Authors,Author(s) ID,Title,Year,Source title,Volume,Issue,Art. No.,Page start,Page end,Page count,Cited by,DOI,Link,Affiliations,Authors with affiliations,Abstract,Author Keywords,Index Keywords,Molecular Sequence Numbers,Chemicals/CAS,Tradenames,Manufacturers,Funding Details,Funding Text 1,Funding Text 2,Funding Text 3,Funding Text 4,Funding Text 5,References,Correspondence Address,Editors,Sponsors,Publisher,Conference name,Conference date,Conference location,Conference code,ISSN,ISBN,CODEN,PubMed ID,Language of Original Document,Abbreviated Source Title,Document Type,Publication Stage,Access Type,Source,EID
"Olszynski P., Kim D.J., Ma I.W.Y., Clunie M., Lambos P., Guzowski T., Butz M., Thoma B.",12773922100;56109728800;6602257507;6506303967;57211354018;57211351282;57188652543;55975207800;,The development of a provincial multidisciplinary framework of consensus-based standards for Point of Care Ultrasound at the University of Saskatchewan,2019,Ultrasound Journal,11,1, 28,,,,,10.1186/s13089-019-0142-7,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073622974&doi=10.1186%2fs13089-019-0142-7&partnerID=40&md5=28fe8225434865829664fa31b6392050,"Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Canada; Department of Emergency Medicine, University of British Columbia, Vancouver, Canada; Department of Medicine, University of Calgary, Calgary, Canada; Department of Anesthesia and Perioperative Medicine, University of Saskatchewan, Saskatoon, Canada; Department of Pediatrics, University of Saskatchewan, Prince Albert, Canada; Department of Internal Medicine, University of Saskatchewan, Saskatoon, Canada; Department of Family Medicine, University of Saskatchewan, Regina, Canada","Olszynski, P., Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Canada; Kim, D.J., Department of Emergency Medicine, University of British Columbia, Vancouver, Canada; Ma, I.W.Y., Department of Medicine, University of Calgary, Calgary, Canada; Clunie, M., Department of Anesthesia and Perioperative Medicine, University of Saskatchewan, Saskatoon, Canada; Lambos, P., Department of Pediatrics, University of Saskatchewan, Prince Albert, Canada; Guzowski, T., Department of Internal Medicine, University of Saskatchewan, Saskatoon, Canada; Butz, M., Department of Family Medicine, University of Saskatchewan, Regina, Canada; Thoma, B., Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Canada","Objectives: The development and adoption of Point-of-Care Ultrasound (POCUS) across disciplines have created challenges and opportunities in implementing training and utilization standards. Within the context of a large, geographically disparate province, we sought to develop a multidisciplinary POCUS framework outlining consensus-based standards. Methods: A core working group of local POCUS leaders from Anesthesia, Emergency Medicine, Family Medicine, Intensive Care, Internal Medicine, Pediatrics, and Trauma, in collaboration with western Canadian colleagues, developed a list of key domains for the framework along with a range of potential standards for each area. The members of the working group and the registrants for a multidisciplinary Roundtable discussion at the University of Saskatchewan’s annual POCUS conference (SASKSONO19, Saskatoon, Saskatchewan, March 2nd, 2019) were invited to complete a survey on POCUS standards for each domain. The survey results were presented to and discussed by participants at the Roundtable discussion at SASKSONO19 who reached consensus on modified standards for each domain. The modified standards were considered for endorsement by all conference attendees using an audience-response system. Results: The working group proposed standards in eight domains: scope of use, credentialing and privileges, documentation, quality assurance, leadership and governance, teaching, research, and equipment maintenance. Consensus on modified standards was achieved in the 18 participant Roundtable. Each standard was then endorsed by > 90% of conference respondents. Conclusion: The resulting framework will inform the utilization of POCUS within Saskatchewan. Both this process and its outcomes could inform the development of multidisciplinary POCUS standards within other jurisdictions. © 2019, The Author(s).",Consensus; Framework; Multidisciplinary; Point of Care Ultrasound; Quality assurance; Standards,accreditation; Article; clinical practice; conceptual framework; consensus; health care planning; health care utilization; human; leadership; medical documentation; medical record; patient care; point of care testing; priority journal; quality control; ultrasound,,,,,,,,,,,"Moore, C.L., Copel, J.A., Point-of-Care Ultrasonography (2011) N Engl J Med, 364 (8), pp. 749-757; Rubano, E., Mehta, N., Caputo, W., Paladino, L., Sinert, R., Systematic review: emergency department bedside ultrasonography for diagnosing suspected abdominal aortic aneurysm (2013) Acad Emerg Med, 20 (2), pp. 128-138; Burnside, P.R., Brown, M.D., Kline, J.A., Systematic review of emergency physician–performed ultrasonography for lower-extremity deep vein thrombosis (2008) Acad Emerg Med, 15 (6), pp. 493-498; Long, L., Zhao, H.-T., Zhang, Z.-Y., Wang, G.-Y., Zhao, H.-L., Lung ultrasound for the diagnosis of pneumonia in adults (2017) Medicine (Baltimore), 96 (3); Subramaniam, S., Bober, J., Chao, J., Zehtabchi, S., Point-of-care Ultrasound for diagnosis of abscess in skin and soft tissue infections (2016) Acad Emerg Med, 23 (11), pp. 1298-1306; Nishijima, D.K., Simel, D.L., Wisner, D.H., Holmes, J.F., Does this adult patient have a blunt intra-abdominal injury? (2012) JAMA, 307 (14), p. 1517; Plummer, D., Clinton, J., Matthew, B., Emergency department ultrasound improves time to diagnosis and survival of ruptured abdominal aortic aneurysm (1998) Acad Emerg Med, 5, p. 417; Rodgerson, J.D., Heegaard, W.G., Plummer, D., Hicks, J., Clinton, J., Sterner, S., Emergency department right upper quadrant ultrasound is associated with a reduced time to diagnosis and treatment of ruptured ectopic pregnancies (2001) Acad Emerg Med, 8 (4), pp. 331-336. , COI: 1:STN:280:DC%2BD3Mzot1eqtQ%3D%3D; Plummer, D., Brunette, D., Asinger, R., Ruiz, E., Emergency department echocardiography improves outcome in penetrating cardiac injury (1992) Ann Emerg Med, 21 (6), pp. 709-712. , COI: 1:STN:280:DyaK383nt1Clug%3D%3D; Melniker, L.A., Leibner, E., McKenney, M.G., Lopez, P., Briggs, W.M., Mancuso, C.A., Randomized controlled clinical trial of point-of-care, limited ultrasonography for trauma in the emergency department: the first sonography outcomes assessment program trial (2006) Ann Emerg Med, 48 (3), pp. 227-235; A report by the american society of anesthesiologists task force on central venous access (2012) Anesthesiology, 116 (3), pp. 539-573; Soni, N.J., Schnobrich, D., Mathews, B.K., Point-of-care ultrasound for hospitalists: a position statement of the society of hospital medicine (2019) J Hosp Med; Ma, I.W.Y., Arishenkoff, S., Wiseman, J., Internal medicine point-of-care ultrasound curriculum: consensus recommendations from the canadian internal medicine ultrasound (CIMUS) group (2017) J Gen Intern Med, 32 (9), pp. 1052-1057; Cho, J., Jensen, T.P., Reierson, K., Recommendations on the use of ultrasound guidance for adult abdominal paracentesis: a position statement of the society of hospital medicine (2019) J Hosp Med, 14, pp. E7-E15; Latteri, S., Malaguarnera, G., Mannino, M., Ultrasound as point of care in management of polytrauma and its complication (2017) J Ultrasound, 20 (2), pp. 171-177; Peabody, C.R., Mandavia, D., Deep needle procedures: improving safety with ultrasound visualization (2017) J Patient Saf, 13 (2), pp. 103-108; Mateer, J.R., Valley, V.T., Aiman, E.J., Phelan, M.B., Thoma, M.E., Kefer, M.P., Outcome analysis of a protocol including bedside endovaginal sonography in patients at risk for ectopic pregnancy (1996) Ann Emerg Med, 27 (3), pp. 283-289. , COI: 1:STN:280:DyaK287nvVWrtQ%3D%3D; Mitchell, D., Leng, A., Gardiner, S., Using point-of-care bedside ultrasound for volume assessment in early shock: an outcome study (2016) Chest, 149 (4), p. A148; Hans, S.S., Huang, R.R., Results of 101 ruptured abdominal aortic aneurysm repairs from a single surgical practice (2003) Arch Surg, 138 (8), p. 898; McCormick, T.J., Miller, E.C., Chen, R., Naik, V.N., Acquiring and maintaining point-of-care ultrasound (POCUS) competence for anesthesiologists (2018) Can J Anesth Can d’anesthésie, 65 (4), pp. 427-436; Guidelines, U., Emergency, point-of-care and clinical ultrasound guidelines in medicine (2017) Ann Emerg Med, 69 (5), pp. e27-e54; (2016) Recommended Curriculum Guidelines for Family Medicine Residents Point of Care Ultrasound, , https://www.aafp.org/dam/AAFP/documents/medical_education_residency/program_directors/Reprint290D_POCUS.pdf, Martinez, CA, Accessed 2 Apr 2019; Arntfield, R., Millington, S., Ainsworth, C., Canadian recommendations for critical care ultrasound training and competency (2014) Can Respir J, 21 (6), pp. 341-345; Shefrin, A.E., Warkentine, F., Constantine, E., Consensus core point-of-care ultrasound applications for pediatric emergency medicine training (2019) AEM Educ Train; Henneberry, R.J., Hanson, A., Healey, A., Use of point of care sonography by emergency physicians (2012) CJEM, 14 (2), pp. 106-112; Mathews, B., Zwank, M., Hospital medicine point of care ultrasound credentialing: an example protocol (2017) J Hosp Med, 12 (9), pp. 767-772; Woods, R.A., Artz, J.D., Carrière, B., CAEP 2016 academic symposium on education scholarship: training our future clinician educators in emergency medicine (2017) Can J Emerg Med, 19 (S1), pp. S1-S8; Humphrey-Murto, S., Varpio, L., Gonsalves, C., Wood, T.J., Using consensus group methods such as Delphi and Nominal Group in medical education research (2017) Med Teach, 39 (1), pp. 14-19; Lewis, D., Rang, L., Kim, D., Recommendations for the use of point-of-care ultrasound (POCUS) by emergency physicians in Canada (2019) CJEM; (2019) Privileging for Ultrasound Imaging H-230.960, , https://policysearch.ama-assn.org/policyfinder/detail/Ultrasoundimaging?uri=%2FAMADoc%2FHOD.xml-0-1591.xml, Published 2010. Accessed 22 Aug; (2019) Diagnostic Imaging Modality Application for Physician Approval Ultrasound Restricted Approval, , http://www.cpsa.ca/wp-content/uploads/2017/02/US-Restricted.02142017.pdf, Accessed 19 Aug 2019; Chawla, T.P., Cresswell, M., Dhillon, S., Canadian association of radiologists position statement on point-of-care ultrasound (2019) Can Assoc Radiol J, 70 (3), pp. 219-225; Denton, C., Iradukunda, D., Trickovic, J., Turnquist, A., Olszynski, P., (2019) ED Ultrasound in Saskatoon: A Quality Assurance Study, , https://sasksonic.files.wordpress.com/2019/03/wecoc-edus-poster.pdf, Accessed 30 Mar 2019","Olszynski, P.; Department of Emergency Medicine, University of SaskatchewanCanada; email: p.olszynski@usask.ca",,,Springer,,,,,25248987,,,,English,Ultrasound J.,Article,Final,Open Access,Scopus,2-s2.0-85073622974
"Liu C., Sands-Meyer S., Audran J.",57204076501;57204069452;26431761700;,The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class,2019,Interactive Learning Environments,27,8,,1178,1191,,,10.1080/10494820.2018.1528283,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054396939&doi=10.1080%2f10494820.2018.1528283&partnerID=40&md5=8207975124cae6f1ec0a471027945341,"Doctor in Education, University of Strasbourg, LISEC Lab EA2310, Strasbourg, France; Senior Lecturer in English at the National Institute of Applied Sciences, LISEC Lab EA2310, Strasbourg, France; Professor in education at the National Institute of Applied Sciences, LISEC Lab EA2310, Strasbourg, France","Liu, C., Doctor in Education, University of Strasbourg, LISEC Lab EA2310, Strasbourg, France; Sands-Meyer, S., Senior Lecturer in English at the National Institute of Applied Sciences, LISEC Lab EA2310, Strasbourg, France; Audran, J., Professor in education at the National Institute of Applied Sciences, LISEC Lab EA2310, Strasbourg, France","Flipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students’ learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students’ learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students’ grammar learning achievement. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.",EFL grammar; Flipped class; student response system,,,,,,,,,,,,"Abdulmajeed, R.K., Hameed, S.K., Using a linguistic theory of humour in teaching English grammar (2017) English Language Teaching, 10 (2), pp. 40-47; Adnan, M., Perceptions of senior-year ELT students for flipped classroom: A materials development course (2017) Computer Assisted Language Learning, 30 (3-4), pp. 204-222; Alkaabi, S.A.R., Alkaabi, W., Vyver, G., Researching student motivation (2017) Contemporary Issues in Education Research, 10 (3), pp. 193-202; Arthurs, L.A., Kreager, B.Z., An integrative review of in-class activities that enable active learning in college science classroom settings (2017) International Journal of Science Education, 39 (15), pp. 2073-2091; Bandura, A., Self-efficacy: Toward a unifying theory of behavioral change (1977) Psychological Review, 84 (2), pp. 191-215; Bergmann, J., Sams, A., (2012) Flip your classroom: Reach every student in every class every day, pp. 120-190. , Washington DC: International society for technology education, &; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Butzler, K.B., Confchem conference on flipped classroom: Flipping at an open-enrollment college (2015) Journal of Chemical Education, 92 (9), pp. 1574-1576; Danker, B., Using flipped classroom approach to explore deep learning in large classrooms (2015) IAFOR Journal of Education, 3 (1), pp. 171-186; Darus, S., Subramaniam, K., Error analysis of the written English essays of secondary school students in Malaysia: A case study (2009) European Journal of Social Sciences, 8 (3), pp. 483-495; Debata, P.K., The importance of grammar in English language teaching-A reassessment (2013) Language in India, 13 (5), pp. 482-486; DeLozier, S.J., Rhodes, M.G., Flipped classrooms: A review of key ideas and recommendations for practice (2017) Educational Psychology Review, 29 (1), pp. 141-151; Draper, S.W., Brown, M., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Gopalan, C., Klann, M.C., The effect of flipped teaching combined with modified team-based learning on student performance in physiology (2017) Advances in Physiology Education, 41 (3), pp. 363-367; Graus, J., Coppen, P.A., Defining grammatical difficulty: A student teacher perspective (2015) Language Awareness, 24 (2), pp. 101-122; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (9-10), pp. 422-433; Hsieh, C.J.S., Wu, W.C.V., Marek, M.W., Using the flipped classroom to enhance EFL learning (2017) Computer Assisted Language Learning, 30 (1-2), pp. 1-21; Hung, H.T., Flipping the classroom for English language learners to foster active learning (2015) Computer Assisted Language Learning, 28 (1), pp. 81-96; Hung, H.-T., Clickers in the flipped classroom: Bring your own device (BYOD) to promote student learning (2017) Interactive Learning Environments, 25 (8), pp. 983-995; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119; Hwang, G.J., Chiu-Lin, L., Facilitating and bridging out-of-class and in-class learning: An interactive e-book-based flipped learning approach for math courses (2017) Journal of Educational Technology & Society, 20 (1), p. 184; Hwang, G.J., Yang, L.H., Wang, S.Y., A concept map-embedded educational computer game for improving students’ learning performance in natural science courses (2013) Computers & Education, 69, pp. 121-130; Jensen, J., Kummer, T., Godoy, P., Improvements from a flipped classroom may simply be the fruits of active learning (2015) CBE-Life Sciences Education, 14 (1), pp. 1-12; Johnson, G.M., Student alienation, academic achievement, and WebCT use (2005) Journal of Educational Technology & Society, 8 (2), pp. 179-189; Kachru, Y., Pedagogical grammars for second language learning (2010) Concise encyclopedia of applied linguistics, pp. 172-178. , Berns M., (ed), Amsterdam: Elsevier,. (Ed; Lancaster, S.J., The flipped lecture (2013) New Directions in the Teaching of Physical Sciences, 9 (1), pp. 28-32; Larsen-Freeman, D., (2003) Teaching language: From grammar to grammaring, , Boston: Thomson & Heinle; Larsen-Freeman, D., The grammar of choice (2003) New perspectives on grammar teaching, pp. 105-120. , Hinkel E., Fotos S., (eds), Mahwah, NJ: Lawrence Erlbaum,. (Eds; Mehring, J., Present research on the flipped classroom and potential tools for the EFL classroom (2016) Computers in the Schools, 33 (1), pp. 1-10; Nan, C., Grammar and grammaring: Toward modes for English grammar teaching in China (2015) English Language Teaching, 8 (12), pp. 79-85; Nicholls, J.G., Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance (1984) Psychological Review, 91 (3), pp. 328-346; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6 (1), pp. 29-41; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Rutherford, W.E., (2014) Second language grammar: Learning and teaching, , London and New York: Routledge; Shiu, L.J., (2011) EFL Learners’ Perceptions of Grammatical Difficulty in Relation to Second Language Proficiency, Performance and Knowledge, , Doctoral dissertation; Singh, T.K.R., Mohamed, A.R., Secondary students’ perspectives on the use of the interactive whiteboard for teaching and learning of science in Malaysia (2012) Journal of Education and Practice, 3 (7), pp. 9-14; Sletten, S.R., Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course (2017) Journal of Science Education and Technology, 26 (3), pp. 347-358; Sun, J.C.Y., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computers & Education, 72, pp. 80-89; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Wang, S.L., Hwang, G.J., The role of collective efficacy, cognitive quality, and task cohesion in computer-supported collaborative learning (2012) Computers & Education, 58 (2), pp. 679-687; Wasserman, N.H., Quint, C., Norris, S.A., Carr, T., Exploring flipped classroom instruction in calculus III (2017) International Journal of Science and Mathematics Education, 15 (3), pp. 545-568; Zhang, J., Necessity of grammar teaching (2009) International Education Studies, 2 (2), p. 184","Audran, J.; Professor in education at the National Institute of Applied Sciences, LISEC Lab EA2310France; email: jacques.audran@insa-strasbourg.fr",,,Routledge,,,,,10494820,,,,English,Interact. Learn. Environ.,Article,Final,,Scopus,2-s2.0-85054396939
"Yeh C.-H., Lo K.S.-H., Lin W.",7401672128;56583407800;57196114741;,Visual-Quality Guided Global Backlight Dimming for Video Display on Mobile Devices,2019,IEEE Transactions on Circuits and Systems for Video Technology,29,11, 8519755,3393,3403,,,10.1109/TCSVT.2018.2879094,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056196748&doi=10.1109%2fTCSVT.2018.2879094&partnerID=40&md5=69cd11065afaa229d120090a95ecec16,"Department of Electrical Engineering, National Taiwan Normal University, Taipei, 106, Taiwan; Department of Electrical Engineering, National Sun Yat-sen University, Kaohsiung, 804, Taiwan; Department of Computer and Information Science and Engineering, University of Florida, Gainesville, FL  32611, United States; Department of Computer Science and Engineering, Nanyang Technological University, Singapore, 639798, Singapore","Yeh, C.-H., Department of Electrical Engineering, National Taiwan Normal University, Taipei, 106, Taiwan, Department of Electrical Engineering, National Sun Yat-sen University, Kaohsiung, 804, Taiwan; Lo, K.S.-H., Department of Computer and Information Science and Engineering, University of Florida, Gainesville, FL  32611, United States; Lin, W., Department of Computer Science and Engineering, Nanyang Technological University, Singapore, 639798, Singapore","This proposes a visual-quality guided global backlight dimming (VQG-GBD) algorithm to reduce the power consumption of liquid-crystal display on mobile devices. We build a backlight scaling ratio (BSR) prediction model via visual-quality assessment that not only considers the display contents but also the backlight intensity while measuring video quality. Also, we add visual uncertainty as an indicator to dim the backlight without being noticed by observers. The VQG-GBD includes a training stage and an online stage. For the training stage, first, we collect videos with distinct attributes of brightness and uncertainty. Then, the subjective rating obtains the relationship among the visual quality, BSR, brightness, and visual uncertainty. Finally, we use the trust-region method to build the BSR prediction model. In the online stage, the model is applied to mobile devices for real-time video display and a BSR optimization strategy is proposed to eliminate the flicker effect between frames, followed by three techniques to accelerate the process: 1) motion vector extraction; 2) pixel subsampling to reduce the computation while analyzing frame content; and 3) GPU rendering to speed up the pixel compensation. The experimental results show that VQG-GBD achieves 21% of the power demand reduction on average for displaying videos on mobile devices while preserving good visual quality. The VQG-GBD delivers more power reduction than the state-of-the-art algorithm image integrity-based gray-level error control and multi-histogram-based gray-level error control by 10% and 8%, respectively. © 1991-2012 IEEE.",ACR11; Global backlight dimming; liquid-crystal display; mobile devices; subjective visual quality assessment; trust-region method; visual uncertainty,Electric power utilization; Flow visualization; Luminance; Mobile devices; Pixels; ACR11; Backlight dimming; Mobile handsets; Power demands; Predictive models; Quality assessment; Trust-region methods; Uncertainty; Visual quality assessment; visual uncertainty; Liquid crystal displays,,,,,"106-2221-E-110-083-MY2

Ministry of Science and Technology, Taiwan, MOST: MOST 107-2218-E-110-004-, MOST 105-2221-E-110-094-MY3, MOST 107-2218-E-003-003-","Manuscript received April 8, 2018; revised August 1, 2018 and October 3, 2018; accepted October 19, 2018. Date of publication November 1, 2018; date of current version October 29, 2019. This work was supported by the Ministry of Science and Technology of Taiwan under Grant MOST 107-2218-E-110-004-, Grant MOST 107-2218-E-003-003-, Grant MOST 105-2221-E-110-094-MY3, and Grant MOST 106-2221-E-110-083-MY2. This paper was recommended by Associate Editor J. Han. (Corresponding author: Chia-Hung Yeh.) C.-H. Yeh is with the Department of Electrical Engineering, National Taiwan Normal University, Taipei 106, Taiwan, and also with the Department of Electrical Engineering, National Sun Yat-sen University, Kaohsiung 804, Taiwan (e-mail: chyeh@ntnu.edu.tw; yeh@mail.ee.nsysu.edu.tw).",,,,,"Carroll, A., Heiser, G., An analysis of power consumption in a smartphone (2010) Proc. USENIX Annu. Tech. Conf, pp. 271-284. , Jun; Lee, T.-W., Lee, J.-H., Kim, C.-G., Kang, S.-H., An optical feedback system for local dimming backlight with RGB LEDs (2009) IEEE Trans. Consum. Electron, 55 (4), pp. 2178-2183. , Nov; Hong, J.-J., Kim, S.-E., Song, W.-J., A clipping reduction algorithm using backlight luminance compensation for local dimming liquid crystal displays (2010) IEEE Trans. Consum. Electron, 56 (1), pp. 240-246. , Feb; Moshnyaga, V.G., Hashimoto, K., Suetsugu, T., A camera-driven power management of computer display (2011) IEEE Trans. Circuits Syst. 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Multimedia Comput., Commun., Appl, 12 (84). , Dec; Yoo, D.-G., Kang, S.-J., Kim, H.-S., Kim, Y.H., Viewing distanceaware backlight dimming of liquid crystal displays (2014) J. Display Technol, 10 (10), pp. 867-874. , Oct; Jang, C.Y., Kang, S.-J., Kim, Y.H., Perceived distortion-based progressive LCD backlight dimming method (2016) J. Display Technol, 12 (10), pp. 1130-1138. , Oct; Lo, K.S.-H., Lin, J.-Y., Yeh, C.-H., A high-efficiency dynamic backlight dimming algorithm based on visual content analysis (2016) Proc. IEEE Global Conf. Consum. Electron, pp. 1-4. , Oct; Tominaga, T., Hayashi, T., Okamoto, J., Takahashi, A., Performance comparisons of subjective quality assessment methods for mobile video (2010) Proc. Int. Conf. Qual. Multimedia Exper, pp. 82-87. , Jun; Li, Q., Wang, Z., Video quality assessment using a statistical model of human visual speed perception (2007) J. Opt. Soc. Amer. A, Opt. Image Sci, 24 (12), pp. B61-B69; Boujut, H., Benois-Pineau, J., Megret, R., Fusion of multiple visual cues for visual saliency extraction from wearable camera settings with strong motion (2012) Proc. Comput. Vis.-ECCV Workshops Demonstrations, 7585, pp. 436-445; Saleem, A., Beghdadi, A., Boashash, B., Image fusion-based contrast enhancement (2012) EURASIP J. Image Video Process, 2012 (10). , May; Conn, A.R., Gould, N.I.M., Toint, P.L., (2000) Trust-Region Methods, , Philadelphia, PA, USA: SIAM; Moré, J.J., Sorensen, D.C., Computing a trust region step (1983) SIAM J. Sci. Statist. Comput, 4 (3), pp. 553-572; Nocedal, J., Wright, S.J., (1999) Numerical Optimization (Springer Series in Operations Research and Financial Engineering), , New York, NY, USA: Springer-Verlag","Yeh, C.-H.; Department of Electrical Engineering, National Taiwan Normal UniversityTaiwan; email: chyeh@ntnu.edu.tw",,,Institute of Electrical and Electronics Engineers Inc.,,,,,10518215,,ITCTE,,English,IEEE Trans Circuits Syst Video Technol,Article,Final,,Scopus,2-s2.0-85056196748
"Jones E.P., Wisniewski C.S.",57211589924;29167612600;,Gamification of a Mobile Applications Lecture in a Pharmacy Course,2019,Medical Reference Services Quarterly,38,4,,339,346,,,10.1080/02763869.2019.1657728,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074548755&doi=10.1080%2f02763869.2019.1657728&partnerID=40&md5=bc50e6ede87842de3f9915101802e720,"Medical University of South Carolina (MUSC) Libraries, Charleston, United States; Medical University of South Carolina (MUSC) College of Pharmacy, Charleston, United States","Jones, E.P., Medical University of South Carolina (MUSC) Libraries, Charleston, United States, Medical University of South Carolina (MUSC) College of Pharmacy, Charleston, United States; Wisniewski, C.S., Medical University of South Carolina (MUSC) College of Pharmacy, Charleston, United States","This report describes a librarian’s development of an interactive and competitive trivia game using Poll Everywhere, an audience response system software. The trivia game was implemented during a live lecture session on drug information mobile applications taught to first-year pharmacy students. To add a fun and engaging reference for students, the librarian decided to model the game after HQ, a free trivia gaming app. Development of the session, student response, changes to future iterations, and lessons learned by the librarian are described. © 2019, © 2019 The Author(s). Published with license by Taylor & Francis Group, LLC.",audience response systems; drug information; Gamification; librarians; mobile apps; pharmacy education,,,,,,,,,,,,"https://www.acpe-accredit.org/pdf/Standards2016FINAL.pdf, Accreditation Standards and Key Elements for the Professional Program Pharmacy Leading to the Doctor of Pharmacy Degree. February 2, 2015; Cole, S.W., Berensen, N.M., Comparison of Drug Information Practice Curriculum Components in US Colleges of Pharmacy (2005) American Journal of Pharmaceutical Education, 69 (2), pp. 34-244; Chiarella, D., Khadem, T.M., Brown, J.E., Wrobel, M.J., Information Literacy Skills Retention over the First Professional Year of Pharmacy School (2014) Medical Reference Services Quarterly, 33 (3), pp. 302-312. , July; Lapidus, M., Kostka-Rokosz, M.D., Dvorkin-Camiel, L., Librarian-Led Tutorial for Enhancement of Pharmacy Students’ Information-Searching Skills in Advanced Experiential Rotations (2009) Medical Reference Services Quarterly, 28 (4), pp. 351-362. , October; Chatfield, A.J., Romero, R.M., Haworth, I.S., Information Intervention in the Pharmaceutical Sciences (2012) Medical Reference Services Quarterly, 31 (2), pp. 188-201. , May; Gardner, A., Lahoz, M.R., Bond, I., Levin, L., Assessing Effectiveness of an Evidence-Based Practice Pharmacology Course Using the Fresno Test (2016) American Journal of Pharmaceutical Education, 80 (7). , September 123; Sera, L., Wheeler, E., Game on: The Gamification of the Pharmacy Classroom (2017) Currents in Pharmacy Teaching and Learning, 9 (1), pp. 155-159. , January–February; (2011), https://library.educause.edu/resources/2011/8/7-things-you-should-know-about-gamification, 7 Things You Should Know About Gamification. EDUCAUSE, August 10; Whitman, A.C., Tanzer, K., Nemec, E.C., II., Gamifying the Memorization of Brand/Generic Drug Names (2019) Currents in Pharmacy Teaching & Learning, 11 (3), pp. 287-291. , March; Lam, J.T., Gutierrez, M.A., Goad, J.A., Odessky, L., Bock, J., Use of Virtual Games for Interactive Learning in a Pharmacy Curriculum (2019) Currents in Pharmacy Teaching and Learning, 11 (1), pp. 51-57. , January; Eukel, H.N., Frenzel, J.E., Cernusca, D., Educational Gaming for Pharmacy Students- Design and Evaluation of a Diabetes-Themed Escape Room (2017) American Journal of Pharmaceutical Education, 81 (7). , September 6265; Chen, A.M.H., Kiersma, M.E., Yehle, K.S., Plake, K.S., Impact of an Aging Simulation Game on Pharmacy Students’ Empathy for Older Adults (2015) American Journal of Pharmaceutical Education, 79 (5). , June 65; Boyce, L.M., Play It, Learn It, Make It Last: Developing an Online Game to Create Self-Sufficient Library Information Users (2016) Medical Reference Services Quarterly, 35 (3), pp. 274-284. , November; Martin, L., Martin, W., Modifying an Information Literacy Game for Outreach Events (2015) Reference Services Review, 43 (4), pp. 643-655. , November; Glotfelty-Scheuering, O.A., Leveraging the Librarian in a Nurse Residency Program (2019) Medical Reference Services Quarterly, 38 (2), pp. 113-130. , June; Blevins, A.E., Kiscaden, E., Bengtson, J., Courting Apocalypse: Creating a Zombie-Themed Evidence-Based Medicine Game (2017) Medical Reference Services Quarterly, 36 (4), pp. 313-322. , May; Leach, G.J., Sugarman, T.S., Play to Win! Using Games in Library Instruction to Enhance Student Learning (2005) Research Strategies, 20 (3), pp. 191-203; Gage, M.P., Peckman, G.S., Greene, M.T., Using a “Survivor” Style Game to Guide Nursing Research into Practice (2011) Journal of Hospital Librarianship, 11 (1), pp. 94-98. , January; Castillo, M., https://www.cnbc.com/2017/11/20/vines-creators-release-trivia-app-hq-trivia.html, Vine’s Creators Want You to Win Free Money with Their New Trivia A CNBC, November 20, 2017; (2019), https://www.polleverywhere.com/plans/higher-ed, Accessed June 15","Jones, E.P.; Medical University of South Carolina (MUSC) Libraries, Medical University of South Carolina, 171 Ashley Avenue, Suite 446, MSC 403, United States; email: jonesemi@musc.edu",,,Routledge,,,,,02763869,,MRSQD,31687907.0,English,Med. Ref. Serv. Q.,Article,Final,,Scopus,2-s2.0-85074548755
Yu Z.,35975507500;,Identifying student satisfaction in the flipped English class enhanced with clickers,2019,International Journal of Information and Communication Technology Education,15,4,,25,40,,,10.4018/IJICTE.2019100103,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073167975&doi=10.4018%2fIJICTE.2019100103&partnerID=40&md5=566537f26ac06c1c96239a9105c0588a,"Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China","Yu, Z., Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China","The flipped class has received great popularity in the last decade. This study, combining quantitative with qualitative research methods, randomly selected over 200 participants and adopted both structural equation modeling and bivariate correlation analysis, studied the factors influencing student satisfaction via corresponding scales that were evidenced valid and internally consistent. It was concluded that several factors, i.e., learner attitude, technology anxiety, teachers' prompt feedback, flexibility of CFLC, and perceived usefulness and ease of technology, exerted significant influence on student satisfaction. The data collected from the semi-structured interview supported the results as well. The design of CFLC should not ignore learner attitude, technology anxiety, teachers' prompt feedback, flexibility of CFLC, and perceived usefulness and ease of technology since they have great impact on student satisfaction. Future research, in need of multi-disciplinary cooperation, may also focus on course design, teacher satisfaction, and textbook choice. © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.",Flexibility of Clicker-Aided Flipped EFL Class; Learner Attitude; Perceived Usefulness and Ease of Technology; Student Satisfaction; Teachers' Prompt Feedback; Technology Anxiety,Curricula; Engineering education; Flexibility of Clicker-Aided Flipped EFL Class; Learner Attitude; Perceived usefulness; Student satisfaction; Teachers'; Students,,,,,,,,,,,"Arbaugh, J.B., Virtual classroom characteristics and student satisfaction with internet-based MBA courses (2000) Journal of Management Education, 24 (1), pp. 32-54; Arsal, Z., The impact of self-regulation instruction on mathematics achievements and attitudes of elementary school students (2009) Eğitim Ve Bilim [Education in Science], 34, pp. 1-12; Barbeite, F.G., Weiss, E.M., Computer self-efficacy and anxiety scales for an Internet sample: Testing measurement equivalence of existing measures and development of new scales (2004) Computers in Human Behavior, 20 (1), pp. 1-15; Beckers, J.J., Schmidt, H.G., Wicherts, J.M., Computer anxiety: “Trait” or “state”? (2007) Computers in Human Behavior, 23 (6), pp. 2851-2862; Berger, N.S., Pioneering experiences in distance learning: Lessons learned (1999) Journal of Management Education, 23 (6), pp. 684-690; Brown, H., (2000) Principles of Language Learning and Teaching, , New Jersey: Prentice Hall; Cattell, R.B., Scheier, I.H., (1961) The Meaning and Measurement of Neuroticism and Anxiety, , New York: Ronald Press; Chapman, E.N., (2002) Attitude: Your Most Priceless Possession, , Canada: Crisp Publications, Inc; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) Management Information Systems Quarterly, 13 (3), pp. 319-340; Doughty, C.J., Long, M.H., (2003) The Handbook of Second Language Acquisition, , Eds USA: Blackwell Publishing Ltd; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23; Ellis, R., (1994) The Study of Second Language Acquisition, , Oxford: Oxford University Press; Gardner, R., (1985) Social Psychology and Second Language Learning: The Role of Attitudes and Motivation, , London, GB: Edward Arnold; Gattiker, U.E., Hlavka, A., Computer attitudes and learning performance: Issues for management education and training (1992) Journal of Organizational Behavior, 13 (1), pp. 89-101; Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 77 (1), pp. 81-112; Heissen, R.K., Glass, C.R., Knight, L.A., Assessing computer anxiety: Development and validation of the computer attitude rating scale (1987) Computers in Human Behavior, 3 (1), pp. 49-59; Joo, Y.J., Bong, M., Choi, H.J., Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in web-based instruction (2000) Educational Technology Research and Development, 48 (2), pp. 5-17; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Lewis, D., Daley, T.M., Shea, T., The effect of virtual team membership on attitudes towards technology usage: A study of student attitudes in the United States (2005) International Journal of Management, 22 (1), pp. 3-10; Lin, Y.C., Liu, T.C., Chu, C.C., Implementing clickers to assist learning in science lectures: The Clicker-Assisted Conceptual Change model (2011) Australasian Journal of Educational Technology, 27 (6), pp. 979-996; Marcoulides, G.A., Strategies for alleviating computer anxieties (1991) Advances in the Implementation and Impact of Computer Systems, , J. A. Morrell & M. Fleischer Eds, Greenwich, CT: JAI Press; McKeachie, W., Research on college teaching: The historical background (1990) Journal of Educational Psychology, 82 (2), pp. 190-200; Mitchell, R., Myles, F., (2004) Second Language Learning Theories, , 2nd ed.). UK: Hodder Arnold; O'Donoghue, M., O'Steen, B., Clicking on or off? Lecturers' rationale for using student response systems (2007) The Australasian Society for Computers in Learning in Tertiary Education Conference, , Paper Singapore; Perrenoud, P., From formative evaluation to a controlled regulation of learning processes: Towards a wider conceptual field (1998) Assessment in Education: Principles, Policy & Practice, 5 (1), pp. 85-102; Piccoli, G., Ahmad, R., Ives, B., Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skill training (2001) Management Information Systems Quarterly, 25 (4), pp. 401-426; Pintrich, P.R., A conceptual framework for assessing motivation and self-regulated learning in college students (2004) Educational Psychology Review, 16 (4), pp. 385-407; Raub, A.C., (1981) Correlates of Computer Anxiety in College Students, , Unpublished doctoral dissertation, University of Pennsylvania; Ryan, M., Carlton, K.H., Ali, N.S., Evaluation of traditional classroom teaching methods versus course delivery via the World Wide Web (1999) The Journal of Nursing Education, 38 (6), pp. 272-277. , PMID:10512468; Salmon, G., Computer mediated conferencing for management learning at the open university (2000) Management Learning, 31 (4), pp. 491-502; Slomanson, W.R., Blended learning: A flipped classroom experiment (2014) Journal of Legal Education, 64 (1), p. 93; Soon, K.H., Sook, K.I., Jung, C.W., Im, K.M., The effects of Internet-based distance learning in nursing (2000) Computers in Nursing, 18 (1), pp. 19-25. , PMID:10673813; Spielberger, C.D., The nature and measurement of anxiety (1976) Cross-Cultural Anxiety, , C. S. Spielberger Ed, Washington, DC: Hemisphere/Wiley; Spielberger, C.D., Sydeman, S.J., State-trait anxiety inventory and state-trait anger expression inventory (1994) The Use of Psychological Testing for Treatment Planning and Outcome Assessment, pp. 292-321. , M. E. Maruish Ed, Hillsdale, NJ: Lawrence Erlbaum Associates; Sun, P.C., Tsai, R.J., Finger, G., Chen, Y.Y., Yeh, D., What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction (2008) Computers & Education, 50 (4), pp. 1183-1202; Thurmond, V.A., Wambach, K., Connors, H.R., Frey, B.B., Evaluation of student satisfaction: Determining the impact of a web-based environment by controlling for student characteristics (2002) American Journal of Distance Education, 16 (3), pp. 169-189; Ur, P., (1996) A Course in Language Teaching, , Cambridge: Cambridge University Press; Venkatesh, V., Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model (2000) Information Systems Research, 11 (4), pp. 342-365; Vijaya, B.C., Soundiraraj, S., A study on change in the attitude of students towards English language learning (2013) English Language Teaching, 6 (5), pp. 111-116; Webster, J., Hackley, P., Teaching effectiveness in technology-mediated distance learning (1997) Academy of Management Journal, 40 (6), pp. 1282-1309; Yu, Z., Blended learning over two decades (2015) International Journal of Information and Communication Technology Education, 11 (3), pp. 1-19; Yu, Z., Indicators of satisfaction in clickers-aided EFL class (2015) Frontiers in Psychology, 6, p. 587. , PMID:25999898; Yu, Z., Differences in serious game-aided and traditional English vocabulary acquisition (2018) Computers & Education, 127, pp. 214-232; Yu, Z., Chen, W., Kong, Y., Sun, X.L., Zheng, J., The impact of clickers instruction on cognitive loads and listening and speaking skills in college English class (2014) PLoS One, 9 (9). , PMID:25192424; Yu, Z., Liu, C., The influence of clickers use on metacognition and learning outcomes in college English classroom (2014) International Journal of Information and Communication Technology Education, 10 (2), pp. 50-61; Yu, Z., Wang, G., Academic achievements and satisfaction of the clicker-aided flipped business English writing class (2016) Journal of Educational Technology & Society, 19 (2), pp. 298-312; Zhai, X.S., Gu, J.B., Liu, H.F., An experiential learning perspective on students' satisfaction model in a flipped classroom context (2017) Journal of Educational Technology & Society, 20 (1), pp. 198-210","Yu, Z.; Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture UniversityChina",,,IGI Global,,,,,15501876,,,,English,Int. J. Inf. Commun. Technol. Educ.,Article,Final,,Scopus,2-s2.0-85073167975
Tanne J.H.,57210461325;,Training surgeons with clickers and warm scrotum studies win Ig Nobel awards,2019,BMJ (Clinical research ed.),366,,,l5574,,,,10.1136/bmj.l5574,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072298399&doi=10.1136%2fbmj.l5574&partnerID=40&md5=bf4c66b385321d565075eb55f7e7b304,NY,"Tanne, J.H., NY",[No abstract available],,,,,,,,,,,,,,,,,NLM (Medline),,,,,17561833,,,31527163.0,English,BMJ,Article,Final,,Scopus,2-s2.0-85072298399
"Holton K.F., Hargrave S.L., Davidson T.L.",26531322000;7004636777;7103293421;,Differential Effects of Dietary MSG on Hippocampal Dependent Memory Are Mediated by Diet,2019,Frontiers in Neuroscience,13,, 968,,,,,10.3389/fnins.2019.00968,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072830314&doi=10.3389%2ffnins.2019.00968&partnerID=40&md5=8e3949d7c7e8dd37a3100b84703b9934,"Nutritional Neuroscience Laboratory, Department of Health Studies, Center for Behavioral Neuroscience, American University, Washington, DC, United States; National Cancer Institute, National Institutes of Health, Rockville, MD, United States; Laboratory for Behavioral and Neural Homeostasis, Department of Psychology, Center for Behavioral Neuroscience, American University, Washington, DC, United States","Holton, K.F., Nutritional Neuroscience Laboratory, Department of Health Studies, Center for Behavioral Neuroscience, American University, Washington, DC, United States; Hargrave, S.L., National Cancer Institute, National Institutes of Health, Rockville, MD, United States; Davidson, T.L., Laboratory for Behavioral and Neural Homeostasis, Department of Psychology, Center for Behavioral Neuroscience, American University, Washington, DC, United States","Introduction: Free glutamate is a common dietary flavor enhancer and is also an important excitatory neurotransmitter in the body. A good number of food additives which contain glutamate are found in the Western Diet, and this diet has also been linked to increased risk of cognitive dysfunction. Objective: To examine the effects of dietary glutamate on hippocampal and non-hippocampal memory performance, and whether consuming a diet high in fat/sugar could influence any observed associations. Methods: Sixty-four adult male Sprague-Dawley rats were trained concurrently on two different discrimination problems: (1) Pavlovian serial feature negative (sFN) discrimination, in which a brief tone stimulus was reinforced with sucrose pellets when it was presented alone (T+ trials) and non-reinforced on trials when it was preceded by the presentation of a brief light (LT− trials); and (2) a simple discrimination (SD) problem in which a white noise (WN+) cue was reinforced with sucrose pellets and a clicker (C-) stimulus was not reinforced. Previous research has shown that sFN, but not SD performance, depends on the functional integrity of the hippocampus. After solving both problems, the rats were assigned to one of four ad libitum-fed diet groups, matched on weight and discrimination performance: (1) high fat, high sugar western-style diet (WD), (2) standard laboratory rodent chow diet (chow), (3) WD + monosodium glutamate (MSG), or (4) chow + MSG. Results: After 14 weeks, rats fed WD had higher adiposity than rats fed chow. Consistent with previous findings, rats fed WD exhibited impaired performance on the sFN problem, but not on the SD, relative to rats fed chow. Adding MSG to WD abolished this impairment, whereas rats fed chow + MSG had impaired sFN performance compared to rats fed chow alone. No differences in performance on the SD task were observed. Conclusion: This study demonstrates differing effects of dietary glutamate on hippocampal dependent memory function, with MSG impairing hippocampal function in animals receiving chow, while improving hippocampal function in animals receiving a Western-type diet, high in fat and sugar. More research will be needed to explore the cause of these differential effects. © Copyright © 2019 Holton, Hargrave and Davidson.",diet; glutamate; hippocampus; memory; MSG; obesity; western diet,glutamate sodium; adult; animal experiment; animal tissue; Article; body weight; chow diet; cognitive defect; controlled study; dietary intake; high-sucrose diet; hippocampus; lipid diet; male; mental performance; neurotoxicity; nonhuman; obesity; problem solving; rat; task performance; Western diet,,"glutamate sodium, 142-47-2, 16177-21-2, 16690-92-9",,,,,,,,,"Baez, M.V., Cercato, M.C., Jerusalinsky, D.A., NMDA receptor subunits change after synaptic plasticity induction and learning and memory acquisition (2018) Neural Plast, 2018 (48). , 29706992; Barense, M.D., Bussey, T.J., Lee, A.C., Rogers, T.T., Davies, R.R., Saksida, L.M., Functional specialization in the human medial temporal lobe (2005) J. 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Health, 3, pp. e132-e142. , 25701991; Jais, A., Solas, M., Backes, H., Chaurasia, B., Kleinridders, A., Theurich, S., Myeloid-Cell-Derived VEGF maintains brain glucose uptake and limits cognitive impairment in obesity (2016) Cell, 166, pp. 1338-1340. , 27565353; Kanoski, S.E., Davidson, T.L., Western diet consumption and cognitive impairment: links to hippocampal dysfunction and obesity (2011) Physiol. Behav, 103, pp. 59-68. , 21167850; Kanoski, S.E., Zhang, Y., Zheng, W., Davidson, T.L., The effects of a high-energy diet on hippocampal function and blood-brain barrier integrity in the rat (2010) J. Alzheimers Dis, 21, pp. 207-219. , 20413889; Konkel, A., Warren, D.E., Duff, M.C., Tranel, D.N., Cohen, N.J., Hippocampal amnesia impairs all manner of relational memory (2008) Front. Hum. Neurosci, 2 (15). , 18989388; Li, M., Li, C., Allen, A., Stanley, C.A., Smith, T.J., The structure and allosteric regulation of mammalian glutamate dehydrogenase (2012) Arch. Biochem. Biophys, 519, pp. 69-80. , 22079166; Medina-Remon, A., Kirwan, R., Lamuela-Raventos, R.M., Estruch, R., Dietary patterns and the risk of obesity, type 2 diabetes mellitus, cardiovascular diseases, asthma, and neurodegenerative diseases (2018) Crit. Rev. Food Sci. Nutr, 58, pp. 262-296. , 27127938; Millen, B.E., Abrams, S., Adams-Campbell, L., Anderson, C.A., Brenna, J.T., Campbell, W.W., The 2015 dietary guidelines advisory committee scientific report: development and major conclusions (2016) Adv. Nutr, 7, pp. 438-444. , 27184271; Miyaki, T., Retiveau-Krogmann, A., Byrnes, E., Takehana, S., Umami increases consumer acceptability, and perception of sensory and emotional benefits without compromising health benefit perception (2016) J. Food Sci, 81, pp. S483-S493. , 26720057; Moses, S.N., Cole, C., Ryan, J.D., Relational memory for object identity and spatial location in rats with lesions of perirhinal cortex, amygdala and hippocampus (2005) Brain Res. Bull, 65, pp. 501-512. , 15862922; Nissen, J.D., Lykke, K., Bryk, J., Stridh, M.H., Zaganas, I., Skytt, D.M., Expression of the human isoform of glutamate dehydrogenase, hGDH2, augments TCA cycle capacity and oxidative metabolism of glutamate during glucose deprivation in astrocytes (2017) Glia, 65, pp. 474-488. , 28032919; Nissen, J.D., Pajecka, K., Stridh, M.H., Skytt, D.M., Waagepetersen, H.S., Dysfunctional TCA-Cycle metabolism in glutamate dehydrogenase deficient astrocytes (2015) Glia, 63, pp. 2313-2326. , 26221781; Park, C.H., Choi, S.H., Piao, Y., Kim, S., Lee, Y.J., Kim, H.S., Glutamate and aspartate impair memory retention and damage hypothalamic neurons in adult mice (2000) Toxicol. Lett, 115, pp. 117-125. , 10802387; Pearson-Leary, J., McNay, E.C., Novel roles for the insulin-regulated glucose transporter-4 in hippocampally dependent memory (2016) J. Neurosci, 36, pp. 11851-11864. , 27881773; Rodriguez-Monforte, M., Sanchez, E., Barrio, F., Costa, B., Flores-Mateo, G., Metabolic syndrome and dietary patterns: a systematic review and meta-analysis of observational studies (2017) Eur. J. Nutr, 56, pp. 925-947. , 27605002; Rossetti, P., Porcellati, F., Busciantella Ricci, N., Candeloro, P., Cioli, P., Nair, K.S., Effect of oral amino acids on counterregulatory responses and cognitive function during insulin-induced hypoglycemia in nondiabetic and type 1 diabetic people (2008) Diabetes, 57, pp. 1905-1917. , 18390791; Rudyk, M.P., Pozur, V.V., Voieikova, D.O., Hurmach, Y.V., Khranovska, N.M., Skachkova, O.V., Sex-based differences in phagocyte metabolic profile in rats with monosodium glutamate-induced obesity (2018) Sci. Rep, 8 (5419). , 29615659; Sagae, S.C., Grassiolli, S., Raineki, C., Balbo, S.L., Marques da Silva, A.C., Sex differences in brain cholinergic activity in MSG-obese rats submitted to exercise (2011) Can. J. Physiol. Pharmacol, 89, pp. 845-853. , 22039988; Sakimoto, Y., Sakata, S., The role of the hippocampal theta rhythm in non-spatial discrimination and associative learning task (2018) Neurosci. Biobehav. Rev, , [Epub ahead of print], 30261198; Sample, C.H., Davidson, T.L., Considering sex differences in the cognitive controls of feeding (2018) Physiol. Behav, 187, pp. 97-107. , 29174819; Smith, Q.R., Transport of glutamate and other amino acids at the blood-brain barrier (2000) J. Nutr, 130, pp. 1016S-1022S. , 10736373; Stanley, C.A., Regulation of glutamate metabolism and insulin secretion by glutamate dehydrogenase in hypoglycemic children (2009) Am. J. Clin. Nutr, 90, pp. 862S-866S. , 19625687; Stranahan, A.M., Models and mechanisms for hippocampal dysfunction in obesity and diabetes (2015) Neuroscience, 309, pp. 125-139. , 25934036; Vanni-Mercier, G., Mauguiere, F., Isnard, J., Dreher, J.C., The hippocampus codes the uncertainty of cue-outcome associations: an intracranial electrophysiological study in humans (2009) J. Neurosci, 29, pp. 5287-5294. , 19386925; Yeomans, M.R., Adverse effects of consuming high fat-sugar diets on cognition: implications for understanding obesity (2017) Proc. Nutr. Soc, 76, pp. 455-465. , 28514983; Zhang, L., Hernandez, V.S., Synaptic innervation to rat hippocampus by vasopressin-immuno-positive fibres from the hypothalamic supraoptic and paraventricular nuclei (2013) Neuroscience, 228, pp. 139-162. , 23085097; Ziegler, D.R., Cullinan, W.E., Herman, J.P., Distribution of vesicular glutamate transporter mRNA in rat hypothalamus (2002) J. Comp. Neurol, 448, pp. 217-229. , 12115705","Holton, K.F.; Nutritional Neuroscience Laboratory, Department of Health Studies, Center for Behavioral Neuroscience, American UniversityUnited States; email: holton@american.edu",,,Frontiers Media S.A.,,,,,16624548,,,,English,Front. Neurosci.,Article,Final,Open Access,Scopus,2-s2.0-85072830314
"Mamas C., Daly A.J., Struyve C., Kaimi I., Michail G.",55497209200;23972092100;55898292700;14522619400;57210818419;,"Learning, friendship and social contexts: Introducing a social network analysis toolkit for socially responsive classrooms",2019,International Journal of Educational Management,33,6,,1255,1270,,,10.1108/IJEM-03-2018-0103,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071566644&doi=10.1108%2fIJEM-03-2018-0103&partnerID=40&md5=054adf0154afabca9eadea325dc5a9bc,"Department of Education Studies, University of California, San Diego, La Jolla, CA, United States; University of California, San Diego, La Jolla, CA, United States; Catholic University of Leuven, Leuven, Belgium; University of Plymouth, Plymouth, United Kingdom; Independent Researcher, Larnaca, Cyprus","Mamas, C., Department of Education Studies, University of California, San Diego, La Jolla, CA, United States; Daly, A.J., University of California, San Diego, La Jolla, CA, United States; Struyve, C., Catholic University of Leuven, Leuven, Belgium; Kaimi, I., University of Plymouth, Plymouth, United Kingdom; Michail, G., Independent Researcher, Larnaca, Cyprus","Purpose: The purpose of this paper is to introduce a social network analysis (SNA) toolkit aiming to enable leaders, educators and researchers work together to deepen their understanding of classroom social network dynamics. In doing so, the authors provide both theoretical and practical steps in building a bridge between theory and practice and a step-by-step introduction to designing and implementing SNA to understand socially responsive classrooms. To make the case, the authors present data that were collected through an SNA survey completed by eighth graders in two highly diverse classrooms in Southern California. Design/methodology/approach: Driven by an SNA perspective, the authors highlight the potential value of examining social interdependencies and interconnectedness among students in a classroom network. The SNA toolkit was employed to calculate social network measures and develop network maps for each classroom. Findings: The toolkit has shown to provide a comprehensive platform in gaining important insights into students’ social relationships, particularly those who are underserved and at higher risk of exclusion. The findings have shown that some of the students in the two classrooms were more likely to remain on the periphery of their social networks, particularly those who are traditionally more likely to be marginalized including students with disabilities as well as racially and linguistically diverse students. Originality/value: The toolkit in the hands of leaders and teachers may provide a powerful tool for personalized professional development and act as a catalyst in bridging the gap between research and practice. © 2019, Emerald Publishing Limited.",Diverse students; Social network analysis toolkit; Social networks; Social relationships; Socially responsive classrooms,,,,,,"National Council for Eurasian and East European Research, NCEEER: H2020-MSCA-IF-2014, 660607

European Commission, EC","This work was supported by the European Commission, European Research Council (H2020-MSCA-IF-2014, Grant Number: 660607). This paper forms part of a special section “School leadership reconsidered: new answers to classic questions”.",,,,,"Armstrong, F., Armstrong, D., Barton, L., (2016) Inclusive Education: Policy, Contexts and Comparative Perspectives, , New York, NY; Baker-Doyle, K., Yoon, S.A., Making expertise transparent: using technology to strengthen social networks in teacher professional development (2010) Social Network Theory and Educational Change, pp. 115-126. , Daly, A.J. (Ed.), Harvard Educational Press, Cambridge, MA; Borgatti, S.P., Everett, M.G., Freeman, L.C., (2002) UCINET for windows: software for social network analysis, , Analytic Technologies, Harvard, MA; Borgatti, S.P., Everett, M.G., Johnson, J.C., (2013) Analyzing Social Networks, , Sage Publications Limited; Bourdieu, P., The forms of capital (1986) Handbook of Theory and Research for the Sociology of Education, pp. 241-258. , Richardson, J. (Ed.), Greenwood Press, New York, NY; Christakis, N.A., Fowler, J.H., The spread of obesity in a large social network over 32 years (2007) The New England Journal of Medicine, 357 (4), pp. 370-379; Crossley, N., Edwards, G., Cases, mechanisms and the real: the theory and methodology of mixed-method social network analysis (2016) Sociological Research Online, 21 (2), pp. 1-15; Daly, A., (2010) Social Network Theory and Educational Change, , Harvard Education Press, Cambridge, MA; Daly, A.J., Finnigan, K.S., A bridge between worlds: understanding network structure to understand change strategy (2010) Journal of Educational Change, 11 (2), pp. 111-138; Deppeler, J., Loreman, T., Florian, L., Smith, R., (2015) Inclusive Pedagogy across the Curriculum, , Emerald Group Publishing, Bingley; Finnigan, K.S., Daly, A.J., Learning at a system level: ties between principals of low performing schools and central office leaders (2010) Social Network Theory and Educational Change, pp. 179-196. , Daly, A.J. (Ed.), Chapter 10, Harvard Educational Press, Cambridge, MA; Florian, L., Teacher education for the changing demographics of schooling: inclusive education for each and every learner (2017) Teacher Education for the Changing Demographics of Schooling: Inclusive Education for Each and Every Learner, Inclusive Learning and Educational Equity, 2, pp. 9-20. , Florian, L. and Pantic, N.,(Eds), doi:, Springer, Dordrecht and Cham; Florian, L., Rouse, M., Black-Hawkins, K., (2016) Achievement and Inclusion in Schools, , Routledge, London and New York, NY; Hanneman, R.A., Riddle, M., (2005) Introduction to Social Network Methods, , University of California, Riverside, CA; Kadushin, C., (2012) Understanding Social Networks: Theories, Concepts, and Findings, , Oxford University Press, Oxford and New York, NY; McPherson, M., Smith-Lovin, L., Cook, J.M., Birds of a feather: homophily in social networks (2001) Annual Review of Psychology, 27 (1), pp. 415-444; Moolenaar, N.M., (2010) Ties with potential: nature, antecedents, and consequences of social networks in school teams, , Universiteit van Amsterdam (Host), Ipskamp, Amsterdam; Moolenaar, N.M., Daly, A.J., Sleegers, P.J., 6 exploring patterns of interpersonal relationships among teachers (2012) Interpersonal Relationships in Education, An Overview of Contemporary Research, pp. 87-101. , Wubbels, T., Brok, P.D., Tartwijk, J.V. and Levy, J., and,(Eds), Sense Publishers, Rotterdam; Neal, J.W., ‘Kracking’ the missing data problem: applying Krackhardt’s cognitive social structures to school-based social networks (2008) Sociology of Education, 81 (2), pp. 140-162; Precey, R., Mazurkiewicz, G., Leadership for inclusion: an overview (2013) Leadership for Inclusive Education Values, Vision and Voices, , Ruairc, G.M., Ottesen, E. and Precey, R. and,(Eds), Brill | Sense, Leiden; Putnam, R.D., (2000) Bowling Alone. The Collapse and Revival of American Community, , Simon and Schuster, New York, NY; Saldarriaga, M.L., Bukowski, M.W., Greco, G., Friendship and happiness: a bidirectional dynamic process (2015) Friendship and Happiness Across the Life-Span and Cultures, pp. 59-78. , Demir, M. (Ed.), Springer, Dordrecht; Scott, J., (2013) Social Network Analysis, , 3rd ed., Sage, London; Scott, J., Carrington, P.J., (2012) The SAGE Handbook of Social Network Analysis, , Sage Publications, London","Mamas, C.; Department of Education Studies, University of California, San DiegoUnited States; email: cmamas@ucsd.edu",,,Emerald Group Publishing Ltd.,,,,,0951354X,,,,English,Int. J. Educ. Manage.,Article,Final,,Scopus,2-s2.0-85071566644
"Moorleghen D.M., Oli N., Crowe A.J., Liepkalns J.S., Self C.J., Doherty J.H.",57209110172;57209103116;7101871122;57188853615;56548491700;56859154300;,Impact of automated response systems on in-class cell phone use,2019,Biochemistry and Molecular Biology Education,47,5,,538,546,,,10.1002/bmb.21257,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066488621&doi=10.1002%2fbmb.21257&partnerID=40&md5=2f0a7cc489516f57a4bee62fb0343993,"Department of Biology, University of Washington, Seattle, WA  98195, United States","Moorleghen, D.M., Department of Biology, University of Washington, Seattle, WA  98195, United States; Oli, N., Department of Biology, University of Washington, Seattle, WA  98195, United States; Crowe, A.J., Department of Biology, University of Washington, Seattle, WA  98195, United States; Liepkalns, J.S., Department of Biology, University of Washington, Seattle, WA  98195, United States; Self, C.J., Department of Biology, University of Washington, Seattle, WA  98195, United States; Doherty, J.H., Department of Biology, University of Washington, Seattle, WA  98195, United States","Cell phones have long been known as a potential distraction from attention intensive activities such as studying and driving. Many, however, are developing the cell phone as a powerful tool to augment some of these same activities. Audience response systems (ARSs) are a type of teaching tool that allows educators to poll audience members in real time. Increasingly, cell phones are being integrated into ARSs to make them more versatile and affordable. As cell phones and other personal electronic devices (tablets, laptops) are becoming more common classroom learning tools, we sought to explore how student cell phone use is impacted by this change. Additionally, we studied how a student's seat location and how the time during a term impacts students' cell phone use. To measure student cell phone use in lecture, we observed introductory biology classes at the University of Washington and recorded when students' cell phones were visible. We found that students sitting in the back of the room showed an increased likelihood of having a cell phone out. However contrary to our expectations, students using personal device (cell phone) based polling technology were no more likely to be using cell phones during lecture than their peers using traditional ARSs. Our results suggest that the downsides to using cell phones as teaching tools may be limited. © 2019 The International Union of Biochemistry and Molecular Biology, 47(5):538–546, 2019. © 2019 International Union of Biochemistry and Molecular Biology",audience response system; Cell phone; clickers; distraction; seat preference,automation; cell phone use; education; human; learning; mobile phone; questionnaire; student; teaching; Automation; Cell Phone; Cell Phone Use; Educational Measurement; Humans; Learning; Students; Surveys and Questionnaires; Teaching,,,,,,"We would like to thank all the students who participated in the study. We would also like to thank Derek Chen, Elena Kolpikova, Melissa Mallen, Edith Serna, Mallory Jackson and course staff for data collection and data entry assistance, Craig Douglas for figures and the University of Washington BERG lab for discussion.",,,,,"McCoy, B., Digital distractions in the classroom phase ii: student classroom use of digital devices for non-class related purposes (2016) J. Media Educ., 7, pp. 5-32; Berry, M.J., Westfall, A., Dial D for distraction: the making and breaking of cell phone policies in the college classroom (2015) Coll. Teach., 63, pp. 62-71; Duncan, D.K., Hoekstra, A.R., Wilcox Digital, B.R., Devices, distraction, and student performance: does in-class cell phone use reduce learning? (2012) Astron. Educ. Rev, 11; Chacon, J., Froese, A.D., Carpenter, C.N., Inman, D.A., Schooley, J.R., Barnes, R.B., Brecht, P.W., Effects of classroom cell phone use on expected and actual learning (2012) Coll. Stud. J., 46, pp. 323-332; Lepp, A., Barkley, J.E., Karpinski, A.C., The relationship between cell phone use, academic performance, anxiety, and satisfaction with life in college students (2014) Comput. Hum. Behav., 31, pp. 343-350; Ward, A.F., Duke, K., Gneezy, A., Bos, M.W., Brain drain: the mere presence of One's own smartphone reduces available cognitive capacity (2017) J. Assoc. Consum. Res., 2, pp. 140-154; Stains, M., Harshman, J., Barker, M.K., Chasteen, S.V., Cole, R., DeChenne, S.E., Anatomy of STEM teaching in North American universities (2018) Science, p. 5; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Comput. Educ., 53, pp. 819-827; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am. J. Pharm. Educ., 73, p. 21; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teach. Psychol., 34, pp. 253-258; Hubbard, J.K., Potts, M.A., Couch, B.A., How question types reveal student thinking: an experimental comparison of multiple-true-false and free-response formats (2017) CBE-Life Sci. Educ., 16, p. ar26; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N.A., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Fernandes, A.C., Huang, J., Rinaldo, V., Does where a student sits really matter? - the impact of seating locations on student classroom learning Int. J. Appl. Educ. Stud, 10, pp. 66-77; Benedict, M.E., Hoag, J., Seating location in large lectures: are seating preferences or location related to course performance? (2004) J. Econ. Educ., 35, pp. 215-231; Perkins, K.K., Wieman, C.E., The surprising impact of seat location on student performance (2004) Phys. Teach, 43, pp. 30-33; Gelman, A., Hill, J., (2007) Data Analysis Using Regression and Multilevel/Hierarchical Models, , Cambridge University Press; Burnham, K.P., Anderson, D.R., (2002) Model Selection and Multimodel Inference: A Practical Information-Theoretic Approach, , Springer Science, New York, NY; (2017) R: A Language and Environment for Statistical Computing, , R Foundation for Statistical Computing, Vienna, Austria; Bates, D., Mächler, M., Bolker, B., Walker fitting linear mixed-effects models using lme4 (2015) J. Stat. Softw., 67, pp. 1-48; Lüdecke, D., (2018), sjPlot Data Visualization for Statistics in Social Science; Stires, L., Classroom seating location, student grades, and attitudes: environment or self-selection? (1980) Environ. Behav., 12, pp. 241-254; Lane, E.S., Harris, S.E., A new tool for measuring student behavioral engagement in large university classes (2015) J. Coll. Sci. Teach., 44, pp. 83-91","Doherty, J.H.; Department of Biology, University of WashingtonUnited States; email: doherty2@uw.edu",,,John Wiley and Sons Inc.,,,,,14708175,,BMBEC,31145544.0,English,Biochem. Mol. Biol. Educ.,Article,Final,,Scopus,2-s2.0-85066488621
"Reimann T., Liedl R., Schellhammer K.S.",55698985400;55939516800;57191033096;,Using blended learning to redesign a groundwater management lecture series: benefits and outcome [Einsatz von Blended Learning bei der Umgestaltung einer Vorlesungsreihe zur Grundwasserbewirtschaftung: Nutzen und Ergebnisse],2019,Grundwasser,24,3,,177,184,,,10.1007/s00767-019-00424-z,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070223020&doi=10.1007%2fs00767-019-00424-z&partnerID=40&md5=d98c6f4d798a080c7dbd100a5e3e2886,"Institute of Groundwater Management, Faculty of Environmental Sciences, Technische Universität Dresden, Dresden, 01062, Germany; Center for Continuing Education, Technische Universität Dresden, Dresden, 01062, Germany","Reimann, T., Institute of Groundwater Management, Faculty of Environmental Sciences, Technische Universität Dresden, Dresden, 01062, Germany; Liedl, R., Institute of Groundwater Management, Faculty of Environmental Sciences, Technische Universität Dresden, Dresden, 01062, Germany; Schellhammer, K.S., Center for Continuing Education, Technische Universität Dresden, Dresden, 01062, Germany","Education in the natural and engineering sciences is traditionally taught following a standard template where the instructor stands in front of the classroom presenting statically and linearly the course material. The educational environment can be improved by using innovative didactic concepts with interactive-digital tools that enhance the students’ understanding of the material. Audience response systems promote active learning during lectures, and learning management systems improve students’ self-learning strategies. This contribution demonstrates such adaptations for the lecture series “Groundwater Management with Computer Models” and shares our experiences regarding methods, effort, and benefit. Student performance was significantly improved together with overall positive evaluation. The techniques used for redesign also increase the teaching efficiency because they exhibit a large degree of reusability without significant modifications and are well scalable for larger audiences. In addition, media-enhanced lecture series meet future requirements by students and the industry for higher education in a networked and digitized society. © 2019, Springer-Verlag GmbH Deutschland, ein Teil von Springer Nature.",Academic education; Blended learning; E-learning; Engineering education; Groundwater modeling,academic research; detection method; education; engineering; groundwater; higher education; learning; modeling; student; teaching; water management,,,,,"European Social Fund, ESF

Technische Universität Dresden, TUD

College of Environmental Science and Forestry, State University of New York, ESF","The authors thank and acknowledge support from the following institutions: Hochschuldidaktisches Zentrum Sachsen (HDS), Centre for Continuing Education (ZfW) at TU Dresden, the Media Centre at TU Dresden, the European Social Fund (ESF), the Free State of Saxony, and the Association of Friends and Sponsors of TU Dresden e. V. (GFF). Education of groundwater management is generously supported by the Lausitz Energie AG (LEAG).",,,,,"Anderson, L.W., Krathwohl, D.R., (2001) A taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives, , Allyn & Bacon, Boston; Barr, R.B., Tagg, J., From teaching to learning: a new paradigm for undergraduate education (1995) Change, 27, pp. 13-26; Biggs, J., Enhancing teaching through constructive alignment (1996) High. Educ., 32, pp. 347-364; (2019) BPS GmbH, , https://bildungsportal.sachsen.de; Clark, R.M., Besterfield-Sacre, M., Budny, D., Bursic, K.M., Clark, W.W., Norman, B.A., Parker, R.S., Slaughter, W.S., Flipping engineering courses: A school wide initiative (2016) Adv. Eng. Educ, 5 (3). , (a); Clark, R.M., Kaw, A., Besterfield-Sacre, M., Comparing the effectiveness of blended, semi-flipped, and flipped formats in an engineering numerical methods course (2016) Adv. Eng. Educ., 5 (3); Kaleta, R., Skibba, K., Joosten, T., Discovering, designing, and delivering hybrid courses (2007) Blended learning: research perspectives, pp. 111-143. , Picciano AG, Dzuiban CD, (eds), The Sloan Consortium, Needam; Karabulut-Ilgu, A., Jahren, C., Evaluation of hybrid learning in a construction engineering context: A mixed-method approach (2016) Adv. Eng. Educ., 5 (3); Kim, M.K., Kim, S.M., Khera, O., Getman, J., The experience of three flipped classrooms in an urban university: an exploration of design principles (2014) Internet High. Educ., 22, pp. 37-50; Liberatore, M.W., Active learning and Just-in-time teaching in a material and energy balances course (2013) Chem. Eng. Educ., 47, pp. 154-160; Liberatore, M.W., Morrish, R.M., Vestal, C.R., Effectiveness of just in time teaching on student achievement in an introductory thermodynamics course (2017) Adv. Eng. Educ., 6 (2); Mason, G., Shuman, T., Cook, K., Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-devision engineering course (2013) IEEE Trans. Educ., 56, pp. 430-435; Mason, G., Shuman, T., Cook, K., (2013) Inverting (flipping) classrooms—advantages and challenges; Miller, K., Lasry, N., Lukoff, B., Schell, J., Mazur, E., Conceptual question response times in peer instruction classrooms (2014) Phys. Rev. St. Phys. Educ. Res., 10, p. 020113; Novak, G., Gavrin, A., Christian, W., Patterson, E., (1999) Just-in-Time Teaching: Blended Active Learning with Web Technology, , Prentice Hall, Upper Saddle River; Rais-Rohani, M., Walters, A., Preliminary assessment of the emporium model in a redesigned engineering mechanics course (2014) Adv. Eng. Educ., 4 (1); Simkins, S., Maier, M., (2010) Just-in-time teaching: across the disciplines, across the academy, , Stylus Publishing, Sterling; (2017) TransMIT – Gesellschaft für Technologietransfer mbH, , https://arsnova.thm.de/mobile/#; Twigg, C.A., Improving learning and reducing costs: fifteen years of course redesign (2015) Change, 47, pp. 6-13; Van Veen, B., Flipping signal-processing instruction (2013) IEEE Signal Process. Mag., 30, pp. 145-150","Reimann, T.; Institute of Groundwater Management, Faculty of Environmental Sciences, Technische Universität DresdenGermany; email: thomas.reimann@tu-dresden.de",,,Springer Verlag,,,,,1430483X,,GRUNF,,English,Grundwasser,Article,Final,,Scopus,2-s2.0-85070223020
"Martin E.K., Salsgiver E.L., Bernstein D.A., Simon M.S., Greendyke W.G., Gramstad J.M., Weeks R., Woodward T., Jia H., Saiman L., Furuya E.Y., Calfee D.P.",57209657442;57110425100;57192195529;55825635300;57144427000;57209657569;57209659841;57192194817;7202381396;7006105788;7007007134;6603885273;,Sustained improvement in hospital cleaning associated with a novel education and culture change program for environmental services workers,2019,Infection Control and Hospital Epidemiology,40,9,,1024,1029,,,10.1017/ice.2019.183,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068373486&doi=10.1017%2fice.2019.183&partnerID=40&md5=fa03220e29f6a2b1f42a9aa6b51b001e,"Weill Cornell Medicine, 525 East 68th Street, New York, NY  10065, United States; New York-Presbyterian Hospital, New York, NY, United States; Columbia University Irving Medical Center, New York, NY, United States","Martin, E.K., Weill Cornell Medicine, 525 East 68th Street, New York, NY  10065, United States; Salsgiver, E.L., Weill Cornell Medicine, 525 East 68th Street, New York, NY  10065, United States; Bernstein, D.A., Weill Cornell Medicine, 525 East 68th Street, New York, NY  10065, United States; Simon, M.S., Weill Cornell Medicine, 525 East 68th Street, New York, NY  10065, United States, New York-Presbyterian Hospital, New York, NY, United States; Greendyke, W.G., New York-Presbyterian Hospital, New York, NY, United States, Columbia University Irving Medical Center, New York, NY, United States; Gramstad, J.M., New York-Presbyterian Hospital, New York, NY, United States; Weeks, R., New York-Presbyterian Hospital, New York, NY, United States; Woodward, T., New York-Presbyterian Hospital, New York, NY, United States; Jia, H., Columbia University Irving Medical Center, New York, NY, United States; Saiman, L., New York-Presbyterian Hospital, New York, NY, United States, Columbia University Irving Medical Center, New York, NY, United States; Furuya, E.Y., New York-Presbyterian Hospital, New York, NY, United States, Columbia University Irving Medical Center, New York, NY, United States; Calfee, D.P., Weill Cornell Medicine, 525 East 68th Street, New York, NY  10065, United States, New York-Presbyterian Hospital, New York, NY, United States","Objective: To sustainably improve cleaning of high-touch surfaces (HTSs) in acute-care hospitals using a multimodal approach to education, reduction of barriers to cleaning, and culture change for environmental services workers.Design: Prospective, quasi-experimental, before-and-after intervention study.Setting: The study was conducted in 2 academic acute-care hospitals, 2 community hospitals, and an academic pediatric and women's hospital.Participants: Frontline environmental services workers.Intervention: A 5-module educational program, using principles of adult learning theory, was developed and presented to environmental services workers. Audience response system (ARS), videos, demonstrations, role playing, and graphics were used to illustrate concepts of and the rationale for infection prevention strategies. Topics included hand hygiene, isolation precautions, personal protective equipment (PPE), cleaning protocols, and strategies to overcome barriers. Program evaluation included ARS questions, written evaluations, and objective assessments of occupied patient room cleaning. Changes in hospital-onset C. difficile infection (CDI) and methicillin-resistant S. aureus (MRSA) bacteremia were evaluated.Results: On average, 357 environmental service workers participated in each module. Most (93%) rated the presentations as 'excellent' or 'very good' and agreed that they were useful (95%), reported that they were more comfortable donning/doffing PPE (91%) and performing hand hygiene (96%) and better understood the importance of disinfecting HTSs (96%) after the program. The frequency of cleaning individual HTSs in occupied rooms increased from 26% to 62% (P <.001) following the intervention. Improvement was sustained 1-year post intervention (P <.001). A significant decrease in CDI was associated with the program.Conclusion: A novel program that addressed environmental services workers' knowledge gaps, challenges, and barriers was well received and appeared to result in learning, behavior change, and sustained improvements in cleaning. © 2019 by The Society for Healthcare Epidemiology of America. All rights reserved.",,Article; cleaning; community hospital; disinfection; emergency care; environmental services worker; hand washing; health education; hospital; human; infection prevention; isolation; named groups by occupation; organizational culture; program evaluation; program sustainability; prospective study; quasi experimental study; tertiary health care; treatment outcome,,,,,,,,,,,"Weber, D.J., Anderson, D., Rutala, W.A., The role of the surface environment in healthcare-associated infections (2013) Curr Opin Infect Dis, 26, pp. 338-344; Shaughnessy, M.K., Micielli, R.L., DePestel, D.D., Evaluation of hospital room assignment and acquisition of Clostridium difficile infection (2011) Infect Control Hosp Epidemiol, 32, pp. 201-206; Huang, S., Datta, R., Platt, R., Risk of acquiring antibiotic-resistant bacteria from prior room occupants (2006) Arch Intern Med, 166, pp. 1945-1951; Nseir, S., Blazejewski, C., Lubret, R., Wallet, F., Courcol, R., Durocher, A., Risk of acquiring multidrug-resistant gram-negative bacilli from prior room occupants in the intensive care unit (2011) Clin Microbiol Infect, 17, pp. 1201-1208; Datta, R., Platt, R., Yokoe, D., Huang, S., Environmental cleaning intervention and risk of acquiring multidrug-resistant organisms from prior room occupants (2011) Arch Intern Med, 171, pp. 491-494; Anderson, D.J., Chen, L.F., Weber, D.J., Enhanced terminal room disinfection and acquisition and infection caused by multidrug-resistant organisms and Clostridium difficile (the Benefits of Enhanced Terminal Room Disinfection study): A cluster-randomised, multicentre, crossover study (2017) Lancet, 389, pp. 805-814; Guh, A., Carling, P., (2010) Environmental Evaluation Workgroup. Options for Evaluating Environmental Cleaning, , https://www.cdc.gov/HAI/toolkits/Evaluating-Environmental-Cleaning.html, Centers for Disease Control and Prevention website. Published Accessed January 17, 2018; Carling, P.C., Parry, M.M., Rupp, M.E., Improving cleaning of the environment surrounding patients in 36 acute care hospitals (2008) Infect Control Hosp Epidemiol, 29, pp. 1035-1041; Rupp, M.E., Fitzgerald, T., Sholtz, L., Lyden, E., Carling, P., Maintain the gain: Program to sustain performance improvement in environmental cleaning (2014) Infect Control Hosp Epidemiol, 35, pp. 866-868; Bernstein, D.A., Salsgiver, E., Simon, M.S., Understanding barriers to optimal cleaning and disinfection in hospitals: A knowledge, attitudes, and practices survey of environmental services workers (2016) Infect Control Hosp Epidemiol, 37, pp. 1492-1495; Bernstein, D., Salsgiver, E., Simon, M., (2015) Qualitative and Quantitative Assessment of Daily Cleaning of High-Touch Environmental Surfaces in Hospital Patient Rooms, , Abstract 1708 IDWeek. San Diego,CA; October 10, 2015; Knowles, M., Malcolm, S., (1985) Androgogy in Action: Applying Modern Principles of Adult Learning, , San Francisco: Jossey-Bass; xvi and 444; Kirkpatrick, J., Kirkpatrick, W., (2016) Kirkpatrick's Four Levels of Training Evaluation, , Alexandria VA: ATD Press; (2018) Multidrug-Resistant Organismand Clostridiumdifficile Infection (MDRO/CDI) Module, , www.cdc.gov/nhsn/pdfs/pscmanual/12pscmdro-cdadcurrent.pdf, Centers for Disease Control and Prevention website. Published Accessed on January 2, 2018; Ray, A.J., Deshpande, A., Fertelli, D., A multicenter randomized trial to determine the effect of an environmental disinfection intervention on the incidence of healthcare-associated Clostridium difficile infection (2017) Infect Control Hosp Epidemiol, 38, pp. 777-783; Sitzlar, B., Deshpande, A., Fertelli, D., Kundrapu, S., Sethi, A.K., Donskey, C.J., An environmental disinfection odyssey: Evaluation of sequential interventions to improve disinfection of Clostridium difficile isolation rooms (2013) Infect Control Hosp Epidemiol, 34, pp. 459-465; Guerrero, D.M., Carling, P.C., Jury, L.A., Ponnada, S., Nerandzic, M.M., Donskey, C.J., Beyond the Hawthorne effect: Reduction of Clostridium difficile environmental contamination through active intervention to improve cleaning practices (2013) Infect Control Hosp Epidemiol, 34, pp. 524-526; Carling, P., Herwaldt, L.A., The Iowa disinfection cleaning project: Opportunities, successes, and challenges of a structured intervention program in 56 hospitals (2017) Infect Control Hosp Epidemiol, 38, pp. 960-965; Chen, L.F., Knelson, L.P., Gergen, M.F., A prospective study of transmission of multidrug-resistant organisms (MDROs) between environmental sites and hospitalized patients-The TransFER study (2019) Infect Control Hosp Epidemiol, 40, pp. 47-52","Calfee, D.P.; Weill Cornell Medicine, 525 East 68th Street, United States; email: dpc9003@med.cornell.edu",,,Cambridge University Press,,,,,0899823X,,ICEPE,31256766.0,English,Infect. Control Hosp. Epidemiol.,Article,Final,,Scopus,2-s2.0-85068373486
"Glotzbecker M.P., St Hilaire T.A., Pawelek J.B., Thompson G.H., Vitale M.G.",12780478500;26537392100;8897825500;7403077507;7102795486;,Best Practice Guidelines for Surgical Site Infection Prevention with Surgical Treatment of Early Onset Scoliosis,2019,Journal of Pediatric Orthopaedics,39,8,,e602,e607,,2.0,10.1097/BPO.0000000000001079,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053382453&doi=10.1097%2fBPO.0000000000001079&partnerID=40&md5=739a23e4848d8f7bf4c3ee8b6bd3c14a,"Department of Orthopaedic Surgery, Boston Children's Hospital, 300 Longwood Avenue, Hunnewell 2, Boston, MA  02115, United States; Children's Spine Foundation, Valley Forge, PA, United States; Growing Spine Foundation, San Diego, CA, United States; UH Rainbow Babies and Children's Hospital, Cleveland, OH, United States; Columbia University Medical Center, New York, NY, United States","Glotzbecker, M.P., Department of Orthopaedic Surgery, Boston Children's Hospital, 300 Longwood Avenue, Hunnewell 2, Boston, MA  02115, United States; St Hilaire, T.A., Children's Spine Foundation, Valley Forge, PA, United States; Pawelek, J.B., Growing Spine Foundation, San Diego, CA, United States; Thompson, G.H., UH Rainbow Babies and Children's Hospital, Cleveland, OH, United States; Vitale, M.G., Columbia University Medical Center, New York, NY, United States","Background:Postoperative surgical site infection (SSI) is unfortunately a commonly encountered complication in the surgical treatment of children with Early Onset Scoliosis (EOS). There is documented variation in the treatment of this patient population. Previous work building consensus for the approach to high risk patients (eg, neuromuscular etiology) has been promising. The goal of the current study is to apply similar principles to develop consensus-based guidelines for the treatment of patients with EOS.Methods:A focus group from 2 multicenter pediatric spine deformity study groups developed a list of statements to be distributed to a larger group of EOS experts. Using the Delphi process, participants were presented with a systematic review of the literature as well as a review of current practices in growth friendly surgery. The first round was conducted using an electronic survey. Results of this survey were then discussed face-to-face and the statements were further refined. A final round was conducted using the Audience Response System, allowing participants to vote for each statement (strongly agree or agree). Agreement >80% or disagreement <20% was considered consensus.Results:A total of 29 of 57 statements reached consensus. Negative statements (statements of disagreement) were excluded, so the final consensus guidelines included 22 statements. The number of statements from the previously published Best Practice Guidelines (BPG) approved for insertion and lengthening growth friendly procedures were 12 of 14 and 11 of 14, respectively. The high risk BPG therefore does not cover all of the issues specific to the EOS population, and explains why 22 statements reached consensus in the current guideline. Upon completion of the surveys, 100% of the participants agreed to support its publication.Conclusions:Using the Delphi process several ""best practices"" were developed for growth friendly surgical treatment of EOS.Level of Evidence:Level V. © 2017 Wolters Kluwer Health, Inc. All rights reserved.",best practice guidelines; Delphi process; early onset scoliosis; growth friendly surgery; surgical site infection,Article; consensus; decision making; Delphi study; disease association; human; intraoperative period; patient education; perioperative period; population research; postoperative period; practice guideline; priority journal; questionnaire; risk factor; scoliosis; spine malformation; surgical infection; systematic review,,,,,"Growing Spine Foundation, GSF

Howard Hughes Medical Institute, HHMI

National Institutes of Health, NIH

Howard Hughes Medical Institute, HHMI

Spine Foundation

Scoliosis Research Society, SRS

Growing Spine Foundation, GSF

Stryker

Orthopaedic Research and Education Foundation, OREF

Pediatric Orthopaedic Society of North America, POSNA

Growing Spine Foundation, GSF",Supported by Children’s Spine Foundation and Growing Spine Foundation.,No funding was received for this work from any of the following organizations: National Institutes of Health (NIH); Welcome Trust; Howard Hughes Medical Institute (HHMI).,"M.P.G.: speakers bureau for Biomet; speakers bureau for DePuy, a Johnson & Johnson Company; research support from Children’s Spine Study Group, Growing Spine Study Group and Harms Study Group. Publishing royalties, financial or material support from Orthobullets. M.G.V.: IP royalties; paid consultant; research support for Biomet; board or committee member Children’s Spine Foundation and Pediatric Orthopaedic Society of North America; research support from Fox Study Group and Children’s Spine Foundation; board or committee member of IPOS; research support from OREF, SRS, POSNA, and OSRF; paid consultant for Stryker; unpaid consultant for Wellinks. G.H.T.: Executive Committee Growing Spine Study Group: board or committee member; Journal of Pediatric Orthopedics: editorial or governing board; Medtronic - travel expenses: other financial or material support; NuVasive -travel expenses: other financial or material support; OrthoPediatrics: IP royalties; paid consultant; stock or stock options; OrthoPediatrics - travel expenses and per diem: other financial or material support; Shriner’s Hospital for Children - travel expenses and per diem: other financial or material support; Shriner’s Hospital for Children Medical Advisory Board: board or committee member; Societe Internationale de Chirurgie Orthopedique et de Traumatologie: board or committee member; SpineForm: unpaid consultant; Wolters Kluwer Health - Lippincott Williams & Wilkins: Publishingntative for nuSpine Medical Techno: other financial or material support; SpineForm: unpaid consultant; Wolters Kluwer Health - Lippincott Williams & Wilkins: publishing royalties, financial or material support. J.B.P.: board or committee member: San Diego Spine Foundation; Growing Spine Subcommittee, Scoliosis Research Society. Children’s Spine Study Group: research grant from Nuvasive and DePuy Synthes Spine. The Children’s Spine Foundation (CSF) financially supports the Children’s Spine Study Group. The CSF receives donations from the study group’s surgeon members, medical device industry, grateful patients and other donors. Growing Spine Study Group: research grant from Nuvasive and Growing Spine Foundation. The Growing Spine Foundation (GSF) financially supports the Growing Spine Study Group. The GSF receives donations from the study group’s surgeon members, medical device industry, grateful patients, and other donors. T.A.St.H. declares no conflict of interest.",The Growing Spine Foundation and Children’s Spine Foundation supported this study. No other external funding source was required for the current study.,,"Emans, J.B., Caubet, J.F., Ordonez, C.L., The treatment of spine and chest wall deformities with fused ribs by expansion thoracostomy and insertion of vertical expandable prosthetic titanium rib: Growth of thoracic spine and improvement of lung volumes (2005) Spine (Phila Pa 1976), 30 (17), pp. S58-S68; Campbell, R.M., Jr., Smith, M.D., Mayes, T.C., The effect of opening wedge thoracostomy on thoracic insufficiency syndrome associated with fused ribs and congenital scoliosis (2004) J Bone Joint Surg Am, 86, pp. 1659-1674; Sankar, W.N., Acevedo, D.C., Skaggs, D.L., Comparison of complications among growing spinal implants (2010) Spine (Phila Pa 1976), 35, pp. 2091-2096; Garg, S., St, L.J., Hilaire, T., Wound complications of vertical expandable prosthetic titanium rib incisions (2014) Spine (Phila Pa 1976), 39, pp. E777-E781; Klemme, W.R., Denis, F., Winter, R.B., Spinal instrumentation without fusion for progressive scoliosis in young children (1997) J Pediatr Orthop, 17, pp. 734-742; Akbarnia, B.A., Marks, D.S., Boachie-Adjei, O., Dual growing rod technique for the treatment of progressive early-onset scoliosis: A multicenter study (2005) Spine (Phila Pa 1976), 30 (17), pp. S46-S57; Kabirian, N., Akbarnia, B.A., Pawelek, J.B., Deep surgical site infection following 2344 growing-rod procedures for early-onset scoliosis: Risk factors and clinical consequences (2014) J Bone Joint Surg Am, 96, p. e128; Garg, S., St, C.M., Hilaire, T., Variability of surgical site infection with VEPTR at eight centers: A retrospective cohort analysis (2016) Spine Deform, 4, pp. 59-64; Smith, J.T., Smith, M.S., Can infection associated with rib distraction techniques be managed without implant removal? (2011) Spine (Phila Pa 1976), 36, pp. 2176-2179; Bess, S., Akbarnia, B.A., Thompson, G.H., Complications of growing-rod treatment for early-onset scoliosis: Analysis of one hundred and forty patients (2010) J Bone Joint Surg Am, 92, pp. 2533-2543; Glotzbecker, M.P., Riedel, M.D., Vitale, M.G., What's the evidence? Systematic literature review of risk factors and preventive strategies for surgical site infection following pediatric spine surgery (2013) J Pediatr Orthop, 33, pp. 479-487; Vitale, M.G., Riedel, M.D., Glotzbecker, M.P., Building consensus: Development of a Best Practice Guideline (BPG) for surgical site infection (SSI) prevention in high-risk pediatric spine surgery (2013) J Pediatr Orthop, 33, pp. 471-478; Glotzbecker, M.P., Garg, S., Akbarnia, B.A., Surgeon practices regarding infection prevention for growth friendly spinal procedures (2014) J Child Orthop, 8, pp. 245-250; Lucas, F.L., Sirovich, B.E., Gallagher, P.M., Variation in cardiologists' propensity to test and treat: Is it associated with regional variation in utilization (2010) Circ Cardiovasc Qual Outcomes, 3, pp. 253-260; Birkmeyer, J.D., Sharp, S.M., Finlayson, S.R., Variation profiles of common surgical procedures (1998) Surgery, 124, pp. 917-923; Newman, K., Ponsky, T., Kittle, K., Appendicitis 2000: Variability in practice, outcomes, and resource utilization at thirty pediatric hospitals (2003) J Pediatr Surg, 38, pp. 372-379. , discussion 372-9; Horton, J.N., Nominal group technique. A method of decision-making by committee (1980) Anaesthesia, 35, pp. 811-814; Rubin, G., De Wit, N., Meineche-Schmidt, V., The diagnosis of IBS in primary care: Consensus development using nominal group technique (2006) Fam Pract, 23, pp. 687-692; Grzywna, A.M., Miller, P.E., Glotzbecker, M.P., Offset layered closure reduces deep wound infection in early-onset scoliosis surgery (2016) J Pediatr Orthop B, 25, pp. 361-368; Molinari, R.W., Khera, O.A., Molinari, W.J., III, Prophylactic intraoperative powdered vancomycin and postoperative deep spinal wound infection: 1,512 consecutive surgical cases over a 6-year period (2012) Eur Spine J, 21, pp. S476-S482; O'Neill, K.R., Smith, J.G., Abtahi, A.M., Reduced surgical site infections in patients undergoing posterior spinal stabilization of traumatic injuries using vancomycin powder (2011) Spine J, 11, pp. 641-646; Sweet, F.A., Roh, M., Sliva, C., Intrawound application of vancomycin for prophylaxis in instrumented thoracolumbar fusions: Efficacy, drug levels, and patient outcomes (2011) Spine (Phila Pa 1976), 36, pp. 2084-2088; Kang, D.G., Holekamp, T.F., Wagner, S.C., Intrasite vancomycin powder for the prevention of surgical site infection in spine surgery: A systematic literature review (2015) Spine J, 15, pp. 762-770; Evaniew, N., Khan, M., Drew, B., Intrawound vancomycin to prevent infections after spine surgery: A systematic review and meta-analysis (2015) Eur Spine J, 24, pp. 533-542; Gans, I., Dormans, J.P., Spiegel, D.A., Adjunctive vancomycin powder in pediatric spine surgery is safe (2013) Spine (Phila Pa 1976), 38, pp. 1703-1707; Luhmann, S.J., Smith, J.C., Preoperative MRSA screening in pediatric spine surgery: A helpful tool or a waste of time and money? (2016) Spine Deform, 4, pp. 272-276; Chang, F.Y., Chang, M.C., Wang, S.T., Can povidone-iodine solution be used safely in a spinal surgery? (2006) Eur Spine J, 15, pp. 1005-1014; Cheng, M.T., Chang, M.C., Wang, S.T., Efficacy of dilute betadine solution irrigation in the prevention of postoperative infection of spinal surgery (2005) Spine (Phila Pa 1976), 30, pp. 1689-1693; Chundamala, J., Wright, J.G., The efficacy and risks of using povidone-iodine irrigation to prevent surgical site infection: An evidence-based review (2007) Can J Surg, 50, pp. 473-481; Hardacker, J., Hardakder, T., Dilute betadine wound lavage for surgical wound prophylaxis (2009) Proceedings of the NASS 24th Annual Meeting; Ho, C., Sucato, D.J., Richards, B.S., Risk factors for the development of delayed infections following posterior spinal fusion and instrumentation in adolescent idiopathic scoliosis patients (2007) Spine (Phila Pa 1976), 32, pp. 2272-2277; Blank, J., Flynn, J.M., Bronson, W., The use of postoperative subcutaneous closed suction drainage after posterior spinal fusion in adolescents with idiopathic scoliosis (2003) J Spinal Disord Tech, 16, pp. 508-512; Glotzbecker, M.P., Vitale, M.G., Shea, K.G., Surgeon practices regarding infection prevention for pediatric spinal surgery (2013) J Pediatr Orthop, 33, pp. 694-699; Glotzbecker, M.P., Gomez, J.A., Miller, P.E., Management of spinal implants in acute pediatric surgical site infections: A multicenter study (2016) Spine Deform, 4, pp. 277-282; Di Silvestre, M., Bakaloudis, G., Lolli, F., Late-developing infection following posterior fusion for adolescent idiopathic scoliosis (2011) Eur Spine J, 20, pp. S121-S127; Soultanis, K.C., Pyrovolou, N., Zahos, K.A., Late postoperative infection following spinal instrumentation: Stainless steel versus titanium implants (2008) J Surg Orthop Adv, 17, pp. 193-199; Sheehan, E., McKenna, J., Mulhall, K.J., Adhesion of Staphylococcus to orthopaedic metals, an in vivo study (2004) J Orthop Res, 22, pp. 39-43","Glotzbecker, M.P.; Department of Orthopaedic Surgery, Boston Children's Hospital, 300 Longwood Avenue, Hunnewell 2, United States; email: Michael.Glotzbecker@childrens.harvard.edu",,,Lippincott Williams and Wilkins,,,,,02716798,,JPORD,31393298.0,English,J. Pediatr. Orthop.,Article,Final,,Scopus,2-s2.0-85053382453
"Tsai H.-H., Chang C.-T., Hou X.-Y., Yong Y.-M., Chiou K.-C., Yu P.-T.",7402649611;57013549800;57203267353;57194501452;57147281700;7403598575;,Interactive student response system with iBeacon and web-socket for flipped classroom learning,2019,Journal of Computing in Higher Education,31,2,,340,361,,,10.1007/s12528-019-09226-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065664664&doi=10.1007%2fs12528-019-09226-x&partnerID=40&md5=f668d031418e7a7fbaa16a43587cf877,"Department of Information Management, National Formosa University, Huwei, Yunlin, Taiwan; Department of Computer Science and Information Engineering, National Chung Cheng University, Chiayi, Taiwan; Department of Finance, Chaoyang University of Technology, Taichung, Taiwan","Tsai, H.-H., Department of Information Management, National Formosa University, Huwei, Yunlin, Taiwan; Chang, C.-T., Department of Computer Science and Information Engineering, National Chung Cheng University, Chiayi, Taiwan; Hou, X.-Y., Department of Information Management, National Formosa University, Huwei, Yunlin, Taiwan; Yong, Y.-M., Department of Information Management, National Formosa University, Huwei, Yunlin, Taiwan; Chiou, K.-C., Department of Finance, Chaoyang University of Technology, Taichung, Taiwan; Yu, P.-T., Department of Computer Science and Information Engineering, National Chung Cheng University, Chiayi, Taiwan","The paper proposes an interactive student response portfolio (ISREP) system with iBeacon and web-socket technology, which supports flipped-classroom learning activities in traditional classrooms. The design of the ISREP system aims at promote interactions in classroom learning (CL). It offers APPs and web-interface functions for students and teachers, respectively. Students’ APP can scan iBeacon devices in classrooms and then automatically upload their identification information to the cloud space. Consequently, students’ presence in classroom can be recorded automatically. Moreover, teachers employ another function the system provides to promote high interaction in classroom via displaying questions on the front screen in classroom. Meanwhile, it simultaneously pushes (multicasts) these questions to students’ smartphones via web-socket technology. Subsequently, students send their responses for questions to the cloud space by the APP. During answering questions, the system presents temporary histograms of students’ responses and counting-down statuses of a timer on the screen in classroom. A timer can be synchronized with students’ APP by the web-socket technology. This way can promote students’ interaction and interest and then students enjoy in quiz-like activities. Teachers can quickly get results of students’ responses. A quasi-experiment was conducted in flipped-CL activities of a university class utilizing the system. Observing experimental results, it was found that students, who receive the instruction with the system, improved their interaction, learning interest, learning attitude, and learning satisfaction. Moreover, the proposed system helps teachers quickly obtain students’ learning situation in classroom and then may adjust their instructional approaches or contents. © 2019, Springer Science+Business Media, LLC, part of Springer Nature.",Blend learning; Flipped classroom; iBeacon; Student response system; Web socket,,,,,,"107-2511-H-150-001

Ministry of Science and Technology, Taiwan, MOST: MOST 105-2511-S-150-003",The authors would like to acknowledge the Ministry of Science and Technology of Taiwan for supporting this research under Contract Numbers MOST 105-2511-S-150-003 and MOST 107-2511-H-150-001. The findings and recommendations contained in this article of those of the authors and do not necessarily reflect those of the Ministry of Science and Technology.,,,,,"Aktekin, N.C., Çelebi, H., Aktekin, M., Let’s Kahoot! Anatomy (2018) International Journal of Morphology, 36 (2), pp. 716-721; Chen, D.-J., Lai, A.-F., Liu, I.-C., The design and implementation of a diagnostic test system based on the enhanced S-P model (2005) Journal of Information Science and Engineering, 21, pp. 1007-1030; Chiu, P.S., Chen, H.C., Huang, Y.M., Liu, C.J., Liu, M.C., Shen, M.H., A video annotation learning approach to improve the effects of video learning (2018) Innovations in Education and Teaching International, 55 (4), pp. 1-11; Fette, I., Melnikov, A., The WebSocket protocol (2011) Internet Engineering Task Force, , https://tools.ietf.org/html/rfc6455, December, Retrieved from; Fuller, J.S., Dawson, K.M., Student response systems for formative assessment: Literature based strategies and findings from a middle school implementation (2017) Contemporary Educational Technology, 8 (4), pp. 370-389; Gould, S.M., Potential use of classroom response systems (CRS, Clickers) in foods, nutrition, and dietetics higher education (2016) Journal of Nutrition Education and Behavior, 48 (9), pp. 669-674; Hwang, G.J., Chang, H.F., A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students (2011) Computers & Education, 56 (4), pp. 1023-1031; Lewis, C.E., Chen, D.C., Relan, A., Implementation of a flipped classroom approach to promote active learning in the third-year surgery clerkship (2017) The American Journal of Surgery, 215 (2), pp. 298-303; Lo, G., Lin, D., Tang, W.H., (2015) Zuvio, , http://aca.tmu.edu.tw/files/achive/1413_458220f3.pdf, April, Retrieved from; Malone, T.W., What makes things fun to learn? Heuristics for designing instructional computer games (1980) The 3Rd ACM SIGSMALL Symposium and the First SIGPC Symposium on Small Systems, pp. 162-169; Merchant, Z., Goetz, E.T., Keeney-Kennicutt, W., Kwok, O.-M., Cifuentes, L., Davis, T.J., The learner characteristics, features of desktop 3D virtual reality environments; College chemistry instruction: A structural equation modeling analysis (2012) Computers & Education, 59 (2), pp. 551-568; Mishra, S., (2018) Introduction to Websockets, , https://linode.com/docs/development/introduction-to-websockets/, December, Retrieved from; Moore, M.G., Three types of interaction (1989) The American Journal of Distance Education, 3 (2), pp. 1-6; Plump, C.M., LaRosa, J., Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices (2017) Management Teaching Review, 2 (2), pp. 151-158; Siau, K., Sheng, H., Nah, F.F.-H., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49 (3), pp. 398-403; Spachos, P., (2017) Computer Communications, , https://doi.org/10.1016/j.comcom.2017.12.007, December, Retrieved from; Townsend, K., (2018) Introduction to Bluetooth Low Energy, , https://cdn-learn.adafruit.com/downloads/pdf/introduction-to-bluetooth-low-energy.pdf, March, Retrieved from; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227; Wang, B.T., Applying PBL and ZUVIO to enhance English learning motivation (2016) International Journal of Cyber Society and Education, 9 (1), pp. 1-16; Wu, Y.-C., Wu, J.T., Li, Y., Impact of using classroom response systems on students’ entrepreneurship learning experience (2017) Computers in Human Behavior; Wu, Q.W., Wu, M.C., Liang, R.K., Wang, X.Y., (1999) Team Model Smarter Classroom, , http://www.habook.com.tw/english/download/TEAM_Model/TEAM_Model_Smarter_Classroom.pdf, Retrieved from; Yilmaz, R., Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom (2017) Computers in Human Behavior, 70, pp. 251-260","Tsai, H.-H.; Department of Information Management, National Formosa UniversityTaiwan; email: thh@nfu.edu.tw",,,Springer New York LLC,,,,,10421726,,,,English,J. Comput. High. Educ.,Article,Final,,Scopus,2-s2.0-85065664664
"Carberry T.P., Lukeman P.S., Covell D.J.",57210594846;6506506893;15749745900;,"Bringing Nuance to Automated Exam and Classroom Response System Grading: A Tool for Rapid, Flexible, and Scalable Partial-Credit Scoring",2019,Journal of Chemical Education,96,8,,1767,1772,,,10.1021/acs.jchemed.8b01004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071121599&doi=10.1021%2facs.jchemed.8b01004&partnerID=40&md5=bd35fb4bf3970344ef4605b98e4a1ca5,"Chemistry Department, St. John's University, 8000 Utopia Parkway, Jamaica, NY  11439, United States; Chemistry Department, Franklin and Marshall College, Lancaster, PA  17604, United States","Carberry, T.P., Chemistry Department, St. John's University, 8000 Utopia Parkway, Jamaica, NY  11439, United States; Lukeman, P.S., Chemistry Department, St. John's University, 8000 Utopia Parkway, Jamaica, NY  11439, United States; Covell, D.J., Chemistry Department, St. John's University, 8000 Utopia Parkway, Jamaica, NY  11439, United States, Chemistry Department, Franklin and Marshall College, Lancaster, PA  17604, United States","We present here an extension of Morrison's and Ruder's ""Sequence-Response Questions"" (SRQs) that allows for more nuance in the assessment of student responses to these questions. We have implemented grading software (which we call ANGST, ""Automated Nuanced Grading & Statistics Tool"") in a Microsoft Excel sheet that can take SRQ answer data from any source and flexibly and automatically grade these responses with partial credit. This allows for instructors to assess a range of understanding of material from student-generated answers as in a traditional written exam, while still reducing grading workload for large classes. It also allows instructors to do automated statistical analysis on the most popular answers, and subanswers, either from sources like exams or classroom response systems (CRSs), to determine common misunderstandings and facilitate adjustments to instruction. © 2019 American Chemical Society and Division of Chemical Education, Inc.",First-Year Undergraduate/General; Organic Chemistry; Problem Solving/Decision Making; Reactions; Second-Year Undergraduate; Student-Centered Learning; Testing/Assessment,,,,,,,,,,,,"Campbell, M.L., Multiple-Choice Exams and Guessing: Results from a One-Year Study of General Chemistry Tests Designed to Discourage Guessing (2015) J. Chem. Educ., 92 (7), pp. 1194-1200; Denyer, G., Hancock, D., Graded multiple choice questions: Rewarding understanding and preventing plagiarism (2002) J. Chem. Educ., 79 (8), p. 961; Towns, M.H., Guide to developing high-quality, reliable, and valid multiple-choice assessments (2014) J. Chem. Educ., 91 (9), pp. 1426-1431; Binder, B., Improved multiple-choice examinations (1988) J. Chem. Educ., 65 (5), p. 436; Friel, S., Johnstone, A., Scoring systems which allow for partial knowledge (1978) J. Chem. Educ., 55 (11), p. 717; Morrison, R.W., Caughran, J.A., Sauers, A.L., Classroom Response Systems for Implementing Interactive Inquiry in Large Organic Chemistry Classes (2014) J. Chem. Educ., 91 (11), pp. 1838-1844; Straumanis, A.R., Ruder, S.M., A method for writing open-ended curved arrow notation questions for multiple-choice exams and electronic-response systems (2009) J. Chem. Educ., 86 (12), p. 1392; Flynn, A.B., Developing Problem-Solving Skills through Retrosynthetic Analysis and Clickers in Organic Chemistry (2011) J. Chem. Educ., 88 (11), pp. 1496-1500; Woelk, K., Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses (2008) J. Chem. Educ., 85 (10), p. 1400; Niemeyer, E.D., Zewail-Foote, M., Investigating the Influence of Gender on Student Perceptions of the Clicker in a Small Undergraduate General Chemistry Course (2018) J. Chem. Educ., 95 (2), pp. 218-223; Murphy, K., Using a Personal Response System to Map Cognitive Efficiency and Gain Insight into a Proposed Learning Progression in Preparatory Chemistry (2012) J. Chem. Educ., 89 (10), pp. 1229-1235; Grunert, M.L., Raker, J.R., Murphy, K.L., Holme, T.A., Polytomous versus Dichotomous Scoring on Multiple-Choice Examinations: Development of a Rubric for Rating Partial Credit (2013) J. Chem. Educ., 90 (10), pp. 1310-1315; Slepkov, A.D., Vreugdenhil, A.J., Shiell, R.C., Score Increase and Partial-Credit Validity When Administering Multiple-Choice Tests Using an Answer-Until-Correct Format (2016) J. Chem. Educ., 93 (11), pp. 1839-1846; Risley, J.M., Reworking Exams to Teach Chemistry Content and Reinforce Student Learning (2007) J. Chem. Educ., 84 (9), p. 1445","Covell, D.J.; Chemistry Department, St. John's University, 8000 Utopia Parkway, United States; email: dustineccos@gmail.com",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-85071121599
Haase D.,57210784960;,Dialogue Education: A Learning-Centered Pedagogy,2019,Christian  Educational Journal,16,2,,359,368,,,10.1177/0739891319847695,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069668051&doi=10.1177%2f0739891319847695&partnerID=40&md5=c3cb90848a85a0332c8c2a7606f7795e,"Wheaton CollegeIL, United States","Haase, D., Wheaton CollegeIL, United States","When implemented, Dialogue Education™ offers a system of teaching and learning that moves beyond lecture into interactive engagement. This article highlights some of the principles and practices within this dialogical approach to teaching while also demonstrating the methodological techniques within this system of learning. Attention will be given to the nature of transformational education in light of the following elements: the learner, the community, the content, the context, and the role of the Holy Spirit. © The Author(s) 2019.",Dialogue education; learning; pedagogy; teaching,,,,,,,,,,,,"http://www.globallearningpartners.com/about/about-dialogue-education, Retrieved from; Freire, P., (1990) The pedagogy of the oppressed, , New York, NY, Continuum; http://www.globallearningpartners.com/, Retrieved from; Knowles, M., (1984) Andragogy in action: Applying modern principles of adult learning, , San Francisco, CA, Jossey-Bass; Lewin, K., (1951) Field theories in social science, , New York, NY, Harper Collins; Nouwen, H.J.M., (1971) Creative ministry, , New York, Image Books; Palmer, P., (1993) To know as we are known: Education as a spiritual journey, , San Francisco, CA, Harper Collins; Palmer, P., (2007) The courage to teach: Exploring the inner landscape of a teacher’s life, , San Francisco, CA, John Wiley & Sons, Inc; Thalheimer, W., (2017) People remember 10%, 20%…Oh really? [Blog post], , https://www.worklearning.com/2006/05/01/people_remember/, Retrieved from; Vella, J., (2001) Taking learning to task: Creative strategies for teaching adults, , San Francisco, CA, Jossey-Bass; Vella, J., (2002) Learning to listen, learning to teach: The power of dialogue in educating adults, , San Francisco, CA, Jossey-Bass; Vella, J., (2008) On teaching and learning: Putting the principles and practices of dialogue education into action, , San Francisco, CA, Jossey-Bass","Haase, D.; Wheaton CollegeUnited States; email: daniel.haase@wheaton.edu",,,SAGE Publications Ltd,,,,,07398913,,,,English,Christ. Educ. J.,Article,Final,,Scopus,2-s2.0-85069668051
"Grzych G., Schraen-Maschke S.",57188704789;6603311900;,Interactive pedagogic tools: evaluation of three assessment systems in medical education,2019,Annales de biologie clinique,77,4,,429,435,,,10.1684/abc.2019.1464,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071296119&doi=10.1684%2fabc.2019.1464&partnerID=40&md5=23c7b0cf26254afb5b066fc3889343c7,"Faculté de pharmacie, Service d'hormonologie, nutrition, oncologie, Université de Lille, Inserm, Institut Pasteur de Lille, U1011- EGID, CHU Lille, Lille, France; Service de biochimie automatisée Protéines, Université de Lille, Inserm, JParc, Faculté de médecineCHU Lille, Lille, France","Grzych, G., Faculté de pharmacie, Service d'hormonologie, nutrition, oncologie, Université de Lille, Inserm, Institut Pasteur de Lille, U1011- EGID, CHU Lille, Lille, France; Schraen-Maschke, S., Service de biochimie automatisée Protéines, Université de Lille, Inserm, JParc, Faculté de médecineCHU Lille, Lille, France","Training in biology, pharmacy and medicine are essential in laboratory medicine in faculty and especially with recent residency modifications. Active learning improves critical thinking and is an essential component of health education. Interactive assessment systems for the interactive participation of students have emerged. Recently, many offers of audience response system (ARS) accessible by personal electronic devices such as smartphone, tablet or computer are available. These systems seem to be an effective teaching innovation according to students. We aimed to evaluate three pedagogical tools during real school lectures in order to be able to select them according to the needs: Votar, Socrative and Wooclap. Methods: Three connected participation tools will be tested during teaching at Lille University, faculty of pharmacy by 3 different teachers. 75 fifth-year pharmacy students divided into 2 groups of students will have attended at least one session using each of the systems studied. After lessons, an online questionnaire with 9 questions was submitted to students on their interest in each system. Questions measured student perception using a 1 to 10 scale. Results and discussion: 62 of 75 students completed online surveys and were included in the study. According students, ARS by smartphone or computer improve their education. Favorite application seems to be Socrative and Wooclap. This study provides student perception comparison of ARS. To complete, additional studies are needed to establish their efficacy after several month.",active learning; audience response system; interactive pedagogy; online tools; student perception,,,,,,,,,,,,,,,,NLM (Medline),,,,,19506112,,,31418704.0,English,Ann. Biol. Clin. (Paris),Article,Final,,Scopus,2-s2.0-85071296119
"Kannan I., Jaiganesh T., Nair S.C., Alhammadi Y., Nabi B.F.G., Alabdouli A.O.S., Sheleh H.",57210806963;57210809935;55936333400;57210787264;57210804776;57210798016;57210807135;,Assessing the Clinical Learning Environment in an Institution in the United Arab Emirates: The Resident Perspective,2019,Journal of graduate medical education,11,4,,79,84,,,10.4300/JGME-D-18-01028,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071429587&doi=10.4300%2fJGME-D-18-01028&partnerID=40&md5=01325e5cdfad397d5d453b74fd5d5115,,"Kannan, I.; Jaiganesh, T.; Nair, S.C.; Alhammadi, Y.; Nabi, B.F.G.; Alabdouli, A.O.S.; Sheleh, H.","Background: A new accreditation model in the United States has increased focus on the clinical learning environment (CLE). There is limited research on trainee perceptions of the CLE in international settings. Objective: We surveyed residents to obtain their perspective on the CLE at 1 sponsoring institution in the United Arab Emirates (UAE). Methods: We surveyed residents at Tawam Hospital, UAE, a sponsoring institution with 142 trainees, on their perspectives in the 6 focal areas of the US Clinical Learning Environment Review (CLER) to gather baseline information. We administered a 26-item questionnaire to residents through an audience response system in November 2018. Results: Of 100 residents in postgraduate year 2 and above, 72 (72%) responded. The perspective of the majority of respondents was favorable in the areas of reporting patient safety incidents, engaging in quality improvement activities, using a standardized form for care transition, and using professional guidelines for electronic health record documentation. In contrast, only half of the respondents perceived there is honesty in the reporting of duty hours, and only 36% felt the organization supported fatigue management. Other areas for improvement included residents' understanding of the concept of health disparities and activities to address health disparities. Conclusions: Our findings suggest that in key focal areas related to patient safety, health care quality, care transitions, and professionalism, UAE residents have similar perceptions of their CLE as US trainees. Opportunities for improvement include duty hour reporting, fatigue mitigation, and addressing health disparities.",,,,,,,,,,,,,,,,,NLM (Medline),,,,,19498357,,,31428262.0,English,J Grad Med Educ,Article,Final,Open Access,Scopus,2-s2.0-85071429587
"Justice P., Marshman E., Singh C.",57206481487;57015197600;7401801404;,Improving student understanding of quantum mechanics underlying the Stern-Gerlach experiment using a research-validated multiple-choice question sequence,2019,European Journal of Physics,40,5, 055702,,,,,10.1088/1361-6404/ab2135,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072600393&doi=10.1088%2f1361-6404%2fab2135&partnerID=40&md5=5f7bcf0d058bc02e5f1f6f31d2450431,"Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States","Justice, P., Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States; Marshman, E., Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States; Singh, C., Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States","Engaging students with well-designed multiple-choice questions during class and asking them to discuss their answers with their peers after each student has contemplated the response individually can be an effective evidence-based active-engagement pedagogy in physics courses. Moreover, validated sequences of multiple-choice questions are more likely to help students build a good knowledge structure of physics than individual multiple-choice questions on various topics. Here we discuss a framework to develop robust sequences of multiple-choice questions and then use the framework for the development, validation and implementation of a sequence of multiple-choice questions focusing on helping students learn quantum mechanics via the Stern-Gerlach experiment (SGE) that takes advantage of the guided inquiry-based learning sequences in an interactive tutorial on the same topic. The extensive research in developing and validating the multiple-choice question sequence (MQS) strives to make it effective for students with diverse prior preparation in upper-level undergraduate quantum physics courses. We discuss student performance on assessment task focusing on the SGE after traditional lecture-based instruction versus after engaging with the research-validated MQS administered as clicker questions in which students had the opportunity to discuss their responses with their peers. © 2019 European Physical Society.",clicker questions; physics education research; quantum mechanics pedagogy; Stern-Gerlach experiment; teaching quantum mechanics,Curricula; Mechanics; Quantum theory; Assessment tasks; clicker questions; Engaging students; Interactive tutorials; Knowledge structures; Multiple choice questions; Physics education; Student performance; Students,,,,,,,,,,,"Hake, R., Interactive engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, p. 64; Coletta, V.P., Phillips, J.A., Interpreting FCI scores: Normalized gain, pre-instruction scores, and scientific reasoning ability (2005) Am. J. 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PER., 9; Lin, S.Y., Singh, C., Challenges in using analogies (2011) Phys. Teach., 49, p. 512; Lin, S., Singh, C., Using isomorphic problems to learn introductory physics (2011) Phys. Rev. ST. PER., 7; Lin, S., Singh, C., Using analogical problem solving with different scaffolding supports to learn about friction (2012) AIP Conf. Proc., 1413, p. 251; Haak, D., Hille RisLambers, J., Pitre, E., Freeman, S., Increased structure and active learning reduce the achievement gap in introductory biology (2011) Science, 332, p. 1213; Mazur, E., (1997) Peer Instruction: A User Manual, , Upper Saddle River, NJ: Prentice Hall; Kalman, C., Milner-Bolotin, M., Antimirova, T., Comparison of the effectiveness of collaborative groups and peer instruction in a large introductory physics course for science majors (2010) Can. J. Phys., 88, p. 325; Sayer, R., Marshman, E., Singh, C., A case study evaluating just-in-time teaching and Peer instruction using clickers in a quantum mechanics course (2016) Phys. Rev. PER., 12; Fagen, A., Crouch, C., Mazur, C., Peer instruction: Results from a range of classrooms (2002) Phys. Teach., 40, p. 206; Crouch, C., Mazur, C., Peer Instruction: Ten years of experience and results (2001) Am. J. Phys., 69, p. 970; James, M., The effect of grading incentive on student discourse in Peer instruction (2006) Am. J. Phys., 74, p. 689; Willoughby, S., Gustafson, E., Technology talks: Clickers and grading incentive in the large lecture hall (2009) Am. J. Phys., 77, p. 180; Lasry, N., Watkins, J., Mazur, E., Peer instruction: From Harvard to the two-year college (2008) Am. J. Phys., 76, p. 1066; Meltzer, D., Manivannan, K., Transforming the lecture-hall environment: The fully interactive Physics lecture (2002) Am. J. Phys., 70, p. 639; James, M., Willoughby, S., Listening to student conversations during clicker questions: What you have not heard might surprise you! (2011) Am. J. Phys., 79, p. 123; Judson, E., Learning from past and present: Electronic response systems in college lecture halls (2002) J. Comput. Math. Sci. Teach., 21, p. 167; Karim, N., Maries, A., Singh, C., Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory Physics (2018) Can. J. Phys., 96, p. 411; Ding, L., Are we asking the right questions? Validating clicker question sequences by student interviews (2009) Am. J. Phys., 77, p. 643; Moll, R., Milner-Bolotin, M., The effect of interactive lecture experiments on student academic achievement and attitudes towards Physics (2009) Can. J. Phys., 87, p. 917; Novak, G., Patterson, E.T., Gavrin, A., Christian, W., (1999) Just-in-Time Teaching: Blending Active Learning with Web Technology, 67 (10), p. 937. , Upper Saddle River, NJ: Prentice Hall; Karim, N., Maries, A., Singh, C., Do evidence-based active-engagement courses reduce the gender gap in introductory Physics? (2018) Eur. J. Phys., 39 (2); Cahill, M., Hynes, K., Trousil, R., Brooks, L., McDaniel, M., Repice, M., Zhao, J., Frey, R., Multiyear, multi-instructor evaluation of a large-class interactive-engagement curriculum (2014) Phys. Rev. ST. PER., 10, p. 2; Heller, P., Keith, R., Anderson, S., Teaching problem solving through cooperative grouping. 1. Group vs individual problem solving (1992) Am. J. Phys., 60, p. 627; Domert, D., Linder, C., Ingerman, A., Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunneling (2005) Eur. J. Phys., 26 (1), p. 47; Ireson, G., A multivariate analysis of undergraduate physics students' conceptions of quantum phenomena (1999) Eur. J. Phys., 20 (3), p. 193; Singh, C., Student understanding of quantum mechanics (2001) Am. J. Phys., 69, p. 885; Jolly, P., Zollman, D., Rebello, S., Dimitrova, A., Visualizing potential energy diagrams (1998) Am. J. Phys., 66, p. 57; Wittmann, M., Investigating student understanding of quantum Physics: Spontaneous models of conductivity (2002) Am. J. Phys., 70, p. 218; Muller, R., Wiesner, H., Teaching quantum mechanics on an introductory level (2002) Am. J. Phys., 70, p. 200; Zollman, D., Rebello, N., Hogg, K., Quantum mechanics for everyone: Hands-on activities integrated with technology (2002) Am. J. Phys., 70, p. 252; Garcia Quijas, P.C., Arevala Aguilar, L.M., Overcoming misconceptions in quantum mechanics with the time evolution operator (2007) Eur. J. Phys., 28 (2), p. 147; Sharma, S., Ahluwalia, P.K., Diagnosing alternative conceptions of Fermi energy among undergraduate students (2012) Eur. J. Phys., 33 (4), p. 883; Arevalo Aguilar, L.M., Velasco Luna, F., Robledo-Sanchez, C., Arroyo-Carrasco, M.L., The infinite square well potential and the evolution operator method for the purpose of overcoming misconceptions in quantum mechanics (2014) Eur. J. Phys., 35 (2); Kohnle, A., Developing and evaluating animations for teaching quantum mechanics concepts (2010) Eur. J. Phys., 31 (6), p. 1441; Singh, C., Student understanding of quantum mechanics at the beginning of graduate instruction (2008) Am. J. Phys., 76, p. 277; Singh, C., Transfer of learning in quantum mechanics (2005) AIP Conf. Proc., 790, p. 23; Singh, C., Assessing and improving student understanding of quantum mechanics (2006) AIP. Conf. Proc., 818, p. 69; Singh, C., Zhu, G., Cognitive issues in learning advanced Physics: An example from quantum mechanics (2009) AIP. Conf. Proc., 1179, p. 63; Kohnle, A., A new introductory quantum mechanics curriculum (2014) Eur. J. Phys., 35 (1); Chhabra, M., Das, R., Quantum mechanical wavefunction: Visualization at undergraduate level (2017) Eur. J. Phys., 38 (1); Singh, C., Interactive learning tutorials on quantum mechanics (2008) Am. J. Phys., 76, p. 400; Singh, C., Helping students learn quantum mechanics for quantum computing (2007) AIP. Conf. Proc., 883, p. 42; Zhu, G., Singh, C., Improving students' understanding of quantum mechanics via the Stern-Gerlach experiment (2011) Am. J. Phys., 79, p. 499; Zhu, G., Singh, C., Improving students' understanding of quantum measurement: I. Investigation of difficulties (2012) Phys. Rev. ST. Phys. Educ. Res., 8; Zhu, G., (2011), http://d-scholarship.pitt.edu/6452/, PhD Thesis Univ. Pittsburgh; Zhu, G., Singh, C., Improving students' understanding of quantum measurement: II. Development of research-based learning tools (2012) Phys. Rev. ST. Phys. Educ. Res., 8; Zhu, G., Singh, C., Improving student understanding of addition of angular momentum in quantum mechanics (2013) Phys. Rev. ST. Phys. Educ. Res., 9; Zhu, G., Singh, C., Surveying students' understanding of quantum mechanics in one spatial dimension (2012) Am. J. Phys., 80, p. 252; DeVore, S., Singh, C., Development of an interactive tutorial on quantum key distribution (2015) Proc. Phys. Educ. Res. Conf.; Brown, B., Singh, C., Development and evaluation of a quantum interactive learning tutorial on Larmor precession of spin (2015) Proc. Phys. Educ. Res. Conf.; Keebaugh, C., Marshman, E., Singh, C., Investigating and addressing student difficulties with a good basis for finding perturbative corrections in the context of degenerate perturbation theory (2018) Eur. J. Phys., 39, p. 055701; Keebaugh, C., Marshman, E., Singh, C., Investigating and addressing student difficulties with the corrections to the energies of the hydrogen atom for the strong and weak field Zeeman effect (2018) Eur. J. Phys., 39 (4); Keebaugh, C., Marshman, E., Singh, C., Developing and evaluating an interactive tutorial on degenerate perturbation theory (2016) Proc. Phys. Educ. Res. Conf.; Maries, A., Sayer, R., Singh, C., Effectiveness of interactive tutorials in promoting 'which-path' information reasoning in advanced quantum mechanics (2017) Phys. Rev. Phys. Educ. Res., 13; Sayer, R., Maries, A., Singh, C., A quantum interactive learning tutorial on the double-slit experiment to improve student understanding of quantum mechanics (2017) Phys. Rev. Phys. Educ. Res., 13; Keebaugh, C., Marshman, E., Singh, C., Improving student understanding of corrections to the energy spectrum of the hydrogen atom for the Zeeman effect (2018) Phys. Rev. Phys. Educ. Res., 15; Lin, S., Singh, C., Categorization of quantum mechanics problems by professors and students (2010) Eur. J. Phys., 31 (1), p. 57; Singh, C., Marshman, E., Review of student difficulties in quantum mechanics (2015) Phys. Rev. ST. Phys. Educ. Res., 11; Marshman, E., Singh, C., Framework for understanding student difficulties in quantum mechanics (2015) Phys. Rev. ST. Phys. Educ. Res., 11; Marshman, E., Singh, C., Interactive tutorial to improve student understanding of single photon experiments involving a Mach-Zehnder interferometer (2016) Eur. J. Phys., 37 (2); Marshman, E., Singh, C., Investigating and improving student understanding of quantum mechanical observables and their corresponding operators in Dirac notation (2017) Eur. J. Phys., 39; Marshman, E., Singh, C., Investigating and improving student understanding of the expectation values of observables in quantum mechanics (2017) Eur. J. Phys., 38 (4); Marshman, E., Singh, C., Investigating and improving student understanding of the probability distributions for measuring physical observables in quantum mechanics (2017) Eur. J. Phy., 38 (2); Marshman, E., Singh, C., Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations (2015) Proc. Phys. Educ. Res. Conf.; Singh, C., Marshman, E., Investigating student difficulties with Dirac notation (2013) Proc. Phys. Educ. Res. Conf.; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , 2nd edn (New York: L. Erlbaum Associates)","Singh, C.; Department of Physics and Astronomy, University of PittsburghUnited States; email: clsingh@pitt.edu",,,Institute of Physics Publishing,,,,,01430807,,EJPHD,,English,Eur. J. Phys.,Article,Final,Open Access,Scopus,2-s2.0-85072600393
"Pearson A.C.S., Cutshall S.M., Hooten W.M., Rodgers N.J., Bauer B.A., Bhagra A.",57188584376;16021562800;6602523524;55313411600;7202816309;13408985000;,Perspectives on the use of aromatherapy from clinicians attending an integrative medicine continuing education event,2019,BMC Complementary and Alternative Medicine,19,1, 174,,,,,10.1186/s12906-019-2572-y,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068973765&doi=10.1186%2fs12906-019-2572-y&partnerID=40&md5=93dfc35284f0963bc2aef0ae08e0cd23,"Department of Anesthesia, University of Iowa Carver, College of Medicine, Iowa City, IA, United States; Department of General Internal Medicine, Mayo College of Medicine, Rochester, MN, United States; Department of Anesthesiology and Perioperative Medicine, Mayo College of Medicine, Rochester, MN, United States","Pearson, A.C.S., Department of Anesthesia, University of Iowa Carver, College of Medicine, Iowa City, IA, United States; Cutshall, S.M., Department of General Internal Medicine, Mayo College of Medicine, Rochester, MN, United States; Hooten, W.M., Department of Anesthesiology and Perioperative Medicine, Mayo College of Medicine, Rochester, MN, United States; Rodgers, N.J., Department of General Internal Medicine, Mayo College of Medicine, Rochester, MN, United States; Bauer, B.A., Department of General Internal Medicine, Mayo College of Medicine, Rochester, MN, United States; Bhagra, A., Department of General Internal Medicine, Mayo College of Medicine, Rochester, MN, United States","Background: The use of essential oils is growing in the United States, but clinician attitudes, experience, and beliefs regarding their use have not previously been studied. Methods: One hundred five of 106 clinician attendees (99.1%) of an integrative medicine continuing education conference were surveyed using an audience response system to obtain baseline information. Response frequencies of each item were reported. Nonparametric correlations were assessed comparing the statement ""In the last 12 months, I have used essential oils for myself and/or my family"" with the other agree/disagree statements using Spearman's rho. Results: A majority of participants personally used integrative medicine approaches other than aromatherapy (92.6%) and recommended them clinically (96.8%). Most had personally used essential oils (61%) and wished to offer essential oil recommendations or therapies to their patients (74.0%). Only 21.9% felt confident in their ability to counsel patients on safe use. Personal use of essential oils was highly correlated with confidence in the ability to counsel patients on safe use (Spearman coefficient 0.376, P = 0.000). Conclusions: This study indicates that clinicians interested in integrative medicine desire to provide aromatherapy recommendations, but do not feel confident in their ability to do so. © 2019 The Author(s).",Aromatherapy; Essential oils; Integrative medicine; Nurse practitioners; Physician; Physician assistants; United States,essential oil; adult; aged; aromatherapy; Article; audience response system; clinician; consensus development; controlled study; counseling; female; human; integrative medicine; male; medical education; middle aged; patient safety; physician attitude; social interaction; social participation,,,,,,,,,,,"Maddocks-Jennings, W., Wilkinson, J.M., Aromatherapy practice in nursing: Literature review (2004) J Adv Nurs, 48 (1), pp. 93-103; Yildirim, Y., Parlar, S., Eyigor, S., Sertoz, O.O., Eyigor, C., Fadiloglu, C., An analysis of nursing and medical students' attitudes towards and knowledge of complementary and alternative medicine (CAM) (2010) J Clin Nurs, 19 (7-8), pp. 1157-1166; Galicia-Connolly, E., Adams, D., Bateman, J., Dagenais, S., Clifford, T., Baydala, L., CAM use in pediatric neurology: An exploration of concurrent use with conventional medicine (2014) PLoS One, 9 (4). , e94078; Misra, S.M., Guffey, D., Roth, I., Giardino, A.P., Complementary and alternative medicine use in uninsured children in Texas (2017) Clin Pediatr (Phila), 56 (9), pp. 866-869; Shakeel, M., Little, S.A., Bruce, J., Ah-See, K.W., Use of complementary and alternative medicine in pediatric otolaryngology patients attending a tertiary hospital in the UK (2007) Int J Pediatr Otorhinolaryngol, 71 (11), pp. 1725-1730. , 1:STN:280:DC%2BD2sngvFKjtQ%3D%3D; Essential Oils Market by Product Type (Orange, Lemon, Lime, Peppermint, Citronella, Jasmine), Method of Extraction, Application (Food & Beverage, Cosmetics & Toiletries, Aromatherapy, Home Care, Health Care), and Region-Global Forecast to 2022 2017 [Updated June 2017. Report Code FB 5385, , https://www.marketsandmarkets.com/Market-Reports/essential-oil-market-119674487.html, marketsandmarkets.com; Devi, M.P., Chakrabarty, S., Ghosh, S.K., Bhowmick, N., Essential oil: Its economic aspect, extraction, importance, uses, hazards and quality (2015) Value Addition of Horticultural Crops: Recent Trends and Future Directions, pp. 269-278. , A.B. Sharangi S. Datta (eds) Springer India New Delhi; Monroe, R., How essential oils became the cure for our age of anxiety (2017) The New Yorker [Internet], , https://www.newyorker.com/magazine/2017/10/09/how-essential-oils-became-the-cure-for-our-age-of-anxiety, October 31, 2018; (October 9, 2017); Boesl, R., Saarinen, H., Essential oil education for health care providers (2016) Integr Med (Encinitas), 15 (6), pp. 38-40; Hooten, W.M., Bruce, B.K., Beliefs and attitudes about prescribing opioids among healthcare providers seeking continuing medical education (2011) J Opioid Manag, 7 (6), pp. 417-424; Pearson, A.C., Eldrige, J.S., Moeschler, S.M., Hooten, W.M., Opioids for chronic pain: A knowledge assessment of nonpain specialty providers (2016) J Pain Res, 9, pp. 129-135. , 27022300 4790520; Pearson, A.C., Moman, R.N., Moeschler, S.M., Eldrige, J.S., Hooten, W.M., Provider confidence in opioid prescribing and chronic pain management: Results of the opioid therapy provider survey (2017) J Pain Res, 10, pp. 1395-1400; Abbott, R.B., Hui, K.K., Hays, R.D., Mandel, J., Goldstein, M., Winegarden, B., Medical student attitudes toward complementary, alternative and integrative medicine (2011) Evid Based Complement Alternat Med, 2011. , 985243; Kanadiya, M.K., Klein, G., Shubrook, J.H., Jr., Use of and attitudes toward complementary and alternative medicine among osteopathic medical students (2012) J Am Osteopath Assoc, 112 (7), pp. 437-446. , 22802544; Lie, D., Boker, J., Development and validation of the CAM health belief questionnaire (CHBQ) and CAM use and attitudes amongst medical students (2004) BMC Med Educ., 4 (2); Freymann, H., Rennie, T., Bates, I., Nebel, S., Heinrich, M., Knowledge and use of complementary and alternative medicine among British undergraduate pharmacy students (2006) Pharm World Sci, 28 (1), pp. 13-18; Barnes, P.M., Powell-Griner, E., McFann, K., Nahin, R.L., Complementary and alternative medicine use among adults: United States, 2002 (2004) Adv Data., (343), pp. 1-19; Dubois, J., Scala, E., Faouzi, M., Decosterd, I., Burnand, B., Rodondi, P.Y., Chronic low back pain patients' use of, level of knowledge of and perceived benefits of complementary medicine: A cross-sectional study at an academic pain center (2017) BMC Complement Altern Med, 17 (1), p. 193; Sanchez-Vidana, D.I., Ngai, S.P., He, W., Chow, J.K., Lau, B.W., Tsang, H.W., The effectiveness of aromatherapy for depressive symptoms: A systematic review (2017) Evid Based Complement Alternat Med, , 2017:5869315; Press-Sandler, O., Freud, T., Volkov, I., Peleg, R., Press, Y., Aromatherapy for the treatment of patients with behavioral and psychological symptoms of dementia: A descriptive analysis of RCTs (2016) J Altern Complement Med, 22 (6), pp. 422-428; Nasiri, A., Mahmodi, M.A., Nobakht, Z., Effect of aromatherapy massage with lavender essential oil on pain in patients with osteoarthritis of the knee: A randomized controlled clinical trial (2016) Complement Ther Clin Pract, 25, pp. 75-80; Lakhan, S.E., Sheafer, H., Tepper, D., The effectiveness of aromatherapy in reducing pain: A systematic review and meta-analysis (2016) Pain Res Treat, 2016, p. 8158693; Irmak Sapmaz, H., Uysal, M., Tas, U., Esen, M., Barut, M., Somuk, B.T., The effect of lavender oil in patients with renal colic: A prospective controlled study using objective and subjective outcome measurements (2015) J Altern Complement Med, 21 (10), pp. 617-622; Hwang, E., Shin, S., The effects of aromatherapy on sleep improvement: A systematic literature review and meta-analysis (2015) J Altern Complement Med, 21 (2), pp. 61-68; Bystritsky, A., Hovav, S., Sherbourne, C., Stein, M.B., Rose, R.D., Campbell-Sills, L., Use of complementary and alternative medicine in a large sample of anxiety patients (2012) Psychosomatics., 53 (3), pp. 266-272; Conlon, P.M., Haack, K.M., Rodgers, N.J., Dion, L.J., Cambern, K.L., Rohlik, G.M., Introducing essential oils into pediatric and other practices at an Academic Medical Center (2017) J Holist Nurs, 35 (4), pp. 389-396; Joswiak, D., Kinney, M.E., Johnson, J.R., Kolste, A.K., Griffin, K.H., Rivard, R.L., Development of a health system-based nurse-delivered aromatherapy program (2016) J Nurs Adm, 46 (4), pp. 221-225. , 27011157","Pearson, A.C.S.; Department of Anesthesia, University of Iowa Carver, College of MedicineUnited States; email: amy-pearson@uiowa.edu",,,BioMed Central Ltd.,,,,,14726882,,BCAMC,31299970.0,English,BMC Complement. Altern. Med.,Article,Final,Open Access,Scopus,2-s2.0-85068973765
Combes N.J.,57147567100;,Targeting Conceptual Understanding: How to Improve Learning and Course Retention in Research Methods Courses,2019,Journal of Political Science Education,15,3,,281,298,,,10.1080/15512169.2018.1462189,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051753430&doi=10.1080%2f15512169.2018.1462189&partnerID=40&md5=b180f51f50d97d9fed07a407baeac7b9,"Columbus State University, United States","Combes, N.J., Columbus State University, United States","In the summer of 2015, I conducted a Scholarship of Teaching and Learning (SoTL) experiment in my quantitative methods for political science class. The experiment tested if, during instruction, asking conceptual questions improved student learning more than asking recall questions. This article provides evidence that instruction with conceptual questions leads to better performance on daily quizzes, but not better performance on the course final. The teaching methods of this course led to an improved retention rate, where zero students dropped the course (in a course that historically has the highest drop rate in the major). I argue that the mechanisms that lead to these successes are higher student metacognition, an enhanced ability for the instructor to identify student misconceptions, improved class discussion, and an improved growth mindset for all students. © 2018, © 2018 Taylor & Francis Group, LLC.",clickers; course retention; Research methods,,,,,,,,,,,,"Adriaensen, J., Kerremans, B., Slootmaeckers, K., “Editor’s Introduction to the Thematic Issue: Mad about Methods? Teaching Research Methods in Political Science.” (2015) Journal of Political Science Education, 11 (1), pp. 1-10; Bransford, J., Brown, A.L., Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience, and School, , Washington DC: National Academy Press; Bullard, L., Richard, F., Dianne, R., “Effects of Active Learning on Student Performance and Retention in Chemical Engineering.” (2008) JAnnual Conference of the American Society for Engineering Education; Caldwell, J.E., “Clickers in the Large Classroom: Current Research and Best-Practice Tips.” (2007) Life Sciences Education, 6, pp. 9-20; Crouch, C.H., Mazur, E., “Peer Instruction: Ten Years of Experience and Results.” (2001) American Journal of Physics, 69, pp. 970-977; Fleming, S.M., Lau, H.C., “How to Measure Metacognition.” (2014) Frontiers in Human Neuroscience, 8, p. 443; Goodenow, C., “Classroom Belonging Among Early Adolescent Students: Relationships to Motivation and Achievement.” (1993) Journal of Early Adolescence, 13 (1), pp. 21-43; Hoekstra, A., “Vibrant Student Voices: Exploring Effects of the Use of Clickers in Large College Courses.” (2008) Learning, Media, and Technology, 33 (1), pp. 329-341; Hoffman, M., Richmond, J., Morrow, J., Salomone, K., “Investigating “Sense of Belonging” in First-Year College Students.” (2002) Journal of College Student Retention, 4 (3), pp. 227-256; Hunter Revell, S.M., McCurry, M.K., “Engaging Millennial Learners: Effectiveness of Personal Response System Technology with Nursing Students in Small and Large Classrooms.” (2010) Journal of Nursing Education, 49 (5), pp. 272-275; Knight, J.K., Wood, W.B., “Teaching More by Lecturing Less.” (2005) Cell Biology Education, 4 (4), pp. 298-310; Lasry, N., Mazur, E., Watkins, J., “Peer Instruction: From Harvard to the Two-Year College.” (2008) American Journal of Physics, 76 (11), p. 1066; Mazur, E., “Peer Instruction: Getting Students to Think in Class.” (1997) The Changing Role of Physics Departments in Modern Universities, , Redish E.F., Rigden J.S., (eds), American Institute of Physics, eds; Miller, R.L., Santana-Vega, E., Terrell, M.S., “Can Good Questions and Peer Discussion Improve Calculus Instruction?” (2006) Studies in Higher Education, 16 (3), pp. 193-203; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., “Efficacy of Personal Response Systems (“Clickers”) in Large, Introductory Psychology Classes.” (2008) Teaching of Psychology, 35 (1), pp. 45-50; Murphy, C., “The Use of Peer Modeling to Increase Self-Efficacy in Research Methods Courses.” (2015) Journal of Political Science Education, 11 (1), pp. 78-93; Nicol, D.J., Boyle, J.T., “Peer Instruction Versus Class-wide Discussion in Large Classes: A Comparison of Two Interaction Methods in the Wired Classroom.” (2003) Studies in Higher Education, 28 (4), pp. 458-473; Oros, A.L., “Let’s Debate: Active Learning Encourages Student Participation and Critical Thinking.” (2007) Journal of Political Science Education, 3 (3), pp. 293-311; Pollock, P.H., Hamann, K., Wilson, B.M., “Learning Through Discussions: Comparing the Benefits of Small-Group and Large-Class Settings.” (2011) Journal of Political Science Education, 7 (1), pp. 48-64; Rao, S.P., DiCarlo, S.E., “Peer Instruction Improves Performance on Quizzes.” (2000) Advances in Physiology Education, 24 (1), pp. 51-55; Roberts, J.C., “Evaluating the Effectiveness of Lecture Capture: Lessons Learned from an Undergraduate Political Research Class.” (2015) Journal of Political Science Education, 11 (1), pp. 45-60; Touchton, M., “Flipping the Classroom and Student Performance in Advanced Statistics: Evidence from a Quasi-Experiment.” (2015) Journal of Political Science Education, 11 (1), pp. 28-44; Trees, A.R., Jackson, M.H., “The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University Courses Using Student Response Systems.” (2007) Learning, Media, and Technology, 32 (1), pp. 21-40; Sevian, H., Robinson, W.E., “Clickers Promote Learning in All Kinds of Classes–Small and Large, Graduate and Undergraduate, Lecture and Lab.” (2011) Journal of College Science Teaching, 40 (3), pp. 14-18. , http://www.jstor.org/stable/42992853; Vital, F., “Creating a Positive Learning Environment with the Use of Clickers in a High School Chemistry Classroom.” (2012) Journal of Chemical Education, 89 (4), pp. 470-473; Watkins, J., Mazur, E., “Retaining Students in Science, Technology, Engineering, and Mathematics (STEM) Majors.” (2013) Journal of College Science Teaching, 42 (5), pp. 36-41. , http://www.jstor.org/stable/43631580; Wilson, B.M., Philip, H., Kerstin, H., “Does Active Learning Enhance Learner Outcomes? Evidence from Discussion Participation in Online Classes.” (2007) Journal of Political Science Education, 3 (2), pp. 131-142","Combes, N.J.; Department of Politics, Philosophy, and Public Administration, Columbus State University, 4225 University Avenue, Shannon Hall 309, United States; email: Combes_nathan@columbusstate.edu",,,Routledge,,,,,15512169,,,,English,J. Polit. Sci. Educ.,Article,Final,,Scopus,2-s2.0-85051753430
"Dou R., Zwolak J.P.",57189509959;55746833800;,Practitioner's guide to social network analysis: Examining physics anxiety in an active-learning setting,2019,Physical Review Physics Education Research,15,2, 020105,,,,1.0,10.1103/PhysRevPhysEducRes.15.020105,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070640168&doi=10.1103%2fPhysRevPhysEducRes.15.020105&partnerID=40&md5=37c2aa5072b915992fb047b7614bc86d,"Department of Teaching and Learning, Florida International University, Miami, FL  33199, United States; STEM Transformation Institute, Florida International University, Miami, FL  33199, United States; Joint Center for Quantum Information and Computer Science, University of Maryland, College Park, MD  20742, United States; National Institute for Standards and Technology, Gaithersburg, MD  20899, United States","Dou, R., Department of Teaching and Learning, Florida International University, Miami, FL  33199, United States, STEM Transformation Institute, Florida International University, Miami, FL  33199, United States; Zwolak, J.P., Joint Center for Quantum Information and Computer Science, University of Maryland, College Park, MD  20742, United States, National Institute for Standards and Technology, Gaithersburg, MD  20899, United States","[This paper is part of the Focused Collection on Quantitative Methods in PER: A Critical Examination.] The application of social network analysis (SNA) has recently grown prevalent in science, technology, engineering, and mathematics education research. Research on classroom networks has led to greater understandings of student persistence in physics majors, changes in their career-related beliefs (e.g., physics interest), and their academic success. In this paper, we aim to provide a practitioner's guide to carrying out research using SNA, including how to develop data collection instruments, setup protocols for gathering data, as well as identify network methodologies relevant to a wide range of research questions beyond what one might find in a typical primer. We illustrate these techniques using student anxiety data from active-learning physics classrooms. We explore the relationship between students' physics anxiety and the social networks they participate in throughout the course of a semester. We find that students' with greater numbers of outgoing interactions are more likely to experience decrease in anxiety even while we control for pre-anxiety, gender, and final course grade. We also explore the evolution of student networks and find that the second half of the semester is a critical period for participating in interactions associated with decreased physics anxiety. Our study further supports the benefits of dynamic group formation strategies that give students an opportunity to interact with as many peers as possible throughout a semester. To complement our guide to SNA in education research, we also provide a set of tools for other researchers to use this approach in their work - the SNA toolbox - that can be accessed on GitHub. © 2019 authors. Published by the American Physical Society.",,,,,,,,,,,,,"Bourdieu, P., The forms of capital (1986) Handbook of Theory and Research for the Sociology of Education, pp. 241-258. , edited by J. G. 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Behav., 45, p. 79; Bruun, J., Bearden, I.G., Time development in the early history of social networks: Link stabilization, group dynamics, and segregation (2014) PLoS One, 9, p. 1; Dou, R., (2017) The Interactions of Relationships, Interest, and Self- Efficacy in Undergraduate Physics, , Ph.D. thesis, Florida International University, Miami, FL; Rienties, B., Tempelaar, D., Turning groups inside out: A social network perspective (2018) J. Learn. Sci., 27, p. 550; Donovan, D.A., Connell, G.L., Grunspan, D.Z., Student Learning Outcomes and Attitudes Using Three Methods of Group Formation in a Nonmajors Biology Class (2018) CBE Life Sci. Educ., 17, p. ar60",,,,American Physical Society,,,,,24699896,,PRPEC,,English,Phys. Rev. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-85070640168
"Sheng R., Goldie C.L., Pulling C., Luctkar-Flude M.",57209228828;36918190300;6602800847;21741265500;,Evaluating student perceptions of a multi-platform classroom response system in undergraduate nursing,2019,Nurse Education Today,78,,,25,31,,,10.1016/j.nedt.2019.03.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066919740&doi=10.1016%2fj.nedt.2019.03.008&partnerID=40&md5=3ae73cd4759d7b05f8f0b793803f9cf0,"Queen's University School of Nursing, 92 Barrie Street, Kingston, ON  K7L 3N6, Canada","Sheng, R., Queen's University School of Nursing, 92 Barrie Street, Kingston, ON  K7L 3N6, Canada; Goldie, C.L., Queen's University School of Nursing, 92 Barrie Street, Kingston, ON  K7L 3N6, Canada; Pulling, C., Queen's University School of Nursing, 92 Barrie Street, Kingston, ON  K7L 3N6, Canada; Luctkar-Flude, M., Queen's University School of Nursing, 92 Barrie Street, Kingston, ON  K7L 3N6, Canada","Background: Classroom response systems (CRSs) support interactive learning in undergraduate nursing education. Simple “clicker” hardware has evolved into more sophisticated multi-platform software allowing multiple operating systems and devices including smartphones, tablets and laptops to enhance in-class, proximate student engagement. However, student perspectives of multi-platform mobile CRSs have not been assessed among undergraduate nursing students. Objectives: To evaluate undergraduate nursing student perceptions of usability, engagement, and learning associated with Top Hat™ CRS software. Methods: This descriptive study utilized a cross sectional survey of undergraduate Bachelor of Nursing Science (BNSc) students enrolled in a four-year (n = 160) and a two-year (n = 75) accelerated program. Descriptive statistics were used to evaluate learner perceptions of usability, engagement, and learning, measured using the Classroom Response System Perceptions (CRiSP) questionnaire. Thematic analysis was used to examine data from open-ended questions designed to capture qualitative feedback related to the perceived benefits, limitations and the technology's impact on learning. Results: Students perceived the use of the CRS, TopHat™, as a positive influence on classroom learning. The mean CRiSP scores for all subscales [usability 16.51 (SD 2.7), engagement 40.97 (SD 7.2), learning 43.96 (SD 6.8)] correlated with “agree” or “strongly agree”. There was no statistical difference among CRiSP scores between the two programs. Students reported that CRS in the classroom improved learning, enhanced formative assessment and increased participation. Perceived limitations include practical drawbacks such as redundant features, technical difficulties, limited access and cost. Moreover, some students felt that it did not add value to teaching as it was disruptive to classroom time. Conclusions: This study addresses a gap in the nursing education literature and contributes to the growing body of scientific knowledge related to using technology in proximal classroom teaching. One multi-platform CRS, TopHat™, did enhance learning but important recommendations and limitations should be considered before implementing this technology. © 2019 Elsevier Ltd",Education; Nursing informatics; Software; Technology,"article; human; human experiment; learning; major clinical study; nursing education; nursing informatics; nursing science; nursing student; perception; questionnaire; software; statistics; teaching; thematic analysis; cross-sectional study; devices; female; male; mobile application; nursing education; nursing student; Ontario; procedures; psychology; qualitative research; smartphone; software design; standards; young adult; Cross-Sectional Studies; Education, Nursing, Baccalaureate; Female; Humans; Learning; Male; Mobile Applications; Ontario; Perception; Qualitative Research; Smartphone; Software Design; Students, Nursing; Surveys and Questionnaires; Young Adult",,,,,Queen's University,This research was supported by the Queen's University Fund for Scholarly Research and Creative Work and Professional Development . The authors report no conflict of interest. Ethical approval was granted by the Queen's Health Science Research Ethics Board.,,,,,"Abrahamson, L., A brief history of networked classrooms: effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 1-25. , IGI Global; Atlantis, E., Cheema, B.S., Effect of audience response system technology on learning outcomes in health students and professionals: an updated systematic review (2015) Int. J. Evid. Based Healthc., 13, pp. 3-8; Beatty, I., Transforming student learning with classroom communication systems (2004) Educause, 3, pp. 1-13. , http://cds.cern.ch/record/877215/files/0508129.pdf, Retrieved from; Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R., Taxonomy of educational objectives: The classification of educational goals (1956) Handbook I: Cognitive domain, , David McKay Company New York; Braun, V., Clarke, V., Using thematic analysis in psychology (2006) Qual. Res. Psychol., 3 (2), pp. 77-101; Cahnmann-Taylor, M., Siegesmund, R., Arts-based Research in Education: Foundations for Practice (2017), Routledge New York, NY; Center for Education Innovation, An Overview of Classroom Response Systems (CRS) in Higher Education (2017), https://www.buffalo.edu/content/dam/www/ubcei/reports/CEI%20Report%20-%20Overview%20of%20Classroom%20Response%20Systems%20(CRS)%20in%20Higher%20Education.pdf, Retrieved from; Colorafi, K.J., Evans, B., Qualitative descriptive methods in health science research (2016) Health Environ. Res. Des. J., 9 (4), pp. 16-25; Credé, M., Roch, S.G., Kieszczynka, U.M., Class attendance in college: a meta-analytic review of the relationship of class attendance with grades and student characteristics (2010) Rev. Educ. 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Technol., 46 (4), pp. 725-738; Lane, D., Atlas, R., The networked classroom (1996) Paper Presented at the 1996 Meeting of Computers and Psychology, York, UK, , http://scholarship.rice.edu/bitstream/handle/1911/78034/networked_classroom_%28Audience_Response_System%29-1.pdf?sequence=1, Abstract available at:; Martin, R., Qlicker: An open source in-class response system for and by students (2018) Presentation Presented at the Center for Teaching and Learning (CTL) Showcase at Queen's University, Kingston, ON, , https://www.queensu.ca/ctl/sites/webpublish.queensu.ca.ctlwww/files/files/Programs/Showcase%20of%20Teaching%20and%20Learning/2018/B5%20Qlicker%20(Martin).pdf, May. Presentation available at:; Neergaard, M.A., Olesen, F., Andersen, R.S., Sondergaard, J., Qualitative description – the poor cousin of health research? (2009) BMC Med. Res. 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Technol., 24 (4), pp. 432-447; Rideout, V., Foehr, U., Roberts, D., Generation M2: Media in the lives of 8 to 18-year-olds (2010) A Kaiser Family Foundation Study, , Henry J. Kaiser Family Foundation Menlo Park, California; Rowles, C.J., Brigham, C., Strategies to promote critical thinking and active learning (2005) Teaching in Nursing: A Guide for Faculty, pp. 283-315. , D.M. Billings J.A. Halstead Elsevier Inc St. Louis, MO; Suchman, E., Uchiyama, K., Smith, R., Bender, K., Evaluating the impact of a classroom response system in a microbiology course (2006) Microbiol. Educ., 7, pp. 3-11; Walsh, J.A., Sattes, B.D., Quality Questioning: Research-based Practice to Engage Every Learner (2016), Corwin Thousand Oaks, CA; Weaver, R.R., Qi, J., Classroom organization and participation: college students' perceptions (2005) J. High. Educ., 76 (5), pp. 570-601","Sheng, R.; Queen's University School of Nursing, 92 Barrie Street, Canada; email: Ruixi.sheng@queensu.ca",,,Churchill Livingstone,,,,,02606917,,,31029955.0,English,Nurse Educ. Today,Article,Final,,Scopus,2-s2.0-85066919740
"Wang W., Ran S., Huang L., Swigart V.",55807651000;57209706400;57193229763;6602450561;,Student Perceptions of Classic and Game-Based Online Student Response Systems,2019,Nurse Educator,44,4,,E6,E9,,1.0,10.1097/NNE.0000000000000591,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068493371&doi=10.1097%2fNNE.0000000000000591&partnerID=40&md5=8e988ad7674502228c5277f209bb8989,"University of Pittsburgh School of Nursing, 323 Victoria Bldg, 3500 Victoria St, Pittsburgh, PA  15261, United States; School of Pharmacy, University of Pittsburgh, Pennsylvania, United States","Wang, W., University of Pittsburgh School of Nursing, 323 Victoria Bldg, 3500 Victoria St, Pittsburgh, PA  15261, United States; Ran, S., University of Pittsburgh School of Nursing, 323 Victoria Bldg, 3500 Victoria St, Pittsburgh, PA  15261, United States; Huang, L., School of Pharmacy, University of Pittsburgh, Pennsylvania, United States; Swigart, V., University of Pittsburgh School of Nursing, 323 Victoria Bldg, 3500 Victoria St, Pittsburgh, PA  15261, United States","Background Online student response systems (OSRSs), driven by the Internet and cell phone technology, provide a free, easily accessible method to increase student engagement, facilitate active learning, and provide learners and teachers with instant feedback about learning progress. Purpose This article describes undergraduate nursing students' use of 2 OSRSs and their perceptions of the impact of the tools on class participation and engagement. Methods Students used their own mobile phones or computers to access 2 types of OSRSs: a classic and a game-based OSRS. Results Students indicated that both systems increased participation and engagement. The game-based OSRS was favored over the classic OSRS. The potential for use of the game-based OSRS for assessing rapid-answer fact-based knowledge and the classic OSRS for assessing more complex learning tasks is discussed. Conclusion Nurse educators are encouraged to consider integrating online response system technology into their classroom teaching. © Wolters Kluwer Health, Inc. All rights reserved.",mobile technology; nursing education; online student response system; student engagement,"article; case report; clinical article; human; human experiment; learning; nursing education; perception; student; teaching; game; nursing education; nursing evaluation research; nursing methodology research; nursing student; online system; problem based learning; procedures; psychology; Education, Nursing, Baccalaureate; Games, Experimental; Humans; Nursing Education Research; Nursing Evaluation Research; Nursing Methodology Research; Online Systems; Problem-Based Learning; Students, Nursing",,,,,,,,,,,"Phillips, C.R., Trainor, J.E., Millennial students and the flipped classroom (2014) J Bus Educ Leadersh., 5 (1), pp. 102-112; Dahlstrom, E., Brooks, D.C., Grajek, S., Reeves, J., (2015) ECAR Study of Students and Information Technology, , https://library.educause.edu/resources/2015/8/~/media/24ddc1aa35a5490389baf28b6ddb3693.ashx, ResearchReport. Louisville, CO: ECAR. Accessed April 25, 2018; Black, A., Gen Y: Who they are and how they learn (2010) Educ Horiz., 88 (2), pp. 92-101; Balta, N., Perera-Rodríguez, V.H., Hervás-Gómez, C., Using Socrative as an online homework platform to increase students' exam scores (2018) Educ Inf Technol., 23 (2), pp. 837-850; Awedh, M., Mueen, A., Zafar, B., Manzoor, U., Using Socrative and smartphones for the support of collaborative learning (2014) Int J Integr Technol Educ., 3 (4), pp. 17-24; Calamas, D., An assessment of an innovative student response system on student learning and performance 2014 ASEE Southeastern Section Annual Conference, , http://se.asee.org/proceedings/ASEE2014/Papers2014/4/6.pdf, Mercer University; Macon, GA. Published 2014. Accessed April 25, 2018; Kaya, A., Balta, N., Taking advantage of technologies: Using the Socrative in English language teaching classes (2016) Int J Soc Sci Educ Stud., 2 (3), pp. 4-12; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of literature (2009) Comput Educ., 53 (3), pp. 819-827; Mccurry, M.K., Hunter Revell, S.M., Evaluating the effectiveness of personal response system technology on millennial student learning (2011) J Nurs Educ., 50 (8), pp. 471-475; Revell, S.M.H., McCurry, M.K., Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms (2010) J Nurs Educ., 49 (5), pp. 272-275; Balta, N., Güvercin, S., Increasing undergraduate students' exam performances in statistics course using software Socrative (2016) Turkish Online J Educ Technol., pp. 314-321; Welch, S., Effectiveness of classroom response systems within an active learning environment (2013) JNurs Educ., 52 (11), pp. 653-656; Coca, D.M., Slisko, J., Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers (2013) Eur J Phys Educ., 4 (2), pp. 17-24; Lee, H., Parsons, D., Kwon, G., Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game (2016) Comput Educ., 97, pp. 97-115; Wang, A.I., Lieberoth, A., The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot (2016) Proceedings from the 10th European Conference on Games """"Based Learning, , http://pure.au.dk/portal/en/publications/the-effect-of-points-and-audio-on-concentration-engagementenjoyment-learning-motivation-and-classroom-dynamicsusing-kahoot(f1ddf129-5e63-4101-80dd-1050a162c57d).html, University of Western Scotland, United Kingdom: Academic Conferences and Publishing International Limited. Published 2016. Accessed April 27, 2018; Duncan, D.K., Hoekstra, A.R., Wilcox, B.R., Digital devices, distraction, and student performance: Does in-class cell phone use reduce learning? (2012) Astron Educ Rev., 11 (1)","Wang, W.; University of Pittsburgh School of Nursing, 323 Victoria Bldg, 3500 Victoria St, United States; email: weiwen@pitt.edu",,,Lippincott Williams and Wilkins,,,,,03633624,,,30130268.0,English,Nurse Educ.,Article,Final,,Scopus,2-s2.0-85068493371
"Crandall P.G., Clark J.A., Shoulders C.W., Johnson D.M.",7006677451;57192157444;55775085000;55699181600;,Do Embedded Assessments in a Dual-Level Food Chemistry Course Offer Measurable Learning Advantages?,2019,Journal of Food Science Education,18,3,,67,70,,,10.1111/1541-4329.12159,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063682655&doi=10.1111%2f1541-4329.12159&partnerID=40&md5=be7804e535f5a4103e48b70afe385d63,"Dept. of Food Science, Univ. of Arkansas, 2650 N. Young Ave., Fayetteville, AR  72704, United States; Dept. of Agricultural Education, Communications and Technology, Univ. of Arkansas, E108 AFLS Building, Fayetteville, AR  72701, United States","Crandall, P.G., Dept. of Food Science, Univ. of Arkansas, 2650 N. Young Ave., Fayetteville, AR  72704, United States; Clark, J.A., Dept. of Food Science, Univ. of Arkansas, 2650 N. Young Ave., Fayetteville, AR  72704, United States; Shoulders, C.W., Dept. of Agricultural Education, Communications and Technology, Univ. of Arkansas, E108 AFLS Building, Fayetteville, AR  72701, United States; Johnson, D.M., Dept. of Agricultural Education, Communications and Technology, Univ. of Arkansas, E108 AFLS Building, Fayetteville, AR  72701, United States","The 2011 passage of the Food Safety Modernization Act requires managers to teach and verify that employees have learned and are engaged in science-based food safety behaviors. Instructors using embedded assessments such as clickers can receive immediate feedback on how well learners understand what is being taught, allowing instructors to provide immediate, additional clarification and motivation. The objectives of this study were to: design and implement embedded assessment learning activities for each lecture objective in a combined undergraduate/graduate-level, food chemistry course; measure students’ performance on three online examinations; and compare students’ performance on objectives reinforced by embedded assessment techniques against those objectives receiving traditional emphasis. For Exam 1, embedded assessment questions averaged 80.0% and traditional emphasis questions averaged 76.4%; for Exam 2, embedded assessment questions averaged 84.6% and traditional emphasis questions averaged 80.6%; and for Exam 3, embedded assessment questions averaged 85.9% and traditional emphasis questions averaged 73.7%. Pooling scores over all exams gave a grand mean of 83.6% for embedded assessment questions and 77.2% for traditional questions. As hypothesized, the average scores on questions reinforced by embedded assessment were considerably higher, 8.3% overall, with significantly (P < 0.05) higher scores. During lectures, students commented on the embedded assessments that then led to further discussion of any unclear points. When the class did poorly, operationalized as less than 80% correct, they petitioned to get a “do over” on the embedded assessment question after a clarifying discussion. Because the students became managers of their own learning, through embedded assessments, it is hoped that they will become more proficient instructors. © 2019 Institute of Food Technologists®",adult learning techniques; imbedded student assessment; learning assessment; student motivation,article; chemistry; controlled study; human; learning; manager; motivation; student,,,,,,,,,,,"Alberts, C.M., Stevenson, C.D., Development of a reality-based multimedia case study teaching method and its effect on students' planned food safety behaviors (2017) Journal of Food Science Education, 161, pp. 10-18; Anonymous, (2018), https://www.cdc.gov/foodborneburden/burden/index.html, Estimates of foodborne illness in the United States, Retrieved from; Anonymous, (2018), http://www.chaffey.edu/slo/tools/Guidelines_and_Instructions_for_Embedded_Assessments.pdf, Guidelines and instructions Embedded assessments, Retrieved from; Benjamin, A.S., Tullis, J., What makes distributed practice effective? (2010) Cognitive Psychology, 61, pp. 228-247; Black, P., Harrison, C., Lee, C., Marshall, B., William, D., (2003) Assessment for learning: Putting it into practice, , https://books.google.com/books?hl=en&lr=&id=DZXlAAAAQBAJ&oi=fnd&pg=PP1&dq=original±assessment±of±learning&ots=AqUrRrR4I7&sig=ZglHtc1yQd4LFqUkua8VqgGG-Aw#v=onepage&q=original%20assessment%20of%20learning&f=false, New York, NY, McGraw-Hill Education, Retrieved from; Brians, C., (2012) The daily pop quiz: Teaching and learning with clickers. American Political Science Association Teaching & Learning Conference, , https://ssrn.com/abstract=1997643, Retrieved from; Carroll, C., (2018), http://raisingthebar.wested.org/collection/curriculum-embedded-performance-assessment-mathematics, Curriculum-Embedded Performance Assessment in Mathematics, WestEd. Retrieved from; Clark, J., Crandall, P.G., O'Bryan, C.A., Climbing the intervention ladder to handwashing compliance: A review and directions for future research (2018) Food Control, 84, pp. 544-551. , https://doi.org/10.1016/j.foodcont.2017.09.009; Dihoff, G., Brosvic, M., Epste, M., Cook, M., Provision of feedback during preparation for academic testing: Learning is enhanced by immediate but not delayed feedback (2004) Psychological Record, 54, pp. 207-231; Dyke, L., (2018) Curriculum embedded assessments, , https://carleton.ca/viceprovost/program-learning-assessment/program-assessment-tools/curriculum-embedded-assessment/, Ottawa Ontario, Carleton University, Retrieved from; Egan, M.B., Raats, M.M., Grubb, S.M., Eves, A., Lumbers, M.L., Dean, M.S., Adams, M.R., A review of food safety and food hygiene training studies in the commercial sector (2006) Food Control, 18, pp. 1180-1190; (2011) Food Safety Modernization Act, , https://www.gpo.gov/fdsys/pkg/PLAW-111publ353/pdf, Retrieved from; (2010) FDA trend analysis report on the occurrence of foodborne illness risk factors in selected institutional foodservice, restaurant, and retail food store facility types (1998-2008), , https://wayback.archive-it.org/7993/20170113095247/http://www.fda.gov/downloads/Food/GuidanceRegulation/RetailFoodProtection/FoodborneIllnessRiskFactorReduction/UCM369245.pdf, Silver Spring, MD, U.S. Food and Drug Administration, Retrieved from; Hartel, R.W., Iwaoka, W.T., A report from the Higher Education Review Board (HERB): Assessment of undergraduate student learning outcomes in food science (2016) Journal of Food Science Education, 15, pp. 56-62. , https://doi.org/10.1111/1541-4329.12084; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9, pp. 187-195. , https://doi.org/10.1039/b812407h; Shinbaum, S., Crandall, P., O'Bryan, C., Evaluating your obligations for employee training according to the food safety modernization act (2016) Food Control, 60, pp. 12-17; Soares, K., Garcia-Diez, J., Esteves, A., Oliveira, I., Saraiva, C., Evaluation of food safety training on hygienic conditions in food establishments (2013) Food Control, 342, pp. 613-618; Yu, H.Y., Neal, J., Dawson, M., Madera, J.M., Implementation of behaviour-based training can improve food service employees' handwashing frequencies, duration, and effectiveness (2018) Cornell Hospital Quarterly, 59, pp. 70-77. , https://doi.org/10.1177/1938965517704370; Zanin, L.M., da Cunha, D.T., de Rosso, V.V., Capriles, V.D., Stedefeldt, E., Knowledge, attitudes and practices of food handlers in food safety: An integrative review (2017) Food Research International, 100, pp. 53-62. , https://doi.org/10.1016/j.foodres.2017.07.042","Crandall, P.G.; Dept. of Food Science, Univ. of Arkansas, 2650 N. Young Ave., United States; email: crandal@uark.edu",,,Blackwell Publishing Ltd,,,,,15414329,,,,English,J. Food Sci. Educ.,Article,Final,,Scopus,2-s2.0-85063682655
Cox S.R.,57207933919;,Technology to enhance in-class discussions and student participation at a multi-campus program,2019,Currents in Pharmacy Teaching and Learning,11,7,,719,722,,1.0,10.1016/j.cptl.2019.03.010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063300110&doi=10.1016%2fj.cptl.2019.03.010&partnerID=40&md5=183e34f283c58a0210767ca9c7f67abc,"University of Missouri-Kansas City at MU, 814 Lewis Hall, Columbia, MO  65211, United States","Cox, S.R., University of Missouri-Kansas City at MU, 814 Lewis Hall, Columbia, MO  65211, United States","Background and purpose: The purpose of this paper is to discuss the implementation of a novel approach to using technology in a class taught from a satellite campus via synchronous video teleconferencing and its impact on student participation. Educational activity and setting: A wiki platform was blended with an audience response system and implemented during a one-hour class period. Students provided answers to open-ended discussion questions on the audience-response wiki page. The instructor read responses aloud as they were added, and provided explanation and immediate feedback on each response. Findings: There were 136 second year student pharmacists enrolled in the class, and 41 (30.15%) students contributed to the audience response wiki during the in-class discussion. The combined four discussion questions had a total of 86 responses, which indicates that some students participated more than once. There are five accepted types of student interaction in distance education, and the audience-response wiki addressed each of them. Additionally, it addressed many barriers to in-class discussion for students on a distance campus including microphone anxiety and fear of interrupting a peer on another campus. Beyond enhanced student participation, it allowed the instructor to provide immediate feedback on a higher volume of student responses. Audience response wiki tools are free, easy to use, and allow students across multiple campuses to overcome barriers associated in-class discussion. © 2019 Elsevier Inc.",Distance learning; Multi-campus; Participation; Satellite campus; Student engagement; Technology,Article; feedback system; health care system; human; institutional review; medical education; pharmacist; pharmacy student; priority journal; teleconference,,,,,,,,,,,"Monaghan, M.S., Cain, J.J., Malone, P.M., Educational technology use among US colleges and schools of pharmacy (2011) Am J Pharm Educ., 75 (5); Shulman, L.S., Those who understand: knowledge growth in teaching (1986) Educ Res., 15 (2), pp. 4-14; Mishra, P., Koehler, M.J., Technological pedagogical content knowledge: a framework for teacher knowledge (2006) Teach Coll Rec., 108 (6), pp. 1017-1054; Chiou, S.F., Ching, U.L., Development and testing of an instrument to measure interactions in synchronous distance education (2003) J Nurs Res., 11 (3), pp. 188-196; Mehvar, R., A participation requirement to engage students in a pharmacokinetics course synchronously taught at a local and distance campus (2010) Am J Pharm Educ., 74 (7); Fox, B.I., McDonough, S.L., McConatha, B.J., Establishing and maintaining a satellite campus connected by synchronous video conferencing (2011) Am J Pharm Educ., 75 (8); (2019), https://www.acpe-accredit.org/accredited-programs-by-status/, Programs by Status. Accreditation Council for Pharmacy Education. Accessed 11 March; Stevens, N.T., McDermott, H., Boland, F., Pawlikowska, T., Humphreys, H., A comparative study: do “clickers” increase student engagement in multidisciplinary clinical microbiology teaching (2017) BMC Med Educ., 17 (70); Clauson, K.A., Alkhateeb, F.M., Singh-Franco, D., Concurrent use of an audience response system at a multi-campus college of pharmacy (2012) Am J Pharm Educ., 76 (1); Fisher, C.W., Berliner, D.C., Filby, N.N., Marliave, R., Cahen, L.S., Dishaw, M.M., Teaching behaviors, academic learning time, and student achievement: an overview (1981) J Classr Interact., 17 (1), pp. 2-15; Cotner, S.H., Fall, B.A., Wick, S.M., Walker, J.D., Baepler, P.M., Rapid feedback assessment methods: engagement and preparation for exams in large enrollment courses (2008) J Sci Technol., 17 (5), pp. 437-443; DiVall, M.V., Hayney, M.S., Marsh, W., Perceptions of pharmacy students, faculty members, and administrators on the use of technology in the classroom (2013) Am J Pharm Educ., 77 (4)",,,,Elsevier Inc.,,,,,18771297,,,31227095.0,English,Currents Pharm. Teach. Learn.,Article,Final,,Scopus,2-s2.0-85063300110
"Junqueira H., Quinn T.A., Biringer R., Hussein M., Smeriglio C., Barrueto L., Finizio J., Huang X.Y.M.",57209737540;23095459300;57209739760;57207990883;57209731827;56083044800;57209733541;57209731363;,Accuracy of canine scent detection of non–small cell lung cancer in blood serum,2019,Journal of the American Osteopathic Association,119,7,,413,418,,1.0,10.7556/jaoa.2019.077,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068583138&doi=10.7556%2fjaoa.2019.077&partnerID=40&md5=91103c9803667518d440a97b57cd3af6,"BioScent DX, Inc, Myakka City, FL, United States; Lake Erie College of Osteopathic Medicine-BradentonFL, United States","Junqueira, H., BioScent DX, Inc, Myakka City, FL, United States; Quinn, T.A., Lake Erie College of Osteopathic Medicine-BradentonFL, United States; Biringer, R., Lake Erie College of Osteopathic Medicine-BradentonFL, United States; Hussein, M., Lake Erie College of Osteopathic Medicine-BradentonFL, United States; Smeriglio, C., Lake Erie College of Osteopathic Medicine-BradentonFL, United States; Barrueto, L., Lake Erie College of Osteopathic Medicine-BradentonFL, United States; Finizio, J., Lake Erie College of Osteopathic Medicine-BradentonFL, United States; Huang, X.Y.M., Lake Erie College of Osteopathic Medicine-BradentonFL, United States","Context: Early detection provides the best opportunity for lung cancer survival; however, lung cancer is difficult to detect early because symptoms do not often appear until later stages. Current screening methods such as x-ray and computed tomographic imaging lack the sensitivity and specificity needed for effective early diagnosis. Dogs have highly developed olfactory systems and may be able to detect cancer in its primary stages. Their scent detection could be used to identify biomarkers associated with various types of lung cancer. Objective: To determine the accuracy of trained beagles’ ability to use their olfactory system to differentiate the odor of the blood serum of patients with lung cancer from the blood serum of healthy controls. Methods: Over the course of 8 weeks, operant conditioning via clicker training was used to train dogs to use their olfactory system to distinguish blood serum from patients with malignant lung cancer from blood serum from healthy controls in a double-blind study. After training, non–small cell lung cancer and healthy control blood serum samples were presented to the dogs, and the sensitivity and specificity of each dog were analyzed. Results: Four dogs were trained for the study, but 1 was unmotivated by training and removed from the study. Three dogs were able to correctly identify the cancer samples with a sensitivity of 96.7%, specificity of 97.5%, positive predictive value of 90.6%, and negative predictive value of 99.2%. Conclusion: Trained dogs were able to identify non–small cell lung cancer samples from healthy controls. The findings of this study provide a starting point for a larger-scale research project designed to explore the use of canine scent detection as a tool for cancer biomarkers. © 2019 American Osteopathic Association.",Biomarker; Early detection; Non-small cell lung cancer; Olfactory,,,,,,,,,,,,"American Lung Association Website, , https://www.lung.org/lung-health-and-diseases/lung-disease-lookup/lung-cancer/resource-library/lung-cancer-fact-sheet.html, Accessed May 29, 2019; Non-small cell lung cancer survival rates American Cancer Society Website, , https://www.cancer.org/cancer/non-small-cell-lung-cancer/detection-diagnosis-staging/survival-rates.html, Accessed July 10, 2018; Del Ciello, A., Franchi, P., Contegiacomo, A., Cicchetti, G., Bonomo, L., Larici, A.R., Missed lung cancer when, where, and why? (2017) Diagn Interv Radiol, 23 (2), pp. 118-126; Dragonieri, S., Annema, J.T., Schot, R., An electronic nose in the discrimination of patients with non-small cell lung cancer and COPD (2009) Lung Cancer, 64 (2), pp. 166-170; Horváth, I., Lázár, Z., Gyulai, N., Kollai, M., Losonczy, G., Exhaled biomarkers in lung cancer (2009) Eur Respir J, 34 (1), pp. 261-275; Krilaviciute, A., Heiss, J.A., Leja, M., Kupcinskas, J., Haick, H., Brenner, H., Detection of cancer through exhaled breath: A systematic review (2015) Oncotarget, 6 (36), pp. 38643-38657; Roine, A., Veskimäe, E., Tuokko, A., Detection of prostate cancer by an electronic nose: A proof of principle study (2014) Jurol, 192 (1), pp. 230-234; Horvath, G., Andersson, H., Paulsson, G., Characteristic odour in the blood reveals ovarian carcinoma (2010) BMC Cancer, 10; Jenkins, E.K., Dechant, M.T., Perry, E.B., When the nose doesn’t know: Canine olfactory function associated with health, management, and potential links to microbiota (2018) Front Vet Sci, 5, p. 56; Quignon, P., Rimbault, M., Robin, S., Galibert, F., Genetics of canine olfaction and receptor diversity (2012) Mamm Genome, 23 (1-2), pp. 132-143; Padodara, R., Ninan, J., Olfactory sense in different animals (2014) Ind J Vet Sci, 2 (1), pp. 11-14; Turcsán, B., Kubinyi, E., Miklósi, Á., Trainability and boldness traits differ between dog breed clusters based on conventional breed categories and genetic relatedness (2011) Appl Anim Behav Sci, 132 (1-2), pp. 61-70; Amundsen, T., Sundstrøm, S., Buvik, T., Gederaas, O.A., Haaverstad, R., Can dogs smell lung cancer? First study using exhaled breath and urine screening in unselected patients with suspected lung cancer (2014) Acta Oncol, 53 (3), pp. 307-315; Angle, C., Waggoner, L.P., Ferrando, A., Haney, P., Passler, T., Canine detection of the volatilome: A review of implications for pathogen and disease detection (2016) Front Vet Sci, 3, p. 47; McCulloch, M., Jezierski, T., Broffman, M., Hubbard, A., Turner, K., Janecki, T., Diagnostic accuracy of canine scent detection in early-and late-stage lung and breast cancers (2006) Integr Canc Ther, 5 (1), pp. 30-39; Willis, C.M., Church, S.M., Guest, C.M., Olfactory detection of human bladder cancer by dogs: Proof of principle study (2004) BMJ, 329 (7468), p. 712; Taverna, G., Tidu, L., Grizzi, F., Olfactory system of highly trained dogs detects prostate cancer in urine samples (2015) Jurol, 193 (4), pp. 1382-1387; Pirrone, F., Albertini, M., Olfactory detection of cancer by trained sniffer dogs: A systematic review of the literature (2017) J Veterinary Behav, 19, pp. 105-117; Ehmann, R., Boedeker, E., Friedrich, U., Canine scent detection in the diagnosis of lung cancer: Revisiting a puzzling phenomenon (2011) Eur Respir J, 39 (3), pp. 669-676","Quinn, T.A.; Lake Erie College of Osteopathic Medicine-Bradenton Campus, 5000 Lakewood Ranch Blvd, United States; email: tquinn@lecom.edu",,,American Osteopathic Association,,,,,00986151,,JAOAA,,English,J. Am. Osteopath. Assoc.,Article,Final,Open Access,Scopus,2-s2.0-85068583138
"Spehl M.S., Straub C., Heinzmann A., Bode S.F.N.",57016609400;56644346700;7003393289;49661024700;,Student-perceived exam difficulty may trump the effects of different quality improvement measures regarding the students' evaluation of a pediatric lecture series,2019,BMC Medical Education,19,1, 206,,,,,10.1186/s12909-019-1654-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067264311&doi=10.1186%2fs12909-019-1654-3&partnerID=40&md5=5c74383faf59647f18075ef6edc86acf,"Center for Pediatrics, Department of General Pediatrics, Adolescent Medicine, and Neonatology, Medical Center, University of Freiburg, Freiburg, Germany","Spehl, M.S., Center for Pediatrics, Department of General Pediatrics, Adolescent Medicine, and Neonatology, Medical Center, University of Freiburg, Freiburg, Germany; Straub, C., Center for Pediatrics, Department of General Pediatrics, Adolescent Medicine, and Neonatology, Medical Center, University of Freiburg, Freiburg, Germany; Heinzmann, A., Center for Pediatrics, Department of General Pediatrics, Adolescent Medicine, and Neonatology, Medical Center, University of Freiburg, Freiburg, Germany; Bode, S.F.N., Center for Pediatrics, Department of General Pediatrics, Adolescent Medicine, and Neonatology, Medical Center, University of Freiburg, Freiburg, Germany","Background: Lectures are still an important part of today's medical education at many medical schools. The pediatric lecture series at the Center for Pediatrics, Medical Center, University of Freiburg, Faculty of Medicine, University of Freiburg, Germany had been evaluated poorly in recent terms. Methods: To improve lecture quality and possibly evaluation results a combination of measures consisting of peer lecturer coaching, use of an audience response system, in depth analysis of the end of term evaluation results and changes to the exam itself were implemented. Results: Peer lecturer coaching was performed successfully and both the audience response system evaluation as well as the end of term evaluation results improved significantly in the following term. Analysis of the students' comments revealed more approval of lecture content and presentation after the organization of the lecture series was changed towards less lecturers and focus on less topics. Student-perceived high exam difficulty influenced the evaluation negatively. Conclusion: The student-perceived exam difficulty can supersede the effects of different measures to improve lecture quality measured via evaluation. Whether better evaluation of the lecture series after different improvement measures was due to better match of the curriculum with the exam content or that an improved curriculum led to better exam performance remains to be elucidated. © 2019 The Author(s).",Audience response system; Evaluation; Lecture; Medical education; Peer-lecturer coaching,article; child; curriculum; human; human experiment; medical education; student; total quality management; Germany; medical school; pediatrics,,,,,,,,,,,"Courtier, J., Webb, E.M., Phelps, A.S., Naeger, D.M., Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: The continued importance of didactic teaching in medical student education (2016) Pediatr Radiol, 46 (13), pp. 1787-1796; Bode, S.F., Straub, C., Giesler, M., Biller, S., Forster, J., Kruger, M., Audience-response systems for evaluation of pediatric lectures - Comparison with a classic end-of-term online-based evaluation (2015) GMS Z Med Ausbild, 32 (2), p. Doc18; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53 (3), p. 9; Bridge, P.D., Jackson, M., Robinson, L., The effectiveness of streaming video on medical student learning: A case study (2009) Med Educ Online, 14, p. 11; Issa, N., Schuller, M., Santacaterina, S., Shapiro, M., Wang, E., Mayer, R.E., Darosa, D.A., Applying multimedia design principles enhances learning in medical education (2011) Med Educ, 45 (8), pp. 818-826; Rindermann, H., Quality of instruction improved by evaluation and consultation of instructors (2007) Int J for Acad Develop, 12 (2), p. 13; Dresel, M., Rindermann, H., Tinsner, K., (2007) Consulting of Teachers on the Basis of Course Evaluation of Students, , 1 Pabst Science Publishers Lengerich; Hsieh, H.F., Shannon, S.E., Three approaches to qualitative content analysis (2005) Qual Health Res, 15 (9), pp. 1277-1288; https://www.ucan-assess.org, Item Management System-Umbrella Consortium for Assessment Networks Accessed 20 Sept 2017; Berg, B.L., An introduction to content analysis (2001) Qualitative Research Methods for the Social Sciences, pp. 238-267. , B.L. Berg (eds) Allyn & Bacon Needham Heights; Marsh, H.W., Ware, J.E., Effects of expressiveness, content coverage, and incentive on multidimensional student rating scales: New interpretations of the Dr. Fox effect (1982) J Educ Psychol, 74, p. 17; Centra, J.A., (1993) Reflective Faculty Evaluation: Enhancing Teaching and Determining Faculty Effectiveness, , 1 Jossey-Bass San Francisco; Mayring, P., (2010) Qualitative Content Analysis. Fundamentals and Techniques [In German], , 12 Beltz Pädagogik Weinheim; Krautmann, A.C., Sanders, W., Grades and student evaluation of teachers (1997) Econ Educ Rev, 18 (1999), pp. 59-63; Harlen, W., Crick, R.D., Testing and motivation for learning (2003) Assessment in Education, 10 (2), pp. 169-207; https://www.impp.de/internet/de/loesungen-und-ergebnisse.html, M2 Medical Examination Solutions and Results-Institute for Medical and Pharmaceutical Examination Questions (IMPP), Mainz, Germany Accessed 24 Jul 2017","Bode, S.F.N.; Center for Pediatrics, Department of General Pediatrics, Adolescent Medicine, and Neonatology, Medical Center, University of FreiburgGermany; email: Sebastian.Bode@uniklinik-freiburg.de",,,BioMed Central Ltd.,,,,,14726920,,,31196082.0,English,BMC Med. Educ.,Article,Final,Open Access,Scopus,2-s2.0-85067264311
Thompson L.,55778877300;,Using audience response systems to amplify student learning in political science: a case study of electoral systems teaching,2019,European Political Science,18,2,,351,362,,,10.1057/s41304-018-0188-1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053683630&doi=10.1057%2fs41304-018-0188-1&partnerID=40&md5=386b8dcc9708565aafe46d5a25437e0e,"University of Surrey, Guildford, GU6 7XH, United Kingdom; Department of Politics, The University of Manchester, Oxford Rd, Manchester, M13 9PL, United Kingdom","Thompson, L., University of Surrey, Guildford, GU6 7XH, United Kingdom, Department of Politics, The University of Manchester, Oxford Rd, Manchester, M13 9PL, United Kingdom","Audience response systems (ARS) are now a very widespread technological teaching tool within political science, being used as either an opinion polling or an assessment tool in the classroom. This article presents a case study of an in-class demonstration using an ARS within an electoral systems and voting behaviour module to illustrate how these systems can be used in more innovative pedagogical ways to produce ‘teachable moments’ which facilitate high-level learning outcomes. It argues that political scientists should further emphasise the integration of pedagogical knowledge with technology and content knowledge to embed ARS technology within a more transformative learning process in order to amplify students’ understanding of political science concepts and aid the progression of learning. © 2018, European Consortium for Political Research.",Audience response systems; Clickers; Polling software; Technology,,,,,,,,,,,,"Anckar, C., Determinants of Disproportionality and Wasted Votes (1997) Electoral Studies, 16 (4), pp. 501-515; Anderson, L.S., Healy, A.F., Kole, J.A., Bourne, L.E., The Clicker Technique: Cultivating Efficient Teaching and Successful Learning (2013) Applied Cognitive Psychology, 27 (2), pp. 222-234; Archambault, L.M., Barnett, J.H., Revisiting Technological Pedagogical Content Knowledge: Exploring the TPACK Framework (2010) Computers & Education, 55, pp. 1656-1662; Beatty, I., Transforming Student Learning with Classroom Communication System (2004) Educause Center for Applied Research: Research Bulletin, (3). , https://arxiv.org/ftp/physics/papers/0508/0508129.pdf, 2004, Retrieved from, Accessed 30 January 2017; Beatty, I.D., Gerace, W.J., Technology Enhanced Formative Assessment: A Research Based Pedagogy for Teaching Science with Classroom Response Technology (2009) Journal of Science Education Technology, 18, pp. 146-162; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing Effective Questions for Classroom Response System Teaching (2006) American Journal of Physics, 74 (31), pp. 31-39; Birch, S., Two Round Electoral Systems and Democracy (2003) Comparative Political Studies, 36 (3), pp. 319-344; Collins, L., Livening up the Classroom: Using Audience Response Systems to Promote Active Learning (2007) Informatics Education, 26 (1), pp. 81-88; Crouch, C., Fagan, A.P., Callan, J.P., Mazur, E., Classroom Demonstrations: Learning Tools or Entertainment? (2004) American Journal of Physics, 72, pp. 835-838; Damron, D., Mott, J., Creating an Interactive Classroom: Enhancing Student Engagement and Learning in Political Science Courses (2005) Journal of Political Science Education, 1, pp. 367-383; Dangel, H.L., Wang, C.X., Student Response Systems in Higher Education: Moving Beyond Linear Teaching and Surface Learning (2008) Journal of Educational Technology Development and Exchange, 1 (1), pp. 93-104; Daniel, J.S., (1996) Mega-Universities and Knowledge Media: Technology Solutions for Higher Education, , Kogan Page, London; DeBourgh, G.A., Use of Classroom ‘clickers’ to Promote Acquisition of Advanced Reasoning Skills (2008) Nurse Education in Practice, 8 (2), pp. 76-87; Elgie, R., Two Ballot Majority Electoral Systems (1997) Representation, 34 (2), pp. 89-94; Evans, H.K., Making Politics “Click”: The Costs and Benefits of Using Clickers in an Introductory Political Science Course (2012) Journal of Political Science Education, 8, pp. 85-93; Farrell, D.M., (2011) Electoral Systems: A Comparative Introduction, , 2, Palgrave Macmillan, Basingstoke; Gormley-Heenan, C., McCartan, K., Making it Matter: Teaching and Learning in Political Science using an Audience Response System (2009) European Political Science, 8, pp. 379-391; Gross, J.L., Seeing is Believing: Classroom Demonstrations as Scientific Inquiry (2002) Journal of Physics Teacher Education Online, 1, pp. 3-6; Holland, L., Schwartz-Shea, P., Yim, J.M.J., Adapting Clicker Technology to Diversity Courses: New Research Insights (2013) Journal of Political Science Education, 9, pp. 273-291; Hosseini, Z., Development of Technological Pedagogical Content Knowledge through Constructionist Activities (2014) Procedia - Social and Behavioral Sciences, 182, pp. 98-103; Kinchin, I., Avoiding Technology-Enhanced Non-learning (2012) British Journal of Educational Technology, 43 (2), pp. 43-48; Koehler, M.J., Mishra, P., What is Technological Pedagogical Content Knowledge? (2009) Contemporary Issues in Technology and Teacher Education, 9 (1), pp. 60-70; Koehler, M.J., Mishra, P., Cain, W., What is Technological Pedagogical Content Knowledge (TPACK)? (2013) Journal of Education, 193 (3), pp. 13-19; Lasry, N., ARSs or Flashcards: Is There Really a Difference? (2008) The Physics Teacher, 46, pp. 242-244; Lijphart, A., The Political Consequences of Electoral Laws (1990) American Political Science Review, 84 (2), pp. 481-496; Lijphart, A., Grofman, B., Choosing an Electoral System (1984) Choosing an Electoral System: Issues and Alternatives, pp. 3-14. , Lijphart A, Grofman B, (eds), Praeger, New York; Loep, E.D., Beyond Polls: Using Science and Student Data to Stimulate Learning (2018) Journal of Political Science Education, 14 (1), pp. 17-41; Mostert, M., Quinn, L., Using ICTs in Teaching and Learning; Reflections on Professional Development of Academic Staff (2009) International Journal of Education and Development using ICT, 5 (5), pp. 72-84; Niederhauser, D.S., Stoddart, T., Teachers’ Instructional Perspectives and Use of Education Software (2001) Teaching and Teacher Education, 17 (1), pp. 15-31; Shelton, C., Giving up Technology and Social Media: Why Lecturers Stop Using Technology in Teaching (2016) Technology, Pedagogy & Education, 26 (3), pp. 303-321; Shulman, L.S., Those Who Understand: Knowledge Growth in Teaching (1986) Educational Researcher, 15 (2), pp. 4-14; Simelane, S., Skhosana, P.M., Impact of Clicker Technology in a Mathematics Course (2012) Knowledge Management & E-Learning: An International Journal, 4 (3), pp. 279-292; Sobel, K., Grotti, M.G., Using the TPACK Framework to Facilitate Decision Making on Instructional Technologies (2012) Journal of Electronic Resources Librarianship, 24 (4), pp. 255-262; Ulbig, S.G., I Like the Way this Feels: Using Classroom Response System Technology to Enhance Tactile Learners (2016) Introductory American Government Experience’, Journal of Political Science Education, 12 (1), pp. 41-57; Velasco, M., Cavdar, G., Teaching Large Classes with Clickers: Results from a Teaching Experiment in Comparative Politics (2013) Political Science and Politics, 46 (4), pp. 823-829; Watling, S., Technology enhanced learning: a new digital divide? (2009) The Future of Higher Education: Policy, Pedagogy and the Student Experience, pp. 83-96. , Bell L, Stevenson H, Neary M, (eds), Continuum, London","Thompson, L.; Department of Politics, The University of Manchester, Oxford Rd, United Kingdom; email: louise.thompson-4@manchester.ac.uk",,,Palgrave Macmillan Ltd.,,,,,16804333,,,,English,Eur. Polit. Sci.,Article,Final,,Scopus,2-s2.0-85053683630
Jones A.G.,57210429562;,Audience response systems in a korean cultural context: Poll everywhere’s effects on student engagement in english courses,2019,Journal of Asia TEFL,16,2,,624,643,,,10.18823/asiatefl.2019.16.2.12.624,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070713107&doi=10.18823%2fasiatefl.2019.16.2.12.624&partnerID=40&md5=9f395e9d5c8d1cb11967841f60ab2c18,"General English Department, University of Seoul, South Korea","Jones, A.G., General English Department, University of Seoul, South Korea","This study sought to examine the use of Poll Everywhere as an Audience Response System (ARS) within the English conversation classroom at a Korean university. The findings of this study addressed student engagement in English conversation courses and the relationship it has with Poll Everywhere. Over the course of two semesters, students were exposed to instruction laced with an ARS in the form of Poll Everywhere to stimulate English conversation. The students were then asked to respond to how it affected their motivation and desire to speak English in class. Students overwhelmingly noted that the use of Poll Everywhere in the classroom enhanced their learning experience, allowed them to be more enthusiastic, interested, and motivated to respond in English, and generally increased their engagement in English instruction. Furthermore, it was noted by the students that factors such as anonymousness, novelty of teaching style, and the ability to aid in the expression of English allowed for them to engage more in English lessons as they produced English language in a classroom setting. The results of the study hypothesized that Korean university students respond positively to Poll Everywhere integration that allowed for enhanced engagement in English conversation classes. © 2004 AsiaTEFL.org. All rights reserved.",Audience response system; English conversation; Interactive technology; Korean university; Student engagement,,,,,,,,,,,,"Blood, E., Neel, R., Using student response systems in lecture-based instruction: Does it change student engagement and learning (2008) Journal of Technology and Teacher Education, 16 (3), pp. 357-383; Brown, H.D., (2014) Principles of Language Learning and Teaching, , 6th ed.). New York: Pearson Education, Inc; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco, CA: Jossey-Bass; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Cardoso, W., Learning a foreign language with a learner response system: The students’ perspective (2011) Computer Assisted Language Learning, 24 (5), pp. 393-417; Chen, I.-J., Chen, W.-C., Cross-border telecommunication: A task-based collaboration at college level (2008) The Journal of Asia TEFL, 5 (4), pp. 163-189; Choi, B., Rhee, B., The influences of student engagement, institutional mission, and cooperative learning climate on the generic competency development of Korean undergraduate students (2014) High Educ, 67, pp. 1-18; Choi, I.-C., The impact of EFL testing on EFL education in Korea (2008) Language Testing, 25 (1), pp. 39-62; Chun, H., Lee, H., Kim, D., The integrated model of smartphone adoption: Hedonic and utilitarin value perceptions of smartphones among Korean college students (2012) Cyberpsychology, Behavior, and Social Networking, 15 (9), pp. 473-479; Cohn, S., Fraser, B., Effectiveness of student response systems in terms of learning environment, attitudes and achievement (2016) Learning Environments Research, 19 (2), pp. 153-167; Cutrim Schmid, E., Enhancing performance knowledge and self-esteem in classroom language learning: The potential of the ACTIVote system component of interactive whiteboard technology (2007) System, 35, pp. 119-133; Cutrim Schmid, E., Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom (2008) Computers and Education, 50, pp. 338-356; Damron, D., Mott, J., Creating an interactive classroom: Enhancing student engagement and learning in political science courses (2006) Journal of Political Science Education, 1 (3), pp. 367-383; Dewaelsche, S.A., Critical thinking, questioning and student engagement in Korean university English courses (2015) Linguistics & Education, 32, pp. 131-147. , Dec; Dobbins, C., Denton, P., MyWallMate: An investigation into the use of mobile technology in enhancing student engagement (2017) Tech Trends, 61 (6), pp. 541-549; Dörnyei, Z., (2007) Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies, , Oxford, United Kingdom: Oxford University Press; Pertl, M.M., Hevey, D., Exploratory data analysis (2010) Encyclopedia of Research Design, pp. 456-458. , N. 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Stowell, J., Nelson, J., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (1), pp. 253-258; Strauss, A., Corbin, J., (1990) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, , Newbury Park, California: SAGE Publications; Sung, E., Mayer, R.E., Students’ beliefs about mobile devices vs. Desktop computers in South Korea and the United States (2012) Computers & Education, 59 (1), pp. 1328-1338; Tracy, S., (2013) Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact, , Malden, Massachusetts: Wiley Blackwell; van de Grift, W.J., Chun, S., Maulana, R., Lee, O., Helms-Lorenz, M., Measuring teaching quality and student engagement in South Korea and The Netherlands (2017) School Effectiveness & Student Improvement, 28 (3), pp. 337-349; Wang, C., Two affective variables and language learners’ perceptions of classroom interaction (2017) The Journal of Asia TEFL, 14 (1), pp. 16-31; Warnich, P., Gordon, C., The integration of cell phone technology and poll everywhere as teaching and learning tools in the school History classroom (2015) Yesterday and Today, 13, pp. 40-66; Warren, M.J., Teaching with technology: Using digital humanities to engage student learning (2016) Teaching, Theology, and Religion, 19 (3), pp. 309-319; Webster, T., Son, J.B., Doing what works: A grounded theory case study of technology use by teachers of English at a Korean university (2015) Computers & Education, 80 (1), pp. 84-94; Whitehead, G., The rise and fall of the National English Ability Test: Examining Korean high school English teachers' perspectives (2016) Asian EFL Journal, 18 (4), pp. 124-155","Jones, A.G.; General English Department, University of Seoul, 163 Seoulsiripdaero, Dongdaemun-gu, South Korea; email: aarongjones2018@gmail.com",,,Asian Association of Teachers of English as a Foreign Language,,,,,17383102,,,,English,J. Asia TEFL,Article,Final,Open Access,Scopus,2-s2.0-85070713107
Kaewunruen S.,55907644600;,Enhancing railway engineering student engagement using interactive technology embedded with infotainment,2019,Education Sciences,9,2, 136,,,,,10.3390/educsci9020136,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069653282&doi=10.3390%2feducsci9020136&partnerID=40&md5=0de54d25932f59904985a35c902ea2c1,"School of Engineering, The University of Birmingham, Birmingham, B15 2TT, United Kingdom","Kaewunruen, S., School of Engineering, The University of Birmingham, Birmingham, B15 2TT, United Kingdom","Interactive learning technology is an emerging innovation for future communication-aided teaching and learning that could positively enhance students’ engagement and intrinsic motivation. Due to the virtue of interactive communication, classrooms are now anticipated to enable a variety of interaction-based learning technologies with diverse infotainment (a subset of “serious play”) integrated with practical enquiry-based projects and case studies for employability improvement. In this paper, a comprehensive review of various teaching and learning pedagogies is assessed. Their suitability and association with infotainment and interactive technology is discussed and highlighted. In addition, a recent research activity on interactive communication is presented to form a new teaching application using interactive technology and infotainment (or edutainment) appropriate for student engagement in railway geometry and alignment design classes. The development of the integrated interactive technology and infotainment was implemented and evaluated in a postgraduate railway engineering class. Questionnaires were used to survey students’ experiences in the classes with and without the technology enhanced learning. The outcome clearly shows that students enjoyed and felt they were significantly engaged in the class with the new interactive resources. Their participation and learning performance increased. Despite the favourable outcomes, the flexibility and viability of using this interactive technology still largely depends on the students’ background and their previous experience. © 2019 by the author. Licensee MDPI, Basel, Switzerland.",Active learning; Clickers; Edutainment; Infotainment; Interactive technology; Railway engineering; Student engagement; Teaching approaches,,,,,,"691135

Japan Society for the Promotion of Science, JSPS

University of Tokyo

European Commission, EC: 691135, www.risen2rail.eu",Funding: This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 691135 “RISEN: Rail Infrastructure Systems Engineering Network”. The APC was funded by The University of Birmingham Library’s Open Access Fund.,"Acknowledgments: S.K. wishes to thank the Australian Academy of Science and the Japan Society for the Promotion of Sciences for his Invitation Research Fellowship (Long-term) at the Railway Technical Research Institute and The University of Tokyo, Japan. The authors wish to gratefully acknowledge the financial support from the European Commission for H2020-MSCA-RISE Project No. 691135 “RISEN: Rail Infrastructure Systems Engineering Network”, which enables a global research network that tackles the grand challenges [64] in railway infrastructure resilience and advanced sensing in extreme events (www.risen2rail.eu). The technical review and constructive comments by Danielle Hinton and Marios Hadjianastasis are gratefully acknowledged.",,,,"Armour, K., (2016) Message to AH Staff from Pro Vice Chancellor (Education), , E-mail Communication to All Staff on 13 September 2016; The University of Birmingham: Birmingham, UK; Kaewunruen, S., Underpinning systems thinking in railway engineering education (2018) Australas. ]. Eng. Educ.; (2011) The UK Professiotial Standards Framework for Teaching and Supporting Learning in Higtter Education- the Higher Education Academy, , Guild HE, Universities UK; London, UK; Guthrie, R., Carlin, A., Waking the Dead: Using interactive technology to engage passive listeners in the classroom (2004) Proceedings of the Tenth Americas Conference on Information Systems, pp. 2952-2959. , New York, NY, USA, 6-8 August; Ribeiro, L.R.C., Mizukami, M.D.G.N., Problem-based learning: A student evaluation of an implementation in postgraduate engineering education. Eur (2005) Eng. 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Environ., 24, pp. 706-723; McLinden, M., Hinton, D., (2010) EBL for Teachers of the Visually Impaired, , Talking about Learning & Teaching Case Study 008; University of Birmingham: Birmingham, UK; Vuopala, E., Hyvonen, P., Jarvela, S., Interaction forms in successful collaborative learning in virtual learning environments (2016) Act. Learn. High. Educ., 17, pp. 25-38; Kaewunruen, S., Tang, T., Idealisations of Dynamic Modelling for Railway Ballast in Flood Conditions (2019) Appl. Sci., 9, p. 1785; Setsobhonkul, S., Kaewunruen, S., Sussman, J.M., Lifecycle Assessments of Railway Bridge Transitions Exposed to Extreme Climate Events (2017) Front. Built Environ., 3, p. 35; Kaewunruen, S., Sussman, J.M., Matsumoto, A., Grand Challenges in Transportation and Transit Systems (2016) Front. Built Environ., 2, p. 4","Kaewunruen, S.; School of Engineering, The University of BirminghamUnited Kingdom; email: s.kaewunruen@bham.ac.uk",,,MDPI AG,,,,,22277102,,,,English,Educ. Sci.,Article,Final,Open Access,Scopus,2-s2.0-85069653282
"Azman M.B., Md. Yunus M.",57209473522;36521977800;,Kahoot! to enhance irregular verbs learning,2019,International Journal of Innovative Technology and Exploring Engineering,8,8,,2199,2203,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067834558&partnerID=40&md5=c14a0d0a445bc02ff5e74133501952b1,"Faculty of Education, Universiti Kebangsaan MalaysiaSelangor, Malaysia","Azman, M.B., Faculty of Education, Universiti Kebangsaan MalaysiaSelangor, Malaysia; Md. Yunus, M., Faculty of Education, Universiti Kebangsaan MalaysiaSelangor, Malaysia","With 21st Century Learning being emphasized in today’s education world, it has come to most of ESL teachers’ realization that plain chalk and talk might not fully work in classroom anymore, especially in teaching English grammar to the Primary level pupils. Although some might still believe in the traditional method such as rote learning, the nature of the current alpha gen who are more prone towards the integration of technology caused many of the believers to have second thoughts about it. Besides that, the conventional classroom might not be entertaining and fun anymore as they are exposed to mobile phones and laptops daily, they require lessons that require them to move around, engage and do a lot of hands-on activities. Though it is not the central end of English language acquisition, teachers are still concern of how they get to assess their learners’ comprehension on the subject matter effectively. Irregular verbs is one of the greatest challenge in second language learning as it involved functioning brute memory. Hence, the main issue at hand is how to activate the brute memory if there’s no active engagement within the learners during the learning process?This led to another question on what can teachers do to make their learners motivated, engaged and actively involved in the learning process.As we are looking forward to find the solution to this matter, this paper is aimed to explore the benefits of using Kahoot! (an online student response system) in teaching irregular verbs to the younger learners. It is hoped that the outcome of this study will benefit both teachers and primary level pupils in teaching and learning English grammar especially the irregular verbs. © BEIESP.",Gamification; Irregular verbs; Kahoot!; Motivation; Students response system,,,,,,,,,,,,"Brad, P., Jim, B., Game, motivation, and effective learning: An integrated model for educational game design (2005) Proceedings of Digra 2005 Conference: Changing Views – Worlds in Play, , June 16-20, Vancouver, Canada; Brown, R., (1973) A First Language: The Early Stages, , Cambridge: Harvard University Press; Cazden, C., The acquisition of noun and verb inflections (1968) Child Development, 39 (2), pp. 433-448. , June; Crookal, D., (1990) Simulation, Gaming and Language Learning, , New York: Newbury House; Cross, D., (2000) A Practical Handbook of Language Teaching, , Harlow: Longman; Ervin, S., Imitation and structural change in children's language (1964) New Directions in the Study of Language, , E. Lenneberg, Ed; Zarzycka-Piskorz, E., Kahoot it or not? Can games be motivating in learning grammar? 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Slobin, D, Ed., New York, NY, USA: Academic Press; Slobin, D., (1971) On the Learning of Morphological Rules, , The Ontogenesis of Grammar, D. Slobin, Ed., New York, NY, USA: Academic Press; Slobin, D., Cognitive prerequisites for the development of grammar (1973) Studies of Child Language Development, , C.Ferguson&D. Slobin, Eds., New York, NY, USA: Holt, Rinehart, & Winston; Steven, P., Alan, P., Regular and irregular morphology and the psychological status of rules of grammar (1994) The Reality of Linguistics, pp. 321-352. , Rules, D.L. Susan, L.C. Roberta & K.I. Gregory, Eds., Amsterdam:John Benjamins Publishing Company; Stowell, R.S., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning and emotion Teaching of Psychology, 34, pp. 253-258; Toffler, A., (1970) Future Shock, , New York:Random House; Yunus, M.M., Innovation in Education and Language Learning in 21st Century (2018) Journal of Sustainable Development Education and Research, 2, pp. 33-34; Yunus, M.M., Salehi, H., Amini, M., Impact of using CALL on Iranian learner’ vocabulary knowledge (2016) English Language Teaching, 9, pp. 173-187; Yunus, M.M., Nordin, N., Salehi, H., Hui, C.S., Embi, M.A., Pros and Cons of Using ICT in Teaching ESL Reading and Writing (2013) International Education Studies, 6, pp. 119-130; Zakaria, N.Y.K., Zakaria, S.N., Yazid, M.I.M., Zakaria, H.Y., Game-based Assessment for Pre-service teachers in Academic Writing (2018) Eduinnovtion, 41",,,,Blue Eyes Intelligence Engineering and Sciences Publication,,,,,22783075,,,,English,Int. J. Innov. Technol. Explor. Eng.,Article,Final,,Scopus,2-s2.0-85067834558
"Chan S.C.H., Ko S.",35361599800;12753309400;,Personal response systems and learning performance: The mediating role of learners’ engagement,2019,Journal of Education for Business,94,4,,234,242,,,10.1080/08832323.2018.1520684,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059668520&doi=10.1080%2f08832323.2018.1520684&partnerID=40&md5=38f95fb8620d0caeb5b25499e73d0138,"Department of Management and Marketing, Hong Kong Polytechnic University, Hong Kong","Chan, S.C.H., Department of Management and Marketing, Hong Kong Polytechnic University, Hong Kong; Ko, S., Department of Management and Marketing, Hong Kong Polytechnic University, Hong Kong","The use of personal response systems (PRSs) to support the learning process is increasing. This study examines the impact of PRSs from individual learners’ and instructors’ perspectives on individual learners’ engagement with PRSs and their learning performance. Data were collected from a sample of 236 undergraduate bachelor of business administration students in the School of Business at a Hong Kong university. The results indicated that the learner interface was important to individual learners’ engagement with PRSs and their learning performance. Instructor attitude and technical competence had significant impacts on learning performance. Engagement with PRSs partially mediated the effect of both perspectives on learning performance. Implications for the theory and practice of individual learners’ learning performance are discussed. © 2018, © 2018 Taylor & Francis Group, LLC.",Engagement; higher education; learning performance; personal response systems,,,,,,,,,,,,"Baron, R.M., Kenny, F.A., The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations (1986) Journal of Personality and Social Psychology, 51 (6), pp. 1173-1182; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning, and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association of Learning Technology Journal, 11 (3), pp. 43-57; Brady, M., Seli, H., Rosenthal, J., Metacognition and the influence of polling systems: How do clickers compare with low technology systems? (2013) Educational Technology Research and Development, 61 (6), pp. 885-902; Chien, Y.T., Chang, Y.H., Chang, C.Y., Do we click in the right way? A meta-analytic review of clicker-integrated instruction (2016) Educational Research Review, 17, pp. 1-18; Choi, D.H., Kim, J., Kim, S.H., ERP training with a web-based electronic learning system: The flow theory perspective (2007) International Journal of Human Computer Studies, 65 (3), pp. 223-243; Eastman, J.K., Iyer, R., Eastman, K.L., Business students’ perceptions, attitudes, and satisfaction with interactive technology: An exploratory study (2011) Journal of Education for Business, 86 (1), pp. 36-43; Elicker, J.D., McConnell, N.L., Interactive learning in the classroom: Is student response method related to performance? (2011) Teaching of Psychology, 38 (3), pp. 147-150; Farag, D.M., Park, S., Kaupins, G., Faculty perceptions of the adoption and use of clickers in the legal studies in business classroom (2015) Journal of Education for Business, 90 (4), pp. 208-216; Michigan Journal of Community Service Learning, 10. , Gallini, S. M., & Moely, B. E. (2003). Service-learning and engagement, academic challenge and retention., 5–14; Han, J.H., Unpacking and repacking the factors affecting students’ perceptions of the use of classroom communication systems (CCS) technology. Computers and (2014) Education, 79, pp. 159-176; Han, J.H., Finkelstein, A., Understanding the effects of professors’ pedagogical development with Clicker Assessment and Feedback technologies and the impact on students’ engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Hedgcock, W.H., Rouwenhorst, R.M., Clicking their way to success: Using student response systems as a tool for feedback (2014) Journal for Advancement of Marketing Education, 22 (2), pp. 16-25; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature. Computers and (2009) Education, 53 (3), pp. 819-827; Keough, S.M., Clickers in the classroom: A review and a replication (2012) Journal of Management Education, 36 (6), pp. 822-847; Lai, G., Hill, V., Ma, Y., Clickers in the classroom: A business professor’s adoption of a classroom response system (2015) International Journal of Innovation and Learning, 18 (4), pp. 451-470; Lai, C., Wang, Q., Lei, J., What factors predict undergraduate students use of technology for learning: A case from Hong Kong (2012) Computers & Education, 59 (2), pp. 569-579; Lantz, M.E., The use of ‘clickers’ in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Lantz, M.E., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Computers in Human Behavior, 31, pp. 280-286; Latham, A., Hill, N.S., Preference for anonymous classroom participation: Linking student characteristics and reactions to electronic response systems (2014) Journal of Management Education, 38 (2), pp. 192-215; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Lichti, S.M., The influence of learning characteristics on evaluation of audience response technology (2008) Journal of Computing in Higher Education, 19 (2), pp. 25-46. , …; Industrial Management & Data Systems, 109. , Medlin, B., & Green, K. W., Jr. (2009). Enhancing performance through goal setting, engagement, and optimism., (7), 943–956; Moss, J., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56 (1), pp. 36-43; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE—Life Sciences Education, 6 (1), pp. 29-41; Rana, N.P., Dwivedi, Y.K., Using clickers in a large business class: Examining use behavior and satisfaction (2016) Journal of Marketing Education, 38 (1), pp. 47-64; Rana, N.P., Dwivedi, Y.K., Al-Khowaiter, W.A.A., A review of literature on the use of clickers in the business and management discipline (2016) The International Journal of Management Education, 14 (2), pp. 74-91; Riggs, E., Gholar, C., (2009) Strategies that promote student engagement: Unleashing the desire to learn, , Thousand Oaks, CA: Corwin Press; Roblyer, M.D., Wiencke, W.R., Design and use of a rubric to access and encourage interactive qualities in distance courses (2003) American Journal of Distance Education, 17 (2), pp. 77-98; Scott, J.E., Walczak, S., Cognitive engagement with a multimedia ERP training tool: Assessing computer self-efficacy and technology acceptance (2009) Information & Management, 46 (4), pp. 221-232; Shapiro, A.M., Sims-Knight, J., O’Rielly, G.V., Capaldo, P., Pedlow, T., Gordon, L., Monteiro, K., Clickers can promote fact retention but impede conceptual understanding: The effect of the interaction between clicker use and pedagogy on learning (2017) Computers & Education, 111, pp. 44-59; Simelane, S., Mji, A., Impact of technology-engagement teaching strategy with the aid of clickers on student’s learning style (2014) Procedia: Social and Behavioral Sciences, 136, pp. 511-521; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Sprague, E.W., Dahl, D.W., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2010) Journal of Marketing Education, 32 (1), pp. 93-103; Stowell, J.R., Use of clickers vs mobile devices for classroom polling (2015) Computers & Education, 82, pp. 329-334; Sun, J.C.Y., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computers & Education, 72, pp. 80-89; Tlhoaele, M., Hofman, A., Naidoo, A., Winnips, K., Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students (2014) Innovations in Education and Teaching International, 51 (5), pp. 497-509; The International Journal of Educational Management, 14. , Volery, T., & Lord, D. (2000). Critical success factors online education., (5), 216–223; Wang, Y.S., Assessment of learner satisfaction with asynchronous electronic learning systems (2003) Information & Management, 41 (1), pp. 75-86; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88","Chan, S.C.H.; Department of Management and Marketing, Hong Kong Polytechnic UniversityHong Kong; email: simon.ch.chan@polyu.edu.hk",,,Taylor and Francis Ltd.,,,,,08832323,,,,English,J. Edu. Bus.,Article,Final,,Scopus,2-s2.0-85059668520
Einum E.,57208393511;,Discursive lecturing: An agile and student-centred teaching approach with response technology,2019,Journal of Educational Change,20,2,,249,281,,,10.1007/s10833-019-09341-7,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064633977&doi=10.1007%2fs10833-019-09341-7&partnerID=40&md5=dbe7a9541fcb0e5ddacb5cd96cb8bfe8,"Department of Education, Trondelag County Council, Trondheim, Norway; Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway","Einum, E., Department of Education, Trondelag County Council, Trondheim, Norway, Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway","The introduction of digital tools in response to instructional needs require the development of accompanying teaching approaches guiding their application. This study aimed to identify one such approach in upper-secondary education language teaching with response technology (RT), and situate it within the existing field of research on applied RT. Qualitative data from the two phase (exploratory and intervention) case study identified and tested discursive lecturing as a dialogical approach to language teaching, where class communication is aided by RT. The approach was found to resemble question-driven instruction (Beatty et al. in Am J Phys 74(1):31–39, 2006a, in Audience response systems in higher education: Applications and cases, IGI Global, 96–115, 2006b), but significantly diverge from this and other models for RT in the coherence of its procedure, and the integration of generative, active learning for the student and agile teaching to guide the progress of language learning. This indicates that RT provides potential for student-centring by affording classroom interaction based on student responses, where the rigidity of the teacher’s pre-planned lecture or question structures is replaced by a teaching agility which accommodates student production. © 2019, Springer Nature B.V.",Active learning; Agile teaching; Discursive lecturing; ICT; Language teaching; Question-driven instruction; Response technology; Student-centring,,,,,,271817,Acknowledgements Funding was provided by The Research Council of Norway (Grant No. 271817) and Trondelag County Council.,,,,,"Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy and implications (2006) Audience response systems in higher education, pp. 1-25. , Banks DA, (ed), Information Science Publishing, London; Anthis, K., Is it the clicker, or is it the question? Untangling the effects of student response system use (2011) Teaching of Psychology, 38 (3), pp. 189-193; Beatty, I., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction: Teaching science (well) with an audience response system (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 96-115. , https://doi.org/10.4018/978-1-59140-947-2.ch007, IGI Global; Benson, P., Autonomy in language teaching and learning (2007) Language Teaching, 40 (1), pp. 21-40; Boscardin, C., Penuel, W., Exploring benefits of audience-response systems on learning: A review of the literature (2012) Academic Psychiatry, 36 (5), p. 401; Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments, , Jossey-Bass, San Fransisco, CA; Bruff, D., (2014) Classroom Response System (“clickers”) Bibliography, , https://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/, Retrieved February 20, 2018, from; Bruner, J.S., The course of cognitive growth (1964) American Psychologist, 19 (1), pp. 1-15; Bruner, J.S., (1999) The process of education, , Harvard University Press, Cambridge, MA; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Cell Biology Education, 6 (1), pp. 9-20; Chellapan, L., van Der Meer, J., Challenges in implementing the flipped classroom model in higher education (2016) Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age, pp. 352-365. , https://doi.org/10.4018/978-1-4666-9680-8.ch018, In J. Keengwe, & G. Onchwari, Hershey, PA: IGI Global; Chien, Y.T., Chang, Y.H., Chang, C.Y., Do we click in the right way? A meta-analytic review of clicker-integrated instruction (2016) Educational Research Review, 17, pp. 1-18; Creswell, J.W., (2014) Research design: Qualitative, quantitative, and mixed methods approaches, , 4, Sage, Thousand Oaks, CA; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7 (2), pp. 3-47; Einum, E., Involvement with response technology as student-centring of language teaching: Upper-secondary student and teacher experiences Nordic Journal of Digital Literacy, , in press; Einum, E., Written Participation with Response technology—how Teachers Ask and Students Respond with Applied Text Response Functionality, , in review; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Fitzgerald, J.M., (2014) A novel approach to using personal response systems and diagrams to foster student engagement in large lecture: Case study of instruction for model-based reasoning in biology, , (Doctoral dissertation, University of Massachusetts Amherst); Foucault, M., (2013) Archaeology of knowledge, , Routledge, London; Fram, S.M., The constant comparative analysis method outside of grounded theory (2013) The Qualitative Report, 18 (1), p. 1. , http://www.nova.edu/ssss/QR/QR18/fram1.pdf, Retrieved June 20, 2018, from; (2018), https://www.gosoapbox.com/, Retrieved May 28, from; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; http://www.histproject.no/node/725, Retrieved May 28, 2018, from; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119; Jonassen, D., Land, S., (2012) Theoretical foundations of learning environments, , JonasseLand S, (eds), 2, Routledge, New York, Oxon; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 9-10; Keough, S.M., Clickers in the classroom: A review and a replication (2012) Journal of Management Education, 36 (6), pp. 822-847; Koretsky, M.D., Brooks, B.J., Higgins, A.Z., Written justifications to multiple-choice concept questions during active learning in class (2016) International Journal of Science Education, 38 (11), pp. 1747-1765; Koretsky, M.D., Falconer, J.L., Brooks, B.J., Gilbuena, D.M., Silverstein, D.L., Smith, C., The AIChE” Concept Warehouse”: A web-based tool to promote concept-based instruction (2014) Advances in Engineering Education, 4 (1), p. n1; Kvale, S., Brinkmann, S., (2015) InterViews: Learning the craft of qualitative research interviewing, , 3, Sage, Thousand Oaks, CA; Little, D., Learning as dialogue: The dependence of learner autonomy on teacher autonomy (1995) System, 23 (2), pp. 175-181; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Mazur, E., (1997) Peer instruction: A user’s manual, , Prentice Hall, Upper Saddle River, NJ; McComas, W.F., Abraham, L., Asking more effective questions (2004) Rossier School of Education, , http://www.usc.edu/programs/cet/private/pdfs/usc/Asking_Better_Questions.pdf, Retrieved June 20, 2018 from; Merriam, S.B., (2009) Qualitative research: A guide to design and implementation, , Jossey-Bass, San Francisco, CA; Nesbit, T.R., (2017) An Investigation into the Use of Applications on Personally Owned Devices to Enhance Student Engagement in Large Lectures, , https://ir.canterbury.ac.nz/handle/10092/14617, (Doctoral dissertation/University of Canterbury, nz). Retrieved June 20, 2018, from; Patton, M.Q., (2002) Qualitative research and evaluation methods, , 3, SAGE, Thousand Oaks, CA; Plano Clark, V.L., Creswell, J.W., (2015) Understanding research: A consumer’s guide, , Pearson Education Inc, Boston; Postholm, M.B., Moen, T., (2009) Forsknings- og utviklingsarbeid i skolen – en metodebok for lærere, studenter og forskere, , Universitetsforlaget, Oslo; Saldaña, J., (2009) The coding manual for qualitative researchers, , Sage, London; Schurz, G., Patterns of abduction (2008) Synthese, 164 (2), pp. 201-234; Shapiro, A.M., Gordon, L.T., A controlled study of clicker-assisted memory enhancement in college classrooms (2012) Applied Cognitive Psychology, 26 (4), pp. 635-643; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology; Stewart, S., Stewart, W., Taking clickers to the next level: A contingent teaching model (2013) International Journal of Mathematical Education in Science and Technology, 44 (8), pp. 1093-1106; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (“clickers”) to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Stuart, S.A., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner’s application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Timperley, H., Teacher professional learning and development (2008) The educational practices series–18, , Brophy J, (ed), International Academy of Education & International Bureau of Education, Brussels; Timperley, H., (2011) Using Student Assessment for Professional Learning: Focusing on students’ Outcomes to Identify teachers’ Needs, , http://www.education.vic.gov.au/Documents/about/research/timperleyassessment.pdf, Melbourne, Dept of Education and Early Childhood Development, Retrieved May 28, 2018, from; Timperley, H., Kaser, L., Halbert, J., (2014) A framework for transforming learning in schools: Innovation and the spiral of inquiry, 234. , Centre for Strategic Education, Melbourne; (2019), https://www.turningtechnologies.com, Retrieved April 8, 2019, from; Wegerif, R., (2013) Dialogic: Education for the internet age, , Routledge, New York, NY; Wieman, C., Why not try a scientific approach to science education? (2007) Change: The Magazine of Higher Learning, 39 (5), pp. 9-15. , https://www.learntechlib.org/p/100451/, Retrieved June 20, 2018, from","Einum, E.; Department of Teacher Education, Norwegian University of Science and TechnologyNorway; email: even.einum@ntnu.no",,,Springer Netherlands,,,,,13892843,,,,English,J. Educ. Change,Article,Final,,Scopus,2-s2.0-85064633977
Pearson R.J.,8858748600;,Exploring Peer Instruction: Should Cohort Clicker Responses Appear during or after Polling?,2019,Journal of Chemical Education,96,5,,873,879,,,10.1021/acs.jchemed.9b00035,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065701939&doi=10.1021%2facs.jchemed.9b00035&partnerID=40&md5=6126fd7e02257e323d7fa39993ea7b3c,"School of Pharmacy, Keele University, Hornbeam Building, Keele, Staffordshire, ST5 5BG, United Kingdom","Pearson, R.J., School of Pharmacy, Keele University, Hornbeam Building, Keele, Staffordshire, ST5 5BG, United Kingdom","During problem-based learning sessions, undergraduate students were tasked with answering chemistry-related questions using clicker-handset technology in which the last response made by each handset would override any previous vote. The benefits, if any, of showing cohort responses from clicker questions during versus after polling were explored. Preliminary work suggested that cohort responses shown live during polling created greater unprompted peer instruction, which was inferred from a noticeably louder level of classroom debate. To test if subtle polling changes can promote greater peer instruction, this study monitored cohort performance, clicker response times, and voting-behavior patterns throughout the polling process. Profiling individual and team-based clicker activity in this manner highlighted contrasting performance data. No significant differences were seen when clicker handsets were used individually by students; however, certain trends were seen in the team-based model, which depended on how cohort responses were displayed and were also influenced by question type, with multiple-choice questions (MCQs) performing differently from true-false style questions. The results highlight improved performance in the team-based clicker model with peer instruction taking place during MCQ polls in which cohort responses were displayed live during voting. These findings highlight a clicker strategy embedded with peer instruction that bypasses the need for the standard three-phase process of polling, discussing, and then repolling. Displaying polling responses live enables multiple polling and discussion opportunities to occur in a single interchangeable phase, thus providing a time-efficient voting and peer-instruction method that may attract more instructors to adopt clicker technology within their teaching. © 2019 American Chemical Society and Division of Chemical Education, Inc.",Analytical Chemistry; Aromatic Compounds; Collaborative/Cooperative Learning; First-Year Undergraduate/General; NMR Spectroscopy; Organic Chemistry; Problem Solving/Decision Making; Second-Year Undergraduate,,,,,,,The author would like to acknowledge Keele School of Pharmacy and Keele Institute for Innovation and Teaching Excellence (KIITE) for funding this work.,,,,,"Crouch, C.H., Mazur, E., Peer Instruction: Ten Years of Experience and Results (2001) Am. J. Phys., 69 (9), pp. 970-977; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a Range of Classrooms (2002) Phys. Teach., 40 (4), pp. 206-209; Hake, R., Interactive-Engagement Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses (1998) Am. J. Phys., 66, pp. 64-74; Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., Stains, M., Research-Based Implementation of Peer Instruction: A Literature Review (2015) CBE-Life Sci. Ed., 14, p. es3; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why Peer Discussion Improves Student Performance on In-Class Concept Questions (2009) Science, 323, pp. 122-124; Wood, W.B., Clickers: A Teaching Gimmick that Works (2004) Dev. Cell, 7, pp. 796-798; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing Effective Questions for Classroom Response System Teaching (2006) Am. J. Phys., 74 (1), pp. 31-38; Bruff, D., (2010) Essays On Teaching Excellence: Toward the Best in the Academy, 21, p. 3. , www.podnetwork.org, Multiple-Choice Questions You Wouldn't Put in a Test: Promoting Deep Learning Using Clickers. (accessed Mar 2019); Lasry, N., Peer Instruction: Comparing Clickers to Flashcards (2007) ArXiv, p. 0702186; Draper, S.W., Brown, M.I., Increasing Interactivity in Lectures Using an Electronic Voting System (2004) J. Comput. Assist. Learn., 20, pp. 81-94; Emenike, M.E., Holme, T.A., Classroom Response Systems Have Not ""crossed the Chasm"": Estimating Numbers of Chemistry Faculty Who Use Clickers (2012) J. Chem. Educ., 89, pp. 465-469; Pearson, R.J., Tailoring Clicker Technology to Problem-Based Learning: What's the Best Approach? (2017) J. Chem. Educ., 94, pp. 1866-1872; Tien, L.T., Roth, V., Kampmeier, J.A., Implementation of a Peer-Led Team Learning Approach in an Undergraduate Organic Chemistry Course (2002) J. Res. Sci. Teach., 39 (7), pp. 606-632; Lyle, K.S., Robinson, W.R., A Statistical Evaluation: Peer-Led Team Learning in an Organic Chemistry Course (2003) J. Chem. Educ., 80 (2), pp. 132-134; McCreary, C.L., Golde, M.F., Koeske, R., Peer Instruction in General Chemistry Laboratory: Assessment of Student Learning (2006) J. Chem. Educ., 83 (5), pp. 804-810; Gosser, D.K., Jr., Kampmeier, J.A., Varma-Nelson, P., Peer-Led Team Learning: 2008 James Flack Norris Award Address (2010) J. Chem. Educ., 87 (4), pp. 374-380; Wilson, S.B., Varma-Nelson, P., Characterization of First-Semester Organic Chemistry Peer-Led Team Learning and Cyber Peer-Led Team Learning Students' Use and Explanation of Electron-Pushing Formalism (2019) J. Chem. Educ., 96 (1), pp. 25-34; Frey, R.F., Fink, A., Cahill, M.J., McDaniel, M.A., Solomon, E.D., Peer-Led Team Learning in General Chemistry I: Interactions with Identity, Academic Preparation, and a Course-Based Intervention (2018) J. Chem. Educ., 95, pp. 2103-2113; Chien, Y.-T., Lee, Y.-H., Li, T.-Y., Chang, C.-Y., Examining the Effects of Displaying Clicker Voting Results on High School Students' Voting Behaviors, Discussion Processes, and Learning Outcomes (2015) Eurasia J. Math. Sci. Technol. Educ., 11 (5), pp. 1089-1104; Chien, Y.-T., Chang, Y.-H., Chang, C.-Y., Do We Click in the Right Way? A Meta-Analytic Review of Clicker-Integrated Instruction (2016) Educ. Res. Rev., 17, pp. 1-18; Brooks, B.J., Koretsky, M.D., The Influence of Group Discussion on Students' Responses and Confidence during Peer Instruction (2011) J. Chem. Educ., 88, pp. 1477-1484; Lucas, A., Using Peer Instruction and I-Clickers to Enhance Student Participation in Calculus (2009) PRIMUS, 19 (3), pp. 219-231; Hwang, I., Wong, K., Lam, S.L., Lam, P., Student Response (Clicker) Systems: Preference of Biomedical Physiology Students in Asian Classes (2015) Electron. J. E-Learn., 13 (5), pp. 319-330; Sana, F., Weston, T., Cepeda, N.J., Laptop Multitasking Hinders Classroom Learning for Both Users and Nearby Peers (2013) Comput. Educ., 62, pp. 24-31; Ragan, E.D., Jennings, S.R., Massey, J.D., Doolittle, P.E., Unregulated Use of Laptops over Time in Large Lecture Classes (2014) Comput. Educ., 78, pp. 78-86; McBurnett, B., (2018) Incorporating Plicker (Paper Clicker) Questions in General Chemistry Courses to Enhance Active Learning and Limit Distractions, , Presented at the 25th Biennial ACS Conference on Chemical Education, South Bend, IN, July 29 to Aug 2; Berry, M.J., Westfall, A., Dial D for Distraction: The Making and Breaking of Cell Phone Policies in the College Classroom (2015) Coll. Teach., 63 (2), pp. 62-71; Ward, A.F., Duke, K., Gneezy, A., Bos, M.W., Brain Drain: The Mere Presence of One's Own Smartphone Reduces Available Cognitive Capacity (2017) J. Assoc. Consum. Res., 2 (2), pp. 140-154; Masania, J., Grootveld, M., Wilson, P.B., Teaching Analytical Chemistry to Pharmacy Students: A Combined, Iterative Approach (2018) J. Chem. Educ., 95 (1), pp. 47-54; Lee, A.W.M., Ng, J.K.Y., Wong, E.Y.W., Tan, A., Lau, A.K.Y., Lai, S.F.Y., Lecture Rule No. 1: Cell Phones ON, Please! A Low-Cost Personal Response System for Learning and Teaching (2013) J. Chem. Educ., 90 (3), pp. 388-389; Awedh, M., Mueen, A., Zafar, B., Manzoor, U., Using Socrative and Smartphones for Support of Collaborative Learning (2014) Inter. J. Integ. Technol. Ed., 3 (4), pp. 17-24; Shea, K.M., Beyond Clickers, Next Generation Classroom Response Systems for Organic Chemistry (2016) J. Chem. Educ., 93 (5), pp. 971-974; Voelkel, S., Bennett, D., New Uses for a Familiar Technology: Introducing Mobile Phone Polling in Large Classes (2014) Innov. Ed. Teach. Inter., 51 (1), pp. 46-58; Stamovlasis, D., Dimos, A., Tsaparlis, G., A Study of Group Interaction Processes in Learning Lower Secondary Physics (2006) J. Res. Sci. Teach., 43, pp. 556-576; Flynn, A.E., Klein, J.D., The Influence of Discussion Groups in a Case-Based Learning Environment (2001) Ed. Technol. Res. Dev., 49 (3), pp. 71-84; Perez, K.E., Strauss, E.A., Downey, N., Galbraith, A., Jeanne, R., Cooper, S., Does Displaying the Class Results Affect Student Discussion during Peer Instruction (2010) CBE-Life Sci. Ed., 9, pp. 133-140; Turpen, C., Finkelstein, N., Not All Interactive Engagement is the Same: Variations in Physics Professors' Implementation of Peer Instruction (2009) Phys. Rev. Spec. Top. Phys. Educ. Res., 5 (2), p. 20101; Lasry, N., Watkins, J., Mazur, E., Ibrahim, A., Response Times to Conceptual Questions (2013) Am. J. Phys., 81 (9), pp. 703-706; Niemeyer, E.D., Zewail-Foote, M., Investigating the Influence of Gender on Student Perceptions of the Clicker in a Small Undergraduate General Chemistry Course (2018) J. Chem. Educ., 95 (2), pp. 218-223","Pearson, R.J.; School of Pharmacy, Keele University, Hornbeam Building, United Kingdom; email: r.j.pearson@keele.ac.uk",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,Open Access,Scopus,2-s2.0-85065701939
"Santos J., Parody L., Ceballos M., Alfaro M.C., Trujillo-Cayado L.A.",56742628900;42662052100;35261807500;8779364600;56037581000;,Effectiveness of mobile devices as audience response systems in the chemistry laboratory classroom,2019,Computer Applications in Engineering Education,27,3,,572,579,,,10.1002/cae.22098,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060924871&doi=10.1002%2fcae.22098&partnerID=40&md5=cdf5d05f78f14a8c1224459678a630a9,"Departamento de Ingeniería Química, Facultad de Química, Universidad de Sevilla, Sevilla, Spain; Departamento de Métodos Cuantitativos, Universidad Loyola Andalucía, Campus Palmas Altas, Sevilla, Spain; Departamento de Ingeniería, Universidad Loyola Andalucía, Campus Palmas Altas, Sevilla, Spain","Santos, J., Departamento de Ingeniería Química, Facultad de Química, Universidad de Sevilla, Sevilla, Spain; Parody, L., Departamento de Métodos Cuantitativos, Universidad Loyola Andalucía, Campus Palmas Altas, Sevilla, Spain; Ceballos, M., Departamento de Ingeniería, Universidad Loyola Andalucía, Campus Palmas Altas, Sevilla, Spain; Alfaro, M.C., Departamento de Ingeniería Química, Facultad de Química, Universidad de Sevilla, Sevilla, Spain; Trujillo-Cayado, L.A., Departamento de Ingeniería Química, Facultad de Química, Universidad de Sevilla, Sevilla, Spain","Pedagogical innovation involving smartphone technology may offer teachers the opportunity to create an environment of engaging learning in laboratories. In this paper, we outline how to use Socrative Student Response by Mastery Connect, a variation of a real-time audience response system. We hypothesized that using this application as an audience response system can enhance learning and identify student knowledge gaps in chemistry laboratory classes. In order to explore the relationships among factors and the educational effectiveness of Socrative, data from a graduate-level chemistry course students were investigated. Before and after laboratory classes, experimental subjects completed an audience response system quiz using Socrative application in their mobile devices. Students felt that the method enhanced their learning process whereas teachers reported that it improved academic performance and the relationships between teachers and students. Socrative can be considered as a powerful tool to dynamize and evaluate chemistry laboratory practices. © 2019 Wiley Periodicals, Inc.",audio response system; information and communication technologies; mobile application; Smartphone; teaching innovation,Chemical laboratories; Smartphones; Audience response systems; Chemistry laboratory; Educational effectiveness; Experimental subjects; Information and Communication Technologies; Mobile applications; Response systems; Teaching innovations; Students,,,,,Universidad de Sevilla,"The financial support received (Project “Uso de aplicaciones móviles para fomentar y evaluar el aprendizaje en los laboratorios de química para ingenieros”) from “Ayudas de Innovación y Mejora Docente, Convocatoria 2015” (II Plan de Docencia, Universidad de Sevilla) is kindly acknowledged.",,,,,"Al-Khalifa, H.S., CHEMOTION: A gesture based chemistry virtual laboratory with leap motion (2017) Comput. Appl. Eng. Educ, 25, pp. 961-976; Beatty, I.D., Designing effective questions for classroom response system teaching (2006) Am. J. Phys, 74, pp. 31-39; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am. J. Pharm. Educ, 73, p. 21; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am. J. Pharm. Educ, 72, p. 77; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sci. Educ, 6, pp. 9-20; Carrillo, A.G., Teaching-learning methodology in engineering projects design (2007) Afinidad, 64, pp. 456-463; Chung, H., Using an audience response system smartphone app to improve resident education in the pediatric intensive care unit (2018) J. Medl. Educ. Curric. Dev, 5; Cuadros, J., Development and use of a virtual laboratory for chemistry learning (2007) Afinidad, 64, pp. 450-455; Evans, M.J., Moore, J.S., A collaborative, wiki-based organic chemistry project incorporating free chemistry software on the Web (2011) J. Chem. Educ, 88, pp. 764-768; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J. Sci. Educ. Technol, 15, pp. 101-109; Flynn, A.B., Nomenclature101. com: A Free, Student-Driven Organic Chemistry Nomenclature Learning Tool (2014) J. Chem. Educ, 91, pp. 1855-1859; Gousseau, M., Sommerfeld, C., Gooi, A., Tips for using mobile audience response systems in medical education (2016) Adv. Med. Educ. Pract, 7, p. 647; Grueso, E., Pérez-Tejeda, P., Prado-Gotor, R., Aprendizaje significativo del alumnado de física aplicada del grado en farmacia: Evaluación basada en el empleo de cuestionarios (2014) Ars. Pharmaceutica, 55, pp. 8-13; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput. Educ, 53, pp. 819-827; Kennedy, G.E., Cutts, Q.I., The association between students’ use of an electronic voting system and their learning outcomes (2005) J. Comput. Assist. Learn, 21, pp. 260-268; Kullvén, H., Westin, T., http://www.diva-portal.org/smash/get/diva2:579381/FULLTEXT01.pdf, Clickers in Education Do students perceptions of clickers differ with the purpose? Paper presented at Fekis 5, October, 17–18, 2012; Umeå (Sweden), 2012., Accessed January 2, 2019; Mallery, P., George, D., (2000) SPSS for Windows Step by Step, , Allyn & Bacon, Inc. (USA); Martínez-Jiménez, P., Learning in chemistry with virtual laboratories (2003) J. Chem. Ed, 80, pp. 346-352; Pienta, N.J., Online courses in chemistry: Salvation or downfall (2013) J. Chem. Educ, 90, pp. 271-272; Pintado, A.B., de Cerio, J.M.D., Socrative: A tool to dinamyze the classroom (2017) WPOM-Work Pap. Oper. Manag, 8, pp. 72-75; Poulis, J., Physics lecturing with audience paced feedback (1998) Am. J. Phys, 66, pp. 439-441; Reay, N.W., Toward the effective use of voting machines in physics lectures (2005) Am. J. Phys, 73, pp. 554-558; Rutten, N., Van Joolingen, W.R., Van Der Veen, J.T., The learning effects of computer simulations in science education (2012) Comp. Ed, 58, pp. 136-153; Santos, J., Grueso, E., Trujillo-Cayado, L.A., Use of a mobile application in order to enhance motivation of the students in chemical nomenclature and formulation (2016) AFINIDAD, 73, pp. 278-284; Siau, K., Sheng, H., Fui-Hoon Nah, F., Use of a classroom response system to enhance classroom interactivity (2006) IEEES Trans. Educ, 49, pp. 398-403; Slain, D., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am. J. Pharm. Educ, 68, p. 117; Vasconcelos, S.V., Balula, A., Socrative: using mobile devices to promote language learning (2017) Empowering learners with mobile open-access learning initiatives, pp. 215-237. , IGI Global (USA); Wiegers, K.E., Smith, S., The use of computer-based chemistry lessons in the organic laboratory course (1980) J. Chem. Educ, 57, p. 454; Winberg, T.M., Berg, C.A.R., Students’ cognitive focus during a chemistry laboratory exercise: Effects of a computer-simulated prelab (2007) J. Res. Sci. Teach, 44, pp. 1108-1133","Trujillo-Cayado, L.A.; Departamento de Ingeniería Química, Facultad de Química, Universidad de SevillaSpain; email: ltrujillo@us.es",,,John Wiley and Sons Inc.,,,,,10613773,,CAPEE,,English,Comput Appl Eng Educ,Article,Final,,Scopus,2-s2.0-85060924871
"Cook H., Dudley S.C.",57208489581;57191897126;,High Voltage and Franklin's Bells at Low Cost,2019,Physics Teacher,57,5,,290,292,,,10.1119/1.5098913,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064912858&doi=10.1119%2f1.5098913&partnerID=40&md5=850310c9f2f6d779456afdc809d0b1e8,"TASIS England, Coldharbour Lane, Thorpe-Surrey, United Kingdom","Cook, H., TASIS England, Coldharbour Lane, Thorpe-Surrey, United Kingdom; Dudley, S.C., TASIS England, Coldharbour Lane, Thorpe-Surrey, United Kingdom","High voltage supplies are often used in physics classes for demonstrations and laboratory work. These devices deliver several thousand volts DC, while limiting the current to a safe level, typically under 5 mA. One issue with these power supplies is their expense, which means schools may not have one. Less expensive homemade units have been discussed before, but here we present an inexpensive, off-the-shelf substitute, namely electric bug zappers, which can do nearly the same thing as the more expensive supplies, and we connect it to an easy-to-build Franklin's bells setup that is suitable for measuring the current shuttling across it. © 2019 American Association of Physics Teachers.",,,,,,,,,,,,,"(2012) OpenStax College, College Physics, pp. 790-791. , https://openstax.org/details/books/college-physics, (OpenStax CNX, Houston); Consortium of Local Education Authorities for the Provision of Science Services (CLEAPSS) Student Safety Sheet 10-Electricity, , http://science.cleapss.org.uk/Resource/SSS010-Electricity.pdf; (2018), https://www.philipharris.co.uk/product/physics/electricity-and-magnetism/circuits/battery-top-eht-power-supply/b8h28305, See, for example, the Unilab Battery ToEHT Supply, currently £156 from PhilliHarris, accessed on June 1. We also note plug-in high voltage supplies are often two to three times this amount; Saraiva, C., An inexpensive source of high voltage (2012) Phys. Teach., 50, pp. 224-225. , (April); Olson, D.E., High-voltage power supply (1964) Am. J. Phys., 32, p. xiv. , (Dec.); Spielbauer, G., Measuring high voltages (1978) Phys. Teach., 16, p. 243. , (April); Gore, G.R., Gregg, W.R., Three inexpensive high-voltage electricity demonstrations (1992) Phys. Teach., 30, pp. 400-401. , (Oct.); Rediansyah, H., Khairurrijal, Viridi, S., Static electric field mapping using a mosquito racket and baby oil (2015) Phys. Educ., 50, pp. 690-693. , (Nov.); https://youtu.be/PtgDX6agZXE, A video of the LEGO and PCB version of Franklin's bells shown in Fig. 2 can be seen here; Crowley, J.M., Simple expressions for force and capacitance for a conductive sphere near a conductive wall Proc. ESA Annual Meeting on Electrostatics 2008, Paper D1, , http://www.electrostatics.org/images/ESA_2008_D1.pdf, retrieved from on July 2, 2018. The final result of the paper shows that the capacitance of a sphere near a conducting plane is well approximated by C ≈ 4 πϵ 0 R [1 + ln(1 + 1/ξ)/2], where ξ = h/R is the ratio of the spacing between the near edge of the sphere and the plate, h, to the radius of the sphere, R. On this work a typical space between the ball is 4 mm and its radius is 20 mm, which gives a factor of nearly two times the isolated sphere value. But note that this expression is for a sphere and single plane, whereas our Franklin's bells setuis a sphere at a position between two conducting planes; Krotkov, R.V., Tuominen, M.T., Breuer, M.L., 'Franklin's Bells' and charge transport as an undergraduate lab (2001) Am. J. Phys., 69, pp. 50-55. , (Jan.)",,,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Article,Final,Open Access,Scopus,2-s2.0-85064912858
"Perry J.D., Erukhimova T.L., Bassichis W.H.",57210512717;6507671427;6508150472;,"New video resource for calculus-based introductory physics, design and assessment. I. Electricity and magnetism",2019,American Journal of Physics,87,5,,335,340,,,10.1119/1.5095140,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065608583&doi=10.1119%2f1.5095140&partnerID=40&md5=146e7317448e5d3d8964870ed92c799c,"Texas A and M University, College Station, TX  77843, United States","Perry, J.D., Texas A and M University, College Station, TX  77843, United States; Erukhimova, T.L., Texas A and M University, College Station, TX  77843, United States; Bassichis, W.H., Texas A and M University, College Station, TX  77843, United States","A new online video resource named Freshman Physics Classroom (FPC) was developed by a team in the Department of Physics & Astronomy at Texas A&M University to supplement calculus-based introductory physics courses. This article describes the development of this resource and reports the results from the first term of deployment, spring 2017, for student performance on both course examinations and the Brief Electricity & Magnetism Assessment (BEMA). The video modules received a high approval rating (>85%) from students according to anonymous clicker surveys administered twice over the course of the semester during lectures. Data from midterm exams show that students who engaged with the resource tended to outperform students who did not make use of the FPC video modules. Distributions of exam scores indicate that students with partial understanding of a subject from the course (lectures, recitations, and so forth) benefited from engagement with the video modules. Students from the spring semesters of 2015-2017 showed nearly identical levels of conceptual knowledge according to pre-testing conducted using BEMA, where spring 2015 and spring 2016 were used as a control group. Normalized gains were higher on average for those students who made use of the FPC video modules than for those who did not. Overall, the FPC video modules demonstrated a positive influence on student conceptual understanding and problem solving ability. © 2019 American Association of Physics Teachers.",,,,,,,,This work was supported by the Texas A&M University Provost’s office and the office of Instructional Technology Services. The researchers also thank Dr. Emanuela Ene and Dr. Bob Webb for their help in acquiring and explaining the BEMA data.,,,,,"Stelzer, T., Gladding, G., Mestre, J.P., Brookes, D.T., Comparing the efficacy of multimedia with traditional textbooks for learning introductory physics content (2009) Am. J. Phys., 77 (2), pp. 184-190; Moore, J.C., Efficacy of multimedia learning modules as preparation for lecture-based tutorials in electromagnetism (2018) Educ. Sci., 8, p. 1. , 14; Laws, P.W., Willis, M.C., Jackson, D.P., Koenig, K., Teese, R., Using research-based interactive video vignettes to enhance out-of-class learning in introductory physics (2015) Phys. Teach., 53 (2), pp. 114-117; http://www.khanacademy.org, Khan Academy; Clarkm, R.C., Mayer, R.E., Thalheimer, W., E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (2003) Perform. Improv., 42 (5), pp. 41-43; Mayer, R.E., Multimedia learning (2002) Psychol. Learn. Motiv., 41, pp. 85-139; Lincoln, J., Making good physics videos (2017) Phys. Teach., 55 (5), pp. 308-309; Mayer, R.E., Applying the science of learning: Evidence-based principles for the design of multimedia research (2008) Am. Psychol., 63 (8), pp. 760-769; Guo, P.J., Kim, J., Rubin, R., How video production affects student engagement: An empirical study of mooc videos (2014) Proceedings of the First ACM Conference on Learning@scale Conference, pp. 41-50; Chen, Z., Stelzer, T., Gladding, G., Using multimedia modules to better prepare students for introductory physics lecture (2010) Phys. Rev. Spec. Topics-PER, 6 (1); Ding, L., Chabay, R., Sherwood, B., Beichner, R., Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment (2006) Phys. Rev. Spec. Topics-PER, 2 (1); Cohen, L., Manion, L., Morrison, K., (2013) Research Methods in Education, , Routledge, Abingdon, UK; Ding, L., Liu, X., Getting started with quantitative methods in physics education research (2012) Reviews in per, , edited by C. Henderson and K. A. Harper (American Association of Physics Teachers, College Park, MD); Coletta, V.P., Phillips, J.A., Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability (2005) Am. J. Phys., 73 (12), pp. 1172-1182; Kontur, F.J., Terry, N.B., Motivating students to do homework (2014) Phys. Teach., 52 (5), pp. 295-297",,,,American Association of Physics Teachers,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-85065608583
"Bokosmaty R., Bridgeman A., Muir M.",57207622279;35740032400;56481251300;,Using a Partially Flipped Learning Model to Teach First Year Undergraduate Chemistry,2019,Journal of Chemical Education,96,4,,629,639,,3.0,10.1021/acs.jchemed.8b00414,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063504010&doi=10.1021%2facs.jchemed.8b00414&partnerID=40&md5=0180f48f9a28517392ac9961fb922683,"School of Chemistry, University of Sydney, Sydney, NSW  2006, Australia; School of Medical Sciences, University of Sydney, Sydney, NSW  2006, Australia","Bokosmaty, R., School of Chemistry, University of Sydney, Sydney, NSW  2006, Australia; Bridgeman, A., School of Chemistry, University of Sydney, Sydney, NSW  2006, Australia; Muir, M., School of Medical Sciences, University of Sydney, Sydney, NSW  2006, Australia","As part of curriculum renewal in three introductory chemistry courses at the University of Sydney, a partially flipped classroom model was implemented. Content that is conventionally delivered in the in-class sessions was moved online through the use of web-based tutorials, videos and quizzes. During the in-class sessions, active learning opportunities were created through the use of guided-inquiry worksheets and clicker responses to promote peer-to-peer and instructor-led discussion. Student evaluations indicated high satisfaction with the quality of teaching and learning resources. In comparison to before these changes, there was a statistically significant increase in the number of students achieving the higher grades across all three courses. Failure rates decreased or remained unchanged. The course with the historically highest attrition showed a marked improvement. These results suggest that a partially flipped learning model can be useful to enhance student engagement, support learning, and positively impact on retention and academic performance. © 2019 American Chemical Society and Division of Chemical Education, Inc.",Curriculum; First Year Undergraduate/General; Inquiry-Based/Discovery Learning; Student-Centered Learning,,,,,,,,,,,,"Woldeamanuel, M.M., Atagana, H., Engida, T., What makes chemistry difficult? (2014) Afr. J. Chem. Educ., 4 (2), pp. 31-43; Lund, T.J., Stains, M., The importance of context: An exploration of factors influencing the adoption of student-centered teaching among chemistry, biology and physics faculty (2015) Int. J. STEM. Educ., 2 (1), pp. 1-21; Bodner, G.M., Why changing the curriculum may not be enough (1992) J. Chem. 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Educ., 25 (9), pp. 1081-1094; Eccles, J., Wigfield, A., Schiefele, U., Damon, W., Eisenberg, N., Motivation to succeed (1998) Handbook of Child Psychology: Social, Emotional and Personality Development, pp. 1017-1095. , John Wiley & Sons Inc: Hoboken, NJ; Silverthorn, D.A., Teaching and learning in the interactive classroom (2008) Adv. Physiol. Educ., 30 (4), pp. 135-140","Bokosmaty, R.; School of Chemistry, University of SydneyAustralia; email: rbok9807@uni.sydney.edu.au",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-85063504010
"Fazio L.K., Marsh E.J.",15057744500;7102572817;,Retrieval-Based Learning in Children,2019,Current Directions in Psychological Science,28,2,,111,116,,,10.1177/0963721418806673,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059878996&doi=10.1177%2f0963721418806673&partnerID=40&md5=1f7674d6efbd22b9dfece3ad25124a2e,"Department of Psychology and Human Development, Vanderbilt University, United States; Department of Psychology & Neuroscience, Duke University, United States","Fazio, L.K., Department of Psychology and Human Development, Vanderbilt University, United States; Marsh, E.J., Department of Psychology & Neuroscience, Duke University, United States","Testing oneself with flash cards, using a clicker to respond to a teacher’s questions, and teaching another student are all effective ways to learn information. These learning strategies work, in part, because they require the retrieval of information from memory, a process known to enhance later memory. However, little research has directly examined retrieval-based learning in children. We review the emerging literature on the benefits of retrieval-based learning for preschool and elementary school students and draw on other literatures for further insights. We reveal clear evidence for the benefits of retrieval-based learning in children (starting in infancy). However, we know little about the developmental trajectory. Overall, the benefits are largest when the initial retrieval practice is effortful but successful. © The Author(s) 2019.",children; education; learning; retrieval practice; testing,,,,,,,,,,,,"Adler, S.A., Wilk, A., Rovee-Collier, C., Reinstatement versus reactivation effects on active memory in infants (2000) Journal of Experimental Child Psychology, 75, pp. 93-115; Agarwal, P.K., Finley, J.R., Rose, N.S., Roediger, H.L., Benefits from retrieval practice are greater for students with lower working memory capacity (2017) Memory, 25, pp. 764-771; Bjork, E.L., Bjork, R.A., Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning (2011) Psychology and the real world: Essays illustrating fundamental contributions to society, pp. 56-64. , Gernsbacher M.A., Pew R.W., Hough L.M., Pomerantz J.R., (eds), New York, NY, Worth Publishers, (Eds.), (., –; Bjorklund, D.F., How age changes in knowledge base contribute to the development of children’s memory: An interpretive review (1987) Developmental Review, 7, pp. 93-130; Bohlmann, N.L., Fenson, L., The effects of feedback on perseverative errors in preschool aged children (2005) Journal of Cognition and Development, 6, pp. 119-131; Brown, D.A., Lewis, C.N., Lamb, M.E., Preserving the past: An early interview improves delayed event memory in children with intellectual disabilities (2015) Child Development, 86, pp. 1031-1047; Carneiro, P., Lapa, A., Finn, B., The effect of unsuccessful retrieval on children’s subsequent learning (2018) Journal of Experimental Child Psychology, 166, pp. 400-420; Carpenter, S.K., Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval (2009) Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, pp. 1563-1569; Fritz, C.O., Morris, P.E., Nolan, D., Singleton, J., Expanding retrieval practice: An effective aid to preschool children’s learning (2007) The Quarterly Journal of Experimental Psychology, 60, pp. 991-1004; Galluccio, L., Rovee-Collier, C., Nonuniform effects of reinstatement within the time window (2006) Learning and Motivation, 37, pp. 1-17; Gates, A.I., Recitation as a factor in memorizing (1917) Archives of Psychology: No. 40, , New York, NY, The Science Press; Gee, S., Pipe, M.-E., Helping children to remember: The influence of object cues on children’s accounts of a real event (1995) Developmental Psychology, 31, pp. 746-758; Ghetti, S., Lee, J., Children’s episodic memory (2011) Wiley Interdisciplinary Reviews: Cognitive Science, 2, pp. 365-373; Goossens, N.A.M.C., Camp, G., Verkoeijen, P.P.J.L., Tabbers, H.K., Zwaan, R.A., The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning (2014) Journal of Applied Research in Memory and Cognition, 3, pp. 177-182; Hudson, J.A., Constructive processing in children’s event memory (1990) Developmental Psychology, 26, pp. 180-187; Hudson, J.A., Sheffield, E.G., Déjà vu all over again: Effects of reenactment on toddlers’ event memory (1998) Child Development, 69, pp. 51-67; Jaeger, A., Eisenkraemer, R.E., Stein, L.M., Test-enhanced learning in third-grade children (2015) Educational Psychology, 35, pp. 513-521; Karpicke, J.D., Blunt, J.R., Smith, M.A., Retrieval-based learning: Positive effects of retrieval practice in elementary school children (2016) Frontiers in Psychology, 7. , Article 350; Karpicke, J.D., Blunt, J.R., Smith, M.A., Karpicke, S.S., Retrieval-based learning: The need for guided retrieval in elementary school children (2014) Journal of Applied Research in Memory and Cognition, 3, pp. 198-206; Karpicke, J.D., Roediger, H.L., III, The critical importance of retrieval for learning (2008) Science, 319, pp. 966-968; Kornell, N., Hays, M.J., Bjork, R.A., Unsuccessful retrieval attempts enhance subsequent learning (2009) Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, pp. 989-998; Lipko-Speed, A., Dunlosky, J., Rawson, K.A., Does testing with feedback help grade-school children learn key concepts in science? (2014) Journal of Applied Research in Memory and Cognition, 3, pp. 171-176; Lipowski, S.L., Pyc, M.A., Dunlosky, J., Rawson, K.A., Establishing and explaining the testing effect in free recall for young children (2014) Developmental Psychology, 50, pp. 994-1000; Marsh, E.J., Fazio, L.K., Goswick, A.E., Memorial consequences of testing school-aged children (2012) Memory, 20, pp. 899-906; Memon, A., Wark, L., Bull, R., Koehnken, G., Isolating the effects of the cognitive interview techniques (1997) British Journal of Psychology, 88, pp. 179-197; Ornstein, P.A., Baker-Ward, L., Gordon, B.N., Pelphrey, K.A., Tyler, C.S., Gramzow, E., The influence of prior knowledge and repeated questioning on children’s long-term retention of the details of a pediatric examination (2006) Developmental Psychology, 42, pp. 332-344; Pashler, H., Cepeda, N.J., Wixted, J.T., Roher, D., When does feedback facilitate learning of words (2005) Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, pp. 3-8; Pipe, M.E., Sutherland, R., Webster, N., Jones, C., Rooy, D.L., Do early interviews affect children’s long-term event recall? (2004) Applied Cognitive Psychology, 18, pp. 823-839; Poole, D.A., Lindsay, D.S., Children’s eyewitness reports after exposure to misinformation from parents (2001) Journal of Experimental Psychology: Applied, 7, pp. 27-50; Poole, D.A., White, L.T., Effects of question repetition on the eyewitness testimony of children and adults (1991) Developmental Psychology, 27, pp. 975-986; Principe, G.F., Ornstein, P.A., Baker-Ward, L., Gordon, B.N., The effects of intervening experiences on children’s memory for a physical examination (2000) Applied Cognitive Psychology, 14, pp. 59-80; Roediger, H.L., III, Agarwal, P.K., McDaniel, M.A., McDermott, K.B., Test-enhanced learning in the classroom: Long-term improvements from quizzing (2011) Journal of Experimental Psychology: Applied, 17, pp. 382-395; Roediger, H.L., III, Butler, A.C., The critical role of retrieval practice in long-term retention (2011) Trends in Cognitive Sciences, 15, pp. 20-27; Roediger, H.L., III, Karpicke, J.D., Test-enhanced learning: Taking memory tests improves long-term retention (2006) Psychological Science, 17, pp. 249-255; Rohrer, D., Taylor, K., Sholar, B., Tests enhance the transfer of learning (2010) Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, pp. 233-239; Sheffield, E.G., Hudson, J.A., You must remember this: Effects of video and photograph reminders on 18-month-olds’ event memory (2006) Journal of Cognition and Development, 7, pp. 73-93; Tizzard-Drover, T., Peterson, C., The influence of an early interview on long-term recall: A comparative analysis (2004) Applied Cognitive Psychology, 18, pp. 727-743; Zellner, M., Bäuml, K.-H., Intact retrieval inhibition in children’s episodic recall (2005) Memory & Cognition, 33, pp. 396-404","Fazio, L.K.; Department of Psychology and Human Development, Vanderbilt UniversityUnited States; email: lisa.fazio@vanderbilt.edu",,,SAGE Publications Inc.,,,,,09637214,,,,English,Curr. Dir. Psychol. Sci.,Article,Final,,Scopus,2-s2.0-85059878996
"Chang Y., Jung C.",57193138027;56260366100;,Single Image Reflection Removal Using Convolutional Neural Networks,2019,IEEE Transactions on Image Processing,28,4, 8529204,1954,1966,,2.0,10.1109/TIP.2018.2880088,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056311735&doi=10.1109%2fTIP.2018.2880088&partnerID=40&md5=c88f32bfee71504682d739e3c93a1ae5,"School of Electronic Engineering, Xidian University, Xi'an, 710071, China","Chang, Y., School of Electronic Engineering, Xidian University, Xi'an, 710071, China; Jung, C., School of Electronic Engineering, Xidian University, Xi'an, 710071, China","When people take a picture through glass, the scene behind the glass is often interfered by specular reflection. Due to relatively easy implementation, most studies have tried to recover the transmitted scene from multiple images rather than single image. However, the use of multiple images is not practical for common users in real situations due to the critical shooting conditions. In this paper, we propose single-image reflection removal using convolutional neural networks. We provide a ghosting model that causes reflection effects in captured images. First, we synthesize multiple-reflection images from the input single one based on ghosting model and relative intensity. Then, we construct an end-to-end network that consists of encoder and decoder. To optimize the network parameters, we use a joint training strategy to learn the layer separation knowledge from the synthesized reflection images. For the loss function, we utilize both internal and external losses in optimization. Finally, we apply the proposed network to single-image reflection removal. Compared with the previous work, the proposed method does not need handcrafted features and specular filters for reflection removal. Experimental results show that the proposed method successfully removes reflection from both synthetic and real images as well as achieves the highest scores in peak signal-to-noise ratio, structural similarity, and feature similarity. © 1992-2012 IEEE.",convolutional neural networks; Deep learning; image restoration; layer separation; reflection removal,Convolution; Decoding; Deep learning; Edge detection; Glass; Neural networks; Personnel training; Convolutional neural network; Image edge detection; Layer separation; Mobile handsets; Reflection removals; Image reconstruction,,,,,"2014DFG12780

National Natural Science Foundation of China: 61872280","Manuscript received March 15, 2018; revised September 21, 2018 and October 30, 2018; accepted November 1, 2018. Date of publication November 9, 2018; date of current version December 12, 2018. This work was supported in part by the National Natural Science Foundation of China under Grant 61872280 and in part by the International S&T Cooperation Program of China under Grant 2014DFG12780. The associate editor coordinating the review of this manuscript and approving it for publication was Prof. Vishal Monga. (Corresponding author: Cheolkon Jung.) The authors are with the School of Electronic Engineering, Xidian University, Xi’an 710071, China (e-mail: zhengzk@xidian.edu.cn). Digital Object Identifier 10.1109/TIP.2018.2880088 Fig. 1. Four images with different R layers. It is required for multiple image reflection removal that B is stationary. 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Pattern Recognit., Jun., pp. 3204-3212; Li, C., Wand, M., Precomputed real-time texture synthesis with Markovian generative adversarial networks (2016) Proc. Eur. Conf. Comput. Vis, pp. 702-716. , Berlin, Germany: Springer, Oct; He, K., Zhang, X., Ren, S., Sun, J., Deep residual learning for image recognition (2016) Proc. IEEE Conf. Comput. Vis. Pattern Recognit., Jun., pp. 770-778; Huang, G., Liu, Z., Maaten, L.V.D., Weinberger, K.Q., Densely connected convolutional networks (2017) Proc. CVPR, 1, p. 3. , Jul; Everingham, M., Gool, L.V., Williams, C.K., Winn, J., Zisserman, A., The Pascal visual object classes VOC challenge (2010) Int. J. Comput. Vis., 88 (2), pp. 303-338. , Jun; Wang, Z., Bovik, A.C., Sheikh, H.R., Simoncelli, E.P., Image quality assessment: From error visibility to structural similarity (2004) IEEE Trans. Image Process., 13 (4), pp. 600-612. , Apr; Zhang, L., Zhang, L., Mou, X., Zhang, D., FSIM: A feature similarity index for image quality assessment (2011) IEEE Trans. Image Process., 20 (8), pp. 2378-2386. , Aug; Fu, X., Huang, J., Zeng, D., Huang, Y., Ding, X., Paisley, J., Removing rain from single images via a deep detail network (2017) Proc. IEEE Conf. Comput. Vis. Pattern Recognit., Jul., pp. 1715-1723","Jung, C.; School of Electronic Engineering, Xidian UniversityChina; email: zhengzk@xidian.edu.cn",,,Institute of Electrical and Electronics Engineers Inc.,,,,,10577149,,IIPRE,,English,IEEE Trans Image Process,Article,Final,,Scopus,2-s2.0-85056311735
"Khan A., Schoenborn P., Sharma S.",26424309500;55942822400;55628583710;,The use of clickers in Instrumentation and Control Engineering education: a case study,2019,European Journal of Engineering Education,44,1-2,,271,282,,,10.1080/03043797.2017.1405240,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034268514&doi=10.1080%2f03043797.2017.1405240&partnerID=40&md5=1f3c04c9a595a860a379eeabc0156cfc,"School of Engineering, Plymouth University, Plymouth, United Kingdom; Educational Development, Teaching and Learning Support, Plymouth University, Plymouth, United Kingdom","Khan, A., School of Engineering, Plymouth University, Plymouth, United Kingdom; Schoenborn, P., Educational Development, Teaching and Learning Support, Plymouth University, Plymouth, United Kingdom; Sharma, S., School of Engineering, Plymouth University, Plymouth, United Kingdom","This paper presents results from a small-scale study of third-year Instrumentation and Control Engineering (n = 37) at the University of Plymouth. The aim of the study was to enhance student learning and increase participation via the use of clickers. Clickers allow for student participation anonymously. The lecture content was modified to embed clicker questions at regular intervals to test knowledge, understanding and cognitive skills. Largely, the students preferred interactive lectures to traditional didactic lectures and using clickers increased student engagement and participation. Interestingly, compared to assessment results from the previous year, the increased level of engagement did seem to lead to an overall improvement in grades of approximately 10% in the subject of Control Engineering. However, in Instrumentation, the average fell by approximately 20%. One possible contributory factor of this drop could be the changed exam format for Instrumentation only. This year, the multiple choice section was removed from the Instrumentation examination paper. Furthermore, an analysis of variance showed that in addition to using clickers in the lectures, attendance plays a key role. Results of this small-scale study show that for a more complex subject like Control, student learning, engagement and attainment can increase by the use of clickers. © 2017, © 2017 SEFI.",clickers; engagement; Instrumentation and Control Engineering; participation,Education; Engineering education; clickers; Contributory factors; engagement; Instrumentation and control; Interactive lecture; participation; Student engagement; Student participation; Students,,,,,,The work reported here is supported in part by the MSE-Small Grants (T & L) Grant.,,,,,"Banks, D.A., Reflections on the Use of ARS with Small Groups (2006) Audience Response Systems in Higher Education, pp. 373-386. , Banks D.A., (ed), Hershey, PA: Information Science,. edited by; Beatty, I., Transforming Student Learning with Classroom Communication Systems (2004) EDUCAUSE Research Bulletin, 2004 (3), pp. 1-13; Beatty, I., Gerace, W., Leonard, W., Dufresne, R., Designing Effective Questions for Classroom Response System Teaching (2006) American Journal of Physics, 74 (1), pp. 31-39. , January, and; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using Clickers in Class. The Role of Interactivity, Active Collaborative Learning and Engagement in Learning Performance (2013) Computers & Education, 62, pp. 102-110; Brady, M., Seli, H., Rosenthal, J., Clickers and Metacognition: A Quasi-experimental Comparative Study about Metacognitive Self-regulation and Use of Electronic Feedback Devices (2013) Computers & Education, 65, pp. 56-63; Carnaghan, C., Webb, A., Investigating the Effects of Group Response Systems on Student Satisfaction, Learning, and Engagement in Accounting Education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Coller, B., Scott, M., Effectiveness of Using a Video Game to Teach a Course in Mechanical Engineering (2009) Computers & Education, 53, pp. 900-912; Crouch, C.H., Mazur, E., Peer Instruction: Ten Years of Experience and Results (2001) American Journal of Physics, 69 (9), pp. 970-977; Demetry, C., (2010), Work ProgressAn Innovation Merging ‘Classroom Flip’ and Team-Based Learning. Paper presented at 40th ASEE/IEEE Frontiers education conference, Washington, DC, October 27–30; Donohue, S., Supporting Active Learning in an Undergraduate Geotechnical Engineering Course Using Group-based Audience Response Systems Quizzes (2014) European Journal of Engineering Education, 39 (1), pp. 45-54; Durbin, S.M., Durbin, K.A., Anonymous Polling in a Engineering Tutorial Environment: A Case Study” (2006) Audience Response Systems in Higher Education, pp. 116-126. , Banks D.A., (ed), Hershey, PA: Information Science, and,. edited by; Falconer, J., Concept Tests for a Thermodynamics Course (2007) Chemical Engineering Education, 41 (2), pp. 107-114; Felder, R., Engineering Education: A Tale of Two Paradigms (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 1-10; Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., Wenderoth, M., Active Learning Increases Student Performance in Science, Engineering and Mathematics (2014) Proceedings of the National Academy of Sciences, 111 (23), pp. 8410-8415; Gibbs, G., (1988) Learning by Doing: A Guide to Teaching and Learning Methods, , Oxford: Oxford Further Education Unit; Han, J., Finkelstein, A., Understanding the Effects of Professors’ Pedagogical Development with Clicker Assessment and Feedback Technologies and the Impact on Students’ Engagement and Learning in Higher Education (2013) Computers & Education, 65, pp. 64-76; Harper, S.R., Quaye, S.J., (2009) Student Engagement in Higher Education, , New York: Routledge, and, eds; Kay, R.H., LeSage, A., Examining the Benefits and Challenges of Using Audience Response Systems: A Review of the Literature (2009) Computers & Education, 53, pp. 819-827; Khan, A., Schoenborn, P., (2016), Measuring Student Engagement and Participation: How Can an Engineering Lecturer’s Use of Technology Teaching and Learning Contribute Towards Institutional Research? Heir Conference, Liverpool John Moores University, September 7–8; Kim, Y., Jeong, S., Ji, Y., Lee, S., Kwon, K., Jeon, J., Smartphone Response System Using Twitter to Enable Effective Interaction and Improve Engagement in Large Classrooms (2015) IEEE Transactions on Education, 58 (2), pp. 98-103; Kirkwood, A., Price, L., Technology-enhanced Learning and Teaching in Higher Education: What is ‘Enhanced’ and How Do We Know? A Critical Literature Review (2014) Learning, Media and Technology, 39 (1), pp. 6-36; Lantz, M., The Use of ‘Clickers’ in the Classroom: Teaching Innovation or Merely an Amusing Novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Lopez, I., Vinken, E., Example of Good Practice of a Learning Environment with a Classroom Response System in a Mechanical Engineering Bachelor Course (2013) European Journal of Engineering Education, 38 (6), pp. 652-660; Lucke, T., Dunn, P., Christie, M., Activating Learning in Engineering Education Using ICT and the Concept of ‘Flipping the Classroom’ (2016) European Journal of Engineering Education, 42, pp. 1-13; Malandrino, D., Manno, I., Palmieri, G., Scarano, V., Filatrella, G., How Quiz-Based Tools Can Improve Students’ Engagement and Participation in the Classroom (2014) Proceedings of International Conference on Collaboration Technologies and Systems, 379–386, , Minneapolis, MN, USA:, and,. In; Morgan, R., Exploring the Pedagogical Effectiveness of Clickers (2008) InSight: A Journal of Scholarly Teaching, 3, pp. 31-36; Prince, M., Does Active Learning Work? A Review of the Research (2004) Journal of Engineering Education, 93, pp. 223-231; Rossiter, J., (2014), Using Clickers Lectures to Help Identify and Teach the Control Topics Students Find Difficult. UKACC International Conference on Control, Loughborough, July 9–11; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Su, T.T., Why Peer Discussion Improves Student Performance on In-class Concept Questions (2009) Science, 323, pp. 122-124; Snedecor, G., Cochran, W., (1989) Statistical Methods, , 8th ed, Ames: Iowa State University Press; Vernaza, K., (2007), Using Personal Response System Technology and Concept Check Modules to Improve Students’ Learning Experience: A Case Study. 37th ASEE/IEEE Frontiers Education Conference, Milwaukee, WI, October 10–13; Zhu, E., Bierwert, C., Bayer, K., (2007), Qwizdom Student Survey. Unpublished raw data","Khan, A.; School of Engineering, Plymouth UniversityUnited Kingdom; email: asiya.khan@plymouth.ac.uk",,,Taylor and Francis Ltd.,,,,,03043797,,,,English,Eur. J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-85034268514
"Ruisoto P., Juanes J.A.",55102801800;7004223337;,Fostering Student’s Engagement and Active Learning in Neuroscience Education,2019,Journal of Medical Systems,43,3, 66,,,,,10.1007/s10916-019-1192-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061160710&doi=10.1007%2fs10916-019-1192-x&partnerID=40&md5=9c823a9c731569cf9abb8e3bc3e77da9,"Visual Med Systems Research Group, University of Salamanca, Salamanca, Spain; Faculty of Medicine, University of Salamanca, Avda. Alfonso X El Sabio, Salamanca, Spain","Ruisoto, P., Visual Med Systems Research Group, University of Salamanca, Salamanca, Spain; Juanes, J.A., Visual Med Systems Research Group, University of Salamanca, Salamanca, Spain, Faculty of Medicine, University of Salamanca, Avda. Alfonso X El Sabio, Salamanca, Spain","Neurophobia is a term coined to describe university students’ fear of neuroscience, which negatively affect learning. The implementation of new technologies in higher education, such as new response systems, provide an opportunity to improve neurosciences learning and teaching by engaging students. However, most response systems rely on student devices such as clickers. The aim of this study is to illustrate the application of a new digital application for collection of real-time formative assessment data in higher education. Results of this study support the utility paper-based response cards to foster engagement and active learning in higher education, even with complex neuroscience topics, providing real-time formative assessment data without the need for student devices. © 2019, Springer Science+Business Media, LLC, part of Springer Nature.",Active learning; Classroom response system; Higher education; Technology-based education,"article; education; human; human experiment; learning; neuroscience; student; cross-sectional study; educational technology; medical education; medical student; neuroscience; phobia; problem based learning; psychology; Cross-Sectional Studies; Education, Medical, Undergraduate; Educational Technology; Humans; Neurosciences; Phobic Disorders; Problem-Based Learning; Students, Medical",,,,,,,,,,,"Harden, R.M., Crosby, J.R., The professor and changes in medical education (2000) AMME Education Guide, 20, pp. 3-5; Mitre, S.M., Batista, R.S., Mendonça, J.M.G., Pinto, N.M.N., Meirelles, C.A.B., Porto, C.P., Metodologias ativas de Ensino aprendizagem na formação profissional em saúde: debates atuais (2008) Ciências e saúde coletiva, 13, pp. 2133-2144; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6, pp. 9-20; Garcia-Ramirez, J.M., Las Tecnologías de la Información y la Comunicación, TIC, en la educación universitaria (2012) Andaluciaeduca, 76, pp. 77-84; Briz-Ponce, L., Juanes-Méndez, J.A., Mobile devices and apps, characteristics and current potential on learning (2015) Journal of Information Technology Research, 8, pp. 26-37; Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J.A., García-Peñalvo, F.J., Learning with mobile technologies – Students’ behavior (2017) Comput. Hum. Behav., 72, pp. 612-620; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teach. Psychol., 34, pp. 194-196; Howell, D.D., Tseng, D.C., Colorado-Resa, J.T., Fast assessments with digital tools using multiple-choice questions (2017) Coll. Teach., 65, pp. 145-147; Blood, E., Effects of student response systems on participation and learning of students with emotional and behavioral disorders (2010) Behav. Disord., 35, pp. 214-228; Clunies-Ross, P., Little, E., Kienhuis, M., Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour (2008) Educ. Psychol., 28, pp. 693-710; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Act. Learn. High. Educ., 15, pp. 11-24; Malanga, P.R., Sweeney, W.J., Increasing active student responding in a university applied behavior analysis course: The effect of daily assessment and response cards on end of week quiz scores (2008) J. Behav. Educ., 17, pp. 187-199; Stowel, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2009) Teach. Psychol., 34, pp. 253-258; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learn. Media Technol., 32, pp. 21-40; Lantz, M., The use of clickers in the classroom: Teaching innovation or merely an amusing novelty? (2010) Comput. Hum. Behav., 26, pp. 556-561; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemp. Educ. Psychol., 34, pp. 51-57; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (“clickers”) in large, introductory psychology classes (2008) Teach. Psychol., 35, pp. 45-50; Haydon, T., Conroy, M.A., Scott, T.M., Sindelar, P.T., Barber, B.R., Orlando, A.M., A comparison of three types of opportunities to respond on student academic and social behaviors (2010) J. Emot. Behav. Disord., 18, pp. 27-40; Hardesty, S.L., McIvor, M.M., Wagner, L.L., Hagopian, L.P., Bowman, L.G., A further evaluation of response cards: Teaching direct care staff basic behavioral principles (2014) J. Organ. Behav. Manag., 34, pp. 156-164; Harper, B.E., ‘I’ve never seen or heard it this way!’ Increasing student engagement through the use of technology-enhanced feedback (2009) Teaching Educational Psychology, 3, pp. 1-8; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2009) International Journal of the Scholarship of Teaching and Learning, 3, pp. 1-11; Haydon, T., Hunter, W., The effects of two types of teacher questioning on teacher behavior and student performance: A case study (2011) Educ. Treat. Child., 34, pp. 229-245; McCargo, M.G., (2017) The effects of Plickers as response cards on academic engagement behavior in high school students (Master thesis), , Hattiesbrug, Mississippi, USA; Solorzano, G.E., Józefowicz, R.F., Neurophobia a chronic disease of medical students (2015) Neurology, 85, pp. 116-117; Shapiro, A., An empirical study of personal response technology for improving attendance and learning in a large class (2009) Journal of the Scholarship of Teaching and Learning, 9, pp. 13-26; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) Teach. Psychol., 36, pp. 273-277","Juanes, J.A.; Faculty of Medicine, University of Salamanca, Avda. Alfonso X El Sabio, Spain; email: jajm@usal.es",,,Springer New York LLC,,,,,01485598,,JMSYD,30729354.0,English,J. Med. Syst.,Article,Final,,Scopus,2-s2.0-85061160710
"Cheng L.T.W., Wang J.W.",26643557800;35216681700;,Enhancing learning performance through Classroom Response Systems: The effect of knowledge type and social presence,2019,International Journal of Management Education,17,1,,103,118,,1.0,10.1016/j.ijme.2019.01.001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059701248&doi=10.1016%2fj.ijme.2019.01.001&partnerID=40&md5=4316788e7001fa91598cedebf05ebda1,"School of Accounting and Finance, Hong Kong Polytechnic University, Hung Hom, Hong Kong","Cheng, L.T.W., School of Accounting and Finance, Hong Kong Polytechnic University, Hung Hom, Hong Kong; Wang, J.W., School of Accounting and Finance, Hong Kong Polytechnic University, Hung Hom, Hong Kong","Previous studies point to the positive effect of Classroom Response Systems (CRS) on teaching and learning. We explore two learning dimensions that may influence the effectiveness of CRS: 1) Type of knowledge taught (conceptual vs. procedural knowledge and 2) Social presence (students’ participation level in group learning through informal chat group and meetings outside classroom to discuss academic materials). Our sample consists of over 2500 undergraduate students in the courses of Corporate Finance, International Finance, and Introduction to Business Law over three consecutive semesters from 2014 to 2015. We employ cross-sectional, panel data and structural equation model (SEM) models with control for gender, time-of-day effect (morning vs. afternoon session), student origin (mainland, local, and foreign), instructor, subject, and semester. Our findings indicate that the effect of CRS on learning performance is more positive regarding conceptual compared with procedural knowledge. Furthermore, students with a higher level of social presence exhibit a stronger motivation to learn and better academic performance when CRS is used. © 2019 Elsevier Ltd",Clickers; Computer-mediated communication; CRS; Improving classroom teaching; Social presence,,,,,,,,,,,,"Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anatomical Sciences Education, 2 (4), pp. 160-166; Bachman, L., Bachman, C., A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research (2011) Journal of Interactive Learning Research, 22 (1), pp. 5-21; Barragués, J.I., Morias, A., Manterola, J., Guisasola, J., Use of a classroom response system (CRS) for teaching mathematics in engineering with large groups (2011) Education in a technological world: communicating current and emerging research and technological efforts, pp. 572-580. , A. Mendez-Vilas Formatex Research Center; Beekes, W., The “Millionaire” method for encouraging participation (2006) Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, 7 (1), pp. 25-36; Berry, J., Technology support in nursing education: clickers in the classroom (2009) Nursing Education Research, 30 (5), pp. 295-298; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Bode, M., Drane, D., Kolikant, Y.B.D., Schuller, M., A clicker approach to teaching calculus (2009) Notices of the American Mathematical Society, 56 (2), pp. 253-256; Byrnes, J.P., Wasik, B.A., Role of conceptual knowledge in mathematical procedural learning (1991) Developmental Psychology, 27 (5), pp. 777-786; Carnaghan, C., Edmonds, T.P., Lechner, T.A., Olds, P.R., Using student response systems in the accounting classroom: Strengths, strategies and limitations (2011) Journal of Accounting Education, 29 (4), pp. 265-283; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Chan, K., Cheung, G., Wan, K., Brown, I., Luk, G., Synthesizing technology adoption and learners’ approaches towards active learning in higher education (2015) Electronic Journal of e-Learning, 13 (6), pp. 431-440; Cheng, L.T.W., Wang, J.W., Enhancing learning performance through classroom response systems: the effect of knowledge in global economic environment (2018) Journal of Teaching in International Business, 29 (1), pp. 49-61; Chui, L., Martin, K., Pike, B., A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance (2013) Journal of Accounting Education, 31 (1), pp. 17-30; Conoley, J., Moore, G., Croom, B., Flowers, J., A toy or a teaching tool? The use of audience-response systems in the classroom (2006) Techniques(The Journal of the Association for Career and Technical Education), 81 (7), pp. 46-49; Crossgrove, K., Curran, K., Using clickers in non-majors and majors-level biology courses: student opinion, learning and long-term retention of course material (2008) CBE-Life Sciences Education, 7, pp. 146-154; DeBourgh, G.A., Use of classroom “clickers” to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 2008 (8), pp. 76-87; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23; Duncan, D., Clickers: A new technology with exceptional promise (2006) Astronomy Education Review, 5 (1), pp. 70-88; Dunn, P.K., Richardson, A., McDonald, C., Oprescu, F., Instructor perceptions of using a mobile-phone-based, free classroom response system in first-year statistics undergraduate courses (2012) International Journal of Mathematical Education in Science & Technology, 43 (8), pp. 1041-1056; Dunn, P.K., Richardson, A., Oprescu, F., McDonald, C., Mobile-phone-based classroom response systems: Students’ perceptions of engagement and learning in a large undergraduate course (2013) International Journal of Mathematical Education in Science & Technology, 44 (8), pp. 1160-1174; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, pp. 80-86. , http://www.economics.ltsn.ac.uk/iree/i1/elliott.htm, [On-line]. 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Gibson R. Weber K. McFerrin R. Carlsen D. Willis Association for the Advancement of Computing in Education (AACE) Charleston, SC, USA Retrieved September 4, 2017 from; Labus, A., Despotović-Zrakić, M., Radenković, B., Bogdanović, Z., Radenković, M., Enhancing formal e-learning with edutainment on social networks (2015) Journal of Computer Assisted Learning, 31, pp. 592-605; Lantz, M.E., The use of ‘Clickers’ in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26, pp. 556-561; Lantz, M.E., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Computers in Human Behavior, 31, pp. 280-286; Latham, A., Hill, N.S., Preference for anonymous classroom participation: Linking student characteristics and reactions to electronic response systems (2014) Journal of Management Education, 38 (2), pp. 192-215; Lucke, T., Dunn, P.K., Christie, M., Activating learning in engineering education using ICT and the concept of ‘Flipping the classroom’ (2017) European Journal of Engineering Education, 42 (1), pp. 45-57; Marshall, L.L., Valdosta, G., Varnon, A.W., An empirical investigation of clicker technology in financial accounting principles (2012) Learning in Higher Education, 8 (1), pp. 7-17; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Clickers in college classrooms: fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study (2007) Educational Technology Research & Development, 55, pp. 315-346; Petersen, M.A., Estimating standard errors in finance panel data sets: Comparing approaches (2009) Review of Financial Studies, 22 (1), pp. 435-480; Post, T., Cramer, K.A., Knowledge, representation, and quantitative thinking: A special AACTE publication (1989) Knowledge base for beginning teachers: A special AACTE publication, pp. 221-232. , M. Reynolds W. Gardner Pergamon Press Oxford, UK; Rana, N.P., Dwivedi, Y.K., Using clickers in a large business class: Examining use behavior and satisfaction (2015) Journal of Marketing Education, pp. 1-18; Rana, N.P., Dwivedi, Y.K., Can clicking promote learning? Measuring student learning performance using clickers in the undergraduate information systems class (2017) Journal of International Education in Business, 9 (2), pp. 111-122; Rana, N.P., Dwivedi, Y.K., An empirical examination of antecedents determining students’ usage of clickers in a digital marketing module (2018) International Journal of Business Information Systems, 27 (1), pp. 86-104; Rana, N.P., Dwivedi, Y.K., Al-Khowaiter, W.A.A., A review of literature on the use of clickers in the business and management discipline (2016) International Journal of Management in Education, 14, pp. 74-91; Richardson, J.C., Swan, K., Examining social presence in online courses in relation to students’ perceived learning and satisfaction (2003) Journal of Asynchronous Learning Networks, 7 (1), pp. 68-88; Shapiro, J.A., Electronic student response found feasible in large science lecture hall (1997) Journal of College Science Teaching, 26 (6), pp. 408-412; Shon, H., Smith, L., A review of Poll Everywhere audience response system (2011) Journal of Technology in Human Services, 29, pp. 236-245. , https://doi.org/10.1080/15228835.2011.616475; Silliman, S.E., Abbott, K., Clark, G.C., McWilliams, L., Observations on benefits/limitations of an audience response system (2005) Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition; Skinner, N.F., University grades and time of day instruction (1985) Bulletin of the Psychonomic Society, 23, p. 67; Sprague, E.W., Dahl, D.W., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2010) Journal of Marketing Education, 32 (1), pp. 93-103; Stuart, A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Suchman, E., Uchiyama, K., Smith, R., Bender, K., Evaluating the impact of a classroom response system in a microbiology course (2006) Microbiology Education, pp. 3-11; Titman, A.C., Lancaster, G.A., Personal response systems for teaching postgraduate statistics to small groups (2011) Journal of Statistics Education, 19 (2), pp. 1-20; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Tregonning, A.M., Doherty, D.A., Hornbuckle, J., Dickinson, J.E., The audience response system and knowledge gain: A prospective study (2012) Medical Teacher, 34 (4), pp. e269-e274; Tu, C.H., McIsaac, M., The relationship of social presence and interaction in online classes (2002) American Journal of Distance Education, 16 (3), pp. 131-150; Venkatesh, V., Morris, M.G., Gordon, B.D., Davis, F.D., User acceptance of information technology: Toward a unified view (2003) MIS Quarterly, 27, pp. 425-478; Wendorf, C.A., Comparisons of structural equation modeling and hierarchical linear modeling approaches to couples’ data (2002) Structural Equation Modeling, 9 (1), pp. 126-140; Wit, E., Who wants to be… The use of a personal response system in statistics teaching (2003) MSOR Connections, 3, pp. 14-20; Woelk, K., Optimizing the use of personal response devices (Clickers) in large-enrollment introductory courses (2008) Journal of Chemical Education, 85 (10), pp. 1400-1405; Zhu, E., Teaching with clickers. CRLT Occasional Papers (2007), Center for Research on Learning and Teaching, University of Michigan No.22","Cheng, L.T.W.; School of Accounting and Finance, Hong Kong Polytechnic University, Hung Hom, Hong Kong; email: louis.cheng@polyu.edu.hk",,,Elsevier Ltd,,,,,14728117,,,,English,Int. J. Manage. Educ.,Article,Final,,Scopus,2-s2.0-85059701248
"Wu Y.-C.J., Wu T., Li Y.",57202873418;35076802200;57189522956;,Impact of using classroom response systems on students’ entrepreneurship learning experience,2019,Computers in Human Behavior,92,,,634,645,,6.0,10.1016/j.chb.2017.08.013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027256339&doi=10.1016%2fj.chb.2017.08.013&partnerID=40&md5=ace8b6dce63310f64b0c5d6408ad39cc,"Graduate Institute of Global Business and Strategy, National Taiwan Normal University, College of Innovation and Entrepreneurship, National Taipei University of Education, 31 Shida Rd., Daan Dist., Taipei City, 10645, Taiwan; Department of Logistics Management, Air Force Institute of Technology, 198 Jieshou W. Rd., Gangshan, Kaohsiung, 82047, Taiwan; Department of Business Administration, Huaqiao University, 269, Chenghua North Road, Quanzhou, 362021, China","Wu, Y.-C.J., Graduate Institute of Global Business and Strategy, National Taiwan Normal University, College of Innovation and Entrepreneurship, National Taipei University of Education, 31 Shida Rd., Daan Dist., Taipei City, 10645, Taiwan; Wu, T., Department of Logistics Management, Air Force Institute of Technology, 198 Jieshou W. Rd., Gangshan, Kaohsiung, 82047, Taiwan; Li, Y., Department of Business Administration, Huaqiao University, 269, Chenghua North Road, Quanzhou, 362021, China","Technology-based teaching devices that promote interaction and communication between instructors and learners benefit active learning. Emerging technologies for Classroom Response Systems (CRS) and mobile devices can potentially help instructors create a student-centered interactive classroom. In this study, the authors aim to evaluate students’ experiences of using mobile-based CRS technology in the context of an entrepreneurship course. This study involves 22 graduate students enrolled in an 18-week course in Entrepreneurship Management. This study examines how their learning could be supported and enhanced by CRS technology. Results indicate that mobile-based CRS technology is a useful and effective tool for facilitating interaction among learners and content, enhancing students’ engagement with entrepreneurial knowledge acquisition, and improving students’ motivation toward increased entrepreneurial capability. In particular, students experience innovative, active, and deep learning in a mobile-based and CRS-supported classroom regardless of time and location. © 2017 Elsevier Ltd",Classroom response systems; Curriculum assessment; Entrepreneurship education; Higher education; Learning; Mobile learning; Participation,Deep learning; Teaching; Classroom response systems; Curriculum assessment; Entrepreneurship education; Higher education; Learning; Mobile Learning; Participation; Students; clinical article; curriculum; entrepreneurship; graduate student; human; learning; motivation,,,,,"Ministry of Science and Technology, Taiwan, MOST","The authors would like to extend their sincere appreciation to Ministry of Science and Technology, Taiwan for the financial support. Yen-Chun Jim Wu (Ph.D, University of Michigan) is Distinguished Professor of Graduate Institute of Global Business and Strategy at National Taiwan Normal University, Taiwan. His papers have appeared in Academy of Management Learning and Education, Sloan Management Review, IEEE Transactions on Engineering Management, Information & Management, Computers in Human Behavior, Computers & Education, International Journal of Operations & Production Management, Supply Chain Management, Management Decision, Journal of the American Society for Information Science and Technology, International Journal of Physical Distribution & Logistics Management, International Journal of Logistics Management, European Journal of Operational Research, International Journal of Production Economics, Transportation Research Part A,D & E, and Technological Forecasting and Social Change. His research interests include innovation & entrepreneurship, supply chain management, technology management, and management education. Tienhua Wu is Associate Professor of Department of Logistics Management at Air Force Institute of Technology. Her research interests include green supply chain management, waste management, and risk management. She holds a Ph.D. in Graduate Institute of Management from the National Kaohsiung First University of Science & Technology, Taiwan. Yibin Li is a lecturer of Business School, a tutor of MBA operation management and innovation and entrepreneurship management in Huaqiao University. He has been engaged in the teaching of core curriculums such as operation management, supply chain management and strategy management and consulting. His current research interests include the areas of operations management, entrepreneurship education, organizational process reengineering, strategic management, service operations management, innovation management. He has published over twenty research papers in authoritative journals of high quality both at home and abroad.",,,,,"Amoros, J.E., Bosma, M., Global entrepreneurship monitor 2013 global report (2014), In; Antonaci, A., Dagnino, F.M., Ott, M., Bellotti, F., Berta, R., De Gloria, A., A gamified collaborative course in entrepreneurship: Focus on objectives and tools (2014) Computers in Human Behavior, 51, pp. 1276-1283; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Research in Learning Technology, 11 (3); Chang, W.J., Yeh, Z.M., Cheng, K.J., Developing a mobile learning system to community-based learning for rural elementary school students (2010) ICS 2010-International Computer Symposium, pp. 451-456; Chao, J., Lu, Y.H., Tzeng, Y.D., Liu, C.H., The study of integrating PDA mobile learning device into the Arts and Humanities Learning Curriculum for elementary schools-mobile digital learning space (2011) 2011 international conference on Multimedia Technology, ICMT 2011, pp. 6119-6124; Chien, S.-P., Wu, H.-K., Hsu, Y.-S., An investigation of teachers’ beliefs and their use of technology-based assessments (2014) Computers in Human Behavior, 31, pp. 198-210; Chu, K.-W., Kennedy, D.M., Using online collaborative tools for groups to co-construct knowledge (2011) Online Information Review, 35 (4), pp. 581-597; (2017) Creat.ST, , http://creati.st/, (Accessed 19 March 2017); Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7 (2), pp. 3-47; Emmen, J., Top 5 student response systems that work on multiple platform (2015), 2017; Files, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Fulantelli, G., Taibi, D., Arrigo, M., A framework to support educational decision making in mobile learning (2015) Computers in Human Behavior, 47, pp. 50-59; Gehlen-Baum, V., Weinberger, A., Teaching, learning and media use in today's lectures (2014) Computers in Human Behavior, 37, pp. 171-182; Greenberg, D., McKone-Sweet, K., Wilson, H.J., The new entrepreneurial leader: Developing leaders who shape social and economic opportunity (2011), Berrett-Koehler Publishers, Inc San Francisco; Hattie, J., Visible learning (2009), Routledge Milton Park; Hattie, J., Visible learning for teachers: Maximizing impact on learning (2012), Routledge; Hoe-Lian Goh, D., Razikin, K., Sian Lee, C., Peng Lim, E., Chatterjea, K., Hung Chang, C., Evaluating the use of a mobile annotation system for geography education (2012) The Electronic Library, 30 (5), pp. 589-607; Honig, B., Entrepreneurship education: Toward a model of contingency-based business planning (2004) Academy of Management Learning & Education, 3 (3), pp. 258-273; Jack, S.L., Anderson, A.R., Entrepreneurship education within the enterprise culture: Producing reflective practitioners (1999) International Journal of Entrepreneurial Behavior & Research, 5 (3), pp. 110-125; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lin, C.C., Hsiao, H.S., The effects of multimedia annotations via PDA on EFL learners’ vocabulary learning (2011) Proceedings of the 19th International Conference on Computers in Education, ICCE 2011, pp. 579-586; Liu, L.G., Holowczak, R., Using Reuters 3000 Xtra system for financial information education (2000) Online Information Review, 24 (5), pp. 371-381; Mac Callum, K., Jeffrey, L., Comparing the role of ICT literacy and anxiety in the adoption of mobile learning (2014) Computers in Human Behavior, 39, pp. 8-19; Matlay, H., Carey, C., Entrepreneurship education in the UK: A longitudinal perspective (2007) Journal of Small Business and Enterprise Development, 14 (2), pp. 252-263; Melero, J., Hernández-Leo, D., Manatunga, K., Group-based mobile learning: Do group size and sharing mobile devices matter? (2015) Computers in Human Behavior, 44, pp. 377-385; Mooc-CN Education, (2016) Releasing a new smart teaching tool on web-based system - Rain classroom, 2017; Nabi, G., Liñán, F., Krueger, N., Fayolle, A., Walmsley, A., The impact of entrepreneurship education in higher education: A systematic review and research agenda (2017) Academy of Management Learning & Education, 16 (2), pp. 277-299. , amle. 2015.0026; Neck, H.M., Greene, P.G., Brush, C.G., Teaching entrepreneurship: A practice-based approach (2014), Edward Elgar Publishing, Inc; Oosterbeek, H., Van Praag, M., Ijsselstein, A., The impact of entrepreneurship education on entrepreneurship skills and motivation (2010) European Economic Review, 54 (3), pp. 442-454; Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study (2007) Educational Technology Research and Development, 55 (4), pp. 315-346; Petr, D.W., Experience with a multiple-choice audience response system in an engineering classroom (2005) Frontiers in education, 2005. Proceedings 35th Annual Conference (pp. S3G-1): IEEE; Raes, A., Vanderhoven, E., Schellens, T., Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education (2015) Studies in Higher Education, 40 (1), pp. 178-193; Rasmussen, E.A., Sørheim, R., Action-based entrepreneurship education (2006) Technovation, 26 (2), pp. 185-194; Rauch, A., Hulsink, W., Putting entrepreneurship education where the intention to act lies: An investigation into the impact of entrepreneurship education on entrepreneurial behavior (2015) Academy of Management Learning & Education, 14 (2), pp. 187-204; Salemi, M.K., Clickenomics: Using a classroom response system to increase student engagement in a large-enrollment principles of economics course (2009) Journal of Economic Education, 40 (4), pp. 385-404; Shen, C.-W., Wu, Y.-C.J., Lee, T.-C., Developing a NFC-equipped smart classroom: Effects on attitudes toward computer science (2014) Computers in Human Behavior, 30, pp. 731-738; Shuib, L., Shamshirband, S., Ismail, M.H., A review of mobile pervasive learning: Applications and issues (2015) Computers in Human Behavior, 46, pp. 239-244; Siau, K., Sheng, H., Nah, F.F.-H., Use of a classroom response system to enhance classroom interactivity (2006) Education, IEEE Transactions on, 49 (3), pp. 398-403; Tan, G.W.-H., Ooi, K.-B., Leong, L.-Y., Lin, B., Predicting the drivers of behavioral intention to use mobile learning: A hybrid SEM-Neural networks approach (2014) Computers in Human Behavior, 36, pp. 198-213; Wang, W., Wu, Y.C.J., Yuan, C.-H., Xiong, H., Liu, W.-J., Use of social media in uncovering information services for people with disabilities in China (2017) International Review of Research in Open and Distributed Learning, 18 (1), pp. 65-83; Wu, Y.C., Chang, W.H., Yuan, C.H., Do Facebook profile pictures reflect user's personality? (2015) Computers in Human Behavior, 51, pp. 880-889; Wu, Y.C., Kuo, T., Shen, J.-P., Exploring social entrepreneurship education from a Web-based pedagogical perspective (2013) Computers in Human Behavior, 29 (2), pp. 329-334; Wu, Y.-C.J., Pan, C.-I., Yuan, C.-H., Attitudes towards the use of information and communication technology in management education (2017) Behaviour & Information Technology, 36 (3), pp. 243-254; Wu, W.-H., Wu, Y.-C.J., Chen, C.-Y., Kao, H.-Y., Lin, C.-H., Huang, S.-H., Review of trends from mobile learning studies: A meta-analysis (2012) Computers & Education, 59 (2), pp. 817-827; Yu, M.C., Wu, Y.C.J., Alhalabi, W., Kao, H.Y., Wu, W.H., ResearchGate: An effective altmetric indicator for active researchers? (2016) Computers in Human Behavior, 55, pp. 1001-1006; Yılmaz, F.G.K., Yılmaz, R., Öztürk, H.T., Sezer, B., Karademir, T., Cyberloafing as a barrier to the successful integration of information and communication technologies into teaching and learning environments (2015) Computers in Human Behavior, 45, pp. 290-298; Zheng, W., Yuan, C.-H., Chang, W.-H., Wu, Y.-C.J., Profile pictures on social media: Gender and regional differences (2016) Computers in Human Behavior, 63, pp. 891-898","Wu, T.; Department of Logistics Management, Air Force Institute of Technology, 198 Jieshou W. Rd., Gangshan, Taiwan; email: tienhua5678@gmail.com",,,Elsevier Ltd,,,,,07475632,,CHBEE,,English,Comput. Hum. Behav.,Article,Final,,Scopus,2-s2.0-85027256339
Shi M.,55865580300;,The effects of class size and instructional technology on student learning performance,2019,International Journal of Management Education,17,1,,130,138,,,10.1016/j.ijme.2019.01.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060978994&doi=10.1016%2fj.ijme.2019.01.004&partnerID=40&md5=f3af7a01ce4c34f3b98a070e804870f8,"Department of Management, College of Business and Economics, California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA  90032, United States","Shi, M., Department of Management, College of Business and Economics, California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA  90032, United States","Class size increase and instructional technology implementation are two conspicuous changes in higher education in recent years. By analyzing unique datasets from the author's own teaching experience in a large urban university from 2012 to 2016, this paper examines the effects of class size and instructional technology on student learning performance in an operations management course. The analytical results show no statistically significant gap in learning performance between mega and regular sections, for both quantitative and qualitative course materials. On the other hand, implementation of instructional technology, such as clicker devices, improves average learning performance across the observation periods, but not all the results are statistically significant. © 2019 Elsevier Ltd",Class size; Instructional technology; Learning performance; Operations management,,,,,,California State University,"This study is partially supported by the Center for Effective Teaching and Learning (CETL) at California State University , Los Angeles.",,,,,"Addison, S., Wright, A., Milner, R., Using Clickers to improve student engagement and performance in an introductory Biochemistry class (2009) Biochemistry and Molecular Education, 37 (2), pp. 84-91; Brühwiler, C., Blatchford, P., Effects of class size and adaptive teaching competency on classroom processes and academic outcome (2011) Learning and Instruction, 21 (1), pp. 95-108; Chapman, L., Ludlow, L., Can downsizing college class sizes augment student outcomes? An investigation of the effects of class size on student learning (2010) The Journal of General Education, 59 (2), pp. 105-123; Chetty, R., Friedman, J.N., Hilger, N., Saez, E., Schanzenbach, D.W., Yagan, D., How does your kindergarten classroom affect your earnings? Evidence from project STAR (2011) Quarterly Journal of Economics, 126 (4), pp. 1593-1660; Chingos, M.M., The impact of a universal class-size reduction policy: Evidence from Florida's statewide mandate (2012) Economics of Education Review, 31 (5), pp. 543-562; Chingos, M.M., Class size and student outcomes: Research and policy implications (2013) Journal of Policy Analysis and Management, 32 (2), pp. 411-438; Cho, H., Glewwe, P., Whitler, M., Do reductions in class size raise students’ test scores? Evidence from population variation in Minnesota's elementary schools (2012) Economics of Education Review, 31 (3), pp. 77-95; Finn, J., Gerber, S., Boyd-Zaharias, J., Small classes in the early grades, academic achievement, and graduating from high school (2005) Journal of Educational Psychology, 97 (2), pp. 214-223; Fredriksson, P., Öckert, B., Oosterbeek, H., Long-term effects of class size (2013) Quarterly Journal of Economics, 128 (1), pp. 249-285; Glass, G., Smith, M., Meta-analysis of research on class size and achievement (1979) Educational Evaluation and Policy Analysis, 1 (1), pp. 2-16; Gould, S.M., Potential use of classroom response systems (CRS, Clickers) in foods, nutrition, and dietetics higher education (2016) Journal of Nutrition Education and Behavior, 48 (9), pp. 669-673; Hanushek, E.A., Assessing the effects of school resources on student performance: An update (1997) Educational Evaluation and Policy Analysis, 19 (2), pp. 141-164; Keough, S.M., Clickers in the classroom: A review and a replication (2012) Journal of Management Education, 36 (6), pp. 822-847; Krueger, A.B., Whitmore, D., The effect of attending a small class in the early grades on college test-taking and middle school test results: Evidence from Project STAR (2001) Economic Journal, 111 (468), pp. 1-28; Lazear, E., Educational production (2001) Quarterly Journal of Economics, 116 (3), pp. 777-803; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 2, pp. 71-74. , https://er.educause.edu/∼/media/files/article-downloads/eqm0729.pdf, Retrieved August 11, 2018 from; Mohr, T.M., Clickers and student performance (2013) International Review of Economics Education, 14 (3), pp. 16-23; Monks, J., Schmidt, R.M., The Impact of class size on outcomes in higher education (2011) The B.E. Journal of Economic Analysis & Policy, 11 (1), pp. 1-19; Mosteller, F., The Tennessee study of class size in the early school grades (1995) The Future of Children, 5 (2), pp. 113-127; Mulligan, J.G., A classroom production function (1984) Economic Inquiry, 22 (2), pp. 218-226; Nye, B., Hedges, L.V., Konstantopoulos, S., The effects of small classes on academic achievement: The results of the Tennessee class size experiment (2000) American Educational Research Journal, 37 (1), pp. 123-151; Rana, N.P., Dwivedi, Y.K., Using clickers in a large business class (2015) Journal of Marketing Education, 38 (1), pp. 47-64; Rana, N.P., Dwivedi, Y.K., Can clicking promote learning? Measuring student learning performance using clickers in the undergraduate information systems class (2017) Journal of International Education in Business, 10 (2), pp. 201-215; Rana, N.P., Dwivedi, Y.K., An empirical examination of antecedents determining students’ usage of clickers in a digital marketing module (2018) International Journal of Business Information Systems, 27 (1), pp. 86-104; Rana, N.P., Dwivedi, Y.K., Al-Khowaiter, W.A.A., A review of literature on the use of clickers in the business and management discipline (2016) International Journal of Management in Education, 14 (2), pp. 74-91; Rivkin, S.G., Hanushek, E.A., Kain, J.K., Teachers, schools, and academic achievement (2005) Econometrica, 73 (2), pp. 417-458; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Word, E., Johnston, J., Pate-Bain, H., Fulton, B.D., Boyd-Zaharias, J., Achilles, C., The state of Tennessee's student/teacher achievement ratio project final summary report 1985- 1990 (1990), https://dataverse.harvard.edu/dataset.xhtml?persistentId=hdl:1902.1/10766, Retrieved June 27, 2018 from; Wu, Y.J., Wu, T., Li, Y., Impact of using classroom response systems on students’ entrepreneurship learning experience (2017) Computers in Human Behavior, , (in press)",,,,Elsevier Ltd,,,,,14728117,,,,English,Int. J. Manage. Educ.,Article,Final,,Scopus,2-s2.0-85060978994
Baker D.-P.,56444646800;,Special operations remote advise and assist: an ethics assessment,2019,Ethics and Information Technology,21,1,,,,,,10.1007/s10676-018-9483-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053894798&doi=10.1007%2fs10676-018-9483-3&partnerID=40&md5=90536ab246d824e7d734dcd072a382f6,"School of Humanities and Social Sciences, UNSW Canberra, Po Box 7916, Canberra, ACT  2610, Australia; Kings College London Centre for Military Ethics, Shrivenham, United Kingdom","Baker, D.-P., School of Humanities and Social Sciences, UNSW Canberra, Po Box 7916, Canberra, ACT  2610, Australia, Kings College London Centre for Military Ethics, Shrivenham, United Kingdom","United States Army Special Forces who deployed to Iraq in mid-2014, and who were seeking to help Iraqi forces to combat Islamic State (ISIL) faced a considerable challenge: how could a force of fewer than 50 operators provide guidance and support to their Iraqi allies (mostly Iraqi Special Forces units who had been trained by U.S. forces prior to the U.S. withdrawal from Iraq in 2011) while also keeping in line with Washington’s policy of seeking to avoid any possibility of combat casualties among deployed U.S. Special Forces? Their solution to this dilemma came to be dubbed ‘Remote Advise and Assist’ (RAA). By cobbling together a system of voice and text communications, cameras, interactive maps and mobile handsets, these Special Forces personnel found they could ‘virtually accompany’ their Iraqi partners into hot zones where U.S. boots on the ground were forbidden. This approach seems to have been extremely successful, but potentially raises a range of ethical concerns. Against the backdrop of a general account of the ethics of employing surrogate forces, this paper explores the ethical questions raised by the practice of ‘Remote Advise and Assist’. © 2018, Springer Nature B.V.",Armed conflict; Information technology; Iraq; Remote advise and assist; Special Forces,Information technology; Social sciences; Armed conflict; Ethical question; Interactive maps; Iraq; Provide guidances; Remote advise and assist; Special forces; Special operations; Philosophical aspects,,,,,,,,,,,"Ackerman, E., DragonflEye project wants to turn insects into cyborg drones (2017) IEEE Spectrum: Technology, Engineering, and Science News, , http://spectrum.ieee.org/automaton/robotics/industrialrobots/draper-dragonfleye-project, Retrieved January, 25, 2017 from; Alexandra, A., Dobos, N., (2018) The new pacifism: Just war in the real world, , forthcoming, Oxford University Press; Ansaro, P.M., The labor of surveillance and bureaucratized killing: New subjectivities of military drone operators (2013) Social Semiotics, 23 (2), p. 198; Baggiarini, B., Drone warfare and the limits of sacrifice (2015) Journal of International Political Theory, 11 (1), pp. 128-144; Baker, D.P., Epistemic uncertainty and excusable wars (2015) The Philosophical Forum, 46 (1), pp. 55-69; Bart, G.R., Special operations forces and responsibility for surrogates war crimes (2014) Harvard National Security Journal, 5 (2). , http://harvardnsj.org/wp-content/uploads/2014/01/Bart-SpecialOperations-Forces.pdf; Calhoun, L., The end of military virtue (2011) Peace Review: A Journal of Social Justice, 23 (3), pp. 377-386; Christman, W.L., (2017) Enhancing the Global SOF Enterprise: A Consortium Concept. JSOU Press Occasional Paper, p. 1. , Joint Special Operations University Press, Tampa; de Sola, D., (2012) The Man Who Volunteered for Auschwitz, the Atlantic, , https://www.theatlantic.com/international/archive/2012/10/the-man-whovolunteered-for-auschwitz/263083/, Retrieved October 5, 2012, from; Dillon, P.J., (1992) Ethical Decision making on the battlefield: An analysis of training for U.S. Army Special Forces, p. 3. , Master of Military Art and Science Thesis, US Army Command and General Staff College; Feaver, P.D., (2003) Armed servants: Agency, oversight, and civil-military relations, , Harvard University Press, Cambridge; Huntington, S.P., (1957) The soldier and the state: The theory and politics of civil-military relations, , Harvard University Press, Cambridge; Kahn, P.W., The paradox of riskless warfare (2002) Faculty Scholarship Series, 326, p. 4; Kant, I., (1993) Groundwork of the Metaphysics of Morals, p. 364423. , Hackett Publishing Company, Indianapolis, IN; Kilpatrick, J., Drones and the martial virtue courage (2015) Journal of Military Ethics, 14 (3-4), p. 202; Lee, P., Remoteness, risk and aircrew ethos (2012) Air Power Review, 15 (1), p. 12; Moran, J., (2016) Assessing SOF transparency and accountability: The use of special operations forces by the UK, US, Australia and Canada, , Remote Control, London; Norton-Taylor, R., Ross, A., RAF base may be legitimate target for ISIS, says ex-NATO commander (2015) The Guardian, , https://www.theguardian.com/uk-news/2015/nov/25/rafbase-may-be-legitimate-target-isis-ex-nato-commander, Retrieved November 26, 2015, from; Thielenhaus, C., Traeger, P., Roles, E., Reaching forward in the war against the Islamic State (2016) Prism, 6 (3), p. 99; Walsh, J.I., Schulzke, M., (2015) The ethics of drone strikes: Does reducing the cost of conflict encourage war?, p. 13. , Strategic Studies Institute and US Army War College Press, Carlisle","Baker, D.-P.; School of Humanities and Social Sciences, UNSW Canberra, Po Box 7916, Australia; email: d.baker@adfa.edu.au",,,Springer Netherlands,,,,,13881957,,,,English,Ethics Inf. Technol.,Article,Final,,Scopus,2-s2.0-85053894798
"Brown K.P., Raccor B.S., Hilgers R.H., Breivogel C.S.",57205790443;9242316400;57205203973;6601970719;,Interdisciplinary pharmaceutical sciences activity within a pharmacy practice skills course,2019,Currents in Pharmacy Teaching and Learning,11,3,,270,276,,,10.1016/j.cptl.2018.12.009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059104611&doi=10.1016%2fj.cptl.2018.12.009&partnerID=40&md5=8b8bef4c7dbc5e45952206936a105ed1,"Department of Pharmacy Practice, Campbell University College of Pharmacy & Health Sciences, Buies Creek, NC  27506, United States; Department of Pharmaceutical Sciences, Campbell University College of Pharmacy & Health Sciences, Buies Creek, NC  27506, United States","Brown, K.P., Department of Pharmacy Practice, Campbell University College of Pharmacy & Health Sciences, Buies Creek, NC  27506, United States; Raccor, B.S., Department of Pharmaceutical Sciences, Campbell University College of Pharmacy & Health Sciences, Buies Creek, NC  27506, United States; Hilgers, R.H., Department of Pharmaceutical Sciences, Campbell University College of Pharmacy & Health Sciences, Buies Creek, NC  27506, United States; Breivogel, C.S., Department of Pharmaceutical Sciences, Campbell University College of Pharmacy & Health Sciences, Buies Creek, NC  27506, United States","Background and purpose: To help students develop a more integrated mindset, an integrated curricular model can facilitate the building of connections between the foundational and clinical sciences by presenting multi-disciplinary material within a cohesive framework in a single course. The main objective of this research was to assess the impact of interdisciplinary teaching on student performance in a skills course. Educational activity and setting: A case study was presented and questions were embedded through an audience response system. Each of three groups of students (approximately 32 students per group) were divided into teams, and the scores were shown periodically to produce an atmosphere of friendly competition. The entire exercise lasted approximately 50 min. Findings: Students found the pharmaceutical science and pharmacy practice faculty collaboration helpful in regards to reviewing for integrated exams. Student pharmacists were asked to provide one positive aspect of the course and one area for improvement. Twenty-two of 96 responders indicated that the integrated class session was the highlight of the course. Student pharmacists noted that they were able to recognize the integration between the basic and applied sciences. Students clearly favored this learning style over the didactic approach, as evidenced by the feedback. In the future, we plan to implement longer integrated cases more frequently to train future pharmacists as critical and integrative thinkers. This integrated case study appeared to be effective in helping student pharmacists apply knowledge of various basic science disciplines to the applied sciences. © 2018 Elsevier Inc.",Basic science; Case study; Integrated curriculum; Pharmaceutical science; Pharmacy practice skills,adult; article; atmosphere; clinical article; competition; curriculum; exercise; female; human; human experiment; learning style; male; pharmacy student; skill; teaching,,,,,,,,,,,"Brown, B., Skau, K., Wall, A., Learning across the curriculum: connecting the pharmaceutical sciences to practice in the first professional year (2009) Am J Pharm Educ, 73 (2); Prince, K.J., Boshuizen, H.P., van der Vleuten, C.P., Scherpbier, A.J., Students’ opinions about their preparation for clinical practice (2005) Med Educ, 39 (7), pp. 704-712; Patel, V.L., Arocha, J.F., Branch, T., Karlin, D.R., Relationship between small group problem-solving activity and lectures in health science curricula (2004) J Dent Educ, 68 (10), pp. 1058-1080; Hamed, R., Awadallah, A., Sunoqrot, S., pH-dependent solubility and dissolution behavior of carvedilol–case example of a weakly basic BCS Class II Drug (2016) AAPS PharmSciTech, 17 (2), pp. 418-426; Koffman, D.M., Lee, J.W., Hopp, J.W., Emont, S.L., The impact of including incentives and competition in a workplace smoking cessation program on quit rates (1998) Am J Health Promot, 13 (2), pp. 105-111; Kullgren, J.T., Troxel, A.B., Loewenstein, G., Individual- versus group-based financial incentives for weight loss: a randomized, controlled trial (2013) Ann Intern Med, 158 (7), pp. 505-514; Scales, C.D., Jr, Moin, T., Fink, A., A randomized, controlled trial of team-based competition to increase learner participation in quality-improvement education (2016) Int J Qual Health Care, 28 (2), pp. 227-232; Janssen, A., Shaw, T., Goodyear, P., Kerfoot, B.P., Bryce, D., A little healthy competition: using mixed methods to pilot a team-based digital game for boosting medical student engagement with anatomy and histology content (2015) BMC Med Educ, 15; ExamSoft [computer program] (2018), ExamSoft Dallas, TX Version 1.7.2; Harden, R.M., Sowden, S., Dunn, W.R., Educational strategies in curriculum development: the SPICES model (1984) Med Educ, 18 (4), pp. 284-297; Husband, A.K., Todd, A., Fulton, J., Integrating science and practice in pharmacy curricula (2014) Am J Pharm Educ, 78 (3); Sweller, J., Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture (2004) Instructional Science, 32 (1-2), pp. 9-31","Brown, K.P.; Department of Pharmacy Practice, Campbell University College of Pharmacy & Health SciencesUnited States; email: brownp@campbell.edu",,,Elsevier Inc.,,,,,18771297,,,30904149.0,English,Currents Pharm. Teach. Learn.,Article,Final,,Scopus,2-s2.0-85059104611
"Dewilde J.F., Rangnekar E.P., Ting J.M., Franek J.E., Bates F.S., Hillmyer M.A., Blank D.A.",45061047100;57205689637;55858176400;16635896500;7103233705;7004547986;36514096900;,Evaluating Large-Scale STEM Outreach Efficacy with a Consistent Theme: Thermodynamics for Elementary School Students,2019,ACS Omega,4,2,,2661,2668,,1.0,10.1021/acsomega.8b03156,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061158287&doi=10.1021%2facsomega.8b03156&partnerID=40&md5=0015b3657fb0c5d604b9287248071683,"Department of Chemical Engineering and Materials Science, University of Minnesota, Minneapolis, MN  55455, United States; Carlson School of Management, University of Minnesota, Minneapolis, MN  55455, United States; Department of Chemistry, University of Minnesota, Minneapolis, MN  55455, United States","Dewilde, J.F., Department of Chemical Engineering and Materials Science, University of Minnesota, Minneapolis, MN  55455, United States; Rangnekar, E.P., Carlson School of Management, University of Minnesota, Minneapolis, MN  55455, United States; Ting, J.M., Department of Chemical Engineering and Materials Science, University of Minnesota, Minneapolis, MN  55455, United States; Franek, J.E., Department of Chemistry, University of Minnesota, Minneapolis, MN  55455, United States; Bates, F.S., Department of Chemical Engineering and Materials Science, University of Minnesota, Minneapolis, MN  55455, United States; Hillmyer, M.A., Department of Chemistry, University of Minnesota, Minneapolis, MN  55455, United States; Blank, D.A., Department of Chemistry, University of Minnesota, Minneapolis, MN  55455, United States","A biannual chemistry demonstration-based show named ""Energy and U"" was created to extend the general outreach themes of science, technology, engineering, and mathematics (STEM) fields and a college education with a specific goal: to teach the first law of thermodynamics to elementary school students. The effectiveness of the program was analyzed using a clicker survey system for over 12 000 visiting students. The fraction of the students that correctly answered the question ""Is it possible to create energy?"" increased from 14% immediately before the show to 89% immediately after the show. Students who had seen the show at least 5 months prior were twice as likely to correctly answer at the beginning of the show, demonstrating longer-term lesson retention. Interestingly, similar trends were observed for the adult chaperones that accompanied the students and participated in the clicker survey. A statistically significant difference (>99% confidence interval) was noted between the students' responses to the questions ""Can you create energy?"" and ""Can you destroy energy?"", revealing a potential effect of word choice on the interpretation of the first law of thermodynamics despite the two questions representing complementary concepts. Student performance, measured interest in science, and desire to attend college were not correlated with standard economic indicators. This measurement is consistent with the postulate that economic biases surrounding interest in STEM fields are less pronounced in elementary school than later in high school. © 2019 American Chemical Society.",,,,,,,"National Research Council

American Association for the Advancement of Science

Materials Research Science and Engineering Center, Harvard University

National Science Foundation: 00006595

Schlumberger Foundation

University of Minnesota

Medtronic

College of Science and Engineering, University of Minnesota, CSE, U of M

Materials Research Science and Engineering Center, Harvard University: DMR-1420013

CHE-1413862","concept for Next Generation Science Standards (NGSS; with contributions from the National Science Teachers’ Association (NSTA), National Research Council, and the American Association for the Advancement of Science).20 From climate change to producing sufficient food and potable water, energy is the critical concept required to understand the sustainability of our future. At the same time, misconceptions about energy are common among all ages and education levels.21−25 At the heart of the first law is the conversion and conservation of energy. In the context of an energy demonstration show, the examples converting between forms of energy take center stage, and chemistry is a well-suited platform for this. A common and convenient form of energy introduced in educational settings is the potential energy in molecules. Chemical transformations are excellent examples of the first law, converting chemical potential energy directly into a range of other forms of energy including heat, electrical, potential, work, and light.25 The transformation of potential energy also provides a temporally and spatially controllable starting point for access to many forms and subsequent transformations of energy. This makes chemistry a natural toolkit when attempting to educate a K-12 audience about the first law while simultaneously building excitement and interest in science.","We thank David Sittenfeld, manager of the Forum program at the Museum of Science, for helpful discussions. We acknowledge the financial support of The National Science Foundation Materials Research Science and Engineering Center at the University of Minnesota (MRSEC under award DMR-1420013), The National Science Foundation Center for Sustainable Polymers at the University of Minnesota (CSP under award CHE-1413862), The College of Science and Engineering at the University of Minnesota, Medtronic Corporation, Schlumberger, and John Deere. J. M. T. acknowledges support from the National Science Foundation (NSF) Graduate Research Fellowship under grant no. 00006595 and the University of Minnesota Doctoral Dissertation Fellowship. We gratefully thank Professors Aditya Bhan, Cari Dutcher, Renee Frontiera, Christy Haynes, Theresa Reineke, Aaron Massari, Kevin Dorfman, and Connie Lu for leading numerous performances. We also thank Eileen Harvala, Laura Seifert, Jennifer Henderson, Kelsi Klaers, Kelly Horn, and Courtney Meeker for coordinating the organization, transportation, and logistics of the shows.",,,,"Pratt, J.M., Yezierski, E.J., Characterizing the Landscape: Collegiate Organizations' Chemistry Outreach Practices (2017) J. Chem. Educ., 95, pp. 7-16; Graham, M.J., Frederick, J., Byars-Winston, A., Hunter, A.-B., Handelsman, J., Increasing Persistence of College Students in STEM (2013) Science, 341, pp. 1455-1456; Pratt, J.M., Yezierski, E.J., A Novel Qualitative Method to Improve Access, Elicitation, and Sample Diversification for Enhanced Transferability Applied to Studying Chemistry Outreach (2018) Chem. Educ. Res. Pract., 19, pp. 410-430; Rushton, G.T., Criswell, B.A., Cutting-Edge and Cross-Cutting: Connecting the Dots between Nanotechnology and High School Chemistry (2012) J. Chem. Educ., 89, pp. 1217-1219; Ting, J.M., Ricarte, R.G., Schneiderman, D.K., Saba, S.A., Jiang, Y., Hillmyer, M.A., Bates, F.S., Lodge, T.P., Polymer Day: Outreach Experiments for High School Students (2017) J. Chem. Educ., 94, pp. 1629-1638; (2019) Kate the Chemist; 2018, , https://www.katethechemist.com/, (accessed Jan 7); (2019) University of Wisconsin Professor Wins ACS' Grady-Stack Award for Science Communication, 2017, , https://www.acs.org/content/acs/en/pressroom/newsreleases/2017/august/university-of-wisconsin-professor-wins-acs-grady-stack-award-for-science-communication.html, (accessed Jan 7); Shakhashiri, B.Z., (1983) Chemical Demonstrations: A Handbook for Teachers of Chemistry, 1. , University of Wisconsin Press: Madison, WI; Shakhashiri, B.Z., (1985) Chemical Demonstrations: A Handbook for Teachers of Chemistry, 2. , University of Wisconsin Press: Madison, WI; Shakhashiri, B.Z., (1989) Chemical Demonstrations: A Handbook for Teachers of Chemistry Vol 3, , University of Wisconsin Press: Madison, WI; Shakhashiri, B.Z., (1992) Chemical Demonstrations: A Handbook for Teachers of Chemistry Vol 4, , University of Wisconsin Press: Madison, WI; Shakhashiri, B.Z., (2011) Chemical Demonstrations: A Handbook for Teachers of Chemistry Vol 5, , University of Wisconsin Press: Madison, WI; Eldridge, D.S., Using Elephant's Toothpaste as an Engaging and Flexible Curriculum Alignment Project (2015) J. Chem. Educ., 92, pp. 1406-1408; (2019) Science Is Fun and the Joy of Learning; MIT Chemistry behind the Magic, , https://www.youtube.com/watch?v=YrgrcBxcBiw, (accessed Jan 7); Dekorver, B.K., Choi, M., Towns, M., Exploration of a Method to Assess Children's Understandings of a Phenomenon after Viewing a Demonstration Show (2016) J. Chem. Educ., 94, pp. 149-156; Kerby, H.W., Cantor, J., Weiland, M., Babiarz, C., Kerby, A.W., Fusion Science Theater PresentsThe Amazing Chemical Circus:A New Model of Outreach That Uses Theater to Engage Children in Learning (2010) J. Chem. Educ., 87, pp. 1024-1030; Kerby, H.W., Dekorver, B.K., Cantor, J., Weiland, M.J., Babiarz, C.L., Demonstration Show That Promotes and Assesses Conceptual Understanding Using the Structure of Drama (2016) J. Chem. Educ., 93, pp. 613-618; Kerby, H.W., Dekorver, B.K., Cantor, J., Fusion Story Form: A Novel, Hybrid Form of Story That Promotes and Assesses Concept Learning (2018) Int. J. Sci. Educ., 40, pp. 1774-1794; Rumford, B., An inquiry concerning the source of the heat which is excited by friction (1798) Philos. Trans. R. Soc. London, 88, pp. 80-102; (2019) Next Generation Science Standards, , https://www.nextgenscience.org/topic-arrangement/4energy, (accessed Jan 7); Lewis, E.L., Linn, M.C., Heat Energy and Temperature Concepts of Adolescents, Adults, and Experts: Implications for Curricular Improvements (1994) J. Res. Sci. Teach., 31, pp. 657-677; Bain, K., Moon, A., Mack, M.R., Towns, M.H., A review of research on the teaching and learning of thermodynamics at the university level (2014) Chem. Educ. Res. Pract., 15, pp. 320-335; Cheong, I.P.-A., Johari, M., Said, H., Treagust, D.F., What Do You Know about Alternative Energy? Development and Use of a Diagnostic Instrument for Upper Secondary School Science (2014) Int. J. Sci. Educ., 37, pp. 210-236; Dewaters, J., Qaqish, B., Graham, M., Powers, S., Designing an Energy Literacy Questionnaire for Middle and High School Youth (2013) J. Environ. Educ., 44, pp. 56-78; Wink, D.J., The Conversion of Chemical Energy: Part 1. Technological Examples (1992) J. Chem. Educ., 69, pp. 108-111; Ridgway, A., (2019) Windows Soak Up the Sun's Power to Create Energy, , http://www.newsweek.com/2014/09/26/windows-soak-suns-power-create-energy-271741.html, (accessed Jan 7); McGarry, K.A., Hurley, K.R., Volp, K.A., Hill, I.M., Merritt, B.A., Peterson, K.L., Rudd, P.A., Tolman, W.B., Student Involvement in Improving the Culture of Safety in Academic Laboratories (2013) J. Chem. Educ., 90, pp. 1414-1417; (2019) Public Broadcasting Service Hands-On Science, Energy and U, , https://www.pbs.org/video/hands-on-science-102-hk63yb/, (accessed Jan 7); (2019), https://www1.iclicker.com/products/iclicker-2/, i>clicker. (accessed Jan 7); (2019), http://www.tental.net/, TenTal Software Ltd. (accessed Jan 7); Coe, R., It's the Effect Size, Stupid: What Effect Size Is and Why It Is Important (2002) Annual Conference of the British Educational Research Association, , Exeter, UK; Schroeder, J., Murphy, K.L., Holme, T.A., Investigating Factors That Influence Item Performance on ACS Exams (2011) J. Chem. Educ., 89, pp. 346-350; Krosnick, J.A., Presser, S., (2010) Handbook of Survey Research, , 2 nd ed. Emerald Group Publishing; Borgers, N., Hox, J., Sikkel, D., Response Effects in Surveys on Children and Adolescents: The Effect of Number of Response Options, Negative Wording, and Neutral Mid-Point (2004) Qual. Quantity, 38, pp. 17-33; Aschbacher, P.R., Li, E., Roth, E.J., Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine (2010) J. Res. Sci. Teach., 50, pp. 564-582; Katz, P., McGinnis, J.R., Hestness, E., Riedinger, K., Marbach-Ad, G., Dai, A., Pease, R., Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A Focus on Drawings as Evidence (2010) Int. J. Sci. Educ., 33, pp. 1169-1197; Finkenstaedt-Quinn, S.A., Hudson-Smith, N.V., Styles, M.J., Maudal, M.K., Juelfs, A.R., Haynes, C.L., Expanding the Educational Toolset for Chemistry Outreach: Providing a Chemical View of Climate Change Through Hands-on Activities and Demonstrations Supplemented with TED-Ed Videos (2018) J. Chem. Educ., 95, pp. 985-990; (2019) National Institute for STEM Education, , https://nise.institute/, (accessed Jan 7)","Blank, D.A.; Department of Chemistry, University of MinnesotaUnited States; email: blank@umn.edu",,,American Chemical Society,,,,,24701343,,,,English,ACS Omega,Article,Final,Open Access,Scopus,2-s2.0-85061158287
"Ghanaat Pisheh E.A., NejatyJahromy Y., Gargari R.B., Hashemi T., Fathi-Azar E.",57196050294;35792415400;54894208300;46461489700;15753746700;,Effectiveness of clicker-assisted teaching in improving the critical thinking of adolescent learners,2019,Journal of Computer Assisted Learning,35,1,,82,88,,,10.1111/jcal.12313,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053556238&doi=10.1111%2fjcal.12313&partnerID=40&md5=8edc9e79dffab27361d74996b19e49ec,"Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran; Institute for Physical and Theoretical Chemistry, University of Bonn, Bonn, Germany","Ghanaat Pisheh, E.A.; NejatyJahromy, Y., Institute for Physical and Theoretical Chemistry, University of Bonn, Bonn, Germany; Gargari, R.B., Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran; Hashemi, T., Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran; Fathi-Azar, E., Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran","The effect of the implementation of student response systems (SRSs) in teaching on the critical thinking (CT) of young students was investigated. The study benefited from a quasi-experimental design and a pretest/posttest set-up. Subjects consisted of 156 K-8 students in Tehran during 2016–2017, selected through a multistage cluster sampling, and randomly assigned to either the experimental group (EG) or the control group (CG). The regular curriculum of the students contained a weekly session of a course titled “Thinking and Lifestyle.” Ten sessions of the course were conducted using SRS (aka clickers) for EG, whereas CG kept receiving the same content in the conventional form. The teaching period was followed by the posttest. ANCOVA showed that, in contrast with CG, EG scored significantly higher on CT test after the intervention. The effect was shown to be only significant for the students at the lower side of the performance spectrum. Thus, in this inaugural study of clickers in schools in Iran, it was empirically demonstrated that clickers, as a relatively new piece of technology, can be successfully utilized during early adolescence in the pedagogical strategies in general and for the improvement of CT of students in particular. © 2018 John Wiley & Sons Ltd",adolescent learning; clicker; critical thinking; student response systems,,,,,,,,,,,,"Abrami, P.C., Bernard, R.M., Borokhovski, E., Waddington, D.I., Wade, C.A., Persson, T., Strategies for teaching students to think critically (2015) Review of Educational Research, 85 (2), pp. 275-314. , https://doi.org/10.3102/0034654314551063; Adam, A., Manson, T.M., Using a pseudoscience activity to teach critical thinking (2014) Teaching of Psychology, 41 (2), pp. 130-134. , https://doi.org/10.1177/0098628314530343; Angeli, C., Valanides, N., Instructional effects on critical thinking: Performance on ill-defined issues (2009) Learning and Instruction, 19 (4), pp. 322-334. , https://doi.org/10.1016/j.learninstruc.2008.06.010; Arner, A., How do clickers affect student engagement and test performance? (2010) Journal of Teacher Initiated Research (JTIR), 7 (1), pp. 33-42; Barr, M.L., Encouraging college student active engagement in learning: Student response methods and anonymity (2017) Journal of Computer Assisted Learning, 33 (6), pp. 621-632. , https://doi.org/10.1111/jcal.12205; Barth-Cohen, L.A., Smith, M.K., Capps, D.K., Lewin, J.D., Shemwell, J.T., Stetzer, M.R., What are middle school students talking about during clicker questions? Characterizing small-group conversations mediated by classroom response systems (2016) Journal of Science Education and Technology, 25 (1), pp. 50-61. , https://doi.org/10.1007/s10956-015-9576-2; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Bonaiuti, G., Calvani, A., Piazza, D., Increasing classroom engagement and student comprehension through the use of clickers: An Italian secondary school experience (2015) REM–Research on Education and Media, 5 (1), pp. 95-108; Cain, H.R., Giraud, V., Stedman, N.L.P., Adams, B.L., Critical thinking skills evidenced in graduate students blogs (2012) Journal of Leadership Education, 11 (2), pp. 72-87; Duron, R., Limbach, B., Waugh, W., Critical thinking framework for any discipline (2006) International Journal of Teaching and Learning in Higher Education, 17 (2), pp. 160-166; Dwyer, C.P., Hogan, M.J., Stewart, I., An integrated critical thinking framework for the 21st century (2014) Thinking Skills and Creativity, 12, pp. 43-52. , https://doi.org/10.1016/j.tsc.2013.12.004; Encarnacion, M., (2014) Does the use of clickers while incorporating small groups discussion increase student learning in the chemistry classroom, , Long Beach, California State University; Ennis, R.H., (2009) An annotated list of critical thinking tests, , http://www.criticalthinking.net/TestListRevised11-27-09.pdf, Retrieved October 15, 2017, from; Ennis, R.H., Millman, J., Tomko, T.N., (2005) Cornell critical thinking tests level X & level Z manual: [includes administration, scoring, validity, user norms, reliability, constistency, item analysis, answers], , Seaside, CA, USA, Critical thinking; Faria, M., Navarro, A., Luckenbach, T., Piña, B., Barata, C., Characterization of the multixenobiotic resistance (MXR) mechanism in embryos and larvae of the zebra mussel (Dreissena polymorpha) and studies on its role in tolerance to single and mixture combinations of toxicants (2011) Aquatic Toxicology, 101 (1), pp. 78-87. , https://doi.org/10.1016/j.aquatox.2010.09.004; Fathi Azar, E., Adib, Y., Hashemi, T., Badri Gargari, R., Gharibi, H., Effective of strategic training of thinking on critical thinking in students (2013) Quarterly Journal of Psychology, 8 (29), pp. 195-216; Flores, K.L., Matkin, G.S., Burbach, M.E., Quinn, C.E., Harding, H., Deficient critical thinking skills among college graduates: Implications for leadership (2012) Educational Philosophy and Theory, 44 (2), pp. 212-230. , https://doi.org/10.1111/j.1469-5812.2010.00672.x; Franco, A., What do Ode to Joy, the Nobel Peace Prize, umbrellas and cartoons have in common? Why critical thinking matters and how higher education moulds (2016) Higher Education for the Future, 3 (1), pp. 108-124. , https://doi.org/10.1177/2347631115610231; Gadzella, B.M., Ginther, D.W., Bryant, G.W., Prediction of performance in an academic course by scores on measures of learning style and critical thinking (1997) Psychological Reports, 81 (2), pp. 595-602. , https://doi.org/10.2466/pr0.1997.81.2.595; Gormley, W.T., (2017) The critical advantage: Developing critical thinking skills in school; Groarke, L., Johnson, R.H., Sobocan, J., Ellett, F.S., (2009) Critical thinking education and assessment: Can higher order thinking be tested?, , London, Ont., Canada, Althouse Press; Halpern, D.F., (2014) Thought and knowledge: An introduction to critical thinking, , New York, NY, USA, Psychology Press; Hatcher, D.L., Which test? Whose scores? 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(2010) Computers in Human Behavior, 26 (4), pp. 556-561; Lee, H., Feldman, A., Beatty, I.D., Factors that affect science and mathematics teachers' initial implementation of technology-enhanced formative assessment using a classroom response system (2012) Journal of Science Education and Technology, 21 (5), pp. 523-539. , https://doi.org/10.1007/s10956-011-9344-x; Lowery, R.C., (2006) Clickers in the classroom: A comparison of interactive student-response keypad systems, , In Proceedings for the National Technology and Social Science Conference, USA. 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Mishra, (Eds.),, Nashville, Tennessee, USA, Association for the Advancement of Computing in Education (AACE); Snodgrass, S., Wiki activities in blended learning for health professional students: Enhancing critical thinking and clinical reasoning skills (2011) Australasian Journal of Educational Technology, 27 (4), pp. 563-580; Szwed, K., Bouck, E.C., Clicking away: Repurposing student response systems to lessen off-task behavior (2013) Journal of Special Education Technology, 28 (2), pp. 1-12. , https://doi.org/10.1177/016264341302800201; Ulbig, S.G., I like the way this feels: Using classroom response system technology to enhance tactile learners' introductory American government experience (2016) Journal of Political Science Education, 12 (1), pp. 41-57. , https://doi.org/10.1080/15512169.2015.1063435; Ulbig, S.G., Notman, F., Is class appreciation just a click away?: Using student response system technology to enhance shy students' introductory American government experience (2012) Journal of Political Science Education, 8 (4), pp. 352-371. , https://doi.org/10.1080/15512169.2012.729450","NejatyJahromy, Y.; Institute for Physical and Theoretical Chemistry, University of BonnGermany; email: ynejaty@ucdavis.edu",,,Blackwell Publishing Ltd,,,,,02664909,,,,English,J. Comput. Assisted Learn.,Article,Final,,Scopus,2-s2.0-85053556238
"Grant R.A., Warrior J.R.",57201214110;57205079078;,Clicker training increases exploratory behaviour and time spent at the front of the enclosure in shelter cats; Implications for welfare and adoption rates,2019,Applied Animal Behaviour Science,211,,,77,83,,,10.1016/j.applanim.2018.12.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058433439&doi=10.1016%2fj.applanim.2018.12.002&partnerID=40&md5=d2834a2801b4b7d9e6133be6a20543db,"Faculty of Arts, Science, and Technology, University of Northampton, United Kingdom; Oxford Brookes University, Gypsy Lane, Oxford, United Kingdom","Grant, R.A., Faculty of Arts, Science, and Technology, University of Northampton, United Kingdom; Warrior, J.R., Oxford Brookes University, Gypsy Lane, Oxford, United Kingdom","The rescue shelter environment is known to be stressful for domestic cats, which can lead to them becoming less active, playful and exploratory as well as spending a long time hiding. Early adoption can prevent long term stress in shelter cats, but adopters often look at behaviour and friendliness as criteria when choosing a cat to rehome. This study aimed to test the efficacy of a clicker training intervention to promote behaviours indicative of improved welfare and increase the potential adoptability of cats in rescue shelters. Twelve cats were clicker trained over two weeks their behaviour and response to humans was recorded before and after the training schedule. Cats showed significantly more exploratory behaviour, a decrease in inactivity and spent more time at the front of their enclosures after training. Four of the cats which failed the human approach test initially, passed it after training but this result was nonsignificant. Clicker training may be a simple and rapid way to improve welfare and adoptability in rescue cats. © 2018 Elsevier B.V.",Adoption; Cats; Clicker-training; Inactivity; Shelter; Stress,activity pattern; adoption behavior; animal welfare; behavioral response; captive population; environmental stress; felid; shelter; training; Felis catus,,,,,,,,,,,"Alberthsen, C., Rand, J.S., Bennett, P.C., Paterson, M., Lawrie, M., Morton, J.M., Cat admissions to RSPCA shelters in Queensland, Australia: description of cats and risk factors for euthanasia after entry (2013) Aust. Vet. J., 91 (1-2), pp. 35-42; Amat, M., Camps, T., Manteca, X., Stress in owned cats: behavioural changes and welfare implications (2016) J. Feline Med. Surg., 18 (8), pp. 577-586; Arhant, C., Troxler, J., Is there a relationship between attitudes of shelter staff to cats and the cats’ approach behaviour? (2017) Appl. Anim. Behav. 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(2014) Appl. Anim. Behav. Sci., 160, pp. 86-93; Ward, S.J., Melfi, V., The implications of husbandry training on zoo animal response rates (2013) Appl. Anim. Behav. Sci., 147 (1), pp. 179-185; Wells, D.L., Sensory stimulation as environmental enrichment for captive animals: a review (2009) Appl. Anim. Behav. Sci., 118 (1), pp. 1-11; Westlund, K., Training is enrichment—and beyond (2014) Appl. Anim. Behav. Sci., 152, pp. 1-6","Grant, R.A.; Faculty of Arts, Science, and Technology, University of NorthamptonUnited Kingdom; email: rachel.grant@northampton.ac.uk",,,Elsevier B.V.,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,,Scopus,2-s2.0-85058433439
"Tee K.P.L., Teo P.H.L., Rasiah R.",57202012990;57209362735;57191888456;,Evaluating the influence of student response systems on university students’ learning,2019,Journal of Engineering Science and Technology,14,,,111,119,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067569950&partnerID=40&md5=e89629279808861d028c7d437c07def5,"School of Liberal Arts and Sciences, Taylor’s University, Taylor’s Lakeside Campus, No. 1 Jalan Taylor’s, Subang Jaya, Selangor DE  47500, Malaysia; Taylor’s Business School, Taylor’s University, Taylor’s Lakeside Campus, No. 1 Jalan Taylor’s, Subang Jaya, Selangor Darul Ehsan  47500, Malaysia","Tee, K.P.L., School of Liberal Arts and Sciences, Taylor’s University, Taylor’s Lakeside Campus, No. 1 Jalan Taylor’s, Subang Jaya, Selangor DE  47500, Malaysia; Teo, P.H.L., School of Liberal Arts and Sciences, Taylor’s University, Taylor’s Lakeside Campus, No. 1 Jalan Taylor’s, Subang Jaya, Selangor DE  47500, Malaysia; Rasiah, R., Taylor’s Business School, Taylor’s University, Taylor’s Lakeside Campus, No. 1 Jalan Taylor’s, Subang Jaya, Selangor Darul Ehsan  47500, Malaysia","Technology has certainly changed the paradigm of classroom teaching globally. This has led to educators in introducing and integrating creative and interactive technologies in their instruction such as Student Response System (SRS). The purpose of this paper is to investigate the effects of SRS on students’ learning experience specifically on students’ concentration, engagement, enjoyment and motivation. In the Descriptive Statistics analysis, it is found that the highest average score of 4.47 out of 5 reflected the statement that students loved answering questions in class using the SRS tools. The second highest average score of 4.46 was reflected in the statement that students wished that the Student Response System was used in other classes. The SRS system was also perceived to be a useful tool for learning (score of 4.45), as it made the lessons more engaging (score of 4.41). Students perceived that the SRS has improved their overall learning experience (score of 4.30), as it was fun and interesting (score of 4.33). It is interesting to note that the SRS system was evidently perceived to have allowed students to keep their focus on the topics (score of 4.25), as students found themselves enjoying the lessons more (score of 4.24) and gaining more knowledge (score of 4.22) after completing the SRS activities. Based on the Multiple Linear Regression Analysis, the R-Square value of 0.531 demonstrates that 53.1% of the variations in students’ learning experience is explained by the variations in the independent variables (IVs). The F-Stat reveals that the model is valid with a good model fit. The regression results demonstrate the empirical evidence that SRS-Engagement, SRS-Enjoyment and SRS-Motivation are significant predictors of Students’ Learning Experience, while SRS-Concentration is not a significant predictor. In conclusion, the SRS tools used in this study provided students with positive learning experience when the students’ engagement, enjoyment and motivation increased. This indicated that the SRS tools were effective teaching innovation in inducing motivation as well as engagement. © School of Engineering, Taylor’s University.",Learning experience; Motivation; Student response systems,,,,,,,,,,,,"Stickler, U., Beaven, T., Emke, M., Ernest, P., Germain-Rutherford, A., Hampel, R., Hopkins, J., Stanojevic, M.M., Stepping stones to teaching languages with technologies (2010) Developing Online Teaching Skills Special Issue, 10 (2), pp. 1-4; (2015) Malaysia education blueprint 2015-2015, , https://www.um.edu.my/docs/default-source/about-um_document/media-centre/um-magazine/4-executive-summary-pppm-2015-2025.pdf, Retrieved April 21, 2018 from; Kaur, M., Blended learning - Its challenges and future (2013) Procedia - Social and Behavioral Sciences, 93, pp. 612-617; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Caldwell, J.E., Clickers in the large classroom: Current research and best practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 1-83; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers and Education, 82, pp. 217-227; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Khichadia, S., Geddes, B., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76 (2), pp. 171-178; Masikunas, G., Panayiotidis, A., Burke, L., The use of electronic voting systems in lectures within business and marketing: A case study of their impact on student learning (2007) Research in Learning Technology, 15 (1), pp. 3-20; Blood, E., Effects of student response systems on participation and learning of students with emotional and behavioral disorders (2010) Behavioral Disorders, 35 (3), pp. 214-228; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instruction explanation increases student learning from in-class concept questions (2011) CBE Life Sciences Education, 10 (1), pp. 55-63; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) E-Journal of Business Education and Scholarship of Teaching, 3 (1), pp. 1-17; Liu, X., Liu, S., Lee, H.-S., Magjuka, R.J., Culture difference in online learning: International student perceptions (2010) Journal of Education Technology and Society, 13 (3), pp. 177-188; Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., Yoon, K.S., What makes professional development effective? Results from a national sample of teachers (2001) American Educational Research Journal, 38 (4), pp. 915-945; Cavanagh, M., Students’ experiences of active engagement through cooperative learning activities in lectures (2011) Active Learning in Higher Education, 12 (1), pp. 23-33; Cardoso, W., Learning a foreign language with a learner responsive system: The students’ perspective (2011) Computer Assisted Language Learning, 24 (5), pp. 393-417; Smith, K.A., Sheppard, S.D., Johnson, D.W., Johnson, R.T., (2005) The Research Journal for Engineering Education, 94 (1), pp. 87-101; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30 (7), pp. 603-607; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers and Education, 62, pp. 102-110; Dervan, P., Enhancing in-class student engagement using socrative (an Online Student Response System): A report (2014) AISHE-J, 6 (3), pp. 1801-18013; Han, J.H., Finkelstein, A., Understanding the effects of professors’ pedagogical development with clicker assessment and feedback technologies and the impact on students’ engagement and learning in higher education (2013) Computers and Education, 65, pp. 64-76; McLoone, S., Brennan, C., Use and evaluation of a smart device student response system in an undergraduate mathematics classroom (2015) AISHE-J, 7 (3), pp. 2431-24319; Mork, C.-M., Benefits of using online student response systems in Javanese EFL classrooms (2014) The Jalt Call Journal, 10 (2), pp. 127-137; Johnson, K., Lillis, C., Clickers in the laboratory: Student thoughts and views (2010) Interdisciplinary Journal of Information, Knowledge, and Management, 5 (1), pp. 139-151; Bojinova, E.D., Oigara, J.N., Teaching and learning with clickers: Are clickers good for students? (2011) Interdisciplinary Journal of E-Learning and Learning Objects, 7, pp. 169-184; Wang, A.I., Lieberoth, A., The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! (2016) Proceedings of the 10th European Conference on Game Based Learning, p. 10. , (ECGBL). Paisley, Scotland; Wang, A.I., Zhu, M., Saetre, R., The effect of digitizing and gamifying quizzing in classrooms (2016) Proceedings of the 10th European Conference on Game Based Learning, pp. 729-737. , (ECGBL). Paisley, Scotland; Nunnally, J.C., (1978) Psychometric theory, , (2nd ed.). New York, United States of America: McGraw-Hill; Chaiyo, Y., Nokham, R., The effect of Kahoot, Quizizz and Google forms on the student’s perception in the classrooms response system (2017) Proceedings of the International Conference on Digital Arts, Media and Technology, pp. 178-182. , (ICDAMT). Chiangmai, Thailand","Tee, K.P.L.; School of Liberal Arts and Sciences, Taylor’s University, Taylor’s Lakeside Campus, No. 1 Jalan Taylor’s, Malaysia; email: PeiLeng.Tee@taylors.edu.my",,,Taylor's University,,,,,18234690,,,,English,J. Eng. Sci. Technol.,Article,Final,,Scopus,2-s2.0-85067569950
Kent D.,57193322330;,Technique efficacy when using a student response system in the reading classroom,2019,Language Learning and Technology,23,1,,26,35,,1.0,10.125/44668,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063594266&doi=10.125%2f44668&partnerID=40&md5=1867e7cbff7ad14b3ccaf59340376236,"Endicott College of International Studies, Woosong University, South Korea","Kent, D., Endicott College of International Studies, Woosong University, South Korea","Although studies using student response systems (SRSs) within the English as a foreign language (EFL) classroom are relatively rare, there is increasing evidence from a range of disciplines to highlight the potential behind application of these systems for student learning. Consequently, this study contributes to filling this gap by demonstrating the efficacy of SRS-integration in the EFL reading classroom for formative assessment when supported by teacher-interaction and peer-interaction utilization techniques. Relying on a quasi-experimental design, results suggest that a Plickers SRS-integrated classroom can provide a digitally interactive learning environment and active learning opportunities, particularly when coupled with a peer-interaction technique. It also enhances Korean EFL learner engagement with content while supporting the development of reading comprehension skills. Further, findings indicate that learners are receptive to ongoing SRS utilization as an alternative to traditional methods, viewing it as useful for highlighting their knowledge gaps, focusing their attention, and stimulating their engagement. © 2019 David Kent.",Active learning; Formative assessment; Reading comprehension,,,,,,,,,,,,"Agbatogun, A., Developing learners' second language communicative competence through active learning: Clickers or communicative approach? (2014) Educational Technology & Society, 17 (2), pp. 257-269; Ayu, M., Taylor, K., Mantoro, T., (2009) Active learning: Engaging students in the classroom using mobile phones, , Paper presented at the IEEE Symposium on Industrial Electronics and Applications, Kuala Lumpur, Malaysia; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18, pp. 146-162; Cordoso, W., Learning a foreign language with a learner responsive system: The students' perspective (2011) Computer Assisted Language Learning, 24 (5), pp. 393-417. , https://doi.org/10.1080/09588221.2011.567354; Crossgrove, K., Curran, K., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBA: Life Sciences Education, 7, pp. 146-154; Curtrim Schmid, E., Enhancing performance knowledge and self-esteem in classroom language learning: The potential of the ACTIVote system component of interactive whiteboard technology (2007) System, 35, pp. 119-133; Curtrim Schmid, E., Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology (2008) Computers & Education, 51 (4), pp. 1553-1568; Espey, L., Brindle, S., Click, click, WOW! Engaging students with student response systems (2010) Proceedings of Society for Information Technology & Teacher Education International Conference, pp. 2708-2714. , In D. Gibson & B. Dodge (Eds.); Fraenkel, J., Wallen, N., Hyun, H., (2012) How to design and evaluate research in education, , New York, NY: McGraw Hill; Ghaith, G., Effects of the learning together model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation (2003) Bilingual Research Journal, 27 (3), pp. 451-474. , https://doi.org/10.1080/15235882.2003.10162603; Gok, T., An evaluation of student response systems from the viewpoint of instructors and students (2011) TOJET: The Turkish Online Journal of Educational Technology, 10 (4), pp. 67-83. , http://www.tojet.net/articles/v10i4/1048.pdf; Heaslip, G., Donovan, P., Cullen, J., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24; Hung, H.T., The integration of a student response system in flipped classrooms (2017) Language Learning & Technology, 21 (1), pp. 16-27; Hurst, B., Wallace, R., Nixon, S., The impact of social interaction on student learning (2013) Reading Horizons, 52 (4), pp. 375-398; Johnson, L., Adams Becker, S., Estrada, V., Freeman, A., (2015) NMC Horizon Report: 2015 Higher Education Edition, , Austin, TX: The New Media Consortium; Kalinowski, K., Jones, G., Student response systems in education: Past, present, and future (2005) Proceedings of EdMedia: World Conference on Educational Media and Technology, pp. 2454-2459. , In P. Kommers & G. Richards (Eds.), Chesapeake, VA: Association for the Advancement of Computing in Education; Kent, D., Mobile ELT: East and South of the Red Sea (2015) Arab World English Journal, 2, pp. 6-21. , https://doi.org/10.2139/ssrn.2843974; Kent, D., Jones, M., Smarter use of smartphones: Extending the use of QR codes in the classroom (2012) The English Connection, 16 (2), pp. 24-25; Kent, D., Jones, M., Using smartphones to create and deliver learner-generated video content for tasks (2012) STEM Journal, 13 (3), pp. 105-133; Ketabi, S., Ketabi, S., Classroom and formative assessment in second/foreign language teaching and learning (2014) Theory and Practice in Language Studies, 4 (2), pp. 435-440; Kim, D., Al-Mubaid, H., Yue, K., Rizk, N., (2011) From expectation to actual perception after experience: A longitudinal study of the perceptions of student response systems, , Paper presented at the 17th Americas Conference on Information Systems, Detroit, MI; Lam, S., Wong, K., Mohan, J., Xu, D., Lam, P., Classroom communication on mobile phones: First experiences with web-based clicker system (2011) Paper presented at the Australasian Society for Computers in Learning in Tertiary Education Conference, , http://www.ascilite.org/conferences/hobart11/downloads/papers/Lam-full.pdf, Hobart, Tasmania; Lan, Y., Sung, Y., Chang, K., A mobile-device-supported peer-assisted learning system for collaborative early EFL reading (2007) Language Learning & Technology, 11 (3), pp. 130-151; Lee, C., Oh, E., Exploring the effects of a learner response system on EFL reading (2014) Multimedia Assisted Language Learning, 17 (2), pp. 130-151; Love, M., Changing habits through a pedagogy of engagement: Student-fronted discussions and appropriat(iv)e responses in TESOL seminars (2012) Critical ELT practices in Asia: Key issues, practices, and possibilities, pp. 85-110. , In K. 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Pederson (Eds.), Rotterdam, Netherlands: Sense; Mazur, E., (1997) Peer instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall; Mendez-Coca, D., Slisko, J., Software 'Socrative' and smartphones as tools for implementation of basic process of active physics learning in classroom: An initial feasibility study with prospective teachers (2013) European Journal of Physics Education, 4 (2), pp. 17-24; Micheletto, M.J., Conducting a classroom mini-experiment using an audience response system: Demonstrating the isolation effect (2011) Journal of College Teaching and Learning, 8 (8), pp. 1-13; Monk, C., Benefits of using online student response systems in Japanese EFL classrooms (2014) JALT CALL Journal, 10 (2), pp. 127-137; Novak, G., Patterson, E.T., Gavrin, A.D., Christian, W., (1999) Just-in-time teaching: Blending active learning with web technology, , Upper Saddle River, NJ: Prentice Hall; Philp, J., Adams, R., Iwashita, N., (2014) Peer interaction and second language learning, , London, UK: Routledge; Premkumar, K., Use of student response systems for summative assessments (2016) Creative Education, 7, pp. 1851-1860. , https://doi.org/10.4236/ce.2016.713187; Smith, L., Mare, N., (2015) Reading for Today 1: Themes, , (4th ed.) Boston, MA: National Geographic Learning; Sundqvist, P., Sylvén, L.K., (2016) Extramural English in teaching and learning: From theory and research to practice, , London, UK: Palgrave Macmillan; Taylor, M., (2016) Raise your cards! A look at Plickers in an adult learning environment, , Paper presented at the Summer Institute on Distance Learning and Instructional Technology Conference, Overland Park, KS; Voelkel, S., Bennet, D., New uses of familiar technology: Introducing mobile phone polling in large classes (2014) Innovations in Education and Teaching International, 51 (1), pp. 46-58; Wong, A., Classroom response systems and student performance improvement: Local versus international students (2016) Journal of Teaching in International Business, 27 (4), pp. 197-208; Yim, S.Y., EFL young learners: Their imagined communities and language learning (2016) ELT Journal, 70 (1), pp. 57-65; Yoon, S.Y., Using learner response systems for EFL classrooms: Students' perspectives and experience (2017) Multimedia Assisted Language Learning, 20 (2), pp. 36-58; Yu, Z., The impact of clickers use on vocabulary knowledge and satisfaction in an EL class in China (2014) International Journal of Information and Communication Technology Education, 10 (3); Yu, Z., Yu, L., Correlations between learners' initial EFL proficiency and variables of clicker-aided flipped EFL class (2016) Education and Information Technologies, 22 (4), pp. 1587-1603","Kent, D.; Endicott College of International Studies, Woosong UniversitySouth Korea; email: dbkent@wsu.ac.kr",,,University of Hawaii,,,,,10943501,,,,English,Lang. Learn. Technol.,Article,Final,,Scopus,2-s2.0-85063594266
"Deshpande S., Radke U., Karemore T., Mohril R., Rawlani S., Ingole P.",26040648300;36680538900;55546028800;37011220600;36240741200;55361270400;,"A novel mobile app for oral cancer awareness amongst general population: Development, implementation, and evaluation",2019,Journal of Contemporary Dental Practice,20,2,,190,196,,,10.5005/jp-journals-10024-2496,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064764029&doi=10.5005%2fjp-journals-10024-2496&partnerID=40&md5=347dc4803edb9aa6e671ca9febe4a66b,"Department of Prosthodontics, Vidya Shikshan Prasarak Mandals Dental College and Research Centre, Nagpur, Maharashtra, India; Department of Oral Medicine and Radiology, Vidya Shikshan Prasarak Mandals Dental College and Research Centre, Nagpur, Maharashtra, India; Department of Oral Pathology, Vidya Shikshan Prasarak Mandals Dental College and Research Centre, Nagpur, Maharashtra, India; Department of Public Health Dentistry, Vidya Shikshan Prasarak Mandals Dental College and Research Centre, Nagpur, Maharashtra, India; Department of Oral Surgery, Vidya Shikshan Prasarak Mandals Dental College and Research Centre, Nagpur, Maharashtra, India","Deshpande, S., Department of Prosthodontics, Vidya Shikshan Prasarak Mandals Dental College and Research Centre, Nagpur, Maharashtra, India; Radke, U., Department of Prosthodontics, Vidya Shikshan Prasarak Mandals Dental College and Research Centre, Nagpur, Maharashtra, India; Karemore, T., Department of Oral Medicine and Radiology, Vidya Shikshan Prasarak Mandals Dental College and Research Centre, Nagpur, Maharashtra, India; Mohril, R., Department of Oral Pathology, Vidya Shikshan Prasarak Mandals Dental College and Research Centre, Nagpur, Maharashtra, India; Rawlani, S., Department of Public Health Dentistry, Vidya Shikshan Prasarak Mandals Dental College and Research Centre, Nagpur, Maharashtra, India; Ingole, P., Department of Oral Surgery, Vidya Shikshan Prasarak Mandals Dental College and Research Centre, Nagpur, Maharashtra, India","Aim: To develop a mobile app for education and screening regarding oral cancer in the general population. Materials and methods: A mobile app titled Prayaas-Oral Cancer Prevention, Treatment, and Rehabilitation was designed and developed to be installed on a basic mobile handset with or without internet. It was aimed for the common public, patients as well as healthcare providers. The contents included all information in the pictorial format as well as videos regarding oral cancer awareness, tobacco de-addiction, self-oral examination, various surgeries, and rehabilitation options. It was pilot tested in 50 factory workers of rural set-up. Participants' feedback was recorded using a selfreport questionnaire. Results: Overall feedback was very positive, they found the app easy to operate, enhancing knowledge regarding oral cancer and they recommended this to be used for the general population. Conclusions: Within limitations of this pilot study, it can be inferred that mobile technology can be successfully used to reach out to bottom of the pyramid population residing in inaccessible rural population for creating public health issues such as oral cancer. Clinical significance: Oral cancer is preventable through risk factor intervention especially tobacco de-addiction. The selforal examination can be a very critical factor in early diagnosis of oral cancer. Access to care is a major issue in our country owing to low levels of education, lower income and exposure to risk factors such as tobacco. The fact that today there is widespread use of mobile technology by people belonging to all socioeconomic groups can be harnessed for this public health awareness initiative. This app can be used as a tool for patient education for prevention as well as early detection of oral cancer, both of which can be key to reduce oral cancer morbidity and mortality in India. © 2019, Jaypee Brothers Medical Publishers (P) Ltd.",Mobile app; Oral cancer; Tobacco deaddiction,human; India; mobile application; mouth tumor; pilot study; questionnaire; Humans; India; Mobile Applications; Mouth Neoplasms; Pilot Projects; Surveys and Questionnaires,,,,,,,,,,,"Petersen, P.E., Oral cancer prevention and control-The approach of the World Health Organization (2009) Oral oncology, 45 (4), pp. 454-460. , May 31; Saranath, D., Khanna, A., Current status of cancer burden: global and Indian scenario (2014) Biomed Res J, 1 (1), pp. 1-5; Sankaranarayanan, R., (1990) Oral cancer in India: An epidemiologic and clinical review, 69 (3), pp. 325-330; Nassem, S., (2005) Oral and dental diseases: Causes, prevention and treatment strategies National commission on macroeconomics and health, pp. 275-298. , Govt of India; Fiordelli, M., Diviani, N., Schulz, P.J., Mapping mHealth research: a decade of evolution (2013) Journal of medical Internet research, 15 (5). , May; Terry, M., Medical apps for smartphones. Telemedicine and e-Health 2010, 16 (1), pp. 17-23. , Jan 1; Boulos, M.N., Brewer, A.C., Karimkhani, C., Buller, D.B., Dellavalle, R.P., Mobile medical and health apps: state of the art, concerns, regulatory control and certification (2014) Online journal of public health informatics, 5 (3), p. 229; Boulos, M.N., Wheeler, S., Tavares, C., Jones, R., How smartphones are changing the face of mobile and participatory healthcare: an overview, with example from eCAALYX (2011) Biomedical engineering online, 10 (1), p. 24. , Dec; Martínez-Pérez, B., De La Torre-Díez, I., López-Coronado, M., Mobile health applications for the most prevalent conditions by the World Health Organization: review and analysis (2013) Journal of medical Internet research, 15 (6). , Jun; Coughlin, S., Thind, H., Liu, B., Champagne, N., Jacobs, M., Massey, R.I., Mobile phone apps for preventing cancer through educational and behavioral interventions: state of the art and remaining challenges (2016) JMIR mHealth and uHealth, 4 (2). , Apr; Lewis, T.L., A systematic self-certification model for mobile medical apps (2013) Journal of medical Internet research, 15 (4); Lewis, T.L., Wyatt, J.C., mHealth and mobile medical apps: a framework to assess risk and promote safer use (2014) Journal of medical Internet research, 16 (9). , Sep; Sankaranarayanan, R., Ramadas, K., Thomas, G., Muwonge, R., Thara, S., Mathew, B., Rajan, B., Effect of screening on oral cancer mortality in Kerala, India: a cluster-randomised controlled trial (2005) The Lancet, 365 (9475), pp. 1927-1933. , Jun 10; Lupton, D., Apps as artefacts: Towards a critical perspective on mobile health and medical apps (2014) Societies, 4 (4), pp. 606-622. , Oct29; Mosa, A.S., Yoo, I., Sheets, L., A systematic review of healthcare applications for smartphones (2012) BMC medical informatics and decision making, 12 (1), p. 67. , Dec; Zhu, J., Ebert, L., Guo, D., Yang, S., Han, Q., Chan, S.W., Mobile Breast Cancer e-Support Program for Chinese Women With Breast Cancer Undergoing Chemotherapy (Part 1): Qualitative Study of Women's Perceptions (2018) JMIR mHealth and uHealth, 6 (4). , Apr; Lee, H.Y., Koopmeiners, J.S., Rhee, T.G., Raveis, V.H., Ahluwalia, J.S., Mobile phone text messaging intervention for cervical cancer screening: changes in knowledge and behavior prepost intervention (2014) Journal of medical Internet research, 16 (8). , Aug","Deshpande, S.; Department of Prosthodontics, Vidya Shikshan Prasarak Mandals Dental College and Research CentreIndia; email: drsaeedeshpande@gmail.com",,,Jaypee Brothers Medical Publishers (P) Ltd,,,,,15263711,,,31058634.0,English,J. Contemp. Dental Pract.,Article,Final,Open Access,Scopus,2-s2.0-85064764029
"Aljaloud A., Billingsley W., Kwan P.",38361027200;14031227700;7004369297;,Factors that influence teachers’ decisions to use smartphone clicker apps to enhance teacher-student interactions in university classrooms in Saudi Arabia,2019,Learning,5,1,,67,86,,,10.1080/23735082.2018.1459802,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068912835&doi=10.1080%2f23735082.2018.1459802&partnerID=40&md5=8af0be7571cd1e41a92ea61fc0c40b75,"School of Science & Technology, University of New England, Armidale, NSW, Australia","Aljaloud, A., School of Science & Technology, University of New England, Armidale, NSW, Australia; Billingsley, W., School of Science & Technology, University of New England, Armidale, NSW, Australia; Kwan, P., School of Science & Technology, University of New England, Armidale, NSW, Australia","Smartphone clicker apps are increasingly used in university classrooms to facilitate teacher–student interaction and collaborative learning. This study aimed to identify the factors that influence teachers’ decisions to adopt smartphone clicker app technology to enhance teacher–student interactions in university classrooms in Saudi Arabia. A mixed-method study design was employed in this study. Thirty-three teachers from a Computer Science faculty completed a questionnaire and 14 of them participated in focus group interviews to provide their views. Two main findings emerged in this study: positive and significant relationships between teachers’ perceptions of the smartphone clicker app’s ease of use and its perceived usefulness; and a significant relationship between teachers’ perceptions of the usefulness of the smartphone clicker app and their attitude towards its use in the classroom. This study also identified that training on how to implement the smartphone clicker app effectively in lesson activities is a significant influence on teachers’ perceptions of the usefulness of, and their decision to use, the app. The main implication of these findings is that smartphone clicker app developers and user training coordinators must consider teachers’ perceptions of the suitability of the technology and their desire to design learning tasks to facilitate student participation and engagement. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.",Clicker apps; smartphones; teacher–student interaction; technology acceptance model; user training,,,,,,,,,,,,"Abrahamson, L., Banks, D.A., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience response systems in higher education, pp. 1-25. , Hershey, PA: Information Science Publishing,. 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The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Castillo-Manzano, J.I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Díaz, M.T., Yñiguez, R., Measuring the effect of ARS on academic performance: A global meta-analysis (2016) Computers & Education, 96 (2), pp. 109-121; Cheung, R., Vogel, D., Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning (2013) Computers & Education, 63, pp. 160-175; Davis, F.D., Bagozzi, R.P., Warshaw, P.R., User acceptance of computer technology: A comparison of two theoretical models (1989) Management Science, 35, pp. 982-1002; Davis, P.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quarterly, 13, pp. 319-339; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: A randomised trial (2007) BMC Medical Education, 7 (1), pp. 25-41; Dunn, P.K., Richardson, A., McDonald, C., Oprescu, F., Instructor perceptions of using a mobile-phone-based free classroom response system in first-year statistics undergraduate courses (2012) International Journal of Mathematical Education in Science and Technology, 43, pp. 1041-1056; Emenike, M.E., Holme, T.A., Classroom response systems have not “crossed the chasm”: Estimating numbers of chemistry faculty who use clickers (2012) Journal of Chemical Education, 89, pp. 465-469; Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E., Sendurur, P., Teacher beliefs and technology integration practices: A critical relationship (2012) Computers & Education, 59 (2), pp. 423-435; Escobar-Rodriguez, T., Monge-Lozano, P., The acceptance of Moodle technology by business administration students (2012) Computers & Education, 58, pp. 1085-1093; Green, A., (2014), https://ssrn.com/abstract=2447848, June, 9, Significant returns engagement and performance with a free clicker app,. Stetson University. :,. Retrieved from; Han, J.H., Closing the missing links and opening the relationships among the factors: A literature review on the use of clicker technology using the 3P model (2014) Educational Technology & Society, 17, pp. 150-168; Han, J.H., Finkelstein, A., Understanding the effects of professors’ pedagogical development with clicker assessment and feedback technologies and the impact on students’ engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Hernandez, B., Jimenez, J., Martin, M.J., Business management software in high-tech firms: The case of the IT services sector (2010) Journal of Business & Industrial Marketing, 25 (2), pp. 132-146; Heerink, M., Krose, B., Evers, V., Wielinga, B., Measuring acceptance of an assistive social robot: A suggested toolkit (2009) Robot and Human Interactive Communication, 2009. RO-MAN 2009. The 18th IEEE International Symposium on, , September).,. (528–533). IEEE; Huang, Y.M., The factors that predispose students to continuously use cloud services: Social and technological perspectives (2016) Computers & Education, 97, pp. 86-96; Juniwati, R., Influence of perceived usefulness, ease of use, risk on attitude and intention to shop online (2014) European Journal of Business and Management, 6, pp. 218-229; Kaleta, R., Joosten, T., Student response systems (2007) Research Bulletin, 10 (1), pp. 1-12; Kim, B., The diffusion of mobile data services and applications: Exploring the role of habit and its antecedents (2012) Telecommunications Policy, 36 (1), pp. 69-81; Kim, Y., Crowston, K., Technology adoption and use theory review for studying scientists’ continued use of cyber-infrastructure (2011) ASIST 2011, , October, 9–13, New Orleans, LA; Lai, G., Hill, V., Ma, Y., Clickers in the classroom: A business professor’s adoption of a classroom response system (2015) International Journal of Innovation and Learning, 18, pp. 451-470; Lee, D.Y., Lehto, M.R., User acceptance of YouTube for procedural learning: An extension of the technology acceptance model (2013) Computers & Education, 61, pp. 193-208; Marangunić, N., Granić, A., Technology acceptance model: A literature review from 1986 to 2013 (2015) Universal Access in the Information Society, 14 (1), pp. 81-95; (2015), April, 6th International Exhibition & Conference on Higher Education, Riyadh International Convention & Exhibition Center, Saudi Arabia; Molwus, J.J., Erdogan, B., Ogunlana, S., Using structural equation modelling (SEM) to understand the relationships among critical success factors (CSFs) for stakeholder management in construction (2017) Engineering, Construction and Architectural Management, 24 (3), pp. 426-450; Monk, S., Campbell, C., Smala, S., Aligning pedagogy and technology: A case study using clickers in a first-year university education course (2013) International Journal of Pedagogies and Learning, 8, pp. 229-241; Montgomery, D.C., Peck, E.A., Vining, G.G., (2015) Introduction to linear regression analysis, , London, UK: John Wiley & Sons; Mork, C.M., Benefits of using online student response systems in Japanese EFL classrooms (2014) JALT CALL Journal, 10 (2), pp. 127-137; Padilla-MeléNdez, A., Del Aguila-Obra, A.R., Garrido-Moreno, A., Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario (2013) Computers & Education, 63, pp. 306-317; Shieh, R.S., Chang, W., Implementing the interactive response system in a high school physics context: Intervention and reflections (2013) Australasian Journal of Educational Technology, 29, pp. 748-761; Shraim, K., Crompton, H., Perceptions of using smart mobile devices in higher education teaching: A case study from Palestine (2015) Contemporary Educational Technology, 6, pp. 1-14; Teo, T., Fan, X., Du, J., Technology acceptance among pre-service teachers: Does gender matter? (2015) Australasian Journal of Educational Technology, 31 (3), pp. 235-251; Teo, T., Milutinovic, V., Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia (2015) Australasian Journal of Educational Technology, 31 (4), pp. 363-380; Terrion, J.L., Aceti, V., Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen Chemistry students (2012) Research in Learning Technology, 20, pp. 1-11; Van Daele, T., Frijns, C., Lievens, J., How do students and lecturers experience the interactive use of handheld technology in large enrolment courses? (2016) British Journal of Educational Technology, , 48, (6), 1318-1329; Venkatesh, V., Croteau, A.M., Rabah, J., Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2.0 (2014) Paper presented at the 2014 47th Hawaii International Conference on System Sciences, , January, IEEE, &,. Waikoloa, HI; Venkatesh, V., Morris, M., Davis, G., Davis, F., User acceptance of information technology: Toward a unified view (2003) MIS Quarterly, 27 (3), pp. 425-478; Weisberg, S., (2014) Applied linear regression, , 3rd, Hoboken, NJ: John Wiley & Sons, ed; Williams, A.J., Pence, H.E., Smart phones, a powerful tool in the chemistry classroom (2011) Journal of Chemical Education, 88 (6), pp. 683-686; Yang, K., Forney, J.C., The moderating role of consumer technology anxiety in mobile shopping adoption: Differential effects of facilitating conditions and social influences (2013) Journal of Electronic Commerce Research, 14 (4), pp. 334-347; Yen, D.C., Wu, C.-S., Cheng, F.-F., Huang, Y.-W., Determinants of users’ intention to adopt wireless technology: An empirical study by integrating TTF with TAM (2010) Computers in Human Behavior, 26, pp. 906-915","Aljaloud, A.; School of Science & Technology, University of New EnglandAustralia; email: aaljalou@myune.edu.au",,,Routledge,,,,,23735082,,,,English,Learn.,Article,Final,,Scopus,2-s2.0-85068912835
"Kacharo D.K., Mvena Z.S.K., Sife A.S.",57204953946;6507971623;55696945900;,Factors constraining rural households’ use of mobile phones in accessing agricultural information in Southern Ethiopia,2019,"African Journal of Science, Technology, Innovation and Development",11,1,,37,44,,2.0,10.1080/20421338.2018.1541336,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058080114&doi=10.1080%2f20421338.2018.1541336&partnerID=40&md5=b0dd2d59143b6611629e468aca5f7b91,"School of Environment Gender & Development Studies, College of Agriculture, Hawassa University, Hawassa, Ethiopia; Department of Agricultural Extension & Community Development, Sokoine University of Agriculture, Morogoro, Tanzania; Sokoine National Agricultural Library, Sokoine University of Agriculture, Morogoro, Tanzania","Kacharo, D.K., School of Environment Gender & Development Studies, College of Agriculture, Hawassa University, Hawassa, Ethiopia; Mvena, Z.S.K., Department of Agricultural Extension & Community Development, Sokoine University of Agriculture, Morogoro, Tanzania; Sife, A.S., Sokoine National Agricultural Library, Sokoine University of Agriculture, Morogoro, Tanzania","This study examined factors constraining the use of mobile phones in accessing agricultural information by rural households in southern Ethiopia. A survey was employed to collect data from 320 randomly selected respondents. The result revealed that variables such as age, level of education, annual income, money spent on mobile phone per day; farm distance to the nearest town, ownership of mobile phones, mobile phone having handset FM radio and information need and seeking behaviour were important factors that affect the use of mobile phones in communicating agricultural information. The Bureau of Agriculture should consider these identified factors when designing strategies for dissemination of agricultural information using mobile phones. © 2018, © 2018 African Journal of Science, Technology, Innovation and Development.",agricultural information; agriculture; Ethiopia; mobile phone,,,,,,,,,,,,"Akpabio, I.A., Okon, D.P., Inyang, E.B., Constraints Affecting ICT Utilization by Agricultural Extension Officers in the Niger Delta, Nigeria (2007) The Journal of Agricultural Education and Extension, 13 (4), pp. 263-272; Alvarez, J., Nuthall, P., Adoption of Computer Based Information Systems. The Case of Dairy Farmers in Canterbury, NZ and Florida, Uruguay (2006) Computers and Electronics in Agriculture, 50 (1), pp. 48-60. , https://doi.org/10.1016/j.compag.2005.08.013; Asayehegn, K., Weldegebrial, G., Kaske, D., Effectiveness of Development Agents’ Performances in Agricultural Technology Dissemination: The Case of Southern Nations Nationalities and Peoples Regional State (SNNPRS), Ethiopia (2012) Journal of Agricultural Extension and Rural Development, 4 (17), pp. 446-455. , https://doi.org/10.5897/JAERD11.150; Bina, M., Giaglis, G.M., Exploring Early Usage Patterns of Mobile Data Services (2005) Proceedings of the International Conference on Mobile Business (ICMB'05), July 11-13, Sydney, Australia, pp. 363-369. , Brookes W., Lawrence E., Steele R., Chang E., (eds), Los Alamitos, CA: IEEE, and,. edited by; Davis, K.E., Swanson, B., Amudavi, D., Mekonnen, D.A., Flohrs, A., Riese, J., Lamb, C., Zerfu, E., (2010) In-depth Assessment of the Public Agricultural Extension System of Ethiopia and Recommendations for Improvement, , International Food Policy Research Institute (IFPRI) Discussion Paper 01041), Washington, DC: IFPRI; (2012), Yearly Newsletter 1, 1, 2012. SNNP Region Communication and Information Technology Agency, SNNPR, Ethiopia; Deribe, K., (2011) Agricultural Information Networks of Farm Woman in Southern Ethiopia: The Role of Agricultural Extension, , Saarbrucken: LAP Lambert Academic Publishing; Donner, J., The Use of Mobile Phones by Microentrepreneurs in Kigali, Rwanda: Changes to Social and Business Networks (2007) Information Technologies and International Development, 3 (2), pp. 3-19; (2012) Ethiopian Broadcasting Authority Newsletter Vol. 1 No. 13, 2012, , Addis Ababa: Ethiopian Broadcasting Authority; Eyob, M., (2012), Assessment Report: IPMSFarm Radio Participatory Agricultural Radio Series’ Ethiopia; Falola, A., Adewumi, M.O., Constraints to Use Mobile Telephony for Agricultural Production in Ondo State, Nigeria (2011) Journal of Research in Forestry, Wildlife and Environment, 4 (2), pp. 52-63; Hadi, P., Lee, Y., An Assessment of Readiness and Barriers Towards ICT Programme Implementation: Perceptions of Agricultural Extension Officers in Indonesia National Central University, Taiwan (2010) International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 6 (3), pp. 19-36; Julie, P., (2007) SPSS Survival Manual: A Step by Stem Guide to Data Analysis Using SPSS for Windows (Version 15) (Third), , New York: Open University press. 42pp; Kevin, D., Anytime, Anywhere: Mobile Devices and Services and Their Impact on Agriculture and Rural Development (2011) ICT in Agriculture: Connecting Smallholders to Knowledge, Networks, and Institutions, pp. 49-70. , http://www.fao.org/3/a-at453e.pdf; Meso, P., Musa, P., Mbarika, V., Towards a Model of Consumer Use of Mobile Information and Communication Technology in LDCs: The Case of Sub-Saharan Africa (2005) Information Systems Journal, 15 (2), pp. 119-146; Sife, S.A., Kiondo, E., Lyimo-Macha, J.G., Contribution of Mobile Phones to Rural Livelihoods and Poverty Reduction in Morogoro Reion, Tanzania (2010) The Electronic Journal of Information Systems in Developing Countries, 42 (3), pp. 1-15; Tembo, R., Information and Communication Technology Usage Trends and Factors in Commercial Agriculture in the Wine Industry (2008) Masters Thesis, , Cape Peninsula University of Technology; Venkatesh, V., Morris, M.G., Davis, G.B., Davis, F.D., User Acceptance of Information Technology: Toward a Unified View (2003) MIS Quarterly, 27 (3), pp. 425-478; (2018), https://www.worldbank.org/en/country/ethiopia/overview, The World Bank Ethiopia Overview; (2011) ICT in Agriculture: Connecting Amallholders to Knowledge, Networks, and Institutions, , http://doi.org/64605, World; (2012), http://documents.worldbank.org/curated/en/561281468031489534/pdf/718840CAS0P1300se0Only090Box370115B.pdf, August 29, International Development Association and International Finance Corporation and Multilateral Investment Guarantee Agency Country Partnership Strategy for The Federal Democratic Republic of Ethiopia; Yakubu, D.H., Abubakar, B.Z., Atala, T.K., Muhammed, A., Abduhlahi, M.K., Assessing the Effects of Socio-economic Factors on Icts Adoption Among Extension Workers in the North-West Zone of Nigeria (2013) International Journal of Agricultural Policy and Research, 1 (November), pp. 255-269","Kacharo, D.K.; School of Environment Gender & Development Studies, College of Agriculture, Hawassa UniversityEthiopia; email: dkaske@gmail.com",,,Taylor and Francis Ltd.,,,,,20421338,,,,English,Afr. J. Sci. Technol. Innov. Dev.,Article,Final,,Scopus,2-s2.0-85058080114
Shea K.M.,7102870024;,Student Use of Classroom Response Systems to Promote Active Learning,2019,ACS Symposium Series,1336,,,87,97,,,10.1021/bk-2019-1336.ch006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073875057&doi=10.1021%2fbk-2019-1336.ch006&partnerID=40&md5=efd96508e3d10eb5e1effcf4483e6193,"Chemistry Department, Smith College, Northampton, MA  01063, United States","Shea, K.M., Chemistry Department, Smith College, Northampton, MA  01063, United States","Classroom response systems are a valuable tool for faculty interested in promoting active learning in organic chemistry. They enable instructors to quickly and easily obtain feedback from large numbers of students on a variety of question types and then to tailor their teaching to difficulties and misconceptions. Technological options for student response systems include clickers and web-based devices (e.g., smart phones). These two categories contain multiple options with accompanying strengths and weaknesses. Pedagogical benefits of classroom response systems and examples of questions and student responses are discussed. © 2019 American Chemical Society.",,Artificial intelligence; Learning systems; Smartphones; Active Learning; Classroom response systems; Organic Chemistry; Question type; Student response; Student-response system; Web based; Students,,,,,,,,,,,"Mazur, E., (1997) Peer Instruction: A User's Manual, , 1st ed. Prentice Hall: Upper Saddle River, NJ; Mazur, E., Education. Farewell, lecture? (2009) Science, 323, pp. 50-51; Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., Stains, M., Research-Based Implementation of Peer Instruction: A Literature Review (2015) CBE-Life Sci. Educ., 14, pp. 1-11; Asirvatham, M.R., (2010) Clickers in Action: Increasing Student Participation in General Chemistry, , W. W. Norton & Co. New York; Ruder, S.M., (2013) Clickers in Action: Active Learning in Organic Chemistry, , W. W. Norton & Co. New York; Shaver, M.P., Using Low-Tech Interactions in the Chemistry Classroom to Engage Students in Active Learning (2010) J. Chem. Educ., 87, pp. 1320-1323; Horowitz, G., Comment on ""beyond Clickers, Next Generation Student Response Systems for Organic Chemistry"" (2016) J. Chem. Educ., 93, p. 1829; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chem. Educ. Res. Pract., 9, pp. 187-195; (2019) Turning Technologies, , www.turningtechnologies.com, (accessed May 23); (2019) IClicker, , www.iclicker.com, (accessed May 23); Woelk, K., Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses (2008) J. Chem. Educ., 85, pp. 1400-1405; Bruck, A.D., Towns, M.H., Analysis of classroom response system questions via four lenses in a General Chemistry course (2009) Chem. Educ. Res. Pract., 10, pp. 291-295; Ruder, S.M., Straumanis, A.R., A Method for Writing Open-Ended Curved Arrow Notation Questions for Multiple-Choice Exams and Electronic-Response Systems (2009) J. Chem. Educ., 86, pp. 1392-1396; MacArthur, J., How Will Classroom Response Systems ""cross the Chasm""? (2013) J. Chem. Educ., 90, pp. 273-275; Lee, A.W.M., Ng, J.K.Y., Wong, E.Y.W., Tan, A., Lau, A.K.Y., Lai, S.F.Y., Lecture Rule No. 1: Cell Phones ON, Please! A Low-Cost Personal Response System for Learning and Teaching (2013) J. Chem. Educ., 90, pp. 388-389; Williams, A.J., Pence, H.E., Smart Phones, a Powerful Tool in the Chemistry Classroom (2011) J. Chem. Educ., 88, pp. 683-686; It is important to note that web-based polling does enable students to skip class and still respond to ""in-class"" polls; Muzyka, J.L., ConfChem Conference on Flipped Classroom: Just-in-Time Teaching in Chemistry Courses with Moodle (2015) J. Chem. Educ., 92, pp. 1580-1581; Duncan, D.K., Hoekstra, A.R., Wilcox, B.R., Digital Devices, Distraction, and Student Performance: Does In-Class Cell Phone Use Reduce Learning? (2012) Astron. Educ. Rev., 11; (2019) Kahoot!, , kahoot.com, (accessed Feb 24); Grinias, J.P., Making a Game out of it: Using Web-Based Competitive Quizzes for Quantitative Analysis Content Review (2017) J. Chem. Educ., 94, pp. 1363-1366; (2019) Socrative, , www.socrative.com, (accessed Feb 24); (2019) Poll Everywhere, , www.polleverywhere.com, (accessed Feb 24); Schaller, C.P., Graham, K.J., McIntee, E.J., Jones, T.N., Johnson, B.J., Reactivity II: A Second Foundation-Level Course in Integrated Organic, Inorganic, and Biochemistry (2016) J. Chem. Educ., 93, pp. 1383-1390; Wijtmans, M., Van Rens, L., Van Muijlwijk-Koezen, J.E., Activating Students' Interest and Participation in Lectures and Practical Courses Using Their Electronic Devices (2014) J. Chem. Educ., 91, pp. 1830-1837; Crimmins, M.T., Midkiff, B., High Structure Active Learning Pedagogy for the Teaching of Organic Chemistry: Assessing the Impact on Academic Outcomes (2017) J. Chem. Educ., 94, pp. 429-438. , For an example of active learning pedagogy in an organic chemistry class that used Poll Everywhere, see; Both examples from Poll Everywhere are from Organic Chemistry classes at Smith College taught by Kevin Shea; (2019) Top Hat, , tophat.com, (accessed Feb 24); Flynn, A.B., Amellal, D.G., Chemical Information Literacy: PKa Values - Where Do Students Go Wrong? (2016) J. Chem. Educ., 93, pp. 39-45. , For an example of an organic chemistry class that used Top Hat, see; (2019) Learning Catalytics, , www.pearson.com/us/higher-education/products-services-teaching/learning-engagement-tools/learning-catalytics.html, (accessed Feb 24); Shea, K.M., Beyond Clickers, Next Generation Classroom Response Systems for Organic Chemistry (2016) J. Chem. Educ., 93, pp. 971-974; (2019) URespond, , besocratic.chemistry.msu.edu/urespond/index.html, (accessed Feb 24); Bryfczynski, S.P., Brown, R., Hester, J., Herrmann, A., Koch, D.L., Cooper, M.M., Grove, N.P., URespond: IPad as Interactive, Personal Response System (2014) J. Chem. Educ., 91, pp. 357-363; Shea, K.M., Gorin, D.J., Buck, M.E., Literature-Based Problems for Introductory Organic Chemistry Quizzes and Exams (2016) J. Chem. Educ., 93, pp. 886-890; Bransford, J., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P., Meltzoff, A., Winne, P., Learning Theories and Education: Toward a Decade of Synergy (2006) Handbook of Educational Psychology, pp. 209-244. , In, 2nd ed. Erlbaum: Mahway, NJ; Muzyka, J.L., ConfChem Conference on Flipped Classroom: Just-in-Time Teaching in Chemistry Courses with Moodle (2015) J. Chem. Educ., 92, pp. 1580-1581","Shea, K.M.; Chemistry Department, Smith CollegeUnited States; email: kshea@smith.edu",,,American Chemical Society,,,,,00976156,,ACSMC,,English,ACS Symp. Ser.,Article,Final,,Scopus,2-s2.0-85073875057
"Saleh H., Nurdyansyah, Hasanah F.N., Rudyanto H.E., Mu'alimin",26639839900;57209457009;57210417744;57204195245;57210416878;,Application of Classroom Response Systems (CRS): Study to measure student learning outcome,2019,International Journal of Emerging Technologies in Learning,14,14,,132,142,,1.0,10.3991/ijet.v14i14.10506,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070578631&doi=10.3991%2fijet.v14i14.10506&partnerID=40&md5=26a7a72d798ab2de0af39fb85a198ff5,"Malang state university, Indonesia; Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia; Universitas PGRI Madiun, Madiun, Indonesia; Faculty of Education and Teacher Training, Institut Agama Islam Negeri, Jember, Indonesia","Saleh, H., Malang state university, Indonesia; Nurdyansyah, Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia; Hasanah, F.N., Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia; Rudyanto, H.E., Universitas PGRI Madiun, Madiun, Indonesia; Mu'alimin, Faculty of Education and Teacher Training, Institut Agama Islam Negeri, Jember, Indonesia","Classroom Response Systems is a scanner system in the form of technology that is used in the classroom, which allows students to answer a question with an input directly inputted into the data, so that the application of learning outcome measurement becomes effective and efficient. This study uses qualitative methods and is implemented in 120 students and is a formative research. This study describes the use of Classroom Response Systems (CRS) when measuring student learning outcomes. The research subjects were students of the Mathematics Education and Elementary School Teacher Education Department who had heterogeneous abilities. Research findings show that students consider CRS can improve class dynamics in theoretical lectures. On the other hand, almost all students have agreed with the assertion that CRS is easy to use, although some of them have warned that recipients do not always record their responses. © 2019, Kassel University Press GmbH.",Classroom Response Systems; Clickers; Learning outcome,Learning systems; Teaching; Classroom response systems; Clickers; Elementary schools; Learning outcome; Mathematics education; Qualitative method; Research subjects; Student learning outcomes; Students,,,,,,,,,,,"Listyorini, T., Rahim, R., A prototype fire detection implemented using the Internet of Things and fuzzy logic (2018) World Trans. Eng. Technol. Educ, 16 (1), pp. 42-46; Amir, M.F., Hasanah, F.N., Musthofa, H., Interactive Multimedia Based Mathematics Problem Solving to Develop Student s ' Reasoning (2018) Int. J. Eng. Technol, 7 (2), pp. 272-276. , 14; Deal, A., (2007) A Teaching with Technology White Paper: Classroom Response Systems, , Pennsylvania: Office of Technology for Education Carnegie Mellon University; (2011) Enhancement of learning with classroom response systems ( clickers ), , Dublin: Dublin Institute of Technology; Berry, J., Technology support in nursing education: clickers in classroom (2009) Nurs. Educ. Perspect, 30 (5), pp. 295-298; Emenike, M.E., Holme, T.A., Classroom Response Systems Have Not ' Crossed the Chasm ': Estimating Numbers of Chemistry Faculty Who Use Clickers (2012) J. Chem. Educ, 89, pp. 465-469. , https://doi.org/10.1021/ed200207p; Dangel, H.L., Wang, C.X., Student Response Systems in Higher Education: Moving Beyond Linear Teaching and Surface Learning (2008) J. Educ. Technol. Dev. Exch, 1 (1), pp. 93-104; Burton, S.J., Sudweeks, R.R., Merrill, P.F., Wood, B., (1991) How to Prepare Better Multiple-Choice Test Items: Guidelines for University Faculty, , Brigham: Brigham Young University Testing Services; Bunce, D.M., Flens, E.A., Neiles, K.Y., States, U., Study of Student Attention Decline Using Clickers (2010) J. Chem. Educ, 87 (12), pp. 1438-1443. , https://doi.org/10.1021/ed100409p; (2013) Metode Penelitian Kuantitatif, , kualitatif dan R & D. Bandung: Alfabeta; Nasrudin, N., Agustina, I., Akrim, A., Ahmar, A.S., Rahim, R., Multimedia educational game approach for psychological conditional (2018) Int. J. Eng. Technol, 7 (2), pp. 78-81; Arikunto, S., (2012) Prosedur Penelitian, , Jakarta: Rineka Cipta; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decis. Sci. J. Innov. Educ, 6 (1), pp. 75-88. , https://doi.org/10.1111/j.1540-4609.2007.00166.x; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sci. Educ, 6 (1), pp. 9-20. , https://doi.org/10.1187/cbe.06-12-0205; Masikunis, G., Panayiotidis, A., Burke, L., Changing the Nature of Lectures Using a Personal Response system (2009) Innov. Educ. Teach. Int, 46 (2), pp. 199-212. , https://doi.org/10.1080/14703290902843935; Beatty, I.D., Designing effective questions for classroom response system teaching Designing effective questions for classroom response system teaching (2006) Am. J. Phys, 74 (1), pp. 31-39. , https://doi.org/10.1119/1.2121753; Feldman, A., Capobianco, B., Real-time formative assessment: A study of teachers' use of an electronic response system to facilitate serious discussion about physics concepts (2003) in Annual Meeting of the American Educational Research Association; Fies, C., Marshall, J., Classroom Response Systems: A Review of the Literature (2006) J. Sci. Educ. Technol, 15 (1), pp. 101-109; Polly, D., Mcgee, J.R., Wang, C., Martin, C., Lambert, R., Pugalee, D., Linking Professional Development, Teacher Outcomes, and Student Achievement: The Case of a Learner-Centered Mathematics Program for Elementary School Teachers (2015) Int. J. Educ. Res, 72. , https://doi.org/10.1016/j.ijer.2015.04.002; López-quintero, J.L., Varo-martínez, M., Laguna-luna, A.M., Pontes-pedrajas, A., Opinions on ' Classroom Response System ' by first-year engineering students (2016) Procedia-Soc. Behav. Sci, 228, pp. 183-189. , https://doi.org/10.1016/j.sbspro.2016.07.027, no. June; Benson, J.D., Szucs, K.A., Taylor, M., Student Response Systems and Learning: Perceptions of the Student (2016) Occup. Ther. Heal. Care","Saleh, H.; Malang state universityIndonesia; email: hairuss_math@unira.ac.id",,,Kassel University Press GmbH,,,,,18688799,,,,English,Int. J. Emerg. Technol. Learn.,Article,Final,Open Access,Scopus,2-s2.0-85070578631
"Newland S.A., Black B.",56847538100;57207251783;,More Than Multiple Choice: A Toolbox for Incorporating Clickers Into Political Science Courses,2019,Journal of Political Science Education,,,,,,,2.0,10.1080/15512169.2018.1544906,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062349282&doi=10.1080%2f15512169.2018.1544906&partnerID=40&md5=72c50961e67d4128fda3e00047302a16,"Smith College, United States; Villanova University, United States","Newland, S.A., Smith College, United States; Black, B., Villanova University, United States","“Active learning” strategies—peer instruction, simulations, hands-on activities, and the like—improve student performance and engagement. However, instructors often struggle to incorporate these techniques into their courses. Doing so can be especially difficult in large lecture courses, where the number of students makes activities time-consuming and unwieldy. Student response systems (SRS, or “clickers”) provide useful tools for incorporating active learning techniques into political science courses regardless of size. While prior research has shown that clickers improve student engagement and mastery of course content, these tools remain underutilized in the political science classroom. Drawing on existing research, an original survey of faculty who use clickers, and our experience using clickers in multiple undergraduate courses, this article aims to provide a “toolbox” of clicker-based techniques and activities that political science faculty can use to align their courses with educational best practices. We offer suggestions for using clickers to implement these best practices, as well as to teach some of the specific concepts and skills that political science courses frequently cover. Finally, we describe some of the challenges that faculty face when they incorporate student response systems, and provide suggestions for addressing them. © 2019, © 2019 Taylor & Francis Group, LLC.",active learning; Clickers; student response systems (SRS),,,,,,,,,,,,"Adams, N., Bloom’s Taxonomy of Cognitive Learning Objectives.” (2015) Journal of the Medical Library Association, 103 (3), p. 152; Baumann, Z.D., Marchetti, K., Soltoff, B., “What’s the Payoff? Assessing the Efficacy of Student Response Systems.” (2015) Journal of Political Science Education, 11 (3), pp. 249-263; Beavers, S., (2010), Some days, things just click the classroom. Presented at the Western Political Science Association Annual Meeting, April 2010; Beekes, W., The ‘Millionaire’ Method for Encouraging Participation.” (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Berry, J., Technology Support in Nursing Education: Clickers in the classroom (2009) Nursing Education Perspectives, 30 (5), pp. 295-298; Blasco-Arcas, L., Buil, I., lanca Hernández-Ortega, B., Sese, F.J., Using Clickers in Class (2013) Computers and Education, 62, pp. 102-110; Bruff, D., (2009) Teaching with Classroom Response Systems, , San Francisco, CA: Wiley & Sons; Cain, J., Black, E.P., Rohr, J., An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback.” (2009) American Journal of Pharmaceutical Education, 73 (2), p. 21; Caldwell, J., Clickers in the Large Classroom: Current Research and Best-Practice Tips.” (2007) CBE Life Science Education, 6 (1), pp. 9-20; Dixon, F.A., Yssel, N., McConnell, J.M., Hardin, T., “Differentiated Instruction, Professional Development, and Teacher Efficacy.” (2014) Journal for the Education of the Gifted, 37 (2), pp. 111-127; Evans, H., Making Politics “click”: The Costs and Benefits of Using Clickers in an Introductory Political Science Course.” (2012) Journal of Political Science Education, 8, pp. 85-93; Foa, R.S., Mounk, Y., The Democratic Disconnect.” (2016) Journal of Democracy, 27 (3), pp. 5-17; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active Learning Increases Student Performance in Science, Engineering and Mathematics.” (2014) Proceedings of the National Academy of Sciences, 111 (23), pp. 8410-8415; Guthrie, R., Carlin, A., Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom.” (2004) AMCIS Proceedings, pp. 2952-2959; (2016) Trends in Learning Outcomes Assessment: Key Findings from a Survey among Administrators at AAC&U Member Institutions. Washington, DC.; Holland, L., Schwartz-Shea, P., Yim, J., Adapting Clicker Technology to Diversity Courses.” (2013) Journal of Political Science Education, 9, pp. 273-291; Hung, H.-T., Clickers in the Flipped Classroom.” (2017) Interactive Learning Environments, 25 (8), pp. 983-995; Imazeki, J., Bring-Your-Own-Device: Turning Cell Phones into Forces for Good.” (2014) Journal of Economic Education, 45 (3), pp. 240-250; Jensen, J.L., McDaniel, M.A., Woodard, S.M., Kummer, T., Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding (2014) Educational Psychology Review, 26 (2), pp. 307-329; Martyn, M., Clickers in the Classroom: An Active Learning Approach.” (2007) Educause Quarterly, (2), pp. 71-74; Mazur, E., (1997) Peer Instruction: A User’s Manual, , Upper Saddle River, NJ: Prentice Hall; Niemeyer, E.D., Zewail-Foote, M., Investigating the Influence of Gender on Student Perceptions of the Clicker in a Small Undergraduate General Chemistry Course.” (2018) Journal of Chemical Education, 95 (2), pp. 218-223; Reimer, L., Nili, A., Nguyen, T., Warschauer, M., Weaver, G.C., Burgess, W.D., Childress, A.L., Slakey, L., Clickers in the Wild: A Campus-Wide Study of Student Response Systems (2016) Transforming Institutions: Undergraduate STEM Education for the 21st Century, , West Lafayette, IN: Purdue University Press, and,. eds; Salemi, M., Clickenomics: Using the Classroom Response System to Increase Student Engagement in a Large-Enrollment Principles of Economics Course.” (2009) Journal of Economic Education, 40 (4), pp. 385-404; Shapiro, A., An Empirical Study of Personal Response Technology for Improving Attendance and Learning in a Large Class (2009) Journal of the Scholarship of Teaching and Learning, 9 (1), pp. 13-26; Shapiro, A.M., Sims-Knight, J., O'Rielly, G.V., Capaldo, P., Pedlow, T., Gordon, L., Monteiro, K., Clickers Can Promote Fact Retention But Impede Conceptual Understanding: The Effect of the Interaction Between Clicker Use and Pedagogy on Learning.” (2017) Computers & Education, 111, pp. 44-59; Smith, D.A., Rosenkoetter, M., Effectiveness, Challenges, and Perceptions of Classroom Participation Systems (2009) Nurse Educator, 34 (4), pp. 156-161; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why Peer Discussion Improves Student Performance on In-Class Concept Questions.” (2009) Science, 323 (5910), pp. 122-124; Staveley-O’Carroll, J., A Classroom Market for Extra Credit (2016) The Journal of Economic Education, 47 (4), pp. 324-337; Stowell, J., Nelson, J., Benefits of Electronic Audience Response Systems On Student Participation, Learning, and Emotion.” (2007) Teaching of Psychology, 34 (4), pp. 253-258. , ason, and; Stowell, J., Oldham, T., Bennett, D., Using Student Response Systems (“clickers”) to Combat Conformity and Shyness.” (2010) Teaching of Psychology, 37 (2), pp. 135-140; Ulbig, S., I Like the Way This Feels: Using Classroom Response System Technology to Enhance Tactile Learners’ Introductory American Government Experience.” (2016) Journal of Political Science Education, 12 (1), pp. 41-57; Ulbig, S., Notman, F., Is Class Appreciation Just a Click Away?: Using Student Response System Technology to Enhance Shy Students’ Introductory American Government Experience.” (2012) Journal of Political Science Education, 8 (4), pp. 352-371. , and; Valiandes, S., Evaluating the Impact of Differentiated Instruction on Literacy and Reading in Mixed Ability Classrooms.” (2015) Studies in Educational Evaluation, 45, pp. 17-26; Van Dijk, L., Van Der Berg, G., Van Keulen, H., Interactive Lectures in Engineering Education.” (2001) European Journal of Engineering Education, 26 (1), pp. 15-28; Velasco, M., Çavdar, G., Teaching Large Classes with Clickers: Results from a Teaching Experiment in Comparative Politics.” (2013) PS: Political Science and Politics, 46 (4), pp. 823-829; Weigel, F., Bonica, M., “An Active Learning Approach to Bloom’s Taxonomy: 2 Games, 2 Classrooms, 2 Methods (2014) US Army Medical Department Journal, pp. 21-29. , January-March; Wertheim, E., Tragedy of the Commons: An Exercise Using Clickers to Illustrate and Teach a Key Concept in Negotiations.” (2011) Developments in Business Simulation and Experiential Learning, 38, pp. 373-374; Williamson Sprague, E., Dahl, D., Learning to Click.” (2010) Journal of Marketing Education, 32 (1), pp. 93-103","Newland, S.A.; Department of Government, Wright Hall, Smith CollegeUnited States; email: snewland@smith.edu",,,Routledge,,,,,15512169,,,,English,J. Polit. Sci. Educ.,Article,Article in Press,,Scopus,2-s2.0-85062349282
"Mathis H., Malacarne S., Fleischmann P.",7004832362;57209267945;57210719017;,Battery-Free Classroom Response System Using Piezo-Electric Buttons,2019,Energy Harvesting and Systems,,,,,,,,10.1515/ehs-2018-0014,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067091767&doi=10.1515%2fehs-2018-0014&partnerID=40&md5=7a963dd630c92ffbfde8ba389c60e32a,"University of Applied Sciences, Rapperswil, Switzerland; Anapico, Glattbrugg, Switzerland","Mathis, H., University of Applied Sciences, Rapperswil, Switzerland; Malacarne, S., University of Applied Sciences, Rapperswil, Switzerland; Fleischmann, P., Anapico, Glattbrugg, Switzerland","A completely energy autarkic design for a classroom response system is presented. Maloperation by the user is prevented with the chosen design (no unnecessary buttons and switches). Electronic classroom response systems have been around for quite a while and do exist in various forms and flavors. Most commercially available solutions, however, have several disadvantages. The new device is an easy-to-use, robust form of a clicker, which takes its energy from the click itself, due to a very low-power system using only an energy of around 15 μ J per wireless telegram transmitted from each student to the teacher's computer. The described system serves as both, a method to check students' progress in any field of lecturing as well as a tool that (by its development) instructs students in the field of ""Energy Harvesting for Small Wireless Devices"". The system also contributes to raising awareness of the material and energy balance in today's electronics. © 2019 Walter de Gruyter Inc., Boston/Berlin 2019.",classroom response system; clicker system; low-power wireless system; piezo,,,,,,,,,,,,"Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco Jossey-Bass; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE-Life Sciences Education, 6, pp. 9-20. , PMID:17339389; Duncan, D., Clickers: A New Teaching Aid with Exceptional Promise (2006) Astronomy Education Review, 5, pp. 101-109; Microelectronic, E.M., (2014) MARIN SA., 1 (2). , EM9203: Mbps, 2.4 GHz GFSK Transceiver; Fies, C., Marshall, J., Classroom Response Systems: A Review of the Literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; Fleischmann, P., Mathis, H., Wieviel Energie Braucht eine Meinungsäusserung? (Teil 1) (2016) Polyscope, 8 (16), pp. 30-31; Fleischmann, P., Mathis, H., Wieviel Energie Braucht eine Meinungsäusserung? (Teil 2) (2016) Polyscope, 9 (16), pp. 22-24; Gujer, P., Mugioiu, D., (2016) LoRaWAN IoT Development Kit for HSRvote Case Study, , Internal bachelor-thesis report HSR University of Applied Sciences Rapperswil Switzerland; Keough, S.M., Clickers in the Classroom: A Review and a Replication (2012) Journal of Management Education, 36, pp. 822-847; Kim, Y., Jeong, S., Ji, Y., Lee, S., Kwon, K.H., Jeon, J.W., Smartphone Response System Using Twitter to Enable Effective Interaction and Improve Engagement in Large Classrooms (2015) IEEE Transactions on Education, 58, pp. 98-103. , http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000354185100003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=b7bc2757938ac7a7a821505f8243d9f3; Knutti, F., Buchmann, L., (2010) Conference Badge with Autarkic Power Supply, , Internal project-thesis report HSR University of Applied Sciences Rapperswil Switzerland; Knutti, F., Tobler, N., Mathis, H., Low-Power Voting Device for Use in Education and Polls Employing TI's CC2530 RF Chip (2014) Proceedings of the 6th European Embedded Design in Education and Research, , Milano, Italy; Kunz, D., Schläppi, D., (2017) HSRvote Battery Free on A BLE Protocol, , Internal Bachelor-thesis report HSR University of Applied Sciences Rapperswil Switzerland; Loser, L., Amman, R., (2014) Encryption Method for HSRvote, , Internal project-thesis report HSR University of Applied Sciences Rapperswil Switzerland; Martyn, M., Clickers in the Classroom: An Active Learning Approach (2007) Educause Quarterly, 2, pp. 71-74; Mathis, H., Shannon und das IoT (2016) Polyscope, 17 (16), pp. 12-13; Mazur, E., (1997) Peer Instruction: A User's Manual, , Series in Educational Innovation Upper Saddle River Prentice Hall; Murer, L., (2011) Konzept Zur Entwicklung Eines IOS/Android Apps MuChoi (Multiple Choice), , Internal Project-thesis report HSR University of Applied Sciences Rapperswil Switzerland; Orecchini, G., Yang, L., Tentzeris, M.M., Roselli, L., Battery-Free Active Paper Printed RFID Tag with Human-Energy Scavenger (2011) 2011 IEEE MTT-S International Microwave Symposium, pp. 1-4. , Wearable; Wright, D., Suter, Y., (2014) Piezoelectric Energy Harvesting for HSRvote, , Internal Bachelor-thesis report HSR University of Applied Sciences Rapperswil Switzerland","Mathis, H.; University of Applied SciencesSwitzerland; email: heinz.mathis@hsr.ch",,,Walter de Gruyter GmbH,,,,,23298774,,,,English,Energy Harvest. Syst.,Article,Article in Press,Open Access,Scopus,2-s2.0-85067091767
Ricke A.,57193535940;,Enhancing classroom interaction: the integration of image-sharing projection software in social science and humanities classrooms,2019,Interactive Learning Environments,,,,,,,,10.1080/10494820.2019.1652834,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070871042&doi=10.1080%2f10494820.2019.1652834&partnerID=40&md5=f7e288d872083b9df7dfd7149f6f6324,"Department of Anthropology, IUPUI, Indiana University-Purdue University, Indianapolis, IN, United States","Ricke, A., Department of Anthropology, IUPUI, Indiana University-Purdue University, Indianapolis, IN, United States","Fostering student-student and student–faculty interactions involves not only pedagogical design but also classroom technology. Image-sharing projection software, which allows multiple students to simultaneously share images from their electronic devices to the classroom's screens, offers a new form of communication in medium to large-size social science and humanities classes. While there is a body of literature that analyzes the effectiveness and best practices of clickers and image-sharing software in STEM classes, few studies have evaluated the potential of image-sharing projection software and its impact on student engagement in social science and humanities undergraduate courses. Based on a case study of a general education introductory social science course, this paper demonstrates how giving undergraduate students the ability to share visual depictions of their ideas increased engagement among those students who report not feeling comfortable interacting in medium to large-size class discussions. Overall, this case study illustrates the potential of image-sharing projection software to simultaneously address several known challenges to collaborative learning and to increase the types of students who participate in “the doing” of active-learning pedagogy, especially the idea-sharing component. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.",active learning; clickers; Collaborative learning; networked learning technology; personal response systems; student engagement,,,,,,,,,,,,"Andrade, M.S., International students in English-speaking universities (2006) Journal of Research in International Education, 5 (2), pp. 131-154; Ares, N., Designing for generative activities: Expanding spaces for learning and teaching (2013) The SimCalc vision and contributions: Democratizing access to important mathematics, pp. 85-97. , Hegedus S., Roschelle J., (eds), New York: Springer,. (Eds; Baepler, P., Walker, J.D., Active learning classrooms and educational alliances: Changing relationships to improve learning (2014) New Directions for Teaching and Learning, 2014 (137), pp. 27-40; Baepler, P., Walker, J.D., Christopher Brooks, D., Saichaie, K., Petersen, C., (2016) A guide to teaching in the active learning classroom: History, research, and practice, , Sterling: Stylus Publishing, LLC; Barkley, E., Major, C., Cross, K.P., (2014) Collaborative learning techniques: A handbook for college faculty, , 2nd ed., San Francisco, CA: Jossey-Bass; Bowman, N., How much diversity is enough? The curvilinear relationship between college diversity interactions and first-year student outcomes (2013) Research in Higher Education, 54, pp. 874-894; Bowskill, N., Sharedthinking: A social identity approach to critical thinking (2017) Journal of Pedagogic Development, 7 (2), pp. 37-46; Bowskill, N., A ‘social identity approach’ as a theory for the design of learning with educational technology: The case of clickers (2018) Proceedings of the 11th international Conference on networked learning, pp. 399-408. , https://www.networkedlearningconference.org.uk/info/confpapers.htm, Bajić M., Dohn N.B., de Laat M., Jandrić P., Ryberg T., (eds), Zagreb: Zagreb University of Applied Science,. (Eds; Bowskill, N., Brindley, S., Cutts, Q., Lally, V., Draper, S., (2010) Shared thinking as a community model of induction and transition, , Global Learn 2010 (1878–1887). Penang, Malaysia; Brooks, D., Space matters: The impact of formal learning environments on student learning (2011) British Journal of Educational Technology, 42 (5), pp. 719-726; Camacho-Minano, M., del Campo, C., Useful interactive teaching tool for learning: Clickers in higher education (2016) Interactive Learning Environments, 24 (4), pp. 706-723; Carmona, G., Domínguez, A., (2008) Proceedings of the 11th International Congress on Mathematical Education, , Designing learning environments with network-based capabilities for the calculus classroom. (1–10). Monterrey, Mexico; Chen, V., From distraction to contribution: A preliminary study on how peers outside the group can contribute to students’ learning (2015) The Canadian Journal for the Scholarship of Teaching and Learning, 6 (3), pp. 1-16; Chickering, A.W., Gamson, Z.F., (1991) Applying the seven principles for good practice in undergraduate education, , New Directions for Teaching and Learning 47, San Francisco, CA: Jossey-Bass; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Goldstein, D., Wallis, P., (2015) Clickers in the classroom: Using classroom response systems to increase student learning, , Sterling: Stylus Publishing, LLC; Graham, C., Tripp, T., Seawright, L., Joeckel, G., III, Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8 (3), pp. 233-258; Hamilton, E., Lesh, R., Lester, F., Brilleslyper, M., Model-Eliciting Activities (MEAs) as a bridge between engineering education research and mathematics education research (2008) Advances in Engineering Education, 1 (2), pp. 1-25; Hegedus, S., Moreno-Armella, L., Analyzing the impact of dynamic representations and classroom connectivity on participation, speech and learning (2008) Semiotics education: Epistemology, history and culture, pp. 175-194. , Radford L., Schubring G., Seeger F., (eds), Rotterdam, The Netherlands: Sense Publishers, &,. (Eds; Hegedus, S., Penuel, W., Studying new forms of participation and identity in mathematics classrooms with integrated communication and representational infrastructures (2008) Educational Studies in Mathematics, 68 (2), pp. 171-183; Johnson, D.W., Johnson, R.T., Smith, K.A., The state of cooperative learning in postsecondary and professional settings (2007) Educational Psychology Review, 19 (1), pp. 15-29; Krabill, R., Using clickers in the social sciences (2015) Clickers in the classroom: Using classroom response systems to increase student learning, pp. 43-52. , David G., Peter W., (eds), Sterling: Stylus Publishing, LLC,. (Eds; Levy, D., Yardley, J., Zeckhauser, R., Getting an honest answer: Clickers in the classroom (2017) Journal of the Scholarship of Teaching and Learning, 17 (4), pp. 104-125; (2017), https://www2.mersive.com/classroom-byod-solution/, Case study: Broward College reviews Solstice classroom BYOD solution. 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(1992) Collaborative learning: A sourcebook for higher education, pp. 10-36. , Goodsell A., Maher M., Tinto V., (eds), University Park: National Center on Post-Secondary Teaching, Learning, and Assessment, &, (Eds; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE—Life Sciences Education, 10, pp. 55-63; Stroup, W.M., Ares, N.M., Hurford, A.C., Lesh, R.A., Diversity-by-design: The why, what, and how of generativity in next-generation classroom networks (2007) Foundations for the future in mathematics education, pp. 367-393. , Lesh R.A., Hamilton E., Kaput J.J., (eds), Mahawah, NJ: Lawrence Erlbaum, &,. 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(Eds; Turner, J.C., Hogg, M.A., Oakes, P.J., Reicher, S.D., Wetherell, M.S., (1987) Rediscovering the social group: A self-categorization theory, , Cambridge, MA, USA: Basil Blackwell; Voorn, R.J.J., Kommers, P.A.M., Social media and higher education: Introversion and collaborative learning from the student’s perspective (2013) International Journal of Social Media and Interactive Learning Environments, 1 (1), pp. 59-73","Ricke, A.; Department of Anthropology, IUPUI, Indiana University-Purdue UniversityUnited States; email: acricke@iupui.edu",,,Routledge,,,,,10494820,,,,English,Interact. Learn. Environ.,Article,Article in Press,,Scopus,2-s2.0-85070871042
"Aljaloud A., Gromik N., Kwan P., Billingsley W.",38361027200;6505914742;7004369297;14031227700;,Saudi undergraduate students' perceptions of the use of smartphone clicker apps on learning performance,2019,Australasian Journal of Educational Technology,35,1,,85,99,,,10.14742/ajet.3340,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063519230&doi=10.14742%2fajet.3340&partnerID=40&md5=fcdcf2325ea09c65cb450294e5c9367e,"University of New England, Australia","Aljaloud, A., University of New England, Australia; Gromik, N., University of New England, Australia; Kwan, P., University of New England, Australia; Billingsley, W., University of New England, Australia","This study aimed to investigate how the use of a smartphone clicker app by a group of 390 Saudi Arabian male undergraduate students would impact their learning performance while participating in a computer science class. The smartphone clicker app was used by the students during peer group discussions and to respond to teacher questions. A conceptual framework identified teacher-student and student-student interactions, collaborative learning, and student engagement as three primary practices that could improve student performance when a smartphone clicker app was used. The relationships between these factors were tested empirically by participant completion of a self-administered online survey. This study found the use of a smartphone clicker app promoted increased teacher-student and student-student interactivity, leading to active collaboration learning by students and improved learning performance. No positive relationship was found between the smartphone clicker app use and increased student engagement. These results demonstrated the role of the smartphone clicker app in enhancing the learning experience of the Saudi undergraduate students included in this study, but not the overall student engagement. 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Center for Research on Learning and Teaching: University of Michigan","Aljaloud, A.; University of New EnglandAustralia; email: aaljalou@myune.edu.au",,,Australasian Society for Computers in Learning in Tertiary Education (ASCILITE),,,,,14495554,,,,English,Australas. J. Educ. Technol.,Article,Final,Open Access,Scopus,2-s2.0-85063519230
"Díaz-Veliz G., Figueroa C., Gutiérrez S., Castillo D., Maya J.D.",7004594948;57208642224;57208650419;57209495975;6701508541;,Effect of feedback from clickers or Immediate Feedback Assessment Technique in a pharmacology course in 2 health degrees in which Team Based Learning was used [Efecto de la retroalimentación obtenida con tecleras o Immediate Feedback Assessment Technique en un curso de farmacología en 2 carreras de la salud en las que se empleó el aprendizaje basado en equipos],2019,Educacion Medica,,,,,,,,10.1016/j.edumed.2019.02.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065389107&doi=10.1016%2fj.edumed.2019.02.008&partnerID=40&md5=4aea8093dabca8f85014ceeeca9c4672,"Programa de Farmacología Molecular y Clínica, ICBM, Facultad de Medicina, Universidad de Chile, Santiago, Chile; Dirección de Pregrado, Facultad de Medicina, Universidad de Chile, Santiago, Chile; Departamento de Enfermería, Facultad de Medicina, Universidad de Chile, Santiago, Chile","Díaz-Veliz, G., Programa de Farmacología Molecular y Clínica, ICBM, Facultad de Medicina, Universidad de Chile, Santiago, Chile; Figueroa, C., Dirección de Pregrado, Facultad de Medicina, Universidad de Chile, Santiago, Chile; Gutiérrez, S., Dirección de Pregrado, Facultad de Medicina, Universidad de Chile, Santiago, Chile; Castillo, D., Departamento de Enfermería, Facultad de Medicina, Universidad de Chile, Santiago, Chile; Maya, J.D., Programa de Farmacología Molecular y Clínica, ICBM, Facultad de Medicina, Universidad de Chile, Santiago, Chile","Feedback is fundamental in methodologies such as Team-Based Learning (TBL) because it deepens learning by identifying deficiencies of the process. In the setting of curricular innovation in the Faculty of Medicine, University of Chile, the pharmacology teaching team used TBL as teaching method, and clickers and the Immediate Feedback Assessment Technique (IFAT) as evaluation and feedback tools. This work evaluates the satisfaction of students of Medicine (n = 192) and Medical Technology (n = 80) in the pharmacology course on feedback and learning performance when using clickers or IFAT using a cross-sectional and exploratory study. Satisfaction was determined by an expert-validated survey, and academic performance by grades from group evaluation at the beginning of TBL, as well as an individual evaluation at the end of the activity. From the results of this study, it is concluded that TBL favours peer-based learning, evaluating team-work, and improving academic performance in activities where analysis and discussion are present. More than 50% of the students also believed that clickers and IFAT are adequate to achieve the learning skills set for the pharmacology course. © 2019 Elsevier España, S.L.U.",Clicker; Feedback; Immediate Feedback Assessment Technique; Team-Based Learning,,,,,,,,,,,,"Harden, R.M., Davis, M.H., Crosby, J.R., The new Dundee medical curriculum: A whole that is greater than the sum of the parts (1997) Med Educ, 31, pp. 264-271; Hook, K.M., Pfeiffer, C.A., Impact of a new curriculum on medical students’ interpersonal and interviewing skills (2007) Med Educ, 41, pp. 154-159; Díaz-Véliz, G., Bustamante, D., Maya, J.D., Mora, S., Estilos de aprendizaje y aprendizaje basado en problemas en un curso de farmacología para estudiantes de Tecnología Médica (Facultad de Medicina Universidad de Chile) (2013) Rev Farmacol Chile., 6, pp. 48-56; Gholami, M., Moghadam, P.K., Mohammadipoor, F., Tarahi, M.J., Sak, M., Toulabi, T., Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course (2016) Nurse Educ Today, 45, pp. 16-21; Kim, J., Park, J.H., Shin, S., Effectiveness of simulation-based nursing education depending on fidelity: A meta-analysis (2016) BMC Med Educ, 16, pp. 152-159; Parmelee, D., Michaelsen, L.K., Cook, S., Hudes, P.D., Team-based learning: A practical guide: AMEE guide n.° 65 (2012) Med Teach., 34, pp. e275-e287; Andrade, D., Brito, H., Rubí, P., Aprendizaje basado en equipos (TBL): una metodología educativa que facilita el aprendizaje del estudiante (2017) Rev Educ Cienc Salud., 14, pp. 144-148; Dolmans, D., Michelsen, L., van Merrienboer, J., van der Vleuten, C., Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds! Med (2015) Teach, 37, pp. 354-359; Moraga, D., Soto, J., TBL-Aprendizaje basado en equipos (2016) Estudios Pedagógicos, 42, pp. 437-447; Rivera, N., Muñoz, N., Delgado, M., Barraza, R., Evaluación de la implementación de TBL (Team Based Learning) en asignaturas de pregrado del área de la salud en tres universidades chilenas (2015) Rev Educ Cienc Salud., 12, pp. 162-166; Fatmi, M., Hartling, L., Hillier, T., Campbell, S., Oswald, A.E., The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide N.° 30 (2013) Med Teach, 35, pp. e1608-e1624; Emke, A.R., Butler, A.C., Larsen, D.P., Effects of Team-Based Learning on short-term and longterm retention of factual knowledge (2016) Med Teach, 38, pp. 306-311; Hattie, J., Timperley, H., The power of feedback (2007) Rev Educ Res, 77, pp. 81-112; Lee, X., Lagos, K., Mella, J., Formación docente en aprendizaje activo a través de las técnicas Team Based Learning e Immediate Feedback Assessment Technique (2014) Rev Educ Cienc Salud., 11, pp. 154-160; Sepúlveda, C., La innovación curricular en la Facultad de Medicina de la Universidad de Chile (2013) Rev Hosp Clin Univ Chile, 25, pp. 5-12; Farland, M.Z., Barlow, P.B., Levi Lancaster, T., Franks, A.S., Comparison of answer-until-correct and full-credit assessments in a team-based learning course (2015) Am J Pharm Educ., 79, pp. 1-6; Barbancho, M.A., Ruiz-Cruces, R., Navas-Sánchez, P., López-González, M.V., Lara, J.P., Satisfacción del alumnado en actividades de grupo reducido en Medicina mediante el uso de mandos de respuesta interactiva basados en radiofrecuencias (2017) Educ Med., 18, pp. 160-166; Gibbs, G., Simpson, C., Conditions under which assessment supports students (2004) LATHE., 1, pp. 3-31; Persky, A.M., Pollack, G.M., Using answer-until-correct examinations to provide immediate feedback to students in a pharmacokinetics course (2008) Am J Pharm Educ., 72, pp. 1-7","Maya, J.D.; Programa de Farmacología Molecular y Clínica, ICBM, Facultad de Medicina, Universidad de ChileChile; email: jmaya@uchile.cl",,,Elsevier Espana S.L.U,,,,,15751813,,,,English; Spanish,Educ. Med.,Article,Article in Press,Open Access,Scopus,2-s2.0-85065389107
"Cantero-Chinchilla F.N., Díaz-Martín C., García-Marín A.P., Estévez J.",56958438700;57208760572;23476866200;23472533800;,Innovative Student Response System Methodologies for Civil Engineering Practical Lectures,2019,"Technology, Knowledge and Learning",,,,,,,,10.1007/s10758-019-09410-z,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065723628&doi=10.1007%2fs10758-019-09410-z&partnerID=40&md5=b91f40a26811d1995442dbb06e9834de,"Oil and Water division, IAS-CSIC, Spanish National Research Council, Alameda del Obispo s/n, Córdoba, 14004, Spain; Department of English and German Philology, University of Córdoba, Córdoba, Spain; Engineering Projects Area, University of Córdoba, Road National IV, km 396, Campus of Rabanales, Da Vinci Building, Córdoba, 14017, Spain","Cantero-Chinchilla, F.N., Oil and Water division, IAS-CSIC, Spanish National Research Council, Alameda del Obispo s/n, Córdoba, 14004, Spain; Díaz-Martín, C., Department of English and German Philology, University of Córdoba, Córdoba, Spain; García-Marín, A.P., Engineering Projects Area, University of Córdoba, Road National IV, km 396, Campus of Rabanales, Da Vinci Building, Córdoba, 14017, Spain; Estévez, J., Engineering Projects Area, University of Córdoba, Road National IV, km 396, Campus of Rabanales, Da Vinci Building, Córdoba, 14017, Spain","Performance of engineering degree students often becomes an important concern for lectures. Using classical teaching methodologies in practical lectures may be behind the problem. The present work develops a couple of innovative student-response-system based methodologies designed to be implemented during engineering practical lessons in higher education (BSc level). A pretest–posttest design is developed to assess the evolution of student’s performance (third course in Civil Engineering degree at the University of Córdoba). In addition, a motivational questionnaire towards the use of the innovative methodologies has been filled by the students. The results of this pilot experience show an impact on performance by the rapid feedback linked to the in-class formative assessment, in which conceptual reminders at the beginning of the practical lessons boost the motivation, engagement, and enhancement. The motivational questionnaires depicted a favourable perception of the methodologies by the students, highlighting their recommendation to extend its application to other lecturers. © 2019, Springer Nature B.V.",Civil engineering; Higher education; Motivation; Performance; Student response system,Civil engineering; Curricula; Interactive computer systems; Motivation; Surveys; Engineering degrees; Formative assessment; Higher education; Innovative methodologies; ITS applications; Performance; Student-response system; Teaching methodologies; Students,,,,,,,,,,,"Banks, D.A., (2006) Audience response systems in higher education: Applications and cases, , Information Science Publishing, London; Basili, V.R., (1992) Software Modeling and Measurement: The Goal/Question/Metric Paradigm, , http://hdl.handle.net/1903/7538, Technical Report CS-TR- 2956, Department of Computer Science, University of Maryland. 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Shishkov (Eds.), Noordwijkerhout, Netherlands: Science and Technology Publications, Lda","Cantero-Chinchilla, F.N.; Oil and Water division, IAS-CSIC, Spanish National Research Council, Alameda del Obispo s/n, Spain; email: fncantero@ias.csic.es",,,Springer Netherlands,,,,,22111662,,ICMLF,,English,Tech. Knowl. Learn.,Article,Article in Press,,Scopus,2-s2.0-85065723628
"Grund C.K., Tulis M.",57211183486;35800140300;,Facilitating student autonomy in large-scale lectures with audience response systems,2019,Educational Technology Research and Development,,,,,,,,10.1007/s11423-019-09713-z,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074027142&doi=10.1007%2fs11423-019-09713-z&partnerID=40&md5=5b4904df2ad2a14f8941f48a835ffd48,"Faculty of Business and Economics, University of Augsburg, Universitätsstr. 16, Augsburg, 86159, Germany; Department of Psychology, University of Salzburg, Salzburg, Austria","Grund, C.K., Faculty of Business and Economics, University of Augsburg, Universitätsstr. 16, Augsburg, 86159, Germany; Tulis, M., Department of Psychology, University of Salzburg, Salzburg, Austria","Lectures in higher education often address audiences that consist of over one hundred students. In this setting, it is arguably difficult to take into account individual interests of each participant. This may result in low motivation, decreased learning outcomes as well as an overall low effectiveness of lectures. Self-determination theory suggests that perceived autonomy increases intrinsic motivation, which may in turn improve learning outcomes. We therefore propose to foster perceived autonomy among students by introducing elected elements (e.g., practical examples and topics) that students can vote for with an audience response system. To investigate this instructional approach, we conducted a quasi-experimental field study with two groups of participants: One group was given the choice over some content of the lectures while the other group attended an identical course without choice. Results show that providing the choice over elected elements leads to an increase in perceived influence on the course. Students who reported high perceived influence also experienced high intrinsic motivation. Regarding learning outcomes, intrinsically motivated students reported high perceived learning gains, yet there was no association with test performance. Based on these findings, we derive several avenues for future research regarding the use of elected elements in large-scale lectures. © 2019, Association for Educational Communications and Technology.",Audience response systems; Higher education lectures; Information systems; Self-determination theory; Student autonomy,,,,,,,,,,,,"Ainley, M., Hidi, S., Interest and enjoyment (2014) International handbook of emotions in education, pp. 205-227. , Routledge, New York; Alavi, M., Marakas, G.M., Yoo, Y., A comparative study of distributed learning environments on learning outcomes (2002) Information Systems Research, 13, pp. 404-415; Andrade, H., Cizek, G.J., (2010) Handbook of Formative Assessment, , Routledge; Assor, A., Kaplan, H., Roth, G., Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork (2002) British Journal of Educational Psychology, 72, pp. 261-278; Beichner, R.J., Saul, J.M., Allain, R.J., Deardorff, D.L., Abbott, D.S., Introduction to SCALE-UP: Student-centered activities for large enrollment university physics (2000) Proceedings of the 2000 Annual Meeting of the American Society for Engineering Education; Black, A.E., Deci, E.L., The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective (2000) Science Education, 84, pp. 740-756; Blackman, M.S., Dooley, P., Kuchinski, B., Chapman, D., It worked a different way (2002) College Teaching, 50, pp. 27-28; Brown, T.A., Confirmatory factor analysis for applied research (2015) Methodology in the social sciences, , 2, Guilford Press, New York; Buil, I., Catalán, S., Martínez, E., Do clickers enhance learning? 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The influence of motivation and peer feedback on students’ behaviour in online discussions (2013) British Journal of Educational Technology, 44, pp. 288-301; Xie, K., Ke, F., The role of students’ motivation in peer-moderated asynchronous online discussions (2011) British Journal of Educational Technology, 42, pp. 916-930; Yang, M., Tai, M., Lim, C.P., The role of e-portfolios in supporting productive learning (2016) British Journal of Educational Technology, 47, pp. 1276-1286; Zhou, M., Chinese university students’ acceptance of MOOCs: A self-determination perspective (2016) Computers & Education, 92-93, pp. 194-203","Grund, C.K.; Faculty of Business and Economics, University of Augsburg, Universitätsstr. 16, Germany; email: christian.grund@wiwi.uni-augsburg.de",,,Springer New York LLC,,,,,10421629,,,,English,Educ. Technol. Res. Dev.,Article,Article in Press,,Scopus,2-s2.0-85074027142
"Wong S., Wong A., Yeung J.",24504530400;57193788587;57209320962;,Exploring students' acceptance of using mobile device-based student response system in classrooms,2019,Journal of Interactive Learning Research,30,1,,45,64,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067335735&partnerID=40&md5=64cb2680c6402913bfadc12ef7b395de,"Hong Kong Community College, Hong Kong Polytechnic University, Hong Kong; School of Professional Education and Executive Development, Hong Kong Polytechnic, Hong Kong; Data Science Academy, Hong Kong","Wong, S., Hong Kong Community College, Hong Kong Polytechnic University, Hong Kong; Wong, A., School of Professional Education and Executive Development, Hong Kong Polytechnic, Hong Kong; Yeung, J., Data Science Academy, Hong Kong","This study adopts quantitative approach to compare the students' perceptions in terms of perceived usefulness (PU) and perceived ease of use (PE) of using mobile device-based student response system (SRS) and to investigate the difference in the effects of contributing factors on the students' perceptions at two higher education institutions in Hong Kong. Seventy-eight students were sampled from the two institutions which represent students at their early and final stages of study. The significance of this study is that its findings can help the education management to implement mobile device-based SRS for learning in classrooms at different stages of study. An online survey was conducted to capture the students' perceptions and their contributing factors. The Kruskal-Wallis test results showed that there was no significant difference between the students' perceptions in these two institutions. Multiple regression analysis was then performed to investigate whether other factors that contribute to PU and PE, as those in combining Park, Nam and Cha's (2012) and Venkatesh and Davis' (2000) models, are different in the two groups. The results revealed that the effect of PE on PU and the effect of self-efficacy on PE were larger at the early stage of study. © 2019 Association for the Advancement of Computing in Education. All rights reserved.",Mobile Device; Perceived Ease of Use; Perceived Usefulness; Student Response System; Students' Perceptions,,,,,,,,,,,,"Agarwal, R., Karahanna, E., Time flies when you're having fun: Cognitive absorption and beliefs about information technology usage (2000) MIS Quarterly, 24 (4), pp. 665-694; Berg, B., Lune, H., (2012) Qualitative Research Methods for the Social Sciences, 8Ih Edition, , Upper Saddle River, New Jersey: Pearson; Burns, S.M., Lohenry, K., Cellular phone use in class: Implications for teaching and learning a pilot study (2010) College Student Journal, 44 (3), pp. 805-810; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73 (2); Carnaghan, C., Edmonds, T.P., Lechner, T.A., Olds, P.R., Using student response systems in the accounting classroom: Strengths, strategies and limitations (2011) Journal of Accounting Education, 29 (4), pp. 265-283; Chen, L., Gillenson, M.L., Sherrell, D.L., Enticing online consumers: An extended technology acceptance perspective (2002) Information and Management, 39 (8), pp. 705-719; Chin, K.L., Chang, V., Bauer, C., The Use of Web-based Learning in Culturally Diverse Learning Environments (2000) Proceedings of the 6th Australian World Wide Web Conference, , Cairns, Australia; Cronbach, L.J., Coefficient alpha and the internal structure of tests (1951) Psy-chometrika, 16 (3), pp. 297-334; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quarterly, 13 (3), pp. 319-340; (1996) Education Commission, , Education Commission Report No. 6, Hong Kong: Government Printer; (1999) Education Blueprint for the 21st Century. Review of Academic System: Aims of Education, , Education Commission Hong Kong: Printing Department; Gibbons, J., (1987) Code-Mixing and Code Choice: A Hong Kong Case Study, , Avon: Multilingual Matters Ltd; Gikas, J., Grant, M.M., Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones and social media (2013) The Internet and Higher Education, 19, pp. 18-26; Hartwick, J., Barki, H., Explaining the role of user participation in information system use (1994) Management Science, 40, pp. 265-440; Hwang, G., Wu, C., Tseng, J.C.R., Huang, I., Development of a ubiquitous learning platform based on a real-time help-seeking mechanism (2011) British Journal of Educational Technology, 42 (6), pp. 992-1002; Johnson, R.K., Shek, C.K.W., Law, E.H.F., (1993) Using English As the Medium of Instruction, , Hong Kong: Longman; Jungsun, K., Kizildag, M., M-learning: Next generation hotel training system (2011) Journal of Hospitality and Tourism Technology, 2 (1), pp. 6-33; Keith, T.Z., (2006) Multiple Regression and beyond, , Boston: Pearson/Allyn and Bacon; Li, N., Leung, D.Y.P., Kember, D., Medium of instruction in Hong Kong universities: The mis-match between espoused theory and theory in use (2001) Higher Education Policy, 14, pp. 293-312; Likert, R., A technique for the measurement of attitudes (1932) Archives of Psychology, 140, pp. 5-53; Lindquist, D., Denning, T., Kelly, M., Malani, R., Griswold, W.G., Simon, B., Exploring the potential of mobile phones for active learning in the classroom (2007) Proceedings of the 38th SICCSE Technical Symposium on Computer Science Education, , Covington, Kentucky, USA; Liu, P., Chen, C., Learning English through actions: A study of mobile-assisted language learning (2015) Interactive Learning Environments, 23 (2), pp. 158-171; Monk, S., Campbell, C., Smala, S., Aligning pedagogy and technology: A case study using clickers in a first-year university education course (2013) International Journal of Pedagogies & Learning, 8 (3), pp. 229-241; Moon, J.W., Kim, Y.G., Extending the TAM for a world-wide-web context (2001) Information and Management, 38 (4), pp. 217-230; Nunnelly, J.C., (1978) Psychometric Theory 2nd Edition, , New York: McGraw Hill; Park, S.Y., Nam, M.W., Cha, S.B., University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model (2012) British Journal of Educational Technology, 43 (4), pp. 592-605; Saunders, M., Lewis, P., Thornhill, A., (2012) Research Methods for Business Students, 6th Edition, , Harlow: Pearson; Shon, H., Smith, L., A review of poll everywhere audience response system (2011) Journal of Technology in Human sen'Ices, 29 (3), pp. 236-245; Tabachnick, B.G., Fidell, L.S., (2013) Using Multivariate Statistics 6lh Edition, , Upper Saddle River, New Jersey: Pearson; Valle, M., Douglass, C., Clicking for health: Use of a student response system in a large interdisciplinary health class (2014) Academy of Educational Leadership Journal, 18 (3), pp. 87-92; Vargha, A., Delaney, H.D., The Kruskal-Wallis test and stochastic homogeneity (1998) Journal of Educational and Behavioral Statistics, 23 (2), pp. 170-192; Venkatesh, V., Davis, F.D., A theoretical extension of the technology acceptance model: Four longitudinal field studies (2000) Management Science, 46 (2), pp. 186-204; Wang, M., Shen, R., Novak, D., Pan, X., The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom (2009) British Journal of Educational Technology, 40 (4), pp. 673-695; Wong, S., (2012) Factors Influencing On-line Learning: A Study Using Mixed Methods in a Hong Kong Higher Education Institution, Saarbriicken, , Germany: LAMBERT Academic Publishing; Wong, S., Exploring the relation of students' language proficiency, online instructor guidance and online collaboration with their learning in Hong Kong bilingual cyber education (2015) International Journal of Cyber Society and Education, 8 (2), pp. 115-132",,,,Association for the Advancement of Computing in Education,,,,,1093023X,,,,English,J. Interact. Learn. Res.,Article,Final,,Scopus,2-s2.0-85067335735
"Sivarajah R.T., Curci N.E., Johnson E.M., Lam D.L., Lee J.T., Richardson M.L.",6508194787;54395157300;57193859755;56091294000;57203627131;7401976627;,A Review of Innovative Teaching Methods,2019,Academic Radiology,26,1,,101,113,,4.0,10.1016/j.acra.2018.03.025,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046651476&doi=10.1016%2fj.acra.2018.03.025&partnerID=40&md5=9c42ce77a4cc6c328986b702dd075956,"Department of Radiology, Penn State Health Milton S. Hershey Medical Center, Hershey, PA, United States; Department of Radiology, University of Michigan, Ann Arbor, MI, United States; Department of Radiology, University of South Florida, Tampa, FL, United States; Department of Radiology, University of Washington, 4245 Roosevelt Way NE, Seattle, WA  98105, United States; Department of Radiology, University of Kentucky, Lexington, KY, United States","Sivarajah, R.T., Department of Radiology, Penn State Health Milton S. Hershey Medical Center, Hershey, PA, United States; Curci, N.E., Department of Radiology, University of Michigan, Ann Arbor, MI, United States; Johnson, E.M., Department of Radiology, University of South Florida, Tampa, FL, United States; Lam, D.L., Department of Radiology, University of Washington, 4245 Roosevelt Way NE, Seattle, WA  98105, United States; Lee, J.T., Department of Radiology, University of Kentucky, Lexington, KY, United States; Richardson, M.L., Department of Radiology, University of Washington, 4245 Roosevelt Way NE, Seattle, WA  98105, United States","Teaching is one of the important roles of an academic radiologist. Therefore, it is important that radiologists are taught how to effectively educate and, in turn, to act as role models of these skills to trainees. This is reinforced by the Liaison Committee on Medical Education which has the requirement that all residents who interact with and teach medical students must undergo training in effective methods of teaching. Radiologists are likely familiar with the traditional didactic lecture-type teaching format. However, there are many newer innovative teaching methods that could be added to the radiologist's teaching repertoire, which could be used to enhance the traditional lecture format. The Association of University Radiologists Radiology Research Alliance Task Force on Noninterpretive Skills therefore presents a review of several innovative teaching methods, which include the use of audience response technology, long-distance teaching, the flipped classroom, and active learning. © 2018",,history; human; learning; learning environment; Note; pedagogics; priority journal; skill; student; teaching,,,,,,,,,,,"Liaison Committee on Medical Education, Functions and structure of a medical school. Standards for accreditation of medical education programs leading to the MD degree (2017), http://lcme.org/publications/#Standards, Available at: (Accessed 4 May 2018); Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Comput Educ, 53, pp. 819-827; Judson, E., Sawada, D., Audience response systems in higher education: applications in cases (2006) Audience response systems: insipid contrivances or inspiring tools?, pp. 26-39. , chap. 2 Information Science Publishing Hershey, PA; Abrahamson, A.L., Audience response systems in higher education: applications and cases (2006) A brief history of networked classrooms: effects, cases, pedagogy, and implications, pp. 1-25. , chap. 1 Information Science Publishing Hershey, PA; Littauer, R., Instructional implications of a low-cost electronic student response system (1972) Educ Technol, 12, pp. 69-71; Shapiro, J.A., Electronic student response found feasible in large science lecture hall: inexpensive, homemade system sparks student attention and participation (1997) J Coll Sci Teach, 26, pp. 408-412; Hatch, J., Jensen, M., Moore, R., Manna from heaven or “clickers” from hell (2005) J Coll Sci Teach, 34, pp. 36-39; Richardson, M.L., Audience response techniques for 21st century radiology education (2014) Acad Radiol, 21, pp. 834-841; Awan, O.A., Shaikh, F., Kalbfleisch, B., RSNA diagnosis live: a novel web-based audience response tool to promote evidence-based learning (2017) Radiographics, 37, pp. 1111-1118; Mathews, J., Just whose idea was all this testing? Fueled by technology, nation's attempt to create a level playing field has had a rocky history (2006), Washington Post A.6; Ravitch, D., The fall of the standard-bearers (2006) Chron High Educ, 52, p. 844; Mazur, E., Farewell, lecture? (2009) Science, 323, pp. 50-51; Brezis, M., Cohen, R., Interactive learning in medicine: Socrates in electronic clothes (2004) QJM, 97, pp. 47-51; Mazur, E., Peer instruction: a user's manual (1997), Prentice Hall New York City, NY; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: results from a range of classrooms (2002) Phys Teacher, 40, pp. 206-209; Lasry, N., Mazur, E., Watkins, J., Peer instruction: from Harvard to the two-year college (2008) Am J Phys, 76, pp. 1066-1069; Smith, M.K., Wood, W.B., Adams, W.K., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; American College of Radiology Expert Panels, ACR appropriateness criteria (2017), https://www.acr.org/Quality-Safety/Appropriateness-Criteria, Available at: (Accessed 4 May 2018); Lewis, P., Promotion resources: teaching portfolio template (2017), http://www.aur.org/Secondary-Alliances.aspx?id=514, Available at: (Accessed 4 May 2018); Williamson, K.B., Gunderman, R.B., Cohen, M.D., Learning theory in radiology education (2004) Radiology, 233, pp. 15-18; Rapaport, H., Loomis, J., Kagetsu, N.J., Megaconference: a radical approach to radiology resident education with full-day weekly conferences (2013) J Am Coll Radiol, 10, pp. 51-56; Shah, C.C., Deloney, L.A., Donepudi, C., Establishment of a simple and inexpensive remote radiology conference (2009) J Am Coll Radiol, 6, pp. 884-885; Lackey, A.E., Pandey, T., Moshiri, M., Productivity, part 2: cloud storage, remote meeting tools, screencasting, speech recognition software, password managers, and online data backup (2014) J Am Coll Radiol, 11, pp. 580-588; Martinez, J., McLaughlin, M.K., The best video conferencing software of 2017 (2017), PC Magazine; Richardson, M.L., Petscavage, J.M., Hunter, J.C., Running an online radiology teaching conference: why it's a great idea and how to do it successfully (2012) Acad Radiol, 19, pp. 746-751; Bhargava, P., Dhand, S., Lackey, A.E., Radiology education 2.0—on the cusp of change: part 2. ebooks; file sharing and synchronization tools; websites/teaching files; reference management tools and note taking applications (2013) Acad Radiol, 20, pp. 373-381; Watters, T.S., Cardona, D.M., Menon, K.S., Aseptic lymphocyte-dominated vasculitis-associated lesion: a clinicopathologic review of an underrecognized cause of prosthetic failure (2010) Am J Clin Pathol, 134, pp. 886-893; Case, D.B., Chapman, C.N., Jr, Freeman, J.K., Best cases from the AFIP: atypical presentation of polyostotic fibrous dysplasia with myxoma (Mazabraud syndrome) (2010) Radiographics, 30, pp. 827-832; Kransdorf, M.J., Murphey, M.D., Diagnosis please. Case 12: Mazabraud syndrome (1999) Radiology, 212, pp. 129-132; Richardson, M.L., (2011) Intergalactic online MSK conference: cool case book 1, , BareBones Books Seattle, WA; Richardson, M.L., (2011) Intergalactic online MSK conference: cool case book 2, , BareBones Books Seattle, WA; Richardson, M.L., (2013) Intergalactic online MSK conference: cool case book 3, , BareBones Books Seattle, WA; Richardson, M.L., (2014) Intergalactic online MSK conference: cool case book 4: focus on nuclear medicine, , Bare Bones Books Seattle, WA; Sharma, N., Lau, C.S., Doherty, I., How we flipped the medical classroom (2015) Med Teach, 37, pp. 327-330; Network, F.L., Flip learning (2017), http://flippedlearning.org, Available at: (Accessed 5 September 2017); Hamdan, N., McKnight, P., McKnight, K., The flipped learning model: A white paper based on the literature review titled a review of flipped learning (2013), Flipped Learning Network/Pearson/George Mason University; Alvarez, B., Flipping the classroom: homework in class, lessons at home (2012) Educ Digest, 77, p. 18; Bergmann, J., Sams, A., Flip your classroom: reach every student in every class every day (2012), International Society for Technology in Education; Wikipedia, Flipped classroom—Wikipedia, the free encyclopedia (2017), https://en.wikipedia.org/w/index.php?title=Flipped_classroom&oldid=788738274, Available at: (Accessed 5 September 2017); Prober, C.G., Heath, C., Lecture halls without lectures—a proposal for medical education (2012) N Engl J Med, 366, pp. 1657-1659; Pierce, R., Fox, J., Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module (2012) Am J Pharm Educ, 76, p. 196; Krisberg, K., Flipped classrooms: scrapping lectures in favor of active learning (2017), AAMC News; Belfi, L.M., Bartolotta, R.J., Giambrone, A.E., “Flipping” the introductory clerkship in radiology: impact on medical student performance and perceptions (2015) Acad Radiol, 22, pp. 794-801; O'Connor, E.E., Fried, J., McNulty, N., Flipping radiology education right side up (2016) Acad Radiol, 23, pp. 810-822; Bonnes, S.L., Ratelle, J.T., Halvorsen, A.J., Flipping the quality improvement classroom in residency education (2017) Acad Med, 92, pp. 101-107; Fornari, A., Poznanski, A., How-to guide for active learning (2015), International Association of Medical Science Educators; University of Pittsburgh's University Center for Teaching & Learning, Designing in-class activities: Examples of active learning activities (2017), http://www.cidde.pitt.edu/wp-content/uploads/2014/04/Designing_In-Class_Activities-Handout-Examples_Of_Active_Learning_Activities.pdf, Available at: (Accessed 4 May 2018); Freeman, S., Eddy, S.L., McDonough, M., Active learning increases student performance in science, engineering, and mathematics (2014) Proc Natl Acad Sci U S A, 111, pp. 8410-8415; Prince, M., Does active learning work? A review of the research (2004) J Eng Educ, 93, pp. 223-231; Koles, P.G., Stolfi, A., Borges, N.J., The impact of team-based learning on medical students’ academic performance (2010) Acad Med, 85, pp. 1739-1745; Koles, P., Nelson, S., Stolfi, A., Active learning in a year 2 pathology curriculum (2005) Med Educ, 39, pp. 1045-1055; Gifkins, J., What is “Active Learning” and why is it important? (2015), http://www.e-ir.info/2015/10/08/what-is-active-learning-and-why-is-it-important/, Available at: (Accessed 4 May 2018); Roediger, H.L., 3rd, Karpicke, J.D., The power of testing memory: basic research and implications for educational practice (2006) Perspect Psychol Sci, 1, pp. 181-210; Robins, L., How to make your teaching more interactive (2017), https://depts.washington.edu/dbpeds/Interactive_Teaching_Methods.docx, Available at: (Accessed 4 May 2018); Sterne, G.M., Richardson, M.L., Warren, B.H., Imaging findings in two cases of fluoroquinolone-induced Achilles tendinopathy (2006) Radiol Case Rep, 1, pp. 87-91; Akl, E.A., Pretorius, R.W., Sackett, K., The effect of educational games on medical students’ learning outcomes: a systematic review: BEME guide no 14 (2010) Med Teach, 32, pp. 16-27; Akl, E.A., Gunukula, S., Mustafa, R., Support for and aspects of use of educational games in family medicine and internal medicine residency programs in the US: a survey (2010) BMC Med Educ, 10, p. 26; Roubidoux, M.A., Chapman, C.M., Piontek, M.E., Development and evaluation of an interactive web-based breast imaging game for medical students (2002) Acad Radiol, 9, pp. 1169-1178; Dufenbach, K.R., Jeopardy for PowerPoint (2017), https://sites.google.com/site/dufmedical/jeopardy, Available at: (Accessed 4 May 2018); Khan, M.N., Telmesani, A., Alkhotani, A., Comparison of jeopardy game format versus traditional lecture format as a teaching methodology in medical education (2011) Saudi Med J, 32, pp. 1172-1176; Shah, B.A., Sever, A., Cressman, S., Breast imaging bingo: an educational game to supplement the traditional assessment style (2016) Med Sci Educ, 26, pp. 383-387; Bochennek, K., Wittekindt, B., Zimmermann, S.Y., More than mere games: a review of card and board games for medical education (2007) Med Teach, 29, pp. 941-948; Saxena, A., Nesbitt, R., Pahwa, P., Crossword puzzles: active learning in undergraduate pathology and medical education (2009) Arch Pathol Lab Med, 133, pp. 1457-1462","Richardson, M.L.; Department of Radiology, University of Washington, 4245 Roosevelt Way NE, United States; email: mrich@uw.edu",,,Elsevier USA,,,,,10766332,,ARADF,30929697.0,English,Acad. Radiol.,Article,Final,,Scopus,2-s2.0-85046651476
"Reich N., Wang Y.",7102228612;7601521430;,Highly effective active learning in a one-year biochemistry series with limited resources,2019,Biochemistry and Molecular Biology Education,47,1,,7,15,,,10.1002/bmb.21186,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058424466&doi=10.1002%2fbmb.21186&partnerID=40&md5=4de885a5032120dfdf2ef37f7cd688e4,"Department of Chemistry and Biochemistry, University of California, Santa Barbara, CA  93106, United States; Department of Statistics and Applied Probability, University of California, Santa Barbara, CA  93106, United States","Reich, N., Department of Chemistry and Biochemistry, University of California, Santa Barbara, CA  93106, United States; Wang, Y., Department of Statistics and Applied Probability, University of California, Santa Barbara, CA  93106, United States","We investigate the effectiveness of an active learning curriculum designed for an upper division Biochemistry series at a large, public research university. The goal was to determine how effective this format was when compared to a parallel conventional course, and to see if the active learning series can be run with limited resources (one instructor, one teaching assistant). The study involved 160 students in the first quarter and 92 students in the second quarter. The active learning curriculum consists of learning goals for each chapter, online quizzes, in-class questions targeting the problematic areas, small group (3–4 students) discussions during class in which students presented their assumptions and arguments in support of their responses to online and in-class questions, and two-stage exams involving the ability to “re-answer” as a group following a discussion). The in-class questions involved the use of a student response system (i > clicker) (multiple choice) and short answer formats. Students in the active learning course and a control, conventional lecture course, took identical midterms and finals for the first, and second quarters. We found that students enrolled in the active learning curriculum had consistently better performance, with statistically significant higher scores on all tests for both quarters. The effect sizes of the improvements are medium to large and are independent of prior GPA and grades in prerequisites. This model curriculum redesign offers promise for improved student learning with less monetary investment than a flipped course model relying on, for example, an extensive collection of instructor-produced videos. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):7–15, 2018. © 2018 International Union of Biochemistry and Molecular Biology",Active learning; assessment development; curriculum development,biochemistry; curriculum; education; human; problem based learning; student; Biochemistry; Curriculum; Humans; Problem-Based Learning; Students,,,,,,,,,,,"Dufresene, R., Gerace, W., Leonard, W., Mestre, J., Wenk, L., Classtalk: a classroom communication system for active learning (1996) J. Comput. High. Educ., 7, pp. 3-47; Wieman, C., Perkins, K., Gilbert, S., Transforming science education at large research universities: A case study in progress (2010) Change: the magazine of higher learning, 42, pp. 8-14; Chasteen, S., Perkins, K., Beale, P., Pollock, S., Wieman, C., A thoughtful approach to instruction: Course transformation for the rest of us (2011) J. Coll. Sci. Teach, 40, pp. 24-30; Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., Wenderoth, M., Active learning increases student performance in science, engineering, and mathematics (2014) Proc. Natl. Acad. Sci. U.S.A, 111, pp. 8410-8415; Wieman, C., Gilbert, S., Taking a scientific approach to science education, part I-research (2015) Microbe, 10, pp. 152-156; Deslauriers, L., Schelew, W., Wieman, C., Improved learning in a large format physics class (2011) Science, 232, pp. 862-864; Bailey, C., Minderhout, V., Loertscher, J., Learning transferable skills in large lecture halls: Implementing a POGIL approach to biochemistry (2011) Biochem. Mol. Biol. Educ., 40, pp. 1-7; Simon, B., Taylor, J., What is the value of course-specific learning goals? (2009) J. Coll. Sci. Teach, pp. 52-57; Zipp, J., Learning by exams: The impact of two stage cooperative tests (2007) Teach. Sociol., 35, pp. 62-76; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics class (2011) Science, 332, pp. 862-864; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , 2nd, ed.,, L. Erlbaum Associates, Hillsdale, NJ; Dufresne, R., Gerace, W., Leonard, W., Mestre, J., Wenk, L., Classtalk: A classroom communication system for active learning (1996) J. Comput. High. Educ., 7, pp. 3-47; Alberts, B., Redefining science education (2009) Science, 323, p. 437","Reich, N.; Department of Chemistry and Biochemistry, University of CaliforniaUnited States; email: reich@chem.ucsb.edu",,,John Wiley and Sons Inc.,,,,,14708175,,BMBEC,30548908.0,English,Biochem. Mol. Biol. Educ.,Article,Final,Open Access,Scopus,2-s2.0-85058424466
"Dudaitė J., Prakapas R.",57194008598;12760801600;,Influence of use of Activinspire interactive whiteboards in classroom on students’ learning,2019,Digital Education Review,,35,,299,308,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072334780&partnerID=40&md5=7870cc717cba07d0bf60563412cc589e,"Mykolas Romeris University, Lithuania","Dudaitė, J., Mykolas Romeris University, Lithuania; Prakapas, R., Mykolas Romeris University, Lithuania","With the changing students’ generations and education content as well as modernization of educational technologies, various technical solutions are increasingly used by the teachers to supplement daily classroom activities. One of the novelties introduced in Lithuania in 2013 – ActivInspire system – was oriented towards mathematics and science education process in the 5th classes. The purpose of the survey presented in this article is to summarize one school year’s teaching experience of teachers in organising educational activity in classroom by using interactive teaching tools (ActivInspire system) in terms of assessing influence of technologies on students’ learning. Teachers using ActivInspire interactive whiteboard for teaching mathematics and science in the 5th classes participated in the survey. The survey method – qualitative. During one school year, the teachers were writing reflections about their experience in using interactive learning tools in classroom: interactive whiteboard, electronic textbooks and audience response system. When speaking about the influence of use of ActivInspire on students, the teachers mostly emphasize that students like working with interactive teaching tools or find such activity interesting and appealing. The teachers also remark that these tools encourage the students to be more active; they are convenient as well as effective in the learning process, encourage the students to learn more and have influence on their study results. The negative aspects mentioned by the teachers were such that it is difficult for the students to maintain discipline; students’ interest and enthusiasm in using the interactive tools slackens over the school year; technical problems sometimes occur. © 2019 Research Group Education and Virtual Learning (GREAV). All rights reserved.",ActivInspire; Communication technologies; General education school; Information; Interactive whiteboard,,,,,,,,,,,,"(2016) Aktyviosios Klasės Sprendimas, , http://www.aktyviklase.lt/aktyviosios-klasessprendimas/iranga/activinspire-programine-iranga/; Barth-Cohen, L., Smith, M., Capps, D., Lewin, J., Shemwell, J., Stetzer, M., What are middle school students talking about during clicker questions? Characterizing small-group conversations mediated by classroom response systems (2016) Journal of Science Education & Technology, 25 (1), pp. 50-61; Buehl, D., (2004) Interaktyviojo Mokymosi Strategijos, , Vilnius: Garnelis; Buil, I., Catalán, S., Martínez, E., Do clickers enhance learning? A control-value theory approach (2016) Computers & Education, 103, pp. 170-182; Dudaitė, J., Prakapas, R., Lietuvos mokytojų, dirbančių su „ActivInspire“interaktyviąja sistema (2016) Social Work, 14 (1), pp. 82-91; Dudaitė, J., Prakapas, R., Lietuvos mokytojų, dirbančių su „ActivInspire“interaktyviąja sistema, patirtys organizuojant pamokos darbą (2016) Social Work, 14 (2), pp. 199-209; Gedminienė, D., Gumuliauskienė, A., Ugdymo kokybės vertinimas bendrojo lavinimo mokykloje: Mokytojų ir mokinių požiūris (2008) Acta Paedagogica Vilnensia, 21, pp. 75-88; Herrera, C., Ethics in the research process (2010) Encyclopedia of Research Design, pp. 426-431. , Neil J. Salkind (Ed.), Thousand Oaks, CA: SAGE Publications, Inc; Yin, R.K., (2014) Case Study Research: Design and Methods, , Los Angeless (Calif.): Sage Publications; Juškienė, Z., (2011) Interaktyvių Technologijų Naudojimas ActiveInspire Aplinkoje, , Vilnius: UAB „Konferencijų ir audiovizualinės sistemos; Lamanauskas, V., (2012) Aktyviosios Klasės Sprendimas: Tyrimo Ataskaita, , Šiauliai: „Scientia Educologica; Laužackas, R., Gedvilienė, G., Tūtlys, V., Juozaitienė, D., Mokytojų kvalifikacijos tobulinimo poreikiai (2008) Pedagogika, 89, pp. 29-44; McCarrick, K., Xiaoming, L., Buried treasure: The impact of computer use on young children's social, cognitive, language development and motivation (2007) AACE Journal, 15 (1), pp. 73-95; McCrindle, M., Wolfinger, E., Generations defined (2010) Ethos, 18 (1), pp. 8-13; Mertens, D.M., Ginsberg, P.E., (2009) The Handbook of Social Research Ethics, , Thousand Oaks, CA: SAGE Publications, Inc; (2016) New Vision for Education: Fostering Social and Emotional Learning through Technology, , http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf; Prakapas, R., Švietimas ir ugdymas Lietuvoje: Sistemos ir idėjų kaita (2010) Regnum Est: 1990 M. Kovo 11-Osios Nepriklausomybės Aktui - 20: Liber Amicorum Vytautui Landsbergiui, pp. 791-807. , Vilnius: Mykolo Romerio universiteto Leidybos centras; Prensky, M., H. SaPIENS Digital: From digital immigrants and digital natives to digital wisdom (2009) Innovate: Journal of Online Education, 5 (3); Targamadzė, V., Ugdymo ir ugdymosi paradigma bendrojo lavinimo mokykloje: Realija ar vizija? (2010) Acta Paedagogica Vilnensia, 24, pp. 69-77; Valerio, M., Mainieri, T., Ethical principles (2008) Encyclopedia of Survey Research Methods, pp. 244-247. , Paul J. Lavrakas (Ed.), Thousand Oaks, CA: Sage Publications, Inc; Zevenbergen, R., Digital natives come to preschool: Implications for early childhood practice (2007) Contemporary Issues in Early Childhood, 8 (1), pp. 19-29",,,,Research Group Education and Virtual Learning (GREAV),,,,,20139144,,,,English,Digit. Educ. Rev.,Article,Final,,Scopus,2-s2.0-85072334780
"Megaw P.L., Zimanyi M.A.",15073113600;8076335700;,Redesigning first year anatomy and physiology subjects for allied health students: Introducing active learning experiences for physiology in a first semester subject,2019,International Journal of Innovation in Science and Mathematics Education,27,8,,26,35,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074349232&partnerID=40&md5=1a0cd40db388841f76520f62d23a1816,"Biomedicine, College of Public Health, Medical and Veterinary Science, James Cook University, Townsville, QLD  4810, Australia; Anatomy, College of Medicine and Dentistry, James Cook University, Townsville, QLD  4810, Australia","Megaw, P.L., Biomedicine, College of Public Health, Medical and Veterinary Science, James Cook University, Townsville, QLD  4810, Australia; Zimanyi, M.A., Anatomy, College of Medicine and Dentistry, James Cook University, Townsville, QLD  4810, Australia","In this paper we describe the initial development of flipped classroom learning activities for the physiology component of a first year anatomy and physiology class for allied health students, and the subsequent transformation to focus on active learning strategies over a period of three years. The learning activities incorporated included the use of audience response systems for in-class quizzing, mini case studies, role plays, and simulations. Results of on-course assessment items, consisting of on-line quizzes, was compared in order to determine whether active learning approaches improved academic performance. We found that academic performance increased across the cohorts when first implemented as flipped classroom, and the increase was maintained in the subsequent years focussing on the active learning strategies alone. We conclude that the introduction of active learning experiences to this class enhanced engagement and academic performance across the student cohorts. © 2019 Institute for Innovation in Science and Mathematics Education.",Academic performance; Flipped classroom; Student engagement,,,,,,"James Cook University, JCU: H6099","We would like to acknowledge Dr Kathryn Meldrum (James Cook University, Cairns) for her assistance with the 5Es design of the flipped classroom, and Dr Ranjna Kapoor and Dr Lisa Chilton for their assistance with manuscript preparation. This study was conducted under approval from James Cook University Human Ethics committee number H6099.",,,,,"Abeysekera, L., Dawson, P., Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2015) Higher Education Research and Development, 34 (1), pp. 1-14; Broughan, C., Hunt, L., Inclusive teaching (2012) University teaching in focus: A learning-centred approach, pp. 182-198. , In L.Hunt & D. Chalmers (Eds.).Camberwell: ACER press; Bybee, R.W., Taylor, J.A., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., Landes, A., (2006) The BSCS 5E Instructional Model: Origins, Effectiveness and Applications, , https://www.bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-Executive_Summary_0.pdf, Retreived November 2016; Cavanagh, M., Students' experiences of active engagement through cooperative learning activities in lectures (2011) Active Learning in Higher Education, 12 (1), pp. 23-33; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Science, 111 (23), pp. 8410-8415; Good, L., (2016) Implementation of flipped classrooms in a non-major biology course, , http://digitalcommons.murraystate.edu/cgi/viewcontent.cgi?article=1105&context=scholarsweek, Retrieved November 2016; Gopalan, C., Effect of flipped teaching on student performance and perceptions in an Introductory Physiology course (2019) Advances in Physiology Education, 4, pp. 28-33; Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Wood, W.B., Scientific Teaching (2004) Science, 304, pp. 521-522; Jensen, J.L., Kummer, T.A., Godoy P.D.d, M., Improvements from a flipped classroom may simply be the fruits of active learning (2015) CBE-Life Sciences Education, 14 (ar5), pp. 1-12; Karanicolas, S., Snelling, C., Winning, R., (2018) Translating concept into practice: enabling first-year health sciences teachers to blueprint effective flipped learning approaches, , www.adelaide.edu.au/teaching-projects/flipped-classroom/, Retrieved January 2019; Kurtz, G., Tsimerman, A., Steiner-Lavi, O., The flipped classroom approach: the answer to future learning? (2014) European Journal of Open, Distance and e-Learning, 17 (2), pp. 171-181; Lage, M.J., Platt, G.J., Treglia, M., Inverting the classroom: A gateway to creating an inclusive learning environment (2000) Journal of Economic Education, 31, pp. 30-43; McLaughlin, J.E., Roth, M.T., Glatt, D.M., Gharkholonarehe, N., Davidson, C., Griffin, L.M., Esserman, D.A., Mumper, R.J., The flipped classroom: A course redesign to foster learning and engagement in a health professions school (2014) Academic Medicine, 89 (2), pp. 236-243; Page, J., Meehan-Andrews, T., Weerakkody, N., Hughes, D.L., Rathner, J.A., (2017) Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects Advances in Physiology Education, 41, pp. 44-55; Preville, P., (2018) The Active Learning Handbook, , tophat.com; Rathner, J.A., Byrne, G., (2014) The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model Advances in Physiology Education, 38, pp. 221-228; Steren, E., Greenberg, K., Moore, O., Yankovich, M., Effects of the flipped classroom: Evidence from a randomized trial (2019) School Effectiveness and Inequality Initiative Discussion paper #2019.07, , http://seii.mit.edu/research/study/effects-of-the-flipped-classroom-evidence-from-a-randomized-trial/, Retrieved September 2019; Ziegelmeier, L.B., Topaz, C.M., Flipped Calculus: A study of student performance and perceptions (2015) Problems, Resources, and Issues in Mathematics Undergraduate Studies, 25 (9-10), pp. 847-860; Zimanyi, M.A., Emtage, N.F., Megaw, P.L., Redesigning first year anatomy and physiology subjects for Allied Health students: Impact of active learning strategies (2019) International Journal of Innovation in Science and Mathematics Education, 27 (8), pp. 36-48","Megaw, P.L.; Biomedicine, College of Public Health, Medical and Veterinary Science, James Cook UniversityAustralia; email: pam.megaw@jcu.edu.au",,,Institute for Innovation in Science and Mathematics Education,,,,,22004270,,,,English,Int. J. Inn. Sci. Math. Educ.,Article,Final,,Scopus,2-s2.0-85074349232
"Janzen B.W., Sommerfeld C., Gooi A.C.C.",56381438500;57188963201;6506989639;,Effectiveness of e-learning in a medical school 2.0 model: Comparison of item analysis for student-generated vs. Faculty-generated multiple-choice questions,2019,Studies in Health Technology and Informatics,257,,,184,188,,,10.3233/978-1-61499-951-5-184,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061288876&doi=10.3233%2f978-1-61499-951-5-184&partnerID=40&md5=e6988e033ae2efa4b96bf00392434394,"Max Rady College of Medicine, University of Manitoba, Radiation Oncology, Resident, Winnipeg, Canada; Faculty of Medicine, University of Alberta, Edmonton, Canada","Janzen, B.W., Max Rady College of Medicine, University of Manitoba, Radiation Oncology, Resident, Winnipeg, Canada; Sommerfeld, C., Faculty of Medicine, University of Alberta, Edmonton, Canada; Gooi, A.C.C., Max Rady College of Medicine, University of Manitoba, Radiation Oncology, Resident, Winnipeg, Canada","Background: Early reports in the literature describe using student-generated questions as a method of student learning as well as augmenting question exam banks. Reports on the performance of student-generated questions versus faculty-generated questions, however, remain limited. This study aims to compare the question performance of student-generated versus faculty-generated multiple-choice questions (MCQ). Objectives: To determine if student-generated questions using mobile audience response systems and online discussion boards have similar item discrimination scores as faculty-generated questions. Methods: A team-based learning session was used to create 113 student-generated multiple-choice questions (SGQs). A 20 question MCQ quiz was presented to a second year medical school class made of 10 randomly selected SGQs and 10 randomly selected faculty-generated multiple-choice questions (FGQs). Item analysis was performed on the test results. Results: The data showed no statistical difference in the point-biserial scores between the two groups (average point-biserial 0.31 students vs 0.36 faculty, p=0.14), with 90% of student-generated and 100% of faculty-generated questions meeting a cut-off of point-biserial score >0.2. Interestingly, student-generated questions were statistically more difficult than the faculty-generated questions (Item Difficulty score 0.46 students vs 0.69 faculty, p=0.003). Conclusions: This study suggests that student-generated compared to faculty-generated MCQs have similar item discrimination scores, but are perhaps more difficult questions. © 2019 American Psychological Association Inc. All rights reserved.",Examination; Item Discrimination; Medical Education; Medical Student; Point Biserial; Pre-Clerkship; Team Based Learning; Test,"Medical education; Online systems; Students; Testing; Examination; Item discriminations; Medical students; Point Biserial; Pre-Clerkship; Team-based learning; Education computing; article; controlled study; human; human experiment; learning; major clinical study; medical school; medical student; multiple choice test; randomized controlled trial; education; learning; standards; teaching; university; Computer-Assisted Instruction; Educational Measurement; Faculty; Humans; Learning; Schools, Medical; Students, Medical",,,,,,,,,,,"Gooi, A.C., Sommerfeld, C., Medical school 2.0: How we developed a student-generated question bank using small group learning (2015) Medical Teacher, 37, pp. 892-896; McMullen, I., Cartledge, J., Finch, E., Levine, R., Iversen, A., How we implemented team-based learning for postgraduate doctors (2014) Medical Teacher, 36, pp. 191-195; Parmelee, D., Michaelsen, L.K., Cook, S., Hudes, P.D., Team-based learning: A practical guide: AMEE guide no. 65 (2012) Medical Teacher, 34, pp. e275-e287; Hardy, J., Bates, S.P., Casey, M.M., Galloway, K.W., Galloway, R.K., Kay, A.E., Kirsop, P., McQueen, H.A., Student-generated content: Enhancing learning through sharing multiple-choice questions (2014) International Journal of Science Education, 36, pp. 2180-2194; Jobs, A., Twesten, C., Göbel, A., Bonnemeir, H., Lehnert, H., Weitz, G., Question-writing as a learning tool for students-outcomes from curricular exams (2013) BMC Medical Education, 13; Freeman, A., Nicholls, A., Ricketts, C., Coombes, L., Can we share questions? Performance of questions from different question banks in a single medical school (2010) Medical Teacher, 32, pp. 464-466; Sadaf, S., Kahn, S., Ali, S.K., Tips for developing a valid and reliable bank of multiple choice questions (2012) Education for Health, 25, pp. 195-197",,Kuo A.M.-H.Kushniruk A.Lau F.Borycki E.M.Bliss G.Monkman H.Roudsari A.V.Bartle-Clar J.A.Courtney K.L.,,IOS Press,,,,,09269630,9781614999508,,30741193.0,English,Stud. Health Technol. Informatics,Article,Final,,Scopus,2-s2.0-85061288876
"Zarraonandia T., Diaz P., Montero A., Aedo I., Onorati T.",12238771800;7103221225;56354879800;6603683704;35102966700;,Using a Google Glass-Based Classroom Feedback System to Improve Students to Teacher Communication,2019,IEEE Access,7,, 8620312,16837,16846,,1.0,10.1109/ACCESS.2019.2893971,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061841707&doi=10.1109%2fACCESS.2019.2893971&partnerID=40&md5=9287032ac9645990f43324c6be5a7db8,"DEI Lab-Computer Science Department, Universidad Carlos III de Madrid, Leganés, 28911, Spain","Zarraonandia, T., DEI Lab-Computer Science Department, Universidad Carlos III de Madrid, Leganés, 28911, Spain; Diaz, P., DEI Lab-Computer Science Department, Universidad Carlos III de Madrid, Leganés, 28911, Spain; Montero, A., DEI Lab-Computer Science Department, Universidad Carlos III de Madrid, Leganés, 28911, Spain; Aedo, I., DEI Lab-Computer Science Department, Universidad Carlos III de Madrid, Leganés, 28911, Spain; Onorati, T., DEI Lab-Computer Science Department, Universidad Carlos III de Madrid, Leganés, 28911, Spain","The use of augmented reality (AR) to support the learning process has been extensively researched but its use to support the teaching practice has just started to be explored. In this paper, we present a communication system that makes use of a pair of Google Glass to provide the teacher with a constant and private flow of information on the students' current knowledge. The proposed system allows the information sent by the students through their mobiles to overlap with the teachers' live vision of the class. Compared to other feedback systems like clickers or backchannel systems, this AR prototype avoids teachers diverting their gaze and interrupting the class to access the students' feedback. This supports the constant monitoring of potential comprehension problems that might otherwise be overlooked. With the aim of obtaining insights on the teachers' and students' views of the system, we conducted two studies during which the system was used in real classroom settings. The results of both studies suggest that the AR system could report benefits in terms of better communication between students and teachers, and a more adequate rhythm of the class. Also, the use of the AR system in the classroom does not necessarily constitute an element, which will distract and disrupt educational activity. © 2013 IEEE.",Augmented reality; computer-mediated communication; educational technology,Augmented reality; Educational technology; Feedback control; Glass; Wearable computers; Back channels; Classroom settings; Computer mediated communication; Educational activities; Feedback systems; Learning process; Students' views; Teaching practices; Students,,,,,"Ministerio de Ciencia e Innovación: TIN2014-56534-R

TIN2016-77690-R","This work was supported in part by the Spanish Ministry of Economy and Competitivity through the PACE Project under Grant TIN2016-77690-R, and in part by the Spanish Ministry of Science and Innovation through the CREAx Project under Grant TIN2014-56534-R.",,,,,"Baron, D., Bestbier, A., Case, J.M., Collier-Reed, B.I., Investigating the effects of a backchannel on University classroom interactions: A mixed-method case study (2016) Comput. Educ., 94, pp. 61-76. , Mar; Bergtrom, G., Clicker sets as learning objects (2006) Interdiscipl. J. E-Learn. Learn. Objects, 2 (1), pp. 105-110; Brewer, C.A., Near real-time assessment of student learning and understanding in biology courses (2004) BioScience, 54 (11), pp. 1034-1039; Bry, F., Pohl, A.Y.-S., Large class teaching with backstage (2017) J. Appl. Res. Higher Educ., 9 (1), pp. 105-128; Bussières, J.-F., Metras, M.-E., Leclerc, G., Use of Moodle, ExamSoft, and Twitter in a first-year pharmacy course (2012) Amer. J. Pharmaceutical Educ., 76 (5), p. 94; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci. Edu., 6 (1), pp. 9-20; Cohen, L., Manion, L., Morrison, K., (2013) Research Methods in Education, , Abingdon, U.K.: Routledge; Du, H., Rosson, M.B., Carroll, J.M., Augmenting classroom participation through public digital backchannels (2012) Proc. 17th ACM Int. Conf. Supporting Group Work, pp. 155-164. , New York, NY, USA: ACM; Dunleavy, M., Dede, C., Mitchell, R., Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning (2009) J. Sci. Educ. Technol., 18 (1), pp. 7-22; Dunleavy, M., Dede, C., Augmented reality teaching and learning (2014) Handbook of Research on Educational Communications and Technology, pp. 735-745. , New York, NY, USA: Springer; Hsieh, H.-F., Shannon, S.E., Three approaches to qualitative content analysis (2005) Qualitative Health Res., 15 (9), pp. 1277-1288; Jee, H.-K., Lim, S., Youn, J., Lee, J., An augmented reality-based authoring tool for E-learning applications (2014) Multimedia Tools Appl., 68 (2), pp. 225-235; Kay, R.H., LeSage, A., Examining the Benefits and challenges of using audience response systems: A review of the literature (2009) Comput. Edu., 53 (3), pp. 819-827. , Nov; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) J. Comput. Assist. Learn., 21 (4), pp. 260-268; Motti, V.G., Caine, K., Users' privacy concerns about wearables (2015) Proc. Int. Conf. Financial Cryptogr. Data Secur., pp. 231-244. , Berlin, Germany: Springer; Ratto, M., Shapiro, R.B., Truong, T.M., Griswold, W.G., The activeclass project: Experiments in encouraging classroom participation (2003) Designing for Change in Networked Learning Environments, pp. 477-486. , Amsterdam, The Netherlands: Springer; Siau, K., Sheng, H., Nah, F.F.H., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Trans. Educ., 49 (3), pp. 398-403. , Aug; Weijters, B., Baumgartner, H., Misresponse to reversed and negated items in surveys: A review (2012) J. Marketing Res., 49 (5), pp. 737-747; Yuen, S.C.-Y., Yaoyuneyong, G., Johnson, E., Augmented reality: An overview and five directions for AR in education (2011) J. Educ. Technol. Develop. Exchange, 4 (1), pp. 119-140; Zarraonandia, T., Aedo, I., Díaz, P., Montero, A., An augmented lecture feedback system to support learner and teacher communication (2013) Brit. J. Educ. Technol., 44 (4), pp. 616-628","Zarraonandia, T.; DEI Lab-Computer Science Department, Universidad Carlos III de MadridSpain; email: tzarraon@inf.uc3m.es",,,Institute of Electrical and Electronics Engineers Inc.,,,,,21693536,,,,English,IEEE Access,Article,Final,Open Access,Scopus,2-s2.0-85061841707
"Liao S.N., Zingaro D., Thai K., Alvarado C., Griswold W.G., Porter L.",57192187289;36024592100;57191160874;8453054800;7006192093;24081364400;,A robust machine learning technique to predict low-performing students,2019,ACM Transactions on Computing Education,19,3, 18,,,,1.0,10.1145/3277569,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061179563&doi=10.1145%2f3277569&partnerID=40&md5=076d8f72d0c73130ade37e4aab81a400,"University of California, San Diego, 9500 Gilman Dr., San Diego, CA  92093, United States; University of Toronto Mississauga, 3359 Mississauga Rd., Mississauga, ON  L5L 1C6, Canada","Liao, S.N., University of California, San Diego, 9500 Gilman Dr., San Diego, CA  92093, United States; Zingaro, D., University of Toronto Mississauga, 3359 Mississauga Rd., Mississauga, ON  L5L 1C6, Canada; Thai, K., University of California, San Diego, 9500 Gilman Dr., San Diego, CA  92093, United States; Alvarado, C., University of California, San Diego, 9500 Gilman Dr., San Diego, CA  92093, United States; Griswold, W.G., University of California, San Diego, 9500 Gilman Dr., San Diego, CA  92093, United States; Porter, L., University of California, San Diego, 9500 Gilman Dr., San Diego, CA  92093, United States","As enrollments and class sizes in postsecondary institutions have increased, instructors have sought automated and lightweight means to identify students who are at risk of performing poorly in a course. This identification must be performed early enough in the term to allow instructors to assist those students before they fall irreparably behind. This study describes a modeling methodology that predicts student final exam scores in the third week of the term by using the clicker data that is automatically collected for instructors when they employ the Peer Instruction pedagogy. The modeling technique uses a support vector machine binary classifier, trained on one term of a course, to predict outcomes in the subsequent term. We applied this modeling technique to five different courses across the computer science curriculum, taught by three different instructors at two different institutions. Our modeling approach includes a set of strengths not seen wholesale in prior work, while maintaining competitive levels of accuracy with that work. These strengths include using a lightweight source of student data, affording early detection of struggling students, and predicting outcomes across terms in a natural setting (different final exams, minor changes to course content), across multiple courses in a curriculum, and across multiple institutions. © 2019 Association for Computing Machinery.",At-risk students; Clicker data; Cross-term; Machine learning; Multiinstitution; Peer instruction; Prediction,Forecasting; Learning systems; Machine learning; Students; Clicker data; Computer science curricula; Cross-terms; Machine learning techniques; Modeling methodology; Multiinstitution; Peer instruction; Post-secondary institutions; Curricula,,,,,National Sleep Foundation: 1712508,"This work was supported in part by NSF Award No. 1712508. Authors’ addresses: S. N. Liao, K. Thai, C. Alvarado, W. G. Griswold, and L. Porter, University of California, San Diego, 9500 Gilman Dr. La Jolla, CA, 92093, USA; emails: snam@eng.ucsd.edu, kthai1994@gmail.com, cjalvarado@eng.ucsd.edu, wgg@cs.ucsd.edu, leporter@eng.ucsd.edu; D. Zingaro, University of Toronto Mississauga, 3359 Mississauga Rd, Missis-sauga, ON, L5L 1C6, Canada; email: daniel.zingaro@utoronto.ca. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from permissions@acm.org. © 2019 Association for Computing Machinery. 1946-6226/2019/01-ART18 $15.00 https://doi.org/10.1145/3277569",,,,,"Abdulrazzaq, Y.M., Qayed, K.I., Could final year school grades sufice as a predictor for future performance? (2009) Med. Teach., 15 (2-3), pp. 243-251. , (2009); Ahadi, A., Hellas, A., Lister, R., A contingency table derived method for analyzing course data (2017) Trans. Comput. Educ., 17 (3), pp. 131-1319. , (2017); Ahadi, A., Lister, R., Geek genes, prior knowledge, stumbling points and learning edge momentum: Parts of the one elephant? (2013) Proceedings of the 9th Annual International ACM Conference on International Computing Education Research, pp. 123-128; Ahadi, A., Lister, R., Haapala, H., Vihavainen, A., Exploring machine-learning methods to automatically identify students in need of assistance (2015) Proceedings of the International Conference on Computing Education Research, pp. 121-130; Bandura, A., Self-eficacy: Toward a unifying theory of behavioral change (1977) Psychol. Rev., 84 (2), pp. 191-215. , (1977); Bergin, S., Reilly, R., Predicting introductory programming performance: A multi-institutional multivariate study (2006) Comput. Sci. Educ., 16 (4), pp. 303-323. , (2006); Carter, A.S., Hundhausen, C.D., Adesope, O., Blending measures of programming and social behavior into predictive models of student achievement in early computing courses (2017) Trans. Comput. Educ., 17 (3), pp. 121-1220. , (2017); Carter, A.S., Hundhausen, C.D., Adesope, O.O., The normalized programming state model-predicting student performance in computing courses based on programming behavior (2015) Proceedings of the International Conference on Computing Education Research, pp. 141-150; Case, J.M., A different route to reducing university drop-out rates (2015) The Conversation, , https://theconversation.com/a-different-route-to-reducing-university-drop-out-rates-40406; Karo, C.-W., Ahadi, A., Petersen, A., Evaluating neural networks as a method for identifying students in need of assistance (2017) Proceedings of the Technical Symposium on Computer Science Education, pp. 111-116; Cengiz, N., Uka, A., Prediction of student success using enrollment data (2014) Proceedings of the Workshops Held at Educational Data Mining: Workshop Approaching Twenty Years of Knowledge Tracing; Corbett, A.T., Anderson, J.R., Knowledge tracing - Modeling the acquisition of procedural knowledge (1994) User Model. 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Data Mining, 524 (2014), pp. 175-202; Zhang, P., Ding, L., Mazur, E., Peer instruction in introductory physics: A method to bring about positive changes in students' attitudes and beliefs (2017) Phys. Rev. Phys. Educ. Res., 113 (1), p. 10. , (2017)",,,,Association for Computing Machinery,,,,,19466226,,,,English,ACM J. Trans. Comput. Educ.,Article,Final,,Scopus,2-s2.0-85061179563
"Santhi S., Thavasi S., Hemalath T.",14009643300;57210604138;57210599922;,Enhanced teaching and learning process using sentiment analysis,2019,Journal of Advanced Research in Dynamical and Control Systems,11,1 Special Issue,,248,254,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071117203&partnerID=40&md5=f07ba2af7017454dae4afee0a2335bbe,"Computer Science and Engineering, Mepco Schlenk Engineering College, Sivakasi, Tamil Nadu, India","Santhi, S., Computer Science and Engineering, Mepco Schlenk Engineering College, Sivakasi, Tamil Nadu, India; Thavasi, S., Computer Science and Engineering, Mepco Schlenk Engineering College, Sivakasi, Tamil Nadu, India; Hemalath, T., Computer Science and Engineering, Mepco Schlenk Engineering College, Sivakasi, Tamil Nadu, India","The sentiment of user and knowledge are used for teaching, knowledge about students and address problems like confusion and boredom which affects student’s engagement. To overcome such problem, we looked at several methods that could be used for learning sentiment from student’s feedback. Now-a-days Sentiment Analysis (SA) is used for training computer to identify the sentiment within the content through NLP (Natural Language Processing) technique. SA specify the task of NLP to determine whether a piece of text contains some subjective information which express the attitude behind the text is positive, negative or neutral or emotions such as happy, sad, angry, or disgusted and which determine the user’s attitude toward a particular subject or entity. SA plays an important role in many fields including education, where student feedback is essential to assess the effectiveness of learning technologies. Collecting feedback in real-time has numerous benefits for the lecturer and their students, such as improvement in teaching and understanding students learning behaviour. Moreover, student’s feedback improves communication between the teacher and the student which allow the teacher to have an overall summary of the student’s opinion through Student Response System (SRS). © 2019, Institute of Advanced Scientific Research, Inc.. All rights reserved.",,,,,,,,,,,,,"Rani, S., Kumar, P., A sentiment analysis system to improve teaching and learning (2017) Computer, 50 (5), pp. 36-43; Patel, T., Undavia, J., Patela, A., Sentiment analysis of parents feedback for educational institutes (2015) International Journal of Innovative and Emerging Research in Engineering, 2 (3), pp. 75-78; Wen, M., Yang, D., Rose, C., Sentiment Analysis in MOOC Discussion Forums: What does it tell us (2014) Educational Data Mining; Altrabsheh, N., Gaber, M., Cocea, M., SA-E: Sentiment analysis for education (2013) International Conference on Intelligent Decision Technologies, pp. 353-362; Mohammad, S.M., Turney, P.D., Crowd sourcing a word–emotion association lexicon (2013) Computational Intelligence, 29 (3), pp. 436-465; Munezero, M., Montero, C.S., Mozgovoy, M., Sutinen, E., Exploiting sentiment analysis to track emotions in students' learning diaries (2013) Proceedings of the 13Th Koli Calling International Conference on Computing Education Research, pp. 145-152",,,,"Institute of Advanced Scientific Research, Inc.",,,,,1943023X,,,,English,J. Adv. Res. Dyn. Control. Syst.,Article,Final,,Scopus,2-s2.0-85071117203
"Tseng K.-K., Zhang Y., Yung K.L., Ip W.H., Ou Z., Na Q.",7102185131;57195232124;7006849197;55498852200;57205381559;57205381478;,A Robust Multilevel Speech Verification with Wavelet Decomposition for Inadequate Training Data Sets of Mobile Device Systems,2019,IEEE Access,7,, 8579196,2418,2428,,,10.1109/ACCESS.2018.2886428,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058895465&doi=10.1109%2fACCESS.2018.2886428&partnerID=40&md5=6acebfe0e72340d428a896898c50bd21,"School of Computer Science and Technology, Harbin Institute of Technology, Shenzhen, 518055, China; Department of Industrial and Systems Engineering, Hong Kong Polytechnic University, Hong Kong","Tseng, K.-K., School of Computer Science and Technology, Harbin Institute of Technology, Shenzhen, 518055, China; Zhang, Y., School of Computer Science and Technology, Harbin Institute of Technology, Shenzhen, 518055, China; Yung, K.L., Department of Industrial and Systems Engineering, Hong Kong Polytechnic University, Hong Kong; Ip, W.H., Department of Industrial and Systems Engineering, Hong Kong Polytechnic University, Hong Kong; Ou, Z., School of Computer Science and Technology, Harbin Institute of Technology, Shenzhen, 518055, China; Na, Q., School of Computer Science and Technology, Harbin Institute of Technology, Shenzhen, 518055, China","With the development of speech signal processing, universality, easy collection and personal speech signal uniqueness, many researchers are attracted to the field of speech verification. Most of the current speech verifications are based on long training data sets in order to achieve good results, and there are no good verification schemes in case of inadequate training data sets. This paper proposes a novel architecture for speech verification using a multilevel method, which extracts feature parameters through a multiple wavelet transform for mobile phone voice. The experiments show that the multilevel wavelet authentication architecture improves performance in speech verification. The recognition rate of the mobile phone system is more robust and superior to other methods. © 2013 IEEE.",Biometric; mobile computing; speech verification; wavelet transform,Biometrics; Cellular telephone systems; Cellular telephones; Feature extraction; Heuristic algorithms; Mobile computing; Mobile phones; Speech communication; Speech processing; Speech recognition; Telephone sets; Wavelet decomposition; Wavelet transforms; Authentication architecture; Feature parameters; Mobile handsets; Mobile phone systems; Multilevel method; Novel architecture; Speech signal processing; Training data sets; Audio signal processing,,,,,"Department of Industrial and Systems Engineering, Hong Kong Polytechnic University

Development and Reform Commission of Shenzhen Municipality

KQJSCX20170726104033357, JCYJ20160531191837793

Hong Kong Polytechnic University: H-ZG3K","This work was supported in part by the Shenzhen Government under Grant KQJSCX20170726104033357 and Grant JCYJ20160531191837793, in part by the Department of Industrial and Systems Engineering, in part by The Hong Kong Polytechnic University under Grant H-ZG3K, in part by the Shenzhen Medical Biometric Perception and Analysis Technology Engineering Laboratory, and in part by the Shenzhen Development and Reform Commission through Shenzhen Development and Reform under Grant (2016) 889.",,,,,"Sharif, M., Khalid, A., Mudassar, M., Mohsin, S., Face recognition using Gabor filters (2011) J. Appl. Comput. Sci. Math, 5 (11), pp. 53-57; Wang, X.-M., Huang, C., Liu, J.-G., Gabor-2DLDA: Face recognition using Gabor features and 2D linear discriminant analysis (2009) Proc. 2nd Int. Conf. Intell. Comput. Technol. Automat, pp. 608-610. , Oct; Zhao, Q.-Y., Pan, B.-C., Pan, J.-J., Tang, Y.-Y., Facial expression recognition based on fusion of Gabor and LBP features (2008) Proc. Int. Conf. Wavelet Anal. Pattern Recognit, pp. 362-367. , Aug; Jinhai, Z., Fingerprint image enhancement based on Gabor func- tion (2011) Proc. Cross Strait Quad-Regional Radio Sci. Wireless Technol. Conf. (CSQRWC), Jul, pp. 1414-1417; Ekinci, M., Aykut, M., Gabor-based kernel PCA for palmprint recog- nition (2007) Electron. Lett, 43 (20), pp. 1077-1079. , Sep; Vestman, V., Gowda, D., Sahidullah, M., Alku, P., Kinnunen, T., Speaker recognition from whispered speech: A tutorial survey and an application of time-varying linear prediction (2018) Speech Commun, 99, pp. 62-79. , May; Wang, Z., Li, S., Discrete Fourier transform and discretewavelet packet transform in speech denoising (2012) Proc. 5th Int. Congr. Image Signal Process. (CISP), Oct, pp. 1588-1591; Haigh, J.A., Mason, J.S., Robust voice activity detection using cepstral features (1993) Proc. IEEE Region 10th Int. Conf. Comput., Commun. Automat. (TENCON), Oct, pp. 321-324; Choi, S.-J., Woods, J.W., Motion-compensated 3-D subband coding of video (1999) IEEE Trans. Image Process, 8 (2), pp. 155-167. , Feb; Chen, F., Zhu, J., Anewmethod of endpoint detection based on distance of auto-correlated similarity (1999) J. Shanghai Jiaotong Univ, 33 (9), pp. 1097-1099; Abdallah, I., Montresor, S., Baudry, M., Robust speech/non-speech detection in adverse conditions using an entropy based estimator (1997) Proc. 13th Int. Conf. Digit. Signal Process. (DSP), pp. 757-760. , Jul; Sarikaya, R., Pellom, B.L., Hansen, J.H., Wavelet packet transform features with application to speaker identification (1998) Proc. 3rd IEEE Nordic Signal Process. Symp., Jun, pp. 81-84; Reynolds, D.A., Speaker identification and verification using Gaussian mixture speaker models (1995) Speech Commun, 17 (1-2), pp. 91-108; Reynolds, D.A., Quatieri, T.F., Dunn, R.B., Speaker verification using adapted Gaussian mixture models (2000) Digit. Signal Process, 10 (1-3), pp. 19-41; Huo, C., Shao, Y., Gao, X., The improved VQ algorithm for speaker recognition (2009) Proc. 4th Int. Conf. Innov. Comput., Inf. Control (ICICIC), pp. 997-1000. , Dec; Kruger, S.E., Schaffoner, M., Katz, M., Andelic, E., Wendemuth, A., Mixture of support vector machines forHMMbased speech recognition (2006) Proc. 18th Int. Conf. Pattern Recognit. (ICPR), pp. 326-329. , Aug; Eskimez, S.E., Soufieris, P., Duan, Z., Heinzelman, W., Front-end speech enhancement for commercial speaker verification systems (2018) Speech Commun, 99, pp. 101-113. , May; Liu, Z., Wu, Z., Li, T., Li, J., Shen, C., GMMandCNNhybrid method for short utterance speaker recognition (2018) IEEE Trans. Ind. Informat, 14 (7), pp. 3244-3252. , Jul; Srivastava, S., Chaudhary, G., Bhardwaj, S., Multi-scenario dataset for speaker recognition (2018) J. Intell. Fuzzy Syst, 34 (3), pp. 1385-1392","Ip, W.H.; Department of Industrial and Systems Engineering, Hong Kong Polytechnic UniversityHong Kong; email: wh.ip@polyu.edu.hk",,,Institute of Electrical and Electronics Engineers Inc.,,,,,21693536,,,,English,IEEE Access,Article,Final,Open Access,Scopus,2-s2.0-85058895465
"Charbonneau-Gowdy P., Chavez J.",55520632300;57204935647;,3-m model for uncovering the impact of multi-level identity issues on learners’ social interactive engagement online,2019,Electronic Journal of e-Learning,17,2,,131,143,,,10.34190/JEL.17.2.06,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071046474&doi=10.34190%2fJEL.17.2.06&partnerID=40&md5=576634349ee4363abd3d021b69e5b5ca,"Universidad Andres Bello, Santiago, Chile","Charbonneau-Gowdy, P., Universidad Andres Bello, Santiago, Chile; Chavez, J., Universidad Andres Bello, Santiago, Chile","A growing trend in higher education institutions (HE) to move course offerings to Blended Learning (BL) modes is challenging many of our traditional views and practices of teaching and learning. Part of the problem is that many of those working within these institutions at the macro, meso and micro levels have stubbornly resisted abandoning the view that knowledge is imparted by the institution and that knowledge is consumed by students. Advances in technology have upturned this positionality as learners and institutions alike realize that roles are evolving in the process of education. Tracking the scholarship on BL, for example, reveals a major issue preventing successful learning outcomes is reticence on the part of learners to be socially interactive and engaged online. Through the lens of socialcultural and identity theories and a conceptualization of engagement being composed of behavioural, emotional and cognitive components, this paper aims to respond to a call for greater insight into this pressing issue. With findings from a recent qualitative longitudinal study of a BL program in a large private-for-profit university in Chile we unravel the complex social psychological aspects that contribute to learners’ willingness, or unwillingness, to engage in interacting with others and with content online-an essential determinant of successful learning and quality BL programs. A critical discussion of the findings from multiple qualitative data sources reveals that the general lack of undergraduate students’ incentive to develop agency and adopt empowered learner identities characteristic of active participators online, is strongly influenced by the assumed or imposed identities of teachers, academic leaders and institutional decision makers that create a climate that fails to nurture community building in these contexts. Abundant evidence suggests a model for BL in HE that could lead to decisive, strategic and coordinated action at each level and measurable improvement in student online learning engagement and outcomes. © 2019, Academic Publishing Ltd. All rights reserved.",Blended Learning; Higher education; Identity theory; Learner engagement; Macro-meso-micro level inquiry,,,,,,,,,,,,"Allen, E., Seaman, J., Poulin, R., Straut, T., (2016) Online Report Card: Tracking Online Education in the United States, , https://onlinelearningsurvey.com/reports/onlinereportcard.pdf; Andres, P.A., Active teaching to manage course difficulty and learning motivation (2019) Journal of Further and Higher Education, 43 (2), pp. 1-16; Bernard, R.M., Borokhovski, E., Schmidt, R.F., Tamim, R.M., Abrani, P., A Meta-analysis of Blended Learning and technology use in higher education: From the general to the applied (2014) Journal of Computing in Higher Education, 26 (1), pp. 87-122; Bourdieu, P., (1991) Language and Symbolic Power, , Cambridge, MA: Harvard University Press; Brinkley-Etzkorn, K., Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens (2018) Internet and Higher Education, 38, pp. 28-35; Brown, K., Charlier, S., An integrative model of e-learning use: Leveraging theory to understand and increase usage (2013) Human Resource Management Review, 23, pp. 37-49; Charbonneau-Gowdy, P., Mixed messages: Exploring the experiences of instructors in a large-scale distance language learning program (2017) Proceedings of the 16Th European Conference on E-Learning (ECEL), pp. 108-115; Charbonneau-Gowdy, P., Beyond stalemate: Seeking solutions to challenges in online and Blended Learning programs (2018) Electronic Journal of E-Learning, pp. 56-66; Charbonneau-Gowdy, P., Cechova, I., (2017) Blind Alleys: Capturing Learner Attention Online and Keeping It: The Challenges of Blended Learning Programs in Chile and The Czech Republic, pp. 40-47. , Proceedings of the 12th International Conference on e-Learning; Charbonneau-Gowdy, P., Chavez, J., Endpoint: Insights for theory development in a Blended Learning Program in Chile (2018) Proceedings of the 17Th European Conference on E-Learning (ECEL), pp. 81-89; Charbonneau-Gowdy, P., Frenzel, M., Converting from ‘doubter to promoter of Blended Learning approaches in Higher Education’ (2018) Proceedings of the 13Th International Conference on E-Learning, pp. 52-60; Charbonneau-Gowdy, P., Cechova, I., Barry, E., Web 2.0 technologies for 21st century learning: Creating conditions for sustaining change in institutions of higher learning (2012) Proceedings of the 7Th International Conference on E-Learning (ICEL), pp. 18-26; Chavez, J., (2018) Exploring University Students Perceptions of Learning English as a Foreign Language in a Blended program’, , Unpublished Master’s thesis. Universidad Andres Bello, Santiago, Chile; Clement, M., Vanderput, L., Osaer, T., Blended learning design: A shared experience (2016) Procedia-Social and Behavioral Sciences, 228, pp. 582-586; Darvin, R., Norton, B., Identity and the power of investment in applied linguistics (2015) Annual Review of Applied Linguistics, 35, pp. 36-56; Dibbagh, N., Kitsansas, A., Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning (2012) Internet and Higher Education, 15, pp. 3-8; De Costa, P., Norton, B., Introduction: Identity, transdisciplinarity and the good language teacher (2017) The Modern Language Journal, 101, pp. 3-14; Duchêne, A., Heller, M., (2012) Language in Late Capitalism: Pride and Profit, 1. , Abingdon, UK: Routledge; Dudek, J., Heiser, P., Elements, principles, and critical inquiry for identity-centered design of online environments (2017) International Journal of E-Learning and Distance Education, 32 (2), pp. 1-18; Feenberg, A., Critical theory of technology: An overview (2008) Information Technology in Librarianship: New Critical Approaches, pp. 31-46. , Leckie, G. and Buschman, J, Westport, CT: Libraries Unlimited; Fong, C., Lin, S., Engle, R., Positioning identity in computer-mediated discourse among ESOL learners (2016) Language Learning & Technology, 20 (3), pp. 142-158. , http://llt.msu.edu/issues/october2016/fonglinengle.pdf; Fredrecks, J., Blumenfield, P., Paris, A., School Engagement: Potential of the Concept, State of the Evidence (2004) Review of Educational Research, 74 (1), pp. 59-109; Garrison, D.R., Vaughan, N., Institutional change and leadership associated with blended learning innovation: Two case studies (2013) Internet and Higher Education, 18, pp. 24-28; Garrison, D.R., Kanuka, H., Blended learning: Uncovering its transformative potential in higher education (2004) The Internet and Higher Education, 7, pp. 95-105; Güzer, B., Caner, H., The past, present and future of blended learning: An in depth analysis of literature (2014) Procedia-Social and Behavioral Sciences, 116, pp. 4596-4603; Halic, O., Lee, D., Paulus, T., Spence, M., To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course (2010) Internet and Higher Education, 13, pp. 2016-2213; Hamid, S., Waycott, J., Kurnia, S., Chang, S., Understanding students' perceptions of the benefits of online social networking use for teaching and learning (2015) Internet and Higher Education, 26, pp. 1-9; McGill, T., Klobas, J., Renzi, S., Critical success factors for the continuation of e-learning initiatives (2014) Internet and Higher Education, 22, pp. 24-36; Mintzberg, H., (2017) Managing the Myths of Health Care: Bridging the Separations between Care, Cure, Control, and Community, , Oakland, CA: Berrett-Koehler; Moreno, V., Cavaozotte, F., Alves, I., Explaining university students effective use of e-learning platforms’ (2016) British Journal of Educational Technology, 48 (4), pp. 995-1009; Moskal, P., Dziuban Hartman, C.J., Blended learning is a dangerous idea? (2013) Internet and Higher Education, 18, pp. 15-23; Norton, B., (2013) Identity and Language Learning: Extending the Conversation (2Nd Ed.)., , Bristol, UK: Multilingual Matters; (2013) Innovative Learning Environments, , Paris, France: Educational Research and Innovation, OECD Publishing; Sharples, M., The design of personal mobile technologies for lifelong learning (2000) Computers and Education, 34 (3-4), pp. 177-193; So, H.-J., Brush, T., Student perceptions of collaborative learning, social presence and satisfaction in blended learning environment: Relationships and critical factors (2008) Computers and Education, 51 (1), pp. 318-336; Sun, J., Rueda, R., Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education (2014) British Journal of Educational Technology, 43 (2), pp. 191-204; Vaughan, N., Perspectives on blended learning in higher education (2007) International Journal on E-Learning, 6 (1), p. 81; Van Laer, S., Elen, J., The effect of cues for calibration on learners' self-regulated learning through changes in learners learning behaviour and outcomes’ (2019) Computers and Education, 135, pp. 30-48; Vanslambrouck, S., Zhu, C., Pynou, B., Thoman, V., Lombaerts, K., Tondeur, J., An in-depth analysis of adult students in blended environments: Do they regulate their learning in an ‘old school way?’ (2019) Computers and Education, 128, pp. 75-87; Vaughan, N., Cloutier, D., Evaluating a blended degree program through the use of the NSSE framework (2017) British Journal of Educational Technology, 48 (5), pp. 1176-1187; Vygotsky, L.S., (1978) Mind in Society: The Development of Higher Psychological Processes, , M. V. Cole, V. John-Steiner, V. S. Scribner and E. Souberman, eds. Cambridge, MA: Harvard University Press","Charbonneau-Gowdy, P.; Universidad Andres BelloChile; email: paula.charbonneau@unab.cl",,,Academic Publishing Ltd,,,,,14794403,,,,English,Electron. J. e-Learning,Article,Final,,Scopus,2-s2.0-85071046474
"Geven S., van de Werfhorst H.G.",55841047800;6603243901;,The Role of Intergenerational Networks in Students’ School Performance in Two Differentiated Educational Systems: A Comparison of Between- and Within-Individual Estimates,2019,Sociology of Education,,,,,,,,10.1177/0038040719882309,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074363486&doi=10.1177%2f0038040719882309&partnerID=40&md5=5d05c85f0e2887dede70c20d2dc2f670,"University of Amsterdam, Amsterdam, Netherlands","Geven, S., University of Amsterdam, Amsterdam, Netherlands; van de Werfhorst, H.G., University of Amsterdam, Amsterdam, Netherlands","In this article, we study the relationship between intergenerational networks in classrooms (i.e., relationships among parents in classrooms, and between parents and their children’s classmates) and students’ grades. Using panel data on complete classroom networks of approximately 3,000 adolescents and their parents in approximately 200 classes in both Germany and the Netherlands, we compare estimates based on between-student differences in intergenerational networks (i.e., between-individual estimates) to estimates based on changes students experience in their intergenerational networks over time (i.e., within-individual estimates). We also examine how the relationship between intergenerational networks and grades is contingent on students’ location in the educational system (i.e., their ability track). When considering between-individual estimates, we find some support for a positive relationship between intergenerational networks and grades. However, we find no robust support when considering within-individual estimates. The findings suggest that between-individual estimates, which most previous research has relied on, may be confounded by unobserved differences across individuals. We find little support for variations in these estimates across ability tracks. We discuss the implications for Coleman’s social capital theory on intergenerational closure. © American Sociological Association 2019.",intergenerational closure; longitudinal studies of education; social capital; tracking; within- and between-individual effects,,,,,,"Nederlandse Organisatie voor Wetenschappelijk Onderzoek, NWO: 016, 453-14-017","https://orcid.org/0000-0003-1449-6513 Geven Sara 1 van de Werfhorst Herman G. 1 1 University of Amsterdam, Amsterdam, Netherlands Sara Geven, Department of Sociology, University of Amsterdam, PO Box 15508, 1001 NA Amsterdam, The Netherlands. Email: s.a.j.geven@uva.nl 10 2019 0038040719882309 © American Sociological Association 2019 2019 American Sociological Association This article is distributed under the terms of the Creative Commons Attribution 4.0 License ( http://www.creativecommons.org/licenses/by/4.0/ ) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ( https://us.sagepub.com/en-us/nam/open-access-at-sage ). In this article, we study the relationship between intergenerational networks in classrooms (i.e., relationships among parents in classrooms, and between parents and their children’s classmates) and students’ grades. Using panel data on complete classroom networks of approximately 3,000 adolescents and their parents in approximately 200 classes in both Germany and the Netherlands, we compare estimates based on between-student differences in intergenerational networks (i.e., between-individual estimates) to estimates based on changes students experience in their intergenerational networks over time (i.e., within-individual estimates). We also examine how the relationship between intergenerational networks and grades is contingent on students’ location in the educational system (i.e., their ability track). When considering between-individual estimates, we find some support for a positive relationship between intergenerational networks and grades. However, we find no robust support when considering within-individual estimates. The findings suggest that between-individual estimates, which most previous research has relied on, may be confounded by unobserved differences across individuals. We find little support for variations in these estimates across ability tracks. We discuss the implications for Coleman’s social capital theory on intergenerational closure. intergenerational closure social capital tracking longitudinal studies of education within- and between-individual effects nederlandse organisatie voor wetenschappelijk onderzoek https://doi.org/10.13039/501100003246 NWO Vici grant for Herman van de Werfhorst edited-state corrected-proof We thank the anonymous reviewers, the editor, and the copy editor for their valuable feedback and comments that greatly improved the paper. This study was supported by the Netherlands Organization for Scientific Research (NWO) through a Vici grant awarded to Herman van de Werfhorst (no. 453-14-017) and a Veni grant awarded to Sara Geven (no. 016.Veni.195.125). We want to thank the participants of the Interuniversitaire Werkgroep Sociale Ongelijkheid en Levensloop (ISOL) and the RC28 Conference in New York (2017) for their valuable feedback. Research Ethics In Germany, ethical approval was obtained for the CILS4EU project from the Research Ethics Committee of the University of Mannheim. In the Netherlands, official ethical approval was not required at the time of data collection, yet the same ethical guidelines were followed as in Germany, Sweden, and England (where the project was approved by appropriate ethics committees). Research was performed in accordance with ethical standards and regulations, including those from the 1964 Declaration of Helsinki and its subsequent amendments. All participants and their parents could refuse to take part in the study; and confidentiality of the participants and their parents was protected. ORCID iD Sara Geven https://orcid.org/0000-0003-1449-6513 Supplemental Material Supplemental material is available in the online version of this journal.",,,,,"Allison, P.D., (2009) Fixed Effects Regression Models, 160. , Los Angeles, Sage, a; Allison, P.D., Missing Data (2009) The Sage Handbook of Quantitative Methods in Psychology, pp. 72-89. , Millsap R.E., Maydeu-Olivares A., (eds), Thousand Oaks, CA, Sage, b.,., –, edited by; Archer, L., Pratt, S.D., Phillips, D., Working-Class Men’s Constructions of Masculinity and Negotiations of (Non) Participation in Higher Education (2001) Gender and Education, 13 (4). , (,):431–49; Bankston, C.L., III, Zhou, M., Social Capital as Process: The Meanings and Problems of a Theoretical Metaphor (2002) Sociological Inquiry, 72 (2), pp. 285-317; Barr, D.J., Random Effects Structure for Testing Interactions in Linear Mixed-Effects Models (2013) Frontiers in Psychology, 4, p. 328; Borgatti, S.P., Jones, C., Everett, M.G., Network Measures of Social Capital (1998) Connections, 21 (2), pp. 27-36; Burt, R.S., Structural Holes versus Network Closure as Social Capital (2001) Social Capital: Theory and Research, pp. 31-55. , Lin N., Cook K.S., Burt R.S., (eds), New Brunswick, NJ, AldineTransaction,,., –, edited by; Calarco, J.M., Coached for the Classroom: Parents’ Cultural Transmission and Children’s Reproduction of Educational Inequalities (2014) American Sociological Review, 79 (5). , (,):1015–37; Carbonaro, W.J., A Little Help from My Friend’s Parents: Intergenerational Closure and Educational Outcomes (1998) Sociology of Education, 71, pp. 295-313; Carbonaro, W.J., Opening the Debate on Closure and Schooling Outcomes: Comment on Morgan and Sørensen (1999) American Sociological Review, 64 (5). , (,):682–86; Carolan, B.V., Estimating the Effects of Students’ Social Networks: Does Attending a Norm-Enforcing School Pay Off? 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Sociaal kapitaal in buurt, school en verenigingen, pp. 91-103. , Völker B., (ed), Amsterdam, Amsterdam University Press,,., –, edited by; Young, R., Johnson, D.R., Handling Missing Values in Longitudinal Panel Data with Multiple Imputation (2015) Journal of Marriage and Family, 77 (1). , (,):277–94","Geven, S.; University of AmsterdamNetherlands; email: s.a.j.geven@uva.nl",,,SAGE Publications Inc.,,,,,00380407,,,,English,Sociol. Educ.,Article,Article in Press,Open Access,Scopus,2-s2.0-85074363486
Kong J.,57207842196;,Innovative applications mode of network learning space in exercise physiology based on ubiquitous learning,2019,International Journal of Emerging Technologies in Learning,14,4,,113,126,,,10.3991/ijet.v14i04.10117,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063067308&doi=10.3991%2fijet.v14i04.10117&partnerID=40&md5=b903a86f6f880997318b0f8d6d8712a8,"Jinling Institute of Technology, Nanjing, China","Kong, J., Jinling Institute of Technology, Nanjing, China","With continuous development of internet technology, the concept of ubiquitous learning and network learning space have received more and more attention from scholars, and gradually become the research focuses. College classroom has turned to network teaching from traditional teaching. In this study, literature review and case study were combined with ubiquitous learning and network learning space construction to systematically discuss classification and concept models of network learning space under the perspective of ubiquitous learning. Meanwhile, four models based on network learning space were proposed, and flipped classroom network teaching model was applied in the course of Exercise Physiology. The study showed that, the model has the good teaching effect in course teaching. It not just improves students' interest, but also lays a foundation for popularizing the teaching mode. © 2019 Kassel University Press GmbH.",Exercise physiology; Flipped classroom; Network learning space; Ubiquitous learning,Curricula; Physiology; Continuous development; Exercise physiologies; Flipped classroom; Internet technology; Network learning; Space constructions; Students' interests; Ubiquitous learning; Teaching,,,,,,,,,,,"Temdee, P., Ubiquitous Learning Environment: Smart Learning Platform with Multi-Agent Architecture (2014) Wireless Personal Communications, 76 (3), pp. 627-641. , https://doi.org/10.1007/s11277-014-1730-2; Hsieh, S.W., Jang, Y.R., Hwang, G.J., Chen, N.S., Effects of teaching and learning styles on students' reflection levels for ubiquitous learning (2011) Computers & Education, 57 (1), pp. 1194-1201. , https://doi.org/10.1016/j.compedu.2011.01.004; An, F.H., Intelligence Flowing in Online Learning Space: Effective Way to Break Communication Difficulties of Teachers in Ethnic Minority Regions (2017) e-Education Research, 27 (9), pp. 102-107; Hong, Y.S.T., Dynamic nonlinear state-space model with a neural network via improved sequential learning algorithm for an online real-time hydrological modeling (2012) Journal of Hydrology, 468-469 (6), pp. 11-21. , https://doi.org/10.1016/j.jhydrol.2012.08.001; Morrison, M.A., Morrison, T.G., Franklin, R., Modern and old-fashioned homonegativity among samples of Canadian and American university students (2009) Journal of Cross-Cultural Psychology, 40 (4), pp. 523-542. , https://doi.org/10.1177/0022022109335053; Vincent, H., Made Flesh: Sacrament and Poetics in Post-Reformation England by Kimberly Johnson (review) (2016) Journal for Early Modern Cultural Studies, 16 (3), pp. 515-519. , https://doi.org/10.1353/jem.2016.0035; Walkington, H., Developing Dialogic Learning Space: The Case of Online Undergraduate Research Journals (2012) Journal of Geography in Higher Education, 36 (4), pp. 547-562. , https://doi.org/10.1080/03098265.2012.692072; Allen, T.T., Sui, Z.H., Parker, N.L., Timely Decision Analysis Enabled by Efficient Social Media Modeling (2017) Decision Analysis, 14 (4), pp. 250-260. , https://doi.org/10.1287/deca.2017.0360; Peters, P., Jones, A., Winchester-Seeto, T., TermFinder: creating online termbanks of technical terms for early university study (2009) Journal of Applied Linguistics, 3 (2), pp. 219-248; Stenvall, J., Kaivo-Oja, J., The Cloud University Platform: New Challenges of the Cooperation in the European University System (2012) European Integration Studies, 5, pp. 39-44; Curatolo, P., INTERNATIONAL SCHOOL OF NEUROLOGICAL SCIENCES, 13th Annual Symposium of the Child Neurology Section, Venice, Italy, September 13, 2003 (2003) Journal of Child Neurology, 18 (7), pp. 488-493. , https://doi.org/10.1177/08830738030180071201; Zhu, Z.T., Guan, Y.Q., Construction framework of ""Internet learning space everyone communication"" (2013) China Educational Technology, 23 (10), pp. 1-7","Kong, J.; Jinling Institute of TechnologyChina; email: jiekong2000@126.com",,,Kassel University Press GmbH,,,,,18688799,,,,English,Int. J. Emerg. Technol. Learn.,Article,Final,Open Access,Scopus,2-s2.0-85063067308
Kent D.,57193322330;,Plickers and the pedagogical practicality of fast formative assessment,2019,Teaching English with Technology,19,3,,90,104,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071485347&partnerID=40&md5=11353d6a38206c0508ad57611514588f,"Woosong University, Daejeon, South Korea","Kent, D., Woosong University, Daejeon, South Korea","Student Response Systems (SRS) can provide effective, immediate, and efficient feedback to students, particularly when undertaking formative assessment. Coupled with active learning approaches, the use of such systems can be beneficial for English language learners by providing opportunities for increased engagement with content and reflection on their knowledge gaps. These opportunities can then potentially lead to increased learner participation, motivation, and linguistic skill development. As an SRS system, the pedagogical practicality of using and developing content with the Plickers application is reviewed, with features of the application presented in detail. Methods of applying the application, determining how it aligns with technological frameworks, and presenting the potential of the application for use in the language teaching context are also presented. Ultimately as a tool that can be used to engage students of all ages in formative assessment, it is unique in that it can do this by taking technology out of learner hands while simultaneously assessing all students at once. © 2019 IATEFL Poland Computer Special Interest Group.",Formative assessment; Mobile-assisted language learning; Plickers,,,,,,,,,,,,"Agbatogun, A., Developing learners' second language communicative competence through active learning: Clickers or communicative approach? (2014) Educational Technology & Society, 17 (2), pp. 257-269. , https://pdfs.semanticscholar.org/d4e7/51d9917d11f0eef044a95e7d410c5e95b651.pdf?_ga=2.202918742.654269342.1563059422-1115253511.1563059422; Chetchumlong, S., Effects of web-based formative assessment on students' listening achievement and attitudes in a Large EFL Class (2010) Proceedings of Society for Information Technology & Teacher Education International Conference 2010, pp. 46-51. , http://learntechlib.org/p/33309, In D. Gibson & B. Dodge(Eds.)Chesapeake, VA: Association for the Advancement of Computing in Education (AACE); Cordoso, W., Learning a foreign language with a learner responsive system: The students' perspective (2011) Computer Assisted Language Learning, 24 (5), pp. 393-417. , https://dx.doi.org/10.1080/09588221.2011.567354; Crossgrove, K., Curran, K., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBA-Life Sciences Education, 7, pp. 146-154. , https://doi.org/10.1187/cbe.07-08-0060; Dodge, J., (2009) 25 Quick Formative Assessments for a Differentiated Classroom, , New York: Scholastic Teaching Resources; Espey, L., Brindle, S., Click, click, WOW! Engaging etudents with Student Response Systems (2010) Proceedings of Society for Information Technology & Teacher Education International Conference 2010, pp. 2708-2714. , http://learntechlib.org/p/33779, In D. Gibson & B. Dodge(Eds.)Chesapeake, VA: Association for the Advancement of Computing in Education (AACE); Garrison, C., Ehringhaus, M., (2007) Formative and summative assessments, , https://www.amle.org/portals/0/pdf/articles/Formative_Assessment_Article_Aug2013.pdf, Association for Middle Level Education; Kent, D., Jones, M., Smarter use of smartphones: Extending the use of QR codes in the classroom (2012) The English Connection, 16 (2), pp. 24-25. , https://koreatesol.org/sites/default/files/pdf_publications/TECv16n2-12Summer.pdf; Kent, D., Jones, M., Using smartphones to create and deliver learner-generated video content for tasks (2012) STEM Journal, 13 (3), pp. 105-133. , https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiOrteServHistIFrame.kci?sereArticleSearchBean.artiId=ART001715632&sereArticleSearchBean.orteFileId=KCI_FI001715632; Kilickaya, F., Plickers: A formative assessment tool (2017) The AATSEEL Newsletter, 60 (4), pp. 10-12. , https://www.aatseel.org/100111/pdf/december_2017_aatseel_newsletter.pdf; Kim, D., Al-Mubaid, H., Yue, K., Rizk, N., From expectation to actual perception after experience: A longitudinal study of the perceptions of student response systems (2011) Proceedings of the Americas Conference on Information Systems, 5, pp. 3574-3584. , https://www.tib.eu/en/search/id/BLCP%3ACN080235860/From-Expectation-to-Actual-Perception-after-Experience, Red Hook: Curran; Koehler, M., Mishra, P., What is technological pedagogical content knowledge (TPACK)? (2009) Contemporary Issues in Technology and Teacher Education, 9 (1), pp. 60-70. , https://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontentknowledge; Krause, J., O'Neil, K., Dauenhauer, B., Plickers: A formative assessment tool for K-12 and PETE professionals (2017) A Journal for Physical and Sport Educators, 30 (3), pp. 30-36. , https://doi.org/10.1080/08924562.2017.1297751; Hung, H., The integration of a student response system in flipped classrooms (2017) Language Learning & Technology, 21 (1), pp. 16-27. , http://www.lltjournal.org/item/2982; Lam, S., Wong, K., Mohan, J., Xu, D., Lam, P., Classroom communication on mobile phones-first experiences with with-based 'Clicker' system (2011) Proceedings of ASCILITE 2011, pp. 763-777. , http://www.ascilite.org/conferences/hobart11/downloads/papers/Lam-full.pdf, Hobart, Tasmania. December 4-7; Lee, C., Oh, E., Exploring the effects of a leaner response system on EFL reading (2014) Multimedia Assisted Language Learning, 17 (2), pp. 130-151. , http://journal.kamall.or.kr/wpcontent/uploads/2014/07/Lee+Oh_17_2_06.pdf; Monk, C., Benefits of using online student response systems in Japanese EFL classrooms (2014) The JALT CALL Journal, 10 (2), pp. 127-137. , https://files.eric.ed.gov/fulltext/EJ1107921.pdf; Mula, J., Kavanagh, M., Click go the students, Click-Click-Click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) E-Journal of Business Education and Scholarship of Teaching, 3 (1), pp. 1-17. , http://www.ejbest.org/upload/Mula,_Joseph.pdf; Niederhauser, J., Motivating learners at South Korean universities (2012) English Teaching Forum, 50 (3), pp. 28-31. , https://americanenglish.state.gov/files/ae/resource:files/50_3_6_niederhauser.pdf; Premkumar, K., Use of student response systems for summative assessments (2016) Creative Education, 7, pp. 1851-1860. , https://dx.doi.org/10.4236/ce.2016.713187; Puentedura, R., (2014) SAMR: A contextualized introduction, , http://hippasus.com/rrpweblog/archives/2014/01/15/SAMRABriefContextualizedIntroduction.pdf; Warschauer, M., Computer-mediated collaborative learning: Theory to practice (2011) The Modern Language Journal, 81 (4), pp. 470-481. , https://doi.org/10.1111/j.1540-4781.1997.tb05514.x; Wong, A., Student perception on a student response system formed by combining mobile phone and a polling website (2016) International Journal of Education and Development using Information and Communication Technology (IJEDICT), 12 (1), pp. 144-153. , https://files.eric.ed.gov/fulltext/EJ1099594.pdf; Yoon, S., Using learner response systems for EFL classrooms: Students' perspectives and experience (2017) Multimedia Assisted Language Learning, 20 (2), pp. 36-58. , http://journal.kamall.or.kr/wpcontent/uploads/2017/07/Yoon_20_2_02.pdf; Yu, Z., Yu, L., Correlations between learners' initial EFL proficiency and variables of clicker-aided flipped EFL class (2016) Education and Information Technologies, 22 (4), pp. 1587-1603. , http://dx.doi.org/10.1007/s10639-016-9510-0","Kent, D.; Woosong UniversitySouth Korea; email: dbkent@wsu.ac.kr",,,IATEFL Poland Computer Special Interest Group,,,,,16421027,,,,English,Teach. Engl. Technol.,Article,Final,,Scopus,2-s2.0-85071485347
"Nakić J., Burčul A., Marangunić N.",23397604900;57210014246;24829577600;,User-centred design in content management system development: The case of EMasters,2019,International Journal of Interactive Mobile Technologies,13,8,,43,59,,,10.3991/ijim.v13i08.10727,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071385741&doi=10.3991%2fijim.v13i08.10727&partnerID=40&md5=bebea4c020e2776ad01cbfb1aafd7ad9,"Department of Computer Science, Faculty of Science, University of Split, Croatia; Department of Information Technology, University in Split, Croatia","Nakić, J., Department of Computer Science, Faculty of Science, University of Split, Croatia; Burčul, A., Department of Information Technology, University in Split, Croatia; Marangunić, N., Department of Computer Science, Faculty of Science, University of Split, Croatia","Including users in design and development of an interactive product is crucial to achieve high level of usability. Content management systems have two categories of users, content creators and content consumers, and designers of these systems have to considers the needs of both user groups. In design of interactive learning systems, special attention has to be given to the process of learning, which means that functional, accessible and usable interface has to serve the purpose of knowledge acquisition. Designing for mobile learning brings additional challenges due to the small screens of mobile devices. The paper describes the process of utilization of user-centred design in development of a simple content management system for learning called EMasters. The aim of the EMasters is to enable teachers to easily create and organize courses which will be delivered to students to facilitate web-based and mobile learning. According to the user-centred design approach, teachers and students are involved in iterative process of design, implementation and evaluation of EMasters. Evaluation study used complementary methods and provided quantitative and qualitative feedback. The usability score reached good level and the guidelines for redesign of the system interface are drown. According to the obtained results, proposed framework is confirmed to be applicable in user-centred design of content management systems in general. In addition, the directions for adjustment of the framework for specific cases are provided. © 2019 International Association of Online Engineering.",Content management system; Mobile learning; Rapid prototyping; Usability; User interface; User testing; User-centred design,,,,,,,,,,,,"Searson, M., Foreword (2014) The new landscape of mobile learning: Redesigning education in an app-based world, , In: Miller, C. and Doering, A. (eds). Routledge; Pimmer, C., Mateescu, M., Grohbiel, U., Mobile and ubiquitous learning in higher education settings. 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Fishman & S. O'Connor-Divelbiss (eds.). Mahwah, NJ: Erlbaum; Soloway, E., Jackson, S.L., Klein, J., Quintana, C., Reed, J., Spitulnik, J., Stratford, S.J., Scala, N., Learning Theory in Practice: Case Studies in Learner-Centered Design (1996) Human Factors in Computing Systems: CHI '96 Conference Proceedings, , https://doi.org/10.1145/238386.238476, Vancouver, Canada; Norman, D.A., Cognitive Engineering (1986) User Centered System Design, , In: D.A. Norman & S.W. Draper (eds.). Lawrenece Erlbaum Associates; Bevan, N., Carter, J., Earthy, J., Geis, T., Harker, S., New ISO Standards for Usability, Usability Reports and Usability Measure (2016) Human-Computer Interaction. Theory, Design, Development and Practice: 18th International Conference, pp. 268-278. , https://doi.org/10.1007/978-3-319-39510-4_25, HCI International 2016 Toronto ON, Canada. 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Taylor and Francis; Brooke, J., SUS: A retrospective (2013) Journal of Usability Studies, 8 (2), pp. 29-40; Sauro, J., Lewis, J.R., Correlations among prototypical usability metrics: Evidence for the construct of usability (2009) In Proceedings of CHI 2009, pp. 1609-1618. , https://doi.org/10.1145/1518701.1518947, Boston MA: ACM; Lewis, J., Brown, J., Mayes, K.D., Psychometric Evaluation of the EMO and the SUS in the Context of a Large-Sample Unmoderated Usability Study (2015) International Journal of Human-Computer Interaction, 31 (8), pp. 545-553. , https://doi.org/10.1080/10447318.2015.1064665; Lewis, J.R., Sauro, J., Item benchmarks for the system usability scale (2018) Journal of Usability Studies, 13 (3), pp. 158-167","Nakić, J.; Department of Computer Science, Faculty of Science, University of SplitCroatia; email: jelena.nakic@pmfst.hr",,,International Association of Online Engineering,,,,,18657923,,,,English,Int. J. Interact. Mob. Technol.,Article,Final,Open Access,Scopus,2-s2.0-85071385741
"Abugohar M.A., Yunus K., Rabab'ah G., Ahmed T.A.E.",57209242410;55365119100;55207292200;57211244850;,Integrating cloud world synergy in ELT to adults: Perspectives of handheld technologies,2019,International Journal of Interactive Mobile Technologies,13,10,,150,168,,,10.3991/ijim.v13i10.10783,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073107925&doi=10.3991%2fijim.v13i10.10783&partnerID=40&md5=598432bd1c23d0c99c0ab78bd68f1cbd,"Faculty of Languages and Communication, Universiti Sultan Zainal Abidin (UniSZA), Kuala Nerus, Terengganu, 21300, Malaysia; Dept. of English Language and Literature, University of Jordan, Amman, Jordan; Faculty of Education, Alzaiem Alazhari University, Khartoum, Sudan","Abugohar, M.A., Faculty of Languages and Communication, Universiti Sultan Zainal Abidin (UniSZA), Kuala Nerus, Terengganu, 21300, Malaysia; Yunus, K., Faculty of Languages and Communication, Universiti Sultan Zainal Abidin (UniSZA), Kuala Nerus, Terengganu, 21300, Malaysia; Rabab'ah, G., Dept. of English Language and Literature, University of Jordan, Amman, Jordan; Ahmed, T.A.E., Faculty of Education, Alzaiem Alazhari University, Khartoum, Sudan","The outcomes of modern technology have turned real-world interaction into a virtual community, then into a cloud one. These giant leaps aided by the excitement created by the possibilities inherent in learning through handheld technologies made using mobile devices in English language teaching (ELT) indispensable. This paper is aimed to deeply overview available handheld technologies and their features that can enable teachers in their mission. It investigates the synergy of a group of mobile devices of smartphones, tablets, iPods, iPads, E-readers, and classroom response systems, among others. These devices have been effective in everyday activities, and are expected to enrich ELT, especially in communities where there is a lack of community of practice (CoP) on the target language. To this aim, this paper was cored around reviewing the potential handheld technologies have in language classrooms. The main data were obtained from the rich body of literature, shedding more light on their properties in creating interactive communication in and out of classrooms. The findings revealed that handheld technologies can be successfully integrated into English language teaching and learning. Pedagogically, teachers are encouraged to exploit mobile devices into their classroom practices after closely testing their specifications, and scanning their advantages and shortcomings. © 2019 International Association of Online Engineering.",Adult learners; Cloud World Synergy; English Language Teaching (ELT); Handheld Technologies; Integrating; Mobile Devices; Perspectives,,,,,,,,,,,,"Had, C.M.Z., Rashid, R.A., A review of digital skills of Malaysian English language teachers (2019) International Journal of Emerging Technologies, 14 (2), pp. 139-145. , https://doi.org/10.3991/ijet.v14i02.8732; Daughtery, C., Berge, Z.L., Mobile Learning Pedagogy (2017) International Journal for the Scholarship of Technology Enhanced Learning, 1 (2), pp. 11-118; Johnson, L., Levine, A., Smith, R., Stone, S., (2010) The 2010 horizon report, , Austin, TX: New Media Consortium; Ochola, J.E., Stachowiak, J.R., Achrazoglou, J., David, B., Learning environments and rapidly evolving handheld technologies (2013) First Monday, 18 (4). , https://doi.org/10.5210/fm.v18i4.3932; Abugohar, M.A., Yunus, K., Difficulties encountered by Arab students in pronouncing English correctly (2018) International Journal of Education & Literacy Studies, 6 (4), pp. 93-100. , https://doi.org/10.7575/aiac.ijels.v.6n.4p.93; Elyas, T., Al-Bogami, B., (2019) The role of the iPad as instructional tool in optimizing young learners' achievement in EFL classes in the Saudi context, pp. 144-162. , Arab World English Journal, [Special Issue], February 2019; Rashid, R., Mohammed, S., Rahman, M., Shamsuddin, S., Developing speaking skills using Virtual Speaking Buddy (2017) International Journal of Emerging Technologies in Learning, 12 (5), pp. 195-201. , https://doi.org/10.3991/ijet.v12i05.6955; Godwin-Jones, R., (2018) Using mobile devices in the language classroom: Part of the Cambridge papers in ELT series [pdf], , Cambridge: Cambridge University Press. 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(2009) ReCALL, 21 (2), pp. 157-165; Geist, E., The game changer: Using iPads in college teacher education classes (2011) College Student Journal, 45 (4), pp. 758-768; Miller, W., iTeaching and learning: Collegiate instruction incorporating mobile tablets (2012) Library Technology Reports, 9. , http://web.ebscohost.com.ezproxy.stockton.edu:2048/ehost/pdfviewer/pdfviewer?sid=78fc5fe4-4a07-4ff9-a11cc7516f6087c5%40sessionmgr115&vid=4&hid=127; Foti, M.K., Mendea, J., Mobile learning: How students use mobile devices to support learning (2014) Journal of Literacy and Technology, 15 (3), pp. 58-78; Arnet, A., (2012) There's an app for that, , http://diverseeducation.com/article/17336/; Dias, L., Victor, A., Teaching and learning with mobile devices in the 21st Century digital world: Benefits and challenges (2017) European Journal of Multidisciplinary Studies, 5 (2), pp. 339-344; Eppard, J., Nasser, O., Reddy, P., The Next generation of technology: Mobile apps in the English language classroom (2016) International Journal of Emerging Technologies in Learning, 11 (4), pp. 21-27. , http://dx.doi.org/10.3991/ijet.v11i04.5293; Harm, N., (2011) Transforming classroom practice with iPad content integration, , Webinar given at the Reform Symposium in 2011; Wishart, J., Visually dominant, dynamic and yet deceptive: The nature of simulation technology as displayed in secondary school science teaching (2013) The nature of technology: Implications for learning and teaching, pp. 113-127. , M. P. Clough, J. K. Olson & D. S. Niederhauser (Eds.) Rotterdam, The Netherlands: Sense Publishers","Abugohar, M.A.; Faculty of Languages and Communication, Universiti Sultan Zainal Abidin (UniSZA)Malaysia; email: modyjau@yahoo.com",,,International Association of Online Engineering,,,,,18657923,,,,English,Int. J. Interact. Mob. Technol.,Article,Final,Open Access,Scopus,2-s2.0-85073107925
"Nagro S.A., Fraser D.W., Hooks S.D.",56781473200;57203913474;6602587409;,Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction,2019,Intervention in School and Clinic,54,3,,131,140,,,10.1177/1053451218767905,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058973350&doi=10.1177%2f1053451218767905&partnerID=40&md5=dd5d6529020c70840bb7019d1bf077ef,"George Mason University, Fairfax, VA, United States; Johns Hopkins University, Columbia, MD, United States; Towson University, Towson, MD, United States","Nagro, S.A., George Mason University, Fairfax, VA, United States; Fraser, D.W., Johns Hopkins University, Columbia, MD, United States; Hooks, S.D., Towson University, Towson, MD, United States","Teacher success is critical to student success, yet teachers are challenged daily to meet their students’ diverse learning and behavioral needs. Of major concern is the time many teachers spend managing student behaviors, which takes time away from instruction. One way to reduce time spent managing student behavior and increase student engagement is to use proactive classroom management strategies. Teachers can embed proactive research-based strategies within their lesson plans to reduce behavior problems and improve achievement for all students, including students with disabilities. This article highlights four research-based proactive strategy categories including whole-group response systems, movement integration, visual supports, and student choice. This article illustrates how teachers can embed strategies from these categories in their lesson planning and includes a lesson plan template with teacher-created examples. © Hammill Institute on Disabilities 2018.",classroom management; inclusion; lesson planning; proactive behavior strategies; student engagement,,,,,,,,,,,,"Archambault, I., Janosz, M., Jean-Sebastian, F., Pagani, L., Student engagement and its relationship with early high school dropout (2009) Journal of Adolescence, 32, pp. 651-670; Azrin, N.H., Vinas, V., Ehle, C.T., Physical activity as reinforcement for classroom calmness of ADHD children: A preliminary study (2007) Child & Family Behavior Therapy, 29, pp. 1-8; Baker, P.H., Managing student behavior: How ready are teachers to meet the challenges? 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Randolph, J.J., Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior (2007) Journal of Positive Behavior Interventions, 9, pp. 113-128; Reglin, G., Akpo-Sanni, J., Losike-Sedimo, N., The effects of a professional development classroom management model on at-risk elementary students’ misbehaviors (2010) Education, 133 (1), pp. 3-18; Schnorr, C.I., Freeman-Green, S., Test, D.W., Response cards as a strategy for increasing opportunities to respond: An examination of the evidence (2016) Remedial and Special Education, 37, pp. 41-54; Shevin, M., Klein, N., The importance of choice-making skills with students with severe disabilities (2004) Research and Practice for Persons with Severe Disabilities, 29 (3), pp. 161-168; Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., Sugai, G., Evidence-based practices in classroom management: Considerations for research to practice (2008) Education and Treatment of Children, 31, pp. 351-380; Siperstein, G.N., Wiley, A.L., Forness, S.R., School context and the academic and behavioral progress of students with emotional disturbance (2011) Behavioral Disorders, 36 (3), pp. 172-184; Smotrova, T., Lantolf, J., The function of gesture in lexically focused L2 instructional conversations (2013) Modern Language Journal, 92, pp. 397-416; Swanson, L.E., Lussier, C.M., Orosco, M.J., Cognitive strategies, working memory, and growth in word problem solving in children with math difficulties (2015) Journal of Learning Disabilities, 48 (4), pp. 339-358; Taylor, J., Villanueva, M.G., The power of multimodal representations: Creating and using visual supports for students with high incidence disabilities (2014) Science and Children, 51 (5), pp. 60-65; Tobin, C.E., Simpson, R., Consequence maps: A novel behavior management tool for educators (2012) Teaching Exceptional Children, 44 (5), pp. 69-75; Toussaint, K.A., Kodak, T., Vladescu, J.C., An evaluation of choice on instructional efficacy and individual preferences among children with autism (2016) Journal of Applied Behavior Analysis, 49 (1), pp. 170-175; Trainor, A., Perceptions of adolescent girls with LD regarding self-determination and postsecondary transition planning (2007) Learning Disability Quarterly, 30, pp. 31-45; Wong, C., Odom, S.L., Hume, K., Cox, A.W., Fettig, A., Kucharczyk, S., Schultz, T.R., (2014) Evidence-based practices for children, youth, and young a dults with autism spectrum disorder, , Chapel Hill: University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group","Nagro, S.A.; George Mason UniversityUnited States; email: snagro@gmu.edu",,,SAGE Publications Ltd,,,,,10534512,,,,English,Intervention Sch. Clin.,Article,Final,,Scopus,2-s2.0-85058973350
"Caballero M.D., Merner L.",55028804900;57205584599;,Prevalence and nature of computational instruction in undergraduate physics programs across the United States,2018,Physical Review Physics Education Research,14,2, 020129,,,,1.0,10.1103/PhysRevPhysEducRes.14.020129,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060652938&doi=10.1103%2fPhysRevPhysEducRes.14.020129&partnerID=40&md5=c393e3940f3e83df3faed43455de8f8b,"Department of Physics and Astronomy, CREATE, STEM Institute, Michigan State University, East Lansing, MI  48824, United States; Department of Physics, Center for Computing in Science Education, University of Oslo, Oslo, N-0316, Norway; Statistical Research Center, American Institute of Physics, College Park, MD  20740, United States","Caballero, M.D., Department of Physics and Astronomy, CREATE, STEM Institute, Michigan State University, East Lansing, MI  48824, United States, Department of Physics, Center for Computing in Science Education, University of Oslo, Oslo, N-0316, Norway; Merner, L., Statistical Research Center, American Institute of Physics, College Park, MD  20740, United States","A national survey of physics faculty was conducted to investigate the prevalence and nature of computational instruction in physics courses across the United States. 1246 faculty from 357 unique institutions responded to the survey. The results suggest that more faculty have some form of computational teaching experience than a decade ago, but it appears that this experience does not necessarily translate to computational instruction in undergraduate students' formal course work. Further, we find that formal programs in computational physics are absent from most departments. A majority of faculty do report using computation on homework and in projects, but few report using computation with interactive engagement methods in the classroom or on exams. Specific factors that underlie these results are the subject of future work, but we do find that there is a variation on the reported experience with computation and the highest degree that students can earn at the surveyed institutions. © 2018 authors. Published by the American Physical Society.",,,,,,,,,,,,,"Aad, G., Abbott, B., Abdallah, J., Abdinov, O., Aben, R., Abolins, M., Abouzeid, O., Abreu, R., Combined Measurement of the Higgs Boson Mass in (Equation presented) Collisions at (Equation presented) and 8 TeV with the Atlas and CMS Experiments (2015) Phys. Rev. Lett., 114, p. 191803; Abbott, B.P., Abbott, R., Abbott, T., Abernathy, M., Acernese, F., Ackley, K., Adams, C., Adhikari, R., Observation of Gravitational Waves from a Binary Black Hole Merger (2016) Phys. Rev. Lett., 116, p. 61102; Mulvey, P.J., Pold, J., (2017) Physics Bachelors: Initial Employment, , https://www.aip.org/statistics/reports/physics-bachelors-initial-employment2014; Behringer, E., AAPT recommendations for computational physics in undergraduate physics curricula (2017) Bull. Am. Phys. Soc., 62, p. 1; Dominguez, R., Huff, B., The role of computational physics in the liberal arts curriculum (2015) J. Phys. Conf. 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Phys., 76, p. 321; Rebbi, C., A project-oriented course in computational physics: Algorithms, parallel computing, and graphics (2008) Am. J. Phys., 76, p. 314; Timberlake, T., Hasbun, J.E., Computation in classical mechanics (2008) Am. J. Phys., 76, p. 334; Caballero, M.D., Pollock, S.J., A model for incorporating computation without changing the course: An example from middle-division classical mechanics (2014) Am. J. Phys., 82, p. 231; Buffler, A., Pillay, S., Lubben, F., Fearick, R., A model-based view of physics for computational activities in the introductory physics course (2008) Am. J. Phys., 76, p. 431; Irving, P.W., Obsniuk, M., Caballero, M., P-cubed: A practice focused learning environment (2017) Eur. J. Phys., 38, p. 55701; gopicup.org, Partnership for Integration Computation in Undergraduate Physics; Fuller, R., Numerical computations in US undergraduate physics courses (2006) Comput. Sci. Eng., 8, p. 16; Chonacky, N., Winch, D., Integrating computation into the undergraduate curriculum: A vision and guidelines for future developments (2008) Am. J. Phys., 76, p. 327; Fowler, F.J., Jr., (2013) Survey Research Methods, , (Sage Publications, Newbury Park, CA); Young, N.T., Allen, G., Aiken, J.M., Henderson, R., Caballero, M.D., Using Random Forests to Determine Important Features for Integrating Computation into Physics Courses; Meltzer, D.E., Thornton, R.K., Resource letter ALIP-1: Active-learning instruction in physics (2012) Am. J. Phys., 80, p. 478; Chabay, R., Sherwood, B., (2011) Matter and Interactions, , 3rd ed. (Wiley and Sons, New York); Henderson, C., Dancy, M.H., Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations (2008) Am. J. Phys., 76, p. 79; Henderson, C., Dancy, M.H., Characterizing the impact and diffusion of engineering education innovations forum (2011) Increasing the Impact and Diffusion of STEM Education Innovations, 2011, , (National Academy of Engineering, New Orleans); Foote, K., Knaub, A., Henderson, C., Dancy, M., Beichner, R.J., Enabling and challenging factors in institutional reform: The case of SCALE-UP (2016) Phys. Rev. Phys. Educ. Res., 12, p. 10103; Henderson, C., Dancy, M.H., Impact of physics education research on the teaching of introductory quantitative physics in the United States (2009) Phys. Rev. ST Phys. Educ. Res., 5, p. 20107; Henderson, C., Dancy, M., Niewiadomska-Bugaj, M., Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? (2012) Phys. Rev. ST Phys. Educ. Res., 8, p. 20104; Dancy, M., Henderson, C., Pedagogical practices and instructional change of physics faculty (2010) Am. J. Phys., 78, p. 1056; Leary, A., Irving, P.W., Caballero, M.D., The Difficulties Associated with Integrating Computation into Undergraduate Physics; Obsniuk, M.J., Irving, P.W., Caballero, M.D., (2015) Proceedings of the Physics Education Research Conference, College Park, MD, 2015, pp. 239-242. , (AIP, New York)","Caballero, M.D.; Department of Physics and Astronomy, CREATE, STEM Institute, Michigan State UniversityUnited States; email: caballero@pa.msu.edu",,,American Physical Society,,,,,24699896,,PRPEC,,English,Phys. Rev. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-85060652938
González A.,12782485200;,Turning a traditional teaching setting into a feedback-rich environment,2018,International Journal of Educational Technology in Higher Education,15,1, 32,,,,,10.1186/s41239-018-0114-1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052391230&doi=10.1186%2fs41239-018-0114-1&partnerID=40&md5=99d04d4eda5880f9522a3589541eae9d,"UCD School of Civil Engineering, University College Dublin, Newstead Block B, Belfield, Dublin 4, Ireland","González, A., UCD School of Civil Engineering, University College Dublin, Newstead Block B, Belfield, Dublin 4, Ireland","There is a constant need to look for new ways of motivating students, of providing them prompt feedback and of helping them to retain the material at lectures. This need is met here by introducing a game (a cyclist race inspired by ‘Le Tour de France’) built around a Student Response System where students are addressed with questions aligned to learning outcomes, which they answer on their own tablets, laptops or smartphones during lectures. Stages take place at selected lecturing slots and for each stage, standings with times are allocated to the students based on the accuracy and speed of their replies. By computing the times of all stages, it is possible to obtain the overall standings. All this info is updated live during and right after each stage. The learning experience is tested in two civil engineering subjects where students’ satisfaction and performance are shown to be significantly enhanced. © 2018, The Author(s).",Active learning; Audience response system; Gamification; Instant feedback; Student response system,,,,,,,,,,,,"Anderson, T., Rourke, L., Garrison, D.R., Archer, W., Assessing teacher presence in a computer conferencing context (2001) Journal of Asynchronous Learning Networks, 5 (2), pp. 1-17; Annetta, L.A., Minogue, J., Holmes, S.Y., Cheng, M.-T., Investigating the impact of video games on high school students’ engagement and learning about genetics (2009) Computers & Education, 53 (1), pp. 74-85; Awedh, M., Mueen, A., Zafar, B., Manzoor, U., Using Socrative and smartphones for the support of collaborative learning (2014) International Journal Integrating Technololgy in Education, 3 (4), pp. 17-24; Baker, R.S., D’Mello, S.K., Rodrigo, M.T., Graesser, A.C., Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments (2010) International Journal of Human-Computer Studies, 68 (4), pp. 223-241; Becker, K., Teaching with games: The minesweeper and asteroids experience (2001) Journal of Computing Sciences in Colleges, 17 (2), pp. 23-33; Blunt, R., Does game-based learning work? 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An experimental study (2016) IEEE Transactions on Emerging Topics in Computing, 4 (3), pp. 429-438; Nicol, D.J., Macfarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Papert, S., (1998) Does easy do it? In Game Developer magazine, September, 88; Pivec, M., Diziabenko, O., Schinnerl, I., (2003) Aspects of game-based learning, in Proceedings of the I-KNOW ‘03 Conference, Graz, Austria, July 2–4; (2017), http://www.polleverywhere.com/, Accessed 12 Nov 2017; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6 (1), pp. 29-41. , &; (2017), http://qwizdom.com/?lang=fa, Accessed 12 Nove 2017; Sadler, D.R., Beyond feedback: Developing student capability in complex appraisal (2010) Assessment & Evaluation in Higher Education, 35 (5), pp. 535-550; Sailer, M., Hense, J.U., Mayr, S.K., Mandl, H., How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction (2017) Computers in Human Behavior, 69, pp. 371-380; Siemens, G., (2002), http://www.elearnspace.org/Articles/lessonslearnedteaching.htm, Lessons learned teaching online, Accessed 12 Nov 2017; (2017), http://www.socrative.com/, Accessed 12 Nov 2017; Squire, S., (2005) Game based learning: Present and future state of the field: Masie center e-learning consortium; Stav, J., Nielsen, K., Hansen-Nygard, G., Thorseth, T., Trondelag, S., Experiences obtained with integration of student response systems for ipod touch and iphone into e-learning environments (2010) Electronic Journal of e-learning, 8 (2), pp. 179-190; Steel, P., The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure (2007) Psychological Bulletin, 133 (1), pp. 65-94; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning and emotion (2007) Teaching of Phylosophy, 34 (4), pp. 253-258; Stowell, J.R., Oldham, T., Benneth, D., Using student response systems (“clickers”) to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Sung, H.-Y., Hwang, G.-J., A collaborative game-based learning approach to improving students’ learning performance in science courses (2013) Computers & Education, 63, pp. 43-51; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227; Wang, A.I., Hoang, T.T., Reaction vs. Completeness in game-based learning: Comparing two game modes in a game-based student response system (2017) Proceedings of the 11thEuropean Conference on Games Based Learning, , Graz, Austria, October 5-6; Wang, A.I., Meng, Z., Rune Se, T., The effect of digitizing and gamifying quizzing in classrooms (2016) Proceedings of the 10hEuropean Conference on Games Based Learning, , paisley, Scotland, October 6-7; Wash, P.D., Taking advantage of mobile devices: Using Socrative in the classroom (2014) Journal of Teaching and Learning with Technology, 3 (1), pp. 99-101; Whitton, N., (2007) Motivation and computer game based learning, in Proceedings of the Australian Society for Computers in Learning in Tertiary Education, , Singapore; Wieman, C., Perkins, K., Gilbert, S., Benay, F., Kennedy, S., Semsar, K., Simon, B., (2008) Clicker resource guide: An instructors guide to the effective use of personal response systems (clickers) in teaching, , University of British Columbia, Vancouver, BC, Canada; Wiliam, D., What is assessment for learning? (2011) Studies in Educational Evaluation, 37, pp. 3-14; Wouters, P., Oostendorp, H.V., A meta-analytic review of the role of instructional support in game-based learning (2013) Computers & Education, 60 (1), pp. 412-425; Zainol Abidin, H., Kamaru Zaman, F.H., Students’ perceptions on game-based classroom response system in a computer programming course (2017) Proceedings of the IEEE 9Th International Conference on Engineering Education (ICEED), , Kanazawa, Japan, November 9-10","González, A.; UCD School of Civil Engineering, University College Dublin, Newstead Block B, Belfield, Ireland; email: arturo.gonzalez@ucd.ie",,,Springer Netherlands,,,,,23659440,,,,English,Int. j. educ. technol. high. educ.,Article,Final,Open Access,Scopus,2-s2.0-85052391230
"Licorish S.A., Owen H.E., Daniel B., George J.L.",35085392600;57057130700;7102039840;57203993789;,Students’ perception of Kahoot!’s influence on teaching and learning,2018,Research and Practice in Technology Enhanced Learning,13,1, 9,,,,8.0,10.1186/s41039-018-0078-8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062230300&doi=10.1186%2fs41039-018-0078-8&partnerID=40&md5=a144e4dd56f55b8aeb1c2c07a5e5dbd0,"Department of Information Science, University of Otago, PO Box 56, Dunedin, 9054, New Zealand; Department of Psychology, University of Otago, Dunedin, New Zealand; Higher Education Development Centre, University of Otago, Dunedin, New Zealand","Licorish, S.A., Department of Information Science, University of Otago, PO Box 56, Dunedin, 9054, New Zealand; Owen, H.E., Department of Psychology, University of Otago, Dunedin, New Zealand; Daniel, B., Higher Education Development Centre, University of Otago, Dunedin, New Zealand; George, J.L., Department of Information Science, University of Otago, PO Box 56, Dunedin, 9054, New Zealand","Technology is being increasingly integrated into teaching environments in view of enhancing students’ engagement and motivation. In particular, game-based student response systems have been found to foster students’ engagement, enhance classroom dynamics and improve overall students’ learning experience. This article presents outcomes of research that examined students’ experience using a game-based student response system, Kahoot!, in an Information Systems Strategy and Governance course at a research-intensive teaching university in New Zealand. We conducted semi-structured interviews with students to learn about the extent to which Kahoot! influence classroom dynamics, motivation and students’ learning process. Key findings revealed that Kahoot! enriched the quality of student learning in the classroom, with the highest influence reported on classroom dynamics, engagement, motivation and improved learning experience. Our findings also suggest that the use of educational games in the classroom is likely to minimise distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms. Other factors that contributed to students’ enhanced learning included the creation and integration of appropriate content in Kahoot!, providing students with timely feedback, and game-play (gamification) strategies. © 2018, The Author(s).",Classroom dynamics; Engagement; Game-based student response systems; Kahoot!; Learning; Motivation,,,,,,,"Although research exploring the learning impacts of GSRSs is limited, its potential effectiveness as a learning tool has been supported by an extensive body of successful educational video and computer game adaptions. Papastergiou (2009) found that games improved students’ knowledge of computer memory systems to a greater extent than other computer-mediated learning tools, namely, educational websites. The multi-sensory, experiential nature of games can enhance students’ problem-solving and critical thinking skills (see for example, McFarlane et al. 2002). Games can enhance positive classroom dynamics (Rosas et al. 2003) and improve students’ interactions with their peers and lecturers. Papastergiou (2009) also found that students rated games as more appealing and more valuable as an educational tool compared to other performance-tracking educational websites that contained the same content.",This work is funded by a University of Otago Teaching Development Grant—accessed through the Committee for Teaching and Learning (CALT).,,,,"Aleven, V.A., Koedinger, K.R., An effective metacognitive strategy: learning by doing and explaining with a computer-based cognitive tutor (2002) Cognitive Science, 26 (2), pp. 147-179; Baker, R.S., D’Mello, S.K., Rodrigo, M.M.T., Graesser, A.C., Better to be frustrated than bored: the incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments (2010) International Journal of Human-Computer Studies, 68 (4), pp. 223-241; Barrio, C.M., Muñoz-Organero, M., Soriano, J.S., Can gamification improve the benefits of student response systems in learning? 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Outcome and process (1976) British Journal of Educational Psychology, 46 (1), pp. 115-127; McFarlane, A., Sparrowhawk, A., Heald, Y., (2002) Report on the Educational Use of Games. an Exploration by TEEM of the Contribution Which Games Can Make to the Education Process, , London, DfES; Méndez, D., Slisko, J., Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: an initial feasibility study with prospective teachers (2013) European Journal of Physics Education, 4 (2), pp. 17-24; Nacke, L.E., Drachen, A., Göbel, S., Methods for evaluating gameplay experience in a serious gaming context (2010) International Journal of Computer Science in Sport, 9 (2), pp. 1-12; Novak, J.D., (1998) Learning, creating and using knowledge: concept maps as facilitative tools in schools and corporations, , Lawrence Erlbaum, Mahwah; Papastergiou, M., Digital game-based learning in high school computer science education: impact on educational effectiveness and student motivation (2009) Computers & Education, 52 (1), pp. 1-12; Patton, M.Q., (1990) Qualitative evaluation and research methods, , 2, Sage, Newbury Park; Pintrich, P.R., Schrauben, B., Students’ motivational beliefs and their cognitive engagement in classroom academic tasks (1992) Student Perceptions in the Classroom, 7, pp. 149-183; Plump, C.M., LaRosa, J., Using Kahoot! in the classroom to create engagement and active learning: a game-based technology solution for eLearning novices (2017) Management Teaching Review, 2 (2), pp. 151-158; Poon, J., Blended learning: an institutional approach for enhancing students’ learning experiences (2013) Journal of Online Learning And Teaching, 9 (2), pp. 271-289; Prensky, M., Digital natives, digital immigrants (2001) On the Horizon, 9 (5), pp. 1-6; Randel, J., Morris, B., Wetzel, C., Whitehill, B., The effectiveness of games for educational purposes: a review of recent research (1992) Simulation and Gaming, 23 (3), pp. 261-276; Roehl, A., Reddy, S.L., Shannon, G.J., The flipped classroom: an opportunity to engage millennial students through active learning (2013) Journal of Family and Consumer Sciences, 105 (2), p. 44; Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., Beyond Nintendo: design and assessment of educational video games for first and second grade students (2003) Computers and Education, 40 (1), pp. 71-94; Sellar, M., Poll everywhere (2011) The Charleston Advisor, 12 (3), pp. 57-60; Siegle, D., Technology: learning can be fun and games (2015) Gifted Child Today, 38 (3), pp. 192-197; Squire, K., Changing the game: What happens when video games enter the classroom? (2005) Innovate, 1 (6). , https://www.learntechlib.org/p/107270/, Retrieved April 8, 2017 from; Squire, K., Video games and learning: Teaching and participatory culture in the digital age (2011) Technology, Education--Connections (The TEC Series) Teachers College Press, , New York; Tapper, C.L., (2014) Being in the world of school; Phenomenological exploration of experiences for gifted and talented adolescents, , http://hdl.handle.net/10092/9057, (Unpublished Doctoral dissertation). University of Canterbury, Christchurch, New Zealand. Retrived June 5, 2018 from; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227; Wang, A.I., Lieberoth, A., The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! (2016) Proceedings from the 10Th European Conference on Games Based Learning, p. 738. , Reading, UK: Academic Conferences International Limited; Wang, Y.S., Wu, M.C., Wang, H.Y., Investigating the determinants and age and gender differences in the acceptance of mobile learning (2009) British Journal of Educational Technology, 40 (1), pp. 92-118; White, M., Dorman, S.M., Receiving social support online: implications for health education (2001) Health Education Research, 16 (6), pp. 693-707; Yen, J.-C., Lee, C.-Y., Exploring problem solving patterns and their impact on learning achievement in a blended learning environment (2011) Computers & Education, 56 (1), pp. 138-145; Yin, R.K., (2013) Case Study Research: Design and Methods, , London, Sage publications","Licorish, S.A.; Department of Information Science, University of Otago, PO Box 56, New Zealand; email: sherlock.licorish@otago.ac.nz",,,Springer,,,,,17937078,,,,English,Res. Pract. Technol. Enhanc. Learn.,Article,Final,Open Access,Scopus,2-s2.0-85062230300
"Aaron M., Shayne P., Brownfield E., Spell N.O., 3rd, Khan J., Luhanga U.",57207532378;6603191257;6602526251;6505918996;57205414312;52364338300;,Using the CLER Pathways to Excellence to Evaluate the Learning Environments at a Multi-Site Institution,2018,Journal of graduate medical education,10,6,,683,687,,,10.4300/JGME-D-18-00507.1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059928672&doi=10.4300%2fJGME-D-18-00507.1&partnerID=40&md5=3555ee9414431b3f336ba368100acc55,,"Aaron, M.; Shayne, P.; Brownfield, E.; Spell, N.O., 3rd; Khan, J.; Luhanga, U.","Background: The Accreditation Council for Graduate Medical Education Clinical Learning Environment Review (CLER) program visits 1 participating site per sponsoring institution. While valuable, feedback on that site does not necessarily generalize to all learning environments where trainees and faculty provide clinical care, and institutions may be missing significant insight and feedback on other clinical learning sites. Objective: We explored how the Emory Learning Environment Evaluation process-modeled after CLER-could be used to improve the learning environments at 5 major clinical training sites. Methods: Participants were recruited via e-mail. Sites hosted separate 60-minute sessions for medical students, residents and fellows, and faculty. We used the CLER Pathways to Excellence to develop a combination of fixed choice and opened-ended questions deployed via an audience response system and verbal queries. Data were analyzed primarily through descriptive statistics and graphs. Results: Across sites, per session, medical student participants ranged from 9-16, residents and fellows ranged 21-30, and faculty ranged 15-29. Learners agreed that sites: (1) provided a supportive culture for requesting supervision (students 100%; residents and fellows 70%-100%), and (2) provided a supportive culture for reporting patient safety events (students 94%-100%; residents and fellows 91%-95%). Only a minority of residents and fellows and faculty agreed that they were educated on how to provide effective supervision (residents and fellows 21%-52%; faculty 45%-64%). Conclusions: Data from this process have helped standardize improvement efforts across multiple clinical learning environments within our sponsoring institution.",,"accreditation; health personnel attitude; human; learning; medical education; medical school; medical student; organizational culture; procedures; questionnaire; standards; Accreditation; Attitude of Health Personnel; Education, Medical, Graduate; Faculty, Medical; Fellowships and Scholarships; Humans; Internship and Residency; Learning; Organizational Culture; Students, Medical; Surveys and Questionnaires",,,,,,,,,,,,,,,NLM (Medline),,,,,19498357,,,30619529.0,English,J Grad Med Educ,Article,Final,Open Access,Scopus,2-s2.0-85059928672
"Apuke O.D., Iyendo T.O.",57205075305;57188568772;,University students' usage of the internet resources for research and learning: forms of access and perceptions of utility,2018,Heliyon,4,12, e01052,,,,1.0,10.1016/j.heliyon.2018.e01052,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058461250&doi=10.1016%2fj.heliyon.2018.e01052&partnerID=40&md5=472816b452210b08f0033e52f0e9ecfa,"Department of Communication Studies, European University of Lefke, Lefke, Northern Cyprus, Via Mersin 10, Turkey; Department of Mass Communication, Taraba State University, Jalingo, PMB 1167, Nigeria; Department of Architecture, European University of Lefke, Lefke, Northern Cyprus, Via Mersin 10, Turkey","Apuke, O.D., Department of Communication Studies, European University of Lefke, Lefke, Northern Cyprus, Via Mersin 10, Turkey, Department of Mass Communication, Taraba State University, Jalingo, PMB 1167, Nigeria; Iyendo, T.O., Department of Architecture, European University of Lefke, Lefke, Northern Cyprus, Via Mersin 10, Turkey","Most prior studies into the utilization of internet technology for learning purposes in contemporary educational settings in developing countries has largely dealt with its impact on academic performance, communication and general educational purposes. This paper investigates the place of the internet in academic research and learning of students, through both quantitative and qualitative research approaches, using 250 undergraduate students in three selected universities within North-Eastern Nigeria. To gain an in-depth understanding of the perception of the students' views, a focus group was conducted with 18 students. The students perceived that the lack of digital readiness among their staff and institution, the absence of electronic library for easy accessibility to journals from the scientific database, and inefficient cybercafé and internet facility within their university settings were the main issues discouraging the utilization of the internet within their institutions. Yet, they still strive to find ways through self-organization, resilience and resourcefulness to make use of the internet to facilitate their studies. Most of them stated that they depended on their smartphone/handsets to access the internet through subscription from other internet providers and have become overly reliant on Google, Yahoo, and open access e-Journals. Nevertheless, the students believed that the use of internet enabled them to perform research ahead of time, tackle multiple homework, widens the scope of reading and learning, promotes self-learning, encourages and enhances peer learning as well as ameliorates student's examination preparation. © 2018",Computer science; Education; Information science,,,,,,,,,,,,"Adegboji, O.B., Toyo, O.D., The impact of the internet on research: the experience of Delta State University, Abraka, Nigeria (2006) Libr. Philos. Pract., 8 (2), pp. 1-8. , https://digitalcommons.unl.edu/libphilprac/84; Adekunmisi, S.R., Ajala, E.B., Iyoro, A.O., Internet Access and Usage by Undergraduate Students: A Case Study of Olabisi Onabanjo University (2013), http://digitalcommons.unl.edu/libphilprac/848, Library Philosophy and Practice (e-journal) Nigeria Paper 848; Adogbeji, O.B., Akporhonor, B.A., The impact of ICT (internet) on research and studies: the experience of Delta State University students in Abraka, Nigeria (2005) Libr. Hi Tech News, 22 (10), pp. 17-21; Afolabi, A.A., Availability of online learning tools and the readiness of teachers and students towards it in Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria (2015) Proc. Soc. Behav. Sci., 176, pp. 610-615; Agboola, I.O., Use of print and electronic resources by agricultural science students in Nigerian universities (2010) Libr. Inf. Sci. Res., 32 (1), pp. 62-65; Ahmed, A., Bukar, M., Appraisal of internet usage for educational purposes by social and management science students in public universities and polytechnics in Adamawa state (2016) Int. J. Soc. Sci. Humanit. Rev., 6 (3), pp. 138-147; Alshahrani, S., Ahmed, E., Ward, R., The influence of online resources on student–lecturer relationship in higher education: a comparison study (2017) J. Comp. Educ., 4 (2), pp. 87-106; Ani, O.E., Internet access and use: a study of undergraduate students in three Nigeria universities (2010) Electron. Libr., 28 (4), pp. 555-567; Apuke, O.D., The influence of social media on academic performance of undergraduate students of Taraba state university, Jalingo, Nigeria (2016) Res. Humanit. Soc. Sci., 6 (19), pp. 63-72. , https://iiste.org/Journals/index.php/RHSS/article/view/33535; Apuke, O.D., Iyendo, T.O., Two sides of a coin: revisiting the impact of social networking sites on students' performance in selected higher educational settings in Nigeria (2017) Sci. Int., 29 (6), pp. 1265-1275; Audu, C., Internet availability and use by postgraduate students of University of Nigeria, Nsukka (2006) Glob. Rev. Libr. Inf. Sci., 2, pp. 34-43; Babbie, E., The Practice of Research (2012), Woodsworth Belmont; Bankole, O.M., The use of internet services and resources by scientists at Olabisi Onabanjo University, Ago Iwoye, Nigeria (2013) Program, 47 (1), pp. 15-33; Bashir, S., Mahmood, K., Shafique, F., Internet use among university students: a survey in university of the Punjab, Lahore (2008) Pakistan J. Libr. Inf. Sci., 9, p. 49. , http://hdl.handle.net/10760/19027; Braun, V., Clarke, V., Using thematic analysis in psychology (2006) Qual. Res. Psychol., 3 (2), pp. 77-101; Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J.A., García-Peñalvo, F.J., Learning with mobile technologies–students' behavior (2017) Comput. Hum. Behav., 72, pp. 612-620; Cerretani, P.I., Iturrioz, E.B., Garay, P.B., Use of information and communications technology, academic performance, and psychosocial distress in university students (2016) Comput. Hum. Behav., 56, pp. 119-126; Chang, S.C., Tung, F.C., An empirical investigation of students' behavioural intentions to use the online learning course websites (2008) Br. J. Educ. 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Res., 7 (10), pp. 1018-1029. , https://bit.ly/2L9aslU; Fabian, K., Topping, K.J., Barron, I.G., Using mobile technologies for mathematics: effects on student attitudes and achievement (2018) Educ. Technol. Res. Dev., 66 (5), pp. 1119-1139; Fasae, J.K., Adegbilero-Iwari, I., Mobile devices for academic practices by students of college of sciences in selected Nigerian private universities (2015) Electron. Libr., 33 (4), pp. 749-759; Gan, C., Li, H., Understanding the effects of gratifications on the continuance intention to use WeChat in China: a perspective on uses and gratifications (2018) Comput. Hum. Behav., 78, pp. 306-315; Gikas, J., Grant, M.M., Mobile computing devices in higher education: student perspectives on learning with cellphones, smartphones & social media (2013) Internet High. Educ., 19, pp. 18-26; Greitemeyer, T., Osswald, S., Playing prosocial video games increases the accessibility of prosocial thoughts (2011) J. Soc. Psychol., 151 (2), pp. 121-128; Hamid, S., Waycott, J., Kurnia, S., Chang, S., Understanding students' perceptions of the benefits of online social networking use for teaching and learning (2015) Internet High. Educ., 26, pp. 1-9; Hartnett, T., Russell, R.R., Technological change, technological catch-up, and capital deepening: relative contributions to growth and convergence (2002) Am. Econ. Rev., 92 (3), pp. 527-548; Hoffman, D.L., Novak, T.P., Schlosser, A., The evolution of the digital divide: How gaps in Internet access may impact electronic commerce (2000) J. Comp. Mediated Commun., 5 (3), pp. 1-55; Hussain, I., A study to evaluate the social media trends among university students (2012) Proc. Soc. Behav. Sci., 64, pp. 639-645; Ifinedo, P., Examining students' intention to continue using blogs for learning: perspectives from technology acceptance, motivational, and social-cognitive frameworks (2017) Comput. Hum. Behav., 72, pp. 189-199; Ilo, P.I., Ifijeh, G., Impact of the Internet on Final Year Students' Research: A Case Study of Covenant University (2010), pp. 1-7. , https://digitalcommons.unl.edu/libphilprac/403, Library Philosophy and Practice (e-journal) Ota, Nigeria; Ivwighreghweta, O., Igere, M.A., Impact of the internet on academic performance of students in tertiary institutions in Nigeria (2014) Inf. Impact J. Inf. Knowl. Manag., 5 (2), pp. 47-56. , https://bit.ly/2C4RxGf; Iyendo, O.T., Halil, Z.A., Computer aided design (CAD) technology versus students' learning in architectural design pedagogy – a controversial topic review (2015) Int. J. Develop. 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Behav., 60, pp. 441-450; Mbofong, U.I., Students' project write-up in the polytechnic: issues arising. Part 1 (2003) Nigeria Libr. Inform. Sci. Rev., 18 (1), pp. 7-17; McLeod, S., Social Roles (2008), https://www.simplypsychology.org/social-roles.html; Mojaye, E., Mobile phone usage among Nigerian University students and its impact on teaching and learning (2015) Glob. J. Arts Humanit. Soc. Sci., 3 (1), pp. 29-38. , https://bit.ly/2LaZJYb; Muniandy, B., Academic use of internet among undergraduate students: a preliminary case study in a Malaysian university (2010) Int. J. Cyber Soc. 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Commun., 8 (2), pp. 171-182; Nwagwu, E.W., Adekannbi, J., Bello, O., Factors influencing use of the internet: a questionnaire survey of the students of University of Ibadan, Nigeria (2009) Electron. Libr., 27 (4), pp. 718-734; Nwezeh, C.M., The impact of Internet use on teaching, learning and research activities in Nigerian universities: a case study of Obafemi Awolowo University (2010) Electron. Libr., 28 (5), pp. 688-701; Oduwole, A.A., Impact of internet use on agricultural research outputs in Nigerian Universities of Agriculture (2004) Libr. Hi Tech News, 21 (6), pp. 12-15; Ogedebe, P.M., Internet usage and students' academic performance in Nigeria tertiary institutions: a case study of university of Maiduguri (2012) Acad. Res. Int., 2 (3), p. 334. , http://www.savap.org.pk/journals/ARInt./Vol.2(3)/2012(2.3-41).pdf; Omotayo, B.O., A survey of Internet access and usage among undergraduates in an African university (2006) Int. Inf. Libr. Rev., 38 (4), pp. 215-224; Otunla, A.O., Internet Access and Use Among Undergraduate Students of Bowen University Iwo, Osun State, Nigeria (2013), p. 964. , http://digitalcommons.unl.edu/libphilprac/964, Library Philosophy and Practice (ejournal); Poushter, J., Smartphone Ownership and Internet Usage Continue to Climb in Emerging Economies (2016), p. 22. , https://pewrsr.ch/1RX3Iqq, Pew Research Center Washington, DC; Poushter, J., Bell, J., Oates, R., Internet Seen as Positive Influence on Education but Negative on Morality in Emerging and Developing Nations (2015), https://pewrsr.ch/1B5jt1r, Pew Research Center Washington, DC; Rashid, M.A., Han, X., Gesture control of ZigBee connected smart home Internet of things (2016) Informatics, Electronics and Vision (ICIEV), 2016 5th International Conference on (pp. 667–670), , https://ieeexplore.ieee.org/document/7760085, IEEE; Roudbaraki, M.Z., Esfidvajani, A.M., Dual role of the computer in human life (2011) International Conference on Humanities, Society and Culture IPEDR, 20; Sahin, Y.G., Balta, S., Ercan, T., The use of internet resources by university students during their course projects elicitation: a case study (2010) Turk. Online J. Educ. Technol., 9 (2), pp. 234-244. , http://www.tojet.net/articles/v9i2/9224.pdf; Shitta, M.B.K., The impact of information technology on vocational and technology education for self-reliance (2002) J. VOC Tech. Educ., 1 (1); Shonola, S.A., Joy, M.S., Oyelere, S.S., Suhonen, J., The impact of mobile devices for learning in higher education institutions: Nigerian universities case study (2016) Int. J. Mod. Educ. Comput. Sci., 8 (8), pp. 43-50; Tezer, M., Soykan, F., Acceptance scale of tablet computers by secondary education students: validity and reliability study (2017) J. Univers. Comput. Sci., 23 (12), pp. 1132-1146. , http://www.jucs.org/jucs_23_12/acceptance_scale_of_tablet; Ureigho, R.J., Oroke, G.U., Ekruyota, G.O., The impact of internet usage: a case study of Delta State (Nigeria) tertiary institutions (2006) Sci. Res. Essays, 1 (2), pp. 054-056. , https://bit.ly/2PxOEBg; Walsham, G., Making a World of Difference: IT in a Global Context (2001), John Wiley & Sons, Inc US; Weimann, G., Virtual disputes: the use of the internet for terrorist debates (2006) Stud. Conflict Terrorism, 29 (7), pp. 623-639","Apuke, O.D.; Department of Communication Studies, European University of Lefke, Lefke, Northern Cyprus, Turkey; email: apukedestiny@gmail.com",,,Elsevier Ltd,,,,,24058440,,,,English,Heliyon,Article,Final,Open Access,Scopus,2-s2.0-85058461250
"Ikonne U., Campbell A.M., Whelihan K.E., Bay R.C., Lewis J.H.",55471403900;57204784510;57190873345;57204789747;56784770000;,"Exodus From the Classroom: Student Perceptions, Lecture Capture Technology, and the Inception of On-Demand Preclinical Medical Education",2018,The Journal of the American Osteopathic Association,118,12,,813,823,,1.0,10.7556/jaoa.2018.174,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057168371&doi=10.7556%2fjaoa.2018.174&partnerID=40&md5=dad958664565bb33be9a41e8d38facf5,,"Ikonne, U.; Campbell, A.M.; Whelihan, K.E.; Bay, R.C.; Lewis, J.H.","Context: Some medical educators have noted a decline in classroom attendance. Understanding student preferences for content delivery and the relationship between student attendance and learning outcomes may enhance curricular design and best practices for technology-supported learning. Objective: To measure the attendance of first-year osteopathic medical students, evaluate the relationship between classroom attendance and aggregate mean course grades, and characterize factors that influence attendance decisions when recorded lectures are available. Methods: In nonmandatory class sessions during the 2015-2016 academic year, student attendance data were collected using audience response technology and were linked to course grades. Pearson product moment and partial correlations, controlling for Medical College Admissions Test scores, were calculated to quantify the relationship between classroom attendance and aggregate mean course grades. Students were surveyed to characterize factors influencing attendance decisions and compare the perceived convenience, efficiency, and effectiveness of classroom attendance vs lecture capture technology. The preferred modality for receiving didactic content was assessed, and open-ended questions were included about the advantages or disadvantages of lecture capture, classroom attendance, and podcasts. Responses were analyzed using open and axial coding. Results: A 78% reduction in first-year student classroom attendance was measured from the beginning to the end of the academic year (P<.001). The correlation between classroom attendance and aggregate mean course grades (r=0.17; P=.29) and the partial correlation between them after controlling for admission test scores (r=0.18; P=.08) were not significant, except in the Neuromusculoskeletal A course (r=0.22; P=.027). Students regarded lecture capture recordings as more convenient, efficient, and effective than classroom attendance, and podcasting was the preferred method of content delivery. Major themes associated with the open-ended questions were effective or ineffective time management, enhanced interaction, learning advantages or challenges, and positive or negative content characteristics. Conclusion: First-year classroom attendance decreased significantly during the academic year, but the authors found no significant relationship between attendance and aggregate mean course grades. Students regarded lecture capture recordings as a practical alternative to attending class; however, podcasts were the preferred modality for receiving didactic content. These findings may help in developing learning-centered curricula at colleges of osteopathic medicine.",,"adult; curriculum; education; female; health personnel attitude; human; male; medical education; medical student; osteopathic medicine; psychology; teaching; young adult; Adult; Attitude of Health Personnel; Curriculum; Education, Medical, Graduate; Educational Measurement; Female; Humans; Male; Osteopathic Medicine; Students, Medical; Teaching; Young Adult",,,,,,,,,,,,,,,NLM (Medline),,,,,19451997,,,30476993.0,English,J Am Osteopath Assoc,Article,Final,,Scopus,2-s2.0-85057168371
"Shen C., Chen Y., Liu Y., Guan X.",36446592900;57190137700;57205068292;7201463208;,Adaptive human-machine interactive behavior analysis with wrist-worn devices for password inference,2018,IEEE Transactions on Neural Networks and Learning Systems,29,12, 8360746,6292,6302,,,10.1109/TNNLS.2018.2829223,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047206827&doi=10.1109%2fTNNLS.2018.2829223&partnerID=40&md5=fb1045fed31817acfbe9a7940f469403,"Ministry of Education Key Laboratory for Intelligent Networks and Network Security, Xi'An Jiaotong University, Xi'an, 710049, China; Department of Computer Science and Engineering, University of South Florida, Tampa, FL  33620, United States","Shen, C., Ministry of Education Key Laboratory for Intelligent Networks and Network Security, Xi'An Jiaotong University, Xi'an, 710049, China; Chen, Y., Ministry of Education Key Laboratory for Intelligent Networks and Network Security, Xi'An Jiaotong University, Xi'an, 710049, China; Liu, Y., Department of Computer Science and Engineering, University of South Florida, Tampa, FL  33620, United States; Guan, X., Ministry of Education Key Laboratory for Intelligent Networks and Network Security, Xi'An Jiaotong University, Xi'an, 710049, China","The pervasiveness of wearable devices furnished with state-of-the-art sensors has shown the powerful capability in context-aware applications. However, embedded sensors also become targets for adversaries to launch potential side-channel attacks. In this paper, we present a self-adaptive and pretraining-independent pattern attack that infers a graphical password by recovering the victim's hand movement trajectory via motion sensors of a wrist-worn smart device. With the adaptive pattern inference algorithm, the discovered attack can be launched remotely without requiring previous training data from victims or the prior knowledge about the keyboard input settings. Toward the proposed attack, we create a method to detect the sliding behavior that draws a graphical password on the screen. We also propose an inference algorithm to generate password candidates from hand movement trajectories for different keypad input settings. We implement the discovered attack on a smartwatch and conduct experiments to evaluate the impact of this attack. The evaluation results show that for complex graphical patterns, with a single try, the attack can infer the passwords at a success rate as high as 80%, and the success rate can be further boosted to over 90% within five attempts, which reveals the overlooked privacy information threat caused by sensor data leakage. © 2012 IEEE.",Adaptive analysis; behavior learning; human-machine interaction; password inference; wearable devices,Authentication; Behavioral research; Inference engines; Side channel attack; Vibration analysis; Adaptive analysis; Behavior learning; Human machine interaction; Intelligent sensors; Mobile handsets; Password; password inference; Smart devices; Vibrations; Wearable devices; Wearable sensors,,,,,"China Postdoctoral Science Foundation: 2015T81032, 2014M560783

Natural Science Foundation of Shaanxi Province: 2015JQ6216

National Natural Science Foundation of China: 61773310, 61403301, U1736205","Manuscript received January 2, 2018; revised February 26, 2018 and April 18, 2018; accepted April 18, 2018. Date of publication May 17, 2018; date of current version November 16, 2018. This work was supported in part by the National Natural Science Foundation of China under Grant 61403301, Grant 61773310, and Grant U1736205, in part by the China Postdoctoral Science Foundation under Grant 2014M560783 and Grant 2015T81032, in part by the Natural Science Foundation of Shaanxi Province under Grant 2015JQ6216, and in part by the Open Project Program of the National Laboratory of Pattern Recognition. (Corresponding author: Chao Shen.) C. Shen, Y. Chen, and X. Guan are with the Ministry of Education Key Laboratory for Intelligent Networks and Network Security, Xi’an Jiaotong University, Xi’an 710049, China (e-mail: cshen@sei.xjtu.edu.cn; yfchen@sei.xjtu.edu.cn; xhguan@sei.xjtu.edu.cn).",,,,,"Schaub, F., Deyhle, R., Weber, M., Password entry usability and shoulder surfing susceptibility on different smartphone platforms (2012) Proc. 11th Int. Conf. Mobile Ubiquitous Multimedia, , Ulm, Germany, Dec; De Luca, A., Now you see me, now you don't: Protecting smartphone authentication from shoulder surfers (2014) Proc. SIGCHI Conf. Human Factors Comput. Syst, pp. 2937-2946. , Toronto, ON, Canada, May; Aviv, A.J., Gibson, K., Mossop, E., Blaze, M., Smith, J.M., Smudge attacks on smartphone touch screens (2010) Proc. 4th USENIX Conf. Offensive Technol, pp. 1-7. , Berkeley, CA, USA; Cha, S., Kwag, S., Kim, H., Huh, J.H., Boosting the guessing attack performance on Android lock patterns with smudge attacks (2017) Proc. ACM Asia Conf. Comput. Commun. Secur, pp. 313-326. , Abu Dhabi, United Arab Emirates, Apr; Spreitzer, R., Moonsamy, V., Korak, T., Mangard, S., (2016) Systematic Classification of Side-channel Attacks: A Case Study for Mobile Devices, , https://arxiv.org/abs/1611.03748; Aviv, A.J., Sapp, B., Blaze, M., Smith, J.M., Practicality of accelerometer side channels on smartphones (2012) Proc. 28th Annu. Comput. Secur. Appl. Conf, pp. 41-50. , Orlando, FL, USA, Dec; Shen, C., Pei, S., Yang, Z., Guan, X., Input extraction via motionsensor behavior analysis on smartphones (2015) Comput. Secur, 53, pp. 143-155. , Sep; Tao, D., Jin, L., Yuan, Y., Xue, Y., Ensemble manifold rank preserving for acceleration-based human activity recognition (2016) IEEE Trans. Neural Netw. Learn. Syst, 27 (6), pp. 1392-1404. , Jun; Maiti, A., Jadliwala, M., He, J., Bilogrevic, I., (Smart)watch your taps: Side-channel keystroke inference attacks using smartwatches (2015) Proc. ACM Int. Symp. Wearable Comput, pp. 27-30. , Osaka, Japan, Sep; Wang, C., Guo, X., Wang, Y., Chen, Y., Liu, B., Friend or foe?: Your wearable devices reveal your personal pin (2016) Proc. 11th ACM Asia Conf. Comput. Commun. Secur, pp. 189-200. , Xi'an, China, Jun; Sarkisyan, A., Debbiny, R., Nahapetian, A., WristSnoop: Smartphone pins prediction using smartwatch motion sensors (2015) Proc. IEEE Int. Workshop Inf. Forensics Secur. (WIFS), pp. 1-6. , Nov; Song, R., Song, Y., Dong, Q., Hu, A., Gao, S., WebLogger: Stealing your personal PINs via mobile Web application (2017) Proc. 9th Int. Conf. Wireless Commun. Signal Process. (WCSP), pp. 1-6. , Oct; Liu, X., Zhou, Z., Diao, W., Li, Z., Zhang, K., When good becomes evil: Keystroke inference with smartwatch (2015) Proc. 22nd ACM SIGSAC Conf. Comput. Commun. Secur, pp. 1273-1285. , Denver, CO, USA, Oct; Wang, H., Lai, T.T.-T., Roy Choudhury, R., Mole: Motion leaks through smartwatch sensors (2015) Proc. 21st Annu. Int. Conf. Mobile Comput. Netw, pp. 155-166. , Paris, France, Sep; Maiti, A., Armbruster, O., Jadliwala, M., He, J., Smartwatch-based keystroke inference attacks and context-aware protection mechanisms (2016) Proc. 11th ACM Asia Conf. Comput. Commun. Secur, pp. 795-806. , Xi'an, China, May; He, W., Zhang, S., Control design for nonlinear flexible wings of a robotic aircraft (2017) IEEE Trans. Control Syst. Technol, 25 (1), pp. 351-357. , Jan; He, W., Yan, Z., Sun, C., Chen, Y., Adaptive neural network control of a flapping wing micro aerial vehicle with disturbance observer (2017) IEEE Trans. Cybern, 47 (10), pp. 3452-3465. , Oct; He, W., Meng, T., Zhang, S., Ge, Q., Sun, C., Trajectory tracking control for the flexible wings of a micro aerial vehicle (2017) IEEE Trans. Syst., Man, Cybern., Syst, 99, pp. 1-14. , Jul; Cho, G., Huh, J.H., Cho, J., Oh, S., Song, Y., Kim, H., Syspal: System-guided pattern locks for Android (2017) Proc. IEEE Symp. Security Privacy (SP), pp. 338-356. , May; Owusu, E., Han, J., Das, S., Perrig, A., Zhang, J., Accessory: Password inference using accelerometers on smartphones (2012) Proc. 12th Workshop Mobile Comput. Syst. Appl, , San Diego, CA, USA; Matyas, V., Riha, Z., Toward reliable user authentication through biometrics (2003) IEEE Security Privacy, 99 (3), pp. 45-49. , May/Jun; Song, Y., Cai, Z., Zhang, Z.-L., Multi-touch authentication using hand geometry and behavioral information (2017) Proc. IEEE Symp. Security Privacy (SP), pp. 357-372. , San Jose, CA, USA, May; Shen, C., Zhang, Y., Guan, X., Maxion, R.A., Performance analysis of touch-interaction behavior for active smartphone authentication (2016) IEEE Trans. Inf. Forensics Security, 11 (3), pp. 498-513. , Mar; Räsänen, O.J., Saarinen, J.P., Sequence prediction with sparse distributed hyperdimensional coding applied to the analysis of mobile phone use patterns (2016) IEEE Trans. Neural Netw. Learn. Syst, 27 (9), pp. 1878-1889. , Sep; Nakada, Y., Wakahara, M., Matsumoto, T., Online Bayesian learning with natural sequential prior distribution (2014) IEEE Trans. Neural Netw. Learn. Syst, 25 (1), pp. 40-54. , Jan","Shen, C.; Ministry of Education Key Laboratory for Intelligent Networks and Network Security, Xi'An Jiaotong UniversityChina; email: cshen@sei.xjtu.edu.cn",,,Institute of Electrical and Electronics Engineers Inc.,,,,,2162237X,,,29994547.0,English,IEEE Trans. Neural Networks Learn. Sys.,Article,Final,,Scopus,2-s2.0-85047206827
Wu B.,57206727854;,Construction of ecological teaching model for college english course under the background of internet plus,2018,Kuram ve Uygulamada Egitim Bilimleri,18,6,,3515,3521,,,10.12738/estp.2018.6.261,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061898804&doi=10.12738%2festp.2018.6.261&partnerID=40&md5=7d857d61955831108034df61e376700a,"School of Foreign Languages, Yancheng Institute of Technology, Yancheng, 224051, China","Wu, B., School of Foreign Languages, Yancheng Institute of Technology, Yancheng, 224051, China","College English course is one of the highly practical and compulsory courses. However, the traditional teaching model of current college English is seriously lagging behind modern teaching technology, and the teaching effect is not good. In response to this problem, this paper proposes the use of advanced multimedia technology and network technology in the context of “Internet plus” to construct an ecological teaching model for college English courses. This teaching model, by making full use of intelligent terminals and wireless campus networks, establishes Internet classrooms, network self-learning centres and language labs. The research results show that the ecological teaching mode realizes the transformation of the traditional teaching classroom to the multimedia and network teaching platform, enhances the modern English teaching system, and thus improves the English teaching effect. © 2018 ESTP.",College english teaching; Internet plus; Multimedia technology; Network technology,,,,,,,,,,,,"Al-Emran, M., Elsherif, H.M., Shaalan, K., Investigating attitudes towards the use of mobile learning in higher education (2016) Computers in Human Behavior, 56, pp. 93-102. , http://dx.doi.org/10.1016/j.chb.2015.11.033; Haarala-Muhonen, A., Comparison of students’ perceptions of their teaching–learning environments in three professional academic disciplines: A valuable tool for quality enhancement (2011) Learning Environments Research, 14 (2), pp. 155-169. , http://dx.doi.org/10.1007/s10984-011-9087-x; Jin, H.Y., Research on English learning modes of graduate student under the multimedia and internet environment (2014) Advanced Materials Research, 926-930, pp. 4562-4565. , http://dx.doi.org/10.4028/www.scientific.net/AMR.926-930.4562; Kozar, O., Use of synchronous online tools in private English language teaching in Russia (2012) Distance Education, 33 (3), pp. 415-420. , http://dx.doi.org/10.1080/01587919.2012.723164; Kirova, S., Veselinovska, S.S., An attempt of integration of teaching contents of the subjects ecological education and English as a foreign language (2011) Procedia-Social and Behavioral Sciences, 15 (1), pp. 1220-1225. , http://dx.doi.org/10.1016/j.sbspro.2011.03.266; Peled, Y., Khaldy, S., Discrimination, survival and tradition as argumentation for academic dishonesty (2013) Educational Practice & Theory, 35 (1), pp. 41-61. , http://dx.doi.org/10.7459/ept/35.1.04; Serkan, C., Internet-assisted technologies for English language teaching in Turkish universities (2013) Computer Assisted Language Learning, 26 (5), pp. 468-483. , http://dx.doi.org/10.1080/09588221.2012.692385; Turner, Y., Chinese students in a UK business school: Hearing the student voice in reflective teaching and learning practice (2012) Higher Education Quarterly, 60 (1), pp. 27-51. , http://dx.doi.org/10.1111/j.1468-2273.2012.00306.x; Yang, J., Huang, R., Development and validation of a scale for evaluating technology-rich classroom environment (2015) Journal of Computers in Education, 2 (2), pp. 145-162. , http://dx.doi.org/10.1007/s40692-015-0029-y; Zhang, J., Task-oriented internet assisted English teaching and learning in colleges (2014) International Journal of Web-Based Learning and Teaching Technologies, 9 (4), pp. 14-32. , http://dx.doi.org/10.4018/ijwltt.2014100102","Wu, B.; School of Foreign Languages, Yancheng Institute of TechnologyChina; email: ycitwb@126.com",,,Edam,,,,,13030485,,,,English,Kuram Uygulamada Egitim Bilimleri,Article,Final,,Scopus,2-s2.0-85061898804
"van Rijsewijk L.G.M., Oldenburg B., Snijders T.A.B., Dijkstra J.K., Veenstra R.",57189375043;55981831100;16033795100;7101611098;8541931100;,"A description of classroom help networks, individual network position, and their associations with academic achievement",2018,PLoS ONE,13,12, e0208173,,,,,10.1371/journal.pone.0208173,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058820968&doi=10.1371%2fjournal.pone.0208173&partnerID=40&md5=c3a95fdb11d5624226965d446e2cf703,"Department of Sociology, University of Groningen, Groningen, Netherlands; Inter-university Center for Social Science Theory and Methodology (ICS), Utrecht, Netherlands; Nuffield College, University of Oxford, Oxford, United Kingdom","van Rijsewijk, L.G.M., Department of Sociology, University of Groningen, Groningen, Netherlands, Inter-university Center for Social Science Theory and Methodology (ICS), Utrecht, Netherlands; Oldenburg, B., Department of Sociology, University of Groningen, Groningen, Netherlands, Inter-university Center for Social Science Theory and Methodology (ICS), Utrecht, Netherlands; Snijders, T.A.B., Department of Sociology, University of Groningen, Groningen, Netherlands, Inter-university Center for Social Science Theory and Methodology (ICS), Utrecht, Netherlands, Nuffield College, University of Oxford, Oxford, United Kingdom; Dijkstra, J.K., Department of Sociology, University of Groningen, Groningen, Netherlands, Inter-university Center for Social Science Theory and Methodology (ICS), Utrecht, Netherlands; Veenstra, R., Department of Sociology, University of Groningen, Groningen, Netherlands, Inter-university Center for Social Science Theory and Methodology (ICS), Utrecht, Netherlands","This study examined how classroom peer relations can be described in terms of the network of help relations among students, and the positions students take up in this help network, and whether the structure of adolescent classroom help networks and individual network positions were associated with academic achievement. Help networks were based on the peer nomination question ""Who helps you with problems?"" Building on previous studies on classroom climate and individual network position, higher academic achievement was expected in classrooms with: a dense help network; no or a few network isolates (referring to students that did not give or receive help at all); less segmentation in help relations; equally distributed help nominations. In addition, higher achievement was expected for individuals with more helpers and a more central position in the help network. Using the Dutch SNARE data (54 classrooms; 1,144 students), the multilevel models suggested that lower achievement was related to an unequal distribution of help relations in a classroom. Moreover, the centrality of individuals in the help network was linked to higher achievement. Classrooms varied strongly on network dimensions, and networks that would theoretically be expected to be most beneficial for achievement (with high density, a few isolates, low segmentation, and high equality) turned out to be highly uncommon. The findings demonstrated that subtle network processes were relevant for academic success, and that classroom network characteristics are associated with classroom-level variation in academic achievement. Descriptive results underlined the complexity of the social context of classrooms, and the absence of’beneficial’ classrooms suggests that researchers should adjust their notion of what is a beneficial or detrimental classroom environment for adolescents. © 2018 van Rijsewijk et al. 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"Good M., Marshman E., Yerushalmi E., Singh C.",57204450947;57015197600;55938603200;7401801404;,Physics teaching assistants' views of different types of introductory problems: Challenge of perceiving the instructional benefits of context-rich and multiple-choice problems,2018,Physical Review Physics Education Research,14,2, 020120,,,,,10.1103/PhysRevPhysEducRes.14.020120,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057295587&doi=10.1103%2fPhysRevPhysEducRes.14.020120&partnerID=40&md5=3fe8fcc0cab7182e4756368c715b6c69,"Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States; Department of Science Teaching, Weizmann Institute of Science, 234 Herzl St., Rehovot, 7610001, Israel","Good, M., Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States; Marshman, E., Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States; Yerushalmi, E., Department of Science Teaching, Weizmann Institute of Science, 234 Herzl St., Rehovot, 7610001, Israel; Singh, C., Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States","Physics problems can be posed in different ways. Given a physics scenario, different problem types presenting that scenario in various ways can emphasize different instructional goals. In this investigation, we examined the views of physics graduate teaching assistants (TAs) enrolled in a semester-long TA professional development course about the instructional benefits of different types of introductory problems based upon the same problem scenario to generate discussion and reflection on their use in different instructional situations. The TAs were asked to list the pros and cons of the problem types, rank them in terms of their instructional benefit and the level of challenge they might produce for their students, and describe when and how often they would use different types of problems in their own classes if they had complete control of teaching the class. Here we report on TAs' views about two of these problem types that were regarded by TAs as the least instructionally beneficial of all problem types - the context-rich and multiple-choice formats. Many TAs listed no pros at all for these problem types, despite being explicitly asked for at least one pro. They viewed multiple-choice questions nearly exclusively as tools for high stakes summative assessment rather than their possible use as formative assessment tools, e.g., as clicker questions even in large classes. Similarly, TAs viewed context-rich problems as overly challenging, unnecessarily wordy, and too time consuming to be instructionally beneficial to their students. It is possible that in the written responses, TAs could have focused on the example problems provided to illustrate each problem type. Therefore, discussion in the TA professional development class and in the follow-up interviews explicitly included a focus on the general instructional benefits of well-designed multiple-choice and context-rich problems in different instructional contexts based upon the goals. It appears that TAs' sentiments were general views about these types of problems, and not just their views about the specific examples that the TAs were given in order to illustrate a problem type. While TAs' concerns have obvious validity and value, the benefits of well-designed multiple-choice questions as a formative assessment tool was not readily identified by them, nor did the TAs recognize the learning benefits associated with solving context-rich problems. Given the powerful ways multiple-choice and context-rich problems can be used for active engagement and formative assessment in different instructional contexts to meet diverse instructional goals, the lack of enthusiasm for these types of problems has implications for future TA professional development programs. © 2018 authors. Published by the American Physical Society.",,,,,,,,,,,,,"Yerushalmi, E., Henderson, C., Heller, K., Heller, P., Kuo, V., Physics faculty beliefs and values about the teaching and learning of problem solving I. Mapping the common core (2007) Phys. Rev. ST Phys. Educ. Res., 3, p. 020109; Eylon, B., Reif, F., Effects of knowledge organization on task performance (1984) Cognit. Instr., 1, p. 5; Redish, E.F., The implications of cognitive studies for teaching physics (1994) Am. J. Phys., 62, p. 796; Scott, M., Stelzer, T., Gladding, G., Evaluating multiple-choice exams in large introductory physics courses (2006) Phys. Rev. ST Phys. Educ. 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Phys., 78, p. 748; Mason, A., Singh, C., Impact of guided reflection with peers on the development of effective problem solving strategies and physics learning (2016) Phys. Teach., 54, p. 295; Mason, A., Singh, C., Surveying college introductory physics students' attitudes and approaches to problem solving (2016) Eur. J. Phys., 37, p. 055704; Mazur, E., (1997) Peer Instruction: A User's Manual, , (Prentice Hall, Upper Saddle River, NJ); Heller, P., Hollabaugh, M., Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving (1992) Am. J. Phys., 60, p. 627; Heller, P., Hollabaugh, M., Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups (1992) Am. J. Phys., 60, p. 7; Yerushalmi, E., Heller, K., Heller, P., Henderson, C., Instructors' reasons for choosing problem features in a calculus-based introductory physics course (2010) Phys. Rev. ST Phys. Educ. Res., 6, p. 020108; Lawrenz, F., Heller, P., Keith, R., Training the teaching assistant (1992) J. Coll. Sci. Teach., 22, p. 106; Yerushalmi, E., Marshman, E., Maries, A., Henderson, C., Singh, C., Grading practices and considerations of graduate students at the beginning of their teaching assignment (2015) Proceedings of the Physics Education Research Conference, Minneapolis, MN, 2014, , (AIP, New York); Yerushalmi, E., Sayer, R., Marshman, E., Henderson, C., Singh, C., Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned (2016) Proceedings of the Physics Education Research Conference, Sacramento, CA, 2016, , (AIP, New York); Lin, S.Y., Henderson, C., Mamudi, W., Singh, C., Yerashalmi, E., Teaching assistants' beliefs regarding example solutions in introductory physics (2013) Phys. Rev. ST Phys. Educ. Res., 9, p. 010120; Marshman, E., Sayer, R., Henderson, C., Yerushalmi, E., Singh, C., The challenges of changing teaching assistants' grading practices: Requiring students to show evidence of understanding (2018) Can. J. Phys., 96, p. 420; Marshman, E., Sayer, R., Henderson, C., Singh, C., Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants (2017) Phys. Rev. ST Phys. Educ. Res., 13, p. 010120; Fuhrman, M., Developing good multiple-choice tests and test questions (1996) J. Geoscience Educ., 44, p. 379; Mashood, K.K., Singh, V.A., An inventory on rotational kinematics of a particle: Unraveling misconceptions and pitfalls in reasoning (2012) Eur. J. Phys., 33, p. 1301; Engelhardt, P., An introduction to classical test theory as applied to conceptual multiple-choice tests (2009) Getting Started in per, 2, p. 1; Li, J., Singh, C., Developing and validating a conceptual survey to assess introductory physics students' understanding of magnetism (2017) Eur. J. Phys., 38, p. 025702; Ding, L., Chabay, R., Sherwood, B., Beichner, R., Valuating an assessment tool: Brief Electricity and Magnetism Assessment (2006) Phys. Rev. ST Phys. Educ. Res., 2, p. 010105; Savinainen, A., Scott, P., Using the Force Concept Inventory to monitor student learning and to plan teaching (2002) Phys. Educ., 37, p. 53; Singh, C., Rosengrant, D., Multiple-choice test of energy and momentum concepts (2003) Am. J. Phys., 71, p. 607; Singh, C., Student understanding of symmetry and Gauss's law of electricity (2006) Am. J. Phys., 74, p. 923; Rimoldini, L., Singh, C., Student understanding of rotational and rolling motion concepts (2005) Phys. Rev. ST Phys. Educ. Res., 1, p. 010102; Zhu, G., Singh, C., Surveying students' understanding of quantum mechanics in one spatial dimension (2012) Am. J. Phys., 80, p. 252; Treagust, D.F., Development and use of diagnostic tests to evaluate students' misconceptions in science (1988) Int. J. Sci. Educ., 10, p. 159; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., Research-based practices for effective clicker use (2007) AIP Conf. Proc., 951, p. 128; Singh, C., Impact of peer interaction on conceptual test performance (2005) Am. J. Phys., 73, p. 446; Singh, C., Zhu, G., Improving students' understanding of quantum mechanics by using peer instruction tools (2012) AIP Conf. Proc., 1413, p. 77; Sayer, R., Marshman, E., Singh, C., The impact of peer interaction on the responses to clicker questions in an upper-level quantum mechanics course (2016) Proceedings of the Physics Education Research Conference, Sacramento, CA, 2016, , (AIP, New York); Miller, K., Lasry, N., Chu, K., Mazur, E., Role of physics lecture demonstrations in conceptual learning (2013) Phys. Rev. ST Phys. Educ. Res., 9, p. 020113; James, M., The effect of grading incentive on student discourse in Peer Instruction (2006) Am. J. Phys., 74, p. 689; Willoughby, S., Gustafson, E., Technology talks: Clickers and grading incentive in the large lecture hall (2009) Am. J. Phys., 77, p. 180; Zappe, S., Leicht, R., Messner, J., Litzinger, T., Lee, H.W., ""flipping"" the classroom to explore active learning in a large undergraduate course (2009) American Society for Engineering Education Annual Conference & Exposition; Karim, N., Maries, A., Singh, C., Do evidence-based active-engagement courses reduce the gender gap in introductory physics? (2018) Eur. J. Phys., 39, p. 025701; Karim, N., Maries, A., Singh, C., Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics (2018) Can. J. Phys., 96, p. 411; Lorenzo, M., Crouch, C., Mazur, E., Reducing the gender gap in the physics classroom (2006) Am. J. Phys., 74, p. 118; Bonham, S., Beichner, R., Titus, A., Martin, L., Education research using web-based assessment systems (2000) J. Res. Comput. Educ., 33, p. 28; Beichner, R., The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project (2007) Reviews in per, 1. , http://www.per-central.org/per_reviews/; Sokoloff, D., Thornton, R., Using interactive lecture demonstrations to create an active learning environment (1997) Phys. Teach., 35, p. 340; Manivannan, K., Meltzer, D., Use of in-class physics demonstrations in highly interactive format (2001) Proceedings of the Physics Education Research Conference, Rochester, NY, 2001, , (AIP, New York); Sharma, M., Johnston, I., Johnston, H., Varell, K., Robertson, G., Hopkins, A., Stewart, C., Thornton, R., Use of interactive demonstrations: A ten year study (2010) Phys. Rev. ST Phys. Educ. Res., 6, p. 020119; Putt, G., Testing the mastery concept of self-paced learning in physics (1977) Am. J. Phys., 45, p. 472; Keebaugh, C., Marshman, E., Singh, C., Investigating and addressing student difficulties with the corrections to the energies of the hydrogen atom for the strong and weak field Zeeman effect (2018) Eur. J. Phys., 39, p. 045701; Singh, C., Interactive learning tutorials on quantum mechanics (2008) Am. J. Phys., 76, p. 400; Li, J., Singh, C., Investigating and improving student understanding of symmetry and Gauss's law (2018) Eur. J. Phys., 39, p. 015702; Saul, J., (1998) Beyond Problem Solving: Evaluating Introductory Physics Courses Through the Hidden Curriculum, , Ph.D. thesis, University of Maryland; Singh, C., Interactive video tutorials for enhancing problem solving, reasoning, and meta-cognitive skills of introductory physics students (2004) AIP Conf. Proc., 720, p. 177; Singh, C., Computer-based tutorials to develop expertise in introductory physics students (2008) APS Forum on Education, , https://www.aps.org/units/fed/newsletters/summer2008/singh.cfm; Singh, C., Haileselassie, D., Developing problem solving skills of students taking introductory physics via web-based tutorials (2010) J. Coll. Sci. Teach., 39, p. 42; DeVore, S., Marshman, E., Singh, C., Challenge of engaging all students via self-paced interactive electronic learning tutorials for introductory physics (2017) Phys. Rev. Phys. Educ. Res., 13, p. 010127; DeVore, S., (2010) Using the Tutorial Approach to Improve Physics Learning from Introductory to Graduate Level, , http://d-scholarship.pitt.edu/23484/, Ph.D. thesis, University of Pittsburgh; Marshman, E.M., DeVore, S., Singh, C., Challenge of helping introductory physics students transfer their learning by engaging with a self-paced learning tutorial (2018) Front. ICT, 5, p. 3; Sayer, R., Marshman, E., Singh, C., Case study evaluating Just-In-Time Teaching and Peer Instruction using clickers in a quantum mechanics course (2016) Phys. Rev. ST Phys. Educ. Res., 12, p. 020133; Ogilvie, C.A., Impact of Context-rich, Multifaceted Problems on Students' Attitudes Towards Problem-solving; Ogilvie, C.A., Changes in students' problem-solving strategies in a course that includes context-rich, multifaceted problems (2009) Phys. Rev. ST Phys. Educ. Res., 5, p. 020102; Antonenko, P., Ogilvie, C., Niederhauser, D., Jackman, J., Kumsaikaew, P., Marathe, R., Ryan, S., Understanding student pathways in context-rich problems (2011) Educ. Inf. Technol., 16, p. 323; Ding, L., Verification of causal influences of reasoning skills and epistemology on physics conceptual learning (2014) Phys. Rev. ST Phys. Educ. Res., 10, p. 023101; Schoenfeld, A.H., (1985) Mathematical Problem Solving, , (Academic Press, New York); Cohen, J., A coefficient of agreement for nominal scales (1960) Educ. Psychol. Meas., 20, p. 37; Lin, S.Y., Singh, C., Can multiple-choice questions simulate free-response questions? (2012) AIP Conf. Proc., 1413, p. 47; Lin, S.Y., Singh, C., Can free-response questions be approximated by multiple-choice equivalents? (2013) Am. J. Phys., 81, p. 624; Singh, C., Problem solving and learning (2009) AIP Conf. Proc., 1140, p. 183; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assess. Educ. Princ. Pol. Pract., 5, p. 7; Singh, C., What can we learn from PER: Physics Education Research? (2014) Phys. Teach., 52, p. 568","Good, M.; Department of Physics and Astronomy, University of PittsburghUnited States",,,American Physical Society,,,,,24699896,,PRPEC,,English,Phys. Rev. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-85057295587
"Zindel J., Kaderli R.M., Jakob M.O., Dosch M., Tschan F., Candinas D., Beldi G.",48661567200;13404366400;57201662465;57202099156;6603499903;7006761365;8534725900;,Electronic Voting to Improve Morbidity and Mortality Conferences,2018,World Journal of Surgery,42,11,,3474,3481,,1.0,10.1007/s00268-018-4670-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047125093&doi=10.1007%2fs00268-018-4670-2&partnerID=40&md5=e60bbbcafcc44e1a3c9dd1c13717995d,"Department of Visceral Surgery and Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, 3010, Switzerland; Institute for Work and Organizational Psychology, University of Neuchatel, Neuchâtel, Switzerland","Zindel, J., Department of Visceral Surgery and Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, 3010, Switzerland; Kaderli, R.M., Department of Visceral Surgery and Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, 3010, Switzerland; Jakob, M.O., Department of Visceral Surgery and Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, 3010, Switzerland; Dosch, M., Department of Visceral Surgery and Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, 3010, Switzerland; Tschan, F., Institute for Work and Organizational Psychology, University of Neuchatel, Neuchâtel, Switzerland; Candinas, D., Department of Visceral Surgery and Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, 3010, Switzerland; Beldi, G., Department of Visceral Surgery and Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, 3010, Switzerland","Background: It is of major importance in clinical surgery to identify potential patterns and specific causes of complications. Therefore, morbidity and mortality meetings (M&M) are widely used to discuss and evaluate deviations from expected outcomes in order to improve surgical practice. Moreover, M&M represent an important tool for continuous medical education. In this study, we introduced an electronic voting system to assess whether anonymity during M&M could limit potential biases due to hierarchical structures or opinion leaders. Methods: This study was conducted in the surgical department of a European tertiary care center. During the study period, electronic voting was applied in 412 M&M cases and compared with a baseline of 330 conventional M&M entries. In this interrupted time series, the educational quality and participant satisfaction of the M&M were assessed using surveys before and after the introduction of electronic voting. The surveys were refined using principle component analysis. In addition, the classification of the cause of the complication was recorded. Results: The introduction of electronic voting led to a significant increase in perceived educational quality from 2.63 to 3.36 (p < 0.01), and the overall participant satisfaction increased from 2.6 ± 0.9 to 3.7 ± 1.2 (p < 0.01) on a five-point Likert scale. The frequency of voting shifted from “patient’s disease” (before 42.9, after 27.6%, p = 0.04) to “misadventure” (before 1.1, after 16.0%, p < 0.01). The voting frequencies for the causes attributed to “management” and “technical” remained constant. Conclusions: An electronic voting system in M&M meetings increases perceived educational quality and participant satisfaction. © 2018, The Author(s).",,"epidemiology; Europe; female; health care quality; human; male; medical education; medical school; privacy; questionnaire; statistical bias; surgery; teaching round; total quality management; Bias; Europe; Faculty, Medical; Female; Humans; Internship and Residency; Interrupted Time Series Analysis; Male; Privacy; Quality Improvement; Quality of Health Care; Surgical Procedures, Operative; Surveys and Questionnaires; Teaching Rounds",,,,,,,,,,,"Haynes, A.B., Weiser, T.G., Berry, W.R., A surgical safety checklist to reduce morbidity and mortality in a global population (2009) N Engl J Med, 360 (5), pp. 491-499. , COI: 1:CAS:528:DC%2BD1MXht1Wku7w%3D; Gawande, A.A., Thomas, E.J., Zinner, M.J., The incidence and nature of surgical adverse events in Colorado and Utah in 1992 (1999) Surgery, 126 (1), pp. 66-75. , COI: 1:STN:280:DyaK1MzkslWnug%3D%3D; Kable, A.K., Gibberd, R.W., Spigelman, A.D., Adverse events in surgical patients in Australia (2002) Int J Qual Health Care, 14 (4), pp. 269-276. , COI: 1:STN:280:DC%2BD38vks1SktQ%3D%3D; Aboumatar, H.J., Blackledge, C.G., Jr., Dickson, C., A descriptive study of morbidity and mortality conferences and their conformity to medical incident analysis models: results of the morbidity and mortality conference improvement study, phase 1 (2007) Am J Med Qual, 22 (4), pp. 232-238; Murayama, K.M., Derossis, A.M., DaRosa, D.A., A critical evaluation of the morbidity and mortality conference (2002) Am J Surg, 183 (3), pp. 246-250; Thompson, J.S., Prior, M.A., Quality assurance and morbidity and mortality conference (1992) J Surg Res, 52 (2), pp. 97-100. , COI: 1:STN:280:DyaK387lslKhtA%3D%3D; George, J., Medical morbidity and mortality conferences: past, present and future (2017) Postgrad Med J, 93 (1097), pp. 148-152. , COI: 1:STN:280:DC%2BC2snovFSmsA%3D%3D; Orlander, J.D., Barber, T.W., Fincke, B.G., The morbidity and mortality conference: the delicate nature of learning from error (2002) Acad Med, 77 (10), pp. 1001-1006; Deis, J.N., Smith, K.M., Warren, M.D., Transforming the morbidity and mortality conference into an instrument for systemwide improvement (2008) Advances in Patient Safety: New Directions and Alternative Approaches, 2. , Henriksen K, Battles JB, Keyes MA, Grady ML, Culture and redesign. Agency for Healthcare Research and Quality, Rockville, MD; de Vos, M.S., Hamming, J.F., Marang-van de Mheen, P.J., Learning from morbidity and mortality conferences: focus and sustainability of lessons for patient care (2017) J Patient Saf, , https://doi.org/10.1097/PTS.0000000000000440; Singh, H.P., Durani, P., Dias, J.J., Enhanced morbidity and mortality meeting and patient safety education for specialty trainees (2015) J Patient Saf, , https://doi.org/10.1097/PTS.0000000000000208; Wu, A.W., Lipshutz, A.K., Pronovost, P.J., Effectiveness and efficiency of root cause analysis in medicine (2008) JAMA J Am Med Assoc, 299 (6), pp. 685-687. , COI: 1:CAS:528:DC%2BD1cXhvFensbw%3D; Sacks, G.D., Lawson, E.H., Tillou, A., Morbidity and mortality conference 2.0 (2015) Ann Surg, 262 (2), pp. 228-229; Cromeens, B.P., Lisciandro, R.E., Brilli, R.J., Identifying adverse events in pediatric surgery: comparing morbidity and mortality conference with the NSQIP-pediatric system (2017) J Am Coll Surg, 224 (5), pp. 945-953; McVeigh, T.P., Waters, P.S., Murphy, R., Increasing reporting of adverse events to improve the educational value of the morbidity and mortality conference (2013) J Am Coll Surg, 216 (1), pp. 50-56; Hutter, M.M., Rowell, K.S., Devaney, L.A., Identification of surgical complications and deaths: an assessment of the traditional surgical morbidity and mortality conference compared with the American College of Surgeons-National Surgical Quality Improvement Program (2006) J Am Coll Surg, 203 (5), pp. 618-624; Mitchell, E.L., Lee, D.Y., Arora, S., Improving the quality of the surgical morbidity and mortality conference: a prospective intervention study (2013) Acad Med, 88 (6), pp. 824-830; Kim, M.J., Fleming, F.J., Peters, J.H., Improvement in educational effectiveness of morbidity and mortality conferences with structured presentation and analysis of complications (2010) J Surg Edu, 67 (6), pp. 400-405; Miller, D.C., Filson, C.P., Wallner, L.P., Comparing performance of morbidity and mortality conference and national surgical quality improvement program for detection of complications after urologic surgery (2006) Urology, 68 (5), pp. 931-937; Goldman, R.L., The reliability of peer assessments of quality of care (1992) JAMA J Am Med Assoc, 267 (7), pp. 958-960. , COI: 1:STN:280:DyaK387jtVegtQ%3D%3D; Bhise, V., Sittig, D.F., Vaghani, V., An electronic trigger based on care escalation to identify preventable adverse events in hospitalised patients (2017) BMJ Qual Saf, 27 (3), pp. 241-246; Becker, A., (2013) Quality Criteria for Successful Morbidity and Mortality Conferences (Qualitätskriterien Erfolgreicher Morbiditäts-und Mortalitätskonferenzen), , http://www.clinotel-journal.de/article-id-015.html, Interdisciplinary Contributions to Hospital Management: Medicine, Patient Safety and Economics (Internet). 10 Dec 2013; (Paper ID #015); Dijkema, L.M., Dieperink, W., van Meurs, M., Preventable mortality evaluation in the ICU (2012) Crit Care, 16 (309), p. 12; Steiger, H.J., Stummer, W., Hanggi, D., Can systematic analysis of morbidity and mortality reduce complication rates in neurosurgery? (2010) Acta Neurochir, 152 (12), pp. 2013-2019; Ksouri, H., Balanant, P.Y., Tadie, J.M., Impact of morbidity and mortality conferences on analysis of mortality and critical events in intensive care practice (2010) Am J Crit Care, 19 (2), pp. 135-145. , (Quiz 46; Travaglia, J., Debono, D., Mortality and morbidity reviews: A comprehensive review of the literature (2009) Centre for Clinical Governance Research, University of New South Wales; Rosenfeld, J.C., Using the morbidity and mortality conference to teach and assess the ACGME general competencies (2005) Curr Surg, 62 (6), pp. 664-669; Anderson, C.I., Nelson, C.S., Graham, C.F., Disorganized care: the findings of an iterative, in-depth analysis of surgical morbidity and mortality (2012) J Surg Res, 177 (1), pp. 43-48; Pierluissi, E., Fischer, M.A., Campbell, A.R., Discussion of medical errors in morbidity and mortality conferences (2003) JAMA J Am Med Assoc, 290 (21), pp. 2838-2842. , COI: 1:CAS:528:DC%2BD3sXps1Cqsrw%3D; Gurien, L.A., Ra, J.H., Kerwin, A.J., National surgical quality improvement program integration with morbidity and mortality conference is essential to success in the March to zero (2016) Am J Surg, 212 (4), pp. 623-628; Vincent, C., Understanding and responding to adverse events (2003) N Engl J Med, 348 (11), pp. 1051-1056; Higginson, J., Walters, R., Fulop, N., Mortality and morbidity meetings: an untapped resource for improving the governance of patient safety? (2012) BMJ Qual Saf, 21 (7), pp. 576-585; Dindo, D., Demartines, N., Clavien, P.A., Classification of surgical complications: a new proposal with evaluation in a cohort of 6336 patients and results of a survey (2004) Ann Surg, 240 (2), pp. 205-213; Bechtold, M., Scott, S., Nelson, K., Educational quality improvement report: outcomes from a revised morbidity and mortality format that emphasised patient safety (2007) Qual Saf Health Care, 16 (6), pp. 422-427. , COI: 1:STN:280:DC%2BD2sjisFGjsw%3D%3D, PID: 18055885; Vellis, D., (2012) scale development: theory and applications, , 3, Sage, Los Angeles; Winter, J.C.F., Dodou, D., Five-point Likert items: t test versus Mann–Whitney–Wilcoxon practical assessment (2010) Res Eval, 15 (11), pp. 1-16; Morrell, L.J., Joyce, D.A., Interactive lectures: clickers or personal devices? (2015) F1000Research, 4, p. 64. , PID: 26594327; Watson, A.R., Lee, K., Billiar, T., Interactive multi-site video teleconferencing as a means to increase surgical resident and staff participation at core teaching conferences (2007) J Am Coll Surg, 205 (3), p. S85","Beldi, G.; Department of Visceral Surgery and Medicine, Inselspital, Bern University Hospital, University of BernSwitzerland; email: guido.beldi@insel.ch",,,Springer New York LLC,,,,,03642313,,WJSUD,29770874.0,English,World J. Surg.,Article,Final,Open Access,Scopus,2-s2.0-85047125093
"Smith D.P., McNeil L.E., Guynn D.T., Churukian A.D., Deardorff D.L., Wallace C.S.",55722912800;57202637419;57192311687;6507349859;7004681928;35095738000;,"Transforming the content, pedagogy and structure of an introductory physics course for life sciences majors",2018,American Journal of Physics,86,11,,862,869,,,10.1119/1.5058685,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055274194&doi=10.1119%2f1.5058685&partnerID=40&md5=2dca32e601f5a105e90275b1fbc9a607,"Department of Physics and Astronomy, University of North Carolina at Chapel Hill, Chapel Hill, NC  27599, United States","Smith, D.P., Department of Physics and Astronomy, University of North Carolina at Chapel Hill, Chapel Hill, NC  27599, United States; McNeil, L.E., Department of Physics and Astronomy, University of North Carolina at Chapel Hill, Chapel Hill, NC  27599, United States; Guynn, D.T., Department of Physics and Astronomy, University of North Carolina at Chapel Hill, Chapel Hill, NC  27599, United States; Churukian, A.D., Department of Physics and Astronomy, University of North Carolina at Chapel Hill, Chapel Hill, NC  27599, United States; Deardorff, D.L., Department of Physics and Astronomy, University of North Carolina at Chapel Hill, Chapel Hill, NC  27599, United States; Wallace, C.S., Department of Physics and Astronomy, University of North Carolina at Chapel Hill, Chapel Hill, NC  27599, United States","In this paper, we describe how we transformed our large-enrollment introductory physics sequence for the life sciences to a Lecture/Studio format and aligned the physics concepts with authentic biological applications. We modified the pedagogy to include research-validated practices in interactive engagement, and accomplished our goals of enhanced learning gains and institutionalization of our course transformations. The active engagement at the heart of the Lecture/Studio format results in comparable or enhanced learning gains (as measured by validated concept surveys) when compared to traditional instruction. As a result of our efforts, the current format of these courses is sustainable, requiring no greater financial or human resources than does the traditional mode of teaching such courses. We developed a complete suite of active-engagement instructional materials and made them available to the physics education community for adoption outside our institution. © 2018 American Association of Physics Teachers.",,,,,,,"National Science Foundation

National Sleep Foundation","The authors gratefully acknowledge the support by the physics faculty and graduate students at the University of North Carolina at Chapel Hill and in particular the contributions made by Professor Art Champagne and graduate students Rohan Isaac, and Tyle Stelzig, as well as the critical contributions of Professor Jean DeSaix of the UNC Biology Department. The work described in this paper was carried out with the support of the National Science Foundation under Grant No. DUE-1323008. Earlier reforms that this effort built upon were supported by NSF under Grant No. DUE-0511128.",,,,,"Blüh, O., Physics for the biologist (1961) Am. J. Phys., 29, pp. 771-776; Argos, P., General physics course for pre-medical students (1973) Am. J. 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"Elhussein M.A., Dustegor D., Nagy N., Alghamdi A.K.H.",36633829800;12761647800;7006374042;57195573762;,The impact of digital technology on female students' learning experience in partition-rooms: Conditioned by social context,2018,IEEE Transactions on Education,61,4, 8378045,265,273,,,10.1109/TE.2018.2840501,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048501391&doi=10.1109%2fTE.2018.2840501&partnerID=40&md5=b1b6ab0f014cd1fbd7a1475c3fcb9932,"Computer Information Systems Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31421, Saudi Arabia; Computer Science Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31421, Saudi Arabia","Elhussein, M.A., Computer Information Systems Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31421, Saudi Arabia; Dustegor, D., Computer Science Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31421, Saudi Arabia; Nagy, N., Computer Science Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31421, Saudi Arabia; Alghamdi, A.K.H., Computer Information Systems Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31421, Saudi Arabia","Contribution: As expected, a partition-room environment negatively affects students' learning. An unexpected result of this study is that female students occasionally choose not to use the technology available in partition-rooms, to avoid undesirable facial exposure. Background: The main purpose of partition-rooms is to prevent male instructors from seeing female students' faces. In learning environments where instructors and students are physically separated, technology is expected to play an integral role in bridging the gap. In one side of partition-rooms, female students use their own mobile devices, such as laptops, tablets and mobile phones, for course activities and communication; in the other side, the instructor has various digital teaching equipment provided by the institution. Research Question: What effect does a partition-room's physical environment have on female students' academic performance, satisfaction, technology efficacy, and perceived learning? What effect does a partition-room's social environment have on female students' academic performance, satisfaction, technology efficacy, and perceived learning? Methodology: Both quantitative and qualitative approaches were followed. Quantitative results were obtained from a student questionnaire. Qualitative data was gathered in a focus group session. Findings: The communication benefits offered by technology are impaired by both the physical context and the cultural-social context. The latter emerged during focus group discussions where students said that their faces might by revealed in the light emitted by their devices. Thus, local culture and social context limit the benefits of using digital technology in the classroom. © 2018 IEEE.",Computer-based instruction; educational institutions; evaluation of CAL systems; learning environment; learning technology; pedagogical issues,Computer aided instruction; Computer science; E-learning; Education; Education computing; Information technology; Microcomputers; Students; Computer based instruction; Cultural difference; Educational institutions; Evaluation of CAL systems; Global communication; Learning environments; Learning technology; Mobile handsets; Pedagogical issues; Portable computers; Engineering education,,,,,,,,,,,"Barbe, W.B., Swassing, R.H., Milone, M.N., (1979) Teaching Through Modality Strengths: Concepts and Practices, , Columbus, OH, USA: Zaner-Bloser; Vygotsky, L., (1978) Mind and Society, 2nd Ed., , Cambridge, MA, USA: Harvard Univ. 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Med., 89 (9), pp. 1245-1251","Elhussein, M.A.; Computer Information Systems Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal UniversitySaudi Arabia; email: maelhussein@iau.edu.sa",,,Institute of Electrical and Electronics Engineers Inc.,,,,,00189359,,IEEDA,,English,IEEE Trans Educ,Article,Final,,Scopus,2-s2.0-85048501391
"Wang J., Xiong J., Jiang H., Jamieson K., Chen X., Fang D., Wang C.",56287019400;36618486800;55234704200;7007149717;8317069000;8975043000;57192598512;,"Low Human-Effort, Device-Free Localization with Fine-Grained Subcarrier Information",2018,IEEE Transactions on Mobile Computing,17,11, 8314084,2550,2563,,8.0,10.1109/TMC.2018.2812746,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85043456497&doi=10.1109%2fTMC.2018.2812746&partnerID=40&md5=b36273f4e1d8b8ea222dd3690a454459,"School of Information Science and Technology, Northwest University, China; College of Information and Computer Sciences, University of Massachusetts-Amherst, Amherst, MA  01003, United States; College of Computer Science and Electronic Engineering, Hunan University, Changsha, Hunan, 410006, China; Department of Computer Science, Princeton University, Princeton, London, NJ  08544, United States; University College LondonWC1E 6BT, United Kingdom; School of Electronic Information and Communications, Huazhong University of Science and Technology, Wuhan, Hubei, 430074, China","Wang, J., School of Information Science and Technology, Northwest University, China; Xiong, J., College of Information and Computer Sciences, University of Massachusetts-Amherst, Amherst, MA  01003, United States; Jiang, H., College of Computer Science and Electronic Engineering, Hunan University, Changsha, Hunan, 410006, China; Jamieson, K., Department of Computer Science, Princeton University, Princeton, London, NJ  08544, United States, University College LondonWC1E 6BT, United Kingdom; Chen, X., School of Information Science and Technology, Northwest University, China; Fang, D., School of Information Science and Technology, Northwest University, China; Wang, C., School of Electronic Information and Communications, Huazhong University of Science and Technology, Wuhan, Hubei, 430074, China","Device-free localization of objects not equipped with RF radios is playing a critical role in many applications. This paper presents LIFS, a Low human-effort, device-free localization system with fine-grained subcarrier information, which can localize a target accurately without offline training. The basic idea is simple: channel state information (CSI) is sensitive to a target's location and thus the target can be localized by modelling the CSI measurements of multiple wireless links. However, due to rich multipath indoors, CSI can not be easily modelled. To deal with this challenge, our key observation is that even in a rich multipath environment, not all subcarriers are affected equally by multipath reflections. Our CSI pre-processing scheme tries to identify the subcarriers not affected by multipath. Thus, CSI on the 'clean' subcarriers can still be utilized for accurate localization. Without the need of knowing the majority transceivers' locations, LiFS achieves a median accuracy of 0.5 m and 1.1 m in line-of-sight (LoS) and non-line-of-sight (NLoS) scenarios, respectively, outperforming the state-of-the-art systems. © 2002-2012 IEEE.",channel state information; Device-free localization; low human-effort; multipath,Channel state information; Computer hardware; Cost reduction; Database systems; Mathematical models; Personnel training; Radio transceivers; Transceivers; Device-free localizations; Low Human-Effort; Mobile handsets; Multipath; Wireless fidelities; Lithium compounds,,,,,"National Science Foundation: 1617161

National Natural Science Foundation of China: 61672428, 61572402, 61732017, 61572219, 61772422","This work is supported in part by the National Natural Science Foundation of China under Grants (61572402, 61732017, 61672428, 61772422, 61572219), and by the National Science Foundation under Grant No. 1617161.",,,,,"Xiong, J., Sundaresan, K., Jamieson, K., Tonetrack: Leveraging frequency-agile radios for time-based indoor wireless localization (2015) Proc. 21st Annu. Int. Conf. Mobile Comput. Netw, pp. 537-549; Xiong, J., Jamieson, K., Arraytrack: A fine-grained indoor location system (2013) Pro. 10th USENIX Conf. Netw. Syst. Des. Implementation, pp. 71-84; Shu, Y., Shin, K.G., He, T., Chen, J., Last-mile navigation using smartphones (2015) Proc. 21st Annu. Int. Conf. Mobile Comput. Netwo, pp. 512-524; Achtzehn, A., Simic, L., Gronerth, P., Mahonen, P., A propagation-centric transmitter localization method for deriving the spatial structure of opportunistic wireless networks (2013) Proc. 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Netw, pp. 173-184; (2016) Library to Using SVM, , www.csie.ntu.edu.Tw/cjlin/libsvm/","Chen, X.; School of Information Science and Technology, Northwest UniversityChina; email: xjchen@nwu.edu.cn",,,Institute of Electrical and Electronics Engineers Inc.,,,,,15361233,,,,English,IEEE Trans. Mob. Comput.,Article,Final,,Scopus,2-s2.0-85043456497
"Findling R.D., Holzl M., Mayrhofer R.",55582066100;56006105500;21743132400;,Mobile Match-on-Card Authentication Using Offline-Simplified Models with Gait and Face Biometrics,2018,IEEE Transactions on Mobile Computing,17,11, 8307264,2578,2590,,4.0,10.1109/TMC.2018.2812883,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85043373757&doi=10.1109%2fTMC.2018.2812883&partnerID=40&md5=f5afe8d4fdfe8a332e2a5d7a25a5e550,"Ambient Intelligence Group, Department of Communications and Networking (COMNET), Aalto University, Aalto, FI-00076, Finland; Josef-Ressel-Center for User-Friendly Secure Mobile Environments, University of Applied Sciences Upper Austria, Wels, 4600, Austria; Institute of Networks and Security (INS), Johannes Kepler University Linz (JKU), Linz, 4040, Austria","Findling, R.D., Ambient Intelligence Group, Department of Communications and Networking (COMNET), Aalto University, Aalto, FI-00076, Finland, Josef-Ressel-Center for User-Friendly Secure Mobile Environments, University of Applied Sciences Upper Austria, Wels, 4600, Austria, Institute of Networks and Security (INS), Johannes Kepler University Linz (JKU), Linz, 4040, Austria; Holzl, M., Josef-Ressel-Center for User-Friendly Secure Mobile Environments, University of Applied Sciences Upper Austria, Wels, 4600, Austria, Institute of Networks and Security (INS), Johannes Kepler University Linz (JKU), Linz, 4040, Austria; Mayrhofer, R., Institute of Networks and Security (INS), Johannes Kepler University Linz (JKU), Linz, 4040, Austria","Biometrics have become important for mobile authentication, e.g., to unlock devices before using them. One way to protect biometric information stored on mobile devices from disclosure is using embedded smart cards (SCs) with biometric match-on-card (MOC) approaches. However, computational restrictions of SCs also limit biometric matching procedures. We present a mobile MOC approach that uses offline training to obtain authentication models with a simplistic internal representation in the final trained state, where we adapt features and model representation to enable their usage on SCs. The pre-trained model can be shipped with SCs on mobile devices without requiring retraining to enroll users. We apply our approach to acceleration based mobile gait authentication as well as face authentication and compare authentication accuracy and computation time of 16 and 32 bit Java Card SCs. Using 16 instead of 32 bit SCs has little impact on authentication performance and is faster due to less data transfer and computations on the SC. Results indicate 11.4 and 2.4-5.4 percent EER for gait respectively face authentication, with transmission and computation durations on SCs in the range of 2 s respectively 1 s. To the best of our knowledge, this work represents the first practical approach towards acceleration based gait MOC authentication. © 2002-2012 IEEE.",authentication; face biometrics; gait biometrics; Mobile computing; smart cards,Acceleration; Biological systems; Biometrics; Data transfer; Mobile computing; Smart cards; Adaptation models; Biological system modeling; Computational model; Face biometrics; Gait biometrics; Mobile handsets; Authentication,,,,,,"This work has partially been carried out within the scope of u’smile, the Josef Ressel Center for User-Friendly Secure Mobile Environments, funded by Christian Doppler Gesellschaft, A1 Telekom Austria AG, Drei-Banken-EDV GmbH, LG Nexera Business Solutions AG, NXP Semiconductors Austria GmbH, and Osterreichi€ sche Staatsdruckerei GmbH. A preliminary version of this work was published in MoMM 2016 [1] which is extended to cover different smart card architectures and biometrics, features an extended discussion of related work focusing on features and matching approaches with respect to applicability in match-on-card approaches, and is evaluated using gait and face biometrics on 16 and 32 bit smart cards.",,,,,"Findling, R.D., Mayrhofer, R., Mobile gait match-on-card authentication from acceleration data with offline-simplified models (2016) Proc. MoMM, pp. 250-260. , Nov; Jain, A.K., Ross, A.A., Nandakumar, K., (2011) Introduction to Biometrics, , New York, NY, USA: Springer; Van Bruggen, D., Liu, S., Kajzer, M., Striegel, A., Crowell, C.R., D'Arcy, J., Modifying smartphone user locking behavior (2013) Proc. SOUPS, pp. 101-1014. , http://doi.Acm.org/10.1145/2501604.2501614; Cao, K., Jain, A., Learning fingerprint reconstruction: From minutiae to image (2015) IEEE Inf. 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Upper Austria, Hagenberg, Austria, Sep. 2013, Awarded the OCG Incentive Award FH 2014 and IFAC Fred Margulies Award; Viola, P., Jones, M., Robust real-time face detection (2004) Int. J. Comput. Vis, 57, pp. 137-154","Findling, R.D.; Ambient Intelligence Group, Department of Communications and Networking (COMNET), Aalto UniversityFinland; email: rainhard.findling@fh-hagenberg.at",,,Institute of Electrical and Electronics Engineers Inc.,,,,,15361233,,,,English,IEEE Trans. Mob. Comput.,Article,Final,,Scopus,2-s2.0-85043373757
Abdulla M.H.,57202340178;,The use of an online student response system to support learning of Physiology during lectures to medical students,2018,Education and Information Technologies,23,6,,2931,2946,,,10.1007/s10639-018-9752-0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047938806&doi=10.1007%2fs10639-018-9752-0&partnerID=40&md5=5bf7a229ae09cd71c6b2a47a005bfb3b,"Department of Physiology, School of Medicine, University College Cork, Western Gateway Building, Cork, Ireland","Abdulla, M.H., Department of Physiology, School of Medicine, University College Cork, Western Gateway Building, Cork, Ireland","Online-based response systems are increasingly used as a continuous assessment tool in classroom due to availability and ease of access. The present study aimed to validate the utilisation of online-based exercises for teaching to medical students. For this study, Socrative, a free online platform was used in teaching a physiology component of a second year module. Students’ performance and evaluation of this approach was investigated with regard to participation in the class, understanding of the concepts and performance in the final exam. The performance of the class in multiple choice questions (MCQs) related to Socrative daily activities at the end of module and final exams was greater by some 24% (P < 0.05) compared to performance in questions with no Socrative background exercise. Moreover, the exam performance of students in 2016 after the introduction of Socrative was higher by 14% (P > 0.05) compared to a previous year, 2014 where no Socrative activities were used. The students’ feedback regarding the utilisation of online-based exercises showed ~85% of respondents think that these activities were either ‘very important’ or ‘important’ to enhance their participation in the class and ~88% indicated that it is either ‘very useful’ or ‘useful’ to consolidate their understanding of this module’s material. The findings from this study indicate that the use of online-based exercises through Socrative was positively received by medical students as an interactive classroom activity that also enhanced performance. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.",Assessment; Interactive classroom activity; Medical students; Physiology; Socrative,,,,,,,,,,,,"Ali, S.H., Carr, P.A., Ruit, K.G., Validity and reliability of scores bbtained on Multiple-Choice Questions: Why functioning distractors matter (2016) Journal of the Scholarship of Teaching and Learning, 16 (1), pp. 1-14; Al-Rukban, M.O., Guidelines for the construction of multiple choice questions tests (2006) Journal of Family and Community Medicine, 13 (3), pp. 125-133; Brown, S., (2010) Likert scale examples for surveys, , Iowa State University, USA, ANR Program evaluation; Butler, B., McCarthy, M., (2015) What Does Multiple Intelligences Theory and Practice have to Offer Universal Design for Learning?, , https://www.google.ie/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwit9oy19YDTAhVDAcAKHTCLBoUQFggZMAA&url=https%3A%2F%2Fwww.ucc.ie%2Fen%2Fmedia%2Facademic%2Fteachingandlearning%2FWhatdoesMultipleIntelligencestheoryandpracticehavetoofferuniversaldesignforlearning.docx&usg=AFQjCNHPbMtr2zZocOkozxtNSZHu0F_CEw; 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Eijsvogels, T.M.H., van den Brand, T.L., Hopman, M.T.E., Multiple choice questions are superior to extended matching questions to identify medicine and biomedical sciences students who perform poorly (2013) Perspectives on Medical Education, 2, pp. 252-263; Gajjar, S., Sharma, R., Kumar, P., Rana, M., Item and test analysis to identify quality multiple choice questions (MCQs) from an assessment of medical students of Ahmedabad, Gujarat (2014) Indian Journal of Community Medicine, 39 (1), pp. 17-20; Gulek, J.C., Demirtas, H., Learning with technology: The impact of laptop use on student achievement (2005) Journal of Technology, Learning, and Assessment, 3 (2); Heelan, A., Universal Design for Learning (UDL): Implications for Education (2015) Universal Design in Education Conference, , Dublin: Dublin Institute of Technology; Lasry, N., (2007) Peer instruction: Comparing clickers to flashcards [Online], , http://arxiv.org/abs/physics/0702186v1, Available: Retrieved 2017, from, [Accessed]; Latham, A., Sharon Hill, N., Preference for anonymous classroom participation: linking student characteristics and reactions to electronic response systems (2013) Journal of Management Education, 38 (2), pp. 192-215; Lavin, A.M., Korte, L., Davies, T.L., The impact of classroom technology on student behavior (2011) Journal of Technology Research, 2, pp. 1-13; Lefever, R., Currant, B., (2010) How Can Technology Be Used to Improve the Learner Experience at Points of Transition?, , http://technologyenhancedlearning.net/files/2010/04/ELESIGliteraturereviewFINAL240210.pdf; Mazur, E., (1997) Peer instruction: A user’s manual, , Prentice Hall, Upper Saddle River; McGahee, T.W., Ball, J., How to read and really use an item analysis (2009) Nurse Educator, 34, pp. 166-171; Nawalaniec, N., Socrative (Snowy release) (2015) Journal of the Medical Library Association, 103 (4), pp. 236-239; Rae, M.G., O'Malley, D., Using an online student response system, Socrative, to facilitate active learning of Physiology by first year graduate entry to medicine students: a feasibility study (2017) MedEdPublish, , https://doi.org/10.15694/mep.2017.000004, &; Silverthorn, D.U., Teaching and learning in the interactive classroom (2006) Advances in Physiology Education, 30, pp. 135-140; Tim Wood, T., Cole, G., Developing Multiple Choice Questions for the RCPSC Certification Examinations (2001) The Royal College of Physicians and Surgeons of Canada Office of Education; Tretinjak, M.F., Bednjanec, A., Tretinjak, M., Interactive teaching with Socrative (2015) 38Th International Conventionon Information and Communication Technology Electronics and Microelectronics MIPRO 2015 - Proceedings, pp. 848-851; Wash, P.D., Taking advantage of mobile devices: using Socrative in the classroom (2014) Journal of Teaching and Learning with Technology, 3 (1), pp. 99-101; Yeong, F.M., Use of constructed-response questions to support learning of cell biology during lectures (2015) Journal of Microbiology and Biology Education, 16 (1), pp. 87-89","Abdulla, M.H.; Department of Physiology, School of Medicine, University College Cork, Western Gateway BuildingIreland; email: m.abdulla@ucc.ie",,,Springer New York LLC,,,,,13602357,,,,English,Educ. Inf. Technol.,Article,Final,,Scopus,2-s2.0-85047938806
"Leidinger C.S., Kaiser N., Baumgart N., Baumgart J.",57193842373;57204606383;57063189500;24173213100;,Using Clicker Training and Social Observation to Teach Rats to Voluntarily Change Cages,2018,Journal of visualized experiments : JoVE,,140,,,,,,10.3791/58511,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056341373&doi=10.3791%2f58511&partnerID=40&md5=bcac369573d6bc852af3a4f0f89a11ec,"Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-University Mainz; Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-University Mainz;","Leidinger, C.S., Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-University Mainz; Kaiser, N., Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-University Mainz; Baumgart, N., Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-University Mainz;; Baumgart, J., Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-University Mainz","Cage cleaning is a routinely performed husbandry procedure and is known to induce stress in laboratory rats. As stress can have a negative impact on well-being and can affect the comparability and reproducibility of research results, the amount of stress experienced by laboratory animals should be minimized and avoided when possible. Further, the direct contact between the rat and animal caretaker during the cage change bears hygiene risks and therefore possibly negatively impacts the well-being of the rats and the quality of the research. Our protocol aims to improve the routinely performed cage changing procedure. For this reason, we present a feasible protocol that enables rats to learn via clicker training and observation to voluntarily change to a clean cage. This training helps to reduce stress caused by the physical disturbance and handling associated with the cage changes and concurrently enables a reduction in direct contact between animal and animal caretaker after the training phase is completed. The implementation of clicker training to rats is fast and easy. Rats are generally interested in the training and efficiently learn the desired behavior, which entails changing cages through a pipe. Even without training, the rats learn to perform the desired behavior by observation, as 80% of the observational learning group successfully changed cages when tested. The training further helps to establish a relationship of trust between trainer and animal. As hygiene and well-being are both very important in animal experiments, this protocol might also help to improve high-quality research.",,"animal; animal behavior; animal housing; animal husbandry; instrumental conditioning; learning; male; procedures; rat; reproducibility; social behavior; Animal Husbandry; Animals; Behavior, Animal; Conditioning, Operant; Housing, Animal; Learning; Male; Rats; Reproducibility of Results; Social Behavior",,,,,,,,,,,,,,,NLM (Medline),,,,,1940087X,,,30417890.0,English,J Vis Exp,Article,Final,,Scopus,2-s2.0-85056341373
"Raffaghelli J., Ghislandi P., Sancassani S., Canal L., Micciolo R., Balossi B., Bozzi M., Di Sieno L., Genco I., Gondoni P., Pini A., Zani M.",55246100800;14632135500;6507746479;55900401400;35780711800;57204880737;57204875736;55745971700;57204875544;54388065200;57204882504;27968224500;,Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures,2018,Educational Media International,55,4,,301,316,,,10.1080/09523987.2018.1547544,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057608764&doi=10.1080%2f09523987.2018.1547544&partnerID=40&md5=ffaef28112049428ab1b1001d52108cc,"Faculty of Psychology and Education Sciences, Open University of Catalonia, Barcelona, Spain; Department of Psychology and Cognitive Sciences, University of Trento, Barcelona, Italy; METID Center, Politecnico di Milano, Barcelona, Italy; Liceo Scientifico Statale “G.B. Grassi”, Lecco, Italy; Liceo Scientifico Statale “Vittorio Veneto”, Milano, Italy; Department of Physics, Politecnico di Milano, Barcelona, Italy; Istituto di Istruzione Superiore “Jean Monnet”, Como, Italy; Istituto di Istruzione Superiore “A. Badoni”, Lecco, Italy; Istituto Tecnico Industriale Statale “Magistri Cumacini”, Como, Italy","Raffaghelli, J., Faculty of Psychology and Education Sciences, Open University of Catalonia, Barcelona, Spain; Ghislandi, P., Department of Psychology and Cognitive Sciences, University of Trento, Barcelona, Italy; Sancassani, S., METID Center, Politecnico di Milano, Barcelona, Italy; Canal, L., Department of Psychology and Cognitive Sciences, University of Trento, Barcelona, Italy; Micciolo, R., Department of Psychology and Cognitive Sciences, University of Trento, Barcelona, Italy; Balossi, B., Liceo Scientifico Statale “G.B. Grassi”, Lecco, Italy; Bozzi, M., Liceo Scientifico Statale “Vittorio Veneto”, Milano, Italy, Department of Physics, Politecnico di Milano, Barcelona, Italy; Di Sieno, L., Department of Physics, Politecnico di Milano, Barcelona, Italy; Genco, I., Istituto di Istruzione Superiore “Jean Monnet”, Como, Italy; Gondoni, P., Istituto di Istruzione Superiore “A. Badoni”, Lecco, Italy; Pini, A., Istituto Tecnico Industriale Statale “Magistri Cumacini”, Como, Italy; Zani, M., Department of Physics, Politecnico di Milano, Barcelona, Italy","In this paper, the authors discuss the effectiveness of MOOCs as part of a pedagogical strategy aimed at supporting Physics’ preliminary undergraduate students in large-size lectures. Our study is based on an experimental activity based on a blended course, which integrated a parallel MOOC delivered through the POK (PoliMi Open Knowledge, http://www.pok.polimi.it), the Politecnico di Milano’s MOOC portal. The blended model also delivered face-to-face activities that included intensive technology enhanced learning, like feedback based on clickers. Specifically, we introduce the several elements of the approach (the tutors’ pedagogy, the adoption of clickers, the diversity amongst learning groups) and its process of implementation. The findings in this study highlight that the integrated model is effective in terms’ of students’ learning both for small and large size lectures. More importantly, it was found that the students in large size lectures demonstrated similar or even better performance than students in a small size group. Moreover, the students in all sizes lectures showed higher satisfaction with the MOOCs’ against other factors adopted within the learning design. © 2018, © 2018 International Council for Educational Media.",higher education; large size lectures; MOOC; physics,,,,,,,,,,,,"Acosta, E.S., Otero, J.J.E., Automated assessment of free text questions for MOOC using regular expressions (2014) Information Resources Management Journal, 27 (2), pp. 1-13; Admiraal, W., Huisman, B., Van de Ven, M., Self- and peer assessment in massive open online courses (2014) International Journal of Higher Education, 3 (3), p. 119; Allendoerfer, C., Wilson, D., Plett, M., Bates, R.A., Smith, T.F., Veilleux, N.M., Student perceptions of faculty support: Do class size or institution type matter? (2016) ASEE Annual Conference and Exposition, Conference Proceedings, 2016. , New Orleans, Louisiana; Barefoot, B., Higher education’s revolving door: Confronting the problem of student drop out in US colleges and universities (2004) Open Learning, 19 (1), pp. 9-18; Bettinger, E.P., Long, B.T., Mass instruction or higher learning? The impact of college class size on student retention and graduation (2016) Education Finance and Policy, pp. 1-36; Bozkurt, A., Ozdamar Keskin, N., De Waard, I., Research trends in massive open online course (MOOC) theses and dissertations: Surfing the Tsunami wave (2016) Open Praxis, 8 (3), pp. 203-221; Brita-Paja, J.L., Gregorio, C., Llana, L., Pareja, C., Riesco, A., Introducing MOOC-like methodologies in a face-to-face undergraduate course: A detailed case study (2018) Interactive Learning Environments, pp. 1-18; Brown, M., Calkins, A., Siemens, G., (2012) The current and future state of higher education, , http://www.educause.edu/library/resources/current-and-future-state-higher-education, Retrieved June7, 2018, from; Canessa, E., Tenze, L., Salvatori, E., Attendance to massive open on-line courses: Towards a solution to track on-line recorded lectures viewing (2013) Bulletin of the Technical Committee on Learning Technology, 15 (1), pp. 36-39; Chen, P.-J., Chen, Y.-H., Facilitating MOOCs learning through weekly meet-up (2014) Proceedings of the first ACM conference on Learning @ scale conference - L@S ’14, pp. 183-184. , New York,USA: ACM Press, &; Cho, M.-H., Yoo, J.S., Exploring online students’ self-regulated learning with self-reported surveys and log files: A data mining approach (2017) Interactive Learning Environments, 25 (8), pp. 970-982; Colvin, K.F., Champaign, J., Liu, A., Zhou, Q., Fredericks, C., Pritchard, D.E., Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class (2014) International Review of Research in Open and Distance Learning, 15 (4), pp. 263-283; Dabbagh, N., Kitsantas, A., Supporting self-regulation in student-centered web-based learning environments (2003) International Journal on E-Learning, 3 (1), pp. 40-47. , http://eric.ed.gov/?id=EJ723806, Retrieved from; Floratos, N., Guasch, T., Espasa, A., Recommendations on formative assessment and feedback practices for stronger engagement in MOOCs (2015) Open Praxis, 7 (2), pp. 141-152. , April; Gasevic, D., Kovanovic, V., Joksimovic, S., Siemens, G., Where is research on massive open online courses headed? A data analysis of the MOOC research initiative (2014) The International Review of Research in Open and Distance Learning, 15 (5), pp. 134-176. , October; Ghislandi, P.M.M., “The fun they had” or about the quality of MOOC (2016) Journal of E-Learning and Knowledge Society, 12 (3); Glance, D.G., Forsey, M., Riley, M., The pedagogical foundations of massive open online courses (2013) First Monday, 18 (5); Halawa, S., Greene, D., Mitchell, J., Dropout prediction in MOOCs using (2014) Learner Activity Features. ELearning Papers, 37, pp. 3-11. , http://www.openeducationeuropa.eu/en/paper/experiences-and-best-practices-and-around-moocs, Retrieved from; Hood, N., Littlejohn, A., Milligan, C., Context counts: How learners’ contexts influence learning in a MOOC (2015) Computers & Education, 91, pp. 83-91; Jiang, Z., Zhang, Y., Li, X., Learning behavior analysis and prediction based on MOOC data (2015) Jisuanji Yanjiu Yu Fazhan/Computer Research and Development, 52 (3), pp. 614-628; Kali, Y., Levin-Peled, R., Dori, Y.J., The role of design-principles in designing courses that promote collaborative learning in higher-education (2009) Computers in Human Behavior, 25 (5), pp. 1067-1078; Knox, J., Digital culture clash: “massive” education in the E-learning and digital cultures MOOC (2014) Distance Education, 35 (2), pp. 164-177; Kulkarni, C., Wei, K.P., Le, H., Chia, D., Papadopoulos, K., Cheng, J., Klemmer, S.R., Peer and self assessment in massive online classes (2013) ACM Transactions on Computer-Human Interaction, 20 (6), pp. 1-31. , …; Lassibille, G., Navarro Gómez, L., Why do higher education students drop out? Evidence from Spain (2008) Education Economics, 16 (1), pp. 89-105; Lepp, M., Luik, P., Palts, T., Papli, K., Suviste, R., Säde, M., Tånisson, E., Self- and automated assessment in programming MOOCs (2017) Communications in Computer and Information Science, 653, pp. 72-85. , …; Liyanagunawardena, T.R., Lundqvist, K.Ø., Williams, S.A., Who are with us: MOOC learners on a FutureLearn course (2015) British Journal of Educational Technology, 46 (3), pp. 557-569; Miranda, S., Mangione, G.R., Orciuoli, F., Gaeta, M., Loia, V., Automatic generation of assessment objects and remedial works for MOOCs (2013) 2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET), pp. 1-8. , IEEE, &,. (). Antalya, Turkey; Oldfield, J., Rodwell, J., Curry, L., Marks, G., Psychological and demographic predictors of undergraduate non-attendance at university lectures and seminars (2017) Journal of Further and Higher Education, pp. 1-15; Ossiannilsson, E., Altinay, F., Altinay, Z., MOOCs as change agents to boost innovation in higher education learning arenas (2016) Education Sciences, 6 (4), p. 25; Pérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., Kloos, C.D., Rayyan, S., H-MOOC framework: Reusing MOOCs for hybrid education (2017) Journal of Computing in Higher Education, 29 (1), pp. 47-64; Raffaghelli, J.E., Cucchiara, S., Persico, D., Methodological approaches in MOOC research: Retracing the myth of proteus (2015) British Journal of Educational Technology, 46 (3), pp. 488-509; Santos, J.L., Klerkx, J., Duval, E., Gago, D., Rodríguez, L., Success, activity and drop-outs in MOOCs an exploratory study on the UNED COMA courses (2014) Proceedins of the Fourth International Conference on Learning Analytics And Knowledge - LAK ’14, pp. 98-102. , New York, USA: ACM Press, &; Seaton, D.T., Nesterko, S., Mullaney, T., Reich, J., Ho, A., Chuang, I., Characterizing video use in the catalogue of MITx MOOCs (2014) eMOOCs2014, pp. 140-146. , http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf, Cress U., (ed), Lausanne, Switzerland: Ecole Politechnique Federale de Lausanne & P.A.U. Education, &,. (Ed.), (. Retrieved from; Siemens, G., (2012) MOOCs for the win!, , http://www.elearnspace.org/blog/2012/03/05/moocs-for-the-win/, Retrieved June10, 2013, from; Stake, R., (1994) The art of case study research, , Thousand Oaks, CA: Sage; Ulriksen, L., Madsen, L.M., Holmegaard, H.T., What do we know about explanations for drop out/opt out among young people from STM higher education programmes? (2010) Studies in Science Education, 46 (2), pp. 209-244; Yang, N., Quality teaching in large university classes: Designing online collaboration among learners for deep understanding (2016) University of Trento, , http://eprints-phd.biblio.unitn.it/1606/1/20151123_PhD_thesis_Nan_Yang%5Bfinal_version%5D.pdf, Retrieved from; Yin, K.R., (2009) Case study research: Design and methods, , Thousand Oaks, 4th, London & New York: Sage","Zani, M.; Department of PhysicsItaly; email: maurizio.zani@polimi.it",,,Routledge,,,,,09523987,,EDMIA,,English,Educ. Media Int.,Article,Final,,Scopus,2-s2.0-85057608764
Lauridsen K.,57204425348;,A Polyphonic Experience and a Mute Technology,2018,Journal of Museum Education,43,4,,299,305,,,10.1080/10598650.2018.1525656,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055508935&doi=10.1080%2f10598650.2018.1525656&partnerID=40&md5=63a01b540372e7386c478cb3fa130e7a,"Science Museums, Aarhus, Denmark","Lauridsen, K., Science Museums, Aarhus, Denmark","The article describes a school program addressing the concept of body ideals and aiming for student involvement and reflection. It reveals how the use of clicker technology overcomes the challenge of getting youngsters to discuss a difficult topic. Through anonymous ballots and questions that allow everyone to participate, it is possible to establish a secure frame for discussion and learning. In addition, the use of youth to youth interpretation helps school-age visitors engage with challenging topics. © 2018, © 2018 Museum Education Roundtable.",authentic questions; Difficult topics; interpretive museum technology; reflection; student involvement,,,,,,,,,,,,"Durbin, G., Improving Worksheets (2004) The Educational Role of the Museum, pp. 92-98. , Hooper-Greenhill E., (ed), New York: Routledge, edited by; Dysthe, O., Museernes Særlige Læringspotentiale I Et Dialogisk Og Flerstemmigt Perspektiv.” [In nor] (2011) Unge pædagoger, 2011 (1), pp. 23-30; Lykke, M.F., (2012) Retorisk Feedback I Lærerteamet : En Metode Til Udvikling Af Gode Lærerroller, , [In Danish] Lyst Og Læring. 1. udgave ed, Copenhagen: Akademisk Forlag; Quistgaard, N., Autentiske Spørgsmål Kan Skabe Ægte Engageret Dialog På Naturhistoriske Museer (2010) MONA–Matematik- og Naturfagsdidaktik, , [In Danish], 3 (,): 49–76; Skydsgaard, M.A., Andersen, H.M., King, H., Designing Museum Exhibits That Facilitate Visitor Reflection and Discussion (2016) Museum Management and Curatorship, 31 (1); Stald, L.J., Lauridsen, K., Kun Et Klik Fra En God Diskussion : -Teknologi Som Formidlingsredskab (2013) Danske Museer, 26 (2), p. 21","Lauridsen, K.; Science MuseumsDenmark",,,Taylor and Francis Ltd.,,,,,10598650,,,,English,J. Mus. Educ.,Article,Final,,Scopus,2-s2.0-85055508935
"Baker P.R.A., Demant D., Cathcart A.",7402423949;56845595700;55555054100;,Technology in Public Health Higher Education,2018,Asia-Pacific Journal of Public Health,30,7,,655,665,,1.0,10.1177/1010539518800337,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058662986&doi=10.1177%2f1010539518800337&partnerID=40&md5=b036946bccc8c4271e66ace846a32556,"Queensland University of Technology, Kelvin Grove, QLD, Australia; University of Technology Sydney, Ultimo, NSW, Australia; Queensland University of Technology, Brisbane, QLD, Australia","Baker, P.R.A., Queensland University of Technology, Kelvin Grove, QLD, Australia; Demant, D., Queensland University of Technology, Kelvin Grove, QLD, Australia, University of Technology Sydney, Ultimo, NSW, Australia; Cathcart, A., Queensland University of Technology, Brisbane, QLD, Australia","Streamed and recorded lectures as well as audience response technology are increasingly used in public health tertiary education, to train practitioners to address Asia-Pacific region’s rapidly changing health needs. However, little is known about the impact on student performance, satisfaction, and understanding. This study aimed to assess postgraduate students’ perceptions and their use of technology in a large epidemiology subject at an Australian university in internal and external modes. The study used both routinely collected student data (n = 453) and survey data (n = 88). Results indicate that students accept and use technology-based learning tools, and perceive audience response technology as well as streamed and recorded lectures as useful for their learning (96.6%). Students have shown a preference to review recorded lectures rather than viewing streamed lectures. Analyses further suggest that the use of recorded and streamed lectures may be linked to better student performance for external students (passing, any use odds ratio = 3.32). However, these effects are not consistent across all student subgroups and externally enrolled students may profit more than those enrolled internally. © 2018 APJPH.",audience response technology; digital broadcasting; higher education; student learning; teaching; technology use,"article; human; human experiment; learning; major clinical study; perception; postgraduate student; profit; public health; teaching; telecommunication; academic achievement; Australia; education; educational technology; epidemiology; learning; psychology; public health; public health student; questionnaire; university; Australia; Education, Graduate; Educational Technology; Epidemiology; Humans; Learning; Public Health; Students, Public Health; Surveys and Questionnaires; Universities",,,,,,"The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by a QUT Teaching and Learning Grant (Grant Number: Baker, 2014).",,,,,"Johnson, D., McLeod, S., Get answers: using student response systems to see students’ thinking (2005) Learning & Leading with Technology, 32, pp. 18-23; Education: Gross enrolment ratio, primary (% gross), , http://data.worldbank.org/topic/education, Accessed April 4, 2017; (2017) Data Snapshot, , https://www.universitiesaustralia.edu.au/…/Data%20snapshotv6%20webres.pdf.aspx; Wenz, H.J., Zupanic, M., Klosa, K., Schneider, B., Karsten, G., Using an audience response system to improve learning success in practical skills training courses in dental studies—a randomised, controlled cross-over study (2014) Eur J Dent Educ, 18, pp. 147-153; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Comput Educ, 94, pp. 102-119; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teach Psychol, 34, pp. 253-258; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73, p. 21; Baker, P.R., Francis, D.P., Demant, D., Doyle, J., Dobbins, M., An interactive method for engaging the public health workforce with evidence (2015) J Public Health (Oxf), 37, pp. 557-560; Carroll, J.A., Rodgers, J., Sankupellay, M., Newcomb, M., Cook, R., Systematic evaluation of GoSoapBox in tertiary education: a student response system for improving learning experiences and outcomes, , Paper presented at: 8th International Technology, Education and Development Conference, Valencia, Spain;; Wieling, M., Hofman, W., The impact of online video lecture recordings and automated feedback on student performance (2010) Comput Educ, 54, pp. 992-998; Larkin, H.E., But they won’t come to lectures..” The impact of audio recorded lectures on student experience and attendance (2010) Australas J Educ Technol, 26, pp. 238-249; Williams, A., Birch, E., Hancock, P., The impact of online lecture recordings on student performance (2012) Australas J Educ Technol, 28, pp. 199-213; Owston, R., Lupshenyuk, D., Wideman, H., Lecture capture in large undergraduate classes: student perceptions and academic performance (2011) J Internet Higher Educ, 14, pp. 262-268; Grabe, M., Christopherson, K., Optional student use of online lecture resources: resource preferences, performance and lecture attendance (2008) J Comput Assist Learning, 24, pp. 1-10; Hall, G., Ivaldi, A., A qualitative approach to understanding the role of lecture capture in student learning experiences (2017) Technol Pedagogy Educ, 26, pp. 383-394; Engstrand, S.M., Hall, S., The use of streamed lecture recordings: patterns of use, student experience and effects on learning outcomes (2011) Practitioner Research in Higher Education, 5, pp. 9-15; Baker, P.R., Francis, D.P., Cathcart, A., A mock randomized controlled trial with audience response technology for teaching and learning epidemiology (2017) Asia Pac J Public Health, 29, pp. 229-240; Streiner, D.L., Kottner, J., Recommendations for reporting the results of studies of instrument and scale development and testing (2014) J Adv Nurs, 70, pp. 1970-1979; Lauer, T., Muller, R., Trahasch, S., Learning with lecture recordings: key issues for end-users, , Paper presented at: IEEE International Conference on Advanced Learning Technologies, Joensuu, Finland;; Stowell, J.R., mobile devices for classroom polling (2015) Comput Educ, 82, pp. 329-334; Braine, G., (2013) Non-native Educators in English Language Teaching, , Abingdon, England, Routledge; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; Cathcart, A., Greer, D., Neale, L., Learner-focused evaluation cycles: facilitating learning using feedforward, concurrent and feedback evaluation (2014) Assessment & Evaluation in Higher Education, 39, pp. 790-802","Baker, P.R.A.; Queensland University of Technology, Kelvin GroveAustralia; email: p2.baker@qut.edu.au",,,SAGE Publications Inc.,,,,,10105395,,,30288986.0,English,Asia-Pac. J. Public Health,Article,Final,,Scopus,2-s2.0-85058662986
"Abbas I.H., Dehham S.H., Akbar N.A.",57196864874;57204564526;57204561205;,The psychological effects of clickers technology on english language students,2018,Indian Journal of Public Health Research and Development,9,10,,740,744,,,10.5958/0976-5506.2018.01225.1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056173483&doi=10.5958%2f0976-5506.2018.01225.1&partnerID=40&md5=63e0a207690d5013a0d560ff5dd00b88,"Higher Studies Department, University of Babylon, College of Basic Education, Babylon, Iraq","Abbas, I.H., Higher Studies Department, University of Babylon, College of Basic Education, Babylon, Iraq; Dehham, S.H., Higher Studies Department, University of Babylon, College of Basic Education, Babylon, Iraq; Akbar, N.A., Higher Studies Department, University of Babylon, College of Basic Education, Babylon, Iraq","Clicker’s technology has been achieving a tremendous success all around the world in teaching by utilizing them as a classroom innovation. The presented study aims at investigating the psychological effects of clickers on English language students in an Iraqi setting. The study uses quantitative research method. The samples of the study were randomly selected from the fourth preparatory school students. The study adopted a pre-test treatment-post-test design and a satisfaction survey. The first hypothesis was accepted and was concluded that clicker’s technology classroom was better than the traditional teaching in both the overall achievement and vocabulary items acquisition. The study also concluded that the utilization of the Clickers technology has had a positive psychological effect on the learning experience of the students and that they would like for the implementation of the device to continue. Future studies could very well expand and support the findings of this study or yield different results. © 2018, Indian Journal of Public Health Research and Development. All rights reserved.",Clickers Technology; Psychological; Students,achievement; article; controlled study; English (language); human; human experiment; learning; pretest posttest design; randomized controlled trial; satisfaction; student; teaching; vocabulary,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonar, W.J., Designing Effective Questions for Classroom Response System Teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Brown, D., (2003) Language Assessment Principles and Classroom Practices, , (1ed). San Francisco. Longman Publication; Caldwell, J., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE— Life Sciences Education, 6 (1), pp. 9-20; Draper, S.W., Brown, M.I., Increasing Interactivity in Lectures Using an Electronic Voting System (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Duncan, D., Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco, CA: Pearson Education; Hatch, J., Jensen, M., Moore, R., Manna from Heaven or “Clickers” from Hell (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Hubbard, P., Training Course for TEFL (1983) Oxford: Oxford University Publication; Knight, J.K., Wood, W.B., Teaching More by Lecturing less (2005) Cell Biology Education; Martyn, M., (2007) Decision Sciences Journal of Innovative Education. Educause Quarterly., 72 (2), pp. 71-74; McDermott, L.C., Redish, E.F., Resource letter PER-1 on physics education resource (1999) American Journal of Physics, 67 (9), pp. 755-767; Nation, P., Chung, T., (2009) Teaching and Learning Vocabulary, the Handbook of Language Teaching, , London: Wiley-Blackwell; Richards, C.J., Schmidt, R., (2010) Longman Dictionary of Language Teaching and Applied Linguistics, , Fourth edition. British library cataloging in publication data; Richards, J.C., Renandya, W.A., (2002) Methodology in Language Teaching, , Cambridge: Cambridge university press; Rohwer, J., Using Clickers to Enhance Interactive Learning in Biochemistry 364 (2015) The University of Stellenbosch. Centre for Learning Technology. Stellenbosch Printing Association","Abbas, I.H.; Higher Studies Department, University of Babylon, College of Basic EducationIraq; email: Ibaahussam44@gmail.com",,,Indian Journal of Public Health Research and Development,,,,,09760245,,,,English,Indian J. Public Health Res. Dev.,Article,Final,,Scopus,2-s2.0-85056173483
"Govaerts S., Holzer A., Kocher B., Vozniuk A., Garbinato B., Gillet D.",7801629780;15769737500;56160109500;55876927300;6603015206;57203238151;,Blending digital and face-to-face interaction using a co-located social media app in class,2018,IEEE Transactions on Learning Technologies,11,4, 8412139,478,492,,1.0,10.1109/TLT.2018.2856804,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85050229129&doi=10.1109%2fTLT.2018.2856804&partnerID=40&md5=63aca5ac1eee7d98a90a0be160631264,"REACT Group, Swiss Institute of Technology, Lausanne (EPFL), Lausanne, 1015, Switzerland; Information Management Institute, University of Neuchâtel, Neuchâtel, 2000, Switzerland; Department of Marketing, Department of Information Systems, University of Lausanne, Lausanne, 1015, Switzerland","Govaerts, S., REACT Group, Swiss Institute of Technology, Lausanne (EPFL), Lausanne, 1015, Switzerland; Holzer, A., Information Management Institute, University of Neuchâtel, Neuchâtel, 2000, Switzerland; Kocher, B., Department of Marketing, Department of Information Systems, University of Lausanne, Lausanne, 1015, Switzerland; Vozniuk, A., REACT Group, Swiss Institute of Technology, Lausanne (EPFL), Lausanne, 1015, Switzerland; Garbinato, B., Department of Marketing, Department of Information Systems, University of Lausanne, Lausanne, 1015, Switzerland; Gillet, D., REACT Group, Swiss Institute of Technology, Lausanne (EPFL), Lausanne, 1015, Switzerland","Improving face-to-face (f2f) interaction in large classrooms is a challenging task as student participation can be hard to initiate. Thanks to the wide adoption of personal mobile devices, it is possible to blend digital and face-to-face interaction and integrate co-located social media applications in the classroom. To better understand how such applications can interweave digital and f2f interaction, we performed a detailed analysis of real-world use cases of a particular co-located social media app: SpeakUp. In a nutshell, SpeakUp allows the creation of temporary location-bound chat rooms that are accessible by nearby users who can post and rate messages anonymously. We find that the use of co-located social media is associated with an increase in content-related interaction in the class. Furthermore, it is associated with an increase in the perceived learning outcomes of students compared to a control group. We further provide design guidelines to blend digital and f2f interaction using co-located social media in the classroom based on 11 case studies covering over 2,000 students. © 2008-2011 IEEE.",,Blending; Data privacy; Digital devices; Education; Students; Tools; Control groups; Design Methodology; Face-to-face interaction; Mobile handsets; Perceived learning outcomes; Personal mobile devices; Student participation; Twitter; Social networking (online),,,,,"317601

731685

European Commission","This research was partially funded by the European Union in the context of the FP7 Go-Lab Integrated Project (grant no. 317601) and the H2020 Next-Lab Innovation Action (grant no. 731685), as well as by the University of Lausanne in the context of its pedagogical innovation fund. Sten Govaerts, Adrian Holzer, and Bruno Kocher contributed equally to this work.",,,,,"Aagard, H., Bowen, K., Olesova, L., Hotseat: Opening the backchannel in large lectures (2010) Educause Quart., 33 (3), p. 2; Anderson, R.J., Anderson, R., VanDeGrift, T., Wolfman, S., Yasuhara, K., Promoting interaction in large classes with computer-mediated feedback (2003) Proc. Designing Change Netw. Learn. Environ., pp. 119-123; Arthur, C., What is the 1% rule? (2006) The Guardian, , https://www.theguardian.com/technology/2006/jul/20/guardianweeklytechnologysection2; Bangor, A., Kortumb, P.T., Millerc, J.T., An empirical evaluation of the system usability scale (2008) Int. J. Hum. Comput. 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Syst., pp. 797-800; Blatchford, P., Bassett, P., Brown, P., Examining the effect of class size on classroom engagement and teacher-pupil interaction: Differences in relation to pupil prior attainment and primary versus secondary schools (2011) Learn. Instruction, 21 (6), pp. 715-730; Blood, E., Neel, R., Using student response systems in lecturebased instruction: Does it change student engagement and learning? (2008) J. Technol. Teacher Educ., 16 (3), pp. 375-383. , Jul; Cavoukian, A., (2010) Privacy by Design: The 7 Foundational Principles, Implementation and Mapping of Fair Information Practices, , http://www.ontla.on.ca/library/repository/mon/24005/301946.pdf, Information and Privacy Commissioner of Ontario. (May 5,); Chen, W., Looi, C.-K., Incorporating online discussion in face to face classroom learning: A new blended learning approach (2007) Australasian J. Educ. 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Comput., pp. 1019-1024; Williams, M.E., (2015) Sorry, 'Fat People Hate'-ing Reddit Trolls: Ellen Pao Is Serious about Curbing Harassment, , https://www.salon.com/2015/06/11/sorry-fat-people-hate-ing-reddit-trolls-ellen-pao-is-serious-about-curbing-harassment/, in Salon.com, (Jun. 11,); Yardi, S., The role of the backchannel in collaborative learning environments (2006) Proc. 7th Int. Conf. Learn. Sci., pp. 852-858","Holzer, A.; Information Management Institute, University of NeuchâtelSwitzerland; email: adrian.holzer@unine.ch",,,Institute of Electrical and Electronics Engineers,,,,,19391382,,,,English,IEEE Trans. Learn. Technol.,Article,Final,,Scopus,2-s2.0-85050229129
"Cheng J., Wu J., Leng C., Wang Y., Hu Q.",7405940032;56006394000;56195395200;57003002400;57188756544;,Quantized CNN: A Unified Approach to Accelerate and Compress Convolutional Networks,2018,IEEE Transactions on Neural Networks and Learning Systems,29,10, 8171208,4730,4743,,8.0,10.1109/TNNLS.2017.2774288,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85038880539&doi=10.1109%2fTNNLS.2017.2774288&partnerID=40&md5=595a2413e76f7af9697ca87a7a4f319a,"Institute of Automation, Chinese Academy of Sciences, Beijing, 100190, China; University of Chinese Academy of Sciences, Beijing, 100190, China; CAS Center for Excellence in Brain Science and Intelligence Technology, Beijing, 100190, China; Tencent AI Lab, Machine Learning Group, Shenzhen, 518000, China; Institute of Automation, Chinese Academy of Sciences, Beijing, 100190, China; UISEE Technologies (Beijing) Ltd, Beijing, 102402, China","Cheng, J., Institute of Automation, Chinese Academy of Sciences, Beijing, 100190, China, University of Chinese Academy of Sciences, Beijing, 100190, China, CAS Center for Excellence in Brain Science and Intelligence Technology, Beijing, 100190, China; Wu, J., Tencent AI Lab, Machine Learning Group, Shenzhen, 518000, China, Institute of Automation, Chinese Academy of Sciences, Beijing, 100190, China; Leng, C., UISEE Technologies (Beijing) Ltd, Beijing, 102402, China; Wang, Y., UISEE Technologies (Beijing) Ltd, Beijing, 102402, China; Hu, Q., UISEE Technologies (Beijing) Ltd, Beijing, 102402, China","We are witnessing an explosive development and widespread application of deep neural networks (DNNs) in various fields. However, DNN models, especially a convolutional neural network (CNN), usually involve massive parameters and are computationally expensive, making them extremely dependent on high-performance hardware. This prohibits their further extensions, e.g., applications on mobile devices. In this paper, we present a quantized CNN, a unified approach to accelerate and compress convolutional networks. Guided by minimizing the approximation error of individual layer's response, both fully connected and convolutional layers are carefully quantized. The inference computation can be effectively carried out on the quantized network, with much lower memory and storage consumption. Quantitative evaluation on two publicly available benchmarks demonstrates the promising performance of our approach: with comparable classification accuracy, it achieves 4 to 6 \times acceleration and 15 to 20\times compression. With our method, accurate image classification can even be directly carried out on mobile devices within 1 s. © 2012 IEEE.",Acceleration and compression; convolutional neural network (CNN); mobile devices; product quantization,Acceleration; Benchmarking; Convolution; Convolutional codes; Mobile devices; Neural networks; Personnel training; Quantization (signal); Tensile stress; Classification accuracy; Computational model; Convolutional networks; Convolutional Neural Networks (CNN); High-performance hardware; Mobile handsets; Product quantizations; Quantitative evaluation; Deep neural networks,,,,,"Beijing Municipal Commission of Education: KZ201610005012

National Natural Science Foundation of China: 61332016","Manuscript received June 11, 2016; revised December 15, 2016, September 21, 2017, and November 4, 2017; accepted November 4, 2017. Date of publication December 8, 2017; date of current version September 17, 2018. This work was supported in part by the National Natural Science Foundation of China under Grant 61332016, in part by the Scientific Research Key Program of Beijing Municipal Commission of Education under Grant KZ201610005012, in part by the Fund of Hubei Key Laboratory of Transportation Internet of Things, and in part by the Fund of Jiangsu Key Laboratory of Big Data Analysis Technology. (Corresponding author: Jian Cheng.) J. Cheng is with the Institute of Automation, Chinese Academy of Sciences, Beijing 100190, China, also with the University of Chinese Academy of Sciences, Beijing 100190, China, and also with the CAS Center for Excellence in Brain Science and Intelligence Technology, Beijing 100190, China (e-mail: jcheng@nlpr.ia.ac.cn).",,,,,"LeCun, Y., Backpropagation applied to handwritten zip code recognition (1989) Neural Comput, 1 (4), pp. 541-551; Krizhevsky, A., Sutskever, I., Hinton, G.E., ImageNet classification with deep convolutional neural networks (2012) Proc. Adv. Neural Inf. Process. Syst. (NIPS, pp. 1106-1114; Simonyan, K., Zisserman, A., Very deep convolutional networks for large-scale image recognition (2015) Proc. Int. Conf. Learn. Represent. (ICLR); Girshick, R., Donahue, J., Darrell, T., Malik, J., Rich feature hierarchies for accurate object detection and semantic segmentation (2014) Proc IEEE Conf. Comput. Vis. Pattern Recognit. 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(ICLR); Courbariaux, M., Hubara, I., Soudry, D., El-Yaniv, R., Bengio, Y., Binarized neural networks: Training deep neural networks with weights and activations constrained to +1 or-1 (2016) CoRR, , abs/1602.02830, Feb; Rastegari, M., Ordonez, V., Redmon, J., Farhadi, A., XNOR-Net: ImageNet classification using binary convolutional neural networks (2016) CoRR, , abs/1603.05279, Aug; Gong, Y., Liu, L., Yang, M., Bourdev, L., Compressing deep convolutional networks using vector quantization (2014) CoRR, , abs/1412.6115, Dec; Chen, W., Wilson, J.T., Tyree, S., Weinberger, K.Q., Chen, Y., Compressing neural networks with the hashing trick (2015) Proc. Int. Conf. Mach. Learn ICML, pp. 2285-2294; Han, S., Mao, H., Dally, W.J., Deep compression: Compressing deep neural networks with pruning, trained quantization and Huffman coding (2016) Proc. Int. Conf. Learn. Represent. (ICLR); Ba, J., Caruana, R., Do deep nets really need to be deep? (2014) Proc. Adv. Neural Inf. Process. Syst. 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(NIPS), pp. 873-880; Cireşan, D.C., Meier, U., Masci, J., Gambardella, L.M., Schmidhuber, J., High-performance neural networks for visual object classification (2011) CoRR, Vol. Abs/1102.0183, , Feb; Srinivas, S., Babu, R.V., Data-free parameter pruning for deep neural networks (2015) Proc. Brit. Mach. Vis. Conf. (BMVC), pp. 311-3112; Liu, B., Wang, M., Foroosh, H., Tappen, M., Penksy, M., Sparse convolutional neural networks (2015) Proc IEEE Conf. Comput. Vis. Pattern Recognit. (CVPR), pp. 806-814. , Jun; Han, S., Pool, J., Tran, J., Dally, W.J., Learning both weights and connections for efficient neural networks (2015) Proc. Adv. Neural Inf. Process. Syst. (NIPS), pp. 1135-1143; Sun, Y., Wang, X., Tang, X., Sparsifying neural network connections for face recognition (2016) Proc IEEE Conf. Comput. Vis. Pattern Recognit. 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Learn, ICML, pp. 1642-1650; Chen, W., Wilson, J.T., Tyree, S., Weinberger, K.Q., Chen, Y., Compressing convolutional neural networks (2015) CoRR, , abs/1506.04449 Jun; Gong, Y., Lazebnik, S., Iterative quantization: A procrustean approach to learning binary codes (2011) Proc IEEE Conf. Comput. Vis. Pattern Recognit. (CVPR), pp. 817-824. , Jun; Buciluǎ, C., Caruana, R., Niculescu-Mizil, A., Model compression (2006) Proc. Int. Conf. Knowl. Discovery Data Mining (KDD), pp. 535-541; Jegou, H., Douze, M., Schmid, C., Product quantization for nearest neighbor search (2011) IEEE Trans. Pattern Anal. Mach. Intell, 33 (1), pp. 117-128. , Jan; Datar, M., Immorlica, N., Indyk, P., Mirrokni, V.S., Locality-sensitive hashing scheme based on p-stable distributions (2004) Proc. Annu. Symp. Comput. Geometry (SCG, pp. 253-262; Gong, Y., Lazebnik, S., Gordo, A., Perronnin, F., Iterative quantization: A procrustean approach to learning binary codes for large-scale image retrieval (2013) IEEE Trans. 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Rep, pp. 319433-320030. , https://software.intel.com/en-us/isa-extensions, Intel Cooperation Feb","Cheng, J.; Institute of Automation, Chinese Academy of SciencesChina; email: jcheng@nlpr.ia.ac.cn",,,Institute of Electrical and Electronics Engineers Inc.,,,,,2162237X,,,29990226.0,English,IEEE Trans. Neural Networks Learn. Sys.,Article,Final,,Scopus,2-s2.0-85038880539
"Yin Y., Li Q., Xie L., Yi S., Novak E., Lu S.",55648429800;55703383500;57193363023;56275242000;55837734200;7404227917;,CamK: Camera-Based Keystroke Detection and Localization for Small Mobile Devices,2018,IEEE Transactions on Mobile Computing,17,10, 8269805,2236,2251,,1.0,10.1109/TMC.2018.2798635,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041351513&doi=10.1109%2fTMC.2018.2798635&partnerID=40&md5=b2fba4954f6293c71acd19032c1e5384,"State Key Laboratory for Novel Software Technology, Nanjing University, Nanjing, 210023, China; Department of Computer Science, College of William and Mary, Williamsburg, VA  23187, United States; Computer Science Department, Franklin and Marshall College, Lancaster, PA  17604, United States","Yin, Y., State Key Laboratory for Novel Software Technology, Nanjing University, Nanjing, 210023, China; Li, Q., Department of Computer Science, College of William and Mary, Williamsburg, VA  23187, United States; Xie, L., State Key Laboratory for Novel Software Technology, Nanjing University, Nanjing, 210023, China; Yi, S., Department of Computer Science, College of William and Mary, Williamsburg, VA  23187, United States; Novak, E., Computer Science Department, Franklin and Marshall College, Lancaster, PA  17604, United States; Lu, S., State Key Laboratory for Novel Software Technology, Nanjing University, Nanjing, 210023, China","Because of the smaller size of mobile devices, text entry with on-screen keyboards becomes inefficient. Therefore, we present CamK, a camera-based text-entry method, which can use a panel (e.g., a piece of paper) with a keyboard layout to input text into small devices. With the built-in camera of the mobile device, CamK captures images during the typing process and utilizes image processing techniques to recognize the typing behavior, i.e., extract the keys, track the user's fingertips, detect, and locate keystrokes. To achieve high accuracy of keystroke localization and low false positive rate of keystroke detection, CamK introduces the initial training and online calibration. To reduce the time latency, CamK optimizes computation-intensive modules by changing image sizes, focusing on target areas, introducing multiple threads, removing the operations of writing or reading images. Finally, we implement CamK on mobile devices running Android. Our experimental results show that CamK can achieve above 95 percent accuracy in keystroke localization, with only a 4.8 percent false positive rate. When compared with on-screen keyboards, CamK can achieve a 1.25X typing speedup for regular text input and 2.5X for random character input. In addition, we introduce word prediction to further improve the input speed for regular text by 13.4 percent. © 2002-2012 IEEE.",camera; keystroke detection and localization; Mobile text-entry; small mobile devices,Cameras; Interactive devices; Mobile computing; Mobile devices; Presses (machine tools); Text processing; Typewriter keyboards; Computation intensives; Detection and localization; False positive rates; Image processing technique; Mobile handsets; Mobile text entry; On-line calibration; Thumb; Image processing,,,,,"Natural Science Foundation of Jiangsu Province

2017YFB1001801

CNS-1320453

National Natural Science Foundation of China: 61472185, 61321491, 61502224","This work is supported by the National Key R&D Program of China under Grant No. 2017YFB1001801, National Natural Science Foundation of China under Grant Nos. 61472185, 61321491, 61502224, and JiangSu Natural Science Foundation under Grant No. BK20151390. This work is partially supported by the Collaborative Innovation Center of Novel Software Technology and Industrialization. Qun Li was supported in part by US National Science Foundation grant CNS-1320453.",,,,,"Fukumoto, M., Tonomura, Y., Body coupled FingerRing: Wireless wearable keyboard (1997) Proc. ACM SIGCHI Conf. Human Factors Comput. Syst, pp. 147-154; Kolsch, M., Turk, M., Keyboardswithout keyboards:Asurvey of virtual keyboards (2002) Univ. California, Santa Barbara, CA, USA, UCSB Tech. Rep 2002-21, , Jul; Faraj, K.A., Mojahid, M., Vigouroux, N., BigKey: Avirtual keyboard for mobile devices (2009) Human-Comput. Interaction, 5612, pp. 3-10; Oney, S., Harrison, C., Ogan, A., Wiese, J., ZoomBoard: A diminutive qwerty soft keyboard using iterative zooming for ultra-small devices (2013) Proc. ACM SIGCHI Conf. Human Factors Comput. Syst, pp. 2799-2802; Harrison, C., Benko, H., Wilson, A.D., OmniTouch: Wearable multitouch interaction everywhere (2011) Proc ACM Symp. User Interface Softw. Technol, pp. 441-450; Tomasi, C., Rafii, A., Torunoglu, I., Full-size projection keyboard for handheld devices (2003) Commun ACM, 46 (7), pp. 70-75; Wang, J., Zhao, K., Zhang, X., Peng, C., Ubiquitous keyboard for small mobile devices: Harnessing multipath fading for finegrained keystroke localization (2014) Proc ACM Annu. Int. Conf. Mobile Syst. Appl. Serv, pp. 14-27; Zhang, Z., Wu, Y., Shan, Y., Shafer, S., Visual panel: Virtual mouse, keyboard and 3Dcontrollerwith an ordinary piece of paper (2001) Proc. ACMWorkshop PerceptiveUser Interfaces, pp. 1-8; Adajania, Y., Gosalia, J., Kanade, A., Mehta, H., Shekokar, N., Virtual keyboard using shadow analysis (2010) Proc. 3rd Int. Conf. Emerging Trends Eng. Technol, pp. 163-165; Yin, Y., Li, Q., Xie, L., Yi, S., Novak, E., Lu, S., CamK: A camerabased keyboard for small mobile devices (2016) Proc IEEE INFOCOM, pp. 1-9; Kim, Y.S., Soh, B.S., Lee, S.-G., A new wearable input device: Scurry (2005) IEEE Trans. Ind. Electron, 52 (6), pp. 1490-1499. , Dec; Pratt, V.R., (1998) Thumbcode: A Device-independent Digital Sign Language, , http://boole.stanford.edu/thumbcode/; Nirjon, S., Gummeson, J., Gelb, D., Kim, K.H., TypingRing: A wearable ring platform for text input (2015) Proc ACM Annu. Int. Conf. Mobile Syst. Appl. Serv., May, pp. 227-239; Goldstein, M., Chincholle, D., The finger-joint gesture wearable keypad (1999) Proc. 2nd Workshop Human Comput. Interaction Mobile Devices, pp. 9-18; Funk, M., Sahami, A., Henze, N., Schmidt, A., Using a touchsensitive wristband for text entry on smart watches (2014) Proc. Extended Abstracts Human Factors Comput. Syst, pp. 2305-2310; Goel, M., Jansen, A., Mandel, T., Patel, S.N., Wobbrock, J.O., ContextType: Using hand posture information to improve mobile touch screen text entry (2013) Proc. ACM SIGCHI Conf. Human Factors Comput. Syst, pp. 2795-2798; Kwon, S., Lee, D., Chung, M.K., Effect of key size and activation area on the performance of a regional error correction method in a touch-screen qwerty keyboard (2009) Int. J. Ind. Ergonom, 39 (5), pp. 888-893. , Sep; Zhai, S., ShapeWriter on the iPhone: From the laboratory to the real world (2009) Proc. ACM Extended Abstracts Human Factors Comput. Syst, pp. 2667-2670. , Apr; Schoenleben, O., Oulasvirta, A., Sandwich keyboard: Fast tenfinger typing on a mobile device with adaptive touch sensing on the back side (2013) Proc ACM Int. Conf. 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Security Symp, , http://dx.doi.org/10.14722/ndss.2016.23060, NDSS16, 21-24 Feb, San Diego, CA, USA; Malik, S., Laszlo, J., Visual touchpad: A two-handed gestural input device (2004) Proc. 6th Int. Conf. Multimodal Interfaces, pp. 289-296; Hagara, M., Pucik, J., Fingertip detection for virtual keyboard based on camera (2013) Proc. 23rd Int. Conf. Radioelektronika, pp. 356-360; (2015) IPhone App: Paper Keyboard, , http://augmentedappstudio.com/support.html; MacKenzie, I.S., Soukoreff, R.W., Text entry for mobile computing: Models and methods, theory and practice (2002) Human-Comput. Interaction, 17 (2-3), pp. 147-198; Zhang, C., Tabor, J., Zhang, J., Zhang, X., Extending mobile interaction through near-field visible light sensing (2015) Proc. 21st Annu. Int. Conf. Mobile Comput. Netw, pp. 345-357; Biswas, R., Sil, J., An improved canny edge detection algorithm based on type-2 fuzzy sets (2012) Procedia Technol, 4, pp. 820-824; Naji, S.A., Zainuddin, R., Jalab, H.A., Skin segmentation based on multi pixel color clustering models (2012) Digit. Signal Process, 22 (6), pp. 933-940; Otsu, N., A threshold selectionmethod fromgray-level histograms (1979) IEEE Trans. Syst.Man Cybern, 9 (1), pp. 62-66. , Jan; Haralick, R.M., Sternberg, S.R., Zhuang, X., Image analysis using mathematical morphology (1987) IEEE Trans. Pattern Anal. Mach. Intell., Vol. PAMI-9, (4), pp. 532-550. , Jul; (2016) Camera Parameters, , https://developer.android.com/reference/android/hardware/Camera.Parameters.html; (2017) Monsoon Power Monitor, , http://www.msoon.com/; MacKenzie, I.S., Zhang, X., Eye typing using word and letter prediction and a fixation algorithm (2008) Proc. Symp. Eye Tracking Res. Appl, pp. 55-58; (2017), http://www.wordfrequency.info/free.asp, Word Frequency Data: Corpus of contemporary American English; MacKenzie, I.S., Soukoreff, R.W., Phrase sets for evaluating text entry techniques (2003) Proc. Extended Abstracts Human Factors Comput. Syst, pp. 754-755; (2017) Apple Wireless Keyboard, , http://www.apple.com/us/search/magic-keyboard-us-english?src=serp; (2017) Keyboard Layout, , https://en.wikipedia.org/wiki/Keyboard_layout; (2015) Swype, , http://www.swype.com/","Yin, Y.; State Key Laboratory for Novel Software Technology, Nanjing UniversityChina; email: yafeng@nju.edu.cn",,,Institute of Electrical and Electronics Engineers Inc.,,,,,15361233,,,,English,IEEE Trans. Mob. Comput.,Article,Final,,Scopus,2-s2.0-85041351513
"Calzone K.A., Kirk M., Tonkin E., Badzek L., Benjamin C., Middleton A.",8202228500;57206356484;15023359300;6602172319;7101871587;16028729500;,Increasing nursing capacity in genomics: Overview of existing global genomics resources,2018,Nurse Education Today,69,,,53,59,,1.0,10.1016/j.nedt.2018.06.032,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049726886&doi=10.1016%2fj.nedt.2018.06.032&partnerID=40&md5=84a71b4863a43a93b6dbb853f8010aad,"National Institutes of Health, National Cancer Institute, Center for Cancer Research, Genetics Branch, 37 Convent Drive, Building 37, RM 6002C, MSC 4256, Bethesda, MD  20892, United States; Genomics Policy Unit, University of South Wales, Pontypridd, Cardiff, CF37 1DL, United Kingdom; University of South Wales, Genomics Policy Unit, Faculty of Life Sciences and Education, Glyntaff Campus, Pontypridd, CF37 1DL, United Kingdom; Penn State University College of Nursing 201 Nursing Science Building University ParkPA  16802, United States; School of Community Health and Midwifery, Faculty of Health & Wellbeing, University of Central Lancashire, Preston, England, United Kingdom; Liverpool Women's NHS Hospital Trust, Crown Street, Liverpool, England  L17 5BY, United Kingdom; Connecting Science, Wellcome Genome Campus, Cambridge, CB10 1SA, United Kingdom; Faculty of Education, University of Cambridge, United Kingdom","Calzone, K.A., National Institutes of Health, National Cancer Institute, Center for Cancer Research, Genetics Branch, 37 Convent Drive, Building 37, RM 6002C, MSC 4256, Bethesda, MD  20892, United States; Kirk, M., Genomics Policy Unit, University of South Wales, Pontypridd, Cardiff, CF37 1DL, United Kingdom; Tonkin, E., University of South Wales, Genomics Policy Unit, Faculty of Life Sciences and Education, Glyntaff Campus, Pontypridd, CF37 1DL, United Kingdom; Badzek, L., Penn State University College of Nursing 201 Nursing Science Building University ParkPA  16802, United States; Benjamin, C., School of Community Health and Midwifery, Faculty of Health & Wellbeing, University of Central Lancashire, Preston, England, United Kingdom, Liverpool Women's NHS Hospital Trust, Crown Street, Liverpool, England  L17 5BY, United Kingdom; Middleton, A., Connecting Science, Wellcome Genome Campus, Cambridge, CB10 1SA, United Kingdom, Faculty of Education, University of Cambridge, United Kingdom","Background: Global genomic literacy of all health professions, including nurses, remains low despite an inundation of genomic information with established clinical and analytic validity and clinical utility. Genomic literacy and competency deficits contribute to lost opportunities to take advantage of the benefits that genomic information provides to improve health outcomes, reduce healthcare costs, and increase patient quality and safety. Nurses are essential to the integration of genomics into healthcare. The greatest challenges to realizing their potential in successful integration include education and awareness. Identification of resources, their focus, whether they targeted at nursing, and how to access them, form the foundation for a global genomic resource initiative led by the Global Genomics Nursing Alliance. Objectives: The aim was to identify existing global genomic resources and competencies, identifying the source, type and accessibility. Design: Cross sectional online descriptive survey to ascertain existing genomic resources. Settings: Limited to eighteen countries and seven organizations represented by delegates attending the inaugural meeting in 2017 of the Global Genomics Nursing Alliance. Participants: A purposive sample of global nursing leaders and representatives of national and international nursing organizations. Methods: The primary method was by online survey administered following an orientation webinar. Given the small numbers of nurse leaders in genomics within our sample (and indeed within the world), results were analyzed and presented descriptively. Those identifying resources provided further detailed resource information. Additional data were collected during a face-to-face meeting using an electronic audience-response system. Results: Of the twenty-three global delegates responding, 9 identified existing genomic resources that could be used for academic or continuing genomics education. Three countries have competence frameworks to guide learning and 5 countries have national organizations for genetics nurses. Conclusions: The genomic resources that already exist are not readily accessible or discoverable to the international nursing community and as such are underutilized. © 2018",Competency; Education; Genetics; Genomic resources; Genomics; Nursing,adult; article; awareness; education; female; genomics; human; human experiment; human tissue; international nursing; leadership; learning; male; nurse; organization; purposive sample; clinical competence; cross-sectional study; global health; health care delivery; health care planning; health literacy; health personnel attitude; Internet; questionnaire; standards; Attitude of Health Personnel; Clinical Competence; Cross-Sectional Studies; Delivery of Health Care; Genomics; Global Health; Health Literacy; Health Resources; Humans; Internet; Nurses; Surveys and Questionnaires,,,,,"206194

National Human Genome Research Institute

Foundation for the National Institutes of Health","This project was funded through a grant from the Wellcome Genome Campus Connecting Science [ 206194 ], Advanced Courses and Scientific Conferences and supported by Health Education England and the Intramural Research Programs of the National Institutes of Health , National Cancer Institute, and National Human Genome Research Institute, Division of Policy, Communications, and Education.",,,,,"Bannier, B., Global trends in transnational education (2016) Int. J. Inf. Educ. Technol., 6 (1), pp. 80-84; Bennett, C.L., A toolkit for incorporating genetics into mainstream medical services: learning from service development pilots in England (2010) BMC Health Serv. Res., 10, p. 125; Calzone, K.A., Jenkins, J., Genomics education in nursing in the United States (2012) Annu. Rev. Nurs. Res., 29 (1), pp. 151-172; Calzone, K.A., Establishment of the genetic/genomic competency center for education (2011) J. Nurs. Scholarsh., 43 (4), pp. 351-358; Calzone, K.A., Jenkins, J., Culp, S., Bonham, V.L., Badzek, L., National nursing workforce survey of nursing attitudes, knowledge and practice in genomics (2013) Pers. Med., 10 (7), pp. 719-728; Calzone, K.A., Jenkins, J., Culp, S., Badzek, L., Method for Integrating a New Competency (MINC) Practicing Nurse Survey (2013); Calzone, K., Jenkins, J., Culp, S., Caskey, S., Badzek, L., Introducing a new competency into nursing practice (2014) J. Nurs. Regul., 5 (1), pp. 40-47; Calzone, K.A., Kirk, M., Tonkin, E., Badzek, L., Benjamin, C., Middleton, A., The global landscape of nursing and genomics (2018) J. Nurs. Scholarsh., 50 (3), pp. 249-256; Calzone, K.A., Jenkins, J., Culp, S., Badzek, L., Hospital nursing leadership led interventions increased genomic awareness and educational intent in Magnet® settings (2018) Nurs. Outlook, 66 (3), pp. 244-253; Cape Town Open Education Declaration, Read the declaration, (2008), http://www.capetowndeclaration.org/read-the-declaration, 2/18/2018; Available from; Donnelly, M.K., Nurse faculty knowledge of and confidence in teaching genetics/genomics: implications for faculty development (2017) Nurse Educ., 42 (2), pp. 100-104; Gilbert, J.H., Von Ah, D., Broome, M.E., Organizational intellectual capital and the role of the nurse manager: a proposed conceptual model (2017) Nurs. Outlook, 65 (6), pp. 697-710; Godino, L., Turchetti, D., Skirton, H., Knowledge of genetics and the role of the nurse in genetic health care: a survey of Italian nurses (2013) J. Adv. Nurs., 69 (5), pp. 1125-1135; Gupta, M., Marsden, S., Oluka, T., Lucas, H., Lessons learned from implementing e-learning for the education of health professionals in resource-constrained countries (2017) Electron. J. e Learn., 15 (2), pp. 144-155; Harvey, E.K., Fogel, C.E., Peyrot, M., Christensen, K.D., Terry, S.F., McInerney, J.D., Providers’ knowledge of genetics: a survey of 5915 individuals and families with genetic conditions (2007) Genet. Med., 9 (5), pp. 259-267; Jenkins, J., Calzone, K.A., Genomics nursing Faculty Champion initiative (2014) Nurse Educ., 39 (1), pp. 8-13; Jenkins, J., Methods of genomic competency integration in practice (2015) J. Nurs. Scholarsh., 47 (3), pp. 200-210; Kirk, M., McDonald, K., Longley, M., Anstey, S., Fit for Practice in the Genetics Era: A Competence-based Education Framework for Nurses, Midwives, and Health Visitors (2003), University of Glamorgan Pontypridd, Wales, U.K; Kirk, M., Tonkin, E., Birmingham, K., Working with publishers: a novel approach to ascertaining practitioners’ needs in genetics education (2007) J. Nurs. Res., 12 (6), pp. 597-615; Knowles, M.S., Holton, E.F., Swanson, R.A., The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (2015), Eighth ed. Routledge London and New York; Korf, B.R., Framework for development of physician competencies in genomic medicine: report of the Competencies Working Group of the Inter-Society Coordinating Committee for Physician Education in Genomics (2014) Genet. Med., 16 (11), pp. 804-809; Paneque, M., Implementing genetic education in primary care: the Gen-Equip programme (2017) J. Community Genet., 8 (2), pp. 147-150; Programme for the International Assessment of Adult Competencies (PIAAC) Literacy Expert Group, PIAAC Literacy: A Conceptual Framework (2009), OECD Publishing Paris, France; Rare Disease, U, The Rare Reality: An Insight into the Patient and Family Experience of Rare Disease (2016), (London); Read, C.Y., Ward, L.D., Faculty performance on the genomic nursing concept inventory (2016) J. Nurs. Scholarsh., 48 (1), pp. 5-13; Rehm, H.L., Evolving health care through personal genomics (2017) Nat. Rev. Genet., 18 (4), pp. 259-267; Rogers, E., Diffusion of Innovations (2003), 5 ed. The Free Press New York; Seven, M., Nurses’ knowledge and educational needs regarding genetics (2015) Nurse Educ. Today, 35 (3), pp. 444-449; Skirton, H., Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe (2010) Eur. J. Hum. Genet., 18 (9), pp. 972-977; Skirton, H., O'Connor, A., Humphreys, A., Nurses’ competence in genetics: a mixed method systematic review (2012) J. Adv. Nurs., 68 (11), pp. 2387-2398; Spillane, J.P., Thompson, C.L., Reconstructing conceptions of local capacity: the local education agency's capacity for ambitious instructional reform (1997) Educ. Evavl. Policy Anal., 19 (2), pp. 185-203; Tonkin, E., Genomic education resources for nursing faculty (2011) J. Nurs. Scholarsh., 43 (4), pp. 330-340; Williams, J.K., Implementation science, genomic precision medicine, and improved health: a new path forward? (2017) Nurs. Outlook, 65 (1), pp. 36-40","Calzone, K.A.; National Institutes of Health, National Cancer Institute, Center for Cancer Research, Genetics Branch, 37 Convent Drive, Building 37, RM 6002C, MSC 4256, United States; email: calzonek@mail.nih.gov",,,Churchill Livingstone,,,,,02606917,,,30007148.0,English,Nurse Educ. Today,Article,Final,,Scopus,2-s2.0-85049726886
"Ault M.J., Horn C.K.",7004032563;15080775500;,Increasing Active Engagement: Guidelines for Using Student Response Systems,2018,Journal of Special Education Technology,33,3,,207,216,,1.0,10.1177/0162643418775745,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065399063&doi=10.1177%2f0162643418775745&partnerID=40&md5=dab23886bff0693bc6976067efdc99fc,"Department of Early Childhood, Special Education, and Rehabilitation Counseling, University of Kentucky, Lexington, KY, United States","Ault, M.J., Department of Early Childhood, Special Education, and Rehabilitation Counseling, University of Kentucky, Lexington, KY, United States; Horn, C.K., Department of Early Childhood, Special Education, and Rehabilitation Counseling, University of Kentucky, Lexington, KY, United States","The use of response cards is a research-based strategy to increase active engagement, on-task behavior, and academic responding. With new and affordable mobile technologies, teachers now have access to a host of high-tech digital student response systems to increase engagement. This article describes the logistical, management, and pedagogical considerations for teachers using such systems. This article provides guidelines for teachers when planning, implementing, and monitoring the use of student response systems. A classroom example is provided along with data sheets and a graphing system to use when collecting data and evaluating effectiveness. This article also provides a table of digital student response systems including their descriptions and features. © The Author(s) 2018.",disability; engagement; on-task; student response system,,,,,,,,,,,,"Ault, M.J., Bausch, M.E., Part I of a series: Monitoring assistive technology: Make event-based data recording work for you (2014) Journal of Special Education Technology, 29, pp. 51-64; Bausch, M.E., Ault, M.J., Part II of a series: Monitoring assistive technology: Make time-based data recording work for you (2014) Journal of Special Education Technology, 29, pp. 63-71; Berrong, A.K., Schuster, J.W., Morse, T.E., Collins, B.C., The effects of response cards on active participation and social behavior of students with moderate and severe disabilities (2007) Journal of Developmental and Physical Disabilities, 19, pp. 187-199; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6, pp. 9-20; Cavanaugh, R., Heward, W., Donelson, F., Effects on response cards during lesson closure on the academic performance of secondary students in an earth science course (1996) Journal of Applied Behavior Analysis, 29, pp. 403-406; Clarke, L., Haydon, T., Bauer, A.M., Epperly, A., Inclusion of students with an intellectual disability in the general education classroom with the use of response cards (2016) Preventing School Failure, 60, pp. 35-42; Clayton, M.C., Woodward, C., The effect of response cards on participation and weekly quiz scores of university students enrolled in introductory psychology course (2007) Journal of Behavioral Education, 16, pp. 250-258; Cumming, T., Draper Rodriguez, C., Integrating the iPad into language arts instruction for students with disabilities: Engagement and perspectives (2013) Journal of Special Education Technology, 28, pp. 43-52; Doenyas, C., Simdi, E., Ozcan, E.C., Cataltepe, Z., Birkan, B., Autism and tablet computers in Turkey: Teaching picture sequencing via a web-based iPad application (2014) International Journal of Child-Computer Interaction, 2, pp. 60-71; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; George, C.L., Effects of response cards on performance and participation in social studies for middle school students with emotional and behavioral disorders (2010) Behavioral Disorders, 35, pp. 200-213; Godfrey, S.W., Grisham-Brown, J., Schuster, J.W., The effects of three active responding techniques on student participation and social behavior with preschool children who have special needs (2003) Education and Treatment of Children, 26, pp. 355-373; Greenwood, C.R., Delquadri, J., Hall, R.V., Opportunity to respond and academic achievement (1984) Focus on behavioral analysis in education, pp. 58-88. , Heward W.L., Heron T.E., Hill D.S., Trap-Porter J., (eds), Columbus, OH, Merrill, (Eds.), (., –; Haydon, T., Hunter, W., The effects of two types of teacher questioning on teacher behavior and student performance. A case study (2011) Education and Treatment of Children, 34, pp. 229-245; Hofmeister, A., Lubke, M., (1990) Research into practice: Implementing effective teaching strategies, , Boston, MA, Allyn & Bacon; Horn, C., Response cards: An effective intervention for students with disabilities (2010) Education and Training in Autism and Developmental Disabilities, 45, pp. 116-123; Horn, C., Schuster, J.W., Collins, B.C., Use of response cards to teach telling time to students with moderate and severe disabilities (2006) Education and Training in Developmental Disabilities, 41, pp. 382-391; Iovanne, R., Dunlap, G., Huber, H., Kincaid, D., Effective educational practices for students identified as having autism spectrum disorders (2003) Focus on Autism and Other Developmental Disabilities, 18, pp. 150-165; Lambert, M.C., Cartledge, G., Lo, Y., Heward, W.L., Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students (2006) Journal of Positive Behavior Interventions, 8, pp. 88-99; Meyer, A., Rose, D.H., Gordon, D., (2014) Universal design for learning: Theory and practice, , Wakefield, MA, CAST; Narayan, J.S., Heward, W.L., Gardner, R., Courson, F.H., Omness, C.K., Using response cards to increase student participation in an elementary classroom (1990) Journal of Applied Behavior Analysis, 23, pp. 483-390; Newton, D.A., Dell, A.G., Mobile devices and students with disabilities: What do best practices tell us? (2011) Journal of Special Education Technology, 26, pp. 47-49; Pratton, J., Hales, L.W., The effects of active participation on student learning (1986) Journal of Educational Research, 4, pp. 210-215; Rivera, C., Hudson, M., Weiss, S., Zambone, A., Using a multicomponent multimedia shared story intervention with an iPad to teach content picture vocabulary to students with developmental disabilities (2017) Education and Treatment of Children, 40, pp. 327-352; Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., Sugai, G., Evidence-based practices in classroom management: Considerations for research to practice (2008) Education and Treatment of Children, 31, pp. 351-380; Sutherland, K.S., Alder, N., Gunter, P.L., The effect of varying rates of opportunities to respond to academic requests on the behavior of students with EBD (2003) Journal of Emotional and Behavioral Disorders, 11, pp. 239-248; Wanzek, J., Vaughn, S., Bridging the research-to-practice gap: Maintaining the consistent implementation of research-based practices (2006) What is special about special education: The role of evidence-based practices, pp. 165-174. , Cook B.G., Schirmer B.R., (eds), Austin, TX, PRO-ED, (Eds.), (., –","Ault, M.J.; Department of Early Childhood, Special Education, and Rehabilitation Counseling, University of KentuckyUnited States; email: mjault@uky.edu",,,SAGE Publications Inc.,,,,,01626434,,,,English,J. Spl. Edu. Tech.,Article,Final,,Scopus,2-s2.0-85065399063
"Sørensen A.Ø., Bjelland J., Bull-Berg H., Landmark A.D., Akhtar M.M., Olsson N.O.E.",57194235400;7004463332;57126466400;48161394000;57202603415;7103042257;,Use of mobile phone data for analysis of number of train travellers,2018,Journal of Rail Transport Planning and Management,8,2,,123,144,,2.0,10.1016/j.jrtpm.2018.06.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048856188&doi=10.1016%2fj.jrtpm.2018.06.002&partnerID=40&md5=1384f854fa167b821c32e8c959e5f7be,"Norwegian University of Science and Technology, Dept. of Mechanical and Industrial Engineering, Trondheim, N-7491, Norway; Telenor Research, Oslo, Norway; SINTEF AS, Postboks 4760 Sluppen, Trondheim, N-7465, Norway","Sørensen, A.Ø., Norwegian University of Science and Technology, Dept. of Mechanical and Industrial Engineering, Trondheim, N-7491, Norway; Bjelland, J., Telenor Research, Oslo, Norway; Bull-Berg, H., SINTEF AS, Postboks 4760 Sluppen, Trondheim, N-7465, Norway; Landmark, A.D., SINTEF AS, Postboks 4760 Sluppen, Trondheim, N-7465, Norway; Akhtar, M.M., Norwegian University of Science and Technology, Dept. of Mechanical and Industrial Engineering, Trondheim, N-7491, Norway; Olsson, N.O.E., Norwegian University of Science and Technology, Dept. of Mechanical and Industrial Engineering, Trondheim, N-7491, Norway","Several studies have pointed to the difficulties of obtaining good data on train ridership. There are at least two challenges regarding these data. First, train operators consider such data confidential business information, especially in high resolution. Second, the data that actually are available vary in quality and coverage. This paper studies mobile phone data as an alternative measure to obtain data about train ridership. Handset counts were obtained from one telecom operator for selected mobile phone base stations and compared with timetable data and APC. The selected base stations are located so that it is likely that a large share of the mobile phone traffic is generated by train passengers. The number of units connected to a base station is found to correspond relatively well with the trains that pass close to the base stations. A ratio between the handset count and APC data appear as promising in utilizing handset count to calculate train ridership, with ratios around one in the rush hours. We discuss preliminary results as well as methodological and technical challenges. To make sure that we do not violate privacy concerns, the data used in the study have been approved by personal privacy representatives. © 2018 Elsevier Ltd",Mobile phone data; Railway; Ridership; Train,Base stations; Cellular telephones; Mobile phones; Railroad transportation; Business information; Mobile phone base stations; Mobile phone datum; Railway; Ridership; Technical challenges; Telecom operators; Train; Telephone sets,,,,,,,,,,,"Aguiléra, V., Allio, S., Benezech, V., Combes, F., Milion, C., Using cell phone data to measure quality of service and passenger flows of Paris transit system (2014) Transport. Res. C Emerg. Technol., 43, pp. 198-211; Alexander, L., Jiang, S., Murga, M., González, M.C., Origin-destination trips by purpose and time of day inferred from mobile phone data (2015) Transport. Res. C Emerg. Technol., 58, pp. 240-250; Assemi, B., Safi, H., Mesbah, M., Ferreira, L., Developing and validating a statistical model for travel mode identification on smartphones (2016) IEEE Trans. Intell. Transport. Syst., 17 (7); BaneNor, Network Statement. BaneNor (2017), http://www.banenor.no/en/startpage1/Market1/Network-Statement/, (Accessed 6 December 2017); Becker, R., Cáceres, R., Hanson, K., Isaacman, S., Loh, J.M., Martonosi, M., Rowland, J., Volinsky, C., Human mobility characterization from cellular network data (2013) Commun. ACM, 56, pp. 74-82; Bianchi, F.M., Rizzi, A., Sadeghian, A., Moiso, C., Identifying user habits through data mining on call data records (2016) Eng. Appl. Artif. Intell., 54, pp. 49-61; Boyle, D.B., Passenger Counting Technologies and Procedures. TCRP Synthesis of Transit Practice 29 (1998), Transportation Research Board Washington, DC; Calabrese, F., Diao, M., Di Lorenzo, G., Ferreira, J., Ratti, C., Understanding individual mobility patterns from urban sensing data: a mobile phone trace example (2013) Transport. Res. Part C, 26, pp. 301-313; Calabrese, F., Di Lorenzo, G., Liu, L., Ratti, C., Estimating origin-destination flows using mobile phone location data (2011) IEEE Pervasive Computing, 10 (4), pp. 36-44. , https://doi.org/10.1109/mprv.2011.41; Chaudhary, M., Bansal, A., Bansal, D., Raman, B., Ramakrishnan, K.K., Aggarwal, N., Finding occupancy in buses using crowdsourced data from smartphones (2016) Proceedings of the 17th International Conference on Distributed Computing and Networking, 35. , ACM; Chu, K.A., Chapleau, R., Enriching archived smart card transaction data for transit demand modeling (2008) Transport. Res. Rec.: J. Transport Res. 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Technol., 10, pp. 65-80; Frias-Martinez, V., Soguero, C., Frias-Martinez, E., Estimation of urban commuting patterns using cellphone network data (2012) Proceedings of the ACM SIGKDD International Workshop on Urban Computing, pp. 9-16; Gordillo, F., The Value of Automated Fare Collection Data for Transit Planning: an Example of Rail Transit Od Matrix Estimation (2006), http://hdl.handle.net/1721.1/38570, Thesis, S. M. Massachusetts Institute of Technology; Gundlegård, D., Rydergren, C., Breyer, N., Rajna, B., Travel demand estimation and network assignment based on cellular network data (2016) Comput. Commun., 95, pp. 29-42; Higuchi, T., Yamaguchi, H., Higashino, T., Mobile devices as an infrastructure: a survey of opportunistic sensing technology (2015) J. Inf. Process., 23 (2), pp. 94-104; Hintze, J.L., Nelson, R.D., Violin plots: a box plot-density trace synergism (1998) Am. Statistician, 52, pp. 181-184; Holleczek, T., Yu, L., Lee, J.K., Senn, O., Ratti, C., Jaillet, P., Detecting weak public transport connections from cellphone and public transport data (2014) Proceedings of the 2014 International Conference on Big Data Science and Computing, 2014, p. 9. , ACM; Iqbal, M.S., Choudhury, C.F., Wang, P., González, M.C., Develoment of origin-destination matrices using mobile phone call data (2014) Transport. Res. C Emerg. Technol., 40, pp. 63-74; Järv, O., Ahas, R., Saluveer, E., Derudder, B., Witlox, F., Mobile phones in a traffic flow: a geographical perspective to evening rush hour traffic analysis using call detail records (2012) PLoS One, 7 (11); Jiang, S., Yang, Y., Fiore, G., Jr., J, F., Frazzoli, E., González, M., A review of urban computing for mobile phone traces: current methods, challenges and opportunities (2013) Proceedings of the ACM SIGKDD International Workshop on Urban Computing; Kujala, R., Aledavood, T., Saramäki, J., Estimation and monitoring of city-to-city travel times using call detail records (2016) EPJ Data Science, 5 (1); Larijani, A.N., Olteanu-Raimond, A.-M., Perret, J., Brédif, M., Ziemlicki, C., Investigating the mobile phone data to estimate the origin destination flow and analysis; case study: Paris region (2015) Transport. Res. 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Technol., 19 (4), pp. 557-568; Schoeni, R.F., Stafford, F., Mcgonagle, K.A., Andreski, P., Response rates in National panel surveys (2013) Ann. Am. Acad. Polit. Soc. Sci., 645 (1), pp. 60-87; Sørensen, A.Ø., Olsson, N., Akhtar, M., Bull-Berg, H., Approaches, Technologies and Importance of Analysis of Number of Train Travellers (2017), (Manuscript submitted for publication); Teknisk Ukeblad, Matematiske Verktøy Skal Gi Kortere Stop På Togstasjonene, January 29 2014 (2014), http://www.tu.no/artikler/matematisk-verktoy-skal-gi-kortere-stopp-pa-togstasjonene/224974; Toole, J.L., Colak, S., Sturt, B., Alexander, L.P., Evsukoff, A., González, M.C., The path most traveled: travel demand estimation using big data resources (2015) Transport. Res. C Emerg. Technol., 58, pp. 162-177; Vigren, A., Competition in Public Transport. Essays on Competitive Tendering and Open-access Competition in Sweden. Doctoral Thesis in Transport Science (2017), KTH Royal Institute of Technology Stockholm, Sweden; Vuchic, Urban Transit. Operations, Planning and Economics (2005), John Wiley and Sons Hoboken, NJ; Wang, W., Attanucci, J.P., Wilson, N.H.M., Bus passenger origin-destination estimation and related analyses using automated data collection systems (2011) J. Public Transp., 14 (4), pp. 131-150; Xu, Y., Shaw, S.-L., Fang, Z., Yin, L., Estimating potential demand of bicycle trips from mobile phone data – an anchor-point based approach (2016) ISPRS Int. J. Geo-Inf., 5 (8), p. 131; Zhao, J., Rahbee, A., Wilson, N.H.M., Estimating a rail passenger trip origin-destination matrix using automatic data collection systems (2007) Comput. Aided Civ. Infrastruct. Eng., 22 (5), pp. 376-387; Zhao, Z., Shaw, S.L., Xu, Y., Lu, F., Chen, J., Yin, L., Understanding the bias of call detail records in human mobility research (2016) Int. J. Geogr. Inf. Sci., 30 (9), pp. 1738-1762","Sørensen, A.Ø.; Norwegian University of Science and Technology, Dept. of Mechanical and Industrial EngineeringNorway; email: anette.o.sorensen@ntnu.no",,,Elsevier B.V.,,,,,22109706,,,,English,J. Rail Transp. Plan. Manage.,Article,Final,,Scopus,2-s2.0-85048856188
"Aricò F.R., Lancaster S.J.",36885976100;7006935573;,Facilitating active learning and enhancing student self-assessment skills,2018,International Review of Economics Education,29,,,6,13,,1.0,10.1016/j.iree.2018.06.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048390288&doi=10.1016%2fj.iree.2018.06.002&partnerID=40&md5=a76f4185aee7cbad9610f97287aeed93,"School of Economics, University of East Anglia, Norwich Research Park, Norwich, NR4 7TJ, United Kingdom; School of Chemistry, University of East Anglia, Norwich Research Park, Norwich, NR4 7TJ, United Kingdom","Aricò, F.R., School of Economics, University of East Anglia, Norwich Research Park, Norwich, NR4 7TJ, United Kingdom; Lancaster, S.J., School of Chemistry, University of East Anglia, Norwich Research Park, Norwich, NR4 7TJ, United Kingdom","This paper offers a reflective discussion of recent developments in active learning pedagogical approaches, with a focus on class-flipping and peer instruction. We present two case studies based on the experience of the authors in promoting active learning in two large-class undergraduate modules in Introductory Macroeconomics and Descriptive Inorganic Chemistry at the University of East Anglia. Both case-studies are based on a flipping model with in-class active learning delivered through peer instruction. However, the experience of each author differs in the way the teaching approach was introduced and integrated with additional pedagogies to meet specific needs of the student population, as well as the desired learning outcomes for both modules. In the Introductory Macroeconomics case-study, we discuss how combining peer instruction with a self-assessment component can support the development of students’ metacognitive skills. In the Descriptive Inorganic Chemistry case-study, we demonstrate that peer instruction questions can be co-designed in partnership with students to foster engagement and challenge misconceptions. We argue that peer instruction can be used as an effective, scalable, and easily adaptable active learning pedagogy in many different learning environments. Reflecting on our experience, as well as the student voice, our concluding discussion considers: (i) the importance of careful question design, (ii) the role of audience response technologies, as well as (iii) present and future challenges to the promotion of active learning approaches in Higher Education. © 2018 Elsevier Ltd",Active learning; Flipping; Peer instruction; Self-assessment,,,,,,,,,,,,"Anthis, K., Is it the clicker, or Is It the question? Untangling the effects of student response system use (2011) Teach. Psychol., 38 (3), pp. 189-193; Aricò, F.R., Peer-Instruction Unveiled: Unlocking the Power of Student Response Systems, The Economics Network (2015), http://www.economicsnetwork.ac.uk/showcase/arico_clickers, (Accessed 06 May 2017); Aricò, F.R., Promoting active learning through peer-instruction and self-assessment: a toolkit to design, support and evaluate teaching (2016) Educ. Dev., pp. 15-18. , SEDA, 17.1; Bates, S., Galloway, R.K., Riise, J., Homer, D., Assessing the quality of a student-generated question repository (2014) Phys. Rev. Phys. Educ. Res., 10; Bloom, B., Krathwohl, D., Taxonomy of Educational Objectives (1956), 1st ed. D. McKay New York; Dunning, D., Johnson, K., Ehrlinger, J., Kruger, J., Why people fail to recognize their own incompetence (2003) Curr. Dir. Psychol. Sci., 12 (3), pp. 83-87; Elicker, J., McConnell, N., Interactive learning in the classroom (2011) Teach. Psychol., 38 (3), pp. 147-150; Flipped Learning Network Hub, Flipped Learning Network Hub (2014), http://flippedlearning.org/, [online] Available at: (Accessed 12 Apr. 2017); Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., Wenderoth, M., Active learning increases student performance in science, engineering, and mathematics (2014) Proc. Natl. Acad. Sci., 111 (23), pp. 8410-8415; French, S., Kennedy, G., Reassessing the value of university lectures (2017) Teach. High. Educ., pp. 1-16; Hammer, D., More than misconceptions: multiple perspectives on student knowledge and reasoning, and an appropriate role for education research (1996) Am. J. Phys., 64 (10), pp. 1316-1325; Hammer, D., Elby, A., Scherr, R.E., Redish, E.F., (2005) Resources, Framing, and Transfer, pp. 89-120. , J.P. Mestre Information Age Publishing Inc. Charlotte, NC; Hoekstra, A., Mollborn, S., How clicker use facilitates existing pedagogical practices in higher education: data from interdisciplinary research on student response systems (2012) Learn. Media Technol., 37 (3), pp. 303-320; Jones, H., Black, B., Green, J., Langton, P., Rutherford, S., Scott, J., Brown, S., Indications of knowledge retention in the transition to higher education (2015) J. Biol. Educ., 49, pp. 261-273; Kolb, D., Experiential Learning: Experience as the Source of Learning and Development (1984), 1st ed. Prentice Hall Englewood Cliffs, NJ; Kruger, J., Dunning, D., Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments (1999) J. Pers. Soc. Psychol., 77 (6), pp. 1121-1134; Lage, M., Platt, G., Treglia, M., Inverting the classroom: a gateway to creating an inclusive learning environment (2000) J. Econ. 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Educ., 31 (2), pp. 199-218; Nielsen, K., Hansen, G., Stav, J., Teaching with student response systems (SRS): teacher-centric aspects that can negatively affect students’ experience of using SRS (2013) Res. Learn. Technol., 21 (1), p. 18989. , https://doi.org/10.3402/rlt.v21i0.18989, Available at: (Accessed 08 May 2017); Rao, S., DiCarlo, S., Peer instruction improves performance on quizzes (2000) Adv. Physiol. Educ., 24, pp. 51-55; Read, D., Lancaster, S., Unlocking video: 24/7 learning for the iPod generation (2012) Educ. Chem., 49 (4), pp. 13-16; Read, D., Lancaster, S., Flipping lectures and inverting the classroom (2013) Educ. Chem., , http://www.rsc.org/eic/2013/10/flipped-classroom-inverting-lectures, [online] (September). Available at: (Accessed 06 May 2017); Royal Society, The scientific century: securing our future prosperity (2010) Ebook] London: RS Policy Document 02/10, DES1768, pp. 1-75. , https://royalsociety.org/∼/media/Royal_Society_Content/policy/publications/2010/4294970126.pdf, 1st ed. Available at: (Accessed 06 May 2017); Sarsfield, M., Conway, J., https://www.slideshare.net/msars/what-can-we-learn-from-learning-analytics-66210275, What can we learn from learning analytics: A case study based on an analysis of student use of video recordings (Accessed 05 May 2017); Seery, M., Flipped learning in higher education chemistry: emerging trends and potential directions (2015) Chem. Educ. Res. Pract., 16 (4), pp. 758-768; Wood, A., Galloway, R., Hardy, J., Sinclair, C., Analyzing learning during Peer instruction dialogues: a resource activation framework (2014) Phys. Rev. Spec. Top. Phys. Educ. Res., 10 (2)","Aricò, F.R.; School of Economics, University of East Anglia, Norwich Research ParkUnited Kingdom; email: F.Arico@uea.ac.uk",,,Elsevier Ltd,,,,,14773880,,,,English,Int. Rev. Econ. Educ.,Article,Final,,Scopus,2-s2.0-85048390288
"Styers M.L., Van Zandt P.A., Hayden K.L.",6506202496;35606565100;55400775700;,Active learning in flipped life science courses promotes development of critical thinking skills,2018,CBE Life Sciences Education,17,3, ar39,,,13.0,4.0,10.1187/cbe.16-11-0332,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054374514&doi=10.1187%2fcbe.16-11-0332&partnerID=40&md5=2fde5a889e86cfc89e31bf6419cc8da8,"Department of Biology, Birmingham-Southern College, Birmingham, AL  35254, United States; Department of Chemistry and Physics, Birmingham-Southern College, Birmingham, AL  35254, United States","Styers, M.L., Department of Biology, Birmingham-Southern College, Birmingham, AL  35254, United States; Van Zandt, P.A., Department of Biology, Birmingham-Southern College, Birmingham, AL  35254, United States; Hayden, K.L., Department of Chemistry and Physics, Birmingham-Southern College, Birmingham, AL  35254, United States","Although development of critical thinking skills has emerged as an important issue in undergraduate education, implementation of pedagogies targeting these skills across different science, technology, engineering, and mathematics disciplines has proved challenging. Our goal was to assess the impact of targeted interventions in 1) an introductory cell and molecular biology course, 2) an intermediate-level evolutionary ecology course, and 3) an upper-level biochemistry course. Each instructor used Web-based videos to flip some aspect of the course in order to implement active-learning exercises during class meetings. Activities included process-oriented guided-inquiry learning, model building, case studies, clicker-based think–pair–share strategies, and targeted critical thinking exercises. The proportion of time spent in active-learning activities relative to lecture varied among the courses, with increased active learning in intermediate/upper-level courses. Critical thinking was assessed via a pre/posttest design using the Critical Thinking Assessment Test. Students also assessed their own learning through a self-reported survey. Students in flipped courses exhibited gains in critical thinking, with the largest objective gains in intermediate and upper-level courses. Results from this study suggest that implementing active-learning strategies in the flipped classroom may benefit critical thinking and provide initial evidence suggesting that underrepresented and first-year students may experience a greater benefit. © 2018 M. L. Styers et al. CBE—Life Sciences Education and The American Society for Cell Biology.",,biomedicine; curriculum; education; female; human; male; problem based learning; student; thinking; Biological Science Disciplines; Curriculum; Educational Measurement; Female; Humans; Male; Problem-Based Learning; Students; Thinking,,,,,,,,,,,"Adrian, L.M., Active learning in large classes: Can small interventions produce greater results than are statistically predictable? (2010) Journal of General Education, 59, pp. 223-237; Aguirre, K.M., Balser, T.C., Jack, T., Marley, K.E., Miller, K.G., Osgood, M.P., Romano, S.L., (2013) PULSE Vision & Change Rubrics, 12, pp. 579-581. , CBE—Life Sciences Education; Alberts, B., A wakeup call for science faculty (2005) Cell, 123, pp. 739-741; Alberts, B., Redefining science education (2009) Science, 323, p. 437; Allen, D., Tanner, K., Approaches to cell biology teaching: Learning content in context—problem-based learning (2003) Cell Biology Education, 2, pp. 73-81; Alvarez, C., Taylor, K., Rauseo, N., Creating thoughtful salespeople: Experiential learning to improve critical thinking skills in traditional and online sales education (2015) Marketing Educational Review, 25, pp. 233-243; (2009) Vision and Change in Undergraduate Biology Education: A Call to Action, , https://visionandchange.org/files/2011/03/VC-Brochure-V6-3.pdf, Retrieved November 15, 2016; Andrews, T.M., Leonard, M.J., Colgrove, C.A., Kalinowski, S.T., Active learning “not” associated with student learning in a random sample of college biology courses (2011) CBE—Life Sciences Education, 10, pp. 394-405; Arum, R., Roksa, J., (2011) Academically Adrift: Limited Learning on College Campuses, , Chicago: University of Chicago Press; Arum, R., Roksa, J., Cook, A., (2016) Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21St Century, , San Francisco: Jossey-Bass; (2013) It Takes More than a Major: Employer Priorities for College Learning and Student Success, , https://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf, Retrieved November 15, 2016; Bergmann, J., Sams, A., (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day, , Eugene, OR: International Society for Technology in Education; Bernot, M.J., Metzler, J., A comparative study of instructor and stu-dent-led learning in a large nonmajors biology course: Student performance and perceptions (2014) Journal of College Science Teaching, 44, pp. 48-55; Bielefeldt, A.R., Paterson, K.G., Swan, C.W., Measuring the value added from service learning in project-based engineering education (2010) International Journal of Engineering Education, 26, pp. 535-546; Bishop, J.L., Verleger, M.A., (2013) The Flipped Classroom: A Survey of the Research, , Paper presented at: 120th ASEE Annual Conference and Exposition, 23–26 June, Atlanta, GA; Boud, D., Falchikov, N., Quantitative studies of self-assessment in higher education: A critical analysis of findings (1989) Higher Education, 18, pp. 529-549; Bowman, N.A., Can 1st-year college students accurately report their learning and development? (2010) American Educational Research Journal, 47, pp. 466-496; Brownell, S.E., Tanner, K.D., Barriers to faculty pedagogical change: Lack of training, time, incentives, and … tensions with professional identity? 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(2014) CBE—Life Sciences Education, 13, pp. 453-468; Eichler, J.F., Peeples, J., Flipped classroom modules for large enrollment general chemistry courses: A low barrier approach to increase active learning and improve student grades (2016) Chemical Education Research and Practice, 17, pp. 197-208; Ennis, R.H., (2013) The Nature of Critical Thinking: Outlines of General Critical Thinking Dispositions and Abilities, , http://faculty.education.illinois.edu/rhennis/documents/TheNatureofCriticalThinking_51711_000.pdf, Retrieved June 29, 2018, from; Ennis, R.H., Critical thinking: A streamlined conception (2015) A Handbook of Critical Thinking in Higher Education, pp. 31-47. , Davies, M., & Barnett, R. (Eds.), New York: Palgrave Macmillan; Facione, P.A., (1990) The California Critical Thinking Skills Test—College Level, , (Technical report #1. Experimental validation and content validity). Millbrae, CA: California Academic Press; Falchikov, N., Boud, D., Student self-assessment in higher education: A meta-analysis (1989) Review of Educational Research, 59, pp. 395-430; Fraser, J.M., Timan, A.L., Miller, K., Dowd, J.E., Tucker, L., Mazur, E., Teaching and physics education research: Bridging the gap (2014) Reports on Progress in Physics, 77; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Sciences USA, 111, pp. 8410-8415; Gasper, B.J., Gardner, S.M., Engaging students in authentic microbiology research in an introductory biology laboratory course is correlated with gains in student understanding of the nature of authentic research and critical thinking (2013) Journal of Microbiology & Biology Education, 14, pp. 25-34; Glass, G.V., Smith, M.L., Meta-analysis of research on class size and achievement (1979) Educational Evaluation and Policy Analysis, 1, pp. 2-16; Goeden, T.J., Kurtz, M.J., Quitadamo, I.J., Thomas, C., Communi-ty-based inquiry in allied health biochemistry promotes equity by improving critical thinking for women and showing promise for increasing content gains for ethnic minority students (2015) Journal of Chemical Education, 92, pp. 788-796; Gosser, D.K., Roth, V., The workshop chemistry project: Peer-led team learning (1998) Journal of Chemical Education, 75, pp. 185-187; Gottesman, A.J., Hoskins, S.G., CREATE cornerstone: Introduction to scientific thinking, a new course for STEM-interested freshmen, de-mystifies scientific thinking through analysis of scientific literature (2013) CBE— Life Sciences Education, 12, pp. 59-72; Greenwald, R.R., Quitadamo, I.J., A mind of their own: Using inquiry-based teaching to build critical thinking skills and intellectual engagement in an undergraduate neuroanatomy course (2014) Journal of Undergraduate Neuroscience Education, 12, pp. A100-A106; Gross, D., Pietri, E.S., Anderson, G., Moyano-Camihort, K., Graham, M.J., Increased preclass preparation underlies student outcome improvement in the flipped classroom (2015) CBE—Life Sciences Education, 14, p. 36; Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., Dehaan, R., Wood, W.B., Scientific teaching (2004) Science, 304, pp. 521-522; Harris, K., Stein, B., Haynes, A., Lisic, E., Leming, K., Identifying courses that improve students’ critical thinking using the CAT instrument: A case study (2014) Proceedings of the 10Th Annual International Joint Conferences in Computer, Information, System Sciences, and Engineering; Herreid, C.F., Schiller, N.A., Case study: Case studies and the flipped classroom (2013) Journal of College Science Teaching, 42, pp. 62-67; Holmes, N.G., Wieman, C.E., Bonn, D.A., Teaching critical thinking (2015) Proceedings of the National Academy of Sciences USA, 112, pp. 11199-11204; Huber, C.R., Kuncel, N.R., Does college teach critical thinking: A meta-analysis (2016) Review of Educational Research, 86, pp. 431-468; Jensen, J.L., Kummer, T.A., Godoy, P.D., Improvements from a flipped classroom may simply be the fruits of active learning (2015) CBE—Life Sciences Education, 14, p. 5; Johnson, A.C., Unintended consequences: How science professors discourage women of color (2007) Science Education, 91, pp. 805-821; Johnson, M., Pigliucci, M., Is knowledge of science associated with higher skepticism of pseudoscientific claims? (2004) American Biology Teacher, 66, p. 536; Kenyon, K.L., Onorato, M.E., Gottesman, A.J., Hoque, J., Hoskins, S.G., Testing CREATE at community colleges: An examination of faculty perspectives and diverse student gains (2016) CBE—Life Sciences Education, 15, p. 8; Kilgo, C.A., Ezell Sheets, J.K., Pascarella, E.T., The link between high-impact practices and student learning: Some longitudinal evidence (2015) Higher Education, 69, pp. 509-525; Kim, K., Sharma, P., Land, S.M., Furlong, K.P., Effects of active learning on enhancing student critical thinking in an undergraduate general science course (2013) Innovative Higher Education, 38, pp. 223-235; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4, pp. 298-310; Korn, M., Bosses seek critical thinking, but what is it? (2014) Wall Street Journal, B6. , October 22; Kruger, J., Dunning, D., Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assess-ments (1999) Journal of Personality and Social Psychology, 77, pp. 1121-1134; Laverty, J.T., Underwood, S.M., Matz, R.L., Posey, L.A., Carmel, J.H., Caballero, M.D., Cooper, M.M., Characterizing college science assessments: The three-dimensional learning assessment protocol (2016) Plos ONE, 11; Liu, O.L., Mao, L., Frankel, L., Xu, J., Assessing critical thinking in higher education: The HEIghten approach and preliminary validity evidence (2016) Assessment & Evaluation Higher Education, 41, pp. 677-694; Lorenzo, M., Crouch, C.H., Mazur, E., Reducing the gender gap in the physics classroom (2006) American Journal of Physiology, 74, pp. 118-122; McLean, S., Attardi, S.M., Faden, L., Goldszmidt, M., Flipped classrooms and student learning: Not just surface gains (2016) Advances in Physiology Education, 40, pp. 47-55; Michael, J., Where’s the evidence that active learning works? (2006) Advances in Physiology Education, 30, pp. 159-167; Michael, J., Faculty perceptions about barriers to active learning (2007) College Teaching, 55, pp. 42-47; Miele, D.B., Wigfield, A., Quantitative and qualitative relations between motivation and critical-analytic thinking (2014) Educational Psychology Review, 26, pp. 519-541; Miller, C.J., Metz, M.J., A comparison of professional-level faculty and student perceptions of active learning: Its current use, effectiveness, and barriers (2014) Advances in Physiology Education, 38, pp. 246-252; Minderhout, V., Loertscher, J., Lecture-free biochemistry: A process oriented guided inquiry approach (2007) Biochemistry and Molecular Biology Education, 35, pp. 172-180; Momsen, J.L., Long, T.M., Wyse, S.A., Ebert-May, D., Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills (2010) CBE—Life Sciences Education, 9, pp. 435-440; Moog, R.S., Creegan, F.J., Hanson, D.M., Spencer, J.N., Straumanis, A.R., Process-oriented guided inquiry learning: POGIL and the POGIL project (2006) Metropolitan Universities, 17, pp. 41-52; (2010) Rising above the Gathering Storm, Revisited: Rapidly Approaching Category, 5. , Washington, DC: National Academies Press; Niu, L., Behar-Horenstein, L.S., Garvan, C.W., Do instructional interventions influence college students’ critical thinking skills? A meta-analysis (2013) Education Research Reviews, 9, pp. 114-128; Pascarella, E.T., Blaich, C., Martin, G.L., Hanson, J.M., How robust are the findings of “Academically Adrift (2011) Change: The Magazine of Higher Learning, 43, pp. 20-24; Perkins, D.N., Salomon, G., Are cognitive skills context-bound? (1989) Education Researcher, 18, pp. 16-25; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93, pp. 223-231; Quitadamo, I.J., Brahler, C.J., Crouch, G.J., Peer-led team learning: A prospective method for increasing critical thinking in undergraduate science courses (2009) Science Education, 18, pp. 29-39; Quitadamo, I.J., Faiola, C.L., Johnson, J.E., Kurtz, M.J., Commu-nity-based inquiry improves critical thinking in general education biology (2008) CBE—Life Sciences Education, 7, pp. 327-337; Quitadamo, I.J., Kurtz, M.J., Learning to improve: Using writing to increase critical thinking performance in general education biology (2007) CBE—Life Sciences Education, 6, pp. 140-154; Ransdell, M., Design process rubrics: Identifying and enhancing critical thinking in creative problem solving (2016) 2016 Proceedings of the Interior Design Educators Council Conference, , March 9–12, 2016, Portland, OR; Rhodes, T.L., VALUE: Valid Assessment of Learning in Undergraduate Education (2008) New Directions for Institutional Research, 2008, pp. 59-70; Rossi, R.D., ConfChem conference on flipped classroom: Improving student engagement in organic chemistry using the inverted classroom model (2015) Journal of Chemical Education, 92, pp. 1577-1579; Rowe, M.P., Gillespie, B.M., Harris, K.R., Koether, S.D., Shannon, L.J., Rose, L.A., Redesigning a general education science course to promote critical thinking (2015) CBE—Life Sciences Education, 14, p. 30; Ruiz-Primo, M.A., Briggs, D., Iverson, H., Talbot, R., Shepard, L.A., Impact of undergraduate science course innovations on learning (2011) Science, 331, pp. 1269-1270; Rutherfoord, R.H., Rutherfoord, J.K., Flipping the classroom: Is it for you? (2013) SIGITE ‘13 Proceedings of the 14Th Annual ACM SIGITE Conference on Information Technology Education, pp. 19-22. , New York: Association for Computing Machinery; Rutz, C., Condon, W., Iverson, E.R., Manduca, C.A., Willett, G., Faculty professional development and student learning: What is the relationship? (2012) Change: The Magazine of Higher Learning, 44, pp. 40-47; Sendag, S., Odabasi, H.F., Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills (2009) Computers & Education, 53, pp. 132-141; Seymour, E., Wiese, D., Hunter, A., Daffinrud, S.M., Creating a better mousetrap: On-line student assessment of their learning gains (2000) National Meeting of the American Chemical Society, , August 20–24, 2000, Washington, DC; Shannon, L., Bennett, J., A case study: Applying critical thinking skills to computer science and technology (2012) Information Systems Education Journal, 10, pp. 41-48; Smith, M.K., Trujillo, C., Su, T.T., The benefits of using clickers in small-enrollment seminar-style biology courses (2011) CBE—Life Sciences Education, 10, pp. 14-17; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Snyder, J.J., Wiles, J.R., Peer led team learning in introductory biology: Effects on peer leader critical thinking skills (2015) Plos ONE, 10; Stanger-Hall, K.F., Multiple-choice exams: An obstacle for higher-lev-el thinking in introductory science classes (2012) CBE—Life Sciences Education, 11, pp. 294-306; Stein, B., Haynes, A., Engaging faculty in the assessment and improvement of students’ critical thinking using the critical thinking assessment test (2011) Change: The Magazine of Higher Learning, 43, pp. 44-49; Stein, B., Haynes, A., Redding, M., Project CAT: Assessing critical thinking skills (2007) Proceedings of the National STEM Assessment Conference, pp. 290-299. , Deeds, D., & Callen, B. (Eds.), Alexandria, VA: National Science Foundation; Stein, B., Haynes, A., Redding, M., National dissemination of the CAT instrument: Lessons learned and implications (2016) Proceedings of the AAAS/NSF Envisioning the Future of Undergraduate STEM Education: Research and Practice Symposium, , April 27–29, 2016, Washington, DC; Stein, B., Haynes, A., Redding, M., Ennis, T., Cecil, M., Assessing critical thinking in STEM and beyond (2007) Innovations in E-Learning, Instruction Technology, Assessment, and Engineering Education, pp. 79-82. , Iskander, M. (ed.), Springer; Tsui, L., Courses and instruction affecting critical thinking (1999) Research in Higher Education, 40, pp. 185-200; Tsui, L., Fostering critical thinking through effective pedagogy: Evidence from four institutional case studies (2002) Journal of Higher Education, 73, pp. 740-763; Udovic, D., Morris, D., Dickman, A., Postlethwait, J., Wetherwax, P., Workshop biology: Demonstrating the effectiveness of active learning in an introductory biology course (2002) Bioscience, 52, pp. 272-281; van Sickle, J., Discrepancies between student perception and achievement of learning outcomes in a flipped classroom (2016) Journal of the Scholarship of Teaching and Learning, 16, pp. 29-38; van Vliet, E.A., Winnips, J.C., Brouwer, N., Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist (2015) CBE—Life Sciences Education, 14, p. 26","Styers, M.L.; Department of Biology, Birmingham-Southern CollegeUnited States; email: mstyers@bsc.edu",,,American Society for Cell Biology,,,,,19317913,,,30040531.0,English,CBE Life Sci. Educ.,Article,Final,,Scopus,2-s2.0-85054374514
"Newman D.L., Stefkovich M., Clasen C., Franzen M.A., Wright L.K.",7402964825;57197757604;57204060981;24174357000;34769360500;,Physical models can provide superior learning opportunities beyond the benefits of active engagements,2018,Biochemistry and Molecular Biology Education,46,5,,435,444,,,10.1002/bmb.21159,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054294597&doi=10.1002%2fbmb.21159&partnerID=40&md5=2754b96aff62541ec5b928eebf018880,"Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY  14623, United States; University of Wisconsin—Madison, Madison, WI  53706, United States; Drake University, Des Moines, IA  50311, United States; Milwaukee School of Engineering, Center for BioMolecular Modeling, Milwaukee, WI  53202, United States","Newman, D.L., Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY  14623, United States; Stefkovich, M., Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY  14623, United States, University of Wisconsin—Madison, Madison, WI  53706, United States; Clasen, C., Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY  14623, United States, Drake University, Des Moines, IA  50311, United States; Franzen, M.A., Milwaukee School of Engineering, Center for BioMolecular Modeling, Milwaukee, WI  53202, United States; Wright, L.K., Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY  14623, United States","The essence of molecular biology education lies in understanding of gene expression, with subtopics including the central dogma processes, such as transcription and translation. While these concepts are core to the discipline, they are also notoriously difficult for students to learn, probably because they cannot be directly observed. While nearly all active learning strategies have been shown to improve learning compared with passive lectures, little has been done to compare different types of active learning. We hypothesized that physical models of central dogma processes would be especially helpful for learning, because they provide a resource that students can see, touch, and manipulate while trying to build their knowledge. For students enrolled in an entirely active-learning-based Cell & Molecular Biology course, we examined whether model-based activities were more effective than non-model based activities. To test their understanding at the beginning and end of the semester, we employed the multiple-select Central Dogma Concept Inventory (CDCI). Each student acted as their own control, as all students engaged in all lessons yet some questions related to model-based activities and some related to clicker questions, group problem-solving, and other non-model-based activities. While all students demonstrated learning gains on both types of question, they showed much higher learning gains on model-based questions. Examining their selected answers in detail showed that while higher performing students were prompted to refine their already-good mental models to be even better, lower performing students were able to construct new knowledge that was much more consistent with an expert's understanding. © 2018 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology., 46(5):435–444, 2018. © 2018 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology.",Active learning; Central Dogma; molecular biology; physical models,"biological model; education; learning; molecular biology; student; Learning; Models, Biological; Molecular Biology; Students",,,,,"1323414

Core Research for Evolutional Science and Technology

1725940",The CREST Project was funded by NSF TUES grant 1323414 and NSF IUSE grant 1725940. The idea of analyzing these data was generated at a CREST faculty workshop and participants of the workshop gave critical feedback on this work. The Flow of Genetic Information Kit was developed with funds from NIH R25OD010505.,,,,,"Crick, F., Central dogma of molecular biology (1970) Nature, 227, pp. 561-563; (2011) Vision and Change in Undergraduate Biology Education: A Call to Action, , American Association for the Advancement of Science, Washington, DC; (2011) AP Biology Curriculum Framework 2012–2013; (2013) Next Generation Science Standards: For States, By States, , The National Academies Press, Washington, DC; Allchin, D., Mending Mendelism (2000) Am. Biol. Teach., 62, pp. 632-639; Khodor, J., Halme, D.G., Walker, G.C., A hierarchical biology concept framework: A tool for course design (2004) Cell. Biol. 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Educ., 28, pp. 120-127; Pelletreau, K.N., Andrews, T., Armstrong, N., Bedell, M.A., Dastoor, F., Dean, N., Erster, S., Smith, M.K., A clicker-based case study that untangles student thinking about the processes in the central dogma (2016) CourseSource, 3, p. 1; Smith, M.K., Knight, J.K., Using the genetics concept assessment to document persistent conceptual difficulties in undergraduate genetics courses (2012) Genetics, 191, pp. 21-32; Wright, L.K., Fisk, J.N., Newman, D.L., DNA → RNA: What do students think the arrow means? (2014) CBE Life Sci. Educ., 13, pp. 338-348; Johnstone, A.H., Why is science difficult to learn? (1991) Things are seldom what they seem. J. Comput. Assist. Learn., 7, pp. 75-83; Newman, D.L., Catavero, C., Wright, L.K., Students fail to transfer knowledge of chromosome structure to topics pertaining to cell division (2012) CBE-Life Sci. 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Educ., 55, pp. 333-339","Wright, L.K.; Thomas H. Gosnell School of Life Sciences, Rochester Institute of TechnologyUnited States; email: lkwsbi@rit.edu",,,John Wiley and Sons Inc.,,,,,14708175,,BMBEC,30281894.0,English,Biochem. Mol. Biol. Educ.,Article,Final,Open Access,Scopus,2-s2.0-85054294597
"Kosheleff A.R., Araki J., Tsan L., Chen G., Murphy N.P., Maidment N.T., Ostlund S.B.",54956595800;57200016443;57192653566;57203554567;7103397266;7003924024;7005396360;,Junk food exposure disrupts selection of food-seeking actions in rats,2018,Frontiers in Psychiatry,9,AUG, 350,,,,1.0,10.3389/fpsyt.2018.00350,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052210662&doi=10.3389%2ffpsyt.2018.00350&partnerID=40&md5=d521b0b34d5bb191d57f60e94a8b408c,"Department of Psychiatry and Biobehavioral Sciences, Hatos Center for Neuropharmacology, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States; Department of Anesthesiology and Perioperative Care, University of California, Irvine, Irvine, CA, United States","Kosheleff, A.R., Department of Psychiatry and Biobehavioral Sciences, Hatos Center for Neuropharmacology, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States; Araki, J., Department of Psychiatry and Biobehavioral Sciences, Hatos Center for Neuropharmacology, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States; Tsan, L., Department of Psychiatry and Biobehavioral Sciences, Hatos Center for Neuropharmacology, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States; Chen, G., Department of Psychiatry and Biobehavioral Sciences, Hatos Center for Neuropharmacology, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States; Murphy, N.P., Department of Psychiatry and Biobehavioral Sciences, Hatos Center for Neuropharmacology, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States; Maidment, N.T., Department of Psychiatry and Biobehavioral Sciences, Hatos Center for Neuropharmacology, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States; Ostlund, S.B., Department of Psychiatry and Biobehavioral Sciences, Hatos Center for Neuropharmacology, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States, Department of Anesthesiology and Perioperative Care, University of California, Irvine, Irvine, CA, United States","There is growing evidence that repeated consumption of highly palatable, nutritionally poor ""junk food"" diets can produce deficits in cognition and behavioral control. We explored whether long-term junk-food diet exposure disrupts rats' ability to make adaptive choices about which foods to pursue based on (1) expected reward value (outcome devaluation test) and (2) cue-evoked reward expectations (Pavlovian-to-instrumental test). Rats were initially food restricted and trained on two distinct response-outcome contingencies (e.g., left press → chocolate pellets, and right press → sweetened condensed milk) and stimulus-outcome contingencies (e.g., white noise → chocolate pellets, and clicker → sweetened condensed milk). They were then given 6 weeks of unrestricted access to regular chow alone (controls) or chow and either 1 or 24 h access to junk food per day. Subsequent tests of decision making revealed that rats in both junk-food diet groups were impaired in selecting actions based on either expected food value or the presence of food-paired cues. These data demonstrate that chronic junk food consumption can disrupt the processes underlying adaptive control over food-seeking behavior. We suggest that the resulting dysregulation of food seeking may contribute to overeating and obesity. © 2018 Kosheleff, Araki, Tsan, Chen, Murphy, Maidment and Ostlund.",Action selection; Decision making; Devaluation; Junk food; Outcome-specific PIT,adult; animal experiment; Article; body weight change; caloric intake; conditioned reflex; controlled study; decision making; food preference; food-seeking behavior; male; motivation; nonhuman; rat; reward,,,,,"National Institutes of Health, NIH: AG045380

National Institutes of Health, NIH: DK098709

National Institutes of Health, NIH: MH106972","We thank Lauren MacIntyre for calculating and organizing the junk food consumption data. A portion or variation of these data are previously published online: Kosheleff, AR. (2017) How diet can alter reward-seeking behavior. [dissertation]. [Los Angeles (CA)]: University of California, Los Angeles. This research was supported by NIH grants AG045380 and DK098709 to NTM, NPM and SO, and MH106972 to SO.",,,,,"Swinburn, B.A., Sacks, G., Hall, K.D., McPherson, K., Finegood, D.T., Moodie, M.L., The global obesity pandemic: shaped by global drivers and local environments (2011) Lancet, 378, pp. 804-814; Krebs, J.R., The gourmet ape: evolution and human food preferences (2009) Am J Clin Nutr, 90, pp. 11S-707S; Johnson, F., Wardle, J., Variety, palatability, and obesity (2014) Adv Nutr, 5, pp. 851-859; Stroebe, W., Papies, E.K., Aarts, H., From homeostatic to hedonic theories of eating: self-regulatory failure in food-rich environments (2008) Appl Psychol, 57, pp. 172-193; Robertson, S.H., Rasmussen, E.B., Effects of a cafeteria diet on delay discounting in adolescent and adult rats: alterations on dopaminergic sensitivity (2017) J Psychopharmacol, 31, pp. 1419-1429; Blaisdell, A.P., Biedermann, T., Sosa, E., Abuchaei, A., Youssef, N., Bradesi, S., An obesogenic refined low-fat diet disrupts attentional and behavioral control processes in a vigilance task in rats (2017) Behav Processes, 138, pp. 142-151; Blaisdell, A.P., Lau, Y.L.M., Telminova, E., Lim, H.C., Fan, B., Fast, C.D., Food quality and motivation: a refined low-fat diet induces obesity and impairs performance on a progressive ratio schedule of instrumental lever pressing in rats (2014) Physiol Behav, 128, pp. 220-225; Kosheleff, A.R., Araki, J., Hsueh, J., Le, A., Quizon, K., Ostlund, S.B., Pattern of access determines influence of junk food diet on cue sensitivity and palatability (2018) Appetite, 123, pp. 135-145; Duca, F.A., Swartz, T.D., Covasa, M., Effect of diet on preference and intake of sucrose in obese prone and resistant rats (2014) PLoS ONE, 9; Johnson, P.M., Kenny, P.J., Dopamine D2 receptors in addiction-like reward dysfunction and compulsive eating in obese rats (2010) Nat Neurosci, 13, pp. 635-641; Robinson, M.J., Burghardt, P.R., Patterson, C.M., Nobile, C.W., Akil, H., Watson, S.J., Individual differences in cue-induced motivation and striatal systems in rats susceptible to diet-induced obesity (2015) Neuropsychopharmacology, 40, pp. 2113-2123; Vendruscolo, L.F., Gueye, A.B., Darnaudéry, M., Ahmed, S.H., Cador, M., Sugar overconsumption during adolescence selectively alters motivation and reward function in adult rats (2010) PLoS ONE, 5; Shin, A.C., Townsend, R.L., Patterson, L.M., Berthoud, H.-R., 'Liking' and 'wanting' of sweet and oily food stimuli as affected by high-fat diet-induced obesity, weight loss, leptin, and genetic predisposition (2011) Am J Physiol Regul Integr Comp Physiol, 301, pp. R1267-R1280; Furlong, T.M., Jayaweera, H.K., Balleine, B.W., Corbit, L.H., Binge-like consumption of a palatable food accelerates habitual control of behavior and is dependent on activation of the dorsolateral striatum (2014) J Neurosci, 34, pp. 5012-5022; Tantot, F., Parkes, S.L., Marchand, A.R., Boitard, C., Naneix, F., Layé, S., The effect of high-fat diet consumption on appetitive instrumental behavior in rats (2017) Appetite, 108, pp. 203-211; Kendig, M.D., Boakes, R.A., Rooney, K.B., Corbit, L.H., Chronic restricted access to 10% sucrose solution in adolescent and young adult rats impairs spatial memory and alters sensitivity to outcome devaluation (2013) Physiol Behav, 120, pp. 164-172; Colwill, R.M., Rescorla, R.A., Postconditioning devaluation of a reinforcer affects instrumental responding (1985) J Exp Psychol Anim Behav Process, 11, pp. 120-132; Adams, C.D., Dickinson, A., Instrumental responding following reinforcer devaluation (1981) Q J Exp Psychol Sect B, 33, pp. 109-121; Reichelt, A.C., Morris, M.J., Westbrook, R.F., Cafeteria diet impairs expression of sensory-specific satiety and stimulus-outcome learning (2014) Front Psychol, 5, p. 852; Greenwood, C.E., Winocur, G., Learning and memory impairment in rats fed a high saturated fat diet (1990) Behav Neural Biol, 53, pp. 74-87; Greenwood, C.E., Winocur, G., Cognitive impairment in rats fed high-fat diets: a specific effect of saturated fatty-acid intake (1996) Behav Neurosci, 110, pp. 451-459; Winocur, G., Greenwood, C.E., The effects of high fat diets and environmental influences on cognitive performance in rats (1999) Behav Brain Res, 101, pp. 153-161; Fedoroff, I., Polivy, J., Peter Herman, C., The specificity of restrained versus unrestrained eaters' responses to food cues: general desire to eat, or craving for the cued food? 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Department of Psychiatry and Biobehavioral Sciences, Hatos Center for Neuropharmacology, Semel Institute for Neuroscience and Human Behavior, University of California, Los AngelesUnited States; email: sostlund@uci.edu",,,Frontiers Media S.A.,,,,,16640640,,,,English,Front. Psychiatry,Article,Final,Open Access,Scopus,2-s2.0-85052210662
"García-Fernández P., Mora García A.M., García-Sánchez P.",7003802300;57205596827;7003678541;,Using electronic voting devices for increasing students' participation in the classroom and easing their continuous evaluation,2018,Revista Iberoamericana de Tecnologias del Aprendizaje,13,3, 2862719,93,100,,,10.1109/RITA.2018.2862719,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060707425&doi=10.1109%2fRITA.2018.2862719&partnerID=40&md5=67a0f8e128a3c06dccc54f6c629991ce,"Departamento de Electrónica y Tecnología de Computadores, ETSIIT-CITIC, Universidad de Granada, Granada, 18071, Spain; Departamento de Teoría de la Señal, Telemática y Comunicaciones, ETSIIT-CITIC, Universidad de Granada, Granada, 18071, Spain; Departamento de Ingeniería Informática, ESI, Universidad de Cádiz, Cádiz, 11519, Spain","García-Fernández, P., Departamento de Electrónica y Tecnología de Computadores, ETSIIT-CITIC, Universidad de Granada, Granada, 18071, Spain; Mora García, A.M., Departamento de Teoría de la Señal, Telemática y Comunicaciones, ETSIIT-CITIC, Universidad de Granada, Granada, 18071, Spain; García-Sánchez, P., Departamento de Ingeniería Informática, ESI, Universidad de Cádiz, Cádiz, 11519, Spain","In the context of the European Higher Education Area, it is needed to propose new motivation ways to engage university students in lectures. Since they prefer the application of active methodologies rather than passive ones, and they enjoy the use of interactive devices, using technology in the classroom seems promising. Thus, this paper presents an experience conducted in four technical subjects included in two University Degrees, in which the students used an electronic voting system during class time. The students' evaluation and opinion results obtained in two academic courses are presented and analyzed, providing figures to support this proposal. 1932-8540 © 2018 IEEE. Personal use is permitted, but republication/redistribution requires IEEE permission.",Class participation; Electronic voting system; Evaluation; Students' motivation; University teaching,Electronic voting; Motivation; Voting machines; Active methodologies; Class participations; Electronic voting systems; European Higher Education Area; Evaluation; Students' evaluations; Technology in the classroom; University teaching; Students,,,,,"TIN2017-85727-C4-2-P

Ministerio de Economía y Competitividad: TIN2014-56494-C4-3-P

TEC2015-68752

Federación Española de Enfermedades Raras","Manuscript received July 5, 2018; revised July 13, 2018; accepted July 30, 2018. (Spanish version received September 2, 2017; revised October 17, 2017; accepted June 25, 2018). Date of publication August 6, 2018; date of current version August 30, 2018. This work was supported in part by the Ministerio Español de Economía y Competitividad under Project TIN2014-56494-C4-3-P (UGR-EPHEMECH), Project TIN2017-85727-C4-2-P (UGR-DeepBio), and Project TEC2015-68752, and in part by FEDER. (Corresponding author: P. García-Fernández.) P. García-Fernández is with the Departamento de Electrónica y Tecnología de Computadores, ETSIIT-CITIC, Universidad de Granada, 18071 Granada, Spain (e-mail: pedrogarcia@ugr.es).",,,,,"Astin, A.W., (1993) What Matters in College: Four Critical Years Revisited, , San Francisco, CA, USA: Jossey-Bass Publishers; Bjorklund, S.A., Parente, J.M., Sathianathan, D., Effects of faculty interaction and feedback on gains in student skills (2004) Res. J. Eng. Educ., 93 (2), pp. 153-160; Cao, B., Esponda-Argüero, M., Rojas, R., Development and evaluation of a classroom interaction system (2016) Proc. Int. Assoc. Develop. Inf. Soc., pp. 1-8; Chafer, E., Una introducción a los sistemas de respuesta interactiva (2009) Electrónica y Comunicaciones. Monográfico TICs En Las Aulas. Elementos Didácticos para La Enseñanza, 242, pp. 56-57. , Barcelona, Spain: Editorial Cypsela; Cubric, M., Jefferies, A., The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups (2015) Comput. Educ., 87, pp. 98-111. , Sep; Duncan, D., (2005) Clickers in the Classroom, , Reading, MA, USA: Addison Wesley; Felder, R.M., Woods, D.R., Stice, J.E., Rugarcia, A., The future of Engineering Education II. Teaching methods that work (2000) Chem. Eng. Educ., 34 (1), pp. 26-39; García-Fernández, P., Aprendizaje autónomo utilizando vídeos docentes (2011) IEEE RITA, 6 (2), pp. 65-69. , May; Fernández, P.G., Experiencia de evaluación continua en los nuevos gra-dos de titulaciones técnicas (2013) Actas De Las IV Jornadas Sobre Innovación Docente y Adaptación Al EEES En Las Titulaciones Técnicas, , Granada, Spain: Godel Ediciones S.L; González-Tato, J., Llamas-Nistal, M., Caeiro-Rodríguez, M., Mikic-Fonte, F.A., Web-based audience response system using the educational platform called BeA (2013) J. Res. Pract. Inf. Technol., 45 (3-4), pp. 251-265. , nos. Aug; Ataş, A.H., Delialio glu, Ö., A question-answer system for mobile devices in lecture-based instruction: A qualitative analysis of student engagement and learning (2018) Interact. Learn. Environ., 26 (1), pp. 75-90; Jony, S., Student centered instruction for interactive and effective teaching learning: Perceptions of teachers in Bangladesh (2016) Int. J. Adv. Res. Educ. Technol., 3 (3), pp. 172-178; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput. Edu., 53 (3), pp. 819-827. , Nov; Kroumov, V., Shibayama, K., Inoue, A., Interactive learning tools for enhancing the education in control systems (2003) Proc. Frontiers Educ., pp. 23-28. , Nov; Ma, M., Oikonomou, A., Jain, L.C., (2011) Serious Games and Edutainment Applications, , Eds, London, U.K.: Springer; Okan, Z., Edutainment: Is learning at risk? (2003) Brit. J. Educ. Technol., 34 (3), pp. 255-264; Pinto, R.E.V., Ochoa, P.V.C., Un recurso didáctico basado en el uso de un sistema de preguntas abiertas soportado por tecnología (2017) Edutec. Rev. Electrón. Tecnol. Educ., (62), pp. 83-93; Porto, M., García-Hernández, M.L., Nuevas exigencias, retos, tendencias... ¿cambios en la evaluación de aprendizajes universitarios? (2012) Proc. 32nd Asamblea Congr. Int. Spanish Prof. Amer., pp. 1-17. , Cádiz, Spain; Prim, M., Oliver, J., Soler, V., Aprendizaje de Sistemas Digi-tales utilizando tecnologías interactivas (2009) IEEE RITA, 4 (1), pp. 63-68. , Feb; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) Amer. J. Phys., 76 (2), p. 171; Cutrim, E.S., Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom (2008) Comput. Educ., 50 (1), pp. 338-356. , Jan; Siau, K., Sheng, H., Nah, F.F.-H., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Trans. Educ., 49 (3), pp. 398-403. , Aug; Wong, A.K.Y., Cheok, S.-M., Tang, S.-K., A user-friendly voting and quiz system for classroom use with connected devices (2016) Proc. IEEE Int. Conf. Consum. Electron.-China (ICCE-China), pp. 1-6. , Guangzhou, China, Dec","García-Fernández, P.; Departamento de Electrónica y Tecnología de Computadores, ETSIIT-CITIC, Universidad de GranadaSpain; email: pedrogarcia@ugr.es",,,Education Society of IEEE (Spanish Chapter),,,,,19328540,,,,English,Rev. Iberoam. Technol. Aprendizaje,Article,Final,,Scopus,2-s2.0-85060707425
"Chi M.T.H., Adams J., Bogusch E.B., Bruchok C., Kang S., Lancaster M., Levy R., Li N., McEldoon K.L., Stump G.S., Wylie R., Xu D., Yaghmourian D.L.",36938209000;57203307384;57203430877;57202864454;57202789392;57203428703;18037788800;57203429367;36987934600;26030694300;38362604800;57203433757;57190609358;,Translating the ICAP Theory of Cognitive Engagement Into Practice,2018,Cognitive Science,42,6,,1777,1832,,7.0,10.1111/cogs.12626,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051736513&doi=10.1111%2fcogs.12626&partnerID=40&md5=3e579786507ec27d3032704e4dbe6f90,"Mary Lou Fulton Teachers College, Arizona State University, United States; Phoenix Union School District, United States; School of Informatics and Decision Systems Engineering, Arizona State University, United States; Department of Psychology, Lourdes University, United States; Denny Sanford School of Social and Family Dynamics, Arizona State University, United States; Center for Human Applied Reasoning and IOT, University of Southern California, United States; Tennessee State Board of Education, United States; Strategic Initiatives Group, Office of Digital Learning, Massachusetts Institute of Technology, United States; Center for Science and the Imagination, Arizona State University, United States; World Wildlife Fund, United States; Institute for the Science of Teaching & Learning, Arizona State University, United States","Chi, M.T.H., Mary Lou Fulton Teachers College, Arizona State University, United States; Adams, J., Mary Lou Fulton Teachers College, Arizona State University, United States; Bogusch, E.B., Phoenix Union School District, United States; Bruchok, C., Mary Lou Fulton Teachers College, Arizona State University, United States; Kang, S., School of Informatics and Decision Systems Engineering, Arizona State University, United States; Lancaster, M., Department of Psychology, Lourdes University, United States; Levy, R., Denny Sanford School of Social and Family Dynamics, Arizona State University, United States; Li, N., Center for Human Applied Reasoning and IOT, University of Southern California, United States; McEldoon, K.L., Tennessee State Board of Education, United States; Stump, G.S., Strategic Initiatives Group, Office of Digital Learning, Massachusetts Institute of Technology, United States; Wylie, R., Center for Science and the Imagination, Arizona State University, United States; Xu, D., World Wildlife Fund, United States; Yaghmourian, D.L., Institute for the Science of Teaching & Learning, Arizona State University, United States","ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that Interactive engagement, demonstrated by co-generative collaborative behaviors, is superior for learning to Constructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of Active or Passive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5-year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement. © 2018 Cognitive Science Society, Inc.",Active learning; Co-constructive learning; Cognitive engagement; Collaborative learning; Constructive learning,,,,,,"Arizona State University

University of Southern California

Massachusetts Institute of Technology

Institute of Education Sciences: R305A150432, R305A110090

U.S. Department of Education","aMary Lou Fulton Teachers College, Arizona State University bPhoenix Union School District cSchool of Informatics and Decision Systems Engineering, Arizona State University dDepartment of Psychology, Lourdes University eDenny Sanford School of Social and Family Dynamics, Arizona State University fCenter for Human Applied Reasoning and IOT, University of Southern California gTennessee State Board of Education hStrategic Initiatives Group, Office of Digital Learning, Massachusetts Institute of Technology iCenter for Science and the Imagination, Arizona State University jWorld Wildlife Fund kInstitute for the Science of Teaching & Learning, Arizona State University","The authors are grateful for funding provided by the U.S. Department of Education, Institute of Education Sciences, grant number: R305A110090, for the project titled “Developing Guidelines for Optimizing Levels of Students’ Overt Engagement Activities,” and grant number R305A150432 for the project titled “Developing and Revising Instructional Activities to Optimize Cognitive Engagement.” We are particularly grateful to both Dr. Josephine Marsh for her help in facilitating our work at ASU Preparatory Academy and to ASU Preparatory Academy for participating in this study. 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(2007) Cognitive Science, 31, pp. 3-62; Webb, N.M., Franke, M.L., De, T., Chan, A.G., Freund, D., Shein, P., Melkonian, D.K., “Explain to your partner”: Teachers’ instructional practices and students’ dialogue in small groups (2009) Cambridge Journal of Education, 39, pp. 49-70; Webb, N.M., Franke, M.L., Ing, M., Wong, J., Fernandez, C.H., Shin, N., Turrou, A.C., Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning (2014) International Journal of Educational Research, 63, pp. 79-93; Webb, N.M., Troper, J.D., Fall, R., Constructive activity and learning in collaborative small groups (1995) Journal of Educational Psychology, 87, p. 406; Wehlage, G.G., Smith, G.A., Building new programs for students at risk (1992) Student engagement and achievement in American secondary schools, pp. 92-118. , F. M. 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"Niyigena J.-P., Jiang Q., Hasan A.S.M.T., Ziou D., Chen H., Wang P.",57202954538;7402522962;55628524132;7004105959;57202962757;7405461562;,ICT Usage and Attitudes among EAC Undergraduate Students - A Case Study,2018,IEEE Access,6,, 8410511,42661,42674,,,10.1109/ACCESS.2018.2854925,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85050001283&doi=10.1109%2fACCESS.2018.2854925&partnerID=40&md5=3e611a2ac9698e03edeeb4e79f07819f,"Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences, Shenzhen, 518055, China; Shenzhen College of Advanced Technology, University of Chinese Academy of Sciences, Beijing, 100049, China; Department of Computer Science, Université de Sherbrooke, Sherbrooke, QC  2500, Canada; College of Electronic Information and Engineering, Hebei University, Baoding, 071002, China","Niyigena, J.-P., Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences, Shenzhen, 518055, China, Shenzhen College of Advanced Technology, University of Chinese Academy of Sciences, Beijing, 100049, China; Jiang, Q., Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences, Shenzhen, 518055, China, Shenzhen College of Advanced Technology, University of Chinese Academy of Sciences, Beijing, 100049, China; Hasan, A.S.M.T., Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences, Shenzhen, 518055, China, Shenzhen College of Advanced Technology, University of Chinese Academy of Sciences, Beijing, 100049, China; Ziou, D., Department of Computer Science, Université de Sherbrooke, Sherbrooke, QC  2500, Canada; Chen, H., Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences, Shenzhen, 518055, China, Shenzhen College of Advanced Technology, University of Chinese Academy of Sciences, Beijing, 100049, China; Wang, P., College of Electronic Information and Engineering, Hebei University, Baoding, 071002, China","Information and communication technology (ICT) has reshaped the traditional education system into a flexible and efficient e-learning context. However, computer usage, attitudes, and some other critical factors are the primary concern to implement e-learning in developing countries. This paper applies computer attitude scale and proposes a prediction model based on multiple linear regression to discover the key factors affecting computer attitudes for the implementation of the ICT-based learning environment. To identify the principal factors, we collect the data sets by the active participation of more than 900 undergraduate students from three different universities of East African Community countries in one year period. The experimental results reveal that the students are using technology in their daily lives, however, they are not using it to support their daily study. Qualitative evidence indicates that the university has lower requirements for using computers, and the restrictive rules to use technologies. In addition, the universities are in a shortage of necessary computer hardware and software. Besides, the factors which are affecting the attitudes toward computers are the urban or rural origin of the student, English language level, and parental encouragement. © 2013 IEEE.",Computer attitudes scale; East Africa; ICT; prediction model; regression analysis,Computer aided instruction; Computer hardware; Developing countries; E-learning; Economics; Education computing; Internet; Linear regression; Regression analysis; Computational model; Computer attitude; East Africa; Electronic learning; Information and Communication Technologies; Mobile handsets; Prediction model; Students,,,,,"Shenzhen Polytechnic

Chinese Academy of Sciences

University of Chinese Academy of Sciences

Hebei University

Shenzhen Technology Development Program: JSGG20141020103523742

11771115

Department of Agriculture of Guangdong Province: 2015A030310364, 2015A080804019","1Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences, Shenzhen 518055, China 2Shenzhen College of Advanced Technology, University of Chinese Academy of Sciences, Beijing 100049, China 3Department of Computer Science, Université de Sherbrooke, Sherbrooke, QC 2500, Canada 4College of Electronic Information and Engineering, Hebei University, Baoding 071002, China","This work was supported in part by the Guangdong Province Research under Grant 2015A080804019 and Grant 2015A030310364, in part by the National Nature Science Foundation under Grant 11771115, in part by Shenzhen Technology Development under Grant JSGG20141020103523742, in part by the CAS-TWAS President’s Fellowship for International Ph.D. students, and in part by the Organization of East African Science and Technology Commission of the East African Community.",,,,"Bandele, S.O., ICT supported learning and the evolving African universities (2010) The Int. 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Rev., 29, pp. 81-91. , Mar; Fourshey, C.C., Gonzales, R.M., Saidi, C., Vieira-Martinez, C., Lifting the loincloth: Reframing the discourse on gender, identity, and traditions- Strategies to combat the lingering legacies of spectacles in the scholarship on east and east central Africa (2016) Critique Anthropol., 36 (3), pp. 302-338; Field, A., Miles, J., Field, Z., (2012) Discovering Statistics Using R.1., , London, U.K.: Sage; Garland, K.J., Noyes, J.M., Computer experience: A poor predictor of computer attitudes (2004) Comput. Hum. Behav., 20, pp. 823-840. , Nov; Larbi-Apau, J.A., (2011) Computer Attitude, and the Impact of Personal Characteristics and Information and Communication Technology Adoption Patterns on Performance of Teaching Faculty in Higher Education in Ghana, West Africa, , https://digitalcommons.wayne.edu/oa_dissertations/248, Ph.D. dissertation, Wayne State Univ., Detroit, MI, USA, [Online]; Tarus, J.K., Gichoya, D., Muumbo, A., Challenges of implementing e-learning in Kenya: A case of Kenyan public universities (2015) Int. Rev. Res. Open Distrib. Learn., 16 (1), pp. 120-141","Jiang, Q.; Shenzhen Institutes of Advanced Technology, Chinese Academy of SciencesChina; email: qs.jiang@siat.ac.cn",,,Institute of Electrical and Electronics Engineers Inc.,,,,,21693536,,,,English,IEEE Access,Article,Final,Open Access,Scopus,2-s2.0-85050001283
"Shin Y., Park J., Lee S.-G.",56579567000;57195838868;27168587800;,Improving the integrated experience of in-class activities and fine-grained data collection for analysis in a blended learning class,2018,Interactive Learning Environments,26,5,,597,612,,,10.1080/10494820.2017.1374980,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029902589&doi=10.1080%2f10494820.2017.1374980&partnerID=40&md5=49594bfbf27ae166c2eec2af00b6903d,"Department of Computer Science and Engineering, Seoul National University, Seoul, South Korea","Shin, Y., Department of Computer Science and Engineering, Seoul National University, Seoul, South Korea; Park, J., Department of Computer Science and Engineering, Seoul National University, Seoul, South Korea; Lee, S.-G., Department of Computer Science and Engineering, Seoul National University, Seoul, South Korea","Blended learning has steadily gained in popularity at the higher levels of education. This marks a change in pedagogical approaches from one-directional instruction to an interactive and technology-aided class. However, to manage fluent in-class activities and proper data analysis, real-time and fine-grained data collection activities are still needed. We propose an approach which provides rich information about student activities and automates processes which are time-consuming and which otherwise require extraneous effort. First, we implemented a program to collect real-time and fine-grained data and to provide an integrated experience during in-class activities. Second, we undertook a data analysis with the collected real-time, fine-grained data. Our blended learning is a type of flipped learning with personal response systems (PRSs) of the type commonly known as clickers. We used clickers for attendance, quizzes, and daily surveys, and collected the resulting data. Our outcome shows that the blended learning approach improves student achievement levels with a relatively small standard deviation compared to traditional classes. In addition, the present findings are factors related to student satisfaction and seat position, as analyzed from the data collected using the clickers. © 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.",Blended learning; fine-grained data collection; flipped classroom; PRS-based learning; real-time feedback,,,,,,"Shenyang Normal University, SNU

National Research Foundation of Korea, NRF: 21A20151113068","This work was supported by BK21 Plus for Pioneers in Innovative Computing (Dept. of Computer Science and Engineering, SNU) funded by National Research Foundation of Korea (NRF) [grant number 21A20151113068].",,,,,"Agboghoroma, T.E., Oyovwi, E., Evaluating effect of students’ academic achievement on identified difficult concepts in senior secondary school biology in delta state (2015) Journal of Education and Practice, 6 (30), pp. 117-125; Arulogun, O., Olatunbosun, A., Fakolujo, O., Olaniyi, O., RFID-based students attendance management system (2013) International Journal of Scientific & Engineering Research, 4 (2), pp. 1-9; Bhalla, V., Singla, T., Gahlot, A., Gupta, V., Bluetooth based attendance management system (2013) International Journal of Innovations in Engineering and Technology, 3 (1), pp. 227-233; Brocato, M.C., (2016) Blended learning environments, flipped class and collaborative activities to teach databases in a secondary technical school, , In the Proceedings of DIDAMATICA; 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Gehringer, E.F., Peddycord, B.W., III, (2013) The inverted-lecture model: A case study in computer architecture, , Proceeding of the 44th ACM technical symposium on Computer science education ( 489–494; Giannakos, M.N., Krogstie, J., Chrisochoides, N., (2014) Reviewing the flipped classroom research: Reflections for computer science education, , Proceedings of the Computer Science Education Research Conference ( 23–29; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24; Kalinowski, S., Toper, M.L., The effect of seat location on exam grades and student perceptions in an introductory biology class (2007) Journal of College Science Teaching, 36 (4), pp. 54-57; Kira, K., Rendell, L.A., (1992) A practical approach to feature selection, , Paper presented at the Proceedings of the ninth international workshop on Machine learning; Livingston, S.A., (2014) Equating test scores (without IRT), , Princeton, NJ: Educational Testing Service; 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Morin, M.B., Kecskemety, K.M., Harper, K.A., Clingan, M.P.A., (2013) The inverted classroom in a first-year engineering course, , Paper presented at the 120th ASSE Annual Conference & Exposition; O’Flaherty, J., Phillips, C., The use of flipped classrooms in higher education: A scoping review (2015) The Internet and Higher Education, 25, pp. 85-95; Perkins, K.K., Wieman, C.E., The surprising impact of seat location on student performance (2005) The Physics Teacher, 43 (1), pp. 30-33; Porter, L., Bailey Lee, C., Simon, B., (2013) Halving fail rates using peer instruction: A study of four computer science courses, , Proceeding of the 44th ACM technical symposium on Computer science education ( 177–182; Tagliacolloab, V.A., Volpatoac, G.L., Junior, A.P., Association of student position in classroom and school performance (2010) Educational Research, 1 (6), pp. 198-201; Thoms, C.L., Williams, H.D., (2010) Using student response systems (clickers) in redesigning a blended learning curriculum, , Paper presented at the International Conference on Education, Research, and Innovation; Tune, J.D., Sturek, M., Basile, D.P., Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology (2013) AJP: Advances in Physiology Education, 37 (4), pp. 316-320; Wilson, S.G., The flipped class a method to address the challenges of an undergraduate statistics course (2013) Teaching of Psychology, 40 (3), pp. 193-199; Wu, P.H., Hwang, G.J., Milrad, M., Ke, H.R., Huang, Y.M., An innovative concept map approach for improving students’ learning performance with an instant feedback mechanism (2012) British Journal of Educational Technology, 43 (2), pp. 217-232","Shin, Y.; Department of Computer Science and Engineering, Seoul National UniversitySouth Korea; email: shinu89@europa.snu.ac.kr",,,Routledge,,,,,10494820,,,,English,Interact. Learn. Environ.,Article,Final,,Scopus,2-s2.0-85029902589
"Shekhar P., Borrego M.",56301082100;16041437900;,‘Not hard to sway’: a case study of student engagement in two large engineering classes,2018,European Journal of Engineering Education,43,4,,585,596,,2.0,10.1080/03043797.2016.1209463,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979036949&doi=10.1080%2f03043797.2016.1209463&partnerID=40&md5=82e86252e4db5d232718211031fc087b,"Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI, United States; Department of Mechanical Engineering, University of Texas, Austin, TX, United States","Shekhar, P., Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI, United States; Borrego, M., Department of Mechanical Engineering, University of Texas, Austin, TX, United States","Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This paper argues that the level of student engagement in active learning classrooms is an interplay of social and physical classroom characteristics. Using classroom observations and instructor interviews, this study describes the influence of the interaction of student response systems and classroom layout on student engagement in two large active-learning-based engineering classrooms. The findings suggest that the use of different student response systems in combination with cluster-style seating arrangements can increase student engagement in large classrooms. © 2016 SEFI.",Active learning; case study; classroom; engagement; qualitative,Artificial intelligence; Engineering education; Interactive computer systems; Active Learning; classroom; engagement; Engineering classrooms; Engineering education research; Large engineering class; qualitative; Student-response system; Students,,,,,,,,,,,"Åkerlind, G.S., Trevitt, A.C., Enhancing Self-Directed Learning Through Educational Technology: When Students Resist the Change (1999) Innovations in Education and Training International, 36 (2), pp. 96-105; Alpert, B., Students” Resistance in the Classroom (1991) Anthropology & Education Quarterly, 22 (4), pp. 350-366; Amedeo, D., Dyck, J.A., Activity-enhancing Arenas of Designs: A Case Study of the Classroom Layout (2003) Journal of Architectural and Planning Research, 20 (4), pp. 323-343; Arteaga, I.L., Vinken, E., Example of Good Practice of a Learning Environment with a Classroom Response System in a Mechanical Engineering Bachelor Course (2013) European Journal of Engineering Education, 38 (6), pp. 652-660; Auster, C.J., MacRone, M., The Classroom as a Negotiated Social Setting: An Empirical Study of the Effects of Faculty Members” Behavior on Students” Participation (1994) Teaching sociology, 22, pp. 289-300; Beichner, R.J., Saul, J.M., (2003), Introduction to the SCALE-UP (student-centered activities for large enrollment undergraduate programs) project.” Paper presented at the International School of Physics “Enrico Fermi”, Varenna, Italy., and; Bonwell, C.C., Eison, J.A., (1991) Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports, , Washington, DC: ERIC, and; Bonwell, C.C., Sutherland, T.E., The Active Learning Continuum: Choosing Activities to Engage Students in the Classroom (1996) New Directions for Teaching and Learning, 1996 (67), pp. 3-16; Borrego, M., Froyd, J.E., Henderson, C., Cutler, S., Prince, M., Influence of Engineering Instructors” Teaching and Learning Beliefs on Pedagogies in Engineering Science Courses (2013) International Journal of Engineering Education, 29 (6), pp. 1456-1471; Burnstein, R.A., Lederman, L.M., Using Wireless Keypads in Lecture Classes (2001) The Physics Teacher, 39 (1), pp. 8-11; Carnaghan, C., Edmonds, T.P., Lechner, T.A., Olds, P.R., Using Student Response Systems in the Accounting Classroom: Strengths, Strategies and Limitations (2011) Journal of Accounting Education, 29 (4), pp. 265-283; Chen, J.C., Ellis, M., Lockhart, J., Hamoush, S., Brawner, C.E., Tront, J.G., Technology in Engineering Education: What Do the Faculty Know and Want? 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J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84979036949
"Cockcroft A., Omer K., Gidado Y., Gamawa A.I., Andersson N.",7007180843;8690515700;57202837829;57202830144;7004464244;,"Impact of universal home visits on maternal and infant outcomes in Bauchi state, Nigeria: Protocol of a cluster randomized controlled trial",2018,BMC Health Services Research,18,1, 510,,,,2.0,10.1186/s12913-018-3319-z,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049523415&doi=10.1186%2fs12913-018-3319-z&partnerID=40&md5=a58fcc510440a84e1e0cd61ba2a93fc1,"CIET/PRAM, Department of Family Medicine, McGill University, 5858 Cote des Neiges, Montreal, Canada; CIET in Nigeria, Federal Low Cost, Near Police Station, Bauchi, Bauchi State, Nigeria; Federation of Muslim Women Association of Nigeria (FOMWAN), Bauchi Chapter, FOMWAN Nursery/Pri/Sec. Schools, AllahiruBatarwa Street, G.R.A., Bauchi, Bauchi State, Nigeria; Bauchi State Primary Health Care Development Agency, Ministry of Health, Bank Road, Bauchi, Bauchi State, Nigeria; Centro de Investigaciones de Enfermedades Tropicales (CIET), Universidad Autonoma de Guerrero, Acapulco, Guerrero, Mexico","Cockcroft, A., CIET/PRAM, Department of Family Medicine, McGill University, 5858 Cote des Neiges, Montreal, Canada; Omer, K., CIET in Nigeria, Federal Low Cost, Near Police Station, Bauchi, Bauchi State, Nigeria; Gidado, Y., Federation of Muslim Women Association of Nigeria (FOMWAN), Bauchi Chapter, FOMWAN Nursery/Pri/Sec. Schools, AllahiruBatarwa Street, G.R.A., Bauchi, Bauchi State, Nigeria; Gamawa, A.I., Bauchi State Primary Health Care Development Agency, Ministry of Health, Bank Road, Bauchi, Bauchi State, Nigeria; Andersson, N., CIET/PRAM, Department of Family Medicine, McGill University, 5858 Cote des Neiges, Montreal, Canada, Centro de Investigaciones de Enfermedades Tropicales (CIET), Universidad Autonoma de Guerrero, Acapulco, Guerrero, Mexico","Background: Maternal mortality in Nigeria is one of the highest in the world. Access to antenatal care is limited and the quality of services is poor in much of the country. Previous research in Bauchi State found associations between maternal morbidity and domestic violence, heavy work in pregnancy, lack of knowledge about danger signs, and lack of spousal communication about pregnancy and childbirth. This cluster randomized controlled stepped-wedge trial will test the impact of universal home visits to pregnant women and their partners, and the added value of video edutainment. Methods: The trial will take place in six wards of Toro Local Government Area in Bauchi State, Nigeria, randomly allocated into three waves of two wards each. Home visits will begin in wave 1 wards immediately; in wave 2 wards after one year; and in wave 3 wards after a further year. In each wave, one ward, randomly allocated, will receive video edutainment during the home visits. Female home visitors will contact all households in their catchment areas of about 300 households, register all pregnant women, and visit them every two months during pregnancy, after delivery and one year later. They will use android handsets to collect information on pregnancy progress, send this to a central server, and discuss with the women the evidence about household factors associated with higher maternal risks, using video clips in the edutainment wards. Male home visitors will contact the partners of the pregnant women and discuss with them the same evidence. We will compare outcomes between wave 1 and wave 2 wards at about one year, between wave 2 and wave 3 wards at about two years, and finally between wards with and without added edutainment. Primary outcomes will be complications in pregnancy and delivery, and child health at one year. Secondary outcomes include knowledge and attitudes, use of health services, knowledge of danger signs, and household care of pregnant women. Discussion: Demonstrating an impact of home visits and understanding potential mechanisms could have important implications for reducing maternal morbidity and mortality in other settings with poor access to quality antenatal care services. Trial registration: Registration number: ISRCTN82954580. Registry: ISRCTN. Date of registration: 11 August 2017. Retrospectively registered. © 2018 The Author(s).",Edutainment; Home visits; Male involvement; Maternal and newborn health; Nigeria; Randomized controlled trial; Stepped-wedge design,"birth; child health; clinical trial; cluster analysis; controlled study; domestic violence; female; health care delivery; home visit; human; infant; maternal mortality; multicenter study; newborn; Nigeria; organization and management; patient education; pregnancy; pregnancy complication; pregnancy outcome; prenatal care; randomized controlled trial; retrospective study; statistics and numerical data; videorecording; Child Health; Cluster Analysis; Domestic Violence; Female; Health Services Accessibility; House Calls; Humans; Infant; Infant, Newborn; Maternal Mortality; Nigeria; Parturition; Patient Education as Topic; Pregnancy; Pregnancy Complications; Pregnancy Outcome; Prenatal Care; Retrospective Studies; Video Recording",,,,,"International Development Research Centre

International Development Research Centre

Canadian Institutes of Health Research

Global Affairs Canada","This work is carried out with a grant from the Innovating for Maternal and Child Health in Africa initiative, co-funded by Global Affairs Canada (GAC), the Canadian Institutes of Health Research (CIHR), and Canada’s International Development Research Centre (IDRC). Grant number 108039–001 and 108039–002. The funding body had no role in the design of the study and in writing this manuscript, and will have no role in collection, management, analysis, and interpretation of data, nor in writing of reports and decisions to submit reports for publication.",,,,,"(2015) Trends in Maternal Mortality: 1990 to 2015, , http://apps.who.int/iris/bitstream/handle/10665/194254/9789241565141_eng.pdf;jsessionid=B4631F99A594A4B6D18E16CDEB20CB61?sequence=1, World Health Organization Estimates by WHO, UNICEF, UNFPA, World Bank Group and the United Nations Population Division. 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(2003) Obes Res, 11, p. 23S. , 14569036; Ajzen, I., The theory of planned behaviour (1991) Organizational Behaviour and Human Decision Processes, 50, pp. 179-211; Cockcroft, A., Andersson, N., Omer, K., Ansari, N.M., Khan, A., Chaudhry, U.U., One size does not fit all: Local determinants of measles vaccination in four districts of Pakistan (2009) BMC Int Health Hum Rights., 9, p. S4. , 19828062 3226236; Mitchell, S., Cockcroft, A., Lamothe, G., Andersson, N., Equity in HIV testing: Evidence from a cross sectional study in ten southern African countries (2010) BMC Int Health Hum Rights., 10, p. 23. , 20836859 2945979; Andersson, N., Cockcroft, A., Ansari, N., Omer, K., Losos, J., Ledogar, R., Household cost-benefit equations and sustainable universal childhood immunisation: A randomised cluster controlled trial in South Pakistan [ISRCTN12421731] (2005) BMC Public Health, 5, p. 72. , 15985160 1184087; Andersson, N., Cockcroft, A., Ansari, N.M., Omer, K., Baloch, M., Ho-Foster, A., Evidence-based discussion increases childhood vaccination: A randomised cluster controlled trial of knowledge translation in Pakistan (2009) BMC Int Health Hum Rights, 9, p. S8. , 19828066 3226240; Andersson, N., Nava-Aguilera, E., Arosteguí, J., Morales-Perez, A., Suaso-Laguna, H., Legorreta-Soberanis, J., Evidence based community mobilisation for dengue prevention in Nicaragua and Mexico (Camino Verde, the green way): Cluster randomized controlled trial (2015) BMJ, 351. , h3267 26156323 4495677; Cameron, M., Cockcroft, A., Wanjiru-Waichigo, G., Marokoane, N., Laetsang, D., Andersson, N., From knowledge to action: Participant stories of a population health intervention to reduce gender violence and HIV in three southern African countries (2014) AIDS Care, 26, pp. 1534-1540. , 24991886 4193283; Andersson, N., Beauchamp, M., Nava-Aguilera, E., Paredes-Solís, S., Šajna, M., The women made it work: Fuzzy transitive closure of the results chain in a dengue prevention trial in Mexico (2017) BMC Public Health, 17, p. 408. , 28699563 5506572; Brown, C.A., Lilford, R.J., The stepped wedge trial design: A systematic review (2006) BMC Med Res Methodol, 6, p. 54. , 17092344 1636652; Hussey, M.A., Hughes, J.P., Design and analysis of stepped wedge cluster randomized trials (2007) Contemporary Clinical Trials, 28, pp. 182-191. , 16829207; https://opendatakit.org/, Open Data Kit Accessed 29 June 2018; Taylor, D.W., Bosch, E.G., CTS: A clinical trials simulator (1990) Stat Med., 9, pp. 787-801. , http://doi.wiley.com/10.1002/sim.4780090708; Hardin, J.W., (2001) Generalized Estimating Equations, , Chapman and Hall and CRC New York; Conner, M., Norman, P., The role of social cognition in health behaviours (2001) Predicting Health Behaviour, pp. 1-22. , M. Conner Norman (eds) Open University Press Philadelphia; Niesink, P., Poulin, K., Sajna, M., Computing transitive closure of bipolar weighted digraphs (2013) Discret Appl Math, 161, pp. 217-243; Gagliardi, A.R., Berta, W., Kothari, A., Boyko, J., Urquhart, R., Integrated knowledge translation (IKT) in health care: A scoping review (2016) Implement Sci, 11, p. 38. , 26988000 4797171","Cockcroft, A.; CIET/PRAM, Department of Family Medicine, McGill University, 5858 Cote des Neiges, Canada; email: anne.cockcroft@mcgill.ca",,,BioMed Central Ltd.,,,,,14726963,,,29970071.0,English,BMC Health Serv. Res.,Article,Final,Open Access,Scopus,2-s2.0-85049523415
"Kim Y.H., Spears D.L., Vargas-Ortega E.E., Kim T.-H.",56445563900;12805964300;57202917695;56160164800;,A practical learning environment for sustainability and sustainable tourism: The case of student engagement at the sustainability house (SH),2018,International Journal of Sustainability in Higher Education,19,5,,1019,1035,,,10.1108/IJSHE-02-2018-0015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049795606&doi=10.1108%2fIJSHE-02-2018-0015&partnerID=40&md5=fba19a24340a8bfe46a9c93d33f3429e,"Department of Hospitality and Tourism Management, University of North Texas, Denton, TX, United States; CATIE (Centro Agronómico Tropical de Investigación y Enseñanza), Turrialba, Costa Rica; College of Hotel and Tourism Management, Kyung Hee University, Seoul, South Korea","Kim, Y.H., Department of Hospitality and Tourism Management, University of North Texas, Denton, TX, United States; Spears, D.L., Department of Hospitality and Tourism Management, University of North Texas, Denton, TX, United States; Vargas-Ortega, E.E., CATIE (Centro Agronómico Tropical de Investigación y Enseñanza), Turrialba, Costa Rica; Kim, T.-H., College of Hotel and Tourism Management, Kyung Hee University, Seoul, South Korea","Purpose: This paper aims to review the current joint master’s program between two international institutions in the USA and Costa Rica; to identify students’ perceptions and experiences with the sustainability house (SH); and to apply these experiences in an effort to improve the practical learning environment for future students. Design/methodology/approach: In an effort to understand student outcomes provided by the SH, an in-depth literature review on practical learning environments and interview methods were applied. The following open-ended questions were asked in an effort to gather and consolidate student experiences with the SH. What are your experiences in/with SH? Please tell us briefly about your experiences. The language has been adjusted and interviewers answered questions and made clarifications if asked to. Master’s in international sustainable tourism (MIST) program students were selected for this study. Participants’ responses were recorded using the computer-assisted personal interviewing technique. Findings: The most important characteristic students recognized about the SH is that it “provided us a safe place to fail”. One student described SH as “[…] a safe space where students can gain experiences of learning new processes firsthand without external pressures (e.g., on-the-job training, eventuation, and financial analysis)”. The safety attribute of the SH environment is considered as a comfortable place to learn from other classmates or visitors (mostly volunteers and interns). It is a “real” hospitality and tourism business-learning center, which is a great benefit to the students not only because of its environment but also because of the diversity among student’s educational and professional backgrounds. Research limitations/implications: The primary limitations of this study need to be addressed. The number of interviews was very limited with one year data which could affect the generalizability of this study. In addition, it was not clearly explained to the student what rubrics and standardized metrics were used during interview process; after interview, students were asked to provide a better way to improve the research outcomes. For further studies, it is strongly recommended to provide the direction to make sure it applies to the conditions that are prevalent in the existing site to be examined. Practical implications: Both strategies that link the SH to this MIST program have significant merit. Students implementing best practices in the courses have clearly identified the challenges of implementation, but all agree that there is tremendous value in the experiences they have received during their studies. Furthermore, using the SH as an engagement tool has motivated students to consciously interactive and collaborative in a more proactive manner. Originality/value: This unique experience and operational competency at the SH provides participants with an in-depth understanding of the context and challenges of sustainability but needs to be detailed and promoted more in the future. The SH is facilitating a learning environment among not only students but also faculty and staff. The results clearly indicated that the SH has influenced sustainable behaviors by promoting interactive engagement. © 2018, Emerald Publishing Limited.",Case study; Experimental learning techniques; Innovative learning environment; International learning environment; Team-based learning,,,,,,Wallace Genetic Foundation,2. The Wallace Genetic Foundation II grant was part of a general grant given to CATIE and included monies for improving the CATIE farm milking facility and agricultural biochar trials.,,,,,"Braun, V., Clarke, V., Using thematic analysis in psychology (2006) Qualitative Research in Psychology, 3 (2), pp. 77-110; Corter, J.E., Esche, S.K., Chassapis, C., Ma, J., Nickerson, J.V., Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories (2011) Computers & Education, 57 (3), pp. 2054-2067; Gundlach, M.J., Zivnuska, S., An experiential learning approach to teaching social entrepreneurship, triple bottom line, and sustainability: modifying and extending practical organizational behavior education (PROBE) (2010) American Journal of Business Education (AJBE), 3 (1), pp. 19-28; Jennings, G., Kensbock, S., Kachel, U., Enhancing ‘education about and for sustainability’ in a tourism studies enterprise management course: an action research approach (2010) Journal of Teaching in Travel & Tourism, 10 (2), pp. 163-191; Lizzio, A., Wilson, K., Simons, R., University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice (2002) Studies in Higher Education, 27 (1), pp. 27-52; Nirenberg, J., An introduction to PROBE: practical organizational behavior education (1994) Journal of Management Education, 18 (3), pp. 324-331; Sammons, P., Mortimore, P., Thomas, S., Do schools perform consistently across outcomes and areas (1996) Merging Traditions: The Future of Research on School Effectiveness and School Improvement, pp. 3-29. , Continuum International Publishing Group, New York, NY; Schumacher, E.F., (2011) Small Is Beautiful: A Study of Economics as If People Mattered, , Random House, New York, NY; (2000) Dakar framework for action, education for all: meeting our collective commitments, , The World Education Forum (26-28 April 2000, Dakar) PrintedFrance; (2012) A place to learn: lessons from research on learning environments, p. 86. , p., Technical Paper 9; (2013) The glossary of educational reform: learning environment, , http://edglossary.org/learning-environment/, (accessed: 24 March 2017","Kim, Y.H.; Department of Hospitality and Tourism Management, University of North TexasUnited States; email: younghoon.kim@unt.edu",,,Emerald Group Publishing Ltd.,,,,,14676370,,,,English,Int. J. Sustain. High. Educ.,Article,Final,,Scopus,2-s2.0-85049795606
"Feng L.C., Hodgens N.H., Woodhead J.K., Howell T.J., Bennett P.C.",57189664646;57201976079;57192576704;37107867200;8068208100;,Is clicker training (Clicker + food) better than food-only training for novice companion dogs and their owners?,2018,Applied Animal Behaviour Science,204,,,81,93,,,10.1016/j.applanim.2018.04.015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046695511&doi=10.1016%2fj.applanim.2018.04.015&partnerID=40&md5=54a08b5ecfe524cdec2dd77e40794dee,"Anthrozoology Research Group, School of Psychology and Public Health, La Trobe UniversityVictoria, Australia","Feng, L.C., Anthrozoology Research Group, School of Psychology and Public Health, La Trobe UniversityVictoria, Australia; Hodgens, N.H., Anthrozoology Research Group, School of Psychology and Public Health, La Trobe UniversityVictoria, Australia; Woodhead, J.K., Anthrozoology Research Group, School of Psychology and Public Health, La Trobe UniversityVictoria, Australia; Howell, T.J., Anthrozoology Research Group, School of Psychology and Public Health, La Trobe UniversityVictoria, Australia; Bennett, P.C., Anthrozoology Research Group, School of Psychology and Public Health, La Trobe UniversityVictoria, Australia","Clicker training is a training technique whereby a signal (e.g. the ‘click’ of a clicker) is emitted by the trainer immediately after an animal offers a desirable behavior, following which a reward is delivered. Beyond improvements in training time, dog owners report that clicker training can make training more fun and strengthen the relationship between dog and handler. However, it can also be challenging for beginners and make some dogs overly excited or frightened. The aim of this study was to evaluate benefits and disadvantages of clicker training novice pet dogs. Local community members and their dogs (N = 45) volunteered for a 6-week trick training program in a randomized, waitlist-controlled, treatment design with pre- and post-intervention assessments conducted by blinded experimenters. There were three groups: Clicker + food training, Food-only training (without a deliberate signal), and Waitlist Control. Survey-based and behavioral data were collected, measuring the dog-owner relationship, dog impulsivity, and owner-reported training session experiences. Repeated measures mixed effects models were used to evaluate group differences. The Clicker + food and Food-only groups reported improved performance relative to the Control group on tasks included in the training course (F(20, 68) = 2.960, p &lt; 0.001, ηp 2 = 0.465). No differences were identified between the two training groups in dog-owner relationship or dog impulsivity measures (all p ≥ 0.102, ηp 2 ≤ 0.103). The Clicker + food participants found teaching their dogs to nose-target an object significantly less challenging than the Food-only group (t(28) = 2.511, p = 0.018, d = 0.917), with no differences between groups (p ≥ 0.167, d = 0.499) in any other sessions. This study provides the first evidence that clicker training may make certain tricks less challenging to train, but also that it may not have the disadvantages or benefits previously reported, at least when taught to community-based dog owners in the context of a six-week, beginners, trick training course. Additional intervention-based follow-up studies are recommended to address some of the questions raised by the unexpected findings of the present study. © 2018 Elsevier B.V.",Clicker training; Dog owner perceptions; Dog training; Human-animal interactions,Animalia; Canis familiaris,,,,,La Trobe University,"This study was carried out with the support of a La Trobe University Postgraduate Research Scholarship and a La Trobe University Full Fee Research Scholarship. The authors would like to thank Sarah-Elizabeth Byosiere and Nicholas Rutter for their assistance with laboratory assessments, Ron Wheeler for his help building the obstacle equipment, Justin Wang for programming the reaction time tests, and the community members and their dogs for participating in this study.",,,,,"Barker, S.B., Wolen, A.R., The benefits of human–companion animal interaction: a review (2008) J. Vet. Med. 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Behav., 143, pp. 70-82; Bray, E.E., MacLean, E.L., Hare, B.A., Context specificity of inhibitory control in dogs (2014) Anim. Cogn., 17, pp. 15-31; Browne, C.M., Starkey, N.J., Foster, T.M., McEwan, J.S., Delayed reinforcement –does it affect learning? (2013) J. Vet. Behav., 8, pp. e37-e38; Browne, C.M., The Effects of Delayed Positive Reinforcement on Learning in Dogs (2015), University of Waikato; Chiandetti, C., Avella, S., Fongaro, E., Cerri, F., Can clicker training facilitate conditioning in dogs? (2016) Appl. Anim. Behav. Sci., 184, pp. 109-116; Clark, G.I., Boyer, W.N., The effects of dog obedience training and behavioural counselling upon the human-canine relationship (1993) Appl. Anim. Behav. Sci., 37, pp. 147-159; Cornu, J.-N., Cancel-Tassin, G., Ondet, V., Girardet, C., Cussenot, O., Olfactory detection of prostate cancer by dogs sniffing urine: a step forward in early diagnosis (2011) Eur. 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Sci., 7, pp. 27-47; McNicholas, J., Gilbey, A., Rennie, A., Ahmedzai, S., Dono, J.-A., Ormerod, E., Pet ownership and human health: a brief review of evidence and issues (2005) BMJ, 331, pp. 1252-1254; Osthaus, B., Marlow, D., Ducat, P., Minding the gap: spatial perseveration error in dogs (2010) Anim. Cogn., 13, pp. 881-885; Overall, K.L., Love, M., Dog bites to humans–demography, epidemiology, injury, and risk (2001) J. Am. Vet. Med. Assoc., 218, pp. 1923-1934; Petco Animal Supplies Inc, Dog and Puppy Training: Learn How to Train Your Puppy (2018), https://www.petco.com/shop/en/petcostore/petco-dog-training, (Web page) Accessed February 6, 2018, Retrieved from; Pryor, K.W., Chase, S., Training for variability and innovative behavior (2014) Int. J. Comp. Psychol., 27, pp. 361-368; Pryor, K.W., Getting Started: Clicker Training for Dogs (2005), Sunshine Books; Pryor, K., Reaching the Animal Mind: Clicker Training and What It Teaches Us About All Animals (2009), Scribner, New York New York; Reimers, S., Stewart, N., Presentation and response timing accuracy in Adobe Flash and HTML5/JavaScript Web experiments (2015) Behav. Res. Methods, 47, pp. 309-327; Rooney, N.J., Cowan, S., Training methods and owner–dog interactions: links with dog behaviour and learning ability (2011) Appl. Anim. Behav. Sci., 132, pp. 169-177; Salman, M.D., Hutchison, J., Ruch-Gallie, R., Kogan, L., New, J.C., Kass, P.H., Scarlett, J.M., Behavioral reasons for relinquishment of dogs and cats to 12 shelters (2000) J. Appl. Anim. Welf. Sci., 3, pp. 93-106; Scheiner, S.M., Multiple response variables and multi-species interactions (2001) Design and Analysis of Ecological Experiments, pp. 99-115. , S.M. Schneider J. Gurevitch Oxford University Press New York NY; Segurson, S.A., Serpell, J.A., Hart, B.L., Evaluation of a behavioral assessment questionnaire for use in the characterization of behavioral problems of dogs relinquished to animal shelters (2005) J. Am. Vet. Med. Assoc., 227, pp. 1755-1761; Smith, S.M., Davis, E.S., Clicker increases resistance to extinction but does not decrease training time of a simple operant task in domestic dogs (Canis familiaris) (2008) Appl. Anim. Behav. Sci., 110, pp. 318-329; Strychalski, J., Gugołek, A., Konstantynowicz, M., Clicker training efficiency in shaping the desired behaviour in the following dog breeds: boxer, Chow Chow and Yorkshire terrier (2015) Pol. J. Nat. Sci., 30, pp. 235-243; Tavakol, M., Dennick, R., Making sense of Cronbach's alpha (2011) Int. J. Med. Educ., 2, pp. 53-55; Vas, J., Topal, J., Pech, E., Miklosi, Á., Measuring attention deficit and activity in dogs: a new application and validation of a human ADHD questionnaire (2007) Appl. Anim. Behav. Sci., p. 103; Wedl, M., Schöberl, I., Bauer, B., Day, J., Kotrschal, K., Relational factors affecting dog social attraction to human partners (2010) Interact. Stud., 11, pp. 482-503; Willis, C., Church, S., Guest, C., Olfactory detection of human bladder cancer by dogs: proof of principle study (2004) BMJ, 329, pp. 712-714; Wood, L., Clicker Bridging Stimulus Efficacy, Unpublished Manuscript (2007), Department of Psychology, Hunter College, New York New York; Wright, H.F., Mills, D.S., Pollux, P.M., Development and validation of a psychometric tool for assessing impulsivity in the domestic dog (Canis familiaris) (2011) Int. J. Comp. Psychol., 24","Feng, L.C.; La Trobe University, PO Box 199, Australia; email: l.feng@latrobe.edu.au",,,Elsevier B.V.,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,,Scopus,2-s2.0-85046695511
"Huda T.M., Alam A., Tahsina T., Hasan M.M., Khan J., Rahman M.M., Siddique A.B., Arifeen S.E., Dibley M.J.",37088471400;55601351800;56054094000;57209334305;26666779800;57195130647;35454070200;57205242356;57203177032;,Mobile-based nutrition counseling and unconditional cash transfers for improving maternal and child nutrition in Bangladesh: Pilot study,2018,JMIR mHealth and uHealth,6,7, e156,,,,2.0,10.2196/mhealth.8832,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060364960&doi=10.2196%2fmhealth.8832&partnerID=40&md5=8051c511ce34037feb62a9202129eec7,"Sydney School of Public Health, University of Sydney, Sydney, Australia; Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh","Huda, T.M., Sydney School of Public Health, University of Sydney, Sydney, Australia; Alam, A., Sydney School of Public Health, University of Sydney, Sydney, Australia; Tahsina, T., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Hasan, M.M., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Khan, J., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Rahman, M.M., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Siddique, A.B., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Arifeen, S.E., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Dibley, M.J., Sydney School of Public Health, University of Sydney, Sydney, Australia","Background: Inappropriate feeding practices, inadequate nutrition knowledge, and insufficient access to food are major risk factors for maternal and child undernutrition. There is evidence to suggest that the combination of cash transfer and nutrition education improves child growth. However, a cost-effective delivery platform is needed to achieve complete, population-wide coverage of these interventions. Objective: This study aimed to assess the feasibility, acceptability, and perceived appropriateness of an intervention package consisting of voice messaging, direct counseling, and unconditional cash transfers all on a mobile platform for changing perceptions on nutrition during pregnancy and the first year of a child’s life in a poor rural community in Bangladesh. Methods: We conducted a mixed-methods pilot study. We recruited 340 pregnant or recently delivered, lactating women from rural Bangladesh. The intervention consisted of an unconditional cash transfer combined with nutrition counseling, both delivered on a mobile platform. The participants received a mobile phone and BDT 787 per month (US $10). We used a voice messaging service to deliver nutrition-related messages. We provided additional nutrition counseling through a nutrition counselor from a call center. We carried out cross-sectional surveys at baseline and at the end of the study, focus group discussions, and in-depth interviews with participants and their family members. Results: Approximately 89% (245/275) of participants reported that they were able to operate the mobile phones without much trouble. Charging of the mobile handsets posed some challenges since only approximately 45% (124/275) households in our study had electricity at home. Approximately 26% (72/275) women reported they had charged their mobile phones at their neighbor’s house, while 34% (94/275) reported that they charged it at a marketplace. Less than 10% (22/275) of women reported difficulties understanding the voice messages or direct counseling through mobile phones, while only 3% (8/275) of women reported they had some problems withdrawing cash from the mobile bank agent. Approximately 87% (236/275) women reported spending the cash to purchase food for themselves and their children. Conclusions: The nature of our study precludes any conclusion about the effectiveness of the intervention package. However, the high coverage of our intervention and the positive feedback from the mothers were encouraging and support the feasibility, acceptability, and appropriateness of this program. Further research is needed to determine the efficacy and cost-effectiveness of mobile-based nutrition counseling and unconditional cash transfers in improving maternal and child nutrition in Bangladesh. © Tanvir M Huda, Ashraful Alam, Tazeen Tahsina, Mohammad Mehedi Hasan, Jasmin Khan, Mohammad Masudur Rahman, Abu Bakkar Siddique, Shams El Arifeen, Michael J Dibley.",mHealth; Unconditional cash transfer; Undernutrition; Voice message,,,,,,Bill and Melinda Gates Foundation,The authors received funding from Bill and Melinda Gates Foundation through the Grand Challenges Explorations grant program to conduct the pilot study.,,,,,"Bhutta, Z.A., Das, J.K., Rizvi, A., Gaffey, M.F., Walker, N., Horton, S., Lancet Nutrition Interventions Review Group‚ the MaternalChild Nutrition Study Group. Evidence-based interventions for improvement of maternal and child nutrition: What can be done and at what cost? (2013) Lancet, 382 (9890), pp. 452-477. , Aug 03, Medline: 23746776; Black, R.E., Allen, L.H., Bhutta, Z.A., Caulfield, L.E., De, O.M., Ezzati, M., Maternal and child undernutrition: Global and regional exposures and health consequences (2008) Lancet, 371 (9608), pp. 243-260. , Jan 19, Medline: 18207566; Black, R.E., Alderman, H., Bhutta, Z.A., Gillespie, S., Haddad, L., Maternal and child nutrition: Building momentum for impact (2013) Lancet, 382 (9890), pp. 372-375. , Aug 03, Medline: 23746778; Stevens, G., Finucane, M.M., Paciorek, C.J., Flaxman, S.R., White, R.A., Donner, A.J., Nutrition Impact Model Study Group (Child Growth). Trends in mild, moderate, and severe stunting and underweight, and progress towards MDG 1 in 141 developing countries: A systematic analysis of population representative data (2012) Lancet, 380 (9844), pp. 824-834. , Sep 01, Medline: 22770478; (2014) BANGLADESH DEMOGRAPHIC AND HEALTH SURVEY 2014, , https://dhsprogram.com/pubs/pdf/FR311/FR311.pdf, [accessed 2018-06-14] [WebCite Cache ID 70APgrB5n]; Huda, T., Hayes, A., El, A.S., Dibley, M.J., Social determinants of inequalities in child undernutrition in Bangladesh: A decomposition analysis (2018) Matern Child Nutr, 14 (1). , Jan, Medline: 28271627; (2015) Bangladesh National Nutrition Services Assessment of Implementation Status, , https://openknowledge.worldbank.org/bitstream/handle/10986/22377/9781464806407.pdf?sequence=1, accessed 2018-06-14] [WebCite Cache ID 70AQBg4cb; Celik, Y., Hotchkiss, D.R., The socio-economic determinants of maternal health care utilization in Turkey (2000) Soc Sci Med, 50 (12), pp. 1797-1806. , Jun, Medline: 10798333; Gwatkin, D.R., Bhuiya, A., Victora, C.G., Making health systems more equitable (2004) Lancet, 364 (9441), pp. 1273-1280. , Medline: 15464189; Ruel, M., Maternal, A.H., Child Nutrition Study Group. Nutrition-sensitive interventions and programmes: How can they help to accelerate progress in improving maternal and child nutrition? (2013) Lancet, 382 (9891), pp. 536-551. , Aug 10, Medline: 23746780; Mujeri, M.K., Azam, S.E., (2018) Interoperability of Digital Finance in Bangladesh: Challenges and Taking-Off Options, , http://inm.org.bd/wp-content/uploads/2018/06/Working-Paper-54.pdf, Dhaka, Bangladesh: Institute for Inclusive Finance and Development (InM); Apr; Liao, Y., Wu, Q., Tang, J., Zhang, F., Wang, X., Qi, C., The efficacy of mobile phone-based text message interventions ('Happy Quit') for smoking cessation in China (2016) BMC Public Health, 16 (1), p. 833. , Dec 19, Medline: 27543164; Zhao, J., Freeman, B., Li, M., Can Mobile Phone Apps Influence People's Health Behavior Change? An Evidence Review (2016) J Med Internet Res, 18 (11), p. 287. , Oct 31, Medline: 27806926; Rasella, D., Aquino, R., Santos, C.A.T., Paes-Sousa, R., Barreto, M.L., Effect of a conditional cash transfer programme on childhood mortality: A nationwide analysis of Brazilian municipalities (2013) Lancet, 382 (9886), pp. 57-64. , Jul 06, Medline: 23683599; Fernald, L., Gertler, P.J., Neufeld, L.M., 10-year effect of Oportunidades, Mexico's conditional cash transfer programme, on child growth, cognition, language, and behaviour: A longitudinal follow-up study (2009) Lancet, 374 (9706), pp. 1997-2005. , Dec 12, Medline: 19892392; Leroy, J.L., García-Guerra, A., García, R., Dominguez, C., Rivera, J., Neufeld, L.M., The Oportunidades program increases the linear growth of children enrolled at young ages in urban Mexico (2008) J Nutr, 138 (4), pp. 793-798. , Apr, Medline: 18356337; Fernald, L., Gertler, P.J., Neufeld, L.M., Role of cash in conditional cash transfer programmes for child health, growth, and development: An analysis of Mexico's Oportunidades (2008) Lancet, 371 (9615), pp. 828-837. , Mar 08, Medline: 18328930; Manley, J., Gitter, S., Slavchevska, V., How Effective are Cash Transfers at Improving Nutritional Status? (2013) World Development, 48, pp. 133-155; Robertson, L., Mushati, P., Eaton, J.W., Dumba, L., Mavise, G., Makoni, J., Effects of unconditional and conditional cash transfers on child health and development in Zimbabwe: A cluster-randomised trial (2013) Lancet, 381 (9874), pp. 1283-1292. , Apr 13, Medline: 23453283; (2010) Bangladesh Bureau of Statistics, Dhaka, Bangladesh. Bangladesh-Household Income and Expenditure Survey, , http://catalog.ihsn.org/index.php/catalog/2257, [accessed 2018-06-14] [WebCite Cache ID 70ASjE4jQ]; Alam, M., D'este, C., Banwell, C., Lokuge, K., The impact of mobile phone based messages on maternal and child healthcare behaviour: A retrospective cross-sectional survey in Bangladesh (2017) BMC Health Serv Res, 17 (1), p. 434. , Dec 24, Medline: 28645278; Vyas, S., Kumaranayake, L., Constructing socio-economic status indices: How to use principal components analysis (2006) Health Policy Plan, 21 (6), pp. 459-468. , Nov, Medline: 17030551; Household Food Insecurity Access Scale (HFIAS) for Measurement of Household Food Access: Indicator Guide, , http://www.fao.org/fileadmin/user_upload/eufao-fsi4dm/doc-training/hfias.pdf, [accessed 2018-06-14] [WebCite Cache ID 70AT33E0T]; Ahmed, A.U., Hoddinott, J.F., Roy, S., Sraboni, E., Quabili, W.R., Margolies, A., (2016) Which Kinds of Social Safety Net Transfers Work Best for the Ultra Poor in Bangladesh?: Operation and Impacts of the Transfer Modality Research Initiative, , https://catalog.princeton.edu/catalog/10397293, Dhaka, Bangladesh: International Food Policy Research Institute and UN World Food Program; Ferre, C., Sharif, I., Can Conditional Cash Transfers Improve Education and Nutrition Outcomes for Poor Children in Bangladesh? Evidence from a Pilot Project (2014) Policy Research Working Paper, , No. 7077. Washington, DC: World Bank Group; Fernald, L., Gertler, P.J., Neufeld, L.M., Role of cash in conditional cash transfer programmes for child health, growth, and development: An analysis of Mexico's Oportunidades (2008) Lancet, 371 (9615), pp. 828-837. , Mar 08, Medline: 18328930; Leroy, J.L., García-Guerra, A., García, R., Dominguez, C., Rivera, J., Neufeld, L.M., The Oportunidades program increases the linear growth of children enrolled at young ages in urban Mexico (2008) J Nutr, 138 (4), pp. 793-798. , Apr, Medline: 18356337; Fernald, L.C.H., Gertler, P.J., Neufeld, L.M., 10-year effect of Oportunidades, Mexico's conditional cash transfer programme, on child growth, cognition, language, and behaviour: A longitudinal follow-up study (2009) Lancet, 374 (9706), pp. 1997-2005. , Dec 12, Medline: 19892392; Paxson, C., Schady, N., Does money matter? The effects of cash transfers on child development in rural Ecuador (2010) Econ Dev Cult Change, 59 (1), pp. 187-229. , Medline: 20821896; Segura-Pérez, S., Grajeda, R., Pérez-Escamilla, R., Conditional cash transfer programs and the health and nutrition of Latin American children (2016) Rev Panam Salud Publica, 40 (2), pp. 124-137. , Aug, Medline: 27982370; Baird, S., McIntosh, C., Özler, B., Cash or condition? Evidence from a cash transfer experiment (2011) The Quarterly Journal of Economics, 126 (4), pp. 1709-1753; Lester, R., Mills, E.J., Kariri, A., Ritvo, P., Chung, M., Jack, W., The HAART cell phone adherence trial (WelTel Kenya1): A randomized controlled trial protocol (2009) Trials, 10 (87). , Sep 22, Medline: 19772596; Aker, J., Boumnijel, R., McClelland, A., Tierney, N., Payment Mechanisms and Antipoverty Programs: Evidence from a Mobile Money Cash Transfer Experiment in Niger (2016) Economic Development and Cultural Change, 65 (1), pp. 1-37. , Oct; Parvez, J., Islam, A., Woodard, J., (2015) Mobile Financial Services in Bangladesh a Survey of Current Services, Regulations, and Usage in Select USAID Projects, , Dhaka, Bangladesh: USAID; Apr","Huda, T.M.; Sydney School of Public Health, University of Sydney, Edward Ford Building (A27), Australia; email: huda.tanvir@gmail.com",,,JMIR Publications,,,,,22915222,,,,English,JMIR mHealth uHealth,Article,Final,Open Access,Scopus,2-s2.0-85060364960
"Mostaghim M., Snelling T., Katf H., Bajorek B.",56700278100;16032438700;57202204282;57195311002;,Paediatric antimicrobial stewardship and safe prescribing: An assessment of medical staff knowledge and behaviour,2018,Pharmacy Practice,16,2, 1198,,,8.0,,10.18549/PharmPract.2018.02.1198,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049692002&doi=10.18549%2fPharmPract.2018.02.1198&partnerID=40&md5=5f8934ae5614a59759a64b60219929f4,"Pharmacy Department, Sydney Children’s Hospital, Graduate School of Health, University of Technology Sydney, Sydney, Australia; Department of Infectious Diseases, Princess Margaret Hospital for Children, Wesfarmers Centre of Vaccines & Infectious Diseases, Telethon Kids Institute, University of Western Australia, Subiaco, Australia; Sydney Children’s Hospital, School of Women’s and Children’s Health, University of New South Wales, Sydney, Australia; Graduate School of Health, University of Technology Sydney, Sydney, Australia","Mostaghim, M., Pharmacy Department, Sydney Children’s Hospital, Graduate School of Health, University of Technology Sydney, Sydney, Australia; Snelling, T., Department of Infectious Diseases, Princess Margaret Hospital for Children, Wesfarmers Centre of Vaccines & Infectious Diseases, Telethon Kids Institute, University of Western Australia, Subiaco, Australia; Katf, H., Sydney Children’s Hospital, School of Women’s and Children’s Health, University of New South Wales, Sydney, Australia; Bajorek, B., Graduate School of Health, University of Technology Sydney, Sydney, Australia","Objective: Determine baseline knowledge of antimicrobial stewardship, and safe prescribing among junior medical officers, monitor their level of participation in interactive education during protected teaching time and assess day-to-day prescribing behaviours over the subsequent 3-month period. Methods: A voluntary and anonymous survey of all non-consultant level medical officers was conducted with the use of an audience response system during mandatory face-to-face orientation sessions at a tertiary paediatric hospital. Routine prescribing audits monitored compliance with national and locally derived quality use of medicines indicators. Results: Eighty-six percent of medical officers participated by responding to at least one question (171/200). Response rate for individual questions ranged between 31% and 78%. Questions that addressed adverse drug reactions, documentation and monitoring for empiric antibiotics and the error-prone abbreviations IU and U were correctly answered by over 90% of participants. Other nonstandard and error-prone abbreviations were less consistently identified. In practice, 68% of patients had complete adverse drug reaction documentation (113/166). Error-prone abbreviations were identified on 5% of audited medication orders (47/976), approximately half included a documented indication and intended dose. Conclusions: Participants demonstrated a good understanding of safe prescribing and antimicrobial stewardship. Audits of prescribing identified potential discrepancies between prescribing knowledge and behaviours. © 2018, Grupo de Investigacion en Atencion Farmaceutica. All rights reserved.",Antimicrobial stewardship; Attitudes; Australia; Drug prescriptions; Health knowledge; Medication errors; Pediatrics; Practice; Surveys and questionnaires,antiinfective agent; adverse drug reaction; antibiotic therapy; antimicrobial stewardship; Article; attitude to health; clinical audit; clinical decision making; clinical decision support system; drug dose; health survey; hospital discharge; human; major clinical study; medical information; medical staff; medical terminology; pediatric hospital; practice guideline; prescription; tertiary care center,,,,,"Cooperative Research Centres, Australian Government Department of Industry",This research is supported by an Australian Government Research Training Program Scholarship.,,,,,"Page, M.A., Bajorek, B.V., Brien, J.E., Prescribing in teaching hospitals: A qualitative study of social and cultural dynamics (2008) J Pharm Pract Res, 38 (4), pp. 286-291; Likic, R., Maxwell, S.R., Prevention of medication errors: Teaching and training (2009) Br J Clin Pharmacol, 67 (6), pp. 656-661. , Jun; Coombes, I.D., Reid, C., McDougall, D., Stowasser, D., Duiguid, M., Mitchell, C., Pilot of a National Inpatient Medication Chart in Australia: Improving prescribing safety and enabling prescribing training (2011) Br J Clin Pharmacol, 72 (2), pp. 338-349; Ghaleb, M.A., Barber, N., Dean Franklin, B., Wong, I.C., What constitutes a prescribing error in paediatrics? (2005) Qual Saf Health Care, 14 (5), pp. 352-357; Le Doare, K., Barker, C.I., Irwin, A., Sharland, M., Improving antibiotic prescribing for children in the resource-poor setting (2015) Br J Clin Pharmacol, 79 (3), pp. 446-455; Porta, A., Hsia, Y., Doerholt, K., Spyridis, N., Bielicki, J., Menson, E., Tsolia, M., Sharland, M., Comparing neonatal and paediatric antibiotic prescribing between hospitals: A new algorithm to help international benchmarking (2012) J Antimicrob Chemother, 67 (5), pp. 1278-1286; Bowes, J., Yasseen, A.S., 3Rd, Barrowman, N., Murchison, B., Dennis, J., Moreau, K.A., Varughese, N., Le Saux N1. Antimicrobial stewardship in pediatrics: Focusing on the challenges clinicians face (2014) BMC Pediatr, 14, p. 212; Mattick, K., Kelly, N., Rees, C., A window into the lives of junior doctors: Narrative interviews exploring antimicrobial prescribing experiences (2014) J Antimicrob Chemother, 69 (8), pp. 2274-2283; Di Pentima, M.C., Chan, S., Eppes, S.C., Klein, J.D., Antimicrobial prescription errors in hospitalized children: Role of antimicrobial stewardship program in detection and intervention (2009) Clin Pediatr (Phila), 48 (5), pp. 505-512; Sedgwick, P., Convenience sampling (2013) BMJ, 347; Ruel, E., Wagner, W.E., Gillespie, B.J., (2015) The Practice of Survey Research, , Thousand Oaks: Sage Publications Inc; (2014) Continuity of Medication Management: Medication Reconciliation Toolkit, , Sydney; NIMC Auditing, , https://www.safetyandquality.gov.au/our-work/medication-safety/medication-chart/nimc/national-inpatient-medication-chart-audit, Accessed: Jan 21, 2017; (2014) Indicator Specification: Antimicrobial Stewardship Clinical Care Standard, , Sydney; (2011) Recommendations for Terminology, Abbreviations and Symbols Used in the Prescribing and Administration of Medicines, , Sydney; (2014) National Quality Use of Medicines Indicators for Australian Hospitals, , Sydney; Chong, H.T., Weightman, M.J., Sirichai, P., Jones, A., How do junior medical officers use online information resources? A survey (2016) BMC Med Educ, 16, p. 120; Brennan, N., Mattick, K., A systematic review of educational interventions to change behaviour of prescribers in hospital settings, with a particular emphasis on new prescribers (2013) Br J Clin Pharmacol, 75 (2), pp. 359-372; Unger, N.R., Gauthier, T.P., Cheung, L.W., Penicillin skin testing: Potential implications for antimicrobial stewardship (2013) Pharmacotherapy, 33 (8), pp. 856-867",,,,Grupo de Investigacion en Atencion Farmaceutica,,,,,1885642X,,,,English,Pharm. Pract.,Article,Final,Open Access,Scopus,2-s2.0-85049692002
"Martin S., Lopez-Martin E., Lopez-Rey A., Cubillo J., Moreno-Pulido A., Castro M.",55450108900;35068163300;6505940926;44761075700;55110436400;26643374700;,Analysis of new technology trends in education: 2010-2015,2018,IEEE Access,6,,,36840,36848,,4.0,10.1109/ACCESS.2018.2851748,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049310500&doi=10.1109%2fACCESS.2018.2851748&partnerID=40&md5=4a0f9564ee431f68f2f72ec5ca6bde94,"Universidad Nacional de Educación A Distancia, Madrid, 28040, Spain","Martin, S., Universidad Nacional de Educación A Distancia, Madrid, 28040, Spain; Lopez-Martin, E., Universidad Nacional de Educación A Distancia, Madrid, 28040, Spain; Lopez-Rey, A., Universidad Nacional de Educación A Distancia, Madrid, 28040, Spain; Cubillo, J., Universidad Nacional de Educación A Distancia, Madrid, 28040, Spain; Moreno-Pulido, A., Universidad Nacional de Educación A Distancia, Madrid, 28040, Spain; Castro, M., Universidad Nacional de Educación A Distancia, Madrid, 28040, Spain","This paper analyzes the evolution of technology trends in education from 2010 to 2015, using as input the predictions made in the Horizon Reports on Higher Education, published yearly since 2004. Each edition attempts to forecast the most promising technologies likely to impact on education along three horizons: The short term (the year of the report), the midterm (the following two years), and the long term (the following four years). This paper applies social analysis, based on Google Trends, and bibliometric analysis, with data from Google Scholar and Web of Science, to these predictions in order to discover which technologies were successful and really impacted mainstream education, and which ones failed to have the predicted impact and why. This paper offers guidelines that may be helpful to those seeking to invest in new research areas. © 2013 IEEE.",computer aided instruction; educational technology; Evaluation methodologies; media in education; mobile learning; postsecondary education; technology forecasting,Computer aided instruction; Database systems; Educational technology; Technological forecasting; Conferences; Evaluation methodologies; Google; Market researches; Media in education; Mobile handsets; Mobile Learning; Postsecondary education; Technology forecasting; Engineering education,,,,,"2018-IEQ-15, S2013/ICE-2715, 2018-IEQ18

016-1-IT01-KA202-005561, 2017-1-IT01-KA202-006251","This work was supported in part by the UNED Industrial School Project under Grants 2018-IEQ-15 and 2018-IEQ18, in part by the eMadrid Project under Grant S2013/ICE-2715, in part by IoE-EQ under Grant 2017-1-IT01-KA202-006251, and in part by IoT4SMEs under Grant 016-1-IT01-KA202-005561.",,,,,"Dabbagh, N., Evolution of learning technologies: Past, present, and future (2016) Learning Technologies and Globalization, pp. 1-7. , Springer; De Jong, D., Grundmeyer, T., Anderson, C., Comparative study of elementary and secondary teacher perceptions of mobile technology in classrooms (2018) Int. J. Mobile Blended Learn., 10 (1), pp. 12-33; Englund, C., Olofsson, A.D., Price, L., Teaching with technology in higher education: Understanding conceptual change and development in practice (2017) Higher Educ. Res. Develop., 36 (1), pp. 73-87; Jääskelä, P., Häkkinen, P., Rasku-Puttonen, H., Teacher beliefs regarding learning, pedagogy, and the use of technology in higher education (2017) J. Res. Technol. Educ., 49 (3-4), pp. 198-211; Goksun, D.O., Filiz, O., Kurt, A.A., Student teachers' perceptions on educational technologies' past, present and future (2018) Turkish Online J. Distance Educ., 19 (1), pp. 136-146. , http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/1625-published.pdf; Tondeur, J., Van Braak, J., Ertmer, P.A., Ottenbreit-Leftwich, A., Understanding the relationship between teachers' pedagogical beliefs and technology use in education: A systematic review of qualitative evidence (2017) Educ. Technol. Res. Develop., 65 (3), pp. 555-575; Kim, Y., Soyata, T., Behnagh, R.F., Towards emotionally aware ai smart classroom: Current issues and directions for engineering and education (2018) IEEE Access, 6, pp. 5308-5331; Kanwal, F., Rehman, M., Factors affecting e-learning adoption in developing countries-empirical evidence from Pakistan's higher education sector (2017) IEEE Access, 5, pp. 10968-10978; Bragazzi, N.L., Bacigaluppi, S., Robba, C., Nardone, R., Trinka, E., Brigo, F., Infodemiology of status epilepticus: A systematic validation of the Google trends-based search queries (2016) Epilepsy Behav., 55, pp. 120-123. , Feb; Ford, M.T., Jebb, A.T., Tay, L., Diener, E., Internet searches for affectrelated terms: An indicator of subjective well-being and predictor of health outcomes across US states and metro areas (2018) Appl. Psychol., Health Well-Being, 10 (1), pp. 3-29; Foroughi, F., Lam, A.K.-Y., Lim, M.S.C., Saremi, N., Ahmadvand, A., 'Googling' for cancer: An infodemiological assessment of online search interests in Australia, Canada, New Zealand, the United Kingdom, and the United States (2016) JMIR Cancer, 2 (1), p. e5; Hassid, B.G., Day, L.W., Awad, M.A., Sewell, J.L., Osterberg, E.C., Breyer, B.N., Using search engine query data to explore the epidemiology of common gastrointestinal symptoms (2017) Digestive Diseases Sci., 62 (3), pp. 588-592; Nuti, S.V., The use of Google trends in health care research: A systematic review (2014) PLoS ONE, 9 (10), p. e109583; Schootman, M., The utility of Google trends data to examine interest in cancer screening (2015) BMJ Open, 5 (6), p. e006678; Bijl, L., Kringhaug, G., Molnár, P., Sandvik, E., Google searches and stock returns (2016) Int. Rev. Financial Anal., 45, pp. 150-156. , May; Chen, T., So, E.P.K., Wu, L., Yan, I.K.M., The 2007-2008 U.S. Recession: What did the real-time Google trends data tell the United States (2015) Contemp. Econ. Policy, 33 (2), pp. 395-403; Faugère, C., Gergaud, O., Business ethics searches: A socioeconomic and demographic analysis of U.S. Google trends in the context of the 2008 financial crisis (2017) Bus. Ethics, Eur. Rev., 26 (3), pp. 271-287; Gergaud, O., Ginsburgh, V., Measuring the economic effects of events using Google trends (2017) Enhancing Participation in the Arts in the EU, pp. 337-353. , Cham, Switzerland: Springer; Hamid, A., Heiden, M., Forecasting volatility with empirical similarity and Google trends (2015) J. Econ. Behav. Org., 117, pp. 62-81. , Sep; Preis, T., Moat, H.S., Stanley, H.E., Quantifying trading behavior in financial markets using Google trends (2013) Sci. Rep., 3. , Apr., Art. no. 1684; Ward, B., Ward, M., Paskhover, B., Google trends as a resource for informing plastic surgery marketing decisions (2018) Aesthetic Plastic Surg., 42 (2), pp. 598-602; Daim, T.U., Rueda, G., Martin, H., Gerdsri, P., Forecasting emerging technologies: Use of bibliometrics and patent analysis (2006) Technol. Forecasting Soc. Change, 73 (8), pp. 981-1012; Han, K., Shin, J., A systematic way of identifying and forecasting technological reverse salients using QFD, bibliometrics, and trend impact analysis: A carbon nanotube biosensor case (2014) Technovation, 34 (9), pp. 559-570; Huang, L., Zhang, Y., Guo, Y., Zhu, D., Porter, A.L., Four dimensional Science and Technology planning: A new approach based on bibliometrics and technology roadmapping (2014) Technol. Forecasting Soc. Change, 81, pp. 39-48. , Jan; Moro, A., Boelman, E., Joanny, G., Garcia, J.L., A bibliometric-based technique to identify emerging photovoltaic technologies in a comparative assessment with expert review (2018) Renew. Energy, 123, pp. 407-416. , Aug; Stelzer, B., Meyer-Brotz, F., Schiebel, E., Brecht, L., Combining the scenario technique with bibliometrics for technology foresight: The case of personalized medicine (2015) Technol. Forecasting Soc. Change, 98, pp. 137-156. , Sep; Yeo, W., Kim, S., Park, H., Kang, J., A bibliometric method for measuring the degree of technological innovation (2015) Technol. Forecasting Soc. Change, 95, pp. 152-162. , Jun; Martin, S., Diaz, G., Sancristobal, E., Gil, R., Castro, M., Peire, J., New technology trends in education: Seven years of forecasts and convergence (2011) Comput. Educ., 57 (3), pp. 1893-1906","Lopez-Martin, E.; Universidad Nacional de Educación A DistanciaSpain; email: estherlopez@edu.uned.es",,,Institute of Electrical and Electronics Engineers Inc.,,,,,21693536,,,,English,IEEE Access,Article,Final,Open Access,Scopus,2-s2.0-85049310500
"Solomon E.D., Repice M.D., Mutambuki J.M., Leonard D.A., Cohen C.A., Luo J., Frey R.F.",48061335700;56251986500;54911983200;57208425644;57208421486;57208425359;7201607554;,A mixed-methods investigation of clicker implementation styles in STEM,2018,CBE Life Sciences Education,17,2, ar30,,,,,10.1187/cbe.17-08-0180,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064743912&doi=10.1187%2fcbe.17-08-0180&partnerID=40&md5=f6223aa7b3cecc0d897669c9ed0eb2ce,"Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. Louis, St. Louis, MO  63130, United States; Career Center, Washington University in St. Louis, St. Louis, MO  63130, United States; Teaching Center, Washington University in St. Louis, St. Louis, MO  63130, United States; Department of Chemistry, Washington University in St. Louis, St. Louis, MO  63130, United States","Solomon, E.D., Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. Louis, St. Louis, MO  63130, United States; Repice, M.D., Career Center, Washington University in St. Louis, St. Louis, MO  63130, United States; Mutambuki, J.M., Teaching Center, Washington University in St. Louis, St. Louis, MO  63130, United States; Leonard, D.A., Teaching Center, Washington University in St. Louis, St. Louis, MO  63130, United States; Cohen, C.A., Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. Louis, St. Louis, MO  63130, United States; Luo, J., Department of Chemistry, Washington University in St. Louis, St. Louis, MO  63130, United States; Frey, R.F., Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. Louis, St. Louis, MO  63130, United States, Department of Chemistry, Washington University in St. Louis, St. Louis, MO  63130, United States","Active learning with clickers is a common approach in high-enrollment, lecture-based courses in science, technology, engineering, and mathematics. In this study, we describe the procedures that faculty at one institution used when implementing clicker-based active learning, and how they situated these activities in their class sessions. Using a mixed-methods approach, we categorized faculty into four implementation styles based on quantitative observation data and conducted qualitative interviews to further understand why faculty used these styles. We found that faculty tended to use similar procedures when implementing a clicker activity, but differed on how they situated the clicker-based active learning into their courses. These variations were attributed to different faculty goals for using clicker-based active learning, with some using it to engage students at specific time points throughout their class sessions and others who selected it as the best way to teach a concept from several possible teaching techniques. Future research should continue to investigate and describe how active-learning strategies from literature may differ from what is being implemented. © 2018, The American Society for Cell Biology. All rights reserved.",,education; engineering; female; human; mathematics; problem based learning; science; student; teaching; technology; time factor; university; Engineering; Faculty; Female; Humans; Mathematics; Problem-Based Learning; Science; Students; Teaching; Technology; Time Factors,,,,,"College of Science, Technology, Engineering, and Mathematics, Youngstown State University

AAUP Foundation",This research was supported by grants from the AAU Undergraduate STEM Education Initiative and the Professional and Organizational Development (POD) Network. We thank the faculty members involved in this study for allowing their courses to be observed and for agreeing to be interviewed about their experiences using clicker-based active learning.,,,,,"Angelo, T.A., Classroom assessment for critical thinking (1995) Teaching of Psychology, 22 (1), pp. 6-7; Borrego, M., Cutler, S., Prince, M., Henderson, C., Froyd, J.E., Fidelity of implementation of research-based instructional strategies (RBIS) in engineering science courses (2013) Journal of Engineering Education, 102 (3), pp. 394-425; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Creswell, J.W., Plano Clark, V.L., Guttmann, M.L., Hanson, W.E., Advanced mixed methods research designs (2003) Handbook of mixed methods in social and behavioral research, pp. 209-240. , Tashakkori, A., & Teddlie, C. (Eds.), Thousand Oaks, CA: Sage; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Dancy, M., Henderson, C., Turpen, C., How faculty learn about and implement research-based instructional strategies: The case of peer instruction (2016) Physical Review Physics Education Research, 12 (1), p. 010110; Dye, K.M., Stanton, J.D., Metacognition in upper-division biology students: Awareness does not always lead to control (2017) CBE-Life Sciences Education, 16 (2), p. ar31; Ebert-May, D., Derting, T.L., Hodder, J., Momsen, J.L., Long, T.M., Jardeleza, S.E., What we say is not what we do: Effective evaluation of faculty professional development programs (2011) BioScience, 61 (7), pp. 550-558; Faust, J.L., Paulson, D.R., Active learning in the college classroom (1998) Journal on Excellence in College Teaching, 9 (2), pp. 3-24; Frey, R.F., Fisher, B.A., Solomon, E.D., Leonard, D.A., Mutambuki, J.M., Cohen, C.A., Pondugula, S., A visual approach to helping instructors integrate, document, and refine active learning (2016) Journal of College Science Teaching, 45 (5), pp. 20-26; Gess-Newsome, J., Pedagogical content knowledge: An introduction and orientation (1999) PCK and science education, pp. 3-17. , Gess-Newsome, J., & Lederman, N. G. (Eds.), Kluwer Academic Publishers; Han, J.H., Closing the missing links and opening the relationships among the factors: A literature review on the use of clicker technology using the 3P model (2014) Educational Technology & Society, 17 (4), pp. 150-168; Henderson, C., Beach, A., Finkelstein, N.D., Four categories of change strategies for transforming undergraduate instruction (2012) Transitions and transformations in learning and education, , Tynjälä, P., Stenström, M.-L. & Saarnivaara, M. (Eds.), Dordrecht: Springer; Henderson, C., Dancy, M.H., Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics (2007) Physical Review Special Topics-Physics Education Research, 3 (2), pp. 1-14; Henderson, C., Dancy, M.H., Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations (2008) American Journal of Physics, 76 (1), pp. 79-91; Henderson, C., Dancy, M.H., Impact of physics education research on the teaching of introductory quantitative physics in the United States (2009) Physical Review Special Topics-Physics Education Research, 5, pp. 1-9; Hora, M.T., (2013) Exploring the use of the Teaching Dimensions Observation Protocol to develop fine-grained measures of interactive teaching in un-dergraduate science classrooms (Wisconsin Center for Education Working Paper 2013-6), , www.wcer.wisc.edu/publications/workingPapers/papers.php, Madison: University of Wisconsin-Madison. Retrieved May 9, 2018, from; Hora, M.T., Towards a descriptive science of teaching: How the Teaching Dimensions Observation Protocol illuminates the dynamic and multi-dimensional nature of active learning modalities in postsecondary classrooms (2015) Science Education, 99 (5), pp. 783-818; Hora, M.T., Ferrare, J.J., Remeasuring postsecondary teaching: How singular categories of instruction obscure the multiple dimensions of classroom practice (2014) Journal of College Science Teaching, 43 (3), pp. 36-41; Knight, J.K., Wise, S.B., Southard, K.M., Understanding clicker discussions: Student reasoning and the impact of instructional cues (2013) CBE-Life Sciences Education, 12 (4), pp. 645-654; Lewin, J.D., Vinson, E.L., Stetzer, M.R., Smith, M.K., A campus-wide investigation of clicker implementation: The status of peer discussion in STEM classes (2016) CBE-Life Sciences Education, 15 (1), p. ar6; Lopez, J.A., Love, C., Watters, D., Clickers in biosciences: Do they improve academic performance? (2014) International Journal of Innovation in Science and Mathematics, 22 (3), pp. 26-41; Lund, T.J., Pilarz, M., Velasco, J.B., Chakraverty, D., Rosploch, K., Undersander, M., Stains, M., The best of both worlds: Building on the COPUS and RTOP observation protocols to easily and reliably measure various levels of reformed instructional practice (2015) CBE-Life Sciences Education, 14 (2), p. ar18; Mazur, E., (1997) Peer instruction: A user’s manual, , Upper Saddle River, NJ: Prentice Hall; Merriam, S.B., (2009) Qualitative research: A guide to design and implementation, , San Franscisco, CA: Jossey-Bass; Michael, J., Faculty perceptions about barriers to active learning (2007) College Teaching, 55 (2), pp. 42-47; Moog, R., Process oriented guided inquiry learning (2014) Integrating cognitive science with innovative teaching in STEM disciplines, pp. 147-166. , McDaniel, M. A., Frey, R. F., Fitzpatrick, S. M., & Roediger, H. L. (Eds.), St. Louis, MO: Washington University Libraries; Mulnix, A.B., STEM faculty as learners in pedagogical reform and the role of research articles as professional development opportunities (2016) CBE-Life Sciences Education, 15 (4), p. es8; Park, S., Oliver, J.S., Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals (2008) Research in Science Education, 38 (3), pp. 261-284; Sawada, D., Piburn, M.D., Judson, E., Turley, J., Falconer, K., Benford, R., Bloom, I., Measuring reform practices in science and mathematics classrooms: The Reformed Teaching Observation Protocol (2002) School Science and Mathematics, 102 (6), pp. 245-253; Schonwetter, D.J., Attributes of effective lecturing in the college classroom (1993) Canadian Journal of Higher Education, 23 (2), pp. 1-18; Shulman, L.S., Those who understand: Knowledge growth in teaching (1986) Educational Researcher, 15 (2), pp. 4-14; Smith, M.K., Jones, F.H., Gilbert, S.L., Wieman, C.E., The Classroom Observation Protocol for Undergraduate STEM (COPUS): A new instru-ment to characterize university STEM classroom practices (2013) CBE-Life Sciences Education, 12 (4), pp. 618-627; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Stains, M., Vickrey, T., Fidelity of implementation: An overlooked yet critical construct to establish effectiveness of evidence-based instructional practices (2017) CBE-Life Sciences Education, 16 (1), p. rm1; Suri, H., Purposeful sampling in qualitative research synthesis (2011) Qualitative Research Journal, 11 (2), pp. 63-75; Tashakkori, A., Teddlie, C., (2010) SAGE handbook of mixed methods in social and behavioral research, , (2nd ed.). Thousand Oaks, CA: Sage; Turpen, C., Dancy, M., Henderson, C., Faculty perspectives on using peer instruction: A national study (2010) AIP conference proceedings, 1289 (1), pp. 325-328; Turpen, C., Dancy, M., Henderson, C., Perceived affordances and constraints regarding instructors’ use of Peer Instruction: Implications for promoting instructional change (2016) Physical Review Special Topics-Physics Education Research, 12 (1), p. 010116; Turpen, C., Finkelstein, N.D., Understanding how physics faculty use peer instruction (2007) AIP conference proceedings, 951 (1), pp. 204-207; Turpen, C., Finkelstein, N.D., Not all interactive engagement is the same: Variations in physics professors’ implementation of peer instruction (2009) Physical Review Special Topics-Physics Education Research, 5 (2), p. 020101; Turpen, C., Finkelstein, N.D., The construction of different classroom norms during peer instruction: Students perceive differences (2010) Physical Review Special Topics-Physics Education Research, 6 (2), p. 020123; Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., Stains, M., Research-based implementation of peer instruction: A literature review (2015) CBE-Life Sciences Education, 14 (1), p. es3; Vygotsky, L.S., (1978) Mind in society, , Cambridge, MA: Harvard University Press; Warfa, A.M., Mixed-methods design in biology education research: Approach and uses (2016) CBE-Life Sciences Education, 15 (4), p. rm5","Frey, R.F.; Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. LouisUnited States; email: gfrey@wustl.edu",,,American Society for Cell Biology,,,,,19317913,,,29786474.0,English,CBE Life Sci. Educ.,Article,Final,Open Access,Scopus,2-s2.0-85064743912
"Aktekin N.Ç., Çelebi H., Aktekin M.",50260994600;57202919124;6701334700;,Let’s kahoot! Anatomy [Utilicemos kahoot! Anatomía],2018,International Journal of Morphology,36,2,,716,721,,1.0,10.4067/S0717-95022018000200716,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049809332&doi=10.4067%2fS0717-95022018000200716&partnerID=40&md5=6eecb68eb26233caf8e69528f3e6ff07,"Acibadem University, School of English Language, Istanbul, Turkey; Acibadem University, School of Medicine, Anatomy Department, Istanbul, Turkey","Aktekin, N.Ç., Acibadem University, School of English Language, Istanbul, Turkey; Çelebi, H., Acibadem University, School of English Language, Istanbul, Turkey; Aktekin, M., Acibadem University, School of Medicine, Anatomy Department, Istanbul, Turkey","Anatomy education in medical schools has always been considered demanding, as students need to learn and remember vast amount of information about the human body. Since ongoing technological innovation, is changing how humans interact with information, integrating the web in anatomy education can provide students a way to revise what they have learned in an interactive and competitive means. There has been research on the use of game-based response systems to engage learners during lectures; however, a significant gap exists in demonstrating the value of game-based learning to motivate medical students learning anatomy. This study aims at revealing the effects of using mobile phones and a game-based classroom response system as a closure activity to foster anatomy learning. To that end, 45 medical school students were given a Kahoot! quiz at the end of each anatomy lecture during two semesters. Higher attendance and participation and more focused and engaged students in class have been the observed benefits of the application. The findings suggest that game-based response systems can be used in core subjects like anatomy education as a closure activity. © 2018, Universidad de la Frontera. All rights reserved.",Anatomy education; Closure activities; Game-based classroom response systems; Mobile learning,,,,,,,,,,,,"Anyanwu, E.G., Anatomy adventure: A board game for enhancing understanding of anatomy (2014) Anat. Sci. Educ., 7 (2), pp. 153-160; Banikowski, A.K., Mehring, T.A., Strategies to enhance memory based on brain-research (1999) Focus Except. Child., 32 (2), pp. 1-16; Bonk, C.J., Graham, C.R., (2004) The Handbook of Blended Learning: Global Perspectives, Local Designs, , San Francisco, Pfeifer Publishing; Boruff, J.T., Storie, D., Mobile devices in medicine: A survey of how medical students, residents, and faculty use smartphones and other mobile devices to find information (2014) J. Med. Libr. Assoc., 102 (1), pp. 22-30; Briz Ponce, L., Juanes Méndez, J.A., García-Peñalvo, F.J., (2014) Analysis of Mobile Devices as a Support Tool for Professional Medical Education in the University School, , Barcelona, Proceedings of EDULEARN 14 Conference; Brown, I., Art on the Move: Mobility–A Way of Life (2009) New Technologies, New Pedagogies: Mobile Learning in Higher Education, pp. 120-128. , Herrington, J.; Herrington, A.; Mantei, J.; Olney, I. & Ferry, B. (Eds.), Wollongong, University of Wollongong, Faculty of Education Papers; Chen, Y.F., Peng, S.S., University students' Internet use and its relationships with academic performance, interpersonal relationships, psychosocial adjustment, and self-evaluation (2008) Cyberpsychol. Behav., 11 (4), pp. 467-469; Chinnappan, M., Role of Mobile Digital Technology in Fostering the Construction of Pedagogical and Content Knowledge of Mathematics (2009) New Technologies, New Pedagogies: Mobile Learning in Higher Education, pp. 75-86. , Herrington, J.; Herrington, A.; Mantei, J.; Olney, I. & Ferry, B. (Eds.), Wollongong, University of Wollongong, Faculty of Education Papers; Chu, L.F., Erlendson, M.J., Sun, J.S., Alva, H.L., Clemenson, A.M., Mobile computing in medical education: Opportunities and challenges (2012) Curr. Opin. Anaesthesiol., 25 (6), pp. 699-718; Dörnyei, Z., Motivation and motivating in the foreign language classroom (1994) Mod. Lang. J., 78 (3), pp. 273-284; Dyer, R., Games in Higher Education (2013) New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration, pp. 38-59. , de Freitas, S.; Ott, M.; Popescu, M. M. & Stanescu, I. 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Learn., 21 (3), pp. 217-228; Traxler, J., Defining, discussing and evaluating mobile learning: The moving finger writes and having writ (2007) Int. Rev. Res. Open Distance Learn., 8 (2); Vavoula, G.N., (2005) A Study of Mobile Learning Practices, , https://lra.le.ac.uk/bitstream/2381/33326/5/d4.4v1.0_.pdf, MOBIlearn WP 4 – D4.4; Wallace, S., Clark, M., White, J., ‘It’s on my iPhone’: Attitudes to the use of mobile computing devices in medical education, a mixed-methods study (2012) B. M. J. Open, 2 (4); Walsh, K., Mobile Learning in Medical Education: Review (2015) Ethiop. J. Health Sci., 25 (4), pp. 363-366; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers Educ, 82, pp. 217-227; Whitton, N., The place of game-based learning in an age of austerity (2012) J. E-Learning, 10 (2), pp. 249-256; Yang, Y.T.C., Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation (2012) Computers Educ, 59 (2), pp. 365-377; Yerushalmy, M., Ben-Zaken, O., (2004) Mobile Phones in Education: The Case of Mathematics, , A report by The Institute for Alternatives in Education, University of Haifa; Zhao, X., Okamoto, T., A personalized mobile mathematics tutoring system for primary education (2008) J. Res. Cent. Educ. Tech., 4 (1), pp. 61-67","Aktekin, N.Ç.; Acıbadem University, Kayisdagi Caddesi No: 32 Atasehir, Turkey; email: nafiye.aktekin@acibadem.edu.tr",,,Universidad de la Frontera,,,,,07179367,,,,English,Int. J. Morphol.,Article,Final,Open Access,Scopus,2-s2.0-85049809332
"Su C.-F., Lin L.-W., Hung T.-Y., Peng C.-C., Feng C.-C., Lin C.-S.",57193528660;54971381100;23488816300;57200038949;57200044518;8607316600;,An evaluation of the use of student response systems in teaching diagnostic reasoning for physicians,2018,Journal of Acute Medicine,8,2,,60,65,,,10.6705/j.jacme.201806_8(2).0004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85050006177&doi=10.6705%2fj.jacme.201806_8%282%29.0004&partnerID=40&md5=f1cbb7f1ba820d5ad700fdaf944b59fe,"Department of Emergency Medicine, Hsinchu Cathay General Hospital, Hsinchu, Taiwan; Emergency Department, Shin Kong Wu Ho-Su Memorial Hospital, Taipei, Taiwan; Department of Emergency Medicine, Zhongxing Branch, Taipei City Hospital, Taipei, Taiwan","Su, C.-F., Department of Emergency Medicine, Hsinchu Cathay General Hospital, Hsinchu, Taiwan; Lin, L.-W., Emergency Department, Shin Kong Wu Ho-Su Memorial Hospital, Taipei, Taiwan; Hung, T.-Y., Department of Emergency Medicine, Zhongxing Branch, Taipei City Hospital, Taipei, Taiwan; Peng, C.-C., Department of Emergency Medicine, Hsinchu Cathay General Hospital, Hsinchu, Taiwan; Feng, C.-C., Department of Emergency Medicine, Hsinchu Cathay General Hospital, Hsinchu, Taiwan; Lin, C.-S., Department of Emergency Medicine, Hsinchu Cathay General Hospital, Hsinchu, Taiwan","Background: Feedback is an aspect of teaching strategy that facilitates the learners to achieve expertise in the necessary skills for effective diagnostic reasoning. Several studies have demonstrated that student response systems (SRSs) are useful for enhancing learner engagement and obtaining immediate feedback. We aimed to examine the experiences of learners who used SRSs in a diagnostic reasoning class. Methods: In 2016, an observational study was conducted on a 4-hour training course on ""improving physicians' diagnostic process"" that included 34 physicians. The Zuvio multimedia online interactive system was used. The learners could use smartphones to respond to the questions. A 5-point Likerttype scale quantitative questionnaire was designed to explore the viewpoints of the learners regarding the students' engagement, feedback, and outcomes. The learners were requested to complete a brief qualitative feedback form that included the following two sections: (1) the benefits and (2) the challenges of using SRSs. Qualitative and quantitative methods were used for data analyses. Results: Total 32 participants (response rate: 94%) completed the questionnaire. Most respondents reported that using the SRSs enabled them to concentrate more effectively, express themselves in a stressfree environment, strengthen their interactions with peers and teachers, improve their participation in discussions, and obtain useful feedback. Three themes were identified from the qualitative results: (1) facilitating learning, (2) hardware limitations, and (3) question-development skills. Conclusion: The SRSs can be easily implemented and positively affect the teaching of diagnostic reasoning. However, teachers should develop question-development skills so that the systems function more effectively in the instruction of diagnostic reasoning. © 2018, Taiwan Society of Emergency Medicine.",Diagnostic reasoning; Feedback; Student response systems; Teaching strategy,Article; cloud computing; course content; diagnostic reasoning; education program; evaluation study; human; job stress; learning; learning environment; medical education; physician; priority journal; questionnaire; skill; social interaction; vignette,,,,,,,,,,,"Bowen, J.L., Educational strategies to promote clinical diagnostic reasoning (2006) N Engl J Med, 355, pp. 2217-2225; Rajkomar, A., Dhaliwal, G., Improving diagnostic reasoning to improve patient safety (2011) Perm J, 15, pp. 68-73; Modi, J.N., Anshu, G.P., Singh, T., Teaching and assessing clinical reasoning skills (2015) Indian Pediatr, 52, pp. 787-794; Johnson, C.E., Keating, J.L., Boud, D.J., Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement (2016) BMC Med Educ, 16, p. 96; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems ('clickers') to combat conformity and shyness (2010) Teach Psychol, 37, pp. 135-140; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73, p. 21; Lee, J.W.S., Shih, M., Teaching practices for the student response system at National Taiwan University (2015) Int J Autom Smart Technol, 5, pp. 145-150; Gok, T., An evaluation of student response systems from the viewpoint of instructors and students (2011) TOJET, 10, pp. 67-83; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Comput Educ, 94, pp. 102-119; Polit, D.F., Beck, C.T., Owen, S.V., Is the CVI an acceptable indicator of content validity? Appraisal and recommendations (2007) Res Nurs Health, 30, pp. 459-467; Kolb, S.M., Grounded theory and the constant comparative of Acute Medicine 8(2) 2018 65 method: valid research strategies for educators (2012) JETERAPS, 3, pp. 83-86; Ende, J., Feedback in clinical medical education (1983) JAMA, 250, pp. 777-781; Bing-You, R., Hayes, V., Varaklis, K., Trowbridge, R., Kemp, H., McKelvy, D., Feedback for learners in medical education: what is known?A scoping review (2017) Acad Med, 92, pp. 1346-1354; Zamani, S., Amini, M., Masoumi, S.Z., Delavari, S., Namaki, M.J., Kojuri, J., The comparison of the key feature of clinical reasoning and multiple choice examinations in clinical decision makings ability (2017) Biomed Res (Aligarh), 28, pp. 1115-1119; Pugh, D., De Champlain, A., Gierl, M., Lai, H., Touchie, C., Using cognitive models to develop quality multiple-choice questions (2016) Med Teach, 38, pp. 838-843","Lin, C.-S.; Department of Emergency Medicine, Hsinchu Cathay General Hospital, No. 678, Sec. 2, Zhonghua Rd., Taiwan; email: shune5612@hotmail.com",,,Taiwan Society of Emergency Medicine,,,,,22115587,,,,English,J. Acute Med.,Article,Final,,Scopus,2-s2.0-85050006177
"Burhansstipanov L., Krebs L.U., Harjo L., Ragan K., Kaur J.S., Marsh V., Painter D., Sr.",7003296569;7006160230;14119060800;57192169655;23473201800;57193337580;57193340584;,Findings from American Indian Needs Assessments,2018,Journal of Cancer Education,33,3,,576,582,,1.0,10.1007/s13187-016-1159-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013115209&doi=10.1007%2fs13187-016-1159-2&partnerID=40&md5=47450ec45ad68ac3aa92a1ba40950597,"Native American Cancer Research Corporation (NACR), 3022 South Nova Road, Pine, CO  80470-7830, United States; Oncology Consultation, Education & Advocacy Network (OCEAN), 13323 W. Jewell Drive, Lakewood, CO  80228-4221, United States; 5385 Hwy 254, Cleveland, GA  30528, United States; Native American Programs, Spirit of EAGLES, Mayo Clinic, 200 First Street, Rochester, MN  55905, United States; 2485 Henry Gray Rd, Bonifay, FL  32425, United States; South East American Indian Council Inc. (SEAIC), 69 Copeland Street, Jacksonville, FL  32204, United States","Burhansstipanov, L., Native American Cancer Research Corporation (NACR), 3022 South Nova Road, Pine, CO  80470-7830, United States; Krebs, L.U., Oncology Consultation, Education & Advocacy Network (OCEAN), 13323 W. Jewell Drive, Lakewood, CO  80228-4221, United States; Harjo, L., Native American Cancer Research Corporation (NACR), 3022 South Nova Road, Pine, CO  80470-7830, United States; Ragan, K., 5385 Hwy 254, Cleveland, GA  30528, United States; Kaur, J.S., Native American Programs, Spirit of EAGLES, Mayo Clinic, 200 First Street, Rochester, MN  55905, United States; Marsh, V., 2485 Henry Gray Rd, Bonifay, FL  32425, United States; Painter, D., Sr., South East American Indian Council Inc. (SEAIC), 69 Copeland Street, Jacksonville, FL  32204, United States","Because of decreased access and dismal survival rates, strategies need to be developed to increase cancer awareness and facilitate cancer prevention, early detection, and screening activities within American Indian (AI) populations. The purpose of this study was to develop a locally tailored needs assessment to collect cancer prevention, control, and risk factor information and knowledge, attitude, and perceived behavior (hereafter referred to as “needs assessment”) data from 500 community members living in 3 geographically diverse settings: the Southeastern USA, the Rocky Mountain region, and the Northern Plains. Needs assessment data helped identify local health priorities and create a pilot cancer prevention and early detection education intervention. There were two versions of common items of the instrument: short (~35 items) and long (55 items), and each partner added items that were recommended by their local AI Advisory Committee. Each partner collaborated with local AI organizations to identify and recruit participants at community venues. During the sessions, facilitators used Power Point® slides and ARS equipment and software to anonymously collect participants’ responses. The partners collected needs assessment data from 677 community members over a 4-year period. Cancer education knowledge was low, barriers to accessing timely cancer screening and care services were excessive, tobacco use was excessive, and daily physical activity was insufficient for most participants. ARS was an effective way to collect needs assessment information. During discussions following the data collection, community members requested more cancer education opportunities, access to patient navigation services, and cultural competency training for healthcare providers. © 2017, American Association for Cancer Education.",American Indian; ARS (Audience Response System); Barriers; Cancer prevention and control; Disparities; Inequities; Needs assessment; Patient navigation,"adolescent; adult; aged; American Indian; attitude to health; cultural competence; education; ethnology; female; health care personnel; health education; human; male; middle aged; needs assessment; neoplasm; organization and management; patient care; young adult; Adolescent; Adult; Aged; Cultural Competency; Female; Health Education; Health Knowledge, Attitudes, Practice; Health Personnel; Humans; Indians, North American; Male; Middle Aged; Needs Assessment; Neoplasms; Patient Navigation; Young Adult",,,,,Mayo Clinic: NCI 1U54 CA 153605,"The needs assessment study was submitted for IRB approval and received an Bexempt^ rating by the Western IRB, June 2011. This was a National Cancer Institute-funded research solely funded through Mayo Clinic’s Spirit of Eagles Communities Network Program 2 [PI: Kaur, NCI 1U54 CA 153605].",,,,,"Indian Health Service (2012) IHS Fact Sheets, , http://www.ihs.gov/publicaffairs/ihsbrochure/disparities.asp; Yurgalevitch, S.M., Kriska, A.M., Welty, T.K., Go, O., Robbins, D.C., Howard, B.V., Physical activity and lipids and lipoproteins in AIs ages 45-74 (1998) Med Sci Sports Exerc, 30 (4), pp. 543-549. , COI: 1:STN:280:DyaK1c3islSmug%3D%3D, PID: 9565936; Espey, D., Paisano, R., Cobb, N., Regional patterns and trends in cancer mortality among American Indians and Alaska Natives, 1990-2001 (2005) Cancer, 103 (5), pp. 1045-1053. , PID: 15685622; Cobb, N., Espey, D., King, J., Health behaviors and risk factors among American Indians and Alaska Natives, 2000-2010 (2014) Am J Public Health, 104, pp. S481-S489; http://www.fns.usda.gov/5-day, accessed February 2, 2016; http://www.cdc.gov/nccdphp/dnpa/nutrition/health_professionals/programs/5aday_works.pdf, accessed February 2, 2016; http://cde.drugabuse.gov/instrument/d7c0b0f5-b865-e4de-e040-bb89ad43202b, accessed February 2, 2016; http://www.fitness.gov/be-active/physical-activity-guidelines-for-americans/, accessed February 2, 2016; http://www.NatAmCancer.org, Opening page, lower half of","Burhansstipanov, L.; Native American Cancer Research Corporation (NACR), 3022 South Nova Road, United States; email: LindaB@NatAmCancer.net",,,Springer New York LLC,,,,,08858195,,JCEDE,28214933.0,English,J. Cancer Educ.,Article,Final,,Scopus,2-s2.0-85013115209
"Fu L., Ma S., Kong L., Liang S., Wang X.",35955852600;56353049400;57201669887;57198545391;22136880500;,FINE: A Framework for Distributed Learning on Incomplete Observations for Heterogeneous Crowdsensing Networks,2018,IEEE/ACM Transactions on Networking,26,3,,1092,1109,,2.0,10.1109/TNET.2018.2814779,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045663636&doi=10.1109%2fTNET.2018.2814779&partnerID=40&md5=1e99b2c551e313f02f4cc598254604c0,"Department of Computer Science and Engineering, Shanghai Jiao Tong University, Shanghai, 200240, China; Department of Electronic Engineering, Shanghai Jiao Tong University, Shanghai, 200240, China; Department of Computer Science and Engineering, Department of Electronic Engineering, Shanghai Jiao Tong University, Shanghai, 200240, China","Fu, L., Department of Computer Science and Engineering, Shanghai Jiao Tong University, Shanghai, 200240, China; Ma, S., Department of Electronic Engineering, Shanghai Jiao Tong University, Shanghai, 200240, China; Kong, L., Department of Computer Science and Engineering, Shanghai Jiao Tong University, Shanghai, 200240, China; Liang, S., Department of Electronic Engineering, Shanghai Jiao Tong University, Shanghai, 200240, China; Wang, X., Department of Computer Science and Engineering, Department of Electronic Engineering, Shanghai Jiao Tong University, Shanghai, 200240, China","In recent years, there has been a wide range of applications of crowdsensing in mobile social networks and vehicle networks. As centralized learning methods lead to unreliabitlity of data collection, high cost of central server, and concern of privacy, one important problem is how to carry out an accurate distributed learning process to estimate parameters of an unknown model in crowdsensing. Motivated by this, we present the design, analysis, and evaluation of FINE, a distributed learning framework for incomplete-data and non-smooth estimation. Our design, devoted to develop a feasible framework that efficiently and accurately learns the parameters in crowdsensing networks, well generalizes the previous learning methods in which it supports heterogeneous dimensions of data records observed by different nodes, as well as minimization based on non-smooth error functions. In particular, FINE uses a novel distributed record completion algorithm that allows each node to obtain the global consensus by an efficient communication with neighbors, and a distributed dual average algorithm that achieves the efficiency of minimizing non-smooth error functions. Our analysis shows that all these algorithms converge, of which the convergence rates are also derived to confirm their efficiency. We evaluate the performance of our framework with experiments on synthetic and real-world networks. © 1993-2012 IEEE.",crowdsensing; Distributed learning; incomplete observations,Efficiency; Estimation; Learning systems; Optimization; Personnel training; Sensors; Servers; Convergence; Crowd sensing; Distributed learning; Incomplete observation; Mobile handsets; Function evaluation,,,,,"61532012, 61602303, 61325012, 61428205, 61521062","Manuscript received November 30, 2015; revised August 24, 2016, April 30, 2017, and January 20, 2018; accepted March 1, 2018; approved by IEEE/ACM TRANSACTIONS ON NETWORKING Editor A. Eryilmaz. Date of publication April 12, 2018; date of current version June 14, 2018. This work was supported by NSF China under Grant 61532012, Grant 61325012, Grant 61521062, Grant 61602303, and Grant 61428205. (Corresponding author: Xinbing Wang.) L. Fu and L. Kong are with the Department of Computer Science and Engineering, Shanghai Jiao Tong University, Shanghai 200240, China (e-mail: yiluofu@sjtu.edu.cn; klk316980786@sjtu.edu.cn).",,,,,"Han, K., Zhang, C., Luo, J., Taming the uncertainty: Budget limited robust crowdsensing through online learning (2016) IEEE/ACM Trans. Netw., 24 (3), pp. 1462-1475. , Jun; Yang, D., Xue, G., Fang, X., Tang, J., Incentive mechanisms for crowdsensing: Crowdsourcing with smartphones (2016) IEEE/ACM Trans. Netw., 24 (3), pp. 1732-1744. , Jun; Naghizadeh, P., Liu, M., Perceptions and truth: A mechanism design approach to crowd-sourcing reputation (2016) IEEE/ACM Trans. Netw., 24 (1), pp. 163-176. , Feb; Chon, Y., Lane, N.D., Li, F., Cha, H., Zhao, F., Automatically characterizing places with opportunistic crowdsensing using smartphones (2012) Proc. ACM UbiComp, pp. 481-490. , New York, NY, USA, Sep; Wu, C., Yang, Z., Liu, Y., Smartphones based crowdsourcing for indoor localization (2015) IEEE Trans. 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"Hubbard J.K., Couch B.A.",35756072100;56638356900;,The positive effect of in-class clicker questions on later exams depends on initial student performance level but not question format,2018,Computers and Education,120,,,1,12,,7.0,10.1016/j.compedu.2018.01.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041486897&doi=10.1016%2fj.compedu.2018.01.008&partnerID=40&md5=84fa2212d35658b5b70459a0adb08386,"School of Biological Sciences, University of Nebraska, 204 Manter, Lincoln, NE  68588, United States; Department of Biology, Truman State University, 3024 Magruder Hall, Kirksville, MO  63501, United States","Hubbard, J.K., School of Biological Sciences, University of Nebraska, 204 Manter, Lincoln, NE  68588, United States, Department of Biology, Truman State University, 3024 Magruder Hall, Kirksville, MO  63501, United States; Couch, B.A., School of Biological Sciences, University of Nebraska, 204 Manter, Lincoln, NE  68588, United States","Active learning strategies have been increasingly adopted in higher education across many science, technology, engineering, and math (STEM) disciplines. Audience response systems, or clickers, are useful tools that allow instructors to incorporate active learning into large-enrollment courses. Clickers engage students during class and provide real-time feedback that can allow both students and the instructor to identify and correct misconceptions. Many instructors that implement clickers also implement peer instruction, where students vote individually, discuss the question with their peers, and then revote. While this strategy has been shown to improve conceptual understanding, the effects of specific factors, such as question format and student performance level, on learning gains remains unclear. We designed a study in which students in an introductory biology course engaged in clickers with peer discussion during class. We incorporated a treatment in which one section of the course answered a given clicker question in a multiple-choice (MC) format and another section of the same course answered the same question in a multiple-true-false (MTF) format. Students subsequently answered an isomorphic exam question 1–3 weeks later. We observed that both clicker question formats had similar effects on later exam performance. While clickers had an overall positive effect on student exam performance, we found that this effect was significantly greater in higher-performing students, with lower-performing students showing little-to-no benefit. We also found that the initial response rates within peer discussion groups influenced whether students changed to the correct answer. These findings demonstrate that students interact with and benefit from clicker questions in different ways and highlights the importance of considering how different students might be affected by active learning strategies. © 2018 Elsevier Ltd",Cooperative/collaborative learning; Improving classroom teaching; Interactive learning environments; Post-secondary education; Teaching/learning strategies,Artificial intelligence; Computer aided instruction; Education; Engineering education; Learning systems; Teaching; Cooperative/collaborative learning; Improving classroom teaching; Interactive learning environment; Postsecondary education; Teaching/learning strategy; Students,,,,,University of Nebraska-Lincoln,"This work was supported by an internal award from UNL . 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"Basso-Aránguiz M., Bravo-Molina M., Castro-Riquelme A., Moraga-Contreras C.",57201418945;57201432942;57201420258;57201430128;,Proposal of a technology model for flipped classroom (T-FliC) in higher education [Propuesta de modelo tecnológico para Flipped Classroom (T-FliC) en educación superior],2018,Revista Electronica Educare,22,2, 2,,,,2.0,10.15359/ree.22-2.2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044791184&doi=10.15359%2free.22-2.2&partnerID=40&md5=78b89b174ff1b5e81e2f409e3db48195,"Universidad Católica de la Santísima Concepción, C-Concepción, Chile; Universidad del Bío-Bío, C-Concepción, Chile; Liceo Los Andes, C-Concepción, Chile; Escuela Parroquial Domingo Savio, Santiago, Chile","Basso-Aránguiz, M., Universidad Católica de la Santísima Concepción, C-Concepción, Chile; Bravo-Molina, M., Universidad del Bío-Bío, C-Concepción, Chile; Castro-Riquelme, A., Liceo Los Andes, C-Concepción, Chile; Moraga-Contreras, C., Escuela Parroquial Domingo Savio, Santiago, Chile","The Technology Model, called T-FliC is proposed for Flipped Classroom. The aim is to provide IT facilities to the aforementioned pedagogical model. This proposal may be implemented at different levels of higher education. T-FliC is primarily based on the use of free technology resources, especially Google applications such as Classroom, Drive, and YouTube, because they are widely used by students and teachers. This extensive use permits to replicate this model in different educational contexts. The T-FliC model incorporates five ICT phases, ranging from the planning of teaching-learning activities to continuous learning assessments. The implementation of the T-FliC Model includes the following phases: A digital class (learning outside the classroom) with asynchronous guidance of a virtual tutor; a workshop involving dynamic activities for collaborative work (classroom learning) guided by a tutor in person; and an ongoing technological tools evaluation process (clickers, portfolio, and forum) which will generate the digital records of the student learning path. This article includes a bibliographic review of the role of ICT in the education processes and the fundamentals of the Flipped Classroom (FC) methodology. In the paper are included FC implementation experiences in higher education, followed by the presentation of the T-FliC Model as a technological proposal for this methodology. Finally, the conclusions present reflections on the proposal. © 2018 Universidad Nacional. All rights reserved.",Flipped classroom; Higher education; ICT; Technology model,,,,,,,,,,,,"Adams-Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., Ananthanarayanan, V., (2017) NMC Horizon Report: 2017 Higher Education Edition, , http://cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf, Austin, Texas: The New Media Consortium. Recuperado de; Ahumada, M.E., Las TIC en la formación basada en competencias (2013) Revista Universidad de la Salle, 60, pp. 141-157. , https://revistas.lasalle.edu.co/index.php/ls/article/view/2388/2133, Recuperado de; Barberá, E., Aportaciones de la tecnología a la e-evaluación (2006) RED: Revista de Educación a Distancia. 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Wang C.,55766578700;,Applying interactive devices to an elementary nature science course,2018,Computer Applications in Engineering Education,26,3,,531,542,,,10.1002/cae.21905,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041183795&doi=10.1002%2fcae.21905&partnerID=40&md5=4f3d9cab4448df7f7e072b2fd02f1e9a,"Department of Information Management, National Changhua University of Education, Changhua, Taiwan","Wang, C., Department of Information Management, National Changhua University of Education, Changhua, Taiwan","The goal of this paper is to design and develop an interactive learning system (ILS) by integrating interactive devices into a real-world classroom. ILS is primarily designed for elementary school students where they can have some hands-on experiences to learn nature science such as airflow and wind. The purpose of adopting interactive devices is to increase students’ motivations and pleasures during the learning process. In order to demonstrate the learning effects of using ILS, an empirical study was conducted by comparing traditional and interactive instructional strategies. During the study, three types of measurements were used to assess the different aspects of ILS: learning achievement tests, a questionnaire about students’ experiences, and teacher interview. The results showed that ILS does have positive effects on students’ learning and we can conclude that ILS can effectively and efficiently assist in learning nature science in a real-world classroom environment. © 2018 Wiley Periodicals, Inc.",improving classroom teaching; instructional strategy; interactive learning environment; learning software,Computer aided instruction; Educational technology; Interactive devices; Learning systems; Surveys; Teaching; Classroom environment; Elementary school students; Improving classroom teaching; Instructional strategy; Interactive learning environment; Interactive learning systems; Learning achievement; Learning software; Students,,,,,,,,,,,"Ames, C., Classrooms: Goals, structures, and student motivation (1992) J. Educ. Psychol, 84, pp. 261-271; Aveling, N., Smith, S., Wilson, C., (1992) Meeting the needs of isolated students Is a technological fix the answer? 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Entertain, 1, p. 21; Provost, J.A., (2000) Work, play and type: Achieving balance in your life, , Center for Applications of Psychological Type, Gainesville; Rogoff, B., (2003) The cultural nature of human development, , Oxford University Press, New York; Schrum, L., Berge, Z.L., Creating student interaction within the educational experience: A challenge for online teachers (1997) Can. J. Educ. Commun, 26, pp. 133-144; Sims, R., Interactivity: A forgotten art (1997) Comput. Human Behav, 13, pp. 157-180; Vygotsky, L.S., Play and its role in the mental development of the child (1967) Soviet Psychol, 5, pp. 6-18; Wang, C., Wang, D.Z., Lin, J.L., ADAM: An adaptive multimedia content description mechanism and its application in web-based learning (2010) Expert Syst. Appl, 37, pp. 8639-8649","Wang, C.; Department of Information Management, National Changhua University of EducationTaiwan; email: cwang@cc.ncue.edu.tw",,,John Wiley and Sons Inc.,,,,,10613773,,CAPEE,,English,Comput Appl Eng Educ,Article,Final,,Scopus,2-s2.0-85041183795
"Hacisalihoglu G., Stephens D., Johnson L., Edington M.",6602354626;24825549700;7404799569;6701649806;,The use of an active learning approach in a SCALE-UP learning space improves academic performance in undergraduate General Biology,2018,PLoS ONE,13,5, e0197916,,,,3.0,10.1371/journal.pone.0197916,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047467148&doi=10.1371%2fjournal.pone.0197916&partnerID=40&md5=db12669dccd29faa1f31b8d80af0e4b9,"Biological Sciences Department, Florida A and M University, Tallahassee, FL, United States; Teaching and Learning Center, Department of Mathematics, Florida A and M University, Tallahassee, FL, United States; Department of Physics, Florida A and M University, Tallahassee, FL, United States; Department of Chemistry, Florida A and M University, Tallahassee, FL, United States","Hacisalihoglu, G., Biological Sciences Department, Florida A and M University, Tallahassee, FL, United States; Stephens, D., Teaching and Learning Center, Department of Mathematics, Florida A and M University, Tallahassee, FL, United States; Johnson, L., Department of Physics, Florida A and M University, Tallahassee, FL, United States; Edington, M., Department of Chemistry, Florida A and M University, Tallahassee, FL, United States","Active learning is a pedagogical approach that involves students engaging in collaborative learning, which enables them to take more responsibility for their learning and improve their critical thinking skills. While prior research examined student performance at majority universities, this study focuses on specifically Historically Black Colleges and Universities (HBCUs) for the first time. Here we present work that focuses on the impact of active learning interventions at Florida A&M University, where we measured the impact of active learning strategies coupled with a SCALE-UP (Student Centered Active Learning Environment with Upside-down Pedagogies) learning environment on student success in General Biology. In biology sections where active learning techniques were employed, students watched online videos and completed specific activities before class covering information previously presented in a traditional lecture format. In-class activities were then carefully planned to reinforce critical concepts and enhance critical thinking skills through active learning techniques such as the one-minute paper, think-pair-share, and the utilization of clickers. Students in the active learning and control groups covered the same topics, took the same summative examinations and completed identical homework sets. In addition, the same instructor taught all of the sections included in this study. Testing demonstrated that these interventions increased learning gains by as much as 16%, and students reported an increase in their positive perceptions of active learning and biology. Overall, our results suggest that active learning approaches coupled with the SCALE-UP environment may provide an added opportunity for student success when compared with the standard modes of instruction in General Biology. © 2018 Hacisalihoglu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.",,"academic achievement; article; biology; college; critical thinking; Florida; human; human experiment; learning environment; pedagogics; perception; scale up; skill; student; videorecording; achievement; biology; education; female; male; medical education; problem based learning; procedures; standards; statistics and numerical data; university; Academic Performance; Achievement; Biology; Education, Medical, Undergraduate; Educational Measurement; Female; Humans; Male; Problem-Based Learning; Students; Universities",,,,,,,,,,,"Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of The National Academy of Sciences, 111, pp. 8410-8415; Angelo, T.A., Cross, P., (1993) Classroom Assessment Techniques: A Handbook for College Teachers, , Jos-sey-Bass; Bergmann, J., Sams, A., (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day, , Washington, DC: Int. 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Active learning in traditional and enhanced lecture spaces (2016) CBE-Life Sci Edu, 15, pp. 1-10; Soneral, P.A., Wyse, S.A., A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- And Low-Tech Active Learning Environments (2017) CBE-Life Science Education, 16, p. ar12; Beichner, R., Saul, J., Abbott, D., Morse, J., Deardorf, D., Allain, R., Student centered activities for large enrollment undergraduate programs (scale-up) project (2006) PER Based Reform in University Physics, , Redish EF and Cooney PJ eds, Amer. 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"Sagar S., Adem S.M., Struchen B., Loughran S.P., Brunjes M.E., Arangua L., Dalvie M.A., Croft R.J., Jerrett M., Moskowitz J.M., Kuo T., Röösli M.",57150407800;57200686996;57003683000;9276901400;57201086450;6507856600;55665783500;7004945198;57204339574;7005074496;57209624817;6603273803;,Comparison of radiofrequency electromagnetic field exposure levels in different everyday microenvironments in an international context,2018,Environment International,114,,,297,306,,13.0,10.1016/j.envint.2018.02.036,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85043379819&doi=10.1016%2fj.envint.2018.02.036&partnerID=40&md5=e70b158275ae05db32ac895108f9ee66,"Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, Socinstrasse 57, Basel, 4051, Switzerland; University of Basel, Petersplatz 1, Basel, 4051, Switzerland; University of Cape Town, Centre for Environmental and Occupational Health Research, School of Public Health and Family Medicine, Observatory, Cape Town, 7925, South Africa; University of Wollongong, School of Psychology, Australian Centre for Electromagnetic Bioeffects Research, Population Health Research on Electromagnetic Energy, Illawarra Health & Medical Research Institute, Wollongong, Australia; University of California, Fielding School of Public Health, Center for Occupational & Environmental Health, 650 Charles E. Young Dr S, Los Angeles, CA  90095-177220, United States; University of California, Berkeley, School of Public Health, 50 University Hall, Berkeley, CA  94720-7360, United States; University of California Los Angeles, Fielding School of Public Health, Department of Epidemiology, 650 Charles E Young Drive, Los Angeles, CA  90095-177220, United States; Department of Family Medicine, David Geffen School of Medicine at UCLA, United States; Los Angeles County Department of Public Health, 3530 Wilshire Blvd #700, Los Angeles, CA  90010, United States","Sagar, S., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland, University of Cape Town, Centre for Environmental and Occupational Health Research, School of Public Health and Family Medicine, Observatory, Cape Town, 7925, South Africa, University of Wollongong, School of Psychology, Australian Centre for Electromagnetic Bioeffects Research, Population Health Research on Electromagnetic Energy, Illawarra Health & Medical Research Institute, Wollongong, Australia, University of California, Fielding School of Public Health, Center for Occupational & Environmental Health, 650 Charles E. Young Dr S, Los Angeles, CA  90095-177220, United States; Adem, S.M., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Struchen, B., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Loughran, S.P., University of Wollongong, School of Psychology, Australian Centre for Electromagnetic Bioeffects Research, Population Health Research on Electromagnetic Energy, Illawarra Health & Medical Research Institute, Wollongong, Australia; Brunjes, M.E., Los Angeles County Department of Public Health, 3530 Wilshire Blvd #700, Los Angeles, CA  90010, United States; Arangua, L., Los Angeles County Department of Public Health, 3530 Wilshire Blvd #700, Los Angeles, CA  90010, United States; Dalvie, M.A., University of Cape Town, Centre for Environmental and Occupational Health Research, School of Public Health and Family Medicine, Observatory, Cape Town, 7925, South Africa; Croft, R.J., University of Wollongong, School of Psychology, Australian Centre for Electromagnetic Bioeffects Research, Population Health Research on Electromagnetic Energy, Illawarra Health & Medical Research Institute, Wollongong, Australia; Jerrett, M., University of California, Fielding School of Public Health, Center for Occupational & Environmental Health, 650 Charles E. Young Dr S, Los Angeles, CA  90095-177220, United States; Moskowitz, J.M., University of California, Berkeley, School of Public Health, 50 University Hall, Berkeley, CA  94720-7360, United States; Kuo, T., University of California Los Angeles, Fielding School of Public Health, Department of Epidemiology, 650 Charles E Young Drive, Los Angeles, CA  90095-177220, United States, Department of Family Medicine, David Geffen School of Medicine at UCLA, United States; Röösli, M., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland","Background: The aim of this study was to quantify RF-EMF exposure applying a tested protocol of RF-EMF exposure measurements using portable devices with a high sampling rate in different microenvironments of Switzerland, Ethiopia, Nepal, South Africa, Australia and the United States of America. Method: We used portable measurement devices for assessing RF-EMF exposure in 94 outdoor microenvironments and 18 public transport vehicles. The measurements were taken either by walking with a backpack with the devices at the height of the head and a distance of 20–30 cm from the body, or driving a car with the devices mounted on its roof, which was 170–180 cm above the ground. The measurements were taken for about 30 min while walking and about 15–20 min while driving in each microenvironment, with a sampling rate of once every 4 s (ExpoM-RF) and 5 s (EME Spy 201). Results: Mean total RF-EMF exposure in various outdoor microenvironments varied between 0.23 V/m (non-central residential area in Switzerland) and 1.85 V/m (university area in Australia), and across modes of public transport between 0.32 V/m (bus in rural area in Switzerland) and 0.86 V/m (Auto rickshaw in urban area in Nepal). For most outdoor areas the major exposure contribution was from mobile phone base stations. Otherwise broadcasting was dominant. Uplink from mobile phone handsets was generally very small, except in Swiss trains and some Swiss buses. Conclusions: This study demonstrates high RF-EMF variability between the 94 selected microenvironments from all over the world. Exposure levels tended to increase with increasing urbanity. In most microenvironments downlink from mobile phone base stations is the most relevant contributor. © 2018 Elsevier Ltd",Downlink; Exposure assessment; Microenvironment; Mobile phone base station; Mobile phone handset; Radio-frequency electromagnetic fields (RF-EMF); Uplink,Base stations; Cellular telephones; Electromagnetic fields; Mobile phones; Urban transportation; Downlink; Exposure assessment; Microenvironments; Mobile phone base stations; Mobile phone handsets; Radio frequency electromagnetic fields; Uplink; Telephone sets; comparative study; electromagnetic field; environmental assessment; mobile phone; pollutant source; public transport; radiation exposure; Article; Australia; electromagnetism; environmental exposure; Ethiopia; human; Nepal; priority journal; radiation exposure; radiation measurement; radiofrequency; radiofrequency electromagnetic field; reproducibility; residential area; rural area; South Africa; Switzerland; United States; analysis; car driving; environmental monitoring; procedures; radiofrequency radiation; walking; Australia; Ethiopia; Nepal; South Africa; Switzerland; United States; Australia; Automobile Driving; Electromagnetic Fields; Environmental Exposure; Environmental Monitoring; Humans; Nepal; Radio Waves; South Africa; Switzerland; Walking,,,,,"National Health and Medical Research Council, NHMRC: 1060205

94883","This study was supported by various collaborators. The measurements in South Africa were part of the South African and Swiss Bilateral Chair in Global Environmental Health funded by South African National Research Foundation (grant number 94883 ), the measurements in Australia were funded by the National Health and Medical Research Council of Australian (Grant number 1060205 ), and the measurements in the United States of America were funded by the Environmental Working Group , based in Washington, D.C. The measurements in Nepal were partly funded by the Commission for Young Professionals from Developing Countries, and the Department of Education Basel-Stadt , Switzerland. Appendix A",,,,,"Aerts, S., Deschrijver, D., Joseph, W., Verloock, L., Goeminne, F., Martens, L., Dhaene, T., Exposure assessment of mobile phone base station radiation in an outdoor environment using sequential surrogate modeling (2013) Bioelectromagnetics, 34 (4), pp. 300-311; Aerts, S., Joseph, W., Maslanyj, M., Addison, D., Mee, T., Colussi, L., Bolte, J., Prediction of RF-EMF exposure levels in large outdoor areas through car-mounted measurements on the enveloping roads (2016) Environ. Int., 94, pp. 482-488; Aminzadeh, R., Thielens, A., Agneessens, S., Van Torre, P., Van den Bossche, M., Dongus, S., Joseph, W., A multi-band body-worn distributed radio-frequency exposure meter: design, on-body calibration and study of body morphology (2018) Sensors, 18 (1), p. 272; Beekhuizen, J., Vermeulen, R., Kromhout, H., Bürgi, A., Huss, A., Geospatial modelling of electromagnetic fields from mobile phone base stations (2013) Sci. Total Environ., 445-446, pp. 202-209; Beekhuizen, J., Kromhout, H., Bürgi, A., Huss, A., Vermeulen, R., What input data are needed to accurately model electromagnetic fields from mobile phone base stations? (2015) J. Expo. Sci. Environ. Epidemiol., 25 (1), pp. 53-57; Bhatt, C.R., Thielens, A., Redmayne, M., Abramson, M.J., Billah, B., Sim, M.R., Benke, G., Measuring personal exposure from 900 MHz mobile phone base stations in Australia and Belgium using a novel personal distributed exposimeter (2016) Environ. Int., 92-93, pp. 388-397; Bhatt, C.R., Thielens, A., Billah, B., Redmayne, M., Abramson, M.J., Sim, M.R., Benke, G., Assessment of personal exposure from radiofrequency-electromagnetic fields in Australia and Belgium using on-body calibrated exposimeters (2016) Environ. Res., 151, pp. 547-563; Blas, J., Lago, F.A., Fernández, P., Lorenzo, R.M., Abril, E.J., Potential exposure assessment errors associated with body-worn RF dosimeters (2007) Bioelectromagnetics, 28 (7), pp. 573-576; Bolte, J.F.B., Lessons learnt on biases and uncertainties in personal exposure measurement surveys of radiofrequency electromagnetic fields with exposimeters (2016) Environ. Int., 94, pp. 724-735. , https://doi.org/10.1016/j.envint.2016.06.023; Bolte, J.F.B., Eikelboom, T., Personal radiofrequency electromagnetic field measurements in the Netherlands: exposure level and variability for everyday activities, times of day and types of area (2012) Environ. Int., 48, pp. 133-142; Bolte, J.F.B., Maslanyj, M., Addison, D., Mee, T., Kamer, J., Colussi, L., Do car-mounted mobile measurements used for radio-frequency spectrum regulation have an application for exposure assessments in epidemiological studies? (2016) Environ. 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Res., 109 (6), pp. 779-785; Frei, P., Mohler, E., Bürgi, A., Fröhlich, J., Neubauer, G., Braun-Fahrländer, C., Röösli, M., Classification of personal exposure to radio frequency electromagnetic fields (RF-EMF) for epidemiological research: evaluation of different exposure assessment methods (2010) Environ. Int., 36 (7), pp. 714-720; Gonzalez-Rubio, J., Najera, A., Arribas, E., Comprehensive personal RF-EMF exposure map and its potential use in epidemiological studies (2016) Environ. Res., 149, pp. 105-112; ICNIRP, Guidelines for limiting exposure to time-varying electric, magnetic, and electromagnetic fields (up to 300 GHz). International commission on non-ionizing radiation protection (1998) Health Phys., 74 (4), pp. 494-522; Iskra, S., McKenzie, R., Cosic, I., Factors influencing uncertainty in measurement of electric fields close to the body in personal RF dosimetry (2010) Radiat. Prot. Dosim., 140 (1), pp. 25-33; Joseph, W., Frei, P., Roosli, M., Thuroczy, G., Gajsek, P., Trcek, T., Martens, L., Comparison of personal radio frequency electromagnetic field exposure in different urban areas across Europe (2010) Environ. Res., 110 (7), pp. 658-663; Knafl, U., Lehmann, H., Riederer, M., Electromagnetic field measurements using personal exposimeters (2008) Bioelectromagnetics, 29 (2), pp. 160-162; Liu, G., Jiang, D., 5G: vision and requirements for mobile communication system towards year 2020 (2016) Chin. J. Eng.; Neubauer, G., Feychting, M., Hamnerius, Y., Kheifets, L., Kuster, N., Ruiz, I., Röösli, M., Feasibility of future epidemiological studies on possible health effects of mobile phone base stations (2007) Bioelectromagnetics, 28 (3), pp. 224-230; Radon, K., Spegel, H., Meyer, N., Klein, J., Brix, J., Wiedenhofer, A., Nowak, D., Personal dosimetry of exposure to mobile telephone base stations? 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Res., 150, pp. 289-298; Sagar, S., Dongus, S., Schoeni, A., Roser, K., Eeftens, M., Struchen, B., Röösli, M., Radiofrequency electromagnetic field exposure in everyday microenvironments in Europe: A systematic literature review (2017) J. Expo. Sci. Environ. Epidemiol.; Thuróczy, G., Molnár, F., Jánossy, G., Nagy, N., Kubinyi, G., Bakos, J., Szabó †, J., Personal RF exposimetry in urban area (2008) Ann. Telecommun., 63 (1-2), pp. 87-96; Urbinello, D., Röösli, M., Impact of one's own mobile phone in stand-by mode on personal radiofrequency electromagnetic field exposure (2013) J. Expo. Sci. Environ. Epidemiol., 23 (5), pp. 545-548; Urbinello, D., Joseph, W., Verloock, L., Martens, L., Röösli, M., Temporal trends of radio-frequency electromagnetic field (RF-EMF) exposure in everyday environments across European cities (2014) Environ. Res., 134, pp. 134-142; Urbinello, D., Joseph, W., Huss, A., Verloock, L., Beekhuizen, J., Vermeulen, R., Röösli, M., Radio-frequency electromagnetic field (RF-EMF) exposure levels in different European outdoor urban environments in comparison with regulatory limits (2014) Environ. Int., 68, pp. 49-54; Urbinello, D., Huss, A., Beekhuizen, J., Vermeulen, R., Röösli, M., Use of portable exposure meters for comparing mobile phone base station radiation in different types of areas in the cities of Basel and Amsterdam (2014) Sci. Total Environ., 468-469, pp. 1028-1033; Viel, J.-F., Cardis, E., Moissonnier, M., de Seze, R., Hours, M., Radiofrequency exposure in the French general population: band, time, location and activity variability (2009) Environ. Int., 35 (8), pp. 1150-1154","Röösli, M.; Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Switzerland; email: martin.roosli@swisstph.ch",,,Elsevier Ltd,,,,,01604120,,ENVID,29529581.0,English,Environ. Int.,Article,Final,,Scopus,2-s2.0-85043379819
Liu C.,56779241000;,Social media as a student response system: New evidence on learning impact,2018,Research in Learning Technology,26,, 2043,,,,1.0,10.25304/rlt.v26.2043,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055768029&doi=10.25304%2frlt.v26.2043&partnerID=40&md5=894fdda8210229977ba2874190a60b08,"Adelaide Business School, The University of Adelaide, Adelaide, Australia","Liu, C., Adelaide Business School, The University of Adelaide, Adelaide, Australia","The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian university engaged in Twitter-based synchronous activities, including answering in-lecture quizzes and posting questions. This study explores two key questions: (1) ‘what encourages students to actively utilise social media in their learning process?’ and (2) ‘what pedagogical advantages are offered by social media in enhancing students’ learning experiences?’ Results of a student survey administered at the end of the course show that (1) students are more likely to participate in in-lecture Twitter activities if they are familiar with the technology, (2) Twitter activities encourage students to participate in active learning, (3) Twitter provides a platform enabling two-way student–instructor communication and (4) students find Twitter activities helpful regardless of whether they attend the lecture in real time or view online lecture recordings. These findings deepen our understanding of the pedagogical benefits of using Twitter as a student response system, which will assist educators to better harness the power of social media in the learning–teaching process. © 2018 C. Liu.",Active learning; Flipped classroom; Large lectures; Social media; Student response system; Twitter,,,,,,University of Adelaide: 2013,"I gratefully acknowledge the financial support from The University of Adelaide’s Expanded Practice in Online Learning Project Grant 2013 and the Faculty of the Professions Executive Dean’s Award for Excellence in Teaching 2016. I thank Bryan Howieson, Mary Hill and the participants of The University of Adelaide Festival of Learning and Teaching for their helpful comments.",,,,,"Ampofo, L., Anstead, N., O’Loughlin, B., Trust, confidence, and credibility: Citizen responses on Twitter to opinion polls during the 2010 UK General Election (2011) Information, Communication & Society, 14 (6), pp. 850-871; Ausserhofer, J., Maireder, A., National politics on Twitter: Structures and topics of a networked public sphere (2013) Information, Communication & Society, 16 (3), pp. 291-314; Badge, J., Observing emerging student networks on a microblogging service (2011) Journal of Online Learning and Teaching, 7 (1), pp. 90-98; Bal, A.S., Engaging students with social media (2015) Journal of Marketing Education, 37 (3), pp. 190-203; Bennett, W.L., Segerberg, A., (2013) The Logic of Connective Action: Digital Media and the Personalization of Contentious Politics, , Cambridge University Press, Cambridge; Boyd, D., (2014) It’s Complicated: The Social Lives of Networked Teens, , Yale University Press, New Haven, CT; Bruns, A., Highfield, T., Political networks on Twitter: Tweeting the Queensland State election (2013) Information, Communication & Society, 16 (5), pp. 667-691; Buzzard, C., The use of digital technologies in the classroom: A teaching and learning perspective (2011) Journal of Marketing Education, 33 (2), pp. 131-139; Carpenter, J.P., Krutka, D.G., How and why educators use Twitter: A survey of the field (2014) Journal of Research on Technology in Education, 46 (4), pp. 414-434; Chen, L., Chen, T.-L., Use of Twitter for formative evaluation: Reflections on trainer and trainees’ experiences (2012) British Journal of Educational Technology, 43 (2), pp. 49-52; Christensen, C., Wave-riding and hashtag-jumping: Twitter, minority “third parties” and the 2012 US elections (2013) Information, Communication & Society, 16 (5), pp. 646-666; Domizi, D.P., Microblogging to foster connections and community in a weekly graduate seminar course (2013) Techtrends, 57 (1), pp. 43-51; Dunlap, J.C., Lowenthal, P.R., Tweeting the night away: Using Twitter to enhance social presence (2009) Journal of Information Systems Education, 20 (2), pp. 129-135; Dyson, B., Evaluating the use of Facebook to increase student engagement and understanding in lecture-based classes (2015) Higher Education, 69 (2), pp. 303-313; Ebner, M., Introducing live microblogging: How single presentations can be enhanced by the mass (2009) Journal of Research in Innovative Teaching, 2 (1), pp. 91-100; Ebner, M., Microblogs in higher education – a chance to facilitate informal and process-oriented learning? (2010) Computers & Education, 55 (1), pp. 92-100; Elavsky, C.M., Mislan, C., Elavsky, S., When talking less is more: Exploring outcomes of Twitter usage in the large-lecture hall (2011) Learning, Media and Technology, 36 (3), pp. 215-233; Gelfand, M.J., Differences between tight and loose cultures: A 33-nation study (2011) Science, 332 (6033), pp. 1100-1104; Gold, H., (2016) Trump Dominated Rivals on Social Media in 2015, , Politico, 1 Jan; Grosseck, G., Holotescu, C., Can we use Twitter for educational activities? (2008) 4Th International Scientific Conference, , ‘eLearning and Software for Education’, Bucharest, Romania; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24; Hennig-Thurau, T., Wiertz, C., Feldhaus, F., Does Twitter matter? The impact of microblogging word of mouth on consumers’ adoption of new movies (2015) Journal of the Academy of Marketing Science, 43 (3), pp. 375-394; Hodges, C., If you Twitter, will they come? (2010) EDUCAUSE Review, 33 (2), pp. 1-7; Hoffman, D.L., Fodor, M., Can you measure the ROI of your social media marketing? (2010) MIT Sloan Management Review, 52 (1), pp. 41-49; Hofstede, G., (2001) Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations across Nations, , 2nd edn, Sage, Thousand Oaks, CA; Hofstede, G., Hofstede, G.J., Minkov, M., (2010) Cultures and Organizations: Software of the Mind, , 3rd edn, McGraw-Hill, New York; Howard, P., Opening Closed Regimes: What Was the Role of Social Media during the Arab Spring? (2015) Working Paper, , http://ssrn.com/abstract=2595096, University of Washington, Seattle, WA. Available at Social Science Research Network; Junco, R., Elavsky, C.M., Heiberger, G., Putting Twitter to the test: Assessing outcomes for student collaboration, engagement and success (2013) British Journal of Educational Technology, 44 (2), pp. 273-287; Jungherr, A., (2015) Analyzing Political Communication with Digital Trace Data: The Role of Twitter Messages in Social Science Research, , Springer, Cham; Kassens-Noor, E., Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets (2012) Active Learning in Higher Education, 13 (1), pp. 9-21; Kelleher, T., Sweetser, K., Social media adoption among university communicators (2012) Journal of Public Relations Research, 24 (2), pp. 105-122; Krutka, D., Milton, M.K., The enlightenment meets Twitter: Using social media in the social studies classroom (2013) Ohio Social Studies Review, 50 (2), pp. 22-29; Kurtz, J., Twittering about learning: Using Twitter in an elementary school classroom (2009) Horace, 25 (1), pp. 1-4; Lee, L.M.J., Gould, D.J., Educational implications of a social networking application, Twitter™, for anatomical sciences (2014) Medical Science Educator, 24 (3), pp. 273-278; Lee, V.R., Retweeting history: Exploring the intersection of microblogging and problem-based learning for historical reenactments (2012) Designing Problem-Driven Instruction with Online Social Media, pp. 23-40. , eds K. 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Pellegrino, Information Age Publishing, Charlotte, NC; Matteson, A., Tweacher (N): The Twitter enhanced teacher (2010) School Library Monthly, 27 (1), pp. 22-23; Metaxas, P.T., Mustafaraj, E., Social media and the elections (2012) Science, 338 (6106), pp. 472-473; Murthy, D., Towards a sociological understanding of social media: Theorizing Twitter (2012) Sociology, 46 (6), pp. 1059-1073; Neier, S., Zayer, L.T., Students’ perceptions and experiences of social media in higher education (2015) Journal of Marketing Education, 37 (3), pp. 133-143; Porterfield, K., Carnes, M., Twitter: Not just about ham sandwiches (2011) Educational Leadership, 68 (8); Rana, N.P., Dwivedi, Y.K., Using clickers in a large business class: Examining use behavior and satisfaction (2015) Journal of Marketing Education, 38 (1), pp. 47-64; Richtel, M., (2011) A Silicon Valley School that Doesnt Compute, , The New York Times, 22 Oct; Rinaldo, S.B., Learning by tweeting: Using Twitter as a pedagogical tool (2011) Journal of Marketing Education, 33 (2), pp. 193-203; Scheg, A.G., Can technological code-switching be taught: Utilizing Twitter as a classroom communication tool (2015) Global Innovation of Teaching and Learning in Higher Education, pp. 195-205. , eds P. 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A case study in Twitter (2014) Learning Technology for Education in Cloud. Mooc and Big Data, pp. 114-123. , eds L. Uden, J. Sinclair, Y.-H. Tao & D. Liberona, Springer, Cham","Liu, C.; Adelaide Business School, The University of AdelaideAustralia; email: chelsea.liu@adelaide.edu.au",,,Association for Learning Technology,,,,,21567069,,,,English,Res. Learn. Technol.,Article,Final,Open Access,Scopus,2-s2.0-85055768029
"Mahon P., Lyng C., Crotty Y., Farren M.",57201613604;25929925000;56516975100;7801537744;,Transforming classroom questioning using emerging technology,2018,British Journal of Nursing,27,7,,389,394,,,10.12968/bjon.2018.27.7.389,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045400386&doi=10.12968%2fbjon.2018.27.7.389&partnerID=40&md5=a400564907a37f22e6282bcdce43b271,"Beaumont Hospital, I-Dublin, Ireland; School of Education Studies, Institute of Education, Dublin City University, Director of the International Centre for Innovation and Workplace Learning, Dublin City University, Ireland; Department of Masters in Education and Training Management, ELearning and Leadership Programmes, Institute of Education, Dublin City University, Ireland","Mahon, P., Beaumont Hospital, I-Dublin, Ireland; Lyng, C., Beaumont Hospital, I-Dublin, Ireland; Crotty, Y., School of Education Studies, Institute of Education, Dublin City University, Director of the International Centre for Innovation and Workplace Learning, Dublin City University, Ireland; Farren, M., Department of Masters in Education and Training Management, ELearning and Leadership Programmes, Institute of Education, Dublin City University, Ireland","Classroom questioning is a common teaching and learning strategy in postgraduate nurse education. Technologies such as audience response systems (ARS) may offer advantage over traditional approaches to classroom questioning. However, despite being available since the 1960s, ARSs are still considered novel in many postgraduate nurse education classroom settings. This article aims to explicate the attitudes of postgraduate nursing students in an Irish academic teaching hospital towards classroom questioning (CQ) and the use of ARSs as an alternative to traditional CQ techniques. The results of this small-scale study demonstrate that ARSs have a role to play in CQ in the postgraduate setting, being regarded by students as beneficial to learning, psychological safety and classroom interaction. © 2018 MA Healthcare Ltd. All rights reserved.",Assessment; Audience response systems; Classroom questioning; Postgraduate students; Psychological safety,"article; human; human experiment; learning; nursing student; postgraduate student; teaching hospital; anonymous testing; attitude to computers; attitude to health; constructive feedback; education; health educator; human computer interaction; Ireland; nursing discipline; nursing education; procedures; psychology; reaction time; self-directed learning; Anonymous Testing; Attitude to Computers; Computer User Training; Education, Nursing, Graduate; Educational Measurement; Formative Feedback; Health Educators; Health Knowledge, Attitudes, Practice; Hospitals, Teaching; Humans; Ireland; Reaction Time; Self-Directed Learning as Topic; Specialties, Nursing",,,,,,,,,,,"Asch, S., Effects of group pressure upon the modification and distortion of judgement (1951) Groups, Leadership and Men, pp. 177-190. , Guetzkow H (ed.). Pittsburg PA: Carnegie Press; Biggs, J., Enhancing teaching through constructive alignment (1996) Higher Education, 32 (3), pp. 347-364; Croizet, J., Després, G., Gauzins, M., Huguet, P., Leyens, J., Méot, A., Stereotype threat undermines intellectual performance by triggering a disruptive mental load (2004) Pers Soc Psychol Bull, 30 (6), pp. 721-731; Crotty, Y., Promoting a creative educational entrepreneurial approach in higher education (2014) International Journal for Transformative Research, 1 (1), pp. 75-100; Gibbs, G., (2010) Using Assessment to Support Student Learning at University of East Anglia, , https://tinyurl.com/y9tsfj47, (accessed 8 March 2018); Glassman, N., Texting during class: Audience response systems (2015) J Elec Res Med Lib, 12 (1), pp. 59-71. , https://doi.org/10.1080/15424065.2015.1003633; Gousseau, M., Sommerfeld, C., Gooi, A., Tips for using mobile audience response systems in medical education (2016) Adv Med Educ Prac, 7, pp. 647-652; Grove, S.K., Gray, J., Burns, N., (2015) Understanding Nursing Research: Building An Evidence-based Practice, , 6th edition. 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[TED Talk], , https://tinyurl.com/tedtalk-robinson, (accessed 8 March 2018); Ruhl, J., (2015) Teaching Methods for Inspiring the Students of the Future. [TED Talk], , https://tinyurl.com/tedx-ruhl, (accessed 8 March 2018); Rust, C., (2001) Assessment Series No. 12. A Briefing on Assessment of Large Groups, , https://tinyurl.com/y7kmgjbo, York: Learning and Teaching Support Network. (accessed 8 March 2018); Säljö, R., Digital tools and challenges to institutional traditions of learning: Technologies, social memory and the performative nature of learning (2010) J. of Comput Assist Learn, 26 (1), pp. 53-64. , https://doi.org/10.1111/j.1365-2729.2009.00341.x; Seufert, S., Meier, C., From eLearning to digital transformation: A framework and implications for L&D (2016) IJAC, 9 (2), pp. 27-33. , http://dx.doi.org/10.3991/ijac.v9i2.6003; Surgenor, P., (2010) Teaching Toolkit: Effect of Assessment on Learning, , https://tinyurl.com/tt-effect, Dublin, Ireland: University College Dublin. (accessed 12 March 2018); Surgenor, P., (2010) Teaching Toolkit: Role of Assessment, , https://tinyurl.com/tt-role, Dublin, Ireland: University College Dublin. (accessed 12 March 2018)",,,,MA Healthcare Ltd,,,,,09660461,,,29634332.0,English,Brit. J. Nurs.,Article,Final,,Scopus,2-s2.0-85045400386
"Voith L.A., Holmes M.R., Duda-Banwar J.",56177268400;14008684900;57193417602;,Clicking Toward Better Grades: The Use of Student Response Systems in Social Work Education,2018,Journal of Social Work Education,54,2,,239,249,,1.0,10.1080/10437797.2017.1283268,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046018220&doi=10.1080%2f10437797.2017.1283268&partnerID=40&md5=66e079074be776b4da184d1451a2f258,"Case Western Reserve University, United States","Voith, L.A., Case Western Reserve University, United States; Holmes, M.R., Case Western Reserve University, United States; Duda-Banwar, J., Case Western Reserve University, United States","Faculty members at universities are increasingly shifting their pedagogical focus from traditional lectures to active learning by integrating academic technology such as clickers (i.e., student response systems) into classrooms. However, few studies have examined the effect of clickers on learning outcomes such as test grades, and even fewer studies have evaluated this technology in social work education. This study examined the effect of clickers on learning outcomes in an undergraduate social work course. Findings indicated that frequency of clicker use significantly contributed to increased test scores after controlling for important covariates, suggesting that clickers may be an effective tool in actively engaging social work students and promoting learning. Instructors guidelines for integrating technology into future social work courses are discussed. © 2018, © 2018 Council on Social Work Education.",,article; human; human experiment; learning; practice guideline; social work education; social work student,,,,,,,,,,,"Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) Retrieved from ERIC database., p. 340272. , ED; Brewer, C.A., Near real-time assessment of student learning and understanding in biology courses (2004) BioScience, 54, pp. 1034-1039; Cole, S., Kosc, G., Quit surfing and start “clicking”: One professor’s effort to combat the problems of teaching the US survey in a large lecture hall (2010) History Teacher, 43, pp. 397-410; Erikson, E.H., (1994) Identity and the life cycle, , New York: W. W. Norton & Company; Rights, F.E., Act, P., (2013) Data de-identification: An overview of basic terms, , FERPA), (34 CFR §99.30; Friedline, T., Mann, A.R., Lieberman, A., Teaching note—Ask the audience: Using student response systems in social work education (2013) Journal of Social Work Education, 49, pp. 782-792; Hannafin, M.J., Land, S.M., The foundations and assumptions of technology-enhanced student-centered learning environments (1997) Instructional Science, 25, pp. 167-202; Holmes, M.R., Tracy, E.M., Painter, L.L., Oestreich, T., Park, H., Moving from flipcharts to the flipped classroom: Using technology-driven teaching methods to promote active learning in foundation and advanced masters social work courses (2015) Clinical Social Work Journal, 43 (2), pp. 215-224; Hughes, J.E., The role of teacher knowledge and learning experiences in forming technology integrated pedagogy (2005) Journal of Technology and Teacher Education, 13, pp. 277-302; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin system study of clickers (2007) Educause Research Bulletin, pp. 1-12; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Kincaid, J.P., Fishburne, R.P., Jr., Rogers, R.L., Chissom, B.S., Derivation of new readability formulas (Automated Readability Index, Fog Count and Flesch Reading Ease Formula) for Navy enlisted personnel (1975) Retrieved from ERIC database, p. 108134. , ED; Lavin, A.M., Korte, L., Davies, T.L., The impact of classroom technology on student behavior (2011) Journal of Technology Research, 2 (1), pp. 1-13; Lopez, J.A., Love, C., Watters, D., Clickers in biosciences: Do they improve academic performance? (2014) International Journal of Innovation in Science and Mathematics Education, 22 (3), pp. 26-41; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Jr., Elmore, D., Bodie, G.D., Evans, E., Geddes, B., Student evaluation of audience response technology in large lecture classes (2007) Educational Technology Research and Development, 56, pp. 125-145. , …; Masikunis, G., Panayiotidis, A., Burke, L., Changing the nature of lectures using a personal response system (2009) Innovations in Education and Teaching International, 46, pp. 199-212; Michael, J., Where’s the evidence that active learning works? (2006) Advances in Physiology Education, 30, pp. 159-167; Premkumar, K., Coupal, C., Rules of engagement—12 tips for successful use of “clickers” in the classroom (2008) Medical Teacher, 30, pp. 146-149; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sciences Education, 6 (1), pp. 29-41; Quinn, A., An exploratory study of opinions on clickers and class participation from students of human behavior in the social environment (2010) Journal of Human Behavior in the Social Environment, 20, pp. 721-731; Revere, L., Kovach, J.V., Online technologies for engaged learning (2011) Quarterly Review of Distance Education, 12, pp. 113-124; Smith, L.A., Shon, H., Santiago, R., Audience response systems: Using “clickers” to enhance BSW education (2011) Journal of Technology in Human Services, 29, pp. 120-132; Smith-Osborne, A., Perceived influence of adoption of personal electronic response systems by students with and without disabilities and limited English proficiency in small social work classes (2014) Journal of Technology in Human Services, 32, pp. 54-64; Spencer, S.J., Steele, C.M., Quinn, D.M., Stereotype threat and women’s math performance (1999) Journal of Experimental Social Psychology, 35, pp. 4-28; Sutherlin, A.L., Sutherlin, G.R., Akpanudo, U.M., The effect of clickers in university science courses (2013) Journal of Science Education and Technology, 22, pp. 651-666; Vicens, Q., Caspersen, M.E., Getting more scientists to revamp teaching (2014) Journal of College Science Teaching, 43 (5), pp. 22-27","Voith, L.A.; Jack, Joseph, and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, 11235 Bellflower Road, United States; email: lav41@case.edu",,,Routledge,,,,,10437797,,,,English,J. Soc. Work Educ.,Article,Final,,Scopus,2-s2.0-85046018220
"Herron M.A., Lotfizadeh A.D., Poling A.",57201461079;55149361900;7006724682;,Using Conditioned Reinforcers to Improve Behavior-Change Skills: Clicker Training for Practitioners,2018,Journal of Organizational Behavior Management,38,2-3,,172,190,,,10.1080/01608061.2018.1454874,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044933651&doi=10.1080%2f01608061.2018.1454874&partnerID=40&md5=f19215203a646e6d1da2429a5325ca3d,"Easterseals Southern California, Research Division, Valencia, CA, United States; Western Michigan University, Psychology Department, Kalamazoo, MI, United States","Herron, M.A., Easterseals Southern California, Research Division, Valencia, CA, United States; Lotfizadeh, A.D., Easterseals Southern California, Research Division, Valencia, CA, United States; Poling, A., Western Michigan University, Psychology Department, Kalamazoo, MI, United States","We evaluated the use of a clicker sound as a conditioned reinforcer to teach behavior interventionists appropriate clinical skills during in-situ training. A multiple-baseline-across-behaviors design indicated that the intervention was effective in increasing all target behaviors for all participants. For two of the participants, we conducted maintenance probes one to five weeks after the final training session and performance continued to occur at a high level. Although the participants ranked the contingent clicker presentation as less disruptive and more fair than typical feedback methods, they ranked it as slightly less helpful, less worthwhile, and less pleasant than typical feedback methods. These findings suggest that clicker training can play a valuable role in training mental health professionals. © 2018 Taylor & Francis.",clicker training; clinical skills; conditioned reinforcer; practitioner training; staff training,,,,,,,,,,,,"Aljadeff-Abergel, E., Peterson, S.M., Wiskirchen, R.R., Hagen, K.K., Cole, M.L., Evaluating the temporal location of feedback: Providing feedback following performance vs. prior to performance (2017) Journal of Organizational Behavior Management, 37, pp. 171-195; Allison, D.B., Silverstein, J.M., Galante, V., Relative effectiveness and cost-effectiveness of cooperative, competitive, and independent monetary incentive systems (1993) Journal of Organizational Behavior Management, 13 (1), pp. 85-112; Alvero, A.M., Bucklin, B.R., Austin, J., An objective review of the effectiveness and essential characteristics of performance feedback in organizational settings (1985-1998) (2001) Journal of Organizational Behavior Management, 21, pp. 3-29; Balcazar, F., Hopkins, B.L., Suarez, Y., A critical, objective review of performance feedback (1985) Journal of Organizational Behavior Management, 7, pp. 65-89; Fogel, V.A., Weil, T.M., Burris, H., Evaluating the efficacy of TAGteach as a training strategy for teaching a golf swing (2010) Journal of Behavioral Health and Medicine, 1 (1), p. 25; Gianoumis, S., Seiverling, L., Sturmey, P., The effects of behavior skills training on correct teacher implementation of natural language paradigm teaching skills and child behavior (2012) Behavioral Interventions, 27 (2), pp. 57-74; Konttinen, N., Mononen, K., Viitasalo, J., Mets, T., The effects of augmented auditory feedback on psychomotor skill learning in precision shooting (2004) Journal of Sport and Exercise Psychology, 26 (2), pp. 306-316; Leblanc, M.P., Ricciardi, J.N., Luiselli, J.K., Improving discrete trial instruction by paraprofessional staff through an abbreviated performance feedback intervention (2005) Education and Treatment of Children, 28 (1), pp. 76-82; Levy, I.M., Pryor, K.W., McKeon, T.R., Is teaching simple surgical skills using an operant learning program more effective than teaching by demonstration? (2016) Clinical Orthopaedics and Related Research®, 474 (4), pp. 945-955; (2015) Findings and conclusions: National standards project (phase 2), , Randolph, MA: Author; (2017) Autism and insurance coverage-state laws, , http://www.ncsl.org/research/health/autism-and-insurance-coverage-state-laws.aspx, Retrieved from; Nigro-Bruzzi, D., Sturmey, P., The effects of behavioral skills training on mand training by staff and unprompted vocal mands by children (2010) Journal of Applied Behavior Analysis, 43 (4), pp. 757-761; Page, T.J., Iwata, B.A., Poling, A., Fuqua, R.W., Interobserver agreement: History, theory, and current methods (1986) Research methods in applied behavior analysis: Issues and advances, pp. 99-126. , New York, NY: Plenum Press, &,. In, &, (Eds; Parsons, M.B., Rollyson, J.H., Reid, D.H., Evidence-based staff training: A guide for practitioners (2012) Behavior Analysis in Practice, 5 (2), pp. 2-11; Petscher, E.S., Bailey, J.S., Effects of training, prompting, and self-monitoring on staff behavior in a classroom for students with disabilities (2006) Journal of Applied Behavior Analysis, 39 (2), pp. 215-226; Pryor, K.W., Haag, R., O’Reilly, J., The creative porpoise: Training for novel behavior (1969) Journal of the Experimental Analysis of Behavior, 12 (4), pp. 653-661; Quinn, M.J., Miltenberger, R.G., Fogel, V.A., Using TAGteach to improve the proficiency of dance movements (2015) Journal of Applied Behavior Analysis, 48 (1), pp. 11-24; Rosales, R., Stone, K., Rehfeldt, R.A., The effects of behavioral skills training on implementation of the picture exchange communication system (2009) Journal of Applied Behavior Analysis, 42 (3), pp. 541-549; Sarokoff, R.A., Sturmey, P., The effects of behavioral skills training on staff implementation of discrete‐trial teaching (2004) Journal of Applied Behavior Analysis, 37 (4), pp. 535-538; Scott, D., Scott, L.M., Goldwater, B., A performance improvement program for an international-level track and field athlete (1997) Journal of Applied Behavior Analysis, 30 (3), pp. 573-575; Stokes, J.V., Luiselli, J.K., Reed, D.D., Fleming, R.K., Behavioral coaching to improve offensive line pass-blocking skills of high school football athletes (2010) Journal of Applied Behavior Analysis, 43 (3), pp. 463-472; (2004) Using positive reinforcement and targeted feedback to empower your student and strengthen your program, , Boston, MA: Author","Lotfizadeh, A.D.; Research Division, Easterseals Southern California, 27200 Tourney Rd., Ste. 255, United States; email: aminlotfi1@gmail.com",,,Routledge,,,,,01608061,,,,English,J. Organ. Behav. Manage.,Article,Final,,Scopus,2-s2.0-85044933651
"Cakiroglu U., Erdogdu F., Gokoglu S.",26656621800;57193006636;57192837084;,Clickers in EFL classrooms: Evidence from two different uses,2018,Contemporary Educational Technology,9,2,,171,185,,,10.30935/cet.414820,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061380165&doi=10.30935%2fcet.414820&partnerID=40&md5=c302c16d87a53b61cdc27aca6a810ac6,"Karadeniz Technical University, Turkey; Kastamonu University, Turkey","Cakiroglu, U., Karadeniz Technical University, Turkey; Erdogdu, F., Karadeniz Technical University, Turkey; Gokoglu, S., Kastamonu University, Turkey","Clickers as electronic response systems allow students to respond instantly to questions. The aim of this study is to compare the effects of using clickers on student participation during different periods of EFL courses. The intervention was implemented in question– response sessions of an EFL course at a secondary school. A quasi-experimental design was used in which twenty participants were assigned to two groups, Group A (n = 10) and Group B (n = 10). The implementation process is divided into three periods. In the preparation period, both of the groups did not use clickers, in the first period while the Group A used clickers, Group B continued without using clickers in the lessons. Then in the second period; in contrary, Group A and Group B students changed the roles in using the clickers; that is Group B started with clickers in the second period and Group A followed the lesson without clickers. When the clickers used the students’ participation rates were determined by clicker system records and an observation form is used when non-clickers strategies were used. As a result, even if they used clickers in different time periods both Groups A and B increased their participation rates while using clickers. Moreover, when the students in Group A were non-clickers, their correct answer rates were decreased. In contrast, when the students in Group B were non-clickers, their correct answer rates were increased. Results showed that even after students ceased to use clickers, positive effects on participation continued; however, the quality of the students’ answers declined. Along with the study findings, suggestions for clickers use in various periods of the courses are included. © 2018, Anadolu University, Faculty of Communication Sciences. All rights reserved.",Clickers; EFL classroom; Language teaching; Participation; Traditional response strategies,,,,,,,,,,,,"Agbatogun, A.O., Enhancing second language skills development using student response system (2012) European Conference on E-Learning, p. 1. , Academic Conferences International Limited; Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochemistry and Molecular Biology Education, 37 (2), pp. 84-91; Bartsch, R.A., Murphy, W., Examining the effects of an electronic classroom response system on student engagement and performance (2011) Journal of Educational Computing Research, 44 (1), pp. 25-33; Blood, E., Neel, R., Using student response systems in lecture-based instruction: Does it change student engagement and learning? (2008) Journal of Technology and Teacher Education, 16 (3), pp. 375-383; Cardoso, W., Learning a foreign language with a learner response system: The students' perspective (2011) Computer Assisted Language Learning, 24 (5), pp. 393-417; Carnaghan, C., Edmonds, T.P., Lechner, T.A., Olds, P.R., Using student response systems in the accounting classroom: Strengths, strategies and limitations (2011) Journal of Accounting Education, 29 (4), pp. 265-283; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Castillo-Manzano, J.I., Castro-Nuño, M., Díaz, M.T.S., Yñiguez, R., Does pressing a button make it easier to pass an exam? Evaluating the effectiveness of interactive technologies in higher education (2015) British Journal of Educational Technology, 47 (4), pp. 710-720; Chui, L., Martin, K., Pike, B., A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance (2013) Journal of Accounting Education, 31 (1), pp. 17-30; Crews, T.B., Ducate, L., Rathel, J.M., Heid, K., Bishoff, S.T., Clickers in the classroom: Transforming students into active learners (2011) ECAR Research Bulletin, 9, p. 502; Dancer, D., Kamvounias, P., Student involvement in assessment: A project designed to assess class participation fairly and reliably (2005) Assessment & Evaluation in Higher Education, 30 (4), pp. 445-454; Egelandsdal, K., Krumsvik, R.J., Clickers and formative feedback at university lectures (2017) Education and Information Technologies, 22 (1), pp. 55-74; Edmonds, C.T., Edmonds, T.P., An examination of the links between SRS technology and an active learning environment in a managerial accounting course (2010) Advances in Accounting Education: Teaching and Curriculum Innovations, 11, pp. 81-100; Eisenbach, R., Golich, V., Curry, R., Classroom assessment across the disciplines (1998) New Directions for Teaching and Learning, 1998 (75), pp. 59-66; Fies, C., Marshall, J., The C3 framework: Evaluating classroom response system interactions in university classrooms (2008) Journal of Science Education and Technology, 17 (5), pp. 483-499; Heaslip, G., Donova, P., Cullen, J.P., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341; Johns, K., Engaging and assessing students with technology: A review of kahoot (2015) Delta Kappa Gamma Bulletin, 81 (4), p. 89; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers and Education, 53 (3), pp. 819-827; Kenright, K., Clickers in the classroom (2009) Techtrends, 53 (1), pp. 74-77; Keough, S.M., Clickers in the classroom: A review and a replication (2012) Journal of Management Education, 36 (6), pp. 822-847; Lantz, M.E., The use of ‘clickers’ in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46 (4), pp. 242-244; Lee, C.M., Oh, E., Exploring the effects of a learner response system on EFL reading (2014) Multimedia-Assisted Language Learning, 17 (2), pp. 130-151; Liu, C., Chen, S., Chi, C., Chien, K.-P., Liu, Y., Chou, T.-L., The effects of clickers with different teaching strategies (2016) Journal of Educational Computing Research, 54 (6), pp. 1-26; Macgeorge, E.L., Homan, S.R., Dunning, J.B., Jr., Elmore, D., Bodie, G.D., Evans, E., Khichadia, S., Geddes, B., Student evaluation of audience response technology in large lecture class (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; Marlow, D.W., Engaging syntax: Using a personal response system to encourage grammatical thought (2010) American Speech, 85 (2), pp. 225-237; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 30 (2), p. 71; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Morling, B., McAuliffe, M., Cohen, L., Dilorenzo, T.M., Efficacy of personal response systems (“clickers”) in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Mula, J.M., Kavanagh, M., Click go the students, click–click–click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) E-Journal of Business Education & Scholarship of Teaching, 3 (1), pp. 1-17; Mun, W.K., Hew, K.F., Cheung, W.S., The impact of the use of response pad system on the learning of secondary school physics concepts: A Singapore quasi-experiment study (2009) British Journal of Educational Technology, 40 (5), pp. 848-860; Morse, J., Ruggieri, M., Whelan-Berry, K., Clicking our way to class discussion (2010) American Journal of Business Education, 3 (3), pp. 99-108; Nelson, M.L., Hauck, R.V., Clicking to learn: A case study of embedding radio-frequency based Response Systems in an introductory management information systems course (2008) Journal of Information Systems Education, 19 (1), pp. 55-64; Phelps, R.P., The effect of testing on student achievement, 1910-2012 (2012) International Journal of Testing, 12 (1), pp. 21-43; Premuroso, R., Tong, L., Beed, T., Does using Response Systems in the classroom matter to student performance and satisfaction when taking the introductory financial accounting course? (2011) Issues in Accounting Education, 26 (4), pp. 701-723; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology course (2007) CBE—Life Sciences Education, 6 (1), pp. 29-41; Reschly, A.L., Christenson, S.L., Research leading to a predictive model of dropout and completion among students with mild disabilities and the role of student engagement (2006) Remedial and Special Education, 27 (5), pp. 276-292; Robinson, S., Using games and clickers to encourage students to study and participate (2006) Proceedings of the Academy of Educational Leadership, 11 (2), pp. 25-29; Rocca, K.A., Student participation in the college classroom: An extended multidisciplinary literature review (2010) Communication Education, 59 (2), pp. 185-213; Ross, S.M., Morrison, G.R., Lowther, D.L., Educational Technology Research Past and Present: Balancing: Rigor and Relevance to Impact School Learning (2010) Contemporary Educational Technology, 1 (1), pp. 17-35; Schell, J., Lukoff, B., Mazur, E., Catalyzing learner engagement using cutting-edge classroom response systems in higher education (2013) Cutting-Edge Technologies in Higher Education, 6 (1), pp. 233-261; Scott, V., Clicking in the Classroom: Using a student response system in an elementary classroom (2014) New Horizons for Learning, 11 (1), pp. 1-11; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner’s application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Snyder, K.D., Ropes, poles, and space (2003) Active Learning in Higher Education, 4 (2), pp. 159-167; Sun, J., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computers & Education, 72 (2), pp. 80-89; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Wijtmans, M., van Rens, L., van Muijlwijk-Koezen, J.E., Activating students’ interest and participation in lectures and practical courses using their electronic devices (2014) Journal of Chemical Education, 91 (11), pp. 1830-1837; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88; Yu, Z., Indicators of satisfaction in clickers-aided EFL class (2015) Frontiers in Psychology, 6","Erdogdu, F.; Department of Computer Education and Instructional Technology, Fatih Faculty of Education, Karadeniz Technical UniversityTurkey",,,"Anadolu University, Faculty of Communication Sciences",,,,,1309517X,,,,English,Contemp. Edu. Tech.,Article,Final,Open Access,Scopus,2-s2.0-85061380165
"Karamanos Y., Couturier C., Boutin V., Mysiorek C., Matéos A., Berger S.",7003764653;57201423925;57201431891;24776620900;57201423047;57197495150;,Monitoring how changes in pedagogical practices have improved student interest and performance for an introductory biochemistry course,2018,FEBS Open Bio,8,4,,494,501,,2.0,10.1002/2211-5463.12409,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044740128&doi=10.1002%2f2211-5463.12409&partnerID=40&md5=3634b9de17619cfa4410f9c3b3cfbe1f,"Faculté des Sciences, Université d'Artois, Lens, France; LBHE, Université d'Artois, Lens, France; RECIFES, Université d'Artois, Arras, France; SUPArtois, Université d'Artois, Arras, France; Faculté des Sports, Université d'Artois, Liévin, France","Karamanos, Y., Faculté des Sciences, Université d'Artois, Lens, France, LBHE, Université d'Artois, Lens, France, RECIFES, Université d'Artois, Arras, France; Couturier, C., RECIFES, Université d'Artois, Arras, France, SUPArtois, Université d'Artois, Arras, France; Boutin, V., SUPArtois, Université d'Artois, Arras, France, Faculté des Sports, Université d'Artois, Liévin, France; Mysiorek, C., Faculté des Sciences, Université d'Artois, Lens, France, LBHE, Université d'Artois, Lens, France; Matéos, A., Faculté des Sciences, Université d'Artois, Lens, France; Berger, S., Faculté des Sciences, Université d'Artois, Lens, France","This study describes feedback on the effects of changes introduced in our teaching practices for an introductory biochemistry course in the Life Sciences curriculum. Students on this course have diverse educational qualifications and are taught in large learning groups, creating challenges for the management of individual learning. We used the constructive alignment principle, refining the learning contract and re-drafting the teaching program to introduce active learning and an organization of activities that promotes the participation of all the students and helps their understanding. We also created teaching resources available through the university virtual work environment. Our research aimed to measure the effects of those changes on the students’ success. Monitoring of the student performance showed a continuous increase in the percentage of students who passed the course, from 2.13% to 33.5% in 4 years. Analysis of student perceptions highlighted that the teaching methodology was greatly appreciated by the students, whose attendance also improved. The recent introduction of clickers-questions constituted a complementary leverage. The active involvement of the students and better results for summative assessments are altogether a strong motivation for teaching staff to continue to make improvements. © 2018 The Authors. Published by FEBS Press and John Wiley & Sons Ltd.",biochemistry; innovation; learning; pedagogical practices,absenteeism; academic achievement; Article; biochemistry; comprehension; curriculum development; human; motivation; pedagogics; perception; priority journal; student; teaching; university; work environment; workload,,,,,,,,,,,"Berthiaume, D., Lanarès, J., Jacqmot, C., Winer, L., Rochat, J.-M., L’évaluation des enseignements par les étudiants (EEE) (2011) Rech Form, 67, pp. 53-72; Hornstein, H.A., Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance (2017) Cogent Educ, 4, p. 1304016; Biggs, J., What the student does: teaching for enhanced learning (1999) High Educ Res Dev, 18, pp. 57-75; Moss, C., Brookhart, S., (2012) Learning Targets: Helping Students Aim for Understanding in Today's Lesson, , ASCD, Alexandria, VA; Lison, C., Bédard, D., Bélisle, M., Meyer, F., Penser une formation à distance pour soutenir le développement professionnel des enseignants Universitaires (2014) La Francophonie en Question, pp. 181-194. , in, Karsenti T, Coulibaly M, Depover C, Fauguet J-L, Garry R-P, Komis V, Moukkadam D, Ngoy Bitambile B-F, Petrovici C, Quang Thuan N, Russbach L, eds), RIFEFF, Montréal, QC; Prégent, R., Bernard, H., Kozanitis, A., (2009) Enseigner à l'université dans une Approche-programme, , Presses Internationales Polytechnique, Montréal, QC; Romainville, M., (2000) L’échec dans l'université de Masse, , L'Harmattan, Paris; Duguet, A., Morlaix, S., Les pratiques pédagogiques des enseignants universitaires: Quelle variété pour quelle efficacité? (2012) Quest Vives Rech Éduc, 6, pp. 93-110; Crouch, C.H., Mazur, E., Peer instruction: ten years of experience and results (2001) Am J Phys, 69, pp. 970-977; Berthiaume, D., Rege Colet, N., (2013) La pédagogie de l'enseignement Supérieur Repéres Théoriques et Applications Pratiques. Tome 1, Enseigner au Supérieur, , Peter Lang, Berne; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , 1st edn, Jossey-Bass, San Francisco; Mazur, E., (1996) Peer Instruction: A User's Manual (Prentice Hall Series in Educational Innovation), , 1st edn, Pearson, Upper Saddle River, NJ; Allen, E., Seaman, C., Statistics roundtable: Likert scales and data analyses (2007) Quality Progress, 7, pp. 64-65; Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochem Mol Biol Educ, 37, pp. 84-91; Lison, C., Bédard, D., Beaucher, C., Trudelle, D., De l'innovation à un modèle de dynamique innovationnelle en enseignement supérieur (2014) Rev Int Pédagog Enseign Sup, 30, pp. 1-20; Poumay, M., Six leviers pour améliorer l'apprentissage des étudiants du supérieur (2014) Rev Int Pédagog Enseign Sup, 30, pp. 1-15; Moutault, S., Senpau-Roca, J., Klein, J.-O., (2006) TD: travaux dirigés ? - Non ! Tableau dévissé !, , In, Actes du colloque de l'AIPU, Monastir, Tunisie; Schmidt, S., What students do to learn really matters (2014) J Food Sci Educ, 13, pp. 33-34; Viau, R., (2009) La Motivation en Contexte Scolaire, , 2nd edn, De Boeck, Bruxelles; Loertscher, J., Green, D., Lewis, J.E., Lin, S., Minderhout, V., Identification of threshold concepts for biochemistry (2014) Cell Biol Educ, 13, pp. 516-528","Karamanos, Y.; Faculté des Sciences, Université d'ArtoisFrance; email: yannis.karamanos@univ-artois.fr",,,Wiley Blackwell,,,,,22115463,,,,English,FEBS Open Bio.,Article,Final,Open Access,Scopus,2-s2.0-85044740128
"Li Y., Zhang X., Li X., Zhang Y., Yang J., He Q.",24825176900;57191626173;57192869628;57193001330;35112093500;7402118349;,Mobile Phone Clustering from Speech Recordings Using Deep Representation and Spectral Clustering,2018,IEEE Transactions on Information Forensics and Security,13,4, 8113574,965,977,,2.0,10.1109/TIFS.2017.2774505,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85035146814&doi=10.1109%2fTIFS.2017.2774505&partnerID=40&md5=abf801dcd3bcf6a70a8f818d90cf3abc,"School of Electronic and Information Engineering, South China University of Technology, Guangzhou, 510640, China","Li, Y., School of Electronic and Information Engineering, South China University of Technology, Guangzhou, 510640, China; Zhang, X., School of Electronic and Information Engineering, South China University of Technology, Guangzhou, 510640, China; Li, X., School of Electronic and Information Engineering, South China University of Technology, Guangzhou, 510640, China; Zhang, Y., School of Electronic and Information Engineering, South China University of Technology, Guangzhou, 510640, China; Yang, J., School of Electronic and Information Engineering, South China University of Technology, Guangzhou, 510640, China; He, Q., School of Electronic and Information Engineering, South China University of Technology, Guangzhou, 510640, China","Considerable attention has been paid to acquisition device recognition over the past decade in the forensic community, especially in digital image forensics. In contrast, acquisition device clustering from speech recordings is a new problem that aims to merge the recordings acquired by the same device into a single cluster without having prior information about the recordings and training classifiers in advance. In this paper, we propose a method for mobile phone clustering from speech recordings by using a new feature of deep representation and a spectral clustering algorithm. The new feature is learned by a deep auto-encoder network for representing the intrinsic trace left behind by each phone in the recordings, and spectral clustering is used to merge recordings acquired by the same phone into a single cluster. The impacts of the structures of the deep auto-encoder network on the performance of the new feature are discussed. Different features are compared with one another. The proposed method is compared with others and evaluated under special conditions. The results show that the proposed method is effective under these conditions and the new feature outperforms other features. © 2005-2012 IEEE.",acquisition device recognition; Deep representation; mobile phone clustering; spectral clustering; speech forensics,Audio recordings; Cellular telephones; Classification (of information); Digital forensics; Feature extraction; Global system for mobile communications; Learning systems; Mobile phones; Network coding; Pattern recognition; Signal encoding; Speech; Speech recognition; Telephone sets; Acquisition device; Deep representation; Fingerprint Recognition; Forensics; Mel frequency cepstral co-efficient; Mobile handsets; Spectral clustering; Speech forensics; Clustering algorithms,,,,,"National Natural Science Foundation of China: 61771200, 61571192, 6171101566

Fundamental Research Funds for the Central Universities: 2015ZZ102","Manuscript received January 22, 2017; revised May 25, 2017 and September 2, 2017; accepted November 6, 2017. Date of publication November 16, 2017; date of current version January 3, 2018. This work was supported in part by the National Natural Science Foundation of China under Grant 61771200, Grant 61571192, and Grant 6171101566, and in part by Fundamental Research Funds for the Central Universities under Grant 2015ZZ102. The associate editor coordinating the review of this manuscript and approving it for publication was Dr. Hafiz Malik. (Corresponding author: Yanxiong Li.) The authors are with the School of Electronic and Information Engineering, South China University of Technology, Guangzhou 510640, China (e-mail: eeyxli@scut.edu.cn).",,,,,"Hanilci, C., Ertas, F., Ertas, T., Eskidere, Ö., Recognition of brand and models of cell-phones from recorded speech signals (2012) IEEE Trans. Inf. Forensics Security, 7 (2), pp. 625-634. , Apr; Kotropoulos, C., Source phone identification using sketches of features (2014) IET Biometrics, 3 (2), pp. 75-83. , Jun; Zou, L., He, Q., Wu, J., Source cell phone verification from speech recordings using sparse representation (2017) Digit. Signal Process, 63, pp. 125-136. , Mar; Zhao, H., Malik, H., Audio recording location identification using acoustic environment signature (2013) IEEE Trans. Inf. Forensics Security, 8 (11), pp. 1746-1759. , Nov; Malik, H., Zhao, H., Recording environment identification using acoustic reverberation (2012) Proc. ICASSP, pp. 1833-1836. , Mar; Stamm, M.C., Wu, M., Liu, K.J.R., Information forensics: An overview of the first decade (2013) IEEE Access, 1, pp. 167-200. , May; Kraetzer, C., Schott, M., Dittmann, J., Unweighted fusion in microphone forensics using a decision tree and linear logistic regression models (2009) Proc. ACM Multimedia Secur. Workshop, pp. 49-56; Kraetzer, C., Oermann, A., Dittmann, J., Lang, A., Digital audio forensics: A first practical evaluation on microphone and environment classification (2007) Proc. Multimedia Secur. Workshop, pp. 63-74; Kraetzer, C., Qian, K., Schott, M., Dittmann, J., A context model for microphone forensics and its application in evaluations (2011) Proc. SPIE, 7880, p. 78800P. , Feb; Malik, H., Miller, J., Microphone identification using higher-order statistics (2012) Proc. AES Conf. Audio Forensics, pp. 1-10; Buchholz, R., Kraetzer, C., Dittmann, J., Microphone classification using Fourier coefficients (2009) Information Hiding (Lecture Notes in Computer Science), 5806, pp. 235-246. , Berlin, Germany: Springer; Garcia-Romero, D., Espy-Wilson, C., Speech forensics: Automatic acquisition device identification (2010) J. Acoust. Soc. Amer, 127 (3), p. 2044; Eskidere, Ö., Source microphone identification from speech recordings based on a Gaussian mixture model (2014) Turkish J. Electr. Eng. Comput. Sci, 22 (3), pp. 754-767; Cuccovillo, L., Aichroth, P., Open-set microphone classification via blind channel analysis (2016) Proc. ICASSP, pp. 2074-2078. , Mar; Garcia-Romero, D., Espy-Wilson, C.Y., Automatic acquisition device identification from speech recordings (2010) Proc. ICASSP, pp. 1806-1809; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) Proc. ICASSP, pp. 1535-1538; Garcia-Romero, D., Espy-Wilson, C.Y., Automatic acquisition device identification from speech recordings (2009) J. Audio Eng. Soc. Amer, 124 (4), p. 2530; Panagakis, Y., Kotropoulos, C., Telephone handset identification by feature selection and sparse representations (2012) Proc. IEEE Workshop Inf. Forensics Security, pp. 73-78. , Dec; Panagakis, Y., Kotropoulos, C., Automatic telephone handset identification by sparse representation of random spectral features (2012) Proc. ACM Multimedia Secur. 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Audio, Speech, Language Process, 20 (2), pp. 356-370. , Feb; Fawcett, T., An introduction to ROC analysis (2006) Pattern Recognit. Lett, 27 (8), pp. 861-874. , Jun","Li, Y.; School of Electronic and Information Engineering, South China University of TechnologyChina; email: eeyxli@scut.edu.cn",,,Institute of Electrical and Electronics Engineers Inc.,,,,,15566013,,,,English,IEEE Trans. Inf. Forensics Secur.,Article,Final,,Scopus,2-s2.0-85035146814
"Blasco-Serrano A.C., Lacruz J.L., Sarsa J.",57205487415;55762967800;6507592171;,Students' perception of flipped classroom through the use of social networks and classroom response systems [Percepción de los estudiantes al 'invertir la clase' mediante el uso de redes sociales y sistemas de respuesta inmediata],2018,Revista de Educacion a Distancia,,57, 6,,,,,10.6018/red/57/6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061132101&doi=10.6018%2fred%2f57%2f6&partnerID=40&md5=c64f7532e19b1104c42bcc8130ec9541,"Universidad de Zaragoza, Zaragoza, Spain","Blasco-Serrano, A.C., Universidad de Zaragoza, Zaragoza, Spain; Lacruz, J.L., Universidad de Zaragoza, Zaragoza, Spain; Sarsa, J., Universidad de Zaragoza, Zaragoza, Spain","Social networks and digital collaborative tools have become informal education laboratories. In accordance with this statement, the objective of this research has focused on investigating the perceptions and experiences of a group of students about the flipped classroom methodology, in combination with the use of social networks, game based learning and classroom response systems as learning tools, and on understanding how they impact on learning. The study has involved 257 students and has been carried out following a qualitative methodology, using interviews, a research diary and the application called Mentimeter as data gathering tools. The results indicate that this methodology facilitates motivation, autonomy and commitment with learning. Furthermore, it serves to develop participation and commitment to the professional community and the citizenship. Also, regarding the learning-teaching processes, the results show an increase of autonomy, of the prior knowledge necessary to solve assignments and of formative assessment. Finally, these studies foster the reflection of one's own teaching practice. © 2018 Revista de Educacion a Distancia. All Rights Reserved.",Flipped classroom; Game based learning; Qualitative methodology; Social networks,,,,,,,,,,,,"Abeysekera, L., Dawson, P., Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research (2015) Higher Education Research & Development, 34 (1), pp. 1-14; Adell, J., Castañeda, L., Tecnologías emergentes ¿pedagogías emergentes? (2012) Tendencias Emergentes En Educación Con TIC, , En J. Hernández, M. Pennesi, D. Sobrino, y A. 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(2016) Pedagogía Social. Revista Interuniversitaria, 28, pp. 189-201; Artal Sevil, J.S., Casanova López, O., Serrano Pastor, R.M., Romero Pascual, E., Dispositivos móviles y Flipped Classroom. Una experiencia multidisciplinar del profesorado universitario (2017) Edutec. Revista Electrónica De Tecnología Educativa, 59; Aznar, I., Raso, F., Hinojo, M.A., Percepciones de los futuros docentes respecto al potencial de la ludificación y la inclusión de los videojuegos en los procesos de enseñanza-aprendizaje (2017) Comunicar, 53 (1), pp. 11-28; Baran, E., A review of research on mobile learning (2014) Teacher Education. Educational Technology & Society, 17 (4), pp. 17-32. , http://www.jstor.org/stable/jeductechsoci.17.4.17.el01/05/2017, Recuperado de; Ballesteros, B., Mata, P., Ciudadanía y transformación social en la sociedad mediatizada (2015) Kult-Ur, 2 (3), pp. 159-170; Bergmann, J., Sams, A., Flip your classroom (2012) Reach Every Students in Every Class Every Day, , Eugéne (Oregon, Estados Unidos): International Society for Technology in Education; Bertaux, D., (2005) Los Relatos De Vida. Perspectiva Etnosociológica, , Barcelona: Edicions Bellaterra; Bishop, J., Verleger, M.A., The flipped classroom: A survey of the research (2013) 2013 ASEE Annual Conference & Exposition, , Atlanta, Georgia; Blasco-Serrano, A.C., Lorenzo, J., Sarsa, J., La clase invertida y el uso de vídeos de software educativo en la formación inicial del profesorado (2016) Estudio Cualitativo. @Tic. 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Barcelona: Crítica; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227; Wells, G., (2001) Indagación Dialógica, , Barcelona: Paidós; Wu, Y.C.J., Wu, T., Li, Y., Impact of using classroom response systems on students' entrepreneurship learning experience (2017) Computers in Human Behavior. En Prensa, Prueba Corregida; Seifert, T., Digital media and social network in the training of pre-service teachers (2018) Promoting Global Competencies Through Media Literacy, pp. 96-110. , M N. Yildiz, S. S. Funk, S. Steven & B. S. De Abreu. Hershey PA: IGI Global",,,,Universidad de Murcia,,,,,15787680,,,,Spanish,Rev. Educ. Distancia,Article,Final,Open Access,Scopus,2-s2.0-85061132101
"von Bergmann H., Childs R.A.",22735412300;7102024926;,Creating a test blueprint for a progress testing program: A paired-comparisons approach,2018,Medical Teacher,40,3,,267,274,,1.0,10.1080/0142159X.2017.1403015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034853384&doi=10.1080%2f0142159X.2017.1403015&partnerID=40&md5=15a804e8d612c53a922d4b35856fea46,"Education Research, Co-Chair of CTEC Assessment and Ed-Tech Subcommittee, Faculty of Dentistry, University of British ColumbiaBC, Canada; Department of Leadership, Higher and Adult Education, University of Toronto, Toronto, Canada","von Bergmann, H., Education Research, Co-Chair of CTEC Assessment and Ed-Tech Subcommittee, Faculty of Dentistry, University of British ColumbiaBC, Canada; Childs, R.A., Department of Leadership, Higher and Adult Education, University of Toronto, Toronto, Canada","Context: Creating a new testing program requires the development of a test blueprint that will determine how the items on each test form are distributed across possible content areas and practice domains. To achieve validity, categories of a blueprint are typically based on the judgments of content experts. How experts judgments are elicited and combined is important to the quality of resulting test blueprints. Methods: Content experts in dentistry participated in a day-long faculty-wide workshop to discuss, refine, and confirm the categories and their relative weights. After reaching agreement on categories and their definitions, experts judged the relative importance between category pairs, registering their judgments anonymously using iClicker, an audience response system. Judgments were combined in two ways: a simple calculation that could be performed during the workshop and a multidimensional scaling of the judgments performed later. Results: Content experts were able to produce a set of relative weights using this approach. The multidimensional scaling yielded a three-dimensional model with the potential to provide deeper insights into the basis of the experts’ judgments. Conclusion: The approach developed and demonstrated in this study can be applied across academic disciplines to elicit and combine content experts judgments for the development of test blueprints. © 2017 Informa UK Limited, trading as Taylor & Francis Group.",,"calculation; decision making; dentistry; human; multidimensional scaling; clinical competence; comparative study; dental education; education; interview; medical education; procedures; qualitative research; standards; Clinical Competence; Education, Dental; Education, Medical, Undergraduate; Educational Measurement; Humans; Interviews as Topic; Qualitative Research",,,,,,This research was funded by the UBC Teaching and Learning Enhancement Funds.,,,,,"Aribarg, A., Arora, N., Bodur, H.O., Understanding the role of preference revision and concession in group decisions (2002) J Marketing Res, 39, pp. 336-349; (2015) ACFD educational framework for the development of competency in dental programs, , Vancouver, BC: Royal College of Physicians and Surgeons of Canada; Becher, T., Trowler, P.R., (2001) Academic tribes and territories: intellectual enquiry and the culture of disciplines, , 2nd ed, Bury St Edmunds, Suffolk: St Edmundsbury Press; Bond, R., Group size and conformity (2005) Group Process Interg, 8, pp. 331-354; Brown, T.C., Peterson, G.L., (2009), An enquiry into the method of paired comparison: reliability, scaling, and Thurstone’s law of comparative judgment. Fort Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station. Gen. Tech. Rep. RMRS-GTR-216WWW; Boulkedid, R., Abdoul, H., Loustau, M., Sibony, O., Alberti, C., Using and reporting the Delphi method for selecting healthcare quality indicators: a systematic review (2011) PLoS One, 6; Davison, M.L., Wood, P.K., Fitting unidimensional choice models with nonmetric multidimensional scaling (1983) Appl Psych Meas, 7, pp. 333-340; Foth, T., Efstathiou, N., Vanderspank-Wright, B., Ufholz, L.A., Dütthorn, N., Zimansky, M., The use of Delphi and Nominal Group Technique in nursing education: a review (2016) Int J Nurs Stud, 60, pp. 112-120; Hsu, C.C., Sandford, B.A., The Delphi technique: making sense of consensus (2007) J Pract Assess Res Eval, 12, pp. 1-8; Kishida, K.T., Montague, P.R., Imaging models of valuation during social interaction in humans (2012) Biol Psychiatry, 72, pp. 93-100; Krosnick, J.A., Response strategies for coping with the cognitive demands of attitude measures in surveys (1991) Appl Cognit Psychol, 5, pp. 213-236; Martignon, L., Hoffrage, U., Fast, frugal, and fit: simple heuristics for paired comparison (2002) Theor Decis, 52, pp. 29-71; Mullen, P.M., Delphi: myths and reality (2003) J Health Organ Manag.Manag, 17, pp. 37-52; Raymond, M.R., Job analysis and the specification of content for licensure and certification examinations (2001) Appl Meas Ed, 14, pp. 369-415; Schmeiser, C.B., Welch, C.J., Test development (2006) Educational measurement, pp. 307-355. , Brennan R.L., (ed), 4th ed, Washington, DC: American Council on Education,. In:, editor. p; van der Vleuten, C.P.M., Verwijnen, G.M., Wijnen, W.H.F.M., Fifteen years of experience with progress testing in a problem-based learning curriculum (1996) Med Teach, 18, pp. 103-109; Wrigley, W., van der Vleuten, C.P.M., Freeman, A., Muijtjens, A., A systemic framework for the progress test: strengths, constraints and issues: AMEE Guide No. 71 (2012) Med Teach, 34, pp. 683-697","von Bergmann, H.JBM 288, 2199 Wesbrook Mall, Canada; email: hsingchi.von.bergmann@ubc.ca",,,Taylor and Francis Ltd,,,,,0142159X,,MEDTD,29172940.0,English,Med. Teach.,Article,Final,,Scopus,2-s2.0-85034853384
Toothaker R.,57193160725;,Millennial's perspective of clicker technology in a nursing classroom: A Mixed methods research study,2018,Nurse Education Today,62,,,80,84,,1.0,10.1016/j.nedt.2017.12.027,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85039975191&doi=10.1016%2fj.nedt.2017.12.027&partnerID=40&md5=ada2d0642a48d48b77d75e20c8c34859,"709 Walnut Lane, MarLin, PA  17951, United States","Toothaker, R., 709 Walnut Lane, MarLin, PA  17951, United States","Background Nursing education is facing challenges and a shift in paradigm within the nursing classroom. Educators need to explore innovative strategies that engage students. Clickers are one tool that can enhance participation, protect anonymity, and promote learning of concepts. Methods/Data sources This mixed methods study evaluated nursing student's perceptions of clicker technology during lecture. This study uses a 9-item questionnaire to explore perceived levels of student perception of the technology of clickers in a nursing classroom. Participants The sample consisted of ninety-nine sophomore and senior level nursing students. Participants were recruited using convenience sampling. Results Ninety-one percent of the students agreed or strongly agreed that the use of clickers helped them to develop a better understanding of the subject matter when compared to traditional lecture based class. Conclusion The findings portray a positive correlation of learning and an enhanced pedagogical approach for nursing students. © 2017 Elsevier Ltd",Classroom response systems; Clickers; Millennials; Nursing education; Nursing student,"adult; convenience sample; female; human; human experiment; human tissue; learning; male; nursing education; nursing student; perception; questionnaire; academic achievement; devices; educational technology; nursing education; nursing student; psychology; Academic Performance; Adult; Education, Nursing; Educational Technology; Female; Humans; Learning; Male; Nursing Education Research; Students, Nursing; Surveys and Questionnaires",,,,,# 000564,Research reported in this publication was supported by Bloomsburg University Research and Scholarship 2016–2017 Internal Grant under award number # 000564 .,,,,,"Boctor, L., Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study (2013) Nurse Educ. Pract., 13, pp. 96-100; Dale, E., Audio-Visual Methods in Teaching (1969), 3rd ed. Holt Rinehart Winston New York; Daniel, T., Tivener, K., Effects of sharing clickers in an active learning environment (2016) J. Educ. Technol. Soc., 19 (3); DeGagne, J.C., Use of classroom “clickers” to promote acquisition of advanced reasoning skills (2011) Nurse Educ. Pract., 8, pp. 76-87; Efstathiou, N., Bailey, C., Promoting active learning using audience response systems in large bioscience classes (2012) Nurse Educ. Today, 32 (1), pp. 91-95; Gale, S., Forget Gen Y: Are You Ready for Gen Z? (2015), http://www.clomedia.com/2015/07/07/forget-gen-y-are-you-ready-for-gen-z/, Retrieved from; Garwood, J.K., Millennial students' preferred methods for learning concepts in psychiatric nursing (2015) J. Psychosoc. Nurs. Ment. Health Serv., 53 (9), pp. 38-43; Han, J.H., Closing the missing links and opening the relationships among the factors: a literature review on the use of clicker technology using the 3P model (2014) Educ. Technol. Soc., 17 (4), pp. 150-168; Harvey, G., Connecting theory to practice: using guided questions to standardize clinical postconference (2015) J. Nurs. Educ., 54 (11), pp. 655-658; Johanson, L., Teaching the millennial generation (2012) Consider, Nurs. Educ., 37 (4), pp. 173-175; Kaylor, S.K., Fishing for pharmacology success: gaming as an active learning strategy (2016) J. Nurs. Educ., 55 (2); Mains, T.E., Cofrancesco, J., Milner, S.M., Shah, N.G., Goldberg, H., Do questions help? The impact of audience response systems on medical student learning: a randomized controlled trial (2015) Postgrad. Med. J., 91 (1077), pp. 361-367; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: Best practice guidelines (2010) Int. J. Nurs. Educ. Scholarsh., 32; Mawhiter, D., Garafola, P., Expect the unexpected: simulation games as a teaching strategy (2016) Clin. Simul. Nurs., 12 (4), pp. 132-136; Montenery, S.M., Walker, M., Sorensen, E., Thompson, R., Kirklin, D., White, R., Ross, C., Millennial generation student nurses’ perceptions of the impact of multiple technologies on learning (2013) Nurs. Educ. Perspect., 34 (6), pp. 405-409; Roche, C.C., Wingo, N.P., Willig, J.H., Kaizen: an innovative team learning experience for first-semester nursing students (2017) J. Nurs. Educ., 56 (2), p. 124; Shatto, B., Erwin, K., Teaching millennials and generation Z: bridging the generation divide (2017) Creat. Nurs., 23 (1), pp. 24-28; Stephens, T.M., Gunther, M.E., Twitter, millennials, and nursing education research (2016) Nurs. Educ. Perspect., 37 (1), pp. 23-27; Stevens, N.T., McDermott, H., Boland, F., Pawlikowska, T., Humphreys, H., A comparative study: do “clickers” increase student engagement in multidisciplinary clinical microbiology teaching? (2017) BMC Med. Educ., 17 (70); Welch, S., Effectiveness of classroom response systems within an active learning environment (2013) J. Nurs. Educ., 52 (11), pp. 52-61; West, R., Communities of innovation: individual, groups, and organizational characteristics leading to greater potential for innovation (2014) TechTrends, 58 (5), pp. 53-61; Zhang, W., Creswell, J., The use of “mixing” procedures of mixed methods in health services research (2013) Med. Care, 51 (8). , (e51-e5)",,,,Churchill Livingstone,,,,,02606917,,,29306750.0,English,Nurse Educ. Today,Article,Final,,Scopus,2-s2.0-85039975191
"Cheung G., Wan K., Chan K.",24471344400;56814366900;7406035235;,Efficient use of clickers: A mixed-method inquiry with university teachers,2018,Education Sciences,8,1, 31,,,,1.0,10.3390/educsci8010031,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059326162&doi=10.3390%2feducsci8010031&partnerID=40&md5=49e5266a4cf3a91e388b7ea510d46ceb,"Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong","Cheung, G., Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong; Wan, K., Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong; Chan, K., Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong","With the advancement of information technology and policies encouraging interactivities in teaching and learning, the use of students’ response system (SRS), commonly known as clickers, has experienced substantial growth in recent years. The reported effectiveness of SRS has varied. Based on the framework of technological-pedagogical-content knowledge (TPACK), the current study attempted to explore the disparity in efficiency of adopting SRS. A concurrent mixed method design was adopted to delineate factors conducive to efficient adoption of SRS through closed-ended survey responses and qualitative data. Participants were purposefully sampled from diverse academic disciplines and backgrounds. Seventeen teachers from various disciplines (i.e., tourism management, business, health sciences, applied sciences, engineering, and social sciences) at the Hong Kong Polytechnic University formed a teacher focus group for the current study. In the facilitated focus group, issues relating to efficient use of clickers, participants explored questions on teachers’ knowledge on various technologies, knowledge relating to their subject matters, methods and processes of teaching, as well as how to integrate all knowledge into their teaching. The TPACK model was adopted to guide the discussions. Emergent themes from the discussions were extracted using NVivo 10 for Windows, and were categorized according to the framework of TPACK. The survey, implemented on an online survey platform, solicited participants on teachers’ knowledge and technology acceptance. The close-ended survey comprised 30 items based on the Technological Pedagogical Content Knowledge (TPACK) framework and 20 items based on the Unified Theory of Acceptance and Use of Technology (UTAUT). Participating teachers concurred with the suggestion that use of clickers is instrumental in engaging students in learning and assessing formative students’ progress. Converging with the survey results, several major themes contributing to the successful implementation of clickers, namely technology, technological-pedagogical, technological-content, technological-pedagogical-content knowledge, were identified from the teacher focus groups. The most and second most frequently cited themes were technological-pedagogical-content Knowledge and the technological knowledge respectively. Findings from the current study triangulated with previous findings on TPACK and use of clickers, particularly, the influence of technological-pedagogical-content Knowledge and technological knowledge on successful integration of innovations in class. Furthermore, the current study highlighted the impact of technological-pedagogical and technological-content knowledge for further research to unfold technology adoption with these featured TPACK configurations, as well as rendering support to frontline academics related to integration of technology and pedagogy. © 2018 by the authors. Licensee MDPI, Basel, Switzerland.",eLearning; Hong Kong; Student response system,,,,,,UGC-89BM,Acknowledgments: The research is funded by the Hong Kong SAR UGC’s Additional Funding for Teaching and Learning Related Initiatives for the 2012-15 Triennium (UGC-89BM).,,,,,"Şad, S.N., Göktaş, Ö., Preservice teachers’ perceptions about using mobile phones and laptops in education as mobile learning tools (2014) Br. J. Educ. Technol., 45, pp. 606-618; Park, S.Y., Nam, M.-W., Cha, S.-B., University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model (2012) Br. J. Educ. 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Educ., 53, pp. 819-827; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J. Comput. Assist. Learn., 20, pp. 81-94; Cleary, A.M., Using Wireless Response Systems to Replicate Behavioral Research Findings in the Classroom (2008) Teach. Psychol., 35, pp. 42-44; Novak, G.M., Just-in-time teaching (2011) New Dir. Teach. Learn., 2011, pp. 63-73; Stowell, J.R., Oldham, T., Bennett, D., Using Student Response Systems (“Clickers”) to Combat Conformity and Shyness (2010) Teach. Psychol., 37, pp. 135-140; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) Cbe-Life Sci. Educ., 6, pp. 9-20; Campbell, J., Mayer, R.E., Questioning as an instructional method: Does it affect learning from lectures? (2009) Appl. Cogn. Psychol., 23, pp. 747-759; Agarwal, R., Karahanna, E., Time Flies When You’re Having Fun: Cognitive Absorption and Beliefs about Information Technology Usage (2000) MIS Q, 24, pp. 665-694; Ajzen, I., Fishbein, M., (1980) Understanding Attitude and Predicting Social Behavior, , Prentice Hall: Englewood Cliffs, NJ, USA; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Q, 13, pp. 319-340; Davis, F.D., Bagozzi, R.P., Warshaw, P.R., User Acceptance of Computer Technology: A Comparison of Two Theoretical Models (1989) Manag. 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Res., 2, pp. 192-222; Bandura, A., (1986) Social Foundations of Thought and Action: A Social Cognitive Perspective, , Princeton-Hall: Englewood Cliffs, NJ, USA; Dwivedi, Y.K., Rana, N.P., Chen, H., Williams, M.D., A Meta-analysis of the Unified Theory of Acceptance and Use of Technology (UTAUT) (2011) In Governance and Sustainability in Information Systems. Managing the Transfer and Diffusion of IT, pp. 155-170. , Springer: Berlin, Germany; Taiwo, A.A., Downe, A.G., The Theory of User Acceptance and Use of Technology (UTAUT): A Meta-Analytic Review of Empirical Findings (2013) J. Theor. Appl. Inf. Technol., 49, pp. 48-58; Compeau, D.R., Higgins, C.A., Computer self-efficacy: Development of a measure and initial test (1995) MIS Q, 19, pp. 189-211; Hsu, M.K., Wang, S.W., Chiu, K.K., Computer attitude, statistics anxiety and self-efficacy on statistical software adoption behavior: An empirical study of online MBA learners (2009) Comput. Hum. 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Educ., 47, pp. 186-210; Creswell, J.W., Plano-Clark, V.L., (2011) Choosing a Mixed Methods Design. in Designing and Conducting Mixed Methods Research, pp. 53-106. , 2nd ed.; Creswell, J.W., Plano-Clark, V.L., Eds.; SAGE Publications: Thousand Oaks, CA, USA; Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., Shin, T.S., Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers (2009) J. Res. Technol. Educ., 42, pp. 123-149; Emmer, E.T., Stough, L.M., Classroom management: A critical part of educational psychology, with implications for teacher education (2001) Educ. Psychol., 36, pp. 103-112; Dicke, T., Elling, J., Schmeck, A., Leutner, D., Reducing reality shock: The effects of classroom management skills training on beginning teachers (2015) Teach. Teach. 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Inform., 78, pp. 115-126; Dadayan, L., Ferro, E., When technology meets the mind: A comparative study of the technology acceptance model Proceedings of the EGOV, pp. 137-144. , Copenhagen, Denmark, 22–26 August 2005; Nov, O., Ye, C., Resistance to change and the adoption of digital libraries: An integrative model (2009) J. Assoc. Inf. Sci. Technol., 60, pp. 1702-1708; Venkatesh, V., Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model (2000) Inf. Syst. Res., 11, pp. 342-365; Sun, H., Zhang, P., Causal relationships between perceived enjoyment and perceived ease of use: An alternative approach (2006) J. Assoc. Inf. Syst, 7, p. 24; Teo, T., Noyes, J., An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach (2011) Comput. Educ., 57, pp. 1645-1653; Archambault, L.M., Barnett, J.H., Revisiting technological pedagogical content knowledge: Exploring the TPACK framework (2010) Comput. Educ., 55, pp. 1656-1662; Cheung, G., Chan, K., Brown, I., Wan, K., Teachers’ Knowledge and Technology Acceptance: A Study on the Adoption of Clickers Proceedings of the 11Th International Conference on E-Learning: Icel2016, p. 46. , Kuala Lumpur, Malaysia, 2–3 June 2016; Bere, A., Exploring determinants for mobile learning user acceptance and use: An application of UTAUT In Proceedings of the 11Th International Conference on Information Technology: New Generations (ITNG), pp. 84-90. , Las Vegas, NV, USA, 7–9 April 2014; Raman, A., Don, Y., Preservice teachers’ acceptance of learning management software: An application of the UTAUT2 model (2013) Int. Educ. Stud., 6, pp. 157-164; Olofson, M.W., Swallow, M.J., Neumann, M.D., TPACKing: A constructivist framing of TPACK to analyze teachers’ construction of knowledge (2016) Comput. Educ., 95, pp. 188-201","Cheung, G.; Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong; email: george.cheung@polyu.edu.hk",,,MDPI AG,,,,,22277102,,,,English,Educ. Sci.,Article,Final,Open Access,Scopus,2-s2.0-85059326162
"Duzhin F., Gustafsson A.",6506243158;8382167500;,Machine learning-based app for self-evaluation of teacher-specific instructional style and tools,2018,Education Sciences,8,1, 7,,,,5.0,10.3390/educsci8010007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061181687&doi=10.3390%2feducsci8010007&partnerID=40&md5=641da1ffc425f1774f5a8f1043361bb1,"School of Physical and Mathematical Sciences, Nanyang Technological University, SPMS-MAS-05-23, 21 Nanyang Link, Singapore, 637371, Singapore; School of Physical and Mathematical Sciences, Nanyang Technological University, SPMS-MAS-04-10, 21 Nanyang Link, Singapore, 637371, Singapore","Duzhin, F., School of Physical and Mathematical Sciences, Nanyang Technological University, SPMS-MAS-05-23, 21 Nanyang Link, Singapore, 637371, Singapore; Gustafsson, A., School of Physical and Mathematical Sciences, Nanyang Technological University, SPMS-MAS-04-10, 21 Nanyang Link, Singapore, 637371, Singapore","Course instructors need to assess the efficacy of their teaching methods, but experiments in education are seldom politically, administratively, or ethically feasible. Quasi-experimental tools, on the other hand, are often problematic, as they are typically too complicated to be of widespread use to educators and may suffer from selection bias occurring due to confounding variables such as students’ prior knowledge. We developed a machine learning algorithm that accounts for students’ prior knowledge. Our algorithm is based on symbolic regression that uses non-experimental data on previous scores collected by the university as input. It can predict 60–70 percent of variation in students’ exam scores. Applying our algorithm to evaluate the impact of teaching methods in an ordinary differential equations class, we found that clickers were a more effective teaching strategy as compared to traditional handwritten homework; however, online homework with immediate feedback was found to be even more effective than clickers. The novelty of our findings is in the method (machine learning-based analysis of non-experimental data) and in the fact that we compare the effectiveness of clickers and handwritten homework in teaching undergraduate mathematics. Evaluating the methods used in a calculus class, we found that active team work seemed to be more beneficial for students than individual work. Our algorithm has been integrated into an app that we are sharing with the educational community, so it can be used by practitioners without advanced methodological training. © 2018 by the authors. Licensee MDPI, Basel, Switzerland.",Clickers; Handwritten homework; Learning analytics; Machine learning; Online homework; Predictive modelling; Quasi-experiment; Symbolic regression; Team-based learning,,,,,,,,,,,,"Hattie, J., (2008) Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement, , Routledge: Abingdon, UK; Becker, W.E., Quantitative research on teaching methods in tertiary education (2004) Scholarship of Teaching and Learning in Higher Education: Contributions of Research Universities, pp. 265-310. , Indiana University Press: Bloomington, IN, USA; (2011), Pearson Education: London, UK; Michaelsen, L.K., Sweet, M., The essential elements of team-based learning (2008) New Dir. Teach. Learn., 2008, pp. 7-27; Beichner, R.J., Saul, J.M., Abbott, D.S., Morse, J.J., Deardorff, D., Allain, R.J., Bonham, S.W., Risley, J.S., The student-centered activities for large enrollment undergraduate programs (SCALE-UP) project (2007) Res. Based Reform Univ. Phys, 1, pp. 2-39; Xu, J., Han, Y., Marcu, D., van der Schaar, M., Progressive Prediction of Student Performance in College Programs (2017) Proceedings of the Thirty-First AAAI Conference on Artificial Intelligence, , San Francisco, CA, USA, 4–10 February; Kotsiantis, S.B., Use of machine learning techniques for educational proposes: A decision support system for forecasting students’ grades (2012) Artif. Intell. Rev., 37, pp. 331-344; Chen, L., Zitikis, R., Measuring and Comparing Student Performance: A New Technique for Assessing Directional Associations (2017) Educ. Sci., 7, p. 77; Vladislavleva, E.J., Smits, G.F., Den Hertog, D., Order of nonlinearity as a complexity measure for models generated by symbolic regression via pareto genetic programming (2009) IEEE Trans. Evolut. Comput., 13, pp. 333-349; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proc. Natl. Acad. Sci. USA, 111, pp. 8410-8415; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74; James, G., Witten, D., Hastie, T., Tibshirani, R., (2013) An Introduction to Statistical Learning, 112. , Springer: New York, NY, USA; (2015), DataModeler; Version 8.24; Evolved Analytics LLC: Midland, MI, USA; Oswald, H., Allen, J., Gough, B., https://www.sharelatex.com, Share LaTeX. Available online, (accessed on 8 January 2018); Sisk, R.J., Team Based Learning: Systematic Research Review (2011) J. Nurs. Educ., 50, pp. 665-669; Vladislavleva, K., Stijven, S., Custom Notebook, , http://tinyurl.com/edex-custom-notebook, accessed on 8 January 2018; Boud, D., Molloy, E., (2013) Feedback in Higher and Professional Education: Understanding It and Doing It Well, , Routledge: Abingdon, UK; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69, pp. 970-977","Duzhin, F.; School of Physical and Mathematical Sciences, Nanyang Technological University, SPMS-MAS-05-23, 21 Nanyang Link, Singapore; email: fduzhin@ntu.edu.sg",,,MDPI AG,,,,,22277102,,,,English,Educ. Sci.,Article,Final,Open Access,Scopus,2-s2.0-85061181687
"Crisp S., Dawdy K.",25227295200;55536329000;,Building a Magnetic Resonance Imaging Safety Culture from the Ground Up,2018,Journal of Medical Imaging and Radiation Sciences,49,1,,18,22,,2.0,10.1016/j.jmir.2017.10.005,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85039040803&doi=10.1016%2fj.jmir.2017.10.005&partnerID=40&md5=2c160c21380504ac21dd239d52a45ead,"Department of Medical Imaging, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada; Department of Radiation Therapy, Odette Cancer Centre, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada","Crisp, S., Department of Medical Imaging, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada; Dawdy, K., Department of Radiation Therapy, Odette Cancer Centre, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada","Magnetic resonance imaging (MRI) uses a strong magnetic field to generate diagnostic images. This magnetic field has the potential to cause serious and even fatal injuries to patients undergoing scans and to personnel in the area. Ensuring awareness of MRI hazards and safety procedures through a formalized education and training program is integral in creating an MRI safety culture that protects patients and staff from harm. The aim of our project was to develop an accessible and interprofessional electronic e-module learning series to instill an MRI safety culture throughout the entire hospital. This is the first such program in Canada. A simplified e-search was conducted using key search terms “mri: safety, education, safety training.” Very few articles were found that fulfilled our needs in helping us build an MRI safety program. In concert with an e-search we reached out to similar institutions and, through informal discussions, we confirmed the lack of a formalized, transferable safety program within Canada. This led to the creation of an interprofessional working team at our institution composed of key stakeholders: educators, clinical and technical experts from radiation therapy, medical imaging, the research institute, medical radiation physics, nursing, and radiation oncology. This team collaborated on the development of three education modules tailored for specific audiences based on classification as Non-MR Personnel, Level 1 MR Personnel, or Level 2 MR Personnel as defined by the American College of Radiology guidelines. All modules were 10 to 20 minutes in length with interactive engagement activities throughout as well as a final summative evaluation to test for comprehension. Knowledge of the existence of the MRI unit is only one facet of creating an MRI safety culture. By increasing the awareness of the hazards of MRI to all personnel throughout the hospital, the risk of harm to patients and staff may be decreased. © 2018 Canadian Association of Medical Radiation Technologists",MRI hazards; MRI safety,"Article; capacity building; comprehension; education program; harm reduction; human; medical education; nuclear magnetic resonance imaging; practice guideline; priority journal; program evaluation; radiation exposure; radiation hazard; safety; safety procedure; adverse event; Canada; continuing education; education; in service training; nuclear magnetic resonance imaging; organization and management; patient safety; procedures; radiation oncology; radiology; safety; teaching; Canada; Computer-Assisted Instruction; Education, Continuing; Humans; Inservice Training; Magnetic Resonance Imaging; Patient Safety; Radiation Oncology; Radiology; Safety Management",,,,,,,,,,,"Kanal, E., Barkovich, A.J., Bell, C., ACR guidance document on MR safe practices: 2013 (2013) J Magn Reson Imaging, 37, pp. 501-530; Sammet, S., Sammet, C., Implementation of a comprehensive MR safety course for medical students (2015) J Magn Reson Imaging, 42 (6), pp. 1478-1486; Gilk, T., MRI safety 10 years later what can we learn from the accident that killed Michael Colombini? (2011), http://www.psqh.com/analysis/mri-safety-10-years-later/, Available at: (Accessed 6 February 2017); (2007) Report of the Diagnostic Imaging Safety Committee for magnetic resonance imaging, , http://www.health.gov.on.ca/en/common/ministry/publications/reports/disc_ct_mri/mri_report.pdf/, Available at: (Accessed 6 February 2017); Gilk, T., MRI accident data: you don't know more than you think you do (2012), http://rad-planning.com/RADblog/2012/02/07/mri-accident-data-you-don-t-know-more-than-you-think-you-do/, Available at: (Accessed 6 February 2017)","Crisp, S.; Department of Medical Imaging, Sunnybrook Health Sciences CentreCanada; email: susan.crisp@sunnybrook.ca",,,Elsevier Inc.,,,,,19398654,,,30479282.0,English,J. Med. Imaging Radiat. Sci.,Article,Final,,Scopus,2-s2.0-85039040803
White T.,56820758800;,Connecting levels of activity with classroom network technology,2018,International Journal of Computer-Supported Collaborative Learning,13,1,,93,122,,5.0,10.1007/s11412-018-9272-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044755840&doi=10.1007%2fs11412-018-9272-3&partnerID=40&md5=7131bb261c31ca0be7488bf22700a62f,"School of Education, University of California, Davis, One Shields Avenue, Davis, CA  95616, United States","White, T., School of Education, University of California, Davis, One Shields Avenue, Davis, CA  95616, United States","Classroom activity traditionally takes one of three forms, variously oriented toward the levels of individual students, small groups, or the whole class. CSCL systems, however, may enable novel ways to facilitate instruction within or sequence activity across these different levels. Drawing on theoretical accounts of learning at and across different scales of social interaction, this paper examines episodes of classroom activity featuring two learning environment designs that leverage networked digital devices to support face-to-face collaboration. Analysis of these episodes focused on two questions: When did activity shift between small and whole-group levels, and what mechanisms enabled or supported those shifts? Findings suggest that classroom activity in these environments was sometimes characterized by frequent, rapid shifts between levels, as well as instances that suggested hybrid forms of small-group and whole-class interaction. These shifts between and overlaps across levels were enabled and sustained through mechanisms including teacher orchestration, mediating roles played by virtual mathematical objects, learners’ appropriation of shared artifacts and resources, and emergent properties of these complex interactions among classroom participants. © 2018, International Society of the Learning Sciences, Inc.",Classroom networks; Classroom orchestration; Mathematics; Sociocultural theory,,,,,,"National Science Foundation, NSF",Acknowledgements This material is based upon work supported by the National Science Foundation under Grant No. DRL-0747536. 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Hillsdale: Erlbaum; Roschelle, J., Penuel, W.R., Abrahamson, L.A., The networked classroom (2004) Educational Leadership, 61 (5), pp. 50-54; Roschelle, J., Tatar, D., Chaudhury, S.R., Dimitriadis, Y., Patton, C., DiGiano, C., Ink, improvisation, and interactive engagement: Learning with tablets (2007) IEEE Computer, 40 (9), pp. 42-48; Säljö, R., Digital tools and challenges to institutional traditions of learning: Technologies, social memory and the performative nature of learning (2010) Journal of Computer Assisted Learning, 26 (1), pp. 53-64; Sawyer, R.K., (2005) Social emergence: Societies as complex systems, , Cambridge University Press, Cambridge; Saxe, G.B., Children's developing mathematics in collective practices: A framework for analysis (2002) Journal of the Learning Sciences, 11 (2-3), pp. 275-300; Schegloff, E., Jefferson, G., Sacks, H., The preference for self-correction in the Organization of Repair in conversation (1977) Language, 53 (2), pp. 361-382; Schoenfeld, Smith, Arcavi, Learning: The microgenetic analysis of one student’s evolving understanding of a complex subject matter domain (1993) Advances in instructional psychology, 4, pp. 55-175. , Glaser R, (ed), Hillsdale, Earlbaum; Schwarz, B.B., De Groot, R., Mavrikis, M., Dragon, T., Learning to learn together with CSCL tools (2015) International Journal of Computer-Supported Collaborative Learning, 10 (3), pp. 239-271; Stahl, G., (2006) Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology); Stahl, G., (2009) Studying Virtual Math Teams, , New York: Springer. 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Kaput, Routledge; Sutherland, S.M., White, T.F., Constraint-referenced analytics of algebra learning (2016) Journal of Learning Analytics, 3 (3), pp. 143-169; Szewkis, E., Nussbaum, M., Rosen, T., Abalos, J., Denardin, F., Caballero, D., Alcoholado, C., Collaboration within large groups in the classroom (2011) International Journal of Computer-Supported Collaborative Learning, 6 (4), pp. 561-575; Vygotsky, L.S., (1978) Mind in society: The development of higher psychological processes, , Harvard University Press, Cambridge; Wertsch, J., (1985) Vygotsky and the social formation of mind, , Harvard University Press, Cambridge; White, T., Code talk: Student discourse and participation with networked handhelds (2006) International Journal of Computer-Supported Collaborative Learning, 1 (3), pp. 359-382; White, T., Pea, R., Distributed by design: On the promises and pitfalls of collaborative learning with multiple representations (2011) Journal of the Learning Sciences, 20 (3), pp. 489-547; White, T., Sutherland, S., Lai, K., Constructing Collective Algebraic Objects in a Classroom Network (2010) Proceedings of the Thirty Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp. 1523-1530. , Brosnan P, Erchick DB, Flevares L, (eds), The Ohio State University, Columbus; White, T., Wallace, M., Lai, K., Graphing in groups: Learning about lines in a collaborative classroom network environment (2012) Mathematical Thinking and Learning, 14 (2), pp. 149-172; Wilensky, U., Stroup, W., Learning through participatory simulations: Network-based design for systems learning in classrooms (1999) Proceedings of the conference on computer-supported collaborative learning, pp. 667-676. , Hoadley C, Roschelle J, (eds), Erlbaum, Mahwah; Wilensky, U., Stroup, W., (1999) Hubnet, , http://ccl.northwestern.edu/netlogo/hubnet.html, Center for Connected Learning and Computer-Based Modeling. Evanston: Northwestern University; Wilensky, U., (1999) Netlogo, , http://ccl.northwestern.edu/netlogo/, Center for Connected Learning and Computer-Based Modeling. Evanston: Northwestern University; Zurita, G., Nussbaum, M., Computer supported collaborative learning using wirelessly interconnected handheld computers (2004) Computers & Education, 42, pp. 289-314","White, T.; School of Education, University of California, Davis, One Shields Avenue, United States; email: twhite@ucdavis.edu",,,Springer New York LLC,,,,,15561607,,,,English,Int. J. Comput.-Supported Collab. Learn.,Article,Final,,Scopus,2-s2.0-85044755840
"DeJongh B., Lemoine N., Buckley E., Traynor L.",55327691200;56861177300;57199164038;36829487100;,Student preparation time for traditional lecture versus team-based learning in a pharmacotherapy course,2018,Currents in Pharmacy Teaching and Learning,10,3,,360,366,,,10.1016/j.cptl.2017.11.009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85037667393&doi=10.1016%2fj.cptl.2017.11.009&partnerID=40&md5=8419e662668cc0c9b5ab93d2f79787eb,"Concordia University Wisconsin School of Pharmacy, 12800 North Lake Shore Drive, Mequon, WI  53097, United States","DeJongh, B., Concordia University Wisconsin School of Pharmacy, 12800 North Lake Shore Drive, Mequon, WI  53097, United States; Lemoine, N., Concordia University Wisconsin School of Pharmacy, 12800 North Lake Shore Drive, Mequon, WI  53097, United States; Buckley, E., Concordia University Wisconsin School of Pharmacy, 12800 North Lake Shore Drive, Mequon, WI  53097, United States; Traynor, L., Concordia University Wisconsin School of Pharmacy, 12800 North Lake Shore Drive, Mequon, WI  53097, United States","Background and purpose: Determine how much time students spent preparing for traditional lecture versus team-based learning (TBL) for a pharmacotherapy course and determine if time spent in each pedagogy was within stated expectations for the course. Educational activity and setting: Instructors used a combination of traditional lecture and TBL to deliver material. Before each lecture, instructors recorded the amount of time students spent preparing for each method using a one-question clicker-response survey. Findings: Instructors delivered 16 hours of TBL, 32 hours of traditional lecture, and eight hours of a mix of TBL and traditional lecture. The median of students completing the survey each week was 89. A large percentage of the class (40.9%) did not prepare for traditional lecture while only 3.4% did not prepare for TBL. About 61% of students spent between 30 min and two hours preparing for a two-hour TBL session and only 10% spent more than three hours preparing. Discussion and summary: Results of this project show students spend little time preparing for traditional lectures without in-class accountability, which may give students the perception that TBL requires too much preparation time. © 2017",Pharmacotherapy; Preparation; Team-based learning; Workload,"Article; comparative study; feedback system; health care policy; health practitioner; health survey; human; learning style; medical education; multiple choice test; pedagogics; pharmacy; pharmacy student; priority journal; team based learning; traditional lecture; curriculum; education; group process; learning; problem based learning; procedures; questionnaire; social behavior; social responsibility; Curriculum; Education, Pharmacy; Group Processes; Humans; Learning; Problem-Based Learning; Social Behavior; Social Responsibility; Students, Pharmacy; Surveys and Questionnaires",,,,,,,,,,,"(2017), http://www.teambasedlearning.org/definition, Team-Based Learning Collaborative. 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Let's bid farewell to the carnegie unit. Published October 2015. Available at: Accessed 23 November; United States Department of Education, (2017), http://www2.ed.gov/policy/highered/reg/hearulemaking/2009/credit.html#credit, Program Integrity Questions and Answers - Credit Hour. Updated April 2016. Available at: Accessed 23 November; Babcock, P.S., Marks, M., The falling time cost of college: evidence from half a century of time use data (2011) Rev Econ Stat., 93 (2), pp. 468-478; (2017), https://www.acpe-accredit.org/pdf/H-PILS.pdf, Accreditation Council for Pharmacy Education. The health professionals' inventory of learning styles (H-PILS). Published 2004. Available at: Accessed 23 November; Koo, C.L., Demps, E.L., Farris, C., Impact of flipped classroom design on student performance and perceptions in a pharmacotherapy course (2016) Am J Pharm Educ., 80 (2)","DeJongh, B.; Concordia University Wisconsin School of Pharmacy, 12800 North Lake Shore Drive, United States; email: beth.dejongh@cuw.edu",,,Elsevier Inc.,,,,,18771297,,,29764641.0,English,Currents Pharm. Teach. Learn.,Article,Final,,Scopus,2-s2.0-85037667393
"Balta N., Perera-Rodríguez V.-H., Hervás-Gómez C.",56577982000;57127330000;55996289400;,Using socrative as an online homework platform to increase students’ exam scores,2018,Education and Information Technologies,23,2,,837,850,,4.0,10.1007/s10639-017-9638-6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027008801&doi=10.1007%2fs10639-017-9638-6&partnerID=40&md5=3cb3ae3814bb8d31e6ff88f7251dc705,"Department of Information Technologies and General Education, Almaty Management University, 27 Rozybakiyev str. Almaty, Almaty, 050060, Kazakhstan; Department of Teaching and School Organization, Educational Sciences Faculty, University of Seville, Pirotecnia Street, Seville, 41013, Spain; Dpto. de Didáctica y Organización Educativa, despacho 4.13, Facultad de Ciencias de la Educación, Universidad de Sevilla, C/ Pirotecnia, s/n, Sevilla, 41013, Spain","Balta, N., Department of Information Technologies and General Education, Almaty Management University, 27 Rozybakiyev str. Almaty, Almaty, 050060, Kazakhstan; Perera-Rodríguez, V.-H., Department of Teaching and School Organization, Educational Sciences Faculty, University of Seville, Pirotecnia Street, Seville, 41013, Spain, Dpto. de Didáctica y Organización Educativa, despacho 4.13, Facultad de Ciencias de la Educación, Universidad de Sevilla, C/ Pirotecnia, s/n, Sevilla, 41013, Spain; Hervás-Gómez, C., Department of Teaching and School Organization, Educational Sciences Faculty, University of Seville, Pirotecnia Street, Seville, 41013, Spain","Socrative is an online assessment and student response tool that provides opportunities to increase student engagement in the classroom. We used Socrative as an online homework completing platform to increase students’ exam scores in physics. To explore the relationships among factors and the educational effectiveness of Socrative, data from 85 undergraduate students’ final and midterm grades, and their responses to an attitude survey were used. The ANCOVA results demonstrated that the use of Socrative positively influenced students’ exam scores and a fairly significant correlation was found between students’ attitudes toward Socrative and final exam scores. Moreover, the results of the survey showed that students have moderately positive attitudes toward the use of Socrative as an online homework assignment platform. This empirical study indicates that the use of Socrative can go beyond engaging and motivating students and can be used as an online homework completing tool. © 2017, Springer Science+Business Media, LLC.",Online homework; Physics education; Socrative.com; Student attitudes; Student response system,,,,,,,,,,,,"Alrashid, O., Phan, H.P., Ngu, B.H., Academic engagement: an overview of its definitions, dimensions, and major conceptualisations (2016) International Education Studies, 9 (12), pp. 41-52; Awedh, M., Mueen, A., Zafar, B., Manzoor, U., Using Socrative and smartphones for the support of collaborative learning (2014) International Journal on Integrating Technology in Education, 3 (4), pp. 17-24; Babaali, P., Gonzalez, L., A quantitative analysis of the relationship between an online homework system and student achievement in pre-calculus (2015) International Journal of Mathematical Education in Science and Technology, 46 (5), pp. 687-699; Balta, N., Güvercin, S., (2016) Increasing undergraduate students’ exam performances in statistics course using software Socrative, pp. 314-321. , http://www.tojet.net/special/2016_7_1.pdf, Retrieved from, The Turkish Online Journal of Educational Technology, Special Issue of July; Balta, N., Awedh, M.H., The effect of student collaboration in solving physics problems using an online interactive response system (2017) European Journal of Educational Research, 6 (3), pp. 385-394; Blasco, D., Student’s attitudes toward integrating mobile technology into translation activities (2016) International Journal on Integrating Technology in Education (IJITE), 5 (1), pp. 1-11; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Calamas, D., (2014) An assessment of an innovative student response system on student learning and performance. In Proceedings of ASEE Southeastern Section Annual Conference, , http://digitalcommons.georgiasouthern.edu/mech-eng-facpubs/2, Retrieved from, Mercer University, Macon; Castillo-Manzano, J.I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Diáz, M.T., Yñiguez, R., Measuring the effect of ARS on academic performance: a global meta-analysis (2016) Computers & Education, 96, pp. 109-121; Chen, C.Y., Pedersen, S., Murphy, K.L., The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication (2012) Instructional Science, 40 (2), pp. 325-349. , http://www.jstor.org/stable/43575416, Retrieved from; Chow, A.F., Online homework impact in undergraduate mathematics and business statistics courses (2014) Educational Studies, 5698 (December), pp. 1-5; Cubric, M., Jefferies, A., The benefits and challenges of large-scale deployment of electronic voting systems: university student views from across different subject groups (2015) Computers & Education, 87, pp. 98-111; Dakka, S.M., Using Socrative to enhance in-class student engagement and collaboration (2015) International Journal on Integrating Technology in Education, 4 (3), pp. 13-19; De-Marcos, L., Domínguez, A., Saenz-De-Navarrete, J., Pagés, C., An empirical study comparing gamification and social networking on e-learning (2014) Computers & Education, 75, pp. 82-91; De-Marcos, L., García-López, E., García-Cabot, A., On the effectiveness of game-like and social approaches in learning: comparing educational gaming, gamification & social networking (2016) Computers & Education, 95, pp. 99-113; Dervan, P., Enhancing in-class student engagement using socrative (an online student response system): a report (2014) The All Ireland Journal of Teaching & Learning in Higher Education, 6 (3), pp. 1801-1813; Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., Martínez-Herráiz, J.J., Gamifying learning experiences: practical implications and outcomes (2013) Computers & Education, 63, pp. 380-392; Engin, M., Donanci, S., Dialogic teaching and iPads in the EAP classroom (2015) Computers & Education, 88, pp. 268-279; Field, A., (2009) Discovering statistics using SPSS, , SAGE, London; Fitzpatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Advances in Physiology Education, 35 (3), pp. 280-289; Frías, M.V., Arce, C., Flores-Morales, P., Uso de la plataforma socrative.com para alumnos de Química General (2016) Educación Química, 27 (1), pp. 59-66; García-Cabot, A., De-Marcos, L., García-López, E., An empirical study on m-learning adaptation: learning performance and learning contexts (2015) Computers & Education, 82, pp. 450-459; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Advances in Physiology Education, 33 (1), pp. 60-71; González-Fernández, N., Salcines-Talledo, I., El Smatphone en los procesos de enseñanza-aprendizaje-evaluación en Educación Superior. Percepciones de docentes y estudiantes (2015) Relieve, 21 (2); Guerrero, C., Lera, I., Jaume-I-Capó, A., Juiz, C., Experiencias de utilización de aplicaciones móviles para la mejora de la participación del alumnado (2013) Actas de las XIX Jenui. Castellón, pp. 277-284; Haintz, C., Pichler, K., Ebner, M., Developing a web-based question-driven audience response system supporting BYOD (2014) Journal of Universal Computer Science, 20 (1), pp. 39-56; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24; Heflin, H., Shewmaker, J., Nguyen, J., Impact of mobile technology on student attitudes, engagement, and learning (2017) Computers & Education, 107, pp. 91-99; Hew, K.F., Huang, B., Chu, K.W.S., Chiu, D.K.W., Engaging Asian students through game mechanics: findings from two experiment studies (2016) Computers & Education, 92-93, pp. 221-236; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119; Kaya, A., Balta, N., Taking advantages of technologies: using the Socrative in English language teaching classes (2016) International Journal of Social Sciences & Educational Studies, 2 (3), pp. 4-12; Lai, C.-L., Hwang, G.-J., Liang, J.-C., Tsai, C.-C., Differences between mobile learning environmental preferences of high school teachers and students in Taiwan: a structural equation model analysis (2016) Educational Technology Research and Development, 64 (3), pp. 533-554; Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., Ryu, H., Cooperation begins: encouraging critical thinking skills through cooperative reciprocity using a mobile learning game (2016) Computers & Education, 97, pp. 97-115; Looi, C.-K., Sun, D., Seow, P., Chia, G., Enacting a technology-based science curriculum across a grade level: the journey of teachers’ appropriation (2014) Computers & Education, 71, pp. 222-236; Marzilli, C., Delello, J., Marmion, S., Mcwhorter, R., Roberts, P., Marzilli, T.S., Faculty attitudes towards integrating technology and innovation (2014) International Journal on Integrating Technology in Education (IJITE), 3 (1), pp. 1-20; Méndez-Coca, D., Slisko, J., Software Socrative and smartphones as tools for implementation of BasicProcesses of active physics learning in classroom: an initial feasibility study with prospective teachers (2013) European Journal of Physics Education, 4 (2), pp. 17-24; Montrieux, H., Vanderlinde, R., Courtois, C., Schellens, T., De Marez, L., A qualitative study about the implementation of tablet computers in secondary education: the teachers’ role in this process (2014) Procedia - Social and Behavioral Sciences, 112, pp. 481-488; O’Bannon, B.W., Thomas, K.M., Mobile phones in the classroom: preservice teachers answer the call (2015) Computers & Education, 85, pp. 110-122; Paz-Albo, J., (2015) The impact of using smartphones as student response systems on prospective teacher education training: a case study. El Guiniguada. Revista de investigaciones y experiencias en Ciencias de la Educación, 23; Pettit, R.K., Mccoy, L., Kinney, M., Schwartz, F.N., Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology (2015) BMC Medical Education, 15 (1), pp. 1-15; (2017) Socrative by MasteryConnect, , https://www.socrative.com; Stowell, J.R., Use of clickers vs. mobile devices for classroom polling (2015) Computers & Education, 82, pp. 329-334; Tondeur, J., van Braak, J., Ertmer, P.A., Ottenbreit-Leftwich, A., Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence (2017) Educational Technology Research and Development, 65 (3), pp. 555-575; Trindade, J., Promoção da interatividade na sala de aula com Socrative: estudo de caso (2014) Indagatio Didactica, 6 (1), pp. 254-268; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227; Wash, P.D., Taking advantage of mobile devices: using Socrative in the classroom (2014) Journal of Teaching and Learning with Technology, 3 (1), pp. 99-101; Wash, P.D., Freeman, G.G., BYOD - engaging students using their own devices. National Social Science Technology (2013) Journal, 3 (1). , http://nssa.us/tech_journal/volume_3-1/vol3-1_article8.htm, Retrieved from; Yang, X., Li, X., Lu, T., Using mobile phones in college classroom settings: effects of presentation mode and interest on concentration and achievement (2015) Computers & Education, 88, pp. 292-302","Perera-Rodríguez, V.-H.; Dpto. de Didáctica y Organización Educativa, despacho 4.13, Facultad de Ciencias de la Educación, Universidad de Sevilla, C/ Pirotecnia, s/n, Spain; email: vhperera@us.es",,,Springer New York LLC,,,,,13602357,,,,English,Educ. Inf. Technol.,Article,Final,,Scopus,2-s2.0-85027008801
"Sagar S., Dongus S., Schoeni A., Roser K., Eeftens M., Struchen B., Foerster M., Meier N., Adem S., Röösli M.",57150407800;22934345400;56074404800;56501857500;36898240000;57003683000;56501622400;57204656069;57200686996;6603273803;,Radiofrequency electromagnetic field exposure in everyday microenvironments in Europe: A systematic literature review,2018,Journal of Exposure Science and Environmental Epidemiology,28,2,,147,160,,14.0,10.1038/jes.2017.13,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042174712&doi=10.1038%2fjes.2017.13&partnerID=40&md5=3a414b9d0a2893f62a087e8425c52d73,"Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Basel, 4051, Switzerland; University of Basel, Petersplatz 1, Basel, 4051, Switzerland; University Children's Hospital Basel, Spitalstrasse 33, Basel, 4056, Switzerland","Sagar, S., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Dongus, S., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Schoeni, A., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Roser, K., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Eeftens, M., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Struchen, B., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Foerster, M., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Meier, N., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Basel, 4051, Switzerland, University Children's Hospital Basel, Spitalstrasse 33, Basel, 4056, Switzerland; Adem, S., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Röösli, M., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland","The impact of the introduction and advancement in communication technology in recent years on exposure level of the population is largely unknown. The main aim of this study is to systematically review literature on the distribution of radiofrequency electromagnetic field (RF-EMF) exposure in the everyday environment in Europe and summarize key characteristics of various types of RF-EMF studies conducted in the European countries. We systematically searched the ISI Web of Science for relevant literature published between 1 January 2000 and 30 April 2015, which assessed RF-EMF exposure levels by any of the methods: spot measurements, personal measurement with trained researchers and personal measurement with volunteers. Twenty-one published studies met our eligibility criteria of which 10 were spot measurements studies, 5 were personal measurement studies with trained researchers (microenvironmental), 5 were personal measurement studies with volunteers and 1 was a mixed methods study combining data collected by volunteers and trained researchers. RF-EMF data included in the studies were collected between 2005 and 2013. The mean total RF-EMF exposure for spot measurements in European ""Homes"" and ""Outdoor"" microenvironments was 0.29 and 0.54 V/m, respectively. In the personal measurements studies with trained researchers, the mean total RF-EMF exposure was 0.24 V/m in ""Home"" and 0.76 V/m in ""Outdoor"". In the personal measurement studies with volunteers, the population weighted mean total RF-EMF exposure was 0.16 V/m in ""Homes"" and 0.20 V/m in ""Outdoor"". Among all European microenvironments in ""Transportation"", the highest mean total RF-EMF 1.96 V/m was found in trains of Belgium during 2007 where more than 95% of exposure was contributed by uplink. Typical RF-EMF exposure levels are substantially below regulatory limits. We found considerable differences between studies according to the type of measurements procedures, which precludes cross-country comparison or evaluating temporal trends. A comparable RF-EMF monitoring concept is needed to accurately identify typical RF-EMF exposure levels in the everyday environment. © 2018 Nature America, Inc., part of Springer Nature. All rights reserved.",exposimeters; microenvironment; mobile phone base station; mobile phone handset; radiofrequency electromagnetic fields (RF-EMF),analysis; electromagnetism; environmental exposure; environmental monitoring; Europe; human; mobile phone; procedures; public health; radiation monitoring; radiofrequency radiation; traffic and transport; Cell Phone; Electromagnetic Fields; Environmental Exposure; Environmental Monitoring; Europe; Humans; Public Health; Radiation Monitoring; Radio Waves; Transportation,,,,,,,,,,,"(2016) International Telecommunication Union, , https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2016.pdf, ICT Facts and Figures (Internet); Sahota, D., (2012) Small Cells Outnumber Cellular Base Stations (Internet), , http://telecoms.com/51947/small-cellsoutnumber-cellular-base-stations/, Telecoms, (cited 21 February 2017); Bornkessel, C., Schubert, M., Wuschek, M., Schmidt, P., Determination of the general public exposure around GSM and UMTS base stations (2007) Radiat Prot Dosimetry, 124, pp. 40-47; Frei, P., Mohler, E., Neubauer, G., Theis, G., Bürgi, A., Fröhlich, J., Temporal and spatial variability of personal exposure to radio frequency electromagnetic fields (2009) Environ Res, 109, pp. 779-785; Gajšek, P., Ravazzani, P., Wiart, J., Grellier, J., Samaras, T., Thuróczy, G., Electromagnetic field exposure assessment in Europe radiofrequency fields (10 MHz-6 GHz) (2015) J Expo Sci Environ Epidemiol, 25, pp. 37-44; Joseph, W., Vermeeren, G., Verloock, L., Heredia, M.M., Martens, L., Characterization of personal RF electromagnetic field exposure and actual absorption for the general public (2008) Health Phys, 95, pp. 317-330; Röösli, M., Frei, P., Bolte, J., Neubauer, G., Cardis, E., Feychting, M., Conduct of a personal radiofrequency electromagnetic field measurement study: Proposed study protocol (2010) Environ Health, 9, p. 23; Rowley, J., Joyner, K., Comparative international analysis of radiofrequency exposure surveys of mobile communication radio base stations (2012) J Expo Sci Environ Epidemiol, 22, pp. 304-315; Urbinello, D., Huss, A., Beekhuizen, J., Vermeulen, R., Röösli, M., Use of portable exposure meters for comparing mobile phone base station radiation in different types of areas in the cities of Basel and Amsterdam (2014) Sci Total Environ, 468-469, pp. 1028-1033; Urbinello, D., Joseph, W., Huss, A., Verloock, L., Beekhuizen, J., Vermeulen, R., Radiofrequency electromagnetic field (RF-EMF) exposure levels in different European outdoor urban environments in comparison with regulatory limits (2014) Environ Int, 68, pp. 49-54; Urbinello, D., Joseph, W., Verloock, L., Martens, L., Röösli, M., Temporal trends of radio-frequency electromagnetic field (RF-EMF) exposure in everyday environments across European cities (2014) Environ Res, 134, pp. 134-142; Kim, K., Kim, H.-J., Song, D.J., Cho, Y.M., Choi, J.W., Risk perception and public concerns of electromagnetic waves from cellular phones in Korea: Public Risk Perception of EMF from Cellular Phones (2014) Bioelectromagnetics, 35, pp. 235-244; Tjong, L., Grzechnik, M., Karipidis, K., Tinker, R., Communicating with the public-recent ARPANSA updates (2015) Proc the 40th Australasian Radiation Protection Society Conference, pp. 6-9. , Canberra, Australia; Wiedemann, P.M., Boerner, F.U., Repacholi, M.H., Do people understand IARC's 2B categorization of RF fields from cell phones? IARC's 2B Categorization for Cell Phones (2014) Bioelectromagnetics, 35, pp. 373-378; (2010) WHO Research Agenda for Radiofrequency Fields, , http://apps.who.int/iris/handle/10665/44396, World Health Organization, (cited 29 February 2010); Sagar, S., Struchen, B., Finta, V., Eeftens, M., Röösli, M., Use of portable exposimeters to monitor radiofrequency electromagnetic field exposure in the everyday environment (2016) Environ Res, 150, pp. 289-298; Joseph, W., Frei, P., Roösli, M., Thuróczy, G., Gajsek, P., Trcek, T., Comparison of personal radio frequency electromagnetic field exposure in different urban areas across Europe (2010) Environ Res, 110, pp. 658-663; Joseph, W., Verloock, L., Goeminne, F., Vermeeren, G., Martens, L., Assessment of RF exposures from emerging wireless communication technologies in different environments (2012) Health Phys, 102, pp. 161-172; Vermeeren, G., Markakis, I., Goeminne, F., Samaras, T., Martens, L., Joseph, W., Spatial and temporal RF electromagnetic field exposure of children and adults in indoor micro environments in Belgium and Greece (2013) Prog Biophys Mol Biol, 113, pp. 254-263; Bürgi, A., Theis, G., Siegenthaler, A., Röösli, M., Exposure modeling of high-frequency electromagnetic fields (2008) J Expo Sci Environ Epidemiol, 18, pp. 183-191; Aerts, S., Deschrijver, D., Verloock, L., Dhaene, T., Martens, L., Joseph, W., Assessment of outdoor radiofrequency electromagnetic field exposure through hotspot localization using kriging-based sequential sampling (2013) Environ Res, 126, pp. 184-191; Joseph, W., Verloock, L., Goeminne, F., Vermeeren, G., Martens, L., In situ LTE exposure of the general public: Characterization and extrapolation (2012) Bioelectromagnetics, 33, pp. 466-475; Tomitsch, J., Dechant, E., Exposure to electromagnetic fields in households-Trends from 2006 to 2012: Trends in EMF from 2006 to 2012 (2015) Bioelectromagnetics, 36, pp. 77-85; Verloock, L., Joseph, W., Vermeeren, G., Martens, L., Procedure for assessment of general public exposure from WLAN in offices and in wireless sensor network testbed (2010) Health Phys, 98, pp. 628-638; Beekhuizen, J., Kromhout, H., Bürgi, A., Huss, A., Vermeulen, R., What input data are needed to accurately model electromagnetic fields from mobile phone base stations (2015) J Expo Sci Environ Epidemiol, 25, pp. 53-57; Beekhuizen, J., Vermeulen, R., Van Eijsden, M., Van Strien, R., Bürgi, A., Loomans, E., Modelling indoor electromagnetic fields (EMF) from mobile phone base stations for epidemiological studies (2014) Environ Int, 67, pp. 22-26; Breckenkamp, J., Blettner, M., Schüz, J., Bornkessel, C., Schmiedel, S., Schlehofer, B., Residential characteristics and radiofrequency electromagnetic field exposures from bedroom measurements in Germany (2012) Radiat Environ Biophys, 51, pp. 85-92; Urbinello, D., Röösli, M., Impact of one's own mobile phone in stand-by mode on personal radiofrequency electromagnetic field exposure (2013) J Expo Sci Environ Epidemiol, 23, pp. 545-548; Estenberg, J., Augustsson, T., Extensive frequency selective measurements of radiofrequency fields in outdoor environments performed with a novel mobile monitoring system: RF measurements in outdoor environments (2014) Bioelectromagnetics, 35, pp. 227-230; Bolte, J.F.B., Eikelboom, T., Personal radiofrequency electromagnetic field measurements in the Netherlands: Exposure level and variability for everyday activities, times of day and types of area (2012) Environ Int, 48, pp. 133-142; Thomas, S., Kühnlein, A., Heinrich, S., Praml, G., Nowak, D., Von Kries, R., Personal exposure to mobile phone frequencies and well-being in adults: A cross-sectional study based on dosimetry (2008) Bioelectromagnetics, 29, pp. 463-470; Thomas, S., Kühnlein, A., Heinrich, S., Praml, G., Von Kries, R., Radon, K., Exposure to mobile telecommunication networks assessed using personal dosimetry and well-being in children and adolescents: The German MobilEe-study (2008) Environ Health, 7, p. 54; Viel, J.-F., Cardis, E., Moissonnier, M., De Seze, R., Hours, M., Radiofrequency exposure in the French general population: Band, time, location and activity variability (2009) Environ Int, 35, pp. 1150-1154; Verloock, L., Joseph, W., Goeminne, F., Martens, L., Verlaek, M., Constandt, K., Assessment of radio frequency exposures in schools, homes, and public places in Belgium (2014) Health Phys, 107, pp. 503-513; Bolte, J.F.B., Lessons learnt on biases and uncertainties in personal exposure measurement surveys of radiofrequency electromagnetic fields with exposimeters (2016) Environ Int, 94, pp. 724-735; Berg-Beckhoff, G., Blettner, M., Kowall, B., Breckenkamp, J., Schlehofer, B., Schmiedel, S., Mobile phone base stations and adverse health effects: Phase 2 of a cross-sectional study with measured radio frequency electromagnetic fields (2008) Occup Environ Med, 66, pp. 124-130; Bürgi, A., Scanferla, D., Lehmann, H., Time averaged transmitter power and exposure to electromagnetic fields from mobile phone base stations (2014) Int J Environ Res Public Health, 11, pp. 8025-8037; Huang, Y., Varsier, N., Niksic, S., Kocan, E., Pejanovic-Djurisic, M., Popovic, M., Comparison of average global exposure of population induced by a macro 3G network in different geographical areas in France and Serbia: Average EMF exposure of population (2016) Bioelectromagnetics, 37, pp. 382-390; Mahfouz, Z., Verloock, L., Joseph, W., Tanghe, E., Gati, A., Wiart, J., Comparison of temporal realistic telecommunication base station exposure with worst-case estimation in two countries (2013) Radiat Prot Dosimetry, 157, pp. 331-338; Manassas, A., Boursianis, A., Samaras, T., Sahalos, J.N., Continuous electromagnetic radiation monitoring in the environment: Analysis of the results in Greece (2012) Radiat Prot Dosimetry, 151, pp. 437-442","Röösli, M.; Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Switzerland; email: martin.roosli@unibas.ch",,,Nature Publishing Group,,,,,15590631,,,28766560.0,English,J. Expos. Sci. Environ. Epidemiol.,Article,Final,,Scopus,2-s2.0-85042174712
"Niemeyer E.D., Zewail-Foote M.",6603874343;6505858500;,Investigating the Influence of Gender on Student Perceptions of the Clicker in a Small Undergraduate General Chemistry Course,2018,Journal of Chemical Education,95,2,,218,223,,6.0,10.1021/acs.jchemed.7b00389,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041942737&doi=10.1021%2facs.jchemed.7b00389&partnerID=40&md5=79feff0cc373e41f4d79918565b6c472,"Department of Chemistry and Biochemistry, Southwestern University, 1001 East University Avenue, Georgetown, TX  78626, United States","Niemeyer, E.D., Department of Chemistry and Biochemistry, Southwestern University, 1001 East University Avenue, Georgetown, TX  78626, United States; Zewail-Foote, M., Department of Chemistry and Biochemistry, Southwestern University, 1001 East University Avenue, Georgetown, TX  78626, United States","The use of electronic response pads or ""clickers"" is a popular way to engage students and create an active-learning environment, especially within large chemistry courses. We examined students' perceptions of how the clicker affected their learning, participation, and engagement in the classroom, as well as their overall experience within a first-semester general chemistry course at a liberal arts institution. Overall, students perceived that clickers provided a significant enhancement to their learning, with women valuing the technology to a greater extent. © 2017 The American Chemical Society and Division of Chemical Education, Inc.",Chemical Education Research; Computer-Based Learning; First-Year Undergraduate/General; Testing/Assessment; Women in Chemistry,,,,,,"University of Texas Southwestern Medical Center

Howard Hughes Medical Institute

52007558","Financial support for this work was provided by the Howard Hughes Medical Institute through the Undergraduate Science Education Program (52007558) and Southwestern University’s Herbert and Kate Dishman fund. We would like to thank Drs. Maria Lowe (Department of Sociology and Anthropology, Southwestern University), Fay Guarraci (Department of Psychology, Southwestern University), and Romi Burks (Department of Biology, Southwestern University) for their assistance with development of our survey and data analysis.",,,,,"MacArthur, J.R., Jones, L.L., A Review of Literature Reports of Clickers Applicable to College Chemistry Classrooms (2008) Chem. Educ. Res. Pract., 9, pp. 187-195; Draper, S.W., Brown, M., Increasing Interactivity in Lectures Using an Electronic Voting System (2004) J. Comput. Assist. Learning, 20, pp. 81-94; MacArthur, J.R., Jones, L., Self-Assembled Student Interactions in Undergraduate General Chemistry Clicker Classrooms (2013) J. Chem. 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Educ., 37, pp. 84-91; Deslauriers, L., Schelew, E., Wieman, C., Improved Learning in a Large-Enrollment Physics Class (2011) Science, 332, pp. 862-864; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Khichadia, S., Geddes, B., Student Evaluation of Audience Response Technology in Large Lecture Classes (2008) Educ. Technol. Res. Dev., 56, pp. 125-145; Trees, A.R., Jackson, M.H., The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University-Level Courses Using Student Response Systems (2007) Learning, Media and Technol., 32, pp. 21-40; Sevian, H., Robinson, W.E., Clickers Promote Learning in All Kinds of Classes - Small and Large, Graduate and Undergraduate, Lecture and Lab (2011) J. Coll. Sci. Teach., 40, pp. 14-18; Milner-Bolotin, M., Antimirova, T., Petrov, A., Clickers beyond the First-Year Science Classroom (2010) J. Coll. Sci. Teach., 40, pp. 14-18; Skinner, S., On Clickers, Questions, and Learning (2009) J. Coll. Sci. Teach., 38, pp. 20-23; Gibbons, R.E., Laga, E.E., Leon, J., Villafane, S.M., Stains, M., Murphy, K., Raker, J.R., Chasm Crossed? Clicker Use in Postsecondary Chemistry Education (2017) J. Chem. Educ., 94, pp. 549-557; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active Learning Increases Student Performance in Science, Engineering, and Mathematics (2014) Proc. Natl. Acad. Sci. U. S. A., 111, pp. 8410-8415; Suchman, E., Uchiyama, K., Smith, R., Bender, K., Evaluating the Impact of a Classroom Response System in a Microbiology Course (2006) Microbiol. Educ, 7, pp. 3-11; Jonassen, D.H., Duffy, T., (1992) Constructivism and the Technology of Instruction: A Conversation, , Eds. Lawrence Erlbaum Associates, Inc. Hillsdale, NJ; Froyd, J.E., Evidence for the Efficacy of Student-Active Learning Pedagogies (2007) Project Kaleidoscope, 66, pp. 64-74; Lorenzo, M., Crouch, C.H., Mazur, E., Reducing the Gender Gap in the Physics Classroom (2006) Am. J. Phys., 74, p. 118; Hoekstra, A., Vibrant Student Voices: Exploring Effects of the Use of Clickers in Large College Courses (2008) Learning, Media, Technol., 33, pp. 329-341; Kang, H., Lundeberg, M., Wolter, B., DelMas, R., Herreid, C.F., Gender Differences in Student Performance in Large Lecture Classrooms Using Personal Response Systems ('Clickers') with Narrative Case Studies (2012) Learning, Media and Technol., 37, pp. 53-76; King, D.B., Joshi, S., Gender Differences in the Use and Effectiveness of Personal Response Devices (2008) J. Sci. Educ. Technol., 17, pp. 544-552; Wolter, B.H., Lundeberg, M.A., Kang, H., Herreid, C.F., Students' Perceptions of Using Personal Response Systems (""Clickers"") with Cases in Science (2011) J. Coll. Sci. Teach., 40, pp. 14-19; Terrion, J.L., Aceti, V., Perceptions of the Effects of Clicker Technology on Student Learning and Engagement: A Study of Freshmen Chemistry Students (2012) Research in Learning Technology, 20, p. 16150; Holdren, J., Marrett, C., Suresh, S., (2017) Federal Science, Technology, Engineering, and Mathematics (STEM) Education 5-Year Strategic Plan: A Report from the Committee on STEM Education, National Science and Technology Council, , https://www.whitehouse.gov/sites/whitehouse.gov/files/ostp/Federal_STEM_Strategic_Plan.pdf, Office of Science and Technology Policy: Washington, DC, 2013. (accessed Oct); Emenike, M.E., Holme, T.A., Classroom Response Systems Have Not ″crossed the Chasm″: Estimating Numbers of Chemistry Faculty Who Use Clickers (2012) J. Chem. 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Educ., 6, pp. 9-20; Welsh, A.J., Exploring Undergraduates' Perceptions of the Use of Active Learning Techniques in Science Lectures (2012) J. Coll. Sci. Teach., 42, p. 80; Marx, D.M., Roman, J.S., Female Role Models: Protecting Women's Math Test Performance (2002) Pers. Soc. Psychol B, 28, pp. 1183-1193; Carrell, S.E., Page, M.E., West, J.E., Sex and Science: How Professor Gender Perpetuates the Gender Gap (2010) Quarterly Journal of Economics, 125, pp. 1101-1144; Singletary, S.L., Ruggs, E.N., Hebl, M.R., Davies, P.G., Stereotype Threat: Causes, Effects, and Remedies (2017) Applying Research to Practice (ARP) Resources, , http://www.engr.psu.edu/awe/secured/director/assessment/Literature_Overview/PDF_overviews/ARP_StereotypeThreat_Overview_31909.pdf, In; Bogue, B. Cady, E. Society of Women Engineers: Chicago, IL, 2009. (accessed Oct); Griffith, A.L., Faculty Gender in the College Classroom: Does It Matter for Achievement and Major Choice? (2014) Southern Economic Journal, 81, pp. 211-231; Armbruster, P., Patel, M., Johnson, E., Weiss, M., Active Learning and Student-Centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology (2009) CBE-Life Sci. Educ., 8, pp. 203-213","Zewail-Foote, M.; Department of Chemistry and Biochemistry, Southwestern University, 1001 East University Avenue, United States; email: zewailfm@southwestern.edu",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-85041942737
"Zhai X., Dong Y., Yuan J.",56305237800;55015560300;57190395146;,Investigating Learners' Technology Engagement - A Perspective from Ubiquitous Game-Based Learning in Smart Campus,2018,IEEE Access,6,,,10279,10287,,8.0,10.1109/ACCESS.2018.2805758,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042121300&doi=10.1109%2fACCESS.2018.2805758&partnerID=40&md5=70806d71bdee2f77d1081404a936794e,"Faculty of Education, School of Educational Technology, Smart Learning Institute, Beijing Normal University, Beijing, 100875, China; Anhui Provincial Key Laboratory of Intelligent Building and Building Energy Saving, Anhui Jianzhu University, Hefei, 230022, China; School of Foreign Study, Anhui Sanlian University, Hefei, 230601, China","Zhai, X., Faculty of Education, School of Educational Technology, Smart Learning Institute, Beijing Normal University, Beijing, 100875, China, Anhui Provincial Key Laboratory of Intelligent Building and Building Energy Saving, Anhui Jianzhu University, Hefei, 230022, China; Dong, Y., Faculty of Education, School of Educational Technology, Smart Learning Institute, Beijing Normal University, Beijing, 100875, China; Yuan, J., School of Foreign Study, Anhui Sanlian University, Hefei, 230601, China","With the increasing development of information technology and emerging of modern mobile devices, researchers have been shedding light on the integration of ubiquitous learning and online games in the construction of smart campus, aiming to enhance the online users' learning performance and perceptions. However, challenges of such blend learning model, for example, how to avoid the learners' distraction from online games, triggered many concerns from software engineers and educators. This paper investigated the factors and driving mechanism to construct a learner's technology engagement (TE) model towards ubiquitous game-based learning (UGL) in the smart campus context. Based on the technology acceptance model and the media system dependency theory, this paper identified the relationships among individual expectation (IE), facility environment, social environment (SE), and TE. A total of 168 participants, who were randomly assigned in the UGL settings, took part in the investigation. SPSS 19.0 was employed to analyze factorial validity, internal consistency reliability, correlation, and multiple regression analyses. The result shows that learners' TE toward UGL was influenced directly by IE (including fragmented learning and infotainment learning) and SE (including peer coaching and parental supports). In addition, the ease of use significantly moderated the fragmented learning and TE in the context of smart campus, while it was an insignificant moderator of infotainment. Besides, the ease of use significantly moderated the coaching of peers and TE, while it failed to moderate the parental supports and TEs. The theoretical and practical implications are finally discussed in terms of the development tendency of the construction of smart campus with UGL model. © 2013 IEEE.",fragmented learning; infotainment learning; smart campus; Technology engagement; ubiquitous game-based learning,Computation theory; Engineering education; Information technology; Learning systems; Regression analysis; Social networking (online); Computational model; Context modeling; Fragmented learning; Games; Infotainment; Media; Mobile handsets; Smart campus; Ubiquitous games; Education,,,,,"SK2017ZD42

Anhui Department of Education

2015zdjy115",This work was supported in part by the Anhui Education Department through the Anhui Provincial Social Science Project under Grant SK2017ZD42 and in part by the Anhui Educational Reform Project under Grant 2015zdjy115.,,,,,"Atif, Y., Mathew, S.S., Lakas, A., Building a smart campus to support ubiquitous learning (2015) J. Ambient Intell. Hum. Comput., 6 (2), pp. 223-238; Chou, C.-H., Hwang, C.-L., Wu, Y.-T., Effect of exercise on physical function, daily living activities, and quality of life in the frail older adults: A meta-analysis (2012) Arch. Phys. Med. Rehabil., 93 (2), pp. 237-244; Saad, W., Han, Z., Zheng, R., Debbah, M., Poor, H.V., A college admissions game for uplink user association in wireless small cell networks (2014) Proc. IEEE INFOCOM, Apr., pp. 1096-1104; Góes, L.F.W., HoningStone: Building creative combos with honing theory for a digital card game (2017) IEEE Trans. Comput. Intell. AI Games, 9 (2), pp. 204-209. , Jun; Batane, T., Ngwako, A., Technology use by pre-service teachers during teaching practice: Are new teachers embracing technology right away in their first teaching experience? (2017) Austral. J. Edu. Technol., 33 (1), pp. 48-61; Hung, C.-Y., Kuo, F.-O., Sun, J.C.-Y., Yu, P.-T., An interactive game approach for improving students' learning performance in multitouch game-based learning (2013) IEEE Trans. Learn. Technol., 7 (1), pp. 31-37. , Jan./Mar; Uskov, V.L., Bakken, J.P., Penumatsa, A., Heinemann, C., Rachakonda, R., Smart pedagogy for smart universities (2017) Proc. Int. Conf. Smart Edu. Smart E-Learn., 75, pp. 3-16. , May; Hong, J.-C., Cheng, C.-L., Hwang, M.-Y., Lee, C.-K., Chang, H.-Y., Assessing the educational values of digital games (2009) J. Comput. Assist. Learn., 25 (5), pp. 423-437; Hamari, J., Shernoff, D.J., Rowe, E., Coller, B., Asbell-Clarke, J., Edwards, T., Challenging games help students learn: An empirical study on engagement,flow and immersion in game-based learning (2016) Comput. Hum. Behavior, 54, pp. 170-179. , Jun; Rogers, R., The motivational pull of video game feedback, rules, and social interaction: Another self-determination theory approach (2017) Comput. Hum. Behavior, 73, pp. 446-450. , Aug; Gabriel, S., Vienna, K., Teaching human rights with video games? (2017) Proc. 11th Eur. Conf. Game-Based Learn. (ECGBL), p. 191. , Graz, Austria; Naik, N., The use of GBL to teach mathematics in higher education (2017) Innov. Edu. Teaching Int., 54 (3), pp. 238-246; Teo, T., Do digital natives differ by computer self-efficacy and experience? An empirical study (2016) Interact. Learn. Environ., 24 (7), pp. 1725-1739; Kopcha, T.J., Ding, L., Neumann, K.L., Choi, I., Teaching technology integration to K-12 educators: A 'gamified' approach (2016) TechTrends, 60 (1), pp. 62-69; Tuomisto, M., Educational games in chemistry education (2016) LUMAT-B, Int. J. Math, Sci. Technol. Edu., 1 (3), pp. 78-83; Sarkar, N., Hammel, S.W., Manzo, C., Impact of a simulated game on learning and engagement (2016) HETS Online J., 6 (2), pp. 68-89; Chen, C.-L.D., Yeh, T.-K., Chang, C.-Y., The effects of game-based learning and anticipation of a test on the learning outcomes of 10th grade geology students (2016) Eurasia J. Math., Sci. Technol. Edu., 12 (5), pp. 1379-1388; Papastergiou, M., Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation (2009) Comput. Edu., 52 (1), pp. 1-12; Ketelhut, D.J., The impact of student self-efficacy on scientific inquiry skills: An exploratory investigation in River City, a multi-user virtual environment (2007) J. Sci. Edu. Technol., 16 (1), pp. 99-111; Broad, G.M., Ball-Rokeach, S.J., Ognyanova, K., Stokes, B., Picasso, T., Villanueva, G., Understanding communication ecologies to bridge communication research and community action (2013) J. Appl. Commun. Res., 41 (4), pp. 325-345; Harun, N.H., Endin, M.Z., Understanding e-book acceptance through Technology Acceptance Model (TAM Model) (2014) Proc. 2nd Int. Conf. Inf. Commun. Technol. (ICoICT), pp. 122-126. , Bandung, Indonesia; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quart., 13 (3), pp. 319-340; Hartman, J.B., Samra, Y.M., Impact of personal values and innovativeness on hedonic and utilitarian aspects ofWeb use: An empirical study among United States teenagers (2008) Int. J. Manage., 25 (1), p. 77; Valcke, M., Bonte, S., De Wever, B., Rots, I., Internet parenting styles and the impact on Internet use of primary school children (2010) Comput. Edu., 55 (2), pp. 454-464; Kerawalla, L., Crook, C., Children's computer use at home and at school: Context and continuity (2002) Brit. Edu. Res. J., 28 (6), pp. 751-771; Ritzer, G., Jurgenson, N., Production, consumption, prosumption: The nature of capitalism in the age of the digital prosumer (2010) J. Consum. Culture, 10 (1), pp. 13-36; Tarhini, A., Hone, K., Liu, X., Extending the TAMmodel to empirically investigate the students' behavioural intention to use e-learning in developing countries (2013) Proc. Sci. Inf. Conf. (SAI), pp. 732-737. , London, U. K., Oct; Gefen, D., Straub, D., Boudreau, M.-C., Structural equation modeling and regression: Guidelines for research practice (2000) Commun. Assoc. Inf. Syst., 4 (1), pp. 1-78; Tsai, C.-C., Lin, S.S., Tsai, M.-J., Developing an Internet attitude scale for high school students (2001) Comput. Edu., 37 (1), pp. 41-51; Stichter, J.P., Lewis, T.J., Richter, M., Johnson, N.W., Bradley, L., Assessing antecedent variables: The effects of instructional variables on student outcomes through in-service and peer coaching professional development models (2006) Edu. Treatment Children, 29 (4), pp. 665-692; Bagozzi, R.P., Yi, Y., On the evaluation of structural equation models (1988) J. Acad. Marketing Sci., 16 (1), pp. 74-94; Edwards, J.R., Lambert, L.S., Methods for integrating moderation and mediation: A general analytical framework using moderated path analysis (2007) Psychol. Methods, 12 (1), pp. 1-22; He, C., Gu, J., Wu, W., Zhai, X., Song, J., Social media use in the career development of graduate students: The mediating role of internship effectiveness and the moderating role of Zhongyong (2017) Higher Edu., 74 (6), pp. 1033-1051; Scott, E., Soria, A., Campo, M., Adaptive 3D virtual learning environmentS A review of the literature (2017) IEEE Trans. Learn. Technol., 10 (3), pp. 262-276. , Jul./ Sep","Dong, Y.; Faculty of Education, School of Educational Technology, Smart Learning Institute, Beijing Normal UniversityChina; email: yan.dong@bnu.edu.cn",,,Institute of Electrical and Electronics Engineers Inc.,,,,,21693536,,,,English,IEEE Access,Article,Final,Open Access,Scopus,2-s2.0-85042121300
"de Oliveira-Santos C., Tirapelli C., Rodrigues C.T., Domaneschi C., Caldeira Monteiro S.A.",37053600400;8581965600;54586057700;12783662500;33467476400;,Interactive audience response systems in oral and maxillofacial radiology undergraduate lectures,2018,European Journal of Dental Education,22,1,,e63,e69,,3.0,10.1111/eje.12258,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015199833&doi=10.1111%2feje.12258&partnerID=40&md5=ec8fa56003c512fd7bff0824b4487489,"Department of Stomatology, Public Oral Health and Forensic Dentistry, University of São Paulo – Ribeirão Preto School of Dentistry, Ribeirão Preto, Brazil; Department of Dental Materials and Prosthetic Dentistry, University of São Paulo – Ribeirão Preto School of Dentistry, Ribeirão Preto, Brazil; Department of Dentistry, Endodontics and Dental Materials, Bauru School of Dentistry, University of São Paulo, Bauru, Brazil; Department of Stomatology, University of São Paulo – School of Dentistry, São Paulo, Brazil","de Oliveira-Santos, C., Department of Stomatology, Public Oral Health and Forensic Dentistry, University of São Paulo – Ribeirão Preto School of Dentistry, Ribeirão Preto, Brazil; Tirapelli, C., Department of Dental Materials and Prosthetic Dentistry, University of São Paulo – Ribeirão Preto School of Dentistry, Ribeirão Preto, Brazil; Rodrigues, C.T., Department of Dentistry, Endodontics and Dental Materials, Bauru School of Dentistry, University of São Paulo, Bauru, Brazil; Domaneschi, C., Department of Stomatology, University of São Paulo – School of Dentistry, São Paulo, Brazil; Caldeira Monteiro, S.A., Department of Stomatology, Public Oral Health and Forensic Dentistry, University of São Paulo – Ribeirão Preto School of Dentistry, Ribeirão Preto, Brazil","Objectives: To evaluate the impact of audience response systems (ARS) on student participation (SP) during Oral and Maxillofacial Radiology (OMR) undergraduate lectures and on final examination scores (FES). Furthermore, an analysis of unanimity assessed the influence of ARS on students’ responses. Students’ perceptions were also assessed. Methods: A controlled crossover study was designed. Four lectures covering topics of OMR were each taught with ARS and without ARS (i.e. hand-raising method). SP and FES were compared between ARS and HR groups. Unanimity of answers was analyzed for both groups. Questionnaires assessed students’ impressions about ARS. Results: Mean SP of ARS and HR groups were 97.6% and 47.3%, respectively, and this difference was statistically significant (P<.05). Mean FES for the ARS group (77%) was slightly higher than HR group (75.1%), however, not statistically significant. There was positive correlation between SP and FES. With ARS, only 5.7% of the questions were unanimous, whilst 51.4% were unanimous with HR method. Most students reported that the use of ARS had positive influence on their attention (92%), participation (96%), classmates’ participation (82.7%), interest (74.7%), and learning (86.7%). For the five-point scale ratings of the relevance of ARS features, anonymity had an average 3.6, whilst other items received an average 4.6 or higher. Conclusions: ARS significantly increased participation in OMR lectures; however, an increase in FES could not be associated with ARS by itself. Not taking into consideration which method was used to answer questions posed during lectures, higher participation correlated with higher scores. ARS is well-accepted and students believe that these devices positively influence their performance. Among the recognized advantages of ARS, anonymity was considered the least relevant. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd",audience response system; dental education; oral radiology; teaching methods,"attention; dental education; human; human experiment; learning; questionnaire; radiology; teaching; behavior; crossover procedure; dental education; dental student; diagnostic imaging; education; mouth; procedures; psychology; radiology; Behavior; Cross-Over Studies; Education, Dental; Humans; Mouth; Radiology; Students, Dental",,,,,,This research was supported by São Paulo Research FoundaD鸀on,,,,,"De Gagne, J.C., The impact of clickers in nursing education: a review of literature (2011) Nurse Educ Today, 31, pp. 34-40; Alcota, M., Muñoz, A., González, F.E., Diverse and participative learning methodologies: a remedial teaching intervention for low marks dental students in Chile (2011) J Dent Educ, 75, pp. 1391-1395; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: best practice guidelines (2010) Int J Nurs Educ Schol, 7, pp. 1-17; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, 68, pp. 1-9; Elashvili, A., Denehy, G.E., Dawson, D.V., Cunningham, N.A., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1297-1303; Berry, J., Technology support in nursing education: clickers in the classroom (2009) Nurs Educ Res, 30, pp. 295-298; Hecht, S., Adams, W.H., Cunningham, M.A., Lane, I.F., Howell, N.E., Students performance and course evaluations before and after use of the classroom performance system in a third-year veterinary radiology course (2013) Vet Radiol Ultrasound, 54, pp. 114-121; Wenz, H.J., Zupanic, M., Klosa, K., Schneider, B., Karsten, G., Using an audience response system to improve learning success in practical skills training courses in dental studies—a randomised, controlled cross-over study (2014) Eur J Dent Educ, 18, pp. 147-153; Dhaliwal, H.K., Allen, M., Kang, J., Bates, C., Hodge, T., The effect of using an audience response system on learning, motivation and information retention in the orthodontic teaching of undergraduate dental students: a cross-over trial (2015) J Orthod, 42, pp. 123-135; Mains, T.E., Cofrancesco, J., Jr., Milner, S.M., Shah, N.G., Goldberg, H., Do questions help? The impact of audience response systems on medical student learning: a randomized controlled trial (2015) Postgrad Med J, 91, pp. 361-367; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: the impact of clickers in a large classroom environment (2010) Nurse Educ Today, 30, pp. 603-607; Herreid, C.F., Clicker” cases: introducing case study teaching into large classrooms (2006) J College Sci Teach, 36, pp. 43-47; Mastoridis, S., Kladidis, S., Coming soon to a lecture theatre near you: the ‘clicker’ (2010) Clin Teach, 7, pp. 97-101; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) Life Sci Educ, 10, pp. 55-63; Holmes, R.G., Blalock, J.S., Parker, M.H., Haywood, V.B., Student accuracy and evaluation of a computer-based audience response system (2006) J Dent Educ, 70, pp. 1355-1361; Satheesh, K.M., Saylor-Boles, C.D., Rapley, J.W., Liu, Y., Gadbury-Amyot, C.C., Evaluation of clickers in a combined dental and dental hygiene periodontology course (2013) J Dent Educ, 77, pp. 1321-1329; Dunn, P.K., Richardson, A., Oprescu, F., McDonald, C., Mobile-phone-based classroom response systems: students’ perceptions of engagement and learning in a large undergraduate course (2013) Int J Math Educ Sci Technol, 44, pp. 1160-1174; Voelkel, S., Bennett, D., New uses for a familiar technology: introducing mobile phone polling in large classes (2014) Innov Educ Teach Int, 51, pp. 46-58; Duret, D., Senior, A., Comparative study of three different personal response systems with fourth-year undergraduate veterinary students (2015) J Vet Med Educ, 42, pp. 120-126; Meckfessel, S., Stümer, C., Bormann, K.H., Introduction of e-learning in dental radiology reveals significantly improved results in final examination (2011) J Cranio-Maxillofac Surg, 39, pp. 40-48; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) J Nurs Educ, 45, pp. 469-473; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: a randomized trial (2007) BMC Med Educ, 7, pp. 1-9; Pileggi, R., O'Neill, P.N., Team-based learning using an audience response system: an innovative method of teaching diagnosis to undergraduate dental students (2008) J Dent Educ, 72, pp. 1183-1187; Millor, M., Etxano, J., Slon, P., Use of remote response devices: an effective interactive method in the long-term learning (2015) Eur Radiol, 25, pp. 894-900; Richardson, M.L., Audience response techniques for 21st century radiology education (2014) Acad Radiol, 21, pp. 834-841; Hessheimer, H.M., Rogo, E.J., Howlett, B., Use of questioning during lectures in a dental hygiene didactic course (2011) J Dent Educ, 75, pp. 1073-1083; Morrell, L.J., Joyce, D.A., Interactive lectures: clickers or personal devices? (2015) F1000 Res, 4, p. 64","de Oliveira-Santos, C.; Department of Stomatology, Public Oral Health and Forensic Dentistry, University of São Paulo – Ribeirão Preto School of DentistryBrazil; email: oliveirach@usp.br",,,Blackwell Publishing Ltd,,,,,13965883,,,28294484.0,English,Eur. J. Dent. Educ.,Article,Final,,Scopus,2-s2.0-85015199833
Debiec P.,23027157800;,Effective Learner-Centered Approach for Teaching an Introductory Digital Systems Course,2018,IEEE Transactions on Education,61,1, 7999279,38,45,,8.0,10.1109/TE.2017.2729498,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029184457&doi=10.1109%2fTE.2017.2729498&partnerID=40&md5=1c97d8b85058e8430012495c1a406140,"Institute of Electronics, Lodz University of Technology, Lodz, 90-924, Poland","Debiec, P., Institute of Electronics, Lodz University of Technology, Lodz, 90-924, Poland","In the Internet era, students have increasingly lost interest in traditional lectures; as a consequence, their learning motivation and exam performance have decreased. The widespread adoption of learner-centered teaching methods that address this issue faces certain barriers, including: 1) the significant faculty effort necessary to prepare e-learning materials; 2) significant extra time required for active online communication with students; 3) student resistance to taking an active role in their education; and 4) lecturers' common belief that learner-centered teaching activities do not allow discussion of all the required topics. This paper presents a case study based on one offering of an introductory digital systems course taught with a combination of learner-centered strategies selected to overcome these barriers and improve student performance. These measures included: 1) improving the student-teacher relationship; 2) applying intriguing, inductive, and counterintuitive approaches to introducing new concepts; 3) adopting puzzle-based quizzes integrated with peer instruction; 4) using an audience response system; 5) replacing certain lectures with tutorials; 6) reducing course duration; and 7) using a graphics tablet. The results obtained demonstrate significant improvements in lecture attendance and in student performance. The author believes that the approach presented here can benefit other engineering educators in similar courses. © 1963-2012 IEEE.",Active learning; classroom; computer science; instructional design; learning technology; undergraduate,Computer science; Education; Electric resistance; Engineering education; Internet; Learning systems; Students; Teaching; Active Learning; classroom; Electronic learning; Instructional designs; Learning technology; Tutorials; undergraduate; E-learning,,,,,,,,,,,"Lord, S.M., Chen, J.C., Curriculum design in the middle years (2015) Cambridge Handbook of Engineering Education Research, pp. 181-200. , Cambridge, U.K.: Cambridge Univ. Press; Wells, J., Barry, R.M., Spence, A., Using video tutorials as a carrotand-stick approach to learning (2012) IEEE Trans. Educ., 55 (4), pp. 453-458. , Nov; Verginis, I., Gogoulou, A., Gouli, E., Boubouka, M., Grigoriadou, M., Enhancing learning in introductory computer science courses through SCALE?: An empirical study (2011) IEEE Trans. Educ., 54 (1), pp. 1-13. , Feb; Weimer, M., (2013) Learner-Centered Teaching: Five Key Changes to Practice, pp. 28-143. , San Francisco, CA, USA: Jossey-Bass; Felder, R.M., Brent, R., (2016) Teaching and Learning STEM: A Practical Guide, pp. 111-149. , San Francisco, CA, USA: Jossey-Bass; Bruff, D., (2009) Teaching with Classroom Response Systems, pp. 106-126. , San Francisco, CA, USA: Jossey-Bass; Merrick, E.K., An empirical evaluation of puzzle-based learning as an interest approach for teaching introductory computer science (2010) IEEE Trans. Educ., 53 (4), pp. 677-680. , Nov; Arbelaitz, O., Martin, J.I., Muguerza, J., Analysis of introducing active learning methodologies in a basic computer architecture course (2015) IEEE Trans. Educ., 58 (2), pp. 110-116. , May; Reinert, A., Vollmann, N., Heyder, M., Krautschneider, W., New teaching approaches and student motivation lead to documented gains in engineering education (2014) Proc. IEEE Front. Educ. Conf., pp. 1-4. , Madrid, Spain; Shekhar, P., Development of an observation protocol to study undergraduate engineering student resistance to active learning (2015) Int. J. Eng. Educ., 31 (2), pp. 597-609; Froyd, J.E., Borrego, M., Cutler, S., Henderson, C., Prince, M.J., Estimates of use of research-based instructional strategies in core electrical or computer engineering courses (2013) IEEE Trans. Educ., 56 (4), pp. 393-399. , Nov; Henderson, C., Dancy, M.H., Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics (2007) Phys. Rev. Special Topics Phys. Educ. Res., 3 (2), pp. 1-14. , Jul./Dec; Llamas-Nistal, M., Caeiro-Rodríguez, M., Castro, M., Use of E-learning functionalities and standards: The Spanish case (2011) IEEE Trans. Educ., 54 (4), pp. 540-549. , Nov; Froyd, J.E., Wankat, P.C., Smith, K.A., Five major shifts in 100 years of engineering education (2012) Proc. IEEE, 100, pp. 1344-1360. , May; Nickels, K.M., What are the 'fundamentals' of modern digital logic design? (2005) Proc. ASEE Gulf Southwest Annu. Conf.; Radu, M.E., Sexton, S.M., Integrating extensive functional verification into digital design education (2008) IEEE Trans. Educ., 51 (3), pp. 385-393. , Aug; Ryan, R.M., Deci, E.L., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being (2000) Amer. Psychol., 55 (1), pp. 68-78. , Jan; Hattie, J.A.C., (2009) Visible Learning: A Synthesis of Meta-Analyses Relating to Achievement, pp. 173-184. , London, U.K.: Routledge; Falkner, N., Sooriamurthi, R., Michalewicz, Z., Puzzle-based learning for engineering and computer science (2010) Computer, 43 (4), pp. 20-28. , Apr; Oudeyer, P.-Y., Gottlieb, J., Lopes, M., Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies (2016) Motivation Theory, Neurobiology and Applications, pp. 257-284. , B. Studer and S. Knecht, Eds., Amsterdam, The Netherlands: Elsevier; Prince, M.J., Felder, R.M., Inductive teaching and learning methods: Definitions, comparisons, and research bases (2006) J. Eng. Educ., 95 (2), pp. 123-138. , Apr; Bransford, J.D., (2000) How People Learn: Brain, Mind, Experience, and School, pp. 139-154. , Washington, DC, USA: Nat. Acad. Press; Coca, D.M., Slisko, J., Software socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers (2013) Eur. J. Phys. Educ., 4 (2), pp. 17-24; Cornelius, T.L., Owen-DeSchryver, J., Differential effects of full and partial notes on learning outcomes and attendance (2008) Teach. Psychol., 35 (1), pp. 6-12; Lukkarinena, A., Koivukangasa, P., Seppälä, T., Relationship between class attendance and student performance (2016) Proc. Soc. Behav. Sci., 228, pp. 341-347. , Jul; Carrillo, A., Cejudo, J.M., Domínguez, F., Rodríguez, E., Graphics tablet technology in second year thermal engineering teaching (2013) J. Technol. Sci. Educ., 3 (3), pp. 102-112","Debiec, P.; Institute of Electronics, Lodz University of TechnologyPoland; email: piotr.debiec@p.lodz.pl",,,Institute of Electrical and Electronics Engineers Inc.,,,,,00189359,,IEEDA,,English,IEEE Trans Educ,Article,Final,,Scopus,2-s2.0-85029184457
"Santos C.D., Rose M.Q., Tomlinson A.D., McLaughlin D.C.",57203967624;57203972216;57202649664;57192073794;,Brief report of a novel advanced practice provider-led course for ultrasound novices,2018,Journal of the American Association of Nurse Practitioners,30,2,,64,68,,,10.1097/JXX.0000000000000022,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053822804&doi=10.1097%2fJXX.0000000000000022&partnerID=40&md5=b0410b0d1b622633e81629b13617275c,"Department of Critical Care Medicine, Mayo Clinic, 4500 San Pablo Rd, Jacksonville, FL  32224, United States","Santos, C.D., Department of Critical Care Medicine, Mayo Clinic, 4500 San Pablo Rd, Jacksonville, FL  32224, United States; Rose, M.Q., Department of Critical Care Medicine, Mayo Clinic, 4500 San Pablo Rd, Jacksonville, FL  32224, United States; Tomlinson, A.D., Department of Critical Care Medicine, Mayo Clinic, 4500 San Pablo Rd, Jacksonville, FL  32224, United States; McLaughlin, D.C., Department of Critical Care Medicine, Mayo Clinic, 4500 San Pablo Rd, Jacksonville, FL  32224, United States","Background and purpose: Formal training for ultrasound use is essential for critical care providers. Despite a national increase in the utilization of advanced practice providers in critical care, ultrasound education is not routinely provided in their training programs. This study describes and evaluates a 1-day advanced care provider (APP)-led course designed to provide fellow APPs with the skills to obtain and evaluate basic ultrasound images. Methods: A 15-question pretest was administered via anonymous use of a clicker response system. Participants had didactic lectures followed by hands-on experience with live models and instructor. Posttest was administered after achievement of basic ultrasound views. Postcourse evaluations were also administered. Conclusions: Pretest and posttest questions included identifying anatomy, pathology, quantifying cardiac function, and clinical decision making. Scores improved from 58% on the pretest to 78% on the posttest. All participants acknowledged the need for the course and their ability to transfer the course into practice. Implications for practice: This course established that APPs can both teach and learn from their peers in a formal setting. In addition, this course demonstrated that an APP-led course with a combined hands-on and didactic approach is an effective method for critical care ultrasound skills acquisition in ultrasound-novice APPs. © 2018 American Association of Nurse Practitioners.",Advanced practice provider; critical care; education; nurse practitioner; physician assistant; ultrasound,achievement; adult; anatomy; article; clinical decision making; education; female; heart function; human; human experiment; intensive care; male; nurse practitioner; physician assistant; pretest posttest design; skill; ultrasound; advanced practice nursing; clinical competence; curriculum; echography; education; nursing; procedures; standards; teaching; Adult; Advanced Practice Nursing; Clinical Competence; Curriculum; Educational Measurement; Female; Humans; Male; Teaching; Ultrasonography,,,,,,,,,,,"Alexander, J.H., Peterson, E.D., Chen, A.Y., Harding, T.M., Adams, D.B., Kissio, J.A., Jr., Feasibility of point-of-care echocardiography by internal medicine house staff (2004) American Heart Journal, 147, pp. 476-481; (2017), https://www.aanp.org/images/aboutnps/npgraphic.pdf, American Academy of Nurse Practitioners. All about NPs: NP fact sheet; (2016), https://www.aapa.org/wp-content/uploads/2017/01/Profile-of-A-PA.pdf, American Academy of Physician Assistants. Profile of a PA; (2016), http://www.aacn.nche.edu/education-resources/Adult-Gero-NP-Comp-2016.pdf, American Association of Colleges of Nursing. Adultgerontology, acute care and primary care NP competencies; Ultrasound guidelines: Emergency, point-of-care and clinical ultrasound guidelines in medicine (2017) Annals of Emergency Medicine, 69, pp. 27-54. , American College of Emergency Physicians; Beraud, A.S., Rizk, N.W., Pearl, R.G., Liang, D.H., Patterson, A.J., Focused transthoracic echocardiography during critical care medicine training: Curriculum implementation and evaluation of proficiency (2013) Critical Care Medicine, 41, pp. e179-e181; Diaz-Gomez, J.L., Grek, A., Venegas-Borsellino, C., Chirila, A., Builes, A., Ratzlaff, R., (2017) Focused Transthoracic Echocardiography Curriculum for Advanced Practice Providers Assures Good Concordance with Intensivists at Echocardiography-driven Diagnosis of Shock in Critically Ill Patients, , Manuscript submitted for publication; Greenstein, Y.Y., Littauer, R., Narasimhan, M., Mayo, P.H., Koenig, S.J., Effectiveness of a critical care ultrasonography course (2017) Chest, 151, pp. 34-40; Jang, T., Docherty, M., Aubin, C., Polites, G., Residentperformed compression ultrasonography for the detection of proximal deep vein thrombosis: Fast and accurate (2004) Academic Emergency Medicine, 11, pp. 319-322; Jones, A.E., Tayal, V.S., Kline, J.A., Focused training of emergency medicine residents in goal-directed echocardiography: A prospective study (2003) Academic Emergency Medicine, 10, pp. 1054-1058; Kory, P.D., Pellecchia, C.M., Shiloh, A.L., Mayo, P.H., DiBello, C., Koenig, S., Accuracy of ultrasonography performed by critical care physicians for the diagnosis of DVT (2011) Chest, 139, pp. 538-542; Mandavia, D.P., Aragona, J., Chan, L., Chan, D., Henderson, S.O., Ultrasound training for emergency physicians-A prospective study (2000) Academic Emergency Medicine, 7, pp. 1008-1014; Nelson, M., Abdi, A., Adhikari, S., Boniface, M., Bramante, R.M., Egan, D.J., Lewiss, R.E., Goal-directed focused ultrasound milestones revised: A multiorganizational consensus (2016) Academic Emergency Medicine, 23, pp. 1274-1279; Sekiguchi, H., Bhagra, A., Gajic, O., Kashani, K.B., A general critical care ultrasonography workshop: Results of a novel webbased learning program combined with simulation-based handson training (2013) Journal of Critical Care, 28 (217). , e7-12; http://www.sccm.org/Education-Center/Ultrasound/Pages/default.aspx, Society of Critical Care Medicine. (2017). Critical care ultrasound; (2017) Deans and Program Directors, , https://spocus.org/For-Deans/Program-Directors, Society of Point of Care Ultrasound; Torres-Macho, J., Anton-Santos, J.M., Garcia-Gutierrez, I., De Castro-Garcia, M., Gamez-Diez, S., De La Torre, P.G., De Casasola, G.G., Initial accuracy of bedside ultrasound performed by emergency physicians for multiple indications after a short training period (2012) The American Journal of Emergency Medicine, 30, pp. 1943-1949. , Working Group of Clinical Ultrasound Spanish Society of Internal Medicine; Vignon, P., Dugard, A., Abraham, J., Belcour, D., Gondran, G., Pepino, F., Marin, B., Gastinne, H., Focused training for goal-oriented handheld echocardiography performed by noncardiologist residents in the intensive care unit (2007) Intensive Care Medicine, 33, pp. 1795-1799","McLaughlin, D.C.; Department of Critical Care Medicine, Mayo Clinic, 4500 San Pablo Rd, United States; email: McLaughlin.Diane@mayo.edu",,,Lippincott Williams and Wilkins,,,,,23276886,,,29757817.0,English,J. Am. Assoc. Nurse Pract.,Article,Final,,Scopus,2-s2.0-85053822804
"Green A.J., Tanford S., Swift A.",56486644300;36167859900;57200408929;,Determinants of Student Satisfaction with Using Instructional Technology: The Role of Active Learning,2018,Journal of Hospitality and Tourism Education,30,1,,1,10,,1.0,10.1080/10963758.2017.1413381,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041184419&doi=10.1080%2f10963758.2017.1413381&partnerID=40&md5=024b85f26a7e517b84e3c71ad94e1636,"Global Hospitality & Tourism Management, University of West Florida, United States; William F. Harrah College of Hotel Administration, University of Nevada, Las Vegas, United States","Green, A.J., Global Hospitality & Tourism Management, University of West Florida, United States; Tanford, S., William F. Harrah College of Hotel Administration, University of Nevada, Las Vegas, United States; Swift, A., William F. Harrah College of Hotel Administration, University of Nevada, Las Vegas, United States","When faced with the challenge of student engagement in the hospitality classroom, instructional technology can aid in the instructional design of an active classroom. The present study examines the effect of classroom response systems, known as clickers, on student satisfaction in undergraduate hospitality courses. It seeks to identify the dimensions that contribute to student engagement and their role in satisfaction with using classroom technology. Students in 4 undergraduate hospitality classes that used clickers rated the experience using a 28-item student engagement scale. A total of 326 students completed the online survey, resulting in 267 usable surveys. Factor analysis revealed four key dimensions: knowledge, involvement, enjoyment, and active learning. Regression analysis indicated that overall satisfaction with the use of clicker technology is achieved with active learning. © 2018 The International Council on Hotel, Restaurant, and Institutional Education.",Active learning; hospitality education; instructional technology; student engagement,,,,,,,,,,,,"Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochemistry and Molecular Biology Education, 37 (2), pp. 84-91; Agbatogun, A.O., Interactive digital technologies’ use in southwest Nigerian universities (2013) Educational Technology Research and Development, 61 (2), pp. 333-357; Astin, A.W., Student involvement: A developmental theory for higher education (1984) Journal of College Student Personnel, 25 (4), pp. 297-308; Bachman, L., Bachman, C., A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research (2011) Journal of Interactive Learning Research, 22 (1), pp. 5-21; Beaumont, C., Savin-Baden, M., Conradi, E., Poulton, T., Evaluating a Second Life problem-based learning (PBL) demonstrator project: What can we learn? (2014) Interactive Learning Environments, 22 (1), pp. 125-141; Biggs, J., Tang, C., (2007) Teaching for quality learning in higher education. Buckingham: The society for Research into; Binz, C., Hair, J.F., Jr.,., Pieper, T.M., Baldauf, A., Exploring the effect of distinct family firm reputation on consumers’ preferences (2013) Journal of Family Business Strategy, 4 (1), pp. 3-11; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class: The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Bloom, B.S., Engelhart, M.D., Furst, B.S., Hill, W.H., Krathwohl, D.R., (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: David McKay Company Inc; Bojinova, E., Oigara, J., Teaching and learning with clickers: Are clickers good for students? (2011) Interdisciplinary Journal of E-Learning and Learning Objects, 7 (1), pp. 169-184; Boles, S.R., Using technology in the classroom (2011) Science Scope, 34 (9), pp. 39-43; Bonestroo, W.J., De Jong, T., Effects of planning on task load, knowledge, and tool preference: A comparison of two tools (2012) Interactive Learning Environments, 20 (2), pp. 141-153; Bonwell, C., Eison, J., Active learning: Creating excitement in the classroom (1991) AEHE-ERIC Higher Education Report No. 1), , Washington, DC: Jossey-Bass; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) American Journal of Pharmaceutical Education, 72 (4). , Article 77; Cain, S., (2013) Quiet: The power of introverts in a world that can’t stop talking, , New York, NY: Random House; Cattell, R.B., The scree test for the number of factors (1966) Multivariate Behavioral Research, 1, pp. 245-276; Chan, E.K., Knight, L.A., Clicking with your audience (2010) Communications in Information Literacy, 4 (2), pp. 192-201; Coates, H., Defining and monitoring academic standards in Australian higher education (2010) Higher Education Management and Policy, 22 (1), pp. 1-17; Connor, E., Perceptions and uses of clicker technology (2009) Journal of Electronic Resources in Medical Libraries, 6 (1), pp. 19-32; Crews, T.B., Ducate, L., Rathel, J.M., Heid, K., Bishoff, S.T., (2011) Clickers in the classroom: Transforming students into active learners (ECAR Research Bulletin No. 9), , https://net.educause.edu/ir/library/pdf/ERB1109.pdf, Retrieved from; Davis, B., (1993) Tools of teaching, , San Francisco, CA: Jossey-Bass; DeBourgh, G., Use of classroom “clickers” to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8 (2), pp. 76-87; Felder, R.M., Brent, R., Understanding student differences (2005) Journal of Engineering Education, 94 (1), pp. 57-72; Fredericksen, E.E., Ames, M., (2009) Can a $30 piece of plastic improve learning? An evaluation of personal response systems in large classroom settings, , http://www.educause.edu/library/resources/can-30-piece-plastic-improve-learning-evaluation-personal-responses-systems-large-classroom-settings, April, Retrieved from; Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., School engagement: Potential of the concept, state of the evidence (2004) Review of Educational Research, 74 (1), pp. 59-109; Green, A.J., Repetti, T., Clickers: A strategy for active learning in a hospitality classroom (2015) Journal of Hospitality & Tourism Education, 27 (4), pp. 171-179; Green, A.J., Sammons, G.E., Student learning styles: Assessing active learning in the hospitality learners model (2014) Journal of Hospitality & Tourism Education, 26 (1), pp. 29-38; Hair, J.F., Black, W., Babin, B., Anderson, R., (2010) Multivariate data analysis, , 7th, Upper Saddle River, NJ: Prentice Hall, &, ed; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) AMCIS 2005 Proceedings, p. 255; Han, J.H., Finkelstein, A., Understanding the effects of professors’ pedagogical development with clicker assessment and feedback technologies and the impact on students’ engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Henrie, C.R., Halverson, L.R., Graham, C.R., Measuring student engagement in technology-mediated learning: A review (2015) Computers & Education, 90, pp. 36-53; Johnson, M., Robson, D., Clickers, student engagement and performance in an introductory economics course: A cautionary tale (2008) Computers in Higher Education Economics Review, 2 (1), pp. 4-12; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., Research-based practices for effective clicker use (2007) AIP Conference Proceedings, 951, pp. 128-131. , In; Keough, S.M., Clickers in the classroom: A review and a replication (2012) Journal of Management Education, 36 (6), pp. 822-847; Kong, H., Yan, Q., The relationship between learning satisfaction and career competencies (2014) International Journal of Hospitality Management, 41, pp. 133-139; Kuhn, T.S., (1962) The structure of scientific revolutions, , Chicago, IL: University of Chicago Press; Kulatunga, U., Rameezdeen, R., Use of clickers to improve student engagement in learning: Observations from the built environment discipline (2014) International Journal of Construction Education and Research, 10 (1), pp. 3-18; Kutner, M.H., Nachtsheim, C.J., Neter, J., William, I., (2005) Applied linear statistical models, , 5th, Irwin, CA: McGraw-Hill, &, ed; Lee, P.C., Sun, S., Law, R., Lee, A.H., Educational technology in hospitality management programs: Adoption and expectations (2016) Journal of Teaching in Travel & Tourism, 16 (2), pp. 116-142; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Review Online, 30 (2), pp. 71-74; Mastoridis, S., Kladidis, S., Coming soon to a lecture theatre near you: The “clicker (2010) The Clinical Teacher, 7 (2), pp. 97-101; Mazur, E., (1997) Peer instruction: A user’s manual, , Upper Saddle River, NJ: Prentice Hall; Middendorf, J., Kalish, A., The “change-up” in lectures (1996) National Teach Learn Forum, 5 (2). , http://www.ntlf.com/html/pi/, Retrieved from; Miller, J.P., Milholland, E.S., Gould, S.M., Determining the attitudes of students toward the use of a classroom response in hospitality courses (2012) Journal of Hospitality & Tourism Education, 24 (2-3), pp. 73-79; Mo, S., Evidence on instructional technology and student engagement in an auditing course (2011) Academy of Education Leadership Journal, 15 (4), pp. 149-158; Morgan, R.K., Exploring the pedagogical effectiveness of clickers (2008) InSight, 73, pp. 31-36; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56 (1), pp. 36-43; Nunnally, J.C., (1978) Psychometric theory, , 2nd, New York, NY: McGraw-Hill, ed; Oigara, J., Keengwe, J., Students’ perceptions of clickers as an instructional tool to promote active learning (2013) Education and Information Technologies, 18 (1), pp. 15-28; Ramsden, P., (2003) Learning to teach in higher education, , 2nd, London, UK: Routledge Falmer, ed; Reeve, J., Jang, H., Carrell, D., Jeon, S., Barch, J., Enhancing students’ engagement by increasing teachers’ autonomy support (2004) Motivation and Emotion, 28 (2), pp. 147-169; Schoffstall, D.G., Arendt, S.W., Brown, E.A., Academic engagement of hospitality students (2013) Journal of Hospitality, Leisure, Sport & Tourism Education, 13, pp. 141-153; Sprague, E.W., Dahl, D.W., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2010) Journal of Marketing Education, 32 (1), pp. 93-103; Tabachnik, B.G., Fidell, L.S., (2007) Using multivariate statistics, , 5th, Boston, MA: Pearson Education, &, ed; Thomas, N.J., Brown, E.A., Thomas, L.Y., Use of student response and engagement systems in the collegiate classroom: An educational resources review (2015) Journal of Hospitality, Leisure, Sport & Tourism Education, 17, pp. 59-61; Trowler, V., Student engagement literature review (2010) York: The Higher Education Academy, 11, pp. 1-70; Vygotsky, L.S., (1978) Mind and society, , Cambridge, MA: Harvard University Press; White, P.J., Larson, I., Styles, K., Yuriev, E., Evans, D.R., Short, J.L., Eise, N., Using active learning strategies to shift student attitudes and behaviours about learning and teaching in a research intensive educational context (2015) Pharmacy Education, 15 (1), pp. 162-172; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7 (6), pp. 796-798; Wu, X., Gao, Y., Applying the extended technology acceptance model to the use of clickers in student learning: Some evidence from macroeconomics classes (2011) American Journal of Business Education, 4 (7), pp. 43-50; Yoo, J., Chon, K., Factors affecting convention participation decision-making: Developing a measurement scale (2008) Journal of Travel Research, 47 (1), pp. 113-122; Zepke, N., Leach, L., Butler, P., Student engagement: Students’ and teachers’ perceptions (2014) Higher Education Research & Development, 33 (2), pp. 386-398","Green, A.J.; Global Hospitality & Tourism Management, University of West Florida, 11000 University Parkway, United States; email: green@uwf.edu",,,Routledge,,,,,10963758,,,,English,J. Hosp. Tour. Educ.,Article,Final,,Scopus,2-s2.0-85041184419
"Cheng L.T.W., Wang J.W.",26643557800;35216681700;,Enhancing Learning Performance Through Classroom Response Systems: The Effect of Knowledge in a Global Economic Environment,2018,Journal of Teaching in International Business,29,1,,49,61,,2.0,10.1080/08975930.2018.1455934,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046414174&doi=10.1080%2f08975930.2018.1455934&partnerID=40&md5=b88236068a23ade14d11a5e97ab5a34d,"School of Accounting and Finance, Hong Kong Polytechnic University, Hong Kong","Cheng, L.T.W., School of Accounting and Finance, Hong Kong Polytechnic University, Hong Kong; Wang, J.W., School of Accounting and Finance, Hong Kong Polytechnic University, Hong Kong","The international business education literature suggests that a global mindset can be acquired and benefit students to embrace new ideas and improve their critical thinking. Using a sample of 1,448 undergraduate students in Corporate Finance, International Finance, and Business Law subjects during 2013–2015, our results indicate that students with better academic performance in the subject Global Economic Environment achieve a better learning outcome in advanced functional business subjects. However, students with a better global mindset do not benefit as much from the Classroom Response Systems (CRSs) as the weaker students do. © 2018 Taylor & Francis Group, LLC.",Class Response Systems (CRSs); Global mindset; Learning outcome,,,,,,Hong Kong Polytechnic University,Financial support was provided from Hong Kong Polytechnic University FB Learning and Teaching Enhancement Grant (A/C number: 1.21.xx.8AAD).,"Louis T. W. Cheng, DBA, School of Accounting and Finance, Hong Kong Polytechnic University Dr. Cheng is a Professor of Finance at the School of Accounting and Finance of the Hong Kong Polytechnic University. He has more than 80 articles published in top finance research journals including the Journal of Finance. Dr. Cheng is an author of Fundamentals of Financial Planning by McGraw-Hill, 2006, and the lead author of Financial Planning and Wealth Management: An International Perspective, also by McGraw-Hill, 2008. Dr. Cheng served as a project consultant for various organizations including Bank of China (HK) Private Banking, Investor Education Centre (IEC), Securities and Futures Commission (SFC), Mandatory Provident Fund Scheme Authority (MPFA), Value Partners, Agricultural Bank of China (HK) Private Banking, Bank Consortium Trust Hong Kong, Fubon Bank, Hong Kong Exchanges (HKEx), Charles Schwab (US), Tai Fook Securities, and Hong Kong Securities and Investment Institute (HKSI).",,,,"Allen, W.R., (1986) Gender and Campus Differences in Black Student Academic Performance, Racial Attitudes, and College Satisfaction, , Southern Education Foundation; Atlanta, GA; Ashley, S., Schaap, H., de Bruijn, E., Defining conceptual understanding for teaching in international business (2016) Journal of Teaching in International Business, 27, pp. 106-123; Astin, A.W., What matters in college? Four critical years revisited“ (1993) Liberal Education, 79 (4), pp. 4-16; Boyacigiller, N.A., Jill Kleinberg, M.E.P., Sackmann, S.A., (2004) Conceptualizing culture: Elucidating the streams of research in international cross-cultural management, pp. 99-167. , Punnett B.J., Shenkar O., (eds), 2nd Edition, University of Michigan Press, Ann Arbor, MI:, and, in, (eds.), Handbook of International Management Research; Burkhart, R.E., Limaye, M.R., Attitudinal change and critical pedagogy: An exercise in a political science and global business course (2002) Journal of Teaching in International Business, 14, pp. 65-81; Carnaghan, Carla, Edmonds, T.P., Lechner, T.A., Olds, P.R., Using student response systems in the accounting classroom: Strengths, strategies and limitations (2011) Journal of Accounting Education, 29, pp. 265-283; Cheng, L.T.W., Wang, J.W., (2016) Enhancing learning performance through classroom response systems: The effect of knowledge type and social presence, , Working paper, and; Chui, L., Martin, K., Pike, B., A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance (2013) Journal of Accounting Education, 31, pp. 17-30; Crossgrove, K., Curran, K., Using clickers in non-majors and majors-level biology courses: Student opinion, learning and long-term retention of course material (2008) CBE-Life Sciences Education, 7, pp. 146-154; DeBourgh, G.A., Use of classroom “clickers” to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 2008 (8), pp. 76-87; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23; Fleming, J., (1984) Blacks in College: A Comparative Study of Students’ Success in Black and in White Institutions, , Jossey-Bass, San Francisco, CA; Flynn, A.B., Development of an online, postclass question method and its integration with teaching strategies (2012) Journal of Chemical Education, 89, pp. 456-464; Gupta, A., Govindarajan, V., Cultivating a global mindset (2002) Academy of Management Executive, 16 (1), pp. 116-126; Hall, R.J., Collier, H.L., Thomas, M.L., Hilgers, M.G., (2005) A student response system for increasing engagement, motivation, and learning in high enrollment chemistry lectures, , http://lite.mst.edu/media/research/ctel/documents/hall_et_al_srs_amcis_proceedings.pdf, retrieved from, and; Keough, S.M., Clickers in the classroom: A review and a replication (2012) Journal of Management Education, 36 (6), pp. 822-847; Koljatic, M., Kuh, G.D., A longitudinal assessment of college student engagement in good practices in undergraduate education (2001) Higher Education, 42 (3), pp. 351-371; Lantz, M.E., The use of ‘Clickers’ in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26, pp. 556-561; Latham, A., Hill, S., Preference for anonymous classroom participation: Linking student characteristics and reactions to electronic response systems (2014) Journal of Management Education, 38 (2), pp. 192-215; O’Donoghue, Michael, O’Steen, B., (2007) Clicking on or off? Lecturers’ rationale for using student response systems, , http://www.ascilite.org/conferences/singapore07/procs/odonoghue.pdf, retrieved from, and; Pascarella, E.T., Students’ affective development within the college environment (1985) The Journal of Higher Education, 56 (6), pp. 640-663; Pascarella, E.T., Terenzini, P.T., (2005) How College Affects Students, First Edition, Volume 2, , Jossey-Bass, San Francisco, CA:, and; Petersen, M.A., Estimating standard errors in finance panel data sets: Comparing approaches (2009) Review of Financial Studies, 22 (1), pp. 435-480; Rana, N.P., Dwivedi, Y.K., Using clickers in a large business class: Examining use behavior and satisfaction (2016) Journal of Marketing Education, 38 (1), pp. 47-64; Silliman, S.E., McWilliams, L., Observations on benefits/limitations of an audience response system (2004) in Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition, , Salt Lake City, UT:, and; Umbach, P.D., Wawrzynski, M.R., Faculty do matter: The role of college faculty in student learning and engagement (2005) Research in Higher Education, 46 (2), pp. 153-184; Witte, A.E., The global awareness curriculum in international business programs: A critical perspective (2010) Journal of Teaching in International Business, 21, pp. 101-131; Woelk, K., Optimizing the use of personal response devices (clickers) in large-enrollment introductory courses (2008) Journal of Chemical Education, 85 (10), pp. 1400-1405; Zhu, E., (2007) Teaching with clickers, , Center for Research on Learning and Teaching Occasional Paper Number 22, University of Michigan","Cheng, L.T.W.; School of Accounting and Finance, The Hong Kong Polytechnic University, M822, Li Ka Shing Tower, Hong Kong; email: louis.cheng@polyu.edu.hk",,,Routledge,,,,,08975930,,,,English,J. Teach. Int. Bus.,Article,Final,,Scopus,2-s2.0-85046414174
"Fergusson S.J., Aka J.J., Hennessy C.M., Wilson A.J., Parson S.H., Harrison E.M., Finn G.M., Gillingwater T.H.",56426125700;57194030456;57188831861;57202677448;6602095356;12761083200;30967519400;6603180454;,Examining the impact of audience response systems on student performance in anatomy education: A randomised controlled trial,2018,Scottish Medical Journal,63,1,,16,21,,,10.1177/0036933017741409,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049033302&doi=10.1177%2f0036933017741409&partnerID=40&md5=1a1b71e49230c285953b352f79788fec,"Specialty Registrar in General Surgery, Department of General Surgery, Royal Alexandra Hospital, Paisley, United Kingdom; Department of Anatomy, School of Medicine, Trinity College Dublin, Ireland; Department of Anatomy, Brighton and Sussex Medical School, University of Sussex, United Kingdom; Department of Obstetrics and Gynaecology, Antrim Area Hospital, Antrim, United Kingdom; Institute of Education for Medical and Dental Science, College of Medicine, Medical Sciences and Nutrition, University of Aberdeen, United Kingdom; Surgical Informatics, Centre for Medical Informatics, Usher Institute of Population Health Sciences and Informatics, University of Edinburgh, United Kingdom; Health Professions Education Unit, Health Professions Education Unit, Hull York Medical School, University of York, United Kingdom; Edinburgh Medical School, Biomedical Sciences (Anatomy) & Centre for Integrative Physiology, College of Medicine and Veterinary Medicine, University of Edinburgh, United Kingdom","Fergusson, S.J., Specialty Registrar in General Surgery, Department of General Surgery, Royal Alexandra Hospital, Paisley, United Kingdom; Aka, J.J., Department of Anatomy, School of Medicine, Trinity College Dublin, Ireland; Hennessy, C.M., Department of Anatomy, Brighton and Sussex Medical School, University of Sussex, United Kingdom; Wilson, A.J., Department of Obstetrics and Gynaecology, Antrim Area Hospital, Antrim, United Kingdom; Parson, S.H., Institute of Education for Medical and Dental Science, College of Medicine, Medical Sciences and Nutrition, University of Aberdeen, United Kingdom; Harrison, E.M., Surgical Informatics, Centre for Medical Informatics, Usher Institute of Population Health Sciences and Informatics, University of Edinburgh, United Kingdom; Finn, G.M., Health Professions Education Unit, Health Professions Education Unit, Hull York Medical School, University of York, United Kingdom; Gillingwater, T.H., Edinburgh Medical School, Biomedical Sciences (Anatomy) & Centre for Integrative Physiology, College of Medicine and Veterinary Medicine, University of Edinburgh, United Kingdom","Background and aims: Electronic audience response systems offer the potential to enhance learning and improve performance. However, objective research investigating the use of audience response systems in undergraduate education has so far produced mixed, inconclusive results. We investigated the impact of audience response systems on short-and long-term test performance, as well as student perceptions of the educational experience, when integrated into undergraduate anatomy teaching. Methods and results: A cohort of 70 undergraduate medical students was randomly allocated to one of the two groups. Both groups received the same anatomy lecture, but one group experienced the addition of audience response systems. Multiple-choice tests were conducted before, immediately after the lecture and again 10 weeks later. Self-perceived post-lecture subject knowledge, confidence and enjoyment ratings did not differ between groups. Test performance immediately following the lecture improved when compared against baseline and was modestly but significantly superior in the group taught with audience response systems (mean test score of 17.3/20 versus 15.6/20 in the control group, p = 0.01). Tests conducted 10 weeks after the lecture showed no difference between groups (p = 0.61), although overall a small improvement from the baseline test was maintained (p = 0.02). Conclusions: Whilst audience response systems offer opportunities to deliver novel education experiences to students, an initial superiority over standard methods does not necessarily translate into longer term gains in student performance when employed in the context of anatomy education. © The Author(s) 2018.",Anatomy; Audience response systems; Education methodology; Education technology; Medical education,"anatomy; article; cohort analysis; controlled study; human; human experiment; major clinical study; medical education; medical student; multiple choice test; perception; randomized controlled trial; task performance; anatomy; clinical competence; education; feedback system; female; male; medical education; program evaluation; standards; teaching; Anatomy; Clinical Competence; Computer-Assisted Instruction; Education, Medical, Undergraduate; Educational Measurement; Feedback; Female; Humans; Male; Program Evaluation; Students, Medical; Task Performance and Analysis",,,,,,,,,,,"Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comput Assist Learn, 20, pp. 81-94; Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Med Teach, 31, pp. e570-e579; Steinert, Y., Snell, L.S., Interactive lecturing: Strategies for increasing participation in large group presentations (1999) Med Teach, 21, pp. 37-42; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Guse, D.M., Zobitz, P.M., Validation of the audience response system (2011) Br J Educ Technol, 42, pp. 985-991; Chaudhry, M.A., Assessment of microbiology students’ progress with an audience response system (2011) J Microbiol Biol Educ, 12, pp. 200-201; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Act Learn High Educ, 15, pp. 11-24; Abate, L.E., Gomes, A., Linton, A., Engaging students in active learning: Use of a blog and audience response system (2011) Med Ref Serv Q, 30, pp. 12-18; Turban, J.W., Students prefer audience response system for lecture evaluation (2011) Int J Emerg Technol Learn, 6 (4); Preszler, R.W., Dawe, A., Shuster, C.B., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sci Educ, 6, pp. 29-41; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69, p. 970; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Kirkwood, A., Price, L., Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review (2014) Learn Media Technol, 39, pp. 6-36; Nelson, C., Hartling, L., Campbell, S., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21 (2012) Med Teach, 34, pp. e386-e405; Mastoridis, S., Kladidis, S., Coming soon to a lecture theatre near you: The ‘clicker’ (2010) Clin Teach, 7, pp. 97-101; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2, pp. 160-166; Border, S., Walker, F., Smith, C., Are zappers a way of improving anatomy education? (2009) Clin Anat, 22, pp. 410-416; Elashvili, A., Denehy, G.E., Dawson, D.V., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1296-1303; Tregonning, A.M., Doherty, D.A., Hornbuckle, J., The audience response system and knowledge gain: A prospective study (2012) Med Teach, 34, pp. e269-e274; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53, pp. 819-827; Graffam, B., Active learning in medical education: Strategies for beginning implementation (2007) Med Teach, 29, pp. 38-42; Halloran, L., A comparison of two methods of teaching. Computer managed instruction and keypad questions versus traditional classroom lecture (1995) Comput Nurs, 13, pp. 285-288; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am J Pharm Educ, 72, p. 77; Bligh, D.A., (1998) What’s the Use of Lectures?, , Exeter: Intellect; Sawdon, M.A., Improving knowledge retention using KEEpad (2009) Med Educ, 43, p. 487; Karpicke, J.D., Roediger, H.L., III, The critical importance of retrieval for learning (2008) Science, 319, pp. 966-968; Finn, G.M., McLachlan, J.C., A qualitative study of stu-dents’ perceptions of body painting (2010) Anat Sci Educ, 3, pp. 33-38; Finn, G.M., Using body painting and other art-based approaches to teach anatomy (2015) Teaching Anatomy: A Practical Guide, pp. 155-164. , Chan LK and Pawlina W (eds), Switzerland: Springer International Publishing","Gillingwater, T.H.; University of Edinburgh, Old Medical School (Anatomy), Teviot Place, United Kingdom; email: t.gillingwater@ed.ac.uk",,,SAGE Publications Ltd,,,,,00369330,,SMDJA,29911503.0,English,Scott. Med. J.,Article,Final,,Scopus,2-s2.0-85049033302
"Ma S., Steger D.G., Doolittle P.E., Stewart A.C.",57194180553;57200206489;25924785500;56386592000;,Improved Academic Performance and Student Perceptions of Learning Through Use of a Cell Phone-Based Personal Response System,2018,Journal of Food Science Education,17,1,,27,32,,6.0,10.1111/1541-4329.12131,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85040196827&doi=10.1111%2f1541-4329.12131&partnerID=40&md5=9ebd50902948a8174f372dda26f152b9,"Dept. of Food Science and Technology, Virginia Tech, Room 401, HABB1, 1230 Washington Street SW, Blacksburg, VA  24061, United States; School of Education, Virginia Tech, 226 War Memorial Hall, Blacksburg, VA  24061, United States","Ma, S., Dept. of Food Science and Technology, Virginia Tech, Room 401, HABB1, 1230 Washington Street SW, Blacksburg, VA  24061, United States; Steger, D.G., Dept. of Food Science and Technology, Virginia Tech, Room 401, HABB1, 1230 Washington Street SW, Blacksburg, VA  24061, United States; Doolittle, P.E., School of Education, Virginia Tech, 226 War Memorial Hall, Blacksburg, VA  24061, United States; Stewart, A.C., Dept. of Food Science and Technology, Virginia Tech, Room 401, HABB1, 1230 Washington Street SW, Blacksburg, VA  24061, United States","Personal response systems, such as clickers, have been widely used to improve the effectiveness of teaching in various classroom settings. Although hand-held clicker response systems have been the subject of multiple prior studies, few studies have focused on the use of cell phone-based personal response system (CPPRS) specifically. This study explores students’ academic performance and their perceptions of learning through the use of a CPPRS (TopHat) in an undergraduate Food Science class. In this study, students did not use the CPPRS during the first half of the semester-long course, but did during the second half. When CPPRS was used, students responded to 2 multiple-choice questions at 3 points during the class, (a) at the beginning of class, (b) in the middle of the class, and (c) at the end of the class. Student performance was measured by correctness rates on eight 10-item multiple choice quizzes, 4 quizzes each covering the class content that was delivered with compared with without CPPRS. A survey was conducted at the end of the semester asking (n = 28) students’ perceptions of CPPRS. The average correctness rate for quizzes covering content delivered with CPPRS (85% ± 9%) was significantly higher than for content delivered without CPPRS (82% ± 10%) (P = 0.016). In addition, students perceived that CPPRS was easy to use (5.04 ± 0.58 on a 1 to 6 scale with 1 being strongly disagree and 6 being strongly agree) and positively impacted their learning (4.52 ± 0.99 using the same scale). When used correctly, CPPRS can facilitate student learning in lectures. © 2018 Institute of Food Technologists®",engagement; personal response system; phone; student perception; student performance,,,,,,,,,,,,"Alberts, C.M., Stevenson, C.D., Development of a reality-based multimedia case study teaching method and its effect on students’ planned food safety behaviors (2017) J Food Sci Educ, 16 (1), pp. 10-18; Ali, A.I., Papakie, M.R., McDevitt, T., Dealing with the distractions of cell phone misuse/use in the classroom - a case example (2012) Competit Forum, 10, pp. 220-230; Armstrong, A., Technology in the classroom it's not a matter of ‘if,’ but ‘when’ and ‘how (2014) Educ Digest, 79 (5), pp. 39-46; Barr, R.B., Tagg, J., From teaching to learning: A new paradigm for undergraduate education (1995) Change, 27 (6), pp. 12-15; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Comput Educ, 62, pp. 102-110; (2006) Clicking in class helps lecturers from appearing remote by using student remotes as instructional tool, , http://news.cornell.edu/stories/2006/02/clicking-class-helps-lecturers-and-students-connect, Accessed 2017 May 20; English, M.C., Kitsantas, A., Supporting student self-regulated learning in problem-and project-based learning (2013) The Interdisciplinary Journal of Problem-Based Learning, 7 (2), p. 6; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proc Natl Acad Sci, 111 (23), pp. 8410-8415; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Adv Physiol Edu, 33 (1), pp. 60-71; Gikas, J., Grant, M.M., Mobile computing devices in higher education: student perspectives on learning with cellphones, smartphones & social media (2013) Internet High Educ, 19, pp. 18-26; Harris, G.K., Stevenson, C., Joyner, H., Taking an attention-grabbing “headlines first!” approach to engage students in a lecture setting (2015) J Food Sci Educ, 14 (4), pp. 136-141; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Comput Educ, 94, pp. 102-119; (2006), http://www.news.cornell.edu/stories/2006/02/clicking-class-helps-lecturers-and-students-connect, [accessed]; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Learning, 21 (2), pp. 167-181; Lemons, P.P., Lemons, J.D., Questions for assessing higher-order cognitive skills: it's not just bloom's (2013) CBE Life Sci Educ, 12 (1), pp. 47-58; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: fostering learning with questioning methods in large lecture classes (2009) Contemp Educ Psychol, 34 (1), pp. 51-57; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (“clickers”) in large, introductory psychology classes (2008) Teach Psychol, 35 (1), pp. 45-50; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teach Psychol, 34 (3), pp. 194-196; Savery, J.R., Overview of problem-based learning: Definitions and distinctions (2006) The Interdisciplinary Journal of Problem-Based Learning, 1 (1), pp. 9-20; Schmidt, H.G., Loyens, S.M., Van Gog, P.F., Problem-based learning is compatible with human cognitive architecture: commentary on kirschner, sweller, and clark (2006) (2007) Educ Psychol, 42 (2), pp. 91-97; Sevian, H., Robinson, W.E., Clickers promote learning in all kinds of classes–small and large, graduate and undergraduate, lecture and lab (2011) J Coll Sci Teach, 40, pp. 14-18; Shaw, A., Mendonca, A., Daraba, A., Clickers” and HACCP: Educating a Diverse Food Industry Audience with Technology (2015) Journal of Extension, 53, p. 6. , https://joe.org/joe/2015december/tt6.php, Accessed 2017 May 20; Strobel, J., Van Barneveld, A., When is pbl more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms (2009) The Interdisciplinary Journal of Problem-Based Learning, 3 (1), pp. 44-58; Tindell, D.R., Bohlander, R.W., The use and abuse of cell phones and text messaging in the classroom: a survey of college students (2012) J Coll Teach, 60 (1), pp. 1-9; (2017), https://tophat.com/, Homepage. Accessed 2017 May 20; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3 (1), p. 12. , https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-3-12, Accessed 2017 May 20; Wilen, W.W., Clegg, A.A., Effective questions and questioning: a research review (1986) Theory Res Soc Educ, 14 (2), pp. 153-161","Stewart, A.C.; Dept. of Food Science and Technology, Virginia Tech, Room 401, HABB1, 1230 Washington Street SW, United States; email: amanda.stewart@vt.edu",,,Blackwell Publishing Ltd,,,,,15414329,,,,English,J. Food Sci. Educ.,Article,Final,Open Access,Scopus,2-s2.0-85040196827
"Rana N.P., Dwivedi Y.K.",50262828700;35239818900;,An empirical examination of antecedents determining students' usage of clickers in a digital marketing module,2018,International Journal of Business Information Systems,27,1,,86,104,,4.0,10.1504/IJBIS.2018.088572,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85038634671&doi=10.1504%2fIJBIS.2018.088572&partnerID=40&md5=4ae0fab03991492cc2325d4f82ce8eea,"School of Management, Swansea University Bay Campus, Fabian Way, Swansea, SA1 8EN, United Kingdom","Rana, N.P., School of Management, Swansea University Bay Campus, Fabian Way, Swansea, SA1 8EN, United Kingdom; Dwivedi, Y.K., School of Management, Swansea University Bay Campus, Fabian Way, Swansea, SA1 8EN, United Kingdom","As more and more educational institutions are integrating new technology such as clickers into their learning system, it becomes increasingly essential to have an understanding of students' perceptions about such technology on their overall learning process. The incorporation of clickers into teaching instructions has created implications for teaching practices and student satisfaction. The purpose of this research is to understand student use and satisfaction with clickers in a large undergraduate digital marketing class in a British university. To do so, we propose a conceptual model based on information systems (IS) success models to understand student's usage behaviour and satisfaction with clickers. The data were analysed based on 138 valid responses gathered from the students, where clickers are effectively used for teaching and learning purposes. The results provided a strong support for all eight hypothesised relationships and adequate variance on its key dependent variables in the proposed research model. Copyright © 2018 Inderscience Enterprises Ltd.",Clickers; Higher education; IS success models; Student; UK; Usage,,,,,,,,,,,,"Al-Debei, M.M., The quality and acceptance of websites: An empirical investigation in the context of higher education (2014) International Journal of Business Information Systems, 15 (2), pp. 170-188; Anderson, J.C., Gerbing, D.W., Structural equation modeling in practice: A review and recommended two-step approach (1988) Psychological Bulletin, 103 (3), pp. 411-423; Bentler, P., Bonett, D., Significance tests and goodness of fit in the analysis of covariance structures (1980) Psychological Bulletin, 88 (3), pp. 588-606; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class: The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Bojinova, E., Oigara, J., Teaching and learning with clickers in higher education (2013) International Journal of Teaching and Learning in Higher Education, 25 (2), pp. 154-165; Chin, W.W., Todd, P.A., On the use, usefulness, and ease of use of structural equation modeling in MIS research: A note of caution (1995) MIS Quarterly, 19 (2), pp. 237-246; Chui, L., Martin, K., Pike, B., A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance (2013) Journal of Accounting Education, 31 (1), pp. 17-30; Cunningham, B., Using action research to improve learning and the classroom learning environment (2008) Issues in Accounting Education, 23 (1), pp. 1-30; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quarterly, 13 (3), pp. 319-339; Davis, F.D., Bagozzi, R.P., Warshaw, P.R., User acceptance of computer technology: A comparison of two theoretical models (1989) Management Science, 35 (8), pp. 982-1002; DeLone, W.H., McLean, E.R., Information systems success: The quest for the dependent variable (1992) Information Systems Research, 3 (1), pp. 60-95; DeLone, W.H., McLean, E.R., The DeLone and McLean model of information systems success: A ten-year update (2003) Journal of Management Information Systems, 19 (4), pp. 9-30; Dunnett, A.J., Shannahan, K.L., Shannahan, R.J., Treholm, B., Exploring the impact of clicker technology in a small classroom setting on student class attendance and course performance (2011) Journal of the Academy of Business Education, 12, pp. 43-56; Eastman, J.K., Iyer, R., Eastman, K.L., Business students' perceptions, attitudes, and satisfaction with interactive technology: An exploratory study (2011) Journal of Education for Business, 86 (1), pp. 36-43; Escobar-Rodriguez, T., Monge-Lozano, P., The acceptance of moodle technology by business administration students (2012) Computers & Education, 58 (4), pp. 1085-1093; Farag, D.M., Park, S., Kaupins, G., Faculty perceptions of the adoption and use of clickers in the legal studies in business classroom (2015) Journal of Education for Business, 90 (4), pp. 208-216; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Fornell, C., Larcker, D.F., Evaluating structural equation models with unobservable variables and measurement error (1981) Journal of Marketing Research, 18 (1), pp. 39-50; Fryling, M., Click it and ticket: Extending the benefits of clickers in small classrooms to increase non-anonymous class participation (2013) Proceedings of the Information Systems Educators Conference, pp. 1-11; Gefen, D., E-commerce: The role of familiarity and trust (2000) Omega: The International Journal of Management Science, 28 (6), pp. 725-737; Gerbing, D.A., Anderson, J.C., Monte carlo evaluations of goodness of fit indices for structural equation models (1992) Sociological Methods and Research, 2 (2), pp. 132-160; Gorard, S., Selwyn, N., Williams, S., Must try harder! 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(2011) Issues in Accounting Education, 26 (4), pp. 701-723; Rai, A., Lang, S.S., Welker, R.B., Assessing the validity of IS success models: An empirical test and theoretical analysis (2002) Information Systems Research, 13 (1), pp. 50-69; Rana, N.P., Dwivedi, Y.K., Using clickers in a large business class examining use behavior and satisfaction (2016) Journal of Marketing Education, 38 (1), pp. 47-64; Rana, N.P., Dwivedi, Y.K., Al-Khowaiter, W.A., A review of literature on the use of clickers in the business and management discipline (2016) The International Journal of Management Education, 14 (2), pp. 74-91; Rana, N.P., Dwivedi, Y.K., Slade, E.L., Lal, B., Cyber-slacking: Exploring students' usage of internet-enabled devices for non-class related activities (2016) Proceedings of 22nd Americas Conference on Information Systems, , 11-13 August, San Diego, California, USA; Rana, N.P., Dwivedi, Y.K., Williams, M.D., Lal, B., Examining the success of the online public grievance redressal systems: An extension of the IS success model (2015) Information Systems Management, 32 (1), pp. 39-59; Rana, N.P., Dwivedi, Y.K., Williams, M.D., Piercy, N.C., An extended DeLone and McLean's information system model for examining success of online public grievance redressal system in Indian context (2015) International Journal of Indian Culture and Business Management, 10 (3), pp. 267-290; Rana, N.P., Dwivedi, Y.K., Williams, M.D., Weerakkody, V., Investigating success of an e-government initiative: Validation of an integrated IS success model (2015) Information Systems Frontiers, 17 (1), pp. 127-142; Roblyer, M.D., Wiencke, W.R., Design and use of a rubric to assess and encourage interactive qualities in distance courses (2003) American Journal of Distance Education, 17 (2), pp. 77-98; Seddon, P.B., A re-specification and extension of the DeLone and McLean model of IS success (1997) Information Systems Research, 8 (3), pp. 240-253; Seddon, P.B., Kiew, M.Y., A partial test and development of the DeLone and McLean model of IS success (1996) Australasian Journal of Information Systems, 4 (1), pp. 90-109; Segars, A.H., Grover, V., Re-examining perceived ease of use and usefulness: A confirmatory factor analysis (1993) MIS Quarterly, 17 (4), pp. 517-525; Smith, J.B., Barclay, D.W., The effects of organizational differences and trust on the effectiveness of selling partner relationships (1997) The Journal of Marketing, 61 (1), pp. 3-21; Stagg, A., Lane, M., Using clickers to support information literacy skills development and instruction in first-year business students (2010) Journal of Information Technology Education: Research, 9 (1), pp. 197-215; Steiger, J.H., Lind, J.C., Statistically-based tests for the number of common factors (1980) Annual Spring Meeting of the Psychometric Society, , Iowa City; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems ('clickers') to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Thoms, C.L., Williams, H.D., Using student response systems (clickers) in redesigning a blended learning curriculum (2010) International Conference on Education, Research, and Innovation, pp. 15-17; Tlhoaele, M., Hofman, A., Naidoo, A., Winnips, K., Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students (2014) Innovations in Education and Teaching International, 51 (5), pp. 497-509; Venkatesh, V., Davis, F.D., A theoretical extension of the technology acceptance model: Four longitudinal field studies (2000) Management Science, 45 (2), pp. 186-204; Venkatesh, V., Morris, M.G., Davis, G.B., Davis, F.D., User acceptance of information technology: Toward a unified view (2003) MIS Quarterly, 27 (3), pp. 425-478; Voelkel, S., Bennett, D., New uses for a familiar technology: Introducing mobile phone polling in large classes (2014) Innovations in Education and Teaching International, 51 (1), pp. 46-58; Volman, M., Dam, G.T., Learning and the development of social identities in the subjects care and technology (2007) British Educational Research Journal, 33 (6), pp. 845-866; Xu, Y., Yu, Y., An enhanced technology acceptance model for web-based learning (2004) Journal of Information Systems Education, 15 (4), pp. 365-374; Zikmund, W.G., (1994) Business Research Methods, , 4th ed., The Dryden Press, New York, NY","Dwivedi, Y.K.; School of Management, Swansea University Bay Campus, Fabian Way, United Kingdom; email: y.k.dwivedi@swansea.ac.uk",,,Inderscience Enterprises Ltd.,,,,,17460972,,,,English,Int. J. Bus. Inf. Syst.,Article,Final,,Scopus,2-s2.0-85038634671
"Brady M., Forest C.P.",55620487200;22955517600;,"Metacognition, formative assessment, and student perspective: Learning about metacognition through in-class comparison of response systems",2018,Journal of Physician Assistant Education,29,2,,104,108,,,10.1097/JPA.0000000000000203,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064184159&doi=10.1097%2fJPA.0000000000000203&partnerID=40&md5=1b7e770fa12c300fc0ee5e6d17825c6b,"Clinical Education at the University of Southern California, Rossier School of Education, 3740 Trousdale Parkway, Waite Philips Hall (WPH) 404, Los Angeles, CA  90089, United States; California State University, Monterey Bay, United States; University of Southern California Keck School of Medicine, Alhambra, CA, United States","Brady, M., Clinical Education at the University of Southern California, Rossier School of Education, 3740 Trousdale Parkway, Waite Philips Hall (WPH) 404, Los Angeles, CA  90089, United States; Forest, C.P., California State University, Monterey Bay, United States, University of Southern California Keck School of Medicine, Alhambra, CA, United States","Purpose Educators influence learning context through, among other things, triadic reciprocal causation - a behavioral model used in social cognitive theory. Eliciting responses from learners during instruction may contribute to learning by engaging their metacognition. In this study, metacognition was examined based on learners' experience with 2 different polling methods: student response systems (SRS), commonly known as ""clickers,"" and a lowtechnology response system (LTRS), where students raise labeled signs, each with a different response. Scale item results are reported. Methods Scales measuring the influence of metacognition from polling methods were administered, following treatment (SRS) and comparison method (LTRS), to first-year physician assistant (PA) students (n = 54). Statistical tests of significance and effect size for each item were compared. Results Performance outcomes suggest that the SRS enhances learning experiences more than low-technology polling. Self-reported surveys indicate that self-monitoring, note-taking, and understanding during lectures are significantly improved with the use of clickers. Peer and social comparison items did not demonstrate significance collectively, but survey results indicate that candidates compared themselves to their peers significantly more with the LTRS than with the SRS. Conclusion Findings support the practice of using an electronic SRS to poll PA students and enhance learning. © 2018 Physician Assistant Education Association.",,"article; controlled study; effect size; human; human experiment; intermethod comparison; learning; major clinical study; metacognition; physician assistant student; self monitoring; adult; education; female; health student; male; physician assistant; psychology; young adult; Adult; Female; Humans; Learning; Male; Metacognition; Physician Assistants; Students, Health Occupations; Young Adult",,,,,,,,,,,"Forest, C.P., The effect of audience response systems on adult learning: Evidence-based rationale and ARS implementation guide (2012) J Physician Assist Educ, 23 (4), pp. 54-59; Grahame, J.A., Digital note-taking: Discussion of evidence and best practices (2016) J Physician Assist Educ, 27 (1), pp. 47-50; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems(clicker-based technologies) on cognition and affect (2016) Comput Edu, 94, pp. 102-119; Brady, M., Seli, H., Rosenthal, J., Clickers"" and metacognition: A quasiexperimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Comput Edu, 65, pp. 56-63; Zimmerman, B.J., A social cognitive view of self-regulated academic learning (1989) J Educ Psychol, 81 (3), pp. 329-339; De Corte, E., Verschaffel, L., Masui, C., The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving (2004) Eur J Psychol Educ, 19 (4), pp. 365-384; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE Life Sci Educ, 6 (1), pp. 1-8; Brydges, R., Butler, D., A reflective analysis of medical education research on self-regulation in learning and practice (2012) Med Educ, 46 (1), pp. 71-79; Eva, K.W., Regehr, G., Exploring the divergence between self-assessment and self-monitoring (2011) Adv Health Sci Educ Theor Pract, 16 (3), pp. 311-329; Brady, M., Rosenthal, J., Forest, C.P., The effect of audience response systems on metacognition in graduate students: A two-year mixed method study (2015) Innovations in Medical Education Conference, , Presented at, February 21, San Gabriel, CA","Brady, M.; Clinical Education at the University of Southern California, Rossier School of Education, 3740 Trousdale Parkway, Waite Philips Hall (WPH) 404, United States; email: melanilb@usc.edu",,,Lippincott Williams and Wilkins,,,,,19419430,,,29787510.0,English,J. Phys. Assist. Educ.,Article,Final,,Scopus,2-s2.0-85064184159
Aşiksoy G.,35329010100;,Clicker supported team-based learning environment: A qualitative study,2018,International Journal of Online Engineering,14,9,,98,109,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054127816&partnerID=40&md5=bd0bed3b5be2a663e25d23162848f4ab,"Department of Computer Education and Instructional Technology, Ataturk Faculty of Education, Near East University, Near East Boulevard, Nicosia, Mersin 10, 99138, Cyprus","Aşiksoy, G., Department of Computer Education and Instructional Technology, Ataturk Faculty of Education, Near East University, Near East Boulevard, Nicosia, Mersin 10, 99138, Cyprus","In recent years, Clicker technology has been widely used at universities to provide interactive learning environments. It is used with appropriate pedagogic approaches to achieve expected learning outcomes. This study aims to determine the views of students about learning environment developed based on the integration of Team-based learning strategy and clicker technology in education. The participants included 30 first-year engineering students taking Physics-I at Near East University. Data were collected with a semi-structured interview form developed by the researcher after a comprehensive analysis of the literature. Interviews were carried out at the voluntary base after a five-week application process. The data were analyzed through content analysis method. Results of the study showed that perceptions of students who received education in clicker supported Team-Based learning environment were positive. Students stated that this environment enhanced their learning and they also provided recommendations. It is expected that this study would contribute educators in terms of integrating clicker technology in team-based learning strategy. © 2018, Kassel University Press GmbH.",Clickers; Learning; Physics education; Team based learning,Educational technology; Learning systems; Students; Clickers; Expected learning outcomes; Interactive learning environment; Learning; Physics education; Semi structured interviews; Team-based learning; Technology in educations; Computer aided instruction,,,,,,,,,,,"Campbell, J.A., Using internet technology to support flexible learning in business education (2000) Information Technology and Management, 1 (4), pp. 329-350; Hockly, N., Digital technologies in low-resource ELT contexts (2014) ELT Journal, 68 (1), pp. 79-84. , https://doi.org/10.1093/elt/cct063; Zheng, W., Shi, J., Qiao, J., Xu, T., Feng, L., Fu, P., Virtual Laboratory Application Development for Mobile Terminal (2018) International Journal of Online Engineering (iJOE), 14 (2), pp. 76-89. , https://doi.org/10.3991/ijoe.v14i02.7779; Jonassen, D.H., (2007) Learning to solve complex scientific problems, , New York: Lawrence Erlbaum Associates; Çelik, S., Investigating the effect of student response system supported think-pairshare pedagogy on preparatory school EFL students' vocabulary achievement (2015) Master Thesis Middle East Technical University, , http://etd.lib.metu.edu.tr/upload/12619511/index.pdf, Ankara; Moeller, B., Reitzes, T., Education development center, inc. (EDC) (2011) Integrating technology with student-centered learning, , Quincy, MA: Nellie Mae Education Foundation; DeBourgh, G.A., Use of classroom 'clickers' to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8 (2), pp. 76-87. , https://doi.org/10.1016/j.nepr.2007.02.002; Wu, Y.C.J., Wu, T., Li, Y., Impact of using classroom response systems on students' entrepreneurship learning experience (2017) Computers in Human Behavior, pp. 1-12. , http://dx.doi.org/10.1016/j.chb.2017.08.01; Bartsch, R.A., Murphy, W., Examining the effects of an electronic classroom response system on student engagement and performance (2011) Journal of Educational Computing Research, 44 (1), pp. 25-33; Bruff, D., (2009) Teaching with classroom response systems: creating active learning environments, , (1st ed.) San Francisco: Jossey-Bass; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: best practice guidelines (2010) International Journal of Nursing Education Scholarship, 7 (1). , https://doi.org/10.2202/1548923X.2049; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110. , https://doi.org/10.1016/j.compedu.2012.10.019; Addison, S., Wright, A., Milner, R., Using Clickers to Improve Student Engagement and Performance in an Introductory Biochemistry Class (2009) Biochemistry and Molecular Biology Education, 37 (2), pp. 84-91. , https://doi.org/10.1002/Bmb.20264; Oigara, J., Keengwe, J., Students perceptions of clickers as an instructional tool to promote active learning (2018) Education and Information Technologies, 18 (1), pp. 15-28; Shieh, R.S., Chang, W., Liu, E.Z.F., Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels (2011) Australasian Journal of Educational Technology, 27 (7), pp. 1082-1099; Trew, J.L., Nelsen, J.L., Getting the most out of audience response systems: predicting student reactions (2012) Learning, Media and Technology, 37 (4), pp. 379-394. , https://doi.org/10.1080/17439884.2011.621957; Gachago, D., Morris, A., Simon, E., Engagement levels in a graphic design clicker class: Students' perceptions around attention, participation and peer learning (2011) Journal of Information Technology Education: Research, 10, pp. 253-269; Fuad, M.M., Deb, D., Etim, J., Mobile response system: a novel aproach to interactive and hands-on activity in the classroom (2018) Educational Technology Research and Development, 66 (2), pp. 493-514. , https://doi.org/10.1007/s11423-018-9570-5; Tlhoaele, M., Suhre, C., Hofman, A., Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance (2016) European Journal of Engineering Education, 41 (3), pp. 263-278. , https://doi.org/10.1080/03043797.2015.1056102; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341. , https://doi.org/10.1080/17439880802497081; Miles, M.B., Huberman, A.M., (1994) Qualitative Data Analysis, , London: Sage Publication; Simsek, H., Yildirim, A., (2011) Qualitative research methods in social sciences, , Ankara: Seçkin Publications; Hedgcock, W.H., Rouwenhorst, R.M., Clicking their way to success: using student response systems as a tool for feedback (2014) Journal For Advancement of Marketing Education, 22 (2), pp. 16-25; McDonougha, K., Footeb, J.A., The impact of individual and shared clicker use on students' collaborative learning (2015) Computers & Education, 86, pp. 236-249; Wang, Y.H., Interactive response system (IRS) for college students: individual versus cooperative learning (2018) Interactive Learning Environments, pp. 1-15. , https://doi.org/10.1080/10494820.2017.1421563; Kaiser, C.M., Wisniewski, M.A., Enhancing Student Learning and Engagement Using Student Response Systems (2012) Social Studies Research & Practice, 7 (2), pp. 137-149","Aşiksoy, G.; Department of Computer Education and Instructional Technology, Ataturk Faculty of Education, Near East University, Near East Boulevard, Cyprus; email: gulsum.asiksoy@neu.edu.tr",,,Kassel University Press GmbH,,,,,18681646,,,,English,Int. J. Online Eng.,Article,Final,,Scopus,2-s2.0-85054127816
"Dorey N.R., Cox D.J.",25822121200;57190739459;,Function matters: A review of terminological differences in applied and basic clicker training research,2018,PeerJ,2018,9, e5621,,,,,10.7717/peerj.5621,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054619700&doi=10.7717%2fpeerj.5621&partnerID=40&md5=3684d33f33beb0bd1337dbf7bf1faa1a,"Department of Psychology, University of Florida, Gainesville, FL, United States","Dorey, N.R., Department of Psychology, University of Florida, Gainesville, FL, United States; Cox, D.J., Department of Psychology, University of Florida, Gainesville, FL, United States","In clicker training, animal trainers pair a small device (a ""clicker"") with a reward when teaching or maintaining responding. Animal trainers often assume clicker training is a ‘‘science-based’’ way to train animals. But, the few studies that have compared clicker training to a control have not provided evidence that adding a clicker is beneficial to training. This may be because research on clicker training has studied only one of several potential functions of the clicker stimulus that have been discussed by animal trainers. A systematic approach to researching the function of the clicker in clicker training would benefit from collaboration between applied and basic researchers. However, this will require that terminological differences between animal trainers and basic researchers are reconciled. This paper reviews the few studies that have compared clicker training to a control group and then discusses how trainers and basic researchers use the same terminology in functionally different ways—suggesting the empirical support for mechanisms underlying clicker training is less robust than previously assumed. These differences highlight many opportunities to answer basic and applied research questions relative to clicker training methods. Advancements in clicker training methods will benefit animal trainers who have been using clicker training for decades as well as applied practitioners who have extended clicker training to humans in educational and clinical settings. Copyright 2018 Dorey and Cox.",Animal behavior; Animal training; Behavior analysis; Clicker training,,,,,,,,,,,,"Adams, J., (2003) How to Say it to Your Dog: Solving Behavior Problems in Ways Your Dog Will Understand, , Upper Saddle River: Prentice Hall Press; Alexander, M.C., (2003) Click for Joy!, , Waltham: Sunshine Books; Bailey, R.E., Bailey, M.B., (1996) Patient like the Chipmunks, , Hot Springs: Eclectic Science Productions; Balsam, P., Relative time in trace conditioning (1984) Annals of the New York Academy of Sciences, 423, pp. 211-227; Catania, A.C., (2013) Learning: Fifth Edition, , Cornwall-on-Hudson: Sloan Publishing; Chiandetti, C., Avella, S., Fongaro, E., Cerri, F., Can clicker training facilitate conditioning in dogs? (2016) Applied Animal Behaviour Science, 184, pp. 109-116; Colahan, H., Breder, C., Primate training at Disney’s animal kingdom (2003) Journal of Applied Animal Welfare Science, 6 (2), pp. 235-246; Cronin, P.B., Reinstatement of postresponse stimuli prior to reward in delayed-reward discrimination learning by pigeons (1980) Animal Learning and Behavior, 8, pp. 352-358; Deane, K., Training zoo animals for better welfare, better nursing (2017) Veterinary Nurse, 8 (2), pp. 116-122; Deldalle, S., Gaunet, F., Effects of 2 training methods on stress-related behaviors of the dog (canis Familiaris) and on the dog-owner relationship (2013) Journal of Veterinary Behavior Clinical Applications and Research, 9 (2), pp. 58-65; Feng, L.C., Howell, T.J., Bennett, P.C., How clicker training works: Comparing reinforcing, marking, and bridging hypotheses (2016) Applied Animal Behaviour Science, 181, pp. 34-40; Ferguson, R.-R., Loading the problem loader: The effects of target training and shaping on trailer-loading behavior of horses (2001) Journal of Applied Behavior Analysis, 34, pp. 409-423; Ferster, C.B., Skinner, B.F., (1957) Schedules of Reinforcement, , New York: Appleton-Century-Crofts; Fisher, G.T., (2009) The Thinking Dog: Crossover to Clicker Training, , Washington, D.C.: Dogwise Publishing; Fjellanger, R., General learning principles for training REST dogs (2003) Mine Detection Dogs: Training, Operations and Odour Detection, pp. 11-22. , McLean IG, Glattbach J, eds. Geneva: GICHD; Hackenberg, T.D., Token reinforcement: A review and analysis (2009) Journal of the Experimental Analysis of Behavior, 91, pp. 257-286; Jarmolowicz, D.P., Lattal, K.A., Reinforcer efficacy, response persistence and delay of reinforcement (2011) Acta de Investigacion Psicologica, 1, pp. 1-13; Jones, D.A., (2002) Click Here for a Well-Trained Dog, , Eliot: Howling Moon Press; Kelleher, R.T., Fry, W.T., Stimulus functions in chained fixed-interval schedules (1962) Journal of the Experimental Analysis of Behavior, 5, pp. 167-173; Langbein, J., Siebert, K., Neurnberg, G., Manteuffel, G., The impact of acoustical secondary reinforcement during shape discrimination learning of dwarf goats (Capra hircus) (2007) Applied Animal Behavior Science, 103, pp. 35-44; Lieberman, D.A., Davidson, F.H., Thomas, G.V., Marking in pigeons: The role of memory in delayed reinforcement (1985) Journal of Experimental Psychology: Animal Behavior Processes, 11, pp. 611-624; Lieberman, D.A., Mcintosh, D.C., Thomas, G.V., Learning when reward is delayed: A marking hypothesis (1979) Journal of Experimental Psychology: Animal Behavior Processes, 5, pp. 224-242; Martin, S.A., Friedman, S.G., Blazing clickers (2011) Proceedings of the Animal Behavior Management Association, Denver, CO, , Escondido: Animal Behavior Management Association; McCall, C.A., Burgin, S.E., Equine utilization of secondary reinforcement during response extinction and acquisition (2002) Applied Animal Behaviour Science, 78, pp. 253-262; Moher, D., Liberati, A., Tetzlaff, J., Altman, D.G., Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement (2009) PLOS Medicine, 6 (7). , The; Nevin, J.A., Response strength in multiple schedules of reinforcement (1974) Journal of the Experimental Analysis of Behavior, 21, pp. 389-408; Palmer, D.C., Eshleman, J., Brandon, P., Layng, T.V.J., McDonough, C., Michael, J., Schoneberger, T., Normand, M., Dialogue on private events (2004) The Analysis of Verbal Behavior, 20, pp. 111-128; Pryor, K., (1999) Don’t Shoot the Dog, , New York: Random House Publishing Grou; Pryor, K., (2006) What is Clicker Training?, , http://www.clickertraining.com/what_is_clicker_training; Pryor, K., Click and wait? Does the timing of the reinforcer matter? (2006) Soundings, 31, p. 25; Pryor, K., (2009) Reaching the Animal Mind, , New York: Scribner; Rachlin, H., Green, L., Commitment, choice, and self-control (1972) Journal of the Experimental Analysis of Behavior, 17, pp. 15-22; Rescorla, R.A., Effect of a stimulus intervening between CS and US in auto-shaping (1982) Journal of Experimental Psychology: Animal Behavior Processes, 8, pp. 131-141; Rescorla, R.A., Pavlovian conditioning it’s not what you think it is (1988) American Psychologist, 43, pp. 151-160; Roddy, J., Harvard-trained dog (1952) LOOK, pp. 17-20; Ryan, T., Mortensen, K., (2004) Outwitting Dogs, , Guilford: The Lyons Press; Skinner, B.F., (1938) The Behavior of Organisms: An Experimental Analysis, , Oxford: Appleton-Century; Skinner, B.F., How to teach animals (1951) Scientific American, 185, pp. 26-29; Skinner, B.F., (1953) Science and Human Behavior, , New York: Macmillan; Smith, S.M., Davis, E.S., Clicker increases resistance to extinction but does not decrease training time of a simple operant task in domestic dogs (Canis familiaris) (2008) Applied Animal Behavior Science, 110, pp. 318-329; Steinhauer, G.D., Davol, G.H., Lee, A., Acquisition of the auto-shaped key peck as a function of the amount of preliminary magazine training (1976) Journal of the Experimental Analysis of Behavior, 25, pp. 355-359; Thomas, G.V., Liberman, D.A., McIntosh, D.C., Ronaldson, P., The role of marking when reward is delayed (1983) Journal of Experimental Psychology: Animal Behavior Processes, 9, pp. 401-411; Thorn, J.M., Templeton, J.J., Van Winkle, K.M.M., Castillo, R.R., Conditioning shelter dogs to sit (2006) Journal of Applied Animal Welfare Science, 9, pp. 25-39; Vorster, A.P.A., Born, J., Wakefulness rather than sleep benefits extinction of an inhibitory operant conditioning memory in Aplysia (2018) Neurobiology Learning and Memory, 155, pp. 306-312; Williams, B.A., Marking and bridging versus secondary reinforcement (1991) Animal Learning and Behavior, 19, pp. 264-269; Williams, B.A., Secondary reinforcement: Experimental and theoretical issues (1994) The Behavior Analyst, 17, pp. 261-285; Williams, J.L., Friend, T.H., Nevill, C.H., Archer, G., The efficacy of a secondary reinforcer (clicker) during acquisition and extinction of an operant task in horses (2004) Applied Animal Behaviour Science, 88, pp. 331-341; Ziv, G., The effects of using aversive training methods in dogs-A review (2017) Canine Review, 19, pp. 50-60","Dorey, N.R.; Department of Psychology, University of FloridaUnited States; email: ndorey@ufl.edu",,,PeerJ Inc.,,,,,21678359,,,,English,PeerJ,Article,Final,Open Access,Scopus,2-s2.0-85054619700
"Feng L.C., Howell T.J., Bennett P.C.",57189664646;37107867200;8068208100;,Practices and perceptions of clicker use in dog training: A survey-based investigation of dog owners and industry professionals,2018,Journal of Veterinary Behavior: Clinical Applications and Research,23,,,1,9,,3.0,10.1016/j.jveb.2017.10.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034759201&doi=10.1016%2fj.jveb.2017.10.002&partnerID=40&md5=c296fda518795f03aefc3977269b24e0,"Department of Psychology and Counselling, School of Psychology and Public Health, La Trobe UniversityVictoria, Australia","Feng, L.C., Department of Psychology and Counselling, School of Psychology and Public Health, La Trobe UniversityVictoria, Australia; Howell, T.J., Department of Psychology and Counselling, School of Psychology and Public Health, La Trobe UniversityVictoria, Australia; Bennett, P.C., Department of Psychology and Counselling, School of Psychology and Public Health, La Trobe UniversityVictoria, Australia","Clicker training is an animal training technique derived from mechanized laboratory-based studies of animal learning. However, clicker training in the real world often takes place with a human trainer in an environment that is not as well controlled as a laboratory. Attempts to empirically evaluate applied clicker training techniques using testing protocols adapted from laboratory-based studies have been largely unsuccessful in replicating the learning benefits seen in laboratory animals. One proposed explanation for these inconsistencies is that methods used in the scientific evaluation of clicker training, and methods used by trainers in the industry, are not the same. The purpose of the present study was to determine what clicker training is, why people use it, and what methods are considered best practice in the context of applied dog training. A total of 586 dog owners and dog training professionals completed an online questionnaire. The results suggest that individuals do neither restrict the definition of clicker training with training using a clicker device but also include alternative signals such as verbal markers. Overall, individuals reported that clicker training was successful but acknowledged that certain handler skills need to be mastered before a person should begin clicker training with a dog. Survey respondents also showed substantial methodological variety in how they believed clickers should ideally be used. Systematic investigation into these methodological differences, along with empirical assessment of purported benefits, is now required so that evidence-based best practice recommendations in clicker training can be developed. Closer alignment between scientists and practitioners is likely to benefit both groups and the many animals that are currently trained for companion and working roles. © 2017 Elsevier Inc.",clicker training; dog learning; dog owner perceptions; dog training,,,,,,La Trobe University,This study was carried out with the support of a La Trobe University Postgraduate Research Scholarship and a La Trobe University Full Fee Research Scholarship.,,,,,"Anderson, J.R., Learning and Memory (2000), John Wiley & Sons, Inc Hoboken, NJ; Bennett, P.C., Rohlf, V.I., Owner-companion dog interactions: relationships between demographic variables, potentially problematic behaviours, training engagement and shared activities (2007) Appl. Anim. Behav. Sci., 102, pp. 65-84; Bensky, M.K., Gosling, S.D., Sinn, D.L., The world from a dog's point of view: a review and synthesis of dog cognition research (2013) Adv. Study Behav., 45, pp. 209-406; Blackwell, E.J., Twells, C., Seawright, A., Casey, R.A., The relationship between training methods and the occurrence of behavior problems, as reported by owners, in a population of domestic dogs (2008) J. Vet. Behav.: Clin. Appl. Res., 3, pp. 207-217; Blandina, A.G., n.d. To click or not to click: positive reinforcement methods on the acquisition of behavior (Unpublished honours thesis, University of Florida); Chiandetti, C., Avella, S., Fongaro, E., Cerri, F., Can clicker training facilitate conditioning in dogs? (2016) Appl. Anim. Behav. Sci., 184, pp. 109-116; Clayton, A., Opening session (2016), Proceedings of the ClickerExpo, Reno, Nevada; Cobb, M., Branson, N., McGreevy, P., Lill, A., Bennett, P., The advent of canine performance science: offering a sustainable future for working dogs (2015) Behav. Processes, 110, pp. 96-104; Cornu, J.-N., Cancel-Tassin, G., Ondet, V., Girardet, C., Cussenot, O., Olfactory detection of prostate cancer by dogs sniffing urine: a step forward in early diagnosis (2011) Eur. Urol., 59, pp. 197-201; (2015), D'Onofrio, J. Measuring the Efficiency of Clicker Training for Service Dogs, Master's Thesis (The Pennsylvania State University); Dwyer, F., Bennett, P.C., Coleman, G.J., Development of the Monash Dog Owner Relationship Scale (MDORS) (2006) Anthrozoös, 19 (3), pp. 243-256; Egger, M.D., Miller, N.E., Secondary reinforcement in rats as a function of information value and reliability of the stimulus (1962) J. Exp. Psychol., 64 (2), pp. 97-104; Elgier, A.M., Jakovcevic, A., Mustaca, A.E., Bentosela, M., Learning and owner–stranger effects on interspecific communication in domestic dogs (Canis familiaris) (2009) Behav. Processes, 81 (1), pp. 44-49; Feng, L.C., Howell, T.J., Bennett, P.C., How clicker training works: comparing reinforcing, marking, and bridging hypotheses (2016) Appl. Anim. Behav. Sci., 181, pp. 34-40; Feng, L.C., Howell, T.J., Bennett, P.C., Comparing trainers' reports of clicker use to the use of clickers in applied research studies: methodological differences may explain conflicting results (2017) Pet Behav. Sci., 3, pp. 1-18; Funke, F., Reips, U.-D., Why semantic differentials in web-based research should be made from visual analogue scales and not from 5-point scales (2012) Field Methods, 24, pp. 310-327; Gillaspy, J.A., Brinegar, J.L., Bailey, R.E., Operant psychology makes a splash in marine mammal training (1955–1965) (2014) J. Hist. Behav. Sci., 50, pp. 231-248; Grice, G.R., The relation of secondary reinforcement to delayed reward in visual discrimination learning (1948) J. Exp. Psychol., 38, pp. 1-16; Howell, T.J., Bowen, J., Fatjó, J., Calvo, P., Holloway, A., Bennett, P.C., Development of the Cat-Owner Relationship Scale (CORS) (2017) Behav. Processes, 141, pp. 305-315; Howell, T.J., Toukhsati, S., Conduit, R., Bennett, P., The Perceptions of Dog Intelligence and Cognitive Skills (PoDIaCS) Survey (2013) J. Vet. Behav.: Clin. Appl. Res., 8, pp. 418-424; Kaplan, P.S., Hearst, E., Bridging temporal gaps between CS and US in autoshaping: insertion of other stimuli before, during, and after CS (1982) J. Exp. Psychol.: Anim. Behav. Processes, 8, pp. 187-203; Langbein, J., Siebert, K., Nuernberg, G., Manteuffel, G., The impact of acoustical secondary reinforcement during shape discrimination learning of dwarf goats (Capra hircus) (2007) Appl. Anim. Behav. Sci., 103, pp. 35-44; Lattal, K.A., Delayed reinforcement of operant behavior (2010) J. Exp. Anal. Behav., 93, pp. 129-139; Lieberman, D.A., McIntosh, D.C., Thomas, G.V., Learning when reward is delayed: a marking hypothesis (1979) J. Exp. Psychol.: Anim. Behav. Processes, 5 (3), pp. 224-242; McCall, C.A., Burgin, S.E., Equine utilization of secondary reinforcement during response extinction and acquisition (2002) Appl. Anim. Behav. Sci., 78, pp. 253-262; Nakagawa, S., A farewell to Bonferroni: the problems of low statistical power and publication bias (2004) Behav. Ecol., 15, pp. 1044-1045; Pryor, K., Don't Shoot the Dog! The New Art of Teaching and Training (1999), 2nd ed. Bantam Books New York, NY; Pryor, K., Getting Started: Clicker Training for Dogs (2005), Sunshine Books Waltham, MA; Pryor, K., Reaching the Animal Mind: Clicker Training and What It Teaches Us about All Animals (2009), Scribner New York, NY; Scandurra, A., Alterisio, A., Marinelli, L., Mongillo, P., Semin, G.R., D'Aniello, B., Effectiveness of verbal and gestural signals and familiarity with signal-senders on the performance of working dogs (2017) Appl. Anim. Behav. Sci., 191, pp. 78-83; Skinner, B.F., The Behavior of Organisms: An Experimental Analysis (1938), Appleton-Century Oxford, England; Skinner, B.F., How to teach animals (1951) Sci. Am., 185, pp. 26-29; Smith, S.M., Davis, E.S., Clicker increases resistance to extinction but does not decrease training time of a simple operant task in domestic dogs (Canis familiaris) (2008) Appl. Anim. Behav. Sci., 110, pp. 318-329; Williams, J.L., Friend, T.H., Nevill, C.H., Archer, G., The efficacy of a secondary reinforcer (clicker) during acquisition and extinction of an operant task in horses (2004) Appl. Anim. Behav. Sci., 88, pp. 331-341; Willis, C.M., Church, S.M., Guest, C.M., Cook, W.A., McCarthy, N., Bransbury, A.J., Church, M.R.T., Church, J.C.T., Olfactory detection of human bladder cancer by dogs: proof of principle study (2004) BMJ, 329, p. 712; Willson, E.K., Stratton, R.B., Bolwell, C.F., Stafford, K.J., Comparison of positive reinforcement training in cats: a pilot study (2017) J. Vet. Behav.: Clin. Appl. Res., 21, pp. 64-70; Wood, L., Clicker bridging stimulus efficacy (2007), (Unpublished manuscript, Department of Psychology, Hunter College, New York, NY); Zimmerman, D.W., Durable secondary reinforcement: method and theory (1957) Psychol. Rev., 64 (6, pt 1), pp. 373-383; Zimmerman, D.W., Sustained performance in rats based on secondary reinforcement (1959) J. Comp. Physiol. Psychol., 52, pp. 353-358","Feng, L.C.; Department of Psychology and Counselling, School of Psychology and Public Health, La Trobe University, PO Box 199, Australia; email: l.feng@latrobe.edu.au",,,Elsevier USA,,,,,15587878,,,,English,J. Vet. Behav.: Clin. Appl. Res.,Article,Final,,Scopus,2-s2.0-85034759201
Wang Y.,57203342739;,Construction and analysis of foreign language learning model based on classroom network environment,2018,Journal of Advanced Oxidation Technologies,21,2, 201806763,,,,,10.26802/jaots.2018.06763,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051345592&doi=10.26802%2fjaots.2018.06763&partnerID=40&md5=aef919ca5a382efab8abd632cac47c9f,"College of Foreign Languages, Baoji University of Arts and Sciences, BaoJi, 721013, China","Wang, Y., College of Foreign Languages, Baoji University of Arts and Sciences, BaoJi, 721013, China","In the background of classroom network environment, the deep integration of information technology and education learning practice constantly changes the traditional way of foreign language learning. The mixed learning in classroom network environment is applied in the foreign language learning models of colleges and universities. This paper presents a method of construction of foreign language learning model based on classroom network environment. It makes word application processing in order to achieve the effective identification of foreign language learning model; subsequently, for the learning model and the obtained learning contents, it reuses the classroom network environment to achieve foreign language learning. Finally, the experimental results show that this model can improve students' foreign language level, and thus achieve the purpose of foreign language learning in the classroom network environment. © 2018 Walter de Gruyter GmbH. All rights reserved.",Classroom Network Environment; Colleges; Foreign Language Learning Model; Multimedia Network; Universities,,,,,,,,,,,,"Gong, J., Cooke, M., Lecumberri, M.L.G., (2015) Speech Communication, 69 (100), pp. 17-30; Macedonia, M., Müller, K., Friederici, A.D., (2011) Human Brain Mapping, 32 (6), pp. 982-998; Nosarti, C., Mechelli, A., Green, D.W., Price, C.J., (2010) Cerebral Cortex, 20 (2), pp. 315-327; Ojima, S., Nakamura, N., Matsuba-Kurita, H., Hoshino, T., Hagiwara, H., (2011) Journal of Cognitive Neuroscience, 23 (1), pp. 183-199; Carlotto, T., Jaques, P.A., (2016) International Journal of Human-Computer Studies, 95, pp. 15-26; Sakaguchi, J., Komine, H., Shinpo, K., Iwashita, G., Ueno, K., Nakano, J., (2012) Journal of Environmental Engineering, 77 (671), pp. 19-26","Wang, Y.; College of Foreign Languages, Baoji University of Arts and SciencesChina; email: confidentwyz@163.com",,,J.AOTs Sycamore Global Publications LLC,,,,,12038407,,,,English,J. Adv. Oxid. Technol.,Article,Final,,Scopus,2-s2.0-85051345592
"Turan Z., Meral E.",55857285600;57197708209;,"Game-based versus to non-game-based: The impact of student response systems on students'achievements, engagements and test anxieties",2018,Informatics in Education,17,1,,105,116,,3.0,10.15388/infedu.2018.07,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045566553&doi=10.15388%2finfedu.2018.07&partnerID=40&md5=b831c005a286fac136edce7e36faabff,"Department of Computer Education and Instructional Technology, Faculty of Education, Ataturk University, Erzurum, Turkey; Department of Social Sciences Education, Faculty of Education, Ataturk University, Erzurum, Turkey","Turan, Z., Department of Computer Education and Instructional Technology, Faculty of Education, Ataturk University, Erzurum, Turkey; Meral, E., Department of Social Sciences Education, Faculty of Education, Ataturk University, Erzurum, Turkey","The use of different tools in the field of education has become widespread with the developments in technology. Online student response systems are one of these tools. Online student response systems have been used for many years. In the last couple of years, game items have been added, and game-based online student response systems have started to be used. In this context, this study aims to find out the effects of online student response systems both with and without being based on games on the achievements, engagements, and test anxiety levels of students. The study group consists of 46 seventh grade students (Control, 23; Experimental, 23). This study was conducted by using a quasi-experimental design with pre-test and post-test groups. The topics in the ""living democracy"" chapter of social studies course were taught for four weeks by using the online student response system named Socrative for the control group and the online game-based student response system called Kahoot for the experimental group. The results of the study showed that game-based student response systems increase the achievement and engagement and decrease the test anxiety level when compared to non-game-based student response systems. In this direction, it may be suggested to use online game-based student response systems on different topics of social studies courses. © 2018 Vilnius University.",Achievement; Engagement; Game-based student response system; Student response system; Test anxiety,,,,,,,,,,,,"Adesope, O.O., Nesbit, J.C., Learning with animated and static concept maps (2013) Learning and Instruction, 27, pp. 1-10; Aljaloud, A., Gromik, N., Billingsley, W., Kwan, P., Research trends in student response systems: a literature review (2015) International Journal of Learning Technology, 10 (4), pp. 313-325; Annetta, L.A., Minogue, J., Holmes, S.Y., Cheng, M.T., Investigating the impact of video games on high school students' engagement and learning about genetics (2009) Computers and Education, 53 (1), pp. 74-85; Bergtrom, G., Clicker sets as learning objects (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2, pp. 105-110; Bessler, W.C., Nisbet, J.J., The use of an electronic response system in teaching biology (1971) Science Education, 55 (3), pp. 275-284; Burns, R.A., (1985) Information impact and factors affecting recall, , Paper presented at Annual National Conference on Teaching Excellence and Conference of Administrators, Austin, TX; Boyle, E.A., Connolly, T.M., Hainey, T., Boyle, J.M., Engagement in digital entertainment games: A systematic review (2012) Computers in Human Behavior, 28 (3), pp. 771-780; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Cassady, J.C., Johnson, R.E., Cognitive test anxiety and academic performance (2002) Contemporary Educational Psychology, 27, pp. 270-295; Chang, K.E., Wu, L.J., Weng, S.E., Sung, Y.T., Embedding game-based problem-solving phase into problem-posing system for mathematics learning (2012) Computers & Education, 58 (2), pp. 775-786; Coca, D.M., Slisko, J., Software socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: an initial feasibility study with prospective teachers (2013) European Journal of Physics Education, 4 (2), pp. 17-24; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , New York: Addison Wesley and Benjamin Cummings; Eren, A., Prospective teachers' perceptions of instrumentality, boredom coping strategies, & four aspects of engagement (2013) Teaching Education, 24 (3), pp. 302-326; Falaye, B.A., Cognitive test anxiety and learning outcomes of selected undergraduate students (2010) The African Symposium, 10 (2), pp. 69-74; Fies, C., Marshall, J., Classroom response systems: a review of the literatüre (2006) Journal of Science Education and Technology, 15 (1), pp. 100-109; Habel, C., Stubbs, M., Mobile phone voting for participation and engagement in a large compulsory law course (2014) Research in Learning Technology, 22, pp. 1-15; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119; Jennett, C., Cox, A.L., Cairns, P., Dhoparaee, S., Epps, A., Tijs, T., Walton, A., Measuring and defining the experience of immersion in games (2008) International Journal of Human-Computer Studies, 66, pp. 641-661; Johnson, K., Lillis, C., Clickers in the laboratory: student thoughts and views (2010) Interdisciplinary Journal of Information, Knowledge and Management, 5, pp. 139-151; Jones, S., Henderson, D., Sealover, P., ""Clickers"" in the classroom (2009) Teaching and Learning in Nursing, 4 (1), pp. 2-5; Judson, E., Sawada, D., Learning from past and present: electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kocadere, S.A., Çağlar, S., The design and implementation of a gamified assessment (2015) Journal of e-Learning and Knowledge Society, 11 (3), pp. 85-99; Kortemeyer, G., The psychometric properties of classroom response system data: a case study (2016) Journal of Science Education and Technology, 25 (4), pp. 561-574; Mavridis, A., Tsiatsos, T., Game-based assessment: investigating the impact on test anxiety and exam performance (2016) Journal of Computer Assisted Learning, 33 (2), pp. 1-14. , https://doi.org/10.1111/jcal.12170; McMillan, J.H., Schumacher, S., (2014) Research in Education: Evidence-Based Inquiry, , (7th Edition). London: Pearson; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: the efficacy of a student response system for engaging students to improve feedback and performance (2009) E-Journal of Business Education and Scholarship of Teaching, 3 (1), pp. 1-17; Oblinger, D., The next generation of educational engagement (2004) Journal of Interactive Media in Education, 8, pp. 1-18; Pettit, R.K., McCoy, L., Kinney, M., Schwartz, F.N., Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology (2015) BMC Medical Education, 15 (1), p. 92; Poirier, C.R., Feldman, S.R., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34 (3), pp. 194-196; Reeve, J., Tseng, C.-M., Agency as a fourth aspect of students' engagement during learning activities (2011) Contemporary Educational Psychology, 36, pp. 257-267; Richardson, A.M., Dunn, P.K., McDonald, C., Oprescu, F., Crisp: an instrument for assessing student perceptions of classroom response systems (2015) Journal of Science Education and Technology, 24 (4), pp. 432-447; Roedriger, H.L., Karpicke, J.D., The power of testing memory: basic research and implications for educational practice (2006) Perspectives in Psychological Science, 1 (3), pp. 181-210; Sarason, I.G., The test anxiety scale: concept and research (1978) Stress and Anxiety, 5, pp. 193-216. , C.D. Spielberger I.G. Sarason (Eds.), Washington, D.C.: Hemisphere Publishing Corp; Schüler, J., Arousal of flow-experience in a learning setting and its effects on exam-performance and affect (2007) Zeitschrift für Padagogische Psychologie, 21, pp. 217-227; Schwabe, G., Göth, C., Mobile learning with a mobile game: design and motivational effects (2005) Journal of Computer Assisted Learning, 21 (3), pp. 204-216; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: a comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Smits, J., Charlier, N., Game-based assessment and the effect on test anxiety: a case study (2011) European Conference on Game Based Learning, p. 562. , Academic Conferences International Limited; Song, D., Oh, E.Y., Glazewski, K., Student-generated questioning activity in second language courses using a customized personal response system: a case study (2017) Educational Technology Research and Development, , https://doi.org/10.1007/s11423-017-9520-7; Spielberger, C.D., (1980) Preliminary Professional Manual for the Test Anxiety Inventory, , Palo Alto, CA: Consulting Psychologists Press; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227; Wang, T.H., Web-based quiz-game-like formative assessment: development and evaluation (2008) Computers & Education, 51, pp. 1247-1263","Turan, Z.; Department of Computer Education and Instructional Technology, Faculty of Education, Ataturk UniversityTurkey; email: zeynepatauniv@hotmail.com",,,Institute of Mathematics and Informatics,,,,,16485831,,,,English,Informatics Educ.,Article,Final,Open Access,Scopus,2-s2.0-85045566553
"Ghosh S.K., Chakraborty S.",42061204700;56658226500;,Use of mobile learning by first year undergraduate students in a medical college in India,2018,Italian Journal of Anatomy and Embryology,123,3,,222,231,,,10.13128/IJAE-25413,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067785904&doi=10.13128%2fIJAE-25413&partnerID=40&md5=fced12828c5685b0b54cec04893b0c95,"Department of Anatomy, ESI- PGIMSR and ESIC Medical College, Joka, Kolkata, West Bengal, India; Department of Anatomy, All India Institute of Medical Sciences, Patna, Bihar, India","Ghosh, S.K., Department of Anatomy, ESI- PGIMSR and ESIC Medical College, Joka, Kolkata, West Bengal, India, Department of Anatomy, All India Institute of Medical Sciences, Patna, Bihar, India; Chakraborty, S., Department of Anatomy, ESI- PGIMSR and ESIC Medical College, Joka, Kolkata, West Bengal, India","Mobile handsets are emerging as technology enhanced learning media in medical education. However not much research has been undertaken to explore usefulness of mobile learning among students. This study assessed the perception of first year undergraduate medical students, who are undergoing training in preclinical subjects, towards the application and effectiveness of mobile learning in medical education curriculum. A self-designed, pre-tested questionnaire was framed to explore the outlook towards mobile devices as a learning medium and the questionnaire was administered among 100 first year undergraduate medical students; summative assessment and their responses were collected and analyzed. The completed questionnaire was returned by 98 students after documenting their responses. It was observed that 85.7% respondents had access to smart phones and mobile handset was the preferred learning medium for 49% students. The students had a multifaceted outlook with regards to advantages of mobile learning and in their opinion, it supported a diverse bouquet of learning components. Moreover 44.9% and 25.5% students rated mobile device as an effective and very effective learning medium respectively. A majority (70.4%) of the students admitted that they would continue with mobile learning in future and 73.5% students opined that they would actually recommend their juniors to utilize their mobile devices as a learning medium. First year undergraduate medical students are using their mobile devices as an effective learning medium. Mobile devices have the potential to converge as a one-stop medium that could cater to learning needs of a divergent population of medical students. © 2018 Firenze University Press.",Medical education; Mobile learning; New technology; Self learning; Undergraduate students,,,,,,,"The authors express heartfelt gratitude to all the students, clinical tutors and technicians of the Department of Anatomy, ESI-PGIMSR & ESIC Medical College, Joka, Kolkata, for their unconditional support throughout the study. We are grateful to the authorities of ESI-PGIMSR & ESIC Medical College, Joka, Kolkata, for their kind cooperation during the course of this study. The authors report no external funding source for this study. The authors declare no conflict of interest. The publication of this paper was supported in part by the Italian Society of Anatomy and Histology",,,,,"Ally, M., Prieto-Blazquez, J., What is the future of mobile learning in education - Mobile learning applications in higher education (2014) Revista De Universidad Y Socie-Dad Del Conocimiento (RUSC), 11, pp. 142-151; Baumgart, D.C., Personal digital assistant in health care: Experienced clinicians in the palm of your hand? (2015) Lancet, 366, pp. 1210-1222; Berman, N.B., Durning, S.J., Fischer, M.R., Huwendick, S., Triola, M.M., The role for virtual patients in the future of medical education (2016) Acad. Med., 91, pp. 1217-1222; Bois, J.P., Waterbury, T.M., Prasad, M., Kebed, K.Y., Tajouri, T.H., Killu, A.M., Klarich, K.W., Anavekar, N.S., Coupling technology with learning theory in curriculum development: Postgraduate medical education at Mayo Clinic (2016) J. Grad. Med. Educ., 8, pp. 283-284; Boruff, J.T., Storie, D., Mobile devices in medicine: A survey of how medical students, residents, and faculty use smart phones and other mobile devices to find information (2014) J. Med. Libr. Assoc., 2, pp. 22-30; Bullock, A., Dimond, R., Webb, K., Lovatt, J., Stacey, M., How a mobile app supports the learning and practice of newly qualified doctors in the UK: An interven-tional study (2015) BMC Med. Educ., 15, p. 71; Burdette, S.D., Herchline, T.E., Oehler, R., Practicing medicine in a technological age: Using smartphones in clinical practice (2008) Clin. Infect. Dis., 47, pp. 117-122; Deutsch, K., Gaines, J.K., Hill, J.R., Nuss, M.A., IPad experience during clinical rotations from seven medical schools in the United States: Lessons learned (2016) Med. Teach., 38, pp. 1152-1156; Dimond, R., Bullock, A., Lovatt, J., Stacey, M., Mobile learning devices in the workplace: ‘as much a part of the junior doctor’s kit as a stethoscope’? (2016) BMC Med. Educ., 16, p. 207; Ellaway, R.H., Fink, P., Graves, L., Campbell, A., Left to their own devices: Medical learners’ use of mobile technologies (2014) Med. Teach., 36, pp. 130-138; Fakoya, F.A., Integrating ultrasound technology into teaching gross anatomy: Point of order! (2013) Med. Educ. Online, 18, p. 20888; Gadbury, G.L., Page, G.P., Heo, M., Mountz, J.D., Allison, D.B., Randomization tests for small samples: An application for genetic expression data (2003) J. R. Stat. Soc. Ser. C Appl. Stat., 52, pp. 365-376; Ghosh, S.K., Chakraborty, S., Enhancing learning in anatomy lectures (2015) Educ. Health, 28, pp. 216-217; Grasso, M.A., Yen, M.J., Mintz, M.L., Survey of handheld computing among medical students (2006) Comput. Methods Programs Biomed., 82, pp. 196-202; Järvela, S., Näykki, P., Laru, J., Luokkanen, T., Structuring and regulating collaborative learning in higher education (2007) Educ. Technol. Soc., 10, pp. 71-79; Kaul, S., Diamond, G.A., Good enough: A primer on the analysis and interpretation of non-inferiority trials (2006) Ann. Intern. Med., 145, pp. 62-69; Koehler, N., Yao, K., Vujovic, O., McMenamin, C., Medical students’ use of and attitudes towards medical applications (2012) J. Mobile Technol. Med., 1, pp. 16-21; Kukolja Taradi, S., Taradi, M., Making physiology learning memorable: A mobile phone assisted case-based instructional strategy (2016) Adv. Physiol. Educ., 40, pp. 383-387; Mackay, B.J., Anderson, J., Harding, T., Mobile technology in clinical teaching (2016) Nurse Educ. Pract., 22, pp. 1-6; Masters, K., Al-Rawahi, Z., The use of mobile learning by 6th year medical students in a minimally supported environment (2012) Int. J. Med. Educ., 3, pp. 92-97; Prasopoulou, E., Pouloudi, A., Panteli, N., Enacting new temporal boundaries; the role of mobile phones (2006) Eur. J. Inf. Syst ., 15, pp. 277-284; Prgomet, M., Georgiou, A., Westbrook, J.I., The impact of mobile handheld technology on hospital physicians’ work practices and patient care: A systematic review (2009) J. Am. Med. Inform. Assoc ., 16, pp. 792-801; Suresh, K., Thomas, S.V., Suresh, G., Design, data analysis and sampling techniques for clinical research (2011) Ann. Indian Acad. Neurol., 14, pp. 287-290; Tully, J., Dameff, C., Kaib, S., Moffitt, M., Recording medical students’ encounters with standardized patients using Google Glass: Providing end-of-life clinical education (2015) Acad. Med., 90, pp. 314-316; Walsh, K., Mobile learning in medical education: Review (2015) Ethiop. J. Health Sci., 25, pp. 363-366; Walton, G., Childs, S., Blenkinsopp, E., Using mobile technologies to give health students access to learning resources in the UK community setting (2005) Health Info. Libr. J., 22, pp. 51-65; Wang, M., Shen, R., Novak, D., Pan, X., The impact of mobile learning on students’ learning behaviors and performance: Report from a large blended classroom (2009) Br. J. Educ. Technol., 40, pp. 673-695; White, C., Bradley, E., Martindale, J., Roy, P., Patel, K., Yoon, M., Worden, M.K., Why are medical students ‘checking out’ of active learning in a new curriculum? (2014) Med. Educ., 48, pp. 315-324","Ghosh, S.K.; Department of Anatomy, ESI- PGIMSR and ESIC Medical College, Joka, India; email: drsanjib79@gmail.com",,,Firenze University Press,,,,,11226714,,AIAEA,,English,Ital. J. Anat. Embryol.,Article,Final,,Scopus,2-s2.0-85067785904
"Carroll J.-A., Sankupellay M., Newcomb M., Rodgers J., Cook R.",55356071200;25646548900;55893379900;36601586500;57207412818;,GoSoapBox in public health tertiary education: A student response system for improving learning experiences and outcomes,2018,Australasian Journal of Educational Technology,34,5,,58,71,,,10.14742/ajet.3743,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057262625&doi=10.14742%2fajet.3743&partnerID=40&md5=a3d8958a9f746f8c52fe56e9394de205,"Queensland University of Technology, Australia; James Cook University, Australia","Carroll, J.-A., Queensland University of Technology, Australia; Sankupellay, M., James Cook University, Australia; Newcomb, M., Queensland University of Technology, Australia; Rodgers, J., Queensland University of Technology, Australia; Cook, R., Queensland University of Technology, Australia","Most pedagogical literature has generated ""how to"" approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Bandura's Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students. © 2018.",,,,,,,,,,,,,"Alqurashi, E., Self-Efficacy in online learning environments: A literature review (2016) Contemporary Issues In Education Research, 9 (1), pp. 45-52. , https://doi.org/10.19030/cier.v9i1.9549; Bandura, A., (1977) Social learning theory, , New York, NY: General Learning Press; Bandura, A., Social cognitive theory: An agentic perspective (2001) Annual Review of Psychology, 52 (1), pp. 1-26. , https://doi.org/10.1146/annurev.psych.52.1.1; Bandura, A., On the functional properties of perceived self-efficacy revisited (2012) Journal of Management, 38 (1), pp. 9-44. , https://doi.org/10.1177/0149206311410606; Banks, D.A., Reflections on the use of ARS with small groups (2006) Audience response systems in higher education: Applications and cases, pp. 373-386. , https://doi.org/10.4018/978-1-59140-947-2.ch025, D. Banks (Ed.) Hershey, PA: IGI Global; Berger, P.L., Luckmann, T., (1967) The social construction of reality: A treatise in the sociology of knowledge, , Garden City, NY: Doubleday; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162. , https://doi.org/10.1007/s10956-008-9140-4; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20. , https://doi.org/10.1187/cbe.06-12-0205; Chiu, S., The relationship between life stress and smartphone addiction on taiwanese university student: A mediation model of learning self-efficacy and social self-efficacy (2014) Computers in Human Behavior, 34, pp. 49-57. , https://doi.org/10.1016/j.chb.2014.01.024, May 2014; Corriveau, K.H., Preschoolers' preference for syntactic complexity varies by socioeconomic status (2016) Child Development, 87 (5), pp. 1529-1537. , https://doi.org/10.1111/cdev.12553; d'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and its Applications, 22 (4), pp. 163-169. , https://doi.org/10.1093/teamat/22.4.163; Dooley, K.E., Wickersham, L.E., Distraction, domination and disconnection in whole-class online discussions (2007) The Quarterly Review of Distance Education, 8 (1), pp. 1-8; Draper, D., Brown, M., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94. , https://doi.org/10.1111/j.1365-2729.2004.00074.x; Durbin, S.M., Durbin, K.A., Anonymous polling in a engineering tutorial environment: A case study (2006) Audience response systems in higher education: Applications and cases, pp. 373-386. , https://doi.org/10.4018/978-1-59140-947-2.ch008, D. 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Hershey, PA: IGI Global; Foerde, K., Knowlton, B.J., Poldrack, R.A., Modulation of competing memory systems by distraction (2006) Proceedings of the National Academy of Sciences of the United States of America, 103 (31), pp. 11778-11783. , https://doi.org/10.1073/pnas.0602659103; Fried, C.B., In-class laptop use and its effects on student learning (2008) Computers & Education, 50 (3), pp. 906-914. , https://doi.org/10.1016/j.compedu.2006.09.006; Glassman, M., Kang, M.J., The logic of wikis: The possibilities of the Web 2.0 classroom (2011) Computer-Supported Collaborative Learning, 6 (1), pp. 93-112. , https://doi.org/10.1007/s11412-011-9107-y; Hardaker, C., Trolling in asynchronous computer-mediated communication: From user discussions to academic definitions (2010) Journal of Politeness Research: Language, Behaviour, Culture, 6 (2), pp. 161-285. , https://doi.org/10.1515/JPLR.2010.011; Hembrooke, H., Gay, G., The laptop and the lecture: The effects of multitasking in learning environments (2003) Journal of Computing In Higher Education, 15 (1), pp. 46-64. , https://doi.org/10.1007/BF02940852; Hoppenfeld, J., Keeping students engaged with web-based polling in the library instruction Session (2012) Library Hi Tech, 30 (2), pp. 12-26. , https://doi.org/10.1108/07378831211239933; Hauffman, A., Alfonsson, S., Mattsson, S., Forslund, M., Bill-Axelson, A., Nygren, P., Johansson, B., The development of a nurse-led internet-based learning and self-care program for cancer patients with symptoms of anxiety and depression-A part of U-CARE (2017) Cancer Nursing, 40 (5), pp. E9-E16. , https://doi.org/10.1097/NCC.0000000000000402; Jones, C., Connolly, M., Read, M., Group integrative learning with group process support technology (2001) British Journal Of Educational Technology, 32 (5), pp. 571-581. , https://doi.org/10.1111/1467-8535.00226; Junco, R., Heibergert, G., Loken, E., The effect of Twitter on college student engagement and grades (2011) Journal of Computer Assisted Learning, 27 (2), pp. 119-132. , https://doi.org/10.1111/j.1365-2729.2010.00387.x; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or merely an amusing novelty? 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Boston, MA: Pearson Education; Siau, K., Sheng, H., Nah, F.F., Use of classroom response system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49 (3), pp. 398-403. , https://doi.org/10.1109/TE.2006.879802; Sprague, D.E.W., Dahl, D.W., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2009) Journal of Marketing Education, 32 (1), pp. 93-103. , https://doi.org/10.1177/0273475309344806; Sproull, L., Kiesler, S., (1991) Connections: New ways of working in the networked organization, , Cambridge, MA: MIT Press; Snyder, S., Fisk, T., Applying Bandura's model to identifying sources of self-efficacy of teaching artists (2016) Research in The Schools, 23 (2), pp. 38-50; Titsworth, B.S., The effects of teacher immediacy, use of organizational lecture cues, and students' notetaking on cognitive learning (2001) Communication Education, 50 (4), pp. 283-297. , https://doi.org/10.1080/03634520109379256; Ward, D., (2003) The classroom performance system: The overwhelming research results supporting this teaching tool and methodology, , [White Paper]; Watkins, M.J., Watkins, O.C., Craik, I.F., Mazuryk, G., Effect of nonverbal distraction on short-term storage (1973) Journal of Experimental Psychology, 101 (2), pp. 296-300. , https://doi.org/10.1037/h0035252; Wicker, F.W., Holley, F.M., Distraction modality and stimulus modality in paired-associate learning (1971) Psychonomic Science, 25 (4), pp. 218-220. , https://doi.org/10.3758/BF03329098; Zarsky, T., Thinking outside the box: Considering transparency, anonymity, and pseudonymity as overall solutions to the problems of privacy in the internet society (2004) University of Miami Law Review, 58 (4), pp. 991-1044. , https://repository.law.miami.edu/umlr/vol58/iss4/13","Carroll, J.-A.; Queensland University of TechnologyAustralia; email: jm.carroll@qut.edu.au",,,Australasian Society for Computers in Learning in Tertiary Education (ASCILITE),,,,,14495554,,,,English,Australas. J. Educ. Technol.,Article,Final,Open Access,Scopus,2-s2.0-85057262625
Hsiung W.Y.,57202017295;,The use of e-resources and innovative technology in transforming traditional teaching in chemistry and its impact on learning chemistry,2018,International Journal of Interactive Mobile Technologies,12,7,,86,96,,1.0,10.3991/ijim.v12i7.9666,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063335196&doi=10.3991%2fijim.v12i7.9666&partnerID=40&md5=0305166146db720a377c9649affdc4ff,"Department of Engineering and Applied Science, American Degree Transfer Program (ADP), School of Liberal Arts and Sciences, Taylor's University Lakeside Campus, Malaysia","Hsiung, W.Y., Department of Engineering and Applied Science, American Degree Transfer Program (ADP), School of Liberal Arts and Sciences, Taylor's University Lakeside Campus, Malaysia","Chemistry is often perceived as being a dry and boring science subject, probably because of traditional teaching method, static textbook, lack of interactivity and difficulty in visualization of the abstract chemical concepts. Elearning resources (e-resources) and the utilization of technology have become one of the major trends in education, replacing the conventional textbook and traditional talk and chalk teaching method. A study was undertaken to assess students' perceptions of the impact of the e-resources and technology on various aspects of their learning. Data were collected through a questionnaire involving 28 undergraduates, who were taking first-year Chemistry course in Taylor's University, Malaysia. A Moodle e-Learning platform was made available to the students, where the students can assess e-resources anytime and anywhere. Innovative technologies such as mobile clicker, simulation and augmented reality (AR) were integrated into classroom instruction. Most of the students found the e-resources provided useful and well prepared them for the assessments in the course. Their understanding and ability to answer questions had improved. They were motivated to study the subject because it was more interactive and engaging. Overall findings showed that these e-resources and innovative technologies gave positive impact on students learning in chemistry. © 2018, International Association of Online Engineering.",Augmented reality; Chemistry; Clicker; Moodle: e-learning,,,,,,"Ministry of Higher Education, MOHE","This study was supported by e-learning grant from Taylor's University and FRGS grant from Ministry of Higher Education (MOHE), Malaysia",,,,,"Sirhan, G., Learning difficulties in chemistry: An overview (2007) Journal of Turkish science education, 4 (2), p. 2; Berg, C.A.R., Factors related to observed attitude change toward learning chemistry among university students (2005) Chemistry Education Research and Practice, 6 (1), pp. 1-18. , https://doi.org/10.1039/B4RP90001D; Graham, C.R., (2006) Blended learning systems, pp. 3-21. , The handbook of blended learning; Alonso, F., López, G., Manrique, D., Vi-es, J.M., An instructional model for webbased e-learning education with a blended learning process approach (2005) British Journal of educational technology, 36 (2), pp. 217-235. , https://doi.org/10.1111/j.1467-8535.2005.00454.x; Garrison, D.R., Kanuka, H., Blended learning: Uncovering its transforma-tive potential in higher education (2004) The internet and higher education, 7 (2), pp. 95-105. , https://doi.org/10.1016/j.iheduc.2004.02.001; Williams, N.A., Bland, W., Christie, G., Improving student achievement and satisfaction by adopting a blended learning approach to inorganic chemistry (2008) Chemis-try Education Research and Practice, 9 (1), pp. 43-50. , https://doi.org/10.1039/B801290N; Pereira, J.A., Pleguezuelos, E., Merí, A., Molina-Ros, A., Molina-Tomás, M.C., Masdeu, C., Effectiveness of using blended learning strategies for teaching and learning human anatomy (2007) Medical education, 41 (2), pp. 189-195. , https://doi.org/10.1111/j.1365-2929.2006.02672.x; Gaebel, M., Kupriyanova, V., Morais, R., Colucci, E., (2014) E-Learning in Europe-an Higher Education Institutions: Results of a Mapping Survey Conducted in Octo-ber-December 2013, , European University Association; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162. , https://doi.org/10.1007/s10956-008-9140-4; Pi-a, A.A., An overview of learning management systems (2012) Virtual Learning Environments: Concepts, methodologies, tools and applications, pp. 33-51; Berggren, A., Burgos, D., Fontana, J.M., Hinkelman, D., Hung, V., Hursh, A., Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS (2005) Journal of Interactive Media in Education, pp. 1-24. , https://doi.org/10.5334/2005-2; Horvat, A., Dobrota, M., Krsmanovic, M., Cudanov, M., Student perception of Moodle learning management system: a satisfaction and significance analysis (2015) In-teractive Learning Environments, 23 (4), pp. 515-527. , https://doi.org/10.1080/10494820.2013.788033; Ivanovic, M., Putnik, Z., Komlenov, Z., Welzer, T., Hölbl, M., Schweighofer, T., Usability and privacy aspects of Moodle: students' and teachers' perspective (2013) Informatica, 37 (3), p. 221; Vital, F., Creating a positive learning environment with the use of clickers in a high school chemistry classroom (2011) Journal of chemical education, 89 (4), pp. 470-473. , https://doi.org/10.1021/ed101160x; Ma, S., Steger, D.G., Doolittle, P.E., Stewart, A.C., Improved Academic Performance and Student Perceptions of Learning Through Use of a Cell Phone-Based Personal Response System (2018) Journal of Food Science Education, 17 (1), pp. 27-32. , https://doi.org/10.1111/1541-4329.12131; McClean, S., Crowe, W., Making room for interactivity: using the cloud-based audience response system Nearpod to enhance engagement in lectures (2017) FEMS microbiology letters, 364 (6). , https://doi.org/10.1093/femsle/fnx052; Lim, T.Y., Khor, C.Y., Oon, Y.B., Measuring User Engagement in Mobile Classroom Response System: A Case Study (2017) In International Conference on Learning and Collaboration Technologies, pp. 375-388. , July Springer, Cham; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to im-prove student motivation, attention, and feedback (2009) American Journal of Pharmaceuti-cal Education, 73 (2), p. 21. , https://doi.org/10.5688/aj730221; Figueiredo, M., Rafael, C., Neves, J., Vicente, H., Assessing the Role of Computer Simulation in Chemistry Learning (2017) In International Conference in Method-ologies and intelligent Systems for Techhnology Enhanced Learning, pp. 47-56. , https://doi.org/10.1007/978-3-319-60819-8_6, June. Springer, Cham; Urhahne, D., Nick, S., Schanze, S., The effect of three-dimensional simula-tions on the understanding of chemical structures and their properties (2009) Research in Science Education, 39 (4), pp. 495-513. , https://doi.org/10.1007/s11165-008-9091-z; Yuen, S.C.Y., Yaoyuneyong, G., Johnson, E., Augmented reality: An over-view and five directions for AR in education (2011) Journal of Educational Technology De-velopment and Exchange (JETDE), 4 (1), p. 11; Maier, P., Tönnis, M., Klinker, G., Augmented Reality for teaching spa-tial relations (2009) In Conference of the International Journal of Arts & Sciences, , May, Toronto; Nú-ez, M., Quirós, R., Nú-ez, I., Carda, J.B., Camahort, E., Mauri, J.L., Collaborative augmented reality for inorganic chemistry education (2008) In WSEAS Inter-national Conference. Proceedings. Mathematics and Computers in Science and Engi-neering, 5, pp. 271-277. , July. WSEAS; Kaufmann, H., Construct3D: an augmented reality application for mathematics and geometry education (2002) In Proceedings of the tenth ACM international conference on Multimedia, pp. 656-657. , https://doi.org/10.1145/641007.641140, December ACM; Chen, Y.C., A study of comparing the use of augmented reality and phys-ical models in chemistry education (2006) In Proceedings of the 2006 ACM international conference on Virtual reality continuum and its applications, pp. 369-372. , June. ACM; Cai, S., Wang, X., Chiang, F.K., A case study of Augmented Reality simula-tion system application in a chemistry course (2014) Computers in Human Behavior, 37, pp. 31-40. , https://doi.org/10.1016/j.chb.2014.04.018; Merchant, Z., Goetz, E.T., Keeney-Kennicutt, W., Kwok, O.M., Cifuentes, L., Davis, T.J., The learner characteristics, features of desktop 3D virtual reality envi-ronments, and college chemistry instruction: A structural equation modeling analysis (2012) Computers & Education, 59 (2), pp. 551-568. , https://doi.org/10.1016/j.compedu.2012.02.004; Dalgarno, B., Bishop, A.G., Adlong, W., Bedgood, D.R., Jr., Effectiveness of a virtual laboratory as a preparatory resource for distance education chemistry stu-dents (2009) Computers & Education, 53 (3), pp. 853-865. , https://doi.org/10.1016/j.compedu.2009.05.005; Medina, E., Chen, Y.C., Weghorst, S., Understanding biochemistry with augmented reality (2007) In EdMedia: World Conference on Educational Media and Technology, pp. 4235-4239. , JuneAssociation for the Advancement of Computing in Ed-ucation (AACE); Weaver, D., Spratt, C., Nair, C.S., Academic and student use of a learning management system: Implications for quality (2008) Australasian journal of educational technology, 24 (1). , https://doi.org/10.14742/ajet.1228","Hsiung, W.Y.; Department of Engineering and Applied Science, American Degree Transfer Program (ADP), School of Liberal Arts and Sciences, Taylor's University Lakeside CampusMalaysia; email: yauhsiung.wong@taylors.edu.my",,,International Association of Online Engineering,,,,,18657923,,,,English,Int. J. Interact. Mob. Technol.,Article,Final,Open Access,Scopus,2-s2.0-85063335196
"Komarraju A., Bartel T.B., Dickinson L.A., Grant F.D., Yarbrough T.L.",57201449848;57205552746;57204631200;33667634700;56960327700;,Implementation of a flipped classroom for nuclear medicine physician CME,2018,Journal of Continuing Education in the Health Professions,38,3,,198,204,,1.0,10.1097/CEH.0000000000000204,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056482107&doi=10.1097%2fCEH.0000000000000204&partnerID=40&md5=b37e2242bad2c53185d57cee1a5470dd,"Department of Radiology, University of Arkansas for Medical Sciences, Little Rock, AR, United States; Global Advanced Imaging, PLLC, Little Rock, AR, United States; Society of Nuclear Medicine and Molecular Imaging, Reston, VA, United States; Department of Radiology, Boston Children’s Hospital, Harvard Medical School, Boston, MA, United States; Department of Basic Science, California Northstate University, College of Medicine, Elk Grove, CA, and Global Advanced Imaging, PLLC, Little Rock, AR, United States; California Northstate University College of Medicine, 9700 West Taron Drive, Rm 142, Elk Grove, CA  95757, United States","Komarraju, A., Department of Radiology, University of Arkansas for Medical Sciences, Little Rock, AR, United States; Bartel, T.B., Global Advanced Imaging, PLLC, Little Rock, AR, United States; Dickinson, L.A., Society of Nuclear Medicine and Molecular Imaging, Reston, VA, United States; Grant, F.D., Department of Radiology, Boston Children’s Hospital, Harvard Medical School, Boston, MA, United States; Yarbrough, T.L., Department of Basic Science, California Northstate University, College of Medicine, Elk Grove, CA, and Global Advanced Imaging, PLLC, Little Rock, AR, United States, California Northstate University College of Medicine, 9700 West Taron Drive, Rm 142, Elk Grove, CA  95757, United States","Introduction: Increasingly, emerging technologies are expanding instructional possibilities, with new methods being adopted to improve knowledge acquisition and retention. Within medical education, many new techniques have been employed in the undergraduate setting, with less utilization thus far in the continuing medical education (CME) sphere. This paper discusses the use of a new method for CME—the “flipped classroom,” widely used in undergraduate medical education. This method engages learners by providing content before the live (“in class”) session that aids in preparation and fosters in-class engagement. Methods: A flipped classroom method was employed using an online image-rich case-based module and quiz prior to a live CME session at a national nuclear medicine meeting. The preparatory material provided a springboard for in-depth discussion at the live session—a case-based activity utilizing audience response technology. Study participants completed a survey regarding their initial experience with this new instructional method. In addition, focus group interviews were conducted with session attendees who had or had not completed the presession material; transcripts were qualitatively analyzed. Results: Quantitative survey data (completed by two-thirds of the session attendees) suggested that the flipped method was highly valuable and met attendee educational objectives. Analysis of focus group data yielded six themes broadly related to two categories—benefits of the flipped method for CME and programmatic considerations for successfully implementing the flipped method in CME. Discussion: Data from this study have proven encouraging and support further investigations around the incorporation of this innovative teaching method into CME for nuclear imaging specialists. Copyright © 2018 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education.",Continuing medical education; Emerging technologies; Flipped classroom; Foster engagement; Knowledge acquisition; New teaching method; Qualitative analysis; Retention,"curriculum; District of Columbia; education; human; information processing; medical education; nuclear medicine; problem based learning; procedures; prospective study; qualitative research; questionnaire; teaching; Curriculum; District of Columbia; Education, Medical, Continuing; Educational Measurement; Focus Groups; Humans; Nuclear Medicine; Problem-Based Learning; Prospective Studies; Qualitative Research; Surveys and Questionnaires; Teaching",,,,,,,,,,,"Andrews, T.M., Leonard, M.J., Colgrove, C.A., Active learning not associated with student learning in a random sample of college biology courses (2011) CBE Life Sci Educ, 10, pp. 394-405; Richardson, M., Abraham, C., Bond, R., Psychological correlates of university students’ academic performance: A systematic review and meta-analysis (2012) Psychol Bull, 138, pp. 353-387; (2013) Best Practices for The Flipped Classroom, , http://www.hanoverresearch.com/2013/10/best-practicesfor-the-flipped-classrrom/, Accessed October 15, 2013; McGowan, B.S., Balmer, J.T., Chappell, K., Flipped the classroom: A data-driven model for nursing education (2014) J Contin Educ Nurs, 45, pp. 477-478; Tamim, R.M., Bernard, R.M., Borokhovski, E., What forty years of research says about the impact of technology on learning (2011) Rev Educ Res, 81, pp. 4-28; Flumerfelt, S., Green, G., Using lean in the flipped classroom for at risk students (2013) Educ Technol Soc, 16, pp. 356-366; Schultz, D., Duffield, S., Rasmussen, S.C., Effects of the flipped classroom model on student performance for advanced placement high school chemistry students (2014) J Chem Educ, 91, pp. 1334-1339; Siegle, D., Differentiating instruction by flipping the classroom (2013) Gifted Child Today, 37, pp. 51-55; Bligh, D., (2000) What’S The Use of Lectures?, , San Francisco, CA: Jossey-Bass; Yujing, N., Influence of flipped classroom on learner’s empowerment: A study based on English writing courses in China (2015) J Literature Languages Linguistics, 12, pp. 1-8; Ryan, R., Deci, E., Intrinsic and extrinsic motivations: Classic definitions and new directions (2000) Contemp Educ Psychol, 25, pp. 54-67; Ryan, R., Deci, E., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being (2000) Am Psychol, 55, pp. 68-78; Sweet, M., Michaelsen, L., (2012) Team-Based Learning in The Social Sciences and Humanities: Group Work That Works to Generate Critical Thinking and Engagement, , eds. Sterling, VA: Stylus Publishing; McLean, S., Attardi, S.M., Faden, L., Flipped classrooms and student learning: Not just surface gains (2016) Adv Physiol Educ, 40, pp. 47-55; DeRuisseau, L.R., The flipped classroom allows for more class time devoted to critical thinking (2016) Adv Physiol Educ, 40, pp. 522-528; Van Nuland, H., Taris, T., Boekaerts, M., Testing the hierarchical SDT model: The case of performance-oriented classrooms (2012) Eur J Psych Edu, 27, pp. 467-482; Milman, N., The flipped classroom strategy: What is it and how can it best be used (2012) Distance Learn, 9, pp. 85-87; Ginns, P., Meta-analysis of the modality effect (2005) Learn Instruction, 15, pp. 313-331; Davis, D., O’Brien, M.A., Freemantle, N., Impact of formal continuing medical education—do conferences, workshops, rounds and other traditional continuing education activities change physician behavior or health care outcomes? (1999) JAMA, 282, pp. 867-874; Kaufman, D.M., Applying educational theory in practice (2003) BMJ, 326, pp. 213-216; Harden, R.M., A new vision for distance learning and continuing medical education (2005) J Contin Educ Health Prof, 25, pp. 43-51; Casebeer, L., Kristofco, R.E., Strasser, S., Standardizing evaluation of online continuing medical education: Physician knowledge, attitudes, and reflection on practice (2004) J Contin Educ Health Prof, 24, pp. 68-75; Deci, E., Ryan, R., Self-determination theory: A macrotheory of human motivation, development, and health (2008) Can Psych, 49, pp. 182-185; Lage, M., Platt, G., Treglia, M., Inverting the classroom: A gateway to creating an inclusive learning environment (2000) J Econ Educ, 31, pp. 30-43; Penuel, W.R., Abrahamson, L., Roschelle, J., Theorizing the transformed classroom: Sociocultural interpretation of the effects of Audience Response Systems in Higher Education (2006) Audience Response Systems in Higher Education: Applications and Cases (Chapter XIII), , Banks D, ed. Hershey, PA: Information Science Publishing; Rogoff, B., Baker-Sennett, J., Lacasa, P., Development through participation in sociocultural activity (1995) Cultural Practices as Contexts for Development, , Goodnow J, Miller & K F eds. San Francisco, CA: Jossey-Bass; Rogoff, B., (2003) The Cultural Nature of Human Development, , New York NY: Oxford University Press; Rogoff, B., Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship (1995) Sociocultural Studies of Mind, pp. 139-164. , Wertsch J, del Rio Alvarez A, eds. Cambridge, London: Cambridge University Press; Torre, D., Manca, A., Durning, S., Learning at large conferences: From the ‘sage on the stage’ to contemporary models of learning (2017) Perspect Med Educ, 6, pp. 205-208; Knowles, M.S., (1980) The Modern Practice of Adult Education: From Pedagogy to Andragogy, pp. 43-44. , 2nd ed. New York, NY: Cambridge Books; Cook, D.A., Price, D.W., Wittich, C.M., Factors influencing physicians’ selection of continuous professional development activities: A cross-specialty national survey (2017) J Contin Educ Health Prof, 37, pp. 154-160; Kitto, S.C., Chesters, J., Grbich, C., Quality in qualitative research: Criteria for authors and assessors in the submission and assessment of qualitative research articles for the Medical Journal of Australia (2008) Med J Aust, 188, pp. 243-246; Willis, K., Green, J., Daly, J., Perils and possibilities: Achieving best evidence from focus groups in public health research (2009) Aust N Z J Public Health, 33, pp. 131-136; Joffe, H., Yardley, L., Content and thematic analysis (2004) Research Methods for Clinical and Health Psychology, pp. 56-68. , Marks DF, Yardley L, eds. SAGE Publications, Ltd; Green, J.K., Huntington, A.D., Online professional development for digitally differentiated nurses: An action research perspective (2017) Nurse Educ Pract, 22, pp. 55-62; Ellery, J., McDermott, R.J., Ellery, P.J., Computers as a formal continuing education tool: Moving beyond intention (2007) Am J Health Behav, 31, pp. 312-322; Clark, R.C., Nguyen, F., Sweller, J., (2005) Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load, , San Francisco, CA: Pfeiffer; Cook, D.A., Blachman, M.J., Price, D.W., Professional development perceptions and practices among U.S. Physicians: A cross-specialty national survey (2017) Acad Med, 92, pp. 1335-1345","Yarbrough, T.L.; Department of Basic Science, California Northstate University, College of Medicine, Elk Grove, CA, and Global Advanced Imaging, PLLCUnited States; email: tracy.yarbrough@cnsu.edu",,,Lippincott Williams and Wilkins,,,,,08941912,,JCHPE,29933263.0,English,J. Cont. Educ. Health Prof.,Article,Final,,Scopus,2-s2.0-85056482107
"Zheng W., Pan H., Peng Y.-S.",55704749700;57204101649;57204108246;,Explore the ubiquitous learning on Campus: A friendship-based knowledge diffusion approach,2018,IEEE Access,6,, 8482261,56238,56245,,1.0,10.1109/ACCESS.2018.2872785,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054488270&doi=10.1109%2fACCESS.2018.2872785&partnerID=40&md5=500174d75bdc7493dd62e9bb5020338b,"School of Software, Nanchang Hangkong University, Nanchang, China; School of Mathematics and Statistics, Xidian University, Xi'an, 710071, China","Zheng, W., School of Software, Nanchang Hangkong University, Nanchang, China, School of Mathematics and Statistics, Xidian University, Xi'an, 710071, China; Pan, H., School of Software, Nanchang Hangkong University, Nanchang, China; Peng, Y.-S., School of Software, Nanchang Hangkong University, Nanchang, China","Interactions among people is one of the primary means to acquire knowledge on campus, smart campus systems help us to obtain a clear picture about how network structures influence the performance of knowledge transfer. In this paper, we develop a Wi-Fi hotspot-based mobile application that can collect the student's data by considering the mobile phone as information sensing device. The application collects the data including the partners, the times, and the duration of interactions among people without violating their privacy. Then construct friendship networks by processing the data. Moreover, a new knowledge diffusion model is presented to measure the knowledge spread quantitatively on different network structures, which is different from the epidemic model. Simulation results are provided to illustrate that the proposed is more to satisfy the actual situation. For this model, the knowledge diffusion performance of regular network is better than small-world networks and scale-free networks. Hence, the comparative experiments are made among three classes in two course in terms of the average scores and the standard deviations, the results verify the positive effect of our approach. © 2013 IEEE.",Data collection; information and communication; knowledge acquisition,Data handling; Diffusion; Distributed computer systems; Education; Knowledge acquisition; Knowledge engineering; Knowledge management; Mobile computing; Small-world networks; Telecommunication networks; Telephone sets; Collaborative Work; Data collection; Information and communication; Mobile applications; Mobile handsets; Wireless fidelities; Education computing,,,,,"Shantou Science and Technology Project

17ZD033

National Natural Science Foundation of China: 61501217, 61867004, 61762065

Education Department of Jiangxi Province: GJJ170615","This work was supported in part by the National Natural Science Foundation of China under Grant 61867004, Grant 61501217, and Grant 61762065, in part by the 13th Five Years Key plans for Science and Education of Jiangxi Province under Grant 17ZD033, and in part by the Science and Technology Project of the Education Department of Jiangxi Province under Grant GJJ170615.",,,,,"Zhou, P., Zheng, Y., Li, M., How long to wait? Predicting bus arrival time with mobile phone based participatory sensing (2014) IEEE Trans. Mobile Comput., 13 (6), pp. 1228-1241. , Jun; Biagioni, J., Gerlich, T., Merrifield, T., Eriksson, J., EasyTracker: Automatic transit tracking, mapping, and arrival time prediction using smartphones (2011) Proc. 9th ACM Conf. Embedded Netw. Sensor Syst., pp. 68-81. , Seattle, WA, USA; Balachandran, A., Voelker, G.M., Bahl, P., Rangan, P.V., Characterizing user behavior and network performance in a public wireless LAN (2002) ACM SIGMETRICS Perform. Eval. Rev., 30 (1), pp. 195-205; Hsu, W.-J., Dutta, D., Helmy, A., Structural analysis of user association patterns in University campus wireless LANs (2012) IEEE Trans. Mobile Comput., 11 (11), pp. 1734-1748. , Nov; Hsu, W.-J., Helmy, A., On nodal encounter patterns in wireless LAN traces (2010) IEEE Trans. Mobile Comput., 9 (11), pp. 1563-1577. , Nov; Jiang, S., Zhu, X., Huang, J., Shou, G., Mining social groups in campus based on wireless detection (2015) Proc. IEEE Int. Conf. Smart City/SocialCom/SustainCom, pp. 285-288. , Dec; Bourdeau, D., Roberts, D., Wood, B., Korioth, J., A study of video-mediated opportunities for self-directed learning in required core curriculum (2017) Int. J. Educ. Methodol., 3 (2), pp. 85-91; Heo, J.C., Han, S., Effects of motivation, academic stress and age in predicting self-directed learning readiness (SDLR): Focused on Online college students (2018) Educ. Inf. Technol., 23 (1), pp. 61-71; Hwang, G., Shi, Y., Chu, H., A concept map approach to developing collaborative Mindtools for context-aware ubiquitous learning (2010) Brit. J. Educ. Technol., 42 (5), pp. 778-789; Slavin, R.E., Cooperative learning and academic achievement: Why does groupworkwork? (2014) Anales de Psicolog'a, 30 (3), pp. 785-791; West, D.M., Mobile learning: Transforming education, engaging students, and improving outcomes (2013) Brookings Policy Rep.,Washington, DC, USA, Tech. Rep., 3; Robledo, S.J., Mobile devices for learning: What you need to know (2012) George Lucas Educ. Found., 99 (6), pp. 1-10; Lenhart, A., Teens, social media & technology overview 2015: Smartphones facilitate shifts in communication landscape for teens (2015) Pew Res. Center, Washington, DC, USA, Tech. Rep., 1; Liu, G.-Z., Chen, J.-Y., Hwang, G.-J., Mobile-based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context-aware application (2018) Brit. J. Educ. Technol., 49 (2), pp. 305-320; Lee, K., Tsai, P.-S., Chai, C.S., Koh, J.H.L., Students' perceptions of self-directed learning and collaborative learning with and without technology (2014) J. Comput. Assist. Learn., 30 (5), pp. 425-437; Fu, Q.-K., Hwang, G.-J., Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016 (2018) Comput. Educ., 119, pp. 129-143. , Apr; Cowan, R., Jonard, N., Ozman, M., Knowledge dynamics in a network industry (2004) Technol. Forecasting Social Change, 71 (5), pp. 469-484; Cowan, R., Jonard, N., Network structure and the diffusion of knowledge (2004) J. Econ. Dyn. Control, 28 (8), pp. 1557-1575; Kim, H., Park, Y., Structural effects of R&D collaboration network on knowledge diffusion performance (2009) Expert Syst. Appl., 36 (5), pp. 8986-8992; Lin, M., Li, N., Scale-free network provides an optimal pattern for knowledge transfer (2010) Phys. A, Stat. Mech. Appl., 389 (3), pp. 473-480; Tang, F., Xi, Y., Ma, J., Estimating the effect of organizational structure on knowledge transfer: A neural network approach (2006) Expert Syst. Appl., 30 (4), pp. 796-800; Tang, F., Mu, J., Maclachlan, D.L., Disseminative capacity, organizational structure and knowledge transfer (2010) Expert Syst. Appl., 37 (2), pp. 1586-1593; Yang, G.-Y., Hu, Z.-L., Liu, J.-G., Knowledge diffusion in the collaboration hypernetwork (2015) Phys. A, Stat. Mech. Appl., 419 (3), pp. 429-436; Aribi, A., Dupouet, O., Absorptive capacity: A non-linear process (2016) Knowl. Manage. Res. Pract., 14 (1), pp. 15-26; Wang, J.-P., Guo, Q., Yang, G.-Y., Liu, J.-G., Improved knowledge diffusion model based on the collaboration hypernetwork (2015) Phys. A, Stat. Mech. Appl., 428, pp. 250-256. , Jun","Pan, H.; School of Software, Nanchang Hangkong UniversityChina; email: hetto0224@outlook.com",,,Institute of Electrical and Electronics Engineers Inc.,,,,,21693536,,,,English,IEEE Access,Article,Final,Open Access,Scopus,2-s2.0-85054488270
"D’Adamo A., Zilocchi M., Lugliè A., Mariti C., Gazzano A.",57208028975;55234180000;57208031152;23667829400;9636886300;,Training protocol: Research dogs for Boletus mushrooms,2018,Dog Behavior,4,3,,19,21,,,10.4454/db.v4i3.94,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063638268&doi=10.4454%2fdb.v4i3.94&partnerID=40&md5=61dd4998597f3a8492bf539b3ced1b43,"Dipartimento di Scienze Veterinarie, Università di Pisa, Italy; Centro Cinofilo Nosework Servizi Cinofili, Italy","D’Adamo, A., Dipartimento di Scienze Veterinarie, Università di Pisa, Italy; Zilocchi, M., Dipartimento di Scienze Veterinarie, Università di Pisa, Italy; Lugliè, A., Centro Cinofilo Nosework Servizi Cinofili, Italy; Mariti, C., Dipartimento di Scienze Veterinarie, Università di Pisa, Italy; Gazzano, A., Dipartimento di Scienze Veterinarie, Università di Pisa, Italy","The present study describes the main steps and results of a training program designed to train dogs for finding mushrooms of the Boletus genus. Two adult female dogs, a Labrador Retriever and a Rottweiler, were trained by Clicker Training method. For the training, intact and frozen mushrooms to ensure their preservation were used. The training process includes a basic education phase. After this, there was a phase in which the signalling targets are taught, the signals will be used by the subjects to indicate the finding of a mushroom. In the next phase the dog learns olfactory research. Simulated research on whole and fresh mushrooms are organized with progressively increasing difficulty to simulate an exit in woods with the placement of various mushrooms. The final phase involves olfactory discrimination towards other mushrooms species and poisonous species. Our results demonstrate that dogs can be trained for mushroom detection. © 2018 Humana Mente. All rights reserved.",Boletus; Mushroom; Olfaction; Research dog training,,,,,,,,,,,,"Mariti, C., Gazzano, A., Lansdown Moore, J., Baragli, P., Chelli, L., Sighieri, C., Perception of dogs’ stress by their owners (2012) J. V. B., 7, pp. 213-219; Polgár, Z., Kinnunen, M., Újváry, D., Miklósi, Á., Gácsi, M., A Test of Canine Olfactory Capacity: Comparing Various Dog Breeds and Wolves in a Natural Detection Task (2016) PLOS ONE; Quignon, P., Rimbault, M., Robin, S., Galibert, F., Genetics of canine olfaction and receptor diversity (2012) Mamm. Genome., 23, pp. 132-143","D’Adamo, A.; Dipartimento di Scienze Veterinarie, Università di PisaItaly; email: alicedadamo@gmail.com",,,Edizioni ETS,,,,,24210684,,,,English,Dog Behav.,Article,Final,,Scopus,2-s2.0-85063638268
"Rivera Alvarado L.A., Lopez Dominguez E., Hernandez Velazquez Y., Dominguez Isidro S., Excelente Toledo C.B.",57204499587;26664814900;57188955580;48161102800;6506817321;,Layered software architecture for the development of mobile learning objects with augmented reality,2018,IEEE Access,6,, 8485281,57897,57909,,1.0,10.1109/ACCESS.2018.2873976,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054516361&doi=10.1109%2fACCESS.2018.2873976&partnerID=40&md5=0cf9e695ae4b848b73feacd8140e84bc,"National Laboratory of Advanced Informatics, Xalapa, 91090, Mexico","Rivera Alvarado, L.A., National Laboratory of Advanced Informatics, Xalapa, 91090, Mexico; Lopez Dominguez, E., National Laboratory of Advanced Informatics, Xalapa, 91090, Mexico; Hernandez Velazquez, Y., National Laboratory of Advanced Informatics, Xalapa, 91090, Mexico; Dominguez Isidro, S., National Laboratory of Advanced Informatics, Xalapa, 91090, Mexico; Excelente Toledo, C.B., National Laboratory of Advanced Informatics, Xalapa, 91090, Mexico","According to the m-learning paradigm, mobile learning objects (MLOs) are fundamental elements within the teaching-learning process. In this context, the integration of technology such as augmented reality (AR), incorporates an additional value to an MLO, generating by this, more interactive and attractive learning environments, which promotes higher involvement and engagement by being immersed in a virtually enhanced world. Our research postulates that the development of such MLOs must be based on standards, methodologies, and/or a layered software architecture which provide the adequate mechanisms to achieve the structure and quality attributes needed. Specifically, this paper presents the design and development of such architecture which allows obtaining MLO complying with the requirements and quality attributes. To achieve that, the architecture is composed of five layers: data persistence, learning personalization, interactivity, general structure, and standards. The layers are independent among them and the lower layers provide services to upper layers. In order to probe the benefits of the architecture, two prototypes of MLOs with AR were implemented and evaluated by a 20 master's degree students focusing on of pedagogical, technological, and usability aspects. The results show that the architecture contributes no only to integrate AR in MLOs but more importantly to obtain MLOs with the quality attributes required as a digital educational resource. © 2013 IEEE.",augmented reality; Mobile learning; mobile learning objects; software architecture,Augmented reality; Computer aided instruction; Computer architecture; Education; Software architecture; Standards; Teaching; Design and Development; Digital educational resources; Learning environments; Mobile handsets; Mobile Learning; Mobile learning objects; Teaching-learning process; Usability; E-learning,,,,,Consejo Nacional de Ciencia y Tecnología: 1525,"This work was supported by Consejo Nacional de Ciencia y Tecnología, project assigned to LANIA, under Grant 1525.",,,,,"(2018) The Mobile Economy 2018, GSMA, , London, U. K; Castillo, S., Ayala, G., ARMOLEO: An architecture for mobile learning objects (2008) Proc. 18th Int. Conf. Electron., Commun. 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Rep.; Bensussán, E.A., De Baufest, T.L., (2013) La Arquitectura de Software, Una Instancia Clave para Garantizar la Calidad en El Desarrollo de Aplicaciones., , http://www.baufest.com/index.php/es/comunicados/arquitectura-de-software; Battou, A., El Mezouary, A., Cherkaoui, C., Mammass, D., An adaptive learning system architecture based on a granular learning object framework (2011) Int. J. Comput. Appl., 32 (5), pp. 1-11; Filho, N.F.D., Fronza, L.B., Barbosa, E.F., Contributions for the architectural design of mobile learning environments (2014) IADIS Int. J. WWW/Internet, 12 (1), pp. 94-112; Badidi, E., A cloud-based framework for personalized mobile learning provisioning using learning objects metadata adaptation (2016) Proc. 8th Int. Conf. Comput. Supported Educ., pp. 368-375; Chang, W., (2013) Augmented Reality for Location-based Adaptive Mobile Learning, , Ph. D. dissertation, Faculty Sci. Technol., Athabasca Univ., Athabasca, AB, USA; (2009) Content Aggregation Model, ADL, , Washington, DC, USA; Villanueva, C.A.S., Díaz, J.F.C., Bolaños, Y.J.C.G., A mobile augmented reality application for teaching the classification of living things to primary school's children (2015) Ingeniería, 20 (1), pp. 79-93; Trifonova, A., Ronchetti, M., A general architecture for m-learning (2003) Dept. Comput. Sci., , Univ. Trento, Trento, Italy, Tech. Rep. DIT-03-081; Figueiredo, M., Teaching mathematics with augmented reality (2015) Proc. 12th Int. Conf. Technol. Math. Teach., pp. 1-8; Hernández, S., MOAM: A methodology for developing mobile learning objects (MLOs) (2018) Comput. Appl. Eng. Educ., 26 (1), pp. 17-28; Sandoval, E.M., Torres, C.M., Zamora, L.B., UBoa Metodología para la creación de objetos de aprendizaje de la Universidad de Boyacá (2013) Proc. Conf. 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Rep. 1; (2018) Room Persistence Library., , https://developer.android.com/topic/libraries/architecture/room.html; Bieliukas, Y.H., Silva, A., Velazquez, C., Instrumento de evaluación para determinar la calidad de los objetos de aprendizaje combinados abiertos de tipo práctica (2012) Proc. Conf. LACLO, 3 (1), pp. 1-16. , http://evc.oitcinterfor.org/pluginfile.php/2257/mod_folder/content/0/Bibliograf%C3%ADa%20relacionada/eval_calfloa.pdf?forcedownload=1; Rodriguez, A.P., Dominguez, E.L., Velazquez, Y.H., Nieto, M.A.M., Usability assessment of mobile learning objects by high school students (2016) IEEE Latin Amer. Trans., 14 (2), pp. 1044-1049. , Feb; (1998) Ergonomic Requirements for Office Work with Visual Display Terminals (VDTs): Part 11: Guidance on Usability, , International Organization for Standardization, ISO Standard 9241-11; Gu, J.Y., Park, J.H., Cheol, L., Hwan, Y.M., Ausability checklist for the usability evaluation of mobile phone user interface (2006) Int. J. Hum.-Comput. Interact., 20 (3), pp. 207-231; Kumar, B.A., Mohite, P., Usability of mobile learning applications: A systematic literature review (2017) J. Comput. Educ., 5 (1), pp. 1-17","Lopez Dominguez, E.; National Laboratory of Advanced InformaticsMexico; email: elopez@lania.mx",,,Institute of Electrical and Electronics Engineers Inc.,,,,,21693536,,,,English,IEEE Access,Article,Final,Open Access,Scopus,2-s2.0-85054516361
"Chen B., Bastedo K., Howard W.",56164924100;55915437200;57191055498;,"Exploring design elements for online STEM courses: Active learning, engagement & assessment design",2018,Online Learning Journal,22,2,,59,76,,2.0,10.24059/olj.v22i2.1369,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048192793&doi=10.24059%2folj.v22i2.1369&partnerID=40&md5=914cbf610561b7874885b29cfca0f847,"Center for Distributed Learning, University of Central Florida, United States","Chen, B., Center for Distributed Learning, University of Central Florida, United States; Bastedo, K., Center for Distributed Learning, University of Central Florida, United States; Howard, W., Center for Distributed Learning, University of Central Florida, United States","The purpose of this study was to examine effective design elements for online courses in the science, technology, engineering, and mathematics (STEM) fields at a large four-year public university in southeastern United States. Our research questions addressed the influence of online design elements on students’ perception of learning and learning satisfaction. An online survey was completed by 537 students from 15 online STEM courses in spring 2016. The survey results indicated that student perceptions of learning and satisfaction were correlated with their perceptions of the efficacy of specific design elements, such as integrated active learning activities, interactive engagement strategies, and robust assessment design. In particular, perception of assessment design efficacy was significantly correlated with students’ self-perceived learning and learning satisfaction for students of all subpopulations. The findings inform instructors and instructional designers on how to design effective, inclusive, and engaging online STEM courses. Student survey responses were observed to support universal design for learning (UDL) and in light of this, online STEM instructors are also strongly encouraged to utilize UDL principles in course design, which benefit not only students with disabilities but all students. © 2018, The Online Learning Consortium. All rights reserved.",Active learning; Assessment; Online courses; Online education; Online interaction; Online learning; Online STEM courses; STEM education; Student perception; Student satisfaction; UDL; Universal Design for Learning,,,,,,U.S. Department of Education,We would like to acknowledge that the National Research Center for Distance Education and Technological Advancements (DETA) and the U.S. Department of Education Fund for the Improvement of Postsecondary Education funded our project.,,,,,"Aji, C.A., Khan, M.J., Virtual to reality: Teaching mathematics and aerospace concepts to undergraduates using unmanned aerial systems and flight simulation software (2015) Journal of College Teaching & Learning, 12 (4), pp. 177-188; Allen, E., Seaman, J., Digital Learning Compass: Distance education enrollment report 2017 (2017) Babson Survey Research Group, E-Literate, and WCET, , https://onlinelearningsurvey.com/reports/digtiallearningcompassenrollment2017.pdf; Bayraktar, S., A meta-analysis of the effectiveness of computer-assisted instruction in science education (2001) Journal of Research on Technology in Education, 34 (2), pp. 173-188. , http://doi.org/10.1080/15391523.2001.10782344; Black, R.D., Weinberg, L.A., Brodwin, M.G., Universal design for learning and instruction: Perspectives of students with disabilities in higher education (2015) Exceptionality Education International, 25 (2), pp. 1-26; Burgstahler, S.E., Cory, R.C., (2008) Universal Design in Higher Education: From Principles to Practice, , Cambridge, MA: Harvard Education Press; Caspi, A., Chajut, E., Saporta, K., Participation in class in online discussions: Gender differences (2008) Computers & Education, 50 (3), pp. 718-724. , https://doi.org/10.1016/j.compedu.2006.08.003, Retrieved from; Chen, B., Howard, W., Bastedo, K., STEM online education: How to create a successful online course (2015) Presented at the 21St Annual Online Learning Consortium International Conference 2015, , http://olc.onlinelearningconsortium.org/conference/2015/aln/stem-online-education-how-create-successful-online-course, Orlando, FL. Retrieved from; Davies, P.L., Schelly, C.L., Spooner, C.L., Measuring the effectiveness of Universal Design for Learning intervention in postsecondary education (2012) Journal of Postsecondary Education and Disability, 26 (3), pp. 195-220. , https://eric.ed.gov/?id=EJ1026883, Retrieved from; Dutra de Oliveira Neto, J., Nascimento, E.V., Intelligent tutoring system for distance education (2012) Journal of Information Systems and Technology Management, 9 (1), pp. 109-122. , http://www.scielo.br/scielo.php?pid=S1807-17752012000100007&script=sci_arttext&tlng=es; Felder, R.M., Brent, R., Active learning: An introduction (2009) ASQ Higher Education Brief, 2 (4); Fellin, W., Medicus, G., Multiple choice tests: More than a time saver for teachers (2015) International Journal of Engineering Pedagogy, 5 (3). , http://online-journals.org/index.php/i-jep/article/view/4376, Retrieved from; Fidaldo, P., Thormann, J., Reaching students in online courses using alternative formats. International Review of Research in Open and Distributed (2017) Learning, 18 (2). , http://www.irrodl.org/index.php/irrodl/article/view/2601/4083, Retrieved from; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering (2014) And Mathematics. PNAS, 111 (23), pp. 8410-8415. , http://doi.org/10.1073/pnas.1319030111, Retrieved from; Gobert, J.D., Baker, R.S., Wixon, M.B., Operationalizing and detecting disengagement within online science microworlds (2015) Educational Psychologist, 50 (1), pp. 43-57. , http://www.tandfonline.com/doi/full/10.1080/00461520.2014.999919, Retrieved from; Haak, D.C., Hillerislambers, J., Pitre, E., Freeman, S., Increased structure and active learning reduce the achievement gap in introductory biology (2011) Science, 332, p. 1213; Hegeman, J., Using instructor-generated video lectures in online mathematics courses improves student learning (2015) Online Learning, 19 (3). , http://dx.doi.org/10.24059/olj.v19i3.484, Retrieved from; Izzo, M.V., Bauer, W.M., Retaining Students in Science, Technology, Engineering, and Mathematics (STEM) Majors (2015) Universal Access in the Information Society, 14 (1), pp. 17-27. , https://doi.org/10.1007/s10209-013-0332-1, Retrieved from; Kruger, D., Inman, S., Ding, Z., Kang, Y., Kuna, P., Liu, Y., Lu, X., Wang, Y., Improving teacher effectiveness: Designing better assessment tools in learning management systems (2015) Future Internet, 7 (4), pp. 484-499. , http://www.mdpi.com/1999-5903/7/4/484, Retrieved from; Martin, G., Ahlgrim-Delzell, L., Budhrani, K., Systematic review of two decades (1995 to 2014) of research on synchronous online learning (2017) The American Journal of Distance Education, 31 (1), pp. 3-19; McConnell, D.A., Steer, D.N., Owens, K.D., Assessment and active learning strategies for introductory geology courses (2003) Journal of Geoscience Education, 51 (2), pp. 205-216. , http://doi.org/10.5408/1089-9995-51.2.205; Moon, N.W., Utschig, T.T., Bozzorg, A., Evaluation of programmatic interventions to improve postsecondary STEM education for students with disabilities: Findings from SciTrain University (2011) Journal of Postsecondary Education and Disability, 24 (4), pp. 331-349. , https://files.eric.ed.gov/fulltext/, Retrieved from; (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads, , Washington, D.C.: The National Academies Press; Nicol, D.J., Macfarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Ralston-Berg, P., Buckenmeyer, J., Barczyk, C., Hixon, E., Students’ perceptions of online course quality: How do they measure up to the research? (2015) Internet Learning, 4 (1). , http://www.ipsonet.org/publications/open-access/internet-learning/volume-4-number-1-spring-2015, Retrieved from; Rao, K., Edelen-Smith, P., Wailehua, C.U., Universal design for online courses: Applying principles to pedagogy (2015) Open Learning: The Journal of Open, Distance and E-Learning, 30 (1), pp. 35-52. , http://dx.doi.org/10.1080/02680513.2014.991300, Retrieved from; Rao, K., Tanners, A., Curb cuts in cyberspace: Universal instructional design for online courses (2011) Journal of Postsecondary Education and Disability, 24, pp. 211-229. , https://eric.ed.gov/?id=, Retrieved from; Rose, D.H., Meyer, A., (2006) A Practical Reader in Universal Design for Learning, , Harvard Education Press; Schoenfeld-Tacher, R., McConnell, S., Graham, M., Do no harm—A comparison of the effects of on-line vs. Traditional delivery media on a science course (2001) Journal of Science Education and Technology, 10 (3), pp. 257-265. , fromhttp://doi.org/10.1023/A:1016690600795, Retrieved; Sithole, A., Chiyaka, E.T., McCarthy, P., Mupinga, D.M., Bucklein, B.K., Kibirige, J., Student attraction, persistence and retention in STEM programs: Successes and continuing challenges (2017) Higher Education Studies, 7 (1), p. 46. , http://doi.org/10.5539/hes.v7n1p46, Retrieved from; Sullivan, P., Gender differences and the online classroom: Male and female college students evaluate their experiences (2010) Community College Journal of Research and Practice, 25 (10), pp. 805-818. , https://doi.org/10.1080/106689201753235930, Retrieved from; (2015) STEM Education Coalition, , http://www.stemedcoalition.org/, Retrieved from; Tibi, M., Computer science students’ attitudes towards the use of structured and unstructured discussion forums in fully online courses (2018) Online Learning, 22 (1). , http://dx.doi.org/10.24059/olj.v22i1.995, Retrieved from; Vajravelu, K., Muhs, T., Integration of digital technology and innovative strategies for learning and teaching large classes: A calculus case study (2016) International Journal of Research in Education and Science (IJRES), 2 (2), pp. 379-395. , http://files.eric.ed.gov/fulltext/EJ1105125.pdf, Retrieved from; Mazur, E., Retaining students in science, technology, engineering, and mathematics (STEM) majors (2013) Journal of College Science Teaching, 42 (5), pp. 36-41. , http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=adcf2544-5c49-4294-a127-9cf5ab36ae61%40sessionmgr4007; Wells, J., A century of professional organization influence: Findings from content analyses of MVTTEC annual meetings (2015) Journal of Technology Education, 26 (3), pp. 3-37. , https://eric.ed.gov/?id=EJ1067730, Retrieved from; Young, A., Norgard, C., Assessing the quality of online courses from the students’ perspective (2006) The Internet and Higher Education, 9 (2), pp. 107-115. , https://doi.org/10.1016/j.iheduc.2006.03.001, Retrieved from",,,,The Online Learning Consortium,,,,,24725749,,,,English,Online Learn. J.,Article,Final,Open Access,Scopus,2-s2.0-85048192793
"Sun J.C.-Y., Hsieh P.-H.",37065367600;57203065678;,"Application of a gamified interactive response system to enhance the intrinsic and extrinsic motivation, student engagement, and attention of English learners",2018,Educational Technology and Society,21,3,,104,116,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85050410562&partnerID=40&md5=6bbd247a69f063e174722fbac8760ec4,"Institute of Education, National Chiao Tung University, Taiwan","Sun, J.C.-Y., Institute of Education, National Chiao Tung University, Taiwan; Hsieh, P.-H., Institute of Education, National Chiao Tung University, Taiwan","This study combined the gamification element and an interactive response system (IRS) in the development of a gamified IRS, and examined its effects on the intrinsic and extrinsic motivation, engagement, and attention of junior high school students when learning English. The quasi-experimental research method comprised the scales for measuring intrinsic and extrinsic motivation, student engagement, and attention, as well as an open-ended questionnaire to collect quantitative and qualitative data for analysis. The study involved 144 seventh-grade students who were divided into three groups to learn English using different polling tools. The results indicated that when the gamified IRS was used for polling activities in the classroom, the fun, interactive, competitive, and novel nature of the system helped improve the students' levels of intrinsic motivation, overall engagement, emotional engagement, and focused attention. The use of clickers for polling leads to significant intrinsic motivation compared to using small whiteboards. This study suggests integrating the gamification element with classroom teaching to make English classes more interesting and attractive to learners. In addition, tools that are highly interactive, challenging, and competitive make students pay more attention in the classroom, and so are more helpful to them when learning English. © International Forum of Educational Technology & Society (IFETS).",Attention; Gamification; Intrinsic and extrinsic motivation; IRS; Student engagement,,,,,,"Ministry of Science and Technology, MOST","This research was supported by the Ministry of Science and Technology in Taiwan through Grant numbers MOST 105-2511-S-009-013-MY5 and MOST 104-2511-S-009-008-MY3. We would like to thank Chao-Hsiu Chen and Yu-Chen Chan for their suggestions on this study, Wen-Tsuen Chuang and Hsin-Ying Huang of the participating junior high school for their support for the study's teaching/learning program, Shu-Kai Yang for his support for the smooth implementation of the study's iFIT3 app, NCTU's ILTM (Interactive Learning Technology and Motivation) lab members and the students for helping conduct the experiment, and all of the reviewers for their useful comments.",,,,,"Aljaloud, A., Gromik, N., Billingsley, W., Kwan, P., Research trends in student response systems: A Literature review (2015) International Journal of Learning Technology, 10 (4), pp. 313-325; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class The Role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62 (2013), pp. 102-110; Burguillo, J.C., Using game theory and competition-based learning to stimulate student motivation and performance (2010) Computers & Education, 55 (2), pp. 566-575; Chien, Y.-T., Chang, Y.-H., Chang, C.-Y., Do we click in the right way? 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James (Ed.), New York, NY: Cosimo, Inc; Johnson, K., Lillis, C., Clickers in the laboratory: Student thoughts and views (2010) Interdisciplinary Journal of Information, Knowledge, and Management, 5 (2010), pp. 139-151; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A Review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lin, A., Gregor, S., Ewing, M., Developing a scale to measure the enjoyment of web experiences (2008) Journal of Interactive Marketing, 22 (4), pp. 40-57; Malone, T.W., Lepper, M.R., Making learning fun: A T axonomy of intrinsic motivations for learning (1987) Aptitude, learning and instruction, pp. 223-253. , In R. E. Snow & M. J. Farr (Eds.), Hillsdale, NJ: Erlbaum Routledge; Nunnally, J.C., Bernstein, I.H., (1994) Psychometric theory, , (3rd ed.) 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Different electronic feedback devices and their effect on student engagement (2014) Educational Technology & Society, 17 (2), pp. 234-244; Sun, J.C.-Y., Rueda, R., Situational interest, computer self-efficacy and self-regulation: Their Impact on student engagement in distance education (2012) British Journal of Educational T echnology, 43 (2), pp. 191-204; Trees, A.R., Jackson, M.H., The Learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Vansteenkiste, M., Lens, W., Deci, E.L., Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation (2006) Educational Psychologist, 41 (1), pp. 19-31; Wang, A.I., The Wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227; Wang, L.-C., Chen, M.-P., The Effects of game strategy and preference-matching on flow experience and programming performance in game-based learning (2010) Innovations in Education and Teaching International, 47 (1), pp. 39-52; Wigfield, A., Eccles, J.S., Expectancy-value theory of achievement motivation (2000) Contemporary Educational Psychology, 25 (1), pp. 68-81","Sun, J.C.-Y.; Institute of Education, National Chiao Tung UniversityTaiwan; email: csun@nctu.edu.tw",,,National Taiwan Normal University,,,,,11763647,,,,English,Educational Technology and Society,Article,Final,,Scopus,2-s2.0-85050410562
"Lange M., Göranzon H., Fleig L., Marklinder I.",56254744500;6508044723;35812084700;6507556041;,Adolescents’ sources for food safety knowledge and trust,2018,British Food Journal,120,3,,549,562,,2.0,10.1108/BFJ-03-2017-0159,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85043989505&doi=10.1108%2fBFJ-03-2017-0159&partnerID=40&md5=56ca1ffe3ba68d20d6e874f1aba1f583,"Department of Food, Nutrition and Dietetics, Uppsala University, Uppsala, Sweden; Department of Health Psychology, Freie Universität Berlin, Berlin, Germany; Department of Food Nutrition and Dietetics, Uppsala University, Uppsala, Sweden","Lange, M., Department of Food, Nutrition and Dietetics, Uppsala University, Uppsala, Sweden; Göranzon, H., Department of Food, Nutrition and Dietetics, Uppsala University, Uppsala, Sweden; Fleig, L., Department of Health Psychology, Freie Universität Berlin, Berlin, Germany; Marklinder, I., Department of Food Nutrition and Dietetics, Uppsala University, Uppsala, Sweden","Purpose: The purpose of this paper is to investigate where students in a Swedish compulsory school acquire their knowledge of food safety and how trustworthy they deem them to be. Design/methodology/approach: A survey of students’ self-reported sources of and trust in food safety knowledge was performed. A student response system was used for data collection, and the students were asked to answer questions presented on a PowerPoint presentation using a small wireless handheld device: a clicker. A questionnaire with 24 questions was used, and the responses were collected at 18 different schools with a total of 529 participants attending school Year 9. Findings: Mothers were reported as being the most important source of food safety knowledge (38 per cent), especially among girls, and were also given high credibility (36 per cent). Boys reported trusting home and consumer studies (HCS), fathers and media to a higher extent. Girls reported cooking at home more often but, for all students, it was more common to rarely or never cook at home, which is why HCS teaching can be seen as valuable for many students. HCS teaching needs to be improved in order to raise its credibility. About half of the students (51 per cent) reported to have the highest trust for their source of knowledge. Research limitations/implications: The students could only choose one source of knowledge and trust, although it is usual to learn from many different sources. Practical implications: HCS teaching needs to get higher credibility among students as a counterweight against other sources. Social implications: Educated consumers could influence their health. Originality/value: Limited research has been performed on food safety knowledge among adolescents. © 2018, Emerald Publishing Limited.",Adolescents; Food safety; Home and consumer studies; Knowledge; Trust,adolescent; article; child; consumer; cooking; father; female; food safety; girl; human; human experiment; information processing; major clinical study; male; mother; questionnaire; student; teaching; trust,,,,,,,,,,,"(2015) Samhällskostnader för fem livsmedelsburnasjukdomar i Sverige, , www.agrifood.se/publication.aspx?FKeyID=1822, Policy Brief Nr 2015:5; Bandura, A., (1977) Social Learning Theory, , Prentice Hall, Englewood Cliffs, NJ; Bennett, P., (2010) Risk Communication and Public Health, , Oxford University Press, Oxford; Berg, L., Trust in food in the age of mad cow disease: a comparative study of consumers’ evaluation of food safety in Belgium, Britain and Norway (2004) Appetite, 42 (1), pp. 21-32; Bielby, G., Egan, B., Eves, A., Lumbers, M., Raats, M., Adams, M., Food hygiene education in UK primary schools: a nation-wide survey of teachers’ views (2006) British Food Journal, 108 (9), pp. 721-731; Bohm, I., Lindblom, C., Åbacka, G., Bengs, C., Hörnell, A., Absence, deviance and unattainable ideals – discourses on vegetarianism in the Swedish school subject home and consumer studies (2016) Health Education Journal, 75 (6), pp. 676-688; Borda, D., Thomas, M.R., Langsrud, S., Rychli, K., Jordan, K., van der Roest, J., Nicolau, A.I., Food safety practices in European TV cooking shows (2014) British Food Journal, 116 (10), pp. 1652-1666; Bricheno, P., Thornton, M., Role model, hero or champion? 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Resultat från en nationell intervjuundersökning, , Rapport 6 – Livsmedelsverket (National Food Agency); Warde, A., (1997) Consumption, Food, and Taste: Culinary Antinomies and Commodity Culture, , Sage, London; Wayman, E., Komine, T., Lohse, B., Cunningham-Sabo, L., School-age cooking program assessment has face validity (2017) British Food Journal, 119 (5), pp. 1017-1027; (2000) Foodborne Disease: A Focus for Health Education, , World Health Organization, Geneva; Wills, W., Backett-Milburn, K., Gregory, S., Lawton, J., The influence of the secondary school setting on the food practices of young teenagers from disadvantaged backgrounds in Scotland (2005) Health Education Research, 20 (4), pp. 458-465; Wolfson, J., Bostic, S., Lahne, J., Morgan, C., Henley, S., Harvey, J., Trubek, A., A comprehensive approach to understanding cooking behavior: implications for research and practice (2017) British Food Journal, 119 (5), pp. 1147-1158","Lange, M.; Department of Food, Nutrition and Dietetics, Uppsala UniversitySweden; email: marie.lange@ikv.uu.se",,,Emerald Group Publishing Ltd.,,,,,0007070X,,,,English,Br. Food J.,Article,Final,,Scopus,2-s2.0-85043989505
"Fang C., Wang Y., Mu D., Wu Z.",57192660506;53879152300;56383464900;12762140000;,Next-app prediction by fusing semantic information with sequential behavior,2018,IEEE Access,6,, 8543807,73489,73498,,,10.1109/ACCESS.2018.2883377,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057408639&doi=10.1109%2fACCESS.2018.2883377&partnerID=40&md5=e572aa92ed8e2b066f04f1035314805d,"School of Automation, Northwestern Polytechnical University, Xi'an, 710072, China; Jiangsu Provincial Key Laboratory of E-Business, Nanjing University of Finance and Economics, Nanjing, 210003, China","Fang, C., School of Automation, Northwestern Polytechnical University, Xi'an, 710072, China; Wang, Y., Jiangsu Provincial Key Laboratory of E-Business, Nanjing University of Finance and Economics, Nanjing, 210003, China; Mu, D., School of Automation, Northwestern Polytechnical University, Xi'an, 710072, China; Wu, Z., Jiangsu Provincial Key Laboratory of E-Business, Nanjing University of Finance and Economics, Nanjing, 210003, China","Next-app prediction is the task of predicting the next app that a user will choose to use on the smartphone. It helps to establish a variety of intelligent personalized services, such as fast-launch UI app, intelligent user-phone interactions, and so on. Since app names only provide limited semantic information, the intrinsic relation among apps cannot be fully exploited. Meanwhile, next-app to be used is largely determined by a sequence of apps that a user used recently. To address these challenging problems, this paper first enriches the semantic information of apps by extracting descriptive text of each app from the app store and thus proposes a topic model to transform apps as well as user preferences into latent vectors. Then, a set of nearest neighbors can be constructed based on the similarity of latent vectors and it is employed for training the prediction model. Furthermore, our prediction scheme is built on the temporal sequential data and is modeled by using the chain-augmented Naive Bayes model. Experimental results with a real smartphone application log data have demonstrated that our method achieves higher recall and DCG values compared with several baseline next-app prediction methods. © 2018 IEEE.",chain-augmented naive Bayes; Next-app prediction; semantic information; sequential behavior; user-based collaborative filtering,Bayesian networks; Classifiers; Collaborative filtering; Data mining; Data structures; Forecasting; Mathematical transformations; Smartphones; Telephone sets; App predictions; Collaboration; Mobile handsets; Naive bayes; Predictive models; Semantic information; Sequential Behavior; Semantics,,,,,"Shenzhen Science and Technology Innovation Commission: 201703063000517, 201703063000511

National Center for International Joint Research on E-Business Information Processing: 2013B01035

National Basic Research Program of China (973 Program): 2017YFD0401002

Scientific Research Foundation of Shaanxi Provincial Key Laboratory: 2018KW-005

National Natural Science Foundation of China: 91646204, 71701089, 71571093, 61672433

BE2014141","This work was supported in part by the National Key Research and Development Program of China under Grant 2017YFD0401002, in part by the National Natural Science Foundation of China under Grant 71701089, Grant 61672433, Grant 91646204, and Grant 71571093, in part by the Fundamental Research Fund of Shenzhen Science and Technology Innovation Committee under Grant 201703063000511 and Grant 201703063000517, in part by the National Center for International Joint Research on E-Business Information Processing under Grant 2013B01035, in part by the Industry Projects in Jiangsu S&T Pillar Program under Grant BE2014141, and in part by the Shaanxi Provincial Key R&D Program under Grant 2018KW-005.",,,,,"Benson, A.R., Kumar, R., Tomkins, A., Modeling user consump-tion sequences (2016) Proc. 25th Int. Conf. World Wide Web, pp. 519-529. , Apr; Zhu, H., Chen, E., Xiong, H., Cao, H., Tian, J., Mobile app classification with enriched contextual information (2014) IEEE Trans. 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Music recommendations: Modeling music ratings with temporal dynamics and item taxonomy (2011) Proc. 5th ACM Conf. Recommender Syst, pp. 165-172; Kapoor, K., Subbian, K., Srivastava, J., Schrater P, P., Just in time rec-ommendations: Modeling the dynamics of boredom in activity streams (2015) Proc. 8th ACM Int. Conf. Web Search Data Mining, pp. 233-242; Peng, F., Schuurmans, D., Wang, S., Augmenting naive Bayes clas-sifiers with statistical language models (2004) Inf. Retr, 7 (3-4), pp. 317-345; Cao, J., Wu, Z., Wang, Y., Zhuang, Y., Hybrid collaborative filtering algorithm for bidirectional Web service recommendation (2013) Knowl. Inf. Syst, 36 (3), pp. 607-627; Koren, Y., Factorization meets the neighborhood: A multifaceted collab-orative filtering model (2008) Proc. 14th ACM SIGKDD Int. Conf. Knowl. Discovery Data Mining, pp. 426-434; Zou, X., Zhang, W., Li, S., Pan, G., Prophet: What app you wish to use next (2013) Proc. ACM Conf. Pervasive Ubiquitous Comput. Adjunct Publication, pp. 167-170","Wang, Y.; Jiangsu Provincial Key Laboratory of E-Business, Nanjing University of Finance and EconomicsChina; email: youq.wang@gmail.com",,,Institute of Electrical and Electronics Engineers Inc.,,,,,21693536,,,,English,IEEE Access,Article,Final,Open Access,Scopus,2-s2.0-85057408639
"Pinto R.V., Castillo Y.V.",37036130800;57208426260;,A long term dynamic to encourage class participation [Una dinámica de larga duración para fomentar la participación en clases],2018,Ingeniare,26,,,77,87,,,10.4067/S0718-33052018000500077,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064730548&doi=10.4067%2fS0718-33052018000500077&partnerID=40&md5=e7b9dc6af5e56fae6a8ba5275a0e1a08,"EUIIIS, Universidad de Tarapacá, 18 de Septiembre, Arica, 2222, Chile","Pinto, R.V., EUIIIS, Universidad de Tarapacá, 18 de Septiembre, Arica, 2222, Chile; Castillo, Y.V., EUIIIS, Universidad de Tarapacá, 18 de Septiembre, Arica, 2222, Chile","This paper presents the description, implementation, and evaluation of a long-term dynamic oriented to improve the participation of the students in classes. The dynamics are designed to be carried out during a semester course, due to which it is relevant the technological support that maintains the state of the dynamics class to class. The proposed dynamics is based on a variation of voting-based dynamics on multiple-choice questions, which have been extensively studied and has given rise to multiple support systems that allow, among other advantages: reuse of questions, discussion of the voting results by students and rapid feedback to the teacher. However, there are also critical, especially linked to the complexity of developing questions and their scope regarding learning. In contrast, this dynamic proposes the use of open questions to generate activity in the class and throughout the course duration. The dynamics are supported by a platform that feeds the teacher in the selection of the student who will respond, according to their degree of participation in the dynamics. These dynamics and its technological support were applied in a regular course in Computer Science, producing auspicious results, particularly in the degree of student satisfaction. © 2018, Universidad de Tarapaca. All rights reserved.",Active learning; Classroom response systems; Open questions,,,,,,,,,,,,"Mc Connell, J.J., Active Learning and its use in Computer Science (1996) Proceedings of the SIGCSE/SIGCUE Conference on Integrating Technology into Computer Science Education, 28, pp. 52-54. , (Barcelona, Spain, June 2-5, 1996) also published as SIGCSE Bulletin; Powers, K.D., Powers, D.T., Making Sense of Teaching Methods in Computing Education (1999) FIE’99: Frontiers in Education Conference, , San Juan, Puerto Rico, November; Roberts, T., The Use of Multiple Choice Test for Formative and Summative Assessment (2006) Eighth Australasian Computing Education Conference (ACE2006), 52. , Hobart, Tasmania, Australia, January 2006. Conferences in Research in Practice in Information Technology, Denise Tolhurst and Samuel Mann Eds; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A Classroom Communication System for Active Learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Mazur, E., (1997) Peer Instruction: A User’s Manual, , Englewood Cliffs, NJ: Prentice Hall; Woodford, K., Bancroft, P., Using Multiple Choice Questions Effectively in Information Technology Education (2004) Proceedings of the 21 st ASCILITE Conference, pp. 948-955. , R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds.), Beyond the Comfort Zone; Roschelle, J., Unlocking the Learning Value of Wireless Mobile Devices (2003) Journal of Computer Assisted Learning, 19 (3), pp. 260-272; Beatty, I., Transforming Student Learning with Classroom Communication Systems, EDUCAUSE Center for Applied Research (2004) Research Bulletin, 2004 (3). , February 3; Miao, Y., Holst, S., Holmer, T., Freschutz, J., Zentel, P., An Activity-Oriented Approach to Visually Structured Knowledge Representation for Problem-Based Learning in Virtual Learning Environments, Designing Cooperative Systems (2000) The Use of Theories and Models. Proceedings of the 5Th International Conference on the Design of Cooperative Systems (COOP’2000), 58, pp. 303-318. , May 23-26, 2000, Sophia Antipolis, France, Frontiers in Artificial Intelligence and Applications, ISSN 0922-6389, Amsterdam, the Netherlands, IOS Press; (2016) BPMN Specification-Business Process Model and Notation”, , http://www.bpmn.org/; Pintor, E., Gargantilla, P., Herreros, B., López, M., Kahoot en docencia. Una Alternativa Práctica a los Clickers (2014) XI Jornadas Internacionales De Innovación Universitaria: Educar Para Transformar","Pinto, R.V.; EUIIIS, Universidad de Tarapacá, 18 de Septiembre, Chile; email: rvaldivi@uta.cl",,,Universidad de Tarapaca,,,,,07183291,,,,Spanish,Ingeniare,Article,Final,Open Access,Scopus,2-s2.0-85064730548
"Yasir M.K., Hasson A.J., Abed A.H.",57201635174;57201640447;57201633568;,Evaluation of early detection program of bronchial asthma in primary health centers of Al-Nasiriyah city/ 2016,2018,International Journal of Pharmaceutical Quality Assurance,9,1,,267,272,,,10.25258/ijpqa.v9i01.11359,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045419595&doi=10.25258%2fijpqa.v9i01.11359&partnerID=40&md5=778b39e7f0870a8e93ee1d87f5825c8c,"Thi-Qar, Iraq; College of Medicine, Thi-Qar university, Iraq","Yasir, M.K., Thi-Qar, Iraq; Hasson, A.J., College of Medicine, Thi-Qar university, Iraq; Abed, A.H., College of Medicine, Thi-Qar university, Iraq","One of the main important public health objectives is the prevention of childhood asthma. Evaluating the effectiveness of early detection of childhood asthmatic symptoms, followed by a counseling intervention at preventive child health centers is the corn stone of this study. Early detection and counseling is expected to reduce the prevalence of asthma symptoms and improve health quality in general. This study aimed to evaluate the early detection program of asthma through structure or preconditions of early detection program of asthma, process to be carried out to deliver this program, outcome (Intermediate and ultimate indicators) and lastly opinion of consumers and providers. Evaluation type of study had been conducted all over the 2016. Nine health care centers were involved since the 1 st week of January 2016, where an early detection tool had been applied at age groups 1, 2-5, 6 and more than 6 years at the intervention centers. Children who met the intervention criteria received counseling intervention (personal advice to parents to prevent the child from exposure to smoking, and/or referral to the general practitioner or asthma nurse). The primary outcome was asthma diagnosis at age 6 years. Secondary outcomes included frequency and severity of asthma symptoms, health-related quality of life at age 6 years. Analysis was done according to the intention-to-treat principle. Data collection was completed at the 1 st of November 2016. Evaluation of the present input, process of PHC for early detection program resulted in: Providing most of the human resources in terms of laboratory assistants and coordinators of the program. Providing most of the material resources such as pressure gauges, medical handset and scales and tape measure height and waist needed to work in the laboratory with the availability of a suitable place for the work program staff to do their job and appliances. The percentage for input was 60% for all PHCs. While regarding consumer satisfaction: Most of consumer are highly satisfied 149 (80.1%) while not satisfied only 8 (4.3%) and high numbers gave the reason due to good services 97 (52.5%) and no comments 71 (38.2%). Regarding the proportion of the detected cases for different non communicable diseases was 44.1% of the whole population that have alarming sign and symptoms of NCD. The lack of doctors of all spatiality (GP, graduted doctors and specialist), lack of some essential tools, following wrong guidelines for this program by general health department by abolishment many ministerial guidelines, human mistakes and lack of training of staff of program, there no feedback mechanism for referral patient from hospital to PHC, lack of some treatment and investigations and some services not free. © 2018, International Journal of Pharmaceutical Quality Assurance. All rights reserved.",Asthma; Bronchioles; Iraq; Thi-Qar,Article; asthma; body height; child; clinical effectiveness; clinical feature; clinical laboratory; controlled study; disease severity; early diagnosis; female; general practitioner; health care delivery; health care quality; health program; health service; human; intention to treat analysis; major clinical study; male; medical specialist; nurse; parent; patient counseling; patient referral; patient satisfaction; practice guideline; preschool child; prevalence; primary health care; quality of life; smoking; staff; waist circumference,,,,,,,,,,,"(2014) Guidelines for Diagnosis and Management of Asthma, , USAID/PHCPI &Ministry of Health, Directorate of Public Health/Non-Communicable Disease Section/Iraq; (2008) Bronchial Asthma, , World Health Organization, World Health Organization Fact Sheet N° 307. Geneva, Google Scholar; Koopman, L.P., Brunekreef, B., De Jongste, J.C., Neijens, H.J., Definition of respiratory symptoms and disease in early childhood in large prospective birth cohort studies that predict the development of asthma (2001) Pediatr Allergy Immunol, 12 (3), pp. 118-124. , View ArticlePubMedGoogle Scholar; Masoli, M., Fabian, D., Holt, S., Beasley, R., Global Initiative for Asthma (GINA) Program: The global burden of asthma: Executive summary of the GINA Dissemination Committee report (2004) Allergy, 59 (5), pp. 469-478. , View ArticlePubMedGoogle Scholar; Halterman, J.S., Yoos, H.L., Conn, K.M., Callahan, P.M., Montes, G., Neely, T.L., Szilagyi, P.G., The impact of childhood asthma on parental quality of life (2004) J Asthma, 41 (6), pp. 645-653. , View ArticlePubMedGoogle Scholar; Eder, W., Ege, M.J., Von Mutius, E., The asthma epidemic (2006) N Engl J Med, 355 (21), pp. 2226-2235. , View ArticlePubMedGoogle Scholar; Worldwide variations in the prevalence of asthma symptoms: The International Study of Asthma and Allergies in Childhood (ISAAC) (1998) Eur Respir J, 12 (2), pp. 315-335. , ISAAC Steering Committee, View ArticleGoogle Scholar; Braman, S.S., The global burden of asthma (2006) Chest, 130, pp. 4SS-12S. , View ArticlePubMedGoogle Scholar; Sistek, D., Tschopp, J.M., Schindler, C., Brutsche, M., Ackermann-Liebrich, U., Perruchoud, A.P., Leuenberger, P., Clinical diagnosis of current asthma: Predictive value of respiratory symptoms in the SAPALDIA study. Swiss Study on Air Pollution and Lung Diseases in Adults (2001) Eur Respir J, 17 (2), pp. 214-219. , View ArticlePubMedGoogle Scholar; Bush, A., Diagnosis of asthma in children under five (2007) Prim Care Respir J, 16 (1), pp. 7-15. , View ArticlePubMedGoogle Scholar; Bindels, P., Van Der Wouden, J.C., Ponsioen, B.P., Brand, P., Salomé, P.L., Van Hensbergen, W., Van Hasselt, P.A., Grol, M.H., Guidelines of the Dutch College of General Practitioners: Asthma in children (2006) Huisarts Wet, 49 (11), pp. 557-572. , Google Scholar; Wijga, A.H., Smit, H.A., (2004) Astmabijpeuters En Kleuters: Resultaten Van Het PIAMA Onderzoek, , RIVM Report. Bilthoven, Google Scholar; Maziak, W., Von Mutius, E., Beimfohr, C., Hirsch, T., Leupold, W., Keil, U., Weiland, S.K., The management of childhood asthma in the community (2002) Eur Respir J, 20 (6), pp. 1476-1482. , PubMedGoogle Scholar; Charan, J., Biswas, T., How to Calculate Sample Size for Different Study Designs in Medical Research? (2013) Indian J Psychol Med, 35 (2), pp. 121-126. , Apr-Jun; Watts, B., Outpatient management of asthma in children age 5-11 years: Guidelines for practice (2009) J am Acad Nurse Pract, 21 (5), pp. 261-269. , View ArticlePubMedGoogle Scholar; Horak, E., Grässl, G., Skladal, D., Ulmer, H., Lung function and symptom perception in children with asthma and their parents (2003) Pediatr Pulmonol, 35 (1), pp. 23-28. , View ArticlePubMedGoogle Scholar; (2016) Special Registry from the Thiqar Health Directorate-Statistical Unite-2015; Raat, H., Landgraf, J.M., Oostenbrink, R., Moll, H.A., Essink-Bot, M.L., Reliability and validity of the Infant and Toddler Quality of Life Questionnaire (ITQOL) in a general population and respiratory disease sample (2007) Qual Life Res, 16 (3), pp. 445-460. , View ArticlePubMedGoogle Scholar; Hederos, C.A., Hasselgren, M., Hedlin, G., Bornehag, C.G., Comparison of clinically diagnosed asthma with parental assessment of children’s asthma in a questionnaire (2007) Pediatr Allergy Immunol, 18 (2), pp. 135-141. , View ArticlePubMedGoogle Scholar; Hafkamp-De Groen, E., Mohangoo, A.D., De Jongste, J.C., Van Der Wouden, O.C., Moll, H.A., Jaddoe, V.W., Early detection and counselling intervention of asthma symptoms in preschool children: Study design of a cluster randomised controlled trial (2010) BMC Public Health, 10, p. 555. , https://doi.org/10.1186/1471-2458-10-555; Gallefoss, F., Bakke, P.S., Patient satisfaction with healthcare in asthmatics and patients with COPD before and after patient education (2000) Respiratory Medicine, 94, pp. 1057-1064. , http://www.idealibrary.com; Gibson, P., Powell, H., Written action plans for asthma: An evidence-based review of the key components (2004) Thorax, 59 (2), pp. 94-99","Yasir, M.K.Iraq; email: murtadakadhim@trientedu.edu",,,International Journal of Pharmaceutical Quality Assurance,,,,,09759506,,,,English,Int. J. Pharm. Qual. Assur.,Article,Final,,Scopus,2-s2.0-85045419595
Pearson R.J.,8858748600;,Tailoring Clicker Technology to Problem-Based Learning: What's the Best Approach?,2017,Journal of Chemical Education,94,12,,1866,1872,,4.0,10.1021/acs.jchemed.7b00270,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85038218553&doi=10.1021%2facs.jchemed.7b00270&partnerID=40&md5=74a2aa3e5067d04f8ecf255c234458d3,"School of Pharmacy, Keele University, Hornbeam Building, Staffordshire, ST5 5BG, United Kingdom","Pearson, R.J., School of Pharmacy, Keele University, Hornbeam Building, Staffordshire, ST5 5BG, United Kingdom","Different approaches to the use of ""clickers"" (also known as student response systems) were introduced to a cohort of 127 students over a two-year period with the aim of making students think more deeply in-class about their chemistry knowledge. Student performance was monitored, and individual, anonymous student feedback was frequently obtained using the clicker platform. This work, labeled Project Ponder, tracked the pedagogical benefit of clicker technology when applied to problem-based learning. In phase 1, multiple-choice questions (MCQs) were integrated into problem class sessions. All enrolled students received a clicker handset on a year-long loan, and their responses were anonymously recorded, with repolling and peer discussion where appropriate. Phase 2 adopted a team-based model using the same student cohort as they progressed into year 2 of their studies; however, only one handset was provided per team, which was programmed to score the team's final response to each question. More sophisticated handsets with an alphanumerical keypad were used to allow short-answer questions (SAQs) to be embedded alongside MCQs; additionally, this enabled individual free-text feedback using the handset's multiple response setting. Superior exam performance was taken as an indicator of clicker success. 94% and 100% of students agreed that clickers improved their learning experience, following phases 1 and 2, respectively, and 96-98% responded positively to expanding the project. The thoughtful way that phases 1 and 2 were developed was aided by frequently gauging the student view. The overwhelming preference for a team-based model over individual clicker use can be explained by greater peer instruction and discussion, and in this context helps address conflicting literature regarding the success of these two, very different, clicker approaches. © 2017 The American Chemical Society and Division of Chemical Education, Inc.",Analytical Chemistry; Aromatic Compounds; Collaborative/Cooperative Learning; First-Year Undergraduate/General; NMR Spectroscopy; Organic Chemistry; Problem Solving/Decision Making; Second-Year Undergraduate,,,,,,,"The author would like to acknowledge both Keele School of Pharmacy for funding the clicker handsets required for Phase 1 of Project Ponder and Keele’s Learning and Professional Development Centre (LPDC) for awarding the author with a teaching innovation grant to purchase the more sophisticated handsets required for phase 2 of this work. The author would also like to thank Robin Smyth and David Pelissier, both of turningtechnologies.com, for useful discussions and technical advice during the initial development of the project.",,,,,"Cue, N., A Universal Learning Tool for Classrooms? In Proceedings of the First Quality in Teaching and Learning Conference, Hong Kong International Trade and Exhibition Centre (HITEC) (1998) Hong Kong SAR, China; Barber, M., Njus, D., Clicker Evolution: Seeking Intelligent Design (2007) CBE - Life Sci. Educ, 6, pp. 1-8; Fies, C., Marshall, J., Classroom Response Systems: A Review of the Literature (2006) J. Sci. Educ. Technol., 15 (1), pp. 101-109; Skinner, S., On Clickers, Questions, and Learning (2009) J. Coll. Sci. Teach, 38 (4), pp. 20-23; Emenike, M.E., Holme, T.A., Classroom Response Systems Have Not ""Crossed the Chasm"": Estimating Numbers of Chemistry Faculty Who Use Clickers (2012) J. Chem. Educ., 89, pp. 465-469; Shea, K.M., Beyond Clickers, Next Generation Classroom Response Systems for Organic Chemistry (2016) J. Chem. Educ., 93, pp. 971-974; Sana, F., Weston, T., Cepeda, N.J., Laptop Multitasking Hinders Classroom Learning for Both Users and Nearby Peers. Comput (2013) Educ, 62, pp. 24-31; Ragan, E.D., Jennings, S.R., Massey, J.D., Doolittle, P.E., Unregulated Use of Laptops Over Time in Large Lecture Classes. Comput (2014) Educ, 78, pp. 78-86; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE - Life Sci. Educ, 6, pp. 9-20; Draper, S.W., Brown, M.I., Increasing Interactivity in Lectures Using an Electronic Voting System (2004) J. Comput. Assist. Learn, 20, pp. 81-94; Crouch, C.H., Mazur, E., Peer Instruction: Ten Years of Experience and Results (2001) Am. J. Phys., 69 (9), pp. 970-977; Mazur, E., Peer Instruction: Getting Students to Think in Class (1996) AIP Conf. Proc., 399, pp. 981-988; Mazur, E., Farewell, Lecture? (2009) Science, 323, pp. 50-51; Lasry, N., Watkins, J., Mazur, E., Ibrahim, A., Response Times to Conceptual Questions (2013) Am. J. Phys., 81 (9), pp. 703-706; Miller, K., Lasry, N., Lukoff, B., Schell, J., Mazur, Ed., Conceptual Question Response Times in Peer Instruction Classrooms (2014) Phys. Res. ST Phys. Educ. Res., 10, p. 020113; Flynn, A.B., Developing Problem-Solving Skills Through Retrosynthetic Analysis and Clickers in Organic Chemistry (2011) J. Chem. Educ., 88, pp. 1496-1500; King, D.B., Using Clickers To Identify the Muddiest Points in Large Chemistry Classes (2011) J. Chem. Educ., 88, pp. 1485-1488; Vital, F., Creating a Positive Learning Environment with the Use of Clickers in a High School Chemistry Classroom (2012) J. Chem. Educ., 89, pp. 470-473; Gibbons, R.E., Laga, E.E., Leon, J., Villafane, S.M., Stains, M., Murphy, K., Raker, J.R., Chasm Crossed? Clicker Use in Postsecondary Chemistry Education (2017) J. Chem. Educ., 94, pp. 549-557; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing Effective Questions for Classroom Response System Teaching (2006) Am. J. Phys., 74 (1), pp. 31-38; Bojinova, E., Oigara, J., Teaching and Learning with Clickers in Higher Education (2013) Int. J. Teach. Learn. High. Educ, 25 (2), pp. 154-165; Lasry, N., Mazur, E., Watkins, J., Peer Instruction: From Harvard to the Two-Year College (2008) Am. J. Phys., 76 (11), pp. 1066-1069; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., Research-Based Practices for Effective Clicker Use (2007) AIP Conf. Proc., 951, pp. 128-131","Pearson, R.J.; School of Pharmacy, Keele University, Hornbeam BuildingUnited Kingdom; email: r.j.pearson@keele.ac.uk",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,Open Access,Scopus,2-s2.0-85038218553
Funnell P.,56023279100;,Using audience response systems to enhance student engagement and learning in information literacy teaching,2017,Journal of Information Literacy,11,2,,28,50,,1.0,10.11645/18.11.2238,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053079544&doi=10.11645%2f18.11.2238&partnerID=40&md5=86205440615824d69329c2beeb71fd19,"Faculty Liaison Librarian, Medicine and Dentistry, Queen Mary University of London, United Kingdom","Funnell, P., Faculty Liaison Librarian, Medicine and Dentistry, Queen Mary University of London, United Kingdom","One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools. One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools. © 2018, CILIP Information Literacy Group. All rights reserved.",Active learning; Audience response systems; Clickers; Higher education; Information,,,,,,,,,,,,"(2017) Inclusive Teaching Strategies, , https://www.ahead.ie/inclusiveteaching, Accessed: 15 February 2017; Bell, S.J., Stop IAKT syndrome with student live search demos (2007) Reference Services Review, 35 (1), pp. 98-108. , http://dx.doi.org/10.1108/00907320710729391; Boss, K., Angell, K., Tewell, E., The Amazing Library Race: Tracking student engagement and learning comprehension in library orientations (2015) Journal of Information Literacy, 9 (1), pp. 4-14. , http://dx.doi.org/10.11645/9.1.1885; Buitendijk, S., (2017) Lectures: As Archaic As Bloodletting in an Era of Modern Medicine, , https://www.timeshighereducation.com/blog/lectures-archaic-bloodletting-era-modern-medicine, [Accessed: 22 March 2017]; Burgoyne, M.B., Chuppa-Cornell, K., Beyond embedded: Creating an online-learning community integrating information literacy and composition courses (2015) Journal of Academic Librarianship, 41 (4), pp. 416-421. , http://dx.doi.org/10.1016/j.acalib.2015.05.005; Burnett, S., Collins, S., Ask the audience! Using a Personal Response System to enhance information literacy and induction sessions at Kingston University (2007) Journal of Information Literacy, 1 (2), pp. 1-3. , http://dx.doi.org/10.11645/1.2.15; Clairoux, N., Desbiens, S., Clar, M., Dupont, P., St‐Jean, M., Integrating information literacy in health sciences curricula: A case study from Québec (2013) Health Information & Libraries Journal, 30 (3), pp. 201-211. , http://dx.doi.org/10.1111/hir.12025; Davies, S., Mullan, J., Feldman, P., (2017) Rebooting Learning for the Digital Age: What Next for Technology-Enhanced Higher Education?, , http://www.hepi.ac.uk/wp-content/uploads/2017/02/Hepi_Rebooting-learning-for-the-digital-age-Report-93-02_02_17Web.pdf, [Accessed: 19 March 2017]; Deleo, P.A., Eichenholtz, S., Sosin, A.A., Bridging the Information Literacy Gap with Clickers (2009) Journal of Academic Librarianship, 35 (5), pp. 438-444. , https://dx.doi.org/10.1016/j.acalib.2009.06.004; (2017), https://www.elearning.capd.qmul.ac.uk/learning-applications/audience-response-system/, Audience response, Accessed: 19 March 2017; (2017) Audience Voting System Pilot, , https://www.elearning.capd.qmul.ac.uk/learning-applications/audience-response-system/audience-voting-system-pilot/, [Accessed: 22 March 2017]; Erjavec, M., (2010) Use of the Audience Response System (Clickers) for Large Group Teaching, , https://www.bangor.ac.uk/itservices/lt/casestudies/Mihela%20Erjavec.pdf; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24. , http://dx.doi.org/10.1177/1469787413514648; Hegarty, N., Carbery, A., Hurley, T., Learning by doing – Reactivating the Learning Support Programme at WIT Libraries (2009) Journal of Information Literacy, 3 (2). , http://dx.doi.org/10.11645/3.2.227; (2008) Active Learning: Quick Guide, , https://www.heacademy.ac.uk/resource/active-learning-quick-guide, [Accessed: 19 March 2017]; Holderied, A.C., Instructional design for the active: Employing interactive technologies and active learning exercises to enhance library instruction (2011) Journal of Information Literacy, 5 (1), pp. 23-32. , http://dx.doi.org/10.11645/5.1.1519; Hoppenfeld, J., Keeping students engaged with web-based polling in the library instruction session (2012) Library Hi Tech, 30 (2), pp. 235-252. , http://dx.doi.org/10.1108/07378831211239933; Huang, Q., Davison, R.M., Gu, J., Impact of personal and cultural factors on knowledge sharing in China (2008) Asia Pacific Journal of Management, 25 (3), pp. 451-471. , http://dx.doi.org/10.1007/s10490-008-9095-2; Jones, R., Peters, K., Shields, E., Transform your training: Practical approaches to interactive Information Literacy teaching (2007) Journal of Information Literacy, 1 (1), pp. 35-42. , http://dx.doi.org/10.11645/1.1.7; Kavanagh, A., The evolution of an embedded information literacy module: Using student feedback and the research literature to improve student performance (2011) Journal of Information Literacy, 5 (1), pp. 5-22. , http://dx.doi.org/10.11645/5.1.1510; Keogh, P., Wang, Z.H., Clickers in instruction: One campus, multiple perspectives (2010) Library Hi Tech, 28 (1), pp. 8-21. , http://dx.doi.org/10.1108/07378831011026661; Lahlafi, A.E., Rushton, D., Stretton, E., Active and reflective learning initiatives to improve web searching skills of business students (2012) Journal of Information Literacy, 6 (1), pp. 35-49. , http://dx.doi.org/10.11645/6.1.1680; McCartan, K., Peel, D., (2011) Audience Response Systems: Supporting Student Input in Lecture Environments, , https://www.heacademy.ac.uk/knowledge-hub/audience-response-systems-supporting-student-input-lecture-environments, [Accessed: 19 March 2017]; Moore, C., Black, J., Glackin, B., Ruppel, M., Watson, E., Integrating information literacy, the POGIL Method, and iPads into a foundational studies program (2015) Journal of Academic Librarianship, 41 (2), pp. 155-169. , http://dx.doi.org/10.1016/j.acalib.2014.12.006; Mullins, K., Good IDEA: Instructional design model for integrating information literacy (2014) Journal of Academic Librarianship, 40 (3-4), pp. 339-349. , http://dx.doi.org/10.1016/j.acalib.2014.04.012; Nicol, D.J., Macfarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218. , http://dx.doi.org/10.1080/03075070600572090; Pettit, R.K., McCoy, L., Kinney, M., Schwartz, F.N., Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology (2015) Bmc Medical Education, 15. , http://dx.doi.org/10.1186/s12909-015-0373-7; Rae, S., Hunn, M., Assessing the impact of embedding online academic and information literacy resources into a first year business course (2015) Evidence Based Library and Information Practice, 10 (4), pp. 95-111. , http://dx.doi.org/10.18438/B80C76; Ross, A., Furno, C., Active learning in the library instruction environment: An exploratory study (2011) Portal-Libraries and the Academy, 11 (4), pp. 953-970. , http://dx.doi.org/10.1353/pla.2011.0039; Verlander, P., Scutt, C., Teaching information skills to large groups with limited time and resources (2009) Journal of Information Literacy, 3 (1), pp. 31-42. , http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V3-I1-2009-3; Waldock, J., (2013) Using a Classroom Response System to Transform Student Engagement, , https://www.heacademy.ac.uk/resource/using-classroom-response-system-transform-student-engagement, Paper presented at the HEA Annual Conference, Warwick, [Accessed: 4 April 2017]; Walker, B.E., Finley, P., Macmillan, M., Skarl, S., This is jeopardy! An exciting approach to learning in library instruction (2013) Reference Services Review, 36 (4), pp. 381-388. , http://dx.doi.org/10.1108/00907320810920351; Walker, K.W., Pearce, M., Student engagement in one-shot library instruction (2014) Journal of Academic Librarianship, 40 (3-4), pp. 281-290. , http://dx.doi.org/10.1016/j.acalib.2014.04.004; Wiley, C., (2015) Innovative Pedgagogies Series: Using Electronic Voting Systems in the Arts and Humanities, , https://www.heacademy.ac.uk/system/files/dr_chris_wiley_final.pdf, [Accessed: 4 April 2017]","Funnell, P.; Faculty Liaison Librarian, Medicine and Dentistry, Queen Mary University of LondonUnited Kingdom; email: p.a.funnell@qmul.ac.uk",,,CILIP Information Literacy Group,,,,,17505968,,,,English,J. Inf. Lit.,Article,Final,,Scopus,2-s2.0-85053079544
Mormah F.O.,57204890272;,Percepton of academic administrators on strategies for promoting positive information and communication technology (Ict) compliant school climate in Nigeria,2017,Turkish Online Journal of Educational Technology,2017,December Special Issue ITEC,,582,586,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057642015&partnerID=40&md5=3c3ef0e98f5bb7819bfb843498a0abd5,"Dept of Educational Foundation and Administration, College Of Education, Agbor, Delta State, Nigeria","Mormah, F.O., Dept of Educational Foundation and Administration, College Of Education, Agbor, Delta State, Nigeria","Information and Communication Technology (ICT) is a useful tool to find, explore, analyze, exchange and present information. It can be employed to rapidly access ideas and experiences from a wide range of people, communities and culture. It builds, promotes and strengthens positive organizational climate. Electronic media is playing an important role in transmitting communications. Telephones, handsets and media systems such as television, voice activated computers, multimedia software, fax machine and a host of other electronic devices are used to create more effective communication which in turn promote positive school climate and reduce or completely eliminate organizational conflicts. This study is guided by two research questions. A descriptive survey design was employed in the study. It sought to study the perception of both male and female lecturers on strategies that promote the use of ICT in Colleges of Education in Anambra State. A stratified random sampling technique was adapted for selecting the Heads of Department, Deans and Directors of programmes. The sample consists of twenty six respondents. The instrument used for data collection was a questionnaire titled Strategies for Enhancing Information and Communication (ICT) use in Anambra State College of Education (SEIQ). The instrument is a 7 - item Likert-type instrument scored on a 4-point scale. The internal consistency reliability of the instrument using Cronbach Alpha was established at 0.93. Data collected was analyzed using mean score and standard deviation for answering the research questions. A score of 2.50 and above was taken to mean that the respondents is in agreement with the option while a mean of 2.49 and below showed disagreement to the items of the instrument. T-Test statistic was used at 0.05 level of significance to test the hypothesis. The results of the study showed that improved power supply, training/retraining of staff and ICT resources made available with mean of 3.6154;3.3077 and 3.2692 are factors promoting positive ICT school climate and the rate of diffusion of ICT innovation in the colleges of education in south east and the reasons for that. © The Turkish Online Journal of Educational Technology.",Positive school climate; Strategies and information communication and technology,,,,,,,,,,,,"Abraham, N.M., (2003) Educational Administration in Nigeria, , Pam Unique Publishing Company Ltd. Nigeria, Port Harcourt; Akaegwu, B.A., Ntukidem, E.P., Ntukidem, P.J., (2014) Information and Communication Technology (ICT) Facilities’ Utilization for Quality Instructional Service Delivery among University Lecturers in Nigeria, , http:/www.google.com, Retrieved March 11, 2014 from; Cox, M., Preston, C., Cox, K., (1999) What Motivates Teachers to Use ICT?, , www.leads.ac.uk/educol/documents/00001329.htm, Retrieved, June 6, 2014 from; Enaohwo, J.O., (2000) Economics of Education and the Planning Challenge, , New Delhi: Anmol Publications; Mormah, F.O., Management and Maintenance of Physical facilities for success in tertiary institutions (2009) Journal of the Conference of Registrars of Colleges of Education in Nigeria, 2 (1), pp. 82-89; Mormah, F.O., Application of ICT in E-Administration in Tertiary institutions: Prospects and challenges (2010) Nigerian Journal of Research and Production, 16 (2), pp. 149-153; Sapru, (2009) Administrative Theories and Management thought 2 nd edition, , New Delhi-110001 Port Harcourt Private Ltd","Mormah, F.O.; Dept of Educational Foundation and Administration, College Of EducationNigeria; email: morfely2000@yahoo.com",,,Sakarya University,,,,,21467242,,,,English,Turk. Onl. J. Edu. Tech.,Article,Final,,Scopus,2-s2.0-85057642015
"Alamelu R., Amudha R., Nalini R., Badrinath V., Sruthi R.",56313512400;55047572200;55485575600;55165076400;57195957437;,Digital doctor- A new era in healthcare,2017,Research Journal of Pharmacy and Technology,10,12,,4172,4174,,,10.5958/0974-360X.2017.00760.0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042869979&doi=10.5958%2f0974-360X.2017.00760.0&partnerID=40&md5=b0318f19a79cbe54166c4e8e810fd221,"School of Management, SASTRA University, India; School of Management, SASTRA University, India","Alamelu, R., School of Management, SASTRA University, India; Amudha, R., School of Management, SASTRA University, India; Nalini, R., School of Management, SASTRA University, India; Badrinath, V., School of Management, SASTRA University, India; Sruthi, R., School of Management, SASTRA University, India","Introduction: The Indian healthcare system is under demands due to the massive health services provided to voluminous a patient which is inaccessible sometimes. Recently the new healthcare start-ups started offering concierge medical services connecting doctors, device suppliers, pharmacies, diagnostic labs etc. Materials and methods: The present study uses a case approach to discuss the various issues related to digitalising the doctor’s service in Indian context. Results and Discussion: As per the recent study, currently 930 million cell phone users, 360 million internet users, along with new smart phone users in next five years, India is having the incredible market for digital apps and other medical devices specifically in healthcare. Conclusion: Thus, the robust growth of digital health care system in India has routed a new avadar of digital doctors reachable by a simple click or touch. As the digital -rendezvous era has embark on a new linkage connecting sales reps, medical liaisons, patients and pharma companies via handsets, apps and social media sites, it also develop patient portals and discussion forum among physicians to discuss common issues related to diseases. © RJPT All right reserved.",Digital doctor; Healthcare; Pharmaceutical companies,Article; consultation; drug manufacture; education; general health status assessment; health care personnel; health care policy; health care system; health program; health service; human; India; knowledge; medical information system; medical profession; medical service; outcome assessment; patient compliance; physician; research; technology,,,,,,,,,,,https://www.ibef.org/Industry/Healthcare; http://timesofindia.indiatimes.com/india/Most-doctors-now-prefer-digital-interaction/article; https://yourstory.com/2016/02/digital-healthcare-startups; http://www.livemint.com/Industry/ldPY9p1TxgPxIMw1BHUr9O/Doctors-and-digital-devices-India-bridging-the-gap.html; http:/www.mckinsey.com/industries/pharmaceuticals-and-medical-products/our-insights/the-road-to-digital-success-in-pharma,"Alamelu, R.; School of Management, SASTRA UniversityIndia; email: alamelu@mba.sastra.edu",,,Research Journal of Pharmacy and Technology,,,,,09743618,,,,English,Res. J. Pharm. Technol.,Article,Final,,Scopus,2-s2.0-85042869979
Hung H.-T.,36600567600;,Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning,2017,Interactive Learning Environments,25,8,,983,995,,13.0,10.1080/10494820.2016.1240090,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84991030112&doi=10.1080%2f10494820.2016.1240090&partnerID=40&md5=6842f5fdd11119b7b3e47130de8e763f,"National Kaohsiung First University of Science and Technology, Kaohsiung, Taiwan","Hung, H.-T., National Kaohsiung First University of Science and Technology, Kaohsiung, Taiwan","Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics in the spirit of question-and-answer competitions. A series of flipped learning lessons were created for the study, with clickers integrated into question-and-answer activities associated with each of the lessons as formative assessments to assist students in the learning of English as a foreign language. In this quasi-experimental research, the data were gathered using a summative assessment, a perception survey, and individual interviews. The collected data were then analyzed to compare the students’ flipped learning experiences, with or without clicker use. The results indicated that the gamified use of clickers had positive influences on student learning, with regard to their performance, perceptions, and preferences. This study thus suggests that the emerging generation of clicker technology allows for a cost-effective BYOD integration model in flipped classrooms, through which it is possible to seamlessly bridge pre-class and in-class activities and to effectively promote student learning. © 2016 Informa UK Limited, trading as Taylor & Francis Group.",Bring your own device; clickers; English language teaching; flipped classrooms; gamification,,,,,,"Ministry of Science and Technology, Taiwan, MOST: MOST-105-2511-S-327-002-MY2",This research was sponsored by the Ministry of Science and Technology in Taiwan under the contract number MOST-105-2511-S-327-002-MY2.,,,,,"Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience response systems in higher education, pp. 1-25. , Banks D.A., (ed), Hershey, PA: Information Science,. In, (Ed; Agbatogun, A.O., Developing learners’ second language communicative competence through active learning: Clickers or communicative approach? (2014) Educational Technology & Society, 17 (2), pp. 257-269; Ally, M., Mobile learning: From research to practice to impact education (2013) Learning and Teaching in Higher Education: Gulf Perspectives, 10 (2), pp. 1-10; Ash, K., Educators view “flipped” model with a more critical eye (2012) Education Week, 32 (2), pp. S6-S7; Attali, Y., Arieli-Attali, M., Gamification in assessment: Do points affect test performance? (2015) Computers & Education, 83, pp. 57-63; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162; Beekes, W., The “millionaire” method for encouraging participation (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Bergmann, J., Sams, A., (2012) Flip your classroom: Reach every student in every class every day, , Eugene, OR: International Society for Technology in Education; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; (2013) The impact of BYOD in education: White papers., , https://www.bradfordnetworks.com/resources/the-impact-of-byod-in-education/, Retrieved from; Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments, , San Francisco, CA: Wiley; Cardoso, W., Learning a foreign language with a learner response system: The students’ perspective (2011) Computer Assisted Language Learning, 24 (5), pp. 393-417; Chen Hsieh, J.S., Wu, W.C.V., Marek, M.W., Using the flipped classroom to enhance EFL learning Computer Assisted Language Learning, , in press; Chien, Y.T., Chang, Y.H., Chang, C.Y., Do we click in the right way? A meta-analytic review of clicker-integrated instruction (2016) Educational Research Review, 17, pp. 1-18; Cubric, M., Jefferies, A., The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups (2015) Computers & Education, 87, pp. 98-111; Cutrim Schmid, E., Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom (2008) Computers & Education, 50 (1), pp. 338-356; da Rocha Seixas, L., Gomes, A.S., de Melo Filho, I.J., Effectiveness of gamification in the engagement of students (2016) Computers in Human Behavior, 58, pp. 48-63; Dicheva, D., Dichev, C., Agre, G., Angelova, G., Gamification in education: A systematic mapping study (2015) Educational Technology & Society, 18 (3), pp. 75-88; Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., Martínez-Herráiz, J., Gamifying learning experiences: Practical implications and outcomes (2013) Computers & Education, 63, pp. 380-392; Garrison, D.R., Vaughan, N.D., (2008) Blended learning in higher education: Framework, principles, and guidelines, , San Francisco, CA: Wiley; Han, J.H., Closing the missing links and opening the relationships among the factors: A literature review on the use of clicker technology using the 3P model (2014) Educational Technology & Society, 17 (4), pp. 150-168; Hancock, T.M., Use of audience response systems for summative assessment in large classes (2010) Australasian Journal of Educational Technology, 26 (2), pp. 226-237; Hayes, B., Kotwica, K., (2013) Bring your own device (BYOD) to work: Trend report, , Oxford: Elsevier; Hew, K.F., Huang, B., Chu, K.W.S., Chiu, D.K., Engaging Asian students through game mechanics: Findings from two experiment studies (2016) Computers & Education, 92-93, pp. 221-236; Holland, L., Schwartz-Shea, P., Yim, J.M.J., Adapting clicker technology to diversity courses: New research insights (2013) Journal of Political Science Education, 9 (3), pp. 273-291; Hung, H.T., Flipping the classroom for English language learners to foster active learning (2015) Computer Assisted Language Learning, 28 (1), pp. 81-96; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119; Hwang, G.J., Lai, C.L., Wang, S.Y., Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies (2015) Journal of Computers in Education, 2 (4), pp. 449-473; Johnson, L., Adams Becker, S., Estrada, V., Freeman, A., (2015) NMC horizon report: 2015 higher education edition, , Austin, TX: The New Media Consortium; Kapp, K., (2012) The gamification of learning and instruction: Game-based methods and strategies for training and education, , San Francisco, CA: Pfeiffer; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kenwright, K., Clickers in the classroom (2009) TechTrends, 53 (1), pp. 74-77; Kim, M.K., Kim, S.M., Khera, O., Getman, J., The experience of three flipped classrooms in an urban university: An exploration of design principles (2014) The Internet and Higher Education, 22, pp. 37-50; Kukulska-Hulme, A., Will mobile learning change language learning? (2009) ReCALL, 21 (2), pp. 157-165; Lai, C.L., Hwang, G.J., A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course (2016) Computers & Education, 100, pp. 126-140; Landers, R.N., Bauer, K.N., Callan, R.C., Gamification of task performance with leaderboards: a goal setting experiment Computers in Human Behavior, , In press; Lantz, M.E., The use of “Clickers” in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Laxman, K., A study on the adoption of clickers in higher education (2011) Australasian Journal of Educational Technology, 27 (8), pp. 1291-1303; Lee, J.J., Hammer, J., Gamification in education: What, how, why bother? (2011) Academic Exchange Quarterly, 15 (2), pp. 146-151; Ludvigsen, K., Krumsvik, R., Furnes, B., Creating formative feedback spaces in large lectures (2015) Computers & Education, 88, pp. 48-63; MacGeorge, E.L., Homan, S.R., Dunning Jr, J.B., Elmore, D., Bodie, G.D., Evans, E., Geddes, B., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; Marlow, S.L., Salas, E., Landon, L.B., Presnell, B., Eliciting teamwork with game attributes: A systematic review and research agenda (2016) Computers in Human Behavior, 55, pp. 413-423; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 30 (2), pp. 71-74; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Mu, H., Paparas, D., Incorporating the advantages of clickers and mobile devices to teach economics to non-economists (2015) Journal of Finance and Economics, 3 (1), pp. 1-14; O’Flaherty, J., Phillips, C., The use of flipped classrooms in higher education: A scoping review (2015) The Internet and Higher Education, 25, pp. 85-95; Oigara, J., Keengwe, J., Students’ perceptions of clickers as an instructional tool to promote active learning (2013) Education and Information Technologies, 18 (1), pp. 15-28; Pachler, N., Bachmair, B., Cook, J., (2009) Mobile learning: Structures, agency, practices, , New York, NY: Springer; Poole, D., The impact of anonymous and assigned use of student response systems on student achievement (2012) Journal of Interactive Learning Research, 23 (2), pp. 101-112; Sevian, H., Robinson, W.E., Clickers promote learning in all kinds of classes: Small and large, graduate and undergraduate, lecture and lab (2011) Journal of College Science Teaching, 40 (3), pp. 14-18; Smith, M.K., Trujillo, C., Su, T.T., The benefits of using clickers in small-enrollment seminar-style biology courses (2011) CBE-Life Sciences Education, 10 (1), pp. 14-17; Stowell, J.R., Use of clickers vs. mobile devices for classroom polling (2015) Computers & Education, 82, pp. 329-334; Strayer, J.F., How learning in an inverted classroom influences cooperation, innovation and task orientation (2012) Learning Environments Research, 15 (2), pp. 171-193; Sun, J.C.Y., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computers & Education, 72, pp. 80-89; Sykes, J., Reinhardt, J., (2012) Language at play: Digital games in second and foreign language teaching and learning, , New York, NY: Pearson-Prentice Hall; Termos, M.H., The effects of the classroom performance system on student participation, attendance, and achievement (2013) International Journal of Teaching and Learning in Higher Education, 25 (1), pp. 66-78; Traxler, J., Kukulska-Hulme, A., (2015) Mobile learning: The next generation, , New York, NY: Routledge, &, (Eds; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227; Wanner, T., Palmer, E., Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course (2015) Computers & Education, 88, pp. 354-369; Werbach, K., Hunter, D., (2012) For the win: How game thinking can revolutionize your business, , Philadelphia, PA: Wharton Digital Press; White, P.J., Delaney, D.G., Syncox, D., Akerberg, O.A., Alters, B., Clicker implementation models (2011) Educause Quarterly, 34 (4), pp. 1-4; Zack, L., Fuselier, J., Graham-Squire, A., Lamb, R., O’Hara, K., Flipping freshman mathematics (2015) PRIMUS, 25 (9-10), pp. 803-813; Zichermann, G., Cunningham, C., (2011) Gamification by design: Implementing game mechanics in web and mobile apps., , Sebastopol, CA: O’Reilly Media","Hung, H.-T.; National Kaohsiung First University of Science and Technology, 1, University Road, Yanchao District, Taiwan; email: hhung@nkfust.edu.tw",,,Routledge,,,,,10494820,,,,English,Interact. Learn. Environ.,Article,Final,,Scopus,2-s2.0-84991030112
"Hourigan M., Leavy A.M.",16401657700;6602465310;,Rate your course! Student teachers’ perceptions of a primary pre-service mathematics education programme,2017,Journal of Curriculum Studies,49,6,,802,829,,4.0,10.1080/00220272.2017.1284266,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011282406&doi=10.1080%2f00220272.2017.1284266&partnerID=40&md5=340558ecd93d9f2fc9aecafcb5499d53,"Mary Immaculate College–University of Limerick, Limerick, Ireland","Hourigan, M., Mary Immaculate College–University of Limerick, Limerick, Ireland; Leavy, A.M., Mary Immaculate College–University of Limerick, Limerick, Ireland","Although research suggests that many pre-service mathematics education programmes are weak interventions having a negligible effect on student teachers’ knowledge, beliefs and attitudes, there is consensus that programmes that model and engage student teachers in reform teaching and learning approaches have the potential to effect positive change in attitudes and knowledge of mathematics. This paper focuses on the perceptions of 345 student teachers regarding their mathematics education programme. The authors consider that in order to further our understanding of the characteristics of an effective pre-service mathematics education programme, the opinions of participating student teachers are fundamental. Participants reported improved mathematical subject matter knowledge and pedagogical content knowledge in addition to greater confidence and decreased anxiety towards mathematics. Programme features such as small group tutorials and interactive engagement were identified as impacting this positive change. © 2017 Informa UK Limited, trading as Taylor & Francis Group.",curriculum development; Initial teacher education (ITE); mathematics education; student teacher perspectives; teacher knowledge,,,,,,,,,,,,"Ball, D.L., Prospective elementary and secondary teachers’ understanding of division (1990) Journal for Research in Mathematics Education, 21, pp. 132-144; Ball, D.L., Bass, H., Boerst, T., Lewis, J., Sleep, L., Suzaka, K., Thames, K., (2007) Learning mathematics knowledge for teaching: Opportunities grounded in practice, , http://www-personal.umich.edu/~dball/presentations/021305_CSUN_workshop.pdf, Presentation given at the National Council of Teachers in Mathematics, Research Pre-session, Atlanta, Georgia, &, March 20) Retrieved February 8, 2015, from; Ball, D.L., Bass, H., Hill, H.C., Sleep, L., Phelps, G., Thames, K., (2006) Knowing and using mathematics in teaching, , http://www-personal.umich.edu/~dball/presentations/013106_NSF_MSP.pdf, Presentation at the Learning Network Conference Teacher Quality, Quantity, and Diversity, Washington, DC, &, January 30–31) Retrieved June 4, 2015, from; Ball, D.L., Hill, H.C., Bass, H., Knowing mathematics for teaching—Who knows mathematics well enough to teach third grade, and how can we decide? 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"Van Daele T., Frijns C., Lievens J.",54879486300;57191875372;56769420100;,How do students and lecturers experience the interactive use of handheld technology in large enrolment courses?,2017,British Journal of Educational Technology,48,6,,1318,1329,,3.0,10.1111/bjet.12500,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994472182&doi=10.1111%2fbjet.12500&partnerID=40&md5=5d38d8a6a2b3aaef26c5e3ddced1178b,"Thomas More University College, Antwerp, Belgium; KU Leuven – University of Leuven, Centre for Language and Education, Belgium; KU Leuven – University of Leuven, Faculty of Engineering Technology & Department of Audiovisual Arts, LUCA School of Arts, Belgium","Van Daele, T., Thomas More University College, Antwerp, Belgium; Frijns, C., KU Leuven – University of Leuven, Centre for Language and Education, Belgium; Lievens, J., KU Leuven – University of Leuven, Faculty of Engineering Technology & Department of Audiovisual Arts, LUCA School of Arts, Belgium","Although constructivist theories have shown learning is accelerated by involvement and meaningful lecturer–student and student–student interaction, these ingredients are mostly absent from large attendance lectures. A number of studies have already focused on more active ways of learning in large lecture classrooms, most often by using student response systems or “clickers”. This field study wishes to extend the current knowledge base by providing an overview of how students and lecturers experience technology in large enrolment courses. An intervention introducing meaningful use of mobile technology in large attendance lectures was therefore set-up and different aspects were evaluated: interaction and involvement, pleasantness and need for future implementation of an intervention. Participants were 185 bachelor students of Applied Psychology and three lecturers. A mixed method design was used, combining an online questionnaire consisting of multiple choice questions using a 5-point Likert response scale and open ended questions, with focus group interviews. Focus groups with both students and lecturers provided additional data. Results showed that students experience increased involvement and interaction, that they found the didactical use pleasant and that they were convinced of the need for future use of mobile technology in daily education practice. Focus group interviews with students confirmed these findings under the condition that the used technology was integrated functionally in the lecture. The involved lecturers reported on positive effects and showed themselves to be favorable toward using handheld, mobile technology in large attendance lectures to boost interaction and involvement, even though they admitted to feeling unease about surrendering a level of control over the pedagogic setting. © 2016 British Educational Research Association",,Education; Engineering education; Knowledge based systems; Surveys; Teaching; Telecommunication equipment; Bachelor students; Education practices; Handheld technologies; Multiple choice questions; Online questionnaire; Open-ended questions; Student-response system; Student-student interaction; Students,,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE-Life Sciences Education, 6, pp. 9-20; Carter, B., Sealey, A., Language, structure and agency: what can realist social theory offer to sociolinguistics? (2000) Journal of Sociolinguistics, 4, pp. 3-20; Christopher, D.A., Interactive large classes: the dynamics of teacher/student interaction (2003) Journal of Business & Economics Research, 1, pp. 81-98; Cope, B., Kalantzis, M., Towards a new learning: the scholar social knowledge workspace, in theory and practice (2013) E-Learning and Digital Media, 10, pp. 332-356; Geski, J., Overcoming the drawbacks of the large lecture class (1992) College Teaching, 40, pp. 151-155; González-Lloret, M., Ortega, L., (2014) Technology-mediated TBLT. Researching technology and tasks, , #x0026;, Amsterdam, The Netherlands, Benjamins; Heine, S.J., Proulx, T., Vohs, K.D., Meaning maintenance model: on the coherence of social motivations (2006) Personality and Social Psychology Review, 10, pp. 88-110; Johnson, L., Adams, S., Cummins, M., (2012) The NMC horizon report: 2012 higher education edition, , #x0026;, Austin, TX, The New Media Consortium; Klein, K., Kientz, M., A model for successful use of student response systems (2013) Nursing Education perspectives, 34, pp. 334-338; Layder, D., (1997) Modern social theory: key debates and new directions, , London, UCL Press; Mayer, R.E., Stull, A., De Leeuw, K., Almeroth, K., Bimber, B., Chun, D., Clickers in college classrooms: fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; Mayer, R.E., (2008) Learning and instruction, , New York, Pearson Merrill Prentice Hall; Mentimeter, A.B., (2016), http://www.mentimeter.com, July 23). Mentimeter [computer software]. Retrieved from; Neuendorf, K.A., (2002) The content analysis guidebook, , Thousand Oaks, Sage; Samson, P.J., Deliberate engagement of laptops in large lecture classes to improve attentiveness and engagement (2010) Computers in Education, 2, pp. 1-19; Sizer, T., (2004) Horace's compromise: the dilemma for the American high school, , Boston, MA, Oughton Miflin Company; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40","Van Daele, T.; Thomas More University CollegeBelgium; email: Tom.VanDaele@thomasmore.be",,,Blackwell Publishing Ltd,,,,,00071013,,BJETD,,English,Br J Educ Technol,Article,Final,,Scopus,2-s2.0-84994472182
"Pfaller-Sadovsky N., Medina L.G., Hurtado-Parrado C.",57196747042;57196478108;15839792900;,It is mine! Using clicker training as a treatment of object guarding in 4 companion dogs (Canis lupus familiaris),2017,Journal of Veterinary Behavior: Clinical Applications and Research,22,,,57,65,,2.0,10.1016/j.jveb.2017.08.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85033682498&doi=10.1016%2fj.jveb.2017.08.002&partnerID=40&md5=7522e9f96e94f83d81e4916a3b5a479e,"School of Social Sciences, Education and Social Work, Queen's University Belfast, Belfast, Northern Ireland, United Kingdom; Fundación Universitaria Konrad Lorenz, Animal Behavior LaboratoryBogotá, Colombia","Pfaller-Sadovsky, N., School of Social Sciences, Education and Social Work, Queen's University Belfast, Belfast, Northern Ireland, United Kingdom; Medina, L.G., Fundación Universitaria Konrad Lorenz, Animal Behavior LaboratoryBogotá, Colombia; Hurtado-Parrado, C., Fundación Universitaria Konrad Lorenz, Animal Behavior LaboratoryBogotá, Colombia","Aggressive behaviors in companion dogs are a serious problem to owners, which often result in important physical and emotional damage on the victims. Aggressive incidents frequently happen during human-dog interactions (i.e., reaching toward the dog or petting it) while the dog is engaging with a preferred item (e.g., a toy, sock, or shoe). The present study investigated whether a clicker-training approach, backward chaining, could decrease the frequency of category II (e.g., ears flattened and/or hovering over the object) and category III (e.g., staring and/or stiffening up) behaviors by establishing an alternative target response of releasing preferred item on cue. Four dogs were exposed to the intervention using a nonconcurrent multiple-baseline single-case experimental design. Each dog experienced a total of 14 conditions, including baseline conditions (i.e., rates of preferred item release on request before any training), treatment conditions (i.e., different steps of the backward chaining procedure, such as release or place, sit), and probe conditions (i.e., same procedure as baseline but conducted after varying steps during treatment condition). Success rates of the target response more than doubled in all dogs after implementation of the backward-chaining procedure, ranging from 2% to 85%. Rates for category II responses showed an important reduction in 3 of the 4 dogs ranging from 39% to 55%. In the case of category III aggressive responses, there was a reduction in frequency relative to baseline rates ranging from 58% to 69% across all dogs. During follow-up probes conducted 3 months after the intervention ended, average rates of category II behaviors decreased by 23% for the dog in human-dog dyad 1 and 35% for the dog in dyad 2, whereas rates of category III responses reverted back to baseline levels in dogs in dyads 01 (D01) and 02 (D02). Success rates during follow-up probes more than doubled for dog D01 from 2% to 45% and reverted to baseline levels for D02. Overall, the present study showed that backward chaining is an effective procedure to teach dogs to release a highly preferred item on cue and importantly reduce category II and III behaviors, at least short term. Considering the scarcity of studies on the effectiveness of backward chaining in aggression-related behaviors, further research could extend these promising findings, including determining whether ongoing maintenance training would extend this effect, and addressing the present study's limitations (e.g., using a refined categorization of aggressive responses). © 2017 Elsevier Inc.",aggression; backward chaining; clicker training; companion dogs; object guarding,,,,,,,,,,,,"Alberto, P.A., Troutman, A.C., Applied Behavior Analysis for Teachers (2013), 9th ed. Pearson Education, Inc. Old Tappan, NJ; A community approach to dog bite prevention (2001) J. Am. Vet. Med. 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Sci., 93, pp. 295-308","Pfaller-Sadovsky, N.; School of Social Sciences, Education and Social Work, Queen's University Belfast, Neunkirchnerstrasse 120, Austria; email: npfaller01@qub.ac.uk",,,Elsevier USA,,,,,15587878,,,,English,J. Vet. Behav.: Clin. Appl. Res.,Article,Final,,Scopus,2-s2.0-85033682498
"Laughlin L., Zhang C., Beach M.A., Morris K.A., Haine J.L.",56381132700;56808366300;7102568206;56228246300;57194929206;,Electrical Balance Duplexer Field Trials in High-Speed Rail Scenarios,2017,IEEE Transactions on Antennas and Propagation,65,11, 8024031,6068,6075,,2.0,10.1109/TAP.2017.2748224,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029143198&doi=10.1109%2fTAP.2017.2748224&partnerID=40&md5=6c6ce99d4eabfb8ac85e0f38c39c5c0d,"Department of Electrical and Electronic Engineering, University of Bristol, Bristol, BS8 1UB, United Kingdom","Laughlin, L., Department of Electrical and Electronic Engineering, University of Bristol, Bristol, BS8 1UB, United Kingdom; Zhang, C., Department of Electrical and Electronic Engineering, University of Bristol, Bristol, BS8 1UB, United Kingdom; Beach, M.A., Department of Electrical and Electronic Engineering, University of Bristol, Bristol, BS8 1UB, United Kingdom; Morris, K.A., Department of Electrical and Electronic Engineering, University of Bristol, Bristol, BS8 1UB, United Kingdom; Haine, J.L., Department of Electrical and Electronic Engineering, University of Bristol, Bristol, BS8 1UB, United Kingdom","Electrical balance duplexers (EBDs) present a potential alternative to the fixed-frequency duplexing filters used for frequency division duplexing in cellular handset radio frequency front ends. However, the transmit-to-receive (Tx-Rx) isolation can be affected by interaction between the antenna and the environment, and therefore, the EBDs balancing impedance must adaptively track time-domain antenna impedance variation. A rail scenario presents a potentially demanding use case for an EBD, as fast moving trains in the vicinity of the antenna may cause dynamically changing reflections, which can be received as self-interference. In this paper, measured dynamic antenna reflection coefficients at 745 and 1900 MHz from train mounted antennas are included in the EBD circuit simulations in order to investigate the resulting variation in Tx-Rx isolation, and determine requirements for balancing impedance adaptation. This paper also presents the results from rail-based field trials of a hardware prototype EBD, which implements real-time antenna impedance tracking. Results show that the rail scenario does result in variation in Tx-Rx isolation, but that rebalancing the EBD at the intervals of 5 ms was sufficient to maintain >50 dB isolation for ∼95% of the time. © 2017 IEEE.",5G enabling technologies; duplexers; electrical balance duplexer (EBD); self-interference (SI) cancellation,Antennas; Circuit simulation; Electric impedance; Railroad transportation; Rails; Telephone sets; Adaptive arrays; Antenna measurement; Duplexers; Enabling technologies; Frequency measurements; Self-interferences; Smart antennas,,,,,Engineering and Physical Sciences Research Council: EP/K503824/1,"Manuscript received January 4, 2017; revised June 21, 2017; accepted August 10, 2017. Date of publication September 1, 2017; date of current version October 27, 2017. This work was supported in part by the U.K. Engineering and Physical Sciences Research Council under Grant EP/K503824/1, and in part by u-blox AG. (Corresponding author: Leo Laughlin.) The authors are with the Department of Electrical and Electronic Engineering, University of Bristol, Bristol BS8 1UB, U.K. (e-mail: leo.laughlin@bristol.ac.uk).",,,,,"Aigner, R., Tunable filters? Reality check foreseeable trends in system architecture for tunable RF filters (2015) IEEE Microw. Mag., 16 (7), pp. 82-88. , Aug; Tsutsumi, J., Seth, M., Morris, A.S., III, Staszewski, R.B., Hueber, G., Cost-efficient, high-volume transmission: Advanced transmission design and architecture of next generation RF modems and front-ends (2015) IEEE Microw. Mag., 16 (7), pp. 26-45. , Aug; (2016) Evolved Universal Terrestrial Radio Access (E-UTRA); User Equipment (UE) Radio Transmission and Reception v13.2.0, , document TS 36.101, 3rd Generation Partnership Project, Jan; Abdelhalem, S.H., Gudem, P.S., Larson, L.E., Hybrid transformerbased tunable differential duplexer in a 90-nm CMOS process (2013) IEEE Trans. Microw. Theory Techn., 61 (3), pp. 1316-1326. , Mar; Mikhemar, M., Darabi, H., Abidi, A.A., A multiband RF antenna duplexer on CMOS: Design and performance (2013) IEEE J. Solid-State Circuits, 48 (9), pp. 2067-2077. , Sep; Abdelhalem, S.H., Gudem, P.S., Larson, L.E., Tunable CMOS integrated duplexer with antenna impedance tracking and high isolation in the transmit and receive bands (2014) IEEE Trans. Microw. Theory Techn., 62 (9), pp. 2092-2104. , Sep; Laughlin, L., Beach, M.A., Morris, K.A., Haine, J.L., Optimum single antenna full duplex using hybrid junctions (2014) IEEE J. Sel. Areas Commun., 32 (9), pp. 1653-1661. , Sep; Laughlin, L., Beach, M.A., Morris, K.A., Haine, J., Performance variation in electrical balance duplexers due to user interaction (2014) Proc. IEEE 25th Annu. Int. Symp. Pers. Indoor, Mobile Radio Commun., pp. 318-322. , Washington, DC, USA, Sep; Van Liempd, B., Craninckx, J., Singh, R., Reynaert, P., Malotaux, S., Long, J.R., A dual-notch +27 dBm Tx-power electrical-balance duplexer (2014) Proc. 40th Eur. Solid State Circuits Conf. (ESSCIRC), pp. 463-466. , Sep; Laughlin, L., Beach, M.A., Morris, K.A., Haine, J.L., Electrical balance duplexing for small form factor realization of in-band full duplex (2015) IEEE Commun. Mag., 53 (5), pp. 102-110. , May; Laughlin, L., Beach, M.A., Morris, K.A., Haine, J.L., Electrical balance duplexer adaptation in indoor mobile scenarios (2015) Proc. Eur. Conf. Antennas Propag., pp. 1-5; Laughlin, L., Zhang, C., Beach, M.A., Morris, K.A., Haine, J.L., Dynamic performance of electrical balance duplexing in a vehicular scenario (2016) IEEE Antennas Wireless Propag. Lett., 16, pp. 1855-1858; Manuzzato, E., Tamminen, J., Turunen, M., Korpi, D., Granelli, F., Valkama, M., Digitally-controlled electrical balance duplexer for transmitter-receiver isolation in full-duplex radio (2016) Proc. 22nd Eur. Wireless Conf., pp. 1-8. , http://ieeexplore.ieee.org/document/7499291/, May [Online]; Van Liempd, B., A +70 dBm IIP3 single-ended electrical-balance duplexer in 0.18 μm SOI CMOS (2015) IEEE Int. Solid-State Circuits Conf. (ISSCC) Dig. Tech. Papers, pp. 1-3. , Feb; Vermeulen, T., Van Liempd, B., Hershberg, B., Pollin, S., Realtime RF self-interference cancellation for in-band full duplex (2015) Proc. IEEE Int. Symp. Dyn. Spectr. Access Netw., pp. 275-276. , Sep; Laughlin, L., Zhang, C., Beach, M.A., Morris, K.A., Haine, J.L., Passive and active electrical balance duplexers (2016) IEEE Trans. Circuits Syst. II, Exp. Briefs, 63 (1), pp. 94-98. , Jan; Hershberg, B., Van Liempd, B., Zhang, X., Wambacq, P., Craninckx, J., A dual-frequency 0.7-to-1 GHz balance network for electrical balance duplexers (2016) IEEE Int. Solid-State Circuits Conf. (ISSCC) Dig. Tech. Papers, pp. 356-357. , Jan; Van Liempd, B., A +70-dBm IIP3 electrical-balance duplexer for highly integrated tunable front-ends (2016) IEEE Trans. Microw. Theory Techn., 64 (12), pp. 4274-4286. , Dec; Sabharwal, A., Schniter, P., Guo, D., Bliss, D.W., Rangarajan, S., Wichman, R., In-band full-duplex wireless: Challenges and opportunities (2014) IEEE J. Sel. Areas Commun., 32 (9), pp. 1637-1652. , Sep; Mikhael, M., Van Liempd, B., Craninckx, J., Guindi, R., Debaillie, B., An in-band full-duplex transceiver prototype with an in-system automated tuning for RF self-interference cancellation (2014) Proc. 1st Int. Conf. 5G Ubiquitous Connectivity, pp. 110-115. , Nov; Zhang, C., Laughlin, L., Beach, M.A., Morris, K.A., Haine, J.L., Micro-electromechanical impedance control for electrical balance duplexing (2016) Proc. Eur. Wireless Conf., pp. 1-6. , May","Laughlin, L.; Department of Electrical and Electronic Engineering, University of BristolUnited Kingdom; email: leo.laughlin@bristol.ac.uk",,,Institute of Electrical and Electronics Engineers Inc.,,,,,0018926X,,IETPA,,English,IEEE Trans Antennas Propag,Article,Final,,Scopus,2-s2.0-85029143198
"Kulikovskikh I.M., Prokhorov S.A., Suchkova S.A.",56382469200;6701702753;57194189233;,Promoting collaborative learning through regulation of guessing in clickers,2017,Computers in Human Behavior,75,,,81,91,,6.0,10.1016/j.chb.2017.05.001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019068494&doi=10.1016%2fj.chb.2017.05.001&partnerID=40&md5=fdcbd0e02689d183a99a57a652bab5ed,"Information Systems and Technologies Department, Samara National Research University, 34 Moskovskoe sh., Samara, 443086, Russian Federation; Foreign Languages Department, Samara National Research University, 34 Moskovskoe sh., Samara, 443086, Russian Federation","Kulikovskikh, I.M., Information Systems and Technologies Department, Samara National Research University, 34 Moskovskoe sh., Samara, 443086, Russian Federation; Prokhorov, S.A., Information Systems and Technologies Department, Samara National Research University, 34 Moskovskoe sh., Samara, 443086, Russian Federation; Suchkova, S.A., Foreign Languages Department, Samara National Research University, 34 Moskovskoe sh., Samara, 443086, Russian Federation","Collaborative learning is a promising avenue in education research. Learning from others and with others can foster deeper learning at a multiple-choice assignment, but it is hard to control the level of students' pure guessing. This paper addresses the problem of promoting collaborative learning through regulation of guessing when students use clickers to answer multiple-choice questions of various levels of difficulty. The study is aimed at identifying how the difficulty of the task and students' levels of knowledge influence on the degree of partial guessing. To answer this research question, we developed two research models and validated them by testing 84 students with regard to the students' level of knowledge and the penalty announcement. The findings of this research reveal that: a) the announcement of penalty has a negative effect on promoting collaborative learning even if it leads to reducing pure guesses in test results; b) questions that require higher-order thinking skills promote collaborative learning to a greater extent; c) creating mixed level groups of students seems advisable to enhance learning from collaboration and, thus, to decrease the degree of pure guessing. © 2017 Elsevier Ltd",Clickers; Collaborative learning; Partial guessing; Regulation,Education; Education computing; Clickers; Collaborative learning; Education research; Higher order thinking skills; Multiple choice questions; Partial guessing; Regulation; Research questions; Students; human; learning; major clinical study; model; multiple choice test; punishment; skill; student; thinking,,,,,Ministry of Education and Science of the Russian Federation: 074-U01,"This work was supported by the Ministry of Education and Science of the Russian Federation, grant 074-U01. The authors would like to thank the reviewers for the valuable comments and suggestions. We are also grateful to Raoul Kessels for sharing the TEXcode (Kessels, 2012) used to draw the emoticons in Fig.?2.",,,,,"Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives (2001), (Ed.), (Ed.) (complete edition). 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(2011) System, 39, pp. 480-490; Navimipour, N.J., Zareie, B., A model for assessing the impact of e-learning systems on employees' satisfaction (2015) Computers in Human Behavior, 53, pp. 475-485; Ngu, B.H., Rethinasamy, S., Evaluating a CALL software on the learning of English prepositions (2006) Computers & Education, 47, pp. 41-55; Nickerson, R.S., Butler, S.F., Carlin, M.T., Knowledge assessment: Squeezing information from multiple-choice testing (2015) Journal of Experimental Psychology: Applied, 21 (2), pp. 167-177; Nicol, D., E-assessment by design: Using multiple-choice tests to good effect (2007) Journal of Further and Higher Education, 31 (1), pp. 53-64; Raes, A., Schellens, T., De Wever, B., Benoit, D.F., Promoting metacognitive regulation through collaborative problem solving on the web: When scripting does not work (2016) Computers in Human Behavior, 58, pp. 325-342; Rigdon, E.E., Choosing PLS path modeling as analytical method in European management research: A realist perspective (2016) European Management Journal, 34 (6), pp. 598-605; Ronkko, M., McIntosh, C.N., Antonakis, J., On the adoption of partial least squares in psychological research: Caveat Emptor (2015) Personality and Individual Differences, 87, pp. 76-84; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Stowell, J.R., Use of clickers vs. mobile devices for classroom polling (2015) Computers & Education, 82, pp. 329-334; Streukens, S., Leroi-Werelds, S., Bootstrapping and PLS-SEM: A step-by-step guide to get more out of your bootstrap results (2016) European Management Journal, 34 (6), pp. 618-632; Tarrant, M., Ware, J., A comparison of the psychometric properties of three- and four-option multiple-choice questions in nursing assessments (2010) Nurse Education Today, 30, pp. 539-543; Thelwall, M., Computer-based assessment: A versatile educational tool (2000) Computers & Education, 34, pp. 37-49; Tyler, A., Evans, V., The semantics of English prepositions (2003), Cambridge University Press Cambridge; Valaei, N., Baroto, M.B., Modelling continuance intention of citizens in government Facebook page: A complementary PLS approach (2017) Computers in Human Behavior; Ventouras, E., Triantis, D., Tsiakas, P., Stergiopoulos, C., Comparison of examination methods based on multiple-choice questions and constructed-response questions using personal computers (2010) Computers & Education, 54, pp. 455-461; Ventouras, E., Triantis, D., Tsiakas, P., Stergiopoulos, C., Comparison of oral examination and electronic examination using paired multiple-choice questions (2011) Computers & Education, 56, pp. 616-624; Vygotsky, L.S., Mind in society: The development of higher psychological processes (1978), Mass.: Harvard University Press Cambridge; Wang, X., Wallace, M.P., Wang, Q., Rewarded and unrewarded competition in a CSCL environment: A coopetition design with a social cognitive perspective using PLS-SEM analyses (2017) Computers in Human Behavior, 72, pp. 140-151; Willaby, H.W., Costa, D.S.J., Burns, B.D., MacCann, C., Roberts, R.D., Testing complex models with small sample sizes: A historical overview and empirical demonstration of what partial least squares (PLS) can offer differential psychology (2015) Personality and Individual Differences, 84, pp. 73-78; Winne, P.H., What is the state of the art in self-, co- and socially shared regulation in CSCL? (2015) Computers in Human Behavior, 52, pp. 628-631; Zareva, A., Partial word knowledge: Frontier words in the L2 mental lexicon (2012) International Review of Applied Linguistics in Language Teaching, 50 (4), pp. 277-301","Kulikovskikh, I.M.; Information Systems and Technologies Department, Samara National Research University, 34 Moskovskoe sh., Russian Federation; email: kulikovskikh.i@gmail.com",,,Elsevier Ltd,,,,,07475632,,CHBEE,,English,Comput. Hum. Behav.,Article,Final,,Scopus,2-s2.0-85019068494
"Kogan L., Kolus C., Schoenfeld-Tacher R.",7103229477;57192853111;6507699016;,Assessment of clicker training for shelter cats,2017,Animals,7,10, 73,,,,3.0,10.3390/ani7100073,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030998270&doi=10.3390%2fani7100073&partnerID=40&md5=7e4d82c44c66a36e7984dda4187028da,"Department of Clinical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO  80523-1601, United States; Clicker Learning Institute for Cats and Kittens, 2321 E Mulberry St, # 7, Fort Collins, CO  80524, United States; Department of Molecular Biomedical Sciences, College of Veterinary Medicine, North Carolina State University, Raleigh, NC  27607, United States","Kogan, L., Department of Clinical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, CO  80523-1601, United States; Kolus, C., Clicker Learning Institute for Cats and Kittens, 2321 E Mulberry St, # 7, Fort Collins, CO  80524, United States; Schoenfeld-Tacher, R., Department of Molecular Biomedical Sciences, College of Veterinary Medicine, North Carolina State University, Raleigh, NC  27607, United States","Clicker training has the potential to mitigate stress among shelter cats by providing environmental enrichment and human interaction. This study assessed the ability of cats housed in a shelter-like setting to learn new behaviors via clicker training in a limited amount of time. One hundred shelter cats were enrolled in the study. Their baseline ability to perform four specific behaviors touching a target, sitting, spinning, and giving a high-five was assessed, before exposing them to 15, five-min clicker training sessions, followed by a post-training assessment. Significant gains in performance scores were found for all four cued behaviors after training (p = 0.001). A cat’s age and sex did not have any effect on successful learning, but increased food motivation was correlated with greater gains in learning for two of the cued behaviors: high-five and targeting. Temperament also correlated with learning, as bolder cats at post assessment demonstrated greater gains in performance scores than shyer ones. Over the course of this study, 79% of cats mastered the ability to touch a target, 27% mastered sitting, 60% mastered spinning, and 31% mastered high-fiving. Aside from the ability to influence the cats’ well-being, clicker training also has the potential to make cats more desirable to adopters. © 2017 by the authors. Licensee MDPI, Basel, Switzerland.",Animal shelter; Animal welfare; Behavior; Cats; Clicker training; Environmental enrichment,,,,,,,,,,,,"Hu, Y., Hu, S., Wang, W., Wu, X., Marshall, F.B., Chen, X., Hou, L., Wang, C., Earliest evidence for commensal processes of cat domestication (2014) Proc. Natl. Acad. Sci. 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Surg, 8, pp. 261-268; Ellis, S.L., The influence of olfactory stimulation on the behaviour of cats housed in a rescue shelter (2010) Appl. Anim. Behav. Sci, 123, pp. 56-62; Dantas, L.M., Delgado, M.M., Johnson, I., Buffington, T., Food puzzles for cats: Feeding for physical and emotional wellbeing (2016) J. Feline Med. Surg, 18, pp. 723-732; Vitale Shreve, K.R., Udell, M.A.R., What’s inside your cat’s head? A review of cat (Felis silvestris catus) cognition research past, present and future (2015) Anim. Cognit, 18, pp. 1195-1206; Johnson, R., (2011) It All Clicks Together: Tips for Clicker Training Your Cat: Ten Minutes Are All It Takes to Stimulate Your Cat and Strengthen Your Bond, , http://www.humanesociety.org/news/magazines/2011/05-06/it_all_clicks_together_join.html, Available online, accessed on 14 July 2017; Lattal, K.A., Delayed reinforcement of operant behavior (2010) J. Exp. Anal. Behav, 93, pp. 129-139; Pryor, K., (2006) Don’t Shoot the Dog! the New Art of Teaching and Training, , Ringpress Books: Lydney, UK; Pryor, K., (2010) Reaching the Animal Mind: Clicker Training and What It Teaches Us about All Animals, , Scribner: New York, NY, USA; (1985) Committee on Care, Use of Laboratory Animals and National Institutes of Health (US)., , Division of Research Resources. Guide for the Care and Use of Laboratory Animals, 8th ed., National Academies: Washington, DC, USA; Greiveldinger, L., Veissier, I., Boissy, A., Emotional experience in sheep: Predictability of a sudden event lowers subsequent emotional responses (2007) Physiol. Behav, 92, pp. 675-683; Luescher, A.U., Reisner, I.R., Canine aggression towards familiar people: A new look at an old problem (2008) Vet. Clin. N. Am. Small Anim. Pract, 38, pp. 1107-1130; Kolus, C.R., (2016) CLICK Training Protocols, , unpublished manual; Slater, M., Garrison, L., Miller, K., Weiss, E., Drain, N., Makolinski, K., Physical and behavioral measures that predict cats’ socialization in an animal shelter environment during a three day period (2013) Animals, 3, pp. 1215-1228; Slingerland, L.I., Fazilova, V.V., Plantinga, E.A., Kooistra, H.S., Beynen, A.C., Indoor confinement and physical inactivity rather than the proportion of dry food are risk factors in the development of feline type 2 diabetes mellitus (2009) Vet. J, 179, pp. 247-253; Beaver, V.B., Fractious cats and feline aggression (2004) J. Feline Med. Surg., 6, pp. 13-18; Zoran, D.L., Buffington, C.A.T., Effects of nutrition choices and lifestyle changes on the well-being of cats, a carnivore that has moved indoors (2011) J. Vet. Med. Educ., 239, pp. 596-606; Gruen, M.E., Thomson, A.E., Clary, G.P., Hamilton, A.K., Hudson, L.C., Meeker, R.B., Sherman, B.L., Conditioning laboratory cats to handling and transport (2013) Lab Anim, 42, pp. 385-389; Gourkow, N., Hamon, S.C., Phillips, C.J.C., Effect of gentle stroking and vocalization on behavior, mucosal immunity and upper respiratory disease in anxious shelter cats (2014) Prev. Vet. Med., 117, pp. 266-275; Protopopova, A., Wynne, C.D.L., Adopter-dog interactions at the shelter: Behavioral and contextual predictors of adoption (2014) Appl. Anim. Behav. Sci., 157, pp. 109-116; Wells, D.L., The influence of toys on the behaviour and welfare of kennelled dogs (2004) Anim. Welf, 13, pp. 367-373; Weiss, E., Miller, K., Mohan-Gibbons, H., Vela, C., Why did you choose this pet? Adopters and pet selection preferences in five animal shelters in the United States (2012) Animals, 2, pp. 144-159; Arhant, C., Troxler, J., Is there a relationship between attitudes of shelter staff to cats and the cats’ approach behaviour (2017) Appl. Anim. Behav. Sci, 187, pp. 60-68; Conley, M.J., Fisher, A.D., Hemsworth, P.H., Effects of human contact and toys on the fear responses to humans of shelter housed dogs (2014) Appl. Anim. Behav. Sci., 156, pp. 62-69; Stella, J., Croney, C., Buffington, T., Environmental factors that affect the behavior and welfare of domestic cats (Felis silvestris catus) housed in cages (2014) Appl. Anim. Behav. Sci., 160, pp. 94-105; Luescher, A.U., Medlock, R.T., The effects of training and environmental alterations on the adoption success of shelter dogs (2009) Appl. Anim. Behav. Sci, 117, pp. 63-68; Protopopova, A., Gilmour, A.J., Weiss, R.H., Shen, J.Y., Wynne, C.D.L., The effects of social training and other factors on adoption success of shelter dogs (2012) Appl. Anim. Behav. Sci, 142, pp. 61-68; Sinn, L., Factors affecting the selection of cats by adopters (2016) J. Vet. Behav., 14, pp. 5-9","Kogan, L.; Department of Clinical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State UniversityUnited States; email: lori.kogan@colostate.edu",,,MDPI AG,,,,,20762615,,,,English,Animals,Article,Final,Open Access,Scopus,2-s2.0-85030998270
"Hopper M.K., Anderson M.A., Lipp S.N.",55290509600;57210234885;57210235373;,Mapping the Nephron Exercise Incorporates Multiple Learning Strategies,2017,MedEdPORTAL : the journal of teaching and learning resources,13,,,10635,,,,10.15766/mep_2374-8265.10635,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070023429&doi=10.15766%2fmep_2374-8265.10635&partnerID=40&md5=fcc11d22098f142370840aa40c889895,"Department of Cellular and Integrative Physiology, Indiana University School of Medicine, Greece; Indiana University School of Medicine, Greece","Hopper, M.K., Department of Cellular and Integrative Physiology, Indiana University School of Medicine, Greece; Anderson, M.A., Indiana University School of Medicine, Greece; Lipp, S.N., Indiana University School of Medicine, Greece","Introduction: Understanding the location and action of nephron transporters and channels is important to the understanding of renal function. As each region of the nephron is unique in its inclusion of specific transporters and channels, mapping of the nephron is an effective first step in understanding overall nephron processing. We describe a small-group, active-learning exercise that facilitates students' ability to understand renal processing within each region of the nephron. Methods: Following an overview lecture on renal transporters and channels, small groups of students worked cooperatively to map the nephron. This 2-hour, collaborative exercise was developed to reinforce key concepts in renal processing of ions and nutrients and, at the same time, utilize effective learning strategies. Learning strategies incorporated in this exercise include small-group collaboration, peer teaching, retrieval practice using an audience response system, and elaboration through discussion. Results: Written examination was used to assess student understanding. Students demonstrated higher performance on a subset of questions related to this learning activity compared to the overall exam. Highly positive feedback was provided by a convenience sample of students completing an anonymous survey. Discussion: This nephron-mapping exercise was an effective means to promote synthesis and analysis of lecture content and engage students in methods that enhance learning.",Active Learning; Collaborative Learning; Diuretics; Hormones; Nephrology; Nephron; Peer Teaching; Renal; Retrieval Practice,,,,,,,,,,,,,,,,NLM (Medline),,,,,23748265,,,30800836.0,English,MedEdPORTAL,Article,Final,,Scopus,2-s2.0-85070023429
Xu C.,57200070845;,Construction and optimization analysis of Foreign language learning model based on classroom network environment,2017,Boletin Tecnico/Technical Bulletin,55,14,,612,618,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85039045755&partnerID=40&md5=1ddc372617b672416ec3892cd1b5c9f3,"Foreign Language School, Huanghe Science and Technology College, Zhengzhou, China","Xu, C., Foreign Language School, Huanghe Science and Technology College, Zhengzhou, China","The 21th century is the era of information technology, relying on Internet technology derived network teaching is a new product of education field. In this paper, the author analyze the construction of foreign language learning model based on classroom network environment. Network teaching brings new teaching mode and experience to foreign language teaching workers and learners. Various forms of network teaching, such as foreign language learning websites, foreign language online classes, online foreign language learning tools, have emerged in succession. As the correct choice and use of network resources to improve foreign language ability is the core of English teaching. Through exploring the basic characteristics of network English teaching, the author clarifies the evaluation procedures and standards of the teaching model, so as to help foreign language teachers make specific choices.",Foreign language teaching; Internet technology; Network environment; Online language learning,E-learning; Education; Engineering education; Basic characteristics; Foreign language learning; Foreign language learning models; Foreign language teaching; Internet technology; Network environments; Online languages; Optimization analysis; Teaching,,,,,,,,,,,"Deng, G., Some relevant problems of computer-aided teaching in reforming college english teaching (2007) Chinese Language and Culture, 3, pp. 10-14; Ma, H., Application of multi-media teaching mode in college English teaching (2008) Climbing, 3, pp. 115-117; Jiménez, M., Vicente, E., Safeguard selection for risk management in information systems: A fuzzy approach (2015) RISTI-revista Ibérica de Sistemas e Tecnologias de Informação, (15), pp. 83-100; Panikhina, V., Kolesnikova, O.B., Effects of tecreatioial aerobics on adaptation of female first-year students from urbai area aid rural area to coiditiois of higher school education (2012) Bulletin of Experimental Biology and Medicine, 152 (4), pp. 480-482; Wang, M., Current development condition and countermeasures for aerobics teaching in normal colleges (2013) Journal of Harbin Institute of Physical Education, 31 (1), pp. 73-76; Wang, F., Application of multimedia computer-aided language teaching in high school English teaching (2013) Central China Normal University, pp. 33-40; Zhou, Y., Application of computer-aided teaching in college english teaching in higher vocational colleges (2009) Capital Normal University, pp. 12-14; Zhang, P., Research on using modern educational technology to training students ability of producing aerobics (2014) Information Technology Journal, 13 (5), pp. 954-959","Xu, C.; Foreign Language School, Huanghe Science and Technology CollegeChina; email: Xuchunyan7856@163.com",,,Universidad Central de Venezuela,,,,,0376723X,,,,English,Boletin Tecnico,Article,Final,,Scopus,2-s2.0-85039045755
Grinias J.P.,55220100200;,Making a Game out of It: Using Web-Based Competitive Quizzes for Quantitative Analysis Content Review,2017,Journal of Chemical Education,94,9,,1363,1366,,8.0,10.1021/acs.jchemed.7b00311,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029221285&doi=10.1021%2facs.jchemed.7b00311&partnerID=40&md5=643d1ed80ab12c547b19889270a591b5,"Department of Chemistry and Biochemistry, Rowan University, Glassboro, NJ  08028, United States","Grinias, J.P., Department of Chemistry and Biochemistry, Rowan University, Glassboro, NJ  08028, United States","Online student-response systems provide instructors with an easy-to-use tool to instantly evaluate student comprehension. For comprehensive content review, turning this evaluation into a competitive game where students can compete against each other was found to be helpful and enjoyable for participating students. One specific online resource, Kahoot!, provides the opportunity for crowd-sourced content quizzes to be generated, potentially enabling the creation of an open-source repository of review questions for the comprehensive ACS Analytical Chemistry exam. © 2017 The American Chemical Society and Division of Chemical Education, Inc.",Analytical Chemistry; Enrichment/Review Materials; Humor/Puzzles/Games; Internet/Web-Based Learning; Second-Year Undergraduate,,,,,,,,,,,,"Whitton, N., (2010) Learning with Digital Games: A Practical Guide to Engaging Students in Higher Education, , Taylor and Francis: New York; Dicheva, D., Dichev, C., Agre, G., Angelova, G., Gamification in Education: A Systematic Mapping Study (2016) J. Educ. Technol. Soc., 18 (3), pp. 75-88; Henderson, D.E., A Chemical Instrumentation Game for Teaching Critical Thinking and Information Literacy in Instrumental Analysis Courses (2010) J. Chem. Educ., 87 (4), pp. 412-415; Roštejnská, M., Klímová, H., Biochemistry Games: AZ-Quiz and Jeopardy! (2011) J. Chem. Educ., 88 (4), pp. 432-433; Antunes, M., Pacheco, M.A.R., Giovanela, M., Design and Implementation of an Educational Game for Teaching Chemistry in Higher Education (2012) J. Chem. Educ., 89 (4), pp. 517-521; Carney, J.M., Retrosynthetic Rummy: A Synthetic Organic Chemistry Card Game (2015) J. Chem. Educ., 92 (2), pp. 328-331; Daubenfeld, T., Zenker, D., A Game-Based Approach to an Entire Physical Chemistry Course (2015) J. Chem. Educ., 92 (2), pp. 269-277; Kay, R.H., LeSage, A., Examining the Benefits and Challenges of Using Audience Response Systems: A Review of the Literature (2009) Comput. Educ., 53 (3), pp. 819-827; MacArthur, J.R., Jones, L.L., A Review of Literature Reports of Clickers Applicable to College Chemistry Classrooms. Chem (2008) Chem. Educ. Res. Pract., 9 (3), pp. 187-195; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the Effectiveness on Student Achievement of a Student Response System versus Online WebCT Quizzes (2006) J. Chem. Educ., 83 (3), p. 488; Woelk, K., Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses (2008) J. Chem. Educ., 85 (10), p. 1400; Towns, M.H., Crossing the Chasm with Classroom Response Systems (2010) J. Chem. Educ., 87 (12), pp. 1317-1319; Emenike, M.E., Holme, T.A., Classroom Response Systems Have Not ""crossed the Chasm"": Estimating Numbers of Chemistry Faculty Who Use Clickers (2012) J. Chem. Educ., 89 (4), pp. 465-469; MacArthur, J., How Will Classroom Response Systems ""cross the Chasm""? (2013) J. Chem. Educ., 90 (3), pp. 273-275; Morrison, R.W., Caughran, J.A., Sauers, A.L., Classroom Response Systems for Implementing Interactive Inquiry in Large Organic Chemistry Classes (2014) J. Chem. Educ., 91 (11), pp. 1838-1844; Gibbons, R.E., Laga, E.E., Leon, J., Villafañe, S.M., Stains, M., Murphy, K., Raker, J.R., Chasm Crossed? Clicker Use in Postsecondary Chemistry Education (2017) J. Chem. Educ., 94 (5), pp. 549-557; Shea, K.M., Beyond Clickers, Next Generation Classroom Response Systems for Organic Chemistry (2016) J. Chem. Educ., 93 (5), pp. 971-974; Lee, A.W.M., Ng, J.K.Y., Wong, E.Y.W., Tan, A., Lau, A.K.Y., Lai, S.F.Y., Lecture Rule No. 1: Cell Phones ON, Please! A Low-Cost Personal Response System for Learning and Teaching (2013) J. Chem. Educ., 90 (3), pp. 388-389; Harrison, C.R., The Use of Digital Technology in the Class and Laboratory (2013) Anal. Bioanal. Chem., 405 (30), pp. 9609-9614; Stringfield, T.W., Kramer, E.F., Benefits of a Game-Based Review Module in Chemistry Courses for Nonmajors (2014) J. Chem. Educ., 91 (1), pp. 56-58; (2017) Kahoot! Making Learning Awesome!, , https://getkahoot.com/, (accessed Jun); Plump, C.M., LaRosa, J., Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices (2017) Manag. Teach. Rev., 2 (2), pp. 151-158; Korich, A.L., Harnessing a Mobile Social Media App to Reinforce Course Content (2016) J. Chem. Educ., 93 (6), pp. 1134-1136; (2017) Wishbone. Compare Anything, , http://wishbone.io/, (accessed Jun); (2017) PollEverywhere. Live Interactive Audience Participation, , https://www.polleverywhere.com/, (accessed Jun); Grinias, J.P., Jorgenson, J.W., (2014) The Use of Online Response Systems for Content Review in Analytical Chemistry, , Presented at 65th Pittsburgh Conference, Chicago, IL, March 2-6, Presentation 210-1; Byrne, R., (2017) Seven Good Student Response Systems That Work on All Devices, , http://www.freetech4teachers.com/2014/03/seven-good-student-response-systems.html#.WQ4sDNryuMp, (accessed Jun); Miller, M., (2017) Game Show Classroom: Comparing Kahoot!, Quizizz, Quizlet Live and Quizalize, , http://ditchthattextbook.com/2016/04/21/game-show-classroom-comparing-kahoot-quizizz-quizlet-live-and-quizalize/, (accessed Jun); Hatun Ataş, A., Delialioǧlu, Ö., A Question-answer System for Mobile Devices in Lecture-Based Instruction: A Qualitative Analysis of Student Engagement and Learning (2017) Interact. Learn. Environ., pp. 1-16; Harvey, D., Analytical Chemistry 2.0 - An Open-Access Digital Textbook (2011) Anal. Bioanal. Chem., 399 (1), pp. 149-152; Harvey, D.T., (2017) Analytical Chemistry 2.1, , http://dpuadweb.depauw.edu/harvey_web/eTextProject/version_2.1.html, (accessed Jun); (2017) ACS Exams Student Study Materials, , https://uwm.edu/acs-exams/students/student-study-materials/, ACS Division of Chemical Education Examinations Institute. (accessed Jun); (2017) Kahoot! Reaches 1 Billion Players!, , https://getkahoot.com/blog/kahoot-reaches-1billion, Kahoot!. (accessed Jun); Larive, C.K., The Analytical Sciences Digital Library (ASDL) (2009) Anal. Bioanal. Chem., 395 (8), pp. 2425-2429; Kelly, R.S., Larive, C.K., The Analytical Sciences Digital Library: Your Online Resource for Teaching Instrumentation (2011) J. Chem. Educ., 88 (4), pp. 375-377; Wenzel, T.J., Larive, C.K., The Analytical Sciences Digital Library: A Resource to Promote Active Learning (2014) Rev. Anal. Chem., 33 (1), pp. 1-9","Grinias, J.P.; Department of Chemistry and Biochemistry, Rowan UniversityUnited States; email: grinias@rowan.edu",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,Open Access,Scopus,2-s2.0-85029221285
"Guarascio A.J., Nemecek B.D., Zimmerman D.E.",55418977400;56274569600;55948092600;,Evaluation of students’ perceptions of the Socrative application versus a traditional student response system and its impact on classroom engagement,2017,Currents in Pharmacy Teaching and Learning,9,5,,808,812,,5.0,10.1016/j.cptl.2017.05.011,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85021870946&doi=10.1016%2fj.cptl.2017.05.011&partnerID=40&md5=11a07f5bfaffd98844480eaa4540ebd8,"Duquesne University School of Pharmacy, Infectious Diseases Clinical Specialist, Bayer Learning Center, 600 Forbes Avenue, Pittsburgh, PA  15282, United States; Duquesne University School of Pharmacy, Internal Medicine and Nephrology Clinical Specialist, Bayer Learning Center, 600 Forbes Avenue, Pittsburgh, PA  15282, United States; Duquesne University School of Pharmacy, Emergency Medicine Clinical Specialist, Bayer Learning Center, 600 Forbes Avenue, Pittsburgh, PA  15282, United States","Guarascio, A.J., Duquesne University School of Pharmacy, Infectious Diseases Clinical Specialist, Bayer Learning Center, 600 Forbes Avenue, Pittsburgh, PA  15282, United States; Nemecek, B.D., Duquesne University School of Pharmacy, Internal Medicine and Nephrology Clinical Specialist, Bayer Learning Center, 600 Forbes Avenue, Pittsburgh, PA  15282, United States; Zimmerman, D.E., Duquesne University School of Pharmacy, Emergency Medicine Clinical Specialist, Bayer Learning Center, 600 Forbes Avenue, Pittsburgh, PA  15282, United States","Background and purpose Student response systems (SRSs) or “clickers” are common tools that lecturers can implement into didactic lectures. Socrative is a convenient and free SRS application that can be downloaded on personal handheld devices and used by faculty and students. It is unknown if students prefer using this application and what advantages or disadvantages can be seen with Socrative's use. Purpose To measure student preference of standard SRS methods compared to Socrative as well as the impact of Socrative use on student engagement during delivery of clinical pharmacy instruction Educational activity and setting Standard SRS and Socrative incorporated lectures were presented to students during an infectious disease module. Students were given a survey at the end of the semester to determine the primary endpoint of preference for each application. The survey used a Likert scale of 1–5, with 1 = strongly disagree and 5= strongly agree. Secondary endpoints included assessing the number of questions asked, participation, and classroom time utilized. Findings A total of 114 surveys were completed and six were excluded due to discrepancies or reporting bias. A higher mean scoring for classroom facilitation of active learning (4.48 vs. 3.99, p < 0.0001) and student-reported active participation in class (4.45 vs. 3.60, p < 0.0001) was found for Socrative compared to SRSs, respectively. Summary In comparison with traditional SRS methods, students felt Socrative helped them to more actively participate in class and facilitated a better environment for asking and receiving answers to classroom questions. © 2017 Elsevier Inc.",Active learning; Socrative; Student response systems,"Article; clinical evaluation; clinical pharmacy; controlled study; course evaluation; facilitation; health survey; human; infection; information system; learning; Likert scale; medical education; pharmacist attitude; pharmacy student; priority journal; quasi experimental study; self report; Socrative application; student response system; student satisfaction; teaching; communicable disease; education; perception; pharmacy student; philosophy; procedures; psychology; questionnaire; standards; Communicable Diseases; Education, Pharmacy; Educational Measurement; Humans; Perception; Philosophy; Students, Pharmacy; Surveys and Questionnaires; Teaching",,,,,,,,,,,"Accreditation Council for Pharmacy Education. (2015), http://https//www.acpe-accredit.org/pdf/Standards2016FINAL.pdf, In: Chicago IL, ed. Accreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy (“Standards 2016”);. 〈〉; Walton, A.M., Design of drug-induced diseases elective utilizing active learning (2016) Curr Pharm Teach Learn, 8 (1), pp. 90-95; Abdul Karim, N.H., Ahamad Shah, M.I., Silence is not golden: investigating classroom participation anxiety among university students (2012) World Appl Sci J, 20 (2), pp. 228-235; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, 68 (5), p. 117; Cain, J., Robinson, E., A primer on audience response systems: current applications and future considerations (2008) Am J Pharm Educ, 72 (4), p. 77; Camiel, L.D., Goldman-Levine, J.D., Kostka-Rokosz, M.D., McCloskey, W.W., Twitter as an in-class backchannel tool in a large required pharmacy course (2014) Am J Pharm Educ, 78 (3), p. 67; Bright, D.R., Kroustos, K.R., Kinder, D.H., Audience response systems during case-based discussions: a pilot study of student perceptions (2013) Curr Pharm Teach Learn, 5, pp. 410-416; Toledo, C., Peters, S., Educators’ perceptions of uses, constraints, and successful practices of backchanneling (2010) Educ, 16 (1), pp. 75-88","Nemecek, B.D.; Duquesne University School of Pharmacy, Internal Medicine and Nephrology Clinical Specialist, Bayer Learning Center, 600 Forbes Avenue, United States; email: nemecekb@duq.edu",,,Elsevier Inc.,,,,,18771297,,,29233308.0,English,Currents Pharm. Teach. Learn.,Article,Final,,Scopus,2-s2.0-85021870946
"Liu C., Chen S., Chi C., Chien K.-P., Liu Y., Chou T.-L.",57195336930;24471164700;57195333051;56446383600;57195336237;56605803800;,The Effects of Clickers with Different Teaching Strategies,2017,Journal of Educational Computing Research,55,5,,603,628,,7.0,10.1177/0735633116674213,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027254238&doi=10.1177%2f0735633116674213&partnerID=40&md5=56821f58e1fa2f42aab41a91122524be,"College of Teacher Education/Chemistry, Engineering College, Jiangsu Normal University, Xuzhou, Jiangsu, China; Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan; Department of Athletics, National Taiwan University of Science and Technology, Taipei, Taiwan","Liu, C., College of Teacher Education/Chemistry, Engineering College, Jiangsu Normal University, Xuzhou, Jiangsu, China; Chen, S., Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan; Chi, C., Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan; Chien, K.-P., Department of Athletics, National Taiwan University of Science and Technology, Taipei, Taiwan; Liu, Y., Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan; Chou, T.-L., Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan","The aim of this review was to analyze the effects of instance response systems or clickers on students' learning in different teaching strategies. A total of 128 empirical studies were reviewed; 80% of the studies were conducted in the context of lectures or collaborative learning. Further analysis of the studies using a quasi-experimental design revealed that clicker usage in traditional lectures may enhance students' attention and participation. However, it is not more effective than low-technology methods such as hand raising or response cards in terms of learning performance. Clickers combined with collaborative peer-aided learning have shown positive results with large effect sizes. Furthermore, incorporating clickers into innovative teaching strategies appears to be promising. Finally, the use of clickers to promote high-order thinking is discussed. © The Author(s) 2016.",bring your own device; clicker; instance response system; teaching strategy,,,,,,,,,,,,"Anderson, L.S., Healy, A.F., Kole, J.A., Bourne, L.E., Conserving time in the classroom: The clicker technique (2011) The Quarterly Journal of Experimental Psychology, 64 (8), pp. 1457-1462; Anderson, L.S., Healy, A.F., Kole, J.A., Bourne, L.E., The clicker technique: Cultivating efficient teaching and successful learning (2013) Applied Cognitive Psychology, 27 (2), pp. 222-234; Anthis, K., Is it the clicker, or is it the question? 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(2010) CBE-Life Sciences Education, 9 (2), pp. 133-140; Pettit, R.K., McCoy, L., Kinney, M., Schwartz, F.N., Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology (2015) BMC Medical Education, 15. , doi:10.1186/s12909-015-0373-7; Prunuske, A.J., Batzli, J., Howell, E., Miller, S., Using online lectures to make time for active learning (2012) Genetics, 192 (1), pp. 67-72; Ross, A., Furno, C., Active learning in the library instruction environment: An exploratory study (2011) Portal: Libraries and the Academy, 11 (4), pp. 953-970; Russell, J.S., McWilliams, M., Chasen, L., Farley, J., Using clickers for clinical reasoning and problem solving (2011) Nurse Educator, 36 (1), pp. 13-15; Ryan, B.J., Line up, line up: Using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module (2013) Chemistry Education Research and Practice, 14 (3), pp. 229-238; Satheesh, K.M., Saylor-Boles, C.D., Rapley, J.W., Liu, Y., Gadbury-Amyot, C.C., Student evaluation of clickers in a combined dental and dental hygiene periodontology course (2013) Journal of Dental Education, 77 (10), pp. 1321-1329; Schuller, M.C., DaRosa, D.A., Crandall, M.L., Using just-in-time teaching and peer instruction in a residency program's core curriculum: Enhancing satisfaction, engagement, and retention (2015) Academic Medicine, 90 (3), pp. 384-391. , doi:10.1097/acm.0000000000000578; Schullo-Feulner, A., Kolar, C., Janke, K.K., A five-year evaluation of examination structure in a cardiovascular pharmacotherapy course (2015) American Journal of Pharmaceutical Education, 79 (7), p. 98; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) Teaching of Psychology, 36 (4), pp. 273-277; Shapiro, A.M., Gordon, L.T., A controlled study of clicker-assisted memory enhancement in college classrooms (2012) Applied Cognitive Psychology, 26 (4), pp. 635-643; Shieh, R.S., Chang, W., Implementing the interactive response system in a high school physics context: Intervention and reflections (2013) Australasian Journal of Educational Technology, 29 (5), pp. 748-761; Smith, M.K., Annis, S.L., Kaplan, J.J., Drummond, F., Using peer discussion facilitated by clicker questions in an informal education setting: Enhancing farmer learning of science (2012) PloS One, 7 (10), p. e47564; Smith, D.A., Rosenkoetter, M.M., Effectiveness, challenges, and perceptions of classroom participation systems (2009) Nurse Educator, 34 (4), pp. 156-161; Smith, M.K., Trujillo, C., Su, T.T., The benefits of using clickers in small-enrollment seminar-style biology courses (2011) CBE-Life Sciences Education, 10 (1), pp. 14-17; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE-Life Sciences Education, 10 (1), pp. 55-63; Solecki, S., Cornelius, F., Draper, J., Fisher, K., Integrating clicker technology at nursing conferences: An innovative approach to research data collection (2010) International Journal of Nursing Practice, 16 (3), pp. 268-273; Squire, K., Dikkers, S., Amplifications of learning use of mobile media devices among youth (2012) Convergence: The International Journal of Research into New Media Technologies, 18 (4), pp. 445-464; Stehling, V., Schuster, K., Richert, A., Isenhardt, I., Please vote now! 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Bahamas, Nassau: Academic Conferences and Publishing International Limited; Stowell, J.R., Use of clickers vs. Mobile devices for classroom polling (2015) Computers & Education, 82, pp. 329-334. , doi:10.1016/j.compedu.2014.12.008; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (""clickers"") to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Such, J.M., Criado, N., Garcia-Fornes, A., An active learning technique enhanced with electronic polls (2015) International Journal of Engineering Education, 31 (4), pp. 1048-1057; Sutherlin, A.L., Sutherlin, G.R., Akpanudo, U.M., The effect of clickers in university science courses (2013) Journal of Science Education and Technology, 22 (5), pp. 651-666; Tong, V.C., Using asynchronous electronic surveys to help in€class revision: A case study (2012) British Journal of Educational Technology, 43 (3), pp. 465-473; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Turpen, C., Finkelstein, N.D., Not all interactive engagement is the same: Variations in physics professors' implementation of peer instruction (2009) Physical Review Special Topics-Physics Education Research, 5 (2), p. 020101; Turpen, C., Finkelstein, N.D., The construction of different classroom norms during peer instruction: Students perceive differences (2010) Physical Review Special Topics-Physics Education Research, 6 (2), p. 020123; Vana, K.D., Silva, G.E., Muzyka, D., Hirani, L.M., Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students (2011) Computers, Informatics, Nursing, 29, pp. 105-113; Velasco, M., Cavdar, G., Teaching large classes with clickers: Results from a teaching experiment in comparative politics (2013) Political Science & Politics, 46, pp. 823-829; Vital, F., Creating a positive learning environment with the use of clickers in a high school chemistry classroom (2011) Journal of Chemical Education, 89 (4), pp. 470-473; Voelkel, S., Bennett, D., New uses for a familiar technology: Introducing mobile phone polling in large classes (2014) Innovations in Education and Teaching International, 51 (1), pp. 46-58; Walters, J.L., (2012) English Language Learners' Reading Self-efficacy and Achievement Using 1:1 Mobile Learning Devices, , (Doctoral dissertation). UMI; Waltz, E.C., Maniccia, D.M., Bryde, R.L., Murphy, K., Harris, B.R., Waldenmaier, M.N., Training the public health workforce from Albany to Zambia: Technology lessons learned along the way (2010) Public Health Reports, 125, pp. 61-69; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227. , doi:10.1016/j.compedu.2014.11.004; Warnich, P., Gordon, C., The integration of cell phone technology and poll everywhere as teaching and learning tools into the school history classroom (2015) Yesterday and Today, 13, pp. 40-66; White, P., Syncox, D., Alters, B., Clicking for grades? Really? Investigating the use of clickers for awarding grade-points in post-secondary education (2011) Interactive Learning Environments, 19 (5), pp. 551-561; Wieman, C., Perkins, K., Gilbert, S., Benay, F., Kennedy, S., Semsar, K., (2008) Clicker Resource Guide: An Instructional Guide to the Effective Use of Personal Response Systems (Clickers) in Teaching, , http://www.colorado.edu/sei/documents/clickeruse_guide0108.pdf, -08.pdf 1; Willoughby, S.D., Gustafson, E., Technology talks: Clickers and grading incentive in the large lecture hall (2009) American Journal of Physics, 77 (2), pp. 180-183; Woelk, K., Optimizing the use of personal response devices (clickers) in large-enrollment introductory courses (2008) Journal of Chemical Education, 85 (10), pp. 1400-1405; Yore, L.D., Lerman, S., Metasyntheses of qualitative research studies in mathematics and science education (2008) International Journal of Science and Mathematics Education, 6 (2), pp. 217-223; Yu, Z., Chen, W., Kong, Y., Sun, X.L., Zheng, J., The impact of clickers instruction on cognitive loads and listening and speaking skills in college English class (2014) PloS ONE, 9 (9), p. e106626; Zdravkovska, N., Cech, M., Beygo, P., Kackley, B., Laser pointers: Low-cost, low-tech innovative, interactive instruction tool (2010) The Journal of Academic Librarianship, 36 (5), pp. 440-444; Zingaro, D., Examining interest and grades in computer science 1: A study of pedagogy and achievement goals (2015) ACM Transactions on Computing Education, 15 (3). , doi:10.1145/2802752","Chen, S.; Graduate Institute of Digital Learning and Education, National Taiwan University of Science and TechnologyTaiwan; email: sufchen@mail.ntust.edu.tw",,,SAGE Publications Inc.,,,,,07356331,,,,English,J. Educ. Comput. Res.,Article,Final,,Scopus,2-s2.0-85027254238
"Benson J.D., Szucs K.A., Deiuliis E.D., Leri A.",7401802191;26435520500;48662045100;57195769636;,Impact of student response systems on initial learning & retention of course content in health sciences students,2017,Journal of Allied Health,46,3,,158,163,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029797488&partnerID=40&md5=319d027a9b191606a42511b693b6db2f,"Occupational Therapy Dep., Duquesne University, 218 Health Sciences Bldg., 600 Forbes Ave., Pittsburgh, PA  15282, United States","Benson, J.D., Occupational Therapy Dep., Duquesne University, 218 Health Sciences Bldg., 600 Forbes Ave., Pittsburgh, PA  15282, United States; Szucs, K.A., Occupational Therapy Dep., Duquesne University, 218 Health Sciences Bldg., 600 Forbes Ave., Pittsburgh, PA  15282, United States; Deiuliis, E.D., Occupational Therapy Dep., Duquesne University, 218 Health Sciences Bldg., 600 Forbes Ave., Pittsburgh, PA  15282, United States; Leri, A., Occupational Therapy Dep., Duquesne University, 218 Health Sciences Bldg., 600 Forbes Ave., Pittsburgh, PA  15282, United States","OBJECTIVE: To assess student learning in two intervention courses when using a student response system (SRS) in combination with content quizzes (CQ) as a teaching/ learning strategy. METHODS: A within-subject design was used to evaluate the effectiveness of SRS use in combination with CQ on initial learning and retention of course content across two health science graduate-level courses. Thirty-Three graduate students were enrolled in each course, and 24 participated in the study. Course exam questions were divided between content covered with standard course instruction including CQ and content covered with CQ and the SRS (CQ-SRS). Performance on these exam questions was analyzed with a two-Tailed t-Test, and odds ratios were calculated. RESULTS: Students performed significantly better 6 months later on CQ-SRS-based questions. CONCLUSION: Findings of this study suggest that use of a SRS with CQ supports initial learning and enhances long-Term retention of course content better than use of CQ alone. J Allied Health 2017; 46(3):158-163. ©2017 Association of Schools of Allied Health Professions, Wash., DC.",,"clinical article; comparative effectiveness; course content; graduate student; health science; human; learning; Student t test; academic achievement; education; occupational therapy; problem based learning; procedures; teaching; Computer-Assisted Instruction; Education, Graduate; Humans; Occupational Therapy; Problem-Based Learning",,,,,"Office of the Provost, Central Michigan University",Supported by the Duquesne University Office of the Provost and The Center for Teaching Excellence via an Academic Learning Outcomes Assessment Grant. The authors report no conflicts of interest related to this study.,,,,,"Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2), pp. 1-21; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) E-J Bus Educ Scholarsh Teach, 3 (1), pp. 1-17; Bojinova, E., Oigara, J., Teaching and learning with clickers: Are clickers good for students? (2011) Interdiscip J E-Learn Learn Objects, 7 (1), pp. 169-184; Duncan, D., (2008) Tips for Successful ""Clicker"" Use, , http://phet.colorado.edu/files/guides/Clickers/UGClicker-Tips.pdf, Available from; Sevian, H., Robinson, W.E., Clickers promote learning in all kinds of classes-small and large, graduate and undergraduate, lecture and lab (2011) J Coll Sci Teach, 40 (3); Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sci Educ, 6 (1), pp. 29-41; Fitzpatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Adv Physiol Educ, 35 (3), p. 280; Mincer, A., The 3R method optimizes the use of student response systems in physical therapist education (2013) J Phys Ther Educ., 27, pp. 94-100; Porter, A., Tousman, S., Evaluating the effect of interactive audience response systems on the perceived learning experience of nursing students (2010) J Nurs Educ, 49, pp. 523-527; DeBourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurs Educ Pract, 8, pp. 76-87; Penuel, W.R., Abrahamson, L., The networked classroom (2004) Educ Leadersh., 61, pp. 50-55; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J Sci Educ Technol, 15, pp. 101-109; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence of teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Educ Today, 30, pp. 603-607; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teach Psychol., 35 (1), pp. 45-50; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23 (2), pp. 109-115; Knetch-Sabres, L.J., The use of experiential learning in an occupational therapy program: Can it foster skills for clinical practice? (2010) Occup Ther Health Care, 24 (4), pp. 320-334; Nelson, M.L., Clicking to learn: A case study of embedding radiofrequency based clickers in an introductory management information systems course (2008) J Inform Syst Educ, 19 (1), pp. 55-64","Benson, J.D.; Occupational Therapy Dep., Duquesne University, 218 Health Sciences Bldg., 600 Forbes Ave., United States; email: benson@duq.edu",,,Association of Schools of Allied Health Professions,,,,,00907421,,,28889165.0,English,J. Allied Health,Article,Final,,Scopus,2-s2.0-85029797488
Hubbard A.R.,26028332000;,Testing Common Misconceptions about the Nature of Human Racial Variation,2017,American Biology Teacher,79,7,,538,543,,2.0,10.1525/abt.2017.79.7.538,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029534782&doi=10.1525%2fabt.2017.79.7.538&partnerID=40&md5=03b21ba8257aa7f79df5bf38ac90d18e,"Department of Sociology and Anthropology at Wright State University, 270 Millett Hall, Colonel Glenn Highway, Dayton, OH  45435, United States","Hubbard, A.R., Department of Sociology and Anthropology at Wright State University, 270 Millett Hall, Colonel Glenn Highway, Dayton, OH  45435, United States","Race is a hot-button topic in American society, but one that needs to be addressed in the biological science curriculum. This paper examines how college students in a large introductory course came to understand race through the exploration of four key concepts about the nature of human biological and genetic variation. Using clicker data collected from four courses (n = 296), change in starting and ending understanding of content was compared using paired t-tests and mean difference scores. Results indicate statistically significant improvement in student understanding of common fallacies of the ""biological race concept"" after a single exposure to content. © 2017 National Association of Biology Teachers.",natural science; race; racism; social sciences,,,,,,,,,,,,"Adelman, L., (2003) Race: The Power of An Illusion [Three-part Series, , PBS & California Newsreel; Baier, K., Hendricks, C., Warren Gorden, K., Hendricks, J.E., Cochran, L., College students' textbook reading, or not (2011) American Reading Forum Annual Yearbook, 31, pp. 1-8; Baker, P.T., The Raymond Pearl Memorial Lecture, 1996: The eternal triangle-genes, phenotype, and environment (1997) American Journal of Human Biology, 9, pp. 93-101; Bates, B.R., Public culture and public understanding of genetics: A focus group study (2005) Public Understanding of Science, 14, pp. 47-65; Burchard, E.G., Ziv, E.E., Coyle, N., Gomez, S.L., Tang, H., Karter, A.J., Risch, N., The importance of race and ethnic background in biomedical research and clinical practice (2003) New England Journal of Medicine, 348, pp. 1170-1175; Burchfield, C.M., Sappington, J., Compliance with required reading assignments (2000) Teaching of Psychology, 27, pp. 58-60; Condit, C., What is ""public opinion"" about genetics? (2001) Nature Reviews: Genetics, 2, pp. 811-815; Condit, C.M., Parrott, R.L., Bates, B.R., Bevan, J.L., Achter, P.J., Exploration of the impact of messages about genes and race on lay attitudes (2004) Clinical Genetics, 66, pp. 402-408; Donovan, B.M., Reclaiming race as a topic of the US Biology textbook curriculum (2015) Science Education, 99, pp. 1092-1117; Edgar, H.J.H., Hunley, K.L., Race reconciled? How biological anthropologists view human variation (2009) American Journal of Physical Anthropology, 139, pp. 1-4; Fuentes, A., (2012) Race, Monogamy, and Other Lies They Told You: Busting Myths about Human Nature, , Berkeley: University of California Press; Fujimara, J.H., Rajagopalan, R., Difference differences: The use of ""genetic ancestry"" versus race in biomedical human genetic research (2011) Social Studies of Science, 41 (1), pp. 5-30; Goodman, A.H., Why genes don't count (for racial differences in health) (2000) American Journal of Public Health, 90, pp. 1699-1701; Goodman, A.H., Moses, Y.T., Jones, J.L., (2012) Race: Are We Do Different?, , Malden, MA: Wiley-Blackwell; Graves, J., Evolutionary versus racial medicine: Why it matters (2011) Race and the Genetic Revolution: Science, Myth, and Culture, pp. 142-172. , In S. Krimsky & K. Sloan (Eds.), New York: Columbia University Press; Gravlee, C.C., How race becomes biology: Embodiment of social inequality (2009) American Journal of Physical Anthropology, 39, pp. 47-57; Haga, S.B., Barry, W.T., Mills, R., Ginsburg, G.S., Svetkey, L., Sullivan, J., Willard, H.F., Public knowledge of and attitudes toward genetics and genetic testing (2013) Genetic Testing and Biomolecular Markers, 17, pp. 327-335; Hartigan, J., (2010) What Can You Say? America's National Conversation on Race, , Stanford, CA: Stanford University Press; Hodson, D., In search of a rationale for multicultural science education (1993) Science Education, 77, pp. 685-711; Hoffman, K.M., Trawalter, S., Axt, J.R., Oliver, M.N., Racial bias in pain assessment and treatment recommendations, and false beliefs about biological differences between blacks and whites (2016) Proceedings of the National Academy of Science, 113, pp. 4296-4301; Hong, Y., Chao, M.M., No, S., Dynamic interracial/intercultural processes: The role of lay theories of race (2009) Journal of Personality, 77, pp. 1283-1309; Hubbard, A., Teaching race (bioculturally) matters: A visual approach for college biology courses (2017) American Biology Teacher, 79, pp. 516-524; Johnson, A., Unintended consequences: How science professors discourage women of color (2007) Science Education, 91, pp. 805-821; Kang, S.K., Plaks, J.E., Remedios, J.D., Folk beliefs about genetic variation predict avoidance of biracial individuals (2015) Frontiers in Psychology, 6, pp. 1-11; Kesselman, A., Hundal, S., Chentsova-Dutton, Y., Bibi, R., Edelman, J.A., The relationship between biology classes and biological reasoning and common health misconceptions (2015) American Biology Teacher, 77, pp. 170-175; Kolstø, S.D., Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues (2001) Science Education, 3, pp. 291-310; Lanie, A.D., Jayaratne, T.E., Sheldon, J.P., Kardia, S.L.R., Anderson, E.S., Feldbaum, M., Petty, E.M., Exploring the public understanding of basic genetic concepts (2004) Journal of Genetic Counseling, 4, pp. 305-320; Madrigal, L., Blell, M., Ruiz, E., Otárola-Durán, F., The slavery hypothesis: An evaluation of a genetic-deterministic explanation for hypertension prevalence rate inequalities (2009) Health, Risk, and Adversity, pp. 236-255. , In C. Panter-Brick & A. Fuentes (Eds.), New York: Bergahn Books; Morning, A., Toward a sociology of racial conceptualization for the 21st century (2009) Social Forces, 87, pp. 1167-1192; Mukhopadhyay, C., Henze, R., Moses, Y.T., (2014) How Real Is Race? A Sourcebook on Race, Culture, and Biology, , Lanham, MD: Altamira Press; Olitsky, S., Identity, interaction ritual, and students' strategic use of science language (2007) Science, Learning, Identity, pp. 311-370. , In W. M. Roth & K. Tobin (Eds.), Rotterdam, Netherlands: Sense Publishers; Omi, M., Slippin' into darkness: The (re)biologization of race (2010) Journal of Asian American Studies, 13, pp. 343-358; Petty, E.M., Kardia, S.R., Mahalingham, R., Pfeffer, C.A., Saksewski, S.L., Brandt, M.G., Jayaratne, T.E., Public understanding of genes and genetics: Implications for the utilization of genetic services and technology (2000) American Journal of Human Genetics, 4, p. 253; Plaks, J.E., Malahy, L.W., Sedlins, M., Shoda, Y., Folk beliefs about human genetic variation predict discrete versus continuous racial categorization and evaluative bias (2012) Social Psychological and Personality Science, 3, pp. 31-39; Risch, N., Burchard, E., Ziv, E., Tang, H., Categorization of humans in biomedical research: Genes, race and disease (2002) Genome Biology, 3, pp. 1-12; Rylko-Bauer, B., Farmer, P., Managed care or managed inequality? A call for critiques of market-based medicine (2002) Medical Anthropology Quarterly, 16, pp. 476-502; Shiao, J.L., Bode, T., Beyer, A., Selvig, D., The genomic challenge to the social construction of race (2012) Sociological Theory, 30, pp. 67-88; Smedley, A., Smedley, B.D., Race as biology is fiction, racism as a social problem is real: Anthropological and historical perspectives on the social construction of race (2005) American Psychologist, 60, pp. 16-26; Smerecnik, C., Mesters, I., De Vries, N., De Vries, H., Educating the general public about multifactorial genetic disease: Applying a theorybased framework to understand current public knowledge (2008) Genetics in Medicine, 10, pp. 251-258; Sussman, R.W., (2014) The Myth of Race: The Troubling Persistence of An Unscientific Idea, , Cambridge, MA: Harvard University Press; Williams, M.J., Eberhardt, J.L., Biological conceptions of race and the motivation to cross racial boundaries (2008) Journal of Personality and Social Psychology, 94, pp. 1033-1047; Yudell, M., (2014) Race Unmasked: Biology and Race in the 20th Century, , New York: Columbia University Press; Yudell, M., Roberts, D., DeSalle, R., Tishkoff, S., Taking race out of human genetics (2016) Science, 351, pp. 564-565","Hubbard, A.R.; Department of Sociology and Anthropology at Wright State University, 270 Millett Hall, Colonel Glenn Highway, United States; email: amelia.hubbard@wright.edu",,,"National Association of Biology Teachers, Inc",,,,,00027685,,,,English,Am. Biol. Teach.,Article,Final,,Scopus,2-s2.0-85029534782
"Khosravani A., Homayounpour M.M.",56329594500;6507248931;,A PLDA approach for language and text independent speaker recognition,2017,Computer Speech and Language,45,,,457,474,,3.0,10.1016/j.csl.2017.04.003,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018936111&doi=10.1016%2fj.csl.2017.04.003&partnerID=40&md5=b80f85e7986ad6dabc347a656ec23b7b,"Laboratory for Intelligent Multimedia Processing, Department of Computer Engineering and Information Technology, Amirkabir University of Technology, St, Tehran, 424 Hafez, Iran","Khosravani, A., Laboratory for Intelligent Multimedia Processing, Department of Computer Engineering and Information Technology, Amirkabir University of Technology, St, Tehran, 424 Hafez, Iran; Homayounpour, M.M., Laboratory for Intelligent Multimedia Processing, Department of Computer Engineering and Information Technology, Amirkabir University of Technology, St, Tehran, 424 Hafez, Iran","There are many factors affecting the variability of an i-vector extracted from a speech segment such as the acoustic content, segment duration, handset type and background noise. The language being spoken is one of the sources of variation which has received limited focus due to the lack of multilingual resources available. Consequently, the discrimination performance is much lower under multilingual trial condition. Standard session-compensation techniques such as Within-Class Covariance Normalization (WCCN), Linear Discriminant Analysis (LDA) and Probabilistic LDA (PLDA) cannot robustly compensate for language source of variation as the amount of data is limited to represent such variability. Source normalization technique which was developed to compensate for speech-source-variation, offered superior performance in cross-language trials by providing better estimation of within-speaker scatter matrix in WCCN and LDA techniques. However, neither language normalization nor the state-of-the-art PLDA algorithm is capable of modeling language variability on a dataset with insufficient multilingual utterances for each speaker, resulting in a poor performance in cross-language trial condition. This study is an extension to our initial developments of a language-independent PLDA training algorithm which aimed at reducing the effect of language as a source of variability on the performance of speaker recognition. We will provide a thorough analysis of how the proposed approach can utilize multilingual training data from bilingual speakers to robustly compensate for the effect of languages. Evaluated on multilingual trial condition, the proposed solution demonstrated over 10% EER and 13% minimum DCF relative improvement on NIST 2008 speaker recognition evaluation as well as 12.4% EER and 23% minimum DCF on PRISM evaluation set over the baseline system while also providing improvement in other trial conditions. © 2017 Elsevier Ltd",Cross-Language; Language mismatch; Multilingual; NIST SRE; PLDA; Speaker recognition,Character recognition; Discriminant analysis; Linguistics; Modeling languages; Cross languages; Language mismatch; Multilingual; NIST SRE; PLDA; Speaker recognition; Speech recognition,,,,,,,,,,,"Aronowitz, H., Inter dataset variability compensation for speaker recognition (2014) Proceedings of the 2014 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP), pp. 4002-4006. , IEEE; Cieri, C., Corson, L., Graff, D., Walker, K., Resources for new research directions in speaker recognition: the mixer 3, 4 and 5 corpora (2007) Proceedings of the INTERSPEECH, pp. 950-953; Dehak, N., Kenny, P., Dehak, R., Dumouchel, P., Ouellet, P., Front-end factor analysis for speaker verification (2011) IEEE Trans. Audio, Speech, Lang. Process., 19 (4), pp. 788-798; Desplanques, B., Demuynck, K., Martens, J.-P., Combining joint factor analysis and ivectors for robust language recognition (2014) Proceedings of Odyssey: The Speaker and Language Recognition Workshop, pp. 73-80; Ferrer, L., Bratt, H., Burget, L., Cernocky, H., Glembek, O., Graciarena, M., Lawson, A., Plchot, O., Promoting robustness for speaker modeling in the community: the prism evaluation set (2011) Proceedings of NIST 2011 Workshop, , Citeseer; Garcia-Romero, D., Espy-Wilson, C.Y., Analysis of i-vector length normalization in speaker recognition systems (2011) Proceedings of INTERSPEECH, pp. 249-252; Garcia-Romero, D., McCree, A., Supervised domain adaptation for i-vector based speaker recognition (2014) Proceedings of 2014 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP), pp. 4047-4051. , IEEE; Garcia-Romero, D., McCree, A., Shum, S., Brummer, N., Vaquero, C., Unsupervised domain adaptation for i-vector speaker recognition (2014) Proceedings of Odyssey, The Speaker and Language Recognition Workshop, , Joensuu, Finland; Glembek, O., Ma, J., Matejka, P., Zhang, B., Plchot, O., Burget, L., Matsoukas, S., Domain adaptation via within-class covariance correction in i-vector based speaker recognition systems (2014) Proceedings of the 2014 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP), pp. 4032-4036. , IEEE; Greenberg, C.S., Bansé, D., Doddington, G.R., Garcia-Romero, D., Godfrey, J.J., Kinnunen, T., Martin, A.F., Reynolds, D.A., The NIST 2014 speaker recognition i-vector machine learning challenge (2014) Proceedings of Odyssey, The Speaker and Language Recognition Workshop, , Joensuu, Finland; Hatch, A.O., Kajarekar, S.S., Stolcke, A., Within-class covariance normalization for SVM-based speaker recognition (2006) Proceedings of INTERSPEECH; Hinton, G., Deng, L., Yu, D., Dahl, G.E., Mohamed, A.-R., Jaitly, N., Senior, A., Sainath, T.N., Deep neural networks for acoustic modeling in speech recognition: the shared views of four research groups (2012) IEEE Signal Process. 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Audio, Speech, Lang. Proces., 20 (3), pp. 755-766; Mesgarani, N., Slaney, M., Shamma, S.A., Discrimination of speech from nonspeech based on multiscale spectro-temporal modulations (2006) IEEE Trans. Audio, Speech, Lang. Process., 14 (3), pp. 920-930; Misra, A., Hansen, J.H., Spoken language mismatch in speaker verification: An investigation with NIST-SRE and CRSS bi-ling corpora (2014) Proceedings of the Spoken Language Technology Workshop (SLT), pp. 372-377. , IEEE; Ng, T., Zhang, B., Nguyen, L., Matsoukas, S., Zhou, X., Mesgarani, N., Veselỳ, K., Matejka, P., Developing a speech activity detection system for the darpa rats program (2012) Proceedings of the INTERSPEECH, pp. 1969-1972; Novoselov, S., Pekhovsky, T., Simonchik, K., Stc speaker recognition system for the nist i-vector challenge (2014) Proceedings of Odyssey: The Speaker and Language Recognition Workshop, pp. 231-240; Novotnỳ, O., Matejka, P., Glembek, O., Plchot, O., DNN-based SRE Systems in Multi-Language Conditions Technical Report (2015) Technical Report, , Brno University of Technology; Pfau, T., Ellis, D.P., Stolcke, A., Multispeaker speech activity detection for the icsi meeting recorder (2001) Proceedings of the IEEE Workshop on Automatic Speech Recognition and Understanding, 2001, pp. 107-110. , IEEE; Povey, D., Ghoshal, A., Boulianne, G., Burget, L., Glembek, O., Goel, N., Hannemann, M., Schwarz, P., The kaldi speech recognition toolkit (2011) Proceedings of the IEEE 2011 Workshop on automatic Speech Recognition and Understanding, , IEEE Signal Processing Society; Prince, S.J., Elder, J.H., Probabilistic linear discriminant analysis for inferences about identity (2007) Proceedings of the IEEE 11th International Conference on Computer Vision, 2007, pp. 1-8. , IEEE; Ryant, N., Liberman, M., Yuan, J., Speech activity detection on youtube using deep neural networks (2013) Proceedings of the INTERSPEECH, pp. 728-731; Tian, Y., Cai, M., He, L., Liu, J., Investigation of bottleneck features and multilingual deep neural networks for speaker verification (2015) Proceedings of the Sixteenth Annual Conference of the International Speech Communication Association; Vesnicer, B., Zganec-Gros, J., Dobrisek, S., Struc, V., Incorporating duration information into i-vector-based speaker-recognition systems (2014) Proceedings of Odyssey: The Speaker and Language Recognition Workshop, pp. 241-248","Homayounpour, M.M.email: homayoun@aut.ac.ir",,,Academic Press,,,,,08852308,,CSPLE,,English,Comput Speech Lang,Article,Final,,Scopus,2-s2.0-85018936111
"Suryanegara M., Andriyanto F., Winarko B.",57205093129;57193160461;57195576149;,What Changes after Switching to 4G-LTE Findings from the Indonesian Market,2017,IEEE Access,5,, 8002586,17070,17076,,4.0,10.1109/ACCESS.2017.2736012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028914154&doi=10.1109%2fACCESS.2017.2736012&partnerID=40&md5=955a2421f071bed87beda7a54eda52d0,"Graduate Program of Telecommunications Management, Department of Electrical Engineering, Fakultas Teknik, Universitas Indonesia, Depok, 16424, Indonesia; Ministry of Communication and Information Technology, Central Jakarta10110, Indonesia","Suryanegara, M., Graduate Program of Telecommunications Management, Department of Electrical Engineering, Fakultas Teknik, Universitas Indonesia, Depok, 16424, Indonesia; Andriyanto, F., Ministry of Communication and Information Technology, Central Jakarta10110, Indonesia; Winarko, B., Ministry of Communication and Information Technology, Central Jakarta10110, Indonesia","This paper identifies the market changes following the technological switch from 3G to 4G in the Indonesian market. The primary data were obtained by conducting a market survey in April-May 2017. A set of questionnaires was developed to compare subscribers' activities between 3G and 4G service utilization in terms of two activity clusters. The first cluster consists of 14 conventional activities, representing typical activities that have been occurring since the previous implementation of mobile technology. The second cluster consists of 11 digital ecosystem activities, referring to services that also engage other technological systems through data communications. Subsequently, the strategic implications for mobile network operators were investigated from the theoretical perspective of technological evolution. The results indicate that mobile network operators should adaptively respond by making messenger applications the core of new service innovations. Significant traffic intensification is also observed with regard to conventional activities, and there is a need for market education along with digital ecosystem establishment. The findings also imply a changing paradigm in terms of how users value service experience when accessing 4G applications. The overall experience is determined by interdependent components shaping an ecosystem perspective. The user's handheld mobile device acts as the central gateway for data communications, and its performance is assessed in relation to other connected devices and applications. © 2013 IEEE.",4G; 5G; Indonesia; LTE; market behavior,Commerce; Convolutional codes; Ecology; Ecosystems; Gateways (computer networks); Mobile computing; Mobile devices; Mobile telecommunication systems; Statistics; Surveys; Wireless networks; Indonesia; Market behavior; Mobile communications; Mobile handsets; Sociology; Urban areas; Wireless telecommunication systems,,,,,,,,,,,"Schumpeter, J.A., The Instability of Capitalism (1928) Econ. J., 38 (151), pp. 361-386; Schumpeter, J.A., (1934) The Theory of Economic Development, , Cambridge, MA, USA: Harvard Univ. Press; Schumpeter, J.A., (1939) Business Cycles: A Theoretical, Historical and Statisti-cal Analysis of the Capitalist Process, , New York, NY, USA: McGraw-Hill; Nelson, R.R., The co-evolution of technology, industrial structure, and supporting institutions (1994) Ind. Corp. Change, 3 (1), pp. 47-63; McKelvey, B., Managing coevolutionary dynamics (2002) 18th EGOS Conf, , Presented at the Barcelona, Spain, Jul; Fransman, M., (2002) Telecoms in the Internet Age: From Boom to Bust to, , London, U.K. Oxford Univ. Press; (2016) Statistic of Indonesian Internet Users, Assoc, , Indonesia Internet Service Provides, Jakarta, Indonesia; Jin, L., Chen, Y., Wang, T., Hui, P., Vasilakos, A.V., Understanding user behavior in online social networks: A survey (2013) IEEE Commun. Mag., 51 (9), pp. 144-150. , Sep; Iglesias, J.A., Angelov, P., Ledezma, A., Sanchis, A., Creating evolving user behavior profiles automatically (2012) IEEE Trans. Knowl. Data Eng., 24 (5), pp. 854-867. , May; (2017) BPS-Statistics Indonesia, , http://bps.go.id, Statistical Data, Bulletin and Pub-lications. Jakarta. Accessed on Jun. 1, 2017; Suryanegara, M., Asvial, M., In searching for 4G mobile service applications: The case of the Indonesian market (2013) Telecommun. J. Austral., 63 (2), pp. 391-3916; Hull, D.L., (1988) Science As A Process: An Evolutionary Account of the Social and Conceptual Development of Science, , Chicago, IL, USA: Univ. Chicago Press; Dosi, G., Nelson, R.R., An Introduction to evolutionary theories in economics (1994) J. Evol. Econ., 4 (3), pp. 153-172; Tidd, J., Bessant, J., Pavit, K., (2005) Pavit Managing Innovation: Integrating Tech-nological, Market and Organizational Change, , Chichester, U.K.: Wiley; Bessant, J., Davies, A., Managing service innovation (2007) Dept. Trade Ind., London, U.K., Tech. Rep. Innovation in Services, DTI Occasional Paper, (9); (2013) Measuring Mobile Voice and Data Quality of Experi-ence. U.K, , https://stakeholders.ofcom.org.uk, OFCOM; (2014) Measuring Mobile Broadband Performance in the U.K.: 4G and 3G Network Performance. U.K, , https://stakeholders.ofcom.org.uk, OFCOM","Suryanegara, M.; Graduate Program of Telecommunications Management, Department of Electrical Engineering, Fakultas Teknik, Universitas IndonesiaIndonesia; email: suryanegara@gmail.com",,,Institute of Electrical and Electronics Engineers Inc.,,,,,21693536,,,,English,IEEE Access,Article,Final,Open Access,Scopus,2-s2.0-85028914154
Kitchenham A.,25027727600;,Indigenous Learning Preferences and Interactive Technologies,2017,Australian Journal of Indigenous Education,46,1,,71,79,,2.0,10.1017/jie.2016.12,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84973572002&doi=10.1017%2fjie.2016.12&partnerID=40&md5=cddac3a46cf08e5987dbcae6bbebd765,"School of Education, University of Northern British ColumbiaBC  V2N4Z9, Canada","Kitchenham, A., School of Education, University of Northern British ColumbiaBC  V2N4Z9, Canada","This three-year research study examined the influence of interactive technologies on the math achievement of Indigenous students in Years 4, 5, 6 and 7 technology-equipped classrooms in a rural elementary school in British Columbia, Canada. Using a mixed-methods approach, the researcher conducted semistructured interviews and collected math achievement data (reported elsewhere) over a three-year span, and distributed a survey to the teachers in the second year of the study. All data sources revealed that interactive technologies such as SMARTBoards, student response systems and document cameras influence positively Indigenous students' math achievement over a three-year period. © 2016 The Author(s).",Aboriginal learning; Indigenous learning preferences; interactive technologies; pedagogy,,,,,,,,,,,,"(2005) Our Words, Our Ways: Teaching First Nations, Metis, and Inuit Learners, , Alberta Education, Aboriginal Services Branch Edmonton, AB: Author; Cooper, T.J., Warren, E., Doig, S.M., Young white"" teachers' perceptions of mathematics learning of aboriginal and non-aboriginal students in remote communities (2004) Proceedings of the 28th Conference of the International Group for the Psychology OfMathematics Education, 2, pp. 239-246; El Sayed, F., Soar, J., Wang, Z., Key factors for the development of a culturally appropriate interactive multimedia informative program for Aboriginal health workers (2012) The Australian Journal of Indigneous Education, 41, pp. 162-172; (2015) First Peoples' Principles of Learning, , http://www.fnesc.ca/wordpress/wpcontent/uploads/2015/05/PUB-LFP-POSTER-Principlesof-Learning-First-Peoples-poster-11x17.pdf, First Nations Education Steering Committee (FNESC) Retrieved July 17, 2015 from; Green, N., The classroom teacher's influence on the performance of Aboriginal children (1982) Aboriginal Education: Issues and Innovations, pp. 107-126. , J. Sherwood (Ed. ) Perth, Australia: Creative Research; Hughes, P., More, A., Aboriginal ways of learning and learning styles (1997) Annual Conference of the Australian Association for Research in Education, , www.aare.edu.au/97pap/hughp518.htm, Paper Presented at the AARE: Brisbane, Australia. Retrieved from; Kitchenham, A.D., Mixed method research (2009) Encyclopedia of Case Study Research, pp. 561-563. , A. Mills, G. Durepos & E. Wiebe (Eds. ) Thousand Oaks, CA: Sage; Kitchenham, A.D., The preservation of Indigenous language and culture through educational technology. AlterNative (2013) An International Journal of Indigenous Peoples, 19 (4), pp. 351-364; Maher, M., Teacher education with indigenous ways of knowing, being and doing as a key pillar (2012) Alter Native, 8 (3), pp. 343-356; More, A., Native Indian learning styles: A review for researchers and teachers (1987) Journal of American Indian Education, 27 (1), pp. 17-29; Rasmussen, C., Baydala, L., Sherman, J., Learning patterns and education of Aboriginal children: A review of the literature (2004) The Canadian Journal of Native Studies, 24, pp. 317-342; Saldaña, J., (2013) The Coding Manual for Qualitative Researchers (2nd Ed., , Thousand Oaks CA: Sage; Schreier, M., (2012) Qualitative Content Analysis in Practice, , Thousand Oaks CA: Sage; Swisher, K., American Indian learning styles survey: An assessment of teachers' knowledge (1994) The Journal of Educational Issues of Language Minority Students, 13, pp. 59-77; Teddlie, C., Tashakkori, A., (2003) Handbook of Mixed-methods in Social and Behavioral Sciences Research, pp. 3-50. , Thousand Oaks CA: Sage; Toulouse, P.R., Integrating aboriginal teaching and values into the classroom (2008) What WorksResearch into Practice, 11, pp. 1-4; (2015) Truth and Reconciliation Committee of Canada: Calls to Action, , Truth and Reconciliation Committee of Canada (TRCC) Winnipeg, MB: Author; (2015) Honouring the Truth, Reconciling the Future: Summary of the Final Report of the Truth and Reconciliation Committee of Canada, , Truth and Reconciliation Committee of Canada (TRCC) Winnipeg, MB: Author; (2008) Vancouver Island Net Diagnostic Math Assessment, , http://web.sd71.bc.ca/islandnet/index.phppage=dma, Vancouver Island Net Retrieved July 17, 2015 from; Van Manen, M., (1990) Researching Lived Experience: Human Science for An Action Sensitive Pedagogy, , London, ON: Althouse Press; Van Manen, M., The tact of teaching: The meaning of pedagogical thoughtfulness (1991) London, ON: Althouse Press; Van Manen, M., (2014) Phenomenology of Practice, , Walnut Creek, CA: Left Coast Press; White, F., (2008) Ancestral Language Acquisition among Native Americans: A Study of the Haida Language Class, , New York, NY: Edwin Mellen Press; White, F., (2014) Emerging from out of the Margins: Essays On Haida Language, Culture, and History, , NewYork, NY Peter Lang Publishing","Kitchenham, A.; School of Education, University of Northern British ColumbiaCanada; email: andrew.kitchenham@unbc.ca",,,Cambridge University Press,,,,,13260111,,,,English,Aust. J. Indig. Educ.,Article,Final,,Scopus,2-s2.0-84973572002
"England B.J., Brigati J.R., Schussler E.E.",57195277896;6506713447;24469235700;,Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major,2017,PLoS ONE,12,8, e0182506,,,,4.0,10.1371/journal.pone.0182506,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026750364&doi=10.1371%2fjournal.pone.0182506&partnerID=40&md5=f7409d3a652dbca3f4a721d08f1f062b,"Division of Biology, University of Tennessee, Knoxville, TN, United States; Department of Biology, Maryville College, Maryville, TN, United States; Department of Ecology and Evolutionary Biology, University of Tennessee, Knoxville, TN, United States","England, B.J., Division of Biology, University of Tennessee, Knoxville, TN, United States; Brigati, J.R., Department of Biology, Maryville College, Maryville, TN, United States; Schussler, E.E., Department of Ecology and Evolutionary Biology, University of Tennessee, Knoxville, TN, United States","Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated. © 2017 England et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.",,anxiety; biology; human; interview; learning; major clinical study; perception; scientist; self report; student; anxiety; biology; education; epidemiology; etiology; female; male; problem based learning; procedures; psychology; questionnaire; student; Anxiety; Biology; Educational Measurement; Female; Humans; Male; Problem-Based Learning; Students; Surveys and Questionnaires,,,,,"DUE-1245215

Ethicon Endo-Surgery, EES","This work was supported by the National Science Foundation DUE-1245215 (nsf.gov) to EES. The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. We thank the instructors who agreed to help us conduct this research, as well as the students who participated in the surveys. Miranda Chen, Margaurete Romero, and Dr. Caroline Wien-hold provided important feedback to the manuscript.",,,,,"(2012) Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics, , https://www.whitehouse.gov/administration/eop/ostp/pcast/docsreports, PCAST. Report to the President. Executive Office of the President. Washington, D.C; accessed 17 June 2016; (2011) Vision and Change in Undergraduate Biology Education: A Call to Action, , American Association for the Advancement of Science. 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"Ní Fhloinn E., Carr M.",55571316300;57197672056;,Formative assessment in mathematics for engineering students,2017,European Journal of Engineering Education,42,4,,458,470,,3.0,10.1080/03043797.2017.1289500,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85012066446&doi=10.1080%2f03043797.2017.1289500&partnerID=40&md5=74557536c98c4ab29a63739ccc2bb5a2,"School of Mathematical Sciences, Dublin City University, Dublin, Ireland; School of Multidisciplinary Technologies, Dublin Institute of Technology, Dublin, Ireland","Ní Fhloinn, E., School of Mathematical Sciences, Dublin City University, Dublin, Ireland; Carr, M., School of Multidisciplinary Technologies, Dublin Institute of Technology, Dublin, Ireland","In this paper, we present a range of formative assessment types for engineering mathematics, including in-class exercises, homework, mock examination questions, table quizzes, presentations, critical analyses of statistical papers, peer-to-peer teaching, online assessments and electronic voting systems. We provide practical tips for the implementation of such assessments, with a particular focus on time or resource constraints and large class sizes, as well as effective methods of feedback. In addition, we consider the benefits of such formative assessments for students and staff. © 2017 SEFI.",assessment for learning; engineering mathematics; Formative assessments; low-stakes assessment; mathematics education,Online systems; Peer to peer networks; Voting machines; Assessment for learning; Engineering mathematics; Formative assessment; low-stakes assessment; Mathematics education; Technical presentations,,,,,,,,,,,"Abdulwahed, M., Jaworski, B., Crawford, A., (2012), “Innovative Approaches to Teaching Mathematics in Higher Education: A Review and Critique.” Nordic Studies in Mathematics Education 17 (2): 49–68; Alpay, E., Cutler, P.S., Eisenbach, S., Field, A.J., Changing the Marks-Based Culture of Learning Through Peer-Assisted Tutorials (2010) European Journal of Engineering Education, 35 (1), pp. 17-32; Alpers, B., Demlova, M., Fant, C.-H., Gustafsson, T., Lawson, D., Mustoe, L., Olsson-Lehtonen, B., Velichova, D., (2013) A Framework for Mathematics Curricula in Engineering Education, , http://www.sefi.be/wp-content/uploads/Competency%20based%20curriculum%20incl%20ads.pdf, Brussels: European Society for Engineering Education (SEFI), Accessed 24 March 2016; Banky, G.P., (2007) Looking for Kikan-Shido: Are Elements of It Detectable in Tertiary Engineering Pedagogy?”, , Paper presented at Australasian Association for Engineering Education 2007 Conference, Melbourne:; Barton, B., Growing Understanding of Undergraduate Mathematics: A Good Frame Produces Better Tomatoes (2011) International Journal of Mathematical Education in Science and Technology, 42 (7), pp. 963-973; Bempechat, J., The Motivational Benefits of Homework: A Social-Cognitive Perspective (2004) Theory Into Practice, 43 (3), pp. 189-196; Bennett, R.E., Formative Assessment: A Critical Review (2011) Assessment in Education: Principles, Policy & Practice, 18 (1), pp. 5-25; Berry, J., Nyman, M.A., Small-Group Assessment Methods in Mathematics (2002) International Journal of Mathematical Education in Science and Technology, 33 (5), pp. 641-649; Black, P., (1998) Testing: Friend or Foe? 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J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-85012066446
"Ratelle J.T., Bonnes S.L., Wang A.T., Mahapatra S., Schleck C.D., Mandrekar J.N., Mauck K.F., Beckman T.J., Wittich C.M.",56041142700;57119875100;55956934700;57191200203;7003726687;7801482469;6602211372;7003776603;6506098180;,Associations between teaching effectiveness and participant self-reflection in continuing medical education,2017,Medical Teacher,39,7,,697,703,,3.0,10.1080/0142159X.2017.1301655,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015665962&doi=10.1080%2f0142159X.2017.1301655&partnerID=40&md5=5e55fc2c83e6661c0912e0dba8b3cf51,"Division of Hospital Internal Medicine, Mayo Clinic, Rochester, MN, United States; Division of General Internal Medicine, Mayo Clinic, Rochester, MN, United States; Division of General Internal Medicine, Harbor-University of California Los Angeles Medical Center, Torrance, CA, United States; Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN, United States","Ratelle, J.T., Division of Hospital Internal Medicine, Mayo Clinic, Rochester, MN, United States; Bonnes, S.L., Division of General Internal Medicine, Mayo Clinic, Rochester, MN, United States; Wang, A.T., Division of General Internal Medicine, Harbor-University of California Los Angeles Medical Center, Torrance, CA, United States; Mahapatra, S., Division of General Internal Medicine, Mayo Clinic, Rochester, MN, United States; Schleck, C.D., Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN, United States; Mandrekar, J.N., Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN, United States; Mauck, K.F., Division of General Internal Medicine, Mayo Clinic, Rochester, MN, United States; Beckman, T.J., Division of General Internal Medicine, Mayo Clinic, Rochester, MN, United States; Wittich, C.M., Division of General Internal Medicine, Mayo Clinic, Rochester, MN, United States","Effective medical educators can engage learners through self-reflection. However, little is known about the relationships between teaching effectiveness and self-reflection in continuing medical education (CME). We aimed to determine associations between presenter teaching effectiveness and participant self-reflection in conference-based CME. This cross-sectional study evaluated presenters and participants at a national CME course. Participants provided CME teaching effectiveness (CMETE) ratings and self-reflection scores for each presentation. Overall CMETE and CME self-reflection scores (five-point Likert scale with one as strongly disagree and five as strongly agree) were averaged for each presentation. Correlations were measured among self-reflection, CMETE, and presentation characteristics. In total, 624 participants returned 430 evaluations (response, 68.9%) for the 38 presentations. Correlation between CMETE and self-reflection was medium (Pearson correlation, 0.3–0.5) or large (0.5–1.0) for most presentations (n = 33, 86.9%). Higher mean (SD) CME reflection scores were associated with clinical cases (3.66 [0.12] vs. 3.48 [0.14]; p = 0.003) and audience response (3.66 [0.12] vs. 3.51 [0.14]; p = 0.005). To our knowledge, this is the first study to show a relationship between teaching effectiveness and participant self-reflection in conference-based CME. Presenters should consider using clinical cases and audience response systems to increase teaching effectiveness and promote self-reflection among CME learners. © 2017 Mayo Foundation for Medical Education and Research (Mayo clinic).",,"controlled study; cross-sectional study; human; Likert scale; major clinical study; medical education; medical education; physician; procedures; psychology; standards; teaching; Cross-Sectional Studies; Education, Medical, Continuing; Humans; Physicians; Teaching",,,,,,,,,,,"(2011), http://www.accme.org/sites/default/files/null/606_2010_Annual_Report_Addendum_20120702.pdf; Aronson, L., Twelve tips for teaching reflection at all levels of medical education (2011) Med Teach, 33, pp. 200-205; Beckman, T.J., Lee, M.C., Proposal for a collaborative approach to clinical teaching (2009) Mayo Clin Proc, 84, pp. 339-344; Beckman, T.J., Cook, D.A., Mandrekar, J.N., What is the validity evidence for assessments of clinical teaching? 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A review of the research (2004) J Eng Educ, 93, pp. 223-231; Ratelle, J.T., Wittich, C.M., Yu, R.C., Newman, J.S., Jenkins, S.M., Beckman, T.J., Associations between teaching effectiveness scores and characteristics of presentations in hospital medicine continuing education (2015) J Hosp Med, 10, pp. 569-573; Reed, D.A., Cook, D.A., Beckman, T.J., Levine, R.B., Kern, D.E., Wright, S.M., Association between funding and quality of published medical education research (2007) JAMA, 298, pp. 1002-1009; Sandars, J., The use of reflection in medical education: AMEE guide no. 44 (2009) Med Teach, 31, pp. 685-695; Savery, J.R., Duffy, T.M., Problem based learning: an instructional model and its constructivist framework (1995) Educ Technol, 35, pp. 31-38; Steinert, Y., Snell, L.S., Interactive lecturing: strategies for increasing participation in large group presentations (1999) Med Teach, 21, pp. 37-42; Williams, S.M., Putting case-based instruction into context: examples from legal and medical education (1992) J Learn Sci, 2, pp. 367-427; Wittich, C.M., Chutka, D.S., Mauck, K.F., Berger, R.A., Litin, S.C., Beckman, T.J., Perspective: a practical approach to defining professional practice gaps for continuing medical education (2012) Acad Med, 87, pp. 582-585; Wittich, C.M., Mauck, K.F., Mandrekar, J.N., Gluth, K.A., West, C.P., Litin, S.C., Beckman, T.J., Improving participant feedback to continuing medical education presenters in internal medicine: a mixed-methods study (2012) J Gen Intern Med, 27, pp. 425-431; Wittich, C.M., Reed, D.A., McDonald, F.S., Varkey, P., Beckman, T.J., Perspective: transformative learning: a framework using critical reflection to link the improvement competencies in graduate medical education (2010) Acad Med, 85, pp. 1790-1793; Wittich, C.M., Szostek, J.H., Reed, D.A., Kiefer, J.L., Mueller, P.S., Mandrekar, J.N., Beckman, T.J., Measuring faculty reflection on medical grand rounds at Mayo Clinic: Associations with teaching experience, clinical exposure, and presenter effectiveness (2013) Mayo Clin Proc, 88, pp. 277-284","Ratelle, J.T.; Division of Hospital Internal Medicine, Mayo Clinic, 200 First St SW, United States; email: ratelle.john@mayo.edu",,,Taylor and Francis Ltd,,,,,0142159X,,MEDTD,28301975.0,English,Med. Teach.,Article,Final,,Scopus,2-s2.0-85015665962
"Remón J., Sebastián V., Romero E., Arauzo J.",55553560100;57200049294;14055055500;6603935077;,Effect of using smartphones as clickers and tablets as digital whiteboards on students’ engagement and learning,2017,Active Learning in Higher Education,18,2,,173,187,,7.0,10.1177/1469787417707618,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85021105262&doi=10.1177%2f1469787417707618&partnerID=40&md5=75f6cd72b536b65d551035bde96dfae9,"Universidad de Zaragoza, Spain","Remón, J., Universidad de Zaragoza, Spain; Sebastián, V., Universidad de Zaragoza, Spain; Romero, E., Universidad de Zaragoza, Spain; Arauzo, J., Universidad de Zaragoza, Spain","This work addresses the use of tablets and smartphones to enhance both student learning and engagement. Tablets were tested as potential substitutes for digital whiteboards, while smartphones were tested as potential survey media in the classroom using a question and answer method. Two teaching strategies were evaluated and compared: (1) traditional, which includes the use of the blackboard together with PowerPoint presentations and (2) interactive, where lessons are taught with the aid of a tablet, using interactive activities and digital materials. Measures of performance outcomes achieved with these strategies were made using the question and answer method at two points, during the classes and during the end-of-term examination. Three different question and answer methodologies were studied and compared, ranging from the very traditional method where students raise their hand to answer a question to the most modern where students use their smartphones to answer. The findings demonstrated higher outcomes with interactive lessons than with traditional learning (PowerPoint included). Tablets proved to be an effective and cheaper substitute for interactive whiteboards during lessons. The results suggested that the use of interactive procedures increased student participation. Furthermore, the students were very receptive to the use of smartphones as survey media. The use of smartphones as clickers is an interesting and instant way for both teachers and students to check students’ learning and perceived engagement. Considering that students are advanced users of smartphones and/or tablets, the use of these may be considered as more convenient than clickers. In addition, it is economically more acceptable than some other audience response systems. © 2017, © The Author(s) 2017.",clickers; engagement; learning; smartphones; tablets,,,,,,,,,,,,"Adams, C., PowerPoint, habits of mind, and classroom culture (2006) Journal of Curriculum Studies, 38 (4), pp. 389-411; Ambikairajah, E., Epps, J., Sheng, M., (2005) Experiences with an electronic whiteboard teaching laboratory and tablet PC-based lecture presentations, vols. 1–5, pp. 565-568. , Proceedings of the 2005 IEEE international conference on acoustics, speech, and signal processing, Philadelphia, PA, New York, IEEE, et al. (,. In; Anthis, K., Is it the Clicker, or is it the Question? Untangling the Effects of Student Response System Use (2011) Teaching of Psychology, 38 (3), pp. 189-193; Apperson, J.M., Laws, E.L., Scepansky, J.A., The impact of presentation graphics on students’ experience in the classroom (2006) Computers & Education, 47 (1), pp. 116-126; Beichner, R., (2008) The SCALE-UP project: A student-centered active learning environment for undergraduate programs (National Academy of Sciences, Bulletin of the American Physical Society), , http://meetings.aps.org/link/BAPS.2011.NES.G1.1, Proceedings of the meeting of the New England sections of the APS and the AAPT, Lowell, MA,. In:,. :; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62 (1), pp. 102-110; Boud, D., Falchikov, N., Aligning assessment with long-term learning (2007) Assessment & Evaluation in Higher Education, 31 (4), pp. 399-413; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environment, , San Francisco, CA, Jossey-Bass; Carini, R.M., Kuh, G.D., Klein, S.P., Student engagement and student learning: Testing the linkages (2006) Research in Higher Education, 47 (1), pp. 1-32; Chiou, C.K., Tseng, J.C.R., Hwang, G.J., An adaptive navigation support system for conducting context-aware ubiquitous learning in museums (2010) Computers & Education, 55 (2), pp. 834-845; Crompton, H., A historical overview of mobile learning: Toward learner-centered education (2013) Handbook of Mobile Learning, pp. 3-14. , Muilenburg, Berge, (eds), Florence, KY, Routledge,. In:, (eds); Desrochers, M.N., Shelnutt, J.M., Effect of answer format and review method on college students’ learning (2012) Computers & Education, 59 (3), pp. 946-951; DiMaggio, P., Hargittai, E., Neuman, W.R., Social implications on the internet (2001) Annual Review of Sociology, 27 (1), pp. 307-336; Elicker, J.D., McConnell, N.L., Interactive learning in the classroom: Is student response method related to performance? (2011) Teaching of Psychology, 38 (3), pp. 147-150; Fallon, M., Forrest, S.L., High-tech versus low-tech instructional strategies: A comparison of clickers and handheld response cards (2011) Teaching of Psychology, 38 (3), pp. 194-198; Freed, J.E., Teaching with classroom response systems: Creating active learning environments (2010) Review of Higher Education, 33 (2), pp. 288-289; Freeman, S., O’Connor, E., Parks, J.W., Prescribed active learning increases performance in introductory biology (2007) CBE Life Science Education, 6 (2), pp. 132-139; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Hamari, J., Shernoff, D.J., Rowe, E., Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning (2016) Computers in Human Behavior, 54 (1), pp. 170-179; Higgins, S., Beauchamp, G., Miller, D., Reviewing the literature on interactive whiteboards (2007) Learning, Media and Technology, 32 (3), pp. 213-225; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Medical Education, 38 (5), p. 575; Hwang, G.J., Chang, H.F., A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students (2011) Computers & Education, 56 (4), pp. 1023-1031; Hwang, G.J., Wu, C.H., Applications, impacts and trends of mobile technology-enhanced learning: A review of 2008–2012 publications in selected SSCI journals (2014) International Journal of Mobile Learning and Organisation, 8 (2), pp. 83-95; Hwang, G.J., Shi, Y.R., Chu, H.C., A concept map approach to developing collaborative Mindtools for context-aware ubiquitous learning (2011) British Journal of Educational Technology, 42 (5), pp. 778-789. , a); Hwang, G.J., Wu, C.H., Tseng, J.C.R., Development of a ubiquitous learning platform based on a real-time help-seeking mechanism (2011) British Journal of Educational Technology, 42 (6), pp. 992-1002. , b); Kelly, S., Optimal learning environments to promote student engagement (2014) Educational Researcher, 43 (4), pp. 208-210; Kennedy, G.E., Cutts, Q.I., The association between students’ use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Kennewell, S., Tanner, H., Jones, S., Analysing the use of interactive technology to implement interactive teaching (2008) Journal of Computer Assisted Learning, 24 (1), pp. 61-73; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46 (4), pp. 242-244; Ley, B., Ogonowski, C., Hess, J., Impacts of new technologies on media usage and social behaviour in domestic environments (2013) Behaviour & Information Technology, 33 (8), pp. 815-828; Luse, D.W., Miller, R.A., Business faculty and students’ perceptions of the effectiveness of PowerPoint usage as a teaching and learning tool (2010) Global Education Journal, 4, pp. 135-148; Mantei, E.J., Research and teaching: Using internet class notes and PowerPoint in the physical geology lecture: Comparing the success of computer technology with traditional teaching techniques (2000) Journal of College Science Teaching, 29, pp. 201-206; Morling, B., McAuliffe, M., Cohen, L., Efficacy of personal response systems (“Clickers”) in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Motiwalla, L.F., Mobile learning: A framework and evaluation (2007) Computers & Education, 49 (3), pp. 581-596; Ogata, H., Matsuka, Y., El-Bishouty, M.M., LORAMS: Linking physical objects and videos for capturing and sharing learning experiences towards ubiquitous learning (2009) International Journal of Mobile Learning and Organisation, 4 (3), pp. 337-350; Scott, R.H., Tableau Economique: Teaching economics with a tablet computer (2011) Journal of Economic Education, 42 (2), pp. 175-180; Sharples, M., Corlett, D., Westmancott, O., The design and implementation of a mobile learning resource (2002) Personal and Ubiquitous Computing, 6 (3), pp. 220-234; Silverman, D., (2010) PowerPoint is evil, Redux, , http://blogs.hbr.org/2010/04/powerpoint-is-evil-redux, :; Sipress, N., (1995) Computer software in the undergraduate political science classroom, , Paper presented at the 1995 annual meeting of the American Political Science Association, Chicago, IL; Smith, H.J., Higgins, S., Wall, K., Interactive whiteboards: Boon or bandwagon? A critical review of the literature (2005) Journal of Computer Assisted Learning, 21 (2), pp. 91-101; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Sun, J.C.Y., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computers & Education, 72 (1), pp. 80-89; Szabo, A., Hastings, N., Using IT in the undergraduate classroom: Should we replace the blackboard with PowerPoint? (2000) Computers & Education, 35 (3), pp. 175-187","Remón, J.; Thermo-Chemical Processes Group (GPT), Aragón Institute of Engineering Research (I3A), University de Zaragoza, C/Mariano Esquillor s/n, Spain; email: jrn@unizar.es",,,SAGE Publications Ltd,,,,,14697874,,,,English,Act. Learn. High. Educ.,Article,Final,,Scopus,2-s2.0-85021105262
"Awan O.A., Shaikh F., Kalbfleisch B., Siegel E.L., Chang P.",35736958900;57192896709;57194871777;56691859000;7403573065;,RSNA diagnosis live: A novel webbased audience response tool to promote evidence-based learning,2017,Radiographics,37,4,,1111,1118,,2.0,10.1148/rg.2017160107,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85023760345&doi=10.1148%2frg.2017160107&partnerID=40&md5=bc342d6d69ab1b34182cc4a650518980,"Department of Radiology, Temple University Hospital, 3401 N Broad St, Philadelphia, PA  19140, United States; Department of Radiology, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, United States; Department of Radiology, University of Maryland School of Medicine, Baltimore, MD, United States; Department of Radiology and Informatics, University of Pittsburgh Medical Center, Pittsburgh, PA, United States; Department of Information Technology, Radiological Society of North America, Oak Brook, IL, United States; Department of Radiology, University of Chicago Medical Center, Chicago, IL, United States","Awan, O.A., Department of Radiology, Temple University Hospital, 3401 N Broad St, Philadelphia, PA  19140, United States, Department of Radiology, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, United States, Department of Radiology, University of Maryland School of Medicine, Baltimore, MD, United States; Shaikh, F., Department of Radiology and Informatics, University of Pittsburgh Medical Center, Pittsburgh, PA, United States; Kalbfleisch, B., Department of Information Technology, Radiological Society of North America, Oak Brook, IL, United States; Siegel, E.L., Department of Radiology, University of Maryland School of Medicine, Baltimore, MD, United States; Chang, P., Department of Radiology, University of Chicago Medical Center, Chicago, IL, United States","Audience response systems have become more commonplace in radiology residency programs in the last 10 years, as a means to engage learners and promote improved learning and retention. A variety of systems are currently in use. RSNA Diagnosis Live™ provides unique features that are innovative, particularly for radiology resident education. One specific example is the ability to annotate questions with subspecialty tags, which allows resident performance to be tracked over time. In addition, deficiencies in learning can be monitored for each trainee and analytics can be provided, allowing documentation of resident performance improvement. Finally, automated feedback is given not only to the instructor, but also to the trainee. © RSNA, 2017",,"diagnosis; documentation; education; human; human experiment; learning; radiology; resident; student; evidence based medicine; Internet; medical education; medical society; procedures; teaching; United States; Computer-Assisted Instruction; Education, Medical, Graduate; Educational Measurement; Evidence-Based Medicine; Humans; Internet; Internship and Residency; Radiology; Societies, Medical; Teaching; United States",,,,,,,,,,,"Streeter, J.L., Rybicki, F.J., A novel standard-compliant audience response system for medical education (2006) Radiographics, 26 (4), pp. 1243-1249; http://live.rsna.org/admin/helpfiles/Diagnosis%20Live%20Resident%20Testing.pdf, Accessed August 10, 2015; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36 (7), pp. 496-504; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; Copeland, H.L., Hewson, M.G., Stoller, J.K., Longworth, D.L., Making the continuing medical education lecture effective (1998) J Contin Educ Health Prof, 18 (4), pp. 227-234; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR am J Roentgenol, 190 (6), pp. W319-W322; Collins, J., Audience response systems: Technology to engage learners (2008) J am Coll Radiol, 5 (9), pp. 993-1000; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15 (3), pp. 383-389; Hake, R.R., Interactive engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) Am J Phys, 66 (1), pp. 64-74; Eggert, C.H., West, C.P., Thomas, K.G., Impact of an audience response system (2004) Med Educ, 38 (5), p. 576; Ramoska, E.A., Saks, M., Implementation of an audience response system improves residents’ attitudes toward required weekly conference (2011) Med Teach, 33 (10), p. 861; Kung, J.W., Slanetz, P.J., Chen, P.H., Lee, K.S., Donohoe, K., Eisenberg, R.L., Resident and attending physician attitudes regarding an audience response system (2012) J am Coll Radiol, 9 (11), pp. 828-831; Nicholson, B.T., Bassignani, M.J., Radiologist/educator knowledge of the audience response system and limitations to its use (2009) Acad Radiol, 16 (12), pp. 1555-1560","Awan, O.A.; Department of Radiology, Temple University Hospital, 3401 N Broad St, United States; email: Omer.awan786@gmail.com",,,Radiological Society of North America Inc.,,,,,02715333,,,28696853.0,English,Radiographics,Article,Final,Open Access,Scopus,2-s2.0-85023760345
"Stockwell B.R., Stockwell M.S., Jiang E.",7004692274;22958914900;56735785500;,Group Problem Solving in Class Improves Undergraduate Learning,2017,ACS Central Science,3,6,,614,620,,3.0,10.1021/acscentsci.7b00133,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026390372&doi=10.1021%2facscentsci.7b00133&partnerID=40&md5=42ed2178aa3e866b84fbb4aecc5ec7ba,"Department of Biological Sciences, Columbia University, Northwest Corner Building, MC 4846, 550 West 120th Street, New York, NY  10027, United States; Department of Chemistry, Columbia University, New York, NY  10027, United States; Department of Pediatrics, Columbia University, New York, NY  10032, United States; Department of Population and Family Health, Columbia University, New York, NY  10032, United States; NewYork-Presbyterian Hospital, New York, NY  10032, United States","Stockwell, B.R., Department of Biological Sciences, Columbia University, Northwest Corner Building, MC 4846, 550 West 120th Street, New York, NY  10027, United States, Department of Chemistry, Columbia University, New York, NY  10027, United States; Stockwell, M.S., Department of Pediatrics, Columbia University, New York, NY  10032, United States, Department of Population and Family Health, Columbia University, New York, NY  10032, United States, NewYork-Presbyterian Hospital, New York, NY  10032, United States; Jiang, E., Department of Biological Sciences, Columbia University, Northwest Corner Building, MC 4846, 550 West 120th Street, New York, NY  10027, United States","Developing methods for improving student learning is a long-standing goal in undergraduate science education. However, the extent to which students working on problems in small groups versus individually results in improved learning among undergraduate science students has not been evaluated in a randomized controlled trial. We have performed such a trial with 80 students in an undergraduate biochemistry class, in which students were randomized to either learning in groups or learning individually. All students participated in the same class, which consisted of a lecture with periodic breaks for students to solve problems using an audience response system. Students in the individual learning condition answered these questions on their own, but students in the group-based learning condition answered these questions in an assigned group of four students. At the end of the class, all students then took the same exam as individuals. The exam had two types of questions - recall questions, in which students had to simply recall information provided to them, and predict questions, in which students had to apply their new knowledge to a new context. Students in the individual and group-based learning conditions performed similarly well on recall questions. However, students who had been in the group-based learning condition performed significantly better as individuals on the predict questions. This suggests that learning in groups may be more effective than individual learning for undergraduate science students, particularly for applying their knowledge to new contexts; this highlights the potential need for pedagogical approaches in undergraduate science courses that incorporate learning in groups. © 2017 American Chemical Society.",,Problem solving; Teaching; Audience response systems; Individual learning; Pedagogical approach; Potential needs; Randomized controlled trial; Science course; Science education; Student learning; Students,,,,,,,,,,,"Handelsman, J., (2007) Scientific Teaching, , W.H. Freeman and Co. New York; Reich, J., Education research. 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Educ., 82 (1), pp. 135-139; McCreary, C.L., Golde, M.F., Koeske, R., Peer Instruction in the General Chemistry Laboratory: Assessment of Student Learning (2006) J. Chem. Educ., 83 (5), pp. 804-810; Wamser, C.C., Peer-led team learning in organic chemistry: Effects on student performance, success, and persistence in the course (2006) J. Chem. Educ., 83 (10), pp. 1562-1566; Lyle, K.S., Robinson, W.R., A Statistical Evaluation: Peer-Led Team Learning in an Organic Chemistry Course (2003) J. Chem. Educ., 80 (2), pp. 132-134; Tien, L.T., Roth, V., Kampmeier, J.A., Implementation of a peer-led team learning instructional approach in an undergraduate organic chemistry course (2002) J. Res. Sci. Teach., 39 (7), pp. 606-632; Wilson, S.B., Varma-Nelson, P., Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty (2016) J. Chem. Educ., 93 (10), pp. 1686-1702; Towns, M.H., Kreke, K., Fields, A., An action research project: Student perspectives on small-group learning in chemistry (2000) J. Chem. Educ., 77 (1), pp. 111-115; Mahalingam, M., Schaefer, F., Morlino, E., Promoting Student Learning through Group Problem Solving in General Chemistry Recitations (2008) J. Chem. Educ., 85 (11), pp. 1577-1581; Wenzel, T.J., Cooperative group learning in undergraduate analytical chemistry (1998) Anal. Chem., 70 (23), pp. 790a-795a; Evans, H.G., Heyl, D.L., Liggit, P., Team-Based Learning, Faculty Research, and Grant Writing Bring Significant Learning Experiences to an Undergraduate Biochemistry Laboratory Course (2016) J. Chem. Educ., 93 (6), pp. 1027-1033; Jansson, S., Soderstrom, H., Andersson, P.L., Nording, M.L., Implementation of Problem-Based Learning in Environmental Chemistry (2015) J. Chem. Educ., 92 (12), pp. 2080-2086","Stockwell, B.R.; Department of Biological Sciences, Columbia University, Northwest Corner Building, MC 4846, 550 West 120th Street, United States; email: bstockwell@columbia.edu",,,American Chemical Society,,,,,23747943,,,,English,ACS Cent. Sci.,Article,Final,Open Access,Scopus,2-s2.0-85026390372
"Jääskeläinen M., Lagerkvist A.",7003302291;57194617326;,Why do they not answer and do they really learn? A case study in analysing student response flows in introductory physics using an audience response system,2017,European Journal of Physics,38,4, 045705,,,,1.0,10.1088/1361-6404/aa73b5,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85021295799&doi=10.1088%2f1361-6404%2faa73b5&partnerID=40&md5=b2e252e50b2d53e6cbbc72e90c718b10,"Dalarna University, Falun, SE-79188, Sweden; NTI-Gymnasiet, Falun, SE-79171, Sweden","Jääskeläinen, M., Dalarna University, Falun, SE-79188, Sweden; Lagerkvist, A., Dalarna University, Falun, SE-79188, Sweden, NTI-Gymnasiet, Falun, SE-79171, Sweden","In this paper we investigate teaching with a classroom response system in introductory physics with emphasis on two issues. First, we discuss retention between question rounds and the reasons why students avoid answering the question a second time. A question with declining response rate was followed by a question addressing the student reasons for not answering. We find that there appear to be several reasons for the observed decline, and that the students need to be reminded. We argue that small drops are unimportant as the process appears to work despite the drops. Second, we discuss the dynamics of learning in a concept-sequence in electromagnetism, where a majority of the students, despite poor statistics in a first round, manage to answer a followup question correctly. In addition, we analyse the response times for both situations to connect with research on student reasoning on situations with misconception-like answers. From the combination of the answer flows and response time behaviours we find it plausible that conceptual learning occurred during the discussion phase. © 2017 European Physical Society.",Active learning; classroom response system; student learning of kinematics; student learning of magnetic field,Drops; Education; Response time (computer systems); Teaching; Active Learning; Audience response systems; Classroom response systems; Conceptual learning; Dynamics of learning; Student learning; Student reasoning; Student response; Students,,,,,,,,,,,"Aarons, A.B., (1997) Teaching Introductory Physics, , (New York: Wiley); Meltzer, D.E., Thornton, R.K., Resource letter ALIP 1: Active-learning instruction in physics (2012) Am. J. Phys, 80, p. 478; Haake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1997) Am. J. Phys., 66, p. 64; Slavich, G.M., Zimbardo, P.G., Transformational teaching: Theoretical underpinnings, basic principles, and core methods (2012) Educ. Psychol. Rev., 24, p. 569; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics (2011) Science, 332, p. 862; Crouch, C., Mazur, E., Peer Instruction: Ten years of experience and results (2011) Am. J. Phys., 69, p. 970; Mazur, E., (1997) Peer Instruction: A User's Manual, , (Upper Saddle River, NJ: Prentice Hall); Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R., Designing effective questions for classroom response system teaching (2006) Am. J. Phys., 74, p. 31; Turpen, C., Finkelstein, N.D., Not all interactive engagement is the same: Variations in physics professors implementation of Peer Instruction (2009) Phys. Rev. ST Phys. Educ. Res., 5; Turpen, C., Finkelstein, N.D., The construction of different classroom norms during Peer Instruction: Students perceive differences (2010) Phys. Rev. ST Phys. Educ. Res., 6; Nielsen, K.L., Hansen-Nygård, G., Stav, J.B., Investigating Peer Instruction: How the initial voting affects students' experiences of group discussion (2012) ISRN Educ.; Perez, K.E., Strauss, E.A., Downey, N., Galbratih, A., Jeanne, R., Cooper, S., Madison, W., Does displaying the class results affect student discussion during Peer interaction? (2010) CBE Life Sci. Educ., 9, p. 133; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learn. Media Technol., 33, p. 329; Mulhall, P., Gunstone, R., Views about learning physics held by physics teachers with different approaches to teaching physics (2012) J. Sci. Teach. Educ., 23, p. 429; Lantz, M.E., The use of Clickers in the classroom: Teaching innovation or merely an amusing novelty? (2010) Comput. Human Behav., 26, p. 556; Hendersson, C., Dancy, M., Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? (2012) Phys. Rev. ST Phys. Educ. Res., 8; Andrews, T.M., Leonard, M.J., Colgrove, C.A., Kalinowski, S.T., Active learning not associated with student learning in a random sample of college biology courses (2011) CBE Life Sci. Educ., 10, p. 394; Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., Stains, M., Research-based implementation of Peer-Instruction: A literature review (2015) CBE Life Sci. Educ., 14, p. 1; Chien, Y.-T., Chang, Y.-H., Chang, C.-Y., Do we click the right way? A meta-analytic review of clicker-integrated instruction (2016) Educ. Res. Rev., 17, p. 1; Heckler, A.F., Scaife, T.M., Sayre, E.C., Response times and misconception-like responses to science questions (2010) Proc. 32nd Annual Conf. Cognitive Science Society, p. 139. , Heckler A F, Scaife T M and Sayre E C ed S Ohlsson and R Catrambone (Austin, TX: Cognitive Science Society) p; Lee, A., Ding, L., Reay, N.W., Bao, L., Single-concept clicker question sequences (2011) Phys. Teach., 49, p. 385; Ding, L., Reay, N.W., Teaching undergraduate introductory physics with an innovative research-based clicker methodology (2014) Research in Science Education: Research-Based Undergraduate Science Teaching, 6, pp. 301-330. , Ding L and Reay N W vol ed D W Sunal et al (Charlotte, NC: Information Age) pp; Ding, L., Reay, N., Lee, A., Carter, T., (2013) OSU Physics Clicker Questions, , 1st edn (Raleigh, NC: WebAssign); Trowbridge, D.E., McDermott, L.C., Investigation of student understanding of the concept of acceleration in one dimension (1981) Am. J. Phys., 49, p. 242; Halloun, I.A., Hestenes, D., Common sense concepts about motion (1985) Am. J. Phys., 53, p. 1056; Sankey, M.H.P.R., Introductory note on the thermal efficiency of steam-engines (1898) Minutes Proc. Inst. Civil Eng., 134, p. 278; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why Peer discussion improves student performance on in-class concept questions (2009) Science, 323, p. 122; Maloney, D.P., O'Kuma, T.L., Hiegelke, C.J., Van Heuvelen, A., Surveying student's conceptual knowledge of electricity and magnetism (2001) Am. J. Phys., 69, p. 512; Fredlund, T., Linder, C., Airey, J., Towards addressing transient learning challenges in undergraduate physics: An example from electrostatics (2012) Eur. J. Phys., 36; Miller, K., Lasry, N., Lukoff, B., Schell, J., Mazur, E., Conceptual question response times in Peer Instruction classrooms (2014) Phys. Rev. ST Phys. Educ. Res., 10; Ding, L., Reay, N.W., Lee, A., Bao, L.L., Are we asking the right questions? Validating clicker question sequences by student interviews (2009) Am. J. 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Phys., 62, p. 750; Engelhardt, P.V., Beichner, R.J., Students' understanding of direct current resistive electrical circuits (2004) Am. J. Phys., 72, p. 98; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teach., 30, p. 141",,,,Institute of Physics Publishing,,,,,01430807,,EJPHD,,English,Eur. J. Phys.,Article,Final,,Scopus,2-s2.0-85021295799
"Akhtar S., Warburton S., Xu W.",56978751000;26436233300;56978426200;,The use of an online learning and teaching system for monitoring computer aided design student participation and predicting student success,2017,International Journal of Technology and Design Education,27,2,,251,270,,7.0,10.1007/s10798-015-9346-8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84948437945&doi=10.1007%2fs10798-015-9346-8&partnerID=40&md5=36d73ca7d09e46e4ebd6a0aff976c3ac,"Department of Technology Enhanced Learning, University of Surrey, Guildford, Surrey, GU2 7XH, United Kingdom","Akhtar, S., Department of Technology Enhanced Learning, University of Surrey, Guildford, Surrey, GU2 7XH, United Kingdom; Warburton, S., Department of Technology Enhanced Learning, University of Surrey, Guildford, Surrey, GU2 7XH, United Kingdom; Xu, W., Department of Technology Enhanced Learning, University of Surrey, Guildford, Surrey, GU2 7XH, United Kingdom","In this paper we report on the use of a purpose built Computer Support Collaborative learning environment designed to support lab-based CAD teaching through the monitoring of student participation and identified predictors of success. This was carried out by analysing data from the interactive learning system and correlating student behaviour with summative learning outcomes. A total of 331 undergraduate students, from eight independent groups at the University of Surrey took part in this study. The data collected included: time spent on task, class attendance; seating location; and group association. The application of ANOVA and Pearson correlation to quantized data demonstrated that certain student behaviours enhanced their learning performance. The results indicated that student achievement was positively correlated with attendance, social stability in terms of peer grouping, and time spent on task. A negative relationship was shown in student seating distance relative to the lecturer position. Linear regression was used in the final part of this study to explore the potential for embedding predictive analytics within the system to identify students at-risk of failure. The results were encouraging. They suggest that learning analytics can be used to predict student outcomes and can ensure that timely and appropriate teaching interventions can be incorporated by tutors to improve class performance. © 2015, Springer Science+Business Media Dordrecht.",Blended learning; CAD teaching; Learning analytics; Predictive model; Student monitoring,Computer aided design; Correlation methods; E-learning; Learning systems; Students; Teaching; Blended learning; Collaborative learning environment; Interactive learning systems; Learning analytics; Predictive modeling; Student monitoring; Student participation; Undergraduate students; Computer aided instruction,,,,,,,,,,,"Akhtar, S.A., Warburton, S., Xu, W., Development and preliminary evaluation of an Interactive system to support CAD teaching (2013) In 2013 IEEE international symposium on multimedia, pp. 480-485; Antonio, A.L., The influence of friendship groups on intellectual self-confidence and educational aspirations in college (2004) The Journal of Higher Education, 75 (4), pp. 446-471; Arnold, K.E., Pistilli, M.D., Course signals at purdue: Using learning analytics to increase student success (2012) In Proceedings of the 2nd international conference on learning analytics and knowledge, pp. 267-270; Bandura, A., Self-efficacy: Toward a unifying theory of behavioral change (1999) The self in social psychology. Key readings in social psychology, pp. 285-298. , Baumeister RF, (ed), Psychology Press/Taylor & Francis, Philadelphia; Beichner, R.J., Saul, J.M., Abbott, D.S., Morse, J.J., Deardorff, D., Allain, R.J., Risley, J.S., The student-centered activities for large enrollment undergraduate programs (SCALE-UP) project (2007) Research-Based Reform of University Physics, 1 (1), pp. 2-39; Beinkowski, M., Feng, M., Means, B., (2012) Enhancing teaching and learning through educational data mining and learning analytics, , https://tech.ed.gov/wp-content/uploads/2014/03/edm-la-brief.pdf, An issue brief, Retrieved from; Bichsel, J., (2012) Analytics in higher education, , http://net.educause.edu/ir/library/pdf/ERS1207/ers1207.pdf, Benefits, barriers, progress, and recommendations, Retrived from; Bienkowski, M., Feng, M., Means, B., (2012) Enhancing teaching and learning through educational data mining and learning analytics: An issue brief, pp. 1-57. , Office of Educational Technology, US Department of Education, Washington, DC; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. Washington, DC: ERIC Clearinghouse on Higher Education (1991) The George Washington University, pp. 20036-21183; Brannen, J., Combining qualitative and quantitative approaches: An overview (1992) Mixing methods: Qualitative and quantitative research, , Brannen J, (ed), Aldershot, Avebury; Cennamo, K.S., Learning from video: Factors influencing learners’ preconceptions and invested mental effort (1993) Educational Technology Research and Development, 41 (3), pp. 33-45; Chan, K.C., Shum, C., Class attendance and student perfromance (1997) Financial Practice & Education, 7 (2), pp. 58-65; Chandler, P., Sweller, J., Cognitive load theory and the format of instruction (1991) Cognition and Instruction, 8 (4), pp. 293-332; Corfield, G.T., The role of technology in a 21st century pedagogy. Ph.D (2013) Thesis, , http://hdl.handle.net/10149/301642, University of Teesside, Retrived from; Dolton, P., Marcenaro, O.D., Navarro, L., The effective use of student time: A stochastic frontier production function case study (2003) Economics of Education Review, 22 (6), pp. 547-560; Dosen, A.S., Sher, W., Gajendran, T., Gu, N., Teaching cad: The challenges of online delivery to distance learning students (2012) In Proceedings 37th AUBEA international conference, pp. 48-56; Ellis, C.A., Gibbs, S.J., Rein, G., Groupware: Some issues and experiences (1991) Communications of the ACM, 34 (1), pp. 39-58; Gurung, R.A.R., Weidert, J., Jeske, A., Focusing on how students study (2010) Journal of the Scholarship of Teaching and Learning, 10 (1), pp. 28-35; Guthrie, R.W., Carlin, A., Waking the dead: Using interactive technology to engage passive listeners in the classroom. In Proceedings of the tenth americas conference on information systems, New York (2004) August, p. 2004; Harmelen, M., Workman, D., (2012) Analytics for learning and teaching. CETIS Analytics Series, 1 (3). , http://publications.cetis.ac.uk/2012/513, March, Retrievd from; Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 77 (1), pp. 81-112; Johnson, L., (2010) Horizon report: 2010, , http://www.nmc.org/pdf/2010-Horizon-Report.pdf, New Media Consortium, Retrived from; Junco, R., In-class multitasking and academic performance (2012) Computers in Human Behavior, 28 (6), pp. 2236-2243; Kay, D., van Harmelen, M., Analytics for the whole institution; balancing strategy and tactics (2012) CETIS Analytics Series, 1 (2), pp. 1067591-1067598; Kinarthy, E.L., The effect of seating position on performance and personality in a college classroom (1975) Dissertation Abstracts International, 37, p. 4A; Kirby, A., McElroy, B., The effect of attendance on grade for first year economics students in University College Cork (2003) The Economic and Social Review, 34 (3), pp. 311-326; Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J., (2010) Student success in college: Creating conditions that matter, , Wiley, San Francisco, CA; Liao, H.-L., Lu, H.-P., The role of experience and innovation characteristics in the adoption and continued use of e-learning websites (2008) Computers & Education, 51 (4), pp. 1405-1416; MacNeill, S., (2012) Analytics; what is changing and why does it matter? CETIS Analytics Series, , http://publications.cetis.ac.uk/2012/513, March, Retrieved from; Marzano, R.J., Pickering, D., Pollock, J.E., (2001) Classroom instruction that works: Research-based strategies for increasing student achievement, , ASCD, Alexandra, VA; Mayes, T., Learning from watching others learn. In V. Steeples, C. Jones (Eds.), Networked learning: Perspectives and issues (pp. 213–227) (2002) Springer; Peberdy, D., Active learning spaces and technology: Advances in higher and further education (2014) UK, , http://books.google.co.uk/books?id=KpZ7oAEACAAJ, Droitwich Net, Retrieved from; Perkins, K.K., Wieman, C.E., The surprising impact of seat location on student performance (2005) The Physics Teacher, 43, pp. 30-33; Peterson, P., Baker, E.L., McGaw, B., (2010) International encyclopedia of education, , Elsevier, Elsevier; Prensky, M., (2001) Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon, 9 (6), pp. 1-6. , http://www.emeraldinsight.com/journals.htm?issn=1074-8121&volume=9&issue=6&articleid=1532747&show=html, Retrieved from; Resta, P.E., Project CIRCLE: Student mentors as a strategy for training and supporting teachers in the use of computer-based tools for collaborative learning (1995) In The first international conference on computer support for collaborative learning, pp. 280-282; Rodgers, J.R., A panel-data study of the effect of student attendance on university performance (2001) Australian Journal of Education, 45 (3), pp. 284-295; Romer, D., Do students go to class? Should they? (1993) The Journal of Economic Perspectives, 7 (3), pp. 167-174; Romero, C., Ventura, S., Educational data mining: A review of the state of the art (2010) Systems, Man, and Cybernetics, Part C: Applications and Reviews, IEEE Transactions on, 40 (6), pp. 601-618; Salmon, T.P., Stahl, J.N., Wireless audience response system: Does it make a difference? Journal of Extension, 43(3) (2005) Retrieved from, , http://www.joe.org/joe/2005june/rb10p.shtml; Sanders, E.B.N., Stappers, P.J., Co-creation and the new landscapes of design (2008) Co-design, 4 (1), pp. 5-18; Schell, J., Lukoff, B., Mazur, E., Catalyzing learner engagement using cutting-edge classroom response systems in higher education (2013) Cutting-edge Technologies in Higher Education, 6, pp. 233-261; Siemens, G., d Baker, R.S.J., Learning analytics and educational data mining: Towards communication and collaboration (2012) In Proceedings of the 2nd international conference on learning analytics and knowledge, pp. 252-254; Subban, P., Differentiated Instruction: A research basis (2006) International Education Journal, 7 (7), pp. 935-947; Webb, N.M., Peer interaction and learning in small groups (1989) International Journal of Educational Research, 13 (1), pp. 21-39; Wood, E., Examining the impact of off-task multi-tasking with technology on real-time classroom learning (2012) Computers & Education, 58 (1), pp. 365-374; Yeh, C.J., Inose, M., International students’ reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress (2003) Counselling Psychology Quarterly, 16 (1), pp. 15-28; Zimmerman, B.J., Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects (2008) American Educational Research Journal, 45 (1), pp. 166-183","Warburton, S.; Department of Technology Enhanced Learning, University of SurreyUnited Kingdom; email: s.warburton@surrey.ac.uk",,,Springer Netherlands,,,,,09577572,,IJDEE,,English,Int J Technol Des Educ,Article,Final,,Scopus,2-s2.0-84948437945
"Cleveland L.M., Olimpo J.T., DeChenne-Peters S.E.",57193867974;36237733000;57192318267;,Investigating the relationship between instructors’ use of active-learning strategies and students’ conceptual understanding and affective changes in introductory biology: A comparison of two active-learning environments,2017,CBE Life Sciences Education,16,2, ar19,,,,13.0,10.1187/cbe.16-06-0181,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017255526&doi=10.1187%2fcbe.16-06-0181&partnerID=40&md5=1b70d6db397cb35dced3e2e946b293a6,"MAST Institute, University of Northern Colorado, Greeley, CO  80639, United States; School of Biological Sciences, University of Northern Colorado, Greeley, CO  80639, United States; Department of Biological Sciences, University of Texas at El Paso, El Paso, TX  79968, United States","Cleveland, L.M., MAST Institute, University of Northern Colorado, Greeley, CO  80639, United States; Olimpo, J.T., Department of Biological Sciences, University of Texas at El Paso, El Paso, TX  79968, United States; DeChenne-Peters, S.E., School of Biological Sciences, University of Northern Colorado, Greeley, CO  80639, United States","In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students’ conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants’ conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students’ attitudes and motivation in the domain. © 2017 L. M. Cleveland et al.",,biology; comparative study; comprehension; curriculum; education; human; learning; problem based learning; student; Biology; Comprehension; Curriculum; Educational Measurement; Humans; Learning; Problem-Based Learning; Students,,,,,,,,,,,"Adams, W.K., Perkins, K.K., Podolefsky, N.S., Dubson, M., Finkelstein, N.D., Wieman, C.E., New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey (2006) Phys Rev Spec Top Phys Educ Res, 2, 10101p; Alvermann, D.E., The compensatory effect of graphic organizers on descriptive text (1981) J Educ Res, 75, pp. 44-48; (2010) Vision and Change in Undergraduate Biology Education: A Call to Action, , American Association for the Advancement of Science, Washington, DC; Andrews, T.C., Lemons, P.P., It’s personal: Biology instructors prioritize personal evidence over empirical evidence in teaching decisions (2015) CBE Life Sci Educ, 14. , ar7; Andrews, T.M., Leonard, M.J., Colgrove, C.A., Kalinowski, S.T., Active learning not associated with student learning in a random sample of college biology courses (2011) CBE Life Sci Educ, 10, pp. 394-405; Bonney, K.M., Case study teaching method improves student performance and perceptions of learning gains (2015) J Micro Biol Educ, 16, pp. 21-28; Campos-Sánchez, A., López-Núñez, J.A., Carriel, V., Martín-Piedra, M.A., Sola, T., Alaminos, M., Motivational component profiles in university students learning histology: A comparative study between genders and different health science curricula (2014) BMC Med Educ, 14, p. 46; Cliff, W.H., Wright, A.W., Directed case study method for teaching human anatomy and physiology (1996) Am J Physiol, 270, pp. S19-S28; Cohen, J., A power primer (1992) Psycho Bull, 112, pp. 155-159; Connell, G.L., Donovan, D.A., Chambers, T.G., Increasing the use of student-centered pedagogies from moderate to high improves student learning and attitudes about biology (2016) CBE Life Sci Educ, 15. , ar3; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69, pp. 970-977; Ding, L., Mollohan, K.N., How college-level introductory instruction can impact student epistemological beliefs (2015) J Coll Sci Teach, 44, pp. 19-27; Dori, Y.J., Herscovitz, O., Question-posing capability as an alternative evaluation method: Analysis of an environmental case study (1999) J Res Sci Teach, 36, pp. 411-430; Duran, M., Brunvand, S., Fossum, P.R., Preparing science teachers to teach with technology: Exploring a K-16 networked learning community approach (2009) Turk Online J Educ Tech, 8, pp. 21-42; Edmondson, K.M., Assessing science understanding through concept maps (2000) Assessing Science Understanding: A Human Constructivist Approach, pp. 15-40. , ed. 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R Riding and S Rayner, London: Ablex; Perkins, K.K., Adams, W.K., Pollock, S.J., Finkelstein, N.D., Wieman, C.E., Correlating student beliefs with student learning using the Colorado Learning Attitudes about Science Survey (2005) AIP Conference Proceedings, 790, p. 61. , New York: Institute of Physics; Pintoi, A.J., Zeitz, H.J., Concept mapping: A strategy for promoting meaningful learning in medical education (1997) Med Teach, 192, pp. 114-121; Pintrich, P.R., Schunk, D.H., (2012) Motivation in Education: Theory, Research, and Applications, , Upper Saddle River, NJ: Merrill Prentice-Hall; (2012) Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering and Mathematics, , President’s Council of Advisors on Science and Technology, Washington, DC: U.S. Government Office of Science and Technology; Redish, E.F., Saul, J.M., Steinberg, R.N., Student expectations in introductory physics (1998) Am J Phys, 66, pp. 212-224; Robinson, D.H., Kiewra, K.A., Visual argument: Graphic organizers are superior to outlines in improving learning from text (1995) J Educ Psychol, 87, pp. 455-467; Robinson, D.H., Schraw, G., Computational efficiency through visual argument: Do graphic organizers communicate relations in text too effectively? 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(2012) Sci Educ Int, 23, pp. 102-116","Olimpo, J.T.; Department of Biological Sciences, University of Texas at El PasoUnited States; email: jtolimpo@utep.edu",,,American Society for Cell Biology,,,,,19317913,,,28389428.0,English,CBE Life Sci. Educ.,Article,Final,Open Access,Scopus,2-s2.0-85017255526
"Toonstra A.L., Nelliot A., Aronson Friedman L., Zanni J.M., Hodgson C., Needham D.M.",56800841200;14527616600;57163695600;35079740300;57189236566;7102365588;,An evaluation of learning clinical decision-making for early rehabilitation in the ICU via interactive education with audience response system,2017,Disability and Rehabilitation,39,11,,1143,1145,,3.0,10.1080/09638288.2016.1186751,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84974817393&doi=10.1080%2f09638288.2016.1186751&partnerID=40&md5=735a51d697693af9d1319cdb777b20b8,"Department of Physical Medicine and Rehabilitation, Johns Hopkins Hospital, Baltimore, MD, United States; Outcomes after Critical Illness and Surgery (OACIS) Group, Johns Hopkins University, Baltimore, MD, United States; Division of Pulmonary and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, United States; Department of Physical Medicine and Rehabilitation, Johns Hopkins University School of Medicine, Baltimore, MD, United States; Australian and New Zealand Intensive Care Research Centre, Monash University, Melbourne, Australia; Physiotherapy Department, The Alfred Hospital, Prahran, Australia","Toonstra, A.L., Department of Physical Medicine and Rehabilitation, Johns Hopkins Hospital, Baltimore, MD, United States, Outcomes after Critical Illness and Surgery (OACIS) Group, Johns Hopkins University, Baltimore, MD, United States; Nelliot, A., Outcomes after Critical Illness and Surgery (OACIS) Group, Johns Hopkins University, Baltimore, MD, United States, Division of Pulmonary and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, United States; Aronson Friedman, L., Outcomes after Critical Illness and Surgery (OACIS) Group, Johns Hopkins University, Baltimore, MD, United States, Division of Pulmonary and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, United States; Zanni, J.M., Department of Physical Medicine and Rehabilitation, Johns Hopkins Hospital, Baltimore, MD, United States, Outcomes after Critical Illness and Surgery (OACIS) Group, Johns Hopkins University, Baltimore, MD, United States, Department of Physical Medicine and Rehabilitation, Johns Hopkins University School of Medicine, Baltimore, MD, United States; Hodgson, C., Australian and New Zealand Intensive Care Research Centre, Monash University, Melbourne, Australia, Physiotherapy Department, The Alfred Hospital, Prahran, Australia; Needham, D.M., Outcomes after Critical Illness and Surgery (OACIS) Group, Johns Hopkins University, Baltimore, MD, United States, Division of Pulmonary and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, United States, Department of Physical Medicine and Rehabilitation, Johns Hopkins University School of Medicine, Baltimore, MD, United States","Purpose: Knowledge-related barriers to safely implement early rehabilitation programs in intensive care units (ICUs) may be overcome via targeted education. The purpose of this study was to evaluate the effectiveness of an interactive educational session on short-term knowledge of clinical decision-making for safe rehabilitation of patients in ICUs. Method: A case-based teaching approach, drawing from published safety recommendations for initiation of rehabilitation in ICUs, was used with a multidisciplinary audience. An audience response system was incorporated to promote interaction and evaluate knowledge before vs. after the educational session. Results: Up to 175 audience members, of 271 in attendance (129 (48%) physical therapists, 51 (19%) occupational therapists, 31 (11%) nursing, 14 (5%) physician, 46 (17%) other), completed both the pre- and post-test questions for each of the six unique patient cases. In four of six patient cases, there was a significant (p< 0.001) increase in identifying the correct answer regarding initiation of rehabilitation activities. This learning effect was similar irrespective of participants’ years of experience and clinical discipline. Conclusions: An interactive, case-based, educational session may be effective for increasing short-term knowledge, and identifying knowledge gaps, regarding clinical decision-making for safe rehabilitation of patients in ICUs.Implications for Rehabilitation Lack of knowledge regarding the safety considerations for early rehabilitation of ICU patients is a barrier to implementing early rehabilitation. Interactive educational formats, such as the use of audience response systems, offer a new method of teaching and instantly assessing learning of clinically important information. In a small study, we have shown that an interactive, case-based educational format may be used to effectively teach clinical decision-making for the safe rehabilitation of ICU patients to a diverse audience of clinicians. © 2016 Informa UK Limited, trading as Taylor & Francis Group.",Critical care; decision-making; intensive care units; rehabilitation,clinical decision making; education; health care personnel; human; intensive care; intensive care unit; procedures; program evaluation; rehabilitation; simulation training; time factor; Clinical Decision-Making; Critical Care; Educational Measurement; Health Personnel; Humans; Intensive Care Units; Program Evaluation; Rehabilitation; Simulation Training; Time Factors,,,,,,,,,,,"Bailey, P., Thomsen, G.E., Spuhler, V.J., Early activity is feasible and safe in respiratory failure patients (2007) Crit Care Med, 35, pp. 139-145; Sricharoenchai, T., Parker, A.M., Zanni, J.M., Safety of physical therapy interventions in critically ill patients: a single-center prospective evaluation of 1110 intensive care unit admissions (2014) J Crit Care, 29, pp. 395-400; Kayambu, G., Boots, R., Paratz, J., Physical therapy for the critically ill in the ICU: a systematic review and meta-analysis (2013) Crit Care Med, 41, pp. 1543-1554; Carrothers, K.M., Barr, J., Spurlock, B., Contextual issues influencing implementation and outcomes associated with an integrated approach to managing pain, agitation, and delirium in adult ICUs (2013) Crit Care Med, 41, pp. S128-S135; Hopkins, R.O., Spuhler, V.J., Thomsen, G.E., Transforming ICU culture to facilitate early mobility (2007) Crit Care Clin, 23, pp. 81-96; Leditschke, I.A., Green, M., Irvine, J., What are the barriers to mobilizing intensive care patients? (2012) Cardiopulm Phys Ther J, 23, pp. 26-29; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, pp. 12-14; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Turpin, D.L., Enhance learning with an audience response system (2003) Am J Orthod Dentofacial Orthop, 124, p. 607; Hodgson, C.L., Stiller, K., Needham, D.M., Expert consensus and recommendations on safety criteria for active mobilization of mechanically ventilated critically ill adults (2014) Crit Care, 18, p. 658; Zeger, S.L., Liang, K.Y., Longitudinal data analysis for discrete and continuous outcomes (1986) Biometrics, 42, pp. 121-130","Needham, D.M.1830 E. Monument St, 5th Floor, United States; email: dale.needham@jhmi.edu",,,Taylor and Francis Ltd,,,,,09638288,,DREHE,27292947.0,English,Disabil. Rehabil.,Article,Final,,Scopus,2-s2.0-84974817393
"Gibbons R.E., Laga E.E., Leon J., Villafañe S.M., Stains M., Murphy K., Raker J.R.",57194192924;57194198080;57194195304;47461708600;16176531300;7402863795;36459010200;,Chasm Crossed? Clicker Use in Postsecondary Chemistry Education,2017,Journal of Chemical Education,94,5,,549,557,,10.0,10.1021/acs.jchemed.6b00799,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019167912&doi=10.1021%2facs.jchemed.6b00799&partnerID=40&md5=425adc62cd9035e254c12b8f79f7d4aa,"Department of Chemistry, University of South Florida, Tampa, FL  33620, United States; Department of Chemistry and Biochemistry, California State University, Fullerton, Fullerton, CA  92831, United States; Department of Chemistry, University of Nebraska-Lincoln, Lincoln, Nebraska, 68588, United States; Department of Chemistry and Biochemistry, University of Wisconsin-Milwaukee, Milwaukee, WI  53211, United States; Center for the Improvement of Teaching and Research in Undergraduate STEM Education, University of South Florida, Tampa, FL  33620, United States","Gibbons, R.E., Department of Chemistry, University of South Florida, Tampa, FL  33620, United States; Laga, E.E., Department of Chemistry, University of South Florida, Tampa, FL  33620, United States; Leon, J., Department of Chemistry, University of South Florida, Tampa, FL  33620, United States; Villafañe, S.M., Department of Chemistry and Biochemistry, California State University, Fullerton, Fullerton, CA  92831, United States; Stains, M., Department of Chemistry, University of Nebraska-Lincoln, Lincoln, Nebraska, 68588, United States; Murphy, K., Department of Chemistry and Biochemistry, University of Wisconsin-Milwaukee, Milwaukee, WI  53211, United States; Raker, J.R., Department of Chemistry, University of South Florida, Tampa, FL  33620, United States, Center for the Improvement of Teaching and Research in Undergraduate STEM Education, University of South Florida, Tampa, FL  33620, United States","Research on classroom response systems (CRSs) in chemical education has primarily focused on the development of evidence-based strategies for implementation and novel practitioner uses of CRSs in instructional practice. Our national survey of postsecondary chemistry faculty extends these discussions, providing a broad-based understanding of the current state of CRS use in classrooms in the United States. Our results indicate a particular contextual profile for those who have adopted such technology. This profile indicates the unique environment in which faculty members are more likely to report using CRSs, specifically, large courses at the introductory or foundation course level. Some have suggested that CRSs will become universal in chemical education; we note that a niche market has been found. © 2017 The American Chemical Society and Division of Chemical Education, Inc.",Chemical Education Research; First-Year Undergraduate/General; Professional Development; Second-Year Undergraduate; Testing/Assessment; Upper-Division Undergraduate,,,,,,,,,,,,"Sevian, H., Robinson, W.E., Clickers promote learning in all kinds of classes: Small and large, graduate and undergraduate, lecture and lab (2011) J. 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Qtrly., 70 (5), pp. 646-675; (2013) Stata 13 Survey Data Reference Manual, , Stata Press: College Station, TX; Chen, H., Cohen, P., Chen, S., How big is a big odds ratio? Interpreting the magnitudes of odds ratios in epidemiological studies (2010) Comm. Statistics-Simulation and Computation, 39, pp. 860-864; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , 2nd ed. Lawrence Earlbaum Associates: Hillsdale, NJ; Smithson, M., Correct confidence intervals for various regression effect sizes and parameters: The importance of noncentral distributions in computing intervals (2001) Educ. Psychol. Meas., 61, pp. 605-632; Smith, M.K., Jones, F.H.M., Gilbert, S.L., Wieman, C.E., The Classroom Observation Protocol for Undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices (2013) CBE- Life Sciences Education, 12, pp. 618-627","Raker, J.R.; Department of Chemistry, University of South FloridaUnited States; email: jraker@usf.edu",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-85019167912
"Krause J.M., O'Neil K., Dauenhauer B.",56731215000;57208840628;35096019500;,Plickers: A Formative Assessment Tool for K–12 and PETE Professionals,2017,Strategies,30,3,,30,36,,5.0,10.1080/08924562.2017.1297751,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058402822&doi=10.1080%2f08924562.2017.1297751&partnerID=40&md5=6c5f63a22a377238d15687f5f777e4da,"School of Sport and Exercise Science at the University of Northern Colorado, Greeley, CO, United States; Department of Sport, Exercise, Recreation, and Kinesiology, East Tennessee State University, Johnson City, TN, United States","Krause, J.M., School of Sport and Exercise Science at the University of Northern Colorado, Greeley, CO, United States; O'Neil, K., Department of Sport, Exercise, Recreation, and Kinesiology, East Tennessee State University, Johnson City, TN, United States; Dauenhauer, B., School of Sport and Exercise Science at the University of Northern Colorado, Greeley, CO, United States","Classroom response systems have become popular in K–12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system is available that requires very little technology, is easy to use, and can provide feedback on student learning in an instant. This article will discuss Plickers as a real-time formative assessment tool that teachers can use to enhance assessment of student learning in physical education settings from K–12 to higher education. ©, Copyright Taylor & Francis.",,,,,,,,,,,,,"Buck, M., Lund, J., Harrison, J., Cook, C., (2007) Instructional strategies for secondary school physical education, , New York, NY: McGraw Hill; Chien, Y.T., Chang, Y.H., Chang, C.Y., Do we click in the right way? A meta-analytic review of clicker-integrated instruction (2016) Educational Research Review, 17, pp. 1-18; Collier, D., Increasing the value of physical education: The role of assessment (2011) Journal of Physical Education, Recreation & Dance, 82 (7), pp. 38-41; Dahlstrom, E., Walker, J.D., Dziuban, C., (2012) Educause Center for Analysis and Research study of undergraduate students and information technology, , https://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdf, EDUCAUSE Center for Applied Research, Louisville, CO:, &,. Retrieved from; Deal, A., (2007) Classroom response systems, , https://www.cmu.edu/teaching/technology/whitepapers/ClassroomResponse_Nov07.pdf, A Teaching with Technology White Paper). Retrieved from; Fisette, J., Franck, M., How teachers can use PE Metrics for formative assessment (2012) Journal of Physical Education, Recreation & Dance, 83 (5), pp. 23-34; Gallo, A.M., Sheeny, D., Patton, K., Griffin, L., Assessment benefits and barriers: What are you committed to? (2006) Journal of Physical Education, Recreation & Dance, 77 (8), pp. 46-50; Hensley, L., Lambert, L., Baumgartner, T., Stillwell, J., Is evaluation worth the effort? (1987) Journal of Physical Education, Recreation & Dance, 58 (6), pp. 59-62; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Lenhart, A., (2015) Teen, social media and technology overview 2015., , http://www.pewinternet.org/files/2015/04/PI_TeensandTech_Update2015_0409151.pdf, Pew Research Center, Washington, D.C.: Retrieved from; Lund, J., Tannehill, D., (2010) Standards-based physical education curriculum development., , Jones & Bartlett Learning; Lund, J., Veal, M.L., (2013) Assessment-driven instruction in physical education., , Champaign, IL: Human Kinetics; (2015) The smartphone difference., , http://www.pewinternet.org/files/2015/03/PI_Smartphones_0401151.pdf, Retrieved from; Scott, V.G., Fahsl, A., Fark, K., Peterson, C., Clicking in the classroom: Using a student response system in an elementary classroom (2014) New Horizons for Learning, 11 (1), pp. 1-11; Smith, B., Mader, J., Formative assessment with online tools (2015) The Science Teacher, 82 (4), p. 10; (2015) Student response systems., , http://socialcompare.com/en/comparison/student-response-systems-2mqrfu3t, November 17)., Retrieved from; Wuest, D.A., Fisette, J.L., (2012) Foundations of physical education, exercise science, and sport, , 7th ed., New York, NY: McGraw-Hill",,,,Taylor and Francis Ltd.,,,,,08924562,,,,English,Strategies,Article,Final,,Scopus,2-s2.0-85058402822
"Rani S., Kumar P.",57194211155;56150277400;,A Sentiment Analysis System to Improve Teaching and Learning,2017,Computer,50,5, 7924253,36,43,,18.0,10.1109/MC.2017.133,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019170120&doi=10.1109%2fMC.2017.133&partnerID=40&md5=4c75afcbc55469c70be9223c0ed3ae75,"Thapar University, India","Rani, S., Thapar University, India; Kumar, P., Thapar University, India","Natural language processing and machine learning can be applied to student feedback to help university administrators and teachers address problematic areas in teaching and learning. The proposed system analyzes student comments from both course surveys and online sources to identify sentiment polarity, the emotions expressed, and satisfaction versus dissatisfaction. A comparison with direct-Assessment results demonstrates the system's reliability. © 1970-2012 IEEE.",Advances in Learning Technologies; computing in education; data analysis; education; machine learning; natural language processing; project management; sentiment analysis; SRS; student response system,Artificial intelligence; Data mining; Data reduction; Education; Information management; Interactive computer systems; Learning algorithms; Learning systems; Project management; Strontium; Students; Teaching; Computing in education; Learning technology; NAtural language processing; Sentiment analysis; Student-response system; Natural language processing systems,,,,,,,,,,,"Altrabsheh, N., Gaber, M.M., Cocea, M., Sa-e: Sentiment analysis for education (2013) Intelligent Decision Technologies, pp. 353-362. , R. Neves-Silva et al., eds., FAIA 255, IOS Press; Wen, M., Yang, D., Rosé, C.P., Sentiment analysis in mooc discussion forums: What does it tell us? (2014) Proc. 7th Intl Conf. Educational Data Mining (EDM 14), , www.cs.cmu.edu/~mwen/papers/edm2014-camera-ready.pdf; Mishra, B.K., Sahoo, A.K., Evaluation of faculty performance in education system using classification technique in opinion mining based on GPU (2016) Computational Intelligence in Data Mining, 2, pp. 109-119. , H. Behera and D. Mohapatra, eds., AISC 411 Springer; Abdelrazeq, A., Sentiment analysis of social media for evaluating universities (2015) Proc. 2nd Intl Conf. Digital Information Processing, Data Mining, and Wireless Comm. (DIPDMWC 15), pp. 49-62; Mohammad, S.M., Turney, P.D., Crowdsourcing a word-emotion association lexicon (2013) Computational Intelligence, 29 (3), pp. 436-465",,,,IEEE Computer Society,,,,,00189162,,CPTRB,,English,Computer,Article,Final,,Scopus,2-s2.0-85019170120
Chuang Y.-T.,36975199200;,MEMIS: A Mobile-Supported English-Medium Instruction System,2017,Telematics and Informatics,34,2,,640,656,,7.0,10.1016/j.tele.2016.10.007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994372713&doi=10.1016%2fj.tele.2016.10.007&partnerID=40&md5=4cdd4fa9360ca3bc298bbba9f302110f,"Department of Information Management, National Chung Cheng University, 168 University Rd., Min-Hsiung Township, Chia-Yi County, Taiwan","Chuang, Y.-T., Department of Information Management, National Chung Cheng University, 168 University Rd., Min-Hsiung Township, Chia-Yi County, Taiwan","Education is one of the most important elements in our lives, as it provides a direct gain in knowledge. Thus, in order to provide better academic achievement, more and more instructors are adapting collaborative learning to their classes. However, two major problems lurk behind collaborative learning. First, it is difficult to apply collaborative learning because students tend to engage passively with traditional lectures. As a result, interactive technologies such as clickers have been applied to increase interactive learning and raise the rate of interaction. Nevertheless, these interactive technologies still have some limitations, such as limited mobility, high costs, setup issues, technical difficulties, and little support of higher-order thinking skills. Second, recently there has been an increasing number of EMI (English as Medium of Instruction) courses added to university course offerings in countries where English is not the first language. The goal of these courses is to support university internationalization and address the global status of English. However, it is even harder to achieve in-class interaction in large EMI lecture courses. In addition, some studies argue that EMI courses might affect the overall learning of course content because of students’ poor lecture comprehension and passive engagement in class. In order to address the limitations of interactive technologies, encourage more collaborative learning, facilitate greater in-class interaction in large lecture courses, and resolve students’ poor lecture comprehension in EMI courses, the author introduces MEMIS (Mobile-Supported English-Medium Instruction System), which includes both a T&S (Teachers & Students) mobile app and an EMI pedagogical method. The author first provides detailed implementation and all the features of the T&S mobile app, which improves students’ perceptions of classroom participation and in-class interaction. Then the author explains how she develops her EMI pedagogy such that it utilizes the features of the T&S mobile app to: 1) increase students’ overall learning in her EMI course, 2) develop students’ construction of knowledge and higher-order thinking, and 3) achieve all six cognitive processes from Bloom's revised taxonomy. The author adapts a quasi-experimental design, statistically analyzes the effectiveness of both exam scores and final grades between a control group and an experimental group, and then asks students to evaluate their experiences and provide feedback about MEMIS. Based on both statistical results and students’ overall feedback, the author confirms that MEMIS is an effective approach that improves lecture comprehension, encourages more class engagement, promotes collaborative learning, and achieves better learning outcomes. © 2016 Elsevier Ltd",Bloom's revised taxonomy; Collaborative learning; Effective teaching; English as Medium of Instruction; Mobile app; Pedagogy,Blooms (metal); Curricula; E-learning; Education; Engineering education; Feedback; Students; Taxonomies; Collaborative learning; Effective teaching; English as Medium of Instruction; Mobile app; Pedagogy; Teaching,,,,,"Ministry of Science and Technology, Taiwan

104-2410-H-194-090-MY2","This research was supported in part by MOST 104-2410-H-194-090-MY2 of the Ministry of Science and Technology , Taiwan. In addition, the author would like to thank four undergraduate students, Yi-Min Chang, Wen-Yen Chiu, Chun-Chieh Hsu, Shao-Chi Yu, for developing the user interfaces of the T&S mobile app. Lastly, the author would like to thank to the anonymous reviewers for their insightful comments and suggestions.",,,,,"Ariffin, K., Husin, M.S., Code-switching and code-mixing of English and Bahasa Malaysia in content-based classrooms: frequency and attitudes (2011) Linguistics J., 5 (1), pp. 220-247; Bai, Y., Chang, T.S., Effects of class size and attendance policy on university classroom interaction in Taiwan (2015) Innovations Edu. Teaching Int., pp. 1-13; Barber, M., Njus, D., Clicker evolution: seeking intelligent design (2007) CBE Life Sci. Edu., 6 (1), pp. 1-8; Barlow, J., Fleischer, S., Student absenteeism: whose responsibility? 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"Chapagain D., Virányi Z., Wallis L.J., Huber L., Serra J., Range F.",57194040964;57202940700;56100156400;7102868913;57194045309;16301802300;,Aging of attentiveness in border collies and other pet dog breeds: The protective benefits of lifelong training,2017,Frontiers in Aging Neuroscience,9,APR, 100,,,,11.0,10.3389/fnagi.2017.00100,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018460054&doi=10.3389%2ffnagi.2017.00100&partnerID=40&md5=9a50a88236cad89c2bf5e1469b7790ab,"Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, University of Vienna, Vienna, Austria; Department of Ethology, Eötvös Loránd University, Budapest, Hungary; Royal Canin Research Centre, Aimargues, France","Chapagain, D., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, University of Vienna, Vienna, Austria; Virányi, Z., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, University of Vienna, Vienna, Austria; Wallis, L.J., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, University of Vienna, Vienna, Austria, Department of Ethology, Eötvös Loránd University, Budapest, Hungary; Huber, L., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, University of Vienna, Vienna, Austria; Serra, J., Royal Canin Research Centre, Aimargues, France; Range, F., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, University of Vienna, Vienna, Austria","Aging of attentiveness affects cognitive functions like perception and working memory, which can seriously impact communication between dogs and humans, potentially hindering training and cooperation. Previous studies have revealed that aged laboratory beagles and pet Border collies (BC) show a decline in selective attention. However, much less is known about the aging of attentiveness in pet dogs in general rather than in specific breeds. Using 185 pet dogs (75 BC and 110 dogs of other breeds) divided into three age groups [late adulthood (6- < 8 year), senior (8- < 10 year) and geriatric (=10 year)], we assessed the progress of aging of attentional capture, sustained and selective attention in older dogs in order to explore if prior results in BC are generalizable and to evaluate the influence of lifelong training on measures of attention. Each dog's lifelong training score (ranging from 0 to 52) was calculated from a questionnaire filled in by the owners listing what kinds of training the dog participated in during its entire life. Dogs were tested in two tasks; the first, measuring attentional capture and sustained attention toward two stimuli (toy and human); and the second, measuring selective attention by means of clicker training for eye contact and finding food on the floor. In the first task, results revealed a significant effect of age but no effect of lifelong training on latency to orient to the stimuli. Duration of looking decreased with age and increased with lifelong training. In the second task, while lifelong training decreased the latency of dogs to form eye contact, aged dogs needed longer to find food. BC did not differ from other dogs in any measures of attention except latency to find food. In conclusion, aged dogs showed a decline in attentional capture and sustained attention demonstrating that these tests are sensitive to detect aging of attentiveness in older pet dogs. Importantly, selective attention remained unchanged with age and lifelong training seemed to delay or reduce the aging of attentiveness, further highlighting the importance of lifelong training in retaining general cognitive functions. © 2017 Chapagain, Virányi, Wallis, Huber, Serra and Range.",Aging; Attentional capture; Pet dogs; Selective attention; Sustained attention; Training,adulthood; aging; animal experiment; controlled study; dog breed; human versus animal comparison; nonhuman; questionnaire; selective attention; stimulus,,,,,,,,,,,"Ballesteros, S., Mayas, J., Selective attention affects conceptual object priming and recognition: a study with young and older adults. (2015) Front. Psychol., 6, p. 567; Bamidis, P.D., Vivas, A.B., Styliadis, C., Frantzidis, C., Klados, M., Schlee, W., A review of physical and cognitive interventions in aging (2014) Neurosci. Biobehav. 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Brain Res., 219, pp. 23-30","Chapagain, D.; Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, University of ViennaAustria; email: durgachapagain1@gmail.com",,,Frontiers Research Foundation,,,,,16634365,,,,English,Front. Aging Neurosci.,Article,Final,Open Access,Scopus,2-s2.0-85018460054
"Stevens N.T., McDermott H., Boland F., Pawlikowska T., Humphreys H.",24377031700;54897120300;54892130100;6508180319;7004630483;,"A comparative study: Do ""clickers"" increase student engagement in multidisciplinary clinical microbiology teaching?",2017,BMC Medical Education,17,1, 70,,,,3.0,10.1186/s12909-017-0906-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018470209&doi=10.1186%2fs12909-017-0906-3&partnerID=40&md5=5d4bbb0249fc5ecc646130d9c91f371b,"Department of Clinical Microbiology, Royal College of Surg'ns in Ireland, RCSI Education and Research Centre, Beaumont Hospital, Beaumont, Dublin 9, Ireland; Division of Population Health Sciences, Royal College of Surg'ns in Ireland, Beaux Lane House, Lower Mercer Street, Dublin 2, Ireland; RCSI Health Professions Education Centre, Royal College of Surg'ns in Ireland, St. Stephen's Green, Dublin 2, Ireland; Department of Microbiology, Beaumont Hospital, Beaumont, Dublin 9, Ireland","Stevens, N.T., Department of Clinical Microbiology, Royal College of Surg'ns in Ireland, RCSI Education and Research Centre, Beaumont Hospital, Beaumont, Dublin 9, Ireland; McDermott, H., Department of Clinical Microbiology, Royal College of Surg'ns in Ireland, RCSI Education and Research Centre, Beaumont Hospital, Beaumont, Dublin 9, Ireland; Boland, F., Division of Population Health Sciences, Royal College of Surg'ns in Ireland, Beaux Lane House, Lower Mercer Street, Dublin 2, Ireland; Pawlikowska, T., RCSI Health Professions Education Centre, Royal College of Surg'ns in Ireland, St. Stephen's Green, Dublin 2, Ireland; Humphreys, H., Department of Clinical Microbiology, Royal College of Surg'ns in Ireland, RCSI Education and Research Centre, Beaumont Hospital, Beaumont, Dublin 9, Ireland, Department of Microbiology, Beaumont Hospital, Beaumont, Dublin 9, Ireland","Background: Audience response devices, or ""clickers"", have been used in the education of future healthcare professionals for several years with varying success. They have been reported to improve the learning experience by promoting engagement and knowledge retention. In 2014, our department evaluated the use of ""clickers"" in a newly introduced multidisciplinary approach to teaching large groups of third year medical students clinical cases developed around a microbiology theme. Methods: Six multidisciplinary teaching sessions covering community-acquired pneumonia, tuberculosis, infective endocarditis, peritonitis, bloodstream infection with pyelonephritis and bacterial meningitis were included in the study. Three involved the use of the ""clickers"" and three did not. Consenting undergraduate students attended the designated classes and afterwards answered a short online quiz relating to the session. Students also answered a short questionnaire about the ""clickers"" to gauge their attitudes on the use of these devices. Results: Of 310 students, 294 (94.8%) agreed to participate in the study. Interestingly, the grades of online quizzes after a session where a ""clicker"" was used were slightly lower. Looking only at the grades of students who engaged completely with the process (n = 19), there was no statistical difference to suggest that the devices had a positive or negative impact on knowledge retention. However, student attitudes to using the devices were positive overall. Fifty-five percent strongly agreed and 27% agreed that teaching sessions where the ""clickers"" were used were more engaging. Thirty-four percent strongly agreed and 36% agreed that the ""clickers"" made important concepts more memorable and 54% felt the device enhanced their understanding of the topic being covered. Conclusions: Overall, it appears that ""clickers"" help in improving student engagement in large classroom environments, enhance the learning experience, and are received positively by medical students but their impact on knowledge retention is variable. © 2017 The Author(s).","""Clickers""; Clinical microbiology; Medical education; Multidisciplinary","adult; comparative study; education; female; human; interdisciplinary communication; Ireland; male; medical education; medical student; microbiology; procedures; wireless communication; young adult; Adult; Education, Medical, Undergraduate; Female; Humans; Interdisciplinary Communication; Ireland; Male; Microbiology; Students, Medical; Wireless Technology; Young Adult",,,,,,,,,,,"Mascolo, M.F., Beyond student-Centered and teacher-Centered pedagogy: Teaching and learning as guided participation (2009) Pedagogy Human Sci, 1 (1), pp. 3-37; Young, M.S., Robinson, S., Alberts, P., Students pay attention! 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(2016) Biochem Mol Biol Educ, 44 (1), pp. 99-108","Stevens, N.T.; Department of Clinical Microbiology, Royal College of Surg'ns in Ireland, RCSI Education and Research Centre, Beaumont HospitalIreland; email: nstevens@rcsi.ie",,,BioMed Central Ltd.,,,,,14726920,,,28390400.0,English,BMC Med. Educ.,Article,Final,Open Access,Scopus,2-s2.0-85018470209
"Fan H., Power J.W., Song X.",56742597800;57196346943;57196326836;,International-Domestic Student Differences in Learning: Use of Classroom Response Systems in China Versus in Canada,2017,Journal of Teaching in International Business,28,2,,76,86,,,10.1080/08975930.2017.1359767,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032657423&doi=10.1080%2f08975930.2017.1359767&partnerID=40&md5=7c445fd4085b3ba45eeb844e8f35f2a4,"Department of Accounting, Sobey School of Business, Saint Mary’s University, Halifax, NS, Canada","Fan, H., Department of Accounting, Sobey School of Business, Saint Mary’s University, Halifax, NS, Canada; Power, J.W., Department of Accounting, Sobey School of Business, Saint Mary’s University, Halifax, NS, Canada; Song, X., Department of Accounting, Sobey School of Business, Saint Mary’s University, Halifax, NS, Canada","This study compares the impact of audience response systems (clickers) on the learning experience and classroom behavior of Chinese and Canadian students. Based on differences in student learning styles, which are rooted in the differences in national cultures, we predict that clicker technology will result in a more positive learning experience, and have more impact on classroom behavior in Chinese students than in Canadian students. Our survey results show that, consistent with the findings of prior studies, both groups of students report a positive experience and improved classroom behavior with the use of clickers. Chinese students report a more positive learning experience, but no difference in classroom behavior changes than Canadian students. This study extends the research on clickers by considering the impact of cultural background and shows classroom technology such as clickers can potentially help mitigate the cultural barriers in international business education. © 2017 Taylor & Francis Group, LLC.",Audience response system; Classroom behavior; Clicker; Learning experience; National cultural,,,,,,,,,,,,"Anderson, S., Goss, A., Inglis, M., Kaplan, A., Samarbakhsh, L., Toffanin, M., Clickers and student performance: How well do they work for finance students with poorer grades and for students in harder courses? 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(2011) Issues in Accounting Education, 26 (4), pp. 701-723; Rajaram, K., Bordia, S., Culture clash: Teaching Western-based management education to mainland Chinese students in Singapore (2011) Journal of International Education in Business, 4 (1), pp. 63-83; Rice, R.E., Bunz, U., Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competency, and usage (2006) Studies in Media & Information Literacy Education, 6 (3), pp. 1-32; Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., Kommers, P., Understanding academic performance of international students: The role of ethnicity, academic and social integration (2012) Higher Education, 63 (6), pp. 685-700; Shon, H., Smith, L., A review of poll everywhere audience response system (2011) Journal of Technology in Human Services, 29 (3), pp. 236-245; Sikkema, S.E., Sauerwein, J., Exploring culture-specific learning styles in accounting education (2015) Journal of International Education in Business, 8 (2), pp. 78-91; Sprague, E.W., Dahl, D.W., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2010) Journal of Marketing Education, 32 (1), pp. 93-103; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Tan, B.C., Wei, K.-K., Watson, R.T., Clapper, D.L., McLean, E.R., Computer-mediated communication and majority influence: Assessing the impact in an individualistic and a collectivistic culture (1998) Management Science, 44 (9), pp. 1263-1278; Tang, Y., Rose, S., Developing international business managers through international study visits to China (2014) Journal of Teaching in International Business, 25 (2), pp. 119-133; Wang, Y., Chung, C.-J., Yang, L., Using clickers to enhance student learning in mathematics (2014) International Education Studies, 7 (10), pp. 1-13; Zhou, Y.R., Knoke, D., Sakamoto, I., Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge (2005) International Journal of Inclusive Education, 9 (3), pp. 287-311","Fan, H.; Department of Accounting, Sobey School of Business, Saint Mary’s University, 923 Robie Street, Canada; email: Hong.Fan@smu.ca",,,Routledge,,,,,08975930,,,,English,J. Teach. Int. Bus.,Article,Final,,Scopus,2-s2.0-85032657423
"Shah K.H., Jordan J., Jahnes K., Lisbon D.P., Lutfy-Clayton L., Wei G., Winkel G., Santen S.A.",7402959283;55541348500;24335299500;57194472663;56525231500;57207839496;7003469760;6603744755;,Audience response system facilitates prediction of scores on in-training examination,2017,Western Journal of Emergency Medicine,18,3,,525,530,,,10.5811/westjem.2017.1.32858,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017599237&doi=10.5811%2fwestjem.2017.1.32858&partnerID=40&md5=51f44207b20b4682778b66921c3d77ee,"Icahn School of Medicine at Mt. Sinai, Department of Emergency Medicine, 1 Gustave L. Levy Pl, New York, NY  10029, United States; Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, CA, United States; NYU Langone Medical Center, Ronald O. Perelman Department of Emergency Medicine, New York, NY, United States; University of Kansas Hospital, Department of Emergency Medicine, Kansas City, KS, United States; University of Massachusetts Medical School-Baystate Health, Department of Emergency Medicine, Springfield, MA, United States; Robert Wood Johnson University Hospital, Department of Emergency Medicine, New Brunswick, NJ, United States; University of Michigan, Department of Emergency Medicine, Ann Arbor, MI, United States","Shah, K.H., Icahn School of Medicine at Mt. Sinai, Department of Emergency Medicine, 1 Gustave L. Levy Pl, New York, NY  10029, United States; Jordan, J., Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, CA, United States; Jahnes, K., NYU Langone Medical Center, Ronald O. Perelman Department of Emergency Medicine, New York, NY, United States; Lisbon, D.P., University of Kansas Hospital, Department of Emergency Medicine, Kansas City, KS, United States; Lutfy-Clayton, L., University of Massachusetts Medical School-Baystate Health, Department of Emergency Medicine, Springfield, MA, United States; Wei, G., Robert Wood Johnson University Hospital, Department of Emergency Medicine, New Brunswick, NJ, United States; Winkel, G., Icahn School of Medicine at Mt. Sinai, Department of Emergency Medicine, 1 Gustave L. Levy Pl, New York, NY  10029, United States; Santen, S.A., University of Michigan, Department of Emergency Medicine, Ann Arbor, MI, United States","Introduction: Audience response systems (ARS) are increasingly popular; however, their contribution to education is not completely clear. Our study found that scores from review quizzes delivered by an ARS correlate with in-training exam (ITE) scores and are viewed positively by residents. This information may be useful in identifying poor performers early so that targeted educational interventions can be made. The objective was to determine if scores on review quizzes delivered by an ARS correlate with ITE scores and to obtain participant feedback on use of the ARS for ITE preparation. Methods: This was a prospective observational study of emergency medicine (EM) residents at six accredited EM residency programs. Subjects included residents who had taken previous ITEs. Subjects participated in bimonthly review sessions using an ARS. Twelve review quizzes were administered, each consisting of 10 multiple-choice questions. After the ITE, subjects completed an attitudinal survey consisting of six Likert-scale items and one yes/no item. We used a mixed linear model to analyze the data, accounting for prior 2012 ITE scores and nesting due to institution. Results: Among 192 participants, 135 (70.3%) completed the ITE in both 2012 and 2013; we analyzed their data for the first objective. Results from the mixed linear model indicate that the total mean score on the review quizzes was a significant [t(127) = 6.68; p < 0.001] predictor of the 2013 ITE after controlling for the 2012 ITE score. One hundred forty-six (76.0%) participants completed the attitudinal survey; 96% of respondents stated that they would like ARS to be used more often in resident education. Respondents felt the sessions aided in learning (mean 7.7/10), assisted in preparation for the ITE (mean 6.7/10), and helped identify content areas of weakness (mean 7.6/10). Conclusion: Our results suggest that scores from review quizzes delivered by an audience response system correlate with in-training exam scores and is viewed positively by residents. © 2017 Shah et al.",Audience response system; Graduate medical education; Medical education; Test preparation,accreditation; Article; audience response system; cohort analysis; feedback system; human; Likert scale; medical education; multicenter study (topic); multiple choice test; observational study; prediction; prospective study; rapid response team; residency education; adult; clinical competence; clinical trial; education; emergency medicine; female; forecasting; long term memory; male; medical education; multicenter study; procedures; program evaluation; teaching; Adult; Clinical Competence; Computer-Assisted Instruction; Educational Measurement; Emergency Medicine; Female; Forecasting; Humans; Internship and Residency; Male; Program Evaluation; Prospective Studies; Retention (Psychology),,,,,,,,,,,"Arneja, J.S., Narasimhan, K., Bouwman, D., Qualitative and quantitative outcomes of audience response systems as an educational tool in a plastic surgery residency program (2009) Plast Reconstr Surg, 124 (6), pp. 2179-2184; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2), p. 21; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53, pp. 819-827; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15 (3), pp. 383-389; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193 (5), pp. 1827-1830; Rubio, E.I., Bassignani, M.J., White, M.A., Effect of an audience response system on resident learning and retention of lecture material (2008) Am J Roentgenol, 190 (6), pp. W319-W322; Schackow, T.E., Chavez, M., Loya, L., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36 (7), pp. 496-504; Solecki, S., Cornelius, F., Draper, J., Integrating clicker technology at nursing conferences: An innovative approach to research data collection (2010) Int J Nurs Pract, 16 (3), pp. 268-273; (2016), https://www.abem.org/public/emergencymedicine-training/in-training-examination/in-training-examinationdescription, In-training Examination Description. American Board of Emergency Medicine. Accessed Aug 4; Visconti, A., Gaeta, T., Cabezon, M., Focused board intervention (FBI): A remediation program for written board preparation and the medical knowledge core competency (2013) J Grad Med Educ, 5 (3), pp. 464-467; Michael, J., Where's the evidence that active learning works? (2006) Adv Physiol Educ, 30 (4), pp. 159-167; Prince, M., Does active learning work? A review of the research (2004) J Eng Educ, 93 (3), pp. 223-231; Wilson, M.E., Teaching, learning, and millennial students (2004) New Dir Stud Serv, 106, pp. 59-71; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comp Assist Learn, 20, pp. 81-94; Hu, J., Bertol, P., Hamilton, M., Wireless interactive teaching by using kepyad-based ARS (2006) Audience Response Systems in Higher Education, pp. 209-221. , In: Banks DA, ed.. Hershey, PA: Information Science Publishing; Jones, C., Connolly, M., Gear, A., Group interactive learning with group process support technology (2001) Br J Educ Tech, 32, pp. 571-586; Siau, K., Hong, S., Nah, F.F.H., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Trans Educ, 49 (3), pp. 398-403; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australas J Educ Tech, 23 (2), pp. 187-208; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) J Comp Assist Learn, 20, pp. 95-102; Banks, D., Reflections on the use of ARS with small groups (2006) Audience Response Systems in Higher Education, pp. 373-386. , In: Banks DA, ed.. Hershey, PA: Information Science Publishing; Beekes, W., The 'Millionaire' method for encouraging participation (2006) Active Learn Higher Educ, 7 (1), pp. 25-36; Burton, K., The trial of an audience response system to facilitate problem-based learning in legal education (2006) Audience Response Systems in Higher Education, pp. 265-276. , In: Banks DA, ed.. Hershey, PA: Information Science Publishing; Hinde, K., Hunt, A., Using the personal response system in higher education (2006) Audience Response Systems in Higher Education, pp. 140-154. , In: Banks DA, ed.. Hershey, PA: Information Science Publishing; Kung, J.W., Slanetz, P.J., Chen, P.-H., Resident and Attending Physician Attitudes Regarding an Audience Response System (2012) J Am Coll Radiol, 9 (11), pp. 828-831; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2 (4), pp. 160-166; Tregonning, A.M., Doherty, D.A., Hornbuckle, J., The audience response system and knowledge gain: A prospective study (2012) Med Teach, 34 (4), pp. e269-e274","Shah, K.H.; Icahn School of Medicine at Mt. Sinai, Department of Emergency Medicine, 1 Gustave L. Levy Pl, United States; email: kaush.shah@gmail.com",,,eScholarship,,,,,1936900X,,,28435506.0,English,West. J. Emerg. Med.,Article,Final,Open Access,Scopus,2-s2.0-85017599237
"Robinson J., Whitt E.J., Jones P.M.",6603942064;26538405500;56406657500;,Familiarity-based stimulus generalization of conditioned suppression,2017,Journal of Experimental Psychology: Animal Learning and Cognition,43,2,,159,170,,2.0,10.1037/xan0000134,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017192228&doi=10.1037%2fxan0000134&partnerID=40&md5=ad66703f9475e9b8e22566d26b4cd5f8,"School of Psychology, University of Nottingham, United Kingdom","Robinson, J., School of Psychology, University of Nottingham, United Kingdom; Whitt, E.J., School of Psychology, University of Nottingham, United Kingdom; Jones, P.M., School of Psychology, University of Nottingham, United Kingdom","We report that stimulus novelty/familiarity is able to modulate stimulus generalization and discuss the theoretical implications of novelty/familiarity coding. Rats in Skinner boxes received clicker → shock pairings before generalization testing to a tone. Before clicker training, different groups of rats received preexposure treatments designed to systematically modulate the clicker and the tone's novelty and familiarity. Rats whose preexposure matched novelty/familiarity (i.e., either both or neither clicker and tone were preexposed) showed enhanced suppression to the tone relative to rats whose preexposure mixed novelty/familiarity (i.e., only clicker or tone was preexposed). This was not the result of sensory preconditioning to clicker and tone. © 2017 American Psychological Association.",Familiarity; Novelty; Recognition memory,"animal; conditioned reflex; conditioning; rat; recognition; stimulus generalization; Animals; Conditioning (Psychology); Conditioning, Classical; Generalization, Stimulus; Rats; Recognition (Psychology)",,,,,,,,,,,"Aggleton, J.P., Brown, M.W., Interleaving brain systems for episodic and recognition memory (2006) Trends in Cognitive Sciences, 10, pp. 455-463. , http://dx.doi.org/10.1016/j.tics.2006.08.003; Albasser, M.M., Davies, M., Futter, J.E., Aggleton, J.P., Magnitude of the object recognition deficit associated with perirhinal cortex damage in rats: Effects of varying the lesion extent and the duration of the sample period (2009) Behavioral Neuroscience, 123, pp. 115-124. , http://dx.doi.org/10.1037/a0013829; Baxter, M.G., Murray, E.A., Impairments in visual discrimination learning and recognition memory produced by neurotoxic lesions of rhinal cortex in rhesus monkeys (2001) The European Journal of Neuroscience, 13, pp. 1228-1238. , http://dx.doi.org/10.1046/j.0953-816x.2001.01491.x; Bennett, C.H., Wills, S.J., Wells, J.O., Mackintosh, N.J., Reduced generalization following preexposure: Latent inhibition of common elements or a difference in familiarity? 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Exp. Psychol. Anim. Learn. Cogn.,Article,Final,Open Access,Scopus,2-s2.0-85017192228
"Baker P.R.A., Francis D.P., Cathcart A.",7402423949;12646380400;55555054100;,A Mock Randomized Controlled Trial with Audience Response Technology for Teaching and Learning Epidemiology,2017,Asia-Pacific Journal of Public Health,29,3,,229,240,,2.0,10.1177/1010539517700473,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018771469&doi=10.1177%2f1010539517700473&partnerID=40&md5=aef68d18dd5bde5ea77d98f757661127,"School of Public Health and Social Work, Queensland University of Technology, Victoria Park Road, Brisbane, QLD  4059, Australia","Baker, P.R.A., School of Public Health and Social Work, Queensland University of Technology, Victoria Park Road, Brisbane, QLD  4059, Australia; Francis, D.P., School of Public Health and Social Work, Queensland University of Technology, Victoria Park Road, Brisbane, QLD  4059, Australia; Cathcart, A., School of Public Health and Social Work, Queensland University of Technology, Victoria Park Road, Brisbane, QLD  4059, Australia","The study's objective was to apply and assess an active learning approach to epidemiology and critical appraisal. Active learning comprised a mock, randomized controlled trial (RCT) conducted with learners in 3 countries. The mock trial consisted of blindly eating red Smarties candy (intervention) compared to yellow Smarties (control) to determine whether red Smarties increase happiness. Audience response devices were employed with the 3-fold purposes to produce outcome data for analysis of the effects of red Smarties, identify baseline and subsequent changes in participant's knowledge and confidence in understanding of RCTs, and assess the teaching approach. Of those attending, 82% (117 of 143 learners) participated in the trial component. Participating in the mock trial was a positive experience, and the use of the technology aided learning. The trial produced data that learners analyzed in ""real time"" during the class. The mock RCT is a fun and engaging approach to teaching RCTs and helping students to develop skills in critical appraisal. © Asia-Pacific Academic Consortium for Public Health.",active learning; audience response technology; critical appraisal; epidemiology; happiness; medical education; public health; randomized controlled trial; study design,candy; controlled clinical trial; controlled study; eating; female; happiness; human; human experiment; learning; male; medical education; randomized controlled trial; skill; student; study design; education; educational technology; epidemiology; feasibility study; problem based learning; procedures; randomized controlled trial (topic); teaching; Educational Technology; Epidemiology; Feasibility Studies; Female; Humans; Male; Problem-Based Learning; Randomized Controlled Trials as Topic; Teaching,,,,,,,,,,,"Watkins, J., Mazur, E., Retaining students in science, technology, engineering, and mathematics (STEM) majors (2013) J Coll Sci Teach, 42 (5), pp. 36-41; Cantillon, P., Teaching large groups (2003) BMJ, 326, p. 437; Brown, S., (2010) Assessing for Learning and Smarter Feedback, , (Teaching and Educational Development Institute [TEDI] Seminar Series). Brisbane, Queensland, Australia: University of Queensland; Race, P., (2010) Making Learning Happen, , 2nd ed. London, England: Sage; Stobart, G., (2008) Testing Times: The Uses and Abuses of Assessment, , Oxon, England: Routledge; Nicol, D.J., Macfarlane-Dick, D., Formative assessment and selfregulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Edu, 31 (2), pp. 199-218; Orsmond, P., Maw, S.J., Park, J.R., Moving feedback forward: Theory to practice (2011) Assess Eval Higher Educ, 38, pp. 240-252; Cathcart, A., Greer, D., Neale, L., Learner-focused evaluation cycles: Facilitating learning using feedforward, concurrent and feedback evaluation (2014) Assess Eval Higher Educ, 38, pp. 790-802; Dalglish, C., Evans, P., (2008) Teaching in the Global Classroom, , Cheltenham, England: Edward Elgar; Williamson Sprague, E., Dahl, D.W., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2010) J Marketing Educ, 32, pp. 93-103; Cathcart, A., Neale, L., Using technology to facilitate grading consistency in large classes (2012) Marketing Educ Rev, 22, pp. 9-12; Baker, D.F., Enhancing group decision making: An exercise to reduce shared information bias (2010) J Manage Educ, 34, pp. 249-279; Keough, S., Clickers in the classroom: A review and a replication (2012) J Manage Educ, 36, pp. 822-847; Bates, S., Galloway, R., (2012) The Inverted Classroom in A Large Enrolment Introductory Physics Course: A Case Study, , (HE Academy, STEM Papers). York, England: Higher Education Academy: STEM; Mackintosh, S., Stupans, I., King, S., Evaluating the usefulness of an audience response e-tool in the context of teaching tomorrow's health professionals (2007) Focus Health Professional Educ, 9, pp. 101-104; Baker, P.R., Francis, D.P., Demant, D., Doyle, J., Dobbins, M., An interactive method for engaging the public health workforce with evidence (2015) J Public Health (Oxf), 37, pp. 557-560; Quality Assessment Tool for Quantitative Studies, , http://www.ephpp.ca/PDF/Quality%20Assessment%20Tool_2010_2.pdf, Effective Public Health Practice Project. Accessed March 16, 2017; Armijo-Olivo, S., Stiles, C.R., Hagen, N.A., Biondo, P.D., Cummings, G.G., Assessment of study quality for systematic reviews: A comparison of the Cochrane Collaboration Risk of Bias Tool and the Effective Public Health Practice Project Quality Assessment Tool: Methodological research (2012) J Eval Clin Pract, 18, pp. 12-18; (2013) TurningPoint 5 [Computer Program], , Youngstown, OH: Turning Technologies; Chow, S.C., Wang, H., Shao, J., (2007) Sample Size Calculations in Clinical Research, , Boca Raton, FL: CRC Press; Streiner, D.L., Norman, G.R., Cairney, J., (2014) Health Measurement Scales: A Practical Guide to Their Development and Use, , New York, NY: Oxford University Press; Cathcart, A., Reluctant hosts and disappointed guests? Examining expectations and enhancing experiences of cross-cultural group work on postgraduate business programmes (2006) Int J Manage Educ, 5 (1), pp. 13-22; Mazur, E., (1997) Peer Instruction: A User's Manual, , Mahwah, NJ: Prentice Hall; Cook-Sather, A., Lessons in higher education: Five pedagogical practices that promote active learning for faculty and students (2011) J Faculty Dev, 25 (3), pp. 33-39; Driessen, E., Tartwijk, J.V., Dornan, T., The self critical doctor: Helping students become more reflective (2008) BMJ, 336, pp. 827-830","Baker, P.R.A.; School of Public Health and Social Work, Queensland University of Technology, Victoria Park Road, Australia; email: p2.baker@qut.edu.au",,,SAGE Publications Inc.,,,,,10105395,,,28434251.0,English,Asia-Pac. J. Public Health,Article,Final,,Scopus,2-s2.0-85018771469
"Dean T., Lee-Post A., Hapke H.",57188726348;6508247650;57193527055;,Universal Design for Learning in Teaching Large Lecture Classes,2017,Journal of Marketing Education,39,1,,5,16,,5.0,10.1177/0273475316662104,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014656380&doi=10.1177%2f0273475316662104&partnerID=40&md5=b90969c6bad0eb94d3ed78f3280f8623,"University of Kentucky, Lexington, KY, United States","Dean, T., University of Kentucky, Lexington, KY, United States; Lee-Post, A., University of Kentucky, Lexington, KY, United States; Hapke, H., University of Kentucky, Lexington, KY, United States","To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes. To this end, we incorporated four carefully selected instructional tools (PowerPoint, lecture notes, clickers, and MindTap) in the proposed UDL environment for an introductory marketing class of over 600 students. Self-reported and objective measures were collected to assess the effectiveness of the UDL environment by evaluating its impact on perceived learning, satisfaction with the instructional tools, and actual learning. Our study aims to provide educators with suggestions on how to meet the needs of a diverse group of students in large lecture classes without compromising the quality of teaching and learning. © 2016, © The Author(s) 2016.",inclusive learning environment; instructional tools; large lecture classes; learning outcome assessments; teaching and learning improvements; universal design for learning,,,,,,,,,,,,"(2005) College students today: A national portrait, , http://www.acenet.edu/news-room/Documents/College-Students-Today-A-National-Portrait-2005.pdf, Retrieved from; Anderson, L.S., Healy, A.F., Kole, J.A., Borune, L.E., Jr., The clicker technique: Cultivating efficient teaching and successful learning (2013) Applied Cognitive Psychology, 27, pp. 222-234; Bacon, D.R., Comparing direct versus indirect measures of the pedagogical effectiveness of team testing (2011) Journal of Marketing Education, 33, pp. 348-358; Bowman, N.A., Assessing learning and development among diverse college students (2010) New Directions for Institutional Research, 145, pp. 53-71; Brown, M., (2011) Connecting with the millennials: A visa study, , http://www.visa-asia.com/ap/sea/mediacenter/pressrelease/includes/uploads/Visa_Gen_Y_Report_2012_LR.pdf, Retrieved from; Buzzard, C., Crittenden, V.L., Crittenden, W.F., McCarty, P., The use of digital technologies in the classroom: A teaching and learning perspective (2011) Journal of Marketing Education, 33, pp. 131-139; Camey, J.P., Gray, G.T., Wert-Gray, S., Evaluating the impact of student response systems on student performance (2008) Journal for Advancement of Marketing Education, 13, pp. 1-7; Carnaghan, C., Edmonds, T.P., Lechner, T.A., Olds, P.R., Using student response systems in accounting classroom: Strengths, strategies and limitations (2011) Journal of Accounting Education, 29, pp. 265-283; (2013) The three principles of UDL, , http://www.udlcenter.org/aboutudl/whatisudl/3principles, Retrieved from; Clayson, D.E., Student evaluations of teaching: Are they related to what students learn? (2009) Journal of Marketing Education, 31, pp. 16-30; Cuseo, J., The empirical case against large class size: Adverse effects on the teaching, learning, and retention of first-year students (2007) Journal of Faculty Development, 21 (1), pp. 5-21; Davies, P.L., Schelly, C.L., Spooner, C.L., Measuring the effectiveness of universal design for learning intervention in postsecondary education (2013) Journal of Postsecondary Education and Disability, 26, pp. 195-220; Eastman, J.K., Iyer, R., Eastman, K.L., Improving undergraduate student satisfaction with the consumer behavior course: Will interactive technology help? (2011) Marketing Education Review, 21, pp. 139-149; Exeter, D.J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., Jackson, R., Student engagement in very large classes: The teachers’ perspective (2010) Studies in Higher Education, 35, pp. 761-775; Gargiulo, R.M., Metcalf, D., (2013) Teaching in today’s inclusive classroom: A universal design for learning approach, , Belmont, CA, Cengage Learning; Hall, T.E., Meyer, A., Rose, D.H., (2012) Universal design for learning in the classroom: Practical applications, , New York, NY, Guilford Press; Kokkelenberg, E.C., Dillon, M., Christy, S.M., The effects of class size on student grades at a public university (2008) Economics of Education Review, 27, pp. 221-233; Lazear, E., Educational production (2001) Quarterly Journal of Economics, 116, pp. 777-803; Levine, A., Dean, D.R., (2012) Generation on a tightrope: A portrait of today’s college student, , San Francisco, CA, Jossey-Bass; Lincoln, D.J., Teaching with clickers in the large-size principles of marketing class (2008) Marketing Education Review, 18, pp. 39-45; McCabe, D.B., Meuter, M.L., A student view of technology in the classroom: Does it enhance the seven principles of good practice in undergraduate education? (2011) Journal of Marketing Education, 33, pp. 149-159; McDonald, G., Does size matter? The impact of student-staff ratios (2013) Journal of Higher Education Policy and Management, 35, pp. 652-667; McGuire-Schwartz, M.E., Arndt, J.S., Transforming universal design for learning in early childhood teacher education from college classroom to early childhood classroom (2007) Journal of Early Childhood Teacher Education, 28, pp. 127-139; Monks, J., Schmidt, R., (2010) The impact of class size and number of students on outcomes in higher education, , http://digitalcommons.ilr.cornell.edu/workingpapers/114/, Retrieved from; Mulryan-Kyne, C., Teaching large classes at college and university level: Challenges and opportunities (2010) Teaching in Higher Education, 15, pp. 175-185; O’Reilly, N.J., Rahinel, R., Foster, M.K., Patterson, M., Connecting in megaclasses: The netnographic advantage (2007) Journal of Marketing Education, 29, pp. 69-84; (2014) Millennials in adulthood: Detached from institutions, networked with friends, , http://www.dvuli.org/news/millennials-adulthood-detached-institutions-networked-friends, Retrieved from; Porter, S.R., Whitcomb, M., Non-response in student surveys: The Role of Demographics, Engagement and Personality (2005) Research in Higher Education, 46, p. 127; Rao, K., Ok, M.W., Bryant, B.R., A review of research on universal design education models (2014) Remedial and Special Education, 35, pp. 153-166; Rao, K., Tanners, A., Curb cuts in cyberspace: Universal instructional design for online courses (2011) Journal of Postsecondary Education and Disability, 24, pp. 211-229; Roberts, K.D., Park, H.J., Brown, S., Cook, B., Universal design for instruction in postsecondary education: A systematic review of empirically based articles (2011) Journal of Postsecondary Education and Disability, 24, pp. 5-15; Rose, D.H., Gravel, J.W., Universal design for learning (2010) International encyclopedia of education, pp. 119-124. , Peterson, Baker, McGraw, (eds), Oxford, England, Elsevier,. In, (Eds.); Rose, D.H., Harbour, W.S., Johnston, C.S., Daley, S.G., Abarbanell, L., Universal design for learning in postsecondary education: Reflections on principles and their application (2006) Journal of Postsecondary Education and Disability, 19, pp. 135-151; Schelly, C.L., Davies, P.L., Spooner, C.L., Student perceptions of faculty implementation of universal design for learning (2011) Journal of Postsecondary Education and Disability, 24, pp. 17-30; Sitzmann, T., Ely, K., Brown, K.G., Bauer, K.N., Self-assessment of knowledge: A cognitive learning or affective measure? (2010) Academy of Management Learning & Education, 9, pp. 169-191; Solano, R., Mondal, S., Using social networks and Internet based audience response systems in the classroom (2012) Pennsylvania Economic Review, 19 (1), pp. 60-73; Spooner, F., Baker, J.N., Harris, A.A., Ahlgrim-Delzell, L., Browder, D.M., Effects of training in universal design for learning on lesson plan development (2007) Remedial and Special Education, 28, pp. 108-116; Sprague, E.W., Dahl, D., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2009) Journal of Marketing Education, 32, pp. 93-103; Stanley, D., Can technology improve large class learning? The case of an upper-division business core class (2013) Journal of Education for Business, 88, pp. 265-270; Terrion, J.L., Aceti, V., Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen chemistry students (2012) Research in Learning Technology, 20, pp. 1-11; Ueltschy, L.C., An exploratory study of integrating interactive technology into the marketing curriculum (2001) Journal of Marketing Education, 23, pp. 63-72","Hapke, H.; Gatton College of Business and Economics, University of KentuckyUnited States; email: holly.hapke@uky.edu",,,SAGE Publications Inc.,,,,,02734753,,,,English,J. Mark. Educ.,Article,Final,,Scopus,2-s2.0-85014656380
"Garrell A., Villamizar M., Moreno-Noguer F., Sanfeliu A.",35589794700;15123291100;24076818700;7003840083;,Teaching Robot’s Proactive Behavior Using Human Assistance,2017,International Journal of Social Robotics,9,2,,231,249,,7.0,10.1007/s12369-016-0389-0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018757381&doi=10.1007%2fs12369-016-0389-0&partnerID=40&md5=1d825b8b01aa5dcfb4ea28207c0fcc17,"Institut de Robótica i informática industrial, CSIC-UPC, Barcelona, 08028, Spain","Garrell, A., Institut de Robótica i informática industrial, CSIC-UPC, Barcelona, 08028, Spain; Villamizar, M., Institut de Robótica i informática industrial, CSIC-UPC, Barcelona, 08028, Spain; Moreno-Noguer, F., Institut de Robótica i informática industrial, CSIC-UPC, Barcelona, 08028, Spain; Sanfeliu, A., Institut de Robótica i informática industrial, CSIC-UPC, Barcelona, 08028, Spain","In recent years, there has been a growing interest in enabling autonomous social robots to interact with people. However, many questions remain unresolved regarding the social capabilities robots should have in order to perform this interaction in an ever more natural manner. In this paper, we tackle this problem through a comprehensive study of various topics involved in the interaction between a mobile robot and untrained human volunteers for a variety of tasks. In particular, this work presents a framework that enables the robot to proactively approach people and establish friendly interaction. To this end, we provided the robot with several perception and action skills, such as that of detecting people, planning an approach and communicating the intention to initiate a conversation while expressing an emotional status. We also introduce an interactive learning system that uses the person’s volunteered assistance to incrementally improve the robot’s perception skills. As a proof of concept, we focus on the particular task of online face learning and recognition. We conducted real-life experiments with our Tibi robot to validate the framework during the interaction process. Within this study, several surveys and user studies have been realized to reveal the social acceptability of the robot within the context of different tasks. © 2017, Springer Science+Business Media Dordrecht.",Human robot interaction; Human-assisted learning; Social robotics,Behavioral research; Learning systems; Robot programming; Robotics; Robots; Friendly interaction; Human-assisted learning; Interaction process; Interactive learning systems; Perception and actions; Proactive behavior; Social acceptability; Social robotics; Human robot interaction,,,,,,,,,,,"Anzalone, S.M., Boucenna, S., Ivaldi, S., Chetouani, M., Evaluating the engagement with social robots (2015) Int J Soc Robot, 7 (4), pp. 465-478; Arras, K., Mozos, O., Burgard, W., Using boosted features for the detection of people in 2d range data (2007) In: Proceedings of the IEEE international conference on robotics and automation; Atkinson, D.J., Clark, M.H., Methodology for study of human-robot social interaction in dangerous situations (2014) In: Proceedings of the second international conference on Human-agent interaction. ACM; Bauer, A., Klasing, K., Lidoris, G., Mühlbauer, Q., Rohrmüller, F., Sosnowski, S., Xu, T., Buss, M., The autonomous city explorer: towards natural human-robot interaction in urban environments (2009) Int J Soc Robot, 1 (2), pp. 127-140; Bittermann, A., Kuhnlenz, K., Buss, M., On the evaluation of emotion expressing robots (2007) In: IEEE international conference on robotics and automation; Breazeal, C., Emotion and sociable humanoid robots (2003) Int J Hum Comput Stud, 59 (1), pp. 119-155; Breazeal, C., Role of expressive behaviour for robots that learn from people (2009) Philos Trans R Soc B Biol Sci, 364 (1535), pp. 3527-3538; Burgard, W., Cremers, A., Fox, D., Hähnel, D., Lakemeyer, G., Schulz, D., Steiner, W., Thrun S (1998) The interactive museum tour-guide robot Proceedings of the National Conference on Artificial Intelligence, pp. 11-18. , John Wiley &, Sons Ltd; Clark, H., (1996) Using language, , 4, Cambridge University Press, Cambridge; Cooper, B., Brna, P., Martins A (2000) Effective affective in intelligent systems–building on evidence of empathy in teaching and learning Affective interactions, pp. 21-34. , Springer, Berlin; Dautenhahn, K., Walters, M., Woods, S., Koay, K., Nehaniv, C., Sisbot, A., Alami, R., Siméon, T., How may i serve you?: A robot companion approaching a seated person in a helping context (2006) In: Proceedings of the 1st ACM SIGCHI/SIGART conference on Human-robot interaction. ACM; Dautenhahn, K., Woods, S., Kaouri, C., Walters, M., Koay, K., Werry, I., What is a robot companion-friend, assistant or butler (2005) In: Proceedings of the IEEE/RSJ international conference on intelligent robots and systems; Fellous, J.M., Arbib, M.A., (2005) Who needs emotions?: The brain meets the robot, , Oxford University Press, Oxford; Felzenszwalb, P.F., Girshick, R.B., McAllester, D., Ramanan, D., Object detection with discriminatively trained part-based models (2010) IEEE Trans Pattern Anal Mach Intell, 32 (9), pp. 1627-1645; Ferrer, G., Garrell, A., Sanfeliu, A., Robot companion: a social-force based approach with human awareness-navigation in crowded environments (2013) In: Proceedings of IEEE/RSJ international conference on intelligent robots and systems; Ferrer, G., Garrell, A., Villamizar, M., Huerta, I., Sanfeliu, A., Robot interactive learning through human assistance (2013) In: Multimodal interaction in image and video applications. 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IEEE; Goffman, E., (1966) Behavior in public places: notes on the social organization of gatherings, , Free Press, New York; Haasch, A., Hohenner, S., Hüwel, S., Kleinehagenbrock, M., Lang, S., Toptsis, I., Fink, G., Wrede, B., Sagerer G (2004) Biron–the bielefeld robot companion Proceedings of the international workshop on advances in service robotics. 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In: Proceedings of robotics: science and systems (2011) Los Angeles; Shiomi, M., Kanda, T., Glas, D., Satake, S., Ishiguro, H., Hagita, N., Field trial of networked social robots in a shopping mall (2009) In: Proceedings of the IEEE/RSJ international conference on intelligent robots and systems; Sidner, C.L., Kidd, C.D., Lee, C., Lesh, N., Where to look: a study of human-robot engagement (2004) In: Proceedings of the 9th international conference on Intelligent user interfaces. ACM; Sisbot, E.A., Marin-Urias, L.F., Broquere, X., Sidobre, D., Alami, R., Synthesizing robot motions adapted to human presence (2010) Int J Soc Robot, 2 (3), pp. 329-343; Timofte, R., Zimmermann, K., Van Gool, L., Multi-view traffic sign detection, recognition, and 3d localisation (2014) Mach Vis Appl, 25 (3), pp. 633-647; Villamizar, M., Garrell, A., Sanfeliu, A., Moreno-Noguer, F., Online human-assisted learning using random ferns (2012) In: Proceedings of the 21st international conference on pattern recognition; Walters, M., Dautenhahn, K., Woods, S., Koay, K., Robotic etiquette: results from user studies involving a fetch and carry task (2007) In: Proceedings of the ACM/IEEE international conference on human-robot interaction; Xu, J., Broekens, J., Hindriks, K., Neerincx, M.A., Robot mood is contagious: effects of robot body language in the imitation game (2014) In: Proceedings of the 2014 international conference on Autonomous agents and multi-agent systems. International Foundation for Autonomous Agents and Multiagent Systems; Yohanan, S., MacLean, K.E., The role of affective touch in human-robot interaction: human intent and expectations in touching the haptic creature (2012) Int J Soc Robot, 4 (2), pp. 163-180","Garrell, A.; Institut de Robótica i informática industrial, CSIC-UPCSpain; email: agarrell@iri.upc.edu",,,Springer Netherlands,,,,,18754791,,,,English,Int. J. Soc. Rob.,Article,Final,,Scopus,2-s2.0-85018757381
Traxler J.M.,15847443600;,"Learning with mobiles in developing countries: Technology, language, and literacy",2017,International Journal of Mobile and Blended Learning,9,2,,1,15,,4.0,10.4018/IJMBL.2017040101,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015932597&doi=10.4018%2fIJMBL.2017040101&partnerID=40&md5=66f7db27d69c5e17d963a5d28240b110,"Institute of Education, University of Wolverhampton, Walsall, United Kingdom","Traxler, J.M., Institute of Education, University of Wolverhampton, Walsall, United Kingdom","In the countries of the global South, the challenges of fixed infrastructure and environment, the apparent universality of mobile hardware, software and network technologies and the rhetoric of the global knowledge economy have slowed or impoverished the development of appropriate theoretical discourses to underpin learning with mobiles. This paper addresses one specific and fundamental component of such discourses, namely the role of language and literacy as they interact with mobile technology. The paper makes three points, that mobile technology is culturally and linguistically specific, not universal or culturally-neutral; that mobile technology does not merely store and transmit language(s) and literacy within communities, it disturbs and transforms them, and that the digital literacy agenda that might underpin learning with mobiles has not yet been developed in relation to mobile technology or in relation to the global South. These are the foundations of understanding learning with mobiles in the global South. © 2017, IGI Global.",Digital literacy; Global south; Interface and handset technology; Language; Mobile learning,Developing countries; Telecommunication equipment; Digital literacies; Fundamental component; Global knowledge economies; Global south; Language; Mobile Learning; Mobile Technology; Network technologies; Engineering education,,,,,,,,,,,"Agrawal, A., Dismantling the divide between indigenous and scientific knowledge (1995) Development and Change, 26 (3), pp. 413-439. , doi:10.1111/j.1467-7660.1995.tb00560.x; Ahmad, W., Hussain, S., Enabling complex asian scripts on mobile devices (2011) Localisation Focus. the International Journal of Localisation, 10 (1); Aker, J.C., Ksoll, C., Lybbert, T.J., (2010) ABC, 123: The Impact of a Mobile Phone Literacy Program on Educational Outcomes, , http://www.cgdev.org/content/publications/detail/1424423, CGD Working Paper 223. 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"Owens M.T., Seidel S.B., Wong M., Bejines T.E., Lietz S., Perez J.R., Sit S., Subedar Z.S., Acker G.N., Akana S.F., Balukjian B., Benton H.P., Blair J.R., Boaz S.M., Boyer K.E., Bram J.B., Burrus L.W., Byrd D.T., Caporale N., Carpenter E.J., Chan Y.H.M., Chen L., Chovnick A., Chu D.S., Clarkson B.K., Cooper S.E., Creech C., Crow K.D., De La Torre J.R., Denetclaw W.F., Duncan K.E., Edwards A.S., Erickson K.L., Fuse M., Gorga J.J., Govindan B., Green J.L., Hankamp P.Z., Harrisa H.E., He Z.H., Ingalls S., Ingmire P.D., Jacobs J.R., Kamakear M., Kimpo R.R., Knight J.D., Krause S.K., Krueger L.E., Light T.L., Lund L., Márquez-Magaña L.M., McCarthy B.K., McPheron L.J., Miller-Sims V.C., Moffatt C.A., C Muick P., Nagami P.H., Nusse G.L., Okimura K., Pasiona S.G., Patterson R., Pennings P.S., Riggs B., Romeo J., Roy S.W., Russo-Tait T., Schultheis L.M., Sengupta L., Small R., Spicer G.S., Stillman J.H., Swei A., Wade J.M., Waters S.B., Weinstein S.L., Willsie J.K., Wright D.W., Harrison C.D., Kelley L.A., Trujillo G., Domingo C.R., Schinske J.N., Tanner K.D.",57193723208;55949055500;36060875500;57193726190;57193719005;57193720853;57193720679;57193722398;57193727518;57193725319;12786836300;57193723211;57193724418;20336861900;7103008775;57193717785;6603369952;57210694528;56631135900;7101893116;57209609309;57192608985;57193725882;36819052100;57193722128;57193721158;57193719331;36899637700;7102411162;6601969188;57193726478;57193720136;57193722553;7005722858;57193724771;57208940726;57193725379;57193727916;57193726273;7403885621;57193719268;57193720814;57193719434;57193725243;8958389600;25825067500;57193724191;57193720076;57193725632;57193719991;6603061306;57193724428;57210762518;6507673959;7006456460;57193724536;55948677600;6506025760;57193720307;57193723038;7403566964;8372326400;7102159129;56827545800;35234829300;55780124600;57193719165;57193723885;57193722552;7003451223;7006822623;6507897157;36766334100;57193723225;7202467353;57193722560;57193620184;57202659967;57193723189;56100305700;7006385403;35725967000;7005083549;,Classroom sound can be used to classify teaching practices in college science courses,2017,Proceedings of the National Academy of Sciences of the United States of America,114,12,,3085,3090,,8.0,10.1073/pnas.1618693114,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016123353&doi=10.1073%2fpnas.1618693114&partnerID=40&md5=65ad98f5c60ccdb5a70f6d5c057701e6,"Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Department of Biology, Pacific Lutheran University, Tacoma, WA  98447, United States; Center for Computing for Life Sciences, San Francisco State University, San Francisco, CA  94132, United States; Department of Biology, De Anza College, Cupertino, CA  95014, United States; Nutrition, Food Science, and Packaging Department, San Jose State University, San Jose, CA  95192, United States; Biology Department, City College of San Francisco, San Francisco, CA  94112, United States; Biology Department, Laney College, Oakland, CA  94607, United States; Department of Biology, Foothill College, Los Altos Hills, CA  94022, United States; Biology Department, Las Positas College, Livermore, CA  94551, United States; Romberg Tiburon Center for Environmental Studies, San Francisco State University, Tiburon, CA  94920, United States; Department of Neurobiology, Physiology, and Behavior, University of California, Davis, CA  95616, United States; Department of Biological Science, Diablo Valley College, Pleasant Hill, CA  94523, United States; Department of Biology, Portland Community College, Portland, OR  97219, United States; Math and Sciences Department, Diablo Valley College, San Ramon, CA  94582, United States; Science and Technology Division, Cañada College, Redwood City, CA  94061, United States; Biology Department, College of San Mateo, San Mateo, CA  94402, United States; Division of Undergraduate Education and Academic Planning, San Francisco State University, San Francisco, CA  94132, United States; Life Science Department, Chabot College, Hayward, CA  94545, United States; Science/Mathematics/Technology Division, Skyline College, San Bruno, CA  94066, United States; Life Sciences Department Palomar College, San Marcos, CA  92069, United States; Biology Department, Solano Community College, Fairfield, CA  94534, United States; Department of Biological Sciences, California State University, Sacramento, CA  95819, United States; Biology Department, Los Medanos College, Pittsburg, CA  94565, United States; Science Department, Berkeley City College, Berkeley, CA  94704, United States; Biological Sciences Department, Contra Costa College, San Pablo, CA  94806, United States; Department of Biological Science, Holy Names University, Oakland, CA  94619, United States; Department of Earth and Climate Sciences, San Francisco State University, San Francisco, CA  94132, United States; Department of Curriculum and Instruction, STEM Education, University of Texas at Austin, Austin, TX  78712, United States; Department of Chemistry and Biochemistry, San Francisco State University, San Francisco, CA  94132, United States; Department of Biology, University of San Francisco, San FranciscoCA  94117, United States; Biological, Health and Environmental Sciences Division, DeAnza College, Cupertino, CA  95014, United States; School of Biological Sciences, Georgia Institute of Technology, Atlanta, GA  30332, United States; Kelley, Petterson, and Associs, Inc., San Francisco, CA  94127, United States; Office of the Vice Provost for Teaching and Learning, Stanford University, Stanford, CA  94305, United States","Owens, M.T., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Seidel, S.B., Department of Biology, Pacific Lutheran University, Tacoma, WA  98447, United States; Wong, M., Center for Computing for Life Sciences, San Francisco State University, San Francisco, CA  94132, United States; Bejines, T.E., Department of Biology, Pacific Lutheran University, Tacoma, WA  98447, United States; Lietz, S., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Perez, J.R., Department of Biology, Pacific Lutheran University, Tacoma, WA  98447, United States; Sit, S., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Subedar, Z.S., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Acker, G.N., Department of Biology, De Anza College, Cupertino, CA  95014, United States, Nutrition, Food Science, and Packaging Department, San Jose State University, San Jose, CA  95192, United States; Akana, S.F., Biology Department, City College of San Francisco, San Francisco, CA  94112, United States; Balukjian, B., Biology Department, Laney College, Oakland, CA  94607, United States; Benton, H.P., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States, Department of Biology, Foothill College, Los Altos Hills, CA  94022, United States; Blair, J.R., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Boaz, S.M., Biology Department, Las Positas College, Livermore, CA  94551, United States; Boyer, K.E., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States, Romberg Tiburon Center for Environmental Studies, San Francisco State University, Tiburon, CA  94920, United States; Bram, J.B., Department of Biology, De Anza College, Cupertino, CA  95014, United States; Burrus, L.W., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Byrd, D.T., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Caporale, N., Department of Neurobiology, Physiology, and Behavior, University of California, Davis, CA  95616, United States; Carpenter, E.J., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States, Romberg Tiburon Center for Environmental Studies, San Francisco State University, Tiburon, CA  94920, United States; Chan, Y.H.M., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Chen, L., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Chovnick, A., Biology Department, Las Positas College, Livermore, CA  94551, United States; Chu, D.S., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Clarkson, B.K., Department of Biological Science, Diablo Valley College, Pleasant Hill, CA  94523, United States; Cooper, S.E., Department of Biology, Foothill College, Los Altos Hills, CA  94022, United States; Creech, C., Department of Biology, Portland Community College, Portland, OR  97219, United States; Crow, K.D., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; De La Torre, J.R., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Denetclaw, W.F., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Duncan, K.E., Department of Biology, Foothill College, Los Altos Hills, CA  94022, United States; Edwards, A.S., Department of Biology, Foothill College, Los Altos Hills, CA  94022, United States; Erickson, K.L., Department of Biology, Foothill College, Los Altos Hills, CA  94022, United States; Fuse, M., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Gorga, J.J., Math and Sciences Department, Diablo Valley College, San Ramon, CA  94582, United States; Govindan, B., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Green, J.L., Science and Technology Division, Cañada College, Redwood City, CA  94061, United States; Hankamp, P.Z., Biology Department, College of San Mateo, San Mateo, CA  94402, United States; Harrisa, H.E., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; He, Z.H., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Ingalls, S., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Ingmire, P.D., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States, Division of Undergraduate Education and Academic Planning, San Francisco State University, San Francisco, CA  94132, United States; Jacobs, J.R., Department of Biology, Foothill College, Los Altos Hills, CA  94022, United States; Kamakear, M., Life Science Department, Chabot College, Hayward, CA  94545, United States; Kimpo, R.R., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States, Science/Mathematics/Technology Division, Skyline College, San Bruno, CA  94066, United States; Knight, J.D., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Krause, S.K., Life Sciences Department Palomar College, San Marcos, CA  92069, United States; Krueger, L.E., Biology Department, Solano Community College, Fairfield, CA  94534, United States, Department of Biological Sciences, California State University, Sacramento, CA  95819, United States; Light, T.L., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Lund, L., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Márquez-Magaña, L.M., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; McCarthy, B.K., Biology Department, Los Medanos College, Pittsburg, CA  94565, United States; McPheron, L.J., Science Department, Berkeley City College, Berkeley, CA  94704, United States; Miller-Sims, V.C., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Moffatt, C.A., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; C Muick, P., Biology Department, Solano Community College, Fairfield, CA  94534, United States, Biological Sciences Department, Contra Costa College, San Pablo, CA  94806, United States; Nagami, P.H., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States, Biology Department, Laney College, Oakland, CA  94607, United States, Department of Biological Science, Holy Names University, Oakland, CA  94619, United States; Nusse, G.L., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Okimura, K., Department of Earth and Climate Sciences, San Francisco State University, San Francisco, CA  94132, United States; Pasiona, S.G., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Patterson, R., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Pennings, P.S., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Riggs, B., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Romeo, J., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Roy, S.W., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Russo-Tait, T., Department of Curriculum and Instruction, STEM Education, University of Texas at Austin, Austin, TX  78712, United States; Schultheis, L.M., Department of Biology, Foothill College, Los Altos Hills, CA  94022, United States; Sengupta, L., Biology Department, College of San Mateo, San Mateo, CA  94402, United States; Small, R., Department of Chemistry and Biochemistry, San Francisco State University, San Francisco, CA  94132, United States; Spicer, G.S., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Stillman, J.H., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States, Romberg Tiburon Center for Environmental Studies, San Francisco State University, Tiburon, CA  94920, United States; Swei, A., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Wade, J.M., Department of Biology, University of San Francisco, San FranciscoCA  94117, United States; Waters, S.B., Biology Department, Los Medanos College, Pittsburg, CA  94565, United States; Weinstein, S.L., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Willsie, J.K., Department of Biological Science, Diablo Valley College, Pleasant Hill, CA  94523, United States; Wright, D.W., Nutrition, Food Science, and Packaging Department, San Jose State University, San Jose, CA  95192, United States, Biological, Health and Environmental Sciences Division, DeAnza College, Cupertino, CA  95014, United States; Harrison, C.D., School of Biological Sciences, Georgia Institute of Technology, Atlanta, GA  30332, United States; Kelley, L.A., Kelley, Petterson, and Associs, Inc., San Francisco, CA  94127, United States; Trujillo, G., Office of the Vice Provost for Teaching and Learning, Stanford University, Stanford, CA  94305, United States; Domingo, C.R., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States; Schinske, J.N., Department of Biology, De Anza College, Cupertino, CA  95014, United States, Department of Biology, Foothill College, Los Altos Hills, CA  94022, United States; Tanner, K.D., Department of Biology, San Francisco State University, San Francisco, CA  94132, United States","Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college science, technology, engineering, and mathematics (STEM) faculty to include any active learning in their teaching may retain and more effectively educate far more students than having a few faculty completely transform their teaching, but the extent to which STEM faculty are changing their teaching methods is unclear. Here, we describe the development and application of the machine-learning-derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of STEM course audio recordings quickly, with minimal costs, and without need for human observers. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Applying DART to 1,486 recordings of class sessions from 67 courses, a total of 1,720 h of audio, revealed varied patterns of lecture (single voice) and nonlecture activity (multiple and no voice) use. We also found that there was significantly more use of multiple and no voice strategies in courses for STEM majors compared with courses for non-STEM majors, indicating that DART can be used to compare teaching strategies in different types of courses. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort.",Active learning; Assessment; Evidence-based teaching; Lecture; Science education,Article; audio recording; classroom sound; college student; community college; comparative study; controlled study; Decibel Analysis for Research in Teaching; education; engineering; female; human; learning; machine learning; male; mathematics; noise; priority journal; science; sound; sound analysis; sound intensity; teaching; university; voice; education; problem based learning; sound; standards; student; teaching; technology; Humans; Problem-Based Learning; Science; Sound; Students; Teaching; Technology; Universities,,,,,,,,,,,"Arum, R., Roksa, J., (2010) Academically Adrift: Limited Learning on College Campuses, , (Univ of Chicago Press, Chicago); Singer, S.R., Nielsen, N.R., Schweingruber, H.A., (2012) Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, , (National Academies, Washington, DC); Seymour, E., Hewitt, N.M., (1997) Talking about Leaving: Why Undergraduates Leave the Sciences, , (Westview Press, Boulder, CO); Graham, M.J., Frederick, J., Byars-Winston, A., Hunter, A.-B., Handelsman, J., Increasing persistence of college students in STEM (2013) Science, 341 (6153), pp. 1455-1456; (2012) Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics, , (Executive Office of the President, Washington, DC); Eddy, S.L., Hogan, K.A., Getting under the hood: How and for whom does increasing course structure work? (2014) CBE Life Sci Educ, 13 (3), pp. 453-468; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am J Phys, 66 (1), pp. 64-74; Halloun, I.A., Hestenes, D., The initial knowledge state of college physics students (1985) Am J Phys, 53 (11), pp. 1043-1055; Freeman, S., Active learning increases student performance in science, engineering, and mathematics (2014) Proc Natl Acad Sci USA, 111 (23), pp. 8410-8415; Fairweather, J., (2008) Linking Evidence and Promising Practices in STEM Undergraduate Education. NRC Workshop on Evidence on Selected Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education, , https://nsf.gov/attachments/117803/public/Xc-Linking_Evidence-Fairweather.pdf, (Board of Science Education, National Research Council, The National Academies, Washington, DC)., Accessed September 9, 2016; Hora, M.T., Oleson, A., Ferrare, J.J., (2008) Teaching Dimensions Observation Protocol (TDOP), , (Wisconsin Center for Education Research, Madison, WI); Sawada, D., Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol (2002) Sch Sci Math, 102 (6), pp. 245-253; Smith, M.K., Jones, F.H.M., Gilbert, S.L., Wieman, C.E., The Classroom Observation Protocol for Undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices (2013) CBE Life Sci Educ, 12 (4), pp. 618-627; Eddy, S.L., Converse, M., Wenderoth, M.P., PORTAAL: A classroom observation tool assessing evidence-based teaching practices for active learning in large science, technology, engineering, and mathematics classes (2015) CBE Life Sci Educ, 14 (2). , 14:ar23; Donnelly, P.J., Multi-sensor modeling of teacher instructional segments in live classrooms (2016) Proceedings of the 18th ACM International Conference on Multimodal Interaction - ICMI 2016 (ACM, New York), pp. 177-184; Wang, Z., Pan, X., Miller, K.F., Cortina, K.S., Automatic classification of activities in classroom discourse (2014) Comput Educ, 78, pp. 115-123; Li, Y., Dorai, C., Instructional video content analysis using audio information (2006) IEEE Trans Audio Speech Lang Process, 14 (6), pp. 2264-2274; Donnelly, P.J., Automatic teacher modeling from live classroom audio (2016) Proceedings of the 2016 Conference on User Modeling Adaptation and Personalization - UMAP '16, pp. 45-53. , (ACM, New York); Brdiczka, O., Maisonnasse, J., Reignier, P., Automatic detection of interaction groups (2005) Proceedings of the 7th International Conference on Multimodal Interfaces - ICMI'05, p. 32. , (ACM, New York); Lu, L., Zhang, H.-J., Li, S.Z., Content-based audio classification and segmentation by using support vector machines (2003) Multimedia Syst, 8 (6), pp. 482-492; Stanislaw, H., Todorov, N., Calculation of signal detection theory measures (1999) Behav Res Methods Instrum Comput, 31 (1), pp. 137-149; Savkar, V., Lokere, J., (2010) Time to Decide: The Ambivalence of the World of Science Toward Education, , (Nature Education, Cambridge, MA); Ebert-May, D., What we say is not what we do: Effective evaluation of faculty professional development programs (2011) Bioscience, 61 (7), pp. 550-558; Landis, J.R., Koch, G.G., The measurement of observer agreement for categorical data (1977) Biometrics, 33 (1), pp. 159-174","Tanner, K.D.; Department of Biology, San Francisco State UniversityUnited States; email: kdtanner@sfsu.edu",,,National Academy of Sciences,,,,,00278424,,PNASA,28265087.0,English,Proc. Natl. Acad. Sci. U. S. A.,Article,Final,Open Access,Scopus,2-s2.0-85016123353
"Leidinger C., Herrmann F., Thöne-Reineke C., Baumgart N., Baumgart J.",57193842373;57193856218;6603058914;57063189500;24173213100;,Introducing clicker training as a cognitive enrichment for laboratory mice,2017,Journal of Visualized Experiments,2017,121, e55415,,,,1.0,10.3791/55415,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017117911&doi=10.3791%2f55415&partnerID=40&md5=bc41e22f35520824aee618a6955dce66,"Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-Universität Mainz, Germany; Department of Veterinary Medicine, Institute of Animal Welfare, Animal Behavior and Laboratory Animal Science, Freie Universität Berlin, Germany","Leidinger, C., Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-Universität Mainz, Germany, Department of Veterinary Medicine, Institute of Animal Welfare, Animal Behavior and Laboratory Animal Science, Freie Universität Berlin, Germany; Herrmann, F., Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-Universität Mainz, Germany; Thöne-Reineke, C., Department of Veterinary Medicine, Institute of Animal Welfare, Animal Behavior and Laboratory Animal Science, Freie Universität Berlin, Germany; Baumgart, N., Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-Universität Mainz, Germany; Baumgart, J., Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-Universität Mainz, Germany","Establishing new refinement strategies in laboratory animal science is a central goal in fulfilling the requirements of Directive 2010/63/EU. Previous research determined a profound impact of gentle handling protocols on the well-being of laboratory mice. By introducing clicker training to the keeping of mice, not only do we promote the amicable treatment of mice, but we also enable them to experience cognitive enrichment. Clicker training is a form of positive reinforcement training using a conditioned secondary reinforcer, the ""click"" sound of a clicker, which serves as a time bridge between the strengthened behavior and an upcoming reward. The effective implementation of the clicker training protocol with a cohort of 12 BALB/c inbred mice of each sex proved to be uncomplicated. The mice learned rather quickly when challenged with tasks of the clicker training protocol, and almost all trained mice overcame the challenges they were given (100% of female mice and 83% of male mice). This study has identified that clicker training for mice strongly correlates with reduced fear in the mice during human-mice interactions, as shown by reduced anxiety-related behaviors (e.g., defecation, vocalization, and urination) and fewer depression-like behaviors (e.g., floating). By developing a reliable protocol that can be easily integrated into the daily routine of the keeping of laboratory mice, the lifetime experience of welfare in the mice can be improved substantially. © 2017 Journal of Visualized Experiments.",3R's; BALB/ c; Behavior; Clicker training; Enrichment; Issue 121; Mouse; Positive reinforcement training; Refinement; Welfare; Well-being,"animal; animal behavior; animal model; cognition; fear; mouse; physiology; reinforcement; Animals; Behavior, Animal; Cognition; Fear; Mice; Models, Animal; Reinforcement (Psychology)",,,,,"Johannes Gutenberg-Universität Mainz, JGU",This work was supported by the Translational Animal Research Center of the University Medical Center of the Johannes Gutenberg-University Mainz. The authors are most grateful to Thomas Wacker for his technical support.,,,,,"Russell, W.M.S., Burch, R.L., (1959) The Principles of Humane Experimental Technique, pp. 25-27. , Methuen and Co., Ltd; Directive 2010/63/EU of the European Parliament and of the Council of 22 September 2010 on the protection of animals used for scientific purposes (2010) Official Journal of the European Union; Balcombe, J.P., Barnard, N.D., Sandusky, C., Laboratory routines cause animal stress (2004) Contemporary Topics in Laboratory Animal Science/American Association for Laboratory Animal Science, 43 (6), pp. 42-51; Meijer, M.K., Sommer, R., Spruijt, B.M., Van Zutphen, L.F.M., Baumans, V., Influence of environmental enrichment and handling on the acute stress response in individually housed mice (2007) Laboratory Animals, 41 (2), pp. 161-173; Gouveia, K., Hurst, J.L., Reducing mouse anxiety during handling: Effect of experience with handling tunnels (2013) Plos One, 8 (6); Meaney, M.J., Diorio, J., Early environmental regulation of forebrain glucocorticoid receptor gene expression: Implications for adrenocortical responses to stress (1996) Developmental Neuroscience, 18 (1-2), pp. 49-72; Gärtner, K., Büttner, D., Döhler, K., Friedel, R., Lindena, J., Trautschold, I., Stress response of rats to handling and experimental procedures (1980) Laboratory Animals, 14 (3), pp. 267-274; Izumi, J., Hayashi-Kuwabara, Y.U., Yoshinaga, K., Tanaka, Y., Ikeda, Y., Evidence for a Depressive-like State Induced by Repeated Saline Injections in Fischer 344 Rats (1997) Nature, 57 (4), pp. 883-888; Fridgeirsdottir, G.A., Hillered, L., Clausen, F., Escalated handling of young C57BL/6 mice results in altered Morris water maze performance (2014) Upsala Journal of Medical Sciences, 119 (1), pp. 1-9; Heredia, L., Torrente, M., Domingo, J.L., Colomina, M.T., Individual housing and handling procedures modify anxiety levels of Tg2576 mice assessed in the zero maze test (2012) Physiology and Behavior, 107 (2), pp. 187-191; Maurer, B.M., Döring, D., Scheipl, F., Küchenhoff, H., Erhard, M.H., Effects of a gentling programme on the behaviour of laboratory rats towards humans (2008) Applied Animal Behaviour Science, 114 (3-4), pp. 554-571; Skinner, B.F., How to Teach Animals (1951) Scientific American, 185, pp. 26-29; Bailey, R.E., Gillaspy, J.A., Operant psychology goes to the fair: Marian and Keller Breland in the popular press, 1947-1966 (2005) The Behavior Analyst, 28 (2), pp. 143-159; McGreevy, P.D., Boakes, R.A., (2007) Carrots and Sticks: Principles of Animal Training, , Cambridge University Press; Gillis, T.E., Janes, A.C., Kaufman, M.J., Positive reinforcement training in squirrel monkeys using clicker training (2012) American Journal of Primatology, 74 (8), pp. 712-720; Schapiro, S.J., Bloomsmith, M.A., Laule, G.E., Positive reinforcement training as a technique to alter nonhuman primate behavior: Quantitative assessments of effectiveness (2003) Journal of Applied Animal Welfare Science: JAAWS, 6 (3), pp. 175-187; Martin, L., Iceberg, E., Quantifying Social Motivation in Mice Using Operant Conditioning (2015) Journal of Visualized Experiments: Jove, 102; Sclafani, A., Ackroff, K., Operant licking for intragastric sugar infusions: Differential reinforcing actions of glucose, sucrose and fructose in mice (2016) Physiology and Behavior, 153, pp. 115-124; Bathellier, B., Tee, S.P., Hrovat, C., Rumpel, S., A multiplicative reinforcement learning model capturing learning dynamics and interindividual variability in mice (2013) Proceedings of the National Academy of Sciences of the United States of America, 110 (49), pp. 19950-19955; Clark, F.E., (1999) Can Cognitive Challenge Enhance the Psychological Well-Being of Large-Brained Mammals in Zoos?, , unpublished doctoral thesisLondon, UK. Royal Veterinary College and Institute of Zoology; Shettleworth, S.J., (2010) Cognition, Evolution, and Behavior, , Oxford, UK: Oxford University Press; Hagen, K., Broom, D.M., Emotional reactions to learning in cattle (2004) Applied Animal Behaviour Science, 85 (3-4), pp. 203-213; Ernst, K., Puppe, B., Schön, P., Manteuffel, G., A complex automatic feeding system for pigs aimed to induce successful behavioural coping by cognitive adaptation (2005) Applied Animal Behaviour Science, 91, pp. 205-281; Puppe, B., Ernst, K., SchN, P.C., Manteuffel, G., Cognitive enrichment affects behavioural reactivity in domestic pigs (2007) Applied Animal Behaviour Science, 105 (1-3), pp. 75-86; Zebunke, M., Puppe, B., Langbein, J., Effects of cognitive enrichment on behavioural and physiological reactions of pigs (2013) Physiology and Behavior, 118, pp. 70-79; Manteuffel, G., Langbein, J., Puppe, B., Increasing farm animal welfare by positively motivated instrumental behaviour (2009) Applied Animal Behaviour Science, 118 (3-4), pp. 191-198; Bayne, K., Würbel, H., The impact of environmental enrichment on the outcome variability and scientific validity of laboratory animal studies (2014) Science Direct, 33 (1), pp. 273-280; Hurst, J.L., West, R.S., Taming anxiety in laboratory mice (2010) Nature Methods, 7 (10), pp. 825-826; Crawley, J.N., (2007) What's Wrong with My Mouse?; Loos, M., Koopmans, B., Within-strain variation in behavior differs consistently between common inbred strains of mice (2015) Mammalian Genome: Official Journal of the International Mammalian Genome Society, 26 (7-8), pp. 348-354; Seibenhener, M.L., Wooten, M.C., Use of the Open Field Maze to Measure Locomotor and Anxiety-like Behavior in Mice (2015) Journal of Visualized Experiments: Jove, 96, pp. 1-6; Can, A., Dao, D.T., Arad, M., Terrillion, C.E., Piantadosi, S.C., Gould, T.D., The Mouse Forced Swim Test (2011) Journal of Visualized Experiments, pp. 4-8. , January; Clayton, L.A., Tynes, V.V., Keeping the Exotic Pet Mentally Healthy (2015) Veterinary Clinics of North America: Exotic Animal Practice, 18 (2), pp. 187-195; Ward, S.J., Melfi, V., The implications of husbandry training on zoo animal response rates (2013) Applied Animal Behaviour Science, 147 (1-2), pp. 179-185","Baumgart, N.; Translational Animal Research Center, University Medical Centre, Johannes Gutenberg-Universität MainzGermany; email: nadine.baumgart@uni-mainz.de",,,Journal of Visualized Experiments,,,,,1940087X,,,28287586.0,English,J. Visualized Exp.,Article,Final,,Scopus,2-s2.0-85017117911
"Katz L., Hallam M.C., Duvall M.M., Polsky Z.",27170794800;36602611500;57198228662;57194110093;,Considerations for using personal Wi-Fi enabled devices as “clickers” in a large university class,2017,Active Learning in Higher Education,18,1,,25,35,,7.0,10.1177/1469787417693495,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018767403&doi=10.1177%2f1469787417693495&partnerID=40&md5=3fdac01fd08da4b5b526356923790663,"University of Calgary, Canada","Katz, L., University of Calgary, Canada; Hallam, M.C., University of Calgary, Canada; Duvall, M.M., University of Calgary, Canada; Polsky, Z., University of Calgary, Canada","Interactive student response systems, commonly referred to as clickers, have increased in popularity in higher education classrooms as a means to improve engagement and enhance learning. Clicker systems come with handheld devices as well as a radio frequency receiver. A Wi-Fi connection to the receiver is possible, enabling students to use their personal smartphones, tablets, or laptops instead of the handheld device. The objective of this study was to determine the feasibility of students using their personal Wi-Fi enabled devices as clickers in a large university class. In addition, we sought to elicit student perceptions of clicker use in general. Overall, the majority of students preferred using their personal devices, thus saving several minutes of class time in distribution and collection. Students gave very positive feedback on the use of clickers; however, they did not like that clickers could be used to track attendance and participation. © 2017, © The Author(s) 2017.",clickers; higher education; interactive response systems student opinion; participation,,,,,,,,,,,,"Ale-Mohammad, H., (2013) Using mobile devices as an interactive learning method in a mechatronic engineering course, , International mechanical engineering congress and exposition, Saiego, CA,. In:; Bachman, L., Bachman, C., A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research (2011) Journal of Interactive Learning Research, 22 (1), pp. 5-21; Bartsch, R.A., Murphy, W., Examining the effects of an electronic classroom response system on student engagement and performance (2011) Journal of Educational Computing Research, 44 (1), pp. 25-33; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Using clickers in class: The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Cook, R., Calkins, S., More than recall and opinion: Using “Clickers” to promote complex thinking (2013) Journal on Excellence in College Teaching, 24 (2), pp. 51-76; Fifer, P., Student perception of clicker usage in nursing education (2012) Teaching and Learning in Nursing, 7 (1), pp. 76-79; FitzPatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Advances in Physiology Education, 35 (3), pp. 280-289; Forsey, S., (2013) Turning classroom and homework assignments into games to enhance learning, , Annual conference of the International Society for Exploring Teaching and Learning, Orlando, FL,. In:; Graham, C.R., Tripp, T.R., Seawright, L., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8 (3), pp. 233-258; Gray, K., Steer, D.N., Personal response systems and learning: It is the pedagogy that matters, not the technology (2012) Journal of College Science Teaching, 51 (5), pp. 80-88; Han, J.H., Finkelstein, A., Understanding the effects of professors’ pedagogical development with Clicker Assessment and Feedback technologies and the impact on students’ engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341; Kang, H., Lundeber, M., Wolter, B., Gender differences in student performance in large lecture classrooms using personal response systems (“clickers”) with narrative case studies (2012) Learning, Media and Technology, 37 (1), pp. 53-76; Kulatunga, U., Rameezdeen, R., Use of clickers to improve student engagement in learning: Observations from the built environment discipline (2014) International Journal of Construction Education and Research, 10 (1), pp. 3-18; Lantz, M.E., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Computers in Human Behavior, 31, pp. 280-286; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Jr., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research & Development, 56 (2), pp. 125-145; Mayer, R.E., Stull, A., DeLeeuw, K., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56 (1), pp. 36-43; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30 (7), pp. 603-607; Paulsen, M.B., (2014) Higher Education: Handbook of Theory and Research, 29. , New York, Springer; Petto, A., (2013) Technology meets pedagogy: Comparing classroom response systems, , Annual conference of the International Society for Exploring Teaching and Learning, Orlando, FL,. In:; Powell, S., Straub, C., Rodriguez, J., Using clickers in large college psychology classes: Academic achievement and perceptions (2011) The Journal of Scholarship of Teaching and Learning, 11 (4), pp. 1-11; Quinn, A., An exploratory study of opinions on clickers and class participation from students of human behavior in the social environment (2010) Journal of Human Behavior in the Social Environment, 20 (6), pp. 721-731; Rothman, S., A study of twitter and clickers as audience response systems in international relations courses (2014) The Teacher, 47, pp. 698-702; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) Technology and Teaching, 36 (4), pp. 273-277; Shapiro, A., O’Rielly, G., Sims-Knight, J., (2014) Clickers don’t always help: Classroom context and goals can mitigate clicker effects on student learning, , http://meetings.aps.org/link/BAPS.2014.APR.R9.3, Savannah, GA, American Physical Society,. :; Stowell, J.R., Use of clickers vs mobile devices for classroom polling (2015) Computers & Education, 82, pp. 329-334; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40","Katz, L.; Faculty of Kinesiology, University of Calgary, 2500 University Drive NW, Canada; email: katz@ucalgary.ca",,,SAGE Publications Ltd,,,,,14697874,,,,English,Act. Learn. High. Educ.,Article,Final,,Scopus,2-s2.0-85018767403
Paz V.,57194772897;,Innovative new apps and uses for the accounting classroom,2017,Journal of Emerging Technologies in Accounting,14,1,,63,75,,1.0,10.2308/jeta-51653,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85021881226&doi=10.2308%2fjeta-51653&partnerID=40&md5=f039635347e995361d6e0a1ed2273abf,"Indiana University of Pennsylvania, United States","Paz, V., Indiana University of Pennsylvania, United States","New instructional technologies provide educators with opportunities for student engagement and collaboration. As technology evolves, educators will spend more time identifying and testing new platforms. This instructional resource paper reviews several recent innovative technologies by providing brief descriptions, pricing, and current and potential uses. More specifically, this paper examines Doceri and DisplayNote in detail. My results from analyzing exam scores and course grades identified that the use of Doceri improves overall course performance in an introductory managerial accounting class. Poll Everywhere is an audience response system using mobile phones, Twitter, and the web in place of clickers. Student surveys suggest that the use of the Poll Everywhere app encourages questions and class discussions. Students perceived they participated more, and the class provided more illustrative examples with the utilization of the Poll Everywhere app. Top Hat is a cloud-based classroom and student response system used to increase student engagement during lectures using cell phones, tablets, or other devices. Finally, nClass and Asana are new tools to consider for classroom adoption and future research. © 2017, American Accounting Association. All rights reserved.",Innovative classroom technologies; New apps; New teaching tools,,,,,,,,,,,,"Albrecht, W.S., Sack, R.J., (2000) Accounting Education: Charting the Course through a Perilous Future, 16. , Sarasota, FL: American Accounting Association Sarasota; Apostolou, B., Dorminey, J.W., Hassell, J.M., Rebele, J.E., Accounting education literature review: 2013-2014 (2015) Journal of Accounting Education, 33 (2), pp. 69-127; Asino, T.I., The future of our field (2014) Techtrends, 58 (6), pp. 14-20; Bergman, J., Sams, A., (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day, , 1st edition. Arlington, VA: International Society for Technology in Education; Brecht, D.H., (2012) Learning from Online Video Lectures, , http://www.jite.informingscience.org/documents/Vol11/JITEv11IIPp227-250Brecht1091.pdf; Brecht, D.H., Ogilby, S.M., (2008) Enabling a Comprehensive Teaching Strategy: Video Lectures, , http://jite.org/documents/Vol7/JITEV7IIP071-086Brecht371.pdf; Brewer, C., Near real-time assessment of student learning and understanding in biology courses (2004) Bioscience, 54 (11), pp. 1034-1039; Brickman, P., (2006) The Case of the Druid Dracula: A Directed ‘‘Clicker’’ Case Study on DNA Fingerprinting, , http://www.peggybrickman.uga.edu/pdfs/BrickmanJCSTDruidDracula%20copy.pdf; Brotherton, J.A., Abowd, G.D., Lessons learned from eClass: Assessing automated capture and access in the classroom (2004) ACM Transactions on Computer-Human Interaction, 11 (2), pp. 121-155; Daher, T., Lazarevic, B., Emerging instructional technologies: Exploring the extent of faculty use of web 2.0 tools at a Midwestern community college (2014) Techtrends, 58 (6), pp. 42-50; Debevec, K., Mei-Yau, S., Kashyap, V., (2006) Learning Strategies and Performance in a Technology Integrated Classroom, , https://pdfs.semanticscholar.org/f468/4abb1806e65d963313cc0ea4801d99839f4e.pdf; (2015) Wireless Presenting, Real Time Collaboration, Screen Mirroring, Presentation Capture, , http://displaynote.com; (2014) The Interactive Whiteboard for Ipad, , https://doceri.com/, Doceri; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Francom, J., Ryan, T.G., Kariuki, M., (2011) The Effects of Podcasting on College Student Achievement and Attitude, , http://rcetj.org/index.php/rcetj/article/view/117/236; Freeman, M., Blayney, P., Ginns, P., (2006) Anonymity and in Class Learning: The Case for Electronic Response Systems, , https://eric.ed.gov/?id=EJ845886; Frey, B.A., Birnbaum, D.J., (2002) Learners’ Perceptions on the Value of Powerpoint in Lectures, , http://eric.ed.gov/?id=ED467192; Giaimo-Ballard, C., Hyatt, L., (2012) Reflection-In-Action Teaching Strategies Used by Faculty to Enhance Teaching and Learning, , http://journals.library.wisc.edu/index.php/networks/article/download/400/590; Greer, L., Heaney, P.J., (2004) Real-Time Analysis of Student Comprehension: An Assessment of Electronic Student Response Technology in An Introductory Earth Science Course, , http://geology.wlu.edu/greer/Greer_v52n4.pdf; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (9-10), pp. 422-433; Holland, J., Holland, J., Implications of shifting technology in education (2014) Techtrends, 58 (3), pp. 16-25; Holtzblatt, M., Tschakert, N., Expanding your accounting classroom with digital video technology (2011) Journal of Accounting Education, 29 (2-3), pp. 100-121; Howieson, B., Hancock, P., Segal, N., Kavanagh, M., Tempone, I., Kent, J., Who should teach what? Australian perceptions of the roles of universities and practice in the education of professional accountants (2014) Journal of Accounting Education, 32 (3), pp. 259-275; Indjejikian, R.J., Mateˇjka, M., Merchant, K.A., Van Der Stede, W.A., Earnings targets and annual bonus incentives (2014) The Accounting Review, 89 (4), pp. 1227-1258; Ioannou, A., Hannafin, R.D., (2008) Course Management Systems: Time for Users to Get What they Need, , https://eric.ed.gov/?id=EJ798637; Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J., Weigel, M., (2006) Confronting the Challenges of Participatory Culture: Media Education for the 21St Century, , https://www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF; Judson, E., Sawada, D., (2002) Learning from past and Present: Electronic Response Systems in College Lecture Halls, , https://www.learntechlib.org/p/15113; Judson, E., (2006) How Teachers Integrate Technology and Their Beliefs about Learning: Is There a Connection?, , https://eric.ed.gov/?id=EJ729639; Khanlarian, C.J., Singh, R., An exploratory study of the online learning environment (2014) Issues in Accounting Education, 29 (1), pp. 117-147; Laprade, K., Gilpatrick, M., Perkins, D., (2014) Impact of Reflective Practice on Online Teaching Performance in Higher Education, , http://jolt.merlot.org/vol10no4/Gilpatrick_1214.pdf; Laird, T.F., Kuh, G.D., Student experiences with information technology and their relationship to other aspects of student engagement (2005) Research in Higher Education, 46 (2), pp. 211-233; Laurillard, D., (2002) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, , London, U.K.: Routledge; Leidner, D.E., Jarvenpaa, S.L., The use of information technology to enhance management school education: A theoretical view (1995) Management Information Systems Quarterly, 19 (3), pp. 265-291; Luna, G., Cullen, D., (2011) Podcasting as Complement to Graduate Teaching: Does It Accommodate Adult Learning Theories?, , http://www.isetl.org/ijtlhe/pdf/IJTLHE854.pdf; Maloy, R.W., Edwards, S.A., Evans, A., (2014) Wikis, Workshops and Writing: Strategies for Flipping a College Community Engagement Course, , https://eric.ed.gov/?id=EJ1020077; Martin, D.C., Arendale, D.R., Blanc, R., (1997) Mainstreaming of Developmental Education: Supplemental Instruction and Video-Based Supplement Instruction, , http://a.web.umkc.edu/arendaled/mainstreamDE97.pdf; McVay, G.J., Murphy, P.R., Yoon, S.W., Good practices in accounting education: Classroom configuration and technological tools for enhancing the learning environment (2008) Accounting Education, 17 (1), pp. 41-63; Morgan, R.K., (2008) Exploring the Pedagogical Effectiveness of Clickers, , https://eric.ed.gov/?id=EJ888407; Morling, B., McAuliffe, M., Cohen, L., Dilorenzo, T.M., Efficacy of personal response systems (‘‘clickers’’) in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; (2012) Increase Student Engagement/Class Participation, , https://www.getnclass.com/; Newton, G., Tucker, T., Dawson, J., Currie, E., Use of lecture capture in higher education: Lessons from the trenches (2014) Techtrends, 58 (2), pp. 32-45; Premuroso, R.F., Tong, L., Beed, T.K., Does using clickers in the classroom matter to student performance and satisfaction when taking the introductory financial accounting course? (2011) Issues in Accounting Education, 26 (4), pp. 701-723; Schoch, H.P., Teoh, H.Y., Kropman, M., Adopting an electronic textbook for a postgraduate accounting course: An experiential study (2006) Australasian Journal of Educational Technology, 22 (2), pp. 166-188; Slavin, R.E., Synthesis of research on cooperative learning (1991) Educational Leadership, 48 (5), p. 71; (2012) Charting a National Strategy for the Next Generation of Accountants, , http://www.commons.aaahq.org/files/…/Pathways_Commission_Final_Report_Complete.pdf; Veeramani, R., Bradley, S., (2008) Insights regarding Undergraduate Preference for Lecture Capture, , https://www.uwebc.org/uwebi, University Of Wisconsin Online-Learning Study; Whatley, J., Ahmad, A., (2007) Using Video to Record Summary Lectures to Aid Students’ Revision, , http://www.ijello.org/Volume3/IJKLOv3p185-196Whatley367.pdf; Yu, S.C., Churyk, N.T., Chang, A.C., Are Students Ready for Their Future Accounting Careers? (2013) Insights from Observed Perception Gaps among Employers, Interns, and Alumni, , http://gpae.bryant.edu/~gpae/Vol10/Preparing%20Students%20for%20Their%20Future%20Accounting%20Careers.pdf","Paz, V.; Indiana University of PennsylvaniaUnited States",,,American Accounting Association,,,,,15541908,,,,English,J. Emerg. Technol. Account.,Article,Final,,Scopus,2-s2.0-85021881226
"Varelas A., Fields L.",6507240891;7006134692;,Equivalence Based Instruction by Group Based Clicker Training and Sorting Tests,2017,Psychological Record,67,1,,71,80,,3.0,10.1007/s40732-016-0208-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85010831476&doi=10.1007%2fs40732-016-0208-x&partnerID=40&md5=0c2e5370e1006e3f09d096a09c596dd5,"Hostos Community College of the City University of New York (CUNY), Bronx, NY, United States; Queens College and The Graduate School/CUNY, Queens, NY, United States","Varelas, A., Hostos Community College of the City University of New York (CUNY), Bronx, NY, United States; Fields, L., Queens College and The Graduate School/CUNY, Queens, NY, United States","Equivalence classes were formed of the names (A), time periods (B), and characteristics (C) of three stages of prenatal development of the students in a classroom. The baseline relations for these classes (AB and CB) were established on a group basis by the students in a classroom through the use of “feedback-enhanced clicker-training”. Thereafter, class formation was tracked on an individual basis with a very quickly administered sorting test. Classes emerged immediately for 84 % of 32 students in a single 75-minute class session. Thus, many students showed the immediate formation of equivalence classes when training was done on a group basis with a feedback-enhanced form of clicker training, and a sorting test was used to track class formation. We also considered some likely mechanisms that could account for learning the baseline relations by individual participants during clicker training. Finally, we considered the feasibility of using a clickers and sorting protocol to implement equivalence-based instruction. © 2016, Association for Behavior Analysis International.",Clicker training; College students; Equivalence class formation; Equivalence-based instruction; Group training; Sorting tests,,,,,,,,,,,,"Albright, L., Reeve, K.F., Reeve, S.A., Kisamore, K.A., Teaching statistical variability with equivalence-based instruction (2016) Journal of Applied Behavior Analysis, 48, pp. 883-894; Arntzen, E., Probability of equivalence formation: Familiar stimuli and training sequence (2004) The Psychological Record, 54, pp. 275-291; Arntzen, E., Norbom, A., Fields, L., Sorting: An alternative measure of class formation? (2015) The Psychological Record, 65, pp. 615-625; Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments, , Vanderbilt University, Josey-Boss; Cowley, B.J., Green, G., Braunling-McMorrow, D., Using stimulus equivalence procedures to teach name-face matching to adults with brain injuries (1992) Journal of Applied Behavior Analysis, 25, pp. 461-475. , PID: 1634433; Critchfield, T.S., Fienup, D.M., Using stimulus equivalence technology to teach about statistical inference in a group setting (2010) Journal of Applied Behavior Analysis, 43, pp. 763-768. , PID: 21541164; Dickins, D.W., Transitive inference in stimulus equivalence and serial learning (2011) European Journal of Behavior Analysis, 12, pp. 523-555; Dickins, D.W., A Simpler Route to Stimulus Equivalence? A Replication and Further Exploration of a “Simple Discrimination Training Procedure” (Canovas, Debert and Pilgrim 2014) (2015) The Psychological Record, pp. 1-11; Dymond, S., Rehfeldt, R.A., Supplemental measures and derived stimulus relations (2001) Experimental Analysis of Human Behavior Bulletin, 19, pp. 8-12; Eilifsen, C., Arntzen, E., On the role of trial types in tests for stimulus equivalence (2009) European Journal of Behavior Analysis, 10, pp. 187-202; Eilifsen, C., Arntzen, E., Single-subject withdrawal designs in delayed matching-to-sample procedures (2011) European Journal of Behavior Analysis, 12, pp. 152-172; Fields, L., Arntzen, E., Nartey, R.K., Eilifsen, C., Effects of a meaningful, a discriminative, and a meaningless stimulus on equivalence class formation (2012) Journal of the Experimental Analysis of Behavior, 97, pp. 163-181. , PID: 22389524; Fields, L., Arntzen, E., Moksness, M., Stimulus sorting: A quick and sensitive index of equivalence class formation (2014) The Psychological Record, 64, pp. 487-498; Fields, L., Hobbie, S.A., Reeve, K.F., Adams, B.J., Effects of training directionality and class size on equivalence class formation by adults (1999) The Psychological Record, 49, pp. 703-724; Fields, L., Travis, R., Yadlovker, D.E., Roy, D., de Aguiar-Rocha, L., Sturmey, P., Equivalence class formation: A method for teaching statistical interactions (2009) Journal of Applied Behavior Analysis, 42, pp. 575-593. , PID: 20190920; Fields, L., Verhave, T., The structure of equivalence classes (1987) Journal of the Experimental Analysis of Behavior, 48, pp. 317-332. , PID: 16812494; Fienup, D.M., Covey, D.P., Critchfield, T.S., Teaching brain-behavior relationships economically with stimulus equivalence technology (2010) Journal of Applied Behavior Analysis, 43, pp. 19-33. , PID: 20808493; Fienup, D.M., Critchfield, T.S., Efficiently establishing concepts of inferential statistics and hypothesis decision making through contextually-controlled equivalence classes (2010) Journal of Applied Behavior Analysis, 43, pp. 437-462. , PID: 21358904; Fienup, D.M., Dixon, M.R., Acquisition and maintenance of visual-visual and visual-olfactory equivalence classes (2006) European Journal of Behavior Analysis, 6, pp. 87-98; Fienup, D.M., Mylan, S.E., Brodsky, J., Pytte, C., From the laboratory to the classroom: The effects of equivalence-based instruction on neuroanatomy competencies (2016) Journal of Behavioral Education, 25, pp. 143-165; Fienup, D.M., Wright, N.A., Fields, L., Optimizing equivalence based instruction: Effects of training protocols on equivalence class formation (2015) Journal of Applied Behavior Analysis, 48, pp. 1-19; Goldstein, D.S., Wallis, P.D., Clickers in the classroom: Using classroom response systems to increase student learning (2015) Sterling, , VA, Stylus; Green, G., Differences in development of visual and auditory-visual equivalence relations (1990) American Journal of Mental Deficiency, 95, pp. 260-270; Hove, O., Differential probability of equivalence class formation following a one-to-many versus a many-to-one training structure (2003) The Psychological Record, 53 (4), pp. 617-634; Keller, F.S., Studies in International Morse Code. A new method of teaching code reception (1943) Journal of Applied Psychology, 27, pp. 407-415; Lovett, S., Rehfeldt, R.A., Garcia, Y., Dunning, J., Comparison of a stimulus equivalence protocol and traditional lecture for teaching single-subject designs (2011) Journal of Applied Behavior Analysis, 44, pp. 819-833. , PID: 22219532; Lowe, C.F., Horne, P.J., Harris, F.D., Randle, V.R.L., Naming and categorization in young children: Vocal tact training (2002) Journal of the Experimental Analysis of Behavior, 78, pp. 527-549; Mackay, H.A., Wilkinson, K.M., Farrell, C., Serna, R.W., Evaluating merger and intersection of equivalence classes with one member in common (2011) Journal of the Experimental Analysis of Behavior, 96, pp. 87-105. , PID: 21765547; Mazur, E., Peer Instruction: Pearson New International Edition: A User's Manual (1st Ed) (2013) Pearson; http://www.georgiasouthern.edu/ijsotl, Patry, M. W. (2009). Clickers in large classes: From student perceptions towards an understanding of best practices. International Journal of the Scholarship of Teaching and Learning, 3, 1–11; Pilgrim, C., Galizio, M., Stimulus equivalence: A class of correlations or a relation of classes (1996) Stimulus class formation in humans and animals, pp. 173-195. , Zentall TR, Smeets PM, (eds), Elsevier, Amsterdam; Saunders, R.R., Wachter, J.A., Spradlin, J.E., Establishing auditory stimulus control over an eight–member equivalence class via conditional discrimination procedure (1988) Journal of the Experimental Analysis of Behavior, 49, pp. 95-115. , PID: 3346622; Sidman, M., Reading and auditory-visual equivalences (1971) Journal of Speech and Hearing Research, 14, pp. 5-13. , PID: 5550631; Sidman, M., (1994) Equivalence relations and behavior: A research story, , Authors Cooperative, Boston, MA; Sidman, M., Cresson, O., Jr., Reading and crossmodal transfer of stimulus equivalences in severe retardation (1973) American Journal of Mental Deficiency, 77, pp. 515-523; Sigurdardottir, Z.G., Mackay, H.A., Green, G., Stimulus equivalence, generalization, and contextual stimulus control in verbal classes (2012) The Analysis of Verbal Behavior, 28, pp. 3-29; Smeets, P.M., Dymond, S., Barnes-Holmes, D., Instructions, stimulus equivalence, and stimulus sorting: Effects of sequential testing arrangements and a default option (2000) The Psychological Record, 50 (2), pp. 339-354; Spradlin, J.E., Saunders, R.R., The development of stimulus classes using match–to–sample procedures: Sample classification versus comparison classification (1986) Analysis and Intervention in Developmental Disabilities, 6, pp. 41-58; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Walker, B.D., Rehfeldt, R.A., An evaluation of the stimulus equivalence paradigm to teach single-subject design to distance education students via blackboard (2012) Journal of Applied Behavior Analysis, 45, pp. 329-344. , PID: 22844140; Walker, B.D., Rehfeldt, R.A., Ninness, C., An evaluation of the stimulus equivalence paradigm to teach single-subject design to distance education students via blackboard (2010) Journal of Applied Behavior Analysis, 43, pp. 615-633. , PID: 21541148; Zinn, T.E., Newland, M.C., Ritchie, K.E., The efficiency and efficacy of equivalence based learning: A randomized control trial (2015) Journal of Applied Behavior Analysis, 48, pp. 865-882. , PID: 26411467","Fields, L.; Hostos Community College of the City University of New York (CUNY)United States; email: lanny.fields1@gmail.com",,,Springer International Publishing,,,,,00332933,,,,English,Psychol. Rec.,Article,Final,,Scopus,2-s2.0-85010831476
"McClean S., Crowe W.",56231799600;56767821500;,Making room for interactivity: Using the cloud-based audience response system Nearpod to enhance engagement in lectures,2017,FEMS Microbiology Letters,364,6, fnx052,,,,7.0,10.1093/femsle/fnx052,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019874524&doi=10.1093%2ffemsle%2ffnx052&partnerID=40&md5=dfb240eb46299a4fb2d2101b6b66f66a,"School of Biomedical Sciences, University of Ulster, Coleraine, Co. Londonderry, BT52 1SA, United Kingdom","McClean, S., School of Biomedical Sciences, University of Ulster, Coleraine, Co. Londonderry, BT52 1SA, United Kingdom; Crowe, W., School of Biomedical Sciences, University of Ulster, Coleraine, Co. Londonderry, BT52 1SA, United Kingdom","Active and collaborative learning provides distinct advantages for students in higher education, yet can often be hampered by the barrier of large class sizes. Solutions that combine a 'bring your own device culture' with cloud-based technologies may facilitate a more interactive learning experience. In this pilot study, we describe the use of one such technology, Nearpod, to enhance interactivity in lectures delivered to pharmacy and bioscience students at Ulster University. Existing material in PowerPoint or Keynote format is uploaded to the instructor area of Nearpod, interactive elements are added, and the lecture is then broadcasted via the internet to student devices. The lecturer may choose to share polling responses or examples of submissions from the drawing tool or open-ended questions, thereby providing instant feedback on learning. Students commented favourably on the interactivity and engagement afforded by Nearpod. Most students were happy to use their own electronic devices (smartphones, tablets and laptops) for such activities with a minority expressing concern over problems with connecting to the institutional Wi-Fi. Nearpod and similar products represent a new class of feature-rich audience response systems that have potential to transform learning even in large classes. © 2017. FEMS. All rights reserved.",Active learning; Audience response systems; Interactivity; Nearpod,Article; cloud computing; electronic device; human; information processing; laptop; learning; medical education; medical student; Nearpod; pilot study; priority journal; smartphone; tablet device; information processing; Internet; learning; questionnaire; satisfaction; simulation training; student; university; Focus Groups; Humans; Internet; Learning; Personal Satisfaction; Simulation Training; Students; Surveys and Questionnaires; Universities,,,,,,,,,,,"Allen, D., Tanner, K., Infusing active learning into the large- enrollment biology class: Seven strategies, from the simple to complex (2005) Cell Biol Educ, 4, pp. 262-268; Barry, S., Murphy, K., Drew, S., From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms (2015) Comput Educ, 81, pp. 202-210; Bonwell, C.C., Eison, J.A., (1991) Actiue learning: Creating excitement in the classroom. 1991 ASHE-ERIC Higher Education Reports, p. 2. , The George Washington University, Washington, DC: ERIC Clearinghouse on Higher Education, (Monograph); Bryfczynski, S.P., Brown, R., Hester, J., URespond: IPad as interactive, personal response system (2014) J Chem Educ, 91, pp. 357-363; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73, p. 21; Cochrane, T., Antonczak, L., Keegan, H., Riding the wave of BYOD: Developing a framework for creative pedagogies (2014) Res Learn Technol, p. 22; Cotes, S., Cotua, J., Using audience response systems during interactive lectures to promote active learning and conceptual understanding of stoichiometry (2014) J Chem Educ, 91, pp. 673-677; Donnelly, J., Diaz, C., Hernandez, F.E., OCTET and BIOTEC: A model of a summer intensive camp designed to cultivate the future generation of young leaders in STEM (2016) J Chem Educ, 93, pp. 619-625; Dugdale, S., Space strategies for the new learning landscape (2009) Educause Rev, 44, p. 50; Efstathiou, N., Bailey, C., Promoting active learning using Audience Response System in large bioscience classes (2012) Nurse Educ Today, 32, pp. 91-95; King, D.B., Using clickers to identify the muddiest points in large chemistry classes (2011) J Chem Educ, 88, pp. 1485-1488; Moore, S.N., Nearpod (2016) Charleston Advisor, 17, pp. 31-34; Prince, M., Does active learning work? A review of the research (2004) J Eng Educ, 93, pp. 223-231; Schaller, C.P., Graham, K.J., Johnson, B.J., Reactivity I: A foundation-level course for both majors and nonmajors in integrated organic, inorganic, and biochemistry (2015) J Chem Educ, 92, pp. 2067-2073; Shea, K.M., Beyond clickers, next generation classroom response systems for organic chemistry (2016) J Chem Educ, 93, pp. 971-974; Vital, F., Creating a positive learning environment with the use of clickers in a high school chemistry classroom (2012) J Chem Educ, 89, pp. 470-473; Wijtmans, M., van Rens, L., van Muijlwijk-Koezen, J.E., Activating students' interest and participation in lectures and practical courses using their electronic devices (2014) J Chem Educ, 91, pp. 1830-1837","McClean, S.; School of Biomedical Sciences, University of UlsterUnited Kingdom; email: s.mcclean@ulster.ac.uk",,,Oxford University Press,,,,,03781097,,FMLED,28333274.0,English,FEMS Microbiol. Lett.,Article,Final,Open Access,Scopus,2-s2.0-85019874524
Stratling R.,8086419700;,The complementary use of audience response systems and online tests to implement repeat testing: A case study,2017,British Journal of Educational Technology,48,2,,370,384,,4.0,10.1111/bjet.12362,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951824883&doi=10.1111%2fbjet.12362&partnerID=40&md5=ba970e7c9295d06b7d865ca735854a5a,"Durham University Business School, Durham, United Kingdom","Stratling, R., Durham University Business School, Durham, United Kingdom","Although learning theories suggest that repeat testing can be highly beneficial for students' retention and understanding of material, there is, so far, little guidance on how to implement repeat testing in higher education. This paper introduces one method for implementing a three-stage model of repeat testing via computer-aided formative assessment by employing audience response systems (ARS) and online tests complementarily. The first stage utilises ARS for immediate testing throughout lectures, the second stage facilitates delayed testing using online tests between lectures and the third stage employs ARS to aid in-class revision of the previously studied material at the beginning of subsequent lectures. Using the example of a Business Economics course taught to MBA students at a UK university, the study investigates how two cohorts of students (n1 = 46, n2 = 48) perceived repeat testing to affect their understanding of the subject as well as their learning motivation and behaviour. The exploratory research indicates that most students perceived all three test stages as helpful to develop their understanding of the subject. However, students who favoured a deep approach to learning (DA) rated testing more positively than students who preferred a surface approach to learning (SA). Surprisingly, students who favoured a DA also reported a greater influence of the tests on their learning motivation and behaviour than students who preferred an SA. These findings mitigate concerns that experienced, effective learners might perceive repeated, multiple-choice-based testing as unhelpful or disruptive to their learning. © 2015 British Educational Research Association",,Economics; Education; Education computing; Motivation; Online systems; Students; Audience response systems; Business economics; Exploratory research; Formative assessment; Higher education; Learning motivation; Multiple choice; Surface approach; Computer testing,,,,,,,,,,,"Akyol, Z., Garrison, D.R., Understanding cognitive presence in an online and blended community of inquiry: assessing outcomes and processes for deep approaches to learning (2011) British Journal of Educational Technology, 42, pp. 233-250; Angus, S.D., Watson, J., Does regular online testing enhance student learning in the numerical sciences? Robust evidence from a large dataset (2009) British Journal of Educational Technology, 40, pp. 255-272; Ballantine, J., Duff, A., McCourt Larres, P., Accounting and business students' approaches to learning: a longtitudinal study (2008) Journal of Accounting Education, 26, pp. 188-201; Biggs, J., Kember, D., Leung, D.Y.P., The revised two-factor study process questionnaire: R-SPQ-2F (2001) British Journal of Educational Psychology, 71, pp. 133-149; Brasfield, D., McCoy, J., Milkman, M., Gender, measurement choice and student achievement in introductory economics (2013) Journal of Economics and Economic Education Research, 14, pp. 73-88; Butler, A.C., Roediger, H.L., Testing improves longterm retention in a simulated classroom setting (2007) European Journal of Cognitive Psychology, 19, pp. 514-527; Crooks, T.J., The impact of classroom evaluation practices on students (1988) Review of Educational Research, 58, pp. 438-481; DeBourgh, G., Use of classroom “clickers” to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8, pp. 76-87; Duff, A., McKinstry, S., Students' approaches to learning (2007) Issues in Accounting Education, 22, pp. 183-214; Duijnhouwer, H., Prins, F.J., Stokking, K.M., Feedback providing improvement strategies and reflection on feedback use (2012) Learning and Instruction, 22, pp. 171-184; Edmonds, C.T., Edmonds, T.P., An empirical investigation of the effects of SRS technology on introductory accounting students (2008) Issues in Accounting Education, 23, pp. 421-434; Geide-Stevenson, D., Does collecting and grading homework assignments impact student achievement in an introductory economics course? 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Swart R.,57193280505;,Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study,2017,Nurse Education in Practice,23,,,30,39,,7.0,10.1016/j.nepr.2017.02.003,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85012285407&doi=10.1016%2fj.nepr.2017.02.003&partnerID=40&md5=f77a3196f2071e6b4e5662655747c0ba,"University of Calgary, Faculty of Nursing, 2500, University Drive NW, Calgary, AB  T2N 1N4, Canada","Swart, R., University of Calgary, Faculty of Nursing, 2500, University Drive NW, Calgary, AB  T2N 1N4, Canada","Critical thinking is acclaimed as a valuable asset for graduates from higher education programs. Technology has advanced in quantity and quality; recognized as a requirement of 21st century learners. A mixed methods research study was undertaken, examining undergraduate nursing student engagement with critical thinking instruction, platformed on two technology-enhanced learning environments: a classroom response system face-to-face in-class and an online discussion forum out-of-class. The Community of Inquiry framed the study capturing constructivist collaborative inquiry to support learning, and facilitate critical thinking capability. Inclusion of quantitative and qualitative data sources aimed to gather a comprehensive understanding of students' development of critical thinking and engagement with technology-enhanced learning. The findings from the students' perspectives were positive toward the inclusion of technology-enhanced learning, and use in supporting their development of critical thinking. Students considered the use of two forms of technology beneficial in meeting different needs and preferences, offering varied means to actively participate in learning. They valued critical thinking instruction being intentionally aligned with subject-specific content facilitating understanding, application, and relevance of course material. While the findings are limited to student participants, the instructional strategies and technology-enhanced learning identified as beneficial can inform course design for the development of critical thinking. © 2017 Elsevier Ltd",Classroom response technology; Critical thinking; Instructional approach; Mixed methods; Online discussion forums; Technology enhanced learning environments (TELEs); Undergraduate nursing students,"critical thinking; human; human experiment; learning environment; nursing student; adolescent; curriculum; female; health personnel attitude; male; nursing education; nursing student; problem based learning; procedures; psychology; qualitative research; questionnaire; teaching; thinking; young adult; Adolescent; Attitude of Health Personnel; Computer-Assisted Instruction; Curriculum; Education, Nursing, Baccalaureate; Female; Humans; Male; Nursing Education Research; Problem-Based Learning; Qualitative Research; Students, Nursing; Surveys and Questionnaires; Thinking; Young Adult",,,,,,,,,,,"Akyol, Z., Garrison, D.R., Ozden, M.Y., Development of a community of inquiry in online and blended learning contexts (2009) Procedia Soc. 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"Taylor A.T.S., Olofson E.L., Novak W.R.P.",55473529700;36651495500;35938248200;,Enhancing student retention of prerequisite knowledge through pre-class activities and in-class reinforcement,2017,Biochemistry and Molecular Biology Education,45,2,,97,104,,6.0,10.1002/bmb.20992,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994441051&doi=10.1002%2fbmb.20992&partnerID=40&md5=8fe982cf58e1045472a1b59ad916a8c9,"Chemistry Department, Wabash College, Crawfordsville, IN  47933, United States; Psychology Department, Wabash College, Crawfordsville, IN  47933, United States","Taylor, A.T.S., Chemistry Department, Wabash College, Crawfordsville, IN  47933, United States; Olofson, E.L., Psychology Department, Wabash College, Crawfordsville, IN  47933, United States; Novak, W.R.P., Chemistry Department, Wabash College, Crawfordsville, IN  47933, United States","To foster the connection between biochemistry and the supporting prerequisite concepts, a collection of activities that explicitly link general and organic chemistry concepts to biochemistry ideas was written and either assigned as pre-class work or as recitation activities. We assessed student learning gains after using these activities alone, or in combination with regularly-integrated clicker and discussion questions. Learning gains were determined from student performance on pre- and post-tests covering key prerequisite concepts, biochemistry course exams, and student self-evaluation. Long-term retention of the material was assessed using a comprehensive exam given to a subset of the students. Our results show that using the pre-class exercises in combination with integrative questions was effective at improving student performance in both the short and long term. Similar results were obtained at both a large research institution with large class enrollments and at a private liberal arts college with moderate enrollments. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):97–104, 2017. © 2016 The International Union of Biochemistry and Molecular Biology",Effective in-class problems; learning and curriculum design; pre-requisite knowledge; sources of difficulties and teaching strategies to correct difficulties; teaching and learning techniques methods and approaches,biochemistry; curriculum; education; human; knowledge; learning; long term memory; organization and management; procedures; psychology; simulation training; student; teaching; Biochemistry; Curriculum; Educational Measurement; Humans; Knowledge; Learning; Retention (Psychology); Simulation Training; Students; Teaching,,,,,National Science Foundation: 1140711,"The authors thank Sachel Villafane, Jennifer Loertscher, Vicky Minderhout, and Jennifer Lewis for use and analysis of the pre/post-test; John Koontz, Dan Roberts, Tongye Shen, Francisco Barrera, Hong Guo, Kathleen Cornely and the students who participated in the study. This work was funded by the Haines Fund for The Study of Biochemistry at Wabash College and the National Science Foundation's Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES) program under Award No. 1140711. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.",,,,,"Arum, R., Roksa, J., (2011) Academically Adrift: Limited Learning on College Campuses, , University of Chicago Press, Chicago, Ill; Villafane, S.M., Loertscher, J., Minderhout, V., Lewis, J.E., Uncovering students' incorrect ideas about foundational concepts for biochemistry (2011) Chem. Educ. Res. Pract, 12, pp. 210-218; Mulford, D.R., Robinson, W.R., An inventory for alternate conceptions among first semester general chemistry students (2002) J. Chem. Educ, 79, pp. 739-744; Tansey, J.T., Baird, T., Cox, M.M., Fox, K.M., Knight, J., Sears, D., Bell, E., Foundational concepts and underlying theories for majors in biochemistry and molecular biology (2013) Biochem. Mol. Biol. Educ, 41, pp. 289-296; Wright, A., Provost, J., Roecklin-Canfield, J.A., Bell, E., Essential concepts and underlying theories from physics, chemistry, and mathematics for “biochemistry and molecular biology” majors (2013) Biochem. Mol. Biol. Educ, 41, pp. 302-308; Loertscher, J., Green, D., Lewis, J.E., Lin, S., Minderhout, V., Identification of threshold concepts for biochemistry (2014) CBE Life Sci Educ, 13, pp. 516-528; Bransford, J.D., Brown, A.L., Cocking, R.R., How People Learn: Mind, Experience, and School. Committee on Developments in the Science of Learning (2000) Commission on Behavioral and Social Sciences and Education, , Eds.;, National Academy Press, Washington, DC; Bodner, G.M., Constructivism: A theory of knowledge (1986) J. Chem. Educ., 63, pp. 873-878; Barrows, H.S., Tamblyn, R.M., (1980) Problem-Based Learning: An Approach to Medical Education, , New York, Springer Publishing Company; Klegeris, A., Bahniwal, M., Hurren, H., Improvement in generic problem-solving abilities of students by use of tutor-less problem-based learning in a large classroom setting (2013) CBE-LIFE Sci. Ed., 12, pp. 73-79; Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R.S., Platt, T., Varma-Nelson, P., White, H.B., Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL (2008) Biochem. Mol. Biol. Educ., 36, pp. 262-273; Minderhout, V., Loertscher, J., Lecture-free biochemistry—A process oriented guided inquiry approach (2007) Biochem. Mol. Biol. Educ., 35, pp. 172-180; Mayer, R.E., Information processing variables in learning to solve problems (1975) Rev. Educ. Res., 45, pp. 525-541; Karpicke, J.D., Roediger, H.L., III, The critical importance of retrieval for learning (2008) Science, 319, pp. 966-968; Halpern, D.F., Hakel, M.D., Applying the science of learning (2003) Change, 35, pp. 36-41; Bjork, R.A., Richardson-Klavehn, A., On the puzzling relationship between environmental context and human memory (1989) Current Issues in Cognitive Processes: The Tulane Flowerree Symposium on Cognition, pp. 313-344. , In, C. Izawa, (Ed.),, Hillsdale, NJ, Erlbaum; Voet, D., Voet, J.G., Pratt, C.W., (2008) Fundamentals of Biochemistry on the Molecular Level, , 3rd ed, Wiley, USA; Berg, J.M., Tymoczko, J.L., Stryer, L., (2006) Biochemistry, , 6th ed., W.H. Freeman, USA; Seymour, E., Wiese, D., Hunter, A., Daffinrud, S.M., (2000) Creating a better mousetrap: On-line student assessment of their learning gains, , Paper presentation at the National Meeting of the American Chemical Society, San Francisco, CA; Villafane, S.M., Bailey, C.P., Loertscher, J., Minderhout, V., Lewis, J.E., Development and analysis of an instrument to assess student understanding of foundational concepts before biochemistry coursework (2011) Biochem. Mol. Biol. Educ., 39, pp. 102-109; Weaver, G.C., Sturtevant, H.G., Design, implementation and evaluation of a flipped format general chemistry course (2015) J. Chem. Educ., 92, pp. 1437-1448; Ojennus, D.D., Assessment of learning gains in a flipped biochemistry classroom (2016) Biochem. Mol. Biol. Educ., 44, pp. 20-27; Hodges, L.C., Active learning in upper-level chemistry courses: A biochemical example (1999) J. Chem. Educ., 76, pp. 376-377","Taylor, A.T.S.; Chemistry Department, Wabash CollegeUnited States; email: taylora@wabash.edu",,,John Wiley and Sons Inc.,,,,,14708175,,BMBEC,27537100.0,English,Biochem. Mol. Biol. Educ.,Article,Final,,Scopus,2-s2.0-84994441051
Coletta V.P.,11139728500;,Reaching more students through thinking in physics,2017,Physics Teacher,55,2,,100,105,,3.0,10.1119/1.4974123,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85010218090&doi=10.1119%2f1.4974123&partnerID=40&md5=7d68e7241185c86c7ff75ca77da44ff0,"Department of Physics, Loyola Marymount University, Los Angeles, CA, United States","Coletta, V.P., Department of Physics, Loyola Marymount University, Los Angeles, CA, United States","Thinking in Physics (TIP) is a new curriculum that is more effective than commonly used interactive engagement methods for students who have the greatest difficulty learning physics. Research has shown a correlation between learning in physics and other factors, including scientific reasoning ability. The TIP curriculum addresses those factors. Features of the curriculum and evidence of its effectiveness are described. The most recent version of the TIP curriculum has greatly reduced a substantial gender gap that previously existed. More details and sample materials are provided in Thinking in Physics, a book intended for instructors of introductory physics, published in 2014 by Pearson as part of its Educational Innovation series. Additional materials, both for students and instructors, are provided on the website http://thinkinginphysics.com. Both the book and the website are free. © 2017 American Association of Physics Teachers.",,,,,,,,,,,,,"Hake, R.R., 'Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses' (1998) Am. J. Phys, 66, p. 64. , Jan; Hestenes, D., Wells, M., Swackhamer, G., 'Force Concept Inventory' (1992) Phys. Teach, 30, p. 141. , The 1995 revision by Halloun, Hake, Mosca, and Hestenes is the version most commonly used and the one referred to here; Hestenes, D., Wells, M., A mechanics baseline test (1992) Phys. Teach, 30, p. 159; Hake, R.R., 'Relationship of individual student normalized learning gains with gender, high school physics, and pretest scores on mathematics and spatial visualization', , http://www.physics.indiana.edu/~hake/PERC2002h-Hake.pdf; Lawson, A.E., 'The development and validation of a classroom test of formal reasoning' (1978) J. Res. Sci. Teach, 15, p. 11. , http://lsweb.la.asu.edu/alwason/LawsonAssessments.htm.10.1002/tea.3660150103, Jan; Coletta, V.P., Phillips, J.A., 'Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability' (2005) Am. J. Phys, 73, p. 1172. , Dec; Coletta, V.P., Phillips, J.A., Steinert, J.J., 'Interpreting Force Concept Inventory scores: Normalized gain and SAT scores' (2007) Phys. Rev. ST Phys. Educ, 3. , May; Coletta, V.P., Phillips, J.A., Steinert, J.J., 'Why you should measure your students' reasoning ability' (2007) Phys. Teach, 45, p. 626. , April; Dubson, M.A., Pollock, S.J., Can the Lawson Test predict student grades (2006) AAPT Announ, 36, p. 90; Diff, K., Tache, N., 'From FCI to CSEM to Lawson Test: A report on data collected at a community college' (2007) AIP Conf. Proc, 951, p. 85. , Nov; Pamela, P., Saul, J., Interpreting FCI normalized gain (2006) AAPT Announ, 36, p. 89; Pyper, B.A., 'Changing scientific reasoning and conceptual understanding in college students' (2011) AIP Conf. Proc, 1413, p. 63. , Feb; Nieminem, P., Savinainen, A., Viiri, J., 'Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning' (2012) Phys. Rev. ST Phys. Educ, 8, p. 01012. , May; Wells, M., Hestenes, D., Swackhamer, G., 'A modeling method for high school physics instruction' (1995) Am. J. Phys, 63, p. 606. , July; Coletta, V.P., Phillips, J.A., Addressing barriers to conceptual understanding in IE physics classes (2009) AIP Conf. Proc, 1179, pp. 117-120; Coletta, V.P., Phillips, J.A., Steinert, J.J., FCI normalized gain, scientific reasoning ability, thinking in physics, and gender effects (2012) AIP Conf. Proc, 1413, p. 23; Miyake, A., 'Reducing the gender achievement gap in college science: A classroom study of values affirmation' (2010) Sci, 330, p. 1234. , Nov; http://www.youtube.com/watch?v=yPHoUbCNPX8; https://phet.colorado.edu/en/simulations; Hembree, R., Correlates, causes, effects, and treatment of test anxiety (1988) Rev. Educ. Res, 58, p. 47; Evans, E.M., Schweingruber, H., Stevenson, H.W., 'Gender differences in interest and knowledge acquisition: The United States, Taiwan, and Japan' (2002) Sex Roles, 47, p. 153. , Aug; Coletta, V., (2014) Thinking in Physics, , (Pearson, Boston); Wieman, C., Gilbert, S., The teaching practices inventory: A new tool for characterizing college and university teaching in mathematics and science (2014) CBE-Life Sci. Educ, 13, p. 552","Coletta, V.P.; Department of Physics, Loyola Marymount UniversityUnited States; email: Vincent.Coletta@lmu.edu",,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Article,Final,,Scopus,2-s2.0-85010218090
"Dry S.M., Garrett S.B., Koenig B.A., Brown A.F., Burgess M.M., Hult J.R., Longstaff H., Wilcox E.S., Contreras S.K.M., Martinez A., Boyd E.A., Dohan D.",6602509945;56800103300;18335935000;7408340405;7201646603;8931126100;14039234100;56498757300;57193432082;56996556400;56800013600;7004349261;,Community recommendations on biobank governance: Results from a deliberative community engagement in California,2017,PLoS ONE,12,2, e0172582,,,,5.0,10.1371/journal.pone.0172582,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013879463&doi=10.1371%2fjournal.pone.0172582&partnerID=40&md5=91c0c44ca13ff224c6a59c79547c6875,"Department of Pathology and Laboratory Medicine, University of California Los Angeles, Los Angeles, CA, United States; Philip R. Lee Institute for Health Policy Studies, University of California San Francisco, San Francisco, CA, United States; Department of Social and Behavioral Sciences, Institute for Health and Aging, University of California San Francisco, San Francisco, CA, United States; Division of General Internal Medicine and Health Services Research, University of California Los Angeles, Los Angeles, CA, United States; Department of Biomedical Ethics, University of British Columbia, Vancouver, BC, Canada; Genentech, Inc., South San Francisco, CA, United States; Office of Research Ethics, Simon Fraser University, Burnaby, BC, Canada; School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada; Independent Scholar, Torrance, CA, United States; Center for Clinical and Translational Science Institute, University of California Los Angeles, Los Angeles, CA, United States; University of California, Office of the President, Oakland, CA, United States","Dry, S.M., Department of Pathology and Laboratory Medicine, University of California Los Angeles, Los Angeles, CA, United States; Garrett, S.B., Philip R. Lee Institute for Health Policy Studies, University of California San Francisco, San Francisco, CA, United States; Koenig, B.A., Department of Social and Behavioral Sciences, Institute for Health and Aging, University of California San Francisco, San Francisco, CA, United States; Brown, A.F., Division of General Internal Medicine and Health Services Research, University of California Los Angeles, Los Angeles, CA, United States; Burgess, M.M., Department of Biomedical Ethics, University of British Columbia, Vancouver, BC, Canada; Hult, J.R., Genentech, Inc., South San Francisco, CA, United States; Longstaff, H., Office of Research Ethics, Simon Fraser University, Burnaby, BC, Canada; Wilcox, E.S., School of Population and Public Health, University of British Columbia, Vancouver, BC, Canada; Contreras, S.K.M., Independent Scholar, Torrance, CA, United States; Martinez, A., Center for Clinical and Translational Science Institute, University of California Los Angeles, Los Angeles, CA, United States; Boyd, E.A., University of California, Office of the President, Oakland, CA, United States; Dohan, D., Philip R. Lee Institute for Health Policy Studies, University of California San Francisco, San Francisco, CA, United States","United States-based biorepositories are on the cusp of substantial change in regulatory oversight at the same time that they are increasingly including samples and data from large populations, e.g. all patients in healthcare system. It is appropriate to engage stakeholders from these populations in new governance arrangements. We sought to describe community recommendations for biorepository governance and oversight using deliberative community engagement (DCE), a qualitative research method designed to elicit lay perspectives on complex technical issues. We asked for stakeholders to provide input on governance of large biorepositories at the University of California (UC), a public university. We defined state residents as stakeholders and recruited residents from two large metropolitan areas, Los Angeles (LA) and San Francisco (SF). In LA, we recruited English and Spanish speakers; in SF the DCE was conducted in English only. We recruited individuals who had completed the 2009 California Health Interview Survey and were willing to be re-contacted for future studies. Using stratified random sampling (by age, education, race/ethnicity), we contacted 162 potential deliberants of whom 53 agreed to participate and 51 completed the 4-day DCE in June (LA) and September-October (SF), 2013. Each DCE included discussion among deliberants facilitated by a trained staff and simultaneously-translated in LA. Deliberants also received a briefing book describing biorepository operations and regulation. During the final day of the DCE, deliberants voted on governance and oversight recommendations using an audience response system. This paper describes 23 recommendations (of 57 total) that address issues including: educating the public, sharing samples broadly, monitoring researcher behavior, using informative consent procedures, and involving community members in a transparent process of biobank governance. This project demonstrates the feasibility of obtaining meaningful input on biorepository governance from diverse lay stakeholders. Such input should be considered as research institutions respond to changes in biorepository regulation. © 2017 Dry et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.",,"biobank; California; doctor patient relation; ethnicity; feasibility study; human; human experiment; interview; monitoring; qualitative research; race; resident; sampling; scientist; university; adult; aged; attitude to health; biobank; California; community participation; education; female; health survey; informed consent; legislation and jurisprudence; male; medical research; middle aged; Adult; Aged; Biological Specimen Banks; Biomedical Research; Community Participation; Female; Health Knowledge, Attitudes, Practice; Health Surveys; Humans; Informed Consent; Los Angeles; Male; Middle Aged; Qualitative Research; San Francisco; Universities",,,,,"National Human Genome Research Institute: BK

National Center for Advancing Translational Sciences: TR000124

National Institutes of Health: P20 HG007243","This work was supported by UL1 TR000004-07S2, National Center for Advancing Translational Sciences (NCATS), DD, SD UL1 TR000124, National Center for Advancing Translational Sciences (NCATS), AB NIH P20 HG007243, National Institutes of Health-National Human Genome Research Institute, BK.",,,,,"Swede, H., Stone, C.L., Norwood, A.R., National population-based biobanks for genetic research (2007) Genet Med. The American College of Medical Genetics, 9, pp. 141-149. , 17413418; (2015) The Precision Medicine Initiative Cohort Program-Building a Research Foundation for 21st Century Medicine, , https://www.nih.gov/sites/default/files/research-training/initiatives/pmi/pmi-working-group-report-20150917-2.pdf, [Internet]. Bethesda, MD; (2007) UK Biobank Ethics and Governance Framework, , https://www.ukbiobank.ac.uk/wp-content/uploads/2011/05/EGF20082.pdf?phpMyAdmin=trmKQlYdjjnQIgJ,fAzikMhEnx6, [Internet]. London; Mello, M.M., Wolf, L.E., The Havasupai Indian Tribe Case - Lessons for Research Involving Stored Biologic Samples (2010) N Engl J Med., 363, pp. 204-207. , http://papers.ssrn.com/abstract=1626200, 20538622; Skloot, R., The immortal life of henrietta lacks (2011) Broadway Paperbacks, , http://books.google.com/books?id=aOpAx3-czwIC&pgis=1, [Internet]; Human subjects research protections: Enhancing protections for research subjects and reducing burden, delay, and ambiguity for investigators (2011) Fed Regist., 76, pp. 44512-44531. , http://www.gpo.gov/fdsys/pkg/FR-2011-07-26/html/2011-18792.htm, U.S. Department of Health and Human Services; Human subjects research protections: Enhancing protections for research subjects and reducing burden, delay, and ambiguity for investigators (2015) Fed Regist., 80, pp. 53931-54061. , U.S. Department of Health and Human Services; Gornick, M.C., Ryan, K.A., Kim, S.Y.H., Impact of non-welfare interests on willingness to donate to biobanks: An experimental survey (2014) J Empir Res Hum Res Ethics, 9, pp. 22-33. , 25747294 SAGE Publications; Bryant, J., Sanson-Fisher, R., Fradgley, E., Regan, T., Hobden, B., Ackland, S.P., Oncology patients overwhelmingly support tissue banking (2015) BMC Cancer. 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London; Nuffield Council on Bioethics",,,,Public Library of Science,,,,,19326203,,POLNC,28235046.0,English,PLoS ONE,Article,Final,Open Access,Scopus,2-s2.0-85013879463
"Guerrero-Flores H., Apresa-García T., Garay-Villar Ó., Sánchez-Pérez A., Flores-Villegas D., Bandera-Calderón A., García-Palacios R., Rojas-Sánchez T., Romero-Morelos P., Sánchez-Albor V., Mata O., Arana-Conejo V., Badillo-Romero J., Taniguchi K., Marrero-Rodríguez D., Mendoza-Rodríguez M., Rodríguez-Esquivel M., Huerta-Padilla V., Martínez-Castillo A., Hernández-Gallardo I., López-Romero R., Bandala C., Rosales-Guevara J., Salcedo M.",57193131735;6507929931;56083179200;57193139054;57193135267;57193136667;57193130985;57189065063;55129231100;57193132514;57193133365;57193136462;57193138861;56493969300;55129231000;55129583200;56320800700;56580375400;57193131702;57193136915;24078587600;55240170700;56809484800;55989684200;,A non-invasive tool for detecting cervical cancer odor by trained scent dogs,2017,BMC Cancer,17,1, 79,,,,5.0,10.1186/s12885-016-2996-4,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011026010&doi=10.1186%2fs12885-016-2996-4&partnerID=40&md5=ee1015468494a1b79ca22cd67f64017e,"Coordinación de Prevención y Atención a la Salud, Delegación Sur (Instituto Mexicano del Seguro Social) IMSS, Mexico City, Mexico; Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Servicio de Braquiterapia, UMAE Hospital de Oncología, CMN-SXXI-IMSS, Mexico City, Mexico; PEC de México, S.A. de C.V., Mexico City, Mexico; Servicio de Oncología, Hospital General de Zona y de Medicina Familiar No. 5, IMSS, Taxco, Guerrero, Mexico; Clínica de la Mujer y Medicina Perinatal, Col. Roma Norte, Mexico City, Mexico; Centro Colposcópico de Docencia e Investigación, A.C., Mexico City, Mexico; Departamento de Anatomía Patológica, Hospital General de Zona Troncoso, Mexico City, Mexico; División de Neurociencias, Instituto Nacional de Rehabilitación (INR), Secretaría de Salud (S.S.), Mexico City, Mexico; Facultad de Química, Universidad La Salle, Mexico City, Mexico","Guerrero-Flores, H., Coordinación de Prevención y Atención a la Salud, Delegación Sur (Instituto Mexicano del Seguro Social) IMSS, Mexico City, Mexico; Apresa-García, T., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Garay-Villar, Ó., Servicio de Braquiterapia, UMAE Hospital de Oncología, CMN-SXXI-IMSS, Mexico City, Mexico; Sánchez-Pérez, A., PEC de México, S.A. de C.V., Mexico City, Mexico; Flores-Villegas, D., PEC de México, S.A. de C.V., Mexico City, Mexico; Bandera-Calderón, A., Servicio de Oncología, Hospital General de Zona y de Medicina Familiar No. 5, IMSS, Taxco, Guerrero, Mexico; García-Palacios, R., Clínica de la Mujer y Medicina Perinatal, Col. Roma Norte, Mexico City, Mexico; Rojas-Sánchez, T., Centro Colposcópico de Docencia e Investigación, A.C., Mexico City, Mexico; Romero-Morelos, P., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Sánchez-Albor, V., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Mata, O., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Arana-Conejo, V., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Badillo-Romero, J., Departamento de Anatomía Patológica, Hospital General de Zona Troncoso, Mexico City, Mexico; Taniguchi, K., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Marrero-Rodríguez, D., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Mendoza-Rodríguez, M., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Rodríguez-Esquivel, M., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Huerta-Padilla, V., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Martínez-Castillo, A., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Hernández-Gallardo, I., Coordinación de Prevención y Atención a la Salud, Delegación Sur (Instituto Mexicano del Seguro Social) IMSS, Mexico City, Mexico; López-Romero, R., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico; Bandala, C., División de Neurociencias, Instituto Nacional de Rehabilitación (INR), Secretaría de Salud (S.S.), Mexico City, Mexico; Rosales-Guevara, J., Facultad de Química, Universidad La Salle, Mexico City, Mexico; Salcedo, M., Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico City, 06720, Mexico","Background: Cervical Cancer (CC) has become a public health concern of alarming proportions in many developing countries such as Mexico, particularly in low income sectors and marginalized regions. As such, an early detection is a key medical factor in improving not only their population's quality of life but also its life expectancy. Interestingly, there has been an increase in the number of reports describing successful attempts at detecting cancer cells in human tissues or fluids using trained (sniffer) dogs. The great odor detection threshold exhibited by dogs is not unheard of. However, this represented a potential opportunity to develop an affordable, accessible, and non-invasive method for detection of CC. Methods: Using clicker training, a male beagle was trained to recognize CC odor. During training, fresh CC biopsies were used as a reference point. Other samples used included cervical smears on glass slides and medical surgical bandages used as intimate sanitary pads by CC patients. A double-blind procedure was exercised when testing the beagle's ability to discriminate CC from control samples. Results: The beagle was proven able to detect CC-specific volatile organic compounds (VOC) contained in both fresh cervical smear samples and adsorbent material samples. Beagle's success rate at detecting and discriminating CC and non-CC odors, as indicated by specificity and sensitivity values recorded during the experiment, stood at an overall high (>90%). CC-related VOC in adsorbent materials were detectable after only eight hours of use by CC patients. Conclusion: Present data suggests different applications for VOC from the uterine cervix to be used in the detection and diagnosis of CC. Furthermore, data supports the use of trained dogs as a viable, affordable, non-invasive and, therefore, highly relevant alternative method for detection of CC lesions. Additional benefits of this method include its quick turnaround time and ease of use while remaining highly accurate and robust. © 2017 The Author(s).",,"volatile organic compound; fragrance; tumor marker; adsorption; Article; bandage; beagle; controlled study; detection dog; diagnostic accuracy; diagnostic test accuracy study; diagnostic value; female; human; human tissue; major clinical study; non invasive measurement; olfactory discrimination; sanitary pad; sensitivity and specificity; time; uterine cervix biopsy; uterine cervix cancer; uterine cervix cytology; animal; dog; double blind procedure; early cancer diagnosis; male; metabolism; Uterine Cervical Neoplasms; Animals; Biomarkers, Tumor; Dogs; Double-Blind Method; Early Detection of Cancer; Female; Humans; Male; Odorants; Sensitivity and Specificity; Uterine Cervical Neoplasms",,"Biomarkers, Tumor",,,,,,,,,"Jemal, A., Bray, F., Center, M.M., Ferlay, J., Ward, E., Forman, D., Global cancer statistics (2011) CA Cancer J Clin, 61 (2), pp. 69-90; Bosch, F., Lorincz, A., Munoz, N., Meijer, C., Shah, K., The causal relation between human papillomavirus and cervical cancer (2002) J Clin Pathol, 55, pp. 244-265; Frega, A., Stentella, P., Ioris, A., Piazze, J.J., Fambrini, M., Marchionni, M., Cosmi, E.V., Young women, cervical intraepithelial neoplasia and human papillomavirus: risk factors for persistence and recurrence (2003) Cancer Lett, 196 (2), pp. 127-134; Hanahan, D., Weinberg, R.A., Hallmarks of cancer: the next generation (2011) Cell, 4 (5), pp. 646-674; Willis, C.M., Church, S.M., Guest, C.M., Cook, W.A., McCarthy, N., Bransbury, A.J., Church, M.R., Church, J.C., Olfactory detection of human bladder cancer by dogs: proof of principle study (2004) BMJ, 329, pp. 712-714; McCulloch, M., Jezierski, T., Broffman, M., Hubbard, A., Turner, K., Janecki, T., Diagnostic accuracy of canine scent detection in early- and late-stage lung and breast cancers (2006) Integ Cancer Ther, 5, pp. 30-39; Browne, C., Stafford, K., Fordham, R., The use of scent-detection dogs (2006) Irish Vet J, 59 (2), pp. 97-104; Sonoda, H., Kohnoe, S., Yamazato, T., Satoh, Y., Morizono, G., Shikata, K., Morita, M., Maehara, Y., Colorectal cancer screening with odour material by canine scent detection (2011) Gut, 60, pp. 814-819; Horvath, G., Järverud, G.A., Järverud, S., Horvath, I., Human ovarian carcinomas detected by specific odor (2008) Integr Cancer Ther, 7 (2), pp. 76-80; Horvath, G., Andersson, H., Nemes, S., Cancer odor in the blood of ovarian cancer patients: a retrospective study of detection by dogs during treatment, 3 and 6 months afterward (2013) BMC Cancer, 13, p. 396; Buszewski, B., Ligor, T., Jezierski, T., Wenda-Piesik, A., Walczak, M., Rudnicka, J., Identification of volatile lung cancer markers by gas chromatography-mass spectrometry: comparison with discrimination by canines (2012) Anal Bioanal Chem, 404 (1), pp. 141-146; Cornu, J.N., Cancel-Tassin, G., Ondet, V., Girardet, C., Cussenot, O., Olfactory detection of prostate cancer by dogs sniffing urine: a step forward in early diagnosis (2011) Eur Urol, 59 (2), pp. 197-201; Ehmann, R., Boedeker, E., Friedrich, U., Sagert, J., Dippon, J., Friedel, G., Walles, T., Canine scent detection in the diagnosis of lung cancer: revisiting a puzzling phenomenon (2012) Eur Respir J, 39 (3), pp. 669-676; Campbell, L.F., Farmery, L., George, S.M., Farrant, P.B., Canine olfactory detection of malignant melanoma (2013) BMJ Case Rep, 14, p. 2013; Church, J., Williams, H., Another sniffer dog for the clinic (2001) Lancet, 358 (9285), p. 930. , Abstract; Taverna, G., Tidu, L., Grizzi, F., Torri, V., Mandressi, A., Sardella, P., Torre, G., Graziotti, P., Olfactory system of highly trained dogs detects prostate cancer in urine samples (2014) J Urol, 28, pp. 1382-1387; Elliker, K.R., Sommerville, B.A., Broom, D.M., Neal, D.E., Armstrong, S., Williams, H.C., Key considerations for the experimental training and evaluation of cancer odour detection dogs: lessons learnt from a double-blind, controlled trial of prostate cancer detection (2014) BMC Urol, 27, pp. 14-22; Lalkhen, A.G., McCluskey, A., Clinical tests: sensitivity and specificity (2008) Contin Educ Anaesth Crit Care Pain, 8 (6), pp. 221-223; Ferlay, J., Bray, F., Pisani, P., Parkin, D.M., GLOBOCAN 2002; Cancer incidence, mortality and prevalence worldwide, IARC Cancer Base no. 5. Version 2.0 (2004), www.iarc.fr, IARC Press: Lyon; Craven, B.A., Paterson, E.G., Settles, G.S., The fluid dynamics of canine olfaction: unique nasal airflow patterns as an explanation of macrosmia (2010) J R Soc Interface, 7 (47), pp. 933-943; Quignon, P., Kirkness, E., Cadieu, E., Touleimat, N., Guyon, R., Renier, C., Hitte, C., Galibert, F., Comparison of the canine and human olfactory receptor gene repertoires. (Abstract) (2003) Genome Biol, 4 (12), p. R80; Shirasu, M., Touhara, K., The scent of disease: volatile organic compounds of the human body related to disease and disorder (2011) JB Rev, 150 (3), pp. 257-266; Li, J., Peng, Y., Liu, Y., Li, W., Jin, Y., Tang, Z., Duan, Y., Investigation of potential breath biomarkers for the early diagnosis of breast cancer using gas chromatography-mass spectrometry (2014) Clin Chim Acta, 436, pp. 59-67; Phillips, M., Beatty, J.D., Cataneo, R.N., Huston, J., Kaplan, P.D., Lalisang, R.I., Lambin, P., Patel, U., Rapid point-of-care breath test for biomarkers of breast cancer and abnormal mammograms. (Abstract) (2014) PLoS One, 9 (3); Abaffy, T., Möller, M.G., Riemer, D.D., Milikowski, C., DeFazio, R.A., Comparative analysis of volatile metabolomics signals from melanoma and benign skin: a pilot study (2013) Metabolomics, 9 (5), pp. 998-1008; Mochalski, P., Sponring, A., King, J., Unterkofler, K., Troppmair, J., Amann, A., Release and uptake of volatile organic compounds by human hepatocellular carcinoma cells (HepG2) in vitro. (Abstract) (2013) Cancer Cell Int, 13 (1), p. 72; Lesniak, A., Walczak, M., Jezierski, T., Sacharczuk, M., Gawkowski, M., Jaszczak, K., Canine olfactory receptor gene polymorphism and its relation to odor detection performance by sniffer dogs (2008) J Hered, 99 (5), pp. 518-527; Haguenoer, K., Sengchanh, S., Gaudy-Graffin, C., Boyard, J., Fontenay, R., Marret, H., Goudeau, A., Giraudeau, B., Vaginal self-sampling is a cost-effective way to increase participation in a cervical cancer screening programme: a randomised trial (2014) Br J Cancer, 111, pp. 2187-2196","Salcedo, M.; Laboratorio de Oncología Genómica, Unidad de Investigación Médica en Enfermedades Oncológicas, UMAE Hospital de Oncología, CMN- SXXI-IMSS, Av. Cuauhtémoc 330, Col. Doctores, Del. Cuauhtemoc, Mexico; email: maosal89@yahoo.com",,,BioMed Central Ltd.,,,,,14712407,,BCMAC,28122528.0,English,BMC Cancer,Article,Final,Open Access,Scopus,2-s2.0-85011026010
"Lucke T., Dunn P.K., Christie M.",26534790900;7401710282;18133644300;,Activating learning in engineering education using ICT and the concept of ‘Flipping the classroom’,2017,European Journal of Engineering Education,42,1,,45,57,,17.0,10.1080/03043797.2016.1201460,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84975516709&doi=10.1080%2f03043797.2016.1201460&partnerID=40&md5=4e0723d2b879c963683f6a4d83f25588,"School of Engineering, University of the Sunshine Coast, Sippy Downs, Australia; School of Health Sciences, University of the Sunshine Coast, Sippy Downs, Australia; School of Education, University of the Sunshine Coast, Sippy Downs, Australia","Lucke, T., School of Engineering, University of the Sunshine Coast, Sippy Downs, Australia; Dunn, P.K., School of Health Sciences, University of the Sunshine Coast, Sippy Downs, Australia; Christie, M., School of Education, University of the Sunshine Coast, Sippy Downs, Australia","This case study trialled the introduction of a student-response system (Top Hat) in a third-year engineering Fluid Mechanics course (n = 44) to improve student engagement, motivation and cognition. It was recognised that for the potential benefits of student-response systems (SRSs) to be fully realised, more time must be allocated for student engagement and the active learning components of the course. In order to allow sufficient time to fully engage with the SRSs and other classroom activities, traditional lectures were revised and the classroom format was flipped. This paper presents the initial case study results focusing on the use of SRSs. Overall, the new flipped lecture and SRS teaching format demonstrated a substantial increase in the level of student engagement, motivation, active learning and attendance compared to previous cohorts. However, the increased levels of engagement did not appear to reflect on any large increase in students’ individual grades. © 2016 SEFI.",active learning in engineering education; Flipped learning; student-response system,Artificial intelligence; Engineering education; Fluid mechanics; Motivation; Students; Teaching; Active Learning; Classroom activity; Engineering fluid mechanics; Flipped learning; Learning in engineering; Potential benefits; Student engagement; Student-response system; Interactive computer systems,,,,,,,,,,,"Ash, K., (2011), http://216.78.200.159/Documents/RandD/Education%20Week/Flipped%20Classrooms.pdf, Educators Evaluate ‘Flipped Classrooms’ –Benefits andDrawbacks Seen in Replacing Lectures with On-demand Video; Bakrania, S., (2012), “A study on the Influence of Rich Versus Traditional Classroom Response System (CRS) Questions on Concept Retention.” Paper presented at the 42nd ASEE/IEEE Frontiers in education conference, Seattle, Washington, October 3–6, 629–634; Barnett, J., Implementation of Personal Response Units in Very Large Lecture Classes: Student Perceptions (2006) Australian Journal of Educational Technology, 22, pp. 474-494; Bartsch, R.A., Murphy, W., Examining the Effects of an Electronic Classroom Response System on Student Engagement and Performance (2011) Journal of Educational Computing Research, 44, pp. 25-33; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing Effective Questions for Classroom Response System Teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Beekes, W., The ‘Millionaire’ Method for Encouraging Participation (2006) Active Learning in Higher Education, 7, pp. 25-36; Berrett, D., (2012), http://chronicle.com/article/How-Flipping-the-Classroom/130857/, “How ‘Flipping’ the Classroom can Improve the Traditional Lecture.” The Chronicle of Higher Education; Biggs, J., (2003) Teaching for Quality Learning at University, , 2nd ed, Buckingham: The Society for Research into Higher Education and Open University Press; Bishop, J.L., Verleger, M., (2013), “The Flipped Classroom: A Survey of the Research.” Paper presented at ASEE national conference proceedings, Atlanta, GA, June 23; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Javier Sese, F., Using Clickers in Class. The Role of Interactivity, Active Collaborative Learning and Engagement in Learning Performance (2013) Journal of Computers & Education, 62, pp. 102-110; Bonwell, C.C., Eison, J.A., (1991) Active Learning: Creating Excitement in the Classroom, , Washington, DC: ERIC Clearinghouse on Higher Education; Brown, S., Assessment for Learning (2004) Learning Teaching in Higher Education, 1, pp. 81-89; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco, CA: Jossey-Bass; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) Cell Biology Education, 6, pp. 9-20; Crossgrove, K., Curran, K.L., Using Clickers in Non-Majors and Majors-Level Biology Courses: Student Opinion, Learning, and Long-Term Retention of Course Material (2008) Cell Biology Education, 7, pp. 146-154; Demetry, C., (2010), “Work in Progress–An Innovation Merging “Classroom Flip” and Team-Based Learning.” Paper presented at 40th ASEE/IEEE Frontiers in education conference, Washington, DC, October 27–30; d’Inverno, R., Davis, H., White, S., Using a Personal Response System for Promoting Student Interaction (2003) Teaching Mathematics and its Applications, 22, pp. 163-169; Dunn, P.K., Richardson, A., McDonald, C., Oprescu, F., Instructor Perceptions of Using a Mobile-Phone-Based Free Classroom Response System in First-Year Statistics Undergraduate Courses (2012) International Journal of Mathematical Education in Science and Technology, 43 (8), pp. 1041-1056; Dunn, P.K., Richardson, A., Oprescu, F., McDonald, C., Mobile-Phone-Based Classroom Response Systems: Students’ Perceptions of Engagement and Learning in a Large Undergraduate Course (2013) International Journal of Mathematical Education in Science and Technology; Elliott, C., Using a Personal Response System in Economics Teaching (2003) International Review of Economics Education, 1, pp. 80-86; (2015), Special Report. Flipped Classroom Trends. A Survey of College Faculty; Freeman, S., Eddy, S., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M., (2014) Proceedings of the National Academy of Sciences of the United States of America, 111 (23), pp. 8410-8415; Gibbs, G., Simpson, C., Conditions Under Which Assessment Supports Students’ Learning (2004) Learning Teaching in Higher Education, 1, pp. 3-31; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel III, G.L., Empowering or Compelling Reluctant Participators Using Audience Response Systems (2007) Active Learning in Higher Education, 8, pp. 233-258; Guthrie, R., Carlin, A., (2004), “Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom.” Paper presented at Americas conference on information systems, New York, August; Kaleta, R., Joosten, T., Student Response Systems: A University of Wisconsin System Study of Clickers (2007) ECAR Research Bulletin, pp. 2-12. , http://net.educause.edu/ir/library/pdf/erb0710.pdf; Koppel, N., Berenson, M., Ask the Audience-Using Clickers to Enhance Introductory Business Statistics Courses (2009) Information Systens Education Journal, 7. , http://isedj.org/7/92/index.html; Kyei-Blankson, L., Cheesman, E., Blankson, J., (2009), “The Value Added Effect of Using Clickers in a Graduate Research Methods and Statistics Course.” In Proceedings of Society for Information Technology & Teacher Education International Conference 2009, edited by I. Gibson, R. Weber, K. McFerrin, R. Carlsen, and D. Willis, 1947–1952. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE); Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in College Classrooms: Fostering Learning with Questioning Methods in Large Lecture Classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; Mazur, E., Peer Instruction: Getting Students to Think in Class (1997) The Changing Role of Physics Departments in Modern Universities: Proceedings of ICUPE: CP399, pp. 981-988. , Redish E.F., Rigden J.S., (eds), New York: The American Institute of Physics; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an Audience Response System for the Continuing Education of Health Professionals (2003) Journal of Continuing Education in the Health Professions, 23, pp. 109-115; Papadapoulos, C., Roman, A.S., (2010), “Implementing an Inverted Classroom Model in Engineering Statistics: Initial Results.” Paper presented at American Society for Engineering Statistics. Proceedings of the 40th ASEE/IEEE Frontiers in education conference, Washington, DC, October; Prince, M., Does Active Learning Work? A review of the Research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Smith, K.A., Johnson, D.W., Johnson, R.W., Sheppard, S.D., Pedagogies of Engagement: Classroom-Based Practices (2005) Journal of Engineering Education, 94 (1), pp. 87-101; Toto, R., Nguyen, H., (2009), “Flipping the Work Design in an Industrial Engineering Course.” Paper presented at 39th ASEE/IEEE Frontiers in education conference, San Antonio, TX, October 18–21; Trees, A.R., Jackson, M.H., The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University-Level Courses Using Student Response Systems (2007) Learning, Media and Technology, 32, pp. 21-40; Tucker, B., (2012), http://educationnext.org/files/ednext_20121_BTucker.pdf, The Flipped Classroom- Online Instruction at Home Frees Class Time for Learning; Wenger, E., (1998) Communities of Practice: Learning, Meaning, and Identity, , Cambridge: Cambridge University Press; Wood, W.B., Clickers: A Teaching Gimmick that Works (2004) Developmental Cell, 7, pp. 796-798","Christie, M.; School of Education, University of the Sunshine CoastAustralia; email: michael.christie@usc.edu.au",,,Taylor and Francis Ltd.,,,,,03043797,,,,English,Eur. J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84975516709
"Egelandsdal K., Krumsvik R.J.",56835783600;15062963800;,"Peer discussions and response technology: Short interventions, considerable gains",2017,Nordic Journal of Digital Literacy,12,1-2,,19,30,,1.0,10.18261/ISSN.1891-943X-2017-01-02-03,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85021097180&doi=10.18261%2fISSN.1891-943X-2017-01-02-03&partnerID=40&md5=dff233b9b048dd6fcdd1e31412458e4e,"University of Bergen, Department of Education, Norway","Egelandsdal, K., University of Bergen, Department of Education, Norway; Krumsvik, R.J., University of Bergen, Department of Education, Norway","Student response systems are commonly used in combination with peer discussions during lectures. Research has shown that the number of correct answers increases when the same question is re-asked after discussion. This may occur because unconfident students copy the answer from their peers. To preclude this, the authors added a second, similar question to answer individually, disguised as a new case. The authors found a Cohen's d effect size of 0.66 (N: 147) for eight valid interventions which is 65 percent above the average effect of interventions aimed at increasing student performance. © 2017 Author(s).",Clickers; Higher education; Lecture; Peer discussions; Student response system,,,,,,,,,,,,"Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using Clickers in Class. The Role of Interactivity, Active Collaborative Learning and Engagement in Learning Performance (2013) Computers & Education, 62, pp. 102-110. , http://dx.doi.org/10.1016/j.compedu.2012.10.019; Boscardin, C., Penuel, W., Exploring Benefits of Audience-Response Systems on Learning: A Review of the Literature (2012) Academic Psychiatry, 36 (5), pp. 401-407. , http://dx.doi.org/10.1176/appi.ap.10080110; Cain, J., Black, E.P., Rohr, J., An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback (2009) American Journal of Pharmaceutical Education, 73 (2). , http://dx.doi.org/10.5688/aj730221; Campbell, C., Monk, S., Introducing a learner response system to pre-service education students: Increasing student engagement (2015) Active Learning in Higher Education, 16 (1), pp. 25-36. , http://dx.doi.org/10.1177/1469787414558981; Campbell, J., Mayer, R.E., Questioning as an Instructional Method: Does it Affect Learning from Lectures? 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London, UK: Routledge; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24. , http://dx.doi.org/10.1177/1469787413514648; Hrepic, Z., Zollman, D.A., Rebello, N.S., Comparing Students' and Experts' Understanding of the Content of a Lecture (2007) Journal of Science Education and Technology, 16 (3), pp. 213-224. , http://dx.doi.org/10.1007/s10956-007-9048-4; James, M.C., Willoughby, S., Listening to student conversations during clicker questions: What you have not heard might surprise you! (2011) American Journal of Physics, 79 (1), pp. 123-132. , http://dx.doi.org/10.1119/1.3488097; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827. , http://dx.doi.org/10.1016/j.compedu.2009.05.001; Keough, S.M., Clickers in the Classroom: A Review and a Replication (2012) Journal of Management Education, 36 (6), pp. 822-847. , http://dx.doi.org/10.1177/1052562912454808; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell biology education, 4 (4), pp. 298-310. , http://dx.doi.org/10.1187/05-06-0082; Krumsvik, R.J., Ludvigsen, K., Formative E-Assessment in Plenary Lectures (2012) Nordic Journal of Digital Literacy, 7 (1); Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561. , http://dx.doi.org/10.1016/j.chb.2010.02.014; Ludvigsen, K., Krumsvik, R., Furnes, B., Creating formative feedback spaces in large lectures (2015) Computers & Education, 88, pp. 48-63. , http://dx.doi.org/10.1016/j.compedu.2015.04.002; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhang, H., Clickers in College Classrooms: Fostering Learning with Questioning Methods in Large Lecture Classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57. , http://dx.doi.org/10.1016/j.cedpsych.2008.04.002; Mazur, E., (1997) Peer instruction: a user's manual, , New Jersey: Prentice Hall; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions educatio. A BEME systematic review: BEME Guide No. 21 (2012) Medical Teacher, 34 (6), pp. E386-E405. , http://dx.doi.org/10.3109/0142159x.2012.680938; Porter, L., Bailey Lee, C., Simon, B., Zingaro, D., Peer instruction: do students really learn from peer discussion in computing? (2011) Paper presented at the Proceedings of the seventh international workshop on Computing education research; Rao, S.P., DiCarlo, S.E., Peer instruction improves performance on quizzes (2000) Advances in Physiology Education, 24 (1), pp. 51-55; Risko, E.F., Anderson, N., Sarwal, A., Engelhardt, M., Kingstone, A., Everyday Attention: Variation in Mind Wandering and Memory in a Lecture (2012) Applied Cognitive Psychology, 26 (2), pp. 234-242. , http://dx.doi.org/10.1002/acp.1814; Roediger, H.L., Karpicke, J.D., The Power of Testing Memory. Basic Research and Implications for Educational Practice (2006) Perspectives on Psychological Science, 1 (3), pp. 181-210. , http://dx.doi.org/10.1111/j.1745-6916.2006.00012.x; Rush, B.R., Hafen, M., Biller, D.S., Davis, E.G., Klimek, J.A., Kukanich, B., White, B.J., The Effect of Differing Audience Response System Question Types on Student Attention in the Veterinary Medical Classroom (2010) Journal of Veterinary Medical Education, 37 (2), pp. 145-153. , http://dx.doi.org/10.3138/jvme.37.2.145; Shaffer, D.M., Collura, M.J., Evaluating the Effectiveness of a Personal Response System in the Classroom (2009) Teaching of Psychology, 36 (4), pp. 273-277. , http://dx.doi.org/10.1080/00986280903175749; Smith, E.L., Rice, K.L., Woolforde, L., Lopez-Zang, D., Transforming Engagement in Learning Through Innovative Technologies: Using an Audience Response System in Nursing Orientation (2012) Journal of Continuing Education in Nursing, 43 (3), pp. 102-103. , http://dx.doi.org/10.3928/00220124-20120223-47; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why Peer Discussion Improves Student Performance on In-Class Concept Questions (2009) Science, 323 (5910), pp. 122-124. , http://dx.doi.org/10.1126/science.1165919; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Concept Questions (2011) Cbe-Life Sciences Education, 10 (1), pp. 55-63. , http://dx.doi.org/10.1187/cbe.10-08-0101; Sun, J.C.-Y., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computers & Education, 72, pp. 80-89. , http://dx.doi.org/10.1016/j.compedu.2013.10.010; Wilson, K., Korn, J.H., Attention during lectures: Beyond ten minutes (2007) Teaching of Psychology, 34 (2), pp. 85-89. , http://dx.doi.org/10.1177/009862830703400202; Yoder, J.D., Hochevar, C.M., Encouraging active learning can improve students' performance on examinations (2005) Teaching of Psychology, 32 (2), pp. 91-95. , http://dx.doi.org/10.1207/s15328023top3202_2; Zingaro, D., Porter, L., Peer instruction in computing: The value of instructor intervention (2014) Computers & Education, 71, pp. 87-96. , http://dx.doi.org/10.1016/j.compedu.2013.09.015",,,,Universitetsforlaget AS,,,,,1891943X,,,,English,Nord. J. Digit. Lit.,Article,Final,Open Access,Scopus,2-s2.0-85021097180
"Binek Sł., Kimla D., Jarosz J.",57192428403;52863904300;57192433645;,The influence of the application of personal response systems on the effects of teaching and learning physics at the high school level,2017,Physics Education,52,1, 015020,,,,1.0,10.1088/1361-6552/52/1/015020,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006356951&doi=10.1088%2f1361-6552%2f52%2f1%2f015020&partnerID=40&md5=c150e101657ef38def77397b64e6bc55,"August Chełkowski Institute of Physics, University of Silesia, Uniwersytecka 4, Katowice, 40-007, Poland","Binek, Sł., August Chełkowski Institute of Physics, University of Silesia, Uniwersytecka 4, Katowice, 40-007, Poland; Kimla, D., August Chełkowski Institute of Physics, University of Silesia, Uniwersytecka 4, Katowice, 40-007, Poland; Jarosz, J., August Chełkowski Institute of Physics, University of Silesia, Uniwersytecka 4, Katowice, 40-007, Poland","We report on the effectiveness of using interactive personal response systems in teaching physics in secondary schools. Our research were conducted over the period of 2013-2016 using the system called clickers. The idea is based on a reciprocal interaction allowing one to ask questions and receive immediate responses from all the students simultaneously. Our investigation has confirmed this method to be highly effective and powerful. In particular, students' ability to acquire knowledge increased with the time spent using clickers. We have successfully applied the system also to entire physics courses. As a result, a positive feedback from students has been observed: not only did they learn more but also the teachers were able to improve their own methods. © 2016 IOP Publishing Ltd.",,,,,,,,"The authors would like to thank professor Jerzy Ziolo (Institute of Physics, University of Silesia, Poland) for his valuable feedback.",,,,,"Picciarelli, V., Selvaggi, G., Stella, R., A multipurpose interactive system for promoting and assessing the learning of physics (2013) Phys. Educ., 48 (3), pp. 378-379. , 378-9; Mazur, E., (1997) Peer Instruction: A User's Manual, , (Upper Saddle River, NJ: Prentice Hall); Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) Am. J. Phys., 69, p. 970; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am. J. Phys., 74, p. 31; Hake, R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, p. 64; Cue, N., (1998) Proc. of the 1st Quality in Teaching and Learning Conf., , (Hong Kong SAR, China,) to appear in the; Bao, L., Theoretical comparisons of average normalized gain calculations (2006) Am. J. Phys., 74, p. 917; Benson, H., (1996) University Physics, , (New York: Wiley)",,,,Institute of Physics Publishing,,,,,00319120,,,,English,Phys. Educ.,Article,Final,,Scopus,2-s2.0-85006356951
"Chen W., Zhang J., Yu Z.",56353281700;57190192704;35975507500;,Advantages and disadvantages of clicker use in education,2017,International Journal of Information and Communication Technology Education,13,1,,61,71,,1.0,10.4018/IJICTE.2017010106,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84993929191&doi=10.4018%2fIJICTE.2017010106&partnerID=40&md5=c0b21bab16e171e2cfc1fabad1317d0c,"Zhejiang Yuexiu University of Foreign Languages, Shaoxing, China; Hohai University, Nanjing, China","Chen, W., Zhejiang Yuexiu University of Foreign Languages, Shaoxing, China; Zhang, J., Zhejiang Yuexiu University of Foreign Languages, Shaoxing, China; Yu, Z., Hohai University, Nanjing, China","Since the birth of clickers at Pennsylvania State University, there have been numerous arguments on its effectiveness. This study, aiming to review use of clickers in education, examined literature over around a decade on use of clickers, involving benefits and defects of use of clickers, peer discussion, use of clickers in learning, teaching and problem solving, the effectiveness of use of clickers among non-students. Besides, relationships between lecturing and learning aided with clickers, and current developments in use of clickers were also reviewed and discussed. It was concluded that clickers, as one form of modern technology, had gained growing popularity due to their advantages, such as peer discussion, anonymity and instant feedback although disputes still remained. More studies on clickers and other new technologies were still needed to further push forward levels of education. Cross-disciplinary cooperation between computers, education and psychology may be needed to design more advanced educational technologies.",Clickers; Learning and Teaching; Peer Discussion; Problem Solving,Education; Problem solving; Teaching; Clickers; Cross-disciplinary; Learning and teachings; Modern technologies; Peer discussions; Pennsylvania State University; Push forwards; Engineering education,,,,,,,,,,,"Afreen, R., Bring your own device (BYOD) in higher education: Opportunities and challenges (2014) International Journal of Emerging Trends of Technology in Computer Science, 3, pp. 233-236; Armstrong, N., Chang, S.M., Brickman, M., Cooperative learning in industrial-sized biology classes (2007) CBE Life Sciences Education, 6 (2), pp. 163-171. , PMID:17548878; Beatty, I.D., Grace, W.J., Leonard, W.J., Dufense, R.J., Designing effective questions for classroom response systems teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco: Jossey-Bass; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) Journal of Chemical Education, 83 (3), pp. 488-493; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) American Journal of Pharmaceutical Education, 72 (4), p. 77. , PMID:19002277; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20. , PMID:17339389; Campbell, J., Mayer, R.E., Questioning as an instructional method: Does it affect learning from lectures? 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College of Education; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance students' learning and satisfaction (2010) The Journal of Engineering Education, 99 (2), pp. 158-169; Chi, M.T.H., De Leeuw, N., Chiu, M., Lavancher, C., Eliciting self explanations improves understanding (1994) Cognitive Science, 18, pp. 439-477; Coleman, E.B., Using explanatory knowledge during collaborative problem solving in science (1998) Journal of the Learning Sciences, 7 (3-4), pp. 387-427; Coleman, E.B., Brown, A.L., Rivkin, I.D., The effect of instructional explanations on learning from scientific texts (1997) Journal of the Learning Sciences, 6 (4), pp. 347-365; Collins, J., Audience response systems: Technology to engage learners (2008) Journal of the American College of Radiology, 5 (9), pp. 993-1000. , PMID:18755440; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-154. , PMID:18316817; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Reviews in Physics Education Research, pp. 1-55. , E. 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Socratic Dialogs and Clicker Use in An Upper-division Mechanics Course, pp. 235-238; Lasry, N., Clickers or flashcards: Is there really a difference? 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Adeoye & L. Tomei ed.). Hershey, PA, USA: IGI Global",,,,IGI Global,,,,,15501876,,,,English,Int. J. Inf. Commun. Technol. Educ.,Article,Final,,Scopus,2-s2.0-84993929191
"Egelandsdal K., Krumsvik R.J.",56835783600;15062963800;,Clickers and formative feedback at university lectures,2017,Education and Information Technologies,22,1,,55,74,,2.0,10.1007/s10639-015-9437-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941336968&doi=10.1007%2fs10639-015-9437-x&partnerID=40&md5=fcdc3d29e350c2948be3f54052d6f09e,"Department of Education, University of Bergen, Christiesgate 13, Postboks 7802, Bergen, 5020, Norway","Egelandsdal, K., Department of Education, University of Bergen, Christiesgate 13, Postboks 7802, Bergen, 5020, Norway; Krumsvik, R.J., Department of Education, University of Bergen, Christiesgate 13, Postboks 7802, Bergen, 5020, Norway","Lecturing is often criticized for being a monological and student passive way of teaching. However, digital technology such as Student Response Systems (SRS) can be used to reconstruct the traditional lecturing format. During a series of five two-hour lectures in qualitative methods for first year psychology students, we used SRS to conduct 4–6 interventions per lecture. In each intervention, the students were asked a subject-related question, discussed possible answer with peers and answered individually using a handheld remote control (a “clicker”). The student answers were then displayed in histogram and followed up by the lecturer in situ. The purpose of the study was to find out whether students experienced receiving formative feedback supporting their self-monitoring from these interventions, and how the feedback was perceived. Using a Mixed Methods Research Design, data were collected in a “live survey” at the last lecture (n: 173) and three focus groups after the lecture series (n1: 6, n2: 6, n3: 2). Our findings show that most students experienced receiving formative feedback supporting their self-monitoring from the interventions. In particular, they experienced an increased awareness of their own understanding of the subject matter (feedback), what is important to learn in the subject (feed up) and what they should focus on further (feed forward). Although about 90 % of the students experienced receiving formative feedback from some part of the intervention, only slightly above half of the student group perceived the peer discussions as useful for this purpose. The focus groups related this to the students not always having peers to discuss with and variations in the quality of the discussions. © 2015, The Author(s).",Clickers; Feedback; Formative assessment; Higher education; Lectures; Student response systems,,,,,,,,,,,,"Black, P., Wiliam, D., Inside the black box: raising standards through classroom assessment (1998) Phi Delta Kappan, 80 (2), pp. 139-144; Black, P., Wiliam, D., Developing the theory of formative assessment (2009) Educational Assessment, Evaluation and Accountability, 21 (1), pp. 5-31; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Boscardin, C., Penuel, W., Exploring benefits of audience-response systems on learning: a review of the literature (2012) Academic Psychiatry, 36 (5), pp. 401-407; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73 (2); Carless, D., Salter, D., Yang, M., Lam, J., Developing sustainable feedback practices (2010) Studies in Higher Education, 36 (4), pp. 395-407; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics class (2011) Science Education International, 322 (6031), pp. 862-864; Evans, C., Making sense of assessment feedback in higher education (2013) Review of Educational Research, 83 (1), pp. 70-120; Hake, R.R., Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Han, J.H., Unpacking and repacking the factors affecting students’ perceptions of the use of classroom communication systems (CCS) technology (2014) Computers & Education, 79, pp. 159-176; Hattie, J., Gan, M., Instruction based on feedback (2011) Handbook of research on learning and instruction, pp. 249-271. , Mayer R. E., Alexander P. A., (eds), Routledge, New York; Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 77 (1), pp. 81-112; Higgins, R., Hartley, P., Skelton, A., Getting the message across: the problem of communicating assessment feedback (2001) Teaching in Higher Education, 6 (2), pp. 269-274; Hrepic, Z., Zollman, D.A., Rebello, N.S., Comparing students’ and experts’ understanding of the content of a lecture (2007) Journal of Science Education and Technology, 16 (3), pp. 213-224; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Keough, S.M., Clickers in the classroom: a review and a replication (2012) Journal of Management Education, 36 (6), pp. 822-847; Kluger, A.N., DeNisi, A., The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory (1996) Psychological Bulletin, 119 (2), pp. 254-284; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4 (4), pp. 298-310; Kruger, J., Dunning, D., Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments (1999) Journal of Personality and Social Psychology, 77 (6), pp. 1121-1134; Krumsvik, R.J., Ludvigsen, K., Formative E-assessment in plenary lectures (2012) Nordic Journal of Digital Literacy, 7 (1), pp. 36-54; Lantz, M.E., The use of ‘clickers’ in the classroom: teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Ludvigsen, K., Krumsvik, R., Furnes, B., Creating formative feedback spaces in large lectures (2015) Computers & Education, 88, pp. 48-63; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Mazur, E., Farewell, lecture? (2009) Science, 323 (5910), pp. 50-51; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21 (2012) Medical Teacher, 34 (6), pp. E386-E405; Nicol, D., Macfarlane-Dick, D., Formative assessment and self-regulated learning: a model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Nordmo, I., Samara, A., The study experiences of the high achievers in a competitive academic environment: a cost of success? (2009) Issues in Educational Research, 19 (3), pp. 255-270; Oigara, J., Keengwe, J., Students’ perceptions of clickers as an instructional tool to promote active learning (2013) Education and Information Technologies, 18 (1), pp. 15-28; Rush, B.R., Hafen, M., Biller, D.S., Davis, E.G., Klimek, J.A., Kukanich, B., Larson, R.L., White, B.J., The effect of differing audience response system question types on student attention in the veterinary medical classroom (2010) Journal of Veterinary Medical Education, 37 (2), pp. 145-153; Sadler, D.R., Beyond feedback: developing student capability in complex appraisal (2010) Assessment & Evaluation in Higher Education, 35 (5), pp. 535-550; Shute, V.J., Focus on formative feedback (2008) Review of Educational Research, 78 (1), pp. 153-189; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE Life Sciences Education, 10 (1), pp. 55-63; Sun, J.C.-Y., Influence of polling technologies on student engagement: an analysis of student motivation, academic performance, and brainwave data (2014) Computers & Education, 72, pp. 80-89; Teddlie, C., Tashakkori, A., (2009) Foundations of mixed methods research, , SAGE Publications Ltd, London; Wieman, C., Why not try a scientific approach to science education? (2007) Change: The Magazine of Higher Learning, 39 (5), pp. 9-15; Yorke, M., Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice (2003) Higher Education, 45 (4), pp. 477-501","Egelandsdal, K.; Department of Education, University of Bergen, Christiesgate 13, Postboks 7802, Norway; email: kjetil.egelandsdal@uib.no",,,Springer New York LLC,,,,,13602357,,,,English,Educ. Inf. Technol.,Article,Final,Open Access,Scopus,2-s2.0-84941336968
"Bry F., Pohl A.Y.-S.",22333353700;35218322300;,Large class teaching with Backstage,2017,Journal of Applied Research in Higher Education,9,1,,105,128,,5.0,10.1108/JARHE-06-2015-0042,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009517847&doi=10.1108%2fJARHE-06-2015-0042&partnerID=40&md5=174506326300eddb6dcd95b4c3f87f72,"Institute for Informatics, Ludwig-Maximilian University of Munich, Munich, Germany","Bry, F., Institute for Informatics, Ludwig-Maximilian University of Munich, Munich, Germany; Pohl, A.Y.-S., Institute for Informatics, Ludwig-Maximilian University of Munich, Munich, Germany","Purpose: Several challenges of today’s higher education were motivations to reconsider the contents and formats of lectures and tutorials and to conceive the classroom communication system Backstage, a social media platform supporting a novel form of large-class teaching. The purpose of this paper is to report on the challenges met, on the novel teaching form and on an evaluation of this teaching form. Design/methodology/approach: The use of Backstage in two courses is evaluated. One of the courses has been specially adapted to promote student participation, the other course has been held in a traditional way. To investigate the usefulness and acceptance of Backstage in the given settings the data collected on Backstage and student responses in surveys are analyzed. Findings: The results indicate that Backstage can foster interactivity and awareness in large-class lectures when used in combination with a teaching format that provides opportunities for and encourges lecture-relevant communication. Furthermore, students appreciated the use of Backstage. Research limitations/implications: This paper reports on a case study which lacks generalizability. Further studies under controlled conditions and of the learning effectiveness of the approach are still outstanding. Practical implications: This paper describes an approach fostering a form of Active Learning in large classes. Since large classes are widespread in higher education, the approach has a considerable practical potential. Social implications: The paper describes an approach to large class higher education teaching in using social media. Originality/value: Similar results have not been published so far. © 2017, © Emerald Publishing Limited.",Large-class teaching; Social media; Technology-enhanced learning,,,,,,,,,,,,"Anderson, R., Vandegrift, T., Wolfman, S., Yasuhara, K., Promoting interaction in large classes with computer-mediated feedback (2003) Designing for Change in Networked Learning Environments, pp. 119-123. , Barbara, W., Sten, L. and Ulrich, H., and (Eds), Springer, Berlin; Angelo, T.A., Cross, P.K., (1993) Classroom Assessment Techniques: A Handbook for College Teachers, , 2nd ed., Jossey-Bass Publisher, San Francisco, CA; Atkinson, C., (2010) The Backchannel: How Audiencees are Using Twitter and Social Media and Changing Presentations Forever, , New Riders, Berkeley, CA; Baumgart, D., Pohl, A., Gehlen-Baum, V., Bry, F., Providing guidance on Backstage, a novel digital backchannel for large class teaching (2012) Education in a Technological World: Communicating Current and Emerging Research and Technological Efforts, pp. 364-371. , Méndez-Vilas, A., and (Ed.), Formatex, Badajoz; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Research Bulletin 2004, 2004 (3), pp. 1-13; Beatty, I.D., William, J.G., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Association of Physics Teachers, 74 (1), pp. 31-39; Biggs, J., What the student does: teaching for enhanced learning (1999) Higher Education Research and Development, 18 (1), pp. 57-75; Biggs, J., Tang, C., (2011) Teaching for Quality Learning at University, , 4th ed., Society for Research into Higher Education and Open University Press, London; Bonwell, C., Eison, J., (1991) Active learning: creating excitement in the classroom, , report, ERIC Clearinghouse on Higher Education, The George Washington University, Washington, DC; Bortz, J., Döring, N., (2009) Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler, , 4th ed., Springer, Heidelberg; Bry, F., Pohl, A., Backstage: a social medium for large classes (2014) Campus Transformation – Education, Qualification and Digitalization, pp. 255-280. , Keuper, F. and Arnold, H.and (Eds), Logos, Berlin; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) American Association for Higher Education Bulletin, 39 (7), pp. 3-7; Chin, C., Osborne, J., Students’ questions: a potential resource for teaching and learning science (2008) Studies in Science Education, 44 (1), pp. 1-39; Cogdill, S., Kilborn, J., (2001) Backchannel: whispering in digital conversation, pp. 8-15. , Proceedings of the 34th Hawaii International Conference on System Sciences, HI, IEEE Computer Society, Washington, DC; Costa, C., Beham, G., Reinhardt, W., Sillaots, M., (2008) Microblogging in technology enhanced learning: a use-case inspection of PPE summer school, pp. 1-9. , Proceedings of the 2nd SIRTEL Workshop on Social Information Retrieval for Technology Enhanced Learning, Maastricht; Crouch, C.H., Mazur, E., Peer instruction: ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Cuseo, J., The empirical case against large class size: adverse effects on the teaching, learning, and retention of first-year students (2007) The Journal of Faculty Development, 21 (1), pp. 5-21; Dehaene, S., (2011) The Number Sense: How the Mind Creates Mathematics, , revised and updated ed., Oxford University Press, New York, NY; Di Vesta, F.J., Smith, D.A., The pausing principle: increasing the efficiency of memory for ongoing events (1979) Contemporary Educational Psychology, 4 (3), pp. 288-296. , (Cited in Prince, 2004); Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Ebner, M., Introducing live microblogging: how single presentations can be enhanced by the mass (2009) Journal of Research in Innovative Teaching, 2 (1), pp. 108-111; Ebner, M., (2011) Is Twitter a tool for mass-education?, pp. 1-6. , Proceedings of the 4th International Conference on Student Mobility and ICT, Vienna; Ebner, M., Schiefner, M., (2008) Microblogging – more than fun?, pp. 155-159. , Proceedings of the IADIS Mobile Learning Conference, Algavre; Ebner, M., Haintz, C., Pichler, K., Schön, S., Technologiegestützte Echtzeit-Interaktion in Massenvorlesungen im Hörsaal – Entwicklung und Erprobung eines digitalen Backchannels während der Vorlesung (2014) Lernräume gestalten – Bildungskontexte vielfältig denken, pp. 567-578. , Rummler, K., and (Ed.), Waxmann, Münster; Ebner, M., Lienhardt, C., Rohs, M., Meyer, I., Microblogs in higher education – a chance to facilitate informal and process-oriented learning? 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Lehrzeit und Lernzeit: Studierbarkeit der BA-/BSc- und MA-/MSc-Studiengänge als Adaption von Lehrorganisation und Zeitmanagement unter Berücksichtigung von Fächerkultur und Neuen Technologien, , 5, Jahrestagung der Gesellschaft für Hochschulforschung, Hannover; Mulryan-Kyne, C., Teaching large classes at college and university level: challenges and opportunities (2010) Teaching in Higher Education, 15 (2), pp. 175-185; Nichols, J., The origin and dispersal of languages: linguistic evidence (1998) The Origin and Diversification of Language, 24, pp. 127-170. , Jablonski, N.G. and Aiello, A.L (Eds), Memoirs of the California Academy of Science, Califormia Academy of Sciences, San Francisco, CA; Nokelainen, P., Kurhila, J., Miettinen, M., Floréen, P., Tirri, H., (2003) Evaluating the role of a shared document-based annotation tool in learner-centered collaborative learning, pp. 200-203. , Proceedings of the 3rd International Conference on Advanced Learning Technologies, Athens; Nokelainen, P., Miettinen, M., Kurhila, J., Floréen, P., Tirri, H., A shared document-based annotation tool to support learner-centred collaborative learning (2005) British Journal of Educational Technology, 36 (5), pp. 757-770; Pohl, A., (2015) Fostering awareness and collaboration in large class lectures – principles and evaluation of the backchannel Backstage, , doctoral thesis, Institute for Informatics, Ludwig-Maximilian University, Munich, July 30; Pohl, A., Gehlen-Baum, V., Bry, F., Introducing Backstage – a digital backchannel for large class lectures (2011) Interactive Technology and Smart Education, 8 (3), pp. 186-200; Pohl, A., Gehlen-Baum, V., Bry, F., Enhancing the digital backchannel Backstage on the basis of a formative user study (2012) International Journal of Emerging Technologies in Learning, 7 (1), pp. 33-41; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Reinhardt, W., Sievers, M., Magenheim, J., Kundisch, D., Herrmann, P., Beutner, M., Zoyke, A., (2012) PINGO: peer instruction for very large groups, pp. 507-512. , Proceedings of the 7th European Conference on Technology Enhanced Learning, Saarbrücken; Rocca, K.A., Student participation in the college classroom: an extended multidisciplinary literature review (2010) Communication Education, 59 (2), pp. 185-213; Roehling, P.V., Lee Vander Kooi, T., Dykema, S., Quisenberry, B., Vandlen, C., Engaging the millennial generation in class discussions (2011) College Teaching, 59 (1), pp. 1-6; Sandstrom, G.M., Rawn, C.D., Embrace chattering students: they may be building community and interest in your class (2015) Teaching of Psychology, 42 (3), pp. 227-233; Saunders, N., Beltrão, P., Jensen, L., Jurczak, D., Krause, R., Kuhn, M., Wu, S., Microblogging the ISMB: a new approach to conference reporting (2009) PLoS Computational Biology, 5 (1), p. e1000263; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., (2010) Experience report: peer instruction in introductory computing, pp. 341-345. , Proceedings of the 41st ACM Technical Symposium on Computer Science Education, New York, NY; Smith, C.V., Cardaciotto, L., Is active learning like Broccoli? Student perceptions of active learning in large lecture classes (2012) Journal of the Scholarship of Teaching and Learning, 11 (1), pp. 53-61; Talbert, R., Inverting the linear algebra classroom (2014) Problems, Resources, and Issues in Mathematics Undergraduate Studies, 24 (5), pp. 361-374; Tucker, B., The flipped classroom (2012) Education Next, 12 (1), pp. 82-83; Wilkerson, M., Griswold, W.G., Simon, B., (2005) Ubiquitous presenter: increasing student access and control in a digital lecturing environment, pp. 116-120. , Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education, St Louis, MO; Wolfman, S.A., Making lemonade: exploring the bright side of large lecture classes (2002) ACM SIGCSE Bulletin, 34 (1), pp. 257-261; Yardi, S., (2006) The role of the backchannel in collaborative learning environments, pp. 852-858. , Proceedings of the 7th International Conference on Learning Sciences, Bloomington, IN; Yardi, S., Whispers in the classroom (2008) The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning, pp. 143-164. , McPherson, T (Ed.), MIT Press, Cambridge, MA; Yoon, C., Kensington-Miller, B., Sneddon, J., Bartholomew, H., It’s not the done thing: social norms governing students’ passive behaviour in undergraduate mathematics lectures (2011) International Journal of Mathematical Education in Science and Technology, 42 (8), pp. 1107-1122; Clark, R.E., Media will never influence learning (1994) Educational Technology Research and Development, 42 (2), pp. 21-29","Bry, F.; Institute for Informatics, Ludwig-Maximilian University of MunichGermany; email: bry@lmu.de",,,Emerald Group Publishing Ltd.,,,,,20507003,,,,English,J. Appl. Res. High. Edu.,Article,Final,,Scopus,2-s2.0-85009517847
"Stevens D.P., Fontenot G.",57189994147;8951957300;,Measuring clicker impact on student perceptions of course and instructor,2017,International Journal of Innovation and Learning,21,1,,21,34,,1.0,10.1504/IJIL.2017.080751,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006073694&doi=10.1504%2fIJIL.2017.080751&partnerID=40&md5=05a97caec9f4ce877094a3147bd42fc6,"B.I. Moody III College of Business Administration, University of Louisiana at Lafayette, P.O. Box 40200, Lafayette, LA  70504, United States","Stevens, D.P., B.I. Moody III College of Business Administration, University of Louisiana at Lafayette, P.O. Box 40200, Lafayette, LA  70504, United States; Fontenot, G., B.I. Moody III College of Business Administration, University of Louisiana at Lafayette, P.O. Box 40200, Lafayette, LA  70504, United States","Recent research has shown that students have positive opinions regarding the use of remote response devices ('RRD's), commonly known as 'clickers', in the classroom. Studies indicate that clickers are effective, help students engage, and improve the overall learning process. This research focuses on measuring the size of the impact of clickers, via the effect size index, on student perceptions of the instructor and course. Results indicate that student opinions of clickers are definitely related to student opinions about course and instructor. That is, the two concepts are not independent. Furthermore, the use of clickers has numerous small, medium, and large effects on various student perceptions about the instructor and the course. These results can be generalised to other studies via the effect size index and its standardised measurement scale. Some demographic differences in perceptions about clickers are also discussed. Copyright © 2017 Inderscience Enterprises Ltd.",Clicker; Course evaluation; Effect size; Instructor evaluation; Remote response device; Student perceptions,conceptual framework; learning; perception; research work; student; teaching,,,,,,,,,,,"Al-Shammari, E.T., Proposing a framework for fusion of cloud learning and social e-learning (2014) International Journal of Innovation and Learning, 16 (4), pp. 467-481; Anderson, W.A., Noland, T.G., How remote response devices enable student learning: A four-year analysis (2010) American Journal of Business Education, 3 (8), pp. 21-26; Beekes, W., The 'millionaire' method for encouraging participation (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Bode, M., Draen, D., Kolikant, Y.B.-N., Schuller, M., A clicker approach to teaching calculus (2009) Notices of the AMS, 56 (2), pp. 253-256; Burns, R.B., Burns, R.A., (2008) Business Research Methods and Statistics Using SPSS, , Sage Publishing, Los Angeles, CA; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , Lawrence Erlbaum Associates, Hillsdale, NJ; Cunningham, B.M., Using action research to improve learning and the classroom learning environment (2008) Issues in Accounting Education, 23 (1), pp. 1-30; Fitch, J.L., Student feedback in the college classroom: A technology solution (2004) Education Technology Research and Development, 52 (1), pp. 71-81; Hatch, J., Jensen, M., Moore, R., Manna from heaven or 'clickers' from hell? (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (1228-1229), pp. 422-433; Lai, G., Hill, V., Ma, Y., Clickers in the classroom: A business professor's adoption of a classroom response system (2015) International Journal of Innovation and Learning, , in press; Lincoln, D.J., Teaching with clickers in the large size principles of marketing class (2008) Marketing Education Review, 18 (1), pp. 39-46; Lind, D.A., Marchal, W.G., Wathen, S.A., (2012) Statistical Techniques in Business and Economics, , 15th ed. McGraw-Hill/Irwin, New York; Morse, J., Riggieri, M., Whelan-Berry, K., Clicking our way to class discussion (2010) American Journal of Business Education, 3 (3), pp. 99-108; Nelson, M.L., Hauck, R.V., Clicking to learn: A case study of embedding radio-frequency based clickers in an introductory management information systems course (2008) Journal of Information Systems Education, 19 (1), pp. 5-64; Preis, M.W., Kellar, G.M., Crosby, E., Student acceptance of clickers in large introductory business classes (2011) American Journal of Business Education, 4 (5), pp. 1-14; Robinson, S., Using games and clickers to encourage students to study and participate (2006) Cullowhee, 11 (2), pp. 25-30; Robinson, S., Ritzko, J., Increasing student engagement through electronic response devices (2006) Proceedings of the Academy for Educational Leadership, 11 (1), pp. 79-82; Stevens, D.P., Assessing the effects of learning style in business statistics (2013) International Journal of Innovation and Learning, 13 (3), pp. 268-283","Stevens, D.P.; B.I. Moody III College of Business Administration, University of Louisiana at Lafayette, P.O. Box 40200, United States; email: dstevens@louisiana.edu",,,Inderscience Enterprises Ltd.,,,,,14718197,,,,English,Int. J. Innov. Learn.,Article,Final,,Scopus,2-s2.0-85006073694
Dabbour E.,6507666468;,Assessing the Effects of Implementing an Online Student-Response System in a Transportation Engineering Course,2017,Journal of Professional Issues in Engineering Education and Practice,143,1, 05016006,,,,1.0,10.1061/(ASCE)EI.1943-5541.0000293,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009080513&doi=10.1061%2f%28ASCE%29EI.1943-5541.0000293&partnerID=40&md5=f14c991afc1d9b824e23a547ec8729db,"Dept. of Civil Engineering, Abu Dhabi Univ., P.O. Box 59911, Abu Dhabi, United Arab Emirates","Dabbour, E., Dept. of Civil Engineering, Abu Dhabi Univ., P.O. Box 59911, Abu Dhabi, United Arab Emirates","Online student-response systems utilize the Internet connectivity of the smart devices owned by university students to enable the instructor to post different types of questions that can be instantly answered by students using their smart devices. This paper provides a quantitative assessment of the effects of using online student-response systems for training and monitoring the academic performance of students taking a high-level engineering technical course. By using the system for training, the instructor was able to receive real-time feedback from students so that the instructor would revisit and clarify the areas that were still unclear to students. The system was also used to provide several in-class quizzes that were used to determine the class participation marks for students. This allowed the instructor to consistently assess all students in the class because all students were required to answer the same questions at the same time. This is unlike traditional pedagogical methods in which class participation marks were assigned based on fewer questions for every individual student. Due to these factors, it was found that using online student-response systems for training and assessment has led to improving students' marks and attendance rates. Furthermore, implementing the system has also led to significant improvements in the students' level of achieving different performance indicators related to the course. © 2016 American Society of Civil Engineers.",,E-learning; Education; Interactive computer systems; Online systems; Teaching; Technical presentations; Academic performance; Class participations; Internet connectivity; Performance indicators; Quantitative assessments; Student-response system; Transportation engineering; University students; Students,,,,,,,,,,,"Abrahamson, L., (2006) Audience Response Systems in Higher Education, pp. 1-25. , A brief history of networked classrooms: Effects, cases, pedagogy, and implications.D. Banks, ed. Information Science Publishing, Hershey, PA; Anthis, K., Is it the clicker, or is it the question? Untangling the effects of student response system use (2011) Teach. Psychol., 38 (3), pp. 189-193; Arnesen, K., Sivertsen, G.S., Hennissen, J.E., Birger, J., Experiences with use of various pedagogical methods utilizing a student response system - Motivation and learning outcome (2013) Electron. J. E-Learn., 11 (3), pp. 169-181; Bullock, D.W., Labella, V.P., Clinghan, T., Ding, Z., Stewart, G., Thibado, P.M., Enhancing the student-instructor interaction frequency (2002) Phys. Teach., 40 (9), pp. 535-541; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) Phys. Teach., 39 (1), pp. 8-11; Caldwell, E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sci. Educ., 6 (1), pp. 9-20; Dabbour, E., Quantifying the effects of using online student response system in an engineering ethics course. (2015) J. Prof. Issues Eng. Educ. Pract., , 04015010; Dervan, P., Enhancing in-class student engagement using socrative (an online student response system): A report (2014) Irel. J. Teach. Learn. Higher Educ., 6 (3), pp. 1801-1813; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teach. Math. Appl., 22 (4), pp. 163-169; Draper, W., Brown, I., Increasing interactivity in lectures using an electronic voting system (2004) J. Comput. Assisted Learn., 20 (2), pp. 81-94; Easa, S.M., Assessing graduate attributes in large classes without sampling (2013) Proc. Annual Conf. for Australian Association for Engineering Education (AAEE 2013), , (a) Australian Association for Engineering Education, Barton, Australia; Easa, S.M., Framework and guidelines for graduate attribute assessment in engineering education (2013) Can. J. Civ. Eng., 40 (6), pp. 547-556. , (b); Elicker, J.D., McConnell, N.L., Interactive learning in the classroom: Is student response method related to performance? (2011) Teach. Psychol., 38 (3), pp. 147-150; Fagan, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Phys. Teach., 40 (4), pp. 206-209; Fifer, P., Student perception of clicker usage in nursing education (2012) Teach. Learn. Nurs., 7 (1), pp. 6-9; (2016), GoSoapBox. Go Education, Chicago; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) J. Geosci. Educ., 52 (4), pp. 345-351; Jain, A., Farley, A., Mobile phone-based audience response system and student engagement in large-group teaching (2012) Econ. Papers, 31 (4), pp. 428-439; Jones, C., Connolly, M., Gear, A., Read, M., Group integrative learning with group process support technology (2001) Br. J. Educ. Technol., 32 (5), pp. 571-586; Kaiser, K., Wisniewski, M., Enhancing student learning and engagement using student response systems (2012) Soc. Stud. Res. Pract., 7 (2), pp. 137-149; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin system study of clickers (2007) EDUCAUSE Res. Bull., 2007 (10), pp. 1-12; Kennedy, G.E., Cutts, Q.I., The association between students' use of electronic voting systems and their learning outcomes (2005) J. Comput. Assisted Learn., 21 (4), pp. 260-268; Lyubartseva, G., Influence of audience response system technology on student performance in organic chemistry lecture class (2013) Education, 133 (4), pp. 439-443; Méndez, D., Slisko, J., Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers (2013) Eur. J. Phys. Educ., 4 (2), pp. 17-24; Meyer, J., Land, R., Baillie, C., (2010) Educational Futures Rethinking Theory and Practice, 42. , Threshold concepts and transformational learning. Sense Publishers, Rotterdam, Netherlands; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am. J. Obstetrics Gynecol., 193 (5), pp. 1827-1830; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sci. Educ., 6 (1), pp. 29-41; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) Am. J. Phys., 73 (6), pp. 554-558; Schackow, T.E., Milton, C., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Med., 36 (7), pp. 496-504; Siau, K., Sheng, H., Nah, F., Use of classroom response system to enhance classroom interactivity (2006) IEEE Trans. Educ., 49 (3), pp. 398-403; Sun, J., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Comput. Educ., 72, pp. 80-89","Dabbour, E.; Dept. of Civil Engineering, Abu Dhabi Univ., P.O. Box 59911, United Arab Emirates; email: essam.dabbour@adu.ac.ae",,,American Society of Civil Engineers (ASCE),,,,,10523928,,JPEPE,,English,J Prof Issues Eng Educ Pract,Article,Final,,Scopus,2-s2.0-85009080513
"Rui Z., Yang H.-Y.",57194575791;56316743700;,Construction and analysis of the foreign language learning model based on the classroom network environment,2017,Agro Food Industry Hi-Tech,28,1,,1205,1208,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020931342&partnerID=40&md5=7064c295e31b25af6712d1fbbfb2cb4c,"School of Foreign Languages, Central China Normal University, Wuhan, 430079, China; School of Foreign Languages, Hubei University, Wuhan, 40062, China; Department of Information Engineering, City College of Wuhan University of Science and Technology, Wuhan, 430083, China","Rui, Z., School of Foreign Languages, Central China Normal University, Wuhan, 430079, China, School of Foreign Languages, Hubei University, Wuhan, 40062, China; Yang, H.-Y., Department of Information Engineering, City College of Wuhan University of Science and Technology, Wuhan, 430083, China","The rapid development and popularization of the network technology in the world provides important technologies and supports for the development and reform of the foreign language teaching mode in colleges and universities. With the rapid development of globalization, more and more international trade and international cultural exchanges have been produced, and the importance of foreign language education has been widely concerned. In this paper, several learning models and theories of the autonomous learning were deeply studied; the relationship between improving the autonomous learning ability and the network teaching was analyzed; advantages of the application of the network environment into the foreign language learning were obtained. This shows that the network can effectively improve students' autonomous learning abilities.",Autonomous learning; Classroom network environment; Foreign language learning mode,Deep learning; Education computing; International trade; Online systems; Teaching; Autonomous learning; Autonomous learning abilities; Colleges and universities; Foreign language learning; Foreign language learning models; Foreign language teaching; Network environments; Network technologies; Education,,,,,,,,,,,"White, T., Wallace, M., Lai, K., Graphing in groups, learning about lines in a collaborative classroom network environment (2012) Mathematical Thinking and Learning, 14 (2), pp. 149-172; Schnackenberg, H.L., Vega, E.S., Simard, D.A., Paradigm shift, introduction of a social media network and web 2.0 technology into a college classroom environment (2014) Journal of Cases on Information Technology, 16 (2), pp. 1-12; Zhu-Cheng, L.I., Zhao, H., Sun, C.B., A research on classroom management of practical teaching based on computer in the universities under the network environment (2013) Journal of Heze University, 4 (7), pp. 89-94; White, C.J., Effects of mode of study on foreign language learning (1997) Distance Education, 18 (1), pp. 178-196; Fatahipour, M., Najm, M.G., Quality of sms-learning as a rapidly growing m-learning mode for foreign language learning (2013) Qscience Proceedings, 23 (3), p. 30; Touq, M.S., Mukattash, L., The effects of achievement level and response mode in programmed instruction on foreign language learning (1984) System, 12 (3), pp. 243-250; Davies, R.J., Second-language acquisition and the information age, how social software has created a new mode of learning (2011) Tesl Canada Journal, 28 (7), pp. 11-19; Kumaravadivelu, B., The postmethod condition, (E) merging strategies for second/foreign language teaching (1994) TESOL Quarterly, 28 (1), pp. 27-48; Pedra, M.G., Can blended learning aid foreign language learning (2013) Language Learning in Higher Education, 3 (1), pp. 127-149; Patel, H.B., Is social software a new mode of second-language learning in the information age (2013) Journal of Education Culture & Society, 3 (2), pp. 8-12; Chamot, A.U., Kupper, L., Learning strategies in foreign language instruction (1989) Foreign Language Annals, 22 (1), pp. 13-22; Telles, J.A., Vassalo, M.L., Foreign language learning In-Tandem, Teletandem as an alternative proposal in CALLT1 (2006) Especialist, 27 (87), pp. 189-212; Hendrickson, J.M., Error correction in foreign language teaching, Recent theory, research, and practice (1978) The Modern Language Journal, 62 (8), pp. 387-398; Bolukbas, F., Keskin, F., Polat, M., The effectiveness of cooperative learning on the reading comprehension skills in Turkish as a foreign language (2011) Turkish Online Journal of Educational Technology, 10 (4), pp. 330-335; Yun, S., Miller, P.C., Baek, Y., Improving recall and transfer skills through vocabulary building in web-based second language learning, an examination by item and feedback type (2008) Educational Technology & Society, 11 (4), pp. 158-172","Rui, Z.; School of Foreign Languages, Central China Normal UniversityChina",,,TeknoScienze,,,,,17226996,,,,English,Agro Food Ind. Hi-Tech,Article,Final,,Scopus,2-s2.0-85020931342
"Dudaite J., Prakapas R.",57194008598;12760801600;,The experience of teachers in the application of ActivInspire interactive evaluation system in classroom: A case of teachers in Lithuania,2017,Informatics in Education,16,2,,181,195,,2.0,10.15388/infedu.2017.10,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045597529&doi=10.15388%2finfedu.2017.10&partnerID=40&md5=79620c25341f7de96005893307f2c3e1,"Institute of Educational Sciences and Social Work, Mykolas Romeris University, Vilnius, Lithuania","Dudaite, J., Institute of Educational Sciences and Social Work, Mykolas Romeris University, Vilnius, Lithuania; Prakapas, R., Institute of Educational Sciences and Social Work, Mykolas Romeris University, Vilnius, Lithuania","New technologies are evidently gaining access to daily school life. Considering new challenges, the educators search for new ways to update educational content in the 21st Century when learning paradigms are changing. Soon, the new technological tools and solutions become predominant and change the traditional approach to teaching and learning. The new technologies not only help the educators to provide the relevant educational content in an easier and diverse way, but also to organise the evaluation of the results. This is particularly important for the educational process, taking into account the relevant issues of the period. The article presents results of a survey. Participants of the survey were teachers who use the ActivInspire interactive evaluation system in their lessons. These teachers were the first to use this system in Lithuania. No studies on the experience in the use of the interactive evaluation system in Lithuania have been carried out before. During a school year, the teachers were writing reflections about their experience in using the interactive teaching tools in lessons: interactive whiteboard, electronic textbooks and the audience response system. Generally, the teachers had a positive opinion about the use of the interactive evaluation system in classroom. The teachers emphasized in particular the aspect of usefulness of the audience response system. In addition to the aspect of usefulness, other aspects marked by the teachers as important were those of attractiveness, time management and impact on learning. This experience of teachers in Lithuania in using the ActivInspire evaluation system in classroom is similar to the experience of teachers in other countries. © 2017 Vilnius University.",ActivInspire; Audience response system; Information and communication technology; Interactive evaluation system,,,,,,,,,,,,"(2009), London: Promethean Limited; Barth-Cohen, L., Smith, M., Capps, D., Lewin, J., Shemwell, J., Stetzer, M., What are middle school students talking about during clicker questions? Characterizing small-group conversations mediated by classroom response systems (2016) Journal of Science Education & Technology, 25 (1), pp. 50-61; Bode, M., Drane, D., Kolikant, Y.B., Schuller, M., A clicker approach to teaching calculus (2009) Notices of the American Mathematical Society, 56, pp. 253-256; Brecka, P., Valentová, M., Model of the students' key competences development through interactive whiteboard in the subject of technology (2017) Informatics In Education, 16 (1), pp. 25-38; Buil, I., Catalán, S., Martínez, E., Do clickers enhance learning? A control-value theory approach (2016) Computers & Education, 103, pp. 170-182; Caldwell, J.E., Clickers in the large classroom: Current research and best practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Chen, W., Zhang, J., Yu, Z., Advantages and disadvantages of clicker use in education (2017) International Journal Of Information & Communication Technology Education, 13 (1), pp. 61-71; Chien, Y., Lee, Y., Li, T., Chang, C., Examining the effects of displaying clicker voting results on high school students' voting behaviors, discussion processes, and learning outcomes (2015) EURASIA Journal of Mathematics, Science & Technology Education, 11 (5), pp. 1089-1104; Cline, K., Classroom voting in Mathematics (2006) Mathematics Teacher, 100, pp. 100-104; Cline, K., Zullo, H., Parker, M., Teaching with Classroom Voting (2007) FOCUS, 27, pp. 22-23; Daniel, T., Tivener, K., Effects of sharing clickers in an active learning environment (2016) Educational Technology & Society, (3), pp. 260-268; DeBourgh, G.A., Use of classroom 'clickers' to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8, pp. 76-87; Dudaite, J., Prakapas, R., Lietuvos mokytoju, dirbanciu su ""Activinspire' interaktyviaja sistema, patirtys (2016) Socialinis darbas, 14 (1), pp. 82-91; Dudaite, J., Prakapas, R., Lietuvos mokytoju, dirbanciu su ""ActivInspire' interaktyviaja sistema, patirtys organizuojant pamokos darba (2016) Socialinis darbas, 14 (2), pp. 199-209; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco, CA: Pearson; Farag, D.M., Park, S., Kaupins, G., Faculty perceptions of the adoption and use of clickers in the legal studies in business classroom (2015) Journal of Education for Business, 90 (4), pp. 208-216; Hatch, J., Murray, J., Moore, R., Manna from heaven or 'clickers' from hell: Experiences with an electronic response system (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Hunsu, N., Adesope, O., Bayly, D., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119; Yin, R.K., (2014) Case Study Research: Design and Methods, , Los Angeless (Calif.): Sage Publications; Indrašiene, V., Žibeniene, G., (2014) Pasiekimu Vertinimas ir Isivertinimas, , Vilnius: Mykolo Romerio universitetas; (2017), http://www.aktyviklase.lt/aktyviklase/interaktyvios-pamokos/; Yu, Z., Chang, L., The influence of clickers use on metacognition and learning outcomes in college English classroom (2014) International Journal of Information & Communication Technology Education, 10 (2), pp. 50-61; Juškiene, Z., (2011) Interaktyviu technologiju naudojimas ActiveInspire aplinkoje, , Vilnius: UAB ""Konferenciju ir audiovizualines sistemos'; Kenwright, K., Clickers in the classroom (2009) TechTrends, January/February, 53 (1), pp. 74-77; Latulippe, J., Clickers, iPad, and lecture capture in one semester: My teaching transformation (2016) Primus, 26 (6), pp. 603-617; (2010), London: Promethean Limited; Lockard, S.R., Metcalf, R.C., Clickers and classroom voting in a transition to advanced mathematics course (2015) Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies, 25 (4), pp. 326-338; McCrindle, M., Wolfinger, E., Generations Defined (2010) Ethos, 18 (1), pp. 8-13; Meškauskiene, A., Guoba, A., The Impact of Assessment and Selfassessment Methods of Learning Achievements and Progress on Adolescent Self-esteem Building (2016) Pedagogika, 124 (4), pp. 160-171; Miller, R.L., Santana-Vega, E., Terrell, M.S., Can good questions and peer discussion improve calculus instruction? (2006) PRIMUS, 16, pp. 193-203; Miller, T., Birch, M., Mauthner, M., Jessop, J., (2012) Ethics in Qualitative Research, , London: SAGE Publications Ltd; Oermann, M.H., Gaberson, K.B., (2006) Evaluation and Testing in Nursing Education, , (2nd ed.) New York: Springer Publishing Company, Inc; Petty, G., (2007) Šiuolaikinis Mokymas: Praktinis Vadovas, , Vilnius: Tyto alba; Premadasa, K., Wijetunge, T., Bhatia, K., Using cellphones as virtual clickers in a mathematics classroom (2016) Electronic Journal Of Mathematics & Technology, 10 (3), pp. 165-177; Prensky, M., H. Sapiens digital: from digital immigrants and digital natives to digital wisdom (2009) Innovate: Journal Of Online Education, 5 (3); Reiser, R.A., Dempsey, J., (2007) Trends and Issues in Instructional Design and Technology, pp. 94-131. , (2nd ed.). Upper Saddle River New Jersey: Pearson; Ribbens, E., Why I like personal response systems (2007) Journal of College Science Teaching, 37 (2), pp. 60-62; Salmon, T.P., Stahl, J.N., Wireless audience response system: does it make a difference? (2005) Journal of Extension, 43 (3); Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: one practitioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102; Thomas, M., Deconstructing Digital Natives: Young People, Technology, and the New Literacies (2011) Routledge, Taylor & Francis Group; Wang, Y., Chung, C., Yang, L., Using clickers to enhance student learning in mathematics (2014) International Education Studies, 7 (10), pp. 1-13; Weiss, C.H., (2006) Vertinimas: programu ir veiklos krypciu tyrimo metodai, , Vilnius: Homo Liber",,,,Institute of Mathematics and Informatics,,,,,16485831,,,,English,Informatics Educ.,Article,Final,Open Access,Scopus,2-s2.0-85045597529
"Basitere M., Ivala E.N.",55090260000;55520116500;,An evaluation of the effectiveness of the use of multimedia and Wiley plus web-based homework system in enhancing learning in the chemical engineering extended curriculum program physics course,2017,Electronic Journal of e-Learning,15,2,,156,173,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019266572&partnerID=40&md5=894af2c087ac7243c6d48e741655a4cd,"Cape Peninsula University of Technology, Cape Town, South Africa","Basitere, M., Cape Peninsula University of Technology, Cape Town, South Africa; Ivala, E.N., Cape Peninsula University of Technology, Cape Town, South Africa","Today’s 21st century students are regarded as ‘digital natives’, who are influenced by digital environments for acquisition of information, communication and interaction. With the emergence of new technologies, educators are encouraged to find meaningful ways of incorporating these technologies into their classrooms. The practice currently in South African classrooms is still the traditional lecture method, which poses limitations on students’ learning due to its frequent lack of interaction and communication between students and educators. As a result, there is a need for educators to adjust their teaching methods and create learning environments that stimulate dialogue and engagement in and outside the classroom. This paper presents results of an evaluation of the effectiveness of the use of Facebook social media as communicative media, Clicker technology as an interactive medium, and Wiley Plus web-based homework system as an adaptive medium for enhancing learning through interaction and dialogue activities in and outside the first year Physics classroom as described in Laurilland’s framework. Both quantitative and qualitative methods of collecting data were used in this study. A student feedback questionnaire and focus group interviews were carried out to elicit students’ opinions on the effectiveness of the use of these technologies in the first year introductory Engineering Physics course. Quantitative data on student performance was analysed using descriptive and inferential statistics, while qualitative data was analysed using inductive strategy. Results showed that the use of Clickers and Facebook facilitated interactions between students and their teacher, in and outside the classroom, which resulted in deep and meaningful collaborative learning of the subject content. This resulted in better student performance in the homework and assignments done on the Wiley Plus web-based homework system, which may have contributed to the good performance of the students in both mid-term Examination and Final integrated Summative Assessment (FISA). © ACPIL.",And wiley plus; Clicker technology; Facebook; Web-based homework,,,,,,,,,,,,"Anderson, T., (2003) Modes of interaction in distance education: Recent developments and research questions. Handbook of distance education, pp. 129-144; Baek, Y., Jung, J., Kim, B., (2008) What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample, Computers & Education, 50 (1), pp. 224-234; Basitere, M., Ivala, E., Addressing the mathematical knowledge gap between high school and first year university Chemical Engineering mathematics course: The role of Facebook (2014) ICEL2104-Proceedings of the 9th International Conference on e-Learning: ICEL 2014, p. 22. , Academic Conferences Limited; Bonham, S., Beichner, R., Deardorff, D., Online homework: Does it make a difference? (2001) The Physics Teacher, 39 (5), pp. 293-296; Bonham, S.W., Deardorff, D.L., Beichner, R.J., Comparison of student performance using web and paper-based homework in college-level physics (2003) Journal of Research in Science Teaching, 40 (10), pp. 1050-1071; Bosch, T.E., Using online social networking for teaching and learning: Facebook use at the University of Cape Town (2009) Communicatio: South African Journal for Communication Theory and Research, 35 (2), pp. 185-200; Bryant, S.M., Hunton, J.E., The use of technology in the delivery of instruction: Implications for accounting educators and education researchers (2000) Issues in Accounting Education, 15 (1), pp. 129-162; Caracelli, V.J., Greene, J.C., Crafting mixed-method evaluation designs (1997) New directions for evaluation, 1997 (74), pp. 19-32; Cobcroft, R.S., Towers, S.J., Smith, J.E., Bruns, A., Mobile learning in review: Opportunities and challenges for learners, teachers, and institutions (2006) Proceedings Online Learning and Teaching (OLT) Conference 2006, pp. 21-30. , Queensland University of Technology, Brisbane; Demirci, N., University Students’ Perceptions of Web-Based vs. Paper-Based Homework in a General Physics Course (2007) Online Submission, 3 (1), pp. 29-34; Frailich, M., Kesner, M., Hofstein, A., The influence of web-based chemistry learning on students’ perceptions, attitudes, and achievements (2007) Research in Science & Technological Education, 25 (2), pp. 179-197; Gachago, D., Morris, A., Simon, E., “Engagement levels in a graphic design Clicker class”: Students’ perceptions around attention, participation and peer learning (2011) Journal of Information Technology Education: Research, 10 (1), pp. 253-269; Hauk, S., Segalla, A., Student perceptions of the web-based homework program WeBWorK in moderate enrollment college algebra classes (2005) Journal of Computers in Mathematics and Science Teaching, 24 (3), pp. 229-253; Huberman, A.M., Miles, M.B., (1994) Data management and analysis methods; Ivala, E., Gachago, D., Social media for enhancing student engagement: The use of Facebook and blogs at a university of technology (2012) South African Journal of Higher Education, 26 (1), pp. 152-167; Jaffer, S., Ng’ambi, D., Czerniewicz, L., The role of ICTs in higher education in South Africa: One strategy for addressing teaching and learning challenges (2007) International Journal of Education and Development using ICT, 3 (4), pp. 131-142; Jang, S.-J., Exploration of secondary students’ creativity by integrating web-based technology into an innovative science curriculum (2009) Computers & Education, 52 (1), pp. 247-255; Jones, C.G., Student perceptions of the impact of web-based homework on course interaction and learning in introductory accounting (2008) Issues in Information Systems, 9 (223-232); Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 235-249; Laurillard, D., Learning formal representations through multimedia (1997) The experience of learning, , The experience of learning, In Entwistle, N., Hounsell, D., & Marton, F. (Eds.), (2nd ed.). Edinburgh, Scotland: Scottish Academic Press; Laurillard, D., (2013) Rethinking university teaching: A conversational framework for the effective use of learning technologies, , Routledge; Mazur, E., Kozarian, L., Self-presentation and interaction in blogs of adolescents and young emerging adults (2010) Journal of Adolescent Research, 25 (1), pp. 124-144; Mestre, J., Hart, D.M., Rath, K.A., Dufresne, R., The effect of web-based homework on test performance in large enrollment introductory physics courses (2002) Journal of Computers in Mathematics and Science Teaching, 21 (3), pp. 229-251; Tang, G., Titus, A., (2002) Increasing students time on task in calculus and general physics courses through WebAssign, , ASEE Annual Conference & Exposition",,,,Academic Publishing Ltd,,,,,14794403,,,,English,Electron. J. e-Learning,Article,Final,,Scopus,2-s2.0-85019266572
"Ismaile S., Alhosban F., Hawamdeh S.",57194789016;55617667700;26643937900;,Making learning fun to increase nursing students’ success: Formative feedback in communication learning,2017,Australasian Medical Journal,10,12,,1014,1021,,,10.21767/AMJ.2017.3228,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85039858775&doi=10.21767%2fAMJ.2017.3228&partnerID=40&md5=a163f3aee1a532e018ad73b3dacfa7c1,"Collage of Nursing, Princess Nourah bint Abdulrahman University, Saudi Arabia; Health Sciences (Nursing) Higher Colleges of Technology, Sharjah, United Arab Emirates; Information Technology, Khawarizmi International College, Abu Dhabi, United Arab Emirates","Ismaile, S., Collage of Nursing, Princess Nourah bint Abdulrahman University, Saudi Arabia, Health Sciences (Nursing) Higher Colleges of Technology, Sharjah, United Arab Emirates; Alhosban, F., Information Technology, Khawarizmi International College, Abu Dhabi, United Arab Emirates; Hawamdeh, S., Collage of Nursing, Princess Nourah bint Abdulrahman University, Saudi Arabia","Background Communication skills are taught in most Bachelor of Nursing programs; however, student performance is often not monitored or tested until the final exam. Audience Response System (ARS) technology enables the collection of feedback from students during lectures to improve their quality of learning. Aims We assessed the efficacy of ARS technology in promoting the understanding of communication skills among nursing students. Methods Questions were integrated into 14 lectures using the ARS platform Learning Catalytics (LC; Pearson UK, London, UK). Students answered the questions using their own web-enabled mobile devices. One hundred and twenty second-year nursing students participated in this study. Their answers were pooled and prompt formative feedback was provided in the classroom. A questionnaire was distributedto evaluate their perceptions of ARS use. Results All students reported that they enjoyed ARS use: 92 per cent stated that it helped to identify their learning needs and 87 per cent agreed that it promoted the integration of key concepts. The most common theme within the feedback was that of identifying their own learning needs. Repeated questioning produced a significant increase (p<0.05) in students’ knowledge of specific concepts. Conclusion The use of ARS technology to provide prompt feedback promoted teaching and learning among undergraduate nursing students. ARS use enabled the identification of individual learning needs and aided revision before summative exams. It also improved students’ confidence and understanding of key concepts. Moreover, students of different educational levels and learning styles were identified, tracked and given support through the use of ARS technology. © 2017, Australasian Medical Journal Pty Ltd. All rights reserved.",Audience response systems; E-learning; Feedback; Formative assessment; Higher education; Nursing,communication skill; comparative effectiveness; constructive feedback; controlled study; England; human; human experiment; learning style; nursing student; perception; questionnaire; teaching,,,,,"Princess Nourah Bint Abdulrahman University: 41437

Princess Nourah Bint Abdulrahman University","The researchers would like to thank the Deanship of Scientific Research at Princess Nourah bint Abdulrahman University (Grant no 41437) for funding this research. Also, we would like to thank all students who took part in this study.",This research was funded by the Deanship of Scientific Research at Princess Nourah bint Abdulrahman University. (Grant no 41437).,,,,"Hamod, B., Ismaile, S., Abuyahya, O., Factors associated with medication administration errors and why nurses fail to report them (2017) Scand J Caring Sci; Alshehri, H., Ismaile, S., Nurses experience of communication with palliative patients in critical care unit: Saudi experience (2016) Int J Adv Nurs Stud., 2, pp. 102-108; Ismaile, S., Perceived clinical stressors among Saudi nursing students (2017) Open J Nurs, 7, pp. 463-472; Mullan, B.A., Kothe, E.J., Evaluating a nursing communication skills training course: The relationships between self-rated ability, satisfaction, and actual performance (2010) Nurse Educ Pract, 10, pp. 374-378; Silverberg, J., Taylor‐Vaisey A, Szalai JP, et al. Lectures, interactive learning, and knowledge retention in continuing medical education (1995) J Contin Educ Health Prof, 15, pp. 231-234; Ismaile, S., Alsahlia, H., Khan, S., Mix research methods: Teaching and learning in 2nd year bachelor nursing program (2016) Int J Adv Nurs Stud, 5, pp. 127-131; Nelson, C., Hartling, L., Campbell, S., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21 (2012) Med Teach, 34, pp. e386-e405; Ko, L.N., Rana, J., Burgin, S., Teaching & learning tips 5: Making lectures more “active” (2017) Int J Dermatol, , (ePub ahead of print); Abdel Meguid, E., Collins, M., Students’ perceptions of lecturing approaches: Traditional versus interactive teaching (2017) Adv Med Educ Pract, 8, pp. 229-241; Lymn, J.S., Mostyn, A., Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning (2010) BMC Med Educ, 10, p. 73; Flores, J., Sebastian, A., (2016) Interactive Learning with Learning Catalytics. 8Th International Conference on Education and New Learning Technologies (EDULEARN), , Barcelona, Spain: IATED-INT Assoc Technology Education & Development, Spain; Grzeskowiak, L.E., Thomas, A.E., To, J., Enhancing Education Activities for Health Care Trainees and Professionals Using Audience Response Systems: A Systematic Review (2015) J Contin Educ Health Prof, 35, pp. 261-269; Graham, C.R., Tripp, T.R., Seawright, L., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8, pp. 233-258; Shapiro, A., Sims-Knight, J., O'rielly, G.V., Clickers can promote fact retention but impede conceptual understanding: The effect of the interaction between clicker use and pedagogy on learning (2017) Comput Educ, 111, pp. 44-59; Miller, M., Hartung, S.Q., Evidence‐based clicker use: Audience Response Systems for rehabilitation nurses (2012) Rehabil Nurs, 37, pp. 151-159; Biggs, J.B., Approaches to the Enhancement of Tertiary Teaching (1989) HERD, 8, pp. 7-25; Sawdon, M., Improving knowledge retention using KEEpad (2009) Med Educ, 43, p. 487","Ismaile, S.; College of Nursing, Princess Nourah bint Abdulrahman UniversitySaudi Arabia; email: samantha.ismaile@ymail.com",,,Australasian Medical Journal Pty Ltd,,,,,18361935,,,,English,Australas. Med. J.,Article,Final,Open Access,Scopus,2-s2.0-85039858775
"Montaño M.J.N., Martínez A.L., de la Torre M.E.H.",55885899200;55885862700;56217973700;,Collaborative work in red drive professional development of teachers [El trabajo colaborativo en red impulsor del desarrollo profesional del profesorado],2017,Revista Brasileira de Educacao,22,70,,651,667,,1.0,10.1590/S1413-24782017227033,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85025669320&doi=10.1590%2fS1413-24782017227033&partnerID=40&md5=00de56e3043bb7d2622bab4be85f8430,"Universidad de Sevilla, Sevilla, Spain","Montaño, M.J.N., Universidad de Sevilla, Sevilla, Spain; Martínez, A.L., Universidad de Sevilla, Sevilla, Spain; de la Torre, M.E.H., Universidad de Sevilla, Sevilla, Spain","This paper exposes some findings obtained by a research on collaborative learning. Its general purpose was to gain a deeper knowledge on the effect of networks in teacher's collaborative learning. The sample was conformed by 11 teachers in autism specific classrooms, whose work consists in designing and contrasting educational intervention strategies for those students. Data collection was performed through group interviews, questionnaires and analysis of the work plan. The results indicate that the work planned and agreed with a common path of continued participation, provides a basis to the improvement of education. Given that the working group provides professional security for its participants, helps to achieve common objectives and avoid professional isolation of teachers in specific classrooms, network communication is the basis of their work.",Collaborative learning; Educational networks; Network communication; Professional networks; Quality education,,,,,,,,,,,,"Argos, J., Ezquerra, P., Castro, A., El proyecto educativo como elemento vertebrador de la práctica pedagógica: reflexiones y propuestas para la acción (2010) Teoría de la Educación, Salamanca, 22 (2), pp. 183-205; Basque, J., Apoyar el desarrollo profesional continuo del personal académico a través del intercambio de experiencias (2013) Revista de Universidad y Sociedad del Conocimiento, 10 (1), pp. 116-134. , http://dx.doi.org/10.7238/rusc.v10i1.1572; Bolívar, A., Domingo, J., Fernández, M., (2001) La investigación biográfico-narrativa en educación, , Madrid: La Muralla; Carbonai, D., Colvero, R.B., Papéis sociais no ensino médio Uma análise basada na teoría das redes (2014) Revista Brasileira de Educação, 19 (58), pp. 671-689. , jul-set; Creswell, J., (2009) Research design: qualitative, quantitative and mixed methods approaches, , (3rd edition) Thousand Oaks: Sage Publishing, Inc; Dias, L., Formação, R., Educação infantil e diversidades étnico-racial: saberes e fazeresnesse proceso (2012) Revista Brasileira de Educação, 17 (51), pp. 661-749. , set-dez; Domènech, J., Aprendiendo en red (2010) Aula de Innovación Educativa, Editorial Graó, 142, pp. 51-54; Gairín, J., Castro, D., Situación actual de la dirección y gestión de los centros de enseñanza obligatoria en España (2010) Revista Española de Pedagogía, Madrid, 247, pp. 401-416; Hernández, E., López, A., Navarro, M.J., Ordoñez, R., Funcionamiento y desarrollo de redes educativas de centros escolares: impacto y repercusiones en la comunidad educativa (2012) Congreso Innovación y Organización de Instituciones Educativas CIOIE, , Universidad de Granada, España; Elena, H., López, A., Navarro, M.J., Ordoñez, R., Study of school's educational networks: keys aspects for their analysis and improvement from the assessment of teacher's advisors centers (2012) Congreso ECER, , Universidad de Cádiz, España; López, A., Ordoñez, R., Hernández, E., Navarro, M.J., Funcionamiento de redes educativas de centros escolares (2013) Revista Española de Orientación y Psicopedagogía, 24 (1), pp. 25-41; Muñoz, J.L., (2005) Redes educativas locales: un nuevo reto en la formación, , IV Congreso de Formación para el Trabajo, Zaragoza, 9-11 Noviembre; Navarro, M.J., Hernández, E., Ordoñez, R., López, A., (2013) Las redes educativas de centros escolares: plataformas para la mejora educativa, , Congreso Internacional INFAD, Abril, Moscú-San Petesburgo; Rué, J., Balaguer, L., Forastiello, A.M., García, A., Moreno, F.X., Núñez, C., El desarrollo de la profesionalidad docente mediante redes (2005) Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3 (1), pp. 403-411; Ruiz, M., Bernal, A., Gil, F., Escámez, J., (2012) Ser uno mismo: repensando la autonomía y la responsabilidad como coordenadas de la educación actual, 24 (2), pp. 59-81. , Teoría de la Educación, Salamanca; Stornaiuolo, A., Dizio, J.K., Hellmich, E.A., Desarrollando la comunidad: jóvenes, redes sociales y escuelas (2013) Comunicar, Revista Científica Iberoamericana de Comunicación y Educación, Andalucía (España), 20 (40), pp. 78-88. , http://dx.doi.org./10.3916/C40-2013-02-08; Vilar, J., Implicaciones éticas del trabajo en red y la acción comunitaria (2008) Cultura y Educación, Barcelona, 20 (3), pp. 267-277",,,,Revista Brasileira de Educacao,,,,,14132478,,,,Spanish,Rev. Bras. Educ.,Article,Final,Open Access,Scopus,2-s2.0-85025669320
"Ratelle J.T., Wittich C.M., Yu R.C., Newman J.S., Jenkins S.M., Beckman T.J.",56041142700;6506098180;56180571900;26536535500;34770162500;7003776603;,Relationships between reflection and behavior change in CME,2017,Journal of Continuing Education in the Health Professions,37,3,,161,167,,5.0,10.1097/CEH.0000000000000162,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049089829&doi=10.1097%2fCEH.0000000000000162&partnerID=40&md5=423bd8a4e7177a69f50cb4d414591b78,"Division of Hospital Internal Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN  55905, United States; Division of General Internal Medicine, Mayo Clinic, Rochester, MN, United States; Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN, United States","Ratelle, J.T., Division of Hospital Internal Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN  55905, United States; Wittich, C.M., Division of General Internal Medicine, Mayo Clinic, Rochester, MN, United States; Yu, R.C., Division of Hospital Internal Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN  55905, United States; Newman, J.S., Division of Hospital Internal Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN  55905, United States; Jenkins, S.M., Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN, United States; Beckman, T.J., Division of General Internal Medicine, Mayo Clinic, Rochester, MN, United States","Introduction: Reflection exposes performance gaps and is a step in the process of behavior change among adult learners. However, little is known about the relationships between reflection and behavior change in CME. Our objectives were to measure associations between validated reflection scores and behavior change among CME participants and to identify associations between reflection and characteristics of CME presentations. Methods: This was a cohort study of attendees at a national hospital medicine CME course. Participants provided reflection scores for each presentation and planned commitment-to-change (CTC) statements at the conclusion of the course. Reflection scores from 1 (strongly disagree) to 5 (strongly agree) were averaged for each presentation. CTC statements were linked to their accompanying presentations. A 3-month postcourse survey was conducted to assess if planned CTCs were successfully implemented. Results: In all, 223 of 281 participants (79.4%) returned evaluations. Of the 195 planned CTC statements available for postcourse analysis, 128 (65.6%) were implemented. Reflection scores correlated with the number of planned CTC statements across all presentations (Pearson correlation, 0.65; P < .001). In addition, higher reflection scores (mean [SD]) were associated with the presence of audience response opportunities (Yes: 4.13 [0.18] versus No: 3.96 [0.16]; P = .01) and the use of clinical cases (Yes: 4.09 [0.18] versus No: 3.86 [0.12]; P < .01). Discussion: To our knowledge, this is the first study to show a relationship between participant reflection and CTC in conferencebased CME. Presentations that incorporate clinical cases and audience response systems seem to stimulate participant reflection and behavior change. © 2017 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education.",Commitment to change; Continuing medical education; Hospital medicine; Performance improvement CE; Reflection,"adult; article; behavior change; cohort analysis; female; hospital medicine; human; human experiment; major clinical study; male; medical education; aged; clinical practice; health personnel attitude; learning; medical education; middle aged; physician; procedures; psychology; questionnaire; standards; teaching; Adult; Aged; Attitude of Health Personnel; Cohort Studies; Education, Medical, Continuing; Female; Humans; Learning; Male; Middle Aged; Physicians; Practice Patterns, Physicians'; Surveys and Questionnaires; Teaching",,,,,,Supported by the Mayo Clinic Endowment for Education Research Award.,,,,,"(2014) 21st Century Milestones [Internet], , http://www.accme.org/21st-century-milestones, Chicago, IL: ACCME; Davis, D.A., Thomson, M.A., Oxman, A.D., Changing physician performance: A systematic review of the effect of continuing medical education strategies (1995) JAMA, 274, pp. 700-705; Bordage, G., Carlin, B., Mazmanian, P.E., Continuing medical education effect on physician knowledge: Effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines (2009) Chest, 135, pp. 29S-36S; O'Neil, K.M., Addrizzo-Harris, D.J., Continuing medical education effect on physician knowledge application and psychomotor skills: Effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines (2009) Chest, 135, pp. 37S-41S; Cervero, R.M., Gaines, J.K., The impact of CME on physician performance and patient health outcomes: An updated synthesis of systematic reviews (2015) J Contin Educ Health Prof., 35, pp. 131-138; McMahon, G.T., What do I need to learn Today?-The evolution of CME (2016) New Engl J Med., 374, pp. 1403-1406; Bloom, B.S., Effects of continuing medical education on improving physician clinical care and patient health: A review of systematic reviews (2005) Int J Technol Assess Health Care, 21, pp. 380-385; Forsetlund, L., Bjorndal, A., Rashidian, A., Continuing education meetings and workshops: Effects on professional practice and health care outcomes (2009) Cochrane Database Syst Rev., 2, p. CD003030; Vuković, M., Gvozdenović, B.S., Ranković, M., Can didactic continuing education improve clinical decision making and reduce cost of quality? Evidence from a case study (2015) J Contin Educ Health Prof., 35, pp. 109-118; Sandars, J., The use of reflection in medical education: AMEE Guide No. 44 (2009) Med Teach., 31, pp. 685-695; Nguyen, Q.D., Fernandez, N., Karsenti, T., What is reflection? A conceptual analysis of major definitions and a proposal of a fivecomponent model (2014) Med Educ., 48, pp. 1176-1189; Boyd, E.M., Fales, A.W., Reflective learning key to learning from experience (1983) J Humanistic Psychol., 23, pp. 99-117; Kolb, D.A., (2015) Experiential Learning: Experience As the Source of Learning and Development, , Upper Saddle River, NJ: Pearson Education, Inc; Kember, D., McKay, J., Sinclair, K., A four-category scheme for coding and assessing the level of reflection in written work (2008) Assess Eval High Educ., 33, pp. 369-379; Mann, K., Gordon, J., MacLeod, A., Reflection and reflective practice in health professions education: A systematic review (2009) Adv Health Sci Educ., 14, pp. 595-621; Lowe, M., Rappolt, S., Jaglal, S., The role of reflection in implementing learning from continuing education into practice (2007) J Contin Educ Health Prof., 27, pp. 143-148; Ratelle, J.T., Wittich, C.M., Yu, R.C., Associations between teaching effectiveness scores and characteristics of presentations in hospital medicine continuing education (2015) J Hosp Med., 10, pp. 569-573. , [epub ahead of print]; Wittich, C.M., Szostek, J.H., Reed, D.A., Measuring faculty reflection on medical grand rounds at Mayo Clinic: Associations with teaching experience, clinical exposure, and presenter effectiveness (2013) Mayo Clin Proc., 88, pp. 277-284. , [epub ahead of print]; Wittich, C.M., Reed, D.A., Ting, H.H., Measuring reflection on participation in quality improvement activities for maintenance of certification (2014) Acad Med., 89, pp. 1392-1397; Kember, D., Leung, D.Y.P., Jones, A., Development of a questionnaire to measure the level of reflective thinking (2000) Assess Eval Higher Educ., 25, pp. 381-395; Shershneva, M.B., Wang, M.F., Lindeman, G.C., Commitment to practice change: An evaluator's perspective (2010) Eval Health Prof., 33, pp. 256-275. , [epub ahead of print]; Wakefield, J.G., Commitment to change: Exploring its role in changing physician behavior through continuing education (2004) J Contin Educ Health Prof., 24, pp. 197-204; Mazmanian, P.E., Mazmanian, P.M., Commitment to change: Theoretical foundations, methods, and outcomes (1999) J Contin Educ Health Prof., 19, pp. 200-207; Leung, K.H., Pluye, P., Grad, R., A reflective learning framework to evaluate CME effects on practice reflection (2010) J Contin Educ Health Prof., 30, pp. 78-88; Ratelle, J.T., Bonnes, S.L., Wang, A.T., Associations between teaching effectiveness and participant self-reflection in continuing medical education (2017) Med Teach., pp. 1-7. , [epub ahead of print]; Brown, P.C., Roediger, H.L., McDaniel, M.A., (2014) Make It Stick: The Science of Successful Learning, , Cambridge, MA: Belknap Press of Harvard University Press; Wittich, C.M., Lopez-Jimenez, F., Decker, L.K., Measuring faculty reflection on adverse patient events: Development and initial validation of a case-based learning system (2011) J Gen Intern Med., 26, pp. 293-298; Mezirow, J., A critical theory of adult learning and education (1981) Adult Educ Q., 32, pp. 3-24; Messick, S., Standards of validity and the validity of standards in performance assessment (1995) Educ Meas Issues Pract., 14, pp. 5-8; Cook, D.A., Beckman, T.J., Current concepts in validity and reliability for psychometric instruments: Theory and application (2006) Am J Med., 119, p. 166. , e7:16; Wakefield, J., Herbert, C.P., Maclure, M., Commitment to change statements can predict actual change in practice (2003) J Contin Educ Health Prof., 23, pp. 81-93; Beckman, T.J., Cook, D.A., Mandrekar, J.N., What is the validity evidence for assessments of clinical teaching? (2005) J Gen Intern Med., 20, pp. 1159-1164; Aronson, L., Twelve tips for teaching reflection at all levels of medical education (2011) Med Teach., 33, pp. 200-205","Ratelle, J.T.; Division of Hospital Internal Medicine, Mayo Clinic, 200 First Street SW, United States; email: ratelle.john@mayo.edu",,,Lippincott Williams and Wilkins,,,,,08941912,,JCHPE,28767541.0,English,J. Cont. Educ. Health Prof.,Article,Final,,Scopus,2-s2.0-85049089829
Hung H.-T.,36600567600;,Language teaching and technology forum: The integration of a student response system in flipped classrooms,2017,Language Learning and Technology,21,1,,16,27,,11.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013188795&partnerID=40&md5=0fad527d2db9f90a8180021da87f743b,"National Kaohsiung First University of Science and Technology, Taiwan","Hung, H.-T., National Kaohsiung First University of Science and Technology, Taiwan","The present study incorporates a student response system (SRS) as a means to engage students in a flipped classroom and promote active learning. While the effectiveness of such systems with regard to student learning has been well documented in disciplines that are dominated by lecture-based instruction, no studies have compared the effectiveness of SRS-integrated flipped classrooms in English language teaching contexts, as supported by the two different techniques of just-in-time teaching (JiTT) and peer instruction (PI). This study thus aims to fill this gap in the literature by examining the effects of SRS-integrated flipped classrooms on English language learners' speaking skills, willingness to communicate, and satisfaction with the flipped learning experiences. Using a quasi-experimental design, the overall results indicate that SRS-integrated flipped classrooms are capable of providing interactive learning opportunities that enhance learners' willingness to communicate, aiding their development of speaking skills and increasing their satisfaction with such learning experiences. The findings further suggest that the proposed approach has an additional advantage for motivating learners with low willingness to communicate to interact with the teacher and their peers in class activities, especially when facilitated by the PI technique. Copyright © 2017, Language Learning and Technology, All right reserved.",Blended learning and teaching; Collaborative learning; Speaking,,,,,,,,,,,,"Agbatogun, A.O., Developing learners' second language communicative competence through active learning: Clickers or communicative approach (2014) Educational Technology & Society, 17 (2), pp. 257-269; Bergmann, J., Sams, A., (2012) Flip your classroom: Reach every student in every class every day, , Eugene, OR: ISTE; Cardoso, W., Learning a foreign language with a learner response system: The students' perspective (2011) Computer Assisted Language Learning, 24 (5), pp. 393-417; Cazden, C.B., (2001) Classroom discourse: The language of teaching and learning, , (2nd ed.). Portsmouth, NH: Heinemann; Chien, Y.T., Chang, Y.H., Chang, C.Y., Do we click in the right way? A meta-analytic review of clicker-integrated instruction (2016) Educational Research Review, 17, pp. 1-18; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Hamdan, N., McKnight, P., McKnight, K., Arfstrom, K., (2013) The flipped learning model: A white paper based on the literature review, , http://flippedlearning.org/wp-content/uploads/2016/07/WhitePaper_FlippedLearning.pdf; Huang, Y.N., Hong, Z.R., The effects of a flipped English classroom intervention on students' information and communication technology and English reading comprehension (2016) Educational Technology Research and Development, 64 (2), pp. 175-193; Hung, H.T., Design-based research: Redesign of an English language course using a flipped classroom approach TESOL Quarterly; Hung, H.T., Flipping the classroom for English language learners to foster active learning (2015) Computer Assisted Language Learning, 28 (1), pp. 81-96; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119; Johnson, L., Adams Becker, S., Estrada, V., Freeman, A., (2015) NMC horizon report: 2015 higher education edition, , Austin, TX: The New Media Consortium; Kostka, I., Brinks Lockwood, R., What's on the Internet for flipping English language instruction (2015) The Electronic Journal for English as a Second Language, 19 (2), pp. 1-12; Maclntyre, P.D., Dörnyei, Z., Clément, R., Noels, K.A., Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation (1998) Modern Language Journal, 82 (4), pp. 545-562; McCroskey, J.C., Reliability and validity of the willingness to communicate scale (1992) Communication Quarterly, 40 (1), pp. 16-25; Mazur, E., (1997) Peer instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall; Novak, G., Patterson, E.T., Gavrin, A.D., Christian, W., (1999) Just-in-time teaching: Blending active learning with web technology, , Upper Saddle River, NJ: Prentice Hall; O'Flaherty, J., Phillips, C., The use of flipped classrooms in higher education: A scoping review (2015) The Internet and Higher Education, 25, pp. 85-95; Ogle, D., K-W-L: A teaching model that develops active reading of expository text (1986) The Reading Teacher, 39 (6), pp. 564-570; Peng, J.E., Woodrow, L., Willingness to communicate in English: A model in the Chinese EFL classroom context (2010) Language Learning, 60 (4), pp. 834-876; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227","Hung, H.-T.; National Kaohsiung First University of Science and TechnologyTaiwan",,,University of Hawaii,,,,,10943501,,,,English,Lang. Learn. Technol.,Article,Final,,Scopus,2-s2.0-85013188795
Neves R.,7006779895;,Improving teaching and learning of electromagnetism with interactive computational modelling [Améliorer l’enseignement et l’apprentissage de l’électromagnétisme avec la modélisation computationnelle interactive] [Melhorar o ensino e a aprendizagem do electromagnetismo com modelação computacional interactiva] [Mejorar la enseñanza y el aprendizaje del electromagnetismo con modelización computacional interactivaResumen],2017,Revista Lusofona de Educacao,35,35,,171,190,,4.0,10.24140/issn.1645-7250.rle35.10,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85020272326&doi=10.24140%2fissn.1645-7250.rle35.10&partnerID=40&md5=50cf28af41075bd67e23a6aed4e8d8cc,"Universidade Autónoma de Lisboa, Departamento de Ciências e Tecnologias e Autónoma TechLab, Centro de Investigação em Tecnologias, Portugal; Investigador na Unidade de Investigação Educação e Desenvolvimento (UIED), Faculdade de Ciências e Tecnologia (FCT), Universidade Nova de Lisboa (UNL), Portugal","Neves, R., Universidade Autónoma de Lisboa, Departamento de Ciências e Tecnologias e Autónoma TechLab, Centro de Investigação em Tecnologias, Portugal, Investigador na Unidade de Investigação Educação e Desenvolvimento (UIED), Faculdade de Ciências e Tecnologia (FCT), Universidade Nova de Lisboa (UNL), Portugal","A fundamental aspect of current modelling processes in Science, Technology, Engineering and Mathematics (STEM) is the increasing importance of advanced knowledge about mathematical physics models and scientific computation methods and technologies. Meaningful learning of this advanced knowledge is a difficult cognitive process which involves the progressive construction of a strong background of knowledge in physics, mathematics and scientific computation, appropriately adjusted to the different STEM areas. The STEM learning environments should thus be based on pedagogical curricula and methodologies that balance the integration of interactive engagement sequences of computational modelling activities, created with computer modelling systems able to offer students opportunities to develop the knowledge of physics, mathematics and scientific computation, and the learning of the specific concepts and processes of each area. In this paper we discuss the application in this context of exploratory and expressive computational modelling activities created in the Modellus environment. We describe a sequence of activities about electromagnetism implemented in undergraduate university engineering courses with first year students, having only elementary knowledge of Secondary Education physics and mathematics and no prior knowledge about scientific computation. We analyse the student’s receptivity degree and the effects generated on the learning process. © 2017, Edicoes Universitarias Lusofonas. All rights reserved.",Computational modelling; Electromagnetism; Interactive environments; Physics; Teaching and learning,,,,,,,,,,,,"Bliss, J., Ogborn, J., Tools for exploratory learning (1989) Journal of Computer Assisted Learning, 5, pp. 37-50; Carvalho, P., Christian, W., Belloni, M., Physlets e Open Source Physics para professores e estudantes portugueses (2013) Revista Lusófona De Educação, 25, pp. 59-72; Chabay, R., Sherwood, B., Computational physics in the introductory calculus-based course (2008) American Journal of Physics, 76, pp. 307-313; Christian, W., Esquembre, F., Modeling physics with Easy Java Simulations (2007) The Physics Teacher, 45, pp. 475-480; Di Sessa, A., (2000) Changing Minds: Computers, Learning and Literacy, , Cambridge, MA: MIT Press; Gould, H., Tobochnik, J., Christian, W., (2007) An Introduction to Computer Simulation Methods: Applications to Physical Systems, , San Francisco, CA: Addison-Wesley; Halloun, I., Hestenes, D., The initial knowledge state of college students (1985) American Journal of Physics, 53, pp. 1043-1055; Halloun, I., Hestenes, D., Common-sense concepts about motion (1985) American Journal of Physics, 53, pp. 1056-1065; Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., Dehaan, R., Gentile, J., Wood, W., Scientific Teaching (2005) Science, 304, pp. 521-522; Heck, A., Kadzierska, E., Ellermeijer, T., Design and implementation of an integrated computer working environment (2009) Journal of Computers in Mathematics and Science Teaching, 28, pp. 147-161; Hestenes, D., Notes for a modeling theory of science, cognition and instruction (2006) Proceedings of the International Group of Research on Physics Education (GIREP) 2006 Conference: Modelling in Physics and Physics Education, pp. 26-47. , In Slooten, O., van den Berg, E. & Ellermeijer, T. (Eds.), Amsterdam: GIREP, European Physical Society (EPS); McDermott, L., Millikan Lecture 1990: What we teach and what is learned–closing the gap (1991) American Journal of Physics, 59, pp. 301-315; McDermott, L., Redish, E., Resource Letter: PER-1: Physics Education Research (1999) American Journal of Physics, 67, pp. 755-767; Meltzer, D., Thornton, R., Resource Letter ALIP-1: Active-learning instruction in physics (2012) American Journal of Physics, 80, pp. 478-496; (1989) Everybody Counts, , National Research Council, Washington, DC: National Academies Press; Neves, R., Neves, M.C., Teodoro, V., Modellus: Interactive computational modelling to improve teaching of physics in the geosciences (2013) Computers & Geosciences, 56, pp. 119-126; Neves, R., Silva, J., Teodoro, V., Improving learning in science and mathematics with exploratory and interactive computational modelling (2011) International Perspectives on the Teaching and Learning of Mathematical Modelling, Vol. 1, ICTMA14: Trends in Teaching and Learning of Mathematical Modelling, pp. 331-341. , In G. Kaiser, W. Blum, R. Borromeo-Ferri & G. Stillman (Eds.), Dordrecht: Springer; Neves, R., Teodoro, V., Modelação computacional, ambientes interactivos e o ensino da ciência, tecnologia, engenharia e matemática (2013) Revista Lusófona De Educação, 25, pp. 35-58; Papert, S., (1980) Mindstorms: Children, Computers and Powerful Ideas, , New York: Basic Books; Redish, E., Saul, J., Steinberg, R., Student expectations in introductory physics (1998) American Journal of Physics, 66, pp. 212-224; Schwartz, J., Models, Simulations, and Exploratory Environments: A Tentative Taxonomy (2007) Foundations for the Future in Mathematics Education, pp. 161-172. , In R. Lesh, E. Hamilton & J. Kaput (Eds.), Mahwah, NJ: Lawrence Erlbaum Associates; Serway, R., Jewett, J., (2013) Physics for Scientists and Engineers, , 9th Edition. Boston, MA: Brooks/ Cole CENGAGE Learning; Teodoro, V., Neves, R., Mathematical modelling in science and mathematics education (2011) Computer Physics Communications, 182, pp. 8-10; Valadares, J., Moreira, M., (2009) A Teoria Da Aprendizagem Significativa, , Coimbra: Almedina; Wieman, C., Perkins, K., Adams, W., Oersted medal lecture 2007: Interactive simulations for teaching physics: What works, what doesn’t and why (2008) American Journal of Physics, 76, pp. 393-399","Neves, R.; Universidade Autónoma de Lisboa, Departamento de Ciências e Tecnologias e Autónoma TechLab, Centro de Investigação em Tecnologias, Rua de Santa Marta 47, 6º Andar, Portugal; email: rneves@autonoma.pt",,,Edicoes Universitarias Lusofonas,,,,,16457250,,,,Portuguese,Rev. Lusofona Educ.,Article,Final,,Scopus,2-s2.0-85020272326
"Meyers C.A., Bagnall R.G.",56694000400;7004369975;,The challenges of undergraduate online learning experienced by older workers in career transition,2017,International Journal of Lifelong Education,36,4,,442,457,,1.0,10.1080/02601370.2016.1276107,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85007459983&doi=10.1080%2f02601370.2016.1276107&partnerID=40&md5=25e03fdd0cacdea071c8f7e04493cffe,"Education and Professional Studies, Griffith University, Mt. Gravatt, Australia","Meyers, C.A., Education and Professional Studies, Griffith University, Mt. Gravatt, Australia; Bagnall, R.G., Education and Professional Studies, Griffith University, Mt. Gravatt, Australia","This paper presents the findings of a research project on older workers transitioning into work as vocational educators through online undergraduate university study. The study involved interpretive phenomenological analysis of the experiences of 10 older learners. Their experience of online learning was found to be shaped by diverse influences and to comprise three distinct but interrelated elements: their use of technology, their use of hypermedia and their independent learning. Challenges raised by each of these elements called for a distinctive response from the university, respectively: short-term, readily available technical advice and support; tutoring to develop Web navigation and exploration skills, or the provision of selected readings; and opportunities for online or face-to-face dialogical engagement with others. Recommendations for the online provision of higher education for such learners, then, pointed to the need for an appropriately distinctive response to challenges in each of the three elements: the use of technology calling for individualised and immediate responsiveness to learner issues; the use of hypermedia calling for aggregated advice and resources prepared in advance; and independent learning calling for the prior structuring of opportunities for interactive engagement. Further research is suggested focusing on the relative cost and effectiveness of different approaches to addressing those needs. © 2016 Informa UK Limited, trading as Taylor & Francis Group.",Adult learning; Career transition; Older workers; Online learning,,,,,,,,,,,,"Anderson, T., Towards a theory of online learning (2008) The Theory and Practice of Online Learning, pp. 45-74. , T. Anderson (Ed.), 2nd ed., Edmonton: Athabasca University Press; Anderson, T., McGreal, R., Disruptive pedagogies and technologies in universities (2012) Journal of Educational Technology & Society, 15, pp. 380-389; (2012) Population by Age and Sex, Australian States and Territories, , http://www.abs.gov.au/ausstats/abs@.nsf/mf/3201.0, Jun 2010 (Cat. No. 3201.0); (2014) Births, Australia, 2013 (Cat. No. 3301.0), , http://www.abs.gov.au/ausstats/abs@.nsf/mf/3301.0; (2014) Australian Social Trends, 2014 (Cat. No. 4102.0), , http://www.abs.gov.au/ausstats/abs@.nsf/mf/4102.0; (2014) Programme for the International Assessment of Adult Competencies, , http://www.abs.gov.au/ausstats/abs@.nsf/mf/4228.0, Australia, 2011-12 (Cat. No. 4228.0); (2007) Skilling the Existing Workforce: Background Research Report, , Sydney: Author; (2013) Australian Qualifications Framework, , (2nd ed.). Albany: Author; Berners-Lee, T., Cailliau, R., Groff, J., Pollermann, B., World-Wide Web: The information universe (1992) Electronic Networking, 2, pp. 52-58; Bowman, K., Kearns, P., (2007) E-Learning for the Mature Age Worker, , Canberra: Department of Education, Science and Training; Cercone, K., Characteristics of adult learners with implications for online learning design (2008) Association for the Advancement of Computing in Education Journal, 16, pp. 137-159; Choy, S., McNickle, C., Clayton, B., (2002) Learner Expectations and Experiences: An Examination of Student Views of Support in Online Learning, , Leabrook: National Centre for Vocational Education Research; (2006) Human Capital Reform: Report by the COAG National Reform Initiative Working Group, , Canberra: National Reform Initiative Working Group for COAG; Creswell, J.W., (2007) Qualitative Inquiry and Research Design: Choosing among Five Approaches, , 2nd ed.). Thousand Oaks, CA: Sage Publications; Dawe, S., (2009) Older Workers and VET: At a Glance, , Adelaide: National Centre for Vocational Education Research; (2010) 2010 E-Learning Benchmarking Survey - Final Report, , Canberra: Australian Flexible Learning Framework; Author; I & J Management Services; Dickinson, A., Eisma, R., Gregor, P., The barriers that older novices encounter to computer use (2011) Universal Access in the Information Society, 10, pp. 261-266; Ferrier, F., Burke, G., Selby Smith, C., (2008) Skills Development for a Diverse Older Workforce, , Adelaide: National Centre for Vocational Education Research; Gibson, A.M., Ice, P., Mitchell, R., Kupczynski, L., An inquiry into relationships between demographic factors and teaching, social, and cognitive presence (2012) Internet Learning, 1, pp. 7-17; Gravani, M.N., Adult learning in a distance education context: Theoretical and methodological challenges (2015) International Journal of Lifelong Education, 34, pp. 172-193; Greene, J.A., Bolick, C.M., Robertson, J., Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning (2010) Computers and Education, 54, pp. 230-243; Jarvis, P., From adult education to lifelong learning and beyond (2014) Comparative Education, 50, pp. 45-57; Keeley, B., (2007) Human Capital: How What You Know Shapes Your Life, , Paris: OECD Publishing; King, N., Horrocks, C., (2010) Interviews in Qualitative Research, , London: Sage Publications; Knightley, W.M., Adult learners online: Students’ experiences of learning online (2007) Australian Journal of Adult Learning, 47, pp. 264-288; Lomax-Smith, J., Watson, L., Webster, B., (2011) Higher Education Base Funding Review: Final Report, , Canberra: Department of Education, Employment and Workplace Relations; Lundberg, D., Marshallsay, Z., (2007) Older workers’ Perspectives on Training and Retention of Older Workers, , Adelaide: National Centre for Vocational Education Research; Moore, M.G., Independent study (1980) Redefining the Discipline of Adult Education, pp. 16-31. , R. Boyd, & J. Apps (Eds.), San Francisco, CA: Jossey-Bass; Moore, M.G., Theory of transactional distance (1993) Theoretical Principles of Distance Education, pp. 22-38. , D. Keegan (Ed.), New York, NY: Routledge; Moore, M.G., The theory of transactional distance (2007) Handbook of Distance Education, pp. 89-108. , M. G. Moore (Ed.), 2nd ed., Mahwah, NJ: Erlbaum; Moore, M.G., (2013) Handbook of Distance Education, , 3rd ed.). New York, NY: Routledge; Moore, M.G., Kearsley, G., (2012) Distance Education: A Systems View of Online Learning, , 3rd ed, Belmont, CA: Wadsworth, Cengage Learning; (2013) Trends Shaping Education 2013, , Paris: OECD Publishing; Life expectancy (2014) OECD Factbook 2014: Economic, Environmental and Social Statistics, pp. 236-237. , D. Brackfield (Ed.), Paris: OECD Publishing; (2014) Ageing and Employment Policies: OECD Review of Policies to Improve Labour Market Prospects for Older Workers, , http://www.oecd.org/employment/ageingandemploymentpolicies.htm; Ranzijn, R., Carson, E., Winefield, A., Price, D., On the scrap-heap at 45: The human impact of mature-aged unemployment (2006) Journal of Occupational and Organizational Psychology, 79, pp. 467-479; Reid, K., Flowers, P., Larkin, M., Exploring lived experience (2005) The Psychologist, 18, pp. 20-23; Scheiter, K., Gerjets, P., Learner control in hypermedia environments (2007) Educational Psychology Review, 19, pp. 285-307; Siivonen, P., Becoming an educable lifelong learning subject: Adult graduates’ transitions in education and working life (2016) International Journal of Lifelong Education, 35, pp. 36-50; Smith, J.A., Flowers, P., Larkin, M., (2009) Interpretative Phenomenological Analysis: Theory, Method and Research, , London: Sage Publications; Smith, J.A., Osborn, M., Interpretative phenomenological analysis (2008) Qualitative Psychology - a Practical Guide to Research Methods, pp. 53-80. , J. A. Smith (Ed.), 2nd ed., London: Sage Publications; Song, L., Singleton, E.S., Hill, J.R., Koh, M.H., Improving online learning: Student perceptions of useful and challenging characteristics (2004) The Internet and Higher Education, 7, pp. 59-70; Taylor, T., Rose, J., Bridging the divide: Older learners and new technologies: ICT and older learners: Strategies and case studies (2005) Paper Presented at the AVETRA 8Th Annual Conference, , 13-15 April 2005; (2010) Ageing Pressures and Spending, pp. 45-69. , Australia to 2050: Future challenges - The 2010 intergenerational report, Canberra: Author; Tikkanen, T., The learning society as a greying society: Perspectives for older workers and lifelong learning (2009) Cedefop Reference Series: Modernising Vocational Education and Training, Fourth Report on Vocational Training Research in Europe: Background Report, 2, pp. 195-238. , CEDEFOP (Ed.), Luxembourg: Office for Official Publications of the European Communities","Meyers, C.A.; Education and Professional Studies, Griffith University, Mt. Gravatt, Australia; email: chris.meyers@live.com.au",,,Routledge,,,,,02601370,,,,English,Int. J. Lifelong Educ.,Article,Final,,Scopus,2-s2.0-85007459983
"Khan M.A., Yasir S., Khan S.A., Shakir M.",24577019100;57195131473;57195137084;23390603300;,Deployment of 3G/4G technologies in Pakistan,2017,Journal of the Institute of Telecommunications Professionals,11,2,,27,32,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85025598180&partnerID=40&md5=e32b2a1e253ac1b0b20ad6f9e128eebc,"Centre for Advanced Studies in Telecommunication, COMSATS Institute of Information Technology, Islamabad, Pakistan; Pakistan Telecommunications Company Limited Academy, Islamabad, Pakistan; Department of Electrical Engineering, COMSATS Institute of Information Technology, Islamabad, Pakistan","Khan, M.A., Centre for Advanced Studies in Telecommunication, COMSATS Institute of Information Technology, Islamabad, Pakistan; Yasir, S., Centre for Advanced Studies in Telecommunication, COMSATS Institute of Information Technology, Islamabad, Pakistan; Khan, S.A., Pakistan Telecommunications Company Limited Academy, Islamabad, Pakistan; Shakir, M., Department of Electrical Engineering, COMSATS Institute of Information Technology, Islamabad, Pakistan","The total number of 3G/4G subscribers reached 37 million at the start of 2017 and Pakistan is tenth in the world for mobile broadband subscriptions. In 2014, $1.1 Bn was raised in Pakistan for the auctions of 3G and 4G spectrum. A further auction for Next Generation Mobile Services spectrum is planned for 2017. The base price for 2 × 10MHz blocks in the 1800MHz spectrum is set at S295M with the successful bidder having the right to run a technology-neutral network. Before realising commercial benefits, operators have had to face some new challenges with 3G and 4G technologies including: • License cost - the 2014 auction raised a total of $903m from the four winners for 3G and $21 Om from the only operator to bid for 4G. These sums put huge financial pressure on the operators who also faced significant capital investments (in excess of S3.3Bn over the last two years). That said, since the auction, mobile operators' revenues have increased by 60% which highlights the demand. • Network coverage - this plays an important role in increasing 3G/4G adoption. Most developed countries considered 3G as the way forward when their objective was broadband penetration and delaying deployment of 4G allowed operators to recover their investment in 3G. The number of mobile phone users exceeded 136 million by December 2016 with the number of mobile broadband subscribers reaching 40 million. • Mobile data traffic - mobile Internet is growing significantly and is driving the need for higher capacity. The average smartphone data consumption globally increased 18 times between 2011 and 2016 and is currently 150 MBytes/month. • Affordability - the cost of a 3G smartphone has fallen to as little as $50. The cheapest LTE-enabled handsets are priced at over $200 which is a barrier to the adoption of 4G. A recent survey revealed that more than 17% population is willing to pay about $12 per month for 3G services. Mobile companies are offering 3G packages that are within the affordability limits. The number of broadband subscriptions in Pakistan, including 3G and 4G, exceeded 18 million in August 2015. Ovum forecasts that by end-2019 in Pakistan there will be 103 million 3G subscribers representing about 58% of the mobile market overtaking the 2G subscriptions. LTE subscriber numbers will still be relatively modest, reaching about 6.6 million by the end of 2019. The benefits to society and economic growth of 3G/4G services include: • Education - this includes the delivery of on-line real time/interactive educational facilities; enabling teachers to provide online individual guidance. • Healthcare - this includes real-time data collection and health record access; analysis, diagnosis and consultation; disease/epidemic outbreak tracking; and health/administrative systems. • Government - potential e-govemment applications include on-line systems for land, vehicle and other property transfers; smart grids for smart meters and sensors that will manage power stations and energy transmission lines; disaster and crisis management; alerts for jobs, training and guidance about higher education. • Citizens - mobile data services are redefining the daily activities of people. For example, mobile banking provides a new level of convenience and safety for customers and projects under the 'safe city' umbrella have been undertaken including networking of 100s of surveillance cameras. • Economy - a study showed that, in developing countries, a 10% increase in broadband penetration accelerates economic growth by 1.38%. Countries that adopted 3G/4G technologies a few years' back have reaped the benefits within their economy and society. 3G/4G services have empowered citizens by transforming their way of living, learning, working and playing thus making their life more productive, secure and meaningful.",,Costs; Developing countries; Education; Electric power transmission networks; Investments; mHealth; Mobile phones; Mobile telecommunication systems; Network security; Real time systems; Security systems; Signal encoding; Smart power grids; Smartphones; Teaching; Telephone sets; Vehicle transmissions; Broadband penetration; Developed countries; Economy and society; Energy transmission; Mobile data traffic; Real time data collections; Surveillance cameras; Technology neutrals; Economics,,,,,,,,,,,"Bhatti, S.I., (2014) $1.1 Billion Raised from 3G, 4G Auction, , Apr; Imtiaz, S.Y., Khan, M.A., Shakir, M., Telecom sector of Pakistan: Potential, challenges and business opportunities (2015) Telematics and Informatics, 32 (2), pp. 254-258. , May; Attaa, A., (2014) 3G can Trigger Pakistan's Economy by over Rs. 1,000 Billion in 5 Years, , Jan; Yusufzai, A., (2017) 3G, 4G Users in Pakistan Reached 37.57 Million, , Jan; Stryjak, J., James, H., (2016) Country Overview: Pakistan - A Digital Future, pp. 1-88. , GSMA Dec; Wood, R., (2013) Wireless Network Traffic Worldwide: Forecasts and Analysis 2013-2018, , Analysys Mason, Oct; Number of 3G Mobile Subscribers Worldwide from 2008 to 2020, , Statista; Number of 4G Mobile Subscribers Worldwide from 2010 to 2020, , Statista; Reed, M., (2014) Connected Pakistan - Global and Regional Mobile Broadband Overview, , Ovum; Kim, Y., Kelly, T., Raja, S., (2010) Building Broadband: Strategies and Policies for the Developing World, , Global Information and Communication Technologies (GICT) Department, Washington DC 20433, USA; Friedrick, R., Sabbagh, K., El-Darwiche, B., Singh, M., (2009) Digital Highways: The Role of Government in 21st Century Infrastructure, , Booz & Company; (2012) What is the Impact of Mobile Telephony on Economic Growth?, , GSMA and Deloitte",,,,Institute of Telecommunications Professionals,,,,,17559278,,,,English,J. Inst. Telecommun. Prof.,Article,Final,,Scopus,2-s2.0-85025598180
"Buil I., Catalán S., Martínez E.",25221385000;57163021000;56218361400;,Do clickers enhance learning? A control-value theory approach,2016,Computers and Education,103,,,170,182,,13.0,10.1016/j.compedu.2016.10.009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994311234&doi=10.1016%2fj.compedu.2016.10.009&partnerID=40&md5=711d0def84173da6644a48fc4ea2720f,"Faculty of Business and Economics of the University of Zaragoza. María de Luna, s/n - Edificio “Lorenzo Normante”, Zaragoza, 50018, Spain; Faculty of Business and Economics of the University of Zaragoza., Gran Vía 2, Zaragoza, 50005, Spain","Buil, I., Faculty of Business and Economics of the University of Zaragoza. María de Luna, s/n - Edificio “Lorenzo Normante”, Zaragoza, 50018, Spain; Catalán, S., Faculty of Business and Economics of the University of Zaragoza., Gran Vía 2, Zaragoza, 50005, Spain; Martínez, E., Faculty of Business and Economics of the University of Zaragoza., Gran Vía 2, Zaragoza, 50005, Spain","The use of clickers in the classroom has gained popularity over the past few years. While significant work has been conducted on exploring clickers as drivers of learning outcomes, findings are still mixed and inconclusive. In addition, several recent reviews of this interactive technology highlight an important shortcoming of previous research: the lack of theoretical discussions that explain how clickers may help learning. To address these gaps, this research draws on the control-value theory of achievement emotions to explain how the use of clickers can enhance students' motivation, learning, and satisfaction. Based on a survey of 207 undergraduate students who use clickers in the classroom, the findings show that feedback provided by clickers has a positive influence on students' perceived academic control, self-efficacy, and value. Perceived academic control and self-efficacy positively predict pride, but do not influence the enjoyment experienced while using clickers. On the other hand, self-efficacy has a negative influence on boredom. Value has a positive effect on enjoyment and pride, and a negative effect on boredom. Enjoyment experienced by students while using clickers predicts both intrinsic and extrinsic motivation. Pride has a positive effect on extrinsic motivation, whereas boredom has a negative influence on students' intrinsic motivation. Finally, both types of motivation predict perceived learning and satisfaction. © 2016 Elsevier Ltd",Achievement emotions; Clickers; Control-value theory; Learning; Motivation,Education; Motivation; Achievement emotions; Clickers; Control values; Extrinsic motivation; Interactive technology; Intrinsic motivation; Learning; Undergraduate students; Students,,,,,"ECO2013-41257-P

European Social Fund, ESF: BOA 28/08/2014, S-09",This work was supported by the Government of Spain (I+D+I project ECO2013-41257-P ); and the Government of Aragón and the European Social Fund (project “Generés” S-09 and pre-doctoral grant BOA 28/08/2014 ).,,,,,"Acee, T., Kim, H., Kim, H., Kim, J., Chu, H., Kim, M., Academic boredom in under- and over-challenging situations (2010) Contemporary Educational Psychology, 35, pp. 17-27; Ahmed, W., van der Werf, G., Kuyper, H., Minnaert, A., Emotions, self regulated learning, and achievement in mathematics: A growth curve analysis (2013) Journal of Educational Psychology, 105 (1), pp. 150-161; Alavi, M., Marakas, G., Yoo, Y., A comparative study of distributed learning environments on learning outcomes (2002) Information Systems Research, 13, pp. 404-415; Bandura, A., Self-efficacy: Toward a unifying theory of behavioral change (1977) Psychological Review, 84 (2), pp. 191-215; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sesé, J., Using clickers in class. 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The Taiwan experience (2009) Computers & Education, 53, pp. 929-939; Tempelaar, D., Niculescu, A., Rienties, B., Gijselaers, W., Giesbers, B., How achievement emotions impact students' decisions for online learning, and what precedes those emotions (2012) Internet and Higher Education, 15, pp. 161-169; Villavicencio, F., Bernardo, A., Positive academic emotions moderate the relationship between self-regulation and academic achievement (2013) British Journal of Educational Psychology, 83, pp. 329-340; You, J., Kang, M., The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning (2014) Computers & Education, 77, pp. 125-133","Catalán, S.; Faculty of Business and Economics of the University of Zaragoza., Gran Vía 2, Spain; email: scatala@unizar.es",,,Elsevier Ltd,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84994311234
"Von Korff J., Archibeque B., Gomez K.A., Heckendorf T., McKagan S.B., Sayre E.C., Schenk E.W., Shepherd C., Sorell L.",6506107615;57192182272;57192179424;57192177790;12645955000;35944188400;57192183690;57192177210;57192176467;,Secondary analysis of teaching methods in introductory physics: A 50 k-student study,2016,American Journal of Physics,84,12,,969,974,,19.0,10.1119/1.4964354,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84999622457&doi=10.1119%2f1.4964354&partnerID=40&md5=a1079593bd9e2f3f139b5b6fd0a8223c,"Department of Physics and Astronomy, Georgia State University, Atlanta, GA  30303, United States; Department of Physics, Kansas State University, Manhattan, KA  66506, United States; American Association of Physics Teachers, College Park, MD  20740, United States","Von Korff, J., Department of Physics and Astronomy, Georgia State University, Atlanta, GA  30303, United States; Archibeque, B., Department of Physics, Kansas State University, Manhattan, KA  66506, United States; Gomez, K.A., Department of Physics, Kansas State University, Manhattan, KA  66506, United States; Heckendorf, T., Department of Physics and Astronomy, Georgia State University, Atlanta, GA  30303, United States; McKagan, S.B., American Association of Physics Teachers, College Park, MD  20740, United States; Sayre, E.C., Department of Physics, Kansas State University, Manhattan, KA  66506, United States; Schenk, E.W., Department of Physics, Kansas State University, Manhattan, KA  66506, United States; Shepherd, C., Department of Physics and Astronomy, Georgia State University, Atlanta, GA  30303, United States; Sorell, L., Department of Physics, Kansas State University, Manhattan, KA  66506, United States","Physics education researchers have developed many evidence-based instructional strategies to enhance conceptual learning of students in introductory physics courses. These strategies have historically been tested using assessments such as the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE). We have performed a review and analysis of FCI and FMCE data published between 1995 and 2014. We confirm previous findings that interactive engagement teaching techniques are significantly more likely to produce high student learning gains than traditional lecture-based instruction. We also establish that interactive engagement instruction works in many settings, including those with students having a high and low level of prior knowledge, at liberal arts and research universities, and enrolled in both small and large classes. © 2016 American Association of Physics Teachers.",,,,,,,"National Science Foundation: DUE-1347728, PHYS-1461251, DUE-1347821, DUE-1256354","The authors were funded by the NSF WIDER program (Nos. DUE-1256354, DUE-1256354, DUE-1347821, and DUE-1347728) and through a Research Experience for Undergraduates (No. PHYS-1461251).",,,,,"Beichner, R.J., Saul, J.M., Abbott, D.S., Morse, J.J., Deardorff, D.L., Allain, R.J., Bonham, S.W., Risley, J.S., The student-centered activities for large enrollment undergraduate programs (SCALE-UP) project (2007) Reviews in PER: Research-Based Reform of University Physics, 1. , http://www.compadre.org/per/per_reviews/, edited by E. F. Redish and P. J. Cooney; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) Am. J. Phys, 69 (9), pp. 970-977; Sokoloff, D.R., Thornton, R.K., (2004) Interactive Lecture Demonstrations, active learning in introductory physics, , Wiley, Hoboken, NJ; McDermott, L.C., Shaffer, P.S., (2002) Tutorials in Introductory Physics, , University of Washington's Physics Education Group (Prentice Hall, Upper Saddle River, NJ); Heron, P.R.L., Student performance on conceptual questions: Does instruction matter? (2013) AIP Conf. Proc, 1513, pp. 174-177; Madsen, A., McKagan, S., Sayre, E.C., Resource letter: Research-based assessments in physics and astronomy Am. J. Phys, , https://arxiv.org/abs/1605.02703, (submitted); McDermott, L.C., Redish, E.F., Resource letter: PER-1: Physics education research (1999) Am. J. Phys, 67 (9), pp. 755-767; Meltzer, D.E., Thornton, R.K., Resource letter ALIP-1: Active-learning instruction in physics (2012) Am. J. Phys, 80 (6), pp. 478-496; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66 (1), pp. 64-74; www.physport.org/assessments; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teach, 30, pp. 141-158; Thornton, R.K., Sokoloff, D.R., Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula (1998) Am. J. Phys, 66 (4), pp. 338-352; Ramlo, S., Validity and reliability of the force and motion conceptual evaluation (2008) Am. J. Phys, 76 (9), pp. 882-886; Thornton, R.K., Kuhl, D., Cummings, K., Marx, J., Comparing the force and motion conceptual evaluation and the force concept inventory (2009) Phys. Rev. ST Phys. Educ. Res, 5, pp. 1-8; (2011) The Carnegie classification of institutions of higher education, 2010 edition, , Menlo Park, CA; (2014) The College Board, College Handbook, , All New 51st Edition (The College Board, New York, 2013); http://dx.doi.org/10.1119/1.4964354E-AJPIAS-84-012611, contains all of the data used in our analysis. Each row of the spreadsheet corresponds to a class or set of classes. We grouped classes together if the publication reported the aggregated gain, pre-test, or post-test score (as opposed to individual gains, pre-test, or post-test scores) for this set of classes; Hedges, L.V., Olkin, I., (1985) Statistical Methods for Meta-Analysis, , Academic Press, Orlando, FL; Freeman, S., Eddy, S., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proc. Natl. Acad. Sci. U.S.A, 111 (23), pp. 8410-8415; Coletta, V.P., Phillips, J.A., Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability (2005) Am. J. Phys, 73 (12), pp. 1172-1182; Bedard, K., Kuhn, P., Where class size really matters: Class size and student ratings of instructor effectiveness (2008) Econ. Educ. Rev, 27, pp. 253-265; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; McDermott, L.C., Oersted medal lecture 2001: Physics education research-The key to student learning (2001) Am. J. Phys, 69 (11), pp. 1127-1137; http://modelinginstruction.org; Brewe, E., Sawtelle, V., Kramer, L.H., O'Brien, G.E., Rodriguez, I., Pamelá, P., Toward equity through participation in Modeling Instruction in introductory university physics (2010) Phys. Rev. ST Phys. Educ. Res, 6; Wilson, J.M., The CUPLE physics studio (1994) Phys. Teach, 32 (9), pp. 518-523; Coletta, V.P., Phillips, J.A., Steinert, J.J., Interpreting force concept inventory scores: Normalized gain and SAT scores (2007) Phys. Rev. ST Phys. Educ. Res, 3; https://nces.ed.gov/programs/digest/d11/tables/dt11_154.asp","Von Korff, J.; Department of Physics and Astronomy, Georgia State UniversityUnited States; email: jvonkorff@gsu.edu",,,American Association of Physics Teachers,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,Open Access,Scopus,2-s2.0-84999622457
"Knight J.K., Wise S.B., Sieke S.",7401751389;15049124700;57192073882;,Group random call can positively affect student in-class clicker discussions,2016,CBE Life Sciences Education,15,4, ar56,,,,3.0,10.1187/cbe.16-02-0109,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84996536582&doi=10.1187%2fcbe.16-02-0109&partnerID=40&md5=29a676571006153bc9bd9860a0bb5eba,"Department of Molecular,Cellular,and Developmental Biology, University of Colorado–Boulder, Boulder, CO  80309, United States; Department of Ecology and Evolutionary Biology, University of Colorado–Boulder, Boulder, CO  80309, United States; 456 UCB, Arts and Sciences Support of Education Through Technology (ASSETT), University of Colorado–Boulder, Boulder, CO  80309, United States","Knight, J.K., Department of Molecular,Cellular,and Developmental Biology, University of Colorado–Boulder, Boulder, CO  80309, United States; Wise, S.B., Department of Ecology and Evolutionary Biology, University of Colorado–Boulder, Boulder, CO  80309, United States, 456 UCB, Arts and Sciences Support of Education Through Technology (ASSETT), University of Colorado–Boulder, Boulder, CO  80309, United States; Sieke, S., Department of Molecular,Cellular,and Developmental Biology, University of Colorado–Boulder, Boulder, CO  80309, United States","Understanding how instructional techniques and classroom norms influence in-class student interactions has the potential to positively impact student learning. Many previous studies have shown that students benefit from discussing their ideas with one another in class. In this study of introductory biology students,we explored how using an in-class accountability system might affect the nature of clicker-question discussions. Clicker-question discussions in which student groups were asked to report their ideas voluntarily (volunteer call) were compared with discussions in which student groups were randomly selected to report their ideas (random call). We hypothesized that the higher-accountability condition (random call) would impress upon students the importance of their discussions and thus positively influence how they interacted. Our results suggest that a higher proportion of discussions in the random call condition contained exchanges of reasoning,some forms of questioning,and both on- and off-topic comments compared with discussion in the volunteer call condition. Although group random call does not impact student performance on clicker questions,the positive impact of this instructional approach on exchanges of reasoning and other features suggests it may encourage some types of student interactions that support learning. © 2016 J. K. Knight et al.",,attitude; biology; demography; education; female; human; male; regression analysis; student; time factor; Attitude; Biology; Demography; Educational Measurement; Female; Humans; Male; Regression Analysis; Students; Time Factors,,,,,"University of Colorado

National Science Foundation: DUE 1140789","This work was carried out with support from the National Science Foundation (DUE 1140789).We are grateful for excellent suggestions and assistance during this project from collaborator Erin Furtak; the members of our grant advisory board,Derek Briggs,Melissa Dancy,Noah Finkelstein,Laurel Hartley,and Valerie Otero; and our external evaluator,Sam McKagan. We also appreciate ongoing feedback from the discipline-based education research group of the University of Colorado. For help with data collection and transcription,thanks to then undergraduate assistants Erika Lai,Francis Li,Amedee Martella,Alex Meritt,Nick Myers,and Sarah Zimmermann. This work could not have been completed without the gracious support of instructors Nancy Guild and Jennifer Martin and the willingness of University of Colorado students to participate in this research.",,,,,"Anderson, L.W., Krathwohl, D.R., (2001) A Taxonomy for Learning,Teaching,and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, , New York: Longman; Asterhan, C., Schwarz, B.B., Argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to peer dialog (2009) Cogn Sci, 33, pp. 374-400; Asterhan, C., Schwarz, B.B., The effects of monological and dialogical argumentation on concept learning in evolutionary theory (2007) J Educ Psychol, 99, pp. 626-639; Chou, C., Lin, P., Promoting discussion in peer instruction: Discussion partner assignment and accountability scoring mechanisms (2015) Br J Educ Technol, 46, pp. 839-847; Crowe, A., Dirks, C., Wenderoth, M.P., Biology in Bloom: Implementing Bloom’s taxonomy to enhance student learning in biology (2008) CBE Life Sci Educ, 7, pp. 368-381; Dallimore, E.J., Hertenstein, J.H., Platt, M.B., Impact of cold-calling on student voluntary participation (2012) J Manag Educ, 37, pp. 305-341; Duncan, D., (2004) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco: Pearson Education; Eddy, S.L., Brownell, S.E., Wenderoth, M.P., Gender gaps in achievement and course participation in multiple introductory biology classrooms (2014) CBE Life Sci Educ, 13, pp. 478-492; Eddy, S.L., Hogan, K.A., Getting under the hood: How and for whom does increasing course structure work? (2014) CBE Life Sci Educ, 13, pp. 453-468; Field, A., (2009) Discovering Statistics Using SPSS, , London: Sage; Freeman, S., Haak, D., Wenderoth, M., Increased course structure improves performance in introductory biology (2011) CBE Life Sci Educ, 10, pp. 175-186; Jamal, A., Essawi, M., Tilchin, O., Accountability for project-based collaborative learning (2014) Int J High Educ, 3, pp. 127-135; James, M.C., The effect of grading incentive on student discourse in peer instruction (2006) Am J Phys, 74, pp. 689-691; Jensen, M., Johnson, D.W., Johnson, R.T., Impact of positive interdependence during electronic quizzes on discourse and achievement (2002) J Educ Res, 95, pp. 161-166; Johnson, D.W., Johnson, R.T., New developments in social interdependence theory (2005) Genet Soc Gen Psychol Monogr, 131, pp. 285-358; Kao, G., Enhancing the quality of peer review by reducing student “free riding”: Peer assessment with positive interdependence (2013) Br J Educ Technol, 44, pp. 112-124; Knight, J.K., Wise, S.B., Rentsch, J., Furtak, E.M., Cues matter: Learning assistants influence introductory biology student interactions during clicker-question discussions (2015) CBE Life Sci Educ, 14, pp. ar41; Knight, J.K., Wise, S.B., Southard, K.M., Understanding clicker discussions: Student reasoning and the impact of instructional cues (2013) CBE Life Sci Educ, 12, pp. 645-654; Len, P., Different reward structures to motivate student interaction with electronic response systems in astronomy (2006) Astronomy Educ Rev, 5, pp. 5-15; Mazur, E., (1997) Peer Instruction: A User’s Manual, , Saddle River,NJ: Prentice Hall; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Stud High Educ, 28, pp. 457-473; Osborne, J., Arguing to learn in science: The role of collaborative,critical discourse (2010) Science, 328, pp. 463-466; Sampson, V., Clark, D.B., Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions (2008) Sci Educ, 92, pp. 447-472; Sarfo, F.K., Elen, J., Investing the impact of positive resource interdependence and individual accountability on students’ academic performance in cooperative learning (2011) J Res Educ Psychol, 9, pp. 73-94; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N.A., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE Life Sci Educ, 10, pp. 55-63; Tomanek, D., Montplaisir, L., Students’ studying and approaches to learning in introductory biology (2004) Cell Biol Educ, 3, pp. 253-262; Toulmin, S., (1958) The Uses of Argument, , Cambridge,UK: Cambridge University Press; Turpen, C., Finkelstein, N.D., Not all interactive engagement is the same: Variations in physics professors’ implementation of peer instruction (2009) Phys Rev Spec Top Phys Educ Res, 5; Turpen, C., Finkelstein, N.D., The construction of different classroom norms during peer instruction: Students perceive differences (2010) Phys Rev Spec Top Phys Educ Res, 6","Knight, J.K.; Department of Molecular,Cellular,and Developmental Biology, University of Colorado–BoulderUnited States; email: jennifer.knight@colorado.edu",,,American Society for Cell Biology,,,,,19317913,,,27856544.0,English,CBE Life Sci. Educ.,Article,Final,Open Access,Scopus,2-s2.0-84996536582
"Zhang H., Lin L., Zhan Y., Ren Y.",57191746457;36704808500;56315379900;55286316400;,The Impact of Teaching Presence on Online Engagement Behaviors,2016,Journal of Educational Computing Research,54,7,,887,900,,4.0,10.1177/0735633116648171,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84992560956&doi=10.1177%2f0735633116648171&partnerID=40&md5=3cafc32092ea2412d71d76fb676a1112,"Shanghai Teacher Training Center, Shanghai, China; Faculty of Education, East China Normal University, Shanghai, China; School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China","Zhang, H., Shanghai Teacher Training Center, Shanghai, China, Faculty of Education, East China Normal University, Shanghai, China; Lin, L., School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China; Zhan, Y., Faculty of Education, East China Normal University, Shanghai, China; Ren, Y., Faculty of Education, East China Normal University, Shanghai, China","Guided by the Interactive-Constructive-Active-Passive framework, the purpose of the study was to investigate whether teaching presence would impact online learners' passive, active, constructive, and interactive engagement behaviors. A total of 218 middle-school English teachers participated in an online professional development course. Quantitative data were collected from an online survey and the log files of the online course website. The results of the regression analysis revealed that, by controlling for the potential effects of the demographic variables, learners' perceived teaching presence had a positive impact on their constructive and interactive engagement behaviors but not on their passive or active engagement behaviors. In light of these findings, implications, limitations, and future directions are discussed. © SAGE Publications.",engagement; online learning; quantitative; teaching presence,,,,,,,,,,,,"Allen, I.E., Seaman, J., (2015) Grade Level: Tracking Online Education in the United States, , http://www.onlinelearningsurvey.com/reports/gradelevel.pdf, Boston, MA: Sloan Consortium, Babson Survey Research Group. Retrieved from; Arbaugh, J.B., Cleveland-Innes, M., Diaz, S.R., Garrison, D.R., Ice, P., Richardson, J.C., Swan, K.P., Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample (2008) The Internet and Higher Education, 11 (3), pp. 133-136; Chi, M.T.H., Active-constructive-interactive: A conceptual framework for differentiating learning activities (2009) Topics in Cognitive Science, 1, pp. 73-105; Chi, M.T.H., Wylie, R., The ICAP framework: Linking cognitive engagement to active learning outcomes (2014) Educational Psychologist, 49 (4), pp. 219-243; Doymus, K., Teaching chemical equilibrium with the jigsaw technique (2008) Research in Science Education, 38, pp. 249-260; Garrison, D.R., Anderson, T., Archer, W., Critical thinking, cognitive presence and computer conferencing in distance education (2001) American Journal of Distance Education, 15 (1), pp. 7-23; Garrison, D.R., Cleveland-Innes, M., Fung, T.S., Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2010) The Internet and Higher Education, 13, pp. 31-36; Halverson, L.R., Graham, C.R., Spring, K.J., Drysdale, J.S., Henrie, C.R., A thematic analysis of the most highly cited scholarship in the first decade of blended learning research (2014) The Internet and Higher Education, 20, pp. 20-34; Hung, M.-L., Chou, C., Students' perceptions of instructors' roles in blended and online learning environments: A comparative study (2015) Computers & Education, 81, pp. 315-325; (2016) China's Online Education Revenue Breaks 100 Billion Yuan for the First Time, , http://www.iresearchchina.com/content/details7_20184.html, iResearch Consulting Group. Retrieved from; Lin, L., Lee, C.H., Kalyuga, S., Wang, Y., Guan, S., Wu, H., The effect of learner-generated drawing and imagination in comprehending a science text (2016) The Journal of Experimental Education, , Manuscript submitted for publication; Menekse, M., Stump, G., Krause, S., Chi, M.T.H., Differentiated overt learning activities for effective instruction in engineering classrooms (2013) Journal of Engineering Education, 102, pp. 346-374; Rourke, L., Anderson, T., Using peer teams to lead online discussion (2002) Journal of Interactive Media in Education, 1 (1), pp. 1-21; Shea, P., Bidjerano, T., Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments (2010) Computers & Education, 55, pp. 1721-1731; Shea, P., Li, C.S., Pickett, A., A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses (2006) The Internet and Higher Education, 9, pp. 175-190; Vaughan, N.D., Cox, M.D., Richlin, L., Technology in support of faculty learning communities (2004) Building Faculty Learning Communities: New Directions for Teaching and Learning, pp. 101-109. , (eds), San Francisco, CA: Jossey-Bass; Vaughan, N., Garrison, D.R., Creating cognitive presence in a blended faculty development community (2005) The Internet and Higher Education, 8 (1), pp. 1-12; Wei, H.C., Peng, H., Chou, C., Can more interactivity improve learning achievement in an online course? (2015) Effects of College Students' Perception and Actual Use of A Course-management System on Their Learning Achievement. Computers & Education, 83, pp. 10-21; Whipp, J.L., Chiarelli, S., Self-regulation in a web-based course: A case study (2004) Educational Technology Research & Development, 52, pp. 5-21; Wicks, D.A., Craft, B.B., Mason, G.N., Gritter, K., Bolding, K., An investigation into the community of inquiry of blended classrooms by a faculty learning community (2015) The Internet and Higher Education, 25, pp. 53-62; Winne, P.H., A perspective on state-of-the-art research on self-regulated learning (2005) Instructional Science, 33, pp. 559-565; Yoo, S.J., Huang, W.D., Engaging online adult learners in higher education: Motivational factors impacted by gender, age, and prior experiences (2013) The Journal of Continuing Higher Education, 61, pp. 151-164; Zhang, H.Z., Linn, M., Learning from chemical visualizations: Comparing generation and selection (2013) International Journal of Science Education, 35, pp. 2174-2197","Lin, L.; School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, China; email: lijia.lin615@gmail.com",,,SAGE Publications Inc.,,,,,07356331,,,,English,J. Educ. Comput. Res.,Article,Final,,Scopus,2-s2.0-84992560956
"Jones J.J., Tailor M., Ziegler C.H., Patel P.D.",57206725725;55925149500;7101826991;56232739800;,Live Lecture Broadcast System for Clinical Education,2016,Medical Science Educator,26,4,,673,677,,,10.1007/s40670-016-0332-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061893468&doi=10.1007%2fs40670-016-0332-x&partnerID=40&md5=97adb1f20a0f8c0413b4397c540375db,"Transitional Year Program, San Antonio Military Medical Center, Fort Sam Houston, TX, United States; Department of Medicine, University of Louisville School of Medicine, Louisville, KY, United States; Office of Medical Education, University of Louisville School of Medicine, Louisville, KY, United States; Department of Pediatrics, University of Louisville School of Medicine, Stonestreet, 9702 Stonestreet Road Suite 100, Louisville, KY  40272, United States","Jones, J.J., Transitional Year Program, San Antonio Military Medical Center, Fort Sam Houston, TX, United States; Tailor, M., Department of Medicine, University of Louisville School of Medicine, Louisville, KY, United States; Ziegler, C.H., Office of Medical Education, University of Louisville School of Medicine, Louisville, KY, United States; Patel, P.D., Department of Pediatrics, University of Louisville School of Medicine, Stonestreet, 9702 Stonestreet Road Suite 100, Louisville, KY  40272, United States","Background: Our objectives were to assess medical student attitudes regarding a novel live lecture broadcast technology, audience response systems, and peer-assisted learning. Methods: A cross-sectional study of junior medical students (n = 85) enrolled at the University of Louisville was performed before and after the delivery of lectures by senior medical students. Lecture slides were broadcast to students’ mobile devices utilizing a free, web-based service. Results: Students reported that live polling enhanced the learning experience (91 %) and in particular helped guide their future studies (80 %). Peer-assisted learning in the form of didactics delivered by senior medical students was rated effective by 80 % of the junior medical students surveyed. Many students (61 %) were hesitant to support the prospect of live lecture broadcast being utilized on the wards to deliver small group presentations. However, due to logistical limitations, the students were not exposed to this software in the hospital setting and instead the technology was demonstrated in a conference room. Conclusions: Our study adds to the growing body of literature supporting peer-assisted learning from senior medical students utilizing live lecture broadcast technology in the classroom setting. Further investigation is warranted to assess the utility of live lecture broadcast in medical education, particularly in the hospital setting. © 2016, International Association of Medical Science Educators.",Audience response system; Live lecture broadcast; Live polling; Peer-assisted learning,,,,,,,,,,,,"Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Comput Educ, 53 (3), pp. 819-827; Boscardin, C., Penuel, W., Exploring benefits of audience response systems on learning: a review of the literature (2012) Acad Psychiatry, 36 (5), pp. 401-407; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2 (4), pp. 160-166; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Med Educ, 38 (5), p. 575; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37 (1), pp. 12-14; Zafar, S., Safdar, S., Zafar, A.N., Evaluation of use of e-learning in undergraduate radiology education: a review (2014) Eur J Radiol, 83 (12), pp. 2277-2287; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15 (3), pp. 383-389; Patel, P.D., Kischnick, D.B., Bickel, S.G., Ziegler, C.H., Miller, K.H., Evaluating the utility of peer-assisted learning in pediatrics (2014) Medical Science Educator, 21 (4), pp. 316-319; Burgess, A., McGregor, D., Mellis, C., Medical students as peer tutors: a systematic review (2014) BMC Med Educ, 14, p. 115","Patel, P.D.; Department of Pediatrics, University of Louisville School of Medicine, Stonestreet, 9702 Stonestreet Road Suite 100, United States; email: pradip.patel@louisville.edu",,,Springer,,,,,21568650,,,,English,Med. Sci. Educ.,Article,Final,,Scopus,2-s2.0-85061893468
"Majumdar R., Iyer S.",26638963500;56071467500;,iSAT: a visual learning analytics tool for instructors,2016,Research and Practice in Technology Enhanced Learning,11,1, 16,,,,3.0,10.1186/s41039-016-0043-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027890624&doi=10.1186%2fs41039-016-0043-3&partnerID=40&md5=38494b09d376eb1d5a4bf742a0e442a0,"Inter-disciplinary Program in Educational Technology, Indian Institute of Technology Bombay, Powai, Mumbai, 400076, India; Department of Computer Science and Engineering, Indian Institute of Technology Bombay, Powai, Mumbai, 400076, India","Majumdar, R., Inter-disciplinary Program in Educational Technology, Indian Institute of Technology Bombay, Powai, Mumbai, 400076, India; Iyer, S., Inter-disciplinary Program in Educational Technology, Indian Institute of Technology Bombay, Powai, Mumbai, 400076, India, Department of Computer Science and Engineering, Indian Institute of Technology Bombay, Powai, Mumbai, 400076, India","Interactive Stratified Attribute Tracking (iSAT) is a visual analytics tool for cohort analysis. In this paper, we show how instructors can use iSAT to visualize transitions of groups of students during teaching-learning activities. Interactive visual analytics gives the instructor the affordance of understanding the dynamics of the class of students and their activities from the data collected in their own teaching-learning context. We take an example of a peer instruction (PI) activity and describe how iSAT can be used to analyze its clicker responses. During PI, typically instructors only use histograms to visualize the distribution of clicker responses in the pre- and post-discussion phases. We show that the use of iSAT to analyze clicker data in real time to trace transitions of participants’ responses during various voting phases can support them in planning for their post-PI activities. Seven patterns of transitions that emerge are aligned, returns, starburst, slide, attractor, switching, and void. We interpret them in the context of the example. Such transition patterns are neither available in multiple histograms of individual voting phase nor generated in real time to be visualized as a flow diagram. We had conducted two workshops to introduce iSAT to the instructors and demonstrated the workflow of using iSAT with their dataset. Here, we report usefulness and usability data collected from those workshops. In conclusion, we highlight the power of iSAT for instructors to do cohort analysis in their teaching-learning practice. © 2016, The Author(s).",Active learning; Cohort analysis; iSAT; Learning analytics; Peer instruction; Teacher training; Visual analytics,,,,,,,,,,,,"Bangor, A., Kortum, P.T., Miller, J.T., An empirical evaluation of the system usability scale (2008) International Journal of Human-Computer Interaction, 24 (6), pp. 574-594; Brooke, J., SUS: a “quick and dirty” usability scale (1996) Usability evaluation in industry, pp. 189-194. , Jordan PW, Thomas B, Weerdmeester BA, McClelland IL, (eds), Taylor & Francis, London; Crouch, C.H., Mazur, E., Peer instruction: ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Duval, E., Attention please!: learning analytics for visualization and recommendation (2011) Proceedings of the ACM 1 st International Conference on Learning Analytics and Knowledge (LAK 2011), pp. 9-17; Fagen, A.P., Crouch, C., Mazur, E., Peer instruction: results from a range of classrooms (2002) The Physics Teacher, 40 (4), pp. 206-209; Hake, R.R., Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Kothiyal, A., Majumdar, R., Murthy, S., Iyer, S., Effect of think-pair-share in a large CS1 class: 83 % sustained engagement (2013) Proceedings of the ACM 9 th Annual International Conference on International Computing Education Research (ICER 2013), pp. 137-144; Kothiyal, A., Murthy, S., Iyer, S., Think-pair-share in a large CS1 class: does learning really happen? (2014) Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education (ITiCSE ’14), pp. 51-56. , ACM, New York; Majumdar, R., Iyer, S., Using Stratified Attribute Tracking (SAT) diagrams for learning analytics (2014) Proceedings of the IEEE 14 th International Conference on Advanced Learning Technologies (ICALT 2014), pp. 386-387; Majumdar, R., Iyer, S., Beyond clickers: tracing patterns in students’ response through iSAT (2015) Procs. of Intnl. Conf on Computers in Education (ICCE 2015), Hangzhou, China; Majumdar, R., Warriem, J.M., iSAT: a visual learning analytics tool to trace educational datasets (2015) Proceedings of the IEEE 7 th International Conference on Technology for Education (T4E, 2015); Majumdar, R., Alse, K., Iyer, S., Interactive Stratified Attribute Tracking diagram for learning analytics (2014) Proceedings of the IEEE 6 th International Conference on Technology for Education (T4E, 2014), pp. 138-139; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhang, H., Clickers in college classrooms: fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Mazur, E., (1997) Peer instruction: a user’s manual, , Prentice Hall, Upper Saddle River; Mishra, S., Iyer, S., Problem Posing Exercises (PPE): an instructional strategy for learning of complex material in introductory programming courses (2013) Proceedings of the IEEE 6 th International Conference on Technology for Education (T4E, 2013), pp. 151-158; Mistry, R., Halkude, S., Awasekar, D., APIT: evidences of aligning PjBL with various instructional strategies for enhancing knowledge in automobile engineering (2016) Proceedings of the IEEE International Conference on Learning and Teaching in Computing and Engineering (LaTiCE, 2016); Porter, L., Bailey Lee, C., Simon, B., Zingaro, D., Peer instruction: do students really learn from peer discussion in computing? (2011) Proceedings of the ACM 7 th International Workshop on Computing Education Research (ICER 2011), pp. 45-52; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Venkatesh, V., Davis, F.D., A theoretical extension of the technology acceptance model: four longitudinal field studies (2000) Management Science, 46 (2), pp. 186-204; Verbert, K., Govaerts, S., Duval, E., Santos, J.L., Assche, F., Parra, G., Klerkx, J., Learning dashboards: an overview and future research opportunities (2014) Personal Ubiquitous Comput., 18, pp. 1499-1514; Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., Stains, M., Research-based implementation of peer instruction: a literature review (2015) CBE-Life Sciences Education, 14 (1), p. es3; Warriem, J.M., (2015), http://www.et.iitb.ac.in/~jkmadathil/et4et/index.html, Accessed 23 Dec 2015; Warriem, J.M., Murthy, S., Iyer, S., Training in-service teachers to do action research in educational technology (2013) Proc. IEEE 5th Intnl. Conf. on Technology for Education (T4E), pp. 192-199. , 18-20 Dec. 2013; Wittmann, M.C., Black, K.E., Visualizing changes in pretest and post-test student responses with consistency plots (2014) Physical Review Special Topics-Physics Education Research, 10 (1), pp. 010114-1-010114-12; www.et.iitb.ac.in/iSAT. resources for iSAT tool and the discussed dataset is available as demo","Majumdar, R.; Inter-disciplinary Program in Educational Technology, Indian Institute of Technology BombayIndia; email: rwitajit@iitb.ac.in",,,Springer,,,,,17937078,,,,English,Res. Pract. Technol. Enhanc. Learn.,Article,Final,Open Access,Scopus,2-s2.0-85027890624
"Collins M.W., Kontos A.P., Okonkwo D.O., Almquist J., Bailes J., Barisa M., Bazarian J., Bloom O.J., Brody D.L., Cantu R., Cardenas J., Clugston J., Cohen R., Echemendia R., Elbin R.J., Ellenbogen R., Fonseca J., Gioia G., Guskiewicz K., Heyer R., Hotz G., Iverson G.L., Jordan B., Manley G., Maroon J., McAllister T., McCrea M., Mucha A., Pieroth E., Podell K., Pombo M., Shetty T., Sills A., Solomon G., Thomas D.G., Valovich McLeod T.C., Yates T., Zafonte R.",35557667100;7004528698;6602896494;7004138973;7005864436;24722447000;6701678812;56649246100;8647633000;16687795500;7005261434;21742136200;7404158376;6602814408;24066225800;7007098380;57192063537;7003472847;57202555949;26635294000;7006084834;57203068870;7202147261;7006663687;7005087612;7102068675;7003908034;36554720000;28267939300;6602152772;57192061911;36198740200;9132755300;7201954179;16748153600;6506893751;57192062164;7005063382;,"Statements of Agreement from the Targeted Evaluation and Active Management (TEAM) Approaches to Treating Concussion Meeting Held in Pittsburgh, October 15-16, 2015",2016,Neurosurgery,79,6,,912,929,,51.0,10.1227/NEU.0000000000001447,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84996542635&doi=10.1227%2fNEU.0000000000001447&partnerID=40&md5=d8033f862d18f8459fe94fb3b7192e2d,"Department of Orthopaedic Surgery, UPMC Sports Medicine Concussion Program, UPMC Rooney Sports Complex, 3200 S Water St, Pittsburgh, PA  15203, United States; Department of Neurological Surgery, University of Pittsburgh, Pittsburgh, PA, United States; Fairfax Family Practice Comprehensive Concussion Center, Fairfax, VA, United States; Department of Neurosurgery, NorthShore University Health System, Chicago, IL, United States; Baylor Institute for Rehabilitation, Frisco, TX, United States; Department of Emergency Medicine, University of Rochester, Rochester, NY, United States; Carolina Sports Concussion Clinic, Cary, NC, United States; Department of Neurology, Washington University, St. Louis, MO, United States; Dr. Robert C. Cantu Concussion Center, Emerson Hospital, Boston University, Concord, MA, United States; Department of Neurology, Barrow Neurological Institute, Phoenix, AZ, United States; Community Health and Family Medicine, University of Florida, Gainesville, FL, United States; Athletics Department, University of Arizona, Tucson, AZ, United States; Psychological and Neurobehavioral Assoc., State College, PA, United States; Office for Sports Concussion Research, University of Arkansas, Fayetteville, AR, United States; Department of Neurological Surgery, University of Washington, Seattle, WA, United States; Division of Neuropsychology, Children's National Health System, Washington, DC, United States; College of Arts and Sciences, University of North Carolina, Chapel Hill, NC, United States; Carolinas Medical Center, Charlotte, NC, United States; Neuroscience Center, University of Miami Miller School of Medicine, Miami, FL, United States; Department of Physical Medicine and Rehabilitation, Spaulding Rehabilitation Hospital, Massachusetts General Hospital, Brigham and Women's Hospital, Harvard Medical School, Boston, MA, United States; Neurorehabilitation, Burke Rehabilitation and Research, White Plains, NY, United States; Department of Neurological Surgery, University of California at San Francisco, San Francisco, CA, United States; Department of Psychiatry, Indiana University, Bloomington, IN, United States; Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, United States; University of Pittsburgh Medical Center, Centers for Rehabilitation Services, Pittsburgh, PA, United States; Neurological Institute, NorthShore University Health System, Chicago, IL, United States; Houston Methodist Concussion Center, Houston Methodist Hospital, Houston, TX, United States; Department of Orthopedics, Emory University Healthcare, Atlanta, GA, United States; Department of Neurology, Hospital for Special Surgery, Weill Cornell Medical College, New York City, NY, United States; Department of Neurosurgery, Vanderbilt University, Vanderbilt Sports Concussion Center, Nashville, TN, United States; Pediatric Emergency Medicine, Children's Hospital of Wisconsin, Wauwatosa, WI, United States; Department of Athletic Training, A.T. Still University, Kirksville, MO, United States; Pittsburgh Steelers, Pittsburgh, PA, United States","Collins, M.W., Department of Orthopaedic Surgery, UPMC Sports Medicine Concussion Program, UPMC Rooney Sports Complex, 3200 S Water St, Pittsburgh, PA  15203, United States; Kontos, A.P., Department of Orthopaedic Surgery, UPMC Sports Medicine Concussion Program, UPMC Rooney Sports Complex, 3200 S Water St, Pittsburgh, PA  15203, United States; Okonkwo, D.O., Department of Neurological Surgery, University of Pittsburgh, Pittsburgh, PA, United States; Almquist, J., Fairfax Family Practice Comprehensive Concussion Center, Fairfax, VA, United States; Bailes, J., Department of Neurosurgery, NorthShore University Health System, Chicago, IL, United States; Barisa, M., Baylor Institute for Rehabilitation, Frisco, TX, United States; Bazarian, J., Department of Emergency Medicine, University of Rochester, Rochester, NY, United States; Bloom, O.J., Carolina Sports Concussion Clinic, Cary, NC, United States; Brody, D.L., Department of Neurology, Washington University, St. Louis, MO, United States; Cantu, R., Dr. Robert C. Cantu Concussion Center, Emerson Hospital, Boston University, Concord, MA, United States; Cardenas, J., Department of Neurology, Barrow Neurological Institute, Phoenix, AZ, United States; Clugston, J., Community Health and Family Medicine, University of Florida, Gainesville, FL, United States; Cohen, R., Athletics Department, University of Arizona, Tucson, AZ, United States; Echemendia, R., Psychological and Neurobehavioral Assoc., State College, PA, United States; Elbin, R.J., Office for Sports Concussion Research, University of Arkansas, Fayetteville, AR, United States; Ellenbogen, R., Department of Neurological Surgery, University of Washington, Seattle, WA, United States; Fonseca, J., Carolina Sports Concussion Clinic, Cary, NC, United States; Gioia, G., Division of Neuropsychology, Children's National Health System, Washington, DC, United States; Guskiewicz, K., College of Arts and Sciences, University of North Carolina, Chapel Hill, NC, United States; Heyer, R., Carolinas Medical Center, Charlotte, NC, United States; Hotz, G., Neuroscience Center, University of Miami Miller School of Medicine, Miami, FL, United States; Iverson, G.L., Department of Physical Medicine and Rehabilitation, Spaulding Rehabilitation Hospital, Massachusetts General Hospital, Brigham and Women's Hospital, Harvard Medical School, Boston, MA, United States; Jordan, B., Neurorehabilitation, Burke Rehabilitation and Research, White Plains, NY, United States; Manley, G., Department of Neurological Surgery, University of California at San Francisco, San Francisco, CA, United States; Maroon, J., Department of Neurological Surgery, University of Pittsburgh, Pittsburgh, PA, United States; McAllister, T., Department of Psychiatry, Indiana University, Bloomington, IN, United States; McCrea, M., Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, United States; Mucha, A., University of Pittsburgh Medical Center, Centers for Rehabilitation Services, Pittsburgh, PA, United States; Pieroth, E., Neurological Institute, NorthShore University Health System, Chicago, IL, United States; Podell, K., Houston Methodist Concussion Center, Houston Methodist Hospital, Houston, TX, United States; Pombo, M., Department of Orthopedics, Emory University Healthcare, Atlanta, GA, United States; Shetty, T., Department of Neurology, Hospital for Special Surgery, Weill Cornell Medical College, New York City, NY, United States; Sills, A., Department of Neurosurgery, Vanderbilt University, Vanderbilt Sports Concussion Center, Nashville, TN, United States; Solomon, G., Department of Neurosurgery, Vanderbilt University, Vanderbilt Sports Concussion Center, Nashville, TN, United States; Thomas, D.G., Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, United States, Pediatric Emergency Medicine, Children's Hospital of Wisconsin, Wauwatosa, WI, United States; Valovich McLeod, T.C., Department of Athletic Training, A.T. Still University, Kirksville, MO, United States; Yates, T., Pittsburgh Steelers, Pittsburgh, PA, United States; Zafonte, R., Department of Physical Medicine and Rehabilitation, Spaulding Rehabilitation Hospital, Massachusetts General Hospital, Brigham and Women's Hospital, Harvard Medical School, Boston, MA, United States","BACKGROUND: Conventional management for concussion involves prescribed rest and progressive return to activity. Recent evidence challenges this notion and suggests that active approaches may be effective for some patients. Previous concussion consensus statements provide limited guidance regarding active treatment. OBJECTIVE: To describe the current landscape of treatment for concussion and to provide summary agreements related to treatment to assist clinicians in the treatment of concussion. METHODS: On October 14 to 16, 2015, the Targeted Evaluation and Active Management (TEAM) Approaches to Treating Concussion meeting was convened in Pittsburgh, Pennsylvania. Thirty-seven concussion experts from neuropsychology, neurology, neurosurgery, sports medicine, physical medicine and rehabilitation, physical therapy, athletic training, and research and 12 individuals representing sport, military, and public health organizations attended the meeting. The 37 experts indicated their agreement on a series of statements using an audience response system clicker device. RESULTS: A total of 16 statements of agreement were supported covering (1) Summary of the Current Approach to Treating Concussion, (2) Heterogeneity and Evolving Clinical Profiles of Concussion, (3) TEAM Approach to Concussion Treatment: Specific Strategies, and (4) Future Directions: A Call to Research. Support (ie, response of agree or somewhat agree) for the statements ranged from to 97% to 100%. CONCLUSION: Concussions are characterized by diverse symptoms and impairments and evolving clinical profiles; recovery varies on the basis of modifying factors, injury severity, and treatments. Active and targeted treatments may enhance recovery after concussion. Research is needed on concussion clinical profiles, biomarkers, and the effectiveness and timing of treatments. Copyright © 2016 by the Congress of Neurological Surgeons.",Concussion; mTBI; Rehabilitation; Treatment,army; Article; clinical research; concussion; health care organization; neurology; neuropsychology; neurorehabilitation; neurosurgery; physiotherapy; practice guideline; priority journal; public health campaign; rehabilitation medicine; sports medicine; targeted evaluation and active management; training; treatment planning; brain concussion; clinical protocol; health personnel attitude; human; neuropsychological test; rest; sport injury; Athletic Injuries; Attitude of Health Personnel; Brain Concussion; Clinical Protocols; Humans; Neuropsychological Tests; Physical Therapy Modalities; Rest; Sports Medicine,,,,,,,,,,,"Langlois, J.A., Rutland-Brown, W., Wald, M.M., The epidemiology and impact of traumatic brain injury: A brief overview (2006) J Head Trauma Rehabil, 21 (5), pp. 375-378; Bakhos, L.L., Lockhart, G.R., Myers, R., Linakis, J.G., Emergency department visits for concussion in young child athletes (2010) Pediatrics, 126 (3), pp. e550-e556; Rosenthal, J.A., Foraker, R.E., Collins, C.L., Comstock, R.D., National high school athlete concussion rates from 2005-2006 to 2011-2012 (2014) Am J Sports Med, 42 (7), pp. 1710-1715; Kurowski, B., Pomerantz, W.J., Schaiper, C., Gittelman, M.A., Factors that influence concussion knowledge and self-reported attitudes in high school athletes (2014) J Trauma Acute Care Surg, 77 (3), pp. S12-S17; Baillargeon, A., Lassonde, M., Leclerc, S., Ellemberg, D., Neuropsychological and neurophysiological assessment of sport concussion in children, adolescents and adults (2012) Brain Inj, 26 (3), pp. 211-220; Elbin, R., Covassin, T., Gallion, C., Kontos, A.P., Factors influencing risk and recovery from sport-related concussion: Reviewing the evidence (2015) Perspect Neurophysiol Neurogenic Speech Lang Disord, 25, pp. 4-16; Abrahams, S., Fie, S.M., Patricios, J., Posthumus, M., September, A.V., Risk factors for sports concussion: An evidence-based systematic review (2014) Br J Sports Med, 48 (2), pp. 91-97; Asplund, C.A., McKeag, D.B., Olsen, C.H., Sport-related concussion: Factors associated with prolonged return to play (2004) Clin J Sport Med, 14 (6), pp. 339-343; Chrisman, S.P., Rivara, F.P., Schiff, M.A., Zhou, C., Comstock, R.D., Risk factors for concussive symptoms 1 week or longer in high school athletes (2013) Brain Inj, 27 (1), pp. 1-9; Collins, M.W., Iverson, G.L., Lovell, M.R., McKeag, D.B., Norwig, J., Maroon, J., On-field predictors of neuropsychological and symptom deficit following sports-related concussion (2003) Clin J Sport Med, 13 (4), pp. 222-229; Kontos, A.P., Elbin, R.J., Lau, B., Posttraumatic migraine as a predictor of recovery and cognitive impairment after sport-related concussion (2013) Am J Sports Med, 41 (17), pp. 1497-1504; Kostyun, R.O., Hafeez, I., Protracted recovery from a concussion: A focus on gender and treatment interventions in an adolescent population (2015) Sports Health, 7 (1), pp. 52-57; Schneider, K.J., Iverson, G.L., Emery, C.A., McCrory, P., Herring, S.A., Meeuwisse, W.H., The effects of rest and treatment following sport-related concussion: A systematic review of the literature (2013) Br J Sports Med, 47 (5), pp. 304-307; Buckley, T.A., Munkasy, B.A., Clouse, B.P., Acute cognitive, physical rest may not improve concussion recovery time (2016) J Head Trauma Rehabil, 31 (4), pp. 233-241; Moser, R.S., Schatz, P., Glenn, M., Kollias, K.E., Iverson, G.L., Examining prescribed rest as treatment for adolescents who are slow to recover from concussion (2015) Brain Inj, 29 (1), pp. 58-63; Broglio, S.P., Collins, M.W., Williams, R.M., Mucha, A., Kontos, A.P., Current and emerging rehabilitation for concussion: A review of the evidence (2015) Clin Sports Med, 34 (2), pp. 213-231; McCrory, P., Meeuwisse, W.H., Aubry, M., Consensus statement on concussion in sport: The 4th International Conference on Concussion in Sport, Zurich, November 2012 (2013) J Athl Train, 48 (4), pp. 554-575; Poll, H., (2015) How Knowledgeable Are Americans about Concussions? 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(2015) HEADS Up to School Sports, , http://www.cdc.gov/headsup/highschoolsports/index.html, Centers for Disease Control and Prevention Available at: Accessed January 15, 2016; McAvoy, K., REAP the Benefits of Good Concussion Management (2009) Concussion RMSMICf, , http://www.concussiontreatment.com/images/REAP_Program.pdf, Centennial, CO Available at: Accessed January 15, 2016; Brown, B.E., Vaccaro, M., Pennsylvania's BrainSTEPS program: The return to school & academics statewide concussion management team (CMT) Project (2014) Brain Inj, 69-77, pp. 838-839; Centers for Disease Control and Prevention, (2015) HEADS UP to Providers, , http://www.cdc.gov/headsup/providers/index.html, Available at: Accessed January 15, 2016","Collins, M.W.; Department of Orthopaedic Surgery, UPMC Sports Medicine Concussion Program, UPMC Rooney Sports Complex, 3200 S Water St, United States; email: collinsmw@upmc.edu",,,Lippincott Williams and Wilkins,,,,,0148396X,,NRSRD,27741219.0,English,Neurosurgery,Article,Final,Open Access,Scopus,2-s2.0-84996542635
Maciejewski W.,36167320700;,Flipping the calculus classroom: An evaluative study,2016,Teaching Mathematics and its Applications,35,4, hrv019,187,201,,12.0,10.1093/teamat/hrv019,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85021033840&doi=10.1093%2fteamat%2fhrv019&partnerID=40&md5=c28f3e58d4eacf22eca2202b1632b762,"Department of Mathematics, The University of Auckland, Auckland, 1142, New Zealand","Maciejewski, W., Department of Mathematics, The University of Auckland, Auckland, 1142, New Zealand","Classroom flipping is the practice of moving new content instruction out of class time, usually packaging it as online videos and reading assignments for students to cover on their own, and devoting in-class time to interactive engagement activities. Flipping has garnered a large amount of hype fromthe popular education media and has been adopted in a variety of contexts. Despite this high amount of interest, few studies have evaluated the effectiveness of classroom flipping on student academic outcomes. Specifically, no rigorous studies of the effects of flipping amathematics course on students'mathematical understandings and achievement appear in the literature. This article reports results from a control group study of flipping a large (N = 690), first-year university calculus course for life sciences students. Students in the flipped course sections on average outperformed their counterparts in the traditional sections on the final exam, though only by approximately 8%. A more detailed analysis reveals the true beneficiaries in a flipped classroomçthose with high basic mathematical ability and low initial calculus knowledge. Gains for this group are considerable: approximately 10% on the final, with an effect size of d = 0.56, and comparable gains on an independent measure of calculus conceptmastery.This study positions classroomflipping as an effective practice in undergraduate mathematics and calls for further research into the mechanisms behind its effectiveness. © The Author 2015. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved.",,,,,,,,,,,,,"Adams, W.K., Perkins, K.K., Podolefsky, N.S., Dubson, M., Finkelstein, N.D., Wieman, C.E., New instrument for measuring student beliefs about physics and learning physics: the Colorado learning attitudes about science survey (2006) Phys. Rev. ST Phys. Educ. Res., 2, p. 010101; Barbera, J., Adams, W.K., Wieman, C.E., Perkins, K.K., Modifying and validating the Colorado learning attitudes about science survey for use in chemistry (2008) Chem. Educ. Res., 85, pp. 1435-1439; Bishop, J.L., Vergeler, M.A., The flipped classroom: a survey of the research (2013) Paper presented at the 120th ASEE Annual Conference & Exposition, , (Paper ID #6219), Atlanta, Georgia, USA; Bowers, J., Zazkis, D., Do students flip over the ''flipped classroom'' model for learning college calculus? (2012) Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp. 849-852. , (L. R. Van Zoest, J.-J. Lo & J. L. Kratky eds). Kalamazoo, MI: Western Michigan University; Boyer, E.L., (1990) Scholarship Reconsidered: Priorities of the Professoriate, , Princeton, NJ: Carnegie Endowment for the Advancement of Teaching; Caldwell, J., Clickers in the large classroom: current research and best-practice tips (2007) CBE-Life Sci. Educ., 6, pp. 9-20; Code, W., Maciejewski, W., Merchant, S., Thomas, M., The Mathematics Attitudes And Perceptions Survey: A New tool to assess expert-like behaviour among undergraduate mathematics students, , (Manuscript Under Review); Code, W., Piccolo, C., Kohler, D., Maclean, M., Teaching methods comparison in a large calculus class (2014) ZDM-Math. Educ., 46, pp. 589-601; Crouch, C.H., Mazur, E., Peer instruction: ten years of experience and results (2001) Am. J. Phys., 69, pp. 970-977; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrolment physics class (2011) Science, 332, pp. 862-864; Eager, E., Peirce, J., Barlow, P., Math bio or biomath? (2014) Flipping the mathematical biology classroom. Lett. Biomath., 1, pp. 139-155; Epstein, J., Development and validation of the Calculus concept inventory (2007) Proceedings of the Ninth International Conference on Mathematics Education in a Global Community, pp. 165-170. , (D. K. Pugalee, & A. Schinck eds). Charlotte, NC; Epstein, J., The calculus concept inventory-measurement of the effect of teaching methodology in mathematics (2013) Notices AMS, 60, pp. 1018-1026; Freeman, S., Eddy, S., Mcdonnough, M., Smith, M., Okoroafor, N., Jordt, H., Wenderoth, M., Active learning increases student performance in science, engineering, and mathematics (2014) PNAS, 111, pp. 8410-8415; Gibbs, G., (1981) Twenty terrible reasons for lecturing, , http://www.brookes.ac.uk/services/ocsd/2_learntch/20reasons.html, SCED Occasional Paper No. 8, Birmingham. [accessed Jun 2015]; Glover, E., A mathematician's experience flipping a large lecture calculus course (2015) Proceedings of the 18th Research in Undergraduate Mathematics Education conference, , (forthcoming), Pittsburgh, Pennsylvania, USA; Guo, P.J., Kim, J., Rubin, R., How video production affects student engagement: An empirical study of MOOC videos (2014) Proceedings of the First ACM Conference on Learning @ Scale conference, pp. 41-50. , New York: ACM Press; Gray, K.E., Adams, W.K., Wieman, C.E., Perkins, K.K., Students know what physicists believe, but they don't agree: a study using the class survey (2008) Phys. Rev. ST Phys. Educ. Res., 4, p. 020106; Hake, R., Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74; Halloun, I., Hestenes, D., The initial knowledge state of college physics students (1985) Am. J. Phys., 53, pp. 1043-1048; Halloun, I., Hestenes, D., Common sense concepts about motion (1985) Am. J. Phys., 53, pp. 1056-1065; Hattie, J., (2008) Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement, , London: Routledge; Hattie, J., Timperley, H., The power of feedback (2007) Rev. Educ. Res., 77, pp. 81-112; Hestenes, D., Wells, M., A mechanics baseline test (1992) Phys. Teach., 30, pp. 159-166; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teach., 30, pp. 141-158; Jolley, A., Lane, E., Kennedy, B., Frappé-Sé NéClauze, T.-P., SPESS: a new instrument for measuring student perceptions in earth and ocean science (2012) J. Geosci. Educ., 60, pp. 83-91; Jungić, V., Kaur, H., Mulholland, J., Xin, C., On flipping the classroom in large first year calculus courses (2015) Int. J. Math. Educ. Sci. Technol., 46, pp. 508-520; Lage, M., Platt, G., Treglia, M., Inverting the classroom: a gateway to creating an inclusive learning environment (2000) J. Econ. Educ., 31, pp. 30-43; Lerman, S., The social turn in mathematics education research (2000) Multiple Perspectives on Mathematics Teaching and Learning, pp. 19-44. , (J. Boaler ed.). Westport, CT: Ablex Publishing; Knight, J., Wood, W., Teaching more by lecturing less (2005) Cell Biol. Educ., 4, pp. 298-310; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Mcgivney-Burelle, J., Xue, F., Flipping calculus (2013) PRIMUS, 23, pp. 477-486; O'Flaherty, J., Phillips, C., The use of flipped classrooms in higher education: a scoping review (2015) Internet Higher Educ., 25, pp. 85-95; Overmyer, J., (2014) The flipped classroom model for college algebra: effects on student achievement, , Unpublished Doctoral Thesis, Colorado State University, Fort Collins, Colorado; Pritchard, D., Where learning starts? A framework for thinking about lectures in university mathematics (2010) Int. J. Math. Educ. Sci. Technol., 41, pp. 609-623; Prosser, M., Trigwell, K., (1999) Understanding Learning and Teaching: The Experience in Higher Education, , Berkshire: Open University Press; Semsar, K., Knight, J.K., Birol, G., Smith, M.K., The Colorado learning attitudes about science survey (CLASS) for use in biology (2011) CBE-Life Sci. Educ., 10, pp. 268-278; Smith, M., Jones, F., Gilbert, S., Wieman, C., The classroom observation protocol for undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices (2013) CBE-Life Sci. Educ., 12, pp. 618-627; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Su, T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Sonnert, G., Sadler, P., Sadler, S., Bressoud, D., The impact of instructor pedagogy on college calculus students' attitude toward mathematics (2014) Int. J. Math. Educ. Sci. Technol., 46, pp. 370-387; Speer, N.M., Smith, J.P., Horvath, A., Collegiate mathematics teaching: An unexamined practice (2010) J. Math. Behav., 29, pp. 99-114; Springer, L., Stanne, M., Donovan, S., Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: a meta-analysis (1999) Rev. Educ. Res., 69, pp. 21-51; Stylianides, A.J., Stylianides, G.J., Seeking research- grounded solutions to problems of practice: classroom-based interventions in mathematics education (2013) ZDM-Int. J. Math. Educ., 45, pp. 333-341; Talbert, R., Inverting the linear algebra classroom (2014) PRIMUS, 24, pp. 361-374; Toto, R., Nguyen, H., Flipping the work design in an industrial engineering course (2009) Frontiers in Education Conference, FIE, 2009, pp. 1-4. , 39th IEEE. San Antonio, Texas: IEEE; Vygotsky, L., (1978) Mind in Society, , Cambridge, USA: Harvard University Press; Vygotsky, L., (1986) Thought and Language, , Cambridge, USA: MIT Press; Wieman, C., Large-scale comparison of science teaching methods sends clear message (2014) Proc. Natl Acad. Sci., 111, pp. 8319-8320; Willis, J., (2014) The effects of flipping an undergraduate precalculus class, , Unpublished Doctoral Thesis, Appalachian State University, Boone, North Carolina; Yackel, E., Rasmussen, C., King, K., Social and sociomathematical norms in an advanced undergraduate mathematics course (2000) J. Math. Behav., 19, pp. 275-287","Maciejewski, W.; Department of Mathematics, The University of AucklandNew Zealand; email: w.maciejewski@auckland.ac.nz",,,Oxford University Press,,,,,02683679,,,,English,Teach. Math. Appl.,Article,Final,Open Access,Scopus,2-s2.0-85021033840
"Kankaew R., Sompong N.",57192646909;55378629900;,The use of apple technology to support flipped classroom approach in higher education of Thailand,2016,Turkish Online Journal of Educational Technology,2016,DecemberSpecialIssue,,1151,1159,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006994921&partnerID=40&md5=04146cbed97361bbfc3710d67927a1e9,"Sripatum University, Thailand; Kasetsart University, Thailand","Kankaew, R., Sripatum University, Thailand; Sompong, N., Kasetsart University, Thailand","This paper is a report on the findings of a study that Thai instructors use Mac (Mac all includes MacBook, Mac Book Air, MacBook Pro, iMac, Mac Pro and Mac Mini) to creating the presentation by the Keynote for Mac, creating the Multi-Touch textbooks by the application iBooks Author, creating the video by the application PhotoBooth and using application QuickTime, software Screenflow and Camtasia Studio for produce a video with screen recoding and narration. Instructors use the iPad to recoding the video such as the use of application Explain Everything for iPad, the use of iPad with Swivl Robot and application Swivl Capture and the use iPad with application Touchcast and Green Screen for creating the video. For the using Apple technology in classroom, the instructors use of iPad by using applications such as Siri, Camera, iMovie, Keynote, iBook, iTunes U, Photoshop, Aurasma, iAnnotation, Notability, Scribbeo, Photoshop, e-Clicker and QR Code Scan for support classroom activities. The instructor using iPad for motivate the students by Website Kahoot, Google Site, Padlet, Facebook, Blogger and Ping-pong Spot Networking and also using Apple TV with AirPlay for the projection on the screen projector with a wireless connection in the classroom. The problems and obstacles in using Apple technology that founds that the price of the devices too expensive for some student, the unfamiliarity in use of Apple Technology and the policy of the university affecting to the using of the Apple Technology of the students. The problems and obstacles in Flipped Classroom Approach is the unfamiliarity of Flipped Classroom approach of instructor and students in Thailand and the discipline of the students affecting to the Flipped Classroom approach. © The Turkish Online Journal of Educational Technology.",,,,,,,,,,,,,"Khamkorn, B., (2013) Talk about the Flipped Classroom (Part 1), , http://www.vcharkarn.com/blog/116087, [Online]. Retrieved on Septemble 10, 2015; Panit, V., (2014) The Teachers to Flipped Classroom. SCB Foundation, , S.R Printing mass production limited; Hongkhunthod, A., (2015) Development of a Flipped-Classrooms Learning System Model through Three Media Formats in Music Skills for Secondary School Students, , Thesis of Doctor of Education Program (Education Technology), Department of Education Technology, Faculty of Education, Kasetsart University; Bergmann, J., Sams, A., (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day, , Alexandria, Va: International Society for Technology in Education",,,,Sakarya University,,,,,13036521,,,,English,Turk. Onl. J. Edu. Tech.,Article,Final,,Scopus,2-s2.0-85006994921
"Abykanova B., Nugumanova S., Yelezhanova S., Kabylkhamit Z., Sabirova Z.",56177528500;57190427439;57192672768;57192672088;57192667920;,The use of interactive learning technology in institutions of higher learning,2016,International Journal of Environmental and Science Education,11,18, ijese.2016.927,12528,12539,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85007273802&partnerID=40&md5=75a9b9c92cf4eaf49f2e901d80831be8,"Atyrau State University, Kazakhstan; 58 grammar-school, Astana, Kazakhstan","Abykanova, B., Atyrau State University, Kazakhstan; Nugumanova, S., 58 grammar-school, Astana, Kazakhstan; Yelezhanova, S., Atyrau State University, Kazakhstan; Kabylkhamit, Z., Atyrau State University, Kazakhstan; Sabirova, Z., Atyrau State University, Kazakhstan","This paper is linked to a study aiming to provide a theoretical rationale for the methodological foundations of the use of interactive learning technology in institutions of higher learning and undertakes to describe the process of practical implementation of this approach and analyze the outcomes. The authors examine the views expressed by various researchers on the concept, essence, and effectiveness of applying interactive technology in colleges, identify issues in its use, and take a look at some of the requirements for it. The methodology of applying interactive learning technology in colleges is predicated upon the instructor possessing the necessary skills and competencies and having the ability to employ the various techniques for interactive learning. The findings of an experimental study conducted by the authors attest to the effectiveness of using interactive learning technology in the teaching and learning environment and lead them to conclude that integrating interactive learning systems with traditional ones and harmoniously combining them may help improve the overall structure of the learning process and boost student progress. © 2016 The Author(s).",Interactive learning technology; Interactive methods of learning; Learning technology; Person-centered approach; Techniques for interactive learning,,,,,,,,,,,,"Burkhanova, F.B., Rodionova, S.E., Vnedrenie innovatsionnykh aktivnykh i interaktivnykh metodov obucheniya i obrazovatel'nykh tekhnologii v rossiiskikh vuzakh: Sovremennoe sostoyanie i problemy (2012) Bulletin of the Bashkir University, 17 (4), pp. 1862-1875. , Implementing innovative active and interactive methods of learning and educational technology in Russian colleges: Current state and emerging issues; Gavronskaya, Y.U., Interaktivnost' i interaktivnoe obuchenie [Interactivity and interactive learning] (2008) Higher Education in Russia, 7, pp. 101-104; Gushchin, Y.V., Interaktivnye metody obucheniya v vysshei shkole (2012) Dubna, 2, pp. 1-18. , The use of interactive methods of learning in college; Gulakova, M.V., Kharchenko, G.I., Interaktivnye metody obucheniya v vuze kak pedagogicheskaya innovatsiya (2013) Kontsept, 11, pp. 31-35. , Interactive methods of learning in colleges as a pedagogical innovation; Kashlev, S.S., (2011) Interaktivnye Metody Obucheniya [Interactive Methods of Learning], p. 224. , Minsk, Belarus: TetraSystems; Korotkova, T.L., Praktika vnedreniya interaktivnykh form obucheniya studentov (2015) SCI-ARTICLE.RU, 20, pp. 108-113. , The practice of implementing interactive forms of student learning; Klarin, M.V., Interaktivnoe obuchenie - instrument osvoeniya novogo opyta (2000) Pedagogy, 7, pp. 12-19. , Interactive learning: A tool for gaining new experience; Nikishina, I.V., (2007) Innovatsionnye Pedagogicheskie Tekhnologii I Organizatsiya Uchebno-Vospitatel'nogo I Metodicheskogo Protsessov V Shkole: Ispol'zovanie Interaktivnykh Form, , Innovative pedagogical technology and organizing the education/bringing-up and methodological processes in school: The use of interactive forms, Volgograd: Uchitel; Panina, T.S., Vavilova, L.N., (2008) Sovremennye Sposoby Aktivizatsii Obucheniya [Modern Ways to Activate Learning], p. 176. , Moscow: Akademiya; Panfilova, A.P., (2009) Innovatsionnye Pedagogicheskie Tekhnologii: Aktivnoe Obuchenie: Uchebnoe Posobie, p. 192. , Innovative pedagogical technology: Active learning: A study guide, Moscow: Akademiya; Shevchenko, N.Y., Guseva, N.V., Lebedeva, Y.V., Formirovanie konkurentosposobnoi lichnosti v usloviyakh rynochnoi ekonomiki (2009) Modern Problems of Science and Education, 5, pp. 214-217. , The making of an achievement-oriented person under a market economy; Stupina, S.B., (2009) Tekhnologii Interaktivnogo Obucheniya V Vysshei Shkole: Uchebno-Metodicheskoe Posobie [Interactive Learning Technology in College: A Teaching Guide], p. 52. , Saratov, Russia: Science; Suvorova, N., Interaktivnoe obuchenie: Novye podkhody [Interactive learning: New approaches] (2001) Innovations in Education, 5, pp. 106-107; Vetrov, Y.P., Psikhologo-pedagogicheskaya podgotovka prepodavatelei vuza k ispol'zovaniyu metodov interaktivnogo obucheniya [Psychological-pedagogical preparation of college instructors for using interactive methods of learning] (2012) Higher Education in Russia, 5, pp. 89-95","Abykanova, B.; Atyrau State UniversityKazakhstan; email: bakitgul@list.ru",,,IJESE,,,,,13063065,,,,English,Int. J. Environ. Sci. Educ.,Article,Final,,Scopus,2-s2.0-85007273802
"Chiandetti C., Avella S., Fongaro E., Cerri F.",8580214200;57191848436;57191846345;54392865900;,Can clicker training facilitate conditioning in dogs?,2016,Applied Animal Behaviour Science,184,,,109,116,,7.0,10.1016/j.applanim.2016.08.006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994125652&doi=10.1016%2fj.applanim.2016.08.006&partnerID=40&md5=b8fa85f7d22f197763bdff2c2fa6560a,"Department of Life Sciences, University of Trieste, Trieste, Italy; Center for Mind-Brain Sciences, University of Trento, Rovereto, Italy","Chiandetti, C., Department of Life Sciences, University of Trieste, Trieste, Italy; Avella, S., Department of Life Sciences, University of Trieste, Trieste, Italy; Fongaro, E., Department of Life Sciences, University of Trieste, Trieste, Italy; Cerri, F., Center for Mind-Brain Sciences, University of Trento, Rovereto, Italy","In the attempt to verify clicker training efficacy in shaping dogs’ novel behaviours, we studied 51 domestic dogs. Learning was evaluated in three different conditions: when the primary reinforcer (food) was presented in association with (a) a clicker; (b) a spoken word, a condition absent in previous works on clicker; (c) alone. The three groups were balanced with respect to age, gender and breed; all dogs were naïve with respect to training experience and were shaped by two trainers. After reaching a learning criterion of 8 consecutive correct trials out of 10, each dog was tested for its ability to generalize the learned behaviour in two conditions, one similar and one different from the training condition. All dogs in our study proved to be equally able to learn the novel behaviour and generalize it to different testing conditions, with no differences associated with the specific acoustic secondary reinforcer used or when the primary reinforcer was presented alone. Although it is always advisable to be cautious in drawing conclusions from non-significant results, here we discuss whether and when there might be a direct advantage in using the clicker method over other secondary or primary reinforcers to model dogs’ behaviour. © 2016 Elsevier B.V.",Classical conditioning; Clicker training; Dogs; Generalization; Operant conditioning; Secondary reinforcer,behavioral ecology; biological method; canid; conditioning; domestic species; facilitation; operations technology; testing method; training; Canis familiaris,,,,,,,,,,,"Bensky, M.K., Gosling, S.D., Sinn, D.L., The world from a dog's point of view: a review and synthesis of dog cognition research (2013) Adv. Study Behav., 45, pp. 209-406; Burch, M.R., Pickel, D., A toast to Most: Konrad Most, a 1910 pioneer in animal training (1990) J. Appl. Behav. Anal., 23 (2), pp. 263-264; Feuerbacher, E.N., Wynne, C.D.L., Relative efficacy of human social interaction and food as reinforcers for domestic dogs and hand-reared wolves (2012) J. Exp. Anal. Behav., 98 (1), pp. 105-129; Feuerbacher, E.N., Wynne, C.D.L., Most domestic dogs (Canis lupus familiaris) prefer food to petting: population, context, and schedule effects in concurrent choice (2014) J. Exp. Anal. Behav., 101 (3), pp. 385-405; Fugazza, C., Miklósi, Á., Should old dog trainers learn new tricks? The efficiency of the Do as I do method and shaping/clicker training method to train dogs (2014) Appl. Anim. Behav. Sci., 153, pp. 53-61; Fugazza, C., Miklósi, Á., Social learning in dog training: the effectiveness of the Do as I do method compared to shaping/clicker training (2015) Appl. Anim. Behav. Sci., 171, pp. 146-151; Fukuzawa, M., Hayashi, N., Comparison of 3 different reinforcements of learning in dogs (Canis familiaris) (2013) J. Vet. Behav., 8 (4), pp. 221-224; Gillaspy, J.A., Bihm, E.M., Obituary: Marian Breland Bailey (1920–2001) (2002) Am. Psychol., 57, pp. 292-293; Gleitman, H., Nachmias, J., Neisscr, U., The S-R reinforcement theory of extinction (1954) Psychol. Rev., 61, pp. 23-33; Hart, B.L., Analysing breed and gender differences in behaviour (1995) The Domestic Dog: Its Evolution, Behaviour and Interactions with People, , J. Serpell Cambridge University Press; Jensen, P., The Behavioural Biology of Dogs (2007), CABI Wallingford; Kaminski, J., Nitzschner, M., Do dogs get the point? A review of dog–human communication ability (2013) Learn. Motiv., 44 (4), pp. 294-302; Kaplan, F., Oudeyer, P.-Y., Kubinyi, E., Miklósi, Á., Robotic clicker training (2002) Rob. Auton. Syst., 38, pp. 197-206; Konorski, J., Miller, S., On two types of conditioned reflex (1937) J. Gen. Psychol., 16, pp. 264-272; Lieberman, D.A., Davidson, F.H., Thomas, G.V., Marking in pigeons: the role of memory in delayed reinforcement (1985) J. Exp. Psychol. Anim. Behav. Process., 11, pp. 611-624; Lindsay, S.R., Handbook of Applied Dog Behavior and Training, Adaptation and Learning (2000), Blackwell Publishing Iowa; Marshall-Pescini, S., Valsecchi, P., Petak, I., Accorsi, P.A., Prato Previde, E., Does training make you smarter? The effects of training on dogs’ performance (Canis familiaris) in a problem solving task (2008) Behav. Proc., 78, pp. 449-454; McCall, C.A., Burgin, S.E., Equine utilization of secondary reinforcement during response extinction and acquisition (2002) Appl. Anim. Behav. Sci., 78, pp. 253-262; McConnnell, P., Acoustic structure and receiver response in domestic dogs (Canis familiaris) (1990) Anim. Behav., 39, pp. 897-904; Miklósi, Á., Polgárdi, R., Topál, J., Csányi, V., Use of experimenter-given cues in dogs (1998) Anim. Cogn., 1, pp. 113-121; Miklósi, Á., Dog Behaviour, Evolution and Cognition (2015), 2nd ed. Oxford University Press New York; Mills, D.S., What's in a word? A review of the attributes of a command affecting the performance of pet dogs (2005) Anthrozoos, 18, pp. 208-221; Most, K., Training dogs (1954), Popular Dogs Publishing Company London Original work published 1910 as Abrichtung des hundes, J. Cleugh (Trans.); Pavlov, I.P., Conditional Reflexes (1927), Oxford University Press Oxford; Pearce, J.M., Hall, G., Overshadowing the instrumental conditioning of a lever-press response by a more valid predictor of the reinforcer (1978) J. Exp. Psychol. Anim. Behav. Process., 4, pp. 356-367; Pearce, J.M., A model for stimulus generalization in Pavlovian conditioning (1987) Psychol. Rev., 94, pp. 61-73; Pryor, K., Don't Shoot the Dog! The New Art of Teaching and Training (1999), Rev. ed. Bantam Books New York; Pryor, K., Getting Started: Clicker Training for Dogs (2005), Rev. ed. Sunshine Books, Inc. Waltham, MA; Reid, P.J., Adapting to the human world: dogs’ responsiveness to our social cues (2009) Behav. Proc., 80, pp. 325-333; Rooney, N.J., Cowan, S., Training methods and owner-dog interactions: links with dog behavior and learning ability (2011) Appl. Anim. Behav. Sci., 132, pp. 169-177; Scott, J.P., Fuller, J.L., Genetics and the Social Behavior of the Dog (1965), University of Chicago Press Chicago, IL; Serpell, J.A., Hsu, Y., Effects of breed, sex, and neuter status on trainability in dogs (2005) Anthrozoos, 18, pp. 196-207; Skinner, B.F., The Behavior of Organisms. An Experimental Analysis (1938), D. Appleton-Century Company, Inc. New York; Skinner, B.F., How to teach animals (1951) Sci. Am., 185 (6), pp. 26-29; Smith, S.M., Davies, E.S., Clicker increases resistance to extinction but does not decrease training time of a simple operant task in domestic dogs (Canis familiaris) (2008) Appl. Anim. Behav. Sci., 110, pp. 318-329; Svartberg, K., Forkman, B., Personality traits in the domestic dog (Canis familiaris) (2002) Appl. Anim. Behav. Sci., 79, pp. 133-155; Thalmann, O., Shapiro, B., Cui, P., Schuenemann, V.J., Sawyer, S.K., Greenfield, D.L., Germonpré, M.B., Complete mitochondrial genomes of ancient canids suggest a european origin of domestic dogs (2013) Science, 342 (6160), pp. 871-874; Thomas, G.V., Lieberman, D.A., McIntosh, D.C., Ronaldson, P., The role of marking when reward is delayed (1983) J. Exp. Psychol. Anim. Behav. Process., 9, pp. 401-411; Thomas, G.V., Robertson, D., Lieberman, D.A., Marking effects in Pavlovian trace conditioning (1987) J. Exp. Psychol. Anim. Behav. Process., 13, pp. 126-135; Tillman, P., Clicking with Your Dog (2000), Sunshine Books Waltham, MA; Vilà, C., Savolainen, P., Maldonado, J.E., Amorim, I.R., Rice, J.E., Honeycutt, R.L., Crandall, K.A., Wayne, R.K., Multiple and ancient origins of the domestic dog (1997) Science, 276 (5319), pp. 1687-1689; Williams, J.L., Friend, T.H., Nevill, C.H., Archer, G., The efficacy of a secondary reinforcer (clicker) during acquisition and extinction of an operant task in horses (2004) Appl. Anim. Behav. Sci., 88, pp. 331-341","Chiandetti, C.; Department of Life Sciences, University of TriesteItaly; email: cchiandetti@units.it",,,Elsevier B.V.,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,,Scopus,2-s2.0-84994125652
"Bohaty B.S., Redford G.J., Gadbury-Amyot C.C.",6602594769;57193758757;6601995220;,"Flipping the classroom: Assessment of strategies to promote student-centered, self-directed learning in a dental school course in pediatric dentistry",2016,Journal of Dental Education,80,11,,1319,1327,,12.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016425174&partnerID=40&md5=12cd36b01a74040e751a8b9c0341945e,"Department of Pediatric Dentistry, School of Dentistry, University of Missouri-Kansas City, 650 E. 25th Street, Kansas City, MO  64108, United States; Children's Mercy Hospital, United States; Instructional Technology and Faculty Development, School of Dentistry, University of Missouri, Kansas City, United States","Bohaty, B.S., Department of Pediatric Dentistry, School of Dentistry, University of Missouri-Kansas City, 650 E. 25th Street, Kansas City, MO  64108, United States, Children's Mercy Hospital, United States; Redford, G.J., Instructional Technology and Faculty Development, School of Dentistry, University of Missouri, Kansas City, United States; Gadbury-Amyot, C.C., Department of Pediatric Dentistry, School of Dentistry, University of Missouri-Kansas City, 650 E. 25th Street, Kansas City, MO  64108, United States, Instructional Technology and Faculty Development, School of Dentistry, University of Missouri, Kansas City, United States","The aim of this study was to explore student and course director experiences with the redesign of a traditional lecture-based course into a Hipped classroom for teaching didactic content in pediatric dentistry to second-year dental students. The study assessed student satisfaction, extent of student engagement, overall course grades, and course director satisfaction. The students enrolled in a flipped classroom pediatric dentistry course (spring semester 2014; SIM4) were asked to complete pre- and post-course questionnaires to assess their perceptions of active learning, knowledge acquisition, and course satisfaction. The process was repeated with the class enrolled in the same course the following year (SPI 5). Responses for SP 14 and SP 15 resulted in an overall response rate of 95% on the pre questionnaire and 84% on the post questionnaire. The results showed that the greatest perceived advantage of the flipped classroom design was the availability and access to online content and course materials. Students reported enhanced learning due to heightened engagement in discussion. The results also showed that students' overall course grades improved and that the course director was satisfied with the experience, particularly after year two. Many calls have been made for educational strategies that encourage critical thinking instead of passive learning environments. This study provides one example of a course redesign and demonstrates the need for both faculty and student development to ensure success when a flipped classroom methodology is introduced.",Active learning; Clickers; Dental education; Lecture capture; Pediatric dentistry; Technology,"child; critical thinking; dental education; dental student; human; human experiment; learning environment; perception; questionnaire; self-directed learning; spring; student satisfaction; teaching; dental education; dentistry; education; procedures; satisfaction; self report; Education, Dental; Pediatric Dentistry; Personal Satisfaction; Schools, Dental; Self Report; Students, Dental",,,,,,,,,,,"Pyle, M., Andrieu, S.C., Chadwick, D.G., The case for change in dental education (2006) J Dent Educ, 70 (9), pp. 921-924; Haden, N.K., Andrieu, S.C., Chadwick, D.G., The dental education environment (2006) J Dent Educ, 70 (12), pp. 1265-1270; Alhino, J.E., Young, S.K., Neumann, L.M., Assessing dental students' competence: Best practice recommendations in the performance assessment literature and investigation of current practices in predoctoral dental education (2008) J Dent Educ, 72 (12), pp. 1405-1435; Field, M.J., (1995) Dental Education at the Crossroads: Challenges and Change. An Institute of Medicine Report, , Washington, DC: National Academies Press; (2013) Accreditation Standards for Dental Education Programs, , Chicago: American Dental Association; Gies, W.J., (1926) Dental Education in the United States and Canada, , New York: Carnegie Foundation for the Advancement of Teaching; Pyle, M.A., New models of dental education and curricular change: Their potential impact on dental education (2012) J Dent Educ, 76 (1), pp. 89-97; Hendricson, W.D., Changes in educational methodologies in predoctoral dental education: Finding the perfect intersection (2012) J Dent Educ, 76 (1), pp. 118-141; Haden, N.K., Hendricson, W.D., Kassebaum, D.K., Curriculum change in dental education, 2003-09 (2010) J Dent Educ, 74 (5), pp. 539-557; Prince, M., Does active learning work? A review of the research (2004) J Eng Educ, 93 (3), pp. 223-231; Piaget, J., (1971) Biology and Knowledge, , Chicago: University of Chicago Press; Vygotsky, L.S., (1978) Mind in Society: The Development of Higher Psychological Processes, , Cambridge: Harvard University Press; Dewey, J., (1906) The Child and the Curriculum, , Chicago: University of Chicago Press; Gadbury-Amyot, C.C., Simmer-Beck, M., McCunniff, M., Williams, K.B., Using a multifaceted approach including community-based service-learning to enrich formal ethics instruction in a dental school setting (2006) J Dent Educ, 70 (6), pp. 652-661; Sateesh, K.M., Saylor-Boles, C.D., Rapley, J.W., Student evaluation of clickers in a combined dental and dental hygiene periodontology course (2013) J Dent Educ, 77 (10), pp. 1321-1329; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2), pp. 1-7; Sams, A., Bergmann, J., (2010) The Flipped Classroom, , youtube/2H4RkudFzlc. Accessed 13 Jan. 2016; Bergmann, J., Sams, A., (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day, , Washington, DC: International Society for Technology in Education; Park, S.E., Howell, T.H., Implemention of a flipped classroom educational model in a predoctoral dental course (2015) J Dent Educ, 79 (5), pp. 563-570; Shapiro, M.C., Anderson, O.R., Lal, S., Assessment of a novel module for training dental students in child abuse recognition and reporting (2014) J Dent Educ, 78 (8), pp. 1167-1175; Kirch, C., (2015), flippingwithkirch.blogspot.com/, Accessed 13 Jan. 2016; Pierce, R., Fox, J., Vodcasts and active-learning exercises in a ""flipped classroom"" model of a renal pharmacotherapy module (2012) Am J Pharm Educ, 76 (10), p. 196; Creswell, J., (1994) Research Design: Qualitative and Quantitative Approaches, , London: Sage; Patton, M., (2002) Qualitative Research and Evaluation Methods, , 3rd ed. London: Sage; Boud, D., (1981) Developing Student Autonomy in Learning, , London: Kogan Page; Keeney-Kennicutt, W., Gunersel, A.B., Simpson, N., Overcoming student resistance to a teaching innovation (2008) Int J Scholarship Teach Learn, 2 (1), pp. 1-26","Gadbury-Amyot, C.C.; Department of Pediatric Dentistry, School of Dentistry, University of Missouri-Kansas City, 650 E. 25th Street, United States; email: amyotc@umkc.edu",,,American Dental Education Association,,,,,00220337,,,27803204.0,English,J. Dent. Educ.,Article,Final,,Scopus,2-s2.0-85016425174
Morales K.A.,57200940692;,Use of an aquarium and pump to demonstrate cardiac function,2016,Nursing Education Perspectives,37,6,,354,355,,1.0,10.1097/01.NEP.0000000000000084,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051766759&doi=10.1097%2f01.NEP.0000000000000084&partnerID=40&md5=43c80d06d8b75adced46ae17baf6627e,"Berry College Nursing Program, Mount Berry, GA, United States","Morales, K.A., Berry College Nursing Program, Mount Berry, GA, United States","Student learning was facilitated by using an aquarium and pump to demonstrate advanced cardiac function. Evaluation of the teaching strategy was accomplished via pretest and posttest using an audience response system and students' self-report of content comprehension. Students were asked to troubleshoot cardiac function problems demonstrated with an aquarium pump. Following the activity, students demonstrated an understanding of concepts and terminology. Overall, higher posttest scores were obtained after this demonstration. © 2016 Lippincott Williams & Wilkins.",Active Learning; Cardiac Function; Innovative Teaching,article; comprehension; heart function; human; human experiment; nomenclature; pretest posttest design; self report; student; teaching,,,,,,,,,,,"Halstead, J., (2007) Nurse Educator Competencies: Creating An Evidence-based Practice for Nurse Educators, , New York, NY: National League for Nursing; Shultz, C., (2009) Building A Science of Nursing Education: Foundation for Evidence-based Teaching-learning, , New York NY:","Morales, K.A.; Berry College Nursing ProgramUnited States; email: kmorales@berry.edu",,,Lippincott Williams and Wilkins,,,,,15365026,,,,English,Nurs. Educ. Persp.,Article,Final,,Scopus,2-s2.0-85051766759
"Cathey C.L., Visio M.E., Whisenhunt B.L., Hudson D.L., Shoptaugh C.F.",18036501100;6507445677;6507845326;56392505600;6506116892;,Helping When They Are Listening: A Midterm Study Skills Intervention for Introductory Psychology,2016,Psychology Learning and Teaching,15,3,,250,267,,2.0,10.1177/1475725716646319,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994201284&doi=10.1177%2f1475725716646319&partnerID=40&md5=487460ac22b04e41022694608bb5a005,"Missouri State University, United States","Cathey, C.L., Missouri State University, United States; Visio, M.E., Missouri State University, United States; Whisenhunt, B.L., Missouri State University, United States; Hudson, D.L., Missouri State University, United States; Shoptaugh, C.F., Missouri State University, United States","This study examined the effectiveness of a study skills training session offered at midterm to students enrolled in a large section of Introductory Psychology. In the training session, students watched a series of five, short videos on effective learning and answered related clicker questions that encouraged them to reflect their own study strategies and beliefs about learning. Students across all levels of course performance rated the training as helpful and effective. Although there were no differences in subsequent study time and metacognitive skills between students who attended the training and those who did not, students who attended the training gained insight into some of the limitations of their own past study strategies. Additionally, although students who chose to attend the training had lower scores on exams taken prior to training, the difference between those groups disappeared for exams that followed training. Embedding study skills training into an existing course at a point in the semester when students are highly motivated to change and can meaningfully reflect on their own past course performance appears to be a useful pedagogical strategy for introductory-level students. © 2016, © The Author(s) 2016.",academic performance; introductory psychology; Metacognition; study skills,,,,,,,,,,,,"Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman, M.K., (2010) How learning works: Seven research-based principles for smart teaching, , San Francisco, CA, Jossey-Bass; Arnott, E., Dust, M., Combating unintended consequences of in-class revision using study skills training (2012) Psychology Learning and Teaching, 11 (1), pp. 99-104; Bem, D.J., Self-perception theory (1972) Advances in experimental social psychology, 6, pp. 1-62. , Berkowitz, (ed), New York, NY, Academic Press,. In:, (ed.); Braunstein, A., Lesser, M., Pestracice, D., The impact of a program for the disadvantaged on student retention (2008) College Student Journal, 42 (1), pp. 36-40; Chew, S.L., Improving classroom performance by challenging student misconceptions about learning (2010) Observer, 23 (4), pp. 51-54; Chew, S.L., (2011) How to get the most out of studying, , http://www.samford.edu/departments/academic-success-center/how-to-study, Video series, Retrieved from; Craik, F.I.M., Tulving, E., Depth of processing and the retention of words in episodic memory (1975) Journal of Experimental Psychology: General, 104 (3), pp. 268-294; Crède, M., Kuncel, N.R., Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance (2008) Perspectives on Psychological Science, 3 (6), pp. 425-454; Deslauriers, L., Harris, S.E., Lane, E., Wieman, C.E., Transforming the lowest-performing students: An intervention that worked (2012) Journal of College Science Teaching, 41 (6), pp. 80-88; Festinger, L., (1957) A theory of cognitive dissonance, , Stanford, CA, Stanford University Press; Flavell, H.J., Metacognitive aspects of problem solving (1976) The nature of intelligence, pp. 231-236. , Resnick, (ed), Hillsdale, NJ, Erlbaum,. In:, (ed.); Freedman, J.L., Fraser, S.C., Compliance without pressure: The foot-in-the-door technique (1966) Journal of Personality and Social Psychology, 4 (2), pp. 195-202; Gurung, R.A.R., How do students really study (and does it matter)? (2005) Teaching of Psychology, 32, pp. 239-241; Gurung, R.A.R., Daniel, D.B., Landrum, R.E., A multisite study of learning in introductory psychology courses (2012) Teaching of Psychology, 39 (3), pp. 170-175; Hartwig, M., Was, C., Isaacson, R., Dunlosky, J., General knowledge monitoring as a predictor of in-class exam performance (2012) British Journal of Educational Psychology, 82 (3), pp. 456-468; Hassanbeigi, A., Askari, J., Nakhjavani, M., Shirkhoda, S., Barzegar, K., Mozayyan, M.R., Fallahzadeh, H., The relationship between study skills and academic performance of university students (2011) Procedia – Social and Behavioral Sciences, 30, pp. 1416-1424; Hattie, J., Biggs, J., Purdie, N., Effects of learning skills interventions on student learning: A meta-analysis (1996) Review of Educational Research, 66 (2), pp. 99-136; Jenson, P.A., Moore, R., What do help sessions accomplish in introductory science courses? (2009) Journal of College Science Teaching, 38 (5), pp. 60-65; Jordan, J., Parker, M., Li, X., Onwuegbuzie, A.J., Effect of study skills program participation on undergraduate student academic performance (2015) International Journal of Education, 7 (1), pp. 247-265; Kennett, D.J., Reed, M.J., Factors influencing academic success and retention following a first year post-secondary success course (2009) Education Research and Evaluation, 15 (2), pp. 153-188; Kuhn, D., Metacognitive development (2000) Current Directions in Psychological Science, 9 (5), pp. 178-181; Marrs, H., Sigler, E., Hayes, K., Study strategy predictors of performance in introductory psychology (2009) Journal of Instructional Psychology, 32 (2), pp. 125-133; Miller, T.M., Geraci, L., Improving metacognitive accuracy: How failing to retrieve practice items reduces overconfidence (2014) Consciousness and Cognition, 29, pp. 131-140; Moore, R., Who’s helped by help-sessions in introductory science courses? (2008) The American Biology Teacher, 70 (5), pp. 269-273; Newton, F.J., Wright, J.D., Newton, J.D., Skills training to avoid inadvertent plagiarism: Results from a randomised control study (2014) Higher Education Research and Development, 33 (6), pp. 1180-1193; Nietfeld, J.L., Cao, L., Osborne, J.W., Metacognitive monitoring accuracy and student performance in the postsecondary classroom (2005) The Journal of Experimental Education, 74 (1), pp. 7-28; Pintrich, P.R., A conceptual framework for assessing motivation and self-regulated learning in college students (2004) Educational Psychology Review, 16 (4), pp. 385-407; Podsakoff, P.M., Organ, D.W., Self-reports in organizational research: Problems and prospects (1986) Journal of Management, 12 (4), pp. 531-544; Polansky, J., Horan, J.J., Hanish, C., Experimental construct validity of the outcomes of study skills training and career counseling as treatments for the retention of at-risk students (1993) Journal of Counseling and Development, 71, pp. 488-492; Prevatt, F., Petscher, Y., Proctor, B.E., Hurst, A., Adams, K., The revised Learning and Study Strategies Inventory: An evaluation of competing models (2006) Educational and Psychological Measurement, 66 (3), pp. 448-458; Prygmachuk, S., Gill, A., Wood, P., Olleveant, N., Keeley, P., Evaluation of an online study skills course (2012) Active Learning in Higher Education, 13 (2), pp. 155-168; Schraw, G., Dennison, R.S., Assessing metacognitive awareness (1994) Contemporary Educational Psychology, 19 (4), pp. 460-475; Sperling, R.A., Howard, B.C., Staley, R., DuBois, N., Metacognition and self-regulated learning constructs (2004) Educational Research and Evaluation, 10 (2), pp. 117-139; Sperling, R.A., Richmond, A.S., Ramsay, C.M., Klapp, M., The measurement and predictive ability of metacognition in middle school learners (2012) The Journal of Educational Research, 105 (1), pp. 1-7; Twenge, J.M., Campbell, W.K., Increases in positive self-views among high school students: Birth-cohort changes in anticipated performance, self-satisfaction, self-liking, and self-competence (2008) Psychological Science, 19 (11), pp. 1082-1086; Urciuoli, J.A., Bluestone, C., Study skills analysis: A pilot study linking a success and psychology course (2013) Community College Journal of Research and Practice, 37 (5), pp. 397-401; Wernersbach, B.M., Crowley, S.L., Bates, S.C., Rosenthal, C., Study skills course impact on academic self-efficacy (2014) Journal of Developmental Education, 37 (3), pp. 14-33; Wingate, U., Doing away with ‘study skills’ (2006) Teaching in Higher Education, 11 (4), pp. 457-469; Young, A., Fry, J., Metacognitive awareness and academic achievement in college students (2012) Journal of the Scholarship of Teaching and Learning, 8 (2), pp. 1-10","Cathey, C.L.; Department of Psychology, Missouri State UniversityUnited States; email: ChristieCathey@missouristate.edumailto",,,SAGE Publications Inc.,,,,,14757257,,,,English,Psychol. Learn. Teach.,Article,Final,,Scopus,2-s2.0-84994201284
"Mejdell C.M., Buvik T., Jørgensen G.H.M., Bøe K.E.",6506960086;36343245100;20734607400;6602190637;,Horses can learn to use symbols to communicate their preferences,2016,Applied Animal Behaviour Science,184,,,66,73,,10.0,10.1016/j.applanim.2016.07.014,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994123681&doi=10.1016%2fj.applanim.2016.07.014&partnerID=40&md5=c35bb464017c3779466c4679e8ea694b,"Norwegian Veterinary Institute, Department of Health Surveillance, P.O. Box 750 Sentrum, Oslo, 0106, Norway; Trondheim Hundeskole, Norway; Norwegian Institute of Bioeconomy Research, P.O. Box 34, Tjøtta, 8860, Norway; Norwegian University of Life Sciences, Department of Animal and Aquacultural Sciences1432, Norway","Mejdell, C.M., Norwegian Veterinary Institute, Department of Health Surveillance, P.O. Box 750 Sentrum, Oslo, 0106, Norway; Buvik, T., Trondheim Hundeskole, Norway; Jørgensen, G.H.M., Norwegian Institute of Bioeconomy Research, P.O. Box 34, Tjøtta, 8860, Norway; Bøe, K.E., Norwegian University of Life Sciences, Department of Animal and Aquacultural Sciences1432, Norway","This paper describes a method in which horses learn to communicate by touching different neutral visual symbols, in order to tell the handler whether they want to have a blanket on or not. Horses were trained for 10–15 min per day, following a training program comprising ten steps in a strategic order. Reward based operant conditioning was used to teach horses to approach and touch a board, and to understand the meaning of three different symbols. Heat and cold challenges were performed to help learning and to check level of understanding. At certain stages, a learning criterion of correct responses for 8–14 successive trials had to be achieved before proceeding. After introducing the free choice situation, on average at training day 11, the horse could choose between a “no change” symbol and the symbol for either “blanket on” or “blanket off” depending on whether the horse already wore a blanket or not. A cut off point for performance or non-performance was set to day 14, and 23/23 horses successfully learned the task within this limit. Horses of warm-blood type needed fewer training days to reach criterion than cold-bloods (P &lt; 0.05). Horses were then tested under differing weather conditions. Results show that choices made, i.e. the symbol touched, was not random but dependent on weather. Horses chose to stay without a blanket in nice weather, and they chose to have a blanket on when the weather was wet, windy and cold (χ2 = 36.67, P &lt; 0.005). This indicates that horses both had an understanding of the consequence of their choice on own thermal comfort, and that they successfully had learned to communicate their preference by using the symbols. The method represents a novel tool for studying preferences in horses. © 2016 The Author(s)",Blanket; Clicker training; Cognition; Operant conditioning; Rug; Thermoregulation,cognition; communication; horse; learning; thermoregulation; training; Equidae,,,,,218961,"We thank horse owners at Skjetlein College and Nypan stable for letting their horses take part in the project. We are highly obliged to Gjertrud Jenssen and Tonje Lundqvist for training the horses. We also thank Ruth Newberry for valuable comments to an earlier draft of the paper, and Kristian Ellingsen for technical assistance with figures. This study was financed by the Norwegian Research Council and the Scandinavian Horse Research Fund (project no. 218961). Appendix A",,,,,"Baragli, P., Padalino, B., Telatin, A., The role of associative and non-associative learning in the training of horses and implications for the welfare (a review) (2015) Ann. Ist. Super. Sanita, 51, pp. 40-51; Cooper, J.J., Comparative learning theory and its application in the training of horses (1998) Equine Vet. J., pp. 39-43; Dawkins, M.S., Battery hens name their price: consumer demand theory and the measurement of ethological ‘needs’ (1983) Anim. Behav., 31, pp. 1195-1205; Dorey, N.R., Conover, A.M., Udell, M.A.R., Interspecific communication from people to horses (Equus ferus caballus) is influenced by different horsemanship training styles (2014) J. Comp. Psychol., 128, pp. 337-342; Evans, W., Borton, A., Hintz, H., van Vleck, L.D., Behavioral Principles of Training and Management, The Horse (1990), W.H Freeman New York; Flannery, B., Relational discrimination learning in horses (1997) Appl. Anim. Behav. Sci., 54, pp. 267-280; Gabor, V., Gerken, M., Horses use procedural learning rather than conceptual learning to solve matching to sample (2010) Appl. Anim. Behav. Sci., 126, pp. 119-124; Hanggi, E.B., Ingersoll, J.F., Long-term memory for categories and concepts in horses (Equus caballus) (2009) Anim. Cogn., 12, pp. 451-462; Hanggi, E.B., Discrimination learning based on relative size concepts in horses (Equus caballus) (2003) Appl. Anim. Behav. Sci., 83, pp. 201-213; Hanggi, E.B., The thinking horse: cognition and perception reviewed (2005) Seattle, pp. 246-255. , The American Association of Equine Practioners Annual Convention; Hanggi, E.B., Rotated object recognition in four domestic horses (Equus caballus) (2010) J. Equine Vet. Sci., 30, pp. 175-186; Heird, J.C., Lokey, C.E., Cogan, D.C., Repeatability and comparison of two maze tests to measure learning ability in horses (1986) Appl. Anim. Behav. Sci., 16, pp. 103-119; Hendriksen, P., Elmgreen, K., Ladewig, J., Trailer-loading of horses: is there a difference between positive and negative reinforcement concerning effectiveness and stress-related signs? (2011) J. Vet. Behav.: Clin. Appl. Res., 6, pp. 261-266; Houpt, K.A., Houpt, T.R., Social and illumination preferences of mares (1992) Equine Pract., 14, pp. 11-16; Innes, L., McBride, S., Negative versus positive reinforcement: an evaluation of training strategies for rehabilitated horses (2008) Appl. Anim. Behav. Sci., 112, pp. 357-368; Kratzer, D.D., Netherland, W.M., Pulse, R.E., Baker, J.P., Maze learning in quarter horses (1977) J. Anim. Sci., 46, pp. 896-902; Lansade, L., Simon, F., Horses’ learning performances are under the influence of several temperamental dimensions (2010) Appl. Anim. Behav. Sci., 125, pp. 30-37; LeScolan, N., Hausberger, M., Wolff, A., Stability over situations in temperamental traits of horses as revealed by experimental and scoring approaches (1997) Behav. Process., 41, pp. 257-266; Lee, J., Floyd, T., Erb, H., Houpt, K., Preference and demand for exercise in stabled horses (2011) Appl. Anim. Behav. Sci., 130, pp. 91-100; Leeson, J., The examination of discrimination learning in horses using a transposition paradigm (2015) Huron Univ. Coll. J. Learn. Motiv., 53, pp. 108-125; Lindberg, A.C., Kelland, A., Nicol, C.J., Effects of observational learning on acquisition of an operant response in horses (1999) Appl. Anim. Behav. Sci., 61, pp. 187-199; Lindsay, S.R., Handbook of applied dog behaviour and training (2000) Volume I: Adaptation and Learning, , Iowa State University Press Ames; Marinier, S.L., Alexander, A.J., The use of a maze in testing learning and memory in horses (1994) Appl. Anim. Behav. Sci., 39, pp. 177-182; Martin, T.I., Zentall, T.R., Lawrence, L., Simple discrimination reversals in the domestic horse (Equus caballus): effect of discriminative stimulus modality on learning to learn (2006) Applied Animal Behaviour Science, 101, pp. 328-338; McCall, C.A., A review of learning behaviour in horses and its application in horse training (1990) J. Anim. Sci., 68, pp. 75-81; McGreevy, P., Equine Behavior (2008), A guide for veterinarians and equine scientists. Saunders; Murphy, J., Arkins, S., Equine learning behaviour (2007) Behav. Process., 76, pp. 1-13; Murphy, J., Assessing equine prospective memory in a Y-maze apparatus (2009) Vet. J., 181, pp. 24-28; Nicol, C.J., Equine learning: progress and suggestions for future research (2002) Appl. Anim. Behav. Sci., 78, pp. 193-208; Pfungst, O., Clever Hans (The Horse of Mr. Von Osten): A Contribution to Experimental Animal and Human Psychology (1911), Henry Holt and company New York; Pryor, K., Clicker magic (1995) The art of Clicker Training. Video, , Sunshine Books Waltham; Pryor, K., Don't Shoot the Dog! The New Art of Teatching and Training (2002), Ringpress Dorking; Sankey, C., Richard-Yris, M.A., Henry, S., Fureix, C., Nassur, F., Hausberger, M., Reinforcement as a mediator of the perception of humans by horses (Equus caballus) (2010) Anim. Cogn., 13, pp. 753-764; Sappington, B.F., Goldman, L., Discrimination learning and concept formation in the Arabian horse (1994) J. Anim. Sci., 72, pp. 3080-3087; Sebeok, T.A., Rosenthal, R., Introduction (1981) Ann. N. Y. Acad. Sci., 364, pp. vii-viii; Skinner, B., Science and Human Behavior (1953), The Macmillan Company New York; Sondergaard, E., Jensen, M.B., Nicol, C.J., Motivation for social contact in horses measured by operant conditioning (2011) Appl. Anim. Behav. Sci., 132, pp. 131-137; Spector, M., Clicker Training for Obedience (1999), Sunshine Books Waltham; Valenchon, M., Levy, F., Prunier, A., Moussu, C., Calandreau, L., Lansade, L., Stress modulates instrumental learning performances in horses (Equus caballus) in interaction with temperament (2013) PLoS One, 8; Visser, E.K., van Reenen, C.G., Schilder, M.B.H., Barneveld, A., Blokhuis, H., Learning performances in young horses using two different learning tests (2003) Appl. Anim. Behav. Sci., 80, pp. 311-326; von Borstel, U.K., Keil, J., Horses’ behavior and heart rate in a preference test for shorter and longer riding bouts (2012) J. Vet. Behav.: Clin. Appl. Res., 7, pp. 362-374; von Borstel, U.U., Duncan, I.J.H., Shoveller, A.K., Merkies, K., Keeling, L.J., Millman, S.T., Impact of riding in a coercively obtained Rollkur posture on welfare and fear of performance horses (2009) Appl. Anim. Behav. Sci., 116, pp. 228-236; Wolff, A., Hausberger, M., Learning and memorisation of two different tasks in horses: the effects of age, sex and sire (1996) Appl. Anim. Behav. Sci., 46, pp. 137-143","Mejdell, C.M.; Norwegian Veterinary Institute, Department of Health Surveillance, P.O. Box 750 Sentrum, Norway; email: cecilie.mejdell@vetinst.no",,,Elsevier B.V.,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,Open Access,Scopus,2-s2.0-84994123681
Gould S.M.,7202693119;,"Potential Use of Classroom Response Systems (CRS, Clickers) in Foods, Nutrition, and Dietetics Higher Education",2016,Journal of Nutrition Education and Behavior,48,9,,669,674.e1,,7.0,10.1016/j.jneb.2016.06.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979740875&doi=10.1016%2fj.jneb.2016.06.004&partnerID=40&md5=5038d7818f83371c636b33fb4526151d,"University of Northern Colorado, School of Human Sciences, Nutrition and Dietetics Program, Greeley, CO, United States","Gould, S.M., University of Northern Colorado, School of Human Sciences, Nutrition and Dietetics Program, Greeley, CO, United States","Although hundreds of articles have been published about the use of classroom response systems (CRS, clickers) in higher education, few address the use in foods, nutrition, and dietetics courses, especially upper-division, major courses. This technology has the potential to increase student engagement, motivation, assessment, and, possibly, learning. Thoughtfully designed questions may stimulate discussions, especially about challenging nutrition topics. This article presents the viability and potential benefits for the use of CRS in foods, nutrition, and dietetics classes through a brief literature summary, overview of the author's experiences, and guidance for implementing this technology. © 2016 Society for Nutrition Education and Behavior",classroom response systems; dietetics education; educational technology; foods; nutrition; pedagogy,dietetics education; educational technology; human; human experiment; learning; motivation; nutrition; pedagogics; student; dietetics; education; nutritional science; procedures; teaching; Computer-Assisted Instruction; Dietetics; Educational Measurement; Humans; Nutritional Sciences,,,,,,,,,,,"Boscardin, C., Penuel, W., Exploring benefits of audience-response systems on learning: a review of the literature (2012) Acad Psychiatry, 36, pp. 401-407; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Dunn, P.K., Richardson, A., McDonald, C., Oprescu, F., Instructor perceptions of using a mobile-phone-based free classroom response system in first-year statistics undergraduate courses (2012) Int J Math Educ Sci Technol, 43, pp. 1041-1056; Beatty, I.D., Transforming student learning with classroom communication systems. Educause Center for Applied Research (ECAR) Research Bulletin. 2004;2004:1-13; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: a research-based pedagogy for teaching science with classroom response technology (2009) J Sci Educ Technol, 18, pp. 146-162; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am J Phys, 74, pp. 31-39; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comput Assist Lear, 20, pp. 81-94; Tlhoaele, M., Hofman, A., Naidoo, A., Winnips, K., Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students (2014) Innov Educ Teach Int, 51, pp. 497-509; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21 (2012) Med Teach, 34, pp. e386-e405; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: best practice guidelines (2010) Int J Nurs Educ Scholarsh, 7, pp. 1-17; Diers, J.A., Faculty and Student Experiences with Clickers: A Qualitative Exploration of Engaging Students in Higher-Level Thinking [Dissertation]. Ames, IA: Human Development and Family Studies, Iowa State University; 2008; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class: the role of interactivity, active collaborative learning and engagement in learning performance (2013) Comput Educ, 62, pp. 102-110; Vail-Smith, K., Blumell, C., Elmore, B., Using a “Classroom Response System” to improve active student participation in a large sexual health class (2006) Am J Sex Educ, 1, pp. 47-54; Bojinova, E.D., Oigara, J.N., Teaching and learning with clickers: are clickers good for students? Interdisciplinary J E-Learning Learning Objects. 2011;7:169-184; Green, A.J., Chang, W., Tanford, S., Moll, L., Student perceptions towards using clickers and lecture software applications in hospitality lecture courses (2015) J Teaching Travel Tourism, 15, pp. 29-47; Miller, J.P., Milholland, E.S., Gould, S.M., Determining the attitudes of students toward the use of a classroom response in hospitality courses (2012) J Hospitality Tourism Educ, 24, pp. 73-79; Garver, M.S., Roberts, B.A., Flipping & clicking your way to higher-order learning (2013) Marketing Educ Rev, 23, pp. 17-22; Weerts, S.E., Miller, D., Altice, A., “Clicker” technology promotes interactivity in an undergraduate nutrition course (2009) J Nutr Educ Behav, 41, pp. 227-228; Harman, T., Bertrand, B., Greer, A., Case-based learning facilitates critical thinking in undergraduate nutrition education: students describe the big picture (2015) J Acad Nutr Diet, 115, pp. 378-388; Atlantis, E., Cheema, B.S., Effect of audience response system technology on learning outcomes in health students and professionals: an updated systematic review (2015) Int J Evid Based Healthc, 13, pp. 3-8; Glassman, N.R., Texting during class: audience response systems (2015) J Electronic Resources Med Libraries, 12, pp. 59-71; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Comput Educ, 53, pp. 819-827; Thampy, H., Ahmad, Z., How to… Use audience response systems (2014) Educ Primary Care, 25, pp. 294-296; Adams, C.C., Columba, L., Classroom response systems: effects on the critical analysis skills of students in introductory science courses (2014) Sch Sci Math, 114, pp. 367-379; Fies, C., Marshall, J., Classroom response systems: a review of the literature (2006) J Sci Educ Technol, 15, pp. 101-109; Milholland, E.S., A Multiple Case Study of Instructors Utilizing Classroom Response Systems (CRS) to Achieve Pedagogical Goals [Dissertation]. Fort Collins, CO: School of Education, Colorado State University; 2015; Raes, A., Vanderhoven, E., Schellens, T., Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education (2015) Stud High Educ, 40, pp. 178-193; Quinn, A., An exploratory study of opinions on clickers and class participation from students of human behavior in the social environment (2010) J Hum Behav Soc Environ, 20, pp. 721-731; Banks, D.A., Audience Response Systems in Higher Education: Applications and Cases (2006), Information Science Pub Hershey, PA; Naismith, L., Lonsdale, P., Vavoula, G., Sharples, M., Literature review in mobile technologies and learning (Futurelab Series Report 11) (2004), p. 48. , FutureLab Series Futurelab Bristol; Kolb, D.A., Experiential Learning: Experience as the Source of Learning and Development (1984), Prentice-Hall Englewood Cliffs, NJ; Kolb, D.A., Fry, R., Toward an applied theory of experiential learning (1975) Theories of Group Process, pp. 33-57. , C.L. Cooper John Wiley London; Snowman, J., McCown, R., Biehler, R., Psychology Applied to Teaching (2012), 13th ed. Wadsworth Belmont, CA; Bruff, D., Teaching With Classroom Response Systems: Creating Active Learning Environments (2009), 1st ed. Jossey-Bass San Francisco, CA; Handbook, I., Cognitive Domain (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, , B.S. Bloom M.D. Engelhart E.J. Furst W.H. Hill D.R. Krathwohl Longmans, Green and Co New York, NY; Gray, K., Steer, D.N., Personal response systems and learning: it is the pedagogy that matters, not the technology (2012) J Coll Sci Teach, 41, pp. 80-88; Hoekstra, A., Mollborn, S., How clicker use facilitates existing pedagogical practices in higher education: data from interdisciplinary research on student response systems (2012) Learn Media Technol, 37, pp. 303-320","Gould, S.M.; University of Northern Colorado, Nutrition and Dietetics Program, Gunter Hall 2280, Campus Box 93, 501 20th St, United States; email: susan.gould@unco.edu",,,Elsevier Inc.,,,,,14994046,,,27477303.0,English,J. Nutr. Educ. Behav.,Article,Final,,Scopus,2-s2.0-84979740875
"Benson J.D., Szucs K.A., Taylor M.",7401802191;26435520500;57191162008;,Student Response Systems and Learning: Perceptions of the Student,2016,Occupational Therapy in Health Care,30,4,,406,414,,3.0,10.1080/07380577.2016.1222644,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84987622035&doi=10.1080%2f07380577.2016.1222644&partnerID=40&md5=c06389e5a8bb2653dc572086267cce0f,"Occupational Therapy Department, Duquesne University, Pittsburgh, PA, United States","Benson, J.D., Occupational Therapy Department, Duquesne University, Pittsburgh, PA, United States; Szucs, K.A., Occupational Therapy Department, Duquesne University, Pittsburgh, PA, United States; Taylor, M., Occupational Therapy Department, Duquesne University, Pittsburgh, PA, United States","To assess student perception of learning and use of a student response system (SRS) as a teaching/learning strategy. Survey methods were used to explore student perceptions of learning and use of student response systems as a pedagogical strategy. Fifty-nine graduate students participated in the survey post completion of two graduate intervention courses. Overall, there was a positive response to the use of SRS's in the classroom. All of the students (100%) recommended the continued use of the clickers for various reasons. The primary benefit reported by students related to providing immediate feedback, the opportunity to manipulate and revisit the content, and the ability to check for understanding within a class session. Students recommended the continued use of the SRS in classes to support acquisition of content and exam preparation. The student reported technology difficulties as the only the negative to SRS use in the classroom. Instructor perception was that the addition of the SRS devices added a new way to interact with the students. Suggestions for incorporating the use of a SRS devices into classroom instruction are offered. © 2016 Taylor & Francis Group, LLC.",education; learning; occupational therapy education; pedagogy; Student response systems,graduate student; human; learning; major clinical study; occupational therapy education; pedagogics; perception; feedback system; occupational therapy; perception; student; teaching; Feedback; Humans; Learning; Occupational Therapy; Perception; Students; Teaching,,,,,,,,,,,"Berry, J., Technology support in nursing education: Clickers in the classroom Nursing Education Research, 20 (5), pp. 295-298; DeBourgh, G., Use of classroom “clickers” to promote acquisition of advanced reasoning skills Nurse Education, 8, pp. 76-87; FitzPatrick, K., Finn, K., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum Advances in Physiology Education, 35, pp. 208-289; Gagne, J., The impact of clickers in nursing education: A review of literature Nurse Education Today, 31, pp. 34-40; Gok, T., An evaluation of student response systems from the viewpoint of instructors and students The Turkish Online Journal of Educational Technology, 10 (4), pp. 67-83; Llena, C., Forner, L., Cueva, R., Student evaluation of clickers in a dental pathology course Journal of Clinical Experience in Dentistry, 7 (3), pp. 369-373; Oakes, C., DeMaio, D., I was able to have a voice without being self-conscious”: Students' perceptions of audience response systems in the health science curriculum Journal of Allied Health, 42 (3), pp. 75-80; Portney, L.G., Watkins, M.P., Foundations of clinical research: Applications to practice, , NJ: Prentice Hall Upper Saddle River; Stein, P., Challman, S., Brueckner, J., Using audience response technology for pretest reviews in an undergraduate nursing course The Journal of Nursing Education, 45 (11), pp. 473-496; Stevenson, F., Clickers: The use of audience response questions to enliven lectures and stimulate teamwork Journal of the International Association of Medical Science Educators, 17 (2), pp. 106-111","Benson, J.D.; Occupational Therapy Department, Duquesne UniversityUnited States; email: benson@duq.edu",,,Taylor and Francis Ltd,,,,,07380577,,OTHCE,27624930.0,English,Occup. Ther. Health Care,Article,Final,,Scopus,2-s2.0-84987622035
"Kjolsing E., Van Den Einde L.",56690498800;8383380100;,Peer Instruction: Using Isomorphic Questions to Document Learning Gains in a Small Statics Class,2016,Journal of Professional Issues in Engineering Education and Practice,142,4, 04016005,,,,1.0,10.1061/(ASCE)EI.1943-5541.0000283,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988451811&doi=10.1061%2f%28ASCE%29EI.1943-5541.0000283&partnerID=40&md5=b327fd9e29b52da368de036e3199c906,"Dept. of Structural Engineering, Univ. of California, 9500 Gilman Dr., San Diego, CA  92093-0085, United States","Kjolsing, E., Dept. of Structural Engineering, Univ. of California, 9500 Gilman Dr., San Diego, CA  92093-0085, United States; Van Den Einde, L., Dept. of Structural Engineering, Univ. of California, 9500 Gilman Dr., San Diego, CA  92093-0085, United States","Peer instruction (PI) is an in-class instructional technique implemented to promote an active learning environment. Within this pedagogy, students respond to a multiple-choice conceptual question (often using electronic clickers and a classroom response system), engage in peer discussions, then re-respond to the original conceptual question, and finally participate in a classwide discussion facilitated by the instructor. An improvement in the correct response rate is common and is often associated with student learning during the peer discussion phase of the process. To observe the effectiveness of PI in a small engineering statics class, the PI sequence was modified by including an isomorphic question; the resulting learning gains were measured. Three surveys were also distributed during the course to gauge student attitudes toward PI. Findings show that (1) PI improved student conceptual understanding, (2) the resulting learning gains are not statistically affected by a student's preclass preparation, (3) a relationship exists between average peer discussion group exam scores and learning gains, and (4) higher performing students were more likely to recommend the continued use of PI. © 2016 American Society of Civil Engineers.",,Artificial intelligence; Computer aided instruction; Surveys; Teaching; Active learning environment; Classroom response systems; Conceptual questions; Conceptual understanding; Engineering statics; Instructional techniques; Student attitudes; Student learning; Students,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am. J. Phys., 74 (1), pp. 31-39; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sci. Educ., 6 (1), pp. 9-20; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69 (9), pp. 970-977; Demirel, Y., Effective teaching and active learning of engineering courses with workbook strategy (2004) Proc. 2004 American Society for Engineering Education Annual Conf. & Exposition, , American Society for Engineering Education, Washington, DC; Dollár, A., Steif, P., An interactive, cognitively informed, web-based statics course (2008) Int. J. Eng. Educ., 24 (6), pp. 1229-1241; Dollár, A., Steif, P.S., Reinventing the teaching of statics (2004) Proc. 2004 American Society for Engineering Education Annual Conf. & Exposition, , American Society for Engineering Education, Washington, DC; Dollár, A., Steif, P.S., Strader, R., Enhancing traditional classroom instruction with web-based Statics course (2007) 37th Annual Frontiers in Education Conf.-Global Engineering: Knowledge Without Borders, Opportunities Without Passports, FIE'07, , IEEE, New York; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Phys. Teacher, 40 (4), pp. 206-209; Fagen, A.P., Crouch, C.H., Yang, T., Mazur, E., Factors that make peer instruction work: A 700-user survey (2000) 2000 American Association of Physics Teachers (AAPT) Winter Meeting, , Kissimmee, FL; Grissom, S., Simon, B., Beck, L., Chizhik, A., Alternatives to lecture: Revealing the power of peer instruction and cooperative learning (2013) Proc. 44th ACM Technical Symp. on Computer Science Education, pp. 283-284. , Denver; Heller, P., Hollabaugh, M., Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups (1992) Am. J. Phys., 60 (7), pp. 637-644; James, M.C., The effect of grading incentive on student discourse in peer instruction (2006) Am. J. Phys., 74 (8), pp. 689-691; James, M.C., Willoughby, S., Listening to student conversations during clicker questions: What you have not heard might surprise you! (2011) Am. J. Phys., 79 (1), pp. 123-132; Kjolsing, E., Van Den Einde, L., Using isomorphic questions, the statics concept inventory, and surveys to investigate the benefits of and student satisfaction in a hybrid learning environment (2015) Proc. ASEE National Conf. American Society for Engineering Education, , Washington, DC; Lucas, A., Using peer instruction and i-clickers to enhance student participation in calculus (2009) Primus, 19 (3), pp. 219-231; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; Mazur, E., Peer instruction: Getting students to think in class (1997) AIP Conf. Proc. Changing Role of Physics Departments in Modern Universities, pp. 981-988. , Part Two: Sample Classes, E. Edward, F. Redish, and J. S. Rigden, eds. American Institute of Physics, Woodbury, NY; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Stud. Higher Educ., 28 (4), pp. 457-473; Pilzer, S., Peer instruction in physics and mathematics (2001) Prob. Resour. Issues Math. Undergraduate Stud., 11 (2), pp. 185-192; Porter, L., Bailey Lee, C., Simon, B., Zingaro, D., Peer instruction: Do students really learn from peer discussion in computing? (2011) Proc. 7th Int. Workshop on Computing Education Research, pp. 45-52. , Providence, RI; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., Experience report: Peer instruction in introductory computing (2010) Proc. 41st ACM Technical Symp. on Computer Science Education, pp. 341-345. , Milwaukee; Smith, M.K., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Steif, P.S., Dollár, A., Study of usage patterns and learning gains in a web-based interactive static course (2009) J. Eng. Educ., 98 (4), pp. 321-333; Vander Schaaf, R., Klosky, J.L., Classroom demonstrations in introductory mechanics (2005) J. Prof. Issues Eng. Educ. Pract., pp. 83-89","Kjolsing, E.; Dept. of Structural Engineering, Univ. of California, 9500 Gilman Dr., United States; email: eric.kjolsing@gmail.com",,,American Society of Civil Engineers (ASCE),,,,,10523928,,JPEPE,,English,J Prof Issues Eng Educ Pract,Article,Final,,Scopus,2-s2.0-84988451811
"Fernández-Alemán J.L., López-González L., González-Sequeros O., Jayne C., López-Jiménez J.J., Toval A.",6504105559;57086444900;6602721565;36608214500;57087336600;22982044800;,The evaluation of i-SIDRA – a tool for intelligent feedback – in a course on the anatomy of the locomotor system,2016,International Journal of Medical Informatics,94,,,172,181,,,10.1016/j.ijmedinf.2016.07.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979619246&doi=10.1016%2fj.ijmedinf.2016.07.008&partnerID=40&md5=9224e6951c854a6c0070e57b42aa64bf,"Faculty of Computer Science, Department of Informatics and System, University of Murcia, Spain; Faculty of Medicine, Department of Human Anatomy, University of Murcia, Spain; Robert Gordon University, United Kingdom","Fernández-Alemán, J.L., Faculty of Computer Science, Department of Informatics and System, University of Murcia, Spain; López-González, L., Faculty of Medicine, Department of Human Anatomy, University of Murcia, Spain; González-Sequeros, O., Faculty of Medicine, Department of Human Anatomy, University of Murcia, Spain; Jayne, C., Robert Gordon University, United Kingdom; López-Jiménez, J.J., Faculty of Computer Science, Department of Informatics and System, University of Murcia, Spain; Toval, A., Faculty of Computer Science, Department of Informatics and System, University of Murcia, Spain","Objective This paper presents an empirical study of a formative mobile-based assessment approach that can be used to provide students with intelligent diagnostic feedback to test its educational effectiveness. Method An audience response system called SIDRA was integrated with a neural network-based data analysis to generate diagnostic feedback for guided learning. A total of 200 medical students enrolled in a General and Descriptive Anatomy of the Locomotor System course were taught using two different methods. Ninety students in the experimental group used intelligent SIDRA (i-SIDRA), whereas 110 students in the control group received the same training but without employing i-SIDRA. Results In the students’ final exam grades, a statistically significant difference was found between those students that used i-SIDRA as opposed to a traditional teaching methodology (T(162) = 2.597; p = 0.010). The increase in the number of correct answers during the feedback guided learning process from the first submission to the last submission in four multiple choice question tests was also analyzed. There were average increases of 20.00% (Test1), 11.34% (Test2), 8.88% (Test3) and 13.43% (Test4) in the number of correct answers. In a questionnaire rated on a five-point Likert-type scale, the students expressed satisfaction with the content (M = 4.2) and feedback (M = 3.5) provided by i-SIDRA and the methodology (M = 4.2) used to learn anatomy. Conclusions The use of audience response systems enriched with feedback such as i-SIDRA improves medical degree students’ performance as regards anatomy of the locomotor system. The knowledge state diagrams representing students’ behavior allow instructors to study their progress so as to identify what they still need to learn. © 2016 Elsevier Ireland Ltd",E-learning; Experiment; Locomotor system; Neural network,"Diagnosis; E-learning; Experiments; Musculoskeletal system; Neural networks; Students; Teaching; Assessment approaches; Audience response systems; Educational effectiveness; Intelligent diagnostics; Locomotor system; Multiple choice questions; Statistically significant difference; Teaching methodologies; Education; Article; computer program; controlled study; empiricism; feedback system; human; intelligent sidra; Internet; learning; medical education; medical student; mobile phone; multiple choice test; musculoskeletal system; nerve cell network; priority journal; response time; anatomy; artificial neural network; constructive feedback; education; locomotion; mobile application; physiology; questionnaire; randomized controlled trial; Spain; standards; Anatomy; Educational Measurement; Formative Feedback; Humans; Learning; Locomotion; Mobile Applications; Neural Networks (Computer); Spain; Students, Medical; Surveys and Questionnaires",,,,,"Federación Española de Enfermedades Raras, FEDER",This research is part of the project GINSENG (TIN2015-70259-C2-2-R) supported by the Spanish Ministry of Economy and Competitiveness and European FEDER funds . 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Syst., 39, pp. 1-5; Gazibara, T., Marusic, V., Maric, G., Zaric, M., Vujcic, I., Kisic-Tepavcevic, D., Maksimovic, J., Grgurevic, A., Introducing e-learning in epidemiology course for undergraduate medical students at the faculty of medicine, university of belgrade: a pilot study (2015) J. Med. Syst., 39, pp. 1-7; Reis, L.O., Ikari, O., Taha-Neto, K.A., Gugliotta, A., Denardi, F., Delivery of a urology online course using moodle versus didactic lectures methods (2015) Int. J. Med. Inf., 84, pp. 149-154","Fernández-Alemán, J.L.; Faculty of Computer Science, Department of Informatics and System, University of MurciaSpain; email: aleman@um.es",,,Elsevier Ireland Ltd,,,,,13865056,,IJMIF,27573325.0,English,Int. J. Med. Informatics,Article,Final,,Scopus,2-s2.0-84979619246
"Brown C., Morse J., Morrison I.",56016030700;56720853700;57196772290;,The integrated use of simulation and voting with Personal Response Systems,2016,The clinical teacher,13,5,,332,336,,1.0,10.1111/tct.12428,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027924797&doi=10.1111%2ftct.12428&partnerID=40&md5=abaf0370fbdae501a3cc84347f517a3d,"Division of Medical and Dental Education, University of Aberdeen, UK, United Kingdom","Brown, C., Division of Medical and Dental Education, University of Aberdeen, UK, United Kingdom; Morse, J., Division of Medical and Dental Education, University of Aberdeen, UK, United Kingdom; Morrison, I., Division of Medical and Dental Education, University of Aberdeen, UK, United Kingdom","BACKGROUND: Institutions worldwide are struggling to meet the increased demand for simulation-based medical education. Although the benefits of Personal Response Systems (PRS) voting have been known for a while, this is the first study to evaluate their use in conjunction with simulated scenarios to teach medical decision-making. We therefore aim to ascertain whether this joint approach is as effective as 'case-based discussion' at learning, and if it is a novel, alternative and acceptable means of instructional delivery The combination of simulation and PRS voting is an effective means of delivering simulation to the massesMETHODS: This ethically approved pilot study was a prospective randomised educational intervention trial in which consenting final-year medical students were randomised to one of two groups. The control group received standard lecture case-based discussions along with the intervention group, receiving a lecture with simulation and interactive PRS voting. Both groups received four scenarios over a period of 4 weeks. Assessment was by single best answer multiple-choice questions. In the final week participants completed a five-point Likert-scale evaluation questionnaire.RESULTS: Thirty-five students participated in the study. There was no statistical difference in the mean scores between the groups. Students in the intervention group reported that they would like to use this method of educational instruction again (strongly agree n = 18/18), that it was enjoyable (n = 17/18), that it encouraged student-teacher interaction and was an extremely satisfactory means of learning.CONCLUSION: The combination of simulation and PRS voting is an effective means of delivering simulation to the masses without having to deliver masses of simulation. Further studies should evaluate the cost benefits of 'simulation for the masses' in this respect, and promote this model of delivery further in interprofessional health care teaching. © 2015 John Wiley & Sons Ltd.",,"clinical competence; controlled study; human; medical education; medical student; patient simulation; procedures; psychology; randomized controlled trial; teaching; Clinical Competence; Education, Medical; Humans; Patient Simulation; Students, Medical; Teaching",,,,,,,,,,,,,,,Blackwell Publishing Ltd,,,,,1743498X,,,26177984.0,English,Clin Teach,Article,Final,,Scopus,2-s2.0-85027924797
"Abadi M.G., Hurwitz D.S., Brown S.",57191263201;36238697300;23093249500;,Holistic and Iterative Development and Dissemination of Conceptual Traffic Signal Questions,2016,Journal of Professional Issues in Engineering Education and Practice,142,4, 04016010,,,,3.0,10.1061/(ASCE)EI.1943-5541.0000289,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988473939&doi=10.1061%2f%28ASCE%29EI.1943-5541.0000289&partnerID=40&md5=b3fff19a9b661623a1b1061067db97df,"Graduate Research Assistant, Oregon State Univ., 101 Kearney Hall, Corvallis, OR  97331, United States","Abadi, M.G., Graduate Research Assistant, Oregon State Univ., 101 Kearney Hall, Corvallis, OR  97331, United States; Hurwitz, D.S., Graduate Research Assistant, Oregon State Univ., 101 Kearney Hall, Corvallis, OR  97331, United States; Brown, S., Graduate Research Assistant, Oregon State Univ., 101 Kearney Hall, Corvallis, OR  97331, United States","Conceptual questions can be used to improve student's understanding through interactive engagement and formative assessment; however, there is a lack of developed conceptual questions in transportation engineering. This paper reports on the development, implementation, refinement, and evaluation of conceptual questions about traffic signals that include students rating of confidence in their solution. Based on student and practicing engineer traffic signal misconceptions, 94 conceptual questions were developed and implemented by 10 public university instructors. Five patterns of student responses were identified in terms of correctness and student confidence: all correct, all confident, all lack confidence, correct-confident combined with incorrect-lacks confidence, and correct-lacks confidence combined with incorrect-confident. Furthermore, the experiences of instructors using conceptual questions with students were considered through semistructured interviews. Conceptual questions about fundamental aspects of traffic engineering were most frequently selected, conventional multiple choice questions were the most popular type of questions, and enriching exam materials or creating challenging discussions were the primary goals of implementation. While every participant expressed that they will use the material again in the future, potential barriers to adoption remain. © 2016 American Society of Civil Engineers.",Clinical interview; Conceptual questions; Faculty adoption; Self-efficacy; Transportation engineering curriculum; Transportation engineering education,Curricula; Engineering education; Highway engineering; Students; Clinical interview; Conceptual questions; Faculty adoption; Self efficacy; Transportation engineering; Traffic signals,,,,,,,,,,,"Bandura, A., (1997) Self-efficacy: The Exercise of Control, , W.H. Freeman and Company, New York; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assess. Educ. Principles Policy Pract., 5 (1), pp. 7-74; Brown, S., Poor, C., (2010) Ranking Tasks for Mechanics of Materials, , Prentice Hall, Englewood Cliffs, NJ; Chi, M.T.H., Active-constructive-interactive: A conceptual framework for differentiating learning activities (2009) Top. Cognit. Sci., 1 (1), pp. 73-105; Chung, G.K., Shel, T., Kaiser, W.J., An exploratory study of a novel online formative assessment and instructional tool to promote students' circuit problem solving (2006) J. Technol. Learn. Assess., 5 (6), pp. 1-27; http://www.dedoose.com/, Dedoose version 6.0.24 [Computer software]; Garber, N., Hoel, L., (2015) Traffic and Highway Engineering, , 5th Ed. Cenage Learning, Stamford, CT; Hurwitz, D., Brown, S., Islam, M., Daratha, K., Kyte, M., Traffic signal system misconceptions across three cohorts: Novice students, expert students, and practicing engineers (2014) Transp. Res. Rec., 2414, pp. 52-62; Ludvigsen, K., Krumsvik, R., Furnes, B., Creating formative feedback spaces in large lectures (2015) Comput. Educ., 88, pp. 48-63; Mannering, F., Washburn, S., (2013) Principles of Highway Engineering and Traffic Analysis, , 5th Ed. Wiley, Hoboken, NJ; (1999) Bridging Research and Practice, , NRC. (a). National Academy Press, Washington, DC; (1999) How People Learn: Brain, Mind, Experience, and School, , NRC. (b). National Academy Press, Washington, DC; O'Kuma, T.L., Maloney, D.P., Hieggelke, C.J., (2003) Ranking Tasks in Physics: Student Edition, , Benjamin Cummings, San Francisco; Roess, R., Prassas, E., McShane, W., (2011) Traffic Engineering, , 4th Ed. Prentice Hall, Englewood Cliffs, NJ; Rogers, E.M., (1995) Diffusion of Innovations, , 14th Ed. Free Press, New York; R version 3.2.0 [Computer software]. The R Foundation for Statistical Computing; Yan, Z., Cheng, E.C.K., Primary teachers' attitudes, intentions and practices regarding formative assessment (2015) Teach. Teach. Educ., 45, pp. 128-136","Hurwitz, D.S.; Graduate Research Assistant, Oregon State Univ., 101 Kearney Hall, United States; email: david.hurwitz@oregonstate.edu",,,American Society of Civil Engineers (ASCE),,,,,10523928,,JPEPE,,English,J Prof Issues Eng Educ Pract,Article,Final,,Scopus,2-s2.0-84988473939
"Dotters-Katz S., Hocutt G., Osborne C.M., Hardisty E.E., Demmer L., Vora N.",53984091100;57201845933;55985475000;36623504700;6602100630;23398987600;,"Development, Implementation, and Assessment of a Genetics Curriculum Across Institutions",2016,AJP Reports,6,4,,e372,e377,,1.0,10.1055/s-0036-1593831,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046233625&doi=10.1055%2fs-0036-1593831&partnerID=40&md5=a20c25f14c106877293da549ce710528,"Ambry Genetics, Division of Maternal-Fetal Medicine, University of North Carolina at Chapel Hill, 3010 Old Clinic Building, CB # 7516, Chapel Hill, NC  27599-7516, United States; Division of Maternal-Fetal Medicine, Tufts University, Boston, MA, United States; Division of Maternal-Fetal Medicine, Carolinas Medical Center, Charlotte, NC, United States","Dotters-Katz, S., Ambry Genetics, Division of Maternal-Fetal Medicine, University of North Carolina at Chapel Hill, 3010 Old Clinic Building, CB # 7516, Chapel Hill, NC  27599-7516, United States; Hocutt, G., Ambry Genetics, Division of Maternal-Fetal Medicine, University of North Carolina at Chapel Hill, 3010 Old Clinic Building, CB # 7516, Chapel Hill, NC  27599-7516, United States; Osborne, C.M., Ambry Genetics, Division of Maternal-Fetal Medicine, University of North Carolina at Chapel Hill, 3010 Old Clinic Building, CB # 7516, Chapel Hill, NC  27599-7516, United States; Hardisty, E.E., Ambry Genetics, Division of Maternal-Fetal Medicine, University of North Carolina at Chapel Hill, 3010 Old Clinic Building, CB # 7516, Chapel Hill, NC  27599-7516, United States; Demmer, L., Division of Maternal-Fetal Medicine, Tufts University, Boston, MA, United States, Division of Maternal-Fetal Medicine, Carolinas Medical Center, Charlotte, NC, United States; Vora, N., Ambry Genetics, Division of Maternal-Fetal Medicine, University of North Carolina at Chapel Hill, 3010 Old Clinic Building, CB # 7516, Chapel Hill, NC  27599-7516, United States","Objective Many residency programs offer limited exposure and minimal didactic time genetics, despite its frequent use in obstetrics and gynecology. The objective of this study was to develop, pilot, and assess a three-module women's health genetics curriculum for residents that was easily transferable between institutions. Methods An interactive three-module genetics curriculum covering basic principles, prenatal screening/diagnosis, and cancer genetics was developed. A pre- and posttests were used to assess improvement in knowledge. Subjective feedback was obtained to assess curricular satisfaction. The data were analyzed with descriptive statistics. Results The curriculum was administered at two institutions. Forty-eight residents attended ≥ 1 session. Twenty completed the pretest, and 23 completed the posttest. At the first institution, using audience response system, the percentage correct per question increased on 10/14 questions between pre- and posttests. All students felt the curriculum was useful and would strongly recommend to other residents. At the second institution, pre/posttests were distributed on paper. Mean scores significantly improved between pre- and posttests (p = 0.007). On the pretest, no residents scored > 70%. However, 8/13 scored > 70% on the posttest (p = 0.002). Instructors at both institutions described the curriculum as easy to use/implement. Conclusion This three-module workshop on women's health genetics was easily implemented across institutions and led to increased knowledge. © 2016 by Thieme Medical Publishers, Inc.",curriculum; genetics; prenatal diagnosis; resident education,Article; cancer genetics; clinical article; curriculum; genetics; human; knowledge; prenatal diagnosis; prenatal screening; priority journal; resident; satisfaction,,,,,,,,,,,"Practice Bulletin No. 163: Screening for fetal aneuploidy (2016) Obstet Gynecol, 127 (5), pp. e123-e137; Brierley, K.L., Blouch, E., Cogswell, W., Adverse events in cancer genetic testing: Medical, ethical, legal, and financial implications (2012) Cancer J, 18 (4), pp. 303-309; Selkirk, C.G., Weissman, S.M., Anderson, A., Hulick, P.J., Physicians' preparedness for integration of genomic and pharmacogenetic testing into practice within a major healthcare system (2013) Genet Test Mol Biomarkers, 17 (3), pp. 219-225; Plon, S.E., Cooper, H.P., Parks, B., Genetic testing and cancer risk management recommendations by physicians for at-risk relatives (2011) Genet Med, 13 (2), pp. 148-154; (2013) CREOG Educational Objectives: A Core Curriculum in Obstetrics and Gynecology, , 10th ed Washington, DC American College of Obstetricians and Gynecologists; The obstetrics and gynecology milestone project (2014) J Grad Med Educ, 6 (1), pp. 129-143; Ready, K.J., Daniels, M.S., Sun, C.C., Peterson, S.K., Northrup, H., Lu, K.H., Obstetrics/gynecology residents' knowledge of hereditary breast and ovarian cancer and Lynch syndrome (2010) J Cancer Educ, 25 (3), pp. 401-404; Bupp, C.P., Demmer, L.A., Saul, R.A., Surveying the current landscape of clinical genetics residency training (2015) Genet Med, 17 (5), pp. 386-390; Macri, C.J., Gaba, N.D., Sitzer, L.M., Freese, L., Bathgate, S.L., Larsen, J.W., Jr., Implementation and evaluation of a genetics curriculum to improve obstetrician-gynecologist residents' knowledge and skills in genetic diagnosis and counseling (2005) Am J Obstet Gynecol, 193 (5), pp. 1794-1797","Dotters-Katz, S.; Ambry Genetics, Division of Maternal-Fetal Medicine, University of North Carolina at Chapel Hill, 3010 Old Clinic Building, CB # 7516, United States; email: sarahdk@med.unc.edu",,,"Thieme Medical Publishers, Inc.",,,,,21576998,,,,English,AJP Rep.,Article,Final,Open Access,Scopus,2-s2.0-85046233625
"Gubbiyappa K., Barua A., Das B., Vasudeva Murthy C., Baloch H.",56189485400;23974446100;7403285987;36982306800;55212053200;,Effectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students,2016,Indian Journal of Pharmacology,48,7,,S41,S46,,4.0,10.4103/0253-7613.193313,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011019251&doi=10.4103%2f0253-7613.193313&partnerID=40&md5=3e1b1b9db0901c1ac6ca6e4210130f90,"Department of Life Sciences, School of Pharmacy, International Medical University, Kuala Lumpur, 57000, Malaysia; Department of Community Medicine, International Medical University, Kuala Lumpur, 57000, Malaysia; Department of Pharmacology, All India Institute of Medical Sciences, Dehradun, Uttarakhand, India; Department of Pathology, International Medical University, Kuala Lumpur, 57000, Malaysia; Department of E-Learning Resources, International Medical University, Kuala Lumpur, 57000, Malaysia","Gubbiyappa, K., Department of Life Sciences, School of Pharmacy, International Medical University, Kuala Lumpur, 57000, Malaysia; Barua, A., Department of Community Medicine, International Medical University, Kuala Lumpur, 57000, Malaysia; Das, B., Department of Pharmacology, All India Institute of Medical Sciences, Dehradun, Uttarakhand, India; Vasudeva Murthy, C., Department of Pathology, International Medical University, Kuala Lumpur, 57000, Malaysia; Baloch, H., Department of E-Learning Resources, International Medical University, Kuala Lumpur, 57000, Malaysia","Objectives: Flipped classroom (FC) is a pedagogical model to engage students in learning process by replacing the didactic lectures. Using technology, lectures are moved out of the classroom and delivered online as means to provide interaction and collaboration. Poll Everywhere is an audience response system (ARS) which can be used in an FC to make the activities more interesting, engaging, and interactive. This study aims to study the perception of undergraduate pharmacy students on FC activity using Poll Everywhere ARS and to study the effectiveness of FC activity as a teaching-learning tool for delivering complementary medicine module in the undergraduate pharmacy program. Materials and Methods: In this nonrandomized trial on interrupted time series study, flipped class was conducted on group of 112 students of bachelor of pharmacy semester V. The topic selected was popular herbal remedies of the complementary medicine module. Flipped class was conducted with audio and video presentation in the form of a quiz using ten one-best-answer type of multiple-choice questions covering the learning objectives. Audience response was captured using web-based interaction with Poll Everywhere. Feedback was obtained from participants at the end of FC activity and debriefing was done. Results: Randomly selected 112 complete responses were included in the final analysis. There were 47 (42%) male and 65 (58%) female respondents. The overall Cronbach's alpha of feedback questionnaire was 0.912. The central tendencies and dispersions of items in the questionnaire indicated the effectiveness of FC. The low or middle achievers of quiz session (pretest) during the FC activity were three times (95% confidence interval [CI] = 1.1-8.9) at the risk of providing neutral or negative feedback than high achievers (P = 0.040). Those who gave neutral or negative feedback on FC activity were 3.9 times (95% CI = 1.3-11.8) at the risk of becoming low or middle achievers during the end of semester examination (P = 0.013). The multivariate analysis of 'Agree' or 'Disagree' and 'Agree' or 'Strongly Agree' was statistically significant. Conclusion: This study provides insight on how the pharmacy students learn and develop their cognitive functions. The results revealed that the FC activity with Poll Everywhere is an effective teaching-learning method. Key message: Flipped classes (FC) drive active learning among the participants, resulting in better performance in students. FC for pharmacy students enabled instructors to engage the learners and helpthem towards self-directed learning. FC supported the fact that the quality (not necessarily the quantity) of student-teacher interaction was a compelling force in improving student performance. © 2016 Indian Journal of Pharmacology Published by Wolters Kluwer - Medknow.",Engaging tools; flipped classroom; pedagogical model; Poll Everywhere,"alternative medicine; confidence interval; controlled clinical trial; controlled study; Cronbach alpha coefficient; female; human; major clinical study; male; model; multiple choice test; multivariate analysis; negative feedback; perception; pharmacy student; questionnaire; randomized controlled trial; remission; self-directed learning; teacher; teaching; time series analysis; videorecording; cognition; education; herbal medicine; pharmacy student; procedures; questionnaire; software; teaching; Cognition; Education, Pharmacy; Educational Measurement; Female; Herbal Medicine; Humans; Male; Perception; Software; Students, Pharmacy; Surveys and Questionnaires; Teaching",,,,,,,,,,,"Stuart, J., Rutherford, R.J., Medical student concentration during lectures (1978) Lancet, 2, pp. 514-516; Bligh, D.A., (2000) What's the Use of Lectures, , San Francisco: Jossey-Bass; Bristol, T.J., Flipping the classroom (2014) Teach Learn Nurs, 9, pp. 43-46; Hake, R.R., Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am J Phys, 66, pp. 64-74; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53, pp. 819-827; Barseghian, T., Three trends that define the future of teaching and learning Mind Shift, , http://www.blogs.kqed.org/mindshift/2011/02/three-trends-that-define-The-future-of-teaching-and-learning, [Last cited on 2011 Feb 05]; Alvarez, B., Flipping the classroom: Homework in class, lessons at home (2011) Retrieved from the National Education Association, , http://www.neapriorityschools.org/successful-students/flipping-The-classroom-homework-inclass-lessons-at-home-2, [Last cited on Sep 02]; Tucker, B., The flipped classroom (2012) Education Next., pp. 82-83. , http://www.educationnext.org/the-flipped-classroom, [Last accessed on 2016 Sep 28]; Mazur, E., Can we teach computers to teach (1991) Comput Phys, 5, pp. 31-38; McLaughlin, J.E., Roth, M.T., Ghatt, D.M., Gharkholonaraeher, N., Davidson, C.A., Griffin, L.M., The flipped classroom' a corsere design to faster learning and management in health professions school (2014) Acad Med, 85, pp. 1-8; Pierce, R., Fox, J., Vodcasts and active-learning exercises in a ""FC"" model of a renal pharmacotherapy module (2012) Am J Pharm Educ, 76, p. 196; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol Educ, 4, pp. 298-310; Gardner, S.F., Preparing for the Nexters (2006) Am J Pharm Educ, 70, p. 87; Litzinger, T.A., Lattuca, L.R., Hadgraft, R.G., Newsletter, W.C., Engineering education and the development of expertise (2011) J Eng Educ, 100, pp. 123-150; Olds, B., Johri, A., Situated engineering learning: Bridging engineering education research and the learning sciences (2011) J Eng Educ, 100, pp. 151-185","Gubbiyappa, K.; Department of Life Sciences, School of Pharmacy, International Medical UniversityMalaysia; email: kumargubbiyappa@imu.edu.my",,,Medknow Publications,,,,,02537613,,INJPD,28031607.0,English,Indian J. Pharmacol.,Article,Final,,Scopus,2-s2.0-85011019251
"Sagar S., Struchen B., Finta V., Eeftens M., Röösli M.",57150407800;57003683000;36169207800;36898240000;6603273803;,Use of portable exposimeters to monitor radiofrequency electromagnetic field exposure in the everyday environment,2016,Environmental Research,150,,,289,298,,18.0,10.1016/j.envres.2016.06.020,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84976407610&doi=10.1016%2fj.envres.2016.06.020&partnerID=40&md5=f063b9e9d9167e9266110f9c342225f6,"Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, Socinstrasse 57, Basel, 4051, Switzerland; University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Eötvös Lorand University, Faculty of Science, Center of Environmental Studies, Pázmány Péter Sétány 1/A, Budapest, H-1117, Hungary","Sagar, S., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Struchen, B., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Finta, V., Eötvös Lorand University, Faculty of Science, Center of Environmental Studies, Pázmány Péter Sétány 1/A, Budapest, H-1117, Hungary; Eeftens, M., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland; Röösli, M., Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, Socinstrasse 57, Basel, 4051, Switzerland, University of Basel, Petersplatz 1, Basel, 4051, Switzerland","Background Spatial and temporal distribution of radiofrequency electromagnetic field (RF-EMF) levels in the environment is highly heterogeneous. It is thus not entirely clear how to monitor spatial variability and temporal trends of RF-EMF exposure levels in the environment in a representative and efficient manner. The aim of this study was to test a monitoring protocol for RF-EMF measurements in public areas using portable devices. Methods Using the ExpoM-RF devices mounted on a backpack, we have conducted RF-EMF measurements by walking through 51 different outdoor microenvironments from 20 different municipalities in Switzerland: 5 different city centers, 5 central residential areas, 5 non-central residential areas, 15 rural residential areas, 15 rural centers and 6 industrial areas. Measurements in public transport (buses, trains, trams) were collected when traveling between the areas. Measurements were conducted between 25th March and 11th July 2014. In order to evaluate spatial representativity within one microenvironment, we measured two crossing paths of about 1 km in length in each microenvironment. To evaluate repeatability, measurements in each microenvironment were repeated after two to four months on the same paths. Results Mean RF-EMF exposure (sum of 15 main frequency bands between 87.5 and 5,875 MHz) was 0.53 V/m in industrial zones, 0.47 V/m in city centers, 0.32 V/m in central residential areas, 0.25 V/m non-central residential areas, 0.23 V/m in rural centers and rural residential areas, 0.69 V/m in trams, 0.46 V/m in trains and 0.39 V/m in buses. Major exposure contribution at outdoor locations was from mobile phone base stations (>80% for all outdoor areas with respect to the power density scale). Temporal correlation between first and second measurement of each area was high: 0.89 for total RF-EMF, 0.90 for all five mobile phone downlink bands combined, 0.51 for all five uplink bands combined and 0.79 for broadcasting. Spearman correlation between arithmetic mean values of the first path compared to arithmetic mean of the second path within the same microenvironment was 0.75 for total RF-EMF, 0.76 for all five mobile phone downlink bands combined, 0.55 for all five uplink bands combined and 0.85 for broadcasting (FM and DVB-T). Conclusions This study demonstrates that microenvironmental surveys using a portable device yields highly repeatable measurements, which allows monitoring time trends of RF-EMF exposure over an extended time period of several years and to compare exposure levels between different types of microenvironments. © 2016 Elsevier Inc.","Exposure assessment, mobile phone handset; Microenvironment; Mobile phone base station; Monitoring; Portable exposure meter (exposimeters); Radio-frequency electromagnetic fields (RF-EMF)",electromagnetic field; electronic equipment; heterogeneity; mobile communication; monitoring system; public space; public transport; radiation exposure; radio wave; spatiotemporal analysis; walking; arithmetic; Article; controlled study; electromagnetic field; environmental exposure; industrial area; measurement repeatability; mobile phone; portable equipment; priority journal; radiofrequency; residential area; Switzerland; walking; devices; electromagnetism; procedures; radiation exposure; radiation monitoring; radiofrequency radiation; Switzerland; Electromagnetic Fields; Radiation Exposure; Radiation Monitoring; Radio Waves; Switzerland,,,,,07.0111,This project was supported by the Federal of the Environment (FOEN/BAFU) under the contract number 07.0111.PJ/M441-2193 . Appendix A,,,,,"Aerts, S., Deschrijver, D., Verloock, L., Dhaene, T., Martens, L., Joseph, W., Assessment of outdoor radiofrequency electromagnetic field exposure through hotspot localization using kriging-based sequential sampling (2013) Environ. Res., 126, pp. 184-191; Aerts, S., Deschrijver, D., Joseph, W., Verloock, L., Goeminne, F., Martens, L., Dhaene, T., Exposure assessment of mobile phone base station radiation in an outdoor environment using sequential surrogate modeling (2013) Bioelectromagnetics, 34 (4), pp. 300-311; Ahlbom, A., Bridges, J., de Seze, R., Hillert, L., Juutilainen, J., Mattsson, M.-O., Bromen, K., Possible effects of Electromagnetic Fields (EMF) on human health - opinion of the Scientific Committee on Emerging and Newly Identified Health Risks (SCENIHR) (2008) Toxicology, 246 (2-3), pp. 248-250; Bürgi, A., Theis, G., Siegenthaler, A., Röösli, M., Exposure modeling of high-frequency electromagnetic fields (2008) J. Expo. Sci. Environ. Epidemiol., 18 (2), pp. 183-191; Bürgi, A., Frei, P., Theis, G., Mohler, E., Braun-Fahrländer, C., Fröhlich, J., Röösli, M., A model for radiofrequency electromagnetic field predictions at outdoor and indoor locations in the context of epidemiological research (2010) Bioelectromagnetics; Beekhuizen, J., Vermeulen, R., van Eijsden, M., van Strien, R., Bürgi, A., Loomans, E., Huss, A., Modelling indoor electromagnetic fields (EMF) from mobile phone base stations for epidemiological studies (2014) Environ. Int., 67, pp. 22-26; Berg-Beckhoff, G., Blettner, M., Kowall, B., Breckenkamp, J., Schlehofer, B., Schmiedel, S., Schuz, J., Mobile phone base stations and adverse health effects: phase 2 of a cross-sectional study with measured radio frequency electromagnetic fields (2008) Occup. Environ. Med., 66 (2), pp. 124-130; Blas, J., Lago, F.A., Fernández, P., Lorenzo, R.M., Abril, E., Potential exposure assessment errors associated with body-worn RF dosimeters (2007) Bioelectromagnetics, 28 (7), pp. 573-576; Bolte, J.F.B., Eikelboom, T., Personal radiofrequency electromagnetic field measurements in the Netherlands: Exposure level and variability for everyday activities, times of day and types of area (2012) Environ. Int., 48, pp. 133-142; Bolte, J.F.B., van der Zande, G., Kamer, J., Calibration and uncertainties in personal exposure measurements of radiofrequency electromagnetic fields (2011) Bioelectromagnetics, 32 (8), pp. 652-663; Bornkessel, C., Schubert, M., Wuschek, M., Schmidt, P., Determination of the general public exposure around GSM and UMTS base stations (2007) Radiat. Prot. Dosim., 124 (1), pp. 40-47; Estenberg, J., Augustsson, T., Extensive frequency selective measurements of radiofrequency fields in outdoor environments performed with a novel mobile monitoring system: RF measurements in outdoor environments (2014) Bioelectromagnetics, 35 (3), pp. 227-230; Frei, P., Mohler, E., Bürgi, A., Fröhlich, J., Neubauer, G., Braun-Fahrländer, C., Röösli, M., A prediction model for personal radio frequency electromagnetic field exposure (2009) Sci. Total Environ., 408 (1), pp. 102-108; Frei, P., Mohler, E., Neubauer, G., Theis, G., Bürgi, A., Fröhlich, J., Röösli, M., Temporal and spatial variability of personal exposure to radio frequency electromagnetic fields (2009) Environ. Res., 109 (6), pp. 779-785; Frei, P., Mohler, E., Bürgi, A., Fröhlich, J., Neubauer, G., Braun-Fahrländer, C., Röösli, M., Classification of personal exposure to radio frequency electromagnetic fields (RF-EMF) for epidemiological research: Evaluation of different exposure assessment methods (2010) Environ. Int., 36 (7), pp. 714-720; Facts, I.C.T., https://www.itu.int/en/ITU-D/Statistics/Documents/Facts/ICTFactsFigures2015.PDF, Figures, 2015. International Telecommunication Union. Retrieved from: 〈〉; Inyang, I., Benke, G., McKenzie, R., Abramson, M., Comparison of measuring instruments for radiofrequency radiation from mobile telephones in epidemiological studies: Implications for exposure assessment (2008) J. Expo. Sci. Environ. Epidemiol., 18, pp. 134-141; Iskra, S., McKenzie, R., Cosic, I., Factors influencing uncertainty in measurement of electric fields close to the body in personal RF dosimetry (2010) Radiat. Prot. Dosim., 140 (1), pp. 25-33; Joseph, W., Vermeeren, G., Verloock, L., Heredia, M.M., Martens, L., Characterization of personal RF electromagnetic field exposure and actual absorption for the general public (2008) Health Phys., 95 (3), pp. 317-330; Joseph, W., Verloock, L., Goeminne, F., Vermeeren, G., Martens, L., Assessment of RF exposures from emerging wireless communication technologies in different environments (2012) Health Phys., 102 (2), pp. 161-172; Joseph, W., Frei, P., Roösli, M., Thuróczy, G., Gajsek, P., Trcek, T., Martens, L., Comparison of personal radio frequency electromagnetic field exposure in different urban areas across Europe (2010) Environ. Res., 110 (7), pp. 658-663; Knafl, U., Lehmann, H., Riederer, M., Electromagnetic field measurements using personal exposimeters (2008) Bioelectromagnetics, 29 (2), pp. 160-162; Neitzke, H.-P., Osterhoff, J., Peklo, K., Voigt, H., Determination of exposure due to mobile phone base stations in an epidemiological study (2007) Radiat. Prot. Dosim., 124 (1), pp. 35-39; Neubauer, G., Feychting, M., Hamnerius, Y., Kheifets, L., Kuster, N., Ruiz, I., Röösli, M., Feasibility of future epidemiological studies on possible health effects of mobile phone base stations (2007) Bioelectromagnetics, 28 (3), pp. 224-230; Neubauer, G., Cecil, S., Giczi, W., Petric, B., Preiner, P., Fröhlich, J., Röösli, M., The association between exposure determined by radiofrequency personal exposimeters and human exposure: a simulation study (2010) Bioelectromagnetics, 31 (7), pp. 535-545; Röösli, M., Frei, P., Bolte, J., Neubauer, G., Cardis, E., Feychting, M., Conduct of a personal radiofrequency electromagnetic field measurement study: proposed study protocol (2010) Environ. Health, 9 (1), p. 23; Röösli, M., Frei, P., Mohler, E., Braun-Fahrländer, C., Bürgi, A., Fröhlich, J., Egger, M., Statistical analysis of personal radiofrequency electromagnetic field measurements with nondetects (2008) Bioelectromagnetics, 29 (6), pp. 471-478; Radon, K., Spegel, H., Meyer, N., Klein, J., Brix, J., Wiedenhofer, A., Nowak, D., Personal dosimetry of exposure to mobile telephone base stations? An epidemiologic feasibility study comparing the Maschek dosimeter prototype and the Antennessa DSP-090 system (2006) Bioelectromagnetics, 27 (1), pp. 77-81; Thuróczy, G., Molnár, F., Jánossy, G., Nagy, N., Kubinyi, G., Bakos, J., Szabó †, J., Personal RF exposimetry in Urban Area (2008) Ann. Telecommun. - Ann. Des. Télécommun., 63 (1-2), pp. 87-96; Tomitsch, J., Dechant, E., Frank, W., Survey of electromagnetic field exposure in bedrooms of residences in lower Austria (2010) Bioelectromagnetics; Urbinello, D., Röösli, M., Impact of one's own mobile phone in stand-by mode on personal radiofrequency electromagnetic field exposure (2013) J. Expo. Sci. Environ. Epidemiol., 23 (5), pp. 545-548; Urbinello, D., Huss, A., Beekhuizen, J., Vermeulen, R., Röösli, M., Use of portable exposure meters for comparing mobile phone base station radiation in different types of areas in the cities of Basel and Amsterdam (2014) Sci. Total Environ., 468-469, pp. 1028-1033; Urbinello, D., Joseph, W., Verloock, L., Martens, L., Röösli, M., Temporal trends of radio-frequency electromagnetic field (RF-EMF) exposure in everyday environments across European cities (2014) Environ. Res., 134, pp. 134-142; Urbinello, D., Joseph, W., Huss, A., Verloock, L., Beekhuizen, J., Vermeulen, R., Röösli, M., Radio-frequency electromagnetic field (RF-EMF) (exposure levels in different European outdoor urban environments in comparison with regulatory limits (2014) Environ. Int., 68, pp. 49-54; Viel, J.-F., Cardis, E., Moissonnier, M., de Seze, R., Hours, M., Radiofrequency exposure in the French general population: Band, time, location and activity variability (2009) Environ. Int., 35 (8), pp. 1150-1154; http://apps.who.int/iris/handle/10665/44396, World Health Organization, 2010. WHO Research Agenda for Radiofrequency Fields. Retrieved from: 〈〉","Röösli, M.; Swiss Tropical and Public Health Institute, Department of Epidemiology and Public Health, University of Basel, Socinstrasse 57, Switzerland; email: martin.roosli@unibas.ch",,,Academic Press Inc.,,,,,00139351,,ENVRA,27336233.0,English,Environ. Res.,Article,Final,,Scopus,2-s2.0-84976407610
"Levy I., Pryor K.W., McKeon T.R.",36913064300;56370893200;56845132100;,Is teaching simple surgical skills using an operant learning program more effective than teaching by demonstration?,2016,Clinical Orthopaedics and Related Research,474,4,,945,955,,9.0,10.1007/s11999-015-4555-8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941662516&doi=10.1007%2fs11999-015-4555-8&partnerID=40&md5=16179029153b3cdfdb5b860d3b296a12,"Department of Orthopaedic Surgery, Montefiore Medical Center, 1250 Waters Place, 11th Floor, Bronx, NY  10461, United States; Karen Pryor Clicker Training, Watertown, MA, United States; TAGteach International, Indian Trail, NC, United States","Levy, I., Department of Orthopaedic Surgery, Montefiore Medical Center, 1250 Waters Place, 11th Floor, Bronx, NY  10461, United States; Pryor, K.W., Karen Pryor Clicker Training, Watertown, MA, United States; McKeon, T.R., TAGteach International, Indian Trail, NC, United States","Background A surgical procedure is a complex behavior that can be constructed from foundation or component behaviors. Both the component and the composite behaviors built from them are much more likely to recur if it they are reinforced (operant learning). Behaviors in humans have been successfully reinforced using the acoustic stimulus from a mechanical clicker, where the clicker serves as a conditioned reinforcer that communicates in a way that is language-and judgment-free; however, to our knowledge, the use of operant-learning principles has not been formally evaluated for acquisition of surgical skills. Questions/purposes Two surgical tasks were taught and compared using two teaching strategies: (1) an operant learning methodology using a conditioned, acoustic reinforcer (a clicker) for positive reinforcement; and (2) a more classical approach using demonstration alone. Our goal was to determine whether a group that is taught a surgical skill using an operant learning procedure would more precisely perform that skill than a group that is taught by demonstration alone. Methods Two specific behaviors, ‘‘tying the locking, sliding knot’’ and ‘‘making a low-angle drill hole,’’ were taught to the 2014 Postgraduate Year (PGY)-1 class and first-and second-year medical students, using an operant learning procedure incorporating precise scripts along with acoustic feedback. The control groups, composed of PGY-1 and-2 nonorthopaedic surgical residents and first-and second-year medical students, were taught using demonstration alone. The precision and speed of each behavior was recorded for each individual by a single experienced surgeon, skilled in operant learning. The groups were then compared. Results The operant learning group achieved better precision tying the locking, sliding knot than did the control group. Twelve of the 12 test group learners tied the knot and precisely performed all six component steps, whereas only four of the 12 control group learners tied the knot and correctly performed all six component steps (the test group median was 10 [range, 10-10], the control group median was 0 [range, 0-10], p = 0.004). However, the median ‘‘time to tie the first knot’’ for the test group was longer than for the control group (test group median 271 seconds [range, 184-626 seconds], control group median 163 seconds [range 93-900 seconds], p = 0.017), whereas the ‘‘time to tie 10 of the locking, sliding knots’’ was the same for both groups (test group mean 95 seconds ± SD = 15 [range, 67-120 seconds], control group mean 95 seconds ± SD = 28 [range, 62-139 seconds], p = 0.996). For the low-angle drill hole test, the test group more consistently achieved the ideal six-step behavior for precisely drilling the low-angle hole compared with the control group (p = 0.006 for the median number of technique success comparison with an odds ratio [at the 95% confidence interval] of 82.3 [29.1-232.8]). The mean time to drill 10 low-angle holes was not different between the test group (mean 193 seconds ± SD = 26 [range, 153-222 seconds]) and the control group (mean 146 seconds ± SD = 63 [range, 114-294 seconds]) (p = 0.084). Conclusions Operant learning occurs as the behavior is constructed and is highly reinforced with the result measured, not in the time saved, but in the ultimate outcome of an accurately built complex behavior. Level of Evidence Level II, therapeutic study. © The Association of Bone and Joint Surgeons® 2015.",,"polyvinylchloride; Article; controlled study; drill bit; human; medical student; operant behavioral test; priority journal; reinforcement; resident; surgical training; auditory stimulation; clinical competence; comparative study; curriculum; education; female; instrumental conditioning; male; medical education; orthopedic surgery; procedures; psychology; psychomotor performance; task performance; teaching; time factor; Acoustic Stimulation; Clinical Competence; Conditioning, Operant; Curriculum; Education, Medical, Graduate; Education, Medical, Undergraduate; Female; Humans; Internship and Residency; Male; Orthopedic Procedures; Psychomotor Performance; Reinforcement (Psychology); Students, Medical; Task Performance and Analysis; Teaching; Time Factors",,"polyvinylchloride, 9002-86-2",,,,"The institution of one of the authors (IML), Montefiore Medical Center, has received during the study period research funding from the American Board of Orthopaedic Surgery and OMeGA Medical Grants Association. One author (TRK) is an employee of TAGteach International. One author (KWP) is a retired employee of Karen Pryor Clicker Training. All ICMJE Conflict of Interest Forms for authors and Clinical Orthopaedics and Related Research® editors and board members are on file with the publication and can be viewed on request. Clinical Orthopaedics and Related Research® neither advocates nor endorses the use of any treatment, drug, or device. Readers are encouraged to always seek additional information, including FDA-approval status, of any drug or device prior to clinical use. Each author certifies that his or her institution approved or waived approval for the human protocol for this investigation and that all investigations were conducted in conformity with ethical principles of research. This work was performed at Montefiore Medical Center, Bronx, NY, USA.",,,,,"(2015) ABOS Surgical Skills Modules for PGY-1 Residents, , https://www.abos.org/abos-surgical-skills-modules-for-pgy-1-residents.aspx, American Board of Orthopaedic Surgery., Available at; Binder, C., (2015) Behavioral Fluency: A New Paradigm, , http://www.fluency.org/Behav_fluency_new_paradigm.pdf, Available at; Binder, C., Behavioral fluency: Evolution of a new paradigm (1996) Behav Anal, 19, pp. 163-197; Chauvin, S., Applying educational theory to simulation-based training and assessment in surgery (2015) Surg Clin North Am, 95, pp. 695-715; Ericcson, K.A., Deliberate practice and maintenance of expert performance in medicine and related domains (2004) Acad Med, 79, pp. S70-S81; Fitts, P.M., Posner, M.I., (1967) Human Performance, , Belmont, CA, USA: Brooks/Cole; Fogel, V.A., Weil, T.M., Burris, H., Evaluating the efficacy of TAGteach as a training strategy for teaching a golf swing (2010) J Behav Health Med, 1, pp. 25-41; Goova, M.T., Hollett, L.A., Tesfay, S.T., Gala, R.B., Puzziferri, N., Kehdy, F.J., Scott, D.J., Implementation, construct validity, and benefit of a proficiency-based knot-tying and suturing curriculum (2008) J Surg Educ, 65, pp. 309-315; Leopold, S.S., Morgan, H.D., Kadel, N.J., Gardner, G.C., Schaad, D.C., Wolf, E.M., Impact of educational intervention on confidence and competence in the performance of a simple surgical task (2005) J Bone Joint Surg Am, 87, pp. 1031-1037; Lopez, G., Wright, R., Martin, D., Jung, J., Bracey, D., Gupta, R., A costeffective junior resident training and assessment simulator for orthopaedic surgical skills via fundamentals of orthopaedic surgery: AAOS exhibit selection (2015) J Bone Joint Surg Am, 97, pp. 659-666; Nousianinen, M., Brydges, R., Backstein, D., Dubrowski, A., Comparison of expert instruction and computer-based video training in teaching fundamental surgical skills to medical students (2008) Surgery, 143, pp. 539-544; Porte, M.C., Xeroulis, G., Reznick, R.K., Dubrowski, A., Verbal feedback from an expert is more effective than self-accessed feedback about motion efficiency in learning new surgical skills (2007) Am J Surg, 193, pp. 105-110; Pryor, K.W., (2009) Reaching the Animal Mind, , New York, NY, USA: Simon and Schuster; Quinn, M.J., Miltenberger, R.G., Fogel, V.A., Using TAGteach to improve the proficiency of dance movements (2015) J Appl Behav Anal, 48, pp. 11-24; Reznick, R.K., Teaching and testing technical skills (1993) Am J Surg, 165, pp. 358-361; Reznick, R.K., Macrae, H., Teaching surgical skills-changes in the wind (2006) N Engl J Med, 355, pp. 2664-2669; Schneider, S.M., (2012) The Science of Consequences: How they Affect Genes, , Change the Brain and Impact Our World. Amherst, NY, USA: Prometheus Books; Scott, D.J., Dunnington, G.L., The new ACS/APDS skills curriculum: Moving the learning curve out of the operating room (2008) J Gastrointest Surg, 12, pp. 213-221; Stokes, J.V., Luiselli, J.K., Reed, D.D., Fleming, R.K., Behavioral coaching to improve offensive line pass-blocking skills of high school football athletes (2010) Appl Behav Anal, 43, pp. 463-472; Vargas, J.S., (2013) Behavior Analysis for Effective Teaching, , 2nd ed. New York, NY, USA: Routledge; Xeroulis, G.J., Park, J., Moulton, C.A., Reznick, R.K., Leblanc, V., Dubrowski, A., Teaching suturing and knot-tying skills to medical students: A randomized controlled study comparing computerbased video instruction and (concurrent and summary) expert feedback (2007) Surgery, 141, pp. 442-449","Levy, I.; Department of Orthopaedic Surgery, Montefiore Medical Center, 1250 Waters Place, 11th Floor, United States; email: mlevy@montefiore.org",,,Springer New York LLC,,,,,0009921X,,CORTB,26369658.0,English,Clin. Orthop. Relat. Res.,Article,Final,,Scopus,2-s2.0-84941662516
Johnson T.R.,57189450027;,Leveraging an Audience Response System for Student Learning and Engagement: Competitive Team Activities in the Classroom with Undergraduate Medical Students,2016,Medical Science Educator,26,3,,291,296,,1.0,10.1007/s40670-016-0291-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85031852235&doi=10.1007%2fs40670-016-0291-2&partnerID=40&md5=8d90fa5609fa01d3df138d85665b03c7,"University of Central Florida College of Medicine, Orlando, FL, United States; Johns Hopkins University School of Medicine, 2024 East Monument Street, Suite 1-200, Office 1-203, Baltimore, MD  21287, United States","Johnson, T.R., University of Central Florida College of Medicine, Orlando, FL, United States, Johns Hopkins University School of Medicine, 2024 East Monument Street, Suite 1-200, Office 1-203, Baltimore, MD  21287, United States","With ever expanding volumes of content deemed critical, but limited curriculum time, medical students are responsible for much of the learning process outside of the classroom. Accordingly, face-to-face time must be optimized for efficiency and value. Leveraging an audience response system (ARS) to deliver multiple-choice questions to students in a competitive team environment may be an effective way to facilitate engagement, motivation, active learning, higher-order thinking and problem solving, peer scaffolding, and formative assessment. This paper describes the use of “compete” functions available in an ARS to deliver a competitive team activity to undergraduate medical students in a large classroom setting. © 2016, International Association of Medical Science Educators.",Active learning; Audience response system; Clicker questions; Competition; Game-based learning; Statistics education,,,,,,"College of Medicine, University of Central Florida","At the University of Central Florida College of Medicine (UCF-COM), students in the MD program are required to complete a research project by the end of their second year through a 2-year curriculum component known as the Focused Inquiry and Research Experience (FIRE) module. Statistics content at UCF-COM is embedded in the FIRE module, in part, to facilitate successful completion of the research project, but is primarily intended to prepare students to be highly competent, well-rounded physicians (and researchers or academicians, as they choose) who can review and interpret the literature to engage in evidence-based decision-making with patients. As medical students’ and trainees’ attitudes toward learning statistics are largely negative",,,,,"Prober, C.G., Khan, S., Medical education reimagined: a call to action (2013) Acad Med, 88, pp. 1407-1410; McLaughlin, J.E., Roth, M.T., Glatt, D.M., The flipped classroom: a course redesign to foster learning and engagement in a health professions school (2014) Acad Med, 89, pp. 236-243; Moffett, J., Twelve tips for “flipping” the classroom (2015) Med Teach., 37, pp. 331-336; Sharma, N., Lau, C.S., Doherty, I., Harbutt, D., How we flipped the medical classroom (2015) Med Teach., 37, pp. 327-330; Street, S.E., Gilliland, K.O., McNeil, C., Royal, K., The flipped classroom improved medical student performance and satisfaction in a pre-clinical physiology course (2015) Med Sci Educ, 25, pp. 35-43; Thompson, B.M., Schneider, V.F., Haidet, P., Team-based learning at ten medical schools: two years later (2007) Med Educ, 41, pp. 250-257; Koles, P.G., Stolfi, A., Borges, N.J., Nelson, S., Parmelee, D.X., The impact of team-based learning on medical students’ academic performance (2010) Acad Med, 85, pp. 1739-1745; Parmelee, D.X., Michaelsen, L.K., Twelve tips for doing effective team-based learning (TBL) (2010) Med Teach., 32, pp. 118-122; Parmelee, D., Michaelsen, L.K., Cook, S., Hudes, P.D., Team-based learning: a practical guide: AMEE guide no. 65 (2012) Med Teach., 34, pp. e275-e287; Akl, E.A., Mustafa, R., Slomka, T., Alawneh, A., Vedavalli, A., Schünemann, H.J., An educational game for teaching clinical practice guidelines to internal medicine residents: development, feasibility and acceptability (2008) BMC Med Educ., 8, p. 50; Sward, K.A., Richardson, S., Kendrick, J., Maloney, C., Use of a web-based game to teach pediatric content to medical students (2008) Ambul Pediatr, 8, pp. 354-359; Akl, E.A., Pretorius, R.W., Sackett, K., The effect of educational games on medical students’ learning outcomes: a systematic review: BEME guide no 14 (2010) Med Teach., 32, pp. 16-27; Shiroma, P.R., Massa, A.A., Alarcon, R.D., Using game format to teach psychopharmacology to medical students (2011) Med Teach, 33, pp. 156-160; Stoddard, H.A., Piquette, C.A., A controlled study of improvements in student exam performance with the use of an audience response system during medical school lectures (2010) Acad Med, 85, pp. S37-S40; Blandford, L., Lockyer, J., Audience response systems and touch pad technology: their role in CME (1995) J Contin Educ Heal Prof, 15, pp. 52-57; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Med Teach, 22, pp. 237-239; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ., 3, p. 12; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Swift, L., Miles, S., Price, G.M., Shepstone, L., Leinster, S.J., Do doctors need statistics? Doctors’ use of and attitudes to probability and statistics (2009) Stat Med, 28, pp. 1969-1981; Miles, S., Price, G.M., Swift, L., Shepstone, L., Leinster, S.J., Statistics teaching in medical school: opinions of practising doctors (2010) BMC Med Educ., 10, p. 75; West, C.P., Ficalora, R.D., Clinician attitudes toward biostatistics (2007) Mayo Clin Proc, 82, pp. 939-943; Freeman, J.V., Collier, S., Staniforth, D., Smith, K.J., Innovations in curriculum design: a multi-disciplinary approach to teaching statistics to undergraduate medical students (2008) BMC Med Educ., 8, p. 28; Zhang, Y., Shang, L., Wang, R., Zhao, Q., Li, C., Xu, Y., Su, H., Attitudes toward statistics in medical postgraduates: measuring, evaluating and monitoring (2012) BMC Med Educ, 12, p. 117; Hannigan, A., Hegarty, A.C., McGrath, D., Attitudes towards statistics of graduate entry medical students: the role of prior learning experiences (2014) BMC Med Educ, 14, p. 70; Kindratt, T., Raza, A., Anderson, J., ‘Don’t be scared’: demystifying statistics in postgraduate medical education (2015) Educ Prim Care, 26, pp. 53-54; Steinwachs, B., How to facilitate a debriefing (1992) Simul Gaming, 23, pp. 186-195; Lutze-Mann, L., Kumar, R.K., The formative assessment lecture: enhancing student engagement (2013) Med Educ, 47, pp. 526-527","Johnson, T.R.; Johns Hopkins University School of Medicine, 2024 East Monument Street, Suite 1-200, Office 1-203, United States; email: Teresa.Johnson@jhmi.edu",,,Springer,,,,,21568650,,,,English,Med. Sci. Educ.,Article,Final,,Scopus,2-s2.0-85031852235
"Metz M.J., Metz C.J., Durski M.T., Aiken S.A., Mayfield T.G., Lin W.-S.",7005788424;57158862100;45861082400;56042186800;6701510024;35221788100;,A training program using an audience response system to calibrate dental faculty members assessing student clinical competence,2016,Journal of Dental Education,80,9,,1109,1118,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984972599&partnerID=40&md5=bfe242ed78c1692ef6bb3b1a7a3d9f75,"Department of General Dentistry and Oral Medicine, University of Louisville, School of Dentistry, 501 S. Preston Street, Louisville, KY  40272, United States; Department of Physiology and Biophysics, University of Louisville, School of Medicine, United States; University of Louisville, School of Dentistry, United States; Department of Oral Health and Rehabilitation, University of Louisville, School of Dentistry, United States","Metz, M.J., Department of General Dentistry and Oral Medicine, University of Louisville, School of Dentistry, 501 S. Preston Street, Louisville, KY  40272, United States; Metz, C.J., Department of Physiology and Biophysics, University of Louisville, School of Medicine, United States; Durski, M.T., University of Louisville, School of Dentistry, United States; Aiken, S.A., University of Louisville, School of Dentistry, United States; Mayfield, T.G., Department of Oral Health and Rehabilitation, University of Louisville, School of Dentistry, United States; Lin, W.-S., Department of General Dentistry and Oral Medicine, University of Louisville, School of Dentistry, 501 S. Preston Street, Louisville, KY  40272, United States","The aim of this study was to assess the effectiveness of calibration training of departmental faculty and competency graders using an audience response system on operative dentistry concepts across 12 months. The training sessions were designed to further solidify the process and equilibration of clinical opinions among faculty members and provide a more calibrated grading assessment during patient care for student performance feedback. Four (quarterly) calibration sessions occurred over 12 months in 2015. The first session was considered the baseline (control value) for this study. Pre- and post-calibration interrater agreement was assessed. Additionally, a pre and post assessment with ten Likert-scale questions was used to measure students' perceptions of instructional consistency. The results showed that a statistically significant increase in conceptual knowledge scores occurred for both departmental faculty members and competency graders across each of the four sessions (one-factor ANOVA; p<0.05). Interrater reliability agreement also significantly improved for both department faculty members and competency graders' clinical assessments over 12 months of implementation (Cohen's Kappa; p<0.05). There was a statistically significant increase in positive student perceptions on all ten questions (dependent t-test; p<0.05). Implementation of an audience response system for departmental and competency graders was found to be effective in facilitating a discussion forum, calibrating clinical assessments, and improving student perceptions. The positive results from this study support the value of dental schools' introducing faculty development programs to ensure consistent instruction for assessing dental student competence.",Audience response system; Calibration; Dental education; Dental faculty; Faculty development,"analysis of variance; calibration; clinical competence; comparative effectiveness; dental education; dental student; human; human experiment; interrater reliability; Likert scale; operative dentistry; patient care; perception; Student t test; tooth; training; calibration; dental student; education; procedures; standards; Calibration; Clinical Competence; Educational Measurement; Faculty, Dental; Humans; Students, Dental",,,,,,,,,,,"Colthart, I., Bagnall, G., Evans, A., The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: Beme guide no. 10 (2008) Med Teach, 30 (2), pp. 124-145; Koffel, J., Reidt, S., An interprofessional train-the-trainer evidence-based practice workshop: Design and evaluation (2014) J Interprof Care, pp. 1-3; Steinert, Y., Mann, K., Centeno, A., A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: Beme guide no. 8 (2006) Med Teach, 28 (6), pp. 497-526; Steinert, Y., Naismith, L., Mann, K., Faculty development initiatives designed to promote leadership in medical education: A BEME systematic review. BEME guide no. 19 (2012) Med Teach, 34 (6), pp. 483-503; Hewson, M.G., Clinical teaching in the ambulatory setting (1992) J Gen Intern Med, 7, pp. 76-82; Novack, D.H., Suchman, A.L., Clark, W., Calibrating the physician: Personal awareness and effective patient care (1997) JAMA, 278, pp. 502-509; Chin, R., Benne, K.D., General strategies for effecting changes in human systems (1976) The Planning of Change. 3rd Ed., , Bennis WG, Benne KD, Chin R, Corey KE, eds New York: Holt, Rinehart and Winston; Knowles, M., (1990) The Adult Learner: A Neglected Species. 4th Ed., , Houston: Gulf Publishing; Kolb, D.A., (1984) Experiential Learning: Experience as the Source of Learning and Development, , Englewood Cliffs, NJ: Prentice-Hall; Schon, D.A., (1987) Educating the Reflective Practitioner, , San Francisco: Jossey-Bass; Harris, I.B., New expectations for professional competence (1993) Educating Professionals: Responding to New Expectations for Competence and Accountability, , Curry L, Wergin JF, eds San Francisco: Jossey-Bass; Levinson, W., Branch, W.T., Kroenke, K., Clinician-educators in academic medical centers: A two-part challenge (1998) Ann Intern Med, 29, pp. 59-64; Roberts, K.B., DeWitt, T.G., Faculty development of pediatric practitioners: Complexities in teaching clinical precepting (1996) Pediatrics, 97, pp. 389-393; Irby, D.M., Teaching and learning in ambulatory care settings: A thematic review of the literature (1995) Acad Med, 70, pp. 898-931; Wilkerson, L.A., Irby, D.M., Strategies for improving teaching practices: A comprehensive approach to faculty development (1998) Acad Med, 73, pp. 387-396; Copeland, H.L., Hewson, M.G., Developing and testing a clinical teaching effectiveness instrument in an academic medical center (2000) Acad Med, 75, pp. 161-166; Hewson, M.G., Rehm, S.J., Onsite faculty development: Coaching clinical teaching (1996) J Gen Intern Med, 11 (4), p. 101; Hewson, M.G., Copeland, H.L., Outcomes assessment of a faculty development program in medicine and pediatrics (1999) Acad Med, 74 (10), pp. S68-S71; Bloom, B.S., (1956) Taxonomy of Educational Objectives. Handbook I: The Cognitive Domain, , New York: David McKay Co; Anderson, L.W., Krathwohl, D.R., Airasian, P.W., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , New York: Pearson, Allyn, & Bacon; Krathwohl, D.R., Bloom, B.S., Masia, B.B., (1973) Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain, , New York: David McKay Co; Miller, G.E., The assessment of clinical skills/competence/performance (1990) Acad Med, pp. S63-S67; McKinley, R.K., Fraser, R.C., Baker, R., Model for directly assessing and improving competence and performance in revalidation of clinicians (2001) BMJ, 322, pp. 712-715; Mauchly, J.W., Significance test for sphericity of a normal n-variate distribution (1940) Ann Math Stat, 11 (2), pp. 204-209; Strassburger, K., Bretz, F., Compatible simultaneous lower confidence bounds for the holm procedure and other bonferroni-based closed tests (2008) Stat Med, 27 (24), pp. 4914-4927; Landis, J.R., Koch, G.G., The measurement of observer agreement for categorical data (1977) Biometrics, 33, pp. 159-174; Greenhouse, S.W., Geisser, S., On methods in the analysis of profle data (1959) Psychometrika, 24, pp. 95-112; Haj-Ali, R., Feil, P., Rater reliability: Short- and long-term effects of calibration training (2006) J Dent Educ, 70 (4), pp. 428-433; Morrow, J.A., Pulido, M.T., Smith, P.B., Effective use of e-grading in the dental simulation clinic (2014) J Dent Educ, 78 (9), pp. 829-837; John, V., Lee, S.J., Prakasam, S., Consensus training: An effective tool to minimize variations in periodontal diagnosis and treatment planning among dental faculty and students (2013) J Dent Educ, 77 (11), pp. 1022-1032; Rechmann, P., Featherstone, J.D.B., Quality assurance study of caries risk assessment performance by clinical faculty members in a school of dentistry (2014) J Dent Educ, 78 (12), pp. 1331-1338; Colthart, I., Bagnall, G., Evans, A., The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: Beme guide no. 10 (2008) Med Teach, 30 (2), pp. 124-145; Henzi, D., Davis, E., Jasinevicius, R., Hendricson, W., North American dental students' perspectives about their clinical education (2006) J Dent Educ, 70 (4), pp. 361-377","Metz, M.J.; Department of General Dentistry and Oral Medicine, University of Louisville, School of Dentistry, 501 S. Preston Street, United States; email: michael.metz@louisville.edu",,,American Dental Education Association,,,,,00220337,,,27587578.0,English,J. Dent. Educ.,Article,Final,,Scopus,2-s2.0-84984972599
"Lange M., Göranzon H., Marklinder I.",56254744500;6508044723;6507556041;,Self-reported food safety knowledge and behaviour among Home and Consumer Studies students,2016,Food Control,67,,,265,272,,13.0,10.1016/j.foodcont.2016.03.014,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960932916&doi=10.1016%2fj.foodcont.2016.03.014&partnerID=40&md5=8d198892fe3a9e2adb6c50313e66e247,"Department of Food, Nutrition and Dietetics, Uppsala University, P.O. Box 560, Uppsala, SE 751 22, Sweden","Lange, M., Department of Food, Nutrition and Dietetics, Uppsala University, P.O. Box 560, Uppsala, SE 751 22, Sweden; Göranzon, H., Department of Food, Nutrition and Dietetics, Uppsala University, P.O. Box 560, Uppsala, SE 751 22, Sweden; Marklinder, I., Department of Food, Nutrition and Dietetics, Uppsala University, P.O. Box 560, Uppsala, SE 751 22, Sweden","Home and Consumer Studies (HCS) should be a suitable place for food safety education as it includes plenty of practical cooking and is compulsory for all students in the Swedish school system. A study among HCS teachers however reveals shortcomings in food safety teaching. A survey regarding food safety knowledge and behaviour among HCS students in school Year 9 was performed at different schools with a new system to collect questionnaire data. A Student Response System was used at the participating schools. The students were to answer the questions by using a small handheld wireless control, a clicker, in the response program Turning Point 2008. The questionnaire included a total of 26 questions and all questions were shown at PowerPoint slides and read out loud to the students. Some trivial questions were asked at the beginning to ensure the method. A total of 529 students from 18 different schools in different parts of Sweden participated in the survey conducted between September 2013 and January 2014. The survey results were evaluated and analysed using SPSS by performing cross-tabulation and chi-square tests. This study reveals that the students' self-reported food safety knowledge and behaviour are inadequate. Important risk areas need to be highlighted in HCS teaching. Boys reported to be significantly more at risk in terms of food safety regarding the handling of risk foods, reheating and cleaning. Especially for boys who reported seldom cook at home HCS would be extra valuable. This study also indicates the importance of reflection in relation to the hygiene routines which are common in the HCS context. The outcome of this study is that students might leave school without even basic food safety knowledge. © 2016 Elsevier Ltd.",Behaviour; Food safety; Home and Consumer Studies; Knowledge; Risk; Students,,,,,,Stiftelsen Clas Groschinskys Minnesfond,The authors would like to thank all the students who participated in this study and their teachers for helping organise the data collection. They would also like to express their gratitude to Stiftelsen Margaretas Minnesfond (the Crown Princess Margareta Memorial Fund) for funding this project and Lundellska fondstiftelsen (the Lundell Foundation) and Stiftelsen Louise Fehrs Minnesfond (the Louise Fehr Memorial Fund) for funding this study.,,,,,"(2015) Samhällskostnader för fem livsmedelsburnasjukdomar i Sverige. 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Available, Accessed 09.11.15; (2002) Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning (ethical principals for humanistic-social scientific research - In Swedish), , http://www.codex.vr.se, [WWW document] Available, Accessed 02.12.15; Taché, J., Carpentier, B., Hygiene in the home kitchen: changes in behaviour and impact of key microbiological hazard control measures (2014) Food Control, 35, pp. 392-400; Toljander, J., Karnehed, N., Vad gör de som drabbas av magsjuka och matförgiftningar?-Resultat från en nationell intervjuundersökning (2010) Rapport 6-Livsmedelsverket(National Food Agency Sweden); Uljens, M., (1997) Didaktik: Teori, reflektion och praktik, , Studentlitteratur, Lund; Verbeke, W., Frewer, L.J., Scholderer, J., De Brabander, H.F., Why consumers behave as they do with respect to food safety and risk information (2007) Analytica Chimica Acta, 586, pp. 2-7; Warde, A., (1997) Consumption, food, and taste: Culinary antinomies and commodity culture, , Sage, London; Wernersson, I., (2010) Könskillnader i skolprestationer - Ideer om orsaken, , http://www.skolverket.se/polopoly_fs/1.203100!/Menu/article/attachment/Konsskillnader_skolprestationer.pdf; (2000) Foodborne disease: A focus for health education, , World Health Organization, Geneva","Lange, M.; Department of Food, Nutrition and Dietetics, Uppsala University, P.O. Box 560, Sweden; email: marie.lange@ikv.uu.se",,,Elsevier Ltd,,,,,09567135,,FOOCE,,English,Food Control,Article,Final,,Scopus,2-s2.0-84960932916
"Rinchen S., Ritchie S.M., Bellocchi A.",57199576739;7102943183;23007832900;,Emotional climate of a pre-service science teacher education class in Bhutan,2016,Cultural Studies of Science Education,11,3,,603,628,,,10.1007/s11422-014-9658-0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84954328301&doi=10.1007%2fs11422-014-9658-0&partnerID=40&md5=d3c81e2df4fea67d335f2b2128ce8412,"College of Education, Royal University of Bhutan, Samtse, Bhutan; Murdoch University, Perth, Australia; Queensland University of Technology, Brisbane, QLD, Australia","Rinchen, S., College of Education, Royal University of Bhutan, Samtse, Bhutan; Ritchie, S.M., Murdoch University, Perth, Australia; Bellocchi, A., Queensland University of Technology, Brisbane, QLD, Australia","This study explored pre-service secondary science teachers’ perceptions of classroom emotional climate in the context of the Bhutanese macro-social policy of Gross National Happiness. Drawing upon sociological perspectives of human emotions and using Interaction Ritual Theory this study investigated how pre-service science teachers may be supported in their professional development. It was a multi-method study involving video and audio recordings of teaching episodes supported by interviews and the researcher’s diary. Students also registered their perceptions of the emotional climate of their classroom at 3-minute intervals using audience response technology. In this way, emotional events were identified for video analysis. The findings of this study highlighted that the activities pre-service teachers engaged in matter to them. Positive emotional climate was identified in activities involving students’ presentations using video clips and models, coteaching, and interactive whole class discussions. Decreases in emotional climate were identified during formal lectures and when unprepared presenters led presentations. Emotions such as frustration and disappointment characterized classes with negative emotional climate. The enabling conditions to sustain a positive emotional climate are identified. Implications for sustaining macro-social policy about Gross National Happiness are considered in light of the climate that develops in science teacher education classes. © 2016, Springer Science+Business Media Dordrecht.",Emotion; Emotional climate; Gross National Happiness; Preservice teachers; Science education; Sociology of emotion; Teacher emotions,,,,,,,,,,,,"Anderson, L., Smith, D., Peasley, K., Integrating learner and learning concerns: Prospective elementary science teachers’ paths and progress (2000) Teaching and Teacher Education, 16, pp. 547-574; Bellocchi, A., Ritchie, S.M., Tobin, K., King, D., Sandhu, M., Henderson, S., Emotional climate and high quality learning experiences in science teacher education (2014) Journal of Research in Science Teaching, Advanced online publication; Bellocchi, A., Ritchie, S.M., Tobin, K., Sandhu, M., Sandhu, S., Exploring emotional climate in pre-service science teacher education (2013) Cultural Studies of Science Education, 8, pp. 529-552; Childs, A., Tenzin, W., Johnson, D., Ramachandran, K., Science education in Bhutan: Issues and challenges (2012) International Journal of Science Education, 34, pp. 375-400; Collins, R., (2004) Interaction ritual chains, , Princeton University Press, Princeton, NJ; Dorji, R., Teacher morale and motivation. Paper presented at the first Royal University of Bhutan research conference (2007) Royal Institute of Health and Sciences, , Thimphu: Bhutan; Ekman, P., Friesen, W.V., (1975) Unmasking the face. A guide to recognizing emotions from facial clues, , Prentice-Hall, Englewood Cliffs, New Jersey; Fahmi, A., Science education in Bhutan (2008) United Nations—Newsletter, Bhutan, 1 (1), pp. 1-6; Gass, S.M., Innovations in second language research methods (2001) Annual Review of Applied Linguistics, 21, pp. 221-232; Grbich, C., (2007) Qualitative data analysis: An introduction, , Sage Publications, London; Juslin, P.N., Scherer, K.R., Vocal expression of affect (2008) The new handbook of methods in nonverbal behavior research, pp. 65-136. , Harrigan JA, Rosenthal R, Scherer KS, (eds), Oxford University Press, New York; Kanyangara, P., Rime, B., Philippot, P., Yzerbyt, V., Collective rituals, emotional climate and intergroup perception: Participation in “Gacaca” tribunals and assimilation of the Rwandan genocide (2007) Journal of Social Issues, 63, pp. 387-403; Kelchtermans, G., Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micro political literacy (2005) Teaching and Teacher Education, 21, pp. 995-1006; LaVan, S.K., Cogenerative fluency in urban science classrooms. Unpublished doctoral dissertation (2004) University of Pennsylvania, , Philadelphia: PA; Lyle, J., Stimulated recall: A report on its use in naturalistic research (2003) British Educational Research Journal, 29, pp. 861-878; Mackey, A., Gass, S.M., (2005) Second language research: Methodology and design, , Lawrence Erlbaum Associates Inc, Mahwah, NJ; Metiu, A., Rothbard, N.P., Task bubbles, artefacts, shared emotion, and mutual focus of attention: A comparative study of the micro processes of group engagement (2012) Organization Science, 24, pp. 455-475; Nias, J., Thinking about feeling: The emotions in teaching (1996) Cambridge Journal of Education, 26, pp. 293-306; Retzinger, S.M., (1991) Violent emotions: Shame and rage in marital quarrels, , Sage, London; Rinchen, S., Developing reflective thinking: Encouraging pre-service teachers to be responsible for their own learning. Paper presented at ‘Teacher education crossing borders: Cultures, contexts (2009) communities and curriculum’ the Annual Conference of the Australian Teacher Education Association, , ATEA, Albury; Rinchen, S., Tshering, K., Jose, K.C., Gyeltshen, T., Gyeltshen, K., Student-teacher’s perceptions of the B. Ed programmes offered at the Samtse College of Education and its impact on the teaching-learning in the schools in Bhutan (2011) Academic Journal of College of Education, 5, pp. 35-42; Ritchie, S.M., Tobin, K., Hudson, P., Roth, W.-M., Mergard, V., Reproducing successful rituals in bad times: Exploring emotional interactions of a new science teacher (2011) Science Education, 95, pp. 745-765; Ritchie, S.M., Tobin, K.G., Sandhu, M., Sandhu, S., Henderson, S., Roth, W.-M., Emotional arousal of beginning physics teachers during extended experimental investigations (2013) Journal of Research in Science Teaching, 50, pp. 137-161; Roth, W.-M., Conversation analysis: Deconstructing social relations in the making (2006) Doing educational research, pp. 15-57. , Tobin K, Kincheloe J, (eds), Sense Publishers, Rotterdam, The Netherlands; Roth, W.-M., (2007) Doing teacher research: A handbook for perplexed practitioners, , Sense Publishers, Rotterdam, The Netherlands; Roth, W.-M., Hsu, P.L., (2010) Analyzing communication, , Sense Publishers, Rotterdam; Roth, W.-M., Tobin, K., Solidarity and conflict: Aligned and misaligned prosody as a transactional resource in intra and intercultural communication involving power differences (2010) Cultural Studies of Science Education, 5, pp. 807-817; The handbook for B. Ed secondary programme (2009) Samtse, , Bhutan: Royal University of Bhutan; Scherer, K.R., Vocal correlates of emotional arousal and affective disturbance (1989) Handbook of psychophysiology: Emotion and social behaviour, pp. 165-197. , Wagner HL, Manstead ASR, (eds), Wiley, London; Scherer, K.R., Vocal communication of emotion: A review of research paradigms (2003) Speech Communication, 40, pp. 227-256; Sebe, N., Lew, M.S., Sun, Y., Cohen, I., Gevers, T., Huang, T.S., Authentic facial expression analysis (2007) Image Vision Computing, 25, pp. 1856-1863; Sime, D., What do learners make of teachers’ gestures in the language classroom? (2006) International Review of Applied Linguistics in Language Teaching, 44, pp. 211-230; Simmons, H., (2009) Case study research in practice, , Thousand Oaks, Sage, CA; Slough, L., (2001) Using stimulated recall in classroom observation and professional development, , Paper presented at the American Educational Research Association, Seattle, Washington; Smith, H., Schneider, A., Critiquing models of emotions (2009) Sociological Methods and Research, 37, pp. 560-589; Stake, R.E., Qualitative case studies (2005) The Sage handbook of qualitative research, pp. 443-466. , Denzin NK, Lincoln YS, (eds), Sage Publications, London; Thoits, P.A., Emotional deviance: Research agendas (1990) Research agendas in the sociology of emotions, pp. 180-203. , Kemper TD, (ed), State University of New York Press, Albany; Tobin, K., Ritchie, S.M., Oakley, J., Mergard, V., Hudson, P.B., Relationship between emotional climate and the fluency of classroom interactions (2013) Learning Environments Research, 6, pp. 71-89; Tobin, K., Roth, W.-M., (2006) Teaching to learn: A view from the field, , Sense, Rotterdam, The Netherlands; Trigwell, K., Relations between teachers’ emotions in teaching and their approaches to teaching in higher education (2012) Instructional Science, 40, pp. 607-621; Turner, J.H., (2007) Human emotions: A sociological theory, , Routledge, New York; Turner, J.H., The sociology of emotions: Basic theoretical arguments (2009) Emotion Review, 1, pp. 340-354; Winograd, K., The functions of teacher emotions: The good, the bad, and the ugly (2003) Teachers College Record, 105, pp. 1641-1673; Wittman, S., Learning strategies and learning-related emotions among teacher trainees (2011) Teaching and Teacher Education, 27, pp. 524-532; Zembylas, M., Constructing genealogies of teachers’ emotions in science teaching (2002) Journal of Research in Science Teaching, 39, pp. 79-103; Zembylas, M., Barker, H.B., Pre-service teacher attitudes and emotions: Individual spaces, community conversations and transformations (2002) Research in Science Education, 32, pp. 329-351","Rinchen, S.; College of Education, Royal University of BhutanBhutan; email: srinchen.sce@rub.edu.bt",,,Springer Netherlands,,,,,18711502,,,,English,Cult. Stud. Sci. Educ.,Article,Final,,Scopus,2-s2.0-84954328301
"Code W., Merchant S., Maciejewski W., Thomas M., Lo J.",8550022900;36091485500;36167320700;57205295585;57114307500;,The Mathematics Attitudes and Perceptions Survey: an instrument to assess expert-like views and dispositions among undergraduate mathematics students,2016,International Journal of Mathematical Education in Science and Technology,47,6,,917,937,,3.0,10.1080/0020739X.2015.1133854,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958034791&doi=10.1080%2f0020739X.2015.1133854&partnerID=40&md5=a07c95f941f61518a0289fe16f71f04e,"Science Centre for Learning and Teaching, The University of British Columbia, 2171 – 2207 Main Mall, Earth Sciences Building, Vancouver, BC  V6T 1Z4, Canada; Department of Mathematics, The University of British Columbia, Room 121, 1984 Mathematics Road, Vancouver, BC  V6T 1Z2, Canada; Department of Mathematics, The University of Auckland, Auckland, 1142, New Zealand; Department of Mathematics, Ithaca College, 311A Williams Hall, Ithaca, NY, United States","Code, W., Science Centre for Learning and Teaching, The University of British Columbia, 2171 – 2207 Main Mall, Earth Sciences Building, Vancouver, BC  V6T 1Z4, Canada; Merchant, S., Department of Mathematics, The University of British Columbia, Room 121, 1984 Mathematics Road, Vancouver, BC  V6T 1Z2, Canada; Maciejewski, W., Department of Mathematics, The University of Auckland, Auckland, 1142, New Zealand; Thomas, M., Department of Mathematics, Ithaca College, 311A Williams Hall, Ithaca, NY, United States; Lo, J., Department of Mathematics, The University of British Columbia, Room 121, 1984 Mathematics Road, Vancouver, BC  V6T 1Z2, Canada","One goal of an undergraduate education in mathematics is to help students develop a productive disposition towards mathematics. A way of conceiving of this is as helping mathematical novices transition to more expert-like perceptions of mathematics. This conceptualization creates a need for a way to characterize students' perceptions of mathematics in authentic educational settings. This article presents a survey, the Mathematics Attitudes and Perceptions Survey (MAPS), designed to address this need. We present the development of the MAPS instrument and its validation on a large (N = 3411) set of student data. Results from various MAPS implementations corroborate results from analogous instruments in other STEM disciplines. We present these results and highlight some in particular: MAPS scores correlate with course grades; students tend to move away from expert-like orientations over a semester or year of taking a mathematics course; and interactive-engagement type lectures have less of a negative impact, but no positive impact, on students' overall orientations than traditional lecturing. We include the MAPS instrument in this article and suggest ways in which it may deepen our understanding of undergraduate mathematics education. © 2016 Taylor & Francis.",attitudes towards mathematics; perceptions of mathematics; undergraduate mathematics education,,,,,,,,,,,,"Schoenfeld, A.H., Learning to think mathematically: problem solving, metacognition, and sense making in mathematics (1992) Handbook for research on mathematics teaching and learning, pp. 334-370. , Grouws D., (ed), New York (NY): Macmillan; Schoenfeld, A.H., Explorations of students' mathematical beliefs and behavior (1989) J Res Math Educ, 20, pp. 338-355; Petocz, P., Reid, A., Wood, L., Undergraduate students' conceptions of mathematics: an international study (2007) Int J Sci Math Educ., 5, pp. 439-459; Fennema, E., Sherman, J.A., Fennema-Sherman Mathematics Attitudes Scales: instruments designed to measure attitudes toward the learning of mathematics by females and males (1976) J Res Math Educ., 7, pp. 324-326; 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Dewar, J., What is mathematics: student and faculty views (2008) Proceedings for the Eleventh Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education, , Brown S., Karakok G., Hah Roh K., Oehrtman M., (eds), Denver: Mathematical Association of America; Yusof, Y., Tall, D., Changing attitudes to university mathematics through problem solving (1998) Educ Stud Math., 37, pp. 67-82; Szydlik, S., Beliefs of liberal arts mathematics students regarding the nature of mathematics (2013) Teach Math Appl, 32, pp. 95-111; Adams, W.K., Perkins, K.K., Podolefsky, N.S., New Instrument for Measuring Student Beliefs about Physics and Learning Physics: The Colorado Learning Attitudes About Science Survey (2006) Phys Rev Spec Top – Phys Educ Res., 2, p. 010101; Gray, K.E., Adams, W.K., Wieman, C.E., Students know what physicists believe, but they don't agree: a study using the CLASS survey (2008) Phys Rev Spec Top – Phys Educ Res., 4, p. 020106; Semsar, K., Knight, J.K., Birol, G., The Colorado Learning Attitudes About Science Survey (CLASS) for use in biology (2011) CBE – Life Sci Educ., 10, pp. 268-278; Barbera, J., Adams, W.K., Wieman, C.E., Modifying and validating the Colorado Learning Attitudes About Science Survey for use in chemistry (2008) Chem Educ Res, 85, pp. 1435-1439; Jolley, A., Lane, E., Kennedy, B., SPESS: a new instrument for measuring student perceptions in earth and ocean science (2012) J Geosci Educ., 60, pp. 83-91; Dorn, B., Elliott Tew, A., Becoming experts: measuring attitude development in introductory computer science (2013) Proceeding of the 44th ACM Technical Symposium on Computer Science Education, pp. 183-188. , Camp T., Tymann P., Dougherty J.D., Nagel K., (eds), Denver: ACM; Adams, W.K., Wieman, C.E., Development and validation of instruments to measure learning of expert-like thinking (2011) Int J Sci Educ., 33, pp. 1289-1312; Bates, S., Galloway, R., Loptson, C., How attitudes and beliefs about physics change from high school to faculty (2011) Phys Rev Spec Top – Phys Educ Res., 7, p. 020114; 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A long‐term longitudinal study examining the roles of pre‐college beliefs about physics and learning physics, interest, and academic achievement (2010) American Institutes of Physics Conference Proceedings, 1289, pp. 253-256. , Singh C., Sabella M., Rebello S., (eds), Portland: AIP Publishing; Perkins, K.K., Gratny, M.M., Adams, W.K., Towards characterizing the relationship between students' interest in and their beliefs about physics (2005) American Institutes of Physics Conference Proceedings, 818, pp. 137-140. , Heron P., McCullough L., Marx J., (eds), Salt Lake City: AIP Publishing; Bandura, A., Self-efficacy: Toward a unifying theory of behavioral change (1977) Psychol Rev, 84, pp. 191-215; Hasan, S., Bagayoko, D., Kelley, E., Misconceptions and the Certainty of Response Index (CRI) (1999) Phys Educ, 34, pp. 294-299; Potgieter, M., Malatje, E., Gaigher, E., Confidence versus performance as an indicator of the presence of alternative conceptions and inadequate problem-solving skills in mechanics (2010) Int J Sci Educ., 32, pp. 1407-1429; Engelbrecht, J., Harding, A., Potgieter, M., Undergraduate students' performance and confidence in procedural and conceptual mathematics (2005) Int J Math Educ Sci Technol., 36, pp. 701-712; Parsons, S., Croft, T., Harrison, M., Does students' confidence in their ability in mathematics matter? (2009) Teach Math Appl, 28, pp. 53-68; Hackett, G., Betz, N., An exploration of the mathematics self-efficacy/mathematics performance correspondence (1989) J Res Math Educ., 20, pp. 261-273; Chi, M.T.H., Feltovich, P.J., Glasser, R., Categorization and representation of physics problems by experts and novices (1981) Cogn Sci, 5, pp. 121-152; Ericsson, K.A., Charness, N., Feltovich, P.J., (2006) The Cambridge handbook of expertise and expert performance, , New York (NY): Cambridge University Press; Dweck, C., (1999) Self-theories: their role in motivation, personality, and development, , Philadelphia (PA): Taylor and Francis/Psychology Press; Dweck, C., (2006) Mindset: the new psychology of success, , New York (NY): Ballantine Books; Boaler, J., (2010) The elephant in the classroom: helping children learn and love maths, , London: Souvenir Press; Boaler, J., When even the winners are losers: evaluating the experiences of top set' students (1997) J Curric. Stud., 29, pp. 165-182; Boaler, J., Wiliam, D., Brown, M., Students' Experiences of Ability Grouping - disaffection, polarization and the construction of failure (2000) Br Educ Res J, 26, pp. 631-648; Boaler, J., Ability grouping in mathematics classrooms (2014) Encyclopedia of mathematics education, , Lerman S., (ed), Heidelberg: Springer; Dweck, C., (2008) Mindset and math/science achievement, , New York (NY): Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education; Boaler, J., Ability and mathematics: the mindset revolution that is reshaping education (2013) Forum, 55, pp. 143-152; Silvia, P., (2006) Exploring the psychology of interest, , Oxford: Oxford University Press; Köller, O., Baumert, J., Does interest matter? The relationship between academic interest and achievement in mathematics (2001) J Res Math Educ, 32, pp. 448-470; Marton, F., RSäljö, S., On qualitative differences in learning: I – outcome and process (1976) Br J Educ Psychol., 46, pp. 4-11; Prosser, M., Trigwell, K., (1999) Understanding learning and teaching: the experience in higher education, , Berkshire: Open University Press; Biggs, J., Tang, C., (2011) Teaching for quality learning at university, , 4th Ed., Berkshire: Open University Press; Choy, J.L.F., O'Grady, G., Rotgans, J.I., Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours (2012) Instr Sci, 40, pp. 159-172; Campbell, C., Cabrera, A., Making the mark: Are grades and deep learning related? (2014) Res High Educ, 55, pp. 494-507; Watkins, D., Correlates of approaches to learning: a cross-cultural meta-analysis (2001) Perspectives on thinking, learning, and cognitive styles, pp. 165-195. , Sternberg R., Zhang L., (eds), Mahwah (NJ): Erlbaum; Rattan, A., Good, C., Dweck, C.S., not everyone can be good at math’: instructors with an entity theory comfort (and demotivate) students (2012) J Exp Soc Psychol, 48, pp. 731-737; Everitt, B., Hothorn, T., (2011) An introduction to applied multivariate analysis with R, , New York: NY): Springer New York; Costello, A., Osborne, J., Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis (2005) Pract Assess Res Eval., 10, pp. 1-9; Rosseel, Y., lavaan: An R Package for structural equation modeling (2012) J Stat Softw., 48, pp. 1-36; Tallman, M., Carlson, M.P., A characterization of calculus I final exams in U.S. colleges and universities (2012) Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, pp. 217-226. , Brown S., Larsen S., Marrongelle K., Oehrtman M., (eds), Portland: Mathematical Association of America; Maciejewski, W., Flipping the calculus classroom: an evaluative study To appear inTeach Math Appl; Cahill, M.J., Hynes, M., Trousil, R., Multiyear, mult-instructor evaluation of a large-class interactive-engagement curriculum (2014) Phys Rev Spe Top – Phys Educ Res., 10, p. 020101; Hansen, M., Birol, G., Longitudinal study of student attitudes in a biology program (2014) CBE – Life Sci Educ., 13, pp. 331-337; Madsen, A., McKagan, S., Sayre, E., How physics instruction impacts students' beliefs about learning physics (2015) Phys Rev Spec Top – Phys Educ Res., 11, p. 010115; Seymour, E., Hewitt, N.M., (1997) Talking about leaving: why undergraduates leave the sciences, , Boulder (CO): Westview Press","Maciejewski, W.; Department of Mathematics, The University of AucklandNew Zealand; email: w.maciejewski@auckland.ac.nz",,,Taylor and Francis Ltd.,,,,,0020739X,,,,English,Int. J. Math. Educ. Sci. Technol.,Article,Final,,Scopus,2-s2.0-84958034791
"Wagner B.J., Ashurst J.V., Simunich T., Cooney R.",56927581800;36010586900;55390699700;23977637700;,Correlation between scores on weekly quizzes and performance on the annual resident in-service examination,2016,Journal of the American Osteopathic Association,116,8,,530,534,,,10.7556/jaoa.2016.106,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84982279458&doi=10.7556%2fjaoa.2016.106&partnerID=40&md5=f53bdc6e4c2f8c4b6a96e98b8ead93a9,"Departments of Emergency Medicine, Duke Lifepoint Memorial Medical Center, Brentwood, TN, United States; Departments of Research, Duke Lifepoint Memorial Medical Center, Brentwood, TN, United States; Department of Emergency Medicine, DLP Conemaugh Memorial Medical Center, Johnstown, PA, United States","Wagner, B.J., Departments of Emergency Medicine, Duke Lifepoint Memorial Medical Center, Brentwood, TN, United States; Ashurst, J.V., Departments of Emergency Medicine, Duke Lifepoint Memorial Medical Center, Brentwood, TN, United States; Simunich, T., Departments of Research, Duke Lifepoint Memorial Medical Center, Brentwood, TN, United States; Cooney, R., Department of Emergency Medicine, DLP Conemaugh Memorial Medical Center, Johnstown, PA, United States","Context: Medical residency education relies heavily on the use of written and oral testing as a means of assessing a learner’s knowledge acquisition. In the United States, osteopathic emergency medicine residents take an annual specialty-based resident in-service examination (RISE) for this purpose. Their performance on the RISE helps direct educators’ approach to teaching and training. Objectives: To determine the correlative strength of residents’ cumulative performance on a series of weekly in-house quizzes with their performance on the RISE. Methods: In this prospective study, emergency medicine residents took a series of 15 quizzes between August 2013 and January 2014. The quizzes were administered using slides integrated with an audience-response system. Quizzes comprised questions gathered from various question banks and commercial test review resources specific to the specialty of emergency medicine. Effort was made to select questions covering topics tested on the RISE. Scores from each of the quizzes were recorded, and these data were analyzed for correlation with residents’ scores on the RISE. Results: Sixteen emergency medicine residents from all 4 postgraduate years participated in the study. For various reasons (vacation, illness, away rotations), not all 16 residents participated in each quiz. The mean participation rate over all 15 quizzes was 76.7%, with a mean quiz score of 57.8%. A correlation analysis was conducted between the achieved RISE score and the mean quiz score (excluding any quizzes not taken). Graphical analysis revealed a sufficiently linear relationship between the 2 variables, with no outliers. Both variables were normally distributed, as assessed by the Shapiro-Wilks test (P>.05). A strong positive correlation was found between RISE score and mean quiz score (r[14]=0.75; P=.001), with the mean quiz score over the quizzes taken explaining about 57% of the variance in the achieved RISE score. Conclusions: The results of this study imply that performance on weekly didactic quizzes may be strongly predictive of RISE performance and as such tracking these data may provide insight to educators and learners as to the most effective direction of their educational efforts. © 2016 American Osteopathic Association.",,correlation analysis; emergency medicine; human; human experiment; postgraduate student; prospective study; resident; rotation; teaching; United States; clinical competence; education; medical education; osteopathic medicine; procedures; Clinical Competence; Educational Measurement; Emergency Medicine; Humans; Internship and Residency; Osteopathic Medicine; Prospective Studies; United States,,,,,,,,,,,"Aeder, L., Fogel, J., Schaeffer H. Pediatric board review course for residents “at risk” (2010) Clin Pediatr (Phila), 49 (5), pp. 450-456; Shokar, G.S., The effects of an educational intervention for “at-risk” residents to improve their scores on the in-training exam (2003) Fam Med, 35 (6), pp. 414-417; Davis, D.A., Thomson, M.A., Oxman, A.D., Haynes, R.B., Changing physician performance: A systematic review of the effect of continuing medical education strategies (1995) JAMA, 274 (9), pp. 700-705; Davis, D., O’Brien, M.A., Freemantle, N., Wolf, F.M., Mazmanian, P., Taylor-Vaisey, A., Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? (1999) JAMA, 282 (9), pp. 867-874; Haidet, P., Morgan, R.O., O’Malley, K., Moran, B.J., Richards, B.F., A controlled trial of active versus passive learning strategies in a large group setting (2004) Adv Health Sci Educ Theory Pract, 9 (1), pp. 15-27; Haidet, P., O’Malley, K.J., Richards, B., An initial experience with “team learning” in medical education (2002) Acad Med, 77 (1), pp. 40-44; Long, D.M., Competency-based residency training: The next advance in graduate medical education (2000) Acad Med, 75 (12), pp. 1178-1183; McDonald, F.S., Zeger, S.L., Kolars, J.C., Factors associated with medical knowledge acquisition during internal medicine residency (2007) J Gen Intern Med, 22 (7), pp. 962-968; Falcone, J.L., Gonzalo, J.D., Relationship between internal medicine program board examination pass rates, accreditation standards, and program size (2014) Int J Med Educ, 5, pp. 11-14; McCaskill, Q.E., Kirk, J.J., Barata, D.M., Wludyka, P.S., Zenni, E.A., Chiu, T.T., USMLE step 1 scores as a significant predictor of future board passage in pediatrics (2007) Ambul Pediatr, 7 (2), pp. 192-195; Shellito, J.L., Osland, J.S., Helmer, S.D., Chang, F.C., American Board of Surgery examinations: Can we identify surgery residency applicants and residents who will pass the examinations on the first attempt? (2010) Am J Surg, 199 (2), pp. 216-222; Garvin, P.J., Kaminski, D.L., Significance of the in-training examination in a surgical residency program (1984) Surgery, 96 (1), pp. 109-113; Perez, J.A., Jr., Greer, S., Correlation of United States Medical Licensing Examination and internal medicine in-training examination performance (2009) Adv Health Sci Educ Theory Pract, 14 (5), pp. 753-758; Messick, S., Validity (1989) Educational Measurement, pp. 13-103. , Linn RL, ed., 3rd ed. New York, NY: American Council on Education and Macmillan; Validity (2014) Standards for Educational and Psychological Testing, pp. 11-31. , American Educational Research Association, American Psychological Association, National Council on Measurement in Education, Washington, DC: American Educational Research Association; Cook, D.A., Linberry, M., Consequences validity evidence: Evaluating the impact of educational assessments (2016) Acad Med, 91 (6), pp. 785-795; Kanna, B., Gu, Y., Akhuetie, J., Dimitrov, V., Predicting performance using background characteristics of international medical graduates in an inner-city university-affiliated internal medicine residency training program (2009) BMC Med Educ, 13 (9), p. 42; Fuchs, D., Mock, D., Morgan, P.L., Young, C.L., Responsiveness-to- intervention: Definitions, evidence, and implications for the learning disabilities construct (2003) Learn Disabil Res Pract, 18 (3), pp. 157-171","Ashurst, J.V.; Department of Emergency Medicine, Duke Lifepoint Memorial Medical Center, 330 Seven Springs Way, United States; email: ashurst.john.32@gmail.com",,,American Osteopathic Association,,,,,00986151,,JAOAA,27455102.0,English,J. Am. Osteopath. Assoc.,Article,Final,Open Access,Scopus,2-s2.0-84982279458
Latulippe J.,25030186600;,"Clickers, iPad, and Lecture Capture in One Semester: My Teaching Transformation",2016,PRIMUS,26,6,,603,617,,2.0,10.1080/10511970.2015.1123785,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84976347096&doi=10.1080%2f10511970.2015.1123785&partnerID=40&md5=ff88b2b8f38258d462d6c8530b89ab44,"Department of Mathematics, Norwich University, 158 Harmon Drive, Northfield, VT  05663, United States","Latulippe, J., Department of Mathematics, Norwich University, 158 Harmon Drive, Northfield, VT  05663, United States","Using technology to enhance the classroom environment can have a tremendous impact on student learning, as well as on an instructor’s teaching. This paper describes one instructor’s transition from traditional chalkboard lectures to a fully technological presentation of content. After carefully reviewing the literature, clicker technology was introduced to increase student participation and use peer instruction activities through voting. To maximize the effectiveness of clickers, using a tablet in teaching and explorations with lecture capture were natural next steps in increased use of technology. Presented here are the author’s reflections on the transformation process as well as insight into how the technology allows for more active student engagement in class. Copyright © Taylor & Francis Group, LLC.",active engagement; classroom voting; clickers; lecture capture; student participation; tablet; Technology,,,,,,,,,,,,"Barragués, J., Morais, A., Manterola, J., Guisasola, J., Use of a classroom response system (CRS) for teaching mathematics in Engineering with large groups (2011) Education in a Technological World: Communicating Current and Emerging Research and Technological Efforts, pp. 572-580. , éndez-Vilas A.M., (ed), Badajoz, Spain: Formatex; Beatty, I., Transforming student learning with classroom communication systems (2004) Education Center for Applied Research, Research Bulletin., 3, pp. 2-13; Beatty, I., Gerace, W., Leonard, W., Dufresne, R., Designing effective questions for classroom response system teaching (2006) American Journal of Physics., 74 (1), pp. 31-39; Bode, M., Drane, D., Kolikant, Y., Schuller, M., A clicker approach to teaching calculus (2009) Notices of the American Mathematical Society., 56 (2), pp. 253-256; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco, CA: Jossey-Bass; Burnstein, R., Lederman, L., Using wireless keypads in lecture classes (2001) The Physics Teacher., 39, pp. 8-11; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education., 6 (1), pp. 9-20; Cline, K., Classroom voting in mathematics (2006) The Mathematics Teacher., 100 (2), pp. 100-104; Cline, K., Lomen, D., Classroom voting: Active learning in differential equations (2010) CODEE Journal, 7, pp. 1-5; Cline, K., McGivney-Burelle, J., Zullo, H., A question library for classroom voting (2012) The Mathematics Teacher., 106 (3), pp. 212-218; Cline, K., Parker, M., Zullo, H., Stewart, A., Addressing common student errors with classroom voting in multivariable calculus (2013) PRIMUS., 23 (1), pp. 60-75; Cline, K., Zullo, H., (2011) Teaching Mathematics with Classroom Voting: With and Without Clickers, , Washington, DC: Mathematical Association of America; Cline, K., Zullo, H., Parker, M., Teaching with classroom voting (2007) FOCUS., 27, pp. 22-23; Cline, K., Zullo, H., VonEpps, L., Classroom voting patterns in differential calculus (2011) PRIMUS., 22 (1), pp. 43-59; Elliot, C., Using a personal response system in economics teaching (2003) International Review of Economics Education., 1 (1), pp. 80-86; http://www.math.cornell.edu/GoodQuestions/index.html, GoodQuestions Project. Cornell University, Ithaca, NY, Accessed on 6 June 2014; Hake, R., Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics., 66 (1), pp. 64-74; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher., 46, pp. 242-244; Lucas, A., Using peer instruction and i-clickers to enhance student participation in calculus (2009) PRIMUS., 19, pp. 219-231; Lyman, F., The responsive classroom discussion: The inclusion of all Students (1981) Mainstreaming Digest, , Anderson A., (ed), College Park, MD: University of Maryland; Mazur, E., (1997) Peer Instruction: A Users Manual, , Upper Saddle River, NJ: Prentice Hall; Miller, R., Santana-Vega, E., Terrell, M., Can good questions and peer discussion improve calculus instruction? (2006) PRIMUS., 16 (3), pp. 193-203; http://mathquest.carroll.edu/, Project MathQuest. Carroll College, Helena, MT, Accessed on 6 June 2014; Simelana, S., Skhosana, P., Impact of clicker technology in a mathematics course (2012) Knowledge Management & E-Learning: An International Journal., 4 (3), pp. 279-292; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology., 23 (2), pp. 187-208; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Su, T., Why peer discussion improves student performance on in-class concepts questions (2009) Science., 323, pp. 122-124; Stewart, A., Storm, C., VonEpps, L., Analyzing student confidence in classroom voting with multiple choice questions (2013) PRIMUS., 23 (8), pp. 718-732; Strasser, N., Who wants to pass math? Using clickers in calculus (2010) Journal of College Teaching & Learning., 7 (3), pp. 49-52; Wood, W., Clickers: A teaching gimmick that works (2004) Developmental Cell., 7, pp. 796-798; Zullo, H., Cline, K., Parker, M., Buckmire, R., George, J., Gurski, K., Larsen, J., Storm, C., Student surveys: What do they think? (2011) MAA Notes: Teaching Mathematics with Classroom Voting, , Cline K., Zullo H., (eds), Washington, DC: Mathematical Association of America","Latulippe, J.; Department of Mathematics, Norwich University, 158 Harmon Drive, United States; email: jlatulip@norwich.edu",,,Taylor and Francis Inc.,,,,,10511970,,,,English,Primus,Article,Final,,Scopus,2-s2.0-84976347096
Milner-Bolotin M.,35183818300;,Rethinking Technology-Enhanced Physics Teacher Education: From Theory to Practice,2016,"Canadian Journal of Science, Mathematics and Technology Education",16,3,,284,295,,4.0,10.1080/14926156.2015.1119334,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958523981&doi=10.1080%2f14926156.2015.1119334&partnerID=40&md5=112719c91c33cc7b42c268bd99064e68,"Department of Curriculum and Pedagogy, The University of British Columbia, Vancouver, BC, Canada","Milner-Bolotin, M., Department of Curriculum and Pedagogy, The University of British Columbia, Vancouver, BC, Canada","This article discusses how modern technology, such as electronic response systems, PeerWise system, data collection and analysis tools, computer simulations, and modeling software can be used in physics methods courses to promote teacher-candidates' professional competencies and their positive attitudes about mathematics and science education. We show how modeling technology-enhanced deliberate pedagogical thinking in physics methods courses can improve teacher-candidates' subject-specific pedagogical knowledge and their positive attitudes about science learning. We also discuss potential challenges that must be addressed in order to help teacher-candidates successfully implement these pedagogies during the practicum and in their early years of teaching. © 2016 Ontario Institute for Studies in Education of the University of Toronto.",,,,,,,,,,,,,"Bang, E., Luft, J.A., Secondary science teachers' use of technology in the classroom during their first 5 years Journal of Digital Learning in Teacher Education, 29 (4), pp. 118-126; Blömeke, S., Delaney, S., Assessment of teacher knowledge across countries: A review of the state of research ZDM Mathematics Education, 44, pp. 223-247; Bloom, B.S., Taxonomy of educational objectives: Cognitive domain, 1. , New York, NY: Longman; Bransford, J.D., Brown, A.L., Cocking, R.R., How people learn: Brain, mind, experience, and school, , Washington, DC: The National Academies Press; Butler, D.L., Sellbom, M., Barriers to adopting technology for teaching and learning Educause Quarterly, 2, pp. 22-28; Chasteen, S.V., Pollock, S.J., Pepper, R.E., Perkins, K.K., Thinking like a physicist: A multi-semester case study of junior-level electricity and magnetism American Journal of Physics, 80 (10), pp. 923-930; Denny, P., PeerWise, , http://peerwise.cs.auckland.ac.nz/; Etkina, E., Pedagogical content knowledge and preparation of high school physics teachers Physical Review Special Topics, 6, p. 020110; Etkina, E., Karelina, A., Ruibal-Villasenor, M., Rosengrant, D., Jordan, R., Hmelo-Silver, C.E., Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories Journal of the Learning Sciences, 19 (1), pp. 54-98; Finkelstein, N.D., Adams, W.K., Keller, C.J., Kohl, P.B., Perkins, K.K., Podolefsky, N.S., LeMaster, R., When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment Physical Review Special Topics - Physics Education Research, 1 (1), p. 010103; Consulting, F.T.I., U.S. postsecondary faculty in 2015: Diversity in people, goals and methods, but focused on students, , Author; Galili, I., Weight versus gravitational force: Historical and educational perspectives International Journal of Science Education, 23 (10), pp. 1073-1093; Goodstein, D., The coming revolution in physics education APS News: The American Physical Society, 9 (6), p. 8; Hestenes, D., Wells, M., A mechanical baseline test The Physics Teacher, 30, pp. 159-166; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory The Physics Teacher, 30 (3), pp. 141-157; Hohenwarter, J., Hohenwarter, M., Lavicza, Z., Introducing dynamic mathematics software to secondary school teachers: The case of GeoGebra Journal of Computers in Mathematics and Science Teaching, 28 (2), pp. 135-146; Hohenwarter, M., GeoGebra, , http://www.geogebra.org; Kahneman, D., Thinking fast and slow, , New York, NY: Farrar, Straus and Giroux; Kurt, S., Ciftci, M., Barriers to teachers' use of technology International Journal of Instructional Media, 39 (3), pp. 225-238; Lasry, N., Clickers or flashcards: Is there really a difference? The Physics Teacher, 46 (5), pp. 242-244; Maciel, T., Smartphones in the classroom help students see inside the black box APS News, 24 (3), pp. 5-6; Martinovic, D., Karadag, Z., McDougall, D., Proceedings of the Fifth North American GeoGebra Conference: Explorative learning with technology: GeoGebra-NA 2014, , Toronto, Canada: University of Toronto; Mazur, E., Peer instruction: User's manual, , Upper Saddle River, NJ: Prentice Hall; Milner-Bolotin, M., Increasing interactivity and authenticity of chemistry instruction through data acquisition systems and other technologies Journal of Chemical Education, 89 (4), pp. 477-481; Milner-Bolotin, M., Using PeerWise to promote student collaboration on design of conceptual multiple-choice questions Physics in Canada, 70 (3), pp. 149-150; Milner-Bolotin, M., Learning physics teaching through collaborative design of conceptual multiple-choice questions The Canadian Journal of Action Research, 16 (2), pp. 22-41; Milner-Bolotin, M., Mathematics and science teaching and learning through technologies, , http://scienceres-edcp-educ.sites.olt.ubc.ca/; Milner-Bolotin, M., Technology-enhanced teacher education for 21st century: Challenges and possibilities Emerging technologies for STEAM education, pp. 135-153. , Ge X., Ifenthaler D., Spector J.M., (eds), New York, NY: Springer; Milner-Bolotin, M., Antimirova, T., Petrov, A., Clickers beyond the first year science classroom Journal of College Science Teaching, 40 (2), pp. 18-22; Milner-Bolotin, M., Fisher, H., MacDonald, A., Modeling active engagement pedagogy through classroom response systems in a physics teacher education course LUMAT: Research and Practice in Math, Science and Technology Education, 1 (5), pp. 523-542; Milner-Bolotin, M., Kotlicki, A., Rieger, G., Can students learn from lecture demonstrations: The role and place of interactive lecture experiments in large introductory science courses Journal of College Science Teaching, 36 (4), pp. 45-49; Milner-Bolotin, M., Moll, R.F., Physics exam problems reconsidered: Using Logger Pro technology to evaluate student understanding of physics The Physics Teacher, 46 (8), pp. 494-500; Mishra, P., Koehler, M.J., Technological pedagogical content knowledge: A framework for teacher knowledge Teachers College Record, 108 (6), pp. 1017-1054; Moll, R., Milner-Bolotin, M., The effect of interactive lecture experiments on student academic achievement and attitudes towards physics Canadian Journal of Physics, 87 (8), pp. 917-924; PISA 2012, , http://www.oecd.org/pisa/home/; Papert, S., Mindstorms: Children, computers and powerful ideas, , New York, NY: Basic Books; Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., Wieman, C., LeMaster, R., PhET: Interactive simulations for teaching and learning physics The Physics Teacher, 44, pp. 18-23; Schmidt, W.H., Blömeke, S., Tatto, M.T., Hsieh, F.-J., Cogan, L.S., Houang, R.T., Schwille, J., Teacher education matters: A study of middle school mathematics teacher preparation in six countries, , New York, NY: Teachers College Press; Schoenfeld, A.H., GRAPHER: A case study in educational technology, research, and development Toward a scientific practice of science education, pp. 281-300. , Gardner M., Greeno J.G., Frederick R., Schoenfeld A.H., diSessa A., Stage E., (eds), Hillsdale, NJ: Lawrence Erlbaum Associates; Shulman, L.S., Paradigms and research programs in the study of teaching: A contemporary perspective Handbook of research on teaching, pp. 3-36. , Wirrtock M.C., (ed); Shulman, L.S., Those who understand: Knowledge growth in teaching Educational Researcher, 15 (2), pp. 4-14; Shulman, L.S., Knowledge and teaching: Foundations of the new reform Harvard Educational Review, 57 (1), pp. 1-23; Sokoloff, D.R., Teaching electric circuit concepts using microcomputer-based current/voltage probes Microcomputer-based labs: Educational research and standards, 1, pp. 129-143. , Tinker R.F., (ed), Berlin, Germany: Springer; Logger Pro, , http://www.vernier.com, Portland, OR: Vernier Technology; Vygotsky, L., Mind in society: The development of higher psychological processes, , Cambridge, MA: Harvard University Press; Wieman, C.E., Adams, W.K., Loeblein, P., Perkins, K.K., Teaching physics using PhET simulations The Physics Teacher, 48, pp. 225-227","Milner-Bolotin, M.; Department of Curriculum and Pedagogy, The University of British Columbia, 2125 Main Mall, Canada; email: marina.milner-bolotin@ubc.ca",,,Routledge,,,,,14926156,,,,English,Can. J. Sci. Math. Technol. Educ.,Article,Final,,Scopus,2-s2.0-84958523981
"Castillo-Manzano J.I., Castro-Nuño M., Sanz Díaz M.T., Yñiguez R.",6505772145;26026799400;55014614400;36103636600;,Does pressing a button make it easier to pass an exam? Evaluating the effectiveness of interactive technologies in higher education,2016,British Journal of Educational Technology,47,4,,710,720,,5.0,10.1111/bjet.12258,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84923298246&doi=10.1111%2fbjet.12258&partnerID=40&md5=b96bda846343b1d7394e94c7a1eafb2c,"Applied Economics & Management Research Group, University of Seville, Spain; Economic Theory and Political Economy Group, University of Seville, Spain","Castillo-Manzano, J.I., Applied Economics & Management Research Group, University of Seville, Spain; Castro-Nuño, M., Applied Economics & Management Research Group, University of Seville, Spain; Sanz Díaz, M.T., Economic Theory and Political Economy Group, University of Seville, Spain; Yñiguez, R., Economic Theory and Political Economy Group, University of Seville, Spain","The aim of this paper was to evaluate how audience response system (ARS) technology may increase improvements in academic performance in higher education, using the first year of the Administration and Business Management degree course at the University of Seville (Spain) as a case study. The experiment assesses whether the use of ARSs increases the likelihood that students will pass the final examinations in the subject of Principles of Economics. An econometric model is applied to a sample of 119 students in an intervention group, with a control group of 322. The statistically significant results show that at the very least, ARSs improve performance in the theoretical examination, albeit with certain limitations. It is concluded that ARSs should be used frequently to optimize outcomes, not just as a sporadic event during the course. © 2015 British Educational Research Association",,Education computing; Engineering education; Students; Academic performance; Audience response systems; Business management; Econometric model; Final examinations; Higher education; Improve performance; Interactive technology; Education,,,,,,,,,,,"Arenas-Márquez, F.J., Machuca, J.A.D., Medina-López, C., Interactive learning in operations management higher education (2012) International Journal of Operations & Production Management, 32, pp. 1395-1426; Barile, S., Polese, F., Linking the viable system and many-to-many network approaches to service-dominant logic and service science (2010) International Journal of Quality and Service Sciences, 2, pp. 23-42; Bartsch, R.A., Designing SoTL studies—part I: validity (2013) New Directions for Teaching and Learning, 2013 (136), pp. 17-33; Bojinova, E., Oigara, J., Teaching and learning with clickers: are clickers good for students? (2011) Interdisciplinary Journal of E-Learning and Learning Objects, 7, pp. 169-184; Castillo-Manzano, J.I., Sánchez-Braza, A., Evaluation of the establishment of a taxi flat rate from city to airport: the case of Seville (2011) Urban Studies, 48, pp. 1909-1924; Champagne, M.V., Student use of mobile devices in course evaluation: a longitudinal study (2013) Educational Research and Evaluation, 19, pp. 636-646; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material (2008) Life Science Education, 7, pp. 146-154; Desrochers, M.N., Shelnutt, J.M., Effect of answer format and review method on college students learning (2012) Computers and Education, 59, pp. 946-951; Edens, K.M., The interaction of pedagogical approach, gender, self-regulation, and goal orientation using student response system technology (2008) Journal of Research on Technology in Education, 41, pp. 161-177; Ginns, P., Ellis, R.A., Evaluating the quality of e-learning at the degree level in the student experience of blended learning (2009) British Journal of Educational Technology, 40, pp. 652-663; Guse, D.M., Zobitz, P.M., Validation of the audience response system (2011) British Journal of Educational Technology, 42, pp. 985-991; Hancock, T.M., Use of audience response systems for summative assessment in large classes (2010) Australasian Journal of Educational Technology, 26, pp. 226-237; Hirano, K., Imbens, G.W., Estimation of causal effects using propensity score weighting: an application to data on right heart catheterization (2001) Health Services & Outcomes Research Methodology, 2, pp. 259-278; Ion, G., Castro, D., Governance in Spanish Universities: changing paradigms (2012) Journal of Hispanic Higher Education, 11, pp. 336-350; Kay, R., Knaack, L., Exploring individual differences in attitudes toward audience response systems (2009) Canadian Journal Of Learning And Technology, 35. , http://www.cjlt.ca/index.php/cjlt/article/view/509/239, Retrieved May 2014, from; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Computers and Education, 53, pp. 819-827; King, S.O., Robinson, C.L., Pretty lights and maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Computers and Education, 53, pp. 189-199; Lin, Y.-C., Liu, T.-C., Chu, C.-C., Implementing clickers to assist learning in science lectures: the clicker-assisted conceptual change model (2011) Australasian Journal of Educational Technology, 27, pp. 979-996; López-Pérez, M.V., Pérez-López, M.C., Rodríguez-Ariza, L., Blended learning in higher education: students' perceptions and their relation to outcomes (2011) Computers and Education, 56, pp. 818-826; Marshall, L.L., Varnon, A.W., An empirical investigation of clicker technology in Financial Accounting Principles (2012) Journal of Learning in Higher Education, 8, pp. 7-17; Mollborn, S., Hoekstra, A., A meeting of minds: using clickers for critical thinking and discussion in large sociology classes (2010) Teaching Sociology, 38 (10), pp. 18-27; Moss, K., Crowley, M., Effective learning in science: the use of personal response systems with a wide range of audiences (2011) Computers and Education, 56, pp. 36-43; Mun, W.K., Hew, K.F., Cheung, W.S., The impact of the use of response pad system on the learning of secondary school physics concepts: a Singapore quasi-experiment study (2009) British Journal of Educational Technology, 40, pp. 848-860; Ng'ambi, D., Effective and ineffective uses of emerging technologies: towards a transformative pedagogical model (2013) British Journal of Educational Technology, 44, pp. 652-661; Novo-Cortí, I., Varela-Candamio, L., Ramil-Díaz, M., E-learning and face to face mixed methodology: evaluating effectiveness of e-learning and perceived satisfaction for a microeconomic course using the Moodle Platform (2013) Computers in Human Behavior, 29, pp. 410-415; Paechter, M., Maier, B., Macher, D., Students' expectations and experiences in e-learning: their relation to learning achievements and course satisfaction (2010) Computers and Education, 54, pp. 222-229; Rosenbaum, P.R., Rubin, D.B., The central role of the propensity score in observational studies for causal effects (1983) Biometrika, 70, pp. 41-55; Salas Velasco, M., Sánchez Martínez, M.T., Rodríguez Ferrero, N., Developing generic competences in the European Higher Education Area: a proposal for teaching the principles of economics (2012) European Journal of Education, 47, pp. 463-476; Salemi, M.K., Clickeconomics: using a classroom response system to increase student engagement in a large- enrollment principles of economics course (2009) The Journal of Economic Education, 40, pp. 85-404","Castillo-Manzano, J.I.; Applied Economics & Management Research Group, University of SevilleSpain; email: jignacio@us.es",,,Blackwell Publishing Ltd,,,,,00071013,,BJETD,,English,Br J Educ Technol,Article,Final,,Scopus,2-s2.0-84923298246
"Gray H.L., Koch P.A., Contento I.R., Bandelli L.N., Ang I., Di Noia J.",56583465300;20734500900;7004503492;57189890687;57189848660;6603704826;,"Validity and Reliability of Behavior and Theory-Based Psychosocial Determinants Measures, Using Audience Response System Technology in Urban Upper-Elementary Schoolchildren",2016,Journal of Nutrition Education and Behavior,48,7,,437,452.e1,,14.0,10.1016/j.jneb.2016.03.018,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84975743961&doi=10.1016%2fj.jneb.2016.03.018&partnerID=40&md5=7f2a1b1911c17ea2160a0244b94decc6,"Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY, United States; GENYOUth Foundation, New York, NY, United States; Department of Sociology, William Paterson University, Wayne, NJ, United States","Gray, H.L., Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY, United States; Koch, P.A., Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY, United States; Contento, I.R., Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY, United States; Bandelli, L.N., GENYOUth Foundation, New York, NY, United States; Ang, I., Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY, United States; Di Noia, J., Department of Sociology, William Paterson University, Wayne, NJ, United States","Objective To examine the validity and reliability of a questionnaire administered with an audience response system (ARS). Design Cross-sectional study. Setting Two New York City public elementary schools. Participants Fourth- and fifth-grade students. Main Outcome Measures A Food, Health, and Choices questionnaire (FHC-Q) assessed energy balance-related behaviors (EBRBs) including intake of fruits and vegetables, sugar-sweetened beverages, processed packaged snacks, and fast food; physical activity; recreational screen time; and associated psychosocial determinants (≥ 3 questions/outcome scale). Previously validated reference instruments were used for relative validation. The ARS format was compared with a paper-and-pencil format. All measures were administered in a classroom setting. Analysis Pearson correlation coefficients between the reference instruments and the FHC-Q were calculated. Internal consistency reliabilities were evaluated with Cronbach α. Spearman rank correlation, intra-class correlation, and percent agreement were used for test-retest reliability between paper-and-pencil and ARS, and between 2 ARS FHC-Q administrations. Results Correlations for EBRBs with reference instruments ranged from 0.38 to 0.61 (P < .01). Cronbach α ranged from .77 to .92 for EBRBs and .74 to .90 for psychosocial determinants. Test-retest reliability correlations ranged from 0.36 to 0.87 (P < .001). Agreement for knowledge questions ranged from 69.8% to 84.8%. Conclusions and Implications The ARS FHC-Q has acceptable validity and reliability for collecting data on EBRBs and associated psychosocial determinants for upper-elementary students. © 2016 Society for Nutrition Education and Behavior",childhood obesity; energy balance-related behaviors; instrument development; reliability; validation,child; childhood obesity; cross-sectional study; energy metabolism; exercise; feeding behavior; female; human; male; procedures; psychology; psychometry; reproducibility; school; standards; statistics and numerical data; student; Child; Cross-Sectional Studies; Energy Metabolism; Exercise; Feeding Behavior; Female; Humans; Male; Pediatric Obesity; Psychometrics; Reproducibility of Results; Schools; Students,,,,,National Institute of Food and Agriculture,"This research was supported by an Agriculture and Food Research Initiative Grant No. 2010-85215-20661 from the US Department of Agriculture, National Institute of Food and Agriculture .",,,,,"Diet, nutrition and the prevention of chronic diseases (2003) World Health Organ Tech Rep Ser, 916, pp. i-viii. , 1–149, back cover; Summerbell, C.D., Douthwaite, W., Whittaker, V., The association between diet and physical activity and subsequent excess weight gain and obesity assessed at 5 years of age or older: a systematic review of the epidemiological evidence (2009) Int J Obes (Lond), 33, pp. S1-S92; Barlow, S.E., Expert, C., Expert committee recommendations regarding the prevention, assessment, and treatment of child and adolescent overweight and obesity: summary report (2007) Pediatrics, 120, pp. S164-S192; Khambalia, A.Z., Dickinson, S., Hardy, L.L., Gill, T., Baur, L.A., A synthesis of existing systematic reviews and meta-analyses of school-based behavioural interventions for controlling and preventing obesity (2012) Obes Rev, 13, pp. 214-233; Contento, I.R., Koch, P.A., Lee, H., Calabrese-Barton, A., Adolescents demonstrate improvement in obesity risk behaviors after completion of choice, control & change, a curriculum addressing personal agency and autonomous motivation (2010) J Am Diet Assoc, 110, pp. 1830-1839; Johnson, B.T., Scott-Sheldon, L.A., Carey, M.P., Meta-synthesis of health behavior change meta-analyses (2010) Am J Public Health, 100, pp. 2193-2198; Wang, Y., Cai, L., Wu, Y., What childhood obesity prevention programmes work? 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(2006) Organizational Research Methods, 9, pp. 202-220","Gray, H.L.; Laurie M. Tisch Center for Food, Education and Policy of the Program in Nutrition, Department of Health and Behavior Studies, Teachers College Columbia University, 525 W 120th St, United States; email: hl2001@tc.columbia.edu",,,Elsevier Inc.,,,,,14994046,,,27142929.0,English,J. Nutr. Educ. Behav.,Article,Final,Open Access,Scopus,2-s2.0-84975743961
"Wood A.K., Galloway R.K., Donnelly R., Hardy J.",56313707200;54415525900;55662096200;23976112300;,Characterizing interactive engagement activities in a flipped introductory physics class,2016,Physical Review Physics Education Research,12,1, 010140,,,,10.0,10.1103/PhysRevPhysEducRes.12.010140,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029670007&doi=10.1103%2fPhysRevPhysEducRes.12.010140&partnerID=40&md5=9097f48ae1f5920d68026c3979a0cd3e,"Physics Education Research Group, School of Physics and Astronomy, University of Edinburgh, Edinburgh, EH9 3FD, United Kingdom","Wood, A.K., Physics Education Research Group, School of Physics and Astronomy, University of Edinburgh, Edinburgh, EH9 3FD, United Kingdom; Galloway, R.K., Physics Education Research Group, School of Physics and Astronomy, University of Edinburgh, Edinburgh, EH9 3FD, United Kingdom; Donnelly, R., Physics Education Research Group, School of Physics and Astronomy, University of Edinburgh, Edinburgh, EH9 3FD, United Kingdom; Hardy, J., Physics Education Research Group, School of Physics and Astronomy, University of Edinburgh, Edinburgh, EH9 3FD, United Kingdom","Interactive engagement activities are increasingly common in undergraduate physics teaching. As research efforts move beyond simply showing that interactive engagement pedagogies work towards developing an understanding of how they lead to improved learning outcomes, a detailed analysis of the way in which these activities are used in practice is needed. Our aim in this paper is to present a characterization of the type and duration of interactions, as experienced by students, that took place during two introductory physics courses (1A and 1B) at a university in the United Kingdom. Through this work, a simple framework for analyzing lectures - the framework for interactive learning in lectures (FILL), which focuses on student interactions (with the lecturer, with each other, and with the material) is proposed. The pedagogical approach is based on Peer Instruction (PI) and both courses are taught by the same lecturer. We find lecture activities can be categorized into three types: interactive (25%), vicarious interactive (20%) (involving questions to and from the lecturer), and noninteractive (55%). As expected, the majority of both interactive and vicarious interactive activities took place during PI. However, the way that interactive activities were used during non-PI sections of the lecture varied significantly between the two courses. Differences were also found in the average time spent on lecturer-student interactions (28% for 1A and 12% for 1B), although not on student-student interactions (12% and 12%) or on individual learning (10% and 7%). These results are explored in detail and the implications for future research are discussed. © 2016 authors. Published by the American Physical Society.",,,,,,,,,,,,,"Dancy, M., Henderson, C., Framework for articulating instructional practices and conceptions (2007) Phys. Rev. ST Phys. Educ. Res., 3, p. 010103; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, p. 64; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proc. Natl. Acad. Sci. U.S.A., 111, p. 8410; Dancy, M., Henderson, C., Pedagogical practices and instructional change of physics faculty (2010) Am. J. Phys., 78, p. 1056; Hora, M.T., Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms (2015) Sci. Educ., 99, p. 783; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69, p. 970; Franklin, S.V., Sayre, E.C., Clark, J.W., Traditionally taught students learn; Actively engaged students remember (2014) Am. J. Phys., 82, p. 798; West, E.A., Paul, C.A., Webb, D., Potter, W.H., Variation of instructor-student interactions in an introductory interactive physics course (2013) Phys. Rev. ST Phys. Educ. Res., 9, p. 010109; Bamford, J., Interactivity in academic lectures: The role of questions and answers (2005) Dialogue Within Discourse Communities, pp. 123-146. , (Niemeyer Verlag, Tubingen); Murphy, R., Sharma, N., The inverted classroom in a large enrolment introductory physics course: A case study (2010) Proceedings of the Higher Education Research Conference - STEM, , (Higher Education Academy, London); Sawada, D., Piburn, M.D., Judson, E., Turley, J., Falconer, K., Benford, R., Bloom, I., Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol (2002) School Sci. 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Dev., 47, p. 61; Hashim, N.H., Jones, M.L., Activity Theory: A framework for qualitative analysis (2007) 4th International Qualitative Research Convention, September, 2007, PJ Hilton, Malaysia, , http://ro.uow.edu.au/commpapers/408; Scanlon, E., Issroff, K., Activity theory and higher education: Evaluating learning technologies (2005) J. Comput. Assist. Learn., 21, p. 430; Greeno, J.G., Learning in Activity (2005) The Cambridge Handbook of the Learning Sciences, pp. 79-96. , edited by R. K. Sawyer (Cambridge University Press, Cambridge, England); Bates, S., Galloway, R., The inverted classroom in a large enrolment introductory physics course: A case study. (2012) Proceedings of the Higher Education Research Conference - STEM, , in; Bates, S.P., Howie, K., Murphy, A.S.J., The use of electronic voting systems in large group lectures: Challenges and opportunities (2006) New Directions, 2, p. 8; Bishop, J.L., Verleger, M.A., The flipped classroom: A survey of the research (2013) ASEE National Conference Proceedings, Atlanta, GA, , https://peer.asee.org/collections/23, (American Society for Engineering Education); Abeysekera, L., Dawson, P., Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research (2015) Higher Educ. Res. Dev., 34, p. 1; Turpen, C., Finkelstein, N.D., The construction of different classroom norms during Peer Instruction: Students perceive differences (2010) Phys. Rev. ST Phys. Educ. Res., 6, p. 020123; Charmaz, K., (2014) Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis, , 2nd ed., edited by D. Silverman (Sage, London, UK); Crouch, C., Fagen, A.P., Callan, J.P., Mazur, E., Classroom demonstrations: Learning tools or entertainment? (2004) Am. J. Phys., 72, p. 835; Georgiou, H., Sharma, M.D., Does using active learning in thermodynamics lectures improve students conceptual understanding and learning experiences? (2015) Eur. J. Phys., 36, p. 015020; Gehlen-Baum, V., Weinberger, A., Teaching, learning and media use in today's lectures (2014) Comput. Hum. Behav., 37, p. 171; Schwartz, D.L., Bransford, J.D., A time for telling (1998) Cognit. Instr., 16, p. 475",,,,American Physical Society,,,,,24699896,,PRPEC,,English,Phys. Rev. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-85029670007
"Wang J.-H., Chen S.Y., Chan T.-W.",50862312700;35321985600;56071786800;,An Investigation of a Joyful Peer Response System: High Ability vs. Low Ability,2016,International Journal of Human-Computer Interaction,32,6,,431,444,,6.0,10.1080/10447318.2016.1159800,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84982958103&doi=10.1080%2f10447318.2016.1159800&partnerID=40&md5=be40eb524461c3b8decfc1aadde12428,"Graduate Institute of Network Learning Technology, National Central University, Taoyuan, Taiwan","Wang, J.-H., Graduate Institute of Network Learning Technology, National Central University, Taoyuan, Taiwan; Chen, S.Y., Graduate Institute of Network Learning Technology, National Central University, Taoyuan, Taiwan; Chan, T.-W., Graduate Institute of Network Learning Technology, National Central University, Taoyuan, Taiwan","Existing peer response approaches majorly take place in traditional educational contexts, where students may not be highly motivated. On the other hand, game-based learning takes a joyful way to enhance students’ motivation. Accordingly, we propose a joyful peer response (JPR), where game-based learning and peer response are integrated together. Furthermore, two empirical studies were conducted to investigate how high- and low-ability students perform in the JPR and how their perceptions are associated with their performance. Regarding the former, the findings suggest that the JPR is beneficial to high- and low-ability students. Regarding the latter, the findings imply that the writing performance of the high-ability students is majorly related to their perceptions of game elements. On the other hand, the writing performance of the low-ability students is related to their perceptions of both game elements and peer response. Copyright © Taylor & Francis Group, LLC.",,Students; Educational context; Empirical studies; Game elements; Game-based Learning; Response systems; Writing performance; Education,,,,,,,,,,,"Alloway, T.P., Elsworth, M., An investigation of cognitive skills and behavior in high ability students (2012) Learning and Individual Differences, 22 (6), pp. 891-895; Bista, S.K., Nepal, S., Colineau, N., Paris, C., Using gamification in an online community (2012) 8th IEEE International Conference on Collaborative Computing: Networking, Applications and Worksharing, , 611–618; Boscolo, P., Ascorti, K., Effects of collaborative revision on children’s ability to write understandable narrative texts (2004) Revision: Cognitive and instructional processes. 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(2000) Journal of Second Language Writing, 9 (2), pp. 147-170; Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., Kızılkaya, G., The effects of computer games on primary school students’ achievement and motivation in geography learning (2009) Computers & Education, 52 (1), pp. 68-77; Villamil, O.S., de Guerrero, M.C.M., Peer revision in the L2 classroom: Social–cognitive activities, mediating strategies, and aspects of social behavior (1996) Journal of Second Language Writing, 5 (1), pp. 51-75; Walker, A., British psychology students’ perceptions of group-work and peer assessment (2001) Psychology Learning & Teaching, 1 (1), pp. 28-36; Yang, Y., Three questions to ask before you embark on gamification (2014) eLearn, 11 (Article), p. 4; Yang, Y.T.C., Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation (2012) Computers & Education, 59 (2), pp. 365-377; Yang, J.C., Ko, H.W., Chung, I.L., Web-based interactive writing environment: Development and evaluation (2005) Educational Technology & Society, 8 (2), pp. 214-229; Zichermann, G., Cunningham, C., (2011) Gamification by design: Implementing game mechanics in web and mobile apps, , Sebastopol, CA: O’Reilly","Chen, S.Y.; Graduate Institute of Network Learning Technology, National Central University, No. 300, Zhongda Rd., Zhongli District, Taiwan; email: sherry@CL.ncu.edu.tw",,,Taylor and Francis Inc.,,,,,10447318,,,,English,Int. J. Hum.-Comput. Interact.,Article,Final,,Scopus,2-s2.0-84982958103
Curtin M.,57192283939;,Handsets at the ready,2016,Midwives,19,,,64,66,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85003048670&partnerID=40&md5=39ef473349a2cee7205c4b46837765a7,,"Curtin, M.",[No abstract available],,"education; educational technology; Great Britain; human; midwife; mobile application; nursing education; nursing student; procedures; teaching; Computer-Assisted Instruction; Education, Nursing, Baccalaureate; Educational Technology; Great Britain; Humans; Midwifery; Mobile Applications; Students, Nursing",,,,,,,,,,,,,,,,,,,,14792915,,,27498484.0,English,Midwives,Article,Final,,Scopus,2-s2.0-85003048670
"Beaumont K., Wyland M., Lee D.",57191330126;57191337541;57191332563;,A multi-disciplinary approach to ANTT implementation: What you can achieve in 6 months,2016,"Infection, Disease and Health",21,2,,67,71,,2.0,10.1016/j.idh.2016.06.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988825997&doi=10.1016%2fj.idh.2016.06.002&partnerID=40&md5=1b452962263fb5dd76a8fab72a1b86a9,"Infection Management and Prevention Service, Redcliffe Hospital, Australia; Perioperative Services Nurses Educator, Redcliffe Hospital, Australia","Beaumont, K., Infection Management and Prevention Service, Redcliffe Hospital, Australia; Wyland, M., Perioperative Services Nurses Educator, Redcliffe Hospital, Australia; Lee, D., Infection Management and Prevention Service, Redcliffe Hospital, Australia","Objectives To decrease the risk of health-care associated infections, Australian National Safety and Quality Standard (NS) 3.10: requires clinical staff to be trained in aseptic technique, regularly audited and action taken to increase compliance with aseptic technique. A baseline audit using a standardised observation tool of the metropolitan acute hospital's clinical staff yielded an extremely low compliance with aseptic technique. The objective of this program was to improve compliance with aseptic technique. Methods A Safety Quality and Practice Unit escalation report indicated the need for a permanent Aseptic Non-Touch Technique (ANTT ® ) clinical nurse position, affiliated with the Infection Management and Prevention Service (IMPS). This position utilised the ANTT ® program developed by the Association for Safe Aseptic Practice in the United Kingdom. Over 6 months, all 1000 clinical staff were trained using a multi-faceted approach. The training based on issues identified in the pre-audit included diverse strategies of: identification of role modelling and peer teaching sessions for the senior staff; use of audience-response system, participation in junior and senior teaching programs, case studies of bacteraemias and indwelling catheter (IDC)-related infections; and unit specific practices. Intravenous cannulation for relevant staff; intravenous therapy for Registered Nurses and Radiographers; scrub, gowning and gloving for theatre staff, and open gloving for Physiotherapists. An IDC training video was produced entitled: ‘An IDC to Remember’ demonstrates common breaches in aseptic technique. Results A post-training audit showed a 56% improvement in compliance with aseptic technique. Conclusion Through the implementation of the ANTT ® clinical nurse role and a multi-modal training program utilising ANTT ® principles, a significant increase in aseptic technique compliance has been achieved, decreasing the risk of health-care associated infections. © 2016",Asepsis; Aseptic technique; Clinical audit; Competency-based education; Cross infection; Phlebitis,Article; asepsis; aseptic non touch technique; bacteremia; catheter infection; clinical audit; healthcare associated infection; human; indwelling catheter; infection risk; operating room personnel; physiotherapist; protocol compliance; registered nurse; staff training; teaching; vein catheterization,,,,,,,,,,,"Loveday, H.P., Wilson, J.A., Pratt, R.J., Golsorkhi, Tingle, A., Bak, A., Epic 3: National evidence-based guidelines for preventing HCAI in NHSE (2014) J Hosp Infect, pp. S1-S70. , www.his.org.uk/files/3113/8693/4808/epic3_National_Evidence-Based_Guidelines_for_Preventing_HCAI_in_NHSE.pdf, Available from:; Ingram, P., Lavery, I., Peripheral intravenous cannulation: safe insertion and removal technique (2007) Nurs Stand R Coll Nurs (Great Britain) 1987, 22 (1), p. 44; Brooks, N., Venepuncture and cannulation: a practical guide (2014), M&K Publishing Keswick, Cumbria; Carr, P.J., Gynn, R.W., Dineen, B., Kropmans, T.J.B., A pilot intravenous cannulation team: an Irish perspective (2010) Br J Nurs Mark Allen Publ, 19 (10), p. S19; Australian Commission on Safety and Quality in Healthcare, National safety and quality health service standards (2012), http://www.safetyandquality.gov.au/wp-content/uploads/2011/09/NSQHS-Standards-Sept-2012.pdf, ACSQH Sydney, Australia Available from:; Moureau, N., Safe patient care when using vascular access devices (2013) Br J Nurs Mark Allen Publ, 22 (2), p. S14. , S6, S8 passim; Rowley, C., Clare, S., Improving standards of aseptic practice through an ANTT ® trust-wide implementation process: a matter of prioritization and care (2009) Br J Infect Prev, 10 (1); Queensland Government, Queensland health guidelines site (2015), www.health.qld.goc.au/qhpolicy/, Available from:; Association for Safe Aseptic Practice, Aseptic non touch technique implementation bundle (2015), http://antt.org/ANTT_Site/resources.html, Available from:; Australian Government, WHS risk assessment and control template (2015), http://maps.finance.gov.au/employee_pages/ohs/docs/WHS_Risk_Assessment.pdf, Online Available from:; Martino, S., Ball, S.A., Nich, C., Canning-Ball, M., Rounsaville, B.J., Carroll, K.M., Teaching community program clinicians motivational interviewing using expert and train-the-trainer strategies (2011) Addiction, 106 (2), pp. 428-441; Medics review, YouTube. Bear below the elbows (2008), www.youtube.com/watch?v=ihCcoP7KYIk, Video file. Available from:; Byszewski, A., Hendelman, W., McGuinty, C., Moineau, G., Wanted: role models – medical students' perceptions of professionalism (2012) MMC Med Educ, 12 (1), p. 115; Tregonning, A.M., Doherty, D.A., Hornbuckle, J.E., The audience response system and knowledge gain: a prospective study (2012) Med Teach, 34 (4), pp. e269-e274; Lund, F., Schultz, J.H., Maatouk, I., Krautter, M., Möltner, A., Werner, A., Effectiveness of IV cannulation skills laboratory training and its transfer into clinical practical practice: a randomized controlled trial (2012) PLoS One, 7 (3); Clare, S.D., Rowley, S., Implementation of the aseptic non-touch technique (ANTT) clinical practice framework for aseptic technique in two London hospitals: a pilot before and after observational study (2015) Cancer Nurs J, 45 (38), p. S28; Phillips, S., Collins, M., Dougherty, L., Venepuncture and cannulation. Ames, Iowa (2011), Wiley-Blackwell Chichester, West Sussex; Ingram, P., Murdoch, M.F., Aseptic non-touch technique in intravenous therapy (2009) Nurs Stand R Coll Nurs (Great Britain) 1987, 24 (8), p. 49; Carr, P.J., Gynn, R.W., Dineen, B., Devitt, D., Flaherty, G., Kropmans, T.J.B., Intern' attitudes to IV cannulation: a KAP study (2011) Br J Nurs Mark Allen Publ, 20 (4), p. S15; Australian Health Professional Regulation Authority, Continuing professional development (2015), http://www.ahpra.gov.au/Registration/Registration-Standards/CPD.aspx, AHPRA Available from:; Tsai, T.-C., Resistance to medical educational change: management and communication (2007) Acta Paediatr Taiwanica, 48 (1), pp. 3-6; Prakash, D., McLoughlin, K., Propper, G., Greenfield, J., Cental venous catheter infections in pediatric oncology: an educational strategy to minimise rates and embed practice change (2011) Pediatr Blood Cancer, 56 (6), p. 936; Queensland Government, Queensland health staff: reporting concerns portal (2015), www.health.qld.gov.au/nonconsumer_complaint/patient.asp, Available from:; Al-Damouk, M., Pudney, E., Bleetman, A., Hand hygiene and aseptic technique in the emergency department (2004) J Hosp Infect, 56 (2), pp. 137-141; Grant, P., The people not the policy: quality improvement, junior doctors, and cultural change (2011) Qual Manag Health Care, 20 (3), p. 168; McLaws, M.L., Azim, S., Doctor, do you have a moment? National hand hygiene initiative compliance in Australian hospitals (2014) Med J Aust, 201 (5), p. 265; www.hha.org.au, Hand Hygiene Australia. HHA website. 2015. Available from:","Beaumont, K.; Redcliffe Hospital, Locked Bag 1, Australia; email: Karen.Beaumont@health.qld.gov.au",,,Australasian College for Infection Prevention and Control,,,,,24680451,,,,English,"Infecti., Dis. Health",Article,Final,,Scopus,2-s2.0-84988825997
"Camacho-Miñano M.-D.-M., del Campo C.",26429142500;7006426783;,Useful interactive teaching tool for learning: clickers in higher education†,2016,Interactive Learning Environments,24,4,,706,723,,9.0,10.1080/10494820.2014.917108,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84900368207&doi=10.1080%2f10494820.2014.917108&partnerID=40&md5=cf2f3d8efdae6d62456f9d4321e92090,"School of Business Administration and Economics, Complutense University of Madrid, Campus of Somosaguas, Building 6th, Office 63, Pozuelo-de-Alarcón, Madrid, 28223, Spain","Camacho-Miñano, M.-D.-M., School of Business Administration and Economics, Complutense University of Madrid, Campus of Somosaguas, Building 6th, Office 63, Pozuelo-de-Alarcón, Madrid, 28223, Spain; del Campo, C., School of Business Administration and Economics, Complutense University of Madrid, Campus of Somosaguas, Building 6th, Office 63, Pozuelo-de-Alarcón, Madrid, 28223, Spain","Many university lecturers are encouraged to implement innovative teaching tools and methodologies such as clickers in order to create an interactive learning environment and improve student learning, but its performance must be evaluated. The aim of this paper is to test empirically the impact of the use of clickers on students' learning processes. The teaching experience applied to the subject of Financial Accounting is specifically described. The total sample size is 77 students from a Business Administration and Economics Degree, taught in English and in Spanish. The analysis, using multivariate techniques, of the questionnaire responses, students' grades and a reflexive experience of the lecturer conclude that learning with clickers is effective. There is a positive relationship between grades and intrinsic motivation through clickers. Consequently, the students' marks are related to its intrinsic motivation, feedback to understanding, students' discussion and its negative aspects but not gender nor age. © 2014 Informa UK Limited, trading as Taylor & Francis Group.",clickers; higher education; interactive learning tool; intrinsic motivation inventory; students' motivation; students' perceptions,,,,,,,,,,,,"Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochemistry and Molecular Biology Education, 37 (2), pp. 84-91; Bachman, L., Bachman, C., A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research (2011) Journal of Interactive Learning Research, 22, pp. 5-21; Baker, R.S., D'Mello, S.K., Rodrigo, M.T., Graesser, A.C., Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments (2010) International Journal of Human-Computer Studies, 68, pp. 223-241; Barnes, K., Marateo, R.C., Ferris, S.P., Teaching and learning with the net generation (2007) Innovate, 3. , http://www.innovateonline.info/index.php?view=article&id=382, Retrieved from; Beatty, I., Transforming student learning with classroom communication systems (2004) Educause Research Bulletin, 3, pp. 2-13; Beckert, T.E., Fauth, E., Olsen, K., Clicker satisfaction for students in human development: Differences for class type, prior exposure, and student talkativity (2009) North American Journal of Psychology, 11 (3), pp. 599-612; Beekes, W., The “millionaire” method for encouraging participation (2006) Active Learning in Higher Education, 7, pp. 25-36; Blood, E., Neel, R., Using student response systems in lecture-based instruction: Does it change student engagement and learning? 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Shea K.M.,7102870024;,"Beyond Clickers, Next Generation Classroom Response Systems for Organic Chemistry",2016,Journal of Chemical Education,93,5,,971,974,,14.0,10.1021/acs.jchemed.5b00799,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84969705601&doi=10.1021%2facs.jchemed.5b00799&partnerID=40&md5=9e7055e853f9411c5915145529c87501,"Department of Chemistry, Smith College, Northampton, MA  01063, United States","Shea, K.M., Department of Chemistry, Smith College, Northampton, MA  01063, United States","Web-based classroom response systems offer a variety of benefits versus traditional clicker technology. They are simple to use for students and faculty and offer various question types suitable for a broad spectrum of chemistry classes. They facilitate active learning pedagogies like peer instruction and successfully engage students in the learning environment. Example problems for Organic I and II are shown to highlight potential uses of one Web-based system. © 2016 The American Chemical Society and Division of Chemical Education, Inc.",Collaborative/Cooperative Learning; Computer-Based Learning; Curriculum; General Public; Organic Chemistry; Student-Centered Learning,,,,,,,,,,,,"Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., Stains, M., Research-Based Implementation of Peer Instruction: A Literature Review (2015) CBE-Life Sci. Educ., 14, p. es3; Bruck, A.D., Towns, M.H., Analysis of classroom response system questions via four lenses in a General Chemistry course (2009) Chem. Educ. Res. Pract., 10, pp. 291-295; Woelk, K., Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses (2008) J. Chem. Educ., 85, pp. 1400-1405; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chem. Educ. Res. Pract., 9, pp. 187-195; Ruder, S.M., (2013) Clickers in Action: Active Learning in Organic Chemistry, , W. W. Norton & Co. New York; Flynn, A.B., Developing Problem-Solving Skills through Retrosynthetic Analysis and Clickers in Organic Chemistry (2011) J. Chem. Educ., 88, pp. 1496-1500; Straumanis, A.R., Ruder, S.M., A Method for Writing Open-Ended Curved Arrow Notation Questions for Multiple-Choice Exams and Electronic-Response Systems (2009) J. Chem. Educ., 86, pp. 1392-1396; Morrison, R.W., Caughran, J.A., Sauers, A.L., Classroom Response Systems for Implementing Interactive Inquiry in Large Organic Chemistry Classes (2014) J. Chem. Educ., 91, pp. 1838-1844; Morsch, L.A., Lewis, M., Engaging Organic Chemistry Students Using ChemDraw for iPad (2015) J. Chem. Educ., 92, pp. 1402-1405; Lee, A.W.M., Ng, J.K.Y., Wong, E.Y.W., Tan, A., Lau, A.K.Y., Lai, S.F.Y., Lecture Rule No. 1: Cell Phones ON, Please! A Low-Cost Personal Response System for Learning and Teaching (2013) J. Chem. 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Erlbaum: Mahway, NJ; Muzyka, J.L., ConfChem Conference on Flipped Classroom: Just-in-Time Teaching in Chemistry Courses with Moodle (2015) J. Chem. Educ., 92, pp. 1580-1581","Shea, K.M.; Department of Chemistry, Smith CollegeUnited States; email: kshea@smith.edu",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,Open Access,Scopus,2-s2.0-84969705601
"Tlhoaele M., Suhre C., Hofman A.",56066494700;6506618534;16303735500;,"Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance",2016,European Journal of Engineering Education,41,3,,263,278,,14.0,10.1080/03043797.2015.1056102,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84933073903&doi=10.1080%2f03043797.2015.1056102&partnerID=40&md5=a622f53515ac5361dee79e5cffb207f8,"Teaching and Learning with Technology, Tshwane University of Technology, Private Bag X680, Pretoria, 0001, South Africa; Centre for Learning and Teaching, University of Groningen, P.O. Box 800, Groningen, 9700 AV, Netherlands; Faculty of Behavioural Sciences, University of Groningen, Landleven 1, Groningen, 9747 AD, Netherlands","Tlhoaele, M., Teaching and Learning with Technology, Tshwane University of Technology, Private Bag X680, Pretoria, 0001, South Africa; Suhre, C., Centre for Learning and Teaching, University of Groningen, P.O. Box 800, Groningen, 9700 AV, Netherlands; Hofman, A., Faculty of Behavioural Sciences, University of Groningen, Landleven 1, Groningen, 9747 AD, Netherlands","Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance. © 2015 SEFI.",deep learning; interactive engagement methods; motivation; peer learning; technology-enhanced cooperative learning,Education; Motivation; Students; Surveys; Academic performance; Cooperative learning; Deep learning; Group projects; Interactive engagements; Peer learning; Structural equation modelling; Technology resources; Engineering education,,,,,,,,,,,"Abrami, P.C., Poulsen, C., Chambers, B., Teacher Motivation to Implement an Educational Innovation: Factors Differentiating Users and Non-users of Cooperative Learning (2004) Educational Psychology, 24, pp. 201-216; Atherton, J.S., (2011), http://www.learningandteaching.info/learning/deepsurf.htm, “Learning and Teaching: Deep and Surface learning.” Accessed March 28, 2012; Ayele, K., Adjustment Problems, Help Seeking Behaviours and Dysfunctional Coping Strategies of First Year College Students: The Ethiopian Experience (2011) Centrepoint Journal (Humanities Edition), 14 (2), pp. 185-207; Baker, S.R., Intrinsic, Extrinsic, and Amotivational Orientations: Their Role in University Adjustment, Stress, Well-being, and Subsequent Academic Performance (2004) Current Psychology, 23, pp. 189-202; Biddle, L., Gunnel, D., Sharp, D., Donavan, J., Factors Influencing Help Seeking in Mentally Distressed Young Adults: A Cross-sectional Survey (2004) British Journal of General Practice, 54 (501), pp. 248-253; Biggs, J.B., (1999) Teaching for Quality Learning at University, , London: Society for Research into Higher Education and Open University, Open University Press; Biggs, J.B., Kember, D., Leung, D.Y.P., The Revised Two Factor Study Process Questionnaire: R-SPQ-2F (2001) British Journal of Educational Psychology, 71, pp. 133-149; Boud, D., Cohen, R., Sampson, J., Peer Learning and Assessment (1999) Assessment & Evaluation in Higher Education, 24 (4), pp. 413-426; Cheong, C., From Group-based Learning to Cooperative Learning: A Metacognitive Approach to Project-based Group Supervision (2010) Informing Science: The International Journal of an Emerging Transdiscipline, 13, pp. 73-85; Cooperstein, S.E., Kocevar-Weidinger, E., Beyond Active Learning: A Constructivist Approach to Learning (2004) Reference Services Review, 32 (2), pp. 141-148; Diamantopoulos, A., Siguaw, J.A., (2000) Introducing LISREL, , London: Sage; Donnelly, R., Using Technology to Support Project and Problem-based Learning (2005) Handbook of Enquiry & Problem Based Learning, pp. 157-176. , Barrett T., MacLabhrainn I., Fallon H., (eds), Galway: CELT; Felder, R., Brent, R., (1994), “Cooperative Learning in Technical Courses: Procedures, Pitfalls and Payoffs.” ERIC Document Reproduction Service Report. 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Ann Arbor: National Centre for Research to Improve Post Secondary Teaching and Learning; Ryan, R.M., Deci, E., Intrinsic and Extrinsic Motivations: Classic Definition and New Directions (2000) Contemporary educational Psychology, 25, pp. 54-67; Steiger, J.H., Understanding the Limitations of Global Fit Assessment in Structural Equation Modeling (2007) Personality and Individual Differences, 42 (5), pp. 893-898; Strommen, E.F., Lincoln, B., Constructivism, Technology, and the Future of Classroom Learning (1992) Education and Urban Society, 24 (4), pp. 466-476; Tarabashkina, L., Lietz, P., The Impact of Values and Learning Approaches on Student Achievement: Gender and Academic Discipline Influences (2011) Issues in Educational Research, 21 (2), pp. 210-231; Topping, K.J., Trends in Peer Learning (2005) Educational Psychology, 25 (6), pp. 631-645; Warburton, K., Deep Learning and Education for Sustainability (2003) International Journal of Sustainability in Higher Education, 4 (1), pp. 44-56","Tlhoaele, M.; Teaching and Learning with Technology, Tshwane University of Technology, Private Bag X680, South Africa; email: tlhoaelemj@tut.ac.za",,,Taylor and Francis Ltd.,,,,,03043797,,,,English,Eur. J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84933073903
"Castillo-Manzano J.I., Castro-Nunõ M., López-Valpuesta L., Sanz-Diáz M.T., Yñiguez R.",6505772145;26026799400;6508220485;55014614400;36103636600;,Measuring the effect of ARS on academic performance: A global meta-analysis,2016,Computers and Education,96,,,109,121,,14.0,10.1016/j.compedu.2016.02.007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960094875&doi=10.1016%2fj.compedu.2016.02.007&partnerID=40&md5=4063bb6866baf894a0e4be0c3ec3360c,"Applied Economics and Management Research Group, Universidad de Sevilla, Avda. Ramón y Cajal, 1, Seville, 41018, Spain; Facultad de Ciencias Económicas y Empresariales, Universidad de Sevilla, Avda. Ramón y Cajal, 1, Seville, 41018, Spain","Castillo-Manzano, J.I., Applied Economics and Management Research Group, Universidad de Sevilla, Avda. Ramón y Cajal, 1, Seville, 41018, Spain; Castro-Nunõ, M., Applied Economics and Management Research Group, Universidad de Sevilla, Avda. Ramón y Cajal, 1, Seville, 41018, Spain; López-Valpuesta, L., Applied Economics and Management Research Group, Universidad de Sevilla, Avda. Ramón y Cajal, 1, Seville, 41018, Spain; Sanz-Diáz, M.T., Facultad de Ciencias Económicas y Empresariales, Universidad de Sevilla, Avda. Ramón y Cajal, 1, Seville, 41018, Spain; Yñiguez, R., Facultad de Ciencias Económicas y Empresariales, Universidad de Sevilla, Avda. Ramón y Cajal, 1, Seville, 41018, Spain","An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. =.2665) than at the university level (Hedge's g = 0.22, S.E. =.0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. © 2016 Elsevier Ltd. All rights reserved.",Audience response systems (ARSs); Interactive learning environments; Meta-analysis; University disciplines,Computer aided instruction; Education computing; Random processes; Wooden fences; Academic performance; Audience response systems; Interactive learning environment; Interactive technology; Meta analysis; Random effects model; University context; University disciplines; Education,,,,,,,,,,,"Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochemistry and Molecular Biology Education, 37 (2), pp. 84-91; Adesope, O., Lavin, T., Thompson, T., Ungerleider, C., A systematic review and meta-analysis of the cognitive correlates of bilingualism (2010) Review of Educational Research, 80 (2), pp. 207-245; Adesope, O., Nesbit, J., Verbal redundancy in multimedia learning environments: A meta-analysis (2011) Journal of Educational Psychology, 104 (1), pp. 250-263; Agbatogun, A.O., Exploring the efficacy of student response system in a Sub-Saharan African country: A sociocultural perspective (2012) Journal of Information Technology Education: Research, 11, pp. 249-267; Anthis, K., Is it the clicker, or is it the question? 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Investigating the use of clickers for awarding grade-points in postsecondary education (2011) Interactive Learning Environments; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7, pp. 796-798; Wouters, P., Van Oostendorp, H., A meta-analytic review of the role of instructional support in game-based learning (2013) Computers and Education, 60, pp. 412-425; Wu, W.-H., Wu, Y., Chen, C.H.-Y., Kao, H.-Y., Lin, C.H.-H., Sih-Han Huang, S.-H., Review of trends from mobile learning studies: A meta-analysis (2012) Computers and Education, 59, pp. 817-827","Castillo-Manzano, J.I.; Applied Economics and Management Research Group, Universidad de Sevilla, Avda. Ramón y Cajal, 1, Spain; email: jignacio@us.es",,,Elsevier Ltd,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84960094875
"Joyce-Zuniga N.M., Newberry R.C., Robbins C.T., Ware J.V., Jansen H.T., Nelson O.L.",56097534000;7005305192;7102535591;53872165100;7201991762;56586975100;,Positive Reinforcement Training for Blood Collection in Grizzly Bears (Ursus arctos horribilis) Results in Undetectable Elevations in Serum Cortisol Levels: A Preliminary Investigation,2016,Journal of Applied Animal Welfare Science,19,2,,210,215,,4.0,10.1080/10888705.2015.1126523,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84961216733&doi=10.1080%2f10888705.2015.1126523&partnerID=40&md5=ea0b56f08f6aa328a4810d64e525bebe,"Department of Veterinary Clinical Sciences, Washington State University, United States; Center for the Study of Animal Well Being, Washington State University, United States; Department of Animal and Aquacultural Sciences, Norwegian University of Life Sciences, Ås, Norway; Integrative Physiology and Neuroscience, Washington State University, United States; School of the Environment and School of Biological Sciences, Washington State University, United States","Joyce-Zuniga, N.M., Department of Veterinary Clinical Sciences, Washington State University, United States, Center for the Study of Animal Well Being, Washington State University, United States; Newberry, R.C., Center for the Study of Animal Well Being, Washington State University, United States, Department of Animal and Aquacultural Sciences, Norwegian University of Life Sciences, Ås, Norway, Integrative Physiology and Neuroscience, Washington State University, United States; Robbins, C.T., School of the Environment and School of Biological Sciences, Washington State University, United States; Ware, J.V., Integrative Physiology and Neuroscience, Washington State University, United States; Jansen, H.T., Integrative Physiology and Neuroscience, Washington State University, United States; Nelson, O.L., Department of Veterinary Clinical Sciences, Washington State University, United States, Center for the Study of Animal Well Being, Washington State University, United States","Training nonhuman animals in captivity for participation in routine husbandry procedures is believed to produce a lower stress environment compared with undergoing a general anesthetic event for the same procedure. This hypothesis rests largely on anecdotal evidence that the captive subjects appear more relaxed with the trained event. Blood markers of physiological stress responses were evaluated in 4 captive grizzly bears (Ursus arctos horribilis) who were clicker-trained for blood collection versus 4 bears who were chemically immobilized for blood collection. Serum cortisol and immunoglobulin A (IgA) and plasma β-endorphin were measured as indicators of responses to stress. Plasma β-endorphin was not different between the groups. Serum IgA was undetectable in all bears. Serum cortisol was undetectable in all trained bears, whereas chemically immobilized bears had marked cortisol elevations (p < .05). The highest cortisol elevations were found in 2 bears with extensive recent immobilization experience. These findings support the use of positive reinforcement training for routine health procedures to minimize anxiety. © 2016 Taylor & Francis.",Animal welfare; anxiety; blood sampling; chemical immobilization; human–animal interaction; stress,"beta endorphin; hydrocortisone; immunoglobulin A; beta endorphin; hydrocortisone; immunoglobulin A; adult; animal behavior; animal experiment; Article; bear; blood sampling; enzyme linked immunosorbent assay; female; hydrocortisone blood level; immunodiffusion; male; nonhuman; physiological stress; radioimmunoassay; reinforcement; training; vein puncture; animal; blood; blood sampling; etiology; immobilization; mental stress; procedures; psychology; veterinary; Animals; beta-Endorphin; Blood Specimen Collection; Female; Hydrocortisone; Immobilization; Immunoglobulin A; Male; Reinforcement (Psychology); Stress, Psychological; Ursidae",,"beta endorphin, 59887-17-1; hydrocortisone, 50-23-7; beta-Endorphin; Hydrocortisone; Immunoglobulin A",,,"Morris Animal Foundation: D09ZO-631

State of Washington Water Research Center, Washington State University","This work was supported by the Morris Animal Foundation (Grant No. D09ZO-631); the Washington State University Bear Research, Education, and Conservation Center; and the Departments of Natural Resource Sciences and Veterinary Clinical Sciences.",,,,,"Ambrisko, T.D., Hikasa, Y., Neurohormonal and metabolic effects of medetomidine compared with xylazine in beagle dogs (2002) Canadian Journal of Veterinary Research, 66, pp. 42-49; Bentson, K.L., Capitanio, J.P., Mendoza, S.P., Cortisol responses to immobilization with Telazol or ketamine in baboons (Papio cynocephalus/anubis) and rhesus macaques (Macaca mulatta) (2003) Journal of Medical Primatology, 32, pp. 148-160; Carlitz, E.H., Kirschbaum, C., Stalder, T., van Schaik, C.P., Hair as a long-term retrospective cortisol calendar in orang-utans (Pongo spp.): New perspectives for stress monitoring in captive management and conservation (2013) General and Comparative Endocrinology, 195C, pp. 151-156. , S0016-6480(13)00433-4; Cattet, M., Macbeth, B.J., Janz, D., Zedrosser, A., Swenson, J.E., Dumond, M., Stenhouse, G.B., Quantifying long-term stress in brown bears with the hair cortisol concentration: A biomarker that may be confounded by rapid changes in response to capture and handling (2014) Conservation Physiology, 2. , cou026; Clapper, J.A., Effects of two different anaesthetics on serum concentrations of cortisol and luteinizing hormone in barrows and gilts (2008) Laboratory Animals, 42, pp. 83-91; Ennis, M., Kelly, K.S., Lambert, P.L., Sex differences in cortisol excretion during anticipation of a psychological stressor: Possible support for the tend-and-befriend hypothesis (2001) Stress Health, 17, pp. 253-261; Hellmuth, H., Augustine, L., Watkins, B., Hope, K., Using operant conditioning and desensitization to facilitate veterinary care with captive reptiles (2012) Veterinary Clinics of North America: Exotic Animal Practice, 15, pp. 425-443. , S1094-9194(12)00051-5; Hurst, J.L., West, R.S., Taming anxiety in laboratory mice (2010) Nature Methods, 7, pp. 825-826. , nmeth.1500; Lund, K.E., Maloney, S.K., Milton, J.T., Blache, D., Gradual training of alpacas to the confinement of metabolism pens reduces stress when normal excretion behavior is accommodated (2012) ILAR Journal, 53, pp. E22-E30. , ilar.53.1.22; Micera, E., Albrizio, M., Surdo, N.C., Moramarco, A.M., Zarrilli, A., Stress-related hormones in horses before and after stunning by captive bolt gun (2010) Meat Science, 84, pp. 634-637. , S0309-1740(09)00343-X; Olsson, A., Phalen, D., Comparison of biochemical stress indicators in juvenile captive estuarine crocodiles (Crocodylus porosus) following physical restraint or chemical restraint by midazolam injection (2013) Journal of Wildlife Diseases, 49, pp. 560-567; Otsuki, T., Sakaguchi, H., Hatayama, T., Takata, A., Hyodoh, F., Tsujita, S., Morimoto, K., Secretory IgA in saliva and academic stress (2004) International Journal of Immunopathology and Pharmacology, 17, pp. 45-48; Reimers, T.J., Mummery, L.K., Mccann, J.P., Cowan, R.G., Concannon, P.W., Effects of reproductive state on concentrations of thyroxine, 3,5,3’-triiodothyronine and cortisol in serum of dogs (1984) Biology of Reproduction, 31, pp. 148-154; Roozen, A.W., Tsuma, V.T., Magnusson, U., Effects of short-term restraint stress on plasma concentrations of catecholamines, beta-endorphin, and cortisol in gilts (1995) American Journal of Veterinary Research, 56, pp. 1225-1227; Valdimarsdottir, H.B., Stone, A.A., Psychosocial factors and secretory immunoglobulin A (1997) Critical Reviews in Oral Biology & Medicine, 8, pp. 461-474; Whittaker, M., Laule, G., Training techniques to enhance the care and welfare of nonhuman primates (2012) Veterinary Clinics of North America: Exotic Animal Practice, 15, pp. 445-454. , S1094-9194(12)00052-7; Zimmer, C., Basler, H.D., Vedder, H., Lautenbacher, S., Sex differences in cortisol response to noxious stress (2003) Clinical Journal of Pain, 19, pp. 233-239","Nelson, O.L.; Department of Veterinary Clinical Sciences, Washington State University, 100 Grimes Way, United States; email: olnelson@vetmed.wsu.edu",,,Routledge,,,,,10888705,,JAAWA,26847149.0,English,J. Appl. Anim. Welf. Sci.,Article,Final,,Scopus,2-s2.0-84961216733
"Rana N.P., Dwivedi Y.K.",50262828700;35239818900;,Using Clickers in a Large Business Class: Examining Use Behavior and Satisfaction,2016,Journal of Marketing Education,38,1,,47,64,,19.0,10.1177/0273475315590660,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960411625&doi=10.1177%2f0273475315590660&partnerID=40&md5=d0f52f40ca0ad9ad402706b1be5b2dec,"Swansea University, Swansea, Wales, United Kingdom","Rana, N.P., Swansea University, Swansea, Wales, United Kingdom; Dwivedi, Y.K., Swansea University, Swansea, Wales, United Kingdom","As more and more institutions are integrating new technologies (e.g., audience response systems such as clickers) into their teaching and learning systems, it is becoming increasingly necessary to have a detailed understanding of the underlying mechanisms of these advanced technologies and their outcomes on student learning perceptions. We proposed a conceptual model based on the technology acceptance model to understand students’ use behavior and satisfaction with clickers. The valid response from 138 second-year business students of Digital Marketing module taught in a British university, where clickers are extensively used in the teaching and learning process, made the basis for data analysis. The results provided a strong support for the proposed model with a reasonably adequate variance (i.e., adjusted R2) of 67% on behavioral intentions and sufficiently high variance on use behavior (i.e., 86%) and user satisfaction (i.e., 89%). © 2015, The Author(s) 2015.",adoption; clickers; Digital Marketing; students; success; TAM,,,,,,,,,,,,"Anderson, J.C., Gerbing, D.W., Structural equation modeling in practice: A review and recommended two-step approach (1988) Psychological Bulletin, 103, pp. 411-423; Arum, R., Roksa, J., (2011) Academically adrift: Limited learning on college campuses, , Chicago, IL: University of Chicago Press; Aylesworth, A., Improving case discussion with an improv mind-set (2008) Journal of Marketing Education, 30, pp. 106-115; Bain, L.Z., Przybyla, J., The impact of student response systems on student behavior and performance in a management information systems course (2009) Issues in Information Systems, 10, pp. 1-12; Baroudi, J.J., Olson, M.H., Ives, B., An empirical study of the impact of user involvement on system usage and information satisfaction (1986) Communications of the ACM, 29, pp. 232-238; 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"Fernández-Alemán J.L., López-González L., González-Sequeros O., Jayne C., López-Jiménez J.J., Carrillo-de-Gea J.M., Toval A.",6504105559;57086444900;6602721565;36608214500;57087336600;36462477200;22982044800;,An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students,2016,Journal of Medical Systems,40,4, 85,1,12,,2.0,10.1007/s10916-016-0440-6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84956515255&doi=10.1007%2fs10916-016-0440-6&partnerID=40&md5=ab6e14a99e4e4362f3aaeeb663654450,"Department of Informatics and System, University of Murcia, Murcia, Spain; Department of Human Anatomy, University of Murcia, Murcia, Spain; Robert Gordon University, Aberdeen City, United Kingdom","Fernández-Alemán, J.L., Department of Informatics and System, University of Murcia, Murcia, Spain; López-González, L., Department of Human Anatomy, University of Murcia, Murcia, Spain; González-Sequeros, O., Department of Human Anatomy, University of Murcia, Murcia, Spain; Jayne, C., Robert Gordon University, Aberdeen City, United Kingdom; López-Jiménez, J.J., Department of Informatics and System, University of Murcia, Murcia, Spain; Carrillo-de-Gea, J.M., Department of Informatics and System, University of Murcia, Murcia, Spain; Toval, A., Department of Informatics and System, University of Murcia, Murcia, Spain","This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback. An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA. A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87) = 6.598, p < 0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M = 4.59). The new empirical contribution presented in this paper allows instructors to perform post hoc analyses of each particular student’s progress to ensure appropriate training. © 2016, Springer Science+Business Media New York.",E-Learning; Experiment; Human Anatomy; Neural Network,"anatomy; control group; controlled study; effect size; empiricism; experimental model; human; learning algorithm; meta analysis; nervous system; pharmacy student; post hoc analysis; satisfaction; algorithm; anatomy; artificial neural network; constructive feedback; consumer attitude; education; Internet; learning; procedures; teaching; Algorithms; Anatomy; Consumer Behavior; Education, Distance; Educational Measurement; Formative Feedback; Humans; Internet; Learning; Neural Networks (Computer); Students, Pharmacy; Teaching",,,,,,,,,,,"Hohlfelder, B., Stashek, C., Anger, K., Szumita, P., Utilization of a Pharmacy Clinical Surveillance System for Pharmacist Alerting and Communication at a Tertiary Academic Medical Center (2015) J. 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Learn., 20 (2), pp. 95-102","Fernández-Alemán, J.L.; Department of Informatics and System, University of MurciaSpain; email: aleman@um.es",,,Springer New York LLC,,,,,01485598,,JMSYD,26815339.0,English,J. Med. Syst.,Article,Final,,Scopus,2-s2.0-84956515255
Dabbour E.,6507666468;,Quantifying the Effects of Using Online Student Response Systems in an Engineering Ethics Course,2016,Journal of Professional Issues in Engineering Education and Practice,142,2, 04015010,,,,3.0,10.1061/(ASCE)EI.1943-5541.0000260,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84961807074&doi=10.1061%2f%28ASCE%29EI.1943-5541.0000260&partnerID=40&md5=8a9540fccdfcf9de662c5506c2e8c234,"Dept. of Civil Engineering, Abu Dhabi Univ., Abu Dhabi, United Arab Emirates","Dabbour, E., Dept. of Civil Engineering, Abu Dhabi Univ., Abu Dhabi, United Arab Emirates","Most university students now have access to wireless devices (e.g., smartphones, tablets, or laptops). By using an online student response systems (OSRS), students can use those wireless devices to respond to questions and quizzes posted by the instructor. Those questions may have different styles such as multiple-choice, true/false, and open-ended questions. This paper assesses different effects of implementing OSRS on students' engagement and performance when taking an engineering ethics course by comparing selected measures of effectiveness of an experimental group of students (where OSRS has been implemented) with those of a control group (where OSRS has not been implemented). It was found that implementing OSRS significantly increased students' attendance rate and ability to function in a group. However, implementing OSRS in an engineering ethics course was found to have no significant effect on improving students' performance or their level of achieving the course's learning outcomes or performance indicators. It was also found that students tend to dedicate less time studying for an engineering ethics course than for other typical engineering courses. © 2015 American Society of Civil Engineers.",,Education; Interactive computer systems; Online systems; Philosophical aspects; Engineering course; Experimental groups; Measures of effectiveness; Open-ended questions; Performance indicators; Student-response system; Students' engagements; University students; Students,,,,,,,,,,,"(2015) Accreditation Board for Engineering and Technology, , http://www.abet.org, ABET (Accreditation Board for Engineering and Technology) (Apr. 13, 2015); Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education, pp. 1-25. , D. Banks, ed. Information Science, Hershey, PA; Arnesen, K., Sivertsen, G.S., Hennissen, J.E., Birger, J., Experiences with use of various pedagogical methods utilizing a student response system - Motivation and learning outcome (2013) Electron. J. E-Learning, 11 (3), pp. 169-181; Bar, H., Tews, E., Robling, G., Improving feedback and classroom interaction using mobile phones (2005) Proc. IADIS Int. Conf. Mobile Learning, , Int. Association for Development of the Information Society, Qawra, Malta; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE - Life Sci. Educ., 6 (1), pp. 1-20; Beatty, I., Transforming student learning with classroom communication systems (2004) Educause Res. Bull., 3, pp. 2-13; Bergtrom, G., Clicker sets as learning objects (2006) Interdiscip. J. Knowl. Learn. Objects, 2, pp. 105-110; Bullock, D.W., Labella, V.P., Clinghan, T., Ding, Z., Stewart, G., Thibado, P.M., Enhancing the student-instructor interaction frequency (2002) Phys. 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Annual Conf. for Australian Association for Engineering Education (AAEE 2013), , Australian Association for Engineering Education, Barton, Australia; (2015) Test of English As A Foreign Language (TOEFL), , https://www.ets.org/toefl, Educational Testing Service. (Apr. 13, 2015); Fagan, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Phys. Teach., 40 (4), pp. 206-209; Fifer, P., Student perception of clicker usage in nursing education (2012) Teach. Learn. Nursing, 7 (1), pp. 6-9; Gok, T., An evaluation of student response systems from the viewpoint of instructor and students (2011) Turk. Online J. Educ. Technol., 10 (4), pp. 67-83; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) J. Geosci. Educ., 52 (4), pp. 345-351; Haws, D., Ethics instruction in engineering education: A (mini) meta-analysis (2001) J. Eng. 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(Apr. 13, 2015); (2015) Board of Ethical Review Cases, , http://www.nspe.org/resources/ethics/ethics-resources/board-of-ethical-review-cases, National Society of Professional Engineers. (Apr. 13, 2015); Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am. J. Obstetrics Gynecol., 193 (5), pp. 1827-1830; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sci. Educ., 6 (1), pp. 29-41; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) Am. J. Phys., 73 (6), pp. 554-558; Salemi, M.K., Clickenomics: Using a classroom response system to increase student engagement in a large-enrollment principles of economics course (2009) J. Econ. Educ., 40 (4), pp. 385-404; Schackow, T.E., Milton, C., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Med., 36 (7), pp. 496-504; Shon, H., Smith, L., A review of Poll Everywhere audience response system (2011) J. Technol. Human Serv., 29 (3), pp. 236-245; Siau, K., Sheng, H., Nah, F., Use of classroom response system to enhance classroom interactivity (2006) IEEE Trans. Educ., 49 (3), pp. 398-403","Dabbour, E.; Dept. of Civil Engineering, Abu Dhabi Univ.United Arab Emirates; email: essam.dabbour@adu.ac.ae",,,American Society of Civil Engineers (ASCE),,,,,10523928,,JPEPE,,English,J Prof Issues Eng Educ Pract,Article,Final,,Scopus,2-s2.0-84961807074
"Koretsky M.D., Brooks B.J., White R.M., Bowen A.S.",6602313976;36800022700;56301358100;57193493903;,Querying the Questions: Student Responses and Reasoning in an Active Learning Class,2016,Journal of Engineering Education,105,2,,219,244,,3.0,10.1002/jee.20116,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84963665469&doi=10.1002%2fjee.20116&partnerID=40&md5=71cf8fa98a266ffe46bf1b20b1f24548,"School of Chemical, Biological, and Environmental Engineering, Oregon State University, 102 Gleeson Hall, Corvallis, OR  97331, United States; Hewlett-Packard Corp, 1000 NE Circle Blvd., Corvallis, OR, United States; Institute for Molecular Engineering, The University of Chicago, Eckhardt Research Center, 5640 S. Ellis Ave., Chicago, IL  60637, United States","Koretsky, M.D., School of Chemical, Biological, and Environmental Engineering, Oregon State University, 102 Gleeson Hall, Corvallis, OR  97331, United States; Brooks, B.J., School of Chemical, Biological, and Environmental Engineering, Oregon State University, 102 Gleeson Hall, Corvallis, OR  97331, United States; White, R.M., Hewlett-Packard Corp, 1000 NE Circle Blvd., Corvallis, OR, United States; Bowen, A.S., Institute for Molecular Engineering, The University of Chicago, Eckhardt Research Center, 5640 S. Ellis Ave., Chicago, IL  60637, United States","Background: We investigated student responses to multiple-choice concept questions during active learning activities where students write justifications for their answer choices. Purpose: We selected two questions that asked students to apply the same concept in the same way but that have different surface features. We characterized students' responses to reveal how question attributes influence student thinking. Design/Method: In Study 1, we compared responses from students who wrote justifications with those who did not. In Study 2, we modified one of the questions so the cues of the two questions better align. Data included the students' answers and their written justifications. We applied open coding to the written justifications to develop hierarchical categories common to both questions. Results: For the Expanding Piston question, students who wrote justifications chose the correct answer more often; in the Balloon Rising question, less often. Analyses of justifications indicate that in the latter question, students activated more sophisticated reasoning processes, but did not choose the correct answer. We attribute half the difference between percentage correct in Study 1 to question cues and the remaining difference to an unfamiliar context. Conclusions: We encourage instructors to solicit written justifications to multiple-choice concept questions and to look for cases where students choose the correct answer using incorrect reasoning, ask students to construct graphics as they respond to text-only concept questions, and seek ways to help students recognize how core concepts apply to a broad range of contexts. © 2016 ASEE.",Active learning; Conceptual learning; Personal response system,Artificial intelligence; Character recognition; Education; Active Learning; Concept questions; Conceptual learning; Personal response systems; Reasoning process; Remaining differences; Student response; Surface feature; Students,,,,,,,,,,,"Ainsworth, S., Burcham, S., The impact of text coherence on learning by self-explanation (2007) Learning and Instruction, 17 (3), pp. 286-303. , http://dx.doi.org/10.1016/j.learninstruc.2007.02.004; Ainsworth, S., Loizou, A.T., The effects of self-explaining when learning with text or diagrams (2003) Cognitive Science, 27 (4), pp. 669-681. , http://dx.doi.org/10.1207/s15516709cog2704_5; Aleven, V.A., Koedinger, K.R., An effective metacognitive strategy: Learning by doing and explaining with a computer-based Cognitive Tutor (2002) Cognitive Science, 26 (2), pp. 147-179. , http://dx.doi.org/10.1207/s15516709cog2602_1; Aleven, V., Popescu, O., Koedinger, K.R., Towards tutorial dialog to support self-explanation: Adding natural language understanding to a cognitive tutor (2001) Artificial Intelligence in Education: AI-ED in the Wired and Wireless Future, pp. 246-255. , J. 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A. Ericsson & D. Eccles (Eds.). New York, NY: Cambridge University Press; VanOrden, N., Is writing an effective way to learn chemical concepts? Classroom-based research (1990) Journal of Chemical Education, 67 (7), pp. 583-585. , http://dx.doi.org/10.1021/ed067p583; Yarroch, W.L., The implications of content versus item validity on science tests (1991) Journal of Research in Science Teaching, 28 (7), pp. 619-629. , http://dx.doi.org/10.1002/tea.3660280707",,,,Wiley-Blackwell Publishing Ltd,,,,,10694730,,JEEDE,,English,J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84963665469
Canbazoğlu Bilici S.,56586023600;,An examination of science teachers’ knowledge structures towards technology,2016,International Journal of Environmental and Science Education,11,5,,571,586,,2.0,10.12973/ijese.2016.403a,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84990237986&doi=10.12973%2fijese.2016.403a&partnerID=40&md5=4b533fc89a5f7169ac507dd532dc9833,"Aksaray University, Faculty of Education, Aksaray, Turkey","Canbazoğlu Bilici, S., Aksaray University, Faculty of Education, Aksaray, Turkey","The purpose of the study was to examine science teachers’ knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was executed in the summer of 2015-2016 academic year with 24 science teachers. Data was collected with the Word Association Test (WAT). A holistic case study approach was followed throughout the study. The stimulus words used in WAT can be stated as; technology, information and communication technologies, computer, instructional materials, Web 2.0 tools, and Technological Pedagogical Content Knowledge (TPACK). Cut-off points were identified by the frequency tables of response words towards stimulus words. The cut-off points helped create the concept networks on technology. At the end of the PD program, progress in science teachers’ knowledge structures toward technology was observed. The results showed that the 21st century technologies included in the PD program such as Web 2.0 tools, Algodoo, animoto, probeware, and student response systems were found to be prominent in teachers’ responses. © 2016 by author/s.",Professional development program; Science teacher; Technological pedagogical content knowledge; Word association test,,,,,,,,,,,,"Akıncı, A., Kurtoğlu, M., Seferoğlu, S., How can FATIH project achieve its goals? 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Upper Saddle River, NJ: Pearson Merrill Prentice Hall; Stake, R.E., (1995) The Art of Case Study Research, , Thousand Oaks, CA: Sage Publications; Timur, B., The development of pre-service science teachers’ technological pedagogical content knowledge in force and movement subjects (2011) Unpublished Doctoral Dissertation, Gazi University, Ankara, , Turkey; Tsai, C.-C., Probing students’ cognitive structures in science: The use of a flow map method coupled with a meta-listening technique (2001) Studies in Educational Evaluation, 27, pp. 257-268; Tsai, C.-C., Huang, C.-M., Exploring students’ cognitive structures in learning science: A review of relevant methods (2002) Journal of Biological Education, 36, pp. 163-169; Terpstra, M.J., Developing technological pedagogical content knowledge: Preservice teachers’ perceptions of how they learn to use educational technology in their teaching (2009) Unpublished Doctoral Dissertation, , Michigan State University., Michigan; Timur, S., Examining cognitive structures of prospective preschool teachers concerning the subject “force and motion” (2012) Educational Sciences: Theory & Practice, 12 (2), pp. 1132-1139; Topuz, A.C., Göktaş, Y., Projects for effective technology use in Turkish education system: Period of 1984-2013 (2015) Journal of Informatics Technology, 8 (2), pp. 99-110; Yin, R., (2003) Case Study Research: Design and Methods, , (3rd.Ed.) Thousand Oaks, CA: Sage Publications; Yüce, Z., Önel, A., The cognitive binding levels of the science teacher candidates in relation to biodiversity (2015) Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 5 (1), pp. 26-341; Zhao, Y., What teachers need to know about technology?: Framing the question (2003) What Should Teachers Know about Technology?: Perspectives and Practices, pp. 1-14. , Y. Zhao (Ed.), Greenwich, CO: Information Age Publishing","Canbazoğlu Bilici, S.; Aksaray University, Faculty of Education, Adana Yolu Üzeri E-90 Karayolu 7. Km, Turkey; email: sedefcanbazoglu@gmail.com",,,IJESE,,,,,13063065,,,,English,Int. J. Environ. Sci. Educ.,Article,Final,,Scopus,2-s2.0-84990237986
"Maurer M., McCulloch M., Willey A.M., Hirsch W., Dewey D.",57191977233;7102869558;57191982725;57191979110;57191983516;,Detection of bacteriuria by canine olfaction,2016,Open Forum Infectious Diseases,3,2,,,,,8.0,10.1093/ofid/ofw051,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84991500054&doi=10.1093%2fofid%2fofw051&partnerID=40&md5=572f97507a9711415eee736fc8dc4ebe,"Assistance Dogs of Hawaii, Makawao, HI, United States; Pine Street Foundation, San Anselmo, CA, United States; Kapiolani Medical Center for Women and Children, Honolulu, HI, United States","Maurer, M., Assistance Dogs of Hawaii, Makawao, HI, United States; McCulloch, M., Pine Street Foundation, San Anselmo, CA, United States; Willey, A.M., Kapiolani Medical Center for Women and Children, Honolulu, HI, United States; Hirsch, W., Kapiolani Medical Center for Women and Children, Honolulu, HI, United States; Dewey, D., Assistance Dogs of Hawaii, Makawao, HI, United States","Background. Urinary tract infections (UTIs) are a significant medical problem, particularly for patients with neurological conditions and the elderly. Detection is often difficult in these patients, resulting in delayed diagnoses and more serious infections such as pyelonephritis and life-threatening sepsis. Many patients have a higher risk of UTIs because of impaired bladder function, catheterization, and lack of symptoms. Urinary tract infections are the most common nosocomial infection; however, better strategies are needed to improve early detection of the disease.Methods. In this double-blinded, case-control, validation study, we obtained fresh urine samples daily in a consecutive case series over a period of 16 weeks. Dogs were trained to distinguish urine samples that were culture-positive for bacteriuria from those of culture-negative controls, using reward-based clicker and treat methods.Results. Samples were obtained from 687 individuals (from 3 months to 92 years of age; 86% female and 14% male; 34% culture-positive and 66% culture-negative controls). Dogs detected urine samples positive for 100 000 colony-forming units/mL Escherichia coli (N = 250 trials; sensitivity 99.6%, specificity 91.5%). Dilution of E coli urine with distilled water did not affect accuracy at 1% (sensitivity 100%, specificity 91.1%) or 0.1% (sensitivity 100%, specificity 93.6%) concentration. Diagnostic accuracy was similar to Enterococcus (n = 50; sensitivity 100%, specificity 93.9%), Klebsiella (n = 50; sensitivity 100%, specificity 95.1%), and Staphylococcus aureus (n = 50; sensitivity 100%, specificity 96.3%). All dogs performed with similarly high accuracy: overall sensitivity was at or near 100%, and specificity was above 90%.Conclusions. Canine scent detection is an accurate and feasible method for detection of bacteriuria. © The Author 2016. Published by Oxford University Press on behalf of the Infectious Diseases Society of America.",Bacteriuria; canine scent detection; E coli; Spinal cord injury; Urinary tract infection,adolescent; adult; aged; Article; bacteriuria; child; diagnostic accuracy; dog; double blind procedure; female; human; infant; male; priority journal; sensitivity and specificity; training; very elderly,,,,,,,,,,,"Orenstein, R., Wong, E.S., Urinary tract infections in adults (1999) Am Fam Physician, 59, pp. 1225-1234; (2012) Kidney and Urologic Diseases Statistics for the United States, , http://kidney.niddk.nih.gov/kudiseases/pubs/kustats/index.htm, Accessed 25 February; Albert, X., Huertas, I., Pereiro, I.I., Antibiotics for preventing recurrent urinary tract infection in non-pregnant women (2004) Cochrane Database Syst Rev, 3; Cardenas, D.D., Hoffman, J.M., Kirshblum, S., McKinley, W., Etiology and incidence of rehospitalization after traumatic spinal cord injury: a multicenter analysis (2004) Arch Phys Med Rehabil, 85, pp. 1757-1763; Welk, B., McIntyre, A., Teasell, R., Bladder cancer in individuals with spinal cord injuries (2013) Spinal Cord, 51, pp. 516-521; Klevens, R.M., Edwards, J.R., Andrus, M.L., Dialysis surveillance report: national healthcare safety network (NHSN)-data summary for 2006 (2008) Semin Dial, 21, pp. 24-28; Warren, J.W., Catheter-associated urinary tract infections (1997) Infect Dis Clin North Am, 11, pp. 609-622; Manges, A.R., Johnson, J.R., Foxman, B., Widespread distribution of urinary tract infections caused by a multidrug-resistant Escherichia coli clonal group (2001) The N Engl J Med, 345, pp. 1007-1013; Rahn, D.D., Urinary tract infections: contemporary management (2008) Urol Nurs, 28, pp. 333-341; Levison, M.E., Mallela, S., Increasing antimicrobial resistance: therapeutic implications for enterococcal infections (2000) Current Infect Dis Rep, 2, pp. 417-423; Laxminarayan, R., Duse, A., Wattal, C., Antibiotic resistance-the need for global solutions (2013) Lancet Infect Dis, 13, pp. 1057-1098; Walker, B.D., Walker, J.C., Cavnara, P.J., Naturalistic quantification of canine olfactory sensitivity (2006) Appl Anim Behav Sci, 97, pp. 241-254; Ensminger, J., Jezierski, T., McCulloch, M., (2010) Scent Identification in Criminal Investigations and Prosecutions: New Protocol Designs Improve Forensic Reliability, , http://ssrn.com/abstract=1664766or,http://dx.doi.org/10.2139/ssrn.1664766, Accessed 24 August; McCulloch, M., Jezierski, T., Broffman, M., Diagnostic accuracy of canine scent detection in early-and late-stage lung and breast cancers (2006) Integr Cancer Ther, 5, pp. 30-39; Ehmann, R., Boedeker, E., Friedrich, U., Canine scent detection in the diagnosis of lung cancer: revisiting a puzzling phenomenon (2011) Eur Respir J, 39, pp. 669-676; Horvath, G., Andersson, H., Nemes, S., Cancer odor in the blood of ovarian cancer patients: a retrospective study of detection by dogs during treatment, 3 and 6 months afterward (2013) BMC cancer, 13, p. 396; Bekoff, M., Observations of scent-marking and discriminating self from others by a domestic dog (Canis familiaris): tales of displaced yellow snow (2001) Behav Processes, 55, pp. 75-79; Berthoud, D., Investigating scent marking in dogs (2006) Vet Rec, 158, p. 572; Asa, C.S., Mech, L.D., Seal, U.S., Plotka, E.D., The influence of social and endocrine factors on urine-marking by captive wolves (Canis lupus) (1990) Horm Behav, 24, pp. 497-509; Kang, C.I., Kim, S.H., Kim, H.B., Pseudomonas aeruginosa bacteremia: risk factors for mortality and influence of delayed receipt of effective antimicrobial therapy on clinical outcome (2003) Clin Infect Dis, 37, pp. 745-751; (1996) Guide for the Care and Use of Laboratory Animals, , Washington, DC: National Academy Press; The prevention and management of urinary tract infections among people with spinal cord injuries (1993) SCI Nurs, 10, pp. 49-61. , National Institute on Disability and Rehabilitation Research consensus stateme, January 27-29, 1992; Bomers, M.K., van Agtmael, M.A., Luik, H., Using a dog's superior olfactory sensitivity to identify Clostridium difficile in stools and patients: proof of principle study (2012) BMJ, 345; Roine, A., Veskimae, E., Tuokko, A., Detection of prostate cancer by an electronic nose: a proof of principle study (2014) J Urol, 192, pp. 230-234; Trincavelli, M., Coradeschi, S., Loatfi, A., Direct identification of bacteria in blood culture samples using an electronic nose (2010) IEEE Trans Biomed Eng, 57, pp. 2884-2890","Maurer, M.Pine Street Foundation, 124 Pine St., United States; email: assistancedogsofhawaii@gmail.com",,,Oxford University Press,,,,,23288957,,,,English,Open Forum Infect. Dis.,Article,Final,Open Access,Scopus,2-s2.0-84991500054
"Hunsu N.J., Adesope O., Bayly D.J.",56502419400;6508331111;56998624300;,A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect,2016,Computers and Education,94,,,102,119,,60.0,10.1016/j.compedu.2015.11.013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949595561&doi=10.1016%2fj.compedu.2015.11.013&partnerID=40&md5=df311ac72d6567d446f6b14c9d066d4e,"Educational Leadership, Sport Studies, Educational and Counseling Psychology, Washington State University, Pullman, WA  99164-4530, United States","Hunsu, N.J., Educational Leadership, Sport Studies, Educational and Counseling Psychology, Washington State University, Pullman, WA  99164-4530, United States; Adesope, O., Educational Leadership, Sport Studies, Educational and Counseling Psychology, Washington State University, Pullman, WA  99164-4530, United States; Bayly, D.J., Educational Leadership, Sport Studies, Educational and Counseling Psychology, Washington State University, Pullman, WA  99164-4530, United States","Audience Response Systems (ARS) are thought to be a good way of using technology to increase engagement in the classroom and have been widely adopted by many instructors seeking to improve academic performance through student engagement. While researchers have examined the degree to which they promote cognitive and non-cognitive learning outcomes in the classroom, most of their findings are largely mixed and inconclusive. This meta-analysis seeks to resolve the conflicting findings. Specifically, the meta-analysis compared classrooms that did, and did not use ARS-based technologies on different cognitive and non-cognitive learning outcomes to examine the potential effects of using ARS. Overall, we found small but significant effects of using ARS-based technologies on a number of desirable cognitive and non-cognitive learning outcomes. Further analysis revealed that knowledge domain, class size, and the use of clicker questions, are among factors that significantly moderated the summary effect sizes observed among the studies in the meta-analysis. These findings hold significant implication for the implementation of clicker-based technologies in the classroom. © 2015 Published by Elsevier Ltd.",Audience response system; Clickers; Meta-analysis; Student engagement; Student response system,Engineering education; Audience response systems; Clickers; Meta analysis; Student engagement; Student-response system; Students,,,,,,,,,,,"Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education, pp. 1-25. , D.A. Banks, Information Science Publishing Hershey, PA; Agbatogun, A.O., Developing learners' second language communicative competence through active learning: Clickers or communicative approach? 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"Lewin J.D., Vinson E.L., Stetzer M.R., Smith M.K.",56435533200;56436015600;6603139587;15037379700;,A campus-wide investigation of clicker implementation: The status of peer discussion in STEM classes,2016,CBE Life Sciences Education,15,1, ar6,,,,8.0,10.1187/cbe.15-10-0224,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959570682&doi=10.1187%2fcbe.15-10-0224&partnerID=40&md5=a457873c4ad75a875c72249e6f9ca94e,"School of Biology and Ecology, University of Maine, Orono, ME  04469-5751, United States; Maine Center for Research in STEM Education, University of Maine, Orono, ME  04469-5727, United States; Department of Physics and Astronomy, University of Maine, Orono, ME  04469-5709, United States","Lewin, J.D., School of Biology and Ecology, University of Maine, Orono, ME  04469-5751, United States, Maine Center for Research in STEM Education, University of Maine, Orono, ME  04469-5727, United States; Vinson, E.L., School of Biology and Ecology, University of Maine, Orono, ME  04469-5751, United States, Maine Center for Research in STEM Education, University of Maine, Orono, ME  04469-5727, United States; Stetzer, M.R., Maine Center for Research in STEM Education, University of Maine, Orono, ME  04469-5727, United States, Department of Physics and Astronomy, University of Maine, Orono, ME  04469-5709, United States; Smith, M.K., School of Biology and Ecology, University of Maine, Orono, ME  04469-5751, United States, Maine Center for Research in STEM Education, University of Maine, Orono, ME  04469-5727, United States","At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty. © 2016 J. D. Lewin et al.",,"education; educational model; engineering; human; learning; Maine; mathematics; peer group; problem solving; procedures; science; student; teaching; technology; thinking; university; Engineering; Faculty; Humans; Learning; Maine; Mathematics; Models, Educational; Peer Group; Problem Solving; Science; Students; Teaching; Technology; Thinking; Universities",,,,,,,,,,,"(2010) Vision and Change: A Call to Action, , Washington, DC; Andrews, T.C., Lemons, P.P., It’s personal: Biology instructors prioritize personal evidence over empirical evidence in teaching decisions (2015) CBE Life Sci Educ, 14; Barth-Cohen, L.A., Smith, M.K., Capps, D.K., Lewin, J.D., Shemwell, J.T., Stetzer, M.R., What are middle school students talking about during clicker questions? Characterizing small-group conversations mediated by classroom response systems (2016) J Sci Educ Technol, 25, pp. 50-61; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Davidovitch, N., Soen, D., Using students’ assessments to improve instructors’ quality of teaching (2006) J Furth High Educ, 30, pp. 351-376; Freeman, S., Eddy, S., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proc Natl Acad Sci USA, 111, pp. 8410-8415; (2015), http://postsecondary.gatesfoundation.org/wp-content/uploads/2015/02/US-Postsecondary-Faculty-in-2015.pdf, U.S. Postsecondary Faculty in 2015: Diversity in People, Goals and Methods, But Focused on Students. Seattle: The Bill & Melinda Gates Foundation; Henderson, C., Beach, A., Finkelstein, N., Facilitating change in undergraduate STEM instructional practices: An analytical review of the literature (2011) J Res Sci Teach, 48, pp. 952-984; Henderson, C., Dancy, M.H., Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics (2007) Phys Rev Spec Top Phys Ed Res, 3; Hora, M.T., Ferrare, J.J., Remeasuring postsecondary teaching: How singular categories of instruction obscure the multiple dimensions of classroom practice (2014) J Coll Sci Teach, 43, pp. 36-41; Hora, M.T., Oleson, A., Ferrare, J.J., (2013) Teaching Dimensions Observation Protocol (TDOP) User’s Manual, , Madison: Wisconsin Center for Education Research; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., Research-based practices for effective clicker use (2007) AIP Conf Proc, 951, pp. 128-131; Knight, J.K., Wise, S.B., Rentsch, J., Furtak, E.M., Cues matter: Learning assistants influence introductory student interactions during clicker-question discussions (2015) CBE Life Sci Educ, 14; Kolber, B.J., Konsolaki, M., Verzi, M.P., Wagner, C.R., McCormick, J.R., Schindler, K., Sex-specific differences in meiosis: Real-world applications (2014) Coursesource, , http://coursesource.org/courses/sex-specific-differences-in-meiosis-real-world-applications, accessed 15 December 2015; Kryjevskaia, M., Boudreaux, A., Heins, D., Assessing the flexibility of research-based instructional strategies: Implementing tutorials in introductory physics in the lecture environment (2014) Am J Phys, 82, pp. 238-250; Landis, J.R., Koch, G.G., The measurement of observer agreement for categorical data (1977) Biometrics, 33, pp. 159-174; Lane, E.S., Harris, S.E., A new tool for measuring student behavioral engagement in large university classes (2015) J Coll Sci Teach, 44, pp. 83-91; Lasry, N., Charles, E., Whittaker, C., Lautman, M., When talking is better than staying quiet (2009) AIP Conf Proc, 1179, pp. 181-184; Lund, T.J., Pilarz, M., Velasco, J.B., Chakraverty, D., Rosploch, K., Undersander, M., Stains, M., The best of both worlds: Building on the COPUS and RTOP observation protocols to easily and reliably measure various levels of reformed instructional practice (2015) CBE Life Sci Educ, 14; Mazur, E., (1997) Peer Instruction: A User’s Manual, , Upper Saddle River, NJ: Prentice Hall; (2013) Adapting to a Changing World: Challenges and Opportunities in Undergraduate Physics Education, , Washington, DC: National Academies Press; Porter, L., Bailey, L.C., Simon, B., Zingaro, D., Peer instruction: Do students really learn from peer discussion in computing (2011) Proceedings of the Seventh International Workshop on Computing Education Research, pp. 45-52. , New York: ACM; (2012) Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics, , Washington, DC: U.S. Government Office of Science and Technology; Silverthorn, D.U., Teaching and learning in the interactive classroom (2006) Adv Physiol Educ, 30, pp. 135-140; Singer, S.R., Nielsen, N.R., Schweingruber, H.A., (2012) Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, , Washington, DC: National Academies Press; Smith, M.K., Jones, F.H., Gilbert, S.L., Wieman, C.E., The Classroom Observation Protocol for Undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices (2013) CBE Life Sci Educ, 12, pp. 618-627; Smith, M.K., Merrill, S., Why do some people inherit a predisposition to cancer? A small group activity on cancer genetics (2014) Coursesource, , http://coursesource.org/courses/why-do-some-people-inherit-a-predisposition-to-cancer-a-small-group-activity-on-cancer#tabs-0-content=0, (accessed 15 December 2015); Smith, M.K., Trujillo, C., Su, T.T., The benefits of using clickers in small-enrollment seminar-style biology courses (2011) CBE Life Sci Educ, 10, pp. 14-17; Smith, M.K., Vinson, E.L., Smith, J.A., Lewin, J.D., Stetzer, M.R., A campus-wide study of STEM courses: New perspectives on teaching practices and perceptions (2014) CBE Life Sci Educ, 13, pp. 624-635; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Strukov, A., Effects, successes and pitfalls of student (Personal) response system (PRS) implementation at the University of Maine, USA: 3-year assessment (2008) Proceedings of Edmedia: World Conference on Educational Media and Technology, , ed. J Luca and E Weippl, Association for the Advancement of Computing in Education (AACE), 3284; Turpen, C., Finkelstein, N.D., Not all interactive engagement is the same: Variations in physics professors’ implementation of Peer Instruction (2009) Phys Rev Spec Top Phys Ed Res, 5; Turpen, C., Finkelstein, N.D., The construction of different classroom norms during peer instruction: Students perceive differences (2010) Phys Rev Spec Top Phys Ed Res, 6","Smith, M.K.; School of Biology and Ecology, University of MaineUnited States; email: michelle.k.smith@maine.edu",,,American Society for Cell Biology,,,,,19317913,,,26931397.0,English,CBE Life Sci. Educ.,Article,Final,,Scopus,2-s2.0-84959570682
"Derting T.L., Ebert-May D., Henkel T.P., Maher J.M., Arnold B., Passmore H.A.",6603158563;6603460952;7007164478;52563980300;9738499500;7003752135;,Assessing faculty professional development in STEM higher education: Sustainability of outcomes,2016,Science Advances,2,3, e1501422,,,,11.0,10.1126/sciadv.1501422,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983018730&doi=10.1126%2fsciadv.1501422&partnerID=40&md5=36799e7b29c7635f6578c32905be643a,"Department of Biological Sciences, Murray State University, Murray, KY  42071, United States; Department of Plant Biology, Michigan State University, East Lansing, MI  48824, United States; Department of Biology, Valdosta State University, Valdosta, GA  31698, United States; Delta Program, University of Wisconsin-Madison, Madison, WI  53706, United States; Department of Biology, Illinois College, Jacksonville, IL  62650, United States","Derting, T.L., Department of Biological Sciences, Murray State University, Murray, KY  42071, United States; Ebert-May, D., Department of Plant Biology, Michigan State University, East Lansing, MI  48824, United States; Henkel, T.P., Department of Biology, Valdosta State University, Valdosta, GA  31698, United States; Maher, J.M., Delta Program, University of Wisconsin-Madison, Madison, WI  53706, United States; Arnold, B., Department of Biology, Illinois College, Jacksonville, IL  62650, United States; Passmore, H.A., Department of Biological Sciences, Murray State University, Murray, KY  42071, United States","We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design inwhich we matched a FIRST alumnus employed in a tenure-track positionwith a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessionsmore frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions thatwere learner-centered, contrastingwith the teacher-centered class sessions of most non-FIRST faculty. Despitemarked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lowerlevel cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices. © 2016 The Authors, some rights reserved.",,"Education; Engineering education; Professional aspects; Software testing; STEM (science, technology, engineering and mathematics); Sustainable development; Contextual variables; Environmental factors; Faculty perceptions; Interactive engagements; Professional development; Professional development program; Science , technology , engineering , and mathematics; Teaching and learning; Teaching; engineering; female; human; male; manpower; mathematics; perception; personnel management; program evaluation; science; teaching; technology; university; Engineering; Faculty; Female; Humans; Male; Mathematics; Perception; Program Evaluation; Science; Staff Development; Teaching; Technology",,,,,,,,,,,"Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., Yoon, K.S., What makes professional development effective? 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Res, 82, pp. 90-126; Yelon, S., Ford, J.K., Bhatia, S., How trainees transfer what they have learned: Toward a taxonomy of use (2014) Perform. Improv. Q, 27, pp. 27-52; Desimone, L.M., Improving impact studies of teachers' professional development: Toward better conceptualizations and measures (2009) Educ. Res, 38, pp. 181-199; Seymour, E., DeWelde, K., Fry, C., (2011) A White Paper Commissioned for the Forum Characterizing the Impact and Diffusion of Engineering Education Innovations, p. 30. , National Academy of Engineering, Washington, DC; (2012) Committee on A Conceptual Framework for New K-12 Science Education Standards, p. 327. , National Research Council, Board on Science Education, Division of Behavioral and Social Sciences and Education (National Academies Press, Washington, DC); Shaha, S.H., Glasset, K.F., Ellsworth, H., Long-term impact of on-demand professional development on student performance: A longitudinal multi-state study (2015) J. Int. Educ. 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Dev, 24, pp. 349-360; Sawada, D., (2003) Reformed Teacher Education in Science and Mathematics: An Evaluation of the Arizona Collaborative for Excellence in the Preparation of Teachers, , Arizona State University Document Production Services, Tempe, AZ; Piburn, M.D., Sawada, D., Falconer, K., Turley, J., Benford, R., Bloom, I., (2000) Reformed Teaching Observation Protocol (RTOP). ACEPT IN-003. The RTOP Rubric Form, Training Manual and Reference Manual Containing Statistical Analyses, , http://PhysicsEd.BuffaloState.Edu/AZTEC/rtop/RTOP_full/PDF/; Sawada, D., Piburn, M.D., Judson, E., Turley, J., Falconer, K., Benford, R., Bloom, I., Measuring reform practices in science and mathematics classrooms: The Reformed Teaching Observation Protocol (2002) School Sci. Math, 102, pp. 245-253; Maher, J.M., Markey, J.C., Ebert-May, D., The other half of the story: Effect size analysis in quantitative research (2013) CBE Life Sci. 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Educ, 95, pp. 1124-1146; Addy, T.M., Blanchard, M.R., The problem with reform from the bottom up: Instructional practices and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme (2010) Int. J. Sci. Educ, 32, pp. 1045-1071; Lizzio, A., Wilson, K., Simons, R., University students' perceptions of the learning environment and academic outcomes: Implications for theory and practice (2002) Stud. Higher Educ, 27, pp. 27-52; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proc. Natl. Acad. Sci. U.S.A., 111, pp. 8410-8415; Momsen, J.L., Long, T.M., Wyse, S.A., Ebert-May, D., Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills (2010) CBE Life Sci. Educ, 9, pp. 435-440; Blume, B.D., Ford, J.K., Baldwin, T.T., Huang, J.L., Transfer of training: A meta-analytic review (2010) J. Manage, 36, pp. 1065-1105; Stirman, S.W., Kimberly, J., Cook, N., Calloway, A., Castro, F., Charns, M., The sustainability of new programs and innovations: A review of the empirical literature and recommendations for future research (2012) Implement. Sci, 7, p. 17; Walczyk, J.J., Ramsey, L.L., Zha, P., Obstacles to instructional innovation according to college science and mathematics faculty (2007) J. Res. Sci. Teach, 44, pp. 85-106; Austin, A.E., (2011) Promoting Evidence-Based Change in Undergraduate Science Education, , a paper commissioned by the National Academies National Research Council Board on Science Education, Washington, D.C; Brownell, S.E., Tanner, K.D., Barriers to faculty pedagogical change: Lack of training, time, incentives, and tensions with professional identity? (2012) CBE Life Sci. 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Teach., 31, pp. 388-393; Bowling, B.V., Huether, C.A., Wang, L., Myers, M.F., Markle, G.C., Dean, G.E., Acra, E.E., Jacob, G.A., Genetic literacy of undergraduate non-science majors and the impact of introductory biology and genetics courses (2008) Bioscience, 58, pp. 654-660; Budd, D.A., Van Der Hoeven Kraft, K.J., McConnell, D.A., Vislova, T., Characterizing teaching in introductory geology courses: Measuring classroom practices (2013) J. Geosci. Educ, 61, pp. 461-475; Gwet, K.L., (2010) How to Compute Intraclass Correlation with MS EXCEL: A Practical Guide to Inter- Rater Reliability Assessment for Quantitative Data, , Advanced Analytics LLC, Gaithersburg, MD; Bloom, B.S., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, , D. McKay, New York, NY; Anderson, L.W., Krathwohl, D.R., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives (Complete Edition), , Longman, New York, NY","Derting, T.L.; Department of Biological Sciences, Murray State UniversityUnited States; email: tderting@murraystate.edu",,,American Association for the Advancement of Science,,,,,23752548,,,27034985.0,English,Sci. Adv.,Article,Final,Open Access,Scopus,2-s2.0-84983018730
"Ofli F., Meier P., Imran M., Castillo C., Tuia D., Rey N., Briant J., Millet P., Reinhard F., Parkan M., Joost S.",24778637900;21733645700;55598006500;7101918821;15766793800;57191593919;57191591383;57191596898;57191593838;57188724874;12806792400;,Combining human computing and machine learning to make sense of big (Aerial) data for disaster response,2016,Big Data,4,1,,47,59,,33.0,10.1089/big.2014.0064,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84991821750&doi=10.1089%2fbig.2014.0064&partnerID=40&md5=ff8266b9e70f8a3886b8728f0702f094,"Social Computing Group, Qatar Computing Research Institute (QCRI), Hamad bin Khalifa University (HBKU), Doha, 5825, Qatar; Social Innovation Group, Qatar Computing Research Institute (QCRI), Hamad bin Khalifa University (HBKU), Doha, Qatar; MultiModal Remote Sensing Group, Department of Geography, University of Zurich, Zurich, Switzerland; Section of Environmental Engineering, School of Architecture, Civil and Environmental Engineering (ENAC), Ecole Polytechnique Federale de Lausanne (EPFL), Lausanne, Switzerland; Kuzikus.org, Windhoek, Namibia; Laboratory of Geographical Information Systems (LASIG), School of Architecture, Civil and Environmental Engineering (ENAC), Ecole Polytechnique Federale de Lausanne (EPFL), Lausanne, Switzerland","Ofli, F., Social Computing Group, Qatar Computing Research Institute (QCRI), Hamad bin Khalifa University (HBKU), Doha, 5825, Qatar; Meier, P., Social Innovation Group, Qatar Computing Research Institute (QCRI), Hamad bin Khalifa University (HBKU), Doha, Qatar; Imran, M., Social Computing Group, Qatar Computing Research Institute (QCRI), Hamad bin Khalifa University (HBKU), Doha, 5825, Qatar; Castillo, C., Social Computing Group, Qatar Computing Research Institute (QCRI), Hamad bin Khalifa University (HBKU), Doha, 5825, Qatar; Tuia, D., MultiModal Remote Sensing Group, Department of Geography, University of Zurich, Zurich, Switzerland; Rey, N., Section of Environmental Engineering, School of Architecture, Civil and Environmental Engineering (ENAC), Ecole Polytechnique Federale de Lausanne (EPFL), Lausanne, Switzerland; Briant, J., Section of Environmental Engineering, School of Architecture, Civil and Environmental Engineering (ENAC), Ecole Polytechnique Federale de Lausanne (EPFL), Lausanne, Switzerland; Millet, P., Section of Environmental Engineering, School of Architecture, Civil and Environmental Engineering (ENAC), Ecole Polytechnique Federale de Lausanne (EPFL), Lausanne, Switzerland; Reinhard, F., Kuzikus.org, Windhoek, Namibia; Parkan, M., Laboratory of Geographical Information Systems (LASIG), School of Architecture, Civil and Environmental Engineering (ENAC), Ecole Polytechnique Federale de Lausanne (EPFL), Lausanne, Switzerland; Joost, S., Laboratory of Geographical Information Systems (LASIG), School of Architecture, Civil and Environmental Engineering (ENAC), Ecole Polytechnique Federale de Lausanne (EPFL), Lausanne, Switzerland","Aerial imagery captured via unmanned aerial vehicles (UAVs) is playing an increasingly important role in disaster response. Unlike satellite imagery, aerial imagery can be captured and processed within hours rather than days. In addition, the spatial resolution of aerial imagery is an order of magnitude higher than the imagery produced by the most sophisticated commercial satellites today. Both the United States Federal Emergency Management Agency (FEMA) and the European Commission's Joint Research Center (JRC) have noted that aerial imagery will inevitably present a big data challenge. The purpose of this article is to get ahead of this future challenge by proposing a hybrid crowdsourcing and real-time machine learning solution to rapidly process large volumes of aerial data for disaster response in a time-sensitive manner. Crowdsourcing can be used to annotate features of interest in aerial images (such as damaged shelters and roads blocked by debris). These human-annotated features can then be used to train a supervised machine learning system to learn to recognize such features in new unseen images. In this article, we describe how this hybrid solution for image analysis can be implemented as a module (i.e., Aerial Clicker) to extend an existing platform called Artificial Intelligence for Disaster Response (AIDR), which has already been deployed to classify microblog messages during disasters using its Text Clicker module and in response to Cyclone Pam, a category 5 cyclone that devastated Vanuatu in March 2015. The hybrid solution we present can be applied to both aerial and satellite imagery and has applications beyond disaster response such as wildlife protection, human rights, and archeological exploration. As a proof of concept, we recently piloted this solution using very high-resolution aerial photographs of a wildlife reserve in Namibia to support rangers with their wildlife conservation efforts (SAVMAP project, http://lasig.epfl.ch/savmap). The results suggest that the platform we have developed to combine crowdsourcing and machine learning to make sense of large volumes of aerial images can be used for disaster response. © Mary Ann Liebert, Inc. 2016.",Big Data analytics; crowdsourcing; machine learning; remote sensing; UAV,"animal; archeology; crowdsourcing; disaster; human; human rights; machine learning; procedures; remote sensing; wild animal; Animals; Animals, Wild; Archaeology; Crowdsourcing; Disasters; Human Rights; Humans; Machine Learning; Remote Sensing Technology",,,,,,,,,,,"Delilah, H.A., Al-Khudhairy Geo-spatial information, and technologies in support of EU crisis management (2010) Int J Digit Earth, 3, pp. 16-30; Carter, D., Heath, G.W., Hovmork, G., Space applications for disaster mitigation, and management (1989) Acta Astronaut, 19, pp. 229-249; Lemoine, G., Spruyt, P., The potential of aerial platforms in a rapid emergency response context (2013) Joint Research Center Scientific, and Technical Research Reports; Ezequiel, C.A.F., Cua, M., Libatique, N.C., Aerial imaging applications for post-disaster assessment environmental management and infrastructure development (2014) 2014 International Conference on Unmanned Aircraft Systems (ICUAS, pp. 274-283. , Orlando, FL IEEE, May 27-30; (2014) Occasional Policy Paper. 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Available online at last accessed December 10, 2015; Meier, P., (2014) Seeking Digital Volunteers to Search & Protect Namibia s Wildlife (Using Aerial Imagery from UAVs, , http://.newswatch.nationalgeographic.com/2014/09/15/using-uavs-Tocrowdsource-The-search-for-namibias-wildlife/, Available online at last accessed December 10, 2015; Palen, L., Online social media in crisis events (2008) Educause Q, 31, pp. 76-78; Imran, M., Castillo, C., Diaz, F., Processing social media messages in mass emergency: A survey ACM Computing Surveys (CSUR, 47, p. 67. , 1-67 38; Imran, M., Lykourentzou, I., Castillo, C., (2013) Engineering Crowdsourced Stream Processing Systems. ArXiv Preprint, , arXiv 1310.5463; Imran, M., Elbassuoni, S., Castillo, C., Practical extraction of disasterrelevant information from social media (2013) Proceedings of the 22nd International Conference on World Wide Web Companion. 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Zenodo. Available online at last accessed December 10, 2015; Meier, P., (2014) More Results Fromour Digital Expedition to Namibia, , https://micromappers.wordpress.com/2016/11/01/moreresults-digital-expedition-namibia, Available online at last accessed December 10, 2015; Dalal, N., Triggs, B., Histograms of oriented gradients for human (2005) IEEE Computer Science Society Conference on Computer Vision, and Pattern Recognition (CVPR, pp. 886-893. , San Diego, CA: IEEE, June 25; Batista, G.E.A.P.A., Prati, R.C., Monard, M.C., A study of the behaviour of several methods for balancing machine learning training data (2004) SIGKDD Explorations, 6, pp. 20-29; Batuwita, R., Palade, V., Efficient resampling methods for training support vector machines with imbalanced datasets (2010) Proceedings of the 2010 International Conference on Neural Networks (IJCNN, pp. 1-8. , Barcelona IEEE, July 18-23; Yen, S.-J., Lee, Y.-S., Cluster-based under-sampling approaches for imbalanced data distributions (2009) Expert Syst Appl, 26, pp. 5718-5727","Ofli, F.; Social Computing Group, Qatar Computing Research Institute (QCRI), Hamad bin Khalifa University (HBKU)Qatar; email: fofli@qf.org.qa",,,Mary Ann Liebert Inc.,,,,,21676461,,,27441584.0,English,Big Data,Article,Final,,Scopus,2-s2.0-84991821750
Gruber D.R.,38961182400;,Medicalization of the Post-Museum: Interactivity and Diagnosis at the Brain and Cognition Exhibit,2016,Journal of Medical Humanities,37,1,,65,80,,1.0,10.1007/s10912-015-9336-6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958664132&doi=10.1007%2fs10912-015-9336-6&partnerID=40&md5=ad596a490b8704051e2c23de06b6b6b5,"City University of Hong Kong, Run Run Shaw Bld., 8th Floor, Kowloon Tong, Hong Kong","Gruber, D.R., City University of Hong Kong, Run Run Shaw Bld., 8th Floor, Kowloon Tong, Hong Kong","The introduction of digital games and simulations into science museums has prompted excitement about a new ""post-museum"" pedagogy emphasizing egalitarianism, interactivity, and personalized approaches to learning. However, many post-museums of science, this article aims to show, enact rhetorical performances that lead visitors to narrowly targeted answers and hide the authority of the expert in a play of tactile and affective activities, thus operating in opposition to many of the basic ideals of the post-museum. The Brain and Cognition Exhibit at the Hong Kong Science Museum serves as a case study for how a post-museum exhibit, through embracing interactivity and visitor-centered tasks, becomes a site where science is tested on and performed through visitors' bodies such that institutional prescriptions are applied. Visitors are not merely encouraged at this exhibit to learn about the brain through doing but are trained to see functional and dysfunctional brains and to then diagnose themselves and their children by playing games and taking brain-measurement tests. As a result, the interactive engagement of the exhibit creates a new space of public medicalization. Reflections and suggestions are offered at the end of the article. © 2015, Springer Science+Business Media New York.",brain; cognition; games; interactivity; medicalization; museum; pedagogy,brain; cognition; computer interface; computer simulation; Hong Kong; human; information center; medicalization; publication; Brain; Cognition; Computer Simulation; Exhibits as Topic; Hong Kong; Humans; Medicalization; Museums; User-Computer Interface,,,,,,,,,,,"Behrens, T.E.J., (2011) Sporns. ""Human Connectomics."" Current Opinion in Neurobiology, 22, pp. 1-10; Bogost, I., Video Games and Ideological Frames (2006) Popular Communication, 4 (3), pp. 165-183; Brenna, B., Nature, Contexts and Natural History (2012) Science, Technology & Human Values, 37 (4), pp. 355-378; Colucci, M., Medicalisation (2006) Journal of Science Communication, 5 (1), p. 1; Conrad, P., The Discovery of Hyperkinesis: Notes on the Medicalization of Deviant Behavior (1975) Social Problems, 23 (1), pp. 12-21; ""The Shifting Engines of Medicalisation."" 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Translated by Robert Hurley, , New York: Vintag; Madness and Civilization: A History of Insanity in the Age of Reason (2001) Translated by Richard Howard, , London: Routledg; Fruguglietti, S., The Theatre, (Art) and Science: Between Amazement and Applause! (2009) Journal of Science Communication, 8 (2), p. 07; Gee, J.P., Stories, Probes, and Games (2011) Narrative Inquiry, 21 (2), pp. 353-357; Gibbons, M., Seeing the Mind in the Matter: Functional Brain Imaging as Framed Visual Argument (2007) Argumentation and Advocacy, 43, pp. 175-188; Haraway, D., (1989) Primate Visions: Gender, Race and Nature in the World of Modern Science, , Routledge, New York and Londo; Heath, C., vom Lehn, D., Osborne, J., Interaction and Interactivities: Collaboration and Participation with Computer-based Exhibits (2005) Public Understanding of Science, 14, pp. 91-101; Hooper-Greenhill, E., (2000) Museums and the Interpretation of Visual Culture, , Routledge, Londo; Jack, J., A Pedagogy of Sight: Microscopic Vision in Robert Hooke’s Micrographia (2009) Quarterly Journal of Speech, 95 (2), pp. 192-209; Johnson, D., ""Brain Images as Rhetorical Resources: Scientific Authority and the 'Democratization of Expertise'"" (2008) National Communication Association Conference Paper; ""Psychiatric Power: The Post-Museum as a Site of Rhetorical Alignment."" (2008) Communication and Critical/Cultural Studies, 5 (4), pp. 344-362; Johnson Thornton, D., (2011) Brain culture: Neuroscience and popular media, , Rutgers University Press, New Brunswick, N; Kenderdine, S., (2010) Place Hempi, an Embodied Theater of Participation, 2006”, , Alive Open Exhibition Brochure, Hong Kong Science Par; Kitalong, K.S., Moody, J., Middlebrook, Helminen, R., Saldana Ancheta, G., Beyond the Screen: Narrative Mapping as a Tool for Evaluating a Mixed-Reality Science Museum Exhibit (2009) Technical Communication Quarterly, 18 (2), pp. 142-165; Knorr Cetina, K., (1999) Epistemic Cultures: How the Sciences Make Knowledge, , Harvard University Press, Cambridge, M; Martins, D., Diabetes and Literacy: Negotiating Control through Artifacts of Medicalization (2009) Journal of Medical Humanities, 30 (2), pp. 115-130; Navid, E., Einsiedel, E., Synthetic Biology in the Science Café: What have We Learned about Public Engagement? (2012) Journal of Science Communication, 4, pp. 1-10; Peterson, V.V., The Rhetorical Criticism of Visual Elements: An Alternative to Foss’s Schema (1994) Communication Studies, 45, pp. 213-224; Prelli, L., (1989) A Rhetoric of Science: Inventing Scientific Discourse, , University of South Carolina Press, Columbi; Rodari, P., A Game of Democracy. Science Museums for the Governance of Science and Technology (2010) Journal of Science Communication 09 (2): E; Silverstone, R., Communicating Science to the Public (1991) Science, Technology & Human Values, 16 (1), pp. 106-110; Thompson, E., (2007) Mind in Life: Biology, Phenomenology, and the Sciences of Mind, , Harvard University Press, Cambridg; Value."" Hong Kong Science Museum. October 17, 2012 (2013) Accessed February, p. 18. , http://www.lcsd.gov.hk/en/about_mission.php; Waldorp, L., Christoffels, I., Van De Ven, V., Effective Connectivity of FMRI Data Using Ancestral Graph Theory: Dealing with Missing Regions (2011) NeuroImage, 54 (4), pp. 2695-2705; Watermeyer, R., A Conceptualisation of the Postmuseum as Pedagogical Space (2012) Journal of Science Communication, 11 (1), p. 02; Williams, S.J., Seale, C., Boden, S., Lowe, P., Steinberg, D.L., Medicalization and Beyond: The Social Construction of Insomnia and Snoring in the News (2008) Health, 12 (2), pp. 251-268; Winn, W., ‘Proof’ in Pictures: Visual Evidence and Meaning Making in the Ivory-Billed Woodpecker Controversy (2009) Journal of Technical Writing and Communication, 39 (4), pp. 351-379","Gruber, D.R.; City University of Hong Kong, Run Run Shaw Bld., 8th Floor, Hong Kong; email: Drgruber@cityu.edu.hk",,,Springer New York LLC,,,,,10413545,,,25845534.0,English,J. Med. Humanit.,Article,Final,,Scopus,2-s2.0-84958664132
Lee H.,55706765500;,A practical system for instant 3d games using quizzes,2016,IEICE Transactions on Information and Systems,E99D,2,,424,434,,1.0,10.1587/transinf.2015EDP7279,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957951887&doi=10.1587%2ftransinf.2015EDP7279&partnerID=40&md5=8561777b91cba08583192c976eae070c,"Dept. Computer Engineering, Hongik University, T703, 94 Wawoosan-ro Mapo-gu, Seoul, South Korea","Lee, H., Dept. Computer Engineering, Hongik University, T703, 94 Wawoosan-ro Mapo-gu, Seoul, South Korea","This paper presents a practical system which allows instructors to easily introduce 3D games utilizing smartphones in a classroom. The system consists of a PC server, a big screen and smartphone clients. The server provides 3D models, so no 3D authoring is needed when using this system. For an instructor, preparing slides of quiz-questions with the correct answers is all that is required when designing 3D games. According to a quiz specified by an instructor, this system constructs a corresponding 3D game scene. The answers students provide on their smartphones will be used to play this game. Everyone in the classroom can see this 3D game in real time on a big screen. The game illustrates how every student has reacted to a quiz. This system also introduces specialized queues for mobile interactions; a queue for commands from an instructor and a queue for data from students. The command queue has higher priority than the data queue; so that an instructor can control this system by sending commands with clicks on a smartphone. Previous studies have mostly provided specially designed teaching materials to instructors, often treating them as passive consultants. However, by using slides, already familiar to instructors, this system enables instructors to combine their own teaching materials with 3D games in the classroom. Moreover, 3D games are expected to further motivate students to actively participate in classroom activities. This system is evaluated in this paper. © 2016 The Institute of Electronics, Information and Communication Engineers.",Instant 3D game; Mobile interface; Prioritized queue processing; Student response system,Queueing theory; Signal encoding; Smartphones; Teaching; 3D games; Classroom activity; Data queues; Mobile interaction; Mobile interface; Practical systems; Student-response system; Teaching materials; Students,,,,,,,,,,,"Cramer, M., Hayes, G.R., Acceptable use of technology in schools: Risks, policies, and promises (2010) IEEE Pervasive Comput, 9 (3), pp. 37-44. , July-Sept; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal Computer Assisted Learning, 20 (2), pp. 81-94; Siau, K., Sheng, H., Nah, F.F.-H., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Trans. Education, 49 (3), pp. 398-403. , Aug; Lugaríc, L., Delimar, M., Krajcar, I., Rajsl, S., Real-time student assessment using a system of rf clickers (2008) Proc. ITI 2008 30th Int. Conf. on Information Technology Interfaces, pp. 83-88. , June; Lu, J., Pein, R.P., Hansen, G., Nielsen, K.L., Stav, J.B., User centred mobile aided learning system: Student response system (srs) (2010) Proc. 10th IEEE Int'l Conf. on Computer and Information Technology, pp. 2970-2975. , June-July; McLoone, S.C., O'Keeffe, S., Villing, R., Design, implementation and evaluation of a tablet-based student response system for an engineering classroom (2013) Proc. 24th IET Irish Signals and Systems Conf. (ISSC 2013, pp. 1-7. , June; White, J., Turner, H., Smartphone computing in the classroom (2011) IEEE Pervasive Comput, 10 (2), pp. 82-86. , April; Billinghurst, M., Dünser, A., Augmented reality in the classroom (2012) IEEE Computer, 45 (7), pp. 56-63; Kong, S.C., Using mobile devices for learning in school education (2012) Proc. 2012 Seventh IEEE International Conference OnWireless, Mobile and Ubiquitous Technology in Education, pp. 172-176. , March; Prensky, M., (2001) Digital Game-Based Learning, , McGraw-Hill New York; Phelps, A.M., Egert, C.A., Bayliss, J.D., Games in the classroom: Using games as a motivator for studying computing: Part 1 (2009) IEEE Multimedia Mag, 16 (2), pp. 4-8. , April-June; Phelps, A.M., Egert, C.A., Bayliss, J.D., Games in the classroom: Using games as a motivator for studying computing: Part 2 (2009) IEEE Multimedia Mag, 16 (3), pp. 82-88. , July-Sept; Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R., Kirk, D., Savannah: Mobile gaming and learning? (2004) J. Computer Assisted Learning, 20 (6), pp. 399-409. , Dec; Sánchez, J., Olivares, R., Problem solving and collaboration using mobile serious games (2011) Computers & Education, 57 (3), pp. 1943-1952. , Nov; Rhalibi, A.E., Merabti, M., Yun, R., Liu, D., Game based learning with homura 3d, for dinosaurs life teaching (2011) Proc. 3rd IEEE Int'l Workshop on Digital Entertainment, Networked Virtual Environments, and Creative Technology, pp. 332-336. , Jan; Su, C.-H., Cheng, C.-H., 3d game-based learning system for improving learning achievement in software engineering curriculum (2013) The Turkish Online Journal of Educational Technology, 12 (2), pp. 1-12. , April; VonWangenheim, C.G., Shull, F., To game or not to game (2009) IEEE Softw, 26 (2), pp. 92-94. , March-April; Gros, B., Digital games in education: The design of games-based learning environments (2007) J. Research on Technology in Education, 40 (1), pp. 23-38. , Fall; Lin, M.-F., Fulford, C.P., Ho, C.P., Iyoda, R., Ackerman, L.K., Possibilities and challenges in mobile learning for k-12 teachers: A pilot retrospective survey study (2012) Proc. 2012 Seventh IEEE Int'l Conf. on Wireless, Mobile and Ubiquitous Technology in Education, pp. 132-136. , March; Eclicker Homepage, , https://eclicker.desk.com, accessed May 17 2015; Sorative Homepage, , http://www.socrative.com, accessed May 17 2015; Irrlicht Engine Homepae, , http://irrlicht.sourceforge.net, accessed May 17 2015","Lee, H.; Dept. Computer Engineering, Hongik University, T703, 94 Wawoosan-ro Mapo-gu, South Korea; email: leeh@hongik.ac.kr",,,"Maruzen Co., Ltd.",,,,,09168532,,ITISE,,English,IEICE Trans Inf Syst,Article,Final,Open Access,Scopus,2-s2.0-84957951887
Mehring J.,57147383600;,Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom,2016,Computers in the Schools,33,1,,1,10,,16.0,10.1080/07380569.2016.1139912,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959350296&doi=10.1080%2f07380569.2016.1139912&partnerID=40&md5=2ecee04df0f91f62a8907dbd4b6ccbcd,"Southeast Asian Ministers of Education Organization—Regional Language Centre, Singapore","Mehring, J., Southeast Asian Ministers of Education Organization—Regional Language Centre, Singapore","The flipped classroom can support the implementation of a communicative, student-centered learning environment in the English as a foreign language classroom. Unfortunately, there is little research which supports the incorporation of flipped learning in the English as a foreign language classroom. Numerous studies have focused on flipped learning and other subject areas, but more research needs to be done on the English as a foreign language classroom. With this in mind, there are many effective tools available to enable teachers to create a communicative, English as a foreign language learning environment. Even though technology is constantly changing, the tools presented here will give teachers an idea of how to incorporate and use technology when developing an active, communicative learning environment. © 2016 Taylor & Francis Group, LLC.",clickers; communicative learning; English as a foreign language (EFL); flipped learning; higher education; inverted learning; learning technologies; video,Computational linguistics; Computer aided instruction; Students; Teaching; clickers; communicative learning; English-as-a-Foreign-Language; flipped learning; Higher education; inverted learning; Learning technology; video; Engineering education,,,,,,,,,,,"Aoki, K., The use of ICT and e-learning in higher education in Japan International Journal of Social, Behavior, Educational, Economic, Business, and Industrial Engineering, 4 (6), pp. 986-990; Baker, J.W., The “classroom flip”: Using Web course management tools to become the guide by the side Selected papers from the 11th International Conference on College Teaching and Learning, pp. 9-17. , Chambers J.A., (ed), Jacksonville, FL: Florida Community College at Jacksonville; Baker, J.W., Mentch, M.W., IMOWA (Independent Market Operator of Western Australia) curriculum materials, , http://www.imowa.org/curricula/flip/; Biemiller, L., San Jose State U. says replacing live lectures with videos increased test scores, , http://chronicle.com/blogs/wiredcampus/san-jose-state-u-says-replacing-live-lectures-with-videos-increased-test-scores/40470; Brown, I., Campbell, A.P., Weatherford, Y., Using DynEd and ALC with low-level university freshmen The JALT CALL [Japan Association of Language Teachers Computer Assisted Language Learning] Journal, 4 (3), pp. 37-53; Assessing the impact of IT in the education market[Press release], , http://www.comptia.org/Libraries/Members_Research/Research_Brief__CompTIA_IT_Opportunities_in_Education.sflb.ashx; Deslauries, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics class Science, 332 (6031), pp. 862-864; Flipped classroom trends: A survey of college faculty, , http://www.facultyfocus.com/free-reports/flipped-classroom-trends-a-survey-of-college-faculty/; The four pillars of F-L-I-P, , http://fln.schoolwires.net//site/Default.aspx?PageID=92; Hino, N., Yakudoku: Japan's dominant tradition in foreign language learning JALT [Japan Association of Language Teachers] Journal, 10 (1), pp. 45-53; Jackson, T., “Flipped classroom” model shows proven progress in addressing broken educational experience in the U.S. [Press release], , http://www.marketwatch.com/story/flipped-classroom-model-shows-proven-progress-in-addressing-broken-educational-experience-in-the-us-2013-11-19; Kachka, P., Understanding the flipped classroom: Part 2. Faculty Focus, , http://www.facultyfocus.com/articles/teaching-with-technology.articles/understanding-the-flipped-classroom-part-2/; Koike, I., Ando, S., Furukawa, S., Haraoka, S., General survey of English teaching at colleges and universities in Japan: Students' view, , Tokyo, Japan: Research Group for College English Teaching in Japan; Koike, I., Ando, S., Furukawa, S., Haraoka, S., General survey of English teaching at colleges and universities in Japan: Teachers' view, , Tokyo, Japan: Research Group for College English Teaching in Japan; Koike, I., Ando, S., Furukawa, S., Haraoka, S., Integrated report of teaching English in Japanese schools: Retrospects and prospects, , Tokyo, Japan: Keio University Press; Lage, M.J., Platt, G., Treglia, M., Inverting the classroom: A gateway to creating an inclusive learning environment Journal of Economic Education, 31 (1), pp. 30-43; Leis, A., Cooke, S., Tohei, A., The effects of flipped classrooms on English composition writing in an EFL environment International Journal of Computer Assisted Language Learning and Teaching, 5 (4), pp. 37-51; Love, B., Hodge, A., Grandgenett, N., Swift, A., Student learning and perceptions in a flipped linear algebra course International Journal of Mathematical Education in Science and Technology, 45 (3), pp. 317-324; Marlowe, C.A., The effect of the flipped classroom on student achievement and stress, , Unpublished master's dissertation, Montana State University, Bozeman, MT:; Matsuura, H., Fujieda, M., Mahoney, S., The officialization of English and ELT in Japan: 2000 World Englishes, 23 (3), pp. 471-487; Mehring, J.G., An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom, , Unpublished doctoral dissertation, Pepperdine University, Malibu, CA:; Sahin, A., Cavlazoglu, B., Zeytuncu, Y.E., Flipping a college calculus course: A case study Educational Technology & Society, 18 (3), pp. 142-152; Vygotsky, L., Mind in society: The development of higher psychological processes, , Boston, MA: Harvard University Press; Young, J.R., When computers leave classrooms, so does boredom The Chronicle of Higher Education, , http://chronicle.com/article/Teach-Naked-Effort-Strips/47398/","Mehring, J.; SEAMCO-REL, 30 Orange Grove Road, Singapore; email: jeffrey.mehring@relc.org.sg",,,Routledge,,,,,07380569,,,,English,Comput. Sch.,Article,Final,,Scopus,2-s2.0-84959350296
Racicot R.,57189029514;,The effect of multimedia writing support software on written productivity,2016,"Journal of Occupational Therapy, Schools, and Early Intervention",9,1,,99,123,,1.0,10.1080/19411243.2016.1162000,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964703111&doi=10.1080%2f19411243.2016.1162000&partnerID=40&md5=f4b368887d4153c29ba7d9deba65afc8,"Kent School District, Kent, WA, United States; Department of Occupational Therapy, San Jose State University, San Jose, CA, United States","Racicot, R., Kent School District, Kent, WA, United States, Department of Occupational Therapy, San Jose State University, San Jose, CA, United States","ABSTRACT: The purpose of this study was to explore the effects of multimedia writing support software on the quality and quantity of writing productivity and self-perception for students who have mild to moderate developmental delays. Participants in this study included 22 special education students in grades kindergarten through 6. Methodology included a pre- and posttest to measure student progress in the areas of quantitative developmental writing skills and qualitative writer self-perception after an intensive technology writing intervention. Three special education teachers and their support staff were trained in the use of an interactive whiteboard and Clicker 5 multimedia writing support software to create motivating writing lessons for their classrooms. These were implemented twice per week over an eight-week period. Results showed significant growth and positive correlation in overall writing scores. Even though the students’ writer self-perception did not change significantly from pre- to posttest, teacher survey results expressed a positive change in student motivation and performance and in a feeling of empowerment for teachers and support staff to increase and expand their use of technology in the classroom. © 2016 Taylor & Francis.",collaboration; multimedia; Significant growth; technology; writing,,,,,,,,,,,,"Occupational therapy practice framework: Domain and process (3rd ed.) (2008) American Journal of Occupational Therapy, 62 (6), pp. 625-676; Anderson-Inman, L., Knox-Quinn, C., Horney, M.A., Computer-based study strategies for students with learning disabilities: Individual differences associated with adoption level (1996) Journal of Learning Disabilities, 29 (5), pp. 461-484; Beaver, J., Carter, M., Taps, K., Williams, E.J., (2002) Developing writer’s assessment grade 3 teacher resource book, , Parsippany, NJ: Celebration Press; Behrmann, M., Assistive technology for students with mild disabilities (1994) Intervention in School and Clinic, 30 (2), pp. 70-83; Bottomley, D.M., Henk, W.A., Melnick, S.A., Assessing children’s views about themselves as writers using the Writer Self-Perception Scale (1997) Reading Teacher, 51 (4), pp. 286-296; Cook, A.M., Polgar, J.M., (2008) Cook and Hussey’s assistive technologies principles and practice, , 3rd ed., St. Louis, MO: Mosby Elsevier; (2009) Clicker: Scientifically proven, , http://www.cricksoft.com/us/products/clicker/science.htm, Retrieved, from; Daiute, C., Morse, F., Access to knowledge and expression: Multimedia writing tools for students with diverse needs and strengths (1994) Journal of Special Education Technology, 7 (3); Edyburn, D., What’s new about assistive technology outcomes in education? (2006) AOTA Technology Special Interest Section Quarterly, 16 (2), pp. 1-3; Gitlow, L., Meserve, M., Michie, K., The influence of assistive technology on satisfaction in occupational performance part 1 (2006) AOTA Technology Special Interest Section Quarterly, 16 (3), pp. 1-3; Handley-More, D., Deitz, J., Billingsley, F.F., Coggins, T.E., Facilitating written work using computer word processing and word prediction (2003) American Journal of Occupational Therapy, 57 (2), pp. 139-151; Hetzroni, O.E., Shrieber, B., Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom (2004) Journal of Learning Disabilities, 37 (2), pp. 143-154; Kielhofner, G., (2006) Research in occupational therapy: Methods of inquiry for enhancing practice, , Philadelphia, PA: F. A. Davis; Letts, L., Rigby, P., Stewart, D., (2003) Using environments to enable occupational performance, , Thorofare, NJ: Slack; Interactive whiteboards and talking books: A new approach to teaching children to write? (2007) Literacy, 41 (1), pp. 26-34; Outhred, L., Word processing: Its impact on children’s writing (1989) Journal of Learning Disabilities, 22 (4), pp. 262-264; Swinth, Y., Handley-More, D., (2008) Handwriting, keyboarding, and literacy: What is the role of occupational therapy?, , http://www.aota-learning.org/library/description_uni.cfm?course=2008-SBPE_008&begin_uni=y&dcode=SBPE_008a, Retrieved, from; Swinth, Y., Hanft, B., (2007) School-based practice moving beyond 1:1 service delivery, , http://www.aota.org/Pubs/OTP/1997-2007/Features/2002/f-091602_1.aspx?css=print, Retrieved, from; Tam, C., Measuring the outcomes of word cueing technology (2005) Canadian Journal of Occupational Therapy, 72 (5), pp. 301-308; Wanzek, J., Vaughn, S., Wexler, J., Swanson, E., Edmonds, M., Kim, A., A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD (2006) Journal of Learning Disabilities, 39 (6), pp. 528-543","Racicot, R.; Kent School District, 12033 SE 256th St., United States; email: rmracicot@gmail.com",,,Routledge,,,,,19411243,,,,English,J. Occup. Ther. Sch. Early Intervention,Article,Final,,Scopus,2-s2.0-84964703111
"Miles N.G., Soares da Costa T.P.",35070024300;55911127300;,Acceptance of clickers in a large multimodal biochemistry class as determined by student evaluations of teaching: Are they just an annoying distraction for distance students?,2016,Biochemistry and Molecular Biology Education,44,1,,99,108,,2.0,10.1002/bmb.20917,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85000716723&doi=10.1002%2fbmb.20917&partnerID=40&md5=7b7e04a895fed6665404c15ae14675fd,"Division of Student Learning, Charles Sturt University, North Wagga Wagga, NSW  2678, Australia; School of Biomedical Sciences, Charles Sturt University, North Wagga Wagga, NSW  2678, Australia; Department of Biochemistry and Genetics, La Trobe Institute for Molecular Science, La Trobe University, Melbourne, VIC  3086, Australia","Miles, N.G., Division of Student Learning, Charles Sturt University, North Wagga Wagga, NSW  2678, Australia; Soares da Costa, T.P., School of Biomedical Sciences, Charles Sturt University, North Wagga Wagga, NSW  2678, Australia, Department of Biochemistry and Genetics, La Trobe Institute for Molecular Science, La Trobe University, Melbourne, VIC  3086, Australia","A student response system (clickers) was introduced into a second year introductory biochemistry class to improve student engagement and performance. The class was delivered in both internal and distance education (DE) modes, with the DE students receiving recordings of the lectures (including clicker activities). However, there was concern over the use of clickers in internal classes as it may be alienating or distracting to DE students while reviewing the recordings of these lectures. In order to examine students' attitudes toward clickers, closed- and open-ended questions were examined in the student evaluations of teaching (SET). Understanding attitudes of internal and DE students is especially important as differences may exist between these groups due to the different learning environments they experience. Approximately 45% of students completed the surveys, of which 88%-91% provided written comments. Of the written comments, 18% of DE students and 22% of internal students provided unsolicited comments about clickers. Interestingly, no difference was observed in the themes identified in the comments between cohorts. The key themes included 1) clickers were beneficial for learning (and increased knowledge), 2) clickers were engaging/fun, and 3) clickers could have been used more widely. Overall, based on this study, it was believed that clicker usage was not seen as negative activity by DE students and it was worth continuing to use clickers in teaching the large multimodal class studied here. However, there is a need to investigate the potential of new and emerging technologies to provide more interactive experiences for DE students. © 2015 by The International Union of Biochemistry and Molecular Biology.",Devices; Distance education; Lecture; SET; Student response system,biochemistry; education; human; procedures; student; Biochemistry; Education; Humans; Students,,,,,,,,,,,"Clauson, K.A., Alkhateeb, F.M., Singh-Franco, D., Concurrent use of an audience response system at a multi-campus college of pharmacy (2012) Am. J. Pharm. Educ., 76, p. 6; Driscoll, A., Jicha, K., Hunt, A.N., Tichavsky, L., Thompson, G., Can online courses deliver in-class results?: A comparison of student performance and satisfaction in an online versus a face-to-face introductory sociology course (2012) Teach. Sociol., 40, pp. 312-331; Richardson, J.T.E., Long, G.L., Woodley, A., Academic engagement and perceptions of quality in distance education (2003) Open. Learn. J. Open. Dist. Learn., 18, pp. 223-244; Beldarrain, Y., Distance education trends: Integrating new technologies to foster student interaction and collaboration (2007) Dist. Educ., 27, pp. 139-153; Robinson, C.C., Hullinger, H., New benchmarks in higher education: Student engagement in online learning (2008) J. Educ. Bus., 84, pp. 101-109; Morgan, R.K., Exploring the pedagogical effectiveness of clickers (2008) InSight: A Journal of Scholarly Teaching, 3, pp. 31-36; Banks, D., (2006) Audience Response Systems in Higher Education: Applications and Cases: Applications and Cases, , Information Science Publishing, London; Imazeki, J., Bring-your-own-device: Turning cell phones into forces for good (2014) J. Econ. Educ., 45, pp. 240-250; Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochem. Mol. Biol. Educ., 37, pp. 84-91; Lin, Y.C., Liu, T.C., Chu, C.C., Implementing clickers to assist learning in science lectures: The clicker-assisted conceptual change model (2011) Australas. J. Educ. Technol., 27, pp. 979-996; Lantz, M.E., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Comput. Human Behav., 31, pp. 280-286; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australas. J. Educ. Technol., 22, pp. 474-494; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2009) Int. J. Scholarship of Teach. Learn., 3, p. 17; Alderman, L., Towers, S., Bannah, S., Student feedback systems in higher education: A focused literature review and environmental scan (2012) Qual. High. Educ., 18, pp. 261-280; Pan, D., Tan, G.S., Ragupathi, K., Booluck, K., Roop, R., Ip, Y.K., Profiling teacher/teaching using descriptors derived from qualitative feedback: Formative and summative applications (2009) Res. High. Educ., 50, pp. 73-100; Anderson, H.M., Cain, J., Bird, E., Online student course evaluations: Review of literature and a pilot study (2005) Am. J. Pharm. Educ., 69, pp. 34-43; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Comput. Human Behav., 26, pp. 556-561; Pratt, D.D., Reconceptualizing the evaluation of teaching in higher education (1997) High. Educ., 34, pp. 23-44; Patton, M.Q., (1990) Qualitative Evaluations and Research Methods, , Sage Publications, Newbury Park, CA; Denzin, N.K., Lincoln, Y.S., (2003) The Landscape of Qualitative Research, Theories and Issues, , Thousand Oaks, California; Braskamp, L.A., Ory, J.C., Pieper, D.M., Student written comments: Dimensions of instructional quality (1981) J. Educ. Psychol., 73, p. 65; Rovai, A.P., Ponton, M.K., Derrick, M.G., Davis, J.M., Student evaluation of teaching in the virtual and traditional classrooms: A comparative analysis (2006) Internet High. Educ., 9, pp. 23-35; Jordan, D.W., (2011) Re-thinking Student Written Comments in Course Evaluations: Text Mining Unstructured Data for Program and Institutional Assessment, , California State University, Stanislaus, California; Alhija, F.N.A., Fresko, B., Student evaluation of instruction: What can be learned from students' written comments? (2009) Stud. Educ. Eval., 35, pp. 37-44; Spooren, P., Brockx, B., Mortelmans, D., On the validity of student evaluation of teaching: The state of the art (2013) Rev. Educ. Res., 83, pp. 598-642; Richardson, J.T., Instruments for obtaining student feedback: A review of the literature (2005) Assess. Eval. High. Educ., 30, pp. 387-415; Hara, N., Student distress in a web-based distance education course (2000) Inform. Commun. Soc., 3, pp. 557-579; Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D., Phillips, R., Web-based lecture technologies: Blurring the boundaries between face-to-face and distance learning (2008) Res. Learn. Technol., 16, pp. 81-93","Miles, N.G.; Division of Student Learning, Charles Sturt UniversityAustralia; email: nmiles@csu.edu.au",,,John Wiley and Sons Inc.,,,,,14708175,,BMBEC,26515808.0,English,Biochem. Mol. Biol. Educ.,Article,Final,,Scopus,2-s2.0-85000716723
"Chan T.F.I., Borja M., Welch B., Batiuk M.E.",57191854907;57191855643;57191868050;57207669013;,Predicting the probability for faculty adopting an audience response system in higher education,2016,Journal of Information Technology Education: Research,15,2016,,395,407,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994262715&partnerID=40&md5=93a8257e65807e6c8e46736eeb19a483,"Riley College of Education and Leadership, Walden University, Minneapolis, MN, United States","Chan, T.F.I., Riley College of Education and Leadership, Walden University, Minneapolis, MN, United States; Borja, M., Riley College of Education and Leadership, Walden University, Minneapolis, MN, United States; Welch, B., Riley College of Education and Leadership, Walden University, Minneapolis, MN, United States; Batiuk, M.E., Riley College of Education and Leadership, Walden University, Minneapolis, MN, United States","Instructional technologies can be effective tools to foster student engagement, but university faculty may be reluctant to integrate innovative and evidence-based modern learning technologies into instruction. Based on Rogers' diffusion of innovation theory, this quantitative, nonexperimental, one-shot cross-sectional survey determined what attributes of innovation (relative advantage, compatibility, complexity, trialability, and observability) predict the probability of faculty adopting the audience response system (ARS) into instruction. The sample of the study consisted of 201 faculty at a university in the southeastern United States. Binary logistic regression analysis was used to determine the attributes of innovation that predict the probability of faculty adopting the ARS into instruction. Out of the five attributes, compatibility and trialability made significant contributions to the model. The implication of the findings is that, in order to maximize adoption, the faculty needs to be given the opportunity to pre-test the ARS prior to implementation, and they need to know how the technology will assist them in achieving their pedagogical goals. Recommendations were made to leverage these attributes to foster faculty adoption of the ARS into instruction.",Audience response system; Clicker; Instructional technology adoption,Behavioral research; Education computing; Forecasting; Innovation; Probability; Regression analysis; Teaching; Technology transfer; Audience response systems; Binary logistic regression; Clicker; Cross-sectional surveys; Diffusion of innovation theory; Instructional technology; Integrate innovative; Learning technology; Engineering education,,,,,,,,,,,"Banerjee, P., Wei, K., Ma, L., Role of trialability in B2B e-business adoption: Theoretical in-sights from two case studies (2010) Behavior & Information Technology, 31 (9), pp. 815-827; Bauer, J., Kenton, J., Toward technology integration in the schools: Why it isn't happening (2005) Journal of Technology and Teacher Education, 13 (4), pp. 519-546; Bernard, R.M., Borokhovskil, E., Schmid, R.F., Tamim, R.M., Abrami, P.C., A meta-analysis of blended learning and technology use in higher education: From the general to the applied (2014) Journal of Computers in Higher Education, 26, pp. 87-122; Bingimals, K.A., Barriers to the successful integration of ICT in teaching and learning environ-ments: A review of the literature (2009) Eurasia Journal of Mathematics, Science & Technology Education, 5 (3), pp. 235-245; Brewer, C.A., Near real-time assessment of student learning and understanding in biology courses (2004) BioScience, 54 (11), pp. 1034-1039; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sci-ences Education, 6 (1), pp. 9-20; Davidson, C., Goldberg, D., (2010) The future of thinking: learning institutions in a digital age, , http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262513746_Future_of_Thinking.pdf, Cam-bridge, MA: MIT Press; Dormann, C.F., Elith, J., Bacher, S., Buchmann, C., Carl, G., Carre, G., Lautenbach, S., Col-linearity: A review of methods to deal with it and a simulation study evaluating their performance (2013) Ecography, 36 (1), pp. 27-46; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting sys-tem (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Efstathiou, N., Bailey, C., Promoting active learning using audience response system in large bioscience classes (2012) Nurse Education Today, 32, pp. 91-95; Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E., Sendurur, P., Teacher beliefs and technology integration practices: A critical relationship (2012) Computers & Education, 59, pp. 423-435; Fies, C., Marshall, J., Classroom response system: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Frand, J., The information mindset: Changes in students and implications for higher education (2006) EDUCAUSE Review, 41, pp. 13-14. , March/April; Gautreau, C., Motivational factors affecting the integration of a learning management system by faculty (2011) The Journal of Educators Online, 8 (1), pp. 1-25; Guse, D.M., Zobitz, P.M., Validation of the audience response system (2011) British Journal of Edu-cation Technology, 42 (6), pp. 985-991; He, Q., Duan, Y., Fu, Z., Li, D., An innovation adoption study of online e-payment in Chinese Companies (2006) Journal of Electronic Commerce in Organizations, 4, pp. 48-69; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classroom (2014) Active Learning in Higher Education, 15 (12), pp. 11-24; Hixon, E., Buckenmeyer, J., Revisiting technology integration in schools: Implications for pro-fessional development (2009) Computers in the Schools, 26 (2), pp. 130-146; Huang, Y.P., Diffusion innovation, perceived usefulness, perceived ease of use, and user ac-ceptance of information technology (2012) Proceedings of the 11th international conference on e-learning, e-Business, enterprise information systems, and e-government, , http://world-comp.org/p2012/EEE3490.pdf; Hsbollah, H.M., Idris, K., E-learning adoption: The role of relative advantages, trialability and academic specialization (2009) Campus-Wide Information Systems, 26 (1), pp. 54-70; Katz, M.H., (2011) Multivariable analysis: A practical guide for clinical and public health researchers, , (3rd ed), New York, NY: Cambridge University Press; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher edu-cation (2009) Australasian Journal of Education Technology, 25 (2), pp. 235-249; Keengwe, J., Kang, J.J., Teaching with technology: Faculty adoption of educational technology (2012) Proceedings of society for information technology & teacher education international conference 2012, pp. 4835-4839. , P. Resta (Eds.) Chesapeake, VA: AACE; Keengwe, J., Onchwari, G., Wachira, P., Computer technology integration and student learning: Barriers and promise (2008) Journal of Science Education & Technology, 17 (6), pp. 560-565; Lai, K.W., Khaddage, F., Knezek, G., Blending student technology experiences in formal and informal learning (2013) Journal of Computer Assisted Learning, 29 (5), pp. 414-425; Laxman, K., A study on the adoption of clickers in higher education (2011) Australasian Journal of Edu-cation Technology, 27 (8), pp. 1291-1303; Lee, S.J., Dapremont, J.A., Engaging nursing students through integration of the audience re-sponse system (2012) Nursing Education Perspectives, 33, pp. 55-57; Levin, T., Wadmany, R., Teachers' views on factors affecting effective integration of infor-mation technology in the classroom: Developmental scenery (2008) Journal of Technology and Teacher Ed-ucation, 16 (2), pp. 233-263; Lodico, M.G., Spaulding, D.T., Voegtle, K.H., (2010) Methods in educational research: From theory to practice, , San Francisco, CA: Jossey-Bass; Long, J.S., (1997) Regression models for categorical and limited dependent variables, , Thousand Oaks, CA: Sage Publishing; Martins, C., Steil, A., Todesco, J., Factors influencing the adoption of the internet as a teaching tool at foreign language schools (2004) Computers and Education, 42 (4), pp. 353-374; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 30 (2), pp. 71-74; Moore, G.C., Benbasat, I., Development of an instrument to measure the perceptions of adopting an information technology innovation (1991) Information System Research, 2 (3), pp. 192-222; Nichols, M., Institutional perspectives: The challenges of e-learning diffusion (2008) British Journal of Educational Technology, 39 (4), pp. 598-609; Oigara, J., Keengwe, J., Students' perceptions of clickers as an instructional tool to promote ac-tive learning (2013) Education and Information Technologies, 18 (1), pp. 15-28; Peduzzi, P., Concato, J., Kemper, E., Holford, T.R., Feinstein, A.R., A simulation study of the number of events per variable in logistic regression analysis (1996) Journal of Clinical Epidemiology, 49 (12), pp. 1373-1379; Prensky, M., Digital natives, digital immigrants (2001) On the Horizon (MCB University Press), 9 (5), pp. 1-6; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student re-sponse systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sci-ences Education, 6 (1), pp. 29-41; (2011) Learning in the 21st century: 2011 trends update, , Irvine, CA: Project Tomor-row; (2014) Trends in digital learning: Students' views on innovative classroom models, , Irvine, CA: Project Tomorrow; Revell, S., McCurry, M., Engaging millennial learners: Effectiveness of personal response sys-tem technology with nursing students in small and large classrooms (2010) Journal of Nursing Education, 49, pp. 272-275; Russell, J.S., McWilliams, M., Chasen, L., Farley, J., Using clickers for clinical reasoning and problem solving (2011) Nurse Educator, 36, pp. 13-15; Rogers, E.M., (1995) Diffusion of innovations, , (4th ed), New York: Free Press; Rogers, E.M., (2003) Diffusion of innovations, , (5th ed), New York: Free Press; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Schneckenberg, D., Understanding the real barriers to technology-enhanced innovation in higher education (2009) Educational Research, 51 (4), pp. 411-424; (2012) The principles of ac-creditation: Foundations for quality enhancement (5th ed.), , http://www.sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdf; Stevens, J.P., (1992) Applied multivariate statistics for the social sciences, , (2nd ed), Hillsdale, NJ: Erl-baum; Sultan, F., Chan, L., The adoption of new technology: The case of object-oriented computing in software companies (2000) IEEE Transactions on Engineering Management, 47 (1), pp. 106-126; Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C., Schmid, R.F., What forty years of research says about the impact of technology on learning: A second-order meta-analysis and valida-tion study (2011) Review of Educational Research, 81 (1), pp. 4-28; Van Der Werf, M., Sabatier, G., (2009) The college of 2020: Students, , Washington, DC: Chronicle Re-search Services; Vaterlans, J.M., Beckert, T.E., Fauth, E.B., Teemant, B., An examination of the influence of clicker technology on college student involvement and recall (2012) International Journal of Teaching and Learning in Higher Education, 24 (3), pp. 293-300",,,,Informing Science Institute,,,,,15479714,,,,English,J. Inf. Technol. Educ. Res.,Article,Final,,Scopus,2-s2.0-84994262715
"Sayer R., Marshman E., Singh C.",57193166954;57015197600;7401801404;,Case study evaluating Just-In-Time Teaching and Peer Instruction using clickers in a quantum mechanics course,2016,Physical Review Physics Education Research,12,2, 020133,,,,12.0,10.1103/PhysRevPhysEducRes.12.020133,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011339633&doi=10.1103%2fPhysRevPhysEducRes.12.020133&partnerID=40&md5=d39bda25edc455d1c1237b11777a456b,"Department of Physics, Bemidji State University, Bemidji, MN  56601, United States; Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States","Sayer, R., Department of Physics, Bemidji State University, Bemidji, MN  56601, United States; Marshman, E., Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States; Singh, C., Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States","Just-in-Time Teaching (JiTT) is an instructional strategy involving feedback from students on prelecture activities in order to design in-class activities to build on the continuing feedback from students. We investigate the effectiveness of a JiTT approach, which included in-class concept tests using clickers in an upper-division quantum mechanics course. We analyze student performance on prelecture reading quizzes, in-class clicker questions answered individually, and clicker questions answered after group discussion, and compare those performances with open-ended retention quizzes administered after all instructional activities on the same concepts. In general, compared to the reading quizzes, student performance improved when individual clicker questions were posed after lectures that focused on student difficulties found via electronic feedback. The performance on the clicker questions after group discussion following individual clicker question responses also showed improvement. We discuss some possible reasons for the improved performance at various stages, e.g., from prelecture reading quizzes to postlecture clicker questions, and from individual to group clicker questions. © 2016, American Physical Society. All rights reserved.",,,,,,,,,,,,,"Novak, G., Patterson, E., Gavrin, A., Christian, W., (1999) Just-In-Time-Teaching: Blending Active Learning with Web Technology, , Prentice Hall, Englewood Cliffs, NJ; Schwartz, D., Bransford, J., A time for telling (1998) Cognit. Instr., 16, p. 475; Formica, S., Easley, J., Spraker, M., Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching (2010) Phys. Rev. ST Phys. Educ. Res., 6; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; Heller, P., Keith, R., Anderson, S., Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving (1992) Am. J. 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ST Phys. Educ. Res., 6",,,,American Physical Society,,,,,24699896,,PRPEC,,English,Phys. Rev. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-85011339633
"Kukolja Taradi S., Taradi M.",6506883160;6602811606;,Making physiology learning memorable: A mobile phone-assisted case-based instructional strategy,2016,Advances in Physiology Education,40,3,,383,387,,3.0,10.1152/advan.00187.2015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84981293988&doi=10.1152%2fadvan.00187.2015&partnerID=40&md5=dc005ce2a10020948973e5f152d9aa13,"Department of Physiology, University of Zagreb School of Medicine, Zagreb, Croatia","Kukolja Taradi, S., Department of Physiology, University of Zagreb School of Medicine, Zagreb, Croatia; Taradi, M., Department of Physiology, University of Zagreb School of Medicine, Zagreb, Croatia","The goal of the present study was to determine whether an active learning/teaching strategy facilitated with mobile technologies can improve students' levels of memory retention of key physiological concepts. We used a quasiexperimental pretest/posttest nonequivalent group design to compare the test performances of second-year medical students (n = 311) taught by conventional didactic methods (traditional group) with those involved in a case-based problemsolving learning approach facilitated with mobile phones as webbased ""clickers"" (experimental group). Using their cell phones, students answered the same questions about the key physiological concepts three times. A pretest to determine their baseline knowledge was followed by two followup tests after 1 wk and 2 mo, respectively. The experimental group scored a mean of 93.2% correct items after 1 wk and 84.8% correct items after 2 mo [95% confidence intervals: (89.4, 97.0) and (79.4, 90.3), respectively]. Compared with their colleagues in the traditional group who scored 33.3% [95% confidence interval: (18.9, 47.8)] and 38.5% [95% confidence interval: (23.6, 53.4)] correct items, respectively, this was a significant increase of ~50% (P < 0.0001). Furthermore, for the experimental group, Cohen's effect size (d) values of d = 1.67 (1-wk posttest) and d = 1.38 (2-mo posttest) suggested a very high practical significance. In contrast, in the traditional group, Cohen's d values of d = 0.04 (1-wk posttest) and d = 0.15 (2-mo posttest) assumed a very low practical significance. © 2016 The American Physiological Society.",Active learning; Personal response system; Problem solving,"education; human; medical education; medical student; mobile phone; physiology; problem based learning; procedures; teaching; Cell Phones; Computer-Assisted Instruction; Education, Medical, Undergraduate; Educational Measurement; Humans; Physiology; Problem-Based Learning; Students, Medical",,,,,,,,,,,"Amin, Z., Khoo, H.E., (2003) Basics in Medical Education, p. 123. , 1st ed.). Singapore:World Scientific; Bagby, S.P., Bennett, W.M., Differentiating disorders of ECF volume/Na content regulation versus disorders of total body fluid osmolarity/water regulation (1998) Adv Physiol Educ, 20, pp. 169-184; Berne, R.M., Levy, M.N., (1994) Case Studies in Physiology, , 3rd ed.). 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Press; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Cliff, W.H., Wright, A.W., Directed case study method for teaching human anatomy and physiology (1996) Adv Physiol Educ, 15, pp. 19-28; Cortright, R.N., Collins, H.L., Rodenbaugh, D.W., DiCarlo, S.E., Student retention of course content is improved by collaborative-group testing (2003) Adv Physiol Educ, 27, pp. 102-108; Costanzo, L., (2009) Physiology Cases and Problems, , 3rd ed.). Baltimore, MD:Lippincott, Williams & Wilkins; Craik, F., Tulving, E., Depth of processing and the retention of words in episodic memory (1975) J Exp Psychol, 104, pp. 268-294; DiCarlo, S.E., Too much content, not enough thinking, and too little FUN! (2009) Adv Physiol Educ, 33, pp. 257-264; Forsetlund, L., Bjorndal, A., Rashidian, A., Jamtvedt, G., O'Brien, M.A., Wolf, F., Davis, D., Oxman, A.D., Continuing education meetings and workshops: effects on professional practice and health care outcomes (2009) Cochrane Database Syst Rev, 15; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proc Natl Acad Sci USA, 111, pp. 8410-8415; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting studentcentered active learning in lectures with a personal response system (2009) Adv Physiol Educ, 33, pp. 60-71; Graffam, B., Active learning in medical education: strategies for beginning implementation (2007) Med Teach, 29, pp. 38-42; Hakea, R.R., Interactive-engagement versus traditional methods: a sixthousand- student survey of mechanics test data for introductory physics courses (1998) Am J Phys, 66, pp. 64-67; Hall, J.E., (2011) Guyton and Hall Textbook of Medical Physiology, , 12th ed.). Philadephia, PA: Saunders, Elsevier; Hattie, J., Timperley, H., The power of feedback (2007) Rev Educ Res, 77, pp. 81-112; Imazeki, J., Bring-your-own-device: turning cell phones into forces for good (2014) J Econom Educ, 45, pp. 240-250; Karpicke, J.D., Roediger, H.L., The critical importance of retrieval for learning (2008) Science, 319, pp. 966-968; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australas J Educ Technol, 25, pp. 235-249; Keresztes, A., Kaiser, D., Kovács, G., Racsmány, M., Testing promotes long-term learning via stabilizing activation patterns in a large network of brain areas (2014) Cortex, 24, pp. 3025-3035; Lynn, L.E., (1999) Teaching and Learning with Cases: a Guidebook., , New York:Chatham House; McCambridge, J., Kypri, K., Elbourne, D., Research participation effects: a skeleton in the methodological cupboard (2014) J Clin Epidemiol, 67, pp. 845-849; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: using personal digital assistants as a classroom polling tool (2004) J Am Med Inform Assoc, 11, pp. 217-220; Michael, J., Where's the evidence that active learning works? (2006) Adv Physiol Educ, 30, pp. 159-167; Michel, M., Bischoff, A., Jacobs, K., Comparison of problem- and lecturebased pharmacology teaching (2002) Trends Pharmacol Sci, 23, pp. 168-170; Monahan, C.M., Yew, A.C., Adapting a case-based, cooperative learning strategy to a veterinary parasitology laboratory (2002) J Vet Med Educ, 29, pp. 186-192; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education (2012) Med Teach, 34, pp. 386-405; Novotny, M.J., A case-based approach to veterinary clinical pharmacology (1998) J Vet Med Educ, 20, pp. 50-52; Prince, M., Does active learning work? A review of the research (2004) J Engr Educ, 93, pp. 223-231; Roediger, H.L., Karpicke, J.D., Test-enhanced learning (2006) Psychol Sci, 17, pp. 249-255; Homepage, , http://socrative.com, online, [23 June 2016]; Thistlethwaite, J.E., Davies, D., Ekeocha, S., Kidd, J.M., MacDougall, C., Matthews, P., Purkis, J., Clay, D., The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME guide no. 23 (2012) Med Teach, 34, pp. e421-e444; (2016) Homepage, , http://www.wordle.net/, Wordle, online, [23 June; Yeh, C.R., Tao, Y.H., How benefits and challenges of personal response system impact students' continuance intention? A Taiwanese context (2013) J Educ Technol Sociol, 16, pp. 257-270; Zorek, J.A., Sprague, J.E., Popovich, N.G., Bulimic learning (2010) Am J Pharm Educ, 74, pp. 1-3","Kukolja Taradi, S.; Dept. of Physiology, Univ. of Zagreb School of Medicine, Šalata 3, Croatia; email: skukolja@gmail.com",,,American Physiological Society,,,,,10434046,,APEDF,27458243.0,English,Adv. Physiol. Educ.,Article,Final,,Scopus,2-s2.0-84981293988
"Eichler J.F., Peeples J.",7102232317;55856406600;,Flipped classroom modules for large enrollment general chemistry courses: A low barrier approach to increase active learning and improve student grades,2016,Chemistry Education Research and Practice,17,1,,197,208,,44.0,10.1039/c5rp00159e,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016421708&doi=10.1039%2fc5rp00159e&partnerID=40&md5=067d91a789b9818c15b06806f059b562,"Department of Chemistry, University of California-Riverside, Riverside, CA  92521, United States; Scripps, Women's College, Claremont University Consortium, Claremont, CA  91711, United States","Eichler, J.F., Department of Chemistry, University of California-Riverside, Riverside, CA  92521, United States; Peeples, J., Scripps, Women's College, Claremont University Consortium, Claremont, CA  91711, United States","In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250-500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes. © 2016 The Royal Society of Chemistry.",,,,,,,"1140522

Division of Undergraduate Education

1504989","We would like to acknowledge support of this project by the NSF Division of Undergraduate Education (Transforming Undergraduate Education in STEM Grant No. 1140522 and Improving Undergraduate STEM Education Grant No. 1504989). We also gratefully acknowledge the anonymous referees who reviewed this article, whose suggestions for revision led to a greatly improved final manuscript.",,,,,"Anthony, S., Mernitz, H., Spencer, B., Gutwill, J., Kegley, S., Molinaro, M., The ChemLinks and ModularCHEM consortia: Using active and context-based learning to teach students how chemistry is actually done (1998) J. Chem., Educ, 75, pp. 322-324; Christiansen, M.A., Inverted teaching: Applying a new pedagogy to a university organic chemistry class (2014) J. Chem. Educ, 91, pp. 1845-1850; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys, 69 (9), pp. 970-977; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physcis class (2011) Science, 332, pp. 862-864; Eagan, K., Stolzenberg, E.B., Lozano, J.B., Aragon, M.C., Suchard, M.R., Hurtado, S., (2014) Undergraduate Teaching Faculty: The 2013-2014 HERI Faculty Survey, , The Higher Education Research Institute; Ealy, J.B., Development and implementation of a first-semester hybrid organic chemistry course: Yielding advantages for educators and students (2013) J. Chem. Educ, 90, pp. 303-307; Eichler, J.F., Peeples, J., Online homework put to the test: A report on the impact of two online learning systems on student performance in general chemistry (2013) J. Chem. Educ, 90, pp. 1137-1143; Fautch, J.M., The flipped classroom for teaching organic chemistry in small classes: Is it effective? (2015) Chem. Educ. Res. Pract, 16, pp. 179-186; Flynn, A.B., Structure and evaluation of flipped chemistry courses: Organic and spectroscopy, large and small, first to third year, English and French (2015) Chem. Educ. Res. Pract, 14, pp. 198-211; Freemana, S., Eddya, S.L., McDonougha, M., Smith, M.K., Okoroafora, N., Jordt, H., Wenderotha, M., Active learning increases student performance in science, engineering, and mathematics,. U. S. A. (2014) Proc. Nat. Acad. Sci, 111 (23), pp. 8410-8415; Gutwill-Wise, J., The impact of active and context-based learning in introductory chemistry courses: An early evaluation of the modular approach (2001) J. Chem. Educ, 78, pp. 684-690; Hurtado, S., Eagan, K., Pryor, J.H., Whang, H., Tran, S., (2011) Undergraduate Teaching Faculty: The 2013-2014 HERI Faculty Survey, , The Higher Education Research Institute; Kachigan, S., (1991) Multivariate Statistical Analysis, , 2nd edn, New York: Radius Press; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Cont. Ed. Psych., 34 (1), pp. 51-57; Rein, K.S., Brookes, D.T., Student response to a partial inversion of an organic chemistry course for non-chemistry majors (2015) J. Chem. Educ, 92, pp. 797-802; Ryan, J.J., Anderson, J.A., Birchler, A.B., Student evaluations: The faculty responds (1980) Res. High. Educ., 12, pp. 317-333; Seery, M.K., Flipped learning in higher education chemistry: Emerging trends and potential directions (2015) Chem. Educ. Res. Pract, 16, pp. 758-768; Shibley, I., Amaral, K.E., Shank, J.D., Shibley, L.R., Designing a blended course: Using ADDIE to guide instructional design (2011) J. Coll. Sci. Teach, 40, pp. 80-85; Smith, J.D., Student attitudes toward flipping the general chemistry classroom (2013) Chem. Educ. Res. Pract, 14, pp. 607-614; Talanquer, V., Pollard, J., Let's teach how we think instead of what we know (2010) Chem. Educ. Res. Pract., 11, pp. 74-83; Yestrebsky, C.L., Flipping the classroom in a large chemistry class-research university environment (2015) Procedia-Social and Behav. Sci, 191, pp. 1113-1118; Yezierski, E.J., Bauer, C.F., Hunnicutt, S.S., Hanson, D.M., Amaral, K.E., Schneider, J., POGIL implementation in large classes: Strategies for planning, teaching, and management (2008) Process-Oriented Guided Inquiry Learning, , Moog R. S. and Spencer J. N. (ed.), Washington, DC: American Chemical Society Symposium Books","Eichler, J.F.; Department of Chemistry, University of California-RiversideUnited States; email: jack.eichler@ucr.edu",,,Royal Society of Chemistry,,,,,11094028,,,,English,Chem. Educ. Res. Pract.,Article,Final,,Scopus,2-s2.0-85016421708
"Zayac R.M., Ratkos T., Frieder J.E., Paulk A.",24280843500;57164001400;35268348700;57163344500;,A Comparison of Active Student Responding Modalities in a General Psychology Course,2016,Teaching of Psychology,43,1,,43,47,,2.0,10.1177/0098628315620879,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960437110&doi=10.1177%2f0098628315620879&partnerID=40&md5=8f4876da713bcd9de6de8b3123844c8e,"University of North Alabama, Florence, AL, United States; Western Michigan University, Kalamazoo, MI, United States","Zayac, R.M., University of North Alabama, Florence, AL, United States; Ratkos, T., Western Michigan University, Kalamazoo, MI, United States; Frieder, J.E., Western Michigan University, Kalamazoo, MI, United States; Paulk, A., University of North Alabama, Florence, AL, United States","Research on teaching has shown that incorporating active student responding (ASR) into classroom instruction facilitates learning and should be considered best practice. Nevertheless, few published studies have examined ASR using a within-participant design across a semester. Using a counterbalanced alternating treatment design, a direct comparison of three ASR methods (clickers, response cards, and hand-raising) and a control condition was conducted across four sections of a general psychology course. Students scored almost 5% higher on exams after utilizing an ASR approach than during control conditions. However, no statistically significant differences were found between experimental conditions. These data suggest that meaningful gains in exam performance are most likely due to the presentation of review questions rather than the use of specific ASR modalities. © 2015, SAGE Publications. All rights reserved.",active student responding; clickers; hand-raising; response cards,,,,,,,,,,,,"Anthis, K., Is it the clicker, or is it the question? Untangling the effects of student response system use (2011) Teaching of Psychology, 38, pp. 189-193. , doi:10.1177/0098628311411895; Barbetta, P.M., Heron, T.T., Heward, W.L., Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities (1993) Journal of Applied Behavior Analysis, 26, pp. 111-119. , doi:10.1901/jaba.1993.26-111; Barlow, D.H., Hayes, S.C., Alternating treatments design: One strategy for comparing the effects of two treatments in a single subject (1979) Journal of Applied Behavior Analysis, 12, pp. 199-210. , doi:10.1901/jaba.1979.12-199; Carnine, D., Granzin, A., Becker, W., Direct instruction (1988) Alternative educational delivery systems: Enhancing instruction options for all students, pp. 327-349. , Graden J. L. Zins J. E. Curtis M. J. (eds.), Washington DC: National Association of School Psychologists; Christopherson, K., Hardware or wetware: What are the possible interactions of pedagogy and technology in the classroom? (2011) Teaching of Psychology, 38, pp. 288-292. , doi:10.1177/0098628311421332; Dallaire, D.H., Effective use of personal response “clicker” systems in psychology courses (2011) Teaching of Psychology, 38, pp. 199-204. , doi:10.1177/0098628311411898; Elicker, J.D., McConnell, N.L., Interactive learning in the classroom: Is student response method related to performance? (2011) Teaching of Psychology, 38, pp. 147-150. , doi:10.1177/0098628311411789; Fallon, M., Forrest, S.L., High-tech versus low-tech instructional strategies: A comparison of clickers and handheld response cards (2011) Teaching of Psychology, 38, pp. 194-198. , doi:10.1177/0098628311411896; Fortner-Wood, C., Armistead, L., Marchand, A., Morris, F.B., The effects of student response systems on student learning and attitudes in undergraduate psychology courses (2013) Teaching of Psychology, 40, pp. 26-30. , doi:10.1177/0098628312465860; Heward, W.L., Three “low-tech” strategies for increasing the frequency of active student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction (1994) Behavior analysis in education: Focus on measurably superior instruction, pp. 283-320. , Gardner III R. Sainato D. M. Cooper J. O. Heron T. E Heward W. L. (eds.), Pacific Grove, CA: Brooks/Cole; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827. , doi:10.1016/j.compedu.2009.05.001; Kellum, K., Carr, J.E., Dozier, D.L., Response card instruction and student learning in a college classroom (2001) The Teaching of Psychology, 28, pp. 101-104. , doi:10.1207/S15328023TOP2802_06; Landrum, R.E., The ubiquitous clicker: SoTL applications for scientist-educators (2013) Teaching of Psychology, 40, pp. 98-103. , doi:10.1177/0098628312475028; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57. , …, doi:10.1016/j.cedpsych.2008.04.002; Miller, M.L., Malott, R.W., The importance of overt responding in programmed instruction even with added incentives for learning (1997) Journal of Behavioral Education, 7, pp. 497-503. , doi:10.1023/A:1022811503326; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (“Clickers”) in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50. , doi:10.1080/00986280701818516; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34, pp. 194-196. , doi:10.1080/00986280701498665; Randolph, J.J., Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior (2007) Journal of Positive Behavior Interventions, 9, pp. 113-128. , doi:10.1177/10983007070090020201; Roediger, H.L., Karpicke, J.D., Test-enhanced learning: Taking memory tests improves long-term retention (2006) Psychological Science, 17, pp. 249-255. , doi:10.1111/j.1467-9280.2006.01693.x; Saville, B.K., Zinn, T.E., Neef, N.A., Van Norman, R., Ferreri, S.J., A comparison of interteaching and lecture in the college classroom (2006) Journal of Applied Behavior Analysis, 39, pp. 49-61. , doi:10.1901/jaba.2006.42-05; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) Teaching of Psychology, 36, pp. 273-277. , doi:10.1080/00986280903175749; Skinner, B.F., Teaching machines (1958) Science, 128, pp. 969-977. , doi:10.1126/science.128.3330.969; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258. , doi:10.1080/00986280701700391; Vargas, J.S., (2009) Behavior analysis for effective teaching, , New York, NY: Routledge; Wesp, R., Miele, J., Student opinions of the quality of teaching activities poorly predict pedagogical effectiveness (2008) Teaching of Psychology, 35, pp. 360-362. , doi:10.1080/00986280802374617; Yoder, J.D., Hochevar, C.M., Encouraging active learning can improve students’ performance on examinations (2005) Teaching of Psychology, 32, pp. 91-95. , doi:10.1207/s15328023top3202_2",,,,,,,,,00986283,,,,English,Teach. Psychol.,Article,Final,,Scopus,2-s2.0-84960437110
"Walker S.K., Mao D.",7403746144;57150113400;,Overcoming language and literacy barriers: Using student response system technology to collect quality program evaluation data from immigrant participants,2016,Journal of Extension,54,1,,1,6,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959538306&partnerID=40&md5=aba9a73bb7356153a7868e41e84a4714,"University of Minnesota, St. Paul, MN, United States","Walker, S.K., University of Minnesota, St. Paul, MN, United States; Mao, D., University of Minnesota, St. Paul, MN, United States","Student response system technology was employed for parenting education program evaluation data collection with Karen adults. The technology, with translation and use of an interpreter, provided an efficient and secure method that respected oral language and collective learning preferences and accommodated literacy needs. The method was popular with parents and staff, and provided reliable data, ensuring that participants were well represented in the evaluation results. © by Extension Journal, Inc.",,,,,,,,,,,,,"(2009) Burma history and immigration to the United States: Burma geography, people, and history, , http://www.cdc.gov/tb/publications/guidestoolkits/ethnographicguides/burma/chapters/chapter1.pdf, Retrieved from Centers for Disease Control and Prevention website; Bird, C., McClelland, J., Have you used clickers in programming? (2010) Journal of Extension, 48 (5). , http://www.joe.org/joe/2010october/tt9.php, [Online], Article 5TOT9. Available at; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73 (2), pp. 1-7; (2013) Early childhood family education resources for parents and families, , http://ecfe.info/ecfe-home/, Retrieved from; Ham, Y.H., Walker, S., (2014) Toward a measurement of parenting program effectiveness: A psychometric approach, , National Council on Family Relations conference, Baltimore, MD. November, 2014; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24; (2011) The Karen people: culture, faith and history, , http://www.karen.org.au/docs/Karen_people_booklet.pdf, Retrieved from; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) e-Journal of Business Education and Scholarship of Teaching, 3 (1), pp. 1-17. , http://www.ejbest.org/upload/Mula,_Joseph.pdf, Retrieved from; Parmer, S., Parmer, G., Struempler, M., Testing a new generation: Implementing clickers as an Extension data collection tool (2012) Journal of Extension, 50 (5). , http://www.joe.org/joe/2012october/tt5.php, [Online], Article 5TOT. Available at; Pratt, C.C., McGuigan, W.M., Katzev, A.R., Measuring program outcomes: Using retrospective pretest methodology (2000) American Journal of Evaluation, 21 (3), pp. 341-349; Walker, S., (2014) Never doubt the power: Stakeholder impacts from a collaborative evaluation of a primary prevention community-based early childhood and education program, , Poster sessions presented at Society for Research on Child Development special topics conference, Alexandria, VA; Walker, S., Sysyn, D., Hennen-Clements, C., Brown, M., Saint Paul school district early childhood family education program: An evaluation of benefits to parenting and children's learning and development from program participation (2012), https://ecfe.spps.org/uploads/st_paul_ecfe_report_updated_1-31_final_3.pdf, Retrieved from Saint Paul Public School website",,,,"Extension Journal, Inc.",,,,,10775315,,,,English,J. Ext.,Article,Final,,Scopus,2-s2.0-84959538306
"Garcia C., Castro F., Gomez J.I., Chaver D., Lopez-Orozco J.A.",55328676100;26658904200;9740379700;6506277764;6602561219;,OpenIRS-UCM: An Integral Solution for Interactive Response Systems,2016,International Journal of Engineering Education,32,2,,873,885,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962539098&partnerID=40&md5=4b0e4d55388029d73ee96243e42b70a1,"Department of Computer Architecture, Computer Science Faculty, University Complutense of Madrid, Madrid, 28040, Spain","Garcia, C., Department of Computer Architecture, Computer Science Faculty, University Complutense of Madrid, Madrid, 28040, Spain; Castro, F., Department of Computer Architecture, Computer Science Faculty, University Complutense of Madrid, Madrid, 28040, Spain; Gomez, J.I., Department of Computer Architecture, Computer Science Faculty, University Complutense of Madrid, Madrid, 28040, Spain; Chaver, D., Department of Computer Architecture, Computer Science Faculty, University Complutense of Madrid, Madrid, 28040, Spain; Lopez-Orozco, J.A., Department of Computer Architecture, Computer Science Faculty, University Complutense of Madrid, Madrid, 28040, Spain","During the last years many different tools have appeared devoted to facilitate the communication between teachers and students in a classroom. Most of these solutions, commonly referred to as Interactive Response Systems, are closed, too rigid, and in many cases too expensive for educational institutions. In this work we present an extended and improved version of the OpenIRS-UCM application, a free, easy to use and open source tool which supports diverse clickers, can be run in different platforms (Windows, Linux and MacOS) and is totally integrated with the well-known Moodle Learning Management System. We evaluate the OpenIRS-UCM application in terms of various software quality metrics (program complexity and usability), the level of acceptance currently achieved and its potential adoption in real life settings. Also, we perform an exhaustive comparison of the features that our application provides to those of various commercial tools, which reveals that OpenIRS-UCMexhibits many advantages over other major IRS players. Finally, we detail how our tool represents a remarkable advance in the research areas of engineering learning systems and engineering assessment. © 2016 TEMPUS Publications.",Cooperative/collaborative learning; Distance education and telelearning; Improving classroom teaching; Interactive learning environments,Application programs; Computer aided instruction; Computer operating systems; Computer software selection and evaluation; Distance education; Education; Learning systems; Open source software; Students; Teaching; Cooperative/collaborative learning; Distance education and tele-learning; Educational institutions; Improving classroom teaching; Interactive learning environment; Interactive response systems; Learning management system; Software quality metrics; Open systems,,,,,,,,,,,"Mazur, E., (2007) Peer Instruction: A User's Manual, , Prentice Hall; Johnson, D.W., Johnson, R.T., Smith, K.A., Active learning: Cooperation in the college classroom (1991) Interaction Book Company; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) School of Education And Human Development, , George Washington University; Moss, K.M., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers and Education, 56 (1), pp. 36-43; Purvis, M.A., Savarimuthu, B.T.R., Purvis, M.K., Architecture for active and collaborative learning in a distributed classroom environment (2006) ACM Advanced Technology for Learning, 3 (4), pp. 225-232; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) ACM Teaching of Psychology, 36 (4), pp. 273-277; Doe, C., A look at student response systems (2010) Multimedia and Internet@Schools, 17 (4), pp. 32-35; Liu, T.C., Liang, J.K., Wang, H.Y., Chan, T.W., The features and potential of interactive response systems (2003) Proceedings of International Conference on Computers in Education (ICCE), pp. 315-322. , Hong Kong; Lowery, R.C., Teaching and learning with interactive student response systems: A comparison of commercial products in the higher-education market (2005) Annual Meeting of the Southwestern Social Science Association and Its Affiliates; Promethean, , http://www.prometheanworld.com/us/english/education/products, Accessed July 20 2013; EInstruction Tool, , http://www.einstruction.eu/education, /, Accessed July 18 2013; SunVote, , http://www.sunvote.com.cn, /, Accessed January 8 2014; Stav, J., Nielsen, K., Hansen-Nygard, G., Thorseth, T., Experiences obtained with integration of student response systems for ipod touch and iphone into e-learning environments (2010) Electronic Journal of E-Learning, 8 (2), pp. 179-190; Interactive Learning Toolkit-Bq, , http://galileo.seas.harvard.edu/login, , Accessed January 8 2014; Suo, Y., Miyata, N., Morikawa, H., Ishida, T., Shi, Y., Open smart classroom: Extensible and scalable learning system in smart space using web service technology (2009) IEEE Transactions on Knowledge and Data Engineering, 21 (6), pp. 814-828; Tokiwa, Y., Nonobe, K., Iwatsuki, M., Web-based tools to sustain the motivation of students in distance education (2009) Proceedings of IEEE International Conference on Frontiers in Education (FIE), pp. 1438-1442. , San Antonio, TX, USA; Zualkernan, I.A., Infocoral: Open-source hardware for lowcost, high-density concurrent simple response ubiquitous systems (2011) Proceedings of IEEE International Conference on Advanced Learning Technologies (ICALT, pp. 638-639. , Athens, Greece; OpenIRS-UCM Short Presentation, , http://www.youtube.com/watch?v=bcbhmQ272jM, , Accessed October 10 2013; UTeleTest, , https://play.google.com/store/apps/details?id=com.ucm.dacya.uteletest&hl=it, , Accessed October 4 2013; ITeleTest, , http://www.dacya.ucm.es/iteletest/Site/iTeleTest.html, , Accessed October 4 2013; Smith, S., Salaway, G., Caruso, J.B., The ECAR study of undergraduate students and information technology (2009) Educause Center for Applied Research; Garcia, C., Castro, F., Gomez, J.I., Tenllado, C., Chaver, D., Lopez-Orozco, J.A., Openirs-ucm: An open-source multi-platform for interactive response systems (2012) Proceedings of the ACM Conference on Innovation and Technology in Computer Science Education (ITICSE), pp. 232-237. , Haifa, Israel; DOCENTIA: An IRS System to Poll in UCM, , http://www.ucm.es/irs-encuestas, , Accessed November 26 2013; SQLite, , http://www.sqlite.org, , Accessed February 18 2014; OpenIRS-UCMRepository, , http://sourceforge.net/projects/openirs-ucm, , Accessed May 21 2014; Java Native Interface, , http://docs.oracle.com/javase/7/docs/technotes/guides/jni/index.html, , Accessed November 5 2013; H-ITT Software Development Kit, , http://www.h-itt.com/downloads.htm, , Accessed October 5 2013; RXTX, , http://fizzed.com/oss/rxtx-for-java, , Accessed November 3 2013; GNU-LGPL License, , http://www.gnu.org/licenses/lgpl.html, , Accessed May 6 2014; Apache POI-the Java API for Microsoft Documents, , http://poi.apache.org, , Accessed March 7 2014; Apache License, , http://www.apache.org/licenses/LICENSE-2.0.txt, , Accessed April 12 2014; JFreeChart, , http://www.jfree.org/jfreechart, , Accessed October 12 2013; JDOM, , http://www.jdom.org, , Accessed October 12 2014; OpenCSV, , http://opencsv.sourceforge.net, , Accessed January 22 2014; Rice, W., (2006) Moodle E-Learning Course Development, , Packt Publishing; Moodle Guidelines for Contribution Code, , https://docs.moodle.org/dev/Coding, , Accessed February 6 2014; Moodle Stats, , https://moodle.org, , Accessed January 14 2014; OpenIRS-UCM Tutorial, , https://www.youtube.com/watch?-v=4guODSY-C04, , Accessed March 3 2014; CCCC Tool, , http://cccc.sourceforge.net, , Accessed April 6 2014; Brooke, J., Sus:aquick and dirty usability scale (1996) Usability Evaluation in Industry, pp. 189-194. , In Jordan, P., Thomas, B., Weerdmeester, B. (Eds Taylor & Francis; Lewis, J.R., Sauro, J., The factor structure of the system usability scale (2009) Proceedings of the International Conference on Human Centered Design (HCD), pp. 94-103. , San Diego, CA, USA; The research agenda for thenewdiscipline of engineering education (2006) Journal of Engineering Education, 95 (4), pp. 259-261. , Special Report",,,,Tempus Publications,,,,,0949149X,,,,English,Int. J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84962539098
"Morillas Barrio C., Munoz-Organero M., Sanchez Soriano J.",57191094247;26030525600;57198426978;,Can Gamification Improve the Benefits of Student Response Systems in Learning? An Experimental Study,2016,IEEE Transactions on Emerging Topics in Computing,4,3, 7317765,429,438,,16.0,10.1109/TETC.2015.2497459,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84986538254&doi=10.1109%2fTETC.2015.2497459&partnerID=40&md5=ba10f26e6211cfccf9df4fc22894cca4,"Department of Communications, Miguel Hernández University of Elche, Alicante, 03202, Spain; Department of Telematic Engineering, Carlos III University of Madrid, Leganés, 28911, Spain; Center of Operations Research, Miguel Hernández University of Elche, Alicante, 03202, Spain","Morillas Barrio, C., Department of Communications, Miguel Hernández University of Elche, Alicante, 03202, Spain; Munoz-Organero, M., Department of Telematic Engineering, Carlos III University of Madrid, Leganés, 28911, Spain; Sanchez Soriano, J., Center of Operations Research, Miguel Hernández University of Elche, Alicante, 03202, Spain","Student response systems (SRSs) are becoming popular among instructors in nearly all levels of learning. The benefits of using SRSs in terms of attendance, attention, participation, or motivation have been shown in many studies. Moreover, several studies demonstrate that the use of some kind of gaming techniques in education are useful to stimulate students to learn in wider, longer, and deeper ways. This paper analyzes whether the integration of both SRSs and gaming techniques leads to better results in motivation, attention, engagement, and learning performance than SRSs alone. For this purpose, a new tool has been developed for conducting an experimental study with students from different subjects and from different academic levels. A randomized post-test-only control group analysis was conducted to evaluate the impact of the gamified SRS. In addition, a multivariate three-way factorial design has been performed considering three relevant factors: 1) learning tool (non-gamified SRS or gamified SRS); 2) study type; and 3) gender. The main finding is that students who took lecture sessions with a gamified SRS had more positive perceptions with respect to motivation, attention, and learning performance than students who took lecture sessions with a non-gamified SRS. © 2013 IEEE.",Computer-aided instruction; gamification; student experiments; student response system (SRS),Computer aided instruction; Education; Motivation; Students; Academic level; Control groups; Factorial design; Gamification; Learning performance; Learning tool; Student experiments; Student-response system; Interactive computer systems,,,,,,,,,,,"Boghossian, P., How socratic pedagogy works (2003) Informal Logic, 23 (2), pp. 17-25; Cosgrove, R., Critical thinking in the Oxford tutorial: A call for an explicit and systematic approach (2011) High. Educ. Res. Dev., 30 (3), pp. 343-356. , Jun; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Comput. Edu., 62, pp. 102-110. , Mar; Bullock, D.W., LaBella, V.P., Clingan, T., Ding, Z., Stewart, G., Thibado, P.M., Enhancing the student-instructor interaction frequency (2002) Phys. Teach., 40 (9), p. 535; Bunce, D.M., Flens, E.A., Neiles, K.Y., How long can students pay attention in class? A study of student attention decline using clickers (2010) J. Chem. Edu., 87 (12), pp. 1438-1443; Fuller, J.P., Clickers in the classroom: Can the use of electronic response systems improve student learning? (2011) Dept. Intercollege Programs Sci. Edu., Accessed Feb. 15 2014, , http://etd.lib.montana.edu/etd/2011/fuller/FullerJ0811.pdf, Montana State Univ., Bozeman, MT, USA, Tech. Rep; Gehringer, E.F., Narang, M.B., Accountability and the use of classroom response devices (2011) Proc. Frontiers Edu. Conf. (FIE), pp. T1E1-T1E6; Kay, R.H., Examining gender differences in attitudes toward interactive classroom communications systems (ICCS) (2009) Comput. Edu., 52 (4), pp. 730-740. , May; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) Amer. J. Roentgenol., 190 (6), pp. W319-W322. , Jun; Yun, K.A., Lojo, M., The effect of the use of clickers on student satisfaction and learning (2010) Acad. Exchange Quart., 14 (1), pp. 1-3; Gok, T., An evaluation of student response systems from the viewpoint of instructors and students (2011) Turkish Online J. Edu. Technol., 10 (4), pp. 67-83; Kay, R.H., LeSage, A., Examining the bene-ts and challenges of using audience response systems: A review of the literature (2009) Comput. Edu., 53 (3), pp. 819-827. , Nov; Good, K., Audience response systems in higher education courses: A critical review of the literature (2013) Int. J. Instruct. Technol. Distance Learn., 10 (5), pp. 19-34; Vad Jensen, J., Østergaard, D., Faxholt, A.-K.H., Good experiences with an audience response system used in medical education (2011) Danish Med. Bull., 58 (11), p. A4333; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anatomical Sci. Edu., 2 (4), pp. 160-166; Guse, D.M., Zobitz, P.M., Validation of the audience response system (2011) Brit. J. Edu. Technol., 42 (6), pp. 985-991. , Nov; Caldwell, J.E., Clickers in the large classroom: Current research and bestpractice tips (2007) CBE Life Sci. Edu., 6 (1), pp. 9-20; Tregonning, A.M., Doherty, D.A., Hornbuckle, J., Dickinson, J.E., The audience response system and knowledge gain:Aprospective study (2012) Med. Teach., 34 (4), pp. e269-e274. , Jan; Allen, D., Tanner, K., Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex (2005) Cell Biol. Edu., 4 (4), pp. 262-268. , Jan; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction: Teaching science (well) with an audience response system (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 96-115. , D. A. Banks, Ed. Calgary, AB, Canada: Idea Group Inc; Lee, A., Ding, L., Reay, N.W., Bao, L., Single-concept clicker question sequences (2011) Phys. Teach., 49 (6), p. 385; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Comput. Human Behavior, 26 (4), pp. 556-561. , Jul; Deterding, S., Dixon, D., Khaled, R., Nacke, L., From game design elements to gamefulness: Defining 'gamification (2011) Proc. 15th Int. Acad. MindTrek Conf., Envis. Future Media Environ. (MindTrek), pp. 9-15. , Tampere, Finland; Deterding, S., Khaled, R., Nacke, L.E., Dixon, D., Gamification: Toward a definition (2011) Proc. Annu. Conf. Gamification Res. Netw. CHI Workshop, pp. 12-15. , May; Gamification 101: An introduction to the use of game dynamics to influence behavior (2010) Bunchball White Paper, , http://www.bunchball.com/sites/default/files/downloads/gamification101.pdf, Bunchball Inc., accessed Nov. 29 2013; (2013) Gamification at Google Trends, , http://www.google.com/trends/explore#q=gamification, Google Trends accessed Feb. 5; Jang, H., Supporting students' motivation, engagement, and learning during an uninteresting activity (2008) J. Edu. Psychol., 100 (4), pp. 798-811; Lee, J.J., Hammer, J., Gamification in education: What, how, why bother? (2011) Acad. Exch. Q., 15 (2), pp. 1-5; Koutropoulos, A., Academic check-ins: Mobile gamification for increasing motivation and engagement around the campus (2012) Int. J. Instruct. Technol. Distance Learn., 9 (5), pp. 3-20; Zichermann, G., Cunningham, C., (2011) Gamification by Design: Implement-ing Game Mechanics in Web and Mobile Apps, , Sebastopol, CA, USA: O'Reilly Media, Inc; Smith-Robbins, S., This game sucks': How to improve the gamification of education (2011) EDUCAUSE Rev., 46 (1), pp. 58-59; Cohen, A.M., The gamification of education (2011) Futurist, 45 (5), pp. 16-17; Oncu, S., Cakir, H., Research in online learning environments: Priorities and methodologies (2011) Comput. Edu., 57 (1), pp. 1098-1108. , Aug; Fraenkel, J.R., Wallen, N.E., Hyun, H.H., (1993) How to Design and Evaluate Research in Education, , 8th ed. New York, NY, USA: McGraw-Hill; Gentleman, R., Ihaka, R., The R Project, , http://www.r-project.org, accessed Nov. 20 2013; Banfield, J., Wilkerson, B., Increasing student intrinsic motivation and self-efficacy through gamification pedagogy (2014) Proc. Clute Inst. Int. Acad. Conf., pp. 50-58; Jenson, J., De Castell, S., Gender, simulation, and gaming: Research review and redirections (2010) Simul. Gaming, 41 (1), pp. 51-71. , Feb; Anderson, M.J., A new method for non-parametric multivariate analysis of variance (2001) Austral Ecol., 26 (1), pp. 32-46. , Feb; McArdle, B.H., Anderson, M.J., Fitting multivariate models to community data: A comment on distance-based redundancy analysis (2001) Ecology, 82 (1), pp. 290-297. , Jan; Vegan Project-Community Ecology Package Project, , http://vegan.r-forge.r-project.org, accessed Jan. 12 2014","Morillas Barrio, C.; Department of Communications, Miguel Hernández University of ElcheSpain; email: cmorillas@umh.es",,,IEEE Computer Society,,,,,21686750,,,,English,IEEE Trans. Emerg. Top. Comput.,Article,Final,,Scopus,2-s2.0-84986538254
"Crowther E., Baillie S.",55932320400;8421539800;,A method of developing and introducing case-based learning to a preclinical veterinary curriculum,2016,Anatomical Sciences Education,9,1,,80,89,,8.0,10.1002/ase.1530,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84954372919&doi=10.1002%2fase.1530&partnerID=40&md5=1932a02361b3a92f4db666cab827fb8a,"School of Veterinary Sciences, University of Bristol, Bristol, United Kingdom","Crowther, E., School of Veterinary Sciences, University of Bristol, Bristol, United Kingdom; Baillie, S., School of Veterinary Sciences, University of Bristol, Bristol, United Kingdom","Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the relevance by providing clinical context. The CBL was delivered as whole class sessions in a lecture theatre, as small group teaching facilities were not readily available, co-facilitated by two to four basic scientists and clinicians. Active learning tasks were included by using an audience response system and encouraging discussion. A case template was developed in PowerPoint and then populated by basic science and clinical staff in an iterative design process. Comments from a student focus group informed the design of the case sessions. Feedback collected from students via a survey after the first three cases suggested that CBL was well received and assisted students in integrating material taught in the first year units and was used to further improve the ongoing case design. The project team developed eight cases for Year 1 and is implementing CBL in various formats throughout the curriculum. There was a considerable time commitment in developing each case; however, the use of readily available software and the large group format overcame limitations, including resourcing small group sessions. This article reports a model that could be successfully adapted by other institutions wishing to use CBL to provide clinical context and promote integration of the basic sciences. © 2016 American Association of Anatomists.",Active learning; Audience response system; Basic sciences; Case development; Case-based learning; Case-based teaching; Integrated curriculum; Veterinary anatomy education; Veterinary education,"anatomy; education; human; learning; procedures; Anatomy; Education, Veterinary; Humans; Learning",,,,,,,,,,,"Allen, S.S., Roberts, K., An integrated structure-function module for first year medical students: Correlating anatomy, clinical medicine and radiology (2002) Med Educ, 36, pp. 1106-1107; Allenspach, K., Bell, J., Whittlestone, K.D., Interactive clinical cases in veterinary education used to promote independent study (2008) J Vet Med Educ, 35, pp. 589-594; Baillie, S., Pierce, S.E., May, S.A., Fostering integrated learning and clinical professionalism using contextualized simulation in a small-group role-play (2010) J Vet Med Educ, 37, pp. 249-253; Böckers, A., Mayer, C., Böckers, T.M., Does learning in clinical context in anatomical sciences improve examination results, learning motivation, or learning orientation? (2014) Anat Sci Educ, 7, pp. 3-11; Bowe, C.M., Voss, J., Artez, H.T., Case method teaching: An effective approach to integrate the basic and clinical sciences in the preclinical medical curriculum (2009) Med Teach, 31, pp. 834-841; Burns, G.A., Ruby, K.L., DeBowes, R.M., Seamang, S.J., Brannan, J.K., Teaching non-technical (professional) competence in a veterinary school curriculum (2006) J Vet Med Educ, 33, pp. 301-308; Cliff, W.H., Wright, A.W., Directed case study method for teaching human anatomy and physiology (1996) Am J Physiol, 270, pp. S19-S28; Dolmans, D.H., Snellen-Balendong, H., van der Vleuten, C.P., Seven principles of effective case design for a problem-based curriculum (1997) Med Teach, 19, pp. 185-189; Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Med Teach, 31, pp. e570-e579; eBiolabs (2015) eBiolabs. Bristol, UK: School of Medical Sciences, , http://www.bristol.ac.uk/ebiolabs/, University of Bristol. URL:[accessed 28 February 2015]; Fitzpatrick, C.M., Kolesari, G.L., Brasel, K.J., Teaching anatomy with surgeons' tools: Use of the laparoscope in clinical anatomy (2001) Clin Anat, 14, pp. 349-353; Grauer, G.F., Forrester, S.D., Shuman, C., Sanderson, M.W., Comparison of student performance after lecture-based and case-based/problem-based teaching in a large group (2008) J Vet Med Educ, 35, pp. 310-317; Hall, E.R., Davis, R.C., Weller, R., Powney, S., Williams, S.B., Doing dissections differently: A structured, peer-assisted learning approach to maximizing learning in dissections (2013) Anat Sci Educ, 6, pp. 56-66; Hege, I., Ropp, V., Adler, M., Radon, K., Masch, G., Lyon, H., Fischer, M.R., Experiences with different integration strategies of case-based e-learning (2007) Med Teach, 29, pp. 791-797; Herreid, C.F., Case study teaching (2011) New Dir Teach Learn, 128, pp. 31-40; Hofsten, A., Gustafsson, C., Häggström, E., Case seminars open doors to deeper understanding - Nursing students' experiences of learning (2010) Nurse Educ Today, 30, pp. 533-538; Kim, S., Phillips, W.R., Pinsky, L., Brock, D., Phillips, K., Keary, J., A conceptual framework for developing teaching cases: A review and synthesis of the literature across disciplines (2006) Med Educ, 40, pp. 867-876; Li, E., Chen, Y., An experimental teaching-learning program in histology (2011) J Vet Med Educ, 38, pp. 414-416; Mayo, J.A., Case-based instruction: A technique for increasing conceptual application in introductory psychology (2010) J Constr Psychol, 15, pp. 65-74; McBride, J.M., Prayson, R.A., Development of a synergistic case-based microanatomy curriculum (2008) Anat Sci Educ, 1, pp. 102-105; Miller, A.P., Schwartz, P.L., Loten, E.G., 'Systems integration': A middle way between problem-based learning and traditional courses (2000) Med Teach, 22, pp. 51-58; Monahan, C.M., Yew, A.C., Adapting a case-based, cooperative learning strategy to a veterinary parasitology laboratory (2002) J Vet Med Educ, 29, pp. 186-192; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME guide no. 21 (2012) Med Teach, 34, pp. e386-e405; Parmar, S.K., Rathinam, B.A., Introduction of vertical integration and case-based learning in anatomy for undergraduate physical therapy and occupational therapy students (2011) Anat Sci Educ, 4, pp. 170-173; Plant, J., Incorporating an audience response system into veterinary dermatology lectures: Effect on student knowledge retention and satisfaction (2007) J Vet Med Educ, 34, pp. 674-677; Reid, S., Usherwood, T., Self-directed learning during community-based placements (2002) Med Educ, 36, pp. 1090-1091; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Med Teach, 22, pp. 237-239; Rush, B.R., Hafen, M., Biller, D.S., Davis, E.G., Klimek, J.A., Kukanich, B., Larson, R.L., Wilkerson, M.J., The effect of differing audience response system question types on student attention in the veterinary medical classroom (2010) J Vet Med Educ, 37, pp. 145-153; Schwartz, P.L., Egan, A.G., Heath, C.J., Students' perceptions of course outcomes and learning styles in case-based courses in a traditional medical school (1994) Acad Med, 69, p. 507; Sprunger, L.K., Smith, T.L., Reorganizing small animal gross anatomy: Improving the faculty and student experience and incorporating non-technical competency development (2005) J Vet Med Educ, 32, pp. 255-263; Thistlethwaite, J.E., Davies, D., Ekeocha, S., Kidd, J.M., MacDougall, C., Matthews, P., Purkis, J., Clay, D., The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME guide no. 23 (2012) Med Teach, 34, pp. e421-e444; Thurman, J., Volet, S.E., Bolton, J.R., Collaborative, case-based learning: How do students actually learn from each other? (2009) J Vet Med Educ, 36, pp. 297-304; Trace, C., Baillie, S., Short, N., Development and preliminary evaluation of student-authored electronic cases (2012) J Vet Med Educ, 39, pp. 368-374; Walters, M., Case-simulated learning within endocrine physiology lectures: An approach applicable to other disciplines (1999) Am J Physiol Educ, 21, pp. S74-S78","Crowther, E.; School of Veterinary Sciences, University of Bristol, Langford House, United Kingdom; email: Emma.Crowther@bristol.ac.uk",,,John Wiley and Sons Inc.,,,,,19359772,,,25952276.0,English,Anat. Sci. Educ.,Article,Final,,Scopus,2-s2.0-84954372919
Castaño D.C.,57203521843;,Prevention of frequent errors in English with electronic personal response systems [Prevención de errores frecuentes en Inglés mediante sistemas electrónicos de respuesta personal],2016,Opcion,32,Special Issue 11,,282,295,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006310665&partnerID=40&md5=2cce1a54b33bfc370bbfad11cda60048,"Universidad Camilo José Cela, Spain","Castaño, D.C., Universidad Camilo José Cela, Spain","Personal response systems (SRP) allow teachers to send questions to their students’ smartphones and record their answers. This study was designed to explore the potential of the reports provided by the SRP platform Socrative and, specifically, its impact on the planning of grammar and vocabulary review sessions in a university ESL course. The program ran for an academic year. The results reported a decrease in the rate of students’ frequent errors after the review sessiones of the hardest topics, as reported by the SRP record. © 2016, Universidad del Zulia. All rights reserved.",Assessment; Error analysis; Error prevention; Personal response systems,,,,,,,,,,,,"Lorena, B.-A., Buil, I., Blanca, H.-O., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Cbe-Life Sciences Education, 6 (1), pp. 9-20; Cardoso, W., Clickers in foreign language teaching: A case study (2010) Contact: Teachers of English as a Second Language of Ontario, 36 (2), pp. 36-55; Johnny, E.-R., To click or not to click: That’s the question (2006) Innovate: Journal of Online Education, 2 (4); Esparaza, M.D.C., Verónica, S., Glasserman, L.D., La gestión del aprendizaje en la modalidad b-learning frente a la modalidad presencial en la enseñanza de la gramática inglesa (2016) Apertura, 7 (2), pp. 1-10; Hhancock, T.M., Use of audience response systems for summative assessment in large classes (2010) Australasian Journal of Educational Technology, 26 (2), pp. 226-237; Hinde, K., Hunt, A., Using the personal response system to enhance student learning: Some evidence from teaching economics (2006) Audience Response Systems in Higher Education, pp. 140-154. , en Banks (ed.), Information Science Publishing. Hershey (Estados Unidos); Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems:Areview of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kennedy, G., Cutts, Q., The association between students’ use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Yvonne, L.-Z., Ivanka, F., Dragana Boic, L., Employing Experiments and Interactive Materials in Teaching Technical English Vocabular (2015) En Second International Conference on Teaching English for Specific Purposes and New Language Teaching Technologies. Nis (Serbia); Lopez, J.A., Love, C., Watters, D., Clickers in Biosciences: Do they Improve Academic Performance? (2014) International Journal of Innovation in Science and Mathematics Education, 22 (3), pp. 26-41; Lu, M.M., Effectiveness of vocabulary learning via mobile phone (2008) Journal of Computer Assisted Learning, 24 (6), pp. 515-525; Oakes, C., Demaio, D., I Was Able to Have a Voice Without Being Self-Conscious: Students’ Perceptions of Audience Response Systems in the Health Sciences Curriculum (2013) Journal of Allied Health, 42 (3), pp. 75-80; Jesús, P.-A., El impacto de los dispositivos móviles como sistemas de respuesta personal en la enseñanza de futuros maestros: Un estudio de caso (2014) El Guiniguada, (23), pp. 125-133; Pelton, L.F., Pelton, T., (2006) Selected and Constructed Response Systems in Mathematics Classrooms, pp. 175-186. , Audience Response Systems in Higher Education: Applications and Cases; Reinders, H., Backchannelling in the Language Classroom: Improving Student Attention and Retention with Feedback Technologies (2014) The Journal of Language Teaching and Learning, 4 (2), pp. 84-89; Robson, N., Popat, H., Richmond, S., Farnell, D., Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students–a randomised control trial (2015) Journal of Orthodontics, 42 (4), pp. 307-314; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) Teaching of Psychology, 36 (4), pp. 273-277; Shapiro, A.M., Gordon, L.T.A., Controlled Study of Clicker-Assisted Memory Enhancement in College Classrooms (2012) Applied Cognitive Psychology, 26 (4), pp. 635-643; Shirley, M.L., Irving Karen, E., Connected classroom technology facilitates multiple components of formative assessment practice (2015) Journal of Science Education and Technology, 24 (1), pp. 56-68; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (Clickers) to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Walklet, E., Davis, S., Farrelly, D., Muse, K., The Impact of Student Response Systems on the Learning Experience of Undergraduate Psychology Students (2016) Psychology Teaching Review, 22 (1), pp. 35-48","Castaño, D.C.; Universidad Camilo José CelaSpain; email: dcembreros@ucjc.edu",,,Universidad del Zulia,,,,,10121587,,,,Spanish,Opcion,Article,Final,,Scopus,2-s2.0-85006310665
"Ebner M., Mühlburger H., Ebner M.",56903912500;52564145300;9638772000;,Google glass in face-to-face lectures - prototype and first experiences,2016,International Journal of Interactive Mobile Technologies,10,1,,27,34,,2.0,10.3991/ijim.v10i1.4834,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962159296&doi=10.3991%2fijim.v10i1.4834&partnerID=40&md5=c3e1dea3340cd9f011c9284c25c0c4b8,"Institute of Information Systems and Computer Media, Graz University of Technology, Graz, Austria; Scoop and Spoon, Graz, Austria; Social Learning Department, Graz University of Technology, Graz, Austria","Ebner, M., Institute of Information Systems and Computer Media, Graz University of Technology, Graz, Austria; Mühlburger, H., Scoop and Spoon, Graz, Austria; Ebner, M., Social Learning Department, Graz University of Technology, Graz, Austria","Graz University of Technology has a long tradition in doing technology-enhanced courses. Following the latest trends, as mentioned in the NMC Horizon Report [32], we reviewed the possibility to use a wearable technology, in our case the Google GlassTM, in courses to improve the interaction between the lecturer and the audience with a special focus on huge classes. The lack of interaction in traditional face-to-face lectures is a well-known problem with a long research history [4], [12]. New technologies in Audience Response Systems (ARS) offer new ways to improve the interaction between teacher and student by enabling to ask questions to the audience [5] to get instant feedback during a lecture. Currently many types of web-based ARSs are available on the market [15]. Our research focused on finding an ARS suitable for the visualization in the Google Glass display. Further we developed a prototype and described first practical experiences.",Audience response system; Face-to-face lecture; Technology enhanced learning; Wearable technology,,,,,,,,,,,,"Alavi, M., An assessment of the prototyping approach to information systems development (1984) Commun. ACM 27. 6, pp. 556-563. , June; Anderson, R.J., Promoting interaction in large classes with computer-mediated feedback (2003) Designing for change in networked learning environments. Proceedings of CSCL 2003, pp. 119-123; Atkinson, C., The Backchannel: How Audiences are Using Twitter and Social Media and Changing Presentations Forever (2009), New Riders; Bligh, D.A., What's the Use of Lectures (1971), Devon, England: Teaching Service Centre, University of Exeter; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE-Life Sciences Education, vol. 6 no. 1, pp. 9-20. , http://dx.doi.org/10.1187/cbe.06-12-0205; Cutts, Q.I., Kennedy, G.E., Connecting Learning Environments Using Electronic Voting Systems (2005) Proceedings of the 7th Australasian Conference on Computing Education -Volume 42, pp. 181-186; Ebner, M., Introduction live microblogging: how single presentations can be enhanced by the mass (2009) Journal of research in innovative teaching, pp. 91-101; Ebner, M., Technologiegestützte Echtzeit-Interaktion in Massenvorlesungen im Hörsaal. Entwicklung und Erprobung eines digitalen Backchannels während der Vorlesung (2014) Lernräume gestalten-Bildungskontexte vielfältig denken, pp. 567-578; Ebner, M., Have They Changed? Five Years of Survey on Academic Net-Generation (2012) World Conference on Educational Media and Technology, 8, pp. 21-31; Froehlich, H.P., What about Classroom Communicators? (1963) Audio Visual Communication Review 11.3, pp. 19-26; Gehlen-Baum, V., Technology Use in Lectures to Enhance Students' Attention (2014) Open Learning and Teaching in Educational Communities, pp. 125-137. , Springer International Publishing; Gleason, M., Better communication in large courses (1986) College Teaching, 34 (1), pp. 20-24. , http://dx.doi.org/10.1080/87567555.1986.10532325; Google+. (2015, June 13). We're graduating from Google[x] labs, , https://plus.google.com/+GoogleGlass/posts/9uiwXY42tvc, Available; Haintz, C., Quantitative Digital Backchannel: Developing a Web-Based Audience Response System for Measuring Audience Perception in Large Lectures (2013), M.S. thesis, Graz University of Technology, Graz, Austria; Haintz, C., Developing a Web-Based Question-Driven Audience Response System Supporting BYOD (2014) Journal of Universal Compuer Science, 20 (1), pp. 39-56; (2015) heads-up display, , http://dictionary.reference.com/browse/heads-updisplay, Dictionary.com Unabridged, March 04, Available; Holzinger, A., TRIANGLE: A Multi-Media test-bed for examining incidental learning, motivation and the Tamagotchi-Effect within a Game-Show like Computer Based Learning Module (2001) Proceedings of World Conference on Educational Media and Technology 2001, pp. 766-771. , Association for the Advancement of Computing in Education (AACE); Holzinger, A., (2002) Multimedia Basics, Volume 2: Learning. Cognitive Fundamentals of multimedial Information Systems, , New Delhi: Laxmi; Holzinger, A., From extreme programming and usability engineering to extreme usability in software engineering education (XP+UE ! XU) (2005) Computer Software and Applications Conference 2005. COMPSAC 2005. 29th Annual International. Vol. 1, pp. 169-172; Judson, E., Sawada, D., Learning from Past and Present: Electronic Response Systems in College Lecture Halls (2002) Journal of Computers in Mathematics and Science Teaching 21.2, pp. 167-181; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computer & Eductaion, (53), pp. 819-827; Taraghi, B., Ebner, M., A simple MVC framework for widget development (2010) Proceedings of the International Workshop on Mashup Personal Learning Environments (MUPPLE). CEUR-WS, pp. 38-45; Lam, S.L., Classroom communication on mobile phones -first experiences with web-based 'clicker' system (2011) Ascilite Conference 2011, pp. 763-777; Larson, O., Information Systems prototyping (1986) Proceedings Interest HP 3000 Conference, pp. 51-364. , Madrid; Lennon, R., Bring Your Own Device (BYOD) with Cloud 4 Education (2012) SPLASH '12, pp. 171-179; BYOD: an emerging market trend in more ways than one (2012) Technical report, pp. 1-12. , Logicalis; Mann, S., Wearable computing as means for personal empowerment (1998) Proc. 3rd Int. 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Pragmatic Bookshelf; Richardson, L., Ruby, S., (2008) RESTful Web Services, p. 454. , O'Reilly Media, Inc; Roschelle, J., Unlocking the learning value of wireless mobile devices (2003) Journal of Computer Assisted Learning 19, pp. 260-272. , http://dx.doi.org/10.1046/j.0266-4909.2003.00028.x; (2015) Shambles Backchannel List, , http://www.shambles.net/pages/staff/BCtools/, shambles.net, February 02, Available; Sung, M., Mobile!IT Education (MIT. EDU): m!learning applications for classroom settings (2005) Journal of Computer Assisted Learning, 21 (3), pp. 229-237; Thomson, G., FEATURE BYOD : enabling the chaos (2012) Network Security, 2012(2), pp. 5-8; Yardi, S., The role of the backchannel in collaborative learning environments (2006) ICLS '06 Proceedings of the 7th international conference on Learning sciences, pp. 852-858",,,,International Association of Online Engineering,,,,,18657923,,,,English,Int. J. Interact. Mob. Technol.,Article,Final,Open Access,Scopus,2-s2.0-84962159296
Bradbury N.A.,57204153209;,"Attention span during lectures: 8 seconds, 10 minutes, or more?",2016,Advances in Physiology Education,40,4,,509,513,,19.0,10.1152/advan.00109.2016,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011976650&doi=10.1152%2fadvan.00109.2016&partnerID=40&md5=94233e5b60a08dce3290a95d72b9aa35,"Department of Physiology and Biophysics, Chicago Medical School, Rosalind Franklin University of Medicine and Science, North Chicago, IL, United States","Bradbury, N.A., Department of Physiology and Biophysics, Chicago Medical School, Rosalind Franklin University of Medicine and Science, North Chicago, IL, United States","In the current climate of curriculum reform, the traditional lecture has come under fire for its perceived lack of effectiveness. Indeed, several institutions have reduced their lectures to 15 min in length based upon the ""common knowledge"" and ""consensus"" that there is a decline in students' attention 10-15 min into lectures. A review of the literature on this topic reveals many discussions referring to prior studies but scant few primary investigations. Alarmingly, the most often cited source for a rapid decline in student attention during a lecture barely discusses student attention at all. Of the studies that do attempt to measure attention, many suffer from methodological flaws and subjectivity in data collection. Thus, the available primary data do not support the concept of a 10- to 15-min attention limit. Interestingly, the most consistent finding from a literature review is that the greatest variability in student attention arises from differences between teachers and not from the teaching format itself. Certainly, even the most interesting material can be presented in a dull and dry fashion, and it is the job of the instructor to enhance their teaching skills to provide not only rich content but also a satisfying lecture experience for the students. © 2016 The American Physiological Society.",Attention; Clickers; Lecture; Note taking,attention; education; human; learning; physiology; procedures; psychology; student; teaching; time factor; trends; Attention; Educational Measurement; Humans; Learning; Students; Teaching; Time Factors,,,,,National Institutes of Health: 1-R01-HL-102208,N. Bradbury is a member of the Master Teacher Guild at the Rosalind Franklin University of Medicine and Science. Dr. Bradbury’s research on Cystic Fibrosis and Prostate Cancer is supported by a grant from the National Institutes of Health (1-R01-HL-102208).,,,,,"Benjamin, L.T., Jr., Lecturing (2002) The Teaching of Psychology: Essays in Honor of Wilbert J. McKeachie and Charles L. 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Lexington, MA: Heath; McKeachie, W.J., Sviinicki, M., (2006) McKeachie's teaching tips, , Strategies, research, and theory for college and university teachers. Boston: Hougton-Mifflin; McLeish, J., (1968) The Lecture Method, , Cambridge, UK: Cambridge Institute of Education; Scerbo, M.W., Warm, J.S., Dember, W.N., Grasha, A.F., The role of time and cuing in a college lecture (1992) Contemp Educ Psychol, 17, pp. 312-328; Schwerdt, G., Wuppermann, A.C., Is traditional teaching really all that bad? A within-student between-student approach (2010) Econ Educ Rev, 30, pp. 365-379; Stuart, J., Rutherford, R.J., Medical student concentration during lectures (1978) Lancet, 312, pp. 514-516; Svinicki, M.D., McKeachie, W.J., (2013) McKeachie's Teaching Tips: Strategies, , Research and Theory for College and University Teachers. Boston, MA: Houghton-Mifflin; Wankat, P.C., (2002) The Effective Efficient Professor: Scholarship and Service, , Boston, MA: Allyn and Bacon","Bradbury, N.A.; Dept. of Physiology and Biophysics, Member Master Teacher Guild, Chicago Medical School, 3333 Green Bay Rd., United States; email: neil.bradbury@rosalindfranklin.edu",,,American Physiological Society,,,,,10434046,,APEDF,28145268.0,English,Adv. Physiol. Educ.,Article,Final,,Scopus,2-s2.0-85011976650
"Yu Z., Wang G.",35975507500;57188987365;,Academic achievements and satisfaction of the clicker-aided flipped business english writing class,2016,Educational Technology and Society,19,2,,298,312,,24.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964498735&partnerID=40&md5=4d8d7b0b998ba37dc95e413cf6845a31,"School of Foreign Languages, Hohai University, Nanjing, China; English school of Zhejiang, Yuexiu University of Foreign Languages, Shaoxing, China","Yu, Z., School of Foreign Languages, Hohai University, Nanjing, China, English school of Zhejiang, Yuexiu University of Foreign Languages, Shaoxing, China; Wang, G., English school of Zhejiang, Yuexiu University of Foreign Languages, Shaoxing, China","The flipped classroom has been achieving a great success in teaching innovation. This study, aiming to determine the effectiveness of the flipped model in business English writing course, combined the quantitative with the qualitative research methods. Participants were randomly selected from undergraduate students majoring in business English. The research instruments in this study included a satisfaction scale, a Business English Writing Test, and a semi-structured interview. The research procedure was made up of a pretest-treatment-posttest design. Both hypotheses were accepted and it was concluded that (1) the flipped business English writing classroom brought about better academic achievements than the traditional one, and (2) the flipped business English writing classroom was more satisfactory than the traditional one. Future studies could pivot on different courses and expand the research scopes to examine the effectiveness of the flipped classroom.",Academic achievements; Business English writing; Clicker-aided flipped classroom; Satisfaction; Traditional classroom,,,,,,,,,,,,"Abeysekera, L., Dawson, P., Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2015) Higher Education Research & Development, 34 (1), pp. 1-14; Arbaugh, J.B., Virtual classroom versus physical classroom: An Exploratory study of class discussion patterns and student learning in an asynchronous Internet-based MBA course (2000) Journal of management Education, 24 (2), pp. 213-233; Arnesen, K., Korpas, G.S., Hennissen, J.E., Stav, J.B., Experiences with use of various pedagogical methods utilizing a student response system-Motivation and learning outcome (2013) Electronic Journal of e-Learning, 11 (3), pp. 169-181; Artino, A.R., Think, feel, act: Motivational and emotional influences on military students' online academic success (2009) Journal of Computing in Higher Education, 21 (2), pp. 146-166; Artino, A.R., McCoach, D.B., Development and initial validation of the online learning value and self-efficacy scale (2008) Journal of Educational Computing Research, 38, pp. 279-303; Asef-Vaziri, A., The Flipped classroom of operations management: A Not-for-cost-reduction platform (2015) Decision Sciences Journal of Innovative Education, 13 (1), pp. 71-89; Bandura, A., (1995) Self-efficacy in changing societies, , New York, NY: Cambridge University Press; Billings, D.M., A Framework for assessing outcomes and practices in web-based courses in nursing (2000) Journal of Nursing Education, 39 (2), pp. 60-67; Biner, P.M., Dean, R.S., Mellinger, A.E., Factors underlying distance learner satisfaction with televised college-level courses (1994) The American Journal of Distance Education, 8 (1), pp. 60-71; Bryman, A., (2004) Social research methods, , (2nd ed.). 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Computers & Education, 79, pp. 16-27; Clark, R.C., Nguyen, F., Sweller, J., (2006) Efficiency in learning: Evidence-based guidelines to manage cognitive load, , San Francisco, CA: Wiley; Creswell, J.W., (2003) Research design: Qualitative, quantitative, and mixed methods approaches, , Thousand Oaks, CA: Sage Publications; Critz, C.M., Knight, D., Using the flipped classroom in graduate nursing education (2013) Nurse educator, 38 (5), pp. 210-213; Enfield, J., Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN (2013) TechTrends: Linking Research & Practice to Improve Learning, 57 (6), pp. 14-27; Finegold, A.R.D., Cooke, L., Exploring the attitudes, experiences and dynamics of interaction in online groups (2006) Internet and Higher Education, 9, pp. 201-215; Flumerfelt, S., Green, G., Using lean in the flipped classroom for at risk students (2013) Educational technology & society, 16 (1), pp. 356-366; Galway, L.P., Corbett, K.K., Takaro, T.K., Tairyan, K., Frank, E., A Novel integration of online and flipped clas sroom instructional models in public health higher education (2014) BMC Medical Education, 14 (3), pp. 1-9; Gilboy, M.B., Heinerichs, S., Pazzaglia, G., Enhancing student engagement using the flipped classroom (2015) Journal of Nutrition Education and Behavior, 47 (1), pp. 109-114; Hussein, A., The Use of triangulation in social sciences research: Can qualitative and quantitative methods be combined? (2009) Journal of Comparative Social Work, 4 (1), pp. 1-12; Jones, M., van Kessel, G., Swisher, L., Beckstead, J., Edwards, I., Cognitive maps and the structure of observed le arning outcome assessment of physiotherapy students, ethical reasoning knowledge (2014) Assessment & Evaluation in Higher Education, 39 (1), pp. 1-20; Joo, Y., Bong, M., Choi, H., Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in web-based instruction (2000) Educational Technology Research and Development, 48 (2), pp. 5-17; Koh, C., Wang, C.K.J., Tan, O.S., Liu, W.C., Ee, J., Bridging the gaps between students' perceptions of group project work and their teachers' expectations (2009) The Journal of Educational Research, 102 (5), pp. 333-347; Kong, S.C., Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An Experience of practicing flipped classroom strategy (2014) Computers & education, 78 (259), pp. 160-173; Kozlowski, S.W.J., Ilgen, D.R., The Science of team success (2007) Scientific American Mind, 18 (3), pp. 54-61; Kuo, Y.C., Walker, A.E., Belland, B.R., Schroder, K.E.E., A Predictive study of student satisfaction in online education programs (2013) International Review of Research in Open and Distance Learning, 14 (1), pp. 16-39; Leung, J.Y.C., Kumta, S.M., Jin, Y., Yung, A.L.K., Short review of the flipped classroom approach (2014) Medical education, 48 (11), p. 1127; Levy, Y., Comparing dropouts and persistence in e-learning courses (2007) Computers & Education, 48 (2), pp. 185-204; Lim, D.H., Morris, M.L., Learner and instructional factors influencing learning outcomes with online learning environment (2009) Educational Technology & Society, 12 (4), pp. 282-293; Marks, R.B., Sibley, S.D., Arbaugh, J.B., A Structural equation model of predictors for effective online learning (2005) Journal of Management Education, 29, pp. 531-563; McLaughlin, J.E., Griffin, L.M., Esserman, D.A., Davidson, C.A., Glatt, D.M., Roth, M.T., Gharkholonarehe, N., Mumper, R.J., Pharmacy student engagement, performance, and perception in a flipped satellite classroom (2013) American journal of pharmaceutical education, 77 (9), p. 196; McLaughlin, J.E., Roth, M.T., Glatt, D.M., Gharkholonarehe, N., Davidson, C.A., Griffin, L.M., Esserman, D.A., Mumper, R.J., The flipped classroom: a course redesign to foster learning and engagement in a health professions school (2014) Academic Medicine, 89 (2), pp. 236-243; Moffett, J., Mill, A.C., Evaluation of the flipped classroom approach in a veterinary professional skills course (2014) Advances in Medical Education & Practice, 5, pp. 415-425; Napier, N.P., Johnson, R.D., Technical projects: Understanding teamwork satisfaction in an introductory is course (2007) Journal of Information Systems Education, 18 (1), pp. 39-48; Nunnally, J.C., Assessment of reliability (1978) Psychometric theory, pp. 225-255. , 2nd ed, New York, NY: MacGraw-Hill Series; Ojalvo, H.E., Doyne, S., (2011) Five ways to flip your classroom, , http://learning.blogs.nytimes.com/2011/12/08/five-ways-to-flip-your-classroom-with-the-new-york-times/?partner=rss&emc=rss, December, Article]. The New York Times; Paechter, M., Maier, M., Macher, D., Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction (2010) Computers & Education, 54 (1), pp. 222-229; Pierce, R., Fox, J., Vodcasts and active-learning exercises in a ""flipped classroom"" model of a renal pharmacotherapy module (2013) American journal of pharmaceutical education, 76 (10), p. 196; Puzziferro, M., Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses (2008) The American Journal of Distance Education, 22, pp. 72-89; Schultz, D., Duffield, S., Rasmussen, S.C., Wageman, J., Effects of the flipped classroom model on student performance for advanced placement high school chemistry students (2014) Journal of Chemical Education, 91 (9), pp. 1334-1339; Schunk, D.H., Pajares, F., The Development of academic self-efficacy (2002) Development of achievement motivation, pp. 15-31. , A. Wigfield & J. S. Eccle (Eds.), San Diego, CA: Academic Press; Oncu, S., Ozdilek, Z., Learning with Peers: An Interdisciplinary Comparative Study of Learner Interaction and Satisfaction on an Instructional Design Course (2013) Educational Sciences: Theory and Practice, 13 (2), pp. 1251-1261; Sengel, E., Using the ""Flipped classroom"" to enhance physics achievement of the prospective teacher impact of flipped classroom model on physics course (2014) Journal of the Balkan Tribological Association, 20 (3), pp. 488-497; Slomanson, W.R., Blended learning: A Flipped classroom experiment (2014) Journal of Legal Education, 64 (1), p. 93; Stokes, S.P., Satisfaction of college students with the digital learning environment-Do learners' temperaments make a difference? (2001) Internet and Higher Education, 4, pp. 31-44; Tashakkori, A., Teddlie, C., (2003) Handbook of mixed methods in social and behavioral research, , Thousand Oaks, CA: Sage; Thoms, C.L.V., Enhancing the blended learning curriculum by using the ""flipped classroom"" approach to produce a dynamic learning environment (2012) Proceedings of the 5th International Conference of Education, Research and Innovation (ICERI), pp. 2150-2157. , L. G. Chova, A. L. Martinez, & T. C. Torres (Eds.), Valencia, Spain: International Association of Technology, Education and Development (IATED); Thurmond, V.A., Wambach, K., Connors, H.R., Frey, B.B., Evaluation of student satisfaction: Determining the impact of a Web-based environment by controlling for student characteristics (2002) The American Journal of Distance Education, 16, pp. 169-189; Triantafyllou, E., Timcenko, O., Introducing a flipped classroom for a statistics course: A Case study (2014) Proceedings of 25th Annual Conference European Association for Education in Electrical and Information Engineering (EAEEIE), pp. 5-8; Tune, J.D., Sturek, M., Basile, D.P., Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology (2013) Advances in physiology education, 37 (4), pp. 316-320; Wang, C.H., Shannon, D.M., Ross, M.E., Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning (2013) Distance Education, 34 (3), pp. 302-323; Wilson, S.G., The Flipped class: A Method to address the challenges of an undergraduate statistics course (2013) Teaching of psychology, 40 (3), pp. 193-199; Workgroup, A.L.C.P., (1997) Learner-centered psychological principles: A framework for school reform and redesign, , Washington, DC: American Psychological Association; Yukselturk, E., Bulut, S., Predictors for student success in an online course (2007) Journal of Educational Technology & Society, 10 (2), pp. 71-83","Yu, Z.; School of Foreign Languages, Hohai UniversityChina; email: 18951801880@189.cn",,,International Forum of Educational Technology and Society,,,,,11763647,,,,English,Educational Technology and Society,Article,Final,,Scopus,2-s2.0-84964498735
"Fotaris P., Mastoras T., Leinfellner R., Rosunally Y.",8681925900;8681926200;57070318500;35790542600;,Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class,2016,Electronic Journal of e-Learning,14,2,,94,110,,34.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84968755066&partnerID=40&md5=77c48b61146d1172a8d0639d0e9afc8a,"University of East London, School of Arts and Digital Industries, London, United Kingdom; University of Macedonia, Department of Applied Informatics, Thessaloniki, Greece; University of the West of England, School of Computing and Creative Technologies, Bristol, United Kingdom","Fotaris, P., University of East London, School of Arts and Digital Industries, London, United Kingdom; Mastoras, T., University of Macedonia, Department of Applied Informatics, Thessaloniki, Greece; Leinfellner, R., University of East London, School of Arts and Digital Industries, London, United Kingdom; Rosunally, Y., University of the West of England, School of Computing and Creative Technologies, Bristol, United Kingdom","Conventional taught learning practices often experience difficulties in keeping students motivated and engaged. Video games, however, are very successful at sustaining high levels of motivation and engagement through a set of tasks for hours without apparent loss of focus. In addition, gamers solve complex problems within a gaming environment without feeling fatigue or frustration, as they would typically do with a comparable learning task. Based on this notion, the academic community is keen on exploring methods that can deliver deep learner engagement and has shown increased interest in adopting gamification – the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios – as a means to increase student engagement and improve information retention. Its effectiveness when applied to education has been debatable though, as attempts have generally been restricted to one-dimensional approaches such as transposing a trivial reward system onto existing teaching materials and/or assessments. Nevertheless, a gamified, multi-dimensional, problem-based learning approach can yield improved results even when applied to a very complex and traditionally dry task like the teaching of computer programming, as shown in this paper. The presented quasi-experimental study used a combination of instructor feedback, real time sequence of scored quizzes, and live coding to deliver a fully interactive learning experience. More specifically, the “Kahoot!” Classroom Response System (CRS), the classroom version of the TV game show “Who Wants To Be A Millionaire?”, and Codecademy’s interactive platform formed the basis for a learning model which was applied to an entry-level Python programming course. Students were thus allowed to experience multiple interlocking methods similar to those commonly found in a top quality game experience. To assess gamification’s impact on learning, empirical data from the gamified group were compared to those from a control group who was taught through a traditional learning approach, similar to the one which had been used during previous cohorts. Despite this being a relatively small-scale study, the results and findings for a number of key metrics, including attendance, downloading of course material, and final grades, were encouraging and proved that the gamified approach was motivating and enriching for both students and instructors. © ACPIL.",Assessment; Classroom response system; Game-based learning; Gamification; Higher education; Kahoot; Learning and teaching; Technology enhanced learning; Virtual learning environment,,,,,,,,,,,,"von Ahn, L., Dabbish, L., Designing games with a purpose (2008) Communications of the ACM, 51 (8), pp. 58-67; Annetta, L.A., Minogue, J., Holmes, S.Y., Cheng, M.T., Investigating the impact of video games on high school students engagement and learning about genetics” (2009) Computers & Education, 53, pp. 74-85; Barata, G., Gama, S., Jorge, J., Goncalves, D., Engaging Engineering Students with Gamification (2013) 5Th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), pp. 1-8. , Bournemouth, UK, Sep 11-13 2013; Blythe, M., Hassenzahl, M., Wright, P., Introduction: Beyond fun (2004) Interactions, 11 (5), pp. 36-37; Borys, M., Laskowski, M., Implementing game elements into didactic process: A case study (2013) Management, Knowledge and Learning International Conference, pp. 819-824. , Croatia, 19-21 Jun 2013; Britain, S., Liber, O., (2004) A Framework for Pedagogical Evaluation of Virtual Learning Environments. 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MacArthur Foundation series on digital media and learning), Cambridge, MA: The MIT Press; Green, C.S., Bavelier, D., Effect of action video games on the spatial distribution of visuospatial attention (2006) Journal of Experimental Psychology: Human Perception and Performance, 32 (6), pp. 1465-1478; Griffin, A., Technology Distraction in the Learning Environment (2014) Proceedings of the Southern Association for Information Systems Conference, , http://saisconferencemgmt.org/proceedings/2014/Griffin.pdf, Macon, GA, USA Mar 21-22, 2014, [10 Dec 2015]; Hartley, J., Davies, K., Note Taking: A Critical Review (1978) Programmed Learning and Educational Technology, 15, pp. 207-224; Hassenzahl, M., The Thing and I: Understanding the Relationship Between User and Product (2003) Funology: From Usability to Enjoyment, pp. 31-41. , M.A. Blythe, K. Overbeeke, A.F. Monk and P.C. 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An Introduction to the New Human Factors, , London: Taylor & Francis; Kebritchi, M., Hirumi, A., Bai, H., The effects of modern math computer games on learners math achievement and math course motivation in a public high school setting” (2008) British Journal of Educational Technology, 38 (2), pp. 49-259; Koster, R., (2004) A Theory of Fun, , New York: Paraglyph Press; Lahtinen, E., Ala-Mutka, K., Jarvinen, H., A Study of Difficulties of Novice Programmers (2005) Innovation and Technology in Computer Science Education, 2005, pp. 14-18; Laster, J., (2010) At Indiana U., a Class on Game Design has Students Playing to Win, , http://chronicle.com/blogs/wiredcampus/at-indiana-u-a-class-on-game-design-has-students-playing-towin/21981, [10 Dec 2015]; Lee, J.J., Hammer, J., Gamification in Education: What, How, Why Bother? 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J. e-Learning,Article,Final,,Scopus,2-s2.0-84968755066
"Hedén L., Ahlstrom L.",30467757000;6508051569;,Individual response technology to promote active learning within the caring sciences: An experimental research study,2016,Nurse Education Today,36,,,202,206,,1.0,10.1016/j.nedt.2015.10.010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949933596&doi=10.1016%2fj.nedt.2015.10.010&partnerID=40&md5=35471022a8f7a20c541105adf7632574,"Faculty of Caring Sciences, University of Borås, Borås, Sweden; Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden; Department of Public Health and Community Medicine, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden","Hedén, L., Faculty of Caring Sciences, University of Borås, Borås, Sweden, Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden; Ahlstrom, L., Faculty of Caring Sciences, University of Borås, Borås, Sweden, Department of Public Health and Community Medicine, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden","Background: One major challenge in delivering lectures to large and diverse classes is the maintenance of a high standard of lecturing in order to engage students and increase their participation and involvement. The lecturer's assignment is to arrange and prepare the lecture before teaching, hence enabling students' enhanced learning. Individual response technology could encourage students' active learning and activate higher cognitive levels. Objectives: The aim of this study was to evaluate individual response technology as a complement during lectures for students in higher education, in terms of the students' experiences of participation, engagement, and active learning. Also of interest was whether this technology can be considered a supportive technical system. Design: Data were collected through a questionnaire where levels of each condition were reported on a numeric rating scale (0-10) at baseline and after the introduction of individual response technology. To get a broader perspective, two types of lectures (pediatric and statistical) were included, giving a total of four assessment times. Participants: The participants comprised 59 students in Bachelor of Nursing program at a Swedish metropolitan university. Results: Overall, when individual response technology was used, students reported increased experience of engagement (n= 82, mean 6.1 vs. n= 65, mean 7.3, p< 0.001), participation (n= 92, mean 6.1 vs. n= 79, mean 7.7, p<. 0.001), and active learning (n= 92, mean 7.3 vs. n= 79, mean 8.2 p< 0.001). Additionally, the students experienced this technology as a supportive technical system during lectures (mean 6.6 vs. mean 8.1, p< 0.001). Conclusions: The use of individual response technology during teaching is one way to enhance students' experiences of engagement, participation, and learning within the caring sciences. © 2015 Elsevier Ltd.",Active learning; Clicker; Nursing education; Participation in education; Teaching,"child; experimental model; human; learning; major clinical study; nursing; questionnaire; rating scale; teaching; university; nursing research; nursing student; psychology; Humans; Learning; Nursing Research; Students, Nursing; Surveys and Questionnaires",,,,,,,,,,,"Abrantes, J.L., Seabra, C., Lages, L.F., Pedagogical affect, student interest, and learning performance (2007) J. Bus. Res., 60, pp. 960-964; Altman, D., Machin, D., Bryant, T., Gardner, M., (2000) Statistics with confidence, , J W Arrowsmith Ltd, Bristol; Beekes, W., The 'millionaire' method for encouraging participation (2006) Act. Learn. High. Educ., 7, pp. 25-36; Beery, T.A., Shell, D., Gillespie, G., Werdman, E., The impact of learning space on teaching behaviors (2013) Nurse Educ. Pract., 13, pp. 382-387; Berry, J., Berry, J., Technology support in nursing education: clickers in the classroom (2009) Nurs. Educ. Perspect., 30, pp. 295-298; Biggs, J., What the student does: teaching for enhanced learning (1999) High. Educ. Res. Dev., 18, pp. 57-75; Biggs, J., Tang, C., (2011) Teaching for Quality Learning at University, , Open University Press McGraw-Hill Education, Berkshire England: Great Brittain; Blasco-Arcas, L., BUIL, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Comput. Educ., 62, pp. 102-110; Bron, A., Wilhelmsson, L., (2011) Learning Processes within Higer Education [Lärprocesser i högre utbildning], , Liber AB, Stockholm, Sweden; Davis, L., Taylor, H., Reyes, H., Lifelong learning in nursing: a Delphi study (2014) Nurse Educ. Today, 34, pp. 441-445; de Gagne, J.C., The impact of clickers in nursing education: a review of literature (2011) Nurse Educ. Today, 31, pp. e34-e40; Dufresne, R., Gerace, W., Leonard, W., Mestre, J., Wenk, L., Classtalk: a classroom communication system for active learning (1996) J. Comput. High. Educ., 7, pp. 3-47; Efstathiou, N., Bailey, C., Promoting active learning using audience response system in large bioscience classes (2012) Nurse Educ. Today, 32, pp. 91-95; Ekebergh, M., Lifeworld-based reflection and learning: a contribution to the reflective practice in nursing and nursing education (2007) Reflective Pract., 8, pp. 331-343; Fies, C., Marshall, J., Classroom response systems: a review of the literature (2006) J. Sci. Educ. Technol., 15, pp. 101-109; Fifer, P., Student perception of clicker usage in nursing education (2012) Teach. Learn. Nurs., 7, pp. 6-9; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogical development with Clicker Assessment and Feedback technologies and the impact on students' engagement and learning in higher education (2013) Comput. Educ., 65, pp. 64-76; Horsfall, J., Cleary, M., Hunt, G.E., Developing a pedagogy for nursing teaching-learning (2012) Nurse Educ. Today, 32, pp. 930-933. , (Epub 2011 Nov 17); Jones, S., Jones, S., Henderson, D., Sealover, P., ""Clickers"" in the classroom (2009) Teach. Learn. Nurs., 4, pp. 2-5; Kay, R.H., Examining gender differences in attitudes toward interactive classroom communications systems (ICCS) (2009) Comput. Educ., 52, pp. 730-740; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Comput. Educ., 53, pp. 819-827; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teach. Psychol., 34, pp. 194-196; Polit, D.F., Beck, T.C., (2012) Nursing Research, Generating and Assessing Evidence for Nursing Practice, , Lippincott Williams & Wilkins, China; Rickham, P.P., Human experimentation. Code of ethics of the World Medical Association. Declaration of Helsinki (1964) Br. Med. J., 2, p. 177; Zurmehly, J., Leadingham, C., Exploring student response systems in nursing education (2008) CIN: Comput. Inform. Nurs., 26, pp. 265-270","Hedén, L.; Borås UniversitySweden; email: Lena.heden@hb.se",,,Churchill Livingstone,,,,,02606917,,,26515492.0,English,Nurse Educ. Today,Article,Final,,Scopus,2-s2.0-84949933596
"Stevenson E., Chudgar S.M., Turner K., Molloy M., Phillips B., Engle D.L., Clay A.S.",57000705100;56999214200;7201493516;37661805100;7401447327;56155436300;57191380571;,How We Engage Graduating Professional Students in Interprofessional Patient Safety,2016,Nursing Forum,51,4,,233,237,,1.0,10.1111/nuf.12146,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949257613&doi=10.1111%2fnuf.12146&partnerID=40&md5=7a2a1fea5140f143a16b06b910f575d7,"Duke University School of Nursing, Durham, NC, United States; Department of Medicine, Duke University School of Medicine, Durham, NC, United States; Center for Nursing Discovery, Duke University School of Nursing, Durham, NC, United States; Practice of Medical Education, Duke University School of Medicine, Durham, NC, United States; Duke University School of Medicine, Durham, NC, United States; Department of Surgery, Duke University School of Medicine, Durham, NC, United States","Stevenson, E., Duke University School of Nursing, Durham, NC, United States; Chudgar, S.M., Department of Medicine, Duke University School of Medicine, Durham, NC, United States; Turner, K., Duke University School of Nursing, Durham, NC, United States; Molloy, M., Center for Nursing Discovery, Duke University School of Nursing, Durham, NC, United States; Phillips, B., Duke University School of Nursing, Durham, NC, United States; Engle, D.L., Practice of Medical Education, Duke University School of Medicine, Durham, NC, United States, Duke University School of Medicine, Durham, NC, United States; Clay, A.S., Department of Surgery, Duke University School of Medicine, Durham, NC, United States","Problem: Interprofessional curricula on patient safety do not acknowledge the culture and vulnerabilities of the student experience and often do not engage students. Methods: We describe a patient safety collaboration between graduating nursing and medical students during their Capstone courses that fostered conversations about the similarities and differences in professional school experiences around patient safety. Students wrote reflections about an unanticipated patient outcome. Qualitative content analysis was used to characterize themes within student reflections, and to create audience response system questions to highlight differences in each profession's reflections and to facilitate discussion about those differences during the collaboration. Findings: Medical students identified events in which perceived patient outcomes were worse than events identified by nursing students. Nursing students identified more near-miss events. Nursing students positively impacted the event and attributed action to the presence of a clinical instructor and personal responsibility for patient care. Medical students described themselves as “only a witness” and attributed inaction to hierarchy and concern about grades. Conclusions: Students felt the session would change their future attitudes and behaviors. (Figure presented.) Stevenson (Figure presented.) Chudgar (Figure presented.) Molloy (Figure presented.) Phillips (Figure presented.) Engle (Figure presented.) Clay. © 2015 Wiley Periodicals, Inc.",Culture; interprofessional collaboration; interprofessional education; narratives; patient safety; reflection,clinical study; content analysis; conversation; human; nursing student; occupation; patient care; patient safety; responsibility; student; witness,,,,,,,,,,,"Aarnio, M., Nieminen, J., Pyorala, E., Lindblom-Ylanne, S., Motivating medical students to learn teamwork skills (2010) Medical Teacher, 32 (4), pp. e199-e204; Bishop, A.C., Boyle, T.A., The role of safety culture in influencing provider perceptions of patient safety (2014) Journal of Patient Safety; Bowman, C., Neeman, N., Sehgal, N.L., Enculturation of unsafe attitudes and behaviors: Student perceptions of safety culture (2013) Academic Medicine, 88 (6), pp. 802-810; Freeth, D., Sustaining interprofessional collaboration (2001) Journal of Interprofessional Care, 15 (1), pp. 37-46; Gaufberg, E.H., Batalden, M., Sands, R., Bell, S.K., The hidden curriculum: What can we learn from third-year medical student narrative reflections? (2010) Academic Medicine, 85 (11), pp. 1709-1716; Haidet, P., Kelly, P.A., Chou, C., Characterizing the patient-centeredness of hidden curricula in medical schools: Development and validation of a new measure (2005) Academic Medicine, 80 (1), pp. 44-50; Haidet, P., Kelly, P.A., Bentley, S., Blatt, B., Chou, C.L., Fortin, A.H., 6th, Not the same everywhere. Patient-centered learning environments at nine medical schools (2006) Journal of General Internal Medicine, 21 (5), pp. 405-409; Hsieh, H.F., Shannon, S.E., Three approaches to qualitative content analysis (2005) Qualitative Health Research, 15 (9), pp. 1277-1288; Hughes, K.M., Benenson, R.S., Krichten, A.E., Clancy, K.D., Ryan, J.P., Hammond, C., A crew resource management program tailored to trauma resuscitation improves team behavior and communication (2014) Journal of the American College of Surgeons, 219 (3), pp. 545-551; (2001) Crossing the quality chasm: A new health system for the 21st century, , Washington, DC, National Academy Press; (2008) Medical team training: Strategies for improving patient care and communication, , Oakbrook Terrace, IL Author; Karnieli-Miller, O., Vu, T.R., Holtman, M.C., Clyman, S.G., Inui, T.S., Medical students' professionalism narratives: A window on the informal and hidden curriculum (2010) Academic Medicine, 85 (1), pp. 124-133; Keller, K., Eggenberger, T., Belkowitz, J., Sarsekeyeva, M., Zito, A., Implementing successful interprofessional communication opportunities in health care education: A qualitative analysis (2013) International Journal of Medical Education, 4, pp. 253-259; Macdonald, M.B., Bally, J.M., Ferguson, L.M., Lee Murray, B., Fowler-Kerry, S.E., Anonson, J.M., Knowledge of the professional role of others: A key interprofessional competency (2010) Nurse Education in Practice, 10 (4), pp. 238-242; O'Connor, P., Byrne, D., O'Dea, A., McVeigh, T.P., Kerin, M.J., Excuse me”: Teaching interns to speak up (2013) Joint Commission Journal on Quality and Patient Safety, 39 (9), pp. 426-431; Rodehorst, T.K., Wilhelm, S.L., Jensen, L., Use of interdisciplinary simulation to understand perceptions of team members' roles (2005) Journal of Professional Nursing, 21 (3), pp. 159-166; Rosenfield, D., Oandasan, I., Reeves, S., Perceptions versus reality: A qualitative study of students' expectations and experiences of interprofessional education (2011) Medical Education, 45 (5), pp. 471-477; Schmitt, M., Blue, A., Aschenbrener, C.A., Viggiano, T.R., Core competencies for interprofessional collaborative practice: Reforming health care by transforming health professionals' education (2011) Academic Medicine, 86 (11), p. 1351; Schwappach, D.L., Gehring, K., Trade-offs between voice and silence: A qualitative exploration of oncology staff's decisions to speak up about safety concerns (2014) BMC Health Services Research, 14, p. 303; Singer, S.J., Gaba, D.M., Falwell, A., Lin, S., Hayes, J., Baker, L., Patient safety climate in 92 US hospitals: Differences by work area and discipline (2009) Medical Care, 47 (1), pp. 23-31; Thistlethwaite, J., Interprofessional education: A review of context, learning and the research agenda (2012) Medical Education, 46 (1), pp. 58-70; Thistlethwaite, J., Moran, M., Learning outcomes for interprofessional education (IPE): Literature review and synthesis (2010) Journal of Interprofessional Care, 24 (5), pp. 503-513; Thomas, E.J., Sexton, J.B., Helmreich, R.L., Discrepant attitudes about teamwork among critical care nurses and physicians (2003) Critical Care Medicine, 31 (3), pp. 956-959; Tregunno, D., Ginsburg, L., Clarke, B., Norton, P., Integrating patient safety into health professionals' curricula: A qualitative study of medical, nursing and pharmacy faculty perspectives (2014) BMJ Quality & Safety, 23, pp. 257-264; Turner, K., Chudgar, S., Engle, D., Molloy, M., Phillips, B., Stevenson, E., Clay, A., It takes a village”: An interprofessional patient safety experience for nursing and medical students (2013) Medical Science Educator, 23 (3S), pp. 449-456; (2010) Framework for action on interprofessional education and collaborative practice, , http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf, Retrieved July 15, 2012, from","Clay, A.S.; Department of Surgery, Duke University School of MedicineUnited States; email: alison.clay@duke.edu",,,John Wiley and Sons Inc.,,,,,00296473,,NUFOA,,English,Nurs. Forum,Article,Final,,Scopus,2-s2.0-84949257613
"Anderson K., Griffiths D., DeBell L., Hancock S., Duffy J.P., Shutler J.D., Reinhardt W.J., Griffiths A.",55455157700;42761330000;57193279737;34881673800;56309988000;6506674287;57193819943;56579750900;,"A Grassroots Remote Sensing Toolkit Using Live Coding, Smartphones, Kites and Lightweight Drones",2016,PloS one,11,5,,e0151564,,,9.0,10.1371/journal.pone.0151564,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015617259&doi=10.1371%2fjournal.pone.0151564&partnerID=40&md5=23780afedbcaddaa4e3ef9917635c59c,"Centre for Geography, Environment and Society, University of Exeter, Penryn Campus, Cornwall, Cornwall, United Kingdom; Centre for Geography, Environment and Society, University of Exeter, Penryn Campus, Cornwall, Cornwall, United Kingdom; Centre for Geography, Environment and Society, University of Exeter, Penryn Campus, Cornwall, Cornwall, United Kingdom","Anderson, K., Centre for Geography, Environment and Society, University of Exeter, Penryn Campus, Cornwall, Cornwall, United Kingdom; Griffiths, D., Centre for Geography, Environment and Society, University of Exeter, Penryn Campus, Cornwall, Cornwall, United Kingdom; DeBell, L., Centre for Geography, Environment and Society, University of Exeter, Penryn Campus, Cornwall, Cornwall, United Kingdom; Hancock, S., Centre for Geography, Environment and Society, University of Exeter, Penryn Campus, Cornwall, Cornwall, United Kingdom; Duffy, J.P., Centre for Geography, Environment and Society, University of Exeter, Penryn Campus, Cornwall, Cornwall, United Kingdom; Shutler, J.D., Centre for Geography, Environment and Society, University of Exeter, Penryn Campus, Cornwall, Cornwall, United Kingdom; Reinhardt, W.J., Centre for Geography, Environment and Society, University of Exeter, Penryn Campus, Cornwall, Cornwall, United Kingdom; Griffiths, A., Centre for Geography, Environment and Society, University of Exeter, Penryn Campus, Cornwall, Cornwall, United Kingdom","This manuscript describes the development of an android-based smartphone application for capturing aerial photographs and spatial metadata automatically, for use in grassroots mapping applications. The aim of the project was to exploit the plethora of on-board sensors within modern smartphones (accelerometer, GPS, compass, camera) to generate ready-to-use spatial data from lightweight aerial platforms such as drones or kites. A visual coding 'scheme blocks' framework was used to build the application ('app'), so that users could customise their own data capture tools in the field. The paper reports on the coding framework, then shows the results of test flights from kites and lightweight drones and finally shows how open-source geospatial toolkits were used to generate geographical information system (GIS)-ready GeoTIFF images from the metadata stored by the app. Two Android smartphones were used in testing-a high specification OnePlus One handset and a lower cost Acer Liquid Z3 handset, to test the operational limits of the app on phones with different sensor sets. We demonstrate that best results were obtained when the phone was attached to a stable single line kite or to a gliding drone. Results show that engine or motor vibrations from powered aircraft required dampening to ensure capture of high quality images. We demonstrate how the products generated from the open-source processing workflow are easily used in GIS. The app can be downloaded freely from the Google store by searching for 'UAV toolkit' (UAV toolkit 2016), and used wherever an Android smartphone and aerial platform are available to deliver rapid spatial data (e.g. in supporting decision-making in humanitarian disaster-relief zones, in teaching or for grassroots remote sensing and democratic mapping).",,aircraft; geographic information system; remote sensing; smartphone; Aircraft; Geographic Information Systems; Remote Sensing Technology; Smartphone,,,,,,,,,,,,,,,,,,,,19326203,,,27144310.0,English,PLoS ONE,Article,Final,Open Access,Scopus,2-s2.0-85015617259
"Nissen J.M., Shemwell J.T.",56735947900;25032222400;,"Gender, experience, and self-efficacy in introductory physics",2016,Physical Review Physics Education Research,12,2, 020105,,,,22.0,10.1103/PhysRevPhysEducRes.12.020105,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85011411624&doi=10.1103%2fPhysRevPhysEducRes.12.020105&partnerID=40&md5=78422aaf439cc93e242d7f1869a56ccf,"Department of Physics and Astronomy, University of Maine, Orono, ME  04469, United States; College of Education and Human Development, University of Maine, Orono, ME  04469, United States","Nissen, J.M., Department of Physics and Astronomy, University of Maine, Orono, ME  04469, United States; Shemwell, J.T., College of Education and Human Development, University of Maine, Orono, ME  04469, United States","There is growing evidence of persistent gender achievement gaps in university physics instruction, not only for learning physics content, but also for developing productive attitudes and beliefs about learning physics. These gaps occur in both traditional and interactive-engagement (IE) styles of physics instruction. We investigated one gender gap in the area of attitudes and beliefs. This was men's and women's physics self-efficacy, which comprises students' thoughts and feelings about their capabilities to succeed as learners in physics. According to extant research using pre- and post-course surveys, the self-efficacy of both men and women tends to be reduced after taking traditional and IE physics courses. Moreover, self-efficacy is reduced further for women than for men. However, it remains unclear from these studies whether this gender difference is caused by physics instruction. It may be, for instance, that the greater reduction of women's self-efficacy in physics merely reflects a broader trend in university education that has little to do with physics per se. We investigated this and other alternative causes, using an in-the-moment measurement technique called the Experience Sampling Method (ESM). We used ESM to collect multiple samples of university students' feelings of self-efficacy during four types of activity for two one-week periods: (i) an introductory IE physics course, (ii) students' other introductory STEM courses, (iii) their non-STEM courses, and (iv) their activities outside of school. We found that women experienced the IE physics course with lower self-efficacy than men, but for the other three activity types, women's self-efficacy was not reliably different from men's. We therefore concluded that the experience of physics instruction in the IE physics course depressed women's self-efficacy. Using complementary measures showing the IE physics course to be similar to others in which gendered self-efficacy effects have been consistently observed, we further concluded that IE physics instruction in general is likely to be detrimental to women's self-efficacy. Consequently, there is a clear need to redress this inequity in IE physics, and probably also in traditional instruction. © 2016, American Physical Society. All rights reserved.",,,,,,,,,,,,,"(2012) Women, Minorities, and Persons with Disabilities in Science and Engineering, , http://www.nsf.gov/statistics/2015/nsf15311/; Madsen, A., McKagan, S.B., Sayre, E.C., Gender gap on concept inventories in physics: What is consistent, what is inconsistent, and what factors influence the gap? (2013) Phys. Rev. ST Phys. Educ. Res., 9; Kost, L., Pollock, S., Finkelstein, N., Characterizing the gender gap in introductory physics (2009) Phys. Rev. ST Phys. Educ. Res., 5; Bandura, A., (1997) Self-Efficacy: The Exercise of Control, , Longman, New York; Multon, K., Brown, S., Lent, R., Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation (1991) J. Counsel. Psychol., 38, p. 30; Sawtelle, V., Brewe, E., Kramer, L.H., Exploring the relationship between self-efficacy and retention in introductory physics (2012) J. Res. Sci. Teach., 49, p. 1096; Elizabeth Kost-Smith, L., (2011) Characterizing, Modeling, and Addressing Gender Disparities in Introductory College Physics, , University of Colorado, Ph.D. thesis; Sawtelle, V., Brewe, E., Kramer, L.H., Positive Impacts of Modeling Instruction on Self-Efficacy (2010) PERC Proceedings, pp. 289-292. , AIP, Melville, NY; Cavallo, A., Rozman, M., Potter, W., Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physics course for life science majors (2004) School Sci. Math., 104, p. 288; Lindstrøm, C., Sharma, M., Self-efficacy of first year university physics students: Do gender and prior formal instruction in physics matter? (2011) Int. J. Innovation Sci. Math. Educ., 19, p. 1; Bandura, A., Guide for constructing self-efficacy scales (2006) Self-Efficacy Beliefs of Adolescents, pp. 307-337. , edited by F. Pajares and T. Urdan (Information Age Publishing, Charlotte, NC); Fencl, H.S., Scheel, K., Engaging students: An examination of the effects of teaching strategies on self-efficacy and course climate in a nonmajors physics course (2005) J. Coll. Sci. Teach., 35, p. 20; Redish, E., Saul, J., Steinberg, R., Student expectations in introductory physics (1998) Am. J. Phys., 66, p. 212; Brewe, E., Kramer, L., OBrien, G., Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS (2009) Phys. Rev. ST Phys. Educ. Res., 5; Kost-Smith, L., Pollock, S., Finkelstein, N., Gender disparities in second-semester college physics: The incremental effects of a smog of bias (2010) Phys. Rev. ST Phys. Educ. Res., 6; Sawtelle, V., Brewe, E., Michelle Goertzen, R., Kramer, L.H., Identifying events that impact self-efficacy in physics learning (2012) Phys. Rev. ST Phys. Educ. Res., 8; Hall, R.M., Sandler, B.R., (1982) The Classroom Climate: A Chilly One for Women, , PSEW, AAC, Washington DC; Seymour, E., Hewitt, N., (1997) Talking about Leaving: Why Undergraduates Leave the Sciences, , Westview, Boulder CO; Mujtaba, T., Reiss, M.J., Inequality in experiences of physics education: Secondary school girls' and boys' perceptions of their physics education and intentions to continue with physics after the age of 16 (2013) Int. J. Sci. Educ., 35, p. 1824; Kost, L., Pollock, S., Finkelstein, N., Unpacking gender differences in students' perceived experiences in introductory physics (2009) PERC Proceedings, pp. 1-3; Hyde, J.S., Fennema, E., Ryan, M., Frost, L.A., Hopp, C., Gender comparisons of mathematics attitudes and affect: A meta-analysis (1990) Psychol. Women Q, 14, p. 299; Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., Hall, N.C., Do girls really experience more anxiety in mathematics? (2013) Psychol. Sci., 24, p. 2079; Bieg, M., Goetz, T., Lipnevich, A.A., What students think they feel differs from what they really feel-academic self-concept moderates the discrepancy between students' trait and state emotional self-reports (2014) PLoS One, 9; Bandura, A., (1986) Social Foundations of Thought and Action: A Social Cognitive Theory, , Prentice Hall, Englewood Cliffs, NJ; Jackson, J., Hill, P., Roberts, B., Misconceptions of traits continue to persist: A response to Bandura (2012) Journal of Management, 38, p. 745; Anthony Luzzo, D., Hasper, P., Albert, K., Bibby, M., Martinelli, E., Effects of self-efficacy-enhancing interventions on the math/science self-efficacy and career interests, goals, and actions of career undecided college students (1999) J. Counsel. Psychol., 46, p. 233; Williams, T., Williams, K., Self-efficacy and performance in mathematics: Reciprocal determinism in 33 nations (2010) J. Educ. Psychol., 102, p. 453; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, p. 64; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) Am. J. Phys., 69, p. 970; Turpen, C., Finkelstein, N., Not all interactive engagement is the same: Variations in physics professors implementation of Peer Instruction (2009) Phys. Rev. ST Phys. Educ. Res., 5; Mazur, E., (1997) Peer Instruction: A Users Manual, , Prentice Hall, Upper Saddle River, NJ; McDermott, L., Schaffer, P., (2002) Tutorials in Introductory Physics, , Prentice Hall, Upper Saddle River, NJ; Otero, V., Pollock, S., Finkelstein, N., A physics departments role in preparing physics teachers: The Colorado learning assistant model (2010) Am. J. Phys., 78, p. 1218; Adams, W., Perkins, K., Podolefsky, N., Dubson, M., Finkelstein, N., Wieman, C., New instrument for measuring student beliefs about physics and learning physics: The Colorado learning attitudes about science survey (2006) Phys. Rev. ST Phys. Educ. Res., 2; Thornton, R.K., Sokoloff, D.R., Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula (1998) Am. J. Phys., 66, p. 338; Thornton, R., Kuhl, D., Cummings, K., Marx, J., Comparing the force and motion conceptual evaluation and the force concept inventory (2009) Phys. Rev. ST Phys. Educ. Res., 5; Wittmann, M., (2009) FMCE Grading Template, , http://perlnet.umephy.maine.edu/materials/; Hektner, J.M., Schmidt, J.A., Csikszentmihalyi, M., (2007) Experience Sampling Method: Measuring the Quality of Everyday Life, , SAGE Publications, Thousand Oaks, CA; Thayer, R.E., (1996) The Origion of Everyday Moods: Managing Energy, Tension and Stress, , Oxford University Press, New York; Thayer, R.E., Measurement of activation through self-report (1967) Psychological Reports, 20, p. 663; Deci, E., Koestner, R., Ryan, R., A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation (1999) Psychol. Bull, 125, p. 627; Csikszentmihalyi, M., (1975) Beyond Boredom and Anxiety, , Jossey-Bass Publishers, San Francisco, CA; Lazarus, R., Folkman, S., (1984) Stress, Appraisal and Coping, , Springer, New York; Schmidt, J.A., Shumow, L., Change in Self-Efficacy in High School Science Classrooms (2012) Self-Efficacy in School and Community Settings, pp. 53-73. , edited by S. Britner (Nova Science Publishers, New York); Nissen, J., (2016) Self-efficacy State Experiences and Trait Development: A Gender Study in An Interactive Engagement Physics Course, , Ph.D. thesis, University of Maine; Michael Nissen, J., Shemwell, J.T., Measuring affective experience in the midst of STEM learning (2014) Proceedings of the Eleventh International Conference for the Learning Sciences (2014), 1, pp. 142-149. , International Society of the Learning Sciences, Boulder; Ryan, R., Deci, E., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being (2000) Am. Psychol., 55, p. 68; Rodriguez, I., Brewe, E., Sawtelle, V., Kramer, L.H., Impact of equity models and statistical measures on interpretations of educational reform (2012) Phys. Rev. ST Phys. Educ. Res., 8; Cohen, J., (1977) Statistical Power Analysis for the Behavioral Sciences, , Academic Press, New York; Sanders, W.L., Horn, S.P., The Tennessee value-added assessment system (TVAAS): Mixed-model methodology in educational assessment (1994) J. Personnel Evaluation Educ., 8, p. 299; Taasoobshirazi, G., Carr, M., Gender differences in science: An expertise perspective (2008) Educ. Psychol. Rev., 20, p. 149; Hazari, Z., Tai, R.H., Sadler, P.M., Introductory university physics performance: The influence of high school physics preparation (2007) Sci. Educ., 91, p. 847",,,,American Physical Society,,,,,24699896,,PRPEC,,English,Phys. Rev. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-85011411624
"Middleditch P., Moindrot W.",57194075417;57197818913;,Using classroom response systems for creative interaction and engagement with students,2015,Cogent Economics and Finance,3,1, 1119368,,,,,10.1080/23322039.2015.1119368,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034999304&doi=10.1080%2f23322039.2015.1119368&partnerID=40&md5=a207b52f0cc1a8b3cff7c9a93752ef1e,"Economics DA, University of Manchester, Manchester, United Kingdom; Department of Education, Liverpool School of Tropical Medicine, Liverpool, United Kingdom","Middleditch, P., Economics DA, University of Manchester, Manchester, United Kingdom; Moindrot, W., Department of Education, Liverpool School of Tropical Medicine, Liverpool, United Kingdom","Recent changes to the landscape of higher education and the student environment generally has brought renewed focus on the need for pedagogical innovation. The importance of student satisfaction and the accompanying rising expectations of the technologically savvy generation of students have brought significant challenges to an academic community already busied with the pedagogically sound delivery of undergraduate taught courses. This new environment has inevitably led to a demand for tools that can assist convenors to meet those challenges without overburdening already tight workloads. This paper presents evidence on the innovative use of one such tool in the form of an over web classroom response system, introduced with the aim of meeting the challenges of the new era in higher education. We suggest that the use of this type of technology can increase student satisfaction and enjoyment as a driver for creative engagement. © 2015 The Author(s).",Classroom response system; Clickers; Economic tools for teaching; Higher education; Large group classes; Peer interaction; Student response system,,,,,,,,,,,,"Bligh, D.A., (1998) What’s the Use of Lectures?, , Bristol: Intellect books; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Research in Learning Technology, 11 (3); Broussard, B., To click or not to click: Learning to teach to the microwave generation (2012) Nurse Education in Practice, 12, pp. 3-5; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco, CA: Jossey-Bass; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Cutts, Q.I., Kennedy, G.E., Mitchell, C., Draper, S., Maximising dialogue in lectures using group response systems (2004) 7Th IASTED International Conference on Computers and Advanced Technology in Education, Hawaii; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Freeman, M., Bell, A., Comerton-Forde, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) Australasian Journal of Educational Technology, 23, pp. 149-170; Gauci, S., Dantas, A., Williams, D., Kemm, R., Promoting student-centered active learning in lectures with a personal response system (2009) Advances in Physiology Education, 33, pp. 60-71; Koenig, K., Building acceptance for pedagogical reform through wide-scale implementation of clickers (2010) Journal of College Science Teaching, 39, pp. 46-50; Kolikant, Y.B., Drane, D., Calkins, S., Clickers as catalysts for transformation of teachers (2010) College Teaching, 58, pp. 127-135; Laurillard, D., (2013) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies, , New York, NY: Routledge; Mazur, E., (1997) Peer Instruction: A user’s Manual, , Upper Saddle River, NJ: Prentice Hall; Nielsen, K.L., Hansen, G., Stav, J.B., (2013), Teaching with student response systems (SRS): Teacher-centric aspects that can negatively affect students’ experience of using SRS. Research in Learning Technology, 21; O’Donoghue, M., Jardine, R., Rubner, G., Developing a hierarchy of clicker use for teaching and learning from models of dialogue analysis (2010) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 2105-2114; O’Donoghue, M., O’Steen, B., Clicking on or off? Lecturers’ rationale for using student response systems (2007) Proceedings Ascilite, Singapore; Shulman, L.S., Pedagogies of uncertainty (2005) Liberal Education, 91, pp. 18-25; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 32, pp. 187-208; Traxler, J., Wishart, J.M., (2011) Making Mobile Learning Work: Case Studies of Practice (Discussion Papers in Education). Bristol, , ESCalate, HEA Subject Centre for Education","Middleditch, P.; Economics DA, University of ManchesterUnited Kingdom; email: paul.middleditch@manchester.ac.uk",,,Cogent OA,,,,,23322039,,,,English,Cogent Econ. Finance,Article,Final,Open Access,Scopus,2-s2.0-85034999304
"Loukomies A., Juuti K., Lavonen J.",55789651200;6507924071;55894399700;,Investigating Situational Interest in Primary Science Lessons,2015,International Journal of Science Education,37,18,,3015,3037,,5.0,10.1080/09500693.2015.1119909,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84956733552&doi=10.1080%2f09500693.2015.1119909&partnerID=40&md5=5a9f2b6a7434391878b5f3a897c92415,"Viikki Teacher Training School, University of Helsinki, Helsinki, Finland; Department of Teacher Education, University of Helsinki, Helsinki, Finland","Loukomies, A., Viikki Teacher Training School, University of Helsinki, Helsinki, Finland; Juuti, K., Department of Teacher Education, University of Helsinki, Helsinki, Finland; Lavonen, J., Department of Teacher Education, University of Helsinki, Helsinki, Finland","Pupils’ interest has been one of the major concerns in science education research because it can be seen as a gateway to more personalised forms of interest and motivation. However, methods to investigate situational interest in science teaching and learning are not broadly examined. This study compares the pupils’ observed situational interest and their expressed situational interest. One class of Finnish fourth-graders (N = 22, age 9–10 years) participated in a heat transfer lesson. The lesson encompassed an interactive demonstration with a thermal camera, teacher-led discussions and the conduct and presentation of a collaborative inquiry task. Pupils expressed their interest levels (scale: 1= very boring, 5= very interesting) by using an electronic response system called a ‘clicker’. The measurement took place 15 times during the lesson, with 1 measurement being just a rehearsal. The lesson was video recorded, and visible aspects of interest at the measurement time points were analysed. Reported and observational data were compared. In most cases, the observations did not yield data compatible with the pupils’ own evaluations, indicating that most pupils’ expressed interest is not easily interpreted through observation of their facial expressions and behaviour. In general, the interest of the group as a whole seems to diminish during the lesson. We argue that in order to maintain and increase pupils’ interest, their evaluations should be taken into account in lesson planning. Video-based research might also be further enriched and validated by employing the participants’ own expressions. The clicker is a suitable means of collecting primary pupils’ experiences concerning their interest levels. © 2016 Taylor & Francis.",Electronic response system; Experience sampling method; Expressed situational interest; Observed situational interest; Science education,,,,,,,,,,,,"Bennett, J., Hogarth, S., Lubben, F., (2003), A systematic review of the effects of context-based and science-technology-society (STS) approaches in the teaching of secondary science. Version 1.1. Research evidence in education library. London: EPPI-Centre, Social Science Research Unit, Institute of Education; Csikszentmihalyi, M., Hunter, J., Happiness in everyday life: The uses of experience sampling (2003) Journal of Happiness Studies, 4 (2), pp. 185-199; Deci, E.L., The relation of interest to the motivation of behaviour: A self-determination theory perspective (1992) The role of interest in learning and development, pp. 43-69. , Renninger K.A., Hidi S., Krapp A., (eds), Mahwah, NJ: Lawrence Erlbaum Associates; Derry, S.J., Pea, R.D., Barron, B., Engle, R.A., Erickson, F., Goldman, R., Sherin, B.L., Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics (2010) Journal of the Learning Sciences, 19 (1), pp. 3-53; Dohn, N.B., Upper secondary students’ situational interest: A case study of the role of a zoo visit in a biology class (2013) International Journal of Science Education, 35 (16), pp. 2732-2751; (2014), http://www.oph.fi/ops2016/perusteluonnokset, Draft version of the new national core curriculum for basic education. Retrieved from; Gazzaniga, M.S., Ivry, R.B., Mangun, G.R., (2009) Cognitive neuroscience: The biology of the mind, , 3rd ed., New York, NY: W. W. Norton; Goldman, R., Video representations and the perspectivity framework: Epistemology, ethnography, evaluation and ethics (2014) Video research in the learning sciences, pp. 3-38. , Goldman R., Pea R., Barron B., Derry S., (eds), Mahwah, NJ: Lawrence Erlbaum Associates; Gross, R., (2005) Psychology: The science of mind and behaviour, , 5th ed., London: Hodder Arnold; Hektner, J.M., Schmidt, J.A., Csikszentmihalyi, M., (2007) Experience sampling method: Measuring the quality of everyday life, , Thousand Oaks, CA: Sage; Hidi, S., Interest: A unique motivational variable (2006) Educational Research Review, 1 (2), pp. 69-82; Hidi, S., Renninger, K.A., The four-phase model of interest development (2006) Educational Psychologist, 41 (2), pp. 111-127; Kärnä, P., Peruskoululaisten asenteet fysiikan opintoja kohtaan – mitä tehdä, kun fysiikasta ei pidetä (2012) Luonnontieteiden opetuksen kehittämishaasteita, pp. 121-142. , Kärnä P., Houtsonen L., Tähkä T., (eds), [Comprehensive school students’ attitudes towards physics studies—what to do when students do not like physics], [Challenges of the development of science teaching]. Koulutuksen seurantaraportit, Tampere: Suomen yliopistopaino; Katz-Buonincontro, J., Hektner, J.M., Using experience sampling methodology to understand how educational leadership students solve problems on the fly (2014) Journal of Educational Administration, 52 (3), pp. 379-403; Krapp, A., An educational-psychological theory of interest and its relation to SDT (2002) Handbook of self-determination research, pp. 405-427. , Deci E.L., Ryan R.M., (eds), Rochester, NY: The University of Rochester Press; Krapp, A., Basic needs and the development of interest and intrinsic motivational orientations (2005) Learning and Instruction, 15 (5), pp. 381-395; Lavonen, J., Byman, R., Uitto, A., Juuti, K., Meisalo, V., Students’ interest and experiences in physics and chemistry related themes: Reflections based on a ROSE-survey in Finland (2008) Themes in Science and Technology Education, 1 (1), pp. 7-36; Linnenbrink-Garcia, L., Durik, A.M., Conley, A.M., Barron, K.E., Tauer, J.M., Karabenik, S.A., Harackiewicz, J.M., Measuring situational interest in academic domains (2010) Educational and Psychological Measurement, 70 (4), pp. 647-671; Linnenbrink-Garcia, L., Patall, E.A., Messersmith, E.E., Antecedents and consequences of situational interest (2013) British Journal of Educational Psychology, 83 (4), pp. 591-614; Litmanen, T., Lonka, K., Inkinen, M., Lipponen, L., Hakkarainen, K., Capturing teacher students’ emotional experiences in context: Does inquiry-based learning make a difference? (2012) Instructional Science, 40 (6), pp. 1083-1101; Osborne, J., Simon, S., Collins, S., Attitude towards science: A review of the literature and its implications (2003) International Journal of Science Education, 25 (9), pp. 1049-1079; Palmer, D., Student interest generated during an inquiry skills lesson (2009) Journal of Research in Science Teaching, 46 (2), pp. 147-165; Pea, R.D., Video-as-data and digital video manipulation techniques for transforming learning sciences research, education, and other cultural practices (2006) The international handbook of virtual learning environments, 14, pp. 1321-1393. , Weiss J., Nolan J., Hunsinger J., Trifonas P., (eds), Dordrecht, The Netherlands: Springer; Reeve, J., Halusic, M., How K-12 teachers can put self-determination theory principles into practice (2009) Theory and Research in Education, 7 (2), pp. 145-154; Ryan, R.M., Deci, E.L., An overview of self-determination theory: An organismic-dialectical perspective (2002) Handbook of self-determination research, pp. 3-33. , Deci E.L., Ryan R.M., (eds), Rochester, NY: University of Rochester Press; Saarni, C., (1999) The development of emotional competence, , New York, NY: Guilford Press; Schaffer, H.R., (2006) Key concepts in developmental psychology, , London: Sage; Schiefele, U., Interest, learning and motivation (1991) Educational Psychologist, 26 (3-4), pp. 299-323; Schraw, G., Flowerday, T., Lehman, S., Increasing situational interest in the classroom (2001) Educational Psychology Review, 13 (3), pp. 211-224; Silvia, P.J., Interest—The curious emotion (2008) Current Directions in Psychological Science, 17 (1), pp. 57-60; Sjøberg, S., Interesting all children in ‘science for all’ (2000) Improving science education: The contribution of research, pp. 165-186. , Millar R., Leach J., Osborne J., (eds), Buckingham: Open University Press; Tapola, A., Veermans, M., Niemivirta, M., Predictors and outcomes of situational interest during a science learning task (2013) Instructional Science, 41 (6), pp. 1047-1064; Tytler, R., Osborne, J., Williams, G., Tytler, K., Cripps, C.J., (2008) Opening up pathways: Engagement in STEM across the primary-secondary school transition, , Canberra: Australian Department of Education, Employment and Workplace Relations; Woolnough, B.E., Changing pupils’ attitudes to careers in science (1996) Physics Education, 31 (5), pp. 301-308","Loukomies, A.; Viikki Teacher Training School, University of Helsinki, P.O. Box 30(Kevätkatu 2), Finland; email: anni.loukomies@helsinki.fi",,,Routledge,,,,,09500693,,,,English,Int. J. Sci. Educ.,Article,Final,,Scopus,2-s2.0-84956733552
"Pettit R.K., McCoy L., Kinney M., Schwartz F.N.",7005250845;56689540200;55937073000;56689386500;,Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology Approaches to teaching and learning,2015,BMC Medical Education,15,1, 92,,,,21.0,10.1186/s12909-015-0373-7,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84934923326&doi=10.1186%2fs12909-015-0373-7&partnerID=40&md5=61043eb8dc7337bd8928265c95df2f94,"A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ  85206, United States","Pettit, R.K., A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ  85206, United States; McCoy, L., A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ  85206, United States; Kinney, M., A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ  85206, United States; Schwartz, F.N., A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, Mesa, AZ  85206, United States","Background: Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. Methods: A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Results: Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture. Conclusions: Students clearly valued the engagement and learning aspects of gamified TP interactions. The overwhelming majority of students surveyed in this study were engaged by the variety of TP games, and gained an interest in microbiology. The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms. © 2015 Pettit et al.",Audience response system; Clicker; Game; Gamification; Medical microbiology; TurningPoint,"education; female; game; group process; human; human relation; male; medical education; medical student; microbiology; osteopathic medicine; problem based learning; procedures; psychology; questionnaire; teaching; Education, Medical, Undergraduate; Female; Games, Experimental; Group Processes; Humans; Interpersonal Relations; Male; Microbiology; Osteopathic Medicine; Problem-Based Learning; Students, Medical; Surveys and Questionnaires; Teaching",,,,,,,,,,,"Prince, M., Does active learning work? 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(2006) Adv Physiol Educ, 30, pp. 159-167; Wood, W., Clickers: A teaching gimmick that works (2004) Dev Cell, 7, pp. 796-798; Stoddard, H.A., Piquette, C.A., A controlled study of improvements in student exam performance with the use of an audience response system during medical school lectures (2010) Acad Med, 85, pp. S37-40; FitzPatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Adv Physiol Educ, 35, pp. 280-289; Kaleta, R., Joosten, T., http://www.educause.edu/library/resources/student-response-systems-university-wisconsin-system-study-clickers, Student response systems: a University of Wisconsin system study of clickers; Siau, K., Sheng, H., Nah, F.-H., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Trans Educ, 49 (3), pp. 398-403; Sternberger, C.S., Interactive learning environment: Engaging students using clickers (2012) Nurs Educ Perspect, 33 (2), pp. 121-124; Thomas, C.M., Monturo, C., Conroy, K., Experiences of faculty and students using an audience response system in the classroom (2011) Comput Inform Nurs, 29 (7), pp. 396-400; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Educ Today, 30, pp. 603-607; Akl, E.A., Pretorius, R.W., Sackett, K., Erdley, S., Bhoopathi, P.S., Alfarah, Z., Schunemann, H.J., The effect of educational games on medical students' learning outcomes: A systemic review. BEME Guide No. 14 (2010) Med Teach, 32, pp. 16-27; Salen, K., Zimmerman, E., (2004) Rules of Play: Game Design Fundamentals, , MIT Press Cambridge; Schell, J., (2008) The Art of Game Design, , CRC Press Boca Raton; Barkley, E.F., (2010) Student Engagement Techniques, , John Wiley & Sons San Francisco; Pettit, R.K., McCoy, L., Kinney, M., Schwartz, F.N., A multimedia audience response game show for medical education (2014) Med Sci Educ, 24, pp. 181-187; Akl, E.A., Gunukula, S., Mustafa, R., Wilson, M.C., Symons, A., Moheet, A., Schunemann, H.J., Support for and aspects of use of educational games in family medicine and internal medicine residency programs in the US: A survey (2010) IBMC Med Educ, 10, pp. 1-5; Beylefeld, A.A., Struwig, M.C., A gaming approach to learning medical microbiology: Student's experiences of flow (2007) Med Teach, 29, pp. 933-940; Valente, P., Lora, P.S., Landell, M.F., Schiefelbein, C.S., Girardi, F.M., Souza, L.R., Zonanto, A., Scroferneker, M.L., A game for teaching antimicrobial mechanisms of action (2009) Med Teach, 31, pp. e383-e392; Zakaryan, V., Bliss, R., Sarvazyan, N., Non-trivial pursuit of physiology (2005) Adv. Physiol Educ, 1, pp. 11-14; Da Rosa, A.C., Moreno Fde, L., Mezzomo, K.M., Scroferneker, M.L., Viral hepatitis: An alternative teaching method (2006) Educ Heath, 19, pp. 14-21; Graafland, M., Schraagen, J.M., Schijven, M.P., Systematic review of serious games for medical education and surgical skills training (2012) J Surg, 99, pp. 1322-1330; Akl, E.A., Mustafa, R., Slomka, T., Alawneh, A., Vedavalli, A., Schunemann, H.J., An educational game for teaching clinical practice guidelines to internal medicine residents: Development, feasibility and acceptability (2008) BMC Med Educ, 8, pp. 1-9; Hudson, J.N., Bristow, D.R., Formative assessment can be fun as well as educational (2006) Adv Physiol Educ, 30, pp. 33-37; Jirasevijinda, T., Brown, L.C., Jeopardy! An innovative approach to teach psychosocial aspects of pediatrics (2010) Patient Educ Couns, 80, pp. 333-336; Moy, J.R., Rodenbaugh, D.W., Collins, H.L., DiCarlo, S.E., Who wants to be a physician? An educational tool for reviewing pulmonary physiology (2000) Adv Physiol Educ, 24, pp. 30-37; O'Leary, S., Diepenhorst, L., Churley-Strom, R., Magrane, D., Educational games in an obstetrics and gynecology core curriculum (2005) Am J Obst Gynec, 193, pp. 1848-1851; Schuh, L., Burdette, D.E., Schultz, L., Silver, B., Learning Clinical Neurophysiology: Gaming is better than lectures (2008) J Clin Neurophysiol, 25, pp. 167-169; Shiroma, P.R., Massa, A.A., Alarcon, R.D., Using game format to teach psychopharmacology to medical students (2011) Med Teach, 33, pp. 156-160; Johnson, L., Adams Becker, S., Estrada, V., Freeman, A., (2014) NMC Horizon Report: 2014 Higher Education, , The New Media Consortium Austin, Texas; Schonfeld, E., http://techcrunch.com/2010/08/25/scvngr-game-mechanics/, SCVNGR secret game mechanics playdeck; Schlegel, E.F.M., Selfridge, N.J., Fun, collaboration and formative assessment: Skinquizition, a class wide gaming competition in a medical school with a large class (2014) Med Teach, 36, pp. 447-449; McCoy, L., Pettit, R., Lewis, J., Bennett, T., Carrasco, N., Brysacz, S., Makin, I.R.S., Schwartz, F.N., Developing technology-enhanced active learning for medical education: Challenges, solutions, and future directions (2015) J Am Osteopath Assoc, 115, pp. 202-211; Price Kerfoot, B., Turchin, A., Breydo, E., Gagnon, D., Conlin, P.R., An online spaced-education game among clinicians improves their patients' time to blood pressure control: A randomized controlled trial (2014) Circ Cardiovsc Qual Outcomes, 7, pp. 468-474; De Bilde, J., Vanteenkiste, M., Lens, W., Understanding the association between the future time perspective and self-regulated learning through the lens of self-determination theory (2011) Learn Instruc, 21, pp. 332-344; Lehman, B., D'Mello, S., Graeser, A., Confusion and complex learning during interactions with computer learning environments (2012) Internet High Educ, 15, pp. 184-194; Czikzenmihaly, M., (1990) Flow: The Psychology of Optimal Experience, , Harper Collins New York; Admiraal, W., Huizenga, J., Akkerman, S., Ten Dam, G., The concept of flow in collaborative game-based learning (2011) Comput Human Behav, 27 (3), pp. 1185-1194; Schiefele, U., Raabe, A., Skills-demands compatibility as a determinant of flow experience in an inductive reasoning task (2011) Psychol Rep, 109 (2), pp. 428-444; Corbin, J., Strauss, A., (2010) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, , Sage Publications Thousand Oaks; Karasik, R.J., Engaged teaching for engaged learning: Sharing your passion for gerontology and geriatrics (2012) Gerontol Geriatr Educ, 33 (2), pp. 119-132; Oblinger, D.G., Oblinger, J.L., https://net.educause.edu/ir/library/pdf/pub7101.pdf, Educating the net generation; Hoekstra, A., Mollborn, S., How clicker use facilitates existing pedagogical practices in higher education: Data from interdisciplinary research on student response systems (2012) Learn Media Technol, 37 (3), pp. 303-320; Miller, G., The assessment of clinical skills/competence/performance (1990) Acad Med, 65, pp. 563-567; Trew, J.L., Nelsen, J.L., Getting the most out of audience response systems: Predicting student reactions (2012) Learn Media Technol, 37 (4), pp. 379-394; Shieh, R.S., Chang, W., Liu, E.-F., Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels (2011) Australas J Educ Tech, 27 (7), pp. 1082-1099; Pekrun, R., Goetz, T., Titz, W., Perry, R.P., Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research (2002) Educ Psych, 37, pp. 91-105; Harris, S.T., Zeng, X., http://perspectives.ahima.org/using-an-audience-response-system-ars-in-a-face-to-face-and-distance-education-cpthcpcs-coding-course/#.VGU46vnF_HU, Using an audience response system (ARS) in a face-to-face and distance education CPT/HCPCS coding course; Clauson, K.A., Alkhateeb, F.M., Singh-Franco, D., Concurrent use of an audience response system at a multi-campus college of pharmacy (2012) Am J Pharm Educ, 76 (1), p. 6","Pettit, R.K.; A. T. Still University, School of Osteopathic Medicine in Arizona, 5850 E. Still Circle, United States",,,BioMed Central Ltd.,,,,,14726920,,,25997953.0,English,BMC Med. Educ.,Article,Final,Open Access,Scopus,2-s2.0-84934923326
"Baran-Łucarz M., Czajka E., Cardoso W.",56500534400;56019720000;24528609600;,Teaching english phonetics with a learner response system,2015,Second Language Learning and Teaching,24,,,35,61,,,10.1007/978-3-319-11092-9_3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84985011800&doi=10.1007%2f978-3-319-11092-9_3&partnerID=40&md5=a76393da63028580e3243e0641add2a7,"Wroclaw University, Wroclaw, Poland; Concordia University, Montreal, Canada","Baran-Łucarz, M., Wroclaw University, Wroclaw, Poland; Czajka, E., Wroclaw University, Wroclaw, Poland; Cardoso, W., Concordia University, Montreal, Canada","Learner Response Systems (or clickers) have existed for over four decades (Judson & Sawada, 2002); however, only recently have they received careful consideration as tools to promote learning, particularly in large classrooms (Caldwell, 2007). Surprisingly, clickers are rarely used in the L2 classroom and, more surprisingly, the topic has not received careful attention from the L2 research community (Cardoso, 2011, 2013). This paper reports the results of an experimental study following a pretest–posttest design which aimed to examine (1) the effectiveness of teaching L2 English phonetics with clickers, and (2) the perceptions of Polish students towards the use of clickers in phonetics teaching. Fifty-six English majors studying at the University of Wrocław (Poland) participated in the study. While one group was taught the rules governing English lexical stress and differences between RP and GA with the use of clickers (Clicker Group), the other was presented the same content through PowerPoint (No-Clicker Group). The quantitative analysis of the data showed that in two cases (competence and recognition of RP/GA accents) the differences in progress made by the two groups were statistically significant. Moreover, the Clicker Group outperformed the No-Clicker Group in all but one of the tests included in the study. Regarding the learners’ perception of the use of clickers in phonetics classes, the qualitative data (obtained via written open questions, questionnaires, semistructured interviews, and class observations) revealed that learners perceive the technology as beneficial, as it provides an anxiety-free, interesting, exciting learning experience. Notably, it encourages involvement and active participation in the class, thus leading to better retention of the material. Despite the observed weaknesses (e.g., lack of personalized feedback), most participants stated that they would like clickers to be used systematically in their phonetics and other classes. © Springer International Publishing Switzerland 2015.",,,,,,,,,,,,,"Agbatogun, A.O., Nigerian teachers’ integration of personal response system into ESL classroom (2011) International Journal of Education, 3 (2); Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Blodgett, D.L., (2006) The Effects of Implementing an Interactive Student Response System in a College Algebra Classroom, , MSc Thesis, University of Maine; Blood, E., Gulchak, D., Embedding “Clickers” into classroom instruction: Benefits and strategies (2013) Intervention in School and Clinic, 48 (4), pp. 246-253; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Bristol, T.J., Clickers: Audience response strategies (2011) Teaching and Learning in Nursing, 6 (4), pp. 192-195; Cardoso, W., Learning a foreign language with a learner response system: The students’ perspective (2011) Computer Assisted Language Learning, 24 (5), pp. 1-25; Cardoso, W., Learner response systems in second language teaching (2013) The Encyclopedia of Applied Linguistics, pp. 3250-3256. , C. Chapelle (Ed.), Oxford, UK: Wiley-Blackwell; Celce-Murcia, M., Brinton, D., Goodwin, J., (1996) Teaching Pronunciation, , Cambridge: Cambridge University Press; Ciszewski, T., Transcription games (Workshop) (2004) Materiały Z Konferencji ‘Dydaktyka Fonetyki języka Obcego W Polsce.’ Mikorzyn K. Konina 10-12 Maja 2004R. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej W Koninie, pp. 35-36. , W. Sobkowiak, & E. Waniek-Klimczak (Eds.), Konin: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Koninie; Clark, R.E., Reconsidering research on learning from media (1983) Review of Educational Research, 53, pp. 445-459; Cutrim Schmid, E., Enhancing performance knowledge and self-esteem in classroom language learning: The potential of the ACTIVote system component of interactive whiteboard technology (2007) System, 35, pp. 119-133; Cutrim Schmid, E., Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom (2008) Computers and Education, 50, pp. 338-356; Dłutek, A., Aktywizacja młodzieży w procesie nauczania fonetyki (2002) Dydaktyka Fonetyki języka Obcego. Neofilologia II. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej W Płocku, pp. 149-160. , W. Sobkowiak, & E. Waniek-Klimczak (Eds.), Płock: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku; Doughty, C., Cognitive underpinnings of focus on form (2001) Cognition and Second Language Instruction, pp. 206-257. , P. Robinson (Ed.), Cambridge: Cambridge University Press; Ellis, R., Corrective feedback and teacher development (2009) L2 Journal, 1 (1), pp. 3-18; Fagen, A., Crouch, C., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, 40 (4), pp. 206-209; Ferlacka, W., How can e-readers stimulate phonological development? (2006) Dydaktyka Fonetyki języka Obcego. Neofilologia VIII. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej W Płocku. Proceedings of the Soczewka Conference on Teaching Foreign Pronunciation, pp. 61-72. , W. Sobkowiak, & E. Waniek-Klimczak (Eds.), Płock: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Giridharan, B., Exploring the use of ARS-keypad technology in English vocabulary development (2013) Arab World English Journal, 4 (2), pp. 93-105; Gonet, W., Seven deadly sins in teaching English phonetics (2004) Materiały Z Konferencji ‘Dydaktyka Fonetyki języka Obcego W Polsce.’ Mikorzyn K. Konina 10-12 Maja 2004R. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej W Koninie, pp. 44-55. , W. Sobkowiak, & E. Waniek-Klimczak (Eds.), Konin: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Koninie; Hartmann, W., Teaching musical acoustics with clickers (2012) The Journal of the Acoustical Society of America, 132 (3), p. 1922; Johnson, E., (2010) Clicking in the Foreign Language Classroom: Exploring Effects of a Novel Source of Explicit Feedback, , Unpublished manuscript; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21, pp. 167-181; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin study of clickers (2007) Research Bulletin 6, , Boulder, CO: EDUCAUSE Center for Applied Research; Liu, J., Hansen, J., (2002) Peer Response in Second Language Writing Classrooms, , Ann Arbor: The University of Michigan Press; Mazur, E., Peer instruction: A user’s manual (1997) Upper Saddle River, , NJ: Prentice Hall; Morley, J., A multidimensional curriculum design for speech–pronunciation (1994) Pronunciation Pedagogy and Theory. 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Proceedings of the Soczewka Conference on teaching foreign pronunciatio, Płock: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku; Serafini, E.J., Learner perceptions of clickers as a source of feedback in the classroom (2013) Second Language Interaction in Diverse Educational Contexts, pp. 209-224. , K. McDonough, & E. Mackey (Eds.), Amsterdam: John Benjamins; Sobkowiak, W., (1996) English Phonetics for Poles, , Poznań: Wydawnictwo Ponańskie; Sobkowiak, W., Materiały ulotne jako źródło metakompetencji fonetycznej (Raising phonetic awareness through trivia) (2003) Dydaktyka Fonetyki języka Obcego. Neofilologia V. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej W Płocku, pp. 151-166. , W. Sobkowiak, & E. Waniek-Klimczak (Eds.), Płock: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku; Stasiak, S., Szpyra-Kozłowska, J., Atrakcyjność a efektywność technik nauczania wymowy (2003) Dydaktyka Fonetyki języka Obcego. Neofilologia V. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej W Płocku, pp. 167-180. , W. Sobkowiak, & E. Waniek-Klimczak (Eds.), Płock: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku; Stewart, S., Stewart, W., Taking clickers to the next level: A contingent teaching model (2013) International Journal of Mathematical Education in Science and Technology, 44 (8), pp. 1093-1106; Szpyra-Kozłowska, J., Frankiewicz, J., Święciński, R., The language laboratory and modern pronunciation pedagogy (2006) Dydaktyka Fonetyki języka Obcego. Neofilologia VIII. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej W Płocku, pp. 285-304. , W. Sobkowiak, & E. Waniek-Klimczak (Eds.), Płock: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku; Szpyra-Kozłowska, J., Mispronounced lexical items in Polish English of advanced learners (2012) Research in Language, 10 (2), pp. 243-256; Wrembel, M., New perspectives on pronunciation teaching (2002) Dydaktyka Fonetyki języka Obcego. Neofilologia II. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej W Płocku, pp. 173-184. , W. Sobkowiak, & E. Waniek-Klimczak (Eds.), Płock: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku; Wrembel, M., Beyond ‘listen and repeat’–an overview of English pronunciation teaching materials (2004) Materiały Z Konferencji ‘Dydaktyka Fonetyki języka Obcego W Polsce.’ Mikorzyn K. Konina 10-12 Maja 2004R. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej W Koninie, pp. 171-180. , W. Sobkowiak, & E. Waniek-Klimczak (Eds.), Konin: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Koninie; Zawadzka, T., Warm-ups, games and activities using phonemic script (2002) Dydaktyka Fonetyki języka Obcego. Neofilologia II. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej W Płocku, pp. 199-210. , W. Sobkowiak, & E. Waniek-Klimczak (Eds.), Płock: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku","Baran-Łucarz, M.; Wroclaw UniversityPoland; email: m.baranlucarz@wp.pl",,,Springer Verlag,,,,,21937648,,,,English,Second Lang. Learn. Teach.,Article,Final,,Scopus,2-s2.0-84985011800
"Knight J.K., Wise S.B., Rentsch J., Furtak E.M.",7401751389;15049124700;56973910300;13605112700;,Cues matter: Learning assistants influence introductory biology student interactions during clicker-question discussions,2015,CBE Life Sciences Education,14,4,,1,14,,17.0,10.1187/cbe.15-04-0093,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84947902134&doi=10.1187%2fcbe.15-04-0093&partnerID=40&md5=7dea1926e7cc7eb3c5d866b9813cb10f,"Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO  80309, United States; Department of Ecology and Evolutionary Biology, University of Colorado Boulder, Boulder, CO  80309, United States; School of Education, University of Colorado Boulder, Boulder, CO  80309, United States; Biology Department, Francis Marion University, Florence, SC  29502, United States","Knight, J.K., Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO  80309, United States; Wise, S.B., Department of Ecology and Evolutionary Biology, University of Colorado Boulder, Boulder, CO  80309, United States; Rentsch, J., Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO  80309, United States, Biology Department, Francis Marion University, Florence, SC  29502, United States; Furtak, E.M., School of Education, University of Colorado Boulder, Boulder, CO  80309, United States","The cues undergraduate biology instructors provide to students before discussions of clicker questions have previously been shown to influence student discussion. We further explored how student discussions were influenced by interactions with learning assistants (LAs, or peer coaches). We recorded and transcribed 140 clicker-question discussions in an introductory molecular biology course and coded them for features such as the use of reasoning and types of questions asked. Students who did not interact with LAs had discussions that were similar in most ways to students who did interact with LAs. When students interacted with LAs, the only significant changes in their discussions were the use of more questioning and more time spent in discussion. However, when individual LA–student interactions were examined within discussions, different LA prompts were found to generate specific student responses: question prompts promoted student use of reasoning, while students usually stopped their discussions when LAs explained reasons for answers. These results demonstrate that LA prompts directly influence student interactions during in-class discussions. Because clicker discussions can encourage student articulation of reasoning, instructors and LAs should focus on how to effectively implement questioning techniques rather than providing explanations. © 2015 J. K Knight et al.",,"association; education; female; human; human relation; learning; male; molecular biology; nonparametric test; peer group; problem based learning; procedures; questionnaire; statistics and numerical data; student; university; young adult; Cues; Faculty; Female; Humans; Interpersonal Relations; Learning; Male; Molecular Biology; Peer Group; Problem-Based Learning; Statistics, Nonparametric; Students; Surveys and Questionnaires; Young Adult",,,,,,,,,,,"(2011) Vision and Change in Undergraduate Biology Education: A Call to Action, , Washington, DC; Anderson, L.W., Krathwohl, D.R., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, , New York: Longman; Asterhan, C.S.C., Epistemic and interpersonal dimensions of peer argumentation: Conceptualization and quantitative assessment (2013) Affective Learning Together, Advances in Learning and Instruction, pp. 251-272. , ed. M Baker, J Andriessen, and S Jarvela, New York: Routledge; Asterhan, C.S.C., Schwarz, B.B., Argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialog (2009) Cognitive Sci, 33, pp. 374-400; Aydeniz, M., Pabuccu, A., Cetin, P.S., Kaya, E., Argumentation and students’ conceptual understanding of properties and interactions of gases (2012) Int J Sci Math Educ, 10, pp. 1303-1324; Bao, L., Cai, T., Koenig, K., Fang, K., Han, J., Wang, J., Liu, Q., Luo, Y., Learning and scientific reasoning (2009) Science, 323, pp. 586-587; Beichner, R.J., Saul, J.M., Introduction to the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project (2003) Proceedings of the International School of Physics ‘‘Enrico Fermi,’’, , www.ncsu.edu/per/scaleup.html, Varenna, Italy; Bricker, L.A., Bell, P., Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education (2008) Sci Educ, 92, pp. 473-498; Coleman, E.B., Using explanatory knowledge during collaborative problem solving in science (1998) J Learn Sci, 7, pp. 387-427; Crowe, A., Dirks, C., Wenderoth, M.P., Biology in Bloom: Implementing Bloom’s taxonomy to enhance student learning in biology (2008) CBE Life Sci Educ, 7, pp. 368-381; Dancy, M., Henderson, C., Pedagogical practices and instructional change of physics faculty (2010) Am J Phys, 78, p. 1056; Duschl, R., Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals (2008) Rev Res Educ, 32, pp. 268-291; Erduran, S., Simon, S., Osborne, J., TAPping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse (2004) Sci Educ, 88, pp. 915-933; Field, A., (2009) Discovering Statistics Using SPSS, , London: Sage; Ford, M.J., Forman, E.A., Chapter 1: Redefining disciplinary learning in classroom contexts (2006) Rev Res Educ, 30, pp. 1-32; Furtak, E.M., Alonzo, A.C., The role of content in inquiry-based elementary science lessons: An analysis of teacher beliefs and enactment (2010) Res Sci Educ, 40, pp. 425-449; Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Wood, W.B., Policy forum: Scientific teaching (2004) Science, 304, pp. 521-522; Henderson, C., Dancy, M., Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations (2008) Am J Phys, 71, pp. 79-91; James, M.C., The effect of grading incentive on student discourse in peer instruction (2006) Am J Phys, 74, pp. 689-691; James, M.C., Willoughby, S., Listening to student conversations during clicker questions: What you have not heard might surprise you! 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M Lovett and P Shah, Mahwah, NJ: Erlbaum; Michaels, S., O’Connor, C., (2012) Talk Science Primer, , Cambridge, MA: Technical Education Research Center; Miller, K., Lasry, L., Lukoff, B., Schell, J., Mazur, E., Conceptual question response times in peer instruction classrooms (2014) Phys Rev Spec Top Phys Educ Res, 10, p. 020113; National Research Council (NRC), (2007) Taking Science to School: Learning and Teaching Science in Grades K-8, , Washington, DC: National Academies Press; NRC, (2012) Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, , Washington, DC: National Academies Press; Next Generation Science Standards, (2013) NGSS home page, , www.nextgenscience.org, (retrieved 14 January 2015); Osborne, J., Arguing to learn in science: The role of collaborative, critical discourse (2010) Science, 328, pp. 463-466; Osborne, J., Erduran, S., Simon, S., Enhancing the quality of argumentation in school science (2004) J Res Sci Teach, 41, pp. 994-1020; Otero, V., The Learning Assistant model for Teacher Education in Science and Technology (2006) American Physical Society, , www.aps.org/units/fed/newsletters/summer2006/otero.html, (retrieved 14 October 2015); Otero, V., Pollock, S.J., Finkelstein, N., A physics department’s role in preparing future teachers: The Colorado Learning Assistant Model (2010) Am J Phys, 78, pp. 1218-1224; President’s Council of Advisors on Science and Technology, (2012) Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics, , Washington, DC: U.S. Government Office of Science and Technology; Quitadamo, I.J., Brahler, C.J., Crouch, G.J., Peer-led team learning: A prospective method for increasing critical thinking in undergraduate science courses (2009) Sci Educator, 18, pp. 29-39; Sampson, V., Clark, D., The impact of collaboration on the outcomes of scientific argumentation (2008) Sci Educ, 93, pp. 448-484; Sandoval, W.A., Conceptual and epistemic aspects of students’ scientific explanations (2003) J Learn Sci, 12, pp. 5-51; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N.A., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE Life Sci Educ, 10, pp. 55-63; Songer, N.B., Gotwals, A.B., Guiding explanation construction by children at the entry points of learning progressions (2012) J Res Sci Teach, 49, pp. 131-165; Spillane, J.P., External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating role of teachers’ zones of enactment (1999) J Curric Studies, 31, pp. 143-175; Toulmin, S., (1958) The Uses of Argument, , Cambridge, UK: Cambridge University Press; Turpen, C., Finkelstein, N.D., Not all interactive engagement is the same: Variations in physics professors’ implementation of peer instruction (2009) Phys Rev ST Phys Educ Res, 5, p. 020101; Turpen, C., Finkelstein, N.D., The construction of different classroom norms during peer instruction: Students perceive differences (2010) Phys Rev ST Phys Educ Res, 6, p. 020123; Van Lacum, E.B., Ossevoort, M.A., Goedhart, M.J., A teaching strategy with a focus on argumentation to improve undergraduate students’ ability to read research articles (2014) CBE Life Sci Educ, 13, pp. 253-264; Windschitl, M., Folk theories of “inquiry”: How preservice teachers reproduce the discourse and practices of the scientific method (2004) J Res Sci Teach, 41, pp. 481-512; Zohar, A., Nemet, F., Fostering students’ knowledge and argumentation skills through dilemmas in human genetics (2002) J Res Sci Teach, 39, pp. 35-62","Knight, J.K.; Department of Molecular, Cellular, and Developmental Biology, University of Colorado BoulderUnited States; email: jennifer.knight@colorado.edu",,,American Society for Cell Biology,,,,,19317913,,,26590204.0,English,CBE Life Sci. Educ.,Article,Final,Open Access,Scopus,2-s2.0-84947902134
"Thomas C.N., Pinter E.B., Carlisle A., Goran L.",54973107200;56960040400;57021377000;51863466000;,Student Response Systems: Learning and Engagement in Preservice Teacher Education,2015,Journal of Special Education Technology,30,4,,223,237,,1.0,10.1177/0162643415623026,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058977377&doi=10.1177%2f0162643415623026&partnerID=40&md5=158b48e4c6b1b2c15527083fcee89417,"University of Missouri, Columbia, MO, United States; Northern Illinois University, DeKalb, IL, United States; Truman State University, Kirksville, MO, United States","Thomas, C.N., University of Missouri, Columbia, MO, United States; Pinter, E.B., Northern Illinois University, DeKalb, IL, United States; Carlisle, A., University of Missouri, Columbia, MO, United States; Goran, L., Truman State University, Kirksville, MO, United States","This study presents findings from an investigation of student response systems (SRS) in an undergraduate preservice teacher education classroom to investigate the impact of SRS use during lecture on the topic of learning disabilities (LDs). Participants were randomly assigned to the SRS group, a written response group, or a no response group, and evaluated at pre- and posttest for content knowledge, during lecture for reading accountability and engagement, at posttest regarding satisfaction with the learning experience, and following lecture, participants were asked to respond to a case study of a student with LD. Findings indicated that all participants performed significantly better at posttest on the measure of content knowledge, with no significant differences between groups. On the during lecture measure of engagement, students in the written response group outperformed peers in the SRS group on reading accountability items, but students in the SRS group demonstrated significantly better understanding of content and reported higher efficacy for their learning in comparison with peers. Participants were satisfied with the learning experience created by SRS use and reported that it improved their accountability for reading, increased their engagement with content, and that given a choice, they would prefer to use SRS in future classes. However, in response to the case study, relatively low percentages of participants were able to generate viable suggestions for evidence-based practices that could improve academic and social outcomes for students with LD like the case student. Future research should further investigate the impact of SRS on learning and transfer. © The Author(s) 2015.",preservice teacher education; technology,,,,,,,,,,,,"Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochemistry and Molecular Biology Education, 37, pp. 84-91. , http://dx.doi.org/10.1002/bmb.20264, Retrieved from; (1999) Standards for educational and psychological testing, , Washington, DC, American Educational Research Association; Anderson, L.M., Bird, T., How three prospective teachers constructed three cases of teaching (1995) Teaching & Teacher Education, 11, pp. 479-499; Beatty, I., (2004) Transforming student learning with classroom communication systems, , http://net.educause.edu/ir/library/pdf/ERB0403.pdf, Research Bulletin 3, 2004, Boulder, CO, EDUCAUSE Center for Alied Research, 2004, Retrieved from; Blanton, L.P., Pugach, M.C., Florian, L., (2011) Preparing general education teachers to improve outcomes for students with disabilities, , Washington, DC, American Association of Colleges for Teacher Education and National Center for Learning Disabilities; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. 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(2008) The Physics Teacher, 46, p. 242; Lawless, K.A., Pellegrino, J.W., Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers (2007) Review of Educational Research, 77, pp. 575-614; Liu, F.C., Gettig, J.P., Fjortoft, N., Impact of a student response system on short- and long-term learning in a drug literature evaluation course (2010) American Journal of Pharmaceutical Education, 74, pp. 1-5. , http://dx.doi.org/10.5688/aj740106, Retrieved from; Lundeberg, M.A., Kang, H., Wolter, B., delMas, R., Armstrong, N., Borsari, B., Context matters: Increasing understanding with interactive clicker case studies (2011) Educational Technology Research and Development, 59, pp. 645-671. , …; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56, pp. 125-145. , http://dx.doi.org/10.1007/s11423-007-9053-6, Retrieved from, …; 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Narayan, J.S., Heward, W.L., Gardner, R., Courson, F.H., Omness, C.K., Using response cards to increase student participation in an elementary classroom (1990) Journal of Applied Behavior Analysis, 23, pp. 483-490. , http://dx.doi.org/10.1901/jaba.1990.23-483, Retrieved from; (2013) Learning disability fast facts, , http://www.ncld.org/types-learning-disabilities/what-is-ld/learning-disability-fast-facts, Retrieved from; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30, pp. 603-607. , http://dx.doi.org/10.1016/j.nedt.2009.12.008, Retrieved from; Three AMIGO3s: Using “Anchored modular inquiry” to help prepare future teachers (2003) Educational Technology Research & Development, 51, pp. 105-123; Resnick, L.B., (1987) Education and learning to think, , Washington DC, National Academic Press; Rosenshine, B., Stevens, R., Teaching functions (1986) Handbook of research on teaching, pp. 376-391. , Wittrock M.C., (ed), 3rd, New York, NY, Macmillan, (Ed.), (, ed.,., –; Schrader, P.G., Leu, D.J., Kinzer, C.K., Ataya, R., Teale, W.H., Labbo, L.D., Cammack, D., Using internet delivered video cases, to support pre-service teachers’ understanding of effective early literacy instruction (2003) Instructional Science, 31, pp. 317-340; Shulman, L.S., Teacher-written cases with commentaries: A teacher-researcher collaboration (1992) Case methods in teacher education, pp. 1-33. , Shulman J.H., (ed), New York, NY, Teachers College Press, (Ed.), (., –; Shute, V.J., Focus on formative feedback (2008) Review of Educational Research, 78, pp. 153-189; Simon, B., Anderson, R., Hoyer, C., Su, J., Preliminary experiences with a tablet PC based system to support active learning in computer science courses (2004) ACM SIGCSE Bulletin, 36, pp. 213-217; Slocum, T., Spencer, T.D., Dietrich, R., Best available evidence: Three complementary approaches (2012) Education and Treatment of Children, 35, pp. 153-181. , http://dx.doi.org/10.1353/etc.2012.0015, Retrieved from; Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B., Leroux, A., Reading comprehension interventions for middle school students with learning disabilities: A synthesis of 30 years of research (2012) Journal of Learning Disabilities, 45, pp. 327-340; Sternberg, R.J., Horvath, J.A., A prototype view of expert teaching (1995) Educational Researcher, 24, pp. 9-17. , http://dx.doi.org/10.3102/0013189X024006009; Sutherland, K.S., Alder, N., Gunter, P.L., The effect of varying rates of opportunities to respond to academic requests on the classroom behavior of students with EBD (2003) Journal of Emotional and Behavioral Disorders, 11, pp. 239-248. , http://dx.doi.org/10.1177/10634266030110040501; Sutherland, K.S., Wehby, J.H., Exploring the relation between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with emotional and behavioral disorders: A review (2001) Remedial and Special Education, 22, pp. 113-121. , http://dx.doi.org/10.1177/074193250102200205; Swanson, H.L., Hoskyn, M., Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes (1998) Review of Educational Research, 68, pp. 277-321; Syh-Jong, J., A study of students’ construction of science knowledge: Talk and writing in a collaborative group (2007) Educational Research, 49, pp. 65-81; Thompson, A., Scientifically based research: establishing a research agenda for the technology in teacher education community (2005) Journal of Research on Technology in Education, 37, pp. 331-337; Tormey, R., Henchy, D., Re-imagining the traditional lecture: An action research approach to teaching student teachers to ‘do’ philosophy (2008) Teaching in Higher Education, 13, pp. 303-314; Turner, N.D., Preparing preservice teachers for inclusion in secondary classrooms (2003) Education, 123, pp. 491-495; Welch, A.B., Responding to student concerns about fairness (2000) Teaching Exceptional Children, 33, pp. 36-40; Willis, J., Foundational assumptions for information technology and teacher education (2001) Contemporary Issues in Technology and Teacher Education, 1, pp. 305-320; Wulff, S.S., Wulff, D.H., Of course I’m communicating; I lecture every day”: Enhancing teaching and learning in introductory statistics (2004) Communication Education, 53, pp. 92-103. , http://dx.doi.org/10.1080/0363452032000135797, Retrieved from","Thomas, C.N.; University of MissouriUnited States; email: thomascat@missouri.edu",,,SAGE Publications Inc.,,,,,01626434,,,,English,J. Spl. Edu. Tech.,Article,Final,,Scopus,2-s2.0-85058977377
"Robson N., Popat H., Richmond S., Farnell D.J.J.",57132430400;15823058900;56962585800;7004457484;,Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students - A randomised control trial,2015,Journal of Orthodontics,42,4,,307,314,,4.0,10.1179/1465313315Y.0000000012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958972898&doi=10.1179%2f1465313315Y.0000000012&partnerID=40&md5=ce95e4d1d79ea888e09ab9127611ebed,"School of Dentistry, Cardiff University, Heath Park, Cardiff, CF14 4XY, United Kingdom; Applied Clinical Research and Public Health, School of Dentistry, Cardiff University, Heath Park, Cardiff, CF14 4XY, United Kingdom","Robson, N., School of Dentistry, Cardiff University, Heath Park, Cardiff, CF14 4XY, United Kingdom; Popat, H., Applied Clinical Research and Public Health, School of Dentistry, Cardiff University, Heath Park, Cardiff, CF14 4XY, United Kingdom; Richmond, S., Applied Clinical Research and Public Health, School of Dentistry, Cardiff University, Heath Park, Cardiff, CF14 4XY, United Kingdom; Farnell, D.J.J., Applied Clinical Research and Public Health, School of Dentistry, Cardiff University, Heath Park, Cardiff, CF14 4XY, United Kingdom","Objective: To determine the effect of an audience response system (ARS) on knowledge retention of dental students and to gauge student perceptions of using the ARS. Design: Randomised control study. Setting: School of Dentistry, Cardiff University. Participants: Seventy four second-year dental students were stratified by gender and randomised anonymously to one of two groups. Methods: One group received a lecture on orthodontic terminology and diagnosis in a traditional didactic format and the other received the same lecture integrated with ARS slides. Students completed an assessment of multiple-choice questions (MCQs) scored out of 20, before and immediately after the lecture. Students were also asked to complete a self-reported questionnaire on their perceptions of ARS. Results: Both groups had statistically significant increases in MCQ scores post-lecture (ARS mean increase 3.6 SD2.0, 95% CI 2.2-3.5 and Didactic mean increase 2.9 SD2.3, 95% CI 2.8-4.3). A mixed-design analysis of variance showed that ARS led to an improved MCQ score (by 0.8 or 25%) compared to the didactic group, although this effect was not significant (P=0.15). The effect of gender at baseline (P=0.49), post-lecture (P=0.73) and increase in MCQ score split by group (P=0.46) was also not significant. Students reported that the ARS was easy to use, helped them engage with the lecture and encouraged them to work harder. Conclusion: The ARS did not lead to a significant increase in short-term orthodontic knowledge recall of students compared with didactic teaching. However, the use of ARS within orthodontic teaching could make lectures more interactive and engaging. © 2015 British Orthodontic Society.",Audiovisual aid; Orthodontics/education; Randomized control trial; Students/dental; Teaching/methods,analysis of variance; controlled clinical trial; controlled study; dental student; diagnosis; female; gender; human; major clinical study; male; multiple choice test; nomenclature; orthodontics; perception; questionnaire; randomized controlled trial; recall; school dentistry; teaching; university,,,,,,,,,,,"Begum, T., A guideline on developing effective multiple choice questions and construction of single best answer format (2012) J Bangladesh Coll Phys Surg, 30, pp. 159-166; Bullock, D., LaBella, V., Clingan, T., Ding, Z., Stewart, G., Thibado, P., Enhancing the student-instructor interaction frequency (2002) Phys Teach, 40, pp. 535-541; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Dhaliwal, H.K., Allen, M., Kang, J., Bates, C., Hodge, T., The effect of using an audience response system on learning, motivation and information retention in the orthodontic teaching of undergraduate dental students: A cross-over trial (2015) J Orthod, 42, pp. 123-136; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comput Assist Learn, 20, pp. 81-94; El-Rady, J., To click or not to click: That's the question (2006) Innovate, 2, pp. 1-5; Elashvili, A., Denehy, G., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1296-1303; General Dental Council, (2012) Preparing for Practice - Dental Team Learning Outcomes for Registration, , http://www.gdc-uk.org/Newsandpublications/Publications/Publications/GDCLearningOutcomes.pdf; Honey, J., Lynch, C.D., Burke, F., Gilmour, A.S.M., Ready for practice? A study of confidence levels of final year dental students at Cardiff university and university college cork (2011) Eur J Dent Educ, 15, pp. 98-103; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53, pp. 819-827; Kay, R.H., Examining gender differences in attitudes toward interactive classroom communications systems (2009) Comput Educ, 52, pp. 730-740; Murphy, R.J., Gray, S.A., Straja, S.R., Bogert, M.C., Student learning preferences and teaching implications (2004) J Dent Educ, 68, pp. 859-866; Pelton, L.F., Pelton, T., Selected and constructed response systems in mathematics classrooms (2006) Audience Response Systems in Higher Education: Applications and Cases, Information Science Publishing, pp. 175-186. , Banks D (ed.) , London, UK; Pileggi, R., O'Neill, P.N., Team-based learning using an audience response system: An innovative method of teaching diagnosis to undergraduate dental students (2005) J Dent Educ, 72, pp. 1182-1188; Satheesh, K., Student evaluation of clickers in a combined dental and dental hygiene periodontology course (2013) J Dent Educ, 77, pp. 1321-1329; Siau, K., Sheng, H., Nah, F.H., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Trans Educ, 49, pp. 398-403; Stoddard, H.A., Piquette, C.A., A controlled study of improvements in student exam performance with the use of an audience response system during medical school lectures (2010) Acad Med, 85, pp. S37-S40; Wellek, S., Blettner, M., On the proper use of the crossover design in clinical trials: Part 18 of a series on evaluation of scientific publications (2012) Dtsch Arztebl Int, 109, p. 276; Wenz, H.J., Zupanic, M., Klosa, K., Schneider, B., Karsten, G., Using an audience response system to improve learning success in practical skills training courses in dental studies - A randomised, controlled cross-over study (2014) Eur J Dent Educ, 18, pp. 147-153","Popat, H.; Applied Clinical Research and Public Health, School of Dentistry, Cardiff University, Heath Park, United Kingdom; email: popath@Cardiff.ac.uk",,,Maney Publishing,,,,,14653125,,,,English,J. Orthod.,Article,Final,Open Access,Scopus,2-s2.0-84958972898
"Chan K., Cheung G., Wan K., Brown I., Luk G.",7406035235;24471344400;56814366900;57209541194;56290240700;,Synthesizing technology adoption and learners’ approaches towards active learning in higher education,2015,Electronic Journal of e-Learning,13,6,,431,440,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957570581&partnerID=40&md5=ab0fb23169855c9257f2ba776fa5cfc8,"Department of Applied Social Sciences, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong; Educational Development Centre, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong","Chan, K., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong; Cheung, G., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong; Wan, K., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong; Brown, I., Educational Development Centre, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong; Luk, G., Educational Development Centre, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong","In understanding how active and blended learning approaches with learning technologies engagement in undergraduate education, current research models tend to undermine the effect of learners’ variations, particularly regarding their styles and approaches to learning, on intention and use of learning technologies. This study contributes to further examine a working model for learning outcomes in higher education with the Unified Theory of Acceptance and Use of Technology (UTAUT) on SRS adoption attitude, and the Study Process Questionnaire (SPQ) on students’ approach to learning. Adopting a cross-section observational design, the current study featured an online survey incorporating items UTAUT and SPQ. The survey was administered to 1627 undergraduate students at a large comprehensive university in Hong Kong. Relationships between SRS adoption attitude, learning approaches, and learning outcomes in higher-order thinking & learning and collaborative learning were analyzed with a structural equation model (SEM). A total of 3 latent factors, including four factors from UTAUT in Performance Expectancy, Effort Expectancy, and Deep Learning Approach from the SPQ, were identified in the structural model on students’ intention to adopt SRS in classes. Current results suggested that a model of active learning outcomes comprising both UTAUT constructs and deep learning approach. Model presented in the present study supported the UTAUT in predicting both behavioral intention and in adopting SRS in large classes of undergraduate education. Specifically, positive attitudes towards SRS use measured with the UTAUT, via a learning approach towards deep learning, accounted for variation on high-impact learning including higher-order thinking and collaborative learning. Results demonstrated that the process of technology adoption should be conceptualized in conjunction with learners’ diversity for explaining variation in adoption of technologies in the higher education context. © 2015, Academic Publishing Ltd. All rights reserved.",Higher education; Learning approaches; Students response system (SRS); Technology adoption,,,,,,,,,,,,"Al-Hujran, O., Al-Lozi, E., Al-Debei, M.M., ""Get Ready to Mobile Learning"": Examining Factors Affecting College Students' Behavioral Intentions to Use M-Learning in Saudi Arabia (2014) Jordan Journal of Business Administration, 10, pp. 111-128; Al-Huneidi, A., Schreurs, J., Constructivism Based Blended Learning in Higher Education (2013) Information Systems, E-learning, and Knowledge Management Research, , LYTRAS, M., RUAN, D., TENNYSON, R., ORDONEZ DE PABLOS, P., GARCÍA PEÑALVO, F. & RUSU, L. (eds.) Springer Berlin Heidelberg; Biggs, J., Kember, D., Leung, D.Y.P., The revised two-factor Study Process Questionnaire: R-SPQ-2F (2001) British Journal of Educational Psychology, 71, pp. 133-149; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Bollen, K.A., (1989) Structural equations with latent variables, , New York, NY, Wiley; Brady, M., Seli, H., Rosenthal, J., ""Clickers"" and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers & Education, 65, pp. 56-63; Brady, M., Seli, H., Rosenthal, J., Metacognition and the influence of polling systems: How do clickers compare with low technology systems (2013) Educational Technology Research and Development, 61, pp. 885-902; Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments, , San Francisco, CA, Jossey-Bass; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE-Life Sciences Education, 6, pp. 9-20; Campbell, J., Mayer, R.E., Questioning as an instructional method: Does it affect learning from lectures? (2009) Applied Cognitive Psychology, 23, pp. 747-759; Chan, K., Brown, I., Chung, I.C.B., Lu, H.-J., Luk, G.W.-T., Using Students Response System via Mobile Devices in Large Introductory Psychology Classes International Conference on eLearning, p. 539. , (Year) Published. IVALA, E., ed. June 27-28, 2013 2013 Cape Peninsula University of Technology, Cape Town, South Africa. Academic Conferences and Publishing International Limited; Cobb, S., Heaney, R., Corcrcoran, O., Henderson-Begg, S., Using Mobile Phones to Increase Classroom Interaction (2010) Journal of Educational Multimedia and Hypermedia; D'lima, G.M., Winsler, A., Kitsantas, A., Ethnic and Gender Differences in First-Year College Students' Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation (2014) The Journal of Educational Research, 107, pp. 341-356; Davis, F.D., Bagozzi, R.P., Warshaw, P.R., User Acceptance of Computer Technology: A Comparison of Two Theoretical Models (1989) Management Science, 35, pp. 982-1003; Dwivedi, Y.K., Rana, N.P., Chen, H., Williams, M.D., A Meta-analysis of the Unified Theory of Acceptance and Use of Technology (UTAUT) (2011) Governance and Sustainability in Information Systems. Managing the Transfer and Diffusion of IT, , Springer; Exeter, D.J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., Jackson, R., Student engagement in very large classes: The teachers' perspective (2010) Studies in Higher Education, 35, pp. 761-775; Hirshman, E., Bjork, R.A., The generation effect: Support for a two-factor theory (1988) Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, pp. 484-494; Hu, L.T., Bentler, P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999) Structural Equation Modeling: A Multidisciplinary Journal, 6, pp. 1-55; (2013) National Survey of Student Engagement (NSSE) 2013 Codebook, , http://nsse.iub.edu/2013_Institutional_Report/data_codebooks/NSSE2013Codebook.pdf; Jones, M.E., Antonenko, P.D., Greenwood, C.M., The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer (2012) Journal of Computer Assisted Learning, 28, pp. 477-487; Justicia, F., Pichardo, M.C., Cano, F., Berbén, A.B.G., De La Fuente, J., The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level (2008) European Journal of Psychology of Education, 23, pp. 355-372; Karpicke, J., Grimaldi, P., Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning (2012) Educational Psychology Review, pp. 1-18. , Online First; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Kerr, A., (2011) Teaching and Learning in Large Classes at Ontario Universities: An Exploratory Study, , Toronto, Higher Education Quality Council of Ontario; Kilgo, C., Ezell Sheets, J., Pascarella, E., The link between high-impact practices and student learning: Some longitudinal evidence (2014) Higher Education, pp. 1-17; King, W.R., He, J., A meta-analysis of the technology acceptance model (2006) Information & Management, 43, pp. 740-755; Koh, C.E., Prybutok, V.R., Ryan, S.D., Wu, Y., A Model for Mandatory Use of Software Technologies: An Integrative Approach by Applying Multiple Levels of Abstraction of Informing Science (2010) Informing Science, 13p; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26, pp. 556-561; Lantz, M.E., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Computers in Human Behavior, 31, pp. 280-286; Lee, Y., Kozar, K.A., Larsen, K.R.T., The technology acceptance model: Past, present, and future (2003) Communications of the Association for Information Systems, 12, pp. 752-780; Lidia, O., Paul, C., Harold, T., Validating the unified theory of acceptance and use of technology (UTAUT) tool cross-culturally (2007) Proceedings of the 21st British HCI Group Annual Conference on People and Computers: HCI.but not as we know it-Volume 2, , University of Lancaster, United Kingdom: British Computer Society; Morling, B., McAuliffe, M., Cohen, L., Dilorenzo, T.M., Efficacy of Personal Response Systems ('Clickers') in Large, Introductory Psychology Classes (2008) Teaching of Psychology, 35, pp. 45-50; Nistor, N., Lerche, T., Weinberger, A., Ceobanu, C., Heymann, O., Towards the integration of culture into the Unified Theory of Acceptance and Use of Technology (2014) British Journal of Educational Technology, 45, pp. 36-55; Schell, J., Lukoff, B., Mazur, E., Catalyzing Learner Engagement Using Cutting-Edge Classroom Response Systems in Higher Education (2013) Increasing Student Engagement and Retention Using Classroom Technologies Classroom Response Systems and Mediated Discourse Technologies, , CHARLES, W. (ed.) Bingley: Emerald; Shapiro, A.M., An Empirical Study of Personal Response Technology for Improving Attendance and Learning in a Large Class (2009) Journal of scholarship of teaching and learning, 9, pp. 13-26; Slavich, G., Zimbardo, P., Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods (2012) Educational Psychology Review, 24, pp. 569-608; Terzis, V., Economides, A.A., The acceptance and use of computer based assessment (2011) Computers & Education, 56, pp. 1032-1044; Tlhoaele, M., Hofman, A., Winnips, K., Beetsma, Y., Exploring the Relationship Between Factors That Contribute to Interactive Engagement and Academic Performance (2015) Journal of Education and Training, 2, pp. 61-80; Vaterlaus, J.M., Beckert, T.E., Fauth, E., Teemant, B., An Examination of the Influence of Clicker Technology on College Student Involvement and Recall (2012) International Journal of Teaching and Learning in Higher Education, 24, pp. 293-300; Velasco, M., Çavdar, G., Teaching Large Classes with Clickers: Results from a Teaching Experiment in Comparative Politics (2013) PS: Political Science & Politics, 46, pp. 823-829; Venkatesh, V., Bala, H., Technology Acceptance Model 3 and a Research Agenda on Interventions (2008) Decision Sciences, 39, pp. 273-315; Venkatesh, V., Morris, M.G., Gordon, B.D., Davis, F.D., User Acceptance of Information Technology: Toward a Unified View (2003) MIS Quarterly, 27, pp. 425-478; Wang, X., Su, Y., Cheung, S., Wong, E., Kwong, T., An exploration of Biggs' constructive alignment in course design and its impact on students' learning approaches (2012) Assessment & Evaluation in Higher Education, 38, pp. 477-491",,,,Academic Publishing Ltd,,,,,14794403,,,,English,Electron. J. e-Learning,Article,Final,,Scopus,2-s2.0-84957570581
"Mourín Moral F.J., Anadon M.J., de-Marcos L., Del Pino Sans J.",56913404300;6603688560;24490856200;56946912800;,Clicker system improvement with a web technology system,2015,Medical education,49,11,,1161,1162,,1.0,10.1111/medu.12874,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84944753848&doi=10.1111%2fmedu.12874&partnerID=40&md5=849122b75f855de63e2b1141f0912997,,"Mourín Moral, F.J.; Anadon, M.J.; de-Marcos, L.; Del Pino Sans, J.",[No abstract available],,comparative study; education; educational technology; Internet; mobile application; physical anthropology; procedures; teaching; Educational Measurement; Educational Technology; Forensic Anthropology; Internet; Mobile Applications; Teaching,,,,,,,,,,,,,,,,,,,,13652923,,,26494095.0,English,Med Educ,Article,Final,,Scopus,2-s2.0-84944753848
"Richardson A.M., Dunn P.K., McDonald C., Oprescu F.",16741697900;7401710282;56447932100;22836127500;,CRiSP: An Instrument for Assessing Student Perceptions of Classroom Response Systems,2015,Journal of Science Education and Technology,24,4,,432,447,,13.0,10.1007/s10956-014-9528-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84937521404&doi=10.1007%2fs10956-014-9528-2&partnerID=40&md5=f74b5259508189b693147e320686a627,"University of Canberra, Canberra, ACT  2601, Australia; Education and Engineering, University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, Sippy Downs, QLD  4558, Australia; Department of Mathematics and Computing, University of Southern Queensland, Toowoomba, QLD  4350, Australia","Richardson, A.M., University of Canberra, Canberra, ACT  2601, Australia; Dunn, P.K., Education and Engineering, University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, Sippy Downs, QLD  4558, Australia; McDonald, C., Department of Mathematics and Computing, University of Southern Queensland, Toowoomba, QLD  4350, Australia; Oprescu, F., Education and Engineering, University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, Sippy Downs, QLD  4558, Australia","This paper describes the development and validation of an instrument for evaluating classroom response systems (CRS). While a number of studies evaluating CRS have been published to date, no standardised instrument exists as a means of evaluating the impact of using the CRS. This means that comparing the different systems, or evaluating the benefits of using the CRS in different ways or settings, is very difficult despite the number of published reports, as indicated by Kay and LeSage (2009). An instrument was developed, called the classroom response system perceptions (CRiSP) questionnaire, which allows the evaluation of varied CRS on three scales: the usability; the impact on student engagement; and the impact on student learning. The development of CRiSP was undertaken in three universities, using different CRS, and evaluated through focus groups, one-on-one interviews and a factor analysis of the survey responses. We found no evidence of difference on the scales according to gender or age groups. The final CRiSP questionnaire consists of 26 base questions, with additional optional questions available. This paper proposes that the CRiSP Questionnaire could, in its current state or with minor changes, be used to evaluate the impact on learning of other classroom technologies also. © 2014, Springer Science+Business Media New York.",Clickers; CRS; Instrument development; Learning; Scale validation; Teaching,,,,,,,,,,,,"Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2, pp. 160-166; Ayu, M.A., Taylor, K., Mantoro, T., Active learning: engaging students in the classroom using mobile phones active learning: engaging students in the classroom using mobile phones active learning: engaging students in the classroom using mobile phones. 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Commissioned technical report, , Higher Education Academy, New York; Watkins, J., Mazur, E., Retaining students in science, technology, engineering, and mathematics (STEM) majors (2013) J Coll Sci Teach, 42 (5), pp. 36-41; Williams, B., Lewis, B., Boyle, M., Brown, T., The impact of wireless keypads in an interprofessional education context with health science students (2011) Br J Educ Technol, 42 (2), pp. 337-350; Wood, W.B., Clickers: a teaching gimmick that works (2004) Dev Cell, 7, pp. 796-798","Dunn, P.K.; Education and Engineering, University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, Australia",,,Kluwer Academic Publishers,,,,,10590145,,,,English,J. Sci. Educ. Technol.,Article,Final,,Scopus,2-s2.0-84937521404
"Mu H., Paparas D.",57197822031;38862538100;,Incorporating the advantages of clickers and mobile devices to teach economics to non-economists,2015,Cogent Economics and Finance,3,1, 1099802,,,,3.0,10.1080/23322039.2015.1099802,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85031741349&doi=10.1080%2f23322039.2015.1099802&partnerID=40&md5=f68c8969c2a8477125b166c6acf93ebf,"Department of Land, Farm and Agribusiness Management, Harper Adams University, Newport, Shropshire, TF10 8NB, United Kingdom","Mu, H., Department of Land, Farm and Agribusiness Management, Harper Adams University, Newport, Shropshire, TF10 8NB, United Kingdom; Paparas, D., Department of Land, Farm and Agribusiness Management, Harper Adams University, Newport, Shropshire, TF10 8NB, United Kingdom","In the twenty-first century, teaching practitioners in higher education (HE) have found themselves confronted with more challenges to help students engage in learning. Particularly, one of the main problems with the traditional lecture format to teach non-economists economics is that students tend to lack interest in the subject and therefore have a low level of engagement. Student response systems (i.e. “clickers”) have been used in classes for about 20 years and become more popular on many college campuses. Many studies reveal that clicker technology offers great promise in increasing students’ participation and engagement in lectures. Meanwhile, thanks to fast development of mobile technology, personal mobile devices can be integrated with clicker systems into teaching and learning with improved features. The programme we used and found as a very useful interactive teaching tool for learning is called Kahoot!. This paper offers a brief guidance on how to use Kahoot! to encourage active learning and engage non-economics majors in learning economics. Meanwhile, the existing relevant literature with regard to the use of clickers in HE is highlighted. In addition, the effectiveness of using Kahoot! in teaching economics to non-economists is evaluated by a student survey. © 2015 The Author(s).",Active learning; Clickers; Economic tools for teaching; Economics teaching; Mobile technology; Student engagement; Student response system (SRS),,,,,,,,,,,,"Afreen, R., Bring your own device (BYOD) in higher education: Opportunities and challenges (2014) International Journal of Emerging Trends of Technology in Computer Science, 3, pp. 233-236; Abrahamson, A.L., (2006) A Brief History of Networked Classrooms: Effects, Cases, Pedagogy and Implications, , D. A. Banks (Ed.), Audience response systems in higher education: Applications and cases (pp. 1–25). 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The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Bojinova, E., Oigara, J., Teaching and learning with clickers in higher education (2013) International Journal of Teaching and Learning in Higher Education, 25, pp. 154-165; Bullock, D.W., Labella, V.P., Clingan, T., Ding, Z., Stewart, G., Thibado, P.M., Enhancing the student–instructor interaction frequency (2002) The Physics Teacher, 39, pp. 8-11; Burguillo, J.C., Using game theory and competitionbased learning to stimulate student motivation and performance (2010) Computer & Education, 55, pp. 566-575; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39, pp. 8-11. , http://dx.doi.org/10.1119/1.1343420; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Cell Biology Education, 6, pp. 9-20. , http://dx.doi.org/10.1187/cbe.06-12-0205; Camacho-Minano, M., Del Campo, C., Useful interactive teaching tool for learning: Clickers in higher education (2014) Interactive Learning Environments; Chen, B., Denoyelles, A., Exploring students’ mobile learning practices in higher education (2013) Educausereview, , http://er.educause.edu/articles/2013/10/exploring-students-mobile-learning-practices-in-highereducation; Corbeil, J.R., Butler, J.W., Corbeil, M.E., Faculty, are you ready for mobile learning? E-Learners say they are geared up and ready to engage (2008) International Journal of Mobile Learning and Organisation, 2, pp. 48-61. , http://dx.doi.org/10.1504/IJMLO.2008.018717; D’Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and Its Applications, 22, pp. 163-169. , http://dx.doi.org/10.1093/teamat/22.4.163; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94. , http://dx.doi.org/10.1111/j.1365-2729.2004.00074.x; El-Rady, J., To click or not to click: That’s the question (2006) Innovate Journal of Online Education, 2, pp. 1-5; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1, pp. 80-86. , http://dx.doi.org/10.1016/S1477-3880(15)30213-9; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, 40, pp. 206-209. , http://dx.doi.org/10.1119/1.1474140; Freeman, M., Bell, A., Comerton-Forder, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) Australasian Journal of Educational Technology, 23, pp. 149-170; Green, A.J., Chang, W., Tanford, S., Moll, L., Student perceptions towards using clickers and lecture software applications in hospitality lecture courses (2015) Journal of Teaching in Travel & Tourism, 15, pp. 29-47; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52, pp. 345-351; Hatch, J., Jensen, M., Moore, R., Manna from heaven or clickers from hell (2005) Journal of College Science Teaching, 34, pp. 36-39; Kaleta, R., Joosten, T., (2007) Student Response Systems: A University of Wisconsin System Study of Clickers. Research Bulletin [Adobe Digital Editions Version], , http://net.educause.edu/ir/library/pdf/erb0710.pdf; Kendrick, R.A., (2010) Using an Audience Response System (ARS) A.K.A. “clickers” to Do Attention Research [Adobe Digital Editions Version], , http://dwb.unl.edu/Diss/Kendrick/RKDiss.pdf; McDaniel Mohr, T., Iclickers and student performance (2013) International Review of Economics Education, 14, pp. 16-23. , http://dx.doi.org/10.1016/j.iree.2013.10.006; Siau, K., Sheng, H., Nah, F., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49, pp. 398-403. , http://dx.doi.org/10.1109/TE.2006.879802; Sun, J.C., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computer & Education, 72, pp. 80-89","Mu, H.; Department of Land, Farm and Agribusiness Management, Harper Adams UniversityUnited Kingdom; email: hmu@harper-adams.ac.uk",,,Cogent OA,,,,,23322039,,,,English,Cogent Econ. Finance,Article,Final,Open Access,Scopus,2-s2.0-85031741349
"Green A.J., Repetti T.",56486644300;56054699500;,Clickers: A Strategy for Active Learning in a Hospitality Classroom,2015,Journal of Hospitality and Tourism Education,27,4,,171,179,,7.0,10.1080/10963758.2015.1089513,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84947932162&doi=10.1080%2f10963758.2015.1089513&partnerID=40&md5=878bf5f4e65e542674a86c714222a4cd,"Hospitality, Recreation and Resort Management, University of West Florida, United States; William F. Harrah College of Hotel Administration, University of Nevada, Las Vegas, United States","Green, A.J., Hospitality, Recreation and Resort Management, University of West Florida, United States; Repetti, T., William F. Harrah College of Hotel Administration, University of Nevada, Las Vegas, United States","Increasing student engagement and performance through active learning should be a concern for all instructors, and using technology in the classroom has been found as a way to accomplish this. The purpose of this article is to analyze whether using educational technology in the form of clickers in a hospitality financial accounting class engages students and ultimately increases their course performance. Data from students (N = 260) over three semesters were analyzed using t-tests, descriptive analyses, and qualitative analyses. Results showed that students did perform significantly better when clickers were used compared to when they were not. Results also showed that students felt engaged in the class when clickers were used. 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Retrieved from; Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., School engagement: Potential of the concept, state of the evidence (2004) Review of Educational Research, 74 (1), pp. 59-109; Gagné, R.M., (1985) The conditions of learning and theory of instruction, , 4th, New York, NY: CBS College; Green, A., Tanford, S., Swift, A., (2014) Determinants of hospitality student satisfaction when using instructional technology: The role of active learning, , Educational Technology Research and Development, in review; Johnson, M., Robson, D., Clickers, student engagement and performance in an introductory economics course: A cautionary tale (2008) Computers in Higher Education Economics Review, 2 (1), pp. 4-12; Keough, S.M., Clickers in the classroom: A review and a replication (2012) Journal of Management Education, 36 (6), pp. 822-847; Kulatunga, U., Rameezdeen, R., Use of clickers to improve student engagement in learning: Observations from the built environment discipline (2014) International Journal of Construction Education and Research, 10 (1), pp. 3-18; Maher, A., Learning outcomes in higher education: Implications for curriculum design and student learning (2004) Journal of Hospitality Leisure Sport and Tourism, 3 (2), pp. 46-54; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Review Online, 30 (2), pp. 71-74; Mastoridis, S., Kladidis, S., Coming soon to a lecture theatre near you: The “clicker (2010) The Clinical Teacher, 7 (2), pp. 97-101; Mazur, E., (1997) Peer instruction: A user’s manual, , Upper Saddle River, NJ: Prentice Hall; Miller, J.P., Milholland, E.S., Gould, S.M., Determining the attitudes of students toward the use of a classroom response in hospitality courses (2012) Journal of Hospitality & Tourism Education, 24 (2-3), pp. 73-79; Mo, S., Evidence on instructional technology and student engagement in an auditing course (2011) Academy of Education Leadership Journal, 15 (4), pp. 149-158; Morgan, R.K., Exploring the pedagogical effectiveness of clickers (2008) InSight, 3, pp. 31-36; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56 (1), pp. 36-43; Oigara, J., Keengwe, J., Students’ perceptions of clickers as an instructional tool to promote active learning (2013) Education and Information Technologies, 18 (1), pp. 15-28; Paris, S.G., Paris, A.H., Classroom applications of research on self-regulated learning (2001) Educational Psychologist, 36 (2), pp. 89-101; Premuroso, R.F., Tong, L., Beed, T.K., Does using clickers in the classroom matter to student performance and satisfaction when taking the introductory financial accounting course? (2011) Issues in Accounting Education, 26 (4), pp. 701-723; Raybould, M., Wilkins, H., Generic skills for hospitality management: A comparative study of management expectations and student perceptions (2006) Journal of Hospitality and Tourism Management, 13 (2), pp. 177-188; Schoffstall, D.G., Arendt, S.W., Brown, E.A., Academic engagement of hospitality students (2013) Journal of Hospitality, Leisure, Sport & Tourism Education, 13, pp. 141-153; Sprague, E.W., Dahl, D.W., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2010) Journal of Marketing Education, 32 (1), pp. 93-103; Sternberger, C., Interactive learning environment: Engaging students using clickers (2012) Teaching With Technology, 33 (2), pp. 121-124; Terrion, J.L., Aceti, V., Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen chemistry students (2012) Research in Learning Technology, 20 (2), pp. 1-11; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; (2010), http://www-new2.heacademy.ac.uk/assets/documents/studentengagement/StudentEngagementLiteratureReview.pdf, Trowler, V., November). Student engagement literature review. Retrieved from; Vygotsky, L.S., (1978) Mind and society, , Cambridge, MA: Harvard University Press; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7 (6), pp. 796-798; Wu, X., Gao, Y., Applying the extended technology acceptance model to the use of clickers in student learning: Some evidence from macroeconomics classes (2011) American Journal of Business Education, 4 (7), pp. 43-50; Zepke, N., Leach, L., Butler, P., Student engagement: Students’ and teachers’ perceptions (2014) Higher Education Research & Development, 33 (2), pp. 386-398","Green, A.J.; Department of Hospitality, Recreation and Resort Management, University of West Florida, College of Business, 11000 University Parkway, 76/219, United States; email: green@uwf.edu",,,Routledge,,,,,10963758,,,,English,J. Hosp. Tour. Educ.,Article,Final,,Scopus,2-s2.0-84947932162
"Fils J., Bhashyam A.R., Pierre Pierre J.B., Meara J.G., Dyer G.S.M.",56525134400;24480645500;56662229100;55430536100;26654745200;,Short-Term Performance Improvement of a Continuing Medical Education Program in a Low-Income Country,2015,World Journal of Surgery,39,10, 268,2407,2412,,4.0,10.1007/s00268-015-3145-y,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940721444&doi=10.1007%2fs00268-015-3145-y&partnerID=40&md5=73c2dab53e1625f223f77ad867037ccf,"Program in Global Surgery and Social Change, Department of Plastic and Oral Surgery, Boston Children's Hospital, Enders-118 300 Longwood Avenue, Boston, MA  02115, United States; Harvard Medical School, 25 Shattuck St, Boston, MA  02115, United States; Hôpital de l'Université d'Etat d'Haiti Port-au-Prince, Port-au-Prince, Haiti; Department of Orthopaedic Surgery, Brigham and Women's Hospital, 75 Francis Street, Boston, MA  02115, United States","Fils, J., Program in Global Surgery and Social Change, Department of Plastic and Oral Surgery, Boston Children's Hospital, Enders-118 300 Longwood Avenue, Boston, MA  02115, United States; Bhashyam, A.R., Harvard Medical School, 25 Shattuck St, Boston, MA  02115, United States; Pierre Pierre, J.B., Hôpital de l'Université d'Etat d'Haiti Port-au-Prince, Port-au-Prince, Haiti; Meara, J.G., Program in Global Surgery and Social Change, Department of Plastic and Oral Surgery, Boston Children's Hospital, Enders-118 300 Longwood Avenue, Boston, MA  02115, United States, Harvard Medical School, 25 Shattuck St, Boston, MA  02115, United States; Dyer, G.S.M., Harvard Medical School, 25 Shattuck St, Boston, MA  02115, United States, Department of Orthopaedic Surgery, Brigham and Women's Hospital, 75 Francis Street, Boston, MA  02115, United States","Background: The Haitian Annual Assembly for Orthopaedic Trauma (HAAOT) is a CME conference designed to help Haitian orthopaedic surgeons improve their knowledge and skills. The effectiveness of international CME conferences has not been studied. We hypothesized that HAAOT improves participants' short-term performance on knowledge-based assessments. Methods: Data were prospectively collected from 57 Haitian and 21 foreign orthopaedic surgeons and residents who attended HAAOT using pre- and post-presentation questions. An audience response system was used to capture responses to 40 questions. Five additional demographic questions were used to train participants and to record unique audience member responses. Questions were projected in English and in French. Two-sided paired t tests were used to compare pre- and post-test scores. ANOVA with post-hoc unpaired t tests was used to compare among demographic groups. Results: Response rate Median response rate was 77.4 % per day (Range: 76.5-85.9 % per day). Pre-test scores Pre-test scores averaged 21 % for Haitians and 39 % for foreigners (p < 0.0001), and were similar among Haitian attendings and residents. Pre-post differences Scores improved by 8 % for Haitians (p < 0.0001) and 10 % for foreigners (p < 0.01) after didactic presentations. Among sub-groups, Haitian attendings improved on average by 18 % compared to 6 % for residents (p < 0.0001). Haitian attending improvement trended toward significance when compared to foreign attendings (p < 0.08). Conclusions: Our study is the first to show improved short-term knowledge performance using an audience response system during a CME conference in a low-income country. CME conferences in low-income countries can be an effective tool to increase surgeon knowledge, and audience response systems can help engage participants and track outcomes. © 2015 Société Internationale de Chirurgie.",,"clinical competence; education; female; Haiti; human; male; medical education; middle aged; orthopedics; poverty; procedures; prospective study; standards; Clinical Competence; Education, Medical, Continuing; Educational Measurement; Female; Haiti; Humans; Male; Middle Aged; Orthopedics; Poverty; Prospective Studies",,,,,,,,,,,"Davis, N.L., Willis, C.E., A new metric for continuing medical education credit (2004) J Contin Educ Health Prof, 24, pp. 139-144. , 15490545; Haynes, R., Davis, D.A., McKibbon, A., Tugwell, P., A critical appraisal of the efficacy of continuing medical education (1984) JAMA, 251, pp. 61-64. , 1:STN:280:DyaL2c%2FptVCqsw%3D%3D 6690767; Davis, D.A., Thomson, M., Oxman, A.D., Haynes, R., Evidence for the effectiveness of cme: a review of 50 randomized controlled trials (1992) JAMA, 268, pp. 1111-1117. , 1:STN:280:DyaK38zmsFajug%3D%3D 1501333; (2014) Agency for healthcare research and quality Effectiveness of continuing medical education, , http://www.ahrq.gov/downloads/pub/evidence/pdf/cme/cme.pdf, Accessed May 11; Salti, I.S., Continuing medical education (1995) Med Educ, 29, pp. 97-99. , 8992276; Bower, E.A., Girard, D.E., Wessel, K., Becker, T.M., Choi, D., Barriers to innovation in continuing medical education (2008) J Contin Educ Health Prof, 28, pp. 148-156. , 18712799; Reddy, H., Harris, I., Galle, B., Seaquist, E.R., Continuing medical education. What do Minnesota physicians want? (2001) Minn Med, 84, pp. 58-61. , 1:STN:280:DC%2BD3M7nsFGhug%3D%3D 11269842; Stancic, N., Mullen, P.D., Prokhorov, A.V., Frankowski, R.F., McAlister, A.L., Continuing medical education: what delivery format do physicians prefer? (2003) J Contin Educ Health Prof, 23, pp. 162-167. , 14528787; Davis, D., Continuing medical education: global health, global learning (1998) BMJ, 316, pp. 385-389. , 2665557 1:STN:280:DyaK1c7kvVWlsQ%3D%3D 9487183; Ali, J., Adam, R., Stedman, M., Howard, M., Williams, J., Cognitive and attitudinal impact of the advanced trauma life support program in a developing country (1994) J Trauma, 36 (5), pp. 695-702. , 1:STN:280:DyaK2c3ks1Kksw%3D%3D 8189473; Kelly, M., Bennett, D., Bruce-Band, R., O'Flynn, S., Fleming, P., One week with the experts: a short course improves musculoskeletal undergraduate medical education (2014) J Bone Joint Surg Am, 95 (5), p. e39; Gofin, J., Gofin, R., Knishkowy, B., Evaluation of a community-oriented primary care workshop for family practice residents in Jerusalem (1995) Fam Med, 27 (1), pp. 28-34. , 1:STN:280:DyaK2M3jslClsA%3D%3D 7720948; Goldberg, H.I., Deyo, R.A., Taylor, V.M., Cheadle, A.D., Conrad, D.A., Loeser, J.D., Heagerty, P.J., Diehr, P., Can evidence change the rate of back surgery? A randomized trial of community-based education (2001) Eff Clin Prac, 4 (3), pp. 95-104. , 1:STN:280:DC%2BD3Mznsl2gtg%3D%3D; Neily, J., Mills, P.D., Young-Xu, Y., Carney, B.T., West, P., Berger, D.H., Mazzia, L.M., Bagian, J.P., Association between implementation of a medical team training program and surgical mortality (2010) JAMA, 304 (15), pp. 1693-1700. , 1:CAS:528:DC%2BC3cXhtlantb7L 20959579","Bhashyam, A.R.; Harvard Medical School, 25 Shattuck St, United States",,,Springer New York LLC,,,,,03642313,,WJSUD,26156846.0,English,World J. Surg.,Article,Final,,Scopus,2-s2.0-84940721444
"Jewett J.W., Jr.",57043065600;,"Bringing (century-old) technology into the classroom, part i: Teaching mechanics and thermodynamics with antiques",2015,Physics Teacher,53,7,,428,431,,1.0,10.1119/1.4931013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994618577&doi=10.1119%2f1.4931013&partnerID=40&md5=06642d176b10fca7a648554877ba3d4d,"California State Polytechnic University, Pomona, CA, United States","Jewett, J.W., Jr., California State Polytechnic University, Pomona, CA, United States","The notion of bringing technology into the classroom has been the subject of many recent presentations at conferences and papers in physics teaching journals. The use of devices such as laptops, smartphones, tablets, and clickers is rising in today's classrooms and laboratories. PhET simulations have been available online for over a decade. A column in The Physics Teacher, called ""iPhysicsLabs,"" was begun in February of 2012 and describes experiments to be carried out with smartphones and tablets. Students have become familiar with the operation and application of such technology. But are they aware of the underlying physics necessary to make the devices and the online simulations work? Much of the physics is hidden at the microscopic level in tiny circuit chips or in the workings of a distant server. © 2015 American Association of Physics Teachers.",,,,,,,,,,,,,"http://phet.colorado.edu; Kuhn, J., Vogt, P., Some iPhysicsLabs activities are found online at iPhysicsLabs. ""Diffraction experiments with infrared remote controls"" (2012) Phys. Teach, 50, p. 118. , http://www.aapt.org/Resources/iPhysics-Labs.cfm.Thefirstappearanceofapaperinthe, Feb; Jewett, J.W., Energy and the confused student IV: A global approach to energy (2008) Phys. Teach, 46, p. 210. , April; Jewett, J.W., Hook your students! (2013) Phys. Teach, 51, p. 442. , Oct; Greenslade, T.B., http://physics.kenyon.edu/EarlyApparatus/index.html","Jewett, J.W.; California State Polytechnic UniversityUnited States; email: jwjewett@cpp.edu",,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Article,Final,,Scopus,2-s2.0-84994618577
"White R., Brooks B.J., Koretsky M.D.",56301358100;36800022700;6602313976;,Development and usability testing of a student mobile application for the aiche concept warehouse,2015,Computers in Education Journal,6,4,,67,74,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052831660&partnerID=40&md5=78939c871ad7f996e9df561a85d8532c,"School of Chemical, Biological, and Environmental Engineering, Oregon State University, United States","White, R., School of Chemical, Biological, and Environmental Engineering, Oregon State University, United States; Brooks, B.J., School of Chemical, Biological, and Environmental Engineering, Oregon State University, United States; Koretsky, M.D., School of Chemical, Biological, and Environmental Engineering, Oregon State University, United States","Incorporating user feedback is imperative for the adoption and continued usage of educational innovations in the classroom. We report on the development of an Android-based student mobile application, a user-suggested improvement for the AIChE Concept Warehouse. An Apple-based mobile application is also in development. Our intent is to share the applications’ development and improvement process in the hopes that other innovators can benefit from the lessons learned through our experience. The AIChE Concept Warehouse was developed with the intent of fostering a community of learning within chemical engineering. The Concept Warehouse is a web-enabled database infrastructure that is designed to promote concept-based instruction through the use of concept questions. These concept questions are used in core curriculum courses like Material/Energy Balances, Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science. Availability of high quality concept questions can lower the barrier for faculty to use concept-based instruction and assessment. This software allows the instructor to engage students and evaluate student learning in real-time. The instructor is then able to adjust the pace of lecture in response to student understanding. The Concept Warehouse also allows for reflective assessments such as “the muddiest point.” The student mobile application was developed to make it easier for students to submit answers and written explanations to these assessments using mobile devices. Originally, students could submit their answers to conceptual questions using clickers, mobile browsers on smartphones, and laptops. Input via smartphones, however, proved cumbersome because it depended on the quality of the student’s mobile browser and utilized the full-size webpage interface. The improved mobile student interface facilitates participation by making responses via smartphone more user-friendly. After the development of the application, we conducted initial usability tests with students who had previously used the web-based options for answer submission. In order to gauge usability, we collected usage statistics from student responses to a usability survey. Survey responses were used to identify student likes and dislikes as well as to compare different available options for answer submission. These results will be used to improve the design of the current application as well as guide our design decisions for the development of the iOS version of the student app. © 2015 American Society for Engineering Education. All rights reserved.",,Curricula; Mobile computing; Mobile devices; Smartphones; Surveys; Teaching; Thermodynamics; Usability engineering; Warehouses; Websites; Concept questions; Concept-based instruction; Conceptual questions; Educational innovations; Mobile applications; Transport phenomena; Usability testing; Web-enabled database; Students,,,,,National Science Foundation,"This material is based upon work supported by the National Science Foundation under Grant No. DUE 1023099. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.",,,,,"(2005) Educating The Engineer of 2020: Adapting Engineering Education to The New Century, , The National Academies Press: Washington DC; Elby, A., Another reason that physics students learn by rote (1999) American Journal of Physics; Felder, R.M., Brent, R., Understanding student differences (2005) Journal of Engineering Education, pp. 57-72; Crouch, C., Watkins, J., Fagen, A., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Research-Based Reform of University Physics; Yorke, M., Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003) Higher Education, pp. 477-501; Kowalski, S.E., Kowalski, F.V., Hoover, E., Using inksurvey: A free web-based tool for open-ended questioning to promote active learning and real-time formative assessment of tablet pc-equipped engineering students (2007) Proceedings of The 2007 ASEE Conference and Exposition, , Honolulu, HI, June; Koretsky, M.D., Brooks, B., Student attitudes in the transition to an active-learning technology (2012) Chemical Engineering Education, pp. 41-49; Bakrania, S., A rubric-based grading app for iPads (2013) Proceedings of The 2013 ASEE Conference and Exposition, , Atlanta, GA, June; Bakrania, S., Getting Students Involved in a Classroom with an iPhone App (2012) Proceedings of The 2012 ASEE Conference and Exposition, , San Antonio, TX, June; Kowalski, F.V., Kowalski, S.E., Gardner, T.Q., Using mixed mobile computing devices for real-time formative assessment (2013) Proceedings of The 2013 ASEE Conference and Exposition, , Atlanta, GA, June; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, pp. 66-74; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, pp. 439-441; Brooks, B.J., Gilbuena, D., Falconer, J.L., Silverstein, D.L., Miller, R.L., Koretsky, M.D., Preliminary Development of the AIChE Concept Warehouse (2012) Proceedings of The 2012 ASEE Conference and Exposition, , San Antonio, TX",,,,American Society for Engineering Education,,,,,10693769,,CEJOE,,English,Comput. Educ. J.,Article,Final,,Scopus,2-s2.0-85052831660
"Flosason T.O., McGee H.M., Diener-Ludwig L.",56590070400;7005160731;56590015800;,Evaluating Impact of Small-Group Discussion on Learning Utilizing a Classroom Response System,2015,Journal of Behavioral Education,24,3,,317,337,,5.0,10.1007/s10864-015-9225-0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84939267806&doi=10.1007%2fs10864-015-9225-0&partnerID=40&md5=55478e7d3a7c06da2bf00ab77111c8a3,"Department of Psychology, Western Michigan University, 1903 W Michigan Ave, Kalamazoo, MI  49008-5439, United States; Performance Blueprints, Blowing Rock, NC, United States; Kellogg Company, Battle Creek, MI, United States","Flosason, T.O., Department of Psychology, Western Michigan University, 1903 W Michigan Ave, Kalamazoo, MI  49008-5439, United States, Kellogg Company, Battle Creek, MI, United States; McGee, H.M., Department of Psychology, Western Michigan University, 1903 W Michigan Ave, Kalamazoo, MI  49008-5439, United States; Diener-Ludwig, L., Performance Blueprints, Blowing Rock, NC, United States","Classroom response systems (also referred to as clickers) can enhance learning outcomes and are generally viewed favorably by students and instructors alike. The current study used an alternating treatments design to examine whether discussing questions in small groups before responding to clicker questions during lecture improved accurate responding on similar questions on unit examinations over clicker questions without the small-group discussion component in two sections of an undergraduate organizational psychology course. The results of the study did not show any clear advantages of small-group discussion in terms of learning outcomes, though students and instructors alike reported enjoying the classroom response system and the discussion intervention. The implications of these findings with respect to previous research are discussed. © 2015, Springer Science+Business Media New York.",Classroom response systems; Clickers; College teaching; Learning; Small-group discussion,,,,,,,,,,,,"Austin, J.L., Behavioral approaches to college teaching (2000) Handbook of applied behavior analysis, pp. 449-472. , Austin J, Carr JE, (eds), Context Press, Reno; Austin, J.L., Lee, M.G., Thibeault, M.D., Carr, J.E., Bailey, J.S., Effects of guided notes on university students’ responding and recall of information (2002) Journal of Behavioral Education, 11, pp. 243-254; Barlow, D.H., Hersen, M., (1984) Single case experimental designs: Strategies for studying behavior change, , Allyn & Bacon, Needham Heights; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Research Bulletin, 2004 (3), pp. 1-13; Bligh, D., (2000) What’s the use of lectures?, , Jossey-Bass, San Francisco; Brewer, C.A., Near real-time assessment of student learning and understanding in biology courses (2004) BioScience, 54 (11), pp. 1034-1039; Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments, , Jossey-Bass, San Francisco; Bruff, D., Early versions of clickers? Retrieved June 15, 2009 (2009) From, , http://derekbruff.com/teachingwithcrs/?paged=2, (May); Bullock, D.W., LaBella, V.P., Clingan, T., Ding, Z., Stewart, G., Thibado, P.M., Enhancing the student-instructor interaction frequency (2002) The Physics Teacher, 40, pp. 30-36; Burnstein, R.A., Lederman, L.M., Comparison of different commercial wireless keypad systems (2003) The Physics Teacher, 41, pp. 272-275; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6, pp. 9-20. , PID: 17339389; Carnaghan, C., Webb, A., Investigating the effects of student response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22, pp. 391-409; Caron, P.R., Gely, R., Taking back the law school classroom: Using technology to foster active student learning (2004) Journal of Legal Education, 54, pp. 551-569; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Daniels, A.C., Daniels, J.E., (2004) Performance management: Changing behavior that drives organizational effectiveness, , Performance Management Publications, Atlanta; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted learning, 20, pp. 81-94; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , Pearson/Addison Wesley, San Francisco; Feinberg, L., Multiple-choice and its critics (1990) College Board Review, 157, pp. 12-17; Felce, A., A critical analysis of the use of electronic voting systems: Ask the audience (2007) Emirates Journal for Engineering Research, 12, pp. 11-26; Feldman, K.A., Paulsen, M.B., (1994) Teaching and learning in the college classroom, , (eds), Simon and Schuster, Needham Heights; Fies, C., Classroom response systems: What do they add to an active learning environment? (2005) Unpublished doctoral dissertation, , The University of Austin, Texas; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; Fredrick, L.D., Hummel, J.H., Reviewing the outcomes and principles of effective instruction (2004) Evidence based educational methods, pp. 9-21. , Moran DJ, Malott RW, (eds), Elsevier Academic Press, San Diego; Gardner, R., Heward, W.L., Grossi, T.A., Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction (1994) Journal of Applied Behavior Analysis, 27, pp. 63-71. , PID: 16795826; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8, pp. 233-258; Haladyna, T.M., (2004) Developing and validating multiple-choice test items, , Lawrence Erlbaum Associates, Mahwah; Johnson, D.W., Johnson, R.T., Smith, K.A., Cooperative learning returns to college: What evidence is there that it works? (1998) Change, 30, pp. 27-35; Jones, C., Connolly, M., Gear, A., Read, M., Group integrative learning with group process support technology (2001) British Journal of Educational Technology, 32 (5), pp. 571-581; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21, pp. 167-181; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kellum, K.K., Carr, J.E., Dozier, C.L., Response-card instruction and student learning in a college classroom (2001) Teaching of Psychology, 28, pp. 101-104; Lammers, W.J., Murphy, J.J., A profile of teaching techniques in the university classroom: A descriptive profile of a US public university (2002) Active Learning in Higher Education, 3, pp. 54-67; Len, P.M., Different reward structures to motivate student interaction with electronic response systems in astronomy (2007) Astronomy Education Review, 5, pp. 5-15; Lucas, A., Using peer instruction and i-clickers to enhance student participation in calculus (2009) Primus, 3, pp. 219-231; Marmolejo, E.K., Wilder, D.A., Bradley, L., A preliminary analysis of the effects of response cards on student performance and participation in an upper division university course (2004) Journal of Applied Behavior Analysis, 37, pp. 405-410. , PID: 15529898; Mazur, E., (1997) Peer Instruction: A user’s manual, , Prentice Hall, Englewood Cliffs; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) Journal of Continuing Education in the Health Professions, 23, pp. 109-115. , PID: 12866330; Moran, D.J., Malott, R.W., (2004) Evidence-based educational methods, , (eds), Elsevier Academic Press, San Diego; Neef, N.A., McCord, B.E., Ferreri, S.J., Effects of guided notes versus completed notes during lectures on college students’ quiz performance (2006) Journal of Applied Behavior Analysis, 39, pp. 123-130. , PID: 16602392; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28, pp. 457-473; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances in Physiology Education, 26, pp. 299-308. , PID: 12444002; Preszler, R.W., Dawe, A., Schuster, C.B., Schuster, M., Assessment of student response systems on student learning and attitudes over a broad range of biology courses (2007) Life Sciences Education, 6, pp. 29-41. , PID: 17339392; Reay, N.W., Bao, L., Pengfei, L., Warnakulasooriya, R., Baugh, G., Toward an effective use of voting machines in physics lectures (2005) American Journal of Physics, 73, pp. 554-558; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 72, pp. 171-178; Saville, B.K., Zinn, T.E., Neef, N.A., Van Norman, R., Ferreri, S.J., A comparison of interteaching and lecture in the college classroom (2006) Journal of Applied Behavior Analysis, 39, pp. 49-61. , PID: 16602385; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23, pp. 187-208; Slavin, R.E., Research on cooperative learning on achievement: What we know, what we need to know (1996) Contemporary Educational Psychology, 21, pp. 43-69; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124. , PID: 19119232; Springer, L., Stanne, M.E., Donovan, S.S., Effects of small group learning on undergraduates in science, mathematics, engineering and technology: A meta-analysis (1999) Review of Educational Research, 69, pp. 21-51; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, and Technology, 32, pp. 21-40; Woelk, K., Optimizing the use of personal response devices (clickers) in large enrollment introductory courses (2008) Journal of Chemical Education, 85, pp. 1400-1405; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decisions Sciences Journal of Innovative Education, 6, pp. 75-88","McGee, H.M.; Department of Psychology, Western Michigan University, 1903 W Michigan Ave, United States; email: heather.mcgee@wmich.edu",,,Springer New York LLC,,,,,10530819,,,,English,J. Behav. Educ.,Article,Final,,Scopus,2-s2.0-84939267806
"Hartman J.R., Dahm D.J., Nelson E.A.",55414892100;7004563929;56572024600;,ConfChem Conference on Flipped Classroom: Time-Saving Resources Aligned with Cognitive Science to Help Instructors,2015,Journal of Chemical Education,92,9,,1568,1569,,6.0,10.1021/ed5009156,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941044010&doi=10.1021%2fed5009156&partnerID=40&md5=f0337f6c245f6a8c72d8407f30acc281,"Department of Chemistry, United States Naval Academy, Annapolis, MD  21402, United States; Department of Chemistry, Rowan University, Glassboro, NJ  08028, United States; Fairfax County Public Schools, Falls Church, VA  22042, United States","Hartman, J.R., Department of Chemistry, United States Naval Academy, Annapolis, MD  21402, United States; Dahm, D.J., Department of Chemistry, Rowan University, Glassboro, NJ  08028, United States; Nelson, E.A., Fairfax County Public Schools, Falls Church, VA  22042, United States","Studies in cognitive science have verified that working memory (where the brain solves problems) can manipulate nearly all elements of knowledge that can be recalled automatically from long-term memory, but only a few elements that have not previously been well memorized. Research in reading comprehension has found that ""lecture notes with clicker questions"" can move a portion of lecture content to homework. By applying these findings to the design of homework-tutorials for students, under the right conditions, we found that time for active learning during lecture increased and student achievement measurably improved. Factors that have affected the outcome of our experiments are discussed. This communication summarizes one of the invited papers to the ConfChem online conference Flipped Classroom, held from May 9 to June 12, 2014 and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE). © 2015 The American Chemical Society and Division of Chemical Education, Inc.",Curriculum; First-Year Undergraduate/General; General Public; High School/Introductory Chemistry; Learning Theories; Problem Solving/Decision Making,,,,,,,,,,,,"Clark, R., Sweller, J., Kirschner, P., Putting Students on the Path to Learning: The Case for Fully Guided Instruction Am. Educator, pp. 6-11; Geary, D.C., Boykin, A.W., Embretson, S., Reyna, V., Siegler, R., Berch, D.B., Graban, J., (2008) The Report of the Task Group on Learning Processes, , http://www2.ed.gov/about/bdscomm/list/mathpanel/report/learning-processes.pdf, U.S. Department of Education: Washington, DC, (accessed Apr 2015); (2008) Foundations for Success: The Final Report of the National Mathematics Advisory Panel, , http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf, National Mathematics Advisory Panel. U.S. Department of Education: Washington, DC, (accessed Apr 2015); Willingham, D., (2009) Why Don't Students Like School? A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom, pp. 41-65. , Wiley: New York; Brown, P., Roediger, H., McDaniel, M., (2014) Make It Stick: The Science of Successful Learning, pp. 23-66. , Harvard University Press: Cambridge, MA; Hartman, J.R., Nelson, E.A., ""do We Need to Memorize That?"" or Cognitive Science for Chemists (2015) Found. Chem., pp. 1-12. , http://dx.doi.org/10.1007/s10698-015-9226-z, (accessed Apr 2015); 2014 Spring ConfChem: Flipped Classroom, , http://confchem.ccce.divched.org/2014SpringConfChem, American Chemical Society Division of Chemical Education Committee on Computers in Chemical Education (accessed Apr 2015)","Nelson, E.A.; Fairfax County Public SchoolsUnited States",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84941044010
"Cubric M., Jefferies A.",23984145600;7003338101;,The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups,2015,Computers and Education,87,,,98,111,,14.0,10.1016/j.compedu.2015.04.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84929119407&doi=10.1016%2fj.compedu.2015.04.004&partnerID=40&md5=52892db605209b7971cc63a509613111,"Business School, University of Hertfordshire, College Lane, Hatfield, AL109AB, United Kingdom; School of Computer Science, University of Hertfordshire, College Lane, Hatfield, AL109AB, United Kingdom","Cubric, M., Business School, University of Hertfordshire, College Lane, Hatfield, AL109AB, United Kingdom; Jefferies, A., School of Computer Science, University of Hertfordshire, College Lane, Hatfield, AL109AB, United Kingdom","Electronic Voting System (EVS) is a classroom technology that provides a means to increase students' engagement, attention and attendance. The purpose of this paper is to provide a deeper insight into students' views on the benefits and challenges of EVS in the context of a large-scale institutional deployment and across different subject areas in higher education. The data were collected from an online survey of 590 students across eleven academic schools at a UK university. The non-linear principal component analysis of 32 question items from the survey showed that learning benefits, classroom-related benefits, usability and student-centered challenges are four distinctive dimensions in student's perceptions of the use of EVS. The non-parametric group comparison tests suggested that there are significant differences in learning benefits and challenges across different subject groups. However, the disparity appears to be related more to the way the EVS was used and the experience of students with it, rather than resulting from disciplinary differences. Content analysis of open questions revealed that summative use and staff competencies are the main issues related to EVS use by students. Finally, despite the overwhelming perception of the ease of use, it was found that usability could be an issue for students when EVS was used for summative assessment. The implications of the study are: for practitioners, it underlines the importance of the focus on formative benefits of EVS as only then and regardless of disciplinary differences, can the promised rewards of the technology be gained; for institutions, it outlines some of the new challenges specific to the large-scale institutional implementation, judged through the lens of students' experience; for researchers, it provides an overview of the literature on large-scale deployment of EVS and it suggests some new areas for research on the use of EVS in higher education. © 2015 Elsevier Ltd. All rights reserved.",Improving classroom teaching; Interactive learning environments; Pedagogical issues; Post-secondary education,Computer aided instruction; Education; Educational technology; Online systems; Principal component analysis; Societies and institutions; Surveys; Teaching; Voting machines; Electronic voting systems; Improving classroom teaching; Interactive learning environment; Large-scale deployment; Pedagogical issues; Postsecondary education; Students' engagements; Summative assessments; Students,,,,,Joint Information Systems Committee: 5/11,The research was partially supported by the JISC Assessment and Feedback Programme Grant Funding 5/11 . We thank Neil Spencer and the anonymous reviewers for their useful comments on the draft of this paper. Appendix A,,,,,"Bangor, A., Kortum, P., Miller, J.A., The System Usability Scale (SUS): An empirical evaluation (2008) International Journal of Human-Computer Interaction, 24 (6), pp. 574-594; Biasutti, M., The student experience of a collaborative e-learning university module (2011) Computers & Education, 57 (3), pp. 1865-1875; Brooke, J., (1986) System Usability Scale (SUS): A Quick-and-dirty Method of System Evaluation User Information, , Digital Equipment Co Ltd Reading, UK; Bruff, D., (2014) Classroom Response System ('Clickers') Bibliography, , http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/, Retrieved from the Center for Teaching, Vanderbilt University March 2014; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Science Education, 6 (1), pp. 9-20; Cardillo, D., The use of clickers in the law school classroom (2008) The Law Teacher, 15 (1), pp. 13-14; Carini, R.M., Kuh, G.D., Klein, S.P., Student engagement and student learning: Testing the linkages (2006) Research in Higher Education, 47 (1), pp. 1-32; Cohen, L., Manion, L., Morrison, K., (2000) Research Methods in Education, , 5th ed. Routledge Falmer London; Cutrim, E.S., Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom (2008) Computers & Education, 50 (1), pp. 338-356; Devellis, R.F., (2012) Scale Development: Theory and Applications, , Vol. 26. Sage Publications; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Easton, C., Employing a Classroom Response System to Teach Law: A Case Study (2012) European Journal of Law and Technology, 3 (1). , Chicago; Field, A., (2013) Discovering Statistics Using SPSS, , 4th ed. Sage Publications; Gil-Flores, J., Torres-Gordillo, J.J., Perera-Rodríguez, V.H., The role of online reader experience in explaining students' performance in digital reading (2012) Computers & Education, 59 (2), pp. 653-660; Hamlen, K.R., Academic dishonesty and video game play: Is new media use changing conceptions of cheating? (2012) Computers & Education, 59 (4), pp. 1145-1152; Han, J.H., Closing the missing links and opening the relationships among the factors: A literature review on the use of clicker technology using the 3P model (2014) Educational Technology & Society, 17 (4), pp. 150-168; Han, J.H., Unpacking and repacking the factors affecting students' perceptions of the use of classroom communication systems (CCS) technology (2014) Computers & Education, 79, pp. 159-176; Hancock, T.M., Use of audience response systems for summative assessment in large classes (2010) Australasian Journal of Educational Technology, 26 (2), pp. 226-237; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogical development with clicker assessment and feedback technologies and the impact on students' engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin system study of clickers (2007) EDUCAUSE Research Bulletin, 2007 (10), pp. 1-12; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lantz, M.E., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Computers in Human Behavior, 31, pp. 280-286; Laxman, K., A study on the adoption of clickers in higher education (2011) Australasian Journal of Educational Technology, 27 (8), pp. 1291-1303; Manisera, M., Van Der Kooij, A.J., Dusseldorp, E., Identifying the component structure of satisfaction scales by nonlinear principal components analysis (2010) Quality Technology & Quantitative Management, 7 (2), pp. 97-115; Mazur, E., Hilborn, R.C., Peer instruction: A user's manual (1997) Physics Today, 50 (4), pp. 68-69; Micheletto, M.J., Using audience response systems to encourage student engagement and reflection on ethical orientation and behavior (2011) Contemporary Issues in Education Research (CIER), 4 (10), pp. 9-18; Muncy, J., Eastman, J., Using classroom response technology to create an active learning environment in marketing classes (2012) American Journal of Business Education, (AJBE), 5 (2), pp. 213-218; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Steventon, B., Panesar, S., Wood, J., Moving the law school into the twenty-first century-embedding technology into teaching and learning (2012) Journal of Further and Higher Education, 38 (1), pp. 107-128; Sun, P.C., Tsai, R.J., Finger, G., Chen, Y.Y., Yeh, D., What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction (2008) Computers & Education, 50 (4), pp. 1183-1202; Twetten, J., Smith, M.K., Julius, J., Murphy-Boyer, L., Successful clicker standardization (2007) Educause Quarterly, 30 (4), pp. 63-67; Venkatesh, V., Morris, M.G., Davis, G.B., Davis, F.B., User acceptance of information technology: Toward a unified view (2003) MIS Quarterly, 27 (3), pp. 425-478; Yeh, C.R., Tao, Y.H., How benefits and challenges of personal response system impact students' continuance intention? A Taiwanese context (2013) Educational Technology & Society, 16 (2), pp. 257-270","Cubric, M.; Business School, University of Hertfordshire, College Lane, United Kingdom",,,Elsevier Ltd,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84929119407
"Ratelle J.T., Wittich C.M., Yu R.C., Newman J.S., Jenkins S.M., Beckman T.J.",56041142700;6506098180;56180571900;26536535500;34770162500;7003776603;,Associations between teaching effectiveness scores and characteristics of presentations in hospital medicine continuing education,2015,Journal of Hospital Medicine,10,9,,569,573,,4.0,10.1002/jhm.2391,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940898940&doi=10.1002%2fjhm.2391&partnerID=40&md5=f38ed4d8cc7962d1929ea60b7f2ec146,"Division of Hospital Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, MN, United States; Division of General Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, MN, United States; Division of Biomedical Statistics and Informatics, Department of Health Sciences Research, Mayo Clinic, Rochester, MN, United States","Ratelle, J.T., Division of Hospital Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, MN, United States; Wittich, C.M., Division of General Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, MN, United States; Yu, R.C., Division of Hospital Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, MN, United States; Newman, J.S., Division of Hospital Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, MN, United States; Jenkins, S.M., Division of Biomedical Statistics and Informatics, Department of Health Sciences Research, Mayo Clinic, Rochester, MN, United States; Beckman, T.J., Division of General Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, MN, United States","BACKGROUND: There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we sought to identify associations between validated CME teaching effectiveness scores and characteristics of CME presentations in the field of HM. DESIGN/SETTING: This was a cross-sectional study of participants and didactic presentations from a national HM CME course in 2014. MEASUREMENTS: Participants provided CME teaching effectiveness (CMETE) ratings using an instrument with known validity evidence. Overall CMETE scores (5-point scale: 1=strongly disagree; 5=strongly agree) were averaged for each presentation, and associations between scores and presentation characteristics were determined using the Kruskal-Wallis test. The threshold for statistical significance was set at P<0.05. RESULTS: A total of 277 out of 368 participants (75.3%) completed evaluations for the 32 presentations. CMETE scores (mean [standard deviation]) were significantly associated with the use of audience response (4.64 [0.16]) versus no audience response (4.49 [0.16]; P=0.01), longer presentations (≥30 minutes: 4.67 [0.13] vs <30 minutes: 4.51 [0.18]; P=0.02), and larger number of slides (≥50: 4.66 [0.17] vs <50: 4.55 [0.17]; P=0.04). There were no significant associations between CMETE scores and use of clinical cases, defined goals, or summary slides. CONCLUSIONS: To our knowledge, this is the first study regarding associations between validated teaching effectiveness scores and characteristics of effective CME presentations in HM. Our findings, which support previous research in other fields, indicate that CME presentations may be improved by increasing interactivity through the use of audience response systems and allowing longer presentations. © 2015 Society of Hospital Medicine.",,"adult; aged; Article; continuing education; cross-sectional study; female; hospital medicine; human; Kruskal Wallis test; learning environment; male; medical education; middle aged; participant observation; priority journal; rating scale; statistical significance; teaching effectiveness score; validation process; young adult; education; hospital medicine; procedures; questionnaire; teaching; time factor; Adult; Aged; Cross-Sectional Studies; Education, Medical, Continuing; Female; Hospital Medicine; Humans; Male; Middle Aged; Surveys and Questionnaires; Teaching; Time Factors; Young Adult",,,,,,,,,,,"(2015), http://www.hospitalmedicine.org/Web/Media_Center/Web/Media_Center/Media_Center.aspx?hkey=e26ceba7-ba93-4e50-8eb1-1ccc75d6f0fd, Accessed May 18; Kleinpell, R.M., Hanson, N.A., Buchner, B.R., Winters, R., Wilson, M.J., Keck, A.C., Hospitalist services: an evolving opportunity (2008) Nurse Pract., 33, pp. 9-10; Wall, S., Scudamore, D., Chin, J., The evolving role of the pediatric nurse practitioner in hospital medicine (2014) J Hosp Med., 9, pp. 261-265; Wachter, R.M., Goldman, L., The emerging role of ""hospitalists"" in the American health care system (1996) N Engl J Med., 335, pp. 514-517; Definition of a hospitalist and hospital medicine (2015), http://www.hospitalmedicine.org/Web/About_SHM/Hospitalist_Definition/Web/About_SHM/Industry/Hospital_Medicine_Hospital_Definition.aspx, Accessed February 16; (2013), http://www.accme.org/sites/default/files/630_2013_Annual_Report_20140715_0.pdf, annual report data executive summary; Muroff, L.R., The anatomy of an outstanding CME meeting (2005) J Am Coll Radiol., 2, pp. 534-540; McKean, S.C., Budnitz, T.L., Dressler, D.D., Amin, A.N., Pistoria, M.J., How to use The Core Competencies in Hospital Medicine: a framework for curriculum development (2006) J Hosp Med., 1, pp. 57-67; Wittich, C.M., Chutka, D.S., Mauck, K.F., Berger, R.A., Litin, S.C., Beckman, T.J., Perspective: a practical approach to defining professional practice gaps for continuing medical education (2012) Acad Med., 87, pp. 582-585; Dressler, D.D., Pistoria, M.J., Budnitz, T.L., McKean, S.C., Amin, A.N., Core competencies in hospital medicine: development and methodology (2006) J Hosp Med, 1, pp. 148-156; Beckman, T.J., Lee, M.C., Proposal for a collaborative approach to clinical teaching (2009) Mayo Clin Proc., 84, pp. 339-344; Beckman, T.J., Cook, D.A., Developing scholarly projects in education: a primer for medical teachers (2007) Med Teach., 29, pp. 210-218; Mansouri, M., Lockyer, J., A meta-analysis of continuing medical education effectiveness (2007) J Contin Educ Health Prof., 27, pp. 6-15; Moore, D.E., Jr., Green, J.S., Gallis, H.A., Achieving desired results and improved outcomes: integrating planning and assessment throughout learning activities (2009) J Contin Educ Health Prof., 29, pp. 1-15; Cervero, R.M., Gaines, J.K., Effectiveness of continuing medical education: updated synthesis of systematic reviews (2015), http://www.accme.org/sites/default/files/652_20141104_Effectiveness_of_Continuing_Medical_Education_Cervero_and_Gaines.pdf, Accessed March 25; Wittich, C.M., Mauck, K.F., Mandrekar, J.N., Improving participant feedback to continuing medical education presenters in internal medicine: a mixed-methods study (2012) J Gen Intern Med., 27, pp. 425-431; Wittich, C.M., Szostek, J.H., Reed, D.A., Measuring faculty reflection on medical grand rounds at Mayo Clinic: associations with teaching experience, clinical exposure, and presenter effectiveness (2013) Mayo Clin Proc., 88, pp. 277-284; Copeland, H.L., Longworth, D.L., Hewson, M.G., Stoller, J.K., Successful lecturing: a prospective study to validate attributes of the effective medical lecture (2000) J Gen Intern Med., 15, pp. 366-371; Shewchuk, R.M., Schmidt, H.J., Benarous, A., Bennett, N.L., Abdolrasulnia, M., Casebeer, L.L., A standardized approach to assessing physician expectations and perceptions of continuing medical education (2007) J Contin Educ Health Prof., 27, pp. 173-182; Cohen, J., (1977) Statistical Power Analysis for the Behavioral Sciences, , New York, NY: Academic Press; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , 2nd ed. Hillsdale, NJ: Erlbaum; Lindenauer, P.K., Pantilat, S.Z., Katz, P.P., Wachter, R.M., Hospitalists and the practice of inpatient medicine: results of a survey of the National Association of Inpatient Physicians (1999) Ann Intern Med., 130, pp. 343-349; Hinami, K., Whelan, C.T., Wolosin, R.J., Miller, J.A., Wetterneck, T.B., Worklife and satisfaction of hospitalists: toward flourishing careers (2012) J Gen Intern Med., 27, pp. 28-36; Kartha, A., Restuccia, J.D., Burgess, J.F., Jr., Nurse practitioner and physician assistant scope of practice in 118 acute care hospitals (2014) J Hosp Med., 9, pp. 615-620; Cain, J., Robinson, E., A primer on audience response systems: current applications and future considerations (2008) Am J Pharm Educ., 72, p. 77; Davis, N., Davis, D., Bloch, R., Continuing medical education: AMEE education guide no 35 (2008) Med Teach., 30, pp. 652-666; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ., 6, pp. 9-20; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof., 23, pp. 109-115; Sehgal, N.L., Wachter, R.M., Vidyarthi, A.R., Bringing continuing medical education to the bedside: the University of California, San Francisco Hospitalist Mini-College (2014) J Hosp Med., 9, pp. 129-134; (2014) 2014 State of Hospital Medicine Report, , Philadelphia, PA: Society of Hospital Medicine; Reed, D.A., Cook, D.A., Beckman, T.J., Levine, R.B., Kern, D.E., Wright, S.M., Association between funding and quality of published medical education research (2007) JAMA., 298, pp. 1002-1009; Shea, J.A., Mind the gap: some reasons why medical education research is different from health services research (2001) Med Educ., 35, pp. 319-320; Cook, D.A., Beckman, T.J., Reflections on experimental research in medical education (2010) Adv Health Sci Educ Theory Pract., 15, pp. 455-464","Ratelle, J.T.; Mayo Clinic Rochester, 200 First Street SW, United States; email: ratelle.john@mayo.edu",,,John Wiley and Sons Inc.,,,,,15535592,,,26014666.0,English,J. Hosp. Med.,Article,Final,Open Access,Scopus,2-s2.0-84940898940
"De Vicente-Yagüe Jara M.I., Guerrero Ruiz P.",56217672100;57208931680;,"The musical tale. Analysis of its textual components, music and drawings for developing basic skills in Primary Education [El cuento musical. Análisis de sus componentes textuales, musicales e ilustrados para el desarrollo de las competencias básicas en educación primaria]",2015,Profesorado,19,3,,398,418,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964808906&partnerID=40&md5=3fb16e73816c9af685749287f1c10473,"Universidad de Murcia, Spain","De Vicente-Yagüe Jara, M.I., Universidad de Murcia, Spain; Guerrero Ruiz, P., Universidad de Murcia, Spain","This article presents the results of the Innovation Teaching Project Creativity Networks. Our aims are to analyze the various collaborative classroom networks, explain its usefulness in current education systems, determine the adaptability of students to a collaborative network that includes several professors and identify the university teaching techniques that the students consider as the most useful and creative. The group of students with whom we launched the Innovation Project had a major innovative core: 46.3% of students accepted studying and learning through a new system that included several professors. We found out that the variety of teaching methods was the factor that attracted them the most to the project but, at the same time, the one that more insecure generated them. In an educational context as the Spanish, where the traditional teaching methods prevail, it's difficult to change established habits. Projects like this demonstrate the need for flexibility in the structures of education to make it more proactive, more active or experimental about innovations and allow professors and students to change their roles. Although there is resistance from students to immediate assimilation of an educational innovation, observability, i.e., implementation and treatment as such, and even the act of requesting the participation of innovators among students ""links"", ends up increasing acceptance of innovations.",Basic competences; Educational tools; Hypertextuality; Interdisciplinary learning; Musical history; Primary education,,,,,,,,,,,,"Albright, D., (2007) Musicking Shakespeare: A Conflict of Theatres, , Rochester, New York: University of Rochester Press; De Amo, J.M., (2003) Literatura Infantile, , Málaga: Aljibe; Arguedas, C., Cuentos musicales para los más pequeños (2006) Actualidades Investigativas en Educación, 6 (1). , http://revista.inie.ucr.ac.cr/uploads/tx_magazine/cuentossss.pdf, Recuperado de; Arnal, J., Del Rincón, D., Latorre, A., (1994) Investigación Educativa.Fundamentos y Metodología, , Barcelona: Labor; Balslev, K., Martinet, C., Saada-Robert, M., La lecture interactive d'albums de littérature enfantine à 4 ans en clase. Étude microgénetique (2006) Les Dossiers des Sciences de L'Éducation, 15, pp. 41-52; Barrio, E., Cómo conseguir las competencias básicas a través de la materia de música en la ESO (2011) Eufonía: Didáctica de la Música, 52, pp. 79-88; Benarroch, A., El ciclo del agua a través del cuento: un ejemplo de desarrollo de competencias en cuarto curso de educación primaria (2011) Aula de Innovación Educativa, 207, pp. 22-27; Berlanga Ma, C., Argueda, F., Desarrollo de la creatividad infantil a través de un cuento musical dramatizado (1993) Investigaciones y Experiencias en Educación Infantile, pp. 471-482. , Ma D. García (coord.) . Córdoba: Universidad de Córdoba; Bolívar, A., (2010) Competencias Básicas y Currículo, , Madrid: Editorial Síntesis; Bolívar, A., Enseñar competencias en educación para la ciudadanía (2011) Aula de Innovación Educativa, 199, pp. 38-41; Brown, C.S., (1948) Music and Literature, , Athens: The University of Georgia Press; Brunel, P., Pistone, D., (1998) Musique et Littérature. Séminaire 1996-1997, no6, , París: Observatoire Musical Français, Université de Paris-Sorbonne; Bryant, S.C., (1999) El Arte de Contar Cuentos, , (3a ed.). Barcelona: Biblària; Capel, A., La traducción para el aprendizaje de lenguas y el desarrollo de las competencias básicas en Bachillerato (2010) Cambio de Dimensiones en Traducción y Comunicación, pp. 151-159. , N.A. Perdu (coord.) . Almería: Universidad de Almería; Casanova Ma, A., (2012) La Evaluación de Competencias Básicas, , Madrid: La Muralla; Coll, C., Mauri, T., Rochera Ma, J., La práctica de evaluación como contexto para aprender a ser un aprendiz competente (2012) Profesorado: Revista de Currículum y Formación Del Profesorado, 16 (1). , http://www.ugr.es/~recfpro/rev161ART4.pdf, Recuperado de; Colomer, T., (1998) La Formación Del Lector Literario. Narrativa Infantil y Juvenil Actual, , Madrid: Fundación Germán Sánchez Ruipérez; Dauphin, C., Le cont-chanté comme lieu d'accumulation d'un savoir musical (1980) Yearbook of the International Folk Music Council, 12, pp. 77-83; Durán, T., (2000) ¡hay Que Ver! Una Aproximación Al Álbum Ilustrado, , Salamanca: Fundación Germán Sánchez Ruipérez; Escamilla, A., (2008) Las Competencias Básicas. Claves y Propuestas Para Su Desarrollo en Los Centros, , Barcelona: Graó; Espejo, G., (2010) Cuentos de Abuela Coneja, , Madrid: Alfaguara Infantil; Febvre, M.-C., Molière en spectacle (2006) Le Malade Imaginaire Nouvelle RevuePédagogique, Lettres Collège, 587 (1), pp. 29-36; Fernández, M., ¿cómo enseñar Conocimiento del Medio a través de los cuentos? (2010) Tejuelo: Didáctica de la Lengua y la Literatura. Educación, 4, pp. 32-42; García Padrino, J., (2004) Formas y Colores. la Ilustración Infantil en España, , Cuenca: Ediciones de la Universidad de Castilla-La Mancha; Genette, G., (1982) Palimpsestes. la Littérature Au Second Degré, , París: Seuil; Gil, A., González, Ma.E., Cómo enseñar competencias básicas a través de las ciencias (2012) Aula de Innovación Educativa, 210, pp. 12-17; Gimeno, J., (2008) Educar Por Competencias, ¿qué Hay de Nuevo?, , Madrid: Morata; Guerrero, P., Cano, A.G., La intertextualidad poesía-música como estrategia didáctica (2009) Un Ejemplo Del Cancionero Lenguaje y Textos, 29, pp. 103-124; Hoster, B., Lobato Ma, J., Iniciación a la competencia literaria y artística a través del álbum ilustrado (2007) Lenguaje y Textos, 26, pp. 119-134; Juez, A., De Los Santos, A., Aprendizaje cooperativo, metodología por proyectos y espacios de fantasía en educación física para primaria: (Re) construyendo la expresión corporal mediante la dramatización de cuentos e historietas infantiles (2011) La Peonza: Revista de Educación Física Para la Paz, 6, pp. 3-23; Lasnier, F., (2000) Réussir la Formation Par Compétences, , Montréal: Guérin; Lazotti Fontana, L., (1983) Comunicación Visual y Escuela, , Barcelona: Gustavo Gili; Ley, M., (1984) Vers le Conte Musical: Comptines et Éducation Rythmique, , Courlay: Fuzeau; Llach, S., Alsina, A., La adquisición de competencias básicas en Educación Primaria: una aproximación desde la Didáctica de la Lengua y de las Matemáticas (2009) REIFOP, 12 (3), pp. 71-85. , http//www.aufop.com; Luengo, J.J., Luzón, A., Torres, M., Las reformas educativas basadas en el enfoque por competencias: Una visión comparada (monográfico) (2008) Profesorado: Revista de Currículum y Formación Del Profesorado, 12 (3). , http://www.ugr.es/~recfpro/rev123ed.pdf, Recuperado de; Maillard, N., Poèmes mis en musique: propositions pour la classe de FLE (2008) Les LanguesModernes, 4, pp. 43-51; Marco, A., El mito de Fausto. Tratamiento literario, plástico y musical (2000) Lecturas de Museo. Orientaciones Sobre la Recepción de Relaciones Entre la Literatura y Las Artes, pp. 82-90. , A. Mendoza (coord.) . Barcelona: Universidad de Barcelona; Marín, M., El valor matemático de un cuento (2007) Sigma: Revista de Matemáticas, 31, pp. 11-26; Martínez, P., Echeverría, B., Formación basada en competencias (2009) Revista de Investigación Educativa, 27 (1), pp. 125-147; MEC, (2006) Real Decreto 1513/2006, de 7 de Diciembre, Por El Que Se Establecen Las Enseñanzas Mínimas de la Educación Primaria, , (BOE, 8/12/2006); Mendoza, A., (1998) Tú, Lector. Aspectos de la Interacción Texto-lector en El Proceso de Lectura, , Barcelona: Octaedro; Mendoza, A., (2001) Elintertexto Lector. El Espacio de Encuentro de Las Aportaciones Del Texto Con Las Del Lector, , Cuenca: Universidad de Castilla-La Mancha; Mendoza, A., (2012) Leer Hipertextos. Del Marco Hipertextual A la Formación Del Lector Literario, , Barcelona: Octaedro; Moya, J., Luengo, F., (2011) Teoría y Práctica de Las Competencias Básicas, , Barcelona: Graó; Niland, A., Musical stories: Strategies for integrating literature and music for young children (2007) Australian Journal of Early Childhood, 32 (4), pp. 7-11; Nodelman, P., (1988) Words about Pictures: The Narrative Art of Children's Picture Books, , Athens: The University of Georgia Press; Oyamburu, J., (2006) Laboratorio Internacional. Construyendo Lectores. Compartiendo El Libro-álbum, , Santiago de Chile: Centro Cultural de España; Palacios, F., Cuentos musicales. Una nueva estrategia pedagógica (2000) Cuadernos de Literatura Infantil y Juvenil, 125, pp. 7-13; Palacios, F., (2002) Escuchar. 20 Reflexiones Sobre Música y Educación Musical, , (4a ed.). Las Palmas de Gran Canaria: Fundación Orquesta Filarmónica de Gran Canaria; Paquette, K.R., Rieg, S.A., Using music to support the literacy development of young English language learners (2008) Early Childhood Education Journal, 36 (3), pp. 227-232; Pastor, J.J., El cuento musical: una vía para la expresión de la comprensión lectora (2007) Literatura Infantil: Nuevas Lecturas y Nuevos Lectores, pp. 717-724. , 5P.C. Cerrillo, C. Cañamares y C. Sánchez (coords.) . Cuenca: Ediciones de la Universidad de Castilla-La Mancha; Pelegrín, A., (1984) La Aventura de Oír: Cuentos y Memorias de Tradición Oral, , Madrid: Cincel; Pérez Serrano, G., (2002) Investigación Cualitativa. Retos e Interrogantes. II. Técnicas y Análisis de Datos, , (3a ed.). Madrid: La Muralla; Perrenoud, Ph., (2003) Construir Competencias Desde la Escuela, , (2a ed.). 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Una experiencia musical en la educación literaria (2012) Lenguaje y Textos, 35, pp. 77-83; De Vicente-Yagüe, Ma.I., La interdisciplinariedad en la educación: el camino hacia una enseñanza integradora de las artes (2013) Las Cuatro Estaciones, pp. 223-247. , M. Cifo (ed.) . Murcia: Editum; Zabala, A., Arnau, L., (2007) 11 Ideas Clave. Cómo Aprender y Enseñar Competencies, , Barcelona: Editorial Graó",,,,Grupo de Investigacion FORCE,,,,,1138414X,,,,Spanish,Profesorado,Article,Final,,Scopus,2-s2.0-84964808906
"Semova D.J., Aladro Vico E., Requeijo P., Segovia A.I.",36678268700;56041860100;57189049123;55148641100;,Innovation in higher education throughout collaborative networks: A case study applied to the degree of journalism [Innovación en la enseñanza universitaria a través de redes colaborativas: caso de estudio aplicado al grado de periodismo],2015,Profesorado,19,3,,362,378,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964856932&partnerID=40&md5=d4e4129b8da7c4cd7d3a318fb9cce2dc,"Universidad Complutense de Madrid, Spain","Semova, D.J., Universidad Complutense de Madrid, Spain; Aladro Vico, E., Universidad Complutense de Madrid, Spain; Requeijo, P., Universidad Complutense de Madrid, Spain; Segovia, A.I., Universidad Complutense de Madrid, Spain","This article presents the results of the Innovation Teaching Project Creativity Networks. Our aims are to analyze the various collaborative classroom networks, explain its usefulness in current education systems, determine the adaptability of students to a collaborative network that includes several professors and identify the university teaching techniques that the students consider as the most useful and creative. The group of students with whom we launched the Innovation Project had a major innovative core: 46.3% of students accepted studying and learning through a new system that included several professors. We found out that the variety of teaching methods was the factor that attracted them the most to the project but, at the same time, the one that more insecure generated them. In an educational context as the Spanish, where the traditional teaching methods prevail, it's difficult to change established habits. Projects like this demonstrate the need for flexibility in the structures of education to make it more proactive, more active or experimental about innovations and allow professors and students to change their roles. Although there is resistance from students to immediate assimilation of an educational innovation, observability, i.e., implementation and treatment as such, and even the act of requesting the participation of innovators among students ""links"", ends up increasing acceptance of innovations.",Creativity networks; Innovation; Teaching improvement; Teaching methods,,,,,,,,,,,,"Blouin, R.A., Riffee, W.H., Robinson, E.T., Beck, D., Green, Ch., Joyner, P., Persky, A., Pollack, G., Roles of innovation in education delivery (2009) American Journal of Pharmaceutical Education, 73 (8), pp. 154-183; Boekaerts, M., Niemivirta, M., Self-regulated learning: finding a balance between learning goals and ego-protective goals (2000) Handbook of Selfregulation, pp. 417-446. , M. 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Boekaerts, P. Pintrich& M. Zeitner (coords.), San Diego: Academic Press; Pintrich, P.R., A conceptual framework for assessing motivation and self-regulated learning in college students (2004) Educational Psychology Review, 16 (4), pp. 385-408; Pintrich, P.R., De Groot, E.V., Motivational and self-regulated components of classroom academic performance (1990) Journal of Educational Psychology, 82 (1), pp. 33-40; Rogers, M.E., Diffusion of preventive innovations (2002) Addictive Behaviors, 27 (6), pp. 989-993; Rosebrough, T.R., Leverett, R.G., (2011) Transformational Teaching in the Information Age, , Alexandria, Va.: ASCD; Sweller, J., Van Merrienboer, J.G., Paas, F., Cognitive Architecture and Instructional design (1998) Educational PsychologyReview, 10 (3), pp. 251-296; Valverde-Berroco, J., Sosa Díaz, M.J., Centros educativos e-competentes en el modelo 1:1. El papel del equipo directivo, la coordinación TIC y el clima organizativo (2014) Profesorado. RevistaCurrículum y Formación Del Profesorado, 18 (3), pp. 42-62; Vermunt, J.D., Verloop, N., Congruence and friction between learning and Teaching (1999) Learning and Instruction, 9, pp. 257-280; Wenger, E., (1998) Communities of Practice: Learning, Meaning and Identity, , Cambridge, UK: Cambridge University Press; Wolters, C., Self-regulated learning and college students' regulation of motivation (1998) Journal of Educational Psychology, 90 (2), pp. 224-235; Zimmerman, B.J., Attaining self-regulation: A social cognitive perspective (2000) Handbook of Self-regulation, pp. 13-35. , M. Boekaerts, P. Pintrich& M. Zeitner (Eds. San Diego: Academic Press",,,,Grupo de Investigacion FORCE,,,,,1138414X,,,,Spanish,Profesorado,Article,Final,,Scopus,2-s2.0-84964856932
"Ergen E., Acikada C., Hazir T., Güner R., Cilli M., Ergün Acar Y.",23396328200;6506756015;23034651400;6506801739;56529225500;57188719264;,Effects of benzodiazepine on neuromuscular activity performance in archers,2015,Journal of Sports Medicine and Physical Fitness,55,9,,995,1003,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962504872&partnerID=40&md5=6838f014aa7cb0cf40ab4eb325ff2389,"Baskent University, School of Health Sciences, Sports Sciences Department, Eskisehir Yolu, Ankara, 06990, Turkey; Hacettepe University, Faculty of Sport Science, Beytepe, Ankara, Turkey; Ankara University School of Medicine, Sports Medicine Department, Cebeci, Ankara, Turkey; Sakarya University, School of Physical Education and Sport, Serdivan, Sakarya, Turkey","Ergen, E., Baskent University, School of Health Sciences, Sports Sciences Department, Eskisehir Yolu, Ankara, 06990, Turkey; Acikada, C., Hacettepe University, Faculty of Sport Science, Beytepe, Ankara, Turkey; Hazir, T., Hacettepe University, Faculty of Sport Science, Beytepe, Ankara, Turkey; Güner, R., Ankara University School of Medicine, Sports Medicine Department, Cebeci, Ankara, Turkey; Cilli, M., Sakarya University, School of Physical Education and Sport, Serdivan, Sakarya, Turkey; Ergün Acar, Y., Hacettepe University, Faculty of Sport Science, Beytepe, Ankara, Turkey","Aim. The aim of the study was to investigate the effects of benzodiazepine on shooting performance and its components in archers. In order to evaluate the possible effects of benzodiazepine, performance related parameters of body sway, mechanical clicker reaction time, aiming behavior and heart rate values were measured. Methods. Subjects were 24 (10 females and 14 males) archers competing at international events and trained at least 4 years. Each archer was requested to perform under normal, placebo, and the inluence of benzodiazepine (diazepam 5 mg, oral). Thus, each archer competed as control, placebo and benzodiazepine under double blind crossover design. The competition was especially designed to simulate competition environment by having archers shooting in doubles each time, on a speciically designed platforms. One platform was mounted on two force plates, where all the data related to shooting and body swaying was collected. The second platform was a dummy platform, to provide the second subject with similar feelings as the subject on the irst platform. With this set of data collection, the archers were asked to compete 6 times each in changing rounds, where they had 24 shots in each competition. Repeated measure of ANOVA was used to compare the differences between control, placebo and benzodiazepine shots. Results. Results showed that there was no difference in shooting scores, resting heart rate, shooting heart rate, aiming behavior (aiming displacement in x and y axis on the target), the amount of changes in the center of pressure both in terms of displacement and velocity (front and rear foot), clicker reaction time between control, placebo and 5 mg diazepam administration shots. Conclusion. It can be concluded that the use of 5 mg diazepam has no effect on shooting performance and related parameters on archers in an artiicially conducted competition environment.",Athletics performance; Benzodiazepines; Sports,diazepam; hypnotic sedative agent; adult; athletic performance; crossover procedure; double blind procedure; female; human; male; Adult; Athletic Performance; Cross-Over Studies; Diazepam; Double-Blind Method; Female; Humans; Hypnotics and Sedatives; Male,,"diazepam, 439-14-5; Diazepam; Hypnotics and Sedatives",,,,,,,,,"Bandelow, B., Sher, L., Bunevicius, R., Hollander, E., Kasper, S., Zohar, J., Guidelines for the pharmacological treatment of anxiety disorders, obsessive-compulsive disorder and posttraumatic stress disorder in primary care (2012) Int J Psychiatry Clin Pract, 16, pp. 77-84; Olkkola, K.T., Ahonen, J., Midazolam and other benzodiazepines (2008) Handb Exp Pharmacol, 182, pp. 335-360; Wittenborn, J.R., Effects of benzodiazepines on psychomotor performance (1979) Br J Clin Pharmac, 7, pp. 61S-67S; Tedeschi, G., Grifiths, A.N., Smith, A.T., Richens, A., The effect of repeated doses of temazepam and nitrazepam on human psychomotor performance (1985) Br J Clin Pharmac, 20, pp. 361-367; Willerslev-Olsen, M., Lundbye-Jensen, J., Petersen, T.H., Nielsen, J.B., The effect of baclofen and diazepam on motor skill acquisition in healthy subjects (2011) Exp Brain Res, 213, pp. 465-474; Tremblay, M., Bussieres, L.M., Pettigrew, F.P., Fielding, W., Noble, E.G., Radak, Z., Effect of diazepam treatment on metabolic indices in trained and untrained rats (2003) Acta Physiol Hung, 90, pp. 255-261; Markiewicz, K., Cholewa, M., Kojtych, A., Radzikowska-Kintzi, H., Jakubowski, M., Changes in blood biochemical parameters during physical exercise and recovery after prior diazepam administration (1980) Med Pr, 31, pp. 435-441; Collomp, K., Fortier, M., Cooper, S., Long, A., Ahmaidi, S., Prefaut, C., Performance and metabolic effects of benzodiazepine during submaximal exercise (1994) J Appl Physiol, 77, pp. 828-833; Collomp, K.R., Ahmaidi, S.B., Caillaud, C.F., Audran, M.A., Chanal, J.L., Préfaut, C.G., Effects of benzodiazepine during a Wingate test: Interaction with caffeine (1993) Med Sci Sports Exerc, 25, pp. 1375-1380; Grobler, L.A., Schwellnus, M.P., Trichard, C., Calder, S., Noakes, T.D., Derman, W.E., Comparative effects of zopiclone and loprazolam on psychomotor and physical performance in active individuals (2000) Clin J Sport Med, 10, pp. 123-128; Zinzen, E., Clarijs, J.P., Cabri, J., Vanderstappen, D., Van Den Berg, T.J., The inluence of triazolam and lunitrazepam on isokinetic and isometric muscle performance (1994) Ergonomics, 37, pp. 69-77; Ertan, H., Acikada, C., (1999) The Evaluations of Clicker Reaction Time, Lying Times, and Average Speed with and Without Target Face among Turkish Archers, , Antalya: Turkey: Balkan Congress of Sports Medicine, 26-30 April; Tinazci, C., (2001) The Analysis of Shooting Dynamics in Archery, , Ankara: Hacettepe Uni.: Unpublished Doctoral Thesis; Ertan, H., Kentel, B., Tümer, S.T., Korkusuz, F., Activation patterns in forearm muscles during archery shooting (2003) Hum Mov Sci, 22, pp. 37-45; Ertan, H., Soylu, A.R., Korkusuz, F., Quantiication the relationship between FITA scores and EMG skill indexes in archery (2005) J Electromyogr Kinesiol, 15, pp. 222-227; Landers, D.M., Boutcher, S.H., A psychobiological study of archery performance (1986) Res Earch Quarterly for Exercise and Sport, 57, pp. 236-244; Keast, D., Elliott, B., Fine body movements and the cardiac cycle in archery (1990) J Sports Sci, 8, pp. 203-213; Tulen, J.H., Mulder, G., Pepplinkhuizen, L., Manint Veld, A.J., Van Steenis, H.G., Moleman, P., Effects of lorazepam on cardiac vagal tone during rest and mental stress: Assessment by means of spectral analysis (1994) Psychopharmacology (Berl), 114, pp. 81-89; File, S.E., Lister, R.G., A comparison of the effects of lorazepam with those of propranolol on experimentally-induced anxiety and performance (1985) Br J Clin Pharmac, 19, pp. 445-451; Farmer, M.R., Ross, H.F., Chowdhary, S., Osman, F., Townend, J.N., Coote, J.H., GABAergic mechanisms involved in the vagally mediated heart rate response to muscle contraction as revealed by studies with benzodiazepines (2003) Clin Auton Res, 13, pp. 45-50; Farmer, M.R., Vaile, J.C., Osman, F., Ross, H.F., Townend, J.N., Coote, J.H., A central gamma-aminobutyric acid mechanism in cardiac vagal control in man revealed by studies with intravenous midazolam (1998) Clin Sci (Lond), 95, pp. 241-248; Van Den Berg, F., Tulen, J.H., Boomsma, F., Noten, J.B., Moleman, P., Pepplinkhuizen, L., Effects of alprazolam and lorazepam on catecholaminergic and cardiovascular activity during supine rest, mental load and orthostatic challenge (1996) Psychopharmacology (Berl), 128, pp. 21-30; Tulen, J.H., Mann't Veld, A.J., Noninvasive indices of autonomic regulation after alprazolam and lorazepam: Effects on sympathovagal balance (1998) J Cardiovasc Pharmacol, 32, pp. 183-190; Gladwell, V.F., Coote, J.H., Heart rate at the onset of muscle contraction and during passive muscle stretch in humans: A role for mechanoreceptors (2002) J Physiol, 540, pp. 1095-1102; Iellamo, F., Legramante, J.M., Raimondi, G., Castrucci, F., Damiani, C., Foti, C., Effects of isokinetic, isotonic and isometric submaximal exercise on heart rate and blood pressure (1997) Eur J Appl Physiol Occup Physiol, 75, pp. 89-96; Wieling, W., Harms, M.P., Ten Harkel, A.D., Van Lieshout, J.J., Sprangers, R.L., Circulatory response evoked by a 3 s bout of dynamic leg exercise in humans (1996) J Physiol, 15, pp. 601-611; Coote, J.H., Recovery of heart rate following intense dynamic exercise (2010) Exp Physiol, 95, pp. 431-500; Carrillo, A.E., Christodoulou, V.X., Koutedakis, Y., Flouris, A.D., Autonomic nervous system modulation during an archery competition in novice and experienced adolescent archers (2011) J Sports Sci, 29, pp. 913-917; Robazza, C., Bortoli, L., Nougier, V., Emotions, heart rate and performance in archery. A case study (1999) J Sports Med Phys Fitness, 39, pp. 169-176","Ergen, E.; Baskent University, School of Health Sciences, Sports Sciences Department, Eskisehir Yolu, Turkey; email: ergen@medicine.ankara.edu.tr",,,Edizioni Minerva Medica,,,,,00224707,,JMPFA,24998614.0,English,J. Sports Med. Phys. Fitness,Article,Final,,Scopus,2-s2.0-84962504872
"McDonough K., Foote J.A.",13009267900;55512334200;,The impact of individual and shared clicker use on students' collaborative learning,2015,Computers and Education,86,,,236,249,,15.0,10.1016/j.compedu.2015.08.009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940371144&doi=10.1016%2fj.compedu.2015.08.009&partnerID=40&md5=ebfefb5744ab1dbed1bfed8ad2b834a0,"Concordia University, Education Department, LB 583-1, 1455 de Maisonneuve Blvd W, Montreal, QC  H3G 1M8, Canada; University of Alberta, English Language School, Faculty of Extension, 10230-Jasper Ave NW, Enterprise Square, Edmonton, AB  T5J 4P6, Canada","McDonough, K., Concordia University, Education Department, LB 583-1, 1455 de Maisonneuve Blvd W, Montreal, QC  H3G 1M8, Canada; Foote, J.A., University of Alberta, English Language School, Faculty of Extension, 10230-Jasper Ave NW, Enterprise Square, Edmonton, AB  T5J 4P6, Canada","Clickers have become common-place in university classes and are often used to foster collaborative learning. However, few studies have investigated learners' actual interactions during clicker activities to determine how often collaborative reasoning occurs. Therefore, the current study analyzed the interaction that occurred between students when using clickers. Undergraduate students (N = 44) enrolled in an English grammar course used clickers to complete practice activities during four 2-h classes. Students shared clickers in pairs and small groups for two classes, but had their own clickers for the other two classes. In all four classes, their interaction was audio-recorded. Analysis of their transcribed discussions (N = 498) revealed that students were more likely to engage in collaborative reasoning and select the correct answer during shared clicker activities. Exit questionnaires revealed that students preferred sharing clickers to having their own. Implications for teaching and suggestions for future research are discussed. © 2015 Elsevier Ltd. All rights reserved.",Clickers; Collaborative learning; Collaborative reasoning; English grammar,Education; Surveys; Teaching; Clickers; Collaborative learning; Collaborative reasonings; English grammar; Undergraduate students; Students,,,,,"Social Sciences and Humanities Research Council of Canada: 950–221304

Canada Research Chairs","Funding for this project was provided from the Canada Research Chairs program through the Social Sciences and Humanities Research Council ( 950–221304 ). We would like to thank the research assistants who helped with data collection and coding: Phung Van Dao, Alexandre Dion, Yeji Han, Yuan Chen, Pham Quynh Mai Nguyen, and Larissa Buss. Appendix A",,,,,"Beekes, W., The ""millionaire"" method for encouraging participation (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Bergtrom, G., Clicker sets as learning objects (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2, pp. 105-110; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Brufee, K., (1999) Collaborative Learning: Higher Education, Interdependence and the Authority of Knowledge, , Johns Hopkins University Press Baltimore; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), p. 9; Cardoso, W., Learning a foreign language with a learner response system: The student's perspective (2011) Computer Assisted Language Learning, 24, pp. 393-417; Caulfield, S., Hodges Persell, C., Teaching social science reasoning and quantitative literacy: The role of collaborative groups (2006) Teaching Sociology, 34 (1), pp. 39-53; Cheesman, E., Winograd, G., Wehrman, J., Clickers in teacher education: Student perceptions by age and gender (2010) Journal of Technology and Teacher Education, 18, pp. 35-55; Cheong, C., Bruno, V., Cheong, F., Designing a mobile-app-based collaborative learning system (2012) Journal of Information Technology Education, 11, pp. 97-119; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Dong, T., Anderson, R., Lin, T., Wu, X., Concurrent student-managed discussions in a large class (2009) International Journal of Educational Research, 48, pp. 352-367; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Pearson Addison-Wesley San Francisco; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1 (1), pp. 80-86; Gachago, D., Morris, A., Simon, E., Engagement levels in a graphic design clicker class: Students' perceptions around attention (2010) Journal of Information Technology Education, 10, pp. 253-269; Gokhale, A., Collaborative learning enhances critical thinking (1995) Journal of Technology Education, 7 (1), pp. 22-30; Haberman, S., The analysis of residuals in cross-classified tables (1973) Biometrics, 29, pp. 205-220; Higgins, L., Flower, L., Petraglia, J., Planning text together (1992) Written Communication, 9 (1), pp. 48-84; Hoekstra, A., Mollburn, S., How clicker use facilitates existing pedagogical practices in higher education: Data from interdisciplinary research on student response systems (2012) Learning, Media, and Technology, 37, pp. 303-320; Johnson, D.W., Johnson, R.T., Smith, K.A., Cooperative learning returns to college: What evidence is there that it works? (1998) Change, 20 (4), pp. 27-35; Jones, M.E., Antonenko, P.D., Greenwood, C.M., The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer (2012) Journal of Computer Assisted Learning, 28, pp. 477-487; Kang, H., Lundeberg, M., Wolter, B., DelMas, R., Herreid, C., Gender differences in student performance in large lecture classrooms using personal response systems ('clickers') with narrative case studies (2012) Learning, Media and Technology, 37, pp. 53-76; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Kirkwood, A., Price, L., Learners and learning in the twenty-first century: What do we know about students' attitudes towards and experiences of information and communication technologies that will help us design courses? (2005) Studies in Higher Education, 30, pp. 257-274; Lucas, A., Using peer instruction and I-clickers to enhance student participation in calculus (2009) PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 19, pp. 219-231; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall Saddle River, NJ; Michaelson, L.K., Knight, A.B., Fink, L.D., (2004) Team-based Learning: A Transforming Use of Small Groups in College Teaching, , Stylus Sterling, VA; Milner-Bolotin, M., Antimirova, T., Petrov, A., Clickers beyond the first-year science classroom (2010) Journal of College Science Teaching, 40 (2), pp. 14-18; Neumann, H., McDonough, K., Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing (2015) Journal of Second Language Writing, 27, pp. 84-104; Nicol, D., Boyle, J., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies of Higher Education, 28, pp. 457-473; Nielsen, K.L., Hansen, G., Stav, J.B., How the initial thinking period affects student argumentation during peer instruction: Students' experiences versus observations (2014) Studies in Higher Education, , Advance online publication; Panitz, T., (1999) Collaborative Versus Cooperative Learning - A Comparison of the Two Concepts Which Will Help Us Understand the Underlying Nature of Interactive Learning, , Retrieved from ERIC database. (ED448443); Resta, P., Laferriere, T., Technology in support of collaborative learning (2007) Educational Psychology Review, 19, pp. 65-83; Serafini, E., Learner perceptions of clickers as a source of feedback in the classroom (2013) Second Language Interaction in Diverse Educational Contexts, pp. 209-224. , K. McDonough, A. Mackey, John Benjamins Amsterdam; Sevian, H., Robinson, W., Clickers promote learning in all kinds of classes - Small and large, graduate and undergraduate, lecture and lab (2011) Journal of College Science Teaching, 40 (3), pp. 14-18; Slavin, R.E., Cooper, R., Improving intergroup relations: Lessons learned from cooperative learning programs (1999) Journal of Social Issues, 55 (4), pp. 647-663; Slusser, S., Erickson, R., Group quizzes: An extension of the collaborative learning process (2006) Teaching Sociology, 34, pp. 249-262; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Trees, A., Jackson, M., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, & Technology, 32, pp. 21-40; Wolfe, A., Implementing collaborative learning methods in the political science classroom (2012) Journal of Political Science Education, 8, pp. 420-432","McDonough, K.; Concordia University, Education Department, LB 583-1, 1455 de Maisonneuve Blvd W, Canada",,,Elsevier Ltd,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84940371144
"Lee H., Feldman A.",53880134600;7202334032;,Photographs and Classroom Response Systems in Middle School Astronomy Classes,2015,Journal of Science Education and Technology,24,4,,496,508,,3.0,10.1007/s10956-014-9539-z,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84937427439&doi=10.1007%2fs10956-014-9539-z&partnerID=40&md5=4a58b0a96d38fb335a64f17b799373d8,"University of South Florida, Tampa, FL, United States","Lee, H., University of South Florida, Tampa, FL, United States; Feldman, A., University of South Florida, Tampa, FL, United States","In spite of being readily available, photographs have played a minor and passive role in science classes. In our study, we present an active way of using photographs in classroom discussions with the use of a classroom response system (CRS) in middle school astronomy classes to teach the concepts of day–night and seasonal change. In this new pedagogical method, students observe objects or phenomena in photographs and use the information to develop understanding of the scientific concepts. They share their ideas in classroom discussion with the assistance of the CRS. Pre- and posttest results showed that the new pedagogy helped students overcome primitive conceptions and enhanced their understanding of the concepts. The observation of the rich details of photographs played three pedagogical roles in classroom discussion: easing students’ anxiety about learning a new scientific concept; continuous stimulus of learning; and as evidence or data. © 2014, Springer Science+Business Media New York.",Classroom response systems; Day–night and seasonal change; Earth science education; K-12; Photographs,,,,,,"National Science Foundation, NSF: ESI-0456124",,,,,,"Agan, L., Stellar ideas: exploring students’ understanding of stars (2004) Astron Educ Rev, 3 (1), pp. 77-97; Ardac, D., Akaygun, S., Using static and dynamic visuals to represent chemical change at molecular level (2005) Int J Sci Educ, 27 (11), pp. 1269-1298; Atwood, R.K., Atwood, V.A., Preservice elementary teachers’ conceptions of the cause of seasons (1996) J Res Sci Teach, 33 (5), pp. 553-563; Baxter, J., Children’s understanding of familiar astronomical events (1989) Int J Sci Educ, 11 (5), pp. 502-513; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: a research-based pedagogy for teaching science with classroom response technology (2009) J Sci Educ Technol, 18 (2), pp. 146-162; Brown, R.A., Ishee, J., Lallo, C., The electronic picturebook and astronomy’s education initiative. 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Wilson’s sociobiology (1988) Hum Stud, 11 (2-3), pp. 235-269; (1996) National science education standards, , National Academy of Sciences Press, Washington, National Research Council; Plummer, J.D., Early elementary students’ development of astronomy concepts in the planetarium (2009) J Res Sci Teach, 46 (2), pp. 192-209; Pozzer, L.L., Roth, W.-M., Prevalence, function, and structure of photographs in high school biology textbooks (2003) Journal of Research in Science Teaching, 40 (10), pp. 1089-1114; Pozzer-Ardenghi, L., Roth, W.-M., Making sense of photographs (2004) Sci Educ, 89 (2), pp. 219-241; Pozzer-Ardenghi, L., Roth, W.-M., Photographs in lectures: gestures as meaning-making resources (2005) Linguist Educ, 15 (3), pp. 275-293; Sadler, P.M., Misconceptions in astronomy (1987) Proceedings of the Second International Seminar: Misconceptions and Educational Strategies in Science and Mathematics, pp. 422-425. , Novak JD, (ed), 3, Cornell University, Ithaca; Sadler, P.M., The initial knowledge state of high school astronomy students (1992) Ed.D, , Dissertation: Harvard School of Education; Schur, Y., Galili, I., A Thinking Journey - A New Mode of Teaching Science (2009) International Journal of Science and Mathematics Education., 7 (3), pp. 627-646; Shapiro, T., Evaluating the Thinking Journey mode of Teaching as applied in Learning the Concept of the Day-Night Cycle (2007) MS Thesis: Hebrew University of Jerusalem; Sloutsky, V.M., Kaminski, J.A., Heckler, A.F., The advantage of simple symbols for learning and transfer (2005) Psychon Bull Rev, 12 (3), pp. 508-513; Lead States, N.G.S.S., (2013) Next generation science standards: for states by states, , http://www.nap.edu/NGSS, Washington: The National Academies Press. Retrieved from; Thompson, C.L., Discrepant events: what happens to those who watch? (1989) School Science and Mathematics, 89 (1), pp. 26-29; Trumper, R., A cross-age study of junior high school students’ conceptions of basic astronomy concepts (2001) International Journal of Science Education, 23 (11), pp. 1111-1123; Vosniadou, S., Capturing and modeling the process of conceptual change (1994) Learning and Instruction, 4 (1), pp. 45-69; Vosniadou, S., Brewer, W.F., Mental models of the day/night cycle (1994) Cognitive Science, 18 (1), pp. 123-184; Yair, Y., Schur, Y., Mintz, R., A Thinking Journey to the planets using scientific visualization technologies: implications to astronomy education (2003) J Sci Educ Technol, 12 (1), pp. 43-49; Zeilik, M., Morris, V.J., An examination of misconceptions in an astronomy course for science, mathematics, and engineering majors (2003) Astronomy Education Review, 2 (1), pp. 101-119","Lee, H.; University of South FloridaUnited States",,,Kluwer Academic Publishers,,,,,10590145,,,,English,J. Sci. Educ. Technol.,Article,Final,,Scopus,2-s2.0-84937427439
"Hazel S.J., O’Dwyer L., Ryan T.",6603792934;56823540600;56822990500;,“Chickens are a lot smarter than i originally thought”: Changes in student attitudes to chickens following a chicken training class,2015,Animals,5,3,,821,837,,7.0,10.3390/ani5030386,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941002511&doi=10.3390%2fani5030386&partnerID=40&md5=365877366c08b0694eab825de0cab19b,"School of Animal and Veterinary Sciences, University of Adelaide, Adelaide, 5371, Australia; Australian Population and Migration Research Centre, University of Adelaide, Adelaide, 5005, Australia; Legacy Canine Behavior and Training,Inc, Sequim, WA  98382, United States","Hazel, S.J., School of Animal and Veterinary Sciences, University of Adelaide, Adelaide, 5371, Australia; O’Dwyer, L., Australian Population and Migration Research Centre, University of Adelaide, Adelaide, 5005, Australia; Ryan, T., Legacy Canine Behavior and Training,Inc, Sequim, WA  98382, United States","A practical class using clicker training of chickens to apply knowledge of how animals learn and practice skills in animal training was added to an undergraduate course. Since attitudes to animals are related to their perceived intelligence, surveys of student attitudes were completed pre- and post- the practical class, to determine if (1) the practical class changed students’ attitudes to chickens and their ability to experience affective states, and (2) any changes were related to previous contact with chickens, training experience or gender. In the post- versus pre-surveys, students agreed more that chickens are easy to teach tricks to, are intelligent, and have individual personalities and disagreed more that they are difficult to train and are slow learners. Following the class, they were more likely to believe chickens experience boredom, frustration and happiness. Females rated the intelligence and ability to experience affective states in chickens more highly than males, although there were shifts in attitude in both genders. This study demonstrated shifts in attitudes following a practical class teaching clicker training in chickens. Similar practical classes may provide an effective method of teaching animal training skills and promoting more positive attitudes to animals. © 2015, by the authors, licensee MDPI, Basel, Switzerland.",Animal sentience; Attitudes towards animals; Clicker training; Learning theory; Practical classes,,,,,,,,,,,,"Serpell, J.A., Factors influencing human attitudes to animals and their welfare (2004) Anim. Welf, 13, pp. S145-S151; Knight, S., Vrij, A., Cherryman, J., Nunkoosing, K., Attitudes towards animal use and belief in animal mind (2004) Anthrozoos, 17, pp. 43-62. , [CrossRef]; Casey, R.A., Loftus, B., Bolster, C., Richards, G.J., Blackwell, E.J., Inter-dog aggression in a UK owner survey: Prevalence, co-occurrence in different contexts and risk factors (2013) Vet. Rec, , [CrossRef] [PubMed]; Casey, R.A., Loftus, B., Bolster, C., Richards, G.J., Blackwell, E.J., Human directed aggression in domestic dogs (Canis familiaris): Occurrence in different context and risk factors (2014) Appl. Anim. Behav. Sci, 152, pp. 52-63. , [CrossRef]; Lukas, K.E., Marr, M.J., Maple, T.L., Teaching operant conditioning at the zoo (1998) Teach. Psychol, 25, pp. 112-116. , [CrossRef]; Training, L.C.B., (2014) Chicken Workshops, , http://www.legacycanine.com/#!chicken-workshops/cfvg, [cited 2015 May 13]. (accessed on 20 August 2015); Rogers, L.J., (1995) The Development of Brain and Behaviour in the Chicken, , CABI Publishing: Wallingford Oxfordshire, UK; Smith, C.L., Johnson, J., The chicken challenge-What contemporary studies of fowl mean for science and ethics (2012) Between Species J. Ethics, 15, pp. 75-102. , [CrossRef]; Potts, A., (2012) Chicken, , Animal Series (Reaktion Books): London, UK; Grandin, T., Johnson, C., (2009) Making Animals Happy, , Bloomsbury Publishing PLC: London, UK; Breland, K., Breland, M., A field of applied animal psychology (1951) Am. Psychol, 6, pp. 202-204. , [CrossRef] [PubMed]; Pryor, K., (2009) Don't Shoot the Dog.! The New Art of Teaching and Training, , Ringpress Books Ltd.: Reading, Berkshire, UK; Phillips, C.J.C., McCulloch, S., Student attitudes on animal sentience and use of animals in society (2005) J. Biol. Educ, 40, pp. 17-24. , [CrossRef]; Phillips, C., Izmirli, S., Aldavood, J., Alonso, M., Choe, B., Hanlon, A., Handziska, A., Lee, G., An international comparison of female and male students' attitudes to the use of animals (2011) Animals, 1, pp. 7-26. , [CrossRef]; Regan, T., (1983) The Case for Animal Rights, , University of California Press: Los Angeles, CA, USA; Steiner, G., (2005) Anthropocentrism and Its Discontents. The Moral Status of Animals in the History of Western Philosophy, , University of Pittsburgh Press: Pittsburgh, PA, USA; Yeates, J.W., Main, D.C.J., Assessment of positive welfare: A review (2008) Vet. J, 175, pp. 293-300. , [CrossRef] [PubMed]; Hazel, S.J., Signal, T.D., Taylor, N., Can teaching veterinary and animal-science students about animal welfare affect their attitude toward animals and human-related empathy? (2011) J. Vet. Med. Educ, 38, pp. 74-83. , [CrossRef] [PubMed]; Arbour, R., Signal, T., Taylor, N., Teaching kindness: The promise of humane education (2009) Soc. Anim, 17, pp. 136-148. , [CrossRef]; Herzog, H.A., Gender differences in human-animal interactions: A review (2007) Anthrozoos, 20, pp. 7-21. , [CrossRef]; Eccles, J.S., Gender-roles and womens achievement-related decisions (1987) Psychol. Women Q, 11, pp. 135-171. , [CrossRef]; Petrides, K.V., Furnham, A., Gender differences in measured and self-estimated trait emotional intelligence (2000) Sex Roles, 42, pp. 449-461. , [CrossRef]; Imhof, M., Vollmeyer, R., Beierlein, C., Computer use and the gender gap: The issue of access, use, motivation, and performance (2007) Comput. Hum. Behav, 23, pp. 2823-2837. , [CrossRef]; Katajavuori, N., Lindblom-Ylanne, S., Kirvonen, J., The significance of practical training in linking theoretical studies with practice (2006) High. Educ, 51, pp. 439-464. , [CrossRef]; Lave, J., Teaching, as learning, in practice (1996) Mind Cult. Act, 3, pp. 149-165. , [CrossRef]; Blackwell, E.J., Twells, C., Seawright, A., Casey, R.A., The relationship between training methods and the occurrence of behavior problems, as reported by owners, in a population of domestic dogs (2008) J. Vet. Behav. Clin. Appl. Res, 3, pp. 207-217. , [CrossRef]; Hiby, E.F., Rooney, N.J., Bradshaw, J.W.S., Dog training methods: Their use, effectiveness and interaction with behaviour and welfare (2004) Anim. Welf, 13, pp. 63-69; Paul, E.S., Podberscek, A.L., Veterinary education and students' attitudes towards animal welfare (2000) Vet. Rec, 146, pp. 269-272. , [CrossRef] [PubMed]","Hazel, S.J.; School of Animal and Veterinary Sciences, University of AdelaideAustralia",,,MDPI AG,,,,,20762615,,,,English,Animals,Article,Final,Open Access,Scopus,2-s2.0-84941002511
"Wallis L.J., Range F., Müller C.A., Serisier S., Huber L., Virányi Z.",56100156400;16301802300;7404110378;14030344200;7102868913;57202940700;,Training for eye contact modulates gaze following in dogs,2015,Animal Behaviour,106,,,27,35,,18.0,10.1016/j.anbehav.2015.04.020,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84936748955&doi=10.1016%2fj.anbehav.2015.04.020&partnerID=40&md5=a44514782acaf2da02d33da16d874c05,"Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, Vienna, Austria; Department of Cognitive Biology, University of Vienna, Vienna, Austria; Royal Canin Research Center, Aimargues, France","Wallis, L.J., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, Vienna, Austria, Department of Cognitive Biology, University of Vienna, Vienna, Austria; Range, F., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, Vienna, Austria; Müller, C.A., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, Vienna, Austria, Department of Cognitive Biology, University of Vienna, Vienna, Austria; Serisier, S., Royal Canin Research Center, Aimargues, France; Huber, L., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, Vienna, Austria; Virányi, Z., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna, Vienna, Austria","Following human gaze in dogs and human infants can be considered a socially facilitated orientation response, which in object choice tasks is modulated by human-given ostensive cues. Despite their similarities to human infants, and extensive skills in reading human cues in foraging contexts, no evidence that dogs follow gaze into distant space has been found. We re-examined this question, and additionally whether dogs' propensity to follow gaze was affected by age and/or training to pay attention to humans. We tested a cross-sectional sample of 145 border collies aged 6 months to 14 years with different amounts of training over their lives. The dogs' gaze-following response in test and control conditions before and after training for initiating eye contact with the experimenter was compared with that of a second group of 13 border collies trained to touch a ball with their paw. Our results provide the first evidence that dogs can follow human gaze into distant space. Although we found no age effect on gaze following, the youngest and oldest age groups were more distractible, which resulted in a higher number of looks in the test and control conditions. Extensive lifelong formal training as well as short-term training for eye contact decreased dogs' tendency to follow gaze and increased their duration of gaze to the face. The reduction in gaze following after training for eye contact cannot be explained by fatigue or short-term habituation, as in the second group gaze following increased after a different training of the same length. Training for eye contact created a competing tendency to fixate the face, which prevented the dogs from following the directional cues. We conclude that following human gaze into distant space in dogs is modulated by training, which may explain why dogs perform poorly in comparison to other species in this task. © 2015 The Authors.",Ageing; Border collie; Clicker; Development; Dog; Eye contact; Gaze following; Habituation; Life span; Training,aging; canid; eye; habituation; life cycle; nature-society relations; Canis familiaris,,,,,"Austrian Science Fund: P24840-B16

Vienna Science and Technology Fund: CS11-025, P21418, CS11-026

W1234

Royal Canin","We would like to thank the owners who volunteered to participate in this study, Angela Gaigg for recruiting, Stephen Jones and Jenny Bentlage for coding video analysis, and András Kosztolányi for statistical help. Finally we would like to thank our sponsors Royal Canin for providing funding for this project. Lisa Wallis was furthermore supported by the DK CogCom Program ( Austrian Science Fund Doctoral Programs W1234 ). Writing was supported by a FWF grant (project number: P24840-B16 ) to FR, WWTF project CS11-026 to ZsV, WWTF project CS11-025 to LH and the FWF grant P21418 to LH.",,,,,"Agnetta, B., Hare, B., Tomasello, M., Cues to food locations that domestic dogs (Canis familiaris) of different ages do and do not use (2000) Animal Cognition, 3, pp. 107-112; Bentosela, M., Barrera, G., Jakovcevic, A., Elgier, A.M., Mustaca, A.E., Effect of reinforcement, reinforcer omission and extinction on a communicative response in domestic dogs (Canis familiaris) (2008) Behavioural Processes, 78 (3), pp. 464-469; Bräuer, J., Call, J., Tomasello, M., All great ape species follow gaze to distant locations and around barriers (2005) Journal of Comparative Psychology, 119 (2), pp. 145-154; Bray, E.E., MacLean, E.L., Hare, B.A., Context specificity of inhibitory control in dogs (2014) Animal Cognition, 17, pp. 15-31; Call, J., Hare, B.A., Tomasello, M., Chimpanzee gaze following in an object-choice task (1998) Animal Cognition, 1 (2), pp. 89-99; Cooper, J.J., Ashton, C., Bishop, S., West, R., Mills, D.S., Young, R.J., Clever hounds: social cognition in the domestic dog (Canis familiaris) (2003) Applied Animal Behaviour Science, 81, pp. 229-244; Davidian, M., Giltinan, D.M., Nonlinear models for repeated measurement data: an overview and update (2003) Journal of Agricultural, Biological, and Environmental Statistics, 8 (4), pp. 387-419; Gácsi, M., McGreevy, P., Kara, E., Miklósi, A., Effects of selection for cooperation and attention in dogs (2009) Behavioral and Brain Functions, 5, p. 31; Gómez, J.-C., Species comparative studies and cognitive development (2005) Trends in Cognitive Sciences, 9 (3), pp. 118-125; Hare, B., Brown, M., Williamson, C., Tomasello, M., The domestication of social cognition in dogs (2002) Science, 298 (5598), pp. 1634-1636; Henry, J.D., von Hippel, W., Baynes, K., Social inappropriateness, executive control, and aging (2009) Psychology and Aging, 24 (1), pp. 239-244; Howell, T.J., Bennett, P.C., Puppy power! 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Christen (Eds.); Kaminski, J., Riedel, J., Call, J., Tomasello, M., Domestic goats, Capra hircus, follow gaze direction and use social cues in an object choice task (2005) Animal Behaviour, 69 (1), pp. 11-18; Kehmeier, S., Schloegl, C., Scheiber, I.B.R., Weiss, B.M., Early development of gaze following into distant space in juvenile Greylag geese (Anser anser) (2011) Animal Cognition, 14 (4), pp. 477-485; (2001) Handbook of applied dog behavior and training: Etiology and assessment of behavior problems, 2. , Iowa State University Press, Ames, IA; Loretto, M.-C., Schloegl, C., Bugnyar, T., Northern bald ibises follow others' gaze into distant space but not behind barriers (2010) Biology Letters, 6 (1), pp. 14-17; Marshall-Pescini, S., Passalacqua, C., Barnard, S., Valsecchi, P., Prato-Previde, E., Agility and search and rescue training differently affects pet dogs' behaviour in socio-cognitive tasks (2009) Behavioural Processes, 81 (3), pp. 416-422; McConnell, P.B., Baylis, J.R., Interspecific communication in cooperative herding: acoustic and visual signals from human shepherds and herding dogs (2010) Zeitschrift für Tierpsychologie, 67 (1-4), pp. 302-328; Met, A., Miklósi, Á., Lakatos, G., Gaze-following behind barriers in domestic dogs (2014) Animal Cognition, 17 (6), pp. 1401-1405; Miklósi, A., Polgárdi, R., Topál, J., Csányi, V., Intentional behaviour in dog-human communication: An experimental analysis of ""showing"" behaviour in the dog (2000) Animal Cognition, 3 (3), pp. 159-166; Moore, C., The development of gaze following (2008) Child Development Perspectives, 2 (2), pp. 66-70; Passalacqua, C., Marshall-Pescini, S., Barnard, S., Lakatos, G., Valsecchi, P., Prato Previde, E., Human-directed gazing behaviour in puppies and adult dogs, Canis lupus familiaris (2011) Animal Behaviour, 82 (5), pp. 1043-1050; Povinelli, D.J., Eddy, T.J., Specificity of gaze-following in young chimpanzees (1997) British Journal of Developmental Psychology, 15 (2), pp. 213-222; Pinheiro, J.C., Bates, D.M., (2000) Mixed-effects models in S and S-PLUS, , Springer, New York, NY; (2013) R: A language and environment for statistical computing, , http://www.r-project.org, R Foundation for Statistical Computing, Vienna, Austria; Range, F., Virányi, Z., Development of gaze following abilities in wolves (Canis lupus) (2011) PloS One, 6 (2), p. e16888; Ricciardelli, P., Carcagno, S., Vallar, G., Bricolo, E., Is gaze following purely reflexive or goal-directed instead? Revisiting the automaticity of orienting attention by gaze cues (2013) Experimental Brain Research, 224 (1), pp. 93-106; Russell, C.L., Bard, K.A., Adamson, L.B., Social referencing by young chimpanzees (Pan troglodytes) (1997) Journal of Comparative Psychology, 111 (2), pp. 185-193; Scaife, M., Bruner, J.S., The capacity for joint visual attention in the infant (1975) Nature, 253 (5489), pp. 265-266; Scandurra, A., Prato-Previde, E., Valsecchi, P., Aria, M., D'Aniello, B., Guide dogs as a model for investigating the effect of life experience and training on gazing behaviour (2015) Animal Cognition; Siegal, M., Barlough, J.E., (1995) UC Davis School of Veterinary Medicine Book of Dogs, , Harper Collins, New York, NY; Slessor, G., Laird, G., Phillips, L.H., Bull, R., Filippou, D., Age-related differences in gaze following: does the age of the face matter? (2010) Journal of Gerontology, 65B (5), pp. 536-541; Tapp, P.D., Siwak, C.T., Estrada, J., Head, E., Muggenburg, B.A., Cotman, C.W., Size and reversal learning in the beagle dog as a measure of executive function and inhibitory control in aging (2003) Learning & Memory, 10 (1), pp. 64-73; Téglás, E., Gergely, A., Kupán, K., Miklósi, Á., Topál, J., Dogs' gaze following is tuned to human communicative signals (2012) Current Biology, 22 (3), pp. 209-212; Teufel, C., Gutmann, A., Pirow, R., Fischer, J., Facial expressions modulate the ontogenetic trajectory of gaze-following among monkeys (2010) Developmental Science, 13 (6), pp. 913-922; Triesch, J., Teuscher, C., Deák, G.O., Carlson, E., Gaze following: why (not) learn it? (2006) Developmental Science, 9 (2), pp. 125-147; Wallis, L.J., Range, F., Müller, C.A., Serisier, S., Huber, L., Virányi, Z., Lifespan development of attentiveness in domestic dogs: drawing parallels with humans (2014) Frontiers in Psychology, 5 (71), p. 71; Wallis, L.J., Virányi, Z., Müller, C.A., Serisier, S., Huber, L., Range, F., (n.d.). [The vienna canine cognitive battery] Unpublished raw data; Wilkinson, A., Mandl, I., Bugnyar, T., Huber, L., Gaze following in the red-footed tortoise (Geochelone carbonaria) (2010) Animal Cognition, 13 (5), pp. 765-769","Wallis, L.J.; Messerli Research Institute, University of Veterinary Medicine Vienna, Veterinärplatz 1, Austria",,,Academic Press,,,,,00033472,,ANBEA,,English,Anim. Behav.,Article,Final,Open Access,Scopus,2-s2.0-84936748955
"Meade C.D., Rodriguez E.M., Arevalo M., Luque J.S., Harris N., Miguel G.S., Gwede C.K., Erwin D.O.",7005755219;23499168800;50261125700;24067546500;56735428700;56074876400;6603343614;7006470974;,Introducing biospecimen science to communities: Tools from two cities,2015,"Progress in Community Health Partnerships: Research, Education, and Action",9,,,51,59,,8.0,10.1353/cpr.2015.0024,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84937933232&doi=10.1353%2fcpr.2015.0024&partnerID=40&md5=4fafc73048d221245fab54108d329644,"Tampa Bay Community Cancer Network (TBCCN), Moffitt Cancer Center, Division of Population Sciences, Health Outcomes and Behavior, United States; Western New York Cancer Coalition (WNYC2) Center to Reduce Disparities, Roswell Park Cancer Institute, Center for Personalized Medicine, Cancer Prevention and Population Sciences, United States; University of Texas Health Science Center at Houston, School of Public Health, United States; Medical University of South Carolina, Department of Public Health Sciences, Hollings Cancer Center, United States; Prince of Peace Temple of Church of God in Christ (C.O.G.I.C.), and First Ladies of Western New York (FLOW), United States; GuideWell Health, Largo, FL, United States","Meade, C.D., Tampa Bay Community Cancer Network (TBCCN), Moffitt Cancer Center, Division of Population Sciences, Health Outcomes and Behavior, United States; Rodriguez, E.M., Western New York Cancer Coalition (WNYC2) Center to Reduce Disparities, Roswell Park Cancer Institute, Center for Personalized Medicine, Cancer Prevention and Population Sciences, United States; Arevalo, M., University of Texas Health Science Center at Houston, School of Public Health, United States; Luque, J.S., Medical University of South Carolina, Department of Public Health Sciences, Hollings Cancer Center, United States; Harris, N., Prince of Peace Temple of Church of God in Christ (C.O.G.I.C.), and First Ladies of Western New York (FLOW), United States; Miguel, G.S., GuideWell Health, Largo, FL, United States; Gwede, C.K., Tampa Bay Community Cancer Network (TBCCN), Moffitt Cancer Center, Division of Population Sciences, Health Outcomes and Behavior, United States; Erwin, D.O., Western New York Cancer Coalition (WNYC2) Center to Reduce Disparities, Roswell Park Cancer Institute, Center for Personalized Medicine, Cancer Prevention and Population Sciences, United States","Background: This article describes community-engaged processes employed by two Community Network Program Center (CNPC) sites located in Tampa, Florida, and Buffalo, New York, toward the development of Spanish/English educational products about biobanking and biospecimen research. Methods: Each CNPC carried out a community-based participatory research (CBPR) approach that underscored six essential components that moved concepts to a final educational product in a highly participatory fashion. The similar CBPR processes at the two locations focused on the same topic, resulted in different engagement approaches and tools for their respective communities: 1) DVD and brochure toolkit and 2) PowerPoint, group program with audience response system (ARS). Results: We detail a comparison of methods and applications for using these tools among diverse community groups to advance understandings about genetic and biomedical research technologies. Conclusion: Ultimately, these tools and associated educational efforts emphasize the critical value of co-learning among academic and community members in biobanking and biospecimen research. © 2015 The Johns Hopkins University Press.",Community health partnerships; Community-based participatory research; Health disparities; Health promotion; Vulnerable populations,"city; health disparity; health promotion; human; intermethod comparison; learning; medical research; participatory research; public health; vulnerable population; ancestry group; attitude to health; community care; ethnology; health care facility; health education; human; minority group; national health organization; neoplasm; organization and management; participatory research; United States; Biological Specimen Banks; Community Networks; Community-Based Participatory Research; Continental Population Groups; Health Education; Health Knowledge, Attitudes, Practice; Humans; Minority Groups; National Cancer Institute (U.S.); Neoplasms; United States",,,,,,,,,,,"Dang, J.H., Rodriguez, E.M., Luque, J.S., Erwin, D.O., Meade, C.D., Chen, M.S., Jr., Engaging diverse populations about biospecimen donation for cancer research (2014) J Community Genet, 5, pp. 313-327. , Oct; Khleif, S.N., Doroshow, J.H., Hait, W.N., AACR-FDA-NCI Cancer Biomarkers Collaborative consensus report: Advancing the use of biomarkers in cancer drug development (2010) Clin Cancer Res, 16 (13), pp. 3299-3318. , Jul 1; Kiviniemi, M.T., Saad-Harfouche, F.G., Ciupak, G.L., Pilot intervention outcomes of an educational program for biospecimen research participation (2013) J Cancer Educ, 28 (1), pp. 52-59. , Mar; Morente, M.M., Fernandez, P.L., de Alava, E., (2008) Biobanking: Old activity or young discipline? Semin Diagn Pathol, 25 (4), pp. 317-322. , Nov; Suh, K.S., Sarojini, S., Youssif, M., Tissue banking, bioinformatics, and electronic medical records: The front-end requirements for personalized medicine (2013) J Oncol, 2013, p. 368751; Vaught, J., Rogers, J., Carolin, T., Compton, C., Biobankonomics: Developing a sustainable business model approach for the formation of a human tissue biobank (2011) JNCI Monographs, 2011 (42), pp. 24-31; O'Doherty, K.C., Hawkins, A.K., Burgess, M.M., Involving citizens in the ethics of biobank research: Informing institutional policy through structured public deliberation (2012) Soc Sci Med, 75 (9), pp. 1604-1611. , Nov; Koskan, A., Arevalo, M., Gwede, C.K., Ethics of clear health communication: Applying the CLEAN Look approach to communicate biobanking information for cancer research (2012) J Health Care Poor Underserved, 23, pp. 58-66. , Nov; Haldeman, K.M., Cadigan, R.J., Davis, A., Community engagement in US biobanking: Multiplicity of meaning and method (2014) Public Health Genomics, 17 (2), pp. 84-94; Ma, G.X., Tan, Y., Blakeney, N.C., The impact of a communitybased clinical trial educational intervention among underrepresented Chinese Americans (2014) Cancer Epidemiol Biomarkers Prev, 23 (3), pp. 424-432. , Mar; Erwin, D.O., Moysich, K., Kiviniemi, M.T., Community-based partnership to identify keys to biospecimen research participation (2013) J Cancer Educ, 28 (1), pp. 43-51. , Mar; Gamito, E.J., Burhansstipanov, L., Krebs, L.U., Bemis, L., Bradley, A., The use of an electronic audience response system for data collection (2005) J Cancer Educ, 20, pp. 80-86; Sudarsan, N.R., Jandorf, L., Erwin, D.O., Multi-site implementation of health education programs for Latinas (2011) J Community Health, 36 (2), pp. 193-203. , Apr; Luque, J.S., Quinn, G.P., Montel-Ishino, F.A., Formative research on perceptions of biobanking: What community members think (2012) J Cancer Educ, 27 (1), pp. 91-99. , Mar; Rodriguez, E.M., Torres, E.T., Erwin, D.O., Awareness and interest in biospecimen donation for cancer research: Views from gatekeepers and prospective participants in the Latino community (2013) J Community Genet, 4 (4), pp. 461-468. , Oct; US Department of Health and Human Services, (2008) Making health communication programs work: A planner's guide, pink book, , Bethesda: Office of Cancer Communications, National Cancer Institute; Meade, C.D., Menard, J., Martinez, D., Calvo, A., Impacting health disparities through community outreach: Utilizing the CLEAN look (culture, literacy, education, assessment, and networking) (2007) Cancer Control, 14 (1), pp. 70-77. , Jan; Doak, C.C., Doak, L.G., Root, J.H., (1996) Teaching patients with low literacy skills, , Philadelphia: Lippincott Williams & Wilkins; Wells, K.J., Arevalo, M., Meade, C.D., Development and validation of the biobanking attitudes and knowledge survey (BANKS) (2014) Cancer Epidemiol Biomarkers Prev, 23 (3), pp. 374-382. , Mar; Doak, L.G., Doak, C.C., Meade, C.D., Strategies to improve cancer education materials (1996) Oncol Nurs Forum, 23 (8), pp. 1305-1312. , Sep",,,,Johns Hopkins University Press,,,,,15570541,,,26213404.0,English,Prog. Community Health Partnerships Res. Educ. Action,Article,Final,,Scopus,2-s2.0-84937933232
"Lee H., Schneider S.E.",53880134600;7401903934;,Using astronomical photographs to investigate misconceptions about galaxies and spectra: Question development for clicker use,2015,Physical Review Special Topics - Physics Education Research,11,2, 020101,,,,3.0,10.1103/PhysRevSTPER.11.020101,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940417115&doi=10.1103%2fPhysRevSTPER.11.020101&partnerID=40&md5=7c9531fc2c50ecd7cd682c12aad8cda8,"Department of Teacher Education and Curriculum Studies, University of Massachusetts, Amherst, MA  01002, United States; Department of Astronomy, University of Massachusetts, Amherst, MA  01002, United States","Lee, H., Department of Teacher Education and Curriculum Studies, University of Massachusetts, Amherst, MA  01002, United States, Department of Astronomy, University of Massachusetts, Amherst, MA  01002, United States; Schneider, S.E., Department of Astronomy, University of Massachusetts, Amherst, MA  01002, United States","Many topics in introductory astronomy at the college or high-school level rely implicitly on using astronomical photographs and visual data in class. However, students bring many preconceptions to their understanding of these materials that ultimately lead to misconceptions, and research about students' interpretation of astronomical images has been scarcely conducted. In this study we probed college students' understanding of astronomical photographs and visual data about galaxies and spectra, and developed a set of concept questions based on their common misconceptions. The study was conducted mainly in three successive surveys: (i) open-ended questions looking for students' ideas and common misconceptions, (ii) combined multiple-choice and open-ended questions seeking to explore student reasoning and to improve concept questions for clickers, and (iii) a finalized version of the concept questions used to investigate the strength of each misconception among the students in introductory astronomy courses. This study reports on the procedures and the development of the concept questions with the investigated common misconceptions about galaxies and spectra. We also provide the set of developed questions for teachers and instructors seeking to implement in their classes for the purpose of formative assessment with the use of classroom response systems. These questions would help them recognize the gap between their teaching and students' understanding, and ultimately improve teaching of the concepts. © 2015 authors. Published by the American Physical Society. Published by the American Physical Society under the terms of the ""http://creativecommons.org/licenses/by/3.0/"" Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.",,,,,,,,,,,,,"Driver, R., Bell, B., Students' thinking and the learning of science: A constructivist view (1986) Sch. Sci. Rev., 67, p. 443; Clement, J., Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics (1993) J. Res. Sci. Teach., 30, p. 1241; Bailey, J.M., Slater, T.F., A review of astronomy education research (2004) Astron. Educ. Rev., 2, p. 20; Nussbaum, J., Novak, J.D., An assessment of children's concepts of the earth utilizing structured interviews (1976) Sci. Educ., 60, p. 535; Baxter, J., Children's understanding of familiar astronomical events (1989) Int. J. Sci. Educ., 11, p. 502; Dunlop, J., How children observe the universe (2000) Pub. Astron. Soc. Aust., 17, p. 194; Vosniadou, S., Capturing and modeling the process of conceptual change (1994) Learn. Instr., 4, p. 45; Atwood, R.K., Atwood, V.A., Preservice elementary teachers' conceptions of the cause of seasons (1996) J. Res. Sci. Teach., 33, p. 553; Schneps, M., Sadler, P., (1998) A Private Universe, CD Produced by the Harvard Smithsonian Center for Astrophysics, Funded by the National Science Foundation and Annenberg/CPB; Fanetti, M.T., (2001), Master's thesis, Iowa State University, Ames; Lelliott, A., Rollnick, M., Big ideas: A review of astronomy education research 1974-2008 (2010) Int. J. Sci. Educ., 32, p. 1771; Prather, E.E., Slater, T.F., Adams, J.P., Brissenden, G., (2012) Lecture-Tutorials for Introductory Astronomy, , 3rd ed. (Addison-Wesley, Boston); Prather, E.E., Slater, T.F., Offerdahl, E.G., Hints of a fundamental misconception in cosmology (2002) Astron. Educ. Rev., 1, p. 28; Wallace, C.S., Prather, E.E., Duncan, E.K., A study of general education astronomy students' understandings of cosmology. Part V. The effects of a new suite of cosmology leture-tutorials on students' conceptual knowledge (2012) Int. J. Sci. Educ., 34, p. 1297; Pozzer, L.L., Roth, W.-M., Prevalence, function, and structure of photographs in high school biology textbooks (2003) J. Res. Sci. Teach., 40, p. 1089; Pozzer-Ardenghi, L., Roth, W.-M., Making sense of photographs (2005) Sci. Educ., 89, p. 219; Eshach, H., Using photographs to probe students' understanding of physical concepts: The case of Newton's 3rd law (2010) Res. Sci. Educ., 40, p. 589; Gilbert, K.J., Visualization: An emergent field of practice and enquiry in science education (2008) Visualization: Theory and Practice in Science Education, p. 3. , edited by J.K. Gilbert, M. Reinber, and M. Nakhleh (Springer, New York); Feldman, A., Capobianco, B., Teacher learning of technology enhanced formative assessment (2008) J. Sci. Educ. Technol., 17, p. 82; Beatty, D.I., (2004) Transforming Students Learning with Classroom Communication Systems, Educause Center for Applied Research, , http://arxiv.org/abs/physics/0508129, Retrieved from; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment pedagogy for teaching science with classroom response technology (2009) J. Sci. Educ. Technol., 18, p. 146; Mazur, E., (1997) Peer Instruction: A User's Manual, , (Prentice-Hall, Upper Saddle River, NJ); Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teach., 30, p. 141; Lightman, A., Sadler, P., Teacher predictions versus actual student gains (1993) Phys. Teach., 31, p. 162; Odom, A.L., Barrow, L.H., Development and application of a two-tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction (1995) J. Res. Sci. Teach., 32, p. 45; Russell, A.A., A rationally designed general chemistry diagnostic test (1994) J. Chem. Educ., 71, p. 314; Treagust, F.D., Development and use of diagnostic tests to evaluate students' misconceptions in science (1988) Int. J. Sci. Educ., 10, p. 159; Wandersee, J.H., Mintzes, J.J., Novak, J.D., Research on Alternative Conceptions in Science (1994) Handbook of Research of Science Teaching and Learning, p. 177. , edited by D.L. Gabel (Macmillan Publishing, New York, NY); Adams, J., Adrian, R.L., Brick, C., Brissenden, G., Deming, G., Hufnagel, B., Slater, T., Zeilik, M., (1999) Astronomy Diagnostic Test, , http://solar.physics.montana.edu/aae/adt/, An electronic version is available at; Bardar, E.M., Prather, E.E., Brecher, K., Slater, T.F., Development and validation of the light and spectroscopy concept inventory (2007) Astron. Educ. Rev., 5, p. 103; Bailey, M.J., Development of a concept inventory to assess students' understanding and reasoning difficulties about the properties and formation of stars (2008) Astron. Educ. Rev., 6, p. 133; Green, P., (2003) Peer Instruction for Astronomy, , (Pearson Education, Upper Saddle River, NY); Huhta, V., Evaluation of different similarity indices as measures of succession in arthropod communities of the forest floor after clear-cutting (1979) Oecologia, 41, p. 11; Renkonen, O., Statistisch-ökologische Untersuchungen über die terrestrische Käferwelt der finnischen Bruchmoore (1938) Doctoral Dissertation, Societas Zoological-botanica Fennica Vanamo; Vegelius, J., Janson, S., Johansson, F., Measures of similarity between distributions (1986) Quality and Quantity, 20, p. 437; Zeilik, M., Schau, C., Mattern, N., Misconceptions and their change in university-level astronomy courses (1998) Phys. Teach., 36, p. 104; Lee, H., Misconceptions University Students have in Astronomy Proceeding Paper Presented at the Annual International Meeting of National Association of Research in Science Teaching, Baltimore, MD, , https://www.narst.org/annualconference/annualprogram08_final.pdf, retrieved from; Cid, X.C., Lopez, R.E., Lazarus, S.M., Issues regarding student interpretation of color as a third dimension on graphical representations (2009) J. Geosci. Educ., 57, p. 372; http://link.aps.org/supplemental/10.1103/PhysRevSTPER.11.020101, See Supplemental Material at for the final set of the concept questions developed in this study; Lee, H., Feldman, A., Beatty, I.D., Factors that affect science and mathematics teachers' initial implementation of technology-enhanced formative assessment using a classroom response system (2012) J. Sci. Educ. Technol., 21, p. 523",,,,American Physical Society,,,,,15549178,,,,English,Phys. Rev. Spec. Top. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-84940417115
"O'Bannon B.W., Thomas K.M.",55966378500;54581788000;,Mobile phones in the classroom: Preservice teachers answer the call,2015,Computers and Education,85,,,110,122,,38.0,10.1016/j.compedu.2015.02.010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84929326570&doi=10.1016%2fj.compedu.2015.02.010&partnerID=40&md5=f5bfd9573863ed85083f8c1e00ebaa10,"Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, United States; Frazier School of Education, Bellarmine University, United States","O'Bannon, B.W., Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, United States; Thomas, K.M., Frazier School of Education, Bellarmine University, United States","This study examined the perceptions of 245 preservice teachers in Kentucky and Tennessee to determine their support for the use of mobile phones in the classroom, as well as their perceptions of the mobile phone features that they view as beneficial for school-related work, and the instructional benefits and barriers to mobile phone use in the classroom. The results indicated that almost half (45%) of preservice teachers supported the use of mobile phones in the classroom while one-fourth (25%) did not support their use and approximately one third (30%) reported uncertainty. The preservice teachers perceived many features/functions of mobile phones as being useful in the classroom, but they identified access to the Internet, clicker capabilities, use of educational apps, and use as a reader as the most valuable. They perceived cheating, disruptions, cyberbullying, and accessing inappropriate content as major barriers to the use of mobile phones in the classroom. © 2015 Elsevier Ltd. All rights reserved.",21st century skills; Mobile learning; Mobile phones; Preservice teachers; Teacher education,Cellular telephones; E-learning; Education; Mobile devices; Mobile phones; Telephone sets; 21st century skills; Cyber bullying; Kentucky; Mobile Learning; Mobile phone use; Pre-service teacher; Related works; Teacher education; Teaching,,,,,,,,,,,"Babbie, E.R., (2012) The Basics of Social Research, , Cengage Learning; Baker, W.M., Lusk, E.J., Neuhauser, K.L., On the use of cell phones and other devices in the classroom: Evidence from a survey of faculty and students (2012) Journal of Education for Business, 87 (5), pp. 275-289; Bitner, N., Bitner, J., Integrating technology into the classroom: Eight keys to success (2002) Journal of Technology and Teacher Education, 10 (1), pp. 95-100; Networks, B., (2013) The Impact of BYOD in Education (White Paper), , http://www.bradfordnetworks.com/resources/whitepapers/the-impact-of-byod-in-education/; Coe, J.E.L., Oakhill, J.V., 'TxtN is ez f u no h2 rd': The relation between reading ability and text-messaging behavior (2011) Computer Assisted Learning, 27 (1), pp. 4-17; Media, C., (2010) Hi-tech Cheating: Mobile Phones and Cheating in Schools: A National Poll, , https://www.commonsensemedia.org/blog/cheating-goes-hi-tech; Cook, J., Pachler, N., Bradley, C., Bridging the gap? Mobile phones at the interface between informal and formal learning (2008) Journal of the Research Center for Educational Technology, 4 (1), pp. 3-18; Corbeil, J.R., Valdes-Corbeil, M.E., Are you ready for mobile learning? (2007) EDUCAUSE Quarterly, 30 (2), pp. 51-58; Creswell, J.W., (2013) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, , Sage Publications, Incorporated Thousand Oaks, CA; Drouin, M., Driver, B., Texting, textese and literacy abilities: A naturalistic study (2012) Journal of Research in Reading; Dunleavy, M., Dexter, S., Heinecke, W.F., What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? (2007) Journal of Computer Assisted Learning, 23 (5), pp. 440-452. , http://blog.amersol.edu.pe/g9-1to1/files/2011/10/LaptopTeacherPD.pdf; Ertmer, P.A., Orrenbreit-Leftwich, A.T., Teacher technology change: How knowledge, confidence, beliefs, and culture intersect (2010) Journal of Research and Technology in Education, 42 (3), pp. 255-284; Harris, J., Wherefore art thou, Telecollaborations? (2002) Learning and Leading with Technology, 29 (3), pp. 36-41; Holfeld, B., Grabe, M., Middle school students' perceptions of and responses to cyber bullying (2012) Journal of Educational Computing Research, 46 (4), pp. 395-413; Kukulska-Hulme, A., Mobile usability in educational contexts: What have we learnt? (2007) The International Review of Research in Open and Distance Learning, 8 (2), pp. 1-16; Lenhart, A., Ling, R., Campbell, S., Purcell, K., (2010) Teens and Mobile Phones, 20. , http://www.pewinternet.org/Press-Releases/2010/Teens-and-Mobile-Phones.aspx, Pew Internet & American Life Project Washington, DC; Madden, M., Lenhart, A., Duggan, M., Cortesi, S., Gasser, U., (2013) Teens and Technology 2013, , http://www.pewinternet.org/Reports/2013/Teens-and-Tech.aspx, Pew Research Center and The Berkman Center for Internet & Society at Harvard University; McCoy, B., Digital distractions in the classroom: Student classroom use of digital devices for non-class related purposes (2013) Journal of Media Education, 4 (4), pp. 5-14; Murphy, K.R., Davidshofer, C.O., (1991) Psychological Testing: Principles and Applications, , Prentice-Hall, Inc Englewood Cliffs, NJ; Obringer, S.J., Coffey, K., Cell phones in American high schools: A national survey (2007) Journal of Technology Studies, 33 (1); Plester, B., Wood, C., Joshi, P., Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes (2009) British Journal of Developmental Psychology, 27 (1), pp. 145-161; Tomorrow, P., (2010) Learning in the 21st Century: Taking It Mobile! Selected National Findings of the Speak Up 2010 Survey, , http://www.tomorrow.org/speakup/MobileLearningReport_2010.html; Purcell, K., Heaps, A., Buchanan, J., Friedrich, L., (2013) How Teachers Are Using Technology at Home and in Their Classrooms, , http://archive.desertsun.com/assets/pdf/J12142481024.PDF, Pew Research Center's Internet & American Life Project Washington, DC; Roblyer, M.D., Doering, A.H., (2010) Integrating Educational Technology into Teaching, , 5th ed. Allyn and Bacon/Pearson Boston, MA; Rosen, L., Lim, A., Carrier, L., Cheever, N., An empirical examination of the educational impact of text message-induced task switching in the classroom: Educational implications and strategies to enhance learning (2011) Psicologia Educativa, 17 (2), pp. 163-177; Smaldino, S.E., Russell, J.D., Heinich, R., Molenda, M., (2005) Instructional Technology and Media for Learning, , 8th ed. Prentice Hall Upper Saddle River, NJ; Smythe, S., Neufeld, P., ""Podcast time"": Negotiating digital literacies and communities of learning in a middle years ELL classroom (2010) Journal of Adolescent & Adult Literacy, 53 (6), pp. 488-496; Steel, C., Fitting learning into life: Language students' perspectives on benefits of using mobile apps (2012) Ascilite 2012: Future Challenges, Sustainable Futures, , M. Brown, M. Hartnett, T. Stewart, New Zealand Wellington; Thomas, K., O'Bannon, B., Bolton, N., Cell Phones in the classroom: Teachers' perspectives of inclusion, benefits, and barriers (2013) Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 30 (4), pp. 295-308; Thomas, K., O'Bannon, B.W., Britt, V.G., Standing in the schoolhouse door: Teacher perceptions of mobile phones in the classroom (2014) Journal of Research on Technology in Education, 46 (4), pp. 373-395; Thomas, K., Orthober, C., Using text messaging in the secondary classroom (2011) American Secondary Education, 39 (2), pp. 55-76; Tindell, D.R., Bohlander, R.W., The use and abuse of cell phones and text messaging in the classroom: A survey of college students (2012) College Teaching, 60 (1), pp. 1-9; Traxler, J., Current state of mobile learning (2009) Mobile Learning: Transforming the Delivery of Education and Training, pp. 247-264. , M. Ally, Athabasca Press Edmonton, Alberta Canada; Wu, W., Wu, Y., Chen, C., Kao, H., Lin, C., Haung, S., Review of trends from mobile learning studies: A meta-analysis (2012) Computers & Education, 59 (2), pp. 817-827. , http://dx.doi.org/10.1016/j.compedu.2012.03.016; Zickuhr, K., (2011) Generations and Their Gadgets, 20. , http://www.pewinternet.org/2011/02/03/generations-and-their-gadgets/, Pew Internet & American Life Project","O'Bannon, B.W.; 445 Claxton ComplexUnited States",,,Elsevier Ltd,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84929326570
"Lau K.H.V., Fallar R., Friedman E.",56037067200;13005650400;7403011752;,Characterizing the Effective Modern Medical School Lecture,2015,Medical Science Educator,25,2,,107,112,,,10.1007/s40670-015-0102-1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061930966&doi=10.1007%2fs40670-015-0102-1&partnerID=40&md5=378d01aaf8fb9516b2489458cc607341,"Department of Neurology, Yale-New Haven Hospital, 20 York St, New Haven, CT  06510, United States; Icahn School of Medicine at Mount Sinai, 1428 Madison Avenue, New York, NY  10029, United States; City College of New York’s Sophie Davis School of Biomedical Education, 160 Convent Avenue, New York, NY  10031, United States","Lau, K.H.V., Department of Neurology, Yale-New Haven Hospital, 20 York St, New Haven, CT  06510, United States; Fallar, R., Icahn School of Medicine at Mount Sinai, 1428 Madison Avenue, New York, NY  10029, United States; Friedman, E., City College of New York’s Sophie Davis School of Biomedical Education, 160 Convent Avenue, New York, NY  10031, United States","Introduction: Recent guidelines from the Liaison Committee on Medical Education (LCME) based on adult learning principles recommend promotion of active learning, which has led to the evaluation of audience response systems and optimization of multimedia use to enhance audience engagement. We assessed the use of these and similar new techniques in delivering medical school lectures in conjunction with traditional techniques, to develop updated “best practice” lecture guidelines and identify lecture characteristics that correlate best with student satisfaction. Methods: We evaluated 39 recorded lectures given by 13 current or prior course directors of second-year pathophysiology courses at Icahn School of Medicine at Mount Sinai. Based on student ratings, the lectures were divided into those given by “above average” or “below average” lecturers. We scored each lecture on 47 distinct characteristics. Results: Using the student t test to compare the “above average” and “below average” lectures for each characteristic, we found four characteristics that differed significantly between the two groups—oral summarization of key points, presence of summary slide in the presentation, asking questions that require a show of hands from the class, and rank of full professor as compared to associate or assistant. Discussion: The characteristics that distinguish the “above-average” from “below-average” lecturers share a theme of summarizing information and engaging the audience through questioning involving the entire class. Our study did not identify improved student satisfaction with recently developed techniques such as using electronic clickers or asking students to discuss questions among themselves. Future work includes assessing the effect of subjective qualities of lecturers on ratings and evaluating a broader range of lecturers, including those who are not course directors. © 2015, International Association of Medical Science Educators.",Active learning; Lecture; Teaching; Technology,,,,,,,,,,,,"Fischer, R., Jacobs, S., Herbert, W., Small-group discussion versus lecture format for third-year students in obstetrics and gynecology (2004) Obstet Gynecol, 104, pp. 349-353; Chao, S., Brett, B., Wiecha, J., Norton, L., Levine, S., Use of an online curriculum to teach delirium to fourth-year medical students: a comparison with lecture format (2012) J Am Geriatr Soc, 60 (7), pp. 1328-1332; Bhatti, I., Jones, K., Richardson, L., Foreman, D., Lund, J., Tierney, G., E-learning vs lecture: which is the best approach to surgical teaching? (2011) Colorectal Dis, 13 (4), pp. 459-462; Davis, J., Chryssafidou, E., Zamora, J., Davies, D., Khan, K., Coomarasamy, A., Computer-based teaching is as good as face to face lecture-based teaching of evidence based medicine: a randomised controlled trial (2007) BMC Med Educ, 7, p. 23; Jenkins, S., Goel, R., Morrell, D.S., Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: a randomized control trial (2008) J Am Acad Dermatol, 59 (2), pp. 255-259; Selby, G., Walker, V., Diwakar, V., A comparison of teaching methods: interactive lecture versus game playing (2007) Med Teach, 29 (9), pp. 972-974; Khan, M., Telmesani, A., Alkhotani, A., Elzouki, A., Edrees, B., Alsulimani, M.H., Comparison of jeopardy game format versus traditional lecture format as a teaching methodology in medical education (2011) Saudi Med J, 32 (11), pp. 1172-1176; Billings-Gagliardi, S., Mazor, K.M., Student decisions about lecture attendance: do electronic course materials matter? (2007) Acad Med, 82, pp. S73-S76; Cardall, S., Krupat, E., Ulrich, M., Live lecture versus video-recorded lecture: are students voting with their feet? (2008) Acad Med, 83 (12), pp. 1174-1178; Schreiber, B., Fukuta, J., Gordon, F., Live lecture versus video podcast in undergraduate medical education: a randomised controlled trial (2010) BMC Med Educ, 10, p. 68; Functions and Structure of a Medical School (2013) Standards for Accreditation of Medical Education Programs Leading to the M.D. Degree, , http://www.lcme.org/publications/functions.pdf, June, Accessed 18 Aug 2013; Mastoridis, S., Kladidis, S., Coming soon to a lecture theatre near you: the 'clicker' (2010) Clin Teach, 7 (2), pp. 97-101; Lutze-Mann, L., Kumar, R., The formative assessment lecture: enhancing student engagement (2013) Med Educ, 47 (5), pp. 526-527; George, D., Dreibelbis, T., Aumiller, B., Google Docs and SurveyMonkey™: lecture-based active learning tools (2013) Med Educ, 47 (5), p. 518; Mayer, R., Applying the science of learning to medical education (2010) Med Educ, 44, pp. 543-549; Copeland, H.L., Longworth, D.L., Hewson, M.G., Stoller, J.K., Successful lecturing: a prospective study to validate attributes of the effective medical lecture (2000) J Gen Intern Med, 15 (6), pp. 366-371; Gelula, M.H., Effective lecture presentation skills (1997) Surg Neurol, 47 (2), pp. 201-204; Gelula, M.H., Preparing and organizing for a lecture (1997) Surg Neurol, 47 (1), pp. 86-88; Kessler, C.S., Dharmapuri, S., Marcolini, E.G., Qualitative analysis of effective lecture strategies in emergency medicine (2011) Ann Emerg Med, 58, pp. 482-489. , e7; Collins, J., Education techniques for lifelong learning: giving a PowerPoint presentation: the art of communicating effectively (2004) Radiographics, 24 (4), pp. 1185-1192; Collins, J., Education techniques for lifelong learning: making a PowerPoint presentation (2004) Radiographics, 24 (4), pp. 1177-1183; Wood, W., Tanner, K., The role of the lecturer as tutor: doing what effective tutors do in a large lecture class (2012) CBE Life Sci Educ, 11, pp. 3-9; Martin, S., Way, D., Verbeck, N., Nagel, R., Davis, J.A., Vandre, D.D., The impact of lecture attendance and other variables on how medical students evaluate faculty in a preclinical program (2013) Acad Med, 88, pp. 972-977; Muller, D., Kase, N., Challenging traditional premedical requirements as predictors of success in medical school: The Mount Sinai School of Medicine Humanities and Medicine Program (2010) Acad Med, 85, p. 137883; Green, M., Ellis, P., Impact of an evidence-based medicine curriculum based on adult learning theory (1997) J Gen Intern Med, 12, pp. 742-750; Graffam, B., Active learning in medical education: strategies for beginning implementation (2007) Med Teach, 29 (1), pp. 38-42; Coffield, F., Moseley, D., Hall, E., Ecclestone, K., (2004) Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review, , http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf, London, UK: learning and Skills Network, cited 2014 Feb 20, Available from","Lau, K.H.V.; Department of Neurology, Yale-New Haven Hospital, 20 York St, United States; email: vincent.lau@yale.edu",,,Springer,,,,,21568650,,,,English,Med. Sci. Educ.,Article,Final,,Scopus,2-s2.0-85061930966
"Han J., Jo M., Hyun E., So H.-J.",14053724400;14054306300;33367839200;24178733000;,Examining young children’s perception toward augmented reality-infused dramatic play,2015,Educational Technology Research and Development,63,3,,455,474,,31.0,10.1007/s11423-015-9374-9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84939948308&doi=10.1007%2fs11423-015-9374-9&partnerID=40&md5=8ca770924db1fe1a9950b09569d11ad1,"Department of Computer Education, Cheongju National University of Education, 135 Sugok-dong Heungduk-ku, Cheongju, Chungbuk  361-712, South Korea; Department of Child Education, SungKyunKwan University, Myeongnyun 3-ga, Jongno-gu, Seoul, 110-745, South Korea; Department of Creative IT Engineering, Pohang University of Science & Technology (POSTECH), 77 Cheongam-Ro. Nam-Gu, Pohang, Gyeongbuk, South Korea","Han, J., Department of Computer Education, Cheongju National University of Education, 135 Sugok-dong Heungduk-ku, Cheongju, Chungbuk  361-712, South Korea; Jo, M., Department of Computer Education, Cheongju National University of Education, 135 Sugok-dong Heungduk-ku, Cheongju, Chungbuk  361-712, South Korea; Hyun, E., Department of Child Education, SungKyunKwan University, Myeongnyun 3-ga, Jongno-gu, Seoul, 110-745, South Korea; So, H.-J., Department of Creative IT Engineering, Pohang University of Science & Technology (POSTECH), 77 Cheongam-Ro. Nam-Gu, Pohang, Gyeongbuk, South Korea","Amid the increasing interest in applying augmented reality (AR) in educational settings, this study explores the design and enactment of an AR-infused robot system to enhance children’s satisfaction and sensory engagement with dramatic play activities. In particular, we conducted an exploratory study to empirically examine children’s perceptions toward the computer- and robot-mediated AR systems designed to make dramatic play activities interactive and participatory. A multi-disciplinary expert group consisting of early childhood education experts, preschool teachers, AR specialists, and robot engineers collaborated to develop a learning scenario and technological systems for dramatic play. The experiment was conducted in a kindergarten setting in Korea, with 81 children (aged 5–6 years old). The participants were placed either in the computer-mediated AR condition (n = 40) or the robot-mediated AR condition (n = 41). We administered an instrument to measure children’s perceived levels of the following variables: (a) satisfaction (i.e., interest in dramatic play & user-friendliness), (b) sensory immersion (i.e., self-engagement, environment-engagement & interaction-engagement), and (c) media recognition (i.e., collaboration with media, media function & empathy with media). Data analysis indicates that children in the robot-mediated condition showed significantly higher perceptions than those in the computer-mediated condition regarding the following aspects: interest in dramatic play (satisfaction), interactive engagement (sensory immersion), and empathy with media (media recognition). Furthermore, it was found that the younger-aged children and girls, in particular, perceived AR-infused dramatic play more positively than the older-aged children and boys, respectively. The contribution of this study is to provide empirical evidence about the affordances of robots and AR-based learning systems for young children. This remains a relatively unexplored area of research in the field of learning technologies. Implications of the current study and future research directions are also discussed. © 2015, Association for Educational Communications and Technology.",Augmented reality; Dramatic play; Educational robot,,,,,,"National Research Foundation of Korea, NRF: NRF-2010-32A- B00183",,,,,,"Adalgeirsson, S.O., Breazeal, C., Mebot, a robotic platform for socially embodied telepresence (2010) Proceedings of the fifth ACM/IEEE International Conference on Human-Robot Interaction, pp. 15-22. , Osaka, Japan:; Bhamjee, S., Griffiths, F., Palmer, J., Children’s perception and interpretation of robots and robot behavior (2011) Human-Robot Personal Relationships, , Lamers MH, Verbeek FJ, (eds), Springer, New York:; Billinghurst, M., Grasset, R., Looser, J., Designing augmented reality interfaces (2005) SIGGRAPH Computer Graphics, 39 (1), pp. 17-22; Bodrova, E., Leong, D.J., Development of dramatic play in young children and its effect on self-regulation: The Vygotskian approach (1998) Journal of Early Childhood Teacher Education, 19 (2), pp. 115-124; Boyle, B., Charles, M., Using socio-dramatic play to support a beginning writer: ‘Daniel, the doctor and the bleeding ball’ (2010) International Journal of Early Years Education, 18 (3), pp. 213-225; Bredekamp, S., (1987) Developmentally appropriate practice, , NAEYC, Washington, D.C.:; Burns, M.S., Goin, L., Dolon, J.T., A computer in my room (1990) Young Children, 45, pp. 62-67; (2011) Support, , http://www.r-learning.or.kr/new/leaflet/KIST_leaflet_EN.pdf, Introduction of the r-learning system of Korea, Retrieved from:; Chambers, A., (1996) Tell me: children, reading, and talk, , Stenhouse, York, ME:; Chang, C.W., Leea, J.H., Wanga, C.Y., Chen, G.D., Improving the authentic learning experience by integrating robots into the mixed-reality environment (2010) Computers & Education, 55 (4), pp. 1572-1578; Chiasson, S., Gutwin, C., Testing the media equation with children (2005) Proceedings of the ACM Conference on Human Factors in Computing Systems, pp. 829-838; Clark, R.E., Sugrue, B., Research on instructional media (1995) Instructional technology: past, present, and future, pp. 1978-1988. , Anglin G, (ed), Libraries Unlimited Inc, Englewood, CO:; Cordes, C., Miller, E., Fool’s gold: A critical look at computers in childhood. 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Technol. Res. Dev.,Article,Final,,Scopus,2-s2.0-84939948308
"Farag D.M., Park S., Kaupins G.",57201295395;36083313400;14421020800;,Faculty Perceptions of the Adoption and Use of Clickers in the Legal Studies in Business Classroom,2015,Journal of Education for Business,90,4,,208,216,,4.0,10.1080/08832323.2015.1014459,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85038633786&doi=10.1080%2f08832323.2015.1014459&partnerID=40&md5=b339767bd76b3646036bf6bce5e99d4f,"Linfield College, McMinnville, OR, United States; Boise State University, Boise, ID, United States","Farag, D.M., Linfield College, McMinnville, OR, United States; Park, S., Boise State University, Boise, ID, United States; Kaupins, G., Boise State University, Boise, ID, United States","The use of clickers in the classroom can improve student engagement and motivation. However, few studies have been conducted on faculty opinions of the use of clickers. The authors measured clicker use in legal studies among business faculty and investigated perceptions and factors associated with the adoption of clickers in the discipline. Survey results indicate that most legal studies in business faculty have either never used or rarely use clickers, and that very few faculty members in the discipline use clickers regularly. Instructors perceive that clickers can improve teaching, but may be reluctant to adopt them because of time constraints. © 2015, Copyright © Taylor & Francis Group, LLC.",clickers; higher education; legal studies in business; student response systems; teaching with technology,,,,,,,,,,,,"(2014) 2013–14 annual report/minutes book, , Oxford, OH: Author; Agbatogun, A., Faculty members’ views of e-learning in Southwest Nigerian universities (2001) International Journal of Technology, Knowledge and Society, 6 (3), pp. 2-19; Allen, I.E., Seaman, J., Digital faculty: Professors, teaching, and technology (2012) Babson Survey Research Group Report, , http://www.insidehighered.com/sites/default/server_files/DigitalFaculty.htm, Retrieved from; Bandura, A., (1986) Social foundations of thought and action: A social cognitive theory., , Englewood Cliffs, NJ: Prentice-Hall; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE-Life Sciences Education, 6, pp. 1-8; Bojinova, E., Oigara, J., Teaching and learning with clickers: Are clickers good for students? (2011) Interdisciplinary Journal of E-Learning and Learning Objects, 7, pp. 169-184; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6, pp. 9-20; Camacho-Miñano, M., del Campo, C., Useful interactive teaching tool for learning: clickers in higher education (2014) Interactive Learning Environments; Carnaghan, C., Edmonds, T.P., Lechner, T.A., Olds, P.R., Using student response systems in the accounting classroom: Strengths, strategies and limitations (2011) Journal of Accounting Education, 29, pp. 265-283; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22, pp. 391-409; Carr, S., Many professors are optimistic on distance learning, survey finds (2000) The Chronicle of Higher Education, 46 (44), p. A35; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , San Francisco, CA: Pearson-Addison Wesley; Eastman, J.K., Iyer, R., Eastman, K.L., Business students’ perceptions, attitudes, and satisfaction with interactive technology: An exploratory study (2011) Journal of Education for Business, 86, pp. 36-43; Easton, C., An examination of clicker technology use in legal education (2009) Journal of Information, Law & Technology, 3. , http://go.warwick.ac.uk/jilt/2009_3/easton, Retrieved from; Easton, C., Employing a classroom response system to teach law: A case study (2012) European Journal of Law and Technology, 3 (1). , http:/ejlt.org/article/view/129/193, Retrieved from; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; Ghosh, S., Renna, F., Using electronic response systems in economics classes (2009) Journal of Economic Education, 40, pp. 354-365; Good, K.C., Audience Response Systems in higher education courses: A critical review of the literature (2013) International Journal of Instructional Technology and Distance Learning, 10 (5), pp. 19-34; Grasha, A.F., Yangarber-Hicks, N., Integrating teaching styles with instructional technology (2000) College Teaching, 48, pp. 2-10; Guernsey, J.B., H. Richard Crane: Oersted medalist for 1976 (1977) American Journal of Physics, 45, p. 507; Judson, E., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21, pp. 167-181; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Keogh, P., Wang, Z., Clickers in instruction: One campus, multiple perspectives (2010) Library Hi Tech, 28, pp. 8-21; Lantz, M.E., The use of “clickers” in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26, pp. 556-561; Lewis, C.C., Fretwell, C.E., Ryan, J., Parham, J.B., Faculty use of established and emerging technologies in higher education: A unified theory of acceptance and use of technology perspective (2013) International Journal of Higher Education, 2 (2), pp. 22-34; Lincoln, D.J., Teaching with clickers in the large-size principles of marketing class (2008) Marketing Education Review, 18, pp. 39-45; Lincoln, D.J., Student response systems adoption and use in marketing education: A status report (2009) Marketing Education Review, 19 (3), pp. 25-40; Llorens, S., Arribas, E., Arroyo-Jiminez, M.M., Artacho, E., Carmona, M., Domingo, B., Najera, A., Evaluation of the possible impact of clickers on the grade obtained by students in the radiology subject, at the faculty of medicine in Albacete (2014) INTED2014 Proceedings: 8th International Technology, Education, and Development Conference, pp. 2707-2714. , Chova L.G., Martinez A.L., Torres I.C., (eds), Valencia, Spain: IATED Academy,. In, &, (Eds; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: Best practice guidelines (2010) International Journal of Nursing Education Scholarship, 7 (1); Park, S., Farag, D., Transforming the legal studies classroom: Clickers and engagement (2015) Journal of Legal Studies Education, 32, pp. 47-90; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30, pp. 603-607; Paver, J., Walker, D., Hung, W., Adjunct faculty characteristics that may predict intention to integrate technology into instruction (2014) Community College Journal of Research and Practice, 38, pp. 859-872; Peluchette, J., Rust, K.A., Technology use in the classroom: Preferences of management faculty members (2005) Journal of Education for Business, 80, pp. 200-205; Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study (2007) Educational Technology Research and Development, 55, pp. 315-346; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) American Journal of Physics, 73, pp. 554-558; Rosseau, G., Rogers, W., Computer usage patterns of university faculty members across the lifespan (1998) Computers in Human Behavior, 14, pp. 417-428; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23, p. 187; Sousa, D.A., (2011) How the brain learns, , 4th ed., Thousand Oaks, CA: Sage; Spotts, T.H., Bowman, M.A., Mertz, C., Gender and use of instructional technologies: A study of university faculty (1997) Higher Education, 34, pp. 421-436; Tan, P.J.B., Applying the UTAUT to understand factors affecting the use of English e-learning websites in Taiwan (2013) SAGE Open, 3 (4), pp. 1-12; Taneja, A., The influence of personal response systems on students’ perceived learning outcomes and course satisfaction (2009) Journal of Circuits, Systems and Computers, 25 (2), pp. 5-11; Taylor, S., Todd, P.A., Understanding information technology usage: A test of competing models (1995) Information Systems Research, 6, pp. 144-176; Tlhoaele, M., Hofman, A., Naidoo, A., Winnips, K., Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students (2014) Innovations in Education and Teaching International, 51, pp. 497-509; Venkatesh, V., Davis, F.D., A theoretical extension of the technology acceptance model: Four longitudinal field studies (2000) Management Science, 46, pp. 186-204; Venkatesh, V., Morris, M.G., Davis, G.B., Davis, F.D., User acceptance of information technology: Toward a unified view (2003) MIS Quarterly, 27, pp. 425-478; Wilson, K., Korn, J.H., Attention during lectures: Beyond ten minutes (2007) Teaching of Psychology, 34, pp. 85-89; Xu, Y., Meyer, K.A., Factors explaining faculty technology use and productivity (2007) The Internet and Higher Education, 10, pp. 41-52; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning (2008) Decision Sciences Journal of Innovative Education, 6, pp. 75-88; Yu, Z., Chen, W., Kong, Y., Sun, X.L., Zheng, J., The impact of clickers instruction on cognitive loads and listening and speaking skills in college English class (2014) PLoS ONE, 9","Farag, D.M.; Linfield College, Business Department #A478, 900 SE Baker Street, United States; email: dfarag@linfield.edu",,,Taylor and Francis Ltd.,,,,,08832323,,,,English,J. Edu. Bus.,Article,Final,,Scopus,2-s2.0-85038633786
"Ludvigsen K., Krumsvik R., Furnes B.",55207053100;15062963800;7801345512;,Creating formative feedback spaces in large lectures,2015,Computers and Education,88,,,48,63,,19.0,10.1016/j.compedu.2015.04.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84929377889&doi=10.1016%2fj.compedu.2015.04.002&partnerID=40&md5=ee7a602ddc1d40d5d6011c8438087464,"University of Bergen, Department of Education, Postboks 7802, Christiesgt 13, Bergen, 5020, Norway","Ludvigsen, K., University of Bergen, Department of Education, Postboks 7802, Christiesgt 13, Bergen, 5020, Norway; Krumsvik, R., University of Bergen, Department of Education, Postboks 7802, Christiesgt 13, Bergen, 5020, Norway; Furnes, B., University of Bergen, Department of Education, Postboks 7802, Christiesgt 13, Bergen, 5020, Norway","Large lectures are the predominant way of teaching first-year students at universities in Norway. However, this forum for education is seldom discussed as a context for a formative feedback practice. The purpose of this sequential mixed methods study was to address whether and how a student-response system can open for a formative feedback practice in lectures and thereby support students' ability to monitor their own learning, as well as supply insight into how students engage with the feedback in their course work. The context for the study was large lectures (150-200 students) in a qualitative method course for first-year psychology students. Findings from the survey (n = 149) showed a positive correlation between the extent to which students report that they use clickers to monitor their own learning, and the extent to which they report that they used the feedback in their own course work. However, findings indicate that students valued the process of monitoring their own learning during the lectures to a greater extent than they actually used the feedback in their course work. Findings from interviews (n = 6) illustrated various ways students applied feedback in their course work. © 2015 Elsevier Ltd. All rights reserved.",Feedback; Formative assessment; Higher education; Interactive learning environments; Plenary lectures,Computer aided instruction; Education; Feedback; Teaching; First year students; Formative assessment; Formative feedbacks; Higher education; Interactive learning environment; Plenary lectures; Positive correlations; Student-response system; Students,,,,,,"This research was funded by the PhD-education at the University of Bergen (Org. No. 874 489 542 ). The research project is situated in the Department of Education, in the Digital Learning Communities Research Group. We would like to thank Ole Johan Eikeland for giving feedback on the survey. We would also thank the students who participated in the survey and interviews, as well as colleagues at the University of Bergen and NATED (National Graduate School in Education) for valuable feedback in the writing process. Appendix A Presentation of the six students: Ane • First year student • Use of clicker questions is an opportunity to process the material and provide space for reflection. • Difficult questions support her learning to a larger extent than easy questions. • Changed her reading strategies. • Writes assignments when she identifies difficult concepts. • Peer discussion useful for reflecting on concepts. • Discusses questions during breaks. • Most important: Get feedback on how she is doing. Hege • Second year student • More conscious of her own understand of concepts. • Likes anonymity. • Clicker questions provide an incentive to engage in less interesting topics. • Values peer discussions. • New strategies: works with questions in the textbooks. • Discovered the value of asking questions when learning. • Most important: Get feedback on understanding. Ingrid • First year student • Finds it difficult to talk in large lectures. • Questions are keys to understanding the concepts. • Discussions: arguing and listening to peers. • Most important: Clicker is a personal tool, a connection between her, the material and the teacher. Karen • First year student • Finds the subject difficult. • Afraid to talk in large lectures. • Right answers are triggers for her to learn more. • When she identifies difficult concepts, she writes and checks them after the lectures. • Peer discussions: allow her to discover different approaches to a problem. • Most important: Instant feedback. Marie • First year student • Clickers made the course material interesting. • Does not raise her hand in the lecture because she is afraid to say something wrong. • Easier to remember and apply the concepts and topics she discussed with others. • Asks other students (during breaks) if there is anything she does not understand. • New strategies: Noted possible clicker questions and read more focused. • Most important: How use of clickers has affected the teacher. Stine • Experience from previous university courses • Made it easier to get to know fellow students. • Afraid to raise a hand and talk in the lecture. • Peer discussions: Clicker questions give incentive to reach agreement in discussions. • A typical lecture (non-clicker) is something you listen to, this one is to participate. • Knowing that she is not alone in not understanding everything, makes it easier to discuss with others. • Emphasizes the fun.",,,,,"Andrade, H.L., Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning (2010) Handbook of Formative Assessment, , H.L. Andrade, G.J. Cizek, Routledge London; Anthis, K., Is it the clicker, or is it the question? 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(2011) American Journal of Physics, 79 (1), pp. 123-132; Johnson, R.B., Onwuegbuzie, A.J., Turner, L.A., Toward a definition of mixed methods research (2007) Journal of Mixed Methods, 2 (1), pp. 112-133; Jonsson, A., Facilitating productive use of feedback in higher education (2012) Active Learning in Higher Education, 14 (1), pp. 63-76; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Koriat, A., Metacognition and consciousness (2007) The Cambridge Handbook of Consciousness, pp. 289-325. , I.P.D. Zelazo, M. Moscovitch, E. Thompson, Cambridge University Press Cambridge,UK; Krumsvik, R., Ludvigsen, K., Formative assessment in plenary lectures (2012) Nordic Journal of Digital Literacy, 1, pp. 34-56; Kvernbekk, T., Til forelesningens forsvar (2011) Humaniorastudier i Pedagogikk, pp. 203-226. , T. Kvernbekk, Abstrakt forlag AS Oslo; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Leahy, S., Lyon, C., Thompson, M., Wiliam, D., Classroom assessment, minute by minute, day by day (2005) Educational Leadership, 63 (3), pp. 19-24; Macgeorge, E.L., Homan, S.R., Dunning, Jr.J.B., Elmore, D., Bodie, G.D., Evans, E., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; Metcalfe, J., Metamemory: Theory and data (2000) The Oxford Handbook of Memory, pp. 197-211. , E. Tulving, F.I.M. Craik, Oxford University Press London, UK; (2000) Do Your Duty - Claim Your Rights. Quality Reform in Higher Education, 27. , Ministry of Education and Research White Paper nr Statens Forvaltningsteneste Oslo; Mollborn, S., Hoekstra, A., A meeting of minds using clickers for critical thinking and discussion in large sociology classes (2010) Teaching Sociology, 38 (1), pp. 18-27; Morse, J., Ruggieri, M., Whelan-Berry, K., Clicking our way to class discussion (2010) American Journal of Business Education, 3 (3), pp. 99-108; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME guide No. 21 (2012) Medical Teacher, 34 (6), pp. 386-405; Nicol, D., Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies (2009) Assessment & Evaluation in Higher Education, 34 (3), pp. 335-352; Nicol, D.J., Macfarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Nicol, D., Thomson, A., Breslin, C., Rethinking feedback practices in higher education: A peer review perspective (2014) Assessment & Evaluation in Higher Education, 39 (1), pp. 102-122; Nielsen, K.L., (2012) Student Response Systems in Science and Engineering Education, , Dissertation Norwegian University of Science and Technology; Nulty, D.D., Peer and self-assessment in the first year of university (2011) Assessment & Evaluation in Higher Education, 36 (5), pp. 493-507; Oigara, J., Keengwe, J., Students' perceptions of clickers as an instructional tool to promote active learning (2013) Education and Information Technologies, 18 (1), pp. 15-28; Onwuegbuzie, A.J., Johnson, R.B., The validity issue in mixed research (2006) Research in the Schools, 13 (1), pp. 48-63; Orsmond, P., Maw, S.J., Park, J.R., Gomez, S., Crook, A.C., (2013) Moving Feedback Forward: Theory to Practice. Assessment & Evaluation in Higher Education, pp. 1-13. , (ahead-of-print); Pachler, N., Daly, C., Mor, Y., Mellar, H., Formative e-assessment: Practitioner cases (2010) Computers & Education, 54 (3), pp. 715-721; Poulos, A., Mahony, M.J., Effectiveness of feedback: The students' perspective (2008) Assessment and Evaluation in Higher Education, 33 (2), pp. 143-154; Robinson, S., Pope, D., Holyoak, L., Can we meet their expectations? 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Harris, S. Graham, T. Urdan, American Psychology Association Washington DC","Ludvigsen, K.; University of Bergen, Department of Education, Postboks 7802, Christiesgt 13, Norway",,,Elsevier Ltd,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84929377889
"García Rodríguez J.J., Lara Domínguez P.A., Torres Pérez L.F.",57210717606;57192230658;20735513000;,AN EDUCATIONAL EXPERIENCE BASED ON CLICKERS [Una experiencia educativa basada en los clickers],2015,"Revista de enfermería (Barcelona, Spain)",38,5,,47,52,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85001760416&partnerID=40&md5=89c42c92f25e6b1864fff30f934649af,,"García Rodríguez, J.J.; Lara Domínguez, P.A.; Torres Pérez, L.F.","Active learning or self-learning increases the student's participation and commitment to his studies; these conditions are necessary to improve academic performance. An intervention has been designed based on the experience in the use of clickers in other universities, but without the actual technology. This work has been performed in the School of Nursing affiliated to the University of Malaga (UMA) on students enrolled in their second year of Degree in Adult Nursing Course I. Three sessions of multiple-choice questions were scheduled on the subject ""distance learning"" in which master classes were not taught. The answers were collected on paper templates. We wanted to determine the degree of relationship between the attendance of sessions and the results obtained by students in the final examination of the subject, as well as, the questions dedicated to assess the ""distance learning"" matter. The results support a significant statistical difference in the correct answers by students according to the number of sessions attended. These differences are highest among students who did not attend any session and those who attended the three planned sessions.",,"cross-sectional study; female; human; male; nursing education; problem based learning; procedures; Cross-Sectional Studies; Education, Nursing; Female; Humans; Male; Problem-Based Learning",,,,,,,,,,,,,,,,,,,,02105020,,,26540897.0,Spanish,Rev Enferm,Article,Final,,Scopus,2-s2.0-85001760416
Dickson D.,57075710900;,Can interactive educational technologies support the link between ultrasound theory and practice via feedback mechanisms?,2015,Ultrasound,23,2,,103,109,,1.0,10.1177/1742271X14565504,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84955507542&doi=10.1177%2f1742271X14565504&partnerID=40&md5=7790b2728b6e8d44077dddea0fa7be91,"Social Work and Allied Health Sciences, Govan Mbveki Building, Glasgow Caledonian University, Glasgow, G4 0BA, United Kingdom","Dickson, D., Social Work and Allied Health Sciences, Govan Mbveki Building, Glasgow Caledonian University, Glasgow, G4 0BA, United Kingdom","Linking theory to practice is an area of concern for ultrasound students, clinical mentors and academic staff. The link between theory and practice requires a robust clinical mentorship scheme in addition to careful curricula design considerations to improve student outcomes. The introduction of interactive technology in education provides ripe opportunity to improve feedback to students to support the link between theory and practice. A series of three interactive learning and teaching activities were designed and delivered to a PostGraduate Ultrasound cohort, after which, evaluation was performed to answer the research question: Which interactive technologies support the link between theory and practice through improved feedback mechanisms? An action research methodology was adopted involving an enquiry based literature review, planning, design and action process. Data were collected following action of three interactive teaching and learning sessions within the Medical Ultrasound cohort of 2013/2014 at Glasgow Caledonian University via a paper based questionnaire. A 100% response rate was achieved (n = 14). All three interactive learning and teaching sessions were considered with 100% highest point agreement to support the link between ultrasound theory and practice via feedback. Students found all three designed and facilitated sessions valuable and relevant to their learning, which in turn provided positive experiences which were perceived to support the link between theory and practice through feedback. These activities can be considered valuable in Postgraduate Ultrasound education. © 2014, © The British Medical Ultrasound Society 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.",clickers; education; simulation; Smartboard; Ultrasound,Article; constructive feedback; echography; educational technology; feedback system; health care practice; human; image analysis; learning; Likert scale; priority journal; questionnaire; simulation training,,,,,,,,,,,"Williamson, G.R., Lecturer practitioners in UK nursing and midwifery: What is the evidence? A systematic review of the research literature (2004) J Clin Nurs, 13, pp. 787-795; www.enhancementthemes.ac.uk/docs/publications/graduates-for-the-21st-century-institutional-activities.PDF; Clouder, D., Thistlethwaite, J., Cross, V., Practice Education and Practice Placements: Universal Problems, , http://journals.heacademy.ac.uk/doi/pdf/10.11120/pblh.2014.00029, ▪, The higher Education Academy, See (last checked 6 June 2014); Norton, L.S., (2009) Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities, pp. 923-925. , Oxon: Routledge,,, pp; Brandon, A.F., All, A.C., Constructivism theory analysis and application to curricula (2010) Nurs Educ Perspect, 31, pp. 89-92; Matthews, W.J., Constructivism in the classroom: Epistemology, history and empirical evidence (2003) Teach Educ Quart, 30, pp. 51-64; Baines, L.A., Stanley, G., We want to see the teacher: Constructivism and the rage between expertise (2000) Phi Delta Kappan, 82, pp. 327-330; Gordon, M., Between constructivism and connectedness (2008) J Teach Educ, 59, pp. 322-331; Sternberg, R.J., What is cognitive education (2013) J Cognit Educ Psychol, 12, pp. 45-58; Philpott, J., Batty, H., Learning best together: Social constructivism and global partnerships in medical education (2009) Med Educ, 43, pp. 923-925; Race, P., (2010) Making Learning Happen, , 2nd ed, London: Sage; Feedback for Future Learning, , www.gcu.ac.uk/futurelearning/feedbackprinciplesgcu/, ▪, (last checked 6 June 2014); (2009) Effective Practice in a Digital Age, , England: HEFCE; Draper, W., Brown, I., Increasing interactivity in lectures using an electronic voting system (2004) J Comp Assisted Learning, 20, pp. 81-94; Hinde, K., Hunt, A., Using the personal response system to enhance student learning: Some evidence from teaching economics (2006) Audience Response Systems in Higher Education, pp. 140-154. , Hershey: IGI Global,,. In: (ed.).,, pp; Datta, C.R., Upadhyay, B.K.K., Jaideep, C.N., Simulation and its role in medical education (2012) Med J Armed Forces India, 68, pp. 167-172; Caldwell, E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sci Educ, 6, pp. 9-20; MacGeorge, E.L., Homa, S.R., Duning, J.B., Jr., Student evaluation of audience response technology in large lecture classes (2008) Educ Technol Res Dev, 56, pp. 125-145; Hatch, J., Jensen, M., Moore, R., Manna from heaven or “clickers” from hell: Experiences with an electronic response system (2005) J Coll Sci Teach, 34, pp. 36-39; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Fransisco: Addison-Wesley; Freeman Herreid, C., Clicker cases: Introducing case study teaching in large classrooms (2006) J Coll Sci Teach, 36, pp. 42-46; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T., Efficacy of personal response systems (‘clickers’) in large introductory psychology classes (2008) Teach Psychol, 35, pp. 45-50; Türel, Y.L., Johnson, T.E., Teachers' belief and use of interactive whiteboards for teaching and learning (2012) Educ Technol Soc, 15, pp. 381-394; Glover, D., Miller, D., Running with technology: The pedagogic impact of the large-scale introduction of whiteboards in one secondary school (2001) J Inform Technol Teach Educ, 10, pp. 257-276; Gilbert, J.H.V., Practice Education and Practice Placements: Universal Problems, , http://journals.heacademy.ac.uk/doi/abs/10.11120/pblh.2014.00030, ▪, See (last checked 2 June 2014); Gibbs, V., A proposed new clinical assessment framework for diagnostic medical ultrasound students (2014) Ultrasound, 22, pp. 113-117; (2006) NMC Simulation and practice learning project Press Release 38/2006 Report, , UK: NMC; Cook, D.A., Levinson, A.J., Garside, S., Internet based learning in the health professions: A meta-analysis (2008) JAMA, 300, pp. 1181-1196; Gurusamy, K., Aggarwal, R., Palanivelu, L., Systematic review of randomized control trials on the effectiveness of virtual reality training for laproscopic surgery (2008) Brit J Surg, 95, pp. 1088-1097; Sutherland, L.M., Middleton, P.F., Anthony, A., Surgical simulation: A systematic review (2006) Ann Surg, 243, pp. 291-300; McGaghie, W.C., Issenberg, S.B., Cohen, E.R., Does simulation- based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence (2011) Acta Med, 86, pp. 706-711; Schoening, A.M., Sittner, B.J., Todd, M.J., Simulated clinical experience: Nursing students' perceptions and the educators' role (2006) Nurse Educ, 312, pp. 253-258; Murray, C., Grant, M.J., Howarth, M., The use of simulation as a teaching and learning approach to support practice learning (2008) Nurse Educ, 8, pp. 5-8; Handley, R., Dodge, N., Can simulated practice learning improve clinical competence? (2013) Brit J Nurs, 22, p. 529; ScanTrainer Transvaginal Ultrasound Training Simulator, , http://www.medaphor.com/scantrainer/, ▪, See (last checked 3 December 2014); Siau, K., Sheng, H., Nah, F., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Trans Educ, 49, pp. 398-403; Stuart, S.A., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) J Comp Assisted Learning, 20; Biggs, J., Tang, C., (2007) Teaching for Quality Learning at University, , 3rd ed, London: McGraw Hill; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2009) Int J Scholarship Teach Learning, 3, pp. 17-21; Aeby, T.C., Wong, S., Zalud, I., Current trends in obstetrics and gynecology ultrasound continuing medical education (2014) J Obstet Gynaecol, 8, pp. 83-86; Madsen, M.E., Konge, L., Nørgaard, L.N., Assessment of performance and learning curves on a virtual reality ultrasound simulator Ultrasound Obstet Gynecol","Dickson, D.; Social Work and Allied Health Sciences, Govan Mbveki Building, Glasgow Caledonian UniversityUnited Kingdom; email: Diane.Dickson@gcu.ac.uk",,,SAGE Publications Ltd,,,,,1742271X,,,,English,Ultrasound,Article,Final,,Scopus,2-s2.0-84955507542
"Morrell L.J., Joyce D.A.",6701780983;56045815500;,Interactive lectures: Clickers or personal devices?,2015,F1000Research,4,, 64,,,,9.0,10.12688/f1000research.6207.1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84942090776&doi=10.12688%2ff1000research.6207.1&partnerID=40&md5=76fadc3bde64f367d1c3cb6d0cf5e71a,"School of Biological, Biomedical and Environmental Sciences, University of Hull, Kingston-upon-Hull, HU6 7RX, United Kingdom","Morrell, L.J., School of Biological, Biomedical and Environmental Sciences, University of Hull, Kingston-upon-Hull, HU6 7RX, United Kingdom; Joyce, D.A., School of Biological, Biomedical and Environmental Sciences, University of Hull, Kingston-upon-Hull, HU6 7RX, United Kingdom","Audience response systems ('clickers') are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students' personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation. © 2015 Morrell LJ and Joyce DA.",,adult; Article; clicker; computer; education; female; general device; human; male; perception; personal electronic device; questionnaire; social media; student attitude; teaching,,,,,,,,,,,"Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochem Mol Biol Educ, 37 (2), pp. 84-91. , 21567711; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australas J Educ Technol, 22 (4), pp. 474-494. , Reference Source; Brett, P., Students' experiences and engagement with SMS for learning in Higher Education (2011) Innov Educ Teach Int, 48 (2), pp. 137-147; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20. , 17339389, 1810212; Conard, M.A., Marsh, R.F., Interest level improves learning but does not moderate the effects of interruptions: An experiment using simultaneous multitasking (2014) Learn Individ Differ, 30, pp. 112-117; Dahlstrom, E., Bichsel, J., ECAR Study of Undergraduate Students and Information Technology, 2014 (2014), Reference Source, Research report. Louisville, CO: EDUCASE Centre for Applied Research; Dunn, P.K., Richardson, A., Oprescu, F., Mobile-phone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course (2013) Int J Math Educ Sci Technol, 44 (8), pp. 1160-1174; Finkelstein, A., Winer, L., Buddle, C.M., Tablets in the forest: Mobile technology for inquiry-based learning (2013) EDUCAUSE Review, , Reference Source; Foerde, K., Knowlton, B.J., Poldrack, R.A., Modulation of competing memory systems by distraction (2006) Proc Natl Acad Sci U S A, 103 (31), pp. 11778-11783. , 16868087, 1544246; Freeman, S., Eddy, S.L., McDonough, M., Active learning increases student performance in science, engineering, and mathematics (2014) Proc Natl Acad Sci U S A, 111 (23), pp. 8410-8415. , 24821756, 4060654; Fried, C.B., In-class laptop use and its effects on student learning (2008) Comput Educ, 50 (3), pp. 906-914; Gaudreau, P., Miranda, D., Gareau, A., Canadian university students in wireless classrooms: What do they do on their laptops and does it really matter? (2014) Comput Educ, 70, pp. 245-255; Grace-Martin, M., Gay, G., Web browsing, mobile computing and academic performance (2001) Educ Technol Soc, 4 (3), pp. 95-107. , Reference Source; Hembrooke, H., Gay, G., The laptop and the lecture: The effects of multitasking in learning environments (2003) J Comput High Educ, 15 (1), pp. 46-64; Junco, R., Cotten, S.R., No A 4 U: The relationship between multitasking and academic performance (2012) Comput Educ, 59 (2), pp. 505-514; Junco, R., In-class multitasking and academic performance (2012) Comput Hum Behav, 28 (6), pp. 2236-2243; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53 (3), pp. 819-827; Keough, S.M., Clickers in the Classroom: A Review and a Replication (2012) J Manage Educ, 36 (6), pp. 822-847; King, S.O., Robinson, C.L., 'Pretty Lights' and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Comput Educ, 53 (1), pp. 189-199; McCoy, B., Digital distractions in the classroom: Student classroom use of digital devices for non-class related purposes (2013) Faculty Publications, College of Journalism && Mass Communications, , Reference Source, Paper 71; Méndez, D., Slisko, J., Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers (2013) Eur J Phys Educ, 4 (2), pp. 17-24. , Reference Source; Morrell, L., Joyce, D., Dataset 1 in: Interactive lectures: Clickers or personal devices? (2015) F1000Research, , Data Source; Morrell, L., Joyce, D., Dataset 2 in: Interactive lectures: Clickers or personal devices? (2015) F1000Research, , Data Source; Morrell, L., Joyce, D., Dataset 3 in: Interactive lectures: Clickers or personal devices? (2015) F1000Research, , Data Source; Ophir, E., Nass, C., Wagner, A.D., Cognitive control in media multitaskers (2009) Proc Natl Acad Sci U S A, 106 (37), pp. 15583-15587. , 19706386, 2747164; R: A language and environment for statistical computing (2011), Reference Source; Rosen, L.D., Lim, A.F., Carrier, L.M., An empirical examination of the educational impact of text message-induced task switching in the classroom: Educational implications and strategies to enhance learning (2011) Psicología Educativa, 17 (2), pp. 163-177; Rubinstein, J.S., Meyer, D.E., Evans, J.E., Executive control of cognitive processes in task switching (2001) J Exp Psychol Hum Percept Perform, 27 (4), pp. 763-797. , 11518143; Salemi, M.K., Clickenomics: Using a classroom response system to increase student engagement in a large-enrollment Principles of Economics course (2009) J Econ Educ, 40, pp. 385-404. , Reference Source; Sana, F., Weston, T., Cepeda, N.J., Laptop multitasking hinders classroom learning for both users and nearby peers (2013) Comput Educ, 62, pp. 24-31; Sanbonmatsu, D.M., Strayer, D.L., Medeiros-Ward, N., Who multi-tasks and why? Multi-tasking ability, perceived multi-tasking ability, impulsivity, and sensation seeking (2013) PLoS One, 8 (1), p. e54402. , 23372720, 3553130; Shirky, C., Why I just asked my students to put their laptops away (2014) Medium.com, , Reference Source; Sutherlin, A.L., Sutherlin, G.R., Akpanudo, U.M., The effect of clickers in university science courses (2012) J Sci Educ Technol, 22, pp. 651-666; Sørensen, B.M., Facebook fight: why we banned laptops, iPads and smartphones in lectures (2014) The Conversation, , Reference Source; Trafton, J.G., Monk, C.A., Task interruptions (2007) Rev Hum Factors Ergon, 3 (1), pp. 111-126; Voelkel, S., Bennett, D., New uses for a familiar technology: introducing mobile phone polling in large classes (2014) Innov Educ Teach Int, 51 (1), pp. 46-58; Wash, P.D., Taking advantage of mobile devices: Using Socrative in the classroom (2014) J Teach Learn Technol, 3 (1), pp. 99-101","Morrell, L.J.; School of Biological, Biomedical and Environmental Sciences, University of HullUnited Kingdom",,,Faculty of 1000 Ltd,,,,,20461402,,,,English,F1000 Res.,Article,Final,Open Access,Scopus,2-s2.0-84942090776
"Schuller M.C., Darosa D.A., Crandall M.L.",45061238100;7004055601;7004823520;,"Using just-in-time teaching and peer instruction in a residency program's core curriculum: Enhancing satisfaction, engagement, and retention",2015,Academic Medicine,90,3,,384,391,,14.0,10.1097/ACM.0000000000000578,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924122183&doi=10.1097%2fACM.0000000000000578&partnerID=40&md5=9baf5c205e8a59921105d3e0088c9aee,"Department of Surgery, Northwestern University Feinberg, School of Medicine, Chicago, IL, United States","Schuller, M.C., Department of Surgery, Northwestern University Feinberg, School of Medicine, Chicago, IL, United States; Darosa, D.A., Department of Surgery, Northwestern University Feinberg, School of Medicine, Chicago, IL, United States; Crandall, M.L., Department of Surgery, Northwestern University Feinberg, School of Medicine, Chicago, IL, United States","Purpose To assess use of the combined just-intime teaching (JiTT) and peer instruction (PI) instructional strategy in a residency program's core curriculum. Method In 2010-2011, JiTT/PI was piloted in 31 core curriculum sessions taught by 22 faculty in the Northwestern University Feinberg School of Medicine's general surgery residency program. JiTT/PI required preliminary and categorical residents (n = 31) to complete Webbased study questions before weekly specialty topic sessions. Responses were examined by faculty members ""just in time"" to tailor session content to residents' learning needs. In the sessions, residents answered multiple-choice questions (MCQs) using clickers and engaged in PI. Participants completed surveys assessing their perceptions of JiTT/PI. Videos were coded to assess resident engagement time in JiTT/ PI sessions versus prior lecture-based sessions. Responses to topic session MCQs repeated in review sessions were evaluated to study retention. Results More than 70% of resident survey respondents indicated that JiTT/PI aided in the learning of key points. At least 90% of faculty survey respondents reported positive perceptions of aspects of the JiTT/PI strategy. Resident engagement time for JiTT/PI sessions was significantly greater than for prior lecture-based sessions (z = -2.4, P = .016). Significantly more review session MCQ responses were correct for residents who had attended corresponding JiTT/PI sessions than for residents who had not (chisquare = 13.7; df = 1; P < .001). Conclusions JiTT/PI increased learner participation, learner retention, and the amount of learner-centered time. JiTT/PI represents an effective approach for meaningful and active learning in core curriculum sessions.",,"education; general surgery; human; long term memory; medical education; medical school; organization and management; peer group; problem based learning; satisfaction; Faculty, Medical; General Surgery; Humans; Internship and Residency; Peer Group; Personal Satisfaction; Problem-Based Learning; Retention (Psychology)",,,,,,,,,,,"Prober, C.G., Heath, C., Lecture halls without lectures-A proposal for medical education (2012) N Engl J Med, (366), pp. 1657-1659; Freeman, S., O'connor, E., Parks, J.W., Prescribed active learning increases performance in introductory biology (2007) CBE Life Sci Educ, 6, pp. 132-139; Bonwell, C.C., Eison, J.A., Active Learning: Creating Excitement in the Classroom (1991) ASHEERIC Higher Education Reports, , Washington DC: George Washington University; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How People Learn: Brain, Mind, Experience, and School, , Washington, DC: National Academies Press; Novak, G.M., Patterson, E.T., Gavrin, Z., Christian, W., (1999) Just-in-Time Teaching: Blending Active Learning with Web Technology, , Upper Saddle River NJ Prentice Hall; Marrs, K.A., Novak, G., Just-in-time teaching in biology: Creating an active learner classroom using the Internet (2004) Cell Biol Educ, 3, pp. 49-61; Simkins, S., Maier, M., (2010) Just in Time Teaching: Across the Disciplines, Across the Academy, , Sterling, Va Stylus Publishing; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., (2007) Peer Instruction: Engaging Students Oneon- One, All at Once, , http://www.per-central.org/document/ServeFile.cfm?ID=4990, Reviews in Physics Education Research Redish EF, Cooney P, eds Vol 1: Research-Based Reform of University Physics. College Park, Md: American Association of Physics Teachers Accessed October 6, 2014; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69, pp. 970-977; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River NJ Prentice Hall; Hoekstra, A., Vibrant student voices; Exploring effects on the use of clickers in large college courses (2008) Learn Media Technol, 33, pp. 329-341; Cross, P.K., Why learning communities? (1998) Why Now about Campus, 3, pp. 4-11; Watkins, J., Mazur, E., Using JiTT with peer instruction (2010) Just in Time Teaching: Across the Disciplines Across the Academy Sterling Va, , Simkins S Maier M eds Stylus Publishing; Prober, C.G., Khan, S., Medical education reimagined: A call to action (2013) Acad Med, (88), pp. 1407-1410; Bell, R.H., Surgical Council on Resident Education: A new organization devoted to graduate surgical education (2007) J Am Coll Surg, 204, pp. 341-346; Russell, I.J., Hendricson, W.D., Herbert, R.J., Effects of lecture information density on medical student achievement (1984) J Med Educ, 59, pp. 881-889; Dunnington, G., Witzke, D., Rubeck, R., Beck, A., Mohr, J., Putnam, C., A comparison of the teaching effectiveness of the didactic lecture and the problem-oriented small group session: A prospective study (1987) Surgery, 102, pp. 291-296; Costa, M.L., Rensburg, L.V., Rushton, N., Does teaching style matter? A randomized trial of group discussion versus lectures in orthopaedic undergraduate teaching (2007) Med Educ., 41, pp. 214-217","Schuller, M.C.; Northwestern Department of Surgery, 251 East Huron, United States",,,Lippincott Williams and Wilkins,,,,,10402446,,ACMEE,25426736.0,English,Acad. Med.,Article,Final,,Scopus,2-s2.0-84924122183
Lin K.-Y.,55787156700;,Evaluating the Effect of a Clicker in an Information Literacy Course for College Nursing Students in Taiwan,2015,CIN - Computers Informatics Nursing,33,3,,115,121,,2.0,10.1097/CIN.0000000000000129,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84956872097&doi=10.1097%2fCIN.0000000000000129&partnerID=40&md5=e906d6a311bdf3d5f638527556bf0ff1,"Center of General Education, National Taichung University of Science and Technology, 193, Sanmin Rd, Taichung City, Taiwan","Lin, K.-Y., Center of General Education, National Taichung University of Science and Technology, 193, Sanmin Rd, Taichung City, Taiwan","In this technology era, information literacy is a global imperative. This is true for nursing students as well because they will have to help patients through operating computerized equipment. The key foundation of learning is concentration. The primary objectiveof this research was to explore the effect of clickers on nursing college students' concentration. The research involved 51 student volunteers and was quasi-experimental, with both a pretest and a posttest design. Student concentration was measured by using Student Concentration Scale in a Classroom-Learning Environment. The results showed that students' learning concentration improved, an outcome that could support integrating clickers into classroom teaching activities, and students' concentration level was better after clickers were used in the teaching process as a whole. Items under the ""Concentration Capacity and Concentration Consciousness"" category reached a significant level. Based on the analysis of the results, suggestions have been made for teaching and future research. © Copyright 2015 Wolters Kluwer Health, Inc. All rights reserved.",Clicker; Concentration; Nursing student,"attention; education; educational technology; female; human; human computer interaction; learning; male; nursing education; nursing informatics; nursing student; procedures; Taiwan; teaching; Attention; Computer Literacy; Computer-Assisted Instruction; Education, Nursing; Educational Measurement; Educational Technology; Female; Humans; Learning; Male; Nursing Informatics; Students, Nursing; Taiwan",,,,,,,,,,,"Timmers, C., Veldkamp, B., Attention paid to feedback provided by a computer-based assessment for learning on information literacy (2011) Comput Educ, 56 (3), pp. 923-930; Ivanitskaya, L., O'Boyle, I., Casey, A.M., Health information literacy and competencies of information age students: Results from the interactive online Research Readiness Self-assessment (RRSA) (2006) J Med Internet Res, 8 (2), p. e6; Maughan, P.D., Assessing information literacy among undergraduates: A discussion of the literature and the University of California-Berkeley assessment experience (2001) Coll Res Libr, 62 (1), pp. 71-85; Xu, J., On the problems and strategies of multimedia technology in English teaching (2010) J Language Teach Res, 1 (3), pp. 215-218; Burke, L.A., Ray, R., Re-setting the concentration levels of students in higher education: An exploratory study (2008) Teach High Educ, 13 (5), pp. 571-582; Lin, Y.W., Huang, T.C., Liu, C.J., The development and application of the concentration questionnaire in science classroom (2010) Chin J Sci Educ, 18 (2), pp. 107-129; Xu, F.-J., Learning capability from playing (2008) Educ Parent Fam Lifestyle (Chinese Version), 1, pp. 116-124; Tang, J.-T., Tang, T.-I., Chiang, C.-H., Blog learning: Effects of users' usefulness and efficiency towards continuance intention (2014) Behav Inform Technol, 33 (1), pp. 36-50; Zurmehly, J., Leadingham, C., Exploring student response systems in nursing education (2008) Comput Inform Nurs, 26 (5), pp. 265-270; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2), pp. 1-7; Rush, B.R., Hafen, M.J., Biller, D.S., The effect of differing audience response system question types on student attention in the veterinary medical classroom (2010) J Vet Med Educ, 37 (2), pp. 145-153; Meedzan, N., Fisher, K., Clickers in nursing education: An active learning tool in the classroom (2009) Online J Nurs Inform, 13 (2), pp. 1-19; Moore, M.G., Editorial: Three types of interaction (1989) Am J Dist Educ, 3 (2), pp. 1-7; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How People Learn: Brain, Mind, Experience, and School, , Washington, DC: National Academy Press; Paechter, M., Maier, B., Macher, D., Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction (2010) Comput Educ, 54 (1), pp. 222-229; Ridley, R.T., Interactive teaching: A concept analysis (2007) J Nurs Educ, 46 (5), pp. 203-209; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Comput Educ, 62, pp. 102-110; De Gagne, J.C., The impact of clickers in nursing education: A review of literature (2011) Nurse Educ Today, 31 (8), pp. e34-e40; Miller, M., Hartung, S.Q., Evidence-based clicker use: Audience response systems for rehabilitation nurses (2012) Rehabil Nurs, 37 (3), pp. 151-159; Clark, R.C., Nguyen, F., Sweller, J., (2006) Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load, , San Francisco, CA: Pfeiffer; Tach, L.M., Farkas, G., Learning-related behaviors, cognitive skills, and ability grouping when schooling begins (2006) Soc Sci Res, 35 (4), pp. 1048-1079; Iroaganachi, M.A., Effect of technology and musical sound on concentration in individualized learning: A study of covenant university students (2012) Eur Sci J, 8 (8), pp. 14-32; Gagne, R.M., Wager, W.W., Golas, K.C., Keller, J.M., Russell, J.D., (2005) Principles of Instructional Design, , Belmont, CA: Wadsworth: Wiley Online Library; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educ, 32 (3), pp. 113-116; Efstathiou, N., Bailey, C., Promoting active learning using audience response system in large bioscience classes (2012) Nurse Educ Today, 32 (1), pp. 91-95; TSA, http://proj3.sinica.edu.tw/~tsa/modules/tadnews/index.php?ncsn=8, Research Ethics Framework of Society Institute in Taiwan. 2011. Accessed February 12, 2014; Lin, K.Y., Yang, Y.J., A Study of the wireless classroom response system in a pharmacology course for nursing college students (2012) J Health Sci (Chinese Version), 14 (1), pp. 69-82; Beatty, I., Gerace, W., Dufresne, R., Designing effective questions for classroom response system teaching (2005) Am J Physics, 74 (1), pp. 31-39; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: Best practice guidelines (2010) Int J Nurs Educ Scholarsh, 7. , article 32; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Science, , Hillsdale, NJ: Lawrence Erlbaum; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) Life Sci Educ, 6 (1), pp. 29-41; MacGeorge, E., Homan, S., Dunning, J., The influence of learning characteristics on evaluation of audience response technology (2008) J Comput High Educ, 19 (2), pp. 25-46; Hill, A., Babbitt, B., Examining the efficacy of personal response devices in Army training (2013) J Inform Technol Educ Innov Pract, 12 (1), pp. 1-11; Mastoridis, S., Kladidis, S., Coming soon to a lecture theatre near you: The 'clicker' (2010) Clin Teach, 7 (2), pp. 97-101; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco: Jossey-Bass; Corno, L., The best-laid plans modern conceptions of volition and educational research (1993) Educ Res, 22 (2), pp. 14-22; Svinicki, M.D., McKeachie, W.J., (2013) McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, , Belmont, CA: Wadsworth Publishing Company; Johnson, K., Lillis, C., Clickers in the laboratory: Student thoughts and views (2010) Interdisc J Inform Knowl Manage, 5, pp. 139-151","Lin, K.-Y.; Center of General Education, National Taichung University of Science and Technology, 193, Sanmin Rd, Taiwan; email: kai.yin.lin2011@gmail.com",,,Lippincott Williams and Wilkins,,,,,15382931,,,25636038.0,English,CIN Comput. Informatics Nurs.,Article,Final,,Scopus,2-s2.0-84956872097
"Egri S., Szabó L.",16315724600;57201969300;,Analyzing oscillations of a rolling cart using smartphones and tablets,2015,Physics Teacher,53,3,,162,164,,5.0,10.1119/1.4908086,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994560082&doi=10.1119%2f1.4908086&partnerID=40&md5=0d3531b64df953341d007f5643c4efb8,"University of Debrecen, Debrecen, Hungary; Budapest University of Technology and Economics, Budapest, Hungary","Egri, S., University of Debrecen, Debrecen, Hungary; Szabó, L., Budapest University of Technology and Economics, Budapest, Hungary","It is well known that ""interactive engagement"" helps students to understand basic concepts in physics.1 Performing experiments and analyzing measured data are effective ways to realize interactive engagement, in our view. Some experiments need special equipment, measuring instruments, or laboratories, but in this activity we advocate student use of mobile phones or tablets to take experimental data. Applying their own devices and measuring simple phenomena from everyday life can improve student interest, while still allowing precise analysis of data, which can give deeper insight into scientific thinking and provide a good opportunity for inquiry-based learning2. © 2015 American Association of Physics Teachers.",,,,,,,,,,,,,"Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66, pp. 64-74. , Jan; Friedman, D.B., Crews, T.B., Caicedo, J.M., Besley, J.C., Weinberg, J., Freeman, M.L., An exploration into inquiry-based learning by a multidisciplinary group of higher education faculty (2010) High. Educ, 59 (6), pp. 765-782. , June; Vogt, P., Kuhn, J., Analyzing free fall with a smartphone acceleration sensor (2012) Phys. Teach, 50, pp. 182-183. , March; Briggle, J., Analysis of pendulum period with an iPod touch/iPhone (2013) Phys. Educ, 483, pp. 285-288. , May; Castro-Palacio, J.C., Velázquez-Abad, L., Giménez, M.H., Monsoriu, J.A., Using the mobile phone acceleration sensor in physics experiments: Free and damped harmonic oscillations (2013) Am. J. Phys, 81, p. 6472. , June; Fletcher, N.H., Rossing, T.D., (1998) The Physics of Musical Instruments, 5, p. 11. , (Springer), Chap. 1; Andreaus, U., Casini, P., Dynamics of friction oscillators excited by a moving base and/or driving force (2001) J. Sound Vibration, 245 (4), p. 685; (2008) ""MEMS accelerometers-Seminar"", , http://mafija.fmf.unilj.si/seminar/files/2007_2008/MEMS_accelerometers-koncna.pdf, (University of Ljubljana Faculty for Mathematics and Physics, Department of physics, Ljubljana, March). Retrieved on June 15, 2013; http://developer.android.com/guide/topics/sensors/sensors_overview.html, Retrieved on June 15, 2011; Sandvik, A.W., ""Numerical solutions of classical equations of motion"", , http://physics.bu.edu/py502/lectures3/cmotion.pdf; WaveMetrics-Technical graphing and data analysis software for scientists and engineers, , http://www.wavemetrics.com/products/igorpro/igorpro.htm, Retrieved on Sept. 10, 2013; Molina, M.I., Exponential versus linear amplitude decay in damped oscillators (2004) Phys. Teach, 42 (8), pp. 485-487. , Nov; Zonetti, L.F.C., Camargo, A.S.S., Sartori, J., de Sousa, D.F., Nunes, L.A.O., A demonstration of dry and viscous damping of an oscillating pendulum (1999) Eur. J. Phys, 20, pp. 85-88. , Oct; Hay, W.W., (1953) Railroad Engineering, p. 72. , (Wiley, New York); Clark, S.K., Dodge, R.N., (1979) A Handbook for the Rolling Resistance of Pneumatic Tires, p. 14. , (Industrial Development Division, Institute of Science and Technology, The University of Michigan, Ann Arbor)","Egri, S.; University of DebrecenHungary; email: egris@science.unideb.hu",,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Article,Final,,Scopus,2-s2.0-84994560082
"Miller K., Schell J., Ho A., Lukoff B., Mazur E.",55455976000;55911351300;36795407600;23474229000;7005375930;,Response switching and self-efficacy in Peer Instruction classrooms,2015,Physical Review Special Topics - Physics Education Research,11,1, 010104,,,,21.0,10.1103/PhysRevSTPER.11.010104,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922309103&doi=10.1103%2fPhysRevSTPER.11.010104&partnerID=40&md5=104fc55231406c6870344e8f5330e8bb,"Department of Physics, Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA  02138, United States; Graduate School of Education, Harvard University, 6 Appian Way, Cambridge, MA  02138, United States","Miller, K., Department of Physics, Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA  02138, United States; Schell, J., Department of Physics, Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA  02138, United States; Ho, A., Graduate School of Education, Harvard University, 6 Appian Way, Cambridge, MA  02138, United States; Lukoff, B., Department of Physics, Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA  02138, United States; Mazur, E., Department of Physics, Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA  02138, United States","Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question - once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to ""switch"" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or to reduce stressful experiences (i.e., high-stakes testing) early in the semester, in the hope that this will improve student learning in Peer Instruction classrooms. © Published by the American Physical Society 2015.",,,,,,,,,,,,,"Mazur, E., (1997) Peer Instruction A User's Manual, , (Prentice-Hall, Upper Saddle River, NJ); Bandura, A., Self-efficacy: Toward a unifying theory of behavioral change (1977) Psychol. Rev., 84, p. 191. , PSRVAX 0033-295X; Andrew, S., Self-efficacy as a predictor of academic performance in science (1998) J. Adv. Nurs., 27, p. 596. , JANUDP 0309-2402; Lent R, W., Brown S, D., Larkin K, C., Self-efficacy in the prediction of academic performance and perceived career options (1986) J. Counsel. Psychol., 33, p. 265. , 0022-0167; Lent R, W., Brown S, D., Larkin K, C., Comparison of three theoretically derived variables in predicting career and academic behavior: Self-efficacy, interest congruence, and consequence thinking (1987) J. Counsel. Psychol., 34, p. 293. , 0022-0167; Multon K, D., Brown S, D., Lent R, W., Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation (1991) J. Counsel. Psychol., 38, p. 30. , 0022-0167; Pietsch, J., Walker, R., Chapman, E., The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school (2003) J. Educ. Psychol., 95, p. 589. , JLEPA5 0022-0663; Dalgety, J., Coll R, K., Exploring first-year science students' chemistry self-efficacy (2006) Int. J. Sci. Math. Educ., 4, p. 97. , 1571-0068; Luzzo, P., Anthony Hasper, D., Albert K, A., Bibby M, A., Martinelli, J., Edward, A., Effects of self-efficacy-enhancing interventions on the math/science self-efficacy and career interests, goals, and actions of career undecided college students (1999) J. Counsel. Psychol., 46, p. 233. , 0022-0167; Trujillo, G., Tanner K, D., Considering the role of affect in learning: Monitoring students' self-efficacy, sense of belonging, and science identity (2014) CBE Life Sci. Educ., 13, p. 6. , 1931-7913; Bandura, A., (1997) Self-Efficacy: The Exercise of Control, , (Freeman, New York); Bouffard-Bouchard, T., Parent, S., Larivee, S., Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students (1991) Int. J. Behav. Dev., 14, p. 153. , IJBDDY 0165-0254; Zimmerman, B., Self-efficacy: An essential motive to learn (2000) Contemp. Educ. Psychol., 25, p. 82. , 0361-476X; Sawtelle, V., Brewe, E., Goertzen R, M., Kramer L, H., Identifying events that impact self-efficacy in physics learning (2012) Phys. Rev. ST Phys. Educ. Res., 8, p. 020111. , PRSTCR 1554-9178; Thissen, D., Lynne, S., A taxonomy of item response models (1986) Psychometrika, 51, p. 567. , 0033-3123; Maloney D, P., O'Kuma T, L., Hieggelke C, J., Van Heuvelen, A., Surveying students' conceptual knowledge of electricity and magnetism (2001) Am. J. Phys., 69, p. S12. , AJPIAS 0002-9505; Schell, J., Lukoff, B., (2010), Peer instruction self-efficacy instrument [Developed at Harvard University]. Unpublished Instrument; Fencl, H., Scheel, K., Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses (2004) AIP Conf. Proc., 720, p. 173. , APCPCS 0094-243X; Kline, P., (1986) A Handbook of Test Construction: Introduction to Psychometric Design, , (Methuen, London, New York); Cronbach, L., Coefficient alpha and the internal structure of tests (1951) Psychometrika, 16, p. 297. , 0033-3123; Ambrose S, A., Bridges M, W., Dipietro, M., Lovett M, C., Norman M, K., (2010) How Learning Works: Seven Research-Based Principles for Smart Teaching, , (John Wiley & Sons, New York); Ding, L., Reay, N., Lee, A., Bao, L., Exploring the role of conceptual scaffolding in solving synthesis problems (2011) Phys. Rev. ST Phys. Educ. Res., 7, p. 020109. , PRSTCR 1554-9178","Miller, K.; Department of Physics, Division of Engineering and Applied Sciences, Harvard UniversityUnited States",,,American Physical Society,,,,,15549178,,,,English,Phys. Rev. Spec. Top. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-84922309103
"Mains T.E., Cofrancesco J., Jr., Milner S.M., Shah N.G., Goldberg H.",56690486600;6603561256;7102266544;55584804260;7202600549;,Do questions help? The impact of audience response systems on medical student learning: A randomized controlled trial,2015,Postgraduate Medical Journal,91,1077,,361,367,,13.0,10.1136/postgradmedj-2014-132987,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84937517649&doi=10.1136%2fpostgradmedj-2014-132987&partnerID=40&md5=994de1e278858d561c3765bd6475e654,"Johns Hopkins University, School of Medicine in Baltimore, Baltimore, MD, United States; Johns Hopkins Burn Center in, Baltimore, Baltimore, MD, United States","Mains, T.E., Johns Hopkins University, School of Medicine in Baltimore, Baltimore, MD, United States; Cofrancesco, J., Jr., Johns Hopkins University, School of Medicine in Baltimore, Baltimore, MD, United States; Milner, S.M., Johns Hopkins University, School of Medicine in Baltimore, Baltimore, MD, United States, Johns Hopkins Burn Center in, Baltimore, Baltimore, MD, United States; Shah, N.G., Johns Hopkins University, School of Medicine in Baltimore, Baltimore, MD, United States; Goldberg, H., Johns Hopkins University, School of Medicine in Baltimore, Baltimore, MD, United States","Background Audience response systems (ARSs) are electronic devices that allow educators to pose questions during lectures and receive immediate feedback on student knowledge. The current literature on the effectiveness of ARSs is contradictory, and their impact on student learning remains unclear. Objectives This randomised controlled trial was designed to isolate the impact of ARSs on student learning and students’ perception of ARSs during a lecture. Methods First-year medical student volunteers at Johns Hopkins were randomly assigned to either (i) watch a recorded lecture on an unfamiliar topic in which three ARS questions were embedded or (ii) watch the same lecture without the ARS questions. Immediately after the lecture on 5 June 2012, and again 2 weeks later, both groups were asked to complete a questionnaire to assess their knowledge of the lecture content and satisfaction with the learning experience. Results 92 students participated. The mean (95% CI) initial knowledge assessment score was 7.63 (7.17 to 8.09) for the ARS group (N=45) and 6.39 (5.81 to 6.97) for the control group (N=47), p=0.001. Similarly, the second knowledge assessment mean score was 6.95 (6.38 to 7.52) for the ARS group and 5.88 (5.29 to 6.47) for the control group, p=0.001. The ARS group also reported higher levels of engagement and enjoyment. Conclusions Embedding three ARS questions within a 30 min lecture increased students’ knowledge immediately after the lecture and 2 weeks later. We hypothesise that this increase was due to forced information retrieval by students during the learning process, a form of the testing effect. © 2015, BMJ Publishing Group. All right Reserved.",,"adult; age distribution; Article; audience response system; controlled study; discrimination learning; embedding; feedback system; female; human; information retrieval; internal consistency; knowledge; learning; male; medical student; perception; questionnaire; randomized controlled trial; reliability; student attitude; volunteer; young adult; attitude to health; education; educational technology; feedback system; learning; medical education; medical school; medical student; procedures; program evaluation; teaching; trends; Computer-Assisted Instruction; Education, Medical, Graduate; Educational Measurement; Educational Technology; Faculty, Medical; Feedback; Health Knowledge, Attitudes, Practice; Humans; Learning; Program Evaluation; Students, Medical; Surveys and Questionnaires; Teaching",,,,,,,,,,,"Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Rubio, E.I., Bassignani, M.J., White, M.A., Effect of an audience response system on resident learning and retention of lecture material (2008) Am J Roentgenol, 190, pp. W319-W322; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco, CA: Pearson Education Inc; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sci Educ, 7, pp. 146-154; Fitzpatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Adv in Phys Ed, 35, pp. 280-289; Kaleta, R., Joosten, T., (2007) Student Response Systems: A University of Wisconsin System Study of Clickers, , Educause Center for Applied Research; Keough, S.M., Clicker in the classroom: A review and a replication (2012) J Manag Educ, 36, pp. 822-847; Mollborn, S., Hoekstra, A., A meeting of minds: Using clickers for critical thinking and discussion in large sociology classes (2010) Teac Sociol, 38, pp. 18-27; Ebbinghaus, H., Ruger, H.A., Bussenius, C.E., (1913) Memory: A Contribution to Experimental Psychology, , http://psychclassics.yorku.ca/Ebbinghaus/index.htm, New York, NY: Teachers College, Columbia University, accessed 23 2012; Karpicke, J.D., Roediger, H.L., III, The critical importance of retrieval for learning (2008) Science, 319, pp. 966-968; McDaniel, M.A., Erson, J.L., Derbish, M.H., Testing the testing effect in the classroom (2007) Eur J Cognit Psychol, pp. 19494-19513; Marsh, E.J., Roediger, H.L., Bjork, R.A., The memorial consequences of multiple-choice testing (2007) Psychon Bull Rev, 14, pp. 194-199; Carrier, M., Pashler, H., The influence of retrieval on retention (1992) Mem Cognit, 20, pp. 633-642; Hatch, J., Jensen, M., Moore, R., Manna from heaven or ‘clickers’ from hell (2005) J Coll Sci Teach, 34, pp. 36-39; Johnstone, A., Percival, F., Attention breaks in lectures (1976) Educ Chem, 13, pp. 49-50; Burns, R., (1985) Information Impact and Factors Affecting Recall, , Paper presented at Annual National Conference on Teaching Excellence and Conference of Administrators, May, Austin TX; Middendorf, J., Kalish, A., The “change-up” in lectures (1996) Natl Teach Learn Forum, 5, pp. 1-7; Bloom, B.S., Krathwohl, D.R., Masia, B., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, , New York, NY: D. McKay; Briggs, S.R., Cheek, J.M., The role of factor analysis in the evaluation of personality scales (1986) J Pers, 54, pp. 106-148; Nunnally, J.C., Bernstein, I.H., (1994) Psychometric Theory, , 3rd edn. New York: McGraw-Hill; Clark, L.A., Watson, D., Constructing validity: Basic issues in objective scale development (1995) Psychol Assess, 7, pp. 309-319; Pett, M.A., (1997) Nonparametric Statistics for Health Care Research: Statistics for Small Samples and Unusual Distributions, , Thousand Oaks, CA: Sage Publications Inc; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , 2nd edn. Hillsdale, NJ: Lawrence Earlbaum Associates; Hoyt, A., McNulty, J.A., Gruener, G., An audience response system may influence student performance on anatomy examination questions (2010) Anat Sci Educ, 3, pp. 295-299; Tregonning, A.M., Doherty, D.A., Hornbuckle, J., The audience response system and knowledge gain: A prospective study (2012) Medical Teacher, 34, pp. e269-e274; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) J Comput Math Sci Teach, 21, pp. 167-181; Chan, J., McDermott, K.B., Roediger, H.I., Retrieval-induced facilitation: Initially nontested material can benefit from prior testing of related material (2006) J Exp Psychol, 135, pp. 553-571; Stoddard, H., Piquette, C., A controlled study of improvements in student exam performance with the use of an audience response system during medical school lectures (2010) Acad Med, 85, pp. S37-S40; Mayer, R.E., Stull, A., Deleeuw, K., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemp Educ Psychol, 34, pp. 51-57; Lyle, K.B., Crawford, N.A., Retrieving essential material at the end of lectures improves performance on statistics exams (2011) Teach Psychol, 38, pp. 94-97; McDaniel, M.A., Wildman, K.M., Erson, J.L., Using quizzes to enhance summative-assessment performance in a web-based class: An experimental study (2012) J Appl Res Mem Cognit, 1, pp. 18-26; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teach Psychol, 34, pp. 253-258","Mains, T.E.; Johns Hopkins School of Medicine, 1600 McElderry St, Armstrong Medical Education Building, United States; email: tmains1@jhmi.edu",,,BMJ Publishing Group,,,,,00325473,,PGMJA,26045510.0,English,Postgrad. Med. J.,Article,Final,,Scopus,2-s2.0-84937517649
Glassman N.R.,23491816900;,Texting during class: Audience response systems,2015,Journal of Electronic Resources in Medical Libraries,12,1,,59,71,,4.0,10.1080/15424065.2015.1003633,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84954201421&doi=10.1080%2f15424065.2015.1003633&partnerID=40&md5=f305a1e7c2afd9e5d4a453e8f41c48ce,"Albert Einstein College of Medicine, Bronx, NY, United States","Glassman, N.R., Albert Einstein College of Medicine, Bronx, NY, United States","Librarians teach in many different environments. It is often difficult to gauge whether students are benefiting from training. Students often feel self-conscious or uncomfortable asking and answering questions in class. Audience response systems (ARS) make it easy for presenters to get immediate feedback from students who have the ability respond anonymously. Web-based ARS allow participants to engage with presenters using their smartphones, tablets, or computers. This column explores four web-based ARS that are available for free or have free options. © Nancy R. Glassman.",Active learning; Audience response systems; Classroom response systems; Clickers; Library instruction; Polls; Surveys,,,,,,,,,,,,"Mareno, N., Bremner, M., Emerson, C., The Use of Audience Response Systems in Nursing Education: Best Practice Guidelines (2010) International Journal of Nursing Education Scholarship, 7, pp. 1-17; Bryfczynski, S.P., Brown, R., Hester, J., Herrmann, A., Koch, D.L., Cooper, M.M., Grove, N.P., uRespond: IPad as Interactive, Personal Response System (2014) Journal of Chemical Education, 91 (3), pp. 357-363; Oakes, C.E., Demaio, D.N., I Was Able to Have a Voice without Being Self-Conscious: Students' Perceptions of Audience Response Systems in the Health Sciences Curriculum (2013) Journal of Allied Health, 42 (3), pp. 75-80. , (Fall); Abate, L.E., Gomes, A., Linton, A., Engaging Students in Active Learning: Use of a Blog and Audience Response System (2011) Medical Reference Services Quarterly, 30 (1), pp. 12-18; Connor, E., Using Cases and Clickers in Library Instruction: Designed for Science Undergraduates (2011) Science & Technology Libraries, 30 (3), pp. 244-253; Hoppenfeld, J., Keeping Students Engaged with Web-Based Polling in the Library Instruction Session (2012) Library Hi Tech, 30 (2), pp. 235-252; Walker, K.W., Pearce, M., Student Engagement in One-Shot Library Instruction (2014) The Journal of Academic Librarianship, 40 (3-4), pp. 281-290; Hudson, M., McGowan, L., Smith, C., Technology and Learner Motivation in Library Instruction: A Study of Personal Response Systems (2010) In 2010 EDUCAUSE Learning Initiative Conference, , Austin, TX; Rimland, E., Assessing Affective Learning Using a Student Response System (2013) Portal: Libraries and the Academy, 13 (4), pp. 385-401; Zickuhr, K., Rainie, L., Purcell, K., (2013) Library Services in the Digital Age, , http://libraries.pewinternet.org/files/legacy-pdf/PIP_Library%20services_Report_012213.pdf, Pew Research Center's Internet & American Life Project, . Accessed: December 19, 2014; Johnson, L., Adams Becker, S., Estrada, V., Freeman, A., (2014) X""Nmc Horizon Report: 2014 Higher Education Edition."", , http://www.nmc.org/publication/nmc-horizon-report-2014-higher-education-edition, Austin: The New Media Consortium, Accessed: December 19, 2014; German, R.F., (2013) ""The Wild-Card Character of Bring Your Own"": A Panel Discussion, , http://www.educause.edu/ero/article/wild-card-character-bring-your-own-panel-discussion, Educause, Accessed: December 19, 2014; Jones, B.H., Chin, A.G., Aiken, P., Risky Business: Students and Smartphones (2014) TechTrends, 58 (6), pp. 73-83; Johnson, E.M., Online Classroom Response Systems: A Tool for Active Learning and Assessment (2014) MLA News, 54 (1), p. 19; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20. , (Spring)","Glassman, N.R.; D. Samuel Gottesman Library, Albert Einstein College of Medicine, 1300 Morris Park Avenue, United States; email: nancy.glassman@einstein.yu.edu",,,Routledge,,,,,15424065,,,,English,J. Electron. Resour. Med. Libr.,Article,Final,,Scopus,2-s2.0-84954201421
"Green A.J., Chang W., Tanford S., Moll L.",56486644300;57189889373;36167859900;55810480500;,Student Perceptions towards Using Clickers and Lecture Software Applications in Hospitality Lecture Courses,2015,Journal of Teaching in Travel and Tourism,15,1,,29,47,,8.0,10.1080/15313220.2014.999738,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925035617&doi=10.1080%2f15313220.2014.999738&partnerID=40&md5=fc2c0e75852a99d4a7b119f1f4aeaa38,"William F. Harrah College of Hotel Administration, University of Nevada, Las Vegas, NV, United States","Green, A.J., William F. Harrah College of Hotel Administration, University of Nevada, Las Vegas, NV, United States; Chang, W., William F. Harrah College of Hotel Administration, University of Nevada, Las Vegas, NV, United States; Tanford, S., William F. Harrah College of Hotel Administration, University of Nevada, Las Vegas, NV, United States; Moll, L., William F. Harrah College of Hotel Administration, University of Nevada, Las Vegas, NV, United States","Personal response systems (i.e., “clickers”) have been used in classes for about 10 years, whereas lecture software that students access on their own devices is a relatively new technology in education. This study examined student engagement by integrating technology to promote active learning in lecture classrooms. A quasi-experiment was conducted to evaluate students’ perceptions of clickers and lecture software applications compared to traditional lecture methods in three sections of the same hospitality undergraduate course. The findings revealed that “clickers” enhanced student engagement whereas a lecture software application did not. The findings have implications for using technology to enhance student learning. © , Copyright © Taylor & Francis.",active learning; clickers; lecture software; student engagement; student response systems,,,,,,,,,,,,"Auras, R., Bix, L., WAKE UP! The effectiveness of a student response system in large packaging classes (2007) Packaging Technology and Science, 20 (3), pp. 183-195; Bachman, L., Bachman, C., A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research (2011) Journal of Interactive Learning Research, 22 (1), pp. 5-21; Boles, S.R., Using technology in the classroom (2011) Science Scope, 34 (9), pp. 39-43; Bonwell, C., Eison, J., Active learning: Creating excitement in the classroom (1991) AEHE-ERIC Higher Education Report, , Washington, DC: Jossey-Bass; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39, pp. 8-11; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) American Journal of Pharmaceutical Education, 72 (4), p. 77; Campbell, D.T., Stanley, J.C., Gage, N.L., quasi-experimental designs for research (1963) Experimental and, , Boston, MA: Houghton Mifflin; Chui, L., Martin, K., A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance (2013) Journal of Accounting Education, 31 (1), pp. 17-30; Cohen, J., (1988) Statistical power analysis for the behavioral sciences, , 2nd, Hillsdale, NJ: Erlbaum; Cohen, J., A power primer (1992) Psychological Bulletin, 112 (1), pp. 155-159; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Dale, E., (1969) Audio-visual methods in teaching, , 3rd, New York, NY: Holt, Rinehart & Winston; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quarterly, 13 (3), pp. 319-340; Dietz-Uhler, B., Lanter, J.R., Using the four-questions technique to enhance learning (2009) Teaching of Psychology, 36 (1), pp. 38-41; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Eastman, J.K., Iyer, R., Eastman, K.L., Business students perceptions, attitudes, and satisfaction with interactive technology: An exploratory study (2011) Journal of Education for Business, 86 (1), pp. 36-43; Espey, L., Brindle, S., Click, Click, Wow! Engaging students with student response systems (2010) Society for Information Technology & Teacher Education International Conference, , San Diego, CA:; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education Technology, 15, pp. 101-109; Felder, R., Reaching the second tier: Learning and teaching styles in college science education (1993) Journal of College Science Teaching, 23, pp. 286-290; Fishbein, M., Azjen, I., (1975) Belief, attitude, intention and behavior: An introduction to theory and research, , Reading, MA: Addison-Wesley; Frederick, Z., Project management 101 (2011) OCLC Systems & Services: International Digital Library Perspectives, 27 (3), pp. 170-174; Hall, S.R., Waitz, I., Brodeur, D.R., Soderholm, D.H., Nasr, R., (2002) Adoption of active learning in a lecture-based engineering class, pp. 6-9. , Boston, MA:; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) Proceedings of the Americas Conference on Information Systems, pp. 621-626; Hsu, L., The perceptual learning styles of hospitality students in a virtual learning environment: The case of Taiwan (2011) Journal of Hospitality Leisure Sport & Tourism Education, 10 (1), pp. 114-127; Hwang, J., Wolfe, K., Implications of using the electronic response system in a large class (2010) Journal of Teaching in Travel & Tourism, 10 (3), pp. 265-279; (2013), https://acs.expoplanner.com/files/acsspring12/ExhibFiles/1042_3665_overview-flyerRevision.pdf; Jacques, P.H., Deale, C.S., Garger, J., Formal and informal applications of the technology acceptance model in the hospitality classroom (2006) Journal of Hospitality & Tourism Education, 18 (3), pp. 67-75; King, W., He, J., A meta-analysis of the technology acceptance model (2006) Information & Management, 4, pp. 740-755; Lenth, R.V., Some practical guidelines for effective sample size determination (2001) The American Statistician, 55 (3), pp. 187-193; Lyman, F., (1981) The responsive classroom discussion: The inclusion of all students. Mainstreaming digest, , College Park, MD: University of Maryland; Mariani, M.G., Curcuuto, M., Gaetani, I., Training opportunities, technology acceptance and job satisfaction: A study of Italian organizations (2013) Journal of Workforce Learning, 25 (7), pp. 455-475; Mastoridis, S., Kladidis, S., Coming soon to a lecture theatre near you: The ‘clicker’ (2010) The Clinical Teacher, 7 (2), pp. 97-101; Mazur, E., (1997) Peer instruction: A user’s manual, , Upper Saddle River, NJ: Prentice Hall; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) Journal of Continuing Education in the Health Professions, 23, pp. 109-115; Miller, J.P., Milholland, E.S., Gould, S.M., Determining the attitudes of students toward the use of a classroom response in hospitality courses (2012) Journal of Hospitality & Tourism Education, 242-3, pp. 73-79; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (“clickers”) in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 53, pp. 36-43; Naismith, L., Lonsdale, P., Vavoula, G., Sharples, M., Literature review in mobile Frederick (2011). Project management 101 (2004) OCLC Systems & Services: International Digital Library Perspectives, 27 (3), pp. 170-174; Oigara, J., Keengwe, J., Students’ perceptions of clickers as an instructional tool to promote active learning (2013) Education and Information Technologies, 18 (1), pp. 15-28; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances in Physiology Education, 26, pp. 299-308; Reay, N.W., Bao, L., Pengfei, L., Warnakulasooriya, R., Baugh, G., Toward an effective use of voting machines in physics lectures (2005) American Journal of Physics, 73, pp. 554-558; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Medical Teacher, 22, pp. 237-239; Roschelle, J., Abrahamson, L.A., Penuel, W.R., (2004) DRAFT integrating classroom network technology and learning theory to improve classroom science learning: A literature synthesis, , April, San Diego, CA:; Samson, P.J., Deliberate engagement of laptops in large lecture classes to improve attentiveness and engagement (2010) Computers in Education, 20 (2), p. 27; Sheppard, B.H., Hartwick, J., Warshaw, P.R., The theory of reasoned action: A meta-analysis of past research with recommendations for modifications and future research (1988) Journal of Consumer Research, 15 (3), pp. 325-343; Sprague, E.W., Dahl, D.W., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2010) Journal of Marketing Education, 32 (1), pp. 93-103; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Tomasegovic, T., Elias, P., Baracic, M., Mrvac, N., E-learning and evaluation in modern educational system (2011) US-China Education Review, 8 (2), pp. 198-203; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Whitehead, C., Lydia, R., Using the iclicker classroom response system to enhance student involvement and learning (2009) Journal of Education, Informatics and Cybernetics, 1 (1), pp. 18-22; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7 (6), pp. 796-798; Wu, X., Gao, Y., Applying the extended technology acceptance model to the use of clickers in student learning: Some evidence from macroeconomics classes (2011) American Journal of Business Education, 4 (7), pp. 43-50; Yousafzai, S.Y., Foxall, G.R., Pallister, J.G., Technology acceptance: A meta-analysis of the TAM: Part 1 (2007) Journal of Modelling in Management, 2 (3), pp. 251-280; Yousafzai, S.Y., Foxall, G.R., Pallister, J.G., Technology acceptance: A meta-analysis of the TAM: Part 2 (2007) Journal of Modelling in Management, 2 (3), pp. 281-304","Green, A.J.; William F. Harrah College of Hotel Administration, University of Nevada, 4505 S. Maryland Parkway, United States",,,Routledge,,,,,15313220,,,,English,J. Teach Travel Tour.,Article,Final,,Scopus,2-s2.0-84925035617
"Lai G., Hill V., Ma Y.",26027082400;25630475300;55668298400;,Clickers in the classroom: A business professor's adoption of a classroom response system,2015,International Journal of Innovation and Learning,18,4,,451,470,,5.0,10.1504/IJIL.2015.072458,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946065064&doi=10.1504%2fIJIL.2015.072458&partnerID=40&md5=2ea8a651cc314718b3e87c34401927db,"Department of Management, University of Louisiana at Lafayette, P.O. Box 43570, Lafayette, LA  70504, United States; Center for Innovative Learning and Assessment Technologies, University of Louisiana at Lafayette, P.O. Box 42051, Lafayette, LA  70504, United States","Lai, G., Department of Management, University of Louisiana at Lafayette, P.O. Box 43570, Lafayette, LA  70504, United States; Hill, V., Department of Management, University of Louisiana at Lafayette, P.O. Box 43570, Lafayette, LA  70504, United States; Ma, Y., Center for Innovative Learning and Assessment Technologies, University of Louisiana at Lafayette, P.O. Box 42051, Lafayette, LA  70504, United States","As a technology-enhanced instructional tool, clickers have been used in a variety of contexts to enrich learners' learning experience and improve their academic performance. However, despite its potential utility, many faculty members in higher education have not adopted this technology even when it is available, nor used it in a pedagogically sound manner. This paper presents a qualitative case study exploring why and how a business faculty member adopted clickers and integrated them into her classroom teaching, the challenges she encountered, and the impact of clicker use on her teaching and on her students' academic performance. This study identified contextual factors that may contribute to or interfere with the adoption of technologies in higher education. The authors also provide insights that might be beneficial to administrators in higher education, to faculty members who are interested in adopting clickers or who are using them, and to researchers in investigating pedagogy related to technology-enhanced learning tools. Copyright © 2015 Inderscience Enterprises Ltd.",Academic performance; Adoption barriers; Classroom response system; Clickers; Learning experience; Pedagogical affordances; Pedagogical challenge; Technology adoption,academic performance; higher education; learning; student; technology adoption,,,,,,,,,,,"(2005) Interactive 'Clickers' Changing Classrooms: Teachers Get Instant Feedback from Clicker-wielding Students, , http://www.msnbc.msn.com/id/7844477/, Associated Press [online] (accessed 29 November 2010); Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE-Life Sciences Education, 6 (1), pp. 1-8; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Beatty, I.D., Transforming student learning with classroom communication systems (2004) Educause Research Bulletin, (2), pp. 1-13; Beatty, I.D., Gerace, W.J., Leonar, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Beekes, W., The 'millionaire' method for encouraging participation (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Bennett, R., Lecturers' attitudes to new teaching methods (2001) International Journal of Management Education, 2 (1), pp. 42-58; Blackman, M.S., Dooley, P., Kuchinski, B., Chapman, D., It worked a different way (2002) College Teaching, 50 (1), pp. 27-28; Carnaghan, C., Edmonds, T.P., Lechner, T.A., Olds, P.R., Using student response systems in the accounting classroom: Strengths, strategies and limitations (2012) Journal of Accounting Education, 29 (4), pp. 265-283; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) The Winspread Journal, 9 (2), pp. 1-16; Crouch, C.H., Mazur, E., Peer interaction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Dangel, H.L., Wang, C.X., Student response systems in higher education: Moving beyond linear teaching and surface learning (2008) Journal of Educational Technology Development and Exchange, 1 (1), pp. 93-104; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quarterly, 13 (3), pp. 319-340; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Pearson Education/Addison=Wesley/Benjamin Cummings, San Francisco, CA; Ertmer, P.A., Teacher pedagogical beliefs: The final frontier in our quest for technology integration? 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(2005) Studies in Higher Education, 30 (3), pp. 257-274; Knight, J.K., Wood, G., Teaching more by lecturing less (2005) Cell Biology Education, 4 (4), pp. 298-310; Kozma, R., (2011) Transforming Education: The Power of ICT Policies, , unesco.org/images/0021/002118/211842e.pdf, UNESCO, Paris [online] unesdoc, accessed 15 March 2012; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14; Leggett, W.P., Persichitte, K.A., Blood, sweat, and TEARS: 50 years of technology implementation obstacles (1998) TechTrends, 43 (3), pp. 33-36; Leidner, D.E., Jarvenpaa, S.L., The use of information technology to enhance management school education: A theoretical view (1995) MIS Quarterly, 19 (3), pp. 265-291; Levey, B.R., (2011) Class Polling: Less Teaching, More Learning?, , Itcessays.files.wordpress.com/2011/03/01-levey.pdf, [online] accessed 10 March 2012; Lichti, S.M., Purdue's system-wide deployment of a classroom response system (2006) SIGUCCS Conference, , Paper presented at the, Edmonton, Alberta, Canada; 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Sage Publications, Thousand Oak, California; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88","Lai, G.; Department of Management, University of Louisiana at Lafayette, P.O. Box 43570, United States",,,Inderscience Enterprises Ltd.,,,,,14718197,,,,English,Int. J. Innov. Learn.,Article,Final,,Scopus,2-s2.0-84946065064
Stowell J.R.,7004594995;,Use of clickers vs. mobile devices for classroom polling,2015,Computers and Education,82,,,329,334,,36.0,10.1016/j.compedu.2014.12.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84919706511&doi=10.1016%2fj.compedu.2014.12.008&partnerID=40&md5=f6209c2f009c6ac058b0dac64267c8c3,"Eastern Illinois University, Department of Psychology, 1151 Physical Sciences, Charleston, IL  61920, United States","Stowell, J.R., Eastern Illinois University, Department of Psychology, 1151 Physical Sciences, Charleston, IL  61920, United States","An increasing number of instructors are using mobile devices in place of ""clickers"" to acquire student responses to questions posed by the instructor during class. This exploratory study compared the number of correct, incorrect, and missing responses of students who responded to in-class polling questions using clickers or mobile devices. In one of two classes, students using mobile devices had a greater number of missing responses and fewer correct responses than students using clickers, but there were no differences in final grades. In the other class, there were no differences on these measures. Overall, students' attitudes toward using clickers and mobile devices were favorable, but 31% of those who reported using a mobile device could not connect to the Internet ""sometimes"" or ""most of the time."" Of those who completed the technology survey, the majority (58%) reported being ""never"" or ""rarely"" distracted by other uses of their mobile device during class. Instructors who desire to have students use mobile devices for classroom polling should be aware of the possible differences in missing and correct responses, and the potential challenges unique to mobile technology. © 2014 Elsevier Ltd. All rights reserved.",Computer-mediated communication; Evaluation methodologies; Improving classroom teaching; Interactive learning environments,Computer aided instruction; Students; Teaching; Computer-mediated communication; Evaluation methodologies; Exploratory studies; Improving classroom teaching; Interactive learning environment; Missing response; Mobile Technology; Student response; Mobile devices,,,,,,,,,,,"Andergassen, M., Guerra, V., Ledermüller, K., Neumann, G., Browser-based mobile clickers: Implementation and challenges (2012) Proceedings IADIS International Conference - Mobile Learning, pp. 189-198. , http://nm.wu-wien.ac.at/research/publications/b917.pdf, I. A. Sánchez, & P. Isaías (Eds.), Berlin, Germany. Retrieved from; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://dx.doi.org/10.1187/cbe.06-12-0205; Dunn, P.K., Richardson, A., Oprescu, F., McDonald, C., Mobile-phone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course (2013) International Journal of Mathematical Education in Science and Technology, 44 (8), pp. 1160-1174. , http://dx.doi.org/10.1080/0020739X.2012.756548; End, C.M., Worthman, S., Mathews, M.B., Wetterau, K., Costly cell phones: The impact of cell phone rings on academic performance (2010) Teaching of Psychology, 37 (1), pp. 55-57. , http://dx.doi.org/10.1080/00986280903425912; Froese, A., Carpenter, C., Inman, D., Schooley, J., Barnes, R., Brecht, P., Effects of classroom cell phone use on expected and actual learning (2012) College Student Journal, 46 (2), pp. 323-333; Gordon, T., Becker, H., (1973) Voting Machine, , http://www.google.com/patents/US3766541, October 16. United States. Retrieved from; Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., Ludgate, H., (2013) NMC Horizon Report: 2013 Higher Education Edition, , http://www.nmc.org/pdf/2013-horizon-report-HE.pdf, Austin, Texas. Retrieved from; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181. , http://www.thefreelibrary.com/_/print/PrintArticle.aspx?id?91487242, Retrieved from; Koppen, E., Langie, G., Bergervoet, B., Replacement of a clicker system by a mobile device audience response system (2013) Proceeding of the 41st SEFI Conference. Leuven, Belgium, , http://www.kuleuven.be/communicatie/congresbureau/congres/sefi2013/eproceedings/28.pdf, Retrieved from; Kuznekoff, J.H., Titsworth, S., The impact of mobile phone usage on student learning (2013) Communication Education, 62 (3), pp. 233-252. , http://dx.doi.org/10.1080/03634523.2013.767917; Lam, S., Wong, K., Mohan, J., Xu, D., Lam, P., Classroom communication on mobile phones - first experiences with web-based ""clickersystem (2011) ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference, pp. 763-777. , http://www.leishman-associates.com.au/ascilite2011/downloads/papers/Lam-full.pdf, Retrieved from; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76 (2), pp. 171-178. , http://dx.doi.org/10.1119/1.2820392; Smith, A., (2013) Smartphone Ownership - 2013 Update, , http://pewinternet.org/~/media//Files/Reports/2013/PIP_Smartphone_adoption_2013_PDF.pdf, Retrieved from; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124. , http://dx.doi.org/10.1126/science.1165919; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258. , http://dx.doi.org/10.1080/00986280701700391; Stowell, J.R., Using technology effectively in the psychology classroom (2014) The Oxford Handbook of Undergraduate Psychology Education, , http://dx.doi.org/10.1093/oxfordhb/9780199933815.013.021, D. S. Dunn (Ed.), New York: Oxford University Press; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (""clickers"") to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140. , http://dx.doi.org/10.1080/00986281003626631; Stowell, J.R., Tanner, J., Tomasino, E., Harnessing mobile technology for student assessment (2015) Encyclopedia of Mobile Phone Behavior, , Z. Yan (Ed.), Hershey, PA: IGI Global; Sun, J.C.Y., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computers &Education, 72, pp. 80-89. , http://dx.doi.org/10.1016/j.compedu.2013.10.010; Tao, J., Clark, J., Gwyn, G., Lim, D., Hand-held clickers vs. Virtual clickers: What do our students think? (2010) Journal of Interactive Instruction Development, 21 (4), pp. 17-23. , http://www.sealund.com/JIID_Vol21_No4.pdf, Retrieved from","Stowell, J.R.; Eastern Illinois University, Department of Psychology, 1151 Physical SciencesUnited States",,,Elsevier Ltd,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84919706511
"Llena C., Forner L., Cueva R.",56502349200;6603611385;56725346100;,Student evaluation of clickers in a dental pathology course,2015,Journal of Clinical and Experimental Dentistry,7,3,,e369,e373,,4.0,10.4317/jced.52299,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84937205602&doi=10.4317%2fjced.52299&partnerID=40&md5=b440dd4f26d1d022e0989b33bc0d47c6,"Department of Stomatology, Universitat de València, C/Gascó Oliag, 1, Valencia, 46010, Spain","Llena, C., Department of Stomatology, Universitat de València, C/Gascó Oliag, 1, Valencia, 46010, Spain; Forner, L., Department of Stomatology, Universitat de València, C/Gascó Oliag, 1, Valencia, 46010, Spain; Cueva, R., Department of Stomatology, Universitat de València, C/Gascó Oliag, 1, Valencia, 46010, Spain","Background: The purpose of this study was to evaluate the degree of satisfaction of students and teachers, and to determine whether the students notice improvements in learning and in the learning environment as a result of the use of clicker. Material and Methods: Descriptive study. Fifty-one students and 8 teachers participated in the use of clicker technology in 8 preclinical seminars in dental pathology. Students and teachers filled a three-domain questionnaire at the end of the preclinical course. We used the Mann-Whitney U-test to compare the results between the two groups. Results: The domain ""perception and expectation"" showed the use of clickers to be simple and convenient for 80% of the students, who expressed interest in extending the practice to other teaching areas. In the domain ""active learning"", over 70% of the students found the technique to be dynamic, participative and motivating. In the domain ""improved learning"", over 70% considered it useful to know their level of knowledge before the seminar and found the contents of the lesson to be clear. Thirty percent considered the items of the examination to be of a complexity similar to that of the first and second tests. Only in this latter aspect were significant differences found between the teachers and students (p=0.001). Conclusions: Participants described the use of clickers as simple and useful, motivating and participative. Both the students and teachers considered the technique to improve teaching and the learning environment. © Medicina Oral S. L.",Audience response system; Classroom response system; Clickers; Dental education; Student's perception,,,,,,,,,,,,"Norman, G., Teaching basic science to optimize transfer (2009) Med Teach, 31, pp. 807-811; Micheal, J., Where's the evidence that active learning works? (2006) Adv Physiol Educ, 30, pp. 159-167; Haden, N.K., Andrieu, S.C., Chadwick, D.G., Chmar, J.E., Cole, J.R., George, M.C., ADEA Commission on Change and Innovation in Dental Education. The dental education environment (2006) J Dent Educ, 70, pp. 1265-1270; Henderson, D., Sealover, P., Sharrer, V., Fusner, S., Jones, S., Sweet, S., Nursing EDGE: evaluating delegation guidelines in education (2006) Int J Nurs Educ Scholarsh., 3, pp. 1548-1551; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurs Educ., 32, pp. 113-116; Barber, M., Njus, D., Clicker evolution: seeking intelligent design (2007) CBE Life Sci Educ, 6, pp. 1-8; Collins, J., Audience response systems (ARS): technology to engage learners (2008) J Am Coll Radiol, 5, pp. 993-1000; Smith, D.A., Rosenkoetter, M.M., Effectiveness, challenges, and perceptions of classroom participation systems (2009) Nurse Educ, 34, pp. 156-161; Collins, L.J., Livening up the classroom: using audience response systems to promote active learning (2007) Med Ref Serv Q, 26, pp. 81-88; FitzPatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Adv Physiol Educ, 35, pp. 280-289; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Adv Phys Educ, 33, pp. 60-71; Thomas, C.M., Monturo, C., Conroy, K., Experiences of faculty and students using an audience response system in the classroom (2011) Comput Inform Nurs, 29, pp. 396-400; Holmes, R.G., Blalock, J.S., Parker, M.H., Haywood, V.B., Student accuracy and evaluation of a computer-based audience response system (2006) J Dent Educ, 70, pp. 1355-1361; Satheesh, K.M., Saylor-Boles, C.D., Rapley, J.W., Liu, Y., Gadbury-Amyot, C.C., Student evaluation of clickers in a combined dental and dental hygiene periodontology course (2013) J Dent Educ, 77, pp. 1321-1329; Wenz, H.J., Zupanic, M., Klosa, K., Schneider, B., Karsten, G., Using an audience response system to improve learning success in practical skills training courses in dental studies-a randomised, controlled cross-over study (2014) Eur J Dent Educ, 18, pp. 147-153; Elashvili, A., Denehy, G.E., Dawson, D.V., Cunningham, M.A., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1296-1303; Pileggi, R., O'Neill, P.N., Team-based learning using an audience response system: an innovative method of teaching diagnosis to undergraduate dental students (2008) J Dent Educ, 72, pp. 1182-1188; Johnson, J.T., Creating learner-centered classrooms: use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69, pp. 378-381; Turpin, D.L., Enhance learning with an audience response system (2003) Am J Orthod Dentofacial Orthop, 124, p. 607; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Med Educ, 38, p. 575; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73, pp. 1-7; Johnson, J.T., Creating learner-centered classrooms: use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69, pp. 378-381; Picciano, A., Winter, R., Ballan, D., Birnberg, B., Jacks, M., Laing, E., Resident acquisition of knowledge during a noontime conference series (2003) Fam Med, 35, pp. 418-422","Llena, C.; Department of Stomatology, Universitat de València, C/Gascó Oliag, 1, Spain",,,Medicina Oral S.L.,,,,,19895488,,,,English,J. Clini. Exp. Dent.,Article,Final,,Scopus,2-s2.0-84937205602
"Duret D., Avril S.",56811114700;56956651000;,Comparative study of three different personal response systems with fourth- year undergraduate veterinary students,2015,Journal of Veterinary Medical Education,42,2,,120,126,,4.0,10.3138/jvme.0814-079R2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940468348&doi=10.3138%2fjvme.0814-079R2&partnerID=40&md5=554d0122db79bcc67c122536fe58122d,"School of Veterinary Science, University of Liverpool, Chester High Road, Leahurst, CH64 TE, United Kingdom","Duret, D., School of Veterinary Science, University of Liverpool, Chester High Road, Leahurst, CH64 TE, United Kingdom; Avril, S., School of Veterinary Science, University of Liverpool, Chester High Road, Leahurst, CH64 TE, United Kingdom","The purpose of this study was to compare three different Personal Response Systems that have been used in recent years at the School of Veterinary Science, University of Liverpool: a technology-free system (Communicubes), a handset delivery device (TurningPoint), and a cloud-based technology (Poll Everywhere) that allows students to use a range of personal computing devices to register their answer. All three systems offer a method to promote active learning, and lecturers were encouraged to use them. However, there are cost and logistical implications for each. The authors found that both staff and students did have particular preferences for a specific system. This preference was not the same for both groups. The outcome of the comparison is that further research is needed into cloud-based technology as it offers benefits to the students but is also a distraction. © 2015 AAVMC.",Active learning; Audience response system; Personal response system; Technology-enhanced learning; Veterinary education,"cohort analysis; comparative study; economics; education; human; problem based learning; procedures; psychology; questionnaire; student; United Kingdom; university; young adult; Cohort Studies; Education, Veterinary; England; Faculty; Humans; Problem-Based Learning; Questionnaires; Students; Young Adult",,,,,,,,,,,"Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention, during casediscussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Med Teach, 31 (12), pp. e570-e579. , http://dx.doi.org/10.3109/01421590903193539, Medline:19995158; Molgaard, L.K., Using a wireless response system to enhance student learning (2005) J Vet Med Educ, 32 (1), pp. 127-128. , http://dx.doi.org/10.3138/jvme.32.1.127, Medline:15834832; Rush, B.R., Hafen, M., Jr., Biller, D.S., The effect of differing audience response system question types on student attention in the veterinary medical classroom (2010) J Vet Med Educ, 37 (2), pp. 145-153. , http://dx.doi.org/10.3138/jvme.37.2.145, Medline:20576903; Satheesh, K.M., Saylor-Boles, C.D., Rapley, J.W., Student evaluation of clickers in a combined dental and dental hygiene periodontology course (2013) J Dent Educ, 77 (10), pp. 1321-1329. , Medline:24098036; Beekes, W., The ""millionaire"" method for encouraging participation (2006) Active Learn High Educ, 7 (1), pp. 25-36. , http://dx.doi.org/10.1177/1469787406061143; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astron Educ Rev, 5 (1), pp. 70-88. , http://dx.doi.org/10.3847/AER2006005; Suchman, E., Uchiyama, K., Smith, R., Evaluating the impact of a classroom response system in a microbiology course (2006) Microbiol Educ, 7 (1), pp. 3-11. , http://dx.doi.org/10.1128/jmbe.v7.82, Medline:23653562; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Cbe Life Sci Educ, 6 (1), pp. 9-20. , http://dx.doi.org/10.1187/cbe.06-12-0205, Medline:17339389; Stoneking, L.R., Grall, K.H., Min, A., Role of an audience response system in didactic attendance and assessment (2014) J Grad Med Educ, 6 (2), pp. 335-337. , http://dx.doi.org/10.4300/JGME-D-13-00285.1, Medline:24949143; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193 (5), pp. 1827-1830. , http://dx.doi.org/10.1016/j.ajog.2005.07.075, Medline:16260243; Crossgrove, K., Curran, K.L., Using clickers in nonmajorsand majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) Cbe Life Sci Educ, 7 (1), pp. 146-154. , http://dx.doi.org/10.1187/cbe.07-08-0060, Medline:18316817; Plant, J.D., Incorporating an audience response system into veterinary dermatology lectures: Effect on student knowledge retention and satisfaction (2007) J Vet Med Educ, 34 (5), pp. 674-677. , http://dx.doi.org/10.3138/jvme.34.5.674, Medline:18326780; Rush, B.R., White, B.J., Allbaugh, R.A., Investigation into the impact of audience response devices on shortand long-term content retention (2013) J Vet Med Educ, 40 (2), pp. 171-176. , http://dx.doi.org/10.3138/jvme.1012-091R, Medline:23709112; Canfield, P.J., An interactive, student-centered approach to teaching large-group sessions in veterinary clinical pathology (2002) J Vet Med Educ, 29 (2), pp. 105-110. , http://dx.doi.org/10.3138/jvme.29.2.105, Medline:12143029; Brown, G., Manogue, M., Amee medical education guide No. 22: Refreshing lecturing: A guide for lecturers (2001) Med Teach, 23 (3), pp. 231-244. , http://dx.doi.org/10.1080/01421590120043000, Medline:12098394; DeBourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Educ Pract, 8 (2), pp. 76-87. , http://dx.doi.org/10.1016/j.nepr.2007.02.002, Medline:18291324; Soong, S.K.A., Chan, L.K., Cheers, C., Hu, C., Impact of video recorded lectures among students (2006) Who's Learning?, 1-2, pp. 789-793. , Markauskaite L, Goodyear P, Reimann P, editors. Whose technology?, Proceedings, Sydney: Sydney University Press; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1989) Biochem Educ, 17 (3), pp. 140-141. , http://dx.doi.org/10.1016/0307-4412(89)90094-0; Exley, K., Dennick, R., Active learning in lectures and using interactive handsets (2009) Giving a Lecture: From Presenting to Teaching, pp. 119-151. , 2nd ed. New York: Routledge; Bostock, S., Audience response systems in higher education (2006) Br J Educ Technol, 37 (6), pp. 974-975. , http://dx.doi.org/10.1111/j.1467-8535.2006.00660_2.x; (2014) The Communications Market Report, , http://stakeholders.ofcom.org.uk/binaries/research/cmr/cmr14/2014_UK_CMR.pdf, Ofcom. [Internet]. [cited 2015 Mar 30]. Available from; Hembrooke, H., Gay, G., The laptop and the lecture: The effects of multitasking in learning environments (2003) J Comput High Educ, 15 (1), pp. 46-64. , http://dx.doi.org/10.1007/BF02940852; Duncan, D.K., Hoekstra, A.R., Wilcox, B.R., Digital devices, distraction, and student performance: Does in-class cell phone use reduce learning? (2012) Astron Educ Rev, 11 (1), pp. 1-4. , http://dx.doi.org/10.3847/AER2012011; Oakes, C.E., Demaio, D.N., I was able to have a voice without being self-conscious"": Students' perceptions of audience response systems in the health sciences curriculum (2013) J Allied Health, 42 (3), pp. e75-e80. , Medline:24013254; Smith, M.K., Wood, W.B., Adams, W.K., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124. , http://dx.doi.org/10.1126/science.1165919, Medline:19119232; Smith, M.K., Annis, S.L., Kaplan, J.J., Using peer discussion facilitated by clicker questions in an informal education setting: Enhancing farmer learning of science (2012) Plos One, 7 (10), p. e47564. , http://dx.doi.org/10.1371/journal.pone.0047564, Medline:23077638; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am J Pharm Educ, 72 (4), p. 77. , http://dx.doi.org/10.5688/aj720477, Medline:19002277; Hecht, S., Adams, W.H., Cunningham, M.A., Student performance and course evaluations before and after use of the Classroom Performance System in a third-year veterinary radiology course (2013) Vet Radiol Ultrasound, 54 (2), pp. 114-121. , http://dx.doi.org/10.1111/vru.12001, Medline:23240856; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53 (3), pp. 819-827. , http://dx.doi.org/10.1016/j.compedu.2009.05.001; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comput Assist Learn, 20 (2), pp. 81-94. , http://dx.doi.org/10.1111/j.1365-2729.2004.00074.x; Gibbs, G., Habeshaw, S., Habeshaw, T., Improving student learning during lectures (1987) Med Teach., 9 (1), pp. 11-20. , http://dx.doi.org/10.3109/01421598709028976, Medline:3669987; Voelkel, S., Bennett, D., New uses for a familiar technology: Introducing mobile phone polling in large classes (2014) Innovations Educ Teach Int., 51 (1), pp. 46-58. , http://dx.doi.org/10.1080/14703297.2013.770267",,,,University of Toronto Press Inc.,,,,,0748321X,,,25862404.0,English,J. Vet. Med. Educ.,Article,Final,,Scopus,2-s2.0-84940468348
"Kvadsheim R., Haugerud H., Hammer H.L., Bratterud A., Habib L.",36966599500;6602397426;36126118800;56146771000;26534132400;,Does clicker use improve exam scores? a controlled randomized experiment in a bachelor-level course in software engineering,2015,International Journal of Engineering Education,31,2,,505,520,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925019763&partnerID=40&md5=83cbbc4309ea3b3acf5f021ffa69c3fd,"Department of Computer Science, Oslo and Akershus University, College of Applied Sciences, Oslo, Norway","Kvadsheim, R., Department of Computer Science, Oslo and Akershus University, College of Applied Sciences, Oslo, Norway; Haugerud, H., Department of Computer Science, Oslo and Akershus University, College of Applied Sciences, Oslo, Norway; Hammer, H.L., Department of Computer Science, Oslo and Akershus University, College of Applied Sciences, Oslo, Norway; Bratterud, A., Department of Computer Science, Oslo and Akershus University, College of Applied Sciences, Oslo, Norway; Habib, L., Department of Computer Science, Oslo and Akershus University, College of Applied Sciences, Oslo, Norway","This paper reports a study of clicker use within an undergraduate course in Operating Systems. It is based on a controlled, randomized experiment with a crossover design that measures learning outcomes by means of test questions at different levels of cognitive difficulty. The study aims to investigate whether clicker use primarily promotes superficial learning, whereby students reapply uncritically a previously seen solution in a new situation, or a more genuine learning whereby they analyze new situations and solve new problems. The results suggest that students attending clicker-based lectures obtain better exam scores than students attending corresponding traditional lectures in the same course. Moreover, the superior scores achieved by the students attending the clicker-based lectures were most pronounced for exam questions that required knowledge of the subject matter. The article concludes that clicker-supported lectures may be tried out helpfully in engineering education to promote learning. Advice is given as to how one may proceed. © 2015 TEMPUS Publications.",Bachelor course; Clickers; Controlled; Crossover design; Engineering education; Knowledge of subject matter; Learning; Randomized experiment; Software engineering; Student response systems; Web application,Application programs; Curricula; Education; Software engineering; Students; Bachelor course; Clickers; Controlled; Crossover design; Learning; Randomized experiments; Student-response system; Subject matters; WEB application; Engineering education,,,,,,,,,,,"Skiba, D.J., Barton, A.J., Adapting your teaching to accommodate the net generation of learners (2006) Online Journal of Issues in Nursing, 11 (2), pp. 1-7; Kelly, S., Fall, L., An investigation of computer-mediated instructionalimmediacy in online education: A comparison of graduate and undergraduate students' motivation to learn (2011) Journal of Advertising Education, 15 (1), pp. 44-51; Seet, B.-C., Goh, T.-T., Exploring the affordance and acceptance of an e-reader device as a collaborative learning system (2012) Electronic Library, 30 (4), pp. 516-542; Capaldi, E.D., Budget cuts and educational quality (2011) Academe, 97 (6), pp. 10-13; Bienen, H.S., The financial future of research universities (2012) Social Research, 79 (3), pp. 631-634; Da Silva, R., PBL and B-learning for civil engineering students in a transportation course (2012) Journal of Professional Issues in Engineering Education & Practice, 138 (4), pp. 305-313; Cho, C.-S., Enhancing education of construction materials course using guided inquiry modules instruction (2013) Journal of Professional Issues in Engineering Education & Practice, 139 (1), pp. 27-32; Bernhard, J., Insightful learning in the laboratory: Some experiences from 10 years of designing and using conceptual labs (2010) European Journal of Engineering Education, 35 (3), pp. 271-287; Baldock, T.E., Chanson, H., Undergraduate teaching of ideal and real fluid flows: The value of real-world experimental projects (2006) European Journal of Engineering Education, 31 (6), pp. 729-739; Bot, L., 'Learning by doing': A teaching method for active learning in scientific graduate education (2005) European Journal of Engineering Education, 30 (1), pp. 105-119; McDowell, L., White, S., Davis, H.C., Changing assessment practice in engineering: How can understanding lecturer perspectives help? (2004) European Journal of Engineering Education, 29 (2), pp. 173-181; Heap, N.W., Kear, K.L., Bissell, C.C., An overview of ICT-based assessment for engineering education (2004) European Journal of Engineering Education, 29 (2), pp. 241-250; Myllymäki, S., Incorporation of continuous student assessment into lectures in engineering education (2013) European Journal of Engineering Education, 38 (4), pp. 385-393; Ray, B., Bhaskaran, R., Integrating simulation into the engineering curriculum: A case study (2013) International Journal of Mechanical Engineering Education, 41 (3), pp. 269-280; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Wenzel, K.R., Watkins, D.E., Instruction based on peer interaction (2011) Handbook of Research on Learning and Instruction, pp. 322-343. , R. E. Mayer and P. A. Alexander (Eds), Routledge, New York; Slavin, R.E., Instruction based on cooperative learning (2011) Handbook of Research on Learning and Instruction, pp. 344-360. , R. E. Mayer and P. A. Alexander (Eds), Routledge, New York; Loyens, S.M.M., Rikers, R.M.J.P., Instruction based on inquiry (2011) Handbook of Research on Learning and Instruction, pp. 361-381. , R. E. Mayer and P. A. Alexander (Eds), Routledge, New York; Murphy, K.P., Wilkinson, I.A.G., Soter, A.O., Instruction based on discussion (2011) Handbook of Research on Learning and Instruction, pp. 382-407. , R. E. Mayer and P. A. Alexander (eds), Routledge, New York; Hattie, J., Gan, M., Instruction based on feedback (2011) Handbook of Research on Learning and Instruction, pp. 249-271. , R.E. Mayer and P.A. Alexander (eds), Routledge, New York; Mayer, R.E., Instruction based on visualizations (2011) Handbook of Research on Learning and Instruction, pp. 427-445. , R. E. Mayer (Ed.), Routledge, New York; McGowan, H.M., Gunderson, B.K., A randomized experiment exploring how certain features of clicker use effect undergraduate students' engagement and learning in statistics (2010) Technology Innovations in Statistics Education, 4 (1); Mayer, R.E., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Van Dijk, L.A., Van Der Berg, G.C., Van Keulen, H., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26 (1), pp. 15-28; Carnaghan, C., Webb, A., Investigating the Effects of Group Response Systems on Student Satisfaction, Learning and Engagement in Accounting Education, , http://ssrn.com/abstract=959370; (2006), http://dx.doi.org/10.2139/ssrn.959370; Keough, S.M., Clickers in the classroom: A review and a replication (2012) Journal of Management Education, 36 (6), pp. 822-847; Jones, B., Kenward, M.G., (2003) Design and Analysis of Cross-Over Trials, , 2nd edn, Chapman & Hall, London; Anderson Et Al., M.J., Individual differences in the effect of time of day on long-term memory access (1991) The American Journal of Psychology, 104 (2), pp. 241-255; May, C.P., Hasher, L., Foong, N., Implicit memory, age, and time of day: Paradoxical priming effects (2005) Psychological Science, 16 (2), pp. 96-100; May, C.P., Hasher, L., Stoltzfus, E.R., Optimal time of day and the magnitude of age differences in memory (1993) Psychological Science, 4 (5), pp. 326-330; Petros, T.V., Beckwith, B.E., Anderson, M., Individual differences in the effects of time of day and passage difficulty on prose memory in adults (1990) British Journal of Psychology, 81 (1), pp. 63-72",,,,Tempus Publications,,,,,0949149X,,,,English,Int. J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84925019763
"Millor M., Etxano J., Slon P., García-Barquín P., Villanueva A., Bastarrika G., Pueyo J.C.",56418483000;54901933000;54901932900;56418412700;7101613219;6602163269;7005776954;,Use of remote response devices: an effective interactive method in the long- term learning,2015,European Radiology,25,3,,894,900,,4.0,10.1007/s00330-014-3468-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925482183&doi=10.1007%2fs00330-014-3468-3&partnerID=40&md5=eac099fe05909a4faf0546993777031e,"Department of Radiology, Clínica Universidad de Navarra, Av. Pio XII, 36, Pamplona, Navarra  31008, Spain","Millor, M., Department of Radiology, Clínica Universidad de Navarra, Av. Pio XII, 36, Pamplona, Navarra  31008, Spain; Etxano, J., Department of Radiology, Clínica Universidad de Navarra, Av. Pio XII, 36, Pamplona, Navarra  31008, Spain; Slon, P., Department of Radiology, Clínica Universidad de Navarra, Av. Pio XII, 36, Pamplona, Navarra  31008, Spain; García-Barquín, P., Department of Radiology, Clínica Universidad de Navarra, Av. Pio XII, 36, Pamplona, Navarra  31008, Spain; Villanueva, A., Department of Radiology, Clínica Universidad de Navarra, Av. Pio XII, 36, Pamplona, Navarra  31008, Spain; Bastarrika, G., Department of Radiology, Clínica Universidad de Navarra, Av. Pio XII, 36, Pamplona, Navarra  31008, Spain; Pueyo, J.C., Department of Radiology, Clínica Universidad de Navarra, Av. Pio XII, 36, Pamplona, Navarra  31008, Spain","Objectives: The aim of this study was to evaluate whether the use of personal response systems (PRS) or clickers improved learning and retention of radiology concepts within a group of medical students. Materials and methods: A total of 175 medical students attended 17 thoracic radiology lectures. Half of the information was taught with traditional teaching methods. The other half was performed using multiple-choice Power Point slides with PRS. Three months later, the students were tested using questions about the topics explained with and without PRS. We compared the average numbers of correct answers, wrong answers and unanswered questions between the topics explained with PRS and those without. Results: The average number of correct answers was significantly higher in the interactive teaching (PRS) questions than in the passive education questions (63.6 vs. 53.2 %, p < 0.05). The percentages of wrong and unanswered interactive teaching questions were significantly lower than those in the passive education questions (23.4 vs. 27.4 % p < 0.005 and 13 vs. 19.5 % p < 0.005 respectively). Conclusions: Interactive learning with the use of remote response devices (PRS) is an effective method in teaching radiology because it improves learning and retention of knowledge. Key Points: • Education techniques have greatly evolved in recent years. • There are various methods of teaching the subject of radiology. • Different studies have demonstrated students’ preferences regarding interactivity. • Personal response systems are an effective tool to encourage student participation. • Personal response systems or clickers also improve learning and retention of concepts. © 2014, European Society of Radiology.",Educational models; Learning; Premedical education; Premedical students; Radiology,"Article; controlled study; general device; human; information; learning; medical education; medical student; multiple choice test; normal human; personal response system; priority journal; radiology; teaching; clinical competence; computer; education; evaluation study; mobile application; procedures; prospective study; satisfaction; Spain; standards; Clinical Competence; Computer Peripherals; Education, Medical, Undergraduate; Educational Measurement; Humans; Mobile Applications; Personal Satisfaction; Prospective Studies; Radiology; Spain; Teaching",,,,,,,,,,,"Nyhsen, C.M., Steinberg, L.J., O'Connell, J.E., Undergraduate radiology teaching from the student’s perspective (2013) Insights Imaging, 4, pp. 103-109. , PID: 23225253; European Society of Radiology (ESR), Undergraduate education in radiology (2011) Insights Imaging, 2, pp. 363-374; Kourdioukova, E.V., Valcke, M., Derese, A., Verstraete, K.L., Analysis of radiology education in undergraduate medical doctors training in Europe (2011) Eur J Radiol, 78, pp. 309-318. , PID: 20846805; Oris, E., Verstraete, K., Valcke, M., ESR Working Group on Undergraduate Education. Results of a survey by the European Society of Radiology (ESR): undergraduate radiology education in Europe-influences of a modern teaching approach (2012) Insights Imaging, 3, pp. 121-130. , PID: 22696038; Branstetter, B.F., 4th, Faix, L.E., Humphrey, A.L., Schumann, J.B., Preclinical medical student training in radiology: the effect of early exposure (2007) AJR Am J Roentgenol, 188, pp. 9-14; Gunderman, R.B., Siddiqui, A.R., Heitkamp, D.E., Kipfer, H.D., The vital role of radiology in the medical school curriculum (2003) AJR Am J Roentgenol, 180, pp. 1239-1242. , PID: 12704030; Holt, N.F., Medical students need more radiology education (2001) Acad Med, 76, p. 1. , COI: 1:STN:280:DC%2BD3M7itVCjsQ%3D%3D, PID: 11154184; Collins, J., Dotti, S.L., Albanese, M.A., Teaching radiology to medical students: an integrated approach (2002) Acad Radiol, 9, pp. 1046-1053. , PID: 12238547; Branstetter, B.F., 4th, Humphrey, A.L., Schumann, J.B., The long-term impact of preclinical education on medical students’ opinions about radiology (2008) Acad Radiol, 15, pp. 1331-1339. , PID: 18790406; Frenk, J., Chen, L., Bhutta, Z.A., Health professionals for a new century: transforming education to strengthen health systems in an interdependent world (2010) Lancet, 376, pp. 1923-1958. , PID: 21112623; Nyhsen, C.M., Lawson, C., Higginson, J., Radiology teaching for junior doctors: their expectations, preferences and suggestions for improvement (2011) Insights Imaging, 2, pp. 261-266. , PID: 22347952; Maleck, M., Fischer, M.R., Kammer, B., Do computers teach better? A media comparison study for case-based teaching in radiology (2001) Radiographics, 21, pp. 1025-1032. , COI: 1:STN:280:DC%2BD3MvgtVyjsQ%3D%3D, PID: 11452078; Norman, G.R., Brooks, L.R., Cunnington, J.P., Shali, V., Marriott, M., Regehr, G., Expert-novice differences in the use of history and visual information from patients (1996) Acad Med, 71, pp. 62-64; Regehr, G., Norman, G.R., Issues in cognitive psychology: implications for professional education (1996) Acad Med, 71, pp. 988-1001. , COI: 1:STN:280:DyaK2s3ntFSgtQ%3D%3D, PID: 9125988; Mennin, S.P., Friedman, M., Skipper, B., Kalishman, S., Snyder, J., Performances on the NBME I, II, and III by medical students in the problem-based learning and conventional tracks at the University of New Mexico (1993) Acad Med, 68, pp. 616-624. , COI: 1:STN:280:DyaK3szls12jtw%3D%3D, PID: 8352874; Schmidt, H.G., Machiels-Bongaerts, M., Hermans, H., Cate, T.J., Venekamp, R., Boshuizen, H.P., The development of diagnostic competence: comparison of a problem-based, an integrated, and a conventional medical curriculum (1996) Acad Med, 71, pp. 658-664. , COI: 1:STN:280:DyaK2s3ntV2ksQ%3D%3D, PID: 9125924; Hecht, S., Adams, W.H., Cunningham, M.A., Lane, I.F., Howell, N.E., Student performance and course evaluations before and after use of the Classroom Performance System™ in a third-year veterinary radiology course (2013) Vet Radiol Ultrasound, 54, pp. 114-121. , PID: 23240856; Tregonning, A.M., Doherty, D.A., Hornbuckle, J., Dickinson, J.E., The audience response system and knowledge gain: a prospective study (2012) Med Teach, 34, pp. e269-e274. , PID: 22455719; Kung, J.W., Slanetz, P.J., Chen, P.H., Lee, K.S., Donohoe, K., Eisenberg, R.L., Resident and attending physician attitudes regarding an audience response system (2012) J Am Coll Radiol, 9, pp. 828-831. , PID: 23122351; FitzPatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Adv Physiol Educ, 35, pp. 280-289. , PID: 21908838; Graeff, E.C., Vail, M., Maldonado, A., Lund, M., Galante, S., Tataronis, G., Click it: assessment of classroom response systems in physician assistant education (2011) J Allied Health, 40, pp. e1-e5. , PID: 21399841; Satheesh, K.M., Saylor-Boles, C.D., Rapley, J.W., Liu, Y., Gadbury-Amyot, C.C., Student evaluation of clickers in a combined dental and dental hygiene periodontology course (2013) J Dent Educ, 77, pp. 1321-1329. , PID: 24098036; Fernández-Alemán, J.L., García, A.B., Montesinos, M.J., Jiménez, J.J., Examining the benefits of learning based on an audience response system when confronting emergency situations (2014) Comput Inform Nurs, 32, pp. 207-213. , PID: 24633235; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21 (2012) Med Teach, 34, pp. e386-e405. , PID: 22578049; Vana, K.D., Silva, G.E., Muzyka, D., Hirani, L.M., Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students (2011) Comput Inform Nurs, 29, pp. 105-113; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am J Roentgenol, 190, pp. W319-W322. , PID: 18492872; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504. , PID: 15243831; Hettinger, A., Spurgeon, J., El-Mallakh, R., Fitzgerald, B., Using Audience Response System technology and PRITE questions to improve psychiatric residents’ medical knowledge (2014) Acad Psychiatry, 38, pp. 205-208. , PID: 24563242; Wenz, H.J., Zupanic, M., Klosa, K., Schneider, B., Karsten, G., Using an audience response system to improve learning success in practical skills training courses in dental studies - a randomised, controlled cross-over study (2014) Eur J Dent Educ, 18, pp. 147-153. , PID: 24314301; Book, C., Byers, J., Freeman, D., Student expectations and teacher education traditions with which we can and cannot live (1983) J Teach Educ, 34, pp. 1-9; Rogers, L.F., Imaging literacy: a laudable goal in the education of medical students (2003) AJR Am J Roentgenol, 180, p. 1201. , PID: 12704022; Gunderman, R.B., Medical students are our future (2005) J Am Coll Radiol, 2, pp. 795-797. , PID: 17411930; Cohen-Matsliah, S.I., Motanis, H., Rosenblum, K., Barkai, E., A novel role for protein synthesis in long-term neuronal plasticity: maintaining reduced postburst afterhyperpolarization (2010) J Neurosci, 30, pp. 4338-4342. , COI: 1:CAS:528:DC%2BC3cXlvVagu7w%3D, PID: 20335469; Dudai, Y., The neurobiology of consolidations, or, how stable is the engram? (2004) Annu Rev Psychol, 55, pp. 51-86. , PID: 14744210; Abraham, W.C., Williams, J.M., LTP maintenance and its protein synthesis dependence (2008) Neurobiol Learn Mem, 89, pp. 260-268. , COI: 1:CAS:528:DC%2BD1cXjtVelt7s%3D, PID: 17997332; Alberini, C.M., The role of protein synthesis during the labile phases of memory: revisiting the skepticism (2008) Neurobiol Learn Mem, 89, pp. 234-246. , COI: 1:CAS:528:DC%2BD1cXjtVelt70%3D, PID: 17928243; Kihlstrom, J.F., How students learn and how we can help them (2013) Department of Psychology, , http://socrates.berkeley.edu/kihlstrm/GSI_2011.htm, University of, California, Berkeley:; Diemand-Yauman, C., Oppenheimer, D.M., Vaughan, E.B., Fortune favors the bold (and the italicized): effects of disfluency on educational outcomes (2011) Cognition, 118, pp. 111-115. , PID: 21040910; Bjork, R.A., Memory and metamemory considerations in the training of human beings (1994) Metacognition: knowing about knowing, pp. 185-205. , Metcalfe J, Shimamura A, (eds), MIT Press, Cambridge:; Craik, F., Tulving, E., Depth of processing and the retention of words in episodic memory (1975) J Exp Psychol, 104, pp. 268-294; Richland, L.E., Bjork, R.A., Finley, J.R., Linn, M.C., Linking cognitive science to education: generation and interleaving effects (2005) Proceedings of the twenty-seventh annual conference of the cognitive science society, pp. 1850-1855. , Bara BG, Barsalou L, Bucciarelli M, (eds), Erlbaum, Mahwah:; Bandura, A., Self-efficacy mechanism in human agency (1982) Am Psychol, 37, pp. 122-147; Bandura, A., Adams, N.E., Analysis of self-efficacy theory of behavioral change (1977) Cognit Ther Res, 1, pp. 287-308; DiClemente, C.C., Self-efficacy and smoking cessation maintenance: a preliminary report (1981) Cognit Ther Res, 5, pp. 175-187; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2, pp. 160-166. , PID: 19670428; Premkumar, K., Coupal, C., Rules of engagement-12 tips for successful use of “clickers” in the classroom (2008) Med Teach, 30, pp. 146-149. , PID: 18464137; Richardson, M.L., Audience response techniques for 21st century radiology education (2014) Acad Radiol, 21, pp. 834-841. , PID: 24833568; Nicholson, B.T., Bassignani, M.J., Radiologist/educator knowledge of the audience response system and limitations to its use (2009) Acad Radiol, 16, pp. 1555-1560. , PID: 19836271; Leung, C.P., Klausner, A.P., Habibi, J.R., King, A.B., Feldman, A., Audience response system: a new learning tool for urologic conferences (2013) Can J Urol, 20, pp. 7042-7045. , PID: 24331346","Millor, M.; Department of Radiology, Clínica Universidad de Navarra, Av. Pio XII, 36, Spain",,,Springer Verlag,,,,,09387994,,EURAE,25391633.0,English,Eur. Radiol.,Article,Final,,Scopus,2-s2.0-84925482183
"Atlantis E., Cheema B.S.",6507526641;15749791900;,Effect of audience response system technology on learning outcomes in health students and professionals: An updated systematic review,2015,International Journal of Evidence-Based Healthcare,13,1,,3,8,,4.0,10.1097/XEB.0000000000000035,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84936142898&doi=10.1097%2fXEB.0000000000000035&partnerID=40&md5=b795d6fba2f72132b66d38db95dd0b3b,"School of Nursing and Midwifery, University of Western Sydney, Campbelltown, NSW, Australia; School of Medicine, University of Adelaide, Adelaide, SA, Australia; School of Science and Health, University of Western Sydney, Campbelltown, NSW, Australia; The National Institute of Complementary Medicine, University of Western Sydney, Campbelltown, NSW, Australia","Atlantis, E., School of Nursing and Midwifery, University of Western Sydney, Campbelltown, NSW, Australia, School of Medicine, University of Adelaide, Adelaide, SA, Australia; Cheema, B.S., School of Science and Health, University of Western Sydney, Campbelltown, NSW, Australia, The National Institute of Complementary Medicine, University of Western Sydney, Campbelltown, NSW, Australia","Aim: Audience response system (ARS) technology is a recent innovation that is increasingly being used by health educators to improve learning outcomes. Equivocal results from previous systematic review research provide weak support for the use of ARS for improving learning outcomes at both short and long terms. This review sought to update and critically review the body of controlled experimental evidence on the use of ARS technology on learning outcomes in health students and professionals. Methods: This review searched using all identified keywords both electronic databases (CINAHL, Embase, ERIC, Medline, Science Direct, Scopus, and Web of Science) and reference lists of retrieved articles to find relevant published studies for review, from 2010 to April 2014. A descriptive synthesis of important study characteristics and effect estimates for learning outcomes was done. Results: Three controlled trials in 321 participants from the United States were included for review. ARS knowledge retention scores were lower than the control group in one study, higher than control group provided that immediate feedback was given about each question in one study, and equivalent between intervention and control groups in another study. Conclusion: There is an absence of good quality evidence on effectiveness of ARS technologies for improving learning outcomes in health students and professionals. © 2015 University of Adelaide, Joanna Briggs Institute.",Clickers; Education; Educational technology; Electronic response system; Instructional design; Learning; Teaching,"education; educational technology; feedback system; human; medical education; medical student; physician; procedures; psychology; statistics and numerical data; Education, Medical; Educational Measurement; Educational Technology; Feedback; Humans; Physicians; Students, Medical",,,,,,,,,,,"Simmons, M., Wilkinson, P., Lectures versus case discussions: randomised trial of undergraduate psychiatry teaching (2012) Psychiatrist, 36, pp. 146-150; Fischer, R.L., Jacobs, S.L., Herbert, W.N., Small-group discussion versus lecture format for third-year students in obstetrics and gynecology (2004) Obstetr Gynecol, 104, pp. 349-353; Costa, M.L., Van Rensburg, L., Rushton, N., Does teaching style matter?. A randomised trial of group discussion versus lectures in orthopaedic undergraduate teaching (2007) Med Educ, 41, pp. 214-217; Kaufman, D.M., Applying educational theory in practice (2003) BMJ, 326, pp. 213-216; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australas J Educ Tech, 25, pp. 235-249; Boscardin, C., Penuel, W., Exploring benefits of audienceresponse systems on learning: a review of the literature (2012) Acad Psychiatry, 36, pp. 401-407; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: best practice guidelines (2010) Int J Nurs Educ Scholarship, 7; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions educatio. A BEME systematic review: BEME Guide No. 21. (2012) Med Teacher, 34, pp. E386-E405; Welch, S., Effectiveness of clickers as a pedagogical tool in improving nursing student's examination performance (2012) Teach Learn Nurs, 7, pp. 133-139; Vana, K.D., Silva, G.E., Muzyka, D., Hirani, L.M., Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students (2011) Comput Informat Nurs, 29, pp. 326-334; (2014) Joanna Briggs Institute reviewers' manual, , 2014 editionThe Joanna Briggs Institute; Lantz, M.E., Stawiski, A., Effectiveness of clickers: effect of feedback and the timing of questions on learning (2014) Comput Hum Behav, 31, pp. 280-286; Grimes, C., Rogers, G.J., Volker, D., Ramberg, E., Classroom performance system use in an accelerated graduate nursing program (2010) Comput Informat Nurs, 28, pp. 79-85; Slain, D., Abate, M., Hodges, B.M., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, 68, pp. 1-9; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Rush, B.R., White, B.J., Allbaugh, R.A., Investigation into the impact of audience response devices on short- and long-term content retention (2013) J Vete Med Educ, 40, pp. 171-176; Hoyt, A., McNulty, J.A., Gruener, G., An audience response system may influence student performance on anatomy examination questions (2010) Anat Sci Educ, 3, pp. 295-299; Rahman, A., Jacker-Guhr, S., Staufenbiel, I., Use of elaborate feedback and an audience-response-system in dental education (2013) GMS Z Med Ausbild, 30, p. 3; Stoddard, H.A., Piquette, C.A., A controlled study of improvements in student exam performance with the use of an audience response system during medical school lectures (2010) Acad Med, 85, pp. S37-S40; Hecht, S., Adams, W.H., Cunningham, M.A., Student performance and course evaluations before and after use of the classroom performance system in a third-year veterinary radiology course (2013) Vet Radiol Ultrasound, 54, pp. 114-121; Desrochers, M.N., Shelnutt, J.M., Effect of answer format and review method on college students' learning (2012) Comput Educ, 59, pp. 946-951","Atlantis, E.; University of Western Sydney, Campbelltown Campus, Locked Bag 1797, Australia; email: e.atlantis@uws.edu.au",,,Lippincott Williams and Wilkins,,,,,17441595,,,25734861.0,English,Int. J. Evid.-Based Healthc.,Article,Final,,Scopus,2-s2.0-84936142898
"Hwang I., Wong K., Lam S.L., Lam P.",55444415300;55515630900;26534321900;56664617600;,Student Response (clicker) Systems: Preferences of biomedical physiology students in asian classes,2015,Electronic Journal of e-Learning,13,5,,346,355,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84945256393&partnerID=40&md5=6136cb23eb8b5e3bc30d9690debf5820,"Teaching and Learning Unit, School of Biomedical Sciences, The Chinese University of Hong Kong, Hong Kong; Centre of Learning Enhancement And Research, The Chinese University of Hong Kong, Hong Kong; Department of Science and Environmental Studies, Hong Kong","Hwang, I., Teaching and Learning Unit, School of Biomedical Sciences, The Chinese University of Hong Kong, Hong Kong; Wong, K., Centre of Learning Enhancement And Research, The Chinese University of Hong Kong, Hong Kong; Lam, S.L., Department of Science and Environmental Studies, Hong Kong; Lam, P., Centre of Learning Enhancement And Research, The Chinese University of Hong Kong, Hong Kong","Student response systems (commonly called ‘clickers’) are valuable tools for engaging students in classroom interactions. In this study, we investigated the use of two types of response systems (a traditional clicker and a mobile device) by students in human physiology courses. Our results showed high student satisfaction with the use of clickers in class. A survey also provided insights into how students perceived the benefits of response systems. We found that most students favoured the use of traditional clickers over mobile clickers, with the students reporting a number of difficulties in using the latter. These difficulties could discourage students from moving ahead to more advanced levels in programmes that involve mobile device interaction with the course teacher. Thus, innovations in learning technology should proceed with caution, and with constant attention given to students’ preferences and needs. © ACPIL.",CLassroom interaction; Clickers; Human physiology; Student perception; Web-based response system,,,,,,,,,,,,"Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anatomical Sciences Education, 2 (4), pp. 160-166; Arnesen, K., Sivertsen Korpås, G.S., Hennissen, J.E., Birger Stav, J., Experiences with use of various pedagogical methods utilizing a student response system: Motivation and learning outcome (2013) Electronic Journal of e-Learning, 11 (3), pp. 169-181. , www.ejel.org; Ayu, M.A., Taylor, K., Mantoro, T., Active learning: Engaging students in the classroom using mobile phones (2009) Paper presented in 2009 IEEE Symposium on Industrial Electronics and Applications (ISIEA 2009), , October 4-6, 2009, Kuala Lumpur, Malaysia; Fifer, P., Student perception of clicker usage in nursing education (2012) Teaching and Learning in Nursing, 7 (1), pp. 6-9; Gok, T., An evaluation of student response systems from the viewpoint of instructors and students (2011) Turkish Online Journal of Educational Technology-TOJET, 10 (4), pp. 67-83; Haseman, W.D., Polatoglu, V.N., Ramamurthy, K., An empirical investigation of the influences of the degree of interactivity on user outcomes in a multimedia environment (2002) Information Resources Management Journal, 15 (2), pp. 31-48; Information Services Department, (2013) Hong Kong: The facts, , http://www.gov.hk/en/about/abouthk/factsheets/docs/telecommunications.pdf, [online]; Jagar, M., Petrović, J., Pale, P., AuResS: The audience response system (2012) Paper presented at the 54th International Symposium ELMAR-2012, , September 12-14, 2012, Zadar, Croatia; Jones, M., Marsden, G., Gruijters, D., (2006) Using mobile phones and PDAs in ad hoc audience response systems, pp. 359-372. , in Audience response systems in higher education: Applications and cases, ed. D. A. Banks, Hershey, PA: Idea Group Inc; Lam, S.L., Wong, K., Mohan, J., Xu, D., Lam, P., (2011) Classroom communication on mobile phones-first experiences with web-based 'clicker' system, pp. 763-777. , Proceedings of Ascilite 2011 Hobart, December 4-7, 2011; Lapp, M., Ringenberg, J., Summers, K.J., Chivukula, A.S., Fleszar, J., (2011) Lecture engagement: The mobile participation system-Not just another clicker, , http://www.eecs.umich.edu/eecs/cse/honors/pdfs/Mobile_Participation_System.pdf, [online]; Llamas-Nistal, M., Caeiro-Rodriguez, M., Gonzalez-Tato, J., Web-based audience response system using the educational platform called BeA (2012) Paper presented at the 2012 International Symposium on Computers in Education (SIIE), , October 29-31, 2012; Moca, Gathering Instant Student Feedback on Mobile Devices (2009) Case study series, online, , http://www.utexas.edu/academic/diia/about/postcards/casestudy4_moca.pdf; Moore, M.G., Kearsley, G., (1996) Distance education: A systems view, , Belmont, CA: Wadsworth Publishing Company; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) e-Journal of Business Education and Scholarship of Teaching, 3 (1), pp. 1-17; Nielsen Company, T., (2013) Know what they do with just a touch of a finger: Get a copy of smartphone insights today, , http://tw.en.nielsen.com/site/documents/2012NielsenSmartphonedeck.pdf, [online]; Oigara, J., Keengwe, J., Students' perceptions of clickers as an instructional tool to promote active learning (2013) Education and Information Technologies, 18 (1), pp. 15-28; Siau, K., Sheng, H., Nah, F.-H., (2006) Use of a classroom response system to enhance classroom interactivity, , http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1025&context=managementfacpub, Management Department Faculty Publications, Paper 26, [online]; Stav, J., Nielsen, K., Hansen-Nygård, G., Thorseth, T., Experiences obtained with integration of student response systems for iPod Touch and iPhone into e-learning environments (2010) Electronic Journal of e-Learning, 8 (2), pp. 179-190. , www.ejel.org; Tremblay, E.A., Educating the mobile generation-Using personal cell phones as audience response systems in postsecondary science teaching (2010) Journal of Computers in Mathematics and Science Teaching, 29 (2), pp. 217-227; Vana, K.D., Silva, G.E., Muzyka, D., Hirani, L.M., Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students (2011) Computers, Informatics, Nursing, 29 (6), pp. 105-113; Voelkel, S., Bennett, D., ""New uses for a familiar technology: Introducing mobile phone polling in large classes"" (2014) Innovations in Education and Teaching International, 51 (1), pp. 46-58",,,,Academic Publishing Ltd,,,,,14794403,,,,English,Electron. J. e-Learning,Article,Final,,Scopus,2-s2.0-84945256393
"Schmucker S., Häseler S.",57103343900;57193573021;,"Student diversity, peer instruction and classroom response systems – Some lessons",2015,Turkish Online Journal of Educational Technology,2015,,,508,516,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957568676&partnerID=40&md5=9be1bf2849f0d07d641774c31493d2d8,"Business and Social Sciences, University of Hamburg, Germany; Germany","Schmucker, S., Business and Social Sciences, University of Hamburg, Germany; Häseler, S., Germany","The diversity of undergraduate students within a given lecture is on the increase – both in terms of their personal traits and their performance. The latter development presents a challenge to lecturers, who may have difficulty adapting their teaching methodology because the students’ actual performance often materialises only at the end of the term. Based on practical experience, this paper shows how classroom response systems, using so-called ‘clickers’, can be employed to address this challenge in several ways. A brief test of the material already taught in the first few lectures can provide the lecturer with a rough impression of the performance level in the class right at the start of the term. Yet, more interesting information is to be obtained from a simultaneous survey of potentially performance-related characteristics of the students. Simple statistical analysis will then reveal whether and, if so, which characteristics actually drive student performance. In the best case, the insights thus gained can be used to adapt teaching styles. The paper further argues that the continuous use of clickers in conjunction with the method of peer instruction can appreciably improve learning results without consuming too much lecture time. © The Turkish Online Journal of Educational Technology.",,,,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; DSW, (2014) Studying today in Germany: 20th social survey of Deutsches Studentenwerk on the social dimension of higher education, , Berlin: Heinrich Druck + Medien; Erdel, B., Welche Determinanten beeinflussen den Studienerfolg? Eine empirische Analyse zum Studienerfolg der ersten Kohorte der Bachelorstudenten in der Assessmentphase am FB Wirtschaftswissenschaften der Friedrich-Alexander-Universität Erlangen-Nürnberg (2010) Berichte des Lehrstuhls für Soziologie und Empirische Sozialforschung. Bericht 2010-2; Freeman, M., Factors affecting educational innovation with in class electronic response systems (2007) Australasian Journal of Educational Technology, 23 (2), pp. 149-170; Jirjahn, U., Welche Faktoren beeinflussen den Erfolg im wirtschaftswissenschaftlichen Studium? (2007) Schmalenbachs Zeitschrift für betriebswirtschaftliche Forschung, 59 (3), pp. 286-313; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; KMK-Kultusministerkonferenz, (2014) Synoptische Darstellung der in den Ländern bestehenden Möglichkeiten des Hochschulzugangs für beruflich qualifizierte Bewerber ohne schulische Hochschulzugangsberechtigung auf der Grundlage hochschulrechtlicher Regelungen, , www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2014/2014_08_00-Synopse-Hochschulzugangberufl_Qualifizierter.pdf, [On-line]. (02/23/2015); Krüger-Basener, M., Heterogenität als Herausforderung für Lehrende der angewandten Technikwissenschaft im Teilprojekt Nord (2013) Erfolgreich studieren unter Bologna-Bedingungen? Ein empirisches Interventionsprojekt zu hochschuldidaktischer Gestaltung, pp. 162-190. , M. Bülow-Schramm (Ed.): Bielefeld: Bertelsmann; Kundisch, D., Classroom Response Systems (2013) Informatik Spektrum, 36 (2), pp. 389-393; Mazur, E., Conceptual question response times in peer instruction classrooms (2014) Physical Review Special Topics-Physics Education Research, 10 (2), pp. 1-6; Mazur, E., (2013) Peer Instruction: A User`s Manual, , Kindle Edition, Boston: Pearson; Schmucker, S., Cognitive activation in mass lectures through electronic voting systems in the lecture theatre (2015) International Conference on Quality in Higher Education-ICQH, Proceedings Book, 2014, pp. 67-72. , Sakarya/Turkey; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Willich, J., (2011) Studienanfänger im Wintersemester 2009/10, , www.dzhw.eu/pdf/pub_fh/fh-201106.pdf, Wege zum Studium, Studien-und Hochschulwahl, Situation bei Studienbeginn. HIS: Forum Hochschule 6/2011 [On-line]. (02/23/2015); Wielepp, F., Heterogenität. Herausforderung der Hochschulbildung im demografischen Wandel (2013) Jenseits der Metropolen, pp. 363-387. , P. Pasternack (Ed.), Leipzig: Akademische Verlagsanstalt",,,,Sakarya University,,,,,13036521,,,,English,Turk. Onl. J. Edu. Tech.,Article,Final,,Scopus,2-s2.0-84957568676
"Grzeskowiak L.E., Thomas A.E., To J., Reeve E., Phillips A.J.",24168596600;55586537800;55962629800;55372109200;24491041900;,Enhancing Continuing Education Activities Using Audience Response Systems: A Single-Blind Controlled Trial,2015,Journal of Continuing Education in the Health Professions,35,1,,38,45,,8.0,10.1002/chp.21269,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924989690&doi=10.1002%2fchp.21269&partnerID=40&md5=86e28cb3dfcae1edab9d4fab2e01f83f,"Robinson Institute, University of Adelaide, Australia; SA Pharmacy, Flinders Medical Centre, Australia; SA Pharmacy, Repatriation General Hospital, Australia; School of Pharmacy and Medical Sciences, University of South Australia, Australia; School of Pharmacy and Medical Sciences, University of South Australia, Australia; Good Health Choices, Chemplus Pty Ltd., Australia","Grzeskowiak, L.E., Robinson Institute, University of Adelaide, Australia, SA Pharmacy, Flinders Medical Centre, Australia; Thomas, A.E., SA Pharmacy, Repatriation General Hospital, Australia; To, J., School of Pharmacy and Medical Sciences, University of South Australia, Australia; Reeve, E., School of Pharmacy and Medical Sciences, University of South Australia, Australia; Phillips, A.J., Good Health Choices, Chemplus Pty Ltd., Australia","Introduction: We investigated whether using an audience response system (ARS) as part of continuing education (CE) activities enhances immediate and long-term knowledge acquisition or learner reactions. Method: A multicenter single-blinded controlled trial involving pharmacists at 2 metropolitan teaching hospitals was used for this investigation. Pharmacists were allocated to either (a) an interactive presentation incorporating multiple-choice questions (MCQs) answered using an ARS, or (b) the same, but noninteractive, presentation using summary points instead of MCQs. Baseline knowledge was evaluated using a 10-item questionnaire, which was also used to evaluate immediate and long-term (6 weeks later) knowledge acquisition. Learner reactions were evaluated through feedback questionnaires. Results: The control and ARS intervention presentations were attended by 44 and 35 pharmacists, respectively. The 6-week follow-up questionnaire was completed by 35 control (80%) and 27 (77%) ARS group participants. Baseline knowledge was similar across groups (5.0 ± 1.6 SD vs 5.2 ± 1.6; p = .44) with no differences in immediate (8.3 ± 1.5 vs 7.9 ± 1.5; p = 0.30) or long-term (7.0 ± 1.6 vs 7.0 ± 1.5; p = 0.93) knowledge acquisition. Feedback regarding the use of an ARS was overwhelmingly positive, with participants feeling more strongly that the ARS enabled them to compare knowledge to that of their peers (p < .001). Discussion: There was no observed benefit of an ARS in relation to immediate or long-term knowledge acquisition. The use of an ARS, however, appeared to facilitate enhanced interactivity and participant self-reflection of knowledge, with strong participant desire to continue their use in future CE activities. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.",Audience response system; Clickers; Continuing education; Interactive learning; Maintenance of Certification; Profession-pharmacist; Theory learning; Workplace learning,"adult; certification; continuing education; female; human; learning; male; middle aged; pharmacist; procedures; psychology; single blind procedure; trends; Adult; Certification; Education, Continuing; Female; Humans; Learning; Male; Middle Aged; Pharmacists; Single-Blind Method",,,,,,,,,,,"Salisbury, C., The Australian Quality Assurance and Continuing Education Program as a model for the reaccreditation of general practitioners in the United Kingdom (1997) Br J Gen Pract., 47 (418), pp. 319-322; Davis, D., O'Brien, M.A.T., Freemantle, N., Wolf, F.M., Mazmanian, P., Taylor-Vaisey, A., Impact of formal continuing medical education (1999) JAMA., 282 (9), pp. 867-874; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Comp Educ., 53 (3), pp. 819-827; Grzeskowiak, L.E., To, J., Thomas, A.E., Phillips, A.J., An innovative approach to enhancing continuing education activities for practising pharmacists using clicker technology (2014) Int J Pharm Pract.; Cain, J., Robinson, E., A primer on audience response systems: current applications and future considerations (2008) Am J Pharm Educ., 72 (4); Lymn, J., Mostyn, A., Audience response technology: engaging and empowering non-medical prescribing students in pharmacology learning (2010) BMC Med Educ., 10 (1), p. 73; DeBourgh, G.A., Use of classroom ""clickers"" to promote acquisition of reasoning skills (2008) Nurse Educ Pract., 8 (2), pp. 76-87; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) AAHE Bulletin., 39 (7), pp. 3-7; Hettinger, A., Spurgeon, J., El-Mallakh, R., Fitzgerald, B., Using audience response system technology and PRITE questions to improve psychiatric residents' medical knowledge (2014) Acad Psychiatry., 38 (2), pp. 205-208; Sharma, M., 118: Use of an audience response system improves the retention of presented material and increases overall satisfaction of the text review experience by emergency medicine residents (2010) Ann Emerg Med., 56 (3), p. S40; Arneja, J.S., Narasimhan, K., Bouwman, D., Bridge, P.D., Qualitative and quantitative outcomes of audience response systems as an educational tool in a plastic surgery residency program (2009) Plast Reconstr Surg., 124 (6), pp. 2179-2184; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: effect on learning in family medicine residents (2004) Fam Med., 36 (7), pp. 496-504; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) Am J Roentgenol., 190 (6), pp. W319-W322; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: an application to resident education (2005) Am J Obstet Gynecol., 193 (5), pp. 1827-1830; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof., 23 (2), pp. 109-115; Hajjar, I., Simpson, D., Duthie, E., Structured interactive teaching sessions using the audience response system for GRS can improve geriatric medical knowledge (2003) J Am Geriatr Soc., 51 (4), pp. S64-S64; McRae, M., Elgie-Watson, J., Using audience response technology in hospital education programs (2010) J Contin Educ Nurs., 41 (7), pp. 323-328; Brezis, M., Cohen, R., Interactive learning with voting technology (2004) Med Educ., 38 (5), pp. 574-575; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Med Educ., 38 (5), pp. 575-575; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med., 37 (1), pp. 12-14; Trapskin, P., Smith, K., Armitstead, J., Davis, G., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) Am J Pharm Educ., 69 (2), p. 28; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21 (2012) Med Teach., 34 (6), pp. e386-e405; Forsetlund, L., Bjørndal, A., Rashidian, A., Continuing education meetings and workshops: effects on professional practice and health care outcomes (2009) Cochrane Database Syst Rev., 2. , CD003030; Kirkpatrick, D., Great ideas revisited: techniques for evaluating training programs. Revisiting Kirkpatrick's four-level model (1996) Train Dev J., 50 (1), pp. 54-59; Kung, J.W., Slanetz, P.J., Chen, P.H., Donohoe, K., Eisenberg, R.L., Resident and attending physician attitudes regarding an audience response system (2012) J Am Coll Radiol., 9 (11), pp. 828-831; Ramoska, E.A., Saks, M., Implementation of an audience response system improves residents' attitudes toward required weekly conference (2011) Med Teach., 33 (10), p. 861; Kadir, R.A., Siddiq, A.N., Yahya, N.A., Rusdi, A.R., Hazli, Z., Hussain, H., Audience response system (ARS) technology and dentist attendance in smoking cessation workshop (2013) Sains Malays., 42 (1), pp. 1-5","Grzeskowiak, L.E.; Lyell McEwin Hospital, Haydown Road, Australia",,,John Wiley and Sons Inc.,,,,,08941912,,JCHPE,25799971.0,English,J. Cont. Educ. Health Prof.,Article,Final,,Scopus,2-s2.0-84924989690
"Campbell C., Monk S.",55464275900;55568401500;,Introducing a learner response system to pre-service education students: Increasing student engagement,2015,Active Learning in Higher Education,16,1,,25,36,,14.0,10.1177/1469787414558981,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924915947&doi=10.1177%2f1469787414558981&partnerID=40&md5=d369f859a1c249014deea3653ddb4f8e,"The University of Queensland, Australia; Griffith University, Australia","Campbell, C., The University of Queensland, Australia; Monk, S., Griffith University, Australia","Described in this study is a learner response system (clickers) used with first-year undergraduate students in a small group setting. The aim of the project was to address issues faced by us all as we seek to improve class participation, as well as engage students in lectures and tutorials throughout the course. Data collection for this case study incorporated diary entries by the lecturer and student responses to the use of clickers and reflects both the course coordinator’s journey through the process of introducing this new technology and changing students’ responses as they engage with this technology. The article reports on the positive results particularly in relation to increased potential for clickers to be used as a teaching and learning tool. The significance of this study, however, lies in the recognition that pedagogical approaches need to be taken into consideration when planning for effective use of clickers as a tool for engaging students. © The Author(s) 2014",clickers; learner response system; pre-service education students; student engagement; technology implementation,,,,,,,,,,,,"Anderson, L.S., Healy, A.F., Kole, J.A., Conserving time in the classroom: The clicker technique (2011) Quarterly Journal of Experimental Psychology, 64 (8), pp. 1457-1462. , ,,, et al.. ; (): -; Anthis, K., Is it the clicker, or is it the question? Untangling the effects of student response system use (2011) Teaching of Psychology, 38 (3), pp. 189-193; Bachman, L., Bachman, C., A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research (2011) Journal of Interactive Learning Research, 22 (1), pp. 5-21; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Beatty, I., Gerace, W., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162; Blood, E., Neel, R., Using student response systems in lecture-based instruction: Does it change student engagement and learning? (2008) Journal of Technology and Teacher Education, 16 (3), pp. 375-383; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Campbell, J., Mayer, R.E., Questioning as an instructional method: Does it affect learning from lectures? (2009) Applied Cognitive Psychology, 23 (6), pp. 747-759; Cohen, L., Manion, L., Morrison, K., (2000) Research Methods in Education, , ,,. London: ; :, RoutledgeFalmer; Dallaire, D.H., Effective use of personal response ‘clicker’ systems in psychology courses (2011) Teaching of Psychology, 38 (3), pp. 199-204; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Gray, K., Steer, D.N., Personal response systems and learning: It is the pedagogy that matters, not the technology (2012) Journal of College Science Teaching, 41 (5), pp. 80-88; Hall, R.H., Collier, H.L., Thomas, A student response system for increasing engagement, motivation, and learning in high enrollment lectures Americas Conference on Information Systems (AMCIS) 2005; Hoekstra, A., Mollborn, S., How clicker use facilitates existing pedagogical practices in higher education: Data from interdisciplinary research on student response systems (2012) Learning, Media and Technology, 37, pp. 303-320; Jones, M.E., Antonenkot, P.D., Greenwood, C.M., The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer (2012) Journal of Computer Assisted Learning, 28 (5), pp. 477-487; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Koenig, K., Building acceptance for pedagogical reform through wide-scale implementation of clickers (2010) Journal of College Science Teaching, 39 (3), pp. 46-50; Kolikant, Y.B.-D., Drane, D., Calkins, S., ‘Clickers’ as catalysts for transformation of teachers (2010) College Teaching, 58 (4), pp. 127-135; Laxman, K., A study on the adoption of clickers in higher education (2011) Australasian Journal of Educational Technology, 27 (8), pp. 1291-1303; Lennox Terrion, J., Aceti, V., Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen Chemistry students (2012) Research in Learning Technology, 20, p. 16150; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9, pp. 187-195; Massingham, P., Herrington, T., Does attendance matter? An examination of student attributes, participation, performance and attendance (2006) The Journal of University Teaching & Learning Practice, 3 (2), pp. 83-103; Massoud, A., Iqbal, U., Stockley, D., Using blended learning to foster education in a contemporary classroom (2011) Transformative Dialogues: Teaching & Learning Journal, 5 (2), pp. 1-11. , ,,, et al.. ; (): -; Mayer, R.E., Stull, A., DeLeeuw, K., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57. , ,,, et al.. ;:-; Mazur, E., (1997) Peer Instruction: A User’s Manual, , Upper Saddle River, NJ: ; :, Prentice Hall; Milner-Bolotin, M., Antimirova, T., Petrov, A., Clickers beyond the first-year science classroom (2010) Journal of College Science Teaching, 40 (2), pp. 14-18; Murphy, K.L., Picione, J., Holme, T.A., Data-driven implementation and adaptation of new teaching methodologies (2010) Journal of College Science Teaching, 40 (2), pp. 80-86; Powell, S., Straub, C., Rodriguez, J., Using clickers in large college psychology classes: Academic achievement and perceptions (2011) Journal of the Scholarship of Teaching and Learning, 11 (4), pp. 1-11. , ,,, et al.. ; (): -; Premkumar, K., Coupal, C., Rules of engagement – 12 tips for successful use of ‘clickers’ in the classroom (2008) Medical Teacher, 30, pp. 146-149; The emerging online life of the digital native: What they do differently because of technology and how they do it (2004) Available at:, , http://www.marcprensky.com/writing/Prensky-The_Emerging_Online_Life_of_the_Digital_Native-03.pdf, PrenskyM; Adopt and Adapt: 21st Century Schools Need 21st Century Technology (2006) Edutopia, , http://marcprensky.com; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Strasser, N., Who wants to pass Math? Using clickers in calculus (2010) Journal of College Teaching and Learning, 7 (3), pp. 49-52; Sweeney, J., O’donoghue, T., Whitehead, C., Traditional face-to-face and web-based tutorials: A study of university students’ perspectives on the roles of tutorial participants (2004) Teaching in Higher Education, 9 (3), pp. 311-323; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Clicker implementation models (2011) EDUCAUSE Quarterly34(4, , http://www.educause.edu/ero/article/clicker-implementation-models, WhitePJTDelaneyDGSyncoxD; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88","Campbell, C.; School of Education, The University of QueenslandAustralia",,,SAGE Publications Ltd,,,,,14697874,,,,English,Act. Learn. High. Educ.,Article,Final,,Scopus,2-s2.0-84924915947
"Lee U.J., Sbeglia G.C., Ha M., Finch S.J., Nehm R.H.",57190837356;37002047000;36504085000;7101658508;8725692600;,Clicker score trajectories and concept inventory scores as predictors for early warning systems for large STEM classes,2015,Journal of Science Education and Technology,24,6,,848,860,,7.0,10.1007/s10956-015-9568-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983420876&doi=10.1007%2fs10956-015-9568-2&partnerID=40&md5=318ea4b5daf1d96e601cebee06636283,"Department of Applied Mathematics and Statistics, Stony Brook University, Math Tower, Room P-139A, Stony Brook, NY  11794-3600, United States; Department of Ecology and Evolution, Stony Brook University, 650 Life Sciences Building, Stony Brook, NY  11794-5245, United States; Division of Science Education, College of Education, Kangwon National University, Hyoja-dong, Chuncheon-si, Gangwon-do  200-701, South Korea; Department of Ecology and Evolution, Center for Science and Mathematics Education, Stony Brook University (SUNY), 092 Life Sciences Building, Stony Brook, NY  11794-5233, United States","Lee, U.J., Department of Applied Mathematics and Statistics, Stony Brook University, Math Tower, Room P-139A, Stony Brook, NY  11794-3600, United States; Sbeglia, G.C., Department of Ecology and Evolution, Stony Brook University, 650 Life Sciences Building, Stony Brook, NY  11794-5245, United States; Ha, M., Division of Science Education, College of Education, Kangwon National University, Hyoja-dong, Chuncheon-si, Gangwon-do  200-701, South Korea; Finch, S.J., Department of Applied Mathematics and Statistics, Stony Brook University, Math Tower, Room P-139A, Stony Brook, NY  11794-3600, United States; Nehm, R.H., Department of Ecology and Evolution, Center for Science and Mathematics Education, Stony Brook University (SUNY), 092 Life Sciences Building, Stony Brook, NY  11794-5233, United States","Increasing the retention of STEM (science, technology, engineering, and mathematics) majors has recently emerged as a national priority in undergraduate education. Since poor performance in large introductory science and math courses is one significant factor in STEM dropout, early detection of struggling students is needed. Technology-supported ""early warning systems"" (EWSs) are being developed to meet these needs. Our study explores the utility of two commonly collected data sources-precourse concept inventory scores and longitudinal clicker scores-for use in EWS, specifically, in determining the time points at which robust predictions of student success can first be established. The pre-course diagnostic assessments, administered to 287 students, included two concept inventories and one attitude assessment. Clicker question scores were also obtained for each of the 37 class sessions. Additionally, student characteristics (sex, ethnicity, and English facility) were gathered in a survey. Our analyses revealed that all variables were predictive of final grades. The correlation of the first 3 weeks of clicker scores with final grades was 0.53, suggesting that this set of variables could be used in an EWS starting at the third week. We also used group-based trajectory models to assess whether trajectory patterns were homogeneous in the class. The trajectory analysis identified three distinct clicker performance patterns that were also significant predictors of final grade. Trajectory analyses of clicker scores, student characteristics, and pre-course diagnostic assessment appear to be valuable data sources for EWS, although further studies in a diversity of instructional contexts are warranted. © Springer Science+Business Media New York 2015.",Concept inventory; Longitudinal data; Science education; Student response system; Trajectory analysis,,,,,,,,,,,,"Ackerman, P.L., Kanfer, R., Calderwood, C., High school advanced placement and student performance in college: STEM majors, non-STEM majors, and gender differences (2013) Teach Coll Rec, 115 (10), pp. 1-43; Allensworth, E.M., Easton, J.Q., (2005) The on-track indicator as a predictor of high school graduation, , Consortium on Chicago; Balfanz, R., Neild, R.C., (2006) Unfulfilled promise: The dimensions and characteristics of Philadelphia’s dropout crisis, 2000-2005, , Philadelphia Youth Network, Philadelphia; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australas J Educ Technol, 22 (4), pp. 474-494; Beck, H.P., Davidson, W.D., Establishing an early warning system: Predicting low grades in college students from survey of academic orientations scores (2001) Res High Educ, 42 (6), pp. 709-723; Beggrow, E.P., Ha, M., Nehm, R.H., Pearl, D., Boone, W.J., Assessing scientific practices using machine-learning methods: How closely do they match clinical interview performance? (2014) J Sci Educ Technol, 23 (1), pp. 160-182; Bennett, R.E., Formative assessment: A critical review (2011) Assess Educ Prin Pol Pract, 18 (1), pp. 5-25; Bishop, B.A., Anderson, C.W., Student conceptions of natural selection and its role in evolution (1990) J Res Sci Teach, 27 (5), pp. 415-427; Brook, J.S., Zhang, C., Brook, D.W., Finch, S.J., (2012) Earlier joint trajectories of cigarette smoking and low perceived self-control as predictors of later poor health for women in their mid-60 s nicotine & tobacco research, 14 (4), pp. 434-442. , April 2012; Brook, J.S., Lee, J.Y., Rubenstone, E., Brook, D.W., Finch, S.J., Triple. comorbid trajectories of tobacco, alcohol, and marijuana use as predictors of antisocial personality disorder and generalized anxiety disorder among urban adults (2014) Am J Pub Health, 104 (8), pp. 1413-1420; Bruff, D., (2011) Classroom response system ('‘clickers’'), , bibliography; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sci Educ, 6 (1), pp. 9-20; Chang, M.J., Sharkness, J., Hurtado, S., Newman, C.B., What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups (2014) J Res Sci Teach, 51 (5), pp. 555-580; Clayson, D.E., Performance overconfidence: Metacognitive effects or misplaced student expectations? (2005) J Mark Educ, 27 (2), pp. 122-129; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE-Life Sci Educ, 7 (1), pp. 146-154; Ding, L., Reay, N.W., Lee, A., Bao, L., Are we asking the right questions? Validating clicker question sequences by student interviews (2009) Am J Phys, 77 (7), pp. 643-650; Dobson, J.L., The use of formative online quizzes to enhance class preparation and scores on summative exams (2008) Adv Physiol Educ, 32 (4), pp. 297-302; Draper, N.R., Smith, H., (1998) Applied regression analysis, , 3rd edn. Wiley, New York; Eddy, S.L., Brownell, S.E., Wenderoth, M.P., Gender gaps in achievement and participation in multiple introductory biology classrooms (2014) CBE-Life Sci Educ, 13 (3), pp. 478-492; Erickson, L.E., Erickson, P.A., Do Daily Clicker Questions Predict Course Performance? (2011) Presented at the American Economic Association/Allied Social Science Association annual meetings in Denver, Colorado, , January 8, 2011; Erosheva, E.A., Matsueda, R.L., Telesca, D., Breaking bad: Two decades of life-course data analysis in criminology, developmental psychology, and beyond (2014) Annu Rev Stat Appl, 1, pp. 301-332; Freeman, S., O’Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Prescribed active learning increases performance in introductory biology (2007) CBE-Life Sci Educ, 6 (2), pp. 132-139; Gregory, T.R., Understanding natural selection: Essential concepts and common misconceptions (2009) Evolut Educ Outreach, 2 (2), pp. 156-175; Griff, E.R., Matter, S.F., Early identification of at-risk students using a personal response system (2008) Brit J Educ Technol, 39 (6), pp. 1124-1130; Grimes, P.W., The overconfident principles of economics student: An examination of a metacognitive skill (2002) J Econ Educ, 33 (1), pp. 15-30; Haladyna, T.M., (2004) Developing and validating multiple-choice test items, 3rd edn, , Lawrence Erlbaum Associates, Mahwah Haudek; Kaplan, J.J., Knight, J., Long, T., Merrill, J., Munn, A., Nehm, R.H., Smith, M., Urban-Lurain, M., Harnessing technology to improve formative assessment of student conceptions in STEM: Forging a national network (2011) CBE-Life Sci Educ, 10 (2), pp. 149-155; Jones, B.L., Nagin, D.S., Advances in group-based trajectory modeling and an SAS procedure for estimating them (2007) Sociol Methods Res, 35 (4), pp. 542-571; Kalas, P., O’Neill, A., Pollock, C., Birol, G., Development of a meiosis concept inventory (2013) CBE-Life Sci Educ, 12 (4), pp. 655-664; Kass, R.E., Raftery, A.E., Bayes factor (1995) JAmStat Assoc, 90, pp. 773-795; Klymkowsky, M.W., Garvin-Doxas, K., Recognizing student misconceptions through Ed’s tools and the biology concept inventory (2008) PLoS Biol, 6 (1), p. e3; Landers, R.N., Lounsbury, J.W., An investigation of big five and narrow personality traits in relation to internet usage (2006) Comput Hum Behav, 22 (2), pp. 283-293; Lee, O., Maerten-Rivera, J., Penfield, R.D., LeRoy, K., Secada, W.G., Science achievement of English language learners in urban elementary schools: Results of a first-year professional development intervention (2008) J Res Sci Teach, 45 (1), pp. 31-52; Lesisko, L.J., Sraiheen, A., Utilizing a benchmark formative assessment to predict academic achievement in a rural school system (2012) Int J Soc Sci Educ, 3 (1), pp. 89-97; Levesque, A.A., Using clickers to facilitate development of problem-solving skills (2011) CBE-Life Sci Educ, 10 (4), pp. 406-417; Libarkin, J.C., Concept inventories in higher education science (2008) Prepared for the national research council promising practices in undergraduate STEM education workshop 2, , Washington, DC, Oct 13-14, 2008; Macfadyen, L.P., Dawson, S., Mining LMS data to develop an '‘early warning system’' for educators: A proof of concept (2010) Comput Educ, 54 (2), pp. 588-599; Moharreri, K., Ha, M., Nehm, R.H., EvoGrader: An online formative assessment tool for automatically evaluating written evolutionary explanations (2014) Evol Educ Outreach, 7, p. 15; Nagin, D.S., Land, K., Age, criminal careers, and population heterogeneity: Specification and estimation of a nonparametric mixed Poisson model (1993) Criminology, 31, pp. 327-362; Nagin, D.S., Odgers, C.L., Group-based trajectory modeling in clinical research (2010) Annu Rev Clin Psychol, 6, pp. 109-138; (2001) Knowing what students know, , The National Academies Press, Washington; (2012) Thinking evolutionarily: Evolution education across the life sciences, , The National Academies Press, Washington; (2011) High school dropout, graduation, and completion rates: Better data, better measures, better decisions, , The National Academies Press, Washington; Nehm, R.H., Haertig, H., Human vs. Computer Diagnosis of Students’ Natural Selection (2012) J of Sci Ed and Tech, 21 (1), pp. 56-73; Nehm, R.H., Reilly, L., Biology majors’ knowledge and misconceptions of natural selection (2007) Bioscience, 57 (3), pp. 263-272; Nehm, R.H., Schonfeld, I.S., Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? (2007) J Sci Teach Educ, 18 (5), pp. 699-723; Nehm, R.H., Beggrow, E.P., Opfer, J.E., Ha, M., Reasoning about natural selection: Diagnosing contextual competency using the ACORNS instrument (2012) Am Biol Teach, 74 (2), pp. 92-98; Neild, R.C., Balfanz, R., Herzog, L., An early warning system (2007) Educ Leadersh, 65 (2), pp. 28-33; Opfer, J.E., Nehm, R.H., Ha, M., Cognitive foundations for science assessment design: Knowing what students know about evolution (2012) J Res Sci Teach, 49 (6), pp. 744-777; Orr, R., Foster, S., Increasing student success using online quizzing in introductory (majors) biology (2013) CBE-Life Sci Educ, 12 (3), pp. 509-514; Peugh, J.L., Enders, C.K., Missing data in educational research: A review of reporting practices and suggestions for improvement (2004) Rev Educl Res, 74 (4), pp. 525-556; (2012) Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics, , http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-executive-report-final_2-13-12.pdf; Raftery, A.E., Bayesian model selection in social research (1995) Sociol Method, 25, pp. 111-164; Rath, K.A., Peterfreund, A.R., Xenos, S.P., Bayliss, F., Carnal, N., Supplemental instruction in introductory biology I: Enhancing the performance and retention of underrepresented minority students (2007) CBE-Life Sci Educ, 6 (3), pp. 203-216; Richardson, M., Abraham, C., Bond, R., Psychological correlates of university students’ academic performance: A systematic review and meta-analysis (2012) Psychol Bull, 138 (2), pp. 353-387; Rutledge, M.L., Warden, M.A., The development and validation of the measure of acceptance of the theory of evolution instrument (1999) Sch Sci Math, 99 (1), pp. 13-18; Schwarz, G., Estimating the dimension of a model (1978) Ann Stat, 6 (2), pp. 461-464; Seymour, E., Hewitt, N.M., Talking about leaving: Why undergraduates leave the sciences Talking about leaving: Why undergraduates leave the sciences, , Westview Press, Boulder; Seymour, E., Hewitt, N.M., The genetics concept assessment: A new concept inventory for gauging student understanding of genetics (2000) CBE-Life Sci Educ, 7 (4), pp. 422-430; Theobald, R., Freeman, S., Is it the intervention or the students? Using linear regression to control for student characteristics in undergraduate STEM education research (2014) CBE-Life Sci Educ, 13 (1), pp. 41-48; Torre, M.E.L., Allensworth, E., Jagesic, S., Sebastian, J., Salmonowicz, M., (2013) Turning around low-performing schools in Chicago, , Research report, The university of Chicago Consortium on Chicago school research; Wilson, C.D., Anderson, C.W., Heidemann M, Merrill, J.E., Merritt, B.W., Richmond, G., Assessing students’ ability to trace matter in dynamic systems in cell biology (2006) CBE-Life Sci Educ, 5 (4), pp. 323-331","Lee, U.J.; Department of Applied Mathematics and Statistics, Stony Brook University, Math Tower, Room P-139A, United States; email: unjunglee0120@gmail.com",,,Springer Netherlands,,,,,10590145,,,,English,J. Sci. Educ. Technol.,Article,Final,,Scopus,2-s2.0-84983420876
"Shaw A., Mendonca A., Daraba A.",56362518100;7004368097;23977702000;,"""Clickers"" and HACCP: Educating a diverse food industry audience with technology",2015,Journal of Extension,53,6, 6TOT6,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84952038245&partnerID=40&md5=a78645e0716b0023382fb0fefecf0c96,"Department of Food Science and Human Nutrition (FSHN), Iowa State University (ISU), Ames, IA, United States; Food Science, Food Engineering and Applied Biotechnology Department, University 'Dunarea de Jos' of Galati, Galati, Romania","Shaw, A., Department of Food Science and Human Nutrition (FSHN), Iowa State University (ISU), Ames, IA, United States; Mendonca, A., Department of Food Science and Human Nutrition (FSHN), Iowa State University (ISU), Ames, IA, United States; Daraba, A., Food Science, Food Engineering and Applied Biotechnology Department, University 'Dunarea de Jos' of Galati, Galati, Romania","Hazard Analysis Critical Control Points (HACCP) is a systematic approach to food safety education for the food industry. To receive a HACCP certificate, participants must receive an 80% or higher on the final examination. Language barriers, educational levels, and age have been noted as primary reasoning's for not passing the final examination. Clicker technology has been shown to improve knowledge transfer to students in various classroom settings. Incorporation of mock final examination questions using Clickers into a traditional HACCP course has been shown in a small pilot study to increase the pass rate. © by Extension Journal, Inc.",,,,,,,,,,,,,"Bird, C., McClelland, J., Have you used clickers in programming? (2010) Journal of Extension, 48 (5). , http://www.joe.org/joe/2010october/tt9.php; Canziani, B.F., Managing language policies in the foodservice workplace: A review of law and EEOC guidelines (2006) Journal Foodservice Business Restaurants, 9, pp. 27-47; Ginter, A.C., Maring, E.F., Paleg, B., Valluri, S., Using clicker technology with rural. low income mothers: Collecting sensitive data anonymously (2013) Journal of Extension, 51 (4). , http://www.joe.org/joe/2013august/a3.php; Gustafson, C., Crane, L., Polling your audience with wireless technology (2005) Journal of Extension, 43 (1). , http://www.joe.org/joe/2005december/tt3.php; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Lewis, P.M., (2009) Ethnologue: Languages of the world, , 16th edition, SIL International Publications: Dallas, TX; Lo, T.M., Fukushima, K., Rippen, T.E., Gdovin, S.L., Hahm, T., Active assessment for HACCP training: Integrating pedagogical reasoning with primary trait analysis (2004) Journal of Extension, 42 (6). , http://www.joe.org/joe/2004december/iw4.php; Madera, J.M., Neal, J.A., Dawson, M., Strategies for diversity training: Focusing on empathy in the workplace (2011) Journal of Hospitality Tourism Research, 35, pp. 469-487; Marin, K., Knabel, S., Mendenhall, V., A model train-the-trainer program for HACCP based Food Safety Training in the retail/Food Service Industry: An evaluation (1999) Journal of Extension, 37 (3). , http://www.joe.org/joe/1999june/a1.php; (2004) Multiculturalism in the food and hospitality industry, , http://www.mfha.net/files/publications/fastfacts_download.pdf; Hazard analysis and critical control point principles and application guidelines. National Advisory Committee on the Microbiological Criteria for Foods (1998) Journal of Food Protection, 61, pp. 1246-1259; Niode, O., Bruhn, C., Simmone, A.H., Insight into Asian and Hispanic restaurant manager needs for safe food handling (2010) Food Control, 22, pp. 34-42; Wallace, C.A., Powell, S.C., Post-training assessment of HACCP knowledge: its use as a predictor of effective HACCP development, implementation and maintenance in food manufacturing (2005) British Food Journal, 107, pp. 743-759; Waltz, E.C., Maniccia, D.M., Bryde, R.L., Murphy, K., Harris, B.R., Waldenmaier, M.N., (2010) Training the public health workforce from Albany to Zambia: Technology lessons learned along the way, 125, pp. 61-89. , http://www.publichealthreports.org/issueopen.cfm?articleID=2535, Public Health Reports; (2015) Occupational Outlook Handbook: Food and beverage serving and related workers, , http://www.bls.gov/ooh/food-preparation-and-serving/food-and-beverage-serving-and-relatedworkers.htm, Bureau of Labor Statistics",,,,"Extension Journal, Inc.",,,,,10775315,,,,English,J. Ext.,Article,Final,,Scopus,2-s2.0-84952038245
"Galal S.M., Mayberry J.K., Chan E., Hargis J., Halilovic J.",26538621600;33467849800;56094531000;24070715300;56728533900;,Technology vs. pedagogy: Instructional effectiveness and student perceptions of a student response system,2015,Currents in Pharmacy Teaching and Learning,7,5,,590,598,,2.0,10.1016/j.cptl.2015.06.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84939467903&doi=10.1016%2fj.cptl.2015.06.004&partnerID=40&md5=cd87ec9cf48aaa967e9c244dbc8763ee,"Department of Pharmacy Practice, University of the Pacific, Thomas J. Long School of Pharmacy and Health Sciences, Stockton, CA, United States; Mathematics Department, University of the Pacific, Stockton, CA, United States; Dr. Martin Luther King, Jr. Library, San Jose State University, San Jose, CA, United States; Faculty Development, Assessment and Research, Chaminade University, Honolulu, HI, United States","Galal, S.M., Department of Pharmacy Practice, University of the Pacific, Thomas J. Long School of Pharmacy and Health Sciences, Stockton, CA, United States; Mayberry, J.K., Mathematics Department, University of the Pacific, Stockton, CA, United States; Chan, E., Dr. Martin Luther King, Jr. Library, San Jose State University, San Jose, CA, United States; Hargis, J., Faculty Development, Assessment and Research, Chaminade University, Honolulu, HI, United States; Halilovic, J., Department of Pharmacy Practice, University of the Pacific, Thomas J. Long School of Pharmacy and Health Sciences, Stockton, CA, United States","Objectives: The objective was to determine students' attitudes, perceptions, and material retention with the use of student response systems (SRSs) in a first-year pharmacy practice course. Methods: During a two-hour smoking cessation module, students were randomized to either instruction with the use of SRS (treatment group) or instruction without the use of SRS (control group). A pre- and post-test design was deployed to assess student perceptions and attitudes, as well as student learning outcomes (SLOs). Analysis of covariance (ANCOVA) tests were employed to address the specific study objectives. Results: Pre- and post-assessment results showed that while SRS did not significantly increase retention of SLO in our study, it did appear to significantly impact student perception and attitudes. Students exposed to SRS experienced double the increase in positive attitudes toward the use of this teaching tool as compared with students who were not exposed to their use. We also show that students in the treatment group tended to attribute improved performance on retention of SLO to the use of technology in the classroom more while students in the control group did not. Conclusion: Our results suggest a complex interaction between student learning and attitudes toward technology and active learning tools such as SRS. Further investigation into the impact of perceived student benefits in the aftermath of exposure to new learning tools and relationships to SLO retention are warranted. © 2015 Elsevier Inc.",Active learning; Audience response systems; Large classroom; Student response systems; Technology,analysis of covariance; Article; controlled study; course content; educational technology; human; learning; outcome assessment; paramedical education; pedagogics; perception; pharmacy; pharmacy student; priority journal; student attitude; student response system; student retention,,,,,,,,,,,"Angelo, T., Cross, P., (1993) Classroom Assessment Techniques, , Jossey-Bass, San Francisco, CA; Bonwell, C.C., Eison, A.J., Active learning: creating excitement in the classroom (1991) ASHE-ERIC Higher Education Report No. 1, , George Washington University Press, Washington, DC; Mahon, K.L., Using Student Response Systems to Improve Student Outcomes http://www.mimio.com/en-NA/Content/White-Papers.aspx, Accessed 03.06.15; Barber, M., Njus, D., Clicker evolution: seeking intelligent design (2007) CBE-Life Sci Educ, 6 (1), pp. 1-8; Johnson, D., McLeod, S., Get answers: using student response systems to see students' thinking (2004) Learn Lead Technol, 32 (4), pp. 18-23; Medina, M.S., Plaza, C.M., Stowe, C.D., Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes 2013 (2013) Am J Pharm Educ, 77 (8); Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2); Slain, D., Abate, M., Hodges, B.M., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, 68 (5); Liu, F.C., Gettig, J.P., Fjortoft, N., Impact of student response system on short- and long- term learning in a drug literature evaluation course (2010) Am J Pharm Educ, 74 (1); A language and environment for statistical computing (2013), http://www.R-project.org/, Vienna, Austria: R Foundation for Statistical Computing. URL ; Accessed June 6, 2015; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Comput Educ, 62, pp. 102-110; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53 (3), pp. 819-827; Fies, C., Marshall, J., Classroom response systems: a review of the literature (2006) J Sci Educ Technol, 15 (1), pp. 101-109; Johnson, L., Becker, A., Cummins, S., (2014) NMC Horizon Report: 2014 Higher Education Edition, p. 2013. , The New Media Consortium, Austin, Texas; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: a research based pedagogy for teaching science with classroom response technology (2009) J Sci Educ Technol, 18 (2), pp. 146-162; Beatty, I.D., Transforming student learning with classroom communication systems (2004) Educause Center for Applied Research (ECAR) Research Bulletin ERB0403., (3), pp. 1-13","Galal, S.M.; Department of Pharmacy Practice, University of the Pacific, Thomas J. Long School of Pharmacy and Health Sciences, 3601 Pacific Avenue, United States",,,Elsevier Inc.,,,,,18771297,,,,English,Currents Pharm. Teach. Learn.,Article,Final,,Scopus,2-s2.0-84939467903
Yu Z.,35975507500;,Indicators of satisfaction in clickers-aided EFL class,2015,Frontiers in Psychology,6,MAY, 587,,,,9.0,10.3389/fpsyg.2015.00587,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84930938614&doi=10.3389%2ffpsyg.2015.00587&partnerID=40&md5=ba979848deb20e8f4fac87cfcae2b9ba,"School of Foreign Languages, Hohai University, Nanjing, China; School of English, Zhejiang Yuexiu University of Foreign Languages, Shaoxing, China","Yu, Z., School of Foreign Languages, Hohai University, Nanjing, China, School of English, Zhejiang Yuexiu University of Foreign Languages, Shaoxing, China","How to identify whether students are satisfied with clickers-aided EFL class might be largely a mystery for most researchers since satisfaction is deeply hidden in human psychology which is subtle and intangible. This study, by using bivariate correlation analysis and structural equation modeling, survey scales claimed both valid and internally consistent, and data collected from randomly selected 227 participants, explored the indicators of satisfaction in clickers-aided EFL class, together with gender differences in the indicators. It was concluded that satisfaction was positively correlated with interaction, self-efficacy and self-regulation in clickers-aided EFL class without statistically significant gender differences. Furthermore, interaction, self-efficacy and self-regulation were mutually and significantly correlated. Although indicators of satisfaction might not be limited to these three factors, the findings should be helpful to future researchers who desire to determine whether users are satisfied with the polling technology. Then teachers could decide what teaching style and contents should be adopted. In order to satisfy users of clickers, future lecturing might be designed to promote peer interaction, self-efficacy and self-regulation. © 2015 Yu.",Clickers; Indicators of satisfaction; Interaction; Self-efficacy; Self-regulation,,,,,,,,,,,,"Ali, A., Ahmad, I., Key factors for determining students' satisfaction in distance learning courses: a study of Allama Iqbal OpenUniversity (2011) Contemp. Educ. Technol, 2, pp. 118-134; Artino, J., Anthony, R., Online military training: using a social cognitive view of motivation and self-regulation to understand students' satisfaction, perceived learning, and choice (2007) Q. Rev. Distance Educ, 8, pp. 191-202; Bandura, A., Self-efficacy: toward a unifying theory of behavioral change (1977) Psychol. Rev., 84, pp. 191-215; Beatty, I., Transforming student learning with classroom communication systems (2013) Educause Res. 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Theory Pract, 13, pp. 1251-1261; Perez, K.E., Strauss, E.A., Downey, N., Galbraith, A., Jeanne, R., Cooper, S., Does displaying the class results affect student discussion during peer instruction? (2010) CBE Life Sci. Educ., 9, pp. 133-140; Pintrich, P.R., Smith, D.A., Garcia, T., McKeachie, W.J., Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ) (1993) Educ. Psychol. Meas., 53, pp. 801-813; Rush, B.R., White, B.J., Allbaugh, R.A., Jones, M.L., Klocke, E.E., Miesner, M., Investigation into the impact of audience response devices on short-and long-term content retention (2013) J. Vet. Med. Educ., 40, pp. 171-176; Salmon, T.P., Stahl, J.N., Wireless audience response system: does it make a difference? (2005) J. Extension, 43, pp. 26-31; Smith, D., College classroom interactions and critical thinking (1977) J. Educ. Psychol., 69, pp. 180-190; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE Life Sci. Educ., 10, pp. 55-63; Tandogan, R.O., Orhan, A., The effects of problem-based active learning in science education on students' academic achievement, attitude and concept learning Eurasia (2007) J. Math. Sci. Technol. Educ, 3, pp. 71-81; Tsai, M.J., Tsai, C.C., Junior high school students' Internet usage and self-efficacy: a re-examination of the gender gap (2010) Comput. Educ., 54, pp. 1182-1192; White, P., Syncox, D., Alters, B., Clicking for grades? Really? Investigating the use of clickers for awarding gradepoints in post-secondary education (2011) Interactive Learn. Environ., 19, pp. 551-561; Xie, L., Yang, C.M., Bao, L., Cultivation of scientific reasoning based on Clickers-aided interactive teaching and learning (2013) J. Yangtze Univ, 34, pp. 91-93; Yu, Z., Chen, W., Kong, Y., Sun, X.L., Zheng, J., The impact of clickers instruction on cognitive loads and listening and speaking skills in college English Class. (2014) PLoS ONE, 9; Yu, Z.G., Liu, C., The influence of clickers use on metacognition and learning outcomes in College English Classroom (2014) Int. J. Inf. Commun. Technol. Educ., 10, pp. 50-61; Zimmerman, B.J., Schunk, D.H., (1989) Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice., , New York, NY: Springer-Verlag","Yu, Z.; School of Foreign Languages, Hohai University, No. 9 Fo Cheng Xi Road, China",,,Frontiers Media S.A.,,,,,16641078,,,,English,Front. Psychol.,Article,Final,Open Access,Scopus,2-s2.0-84930938614
"Chien Y.-T., Lee Y.-H., Li T.-Y., Chang C.-Y.",36457541000;56984642100;56984663200;55729449300;,"Examining the effects of displaying clicker voting results on high school students' voting behaviors, discussion processes, and learning outcomes",2015,"Eurasia Journal of Mathematics, Science and Technology Education",11,5,,1089,1104,,11.0,10.12973/eurasia.2015.1414a,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84948742349&doi=10.12973%2feurasia.2015.1414a&partnerID=40&md5=7723d8bc42f13fa5d22f24972cbfbf0c,"National Taiwan Normal University, Taiwan","Chien, Y.-T., National Taiwan Normal University, Taiwan; Lee, Y.-H., National Taiwan Normal University, Taiwan; Li, T.-Y., National Taiwan Normal University, Taiwan; Chang, C.-Y., National Taiwan Normal University, Taiwan","This study explores the relationship between students' clicking behaviors, discussion processes, learning outcomes, and a prominent feature of clicker systems-the whole class' response results aggregated by clickers in real time. The results indicate that, while teaching Newton's laws of motion, displaying the real-time responses of the whole class to clicker questions can influence students' discussion processes and conceptual learning outcomes. The results have practical significance because that (1) the instructional design presented in this study (i.e., peer instruction) is widely used in clicker-integrated science instruction; and that (2) the effect sizes reported in this study are larger than the small magnitude. Implications for science teaching and technological development with clickers are discussed. A prototype of an advanced clicker system, developed based on the results of this empirical study, is presented at the end of this article. © 2015 by iSER, International Society of Educational Research.",Clicker; Clicker-integrated instruction; Collaborative learning; Instant response system; Peer instruction,,,,,,,,,,,,"Boscardin, C., Penuel, W., Exploring benefits of audience-response systems on learning: A review of the literature (2012) Academic Psychiatry, 36 (5), pp. 401-407; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Brookhart, S.M., (2010) How to assess higher-order thinking skills in your classroom, , Alexandria, VA: ASCD; Chien, Y.T., Chang, C.Y., Supporting socio-scientific argumentation in the classroom through automatic group formation based on students' real-time responses Science education in East Asia: Pedagogical innovations and research-informed practices, , (in press). In M. S. Khine (Ed.). Berlin: Springer; Chien, Y.T., Chang, Y.H., Chang, C.Y., Do we click in the right way? A meta-analytic review of clicker-integrated instruction Educational Research Review., , (in revision); Cohen, J., (1988) Statistical power analysis for the behavioral sciencies, , (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics class (2011) Science, 332 (6031), pp. 862-864; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , San Francisco, CA: Pearson; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Gilbert, A., (2005) New for back-to-school: 'Clickers', , http://news.cnet.com/New-for-back-to-school-Clickers/2100-1041_3-5819171.html, Retrieved May 1, 2015; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30 (3), pp. 141-158; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341; Johnson, L., Adams Becker, S., Estrada, V., Freeman, A., (2014), NMC horizon report: 2014 K-12 edition. Austin, TX: The New Media Consortium; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Lo, H.W., Wu, J., Taiwan has world's biggest smartphone craze: Yahoo survey (2014), http://focustaiwan.tw/news/aeco/201408130034.aspx, Retrieved May 1, 2015; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9 (3), pp. 187-195; Mazur, E., (1997) Peer instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall; Perez, K.E., Strauss, E.A., Downey, N., Galbraith, A., Jeanne, R., Cooper, S., Does displaying the class results affect student discussion during peer instruction? (2010) CBE-Life Sciences Education, 9 (2), pp. 133-140; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE-Life Sciences Education, 10 (1), pp. 55-63; Van Meter, P., Garner, J., The promise and practice of learner-generated drawing: Literature review and synthesis (2005) Educational Psychology Review, 17 (4), pp. 285-325","Chang, C.-Y.; Graduate Institute of Science Education, Department of Earth Sciences, National Taiwan Normal University, 88, Section 4, Ting-Chou Road, Taiwan; email: changcy@ntnu.edu.tw",,,Modestum LTD,,,,,13058215,,,,English,Eurasia J. Math. Sci. Technol. Educ.,Article,Final,,Scopus,2-s2.0-84948742349
"Eguchi K., Abe K., Kurebayashi S.",7401565164;56898359900;15520407900;,Development of a hand-made clicker using ZigBee wireless communications,2015,IEEJ Transactions on Fundamentals and Materials,135,11,,688,689,,,10.1541/ieejfms.135.688,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946070437&doi=10.1541%2fieejfms.135.688&partnerID=40&md5=7f92f0620f7fdcb319a5d99f1e8ddd25,"Faculty of Engineering, Department of Information Electronics, Fukuoka Institute of Technology, 3-30-1, Wahak-higashi, Higashi-ku, Fukuoka, 811-0295, Japan; Faculty of Education, Technology Education, Shizuoka University, 836 Ootani, Suruga-ku, Shizuoka, 422-8529, Japan","Eguchi, K., Faculty of Engineering, Department of Information Electronics, Fukuoka Institute of Technology, 3-30-1, Wahak-higashi, Higashi-ku, Fukuoka, 811-0295, Japan; Abe, K., Faculty of Engineering, Department of Information Electronics, Fukuoka Institute of Technology, 3-30-1, Wahak-higashi, Higashi-ku, Fukuoka, 811-0295, Japan; Kurebayashi, S., Faculty of Education, Technology Education, Shizuoka University, 836 Ootani, Suruga-ku, Shizuoka, 422-8529, Japan","In this paper, a hand-made clicker using ZigBee wireless communications is proposed to support active learning. The proposed clicker can achieve not only simple assembling but also the low cost, because only nine circuit components are required to assemble the proposed clicker. In the active learning employing the proposed clickers, student's answers are stored in the computer by an Excel VBA program. Therefore, based on the learning results, teachers can improve their lecture. The questionnaire result of experimental classes shows the effectiveness of the proposed clicker. Copyright © 2015 The Institute of Electrical Engineers of Japan.",Active learning; Bi-directional lecture; Clicker; Teaching materials,Teaching; Wireless telecommunication systems; Zigbee; Active Learning; Bi-directional; Circuit components; Clicker; Excel-VBA; Low costs; Teaching materials; ZigBee wireless communication; Artificial intelligence,,,,,,,,,,,"Culture, Sports, Science and Technology, , http://www.mext.go.jp/bmenu/shingi/chukyo/chukyo4/015/gijiroku/07012401/001.htm; Kawabata, A., Ueki, K., Gotoh, M., Watanabe, S., Effect of ""clinical observation training utilizing clicker"" in teacher training graduate school (2012) Jpn. J Educational Technol., 36 (3), pp. 256-260. , (in Japanese); Yamada, K., Hand-made clickers in the classroom (2008) J. Higher Education & Lifelong Learning, 16, pp. 19-29. , (in Japanese)",,,,Institute of Electrical Engineers of Japan,,,,,03854205,,,,Japanese,IEEJ Trans. Fundam. Mater.,Article,Final,,Scopus,2-s2.0-84946070437
"McLaughlin J.E., Gharkholonarehe N., Khanova J., Deyo Z.M., Rodgers J.E.",55926878700;23569074300;55634997500;23968621200;7202910750;,Instructional design and assessment the impact of blended learning on student performance in a cardiovascular pharmacotherapy course,2015,American Journal of Pharmaceutical Education,79,2, 24,,,,23.0,10.5688/ajpe79224,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84926143262&doi=10.5688%2fajpe79224&partnerID=40&md5=e87b33531d89d76773f65e9a345bc719,"University of North Carolina at Chapel Hill Eshelman School of Pharmacy, Chapel Hill, NC, United States; REX UNC Health Care, Raleigh, NC, United States","McLaughlin, J.E., University of North Carolina at Chapel Hill Eshelman School of Pharmacy, Chapel Hill, NC, United States; Gharkholonarehe, N., REX UNC Health Care, Raleigh, NC, United States; Khanova, J., University of North Carolina at Chapel Hill Eshelman School of Pharmacy, Chapel Hill, NC, United States; Deyo, Z.M., University of North Carolina at Chapel Hill Eshelman School of Pharmacy, Chapel Hill, NC, United States; Rodgers, J.E., University of North Carolina at Chapel Hill Eshelman School of Pharmacy, Chapel Hill, NC, United States","Objective. To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. Design. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Assessment. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. Conclusion. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance. © 2015, American Association of Colleges of Pharmacy. All rights reserved.",Active learning; Blended learning; Cardiology; Clickers; Pharmacotherapy,"audiovisual aid; curriculum; education; evaluation study; human; Internet; perception; pharmacy student; problem based learning; procedures; program evaluation; psychology; questionnaire; teaching; venous thromboembolism; Audiovisual Aids; Computer-Assisted Instruction; Curriculum; Education, Pharmacy; Educational Measurement; Humans; Internet; Perception; Problem-Based Learning; Program Evaluation; Students, Pharmacy; Surveys and Questionnaires; Teaching; Venous Thromboembolism",,,,,,,,,,,"Hartley, J., Cameron, A., Some observations on the efficiency of lecturing (1967) Educ Rev, 20 (1), pp. 30-37; Stuart, J., Rutherford, R.J., Medical students concentration during lectures (1978) Lancet, 2 (8088), pp. 514-516; Bligh, D.A., (2000) What’s the Use of Lectures? San Francisco, , CA: Jossey-Bass; Arum, R., Roska, J., (2010) Academically Adrift: Limited Learning on College Campuses, , Chicago: University of Chicago Press; Christensen, C.M., Eyring, H.J., (2011) The Innovative University: Changing the DNA of Higher Education from the inside Out, , San Francisco: Jossey-Bass; Taylor, M.C., (2010) Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities, , New York: Knopf; Barr, R.B., Tagg, J., From teaching to learning–a new paradigm for undergraduate education (1995) Change, 27 (6), pp. 13-25; Singh, H., Building effective blended learning programs (2003) Educ Technol, 43 (6), pp. 51-54; Garrison, D.R., Kanuka, H., Blended learning: Uncovering its transformative potential in higher education (2004) Internet High Educ, 7 (2), pp. 95-105; Gleason, B.L., Peeters, M.J., Resman-Targoff, B.H., An activelearning strategies primer for achieving ability-based educational outcomes (2011) Am J Pharm Educ, 75 (9). , Article 186; Reddy, I.K., Implementation of a pharmaceutics course in a large class through active learning using quick-thinks and case-based learning (2000) Am J Pharm Educ, 64 (4), pp. 348-354; (2012), https://learn.pharmacy.unc.edu/alt, October 2; Sancho, P., Corral, R., Rivas, T., Gonzalez, M.J., Chordi, A., Tejedor, C., A blended learning experience for teaching microbiology (2006) Am J Pharm Educ, 70 (5). , Article 120; Lewin, L.O., Singh, M., Bateman, B.L., Glover, P.B., Improving education in primary care: Development of an online curriculum using the blended learning model (2009) BMC Med Educ, 9 (1), p. 33; Gray, K., Tobin, J., Introducing an online community into a clinical education setting: A pilot study of student and staff engagement and outcomes using blended learning (2010) BMC Med Educ, 10 (1), p. 6; Pierce, R., Fox, J., Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module (2012) Am J Pharm Educ, 76 (10). , Article 196; Persky, A., Multi-faceted approach to improve learning in pharmacokinetics (2008) Am J Pharm Educ, 72 (2). , Article 36; McLaughlin, J.E., Griffin, L.M., Esserman, D.A., Pharmacy student engagement, performance, and perception in a flipped satellite classroom (2013) Am J Pharm Educ, 77 (9). , Article 196; McLaughlin, J.E., Roth, M.T., Glatt, D.M., The flipped classroom: A Course design to foster learning and engagement in health professions education (2014) Acad Med, 89 (2), pp. 236-243; Ilic, D., Hart, W., Fiddes, P., Misso, M., Villanueva, E., Adopting a blended learning approach to teaching evidence based medicine: A mixed methods study (2013) BMC Med Educ, 13 (1), p. 169; Bliuc, A., Ellis, R.A., Goodyear, P., Piggott, L., A blended learning approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance (2011) Comput Educ, 56 (3), pp. 856-864; Li, L., Tang, H., Teaching physics with blended learning (2012) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 670-677. , Amiel T, Wilson B, eds., Chesapeake, VA: AACE; Picciano, A.G., Dziuban, C.D., Graham, C.R., (2014) Blended Learning: Research Perspectives, 2. , New York, NY: Routledge; Palincsar, A.S., Social constructivist perspectives on teaching and learning (1998) Annu Rev Psychol, 49, pp. 345-375; Fosnot, C.T., Perry, R.S., Constructivism: A psychological theory of learning (2005) Constructivism: Theories, Perspective and Practice, , Fosnot CT, ed., New York: Teachers College Press, Columbia University; Cobb, P., Where is the mind? A coordination of socio-cultural and cognitive constructivist principles (2005) Constructivism: Theories, Perspective and Practice, , Fosnot CT, ed., New York: Teachers College Press, Columbia University; Jonassen, D.H., Objectivism vs constructivism: Do we need a new philosophical paradigm? (1991) Educ Technol: Res Dev, 39 (3), pp. 5-14; Bonwell, C., Eison, J., (1991) Active Learning: Creating Excitement in the Classroom, , Washington, DC: Jossey-Bass; Michael, J., Where’s the evidence that active learning works? (2006) Adv Psychol Educ, 30 (4), pp. 159-167; Prince, M., Does active learning work? A review of the research (2004) J Eng Educ, 93 (3), pp. 223-231; Jonassen, D., Designing for Constructivist Learning Environments (1999) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, , Reigeluth CM, ed., Mahwah, NJ: Lawrence Erlbaum Associates; Crouch, M.A., An Advanced cardiovascular pharmacotherapy course blending online and face-to-face instruction (2009) Am J Pharm Educ, 73 (3). , Article 51; Lizzio, A., Wilson, K., Simons, R., University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice (2002) Stud High Educ, 27 (1), pp. 27-52; Ross, S.M., Morrison, G.R., Lowther, D.L., Educational technology research past and present: Balancing rigor and relevance to impact school learning (2010) Contemp Educ Technol, 1 (1), pp. 17-35","Rodgers, J.E.; UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, CB 7569, 3201 Kerr Hall, United States; email: jerodgers@unc.edu",,,American Association of Colleges of Pharmacy,,,,,00029459,,,25861105.0,English,Am. J. Pharm. Educ.,Article,Final,Open Access,Scopus,2-s2.0-84926143262
"Rubin J., Rajakaruna M.",37119233800;56986701800;,Teaching and assessing higher order thinking in the mathematics classroom with clickers,2015,International Electronic Journal of Mathematics Education,10,1,,37,51,,2.0,10.12973/mathedu.2015.103a,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84948769879&doi=10.12973%2fmathedu.2015.103a&partnerID=40&md5=892f909b2367ae1c9a0e762486723e70,"Union College, United States","Rubin, J., Union College, United States; Rajakaruna, M., Union College, United States","Many schools have invested in clicker technology, due to the capacity of the software to track formative assessment and the increased motivation that students show for incorporating technology in the classroom. As with any adoption of new software that demands amending pedagogy and learning applications, the extent to which clickers are living up to expectations has not yet become apparent. The present study sought to explore the potential of using clickers to teach the reasoning processes behind solving higher order thinking word problems in a mathematics class. A pilot study was conducted with a college algebra class to refine questions used in the coursework and field test a survey to measure student attitudes towards the teaching methodology. The main study took place over the fall semester with a college algebra class (N=21). Results showed increased student motivation and acumen for using the technology and higher test scores, but frustration on the part of both the teacher and students when trying to apply the pedagogy for the purpose of learning higher order thinking reasoning processes. The potential for the technology to offer an alternative for formative assessment was a strong positive element. © 2015 by iSER, International Society of Educational Research.",Clickers; College algebra; Higher order thinking; Mathematics,,,,,,,,,,,,"Bender, T.A., Processing multiple choice and recall test questions (1980) Paper Presented at the Annual Meeting of the American Educational Research Association, , http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED189160, Boston, MA; Berlak, H., Testing in a democracy (1985) Educational Leadership, 43 (2), pp. 16-17; Biggs, J.B., Collis, K.F., (1982) Evaluating The Quality of Learning: The Solo Taxonomy, , New York: Academic Press; Caldwell, J.E., Clickers in the large classroom: Current research and best practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Collis, K.F., The solo taxonomy as a basis of assessing levels of reasoning in mathematical problem solving (1982) Proceedings from the Sixth International Conference for the Psychology of Mathematical Education, , Antwerp, Belgium: University of Antwerp; Collis, K.G., Romberg, T.A., Jurdak, M.E., A technique for assessing mathematical problem-solving ability (1986) Journal for Research in Mathematics Education, 17 (3), pp. 206-221; (2015) About the Common Core State Standards, , http://www.corestandards.org/about-the-standards/, Common Core State Standards Initiative; Debourgh, G.A., Use of classroom “clickers” to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8, pp. 76-87; Douglas, M., Wilson, J., Ennis, S., Multiple-choice question tests: A convenient, flexible and effective learning tool? (2012) A Case Study. Innovations in Education and Teaching International, 49 (2), pp. 111-121; Dowd, S.B., (1992) Multiple-Choice and Alternate-Choice Questions: Description and Analysis, , http://files.eric.ed.gov/fulltext/ED351376.pdf; Elias, J.L., Merriam, S.B., (2005) Philosophical Foundations of Adult Education, , 3rd ed)Malabar FL Krieger Publishing Company; Ennis, R., Large scale assessment of critical thinking in the fourth grade (1985) Paper Presented at Issues in the Development of a Large-Scale Assessment of Critical Thinking Skills, , The American Educational Research Association Annual Meeting. Chicago, Illinois; Frederiksen, N., The real test bias (1984) American Psychologist, 39 (1), pp. 1-10; Hansen, J.D., Dexter, L., Quality multiple-choice test questions: Item-writing (1997) Journal of Education for Business, 73 (2), 94p; Hatch, J., Murray, J., Moore, R., Manna from heaven or “clickers” from hell: Experiences with an electronic response system (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Kolikant, Y.B.D., Calkins, S., Drane, D., Clickers as catalysts for transformation of teachers (2010) College Teaching, 58, pp. 127-135; Lin, S., Singh, C., Can multiple-choice questions simulate free-response questions? (2012) AIP Conference Proceedings, 1413 (1), pp. 47-50; Lockwood, D.F., (2003) Higher Order Thinking in Teaching Senior Science, , http://members.shaw.ca/donlockwood/mcquestions.htm; Liu, W.C., Stengel, D., Improving student retention and performance in quantitative courses using clickers (2011) The International Journal for Technology in Mathematics Education, 18 (1), pp. 51-58; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) The Journal of Continuing Education in the Health Professions, 23 (2), pp. 109-115; (2015) An educator’s Guide to the “four Cs”, , http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf, National Education Association; Oermann, M.H., Gaberson, K.B., (2006) Evaluation and Testing in Nursing Education, , 2nd ed) New York Springer Publishing Company Inc; Popelka, S.R., Now we're really clicking! (2010) Mathematics Teacher, 104 (4), pp. 290-295; Ray, W., Writing multiple-choice questions: The problem and a proposed solution (1978) The History Teacher, 11 (2), pp. 211-218; Resnick, L.B., (1987) Education and Learning to Think, , Washington, DC: National Academy Press; Ribbens, E., Why I like personal response systems (2007) Journal of College Science Teaching, 37 (2), pp. 60-62; Romberg, T.A., Zarinnia, E.A., Collis, K.F., A new world view of assessment in mathematics (1990) Assessing Higher Order Thinking in Mathematics, pp. 21-38. , In G. Kulm (Ed.), Washington, DC: American Association for the Advancement of Science; Writing multiple choice items that demand critical thinking (2014) University of Oregon, , http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/sometechniques.html#problemsolution, Teaching Effectiveness Program; (2012), www.corestandards.org/October30,2012, Standards; A triarchic approach to measuring critical thinking skills: A psychological view (1985) Paper Presented at Symposium, Issues in the Development of a Large-Scale Assessment of Critical Thinking Skills, , Sternberg and Baron, The American Educational Research Association annual Meeting. Chicago, Illinois; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner’s application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102; Stupans, I., Multiple choice questions: Can they examine application of knowledge? (2006) Pharmacy Education, 6 (1), pp. 59-63; Torres, C., Lopes, A., Babo, L., Azevedo, J., Improving multiple-choice questions (2011) Us-China Education Review, B1, pp. 1-11; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3 (12). , http://www.biomedcentral.com/content/pdf/1472-6920-3-12pdf; Wayne, W., Relative effectiveness of single and double multiple-choice questions in educational measurement (1982) The Journal of Experimental Education, 51 (1), pp. 46-50","Rubin, J.; Department of Education, Union College, 310 College St., United States; email: jrubin@unionky.edu",,,Gokkusagi LTD. STI.,,,,,13063030,,,,English,Int. Electron. J. Math. Educ.,Article,Final,,Scopus,2-s2.0-84948769879
"McLoone S.C., Villing R., O'Keeffe S.",8378880700;8450195000;56912010400;,Using mobile touch devices to provide flexible classroom assessment techniques,2015,International Journal of Mobile Human Computer Interaction,7,4,,1,15,,1.0,10.4018/IJMHCI.2015100101,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84944680328&doi=10.4018%2fIJMHCI.2015100101&partnerID=40&md5=fb62dd4de8528f9f5ef44ba449de7f6e,"Department of Electronic Engineering, Maynooth University, Maynooth, Ireland","McLoone, S.C., Department of Electronic Engineering, Maynooth University, Maynooth, Ireland; Villing, R., Department of Electronic Engineering, Maynooth University, Maynooth, Ireland; O'Keeffe, S., Department of Electronic Engineering, Maynooth University, Maynooth, Ireland","Classroom assessment techniques (CATs) are ungraded activities in a classroom setting that provide feedback to the teacher and to the students themselves, on the current state of student learning and understanding, which can subsequently drive corrective actions where necessary. Student response systems (SRSs) provide a technological solution for CATs whereby students can respond anonymously and instructors can provide instant feedback. However, existing systems have tended to suffer from constrained input, limiting the quality of the student responses. In particular, existing SRSs typically only employ well known form based input metaphors such as the multiple-choice selection and text-box input. These input types are not well suited to responses that require signifcant graphic or symbolic elements such as equations, circuit diagrams, and other drawings. These SRSs also have logistical issues in relation to portability and ownership of the equipment. In this paper, the authors present an SRS designed from the ground up to support CATs with freeform input to fulfl the needs of the science, technology, engineering and mathematics (STEM) classroom, though the solution is applicable to any learning environment in which freeform input is valuable. To mitigate logistical issues, the solution employs touch based Android tablets and smart phones commonly owned by students and a freely downloadable student app. This paper details the design of teacher and student interaction, including instructor preparation prior to class. The authors also examine some of the issues surrounding freeform graphic and symbolic input on a range of device form factors and the particular solutions that they found effective. A summary of their ongoing evaluation of this system is also outlined within. Copyright © 2015, IGI Global.",Audience Response Systems; Classroom Assessment Techniques (CATS); Smart-Device Based Response Systems; Student Response Systems; Technology in the Classroom,Computer aided instruction; Education; Feedback; Interactive computer systems; Smartphones; Teaching; Audience response systems; Classroom assessment techniques; Response systems; Student-response system; Technology in the classroom; Students,,,,,"Centre for Teaching and Learning, Universiti Teknologi Malaysia

National University of Ireland, Maynooth","The authors would like to thank the Centre for Teaching and Learning, Maynooth University and the 3U NSTEP scheme for providing the research funding for this project. We would also like to thank all the students and staff who partook in the surveys of the SRS. Séamus McLoone graduated with a first class BEng honours degree in Electrical and Electronic Engineering from Queen's University Belfast, N.Ireland in 1996. He was a researcher with the Intelligent Systems and Control Group at Queen's from September 1996 to August 2001, where he obtained his PhD, entitled ‘Nonlinear Identification using Local Model Networks’. Since August 2001 he has been employed as a Lecturer in the Department of Electronic Engineering, Maynooth University, Ireland. His research interests include Nonlinear System Identification, Multiple-model Networks, Fuzzy Logic and Fuzzy Systems and Latency and Consistency in Distributed Interactive Applications. He is also keenly interested in incorporating technology into the classroom environment with a view to improving and enhancing the student learning experience. Rudi Villing received a first class honours BEng (Electronic Engineering) from Dublin City University in 1992 and a PhD (Engineering) from Maynooth University in 2010. After graduating from Dublin City University, Rudi spent the next 10 years working in the telecommunications software industry. Since 2002, Rudi has been a lecturer with the Electronic Engineering department in NUI Maynooth. His key skills are software engineering and systems, signal processing, and telecommunications. His present research interests include wireless systems, autonomous robotics, and learning technologies. He is a member of the Callan Institute at Maynooth University and an associate researcher of CTVR / the telecommunications research centre. Simon O’Keeffe graduated with a first class BEng honours degree in Electronic Engineering with Computers from Maynooth University, Ireland in 2013 . As an undergraduate, his final year project focused on developing a shared interactive application for use in an engineering classroom environment.In October 2013 he commenced his studies towards a PhD in Maynooth University. His PhD is titled ‘Semi-autonomous robotic systems for social engagement and assisted living’. His research interests include Human-Robot Interfaces, Semi-Autonomous Control, Human-Computer Interfaces, and Robotic Systems. He is a member of Maynooth University’s robot soccer team RoboEireann which compete in the standard platform league at RoboCup events.",,,,,"Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: A Handbook for College Teachers, , San Francisco: Jossey-Bass Publishers; Auras, R., Bix, L., Wake up! the effectiveness of a student response system in large packaging classes (2007) Packaging Technology and Science, 20 (3), pp. 183-195; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) The American Society for Cell Biology, 6, pp. 1-20. , PMID:17339388; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62 (1), pp. 102-110; Blood, E., Neel, R., Using student response systems in lecture-based instruction: Does it change student engagement and learning? (2008) Journal of Technology and Teacher Education, 16 (3), pp. 375-383; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association of Learning Technology Journal, 11 (3), pp. 43-57; Briggs, C.L., Keyek-Franssen, D., Clickers and CATs: Using learner response systems for formative assessments in the classroom (2010) EDUCAUSE Quarterly, 33 (4); Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , Jossey-Bass, San Francisco, CA; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Edu, 6 (1), pp. 9-20. , PMID:17339389; Faust, J.L., Paulson, D.R., Active learning in the college classroom (1998) Journal on Excellence in College Teaching, 9 (2), pp. 3-24; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-110; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G.L., Empowering or compelling reluctant participators using audience response systems (2007) Sage Publications, 8 (3), pp. 233-258; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogical development with Clicker Assessment and Feedback technologies and the impact on students' engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24; Hoekstra, A., Vibrant student voices; Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341; Kay, R., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lantz, M.E., The use of 'clickers' the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers & Education, 26 (4), pp. 556-561; MacArthur, J., Jones, L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9 (3), pp. 187-195; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) The Journal of Continuing Education in the Health Professions, 23 (2), pp. 109-115. , PMID:12866330; Moredich, C., Moore, E., Engaging student through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116. , PMID:17496504; Reay, N.W., Bao, L., Pengfei, L., Warnakula-Sooriya, R., Baugh, G., Towards an effective use of voting machines in physics lectures (2005) American Journal of Physics, 73 (6), pp. 554-558; Roschelle, J., Penual, W.R., Abrahamson, A.L., Classroom response and communications systems; Research review and theory (2004) Annual Meeting of the American Educational Research Association, pp. 1-8. , (San Diego, CA); Sarason, Y., Banbury, C., Active learning facilitated by using a game-show format or who doesn't want to be a millionaire? (2004) Journal of Management Education, 28 (4), pp. 509-519; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2008) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27 (5), pp. 278-280. , PMID:17036686",,,,IGI Global,,,,,1942390X,,,,English,Int. J. Mob. Hum. Comput. Interact.,Article,Final,,Scopus,2-s2.0-84944680328
"Simmons E.B., Cosio D., Lin E.H.",56719248100;6508283986;55960238000;,"Using audience response systems to enhance chronic, noncancer pain knowledge acquisition among veterans",2015,Telemedicine and e-Health,21,7,,557,563,,1.0,10.1089/tmj.2014.0160,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84936942196&doi=10.1089%2ftmj.2014.0160&partnerID=40&md5=1f4674c816873ea0598ec6470f7e9b2e,"Jesse Brown VA Medical Center, Anesthesiology/Pain Clinic #124, Chicago, IL  60612, United States","Simmons, E.B., Jesse Brown VA Medical Center, Anesthesiology/Pain Clinic #124, Chicago, IL  60612, United States; Cosio, D., Jesse Brown VA Medical Center, Anesthesiology/Pain Clinic #124, Chicago, IL  60612, United States; Lin, E.H., Jesse Brown VA Medical Center, Anesthesiology/Pain Clinic #124, Chicago, IL  60612, United States","Background: Educating patients on factual information related to chronic pain and self-management improves knowledge, pain outcomes, and compliance. The current study assesses changes in pain knowledge among veterans who attended a 12-week ""Pain Education School"" and examines whether or not the addition of an active learning component (i.e., use of an audience response system [ARS]) leads to greater increases in pain knowledge. Materials and Methods: A sample of 102 veterans 24-84 years of age who elected to participate in the 12-week pain education program was evaluated. Only a subgroup of veterans (n=69) had access to the ARS. Results: A 2×2 repeated-measures multivariate analyses of variance was conducted to examine changes in pain knowledge, pain beliefs, stage of readiness to adopt a self-management approach, and depressive symptoms over time and to explore the impact of ARS use on pain knowledge acquisition. Participants reported a statistically significant difference between their pre-and posttest measures of pain beliefs (p=0.04), stage of readiness to adopt a self-management approach (p=0.00), and depressive symptoms (p=0.00). Veterans who used the ARS demonstrated significantly greater increases in pain knowledge acquisition after completing the pain education program than those who did not (p=0.03). Conclusions: Findings provide support for the incorporation of ARS in pain education programming to facilitate active learning and to increase knowledge acquisition. Findings also provide evidence for the effectiveness of pain education programs in improving veterans' attitudes about their pain, increasing readiness to engage in self-management, and decreasing depressive symptoms. © 2015, Mary Ann Liebert, Inc.",Behavioral health; e-health; education; military medicine; telehealth,"Artificial intelligence; Education; Knowledge acquisition; Medical computing; Medicine; Mergers and acquisitions; Multivariant analysis; Audience response systems; Behavioral health; E health; Factual information; Military medicine; Multi variate analysis; Statistically significant difference; Telehealth; Health; adolescent; adult; aged; attitude to health; chronic pain; evaluation study; female; human; male; middle aged; patient education; procedures; questionnaire; veteran; young adult; Adolescent; Adult; Aged; Chronic Pain; Female; Health Knowledge, Attitudes, Practice; Humans; Male; Middle Aged; Patient Education as Topic; Surveys and Questionnaires; Veterans; Young Adult",,,,,,,,,,,"Dorflinger, L., Kerns, R.D., Auerbach, S.M., Providers' roles in enhancing patients' adherence to pain self management (2013) Transl Behav Med, 3, pp. 39-46; Ferrell, B., Rhiner, M., Ferrell, B., Development and implementation of a pain education program (1993) Cancer, 72, pp. 3426-3432; Johnson, J., The effects of a patient education course on persons with a chronic illness (1982) Cancer Nurs, 5, pp. 117-123; Riddell, A., Fitch, M.I., Patients' knowledge of and attitudes toward the management of cancer pain (1997) Oncol Nurs Form, 24, pp. 1775-1784; Rimer, B., Levy, M.H., Keintz, M.K., Enhancing cancer pain control regimens through patient education (1987) Patient Educ Counsel, 10, pp. 267-277; Chen, H., Yeh, M., Yang, H., Testing the impact of a multimedia video CD of patient-controlled analgesia on pain knowledge and pain relief in patients receiving surgery (2005) Int J Med Inform, 74, pp. 437-445; Ferrell, B.R., Borneman, T., Juarez, G., Integration of pain education in home care (1998) J Palliat Care, 14, pp. 62-68; Shutty, M.S., Degood, D.E., Patient knowledge and beliefs about pain and its treatment (1990) Rehabil Psychol, 35, pp. 43-54; Degood, D.E., Reducing medical patients' reluctance to participate in psychological therapies: The initial session (1983) Prof Psychol Res Pract, 14, pp. 570-579; Gottlieb, B.S., Predicting outcome in pain programs: A matter of cognition (1986) Paper Presented at the American Psychological Association Annual Convention, , Washington, DC, August; Stewart-Wingfield, S., Black, G.S., Active versus passive course designs: The impact on student outcomes (2005) J Educ Bus, 81, pp. 119-125; Dale, E., (1969) Audiovisual Methods in Teaching, , New York: Dryden Press; Bonwell, C.C., Eison, J.A., (1991) Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports, , Washington, DC: EPIC Clearinghouse on Higher Education; Ebert-May, D., Brewer, C., Allred, S., Innovation in large lectures: Teaching for active learning (1997) Bioscience, 47, pp. 601-607; Michel, N., Cater, J.J., III, Varela, O., Active versus passive teaching styles: An empirical study of student outcomes (2009) Hum Resour Dev Q, 20, pp. 397-418; Sarason, Y., Banbury, C., Active learning facilitated by using a game-show format or who doesn't want to be a millionaire? (2004) J Manag Educ, 28, pp. 509-519; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53, pp. 819-827; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, pp. 12-14; Vana, K.D., Silva, G.E., Muzyka, D., Hirani, L.M., Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students (2011) Comput Inform Nurs, 29, pp. 326-334; Hinde, K., Hunt, A., Using the personal response system to enhance student learning: Some evidence from teaching economics (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 140-154. , Banks DA, ed Hershey, PA: Information Science Publishing; Bullock, D.W., Labella, V.P., Clinghan, T., Enhancing the student-instructor interaction frequency (2002) Physics Teacher, 40, pp. 30-36; Pelton, L.F., Pelton, T., Selected and constructed response systems in mathematics (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 175-186. , Banks DA, ed Hershey, PA: Information Science Publishing; 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(1998) Health Promotion Evaluation: Recommendations to Policy-makers: Report of the WHO European Working Group on Health Promotion Evaluation, , www.who.dk/document/e60706.pdf, (last accessed January 21, 2014)","Cosio, D.; Jesse Brown VA Medical Center, Anesthesiology/Pain Clinic #124, United States",,,Mary Ann Liebert Inc.,,,,,15305627,,TJEOA,25734588.0,English,Telemedicine. e-Health,Article,Final,,Scopus,2-s2.0-84936942196
Esquembre F.,6507001647;,Facilitating the Creation of Virtual and Remote Laboratories for Science and Engineering Education,2015,IFAC-PapersOnLine,48,29,,49,58,,21.0,10.1016/j.ifacol.2015.11.212,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964308428&doi=10.1016%2fj.ifacol.2015.11.212&partnerID=40&md5=dc7562bc83babab919b3efcee05d9216,"Departamento de Matemáticas, Universidad de Murcia, Murcia, Spain","Esquembre, F., Departamento de Matemáticas, Universidad de Murcia, Murcia, Spain","For roughly the past ten years, we have been working on creating and using virtual and remote laboratories for Science and Engineering education, and on providing a number of software tools that facilitate their creation. Virtual laboratories, or simulations, can be used to promote a more active role of students when studying certain phenomena. Remote laboratories add the extra value of using real hardware, typically at a distant location, which shows students the additional issues that appear when using real equipment. These pedagogical benefits are particularly effective if the laboratories are designed to be used using an Interactive Engagement approach. Our work, which received the gift of the collaboration with many other people interested in improving education, in particular in Physics and Control Engineering, has taught us what are the features and software platforms required to create virtual and remote laboratories. We review the lessons learned from the past ten years of successful outcomes and how we apply these lessons to prepare for the integration of computers, tablets, and other mobile devices with platform-independent cloud-based computing and laboratories. © 2015, IFAC (International Federation of Automatic Control) Hosting by Elsevier Ltd. All rights reserved.",Engineering Education; Remote Laboratory; Science Education; Simulation; Virtual laboratory,Education; Engineering education; Laboratories; Mobile devices; Students; Cloud based computing; Interactive engagements; Platform independent; Remote laboratories; Science and engineering; Science education; Simulation; Virtual laboratories; Distance education,,,,,,,,,,,"(2015), www.apple.com/es/ibooks-author, Apple. iBooks Author web page Accessed: 2015-09-06; Calibre EBook Management, , Calibre calibre-ebook.com, 2015. Accessed: 2015-09-07; Christian, W., (2015) Open Source Physics Project, , www.compadre.org/osp, Accessed: 2015-09-06; Christian, W., Belloni, M., Physlets: Teaching Physics with Interactive Curricular Material, , Addison-Wesley, 2000. ISBN 0130293415; Christian, W., Belloni, M., Physlet Physics, , Prentice Hall, 2003. ISBN 0-13-101969-4; Christian, W., Belloni, M., Creating and distributing simulations for tablets (2014) Poster at the Conference in Computational Physics, Boston 2014; Christian, W., Esquembre, F., Bar-Bato, L., Open Source Physics (2011) Science, 334, pp. 1077-1078; Christian, W., Belloni, M., Esquembre, F., Bruce, A.M., Barbato, L., Riggsbee, M., The Physlet approach to simulation design (2015) The Physics Teacher, 53, pp. 419-422; De La Torre, L., Heradio, R., Carlos, J.A., Sánchez, J., Dormido, S., Torres, F., Francisco, C.A., Providing collaborative support to virtual and remote laboratories (2013) IEEE Transactions on Learning Technologies, 64, pp. 312-323; De La Torre, L., Guinaldo, M., Heradio, R., Dormido, S., The ball and beam system: A case study of virtual and remote lab enhancement with Moodle (2015) IEEE Transactions on Industrial Informatics, 11, pp. 934-945; Dormido, S., Control learning: Present and future (2004) Annual Reviews in Control, 28, pp. 115-136; Dormido, S., Esquembre, F., The quadruple-tank process: An interactive tool for control education (2003) Proceedings of the European Control Conference; Sebastián Dormido, J., UNED Labs: A network of virtual and remote laboratories (2011) Using Remote Labs in Education, Volume 2, pp. 253-270. , J. 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ISBN 9780691131375; (2015) LaTeX A Document Preparation System, , www.latex-project.org, LaTeX Accessed: 2015-09-07; Márquez-Sánchez, M.A., (2015) Un Modelo General de Referencia para El Acceso Remoto A Laboratorios Docentes y de Investigacióon, , (Ph. D. dissertation). Universidad de Huelva; Mason, B., (2015) ComPADRE Digital Library, , www.compadre.org, Accessed: 2015-09-06; Desiré Medina, I., (2014) Synkope Simulation, , www.opensourcephysics.org, Accessed: 2015-09-21; Novak, G.M., Patterson, E.T., Gavrin, A.D., Christian, W., Just-in-Time Teaching: Blending Active Learning with Web Technology, , Prentice Hall, Upper Saddle River, 1999. ISBN 0130850349; Pandoc A Universal Document Converter, , Pandoc pandoc.org, 2015. Accessed: 2015-09-07; Redish, E., Preface (2000) Christian and Belloni, , Prentice-Hall, 2000; Sáenz, J., Chacón, J., Torre, L., Antonio, V., Dormido, S., Open and low-cost virtual and remote labs on control engineering (2015) IEEE Access, 3, pp. 805-814; Salzmann, C., Govaerts, S., Halimi, W., Gillet, D., The Smart Device specification for remote labs (2015) Remote Engineering and Virtual Instrumentation (REV), 2015 12th International Conference on, pp. 199-208. , REV, Bangkok; (2011) Science Prize for Online Resources in Education (SPORE) Award, , www.sciencemag.org/site/special/spore, Science Accessed: 2015-09-07; Sigil. Epub eBook editor. sigil-ebook.com, 2015. Accessed: 2015-09-07; Simonelis, A., A concise guide to the major internet bodies (2005) Magazine Ubiquity, FEBRUARY, p. 2; (2015) University Network of Interactive Labs. Unilabs.dia.uned.es, , UNILabs Accessed: 2015-09-06; Vargas, H., Sánchez, J., Jara, C.A., Candelas, F.A., Torres, F., Dormido, S., A network of automatic control web-based laboratories (2011) IEEE Transactions on Learning Technologies, 4 (3), pp. 197-208; (2015) World Wide Web Consortium, , www.w3.org, W3C Accessed: 2015-09-07; (2015), www.w3.org/TR/WebIDL/, W3C. Web IDL. Accessed: 2015-09-20. Websocket. www.websocket.org, 2015. Accessed: 2015-09-07; Kang Wee, L., Open Source Physics @Singapore, , weelookang.blogspot.com.es, 2015. Accessed: 2015-09-08","Esquembre, F.; Departamento de Matemáticas, Universidad de MurciaSpain; email: fem@um.es",,,Elsevier B.V.,,,,,24058963,,,,English,IFAC-PapersOnLine,Article,Final,,Scopus,2-s2.0-84964308428
"Lin C.-H., Mai Y.-T., Chang S.-H.",57043665800;7203020267;8836655500;,The effectiveness of applying an ontology framework to a higher education course on dealing with computer viruses,2015,World Transactions on Engineering and Technology Education,13,4,,652,657,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84953729960&partnerID=40&md5=2b7a17c5eb517a9ca2203dcc4feb1fbd,"National Changhua University of Education, Changhua, Taiwan; National Taiwan University of Sport, Taichung, Taiwan","Lin, C.-H., National Changhua University of Education, Changhua, Taiwan; Mai, Y.-T., National Taiwan University of Sport, Taichung, Taiwan; Chang, S.-H., National Changhua University of Education, Changhua, Taiwan","Computer virus is an abstract term and students study the effectiveness of computer viruses in traditional teaching methods which are poor. This study used an innovative interactive learning system, Network Security Course with Ontology Framework (NSCOF), to enhance students' knowledge and problem-solving skills when dealing with computer viruses. A total of 86 junior students from a technical and vocational college in central Taiwan voluntarily participated in the study. The study adopted a quasi-experimental approach with a two-group design. The findings were as follows: 1) knowledge-learning achievement: the two groups performed similarly; and 2) problem-solving learning achievement: the treatment group significantly outperformed the control group. The results show that the students solved the problems caused by a computer virus more accurately and quickly after they had studied the teaching material. Integrating this proposed knowledge - that is, the ontology of a computer virus - into the current pedagogy could increase the effectiveness and efficiency of this field. © 2015 WIETE.",,Computer viruses; Education; Learning systems; Network security; Students; Teaching; Effectiveness and efficiencies; Experimental approaches; Interactive learning systems; Knowledge learning; Learning achievement; Problem solving skills; Teaching materials; Vocational colleges; Problem solving,,,,,,,,,,,"(2015), http://www.ieet.org.tw/en/, 11 October 2015; (2015), http://english.moe.gov.tw/, 14 October 2015; Cohen, F., Computer viruses: theory and experiments. (1987) Computers and Security, 6 (1), pp. 22-35; Merrick, K.E., An empirical evaluation of puzzle-based learning as an interest approach for teaching introductorycomputer science (2010) IEEE Trans. on Educ., 53 (4), pp. 677-680; Oommen, B.J., Hashem, M.K., Modeling a student's behavior in a tutorial-like system using learning automata (2010) Systems, Man, and Cybernetics, Part B: Cybernetics, IEEE Trans. on Cybernetics, 40 (2), pp. 481-492; Gruber, T.R., A translation approach to portable ontology specifications (1993) Knowledge Acquisition, 5 (2), pp. 199-220; Gruber, T.R., The pragmatics of ontology as language, contract, and content (2000) Proc. Bio-Ontologies Workshop.; Swartout, W., Tate, A., Ontologies (1999) IEEE Intelligent System and their Applications, 14 (1), pp. 18-19; Hendler, J., Agents and the semantic web (2001) IEEE Intelligent Systems, 2, pp. 30-37; Guarino, N., Formal ontology, conceptual analysis and knowledge representation (1995) Inter. J. of Human-ComputerStudies, 43 (5-6), pp. 625-640; Chen, H., Lv, S., Study on ontology model based on rough set (2010) Proc., IEEE Third Inter. Symp. on IntelligentInfor. Technol. and Security Informatics, pp. 105-108; Hung, L.C., Feng, L.E.Z., Analysis of elementary school ICT textbooks in Taiwan and the importance ofcontent about computer virus (2010) Procedia-Social and Behavioral Sciences, 2 (2), pp. 762-766",,,,World Institute for Engineering and Technology Education,,,,,14462257,,,,English,World Trans. Eng. Technol. Edu.,Article,Final,,Scopus,2-s2.0-84953729960
"Jorritsma W., Prins J.T., van Ooijen P.M.A.",55914859100;56659132200;6603795715;,Comparing Four Touch-Based Interaction Techniques for an Image-Based Audience Response System,2015,International Journal of Human-Computer Interaction,31,6,,440,450,,3.0,10.1080/10447318.2015.1039437,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84930017460&doi=10.1080%2f10447318.2015.1039437&partnerID=40&md5=654fcdb6ce8bda74e32d4b4cd5e4b97c,"Department of Radiology, University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Center for Medical Imaging North East Netherlands, Groningen, Netherlands","Jorritsma, W., Department of Radiology, University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Prins, J.T., Center for Medical Imaging North East Netherlands, Groningen, Netherlands; van Ooijen, P.M.A., Department of Radiology, University Medical Center Groningen, University of Groningen, Groningen, Netherlands, Center for Medical Imaging North East Netherlands, Groningen, Netherlands","This study aimed to determine the most appropriate touch-based interaction technique for I2Vote, an image-based audience response system for radiology education in which users need to accurately mark a target on a medical image. Four plausible techniques were identified: land-on, take-off, zoom-pointing, and shift. The techniques were implemented in such a way that they could be used on any modern device. An empirical study was performed in which users marked a target on an image using all four techniques on either a smartphone or a tablet. The techniques were compared in terms of accuracy, efficiency, ease of use, intuitiveness, and compatibility with the different devices. The results showed that shift was the most accurate technique, but it was hampered by its high complexity and low intuitiveness. Land-on was the fastest technique but also the least accurate. Take-off and zoom-pointing provided the best trade-off between accuracy, efficiency, ease of use, and intuitiveness. We therefore conclude that both take-off and zoom-pointing are viable interaction techniques for I2Vote. © , Copyright © Taylor & Francis Group, LLC.",,Economic and social effects; Audience response systems; Ease-of-use; Empirical studies; High complexity; Image-based; Interaction techniques; Touch based interactions; Trade off; Medical imaging,,,,,,,,,,,"Albinsson, P., Zhai, S., High precision touch screen interaction (2003) Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 105-112. , Ft. Lauderdale, FL: ACM Press; Bailey, R.W., Performance vs. preference (1993) In Proceedings of the Human Factors and Ergonomics Society 37th annual meeting, pp. 282-286. , Seattle, WA: Human Factors and Ergonomics Society; Baldauf, M., Fröhlich, P., Snap Target: Investigating an assistance technique for mobile magic lens interaction with large displays (2014) International Journal of Human-Computer Interaction, 30, pp. 446-458; Baudisch, P., Chu, G., Back-of-device interaction allows creating very small touch devices (2009) Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 1923-1932. , Boston, MA: ACM Press; Benko, H., Wilson, A.D., Baudisch, P., Precise selection techniques for multi-touch screens (2006) Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 1263-1272. , Montreal, Canada: ACM Press; Bradley, J.V., Complete counterbalancing of immediate sequential effects in a Latin square design (1958) Journal of the American Statistical Association, 53, pp. 525-528; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73 (2), pp. 1-7; Fortner-Wood, C., Armistead, L., Marchand, A., Morris, F.B., The effects of student response systems on student learning and attitudes in undergraduate psychology courses (2012) Teaching of Psychology, 40, pp. 26-30; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52, pp. 345-351; Grossman, T., Balakrishnan, R., The bubble cursor: Enhancing target acquisition by dynamic resizing of the cursor’s activation area (2005) In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 281-290. , Portland, OR: ACM Press; Hwangbo, H., Yoon, S.H., Jin, B.S., Han, Y.S., Ji, Y.G., A study of pointing performance of elderly users on smartphones (2013) International Journal of Human–Computer Interaction, 29, pp. 604-618; Jorritsma, W., Cnossen, F., van Ooijen, P.M.A., Merits of usability testing for PACS selection (2014) International Journal of Medical Informatics, 83, pp. 27-36; Kissel, G.V., The effect of computer experience on subjective and objective software usability measures (1995) In Proceeding of SIGCHI Conference on Human Factors in Computing Systems, pp. 284-285. , Denver, CO: ACM Press; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37, pp. 12-14; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) The Journal of Continuing Education in the Health Professions, 23, pp. 109-115; Potter, R.L., Weldon, L.J., Shneiderman, B., Improving the accuracy of touch screens: An experimental evaluation of three strategies (1988) In Proceeding of SIGCHI Conference on Human Factors in Computing Systems, pp. 27-32. , Washington, DC: ACM Press; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193, pp. 1827-1830; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sciences Education, 6, pp. 29-41; Romano, M., Paolino, L., Tortora, G., Vitiello, G., The Tap and Slide keyboard: A new interaction method for mobile device text entry (2014) International Journal of Human-Computer Interaction, 30, pp. 935-945; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) American Journal of Roentgenology, 190, pp. 319-322; Sears, A., Shneiderman, B., High precision touchscreens: Design strategies and comparisons with a mouse (1991) International Journal of Man-Machine Studies, 34, pp. 593-613; Siau, K., Sheng, H., Nah, F.F., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49, pp. 398-403; Tu, H., Ren, X., Tian, F., Wang, F., Evaluation of flick and ring scrolling on touch-based smartphones (2014) International Journal of Human-Computer Interaction, 30, pp. 643-653; Van Ooijen, P.M.A., Broekema, A., Oudkerk, M., Design and implementation of I2Vote—An interactive image-based voting system using Windows mobile devices (2011) International Journal of Medical Informatics, 80, pp. 562-569; Vogel, D., Baudisch, P., Shift: A technique for operating pen-based interfaces using touch (2007) Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 657-666. , San Jose, CA: ACM Press; Wobbrock, J.O., Myers, B.A., Aung, H.H., The performance of hand postures in front- and back-of-device interaction for mobile computing (2008) International Journal of Human-Computer Studies, 66, pp. 857-875","Jorritsma, W.; Department of Radiology, University Medical Center Groningen, University of GroningenNetherlands",,,Taylor and Francis Inc.,,,,,10447318,,,,English,Int. J. Hum.-Comput. Interact.,Article,Final,,Scopus,2-s2.0-84930017460
"Strychalski J., Gugołek A., Konstantynowicz M.",15846603000;55936327300;37009038900;,"Clicker training efficiency in shaping the desired behaviour in the following dog breeds: Boxer, Chow Chow and Yorkshire Terrier",2015,Polish Journal of Natural Sciences,30,3,,235,243,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84973882635&partnerID=40&md5=94e82f5e4deaa654d49273119abbc902,"Department of Fur-bearing Animal Breeding and Game Management, University of Warmia and Mazury, Oczapowskiego 5, Olsztyn, 10-718, Poland","Strychalski, J., Department of Fur-bearing Animal Breeding and Game Management, University of Warmia and Mazury, Oczapowskiego 5, Olsztyn, 10-718, Poland; Gugołek, A., Department of Fur-bearing Animal Breeding and Game Management, University of Warmia and Mazury, Oczapowskiego 5, Olsztyn, 10-718, Poland; Konstantynowicz, M., Department of Fur-bearing Animal Breeding and Game Management, University of Warmia and Mazury, Oczapowskiego 5, Olsztyn, 10-718, Poland","Works comparing the trainability of dog breeds mainly comprised indirect assessment methods; however, little empirical research has targeted the behavioural characteristics of breeds. The goal of this paper was to study the reaction of Boxer, Chow Chow and Yorkshire Terrier breeds to the shaping method with the use of the clicker in acquiring the desired behaviour. The dogs' task was to pass by the first (proximal) and second (distal) cones counter-clockwise. Initially, Boxers coped worst. However, after achieving the first success, achieving two consecutive successes was relatively easy for them. Chow Chows were relatively successful initially, but to repeat the success twice they required a much higher number of sessions with the clicker than the remaining two breeds. The results achieved by this breed show that, contrary to the opinion of many dog coaches, it is possible to successfully train Chow Chows. © 2015, University of Warmia and Mazury in Olsztyn. All rights reserved.",Boxer; Chow Chow; Clicker training; Shaping behavior; Yorkshire Terrier,,,,,,,,,,,,"Alexander, M.C., (2003) Click for Joy: Questions and Answers from Clicker Trainers and Their Dogs, , Sunshine Books, Thomastown; Coppinger, R., Coppinger, L., (2001) Dogs: A New Understanding of Canine Origin, Behavior and Evolution, , The University of Chicago Press; Coren, S., (1994) The Intelligence of Dogs, , Headline Book Publishing, London; Davis, S.L., Cheeke, P.R., Do domestic animals have minds and the ability to think? A provisional sample of opinions on the question (1998) Journal of Animal Science, 76 (8), pp. 2072-2079; Donaldson, J., (1996) The Culture Clash, , James and Kenneth Publishers, Berkeley; Fugazza, C., Miklósi, Á., Should old dog trainers learn new tricks? The efficiency of Do as I do method and shaping/clicker training method to train dogs (2014) Applied Animal Behavior Science, 153, pp. 53-61; Lane, M., (2001) The Yorkshire Terrier: An Owner's Guide to a Happy Healthy Pet, , Wiley Publishing, New Jersey; Mehrkam, L.R., Wynne, C.D.L., Behavioral differences among breeds of domestic dogs (Canis lupus familiaris): Current status of the science (2014) Applied Animal Behaviour Science, 155, pp. 12-27; Miklósi, Á., (2009) Dog Behaviour, Evolution, and Cognition, , Oxford University Press, Oxford; Palika, L., (2007) Howell Book of Dogs, , Wiley Publishing, New Jersey; Parsons, E., (2005) Click to Calm: Healing the Aggressive Dog, , Sunshine Books Inc., Waltham; Pryor, K., (1999) Don't Shoot the Dog! The New Art of Teaching and Training (2nd Ed.), , Bantam Book, New York; Reed, D., (2014) Everything About Chow Chow, , Barb Gates, Chicago; Spitzer, K., (2006) The Everything Boxer Book, , F+W Publications, Inc., Avon, MA; StatSoft, Inc., (2011) STATISTICA (Data Analysis Software System), , version 10.0; Weiss, E., Greenberg, G., Service dog selection tests: Effectiveness for dogs from animal shelters (1997) Applied Animal Behavior Science, 53, pp. 297-308","Strychalski, J.; Department of Fur-bearing Animal Breeding and Game Management, University of Warmia and Mazury, Oczapowskiego 5, Poland; email: janusz.strychalski@uwm.edu.pl",,,University of Warmia and Mazury in Olsztyn,,,,,16439953,,,,English,Pol. J. Nat. Sci.,Article,Final,,Scopus,2-s2.0-84973882635
Wang A.I.,7404619969;,The wear out effect of a game-based student response system,2015,Computers and Education,82,,,217,227,,86.0,10.1016/j.compedu.2014.11.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84917729056&doi=10.1016%2fj.compedu.2014.11.004&partnerID=40&md5=955c7b03cc6df227877b58eaff5d6482,"Dept. of Computer and Information Science, Norwegian University of Science and Technology (NTNU), Sem Sælandsv. 7-9, Trondheim, N7491, Norway","Wang, A.I., Dept. of Computer and Information Science, Norwegian University of Science and Technology (NTNU), Sem Sælandsv. 7-9, Trondheim, N7491, Norway","The Bring Your Own Device (BYOD) wave and advancement in technical infrastructures and in learning technology opens for new ways of teaching in the classroom. The teachers' laptops connected to a video projector, access to wireless network and the students smartphones, tablets or laptops can be utilized to enhance the interaction between the teacher and students, as well as boost the students motivation, engagement and learning. The introduction of new learning technology in the classroom normally results in immediate enthusiasm and excitement both from the teacher and the students. However, the immediate positive effects might fade when the new learning technology has become familiar to the teacher and the students. This paper shows the results from investigating the wear off effect of using the game-based student response system Kahoot! in classroom teaching. More specifically, it compares the results from students using Kahoot! for the first time in a single motivational lecture vs. using Kahoot! in every lecture in a class for five months. The quasi-experiment focused on how the students' perception changed in relation to user-friendliness, engagement, motivation, classroom dynamics, concentration, and perceived learning. The results show a slight reduction in the students motivation and engagement, but the only statistically significant wear out effect found was related to classroom dynamics. At large, the game-based student response system managed to boost students engagement, motivation and learning after using it repeatedly for five months. The core factor to keep the students attention after heavy repeated usage was found to be the competitive nature of Kahoot!. © 2014 Elsevier Ltd.",Evaluation; Game-based learning; Interactive learning environments; Student-response systems,Computer aided instruction; Engineering education; Interactive computer systems; Laptop computers; Motivation; Teaching; Bring your own devices; Evaluation; Game-based Learning; Interactive learning environment; Learning technology; Motivation and engagements; Student-response system; Technical infrastructure; Students,,,,,,,,,,,"Baker, R.S., D'Mello, S.K., Rodrigo, M.T., Graesser, A.C., Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive-affective states during interactions with three different computer-based learning environments (2010) International Journal of Human-Computer Studies, 68 (4), pp. 223-241; Basili, V.R., (1992) Software Modeling and Measurement: The Goal/question/metric Paradigm, , University of Maryland for Advanced Computer Studies; Bessler, W.C., Nisbet, J.J., The use of an electronic response system in teaching biology (1971) Science Education, 55 (3), pp. 275-284; (2013) The Impact of BYOD in Education, pp. 1-16. , Bradford Networks, Bradford-Networks; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39 (1), pp. 8-11; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Carnevale, D., Run a class like a game show: 'Clickers' keep students involved (2005) Chronicle of Higher Education, 51 (42), p. 3; Carver, C.A., Jr., Howard, R.A., Lane, W.D., Enhancing student learning through hypermedia courseware and incorporation of student learning styles (1999) IEEE Transactions on Education, 42 (1), pp. 33-38; Casanova, J., An instructional experiment in organic chemistry. The use of a student response system (1971) Journal of Chemical Education, 48 (7), p. 453; Coca, D.M., Slisko, J., Software socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers (2013) European Journal of Physics Education, 4 (2); Cutts, Q.I., Kennedy, G.E., Mitchell, C., Draper, S., (2004) Maximising Dialogue in Lectures Using Group Response Systems, , CATE; Distasio, J., Way, T., Inclusive computer science education using a ready-made computer game framework (2007) Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, , ACM Dundee, Scotland; Ebner, M., Holzinger, A., Successful implementation of user-centered game based learning in higher education: An example from civil engineering (2007) Computers & Education, 49 (3), pp. 873-890; El-Nasr, M.S., Smith, B.K., Learning through game modding (2006) Computer Entertainment, 4 (1), p. 7; Foss, B.A., Eikaas, T.I., Game play in engineering education - Concept and experimental results (2006) The International Journal of Engineering Education, 22 (5); Fried, C.B., In-class laptop use and its effects on student learning (2008) Computers & Education, 50 (3), pp. 906-914; Gee, J.P., What video games have to teach us about learning and literacy (2003) Computer Entertainment, 1 (1). , 20-20; Gestwicki, P., Sun, F.-S., Teaching design patterns through computer game development (2008) Journal on Educational Resources in Computing, 8 (1), pp. 1-22; Gruenstein, A., McGraw, I., Sutherland, A., (2009) A Self-transcribing Speech Corpus: Collecting Continuous Speech with An Online Educational Game, , SLaTE Workshop; Judson, E., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Ke, F., A case study of computer gaming for math: Engaged learning from gameplay? (2008) Computers & Education, 51 (4), pp. 1609-1620; Kirriemuir, J., McFarlane, A., (2004) Literature Review in Games and Learning; Kleiber, D.A., Playing to learn (1976) Quest, 26 (1), pp. 68-74; Lieberman, D.A., What can we learn from playing interactive games (2006) Playing Video Games: Motives, Responses, and Consequences, pp. 379-397; Lucas, A., Using peer instruction and i-clickers to enhance student participation in calculus (2009) Primus, 19 (3), pp. 219-231; Malone, T.W., What makes things fun to learn? Heuristics for designing instructional computer games (1980) The 3rd ACM SIGSMALL Symposium and the First SIGPC Symposium on Small Systems, , ACM Press Palo Alto, California, United States; McLoughlin, C., Lee, M.J., Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era (2007) ICT: Providing Choices for Learners and Learning. Proceedings Ascilite Singapore 2007; Mejías, U., (2005) A Nomad's Guide to Learning and Social Software, , The Knowledge Tree; Owston, R., Wideman, H., Ronda, N.S., Brown, C., Computer game development as a literacy activity (2009) Computers & Education, 53 (3), pp. 977-989; Papastergiou, M., Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation (2009) Computers & Education, 52 (1), pp. 1-12; Pomerantz, A., Bell, N.D., Learning to play, playing to learn: FL learners as multicompetent language users (2007) Applied Linguistics, 28 (4), pp. 556-578; Prensky, M., Computer games and learning: Digital game-based learning (2005) Handbook of Computer Game Studies, 18, pp. 97-122; Rosas, R., Beyond Nintendo: Design and assessment of educational video games for first and second grade students (2003) Computer Education, 40 (1), pp. 71-94; Schell, J., Lukoff, B., Mazur, E., Catalyzing learner engagement using cutting-edge classroom response systems in higher education (2013) Cutting-Edge Technologies in Higher Education, 6, pp. 233-261; Schilling, M.A., Vidal, P., Ployhar, R.E., Marangoni, A., Learning by doing something else: Variation, relatedness, and the learning curve (2003) Management Science, 49 (1), pp. 39-56; Sellar, M., Poll everywhere (2011) The Charleston Advisor, 12 (3), pp. 57-60; Shadish, W.R., Cook, T.D., Campbell, D.T., (2002) Experimental and Quasi-experimental Designs for Generalized Causal Inference, , Wadsworth Cengage Learning; Sharples, M., The design of personal mobile technologies for lifelong learning (2000) Computers & Education, 34 (34), pp. 177-193; Sindre, G., Nattvig, L., Jahre, M., Experimental validation of the learning effect for a pedagogical game on computer fundamentals (2009) IEEE Transaction on Education, 52 (1), pp. 10-18; Squire, K., Changing the game: What happens when video games enter the classroom (2005) Innovate: Journal of Online Education, 1 (6); Virvou, M., Katsionis, G., Manos, K., Combining software games with education: Evaluation of its educational effectiveness (2005) Educational Technology & Society, 8 (2), pp. 54-65; Wang, A.I., Fsdal, T., Mørch-Storstein, O.K., Lecture quiz - A mobile game concept for lectures (2007) IASTED International Conference on Software Engineering and Application (SEA 2007), p. 6. , Acta Press Cambridge, MA, USA; Wang, A.I., Fsdal, T., Mørch-Storstein, O.K., An evaluation of a mobile game concept for lectures (2008) Proceedings of the 2008 21st Conference on Software Engineering Education and Training, , IEEE Computer Society; Wang, A.I., Extensive evaluation of using a game project in a software architecture course (2011) Transactions on Computing Education, 11 (1), pp. 1-28; Wang, A.I., Elvemo, A.A., Gamnes, V., Three social classroom applications to improve student attitudes (2014) Education Research International, 2014, p. 14; Wang, A.I., Wu, B., Using game development to teach software architecture (2011) International Journal of Computer Games Technology, 2011; Wu, B., Wang, A.I., Børresen, E.A., Tidemann, K.A., Improvement of a lecture game concept - Implementing lecture quiz 2.0 (2011) Proceedings of the 3rd International Conference on Computer Supported Education","Wang, A.I.; Dept. of Computer and Information Science, Norwegian University of Science and Technology (NTNU), Sem Sælandsv. 7-9, Norway",,,Elsevier Ltd,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84917729056
"Quinn M.J., Miltenberger R.G., Fogel V.A.",56523970500;7005636158;36479953600;,Using tagteach to improve the proficiency of dance movements,2015,Journal of Applied Behavior Analysis,48,1,,11,24,,7.0,10.1002/jaba.191,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924288884&doi=10.1002%2fjaba.191&partnerID=40&md5=33c14c7c91a8b8911743215284e14cd8,"Department of Child and Family Studies, University of South Florida, 13301 Bruce B. Downs Blvd. MHC2113A, Tampa, FL  33612, United States","Quinn, M.J., Department of Child and Family Studies, University of South Florida, 13301 Bruce B. Downs Blvd. MHC2113A, Tampa, FL  33612, United States; Miltenberger, R.G., Department of Child and Family Studies, University of South Florida, 13301 Bruce B. Downs Blvd. MHC2113A, Tampa, FL  33612, United States; Fogel, V.A., Department of Child and Family Studies, University of South Florida, 13301 Bruce B. Downs Blvd. MHC2113A, Tampa, FL  33612, United States","Behavioral research to enhance sports performance has been conducted in numerous sports domains and often involves feedback from the coach to the student. One promising form of feedback is the use of an acoustical stimulus such as a clicker to provide more immediate feedback. Similar to clicker training with animals, acoustical stimuli are used with humans to reinforce desired behavior in a procedure called TAGteach, which involves using a clicker as a conditioned reinforcer in training. The purpose of this study was to evaluate the effectiveness of TAGteach, implemented by dance teachers, to increase the fluency of 3 dance movements in a multiple baseline design across behaviors with 4 students of dance. Target behaviors included a turn, kick, and leap. The targeted dance movements remained at relatively low levels of performance during baseline and improved for each participant after the introduction of the TAGteach intervention. Implications for future research are discussed. © Society for the Experimental Analysis of Behavior.",children; dance; feedback; TAGteach,child; constructive feedback; dancing; female; human; motivation; movement (physiology); physiology; psychomotor performance; reinforcement; teaching; Child; Dancing; Female; Formative Feedback; Humans; Motivation; Movement; Psychomotor Performance; Reinforcement (Psychology); Teaching,,,,,,,,,,,"Allison, M.G., Ayllon, T., Behavioral coaching in the development of skills in football, gymnastics, and tennis (1980) Journal of Applied Behavior Analysis, 13, pp. 297-314; Anderson, M.E., Risner, D., Butterworth, M., The praxis of teaching artists in theatre and dance: International perspectives on preparation, practice, and professional identity (2013) International Journal of Education & the Arts, 14, pp. 1-24; Boyer, E., Miltenberger, R.G., Batsche, C., Fogel, V., Video modeling by experts with video feedback to enhance gymnastics skills (2009) Journal of Applied Behavior Analysis, 42, pp. 855-860; Ferguson, D.L., Rosales-Ruiz, J., Loading the problem loader: The effects of target training and shaping on trailer-loading behavior of horses (2001) Journal of Applied Behavior Analysis, 34, pp. 409-424; Fogel, V.A., Weil, T.M., Burris, H., Evaluating the efficacy of TAGteach as a training strategy for teaching a golf swing (2010) Journal of Behavioral Health and Medicine, 1, pp. 25-41; Kladopoulos, C.N., McComas, J.J., The effects of form training on foul-shooting performance in members of a women's college basketball team (2001) Journal of Applied Behavior Analysis, 34, pp. 329-332; Konttinen, N., Mononen, K., Viitasalo, J., Mets, T., The effects of augmented auditory feedback on psychomotor skill learning in precision shooting (2004) Journal of Sport & Exercise Psychology, 26, pp. 306-316; Langbein, J., Siebert, K., Nuernberg, G., Manteuffel, G., The impact of acoustical secondary reinforcement during shape discrimination learning of dwarf goats (Capra hircus) (2007) Applied Animal Behaviour Science, 103, pp. 35-44; Luiselli, J.K., Woods, K.E., Reed, D.D., Review of sports performance research with youth, collegiate, and elite athletes (2011) Journal of Applied Behavior Analysis, 44, pp. 999-1002; Martin, G.L., Thompson, K., Regehr, K., Studies using single-subject designs in sport psychology: 30 years of research (2004) The Behavior Analyst, 27, pp. 263-280; McCall, C.A., Burgin, S.E., Equine utilization of secondary reinforcement during response extinction and acquisition (2002) Applied Animal Behaviour Science, 78, pp. 253-262; McKenzie, T.L., Rushall, B.S., Effects of self-recording on attendance and performance in a competitive swimming training environment (1974) Journal of Applied Behavior Analysis, 7, pp. 199-206; Mononen, K., The effects of augmented feedback on motor skill learning in shooting (2007) Studies in Sport, 122, pp. 1-63; Nemecek, S.M., Chatfield, S.J., Teaching and technique in dance medicine and science: A descriptive study with implications for dance educators (2007) Journal of Dance Education, 7, pp. 109-117; Pryor, K.W., Haag, R., O'Reilly, J., The creative porpoise: Training for novel behavior (1969) Journal of the Experimental Analysis of Behavior, 12, pp. 653-661; Scott, D., Scott, L.M., Goldwater, B., A performance improvement program for an international-level track and field athlete (1997) Journal of Applied Behavior Analysis, 30, pp. 573-575; Smith, S.L., Ward, P., Behavioral interventions to improve performance in collegiate football (2006) Journal of Applied Behavior Analysis, 39, pp. 385-391; Stokes, J.V., Luiselli, J.K., Reed, D.D., Fleming, R.K., Behavioral coaching to improve offensive line pass-blocking skills of high school football athletes (2010) Journal of Applied Behavior Analysis, 43, pp. 463-7472; (2012), http://www.tagteach.com, TAGteach International; Van Rossum, J.H.A., The dance teacher: The ideal case and daily reality (2004) Journal for the Education of the Gifted, 28, pp. 36-55; Ward, P., Carnes, M., Effects of posting self-set goals on collegiate football players' skill execution during practice and games (2002) Journal of Applied Behavior Analysis, 35, pp. 1-12","Quinn, M.J.; Department of Child and Family Studies, University of South Florida, 13301 Bruce B. Downs Blvd. MHC2113A, United States",,,Wiley-Blackwell Publishing Ltd,,,,,00218855,,,25688931.0,English,J. Appl. Behav. Anal.,Article,Final,,Scopus,2-s2.0-84924288884
"Weng H.-J., Chang D.-F., Shyu H.-Y.",56536015700;35204597700;7004321412;,Testing the effect of mnemonic strategy embedded in digital game,2015,ICIC Express Letters,9,3,,827,833,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924028130&partnerID=40&md5=3f0636459c419f27e9c8c7bd171ad65c,"Graduate Institute of Educational Policy and Leadership, Tamkang University, No. 151, Yingzhuan Rd., Tamsui Dist., New Taipei City, 25137, Taiwan; Department of Educational Technology, Tamkang University, No. 151, Yingzhuan Rd., Tamsui Dist., New Taipei City, 25137, Taiwan","Weng, H.-J., Graduate Institute of Educational Policy and Leadership, Tamkang University, No. 151, Yingzhuan Rd., Tamsui Dist., New Taipei City, 25137, Taiwan; Chang, D.-F., Graduate Institute of Educational Policy and Leadership, Tamkang University, No. 151, Yingzhuan Rd., Tamsui Dist., New Taipei City, 25137, Taiwan; Shyu, H.-Y., Department of Educational Technology, Tamkang University, No. 151, Yingzhuan Rd., Tamsui Dist., New Taipei City, 25137, Taiwan","For junior high school students, when they touch the chemical learning, most students find it difficult to remember the names of chemical elements and their attributes. This study developed a set of embedded memory strategy digital game for students which followed related educational theory and let the students naturally remember the properties of chemical elements in the game. To explore the effect of memory strategy embedded in the digital game-based learning (DGBL), this study selected 135 students and divided them by digital game learning and traditional blackboard learning groups. The results reveal that DGBL not only can be used to reduce the learning difficulties but enhance student learning outcomes. Girls in DGBL have shown improving their learning outcomes more significantly. This study suggests applying memory strategies into related digital learning materials to achieve learning goals. For further application, this technology may be used to different platforms to enhance related learning outcomes. © 2015, ICIC International.",Chemistry elements; Digital game-based learning; Interactive learning system; Mnemonic,Chemical elements; Computer games; Education; Learning systems; Students; Digital game-based learning; Digital learning materials; Educational theory; Interactive learning systems; Junior high schools; Learning difficulties; Mnemonic; Student learning outcomes; E-learning,,,,,,,,,,,"Prensky, M., (2001) Digital Game-based Learning, , McGraw-Hill, New York; Hang-Zheng, S.L., Chio, G.F., Modding commercial game for physics learning: A preliminary study (2010) The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning, pp. 225-227. , Kaohsiung, Taiwan; Hjert-Bernardi, K., Melero, J., Hernández-Leo, D., Comparing the effects on student’s behavior of two hint techniques embedded in a digital game-based learning tool (2012) The 12th IEEE International Conference on Advanced Learning Technologies, pp. 138-140. , Rome, Italy; Papastergiou, M., Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation (2009) Computers and Education, 52 (1), pp. 1-12; Basak, C., Boot, W.R., Voss, M.W., Kramer, A.F., Can training in a real-time strategy video game attenuate cognitive decline in older adults? (2008) Psychology and Aging, 23 (4), pp. 765-777; Lin, K.C., Wei, Y.C., Hung, J.C., The effects of online interactive games on high school students’ achievement and motivation in history learning (2012) International Journal of Distance Education Technologies, 10 (4), pp. 96-105; Hara, J.R., Stanger, G.R., Leony, D.A., Renteria, S.S., Carrillo, A., Michael, K., Multilingual mnemonics for the Periodic Table (2007) Journal of Chemical Education, 84 (12); Csikszentmihalyi, M., (1990) Flow: The Psychology of Optimal Experience, , Harper, New York; Garris, R., Ahlers, R., Driskell, J.E., Games, motivation, and learning: A research and practice model (2002) Simulation and Gaming, 33 (4), pp. 441-467; Baddeley, A.D., Working memory (1992) Science, 255, pp. 556-559; Cowan, N., The magical number 4 in short-term memory: A reconsideration of mental storage capacity (2001) Behavioral and Brain Science, 24, pp. 87-185","Chang, D.-F.; Graduate Institute of Educational Policy and Leadership, Tamkang University, No. 151, Yingzhuan Rd., Taiwan",,,ICIC Express Letters Office,,,,,1881803X,,,,English,ICIC Express Lett.,Article,Final,,Scopus,2-s2.0-84924028130
Yamamoto N.,54379465800;,An interactive e-learning system for improving students motivation and self-learning by using smartphones,2015,Journal of Mobile Multimedia,11,1-2,,66,74,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84926451750&partnerID=40&md5=b0873939f56ae0e8b99ef5dbb0e9f37d,"Fukuoka Institute of Technology, Japan","Yamamoto, N., Fukuoka Institute of Technology, Japan","In this paper, we present an interactive learning system, which uses a method of acquiring / utilizing the study records for improving the students learning motivation for learning. During the lecture, the students use the smartphone for learning. The results showed that the proposed study record system has a good effect for improving students' motivation for learning. For the professors of the university, it is difficult to offer all necessary information to the students. In addition, they cannot provide the information to satisfy all students because the quantity of knowledge of each student attending a lecture is different. Therefore, for higher level lectures than intermediate level, the students should study by themselves the learning materials. In this study, we show that our method of acquiring / utilizing the study record promotes the self-learning of the student. In this research, we carried experiments during real lectures at the intermediate level. The results showed that the proposed study record system can improve the degree of self-learning after the lecture. © Rinton Press.",e-Learning system; Learning log; Learning motivation; Self-Learning; Smartphone,E-learning; Education; Learning systems; Motivation; Signal encoding; Smartphones; Interactive E-Learning system; Interactive learning systems; Intermediate level; Learning log; Learning materials; Learning motivation; Motivation for learning; Self-learning; Students,,,,,,,,,,,"Underwood, J., Szabo, A., Academic Offences and e-Learning: Individual Propensities in Cheating (2003) British Journal of Educational Technology, 34 (4), pp. 467-477; Harashima, H., Creating a Blended Learning Environment Using Moodle (2004) The Proceedings of the 20th Annual Conference of Japan Society of Educational Technology, pp. 241-242. , September 23-25; Brandl, K., Are you ready to ""Moodle""? (2005) Language Learning and Technology, 9 (2), pp. 16-23; Dagger, D., Connor, A., Lawless, S., Walsh, E., Wade, V.P., Service-Oriented E-Learning Platforms: From Monolithic Systems to Flexible Services (2007) Internet Computing, 11 (3), pp. 28-35. , IEEE; Patcharee, B., Achmad, B., Achmad, H.T., Okawa, K., Murai, J., Collaborating Remote Computer Laboratory and Distance Learning Approach for Hands-on IT Education (2013) Journal of Information and Processing, 22 (1), pp. 67-74; Emi, K., Okuda, S., Kawachi, Y., Building of an e-Learning System with Interactive Whiteboard and with Smartphones and/or Tablets through Electronic Textbooks (2013) IPSJ SIG Notes, pp. 1-4. , Information Processing Society of Japan (IPSJ), 2013-CE-118(3), 2013-02-01; Yamaguchi, S., Ohnichi, Y., Nichino, K., An Efficient High Resolution Video Distribution System for the Lecture Using Blackboard Description (2013) Technical Report of IEICE, 112 (190), pp. 115-119; Hirayama, Y., Hirayama, S., An Analysis of the Two-factor Model of Learning Motivation in University Students (2001) Bulletin of Tokyo Kasei University, 1, Cultural and Social Science, 41, pp. 101-105; Ichihara, M., Arai, K., Moderator Effects of Meta-Cognition: A Test in Math of a Motivational Model (2006) Japanese Journal of Educational Psychology, 54 (2), pp. 199-210; Matsuo, K., Barolli, L., Xhafa, F., Koyama, A., Durresi, A., New Functions for Stimulating Learners' Motivation in a Web-Based e-Learning System (2008) International Journal of Distance Education Technologies (IJDET), 6 (4), pp. 34-49; Matsuo, K., Barolli, L., Xhafa, F., Koyama, A., Durresi, A., Implementation of a JXTA-based P2P e-learning system and its performance evaluation (2008) International Journal of Web Information Systems (IJWIS), 4 (3), pp. 352-371; Kolici, V., Matsuo, K., Barolli, L., Xhafa, F., Durresi, A., Miho, R., Application of a JXTA-overlay P2P System for End-Device Control and e-Learning (2011) Multimedia Tools Applications, 53 (2), pp. 371-389; Bahji, S.E., Lefdaoui, Y., Alami, J.E., The S2P Learning Model: For the Combination of the Formal and the Personal Dimensions of Learning (2014) Journal of Mobile Multimedia, 9 (3-4), pp. 242-252; Sula, A., Spaho, E., Matsuo, K., Barolli, L., Xhafa, F., Miho, R., A New System for Supporting Children with Autism Spectrum Disorder based on IoT and P2P Technology (2014) International Journal of Space-Based and Situated Computing IJSSC, 4 (1), pp. 55-64; Yamamoto, N., Wakahara, T., An Interactive Learning System Using Smartphone for Improving Students Learning Motivation (2013) Lecture Notes in Electrical Engineering, 253, pp. 305-310. , Information Technology Convergence","Yamamoto, N.; Fukuoka Institute of TechnologyJapan",,,Rinton Press Inc.,,,,,15504646,,,,English,J.Mob. Multimedia,Article,Final,,Scopus,2-s2.0-84926451750
Zingaro D.,36024592100;,Examining interest and grades in computer science 1: A study of pedagogy and achievement goals,2015,ACM Transactions on Computinig Education,15,3, 14,,,,17.0,10.1145/2802752,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941339562&doi=10.1145%2f2802752&partnerID=40&md5=e45e32d0149c871f193f6ed24c5b056d,"Department of Mathematical and Computational Sciences, University of Toronto Mississauga, 3359 Mississauga Road, Mississauga, ON  L5L 1C6, Canada","Zingaro, D., Department of Mathematical and Computational Sciences, University of Toronto Mississauga, 3359 Mississauga Road, Mississauga, ON  L5L 1C6, Canada","Computer Science 1 (CS1), the first course taken by college-level computer science (CS) majors, has traditionally suffered from high failure rates. Efforts to understand this phenomenon have considered a wide range of predictors of CS success, such as prior programming experience, math ability, learning style, and gender, with findings that are suggestive but inconclusive. The current quasiexperimental study extends this research by exploring how the pedagogical approach of the course (traditional lecture vs. Peer Instruction (PI) and clickers) in combination with student achievement goals (mastery goals vs. performance goals) relates to exam grades, interest in the subject matter, and course enjoyment. The research revealed that students with performance goals scored significantly lower on final exams in both the lecture and PI conditions. However, students with performance goals reported higher levels of subject matter interest when taught through PI. Students withmastery goals, in both conditions, scored significantly higher on the final exam, had higher levels of interest, and reported higher levels of course enjoyment than their performance-oriented counterparts. The results suggest that PI may improve the level of subject-matter interest for some students, thereby indicating the importance of studying pedagogical approach as we seek to understand student outcomes in CS1. © 2015 ACM.",Achievement goals; CS1; Peer instruction,Education; Students; Achievement goals; Computer science 1 (CS1); CS1; Pedagogical approach; Peer instruction; Performance-oriented; Programming experience; Student achievement; Teaching,,,,,,,,,,,"Aiken, L.S., West, S.G., (1991) Multiple Regression: Testing and Interpreting Interactions, , Sage; Ames, C., Archer, J., Achievement goals in the classroom: Students' learning strategies and motivation processes (1988) Journal of Educational Psychology, 80 (3), pp. 260-267; Archer, J., Achievement goals as a measure of motivation in university students (1994) Contemporary Educational Psychology, 19 (4), pp. 430-446; Bandura, A., Self-efficacy: Toward a unifying theory of behavioral change (1977) Psychological Review, 84 (2), pp. 191-215; Bennedsen, J., Caspersen, M.E., An investigation of potential success factors for an introductory model-driven programming course (2005) Proceedings of the 1st International Conference on Computing Education Research., pp. 155-163; Bennedsen, J., Caspersen, M.E., Optimists have more fun, but do they learn better? on the influence of emotional and social factors on learning introductory computer science (2008) Computer Science Education, 18 (1), pp. 1-16; Bergin, S., Reilly, R., The influence of motivation and comfort level on learning to program (2005) Proceedings of the 17th Annual Workshop of the Psychology of Programming Interest Group; Bergin, S., Reilly, R., Programming: Factors that influence success (2005) Proceedings of the 36th ACM Technical Symposium on Computer Science Education., pp. 411-415; Byrne, P., Lyons, G., The effect of student attributes on success in programming (2001) SIGCSE Bulletin, 33 (3), pp. 49-52; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Research-Based Reform of University Physics, , E. F. Redish and P. J. Cooney (Eds.); Dehnadi, S., Bornat, R., Adams, R., Meta-analysis of the effect of consistency on success in early learning of programming (2009) Proceedings of the 21st Annual Workshop of the Psychology of Programming Interest Group; Deslauriers, L., Wieman, C.E., Response-education research: Set a high bar (2011) Science, 333 (6047), p. 1221; Evans, G.E., Simkin, M.G., What best predicts computer proficiency? (1989) Communications of the ACM, 32 (11), pp. 1322-1327; Fisher, A., Margolis, J., Miller, F., Undergraduate womenincomputer science: Experience, motivation and culture (1997) SIGCSE Bulletin, 29 (1), pp. 106-110; Fox, J., Weisberg, S., (2011) An R Companion to Applied Regression (2nd Ed.), , Sage; Garvin-Doxas, K., Barker, L.J., Communication in computer science classrooms: Understanding defensive climates as a means of creating supportive behaviors (2004) Journal on Educational Resources in Computing, 4, p. 1; Goold, A., Rimmer, R., Factors affecting performance in first-year computing (2000) SIGCSE Bulletin, 32 (2), pp. 39-43; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) SIGCSE Bulletin, 32 (3), pp. 25-28; Harackiewicz, J.M., Barron, K.E., Elliot, A.J., Rethinking achievement goals: When are they adaptive for college students and why? (1998) Educational Psychologist, 33 (1), pp. 1-21; Harackiewicz, J.M., Barron, K.E., Tauer, J.M., Carter, S.M., Elliot, A.J., Short-term and longterm consequences of achievement goals: Predicting interest and performance over time (2000) Journal of Educational Psychology, 92 (2), pp. 316-330; Harackiewicz, J.M., Barron, K.E., Tauer, J.M., Elliot, A.J., Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation (2002) Journal of Educational Psychology, 94 (3), pp. 562-575; Harackiewicz, J.M., Elliot, A.J., Achievement goals and intrinsic motivation (1993) Journal of Personality and Social Psychology, 65, pp. 904-915; Harackiewicz, J.M., Elliot, A.J., The joint effects of target and purpose goals on intrinsic motivation: A mediational analysis (1998) Personality and Social Psychology Bulletin, 24, pp. 675-689; Hudak, M.A., Anderson, D.E., Formal operations and learning style predict success in statistics and computer science courses (1990) Teaching of Psychology, 17 (4), pp. 231-234; Jenkins, T., The motivation of students of programming (2001) SIGCSE Bulletin, 33 (3), pp. 53-56; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers and Education, 53 (3), pp. 819-827; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4, pp. 298-310; Leeper, R.R., Silver, J.L., Predicting success in a first programming course (1982) Proceedings of the 13th ACM Technical Symposium on Computer Science Education., pp. 147-150; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multi-national study of reading and tracing skills in novice programmers (2004) SIGCSE Bulletin, 36 (4), pp. 119-150; Margolis, J., Fisher, A., (2002) Unlocking the Clubhouse: Women in Computing, , MIT Press, Cambridge, MA; Morrison, M., Newman, T.S., A study of the impact of student background and preparedness on outcomes in CS i (2001) SIGCSE Bulletin, 33 (1), pp. 179-183; Petersen, A., Craig, M., Zingaro, D., Reviewing CS1 exam question content (2011) Proceedings of the 42nd ACM Technical Symposium on Computer Science Education., pp. 631-636; Porter, L., Bailey-Lee, C., Simon, B., Halving fail rates using peer instruction: A study of four computer science courses (2013) Proceedings of the 44th ACM Technical Symposium on Computer Science Education., pp. 177-182; Porter, L., Simon, B., Retaining nearly one-third more majors with a trio of instructional best practices in CS1 (2013) Proceedings of the 44th ACM Technical Symposium on Computer Science Education., pp. 165-170; Quade, A., Development and validation of a computer science self-efficacy scale for CS0 courses and the group analysis of CS0 student self-efficacy (2003) Proceedings of the International Conference on Information Technology: Computers and Communications., pp. 60-64; Ramalingam, V., LaBelle, D., Wiedenbeck, S., Self-efficacy and mental models in learning to program (2004) SIGCSE Bulletin, 36 (3), pp. 171-175; Ramalingam, V., Wiedenbeck, S., Development and validation of scores on a computer programming self-efficacy scale and group analyses of novice programmer self-efficacy (1998) Journal of Educational Computing Research, 19 (4), pp. 365-379; Robins, A., Learning edge momentum: A new account of outcomes (2010) Computer Science Education, 20 (1), pp. 37-71; Rountree, N., Rountree, J., Robins, A., Predictors of success and failure in a CS1 course (2002) SIGCSE Bulletin, 34 (4), pp. 121-124; Sansone, C., Sachau, D.A., Weir, C., Effects of instruction on intrinsic interest: The importance of context (1989) Journal of Personality and Social Psychology, 57, pp. 819-829; Scott, T., Bloom's taxonomy applied to testing in computer science classes (2003) Journal of Computing in Small Colleges, 19 (1), pp. 267-274; Senko, C., Hulleman, C.S., Harackiewicz, J.M., Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions (2011) Educational Psychologist, 46 (1), pp. 26-47; Simon, B., Esper, S., Porter, L., Cutts, Q., Student experience in a student-centered Peer Instruction classroom (2013) Proceedings of the 9th International Conference on Computing Education Research., pp. 129-136; Simon, B., Parris, J., Spacco, J., How we teach impacts student learning: Peer Instruction vs. Lecture in CS0 (2013) Proceedings of the 44th ACM Technical Symposium on Computer Science Education., pp. 41-46; Ventura, P., (2003) On the Origins of Programmers: Identifying Predictors of Success for An Objects First CS1, , Ph.D. Dissertation. SUNY at Buffalo; Ventura, P., Ramamurthy, B., Wanted: CS1 students. No experience required (2004) SIGCSE Bulletin, 36 (1), pp. 240-244; Watson, C., Li, F.W.B., Failure rates in introductory programming revisited (2014) Proceedings of the 19th Conference on Innovation and Technology in Computer Science Education., pp. 39-44; Wiedenbeck, S., Factors affecting the success of non-majors in learning to program (2005) Proceedings of the 1st International Conference on Computing Education Research., pp. 13-24; Wilson, B.C., Shrock, S., Contributing to success in an introductory computer science course: A study of twelve factors (2001) SIGCSE Bulletin, 33 (1), pp. 184-188; Zingaro, D., Bailey-Lee, C., Porter, L., Peer Instruction in computing: The role of reading quizzes (2013) Proceedings of the 44th ACM Technical Symposium on Computer Science Education., pp. 47-52; Zingaro, D., Porter, L., Peer Instruction in computing: The value of instructor intervention (2014) Computers and Education, 71 (1), pp. 87-96","Zingaro, D.; Department of Mathematical and Computational Sciences, University of Toronto Mississauga, 3359 Mississauga Road, Canada",,,Association for Computing Machinery,,,,,19466226,,,,English,ACM J. Trans. Comput. Educ.,Article,Final,,Scopus,2-s2.0-84941339562
"Fugazza C., Miklósi Á.",55789547000;7003466993;,Social learning in dog training: The effectiveness of the Do as I do method compared to shaping/clicker training,2015,Applied Animal Behaviour Science,171,,,146,151,,14.0,10.1016/j.applanim.2015.08.033,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84942191373&doi=10.1016%2fj.applanim.2015.08.033&partnerID=40&md5=565fb82e9176ba717c13a13b3be17c44,"Department of Ethology, Eötvös Loránd University, Budapest, Hungary","Fugazza, C., Department of Ethology, Eötvös Loránd University, Budapest, Hungary; Miklósi, Á., Department of Ethology, Eötvös Loránd University, Budapest, Hungary","Dog training methods traditionally rely on individual learning (mainly operant conditioning). Yet dogs are adept in acquiring information socially and are able to imitate humans. Dogs' predisposition to learn socially has been recently introduced in dog training with the Do as I do method. With this method dogs first learn to match their behaviour to a small set of actions displayed by a human demonstrator on command 'Do it!' and later are able to generalise this rule to use it to learn novel actions. In the present study, we compare the effectiveness of the Do as I do method with that of shaping/clicker training, a method that relies on individual learning, for teaching dogs two different kinds of actions: a body movement and an object-related action. As measures of effectiveness, we use the number of dog-trainer pairs experienced with either method, that succeed in obtaining five performances in a row of the predetermined action within 30. min and the latency to the fifth performance. Additionally, we assess the effect of these training methods on dogs' memory of the trained action and its verbal cue in different contexts. Our results show that the Do as I do method is more effective than shaping/clicker training to teach dogs object-related actions within a relatively short time and suggest that this method might be also applied for training body-movements. Importantly, the use of social learning enhances dogs' memory and generalisation of the learned action and its verbal cue. © 2015 Elsevier B.V.",Do as I do; Dog; Dog training; Generalisation; Memory; Social learning,activity pattern; behavioral response; canid; learning; memory; performance assessment; sensory system; social behavior; Canis familiaris,,,,,"Hungarian Science Foundation

MTA 01 031

K81953",This study was supported by the APDT (Association of Professional Dog Trainers) by providing a grant to C. Fugazza. C. Fugazza was also supported by the Hungarian Scholarship Board . A. Miklósi received funding from MTA-ELTE Comparative Ethology Research Group ( MTA 01 031 ) and the Hungarian Science Foundation ( OTKA K81953 ). We are grateful to the dog trainers and dog owners that participated with their dogs in this study.,,,,,"Bassett, L., Buchanan-Smith, H., McKinley, J., Effects of training on stress-related behavior of the common marmoset (Callithrix jacchus) in relation to coping with routine husbandry procedures (2003) J. Appl. Anim. Welf. Sci., 6, pp. 221-233; Bjorklund, D.F., Yunger, J.L., Bering, J.M., Ragan, P., The generalization of deferred imitation in enculturated chimpanzees (Pan troglodites) (2002) Anim. Cogn., 5, pp. 49-58; Byrne, R.W., The evolution of intelligence (1994) Behaviour and Evolution, pp. 223-264. , Cambridge University Press, Cambridge, P.J.B. Slater, T.R. Halliday (Eds.); Cohen, R.L., On the generality of some memory laws (1981) Scand. J. Psychol., 22, pp. 267-281; Cohen, R.L., The effect of encoding variables on the free recall of words and action events (1983) Mem. Cogn., 11, pp. 575-582; Cohen, R.L., Petersen, M., Mantini-Atkinson, T., Interevent differences in event memory - why are some events more recallable than others (1987) Mem. Cogn., 15, pp. 109-118; Coleman, K., Maier, A., The use of positive reinforcement training to reduce stereotypic behavior in Rhesus macaques (2010) Appl. Anim. Behav. Sci., 124, pp. 142-148; Frank, H., Evolution of canine information processing under conditions of natural and artificial selection (1980) Zeitschrift fur Tierpsychol., 53, pp. 389-399; Fugazza, C., Miklósi, Á., Deferred imitation and declarative memory in dogs (2014) Anim. Cogn., 17 (2), pp. 237-247; Fugazza, C., Miklósi, Á., Should old dog trainers learn new tricks? The efficiency of the Do as I do method and shaping/clicker training method to train dogs (2014) Appl. Anim. Behav. Sci., 153, pp. 53-61; Fugazza, C., Do as I Do - il cane impara guardanodci. Ed. Haqihana, Fenegrò (CO). Translated in English language: Fugazza C., 2014 (2011) Do as I Do, Using Social Learning to Train Dogs, , Dogwise Publishing, Washington; Gillis, T.E., Janes, A.C., Kaufman, J., Positive reinforcement training in squirrel monkeys using clicker training (2012) Am. J. Primatol., 74 (8), pp. 712-720; Hayne, H., Barr, R., Herbert, J., The effect of prior practice on memory reactivation and generalization (2003) Child Dev., 74, pp. 1615-1627; Huber, L., Range, F., Voelkl, B., Szucsich, A., Virányi, Z., Miklósi, Á., The evolution of imitation: what do the capacities of non-human animals tell us about the mechanisms of imitation? (2009) Phil. Trans. R. Soc. B, 364, pp. 2299-2309; Klein, P.J., Meltzoff, A.N., Long-term memory, forgetting, and deferred imitation in 12-month-old infants (1999) Dev. Sci., 2 (1), pp. 102-113; Kubinyi, E., Pongrácz, P., Miklósi, Á., Dog as a model for studying conspecific and heterospecific social learning (2009) J. Vet. Behav., 4, pp. 31-41; Lambeth, S., Hau, J., Perlman, J., Martino, M., Schapiro, S., Positive reinforcement training affects hematologic and serum chemistry values in captive chimpanzees (Pan troglodytes) (2006) Am. J. Primatol., 68, pp. 245-256; Langbein, J.K.S., Nuernberg, G., Manteuffel, G., The impact of acoustical secondary reinforcement during shape discrimination learning of dwarf goats (Capra hircus) (2007) Appl. Anim. Behav. Sci., 103, pp. 35-44; Lazarowski, L., Dorman, D.C., A comparison of pet and purpose-bred research dogs (Canis familiaris) on human-guided object-choice tasks (2015) Behav. Process., 10, pp. 60-76; Lindsay, S.R., (2000) Handbook of Applied Dog Behavior and Training, Adaptation and Learning, , Blackwell Publishing, Iowa, (Ed.); McElreath, R., Lubellb, M., Richersonb, P.J., Waringb, T.M., Baumd, W., Edstenc, E., Effersonb, C., Paciotti, B., Applying evolutionary models to the laboratory study of social learning (2005) Evol. Hum. Behav., 26 (6), pp. 483-508; McKinley, S., Young, R.J., The efficacy of the model-rival method when compared with operant conditioning for training domestic dogs to perform a retrieval-selection task (2003) Appl. Anim. Behav. Sci., 81, pp. 357-365; Merola, I., Marshall-Pescini, S., D'Aniello, B., Prato-Previde, E., Social referencing: water rescue trained dogs are less affected than pet dogs by the stranger's message (2013) Appl. Anim. Behav. Sci., 147, pp. 123-138; Miller, H.C., Rayburn-Reeves, R., Zentall, T., Imitation and emulation by dogs using a bidirectional control procedure (2009) Behav. Process., 80, pp. 109-114; Mills, D.S., What's in a word? A review of the attributes of a command affecting the performance of pet dogs (2005) Anthrozoos, 18, pp. 208-221; Mulligan, N.W., Hornstein, S.L., Memory for actions: self-performed tasks and the reenactment effect (2003) Mem. Cogn., 31, pp. 412-421; Pongrácz, P., Miklósi, Á., Kubinyi, E., Topál, J., Csányi, V., Interaction between individual experience and social learning in dogs (2003) Anim. Behav., 65, pp. 595-603; Pryor, K., (1999) Don't Shoot the Dog! The New Art of Teaching and Training, , New York, Bantam Books (Ed.); Pryor, K., (2005) Getting Started: Clicker Training for Dogs, , Sunshine Books, Inc., Waltham, MA, (Ed.); Slabbert, J.M., Rasa, O.A., Observational learning of an acquired maternal behaviour pattern by working dog pups: an alternative training method? (1997) Appl. Anim. Bheav. Sci., 53 (4), pp. 309-316; Skinner, B.F., How to teach animals (1951) Sci. Am., 185, pp. 26-29; Tomasello, M., Cultural transmission in tool use and communicatory signalling of chimpanzees (1990) 'Language' and Intelligence in Monkeys and Apes: Comparative Developmental Perspectives, pp. 274-311. , Cambridge University Press, Cambridge, S. Parker, K. Gibson (Eds.); Topál, J., Byrne, R., Miklósi, Á., Csányi, V., Reproducing human actions and action sequences: Do as I Do! in a dog (2006) Anim. Cogn., 9, pp. 355-367; Veeder, C., Bloomsmith, M., McMillan, J., Perlman, J., Martin, A., Positive reinforcement training to enhance the voluntary movement of group-housed sooty mangabeys (Cercocebus atys atys) (2009) J. Am. Assoc. Lab. Anim., 48, pp. 192-195; Whiten, A., Imitation of the sequential structure of actions by chimpanzees (Pan troglodites) (1998) J. Comp. Psychol., 112, pp. 270-281; Williams, B.A., Conditioned reinforcement: experimental and theoretical issues (1994) Behav. Analyst, 17, pp. 261-285; Wood, D., Social interaction as tutoring (1989) Interaction in Human Development, pp. 59-80. , Hillsdale, New Jersey, M.H. Bornstein, J.S. Bruner, L. Erlbaum (Eds.)","Fugazza, C.; Department of Ethology, Eötvös Loránd UniversityHungary",,,Elsevier,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,,Scopus,2-s2.0-84942191373
"Jennifer, Lee W.-S., Shih M.-L.",56896001500;15051995200;24315323400;,Teaching practices for the student response system at national Taiwan university,2015,International Journal of Automation and Smart Technology,5,3,,145,150,,3.0,10.5875/ausmt.v5i3.862,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84943540596&doi=10.5875%2fausmt.v5i3.862&partnerID=40&md5=7c7105bab3bbd03a0eeafaa80907b688,"Center for Teaching and Learning Development, Center for General Education, National Taiwan University, Taiwan","Jennifer, Center for Teaching and Learning Development, Center for General Education, National Taiwan University, Taiwan; Lee, W.-S., Center for Teaching and Learning Development, Center for General Education, National Taiwan University, Taiwan; Shih, M.-L., Center for Teaching and Learning Development, Center for General Education, National Taiwan University, Taiwan","Student response systems (SRSs) have been proven useful for enhancing student engagement and improving learning outcomes. Although many previous studies have found that both instructors and students generally hold positive attitudes toward technology which can increase classroom interaction, continuously maintaining student attention and interest remains a key challenge. The Center for Teaching and Learning Development at National Taiwan University has proactively promoted the use of an SRS since 2011. Two major approaches have been successfully implemented to assist professors in applying the SRS in their classrooms: the adoption of the Zuvio multimedia online interactive system and the implementation of a faculty SRS development group. Based on qualitative data gathered from the faculty SRS development group, this study elucidates four crucial teaching practices of the SRS: (1) designing pre- and post-instruction content comprehension assessments, (2) ensuring participatory learning through guided classroom discussions, (3) combining theory and practice, and (4) implementing group report evaluation participation. © 2015 International Journal of Automation and Smart Technology.",Student response system (SRS); Teaching practice; Zuvio,,,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Christopherson, K.M., Hardware or wetware: what are the possible interactions of pedagogy and technology in the classroom? (2011) Teaching of Psychology, 38, pp. 288-292; Landrum, R.E., The ubiquitous clicker: sotl applications for scientist-educators (2013) Teaching of Psychology, 40 (2), pp. 98-103; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Denker, K.J., Student response systems and facilitating the large lecture basic communication course: assessing engagement and learning (2013) Communication Teacher, 27 (1), pp. 50-69; Han, J.H., Closing the missing links and opening the relationships among the factors: a literature review on the use of clicker technology using the 3p model (2014) Educational Technology&Society, 17 (4), pp. 150-168; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Computers&Education, 53 (3), pp. 819-827; MacArthur, J., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9, pp. 187-195; Fallon, M., Forrest, S.L., High-tech versus low-tech instructional strategies: a comparison of clickers and handheld response cards (2011) Teaching of Psychology, 38, pp. 194-198; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: a comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Wieman, C., Perkins, K., Transforming physics education (2005) Physics Today, 58 (11), pp. 36-41; Carini, R.M., Kuh, G.D., Klein, S.P., Student engagement and student learning: testing the linkages (2006) Research in higher education, 47 (1), pp. 1-32; Barber, M., Njus, D., Clicker evolution: seeking intelligent design (2007) CBE-Life Sciences Education, 6 (1), pp. 1-8; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogical development with clicker assessment and feedback technologies and the impact on students' engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Wieman, C., Why not try a scientific approaches to science education? (2010) In Taking stock: research on teaching and learning in higher education, pp. 175-190. , J. C. Hughes and J. Mighty, Eds. Montreal, QC, Canada: McGill-Queen's University Press; Bruff, D., Teaching with classroom response systems: creating active learning evnironments (2009), San Francisco, CA: Jossey-Bass; Elicker, J.D., McConnell, N.L., Interactive learning in the classroom: is student response method related to performance? (2011) Teaching of Psychology, 38, pp. 147-150; Braun, V., Clarke, V., Using thematic analysis in psychology (2006) Qualitative Research in Psychology, 3 (2), pp. 77-101","Shih, M.-L.; Center for Teaching and Learning Development, Center for General Education, National Taiwan UniversityTaiwan",,,Chinese Institute of Automation Engineers,,,,,22239766,,,,English,Int. J. Autom. Amart Technol.,Article,Final,Open Access,Scopus,2-s2.0-84943540596
Kirley E.A.,56626152300;,Are we ethically bound to use student engagement technologies for teaching law?,2015,Law Teacher,49,2,,219,241,,,10.1080/03069400.2015.1035560,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84931575849&doi=10.1080%2f03069400.2015.1035560&partnerID=40&md5=986c8dce43ac56709871ff8126ecbfde,"Osgoode Hall Law School, Toronto, Canada","Kirley, E.A., Osgoode Hall Law School, Toronto, Canada","What conscientious law professor of first year, large format classes in torts, contracts, or criminal law has not pondered how to better engage students while easing their reluctance to speak out in class? While students entering law schools are quite adept with student engagement technologies (SETs) from undergraduate classes, some law faculties seem tied to the passive environment of lectures and PowerPoint presentations and hence reject SET methodologies as so much techno-wizardry. With the entry of webbased programmes into the expanding field of SETs, and increasing empirical evidence that active learning improves grades and closes gender and socio-economic gaps, the ethical question arises, are we not obliged as law teachers to employ them? This paper examines in three steps that gap between pronouncing from the podium and actively engaging learners by clicker response or web-based devices. Part I reviews the growing literature on active learning including SET-based methods. Part II examines two models of SETs, remote-based and web-based, for their comparative attributes and drawbacks, with a particular focus on law teaching. Part III details the author’s experiences with the clicker system teaching introductory law and criminology and offers practical suggestions for facilitating its use. The paper concludes that, in light of recent evidence of heightened learning success using active learning methodologies, and the impending complexity to education posed by wearable technologies, the ethical question of pedagogical competence grows in importance. © 2015 The Association of Law Teachers",,,,,,,Ryerson University,"The author acknowledges the support of Dr Kim Varma of Ryerson University in the experimental use of clicker technology, the statistical and technological assistance of teaching assistant Ryan Baird, the technological support of Ryerson’s Digital Media Projects Office, technological assistance of i>Clicker and Top Hat personnel, and the financial assistance of Dr. Lorne Sossin, Dean of Osgoode Hall Law School, for the presentation of this paper as “Point & Click or BYOD: Assessing Student Engagement Technology for Law Teaching” at the Canadian Association of Law Teachers (CALT) annual conference, Winnipeg, Canada (June of 2014).",,,,,"Dutton, W., Law, G., Bolsover, G., Dutta, S., (2013) The Internet Trust Bubble: Global Values, Beliefs, and Practices, , http://www.ascilite.org.au/ajet/ajet18/draper.html, note; Maxwell, N.G., From Facebook to Folsom Prison Blues: How Banning Laptops in the Classroom Made Me a Better Law School Teacher (2007) Richmond Journal of Law & Technology, 14, p. 4; University of Chicago Law School Eliminates Internet Access in Some Classrooms (2008) UChicago News, , http://news.uchicago.edu/article/2008/04/11/university-chicagolaw-school-eliminates-internet-access-some-classrooms#sthash.NYIf6KyO.dpuf, note; Boyle, R.A., Should Laptops Be Banned? 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(2010) Psychology Today, , http://www.psychologytoday.com/blog/hot-thought/201007/banning-laptops-in-classrooms-0, note; Huang, J., Dear Profs: Stop Banning Laptops in the Classroom (2014) Pepperdine Graphic, , http://pepperdine-graphic.com/dear-profs-stop-banning-laptops-in-the-classroom/, note; Marcus, J., US Unplugged: Manifold Benefits of Disconnected Learning (2011) Times Higher Education, , http://www.timeshighereducation.co.uk/416375.article, note; Shirky, C., (2014) Why I Just Asked My Students To Put Their Laptops Away, , https://medium.com/@cshirky, note; note; Freeman, S., Eddy, S.L., Smith, M.K., McDonough, M., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active Learning Increases Student Performance in Science, Engineering, and Mathematics (2014) Proceedings of the US National Academy of Sciences (PNAS), , http://www.pnas.org/content/early/2014/05/08/1319030111.full.pdf+html, note; Bhatia, A., Active Learning Leads to Higher Grades and Fewer Failing Students in Science, Math, and Engineering (2014) Wired, , http://www.wired.com/2014/05/empzeal-active-learning/, note; Plato's Ethics Stanford Encyclopedia of Philosophy, , http://plato.stanford.edu/entries/plato-ethics/#HapDesForSelCom, note; Statement on Professional Ethics, , http://www.aaup.org/report/statement-professional-ethics, note; Felder, R.M., Brent, R., Active Learning: An Introduction (2009) ASQ Higher Education Brief, 2, 2p; note; Kirley, E., Point & Click or BYOD: Assessing Student Engagement Technology for Law Teaching (2014) Canadian Association of Law Teachers (CALT) annual conference, , note; Boykin, E., Google Glass in the Class: Wearable Technology of the Educational Future (2014) Duke Digital Initiative, , https://dukedigitalinitiative.duke.edu/googleglass-in-the-class-wearable-technology-of-the-educational-future/, note; Forster, M., Teaching Data Analysis in Large Classes Using Clicker Assessment (2014) ICOTS9, , http://iase-web.org/icots/9/proceedings/pdfs/ICOTS9_4B2_FORSTER.pdf, note; Heagney, M., What's a 'Clicker'? Teaching with New Technology (2013) Alumni Magazine, , http://www.law.uchicago.edu/alumni/magazine/spring13/clicker, note; Funk, J., What 6 Years of Study Says About Using Clickers in the Classroom (2013) Edcetera, , http://edcetera.rafter.com/what-6-years-of-study-says-about-usingclickers-in-the-classroom/, note; Bonwell, C.C., Eison, J.A., (1991) Active Learning: Creating Excitement in the Classroom, , note; note; Using Power Point in Class, , http://tlc.cbu.ca/node/20, note; Jones, A.M., The Use and Abuse of PowerPoint in Teaching and Learning in the Life Sciences: A Personal Overview (2003) BEE-j, 2. , http://www.csun.edu/science/ref/presentation/powerpoint/powerpoint_use_abuse.pdf, note; Wankat, R., (2002) The Effective Efficient Professor: Teaching and Service, , note; Wilson, K., Korn, J.H., Attention During Lectures: Beyond Ten Minutes (2007) Teaching of Psychology, 34, pp. 85-89; Alemohammad, H., Shahini, M., Use of Mobile Devices as an Interactive Learning Method in a Mechatronics Engineering Course: A Case Study (2013) ASME 2013 International Mechanical Engineering Congress & Exposition, , note; Bunce, D.M., Flens, E.A., Neiles, K.Y., How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers (2010) Journal of Chemical Education, 87, pp. 1438-1443. , note; Carr, N., Is Google Making Us Stupid? What the Internet Is Doing to Our Brains (2008) Atlantic, , http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/, note; Maxwell, N.G., From Facebook to Folsom Prison Blues: How Banning Laptops in the Classroom Made Me a Better Law School Teacher (2007) Richmond Journal of Law & Technology, 14, p. 4; Czaja, S.J., Charness, N., Fisk, A.D., Hertzog, C., Nair, S.N., Rogers, W.A., Sharit, J., Factors Predicting the Use of Technology: Findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE) (2006) Psychological Aging, 21, pp. 333-352; Tun, P.A., Lachman, M.E., The Association Between Computer Use and Cognition Across Adulthood: Use It So You Won't Lose It? (2010) Psychology and Aging, 25, pp. 560-568; Mehlenbacher, B., Miller, C.R., Covington, D., Larson, J.S., Active and Interactive Learning Online: A Comparison of Web-Based and Conventional Writing Classes (2000) Professional Communication, 43. , http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=843644, note; Purcell, K., Rainie, L., Heaps, A., Buchanan, J., Friedrich, L., Jacklin, A., Chen, C., Zickuhr, K., Teacher's Concerns About Broader Impacts of Digital Technologies on Their Students (2012) How Teens Do Research in the Digital World, , http://www.pewinternet.org/2012/11/01/part-v-teachers-concerns-about-broader-impacts-of-digitaltechnologies-on-their-students/, note; note; note; Purcell, K., Rainie, L., Heaps, A., Buchanan, J., Friedrich, L., Jacklin, A., Chen, C., Zickuhr, K., Teacher's Concerns About Broader Impacts of Digital Technologies on Their Students (2012) How Teens Do Research in the Digital World, , http://www.pewinternet.org/2012/11/01/part-v-teachers-concerns-about-broader-impacts-of-digitaltechnologies-on-their-students/, note; Meyers, C., Jones, T., (1993) Promoting Active Learning: Strategies for the College Classroom, , note; Feeley, M., The Impact of Peer Instruction Pedagogy and Clicker Technology on Student Learning and Attitudes Toward Learning in a Large Upper-Division Political Science Course (2012) APSA 2012 Teaching & Learning Conference, , http://dx.doi.org/10.2139/ssrn.1997648, note; note; Haak, D.C., HilleRisLambers, J., Pitre, E., Freeman, S., Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology (2011) Science, 332, pp. 1213-1216; Lorenzo, M., Crouch, C.H., Mazur, E., Reducing the Gender Gap in the Physics Classroom (2006) American Journal of Physics, 74, pp. 118-122; Haak, D.C., HilleRisLambers, J., Pitre, E., Freeman, S., Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology (2011) Science, 332, pp. 1213-1216; Lorenzo, M., Crouch, C.H., Mazur, E., Reducing the Gender Gap in the Physics Classroom (2006) American Journal of Physics, 74, p. 120; Richardson, C.T., O'Shea, B.W., Assessing Gender Differences in Response System Questions for an Introductory Physics Course (2013) American Journal of Physics, 81, pp. 231-236; Bazylak, J., McCahan, A., Weiss, P.E., Anderson, P., Take Out Your Cell Phones: Class Is Starting (2012) Canadian Engineering Education Association (CEEA12) Conference, , http://thm-corporate.s3.amazonaws.com/resources/research/CEEA2012-Take-out-your-cell-phones.pdf, note; note; note; note; note; Bazylak, J., McCahan, A., Weiss, P.E., Anderson, P., Take Out Your Cell Phones: Class Is Starting (2012) Canadian Engineering Education Association (CEEA12) Conference, , http://thm-corporate.s3.amazonaws.com/resources/research/CEEA2012-Take-out-your-cell-phones.pdf, note; Cole, M., Using Wiki Technology to Support Student Engagement: Lessons from the Trenches (2009) Computers & Education, 52, pp. 141-146. , note; note; Olin College of Engineering (2015) Mazur Testimonial, , http://www.olin.edu/collaboratory/mazur-testimonial/, note; Top Hat (formerly Top Hat Monocle), , https://tophat.com/, note; Fies, L., Patrick, E., Schumer, H., Classroom Response Systems: A Review of the Literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; Keller, C., (2007) Literature Review on Clickers, , http://www.colorado.edu/physics/EducationIssues/papers/keller_clicker_lit_review.pdf, note; Easton, C., An Examination of Clicker Technology Use in Legal Education (2009) Journal of Information, Law, & Technology, 3. , http://www2.warwick.ac.uk/fac/soc/law/elj/jilt/2009_3/Easton, note; Sankoff, P., Taking the Instruction of Law Outside the Lecture Hall: How the Flipped Classroom Can Make Learning More Productive and Enjoyable (For Professors and Students) (2014) University of Alberta Law Review, 51, p. 891; Caron, P., Teaching with Technology in the 21st Century Law School Classroom (2005) Future of Law Libraries Symposium; Caron, P., Gely, R., Taking Back the Classroom: Using Technology to Foster Active Student Learning (2004) Journal of Legal Education, 54 (551), p. 574; Sankoff, P., Taking the Instruction of Law Outside the Lecture Hall: How the Flipped Classroom Can Make Learning More Productive and Enjoyable (For Professors and Students) (2014) University of Alberta Law Review, 51, p. 891; Sankoff, P., Taking the Instruction of Law Outside the Lecture Hall: How the Flipped Classroom Can Make Learning More Productive and Enjoyable (For Professors and Students) (2014) University of Alberta Law Review, 51, p. 893; Heagney, M., What's a Clicker?' Teaching with New Technology (2013) Record Online (Alumni Magazine), , http://www.law.uchicago.edu/alumni/magazine/spring13/clicker, note; (2014) Telephone communication with author, , note; Silliman, S.E., Abbott, K., Clark, C., McWilliams, L.H., Use of a Tablet PC and Wireless Connectivity for Effective Lectures in a Large Lecture Hall (2005) American Society for Engineering Education (ASEE) Annual Conference and Exposition, , note; note; note; note; Draper, S., Cargill, J., Cutts, Q., Electronically Enhanced Classroom Interaction (2006) Australian Journal of Educational Technology, 18, pp. 13-23. , http://www.ascilite.org.au/ajet/ajet18/draper.html, note; Easton, C., An Examination of Clicker Technology Use in Legal Education (2009) Journal of Information, Law, & Technology, 3. , http://www2.warwick.ac.uk/fac/soc/law/elj/jilt/2009_3/Easton, note; Knight, J., Wood, W., Teaching More By Lecturing Less (2005) Cell Biology Education, 4, pp. 298-310; Easton, C., An Examination of Clicker Technology Use in Legal Education (2009) Journal of Information, Law, & Technology, 3. , http://www2.warwick.ac.uk/fac/soc/law/elj/jilt/2009_3/Easton, note; Maxwell, N.G., From Facebook to Folsom Prison Blues: How Banning Laptops in the Classroom Made Me a Better Law School Teacher (2007) Richmond Journal of Law & Technology, 14, p. 4; Sankoff, P., Teaching, , http://petersankoff.com/teaching/, note; note; note; note; note; Bunce, D.M., Flens, E.A., Neiles, K.Y., How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers (2010) Journal of Chemical Education, 87, pp. 1438-1443. , note; note; note; note; (2014) Top Hat training, , note; note; note; note; note; Plato's Ethics Stanford Encyclopedia of Philosophy, , http://plato.stanford.edu/entries/plato-ethics/#HapDesForSelCom, note; note; note; Ethical Principles in University Teaching, , http://www.stlhe.ca/awards/3m-national-teaching-fellowships/initiatives/ethical-principles-in-university-teaching/, note; Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., Emanuel, E.J., (1913) The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why?, , http://ssrn.com/abstract=2350964, note; note","Kirley, E.A.; Osgoode Hall Law SchoolCanada",,,Routledge,,,,,03069400,,,,English,Law Teach.,Article,Final,,Scopus,2-s2.0-84931575849
"Bode S.F.N., Straub C., Giesler M., Biller S., Forster J., Krüger M.",49661024700;56644346700;26532690400;36709334900;24579636400;57201414773;,Audience–response systems for evaluation of pediatric lectures – comparison with a classic end-of-term online-based evaluation [Audience-response systeme zur evaluation von pädiatrievorlesungen – vergleich mit einer klassischen onlinebasierten semesterende-evaluation],2015,GMS Zeitschrift fur Medizinische Ausbildung,32,2,,,,12.0,2.0,"10.3205/zma000960,",https://www.scopus.com/inward/record.uri?eid=2-s2.0-84929377614&doi=10.3205%2fzma000960%2c&partnerID=40&md5=ee32fbce89fbfffccf9038164ebae6ba,"Universitätsklinikum Freiburg, Zentrum für Kinder-und Jugendmedizin, Freiburg, Germany; Universität Freiburg, Kompetenzzentrum Evaluation Baden-Württemberg, Freiburg, Germany; Universität Basel, Basel, Switzerland; St. Josefskrankenhaus, Freiburg, Germany","Bode, S.F.N., Universitätsklinikum Freiburg, Zentrum für Kinder-und Jugendmedizin, Freiburg, Germany; Straub, C., Universitätsklinikum Freiburg, Zentrum für Kinder-und Jugendmedizin, Freiburg, Germany; Giesler, M., Universität Freiburg, Kompetenzzentrum Evaluation Baden-Württemberg, Freiburg, Germany; Biller, S., Universität Basel, Basel, Switzerland; Forster, J., St. Josefskrankenhaus, Freiburg, Germany; Krüger, M., Universitätsklinikum Freiburg, Zentrum für Kinder-und Jugendmedizin, Freiburg, Germany","Aim: Course evaluations are often conducted and analyzed well after the course has taken place. By using a digital audience response system (ARS), it is possible to collect, view and discuss feedback during or directly following a course or lecture session. This paper analyzes a student evaluation of a lecture course with ARS to determine if significant differences exist between the results of the ARS lecture evaluation and those of the online evaluation at the end of the semester. In terms of the overall evaluation, consideration is given to the level of students’ prior knowledge, the presentation of the lecture material by the lecturers and the relevance of the lecture topic for students. Method: During the 2011-12 winter semester, the lecture on Pediatrics at the Freiburg Center for Pediatric and Adolescent Medicine (Zentrum für Kinder- und Jugendmedizin (ZKJ) Freiburg) was evaluated using ARS. Thirty-four lectures were evaluated by an average of 22 (range 8-44) students, who respondedtofour questions each timeanevaluation took place. Results: On a 6-point Likert scale (1=very good to 6=deficient), the students rated their level of preparedness with a mean of 3.18, the presentation of the lecture with 2.44, and the relevance of the lecture topic with 2.19. The overall evaluation of the lecture course by means of ARS resulted in 2.31. The online evaluation conducted at the end of the semester yielded a score of 2.45. Highly significant correlations were seen between the results of the ARS for the overall evaluation, assessment of prior knowledge, lecture presentation, and the estimated relevance of the lecture topic. Conclusion: The use of ARS is suitable for immediate evaluation of lectures, in particular regarding timely feedback for the individual lecturer-lecturers. In comparison with an end-of-term evaluation, ARS yielded a better assessment. © 2015 Bode et al.",ARS; Audience response system; Evaluation; Lecture; Pediatrics,"curriculum; education; evaluation study; feedback system; Germany; health personnel attitude; human; mathematical computing; medical student; pediatrics; personal digital assistant; psychology; questionnaire; software; Attitude of Health Personnel; Computers, Handheld; Curriculum; Evaluation Studies as Topic; Feedback; Germany; Humans; Mathematical Computing; Pediatrics; Software; Students, Medical; Surveys and Questionnaires",,,,,,,,,,,"Kuhnigk, O., Weidtmann, K., Ers, S., Huneke, B., Santer, R., Harendza, S., Lectures based on cardinal symptoms in undergraduate medicine - Effects of evaluation-based interventions on teaching large groups (2011) GMS Z Med Ausbild, 28 (1); Diehl, J.M., Normierung zweier Fragebögen zur studentischen Beurteilung von Vorlesungen und Seminaren (2003) Psychol Erz Unterr, 50, p. 15; Dresel, M., Rindermann, H., Tinsner, K., (2007) Consulting of Teachers on the Basis of Course Evaluation of Students, , 1 ed. Lengerich: Pabst Science Publishers; Rindermann, H., Qualityof instruction improved by evaluation and consultation of instructors (2007) Int J Acad Develop, 12 (2), p. 13; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20; Rahman, A., Jacker-Guhr, S., Staufenbiel, I., Meyer, K., Zupanic, M., Hahnemann, M., Lührs, A.K., Eberhard, J., Anwendung von elaboriertem Feedback und einem Audience-Response-System in der zahnmedizinischen Ausbildung (2013) GMS Z Med Ausbild, 30 (3); (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks DA, Hershey: Idea Group Pub; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comp Educ, 53 (3), p. 9; Savage, J., Using an Audience Response System for Module Evaluation (2013) Cardiff University, p. 5. , Technology Enhanced Education. Cardiff: Cardiff University; Plischko, R., (2006) Mediale Gestaltung Von Vorlesungen in Der Medizinischen Ausbildung Mit Hilfe Eines Audience-Response-Systems. Dissertation, , München: Ludwig-Maximilians-Universität München; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23 (2), pp. 109-115; Hecht, S., Adams, W.H., Cunningham, M.A., Lane, I.F., Howell, N.E., Student performance and course evaluations before and afteruse of the Classroom Performance System in a third-year veterinary radiology course (2012) Vet Radiol Ultrasound, 54 (2), pp. 114-121; Marburger, D.R., Absenteeism and undergraduate exam performance (2001) J Eco Educ, 32, pp. 99-110; Friedman, P., Rodriguez, F., McComb, J., Why students do and do not attend class (2001) Coll Teach, 49, pp. 124-133; Moore, R., Attendance and performance: How important is it for students to attend class? (2003) J Coll Sci Teach, 32, pp. 367-371; Abrami, P.C., Educational Seduction (1982) Rev Educ Res, 52 (3), pp. 446-464; Marsh, H.W., Ware, J.E., Effects of expressiveness, content coverage, and incentive on multidimensional student rating scales: New interpretations of the Dr. Fox effect (1982) J Educ Psychol, 74, p. 17; Centra, J.A., (1993) Reflective Faculty Evaluation: Enhancing Teaching and Determining Faculty Effectiveness, , San Francisco: Jossey-Bass Pub; Kek, M., Stow, S., (2009) What Makes Students Happy? Factors Influencing Student Engagement Using Student Evaluation Data, p. 6. , Brisbane: FYE Curriculum Design Symposium; Rindermann, H., (1996) Untersuchungen Zur Brauchbarkeit Studentischer Lehrevaluationen, , Landau: Empirische Pädagogik; Marsh, H.W., Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility (1984) J Educ Psychol, 76 (5), p. 54","Krüger, M.; Universitätsklinikum Freiburg, Zentrum für Kinder- und Jugendmedizin, Mathildenstrasse 1, Germany",,,Gesellschaft fur Medizinische Ausbildung,,,,,18603572,,,26038683.0,English; German,GMS Z. Med. Ausbild.,Article,Final,,Scopus,2-s2.0-84929377614
"Nawi A., Hamzah M.I., Abdul Rahim A.A.",55509269200;35075917200;56073305600;,Teachers acceptance of mobile learning for teaching and learning in islamic education: A preliminary study,2015,Turkish Online Journal of Distance Education,16,1,,184,192,,6.0,10.17718/tojde.30611,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84920742541&doi=10.17718%2ftojde.30611&partnerID=40&md5=45434089c269739870cd0b539adfb89c,"Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Tunku Link RoadBE1410, Brunei Darussalam; Faculty of Education, Universiti Kebangsaan Malaysia, UKM Bangi, Selangor, 43600, Malaysia; Centre for Modern Languages and Human Sciences, Universiti Malaysia Pahang, Lebuhraya Tun Razak, Kuantan, Pahang Darul Makmur, Pahang, 26300, Malaysia","Nawi, A., Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Tunku Link RoadBE1410, Brunei Darussalam; Hamzah, M.I., Faculty of Education, Universiti Kebangsaan Malaysia, UKM Bangi, Selangor, 43600, Malaysia; Abdul Rahim, A.A., Centre for Modern Languages and Human Sciences, Universiti Malaysia Pahang, Lebuhraya Tun Razak, Kuantan, Pahang Darul Makmur, Pahang, 26300, Malaysia","This study was conducted to investigate the perceptions of the religious teachers' readiness to use mobile phones as m-learning. The focus of the study is to examine some aspects namely; ▹ types of handset used; ▹ the use of mobile applications, ▹ mobile learning activities, and ▹ the acceptance of mobile phones in teaching and learning. The targeted population was the religious teachers from Putrajaya, Selangor. The purposive sampling technique was used to gather data from 32 religious teachers from five secondary schools. Data were collected via questionnaires based on Likert-five-point scales. The data were tabulated, analyzed and interpreted using descriptive findings to find the frequency distribution and percentage. Research findings revealed that religious teachers are exposed to learning activities using mobile phones, and they are ready to make mobile phones as m-learning.",Islamic education; M-learning; Mobile phones; Teaching and learning,,,,,,,,,,,,"Shuib, A.S., Reka Bentuk Kurikulum M-Pembelajaran Sekolah Menengah: Teknik Delphi (2010) Proceedings of Regional Conference on Knowledge Integration in ICT 2010, pp. 652-665; Black, J., Hawkes, L., A Prototype Interface for Collaborative Mobile Learning (2006) IWCMC'06 Proceedings of the 2006 international conference on Wireless communications and mobile computing, , Vancouver; Brown, T.H., Towards a model for m-learning in Africa (2005) International Journal on E-Learning, 4 (3), pp. 299-315. , http://www.editlib.org/p/5082; DeWitt, D., Siraj, S., Lerners' Perception of technology for design of a collaborative m-learning module (2010) World Journal on Educational Technology, 2 (3), pp. 169-185. , http://www.world-education-center.org/index.php/wjet/article/view/172/pdf_29; El-Hussein, M.O.M., Cronje, J.C., Defining Mobile Learning in the Higher Education Landscape (2010) Educational Technology & Society, 13 (3), pp. 12-21. , http://www.ifets.info/journals/13_3/3.pdf; Keegan, D., The Incorporation of Mobile Learning Into Mainstream Education and Training, mLearn 2005 (2005), pp. 1-17. , 4th World conference on mLearning, Cape Town, South Africa; Nawi, M.A.M., Hamzah, M.I., Mobile Fatwa (M-Fatwa): The Integration of Islamic Fatwa Through Mobile Technology (2014) Turkish Online Journal of Distance Education, 15 (2), pp. 108-116. , https://tojde.anadolu.edu.tr/tojde56/pdf/article_9.pdf; Nawi, M.A.M., Jamsari, E.A., Hamzah, M.I., Sulaiman, A., Umar, A., The Impact of Globalization on Current Islamic Education Australian Journal of Basic and Applied Science, 6 (8), pp. 74-78. , http://www.ajbasweb.com/ajbas/2012/August/74-78.pdf; Abdullah, M.R.T.L., Siraj, S., M-Learning Curriculum Design for Secondary School: A Needs Analysis (2010) World Academy of Science, Engineering and Technology, 66, pp. 1638-1643. , http://waset.org/publications/10646/M-Learning-Curriculum-Design-for-Secondary-School:-A-Needs-Analysis; Noor Azam, Z., Wan, F., Wan, A., Mohd, H.H., Mobile-Based Interactive Learning Using Handwriting Recognition Malaysia (2010) International Symposium in Information Technology, Kuala Lumpur, , http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5561311; Jailani, N., Patel, A., Yatim, N.F.M., Yahya, Y., Mukhtar, M., Abdullah, Z., Bakar, M.A., Abdullah, S., A Mobile Agentbased E-marketplace Model For the Muslim Community (2008) Proceedings of the ICKBD 2008 Madinah, Saudi Arabia, pp. 271-277; Mahamad, S., Ibrahim, M.N., Taib, S.M., M-learning: A new paradigm of learning mathematics in Malaysia (2010) International Journal of Computer Science & Information Technology (IJCSIT), 2 (4), pp. 76-86. , http://arxiv.org/pdf/1009.1170.pdf; Salian, S., 7.5 juta telefon bimbit dijual 2010 (2010) Berita Harian, , http://www.bharian.com.my/articles/7_5jutatelefonbimbitdijual2010/Article; Statistical Bried Number Nine Hand Phone User Survey (2009), Cyberjaya: Suruhanjaya Komunikasi dan Multimedia Malaysia; Syafiza, A.W., Mobile Learning Notes for SPM Sejarah: Islam di Asia Tenggara (2007), Latihan Ilmiah. Fakulti Teknologi dan Komunikasi Maklumat. Universiti Teknikal Malaysia Melaka; Traxler, J., Defining, Discussing, and Evaluating Mobile Learning: The moving finger writes and having writ (2007) International Review of Research in Open and Distance Learning, 8 (2), pp. 1492-3831. , http://www.irrodl.org/index.php/irrodl/article/view/346/875; Vavoula, G., Sharples, M., KLeOS: A personal, mobile, knowledge and learning organisation system (2002) IEEE International Workshop on Mobile and Wireless Technologies in Education, , http://portal.cetadl.bham.ac.uk/lists/publications/attachments/35/wmte02v.pdf, Sweden. Retrieved from; Wagner, E.D., Enabling Mobile Learning (2005) Educause Review, 40 (3), pp. 40-53. , https://net.educause.edu/ir/library/pdf/erm0532.pdf,www.informationweak.com","Nawi, A.; Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Tunku Link Road, Brunei Darussalam",,,Anadolu Universitesi,,,,,13026488,,,,English,Turk. Online J. Distance Educ.,Article,Final,Open Access,Scopus,2-s2.0-84920742541
Chuang Y.-T.,36975199200;,SSCLS: A smartphone-supported collaborative learning system,2015,Telematics and Informatics,32,3,,463,474,,28.0,10.1016/j.tele.2014.10.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84921462153&doi=10.1016%2fj.tele.2014.10.004&partnerID=40&md5=5d8bc3dd5838dc4b084a24ff5ff63b65,"Department of Information Management, National Chung Cheng University, 168 University Rd., Chia-Yi County, Taiwan","Chuang, Y.-T., Department of Information Management, National Chung Cheng University, 168 University Rd., Chia-Yi County, Taiwan","Education is one of the most important elements in our lives, as is provides a direct gain in knowledge. Thus, in order to provide better academic achievement, more and more instructors are adapting collaborative learning to their classes. Collaborative learning, by definition, means that students have to become socially active and achieve learning goals in a group-based environment. The benefits of collaborative learning include learning concepts more effectively, encouraging more participation, improving learning satisfaction, developing teamwork skills, and promoting higher-order thinking. However, it is difficult to apply collaborative learning because students tend to engage passively with traditional lectures. As a result, interactive technologies such as clickers have been applied to increase interactive learning and raise the rate of interaction. Nevertheless, these interactive technologies still have some limitations, such as limited mobility, high costs, setup issues, technical difficulties, and little support of higher-order thinking skills. Technology is accelerating at an exponential rate, so almost every student now lives with a smartphone. Therefore, we have designed the Smartphone-Supported Collaborative Learning System (SSCLS), which includes the MyResponse mobile app and the Delphi method. SSCLS not only addresses the limitations of mobile technologies, but also achieves collaborative learning. In this study, we first provide detailed implementation of MyResponse mobile app and explain how we apply it to increase the rates of in-class participation and interaction. Next, we describe how we apply the Delphi method to develop students' knowledge and promote higher-order thinking. Then, we explain how we utilize SSCLS in a course to achieve five cognitive processes from Bloom's revised taxonomy and facilitate the construction of knowledge. Furthermore, we ask students to evaluate their experiences and provide feedback about SSCLS. Based on students' overall feedback, we finally conclude that SSCLS can support collaborative learning. © 2014 Elsevier Ltd. All rights reserved.",Android app; Bloom's revised taxonomy; Collaborative learning; Delphi method; Higher-order thinking; Mobile and instructional technologies,Blooms (metal); Decision making; Education; Learning systems; Signal encoding; Smartphones; Students; Taxonomies; Android app; Collaborative learning; Delphi method; Higher-order thinkings; Instructional technology; Engineering education,,,,,,"This research was supported by the Center for Teaching and Learning Development at Chung Cheng University. In addition, We would like to thank two graduate students, Ming-Hsueh Tsai and Ping-Chun Li, for developing the user interfaces of the MyResponse app. In addition, we would like to thank to all the students in “Java Object-Oriented Technology (I)” for their involvement and feedback in this study.",,,,,"Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE-Life Sci. Edu., 6 (1), pp. 1-8; Barma, S., Daniel, S., Mind your game, game your mind! 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Fong M.W.L.,36023539600;,Using technology to support discussions on sensitive topics in the study of business ethics,2015,Journal of Information Technology Education: Research,14,2015,,243,256,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994314530&partnerID=40&md5=e94372ec45c10f060844f52ca28efbe6,"Victoria University, Melbourne, VIC, Australia","Fong, M.W.L., Victoria University, Melbourne, VIC, Australia","There is a dearth of research into teaching strategies and learning approaches for units involving sensitive topics that can provoke an emotional response in students. In a business ethics unit, attempts to strike a balance between conceptual knowledge and theory and skills training can be challenging because the unit can involve personal, sensitive or controversial topics. When engaging in deep and meaningful face-to-face discussion, students may unknowingly divulge personal opinions that they later regret or become identified with by other students over time. Value-laden topics may also lead to clashes between students if face-to-face discussions are not managed properly. This paper considers the use of technology in blended learning to provide an optimal learning environment for student discussion on sensitive topics via role-play and simulation in a first-year business ethics unit. The Audience Response System (ARS), online discussion boards and blogs, and wikis are assessed for their suitability in supporting online role-play and simulation. Among these online tools, asynchronous online discussion boards and blogs are the ideal tools for supporting student discussion on sensitive topics in online role-play and simulation.",Anonymity; Online role play; Sensitive topics; Simulation; Student engagement; Student participation,Computer aided instruction; Education; Personnel training; Philosophical aspects; Social networking (online); Anonymity; Role play; Sensitive topics; Simulation; Student engagement; Student participation; Students,,,,,,,,,,,"Alkin, M.C., Christie, C.A., The use of role play in teaching evaluation (2002) American Journal of Evaluation, 23 (2), pp. 209-218; Arbaugh, J.B., What might online delivery teach us about blended management education? 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Inf. Technol. Educ. Res.,Article,Final,,Scopus,2-s2.0-84994314530
"Nwachukwu C., Lachman N., Pawlina W.",55922157400;23034811200;6701475756;,Evaluating dissection in the gross anatomy course: Correlation between quality of laboratory dissection and students outcomes,2015,Anatomical Sciences Education,8,1,,45,52,,25.0,10.1002/ase.1458,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84920261549&doi=10.1002%2fase.1458&partnerID=40&md5=0cabd91a6ca84d4f2a2f901bae584ae5,"Mayo Medical School, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, MN, United States; Department of Anatomy, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, MN, United States","Nwachukwu, C., Mayo Medical School, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, MN, United States; Lachman, N., Department of Anatomy, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, MN, United States; Pawlina, W., Department of Anatomy, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, MN, United States","Anatomy learned by active exploration through dissection has many proven benefits including improvement of anatomic knowledge. Decreased laboratory time may affect the quality of dissection and ultimately lower student performance in anatomy translating to lower knowledge acquisition. The aim of this study was to determine whether the quality of students' dissection in teams correlates with their performance in the gross anatomy course. Quality of dissections for each team enrolled in a gross anatomy course at Mayo Medical School was evaluated biweekly using a five-point rubric based on course learning objectives. Assessment of anatomic knowledge was based on sequential laboratory practice practical examination scores, achievements on daily audience response system (ARS) quizzes, and final practical, written, and National Board of Medical Examiners® (NBME®) Gross Anatomy and Embryology Subject Examinations. Twelve teams comprising 48 students were included in the study. There was a positive correlation between dissection quality and practice practical examination score (R = 0.83) and a negative correlation between dissection quality and ARS quizzes (R = -0.985). Dissection teams with a passing score on their dissection evaluations (&gt;70%) performed better on their final examinations. Based on an end of course survey, students agreed that dissection evaluations should continue to be a part of the course. This study showed that better quality of dissection was associated with higher scores on practice practical examinations, final practical, written, and NBME examinations. The study demonstrated a positive correlation between dissection evaluations, accompanied by formative feedback during the course, and higher scores on final course assessments. © 2014 American Association of Anatomists.",Cadaver dissection; Gross anatomy education; Gross anatomy laboratory; Group assessment; NBME examinations; Practical; Quality of dissection; Student assessment; Written,"anatomy; cadaver; curriculum; dissection; education; evaluation study; human; learning; medical education; medical school; medical student; procedures; questionnaire; teaching; time; United States; Anatomy; Cadaver; Curriculum; Dissection; Education, Medical, Undergraduate; Educational Measurement; Humans; Learning; Minnesota; Questionnaires; Schools, Medical; Students, Medical; Teaching; Time Factors",,,,,,,,,,,"Ahmed, K., Rowland, S., Patel, V., Khan, R.S., Ashrafian, H., Davies, D.C., Darzi, A., Paraskeva, P.A., Is the structure of anatomy curriculum adequate for safe medical practice? 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(2011) Ann R Coll Surg Engl, 93, pp. S26-S28; Biasutto, S.N., Caussa, L.I., Criado del Río, L.E., Teaching anatomy: Cadavers vs. computers? (2006) Ann Anat, 188, pp. 187-190; Cottam, W.W., Adequacy of medical school gross anatomy education as perceived by certain postgraduate residency programs and anatomy course directors (1999) Clin Anat, 12, pp. 55-65; Craig, S., Tait, N., Boers, D., McAndrew, D., Review of anatomy education in Australian and New Zealand medical schools (2010) ANZ J Surg, 80, pp. 212-216; Cuddy, M.M., Swanson, D.B., Drake, R.L., Pawlina, W., Changes in anatomy instruction and USMLE performance: Empirical evidence on the absence of a relationship (2013) Anat Sci Educ, 6, pp. 3-10; Daly, F.J., Use of electronic anatomy practical examinations for remediating ""at risk"" students (2010) Anat Sci Educ, 3, pp. 46-49; Drake, R.L., A retrospective and prospective look at medical education in the United States: Trends shaping anatomical sciences education (2014) J Anat, 224, pp. 256-260; Drake, R.L., McBride, J.M., Lachman, N., Pawlina, W., Medical education in the anatomical sciences: The winds of change continue to blow (2009) Anat Sci Educ, 2, pp. 253-259; Erie, A.J., Starkman, S.J., Pawlina, W., Lachman, N., Developing medical students as teachers: An anatomy-based student-as-teacher program with emphasis on core teaching competencies (2013) Anat Sci Educ, 6, pp. 385-392; Granger, N.A., Calleson, D., The impact of alternating dissection on student performance in a medical anatomy course: Are dissection videos an effective substitute for actual dissection? (2007) Clin Anat, 20, pp. 315-321; Gregory, J.K., Lachman, N., Camp, C.L., Chen, L.P., Pawlina, W., Restructuring a basic science course for core competencies: An example from anatomy teaching (2009) Med Teach, 31, pp. 855-861; Hofer, R.E., Nikolaus, O.B., Pawlina, W., Using checklists in a gross anatomy laboratory improves learning outcomes and dissection quality (2011) Anat Sci Educ, 4, pp. 249-255; Hofstein, A., Lunetta, V.N., The laboratory in science education: Foundations for the Twenty-First Century (2004) Sci Educ, 88, pp. 28-54; Johnson, E.O., Charchanti, A.V., Troupis, T.G., Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching (2012) Anat Sci Educ, 5, pp. 354-366; Jones, L.S., Paulman, L.E., Thadani, R., Terracio, L., Medical student dissection of cadavers improves performance of practical exams but not on the NBME Anatomy Subject Exam (2001) Med Educ Online, 6, pp. 1-8; Kumar, N., Hassinger, J.P., Scoville, E.A., Christensen, K., Nyauncho, C., Lachman, N., Pawlina, W., Evaluating the quality of medical students' dissection in the gross anatomy laboratory (2010) FASEB J, 24, p. S828. , 5; Lachman, N., Pawlina, W., Integrating professionalism in early medical education: The theory and application of reflective practice in the anatomy curriculum (2006) Clin Anat, 19, pp. 456-460; McLachlan, J.C., Bligh, J., Bradley, P., Searle, J., Teaching anatomy without cadavers (2004) Med Educ, 38, pp. 418-424; McNulty, J.A., Hoyt, A., Gruener, G., Chandrasekhar, A., Espiritu, B., Price Jr, R., Naheedy, R., An analysis of lecture video utilization in undergraduate medical education: associations with performance in the courses (2009) BMC Med Educ, 9, p. 6; Netter, F.H., (2010) Atlas of Human Anatomy, p. 624. , 5th Ed. Philadelphia, PA: Saunders/Elsevier Inc; Older, J., Anatomy: A must for teaching the next generation (2004) Surgeon, 2, pp. 79-90; Reeves, R.E., Aschenbrenner, J.E., Wordinger, R.J., Roque, R.S., Sheedlo, H.J., Improved dissection efficiency in the human gross anatomy laboratory by the integration of computers and modern technology (2004) Clin Anat, 17, pp. 337-344; Rizzolo, L.J., Stewart, W.B., Should we continue teaching anatomy by dissection when ...? (2006) Anat Rec, 289 B, pp. 215-218; Sugand, K., Abrahams, P., Khurana, A., The anatomy of anatomy: A review for its modernization (2010) Anat Sci Educ, 3, pp. 83-93; Tallitsch, B., (2013) Course information packet. Biology 455: Cadaver Dissection. Spring term 2013-2014 academic year, , http://www.augustana.edu/users/bitallitsch/docs/cadaver.pdf, Augustana College, Rock Island, IL. URL: [accessed 1 March 2014]; Tank, P.W., (2012) Grant's Dissector, p. 288. , 15 Ed. Philadelphia, PA: Lippincott Williams & Wilkins; Trelease, R.B., Diffusion of innovations: Smartphones and wireless anatomy learning resources (2008) Anat Sci Educ, 1, pp. 233-239; (2013) The University of Adelaide. University Course Planner. ANAT SC 3108-Applied anatomy of cranial nerves by dissection, , https://cp.adelaide.edu.au/courses/details.asp?xsxyear=2013&course=103460+1+3020+1, The University of Adelaide, Adelaide, SA, Australia. URL: [accessed 1 March 2014]; Vorstenbosch, M., Klaassen, T., Donders, R., Kooloos, J., Bolhuis, S., Laan, R., Learning anatomy enhances spatial ability (2013) Anat Sci Educ, 6, pp. 257-262; Winkelmann, A., Anatomical dissection as a teaching method in medical school: A review of the evidence (2007) Med Educ, 41, pp. 15-22; Yeager, V.L., Learning gross anatomy: Dissection and prosection (1996) Clin Anat, 9, pp. 57-59","Pawlina, W.; Department of Anatomy, Mayo Clinic College of Medicine, 200 First Street SW, United States",,,John Wiley and Sons Inc.,,,,,19359772,,,24799441.0,English,Anat. Sci. Educ.,Article,Final,,Scopus,2-s2.0-84920261549
"Schullo-Feulner A., Kolar C., Janke K.K.",24177549100;56954789900;7004229536;,A five-year evaluation of examination structure in a cardiovascular pharmacotherapy course,2015,American Journal of Pharmaceutical Education,79,7, 98,,,10.0,1.0,10.5688/ajpe79798,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946720781&doi=10.5688%2fajpe79798&partnerID=40&md5=7679f36dda2983e63b05a360bc0fa92b,"University of Minnesota, College of Pharmacy, Minneapolis, MN, United States","Schullo-Feulner, A., University of Minnesota, College of Pharmacy, Minneapolis, MN, United States; Kolar, C., University of Minnesota, College of Pharmacy, Minneapolis, MN, United States; Janke, K.K., University of Minnesota, College of Pharmacy, Minneapolis, MN, United States","Objective. To evaluate the composition and effectiveness as an assessment tool of a criterion-referenced examination comprised of clinical cases tied to practice decisions, to examine the effect of varying audience response system (ARS) questions on student examination preparation, and to articulate guidelines for structuring examinations to maximize evaluation of student learning. Design. Multiple-choice items developed over 5 years were evaluated using Bloom’s Taxonomy classification, point biserial correlation, itemdifficulty, and grade distribution. In addition, examination items were classified into categories based on similarity to items used in ARS preparation. Assessment. As the number of items directly tied to clinical practice rose, Bloom’s Taxonomy level and item difficulty also rose. In examination years where Bloom’s levels were high but preparation was minimal, average grade distribution was lower compared with years in which student preparation was higher. Conclusion. Criterion-referenced examinations can benefit from systematic evaluation of their composition and effectiveness as assessment tools. Calculated design and delivery of classroom preparation is an asset in improving examination performance on rigorous, practice-relevant examinations. © 2015, American Association of Colleges of Pharmacy. All rights reserved.",ARS; Assessment; Case-based learning; Examinations; Multiple-choice questions,"decision making; drug therapy; education; evaluation study; human; problem based learning; procedures; time factor; Choice Behavior; Decision Making; Drug Therapy; Education, Pharmacy; Educational Measurement; Humans; Problem-Based Learning; Time Factors",,,,,,,,,,,"(2007) Accreditation Standards and Guidelines for the Professional Programin Pharmacy Leading to the Doctor of Pharmacy Degree, , https://www.acpe-accredit.org/pdf/FinalS2007Guidelines2.0.pdf, Accreditation Council for Pharmacy Education, Accessed September 3, 2014; Wittstrom, K., Cone, C., Salazar, K., Bond, R., Dominguez, K., Alignment of pharmacotherapy course assessments with course objectives (2010) Am J Pharm Educ, 74 (5); O’Brocta, R., Computer testing to document student achievement of learning outcomes (2013) Am J Pharm Educ, 77 (10); Pate, A., Caldwell, D.J., Effects of multiple-choice item-writing guideline utilization on item and student performance (2014) Curr Pharm Teach Learn, 6 (1), pp. 130-134; Medina, M.S., Britton, M.L., Letassy, N.A., Dennis, V., Draugalis, J.R., Incremental development of an integrated assessment method for the professional curriculum (2013) Am J Pharm Educ, 77 (6); Bussieres, J.-F., Metras, M.-E., Leclerc, G., Use of Moodle, ExamSoft, and Twitter in a first-year pharmacy course (2012) Am J Pharm Educ, 76 (5); Pawasauskas, J., Matson, K.L., Youssef, R., Transitioning to computerbased testing (2014) Curr Pharm Teach Learn, 6 (2), pp. 289-297; Kelley, K.A., Beatty, S.J., Legg, J.E., McAuley, J.W., A progress assessment to evaluate pharmacy students’ knowledge prior to beginning advanced pharmacy practice experiences (2008) Am J Pharm Educ, 72 (4), p. 88; Divall, M.V., Alston, G.L., Bird, E., Special article: A faculty toolkit for formative assessment in pharmacy education (2014) Am J Pharm Educ, 78 (9); Cain, J., Robinson, E., A primer on audience response system: Current applications and future considerations (2008) Am J Pharm Educ, 72 (4); Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2); Liu, F.C., Gettig, J.P., Fjortoft, N., Impact of a student response system on short- and long-term learning in a drug literature evaluation course (2010) Am J Pharm Educ, 74 (1); Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, 68 (5); Glaser, R., (1963) Instructional Technology and the Measurement of Learning Outcomes: Am Psychol, 18 (8), pp. 519-521; Tiemeier, A.M., Pharm, D., Stacy, Z.A., Burke, J.M., Using multiple choice questions written at various Bloom’s Taxonomy levels to evaluate student performance across a therapeutics sequence (2011) Inov Pharm, 2 (2); Univ Minnesota off Meas Serv, , http://oms.umn.edu/fce/understanding_results/itemanalysis.php#reliability, Understanding the item analysis report, Accessed December 19, 2014; Tavakol, M., Dennick, R., Post-examination analysis of objective tests (2011) Med Teach, 33 (6), pp. 447-458; Ricketts, C., A plea for the proper use of criterion-referenced tests in medical assessment (2009) Med Educ, 43 (12), pp. 1141-1146; Williams, A.E., Aguilar-Roca, N.M., Tsai, M., Wong, M., Beaupre, M.M., O’Dowd, D.K., Assessment of learning gains associated with independent exam analysis in introductory biology (2011) CBE Life Sci Educ, 10 (4), pp. 346-356; Popham, W.J., Husek, T.R., Implications of criterion-referenced measurement (1969) J Educ Meas, 6 (1), pp. 1-9","Schullo-Feulner, A.; Pharmaceutical Care and Health Systems, University of Minnesota College of Pharmacy, 7-103 Weaver-Densford Hall, 308 Harvard St. SE, United States; email: amsf@umn.edu",,,American Association of Colleges of Pharmacy,,,,,00029459,,,27168611.0,English,Am. J. Pharm. Educ.,Article,Final,,Scopus,2-s2.0-84946720781
"Hanyak M.E., Jr.",6602212288;,Conceptual framework to help promote retention and transfer in the introductory chemical engineering course,2015,Advances in Engineering Education,4,3,,,,48.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928334613&partnerID=40&md5=10a99e701358f876ad1dada348d4e2b8,"Bucknell University, Lewisburg, PA  17837, United States","Hanyak, M.E., Jr., Bucknell University, Lewisburg, PA  17837, United States","In an introductory chemical engineering course, the conceptual framework of a holistic problem-solving methodology in conjunction with a problem-based learning approach has been shown to create a learning environment that nurtures deep learning rather than surface learning. Based on exam scores, student grades are either the same or better than the course taught using a lecture-based format. Based on pre- and post-course scores for an in-house concept inventory, average learning gains were within one standard deviation of the average gain reported by Hake for interactive engagement. After nine months, chemical engineering majors essentially retain their knowledge of the concepts. By successfully integrating the major cooperative learning elements discussed in this article, undergraduate engineers will be able to enhance their long-term retention of the fundamental principles for a particular engineering discipline and potentially transfer that knowledge to solve future problems.",Material and energy balances; Problem-based learning; Retention and transfer,Computer aided instruction; Engineering education; Technical presentations; Chemical engineering course; Cooperative learning elements; Engineering disciplines; Material and energy balances; Problem based learning; Problem-based learning approaches; Retention and transfer; Undergraduate engineers; Problem solving,,,,,,,,,,,"Jonassen, D., Strobel, J., Lee, C.B., Everyday Problem Solving in Engineering: Lessons for Engineering Educators (2006) Journal of Engineering Education, 95 (2), pp. 139-151; Woods, D.R., PBL: An Evaluation of the Effectiveness of authentic Problem-Based Learning (aPBL) (2012) Chemical Engineering Education, 46 (2), pp. 135-144; Mastascusa, E.J., Snyder, W.J., Hoyt, B.S., (2011) Effective Instruction for STEM Disciplines-From Learning Theory to College Teaching, , Jossey-Bass, San Francisco, CA; Bloom, B.S., (1956) Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, , http://www.nwlink.com/~donclark/hrd/bloom.html, David McKay, New York, Accessed June 16, 2014 at; Prince, M., Does Active Learning Work? A Review of the Research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Prince, M., Felder, R.M., Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006) Journal of Engineering Education, 95 (2), pp. 123-138; Johnson, D.W., Johnson, R.T., Smith, K.A., (1998) Active Learning: Cooperation in the College Classroom, , Interaction Book Co., Edina, Minnesota; Techniques of Active Learning (2013), http://www.medschool.vcu.edu/curriculum/resources/, Virginia Commonwealth University, Richmond, VA, Accessed February 18, 2015 at; Felder, R.M., Rousseau, R.W., (2005) Elementary Principles of Chemical Processes, , Edition. John Wiley and Sons, Hoboken, NJ, 2005; Himmelblau, D.M., Riggs, J.B., (2004) Basic Principles and Calculations in Chemical Engineering, , Seven Ed. Prentice Hall, Upper Saddle River, NJ; Murphy, R.M., (2007) Introduction to Chemical Processes: Principles, Analysis, Synthesis, , McGraw-Hill, New York, NY; Polya, G., (1957) How to Solve It: A New Aspect of Mathematical Method, , Second Edition. Doubleday, Garden City, NY; Halpern, D.F., (1989) Thought and Knowledge: An Introduction to Critical Thinking, , Second Edition. Lawrence Erlbaum Associates, Inc., Hillsdale, NJ; Harb, J.N., Terry, R.E., Hutt, P.K., Williamson, K.J., (1995) Teaching Through the Cycle, , Brigham Young University Press, Provo, UT; Nason, J.A., Brooks, B.J., Koretsky, M., A Material Balances Course with Integrated Concept-Based Active Learning Pedagogy-Comparison of Student Perception and Performance with Their Attitudes and Approaches to Learning (2011) ASEE Annual Conference and Exposition, , Conference Proceedings, Vancouver, BC, Canada; Florman, S.C., (1987) The Civilized Engineer, , St. Martin's Press, New York, NY; Hanyak, M.E., Raymond, T.M., Teaching Material and Energy Balances to First-Year Students Using Cooperative Team-Based Projects and Labs (2009) ASEE Annual Conference and Exposition, , Austin, TX; Miller, G., The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information (1956) Psychological Review, 63, pp. 81-97; Hanyak, M.E., (2011) Companion in Chemical Engineering: An Instructional Supplement, , https://www.createspace.com/3574827, Self-Published by Michael E. Hanyak, Chemical Engineering Department, Bucknell University, Lewisburg, PA, Textbook distributed via On-Demand Publishing, LLC, Scotts Valley, CA thru; Steward, D.V., Partitioning and Tearing Systems of Equations (1965) J. of SIAM: Series B, Numerical Analysis, 2 (2), pp. 345-365; Felder, R.M., Silverman, L.K., Learning and Teaching Styles in Engineering Education (1988) Engineering Education, 78 (7), pp. 674-681; Hanyak, M.E., (2008) Development of an Engineering Project: A Handbook for Provisional Engineers, , Chemical Engineering Department, Bucknell University, Lewisburg, PA; Oakley, B.A., Hanna, D.M., Kuzmyn, Z., Felder, R.M., Best Practices Involving Teamwork in the Classroom: Results From a Survey of 6435 Engineering Student Respondents (2007) IEEE Transaction on Education, 50 (3), pp. 266-272; Oakley, B.A., Felder, R.M., Brent, R., Elhajj, I., Turning Student Groups into Effective Teams (2004) J. Student Centered Learning, 2 (1), pp. 9-34; Hanyak, M.E., (2013) Chemical Process Simulation and the Aspen HYSYS v8.3 Software, , https://www.createspace.com/4529692, Second Edition. Self-Published by Michael E. Hanyak, Chemical Engineering Department, Bucknell University, Lewisburg, Textbook distributed via On-Demand Publishing, LLC, Scotts Valley, CA thru; Woods, D.R., (2007) Rules of Thumb in Engineering Practice, , Wiley-VCH Verlag GmbH & Co., KGaA, Weinheim; Soloman, B.A., Felder, R.M., Index of Learning Styles Questionnaire (2014), http://www.engr.ncsu.edu/learningstyles/ilsweb.html, North Carolina State University, Raleigh, NC, Accessed May 20, 2014 at; Phillips, P., So, You're Going to be a Member of a Team (1997) Chemical Engineering Progress, 93 (1), pp. 141-144; Building Blocks for Teams (2012), http://archive.tlt.psu.edu/suggestions/teams/index.html, TLT - Teaching and Learning with Technology, The Pennsylvania State University, State College, PA, Accessed May 20, 2014 at; Hanyak, M.E., Duggirala, D., Main, C.S., Dreese, J.M., Interactive Simulation for a Simple Manufacturing Process: Styrene Monomer from Methanol and Toluene (2011), http://www.departments.bucknell.edu/chem_eng/cheg200/CinChE_Manual/Ch02/examples/web_app/styrene/, Chemical Engineering Department, Bucknell University, Lewisburg, PA, Accessed June 14, 2014 at; Brown, A.M., Hanyak, M.E., Volume Change of Mixing: An Investigation (2007), http://www.departments.bucknell.edu/chem_eng/eLEAPS/cheg200/DVofMixing/DVmix.pdf, Chemical Engineering Dept., Bucknell University, Lewisburg, PA, Accessed June 16, 2014 at; Oguzie, D.N., e-LEAPS - An Interactive Web Application to Support Learning Engineering and Problem Solving (2007), M.S. Thesis supervised by Michael E. Hanyak. Chemical Engineering Department, Bucknell University, Lewisburg, PA; Felder, R.M., Brent, R., Random Thoughts: Learning by Doing (2003) Chemical Engineering Education, 37 (4), pp. 282-283; Koretsky, M.D., Falcone, J.L., Brooks, B.J., Silverstein, D.L., Smith, C., Miletic, M., The AIChE Concept Warehouse: A Web-Based Tool to Promote Concept-Based Instruction (2014) Advances in Engineering Education, 4 (1). , http://advances.asee.org/?publication=the-aiche-concept-warehouse-a-web-based-tool-to-promote-concept-based-instruction, Accessed May 26, 2014 at; Ngothai, Y., Davis, M.C., Implementation and Analysis of a Chemical Engineering Fundamentals Concept Inventory (CEFCI) (2014) Education for Chemical Engineers, 7 (1), pp. e32-e40; Palincsar, A.S., Brown, A.L., Reciprocal Teaching of Comprehension: Fostering and Comprehension-Monitoring Activities (1984) Cognition and Instruction, 1 (2), pp. 117-175; Mazur, E., (1996) Peer Instruction: A User's Manual, , Prentice-Hall, Upper Saddle River, NJ; Narayan, V., (2009) The Team 360 Assessment System, , http://www.ascendus.com, Ascendus Technologies, Pittsburgh, PA, Accessed May 29, 2014 at; Hake, R.R., Lessons from the Physics Education Reform Effort (2002) Conservation Ecology, 5 (2). , http://www.consecol.org/vol5/iss2/art28/, Accessed June 2, 2014 at; (2012) CATME SMARTER Teamwork, , http://info.catme.org, Purdue University, West Lafayette, IN, Accessed August 2, 2014 at","Hanyak, M.E.; Bucknell UniversityUnited States",,,American Society for Engineering Education,,,,,19411766,,,,English,Adv. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84928334613
"Yuretich R.F., Kanner L.C.",6602104829;54889923600;,Examining the effectiveness of team-based learning (TBL) in different classroom settings,2015,Journal of Geoscience Education,63,2,,147,156,,1.0,10.5408/13-109.1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84929231937&doi=10.5408%2f13-109.1&partnerID=40&md5=f1f30bcec6c64e780d15dc5b5203a669,"Department of Geosciences, University of Massachusetts, 611 N Pleasant St, Amherst, MA  01003, United States","Yuretich, R.F., Department of Geosciences, University of Massachusetts, 611 N Pleasant St, Amherst, MA  01003, United States; Kanner, L.C., Department of Geosciences, University of Massachusetts, 611 N Pleasant St, Amherst, MA  01003, United States","The problem of effective learning in college classrooms, especially in a large lecture setting, has been a topic of discussion for a considerable span of time. Most efforts to improve learning incorporate various forms of student-active learning, such as inclass investigations or problems, group discussions, collaborative examinations and interactive technology such as i-clicker. Team-Based Learning (TBL) is a classroom paradigm that all but eliminates the standard lecture and shifts exams from an end-of-unit exercise to a preparatory role. Adapting TBL to an introductory oceanography course has yielded mixed results. Student satisfaction as measured by course evaluations has increased in several important indicators, but not in summative questions. Final grades have also continued at high levels, and discussions around in-class investigations have become increasingly sophisticated, but performance on certain exam components associated with higher-order learning has declined. The classroom environment may play a major role, with TBL showing greater effectiveness in a TBL-designed facility compared with a traditional auditorium. © 2015 National Association of Geoscience Teachers.",Active learning; Assessment; Higher-order learning; Team-based learning,curriculum; group behavior; higher education; learning; oceanography; student,,,,,,,,,,,"Allen, D.E., Bringing problem-based learning to the introductory biology classroom (1997) Student-Active Science: Models of Innovation in Science Teaching, pp. 259-278. , McNeal, and D’Avanzo, C., eds, Fort Worth, TX: Saunders; Bloom, B.S., (1964) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a Committee of College and University Examiners, , New York: Longmans and Green; Carmichael, J., Team-based learning enhances performance in introductory biology (2009) Journal of College Science Teaching, 38 (4), pp. 54-61; Cestone, C.M., Levine, R.E., Lane, D.R., Peer assessment and evaluation in team-based learning (2008) New Directions in Teaching and Learning, 116, pp. 69-78; Cotner, S., Loper, J., Walker, J.D., Brooks, D.C., It’s not you, it’s the room’’ – are the high-tech, active-learning classrooms worth it? (2013) Journal of College Science Teaching, 42 (6), pp. 82-88; Doyle, J.K., Meeker, R.D., Team projects and peer evaluations (2008) College Teaching Methods & Styles Journal, 4 (5), pp. 21-28; Johnson, D., Johnson, R., Smith, K., Cooperative learning returns to college: What evidence is there that it works? (1998) Change, 30 (4), pp. 26-35; Kim, K., Sharma, P., Land, S., Furlong, K., Effects of active learning on enhancing student critical thinking in an undergraduate general science course (2013) Innovative Higher Education, 38 (4), pp. 223-235; Metoyer, S.K., Miller, S.T., Mount, J., Westmoreland, S.L., Examples from the trenches: Improving student learning in the sciences using team-based learning (2014) Journal of College Science Teaching, 43 (5), pp. 40-47; Michaelsen, L.K., Knight, A.B., Fink, L.D., (2002) Team-Based Learning: A Transformative Use of Small Groups in College Teaching, p. 286. , Sterling, VA: Stylis Publishing; Mostrom, A.M., Blumberg, P., Does learning-centered teaching promote grade improvement? (2012) Innovative Higher Education, 37 (5), pp. 397-405; Novak, G.M., Just-in-Time Teaching (2011) New Directions for Teaching and Learning, 128, pp. 63-73; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93, pp. 223-231; Regassa, L.B., Morrison-Shetlar, A.I., Student learning in a project-based molecular biology course (2009) Journal of College Science Teaching, 38 (6), pp. 58-67; Springer, L., Stanne, M.E., Donovan, S.S., Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis (1999) Review of Educational Research, 69, pp. 21-51; Straumanis, J., What we’re learning about learning (And what we need to forget) (2012) Planning for Higher Education, 40 (4), pp. 6-12; Yuretich, R.F., Encouraging critical thinking: Measuring skills in large introductory science classes (2003) Journal of College Science Teaching, 33 (3), pp. 40-45; Yuretich, R.F., Khan, S.A., Leckie, R.M., Clement, J.J., Active-learning methods improve student performance and scientific interest in a large oceanography course (2001) Journal of Geoscience Education, 49, pp. 111-119","Yuretich, R.F.; Department of Geosciences, University of Massachusetts, 611 N Pleasant St, United States",,,National Association of Geoscience Teachers Inc.,,,,,10899995,,,,English,J. Geosci. Educ.,Article,Final,,Scopus,2-s2.0-84929231937
"Edwards B.I., Aris B., Shukor N.A., Mohammed H.",56879774500;56217388700;57194179045;56996856500;,Using response system through voting in peer instruction for learning sustainability,2015,Jurnal Teknologi,77,13,,147,157,,1.0,10.11113/jt.v77.6371,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949507316&doi=10.11113%2fjt.v77.6371&partnerID=40&md5=e6fd57e5612a751fcca0d318ba4f58c5,"Universiti Teknologi Malaysia, UTM, Johor Bahru, Johor  81310, Malaysia; Osun State College of Education, Ilesa, Nigeria","Edwards, B.I., Universiti Teknologi Malaysia, UTM, Johor Bahru, Johor  81310, Malaysia, Osun State College of Education, Ilesa, Nigeria; Aris, B., Universiti Teknologi Malaysia, UTM, Johor Bahru, Johor  81310, Malaysia; Shukor, N.A., Universiti Teknologi Malaysia, UTM, Johor Bahru, Johor  81310, Malaysia; Mohammed, H., Universiti Teknologi Malaysia, UTM, Johor Bahru, Johor  81310, Malaysia","Sustainable education must employ strategies that promote lifelong and meaningful learning. Peer Instruction (PI) is an active learning pedagogy specifically designed to achieve this. There are a number of elements involved in the various steps of the PI pedagogy which contributes to its effectiveness. However, most research studies reported in Peer Instruction focused on its use in science education and mainly on the whole pedagogy. The significance of the individual elements of the model have not been fully explored. Reports are also scarce on the use and benefits of PI in non-science classrooms. This study evaluates the pedagogical benefits of one of the elements of the PI model; the use of automated feedback based on students’ voting. 42 students in a postgraduate teacher education class were taken through sessions of Peer Instruction and traditional lectures; learning outcomes were compared in terms of student performance and student engagement and motivation. Performance tests (pre-tests and post-tests), live classroom observations and students’ reflections were monitored to determine the level of performance and engagement. Results show that students reported increased interest, motivation and engagement and the ability of the voting sessions to foster metacognition. Active learning and learning readiness were also emphasized while the lecture sessions were reported as normal or usual. The result validates the usefulness of voting component of the PI model for fostering improved learning; noting that students are able to benefit more from personal evaluation when voting results are displayed after voting. © 2015 Penerbit UTM Press. All rights reserved.",Learning engagement; Peer instruction; Student response systems; Voting,,,,,,,,,,,,"Drexhage, J., Murphy, D., Sustainable Development: From Brundtland to Rio 2012 (2010) Paper Prepared for the High Level Panel on Global Sustainability, , http://www.un.org/wcm/webdav/site/climatechange/shared/gsp/docs/GSP1-6_Background%20on%20Sustainable%20Devt.pdf, 1st meeting, 19 September. United Nations Headquarters, New York. [Online]. [Accessed on 7 December 2013]; Gerald, D., Jucker, R., Martin, S., (2005) Sustainable Development in Higher Education: Current Practice and Future Developments, , http://www.heacademy.ac.uk/assets/York/documents/ourwork/tla/sustainability/sustdevinHEfinalreport.pdf, A Report to the Higher Education Academy, York (UK) [Online]. [Accessed on 7 December 2013]; Connell, J.P., Wellborn, J.G., Competence, Autonomy, and Relatedness: A Motivational Analysis of Self-Esteem Processes (1991) Self Processes in Development: Minnesota Symposium on Child Psychology, , Gunnar, M. R., Sroufe, L. A. (eds) Erlbaum: Hillsdale, NJ; Skinner, E.A., Belmont, M.J., Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement Across the School Year (1993) Journal of Educational Psychology, 85, pp. 571-581; Fredricks, J.A., Blumenfeld, P.C., Paris, A., School Engagement: Potential of the Concept, State of the Evidence (2004) Review of Educational Research, 74 (1), pp. 59-119; Liao, L., A Flow Theory Perspective on Learner Motivation and Behaviour in Distance Education (2006) Distance Education, 27 (1), pp. 45-62; Aguilar, E., (2014) Beyond Student Engagement: Achieving a State of Flow, , http://www.edutopia.org/blog/student-engagement-elena-aguilar, Edutopia.org. Posted April 13. [Online]. [Accessed on 21 April 2013]; Csikszentmihalyi, M., (1990) Flow: The Psychology of Optimal Experience, , New York: Harper & Row; Csikszentmihalyi, M., (2004) Flow, the Secret to Happiness, , http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow#t-975704, TED Talk, February 2004. [Online] [Accessed 21 April, 2013]; Nakamura, J., Csikszentmihalyi, M., The Concept of Flow (2002) Handbook of Positive Psychology, pp. 89-105; Whitson, C., Consoli, J., Flow Theory and Student Engagement (2009) Journal of Cross-Disciplinary Perspectives in Education, 2 (1), pp. 40-49; Johnson, B., How Do We Know When Students Are Engaged? (2012) EDUTOPIA: Efficient Ways to Check for Understanding. What Works in Education, , The George Lucas Educational Foundation; Appleton, J.J., Christenson, S.L., Kim, D., Reschly, A.L., Measuring Cognitive and Psychological Engagement: Validation of the Student Engagement Instrument (2006) Journal of School Psychology, 44, pp. 427-445; Schunk, D., Meece, J., Pintrich, P., (2014) Motivation in Education, Theory, Research and Applications, , 4th Edition. New Jersey: Pearson Education Inc; Legault, L., Green-Demers, I., Pelletier, L., Why do High School Students Lack Motivation in the Classroom? Toward an Understanding of Academic Amotivation and The Role of Social Support (2006) Journal of Educational Psychology, 98 (3), p. 567; Maehr, M., Midgley, C., Enhancing Student Motivation: A Schoolwide Approach (1991) Educational Psychologist, 26 (3-4), pp. 399-427; Schunk, D.H., Zimmerman, B.J., (2008) Motivation and Self-regulated Learning: Theory, Research, and Applications, , Lawrence Erlbaum Associates Publishers: Mahwah; Pintrich, P., A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts (2003) Journal of Educational Psychology, 95 (4), pp. 667-686; Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., Mooney, K., Measuring Student Engagement in Upper Elementary through High School: A Description of 21 Instruments (2011) Issues & Answers, , REL 2011-No. 098. Regional Educational Laboratory Southeast; Fagen, A., Crouch, C., Mazur, E., Peer Instruction: Results from a Range of Classrooms (2002) The Physics Teacher, p. 40; Mazur, E., Watkins, J., (2009) Teaching and Peer Instruction, , http://isites.harvard.edu/fs/docs/icb.topic666323.files/02-2Peer_Just_in_time_03_Simkins09_C03.pdf, Simkins, Chp3, p39. [Online]. [Accessed on 14 April 2014]; Slavin, A., Peer Instruction in the Lecture Setting (2001) Journal of Positive Pedagogy; Wilson, J., (1997) Conference on the Introductory Physics Course: On the Occasion of the Retirement of Robert Resnick, , (Ed.). New York: Wiley; Mazur, E., (1997) Peer Instruction: A User's Manual, , 1/e. Upper Saddle River, NJ: Prentice Hall; Jarrett, L., Takacs, G., Ferry, B., Adding Value to Physics Laboratories for Pre-Service Teachers (2010) International Journal of Innovation in Science and Mathematics Education, 18 (1), pp. 26-42; Price, J., Cybulski, J., The Importance of IS Stakeholder Perspectives and Perceptions to Requirements Negotiation (2006) Development, p. 13; Breslow, L., Methods of Measuring Learning Outcomes and Value Added (2007) Learning Laboratory, , https://tll.mit.edu/sites/default/files/guidelines/a-e-tools-methods-of-measuring-learning-outcomes-grid-2.pdf, Massachusetts Institute of Technology [Online]. [Accessed on 17 June 2014]; Creswell, J.W., (2012) Qualitative Inquiry and Research Design: Choosing Among Five Approaches, , Sage; Johnson, B., Christensen, L., (2008) Educational Research: Quantitative, Qualitative, and Mixed Approaches, , Sage","Aris, B.; Universiti Teknologi Malaysia, UTMMalaysia; email: bba@utm.my",,,Penerbit UTM Press,,,,,01279696,,,,English,J. Teknol.,Article,Final,Open Access,Scopus,2-s2.0-84949507316
"Shirley M.L., Irving K.E.",36509276900;26537674200;,Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice,2015,Journal of Science Education and Technology,24,1,,56,68,,10.0,10.1007/s10956-014-9520-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84943589011&doi=10.1007%2fs10956-014-9520-x&partnerID=40&md5=a52d97002fd566118f342ff554711709,"The Ohio State University, Columbus, OH, United States; University of Louisville, Louisville, KY, United States; Knowles Science Teaching Foundation, 1000 N Church Street, Moorestown, NJ  08057, United States","Shirley, M.L., The Ohio State University, Columbus, OH, United States, University of Louisville, Louisville, KY, United States, Knowles Science Teaching Foundation, 1000 N Church Street, Moorestown, NJ  08057, United States; Irving, K.E., The Ohio State University, Columbus, OH, United States","Formative assessment has been demonstrated to result in increased student achievement across a variety of educational contexts. When using formative assessment strategies, teachers engage students in instructional tasks that allow the teacher to uncover levels of student understanding so that the teacher may change instruction accordingly. Tools that support the implementation of formative assessment strategies are therefore likely to enhance student achievement. Connected classroom technologies (CCTs) include a family of devices that show promise in facilitating formative assessment. By promoting the use of interactive student tasks and providing both teachers and students with rapid and accurate data on student learning, CCT can provide teachers with necessary evidence for making instructional decisions about subsequent lessons. In this study, the experiences of four middle and high school science teachers in their first year of implementing the TI-Navigator™ system, a specific type of CCT, are used to characterize the ways in which CCT supports the goals of effective formative assessment. We present excerpts of participant interviews to demonstrate the alignment of CCT with several main phases of the formative assessment process. CCT was found to support implementation of a variety of instructional tasks that generate evidence of student learning for the teacher. The rapid aggregation and display of student learning evidence provided teachers with robust data on which to base subsequent instructional decisions. © 2014, Springer Science+Business Media New York.",Audience response system; Connected classroom technology; Education technology; Formative assessment; ICT; Science instruction,,,,,,"U.S. Department of Education, DoED: R305K050045",,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am J Phys, 74 (1), pp. 31-39; Bell, B., Cowie, B., The characteristics of formative assessment in science education (2001) Sci Educ, 85 (5), p. 536; Black, P., Wiliam, D., Assessment in classroom learning (1998) Assess Classr Learn Princ Policy Pract, 5 (1), pp. 7-74; Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D., Working inside the black box: assessment for learning in the classroom (2004) Phi Delta Kappan, 86 (1), pp. 9-21; Burnstein, R.A., Lederman, L.M., Comparison of different commercial wireless keypad systems (2003) Phys Teach, 41, pp. 272-275; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Cowie, B., Bell, B., A model of formative assessment in science education (1999) Assess Educ Princ Policy Pract, 6 (1), p. 101; Creswell, J.W., (2012) Research design: qualitative, quantitative, and mixed methods approaches, , SAGE Publications Inc, Washington:; Creswell, J.W., (2013) Qualitative inquiry & research design: choosing among five approaches, , SAGE Publications Inc, Washington:; Daws, N., Singh, B., Formative assessment: to what extent is its potential to enhance pupils’ science being realized? (1996) Sch Sci Rev, 77 (281), pp. 93-100; Erickson, F., Qualitative methods in research on teaching. In MC Wittrock (ed) Handbook of research on teaching, 3rd edn (1986) pp 119–161; Fies, C., Marshall, J., Classroom response systems: a review of the literature (2006) J Sci Educ Technol, 15 (1), pp. 101-109; Furtak, E.M., Formative assessment in K-8 science education: a conceptual review (2006) Commissioned paper for the Committee on Science Learning, , Kindergarten through Eighth Grade: National Research Council; Grigg, W.S., Lauko, M.A., Brockway, D.M., (2006) The Nation’s report card: science 2005, , U.S. Department of Education, National Center for Education Statistics, Washington:; Irving, K.E., Sanalan, V.A., Shirley, M.L., Physical science connected classrooms: case studies (2009) Journal of Computers in Mathematics and Science Teaching, 28 (3), pp. 247-275; Kay, R., Knaack, L., Exploring the use of audience response systems in secondary school science classrooms (2009) J Sci Educ Technol, 18, pp. 382-392; Lee, H., Feldman, A., Beatty, I.D., Factors that affect science and mathematics teachers’ initial implementation of technology-enhanced formative assessment using a classroom response system (2012) J Sci Educ Technol, 21, pp. 523-539; Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., Chrostowski, S.J., (2004) Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades, , TIMSS & PIRLS International Study Center, Boston College, Chestnut Hill:; O’Sullivan, C.Y., Lauko, M.A., Grigg, W.S., Qian, J., Zhang, J., (2002) The nation’s report card: science 2000, , U.S. Department of Education, National Center for Education Statistics, Washington:; Pape, S., Irving, K.E., Owens, D.T., Boscardin, C.K., Sanalan, V.H., Abrahamson, A.L., Classroom connectivity in Algebra I classrooms: results of a randomized control trial (2013) Effective Education, 4 (2), pp. 169-189; Penuel, W.R., Tatar, D.G., Roschelle, J., The role of research on contexts of teaching practice in informing the design of handheld learning technologies (2004) J Educ Comput Res, 30 (4), pp. 353-370; Programme for International Student Assessment, (2007) PISA 2006: science competencies for tomorrow’s world: executive summary, , OECD, Paris:; Ribbens, E., Why I like clicker personal response systems (2007) J Coll Sci Teach, 37 (2), pp. 60-62; Ridley, R.T., Interactive teaching: a concept analysis (2007) J Nurs Educ, 46 (5), pp. 203-209; Roschelle, J., Penuel, W.R., Abrahamson, L., The networked classroom (2004) Educ Leadersh, 61 (5), pp. 50-54; Ruiz-Primo, M.A., Furtak, E.M., Informal formative assessment and scientific inquiry: exploring teachers’ practices and student learning (2006) Educ Assess, 11 (3-4), pp. 205-235; Ruiz-Primo, M.A., Furtak, E.M., Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry (2007) J Res Sci Teach, 44 (1), pp. 57-84; Shavelson, R.J., Yin, Y., Furtak, E.M., Ruiz-Primo, M.A., Ayala, C., Young, D.B., On the role and impact of formative assessment in science inquiry teaching learning (2008) Assessing science learning: perspectives from research and practice, , Coffey J, Douglas R, Stearns C, (eds), NSTA Press, Arlington:; Shirley, M., (2009) A model of formative assessment practice in secondary science classrooms using an audience response system, , Unpublished doctoral dissertation) The Ohio State University, Columbus OH:; Shirley, M.L., Irving, K.E., Sanalan, V.A., Pape, S.J., Owens, D.T., The practicality of implementing connected classroom technology in mathematics and science classrooms (2011) International Journal of Science and Mathematics Education, 9 (2), pp. 459-481; Strauss, A., Corbin, J., (1998) Basics of qualitative research: techniques and procedures for developing grounded theory, , Sage Publication, Thousand Oaks:; Torrance, H., Pryor, J., (1998) Investigating formative assessment: teaching, learning, and assessment in the classroom, , Open University Press, Philadelphia:; Wiliam, D., FA: getting the focus right (2006) Educ Assess, 11 (3-4), pp. 283-289; Wiliam, D., Lee, C., Harrison, C., Black, P., Teachers developing assessment for learning: impact on student achievement (2004) Assess Educ Princ Policy Pract, 11 (1), pp. 49-65; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: do clickers improve learning? (2008) Decis Sci J Innov Educ, 6 (1), pp. 75-88","Shirley, M.L.; Knowles Science Teaching Foundation, 1000 N Church Street, United States",,,Kluwer Academic Publishers,,,,,10590145,,,,English,J. Sci. Educ. Technol.,Article,Final,,Scopus,2-s2.0-84943589011
"Bhashyam A.R., Fils J., Lowell J., Meara J.G., Dyer G.S.M.",24480645500;56525134400;7102768739;55430536100;26654745200;,A novel approach for needs assessment to build global orthopedic surgical capacity in a low-income country,2015,Journal of Surgical Education,72,4,,e2,e8,,4.0,10.1016/j.jsurg.2014.10.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84931572489&doi=10.1016%2fj.jsurg.2014.10.008&partnerID=40&md5=78e103c5ab83693c96242badff8b8024,"Department of Orthopaedic Surgery, Brigham and Women's Hospital, Harvard Medical School, 75 Francis Street, Boston, MA, United States; Program in Global Surgery and Social Change, Department of Plastic and Oral Surgery, Boston Children's Hospital, Boston, MA, United States; Brigham and Women's Hospital, Department of Orthopaedic Surgery, Boston, MA, United States","Bhashyam, A.R., Department of Orthopaedic Surgery, Brigham and Women's Hospital, Harvard Medical School, 75 Francis Street, Boston, MA, United States; Fils, J., Program in Global Surgery and Social Change, Department of Plastic and Oral Surgery, Boston Children's Hospital, Boston, MA, United States; Lowell, J., Department of Orthopaedic Surgery, Brigham and Women's Hospital, Harvard Medical School, 75 Francis Street, Boston, MA, United States; Meara, J.G., Department of Orthopaedic Surgery, Brigham and Women's Hospital, Harvard Medical School, 75 Francis Street, Boston, MA, United States, Program in Global Surgery and Social Change, Department of Plastic and Oral Surgery, Boston Children's Hospital, Boston, MA, United States; Dyer, G.S.M., Department of Orthopaedic Surgery, Brigham and Women's Hospital, Harvard Medical School, 75 Francis Street, Boston, MA, United States, Brigham and Women's Hospital, Department of Orthopaedic Surgery, Boston, MA, United States","Objective Visiting surgical teams are a vital aspect of capacity-building continuing medical education (CME) in low-income countries like Haiti. Imperfect understanding of the genuine needs of local surgeons limit CME initiatives. Previous paper-based needs assessment efforts have been unsuccessful because of low response rates. We explored using an electronic audience response system (ARS) during a Haitian CME conference to improve the response rates and better assess needs. Methods Data were prospectively collected using an ARS from 78 conference participants (57 Haitian and 21 foreign) about current and desired knowledge of 7 topic and 8 skill areas using a 5-point Likert scale presented in English and in French. The response rates using ARS vs a similar paper survey were compared using a 2-sample test of proportions. The current and desired knowledge levels were compared using paired t tests. Analysis of variance and post hoc unpaired t tests were used to compare between demographic groups. Results The response rates were significantly greater for ARS vs a paper survey (87.7 vs 63.2%, p = 0.002). The 4 areas of least self-confidence for Haitians were pelvic and articular injury, joint dislocation, and osteomyelitis. The 4 skills of least self-confidence for Haitians were arthroscopy, open reduction and internal fixation-plate, external fixation, and fasciotomy. Haitians desired improvements in knowledge and management of articular, diaphyseal, and pelvic injury, joint dislocation, and osteomyelitis to a greater extent than foreigners (p < 0.05). Participants who previously attended the conference on open fractures felt more knowledgeable about open fractures as a topic (p < 0.05), but not in its management. Conclusions We are the first to show that an ARS improves response rates to allow for better characterization of surgeon needs in the developing world. We also demonstrate the importance of skill building paired with topic area teaching. Lastly, we show how a CME conference is an effective tool to build surgical capacity and increase confidence level. © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.",continuing medical education; education technology; global health; orthopedic surgery; professional development,aged; analysis of variance; arthroscopy; Article; capacity building; demography; female; fracture external fixation; Haitian; health survey; human; joint dislocation; knowledge; Likert scale; lowest income group; major clinical study; male; medical education; needs assessment; open fracture; open reduction; osteomyelitis; osteosynthesis; pelvis injury; priority journal; professional development; prospective study; Student t test; surgeon; teaching; comparative study; education; Haiti; health; health service; medical education; orthopedics; physician; poverty; questionnaire; trends; Female; Global Health; Haiti; Health Services Needs and Demand; Humans; Internship and Residency; Male; Needs Assessment; Orthopedics; Physicians; Poverty; Prospective Studies; Surveys and Questionnaires,,,,,"Harvard Medical School

Arts Research Board, McMaster University",We thank Patty Cunningham (Harvard Medical School) for crucial assistance in the acquisition of the audience response system. ARB was funded by the Harvard Medical School Traveling Fellowship.,,,,,"Grant, J., Stanton, F., (2000) The Effectiveness of Continuing Professional Development, , Association for the Study of Medical Education Edinburgh [ASME medical education booklet]; Murray, C.J.L., Vos, T., Lozano, R., Disability-adjusted life years (DALYs) for 291 diseases and injuries in 21 regions, 1990-2010: A systematic analysis for the Global Burden of Disease Study 2010 (2012) Lancet, 380 (9859), pp. 2197-2223; Greco, P.J., Eisenberg, J.M., Changing physicians practices (1994) N Engl J Med, 329 (17), pp. 1271-1273; Effectiveness of Continuing Medical Education, , http://www.ahrq.gov/downloads/pub/evidence/pdf/cme/cme.pdf, Agency for Healthcare Research and Quality Accessed 11.5.14; Gillam, S.J., Murray, S.A., (1996) Needs Assessment in General Practice, , Royal College of General Practitioners London [Occasional paper 73]; Knowles, M.S., (1980) The Modern Practice of Adult Education from Pedagogy to Andragogy, , Follet Publishing Co Chicago, IL; Hoyal, F.M., Skills and topics in continuing medical education for rural doctors (2000) J Contin Educ Health Prof, 20 (1), pp. 13-19; Price, D.W., Overton, C.C., Duncan, J.P., Results of the first national kaiser permanente continuing medical education needs assessment survey (2002) Permanente J, 6 (1), pp. 76-84; Davis, D., Continuing medical education: Global health, global learning (1998) Br Med J, 316 (7128), pp. 385-389; Lavy, C.B.D., Harrison, W.J., Orthopaedic training in developing countries (2005) J Bone Joint Surg Br, 87 (1), pp. 10-11; Shahabudin, S.H., Edariah, A.B., Profile of doctors who participate in continuing medical education in Malaysia (1991) Med Educ, 25 (5), pp. 430-437","Bhashyam, A.R.; Department of Orthopaedic Surgery, Brigham and Women's Hospital, Harvard Medical School, 75 Francis Street, United States",,,Elsevier Inc.,,,,,19317204,,,25498884.0,English,J. Surg. Educ.,Article,Final,,Scopus,2-s2.0-84931572489
Kliman G.,7004535716;,"Reflective classroom network [Thérapie réflective en réseau, dans la salle de classe pour les enfants souffrant de troubles du spectre autistique]",2015,Topique,130,1,,21,38,,,10.3917/top.130.0021,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84937835945&doi=10.3917%2ftop.130.0021&partnerID=40&md5=97191b9492dff8fb282da398d7edc4be,,"Kliman, G.","Reflective Network Therapy method enlists the preschool classroom to magnify effects of short individual in-classroom psychotherapy sessions (15-20 minutes) conducted with each pupil-patient several times a week. Patients peers, parents, teachers and therapist are witnesses, participants and beneficiaries. Basic principles and techniques of RNT are shown, outcome data, and a transcript of an actual in-classroom psychotherapy session. Multisite studies demonstrate IQ and CGAS effectiveness for preschoolers with SED, ASD, and PTSD. © L'Esprit du temps. Tous droits réservés pour tous pays.",Autism; Outcome measures; Preschool psychotherapy,,,,,,,,,,,,"Adam, F., The extraordinary political world of autism (2010) Reviewed in Brain, 134 (8); Gilbert, K., An Experimental Application of Child Analysis in a Therapeutic Classroom (1970) Psan Study Child, 30. , New York, New York; Gilbert, K., (2011) Reflective Network Therapy in Preschool Classroom, , University Press of America","Kliman, G.",,,Esprit,,,,,00409375,,,,French,Topique,Article,Final,,Scopus,2-s2.0-84937835945
Illig K.R.,56253997800;,Techniques and technology to revise content delivery and model critical thinking in the Neuroscience Classroom,2015,Journal of Undergraduate Neuroscience Education,13,3,,A160,A165,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940730297&partnerID=40&md5=01334bb1e440b9cb6c8271d2ebfd8f59,"Biology Department and Neuroscience Program, University of St. Thomas, 2115 Summit Avenue, OWS 367, Saint Paul, MN  55105, United States","Illig, K.R., Biology Department and Neuroscience Program, University of St. Thomas, 2115 Summit Avenue, OWS 367, Saint Paul, MN  55105, United States","Undergraduate neuroscience courses typically involve highly interdisciplinary material, and it is often necessary to use class time to review how principles of chemistry, math and biology apply to neuroscience. Lecturing and Socratic discussion can work well to deliver information to students, but these techniques can lead students to feel more like spectators than participants in a class, and do not actively engage students in the critical analysis and application of experimental evidence. If one goal of undergraduate neuroscience education is to foster critical thinking skills, then the classroom should be a place where students and instructors can work together to develop them. Students learn how to think critically by directly engaging with course material, and by discussing evidence with their peers, but taking classroom time for these activities requires that an instructor find a way to provide course materials outside of class. Using technology as an on-demand provider of course materials can give instructors the freedom to restructure classroom time, allowing students to work together in small groups and to have discussions that foster critical thinking, and allowing the instructor to model these skills. In this paper, I provide a rationale for reducing the use of traditional lectures in favor of more student-centered activities, I present several methods that can be used to deliver course materials outside of class and discuss their use, and I provide a few examples of how these techniques and technologies can help improve learning outcomes. © 2015 Faculty for Undergraduate Neuroscience.",Blended; Classroom; Clicker; Hybrid; Lecture; Podcast; Software; Syllabus; Teaching,,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am J Phys, 74, pp. 31-39; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Caulfield, J., How to design and teach a hybrid course: achieving student-centered learning through blended classroom, online, and experiential activities (2011), Sterling, VA: Stylus Publishing; Crouch, C.H., Fagen, A.P., Callan, J.P., Mazur, E., Classroom demonstrations: learning tools or entertainment? (2004) Am J Phys, 72, pp. 835-838; Dean, K.L., Fornaciari, C.J., The 21st-century syllabus: tips for putting andragogy into practice (2014) J Mgmt Education, 38, pp. 724-732; Delialioglu, O., Yildirim, Z., Design and development of a technology enhanced hybrid instruction based on MOLTA model: Its effectiveness in comparison to traditional instruction (2008) Comput Educ, 51, pp. 474-483; Gokhale, A.A., Collaborative learning enhances critical thinking (1995) Journal of Technology Education, , http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html; Gopen, G., Why so many bright students and so many dull papers?: Peer-responded journals as a partial solution to the problem of the fake audience (2005) The WAC Journal, 16, pp. 22-48; Hensley, G., Creating a hybrid college course: Instructional design notes and recommendations for beginners (2005) J Online Learn Teach, 1, pp. 66-78; Hockensmith, S.F., The syllabus as a teaching tool (1988) The Educational Forum, 52, pp. 339-351. , http://www.tandfonline.com/doi/abs/10.1080/00131728809335503, Available at; Illig, K.R., Blended vs traditional courses: assessing student learning and attitudes (2014), Presented at: Teaching Neuroscience: Online Learning. Professional Development Workshop at the Society for Neuroscience Annual Meeting, Washington DC; Kakish, K.M., Pollacia, L., Heinz, A., Analysis of the Effectiveness of Traditional Versus Hybrid Student Performance for an Elementary Statistics Course (2012) International Journal for the Scholarship of Teaching and Learning, 6, p. 25. , http://digitalcommons.georgiasouthern.edu/ij-sotl/vol6/iss2/25; Lonn, S., Teasley, S.D., Podcasting in higher education: What are the implications for teaching and learning? (2009) Internet and Higher Education, 12, pp. 88-92; McCray, G.E., The hybrid course: merging on-line instruction and the traditional classroom (2000) Information Technology and Management, 1, pp. 307-327; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sci Educ, 6, pp. 29-41; Ronchetti, M., Using video lectures to make teaching more interactive (2010) International Journal of Emerging Technologies in Learning (iJET), 5, p. 44898. , http://www.editlib.org/p/44898/article_44898.pdf; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Suslick, K.S., A noncoercive, menu-driven grading scheme (1985) J Chem Educ, 62, pp. 408-409; Turpen, C., Finkelstein, N.D., Not all interactive engagement is the same: variations in physics professors' implementation of Peer Instruction (2009) Physical Review Special Topics Physics Education Research, 5. , http://journals.aps.org/prstper/abstract/10.1103/PhysRevSTPER.5.020101; Van Gelder, T., How to improve critical thinking using educational technology (2001), pp. 539-548. , Proceedings of the 18th annual conference of the Australasian Society for Computers in Learning in Tertiary Education; Vygotsky, L., Mind in society: the development of higher psychological processes (1978), Cambridge: Harvard University Press; Wieman, Clicker resource guide: an instructor's guide to the effective use of personal response systems (clickers) in teaching (2009), http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI.pdf","Illig, K.R.; Biology Department and Neuroscience Program, University of St. Thomas, 2115 Summit Avenue, OWS 367, United States; email: krillig@stthomas.edu",,,Davison College,,,,,15442896,,,,English,J. Undergrad. Neurosci. Educ.,Article,Final,,Scopus,2-s2.0-84940730297
"Alinea A.L., Naylor W.",56523319500;7003858737;,Polarization of physics on global courses,2015,Physics Education,50,2,,210,217,,,10.1088/0031-9120/50/2/210,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84923185194&doi=10.1088%2f0031-9120%2f50%2f2%2f210&partnerID=40&md5=5059fbe46440747ac57511a33f3611c1,"Department of Physics, Osaka University, Toyonaka, Osaka, 560 0043, Japan; International College, Department of Physics, Osaka University, Toyonaka, Osaka, 560 0043, Japan","Alinea, A.L., Department of Physics, Osaka University, Toyonaka, Osaka, 560 0043, Japan; Naylor, W., International College, Department of Physics, Osaka University, Toyonaka, Osaka, 560 0043, Japan","Since October 2010, the Chemistry-Biology Combined Major Program, an international course taught in English at Osaka University, has been teaching small classes (no more than 20 in size). We present data from the Force Concept Inventory (FCI) given to first-year classical mechanics students (N = 47 students over three years) pre and post score, for a class that predominantly uses interactive engagement, such as MasteringPhysics. Our findings show a G-factor improved score of about ∼0.18, which is marginally about the average of a traditional-based course. Furthermore, we analyze in detail a set of six questions from the FCI, involving the identification of forces acting on a body. We find that student answers tend to cluster about 'polarizing choices' - a pair of choices containing the correct choice and a wrong choice, with the latter corresponding to a superset of forces in the former. Our results are suggestive that students have a good idea of the right set of forces acting on a given system, but the inclusion of extra force(s) brings about confusion; something that may be explained by misleading ontological categorization of forces. In an appendix A we also comment on possible correlations between the pre/post score and the level of English ability on entry to the course. © 2015 IOP Publishing Ltd",,,,,,,,,,,,,"Heller, P., Keith, R., Anderson, S., Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving (1991) Am. J. Phys., 60, pp. 627-636; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Phys. Teacher, 40, pp. 206-209; Morote, E.S., Pritchard, D.E., What course elements with improvement on tests in introductory Newtonian mechanics (2009) Am. J. Phys., 77, p. 746; Brhane, H., Abebe, G., Comparison of teaching methods in terms of conceptual understanding of Newtonian mechanics: The case of freshman students at Jigjiga University, Ethiopia Middle Eastern African (2014) J. Educ. Res., 10, pp. 44-56; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teacher, 30, pp. 141-158; Savinainen, A., Scott, P., The Force concept inventory: A tool for monitoring student learning (2002) Phys. Educ., 37, pp. 45-52; www.pearsonmylabandmastering.com/masteringphysics/; R Foundation, www.r-project.org/; Madsen, A., McKagan, S.B., Sayre, E.C., (2014) Best Practices for Administering Concept Inventories, , arXiv:1404.6500; Sokoloff, D.R., Thornton, R.K., Using interactive lecture demonstrations to create an active learning environment (1997) Phys. Teacher, 35, pp. 340-347; Coletta, V.P., Phillips, J.A., Interpreting FCI scores: Normalized gain, preinstruction scores and scientific reasoning ability (2005) Am. J. Phys., 73, pp. 1172-1182; Johnston, A.T., Southerland, S.A., A reconsideration of science misconceptions using ontological categories (2000) Annual Meeting of the National Association for Research in Science Teaching, , http://physics.weber.edu/johnston/research/ontological_categories_reconsidered.pdf, New Orleans, LA, April 2000; Stricker, L.J., (2002) The Performance of Native Speakers of English and ESL Speakers on the Computer-Based TOEFL and GRE General Tests, , www.ets.org/Media/Research/pdf/RR-02-16.pdf, Princeton, NJ: Educational Testing Service; Robert, C., Casella, G., (2005) Monte Carlo Statistical Methods, , 2nd edn New York: Springer",,,,Institute of Physics Publishing,,,,,00319120,,,,English,Phys. Educ.,Article,Final,,Scopus,2-s2.0-84923185194
"Visser A., Ubbink D.T., Gouma D.J., Goslings J.C.",7202862253;7006850822;36046572200;8315850700;,Which clinical scenarios do surgeons record as complications? A benchmarking study of seven hospitals,2015,BMJ Open,5,6, e007500,,,,1.0,10.1136/bmjopen-2014-007500,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84931291640&doi=10.1136%2fbmjopen-2014-007500&partnerID=40&md5=8d8b886cc64597bb6b8d73588ad8db3a,"Department of Surgery, Academic Medical Center, University of Amsterdam, Amsterdam, Netherlands","Visser, A., Department of Surgery, Academic Medical Center, University of Amsterdam, Amsterdam, Netherlands; Ubbink, D.T., Department of Surgery, Academic Medical Center, University of Amsterdam, Amsterdam, Netherlands; Gouma, D.J., Department of Surgery, Academic Medical Center, University of Amsterdam, Amsterdam, Netherlands; Goslings, J.C., Department of Surgery, Academic Medical Center, University of Amsterdam, Amsterdam, Netherlands","Objectives: To investigate agreement and potential differences in the application and interpretation of the definition among surgical departments of various hospitals. Design: 24 cases were formulated including general, trauma, gastrointestinal and vascular surgery, and based on points of discussion about the definition and ambiguities regarding complication registration as encountered in daily practice. The cases were presented to the surgical staff and residents in seven Dutch hospitals, using the national registration system of complications and an electronic response system. Results: In total, 134 participants responded. Interpretation differences were particularly found regarding: (1) complications considered as logical consequences of a surgical procedure; (2) complications occurring after radiological interventions; (3) severity criteria such as when to consider a complication as a '(probably) permanent damage or function loss'; (4) registering a cancelled operation as a complication and (5) patients with serial complications during hospital stay. Conclusions: The definition of surgical complications as currently applied in the Netherlands does not ensure a uniform complication registration. Improvement of this registration system is mandatory before benchmarking of these findings in the public domain is appropriate. Modifications of the current definition of a surgical complication, and improved consensus about specific clinical situations and training of surgeons might improve the quality of benchmarking.",,"abdominal bleeding; abdominal pain; ambiguity; anastomosis leakage; Article; clinical practice; controlled study; disease severity; emergency surgery; gastrectomy; gastrointestinal surgery; hospital; hospitalization; human; inguinal region; medical record; medical staff; operating room personnel; operation duration; paralysis; physician attitude; postoperative complication; postoperative period; potential difference; quality control; radiological procedures; resident; stomach paresis; surgical infection; surgical technique; surgical ward; tertiary care center; traumatology; vascular surgery; benchmarking; clinical competence; clinical trial; consensus; hospital management; medical education; multicenter study; Netherlands; nomenclature; observer variation; postoperative complication; register; standards; statistics and numerical data; surgeon; Appointments and Schedules; Benchmarking; Clinical Competence; Consensus; Hospitals; Humans; Internship and Residency; Medical Staff, Hospital; Netherlands; Observer Variation; Postoperative Complications; Registries; Surgeons; Terminology as Topic",,,,,,,,,,,"Hall, B.L., Hamilton, B.H., Richards, K., Does surgical quality improve in the American College of Surgeons National Surgical Quality Improvement Program; An evaluation of all participating hospitals (2009) Ann Surg, 250, pp. 363-376; Van Olden, G., Kaasschieter, E.G., Eja, S., Complicatie registratie systeem in de Heelkunde (2008) Ned Tijdschr Geneeskd, 17, pp. 33-35; Veen, E.J., Mlg, J., Bosma, E., The accuracy of complications documented in a prospective complication registry (2012) J Surg Res, 173, pp. 54-59; Van Dishoeck, A., Lingsma, H.F., Markenbach, J.P., Random variation and rankability of hospitals using outcome indicators (2011) BMJ Qual Saf, 20, pp. 869-874; Sanford, D.E., Woolsey, C.A., Hall, B.L., Variations in definition and method of retrieval of complications influence outcome statistics after pancreatoduodenectomy: Comparison of NSQIP with non-NSQIP methods (2014) J Am Coll Surg, 219, pp. 407-415; Sokol, D.K., Wilson, J., What is a surgical complication? (2008) World J Surg, 32, pp. 942-944; Remmelt Veen, M., Lardenoye, J.H.P., Kastelein, G.W., Recording and classification of complications in a surgical practice (1999) Eur J Surg, 165, pp. 421-424; Gouma, D.J., Obertop, H., The registration of complications of medical treatment. [Article in Dutch] (2003) Ned Tijdschr Geneeskd, 147, pp. 1252-1255; Kievit, J., Jeekel, J., Sanders, F.B.M., Complicaties registreren. Landelijke database voor beter inzicht (1999) Medisch Contact, 54, pp. 1363-1365; Goslings, J.C., Gouma, D.J., What is a surgical complication? (2008) World J Surg, 32, p. 952; Clavien, P.A., Sanabria, J.R., Strasberg, S.M., Proposed classifications of complications of surgery with examples of utility in cholecystectomy (1992) Surgery, 11, pp. 518-526; Van Den Bosch, W.F., Silberbusch, J., Roozendaal, K.J., Variations in patient data coding affect hospital standardized mortality ratio (HSMR) [Article in Dutch] (2010) Ned Tijdschr Geneeskd, 154, p. A1189; Mackenzie, S.J., Goldmann, D.A., Perla, R.J., Measuring hospital- wide mortality-pitfalls and potential (2014) J Health Qual; Wagner, C., Wal Van Der, G., Voor een goed begrip (2005) Medisch Contact, 60, pp. 1888-1891; Lerner, S., Magrane, D., Friedman, E., Teaching teamwork in medical education (2009) Mt Sinai J Med, 76, pp. 318-329; Kohn, L., Corrigan, J., Donaldson, M.S., (2000) To Err is Human: Building A Safer Health Care System, , Washington DC: National Academic Press; Visser, A., Ubbink, D.T., Gouma, D.J., Quality of care and analyses of surgical complications (2012) Dig Surg, 29, pp. 391-399; Gouma, D.J., Laméris, H.J., Rauws, E.A., The centralisation of highly complex operations. [Article in Dutch] (2012) Ned Tijdschr Geneeskd, 156, p. A4887; De Mheen Marang-Van, P.J., Hollander, E.J., Kievit, J., Effects of study methodology on adverse outcome occurrence and mortality (2007) Qual Saf Health Care, 19, pp. 399-406; Thomas, E.J., Studdert, D.M., Runiciman, W.B., A comparison of iatrogenic injury studies in Australia and the USA. I: Context, methods, casemix, population, patient and hospital characteristics (2000) Int J Qual Health Care, 12, pp. 371-378; Clavien, P.A., Barkun, J., De Oliviera, M.L., The Clavien-Dindo classification of surgical complications: Five year experience (2009) Ann Surg, 250, pp. 187-196; Ivanovic, J., Seely, A.J.E., Anstee, C., Measuring surgical quality: Comparison of postoperative adverse events with American college of surgeons NSQIP and the thoracic morbidity and mortality classification system (2014) J Am Coll Surg, 218, pp. 1024-1031; Howell, A.M., Panesar, S.S., Burns, E.M., Reducing burden of surgical harm (2014) Ann Surg, 259, pp. 630-641; Sellers, M.M., Reinke, C.E., Kreider, S., American College of Surgeons NSQIP: Quality in-training initiative pilot study (2013) J Am Coll Surg, 217, pp. 827-832; Zeeshan, M., Dembe, A.E., Seiber, E.E., Incidence of adverse events in an integrated US healthcare system: A retrospective observational study of 82,784 surgical hospitalizations (2014) Patient Saf Surg, 8, p. 23; Rosenthal, R., Hoffmann, H., Dwan, K., Reporting adverse events in surgical trials: Critical appraisal of current practice (2015) World J Surg, 39, pp. 80-87","Visser, A.; Department of Surgery, Academic Medical Center, University of AmsterdamNetherlands",,,BMJ Publishing Group,,,,,20446055,,,26033948.0,English,BMJ Open,Article,Final,Open Access,Scopus,2-s2.0-84931291640
"Kim H.-B., Kim S.-H., So W.-Y.",56625432600;56625686300;35794795100;,The relative importance of performance factors in Korean archery,2015,Journal of Strength and Conditioning Research,29,5,,1211,1219,,7.0,10.1519/JSC.0000000000000687,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928996071&doi=10.1519%2fJSC.0000000000000687&partnerID=40&md5=752e85556b337ab829159a4b41c88a43,"Department of Sport Psychology, Korea National Sport University, Seoul, South Korea; Department of Measurement and Evaluation for Physical Education, Chungbuk National University, Cheongju, South Korea; College of Humanities and Arts, Korea National University of Transportation, Chungju-si, South Korea","Kim, H.-B., Department of Sport Psychology, Korea National Sport University, Seoul, South Korea; Kim, S.-H., Department of Measurement and Evaluation for Physical Education, Chungbuk National University, Cheongju, South Korea; So, W.-Y., College of Humanities and Arts, Korea National University of Transportation, Chungju-si, South Korea","This study explored the factors affecting archery performance by calculating their relative importance in Korean archery. This study used the Delphi technique and the analytic hierarchy process (AHP). After reviewing the literature and collecting data on performance factors in archery, the importance of factors affecting archery performance was calculated by holding meetings with experts (20 archery experts) and conducting confirmatory factor analysis (463 archers) and the AHP (36 archery experts). Performance factors were divided into mental, skill, and fitness categories. Fitness factors affecting performance included ""drawing a bow without an arrow,"" ""lower-body weight training,"" and ""upper-body weight training."" Skill factors affecting performance included ""extending by maintaining left and right shoulder balance during aiming,"" ""shooting skill over a regular clicker time,"" ""maintaining pace and direction at release,"" and ""drawing skill by maintaining left and right shoulder balance."" Mental factors affecting performance were ""confidence,"" ""concentration,"" ""emotion control,"" and ""positive thinking."" ""Confidence"" was identified as the most important factor among the 11 subfactors. The performance factors identified in this study and their relative importance in determining successful performance can be used in training for optimal archery performance worldwide. © 2015 National Strength and Conditioning Association.",analytic hierarchy process; Delphi technique; hierarchical importance,"adolescent; athletic performance; attention; body posture; Delphi study; emotional intelligence; factorial analysis; female; human; male; motor performance; physiology; resistance training; self concept; shoulder; South Korea; sport; young adult; Adolescent; Athletic Performance; Attention; Delphi Technique; Emotional Intelligence; Factor Analysis, Statistical; Female; Humans; Male; Motor Skills; Posture; Republic of Korea; Resistance Training; Self Efficacy; Shoulder; Sports; Young Adult",,,,,,,,,,,"Anderson, J.C., Gerbing, D.W., Structural equation modeling in practice: A review and recommended two-step approach (1988) Psychol Bull, 103, pp. 411-423; Bandura, A., Self-Efficacy, Toward a unifying theory of behavioral change (1977) Psychol Rev, 84, pp. 191-215; Bandura, A., Self-efficacy mechanism in human agency (1982) Am Psychol, 37, pp. 122-147; Bandura, A., (1997) Self-Efficacy: The Exercise of Control, , New York NY: W. H. Freeman and Company; Burton, D., Do anxious swimmers swim slower? Reexamining the elusive anxiety-performance relationship (1988) J Sport Exerc Psychol, 10, pp. 45-61; Fornell, C., Larcker, D., Evaluating structural equation models with unobservable variables and measurement error (1981) J Marketing Res, 18, pp. 39-50; Foster, J., Porter, K., (1987) The Mental Athlete: Inner Training Peak Performance, , New York NY: Ballantine Books; Gould, D., Murphy, S., Tammen, V., May, J., An evaluation of US Olympic sport psychology consultant effectiveness (1991) Sport Psychol, 5, pp. 111-127; Gould, D., Jackson, S.A., Finch, L.M., Sources of stress in national champion figure skaters (1993) J Sport Exerc Psychol, 15, pp. 134-159; Hong, K.D., Development and practical application of relaxation training contents for middle and high school archery players (2008) Korea Contents Soc (In Korean), 8, pp. 237-246; Hong, S.T., Effect of arousal control training conjugated heart rate biofeedback for national substitute archery players (2011) Korea Contents Soc (In Korean), 11, pp. 469-484; Jackson, S., Separate-individuation the new look at the imaginary audience and personal fable: A test of an integrative model (2000) J Adolesc Res, 4, pp. 484-505; Jahangir, K., (1993) Learn Squash and Racquet Ball in A Weekend, , New York, NY: Knopf; Jamieson, S., Likert scales: How to use them (2004) Med Edu, 38, pp. 1212-1218; Jang, Y.S., Kim, G.C., Kim, J.H., (2000) The Archery, , Seoul Korea: DK Books; Jung, D.W., The conceptual structure of psychological factors on archers' performances. Master's thesis (2013) Korea National Sport University, Seoul, Korea; Jung, K.H., (2003) A Qualitative Inquiry into the Competitive Ability of National Taekwondo Team Athletes., , PhD thesis Myongji University, Seoul, Korea; Kim, B.H., The effects of self-monitor training on the psychological states during the archery field training and event (2010) Korean J Sport Psychol (In Korean), 21, pp. 47-61; Kim, B.H., Yang, C.H., The effects of psychological skills training in the archery field (2010) Korean J Sports Sci (In Korean), 21, pp. 1535-1545; Kim, H.B., Applying sport counselling for golf competition in Korea National Sports Festival (2011) J Coaching Dev (In Korean), 13, pp. 222-234; Kim, H.G., Kim, H.B., Korea's another source of power in golf Golf Daddy (2013) Korean J Phys Educ (In Korean), 52, pp. 165-176; Kim, H.Y., Kim, J.H., The consistency of an elite archer's shooting movement for improving his performance (2006) Korean J Phys Educ (In Korean), 45, pp. 473-483; Kim, J.H., Evaluation on kinematic factors off the upper limbs during throwing in archery (2010) Korean J Sports Sci (In Korean), 19, pp. 1391-1398; Kim, J.H., Kim, H.Y., Kinematic analysis on release movement for expert archers (2005) Korean J Phys Educ (In Korean), 44, pp. 415-424; Kim, J.P., The correlation of the physical stability and the performance of archers in non-shooting and shooting (2000) Korean J Sport Biomech (In Korean), 10, pp. 133-147; Kim, S.N., (2011) A Study on the Need of Academy for Invigoration of Archery, , A thesis submitted for the Degree of Master Kyunghee University, Gyeonggi, Korea; Kim, U.S., Lee, Y.S., Choi, E.T., (2002) Dreams Come True. Seoul Korea: Korea Football Association; Lawshe, C.H., A quantitative approach to content validity (1975) Personnel Psychol, 28, pp. 563-575; Martens, R., Vealey, R.S., Burton, D., (1990) Competitive Anxiety in Sport, , Champaign IL: Human Kinetics; Partington, J., Orlick, T., The sport psychology consultant: Olympic coaches' views (1987) Sport Psychol, 1, pp. 95-102; Phillip, Y., (1997) Squash: Steps to Success, , Champaign IL: Human Kinetics; Sachare, A., (1994) The Official NBA Basketball Encyclopedia, , New York NY: Villard Books; Seo, G.W., (2008) The Malicious in Archers, , Seoul Korea:Wisdom-house; Song, T.M., Kim, K.S., (2012) Structure Equation Modeling for Health and Welfare Research, , Seoul Korea: Hannarae; Yi, J.H., Hah, C.K., Ryu, J.S., Kim, K.C., Evaluation on motion features of the world's second archer during back-Tension in archery (2007) Korean J Sports Biomech (In Korean), 17, pp. 197-207; Youn, J.C., The effects of stress, reactions to stress, and tension over archer's performance (1999) Korean Soc Sports Psychol (In Korean), 10, pp. 89-106; Yun, Y.K., Lee, Y.S., Hierarchical importance and structure of factors in football performance (2006) Korean Soc Sports Psychol (In Korean), 17, pp. 87-100","So, W.-Y.; College of Humanities and Arts, Korea National University of TransportationSouth Korea",,,NSCA National Strength and Conditioning Association,,,,,10648011,,,25226316.0,English,J. Strength Cond. Res.,Article,Final,,Scopus,2-s2.0-84928996071
"Chiu P.H.P., Li R.K.Y.",55088117900;7404724050;,Enhancing student motivation using LectureTools: A cloud-based teaching and learning platform,2015,Knowledge Management and E-Learning,7,2,,250,264,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84931032101&partnerID=40&md5=642876b249912fbe8bf52c99a6790922,"City University of Hong Kong, Office of Education Development and Gateway Education, Hong Kong, Hong Kong; Department of Physics and Materials Science, City University of Hong Kong, Hong Kong, Hong Kong","Chiu, P.H.P., City University of Hong Kong, Office of Education Development and Gateway Education, Hong Kong, Hong Kong; Li, R.K.Y., Department of Physics and Materials Science, City University of Hong Kong, Hong Kong, Hong Kong","A cloud-based teaching and learning platform, LectureTools, was piloted at City University of Hong Kong in the 2012-13 academic year. LectureTools is an online platform that provides a suite of cloud-based teaching and learning applications. It combines the functions of interactive presentation, real-time student response system, student inquiry and online note-taking synchronised with the presentation slides, into one cloud-based platform. A comprehensive study investigated the effectiveness of the platform for enhancing student motivation among graduate (n=158) and undergraduate (n=96) students. Both groups of students reported enhanced motivation when using LectureTools. The scores on all six learning motivation scales of the Motivated Strategies for Learning Questionnaire, a psychometric instrument based on the cognitive view of motivation, increased when students engaged with the tool in class. Those who used the tool scored significantly higher on intrinsic goal orientation than those who did not use the tool. The students' quantitative feedback showed that they found the tool useful and that it improved their motivation. Qualitative feedback from the instructors indicated that the tool was useful for engaging passive students. They reported that the most useful function was the interactive online questions with real-time results, while the in-class student inquiry function was difficult to use in practice. © 2015, Hong Kong Bao Long Accounting and Secretarial Limited. All rights reserved.",Classroom feedback systems; Cloud application; e-Learning tools; Learning technology; Student motivation,,,,,,,,,,,,"Alexander, B., Web 2.0: A new wave of innovation for teaching and learning? (2006) EDUCAUSE Review, 41 (2), pp. 32-44; Backhouse, J., What makes lecturers in higher education use emerging technologies in their teaching? (2013) Knowledge Management & E-Learning, 5 (3), pp. 345-358; Barone, C.A., Hagner, P.R., (2001) Technology-enhanced Teaching and Learning: Leading and Supporting the Transformation on Your Campus, , San Francisco, CA: Jossey-Bass; Bassili, J.N., Motivation and cognitive strategies in the choice to attend lectures or watch them online (2008) Journal of Distance Education, 22 (3), pp. 129-148; Duncan, T.G., McKeachie, W.J., The making of the motivated strategies for learning questionnaire (2005) Educational Psychologist, 40 (2), pp. 117-128; Eccles, J.S., Expectancies, values, and academic behaviors (1983) Achievement and Achievement Motives: Psychological and Sociological Approaches, pp. 75-146. , J. T. Spence (Ed.) San Francisco: W.H. Freeman; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) Proceedings of the Eleventh Americas Conference on Information Systems, pp. 621-626. , Omaha, NE, USA; Law, K.M., Lee, V., Yu, Y.T., Learning motivation in e-learning facilitated computer programming courses (2010) Computers & Education, 55 (1), pp. 218-228; Liaw, S.S., Investigating students' perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system (2008) Computers &Education, 51 (2), pp. 864-873; Liaw, S.S., Huang, H.M., Chen, G.D., Surveying instructor and learner attitudes toward e-learning (2007) Computers & Education, 49 (4), pp. 1066-1080; Mark, K.P., Thadani, D.R., Calonge, D.S., Pun, C.F., Chiu, P.H., From neophyte to experienced facilitator: An interactive blended-learning course for graduate teaching assistants in Hong Kong (2011) Knowledge Management & E-Learning, 3 (2), pp. 153-169; Mazumder, Q.H., Improvement of confidence and motivation using online metacognition tool (2012) American Journal of Engineering Education, 3 (1), pp. 53-66; Miller, M., (2008) Cloud Computing: Web-based Applications that Change the way You Work and Collaborate Online, , Indianapolis, IN: Que Publishing; Mtega, W.P., Benard, R., Dettu, M., The prospects of Web 2.0 technologies in teaching and learning in higher learning institutes: The case study of the Sokoine University of Agriculture in Tanzania (2013) Knowledge Management & E-Learning, 5 (4), pp. 404-418; Nicholls, J.G., When a scale measures more than its name denotes: The case of the test anxiety scale for children (1976) Journal of Consulting and Clinical Psychology, 44 (6), pp. 976-985; Ouf, S., Nasr, M., Helmy, Y., An enhanced e-learning ecosystem based on an integration between cloud computing and Web2.0 (2010) Proceedings of the 2010 IEEE International Symposium on Signal Processing and Information Technology, pp. 48-55. , Luxor, Egypt; Paris, S.G., Oka, E., Children's reading strategies, metacognition, and motivation (1986) Developmental Review, 6 (1), pp. 25-56; Pintrich, P.R., De Groot, E.V., Motivational and self-regulated learning components of classroom academic performance (1990) Journal of Educational Psychology, 82 (1), pp. 33-40; Pintrich, P.R., Smith, D., Garcia, T., McKeachie, W., (1991) A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ), , Ann Arbor, Mich, USA: National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan; Pintrich, P.R., Smith, D., Garcia, T., Mckeachie, W., Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ) (1993) Educational and Psychological Measurement, 53 (3), pp. 801-813; Ruiz, J.G., Mintzer, M.J., Leipzig, R.M., The impact of e-learning in medical education (2006) Academic Medicine, 81 (3), pp. 207-212; Samson, P.J., Deliberate engagement of laptops in large lecture classes to improve attentiveness and engagement (2010) Computers in Education, 1 (2); Simelane, S., Skhosana, P.M., Impact of clicker technology in a mathematics course (2012) Knowledge Management & E-Learning, 4 (3), pp. 279-292; Stevenson, M., Hedberg, J.G., Head in the clouds: A review of current and future potential for cloud-enabled pedagogies (2011) Educational Media International, 48 (4), pp. 321-333; Stoffa, R., Kush, J.C., Heo, M., Using the motivated strategies for learning questionnaire and the strategy inventory for language learning in assessing motivation and learning strategies of generation 1.5 Korean immigrant students (2011) Education Research International, 2011; Zhu, E., Kaplan, M., Dershimer, R.C., Bergom, I., (2010) Use of Laptops in the Classroom: Research and Best Practices, , http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no30.pdf, (CRLT Occasional Papers No. 30). Retrieved from","Chiu, P.H.P.; City University of Hong Kong, Office of Education Development and Gateway Education, Hong Kong",,,Hong Kong Bao Long Accounting And Secretarial Limited,,,,,20737904,,,,English,Knowl. Manage. E-Learn.,Article,Final,,Scopus,2-s2.0-84931032101
"Lion K.C., Ebel B.E., Rafton S., Zhou C., Hencz P., Mangione-Smith R.",31767491200;7003709059;14020503600;35750789100;55618186200;6603457726;,Evaluation of a quality improvement intervention to increase use of telephonic interpretation,2015,Pediatrics,135,3,,e709,e716,,8.0,10.1542/peds.2014-2024,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924325627&doi=10.1542%2fpeds.2014-2024&partnerID=40&md5=74d762abb6cff5a9fa21f3abced73285,"Department of Pediatrics, University of Washington, Seattle, WA, United States; Center for Child Health, Behavior and Development, Seattle Children's Research Institute, M/S CW8-6, Seattle, WA  98145-5005, United States; Center for Diversity and Health Equity, Seattle Children's Hospital, Seattle, WA, United States; Harborview Injury Prevention and Research Center, University of Washington, Seattle, WA, United States","Lion, K.C., Department of Pediatrics, University of Washington, Seattle, WA, United States, Center for Child Health, Behavior and Development, Seattle Children's Research Institute, M/S CW8-6, Seattle, WA  98145-5005, United States; Ebel, B.E., Department of Pediatrics, University of Washington, Seattle, WA, United States, Center for Child Health, Behavior and Development, Seattle Children's Research Institute, M/S CW8-6, Seattle, WA  98145-5005, United States, Center for Diversity and Health Equity, Seattle Children's Hospital, Seattle, WA, United States, Harborview Injury Prevention and Research Center, University of Washington, Seattle, WA, United States; Rafton, S., Center for Diversity and Health Equity, Seattle Children's Hospital, Seattle, WA, United States; Zhou, C., Department of Pediatrics, University of Washington, Seattle, WA, United States, Center for Child Health, Behavior and Development, Seattle Children's Research Institute, M/S CW8-6, Seattle, WA  98145-5005, United States; Hencz, P., Center for Diversity and Health Equity, Seattle Children's Hospital, Seattle, WA, United States; Mangione-Smith, R., Department of Pediatrics, University of Washington, Seattle, WA, United States, Center for Child Health, Behavior and Development, Seattle Children's Research Institute, M/S CW8-6, Seattle, WA  98145-5005, United States","BACKGROUND: Language barriers are associated with poor health care outcomes, and barriers exist for timely in-person interpretation. Although available on-demand, telephonic interpretation remains underutilized. This study evaluates whether a quality improvement (QI) intervention was associated with rates of interpretation and parent-reported language service use at a children's hospital. METHODS: The QI intervention was developed by a multidisciplinary team and included provider education, electronic alerts, standardized dual-handset telephones, and 1-touch dialing in all hospital rooms. Interpreter use was tracked for 12 months before, 5 months during, and 12 months after the intervention. Weekly rates of interpretation per limited English proficient (LEP) patient-day were evaluated by using segmented linear regression. LEP parents were surveyed about professional interpretation and delays in care. Responses before, during, and after the intervention were compared by using the χ2 test for trend. RESULTS: Telephonic interpretation rates increased by 53% after the intervention (baseline 0.38 per patient-day, increased 0.20 [0.13-0.28]). Overall (telephonic and in-person) interpretation increased by 54% (baseline 0.96, increased by 0.51 [0.38-0.64]). Parent-reported interpreter use improved, including more frequent use of professional interpreters (53.3% before, 71.8% during, 69.3% after, P trend = .001), less frequent use of ad hoc interpreters (52.4% before, 38.1% during, 41.4% after, P trend = .03), and fewer interpretation-related delays in care (13.3% before, 7.9% during, 6.0% after, P trend = .01). CONCLUSIONS: This QI intervention was associated with increased telephonic interpreter use and improved parent-reported use of professional language services. This is a promising approach to deliver safe, timely, and equitable care for the growing population of LEP children and families. Copyright © 2015 by the American Academy of Pediatrics.",,"Article; Canada; health care access; health care availability; health care utilization; human; information service; interpreter service; language; pediatric hospital; priority journal; telephone; therapy delay; total quality management; child; communication disorder; female; health care disparity; hospital; male; organization and management; parent; preschool child; psychology; standards; total quality management; translating (language); United States; Child; Child, Preschool; Communication Barriers; Female; Healthcare Disparities; Hospitals, Pediatric; Humans; Male; Parents; Quality Improvement; Telephone; Translating; Washington",,,,,"Robert Wood Johnson Foundation, RWJF: 65127",,,,,,"(2006) American Community Survey, , http://factfinder.census.gov/servlet/DatasetMainPageServlet?_program=DEC&_submenuId=&_lang=en&_ts, Accessed June 21 2010; Hampers, L.C., McNulty, J.E., Professional interpreters and bilingual physicians in a pediatric emergency department: Effect on resource utilization (2002) Arch Pediatr Adolesc Med, 156 (11), pp. 1108-1113; Morales, L.S., Cunningham, W.E., Brown, J.A., Liu, H., Hays, R.D., Are Latinos less satisfied with communication by health care providers? (1999) J Gen Intern Med, 14 (7), pp. 409-417; Mazor, S.S., Hampers, L.C., Chande, V.T., Krug, S.E., Teaching Spanish to pediatric emergency physicians: Effects on patient satisfaction (2002) Arch Pediatr Adolesc Med, 156 (7), pp. 693-695; Kravitz, R.L., Helms, L.J., Azari, R., Antonius, D., Melnikow, J., Comparing the use of physician time and health care resources among patients speaking English Spanish and Russian (2000) Med Care, 38 (7), pp. 728-738; Wilson, E., Chen, A.H., Grumbach, K., Wang, F., Fernandez, A., Effects of limited English proficiency and physician language on health care comprehension (2005) J Gen Intern Med, 20 (9), pp. 800-806; Levas, M.N., Dayan, P.S., Mittal, M.K., Effect of Hispanic ethnicity and language barriers on appendiceal perforation rates and imaging in children (2014) J Pediatr, 164 (6), pp. 1286-1291; Cohen, A.L., Rivara, F., Marcuse, E.K., McPhillips, H., Davis, R., Are language barriers associated with serious medical events in hospitalized pediatric patients? (2005) Pediatrics, 116 (3), pp. 575-579; Divi, C., Koss, R.G., Schmaltz, S.P., Loeb, J.M., Language proficiency and adverse events in US hospitals: A pilot study (2007) Int J Qual Health Care, 19 (2), pp. 60-67; Bartlett, G., Blais, R., Tamblyn, R., Clermont, R.J., Macgibbon, B., Impact of patient communication problems on the risk of preventable adverse events in acute care settings (2008) CMAJ, 178 (12), pp. 1555-1562; Lion, K.C., Rafton, S.A., Shafii, J., Association between language, serious adverse events and length of stay among hospitalized children (2013) Hosp Pediatr, 3 (3), pp. 219-225; Flores, G., The impact of medical interpreter services on the quality of health care: A systematic review (2005) Med Care Res Rev, 62 (3), pp. 255-299; Karliner, L.S., Jacobs, E.A., Chen, A.H., Mutha, S., Do professional interpreters improve clinical care for patients with limited English proficiency? A systematic review of the literature (2007) Health Serv Res, 42 (2), pp. 727-754; Crossman, K.L., Wiener, E., Roosevelt, G., Bajaj, L., Hampers, L.C., Interpreters: Telephonic, in-person interpretation and bilingual providers (2010) Pediatrics, 125 (3). , www.pediatrics.org/cgi/content/full/125/3/e631; Decamp, L.R., Kuo, D.Z., Flores, G., O'Connor, K., Minkovitz, C.S., Changes in language services use by US pediatricians (2013) Pediatrics, 132 (2). , www.pediatrics.org/cgi/content/full/132/2/e396; Diamond, L.C., Wilson-Stronks, A., Jacobs, E.A., Do hospitals measure up to the national culturally and linguistically appropriate services standards? (2010) Med Care, 48 (12), pp. 1080-1087; Ginde, A.A., Clark, S., Camargo, C.A., Jr., Language barriers among patients in Boston emergency departments: Use of medical interpreters after passage of interpreter legislation (2009) J Immigr Minor Health, 11 (6), pp. 527-530; Ramirez, D., Engel, K.G., Tang, T.S., Language interpreter utilization in the emergency department setting: A clinical review (2008) J Health Care Poor Underserved, 19 (2), pp. 352-362; Schenker, Y., Pérez-Stable, E.J., Nickleach, D., Karliner, L.S., Patterns of interpreter use for hospitalized patients with limited English proficiency (2011) J Gen Intern Med, 26 (7), pp. 712-717; Lion, K.C., Thompson, D.A., Cowden, J.D., Impact of language proficiency testing on provider use of Spanish for clinical care (2012) Pediatrics, 130 (1). , www.pediatrics.org/cgi/content/full/130/1/e80; Baurer, D., Yonek, J.C., Cohen, A.B., Restuccia, J.D., Hasnain-Wynia, R., System-level factors affecting clinicians' perceptions and use of interpreter services in California public hospitals (2014) J Immigr Minor Health, 16 (2), pp. 211-217; Bonacruz Kazzi, G., Cooper, C., Barriers to the use of interpreters in emergency room paediatric consultations (2003) J Paediatr Child Health, 39 (4), pp. 259-263; Gadon, M., Balch, G.I., Jacobs, E.A., Caring for patients with limited English proficiency: The perspectives of small group practitioners (2007) J Gen Intern Med, 22, pp. 341-346; Lion, K.C., Thompson, D.A., Cowden, J.D., Clinical Spanish use and language proficiency testing among pediatric residents (2013) Acad Med, 88 (10), pp. 1478-1484; Andres, E., Wynia, M., Regenstein, M., Maul, L., Should i call an interpreter?-How do physicians with second language skills decide? (2013) J Health Care Poor Underserved, 24 (2), pp. 525-539; Flores, G., Abreu, M., Barone, C.P., Bachur, R., Lin, H., Errors of medical interpretation and their potential clinical consequences: A comparison of professional versus ad hoc versus no interpreters (2012) Ann Emerg Med, 60 (5), pp. 545-553; Flores, G., Abreu, M., Schwartz, I., Hill, M., The importance of language and culture in pediatric care: Case studies from the Latino community (2000) J Pediatr, 137 (6), pp. 842-848; Flores, G., Laws, M.B., Mayo, S.J., Errors in medical interpretation and their potential clinical consequences in pediatric encounters (2003) Pediatrics, 111 (1), pp. 6-14; Karliner, L.S., Napoles-Springer, A.M., Schillinger, D., Bibbins-Domingo, K., Pérez-Stable, E.J., Identification of limited English proficient patients in clinical care (2008) J Gen Intern Med, 23 (10), pp. 1555-1560; (2001) National Standards for Culturally and Linguistically Appropriate Services in Health Care, , Washington, DC: US Department of Health and Human Services Office of Minority Health;; Moreno, M.R., Otero-Sabogal, R., Newman, J., Assessing dual-role staff-interpreter linguistic competency in an integrated healthcare system (2007) J Gen Intern Med, 22, pp. 331-335; Clark, D.M., Silvester, K., Knowles, S., Lean management systems: Creating a culture of continuous quality improvement (2013) J Clin Pathol, 66 (8), pp. 638-643; Jenkinson, C., Coulter, A., Bruster, S., The Picker Patient Experience Questionnaire: Development and validation using data from in-patient surveys in five countries (2002) Int J Qual Health Care, 14 (5), pp. 353-358; Co, J.P., Sternberg, S.B., Homer, C.J., Measuring patient and family experiences of health care for children (2011) Acad Pediatr, 11, pp. S59-S67; Wagner, A.K., Soumerai, S.B., Zhang, F., Ross-Degnan, D., Segmented regression analysis of interrupted time series studies in medication use research (2002) J Clin Pharm Ther, 27 (4), pp. 299-309; Locatis, C., Williamson, D., Gould-Kabler, C., Comparing in-person, video, and telephonic medical interpretation (2010) J Gen Intern Med, 25 (4), pp. 345-350; Nápoles, A.M., Santoyo-Olsson, J., Karliner, L.S., O'Brien, H., Gregorich, S.E., Pérez-Stable, E.J., Clinician ratings of interpreter mediated visits in underserved primary care settings with ad hoc, in-person professional, and video conferencing modes (2010) J Health Care Poor Underserved, 21 (1), pp. 301-317; Hulscher, M.E., Wensing, M., Van Der Weijden, T., Grol, R., Interventions to implement prevention in primary care (2001) Cochrane Database Syst Rev, (1), p. CD000362; Regenstein, M., Huang, J., West, C., Trott, J., Mead, H., Andres, E., Improving the quality of language services delivery: Findings from a hospital quality improvement initiative (2012) J Healthc Qual, 34 (2), pp. 53-63; Tuot, D.S., Lopez, M., Miller, C., Karliner, L.S., Impact of an easy-access telephonic interpreter program in the acute care setting: An evaluation of a quality improvement intervention (2012) Jt Comm J Qual Patient Saf, 38 (2), pp. 81-88; (2001) Crossing the Quality Chasm: A New Health System for the 21st Century, , Washington, DC: National Academy Press;","Lion, K.C.; Center for Child Health, Behavior and Development, Seattle Children's Research Institute, M/S CW8-6, United States",,,American Academy of Pediatrics,,,,,00314005,,PEDIA,25713276.0,English,Pediatrics,Article,Final,Open Access,Scopus,2-s2.0-84924325627
"Rashid-Doubell F., Doubell T., O’Sullivan R., Elmusharaf K.",6603373305;56436397400;56436792900;45860949800;,To click or not to click: Introducing audience response system during undergraduate teaching to improve academic performance,2014,Bahrain Medical Bulletin,36,4,,232,234,,,10.12816/0008131,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84914097996&doi=10.12816%2f0008131&partnerID=40&md5=e63b8a038641578107600289c964d436,"Royal College of Surgeons in Ireland, Medical University of Bahrain, Bahrain","Rashid-Doubell, F., Royal College of Surgeons in Ireland, Medical University of Bahrain, Bahrain; Doubell, T., Royal College of Surgeons in Ireland, Medical University of Bahrain, Bahrain; O’Sullivan, R., Royal College of Surgeons in Ireland, Medical University of Bahrain, Bahrain; Elmusharaf, K., Royal College of Surgeons in Ireland, Medical University of Bahrain, Bahrain","Objective: To determine if the use of audience response system (ARS) during large group teaching to undergraduate medical students promotes active learning, improves retention of information and leads to an improvement in academic performance.Method: ARS was used during a 12-week teaching period in the first semester of the first year of the medical program from October 2012 to December 2012. Lecturers integrated Multiple Choice Questions (MCQs) into their PowerPoint presentations together with ARS during Anatomy and Physiology lectures. Students were asked to discuss and respond to the MCQs during the lectures.Design: A Prospective Interventional Study.Setting: RCSI Bahrain.Result: Using ARS did not improve academic performance in Anatomy and Physiology, but students reported that using clickers during lectures provided a more interactive learning environment increasing student engagement, promoted active-learning and helped students identify gaps in knowledge.Conclusion: Using ARS in large group teaching had no impact on academic performance in the Anatomy and Physiology rich modules. However, students overwhelmingly enjoyed using clickers during lectures as they promoted active learning and helped them identify gaps in their knowledge. © 2014, Bahrain Medical Bulletin. All rights reserved.",,,,,,,,,,,,,"Munson, L.S., (1992) How to Conduct Training Seminars: A Complete Reference Guide for Training Managers and Professionals, pp. 1-245. , New York: McGraw-Hill; Bryden, D.A., (2003) Fundamentals of Teaching in College and University, pp. 1-124. , Twickenham, England: Athena Press; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20; Lymn, J.S., Mostyn, A., Audience Response Technology: Engaging and Empowering Non-Medical Prescribing Students in Pharmacology Learning (2010) BMC Medical Education, 10, pp. 73-82; Tregonning, A.M., Doherty, D.A., Hornbuckle, J., The Audience Response System and Knowledge Gain: A Prospective Study (2012) Medical Teacher, 34 (4), pp. e269-e274; Brand, S., (1998) The Media Lab: Inventing the future at MIT, pp. 1-285. , Middlesex, England: Penguin Books; Freeman, M., Bell, A., Comerton-Forder, C., Factors Affecting Educational Innovation with in Class Electronic Response Systems (2007) Australasian Journal of Educational Technology, 23 (2), pp. 149-170; Trees, A.R., Jackson, M.H., The Learning Environment in the Clicker Classroom: Student Processes of Learning and Involvement in Large University Courses Using Student Response Systems (2007) Learning, Media, Technol, 32 (1), pp. 21-40; Preszler, R.W., Dawe, A., Shuster, C.B., Assessment of the Effects of the Student Response Systems on Student Learning and Attitudes over a Broad Range of Biology Courses (2007) CBE Life Sci Educ, 6 (1), pp. 29-41; Johnson, J.T., Creating Learner-Centred Classrooms: Use of an Audience Response System in Pediatric Dentistry Education (2005) J Dent Educ, 69 (3), pp. 378-381; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Assessing the Integration of Audience Response System Technology in Teaching Anatomical Sciences (2009) Anat Sci Educ, 2 (4), pp. 160-166; Crossgrove, K., Curran, K.L., Using Clickers in Non-Majors- and Majors-Level Biology Courses: Student Opinion, Learning and Long-Term Retention of Material (2008) CBE-Life Sci Ed, 7 (1), pp. 146-154; Bojinova, E.D., Oigara, J.N., Teaching and Learning with Clickers: Are Clickers Good For Students? (2011) Interdiscip J E-Learning and Learning Objects, 7 (1), pp. 169-184; Roush, C., Song, L., The Impact of Using Clicker Technology on Classroom Instruction: Students‟ and Teacher‟s Perspectives (2013) Can J Action Res, 14 (1), pp. 21-37; Knight, J.K., Wood, W.B., Teaching More by Lecturing Less (2005) Cell Biol Educ, 4 (4), pp. 298-310; Judson, E., Sawada, D., Learning from the Past and Present: Electronic Response Systems in the College Lecture Halls (2002) J Comput Math Sci Teach, 21 (2), pp. 167-181; Gauci, S., Dantas, A., Williams, D., Promoting Student-Centered Active Learning in Lectures with Personal Response System (2009) Adv Physiol Educ, 33 (1), pp. 60-71","Rashid-Doubell, F.; Royal College of Surgeons in Ireland, Medical University of BahrainBahrain",,,Bahrain Medical Bulletin,,,,,10128298,,BMBUE,,English,Bahrain Med. Bull.,Article,Final,,Scopus,2-s2.0-84914097996
"Ding N., Xu X.",55654168500;57013556200;,Using peer instruction with hints in introductory business statistics,2014,Journal of International Education in Business,7,1,,60,71,,,10.1108/JIEB-09-2013-0034,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958779110&doi=10.1108%2fJIEB-09-2013-0034&partnerID=40&md5=2646e8d6c432fb05bec629654da7f824,"Hanze University of Applied Sciences, Groningen, Netherlands","Ding, N., Hanze University of Applied Sciences, Groningen, Netherlands; Xu, X., Hanze University of Applied Sciences, Groningen, Netherlands","Purpose - Peer instruction has been widely adopted as an instructional method in higher education. However, due to students' different preconceptions, the authors argued that peer instruction is not a panacea in international business education when students' prior knowledge extensively varies. The paper aims to discuss these issues. Design/methodology/approach - In this experimental study, the authors focused on three conditions of an introductory statistics course: individual problem solving, peer instruction, and peer instruction with hints. Findings - The authors have found students in peer instruction with hints class did not only outperform in the final exam, but also achieved the highest frequency of successful conceptual changes in comparison with their counterparts in the other two classes. Practical implications - Providing instructional hints to improve the effectiveness of peer instruction may shed light on classroom instruction in higher education. Originality/value - As for international business education, this was a unique exploration to capture students' conceptual changes using clickers. The authors believed this research paper will help the education practitioners to know their business students better. © Emerald Group Publishing Limited 2046-469X.",Business statistics; Clickers; Conceptual change; Peer instruction,,,,,,,,,,,,"Butchart, S., Handfield, T., Restall, G., Teaching philosophy, logic and critical thinking using peer instruction (2009) Teaching Philosophy, 32 (1), pp. 1-40; Carey, S., (1985) Conceptual Change in Childhood, , The MIT Press, Cambridge, MA; Chance, B.L., Experiences with authentic assessment techniques in an introductory statistics course (2000) Teaching Statistics: Resources for Undergraduate Instructors, pp. 209-218. , Moore, T.E. (Ed.) MAA Notes No. 52, Mathematical Association of American and American Statistical Association, Washington, DC; Ding, N., Lin, W., Exploring the differences of undergraduate students' perceptual learning styles in international business (2013) Journal of Teaching in International Business, 23 (4), pp. 310-324; Erkens, G., Kanselaar, G., Prangsma, M., Jaspers, J., Computer support for collaborative and argumentative writing (2003) Powerful Learning Environments, pp. 159-177. , De Corte, E. (Ed.) Pergamon, Amsterdam; Garfield, J., Ben-Zvi, D., (2008) Developing Students' Statistical Reasoning, , Springer Science + Business Media B.V., Dordrecht; Heller, P., Keith, R., Anderson, S., Teaching problem solving through cooperative grouping - Part 1: Group versus individual problem solving (1992) American Journal of Physics, 60 (7), pp. 627-636; Hewson, P.W., A conceptual change approach to learning science (1981) European Journal of Science Education, 3, pp. 383-396; Johnson, D.W., Johnson, R.T., Computer-assisted cooperative learning (1986) Educational Technology, 26 (1), pp. 12-18; Kafai, Y.B., Resnick, M., Introduction (1996) Constructionism in Practice - Designing, pp. 1-8. , Kafai, Y.B. and Resnick, M. (Eds) Thinking and Learning in a Digital World, Lawrence Erlbaum Associates, Mahwah, NJ; Kim, E., Pak, S.-J., Students do not overcome conceptual difficulties after solving 1000 traditional problems (2002) American Journal of Physics, 70, pp. 759-765; King, A., Enhancing peer interaction and learning in the classroom through reciprocal questioning (1990) American Educational Research Journal, 27, pp. 664-687; Kuhn, T., (1962) The Structure of Scientific Revolution, , The University of Chicago Press, Chicago, IL; Lucas, A., Using peer instruction and i-clickers to enhance student participation in calculus (2009) PRIMUS, 19 (3), pp. 219-231; MacGillivray, H., Developing and synthesizing statistical skills for real situations through student projects (1998) ICOTS 5, pp. 1150-1156. , Israel, International Association of Statistics Education, Dublin; Maloney, D.P., Research on problem solving: Physics (1994) Handbook of Research in Science Teaching and Learning, pp. 327-354. , Gabel, D.L. (Ed.) Macmillan, New York, NY; Mazur, E., (1997) Peer Instruction: A Users' Manual, , Prentice-Hall, Englewood Cliffs, NJ; Pena-Shaff, J.B., Nicholls, C., Analyzing student interactions and meaning construction in computer bulletin board discussions (2004) Computers & Education, 42, pp. 243-265; Pintrich, P.R., Marx, R.W., Boyle, R.A., Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change (1993) Review of Educational Research, 63, pp. 167-199; Posner, G.J., Strike, K.A., Hewson, P.W., Gertzog, W.A., Accommodation of a scientific conception: Toward a theory of conceptual change (1982) Science Education, 66, pp. 211-227; Pride, T.O., Vokos, S., McDermott, L., The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems (1998) American Journal of Physics, 66, pp. 147-157; Rao, S.P., DiCarlo, S.E., Peer instruction improves performance on quizzes (2000) Advances in Physiology Education, 24, pp. 51-55; Roseth, C.J., Garfield, J.B., Ben-Zvi, D., Collaboration in learning and teaching statistics (2008) Journal of Statistics Education, 16 (1). , www.amstat.org/publications/jse/v16n1/roseth.html; Teasley, S.D., The role of talk in children's peer collaboration (1995) Developmental Psychology, 3 (2), pp. 207-220; Van Der Meijden, H., Veenman, S., Face-to-face versus computer-mediated communication in a primary school setting (2005) Computers in Human Behavior, 21, pp. 831-859; Van Heuvelen, A., Learning to think like a physicist: A review of research based instructional strategies (1991) American Journal of Physics, 59, pp. 891-897","Ding, N.; Hanze University of Applied SciencesNetherlands; email: n.ding@pl.hanze.nl",,,Emerald Group Publishing Ltd.,,,,,2046469X,,,,English,J. Intl. Edu. Bus.,Article,Final,,Scopus,2-s2.0-84958779110
"Gooi A., Gousseau M., Nelko S., Janzen B.",6506989639;56381583900;56381578900;56381438500;,Using a web-based audience response system in medical school,2014,Medical education,48,11,,1128,,,3.0,10.1111/medu.12586,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84907880473&doi=10.1111%2fmedu.12586&partnerID=40&md5=f00179cf132875a567fe4ff7596303b5,,"Gooi, A.; Gousseau, M.; Nelko, S.; Janzen, B.",[No abstract available],,"attention; human; Internet; medical education; medical student; procedures; teaching; Attention; Education, Medical; Humans; Internet; Students, Medical; Teaching",,,,,,,,,,,,,,,,,,,,13652923,,,25307667.0,English,Med Educ,Article,Final,,Scopus,2-s2.0-84907880473
"Hitt G.W., Isakovic A.F., Fawwaz O., Bawa'Aneh M.S., El-Kork N., Makkiyil S., Qattan I.A.",8929322100;6603004841;55324092800;55827097400;23479374700;55454514300;35308988400;,Secondary implementation of interactive engagement teaching techniques: Choices and challenges in a Gulf Arab context,2014,Physical Review Special Topics - Physics Education Research,10,2, 020123,,,,4.0,10.1103/PhysRevSTPER.10.020123,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908432763&doi=10.1103%2fPhysRevSTPER.10.020123&partnerID=40&md5=3e9f92eaed94e4a3511fdf8a2a6f1940,"Department of Applied Mathematics and Sciences, Khalifa University of Science, Technology and Research, Abu Dhabi Campus, P. O. Box 127788, Abu Dhabi, United Arab Emirates; Department of Applied Mathematics and Sciences, Khalifa University of Science, Technology and Research, Sharjah Campus, P. O. Box 573, Sharjah, United Arab Emirates","Hitt, G.W., Department of Applied Mathematics and Sciences, Khalifa University of Science, Technology and Research, Abu Dhabi Campus, P. O. Box 127788, Abu Dhabi, United Arab Emirates; Isakovic, A.F., Department of Applied Mathematics and Sciences, Khalifa University of Science, Technology and Research, Abu Dhabi Campus, P. O. Box 127788, Abu Dhabi, United Arab Emirates; Fawwaz, O., Department of Applied Mathematics and Sciences, Khalifa University of Science, Technology and Research, Abu Dhabi Campus, P. O. Box 127788, Abu Dhabi, United Arab Emirates; Bawa'Aneh, M.S., Department of Applied Mathematics and Sciences, Khalifa University of Science, Technology and Research, Sharjah Campus, P. O. Box 573, Sharjah, United Arab Emirates; El-Kork, N., Department of Applied Mathematics and Sciences, Khalifa University of Science, Technology and Research, Sharjah Campus, P. O. Box 573, Sharjah, United Arab Emirates; Makkiyil, S., Department of Applied Mathematics and Sciences, Khalifa University of Science, Technology and Research, Sharjah Campus, P. O. Box 573, Sharjah, United Arab Emirates; Qattan, I.A., Department of Applied Mathematics and Sciences, Khalifa University of Science, Technology and Research, Sharjah Campus, P. O. Box 573, Sharjah, United Arab Emirates","We report on efforts to design the ""Collaborative Workshop Physics"" (CWP) instructional strategy to deliver the first interactive engagement (IE) physics course at Khalifa University of Science, Technology and Research (KU), United Arab Emirates (UAE). To our knowledge, this work reports the first calculus-based, introductory mechanics course on the Arabian Peninsula using physics education research (PER)-based instruction. A brief history and present context of general university and STEM teaching in the UAE is given. We present this secondary implementation (SI) as a case study of a novel context and use it to determine if PER-based instruction can be successfully implemented far from the cultural context of the primary developer and, if so, how might such SIs differ from SIs within the United States (U.S.) in terms of criteria for and risks to their success. With these questions in view, a prereform baseline comprised of Maryland Physics Expectations in Physics survey, Force Concept Inventory (FCI), course exam grades, and English language proficiency data are used to design a hybrid implementation of Cooperative Group Problem Solving. We find that for students with high English proficiency, normalized gain on FCI improves substantially, from 〈g〉=0.16±0.10 prereform to 〈g〉=0.47±0.08 in the CWP pilot (standard errors), indicating a successful SI. However, we also find evidence that normalized gains on FCI are strongly modulated by language proficiency and discuss likely causes. Regardless of language ability, problem-solving skill is also substantially improved and course drop-fail-withdrawal rates are cut from 50% to 24%. In particular, we find evidence in postreform student interviews that prior classroom experiences, and not broader cultural expectations about education, are the more significant cause of expectations that are at odds with the classroom norms of well-functioning PER-based instruction. We present this result as evidence that PER-based innovations can be implemented across great changes in cultural context, provided that the method is thoughtfully adapted in anticipation of context and culture-specific student expectations. This case study should be valuable for future reforms at KU, the broader Gulf region, and other institutions facing similar challenges involving SI of PER-based instruction outside the U.S. © Published by the American Physical Society.",,,,,,,"Khalifa University of Science, Technology and Research, KU",,,,,,"McDermott, L.C., Redish, E.F., Resource letter: Per-1: Physics education research (1999) Am. J. Phys., 67, p. 755. , AJPIAS 0002-9505; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, p. 64. , AJPIAS 0002-9505; Belcher, J.W., Improving student understanding with teal (2003) The MIT Faculty Newsletter, 16, p. 8; Finkelstein, N.D., Pollock, S.J., Replicating and understanding successful innovations: Implementing tutorials in introductory physics (2005) Phys. Rev. ST Phys. Educ. 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Last accessed 6 Dec.; Atman, C.J., (2010) Enabling Engineering Student Success: The Final Report for the Center for the Advancement of Engineering Education, , (Morgan & Claypool, San Rafael, CA); Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, p. 64. , This value for Hake's gain for U.S. engineering students is calculated using only his data for calculus-based college and university physics courses. In his original paper, there are 7 such courses (gains): M92-C (0.22), ASU1-C (0.25), ASU2-C (0.23), CP-C (0.25), EM90-C (0.27), OS92-C (0.13), and UL94F-C (0.18). The population size for these is (Equation presented). 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Modeling Instruction is Judged to Be A ""high Effort"" Pedagogy because of the Intensive, Specialized Training Needed, even to Implement MI at the High School Level, , http://modeling.asu.edu; Mazur, E., (1997) Peer Instruction, A User's Manual, , (Prentice Hall, Upper Saddle River, NJ, USA); Hake, R.R., http://www.physics.indiana.edu/~sdi/, see. Last accessed 9 April 2012. The SDI lab curriculum is significantly narrower than the traditional introductory lab curriculum and focuses exclusively on experiments with kinematics and Newton's laws; Furtak, T.E., Ohno, T.R., (2001) Phys. Teach., 39, p. 534. , PHTEAH 0031-921X; Cummings, K., Marx, J., Thornton, R., Kuhl, D., Evaluating innovation in studio physics (1999) Am. J. Phys., 67, p. S38. , AJPIAS 0002-9505; Goertzen, R.M., Brewe, E., Kramer, L.H., Wells, L., Jones, D., Moving toward change: Institutionalizing reform through implementation of the learning assistant model and open source tutorials (2011) Phys. Rev. ST Phys. Educ. 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Res., 6, p. 020119. , PRSTCR 1554-9178; Hofstede, G., (2001) Culture's Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations, , 2nd ed. (Sage Publications, Inc., Los Angeles, USA); Hofstede, G., (2001) Power Distance, , is the construct described by G. Hofstede as ""the extent to which the less powerful members of organizations, institutions, and families accept and expect authority to be distributed unequally."" The expectations listed in the text are correlated with these scores and are taken from Fig. 3.8, p. 107 of G. Hofstede; Hofstede, G., (2001) Uncertainty Avoidance, , is the construct described by G. Hofstede as ""society's tolerance for ambiguity"". The expectations listed in the text are correlated with these scores and are taken from Figure 4.6, pp. 169 of G. Hofstede; Hofstede, G., (2001) Individualism, , is the construct described by G. Hofstede as ""the degree to which individuals are not integrated into groups."" On a 100-point scale, American culture is scored at 91 as of 2011 which is relatively very high. Gulf Arab culture (excluding Saudi Arabia) scores 25 which is relatively very low. The expectations listed in the text are correlated with these scores and are taken from Fig. 5.5, p. 236 of G. Hofstede; (2013), http://www.geerthofstede.nl/vsm-94, Values Survey Module version 1994 (VSM94).. Last accessed 3 Jan.; Reddish, E.F., Saul, J.M., Steinburg, R.N., Student expectations in introductory physics (1998) Am. J. Phys., 66, p. 212. , AJPIAS 0002-9505; Sharma, S., Ahluwalia, P.K., Sharma, S.K., Students' epistemological beliefs, expectations, and learning physics: An international comparison (2013) Phys. Rev. ST Phys. Educ. Res., 9, p. 010117. , PRSTCR 1554-9178; Dym, C.L., Agogino, A.A., Eris, O., Frey, D.D., Liefer, L.J., Engineering design thinking, teaching, and learning (2005) J. Eng. 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"Hung T.-C., Liu C.-C.",7103293775;56098750000;,Development of an innovative web-based interactive learning system for fluid flow and heat transfer using CFD approach,2014,"Journal of the Chinese Society of Mechanical Engineers, Transactions of the Chinese Institute of Engineers, Series C/Chung-Kuo Chi Hsueh Kung Ch'eng Hsuebo Pao",35,5,,363,370,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951266422&partnerID=40&md5=e71ffef9984657c52c06fc652b5b882e,"Department of Mechanical Engineering, National Taipei University of Technology, Taipei, Taiwan; Institute of Information Systems and Applications, National TsingHua University, Taiwan","Hung, T.-C., Department of Mechanical Engineering, National Taipei University of Technology, Taipei, Taiwan; Liu, C.-C., Institute of Information Systems and Applications, National TsingHua University, Taiwan","When it comes to educating and training engineers, the main focus should be on developing their abilities in modeling and analyzing the phenomena for the physical problems but not the sophisticate deriving progress in order to obtain the solution. In view of this, the present study creates a pioneer aim at the development of a web-based learning system in thermal-hydraulics. This innovative system integrates the mature technology in Computational Fluid Dynamics (CFD) to assist or replace the traditional means of derivative of equations. The main structure of this system includes the graphic post-processor, learning materials database, CFD workstation, etc. The demonstration shows that the engineering students do not have to implement the tedious derivative of the complicated equations but solidly understand and efficiently acquire knowledge of fluid dynamics and heat transfer through the discussion of physical phenomena by varying parameters using this web-based learning system. © 2014, Chinese Mechanical Engineering Society. All right reserved.",CFD Simulation; Fluid flow and heat transfer; Improving classroom teaching; Interactive learning environments; Web-based learnig system,Computational fluid dynamics; Computer aided instruction; Educational technology; Flow of fluids; Fluid dynamics; Heat transfer; Learning systems; Personnel training; Teaching; Websites; CFD simulations; Fluid flow and heat transfers; Improving classroom teaching; Interactive learning environment; Web based; E-learning,,,,,,,,,,,"Adaptive Research Inc., (1997) CFD2000 User's Manual, , Ver 3.1., California; Cadolini, P., Davoli, F., Marescotti, G., Maryni, P., Developing a Distance Learning System Using Java Applets (1996) Proceedings of IEEE Global Communications Conference, , London, United Kingdom; Chu, K.C., The Development of a Web-based Teaching System for Engineering Education (1999) Engineering Science and Education, 8, pp. 115-118; Fluent Inc., (2005) Fluent User's Manual, 60; Forster, P.A., Assessing Technology-based Approaches for Teaching and Learning Mathematics (2006) International Journal of Mathematical Education in Science & Technology, 37, pp. 145-164; Gary, J., Crawford, R., Teaching Parametric Cubic Curves with Applets (2003) Journal of Computing Sciences in Colleges archive, 18, pp. 229-237; Ho, C.I., Hung, T.C., Hung, C.I., Thermal Analysis and Optimization for a Ball Grid Array Package (2005) Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science, 219, pp. 381-393; Hung, T.C., Fu, C.S., Conjugate Heat Transfer Analysis for the Passive Enhancement of Electronic Cooling through Geometric Modification in a Mixed Convection Domain (1999) Numerical Heat Transfer: Part A: Applications, 35, pp. 519-535; Hung, T.C., A Conceptual Design of Thermal Modeling for Efficiently Cooling an Array of Heated Devices under Low Reynolds Numbers (2001) J. Numerical Heat Transfer, Part A: Applications, 39, pp. 361-382; Hung, T.C., Wang, S.K., Tai, S.W., Hung, C.T., An Innovative Improvement of Engineering Learning System Using Computational Fluid Dynamics Concept (2007) Computers and Education, 148, pp. 44-58; Iskander, M.F., Technology-based Electromagnetic Education (2002) Transactions on Microwave Theory and Techniques, 50, pp. 1015-1020; Kerrey, B., Isakson, J., The Power of the Internet for Learning: Moving from Promise to Practice (2000) Report of Web-based Education Commission, , Washington, DC: U.S. Department of Education; Kreith, F., Bohn, M.S., (1993) Principles of Heat Transfer, , (5th ed.), West Publishing, New York; Li, Y., Leboeuf, E.J., Basu, P.K., Turner, L.H., IV, Development of a Web-based Mass Transfer Processes Laboratory: System Development and Implementation (2003) Computer Applications in Engineering Education, 11, pp. 25-39; Liu, C.C., Hung, C.T., Hung, T.C., Pei, B.S., Zhang, L., The Development of an Innovative Interactive E-learning System in Computational Thermal-hydraulics for Engineers (2006) ED-MEDIA World Conference on Education Multimedia, Hypermedia and Telecommunications, pp. 2852-2857. , Orlando, Florida; Munson, B.R., Young, D.F., Okiishi, T.H., (1998) Fundamentals of Fluid Mechanics, , (3rd ed.), John Wiley & Sons, New York; Ngo, C.C., Voon, M.J., Lai, F.C., Online Heat Transfer and Fluid Mechanics Laboratory (2005) Computer Applications in Engineering Education, 13, pp. 1-9; Page, B., Kreutzer, W., A Framework for Web-based E-Learning of Discrete Event Simulation Concepts (2006) 17th Simulation and Visualization, pp. 195-204. , Magdeburg, Germany; Stern, F., Xing, T., Yarbrough, D.B., Rothmayer, A., Rajagopalan, G., Otta, S.P., Caughey, D., Moeykens, S., Hands-on CFD Educational Interface for Engineering Courses and Laboratories (2006) Journal of Engineering Education, 95, pp. 63-83; Stern, F., Xing, T., Muste, M., Yarbrogh, D.B., Rothmayer, A., Rajagopalan, G., Caughey, D., Moeykens, S., Integration of Simulation Technology into Undergraduate Engineering Courses and Laboratories (2006) International Journal of Learning Technology, 2, pp. 28-48; Tecplot Inc., (2005) Tecplot User's Manual, 10; Wang, S.K., Hung, T.C., Lin, G.W., Pei, B.S., Numerical Simulations for the Phenomena of Vortex Induced Vibration and Heat Transfer of a Circular Cylinder (2004) Numerical Heat Transfer, Part A: Applications, 45, pp. 719-736; Wang, S.K., Hung, T.C., Chen, A.F., Du, J.L., Pei, B.S., A Numerical Study of the Enhancement of Chip Cooling via a Flow-disturbing Obstruction Block (2005) Journal of Electronic Packaging, 127, pp. 523-529; Zeng, H., Alarcon, V.J., Kingery, W., Zhu, J., Magdi, S.H., A Web-based Simulation System for Transport and Retention of Dissolved Contaminants in Soil (2002) Computers & Electronics in Agriculture, 33, pp. 105-120","Hung, T.-C.; Department of Mechanical Engineering, National Taipei University of TechnologyTaiwan",,,Chinese Mechanical Engineering Society,,,,,02579731,,,,English,J Chin Soc Mech Eng Trans Chin Inst Eng Ser C,Article,Final,,Scopus,2-s2.0-84951266422
"Yu Z., Chen W., Kong Y., Sun X.L., Zheng J.",35975507500;56353281700;56352949600;56353215900;56353104800;,The impact of clickers instruction on cognitive loads and listening and speaking skills in college english class,2014,PLoS ONE,9,9, e106626,,,,11.0,10.1371/journal.pone.0106626,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84907000987&doi=10.1371%2fjournal.pone.0106626&partnerID=40&md5=b4ed66c14ed25c16eb1d5c6b8c67df1b,"School of Foreign Languages, Hohai University, Nanjing City, Jiangsu Province, China; School of English, Zhejiang Yuexiu University of Foreign Languages, Shaoxing City, Zhejiang Province, China","Yu, Z., School of Foreign Languages, Hohai University, Nanjing City, Jiangsu Province, China, School of English, Zhejiang Yuexiu University of Foreign Languages, Shaoxing City, Zhejiang Province, China; Chen, W., School of English, Zhejiang Yuexiu University of Foreign Languages, Shaoxing City, Zhejiang Province, China; Kong, Y., School of English, Zhejiang Yuexiu University of Foreign Languages, Shaoxing City, Zhejiang Province, China; Sun, X.L., School of Foreign Languages, Hohai University, Nanjing City, Jiangsu Province, China; Zheng, J., School of Foreign Languages, Hohai University, Nanjing City, Jiangsu Province, China","Clickers might own a bright future in China if properly introduced although they have not been widely acknowledged as an effective tool to facilitate English learning and teaching in Chinese contexts. By randomly selecting participants from undergraduates in a university in China over four academic years, this study aims to identify the impact of clickers on college English listening and speaking skills, and differences in cognitive loads between clickers and traditional multimedia assisted instruction modes. It was concluded that in China's college English class, compared with multimedia assisted instruction, (1) clickers could improve college English listening skills; (2) clickers could improve college English speaking skills; and (3) clickers could reduce undergraduates' cognitive loads in College English Class. Reasons for the results and defects in this study were also explored and discussed, based on learning, teaching and cognitive load theories. Some Suggestions for future research were also raised. © 2014 PLOS ONE.",,adolescent; adult; Article; China; cognition; controlled study; hearing; human; human experiment; language; learning; motivation; multimedia; normal human; pilot study; questionnaire; speech; teaching; undergraduate student; female; language; learning; male; student; university; Cognition; Computer-Assisted Instruction; Female; Humans; Language; Learning; Male; Multimedia; Speech; Students; Universities,,,,,,,,,,,"Beatty, I.D., Grace, W.J., Leonard, W.J., Dufense, R.J., Designing effective questions for classroom response systems teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance students' learning and satisfaction (2010) Journal of Engineering Education, 99 (2), pp. 158-169; King, D.B., Using clickers to identify the muddiest points in large chemistry classes (2011) Journal of Chemical Education, 88 (11), pp. 1485-1488; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94. , http://dx.doi.org/10.1111/j.1365-2729.2004.00074.x; Caldwell, J.E., Clickers in the large classroom: Current research and bestpractice tips (2007) CBE-Life Science Education, 6, pp. 9-20; Collins, L.J., Livening up the classroom: Using audience response systems to promote active learning (2007) Medical Reference Services Quarterly, 26, pp. 81-88; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) American Journal of Pharmaceutical Education, 72 (4), p. 77; Collins, L.J., Audience response systems: Technology to engage learners (2008) Journal of the American College of Radiology, 5, pp. 993-1000; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Science Education, 6, pp. 29-41; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE-Life Science Education, 7, pp. 146-154; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76, pp. 171-178; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) CBE-Life Science Education, 4, pp. 298-310; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Wong, A., Leahy, W., Marcus, N., Sweller, J., Cognitive load theory, the transient information effect and e-learning (2012) Learning and Instruction, 22, pp. 449-457; Sweller, J., Element interactivity and intrinsic, extraneous and germane cognitive load (2010) Educational Psychology Review, 22, pp. 123-128; Marcus, N., Cooper, M., Sweller, J., Understanding instructions (1996) Journal of Educational Psychology, 88, pp. 49-63; Sweller, J., Cognitive load theory, learning difficulty, and instructional design (1994) Learning and Instruction, 4, pp. 295-312; Van Merriënboer, J.J.G., Ayres, P., Research on cognitive load theory and its design implications for E-learning (2005) Educational Technology, Research and Development, 53, pp. 5-13; Sweller, J., Ayres, P., Kalyuga, S., (2011) Cognitive Load Theory, , New York: Springer; Wiebe, E.N., Roberts, E., Behrend, T.S., An examination of two mental workload measurement approaches to understanding multimedia learning (2010) Computers in Human Behavior., 26, pp. 474-481; Mayer, R.E., Elements of a science of e-learning (2003) Journal of Educational Computing Research, 29 (3), pp. 297-313; Paas, F.G.W.C., Tuovinen, J.E., Tabbers, H., Van Gerven, P.W.M., Cognitive load measurement as a means to advance cognitive load theory (2003) Educational Psychologist, 38 (1), pp. 63-71; Sweller, J., Van Merrienboer, J.J.G., Paas, F.G.W.C., Cognitive architecture and instructional design (1998) Educational Psychology Review, 10, pp. 251-296; Hart, S.G., Staveland, L.E., Development of NASATLX task load index Results of empirical and theoretical research (1988) Human Mental Workload, pp. 139-178. , P. A. Hancock N. Mesh Kati (Eds.), Amsterdam: Elsevier Science; Smith, M.K., Trujillo, C., Su, T.T., The benefits of using clickers in small-enrollment seminar-style biology courses (2011) CBELife Sciences Education, 10, pp. 14-17; Porter, L., Lee, C.B., Simon, B., Zingaro, D., Peer instruction: Do students really learn from peer discussion in computing? (2011) Seventh International Computing Education Research Workshop, pp. 45-52. , August; MacIntyre, P.D., Gardner, R., Methods and results in the study of anxiety and language learning: A review of literature (1991) Language Learning, 41, pp. 85-117; Horwitz, E.K., Horwitz, M.B., Cope, J., Foreign language classroom anxiety (1986) Modern Language Journal, 70, pp. 125-132; Dalkiliç, N., (2001) An Investigation into the Role of Anxiety in Second Language Learning, , Doctoral dissertation, Çukurova University, Adana; Yang, H.Z., Fifteen years review on CET4 and CET6 (2003) Journal of Foreign Languages, 145 (3), pp. 21-29",,,,Public Library of Science,,,,,19326203,,POLNC,25192424.0,English,PLoS ONE,Article,Final,Open Access,Scopus,2-s2.0-84907000987
"Linton D.L., Pangle W.M., Wyatt K.H., Powell K.N., Sherwood R.E.",8600003200;35622426400;24077748400;56368489700;56368003600;,Identifying key features of effective active learning: The effects ofwriting and peer discussion,2014,CBE Life Sciences Education,13,3,,469,477,,22.0,10.1187/cbe.13-12-0242,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84907369496&doi=10.1187%2fcbe.13-12-0242&partnerID=40&md5=1fa304dcd57c2017b7f8f6ab6b1293d9,"Department of Biology, Central Michigan University, Mount Pleasant, MI 48859, United States; Department of Biology, Ball State University, Muncie, IN 47306, United States; Mathematics Department, Linden High School, Linden, MI 48451, United States; Science Department, Garden City High School, Garden City, KS 67846, United States","Linton, D.L., Department of Biology, Central Michigan University, Mount Pleasant, MI 48859, United States; Pangle, W.M., Department of Biology, Central Michigan University, Mount Pleasant, MI 48859, United States; Wyatt, K.H., Department of Biology, Ball State University, Muncie, IN 47306, United States; Powell, K.N., Mathematics Department, Linden High School, Linden, MI 48451, United States; Sherwood, R.E., Science Department, Garden City High School, Garden City, KS 67846, United States","We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion+ writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. © 2014 The American Society for Cell Biology.",,education; human; peer group; problem based learning; sample size; student; writing; Educational Measurement; Humans; Peer Group; Problem-Based Learning; Sample Size; Students; Writing,,,,,,,,,,,"(2011) Vision and Change In Undergraduate Biology Education: A Call to Action, , American Association for the Advancement of Science, Washington, DC; Andrews, T.M., Leonard, M.J., Colgrove, C.A., Kalinowski, S.T., Active learning not associated with student learning in a random sample of college biology courses (2011) CBE Life Sci Educ, 10, pp. 394-405; Armstrong, N., Chang, S., Brickman, M., Cooperative learning in industrial-sized biology classes (2007) CBE Life Sci Educ, 11, pp. 17-25; Armstrong, N.A., Wallace, C.S., Chang, S., Learning from writing in college biology (2008) Res Sci Educ, 38, pp. 483-499; Bangert-Drowns, R.L., Hurley, M.M., Wilkinson, B., The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis (2004) Rev Educ Res, 74, pp. 29-58; Breslow, N.E., Clayton, D.G., Approximate inference in generalized linear mixed models (1993) J Am Stat Assoc, 88, pp. 9-25; D'Avanzo, C., Post-vision and change: Do we know how to change? (2013) CBE Life Sci Educ, 12, pp. 373-382; Ebert-May, D., Batzli, J., Lim, H., Disciplinary research strategies for assessment of learning (2003) BioScience, 53, pp. 1221-1228; Ebert-May, D., Derting, T.L., Hodder, J., Momsen, J.L., Long, T.M., Jardeleza, S.E., What we say is not what we do: Effective evaluation of faculty development programs (2011) BioScience, 6, pp. 550-558; Estes, J.A., Tinker, M.T., Williams, T.M., Doak, D.F., Killer whale predation on sea otters linking oceanic and nearshore ecosystems (1998) Science, 282, pp. 473-476; Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M.P., Prescribed active learning increases performance in introductory biology (2007) CBE Life Sci Educ, 6, pp. 132-139; Fry, S.W., Villagomez, A., Writing to learn: Benefits and limitations (2012) Coll Teach, 60, pp. 170-175; Hake, R.R., Interactive-engagement versus traditionalmethods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am J Phys, 66, pp. 64-74; Knight, J.K., Wood, W.B., Learning more by lecturing less (2005) Cell Biol Educ, 4, pp. 298-310; Konopka, G., Bomar, J.M., Winden, K., Coppola, G., Jonsson, Z.O., Gao, F., Peng, S., Geschwind, D.H., Humanspecific transcriptional regulation of CNS development gene FOXP2 (2009) Nature, 462, pp. 213-217; Michael, J., Where's the evidence that active learning works? (2006) Adv Physiol Educ, 30, pp. 159-167; Nowick, K., Gernat, T., Almaas, E., Stubbs, L., Differences in human and chimpanzee gene expression patterns define an evolving network of transcription factors in brain (2009) Proc Natl Acad Sci USA, 106, pp. 22358-22363; Paine, R.T., Food web complexity and species diversity (1966) American Naturalist, 100, pp. 65-75; Pfund, C., Summer institute to improve university science teaching (2009) Science, 324, pp. 470-471; Ploetzner, R., Dillenbourg, P., Preier, M., Traum, D., Learning by explaining to oneself and to others (1999) Collaborative-Learning: Cognitive and Computational Approaches, pp. 102-121. , ed. P Dillenbourg, Oxford, UK: Elsevier; Prince, M., Does active learningwork?Areview of the research (2004) J Eng Educ, 93, pp. 223-231; (2005) R: A Language and Environment For Statistical Computing, , www.R-project.org, R Development Core Team, Vienna: R Foundation for Statistical Computing, accessed 2 December 2013; Reynolds, J.A., Thaiss, D., Katkin, W., Thomson, R.J., Writing-tolearn in undergraduate science education: A community-based, conceptually driven approach (2012) CBE Life Sci Educ, 11, pp. 17-25; Rivard, L.P., Areview of writing to learn in science: Implications for practice and research (1994) J Res Sci Teach, 31, pp. 963-983; Ruiz-Primo, M.A., Briggs, D., Iverson, H., Talbot, R., Shepard, L.A., Impact of undergraduate science course innovations on learning (2011) Science, 331, pp. 1269-1270; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE Life Sci Educ, 10, pp. 55-63; Spencer, C.N., McClelland, B.R., Stanford, J.A., Shrimp stocking, salmon collapse, and eagle displacement (1991) BioScience, 44, pp. 12-14; Springer, L., Stanne, M., Donovan, S., Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis (1999) Rev Educ Res, 69, pp. 21-52; Stedman, H.H., Kozyak, N.A., Thesier, D.M., Su, L.T., Low, D.W., Bridges, C.R., Shrager, J.B., Mitchell, M.A., Myosin gene mutation correlates with anatomical changes in the human lineage (2004) Nature, 428, pp. 415-418; Udovic, D., Morris, D., Dickman, A., Postelwait, J., Weatherwax, P., Workshop biology: Demonstrating the effectiveness of active learning in an introductory biology course (2002) CBE Life Sci Educ, 7, pp. 361-367; Williams, J.J., Lombrozo, T., Rehder, B., Why does explaining help learning? Insight from an explanation impairment effect (2010) Proceedings of the 32ndAnnual Conference On the Cognitive Science Society, , ed. S Ohlsson and R Catrambone, Austin, TX: Cognitive Science Society; Winder, M., Schindler, D.E., Climate change uncouples trophic interactions in an aquatic ecosystem (2004) Ecology, 85, pp. 2100-2106; Wolfinger, R., O'Connell, M., Generalized linear mixed models: A pseudo-likelihood approach (1993) J Statist Comput Simulation, 48, pp. 233-243; Wood, W.B., Innovations in teaching undergraduate biology and why we need them (2009) Annu Rev Cell Dev Biol, 25, pp. 1-20","Linton, D. L.; Department of Biology, Central Michigan University, Mount Pleasant, MI 48859, United States; email: linto1dl@cmich.edu",,,American Society for Cell Biology,,,,,19317913,,,25185230.0,English,CBE Life Sci. Educ.,Article,Final,Open Access,Scopus,2-s2.0-84907369496
"Wheeler B.J., Heels K., Donaghue K.C., Reith D.M., Ambler G.R.",9739676100;56071479700;7003470857;55151769900;7003730069;,Insulin pump-associated adverse events in children and adolescents - A prospective study,2014,Diabetes Technology and Therapeutics,16,9,,558,562,,30.0,10.1089/dia.2013.0388,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84906344228&doi=10.1089%2fdia.2013.0388&partnerID=40&md5=9480a1bca3d22ff0a3628a16a979a161,"Institute of Endocrinology and Diabetes, Children's Hospital at Westmead, Sydney NSW, Australia; Department of Women's and Children's Health, University of Otago, P.O. Box 913, Dunedin 9054, New Zealand; Discipline of Paediatrics and Child Health, University of Sydney, Sydney NSW, Australia","Wheeler, B.J., Institute of Endocrinology and Diabetes, Children's Hospital at Westmead, Sydney NSW, Australia, Department of Women's and Children's Health, University of Otago, P.O. Box 913, Dunedin 9054, New Zealand; Heels, K., Institute of Endocrinology and Diabetes, Children's Hospital at Westmead, Sydney NSW, Australia; Donaghue, K.C., Institute of Endocrinology and Diabetes, Children's Hospital at Westmead, Sydney NSW, Australia, Discipline of Paediatrics and Child Health, University of Sydney, Sydney NSW, Australia; Reith, D.M., Department of Women's and Children's Health, University of Otago, P.O. Box 913, Dunedin 9054, New Zealand; Ambler, G.R., Institute of Endocrinology and Diabetes, Children's Hospital at Westmead, Sydney NSW, Australia, Discipline of Paediatrics and Child Health, University of Sydney, Sydney NSW, Australia","Background: Intensive insulin regimens are now the mainstay of modern, type 1 diabetes mellitus management. Insulin pumps (CSII) are a key technique used. Although there has been considerable study of outcomes, there are few recent data on CSII-associated adverse events (AEs) and their incidence and characteristics. Subjects and Methods: Phone calls to our 24-h diabetes support service were screened for CSII-associated AEs. Phone interviews were conducted with the parent/patient, within 96 h of the event. Interviews explored AE characteristics and the role of the user, as well as questions relating to outcome and the impact to the family and patient. Comparisons were made with clinic CSII patients not reporting an AE. Results: Over a 16-week study period, 50 confirmed AEs occurred in 45 of 405 (11.1%) patients. This was annualized to an AE incidence of 40 AEs/100 person-years. Pump malfunction and infusion set/site failures were the most common events reported, occurring in 27 (54.0%) and 18 (36.0%) AEs, respectively. A user- or education-related issue was implicated in 22 (44.0%) events. Pump replacement occurred in 19 of 50 occurrences (38.0%). Additionally, 16 (32.0%) reported a hospital admission or emergency department attendance as a consequence. When compared with those on CSII not reporting an AE, AEs were associated with age <10 years (odds ratio=3.2 [95% confidence interval, 1.7-6.1]) but not with gender, glycosylated hemoglobin, diabetes duration, or pumping duration. Conclusions: This is the first prospective study to look at AEs in modern-generation insulin pumps. AEs appear common and should be anticipated. Their origin is multifactorial, with the pump, associated consumables, and the user all being important factors. Ongoing support and anticipatory education are essential to minimize pump-associated AEs and their impact. © Copyright 2014, Mary Ann Liebert, Inc. 2014.",,"glucose; glycosylated hemoglobin; hemoglobin A1c; insulin; antidiabetic agent; insulin; adolescent; article; battery issue; child; continuous infusion; controlled study; disease duration; emergency ward; female; follow up; glucose blood level; hospital admission; human; infrequent change; insulin dependent diabetes mellitus; insulin infusion; insulin pump; interview; key pad failure; major clinical study; male; medical device complication; premature site failure; priority journal; prospective study; pump insulin leak; pump mechanical problem; school child; adverse effects; age; Australia; device failure; Diabetes Mellitus, Type 1; education; emergency health service; health literacy; hospitalization; incidence; infusion pump; parent; patient education; psychology; questionnaire; risk factor; statistics and numerical data; treatment outcome; Adolescent; Age Factors; Australia; Child; Diabetes Mellitus, Type 1; Emergency Service, Hospital; Equipment Failure; Female; Health Literacy; Hospitalization; Humans; Hypoglycemic Agents; Incidence; Infusion Pumps, Implantable; Insulin; Male; Parents; Patient Education as Topic; Prospective Studies; Questionnaires; Risk Factors; Treatment Outcome",,"glucose, 50-99-7, 84778-64-3; glycosylated hemoglobin, 9062-63-9; hemoglobin A1c, 62572-11-6; insulin, 9004-10-8; Hypoglycemic Agents; Insulin",,,,,,,,,"The effect of intensive treatment of diabetes on the development and progression of long-term complications in insulin-dependent diabetes mellitus (1993) N Engl J Med, 329, pp. 977-986. , The Diabetes Control and Complications Trial Research Group; Nathan, D.M., Cleary, P.A., Backlund, J.Y., Genuth, S.M., Lachin, J.M., Orchard, T.J., Raskin, P., Zinman, B., Intensive diabetes treatment and cardiovascular disease in patients with type 1 diabetes (2005) N Engl J Med, 353, pp. 2643-2653; Craig, M.E., Twigg, S.M., Donaghue, K.C., Cheung, N.W., Cameron, F.J., Conn, J., Jenkins, A.J., Silink, M., (2011) National Evidence-Based Clinical Care Guidelines for Type 1 Diabetes in Children, Adolescents and Adults, , for the Australian Type 1 Diabetes Guidelines Expert Advisory Group. Canberra: Australian Government Department of Health and Ageing; Pankowska, E., Blazik, M., Dziechciarz, P., Szypowska, A., Szajewska, H., Continuous subcutaneous insulin infusion vs. Multiple daily injections in children with type 1 diabetes: A systematic review and meta-analysis of randomized control trials (2009) Pediatr Diabetes, 10, pp. 52-58; Misso, M.L., Egberts, K.J., Page, M., O'Connor, D., Shaw, J., Continuous subcutaneous insulin infusion (CSII) versus multiple insulin injections for type 1 diabetes mellitus (2010) Cochrane Database Syst Rev, 1, pp. CD005103; Bolli, G.B., Kerr, D., Thomas, R., Torlone, E., Sola-Gazagnes, A., Vitacolonna, E., Selam, J.L., Home, P.D., Comparison of a multiple daily insulin injection regimen (basal once-daily glargine plus mealtime lispro) and continuous subcutaneous insulin infusion (lispro) in type 1 diabetes: A randomized open parallel multicenter study (2009) Diabetes Care, 32, pp. 1170-1176; Fatourechi, M.M., Kudva, Y.C., Murad, M.H., Elamin, M.B., Tabini, C.C., Montori, V.M., Clinical review: Hypoglycemia with intensive insulin therapy: A systematic review and metaanalyses of randomized trials of continuous subcutaneous insulin infusion versus multiple daily injections (2009) J Clin Endocrinol Metab, 94, pp. 729-740; Cooper, M.N., O'Connell, S.M., Davis, E.A., Jones, T.W., A population-based study of risk factors for severe hypoglycaemia in a contemporary cohort of childhood-onset type 1 diabetes (2013) Diabetologia, 56, pp. 2164-2170; Wheeler, B.J., Donaghue, K.C., Heels, K., Ambler, G.R., Family perceptions of insulin pump adverse events in children and adolescents (2014) Diabetes Technol Ther, 16, pp. 204-207; Mecklenburg, R.S., Benson, E.A., Benson Jr., J.W., Fredlund, P.N., Guinn, T., Metz, R.J., Nielsen, R.L., Sanner, C.A., Acute complications associated with insulin infusion pump therapy Report of experience with 161 patients (1984) JAMA, 252, pp. 3265-3269; Cope, J.U., Samuels-Reid, J.H., Morrison, A.E., Pediatric use of insulin pump technology: A retrospective study of adverse events in children ages 1-12 years (2012) J Diabetes Sci Technol, 6, pp. 1053-1059; Cope, J.U., Morrison, A.E., Samuels-Reid, J., Adolescent use of insulin and patient-controlled analgesia pump technology: A 10-year Food and Drug Administration retrospective study of adverse events (2008) Pediatrics, 121, pp. e1133-e1138; Wood, J.R., Moreland, E.C., Volkening, L.K., Svoren, B.M., Butler, D.A., Laffel, L.M., Durability of insulin pump use in pediatric patients with type 1 diabetes (2006) Diabetes Care, 29, pp. 2355-2360; Renard, E., Guerci, B., Leguerrier, A.M., Boizel, R., Lower rate of initial failures and reduced occurrence of adverse events with a new catheter model for continuous subcutaneous insulin infusion: Prospective, two-period, observational, multicenter study (2010) Diabetes Technol Ther, 12, pp. 769-773. , Accu-Chek FlexLink Study Group; Zhang, Y., Jones, P.L., Klonoff, D.C., Second insulin pump safety meeting: Summary report (2010) J Diabetes Sci Technol, 4, pp. 488-493; Skinner, T.C., Cameron, F.J., Improving glycaemic control in children and adolescents: Which aspects of therapy really matter? (2010) Diabet Med, 27, pp. 369-375; Ducharme, F.M., Zemek, R.L., Chalut, D., McGillivray, D., Noya, F.J., Resendes, S., Khomenko, L., Zhang, X., Written action plan in pediatric emergency room improves asthma prescribing, adherence, and control (2011) Am J Respir Crit Care Med, 183, pp. 195-203; Deis, J.N., Spiro, D.M., Jenkins, C.A., Buckles, T.L., Arnold, D.H., Parental knowledge and use of preventive asthma care measures in two pediatric emergency departments (2010) J Asthma, 47, pp. 551-556","Wheeler, B.J.; Department of Women's and Children's Health, University of Otago, P.O. Box 913, Dunedin 9054, New Zealand; email: Ben.wheeler@otago.ac.nz",,,Mary Ann Liebert Inc.,,,,,15209156,,DTTHF,24796368.0,English,Diabetes Technol. Ther.,Article,Final,,Scopus,2-s2.0-84906344228
"Thampy H., Ahmad Z.",55349958700;56498542200;,How to. Use audience response systems,2014,Education for Primary Care,25,5,,294,296,,5.0,10.1080/14739879.2014.11494296,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84921997244&doi=10.1080%2f14739879.2014.11494296&partnerID=40&md5=688dd3da9470c83ededcfcc927848f97,"Manchester Medical School, Manchester, United Kingdom; Foundation Year 2 Doctor, Manchester, United Kingdom","Thampy, H., Manchester Medical School, Manchester, United Kingdom; Ahmad, Z., Foundation Year 2 Doctor, Manchester, United Kingdom","As described above, there are a multitude of ways in which ARS can be used to enhance teaching and promote active learning through greater interactivity between teacher and students. Research from the literature suggests that teachers have a positive attitude and willingness to continue using ARS whilst students similarly find the technology easy to use, increases their engagement with teaching and benefits their overall learning experience. ARS is now also being used by faculty in novel ways outwith the traditional classroom-based teaching environment. It is important, however, that educators are mindful of the potential issues that may arise when using such technologies and ensure that its implementation is for pedagogical rather than novelty reasons. © 2014 Radcliffe Publishing Limited.",,"educational technology; human; learning; medical education; procedures; teaching; Computer-Assisted Instruction; Education, Medical; Educational Technology; Humans; Learning; Teaching",,,,,,,,,,,"Sandars, J., It appeared to be a good idea at the time but A few steps closer to understanding how technology can enhance teaching and learning in medical education (2011) Medical Teacher, 33 (4), pp. 265-267; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21 (2012) Medical Teacher, 34 (6), pp. E386-E405; Collins, J., Audience response systems (ARS): Technology to engage learners (2005) Journal of the American College of Radiology, 5 (9), pp. 993-1000; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) Journal of Dental Education, 69 (3), pp. 378-381; Knowles, M., Holton, E.F., III, Swanson, R.A., (2005) The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (6e)., , Elsevier: Burlington, MA; Premkumar, K., Coupal, C., Rules of engagement-12 tips for successful use of 'clickers' in the classroom (2008) Medical Teacher, 30, pp. 146-149; Hashim, M.J., Standard setting using an audience response system with 'clickers' (2013) Medical Education, 47 (5), p. 530","Thampy, H.; Manchester Medical SchoolUnited Kingdom; email: harish.thampy@manchester.ac.uk",,,Radcliffe Publishing Ltd,,,,,14739879,,EPCDB,25625839.0,English,Educ. Prim. Care,Article,Final,,Scopus,2-s2.0-84921997244
"Miller K., Lasry N., Lukoff B., Schell J., Mazur E.",55455976000;24450806900;23474229000;55911351300;7005375930;,Conceptual question response times in Peer Instruction classrooms,2014,Physical Review Special Topics - Physics Education Research,10,2, 020113,,,,19.0,10.1103/PhysRevSTPER.10.020113,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84907007924&doi=10.1103%2fPhysRevSTPER.10.020113&partnerID=40&md5=3e2c3347ef50c8b703d7b3c7a7ef0509,"Department of Physics and Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA  02138, United States; Department of Physics, John Abbott College, Montreal, QC  H9X 3L9, Canada","Miller, K., Department of Physics and Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA  02138, United States; Lasry, N., Department of Physics, John Abbott College, Montreal, QC  H9X 3L9, Canada; Lukoff, B., Department of Physics and Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA  02138, United States; Schell, J., Department of Physics and Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA  02138, United States; Mazur, E., Department of Physics and Division of Engineering and Applied Sciences, Harvard University, Cambridge, MA  02138, United States","Classroom response systems are widely used in interactive teaching environments as a way to engage students by asking them questions. Previous research on the time taken by students to respond to conceptual questions has yielded insights on how students think and change conceptions. We measure the amount of time students take to respond to in-class, conceptual questions [ConcepTests (CTs)] in two introductory physics courses taught using Peer Instruction and use item response theory to determine the difficulty of the CTs. We examine response time differences between correct and incorrect answers both before and after the peer discussion for CTs of varying difficulty. We also determine the relationship between response time and student performance on a standardized test of incoming physics knowledge, precourse self-efficacy, and gender. Our data reveal three results of interest. First, response time for correct answers is significantly faster than for incorrect answers, both before and after peer discussion, especially for easy CTs. Second, students with greater incoming physics knowledge and higher self-efficacy respond faster in both rounds. Third, there is no gender difference in response rate after controlling for incoming physics knowledge scores, although males register significantly more attempts before committing to a final answer than do female students. These results provide insight into effective CT pacing during Peer Instruction. In particular, in order to maintain a pace that keeps everyone engaged, students should not be given too much time to respond. When around 80% of the answers are in, the ratio of correct to incorrect responses rapidly approaches levels indicating random guessing and instructors should close the poll. © Published by the American Physical Society.",,,,,,,,,,,,,"Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , (John Wiley & Sons, New York); Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci. Educ., 6, p. 9. , 1931-7913 10.1187/cbe.06-12-0205; Mazur, E., (1997) Peer Instruction A User's Manual, , (Prentice-Hall, Upper Saddle River, NJ); Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) Am. J. Phys., 69, p. 970. , AJPIAS 0002-9505 10.1119/1.1374249; McKagan, S.B., Perkins, K.K., Wieman, C.E., Reforming a large lecture modern physics course for engineering majors using a PER-based design (2007) AIP Conf. Proc., 883, p. 34. , APCPCS 0094-243X 10.1063/1.2508685; Cortright, R.N., Collins, H.L., Dicarlo, S.E., Ronald, N., Stephen, E., Peer instruction enhanced meaningful learning: Ability to solve novel problems (2005) Adv. Physiol. Educ., 29, p. 107. , 1043-4046 10.1152/advan.00060.2004; Fagen, P.A., Peer Instruction: Results from a Range of Classrooms (2002) Phys. Teach., 40, p. 206. , PHTEAH 0031-921X 10.1119/1.1474140; Rao, S.P., Dicarlo, S.E., Peer instruction improves performance on quizzes (2000) Adv. Physiol. Educ., 24, p. 51; Heckler, A.F., Scaife, T.M., Sayre, E.C., (2010) Proceedings of the 32 Annual Conference of the Cognitive Science Society, pp. 139-144. , edited by S. Ohlsson and R. Catrambone (Cognitive Science Society, Austin, TX); Lasry, N., Watkins, J., Mazur, E., Ibrahim, A., Response times to conceptual questions (2013) Am. J. Phys., 81, p. 703. , AJPIAS 0002-9505 10.1119/1.4812583; Richardson, C.T., O'Shea, B.W., Assessing gender differences in response system questions for an introductory physics course (2013) Am. J. Phys., 81, p. 231. , AJPIAS 0002-9505 10.1119/1.4773562; Maloney, D.P., O'Kuma, T.L., Hieggelke, C.J., Van Heuvelen, A., Surveying students' conceptual knowledge of electricity and magnetism (2001) Am. J. Phys., 69, p. S12. , AJPIAS 0002-9505 10.1119/1.1371296; Bandura, A., Self-efficacy: Toward a unifying theory of behavioral change (1977) Psychol. Rev., 84, p. 191. , PSRVAX 0033-295X 10.1037/0033-295X.84.2.191; Fencl, H., Scheel, K., Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses (2004) AIP Conf. Proc., 720, p. 173. , APCPCS 0094-243X 10.1063/1.1807282; Thissen, D., Lynne, S., A taxonomy of item response models (1986) Psychometrika, 51, p. 567. , 0033-3123 10.1007/BF02295596; Abou Halloun, I., Hestenes, D., The initial knowledge state of college physics students (1985) Am. J. Phys., 53, p. 1043. , AJPIAS 0002-9505 10.1119/1.14030; Kortemeyer, G., Gender differences in the use of an online homework system in an introductory physics course (2009) Phys. Rev. ST Phys. Educ. Res., 5, p. 010107. , PRSTCR 1554-9178 10.1103/PhysRevSTPER.5.010107",,,,American Physical Society,,,,,15549178,,,,English,Phys. Rev. Spec. Top. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-84907007924
"Code W., Piccolo C., Kohler D., MacLean M.",8550022900;56581685900;57202444273;56581448500;,Teaching methods comparison in a large calculus class,2014,ZDM - International Journal on Mathematics Education,46,4,,589,601,,9.0,10.1007/s11858-014-0582-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84926347751&doi=10.1007%2fs11858-014-0582-2&partnerID=40&md5=f4581d76dcf0e3a1da09c4e6fe02c4ff,"University of British Columbia, Vancouver, Canada","Code, W., University of British Columbia, Vancouver, Canada; Piccolo, C., University of British Columbia, Vancouver, Canada; Kohler, D., University of British Columbia, Vancouver, Canada; MacLean, M., University of British Columbia, Vancouver, Canada","We report findings from a classroom experiment in which each of two sections of the same Calculus 1 course at a North American research-focused university were subject to an “intervention” week, each for a different topic, during which a less-experienced instructor encouraged a much higher level of student engagement, promoted active learning (answering “clicker” questions, small-group discussions, worksheets) during a significant portion of class time and built on assigned pre-class tasks. The lesson content and analysis of the assessments were informed by existing research on student learning of mathematics and student interviews, though the interventions and assessments were also intended to be compatible with typical course practices in an attempt to appeal to practitioners less familiar with the literature. Our study provides an example of active learning pedagogy (including materials and assessment used) for students at this level of mathematics in a classroom of over one hundred students, and we report improved student performance—on conceptual items in particular—with a switching replication in that each section outperformed the other on the topic for which it received the intervention. © 2014, FIZ Karlsruhe.",Calculus; Teaching experiment,,,,,,,"Acknowledgments This work was supported by the Carl Wieman Science Education Initiative at the University of British Columbia, Canada. The authors would like to thank Carl Wieman and members of the Special Interest Group for Research in Undergraduate Mathematics Education of the Mathematical Association of America for discussions in earlier stages of our work, as well as the reviewers whose comments were extremely helpful in completing this article.",,,,,"Adair, J.G., Sharpe, D., Huynh, C.-L., Hawthorne control procedures in educational experiments: A reconsideration of their use and effectiveness (1989) Review of Educational Research, 59 (2), pp. 215-228; Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman, M.K., (2010) How learning works: Seven research-based principles for smart teaching, , Jossey-Bass, San Francisco, CA:; Andrews, T.M., Leonard, M.J., Colgrove, C.A., Kalinowski, S.T., Active learning not associated with student learning in a random sample of college biology courses (2011) CBE Life Sciences Education, 10 (4), pp. 394-405; Asiala, M., Cottrill, J.F., Dubinsky, E., Schwingendorf, K.E., The development of students’ graphical understanding of the derivative (1997) The Journal of Mathematical Behavior, 16 (4), pp. 399-431; Bransford, J.D., Brown, A.L., Cocking, R.R., How People Learn: Brain, Mind, Experience, and School (2003) Psychology (Expanded.), , Washington D.C.: National Academy Press; Bressoud, D.M., Carlson, M.P., Mesa, V., Rasmussen, C., The calculus student: insights from the Mathematical Association of America national study (2013) International Journal of Mathematical Education in Science and Technology, 44 (5), pp. 685-698; Carlson, M., Jacobs, S., Coe, E., Larsen, S., Hsu, E., Applying covariational reasoning while modeling dynamic events: A framework and a study (2002) Journal for Research in Mathematics Education, 33 (5), pp. 352-378; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69, p. 970; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics class (2011) Science (New York, N.Y.), 332 (6031), pp. 862-864; Dubinsky, E.D., McDonald, M.A., APOS: A constructivist theory of learning in undergraduate mathematics education research (2002) The teaching and learning of mathematics at university level, pp. 275-282. , Holton D, Artigue M, Kirchgräber U, Hillel J, Niss M, Schoenfeld A, (eds), Springer, The Netherlands:; Engelke, N., Students’ understanding of related rates problems in calculus (2007) Arizona State University; Epstein, J., The calculus concept inventory—measurement of the effect of teaching methodology in mathematics (2013) Notices of the AMS, 60 (8), pp. 1018-1026; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Hora, M., Ferrare, J., (2009) Structured observation protocol for instruction in Institutions of Higher Education (IHEs), , Madison, WI:; Klymchuk, S., Zverkova, T., Gruenwald, N., Sauerbier, G., University students’ difficulties in solving application problems in calculus: Student perspectives (2010) Mathematics Education Research Journal, 22 (2), pp. 1033-2170; Kogan, M., Laursen, S.L., Assessing long-term effects of inquiry-based learning: A case study from college mathematics (2013) Innovative Higher Education, 39 (3), pp. 1-17; Kwon, O.N., Rasmussen, C., Allen, K., Students’ retention of mathematical knowledge and skills in differential equations (2005) School Science and Mathematics, 105 (5), pp. 227-239; Martin, T., Calculus students’ ability to solve geometric related-rates problems (2000) Mathematics Education Research Journal, 12 (2), pp. 74-91; McGivney-Burelle, J., Xue, F., Flipping Calculus (2013) PRIMUS, 23 (5); Michael, J., Where’s the evidence that active learning works? (2006) Advances in Physiology Education, 30, pp. 159-167; Ruiz-Primo, M.A., Briggs, D., Iverson, H., Talbot, R., Shepard, L.A., Impact of undergraduate science course innovations on learning (2011) Science (New York, N.Y.), 331 (6022), pp. 1269-1270; Schoenfeld, A.H., The Math Wars (2004) Educational Policy, 18 (1), pp. 253-286; Shadish, W.R., Cook, T.D., Campbell, D.T., (2001) Experimental and quasi-experimental designs for generalized causal inference, , Houghton Mifflin, Boston:; Speer, N.M., Smith, J.P., III, Horvath, A., Collegiate mathematics teaching: An unexamined practice (2010) The Journal of Mathematical Behavior, 29, pp. 99-114; Star, J.R., Reconceptualizing procedural knowledge (2005) Journal for Research in Mathematics Education, 36 (5), pp. 404-411; Stylianides, A.J., Stylianides, G.J., Seeking research-grounded solutions to problems of practice: Classroom-based interventions in mathematics education (2013) ZDM—The International Journal on Mathematics Education, 45 (3), pp. 333-341; Tallman, M., Carlson, M.P., A characterization of calculus I final exams in U.S. colleges and universities. Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education (p (2012) 217–226), , Portland, OR: Portland State University; Tsai, F.S., Natarajan, K., Ahipasaoglu, S.D., Yuen, C., Lee, H., Cheung, N.-M., Magnanti, T.L., From boxes to bees: Active learning in freshmen calculus (2013) In 2013 IEEE Global Engineering Education Conference (EDUCON), pp. 59-68; Tziritas, M., APOS Theory as a Framework to Study the Conceptual Stages of Related Rates Problems. Analysis (2011) Concordia University; Weller, K., Clark, J., Dubinsky, E., Loch, S., McDonald, M., Merkovsky, R., Student performance and attitudes in courses based on APOS Theory and the ACE Teaching Cycle (2003) Research in Collegiate Mathematics Education V, pp. 97-131. , Selden A, Dubinsky E, Harel G, Hitt F, (eds), American Mathematical Society, Providence:","Code, W.; University of British ColumbiaCanada",,,Springer Verlag,,,,,18639690,,,,English,ZDM Internat. J. Math. Edu.,Article,Final,,Scopus,2-s2.0-84926347751
"Tierney J., Bodek M., Fredricks S., Dudkin E., Kistler K.",56509133100;56022364900;56263110700;6506808470;16304305600;,Using web-based video as an assessment tool for student performance in organic chemistry,2014,Journal of Chemical Education,91,7,,982,986,,9.0,10.1021/ed400195c,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84904102227&doi=10.1021%2fed400195c&partnerID=40&md5=b6e4a216898b0c76a64127bce76fd82f,"Department of Chemistry, Pennsylvania State University Brandywine Campus, Media, PA 19063, United States; Department of Instructional Design, Pennsylvania State University Brandywine Campus, Media, PA 19063, United States; Department of Communications, Pennsylvania State University Brandywine Campus, Media, PA 19063, United States; Department of Biology, Pennsylvania State University Brandywine Campus, Media, PA 19063, United States","Tierney, J., Department of Chemistry, Pennsylvania State University Brandywine Campus, Media, PA 19063, United States; Bodek, M., Department of Instructional Design, Pennsylvania State University Brandywine Campus, Media, PA 19063, United States; Fredricks, S., Department of Communications, Pennsylvania State University Brandywine Campus, Media, PA 19063, United States; Dudkin, E., Department of Biology, Pennsylvania State University Brandywine Campus, Media, PA 19063, United States; Kistler, K., Department of Chemistry, Pennsylvania State University Brandywine Campus, Media, PA 19063, United States","This article shows the potential for using video responses to specific questions as part of the assessment process in an organic chemistry class. These exercises have been used with a postbaccalaureate cohort of 40 students, learning in an online environment, over a period of four years. A second cohort of 25 second-year students taking the organic chemistry course onsite has been using these exercises over a period of three years. The questions in this exercise require the students to use a molecular model kit. The problems presented to the students involve standard concepts in organic chemistry relating to geometric issues with molecules or organic reactions. This method of assessment allows the instructor to see a student's higher-order thinking on a particular topic to a greater degree than is generally afforded with clicker questions. Students are acclimated to this new environment for assessment through practice exercises that are evaluated and critiqued, but not counted towards a grade. A transition to similar exercises follows that counts towards the students' grades. Constructive feedback to the students for their nongraded and graded responses, as well as the types of errors and misconceptions they display in their videos, are also described. © 2014 The American Chemical Society and Division of Chemical Education, Inc.",Conformational Analysis; Continuing Education; Enantiomers; Misconceptions/Discrepant Events; Organic Chemistry; Second-Year Undergraduate; Stereochemistry; Student-Centered Learning; Testing/Assessment,,,,,,,,,,,,"Jarratt, S.C., (1991) Rereading the Sophists: Classical Rhetoric Refigured, p. 83. , Southern Illinois University Press: Carbondale and Edwardsville; Crowther, G., STEM Songs, , http://faculty.washington.edu/crowther/Misc/Songs/, accessed May 2014; http://research.chem.psu.edu/mallouk/video.html, The Mallouk Group. (accessed May 2014); Benedict, L., Pence, H.E., Teaching Chemistry Using Student-Created Videos and Photo Blogs Accessed with Smartphones and Two-Dimensional Barcodes (2012) J. Chem. Educ., 89 (3), pp. 492-496; Bunce, D.M., Vandenplas, J.R., Havanki, K.L., Comparing the Effectiveness on Student Achievement of a Student Response System versus Online WebCT Quizzes (2006) J. Chem. Educ., 83 (3), pp. 488-493; Lagowski, J.J., Student Assessment (1983) J. Chem. Educ., 60 (12), p. 1007; Lagowski, J.J., Assessment and Feedback (1986) J. Chem. Educ., 63 (6), p. 461; Moore, J.W., Assessment, Achievement, and Understanding (1997) J. Chem. Educ., 74 (5), p. 477; Holme, T., Assessment Data and Decision Making in Teaching (2011) J. Chem. Educ., 88 (8), p. 1017; Pienta, N.J., Striking a Balance with Assessment (2011) J. Chem. Educ., 88 (9), pp. 1199-1200; Bretz, S.L., Navigating the Landscape of Assessment (2012) J. Chem. Educ., 89 (6), pp. 689-691; Brewer, G.E.F., Standard tests for the evaluation of student achievement (1954) J. Chem. Educ., 31 (7), pp. 370-372; Parker, R.C., Kristol, D.S., Student peer evaluation (1976) J. Chem. Educ., 53 (3), p. 177; Tsparlis, G., Zoller, U., Fastow, M., Lubezky, A., Students' Self-Assessment in Chemistry Examinations Requiring Higher- and Lower-Order Cognitive Skills (1999) J. Chem. Educ., 76 (1), pp. 112-113; Bergendahl, C., Tibell, L., Boosting Complex Learning by Strategic Assessment and Course Design (2005) J. Chem. Educ., 82 (4), pp. 645-651; Schurmeier, K.D., Atwood, C., Shepler, C.G., Lautenschlager, G.J., Using Item Response Theory to Assess Changes in Student Performance Based on Changes in Question Wording (2010) J. Chem. Educ., 87 (11), pp. 1268-1272; Trumbore, C.N., Mandatory student-instructor interview (1978) J. Chem. Educ., 55 (10), p. 619; Roecker, L., Using Oral Examination as a Technique to Assess Student Understanding and Teaching Effectiveness (2007) J. Chem. Educ., 84 (10), pp. 1663-1666; Phelps, A.J., Laporte, M.M., Mahood, A., Portfolio Assessment in High School Chemistry: One Teacher's Guidelines (1997) J. Chem. Educ., 74 (5), pp. 528-531; Lerman, Z.M., Chemistry for art and communication students (1986) J. Chem. Educ., 63 (2), pp. 142-143; Lerman, Z.M., Energy for art and communication students (1986) J. Chem. Educ., 63 (6), pp. 520-521; Lerman, Z.M., Using the Arts to Make Chemistry Accessible to Everybody. 2002 James Flack Norris Award, sponsored by ACS Northeast Section (2003) J. Chem. Educ., 80 (11), pp. 1234-1242; Penn State Brandywine Curriculum - One Year Option, , http://www.bw.psu.edu/CE/29766.htm, accessed May 2014; (2014), http://www.maruzen.info/hgs/catalog/product_info.php?products_id=616, HGS Online shop. (accessed May); (2014), http://corp.kaltura.com/, Kaltura video platform. (accessed May); (2014), http://voicethread.psu.edu/, Voicethread group conversations around images, documents and videos. (accessed May); Tierney, J., Forecasting Periodic Trends: A Semester-Long Team Exercise for Nonscience Majors (2008) J. Chem. Educ., 85 (9), pp. 1215-1217; http://www.webassign.net/, WebAssign. (accessed May 2014); http://courses.chem.psu.edu/chem110spring/homework-quizzes/aleks.htm, PSU Chem 110 Spring ALEKS: (accessed May 2014); http://www.cengage.com/owl/#nogo, OWL - ome Portal: (accessed May 2014)","Tierney, J.; Department of Chemistry, Pennsylvania State University Brandywine Campus, Media, PA 19063, United States; email: jxt4@psu.edu",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84904102227
"Welbergen L., Pinilla S., Pander T., Gradel M., von der Borch P., Fischer M.R., Dimitriadis K.",55653893600;55758206100;55653913900;56168958300;24779794800;7402920954;55832383700;,The FacharztDuell: Innovative career counselling in medicine [Das FacharztDuell: Innovative Karriereplanung in der medizin],2014,GMS Zeitschrift fur Medizinische Ausbildung,31,2,,,,,1.0,10.3205/zma000909,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901022866&doi=10.3205%2fzma000909&partnerID=40&md5=1fc4e71f5ee0b2325c53be3eadd8223a,"LMU München, Institute for Medical Education, München, Germany; Ludwig-Maximilians-Universität, Neurologische Klinik und Poliklinik, Klinikum Großhadern, München, Germany; LMU München, Medizinische Klinik IV, München, Germany; Klinikum der Ludwig-Maximilians-Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Germany","Welbergen, L., LMU München, Institute for Medical Education, München, Germany; Pinilla, S., Ludwig-Maximilians-Universität, Neurologische Klinik und Poliklinik, Klinikum Großhadern, München, Germany; Pander, T., LMU München, Institute for Medical Education, München, Germany; Gradel, M., LMU München, Institute for Medical Education, München, Germany; von der Borch, P., LMU München, Medizinische Klinik IV, München, Germany; Fischer, M.R., Klinikum der Ludwig-Maximilians-Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Germany; Dimitriadis, K., Ludwig-Maximilians-Universität, Neurologische Klinik und Poliklinik, Klinikum Großhadern, München, Germany","Objective: The selection of a future medical specialty is a challenge all medical students face during the course of their studies. Students can choose from more than sixty specialties after graduation. There is usually no structured career counselling program available at German medical faculties. So far only little data on acceptance, formats and effects of different career counselling programs are available. The aim of this study is to describe an innovative format of career counselling for medical students including its evaluation of acceptance and its possible influence on medical specialty preferences. Methods: The need for career counselling became evident after the analysis of mentor-mentee conversations held within the mentoring program of our medical faculty, an online-based survey, an ad-hoc focus group and a pilot event. Panel discussions as an interactive format of presenting related medical specialties were developed and hence held four times under the name ""FacharztDuell"". Students evaluated all events separately with a questionnaire and changes in medical specialty choice preferences were documented using an Audience-Response-System (ARS). The FacharztDuell is organized regularly and supported by faculty teaching funds. Results: Among the student body FacharztDuell was well accepted (an average of 300 participants/event) and rated (average grade of 1.8 (SD= 0.7, 1=very good, 6=unsatisfactory, n=424). On average, 77.8% of the participating students considered the FacharztDuell to be a decision support for their future selection of a specialty. Up to 12% of the students changed their medical specialty choice preference throughout the event. Conclusion: FacharztDuell was well accepted by medical students of all semesters and seems to be supportive for their selection of a future medical specialty. However, longitudinal studies are necessary to better understand the decision making process of medical students along their career path. The FacharztDuell is easily transferrable to other faculties with respect to organization, staff and technical resources. © 2014 Welbergen et al.",Career counselling; Choice of specialty; Graduate medical education; Mentoring; Undergraduate medical education,"decision making; decision support system; Germany; human; medical education; medical student; medicine; psychology; questionnaire; vocational guidance; Career Choice; Decision Support Techniques; Education, Medical, Graduate; Germany; Humans; Medicine; Questionnaires; Students, Medical; Vocational Guidance",,,,,,,,,,,"Buddeberg-Fischer, B., Beck Schimmer, B., Hornung, R., Dietz, C., Mattanza, G., Klaghofer, R., Mentoring zur klinischen und akademischen Karriereförderung junger Ärztinnen und Ärzte (2005) Schw Ärztez., 86 (46), pp. 2566-2572; von der Borch, P., Dimitriadis, K., Störmann, S., Meinel, F.G., Moder, S., Reincke, M., Tekian, A., Fischer, M.R., A novel large-scale mentoring program for medical students based on a quantitative and qualitative needs analysis (2011) GMS Z Med Ausbild., 28 (2), pp. Doc26. , DOI: 10.3205/zma000738; Dimitriadis, K., von der Borch, P., Störmann, S., Meinel, F.G., Moder, S., Reincke, M., Fischer, M.R., Characteristics of mentoring relationships formed by medical students and faculty (2012) Med Educ Online., 17, p. 17242. , DOI: 10.3402/meo.v17i0.17242; Gold, A., (2009) Studienmotive und Zukunftsvorstellungen von Studienanfängerinnen und Studienanfängern der Humanmedizin., , Freiburg: Albert-Ludwigs-Universität Freiburg i. Brsg; Basco Jr., W.T., Reigart, J.R., When do medical students identify career-influencing physician role models? (2001) Acad Med., 76 (4), pp. 380-382. , DOI: 10.1097/00001888-200104000-00017; Mihalynuk, T., Leung, G., Fraser, J., Bates, J., Snadden, D., Free choice and career choice: Clerkship electives in medical education (2006) Med Educ., 40 (11), pp. 1065-1071. , DOI: 10.1111/j.1365-2929.2006.02614.x; Keating, E.M., O'donnell, E.P., Starr, S.R., How we created a peerdesigned specialty-specific selective for medical student career exploration (2013) Med Teach., 35 (2), pp. 91-94. , DOI: 10.3109/0142159X.2012.731110; (2013) Planning a medical career., , http://ps.columbia.edu/education/academic-career-planning/planning-medical-career, Columbia. Canada: Columbia University; [cited 2013 August 25th]; Zugänglich unter/vailable from; Mehmood, S.I., Khan, M.A., Walsh, K.M., Borleffs, J.C., Personality types and specialist choices in medical students (2013) Med Teach., 35 (1), pp. 63-68. , DOI: 10.3109/0142159X.2012.731104; Abdulghani, H.M., Al-Shaikh, G., Alhujayri, A.K., Alohaideb, N.S., Alsaeed, H.A., Alshohayeb, I.S., Alyahya, M.M., Shaik, S.A., What determines the selection of undergraduate medical students to the specialty of their future careers? (2013) Med Teach., 35 (S1), pp. S25-S30. , DOI: 10.3109/0142159X.2013.765548; Al-Fouzan, R., Al-Ajlan, S., Marwan, Y., Al-Saleh, M., Factors affecting future specialty choice among medical students in Kuwait (2012) Med Educ Online., 17, pp. 1-7. , DOI: 10.3402/meo.v17i0.19587; Chan, B.T., Degani, N., Crichton, T., Pong, R.W., Rourke, J.T., Goertzen, J., McCready, B., Factors influencing family physicians to enter rural practice: Does rural or urban background make a difference? (2005) Can Fam Physician., 51 (9), pp. 1246-1247; Hayes, B.W., Shakya, R., Career choices and what influences Nepali medical students and young doctors: A cross-sectional study (2013) Hum Resour Health., 11 (1), p. 5. , DOI: 10.1186/1478-4491-11-5; Blissett, S., Law, C., Morra, D., Ginsburg, S., The Relative Influence of Available Resources During the Residency Match: A National Survey of Canadian Medical Students (2011) J Grad Med Educ., 3 (4), pp. 497-502. , DOI: 10.4300/JGME-D-11-00043.1; Borges, N.J., Hartung, P.J., Stability of values during medical school (2010) Med Teach., 32 (9), pp. 779-781. , DOI: 10.3109/01421591003692706; Welbergen, L., Von der Borch, P., Pander, T., Dimitriadis, K., Battle of the specialties: Innovative career counselling for students (2013) Med Educ., 47 (5), p. 515. , DOI: 10.1111/medu.12159; Scott, I., Gowans, M.C., Wright, B., Brenneis, F., Why medical students switch careers Changing course during the preclinical years of medical school (2007) Can Fam Physician., 53 (1), pp. 94-95; (2013) Analyse-Ärztemangel trotz steigender Arztzahlen., , http://www.bundesaerztekammer.de/page.asp?his=1.128.129, Bundesärztekammer. Berlin: Bundesärztekammer; [cited 2013 April 25th]. Zugänglich unter/vailable from; Dornan, T., (2011) Medical education: Theory and practice., , Edinburgh: Elsevier; S.364ff; Steinhäuser, J., Miksch, A., Hermann, K., Joos, S., Loh, A., Götz, K., What do medical students think of family medicine? (2013) Dtsch Med Wochenschr.; Bradner, M., Crossman, S.H., Vanderbilt, A.A., Gary, J., Munson, P., (2013) Career advising in family medicine: A theoretical framework for structuring the medical student/faculty advisor interview., , Med Educ Online. 18; (2013) Wegweiser Nachwuchsförderung., , http://www.dgn.org, DGN. Berlin: DGN; [cited 2013 August 5th]. Zugägnlich unter/vailable from; Bittaye, M., Odukogbe, A.T., Nyan, O., Jallow, B., Omigbodun, A.O., Medical students' choices of specialty in The Gambia: The need for career counseling (2012) BMC Med Educ., 12 (1), p. 72. , DOI: 10.1186/1472-6920-12-72; Mellman, L.A., Paquette, B., Academic and career counseling for medical students and the complex role of the Student Affairs Dean (2012) Acad Psych., 36 (3), pp. 169-173. , DOI: 10.1176/appi.ap.10020034","Welbergen, L.; LMU München, Institute for Medical Education, Ziemssenstraße 1, 80336 München, Germany; email: lena.welbergen@gmail.com",,,Gesellschaft fur Medizinische Ausbildung,,,,,18603572,,,24872852.0,English; German,GMS Z. Med. Ausbild.,Article,Final,,Scopus,2-s2.0-84901022866
"Cotes S., Cotuá J.",36482521900;36454626300;,Using audience response systems during interactive lectures to promote active learning and conceptual understanding of stoichiometry,2014,Journal of Chemical Education,91,5,,673,677,,7.0,10.1021/ed400111m,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84900549247&doi=10.1021%2fed400111m&partnerID=40&md5=cbd57b22381946a059ef67615fbc30c7,"Departamento de Química y Biología, Universidad Del Norte, Barranquilla 080020, Colombia; Grupo de Investigación Max Planck, Universidad Del Atlántico, Barranquilla 080020, Colombia","Cotes, S., Departamento de Química y Biología, Universidad Del Norte, Barranquilla 080020, Colombia; Cotuá, J., Grupo de Investigación Max Planck, Universidad Del Atlántico, Barranquilla 080020, Colombia","This article describes a method of instruction using an active learning strategy for teaching stoichiometry through a process of gradual knowledge building. Students identify their misconceptions and progress through a sequence of questions based on the same chemical equation. An infrared device and software registered as the TurningPoint Audience Response System, which can be integrated into Microsoft PowerPoint, is used to instantly retrieve students answers and provide them with appropriate feedback. The usefulness of breaking down topics in a consistent way and, in particular, emphasizing the subjective interpretation of connectivity and mass relationships in chemistry was evident. Most students felt that the use of the immediate response system combined with cooperative social interactions was positive and contributed to their understanding of the topic. © 2014 The American Chemical Society and Division of Chemical Education, Inc.",Collaborative/Cooperative Learning; First-Year Undergraduate/General; High School/Introductory Chemistry; Misconceptions/Discrepant Events; Reactions; Stoichiometry,,,,,,,,,,,,"Nurrenbern, S.C., Pickering, M., Concept Learning versus Problem Solving: Is There a Difference? (1987) J. Chem. Educ., 64 (6), pp. 508-510; Rojas De Astudillo, L., Niaz, M., Reasoning Strategies Used by Students to Solve Stoichiometry Problems and Its Relationship to Alternative Conceptions, Prior Knowledge, and Cognitive Variables (1996) J. Sci. Educ. Technol., 5 (2), pp. 131-140; Boujaoude, S., Barakat, H., Secondary School Students Difficulties in Stoichiometry (2000) Sch. Sci. Rev., 81 (296), pp. 91-98; Meyer, L.S., Schmidt, S., Nozawa, F., Panee, D., Using Demonstrations to Promote Student Comprehension in Chemistry (2003) J. Chem. Educ., 80 (4), pp. 431-435; Huddle, P.A., Pillay, E.A., An In-Depth Study of Misconceptions in Stoichiometry and Chemical Equilibrium at a South African University (1996) J. Res. Sci. Teach., 33 (1), pp. 65-77; Sokoloff, D.R., Thornton, R.K., Using Interactive Lecture Demonstrations to Create an Active Learning Environment (1997) Phys. Teach., 35, pp. 340-348; Haidar, A., Prospective Chemistry Teachers Conceptions of the Conservation of Matter and Related Concepts (1997) J. Res. Sci. Teach., 34 (2), pp. 181-197; Milner-Bolotin, M., Increasing Interactivity and Authenticity of Chemistry Instruction through Data Acquisition Systems and Other Technologies (2012) J. Chem. Educ., 89 (4), pp. 477-481; Murphy, K., Using a Personal Response System to Map Cognitive Efficiency (2012) J. Chem. Educ., 89 (10), pp. 1229-1235; Bunce, D.M., Flens, E.A., Neiles, K.Y., How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers (2010) J. Chem. Educ., 87 (12), pp. 1438-1443; Vital, F., Creating a Positive Learning Environment with the Use of Clickers in a High School Chemistry Classroom (2012) J. Chem. Educ., 89 (4), pp. 470-473; King, D.B., Using Clickers to Identify the Muddiest Points in Large Chemistry Classes (2011) J. Chem. Educ., 88 (11), pp. 1485-1488; Woelk, K., Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses (2008) J. Chem. Educ., 85 (10), p. 1400; Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P.G., Pascoe, C.J., Tripp, L., (2014) Living and Learning with New Media: Summary of Findings from the Digital Youth Project, , http://digitalyouth.ischool.berkeley.edu/report, (accessed Mar); Baranski, A., The Atomic Mass Unit, the Avogadro Constant, and the Mole: A Way to Understanding (2012) J. Chem. Educ., 89 (1), pp. 97-102; Sostarecz, M.C., Sostarecz, A.G., A Conceptual Approach to Limiting-Reagent Problems (2012) J. Chem. Educ., 89 (9), pp. 1148-1151; Radhakrishnamurty, P., Stoichiometry and Chemical Reactions (1995) J. Chem. Educ., 72 (7), p. 668; Kauffman, G.B., A Schematic Summary of General Chemistry Stoichiometry (1976) J. Chem. Educ., 53 (8), p. 509; Weerasooriya, R., Chemical Equations, Moles, and Stoichiometry (1981) J. Chem. Educ., 58 (10), p. 792; Gardner, H., (1983) Frames of Mind: The Theory of Multiple Intelligences, , Basic Books: New York; Wood, C., Breyfogle, B., Interactive Demonstrations for Mole Ratios and Limiting Reagents (2006) J. Chem. Educ., 83 (5), pp. 741-748; Blackburn, E.V., Browne, L.M., Teaching Introductory Organic Chemistry: A Problem-Solving and Collaborative-Learning Approach (1999) J. Chem. Educ., 76 (8), pp. 1104-1107; Felder, R.M., Active-Inductive-Cooperative Learning: An Instructional Model for Chemistry? (1996) J. Chem. Educ., 73 (9), pp. 832-836; Francisco, J.S., Nicoll, G., Trautman, M., Integrating Multiple Teaching Methods into a General Chemistry Classroom (1998) J. Chem. Educ., 75 (2), pp. 210-213; Hake, R.R., Interactive-Engagement vs. Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses (1998) Am. J. Phys., 66, pp. 64-74; Barr, R.B., Tagg, J., From Teaching to Learning-A New Paradigm for Undergraduate Education (1995) Change, 27 (6), pp. 12-25; Knight, J., Wood, W.B., Teaching More by Lecturing Less (2005) Cell. Biol. Educ., 4 (4), pp. 298-310. , Winter; Driver, R., Scanlon, E., Conceptual Change in Science: A Research Program (1989) J. Comput. Assisted Learn., 5, pp. 25-36","Cotes, S.; Departamento de Química y Biología, Universidad Del Norte, Barranquilla 080020, Colombia; email: scotes@uninorte.edu.co",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84900549247
"Bryfczynski S.P., Brown R., Hester J., Herrmann A., Koch D.L., Cooper M.M., Grove N.P.",24821953500;57207171739;55973287400;55315901800;55480615600;35766303800;16241528400;,"URespond: Ipad as interactive, personal response system",2014,Journal of Chemical Education,91,3,,357,363,,10.0,10.1021/ed4006453,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897801052&doi=10.1021%2fed4006453&partnerID=40&md5=1306ccfd7530cf88057853515bc557dc,"Urban Science, Detroit, MI 48243, United States; Department of Computer Science, University of North Carolina Wilmington, Wilmington, NC 28403, United States; School of Computing, Clemson University, Clemson, SC 29634, United States; Department of Chemistry and Biochemistry, University of North Carolina Wilmington, Wilmington, NC, 28403, United States; Department of Chemistry, Michigan State University, East Lansing, MI 48224, United States","Bryfczynski, S.P., Urban Science, Detroit, MI 48243, United States; Brown, R., Department of Computer Science, University of North Carolina Wilmington, Wilmington, NC 28403, United States; Hester, J., School of Computing, Clemson University, Clemson, SC 29634, United States; Herrmann, A., Department of Computer Science, University of North Carolina Wilmington, Wilmington, NC 28403, United States; Koch, D.L., Department of Chemistry and Biochemistry, University of North Carolina Wilmington, Wilmington, NC, 28403, United States; Cooper, M.M., Department of Chemistry, Michigan State University, East Lansing, MI 48224, United States; Grove, N.P., Department of Chemistry and Biochemistry, University of North Carolina Wilmington, Wilmington, NC, 28403, United States","Personal response systems are quickly becoming indispensable formative assessment tools in many college-level chemistry courses. With the use of such devices, students are provided with invaluable insights into the skills perceived by the instructor as important, while concurrently, the instructor can gather feedback as to how well students have mastered those skills. In graphically intensive subjects such as chemistry, however, their use is severely limited by the input options afforded by current devices. It is often difficult to distill graphing and structure creation tasks into questions that can be answered with short strings of numbers or via multiple choice. We have developed the uRespond system - a touch-based personal response system that allows students to use iPads or more traditional computers to draw graphs and structures - to address this critical, formative assessment gap. © 2014 The American Chemical Society and Division of Chemical Education, Inc.",Computer-Based Learning; General Public; Testing/Assessment,,,,,,"National Science Foundation, NSF: DUE-TUES #1043129

National Science Foundation, NSF: DUE-TUES #1122661",,,,,,"Heward, W.L., (2003), Factsheet published by the U.S. Department of Education; Lammers, W.J., Murphy, J.J., A Profile of Teaching Techniques Used in the University Classroom (2002) Act. Learn. High. Educ., 3, pp. 54-67; Huxham, M., Learning in Lectures: Do ""interactive Windows"" Help? (2005) Act. Learn. High. Educ., 6, pp. 17-31; Windschitl, M., Using Small-Group Discussions in Science Lectures: A Study of Two Professors (1999) Coll. Teach., 47, pp. 23-27; Gibbs, G., Habeshaw, T., (1989) Preparing to Teach, , Technical and Educational Services: Bristol; Bretz, S.L., Novak's Theory of Education: Human Constructivism and Meaningful Learning (2001) J. Chem. Educ., 78, p. 1107; Novak, J., (1977) A Theory of Education, , Cornell University: Ithaca, NY; Novak, J., (1998) Learning, Creating, and Using Knowledge, , Lawrence Erlbaum Associates, Inc. Mahwah, NJ; Stuart, J., Rutherford, R.J., Medical Student Concentration during Lectures (1978) Lancet, 2, pp. 514-516; Frederick, P.J., The Lively Lecture - 8 Variations (1986) Coll. Teach., 34, pp. 43-50; Horgan, J., Lecturing for Learning (2003) A Handbook for Teaching and Learning in Higher Education, pp. 75-90. , 2 nd ed. Fry, H. Ketteridge, S. Marshall, S. Routledge Falmer: London; Wankat, P., Oreovicz, F., Beyond the Textbook (2003) ASEE Prism, 8, pp. 40-42; Bligh, D.A., (2000) What's the Use of Lectures?, , Jossey-Bass: San Francisco, CA; Race, P., Brown, S., (1998) The Lecturer's Toolkit, , Kogan Page: London; Bullock, D.W., Labella, V.P., Clingan, T., Ding, Z., Stewart, G., Thibado, P.M., Enhancing the Student-Instructor Interaction Frequency (2002) Phys. Teach., 40, pp. 30-36; Davies, S.M., Observations in Classrooms Using a Network of Handheld Devices (2003) J. Comp. Assist. Learn., 19, pp. 298-307; Dufresne, R.J., Wenk, L., Mestre, J.P., Gerace, W.J., Leonard, W.J., Classtalk: A Classroom Communication System for Active Learning (1996) J. Comp. High. Educ., 7, pp. 3-47; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A Student Response System for Increasing Engagement, Motivation, and Learning in High Enrollment Lectures (2005) Proceedings of the 11th Americas Conference on Information Systems, p. 1. , Curran Associates, Inc. Red Hook, NY - 7; King, D.B., Joshi, S., Gender Differences in the Use and Effectiveness of Personal Response Devices (2008) J. Sci. Educ. Technol., 17, pp. 544-552; Woelk, K., Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses (2008) J. Chem. Educ., 85, pp. 1400-1405; MacArthur, J.R., Jones, L.L., A Review of Literature Reports of Clickers Applicable to College Chemistry Classrooms (2008) Chem. Educ. Res. 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Higher Educ., 28, pp. 458-473; Paschal, C.B., Formative Assessment in Physiology Teaching Using a Wireless Classroom Communication System (2002) Adv. Phys. Educ., 26, pp. 299-308; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics Lecturing with Audience Paced Feedback (1998) Amer. J. Phys., 66, pp. 439-441; Reay, N.W., Bao, L., Pengfei, L., Warnakulasooriya, R., Baugh, G., Towards the Effective Use of Voting Machines in Physics Lectures (2005) Amer. J. Phys., 73, pp. 554-558; http://www.turningtechnologies.com/, Turning Technologies Home Page. (accessed Jan 2014); http://www.iclicker.com/dnn/, i > Clicker. (accessed Jan 2014); (2014), http://www.einstruction.com/, eInstruction. (accessed Jan); (2014), http://www.h-itt.com/, H-ITT Classroom Response System. (accessed Jan); https://tophat.com, Student Response and Engagement System, Top Hat. (accessed Jan 2014); http://chemexams.chem.iastate.edu, ACS Division of Chemical Education, Examinations Institute. (accessed Jan 2014); Cooper, M.M., Grove, N., Underwood, S.M., Klymkowsky, M.W., Lost in Lewis Structures: An Investigation of Student Difficulties in Developing Representational Competence (2010) J. Chem. Educ., 87, pp. 869-874; (2014), http://besocratic.chemistry.msu.edu, beSocratic Home Page. (accessed Jan); Cooper, M.M., Grove, N., Pargas, R., Bryfczynski, S., Gatlin, T., OrganicPad: An Interactive Free-hand Drawing Application for Organic Chemistry (2009) Chem. Educ. Res. Pract., 10, pp. 296-301; Bird, S., Klein, E., Loper, E., (2009) Natural Language Processing with Python, , O'Reilly Media, Inc. Sebastopol, CA; (2014), http://besocratic.chemistry.msu.edu, uRespond is freely available: (accessed Jan)","Grove, N.P.; Department of Chemistry and Biochemistry, University of North Carolina Wilmington, Wilmington, NC, 28403, United States; email: groven@uncw.edu",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84897801052
"Wallis L.J., Range F., Müller C.A., Serisier S., Huber L., Virányi Z.",56100156400;16301802300;7404110378;14030344200;7102868913;57202940700;,Lifespan development of attentiveness in domestic dogs: Drawing parallels with humans,2014,Frontiers in Psychology,5,FEB, Article 71,,,,26.0,10.3389/fpsyg.2014.00071,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897660832&doi=10.3389%2ffpsyg.2014.00071&partnerID=40&md5=e8151c3c64a564f4fb2dc808d68f3cb7,"Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna and University of Vienna, Vienna, Austria; Department of Cognitive Biology, University of Vienna, Vienna, Austria; Royal Canin Research Center, Aimargues, France","Wallis, L.J., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna and University of Vienna, Vienna, Austria, Department of Cognitive Biology, University of Vienna, Vienna, Austria; Range, F., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna and University of Vienna, Vienna, Austria; Müller, C.A., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna and University of Vienna, Vienna, Austria, Department of Cognitive Biology, University of Vienna, Vienna, Austria; Serisier, S., Royal Canin Research Center, Aimargues, France; Huber, L., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna and University of Vienna, Vienna, Austria; Virányi, Z., Clever Dog Lab, Messerli Research Institute, University of Veterinary Medicine Vienna, Medical University of Vienna and University of Vienna, Vienna, Austria","Attention is pivotal to consciousness, perception, cognition, and working memory in all mammals, and therefore changes in attention over the lifespan are likely to influence development and aging of all of these functions. Due to their evolutionary and developmental history, the dog is being recognized as an important species for modeling human healthspan, aging and associated diseases. In this study, we investigated the normal lifespan development of attentiveness of pet dogs in naturalistic situations, and compared the resulting cross-sectional developmental trajectories with data from previous studies in humans. We tested a sample of 145 Border collies (6 months to 14 years) with humans and objects or food as attention attractors, in order to assess their attentional capture, sustained and selective attention, and sensorimotor abilities. Our results reveal differences in task relevance in sustained attentional performance when watching a human or a moving object, which may be explained by life-long learning processes involving such stimuli. During task switching we found that dogs' selective attention and sensorimotor abilities showed differences between age groups, with performance peaking at middle age. Dogs' sensorimotor abilities showed a quadratic distribution with age and were correlated with selective attention performance. Our results support the hypothesis that the development and senescence of sensorimotor and attentional control may be fundamentally interrelated. Additionally, attentional capture, sustained attention, and sensorimotor control developmental trajectories paralleled those found in humans. Given that the development of attention is similar across humans and dogs, we propose that the same regulatory mechanisms are likely to be present in both species. Finally, this cross-sectional study provides the first description of age group changes in attention over the lifespan of pet dogs. © 2014 Wallis, Range, Müller, Serisier, Huber and Virányi.",Aging; Attention; Attentional control; Clicker training; Development; Dog; Learning; Lifespan,,,,,,,,,,,,"Adams, B., Chan, A., Callahan, H., Siwak, C., Tapp, D., Ikedadouglas, C., Use of a delayed non-matching to position task to model age-dependent cognitive decline in the dog (2000) Behav. Brain Res, 108, pp. 47-56. , doi: 10.1016/S0166-4328(99)00132-1; Annaz, D., Remington, A., Milne, E., Coleman, M., Campbell, R., Thomas, M.S.C., Development of motion processing in children with autism (2010) Dev. Sci, 13, pp. 826-838. , doi: 10.1111/j.1467-7687.2009.00939.x; Baltes, P.B., Lindenberger, U., Emergence of a powerful connection between sensory and cognitive functions across the adult life span: a new window to the study of cognitive aging? (1997) Psychol. 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"Heaslip G., Donovan P., Cullen J.G.",55255338300;37461170000;57204280056;,Student response systems and learner engagement in large classes,2014,Active Learning in Higher Education,15,1,,11,24,,49.0,10.1177/1469787413514648,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84894061043&doi=10.1177%2f1469787413514648&partnerID=40&md5=18a45f370da3abb739b493e36b187784,"NUI Maynooth, Ireland","Heaslip, G., NUI Maynooth, Ireland; Donovan, P., NUI Maynooth, Ireland; Cullen, J.G., NUI Maynooth, Ireland","The use of student response systems is becoming more prevalent in higher level education. Evidence on the effectiveness of this technology can be an important resource for tutors seeking to engage with learners and raise the quality of learning experiences. Student response systems have been found to increase student engagement and participation in the classroom, yet few studies examine why this is so. This research seeks to explore the effects of student response systems on student participation in large classes. The methods used included both quantitative and qualitative data. A pre-test/mid-test/post-test design (quantitative approach) was deployed to examine the effects of a classroom response system on interactivity. Students involved in a final year undergraduate business course took part in investigating the use of student response systems from the student perspective. Qualitative data were collected to identify the strengths and weaknesses of using a classroom response system to enhance classroom interaction through semi-structured interviews. This research builds on previous studies by investigating why students become more participatory, interactive and engaged during learning sessions which utilise student response systems. Implications for teaching practice are discussed, and avenues for future research on student response systems and student engagement in large class scenarios are outlined. © The Author(s) 2013.",classroom interactivity; clickers; student engagement; student response system,,,,,,,,,,,,"Astin, A.W., (1975) Preventing Students from Dropping Out, , San Francisco, CA: Jossey-Bass; Astin, A.W., Student involvement: A developmental theory for higher education (1984) Journal of College Student Personnel, 25 (4), pp. 297-307; Bannan-Ritland, B., Computer-mediated communication, eLearning, and interactivity: A review of the research (2002) Quarterly Review of Distance Education, 3 (2), pp. 161-179; Beekes, W., The 'Millionaire' method for encouraging participation (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Bergtrom, G., Clicker sets as learning objects (2006) Interdisciplinary Journal of Knowledge and Learning, 2. , http://www.ijello.org/Volume2/v2p105-110Bergtrom.pdf, Available at, (2010, accessed 9 May 2010); Bippus, A.M., Young, S.L., What behaviours reflect involvement in a course? 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Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Sims, R., Promises of interactivity: Aligning learner perceptions and expectations with strategies for flexible and online learning (2003) Distance Education, 24 (1), pp. 87-103; Stuart, S.A., Brown, M.J., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Usher, A., Cervenan, (2005), Toronto, ON, Canada: Educational Policy Institute; Wentling, T.L., Park, J., Peiper, C., Learning gains associated with annotation and communication software designed for large undergraduate classes (2007) Journal of Computer Assisted Learning, 23 (1), pp. 36-46; Wolf-Wendel, L., Ward, K., Kinzie, J., A tangled web of terms: The overlap and unique contribution of involvement, engagement, and integration to understanding college student success (2009) Journal of College Student Development, 50 (4), pp. 407-428; Zepke, N., Leach, L., Improving student engagement: Ten proposals for action (2010) Active Learning in Higher Education, 11 (3), pp. 167-177","Heaslip, G.; Department of Management, School of Business, North Campus, NUI Maynooth, Maynooth, Co. Kildare, Ireland; email: graham.heaslip@nuim.ie",,,,,,,,14697874,,,,English,Act. Learn. High. Educ.,Article,Final,,Scopus,2-s2.0-84894061043
"Mwombe S.O.L., Mugivane F.I., Adolwa I.S., Nderitu J.H.",56050372800;15136680900;55214957000;6504270883;,"Evaluation of Information and Communication Technology Utilization by Small Holder Banana Farmers in Gatanga District, Kenya",2014,Journal of Agricultural Education and Extension,20,2,,247,261,,11.0,10.1080/1389224X.2013.788454,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84894652944&doi=10.1080%2f1389224X.2013.788454&partnerID=40&md5=db7ce6e919a68707634158e775aaa1cb,"Agribusiness and Information Management Division, Ministry of Agriculture, Bungoma East District, Nairobi, Kenya; Department of Agriculture Economics, The university of Nairobi, P.O. Box 30197, Nairobi, Kenya; Tropical Soil and Biology Institute of CIAT, P.O. Box 823-00621, Nairobi, Kenya; Mt. Kenya University, Kenya","Mwombe, S.O.L., Agribusiness and Information Management Division, Ministry of Agriculture, Bungoma East District, Nairobi, Kenya, Department of Agriculture Economics, The university of Nairobi, P.O. Box 30197, Nairobi, Kenya; Mugivane, F.I., Department of Agriculture Economics, The university of Nairobi, P.O. Box 30197, Nairobi, Kenya; Adolwa, I.S., Tropical Soil and Biology Institute of CIAT, P.O. Box 823-00621, Nairobi, Kenya; Nderitu, J.H., Mt. Kenya University, Kenya","The study was carried out to identify information communication technologies (ICTs) used in production and marketing of bananas, to determine factors influencing intensity of use of ICT tools and to assess whether use of ICT has a significant influence on adoption of tissue culture bananas by small-scale banana farmers in Gatanga District, Kenya.A multi-stage purposive sampling and proportionate allocation technique was used to select 116 respondents. A pre-tested questionnaire was used to collect data. SPSS and STATA were used for descriptive and quantitative analysis.Radio, television and the mobile phone were found to be the most accessible ICTs and were often used to access information on production or/and marketing of bananas. The least accessible ICTs were computers, internet services and video cassettes. Socio-economic factors like age, gender, income and acreage of bananas planted had an influence on the intensity of use of ICT tools as a source of agricultural information by smallholder banana farmers. Use of ICTs was found to influence adoption of tissue culture (TC) bananas. Low levels of education and distance to internet services were found to be the most constraining to the use of ICT tools. Other constraints included: lack of money to buy internet services, digital cameras and computers. Farmers were of the opinion that radio and the mobile phone were the most useful ICT tools while television, print media, internet/email and video cassettes/DVDs were the least useful as a source of information on banana production.This study elucidates the important role of ICTs in disseminating agricultural information. There is need for the government to demystify ICT training at all levels of education to improve local content development. Reduction of taxes on radio-wave licensing and improving accessibility to affordable and quality handsets will aid in intensifying the use of radio and mobile phones by farmers in acquiring information. © 2013 Wageningen University.",Dissemination; ICTs; Information; Smallholder banana farmer,,,,,,,,,,,,"Adolwa, I.S., Okoth, P.F., Mulwa, R.M., Esilaba, A.O., Mairura, F.S., Nambiro, E., Analysis of Communication and Dissemination Channels Influencing Integrated Soil Fertility Management Adoption in Western Kenya (2012) The Journal of Agricultural Education and Extension, 18 (1), pp. 71-86; Hortec Sees Growing Trends in Horticulture (2006) African Farming, , African farming and processing, March/April; Africa's Farmers Go Online (2006) African Farming, , African farming and processing, September/October; Areal, F.J., Touza, J., MacLeod, A., Dehnen-Schmutz, K., Perrings, C., Palmieri, M.G., Spence, N.J., Integrating Drivers Influencing the Detection of Plant Pests Carried in the International Cut Flower Trade (2008) Journal of Environmental Management, 89 (4), pp. 300-307; Casmir, F., (1994) Building Communication Theories: A Socio/Cultural Approach, , http://www.questia.com, Lawrence Erlbaum Associates. Accessed November 5, 2012; Davis, K., Technology Dissemination among Small-Scale Farmers in Meru Central District of Kenya; Impact of Group Participation (2004), PhD diss., University of Florida; Ekanem, E., Mafuyai-Ekanem, M., Tegegne, F., Singh, S., Trust in Food-Safety Information Sources: Examining Differences in Respondents' Opinion from a Three-State Survey (2008) Journal of Food Distribution Research, 39 (1), pp. 51-56; Famoye, F., Wulu, J.T., Singh, K.P., On the Generalized Poisson Regression Model with an Application to Accident Data (2004) Journal of Data Science, 2 (2004), pp. 287-295; (2000) Agricultural Knowledge and Information Systems for Rural Development (AKIS/RD). Strategic Vision and Guiding Principles, , www.academicjournals.org/, FAO, Food and Agriculture Organization of the United Nations. Accessed November 5, 2012.ftp://ftp.fao.org/SD/SDR/SDRE/AKIS.pdf; Farooq, S., Muhammed, S., Chaudry, K.M., Ashraf, I., Role of Print Media in the Dissemination of Agricultural Information among Farmers (2007) Pakistan Journal of Agricultural Science, 44 (2), pp. 378-380; Gitonga, Z., Economic Assessment of Leaf Miner Invasion and Control Strategies in Kenya's Snowpea Industry: The Case of Nyeri Northand South Imenti Districts (2009), Master's thesis, University of Nairobi; (2008) National Agricultural Sector Extension Policy (NASEP), , Government of Kenya, Nairobi, Kenya,: Ministry of Agriculture; Greene, W., Functional Forms for the Negative Binomial Model for Count Data (2008) Economics Letters, 99, pp. 585-590. , 2008; Hall, A., Clark, N., Frost, A., Bottom-Up, Bottom-Line: Development-Relevant Enterprises in East Africa and their Significance for Agricultural Innovation (2010), RIU Discussion Paper Series #2010-002, July 2010, Research Into Use (RIU); Irfan, M., Muhammed, S., Khan, G.A., Asif, M., Role of Mass Media in the Dissemination of Agricultural Technologies among Farmers (2006) International Journal of Agriculture and Biology, 8 (3), pp. 417-419. , http://www.fspublishers.org/ijab/past-issues/IJABVOL_8_NO_3/25.pdf; Kiplang'at, J., Ocholla, D.N., Diffusion of Information and Communication Technologies in Communication of Agricultural Information among Agricultural Researchers and Extension Workers in Kenya (2005) South Africa Journal Libraries and Information Science, 71 (3), pp. 234-246; Madhur, G., Agricultural Extension, The Kenyan Experience (1999), http://www.worldbank.og/html/oed, Précis; World Bank Agricultural Extension Projects in Kenya, Report No. 19523, 30 June 1999; Marenya, P.P., Barrett, C.B., Household-Level Determinants of Adoption of Improved Natural Resources Management Practices among Smallholder Farmers in Western Kenya (2007) Food Policy, 32, pp. 515-536; Mazammel, M., (2012) Development Communication: Challenges in an Empowered Information Environment, , http://hdr.undp.org/en/media, Accessed November 6, 2012; Mugenda, O.L., Mugenda, A.G., (1999) Research Methods: Quantitative and Qualitative Approaches, , Nairobi,: African Centre for Technology Studies (ACTS) Press; Munyua, H., (2008) ICTs and Small-Scale Agriculture in Africa: A Scoping Study, , International Development Research Centre (IDRC); Munyua, H., Adera, E., Jenson, M., Emerging ICTs and their Potential in Revitalizing Small-Scale Agriculture in Africa (2008), http://www.cabi.org/gara/showpdf, IAALD AFITA WCCA, 2008 World Conference on Agricultural Information and IT; Muto, M., Yamano, T., The Impact of Mobile Phone Coverage Expansion on Market Participation: Panel Evidence from Uganda (2008) Journal of Japan Bank for International Cooperation Institute, (37), pp. 8-15. , Discussion working paper; Njuguna, J., Nguthi, F., Wepukhulu, S., Wambugu, F., Gitau, D., Karuoya, M., (2007) Evaluation of Introduced Superior Banana Cultivars at Thika in Central Kenya, , Thika, Kenya,: KARI; Okello, J.J., Narrod, C., Roy, D., Food Safety Requirements in African Green Bean Exports and Their Impact on Small Farmers (2007), 84 (5), pp. 113-1316. , IFPRI Discussion Paper No. 00737. Washington, DC: IFPRI. Available at Olson L.J., and S. Roy. 2002. ""The Economics of Controlling a Stochastic Biological Invasion."" American Journal of Agricultural Economics; Opara, U.N., Agricultural Information Sources Used by Farmers in Imo State, Nigeria (2008) Information Development, 24, pp. 289-295; Ovwigho, B.O., Ifie, P.A., Ajobo, R.T., Akor, E.I., The Availability and Use of ICT by Extension Agents in Delta Agricultural Development Project, Delta State Nigeria (2009) Human Ecology, 27 (3), pp. 185-188; Rogers, E.M., (1995) Diffusion of Innovations, , 4th ed., New York,: Free Press; Rogers, E.M., Scott, K.L., The Diffusion of Innovations Model and Outreach from the National Network of Libraries of Medicine of Native American Communities (1999), http://nnlm.gov/pnr/eval/rogers.html, [Online]. Accessed May 30, 2011; Sirak, M., Rice, J.C., Logistic Regression: An Introduction (1994) Advances in Social Science Methodology, 3, pp. 191-245. , In: Thompson B., editors Greenwich, CT,: JAI Press; Wambugu, F., Kiome, R.M., (2001) The Benefits of Biotechnology for Small-Scale Banana Production in Kenya, , No. 22, Ithaca, NY,: International Services for the Acquisition of Agri-Biotechnology Applications (ISAAA); Wejnert, B., Integrating Models of Diffusion of Innovation: A Conceptual Framework. The Annual Sociology (2006), http://soc.annualreveiw.org, Cornel Review Report of Human Department of University, Ithaca, NY; Agricultural Innovation Systems; From Diagnostics towards Operational Practices (2008), http://www.worldbank.org/rural, World Bank, Agriculture and Rural Development Discussion Paper 38, World Bank, Accessed November 3, 2012; Zurbrigg, K., Kelton, D., Anderson, N., Millman, S., Tie-Stall Design and its Relationship to Lameness, Injury, and Cleanliness on 317 Ontario Dairy Farms (2005) Journal for Dairy Science, 88, pp. 3201-3210","Agribusiness and Information Management Division, Ministry of Agriculture, Bungoma East District, Nairobi, Kenya",,,,,,,,1389224X,,,,English,J. Agric. Educ. Ext.,Article,Final,,Scopus,2-s2.0-84894652944
"Kühbeck F., Engelhardt S., Sarikas A.",56044198600;7004593055;8287251400;,A novel web-based audience response system for higher education. a pilot study to evaluate user acceptance [OnlineTED.de - ein webbasiertes Abstimmungssystem für die Lehre. Eine Pilotstudie zur Nutzerakzeptanzmessung],2014,GMS Zeitschrift fur Medizinische Ausbildung,31,1,,,,,3.0,10.3205/zma000897,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84894371084&doi=10.3205%2fzma000897&partnerID=40&md5=ea32e0ed746d840232110f0bd88e9b67,"Technische Universität, München (TUM), Institute of Toxicology, Munich, Germany","Kühbeck, F., Technische Universität, München (TUM), Institute of Toxicology, Munich, Germany; Engelhardt, S., Technische Universität, München (TUM), Institute of Toxicology, Munich, Germany; Sarikas, A., Technische Universität, München (TUM), Institute of Toxicology, Munich, Germany","Background and aim: Audience response (AR) systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed. Methods and results: ""OnlineTED"" was developed at Technische Universität München (TUM) based on Hypertext Preprocessor (PHP) with a My Structured Query Language (MySQL)-database as server- and Pharmacology and Javascript as client-side programming languages. ""OnlineTED"" enables lecturers to create and manage question sets online and start polls inclass via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops). A paperbased survey was conducted with undergraduate medical students and lecturers at TUM to compare OnlineTED with conventional AR systems using clickers. OnlineTED received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC) for participation in web-based AR technologies. Summary and Conclusion: ""OnlineTED"" is a novel web-based and platform- independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences. ©2014 Kühbeck et al.",Audience response system; Interactive teaching,"comparative study; computer language; evaluation study; feedback system; health personnel attitude; human; hypermedia; medical education; medical student; microcomputer; mobile phone; online system; pilot study; psychology; teaching; Attitude of Health Personnel; Cell Phones; Computer-Assisted Instruction; Computers, Handheld; Education, Medical, Undergraduate; Feedback; Humans; Hypermedia; Online Systems; Pilot Projects; Programming Languages; Students, Medical",,,,,,,,,,,"Biggs, J., Tang, C., (2011) Teaching For Quality Learning At University, , Maidenhead (Berkshire): Open University Press; Kay, R.H., Lesage, A., A strategic assessment of audience response systems used in higher education (2009) Aus J Educ Technol, 25 (2), pp. 235-249; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) Cell Biol Educ, 6 (1), pp. 1-8. , DOI: 10.1187/cbe.06-12-0206; Cate, T.O., Durning, S., Peer teaching in medical education: Twelve reasons to move from theory to practice (2007) Med Teach, 29 (6), pp. 591-599. , DOI: 10.1080/01421590701606799; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) Cell Biol Educ, 6 (1), pp. 9-20. , DOI:10.1187/cbe.06-12-0205; Schüring, M., Mobile Cloud Computing-open Issues and Solutions, , http://referaat.cs.utwente.nl/conference/15/paper/7247/mobile-cloud-computing-open-issues-and-solutions.pdf, Enschede: University of Twente; 2011. Zugänglich unter/available from; Callegati, F., Cerroni, W., Ramilli, M., (2009) Man-in-the-Middle Attack to The HTTPS Protocol, , IEEE Security & Privacy; Boscardin, C., Penuel, W., Exploring benefits of audience-response systems on learning: A review of the literature (2012) Acad Psych, 36 (5), pp. 401-407. , DOI: 10.1176/appi.ap.10080110; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21 (2012) Med Teach, 34 (6), pp. e386-e405. , DOI:10.3109/0142159X.2012.680938; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Why peer discussion improves student performance on inclass concept questions (2009) Science, 323 (5910), pp. 122-124. , DOI: 10.1126/science.1165919; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2 (4), pp. 160-166. , DOI: 10.1002/ase.99; Robinson, T., Cronin, T., Ibrahim, H., Jinks, M., Molitor, T., Newman, J., Shapiro, J., Smartphone use and acceptability among clinical medical students: A questionnaire-based study (2013) J Med Syst, 37 (3), p. 9936. , DOI: 10.1007/s10916-013-9936-5; Payne, K.F.B., Wharrad, H., Watts, K., Smartphone and medical related App use among medical students and junior doctors in the United Kingdom (UK): A regional survey (2012) BMC Med Inform Decis Mak, 12, p. 121. , DOI: 10.1186/1472-6947-12-121","Sarikas, A.; Technische Universität, München (TUM), Institute of Toxicology, Biedersteiner Str. 29, Munich 80802, Germany; email: sarikas@ipt.med.tum.de",,,,,,,,18603572,,,24575156.0,English; German,GMS Z. Med. Ausbild.,Article,Final,,Scopus,2-s2.0-84894371084
"Sciarappa W., Quinn V.",8661007000;56049952900;,Integrating digital response systems within a diversity of agricultural audiences,2014,Journal of Extension,52,1, 1FEA7,,,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84894621855&partnerID=40&md5=a07d000e3a8ddc38e6b7cba358689acc,"Rutgers, The State University-NJAES, New Brunswick, NJ, United States; Rutgers Cooperative Extension-Monmouth County, Freehold, NJ 07728, United States","Sciarappa, W., Rutgers, The State University-NJAES, New Brunswick, NJ, United States; Quinn, V., Rutgers Cooperative Extension-Monmouth County, Freehold, NJ 07728, United States","Extension educators have new computer-assisted tools as audience response systems (clickers) for increasing educational effectiveness and improving assessment by facilitating client input. From 2010-2012, 26 sessions involving 1093 participants in six diverse client categories demonstrated wide audience acceptance and suitability of clickers in agricultural and horticultural programming. Farmers, ag students, and Master Gardeners provided anonymous information using wireless clickers. Analyzed data was shared in each session. Such user-friendly technology improved pedagogy with rapid and sustained learner engagement and through enhanced peer-to-peer instruction. Pre-post assessment and re-teaching techniques provided documentation for group demographics, educational evaluation, and programmatic impacts. © 2014 Extension Journal Inc.",,,,,,,,,,,,,"Barker, W., Killian, E., Tips and tools: The art of virtual program evaluation-measuring what we do with pizzazz (2011) Journal of Extension [On-line], 49 (1). , http://www.joe.org/joe/2011february/tt4.php, Article 1TOT4. Available at:; Bird, C., McClelland, J., Have you used clickers in programming? (2010) Journal of Extension (On-line), 48 (5). , http://www.joe.org/joe/2010october/tt9.php, Article 5T0T9. Available at; Dewey, J., (1938) Experience & education, , New York, NY, Kappa Delta Pi ISBN 0-684-83828-1; Gustafson, C., Crane, L., Polling your audience with wireless technology (2005) Journal of Extension (Online), 43 (6). , http://www.joe.org/joe/2005december/tt3.php, Article 6TOT3. Available at; Hatch, J., Jensen, M., Moore, R., Manna from heaven or ""clickers"" from hell (2005) Journal of College Science Teaching, 34 (7), pp. 36-39. , 4p. Jul/Aug2005; MacGeorge, E., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G., Evans, E., Khichadia, S., Geddes, B., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research & Development., 56 (2), pp. 125-145. , Apr2008.,21p; Mazur, E., (1991) The Mazur Group, , http://mazur.harvard.edu/education/educationmenu.php, Peer instruction, technology and education, learning science, project Galileo. Retrieved from:; Ribbens, R., Why I like clicker personal response systems (2007) Journal of College Science Teaching, 37 (2), pp. 60-62. , 3p. Nov/Oct2007; Salmon, T.P., Stahl, J.N., Wireless audience response system: Does it make a difference? (2005) Journal of Extension [On-line], 43 (3). , http://www.joe.org/joe/2005june/rb10.php, Article 3RIB10. Available at; Sevian, H., Robinson, W.E., Clickers promote learning in all kinds of classes-Small and large, graduate and undergraduate, lecture and lab (2011) Journal of College Science Teaching, 40 (3), pp. 14-18. , 5p. Jan/Feb2011; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) Teaching of Psychology, 36 (4), pp. 273-277. , 5p. Oct-Dec2009; Smith, M.K., Wood, W.B., Adama, W.K., Wieman, C., Knight, J.K., Guild, S., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science., 323 (5910), pp. 122-124. , 3p; (2013) Assessment Delivery & Data Collection Solutions; Solutions for Higher Education, , http://www.turningtechnologies.com, Turning Technologies, Inc. 2013. Retrieved from:Jan","Rutgers, The State University-NJAES, New Brunswick, NJ, United States",,,,,,,,10775315,,,,English,J. Ext.,Article,Final,,Scopus,2-s2.0-84894621855
"Hirmas D.R., Slocum T., Halfen A.F., White T., Zautner E., Atchley P., Liu H., Johnson W.C., Egbert S., McDermott D.",13613477700;6701861950;36342411700;57193896562;56099815200;7004200283;56100417600;57203366724;6603782645;56100423900;,Effects of seating location and stereoscopic display on learning outcomes in an introductory physical geography class,2014,Journal of Geoscience Education,62,1,,126,137,,9.0,10.5408/12-362.1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897626478&doi=10.5408%2f12-362.1&partnerID=40&md5=c27536d94259b0ed842ec06c643459fe,"Department of Geography, University of Kansas, 1475 Jayhawk Boulevard, 415A Lindley Hall, Lawrence, KS 66045, United States; Department of Psychology, University of Kansas, 1415 Jayhawk Boulevard, Fraser Hall, Lawrence, KS 66045, United States; Department of Geology, University of Kansas, 1476 Jayhawk Boulevard, Lawrence, KS 66045, United States; Haskell Indian Nations University, 155 Indian Avenue, Lawrence, KS 66046, United States","Hirmas, D.R., Department of Geography, University of Kansas, 1475 Jayhawk Boulevard, 415A Lindley Hall, Lawrence, KS 66045, United States; Slocum, T., Department of Geography, University of Kansas, 1475 Jayhawk Boulevard, 415A Lindley Hall, Lawrence, KS 66045, United States; Halfen, A.F., Department of Geography, University of Kansas, 1475 Jayhawk Boulevard, 415A Lindley Hall, Lawrence, KS 66045, United States; White, T., Department of Geography, University of Kansas, 1475 Jayhawk Boulevard, 415A Lindley Hall, Lawrence, KS 66045, United States; Zautner, E., Department of Geography, University of Kansas, 1475 Jayhawk Boulevard, 415A Lindley Hall, Lawrence, KS 66045, United States; Atchley, P., Department of Psychology, University of Kansas, 1415 Jayhawk Boulevard, Fraser Hall, Lawrence, KS 66045, United States; Liu, H., Department of Geology, University of Kansas, 1476 Jayhawk Boulevard, Lawrence, KS 66045, United States; Johnson, W.C., Department of Geography, University of Kansas, 1475 Jayhawk Boulevard, 415A Lindley Hall, Lawrence, KS 66045, United States; Egbert, S., Department of Geography, University of Kansas, 1475 Jayhawk Boulevard, 415A Lindley Hall, Lawrence, KS 66045, United States; McDermott, D., Haskell Indian Nations University, 155 Indian Avenue, Lawrence, KS 66046, United States","Recently, the use of stereoscopic three-dimensional (3-D) projection displays has increased in geoscience education. One concern in employing 3-D projection systems in large lecture halls, however, is that the 3-D effect is reported to diminish with increased angle and distance from the stereoscopic display. The goal of this work was to study that effect in a classroom ""real-world"" lecture environment where such technology would actually be employed. Introductory physical geography concepts were taught to undergraduate students at the University of Kansas through a GeoWall (passive 3-D projection system) display with either static diagrams or interactive globe imagery (Google Earth). Student learning was gauged using both formative (in-class clicker questions) and summative (exam) assessments. We evaluated the spatial structure of students' formative and summative scores for two concepts: Earth-Sun geometries, taught with static images only, and arid landscapes and aeolian processes, taught with Google Earth only. Three significant results were observed: (1) students' ability to accurately observe the 3-D effect was not restricted to the recommended seating angles when using static images, (2) no spatial patterns of improved learning were observed when using static images only; and (3) a significant difference in learning was observed based on seating angles when using Google Earth. Although this study did not compare learning outcomes against a control group, as would be done in a tightly controlled experimental setting, our findings imply that seating angle should be considered in the design of a new classroom equipped with a stereoscopic display or when choosing an existing classroom to retrofit with this technology, particularly, if interactive, globe imagery, such as Google Earth, is used as a primary teaching tool. © 2014 National Association of Geoscience Teachers.",GeoWall; Seating angle; Seating distance; Viewing angle,geography education; learning; physical geography; technology; Kansas; United States,,,,,,,,,,,"Anthamatten, P., Ziegler, S.S., Teaching geography with 3-d visualization technology (2006) Journal of Geography, 105, pp. 231-237; Arbogast, A.F., (2011) Discovering Physical Geography, p. 639. , 2nd ed. Hoboken, NJ: John Wiley & Sons; Bailey, J., Virtual globes (2010) Encyclopedia of Geography, pp. 3024-3026. , Warf, B., ed, Thousand Oaks, CA: Sage; Bivand, R.S., Pebesma, E.J., Gomez-Rubio, V., (2008) Applied Spatial Data Analysis With R, p. 376. , New York: Springer; Blake, R., Sekular, R., (2005) Perception, p. 736. , 5th ed. New York: McGraw Hill; Christopherson, R.W., (2011) Geosystems: An Introduction to Physical Geography With MasteringGeography, p. 752. , 8th ed. Boston, MA: Prentice Hall; Coutant, B.E., Westheimer, G., Population distribution of stereoscopic ability (1993) Ophthalmic and Physiological Optics, 13, pp. 3-7; Cutting, J.E., Rigidity in cinema seen from the front row, side aisle (1987) Journal of Experimental Psychology, 13, pp. 323-334; Ding, J., Levi, D.M., Recovery of stereopsis through perceptual learning in human adults with abnormal binocular vision (2011) Proceedings of the National Academy of Sciences U S A, 108, pp. E733-E741; Goldstone, R.L., Son, J.Y., The transfer of scientific principles using concrete and idealized simulations (2005) Journal of Learning Sciences, 14, pp. 69-110; Johnson, A., Leigh, J., Morin, P., van Keken, P., GeoWall: Stereoscopic visualization for geoscience research and education (2006) IEEE Computer Graphics and Applications, 26, pp. 10-14; Kali, Y., Orion, N., Spatial abilities of high-school students and the perception of geologic structures (1996) Journal of Research In Science Technology, 33, pp. 369-391; Kastens, K., Manduca, C., Cervato, C., Frodeman, R., Goodwin, C., Liben, L., Mogk, D., Titus, S., How geoscientists think and learn (2009) Eos, 90, pp. 265-266; Kelly, M.M., Riggs, N.R., Use of a virtual environment in the GeoWalls to increase student confidence and performance during field mapping: An example from an introductory-level field class (2006) Journal of Geoscience Education, 54, pp. 158-164; Knuepfer, P., Petersen, J., Geomorphology in the public eye: Policy issues, education, and the public (2002) Geomorphology, 47, pp. 95-105; Lenth, R., (2012) Java Applets For Power and Sample Size, , http://www.stat.uiowa.edu/rlenth/Power, Available at, accessed 20 August 2012; Mayer, R.E., Moreno, R., Animation as an aid to multimedia learning (2002) Education Psychology Review, 14, pp. 87-99; Moreno, R., Mayer, R.E., Personalized messages that promote science learning in virtual environments (2004) Journal of Educational Psychology, 96, pp. 165-173; Muehlberger, W., Boyer, R., Space relations test as a measure of visualization ability (1961) Journal of Geological Education, 9, pp. 62-69; Nielsen, D.R., Wendroth, O., Spatial and temporal statistics (2003) Reiskirchen, Germany: Catena Verlag, p. 398; Patterson, T.C., Google Earth as a (not just) geography education tool (2007) Journal of Geography, 106, pp. 145-152; Pebesma, E.J., Bivand, R.S., Classes and methods for spatial data in R (2005) R News, 5 (2), pp. 9-13; Petersen, J., Sack, D., Gabler, R., (2011) Physical Geography, p. 672. , 10th ed. Belmont, CA: Brooks/Cole; (2012) R: A Language and Environment For Statistical Computing, , http://www.R-project.org/, R Development Core Team, Available at, accessed 20 August 2012; Rapp, D.N., Culpepper, S.A., Kirby, K., Morin, P., Fostering student's comprehension of topographic maps (2007) Journal of Geoscience Education, 55, pp. 5-16; Richards, W., Stereopsis and stereoblindness (1970) Experimental Brain Research, 10, pp. 380-388; Shibata, T., Kim, J., Hoffman, D.M., Banks, M.S., The zone of comfort: Predicting visual discomfort with stereo displays (2011) Journal of Vision, 11 (8), pp. 111-129; Slocum, T., Dunbar, M., Egbert, S., Evaluating the potential of the GeoWall for geographic education (2007) Journal of Geography, 106, pp. 91-102; Steinwand, D.R., Davis, B., Weeks, N., Geowall: Investigations into low-cost stereo display technologies. U.S (2003) Geological Survey Open-File Report, pp. 03-198; Trindade, J., Fiolhais, C., Almeida, L., Science learning in virtual environments: A descriptive study (2002) British Journal of Educational Technology, 33, pp. 471-488","Hirmas, D. R.; Department of Geography, University of Kansas, 1475 Jayhawk Boulevard, 415A Lindley Hall, Lawrence, KS 66045, United States; email: hirmas@ku.edu",,,,,,,,10899995,,,,English,J. Geosci. Educ.,Article,Final,,Scopus,2-s2.0-84897626478
"Walia S.S., Manchanda A., Narang R.S., Anup N., Singh B., Kahlon S.S.",55923827300;37761800200;47561911900;56010456200;57211221016;56079764200;,Cellular telephone as reservoir of bacterial contamination: Myth or fact,2014,Journal of Clinical and Diagnostic Research,8,1,,50,53,,12.0,10.7860/JCDR/2014/6398.3948,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896722545&doi=10.7860%2fJCDR%2f2014%2f6398.3948&partnerID=40&md5=aca117446d3198ed3d495451d157e5ab,"Department of Public Health and Dentistry, Sri Guru Ram Das Institute of Dental Sciences and Research, Amritsar, Punjab, India; Department of Oral Pathology and Microbiology, Sri Guru Ram Das Institute of Dental Sciences and Research, Amritsar, Punjab, India; Department of Public Health and Dentistry, Jaipur Dental College, Rajasthan, India; Department of Oral Medicine and Radiology, Sri Guru Ram Das Institute of Dental Sciences and Research, Amritsar, Punjab, India; Department of Orthodontics, Sri Guru Ram Das Institute of Dental Sciences and Research, Amritsar, Punjab, India","Walia, S.S., Department of Public Health and Dentistry, Sri Guru Ram Das Institute of Dental Sciences and Research, Amritsar, Punjab, India; Manchanda, A., Department of Oral Pathology and Microbiology, Sri Guru Ram Das Institute of Dental Sciences and Research, Amritsar, Punjab, India; Narang, R.S., Department of Oral Pathology and Microbiology, Sri Guru Ram Das Institute of Dental Sciences and Research, Amritsar, Punjab, India; Anup, N., Department of Public Health and Dentistry, Jaipur Dental College, Rajasthan, India; Singh, B., Department of Oral Medicine and Radiology, Sri Guru Ram Das Institute of Dental Sciences and Research, Amritsar, Punjab, India; Kahlon, S.S., Department of Orthodontics, Sri Guru Ram Das Institute of Dental Sciences and Research, Amritsar, Punjab, India","Objective: To assess bacterial contamination of cellular telephone of dental care personnel, and to determine factors contributing to their contamination. Materials and Methods: A descriptive, cross-sectional study was conducted, which included 300 people using a cellular telephone The study group (hundred in each group) comprised of dental health care personnel (DHCP), in - hospital personnel (IHP) and out- hospital personnel (OHP) of a dental college cum hospital. Swab was wiped along the front and all sides of cellular handset and it was incubated in glucose broth. The swab was subplated onto growth media plates made with half Mac Conkey's agar and half blood agar and allowed to incubate for 48 hours at 37°C. Isolates were tested for antimicrobial susceptibility. Result: The analysis of presence or absence of microorganisms in the DHCP, IHP and OHP group showed no pyogenic growth in 28%, 31% and 41% cases respectively, the distribution of which was not significant (p>.05). Among non potential pathogens, spore bearing gram positive bacilli were seen in 20 cases of DHCP group, 16 cases of IHP group and 17 cases of OHP group; the distribution of which was not significant (p>.05) Among potential pathogens, significant differences were observed in the distribution of growth of Enterobacter (p<.001), Pseudomonas species (p<.05), Acinetobacter bacteria (p<.05) and Methicillin-resistant Staphylococcus aureus (MRSA) bacteria (p<.001) between the participants of different groups. Conclusion: Results of this study showed that fomites such as cellular telephones can potentially act as ""Trojan horses"", thus causing hospital acquired infections in the dental setting.",Dental Health Care Personnel (DHCP); Health Care Worker (HCW); Hospital acquired infection,antibiotic sensitivity; article; bacterial transmission; bacterium contamination; colony forming unit; cross-sectional study; disk diffusion; Gram positive bacterium; hand washing; health care personnel management; hospital infection; human; infection control; infection risk; instrument sterilization; mobile phone; mouth hygiene; staff training,,,,,,,,,,,"Pittet, D., Allegranzi, B., Storr, J., Nejad, S.B., Dziekan, G., Leotsakos, A., Donaldson, L., Infection control as a major World Health Organization priority for developing countries (2008) J Hosp Infect., 68, pp. 285-292; Tekerekoglu, M.S., Durmaz, R., Ay, S., Cicek, A., Kutlu, O., Epidemiological and clinical features of a sepsis caused by methicillin-resistant Staphylococcus epidermidis (MRSE) in pediatric intensive care unit (2004) Am J Infect Control., 32, pp. 362-364; Imhoff, M., Critical care and trauma (2006) Anesth Analg., 102, pp. 533-534; Redelmeier, D.A., Tibshirani, R.J., Association between cellular-telephone calls and motor vehicle collisions (1997) N Eng J Med., 336, pp. 453-458; Inskip, P.D., Tarone, R.E., Hatch, E.E., Wilcosky, T.C., Shapiro, W.R., Selker, R.G., Fine, H.A., Linet, M.S., Cellular-telephone use and brain tumors (2001) N Engl J Med., 344, pp. 79-86; (2005) ITU World Telecommunication Indicators (WTI) Database, , International Telecommunications Union, 9th ed; (2007) The Average Mobile Phone Contains More Bacteria than A Toilet Seat, , Press Release Newswire, London, UK (PR WEB), January 18; Wilker, M.A., Cockerill, F.R., Craig, W.A., Performance stan¬dards for anti-microbial susceptibility testing: Clinical and laboratory standards institute (2005) 15th informal supplement. M 100-SI5, 5 (1). , Wayne, PA: National Committee for Clinical Laboratory Standards; Bhat, S.S., Hegde, S., Salian, S., Potential of mobile phones to serve as a reservoir in spread of nosocomial pathogens (2011) Online J Heal All Sci., 10 (2), pp. 1-3; Singh, S., Acharya, S., Bhat, M., Rao, S.K., Pentapati, K.C., Mobile phone hygiene: Potential risks posed by use in the clinics of an Indian dental school (2010) J Dent Edu., 74 (10), pp. 1153-1158; Ulger, F., Esen, S., Dilek, A., Yanik, K., Gunaydin, M., Leblebicioglu, H., Are we aware how contaminated our mobile phones with nosocomial pathogens? (2009) Ann Clin Microbiol Antimicrob., 8, p. 7; Brady, R.R.W., Wasson, A., Stirling, I., McAllister, C., Damani, N.N., Is your phone bugged? The incidence of bacteria known to cause nosocomial infection on healthcare workers' mobile phones (2006) J Hosp Infect., 62, pp. 123-125; Goldblatt, J.G., Krief, I., Klonsky, T., Haller, D., Milloul, V., Sixsmith, D.M., Srugo, I., Potasman, I., Use of cellular telephones and transmission of pathogens by medical staff in New York and Israel (2007) Infect Control Hosp Epidemiol., 28, pp. 500-503; Jayalakshmi, J., Appalaraju, B., Usha, S., Cellphones as reservoirs of nosocomial pathogens (2008) J Assoc Phys India., 56, pp. 388-389; Borer, A., Gilad, J., Smolyakov, R., Cell phones and Acinetobacter transmission (2005) Emerg Infect Dis., 11, pp. 1160-1161; Ducel, G., Fabry, J., Nicolle, L., (2002) Prevention of hospital-acquired infections: A practical guide, , 2nd ed. Geneva: World Health Organization; Jeske, H.C., Tiefenthaler, W., Hohlrieder, M., Hinterberger, G., Benzer, A., Bacterial contamination of anaesthetists' hands by personal mobile phone and fixed phone use in the operating theatre (2007) Anaesthesia., 62, pp. 904-906; Osorio, R., Toledano, M., Liebana, J., Rosales, J.I., Lozano, J.A., Environmental microbial contamination: Pilot study in a dental surgery (1995) Int Dent J., 45, pp. 352-357; Neff, J.H., Rosenthal, S.L., A possible means of inadvertent transmission of infection to dental patients (1957) J Dent Res., 36, pp. 932-934; Murray, J.P., Slack, G.L., Some sources of bacterial contami¬nation in everyday dental practice (1957) Br Dent J., 134, pp. 172-174; Tekerekoglu, M.S., Duman, Y., Serindag, A., Cuglan, S.S., Kaysadu, H., Tunc, E., Yakupogullari, Y., Do mobile phones of patients, companions and visitors carry multidrug-resistant hospital pathogens? (2011) Am J Infect Control., 39, pp. 379-381; Brady, R.R.W., Verran, J., Damani, N.N., Gibb, A.P., Review of the mobile communication devices reservoirs of nosocomial pathogens (2009) J Hosp Infect., 71, pp. 295-300; Beer, D., Vandermeer, B., Brosnikoff, C., Shokoples, S., Rennie, R., Forgie, S., Bacterial contamination of health care workers' pagers and the efficacy of various disinfecting agents (2006) Pediatr Infect Dis J., 25, pp. 1074-1075; Kanjirath, P.P., Coplen, A.E., Chapman, J.C., Peters, M.C., Inglehart, M.R., Effectiveness of gloves and infection control in dentistry: Student and provider perspectives (2009) J Dent Educ., 73 (5), pp. 571-580; Recommendations for infec¬tion control procedures (1988) J Can Dent Assoc., 54, pp. 383-384. , Canadian Dental Association; Larsen, E.L., APIC guideline for hand-washing and hand antisepsis in health care settings (1995) Am J Infect Control., 23, pp. 251-269","Manchanda, A.; Department of Oral Pathology and Microbiology, Sri Guru Ram Das Institute of Dental Sciences and Research, Amritsar, India; email: adesh_manchanda@yahoo.com",,,,,,,,2249782X,,,,English,J. Clin. Diagn. Res.,Article,Final,Open Access,Scopus,2-s2.0-84896722545
"Grzeskowiak L.E., To J., Thomas A.E., Phillips A.J.",24168596600;55962629800;55586537800;24491041900;,An innovative approach to enhancing continuing education activities for practising pharmacists using clicker technology,2014,International Journal of Pharmacy Practice,22,6,,437,439,,5.0,10.1111/ijpp.12092,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84911001944&doi=10.1111%2fijpp.12092&partnerID=40&md5=3860f41b212924047c0c333206b15fcd,"School of Paediatrics and Reproductive Health, University of Adelaide, Lyell McEwin Hospital, Haydown Road, Elizabeth Vale, Adelaide, SA  5112, Australia; SA Pharmacy, Flinders Medical Centre, Adelaide, SA, Australia; School of Pharmacy and Medical Sciences, University of South Australia, Adelaide, SA, Australia; SA Pharmacy, Repatriation General Hospital, Adelaide, SA, Australia; Good Health Choices, Chemplus Pty Ltd, Adelaide, SA, Australia","Grzeskowiak, L.E., School of Paediatrics and Reproductive Health, University of Adelaide, Lyell McEwin Hospital, Haydown Road, Elizabeth Vale, Adelaide, SA  5112, Australia, SA Pharmacy, Flinders Medical Centre, Adelaide, SA, Australia; To, J., School of Pharmacy and Medical Sciences, University of South Australia, Adelaide, SA, Australia; Thomas, A.E., SA Pharmacy, Repatriation General Hospital, Adelaide, SA, Australia; Phillips, A.J., Good Health Choices, Chemplus Pty Ltd, Adelaide, SA, Australia","Objective The objective of this study was to evaluate the use of an audience response system (i.e. clickers) as an engaging tool for learning and examine its potential for enhancing continuing education (CE) activities.Methods Attendees at a symposium were invited to utilise and evaluate the use of clickers. Electronic data relating to participant demographics and feedback were collected using clickers during the symposium. Results The 60 attendees who used the clickers were mostly pharmacists (76%) who worked in hospital pharmacy practice (86%). Attendees strongly agreed or agreed that clickers were easy to use (94%), enhanced interaction (98%), allowed comparison of knowledge with that of their peers (78%), brought to attention their knowledge deficits (64%) and should be used again (94%). Conclusion The innovative use of clickers at the symposium was very well received by all attendees and offered a number of benefits, including the ability to provide a more engaging and interactive CE activity. © 2014 Royal Pharmaceutical Society.",audience response system; clickers; continuing education,"Article; clicker technology; continuing education; demography; health care personnel; hospital pharmacy; human; information system; pharmacist; professional knowledge; symposium; education; procedures; teaching; Education, Pharmacy, Continuing; Humans; Pharmacists; Teaching",,,,,,,,,,,"Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53, pp. 819-827; Lymn, J., Mostyn, A., Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning (2010) BMC Med Educ, 10, p. 73; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) AAHE Bull, 39, pp. 3-7; Debourgh, G.A., Use of classroom 'clickers' to promote acquisition of reasoning skills (2008) Nurse Educ Pract, 8, pp. 76-87; Miller, R.G., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Rubio, E.I., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am J Roentgenol, 190, pp. W319-W322; Copeland, H.L., Making the continuing medical education lecture effective (1998) J Contin Educ Health Prof, 18, pp. 227-234; Pradhan, A., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Trapskin, P., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) Am J Pharm Educ, 69, p. 28; Schackow, T.E., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504","Grzeskowiak, L.E.; School of Paediatrics and Reproductive Health, University of Adelaide, Lyell McEwin Hospital, Haydown Road, Elizabeth Vale, Australia",,,Wiley-Blackwell Publishing Ltd,,,,,09617671,,IJPPF,25606624.0,English,Int. J. Pharm. Pract.,Article,Final,,Scopus,2-s2.0-84911001944
Han J.H.,55621286900;,Unpacking and repacking the factors affecting students' perceptions of the use of classroom communication systems (CCS) technology,2014,Computers and Education,79,,,159,176,,10.0,10.1016/j.compedu.2014.07.011,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84906718059&doi=10.1016%2fj.compedu.2014.07.011&partnerID=40&md5=45734fc4987ff99eff72dc74a353d4b0,"Project Management Office (PMO), McGill University, Montreal, Canada","Han, J.H., Project Management Office (PMO), McGill University, Montreal, Canada","This exploratory study investigated the relationships between students' perceptions of their classroom experiences and instructional and contextual factors involved with the use of Classroom Communication Systems (CCS) technology. A mixed methods approach was employed to examine these relationships using data collected from 931 students enrolled in one public university. Thematic analysis explored students' perceptions of the use of CCS. Three logit models with a sound predictability and model fit were established using logistic sequential regression. These models identified crucial instructional and contextual factors and examined the degree to which each of these factors was associated with student perceptions of classroom experiences with CCS. This study found that positive student perceptions of classroom experience with CCS were closely associated with the use of specific types of questions, formative feedback and assessment approaches, and the pedagogical training of the classroom instructors. These findings elucidate specific aspects of CCS use that are related to how students perceive the effectiveness of this technology, and may ultimately assist instructional designers and faculty developers in designing and implementing CCS to enhance students' classroom experiences. © 2014 Elsevier Ltd. All rights reserved.",Improving classroom teaching; Interactive learning environments; Pedagogical issues; Teaching/learning strategies,Students; Assessment approaches; Classroom communication systems; Formative feedbacks; Improving classroom teaching; Instructional designer; Interactive learning environment; Pedagogical issues; Teaching/learning strategy; Teaching,,,,,"McGill University, McGill","This study was conducted in the funding support from Arthur and Dawn Weston Fellowship in Teaching and Learning in Higher Education, McGill International Doctoral Awards (MIDAs) , and Teaching and Learning Services (TLS) , McGill University .",,,,,"Abu-Bader, S., (2010) Advanced & Multivariate Statistical Methods for Social Science Research, , Lyceum Chicago, IL; Anthis, K., Is it the clicker, or is it the question? 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Really? Investigating the use of clickers for awarding grade-points in post-secondary education (2011) Interactive Learning Environments, 19 (5), pp. 551-561. , 10.1080/10494821003612638; Wieman, C., Why not try a scientific approaches to science education? (2010) Taking Stock Research on Teaching and Learning in Higher Education, pp. 175-190. , J.C. Hughes, J. Mighty, McGill-Queen's University Montreal and Kingston, Canada; Willoughby, S.D., Gustafson, E., Technology talks: Clickers and grading incentive in the large lecture hall (2009) American Journal of Physics, 77 (2), pp. 180-183. , 10.1119/1.3013542; Zingaro, D., Porter, L., Peer instruction in computing: The value of instructor intervention (2014) Computers & Education, 71, pp. 87-96. , 10.1016/j.compedu.2013.09.015","Han, J.H.#1450 - 688 Sherbrooke West, Montreal, QC H3A 3R1, Canada; email: jaehoon.han@mail.mcgill.ca",,,Elsevier Ltd,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84906718059
"Jackowska-Strumiłło L., Strumiłło P., Nowakowski J., Tomczak P.",6602073873;6602080015;24178319200;55848418900;,A Case Study on Implementation of an Audience Response System in the Fundamentals of Computer Science Course,2014,Advances in Intelligent Systems and Computing,300,,,129,140,,,10.1007/978-3-319-08491-6_11,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84904688316&doi=10.1007%2f978-3-319-08491-6_11&partnerID=40&md5=906a2a956c86ab6f9f9f6726f3ba3cee,"Institute of Applied Computer Science, Lodz University of Technology, Łódź, Poland; Institute of Electronics, Lodz University of Technology, Łódź, Poland","Jackowska-Strumiłło, L., Institute of Applied Computer Science, Lodz University of Technology, Łódź, Poland; Strumiłło, P., Institute of Electronics, Lodz University of Technology, Łódź, Poland; Nowakowski, J., Institute of Applied Computer Science, Lodz University of Technology, Łódź, Poland; Tomczak, P., Institute of Applied Computer Science, Lodz University of Technology, Łódź, Poland","The article presents a concept of using an audience response system (ARS) or ""clickers"", which can run on a mobile, tablet, PDA or PC for enhancing interaction between a lecturer and students in large classrooms. The developed interactive audio response software is based on Joomla! content management system (CMS) and its JVoteSystem component. The article compares results of students' learning outcomes for the students taught with and without question based learning methodology and also with and without using clickers software. © Springer International Publishing Switzerland 2014.",,Students; Audience response systems; Computer Science course; Content management system; Interactive audio; Learning outcome; Teaching,,,,,,,,,,,"Beekes, W., The ""Millionaire"" method for encouraging participation (2006) Active Learn. Higher Educ, 7 (1), pp. 25-36. , [Beekes 2006]; Caldwell, J.E., Clickers in the large classroom: Current research and bestpractice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20. , [Caldwell 2007]; Carnaghan, C., Edmonds, T.P., Lechner, T.A., Olds, P.R., Using student response systems in the accounting classroom: Strengths, strategies and limitations (2011) J of Acc. Ed, 29 (4), pp. 265-283. , [Carnaghan et al. 2011]; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Aust. J. Educ. Technol, 18 (1), pp. 13-23. , [Draper et al. 2002]; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Addison Wesley and Benjamin Cummings, New York [Duncan 2005]; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351. , [Greer and Heaney 2004]; Halloran, L., A comparison of two methods of teaching: Computer managed instruction and keypad questions versus traditional classroom lecture (1995) Comput Nursing, 13 (6), pp. 285-288. , [Halloran 1995]; Jackowska-Strumiłło, L., Bieniecki, W., Brozyński, T., Interactive computer system for checking students' knowledge in the Intranet (2002) 10th International Conference on Information Technology Systems SIS 2002, pp. 84-89. , In:, Lodz, Poland, (in Polish) [Jackowska-Strumiłło et al. 2002]; Jackowska-Strumiłło, L., Nowakowski, J., Strumiłło, P., Tomczak, P., Interactive question based learning methodology and clickers: Fundamentals of Computer Science course case study (2013) 6th International Conference on Human System Interaction, pp. 971-978. , In:, Sopot, June 6-8, IEEE Catalog Number CFPI32ID-CDR, ISBN 978-1-4673-5636-7 [Jackowska-Strumiłło et al. 2013]; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol. Educ, 4, pp. 298-310. , [Knight and Wood 2005]; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50. , [Morling et al. 2008]; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30 (7), pp. 603-607. , [Patterson et al. 2010]; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2006) Australasian Journal of Educational Technology, 23 (2), pp. 187-208. , [Simpson and Oliver 2006]; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88. , [Yourstone et al. 2008]",,,,Springer Verlag,,,,,21945357,,,,English,Adv. Intell. Sys. Comput.,Article,Final,,Scopus,2-s2.0-84904688316
Donohue S.,24398479800;,Supporting active learning in an undergraduate geotechnical engineering course using group-based audience response systems quizzes,2014,European Journal of Engineering Education,39,1,,45,54,,6.0,10.1080/03043797.2013.833169,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893749848&doi=10.1080%2f03043797.2013.833169&partnerID=40&md5=b412659105a3eacf1ecd005bf8b0817a,"School of Planning, Architecture and Civil Engineering, Queens University Belfast, David Keir Building, Belfast BT9 5AG, United Kingdom","Donohue, S., School of Planning, Architecture and Civil Engineering, Queens University Belfast, David Keir Building, Belfast BT9 5AG, United Kingdom","The use of audience response systems (ARSs) or 'clickers' in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS quizzes have been integrated into an undergraduate civil engineering course on foundation design. Overall, the ARS summary quizzes were very well received by the students. Feedback obtained from the students indicates that the majority believed the group-based quizzes were useful activities, which helped to improve their understanding of course materials, encouraged self-assessment, and assisted preparation for their summative examination. Providing students with clickers does not, however, necessarily guarantee the class will be engaged with the activity. If an ARS activity is to be successful, careful planning and design must be carried out and modifications adopted where necessary, which should be informed by the literature and relevant student feedback. © 2013 SEFI.",active learning; civil engineering; clickers; peer interaction,Active Learning; Audience response systems; clickers; Engineering course; Feedback to students; Foundation design; Peer interactions; Planning and design; Civil engineering; Geotechnical engineering; Structural design; Teaching; Technical presentations; Students,,,,,,,,,,,"Ashford, P., Mills, A., Evaluating the Effectiveness of Construction Site Visits as a Learning Experience for Undergraduate Students Enrolled in a Built Environment Course (2006) Experience of learning. Proceedings of the 15th annual teaching learning forum, , http://lsn.curtin.edu.au/tlf/tlf2006/refereed/ashford.html, The University of Western Australia, Perth, 1-2 February 2006. 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Accessed July 19, 2012; Huntzinger, D.N., Hutchins, M.J., Gierke, J.S., Sutherland, J.W., Enabling Sustainable Thinking in Undergraduate Engineering Education (2007) International Journal of Engineering Education, 23 (2), pp. 218-230; Kajewski, S., Virtual Construction Site Visits Via the World Wide Web (1999), pp. 125-129. , In: Chen K., editors Australian University Building Educators Association Conference. Proceeding of the 3rd and 4th electronic conference, Melbourne, AUBEA; Kulik, J.A., Kulik, C.L.C., Timing of Feedback and Verbal Learning (1988) Review of Educational Research, 58 (1), pp. 79-97; McAlpine, I., Reidsema, C., Allen, B., Educational Design and Online Support for an Innovative Project-Based Course in Engineering Design (2006), pp. 497-507. , In: Markauskaite L., Goodyear P., Reimann P., editors Proceedings of the 23rd annual conference of the Australasian Society for Computers in Learning in Tertiary Education: Who's learning? Whose technology?, Sydney, Sydney University Press; Nicol, D.J., Boyle, J.T., Peer Instruction Versus Class-Wide Discussion in Large Classes: A Comparison of Two Interaction Methods in the Wired Classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Reay, N.W., Li, P., Bao, L., Testing a New Voting Machine Question Methodology (2008) American Journal of Physics, 76 (2), pp. 171-178; Rhem, J., Clickers (2009) National Teaching and Learning Forum Newsletter, 18 (3). , http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=950, Accessed July 19, 2012; Schmidt, B., Teaching Engineering Dynamics by Use of Peer Instruction Supported by an Audience Response System (2011) European Journal of Engineering Education, 35 (5), pp. 413-425; Shapira, A., Bringing the Site into the Classroom: A Construction Engineering Laboratory (1995) Journal of Engineering Education, ASEE, 84 (1), pp. 81-85; Shekar, A., Active Learning and Reflection in Product Development Engineering Education (2007) European Journal of Engineering Education, 32 (2), pp. 125-133; Shuell, T.J., Cognitive Conceptions of Learning (1986) Review of Educational Research, 56 (4), pp. 411-436; Taylor, J.A., Assessment in First Year University: A Model to Manage Transition (2008) Journal of University Teaching and Learning Practice, 5 (1); Trees, A.R., Jackson, M.H., The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University-Level Courses Using Student Response Systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Todd, R.H., Magleby, S.P., Parkinson, A.R., Experiences and Observations in Introducing Students to Design and Manufacturing Globalization (2005) Journal of Manufacturing Systems, 24 (3), pp. 162-170; Vera, C., Félez, J., Cobos, J.A., Sánchez-Naranjo, M.J., Pinto, G., Experiences in Education Innovation: Developing Tools in Support of Active Learning (2006) European Journal of Engineering Education, 31 (2), pp. 227-236","Donohue, S.; School of Planning, Architecture and Civil Engineering, Queens University Belfast, David Keir Building, Belfast BT9 5AG, United Kingdom; email: shaned59@gmail.com",,,,,,,,03043797,,,,English,Eur. J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84893749848
"Hedgcock W.H., Rouwenhorst R.M.",26221359500;56426215400;,Clicking their way to success: Using student response systems as a tool for feedback,2014,Journal for Advancement of Marketing Education,22,2,,16,25,,14.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84911949636&partnerID=40&md5=a126b21ca20d30af0360672bcc7dcc25,"Tippie College of Business, University of Iowa, United States; St. Ambrose University, United States","Hedgcock, W.H., Tippie College of Business, University of Iowa, United States; Rouwenhorst, R.M., St. Ambrose University, United States","Value to Marketing Educators: These results demonstrate how the use of clickers can improve marketing education. The results suggest that eliciting performance from students (in this case, responding to questions with clickers) and providing feedback improves students’ learning, performance, and attitudes. This will help marketing educators know when and how to use clickers.Purpose of the Study: Feedback is identified in many learning theories as a key component to successful learning. This study investigates the effectiveness of providing immediate feedback with student response systems (or “clickers”) on multiple measures of student performance, including exam scores, self-reported understanding and attitudes.Design and Sample: Prior studies generally show that clickers improve student performance. However, most of these studies cannot identify what causes these improvements. Further, design limitations of many studies, such as lack of control conditions or a between-subjects design, have reduced researchers’ abilities to infer causal relationships between clicker utilization and student learning. The aim of the current research is to help fill this gap in the literature. The first study uses a within-subjects design in which two sections of an undergraduate marketing class used clickers at different times over the course of the semester. The second study replicates the results of the first study using a between-subjects design.Results: When clickers were used to facilitate feedback, students reported a better understanding of the materials, read more chapters before class, were more likely to recommend the course to others, and had higher exam scores than when clickers were used just for attendance. © 2014, Marketing Management Association. All rights reserved.",Clicker; Feedback; Student response system,,,,,,,,,,,,"Atkinson, R.C., Shiffrin, R.M., “Human Memory: A Proposed System and Its Control Processes,” (1968) The Psychology of Learning and Motivation, , Kenneth W. Spence and Janet T. 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Retrieved from; Guthrie, J.T., “Feedback and Sentence Learning,” (1971) Journal of Verbal Learning and Verbal Behavior, 10, pp. 23-28; Kanfer, R., Kanfer, F.H., “Goals and Self-Regulation: Application of Theory to Work Settings,” (1991) Advances in Motivation and Achievement, 7, pp. 287-326. , Martin L. Maeher and Paul R. Pintrich, eds., Greenwich, CT: JAI Press; Kulhavy, R.W., “Feedback in Written Instruction,” (1977) Review of Educational Research, 53, pp. 211-232; Kulik, J.A., Kulik, C.-L.C., “Timing of Feedback and Verbal Learning,” (1988) Review of Educational Research, 58, pp. 79-97; Lasry, N., “Clickers or Flashcards: Is There Really a Difference?” (2008) The Physics Teacher, 46, pp. 242-244; Lincoln, D.J., “Teaching with Clickers in the Large-Size Principles of Marketing Class,” (2008) Marketing Education Review, 18 (1), pp. 39-45; Lincoln, D.J., ""Student Response Systems adoption and use in marketing education: A status report,"" (2009) Marketing Education Review, 19 (3), pp. 25-40; Love, E.G., Love, D.W., Northcraft, G.B., “Is the End in Sight? Student Regulation of In-Class and Extra-Credit Effort in Response to Performance Feedback,” (2010) Academy of Management Learning & Education, 9 (1), pp. 81-97; Martin, F., Klein, J., Sullivan, H., “The Impact of Instructional Elements in Computer-Based Instruction,” (2007) British Journal of Educational Technology, 38 (4), pp. 623-636; Matthews, K., Janicki, T., He, L., Patterson, L., “Implementation of an Automated Grading System With an Adaptive Learning Component to Affect Student Feedback and Response Time,” (2012) Journal of Information Systems Education, 23 (1), pp. 71-83; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., “Clickers in College Classrooms: Fostering Learning with Questioning Methods in Large Lecture Classes,” (2009) Contemporary Educational Psychology, 34, pp. 51-57; McIntyre, S.H., Michael Munson, J., “Exploring Cramming, Students’ Behaviors, Beliefs and Learning Retention in the Principles of Marketing Course,” (2008) Journal of Marketing Education, 30 (3), pp. 226-243; Meyers, C., Jones, T.B., (1993) Promoting active learning: Strategies for the college classroom, , San Francisco: Jossey-Bass; Morgan, R.K., “Exploring the Pedagogical Effectiveness of Clickers,” (2008) Insight: A Journal of Scholarly Teaching, 3, pp. 31-36; Morling, B., McAuliffe, M., Cohen, L., Dilorenzo, T.M., “Efficacy of Personal Response Systems (“Clickers”) in Large, Introductory Psychology Classes,” (2008) Teaching of Psychology, 35 (1), pp. 45-50; Mula, J.M., Kavanagh, M., “Click Go the Students, Click-Click-Click: The Efficacy of a Student Response System for Engaging Students to Improve Feedback and Performance,” (2009) Business Education and Scholarship of Teaching, 3 (1), pp. 1-17; Nelson, M.L., Hauck, R.V., “Clicking to Learn: A Case Study of Embedding Radio-Frequency Based Clickers in an Introductory Management Information Systems Course,” (2008) Journal of Information Systems Education, 19 (1), pp. 55-65; Pascarella, E.T., Blaich, C., Martin, G.L., Hanson, J.M., “How Robust are the Findings of Academically Adrift,” (2011) Change, 43 (3), pp. 20-24; Preis, M.W., Kellar, G.M., Crosby, E., “Student Acceptance of Clickers in Large Introductory Business Classes,” (2011) American Journal of Business Education, 4, pp. 1-14; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., “Assessment of the Effects of Student Response Systems on Student Learning and Attitudes Over a Broad Range of Biology Courses,” (2007) CBE-Life Sciences Education, 6 (Spring), pp. 29-41; Roschelle, J., Panuel, W.R., Abrahamson, L., (2004) “Classroom Response and Communication Systems: Research Review and Theory,”, , paper presented at the 106 annual meeting of the American Educational Research Association, San Diego, CA; Roksa, J., Arum, R., “The State of Undergraduate Learning,” (2011) Change: The Magazine of Higher Learning, 43 (2), pp. 35-38; Simpson, V., Oliver, M., “Electronic Voting Systems for Lectures Then and Now: A Comparison of Research and Practice,” (2007) Australasian Journal of Educational Technology, 23, pp. 187-208; Sitzmann, T., Ely, K., Brown, K.G., Bauer, K.N., “Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure?” (2010) Academy of Management Learning & Education, 9 (2), pp. 169-191; Sprague, E.W., Dahl, D.W., “Learning to Click: An Evaluation of the Personal Response System Clicker Technology in Introductory Marketing Courses,” (2010) Journal of Marketing Education, 32 (1), pp. 93-103; Stowell, J.R., Nelson, J.M., “Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion,” (2007) Teaching of Psychology, 34, pp. 253-258; Tietz, W., (2005) “Using Student Response Systems to More Fully Engage Your Students,”, pp. 26-29. , paper presented at the Colloquium on change in Accounting Education, Long Beach, California, October; Young, M., Klemz, B.R., William Murphy, J., “Enhancing Learning Outcomes: Effects of Instructional Technology, Learning Styles, Instructional Methods, and Student Behavior,” (2003) Journal of Marketing Education, 25 (2), pp. 130-142; Zimmerman, B.J., “Self-Regulated Learning and Academic Achievement: An Overview,” (1990) Educational Psychologist, 25 (1), pp. 3-17","Hedgcock, W.H.; Tippie College of Business, University of IowaUnited States",,,Marketing Management Association,,,,,15375137,,,,English,J. Adv. Mark. Educ.,Article,Final,,Scopus,2-s2.0-84911949636
Smith-Osborne A.,25621682700;,Perceived Influence of Adoption of Personal Electronic Response Systems by Students With and Without Disabilities and Limited English Proficiency in Small Social Work Classes,2014,Journal of Technology in Human Services,32,1-2,,54,64,,4.0,10.1080/15228835.2013.857283,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901367999&doi=10.1080%2f15228835.2013.857283&partnerID=40&md5=78277c69e639c556d7c6e6c8a70fa898,"University of Texas at Arlington, Arlington, TX, United States","Smith-Osborne, A., University of Texas at Arlington, Arlington, TX, United States","This study investigates the perceived influence of adoption of personal electronic response systems (clickers) on undergraduate and graduate social work education by students with and without disabilities and limited English proficiency (LEP). A mixed methods exploratory quasi-experimental (posttest only) design was used in this study of instructional technology in social work education. Self-report questionnaires were completed by 30 undergraduate and graduate students, and follow-up telephonic interviews were conducted with a subsample of 6 students with disabilities or LEP. Correlates examined were student status, level of life stress, and usage status. Qualitative themes emerged suggesting that students with LEP and with varied sensory, cognitive, and physical disabilities found clickers to be helpful in increasing their class participation and as assistive technology to support their learning. Student status and achievement associations with clicker use perception were explored to determine whether these important student characteristics suggested a profile of clicker user attitudes. Quantitative findings suggested that overall perceptions of clicker use were positively correlated with student status (r =.53; p =.03), with graduate students holding more favorable opinions than undergraduates, and that first-time clicker use was inversely correlated with Grade Point Average (GPA) (r = -.53; p =.03 for current GPA and r = -.57; p =.04 for cumulative GPA), suggesting that first-time clicker users had higher GPAs than nonfirst-time users likely accounted for by the higher required GPAs of graduate students, who were more likely to be first-time users. No significant correlation was found between these stressors and perceptions toward adoption of classroom electronic response technology. © 2014 Taylor & Francis Group, LLC.",classroom technology; disabilities; limited English proficiency; social work education,,,,,,,,,,,,"Beuckman, J., Rebello, N.S., Zollman, D., Impact of a classroom interaction system on student learning (2006) Physics Education Research Conference Proceedings, CP883, pp. 129-132; Brewer, C.A., Near real-time assessment of student learning and understanding in biology courses (2004) Bioscience, 54, pp. 1034-1039; Cole, S., Kosc, G., Quit surfing and start clicking: One professor's effort to combat the problems of teaching the U.S. survey in a large lecture hall (2010) The History Teacher, 43, pp. 397-410; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15, pp. 101-110; Golub, B., Jackson, M., How homophily affects the speed of learning and best response dynamics (2012) Qualitative Journal of Economics, 127, pp. 1287-1338; Graybeal, C.T., Evidence for the art of social work (2007) Families in Society: The Journal of Contemporary Social Services, 88, pp. 513-523; Griff, E.R., Matter, S.F., Early identification of at-risk students using a personal response system (2007) British Journal of Educational Technology, 39, pp. 1124-1130; Hughes, J.E., The role of teacher knowledge and learning experiences in forming technology integrated pedagogy (2005) Journal of Technology and Teacher Education, 13, pp. 277-302; Li, Y., Wu, C., Luo, P., Zhang, W., Exploring the characteristics of innovation in social networks: Structure, homophily, and strategy (2013) Entropy, 15, pp. 2662-2678; Masikunis, G., Panayiotidis, A., Burke, L., Changing the nature of lectures using a personal response system (2009) Innovations in Education and Teaching International, 46, pp. 199-212; McCubbin, H.I., Patterson, J., Grochowski, J., Young Adult Inventory of Life Events and Strains (YA-FILES) (1996) Family assessment, pp. 213-226. , In:, In:, In: McCubbin H. I., editorsThompson A. I., editorsMcCubbin M. A., editors Madison, WI, University of Wisconsin System; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50; Parmenter, M., Mavericks personified: Stephanie Cole and high-tech history (2006) UT Arlington Magazine, p. 378. , Spring/Summer; Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study (2007) Educational Technology Research and Development, 55, pp. 315-346; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34, pp. 194-196; Premkumar, K., Coupal, C., Rules of engagement: Twelve tips for successful use of ""clickers"" in the classroom (2008) Medical Teacher, 30, pp. 146-149; Prewitt, R.R., Orpeza, K.B., (2008) Using 'clickers' in the classroom to increase the level of student interaction, , (Unpublished master's thesis). Naval Postgraduate School, Monterey, CA; Quinn, A.S., Audience response systems (clickers) by TurningPoint (2007) Journal of Technology in Human Services, 25, p. 107; Quinn, A.S., An exploratory study of opinions on clickers and class participation from students of human behavior in the social environment (2010) Journal of Human Behavior in the Social Environment, 20, pp. 721-731; Rogers, E.M., (2003) Diffusion of innovations, , (5th ed.), New York, NY, The Free Press; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27, pp. 278-280; Smith, L.A., Shon, H., Santiago, R., Audience response systems: Using ""clickers"" to enhance BSW education (2011) Journal of Technology in Human Services, 29, pp. 120-132; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40; Wakefield, J., Aristotle as a sociobiologist: The ""function of a human being"" argument, black box essentialism, and the concept of mental disorder (2000) Philosophy, Psychiatry, and Psychology, 7, pp. 17-44","Smith-Osborne, A.; University of Texas at Arlington, 211 S. Cooper Street, Box 19129, Arlington, TX 76019-0129, United States; email: alexaso@uta.edu",,,Routledge,,,,,15228835,,,,English,J. Technol. Hum. Serv.,Article,Final,,Scopus,2-s2.0-84901367999
"Keifer M.C., Reyes I., Liebman A.K., Juarez-Carrillo P.",7003964665;56003204500;23110956600;56003603100;,"The Use of Audience Response System Technology With Limited-English-Proficiency, Low-Literacy, and Vulnerable Populations",2014,Journal of Agromedicine,19,1,,44,52,,4.0,10.1080/1059924X.2013.827998,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892471740&doi=10.1080%2f1059924X.2013.827998&partnerID=40&md5=505cbb8879db607534f86c96d85cdbe6,"National Farm Medicine Center, Marshfield Clinic Research Foundation, Marshfield, WI, United States; Migrant Clinicians Network, Salisbury, MD, United States; University of Texas El Paso, El Paso, TX, United States","Keifer, M.C., National Farm Medicine Center, Marshfield Clinic Research Foundation, Marshfield, WI, United States; Reyes, I., National Farm Medicine Center, Marshfield Clinic Research Foundation, Marshfield, WI, United States; Liebman, A.K., Migrant Clinicians Network, Salisbury, MD, United States; Juarez-Carrillo, P., University of Texas El Paso, El Paso, TX, United States","Audience response systems (ARS) have long been used to improve the interactivity of educational activities. Most studies of ARS have addressed education of literate trainees. How well these devices work with low-literacy subjects is not well studied. Information gathering on the training audience is an important use of ARS and helpful in improving the targeting of training information. However, obtaining demographic information from vulnerable populations with reasons to be concerned about divulging information about themselves has not been tested. In addition, a culturally competent method to effectively collect demographic and evaluation data of this growing population is essential. This project investigated the use of ARS to gather information from Hispanic immigrant workers, many of whom are socially vulnerable and have limited English proficiency (LEP) and low-literacy. Workers attended focus groups and were asked to use ARS devices or clickers to respond to questions. Questions were both categorical (multiple choice) and open-ended numerical (text entry), and varied from simple queries to more sensitive points regarding immigration. Most workers answered the one-key response categorical questions with little difficulty. In contrast, some participants struggled when responding to numerical questions, especially when the response required pressing multiple clicker keys. An overwhelming majority of participants reported that the clickers were comfortable and easy to use despite the challenges presented by the more complex responses. The error rate increased as question complexity increased and the trend across three ordered categories of response complexity reached statistical significance. Results suggest that ARS is a viable method for gathering dichotomous or higher-order categorical information from LEP and low-literacy populations in a group setting while assuring anonymity. However, it is recommended that clickers be developed and tested with fewer, bigger, and more widely separated buttons, and less printing on the buttons for these populations. Further research is needed to determine the effectiveness of using clickers with simplified configurations in the workplace as a tool to collect data for surveys and assessments and to better engage LEP and low-literacy workers in training sessions. © 2014 Copyright Taylor and Francis Group, LLC.",ARS; clicker; Hispanic; low literacy,agriculture; article; educational technology; female; Hispanic; human; information processing; male; methodology; migrant; United States; vulnerable population; Agriculture; Educational Technology; Emigrants and Immigrants; Female; Focus Groups; Hispanic Americans; Humans; Male; Vulnerable Populations; Wisconsin,,,,,Centers for Disease Control and Prevention,"The authors are grateful to the workers who shared their time and insights with us, to Francisco Guerrero Silva and Shaun J. Duvall for assisting in participant recruitment and facilitation of the focus groups, and to David McClure, PhD, at the Marshfield Epidemiological Research Center of Marshfield Clinic for assisting with our data analysis. Funding for this project was made possible (in part) by the cooperative agreement award U54OH010170 for the Centers for Disease Control and Prevention. The views expressed here do not necessarily reflect the official policies of the Department of Health and Human Services, nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.",,,,,"Judson, E., Sawada, D., Learning from past and present: electronic response systems in college lecture halls (2002) J Comp Math Sci Teaching., 21 (2), pp. 167-181; Davis, J.L., McGinnis, K.E., Walsh, M.L., An innovative approach for community engagement: using an audience response system (2012) J Health Dispar Res Pract., 5, p. 1; Clark, M.J., Cary, S., Diemert, G., Involving communities in community assessment (2003) Public Health Nurs., 20, pp. 456-463; Douphrate, D.I., Rosecrance, J.C., Stallones, L., Reynolds, S.J., Gilkey, D.P., Livestock-handling injuries in agriculture: an analysis of Colorado workers' compensation data (2009) Am J Ind Med., 52, pp. 391-407; Baron, S.L., Beard, S., Davis, L.K., Promoting integrated approaches to reducing health inequities among low-income workers: applying a social ecological framework [published online ahead of print March 26, 2013] (2013) Am J Ind Med.; Arcury, T.A., Estrada, J.M., Quandt, S.A., Overcoming language and literacy barriers in safety and health training of agricultural workers (2010) J Agromedicine., 15, pp. 236-248; Geiger, C., Milk production and dairy farms continue to consolidate (2013) Hoard's Dairyman, , http://www.hoards.com/blog_milk-producation-dairy-farms/, February 4; Harrison, J., Lloyd, S., O'Kane, T., (2009) Overview of immigrant workers on Wisconsin dairy farms, , http://www.pats.wisc.edu/pubs/98, Madison, WI: University of Wisconsin Madison and Cooperative Extension, Program on Agricultural Technology Studies, Briefing No. 1. February; Dyk, P., (2007) Dairy Employee Survey - 2007, pp. 1-4. , Fond du Lac, WI, Fond du Lac, WI,: University of Wisconsin Extension; Harrison, J., Lloyd, S., O'Kane, T., (2009) Legal Issues Facing Immigrant Dairy Workers in Wisconsin, , http://www.pats.wisc.edu/pubs/103, Madison, WI: University of Wisconsin Madison and Cooperative Extension, Program on Agricultural Technology Studies, Briefing No. 5. July; Chen, P.G., Diaz, N., Lucas, G., Rosenthal, M.S., Dissemination of results in community-based participatory research (2010) Am J Preventive Med., 39 (4), pp. 372-378; McCaffery, K.J., Dixon, A., Hayen, A., The influence of graphic display format on the interpretations of quantitative risk information among adults with lower education and literacy: a randomized experimental study (2012) Med Decis Making., 32 (4), pp. 532-544. , Jul-Aug","Keifer, M. C.; National Farm Medicine Center, Marshfield Clinic Research Foundation, 1000 N. Oak Avenue, ML-1, Marshfield, WI 54449, United States; email: Keifer.matthew@mcrf.mfldclin.edu",,,,,,,,1059924X,,,24417531.0,English,J. Agromedicine,Article,Final,,Scopus,2-s2.0-84892471740
"Oswald K.M., Blake A.B., Santiago D.T.",14421567100;56054926700;56054710800;,Enhancing immediate retention with clickers through individual response identification,2014,Applied Cognitive Psychology,28,3,,438,442,,1.0,10.1002/acp.3010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897965932&doi=10.1002%2facp.3010&partnerID=40&md5=b758a486a5506a929fadab06d604607a,"California State University, Fresno, United States; University of California, Los Angeles, United States; University of California, Berkeley, United States","Oswald, K.M., California State University, Fresno, United States; Blake, A.B., University of California, Los Angeles, United States; Santiago, D.T., University of California, Berkeley, United States","Classroom audience response systems, in which students respond to class questions via a remote 'clicker' unit, are widely used as a method for increasing student participation and providing immediate feedback in the form of a group frequency distribution. The phenomenon of social facilitation shows that task performance can be enhanced with co-action of others or with the presence of an audience. To enhance the audience effect, we employed a unique feedback system that displays each individual's response. After reading a text passage, participants responded via a remote clicker to a series of comprehension questions. Participants were provided with no feedback regarding other respondents' answers, group feedback, or individual feedback. The results demonstrated significantly higher test performance with individual response identification. Implications are discussed in terms of applied classroom settings and social facilitation with enhanced options for displaying different types of feedback with clickers during instruction. © 2014 John Wiley & Sons, Ltd.",,article; comprehension; computer program; controlled study; feedback system; human; identified response technique; learning; major clinical study; motivation; priority journal; social behavior; social interaction; student retention; task performance; teaching; undergraduate student,,,,,,,,,,,"Aiello, J.R., Douthitt, E.A., Social facilitation from Triplett to electronic performance monitoring (2001) Group Dynamics: Theory, Research, and Practice, 5 (3), pp. 163-180. , DOI: 10.1037//1089-2699.5.3.163; Allport, F.H., The influence of the group upon association and thought (1920) Journal of Experimental Psychology, 3 (3), pp. 159-182. , DOI: 10.1037/h0067891; Anderson, R.C., Kulhavy, R.W., Andre, T., Feedback procedures in programmed instruction (1971) Journal of Educational Psychology, 62 (2), pp. 148-156. , DOI: 10.1037/h0030766; Baumeister, R.F., A self-presentational view of social phenomena (1982) Psychological Bulletin, 91, pp. 3-26. , DOI: 10.1037/0033-2909.91.1.3; Bond, C.F., Titus, L.J., Social facilitation: A meta analysis of 241 studies (1983) Psychological Bulletin, 94, pp. 265-292. , DOI: 10.1037/0033-2909.94.2.265; Butler, A., Phillmann, K.B., Smart, L., Active learning within a lecture: Assessing the impact of short, in-class writing exercises (2001) Teaching of Psychology, 28 (4), pp. 257-259. , DOI: 10.1207/S15328023TOP2804_04; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 7, pp. 9-20. , DOI: 10.1187/cbe.06-12-0205; Cavanaugh, R.A., Heward, W.L., Donelson, F., Effects of response cards during lesson closure on the academic performance of secondary students in an earth science course (1996) Journal of Applied Behavior Analysis, 29 (3), pp. 403-406. , DOI: 10.1901/jaba.1996.29-403; Cottrell, N.B., Wack, D.L., Sekerak, G.J., Rittle, R.H., Social facilitation of dominant responses by the presence of an audience and the mere presence of others (1968) Journal of Personality and Social Psychology, 9 (3), pp. 245-250. , DOI: 10.1037/h0025902; Dashiell, J.F., An experimental analysis of some group effects (1930) The Journal of Abnormal and Social Psychology, 25 (2), pp. 190-199. , DOI: 10.1037/h0075144; Henchy, T., Glass, D., Evaluation apprehension and the social facilitation of dominant and subordinate responses (1968) Journal of Personality and Social Psychology, 10, pp. 446-454. , DOI: 10.1037/h0026814; Hunt, P.J., Hillery, J.M., Social facilitation in a coaction setting: An examination of the effects over learning trials (1973) Journal of Experimental Social Psychology, 9 (6), pp. 563-571. , DOI: 10.1016/0022-1031(73)90038-3; Kellum, K.K., Carr, J.E., Dozier, C.L., Response-card instruction and student learning in a college classroom (2001) Teaching of Psychology, 28 (2), pp. 101-104. , DOI: 10.1207/S15328023TOP2802_06; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268. , DOI: 10.1111/j.1365-2729.2005.00133.x; Kulhavy, R.W., Feedback in written instruction (1977) Review of Educational Research, 47 (2), pp. 211-232. , http://www.jstor.org/stable/1170128, Retrieved April 13, 2013 from; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561. , DOI: 10.1016/j.chb.2010.02.014; Latane, B., Williams, K., Harkins, S., Many hands make light the work: The causes and consequences of social loafing (1979) Journal of Personality and Social Psychology, 37 (6), pp. 822-832. , DOI: 10.1037/0022-3514.37.6.822; McDaniel, M.A., Anderson, J.L., Derbish, M.H., Morrisette, N., Testing the test effect in the classroom (2007) European Journal of Cognitive Psychology, 19 (4-5), pp. 494-513. , DOI: 10.1080/09541440701326154; McDaniel, M.A., Roediger III, H.L., McDermott, K.B., Generalizing test-enhanced learning from the laboratory to the classroom (2007) Psychonomic Bulletin & Review, 14 (2), pp. 200-206. , DOI: 10.3758/BF03194052; Morgan, R.K., Exploring the pedagogical effectiveness of clickers (2008) InSight: A Journal of Scholarly Teaching, 3, pp. 31-36; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50. , DOI: 10.1080/00986280701818516; Platania, J., Moran, G.P., Social facilitation as a function of the mere presence of others (2001) The Journal of Social Psychology, 141 (2), pp. 190-197. , DOI: 10.1080/00224540109600546; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34 (3), pp. 194-196. , DOI: 10.1080/00986280701498665; Randolph, J.J., Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior (2007) Journal of Positive Behavior Interventions, 2 (9), pp. 113-128. , DOI: 10.1177/10983007070090020201; Spargo, E., (1989) Timed readings: Fifty 400-word passages with questions for building reading speed, , 3rd edn). Providence, RI: Jamestown Publishers; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258. , DOI: 10.1080/00986280701700391; Tindale, R.S., Sheffey, S., Shared information, cognitive load, and group memory (2002) Group Processes and Intergroup Relations, 5 (1), pp. 5-18. , DOI: 10.1177/1368430202005001535; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40. , DOI: 10.1080/17439880601141179; Triplett, N., The dynamogenic factors in pacemaking and competition (1898) The American Journal of Psychology, 9 (4), pp. 507-533. , http://www.jstor.org/stable/1412188, Retrieved April 10, 2013 from; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6, pp. 75-88. , DOI: 10.1111/j.1540-4609.2007.00166.x; Zajonc, R.B., Social facilitation (1965) Science, 149 (3681), pp. 269-274","Oswald, K.M.; California State University, Fresno, United States; email: koswald@csufresno.edu",,,John Wiley and Sons Ltd,,,,,08884080,,ACPSE,,English,Appl. Cogn. Psychol.,Article,Final,,Scopus,2-s2.0-84897965932
"Moratelli K., Dejarnette N.K.",56144840200;56145164800;,Clickers to the Rescue: Technology Integration Helps Boost Literacy Scores,2014,Reading Teacher,67,8,,586,593,,5.0,10.1002/trtr.1261,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899695745&doi=10.1002%2ftrtr.1261&partnerID=40&md5=17d2e3883ce095f229feaf719a61de80,"Vineland Public School District, Vineland, NJ, United States; Rowan University, Glassboro, NJ, United States","Moratelli, K., Vineland Public School District, Vineland, NJ, United States; Dejarnette, N.K., Rowan University, Glassboro, NJ, United States","Literacy assessment scores in an urban 5th grade classroom left much to be desired. In this diverse classroom population, typical urban distractions such as poverty, crime, English as a second language, and lack of parental support contribute to extremely low literacy scores. This classroom study examined the effects of implementing clickers, a student response system, in an urban 5th grade literacy class. Each week children were tested according to the district's adopted basal literacy curriculum series. The weekly tests assessed various story elements such as plot, comprehension, grammar, and vocabulary. The classroom teacher implemented a weekly teacher-led review session prior to testing which incorporated clicker response system technology. This review session engaged students through the use of technology while supporting them on their learned literacy skills. The clicker review sessions proved to be a valuable teaching tool in this urban elementary classroom. © 2014 International Reading Association.","Achievement gap; Adolescence; Affective influences; Aliteracy; Assessment; Attitude; Childhood; Choice, preference; College/university students; Comprehension; Comprehension monitoring; Discussion; Discussion strategies; Early adolescence; Expectations; Extrinsic; In-service; Information processing; Instructional intervention; Instructional strategies, teaching strategies; Instructional technology; Interest; Intrinsic; Literary elements; Literature-based instruction; Motivation/engagement; Ongoing assessment; Oral language; Persistence; Preservice; Questioning; Remediation; Reviews; Self-efficacy; Struggling learners; Study strategies; Teacher education, professional development; Theoretical perspectives; To inform instruction, as inquiry; Vocabulary; Writer's workshop; Writing; Writing process; Writing to learn",,,,,,,,,,,,"Afflerbach, P., Cho, B.Y., Kim, J.K., Crassas, M.E., Doyle, B., Reading: What else matters besides strategies and skills? (2013) The Reading Teacher, 66 (6), pp. 440-447; Blasewitz, M., Taylor, R., Attacking literacy with technology in an urban setting (1999) Middle School Journal, 30 (3), pp. 33-39; Day, C.W., Classroom technology (2010) American School & University, 82 (6), p. 43; González, J.A., Jover, L., Cobo, E., Muñoz, P., A web-based learning tool improves student performance in statistics: A randomized masked trial (2010) Computers & Education, 55 (2), pp. 704-713. , doi: 10.1016/j.compedu.2010.03.003; Llamas-Nistal, M., Fernández-Iglesias, M.J., González-Tato, J., Mikic-Fonte, F.A., Blended e-assessment: Migrating classical exams to the digital world (2013) Computers & Education, 62, pp. 72-87. , doi: 10.1016/j.compedu.2012.10.021; Lundeberg, M., Kang, H., Wolter, B., Delmas, R., Armstrong, N., Borsari, B., Hagley, R., Context matters: Increasing understanding with interactive clicker case studies (2011) Educational Technology Research & Development, 59 (5), pp. 645-671. , doi: 10.1007/s11423-010-9182-1; Mariotti, A.P., Sustaining students' reading comprehension (2010) Kappa Delta Pi Record, 46 (2), pp. 87-89; Marlow, D.W., Wash, P.D., Chapman, J.M., Dale, T.M., Electric engagement: The use of classroom response technology in four disciplines (2009) Currents in Teaching & Learning, 2 (1), pp. 17-27; McClanahan, B., Williams, K., Kennedy, E., Tate, S., A breakthrough for Josh: How use of an iPad facilitated reading improvement (2012) TechTrends: Linking Research & Practice to Improve Learning, 56 (4), pp. 20-28. , doi: 10.1007/s11528-012-0572-6; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco, CA: Jossey-Bass; Duncan, D., (2004) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Boston, MA: Pearson/Addison-Wesley; Pitler, H., Hubbell, E.R., Kuhn, M., (2012) Using Technology with Classroom Instruction That Works, , (2nd ed.) Denver, CO: McREL; Kenwright, K., Clickers in the classroom (2009) Techtrends: Linking Research & Practice to Improve Learning, 53 (1), pp. 74-77. , doi: 10.1007/s11528-009-0240-7; Klein, K., Kientz, M., A model for successful use of student response systems (2013) Nursing Education Perspectives, 34 (5), pp. 334-338; Lantz, M.E., The use of ""clickers"" in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561. , doi: 10.1016/j.chb.2010.02.014; Lim, K.H., Addressing the multiplication makes bigger and division makes smaller misconceptions via prediction and clickers (2011) International Journal of Mathematical Education in Science & Technology, 42 (8), pp. 1081-1106. , doi: 10.1080/0020739X.2011.573873; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE Quarterly, 30 (5), pp. 71-74",,,,International Reading Association,,,,,00340561,,,,English,Read. Teach.,Article,Final,,Scopus,2-s2.0-84899695745
Agbatogun A.O.,36536556600;,Improving communicative competence with 'clickers': Acceptance/attitudes among Nigerian primary school teachers,2014,Education 3-13,42,1,,39,53,,2.0,10.1080/03004279.2011.637942,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893938596&doi=10.1080%2f03004279.2011.637942&partnerID=40&md5=fb0e15f57222176fcc824ba2b5fb4e99,"The Moray House School of Education, The University of Edinburgh, Edinburgh EH8 8AQ, United Kingdom","Agbatogun, A.O., The Moray House School of Education, The University of Edinburgh, Edinburgh EH8 8AQ, United Kingdom","This study examined the predictive power of teachers' perceived usefulness (PU), perceived ease of use (PEU), behavioural intention (BI) to use personal response system (PRS) and computer experience (CE) on teachers' acceptance and attitude towards using PRS in improving communicative competence in the classroom where English is taught as a second language (ESL). Seventeen teachers constituted the sample for the study. A self-report questionnaire and a semi-structured interview guide were used for data collection. Results indicated that teachers were generally positively disposed to integrating PRS in ESL classroom. Moreover, teachers' disposition was not significantly dictated by gender. Except for CE, constructs like PU, PEU and BI showed significant positive correlation with attitude to PRS. The results of regression analysis indicated that the set of variables combined to predict teachers' acceptance and attitude towards using PRS. Relatively, PU was the potent predictor of the dependent variable. © 2012 © 2012 ASPE.",clickers; communicative competence; disposition; integration; teachers,,,,,,,,,,,,"Agarwal, R., Prasad, J., Are individual differences germane to the acceptance of new information technologies? (1999) Decision Sciences, 30 (2), pp. 361-391; Ajzen, I., Fishbein, M., (1980) Understanding attitudes and predicting social behaviour, , Englewood Cliffs, NJ, Englewood Cliffs, NJ,: Prentice Hall; Akpinar, Y., Bayramoglu, Y., Promoting teachers' positive attitude towards web use: A study in website development (2008) The Turkish Online Journal of Educational Technology, 7 (3), pp. 46-55; Almeklafi, A.G., Almqdadi, F.A., Teachers' perceptions of technology integration in the United Arab Emirates school classrooms (2010) Educational Technology & Society, 13 (1), pp. 165-175; Askar, P., Umay, A., Pre-service elementary mathematics teachers' computer self efficacy, attitudes towards computers, and their perceptions of computer enriched learning environments (2001) Proceedings of society for information technology and teacher education international conference 2001, , ed. C. Crawford, D.A. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price, and R. Weber, 2262-3. Chesapeake, VA: AACE; Cavas, B., Cavas, P., Karaogklan, B., Kisla, T., (2009) A study on science teachers' attitudes toward information and communication technologies in education. The Turkish Online Journal of Educational Technology, 8 (2), pp. 20-32; Chu, H., Lu, T., Wann, J., Evaluation of the acceptance of audience response system by corporation using TAM (2010) Communications in Computer and Information Science, 113, pp. 281-291; d'Inverno, R.A., Davis, H.C., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and Its Applications, 22 (4), pp. 163-169; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quarterly, 13 (3), pp. 319-334; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Ekpo, M., Udosen, A.E., Afangideh, M.E., Jolly phonics strategy and the ESL pupils' reading development: A preliminary study, , http://www.steppingstonesnigeria.org/files/Reading_Skills.doc, (n.d.), Paper presented at 1st mid term conference held at the University of Ibadan, Ibadan, Oyo State, Nigeria; National policy on education. Lagos: NERDC Federal Government of Nigeria (FGN). 2004; Gachago, D., Staff perceptions on the new RF clicker system at the University of Edinburgh (2009) ALT October Newsletter, , http://newsletter.alt.ac.uk/1x17nbvlhwl, (accessed December 22, 2010); Gefen, D., Straub, D., The relative importance of perceived ease of use in IS adoption: A study of e-commerce adoption (2000) Journal of the Association of Information Systems, 1, pp. 1-30; Jackson, R., (2007) The promise and challenges of interrogating interactive technology into University pedagogy, , http://www.infocomm.org/cps/rde/xbcr/infocomm/InteractiveTechnologiesInTheClassroom.pdf, (accessed February 15, 2011); Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Koppel, N., Berenson, M., Ask the audience - Using clickers to enhance introductory business statistics courses (2008) Information Systems Education Journal, 7 (92), pp. 1-18; Kotrik, J.W., Redman, D.H., Douglas, B.B., Technology integration by agric science teachers in the teaching and learning process (2003) Journal of Agricultural Education, 44 (3), pp. 8-90; Kumar, N., Che Rose, R., D'Silva, J.L., A review of factors impinges computer usage in education (2008) Journal of Social Sciences, 4 (2), pp. 146-157; Kung, S.C., A framework for successful key-pal programs in language learning (2002) CALL-EJ Online, 3 (2), pp. 1-7; Lee, A.C.K., Undergraduate students' gender differences in IT skills and attitudes (2003) Journal of Computer Assisted Learning, 19, pp. 488-500; MacArthur, J.R., Jones, L.L., A review of reports of clickers applicable to college chemistry classrooms (2008) Chemistry education Research and Practice, 9, pp. 187-195; Mayer, R., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulge, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Moon, J., Kim, Y., Extending the TAM for a world-wide-web context (2001) Information and Management, 38, pp. 217-230; Ocak, M.A., Akdemir, O., An investigation of primary school teachers' use of computer applications (2008) The Turkish Online Journal of Educational Technology, 7, pp. 54-60; Oyetunde, T.O., Second language reading: Insight from Nigerian primary school (2002) The Reading, 55 (8), pp. 748-755; Pavlou, V., Vryonides, M., Understanding factors that influence teachers' acceptance of technology and actual computer use for teaching: The case of Greece (2009) Mediterranean Journal of Educational Studies, 14 (2), pp. 5-25; Pittalis, M., Christou, C., Extending technology acceptance model to assess secondary school teachers' intention to use Cabri in geometry in teaching, , http://www.cerme7.univ.rzeszow.pl/WG/15a/CERME7-WG15A-Paper27_Pittalis.pdf, (accessed February 15, 2011) n.d; Potosky, D., Bobko, P., A model for predicting computer experience from attitudes toward computers (2001) Journal of Business and Psychology, 15, pp. 391-404; Rovai, A.P., Childress, M.D., Explaining and predicting resistance to computer anxiety reduction among teacher education students (2002) Journal of Research on Technology in Education, 35 (2), pp. 226-235; Selwyn, N., Students' attitudes toward computers: Validation of a computer attitude scale for 16-19 education (1997) Computer and Education, 28 (1), pp. 35-41; Shih, H.P., Extended technology acceptance model of internet utilization behavior (2004) Information and Management, 41, pp. 719-729; Siau, K., Sheng, H., Nah, F.F., Use of classroom response system to enhance classroom interactivity (2006) IEEE Transaction Education, 49 (3), pp. 398-403; Stagg, A., Lane, M., Using clickers to support information literacy skills development and instruction in first year business studies (2010) Journal of Information Technology Education, 9, pp. 197-215; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: one practitioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102htt. , http://eprints.gla.ac.uk/25098/, (accessed March 15, 2011); Suki, N.M., Suki, N.M., Exploring the relationship between perceived usefulness, perceived ease of use, perceived enjoyment, attitude and subscribers' intention towards using 3G mobile services (2011) Journal of Information Technology Management, 22 (1), pp. 1-7; Teo, T., Pre-service teachers' attitudes towards computer use: A Singapore survey (2008) Australasian Journal of Educational Technology, 24 (4), pp. 413-424; Teo, T., Lee, C.B., Chai, C.S., Understanding pre-service teachers' computer attitudes: Applying and extending the technology acceptance model (TAM) (2008) Journal of Computer Assisted Learning, 24 (2), pp. 128-143; Teo, T., Lee, C.B., Chai, C.S., Wong, S.L., Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the technology acceptance model (TAM) (2009) Computers & Education, 53, pp. 1000-1009; Teo, T., Noyes, J., Exploring attitudes towards computer use among pre-service teachers from Singapore and the UK: A multi-group invariance test of the technology acceptance model (TAM) (2010) Multicultural Education & Technology Journal, 4 (2), pp. 126-135; Teo, T., Su Luan, W., Sing, C.C., A cross-cultural examination of the intention to use technology between Singaporean and Malaysian pre-service teachers: an application of the technology acceptance model (TAM) (2008) Educational Technology & Society, 11 (4), pp. 265-280; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Wong, S.L., Teo, T., Investigating the technology acceptance among student teachers in Malaysia: An application of the technology acceptance model (TAM) (2009) The Asia-Pacific Education Researcher, 18 (2), pp. 261-272; Ybarra, R., Green, T., Using technology to help ESL/EFL students develop language skills (2003) The Internet TESL Journal, 9 (3). , http://www.temoa.info/node/24512, (accessed March 13, 2011); Yildirim, S., Effects of an educational computing course on pre-service and in-service teachers: A discussion and analysis of attitudes and use (2000) Journal of Research on computing in Education, 3, pp. 479-495; Yuen, H.K., Law, N., Chan, H., Improving IT training for serving teachers through evaluation (1999) Advanced research in computers and communications in education, 2. , eds. G. Cumming, T. Okamoto, and L. Gomez, 441-8. Amsterdam: IOS Press; Yuen, A.H.K., Ma, W.W.K., Exploring teacher acceptance of e-learning technology (2008) Asia-Pacific Journal of Teacher Education, 36 (3), pp. 229-243; Zhao, Y., Tan, H.S., Mishra, P., Teaching and learning: Whose computer is it? (2001) Journal of Adolescent & Adult Literacy, 44 (4), pp. 348-354","Agbatogun, A. O.; The Moray House School of Education, The University of Edinburgh, Edinburgh EH8 8AQ, United Kingdom; email: alabaagbatogun@yahoo.com",,,,,,,,03004279,,,,English,Educ. 3-13,Article,Final,,Scopus,2-s2.0-84893938596
"Thompson N., Toohey D.",35103572000;55356378600;,Teaching case: Analysis of an electronic voting system,2014,Journal of Information Systems Education,25,1,,13,21,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017575286&partnerID=40&md5=3941b46b63af11821a92f11dfa8061c5,"Murdoch University, Perth, WA, Australia","Thompson, N., Murdoch University, Perth, WA, Australia; Toohey, D., Murdoch University, Perth, WA, Australia","This teaching case discusses the analysis of an electronic voting system. The development of the case was motivated by research into information security and management, but as it includes procedural aspects, organizational structure and personnel, it is a suitable basis for all aspects of systems analysis, planning and design tasks. The material is based on real life analysis of currently used electronic voting systems, which have been generalized so as to highlight the wider issues and to not identify with any particular implementation of electronic voting. Suggested project deliverables are described in the teaching case, and these are complemented by the associated teaching notes which detail sample solutions and discussion points for class. © 2014 by the Education Special Interest Group (EDSIG) of the Association of Information Technology Professionals.",Face-to-face teaching; Systems analysis and design; Teaching Case,E-learning; Human resource management; Information management; Research and development management; Security of data; Systems analysis; Electronic voting; Electronic voting systems; Face to face; Organizational structures; Planning and design; Procedural aspects; Sample solution; Systems analysis and design; Voting machines,,,,,,,,,,,"Arling, P.A., Deeter, C., Eggers, H., A Systems Analysis Experiential Case Study: Repeatable Real-World Problem Solving (2010) Decision Sciences Journal of Innovative Education, 8 (2), pp. 417-422; Bee, S., Hayes, D.C., Using The Jeopardy Game to Enhance Student Understanding of Accounting Information Systems (AIS) Exam Material (2011) Review of Business Information Systems (RBIS), 9 (1), pp. 69-78; Cappel, J.J., Schwager, P.H., Writing IS Teaching Cases: Guidelines for JISE Submission (2002) Journal of Information Systems Education, 13 (4), pp. 287-293; Hackney, R.A., McMaster, T., Harris, A., Using cases as a teaching tool in IS education (2003) Journal of Information Systems Education, 14 (3), pp. 229-234; Ishikawa, K., Loftus, J.H., (1990) Introduction to quality control, , Tokyo: 3A Corporation; Kohno, T., Stubblefield, A., Rubin, A.D., Wallach, D.S., Analysis of an electronic voting system (2004) Proceedings of the IEEE Symposium on Security and Privacy, pp. 27-40. , Oakland, USA; Meyers, C., Jones, T.B., (1993) Promoting Active Learning, , Strategies for the College Classroom. San Francisco, CA: Jossey-Bass Inc; Nicol, D.J., Macfarlane-Dick, D., Formative assessment and self-regulated learning: a model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Satzinger, J., Jackson, R., Burd, S., (2008) Systems Analysis and Design in a Changing World, , Boston: Course Technology",,,,Journal of Information Systems Education,,,,,10553096,,,,English,J. Inf. Syst. Educ.,Article,Final,,Scopus,2-s2.0-85017575286
Zhonggen Y.,57205552263;,The impact of clickers use on vocabulary knowledge and satisfaction in an EFL class in China,2014,International Journal of Information and Communication Technology Education,10,3,,47,59,,6.0,10.4018/ijicte.2014070104,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84919643797&doi=10.4018%2fijicte.2014070104&partnerID=40&md5=35b436507a659022e3d61bb8cc8ef447,"School of Foreign Languages, Hohai University, Nanjing, China; Zhejiang Yuexiu University of Foreign Languages, Shaoxing, China; Post Doctoral Research Station of Psychology of Nanjing, Normal University, Nanjing, China; Tongda College of Nanjing, University of Posts and Telecommunications, Nanjing, China","Zhonggen, Y., School of Foreign Languages, Hohai University, Nanjing, China, Zhejiang Yuexiu University of Foreign Languages, Shaoxing, China, Post Doctoral Research Station of Psychology of Nanjing, Normal University, Nanjing, China, Tongda College of Nanjing, University of Posts and Telecommunications, Nanjing, China","Clickers are catching growing attention in education. This study, using data collected from a questionnaire, forty content words, and a vocabulary knowledge scale, aims to identify if clickers can enhance EFL (English as a foreign language) vocabulary knowledge and raise students' satisfaction level compared with the traditional multimedia-based instruction. Gender differences were also explored. Data from 115 EFL learners showed that: (1) Clickers-based instruction significantly increased participants' satisfaction level compared with traditional multimedia-based instruction in an EFL class; (2) Clickers-based instruction significantly enhanced participants' vocabulary knowledge compared with traditional multimedia-based instruction in an EFL class; (3) Males were significantly more satisfied with clickers-based instruction than females in an EFL class and there were no significant gender differences in satisfaction levels under multimedia-based instruction; (4) Males obtained significantly more vocabulary knowledge than females under clickers-based instruction, while females obtained significantly more vocabulary knowledge than males under multimedia-based instruction. Copyright © 2014, IGI Global.",Clickers; EFL; Multimedia; Satisfaction; Vocabulary knowledge,Clickers; EFL; Multimedia; Satisfaction; Vocabulary knowledge,,,,,"11YJC740138

1202112C

N2014013

14NDJC245YB

Nanjing University of Posts and Telecommunications: TD02011JG02

Fundamental Research Funds for the Central Universities: 2013B33914

2013SJD740005","The author wishes to thank the people who helped and reviewed this study and the projects which financially support this study: Findings of 2014 Research Project of Philosophy and Social Sciences of Zhejiang Province “Use of Clickers in College English Class in Zhejiang Province” (14NDJC245YB), 2011 Youth Fund of Humanities and Social Sciences of Ministry of Education of China “The Regression and Threshold Hypotheses of English Negative Sentences Attrition among English Learners in China”, (Project No.: 11YJC740138); 2011 Teaching Renovation Project of Tongda College of Nanjing University of Posts & Telecommunications “The Regression and Threshold Hypotheses of Foreign languages and Teaching Renovation of College English in Civil Colleges” (Project No.: TD02011JG02); The Second Batch of Post-doctoral Research Fund of Jiangsu Province in 2012 “The Regression and Threshold Hypotheses of English Language Attrition among Students in China” (Project No.: 1202112C)” and 2013 Philosophy and Social Science Guidance Research Project of Education Bureau of Jiangsu Province (Project No.: 2013SJD740005), Special Fundamental Research Funds for the Central Universities (Project No.: 2013B33914), 2013 Shaoxing Important Research Project of Higher Education Reform, 2014 Research Project of Zhejiang Yuexiu University of Foreign Languages (Project No.: N2014013). Yu Zhonggen is a male, associate professor, Ph.D. / post doctor in Hohai University, Zhejiang Yuexiu University of Foreign Languages, Nanjing Normal University and Tongda College of Nanjing University of Posts & Telecommunications, born in May, 1973, interested in use of technologies in education and applied linguistics.",,,,,"Abraham, L., Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis (2008) Computer Assisted Language Learning, 21 (3), pp. 199-226; Braak, J., Domains and determinants of university students' self-perceived computer competence (2004) Computers & Education, 43 (3), pp. 299-312; Bradford, G.R., A relationship study of student satisfaction with learning online and cognitive load: Initial results (2011) The Internet and Higher Education, 14 (4), pp. 217-226; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) American Journal of Pharmaceutical Education, 72 (4), p. 77. , PMID:19002277; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20. , PMID:17339389; Collins, L.J., Livening up the classroom: Using audience response systems to promote active learning (2007) Medical Reference Services Quarterly, 26, pp. 81-88; Collins, L.J., Audience response systems: Technology to engage learners (2008) Journal of the American College of Radiology, 5 (9), pp. 993-1000. , PMID:18755440; Craik, F., Lockhart, R.S., Levels of processing: A framework for memory research (1972) Journal of Verbal Learning and Verbal Behavior, 11 (6), pp. 671-684; Craik, F., Tulving, E., Depth of Processing and the retention of words in episodic memory (1975) Journal of Experimental Psychology, 104 (3), pp. 268-284; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-154. , PMID:18316817; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Gan, Z., Humphreys, G., Hamp-Lyons, L., Understanding successful and unsuccessful EFL students in Chinese Universities (2004) Modern Language Journal, 88 (2), pp. 229-244; Gettys, S., Imhof, L.A., Kautz, J.O., Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention (2001) Foreign Language Annals, 34 (2), pp. 91-106; Gliem, J.A., Gliem, R.R., Calculating interpreting, and reporting cronbach's alpha reliability coefficient for likert-type scales (2003) Midwest Research to Practice Conference in Adult, Continuing, and Community Education, , The Ohio State University, Columbus, OH, October 8-10; King, D.B., Using clickers to identify the muddiest points in large chemistry classes (2011) Journal of Chemical Education, 88 (11), pp. 1485-1488; Lyman-Hager, M.A., Davis, J.N., Burnett, J., Chennault, R., Une vie de boy: Interactive reading in French (1993) Proceedings of the CALICO 1993 Annual Symposium on ""assessment"", pp. 93-97. , BorchardtF. L.JohnsonE. M. T. (Eds.). Durham, NC: Duke University; Mohsen, M.A., Balakumar, M., A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature (2011) ReCALL, 23 (2), pp. 135-159; Paribakht, T.S., Wesche, M.B., Reading comprehension and second language development in a comprehension-based ESL program (1993) TESL Canada Journal, 11 (1), pp. 9-29; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sciences Education, 6 (1), pp. 29-41. , PMID:17339392; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76 (2), pp. 171-178; Schumacher, P., Morahan-Martin, J., Gender, internet and computer attitudes and experiences (2001) Computers in Human Behavior, 17 (1), pp. 95-110; Sewell, E.H., Language policy and globalization (2008) Communication and Public Policy Proceedings of the 2008 International Colloquium of Communication, pp. 74-80. , E. Peterson (Ed.); Simpson, V., Martin, O., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Smith, G.G., Li, M., Drobisz, J., Park, H.R., Kim, D., Smith, S.D., Play games or study? Computer games in eBooks to learn English vocabulary (2013) Computers & Education, 69, pp. 274-286; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124. , PMID:19119232; Stokes, S.P., Satisfaction of college students with the digital learning environment Do learners' temperaments make a difference? (2001) The Internet and Higher Education, 4 (1), pp. 31-44; Thompson, S.H.T., Lim, V.K.G., Factors influencing personal computer usage: The gender gap (1996) Women in Management Review, 11 (8), pp. 18-26; Whitley, B.E., Jr., Gender differences in computer-related attitudes and behavior: A meta-analysis (1997) Computers in Human Behavior, 13 (1), pp. 1-22; Wu, X., Lowyck, J., Sercu, L., Elen, J., Task complexity, student perceptions of vocabulary learning in EFL, and task performance (2013) The British Journal of Educational Psychology, 83 (1), pp. 160-181. , PMID:23369180; Zahedi, Y., Abdi, M., The effect of semantic mapping strategy on EFL learners' vocabulary learning (2012) Procedia: Social and Behavioral Sciences, 69, pp. 2273-2280","Zhonggen, Y.; School of Foreign Languages, Hohai UniversityChina",,,IGI Global,,,,,15501876,,,,English,Int. J. Inf. Commun. Technol. Educ.,Article,Final,,Scopus,2-s2.0-84919643797
"Voelkel S., Bennett D.",55607501200;7401541254;,New uses for a familiar technology: introducing mobile phone polling in large classes,2014,Innovations in Education and Teaching International,51,1,,46,58,,22.0,10.1080/14703297.2013.770267,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892954599&doi=10.1080%2f14703297.2013.770267&partnerID=40&md5=b259bbd4f2dd820ba8e10b97f0f01a2b,"School of Life Sciences, The University of Liverpool, Liverpool, United Kingdom","Voelkel, S., School of Life Sciences, The University of Liverpool, Liverpool, United Kingdom; Bennett, D., School of Life Sciences, The University of Liverpool, Liverpool, United Kingdom","We have introduced a real-time polling system to support student engagement and feedback in four large Level 1 and 2 modules in Biological Sciences. The audience response system makes use of a technology that is ubiquitous and familiar to the students. To participate, students send text messages using their mobile phones or send a message via their smartphone, and poll results are immediately displayed within a Powerpoint presentation during the lecture. In this case study, student evaluations indicate that mobile polling has been very well received and been of real value to students in helping them to gain increased awareness of their strengths and weaknesses. Students also report increased engagement during lectures that has provided an additional incentive to attend classes. Importantly, this innovative approach has the potential to be widely disseminated with minimal training and technological requirements. © 2013 Taylor & Francis.",audience response; clickers; engagement; feedback; mobile phone; SMS; text messages,,,,,,,,,,,,"Beekes, W., The ""Millionaire"" method for encouraging participation (2006) Active Learning in Higher Education, 7, pp. 25-36; Braun, V., Clarke, V., Using thematic analysis in psychology (2006) Qualitative Research in Psychology, 3, pp. 77-101; Brett, P., Students' experiences and engagement with SMS for learning in higher education (2011) Innovations in Education and Teaching International, 48, pp. 137-147; Coates, H., Development of the Australasian survey of student engagement (AUSSE) (2009) Higher Education, 60, pp. 1-17; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; Gerace, W.J., Dufresne, R.J., Leonard, W.J., (1999) Using technology to implement active learning in large classes, , Report No. PERG-1999#11-Nov#2-22pp. Massachusetts USA: University of Massachusetts Physics Education Research Group; Gibbs, G., (2010) Using assessment to support student learning, , http://www.leedsmet.ac.uk/staff/files/100317_36641_Formative_Assessment3Blue_WEB.pdf, Leeds Metropolitan University. Retrieved 21 January 2013 from; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G.L., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8, pp. 233-258; Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 77 (1), pp. 81-112; (2012) Teaching quality information data, , http://www.hefce.ac.uk/whatwedo/lt/publicinfo/nationalstudentsurvey/nationalstudentsurveydata/2012/, HEFCE Higher Education Funding Council for England, Retrieved 21 January 2013 from; King, S.O., Robinson, C.L., ""Pretty lights"" and maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Computers & Education, 53, pp. 189-199; Kuh, G.D., What we're learning about student engagement from NSSE: Benchmarks for effective educational practices (2003) Change: The Magazine of Higher Learning, 35, pp. 24-32; Marmolejo, E.K., Wilder, D.A., Bradley, L., A preliminary analysis of the effects of response cards on student performance and participation in an upper division university course (2004) Journal of Applied Behaviour Analysis, 37, pp. 405-410; Marrs, K.A., Novak, G., Just-in-time teaching in biology: Creating an active learner classroom using the internet (2004) Cell Biology Education, 3, pp. 49-61; Nicol, D., Macfarlane-Dick, D., Rethinking formative assessment in HE: A theoretical model and seven principles of good feedback practice (2006) Studies in Higher Education, 31, pp. 198-218; (2011) Annual communications market report, , http://stakeholders.ofcom.org.uk/market-data-research/market-data/communications-market-reports/cmr11/telecoms-networks/, Office of Communications, Retrieved 21 January 2013 from; Smith, R., Cogdell, B., The use of handset technology in an interactive lecture setting enhances the learning of histology (2010) Effective use of IT: Guidance on practice in the biosciences, , http://www.bioscience.heacademy.ac.uk/ftp/TeachingGuides/elearn/cs1.pdf, The Higher Education Academy. Retrieved 21 January 2013 from","Voelkel, S.; School of Life Sciences, The University of Liverpool, Liverpool, United Kingdom; email: svoelkel@liv.ac.uk",,,,,,,,14703297,,,,English,Innov. Educ. Teach. Int.,Article,Final,,Scopus,2-s2.0-84892954599
"Jonathan M., Lili A., Media A., Abubakar A., Montadzah A.",49663815800;56112111200;35589381300;54891756900;49663050400;,An empirical investigation on the factors that influence the use of audience response system,2014,Journal of Theoretical and Applied Information Technology,62,1,,45,53,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898460099&partnerID=40&md5=48d0f4e87589df04577bd0e26eaf5aae,"Department of Information Systems, International Islamic University Malaysia, Kuala Lumpur, Malaysia; Universitas Siswa Bangsa International, Jl. MT Haryono Kav 58-60, Jakarta Selatan 12780, Indonesia","Jonathan, M., Department of Information Systems, International Islamic University Malaysia, Kuala Lumpur, Malaysia; Lili, A., Department of Information Systems, International Islamic University Malaysia, Kuala Lumpur, Malaysia; Media, A., Universitas Siswa Bangsa International, Jl. MT Haryono Kav 58-60, Jakarta Selatan 12780, Indonesia; Abubakar, A., Department of Information Systems, International Islamic University Malaysia, Kuala Lumpur, Malaysia; Montadzah, A., Department of Information Systems, International Islamic University Malaysia, Kuala Lumpur, Malaysia","Majority of the earlier studies regarding the use of audience response systems have been devoted to higher educational level, with less attention given to secondary or high school level, and there is a dearth of research done on secondary education. To address the gap in the research literature, a study using quantitative survey has been used to explore and document the secondary students' result outcomes on using the Audience Response System (ARS) vis-à-vis the traditional method, and to further explore if utilizing an ARS affects student performance outcome. In the end, the research examines the impact of ARS on student active learning, performance outcome and the task-technology fit of ARS in secondary level education. The major finding from this study shows that ARS add to a pre-existing active learning in secondary level education as well as the student's performance. Above all, the task-technology fit affects the implementation of this system as regards the learning style of secondary school level. © 2005 - 2014 JATIT & LLS. All rights reserved.",Active learning; Audience response system; Performances outcomes task; Technology-fit,,,,,,,,,,,,"Rodriguez, L., (2010) Adult English Language Learners' Perceptions of Audience Response Systems, , http://gradworks.umi.com/3419769.pdf, (Clickers) as Communication Aides, doctoral dissertation). Walden University Retrieved from; Judson, E., Sawada, D., Audience, D., (2006) Audience Response Systems: Insipid Contrivances Or Inspiring Tools?, pp. 26-39. , in Banks, D.A. (ed.) Audience Response Systems in Higher Education: Applications and Cases. Hershey, PA & London, Information Science Publishing; Martyn, M., (2007) Clickers In the Classroom: An Active Learning Approach. EDUCAUSE Quarterly, 2, pp. 71-74. , http://net.educause.edu/ir/library/pdf/EQM0729.pdf, Retrieved from; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Morgan, R.K., Exploring the Pedagogical Effectiveness of Clickers (2008) InSight: A Journal of Scholarly Teaching, 3, pp. 31-36; Mantikayan, J.M., Ayu, M.A., Exploring audience response system: Impacts in learning institutions (2010) Information and Communication Technology For the Muslim World (ICT4M), pp. A13-A17; Mantikayan, J.M., Ayu, M.A., Assessing audience response systems using tasktechnology fit. Paper presented at the Information and Communication Technology for the Muslim World (ICT4M) (2013) 5th International Conference On; Mantikayan, J.M., Ayu, M.A., Mantoro, T., Mohammed, H., (2012) The Effects of Audience Response Systems On Active Learning. Proceedings of International Conference On Active Learning, , ICAL, Melaka, Malaysia; (2011) Secondary Education Regional Information Base: Country Profile - Malaysia, , http://www.uis.unesco.org/Library/Documents/secondary-education-malaysia-2011-en.pdf, UNESCO, UNESCO Asia and Pacific Regional Bureau for Education Retrieved 17 September, from; (2009) Secondary Education Regional Information Base: Country Profile - Philippines, , http://www.uis.unesco.org/Library/Documents/Philippines.pdf, UNESCO, UNESCO Asia and Pacific Regional Bureau for Education Retrieved 17 September, from; Abubakar, A.I., Mantoro, T., Mahmud, M., Exploring end-user preferences of 3D mobile interactive navigation design (2011) Proceedings of the 9th International Conference On Advances In Mobile Computing and Multimedia, pp. 289-292; Gay, L.R., Mills, G.E., (2009) Education Research: Competencies For Analysis and Application, , P Airasian, 9th Edition.). Person Prentice Hall, Upper Saddle River, New Jersey; Lyberg, L., Biemer, P., Collins, M., Deleeuw, E., Dippo, C., Schwarz, N., (1997) Survey Measurement and Process Quality, p. 808. , (1st edition), Wiley-Interscience; New York; Devellis, R.F., (2003) Scale Development: Theory and Applications, p. 184. , 2nd edition, Thousand, Oaks, California: Sage; Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E., Multivariate Data Analysis (2010) A Global Perspective, , Pearson Education, Inc, Upper saddle River, New Jersey; Abdullah, A., Embi, M.A., Nordin, N., The Role of Students in the Development of a Collaborative Learning Community through Networked Learning: A Malaysian Perspective (2011) The International Journal of Learning, 18 (1), pp. 347-360; Embi, M.A., Hamat, A., Sulaiman, A.H., The Use of Learning Management Systems Among Malaysian University Lecturers (2011) The International Journal of Learning, 18 (4), pp. 61-70; Hamzah, I., Ismail, A., Tamuri, A.H., Embi, M.A., Maimun, A.L., The Emergence of New Technology in Malaysian Smart Schools: Views of Islamic Education Teachers and Students (2011) The International Journal of Learning, 16 (4), pp. 249-262; Abdullah, L.M., Verner, J.M., Outsourced Strategic IT Systems Development Risk (2009) RCIS, pp. 275-286; Abdullah, L.M., Verner, J.M., Analysis and application of an outsourcing risk framework (2012) Journal of Systems and Software, 85 (8), pp. 1930-1952; Thomas, K., Orthober, C., (2011) Using Text- Messaging In the Secondary Classroom. American Secondary Education, 39 (2), pp. 55-76",,,,Asian Research Publishing Network (ARPN),,,,,19928645,,,,English,J. Theor. Appl. Inf. Technol.,Article,Final,,Scopus,2-s2.0-84898460099
"Zhonggen Y., Liu C.",57205552263;56454595000;,The influence of clickers use on metacognition and learning outcomes in college english classroom,2014,International Journal of Information and Communication Technology Education,10,2,,50,61,,8.0,10.4018/ijicte.2014040105,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84919493221&doi=10.4018%2fijicte.2014040105&partnerID=40&md5=9799bcefa9cb744fa83726b75d3a1009,"School of Psychology, Nanjing Normal University, Jiangsu, Nanjing, China","Zhonggen, Y., School of Psychology, Nanjing Normal University, Jiangsu, Nanjing, China; Liu, C., School of Psychology, Nanjing Normal University, Jiangsu, Nanjing, China","Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the data obtained from three questionnaires and an IELTS test instructed via Clickers and traditional multimedia at the end of corresponding semesters, it is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia. Limitations of this study are also discussed, coupled with recommendations for future research. Copyright © 2014, IGI Global.",Clickers; College English; Instruction; Learning Outcomes; Metacognition; Multimedia,Cognitive systems; Surveys; Teaching; Clickers; College English; Instruction; Learning outcome; Metacognition; Multimedia; Students,,,,,"11YJC740138

Nanjing University of Posts and Telecommunications: TD02011JG02

1202112C

2013SJD740005

N2014013

Fundamental Research Funds for the Central Universities: 2013B33914","The author wishes to thank the people who help this study and the projects which financially support this study: 2011 Youth Fund of Humanities and Social Sciences of Ministry of Education of China “The Regression and Threshold Hypotheses of English Negative Sentences Attrition among English Learners in China”, (Project No.: 11YJC740138); 2011 Teaching Innovation Project of Tongda College of Nanjing University of Posts & Telecommunications “The Regression and Threshold Hypotheses of Foreign languages and Teaching Innovation of College English in Civil Colleges” (Project No.: TD02011JG02); The Second Batch of Post-doctoral Research Fund of Jiangsu Province in 2012 “The Regression and Threshold Hypotheses of English Language Attrition among Students in China” (Project No.: 1202112C)”, 2013 Philosophy and Social Science Guidance Research Project of Education Bureau of Jiangsu Province (Project No.: 2013SJD740005), Special Fundamental Research Fund for the Central Universities (Project No.: 2013B33914), 2013 Shaoxing Important Research Project of Higher Education Reform, and 2014 Research Project of Zhejiang Yuexiu University of Foreign Languages (Project No.: N2014013). Yu Zhonggen, associate professor / post doctor in Hohai University, Zhejiang Yuexiu University of Foreign Languages, Nanjing Normal University and Tongda College of Nanjing University of Posts & Telecommunications, born in May, 1973, is interested in use of technologies in education and applied linguistics. Chang Liu, School of Psychology, Nanjing Normal University, China.",,,,,"Armstrong, N., Chang, S.M., Brickman, M., Cooperative learning in industrial-sized biology classes (2007) CBE Life Sciences Education, 6, pp. 163-171. , PMID:17548878; Beatty, I.D., Grace, W.J., Leonard, W.J., Dufense, R.J., Designing effective questions for classroom response systems teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Brady, M., Seli, H., Rosenthal, J., ""clickers"" and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers & Education, 65, pp. 56-63; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) American Journal of Pharmaceutical Education, 72 (4), p. 77. , PMID:19002277; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6, pp. 9-20. , PMID:17339389; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance students' learning and satisfaction (2010) Journal of Engineering Education, 99 (2), pp. 158-169; Chi, M.T.H., De Leeuw, N., Chiu, M., Lavancher, C., Eliciting self explanations improves understanding (1994) Cognitive Science, 18, pp. 439-477; Coleman, E.B., Using explanatory knowledge during collaborative problem solving in science (1998) Journal of the Learning Sciences, 7, pp. 387-427; Coleman, E.B., Brown, A.L., Rivkin, I.D., The effect of instructional explanations on learning from scientific texts (1997) Journal of the Learning Sciences, 6, pp. 347-365; Collins, J., Audience response systems: Technology to engage learners (2008) Journal of the American College of Radiology, 5, pp. 993-1000. , PMID:18755440; Collins, L.J., Livening up the classroom: Using audience response systems to promote active learning (2007) Medical Reference Services Quarterly, 26, pp. 81-88. , PMID:17210552; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and longterm retention of course material (2008) CBE Life Sciences Education, 7, pp. 146-154. , PMID:18316817; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Reviews in Physics Education Research, pp. 1-55. , In E. F. Redish, & P. Cooney (Eds.) College Park, MD: American Association of Physics Teachers; Dembo, M., Seli, H., (2007) Motivation and Learning Strategies for College Success: A Self-management Approach (3rd Ed.), , New York, NY: Taylor & Francis; Draper, S.W., Brown, M.K., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astronomy Education Review, 5 (1), pp. 70-88; Flavell, J.H., Metacognitive aspects of problem solving (1976) The Nature of Intelligence, pp. 231-236. , L. B. Resnick (Ed.) Hillsdale, NJ: Erlbaum; Flavell, J.H., Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry (1979) The American Psychologist, 34, pp. 906-911; Flavell, J.H., Speculation about the nature and development of metacognition (1987) Metacognition, Motivation, and Understanding, pp. 21-29. , In F. Weinert, & R. Kluwe (Eds.) Hillsdale, NJ: Lawrence Erlbaum; Herreid, C.F., It's all their fault (2010) Journal of Microbiology & Biology Education, 11, pp. 34-36. , PMID:23653695; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4, pp. 298-310. , PMID:16341257; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46 (4), p. 242; Livingstone, J.A., (1997) Metacognition An Overview, , http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Student evaluation of audience response technology (2008) Educational Technology Research and Development, 56, pp. 125-145; Mayer, R.E., (2008) Learning and Instruction, , Pearson Education, Inc; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Meltzer, D., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) American Journal of Physics, 70 (6), pp. 639-654; Pintrich, P.R., Smith, D.A.F., Garcia, T., McK-Eachie, W.J., Reliability and predictive validity of the motivated strategies for learning questionnaire (1993) Educational and Psychological Measurement, 53, p. 801; Preszler, R.W., Replacing lecture with peerled workshops improves student learning (2009) CBE Life Sciences Education, 8, pp. 182-192. , PMID:19723813; Preszler, R.W., Dawe, A., Shuster, C.B., Shus-Ter, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sciences Education, 6, pp. 29-41. , PMID:17339392; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76, pp. 171-178; Schraw, G., Dennison, R.S., Assessing metacognitive awareness (1994) Contemporary Educational Psychology, 19, pp. 460-475; Tanner, K., Chatman, L.S., Allen, D., Approaches to cell biology teaching: Cooperative learning in the science classroom-beyond students working in groups (2003) Cell Biology Education, 2, pp. 1-5. , PMID:12822033; Tanner, K.D., Talking to learn: Why biology students should be talking in classrooms and how to make it happen (2009) CBE Life Sciences Education, 8, pp. 89-94. , PMID:19487494; Van Dijk, L., Van Der Berg, G., Van Keulen, H., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26, pp. 15-28; Veenman, M.V.J., Elshout, J.J., Differential effects of instructional support on learning in simulation environments (1995) Instructional Science, 22, pp. 363-383; Wolters, C.A., Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning (2010) Educational Psychologist, 38 (4), pp. 189-205; Zimmerman, B.J., Attaining self-regulation: A social cognitive perspective (2000) Handbook of Self-regulation, pp. 13-19. , M. Boekaertz, P. R. Pintrich, & M. Zeidner (Eds.) San Diego, CA: Academic Press",,,,IGI Global,,,,,15501876,,,,English,Int. J. Inf. Commun. Technol. Educ.,Article,Final,,Scopus,2-s2.0-84919493221
"Lantz M.E., Stawiski A.",36879737100;55938508600;,Effectiveness of clickers: Effect of feedback and the timing of questions on learning,2014,Computers in Human Behavior,31,1,,280,286,,35.0,10.1016/j.chb.2013.10.009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84888251840&doi=10.1016%2fj.chb.2013.10.009&partnerID=40&md5=13c0f57df58da52df078ac74269b70d8,"Kent State University at Trumbull, 4314 Mahoning Ave. N.W., Warren, OH 44483, United States","Lantz, M.E., Kent State University at Trumbull, 4314 Mahoning Ave. N.W., Warren, OH 44483, United States; Stawiski, A., Kent State University at Trumbull, 4314 Mahoning Ave. N.W., Warren, OH 44483, United States","Individual response devices or ""clickers"" are now being used in many classrooms as an active-learning component of courses. Educators may wonder whether clickers are truly beneficial to learning. This study was designed to examine whether clickers increase retention of lecture material over two days in a more controlled situation than the live classroom. Participants watched a video lecture and were either given clicker questions about the video or no clicker questions with a 'test' occurring two days later. The effect of immediate feedback and the timing of the questions (either throughout the video or all at the end) were assessed. It was found that clicker questions improved memory for material two days later compared to no-clicker controls, provided that immediate feedback was given about each question. Scores two days later actually improved compared to scores on the day of the video when feedback was given about the correct answers. The timing of clicker questions did not affect scores. Results are consistent with studies that took place in more ecologically valid but less controlled live classroom situations. The results may guide educators in the effective use of clickers. © 2013 Elsevier Ltd. All rights reserved.",Active learning; Clickers; Immediate feedback; Individual response device,Active Learning; Clickers; Immediate feedbacks; Individual response device; Lecture materials; Video lectures; Behavioral research; Human computer interaction; Teaching,,,,,,,,,,,"Banks, D., Using keypad-based group process support systems to facilitate student reflection (2003) Interact, Integrate, Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, , G. Crisp D. Thiele I. Scholten S. Barker & J. Baron (Eds.) Adelaide, Australia (December 7-10); Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22, pp. 474-494; Beatty, I., Transforming student learning with classroom communication systems (2004) Education Center for Applied Research, 2004, pp. 1-13; Ben-Ari, M., Constructivism in computer science education (2001) Journal of Computers in Mathematics and Science Teaching, 20, pp. 45-73; Bower, G.H., Clark, M.D., Lesgold, A.J., Winzenz, D., Hierarchical retrieval schemes in recall of categorized word lists (1969) Journal of Verbal Learning and Verbal Behavior, 8, pp. 323-343; Craik, F., Lockhart, R.S., Levels of processing: A framework for memory research (1972) Journal of Verbal Learning and Verbal Behavior, 11, pp. 671-684; Craik, F., Tulving, E., Depth of processing and the retention of words in episodic memory (1975) Journal of Experimental Psychology: General, 104, pp. 268-294; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-154. , http://www.lifescied.org/cgi/reprint/7/1/146, DOI 10.1187/cbe.07-08-0060; Cue, N., A universal learning tool for classrooms? (1998) Proceedings of the ""first quality in teaching and learning conference"", , Kowloon, Hong Kong, China (10-12 December); Dallaire, D.H., Effective use of personal response ""clicker"" systems in psychology courses (2011) Teaching of Psychology, 38 (3), pp. 199-204. , 10.1177/0098628311411898; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics And Its Applications, 22 (4), pp. 163-169. , DOI 10.1093/teamat/22.4.163; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94. , DOI 10.1111/j.1365-2729.2004.00074.x; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A Classroom Communication System for Active Learning (1996) Journal of computing in higher education, 7 (2), pp. 3-47; Einstein, G.O., Hunt, R.R., Levels of processing and organization: Additive effects of individual-item and relational processing (1980) Journal of Experimental Psychology: Human Learning and Memory, 6, pp. 588-598; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1, pp. 80-86; Flynn, A.B., Development of an online, postclass question method and its integration with teaching strategies (2012) Journal of Chemical Education, 89, pp. 456-464. , 10.1021/ed101132q; Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M.P., Prescribed active learning increases performance in introductory biology (2007) CBE Life Sciences Education, 6 (2), pp. 132-139. , http://www.lifescied.org/cgi/reprint/6/2/132, DOI 10.1187/cbe.06-09-0194; Ghatala, E.S., The effect of internal generation of information on memory performance (1981) American Journal of Psychology, 94, pp. 443-450; Glisky, E.L., Rabinowitz, J.C., Enhancing the generation effect through repetitions in operations (1985) Journal of Experimental Psychology: Learning, Memory and Cognition, 11, pp. 193-205; Hirshman, E., Bjork, R.A., The generation effect: Support for a two-factor theory (1988) Journal for Experimental Psychology: Learning, Memory and Cognition, 14, pp. 484-494; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33, pp. 329-341. , 10.1080/17439880802497081; Karaman, S., Effects of audience response systems on student achievement and long-term retention (2011) Social Behavior and Personality, 39, pp. 1431-1440. , 10.2224/sbp.2011.39.10.1431; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268. , DOI 10.1111/j.1365-2729.2005.00133.x; Kornell, N., Hays, M.J., Bjork, R.A., Unsuccessful retrieval attempts enhance subsequent learning (2009) Journal of Experimental Psychology: Learning, Memory, and Cognition, 35 (4), pp. 989-998. , 10.1037/a0015729; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26, pp. 556-561. , 10.1016/j.chb.2010.02.014; Lin, Y.-C., Liu, T.-C., Chu, C.-C., Implementing clickers to assist learning in science lectures: The Clicker-Assisted Conceptual Change model (2011) Australasian Journal of Educational Technology, 27, pp. 979-996; Middendorf, J., Kalish, A., The ""change-up"" in lectures (1996) The National Teaching & Learning Forum, 5, pp. 1-5; Morling, B., McAuliffe, M., Cohen, L., D'Lorenzo, T., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50. , 10.1080/00986280701818516; Nairne, J., Widner, R., Generation effects with non-words: The role of test appropriateness (1987) Journal of Experimental Psychology: Learning, Memory and Cognition, 13, pp. 164-171; O'Donoghue, M., O'Steen, B., (2007) Clicking on or Off? Lecturers' Rationale for Using Student Response Systems, , Paper presented at the Australasian Society for Computers in Learning in Tertiary Education conference, Singapore; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34, pp. 194-196; Resnick, L.B., Mathematics and science learning: A new conception (1983) Science, 220, pp. 477-478; Ribbens, E., Why i like clicker personal response systems (2007) Journal of College Science Teaching, 37 (2), pp. 60-62; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) Teaching of Psychology, 36, pp. 273-277. , 10.1080/00986280903175749; Shapiro, A.M., An empirical study of personal response technology for improving attendance and learning in a large class (2009) Journal of the Scholarship of Teaching and Learning, 9, pp. 13-26; Shapiro, A.M., Gordon, L.T., A controlled study of clicker-assisted memory enhancement in college classrooms (2012) Applied Cognitive Psychology, 26 (4), pp. 635-643. , 10.1002/acp.2843; Shon, H., Smith, L., A review of Poll Everywhere audience response system (2011) Journal of Technology in Human Services, 29, pp. 236-245. , 10.1080/15228835.2011.616475; Skinner, N.F., University grades and time of day instruction (1985) Bulletin of the Psychonomic Society, 23, p. 67; Slamecka, N.J., Graf, P., The generation effect: Delineation of a phenomenon (1978) Journal of Experimental Psychology: Human Learning, 4, pp. 592-604; Taconnat, L., Foger, C., Sacher, M., Isingrini, M., Generation and associative encoding in young and old adults: The effect of the strength of association between cues and targets on a cued recall task (2008) Experimental Psychology, 55, pp. 23-30. , 10.1027/1618-3169.55.1.23; Tregonning, A.M., Doherty, D.A., Hornbuckle, J., Dickinson, J.E., The audience response system and knowledge gain: A prospective study (2012) Medical Teacher, 34 (4), pp. 269-e274. , 10.3109/0142159X.2012.660218; Vaughn, K.E., Rawson, K.A., When is guessing incorrectly better than studying for enhancing memory? (2012) Psychonomic Bulletin Review, 19, pp. 899-905. , 10.3758/s13423-012-0276-0; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7, pp. 796-798; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6, pp. 75-88","Lantz, M.E.; Kent State University at Trumbull, 4314 Mahoning Ave. N.W., Warren, OH 44483, United States; email: mlantz2@kent.edu",,,,,,,,07475632,,CHBEE,,English,Comput. Hum. Behav.,Article,Final,,Scopus,2-s2.0-84888251840
"Ferrarini T.H., Dirk Mateer G.",36941020000;36696059100;,Multimedia technology for the next generation,2014,Journal of Private Enterprise,29,2,,129,139,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84906080028&partnerID=40&md5=851da2b361ed884d566e5195ff02143e,"Northern Michigan University, United States; University of Arizona, United States","Ferrarini, T.H., Northern Michigan University, United States; Dirk Mateer, G., University of Arizona, United States","Today's multitasking media generation of students, the M2 generation, has widespread and historically low-cost access to media players, smartphones, computers, and gaming units. This article explains how content that is rich in economics can help instructors connect in meaningful and purposeful ways with students through television and movie clips, classroom polling, audiocasts, and social media.",Alternatives to chalk-and-talk; Multimedia; Online education; Technology in the classroom,,,,,,,,,,,,"Elaine, A.I., Seaman, J., (2010) Class Differences: Online Education In the United States, 2010, , Sloan Consortium; Becker, W.E., Good-bye Old, Hello New in Teaching Economics (2004) Australasian Journal of Economics Education, 1 (1), pp. 5-17; Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience, and School, , Washington, DC: National Academy Press; Burch, L., (2010) Generation M2: Media In the Lives of 8- to 18-Year-Olds, , Menlo Park, CA: Kaiser Family Foundation; Dixit, A., Restoring Fun to Game Theory (2005) Journal of Economic Education, 36 (2005), pp. 205-219; Ghent Linda, S., (2010) Alan Grant, and George Lesica, , The Economics of Seinfeld; Ghent, L.S., Stone, M., Mateer, G.D., TV for Economics (2011) Journal of Economic Education, 42 (2), p. 207; Gwartney, J., Stroup, R., Lee, D., Ferrarini, T.H., (2010) Common Sense Economics: What Everyone Should Know About Wealth and Prosperity, , New York: St. Martin's Press; Hall, J., Lawson, R.A., Using Music to Teach Microeconomics (2008) Perspectives In Economic Education Research, 14 (2), pp. 23-36; Holder, K., (2012) The Dismal Art Project; King, G., Sen, M., (2013) How Social Science Research Can Improve Teaching, , Concepts and Methods working paper series 37; Mateer, G.D., (2005) Economics In the Movies, , Mason, OH: SouthWestern, Thomson; Mateer, G.D., Li, H., Movie Scenes for Economics (2008) Journal of Economic Education, 39 (3), p. 303; Rebecca, M., (2012) AudioEcon; Murphy, R., (2012) Econmemes; Roberts, R., (2012) EconTalk; Salemi, M., Clickenomics: Using a Classroom Response System to Increase Student Engagement in a Large-Enrollment Principles of Economics Course (2009) Journal of Economic Education, 40 (4), pp. 385-404; Trees, A.R., Jackson, M.R., The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University-Level Courses Using Student Response Systems (2007) Learning, Media, and Technology, 32 (1), pp. 21-40; Watts, M., Schaur, G., Teaching and Assessment Methods in Undergraduate Economics: A Fourth National Quinquennial Survey (2011) Journal of Economic Education, 42 (3), pp. 294-309",,,,Fayetteville State University,,,,,0890913X,,,,English,J. Priv. Enterp.,Article,Final,,Scopus,2-s2.0-84906080028
"Fernández-Alemán J.L., García A.B.S., Montesinos M.J.L., Jiménez J.J.L.",6504105559;55801342900;55820502700;57207367639;,Examining the benefits of learning based on an audience response system when confronting emergency situations,2014,CIN - Computers Informatics Nursing,32,5,,207,213,,4.0,10.1097/CIN.0000000000000053,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901604805&doi=10.1097%2fCIN.0000000000000053&partnerID=40&md5=f148551f7303fddfb753ec7a42edbd03,"Department of Informatics and Systems, University of Murcia, Campus de Espinardo, 30100, Murcia, Spain; Department of Nursing, Faculty of Nursing, University of Murcia, Spain; Reina Sofía University General Hospital of Murcia, Spain","Fernández-Alemán, J.L., Department of Informatics and Systems, University of Murcia, Campus de Espinardo, 30100, Murcia, Spain; García, A.B.S., Department of Nursing, Faculty of Nursing, University of Murcia, Spain, Reina Sofía University General Hospital of Murcia, Spain; Montesinos, M.J.L., Department of Nursing, Faculty of Nursing, University of Murcia, Spain; Jiménez, J.J.L., Department of Informatics and Systems, University of Murcia, Campus de Espinardo, 30100, Murcia, Spain","This article presents an empirical study on the effectiveness of the use of an audience response system called SIstema De Respuesta inmediata de la Audiencia on a nursing course. A total of 130students of mixed gender, age, and computer experience and educational background on a third-year course in nursing administration and management participated in the study. The benefits of an audience response system as regards learning how to confront emergency situations were studied. The innovative aspect of the proposal is twofold: (1) the use of a smartphone to respond to the questions and (2) the analysis of the students' response time when confronting critical situations while managing nursing resources. A positive impact on the students' performance was revealed in their final assessments. Our findings show that SIstema De Respuesta inmediata de la Audiencia increases student participation and aids in identifying and correcting misconceptions. The students found SIstema De Respuesta inmediata de la Audiencia to be very motivating and wanted it to be used in additional lectures. Further research is required to study the effectiveness of SIstema De Respuesta inmediata de la Audiencia for it to be widely used in other disciplines. Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins.",Audience response system; Computer-assisted instruction; Education; Evaluation; Nursing,"computer interface; education; emergency; evaluation study; female; human; learning; male; nursing education; nursing student; procedures; questionnaire; statistics and numerical data; teaching; Computer-Assisted Instruction; Education, Nursing, Baccalaureate; Educational Measurement; Emergencies; Female; Humans; Learning; Male; Questionnaires; Students, Nursing; User-Computer Interface",,,,,,,,,,,"Efstathiou, N., Bailey, C., Promoting active learning using audience response system in large bioscience classes (2012) Nurse Educ Today, 32 (1), pp. 91-95; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) J Comput Math Sci Teach., 21 (2), p. 167; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ., 53, pp. 819-827; Jensen, R., Meyer, L., Sternberger, C., Three technological enhancements in nursing education: Informatics instruction, personal response systems, and human patient simulation (2009) Nurse Educ Pract., 9 (2), pp. 86-90; Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 1-25. , Banks D, ed. Hershey, PA: Idea Group Inc; Macarthur, J., Jones, L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chem Educ Res Pract., 9 (3), pp. 187-195; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: Best practice guidelines (2010) Int J Nurs Educ Scholarsh., 7 (1). , Article32; Sánchez-Garcá, A.B., López-Montesinos, M.J., Fernández-Alemán, J.L., Wireless devices in nursing education (2013) Invest Educ Enferm., 31 (1), pp. 95-106; Broussard, B.B., To click or not to click: Learning to teach to the microwave generation (2012) Nurse Educ Pract., 12, pp. 3-5; McRaeme, Elgie-Watson, J., Using audience response technology in hospital education programs (2010) J Contin Educ Nurs., 41 (7), pp. 323-328; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nurs Educ Perspect., 27 (5), pp. 278-280; Fifer, P., Student perception of clicker usage in nursing education (2012) Teach Learn Nurs., 7, pp. 6-9; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) J Comput Assist Learn., 21 (4), pp. 260-268; Bruff, D., (2009) TeachingWith Classroom Response Systems: Creating Active Learning Environments, , San Francisco, CA: Jossey-Bass; Beebe, K.R., Bailey, N., Phillips, W., Efficacy of a Handheld Response Device to Improve Classroom Interaction and Learning Outcomes (2008) Poster Presentation: Emerging Technologies in Nurse Education Conference, pp. 14-15. , Seattle, WA; July 13-15; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educ., 32 (3), pp. 113-116; Auras, R., Bix, L., Wake up! the effectiveness of a student response system in large packaging classes (2007) Packaging Technol Sci., 20 (3), pp. 183-195; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ., 6 (1), pp. 9-20; Jones, S., Henderson, D., Sealover, P., Clickers in the classroom (2009) Teach Learn Nurs., 4, pp. 2-5; Beekes, W., The 'Millionaire' method for encouraging participation (2006) Active Learn Higher Educ., 7 (1), pp. 25-36; Bunce, D., Vandenplas, J., Havanki, K., Comparing the effectiveness on student achievement of a student response system versus online {WebCT} quizzes (2006) J Chem Educ., 83 (3), pp. 488-493; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol Educ., 4 (4), pp. 298-310; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Educ Today, 30 (7), pp. 603-607; Hu, J., Bertok, P., Hamilton, M., White, G., Duff, A., Cutts, Q.I., Audience response systems in higher education (2006) Information Science Publishing, pp. 209-221. , Banks DA, ed. Hershey, PA; McKeachiewj, Svinicki, M., (2006) Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th Ed, , Belmont, CA: Wadsworth Publishing; Vana, K.D., Silva, G.E., Muzyka, D., Hirani, L.M., Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students (2011) Comput Inform Nurs., 29 (6), pp. 326-334; Yaugary, L., Williams Andrew, S., Brown Judith, B., Family physicians' perspectives on personal health records (2011) Can Fam Physician, 57 (5), pp. e178-e184; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) J Nurs Educ., 45 (11), pp. 469-473; Zurmehly, J., Leadingham, C., Exploring student response systems in nursing education (2008) Comput Inform Nurs., 26 (5), p. 265; Debourgh, G.A., Use of classroom ''clickers'' to promote acquisition of advanced reasoning skills (2008) Nurse Educ Pract., 8 (2), pp. 76-87; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nurs Educ Perspect, 30 (5), pp. 295-298; Meedzan, N., Fisher, K., Clickers in nursing education: An active learning tool in the classroom (2009) Online J Nurs Inform., 13 (2), pp. 1-19; Smith, D.A., Rosenkoetter, M.M., Effectiveness, challenges, and perceptions of classroom participation systems (2009) Nurse Educ., 34 (4), pp. 156-161; De Gagne, J.C., The impact of clickers in nursing education: A review of literature (2011) Nurse Educ Today, 31 (8), pp. e34-e40; Williams, B., Boyle, M., The use of interactive wireless keypads for interprofessional learning experiences by undergraduate emergency health students (2008) Int J Educ Dev ICT., 4 (1), pp. 41-48; Schackow, T.E., Chavezm, Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med., 36 (7), pp. 496-504; Bloom, B., Furst, E., Hill, W., Krathwohl, D.R., (1956) Taxonomy of Educational Objectives: Handbook I, the Cognitive Domain, , Reading, MA: Addison-Wesley; Woodford, K., Bancroft, P., Using multiple choice questions effectively in information technology education (2004) ASCILITE'04, pp. 948-955; Phillippi, J.C., Wyatt, T.H., Smartphones in nursing education (2011) Comput Inform Nurs., 29 (8); Narayan, J.S., Heward, W.L., Gardner, R., Using response cards to increase student participation in an elementary classroom (1990) J Appl Behav Anal, 23 (4), pp. 483-490; Ryan, J.G., Dogbey, E., Seven strategies for international nursing student success: A review of the literature (2012) Teach Learn Nurs., 7, pp. 103-107; Beatty, I., Transforming student learning with classroom communication systems (2004) Educause Center for Applied Research (ECAR) Research Bulletin, 2004 (3), pp. 1-13; Adelstein, B.-A., Piza, M.A., Nayyar, V., Mudaliar, Y., Klineberg, P.L., Rubin, G., Rapid response systems: A prospective study of response times (2011) J Crit Care., 26 (6), pp. 635e611-635e618; Parsons, C.V., Delucia, J.M., Decision making in the process of making differentiation (2005) Learn Lead Technol., 31 (1), pp. 8-10; McAllister, M., Moyle, W., An online learning community for clinical educators (2006) Nurse Educ Pract., 6 (2), pp. 106-111; Verdú, E., Verdú, M.J., Regueras, L.M., De Castro, J.P., Garcá, R., A genetic fuzzy expert system for automatic question classification in a competitive learning environment (2012) Exp Syst Appl., 39 (8), pp. 7471-7478; Fernández-Alemán, J.L., Palmer-Brown, D., Jayne, C., Effects of responsedriven feedback in computer science learning (2011) IEEE Trans Educ., 54 (3), pp. 501-508; Fernández-Alemán, J.L., Automated assessment in a programming tools course (2011) IEEE Trans Educ., 54 (4), pp. 576-581","Fernández-Alemán, J.L.; Department of Informatics and Systems, University of Murcia, Campus de Espinardo, 30100, Murcia, Spain; email: aleman@um.es",,,Lippincott Williams and Wilkins,,,,,15382931,,,24633235.0,English,CIN Comput. Informatics Nurs.,Article,Final,,Scopus,2-s2.0-84901604805
"Kulatunga U., Rameezdeen R.",57191098927;6504205982;,Use of Clickers to Improve Student Engagement in Learning: Observations from the Built Environment Discipline,2014,International Journal of Construction Education and Research,10,1,,3,18,,7.0,10.1080/15578771.2013.826754,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890930042&doi=10.1080%2f15578771.2013.826754&partnerID=40&md5=93c56adb4d367421719308a46d392aba,"The School of the Built Environment, University of Salford, Greater Manchester, United Kingdom; School of Natural and Built Environments, University of South Australia, Adelaide, Australia","Kulatunga, U., The School of the Built Environment, University of Salford, Greater Manchester, United Kingdom; Rameezdeen, R., School of Natural and Built Environments, University of South Australia, Adelaide, Australia","Student engagement and active learning have been identified as key areas for learning enhancement as students tend to understand and retain teaching material better and enjoy lectures when they are actively engaged. This would improve retention and progression of students and could lead to improved levels of academic success. Designing learning activities to improve student engagement has been considered by many universities. This article evaluates the use of 'Clickers' (a remote voting system) as a mechanism to improve student engagement within the Built Environment discipline. Focus group discussions and questionnaire surveys with students, interviews with staff members and personal observations were used to collect data. A positive correlation between student engagement and Clicker sessions was evident. Anonymously responding to questions, collaborative learning, and self-evaluation of performance have been able to improve student engagement for Clicker sessions. Effective feedback discussions based on the Clicker questions, knowledge sharing with peers, and reflecting more on the subject content have influenced deep learning among students, and hence, improved learning. The originality of this research stems from the fact that Clickers could be more useful for the Built Environment discipline, as its outward looking teaching and learning approach appropriately matches with that of Clickers technology. © 2014 Copyright Taylor and Francis Group, LLC.",active learning; Clickers; student engagement,,,,,,,,,,,,"Abrahamson, A.L., (1999) Teaching with classroom communication system - what it involves and why it works, , http://www.bedu.com/Publications/PueblaFinal2.html, Retrieved November 2012 from; Abramson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience response systems in higher education: Applications and cases, , In: Banks D. A., editors Hershey, PA, Information Science Publishing; Abudayyeh, O., Russell, J., Johnston, D., Rowings, J., Construction engineering and management undergraduate education (2000) Journal of Construction Engineering and Management, 126 (3), pp. 169-175; Astin, A.W., (1993) What Matters in College: Four critical years revisited, , San Francisco, Jossey-Bass; Bergtrom, G., Clicker sets as learning objects (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2, pp. 105-110; Biggs, J., (2003) Teaching for quality learning at university, , 2nd ed., Buckingham, UK,: Society for Research into Higher Education /Open University Press; Biggs, J.B., Tang, C., (2007) Teaching for quality learning at university, , Open University Press/Mc Graw-Hill Education; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) AAHE Bulletin, 39 (7), pp. 3-7; Coates, H., The value of student engagement for higher education quality assurance (2005) Quality in Higher Education, 11 (1), pp. 25-36; Cutts, Q., Practical lessons from four years of using an ARS in every lecture of a large class (2006) Audience response systems in higher education: Applications and cases, , In: Banks D. 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A., editors (2006), Hershey, PA, Information Science Publishing; Hofmeister, K., (2009), http://ascpro0.ascweb.org/archives/2009/CEGT85002009.pdf, Using clickers in the construction classroom. Proceedings of the ASC Conference. Retrieved April 2013 from; Horne, M., Thompson, E.M., The role of virtual reality in built environment education (2008) Journal for Education in the Built Environment, 3 (1), pp. 5-24; Hu, S., Kuh, G.D., (2001), Being (dis)engaged in educationally purposeful activities: The influences of student and institutional characteristics. Paper presented at the American Educational Research Association Annual Conference. Seattle, WA, 10-14 April; Jacques, D., Teaching small groups (2003) BMJ ABC of learning and teaching in medicine, , In:, In:, In: Cantillon P., editorsHutchinson L., editorsWood D., editors London, BMJ Publishing Group; Juwah, C., Macfarlane-Dick, D., Matthew, B., Nichol, D., Ross, D., Smith, B., (2004) Enhancing student learning through effective formative feedback, , York, The Higher Education Academy; Keller, J.M., Motivational design of instruction (1983) Instructional-design theories and models: An overview of their current status, , In: Reigeluth C. M., editors Hillsdale, NJ, Lawrence Erlbaum Associates; Keller, J.M., (2006) What is motivational design?, , http://arcsmodel.com/pdf/Motivational%20Design%20Rev%20060620.pdf, Retrieved October 2012 from; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcome (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Krause, K., Coates, H., Students' engagement in first-year university (2008) Assessment and Evaluation in Higher Education, 33 (5), pp. 493-505; Kuh, G.D., What student affairs professionals need to know about student engagement (2009) Journal of College Student Development, 50 (6), pp. 683-706; Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K., Hayek, J.C., (2007) Piecing together the student success puzzle: Research, propositions, and recommendations, , ASHE Higher Education Report, Vol 32, No 5, San Francisco, Jossey-Bass; Kuh, G.D., Vesper, N., Connolly, M.R., Pace, C.R., (1997) College student experiences questionnaire: Revised norms for the Third Edition, , Bloomington, IN, Center for Postsecondary Research and Planning, School of Education, Indiana University; Light, G., Cox, R., (2003) Learning and Teaching in higher education, , London, SAGE; Lightstone, K., Personal response systems: An institutional phenomenon (2006) International Journal of Learning, 13, pp. 17-24; MacArthur, J.R., Jones, L.L., A review of literature reports of Clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, , http://pubs.rsc.org/en/content/articlepdf/2008/rp/b812407h, online resource, Retrieved February 2012 from; McCabe, M., Live assessments by questioning in an interactive classroom (2006) Audience response systems in higher education: Applications and cases, , In: Banks D. A., editors Hershey, PA, Information Science Publishing; Murphy, D., Walker, R., Webb, G., (2001) Online learning and teaching with technology: Case studies, experience and practice, , London, Kogan Page; Murray, R., Brightman, J.R., Interactive teaching (1996) European Journal of Engineering Education, 21, pp. 295-308; (2000) How people learn, p. 182. , National Research Council, Washington, D.C., National Academy Press, 218; (2009) Assessment for improvement: Tracking student engagement over time. Annual Results 2009, , National Survey of Student Engagement (NSSE), Bloomington, IN, NSSE; Nicol, D.J., Macfarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Pace, C.R., (1995), From good practices to good products: Relating good practices in undergraduate education to student achievement. Paper presented at the 35th Association for Institutional Research Annual Forum, Boston, 28-31 May; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66, pp. 439-441; Ramaswami, R., Thinking small (2007) Technological Horizon in Education Journal, 34 (3), pp. 20-22; Ramsden, P., (2003) Learning to teach in higher education, , 2nd ed., London, Routledge Falmer; Robson, C., (2002) Real world research, , Oxford, Blackwell publishing; Rossman, G.B., Wilson, B.L., Numbers and words revisited (1991) Evaluation Review, 9 (5), pp. 627-643; Senior, B.A., Infusing practical components into construction education (1998) Journal of Construction Education, 3 (2), pp. 92-101; Shapiro, J.A., Student response found feasible in large science lecture hall (1997) Journal of College Science Teaching, 26 (6), pp. 408-412; Terrion, J.L., Aceti, V., Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen Chemistry students (2012) Research in Learning Technology, 20, p. 2. , http://www.researchinlearningtechnology.net/index.php/rlt/article/view/16150, Retrieved November 2013 from; (2010) Student engagement literature review, , The Higher Education Academy, UK,: The Higher Education Academy; (2010) Framework for action: Enhancing student engagement at the institutional level, , The Higher Education Academy, UK,: The Higher Education Academy; Thomas, L., (2012) What works: Student retention and success, , UK,: The Higher Education Academy; Wood, G., Interdisciplinary working in built environment education (1999) Education + Training, 41 (8), pp. 373-380","Kulatunga, U.; The School of the Built Environment, University of Salford, Greater Manchester, M54WT, United Kingdom; email: U.Kulatunga@salford.ac.uk",,,,,,,,15578771,,,,English,Int. J. Constr. Educ. Res.,Article,Final,,Scopus,2-s2.0-84890930042
"Martínez-González M., Martínez-Carrasco A.",26423947600;57209644686;,Interactive technologies for learning in physiotherapy: Electronic response devices [Tecnologías interactivas para el aprendizaje en fisioterapia: Los mandos electrónicos de respuesta],2014,Fisioterapia,36,1,,12,18,,,10.1016/j.ft.2013.03.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893762260&doi=10.1016%2fj.ft.2013.03.002&partnerID=40&md5=09d62a23a88d915a591b0e41f806a776,"Departamento de Fisioterapia, Universidad de Murcia, Espinardo, Murcia, Spain","Martínez-González, M., Departamento de Fisioterapia, Universidad de Murcia, Espinardo, Murcia, Spain; Martínez-Carrasco, A., Departamento de Fisioterapia, Universidad de Murcia, Espinardo, Murcia, Spain","Objective: To assess the satisfaction of students and teachers regarding the use of classroom electronic response system to support the lecture. Material and methods: A descriptive study including all the students enrolled during the 2010-11 course in the first year subject of General Procedures in Physiotherapy I at the University of Murcia was made. The students participated voluntarily in two sessions of sessions of training assessment using the electronic multiple choice classroom response system. Each session included 25 questions which were conducted at two different times of the semester. After the final evaluation, both students who had participated and teachers involved filled out an anonymous questionnaire to assess the use of this tool. Results: Of the 97 students enrolled, 82.5% and 88.7% participated in the first and second session, respectively. At least 70% of the questions asked in both sessions were answered correctly by 92% of participants. The questionnaire showed a high level of satisfaction among both students and teachers. The students rated this tools with an average score of 4.57 points (over 5 points), highlighting the active, motivating and participatory character of this activity. The teachers emphasize the possibility of obtaining real and immediate feedback that helps clarify and go deeper into the approach to key aspects of the practice and the profession that may not have been sufficiently covered during the lecture. Conclusions: The classroom response system is an effective teaching tool to increase motivation in the classroom. © 2013 Asociación Española de Fisioterapeutas.",Classroom response system; Evaluation; Learning; Physical therapy,,,,,,,,,,,,"Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educ, 32, pp. 113-116; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nurs Educ Perspect, 27, pp. 278-280; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE Life Sci Educ, 6, pp. 1-8; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; DeBourgh, G.A., Use of classroom clickers to promote acquisition of advanced reasoning skills (2008) Nurse Educ Pract, 8, pp. 76-87; Efstathiou, N., Bailey, C., Promoting active learning using Audience Response System in large bioscience classes (2012) Nurse Educ Today, 32, pp. 91-95; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the Integration of Audience Response System Technology in Teaching of Anatomical Sciences (2009) Anat Sci Educ, 2, pp. 160-166; Weerts, S.E., Miller, D., Altice, A., Clicker technology promotes interactivity in an undergraduate nutrition course (2009) J Nutr Educ Behav, 41, pp. 227-228; Lundeberg, M.A., Kang, H.S., Wolter, B., delMas, R., Armstrong, N., Borsari, B., Context matters: Increasing understanding with interactive Clicker Case studies (2011) Education Tech Research Dev, 59, pp. 645-671; Wait, K.R., Cloud, B.A., Forster, L.A., Jones, T.M., Nokleby, J.J., Wolfe, C.R., Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: Perceptions of peer teachers and students (2009) Anat Sci Educ, 2, pp. 286-293","Martínez-González, M.; Departamento de Fisioterapia, Universidad de Murcia, Espinardo, Murcia, Spain; email: mamargon@um.es",,,,,,,,02115638,,,,Spanish,Fisioterapia,Article,Final,,Scopus,2-s2.0-84893762260
Han J.H.,55621286900;,Closing the missing links and opening the relationships among the factors: A literature review on the use of clicker technology using the 3P model,2014,Educational Technology and Society,17,4,,150,168,,20.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908499251&partnerID=40&md5=13f6cd4e82dd436c123ed831ad12784f,"Project Management Office (PMO), McGill University, #1450-688 Sherbrooke Street west, Montreal, H3A 3R1, Canada","Han, J.H., Project Management Office (PMO), McGill University, #1450-688 Sherbrooke Street west, Montreal, H3A 3R1, Canada","Clicker technology is one of the most widely adopted communication systems in college classroom environments. Previous literature reviews on clicker technology have identified and thoroughly documented the advantages, disadvantages, and implications of the use of this technology; the current review is intended to synthesize those earlier findings and recast them in terms of the interrelationship between the ""3 Ps"" of the 3P model: Presage, Process, and Product factors. Using this guided framework enables the identification of the most up-to-date trends and issues in clicker studies published in peer-reviewed journals since 2009. The review shows that recent clicker studies have examined the effects of clickers in terms of student presage factors (cognitive, non-cognitive, background factors), instructor presage factors (instructor effects and the level of the course taught), process factors (delivery method, instructional activities, and assessment and feedback), and product factors (cognitive and non-cognitive outcomes). A heat-mapping approach is used to facilitate the interpretation of the results. The findings also discuss missing/unaddressed links and the untapped relationships among instructional factors in these studies. This study concludes that teaching and learning with the use of clicker technology is a complex and relational phenomenon; factors that are currently under-explored should be examined using more rigorous research methods to close gaps in the literature and to enhance understanding of the use of clickers in classroom learning environments.",Clickers; Information visualization methods; Interactive learning environments; Pedagogical approaches with technology,,,,,,,,,,,,"Anthis, K., Is it the clicker, or is it the question? Untangling the effects of student response system use (2011) Teaching of Psychology, 38 (3), pp. 189-193; Auber, D., GosperMap: Using a gosper curve for laying out hierarchical data (2013) IEEE Transactions on Visualization and Computer Graphics, 19 (11), pp. 1820-1832; Bachman, L., Bachman, C., A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research (2011) Journal of Interactive Learning Research, 22 (1), pp. 5-21; Biggs, J., (2003) Teaching for quality learning at university, , (2nd ed.). Buckingham, UK: Open University Press; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Boote, D.N., Beile, P., Scholars before researchers: On the centrality of the dissertation literature review in research preparation (2005) Educational Researcher, 34 (6), pp. 3-15; Brady, M., Seli, H., Rosenthal, J., ""Clickers"" and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers & Education, 65, pp. 56-63; Brady, M., Seli, H., Rosenthal, J., Metacognition and the influence of polling systems: How do clickers compare with low technology systems (2013) Educational Technology Research and Development, 61 (6), pp. 885-902; Bright, D.R., Reilly Kroustos, K., Kinder, D.H., Audience response systems during case-based discussions: A pilot study of student perceptions (2013) Currents in Pharmacy Teaching and Learning, 5 (5), pp. 410-416; Bruff, D., Classroom response system ('clickers') bibliography, , http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/, (n.d.). Retrieved from the Center for Teaching, Vanderbilt University; Bunce, D.M., Flens, E.A., Neiles, K.Y., How long can students pay attention in class? A study of student attention decline using clickers (2010) Journal of Chemical Education, 87 (12), pp. 1438-1443; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Chan, E.K., Knight, L.A., ""Clicking"" with your audience: Evaluating the use of personal response systems in library instruction (2010) Communications in Information Literacy, 4 (2), pp. 192-201; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast rich feedback to enhance student learning and satisfaction (2010) Journal of Engineering Education, 99 (2), pp. 159-168; Chen, T.L., Lan, Y.L., Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry (2013) Australasian Journal of Educational Technology, 29 (1), pp. 32-40; Chui, L., Martin, K., Pike, B., A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance (2013) Journal of Accounting Education, 31 (1), pp. 17-30; Cline, K., Parker, M., Zullo, H., Stewart, A., Addressing common student errors with classroom voting in multivariable calculus (2012) PRIMUS, 23 (1), pp. 60-75; Cline, K., Zullo, H., Duncan, J., Stewart, A., Snipes, M., Creating discussions with classroom voting in linear algebra (2013) International Journal of Mathematical Education in Science and Technology, 44 (8), pp. 1131-1142; Cohen, J., The earth is round (p<.05) (1994) American Psychologist, 49 (12), pp. 997-1003; Dallaire, D.H., Effective use of personal response ""clicker"" systems in psychology courses (2011) Teaching of Psychology, 38 (3), pp. 199-204; Denker, K.J., Student response systems and facilitating the large lecture basic communication course: Assessing engagement and learning (2013) Communication Teacher, 27 (1), pp. 50-69; Dunn, P.K., Richardson, A., McDonald, C., Oprescu, F., Instructor perceptions of using a mobile-phone-based free classroom response system in first-year statistics undergraduate courses (2012) International Journal of Mathematical Education in Science and Technology, 43 (8), pp. 1041-1056; Dunn, P.K., Richardson, A., Oprescu, F., McDonald, C., Mobile-phone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course (2013) International Journal of Mathematical Education in Science and Technology, 44 (8), pp. 1160-1174; Elicker, J.D., McConnell, N.L., Interactive learning in the classroom: Is student response method related to performance? (2011) Teaching of Psychology, 38 (3), pp. 147-150; Emenike, M.E., Holme, T.A., Classroom response systems have not ""crossed the chasm"": Estimating numbers of chemistry faculty who use clickers (2012) Journal of Chemical Education, 89 (4), pp. 465-469; Entwistle, N., Taking stock: An overview of key research findings (2010) Taking stock: Research on teaching and learning in higher education, pp. 15-57. , J. C. Hughes & E. J. Mighty (Eds.), Montreal and Kingston, Canada: McGill-Queen's University Press; Evans, H.K., Making politics ""Click"": The costs and benefits of using clickers in an introductory political science course (2012) Journal of Political Science Education, 8 (1), pp. 85-93; Fallon, M., Forrest, S.L., High-tech versus low-tech instructional strategies: A comparison of clickers and handheld response cards (2011) Teaching of Psychology, 38 (3), pp. 194-198; Filer, D., Everyone's answering: Using technology to increase classroom participation (2010) Nursing Education Perspectives, 31 (4), pp. 247-250; FitzPatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) American Journal of Physiology - Advances in Physiology Education, 35 (3), pp. 280-289; Fortner-Wood, C., Armistead, L., Marchand, A., Morris, F.B., The effects of student response systems on student learning and attitudes in undergraduate psychology courses (2013) Teaching of Psychology, 40 (1), pp. 26-30; Freeman, S., Haak, D., Wenderoth, M.P., Increased course structure improves performance in introductory biology (2011) CBE Life Sciences Education, 10 (2), pp. 175-186; Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., School engagement: Potential of the concept, state of the evidence (2004) Review of Educational Research, 74 (1), pp. 59-109; Gachago, D., Morris, A., Simon, E., Engagement levels in a graphic design clicker class: Students' perceptions around attention, participation and peer learning (2011) Journal of Information Technology Education: Research, 10 (1), pp. 253-269; Ginter, A.C., Maring, E.F., Paleg, B., Valluri, S., Using clicker technology with rural, low-income mothers: Collecting sensitive data anonymously (2013) Journal of Extension, 51 (4). , http://www.joe.org/joe/2013august/pdf/JOE_v51_4a3.pdf; Gray, K., Owens, K., Liang, X., Steer, D., Assessing multimedia influences on student responses using a personal response system (2012) Journal of Science Education and Technology, 21 (3), pp. 392-402; Han, J.H., Unpacking and repacking the factors affecting students' perceptions of the use of classroom communication systems (CCS) technology (2014) Computers & Education, 79, pp. 159-176; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogical development with clicker assessment and feedback technologies and the impact on students' engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Hogan, J.P., Cernusca, D., Millennials perception of using clicker to support an active classroom environment: An early adoption perspective (2013) Computers in Education Journal, 23 (1), pp. 73-89; Holland, L., Schwartz-Shea, P., Yim, J.M.J., Adapting clicker technology to diversity courses: New research insights (2013) Journal of Political Science Education, 9 (3), pp. 273-291; James, M.C., Willoughby, S., Listening to student conversations during clicker questions: What you have not heard might surprise you! (2011) American Journal of Physics, 79 (1), pp. 123-132; Johnson, K., Lillis, C., Clickers in the laboratory: Student thoughts and views (2010) Interdisciplinary Journal of Information, Knowledge, and Management, 5, pp. 139-151; Jones, M.E., Antonenko, P.D., Greenwood, C.M., The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer (2012) Journal of Computer Assisted Learning, 28 (5), pp. 477-487; Kane, R., Sandretto, S., Heath, C., Telling half the story: A critical review of research on the teaching beliefs and practices of university academics (2002) Review of Educational Research, 72 (2), pp. 177-228; Kang, H., Lundeberg, M., Wolter, B., delMas, R., Herreid, C.F., Gender differences in student performance in large lecture classrooms using personal response systems ('clickers') with narrative case studies (2012) Learning, Media and Technology, 37 (1), pp. 53-76; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; King, D.B., Using clickers to identify the muddiest points in large chemistry classes (2011) Journal of Chemical Education, 88 (11), pp. 1485-1488; Knight, J.K., Wise, S.B., Southard, K.M., Understanding clicker discussions: Student reasoning and the impact of instructional cues (2013) CBE Life Sciences Education, 12 (4), pp. 645-654; Landrum, R.E., The ubiquitous clicker: SoTL applications for scientist-educators (2013) Teaching of Psychology, 40 (2), pp. 98-103; Laxman, K., A study on the adoption of clickers in higher education (2011) Australasian Journal of Educational Technology, 27 (8), pp. 1291-1303; Lee, C.B., Garcia, S., Porter, L., Can peer instruction be effective in upper-division computer science courses? (2013) ACM Transactions on Computing Education, 13 (3), pp. 1-22; Levesque, A.A., Using clickers to facilitate development of problem-solving skills (2011) CBE Life Sciences Education, 10 (4), pp. 406-417; Lincoln, Y.S., Lynham, S.A., Guba, E.G., Paradigmatic controversies, contradictions, and emerging confluences, revisited (2011) The sage handbook of qualitative research, pp. 97-128. , N. K. Denzin & Y. S. Lincoln (Eds.), (4th ed.). Thousand Oaks, CA: SAGE; Liu, C.-C., Chung, C.W., Chen, N.-S., Liu, B.-J., Analysis of peer interaction in learning activities with personal handhelds and shared displays (2009) Educational Technology & Society, 12 (3), pp. 127-142; Lundeberg, M.A., Kang, H., Wolter, B., delMas, R., Armstrong, N., Borsari, B., Herreid, C.F., Context matters: Increasing understanding with interactive clicker case studies (2011) Educational Technology Research and Development, 59 (5), pp. 645-671; Macarthur, J.R., Jones, L., Self-assembled student interactions in undergraduate general chemistry clicker classrooms (2013) Journal of Chemical Education, 90 (12), pp. 1586-1589; McKeachie, W.J., Research on college teaching: The historical background (1990) Journal of Educational Psychology, 82 (2), pp. 189-200; Murphy, K., Using a personal response system to map cognitive efficiency and gain insight into a proposed learning progression in preparatory chemistry (2012) Journal of Chemical Education, 89 (10), pp. 1229-1235; Nielsen, K.L., Hansen, G., Stav, J.B., Teaching with student response systems (SRS): Teacher-centric aspects that can negatively affect students' experience of using SRS (2013) Research in Learning Technology, 21, pp. 1-13; Oakes, C.E., Demaio, D.N., ""I was able to have a voice without being self-conscious"": Students' perceptions of audience response systems in the health sciences curriculum (2013) Journal of Allied Health, 42 (3), pp. e75-e80; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30 (7), pp. 603-607; Perez, K.E., Strauss, E.A., Downey, N., Galbraith, A., Jeanne, R., Cooper, S., Does displaying the class results affect student discussion during peer instruction? 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Seattle, WA: Tableau software; Trew, J.L., Nelsen, J.L., Getting the most out of audience response systems: Predicting student reactions (2012) Learning, Media and Technology, 37 (4), pp. 379-394; Trigwell, K., Teaching and learning: A relational view (2010) Taking stock: Research on teaching and learning in higher education, pp. 115-128. , J. C. Hughes & J. Mighty (Eds.), Montreal and Kingston, Canada: McGill-Queen's University Press; Velasco, M., Çavdar, G., Teaching large classes with clickers: Results from a teaching experiment in comparative politics (2013) PS: Political Science & Politics, 46 (4), pp. 823-829; Wanous, J.P., Reichers, A.E., Hudy, M.J., Overall job satisfaction: How good are single-item measures? (1997) Journal of Applied Psychology, 82 (2), pp. 247-252; Welch, S., Effectiveness of clickers as a pedagogical tool in improving nursing student's examination performance (2012) Teaching and Learning in Nursing, 7 (4), pp. 133-139; White, P., Syncox, D., Alters, B., Clicking for grades? Really? Investigating the use of clickers for awarding grade-points in post-secondary education (2011) Interactive Learning Environments, 19 (5), pp. 551-561; Wieman, C., Perkins, K., Transforming physics education (2005) Physics Today, 58 (11), pp. 36-41; Wilkinson, L., Friendly, M., The history of the cluster heat map (2009) The American Statistician, 63 (2), pp. 179-184; Yeh, C.R., Tao, Y.-H., How benefits and challenges of personal response system impact students' continuance intention? A Taiwanese context (2013) Educational Technology & Society, 16 (2), pp. 257-270","Han, J.H.; Project Management Office (PMO), McGill University, #1450-688 Sherbrooke Street west, Canada",,,International Forum of Educational Technology and Society,,,,,11763647,,,,English,Educational Technology and Society,Article,Final,,Scopus,2-s2.0-84908499251
Gupta M.L.,7403986947;,A Holistic approach to promote student engagement and learning in a first-year mathematics course,2014,"International Journal of Science, Mathematics and Technology Learning",20,4,,65,79,,,10.18848/2327-7971/CGP/v20i04/49051,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84947052100&doi=10.18848%2f2327-7971%2fCGP%2fv20i04%2f49051&partnerID=40&md5=1e9b8d704b047b69e0b0434c4705920b,"School of Agriculture and Food Sciences, The University of Queensland, Brisbane, QLD, Australia","Gupta, M.L., School of Agriculture and Food Sciences, The University of Queensland, Brisbane, QLD, Australia","Agricultural mathematics was first introduced in 2008 to address the deficiencies in mathematics education of incoming agricultural students at the University of Queensland-Gatton Campus, Australia. The course is offered to firstyear Bachelor of Applied Science students enrolled in a number of agricultural disciplines, and is compulsory for all those students who have not already passed senior mathematics in high school. A number of successful teaching and learning strategies were incorporated into the presentation of this course to address, not only the social isolation common to the experience of many first-year students, but also the difficulties posed by the inadequate mathematical backgrounds and, consequently, mathematical phobias many students bring to their agricultural studies. Strategies included interactive lectures using tablet personal computers, student response systems to promote student-lecturer interactions in the classroom, group work/cooperative learning to promote student-student interaction, challenging learning activities to engage students in problem solving related to agricultural disciplines, and provision of recorded interactive lectures for flexible learning. The impact of this holistic approach to student engagement and learning was assessed by the standard Teaching and Course Evaluation surveys, along with questionnaires specifically developed for this course. Feedback from students was very positive, as evidenced by high teaching and course evaluation scores during the last five years. © Common Ground, Madan Lal Gupta, All Rights Reserved.",Clickers; Cooperative learning; Interactive lectures; Mathematics; Student engagement; Tablet PC,,,,,,,,,,,,"(2007) ""Tomorrows Agricultural Scientists-Meeting Industry and Resource Management Needs."", , Australian Institute of Agricultural Science and Technology (AIAST) Conference, Adelaide, March 7-8; Banks, D.A., (2006) Audience Response Systems in Higher Education: Applications and Cases, , London: Information Science Publishing; Boehm, R.F., Gallavan, N.P., ""Adapting Cooperative Learning to an Introductory Analysis Class."" (2000) Journal of Engineering Education, 89, pp. 419-421; Boud, D., Cohen, R., Sampson, J., ""Peer Learning and Assessment."" (1999) Assessment and Evaluation in Higher Education, 24 (4), pp. 413-426; Conway, R., Kember, D., Sivan, A., Wu, M., ""Peer Assessment of an Individual's Contribution to a Group Project."" (1993) Assessment and Evaluation in Higher Education, 18 (1), pp. 45-56; Croft, A., Davison, R., (2010) Foundation Maths, , (5th edn). England: Pearson Education Limited; d'Inverno, R., Davis, H., White, S., ""Using a Personal Response System for Promoting Student Interaction."" (2003) Teaching Mathematics and its Applications, 22 (4), pp. 163-169; Dekkers, A., Shepherd, R., ""Cultivating Mathematical Understanding by Using Innovative Technologies in the Lecture Theatre."" (2005) Paper Presented at Delta '05-The Fifth Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning, , Fraser Island, Queensland, Australia, November 22-26; Draper, S.W., Brown, M.I., ""Increased Interactivity in Lectures Using an Electronic Voting System."" (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Fies, C., Marshall, J., ""Classroom Response System: A Review of the Literature."" (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Gupta, M.L., ""Enhancing Student Performance through Cooperative Learning in Physical Sciences."" (2004) Assessment and Evaluation in Higher Education, 29 (1), pp. 63-73; Kaufman, D.B., Felder, R.M., Fuller, H., ""Accounting for Individual Effort in Cooperative Learning Teams."" (2000) Journal of Engineering Education, 89, pp. 133-140; Kogut, L.S., ""Using Cooperative Learning to Enhance Performance in General Chemistry."" (1997) Journal of Chemical Education, 74 (6), pp. 720-722; Kosheleva, O., Medina-Rusch, A., Ioudina, V., ""Pre-service Teacher Training in Mathematics Using Tablet PC Technology."" (2007) Informatics in Education, 6 (2), pp. 321-334; Lightstone, K., ""Personal Response Systems.-An Institution Phenomenon."" (2007) International Journal of Learning, 13 (12), pp. 17-24; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Jr., Elmore, D., Bodie, G.D., Evans, E., Khichadia, S., Geddes, B., ""Student Evaluation of Audience Technology in Large Lecture Classes."" (2008) Education Technology Research and Development, 56, pp. 125-145; Olivier, W., ""Teaching Mathematics: Tablet PC Technology Adds a New Dimension."" (2005) Proceedings of the 8th International Conference on The Mathematics Education into the 21st Century Project: Reform, revolution and paradigm shifts in mathematics education, pp. 176-181; Patry, M., ""Clickers in Large Classes: From Student Perceptions Towards an Understanding of Best Practice."" (2009) International Journal for the Scholarship of Teaching and Learning, 3 (2), pp. 1-11; (2012) ""Student Evaluation of Course and Teacher (SECaT), Teaching and Educational Development Institute, The University of Queensland."", , http://www.tedi.uq.edu.au/student-evaluation-of-course-and-teacher, Accessed October 8; Weitz, R.R., Wachsmuth, B., Mirliss, D., ""The Tablet PC for Faculty: A Pilot Project."" (2006) Educational Technology and Society, 9 (2), pp. 68-83","Gupta, M.L.; School of Agriculture and Food Sciences, The University of QueenslandAustralia",,,Common Ground Research Networks,,,,,23277971,,,,English,Int. J. Sci. Math. Technol. Learn.,Article,Final,,Scopus,2-s2.0-84947052100
"Hettinger A., Spurgeon J., El-Mallakh R., Fitzgerald B.",56121770000;36492560500;7005972094;57197232605;,Using audience response system technology and PRITE questions to improve psychiatric residents' medical knowledge,2014,Academic Psychiatry,38,2,,205,208,,6.0,10.1007/s40596-014-0058-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898973548&doi=10.1007%2fs40596-014-0058-2&partnerID=40&md5=58710a38f92a1b69250a8cad69e9d614,"University of Louisville School of Medicine, Louisville KY, United States","Hettinger, A., University of Louisville School of Medicine, Louisville KY, United States; Spurgeon, J., University of Louisville School of Medicine, Louisville KY, United States; El-Mallakh, R., University of Louisville School of Medicine, Louisville KY, United States; Fitzgerald, B., University of Louisville School of Medicine, Louisville KY, United States","Objective: Interactive educational tools are thought to convey material effectively. Audience Response Systems (ARSs), in particular, have been shown to improve written test scores in several residency fields but have not been previously reported in psychiatry. Such an approach may prove a valuable tool in improving test performance and medical knowledge. Methods: Psychiatry residents were required to attend 12 90-min review sessions throughout the summer that utilized previous Psychiatry Residency In-Training Exam (PRITE) questions and an ARS to provide immediate feedback and a stimulus for discussion. Preparation for these sessions was either unsupervised (phase I) or involved a personalized reading program for residents who scored below the 50th percentile. Data were evaluated with ANOVA and unpaired 2-tail tests. Results: Overall performance on the PRITE examination improved significantly as compared to pre-intervention controls (change in score 17.0∈±∈SD 16.6 vs 6.4∈±∈12.6, P∈=∈0.0068). The addition of a personalized reading program did not improve raw score performance significantly beyond the improvement seen with ARS alone but did slightly improve percentile rank and STD score. Conclusions: Utilization of the interactive ARS may improve performance on PRITE examination for residents. © 2014 Academic Psychiatry.",ABPN boards; Audience response systems; Curriculum development; Evaluation; PRITE; Psychiatric residents,adult; devices; education; education; educational technology; human; medical education; procedures; psychiatry; standards; Adult; Educational Measurement; Educational Technology; Humans; Internship and Residency; Psychiatry,,,,,,,,,,,"The American College of Psychiatrists, , http://www.acpsych.org/prite, accessed 11 November 2013; Juul, D., Schneidman, B.S., Sexson, S.B., Fernandez, F., Beresin, E.V., Ebert, M.H., Relationship between resident-in-training examination in psychiatry and subsequent certification examination performances (2009) Acad Psychiatry, 33 (5), pp. 404-406. , 19828858; Shiroma, P.R., Alarcon, R.D., Selection factors among international medical graduates and psychiatric residency performance (2010) Acad Psychiatry, 34 (2), pp. 128-131. , 20224023; Webb, L.C., Sexson, S., Scully, J., Reynolds III, C.F., Shore, M.F., Training directors' opinions about the psychiatry resident in-training examination (PRITE) (1992) Am J Psychiatry, 149 (4), pp. 521-524. , 1:STN:280:DyaK383gs1Ghuw%3D%3D 1554038; Strauss, G.D., Yager, J., Liston, E.H., A comparison of national and in-house examinations of psychiatric knowledge (1984) Am J Psychiatry, 141 (7), pp. 882-884. , 1:STN:280:DyaL2c3ivVynsw%3D%3D 6731638; (2013) The Psychiatry Milestone Project (Draft). April, , http://www.acgme.org/acgmeweb/Portals/0/PDFs/Milestones/ PsychiatryMilestones.pdf, Accreditation Council for Graduate Medical Education and the American Board of Psychiatry and Neurology; Krain, L.P., ""it's high-tech, but is it better?"": Applications of technology in psychiatry education (2007) Acad Psychiatry, 31 (1), pp. 40-49. , 17242051 (Erratum in: Acad Psychiatry 2007;31(2):172. Bostwick JM [removed]; Sampson S [removed]); Gorrindo, T., Baer, L., Sanders, K.M., Birnbaum, R.J., Fromson, J.A., Sutton-Skinner, K.M., Web-based simulation in psychiatry residency training: A pilot study (2011) Acad Psychiatry, 35 (4), pp. 232-237. , 21804041; Rohrbaugh, R., Federman, D.G., Borysiuk, L., Sernyak, M., Utilizing VA information technology to develop psychiatric resident prescription profiles (2009) Acad Psychiatry, 33 (1), pp. 27-30. , 19349439; Boscardin, C., Penuel, W., Exploring benefits of audience-response systems on learning: A review of the literature (2012) Acad Psychiatry, 36, pp. 401-407. , 22983474; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21 (2012) Med Teach, 34, pp. 386-405; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response systems = effect on learning in family medicine residents (2004) Fam Med, 36 (7), pp. 496-504. , 15243831; Pradhan, A., Sparano, D., Ananth, C.V., The influence of audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193 (5), pp. 1827-1830. , 16260243; Woodman, C., Schultz, S.K., Faculty assessment of residents and the psychiatry resident in-training examination: Is there a correlation? (1999) Acad Psychiatry, 23, pp. 137-141; Smeltzer, D.J., Jones, J.A., Reliability and validity of the psychiatry in-training examination (1990) Acad Psychiatry, 14, pp. 115-121. , 1:STN:280:DC%2BC2czlvFemtg%3D%3D 24430340","El-Mallakh, R.; University of Louisville School of Medicine, Louisville KY, United States; email: rifaat.elmallakh@louisville.edu",,,American Psychiatric Publishing Inc.,,,,,10429670,,ACPSF,24563242.0,English,Acad. Psychiatry,Article,Final,,Scopus,2-s2.0-84898973548
Richardson M.L.,7401976627;,Audience response techniques for 21st century radiology education,2014,Academic Radiology,21,7,,834,841,,11.0,10.1016/j.acra.2013.09.026,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84902545755&doi=10.1016%2fj.acra.2013.09.026&partnerID=40&md5=c9780d1b23942f1342b40b2349750eb4,"Department of Radiology, University of Washington, 4245 Roosevelt Way NE, Seattle, WA 98105, United States","Richardson, M.L., Department of Radiology, University of Washington, 4245 Roosevelt Way NE, Seattle, WA 98105, United States","Introduction: Audience response system (ARS) provides an excellent tool for improving interactive learning in radiology residents. However, it is not the technology but the pedagogy that matters the most. It is long past time to upgrade our ARS teaching techniques to match our ARS technology. Discussion: In this article, several problems with current usage of ARS are discussed and several prescriptions for improving this are presented. Simplifying the ease of use of ARS will get this useful technology into more hands. Using ARS in a bidirectional manner will give us an even better idea of how and what our students are learning. Asking questions on the fly will obviate the usual tedium of multiple-choice questions and allow us to quiz our students in a much more natural manner. It is time to move on to more innovative ARS techniques that are well adapted to radiology and its different styles of learning. © 2014 AUR.",Audience response; Education; Technology,article; attention; audience response system; behaviorism; clinical practice; cognitivism; computer program; constructivism; diagnostic error; diagnostic reasoning; differential diagnosis; human; Internet; learning; learning curve; learning theory; medical education; multiple choice test; paramedical student; pedagogics; priority journal; problem solving; radiodiagnosis; radiologist; radiology education; radiology student; resident; skill; teaching; computer interface; computer program; education; educational technology; procedures; radiology; teaching; United States; Computer-Assisted Instruction; Educational Measurement; Educational Technology; Internet; Radiology; Software; Teaching; United States; User-Computer Interface,,,,,,,,,,,"http://en.wikipedia.org/w/index.php?title=Audience_response%26oldid=585906972, Wikipedia contributors. Audience response. Wikipedia, The Free Encyclopedia. December 13, 2013, 14:15 UTC. Available at: Accessed January 21, 2014; Mathews, J., Just whose idea was all this testing?; Fueled by technology, nation's attempt to create a level playing field has had a rocky history The Washington Post,2006; Ravitch, D., The fall of the standard-bearers (2006) Chron High Educ, 52 (27), pp. B44; Mazur, E., Education. Farewell, lecture? (2009) Science, 323, pp. 50-51; http://en.wikipedia.org/w/index.php?title=Shovelware%26oldid=585705656, Wikipedia contributors. Shovelware. Wikipedia, The Free Encyclopedia. December 12, 2013, 06:08 UTC. Available at: Accessed January 21, 2014; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23 (2), pp. 109-115; Crouch, C.H., Mazur, E., Peer instruction: ten years of experience and results (2001) Am J Phys, 69 (9), p. 970; http://www.polleverywhere.com/ars-comparison, ARS vendor comparison. Available at. Accessed August 31,2013; http://www.turningtechnologies.com/, Response technology for mobile devices. Available at: Accessed August 11,2013; http://www.eclicker.com/, Eclicker presenter for iOS. Available at: Accessed August 11,2013; http://www.polleverywhere.com, Poll everywhere. Available at: Accessed August 31,2013; http://en.wikipedia.org/w/index.php?title=Procrustes%26oldid=580981440, Wikipedia contributors. Procrustes. Wikipedia, The Free Encyclopedia. November 10, 2013, 01:46 UTC. Available at: Accessed January 21, 2014; http://www.nbme.org/publications/item-writing-manual-download.html, Item writing manual, National Board of Medical Examiners. Available at: Accessed August 11,2013; Nicholson, B.T., Bassignani, M.J., Radiologist/Educator knowledge of the audience response system and limitations to its use (2009) Acad Radiol, 16 (12), pp. 1555-1560; Schuwirth, L.W., Vleuten, C.P., Donkers, H.H., A closer look at cueing effects in multiple-choice questions (1996) Med Educ, 30 (1), pp. 44-49; Schuwirth, L.W., van der Vleuten, C.P., Different written assessment methods: what can be said about their strengths and weaknesses? (2004) Med Educ, 38 (9), pp. 974-979; Epstein, R.M., Assessment in medical education (2007) N Engl J Med, 356 (4), pp. 387-396; Richardson, M.L., http://uwmsk.org/arsenic/, ARSenic, a free, open-source, web-based audience response system. Available at: Accessed August 11,2013; Richardson, M.L., Petscavage, J.M., Hunter, J.C., Running an online radiology teaching conference (2012) Acad Radiol, 19 (6), pp. 746-751; http://www.twitter.com, Twitter. Available at: Accessed August 11, 2013; http://en.wikipedia.org/w/index.php?title=Socratic_method%26oldid=590135846, Wikipedia contributors. Socratic method. Wikipedia, The Free Encyclopedia. January 10, 2014, 21:57 UTC. Available at: Accessed January 21, 2014; http://www.acr.org/Quality-Safety/Appropriateness-Criteria, American College of Radiology Expert Panels. ACR appropriateness criteria. Available at: Accessed August 11,2013; Mazur, E., (1997) Peer instruction: a user's manual, , Prentice Hall, Upper Saddle River, NJ; Smith, M.K., Wood, W.B., Adams, W.K., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Lasry, N., Mazur, E., Watkins, J., Peer instruction: from Harvard to the two-year college (2008) Am J Phys, 76 (11), pp. 1066-1069; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: results from a range of classrooms (2002) The Physics Teacher, 40, p. 206; Lewis, P., http://www.aur.org/Secondary-Alliances.aspx?id=514, Teaching portfolio. Alliance of clinician-educators in radiology, promotion resources: teaching portfolio template. Accessed August 11,2013; Thapa, M., (2011), Personal communication; Williamson, K.B., Gunderman, R.B., Cohen, M.D., Learning theory in radiology education (2004) Radiology, 233 (1), pp. 15-18; http://en.wikipedia.org/w/index.php?title=Operant_conditioning_chamber%26oldid=589610747, Wikipedia contributors. Operant conditioning chamber. Wikipedia, The Free Encyclopedia. January 7, 2014, 15:20 UTC. Available at: Accessed January 21, 2014; http://en.wikipedia.org/w/index.php?title=Cognitivism_(learning_theory)%26oldid=591208230, Wikipedia contributors. Cognitivism (philosophy of education). Wikipedia, The Free Encyclopedia. January 18, 2014, 01:35 UTC. Available at: Accessed January 21, 2014; http://en.wikipedia.org/w/index.php?title=Constructivism_(philosophy_of_education)%26oldid=591267068, Wikipedia contributors. Constructivism (philosophy of education). Wikipedia, The Free Encyclopedia. January 18, 2014, 13:17 UTC. Available at: Accessed January 21, 2014; Guthrie, J.T., Wigfield, A., Barbosa, P., Increasing reading comprehension and engagement through concept-oriented reading instruction (2004) J Educ Psychol, 96 (3), pp. 403-423; Hmelo-Silver, C.E., Duncan, R.G., Chinn, C.A., Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark (2006) (2007) Educational Psychologist. Taylor & Francis, 42 (2), pp. 99-107; Doǧru, M., Kalender, S., Applying the subject ""cell"" through constructivist approach during science lessons and the teacher's view (2007) International Journal of Environmental and Science Education, 2 (1), pp. 3-13","Richardson, M.L.; Department of Radiology, University of Washington, 4245 Roosevelt Way NE, Seattle, WA 98105, United States; email: mrich@uw.edu",,,Elsevier USA,,,,,10766332,,ARADF,24833568.0,English,Acad. Radiol.,Article,Final,,Scopus,2-s2.0-84902545755
"Sun J.C.-Y., Martinez B., Seli H.",37065367600;56175705100;55620240800;,Just-in-time or plenty-of-time teaching? Different electronic feedback devices and their effect on student engagement,2014,Educational Technology and Society,17,2,,234,244,,13.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84888255062&partnerID=40&md5=6f6a78b38a93a7760b5d77d3d1f99463,"Institute of Education, National Chiao Tung University, 1001 Ta-Hsueh Road, Hsinchu, Taiwan; Rossier School of Education, University of Southern California, Waite Phillips Hall (WPH), Los Angeles, CA 90089-4036, United States","Sun, J.C.-Y., Institute of Education, National Chiao Tung University, 1001 Ta-Hsueh Road, Hsinchu, Taiwan; Martinez, B., Rossier School of Education, University of Southern California, Waite Phillips Hall (WPH), Los Angeles, CA 90089-4036, United States; Seli, H., Rossier School of Education, University of Southern California, Waite Phillips Hall (WPH), Los Angeles, CA 90089-4036, United States","This study examines how incorporating different electronic feedback devices (i.e., clickers versus web-based polling) may affect specific types of student engagement (i.e., behavioral, emotional, and cognitive engagement), whether students' self-efficacy for learning and performance may differ between courses that have integrated clickers and those that use web-based polling, and whether using web-based polling influences faculty members' instructional practices. The participants included six instructors and 209 students enrolled in classes at a university in the southwestern United States in which the instructors used either clickers or web-based polling. The Plenty-of-Time Teaching (PoTT) and the Just-in-Time Teaching (JiTT) approaches and their implications are presented. The results of this study highlight the benefits of using various types of electronic feedback devices to provide innovative ways to implement JiTT or PoTT, such as gauging students' understanding with pre-class polls, and offer insights that can benefit educators who wish to promote students' emotional and cognitive engagement with various types of feedback devices. ©International Forum of Educational Technology & Society (IFETS).",Electronic feedback device; Engagement; Just-in-time teaching; Polling,,,,,,,,,,,,"Anderson, L.W., Krathwohl, D.R., (2001) A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, , New York, NY: Longman; Anthis, K., Is it the clicker, or is it the question? Untangling the effects of student response system use (2011) Teaching of Psychology, 38 (3), pp. 189-193. , doi: 10.1177/0098628311411895; Astin, A.W., Student involvement: A developmental theory for higher education (1984) Journal of College Student Personnel, 25 (3), pp. 297-308; Bandura, A., Self-efficacy: Toward a unifying theory of behavioral change (1977) Psychological Review, 84 (2), pp. 191-215; Bode, M., Drane, D., Kolikant, Y.B.-D., Schuller, M., A clicker approach to teaching calculus (2009) Notices of the American Mathematical Society, 56 (2), pp. 253-256; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Dallaire, D.H., Effective use of personal response ""clicker"" systems in Psychology courses (2011) Teaching of Psychology, 38 (3), pp. 199-204. , doi: 10.1177/0098628311411898; Delialioǧlu, Ö., Student engagement in blended learning environments with lecture-based and problem-based instructional approaches (2012) Educational Technology & Society, 15 (3), pp. 310-322; Elicker, J.D., McConnell, N.L., Interactive learning in the classroom: Is student response method related to performance? (2011) Teaching of Psychology, 38 (3), pp. 147-150. , doi: 10.1177/0098628311411789; Feldon, D.F., Cognitive load and classroom teaching: The double-edged sword of automaticity (2007) Educational Psychologist, 42 (3), pp. 123-137; Finn, J.D., (1993) School engagement & students at risk, , Washington, DC: National Center for Education Statistics; Finn, J.D., Voelkl, K.E., School characteristics related to student engagement (1993) The Journal of Negro Education, 62 (3), pp. 249-268; Fortner-Wood, C., Armistead, L., Marchand, A., Morris, F.B., The effects of student response systems on student learning and attitudes in undergraduate psychology courses (2013) Teaching of Psychology, 40 (1), pp. 26-30. , doi: 10.1177/0098628312465860; Fredricks, J.A., Blumenfeld, P., Friedel, J., Paris, A., School engagement (2005) What do children need to flourish?. Conceptualizing and measuring indicators of positive development, pp. 305-321. , In K. A. Moore & L. Lippman (Eds.), New York, NY: Springer; Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., School engagement: Potential of the concept, state of the evidence (2004) Review of Educational Research, 74 (1), pp. 59-109. , doi: 10.3102/00346543074001059; Gilbert, A., New for back-to-school: 'Clickers' (2005), http://news.cnet.com/New-for-back-to-school-clickers/2100-1041_3-5819171.html, Retrieved June 20, 2011, from , August; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Koenig, K., Building acceptance for pedagogical reform through wide-scale implementation of clickers (2010) Journal of College Science Teaching, 39 (3), pp. 46-50; Kuh, G.D., What student affairs professionals need to know about student engagement (2009) Journal of College Student Development, 50 (6), pp. 683-706. , doi: 10.1353/csd.0.0099; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46 (4), pp. 242-244; Marrs, K.A., Novak, G., Just-in-time teaching in biology: Creating an active learner classroom using the Internet (2004) Cell Biology Education, 3 (1), pp. 49-61; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE Quarterly, 30 (2), pp. 71-74; Mason, R.B., Student engagement with, and participation in, an e-Forum (2011) Educational Technology & Society, 14 (2), pp. 258-268; Middlebrook, G., Sun, J.C.-Y., Showcase hybridity: A role for blogfolios (2013) ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios, pp. 123-133. , In K. V. Wills & R. Rice (Eds.), Fort Collins, CO: The WAC Clearinghouse and Parlor Press; Novak, G.M., Middendorf, J., (2004) Just-in-time teaching: 21st century pedagogies, , http://www.pkal.org/documents/Vol4JiTT21stCenturyPedagogies.cfm, Retrieved April 20, 2013, from; Novak, G.M., Patterson, E.T., Gavrin, A.D., Christian, W., (1999) Just-in-time teaching: Blending active learning with web technology, , Upper Saddle River, NJ: Prentice Hall; Pintrich, P.R., Smith, D.A.F., Garcia, T., McKeachie, W.J., (1991) A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ), , Ann Arbor, MI: The University of Michigan; Schunk, D.H., Meece, J.L., Pintrich, P.R., Motivation in education: Theory, research, and applications (2013), (4th ed.). Upper Saddle River, NJ: Pearson; Simkins, S., Maier, M., Using just-in-time teaching techniques in the principles of economics course (2004) Social Science Computer Review, 22 (4), pp. 444-456. , doi: 10.1177/0894439304268643; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Sun, J.C.-Y., Rueda, R., Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education (2012) British Journal of Educational Technology, 43 (2), pp. 191-204. , doi: 10.1111/j.1467-8535.2010.01157.x; Sweller, J., Cognitive load during problem solving: Effects on learning (1988) Cognitive Science, 12 (2), pp. 257-285; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; van Merrienboer, J.J.G., Sweller, J., Cognitive load theory and complex learning: Recent developments and future directions (2005) Educational Psychology Review, 17 (2), pp. 147-177; Walsh, J.P., Sun, J.C.-Y., Riconscente, M., Online teaching tool simplifies faculty use of multimedia and improves student interest and knowledge in science (2011) CBE-Life Sciences Education, 10 (3), pp. 298-308. , doi: 10.1187/cbe.11-03-0031","Sun, J.C.-Y.; Institute of Education, National Chiao Tung University, 1001 Ta-Hsueh Road, Hsinchu, Taiwan; email: csun@nctu.edu.tw",,,International Forum of Educational Technology and Society,,,,,11763647,,,,English,Educational Technology and Society,Article,Final,,Scopus,2-s2.0-84888255062
Agbatogun A.O.,36536556600;,Developing learners' second language communicative competence through active learning: Clickers or communicative approach?,2014,Educational Technology and Society,17,2,,257,269,,18.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901245579&partnerID=40&md5=e802a4a29e0353db53be5137f7f8ea62,"University of Edinburgh, Moray House School of Education, EH8 8AQ, Edinburgh, United Kingdom","Agbatogun, A.O., University of Edinburgh, Moray House School of Education, EH8 8AQ, Edinburgh, United Kingdom","The purpose of this study was to compare the impact of clickers, the communicative approach and the lecture method on the communicative competence development of learners who were taught English a second language (ESL). Ninety nine pupils from three primary schools participated in the study. Quasi-experimental non-randomised pre-test posttest control group design was adopted for the study. A battery of English Language Listening Tests and English Language Speaking Tests were used to measure pupils' communicative competence. Study's data were analysed using boxplot, paired samples t-test, Analysis of covariance and multiple regression analyses. Findings indicated that, there was a significant difference between the communicative competence pre-test and post-test scores of pupils in each of the groups. Furthermore, across the groups, there was a significant difference in pupils' communicative competence post-test scores based on the teaching strategy. Multiple regression analysis results revealed that 84.9% of the variance of pupils' communicative competence was accounted for by a combination of the predictor variables. Speaking skills was the potent contributor while gender did not make a significant contribution to the prediction of pupils' communicative competence in ESL classrooms. © International Forum of Educational Technology & Society (IFETS).",Active learning; Clickers; Communicative competence; Interaction; Second language,,,,,,,,,,,,"Adesemowo, P.O., (2005) Premium on affective education: Panacea for scholastic malfunctioning and aberration, , Paper read at the 34th inaugural lecture of Olabisi Onabanjo University, Ago-Iwoye, Nigeria, March; Bahrani, T., Sim, T.S., Informal language learning setting: Technology or social interaction? 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(2002) Paper presented at the Annual Conference of the Association of Information Technology for Teaching Education, , Trinity College, Dublin, June; Bozorgian, H., Metacognitive instruction does improve listening (2012) International Scholarly Research Network, pp. 1- 6; Braxton, J.M., Jones, W.A., Hirschy, A.S., Hartley, H.V., The role of active learning in college students' persistence (2008) New Directions for Teaching and Learning, 20 (115), pp. 71- 83; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE-Life Science Education, 6 (1), pp. 9-19; Carnevale, D., Run a class like a game show: 'Clickers' keep students involved (2005) Chronicle of Higher Education: Information Technology, 51 (42), pp. B3; Chou, C., Interactivity and interactive functions in web-based learning systems: A technical framework for designers (2003) British Journal of Educational Technology, 34 (3), pp. 265-279; DeBourgh, G.A., Use of ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse education in Practice, 8 (2), pp. 76-87; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astronomy Education Review, 5, pp. 70-88; Emerson, T.L.N., Taylor, B.A., Comparing student achievement across experimental and lecture-orientated sections of a principle of microeconomics course (2004) Southern Economics Journal, 70, pp. 672-693; Facer, K., Sutherland, R., Furlong, R., (2003) Screen play: Children and computers in the home, , London, UK: RoutledgeFalme; Felder, R.M., Brent, R., Active learning: An introduction (2009) ASQ Higher Education Brief, 2 (4). , http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/ALpaper(ASQ).pdf, Retrieved November 11, 2012, from; Felder, R.M., Spurlin, J., Applications, reliability and validity of the Index of Learning Styles (2005) International Journal of Engineering Education, 21 (1), pp. 103-112; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; FitzPatrick, K.A., Finn, K.E., Campisi, J., Effects of personal response system on students' performance in courses in a health sciences curriculum (2011) Advances in Physiology Education, 35, pp. 280 - 289; Fritz, R., iClicker pedagogy case study, , http://www1.iclicker.com/wp-content/uploads/2013/02/Languages-Humanities-Arts-Fritz_case_study_ready.pdf, Retrieved from, n.d; Giri, R.A., Teaching English: The communicative way (1996) Journal of NELTA, 1 (2), pp. 36-39; Gok, T., Using the classroom response system to enhance students' learning and classroom interactivity (2011) Eurasian Journal of Educational Research, 45, pp. 49-68; Hanneke, S., (2009) Theoretical foundation of active learning (Unpublished PhD thesis), , http://reports-archive.adm.cs.cmu.edu/anon/ml2009/CMU-ML-09-106.pdf, Carnegie Mellon University, USA. Retrieved from; Hoffman, C., Goodwin, S., Clickers in the classroom: Is that your final answer? (2006) Public Services Quarterly, 3, pp. 264-267; Huang, C., (2010) Exploring factors affecting the use of oral communication strategies, , http://www.lhu.edu.tw/m/oaa/synthetic/publish/publish/30/8.%E9%BB%83%E7%A7%8B%E8%90%8D-Exploring%20Factors%20Affecting%20the%20Use%20of%20Oral%20Communication%20Strategies.pdf?-, Retrieved November 12, 2012, from; Huffman, S., Using mobile technologies for synchronous CMC to develop L2 oral proficiency (2011) Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, pp. 122-129. , In. J. Levis & K. LeVelle (Eds.), Ames, IA: Iowa State University; Johnson, G.M., Student alienation, academic achievement, and webCT use (2005) Educational Technology and Society, 8, pp. 179-189; Johnson, K., Lillis, C., Clickers in the laboratory: Student thoughts and views (2010) Interdisciplinary Journal of Information, Knowledge, and Management, 5, pp. 139-151; Kay, R.-H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Kelly, K.G., (2007) Student response systems (""clickers"") in the psychology classroom: A beginner's guide, , http://teachpsych.org/resources/Documents/otrp/resources/kelly09.pdf, Retrieved March 23, 2011, from; Lantolf, J.P., Sociocultural theory and second language learning: Introduction to the special issue (1994) Modern Language Journal, 78 (4), pp. 418-420; Lantz, M.E., The use of clickers in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26, pp. 556-561; Lea, B., Clickers adoption in a small class setting (2008) Decision Line, 39 (4), pp. 7 - 11; Littlewood, W., (1981) Communicative language teaching: An introduction, , Cambridge: University Press; Liqun, L., Xiubo, Y., (2011) Functional outcomes from the communicative approach to college English reading class, , http://www.celea.org.cn/pastversion/lw/pdf/liliqun.pdf, Retrieved March 23, 2012, from; Livingstone, K.A., Empirical study: A mixed methodology to improve linguistic and communicative competence in Spanish as a FL/SL (2010) Entrehojas - Revista de Estudios Hispánicos, 1 (1), pp. 1-38; Long, M.H., Porter, P., Group work, interlanguage talk, and second language acquisition (1985) TESOL Quarterly, 19 (2), pp. 207-228; Mayer, R.E., (2001) Multimedia learning, , New York, NY: Cambridge University Press; MacIntyre, P.D., Baker, S.C., Clèment, R., Donovan, L.A., Sex, age effects on willingness to communicate, anxiety, perceived competence and l2 motivation among junior high school French immersion students (2002) Language Learning, 52, pp. 537-564; Mazur, E., (1996) Peer instruction: A users' manual, , Prentice, NJ: Upper Saddle River; Menking, S., (2002) Language classroom considerations using the communicative approach, , http://jalt-publications.org/archive/proceedings/2002/225.pdf, Paper presented at the Annual JALT International Conference held at Granship Centre, Shizuoka City, Shizuoka. Retrieved from, October; Mintzes, J.J., Leonard, W.H., (2006) Handbook of college science teaching, , Arlington, VA: NSTA Press; Morgan, R.K., Exploring the pedagogical effectiveness of clickers (2008) Insight: A Journal of Scholarly Teaching, 3, pp. 31-36; Nguyen, T., Trimarchi, A., Active learning in introductory economics: Do econlab and alpha make any difference? (2010) International Journal for the Scholarship of Teaching and Learning, 4 (1), pp. 1-18; Oluwole, D.A., The impact of mother tongue on students' achievement in English language in junior secondary certificate examination in western Nigeria (2008) Journal of Social Science, 17 (1), pp. 41 - 49; Onukaogu, C.E., (2001) Second language teaching and learning: The Nigerian experience, , Paper presented at the annual meeting of the International Reading Association, Washington, DC, July; Pennestri, S., Effectiveness of clickers as a source of feedback in Spanish language classroom, , https://cndls.georgetown.edu/media/documents/recentevents/susanEduposter_final.pdf, Retrieved from, n.d; Qinghong, M.A., Key elements in conducting communicative approach to language teaching (2009) Canadian Social Science, 5 (2), pp. 46-55; Sims, R., Promises of interactivity: Aligning learner perceptions and expectations with strategies for flexible and online learning (2003) Distance Education, 24 (1), pp. 87-103; Simelane, S., Skhosana, P.M., Impact of clicker technology in a Mathematics course (2012) Knowledge Management & E-Learning: An International Journal, 4 (3), pp. 279-292; Singh, T.K.R., Mohammed, A.R., Secondary students' perspectives on the use of the Interactive. Whiteboard for teaching and learning of Science in Malaysia (2012) Journal of Education and Practice, 3 (7), pp. 9-15; (2006) Interactive whiteboards and learning: Improving student learning outcomes and streamlining lesson planning, , http://downloads01.smarttech.com/media/research/whitepapers/int_whiteboard_research_whitepaper_update.pdf, Retrieved March 23, 2012, from, SMART Technologies Inc; Smith, F., Hardman, F., Higgins, S., The impact of interactive whiteboards on teacher-student interaction in the national literacy and numeracy strategies (2006) British Educational Research Journal, 32, pp. 437-451; Tabbers, H.K., de Koeijer, B., Learner control in animated multimedia instruction (2010) Instructional Science, 38, pp. 441-453; Verkler, K.W., Technology in the foreign language classroom (2004) Journal of Educational Media & Library Sciences, 41 (4), pp. 455-478; Wu, X., Gao, Y., Applying the extended technology acceptance model to the use of clickers in student learning: Some evidence from microeconomics classes (2011) American Journal of Business Education, 4 (7), pp. 43 - 50; Zha, S., Kelly, P., MeeAeng, K., Fitzgerald, G., An investigation of communicative competence of ESL students using electronic discussion boards (2006) Journal of Research on Technology in Education, 38 (3), pp. 349-367","Agbatogun, A.O.; University of Edinburgh, Moray House School of Education, EH8 8AQ, Edinburgh, United Kingdom; email: alabaagbatogun@yahoo.com",,,International Forum of Educational Technology and Society,,,,,11763647,,,,English,Educational Technology and Society,Article,Final,,Scopus,2-s2.0-84901245579
"Vohra T., Bou Chebl R., Miller J., Russman A., Baker A., Lewandowski C.",16178855400;56905421100;55883642400;6508361075;56942844600;7003407283;,Improving community understanding of medical research: Audience response technology for community consultation for exception to informed consent,2014,Western Journal of Emergency Medicine,15,4,,414,418,,3.0,10.5811/westjem.2014.3.19426,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946219289&doi=10.5811%2fwestjem.2014.3.19426&partnerID=40&md5=ddef24213fc13bfe2cb707c396c417e3,"Henry Ford Health System, Wayne State University, Department of Emergency Medicine, Detroit, MI, United States; Henry Ford Health System, Wayne State University, Department of Neurology, Detroit, MI, United States; Henry Ford West Bloomfield Hospital, Department of Neurology, Oakland County, MI, United States","Vohra, T., Henry Ford Health System, Wayne State University, Department of Emergency Medicine, Detroit, MI, United States; Bou Chebl, R., Henry Ford Health System, Wayne State University, Department of Emergency Medicine, Detroit, MI, United States; Miller, J., Henry Ford Health System, Wayne State University, Department of Emergency Medicine, Detroit, MI, United States; Russman, A., Henry Ford Health System, Wayne State University, Department of Neurology, Detroit, MI, United States; Baker, A., Henry Ford West Bloomfield Hospital, Department of Neurology, Oakland County, MI, United States; Lewandowski, C., Henry Ford Health System, Wayne State University, Department of Emergency Medicine, Detroit, MI, United States","Introduction: The Department of Health and Human Services and Food and Drug Administration described guidelines for exception from informed consent (EFIC) research. These guidelines require community consultation (CC) events, which allow members of the community to understand the study, provide feedback and give advice. A real-time gauge of audience understanding would allow the speaker to modify the discussion. The objective of the study is to describe the use of audience response survey (ARS) technology in EFIC CCs. Methods: As part of the Rapid Anticonvulsant Medication Prior to Arrival Trial (RAMPART), 13 CC events were conducted. We prepared a PowerPoint™ presentation with 4 embedded ARS questions,according to specific IRB guidelines to ensure that the pertinent information would reach our targeted audience. During 6 CCs, an ARS was used to gauge audience comprehension. Participants completed paper surveys regarding their opinion of the study following each CC. Results: The ARS was used with minimal explanation and only one ARS was lost. Greater than 80% of the participants correctly answered 3 of the 4 ARS questions with 61% correctly answering the question regarding EFIC. A total of 105 participants answered the paper survey; 80-90% of the responses to the paper survey were either strongly agree or agree. The average scores on the paper survey in the ARS sites compared to the non-ARS sites were significantly more positive. Conclusion: The use of an audience response system during the community consultation aspects of EFIC is feasible and provides a real-time assessment of audience comprehension of the study and EFIC process. It may improve the community's opinion and support of the study. Copyright 2014 by the article author(s).",Audience response; Community consultation; EFIC; RAMPART,adult; Article; audience response system; community assessment; comprehension; consultation; continuing education; electronic device; feedback system; female; health survey; human; informed consent; male; medical research; middle aged; normal human; practice guideline; scoring system; student satisfaction; comparative study; comprehension; practice guideline; public relations; retrospective study; United States; Adult; Biomedical Research; Community-Institutional Relations; Comprehension; Female; Guidelines as Topic; Humans; Informed Consent; Male; Middle Aged; Retrospective Studies; United States,,,,,,,,,,,"Salzman, J.G., Frascone, R.J., Goddin, B.K., Implementing emergency research requiring exception from informed consent, community consultation, and public disclosure (2007) Ann of Emerg Med, 50, pp. 448-455; Watters, D., Sayre, M.R., Silbergleit, R., Research conditions that qualify for emergency exception form informed consent (2005) Acad Emerg Med, 12, pp. 1040-1044; (2006) Guidance for Institutional Review Boards, Clinical Investigators, and Sponsors Exception from Informed Consent Requirements for Emergency Research, , US Department of Health and Human Services, Food and Drug Administration; Mosesso, V.N., Cone, D.C., Using the exception from informed consent regulations in research (2005) Acad Emerg Med, 12, pp. 1031-1039; Morris, M.C., An ethical analysis of exception from informed consent regulations (2005) Acad Emerg Med, 12, pp. 1113-1119; Mosesso, V.N., Brown, L.H., Greene, H.L., Conducting research using the emergency exception from informed consent: The Public Access Defibrillation (PAD) trial experience (2004) Resuscitation, 61, pp. 29-36; Richardson, L.D., Rhodes, R., Ragin, D.F., The role of community consultation in the ethical conduct of research without consent (2006) Am J Bioeth, 6, pp. 33-35; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Ed Health Prof, 23, pp. 109-115; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) J Nurs Educ, 45, pp. 469-473; Silbergleit, R., Durkalski, V., Lowenstein, D., Intramuscular versus intravenous therapy for prehospital status epilepticus (2012) N Engl J Med, 366, pp. 591-600; Homme, J., Asay, G., Morgenstern, B., Utilization of an audience response system (2004) Med Educ, 38, pp. 545-576; Richardson, L.D., Wilets, I., Ragin, D.F., Research without consent: Community perspectives from the community VOICES study (2005) Acad Emerg Med, 12, pp. 1082-1090; Mclure, K.B., Delorio, N.M., Gunnels, M.D., Attitudes of emergency department patients and visitors regarding emergency exception from informed consent in resuscitation research, community consultation, and public notification (2003) Acad Emerg Med, 10, pp. 352-359; Baren, J.M., Biros, H.M., The research on community consultation: An annotated bibliography (2007) Acad Emerg Med, 14, pp. 346-352; Flynn, G., Community consultation for emergency exception to informed consent: How much is enough? (2008) Ann Emerg Med, 50, pp. 416-419; Katz, R., Kegeles, S., Kressin, N., The Tuskegee legacy project: Willingness of minorities to participate in biomedical research (2006) J Healthcare Poor Underserved, 17, pp. 698-715","Bou Chebl, R.; Henry Ford Hospital, Department of Emergency Medicine, Clara Ford Pavilion, 2799 West Grand Blvd, United States; email: rbouche1@hfhs.org",,,eScholarship,,,,,1936900X,,,25035746.0,English,West. J. Emerg. Med.,Article,Final,Open Access,Scopus,2-s2.0-84946219289
"Wenz H.-J., Zupanic M., Klosa K., Schneider B., Karsten G.",7003936728;56043764200;30467880600;56040588000;55295538000;,"Using an audience response system to improve learning success in practical skills training courses in dental studies - a randomised, controlled cross-over study",2014,European Journal of Dental Education,18,3,,147,153,,11.0,10.1111/eje.12071,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84904389342&doi=10.1111%2feje.12071&partnerID=40&md5=1a35e28af665f2761dc6016d460fd783,"Clinic of Prosthodontics, Propaedeutics and Dental Materials, Christian-Albrechts-University Kiel, Kiel, Germany; Institute for Teaching and Educational Research in Health Sciences, Witten/Herdecke University, Witten, Germany; Deans's Office of Education, Christian-Albrechts-University Kiel, Kiel, Germany","Wenz, H.-J., Clinic of Prosthodontics, Propaedeutics and Dental Materials, Christian-Albrechts-University Kiel, Kiel, Germany; Zupanic, M., Institute for Teaching and Educational Research in Health Sciences, Witten/Herdecke University, Witten, Germany; Klosa, K., Clinic of Prosthodontics, Propaedeutics and Dental Materials, Christian-Albrechts-University Kiel, Kiel, Germany; Schneider, B., Clinic of Prosthodontics, Propaedeutics and Dental Materials, Christian-Albrechts-University Kiel, Kiel, Germany; Karsten, G., Deans's Office of Education, Christian-Albrechts-University Kiel, Kiel, Germany","Introduction: The aim of this study was to examine whether the use of an audience response system (ARS) in a high-quality study design, in a course in pre-clinical dentistry leads to an improvement in cognitive and psycho-motor performance. Materials and Methods: As part of the Phantom Course I, a randomised, controlled study in cross-over design with 63 students was conducted over 4 weeks. The intervention was carried out by means of an ARS (TurningPoint®), while a verbal question-and-answer session was conducted within the control group. Differences in learning success were determined via a formative multiple-choice (MC) test (cognitive) and a summative practical test (psycho-motor). Results: Both groups achieved significantly better results in the MC tests with the use of the intervention, when compared with the control group (group A 11.6 vs. 9.5 and group B 13.7 vs. 12.1, maximum 16 points). A further analysis of the results showed that the overall effect was induced primarily by a marked improvement in below-average students. The practical tests showed no clear effect. Despite the careful selection and set-up of the conditions for the study in the regular course of the semester, a cohort effect emerged. This was due to varying degrees of performance between the two groups, because no adequate performance parameters were available, which could have been taken into account for the stratified randomisation. Conclusions: The results indicate that the use of the ARS leads to better results in cognitive performance, especially where independent learning is required and should be encouraged. Weaker students in particular seem to benefit. © 2013 John Wiley &amp; Sons A/S.",Active learning; Audience response system; Cross-over design; Learning success; Randomised controlled trial,"achievement; adult; cognition; controlled study; crossover procedure; dental education; education; feedback system; female; Germany; human; learning; male; motor performance; procedures; randomized controlled trial; teaching; Achievement; Adult; Cognition; Computer-Assisted Instruction; Cross-Over Studies; Education, Dental; Educational Measurement; Feedback; Female; Germany; Humans; Learning; Male; Motor Skills",,,,,,,,,,,"Barber, M., Njus, D., Clicker evolution: seeking intelligent design (2007) CBE Life Sci Educ, 6, pp. 1-8; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education. A beme systematic review: Beme guide no. 21 (2012) Med Teach, 34, pp. e386-e405; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comp Assist Learn, 20, pp. 81-94; Cain, J., Robinson, E., A primer on audience response systems: current applications and future considerations (2008) Am J Pharm Educ, 72, p. 77; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73, p. 21; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) J Comp Assist Learn, 21, pp. 260-268; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: a randomised trial (2007) BMC Med Educ, 7, p. 25; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am J Roentgenol, 190, pp. W319-W322; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Adv Physiol Educ, 33, pp. 60-71; Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Med Teach, 31, pp. e570-e579; Efstathiou, N., Bailey, C., Promoting active learning using audience response system in large bioscience classes (2012) Nurse Educ Today, 32, pp. 91-95; Clauson, K.A., Alkhateeb, F.M., Singh-Franco, D., Concurrent use of an audience response system at a multi-campus college of pharmacy (2012) Am J Pharm Educ, 76, p. 6; Jensen, J.V., Ostergaard, D., Faxholt, A.K., Good experiences with an audience response system used in medical education (2011) Dan Med Bull, 58, pp. A4333; Eitner, S., Holst, S., Wichmann, M., Karl, M., Nkenke, E., Schlegel, A., Comparative study on interactive computer-aided-learning and computer-aided-testing in patient-based dental training in maxillofacial surgery (2008) Eur J Dent Educ, 12, pp. 35-40; Elashvili, A., Denehy, G.E., Dawson, D.V., Cunningham, M.A., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1296-1303; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australas J Educ Technol, 25, pp. 235-249; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Rahmann, A., Jacker-Guhr, S., Staufenbiel, I., Use of elaborate feedback and an audience-response-system in dental education (2013) GMS Z Med Ausbild, 30. , Doc35; Pileggi, R., O'Neill, P.N., Team-based learning using an audience response system: an innovative method of teaching diagnosis to undergraduate dental students (2008) J Dent Educ, 72, pp. 1182-1188; Fraenkel, J.R., Wallen, E.W., (2008) How to design and evaluate research in education, , 7th edn, New York, NY: McGraw-Hill; Liu, F.C., Gettig, J.P., Fjortoft, N., Impact of a student response system on short- and long-term learning in a drug literature evaluation course (2010) Am J Pharm Educ, 74, p. 6; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2, pp. 160-166; Hoyt, A., McNulty, J.A., Gruener, G., An audience response system may influence student performance on anatomy examination questions (2010) Anat Sci Educ, 3, pp. 295-299; Stoddard, H.A., Piquette, C.A., A controlled study of improvements in student exam performance with the use of an audience response system during medical school lectures (2010) Acad Med, 85, pp. S37-S40","Wenz, H.-J.; Medical Faculty, Clinic of Prosthodontics, Propaedeutics and Dental Materials, Christian-Albrechts-University Kiel, Arnold-Heller-Str. 16, Kiel D-241065, Germany; email: hjwenz@proth.uni-kiel.de",,,Blackwell Publishing Ltd,,,,,13965883,,,24314301.0,English,Eur. J. Dent. Educ.,Article,Final,,Scopus,2-s2.0-84904389342
Sun J.C.-Y.,37065367600;,"Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data",2014,Computers and Education,72,,,80,89,,70.0,10.1016/j.compedu.2013.10.010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84888249107&doi=10.1016%2fj.compedu.2013.10.010&partnerID=40&md5=756089e4a296fc53e3cff95baef0ec71,"Institute of Education, National Chiao Tung University, 1001 Ta-Hsueh Road, Hsinchu, Taiwan","Sun, J.C.-Y., Institute of Education, National Chiao Tung University, 1001 Ta-Hsueh Road, Hsinchu, Taiwan","This study compared clicker technology against mobile polling and the Just-in-Time Teaching (JiTT) strategy to investigate how these methods may differently affect students' anxiety, self-efficacy, engagement, academic performance, and attention and relaxation as indicated by brainwave activity. The study utilized a quasi-experimental research design. To assess the differences between the effects of clickers and mobile polling, the study collected data from two courses at a large research university in Taiwan in which 69 students used either clickers or mobile polling. The results showed that mobile polling along with the JiTT strategy and in-class polls reduce graduate students' anxiety, improve student outcomes in an environment comprising both graduate and undergraduate students, and increase students' attention during polling. However, brainwave data revealed that during the polling activities, students' attention in the clicker and mobile polling groups respectively increased and decreased. Students nowadays do not find smartphones a novelty; however, incorporating them into class is still a potentially effective way to increase student attention and provide a direct way for instructors to observe the learning effects of lectures and improve their teaching approach on that basis. © 2013 Elsevier Ltd. All rights reserved.",Improving classroom teaching; Interactive learning environments; Teaching/learning strategies,Academic performance; Improving classroom teaching; Interactive learning environment; Just-in-Time Teaching; Research universities; Teaching approaches; Teaching/learning strategy; Undergraduate students; Computer aided instruction; Teaching; Students,,,,,"NSC 101-2511-S-009-010-MY3, NSC 100-2511-S-009-012","This study is supported in part by the National Science Council of the Republic of China under contract numbers NSC 100-2511-S-009-012 and NSC 101-2511-S-009-010-MY3. The author would like to thank the instructors and the students who participated in this study and acknowledge the contributions of Chao-Hsiu Chen, Chih-Chien Lin, and William Shao-Chin Chang who supported this research study and provided valuable comments.",,,,,"Anderson, L.W., Krathwohl, D.R., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , Longman New York; Anthis, K., Is it the clicker, or is it the question? 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(2011) Teaching of Psychology, 38 (3), pp. 147-150; Fredricks, J.A., Blumenfeld, P., Friedel, J., Paris, A., School engagement (2005) What Do Children Need to Flourish? Conceptualizing and Measuring Indicators of Positive Development, pp. 305-321. , K.A. Moore, L. Lippman, Springer New York; Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., School engagement: Potential of the concept, state of the evidence (2004) Review of Educational Research, 74 (1), pp. 59-109; Gilbert, A., (2005) New for Back-to-school: 'Clickers', , http://news.cnet.com/New-for-back-to-school-clickers/2100-1041_3-5819171. html, Retrieved June 20, 2011, from; Hanson, T.L., Drumheller, K., Mallard, J., McKee, C., Schlegel, P., Cell phones, text messaging, and facebook: Competing time demands of today's college students (2010) College Teaching, 59 (1), pp. 23-30; Jimenez, C.O.S., Mesa, H.G.A., Rebolledo-Mendez, G., De Freitas, S., Classification of cognitive states of attention and relaxation using supervised learning algorithms (2011) 2011 IEEE International Games Innovation Conference (IGIC), pp. 31-34. , IEEE Orange, CA; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268. , DOI 10.1111/j.1365-2729.2005.00133.x; Koenig, K., Building acceptance for pedagogical reform through wide-scale implementation of clickers (2010) Journal of College Science Teaching, 39 (3), pp. 46-50; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46 (4), pp. 242-244; Maki, Y., Sano, G., Kobashi, Y., Nakamura, T., Kanoh, M., Yamada, K., Estimating subjective assessments using a simple biosignal sensor (2012) 2012 IEEE International Conference on Fuzzy Systems (FUZZ-IEEE), pp. 1-6. , IEEE Sichuan, China; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE Quarterly, 30 (2), pp. 71-74; Mason, R.B., Student engagement with, and participation in, an e-Forum (2011) Educational Technology & Society, 14 (2), pp. 258-268; Middlebrook, G., Sun, J.C.-Y., Showcase hybridity: A role for blogfolios (2013) EPortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios, pp. 123-133. , K.V. Wills, R. Rice, The WAC Clearinghouse and Parlor Press Fort Collins, CO; Norhazman, H., Zaini, N.M., Taib, M.N., Omar, H.A., Jailani, R., Lias, S., Behaviour of EEG alpha asymmetry when stress is induced and binaural beat is applied (2012) Paper Presented at the 2012 IEEE Symposium on Computer Applications and Industrial Electronics (ISCAIE); Ottens, A.J., (1991) Coping with Academic Anxiety, , 2nd ed. Rosen New York; Pintrich, P.R., Smith, D.A.F., Garcia, T., McKeachie, W.J., (1991) A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ), , The University of Michigan Ann Arbor, Michigan; Rothkrantz, L.M., Wiggers, P., Wees, J.-W., Vark, R., Voice stress analysis (2004) Text, Speech and Dialogue, 3206 VOL., pp. 449-456. , P. Sojka, I. Kopeček, K. Pala, Springer New York/Berlin, Heidelberg; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Stytsenko, K., Jablonskis, E., Prahm, C., Evaluation of consumer EEG device Emotiv EPOC (2011) MEi: CogSci Conference, , Ljubljana, Slovenia; Sun, J.C.-Y., Martinez, B., Seli, H., Just-in-time or plenty-of-time teaching? Different electronic feedback devices and their effect on student engagement (2014) Educational Technology & Society, , in press; Sun, J.C.-Y., Rueda, R., Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education (2012) British Journal of Educational Technology, 43 (2), pp. 191-204; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Walsh, J.P., Sun, J.C.-Y., Riconscente, M., Online teaching tool simplifies faculty use of multimedia and improves student interest and knowledge in science (2011) CBE-Life Sciences Education, 10 (3), pp. 298-308; Wang, Q., Sourina, O., Real-time mental arithmetic task recognition from EEG signals (2013) IEEE Transactions on Neural Systems and Rehabilitation Engineering, 21 (2), pp. 225-232; Zeidner, M., Matthews, G., Evaluation anxiety: Current theory and research (2005) Handbook of Competence and Motivation, pp. 141-166. , A.J. Elliot, C.S. Dweck, Guilford Press New York","Sun, J.C.-Y.; Institute of Education, National Chiao Tung University, 1001 Ta-Hsueh Road, Hsinchu, Taiwan; email: csun@nctu.edu.tw",,,,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84888249107
"Schlegel E.F.M., Selfridge N.J.",56122868300;36455347500;,"Fun, collaboration and formative assessment: Skinquizition, a class wide gaming competition in a medical school with a large class",2014,Medical Teacher,36,5,,447,449,,12.0,10.3109/0142159X.2014.888409,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899022441&doi=10.3109%2f0142159X.2014.888409&partnerID=40&md5=37c7d135f15e54156c6828477ee20473,"Ross University School of Medicine, Dominica","Schlegel, E.F.M., Ross University School of Medicine, Dominica; Selfridge, N.J., Ross University School of Medicine, Dominica","Background: Formative assessments are tools for assessing content retention, providing valuable feedback to students and teachers. In medical education, information technology-supported games can accommodate large classes divided into student teams while fostering active engagement. Aim: To establish an innovative stimulating approach to formative assessments for large classes furthering collaborative skills that promotes learning and student engagement linked to improvement of academic performance. Methods and results: Using audience response technology, a fast-paced, competitive, interactive quiz game involving dermatology was developed. This stimulating setting, provided on the last day of class, prepares students for high-stakes exams to continue their medical education while training collaborative skills as supported by survey outcomes and average class scores. Summary and conclusions: Educational game competitions provide formative assessments and feedback for students and faculty alike, enhancing learning and teaching processes. In this study, we show an innovative approach to accommodate a large class divided into competing teams furthering collaborative skills reflected by academic performance. © 2014 Informa UK Ltd. All rights reserved.",,"adaptive behavior; Caribbean Islands; competitive behavior; cooperation; education; group process; human; medical education; medical school; medical student; organization and management; procedures; psychology; recreation; standards; Competitive Behavior; Cooperative Behavior; Education, Medical, Undergraduate; Educational Measurement; Feedback, Psychological; Group Processes; Humans; Schools, Medical; Students, Medical; Video Games; West Indies",,,,,,,,,,,"Black, P., Wiliam, D., Developing the theory of formative assessment (2009) Educ Assess Eval Accreditation, 21, pp. 5-31; Bochennek, K., Wittekindt, B., Zimmermann, S., Klingebiel, T., More than mere games: A review of card and board games for medical education (2007) Med Teach, 29 (9-10), pp. 941-948; Deon, M., A blueprint for interprofessional learning (2004) Med Teach, 26 (7), pp. 604-609; Hancock, T.M., Use of audience response systems for summative assessment in large classes (2010) Aust J Educ Technol, 26 (2), pp. 226-237; Kanthan, R., Senger, J., The impact of specially designed digital gamesbased learning in undergraduate pathology and medical education (2011) Arch Pathol Lab Med, 135 (1), pp. 135-142; Kirshen, C., Shoimer, I., Wismer, J., Desgroseilliers, J., Lui, H., Teaching dermatology to Canadian undergraduate medical students (2011) J Cutan Med Surg, 15 (3), pp. 150-156; Latessa, R., Harman, J., Hardee, S., Schmidt-Dalton, T., Teaching medicine using interactive games: Development of the stumpers quiz show game (2004) Fam Med, 36 (9), p. 616; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: Best practice guidelines (2010) Int J Nurs Educ Scholarsh, 7. , Article32; Michaelsen, L.K., Sweet, M., Team-based learning (2011) New Dir Teach Learn, 128, pp. 41-51; Weaver, S., Rosen, M., Salas, E., Baum, K., King, H., Integrating the science of team training: Guidelines for continuing education (2010) J Contin Educ Health Prof, 30 (4), pp. 208-220","Schlegel, E.F.M.; Ross University School of MedicineDominica; email: eschlegel@RossU.edu",,,Informa Healthcare,,,,,0142159X,,MEDTD,24571695.0,English,Med. Teach.,Article,Final,,Scopus,2-s2.0-84899022441
"Jonathan M., Lili A., Media A., Abubakar A., Montadzah A.",49663815800;56112111200;35589381300;54891756900;57202163945;,Investigating the impact of audience response system on student's performance outcomes,2014,World Applied Sciences Journal,32,7,,1268,1283,,,10.5829/idosi.wasj.2014.32.07.1956,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84975491062&doi=10.5829%2fidosi.wasj.2014.32.07.1956&partnerID=40&md5=bacb02e094f0f62616609ee1cc2a278d,"Department of Information Systems, International Islamic University Malaysia, Kuala Lumpur, 50728, Malaysia; Universitas Siswa Bangsa International, Jl. MT Haryono Kav 58-60, Jakarta Selatan, 12780, Indonesia","Jonathan, M., Department of Information Systems, International Islamic University Malaysia, Kuala Lumpur, 50728, Malaysia; Lili, A., Department of Information Systems, International Islamic University Malaysia, Kuala Lumpur, 50728, Malaysia; Media, A., Universitas Siswa Bangsa International, Jl. MT Haryono Kav 58-60, Jakarta Selatan, 12780, Indonesia; Abubakar, A., Department of Information Systems, International Islamic University Malaysia, Kuala Lumpur, 50728, Malaysia; Montadzah, A., Department of Information Systems, International Islamic University Malaysia, Kuala Lumpur, 50728, Malaysia","In this paper Audience Response System (ARS) impact on performance outcomes of secondary school pupils has been studied. Previous research has shown that ARS improves interactive learning and enhances teacher's ability to understand the degree of how students comprehend his/her teaching. Unfortunately, this might not truly reflect the student's performance, since the teacher's concern is to evaluate his/her teaching which might eventually not inculcate the academic values to the students. This paper presents an investigation of the impact of ARS on performance outcomes. The study uses qualitative experiment and evaluates the impact of ARS within some sample of secondary school pupils. An Independent samples T-test was calculated comparing the mean differences of posttest result outcome scores in the treatment group to the mean differences of posttest result score in the control group for each pair of classes taught by the same teacher. No significant difference was found except in class 1 and 2. On further analysis Students utilizing ARS performance has seen to focus on the questions raised by the teacher which improves their memorization ability. Consequently improves their performance outcome. © IDOSI Publications, 2014.",Audience Response System; Performance outcomes; Secondary school pupils,,,,,,,,,,,,"Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Treat, A.R., Wang, Y., Chadha, R., Dixon, M.H., (2006) Major Developments in Instructional Technology: During the 20th Century, , http://www.indiana.edu/~idt/shortpapers/documents/ITprior20.html, Retrieved April 18, 2011; Abdullah, A., Embi, M.A., Nordin, N., The role of students in the development of a collaborative learning community through networked learning: A Malaysian perspective (2011) The International Journal of Learning, 18 (1), pp. 347-360; Embi, M.A., Hamat, A., Sulaiman, A.H., The use of learning management systems among Malaysian university lecturers (2011) The International Journal of Learning, 18 (4), pp. 61-70; Hamzah, I., Ismail, A., Tamuri, A.H., Embi, M.A., Maimun, A.L., The emergence of new technology in Malaysian smart schools: Views of islamic education teachers and students (2011) The International Journal of Learning, 16 (4), pp. 249-262; Nordin, N., Isa, N.M., Zakaria, E., Embi, M.A., Development and evaluation of webquest for the science subject (2011) The International Journal of Learning, 18 (5), pp. 221-236; Ely, D.P., The field of educational technology: Update 2000: A dozen frequently asked questions (2000) ERIC Clearinghouse on Information and Technology, , http://www.eric.ed.gov/PDFS/ED438807.pdf, Retrieved April 18, 2011; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin study of clickers (2007) EDUCAUSE Center for Applied Research, Research Bulletin, 10, pp. 2-12; Banks, D.A., (2006) Audience Response Systems in Higher Education: Application and Cases, , Idea Group Inc. Australia; Ayu, M.A., Taylor, K., Mantoro, T., Active learning: Engaging students in the classroom using mobile phones (2009) IEEE Symposium on Industrial Electronics and Applications (ISIEA 2009), pp. 711-715; Bonwell, C., Eison, J., (1991) Active Learning: Creating Excitement in the Classroom, , ERIC Clearinghouse on Higher Education Washington DC; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) ALT-J, 11 (3), pp. 43-57; Mantikayan, J.M., Ayu, M.A., Exploring audience response system: Impacts in learning institutions (2010) Information and Communication Technology for the Muslim World (ICT4M), pp. A13-A17; Mattheos, N., (2004) Information Technology and Interaction in Learning: Studies of Applications in Academic Oral Health Education, , Centre for Educational Research and Technology in Oral Health, Sweden; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Research Bulletin, 2004 (3), pp. 1-13; Weinstein, C.E., Helping students develop strategies for effective learning (1989) Educational Leadership, 46 (4), pp. 17-19; Mantikayan, J.M., Ayu, M.A., Mantoro, T., Mohammed, H., The effects of audience response systems on active learning (2012) Proceedings of International Conference on Active Learning (ICAL 2012), , Melaka, Malaysia; Cue, N., A universal learning tool for classrooms? (1998) First Quality in Teaching and Learning Conference; Dufresne, R.J., Gerace, W.J., Mestre, J.P., Leonard, W.J., (2000) Assessing Student Knowledge with Instructional Technology, pp. 1-28. , University of Massachusetts Physics Education Research Group UMPERG Technical Report; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39 (1), pp. 8-11; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advance in Physiology Education, 26 (4), pp. 299-308; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1 (1), pp. 80-86; Wit, E., Who wants to be. The use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 14-20; Boyle, J.T., Nicol, D.J., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Society for Research into Higher Education, 28 (4), pp. 457-473; Banks, D.A., Using keypad-based group process support systems to facilitate student reflection (2003) Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), pp. 37-46; Mantikayan, J.M., Ayu, M.A., Assessing audience response systems using task-technology fit (2013) Information and Communication Technology for the Muslim World (ICT4M), 2013 5th International Conference on, , Paper presented at the; Lopez-Herrejon, R.E., Schulman, M., Using interactive technology in a short Java course: An experience report (2004) ITiCSE '04; Silliman, S.E., McWilliams, L., Observations on benefits/limitations of an audience response system (2004) Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition (Session Number: 2531); Abubakar, A.I., Mantoro, T., Mahmud, M., Exploring end-user preferences of 3D mobile interactive navigation design (2011) Proceedings of the 9th International Conference on Advances in Mobile Computing and Multimedia, pp. 289-292; Maimona, B.J., Khedher Akram, M.Z.M., Murni, M., Relevance of multimedia in education (2011) Advancement in E-Learning, pp. 11-14. , IIUM Press, Kuala Lumpur; Abubakar, A., Mantoro, T., Web application development process (2012) The Web: Its Utilisation, Evaluation and Security, pp. 112-113. , Ayu. M.A. (Ed.). IIUM Press; www.polleverywhere.com, (2012) Student Response System for K12, , http://www.polleverywhere.com/k12-student-response-system, Retrieved: 28 May 2012; www.socrative.com, (2013) Socrative: Engage the Class, , http://www.socrative.com/how-it-works, Retrieved on 4 October 2013; Abdullah, L.M., Verner, J.M., Outsourced strategic IT systems development risk (2009) RCIS, pp. 275-286; Abdullah, L.M., Verner, J.M., Analysis and application of an outsourcing risk framework (2012) Journal of Systems and Software, 85 (8), pp. 1930-1952; Verner, J.M., Abdullah, L.M., Exploratory case study research: Outsourced project failure (2012) Information and Software Technology, 54 (8), pp. 866-886","Jonathan, M.; Department of Information Systems, International Islamic University MalaysiaMalaysia",,,International Digital Organization for Scientific Information,,,,,18184952,,,,English,World Appl. Sci. J.,Article,Final,,Scopus,2-s2.0-84975491062
"Waight N., Chiu M.M., Whitford M.",15836148300;7101865518;43762302600;,Factors that influence science teachers’ selection and usage of technologies in high school science classrooms,2014,Journal of Science Education and Technology,23,5,,668,681,,5.0,10.1007/s10956-014-9493-9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84939884045&doi=10.1007%2fs10956-014-9493-9&partnerID=40&md5=7d69c5be6948f51de1ffec7228445c8d,"Department of Learning and Instruction, University at Buffalo, SUNY, 513 Baldy Hall, Buffalo, NY  14260, United States; Department of Learning and Instruction, University at Buffalo, SUNY, 564 Baldy Hall, Buffalo, NY  14260, United States","Waight, N., Department of Learning and Instruction, University at Buffalo, SUNY, 513 Baldy Hall, Buffalo, NY  14260, United States; Chiu, M.M., Department of Learning and Instruction, University at Buffalo, SUNY, 564 Baldy Hall, Buffalo, NY  14260, United States; Whitford, M., Department of Learning and Instruction, University at Buffalo, SUNY, 513 Baldy Hall, Buffalo, NY  14260, United States","This study contributed to our understanding of those factors that serve as predictors of science teachers’ selection and use of technologies and more specifically, how selection and usage was realized among teachers of different science disciplines. Notable descriptive statistics were examined, and we tested an explanatory model of how demographics, school context, pedagogical approaches and professional development (PD) influenced the likelihood of a teacher using a tool via a multilevel cross-classification-ordered logit analysis (Goldstein 1995). The findings revealed that science teachers were more likely to use hardware than software; more specifically, this included instructional tools (i.e., SMARTboards, clickers) and laboratory tools (probeware). Differences in teachers’ use of tools were largely due to differences in tools as opposed to differences in teacher characteristics. Use of a tool was more likely by teachers who taught physics, who taught via inquiry, or who had more PD with a tool. These findings have implications for how we conceptualize selection and usage of technologies that enter the science education pipeline; which tools become sustainable in the science classroom and how technological take-up differs across science disciplines. © 2014, Springer Science+Business Media New York.",Evolution of technology; High school; Science education; Technological tools; Technology selection and usage,,,,,,,,,,,,"Adadan, E., Trundle, K.C., Irving, K.E., Exploring grade 11 students’ conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction (2010) J Res Sci Teach, 47, pp. 1004-1035; Baram-Tsabari, A., Yarden, A., Characterizing children’s spontaneous interests in science and technology (2005) Int J Sci Educ, 27, pp. 803-826; Basalla, G., (1996) The evolution of technology, , Cambridge University Press, New York, NY; Beare, R., Investigation into the potential of investigative projects involving powerful robotics telescopes to inspire interest in science (2007) Int J Sci Educ, 29, pp. 279-306; Bell, R.L., Trundle, K.C., The use of a computer simulation to promote scientific conceptions of moon phases (2008) J Res Sci Teach, 45, pp. 346-372; Bell, R.L., Maeng, J.L., Binns, I.C., Learning in context: technology integration in a teacher preparation program informed by situated learning theory (2013) J Res Sci Teach, 50, pp. 348-379; Benjamini, Y., Krieger, A.M., Yekutieli, D., Adaptive linear step-up procedures that control the false discovery rate (2006) Biometrika, 93, pp. 491-507; Bryk, A.S., Raudenbush, S.W., (1992) Hierarchical linear models, , Sage, London; Campbell, T., Zuwallack, R., Longhurst, M., (2014) Shelton BE, , Wolf PG: An examination of the changes in science teaching orientations and technology-enhanced tools for student learning in the context of professional development. 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(2004) Booklet; Slavin, R., (2005) Educational psychology, , Allyn and Bacon, New York; Sorensen, P., Twidle, J., Childs, A., Godwin, J., The use of internet in science teaching: a longitudinal study of developments in use by student–teachers in England (2007) Int J Sci Educ, 29, pp. 1605-1627; Stylianidou, F., Boohan, R., Ogborn, J., Science teachers’ transformations of the use of computer modeling in the classroom: using research to inform training (2005) Sci Educ, 89, pp. 56-70; Tabachnick, B.G., Fidell, L.S., (2006) Using multivariate statistics, , Allyn and Bacon, Boston; Tanner, H., Jones, S., How interactive is your whiteboard? (2007) Math Teach Inc Micromath, 200, pp. 37-41; Wang, Y., From teacher-centredness to student-centredness: are preservice teachers making the conceptual shift when teaching in information age classrooms? (2002) Educ Media Int, 39, pp. 257-265; Yerrick, R., Hoving, T., Obstacles confronting technology initiatives as seen through the experience of science teachers: a comparative study of science teachers beliefs, planning, and practice (1999) J Sci Educ Technol, 8, pp. 291-307; Yerrick, R., Schiller, J., Reisfeld, J., Who are you callin expert?: using student narratives to redefine expertise and advocacy lower track science (2011) J Res Sci Teach, 48, pp. 13-36; Zacharia, Z., Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics (2003) J Res Sci Teach, 40, pp. 792-823; Zhao, Y., Pugh, K., Sheldon, S., Byers, J.L., Conditions for classroom technology innovations (2002) Teach Coll Rec, 104, pp. 482-515","Waight, N.; Department of Learning and Instruction, University at Buffalo, SUNY, 513 Baldy Hall, United States",,,Kluwer Academic Publishers,,,,,10590145,,,,English,J. Sci. Educ. Technol.,Article,Final,,Scopus,2-s2.0-84939884045
"Fugazza C., Miklósi T.",55789547000;7003466993;,Should old dog trainers learn new tricks? The efficiency of the Do as I do method and shaping/clicker training method to train dogs,2014,Applied Animal Behaviour Science,153,,,53,61,,18.0,10.1016/j.applanim.2014.01.009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84895928894&doi=10.1016%2fj.applanim.2014.01.009&partnerID=40&md5=b4b4668ba1e1a74ea23e52fc7517cf55,"Department of Ethology, Eötvös Loránd University, Budapest, Hungary","Fugazza, C., Department of Ethology, Eötvös Loránd University, Budapest, Hungary; Miklósi, T., Department of Ethology, Eötvös Loránd University, Budapest, Hungary","Despite evidence that dogs are skilful in acquiring information socially from humans and are able to copy the actions of a human demonstrator, formal dog-training methods have traditionally relied only on individual learning (operant and classical conditioning). We compared the efficiency of the 'Do as I do' method (Topál et al., 2006), which relies on social learning, with that of a training method that relies on individual learning (shaping/clicker training, Skinner, 1951) to teach dogs three different kinds of object-related actions. In order to control for the comparability of the previous training experiences of our subjects, we tested experienced dog-owner dyads that had previously achieved a certificate for either type of training (Do as I do and shaping/clicker training). They were tested upon training three different novel actions: simple, complex and sequences of two actions, in three separate sessions, using the training method they were certified for. In each case the owners had 15. min for accomplishing the task of training the dogs to perform the predetermined action. We used the latency of first occurrence and the number of dyads that were successful within 15. min as measures of training success. While we did not find a significant difference between the two training methods with regard to simple actions, we found that subjects using the Do as I do method outperformed those using shaping/clicker training in the case of complex actions and sequences of two actions. This study is the first to formalize a method based on the Do as I do protocol for training dogs and to assess its efficiency by comparing it with shaping/clicker training. We acknowledge that many factors can influence the success of different training paradigms; however, these results provide new insights for the applied dog training techniques by suggesting the usefulness of social learning in addition to the widely used methods that rely on individual associative learning. © 2014 Elsevier B.V.",Do as I do; Dog; Social learning; Training efficiency; Training method,behavioral response; canid; learning; social behavior; training; Canis familiaris,,,,,"Hungarian Science Foundation: OTKA K81953

06-RNP-020

MTA01 031","We would like to express our sincere gratitude to the dog owners and dog trainers of Learning About Dogs, Happy Dog School and Good Boy, who participated in the study. We are particularly grateful to K. Lawrence who recruited many dogs and owners for the study and helped with the organization of the tests. We also thank L. Marinelli for her comments on the manuscript and M. Prayer for proofreading the English. This study was supported by the Hungarian Scholarship Board by providing a fellowship to C. Fugazza. A. Miklósi also receives funding from MTA-ELTE Comparative Ethology Research Group ( MTA01 031 ), the Hungarian Science Foundation ( OTKA K81953 ), and the ESF Research Networking Programme “CompCog”: The Evolution of Social Cognition (www.compcog.org) ( 06-RNP-020 ).",,,,,"Call, J., Body imitation in an enculturated orangutan (Pongo pygmaeus) (2001) Cybernet. 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Sci., 53 (4), pp. 309-316; Todt, D., Social learning of vocal patterns and modes of their application in grey parrots (Psittacus erithacus) (1975) Z. Tierpsychol., 39, pp. 178-188; Tolman, E.C., Cognitive maps in rats and men (1948) Psychol. Rev., 55, pp. 189-208; Tomasello, M., Cultural transmission in tool use and communicatory signalling of chimpanzees (1990) 'Language' and Intelligence in Monkeys and Apes: Comparative Developmental Perspectives, pp. 274-311. , Cambridge University Press, Cambridge, S. Parker, K. Gibson (Eds.); Topál, J., Byrne, R., Miklósi, A., Csányi, V., Reproducing human actions and action sequences: Do as I Do! in a dog (2006) Anim. Cogn., 9, pp. 355-367; Thorpe, W.H., (1963) Leaning and Instinct in Animals, , Methuen, London, UK; Watson, J.B., Psychology as the behaviourist views it (1913) Psychol. Rev., 20, pp. 158-177; Whiten, A., Imitation of the sequential structure of actions by chimpanzees (Pan troglodites) (1998) J. Comp. Psychol., 112, pp. 270-281; Williams, B.A., Conditioned reinforcement: experimental and theoretical issues (1994) Behav. Analyst, 17, pp. 261-285; Wood, D., Social interaction as tutoring (1989) Interaction in Human Development, pp. 59-80. , Erlbaum L., Hillsdale, New Jersey, M.H. Bornstein, J.S. Bruner (Eds.)","Fugazza, C.; Department of Ethology, Eötvös Loránd University, Budapest, Hungary; email: claudia.happydog@gmail.com",,,Elsevier,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,,Scopus,2-s2.0-84895928894
"Boucenna S., Narzisi A., Tilmont E., Muratori F., Pioggia G., Cohen D., Chetouani M.",35301591400;43961521900;55736001000;7005973250;8957312900;57198586747;8964513700;,Interactive Technologies for Autistic Children: A Review,2014,Cognitive Computation,6,4,,722,740,,102.0,10.1007/s12559-014-9276-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84916238579&doi=10.1007%2fs12559-014-9276-x&partnerID=40&md5=3e75ad1f62677238eaa94d98320641bb,"Institut des Systemes Intelligents et de Robotique, CNRS UMR 7222, Universite Pierre et Marie Curie, Paris, France; Division of Child Neurology and Psychiatry, University of Pisa, Stella Maris Scientific Institute, Calambrone, Italy; Department of Child and Adolescent Psychiatry, AP-HP, Groupe Hospitalier Piti-Salpltrire, Universit Pierre et Marie Curie, Paris, France; CNR, Rome, Italy","Boucenna, S., Institut des Systemes Intelligents et de Robotique, CNRS UMR 7222, Universite Pierre et Marie Curie, Paris, France; Narzisi, A., Division of Child Neurology and Psychiatry, University of Pisa, Stella Maris Scientific Institute, Calambrone, Italy; Tilmont, E., Institut des Systemes Intelligents et de Robotique, CNRS UMR 7222, Universite Pierre et Marie Curie, Paris, France, Department of Child and Adolescent Psychiatry, AP-HP, Groupe Hospitalier Piti-Salpltrire, Universit Pierre et Marie Curie, Paris, France; Muratori, F., Division of Child Neurology and Psychiatry, University of Pisa, Stella Maris Scientific Institute, Calambrone, Italy; Pioggia, G., CNR, Rome, Italy; Cohen, D., Institut des Systemes Intelligents et de Robotique, CNRS UMR 7222, Universite Pierre et Marie Curie, Paris, France, Department of Child and Adolescent Psychiatry, AP-HP, Groupe Hospitalier Piti-Salpltrire, Universit Pierre et Marie Curie, Paris, France; Chetouani, M., Institut des Systemes Intelligents et de Robotique, CNRS UMR 7222, Universite Pierre et Marie Curie, Paris, France","Recently, there have been considerable advances in the research on innovative information communication technology (ICT) for the education of people with autism. This review focuses on two aims: (1) to provide an overview of the recent ICT applications used in the treatment of autism and (2) to focus on the early development of imitation and joint attention in the context of children with autism as well as robotics. There have been a variety of recent ICT applications in autism, which include the use of interactive environments implemented in computers and special input devices, virtual environments, avatars and serious games as well as telerehabilitation. Despite exciting preliminary results, the use of ICT remains limited. Many of the existing ICTs have limited capabilities and performance in actual interactive conditions. Clinically, most ICT proposals have not been validated beyond proof of concept studies. Robotics systems, developed as interactive devices for children with autism, have been used to assess the child’s response to robot behaviors; to elicit behaviors that are promoted in the child; to model, teach and practice a skill; and to provide feedback on performance in specific environments (e.g., therapeutic sessions). Based on their importance for both early development and for building autonomous robots that have humanlike abilities, imitation, joint attention and interactive engagement are key issues in the development of assistive robotics for autism and must be the focus of further research. © 2014, Springer Science+Business Media New York.",Children with autism; Imitation; Joint attention; Robotics,Computer games; Diseases; Robotics; Virtual reality; Assistive robotics; Children with autisms; Imitation; Information communication technology; Interactive engagements; Interactive Environments; Interactive technology; Joint attention; Education,,,,,"European Commission, EC: 288241, FP7","Acknowledgments This study was supported by a grant from the European Commission (FP7: Michelangelo under Grant agreement n 288241) and the fund ‘‘Entreprendre pour aider.’’ The funding agencies and the University were not involved in the study design, collection, analysis and interpretation of data, writing of the paper or the decision to submit the paper for publication. 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ISCIS 2009. 24th International Symposium on IEEE, 2009, pp. 242-247","Boucenna, S.; Institut des Systemes Intelligents et de Robotique, CNRS UMR 7222, Universite Pierre et Marie CurieFrance",,,Springer New York LLC,,,,,18669956,,,,English,Cognitive Comput.,Article,Final,,Scopus,2-s2.0-84916238579
"Mauck K.F., Litin S.C., Bundrick J.B.",6602211372;6603891571;6507346570;,Clinical pearls in perioperative medicine.,2014,Hospital practice (1995),42,1,,23,30,,,10.3810/hp.2014.02.1088,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84900789712&doi=10.3810%2fhp.2014.02.1088&partnerID=40&md5=e5ddafb4ed89a18c6d711f2d92d5f821,"Division of General Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, MN, United States","Mauck, K.F., Division of General Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, MN, United States; Litin, S.C.; Bundrick, J.B.","At the 2001 annual meeting of the American College of Physicians (ACP), a new and innovative teaching format, the ""Clinical Pearls"" session, was introduced. Clinical Pearls sessions were designed to teach physicians using clinical cases. The session format involves specialty speakers presenting a number of short cases to a physician audience. Each case is followed by a multiple-choice question, answered by each attendee using an electronic audience-response system. After a summary of the answer distribution is shown, the correct answer is displayed and the speaker discusses important teaching points and clarifies why one answer is most clinically appropriate. Each case presentation ends with 1 or 2 ""Clinical Pearls,"" defined as a practical teaching point, supported by the literature, and generally not well known to most internists. The Clinical Pearls sessions are consistently one the most popular and well attended sessions at the American College of Physicians' national meeting each year. Herein, we present the Clinical Pearls in Perioperative Medicine, presented at the ACP National Meeting in San Francisco, California, April 11-13, 2013.",,"article; education; human; internal medicine; medical education; methodology; organization; surgery; teaching; Congresses as Topic; Education, Medical, Continuing; Educational Measurement; Humans; Internal Medicine; Surgical Procedures, Operative; Teaching",,,,,,,,,,,,"Mauck, K.F.email: mauck.karen@mayo.edu",,,,,,,,21548331,,,24566593.0,English,Hosp Pract (1995),Article,Final,,Scopus,2-s2.0-84900789712
Tiernan P.,55547313200;,A study of the use of Twitter by students for lecture engagement and discussion,2014,Education and Information Technologies,19,4,,673,690,,13.0,10.1007/s10639-012-9246-4,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872014192&doi=10.1007%2fs10639-012-9246-4&partnerID=40&md5=058116ceec366594b36aa9c1966f0a9b,"Dublin City University, Dublin, Ireland; School of Education Studies, Dublin City University, Glasnevin, Dublin 9, Ireland","Tiernan, P., Dublin City University, Dublin, Ireland, School of Education Studies, Dublin City University, Glasnevin, Dublin 9, Ireland","Research indicates that student engagement with lectures, and participation in discussion and debate, greatly improve their learning and experience of University. The nature of some lectures means they can lack opportunities for interaction and active learning. For this reason it can be difficult for some students, especially students new to University, to fully engage in lectures, and interact with their peers. This study attempts to use Twitter as a means of increasing these opportunities for interaction and engagement for students, especially those who may lack the confidence to engage traditionally. As a first step, the study analyses the use of Audience Response Systems to understand the role technology can play in providing opportunities for interaction. Following this, a review of experiments conducted using Twitter is carried out. While there is a dearth of research in this area, these cases provide some valuable insights into the use of this technology and its integration into education. In the methodology section, the process of using Twitter in lectures is explained, along with some of the challenges and obstacles faced. Findings presented indicate that while adoption of Twitter was low, the platform provides engagement opportunities for timid members of the group, while having a generally positive impact on engagement and discussion for the group as a whole. Finally, emerging uses of the Twitter platform are examined, allowing the reader glimpse possibilities for future integration. © 2013, Springer Science+Business Media New York.",Audience response systems; Discussion; Engagement; Interaction; Social media; Technology; Twitter,,,,,,,,,,,,"Abate, L.E., Gomes, A., Linton, D., Engaging students in active learning: Use of a blog and audience response system (2011) Medical Reference Services Quarterly, 30 (1), pp. 12-18; Bates, S.P., Howie, K., Murhpy, A.S.J., The use of electronic voting systems in large group lectures: Challenges and opportunities (2006) New Directions in the Teaching of Physical Sciences, 2, pp. 1-8; Beldarrain, Y., Distance education trends: Integrating new technologies to foster student interaction and collaboration (2007) Distance Education, 27 (2), pp. 139-153; Bligh, D.A., What’s the use of lectures? 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Innovate Journal of Online Education, 5(1); Feden, P.D., About instruction: Powerful new strategies worth knowing (1994) Educational Horizons, 73, pp. 18-24; Gysbers, V., Johnston, J., Hancock, D., Denyer, G., Why do students still bother coming to lectures, when everything is available online? (2011) International Journal of Innovation in Science and Mathematics Education, 19 (2), pp. 20-36; http://www.creativeeducation.co.uk/blog/index.php/2011/09/10-reasons-to-tweet/, Hesmondhalgh, P. (2011). 10 Reasons Teachers should give Twitter a go. The creative education blog. Accessed 08 February 2012; Junco, R., Heibergert, G., Loken, E., The effect of Twitter on college student engagement and grades (2011) Journal of Computer Assisted Learning, 27, pp. 119-132; Laurillard, D., (2002) Rethinking university teaching: a conversational framework for the effective use of learning technologies, , RoutledgeFalmer, London; Maykut, P., Morehouse, R., (1994) Beginning qualitiative research: a philolsophical and practical guide, , RoutledgeFalmer, London; McElroy, J., Blount, Y., You, me and iLecture. Proceedings of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference (pp. 549–558). Sydney Australia (2006) Dec, pp. 3-6. , http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p87.pdf; Meyer, K., Quality in distance education: Focus on online learning (2002) ASHE-ERIC Higher Education Report, 29 (4); Moore, M.G., Three types of interaction (1989) American Journal of Distance Education, 3, pp. 1-7; Morales, L., Can the use of clickers of continuous assessment motivate critical thinking? A case study based on corporate finance students (2011) Higher Learning Research Communications, 1, pp. 33-42; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2010) Computers in Education, 56, pp. 36-43; Prensky, M., H. sapiens: From digital immigrants and digital natives to digital wisdom (2009) Innovate: Journal of online education, 5 (3). , http://www.innovateonline.info/index.php?view=article&id=705; http://www.utdallas.edu/~mrankin/usweb/twitterconclusions.htm, Rankin, M. (2009). The Twitter experiment at UT Dallas. Accessed 08 February 2012; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australian Journal of Educational Technology, 23 (2), pp. 187-208; Steinert, Y., Snell, L.S., Interactive lecturing: Strategies for increasing participation in large group presentations (1999) Medical Teacher, 21, pp. 37-42; Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C., Schmid, R.F., What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study (2011) Review of Educational Research, 81 (1), pp. 4-28; Thompson, C., How Twitter creates a social sixth sense (2007) Wired Magazine, 15 (7); Volery, T., Online education: An exploration study into the success factors (2001) Journal of Educational Computing Research, 24 (1), pp. 77-92; Von Konsky, B.R., Ivins, J., Gribble, S.J., Lecture attendance and web based lecture technologies: A comparison of student perceptions and usage patterns (2009) Australian Journal of Educational Technology, 25 (4), pp. 581-595; Vygotsky, L.S., (1978) Mind and society: the development of higher mental processes, , Harvard University Press, Massachusetts; http://chronicle.com/article/Teaching-With-Twitter-Not-for/49230/, Young, J. (2009a). Teaching with Twitter: not for the faint of heart. Accessed 08 February 2012; Young, J., When Professors create social networks for classes (2009) some students see a ‘Creepy Treehouse’, , http://chronicle.com/blogs/wiredcampus/when-professors-create-social-networks-for-classes-some-students-see-a-creepy-treehouse/4176","Tiernan, P.; School of Education Studies, Dublin City University, Glasnevin, Ireland",,,Springer New York LLC,,,,,13602357,,,,English,Educ. Inf. Technol.,Article,Final,,Scopus,2-s2.0-84872014192
"Morrison R.W., Caughran J.A., Sauers A.L.",56508935600;6505654264;6504444158;,Classroom response systems for implementing interactive inquiry in large organic chemistry classes,2014,Journal of Chemical Education,91,11,,1838,1844,,10.0,10.1021/ed300688d,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922470893&doi=10.1021%2fed300688d&partnerID=40&md5=555f58c2c9e74d247adfee8f19f3e7bb,"Department of Chemistry, University of Georgia, Athens, GA  30602, United States","Morrison, R.W., Department of Chemistry, University of Georgia, Athens, GA  30602, United States; Caughran, J.A., Department of Chemistry, University of Georgia, Athens, GA  30602, United States; Sauers, A.L., Department of Chemistry, University of Georgia, Athens, GA  30602, United States","The authors have developed ""sequence response applications"" for classroom response systems (CRSs) that allow instructors to engage and actively involve students in the learning process, probe for common misconceptions regarding lecture material, and increase interaction between instructors and students. ""Guided inquiry"" and ""discovery-based learning"" are based on the premise that the best learning occurs when students are actively engaged in developing hypotheses and arriving at conclusions for themselves, rather than learning in a passive lecture format. In this regard, we use CRSs to actively engage large lectures of 300+ students, where the traditional interaction between students and instructors is commonly limited to the first several rows of the lecture hall. Moreover, series response applications allow a nearly free response format for questioning students, as opposed to the traditional multiple-choice question format commonly used with CRSs. As such, we have observed that students are more engaged and actively involved in answering questions. This paper provides several examples to illustrate how our stepwise technique can be used to demonstrate the depth of insight into student understanding, even of multistep thought processes, afforded through this stepwise analysis. © 2014 The American Chemical Society and Division of Chemical Education, Inc.",Collaborative/Cooperative Learning; First-Year Undergraduate/General; Organic Chemistry; Problem Solving/Decision Making; Reactions; Second-Year Undergraduate; Student-Centered Learning; Synthesis; Testing/Assessment,,,,,,,,,,,,"Lewis, S.E., Lewis, J.E., Departing from lectures: An evaluation of a peer-led guided inquiry alternative (2005) J. Chem. Educ., 82 (1), pp. 135-139; Fies, C., Marshall, J., The C-3 Framework: Evaluating Classroom Response System Interactions in University Classrooms (2008) J. Sci. Educ. Technol., 17 (5), pp. 483-499; Bunce, D.M., Vandenplas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus Online WebCT quizzes (2006) J. Chem. Educ., 83 (3), pp. 488-493; Holme, T., Using Interactive Anonymous Quizzes in large general chemistry lecture courses (1998) J. Chem. Educ., 75 (5), pp. 574-576; Schuwirth, L.W.T., Van Der Vleuten, C.P.M., Different written assessment methods: What can be said about their strengths and weaknesses? (2004) Med. Educ., 38 (9), pp. 974-979; Wimpfheimer, T., Chemistry ConcepTests: Considerations for small class size (2002) J. Chem. Educ., 79 (5), pp. 592-592; Woelk, K., Optimizing the use of personal response devices (clickers) in large-enrollment introductory courses (2008) J. Chem. Educ., 85 (10), pp. 1400-1405; Sauers, A.L., Morrison, R.W., In-lecture guided inquiry for large organic chemistry classes (2007) Abstracts of Papers, 233, p. 268. , American Chemical Society: Washington, DC; Ruder, S.M., Straumanis, A.R., A Method for Writing Open-Ended Curved Arrow Notation Questions for Multiple-Choice Exams and Electronic-Response Systems (2009) J. Chem. Educ., 86 (12), pp. 1392-1396; Benedict, L., Pence, H.E., Teaching Chemistry Using Student-Created Videos and Photo Blogs Accessed with Smartphones and Two-Dimensional Barcodes (2012) J. Chem. Educ., 89 (4), pp. 492-496; Cooper, M.M., Underwood, S.M., Hilley, C.Z., Klymkowsky, M.W., Development and Assessment of a Molecular Structure and Properties Learning Progression (2012) J. Chem. Educ., 89 (11), pp. 1351-1357; Flynn, A.B., Development of an Online, Postclass Question Method and Its Integration with Teaching Strategies (2012) J. Chem. Educ., 89 (4), pp. 456-464; Flynn, A.B., Developing Problem-Solving Skills through Retrosynthetic Analysis and Clickers in Organic Chemistry (2011) J. Chem. Educ., 88 (11), pp. 1496-1500; Mc Goldrick, N.B., Marzec, B., Scully, P.N., Draper, S.M., Implementing a Multidisciplinary Program for Developing Learning, Communication, and Team-Working Skills in Second-Year Undergraduate Chemistry Students (2013) J. Chem. Educ., 90 (3), pp. 338-344; Milner-Bolotin, M., Increasing Interactivity and Authenticity of Chemistry Instruction through Data Acquisition Systems and Other Technologies (2012) J. Chem. Educ., 89 (4), pp. 477-481; Murphy, K., Using a Personal Response System to Map Cognitive Efficiency and Gain Insight into a Proposed Learning Progression in Preparatory Chemistry (2012) J. Chem. Educ., 89 (10), pp. 1229-1235; Muthyala, R.S., Wei, W., Does Space Matter? Impact of Classroom Space on Student Learning in an Organic-First Curriculum (2012) J. Chem. Educ., 90 (1), pp. 45-50; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE Life Sci. Educ., 6 (1), pp. 9-20","Morrison, R.W.; Department of Chemistry, University of GeorgiaUnited States",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84922470893
Lambrinidis G.,57189010688;,"Supporting online, non-traditional students through the introduction of effective e-learning tools in a pre-university tertiary enabling programme",2014,Journal of Higher Education Policy and Management,36,3,,257,267,,7.0,10.1080/01587919.2014.899053,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901682183&doi=10.1080%2f01587919.2014.899053&partnerID=40&md5=19d778ae777a800ce614f12823be5d5c,"Charles Darwin University, Casuarina, Australia","Lambrinidis, G., Charles Darwin University, Casuarina, Australia","The increasing number of external students enrolling at Charles Darwin University has led to the university investing in new technologies to provide better support for students studying online. Many students, however, come from non-traditional backgrounds and lack some of the skills and confidence to participate successfully in an e-learning environment at university. This article discusses the findings of a pilot study conducted in a pre-university tertiary enabling programme. Three e-learning tools were developed for external students to enhance their understanding of the learning materials and create a greater sense of connectedness between students, staff and the learning materials. Academic staff implemented the use of video clips and synchronous online tutorials and also refined their use of discussion groups to facilitate interactive engagement with learning materials. © 2014 © 2014 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.",diversity; e-learning; enabling; flexible delivery,,,,,,,,,,,,"Bates, T., (2000) Managing technological change: Strategies for college and university leaders, , San Francisco, CA,: Jossey-Bass; (2010) Corporate Communications CDU Statistics, , Charles Darwin University (CDU); (2010) Corporate Communications retention survey, , Charles Darwin University (CDU); (2011) Self-assessment portfolio, , http://www.cdu.edu.au/audit2011/downloads/CDU%20Portfolio%202011.pdf, Charles Darwin University (CDU); Cobb, S.C., (2009), http://www.ncolr.org/jiol/issues/pdf/8.3.4.pdf; (2012) Education investment fund. Advancing quality in higher education, , http://www.deewr.gov.au/HigherEducation/Policy/Pages/AdvancingQuality.aspx, Department of Education, Employment, Workplace Relations (DEEWR); Lambrinidis, G., Silburn, J., (2011) Supporting online, non-traditional students through the introduction of effective e-learning tools in a pre-university tertiary enabling program; Executive summary (2008) Tertiary education for the knowledge society: Volume 1 and volume 2, , In; Richardson, J.C., Swan, K., Examining social presence in online courses in relation to students' perceived learning and satisfaction (2003) Journal of Asynchronous Learning Networks (JALN), 7 (1), pp. 68-88. , http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.119.9339&rep=rep1&type=pdf; Salmon, G., Flying not flapping: A strategic framework for e-learning and pedagogical innovation in higher education institutions (2005) ALT-J, 13 (3), pp. 201-218. , http://newrepo.alt.ac.uk/97/; Wuensch, K.L., Aziz, S., Ozan, E., Kishore, M., Tabrizi, M.H.N., Technology and pedagogy: The association between students' perceptions of the quality of online courses and the technologies employed (2009) MERLOT Journal of Online Learning and Teaching, 5 (2), pp. 253-262. , http://jolt.merlot.org/vol5no2/wuensch_0609.pdf","Lambrinidis, G.; Charles Darwin University, Casuarina, Australia; email: george.lambrinidis@cdu.edu.au",,,Routledge,,,,,1360080X,,,,English,J. High. Educ. Policy Manage.,Article,Final,,Scopus,2-s2.0-84901682183
"Menashe S., Otjen J., Thapa M.M.",55898817800;54780378300;15729614900;,Techniques for creating video content for radiology education,2014,Radiographics,34,7,,1819,1823,,4.0,10.1148/rg.347130122,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84910050853&doi=10.1148%2frg.347130122&partnerID=40&md5=8bd8e95d742f7e56bffe9a37088e987c,"Department of Radiology, Seattle Children’s Hospital, University of Washington School of Medicine, 4800 Sand Point Way NE, M/S-5417, Seattle, WA  98105, United States","Menashe, S., Department of Radiology, Seattle Children’s Hospital, University of Washington School of Medicine, 4800 Sand Point Way NE, M/S-5417, Seattle, WA  98105, United States; Otjen, J., Department of Radiology, Seattle Children’s Hospital, University of Washington School of Medicine, 4800 Sand Point Way NE, M/S-5417, Seattle, WA  98105, United States; Thapa, M.M., Department of Radiology, Seattle Children’s Hospital, University of Washington School of Medicine, 4800 Sand Point Way NE, M/S-5417, Seattle, WA  98105, United States","Video podcasts, or vodcasts, are an innovative tool for teaching and learning that allow the efficient distribution of tutorials, lectures, and other educational content. Certain types of content lend themselves to presentation in a video format. For example, vodcasts are well suited to teaching radiologic procedures. Vodcasts might also be quite useful in demonstrating the use of an audience response system and how one system differs from another, providing background content before an active-learning session, comparing magnetic resonance imaging pulse sequences, and teaching valuable interpersonal skills such as how to deliver bad news to a patient or how to maintain professionalism in the work environment. The authors present a step-by-step text-and-video tutorial on how to create, edit, and export vodcasts using a variety of software tools, describing both the “how” and the “why” of creating vodcasts. Interested readers are encouraged to examine both the print and online versions of this article to gain a more comprehensive knowledge of the ideas presented by the authors. Online supplemental material is available for this article. © RSNA, 2014.",,computer program; education; human; Internet; radiology; teaching; videorecording; webcast; Computer-Assisted Instruction; Humans; Internet; Radiology; Software; Video Recording; Webcasts as Topic,,,,,,,,,,,"Thapa, M.M., Richardson, M.L., Dissemination of radiological information using enhanced podcasts (2010) Acad Radiol, 17 (3), pp. 387-391","Thapa, M.M.; Department of Radiology, Seattle Children’s Hospital, University of Washington School of Medicine, 4800 Sand Point Way NE, M/S-5417, United States",,,Radiological Society of North America Inc.,,,,,02715333,,,25384282.0,English,Radiographics,Article,Final,Open Access,Scopus,2-s2.0-84910050853
"Okazaki K., Okano S., Haga S., Seki A., Suzuki H., Takahashi K.",56059640900;56058985000;56058977700;56058962700;55704135500;7409421654;,One-year outcome of an interactive internet-based physical activity intervention among university students,2014,International Journal of Medical Informatics,83,5,,354,360,,7.0,10.1016/j.ijmedinf.2014.01.012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897398297&doi=10.1016%2fj.ijmedinf.2014.01.012&partnerID=40&md5=3feb3bf3759bb080daecf6ad46e2f72d,"Tohoku Gakuin University, Faculty of Liberal Arts, Department of Human Science, 2-1-1 Tenjinzawa, Izumi-ku, Sendai, Miyagi 981-3193, Japan; Graduate School of Education, Okayama University, 1-1-3 Tsushima-Naka, Okayama, Okayama 700-8530, Japan; Department of Health Care Medicine, Kawasaki Medical School, 577 Matsushima, Kurashiki, Okayama 701-0192, Japan; Interactive Sport Education Center, Okayama University, 1-1-3 Tsushima-Naka, Okayama, Okayama 700-8530, Japan","Okazaki, K., Tohoku Gakuin University, Faculty of Liberal Arts, Department of Human Science, 2-1-1 Tenjinzawa, Izumi-ku, Sendai, Miyagi 981-3193, Japan; Okano, S., Graduate School of Education, Okayama University, 1-1-3 Tsushima-Naka, Okayama, Okayama 700-8530, Japan; Haga, S., Graduate School of Education, Okayama University, 1-1-3 Tsushima-Naka, Okayama, Okayama 700-8530, Japan; Seki, A., Department of Health Care Medicine, Kawasaki Medical School, 577 Matsushima, Kurashiki, Okayama 701-0192, Japan; Suzuki, H., Interactive Sport Education Center, Okayama University, 1-1-3 Tsushima-Naka, Okayama, Okayama 700-8530, Japan; Takahashi, K., Graduate School of Education, Okayama University, 1-1-3 Tsushima-Naka, Okayama, Okayama 700-8530, Japan",Objective: The purpose of the present study was to evaluate whether improvement in physical activity of students following a 4-month intervention of a university course was maintained 8 months later. Methods: Data on 77 students who responded to our scheduled inquiries completely through 1 year were analyzed. Participants of the intervention group (n= 49) using the internet-based physical activity program exhibited significant increases in energy expenditures measured by IPAQ compared with the no-treatment control group (n= 28) through 1 year. Results: Participants who did not engage in regular university sports activities (baseline: 450±351kcalday-1; post: 587±320kcalday-1; 8-month follow-up: 580±394kcalday-1) only exhibited significant increases in energy expenditures compared with those of the control group (baseline: 498±341kcalday-1; post: 414±242kcalday-1; 8-month follow-up: 347±275kcalday-1). Conclusion: These results suggested that an internet-based interactive intervention could become a helpful tool in promoting and maintaining physical activity in the long term. © 2014 Elsevier Ireland Ltd.,Follow-up; Interactive learning system; Internet-based intervention; Physical activity; University course,"Learning systems; Students; Follow-up; Interactive learning systems; Internet based; Physical activity; University course; Internet; adult; article; controlled study; energy expenditure; female; follow up; human; human experiment; International Physical Activity Questionnaire; Internet; Japanese; male; named inventories, questionnaires and rating scales; normal human; outcome assessment; physical activity; priority journal; program efficacy; sport; stages of change scale for physical activity; university student; young adult; energy metabolism; exercise; feeding behavior; health education; health promotion; intervention study; motor activity; physiology; procedures; student; time; university; Adult; Energy Metabolism; Exercise; Female; Food Habits; Health Education; Health Promotion; Humans; Internet; Intervention Studies; Male; Motor Activity; Students; Time Factors; Universities; Young Adult",,,,,"Ministry of Education, Culture, Sports, Science and Technology

Ministry of Education, Culture, Sports, Science and Technology

Japan Society for the Promotion of Science: 12814972","The present study was supported by JSPS KAKENHI Grant-in-Aid for Young Scientists B (No. 12814972 ) and Support Program for contemporary educational needs found by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) .",,,,,"Kesaniemi, Y.K., Danforth, E., Jensen, M.D., Dose-response issues concerning physical activity and health: an evidence-based symposium (2001) Med. Sci. Sports Exerc., 33 (6), pp. 351-358; Pate, R.R., Pratt, M., Blair, S., Physical activity and public health: a recommendation from the Centers for Disease Control and Prevention and the American College of Sports Medicine (1995) JAMA, 273 (5), pp. 402-407; Haskell, W.L., Lee, I.M., Pate, R.R., Physical activity and public health: updated recommendation for adults from the American College of Sports Medicine and the American Heart Association (2007) Med. Sci. Sports Exerc., 39 (8), pp. 1423-1434; Okazaki, K., Suzuki, H., Kaga, M., Physical activity and exercise levels, and their relationship with selected health factors in university students (2009) Jpn. J. Phys. Educ. Health Sport Sci., 54 (2), pp. 425-436. , (in Japanese); Calfas, K.J., Sallis, J.F., Nichols, J.F., Project GRAD: two-year outcomes of a randomized controlled physical activity intervention among young adults. Graduate Ready for Activity Daily (2000) Am. J. Prev. Med., 18 (1), pp. 28-37; (2005) Japanese National University Council of Health Administration Facilities Web Site [Internet], , http://www.htc.nagoya-u.ac.jp/~kondo/homepage/2005.pdf, White Paper on the Students' Health, Nagoya, (cited 08.01.10); Okazaki, K., Okano, S., Haga, S., Development and its evaluation of the distance and interactive proper system for university students that promotes physical activity through the internet (2010) Educ. Technol. Res., 33 (4), pp. 363-372. , (in Japanese); Bandura, A., (1986) Social Foundations of Thought and Action: A Social Cognitive Theory, , Prentice-Hall, Englewood Cliffs, NJ; Becker, M.H., Maiman, L.A., Sociobehavioral determinants of compliance with health and medical care recommendations (1975) Med. Care, 13 (1), pp. 10-24; Marcus, B.H., Ciccolo, J.T., Sciamanna, C.N., Using electronic/computer interventions to promote physical activity (2009) Br. J. Sports Med., 43 (2), pp. 102-105; Ciccolo, J.T., Lewis, B., Marcus, B.H., Internet-based physical activity interventions (2008) Curr. Cardiovasc. Risk Rep., 2 (4), pp. 299-304; Norman, G.J., Zabinski, M.F., Adams, M.A., A review of eHealth interventions for physical activity and dietary behavior change (2007) Am. J. Prev. Med., 33 (4), pp. 336-345; Vandelanotte, C., Spathonis, K.M., Eakin, E.G., Website-delivered physical activity interventions a review of the literature (2007) Am. J. Prev. Med., 33 (1), pp. 54-64; Craig, C.L., Marshall, A.L., Sjöström, M., International physical activity questionnaire: 12-country reliability and validity (2003) Med. Sci. Sports Exerc., 35 (8), pp. 1381-1395; Prochaska, J.O., DiClemente, C.C., Norcross, J.C., In search of how people change - applications to addictive behaviors (1992) Am. Psychol., 47, pp. 1102-1114; Marcus, B.H., Simkin, L.R., The transtheoretical model: applications to exercise behavior (1994) Med. Sci. Sports Exerc., 26, pp. 1400-1404; Carr, L.J., Bartee, R.T., Dorozynski, C.M., Internet-delivered behavior change program increases physical activity and improves cardiometabolic disease risk factors in sedentary adults: results of a randomized controlled trial (2008) Prev. Med., 46 (5), pp. 431-438; Carr, L.J., Bartee, R.T., Dorozynski, C.M., Eight-month follow-up of physical activity and central adiposity: results from an internet-delivered randomized control trial intervention (2009) J. Phys. Activ. Health, 6 (4), pp. 444-455; Fotheringham, M.J., Owies, D., Leslie, E., Interactive health communication in preventive medicine: internet-based strategies in teaching and research (2000) Am. J. Prev. Med., 19 (2), pp. 113-120; Kypri, K., McAnally, H.M., Randomized controlled trial of a web-based primary care intervention for multiple health risk behaviors (2005) Prev. Med., 41 (3-4), pp. 761-766; Sallis, J.F., Calfas, K.J., Nichols, J.F., Evaluation of a university course to promote physical activity: project GRAD (1999) Res. Q. Exerc. Sport, 70 (1), pp. 1-10; http://www.itu.int/ITU-D/icteye/Indicators/Indicators.aspx, International Telecommunication Union Web Site [Internet]. World Telecommunication/ICT Indicators Database, Geneva, (cited 12.05.10); (2009) Communications Usage Trend Survey in 2008 Compiled, , http://www.soumu.go.jp/johotsusintokei/tsusin_riyou/data/eng_tsusin_riyou2008.pdf, (in Japanese), Ministry of Public Management, Home Affairs, Posts and Telecommunications; Robinson, A.H., Norman, G.J., Sallis, J.F., Validating stage of change measures for physical activity and dietary behaviors for overweight women (2008) Int. J. Obes., 32 (7), pp. 1137-1144","Okazaki, K.; Tohoku Gakuin University, Faculty of Liberal Arts, Department of Human Science, 2-1-1 Tenjinzawa, Izumi-ku, Sendai, Miyagi 981-3193, Japan; email: kanzook1015@hotmail.com",,,Elsevier Ireland Ltd,,,,,13865056,,IJMIF,24636701.0,English,Int. J. Med. Informatics,Article,Final,,Scopus,2-s2.0-84897398297
"Evans S., Berry C., Mate K.E.",56676972000;56481099400;7004318049;,A case-based interactive format for very large undergraduate classes in introductory bioscience supports and improves student learning,2014,International Journal of Innovation in Science and Mathematics Education,22,7,,1,10,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84920949831&partnerID=40&md5=50f182439ce21779f777ba1baab53f49,"School of Biomedical Sciences and Pharmacy, University of Newcastle, Callaghan, NSW  2308, Australia","Evans, S., School of Biomedical Sciences and Pharmacy, University of Newcastle, Callaghan, NSW  2308, Australia; Berry, C., School of Biomedical Sciences and Pharmacy, University of Newcastle, Callaghan, NSW  2308, Australia; Mate, K.E., School of Biomedical Sciences and Pharmacy, University of Newcastle, Callaghan, NSW  2308, Australia","A sound understanding of bioscience and an ability to use that knowledge in solving complex problems is required for the development of proficient health practitioners. This paper describes the continuing development of a bioscience course designed specifically for this purpose; it uses a problem based approach to teach the skill of applying knowledge of basic scientific concepts to clinical case scenarios. Face to face teaching hours were divided equally between lectures (to introduce inexperienced learners to the material) and problem based interactive tutorials (to model and practice the skill of applying basic knowledge to clinical case scenarios). The difficulty of finding sufficient teaching staff with a strong scientific and clinical background was addressed by using a large group interactive format for tutorials, along with the use of an electronic audience response system. This approach resulted in an increase of both academic performance and student satisfaction, with no diminution of the perceived level of support provided to students.",Audience response; Bioscience; Health professional education; Problem-based learning,,,,,,,,,,,,"Al-Modhefer, A.K., Roe, S., Nursing students' attitudes to biomedical science lectures (2009) Nursing Standard, 24 (14), pp. 42-48; (2013) Strategic Review of Health and Medical Research in Australia-Better Health Through Research, , http://www.mckeonreview.org.au/downloads/Strategic_Review_of_Health_and_Medical_Research_Feb_2013-Final_Report.pdf, Canberra, ACT: Commonwealth of Australia. Retrieved May 7, 2013; Campbell, J., Leathard, H., Nurses' knowledge of biological and related science (2000) Nursing Times Research, 5, pp. 372-380; Clancy, J., McVicar, A., Bird, D., Getting it right? An exploration of issues relating to the biological sciences in nurse education and nursing practice (2000) Journal of Advanced Nursing, 32 (6), pp. 1522-1532; Craft, J., Hudson, P., Plenderleith, M., Wirihana, L., Gordon, C., Commencing nursing students' perceptions and anxiety of bioscience, Nurse Education Today (2013), 33 (11), pp. 1399-1405. , http://dx.doi.org/10.1016/j.nedt.2012.10.020, December 22 2014; Davies, S., Murphy, F., Jordan, S., Bioscience in the pre-registration curriculum: finding the right teaching strategy (2000) Nurse Education Today, 20, pp. 123-135; Efstathiou, N., Bailey, C., Promoting active learning using Audience Response System in large bioscience classes (2012) Nurse Education Today, 32, pp. 91-95; Fenderson, B.A., Strategies for teaching pathology to graduate students and allied health professionals (2005) Human Pathology, 36, pp. 146-153; Friedel, J.M., Treagust, D.F., Learning bioscience in nursing education: perceptions of the intended and the prescribed curriculum (2005) Learning in Health and Social Care, 4 (4), pp. 203-216; Glynn, S.M., Taasoobshirazi, G., Brickman, P., Science motivation questionnaire; Construct validation with nonscience majors (2009) Journal of Research in Science Teaching, 46, pp. 127-146; Gordon, C., Plenderleith, M., Hudson, P., Wirihana, L., Craft, J., Cross-sectional analysis of undergraduate nursing students' perceptions of bioscience (2012) Proceedings of the Australian Conference on Science and Mathematics Education, 2012, p. 17. , M. Sharma & A. Yeung (Eds). Sydney NSW: University of Sydney; Govindasamy, T., Successful implementation of e-Learning: Pedagogical considerations (2002) Internet and Higher Education, 4, pp. 287-299; Jordan, S., Davies, S., Green, B., The biosciences in the pre-registration nursing curriculum: staff and student perceptions of difficulties and relevance (1999) Nurse Education Today, 19, pp. 215-226; Larcombe, J., Dick, J., Who is best qualified to teach bioscience to nurses? (2003) Nursing Standard, 17 (51), pp. 38-44; Mate, K.E., Rodger, J.C., Lidbury, B.A., Language support for first year human physiology and biology (2012) Sustainable Language Practices in Science Education: Technologies and Solutions, pp. 129-145. , F. Zhang, B.A. Lidbury, A.M. Richardson, B.F. Yates, M.G. Gardiner, A.J. Bridgeman, J. Schulte, J.C. Rodger, & K.E. Mate. Hershey PA: IGI Global; McVicar, A., Clancy, J., Mayes, N., An exploratory study of the application of biosciences in practice, and implications for pre-qualifying education (2010) Nurse Education Today, 30, pp. 615-622; Nicol, D., E-assessment by design: using multiple choice tests to good effect (2007) Journal of Further and Higher Education, 31 (1), pp. 53-64; Palmer, E.J., Devitt, P.G., Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? (2007) Research paper. BMC Medical Education, 7, p. 49; Prowse, M.A., Heath, V., Working collaboratively in health care contexts: the influence of bioscientific knowledge on patient outcomes (2005) Nurse Education Today, 25, pp. 132-139; Smith, L., Coleman, V., Student nurse transition from traditional to problem-based learning (2008) Learning in Health and Social Care, 7 (2), pp. 114-123","Mate, K.E.; School of Biomedical Sciences and Pharmacy, University of NewcastleAustralia",,,Institute for Innovation in Science and Mathematics Education,,,,,22004270,,,,English,Int. J. Inn. Sci. Math. Educ.,Article,Final,,Scopus,2-s2.0-84920949831
"Fagerlie S.R., Heintz A.A., Haas M., Stacy T.B.",56205594200;56206494600;56205847200;56204854100;,A Comparison of Matched and Aggregated Group Outcomes Data for Evaluating Continuing Education of Hematology and Oncology Health Care Professionals,2014,Journal of Continuing Education in the Health Professions,34,SUPPL 1,,S23,S29,,2.0,10.1002/chp.21230,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84902522432&doi=10.1002%2fchp.21230&partnerID=40&md5=91dee9f9ee1f405ef90cc4daa177edd9,"Educational Concepts Group, United States","Fagerlie, S.R., Educational Concepts Group, United States; Heintz, A.A., Educational Concepts Group, United States; Haas, M., Educational Concepts Group, United States; Stacy, T.B., Educational Concepts Group, United States","Introduction: Capturing educational outcomes from health care professionals is often challenging. Therefore, many providers utilize aggregated group data (comparing all preassessments to all postassessments) rather than matched group data (comparing pre- and postassessments only for those learners who completed both). To address the agreement between aggregate and matched outcomes, a preliminary analysis was conducted. Methods: Matched and aggregated group data were compared from 4 hematology/oncology education series and 3 satellite symposia. Moore's Level 3 and 4 and outcomes were assessed using an electronic audience response system before and after each activity. Knowledge and competence shifts as well as the response spectrum for both groups were compared. Results: A total of 2953 health care professionals were educated in 7 programs comprising 128 live activities. The programs employed a combined total of 39 practice pattern, knowledge, competence, and self-assessed confidence/competence questions. All knowledge and competence shifts were within 10 absolute percentage points between the matched and aggregated groups with an average difference of 3.4 percentage points. The 39 questions had 185 possible choices and 370 total possible responses. When all responses for the matched and aggregated groups were compared, 95% were within 5 absolute percentage points and 99% were within 10 absolute percentage points. The agreement between the groups was found regardless of program or question type. Discussion: Overall, the aggregated and matched group results were comparable. Aggregated data may be sufficiently accurate for many program evaluation purposes, depending on the degree of certainty required by the evaluation stakeholders. © 2014 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.",Accreditation; Aggregated data; Clinical data systems/EHRs/registries; Evaluation-educational intervention; Matched data; Outcomes,"comparative study; education; female; hematology; human; male; medical education; oncology; program evaluation; United States; Education, Medical, Continuing; Educational Measurement; Female; Hematology; Humans; Male; Medical Oncology; Program Evaluation; United States",,,,,,,,,,,"(2013), http://www.accme.org/requirements/accreditation-requirements-cme-providers/accreditation-criteria, The Accreditation Council for Continuing Medical Education (ACCME). The ACCME's essential areas and their elements. Accessed December; (1984) Andragogy in Action: Applying Modern Principles of Adult Learning, , Knowles, MS and Associates. San Francisco, CA: Jossey-Bass; Hammond, M., Collins, R., (1991) Self-Directed Learning: Critical Practice, , London, England: Nichols/GP Publishing; Moore, D.E., Green, J.S., Gallis, H.A., Achieving desired results and improved outcomes: integrating planning and assessment throughout learning activities (2009) J Contin Educ Health Prof., 29 (1), pp. 1-15; Morrison, G.R., (2010) Designing Effective Instruction, , 6th ed. Hoboken, NJ: Wiley; Peabody, J.W., Luck, J., Glassman, P., Dresselhaus, T.R., Lee, M., Comparison of vignettes, standardized patients, and chart abstraction: a prospective validation study of 3 methods for measuring quality (2000) JAMA., 283 (13), pp. 1715-1722; Peabody, J.W., Luck, J., Glassman, P., Measuring the quality of physician practice by using clinical vignettes: a prospective validation study (2004) Ann Intern Med., 141, pp. 771-780; Peterson, E.D., Measures of perceived self-efficacy as a method of evaluating educational outcomes (2006) CE Measures., 1, pp. 35-39","Fagerlie, S.R.7221 S. Machias Rd., Snohomish, WA 98290, United States; email: sfagerlie@educationalconcepts.net",,,John Wiley and Sons Inc.,,,,,08941912,,JCHPE,24935880.0,English,J. Cont. Educ. Health Prof.,Article,Final,,Scopus,2-s2.0-84902522432
"Fabbro S.K., Mostow E.N., Helms S.E., Kasmer R., Brodell R.T.",55809316600;6602681026;7004690862;6603564072;7006668088;,The pharmacist role in dermatologic care,2014,Currents in Pharmacy Teaching and Learning,6,1,,92,105,,6.0,10.1016/j.cptl.2013.09.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892487608&doi=10.1016%2fj.cptl.2013.09.008&partnerID=40&md5=81cc06a519f7bb86f1e4dc276ed65b86,"Division of Dermatology, Department of Internal Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, United States; Dermatology Section, Northeast Ohio Medical University, Rootstown, OH, United States; Department of Dermatology, Case Western Reserve University School of Medicine, Cleveland, OH, United States; Division of Academic Affairs, Northeast Ohio Medical University, Rootstown, OH, United States; Department of Pharmacy, Northeast Ohio Medical University, Rootstown, OH, United States; Department of Dermatology, University of Mississippi, Jackson, MS, United States; Department of Pathology, University of Mississippi, Jackson, MS, United States; Department of Dermatology, University of Rochester School of Medicine and Dentistry, Rochester, NY, United States","Fabbro, S.K., Division of Dermatology, Department of Internal Medicine, The Ohio State University Wexner Medical Center, Columbus, OH, United States; Mostow, E.N., Dermatology Section, Northeast Ohio Medical University, Rootstown, OH, United States, Department of Dermatology, Case Western Reserve University School of Medicine, Cleveland, OH, United States; Helms, S.E., Dermatology Section, Northeast Ohio Medical University, Rootstown, OH, United States, Department of Dermatology, Case Western Reserve University School of Medicine, Cleveland, OH, United States; Kasmer, R., Division of Academic Affairs, Northeast Ohio Medical University, Rootstown, OH, United States, Department of Pharmacy, Northeast Ohio Medical University, Rootstown, OH, United States; Brodell, R.T., Department of Dermatology, University of Mississippi, Jackson, MS, United States, Department of Pathology, University of Mississippi, Jackson, MS, United States, Department of Dermatology, University of Rochester School of Medicine and Dentistry, Rochester, NY, United States","Objective: Pharmacists play a crucial role in the management and education of patients with dermatologic disease. However, there is little formal dermatologic education provided in pharmacy school or post-graduate training. Additionally, dermatologists and pharmacists have identified boundaries to patient care that are largely due to weak communication between the two professions. To improve pharmacists' dermatologic knowledge and interprofessional relations, the Dermatology Symposium for Pharmacists was developed. Methods: Pharmacists were recruited to participate in the symposium on a state level. Pre- and post-test survey questions were administered using an audience response system, which tested frequency of dermatology encounters in the pharmacy, pharmacist perceptions of dermatology, and case-based questions correlating with each lecture. Results: A total of 83 pharmacists attended the symposium, the majority of whom make at least one dermatological recommendation daily. Paired t-test assessed the differences between scores of pre- and post-test questions on dermatologic knowledge, which showed mean scores of 6.36 and 9.89 before and after the symposium (p ≤ 0.0001), respectively. The symposium had a significant impact on attendees with 65% saying they were more likely to recommend over-the-counter skin care products and 89% feeling more comfortable with dermatology referral. Methods to improve interprofessional care were developed during the panel discussions. Conclusion: The pharmacists attending this symposium were enthusiastic about learning more regarding dermatologic disease. The use of case-based interactive learning permitted dermatology teachers to identify knowledge gaps for an audience with whom they had no prior experience. We believe the symposium also improved the interprofessional relationship between pharmacists and dermatologists regionally. © 2013 Elsevier Inc.",Dermatology; Interprofessional care; Medical education; Pharmacy,dermatological agent; non prescription drug; article; dermatologist; dermatology; emergency health service; general practitioner; human; human relation; integrated health care system; interpersonal communication; learning; medical education; medication compliance; patient care; patient referral; pharmacist; pharmacist attitude; priority journal; private practice; professional knowledge; public relations; skin care; skin disease; symposium; topical treatment,,,,,,,,,,,"(2001) Crossing the Quality Chasm: A New Health System in the 21st Century, , Committee on Quality Healthcare in America, National Academy Press, Washington, DC; Nutting, P.A., Miller, W.L., Crabtree, B.F., Initial lessons from the first national demonstration project on practice transformation to a patient-centered medical home (2009) Ann Fam Med, 7 (3), pp. 254-260; Marks, R., Who will advise patients about matters dermatological in the new millennium? (2000) Arch Dermatol, 136 (1), pp. 79-80; Kilkenny, M., Yeatman, J., Stewart, K., Marks, R., Role of pharmacies and general practitioners in the management of dermatological conditions (1997) Int J Pharm Pract, 5 (1), pp. 11-15; Plunkett, A., Lau, P., Stewart, K., Marks, R., Skin conditions in the pharmacy: consumer satisfaction and economic conditions (2001) Int J Pharm Pract, 9 (1), pp. 9-14; Hammarstrom, B., Wessling, A., Nilsson, J.L., Pharmaceutical care for patients with skin diseases: a campaign year at Swedish pharmacies (1995) J Clin Pharm Ther, 20 (6), pp. 327-334; Rogers, P.J., Wood, S.M., Garrett, E.L., Use of nonprescription topical steroids: patient's experiences (2005) Br Assoc Dermatol, 152 (6), pp. 1193-1198; Linnblad, A.K., Kjellgren, K.I., Ring, L., Maroti, M., Serup, J., The role of dermatologists, nurses and pharmacists in chronic dermatological treatment: patient and provider views and experiences (2006) Acta Derm Venereol, 86 (3), pp. 202-208; Chamberlin, R.W., (2013), http://education.ascp.com/gpr/node/133, American College of Consult Pharmacists. Module 06: Dermatological Disorders. 〈〉. Updated March 10, 2010. Accessed September 25; (2013), http://www.accp.com/meetings/ut11/, American College of Clinical Pharmacy. ACCP's Updates in Therapeutics 2011. 〈〉. Updated April 17, 2011. Accessed September 25; Marks, R., Plunkett, A., Merlin, K., Jenner, N., (1999) Atlas of Common Skin Diseases in Australia, , St Vincent's Hospital, Department of Dermatology, Victoria, Australia; Casper, K.A., Mehta, B.H., Healthy skin for women: a review of common conditions and therapies (2002) J Am Pharm Assoc, 42 (2), pp. 206-216; Pray, J.J., Pray, W.S., Teenagers and acne: the role of the pharmacist (2003) US Pharm, 28 (6), pp. 17-23; Mehta, R., (2013), http://www.inetce.com/articles/pdf/221-146-04-054-H01.pdf, Topical and transdermal drug delivery: what a pharmacist needs to know. InetCE 221-146-04-054-H01. 〈〉. Accessed September 25; Vender, R., The management of itchy skin (2006) Skin Ther Lett, 1 (2), pp. 1-3; Manahan, M.N., Soyer, H.P., Nissen, L.M., Teledermatology in pharmacies: a pilot study (2011) J Telemed Telecare, 17 (7), pp. 392-396; Naldi, L., Manfrini, R., Martin, L., Deligant, C., Dri, P., Feasibility of a web-based continuing medical education program in dermatology: the DermoFAD experience in Italy (2006) Dermatol, 213 (1), pp. 6-11; Bhosle, M., Balkrishnan, R., Dewan, T., Yelverton, C.B., Feldman, S.R., The rise of the generic drug market and its implications for dermatology (2005) J Dermatolog Treat, 16 (5-6), pp. 295-298; (2013), http://aspe.hhs.gov/sp/reports/2010/genericdrugs/ib.pdf, US Department of Health and Human Services. ASPE Issue Brief: Expanding the Use of Generic Drugs. December 1, 2010. 〈〉. Accessed September 25; Rochester, C.D., Drug interactions in dermatology: are they just skin deep? (2007) US Pharm, 32 (4), pp. HS29-HS39; Coleman, C.L., Examining influences of pharmacists' communication with consumers about antibiotics (2003) Health Commun, 15 (1), pp. 79-99; Sodergard, B.M., Baretta, K., Tully, M.P., Linnblad, A.K., A qualitative study of health-care personnel's experience of a satellite pharmacy at a HIV clinic (2005) Pharm World Sci, 27 (2), pp. 108-115; Ring, L., Linnblad, A.K., Kjellgren, K.I., Living with skin diseases and topical treatment: patients' and providers' perspectives and priorities (2007) J Dermatol Treat, 18 (4), pp. 209-218; Araujo, O.E., Desantis, D.A., Doering, P.L., Survey of the professional interrelations between dermatologist and pharmacist (1986) Drug Intell Clin Pharm, 20 (11), pp. 876-880; Yeatman, J., Kilkenny, M., Stewart, K., Marks, R., Advice about management of skin conditions in the community: who are the providers? (1996) Aust J Dermatol, 27, pp. 540-547; Hafejee, A., Coulson, I.H., Community pharmacists' role in managing common skin problems (2006) Br J Dermatol, 155 (6), pp. 1293-1307; Eedy, D.J., English, J.S., Coulson, I.H., Updates from the British Association of Dermatologists annual meeting, 5-8 July 2005, Glasgow, U.K (2006) Br Assoc Dermatol, 154 (6), pp. 1028-1045","Brodell, R.T.; Department of Dermatology, University of Mississippi, 2500 North State Street, Jackson, MS 39216, United States; email: rbrodell@umc.edu",,,,,,,,18771297,,,,English,Currents Pharm. Teach. Learn.,Article,Final,,Scopus,2-s2.0-84892487608
"Carvalho P.S., Christian W., Belloni M.",7102859127;7006318249;7005061358;,Physlets and Open Source Physics for Portuguese teachers and students [Physlets e Open Source physics para professores e estudantes Portugueses],2014,Revista Lusofona de Educacao,,25,,59,72,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898782862&partnerID=40&md5=295c967522320614234038536b465154,"Universidade do Porto, IFIMUP, 4169-007 Porto, Portugal; Davidson College, Department of Physics, NC 28035-7133, Davidson, United States","Carvalho, P.S., Universidade do Porto, IFIMUP, 4169-007 Porto, Portugal; Christian, W., Davidson College, Department of Physics, NC 28035-7133, Davidson, United States; Belloni, M., Davidson College, Department of Physics, NC 28035-7133, Davidson, United States","Nowadays, many teachers use in their teaching practice, educational software for teaching physics. Much of this software results in multimedia applications, where we highlight the simulations and educational videos. Despite the quality of the materials available on the Internet, one of the problems that teachers face is the frequently lack of adequate teaching suggestions of exploitation, that make use of these resources for interactive teaching tools. By Interactive Learning, we refer to ""all education designed to promote conceptual learning through interactive engagement of students in activities heads-on (always) and hands-on (usually), which yield immediate feedback through discussion with peers and/or teachers"" (Hake, 1998). In this context, the use of mathematical modeling related either to the algorithm behind the simulations, either as an analysis of data collected from that, is an asset in conceptual learning of students that is rarely addressed by national programs and consequently by teachers. This paper presents two projects (Physlets and Open Source Physics) to produce interactive materials, accessible via the Web and which can now be used by Portuguese pupils and teachers.",Digital library; Open source physics; Physlets; Simulations; Video modeling,,,,,,,,,,,,"(2009) Animações De Walter Fendt - Tradução Casa Das Ciências, , http://www.walter-fendt.de/ph14pt/, Applets Java de Física, Disponível em, consultado em 04/11/2013]; Beichner, R., The impact of video motion analysis on kinematics graph interpretation skills (1997) American Journal of Physics, 64 (10), pp. 1272-1277; Belloni, M., Christian, W., Cox, A.J., (2006) Physlet® Quantum Physics, , New Jersey: Prentice Hall's Series in Educational Innovation; Briosa, E., Carvalho, P.S., Ensinar para aprender mecânica newtoniana: Uma abordagem inovadora (2010) XX Encontro Ibérico Para O Ensino Da Física, Vila Real, p. 265; Briosa, E., Carvalho, P.S., Newton's second law - virtual experimental activity, Proceedings of 16th International Workshop on Multimedia in Physics Teaching and Learning (MPTL'16) (2011) Ljubljana, pp. 107-113; Brown, D., (2008) Video Modeling: Combining Dynamic Model Simulations With Traditional Video Analysis, American Association of Physics Teachers (AAPT) Summer Meeting, , http://www.cabrillo.edu/dbrown/tracker/, Edmonton [Disponível em, consultado em 04/11/2013]; Carvalho, P.S., Briosa, E., (2011) Physletspt, , http://www.fc.up.pt/physletspt, Disponível em, consultado em 04/11/2013]; Christian, W., Belloni, M., (2001) Physlets: Teaching Physics With Interactive Curricular Material, , New Jersey: Prentice Hall's Series in Educational Innovation; Christian, W., Belloni, M., (2003) Physlet® Physics: Interactive Illustrations, Explorations, and Problems For Introductory Physics, , New Jersey: Prentice Hall's Series in Educational Innovation; Christian, W., Esquembre, F., Modeling Physics with Easy Java Simulations (2007) The Physics Teacher, 45 (10), pp. 475-480; Dancy, M.H., Beichner, R., Impact of animation on assessment of conceptual understanding in physics (2006) Physical Review Special Topics - Physics Education Research, 2, p. 010104; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 6, pp. 64-74; Heck, A., Kadzierska, E., Ellermeijer, T., Design and implementation of an integrated computer working environment (2009) Journal of Computers In Mathematics and Science Teaching, 28, pp. 147-161; Hestenes, D., Wells, M., Swackhamer, G., Force Concept Inventory (1992) The Physics Teacher, 30 (3), pp. 141-158; (2011), http://phet.colorado.edu/pt_BR/, Interactive Simulations, University of Colorado at Boulder, versão em Português [Disponível em, consultado em 04/11/2013]; Karplus, R., Science teaching and the development of reasoning (1977) Journal of Research In Science Teaching, 14, pp. 169-175; Legall, A., (2007) Avimèca, , http://alain.legall2.pagesperso-orange.fr/avimeca/avimeca.htm, [Disponível em, consultado em 04/11/2013]; Maloney, D.P., Research on problem solving: Physics (1994) Handbook of Research On Science Teaching and Learning, , In Gabel, D. (Ed), New York: MacMillan; Martin, J., Mitchell, J., Newell, T., Development of a concept inventory for fluid mechanics (2003) Proceedings of 33rd ASEE/IEEE Frontiers In Education Conference, 1, pp. 23-28. , Boulder, T3D; Novak, G., Patterson, E., Gavrin, A., Christian, W., (1999) Just-in-Time Teaching: Blending Active Learning With Web Technology, , New Jersey: Prentice Hall; (2011) Open Source Physics Collection On ComPADRE, , http://www.compadre.org/OSP/, OSP, [Disponível em, consultado em 04/11/2013]; (2007) Web Physlet Project, , http://webphysics.davidson.edu/Applets/Applets.html, Physlets, Disponível em, consultado em 04/11/2013]; Redish, E.F., (2003) Teaching Physics With the Physics Suite, , New Jersey: John Wiley & Sons; Teodoro, V., Neves, R., Mathematical modelling in science and mathematics education (2011) Computer Physics Communications, 182, pp. 8-10; (2012) Logger Pro 3, , http://www.vernier.com/products/software/lp/, Vernier, Disponível em, consultado em 04/11/2013]",,,,Edicoes Universitarias Lusofonas,,,,,16457250,,,,English; Portuguese,Rev. Lusofona Educ.,Article,Final,,Scopus,2-s2.0-84898782862
"Neilson R.A., Hopkins-Chadwick D.L.",56098453700;14012426500;,Infusing evidence-based instructional strategies to prepare today's military practical nurses for tomorrow's practice.,2014,U.S. Army Medical Department journal,,,,52,58,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897571321&partnerID=40&md5=c991742a059095910680a7eb31ef1bad,"Academy of Health Sciences, US Army Medical Department Center and School, Fort Sam HoustonTexas, United States","Neilson, R.A., Academy of Health Sciences, US Army Medical Department Center and School, Fort Sam HoustonTexas, United States; Hopkins-Chadwick, D.L.","Is there one best method to provide instruction to today's nursing students? The evidence found in the current literature clearly states the answer is no. The student of today is technology oriented. But for them, it's not about technology, it's about the learning that technology provides. With this understanding, this article provides a review of the efforts by the staff of the US Army Practical Nurse Course (68WM6) to infuse evidence-based instructional strategies into curriculum. Five strategies that were integrated into the curriculum are presented: computer assisted learning, gaming software, classroom response system, human patient simulators, and video recordings. All of the initiatives discussed in this article were implemented into the program of instruction over a 6-year period in an attempt to incorporate the use of appropriate technology in the learning process. The results are a testimony to the necessity of using a combination of strategies for teaching today's nursing students. In doing so, the organization not only improved the learning process, but found significant financial savings.",,article; curriculum; education; evidence based nursing; human; military nursing; teaching; videorecording; Computer-Assisted Instruction; Curriculum; Educational Measurement; Evidence-Based Nursing; Humans; Military Nursing; Patient Simulation; Video Recording,,,,,,,,,,,,"Neilson, R.A.",,,,,,,,15240436,,,24488873.0,English,US Army Med Dep J,Article,Final,,Scopus,2-s2.0-84897571321
"Dolan-Evans E., Rogers G.D.",55781595500;7202950131;,Barriers for students pursuing a surgical career and where the surgical interest association can intervene,2014,ANZ Journal of Surgery,84,6,,406,411,,8.0,10.1111/ans.12521,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901824022&doi=10.1111%2fans.12521&partnerID=40&md5=806b0466e18d6e4a495b8e4a6e3a4315,"School of Medicine, Griffith University, Gold Coast, Queensland, Australia; School of Medicine and Health Inst. for the Development of Educ. and Sch. (Health IDEAS), Griffith University, Gold Coast, Queensland, Australia","Dolan-Evans, E., School of Medicine, Griffith University, Gold Coast, Queensland, Australia; Rogers, G.D., School of Medicine and Health Inst. for the Development of Educ. and Sch. (Health IDEAS), Griffith University, Gold Coast, Queensland, Australia","Background: There are some concerns that medical student interest in surgery is suffering. The aims of this project were to investigate the proportion of medical students interested in surgery from years 1 to 4, explore influential attitudinal and demographic factors, and establish baseline data to study the future effects of the Surgical Interest Association. Methods: Students were surveyed through an audience response system in year orientation sessions. For a majority of the analyses, respondents were dichotomized based on expressing an interest in surgery or not. Results: There were no significant differences in the interest students had for a surgical career between medical student year levels in a cross-sectional analysis. However, available longitudinal data demonstrated a significant decrease in surgical interest from first years in 2012 to second years in 2013. Lifestyle, working hours and training length concerns had minimal effects as career influences on students interested in surgery, whereas academic interest and career opportunities were motivating factors in choosing this career. Conclusion: The results suggested no difference between levels of interest from first to final year students in surgery as a career, though only 22% of final year students were interested in surgery. This study also suggested that promoting the academic and scientific side of surgery, along with career opportunities available, may be an important avenue to encourage students into surgery. Future research will investigate the changing interests of students in surgery longitudinally throughout the medical school and to analyse the effects of the Surgical Interest Association. © 2014 Royal Australasian College of Surgeons.",Interest; Medical; Student; Surgia,"adult; Australia; communication disorder; cross-sectional study; decision making; education; female; general surgery; human; lifestyle; male; medical education; medical student; middle aged; procedures; questionnaire; statistics and numerical data; young adult; Adult; Australia; Career Choice; Communication Barriers; Cross-Sectional Studies; Education, Medical, Undergraduate; Female; General Surgery; Humans; Life Style; Male; Middle Aged; Questionnaires; Students, Medical; Young Adult",,,,,,,,,,,"Evans, S., Sarani, B., The modern medical school graduate and general surgical training (2002) Arch. Surg., 137, pp. 274-281; (1997), NRMP Results. Evanston, Ill: National Resident Matching Program; (1999), NRMP Results. Evanston, Ill: National Resident Matching Program; (2001), NRMP Results. Evanston, Ill: National Resident Matching Program; (2002), NRMP Results. Evanston, Ill: National Resident Matching Program; (2004), NRMP Results. Evanston, Ill: National Resident Matching Program; (2013), NRMP Results. Evanston, Ill: National Resident Matching Program; Boyle, E., Healy, D., Hill a, D.K., Career choices of today's medical students: where does surgery rank? (2013) Ir. J. Med. Sci., 182, pp. 337-343; (2011), Royal Australasian College of Surgeons. Royal Australasian College of Surgeons Activities Report; Ek, E.W., Ek, E.T., Mackay, S.D., Undergraduate experience of surgical teaching and its influence and its influence on career choice (2005) ANZ J. Surg., 75, pp. 713-718; (2008), Australian Bureau of Statistics. Population projections Australia. Canberra; (2011), Royal Australasian College of Surgeons. Surgical workforce projection to 2025; Birrell, B., Hawthorne, L., Rapson, V., (2003), The outlook for surgical services in Australasia; (2009), Royal Australasian College of Surgeons. Royal Australasian College of Surgeons extract for Australian Capital Territory Surgeons; (2010), American College of Surgeons. The surgical workforce in the United States: profile and recent trends; McDonald, K., Sutton, J., Surgical Workforce: an emerging crisis (2009) Bull. Am. Coll. Surg., 94, pp. 21-26; Satiani, B., Williams, T., Landon, M., Ellison, C., Gabbe, S., A critical deficit of OBGYN surgeons in the U.S by 2030 (2011) Surg. Sci., 2, pp. 95-101; Wendel, T.M., Godellas, C.V., Prinz, R.A., Are there gender differences in choosing a surgical career? (2003) Surgery, 134, pp. 591-596; Bland, K.I., The recruitment of medical students to careers in general surgery: emphasis on the first and second years of medical education (2003) Surgery, 134, pp. 409-413; Miller, G., Bamboat, Z.M., Allen, F., Impact of mandatory resident work hour limitations on medical students' interest in surgery (2004) J. Am. Coll. Surg., 199, pp. 615-619; Erzurum, V.Z., Obermeyer, R.J., Fecher, A., What influences medical students' choice of surgical careers (2000) Surgery, 128, pp. 253-256; Stabile, B.E., The surgeon: a changing profile (2008) Arch. Surg., 143, pp. 827-831; Ko, C.Y., Whang, E.E., Karamanoukian, R., Longmire, W.P., Mcfad-den, D.W., What is the best method of surgical training? A report of American's leading senior surgeons (1998) Arch. Surg., 133, pp. 900-903; Nguyen, S.Q., Divino, C.M., Surgical residents as medical student mentors (2007) Am. J. Surg., 193, pp. 90-93; Musunuru, S., Lewis, B., Rikkers, L.F., Chen, H., Effective surgical residents strongly influence medical students to pursue surgical careers (2007) J. Am. Coll. Surg., 204, pp. 164-167","Dolan-Evans, E.; School of Medicine, Griffith University, 72/1 Serisier Avenue, Main Beach, Gold Coast, Qld 4217, Australia; email: elliot.dolan-evans@griffithuni.edu.au",,,Blackwell Publishing,,,,,14451433,,AJSNB,24456298.0,English,ANZ J. Surg.,Article,Final,,Scopus,2-s2.0-84901824022
"Datta S.S., Ranganathan P., Sivakumar K.S.",37099524100;56151890100;56151445800;,"A study to assess the feasibility of text messaging service in delivering maternal and child healthcare messages in a rural area of Tamil nadu, India",2014,Australasian Medical Journal,7,4,,175,180,,17.0,10.4066/AMJ.2014.1916,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899924839&doi=10.4066%2fAMJ.2014.1916&partnerID=40&md5=2b5f07608328923283b7689a6169ffbc,"Mahatma Gandhi Medical College and Research Institute, Pondicherry, India","Datta, S.S., Mahatma Gandhi Medical College and Research Institute, Pondicherry, India; Ranganathan, P., Mahatma Gandhi Medical College and Research Institute, Pondicherry, India; Sivakumar, K.S., Mahatma Gandhi Medical College and Research Institute, Pondicherry, India","Background Mobile text messaging is a potentially powerful tool for behaviour change because it is widely available, inexpensive, and instant. Aims To evaluate whether mobile Text Messaging Service is a feasible mode of raising knowledge regarding maternal and child health (MCH) and to explore issues related to mobile text messages as a mode of health education. Method A community-based intervention study was conducted from January to June 2013 in six randomly selected villages of Vellore district, Tamil Nadu. A multi-stage sampling technique was followed: 120 individuals from 120 households (30 clusters in six villages) were contacted. Data was collected using a pretested questionnaire by house-to-house visits in three phases: 1) baseline assessment of aptitude towards text messages; 2) intervention: sending MCH-related text messages; and 3) end-line assessment to evaluate the increase in knowledge level. Qualitative data regarding mobile text messages as a mode of health education was explored. Quantitative data was analysed using SPSS version 17.0 and qualitative data by Anthropac software. Results Of the individuals surveyed, 69.17 per cent and 52.5 per cent were ""able to read"" and ""type and send"" text messages, respectively. Seventy per cent of individuals were willing to receive health information via text messages, and 98.33 per cent believed text messages could effectively spread health messages. A significant increase in knowledge was observed following text messages. Male gender and subjects' ability to read text messages were significantly associated. Factors related to mobile phone use include minimum economic burden, easy availability, portability, and ease of use. Factors related to mobile text messages as a mode of health message delivery include direct receipt of information, mass reach, the absence of regional language font in many handsets, and illiterate individuals being unable to read messages. Conclusion In rural areas, mobile text messages have the potential to deliver health messages regarding MCH.",Health education; Maternal and child health; Text messages,adult; article; child health care; female; health care access; health care delivery; health care personnel; health education; human; low birth weight; male; maternal care; medical information; mobile phone; pregnant woman; preventive health service; questionnaire; rural area; rural population; text messaging; vaccination,,,,,,,,,,,"Cole-Lewis, H., Kershaw, T., Text messaging as a tool for behavior change in disease prevention and management (2010) Epidemiol Rev, 32 (1), pp. 56-69; http://pib.nic.in/archieve/others/2013/oct/d2013102503.pdf, Highlights on Telecom Subscription Data as on 31st August 2013. [Online] New Delhi: Telecom Regulatory Authority of India, 2013. [cited 10 March 2014] Available from; Fjeldsoe, B.S., Marshall, A.L., Miller, Y.D., Behavior change interventions delivered by mobile telephone shortmessage service (2009) Am J Prev Med, 36 (2), pp. 165-173; Tamrat, T., Kachnowski, S., Special delivery: An analysis of mHealth in maternal and newborn health programs and their outcomes around the world (2012) Matern Child Health J, 16 (5), pp. 1092-1101; Kumar, C., Singh, P.K., Rai, R.K., Coverage gap in maternal and child health services in India: Assessing trends and regional deprivation during 1992-2006 (2013) J Public Health, 35 (4), pp. 598-606; Ganapathy, K., Ravindra, A., MHealth: A Potential Tool For Health Care Delivery In India, , http://www.ehealthconnection.org/files/confmaterials/mHealth_A%20potential%20tool%20in%20India_0.pdf, [Online]. Bellagio, Italy, 2008. [cited 10 January, 2013] Available from URL; mHealth: New horizons for health through mobile technologies (2011) Global Observatory For EHealth Series, 3. , World Health Organization; (2011) Census of India 2011: Provisional Population Totals - India Data Sheet, , Registrar General, India, Office of the Registrar General Census Commissioner, India. Indian Census Bureau; Hudelson, P.M., (1994) Qualitative Research For Health Programmes, , Geneva: World Health Organization; Chib, A., The Aceh Besar midwives with mobile phones program: Design and evaluation perspectives using the information and communication technologies for healthcare model (2010) Journal of Computer-Mediated Communication, 15 (3), pp. 500-525; Lund, S., Hemed, M., (2012) Wired Mothers: Use of Mobile Phones to Improve Maternal and Neonatal Health In Zanzibar, , http://www.oresund.org/logistics/content/download/74534/429853/file/Ida%20Marie%20Boas_Wired%20Mothers.pdf, [Online]. Copenhagen: University of Copenhagen [cited 13 March, 2013]. Available from; Jareethum, R., Titapant, V., Chantra, T., Sommai, V., Chuenwattana, P., Jirawan, C., Satisfaction of healthy pregnant women receiving short message service via mobile phone for prenatal support: A randomized controlled trial (2008) Journal Med Asso Thai, 91 (4), pp. 458-463; Ferrer-Roca, O., Cardenas, A., Diaz-Cardama, A., Pulido, P., Mobile phone text messaging in the management of diabetes (2004) J Telemed Telecare, 10 (5), pp. 282-285; Leong, K.C., Chen, W.S., Leong, K.W., Mastura, I., Mimi, O., Sheikh, M.A., The use of text messaging to improve attendance in primary care: A randomized controlled trial (2006) Fam Pract, 23 (6), pp. 699-705; Ostojic, V., Cvoriscec, B., Ostojic, S.B., Reznikoff, D., Stipic-Markovic, A., Tudjman, Z., Improving asthma control through telemedicine: A study of short-message service (2005) Telemed J E Health, 11 (1), pp. 28-35; Chu, Y., Ganz, A., A mobile teletrauma system using 3G networks. Information Technology in Biomedicine (2004) IEEE Transactions, 8 (4), pp. 456-462","Datta, S. S.; Department of Community Medicine, Mahatma Gandhi Medical College and Research Institute, Pondicherry, India; email: drshibsekhar.datta@rediffmail.com",,,Australasian Medical Journal,,,,,18361935,,,,English,Australas. Med. J.,Article,Final,Open Access,Scopus,2-s2.0-84899924839
"Svetanant C., Nakazawa K.",55308066100;35769796000;,Enhancing the interactive learning environment in a Japanese language lecture through the student response network,2014,International Journal of Technologies in Learning,22,1,,11,27,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84936998243&partnerID=40&md5=f6e436b11ec5a5d93789df8f3c4c07ca,"Department of International Studies, Faculty of Arts, Macquarie University, Sydney, NSW, Australia","Svetanant, C., Department of International Studies, Faculty of Arts, Macquarie University, Sydney, NSW, Australia; Nakazawa, K., Department of International Studies, Faculty of Arts, Macquarie University, Sydney, NSW, Australia","Interactive learning is a key factor in motivating and retaining students in language units. In recent years, teaching a foreign language in a large lecture theatre has become more common in tertiary education. This raises pedagogical challenges, including the venue's relatively impersonal setting and the large number of students with comparatively limited familiarity and interaction with each other. This paper uses action research to explore the use of Student Response Networks (SRN) as an educational tool to develop an interactive and engaging foreign language lecture environment. It aims to encourage learners to actively participate and collaborate with their peers as well as teachers. Several class activities have been conducted using SRN in an intermediate Japanese language class at Macquarie University for one semester in 2013. Non-SRN and SRN surveys are used for data collection from participating students to compare their learning experiences and perceptions of classroom activities. The result shows that SRN use helps to engage students in peer and student-teacher interactions with increased motivation and engagement. It also encourages students' active participation while reducing stress and anxiety in a language lecture. © Common Ground, Chavalin Svetanant, Kayo Nakazawa.",Language learning; Lectorial; Lecture; Motivation; Student engagement; Student response network; Virtual clicker,,,,,,,,,,,,"Achilles, C.M., (1999) Let's put kids first, finally - getting class size right, , Newbury Park, CA: Corwin Press; Arias, J.J., Walker, D.M., Additional Evidence on the Relationship between Class Size and Student Performance (2004) The Journal of Economic Education, 35 (4), pp. 311-329; Arnold, J., Brown, H.D., A map of the terrain (1999) In Affect in language learning, , edited by J. Arnold, 1-24. Cambridge: Cambridge University Press; Bahanshal, D.A., The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools (2013) English Language Teaching, 6 (11), pp. 49-59; Benson, P., Learner-Centred Teaching (2012) In A Cambridge Guide to Pedagogy and Practice in Second Language Teaching, , edited by Burns, Anne & Richards, Jack C., Cambridge: Cambridge University Press; Brown, H.D., (2001) Teaching by principles: An interactive approach to language pedagogy, , Upper Saddle River, NJ: Prentice Hall Regents; Caron, P.L., Gely, R., Taking back the law school classroom: using technology to foster active student learning (2004) Journal of Legal Education, 54 (4), pp. 551-579; Cavanagh, M., Students' experiences of active engagement through cooperative learning activities in lectures (2011) Active Learning in Higher Education, 12 (1), pp. 23-33; de la Harpe, B., Prenctice, F., (2011) Final report for the ""Lectorial"" Project: Trialling the use of ""Lectorials"" to enhance learning and teaching in large classes, , http://mams.rmit.edu.au/u9582m27wzeo1.pdf, accessed 14 February 2014; Dornyei, Z., (2001) Motivational Strategies in the Language Classroom, , Cambridge. UK: Cambridge University Press; Dornyei, Z., Ushioda, E., (2011) Teaching and Researching Motivation, , (2nd edition). Harlow: Longman; Duxbury, J.G., Tsai, L.-L., The Effects of Cooperative Learning on Foreign Language Anxiety: A Comparative Study of Taiwanese and American Universities (2010) International Journal of Instruction, 3 (1), pp. 3-18; Edmonds, C.T., Edmonds, T.P., An Empirical Investigation of the Effects of SRS Technology on Introductory Managerial Accounting Students (2008) Issues in Accounting Education, 23 (3), pp. 421-434; Gardner, R.G., (1985) Social psychology and second language learning: The role of attitudes and motivation, , London: Edward Arnold; Geski, J., Overcoming the drawbacks of the large lecture class (1992) College Teaching, 40, pp. 151-155; Gleason, M., Better Communication in Large Courses (1986) College Teaching, 34 (1), pp. 20-24; Glore, N.D., Virtual Clicker - A Tool for Classroom Interaction and Assessment (2011), MA thesis. Virginia Polytechnic Institute and State University; Harmer, J., (2000) How to Teach English, , Foreign Language Teaching and Research Press; Horwits, E.K., Language anxiety and achievement (2001) Annual Review of Applied Linguistics, 21, pp. 112-126; Horwitz, E.K., Foreign and second language anxiety (2010) Language Teaching, 43 (2), pp. 154-167; Horwitz, E.K., Horwitz, M.B., Cope, J., Foreign language classroom anxiety (1986) The Modern Language Journal, 70 (2), pp. 125-132; Lumsden, L.S., Student Motivation to Learn (1994) ERIC Digest, 92. , http://files.eric.ed.gov/fulltext/ED370200.pdf, Accessed on 14 February 2014; LoBianco, J., Return of the Good Times? Japanese Teaching Today (2009) Japanese Studies, 29 (3), pp. 331-336; Maehr, M.L., Meyer, H.A., Understanding motivation and schooling: Where we've been, where we are, and where we need to go (1997) Educational Psychology Review, 9, pp. 371-409; McKeachie, W.J., (1999) Teaching tips: strategies, research, and theory for college and university teachers, , (10th edn). New York: Houghton Mifflin; Miller-Whitehead, M., Compilation of class size findings: Grade level, school and district (2003), Paper presented at the Annual Meeting of the Mid-south Educational Research Association; Mula, J.M., Kavanagh, M., Click Go the Students, Click-Click-Click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) e-Journal of Business Education & Scholarship of Teaching, 3 (1), pp. 1-17; Nunan, D., (1989) Designing Tasks for the Communicative Classroom, , Cambridge. UK: Cambridge University Press; Nguyen, H., Jang, S., Yang, Y., Coping with low motivation: Building the fire for students (2010) The International journal of learning, 17 (8), pp. 345-354; Pedder, D., Are small classes better? Understanding relationships between class size, classroom processes and pupils' learning (2006) Oxford Review of Education, 32 (2), pp. 213-234; Peterson, G.D., To Click or Not To Click: The Impact of Student Response Systems on Political Science Courses (2007), http://www.apsanet.org/tlc2007/TLC07Peterson.pdf, Presentation paper at the 2007 American Political Science Association Teaching and Learning Conference in Charlotte, NC., accessed on 14 February 2014; Saito, Y., Horwitz, E.K., Garza, T.J., Foreign language reading anxiety (1999) The Modern Language Journal, 83 (2), pp. 202-218; Scheidecker, D., Freeman, W., (1999) Bringing out the Best in Students: How Legendary Teachers Motivate Kids, , Thousand Oaks, CA: Conwin Press; Scovel, T., The effect of affect on foreign language learning: A review of the anxiety research (1978) Language Learning, 28, pp. 129-142; Shamim, F., Teaching Large Classes (2012) In A Cambridge Guide to Pedagogy and Practice in Second Language Teaching, , edited by Burns, Anne & Richards, Jack C., Cambridge: Cambridge University Press; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Yu, J., Problems and strategies of teaching English in large college classes (2004) Journal of Chongqing University of Post and Telecommunication (Social Science), 3 (1), pp. 139-140; Wallace, V., Clickers at Northeastern University: Preliminary Report (2009) Ed Tech Center Publications, , http://iris.lib.neu.edu/edtech_pubs/1/, Paper 1. Educational Technology Centre, Northeastern University. accessed on 14 February 2014; Ward, A., Jenkins, A., The problems of learning and teaching in large classes (1992) In Teaching large classes in higher education, pp. 23-36. , edited by G. Gibbs & A. Jenkins. London: Kegan Paul; Wulff, D.H., Nyquist, J.D., Abbott, R.D., Students' perceptions of large classes (1987) In New directions for teaching and learning: teaching large classes well, pp. 17-30. , edited by M. Weimer. San Francisco: CA, Jossey-Bassm; Zhang, Y., Cooperative Language Learning and Foreign Language Learning and Teaching (2010) Journal of Language Teaching and Research, 1 (1), pp. 81-83",,,,Common Ground Publishing,,,,,23272686,,,,English,Int. J. Technol. Learn.,Article,Final,,Scopus,2-s2.0-84936998243
"Colvin K.F., Champaign J., Liu A., Zhou Q., Fredericks C., Pritchard D.E.",56145405800;36132751000;56145077800;57198674688;56145370000;7201794914;,"Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class",2014,International Review of Research in Open and Distance Learning,15,4,,263,283,,48.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84907058408&partnerID=40&md5=e46fd71bbbbeffd7c850b9689923751c,"Massachusetts Institute of Technology, United States; Tsinghua University, China; Harvard University, United States","Colvin, K.F., Massachusetts Institute of Technology, United States; Champaign, J., Massachusetts Institute of Technology, United States; Liu, A., Massachusetts Institute of Technology, United States; Zhou, Q., Tsinghua University, China; Fredericks, C., Harvard University, United States; Pritchard, D.E., Massachusetts Institute of Technology, United States","We studied student learning in the MOOC 8.MReV Mechanics ReView, run on the edX.org open source platform. We studied learning in two ways. We administered 13 conceptual questions both before and after instruction, analyzing the results using standard techniques for pre- and posttesting. We also analyzed each week's homework and test questions in the MOOC, including the pre- and posttests, using item response theory (IRT). This determined both an average ability and a relative improvement in ability over the course. The pre- and posttesting showed substantial learning: The students had a normalized gain slightly higher than typical values for a traditional course, but significantly lower than typical values for courses using interactive engagement pedagogy. Importantly, both the normalized gain and the IRT analysis of pre- and posttests showed that learning was the same for different cohorts selected on various criteria: level of education, preparation in math and physics, and overall ability in the course. We found a small positive correlation between relative improvement and prior educational attainment. We also compared homework performance of MIT freshmen taking a reformed on-campus course with the 8.MReV students, finding them to be considerably less skillful than the 8.MReV students.",edX; Item response theory; Learning gain; MOOC,,,,,,"National Science Foundation, NSF",,,,,,"Attali, Y., Immediate feedback and opportunity to revise answers: Application of a Graded Response IRT Model (2010) Applied Psychological Measurement, 35 (6), pp. 472-479; Crocker, L.M., Algina, J., (1986) Introduction to classical and modern test theory, , New York: Holt, Rinehart, and Winston; Fredericks, C., Rayyan, S., Teodorescu, R., Balint, T., Seaton, D., Pritchard, D.E.P., From flipped to open instruction: The Mechanics Online Course (2013) Sixth International Conference of MIT's Learning International Networks Consortium; Hake, R.R., Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Hambleton, R.K., Swaminathan, H., Rogers, H.J., (1991) Fundamentals of item response theory, , Newbury Park, CA: Sage Publications; Hestenes, D., Wells, M., A mechanics baseline test (1992) The Physics Teacher, 30, pp. 159-165; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30, pp. 141-158; Hollands, F.M., Tirthali, D., (2014) MOOCs: Expectations and reality, , http://cbcse.org/wordpress/wp-content/uploads/2014/05/MOOCs_Expectations_and_Reality.pdf, May, Full report. Center for Benefit-Cost Studies of Education, Teachers College Columbia University; Lee, Y.-J., Palazzo, D.J., Warnakulasooriya, R., Pritchard, D.E., Measuring student learning with item response theory (2008) Physical Revew Special Topics: Physics Education Research, 4. , 010102; Mellenbergh, G.J., A conceptual introduction to psychometrics: Development, analysis, and application of psychological and educational tests (2011), The Hague, Netherlands: Eleven International; Meyer, J.P., Zhu, S., Fair and equitable measurement of student learning in MOOCs: An introduction to item response theory, scale linking, and score equating (2013) Research and Practice in Assessment, 8, pp. 26-39; Pappano, L., (2012) The year of the MOOC, , November 2. The New York Times; Pawl, A., Barrantes, A., Pritchard, D., Modeling applied to problem solving (2009) Proceedings of the 2009 Physics Education Research Conference, pp. 51-54; Pawl, A., Barrantes, A., Cardamone, C., Rayyan, S., Pritchard, D.E., Development of a mechanics reasoning inventory (2011) Proceedings of the 2011 Physics Education Research Conference, 1413, pp. 287-290; Pritchard, D.E., Lee, Y.J., Bao, L., Mathematical learning models that depend on prior knowledge and instructional strategies (2008) Physical Review Special Topics-Physics Education Research, 4 (1). , 010109; Samejima, F., Graded response model (1997) Handbook of modern item response theory, pp. 85-100. , W. J. van der Linden & R. K. Hambleton (Eds.), New York: Springer; Seaton, D.T., Bergern, Y., Chuang, I., Mitros, P., Pritchard, D.E., Who does what in a massive open online course? (2014) Communications of the ACM, 57 (4), pp. 58-65; Teodorescu, R., Pawl, A., Rayyan, S., Barrantes, A., Pritchard, D., Toward an integrated online learning environment (2010) Proceedings of the 2010 Physics Education Research Conference, 1289, pp. 321-324; Thissen, D., (1991) MULTILOG: Multiple category item analysis and test scoring using item response theory [Computer software], , Chicago: Scientific Software International",,,,Athabasca University,,,,,14923831,,,,English,Int. Rev. Res. Open Distance Learn.,Article,Final,,Scopus,2-s2.0-84907058408
"Mpofu R., Late T., Daniels P.S., Adonis T.-A., Karuguti W.M.",16402344200;56362796700;7102046692;56362774500;56362602900;,Impact of an interprofessional education program on developing skilled graduates well-equipped to practise in rural and underserved areas,2014,Rural and Remote Health,14,3, 2671,,,,12.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84907154047&partnerID=40&md5=3f6814489058265044905a5e7ab4d6d9,"University of the Western Cape, Johanasburg, South Africa","Mpofu, R., University of the Western Cape, Johanasburg, South Africa; Late, T., University of the Western Cape, Johanasburg, South Africa; Daniels, P.S., University of the Western Cape, Johanasburg, South Africa; Adonis, T.-A., University of the Western Cape, Johanasburg, South Africa; Karuguti, W.M., University of the Western Cape, Johanasburg, South Africa","Introduction: Poverty, limited access to resources and a lack of infrastructure characterise the division of rural areas from urban South Africa. Low numbers of social welfare professionals compound the problem. With education linked inextricably in social responsibility, higher education institutions (HEIs) are called upon increasingly to create conditions that encourage students and graduates to practise in more socially responsible ways, involving more than mere disciplinary expertise or technical knowledge, and that consider the problems of rural areas. Use of interprofessional education (IPE) programs, based on teamwork, could enable HEIs to train and guide health sciences students in how best to cooperate with each other and combine their skills to mutual benefit. This would enable them to develop professional skills facilitated by interactive engagement within community settings. Methods: Referencing experience gained in Australia and elsewhere, the Faculty of Community and Health Sciences (FCHS) at the University of Western Cape (UWC) has developed and applied an IPE program for South Africa. Students were placed in interdisciplinary groups in a rural and underserved municipality of the Western Cape - 17 students participated in a study on the effectiveness of this program. A quantitative self-administered questionnaire, followed by qualitative focus group discussions, established student perceptions of their IPE experience, how the experience influenced their intentions for or against future practice in rural and underserved areas, and their interest in future interprofessional collaboration and practice. Results: More than 75% of the participating students agreed that they had learnt to develop knowledge base, procedural and healthcare practice presentation skills, along with preparing written community health histories. Student willingness to practise in rural areas was evidenced, citing community- and resource-based factors as determinants; however, concerns that some community members had 'own agendas' were expressed. Nearly all students highly appreciated their learning and service delivery development, but 47% felt that their educational experience did not go as far as expected. Student concerns were a lack of structured student placement for IPE to occur in the program, as well as limited staff supervision of students. Conclusions: The UWC FCHS IPE program is evidenced as a valid approach to encouraging health sciences students and graduates to choose to practise in more socially responsible ways. However, improvement of placement and supervision methodology and practice should be explored at faculty level and implemented in future IPE programs. © R Mpofu, The Late, PS Daniels, T-A Adonis, WM Karuguti, 2014.",Community welfare; Health science students and graduates; Healthcare practice; Interactive professionalism; Interprofessional education; Procedural skills; Rural and underserved areas; Social responsibility; Supervision methodology; Well equipped practice,"adult; attitude to health; clinical competence; education; female; health care personnel; health care planning; human; male; organization and management; program evaluation; public relations; questionnaire; reproducibility; rural health care; South Africa; Adult; Clinical Competence; Female; Health Knowledge, Attitudes, Practice; Health Personnel; Humans; Interprofessional Relations; Male; Medically Underserved Area; Program Evaluation; Questionnaires; Reproducibility of Results; Rural Health Services; South Africa",,,,,,,,,,,"(1996) Rural development strategy of the government of national unity, , http://www.polity.org.za/polity/govdocs/rdp/ruralrdp.html, (Accessed 3 March 2013); Whelan, J., Spencer, J., Rooney, K.A., 'RIPPER' project: advancing rural inter-professional health education at the University of Tasmania (2008) Rural and Remote Health, 8, pp. 1-9. , www.rrh.org.au, (Accessed 23 November 2012); Guha, A.S., (2009) Flexible education: the key to learning-an integrated and sustainable model, (905). , http://www.socialresponsibility.biz/discuss0905.pdf, Discussion Papers in Social Responsibility. (Accessed 6 January 2013); Bowden, J., Hart, G., King, B., Trigwell, K., Watts, O., (2000) Generic capabilities of ATN University graduates, , Canberra, ACT: Australian Government Department of Education, Training and Youth Affairs; (2002) Defining IPE, , http://www.caipe.org.uk/defining-ipe/, (Accessed 20 February 2013); (2010) Framework for Action on Interprofessional Education and Collaborative Practice, , http://www.who.int/hrh/nursing_midwifery/en, (Accessed 4 April 2013); De Witt, D., McLean, R., Newbury, J., Shannon, S., Critchley, J., Development of a common national questionnaire to evaluate students' perceptions about the Australian rural clinical schools programs (2005) Rural and Remote Health, 5 (3), p. 486. , www.rrh.org.au, (Accessed 13 December 2012); (2004) Inter-professional Education Programme; students focus group schedule, , http://www.cheer.org.za/site%20pdf's/research/UWC/FGD%20Schedule%20for%20students.PDF, (Accessed 5 March 2013); De Lange, E.F., Research methodology-a step by step approach (2010) The fortigenic exploration of psychotherapists' experiences in full-time private practice, , http://upetd.up.ac.za/thesis/available/etd-10092010-133545/unrestricted/03chapter4.pdf, Doctoral thesis, University of Pretoria. 2010 (Accessed 23 November 2012); Barr, H., Freeth, D., Hammick, M., Koppel, I., Reeves, S., (2000) Evaluations of inter-professional education: a United Kingdom review for health and social care, , London: Centre for the Advancement of Interprofessional Education; Rosenfield, D., Oandasan, I., Reeves, S., Perceptions versus reality: a qualitative study of students' expectations and experiences of interprofessional education (2011) Medical Education, 45 (5), pp. 471-477; Carpenter, J., Inter-professional education for medical and nursing students: evaluation of a programme (1995) Medical Education, 29 (4), pp. 265-272; Stone, N., The rural inter-professional education project (RIPE) (2006) Journal of Inter-professional Care, 20 (1), pp. 79-81; McNair, R., Stone, N., Sims, J., Curtis, C., Australian evidence for inter-professional education contributing to effective teamwork preparation and interest in rural practice (2005) Journal of Inter-professional Care, 19 (6), pp. 579-594; Kilminster, S., Jolly, B., Effective supervision in clinical practice settings: a literature review (2000) Medical Education, 34 (10), pp. 827-840; Townsend, M., Inter-professional supervision from the perspectives of both mental health nurses and other professionals in the field of cognitive behavioural psychotherapy (2005) Journal of Psychiatric and Mental Health Nursing, 12 (5), pp. 582-588; Bailey, D., The contribution of work-based supervision to interprofessional learning on a masters programme in community mental health (2004) Active Learning in Higher Education, 5 (3), pp. 263-278; Marshall, M., Gordon, F., Inter-professional mentorship: taking on the challenge (2005) Journal of Integrated Care, 13 (2), pp. 38-43; Emerson, T., Preparing placement supervisors for primary care: an inter-professional perspective from the UK (2004) Journal of Interprofessional Care, 18 (2), pp. 165-182; Gilbert, J.H.V., Camp, R.D., Cole, C.D., Bruce, C., Fielding, D.W., Stanton, S.J., Preparing students for inter-professional teamwork in health care (2000) Journal of Inter-professional Care, 14 (3), pp. 223-235",,,,ARHEN - Australian Rural Health Education Network Ltd,,,,,14456354,,,25178157.0,English,Rural Remote Health,Article,Final,,Scopus,2-s2.0-84907154047
"Titova S., Talmo T.",56600196700;56600713800;,Mobile voting systems for creating collaboration environments and getting immediate feedback: A new curriculum model of a university lecture,2014,International Journal of Mobile and Blended Learning,6,3,,18,34,,4.0,10.4018/ijmbl.2014070102,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928158730&doi=10.4018%2fijmbl.2014070102&partnerID=40&md5=0061b719679d3ba488b29729bdef38a7,"Lomonosov Moscow State University, Moscow, Russian Federation; Sør-Trøndelag University College, Trondheim, Norway","Titova, S., Lomonosov Moscow State University, Moscow, Russian Federation; Talmo, T., Sør-Trøndelag University College, Trondheim, Norway","Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors' research demonstrated that Student Response System (SRS) supported approaches influenced not only lecture design-time management, the mode of material presentation, activity switch patterns-but also learner-teacher interaction, student collaboration and output, formats of activities and tasks. SRS-supported lectures help instructors gradually move towards flipped classrooms and MOOC lecturing. The authors' analysis, based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in the 2012-2013 academic year, showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improved their intercultural competence and language skills and enhanced their motivation. Copyright © 2014, IGI Global.",Collaboration environment; Formative assessment; Immediate feedback; Intercultural competence; M-learning; Mobile voting tools,Computational linguistics; Curricula; Education; Interactive computer systems; Learning systems; Mobile devices; Teaching; Voting machines; Collaboration environments; Formative assessment; Immediate feedbacks; Intercultural competence; M-Learning; Students,,,,,,,,,,,"Arnesen, K., Experiences with use of various pedagogical methods using student response system (2012) Proceedings from the 11th European Conference on E-Learning, pp. 20-27. , Reading, UK: Academic Publishing Limited; Beatty, I., (2004) Transforming Student Learning with Classroom Communication Systems. EDUCAUSE Research Bulletin, 3. , http://net.educause.edu/ir/library/pdf/ERB0403.pdf, Colorado: ECAR. Retrieved December 29, 2013; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco: Jossey-Bass; Bruff, D., Multiple-choice questions you wouldn't put on a test: Promoting deep learning using clickers (2010) Essays on Teaching Excellence, 21 (3), pp. 25-34. , http://www.podnetwork.org/publications/teachingexcellence/09-10/V21,%20N3%20Bruff.pdf, Retrieved December 12, 2013; Cavallo, D., Liberating learning: How ubiquitous access to connected computational devices releases education from the tyranny of information recall (2012) Program of the 7th IEEE International Conference on Wireless, and Ubiquitous Technologies in Education, p. 2. , Japan: Kagawa University Press; Cook, J., Mobile phones as mediating tools within augmented contexts for development (2010) Education in the Wild: Contextual and Location-based Mobile Learning in Action, pp. 23-26. , E. Brown (Ed.) University of Nottingham, UK: Learning Sciences Research Institute; Danaher, P.A., Gururajan, R., Hafeez-Baig, A., Transforming the practice of mobile learning: Promoting pedagogical innovation through educational principles and strategies that work (2009) Innovative Mobile Learning: Techniques and Technologies, pp. 21-46. , H. Ryu & D. P. Parsons (Eds. Hershey, PA and New York: Information Science Reference/IGI Global; Dangel, H.L., Wang, C.X., Student response systems in higher education: Moving beyond linear teaching and surface learning (2008) Journal of Educational Technology Development and Exchange, 1 (1), pp. 93-104; Degani, A., Martin, G., Stead, G., Wade, F., E-learning Standards for an M-learning world-informing the development of e-learning standards for the mobile web (2010) Research in Learning Technology, 25 (3), pp. 181-185. , http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19153, Retrieved December 12, 2013; Driver, P., Pervasive games and mobile technologies for embodied language learning (2012) International Journal of Computer-Assisted Language Learning and Teaching, 2 (4), pp. 23-37; Dudeney, G., Hockly, N., Pegrum, M., (2013) Digital Literacies: Research and Resources in Language Learning, , UK: Pearson; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Gilbert, A., New for back-to-school: 'Clickers' (2005) CNET News, , http://news.cnet.com/New-for-back-to-school-Clickers/2100-1041_3-5819171.html, in press Retrieved December 12, 2013; Hodges, L., Engaging students, assessing learning: Just a click away (2010) Essays on Teaching Excellence, 21, pp. 18-24. , http://cft.vanderbilt.edu/library/articles-and-essays/essays-on-teaching-excellence, Retrieved December 29, 2013; Johnson, L., Adams, S., Cummins, M., (2012) The NMC Horizon Report: 2008 Australia-New Zealand Edition, , http://nmc.org/pdf/2008-Horizon-Report-ANZ.pdf, Austin, TX: The New Media Consortium. Retrieved December 12, 2013; Kahn, P., O'rourke, K., (2005) Guide to Curriculum Design: Enquiry-Based Learning, , https://www.academia.edu/460509/Guide_to_Curriculum_Design_Enquiry-Based_Learning, Retrieved December 12, 2013; Kearney, M., Schuck, , http://www.researchinlearningtechnology.net/index.php/rlt/article/view/14406/html; Burden, K., Aubusson, , http://www.researchinlearningtechnology.net/index.php/rlt/article/view/14406/html; AF0001 P, Viewing mobile learning from a pedagogical perspective (2012) Research in Learning Technology Journal, 20 (1), pp. 21-34. , http://www.researchinlearningtechnology.net/index.php/rlt/article/view/14406/html#AF0001, Retrieved December 29, 2013; Kuklev, V.A., (2010) M-learning Within the Context of Open Online Courses, , http://www.dissercat.com/content/stanovlenie-sistemy-mobilnogo-obucheniya-v-otkrytom-distantsionnom-obrazovanii, Unpublished Doctoral Thesis, Ulyanovsk Technical University, Russia. Retrieved December 12, 2013; Kukulska-Hulme, A., (2010) Mobile Learning for Quality Education and Social Inclusion, , Moscow: UNESCO IITI; Kukulska-Hulme, A., Jones, Ch., The next generation: Design and the infrastructure for learning in a mobile and networked world (2011) Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching, pp. 57-78. , Olofsson, A. D. and Lindberg, J. Ola Hershey, PA: Information Science Reference (an Imprint of IGI Global; Kukulska-Hulme, A., Pettit, J., Bradley, L., Carvalho, A., Herrington, A., Kennedy, D., Walker, A., Mature students using mobile devices in life and learning (2011) International Journal of Mobile and Blended Learning, 3 (1), pp. 18-52; Kumar, S., (2010) Blackboards to Blackberries: Mobile Learning Buzzes Across Schools and Universities, , http://www.learningsolutionsmag.com/authors/315/sesh-kumar, Retrieved December 12, 2013; Laurillard, D., Pedagogical forms of mobile learning: Framing research questions (2007) Mobile Learning: Towards A Research Agenda, pp. 153-176. , N. Pachler (Ed. London: WLE Centre, Institute of Education; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE Quarterly, (2), pp. 71-74. , http://net.educause.edu/ir/library/pdf/EQM0729.pdf, Retrieved December 12, 2013; Nicol, D., Macfarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Nielsen, K., How the initial thinking period affects student argumentation during peer instruction: Students' experiences versus observations (2012) Student Response Systems in Science and Engineering Education, , Unpublished Doctoral Thesis, Norwegian University of Science and Technology (NTNU), Trondheim; Pallof, R., Pratt, K., (2009) Assessing the Online Learner: Resources and Strategies for Faculty, , San Francisco: Jossey-Bass; Prensky, M., H. Sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate (2009) Journal of Online Education, 5 (3). , http://www.editlib.org/p/104264, Retrieved December 29, 2013 from; Rubner, G., (2012) MbClick: An Electronic Voting System That Returns Individual Feedback, , http://www.heacademy.ac.uk/assets/documents/stem-conference/gees/Geoff_Rubner.pdf, Retrieved December 12, 2013; Sadler, D.R., Formative assessment: Revisiting the territory (1998) Assessment in Education: Principles, Policy & Practice, 5 (1), pp. 77-84; Sambell, K., Enquiry-based learning and formative assessment environments: Student perspectives (2010) Practitioner Research in Higher Education. University of Cambria, 4 (1), pp. 52-61; Sambell, K., Hubbard, A., The role of formative 'low-stakes' assessment in supporting nontraditional students' retention and progression in higher education: Student perspectives (2004) Widening Participation and Lifelong Learning, 6 (2), pp. 25-36; Sharples, M., Taylor, J., Vavoula, G., A theory of learning for the mobile age (2007) SAGE Handbook of E-learning Research, pp. 221-224. , R. Andrews & C. Haythornthwaite, The London: Sage; Talmo, T., Sivertsen Korpås, G., Mellingsæter, M., Einum, E., Experiences with Use of New Digital Learning Environments to Increase Academic and Social Competence (2012) Proceedings of the 5th International Conference of Education, Research and Innovation, pp. 4540-4545. , Madrid, Spain; Tapscott, D., (2009) Grown Up Digital: How the Net Generation is Changing Your World, , New York, NY: McGraw-Hill; Tarr, T., Beasley, J., (2012) Tips for Using Clickers in the Classroom, , http://ctl.iupui.edu/Resources/Teaching-Strategies/Tips-for-Using-Clickers-in-the-Classroom, Retrieved December 12, 2013; Titova, S., Developing of ict competence of language teachers through an online professional development course in moodle (2012) 6th International Technology, Education and Development Conference Proceedings, pp. 4739-4746. , http://library.iated.org/view/TITOVA2012DEV, Valencia, Spain. Retrieved December 15, 2013; Titova, S., Talmo, T., Avramenko, A., Language acquisition through mobile technologies: A new fad or an unavoidable necessity? (2013) Proceedings of EDULEARN13 Conference, pp. 5046-5050. , http://library.iated.org/view/TITOVA2013LAN, Spain, Barcelona. Retrieved December 12, 2013; Traxler, J., Learning in a mobile age (2009) International Journal of Mobile and Blended Learning, 1 (1), pp. 1-12; Traxler, J., The 'learner experience' of mobiles, mobility and connectedness (2010) Background Paper to Presentation ELESIG Symposium: Digital Futures, , http://cloudworks.ac.uk/cloud/view/3472, UK: University of Reading. Retrieved December 12, 2013; Tucker, B., The flipped classroom (2012) Education Next, 12 (1), pp. 82-83. , http://educationnext.org/the-flipped-classroom, Retrieved December 23, 2013; Voelkel, S., Bennett, D., Combining the formative with the summative: The development of a two-stage online test to encourage engagement and provide personal feedback in large classes (2013) Research in Learning Technology, 21 (1), pp. 75-92. , http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19153, Retrieved December 23, 2013; Vygotsky, L., (1978) Mind in Society, , Cambridge, MA: MIT Press",,,,IGI Global,,,,,19418647,,,,English,Int. J. Mob. Blended Learn.,Article,Final,,Scopus,2-s2.0-84928158730
"Wieman C.E., Rieger G.W., Heiner C.E.",7006833489;7006488090;14013956200;,Physics exams that promote collaborative learning,2014,Physics Teacher,52,1,,51,53,,14.0,10.1119/1.4849159,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85003704144&doi=10.1119%2f1.4849159&partnerID=40&md5=e31cbe7ae2c598adf2a2c13f99c3fb4b,"University of British Columbia, Vancouver, BC, Canada; Free University Berlin, Berlin, 14195, Germany","Wieman, C.E., University of British Columbia, Vancouver, BC, Canada; Rieger, G.W., University of British Columbia, Vancouver, BC, Canada; Heiner, C.E., University of British Columbia, Vancouver, BC, Canada, Free University Berlin, Berlin, 14195, Germany","The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and then, working in small groups, answer the exam questions again. During the second stage, the room is filled with spirited and effective debate with nearly every student participating. This provides students with immediate targeted feedback supplied by discussions with their peers. Furthermore, we see indications that the use of this exam format not only ensures consistency across interactive course components, but it also positively impacts how students approach the other collaborative course components. This is accomplished without losing the summative assessment of individual performance that is the expectation of exams for most instructors. In this paper we describe how to implement two-stage exams and provide arguments why they should be part of physics courses that use interactive engagement and social/collaborative learning methods. © 2013 American Association of Physics Teachers.",,,,,,,,,,,,,"Heller, P., Keith, R., Anderson, S., ""Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving"" (1992) Am. J. Phys, 60, pp. 627-636; Heller, P., Hollabaugh, M., ""Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups"" (1992) Am. J. Phys, 60, pp. 637-644; Henderson, C., Dancy, M., 'Impact of physics education research on the teaching of introductory quantitative physics in the United States' (2009) Phys. Rev. ST Phys. Educ. Res, 5; (2000) How People Learn: Brain, Mind, Experience, and School: Expanded Edition, , (National Academy Press0; Gilley, B., Clarkston, B., ""Collaborative testing: Evidence of learning in a controlled in-class study of undergraduate students"" J. Coll. Sci. Teach, , (in press); Rieger, G.W., Heiner, C.E., ""Examinations that support collaborative learning: The students' perspective"" J. Coll. Sci. Teach, , (in press)","Rieger, G.W.; Department of Physics and Astronomy, University of British Columbia Carl Wieman Science Education Initiative, University of British ColumbiaCanada; email: rieger@phas.ubc.ca",,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Article,Final,,Scopus,2-s2.0-85003704144
"Tolboom J., Kuiper W.",7004071752;6603607552;,Quantifying correspondence between the intended and the implemented intervention in educational design research,2014,Studies in Educational Evaluation,43,,,160,168,,1.0,10.1016/j.stueduc.2014.09.001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84919658948&doi=10.1016%2fj.stueduc.2014.09.001&partnerID=40&md5=201bc4b61d4640f6bf0798e2784653c1,"Netherlands Institute for Curriculum Development, P.O. Box 2041, CA Enschede, 7500, Netherlands","Tolboom, J., Netherlands Institute for Curriculum Development, P.O. Box 2041, CA Enschede, 7500, Netherlands; Kuiper, W., Netherlands Institute for Curriculum Development, P.O. Box 2041, CA Enschede, 7500, Netherlands","In educational design research it is common practice to develop and implement curriculum materials in order to address a particular educational problem. The intended instruction is usually hypothesised in so called hypothetical learning trajectories. After implementation in real life classrooms, the use of the materials is evaluated. One of the main criticisms of educational design research is that the report of the evaluation is qualitative, and only qualitative, and could lead to conclusions which are very dependent on the conditions in a very specific part of the sample. In this study a method is developed and implemented to overcome this criticism. A systematic coding approach is described and applied, both on the hypothetical learning trajectories and on the implemented curriculum. Subsequently an index is presented in which the correspondence between the intended curriculum (as described in the hypothetical learning trajectories) and the implemented curriculum (as observed in the classroom) is expressed. The suggested method was developed during an educational design research project on the optimisation of feedback in statistics education, utilising a classroom network. © 2014 The Authors.",Educational design research; Evaluation methods; Programme evaluation; Quantitative perspective on qualitative methods; School-based evaluation,,,,,,,,,,,,"Berkvens, J.B.Y., (2009) Developing effective professional learning in Cambodia, , University of Twente, Enschede, The Netherlands; Brown, A.L., Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings (1992) Journal of the Learning Sciences, 2 (2), pp. 141-178; Clements, D.H., Sarama, J., Learning trajectories in mathematics education (2004) Mathematical Thinking and Learning, 6 (2), pp. 81-89; Cobb, G.W., Teaching statistics: More data, less lecturing (1991) Amstat News, 182, pp. 1-4; Cobb, P., Bauersfeld, H., (1995) Emergence of mathematical meaning: Instruction in classroom cultures, , Erlbaum, Hillsdale, NJ; Collins, A., Joseph, D., Bielaczyc, K., Design research: Theoretical and methodological issues (2004) Journal of the Learning Sciences, 13 (1), pp. 15-42; Streptomycin treatment of pulmonary tuberculosis: A report of the streptomycin in tuberculosis trials committee (1948) British Medical Journal, 2, pp. 769-782; Daro, P., Mosher, F.A., Corcoran, T., (2011) Learning trajectories in mathematics: A foundation for standards, curriculum, assessment, and instruction (CPRE Research Report #RR-68), , Consortium for Policy Research in Education, Philadelphia, PA; Doyle, W., Ponder, G., The practical ethic and teacher decision-making (1977) Interchange, 8 (3), pp. 1-12; Drijvers, P., Doorman, M., Boon, P., Reed, H., Gravemeijer, K., The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom (2010) Educational Studies in Mathematics, 75 (2), pp. 213-234; Eames, C., Daley, D., Hutchings, J., Whitaker, C.J., Jones, K., Hughes, J.C., Treatment fidelity as a predictor of behaviour change in parents attending group-based parent training (2009) Child: Care, Health and Development, 35, pp. 603-612; Elo, S., Kyngas, H., The qualitative content analysis process (2008) Journal of Advanced Nursing, 62 (1), pp. 107-115; Erickson, F., Going for the zone: The social and cognitive ecology of teacher-student interactions in classroom settings (1996) Discourse, learning, and schooling, pp. 29-62. , Cambridge University Press, Cambridge, England, D. Hicks (Ed.); Gravemeijer, K.P.E., Developmental research as a research method (1998) Mathematics education as a research domain: A search for identity (an ICMI study), 2, pp. 277-295. , Kluwer Academic Publishers, Dordrecht; Jackson, K., Garrison, A., Wilson, J., Gibbons, L., Shahan, E., Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction (2013) Journal for Research in Mathematics Education, 44 (4), pp. 646-682; Kelly, A.E., Design research in education: Yes, but is it methodological? (2004) Journal of the Learning Sciences, 13 (1), pp. 115-128; (2008) Handbook of design research methods in education; innovations in science, technology, engineering, and mathematics learning and teaching, , Routledge, New York, A.E. Kelly, R.A. Lesh, J.Y. Baek (Eds.); Levin, B., To know is not enough: Research knowledge and its use (2013) Review of Education, 1 (1), pp. 2-31; Martin, G.W., Carter, J., Forster, S., Howe, R., Kader, G., Kepner, H., (2009) Focus in high school mathematics: Reasoning and sense making, , NCTM, Reston, VA; McIntyre, D., Brown, S., Science teachers' implementation of two intended innovations (1979) Scottish Educational Review, 11 (1), pp. 42-57; Merriam, S.B., (1988) Case study research in education, , Jossey Bass, San Francisco, CA; Richey, R., Nelson, W., Developmental research (1996) Handbook of research for educational communications and technology, pp. 1213-1245. , McMillan, London, D. Jonassen (Ed.); Ryle, G., University lectures (1971) Collected papers, 2, pp. 480-496. , Hutchinson, London; Simon, M.A., Reconstructing mathematics pedagogy from a constructivist perspective (1995) Journal for Research in Mathematics Education, 26 (2), pp. 114-145; Simon, M.A., Tzur, R., Explicating the role of mathematical tasks in conceptual learning: An elaboration of the hypothetical learning trajectory (2004) Mathematical Thinking and Learning, 6 (2), pp. 91-104; Sztajn, P., Confrey, J., Wilson, P.H., Edgington, C., Learning trajectory based instruction: Toward a theory of teaching (2012) Educational Researcher, 41 (5), pp. 147-156; Tolboom, J.L.J., Wireless network in the mathematics classroom (Dutch: Draadloos netwerk in de wiskunde klas) (2005) Euclides, 81 (3), pp. 108-112; Tolboom, J.L.J., (2012) The potential of a classroom network to support teacher feedback; a study in statistics education, , University of Groningen, Groningen; Torgerson, C.J., Torgerson, D.J., The need for randomised controlled trials in educational research (2001) British Journal of Educational Studies, 49 (3), pp. 316-328; van den Akker, J.J.H., (1988) Design and implementation of science education (Dutch: Ontwerp en implementatie van natuuronderwijs), , Swets & Zeitlinger, Amsterdam/Lisse; van den Akker, J.J.H., Principles and methods of development research (1999) Design approaches and tools in education and training, pp. 1-14. , Kluwer Academic Publishers, Dordrecht, J. Akker, R.M. Branch, K.L. Gustafson, N. Nieveen, T. Plomp (Eds.); (2006) Educational design research, , Routledge, Oxford, J.J.H. van den Akker, K.P.E. Gravemeijer, S. McKenney, N. Nieveen (Eds.); Vanderlinde, R., van Braak, J., The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers (2010) British Educational Research Journal, 36 (2), pp. 299-316; Weber, R.P., (1990) Basic content analysis, , Sage publishers, Newbury Park, CA, USA; Yin, R.K., (2003) Case study research. Design and methods, , Sage, Thousand Oaks, CA","Tolboom, J.; Netherlands Institute for Curriculum Development, P.O. Box 2041, Netherlands",,,Elsevier Ltd,,,,,0191491X,,,,English,Stud. Educ. Eval.,Article,Final,Open Access,Scopus,2-s2.0-84919658948
"Nordin A.S.A., Kadir R.A., Yahya N.A., Zakaria H., Rashid R.A., Habil M.H.",50761103400;37007473800;54780920300;36702941000;55396574000;6508198655;,Empowering malaysian dentists to tobacco dependence treatment conduct,2014,International Dental Journal,64,4,,206,212,,6.0,10.1111/idj.12110,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905096456&doi=10.1111%2fidj.12110&partnerID=40&md5=91211336aea6520830cb3a823174eb9b,"University Malaya Centre of Addiction Sciences, University Malaya, Wisma R and D, Aras 21, 59200 Kuala Lumpur, Malaysia; National Addiction Centre, University of Otago Christchurch, Christchurch, New Zealand; Faculty of Dentistry, Lincoln University College, Kuala Lumpur, Malaysia; Faculty of Dentistry, Department of Dental Public Health, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia; Faculty of Medicine, Department of Psychiatry, University Kebangsaan Malaysia, Kuala Lumpur, Malaysia","Nordin, A.S.A., University Malaya Centre of Addiction Sciences, University Malaya, Wisma R and D, Aras 21, 59200 Kuala Lumpur, Malaysia, National Addiction Centre, University of Otago Christchurch, Christchurch, New Zealand; Kadir, R.A., University Malaya Centre of Addiction Sciences, University Malaya, Wisma R and D, Aras 21, 59200 Kuala Lumpur, Malaysia, Faculty of Dentistry, Lincoln University College, Kuala Lumpur, Malaysia; Yahya, N.A., Faculty of Dentistry, Department of Dental Public Health, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia; Zakaria, H., Faculty of Medicine, Department of Psychiatry, University Kebangsaan Malaysia, Kuala Lumpur, Malaysia; Rashid, R.A., University Malaya Centre of Addiction Sciences, University Malaya, Wisma R and D, Aras 21, 59200 Kuala Lumpur, Malaysia; Habil, M.H., University Malaya Centre of Addiction Sciences, University Malaya, Wisma R and D, Aras 21, 59200 Kuala Lumpur, Malaysia","As a signatory to the World Health Organisation 2003 Framework Convention on Tobacco Control, Malaysia has policies in place and funded 300 public Quit clinics. Unfortunately, government dentists are not included to run tobacco dependence treatment. A cross-sectional exploratory survey was carried out to seek Malaysian dentists' opinion on their knowledge, perception and willingness to conduct tobacco dependence treatment. Participation was voluntary from those who attended a specially designed one-day, four-module workshop on tobacco cessation intervention. Data were collected using the Audience-Response-System equipment which tracked immediate responses covering four domains namely: smoking as a public health problem, smoking as an addiction, the role of dentists in the programme and confidence in conducting smoking cessation in the clinic. Sample comprised more female dentists (73.5%), mean age 33.6 (SD 8.99) years and with more than 3 years working experience. Findings indicated that the majority agreed Malaysia has a rising problem in the prevalence of smoking (71.6%) and predicted that it will affect mostly the young (81.9%). Only half of the dentists surveyed (58.9%) routinely recorded their patients' smoking habits. The majority (71.6%) believed that dentists are effective in helping their patient to stop smoking and 76.3% agreed that dentists should discuss the smoking habit with their patients; however, 60% agreed that doing so is too time consuming. In addition, only 24.7% knew of more ways to treat a smoking habit. The majority felt comfortable giving advice to patients about changing their habits (76.5%) or discussing treatment options (60.5%): 75% would opt for a combined programme of counselling and use of medication if they have to do, 15% would choose to go on counselling only, while 8% did not want to treat. In conclusion, the findings suggest that dentists have a strong potential to contribute significantly to providing smoking cessation treatment if adequately trained. © 2014 FDI World Dental Federation.",Dentists; Malaysia; smoking cessation treatment,"nicotine gum; adult; article; behavior; clinical practice; counseling; cross-sectional study; dental education; dentist; doctor patient relation; female; health personnel attitude; human; Malaysia; male; middle aged; professional standard; psychological aspect; public health; self concept; smoking; smoking cessation; smoking cessation treatment; Dentists; Malaysia; smoking cessation treatment; Adult; Attitude of Health Personnel; Counseling; Cross-Sectional Studies; Dentist's Practice Patterns; Dentist-Patient Relations; Dentists; Education, Dental; Female; Humans; Malaysia; Male; Middle Aged; Power (Psychology); Professional Role; Public Health; Self Concept; Smoking; Smoking Cessation; Tobacco Use Cessation; Tobacco Use Cessation Products",,"nicotine gum, 96055-45-7",,,,,,,,,"(2011) WHO Report on the Global Tobacco Epidemic, 2011: Warning about the Dangers of Tobacco, , World Health Organization. Geneva, Switzerland: World Health Organization; Eriksen, M., MacKay, J., Ross, H., (2012) The Tobacco Atlas, , 4th edn. American Cancer Society, Atlanta, GA editors. New York, NY: World Lung Foundation; Thun, M., Peto, R., Boreham, J., Stages of the cigarette epidemic on entering its second century (2012) Tob Control, 21, pp. 96-101; (2003) Framework Convention on Tobacco Control, , World Health Organization. Geneva: World Health Organization; Bonita, R., Magnusson, R., Bovet, P., Country actions to meet un commitments on non-communicable diseases: A stepwise approach (2013) Lancet, 381, pp. 575-584; Assunta, M., Chapman, S., A mire of highly subjective and ineffective voluntary guidelines: Tobacco industry efforts to thwart tobacco control in Malaysia (2004) Tob Control, 13, pp. ii43-ii50; (2012) Report of the Global Adult Tobacco Survey (GATS) Malaysia 2011, , Institute for Public Health (IPH). Kuala Lumpur: Ministry of Health Malaysia; (2011) National Health and Morbidity Survey 2011 (NHMS 2011), , Institute for Public Health (IPH). Kuala Lumpur: Ministry of Health Malaysia; (2004) The Health Consequences of Smoking: A Report of the Surgeon General, , http://www.ncbi.nlm.nih.gov/books/NBK44695/, Office of the Surgeon General (US). Atlanta, GA: Centers for Disease Control and Prevention (US);. Accessed 28 November 2012; Warnakulasuriya, S., Global epidemiology of oral and oropharyngeal cancer (2009) Oral Oncol, 45, pp. 309-316; Johnson, N., Bain, C., De Bruyn, H., Tobacco and oral disease (2000) Br Dent J, 189, pp. 200-206; Gallagher, J.E., Alajbeg, I., Büchler, S., Public health aspects of tobacco control revisited (2010) Int Dent J, 60, pp. 31-49; Ramseier, C.A., Warnakulasuriya, S., Needleman, I.G., Consensus report: 2nd European workshop on tobacco use prevention and cessation for oral health professionals (2010) Int Dent J, 60, pp. 3-6; Nurul Asyikin, Y., Amer Siddiq, A.N., The role of treating nicotine addiction prior to treatment of periodontal diseases (2011) ASEAN J Psychiatr, 12, pp. 111-114; (2003) Clinical Practice Guideline of Tobacco Use and Dependence 2003, , Ministry of Health. Kuala Lumpur: Ministry of Health Malaysia; Davis, J.M., Ramseier, C.A., Mattheos, N., Education of tobacco use prevention and cessation for dental professionals - A paradigm shift (2010) Int Dent J, 60, pp. 60-72; Amer Siddiq, A.N., Developing a Standardized Teaching on Tobacco Control for Health Professionals in Malaysia (2013) Asia Pacific Conference on Tobacco and Health, , 19 August 2013; Chiba, Japan; (2011) National Oral Health Plan for Malaysia 2011-2020, , Oral Health Division. Kuala Lumpur: Ministry of Health Malaysia; Nurul Asyikin, Y., Haslina, R., Asma Alhusna, A.A., Characteristics of smokers attending a smoking cessation program in a dental setting (2012) Int J Oral H, 8, pp. 22-29; Vaithilingam, R.D., Noor, M.M.N., Mustafa, R., Practices and beliefs among Malaysian dentists and periodontists towards smoking cessation intervention (2012) Sains Malays, 41, pp. 931-937; Amer Siddiq, A.N., (2012) Report on KLNAS 2012, , Kuala Lumpur: Univeristy Malaya, University Malaya Centre of Addiction Sciences; Amer Siddiq, A.N., Aisah, A.R., Nurul Asyikin, Y., Empowering dental practitioners into the smoking cessation program - A joint venture (2009) 14th Malaysian Conference on Psychological Medicine, , 19-20 June; Kuala Lumpur Malaysia; Freeman, J., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, p. 12; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Abdul Kadir, R., Amer Siddiq, A.N., Yahya, N.A., Audience Response System (ARS) technology and dentist attendance in smoking cessation workshop (2013) Sains Malays, 42, pp. 1-5; Li, L., Borland, R., Yong, H.-H., Predictors of smoking cessation among adult smokers in Malaysia and Thailand: Findings from the International Tobacco Control Southeast Asia Survey (2010) Nicotine Tob Res, 12, pp. S34-S44; (2012) Another Attempt to Make Smokers Kick the Butt, , http://www.freemalaysiatoday.com/category/nation/2012/05/18/ another-attempt-to-make-smokers-kick-the-butt/, Accessed 13 September 2013; McRobbie, H., Raw, M., Chan, S., Research priorities for article 14 - Demand reduction measures concerning tobacco dependence and cessation (2012) Nicotine Tob Res, 15, pp. 805-816; Needleman, I.G., Binnie, V.I., Ainamo, A., Improving the effectiveness of tobacco use cessation (TUC) (2010) Int Dent J, 60, pp. 50-59; Johnson, N.W., The role of the dental team in tobacco cessation (2004) Eur J Dent Educ, 8, pp. 18-24; Johnson, N.W., Lowe, J., Warnakulasuriya, K., Tobacco cessation activities of UK dentists in primary care: Signs of improvement (2006) Br Dent J, 200, pp. 85-89","Nordin, A.S.A.; University Malaya Centre of Addiction Sciences, University Malaya, Wisma R and D, Aras 21, 59200 Kuala Lumpur, Malaysia; email: amersiddiq@um.edu.my",,,Wiley-Blackwell Publishing Ltd,,,,,00206539,,,24835463.0,English,Int. Dent. J.,Article,Final,,Scopus,2-s2.0-84905096456
"Fagen A., Acharya N., Kaufman G.E.",55991038800;55990277800;36461185200;,Positive Reinforcement Training for a Trunk Wash in Nepal's Working Elephants: Demonstrating Alternatives to Traditional Elephant Training Techniques,2014,Journal of Applied Animal Welfare Science,17,2,,83,97,,4.0,10.1080/10888705.2014.856258,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897419077&doi=10.1080%2f10888705.2014.856258&partnerID=40&md5=0b780720a52d5c69f7f8183e8e8766af,"Cummings School of Veterinary Medicine, Tufts University, United States; Institute of Agriculture and Animal Science, Tribhuvan University, Chitwan, Nepal","Fagen, A., Cummings School of Veterinary Medicine, Tufts University, United States; Acharya, N., Institute of Agriculture and Animal Science, Tribhuvan University, Chitwan, Nepal; Kaufman, G.E., Cummings School of Veterinary Medicine, Tufts University, United States","Many trainers of animals in the zoo now rely on positive reinforcement training to teach animals to voluntarily participate in husbandry and veterinary procedures in an effort to improve behavioral reliability, captive management, and welfare. However, captive elephant handlers in Nepal still rely heavily on punishment- and aversion-based methods. The aim of this project was to determine the effectiveness of secondary positive reinforcement (SPR) in training free-contact elephants in Nepal to voluntarily participate in a trunk wash for the purpose of tuberculosis testing. Five female elephants, 4 juveniles and 1 adult, were enrolled in the project. Data were collected in the form of minutes of training, number of offers made for each training task, and success rate for each task in performance tests. Four out of 5 elephants, all juveniles, successfully learned the trunk wash in 35 sessions or fewer, with each session lasting a mean duration of 12 min. The elephants' performance improved from a mean success rate of 39.0% to 89.3% during the course of the training. This study proves that it is feasible to efficiently train juvenile, free-contact, traditionally trained elephants in Nepal to voluntarily and reliably participate in a trunk wash using only SPR techniques. © Taylor & Francis.",clicker training; elephant; operant conditioning; positive reinforcement; training; trunk wash,"adult; animal behavior; animal care; animal housing; animal husbandry; animal welfare; article; data analysis; desensitization; elephant; female; information processing; juvenile; male; microbiological examination; Nepal; nonhuman; reinforcement; task performance; training; trunk; work experience; animal; animal behavior; elephant; evaluation study; feasibility study; instrumental conditioning; lavage; psychology; tuberculosis; veterinary; Animalia; Elephantidae; Animals; Behavior, Animal; Conditioning, Operant; Elephants; Feasibility Studies; Female; Nepal; Reinforcement (Psychology); Therapeutic Irrigation; Tuberculosis",,,,,,,,,,,"Alexander, M.B., Friend, T., Haug, L., Obedience training effects on search dog performance (2011) Applied Animal Behaviour Science, 132, pp. 152-159; (2008) Welfare implications of elephant training., , https://www.avma.org/KB/Resources/Backgrounders/Pages/Elephant-Training-Backgrounder.aspx, American Veterinary Medical Association; Bloomsmith, M.A., Jones, M.L., Snyder, R.J., Singer, R.A., Gardner, W.A., Liu, S.C., Maple, T.L., Positive reinforcement training to elicit voluntary movement of two giant pandas throughout their enclosure (2003) Zoo Biology, 22, pp. 323-334; Desmond, T., Laule, G., (1991) Protected-contact elephant training., , http://activeenvironments.org/pdf/PC_Elephant_Training.pdf; Desmond, T., Laule, G., (1994) Converting elephant programs to protected contact., , http://activeenvironments.org/pdf/Convert_elephant_progamPC.pdf; Desmond, T., Laule, G., Use of positive reinforcement training in the management of species for reproduction (1994) Zoo Biology, 13, pp. 471-477; Desmond, T., Laule, G., The politics of protected contact, , http://activeenvironments.org/pdf/PC_POLITICS.pdf; (2011) Elephant TB Initiative-Nepal TB Project., , http://www.elephantcare.org/tbnepal.htm, Elephant Care International; Grandin, T., Rooney, M., Phillips, M., Cambre, R., Irlbeck, N., Graffam, W., Conditioning of Nyala (Tragelaphus angasi) to blood sampling in a crate with positive reinforcement (1995) Zoo Biology, 14, pp. 261-273; Langbein, J., Siebert, K., Neurnberg, G., Manteuffel, G., The impact of acoustical secondary reinforcement during shape discrimination learning of dwarf goats (Capra hircus) (2007) Applied Animal Behaviour Science, 103, pp. 35-44; Laule, G., Positive reinforcement training and environmental enrichment: Enhancing animal well-being (2003) Journal of the American Veterinary Medical Association, 223, pp. 969-973; Laule, G.E., Bloomsmith, M.A., Schapiro, S.J., The use of positive reinforcement training techniques to enhance the care, management, and welfare of primates in the laboratory (2003) Journal of Applied Animal Welfare Science, 6, pp. 163-173; Laule, G., Whittaker, M., (2000) Protected contact and elephant welfare., , http://www.activeenvironments.org/pdf/PC_Elephant_Welfare.pdf; Laule, G., Whittaker, M., (2000) Protected contact-beyond the barrier., , http://activeenvironments.org/pdf/PC_Beyond_Barrier.pdf; Laule, G., Whittaker, M., Enhancing nonhuman primate care and welfare through the use of positive reinforcement training (2007) Journal of Applied Animal Welfare Science, 10, pp. 31-38; Locke, P., (2006) History, practice, identity: An institutional ethnography of elephant handlers in Chitwan, Nepal, , University of Kent, Canterbury, United Kingdom; McGreevy, P., Boakes, R., (2007) Carrots and sticks: Principles of animal training, , New York, NY,: Cambridge University Press; Michalak, K., Austin, C., Diesel, S., Bacon, M.J., Zimmerman, P., Maslow, J.N., Mycobacterium tuberculosis infection as a zoonotic disease: Transmission between humans and elephants (1998) Emerging Infectious Diseases, 4, pp. 283-287; Mikota, S.K., Peddie, L., Peddie, J., Isaza, R., Dunker, F., West, G., Maslow, J., Epidemiology and diagnosis of Mycobacterium tuberculosis in captive Asian elephants (Elephas maximus) (2001) Journal of Zoo and Wildlife Medicine, 32, pp. 1-16; Murphree, R., Warkentin, J.V., Dunn, J.R., Schaffner, W., Jones, T.F., Elephant-to-human transmission of tuberculosis, 2009 (2011) Emerging Infectious Diseases, 17, pp. 366-371; Phillips, M., Grandin, T., Graffam, W., Irlbeck, N.A., Cambre, R.C., Crate conditioning of bongo (Tragelaphus eurycerus) for veterinary and husbandry procedures at the Denver Zoological Gardens (1998) Zoo Biology, 17, pp. 25-32; Pryor, K., (1999) Don't shoot the dog! The new art of teaching and training, , Revised ed., New York, NY,: Bantam; Schapiro, S.J., Bloomsmith, M.A., Laule, G.E., Positive reinforcement training as a technique to alter nonhuman primate behavior: Quantitative assessments of effectiveness (2003) Journal of Applied Animal Welfare Science, 6, pp. 175-187; (2012) Guidelines for the control of tuberculosis in elephants 2012, , http://www.usaha.org/Portals/6/Committees/tuberculosis/TB%20Guidelines%202012%20Draft%20revision%2020April2012.pdf, U.S. Animal Health Association Elephant Tuberculosis Subcommittee; Whistance, L.K., Sinclair, L.A., Arney, D.R., Phillips, C.J.C., Trainability of eliminative behavior in dairy heifers using a secondary reinforcer (2009) Applied Animal Behaviour Science, 117, pp. 128-136; Williams, J.L., Friend, T.H., Nevill, C.H., Archer, G., The efficacy of a secondary reinforcer (clicker) during acquisition and extinction of an operant task in horses (2004) Applied Animal Behaviour Science, 88, pp. 331-341","Fagen, A.; Wheat Ridge Animal Hospital, 3695 Kipling St., Wheat Ridge, CO 80033, United States; email: arielfagen@gmail.com",,,Taylor and Francis Inc.,,,,,10888705,,JAAWA,24410366.0,English,J. Appl. Anim. Welf. Sci.,Article,Final,,Scopus,2-s2.0-84897419077
"Miller C.J., Metz M.J.",55973357900;7005788424;,"A comparison of professional-level faculty and student perceptions of active learning: Its current use, effectiveness, and barriers",2014,Advances in Physiology Education,38,3,,246,252,,37.0,10.1152/advan.00014.2014,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928989308&doi=10.1152%2fadvan.00014.2014&partnerID=40&md5=aa0b6a52b228d4a228d6d9688373afed,"Department of Physiology and Biophysics, School of Medicine, University of Louisville, Louisville, KY, United States; Department of General Dentistry and Oral Medicine, School of Dentistry, University of Louisville, Louisville, KY, United States","Miller, C.J., Department of Physiology and Biophysics, School of Medicine, University of Louisville, Louisville, KY, United States; Metz, M.J., Department of General Dentistry and Oral Medicine, School of Dentistry, University of Louisville, Louisville, KY, United States","Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. © 2014 The American Physiological Society.",Active learning; Engaging lecture; Lecture; Professional development,"comparative study; human; learning; medical school; medical student; Faculty, Medical; Humans; Learning; Students, Medical",,,,,,,,,,,"Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: a Handbook for College Teachers, , (2nd ed.). San Francisco, CA: Jossey-Bass; Armbruster, P., Patel, M., Johnson, E., Weiss, M., Active learning and student-centered pedagogy improve student attitudes and performance in Introductory Biology (2009) CBE Life Sci Educ, 8, pp. 203-213; Barkley, E.F., Cross, K.P., Major, C.H., (2005) Collaborative Learning Techniques: a Handbook for College Faculty, , San Francisco, CA: Jossey-Bass; Barkley, E.F., (2009) Student Engagement Techniques: a Handbook for College Faculty, , San Francisco, CA: Jossey-Bass; Bates, S., Galloway, R., The Inverted Classroom in a Large Enrollment Introductory Physics Course: a Case Study, , http://www.heacademy.ac.uk/assets/documents/stem-conference/PhysicalSciences/Simon_Bates_Ross_Galloway.pdf, (online), [28 May 2014]; Bonwell, C.C., Eison, J.A., (1991) Active Learning: Creating Excitement in the Classroom., , Washington, DC: George Washington Univ. ASHEERIC Higher Education; Carvalho, H., West, C.A., Voluntary participation in an active learning exercise leads to a better understanding of physiology (2011) Adv Physiol Educ, 35, pp. 53-58; Cavanagh, M., Students' experiences of active engagement through cooperative learning activities in lectures (2011) Active Learn Higher Educ, 12, pp. 23-33; Cortright, R.N., Collins, H.L., DiCarlo, S.E., Peer instruction enhanced meaningful learning: ability to solve novel problems (2005) Adv Physiol Educ, 29, pp. 107-111; Desselle, B.C., English, R., Hescock, G., Hauser, A., Roy, M., Yang, T., Chauvin, S.W., Evaluation of a Faculty Development Program aimed at increasing residents' active learning in lectures (2012) J Grad Med Educ, 4, pp. 516-520; Edgar, D., (1969) Audiovisual Methods in Teaching, , New York: Dryden; Ernst, H., Colthorpe, K., The efficacy of interactive lecturing for students with diverse science backgrounds (2007) Adv Physiol Educ, 31, pp. 41-44; Gulpinar, M.A., Yegen, B.C., Interactive lecturing for meaningful learning in large groups (2005) Med Teach, 27, pp. 590-594; Haidet, P., Morgan, R.O., O'Malley, K., Moran, B.J., Richards, B.F., A controlled trial of active versus passive learning strategies in a large group setting (2004) Adv Health Sci Educ, 9, pp. 15-27; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol Educ, 4, pp. 298-310; Lom, B., Classroom activities: simple strategies to incorporate studentcentered activities within undergraduate science lectures (2012) J Undergrad Neurosci Educ, 11, pp. A64-A71; Lujan, H.L., DiCarlo, S.E., Too much teaching, not enough learning: what is the solution? (2006) Adv Physiol Educ, 30, pp. 17-22; Michael, K., Where's the evidence that active learning works? (2006) Adv Physiol Educ, 30, pp. 159-167; Miller, C.J., Aiken, S., Metz, M.J., Perceptions of DMD student readiness for basic science courses in the United States: can online review modules help? Eur J Dental Educ; Miller, C.J., McNear, J., Metz, M.J., A comparison of traditional and engaging lecture methods in a large, professional-level course (2013) Adv Physiol Educ, 37, pp. 347-355; Minhas, P.S., Ghosh, A., Swanzy, L., The effects of passive and active learning on student preference and performance in an undergraduate basic science course (2012) Anat Sci Educ, 5, pp. 200-207; (2000) How People Learn: Brain, Mind, Experience, and School: Expanded Edition, , Washington, DC: National Academies; Ochsendorf, F.R., Boehncke, W.H., Sommerlad, M., Kaufmann, R., Interactive large-group teaching in a dermatology course (2006) Med Teach, 28, pp. 697-701; Prunuske, A.H., Batzli, J., Howell, E., Miller, S., Using online lectures to make time for active learning (2012) Genetics, 192, pp. 67-72; Rangachari, P.K., Back to the future? Active learning of medical physiology in the 1900s (2007) Adv Physiol Educ, 31, pp. 283-287; Rangachari, P.K., Steps to pluripotent learning: provocative teaching Adv Physiol Educ, 35, pp. 323-329; Richardson, D., Active learning: a personal view (1993) Adv Physiol Educ, 10, pp. S79-S80; Richardson, D., Don't dump the didactic lecture; fix it (2007) Adv Physiol Educ, 32, pp. 23-24; Rolfe, I., McPherson, J., Formative assessment: how am I doing? (1995) Lancet, 345, pp. 837-840; Silberman, M., (1996) Active Learning: 101 Strategies to Teach Any Subject, , Des Moines, IA: Pearson; Silverthorn, D.U., Thorn, P.M., Svinicki, M.D., It's difficult to change the way we teach: lessons from the Integrative Themes in Physiology curriculum module project (2006) Adv Physiol Educ, 30, pp. 204-214; Steinert, Y., Snell, L.S., Interactive lecturing: strategies for increasing participation in large group presentations (1999) Med Teach, 21, pp. 37-42; van den Bergh, L., Ros, A., Beijaard, D., Teacher feedback during active learning: current practives in primary schools (2013) Br J Educ Psychol, 83, pp. 341-362; Wilke, R.R., The effect of active learning on student characteristics in a human physiology course for nonmajors (2003) Adv Physiol Educ, 27, pp. 207-223","Miller, C.J.; Dept. of Physiology and Biophysics, Univ. of Louisville, School of Medicine, HSC A-1115, 500 S. Preston St., United States",,,American Physiological Society,,,,,10434046,,APEDF,25179615.0,English,Adv. Physiol. Educ.,Article,Final,,Scopus,2-s2.0-84928989308
"Cui S., Dumitru C.O., Datcu M.",36815684800;16047147700;7004523124;,Semantic annotation in earth observation based on active learning,2014,International Journal of Image and Data Fusion,5,2,,152,174,,16.0,10.1080/19479832.2013.858778,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899984880&doi=10.1080%2f19479832.2013.858778&partnerID=40&md5=18981356928364954a91729e759e1384,"Remote Sensing Technology Institute (IMF), German Aerospace Center (DLR), Oberpfaffenhofen, 82234 Wessling, Germany","Cui, S., Remote Sensing Technology Institute (IMF), German Aerospace Center (DLR), Oberpfaffenhofen, 82234 Wessling, Germany; Dumitru, C.O., Remote Sensing Technology Institute (IMF), German Aerospace Center (DLR), Oberpfaffenhofen, 82234 Wessling, Germany; Datcu, M., Remote Sensing Technology Institute (IMF), German Aerospace Center (DLR), Oberpfaffenhofen, 82234 Wessling, Germany","As the data acquisition capabilities of earth observation (EO) satellites have been improved significantly, a large amount of high-resolution images are downlinked continuously to ground stations. The data volume increases rapidly beyond the users' capability to access the information content of the data. Thus, interactive systems that allow fast indexing of high-resolution images based on image content are urgently needed. In this paper, we present an interactive learning system for semantic annotation and content mining at patch level. It mainly comprises four components: primitive feature extraction including both spatial and temporal features, relevance feedback based on active learning, a human machine communication (HMC) interface and data visualisation. To overcome the shortage of training samples and to speed up the convergence, active learning is employed in this system. Two core components of active learning are the classifier training using already labelled image patches, and the sample selection strategy which selects the most informative samples for manual labelling. These two components work alternatively, significantly reducing the labelling effort and achieving fast indexing. In addition, our data visualisation is particularly designed for multi-temporal and multi-sensor image indexing, where efficient visualisation plays a critical role. The system is applicable to both optical and synthetic aperture radar images. It can index patches and it can also discover temporal patterns in satellite image time series. Three typical case studies are included to show its wide use in EO applications. © 2013 Taylor & Francis.",active learning; earth observation; image indexing; image information mining; multi-temporal image analysis; semantic annotation; synthetic aperture radar (SAR),,,,,,,,,,,,"Blanchart, P., Datcu, M., A semi-supervised algorithm for auto-annotation and unknown structures discovery in satellite image databases (2010) IEEE Journal of Selected Topics Applied Earth Observations Remote Sensing, 3 (4), pp. 698-717; Breiman, L., Random forests (2001) Machine Learning, 45 (1), pp. 5-32; Chen, J., WLD: a robust local image descriptor (2010) IEEE Transaction on Pattern Analysis Machine Intelligence, 32 (9), pp. 1705-1720; Costache, M., Maitre, H., Datcu, M., Categorization based relevance feedback search engine for earth observation images repositories (2006) In: Proceedings of IEEE international geoscience and remote sensing symposium (IGARSS), pp. 13-16; Crawford, M., Tuia, D., Yang, H., Active learning: any value for classification of remotely sensed data? (2013) Proceedings of the IEEE, 101 (3), pp. 593-608; Cui, S., Dumitru, C.O., Datcu, M., Ratio-detector-based feature extraction for very high resolution SAR image patch indexing (2013) IEEE Geoscience Remote Sensing Letters, 10 (5), pp. 1175-1179. , September; Datcu, M., Seidel, K., Human-centered concepts for exploration and understanding of earth observation images (2005) IEEE Transaction on Geoscience Remote Sensing, 43 (3), pp. 601-609. , March; Demir, B., Bovolo, F., Bruzzone, L., Detection of land-cover transitions in multitemporal remote sensing images with active-learning-based compound classification (2012) IEEE Transaction Geoscience Remote Sensing, 50 (5), pp. 1930-1941; Dumitru, C.O., Datcu, M., How many categories are in very high resolution SAR images? (2013) In: Proceedings of IEEE international geoscience and remote sensing symposium (IGARSS), pp. 1793-1796; Dumitru, C.O., Datcu, M., Information content of very high resolution SAR images: study of feature extraction and imaging parameters (2013) IEEE Transaction on Geoscience Remote Sensing, 51 (8), pp. 1-22; Faur, D., Multi-temporal analysis of floods and tsunami effects: Annotation and quantitative analysis (2013) Multitemp, , 2013, Banff; Ferecatu, M., Boujemaa, N., Interactive remote-sensing image retrieval using active relevance feedback (2007) IEEE Transactions on Geoscience Remote Sensing, 45 (4), pp. 818-826; Lowe, D.G., Distinctive image features from scale-invariant keypoints (2004) International Journal of Computer Vision, 60 (2), pp. 91-110. , November; Ma, C., An improved SVM model for relevance feedback in remote sensing image retrieval (2013) International Journal of Digital Earth, 0 (0), pp. 1-21; Maji, S., Berg, A.C., Malik, J., Efficient classification for additive kernel SVMs (2013) IEEE Transactions on Pattern Analysis Machine Intelligence, 35 (1), pp. 66-77. , January; Manjunath, B.S., Ma, W.Y., Texture features for browsing and retrieval of image data (1996) IEEE Transaction on Pattern Analysis Machine Intelligence, 18 (8), pp. 837-842; Popescu, A.A., Gavat, I., Datcu, M., Contextual descriptors for scene classes in very high resolution SAR images (2012) IEEE Geoscience Remote Sensing Letters, 9 (1), pp. 80-84; Settles, B., (2009) Active learning literature survey., , Madison: University of Wisconsin, Computer Sciences Technical Report 1648; Shyu, C.-R., GeoIRIS: Geospatial information retrieval and indexing system {pipe} content mining, semantics modeling, and complex queries (2007) IEEE Transactions on Geoscience Remote Sensing, 45 (4), pp. 839-852; Singh, J., Datcu, M., SAR image categorization with log cumulants of the fractional Fourier transform coefficients (2013) IEEE Transactions on Geoscience Remote Sensing, pp. 1-10. , doi:10.1109/TGRS.2012.2230892; Tong, S., (2001), http://www.robotics.stanford.edu/~stong/research.html, Active learning: theory and applications [online]. Thesis (PhD). Stanford University; Tong, S., Koller, D., Support vector machine active learning with applications to text classification (2002) Journal of Machine Learning Research, 2 (22), pp. 45-66. , March; Tuia, D., Muñoz Marí, J., Camps-Valls, G., Remote sensing image segmentation by active queries (2012) Pattern Recognition, 45 (6), pp. 2180-2192; Tuia, D., Active learning methods for remote sensing image classification (2009) IEEE Transaction on Geoscience Remote Sensing, 47 (7), pp. 2218-2232; Tuia, D., A survey of active learning algorithms for supervised remote sensing image classification (2011) IEEE Journal of Selected Topics in Signal Process, 5, pp. 606-617; Gemert van, Visual word ambiguity (2010) IEEE Transactions on Pattern Analysis Machine Intelligence, 32 (7), pp. 1271-1283; Yu, L., He, Z., Cao, Q., Gabor texture representation method for face recognition using the gamma and generalized Gaussian models (2010) Image Vision Computer, 28 (1), pp. 177-187. , January","Cui, S.; Remote Sensing Technology Institute (IMF), German Aerospace Center (DLR), Oberpfaffenhofen, 82234 Wessling, Germany; email: shiyong.cui@dlr.de",,,Taylor and Francis Ltd.,,,,,19479832,,,,English,Int. J. Image Data Fusion,Article,Final,,Scopus,2-s2.0-84899984880
"Koretsky M.D., Falconer J.L., Brooks B.J., Gilbuena D.M., Silverstein D.L., Smith C., Miletic M.",6602313976;57204111232;36800022700;15750492200;57203627439;57198967284;56039434000;,The AIChE concept warehouse: A web-based tool to promote concept-based instruction,2014,Advances in Engineering Education,4,1,,,,,22.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897455631&partnerID=40&md5=f070497118d6d70df66a76ff7c28386c,"School of Chemical, Biological, and Environmental Engineering, Oregon State University, Corvallis, OR, United States; University of Colorado, Boulder, Boulder, CO, United States; University of Kentucky, Paducah, KY, United States; Independent Consultant, Albuquerque, NM, United States","Koretsky, M.D., School of Chemical, Biological, and Environmental Engineering, Oregon State University, Corvallis, OR, United States; Falconer, J.L., University of Colorado, Boulder, Boulder, CO, United States; Brooks, B.J., School of Chemical, Biological, and Environmental Engineering, Oregon State University, Corvallis, OR, United States; Gilbuena, D.M., School of Chemical, Biological, and Environmental Engineering, Oregon State University, Corvallis, OR, United States; Silverstein, D.L., University of Kentucky, Paducah, KY, United States; Smith, C., School of Chemical, Biological, and Environmental Engineering, Oregon State University, Corvallis, OR, United States; Miletic, M., Independent Consultant, Albuquerque, NM, United States","This paper describes the AIChE Concept Warehouse, a recently developed web-based instructional tool that enables faculty within the discipline of chemical engineering to better provide their students concept-based instruction. It currently houses over 2,000 concept questions and 10 concept inventories pertinent to courses throughout the core chemical engineering curriculum. These questions are available for faculty use both as in-class concept-based clicker questions (or ConcepTests) and stand-alone concept inventories, and can be accessed in various formats (online or offline) for use in class and on assignments and exams. The design philosophy is to make the tool versatile so that it can be used in the way that best fits with the instructor's teaching philosophy and the program's educational environment. Instructors and students perceive it to catalyze engagement and promote learning. While domain specificity is critical to the targeted development of tools like the one we describe, we argue that the computer-based approach is generic and could be applied to any engineering discipline. One objective in describing this tool and characterizing our experiences using it is to contribute to such wider adaptation.",Educational technology; Interactive learning environments; Teaching/Learning strategies,Chemical engineering; Computer aided instruction; Educational technology; Students; Teaching; Warehouses; Chemical engineering curricula; Computer-based approach; Concept inventories; Concept-based instruction; Educational environment; Engineering disciplines; Interactive learning environment; Teaching/learning strategy; Tools,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonar, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Braun, V., Clarke, V., Using thematic analysis in psychology (2006) Qualitative Research in Psychology, 3 (2), pp. 77-101; Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How people learn: brain, mind, experience, and school, , National Academy Press: Washington, DC; Cromack, J., Technology and learning-centered education: Research-based support for how the tablet PC embodies the Seven Principles of Good Practice in Undergraduate Education (2008) Proceedings from 38th Annual ASEE/IEEE Frontiers in Education Conference, , (pp. T2A-1), Saratoga Springs, NY. doi: 10.1109/FIE.2008.4720288; Crouch, C., Watkins, J., Fagen, A., Mazur, E., (2007) Peer Instruction: Engaging Students One-on-One, All At Once, , Research-Based Reform of University Physics; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics class (2011) Science, 332 (6031), pp. 862-864; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of computing in higher education, 7 (2), pp. 3-47; Duncan, D., (2005) Clickers in the Classroom, , Addison: San Francisco, CA; Educating the Engineer of 2020: Adapting Engineering Education to the New Century. (2005), The National Academies Press; Efaw, J., Hampton, S., Martinez, S., Smith, S., Miracle or Menace: Teaching and Learning with Laptop Computers in the Classroom (2004) Educause Quarterly, 27 (3), pp. 10-18; (2013) vClicker, , eInstruction. Mobile Edition | eInstruction.com. In; Elby, A., Another reason that physics students learn by rote (1999) American Journal of Physics, 67 (S1), pp. S52-S57; Fagen, A., Crouch, C., Mazur, E., (2002) Peer Instruction: Results from a Range of Classrooms, pp. 206-209. , The Physics Teacher; Felder, R.M., Brent, R., Understanding Student Differences (2005) Journal of Engineering Education, 94 (1), pp. 57-72; Gilbuena, D.M., Smith, C., Brooks, B.J., Finklestein, T., Koretsky, M.D., Examining the Innovation-Decision Process: A Preliminary Study of the AIChE Concept Warehouse (2013) Proceedings from 120th Annual American Society for Engineering Education Conference and Exposition. Atlanta, GA.; Gray, G., Costanzo, F., Evans, D., Cornwell, P., Self, B., Lane, J., The Dynamics Concept Inventory Assessment Test: A Progress Report and Some Results (2005) Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition: American Society for Engineering Education; Griffin, J., Hayden, O., Walker, T.D.L., Faculty and Student Response to a Laptop Computer Requirement for Engineering Freshmen (2005) Proceedings from 112th Annual American Society for Engineering Education Conference and Exposition. Portland, OR; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Halloun, I., The initial knowledge state of college physics students (1985) American Journal of Physics, 53 (11), pp. 1043-1055; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogical development with Clicker Assessment and Feedback technologies and the impact on students' engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Hestenes, D., Wells, M., Swackhamer, G., Force Concept Inventory (1992) The Physics Teacher, pp. 141-158; Henderson, C., Beach, A., Finkelstein, N., Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature (2011) Journal of Research in Science Teaching, 48 (8), pp. 952-984; (2013) web>clicker mobile audience response system., , i>clicker. 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In; Kalman, C.S., Milner-Bolotin, M., Antimirova, T., Comparison of the effectiveness of collaborative groups and peer instruction in a large introductory physics course for science majors (2010) Canadian Journal of Physics, 88 (5), pp. 325-332; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Koile, K., Singer, D., Development of a tablet-pc-based system to increase instructor-student classroom interactions and student learning (2006), The Impact of Pen-based Technology on Education: Vignettes, Evaluations, and Future Directions; Koretsky, M., Brooks, B., A Web-based Interactive Science and Engineering Learning Tool that Promotes Concept-Based Instruction (2008) Proceedings from American Society for Engineering Education 115th Annual Conference & Exposition. Pittsburgh, PA; Koretsky, M., Brooks, B., Student Attitudes in the Transition to an Active-Learning Technology (2012) Chemical Engineering Education, 46 (1), pp. 289-297; Krause, S., Decker, J.C., Griffin, R., Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses (2003) In Proceedings from 33rd Annual ASEE/IEEE Frontiers in Education Conference, , (pp. T3D-7-11 Vol.), Boulder, CO; Martin, J., Mitchell, J., Newell, T., Work In Progress: Analysis of Reliability of The Fluid Mechanics Concept Inventory (2004) In Proceedings from 34th Annual ASEE/IEEE Frontiers in Education Conference. Savannah, GA.; Mazur, E., (1997) Peer Instruction, , Upper Saddle River, NJ: Prentice-Hall; Midkiff, K.C., Litzinger, T.A., Evans, D.L., Development of Engineering Thermodynamics Concept Inventory instruments (2001) Proceedings from 31st Annual ASEE/IEEE Frontiers in Education Conference (pp. F2A-F23), Reno, NV; Nelson, M.A., Geist, M.R., Miller, R.L., Streveler, R.A., Olds, B.M., (2007) How to Create a Concept Inventory: The Thermal and Transport Concept Inventory; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Prince, M., Vigeant, M., Nottis, K., Development of the heat and energy concept inventory: Preliminary results on the prevalence and persistence of engineering students' misconceptions (2012) Journal of Engineering Education, 101 (3), pp. 412-438; Rogers, E.M., (2003) Diffusion of innovations, , (5th ed.). New York: Free Press; Shallcross, D.C., A concept inventory for material and energy balances (2010) Education for Chemical Engineers, 5, pp. e1-e12; Steif, P., Dantlzer, J., A Statics Concept Inventory: Development and Psychometric Analysis (2005) Journal of Engineering Education, 94 (4), pp. 363-371; Streveler, R., Miller, R., Santiago-Roman, A., Nelson, M., Geist, M., Olds, B., Rigorous Methodology for Concept Inventory Development: Using the 'Assessment Triangle' to Develop and Test the Thermal and Transport Science Concept Inventory (TTCI) (2011) International Journal of Engineering Education, 27 (5), pp. 968-984; Streveler, R., Olds, B., Miller, R., Nelson, M., Using a Delphi Study to Identify the Most Difficult Concepts for Students to Master in Thermal and Transport Science (2003) Proceedings from 110th Annual American Society for Engineering Education Conference & Exposition, Nashville, TN.; (2013) ResponseWare, , Turning Technologies, L; Vigeant, M.A.S., Prince, M.J., Nottis, K., The use of inquiry-based activities to repair studen misconceptions related to heat, energy, and temperature (2011) Proceedings from 118th Annual American Society for Engineering Education Conference & Exposition. Vancouver, BC; Vigeant, M., Prince, M., Nottis, K., Engineering undergraduates' conceptual understanding of thermodynamics: Assessment and change after normal instruction (2011) In Proceedings from Hawaii International Conference on Education, Honolulu, HI","Koretsky, M.D.; School of Chemical, Biological, and Environmental Engineering, Oregon State University, Corvallis, OR, United States",,,American Society for Engineering Education,,,,,19411766,,,,English,Adv. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84897455631
"Nest J.C., Steinbrunner D., Karger M., Hiltl M., von Kaufmann F., Kanz K.-G., Kreimeier U.",56431211100;56431177900;56430985300;56431190800;55332785800;7003802411;12782779600;,Standardized telephone-assisted instructions on resuscitation by laypersons: Feasibility study using Video-assisted quality analysis [Standardisierte Telefonanweisungen zur Wiederbelebung durch Laienhelfer: Videogestützte Qualitätsanalyse im Rahmen einer Machbarkeitsstudie],2014,Anaesthesist,63,12,,919,931,,2.0,10.1007/s00101-014-2391-y,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84919392965&doi=10.1007%2fs00101-014-2391-y&partnerID=40&md5=f075fb338df9054bb86d4bac0ae8d2d4,"Klinik für Anaesthesiologie, Klinikum der Universität München (LMU), Campus Innenstadt, Nussbaumstr. 20, München, 80336, Germany; Integrierte Leitstelle (ILS) München, Berufsfeuerwehr München, München, Germany; Ärztlicher Leiter Rettungsdienst München, München, Germany; Klinik für Unfallchirurgie, Klinikum rechts der Isar, Technische Universität München, München, Germany","Nest, J.C., Klinik für Anaesthesiologie, Klinikum der Universität München (LMU), Campus Innenstadt, Nussbaumstr. 20, München, 80336, Germany; Steinbrunner, D., Integrierte Leitstelle (ILS) München, Berufsfeuerwehr München, München, Germany; Karger, M., Integrierte Leitstelle (ILS) München, Berufsfeuerwehr München, München, Germany; Hiltl, M., Integrierte Leitstelle (ILS) München, Berufsfeuerwehr München, München, Germany; von Kaufmann, F., Integrierte Leitstelle (ILS) München, Berufsfeuerwehr München, München, Germany; Kanz, K.-G., Ärztlicher Leiter Rettungsdienst München, München, Germany, Klinik für Unfallchirurgie, Klinikum rechts der Isar, Technische Universität München, München, Germany; Kreimeier, U., Klinik für Anaesthesiologie, Klinikum der Universität München (LMU), Campus Innenstadt, Nussbaumstr. 20, München, 80336, Germany, Ärztlicher Leiter Rettungsdienst München, München, Germany","Background: Telephone-assisted instructions for cardiopulmonary resuscitation (T-CPR) are highly recommended by the current European Resuscitation Council (ERC) guidelines for resuscitation 2010.Aim: The aim of this study was to analyze the adherence of laypersons to T-CPR instructions given by dispatchers in a mock scenario. The dispatchers adapted international T-CPR instructions to local requirements.Material and methods: An emergency “collapse in the office” with subsequent T-CPR was simulated for 10 volunteer, untrained administrative staff, as the only single emergency witness and 4 emergency medical service (EMS) dispatchers. Each volunteer was sent to a “colleague” who simulated a sudden cardiovascular event and collapsed unconscious during the description of symptoms. The local lay responder made an emergency call by landline telephone and was connected to the dispatcher. In the course of the simulation the “victim” was replaced by a CPR manikin.Results: Every participant, i.e. 10 out of 10, assessed the victim, recognized the situation and telephoned for help. On the orders of the dispatchers 9 out of the 10 activated the loudspeaker of the telephone but 4 still continued to use the handset. The instructions for positioning were followed by all 10. Correct positioning of the victim required a median of 33 s with an interquartile range (IQR) of 30–39 s. Breathing control including instructions lasted a median of 54 s (IQR 49–60 s). Breathing was assessed by 8 out of 10 but only 2 out of 8 achieved a duration of 10 s as recommended by the ERC guidelines for resuscitation 2010. After a median of 202 s (IQR 196–241 s) chest compressions were started by 9 out of 10 and were performed for a median of 63 s (IQR 60–69 s). A correct technique was used by 7 but with a low rate of 80 compressions/min (IQR 72–86/min). The instructions for ventilation were understood by 9 out of 10. Mouth-to-mouth resuscitation was performed by 7 participants and technically correct by 5 of them. The ventilation cycle of the 7 active participants lasted for a mean of 25 s (IQR 24–30 s). The mean total duration of the timeframe analyzed was 340 s (IQR 334–368 s).Conclusion: The results demonstrate that the local T-CPR concept for untrained laypersons is feasible in a mock scenario. No substantial errors were observed for the majority of the untrained responders but the simulation also showed that not every emergency witness implemented the instructions according to the dispatcher’s expectations. The T-CPR procedure was also more time-consuming than expected; therefore, every standardized T-CPR concept should be tested for local practicability. In accordance with current studies, the results suggest that the focus should be on compression-only CPR instructions in urban settings. Dispatcher education in T-CPR should incorporate videotaped mock-up scenarios with untrained local laypersons. © 2014, Springer-Verlag Berlin Heidelberg.",Cardiac arrest; Cardiopulmonary resuscitation; Communication; Simulation; Task performance and analysis,Article; CPR manikin; ego development; emergency health service; feasibility study; human; manual ventilation; normal human; protocol compliance; respiration control; resuscitation; standardization; telemedicine; telephone; audiovisual equipment; education; emergency health service; Germany; organization and management; procedures; resuscitation; telephone; volunteer; Cardiopulmonary Resuscitation; Emergency Medical Services; Feasibility Studies; Germany; Humans; Manikins; Telephone; Volunteers,,,,,,,,,,,"Ahnefeld, F., Die Rettungskette: eine Idee wurde Wirklichkeit (2003) Notfall Rettungsmed, 6, pp. 520-525; Andresen, D., Epidemiologie des plötzlichen Herztodes (2007) Intensivmed Notfallmed, 44, pp. 188-193; Bahr, J., Laienreanimation im bundesdeutschen Rettungssystem (2007) Notfall Rettungsmed, 10, pp. 197-200; Bahr, J., Panzer, W., Klingler, H., Herz-Lungen-Wiederbelebung durch Ersthelfer – Einige Ergebnisse und Folgen aus dem Göttinger Pilotprojekt (2001) Anasthesiol Intensivmed Notfallmed Schmerzther, 36, pp. 573-579; Bahr, J., Panzer, W., Rode, H., Projekt RUFAN: Reanimation unter fernmündlicher Anleitung (2001) Rettungsdienst, 24, pp. 346-348; Birkenes, T., Myklebust, H., Kramer-Johansen, J., New pre-arrival instructions can avoid abdominal hand placement for chest compressions (2013) Scand J Trauma Resusc Emerg Med, 21, p. 47; Birkenes, T.S., Myklebust, H., Neset, A., Video analysis of dispatcher-rescuer teamwork-effects on CPR technique and performance (2012) Resuscitation, 83, pp. 494-499; http://www.bv-aelrd.de/images/stories/pdf/2011_bv_stn_telefonrea_lst.pdf:, Bv ÄLRD (2011) Positionspapier „Telefonreanimation durch Leitstellenpersonal“. zuletzt besucht am 28.03.2014 um 12:50 Uhr; Cummins, R.O., Ornato, J.P., Thies, W.H., Improving survival from sudden cardiac arrest: the „chain of survival“ concept. A statement for health professionals from the Advanced Cardiac Life Support Subcommittee and the Emergency Cardiac Care Committee, American Heart Association (1991) Circulation, 83, pp. 1832-1847; Dami, F., Carron, P.N., Praz, L., Why bystanders decline telephone cardiac resuscitation advice (2010) Acad Emerg Med, 17, pp. 1012-1015; Dumas, F., Rea, T.D., Fahrenbruch, C., Chest compression alone cardiopulmonary resuscitation is associated with better long-term survival compared with standard cardiopulmonary resuscitation clinical perspective (2013) Circulation, 127, pp. 435-441; Eisenberg, M.S., Hallstrom, A.P., Carter, W.B., Emergency CPR instruction via telephone (1985) Am J Public Health, 75, pp. 47-50; Goldberg, R.J., Gore, J.M., Love, D.G., Layperson CPR – are we training the right people? (1984) Ann Emerg Med, 13, pp. 701-704; http://www.reanimationsregister.de/aktuelles/120-10-thesen-fuer-10000-leben-ergebnisse-aus-bad-boll.html, Gräsner JT (2014) Vorläufige Pressemitteilung: Bad Boller Reanimationsgespräche: 10 Thesen für 10.000 Leben. zuletzt besucht am 14.05.2014 um 12:40 Uhr; Hallstrom, A., Cobb, L., Johnson, E., Cardiopulmonary resuscitation by chest compression alone or with mouth-to-mouth ventilation (2000) N Engl J Med, 342, pp. 1546-1553; http://www.dgn.org/leitlinien-online-2012/inhalte-nach-kapitel/2376-ll-81-2012-hypoxische-enzephalopathie.html, Hamann F (2012) Deutsche Gesellschaft für Neurologie Leitlinien online – Hypoxische Enzephalopathie (HE). zuletzt besucht am 04.06.2014 um 14:11 Uhr; Iwami, T., Kitamura, T., Kawamura, T., Chest compression-only cardiopulmonary resuscitation for out-of-hospital cardiac arrest with public-access defibrillation: a nationwide cohort study (2012) Circulation, 126, pp. 2844-2851; http://www.t-cpr-bayern.de/index.php?option=com_content&view=article&id=5&Itemid=16, Kersting J, Hannweber M (2014) T-CPR Bayern Telefonreanimation Projektinformation. http://www.t-cpr-bayern.de/index.php?option=com_content&view=article&id=5&Itemid=16 zuletzt besucht am 03.06.2014 um 16:00 Uhr; Kim, S.E., Lee, S., Lee, D.H., Effects on the quality of compression-only, cardiopulmonary resuscitation performance according to the methods of telephone-assisted instructions of dispatcher by untrained laypersons. Resuscitation 84:e67–68 (2013) DOI 10.1016/j.resuscitation.2013, 1, p. 037; Klingler, H., Hoffmann, I., Schmid, O., Development of emergency CPR instructions via telephone in Germany (1996) Resuscitation, 31, p. 7; Koster, R.W., Baubin, M.A., Bossaert, L.L., Basismaßnahmen zur Wiederbelebung Erwachsener und Verwendung automatisierter externer Defibrillatoren. Sektion 2 der Leitlinien zur Reanimation 2010 des European Resuscitation Council (2010) Notfall Rettungsmed, 13, pp. 523-542; Lackner, C.K., Kanz, K.G., Rothenberger, S., AED-Anwenderperformanz von Laien- und Ersthelfern (2001) Notfall Rettungsmed, 4, pp. 572-584; Lee, D.H., Kim, C.W., Lee, S.J., What hand position do untrained bystanders select during EMS-dispatcher-assisted CPR? (2013) Resuscitation, 84, pp. e21-e22; Lofgren, B.O., Hannsson, H., Krarup, N.H., Significant differences in voice prompts from four commonly used AEDs (2009) Circulation, p. 1464; Nolan, J.P., Soar, J., Zideman, D.A., Kurzdarstellung. Sektion 1 der Leitlinien zur Reanimation 2010 des European Resuscitation Council (2010) Notfall Rettungsmed, 13, pp. 515-522; Park, S.O., Hong, C.K., Shin, D.H., Efficacy of metronome sound guidance via a phone speaker during dispatcher-assisted compression-only cardiopulmonary resuscitation by an untrained layperson: a randomised controlled simulation study using a manikin (2012) Emerg Med J, 30 (8), pp. 657-661; Rea, T.D., Eisenberg, M.S., Culley, L.L., Dispatcher-assisted cardiopulmonary resuscitation and survival in cardiac arrest (2001) Circulation, 104, pp. 2513-2516; Rea, T.D., Fahrenbruch, C., Culley, L., CPR with chest compression alone or with rescue breathing (2010) N Engl J Med, 363, pp. 423-433; Svensson, L., Bohm, K., Castrèn, M., Compression-only CPR or standard CPR in out-of-hospital cardiac arrest (2010) N Engl J Med, 363, pp. 434-442; Tanaka, Y., Taniguchi, J., Wato, Y., The continuous quality improvement project for telephone-assisted instruction of cardiopulmonary resuscitation increased the incidence of bystander CPR and improved the outcomes of out-of-hospital cardiac arrests (2012) Resuscitation, 83, pp. 1235-1241; Trappe, H.J., Plötzlicher Herztod und automatisierte externe Defibrillatoren (2012) Herz, 37, pp. 416-423; Trappe, H.J., Arntz, H.R., Lebensbedrohliche Herzrhythmusstörungen (2011) Notfall Rettungsmed, 14, pp. 93-94; Von Kaufmann, F., Kanz, K.G., Die Rolle der Leitstelle im Prozess der präklinischen Versorgung (2012) Notfall Rettungsmed, 15, pp. 289-299; Woollard, M., Smith, A., Whitfield, R., To blow or not to blow: a randomised controlled trial of compression-only and standard telephone CPR instructions in simulated cardiac arrest (2003) Resuscitation, 59, pp. 123-131","Nest, J.C.; Klinik für Anaesthesiologie, Klinikum der Universität München (LMU), Campus Innenstadt, Nussbaumstr. 20, Germany",,,Springer Verlag,,,,,00032417,,ANATA,25430665.0,German,Anaesthesist,Article,Final,,Scopus,2-s2.0-84919392965
"Arteaga I.L., Vinken E.",57204622904;13007202300;,Example of good practice of a learning environment with a classroom response system in a mechanical engineering bachelor course,2013,European Journal of Engineering Education,38,6,,652,660,,9.0,10.1080/03043797.2012.719000,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890535122&doi=10.1080%2f03043797.2012.719000&partnerID=40&md5=84d5e643abad5a0047d2669c5d849975,"Dynamics and Control Group, Department of Mechanical Engineering, Eindhoven University of Technology, Netherlands; KTH Royal Institute of Technology, The Marcus Wallenberg Laboratory for Sound and Vibration Research, Stockholm, Sweden; TEACH, Service for Personnel and Organization, Eindhoven University of Technology, Netherlands","Arteaga, I.L., Dynamics and Control Group, Department of Mechanical Engineering, Eindhoven University of Technology, Netherlands, KTH Royal Institute of Technology, The Marcus Wallenberg Laboratory for Sound and Vibration Research, Stockholm, Sweden; Vinken, E., TEACH, Service for Personnel and Organization, Eindhoven University of Technology, Netherlands","Results of a successful pilot study are presented, in which quizzes are introduced in a second year bachelor course for mechanical engineering students. The pilot study course entailed the basic concepts of mechanical vibrations in complex, realistic structures. The quiz is held weekly using a SharePoint application. The purpose of the quizzes is to repeat important course material, give instantaneous feedback (i.e. formative assessment), stimulate peer instruction and, as a consequence, increase the students' comprehension of the basic concepts taught in the course so that their deeper understanding of the subject matter improves. Students can earn half a point bonus, on a scale from 0 to 10, on top of their exam mark if they correctly answer 55% of all the quiz questions. The efficacy of the pilot study is determined by investigating the percentage of students that pass the course on their first attempt, i.e. the first time pass rate, and asking students for feedback through questionnaires. The first time pass rate of the students in the pilot study groups has, on average, increased significantly in comparison to groups in which the quizzes are not performed. Students indicated that the feedback from the quizzes helps them to identify gaps in their knowledge. Therefore, the pilot study is considered effective. © 2013 SEFI.",classroom response system; feedback; formative assessment; quizzes,Classroom response systems; Course material; Formative assessment; Learning environments; Mechanical engineering students; Peer instruction; quizzes; Subject matters; Feedback; Mechanical engineering; Students; Surveys; Vibrations (mechanical); Teaching,,,,,,,,,,,"Bell, B., Cowie, B., The characteristics of formative assessment in science education (2001) Science Education, 85, pp. 536-553; Biggs, J., Enhancing teaching through constructive alignment (1996) Higher Education, 32, pp. 347-364; Cross, K.P., (1988) Feedback in the classroom: Making assessment matter [online], , http://www.eric.ed.gov/PDFS/ED299922.pdf, Paper collected as part of the American Association for Higher Education Forum, American Association for Higher Education, Available from: [Accessed 2 December 2011]; Crouch, C.H., Mazur, E., Peer instruction: ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Dobson, J.L., The use of formative online quizzes to enhance class preparation and scores on summative exams (2008) Advances in Physiology Education, 32, pp. 297-302; Judson, E., Sawada, D., Learning from past and present: electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21, pp. 167-181; Kibble, J., Use of unsupervised online quizzes as formative assessment in a medical physiology course: effects of incentives on student participation and performance (2007) Advances in Physiology Education, 31, pp. 253-260; Lasry, N., Mazur, E., Watkins, J., Peer instruction: from Harvard to community colleges (2008) American Journal of Physics, 76, pp. 1066-1069; Liu, F.C., Gettig, J.P., Fjortoft, N., Impact of a student response system on short- and long-term learning in a drug literature evaluation course (2010) American Journal of Pharmaceutical Education, 74, p. 6; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9, pp. 187-195; Marmolejo, E.K., Wilder, D.A., Bradley, L., A preliminary analysis of the effects of response cards on student performance and participation in an upper division university course (2004) Journal of Applied Behavior Analysis, 37, pp. 405-410; Poulis, J., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66, pp. 439-441; Sadler, D.J., Formative assessment and the design of instructional systems (1989) Instructional Science, 18, pp. 119-144","Arteaga, I. L.; Dynamics and Control Group, Department of Mechanical Engineering, Eindhoven University of TechnologyNetherlands; email: i.lopez@tue.nl",,,,,,,,03043797,,,,English,Eur. J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84890535122
Wilhelm H.,7102047868;,Ophthalmology lectures from the students' point of view [Vorlesung Augenheilkunde aus der Sicht der Studierenden],2013,Klinische Monatsblatter fur Augenheilkunde,230,12,,1247,1250,,,10.1055/s-0033-1350905,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890130853&doi=10.1055%2fs-0033-1350905&partnerID=40&md5=58088828e1f161a26c87bd8366c5ad61,"Universitätskliniken Tübingen, Augenheilkunde, Schleichstrae 12, 72076 Tübingen, Germany","Wilhelm, H., Universitätskliniken Tübingen, Augenheilkunde, Schleichstrae 12, 72076 Tübingen, Germany","Introduction: Lectures with many participants are considered inefficient and ophthalmology is seen as not so important for those studying medicine. We wondered about the studentsÊ view on this subject. Methods: During the last lesson of a two-week-series of lectures together with the written test, 337 students of two consecutive semesters received a questionnaire with specific questions concerning ophthalmology lectures. Results: 257 questionnaires (76%) were returned. The students claimed that the lecture itself contributed most of the knowledge for their later medical practice, more than books, scripts, internet etc. Interactivity was welcome, audience response systems were appreciated. Personal contact to the lecturers was considered less important, a variation of the lecturers was considered advantageous. It would be seen as a serious loss if the ophthalmology lecture were abolished. Conclusion: These results contradict clearly the concept of the unimportance of lectures with many participants and contradict as well tendencies not to teach small specialties in separate lectures. © 2013 Georg Thieme Verlag KG Stuttgart New York.",audience response system; didactics; lectures; teaching,"article; human; Internet; knowledge; medical education; medical practice; medical student; ophthalmology; questionnaire; student attitude; Attitude; Curriculum; Educational Measurement; Germany; Internship and Residency; Ophthalmology; Questionnaires; Students, Medical; Teaching",,,,,,,,,,,"Stahl, A., Boeker, M., Ehlken, C., Evaluation eines internetbasierten E-Learnings für den Studentenunterricht im Fach Augenheilkunde (2009) Ophthalmologe, 106, pp. 999-1005; Jordan, J., Jalali, A., Clarke, S., Asynchronous vs. Didactic education: ItÊs too early to throw in the towel on tradition (2013) BMC Med Educ, 13, p. 105; Davis, J., Chryssafidou, E., Zamora, J., Computer-based teaching is as good as face to face lecture-based teaching of evidence based medicine: A randomised controlled trial (2007) BMC Med Educ, 7, p. 23; Boscardin, C., Penuel, W., Exploring benefits of audience-response systems on learning: A review of the literature (2012) Acad Psychiatry, 36, pp. 401-407; Forest, C.P., The effect of audience response systems on adult learning: Evidence-based rationale and audience response systems implementation guide (2012) J Physician Assist Educ, 23, pp. 54-59","Wilhelm, H.; Universitätskliniken Tübingen, Augenheilkunde, Schleichstrae 12, 72076 Tübingen, Germany; email: helmut.wilhelm@med.uni-tuebingen.de",,,,,,,,00232165,,KMAUA,24327287.0,German,Klin. Monatsbl. Augenheilkd.,Article,Final,,Scopus,2-s2.0-84890130853
"Macarthur J.R., Jones L.",24492068700;55821400000;,Self-assembled student interactions in undergraduate general chemistry clicker classrooms,2013,Journal of Chemical Education,90,12,,1586,1589,,5.0,10.1021/ed400009n,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890478106&doi=10.1021%2fed400009n&partnerID=40&md5=f68f4cf13f0b0e2e1d8a4c523760e6a6,"Western Nebraska Community College, Scottsbluff, NE 69361, United States; University of Northern Colorado, Greeley, CO 80639, United States","Macarthur, J.R., Western Nebraska Community College, Scottsbluff, NE 69361, United States; Jones, L., University of Northern Colorado, Greeley, CO 80639, United States","Student interviews, focus groups, and classroom observations were used in an exploratory study of the nature of student interactions in a large (300+ students) general chemistry course taught with clickers. These data suggest that students are self-assembling their learning environment: choosing ways in which to interact with one another during the clicker question discussions. Some of these interaction types appear to be beneficial to student learning, while others appear to be less beneficial. Suggestions are made on how instructors of large-enrollment general chemistry courses might choose to encourage the more useful types of student interactions. © 2013 The American Chemical Society and Division of Chemical Education, Inc.",Chemical Education Research; Computer-Based Learning; First-Year Undergraduate/General; Student-Centered Learning,,,,,,,,,,,,"Macarthur, J., Jones, L., (2008) Chem. Educ. Res. Pract., 9, pp. 187-195; Emenike, M., Holme, T., (2012) J. Chem. Educ., 89, pp. 465-469; Macarthur, J., (2013) J. Chem. Educ., 90, pp. 273-275; Bruck, A., Towns, M., (2009) Chem. Educ. Res. Pract., 10, pp. 291-295; Niemeyer, E., Zewail-Foote, M., Unpublished work; King, D., Joshi, S., (2008) J. Sci. Educ. Technol., 17, pp. 544-552; Van Dijk, L.A., Van Den Berg, G.C., Van Keulen, H., (2001) Eur. J. Eng. Educ., 26, pp. 15-28; James, M., (2006) Am. J. Phys., 74, pp. 689-691; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., (1996) J. Comput. Higher Educ., 7, pp. 3-47; Nicol, D.J., Boyle, J.T., (2003) Stud. Higher Educ., 28, pp. 457-473; Trees, A.R., Jackson, M.H., (2007) Learn. Med. Techn., 32, pp. 21-40; Hoekstra, A., (2008) Learn. Med. Techn., 33, pp. 329-341; Zhang, L., Sternberg, R., (2007) The Nature of Intellectual Style, , Lawrence Erlbaum Associates: Mahwah, NJ; Witkins, H.A., Moore, C.A., Goodenough, D.R., Cox, P.W., (1977) Rev. Educ. Res., 47, pp. 1-64; Macarthur, J., Jones, L., Suits, J., (2011) J. Comput. Math. Sci. Teach., 30, pp. 251-270; Creswell, J., (2007) Qualitative Inquiry and Research Design, , Sage Publications, Inc. Thousand Oaks, CA; (2013), http://laprogram.colorado.edu/, University of Colorado, LA Program. (accessed Sep); Crouch, C., Mazur, E., (2001) Am. J. Phys., 69, pp. 970-977; Asirvatham, M., (2009) Clickers in Action; Increasing Student Participation in General Chemistry, , W.W. Norton and Company, Inc. New York","Macarthur, J.R.; Western Nebraska Community College, Scottsbluff, NE 69361, United States; email: macarth1@wncc.edu",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84890478106
"Messina G., Ceriale E., Lenzi D., Burgassi S., Azzolini E., Manzi P.",24778773900;55949510300;55949660800;35794323200;55837885300;55948236900;,Environmental contaminants in hospital settings and progress in disinfecting techniques,2013,BioMed Research International,2013,, 429780,,,,18.0,10.1155/2013/429780,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84889031815&doi=10.1155%2f2013%2f429780&partnerID=40&md5=0b13aabe2c2ed02f7502f7f00c42bee2,"Laboratory of Environmental Hygiene, University of Siena, Italy; Post Graduate School in Public Health, University of Siena, Italy; Teaching Hospital le Scotte, Hospital Direction, Siena, Italy","Messina, G., Laboratory of Environmental Hygiene, University of Siena, Italy; Ceriale, E., Post Graduate School in Public Health, University of Siena, Italy; Lenzi, D., Teaching Hospital le Scotte, Hospital Direction, Siena, Italy; Burgassi, S., Laboratory of Environmental Hygiene, University of Siena, Italy; Azzolini, E., Post Graduate School in Public Health, University of Siena, Italy; Manzi, P., Teaching Hospital le Scotte, Hospital Direction, Siena, Italy","Medical devices, such as stethoscopes, and other objects found in hospital, such as computer keyboards and telephone handsets, may be reservoirs of bacteria for healthcare-associated infections. In this cross-over study involving an Italian teaching hospital we evaluated microbial contamination (total bacterial count (TBC) at 36°C/22°C, Staphylococcus spp., moulds, Enterococcus spp., Pseudomonas spp., E. coli, total coliform bacteria, Acinetobacter spp., and Clostridium difficile) of these devices before and after cleaning and differences in contamination between hospital units and between stethoscopes and keyboards plus handsets. We analysed 37 telephone handsets, 27 computer keyboards, and 35 stethoscopes, comparing their contamination in four hospital units. Wilcoxon signed-rank and Mann-Whitney tests were used. Before cleaning, many samples were positive for Staphylococcus spp. and coliforms. After cleaning, CFUs decreased to zero in most comparisons. The first aid unit had the highest and intensive care the lowest contamination (P<0.01). Keyboards and handsets had higher TBC at 22°C (P=0.046) and mould contamination (P=0.002) than stethoscopes. Healthcare professionals should disinfect stethoscopes and other possible sources of bacterial healthcare-associated infections. The cleaning technique used was effective in reducing bacterial contamination. Units with high patient turnover, such as first aid, should practise stricter hygiene. © 2013 Gabriele Messina et al.",,"Acinetobacter; article; bacterial count; bacterium contamination; cleaning; Clostridium difficile; crossover procedure; disinfection; Enterococcus; environmental exposure; hospital; hospital infection; microbial contamination; nonhuman; Pseudomonas; Staphylococcus; stethoscope; bacterial count; bacterium; cross infection; devices; human; instrument sterilization; isolation and purification; microbiology; pathogenicity; Bacteria; Colony Count, Microbial; Cross Infection; Disinfection; Equipment and Supplies; Humans; Sterilization",,,,,,,,,,,"Horan, T.C., Andrus, M., Dudeck, M.A., CDC/NHSN surveillance definition of health care-associated infection and criteria for specific types of infections in the acute care setting (2008) American Journal of Infection Control, 36 (5), pp. 309-332. , DOI 10.1016/j.ajic.2008.03.002, PII S0196655308001673; Morales, E., Cots, F., Sala, M., Hospital costs of nosocomial multi-drug resistant Pseudomonas aeruginosa acquisition (2012) BMC Health Services Research, 12, p. 122. , 10.1186/1472-6963-12-122; Ogilvie, I., Khoury, H., Goetghebeur, M.M., El Khoury, A.C., Giaquinto, C., Burden of community-acquired and nosocomial rotavirus gastroenteritis in the pediatric population of Western Europe: A scoping review (2012) BMC Infectious Diseases, 12. , article 62, 2-s2.0-84858321959 10.1186/1471-2334-12-62; Roberts, R.R., Scott II, R.D., Cordell, R., Solomon, S.L., Steele, L., Kampe, L.M., Trick, W.E., Weinstein, R.A., The use of economic modeling to determine the hospital costs associated with nosocomial infections (2003) Clinical Infectious Diseases, 36 (11), pp. 1424-1432. , DOI 10.1086/375061; (2011) Report on the Burden of Endemic Health Care-Associated Infection Worldwide, pp. 1-34. , WHO; Klevens, R.M., Edwards, J.R., Richards Jr., C.L., Horan, T.C., Gaynes, R.P., Pollock, D.A., Cardo, D.M., Estimating health care-associated infections and deaths in U.S. Hospitals, 2002 (2007) Public Health Reports, 122 (2), pp. 160-166. , 2-s2.0-34047261095; (2012) Annual Epidemiological Report Reporting on 2010 Surveillance Data and Epidemic Intelligence Data, , ECDC; Manzi, P., Liberatore, S., Morgante, A., Asepsi e disinfezione nel controllo delle infezioni (2010) Progettare per la Sanità, (119), pp. 37-40; Alleyne, S.A., Hussain, A.M., Clokie, M., Jenkins, D.R., Stethoscopes: Potential vectors of Clostridium difficile (2009) Journal of Hospital Infection, 73 (2), pp. 187-189. , 2-s2.0-69749101002 10.1016/j.jhin.2009.05.014; Fenelon, L., Holcroft, L., Waters, N., Contamination of stethoscopes with MRSA and current disinfection practices (2009) Journal of Hospital Infection, 71 (4), pp. 376-378. , 2-s2.0-61349202791 10.1016/j.jhin.2008.11.009; Hartmann, B., Benson, M., Junger, A., Quinzio, L., Rohrig, R., Fengler, B., Farber, U.W., Hempelmann, G., Computer keyboard and mouse as a reservoir of pathogens in an intensive care unit (2004) Journal of Clinical Monitoring and Computing, 18 (1), pp. 7-12. , DOI 10.1023/B:JOCM.0000025279.27084.39; Messina, G., Burgassi, S., Russo, C., Ceriale, E., Mariani, L., Indagine sulla contaminazione microbica di stetoscopi, telefoni e tastiere di computer presso una casa di cura (2012) Mondo Sanitario, 19 (10), pp. 1-5; Messina, G., Ceriale, E., Burgassi, S., Impact of a disinfecting technique on microbial contamination of computer keyboards and telephone handsets (2013) Journal of Hospital Administration, 2 (4), pp. 1-6; Messina, G., Quercioli, C., Burgassi, S., Nistic, F., Lupoli, A., Nante, N., How many bacteria live on the keyboard of your computer? (2011) American Journal of Infection Control, 39 (7), pp. 616-618. , 2-s2.0-80052023808 10.1016/j.ajic.2010.12.023; Rutala, W.A., White, M.S., Gergen, M.F., Weber, D.J., Bacterial contamination of keyboards: Efficacy and functional impact of disinfectants (2006) Infection Control and Hospital Epidemiology, 27 (4), pp. 372-377. , DOI 10.1086/503340; Singh, A., Purohit, B., Mobile phones in hospital settings: A serious threat to infection (2012) Occupational Health & Safety, 81 (3), pp. 42-44. , 2-s2.0-84860247648; Youngster, I., Berkovitch, M., Heyman, E., Lazarovitch, Z., Goldman, M., The stethoscope as a vector of infectious diseases in the paediatric division (2008) Acta Paediatrica, International Journal of Paediatrics, 97 (9), pp. 1253-1255. , 2-s2.0-49349110816 10.1111/j.1651-2227.2008.00906.x; Zuliani Maluf, M.E., Maldonado, A.F., Bercial, M.E., Pedroso, S.A., Stethoscope: A friend or an enemy? (2002) Sao Paulo Medical Journal, 120 (1), pp. 13-15. , http://www.scielo.br/pdf/spmj/v120n1/7758.pdf; Kalenic, S., Budimir, A., Bosnjak, Z., Guidelines on hand hygiene in health care institutions (2011) Lijecnicki Vjesnik, 133 (5-6), pp. 155-170; Manzi, P., Contaminazione controllata (2009) Progettare per la Sanità, (113), pp. 38-44; (2010) Study of Disinfectant Efficacy by the Microbe Carrier Test under Simulated Conditions of Use, , CONFARMA; Peacock, J., Kerry, S., (2001) Presenting Medical Statistics from Proposal to Publication, , Oxford University Press; Mangi, R.J., Andriole, V.T., Contaminated stethoscopes: A potential source of nosocomial infections (1972) Yale Journal of Biology and Medicine, 45 (6), pp. 600-604. , 2-s2.0-0015441045; Sengupta, S., Sirkar, A., Shivananda, P.G., Stethoscopes and nosocomial infection (2000) Indian Journal of Pediatrics, 67 (3), pp. 197-199. , 2-s2.0-0034152783; Smith, M.A., Mathewson, J.J., Ulert, I.A., Scerpella, E.G., Ericsson, C.D., Contaminated stethoscopes revisited (1996) Archives of Internal Medicine, 156 (1), pp. 82-84. , DOI 10.1001/archinte.156.1.82; Jones, J.S., Hoerle, D., Riekse, R., Stethoscopes: A potential vector of infection? (1995) Annals of Emergency Medicine, 26 (3), pp. 296-299. , 2-s2.0-0029144725 10.1016/S0196-0644(95)70075-7; Lecat, P., Cropp, E., McCord, G., Haller, N.A., Ethanol-based cleanser versus isopropyl alcohol to decontaminate stethoscopes (2009) American Journal of Infection Control, 37 (3), pp. 241-243. , 2-s2.0-62849110616 10.1016/j.ajic.2008.08.006; Nunez, S., Moreno, A., Green, K., Villar, J., The stethoscope in the emergency department: A vector of infection? (2000) Epidemiology and Infection, 124 (2), pp. 233-237. , DOI 10.1017/S0950268800003563; Saloojee, H., Steenhoff, A., The health professional's role in preventing nosocomial infections (2001) Postgraduate Medical Journal, 77 (903), pp. 16-19. , DOI 10.1136/pmj.77.903.16; Silvestri, L., Petros, A.J., Sarginson, R.E., De La Cal, M.A., Murray, A.E., Van Saene, H.K.F., Handwashing in the intensive care unit: A big measure with modest effects (2005) Journal of Hospital Infection, 59 (3), pp. 172-179. , DOI 10.1016/j.jhin.2004.11.005, PII S0195670104004876; Yawson, A.E., Hesse, A.A., Hand hygiene practices and resources in a teaching hospital in Ghana (2013) The Journal of Infection in Developing Countries, 7 (4), pp. 338-347; Whittington, A.M., Whitlow, G., Hewson, D., Thomas, C., Brett, S.J., Bacterial contamination of stethoscopes on the intensive care unit (2009) Anaesthesia, 64 (6), pp. 620-624. , 2-s2.0-66349114085 10.1111/j.1365-2044.2009.05892.x","Messina, G.; Laboratory of Environmental Hygiene, University of SienaItaly; email: gabriele.messina@unisi.it",,,,,,,,23146133,,,24286078.0,English,BioMed Res. Int.,Article,Final,Open Access,Scopus,2-s2.0-84889031815
"Knight J.K., Wise S.B., Southard K.M.",7401751389;15049124700;55948332800;,Understanding clicker discussions: Student reasoning and the impact of instructional cues,2013,CBE Life Sciences Education,12,4,,645,654,,32.0,10.1187/cbe.13-05-0090,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84889036795&doi=10.1187%2fcbe.13-05-0090&partnerID=40&md5=ccb98c93b8bd4aacbe5d5a9cd24b710b,"Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309, United States; Department of Ecology and Evolutionary Biology, University of Colorado Boulder, Boulder, CO 80309, United States; Department of Molecular and Cellular Biology, University of Arizona, Tucson, AZ 85721, United States","Knight, J.K., Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309, United States; Wise, S.B., Department of Ecology and Evolutionary Biology, University of Colorado Boulder, Boulder, CO 80309, United States; Southard, K.M., Department of Molecular and Cellular Biology, University of Arizona, Tucson, AZ 85721, United States","Previous research has shown that undergraduate science students learn from peer discussions of in-class clicker questions. However, the features that characterize such discussions are largely unknown, as are the instructional factors that may lead students into productive discussions. To explore these questions, we recorded and transcribed 83 discussions among groups of students discussing 34 different clicker questions in an upper-level developmental biology class. Discussion transcripts were analyzed for features such as making claims, questioning, and explaining reasoning. In addition, transcripts were categorized by the quality of reasoning students used and for performance features, such as percent correct on initial vote, percent correct on revote, and normalized learning change. We found that the majority of student discussions included exchanges of reasoning that used evidence and that many such exchanges resulted in students achieving the correct answer. Students also had discussions in which ideas were exchanged, but the correct answer not achieved. Importantly, instructor prompts that asked students to use reasoning resulted in significantly more discussions containing reasoning connected to evidence than without such prompts. Overall, these results suggest that these upper-level biology students readily employ reasoning in their discussions and are positively influenced by instructor cues. © 2013 J. K. Knight et al.",,association; biology; education; female; human; male; psychology; student; Biology; Cues; Female; Humans; Male; Students,,,,,,,,,,,"Asterhan, C.S.C., Schwarz, B.B., Argumentation and explanation in conceptual change: Indications from protocol analyses of peer-topeer dialog (2009) Cogn Sci, 33, pp. 374-400; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Crowe, A., Dirks, C., Wenderoth, M.P., Biology in Bloom: Implementing Bloom's taxonomy to enhance student learning in biology (2008) CBE Life Sci Educ, 7, pp. 368-381; Driver, R., Newton, P., Osborne, J., Establishing the norms of scientific argumentation in classrooms (2000) Sci Educ, 84, pp. 287-312; Felder, R.M., Brent, R., Navigating the bumpy road to student centered instruction (1996) Coll Teach, 44, pp. 43-47; Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M.P., Prescribed active learning increases performance in introductory biology (2007) CBE Life Sci Educ, 6, pp. 132-139; Hake, R.R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics (1998) Am J Phys, 66, pp. 64-74; James, M.C., The effect of grading incentive on student discourse in Peer Instruction (2006) Am J Phys, 74, pp. 689-691; James, M.C., Willoughby, S., Listening to student conversations during clicker questions: What you have not heard might surprise you! (2011) Am J Phys, 79, pp. 123-131; Jiménez-Aleixandre, M.P., Bugallo Rodríguez, A., Duschl, R.A., ""Doing the lesson"" or ""doing science"": Argument in high school genetics (2000) Sci Educ, 84, pp. 757-792; Kitchen, E., Bell, J.D., Reeve, S., Sudweeks, R.R., Bradshaw, W., Teaching cell biology in the large-enrollment classroom: Methods to promote analytical thinking and assessment of their effectiveness (2003) CBE Life Sci Educ, 2, pp. 180-194; Kuhn, D., (1991) The Skills of Argument, , Cambridge, UK: Cambridge University Press; Kuhn, D., Udell, W., The development of argument skills (2003) Child Dev, 74, pp. 1245-1260; Lave, J., Wenger, E., (1991) Situated Learning: Legitimate Peripheral Participation, , Cambridge, UK: Cambridge University Press; Lemke, J.L., (1990) Talking Science Language, Learning, and Values, , Norwood, NJ: Ablex; Lemons, P.P., Lemons, J.D., Questions for assessing higher-order cognitive skills: It's not just Bloom's (2013) CBE Life Sci Educ, 12, pp. 47-58; Marx, J., Cummings, K., Normalized change (2007) Am J Phys, 75, pp. 87-91; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; McNeill, K.L., Lizotte, D.J., Krajcik, J., Marx, R.W., Supporting students' construction of scientific explanations by fading scaffolds in instructional materials (2006) J Learn Sci, 15, pp. 153-191; Michaels, S., O'Connor, C., Hall, M., Resnick, L., (2002) Accountable Talk: Classroom Conversation That Works, , Pittsburgh, PA: University of Pittsburgh; Nichol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Stud High Educ, 28, pp. 457-473; Osborne, J., Arguing to learn in science: The role of collaborative, critical discourse (2010) Science, 328, pp. 463-466; Osborne, J., Erduran, S., Simon, S., Enhancing the quality of argumentation in school science (2004) J Res Sci Teach, 41, pp. 994-1020; Perez, K.E., Strauss, E.A., Downey, N., Galbraith, A., Jeanne, R., Cooper, S., Does displaying the class results affect student discussion during peer instruction? (2010) CBE Life Sci Educ, 9, pp. 133-140; Sampson, V., Clark, D.B., Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions (2008) Sci Educ, 92, pp. 447-472; Schen, M., (2012) Assessment of Argumentation Skills Through Individual Written Instruments and Lab Reports In Introductory Biology, , Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, held 25-28 March 2012 in Indianapolis, IN; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE Life Sci Educ, 10, pp. 55-63; Toulmin, S.E., (1958) The Uses of Argument, , Cambridge, UK: Cambridge University Press; Turpen, C., Finkelstein, N.D., The construction of different classroom norms during peer instruction: Students perceive differences (2010) Phys Rev ST Phys Educ Res, 6, p. 020123; Udovic, D., Morris, D., Dickman, A., Postlethwait, J., Wetherwax, P., Workshop biology: Demonstrating the effectiveness of active learning in an introductory biology course (2002) BioScience, 52, pp. 272-281; Vygotsky, L.S., (1978) Mind In Society, , Cambridge, MA: Harvard University Press; Walker, J.D., Cotner, S.H., Baepler, P.M., Decker, M.D., A delicate balance: Integrating active learning into a large lecture course (2008) CBE Life Sci Educ, 7, pp. 361-367; Zohar, A., Nemet, F., Fostering students' knowledge and argumentation skills through dilemmas in human genetics (2002) J Res Sci Teach, 39, pp. 35-62","Knight, J. K.; Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309, United States; email: knight@colorado.edu",,,,,,,,19317913,,,24297291.0,English,CBE Life Sci. Educ.,Article,Final,,Scopus,2-s2.0-84889036795
"Stewart S., Stewart W.",10240048400;8728327200;,Taking clickers to the next level: a contingent teaching model:,2013,International Journal of Mathematical Education in Science and Technology,44,8,,1093,1106,,12.0,10.1080/0020739X.2013.770086,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84889634772&doi=10.1080%2f0020739X.2013.770086&partnerID=40&md5=70a2bc0640e52c060795fb68cd072ed5,"Department of Mathematics, University of Oklahoma, OK, United States; Department of Statistics, The University of Auckland, Auckland, New Zealand","Stewart, S., Department of Mathematics, University of Oklahoma, OK, United States; Stewart, W., Department of Statistics, The University of Auckland, Auckland, New Zealand","Over the past decade, many researchers have discussed the effectiveness of clickers and their potential to change the way we teach and interact with students. Although most of the literature revolves around elementary usage of clickers, the deeper questions of how to integrate this technology into teaching are largely unanswered. In this paper, we present an implementation of a teaching model in a third year undergraduate Bayesian statistics class. The model is based on Schoenfeld's interactive teaching routine and it is enhanced by Draper and Brown's contingent teaching and Beatty et al.'s Question Driven Instruction (QDI) and the use of clickers. It illustrates a teaching paradigm which is flexible, contingent to students' needs, makes use of the most up to date information from students' feedback via clickers and benefits from the teacher's decision making at appropriate moments. We will discuss the pedagogical implications of this model in teaching. © 2013 Taylor and Francis Group, LLC.",audience response systems; classroom response systems; clickers; contingent teaching; decision making; Question Driven Instruction (QDI),,,,,,,,,,,,"Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments, , San Francisco (CA),: Jossey-Bass; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Comput & Educ., 53, pp. 819-827; White, P., Syncox, D., Alters, B., Clicking for grades? Really? Investigating the use of clickers for awarding grade-points in post-secondary education (2011) Interact Learn Environ, 19 (5), pp. 551-561; Hinde, K., Hunt, A., Banks, D.A., Using the personal response system to enhance student learning: some evidence from teaching economics (2006) Audience response systems in higher education: Applications and cases, pp. 140-154. , Hershey, PA, Hershey, PA,: Information Science; Kennedy, G.E., Cutts, Q.I., The association between students' use of electronic voting systems and their learning outcomes (2005) J Comput Assist Learn, 21 (4), pp. 260-268; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teach Math Appl., 22 (4), pp. 163-169; Cline, K., Zullo, H., VonEpps, L., Classroom voting patterns in differential calculus (2012) PRIMUS, 22 (1), pp. 43-59; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comput Assist Learn, 20 (2), pp. 81-94; Banks, D.A., (2006) Audience response systems in higher education: Applications and cases, , Hershey, PA, Hershey, PA,: Information Science; Thomas, M.O.J., Chinnappan, M., Forgasz, H., Barkatsas, A., Bishop, A., Clarke, B., Keast, S., Willis, S., Teaching and learning with technology: realising the potential (2008) Research in mathematics education in Australasia 2004-2007, pp. 167-194. , Sydney, Sydney,: Sense; Schoenfeld, A.H., Brophy, J., A highly interactive discourse structure (2002) Social constructivist teaching: Its affordances and constraints, pp. 131-170. , New York, New York,: Elsevier; Stewart, S., Stewart, W.S., Hannah, J., Thomas, M., Sheryn, L., A decision making model of contingent teaching enabled through classroom response systems (2011) Proceedings of the 8th Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics, Rotorua, pp. 365-374. , New Zealand,: Delta; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Banks, D.A., Question driven instruction: teaching science (well) with an audience response system (2006) Audience response systems in higher education: Applications and cases, pp. 96-115. , Hershey, PA, Hershey, PA,: Information Science; Abrahamson, L., Banks, D.A., A brief history of networked classrooms: effects, cases, pedagogy and implications (2006) Audience response systems in higher education: Applications and cases, pp. 1-25. , Hershey, PA, Hershey, PA,: Information Science; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: one practitioners' application (2004) J Comput Assist Learn, 20 (2), pp. 95-102; Schoenfeld, A.H., (2011) How we think: A theory of goal-oriented decision making and its educational applications, , New York, New York,: Routledge; Stewart, S., Stewart, W.S., Wessels, D., Promoting contingent teaching and active learning in lectures with classroom response systems (2009) Proceedings of the 7th Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics, pp. 235-243. , Cape Town, South Africa, Cape Town,: Delta; Stansfield, W.D., Occam's Razor & the nature of scientific theories (2002) Am Biol Teach, 64 (2), pp. 107-109","Stewart, S.; Department of Mathematics, University of Oklahoma, OK, United States; email: sstewart@math.ou.edu",,,,,,,,0020739X,,,,English,Int. J. Math. Educ. Sci. Technol.,Article,Final,,Scopus,2-s2.0-84889634772
"Dunn P.K., Richardson A., Oprescu F., McDonald C.",7401710282;16741697900;22836127500;56447932100;,Mobile-phone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course,2013,International Journal of Mathematical Education in Science and Technology,44,8,,1160,1174,,28.0,10.1080/0020739X.2012.756548,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84889656410&doi=10.1080%2f0020739X.2012.756548&partnerID=40&md5=c15795985f69f03d0c990119815e05ba,"University of the Sunshine Coast, Sippy Downs, Australia; University of Canberra, ACT, Australia; Department of Mathematics and Computing, University of Southern Queensland, Toowoomba, Australia","Dunn, P.K., University of the Sunshine Coast, Sippy Downs, Australia; Richardson, A., University of Canberra, ACT, Australia; Oprescu, F., University of the Sunshine Coast, Sippy Downs, Australia; McDonald, C., Department of Mathematics and Computing, University of Southern Queensland, Toowoomba, Australia","Using a Classroom Response System (CRS) has been associated with positive educational outcomes, by fostering student engagement and by allowing immediate feedback to both students and instructors. This study examined a low-cost CRS (VotApedia) in a large first-year class, where students responded to questions using their mobile phones. This study explored whether the use of VotApedia retained the advantages of other CRS, overcame some of the challenges of other CRS, and whether new challenges were introduced by using VotApedia. These issues were studied within three themes: students' perceptions of using VotApedia; the impact of VotApedia on their engagement; and the impact of VotApedia on their learning. Data were collected from an online survey, focus groups and student feedback on teaching and course content. The results indicated that using VotApedia retains the pedagogical advantages of other CRS, while overcoming some of the challenges presented by using other CRS, without introducing any new challenges. © 2013 Taylor and Francis Group, LLC.",classroom response systems; clickers; CRS; engagement; statistics; teaching,,,,,,,"The authors acknowledge financial support from the USC’s Open Learning and Teaching Grants Scheme, and thank Dr Helen Fairweather and Dr Md Masud Hasan for assistance with the data collection. The contribution of the reviewers is also acknowledged.",,,,,"Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J., (2010) Student success in college: Creating conditions that matter, , San Franscisco (CA), San Franscisco (CA),: Jossey-Bass; Brown, S., Assessment for learning Learn. Teach. High. Educ, 1, pp. 81-89; Bruff, D., (2009) Teaching with classroom response systems, , San Fransisco (CA), San Fransisco (CA),: Jossey-Bass; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Comput. Edu, 53, pp. 819-827; Barnett, J., Implementation of personal response units in very large lecture classes: student perceptions (2006) Aust. J. Educ. Technol, 22, pp. 474-494; Kaleta, R., Joosten, T., Student reponses systems: a univeristy of Wisconsin system study of clickers (2007) EDUCAUSE Center for Appl. Res. Res. Bull, 2007, pp. 1-12; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE-Life Sci. Educ, 6, pp. 9-20; Lantz, M.E., The use of 'Clickers' in the classroom: teaching innovation or merely an amusing novelty? (2010) Comput. Hum. Behav, 26, pp. 556-561; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Center for Appl. Res. Res. Bull, 3, pp. 1-13; Berry, J., Technology support in nursing education: clickers in the classroom (2009) Nurs. Educ. Res, 30, pp. 295-298; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel III, G.L., Empowering or compelling reluctant participators using audience response systems (2007) Active Learn. High. Educ, 8, pp. 233-258; Williams, B., Lewis, B., Boyle, M., Brown, T., The impact of wireless keypads in an interprofessional education context with health science students (2011) Br. J. Educ. Technol, 42, pp. 337-350; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) J. Chem. Educ, 83, pp. 488-493; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J. Comput. Assist. Learn, 20, pp. 81-94; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: student processes of learning and involvement in large university-level courses using student response systems (2007) Learn. Media and Technol, 32, pp. 21-40; Beekes, W., The 'millionaire' method for encouraging participation (2006) Active Learn. High. Educ, 7, pp. 25-36; Hoekstra, A., Vibrant student voices: exploring effects of the use of clickers in large college courses (2008) Learn. Media and Technol, 33, pp. 329-341; Guthrie, R.W., Carlin, A., Waking the dead: using interactive technology to engage passive listeners in the classroom (2004) Proceedings of the Tenth Americas Conference on Information Systems; Wood, W.B., Clickers: a teaching gimmick that works (2004) Dev Cell, 7, pp. 796-798; Dunn, P.K., Richardson, A., McDonald, C., Oprescu, F., Instructor perceptions of using a mobile-phone-based free classroom response system in first-year statistics undergraduate courses (2012) Int. J. Math. Educ. Sci. Technol, 43, pp. 1041-1056; Chan, K.C., Snavely, J., Do clickers 'click' in the classroom? (2009) J. Fin. Educ, 35, pp. 25-40; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material (2008) CBE-Life Sci. Educ, 7, pp. 146-154; Koppel, N., Berenson, M., Ask the audience - using clickers to enhance introductory business statistics courses (2009) Inf. Syst. Educ. J, 7, pp. 3-18; Kyei-Blankson, L., Cheesman, E., Blankson, J., Gibson, I., The value added effect of using clickers in a graduate research methods and statistics course (2009) Proceedings of the Society for Information Technology and Teacher Education International Conference, pp. 1947-1952; Li, P., (2007) Creating and evaluating a new clicker methodology, , Columbus, Columbus,: Ohio State University, PhD thesis; Scornavacca, E., Huff, S., Marshall, S., Mobile phones in the classroom: if you can't beat them, join them (2009) Commun. ACM, 52, pp. 142-148; Jeremiah, R., (2011) Mobile telecommunications carriers in Australia, , Melbourne, Australia, Melbourne,: IBISWorld, Technical Report Industry Report J7122); Bland, J.M., Altman, D.G., Statistics notes: Cronbach's alpha (1997) Br. Med. J, 314, p. 572; (2011) R: A language and environment for statistical computing, , http://www.R-project.org/, R Development Core Team, Vienna, Vienna,: R Foundation for Statistical Computing, Available from; Holm, S., A simple sequentially rejective multiple test procedure (1979) Scand. J. Stat, 6, pp. 65-70; Earl, L., (2003) Assessment as learning: Using classroom assessment to maximise student learning, , Thousand Oaks, CA, Thousand Oaks, CA,: Corwin Press; Elliott, C., Using a personal response system in economics teaching (2003) Int. Rev. Econ. Educ, 1, pp. 80-86; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , San Franscisco (CA), San Franscisco (CA),: Addison-Wesley; Bligh, D.A., (2000) What's the use of lectures?, , San Franscisco (CA), San Franscisco (CA),: Jossey-Bass; Frederick, P.J., The lively lecture: 8 variations (1986) Coll. Teach, 34, pp. 43-50","Dunn, P. K.; University of the Sunshine Coast, Sippy Downs, Australia; email: pdunn2@usc.edu.au",,,,,,,,0020739X,,,,English,Int. J. Math. Educ. Sci. Technol.,Article,Final,,Scopus,2-s2.0-84889656410
"Krumsvik R.J., Ludvigsen K.",15062963800;55207053100;,Theoretical and methodological issues of formative e-assessment in plenary lectures,2013,International Journal of Pedagogies and Learning,8,2,,78,92,,1.0,10.5172/ijpl.2013.8.2.78,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892645521&doi=10.5172%2fijpl.2013.8.2.78&partnerID=40&md5=880a9bf068abcb782c699e34e4a59293,"University of Bergen, Bergen, Norway","Krumsvik, R.J., University of Bergen, Bergen, Norway; Ludvigsen, K., University of Bergen, Bergen, Norway","Based on criticism from both the evaluation of Norwegian pedagogy research, Evaluation of the Quality Reform and Norwegian student organizations, this article focuses on whether, and eventually how audience response systems (ARS) can be used to overcome some of the challenges lecturers have in large plenary lectures attached to formative assessment. The Bologna process, new standards for national curricula, increasing diversity among university students, more focus on formative assessment and the digital revolution have changed some of the underlying premises for teaching, learning and assessment in today's universities. International research in this area shows that new technology such as feedback clickers can, under well-planned pedagogical circumstances, have the potential to provide feedback and formative assessment. However, university teachers who wish to offer formative assessment, face a number of challenges in plenary lectures due to the high number of students attending, the time pressure in such lectures, the lack of interactivity, students' fear of speaking up and the limited resources for giving feedback. At the same time, students spend a lot of time during their years of studies attending such lectures and the need for and expectations of feedback and assessment are usually high. For instance, through the implementation of the Quality Reform in higher education in Norway, particular focus has been on the importance of 'frequent feedback'. Against this backdrop, new policy documents, research and experiences from the fi eld suggest that there is a need to study plenary lectures more in depth in light of the theoretical underpinnings of formative assessment, relevant research and methodological innovation. The aim of this article is to elaborate both the theoretical issues of formative assessment and formative e-assessment as possible frameworks for studying ARS in plenary lectures. At the same time, Design-Based Research (DBR) and Mixed Methods Research (MMR) as possible research designs, will be elaborated in light of how to design studies of such settings. The research question is: Can formative e-assessment, DBR and MMR function as a theoretical and methodological matrix for studying ARS in plenary lectures in higher education? © eContent Management Pty Ltd.",Feedback; Formative assessment; ICT; Moments of contingency; Quality reform,,,,,,,,,,,,"Anthis, K., Is it the clicker, or is it the question? Untangling the effects of student response system use (2011) Teaching of Psychology, 38 (3), pp. 189-193; Bernstein, B., (1996) Pedagogy, symbolic control and identity: Theory, research, critique, , London, England: Taylor and Francis; Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D., (2003) Assessment for learning. 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O'Shea (Eds.), New York, NY: Springer-Verlag; Dallaire, D.H., Effective use of personal response ""clicker"" systems in psychology courses (2011) Teaching of Psychology, 38 (3), pp. 199-204; Denzin, N.K., Triangulation 2.0 (2012) Journal of Mixed Methods Research, 6 (2), pp. 80-88; Design-based research: An emerging paradigm for educational inquiry (2003) Educational Researcher, 32 (1), pp. 5-8. , Design-Based Research Collective; Filer, D., Everyone's answering: Using technology to increase classroom participation (2010) Nursing Education Perspectives, 31 (4), pp. 247-250; Finger, G., Jamieson-Proctor, R., Assessment issues and new technologies: ePortfolio Possibilities (2009) Educational assessment in the 21st century, pp. 63-81. , In C. Wyatt-Smith & J. Cumming (Eds.), Berlin, Germany: Springer-Verlag; Fish, W.W., Lumadue, R., A technologicallybased approach to providing quality feedback to students: A paradigm shift for the 21st century (2010) Academic Leadership, 1 (8), pp. 5-11; Fortner-Wood, C., Armistead, L., Marchand, A., Morris, F.B., The effects of student response systems on student learning and attitudes in undergraduate psychology courses (2013) Teaching of Psychology, 40 (1), pp. 26-30; Hannafin, M.J., Land, S.M., Studentcentered learning environments (2000) Theoretical foundations of learning environments London, , In D. H. Jonassen & S. M. Land (Eds.), England: Lawrence Erlbaum Associates, Publishers; Hattie, J., (2009) Visible learning: A synthesis of over 800 meta-analyses related to achievement, , New York NY: Routledge; Hattie, J., (2012) Visible learning for teachers: Maximizing impact on learning, , London, England: Routledge; Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 77 (1), pp. 81-112; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341; Holmes, L.E., Smith, L.J., Student evaluations of faculty grading methods (2003) Journal of Education for Business, 78 (6), pp. 318-323; James, M.C., Willoughby, S., Listening to student conversations during clicker questions: What you have not heard might surprise you! (2011) American Journal of Physics, 79 (1), pp. 123-132; Johnson, R.B., Onwuegbuzie, A.J., Mixed methods research: A research paradigm whose time has come (2004) Educational Researcher, 33 (7), pp. 14-26; Johnson, R.B., Onwuegbuzie, A.J., Turner, L.A., Toward a defi nition of mixed methods research (2007) Journal of Mixed Methods Research, 2 (1), pp. 112-133; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australian Journal of Educational Technology, 25 (2), pp. 235-249; Kay, R.H., LeSage, A., Examining the benefi ts and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kluger, A.N., DeNisi, A., The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory (1996) Psychological Bulletin, 119 (2), pp. 254-284; Kress, G., Assessment in the perspective of a social semiotic theory of multimodal teaching and learning (2009) Educational assessment in the 21st century, pp. 19-41. , In C. Wyatt-Smith & J. Cumming (Eds.), Berlin, Germany: Springer-Verlag; Krueger, R.A., Casey, M.A., (1994) Focus groups: A practical guide for applied research, , Thousand Oaks, CA: Sage Publications; Krumsvik, R., Feedback clickers in plenary lectures - A new tool for formative assessment? In L (2012) Future proofing education: Transformative approaches to new technologies and student diversity in future oriented classrooms, pp. 191-216. , Rowan & P. Bigum (Eds.), London, England: Springer-Verlag; Krumsvik, R., Ludvigsen, K., Formative E-assessment in plenary lectures (2012) Nordic Journal of Digital Literacy, 1 (7), pp. 36-54; Kvale, S., Brinkmann, S., (2009) InterViews: Learning the craft of qualitative research interviewing, , Los Angeles, CA: Sage; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or merely an amusing novelty (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Leahy, S., Lyon, C., Thompson, M., Wiliam, D., Classroom assessment, minute by minute, day by day (2005) Educational Leadership, 63 (3), pp. 19-24; Maxwell, J.A., Using numbers in qualitative research (2010) Qualitative Inquiry, 16 (6), pp. 475-482; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Merriam, S., (1998) Qualitative research and case study applications in education, , San Francisco, CA: Jossey- Bass Publishers; (2001) Do your duty - Claim your rights. Quality reform in higher Education. White Paper 27 (2000-2001), , Ministry of Knowledge. Oslo, Norway: Statens Forvaltningsteneste; (2006) The national curriculum for elementary school, , Ministry of Knowledge. Oslo, Norway: Statens Forvaltningsteneste; ... og ingen sto igjen. Tidlig innsats for livslang lÆring (Stortingsmelding nr. 16, 2006-2007) (2006), Ministry of Knowledge. Oslo, Norway: Statens Forvaltningsteneste; (2008) Status report for the quality reform in higher education, , Ministry of Knowledge. White Paper 7 (2007-2008). Oslo, Norway: Staten Forvaltningsteneste; (2010) Kvalifi kasjonsrammeverket for høgere utdanning, , http://www.regjeringen.no/nb/dep/kd/tema/hoyere_utdanning/nasjonalt-kvalifikasjonsrammeverk.html?id=564809, Ministry of Knowledge. Oslo, Norway: Statens Forvaltningsteneste. Retrieved from; (2010) The general plan for teacher education, , Ministry of Knowledge. Oslo, Norway: Statens Forvaltningsteneste; Morales, L., Can the use of clickers or continuous assessment motivate critical thinking? A case study based on corporate fi nance students (2011) Higher Learning Research Communications, 1 (1), pp. 33-42; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Effi cacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Morse, J., Ruggieri, M., Whelan-Berry, K., Clicking our way to class discussion (2010) American Journal of Business Education, 3 (3), pp. 99-108; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education (2012) A BEME systematic review: BEME guide no. 21. 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Universities' contribution to the Bologna process. Spain. Retrieved from; (1997) Convention on the recognition of qualifi cations concerning higher education in the European region, , http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Lisbon_Recognition_Convention.htm, UNESCO. Lisbon, Portugal: Author. Retrieved from; Wartofsky, M.W., (1979) Models: Representation and the scientifi c understanding, , Dordrecht, Netherlands: D. Reidel; Wolsey, T.D., Effi cacy of instructor feedback on written work in an online program (2008) International Journal on E-Learning, 7 (2), pp. 311-329; Yorke, M., Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003) Higher Education, 45 (4), pp. 477-450","University of Bergen, Bergen, Norway",,,,,,,,18334105,,,,English,Int. J. Pedagog. Learn.,Article,Final,,Scopus,2-s2.0-84892645521
"Leung C.P., Klausner A.P., Habibi J.R., King A.B., Feldman A.S.",55979652900;23034866000;36466318300;35334416500;13408210100;,Audience response system: A new learning tool for urologic conferences,2013,Canadian Journal of Urology,20,6,,7042,7045,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84891439918&partnerID=40&md5=aa7f5cb489eb24fbc533674ecdc799c6,"Department of Surgery/Division of Urology, Virginia Commonwealth University School of Medicine, Richmond, VA, United States; Department of Urology, Massachusetts General Hospital, Boston, MS, United States","Leung, C.P., Department of Surgery/Division of Urology, Virginia Commonwealth University School of Medicine, Richmond, VA, United States; Klausner, A.P., Department of Surgery/Division of Urology, Virginia Commonwealth University School of Medicine, Richmond, VA, United States; Habibi, J.R., Department of Surgery/Division of Urology, Virginia Commonwealth University School of Medicine, Richmond, VA, United States; King, A.B., Department of Surgery/Division of Urology, Virginia Commonwealth University School of Medicine, Richmond, VA, United States; Feldman, A.S., Department of Urology, Massachusetts General Hospital, Boston, MS, United States","Introduction: Audience response systems (ARS) have not been used to gauge knowledge transfer and retention in the setting of large medical conferences. In this study, we explore the utility of an ARS as an educational tool in the setting of a large urology conference. Materials and methods: At the 2011 joint meeting of the Mid-Atlantic and New England sections of the American Urological Association, conference attendees were able to use a web-based and cell-phone accessed ARS. At the meeting, six ARS questions were asked during five point-counterpoint debate topics covering areas of prostate cancer, incontinence, pediatrics, stone disease, and renal cancer. Questions were presented by expert representatives from each of the sections; questions were structured as management options for predefined cases. At the beginning and end of each 15-minute session, attendees were asked to use the ARS to select the best management option. Results: In five out of the six questions (83%) more than 10% of responses were changed following the presentation of the point-counterpoint session and a > 25% change in response was noted in two out of the six questions (33%). A statistically significant change was noted for one question relating to management of urolithiasis in pregnancy (p = 0.037). Conclusions: This is the first study which demonstrates the potential utility of an ARS in a large urology conference. With further research it may be possible to use this technology to identify high-yield topics for medical education and improve outcomes during lecture-based educational activities. © The Canadian Journal of Urology™.",Audience research; Conferences; Medical education; Urology,"article; attitude to health; education; human; information processing; learning; medical education; medical society; methodology; organization; urology; Congresses as Topic; Data Collection; Education, Medical, Continuing; Health Knowledge, Attitudes, Practice; Humans; Learning; Societies, Medical; Urology",,,,,,,,,,,"Davis, D., O'Brien, M.A., Freemantle, N., Wolf, F.M., Mazmanian, P., Taylor-Vaisey, A., Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? (1999) JAMA, 282 (9), pp. 867-874; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23 (2), pp. 109-115; Forsetlund, L., Bjorndal, A., Rashidian, A., Continuing education meetings and workshops: effects on professional practice and health care outcomes Cochrane database of systematic reviews, 2009 (2), pp. CD003030; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2), pp. 1-7; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15 (3), pp. 383-389; Kung, J.W., Slanetz, P.J., Chen, P.H., Lee, K.S., Donohoe, K., Eisenberg, R.L., Resident and attending physician attitudes regarding an audience response system (2012) J Am Coll Radiol, 9 (11), pp. 828-831; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37 (1), pp. 12-14; Ramoska, E.A., Saks, M., Implementation of an audience response system improves residents' attitudes toward required weekly conference (2011) Med Teach, 33 (10), pp. 861-864; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am J Roentgenol, 190 (6), pp. 319-322; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: effect on learning in family medicine residents (2004) Fam Med, 36 (7), pp. 496-504; Mostyn, A., Meade, O., Lymn, J.S., Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students--a preliminary evaluation (2012) BMC Med Educ, 12 (113), pp. 1-8","Klausner, A.P.; Department of Surgery/Division of Urology, Virginia Commonwealth University School of Medicine, PO Box 980118, Richmond, VA 23298-0118, United States",,,,,,,,11959479,,,24331346.0,English,Can. J. Urol.,Article,Final,,Scopus,2-s2.0-84891439918
"Karaaslan O., Mahoney G.",55149709200;7006457795;,Effectiveness of responsive teaching with children with down syndrome,2013,Intellectual and Developmental Disabilities,51,6,,458,469,,10.0,10.1352/1934-9556-51.6.458,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893190660&doi=10.1352%2f1934-9556-51.6.458&partnerID=40&md5=69793862f6dff85775aefb252d51fdc6,"Marmara University, Ataturk Faculty of Education, Istanbul, Turkey; Case Western Reserve University, Cleveland, OH, United States","Karaaslan, O., Marmara University, Ataturk Faculty of Education, Istanbul, Turkey; Mahoney, G., Case Western Reserve University, Cleveland, OH, United States",A randomized control study was conducted to evaluate Responsive Teaching (RT) with a sample of 15 Turkish preschool-aged children with Down syndrome (DS) and their mothers over a six-month period of time. RT is an early intervention curriculum that attempts to promote children's development by encouraging parents to engage in highly responsive interactions with them. Subjects were randomly assigned to treatment conditions: the control group consisted of standard preschool classroom services; the RT group received bi-weekly RT parent-child sessions in addition to standard services. RT mothers made significantly greater increases in their Responsiveness and Affect as wellas decreases in Directiveness than control group mothers. There were also significant group differences in children's interactive engagement and development. Children in the RT group improved their developmental quotient scores by an average of 47% compared to 7% for children in the control group. Results are described in terms of the effects of parental responsive interaction on the developmental functioning of children with DS.,Developmental learning; Down syndrome; Early intervention; Parental responsiveness; Relationship-focused intervention; Responsive teaching,"child development; controlled study; Down syndrome; early childhood intervention; education of intellectually disabled; female; human; learning; male; mother; mother child relation; preschool child; procedures; psychology; randomized controlled trial; treatment outcome; Child Development; Child, Preschool; Down Syndrome; Early Intervention (Education); Education of Intellectually Disabled; Female; Humans; Learning; Male; Mother-Child Relations; Mothers; Treatment Outcome",,,,,,,,,,,"Affleck, G., McGrade, B.J., McQueeney, M., Allen, D., Relationship-focused early intervention in developmental disabilities (1982) Journal of Special Education, 16, pp. 413-430; Aldred, C., Green, G., Emsley, R., McConachie, H., Brief report: Mediation of treatment effect in a communication intervention for preschool children with autism (2012) Journal of Autism & Developmental Disorders, 42, pp. 447-454; Aldred, C., Green, J., Adams, C., A new social communication intervention for children with autism: Pilot randomized controlled treatment study suggesting effectiveness (2004) Journal of Child Psychology & Psychiatry, 40, pp. 1-11; Anlar, B., Yalaz, K., Denver II Gelişimsel Tarama Testi Türk Çocuklarina Uyarlamasi ve Standardizasyonu El Kitabi [Turkish Manual for Denver II] (1996), Ankara, Turkey: Meteksan; Beckwith, L., Rodning, C., Dyadic processes between mothers and preterm infants: Development at ages to 5 years (1996) Infant Mental Health Journal, 17, p. 322; Bornstein, M., Tamis-LeMonda, C.S., Maternal responsiveness and infant mental abilities: Specific predictive relations (1997) Infant Behavior & Development, 20, pp. 283-296; Brooks-Gunn, J., Lewis, M., Maternal responsiveness in interactions with handicapped infants (1984) Child Development, 55, pp. 782-793; Buckley, S., The power of behavioural approaches: We need a revival (2008) Down Syndrome Research & Practice, 12, pp. 103-104; Carter, A.S., Messinger, D.S., Stone, W.L., Celimli, S., Nahmias, A.S., Yoder, P., A randomized controlled trial of Hanen's 'More Than Words' in toddlers with early autism symptoms (2011) Journal of Child Psychology and Psychiatry, 52, pp. 741-752; Dale, P.S., The validity of a parent report measure of vocabulary and syntax at 24 months (1991) Journal of Speech & Hearing Research, 34, pp. 565-571; Drake, E.E., Humenick, S.S., Amankwaa, L., Younger, J., Roux, G., Predictors of maternal responsiveness (2007) Journal of Nursing Scholarship, 39 (2), pp. 119-125; Feeley, K.M., Jones, E.A., Blackburn, C., Bauer, S., Advancing imitation and requesting skills in toddlers with Down syndrome (2011) Research in Developmental Disabilities, 32, pp. 2415-2430; Fidler, D.J., Philofsky, A., Hepburn, S.L., Rogers, S.J., Nonverbal requesting and problem-solving by toddlers with Down syndrome (2005) American Journal on Mental Retardation, 110, pp. 312-322; Frankenburg, W.K., Camp, B.W., van Natta, P.A., Validity of the Denver Developmental Screening Test (1971) Child Development, 42, pp. 475-485; Frankenburg, W.K., Dobbs, J.B., (1990) Denver Developmental Screening Test II, , Denver: Denver Developmental Materials; Gilmore, L., Cuskelly, M., Jobling, A., Hayes, A., Maternal support for autonomy: Relationships with persistence for children with Down syndrome and typically developing children (2009) Research in Developmental Disabilities, 30, pp. 1023-1033; Greenspan, S.I., Wieder, S., (1998) The child with special needs: Encouraging intellectual and emotional growth, , Reading, MA: Addison-Wesley; Hodapp, R.M., Fidler, D.J., Special education and genetics: Connections for the 21st century (1999) Journal of Special Education, 33, pp. 130-137; Karaaslan, O., Diken, I., Mahoney, G., A randomized control study of Responsive Teaching with young Turkish Children and their mothers (2013) Topics in Early Childhood Special Education, p. 32; Kim, J.M., Mahoney, G., The effects of mother's style of interaction on children's engagement: Implications for using responsive interventions with parents (2004) Topics in Early Childhood Special Education, 24, pp. 31-38; Kishida, Y., Kemp, C., A measure of engagement for children with intellectual disabilities in early childhood settings: A preliminary study (2006) Journal of Intellectual & Developmental Disability, 31, pp. 101-114; Landry, S.H., Garner, P.W., Pirie, D., Swank, K.E., Effects of social-context and mothers requesting strategies on Downssyndrome children's social responsiveness (1994) Developmental Psychology, 30, pp. 293-302; Landry, S.H., Smith, K.E., Miller-Loncar, C.L., Swank, P.R., Predicting cognitivelinguistic and social growth curves from early maternal behaviors in children at varying degrees of biologic risk (1997) Developmental Psychology, 33, pp. 1040-1053; Landry, S.H., Smith, K.E., Swank, P.R., Assel, M.A., Vellet, S., Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary? (2001) Developmental Psychology, 37, pp. 387-403; MacDonald, J., The ECO model: Becoming partners with children (1989) From play to conversation, pp. 5-10. , San Antonio, TX: Special Press, Inc; Mahoney, G.J., Maternal communication style with mentally retarded children (1988) American Journal of Mental Retardation, 93, pp. 352-359; Mahoney, G., (1999) Maternal Behavior Rating Scale, , Tallmadge, OH: Family Child Learning Center; Mahoney, G.J., Finger, I., Powell, A., The relationship between maternal behavioral style to the developmental status of mentally retarded infants (1985) American Journal of Mental Deficiency, 90, pp. 296-302; Mahoney, G., Kim, J.M., Lin, C.S., The pivotal behavior model of developmental learning (2007) Infants and Young Children, 20, pp. 311-325; Mahoney, G., MacDonald, J., Autism and developmental delays in young children: The Responsive Teaching curriculum for parents and professionals (2007), Austin, TX: PRO-ED; Mahoney, G., Nam, S., The parenting model of developmental intervention (2011) International Review of Research on Mental Retardation, 41, pp. 73-125. , R. M. Hodapp (Ed.), New York: Academic Press; Mahoney, G., Perales, F., Using relationship-focused intervention to enhance the social emotional functioning of young children with autism spectrum disorders (2003) Topics in Early Childhood Special Education, 23, pp. 77-89; Mahoney, G., Perales, F., A comparison of the impact of relationship-focused intervention on young children with Pervasive Developmental Disorders and other disabilities (2005) Journal of Developmental and Behavioral Pediatrics, 26, pp. 77-85; Mahoney, G., Powell, A., Modifying parent-child interaction: Enhancing the development of handicapped children (1988) Journal of Special Education, 22, pp. 82-96; Mahoney, G., Robinson, C., Powell, A., Focusing on parent-child interaction: The bridge to developmentally appropriate practices (1992) Topics in Early Childhood Special Education, 12, pp. 105-120; Mahoney, G., Wheeden, C.A., Effects of teacher style on the engagement of preschool aged children with special learning needs (1998) Journal of Developmental and Learning Disorders, 2, pp. 293-315; Marfo, K., Correlates of maternal directiveness with children who are developmentally delayed (1992) American Journal of Orthopsychiatry, 62, pp. 36-65; McCollum, J.A., Hemmeter, M.L., Parent-child interaction intervention when children have disabilities (1997) The effectiveness of early intervention, pp. 549-576. , M. J. Guralnick (Ed.), Baltimore: Brookes; McWilliam, R.A., Bailey, D.B., Promoting engagement and mastery (1992) Teaching infants and preschoolers with disabilities, pp. 230-255. , D. B. Bailey & M. Wolery (Eds.), 2nd ed., New York: Merrill; The regulation on special education institutions (Özel eǧitim kurumlari yönetmeliǧi, 18 Mavis 2012 Tarihli Resmi Gazete) (2012), http://www.alomaliye.com/2012/milli-egitim-bakanligi-ozel-egitim.htm, MoNE; Mundy, P., Kasari, C., Sigman, M., Ruskin, E., Nonverbal communication and early language acquisition in children with Down syndrome and in typically developing children (1995) Journal of Speech & Hearing Research, 38, pp. 157-167; Öztop, D., Uslu, R., Behavioral, interactional and developmental symptomatology in toddlers of depressed mothers: A preliminary clinical study within the DC: 0-3 framework (2007) Turkish Journal of Pediatrics, 49, pp. 171-178; Özürlü Bireylere Uygulanacak Destek Eǧitim Programlari ve Eǧitim Giderlerinin Karşilanmasina Dair Yönetmelik (2012), http://www.ozida.gov.tr/yenimevzuat/4-20.htm, Prime Ministry Administration for Disabled People; Rondal, J.A., Lambert, J.L., Sohier, C., Elicited verbal and nonverbal imitation in Down's syndrome and other mentally retarded children: A replication and extension of Berry (1981) Language & Speech, 24, pp. 245-254; Roach, M.A., Barratt, M.S., Miller, J.F., Leavitt, L.A., The structure of motherchild play: Young children with Down syndrome and typically developing children (1998) Developmental Psychology, 34, pp. 77-87; Saudino, K.J., Dale, P.S., Oliver, B., Petrill, S.A., Richardson, V., Rutter, M., Plomin, R., The validity of parent-based assessment of the cognitive abilities of 2-year-olds (1998) British Journal of Developmental Psychology, 16, pp. 349-363; Savaşir, I., Sezgin, N., Erol, N., Construction of Ankara Developmental Screening Inventory and Its Environmental Correlates (1994) Pediatric Research, 36, pp. A66-A69; Savaşir, I., Sezgin, N., Erol, N., (2005) Ankara Developmental Screening Inventory [Ankara Gelişim Tarama Envanteri-AGTE], , (3rd ed.). Ankara: Turkish Psychology Association; Siller, M., Sigman, M., The behaviors of parents of children with autism predict the subsequent development of their children's communication (2002) Journal of Autism & Developmental Disorders, 32, pp. 77-89; Siller, M., Sigman, M., Modeling longitudinal change in the language abilities of children with autism: Parent behaviors and child characteristics as predictors of change (2008) Developmental Psychology, 44, pp. 1691-1704; Spiker, D., Boyce, G.C., Boyce, L.K., Parent-child interactions when young children have disabilities (2002) International Review of Research in Mental Retardation, 25, pp. 35-70; Stams, G., Juffer, F., van Ijzendoorn, M.H., Maternal sensitivity, infant attachment, and temperament in early childhood predict adjustment in middle childhood: The case of adopted children and their biologically unrelated parents (2002) Developmental Psychology, 38, pp. 806-821; Sussman, F., More than words: Helping parents promote communication and social skills in children with autism spectrum disorder (1999), Toronto: The Hanen Centre; Tamis-LeMonda, C.S., Bornstein, M.H., Baumwell, L., Maternal responsiveness and children's achievement of language milestones (2001) Child Development, 72, pp. 748-767; Trivette, C., Influence of caregiver responsiveness on the development of children with or at-risk for developmental disabilities (2003) Bridges, 1, pp. 1-13; (2012) UNICEF Turkey: Children with Disabilities, , http://www.unicef.org.tr/en/content/detail/60/children-withdisabilities-2.html, Unicef Turkey; van Londen, W.M., Juffer, F., van Ijzendoorn, M.H., Attachment, cognitive, and motor development in adopted children: Short-term outcomes after international adoption (2007) Journal of Pediatric Psychology, 32, pp. 1249-1258","Marmara University, Ataturk Faculty of Education, Istanbul, Turkey",,,,,,,,19349491,,,24447017.0,English,Intellect. Dev. Disabil.,Article,Final,,Scopus,2-s2.0-84893190660
"Madsen A., McKagan S.B., Sayre E.C.",55028338100;12645955000;35944188400;,"Gender gap on concept inventories in physics: What is consistent, what is inconsistent, and what factors influence the gap?",2013,Physical Review Special Topics - Physics Education Research,9,2, 020121,,,,61.0,10.1103/PhysRevSTPER.9.020121,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890541808&doi=10.1103%2fPhysRevSTPER.9.020121&partnerID=40&md5=90ebbd6ad5374648ac16ee4e95347f5a,"American Association of Physics Teachers, College Park, MD, United States; Kansas State University, Manhattan, KS, United States","Madsen, A., American Association of Physics Teachers, College Park, MD, United States; McKagan, S.B., American Association of Physics Teachers, College Park, MD, United States; Sayre, E.C., Kansas State University, Manhattan, KS, United States","We review the literature on the gender gap on concept inventories in physics. Across studies of the most commonly used mechanics concept inventories, the Force Concept Inventory and Force and Motion Conceptual Evaluation, men's average pretest scores are always higher than women's, and in most cases men's posttest scores are higher as well. The weighted average gender difference on these tests is 13% for pretest scores, 12% for posttest scores, and 6% for normalized gain. This difference is much smaller than the average difference in normalized gain between traditional lecture and interactive engagement (25%), but it is large enough that it could impact the results of studies comparing the effectiveness of different teaching methods. There is sometimes a gender gap on commonly used electricity and magnetism concept inventories, the Brief Electricity and Magnetism Assessment and Conceptual Survey of Electricity and Magnetism, but it is usually much smaller and sometimes is zero or favors women. The weighted average gender difference on these tests is 3.7% for pretest scores, 8.5% for posttest scores, and 6% for normalized gain. There are far fewer studies of the gender gap on electricity and magnetism concept inventories and much more variation in the existing studies. Based on our analysis of 26 published articles comparing the impact of 30 factors that could potentially influence the gender gap, no single factor is sufficient to explain the gap. Several high-profile studies that have claimed to account for or reduce the gender gap have failed to be replicated in subsequent studies, suggesting that isolated claims of explanations of the gender gap should be interpreted with caution. For example, claims that the gender gap could be eliminated through interactive engagement teaching methods or through a ""values affirmation writing exercise"" were not supported by subsequent studies. Suggestions that the gender gap might be reduced by changing the wording of ""male-oriented"" questions or refraining from asking demographic questions before administering the test are not supported by the evidence. Other factors, such as gender differences in background preparation, scores on different kinds of assessment, and splits between how students respond to test questions when answering for themselves or for a ""scientist"" do contribute to a difference between male and female responses, but the size of these differences is smaller than the size of the overall gender gap, suggesting that the gender gap is most likely due to the combination of many small factors rather than any one factor that can easily be modified.",,,,,,,,,,,,,"Adams, W.K., Wieman, C.E., Development and validation of instruments to measure learning of expertâ€like thinking (2011) Int. J. Sci. Educ., 33, p. 1289. , ISEDEB 0950-0693 10.1080/09500693.2010.512369; Engelhardt, P.V., (2009) Getting Started in per, 2. , in Reviews in PER Vol. edited by C. Henderson and K. A. Harper (American Association of Physics Teachers, College Park, MD; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, p. 64. , AJPIAS 0002-9505 10.1119/1.18809; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) Am. J. Phys., 69, p. 970. , AJPIAS 0002-9505 10.1119/1.1374249; Hestenes, D., Wells, M.M., Swackhamer, G., Force Concept Inventory (1992) Phys. Teach., 30, p. 141. , PHTEAH 0031-921X 10.1119/1.2343497; Thornton, R.K., Sokoloff, D.R., Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula (1998) Am. J. 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Res., 2, p. 010101. , PRSTCR 1554-9178 10.1103/PhysRevSTPER.2.010101; Shapiro, J.R., Williams, A.M., The role of stereotype threats in undermining girls' and women's performance and interest in STEM fields (2012) Sex Roles, 66, p. 175. , SROLDH 0360-0025 10.1007/s11199-011-0051-0; Steele, C.M., Aronson, J., Stereotype threat and the intellectual test performance of African Americans (1995) J. Pers. Soc. Psychol., 69, p. 797. , JPSPB2 0022-3514 10.1037/0022-3514.69.5.797; Danaher, K., Crandall, C.S., Stereotype threat in applied settings re-examined (2008) J. Appl. Soc. Psychol., 38, p. 1639. , JASPBX 0021-9029 10.1111/j.1559-1816.2008.00362.x; Aronson, J., Lustina, M.J., Good, C., Keough, K., Steele, C.M., Brown, J., When white men can't do math: Necessary and sufficient factors in stereotype threat (1999) J. Exp. Soc. 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Welch S.,41961647200;,Effectiveness of classroom response systems within an active learning environment,2013,Journal of Nursing Education,52,11,,653,656,,6.0,10.3928/01484834-20131014-01,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84887046103&doi=10.3928%2f01484834-20131014-01&partnerID=40&md5=393a5e460390792e5cc834a049391730,"School of Nursing, University of West Georgia, Carrollton, GA, United States","Welch, S., School of Nursing, University of West Georgia, Carrollton, GA, United States","In nursing education, the inclusion of pedagogical tools is necessary to transform Millennial classrooms. One such pedagogical tool currently offered is classroom response systems (CRS). The purpose of this study was to evaluate the effectiveness of CRS as a pedagogical tool in improving nursing students' examination performance within an active learning environment. A pretest-posttest design was used to determine whether there was a relationship between the use of CRS (independent variable) and nursing students' examination performance in a first-year Professional Practice course (dependent variable). Paired t tests revealed no greater improvement in posttest scores. Therefore, the use of CRS technology was not effective in increasing nursing students' examination scores in the Professional Practice course. Additional research is needed to provide adequate understanding of the effectiveness of CRS within the nursing education classroom. © SLACK Incorporated.",,"article; comprehension; education; human; interpersonal communication; methodology; nursing education; nursing student; psychological aspect; standard; thinking; Communication; Comprehension; Education, Nursing, Baccalaureate; Educational Measurement; Humans; Nursing Education Research; Students, Nursing; Thinking",,,,,,,,,,,"Beatty, I., Transforming student learning with classroom communication systems (2004) Educause, 3, pp. 1-13. , (February); Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nursing Education Perspectives, 30, pp. 295-298; Bitner, N., Bitner, J., Integrating technology into the classroom: Eight keys to success (2002) Journal of Technology and Teacher Education, 10, pp. 95-100; Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments., , San Francisco, CA: Jossey-Bass; DeBourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8, pp. 76-87; Efstathiou, N., Bailey, C., Promoting active learning using audience response system in large bioscience classes (2012) Nurse Education Today, 32, pp. 91-95; Filer, D., Everyone's answering: Using technology to increase classroom participation (2010) Nursing Education Perspectives, 31, pp. 247-250; Gagne, R.M., Driscoll, M., (1988) Essentials of learning for instruction, , (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall; Haladyna, T.M., (1997) Writing test items to evaluate higher order thinking., , Needham Heights, MA: Allyn and Bacon; Lee, S.J., Dapremont, J.A., Engaging nursing students through integration of the audience response system (2012) Nursing Education Perspectives, 33, pp. 55-57; McCurry, M.K., Revell, S.M.H., Evaluating the effectiveness of personal response system technology on millennial student learning (2011) Journal of Nursing Education, 50, pp. 471-475. , doi:10.3928/01484834-20110531-01; Meedzan, N., Fisher, K.L., Clickers in nursing education: An active learning tool in the classroom (2009) Online Journal of Nursing Informatics, 13 (2), p. 1; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32, pp. 113-116; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30, pp. 603-607; Polit, D.F., Beck, C.T., (2011) Nursing research: Generating and assessing evidence for nursing practice, , (9th ed.). Philadelphia, PA: Lippincott Williams &amp; Wilkins; Porter, A.G., Tousman, S., Evaluating the effect of interactive audience response systems on the perceived learning experience of nursing students (2010) Journal of Nursing Education, 49, pp. 523-527; Revell, S., McCurry, M., Engaging Millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms (2010) Journal of Nursing Education, 49, pp. 272-275; Russell, J.S., McWilliams, M., Chasen, L., Farley, J., Using clickers for clinical reasoning and problem solving (2011) Nurse Educator, 36, pp. 13-15; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45, pp. 469-473; Sternberger, C.S., Interactive learning environment: Engaging students using clickers (2012) Nursing Education Perspectives, 33, pp. 121-124; Vana, K., Silva, G., Muzyka, D., Hirani, L., Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students (2011) CIN: Computer, Informatics, Nursing, 29 (6 SUPPL.), pp. TC105-TC113; Zurmehly, J., Leadingham, C., Exploring student response systems in nursing education (2008) CIN: Computers, Informatics, Nursing, 26, pp. 265-270","Welch, S.; School of Nursing, University of West Georgia, 1601 Maple Street, Carrollton, GA 30118, United States; email: swelch@westga.edu",,,,,,,,01484834,,,24127175.0,English,J. Nurs. Educ.,Article,Final,,Scopus,2-s2.0-84887046103
"Jefferies A., Cubric M., Russell M.",7003338101;23984145600;15746675400;,Enhancing learning and teaching using electronic voting systems - The development of a framework for an institutional approach for their introduction,2013,Cutting-Edge Technologies in Higher Education,6,PARTE,,17,45,,2.0,10.1108/S2044-9968(2013)000006E004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84886845949&doi=10.1108%2fS2044-9968%282013%29000006E004&partnerID=40&md5=e425a0252085d50ee6de88d126840f88,,"Jefferies, A.; Cubric, M.; Russell, M.","This chapter examines the introduction of Electronic Voting Systems (EVS) at a UK university with the aim of promoting and supporting the student learning experience and moving from an 'ad hoc' and individual basis for the use of EVS at the local school level to offering support for using and developing their use on a wider institutional basis. Following discussion of the research into EVS adoption and use, the authors propose a framework to be used by those academics and managers in higher education institutions (HEI) who are interested in introducing specific technologies to support learning, such as the EVS. The framework incorporates a three-way focus on the development of a robust technology infrastructure, the provision of support and training for those using new technologies, placed within the context of sound change management principles and thus supported by the research into these areas. Previous studies in Europe, the United States and Canada into the use of EVS as, for example, in the REAP (Re-Engineering Assessment Practices) project (Nicol & Draper, 2009) have indicated that students are enthusiastic about their use in the lecture hall and seminar room and that the creative use of EVS by academics enhances their use to stimulate and support a number of classroom interactions. To date, however, there has been a lack of research studies on institutional deployment of EVS. This work is intended to outline the salient issues and start that conversation. Copyright © 2013 by Emerald Group Publishing Limited.",,,,,,,,,,,,,"Ajzen, I., The theory of planned behavior (1991) Organizational Behavior and Human Decision Processes, 50 (2), pp. 179-211; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE- Life Sciences Education, 6, pp. 1-8; Bricheno, P., Higgison, C., Weedon, E., The impact of networked learning on education institutions - INLEI Project (2004) Fourth Networked Learning Conference, , (October). 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Fishbein (Ed.). New York: Wiley; Geoghegan, W.H., What ever happened to instructional technology? (1994) 22nd Annual Conference of the International Business Schools Computing Association, , http://eprints.soton.ac.uk/260144, Paper presented at the. Baltimore, MD; (2005) Centres for Excellence, , http://www.hefce.ac.uk/whatwedo/It/enh/cetl/; Jefferies, A., Impact of StudyNet on student learning: Preliminary outcomes of a LTDF project (2004) Journal for the Enhancement of Learning and Teaching, 1 (1), pp. 40-41; Jefferies, A., Introducing and using electronic voting systems in a large scale project with undergraduate students: Reflecting on the challenges and successes (2011) Proceedings of 10th European Conference for E-Learning, pp. 319-325. , S. Greener & A. Rospigliosi (Eds.). Brighton, UK: API; Jefferies, A., Bullen, P., Hyde, R., (2009) Researching Learners' Journeys - STROLL: A JISC Funded Project (Student Reflections on Lifelong E-learning), , http://www.jisc.ac.uk/media/documents/programmes/elearningpedagogy/ strollanalysis.pdf; (2009) Effective Practice in A Digital Age: A Good Practice Guide in Designing for Learning, , JISC. Bristol, UK: JIS; (2011) JISC I-TEAM, , http://www.jisc.ac.uk/whatwedo/programmes/elearning/ assessmentandfeedback/iTeam.aspx; Kanter, R.M., Stein, B.A., Jick, T.D., (1992) The Challenge of Organizational Change, , New York, NY: Free Press; Koos, W., Beldhuis, H., Heutink, J., Reaction lecture - SMS to increase learner engagement in large scale lectures (2011) Proceedings of the 10th European Conference on E-Learning ECEL-2011, , S. Greener&ARospigliosi (Eds.). 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Beetham & R. Sharpe (Eds.). Abingdon: Routledge; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice-Hall; Moore, G.A., (1991) Crossing the Chasm, , New York, NY: Harper Business; Mulye, R., Westberg, K., Mobile phone clickers in the classroom: Experiences from a large introductory marketing class (2009) The World University's Forum, 2 (5), pp. 109-121; Nicol, D., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A compariosn of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Nicol, D., Draper, S., A blueprint for transformational organisational change in higher education: REAP as a case study (2009) Transforming Higher Education Through Technology-enhanced Learning, pp. 191-207. , T. Mayes, D. Morrison, H. Mellar, P. Bullen & M. Oliver (Eds.). York, UK: The Higher Education Academy; Oliver, M., New pedagogies for e-learning? 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New York, NY: Free Press; Russell, M.B., Preliminary explorations into just-in-time teaching (2006) Journal for the Enhancement of Teaching and Learning, 3 (2), pp. 29-37; Shneiderman, B., Alavi, M., Norman, K., Borkowski, E., Windows of opportunity in electronic classrooms (1995) Communications of the ACM, 38 (11), pp. 19-24; Simpson, V., Oliver, M., Electronic voting sytems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Thornton, H.A., (2009) Undergraduate Physiotherapy Students' Choice and Use of Technology in Undertaking Collaborative Tasks, , Open University, UK, Milton Keynes; Thornton, M., Jefferies, A., Alltree, J., Jones, I., Leinonen, E., Changing pedagogy: Does the introduction of networked learning have an impact on teaching? (2004) Proceedings of 4th International Conference on Networked Learning, Lancaster, 2004, , http://www.networkedlearningconference.org.uk/past/nlc2004/proceedings/ contents.htm; Twetten, J., Smith, M.K., Julius, J., Murphy-Boyer, L., Successful clicker standardization, good ideas (2007) EDUCAUSE Quarterly, 30 (4), pp. 63-67; (2012) Electronic Voting Handsets, , http://www.surrey.ac.uk/library/resources/borrowing/evh/; Venkatesh, V., Morris, M.G., Davis, G.B., Davis, F.B., User acceptance of information technology: Toward a unified view (2003) MIS Quarterly, 27 (3), pp. 425-478; White, D., Le Cornu, A., Visitors and residents: A new typology for online engagement (2011) First Monday [Online], 16 (9). , http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/ 3171/3049, September 5; Willis, J., (2009) Using EVS in the School of Life Sciences, , University of Hertfordshire Internal Report. Hatfield, UK; Wilson, B., Ryder, M., McCahan, J., Sherry, L., Cultural assimilation of the Internet: A case study (1996) Proceedings of Selected Research and Development Presentations, , M. Simonson (Ed.). Washington, DC: Association for Educational Communications and Technology",,Wankel C.Blessinger P.,,,,,,,20449968,9781781905111,,,English,Cutting-Edge Technol. High. Educ.,Article,Final,,Scopus,2-s2.0-84886845949
"Schell J., Lukoff B., Mazur E.",55911351300;23474229000;7005375930;,Catalyzing learner engagement using cutting-edge classroom response systems in higher education,2013,Cutting-Edge Technologies in Higher Education,6,PARTE,,233,261,,26.0,10.1108/S2044-9968(2013)000006E011,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84886806685&doi=10.1108%2fS2044-9968%282013%29000006E011&partnerID=40&md5=b708d715d8a667e836da521167bc0dc7,,"Schell, J.; Lukoff, B.; Mazur, E.","In this chapter, we introduce a new technology for facilitating and measuring learner engagement. The system creates a learning experience for students based on frequent feedback, which is critical to learning. We open by problematizing traditional approaches to learner engagement that do not maximize the potential of feedback and offer a research-based solution in a new classroom response system (CRS) two of the authors developed at Harvard University - Learning Catalytics. The chapter includes an overview of cognitive science principles linked to student learning and how those principles are tied to Learning Catalytics. We then provide an overview of the limitations of existing CRSs and describe how Learning Catalytics addresses those limitations. Finally, we describe how we used Learning Catalytics to facilitate and measure learner engagement in novel ways, through a pilot implementation in an undergraduate physics classroom at Harvard University. This pilot was guided by two questions: How can we use Learning Catalytics to help students engage with subject matter in ways that will help them learn? And how can we measure student engagement in new ways using the analytics built into the system? The objective of this chapter is to introduce Learning Catalytics as a new instructional tool and respond to these questions. Copyright © 2013 by Emerald Group Publishing Limited.",,,,,,,,,,,,,"Ambrose, S., Bridges, M.W., Dipietro, M., Lovett, M.C., Norman, M.K., Mayer, R.E., (2010) How Learning Works: Seven Research-based Principles for Smart Teaching, , San Francisco, CA: Jossey-Bass; Bjork, E.L., Bjork, R., Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning (2011) Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, pp. 56-64. , M. A. Gernsbacher, R. W. Pew, L. M. Hough & J. R. Pomerantz (Eds.). New York, NY: Worth Publishers; Bonwell, C.C., Elison, J.A., Active learning: Creating excitement in the classroom (1991) ERIC Digests, , http://www.oid.ucla.edu/about/units/tatp/old/lounge/pedagogy/downloads/ active-learning-eric.pdf; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How People Learn: Brain, Mind, Experience, and School (Expanded Edition), , Washington, DC: National Academy Press; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Enviornments, , San Francisco, CA: Jossey-Bass; Bruner, J.S., (1974) Toward A Theory of Instruction, , Cambridge, MA: Harvard University Press; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977. , doi: 10.1119/1.1374249; Duchastel, P.C., Retention of prose following testing with different types of test (1981) Contemporary Educational Psychology, 6, pp. 217-226; Epstein, M.L., Lazarus, A., Calvano, T., Matthews, K., Hendel, R., Epstein, B.B., Brosvic, G.M., Immediate feedback assessment technique promotes learning and corrects inaccurate first responses (2002) Psychological Record, 52 (2), pp. 187-201; Flavell, J.H., Metacognition and cognitive monitoring (1979) American Psychologist, 34 (10), pp. 906-911; Glover, J.A., The ""testing"" phenomenon: Not gone but nearly forgotten (1989) Journal of Educational Psychology, 81, pp. 392-399; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Haladyna, T.M., (2004) Developing and Validating Multiple-choice Test Items, , Mahwah, NJ: Lawrence Erlbaum; Halpern, D.F., Hakel, M.D., Applying the science of learning ot the university and beyond: Teaching for long-term retention and transfer (2003) Change, 35 (4), pp. 36-41; Henderson, C., Dancy, M., The impact of physics education research on the teaching of introductory quantitative physics in the United States (2009) Physical Review: Special Topics, Physics Education Research, 5, pp. 0201071-0201079; Heron, P., Shaffer, P.S., McDermott, L.C., Identifying and Addressing Student Conceptual Difficulties: An Example from Introductory Physics, , http://www7.nationalacademies.org/bose/Heron_CommissionedPaper.pdf, (n.d.). Washington, DC: National Academy Press; Kang, S.H., McDermott, K.B., Roediger, H.L., Test format and corrective feedback modulate the effect of testing on memory retention (2007) European Journal of Cognitive Psychology, 19, pp. 528-558; Kruger, J., Dunning, D., Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments (1999) Journal of Personality and Social Psychology, 77, pp. 1121-1134. , doi: 10.1037/0022-3514.77.6.1121; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) Physics Teacher, 46, pp. 242-244; Lasry, N., Charles, E., Whittaker, C., Lautman, M., When talking is better than staying quiet (2009) AIP Conference Proceedings, 1179, pp. 181-184; Martinez, M.E., Cognition and the question of test item format (1999) Educational Psychologist, 34 (4), pp. 207-218; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Mazur, E., Farewell, lecture? (2009) Science, 323 (5910), pp. 50-51; McDaniel, M.A., Derbish, J.L., Morrisette, N., Testing the testing effect in the classroom (2007) European Journal of Cognitive Psychology, 19, pp. 494-513; Miller, M., What college teachers should know about memory: A perspective from cognitive psychology (2011) College Teaching, 59 (3), pp. 117-122; Palinscar, A., Brown, A.L., Reciprocal teaching of comprehension-fostering and comprehension- monitoring activities (1984) Cognition and Instruction, 1, pp. 117-175; Piaget, J., (1985) The Equilibration of Cognitive Structures: The Central Problem of Intellectual Development, , Chicago, IL: University of Chicago Press; Piaget, J., Green, D.R., Ford, M.P., Flamer, G.B., The theory of stages in cognitive development (1971) Measurement and Piaget, pp. 1-11. , D. R. Green, M. P. Ford & G. B. Flamer (Eds.). New York, NY: McGraw-Hill; Posner, G.J., Strike, K.A., Hewson, P.W., Gertzog, W.A., Accommodation of a scientific conception: Toward a theory of conceptual change (1982) Science Education, 66 (2), pp. 211-227; Rieber, R.W., (1998) The Collected Works of L. S. Vygotsky: (Vol. 5. Child Psychology), , New York, NY: Plenum; Schoenfeld, A.H., What's all the fuss about metacognition (1987) Cognitive Science and Mathematics Education, pp. 189-215. , A. H. Schoenfeld (Ed.). Hillsdale, NJ: Lawrence Erlbaum; Schoenfeld, A.H., (2010) How We Think: A Theory of Goal-oriented Decision Making and Its Educational Applications. Studies in Mathematical Thinking and Learning Series, , New York, NY: Routledge; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124. , doi: 10.1126/science.1165919; Wind on Oahu, , http://www.classzone.com/books/earth_science/terc/content/investigations/ es1806/es1806page01.cfm, TERC. (n.d.). McDougal Littell; Watkins, J.E., (2010) Examining Issues of Underrepresented Minority Students in Introductory Physics, , (May). Cambridge, MA: Harvard University; Wiggins, G.P., McTighe, J., (2005) Understanding by Design, , Alexandria, VA: ASCD; Zull, J., Key aspects of how the brain learns (2006) New Directors for Adult and Continuing Education, 110, pp. 3-9",,Wankel C.Blessinger P.,,,,,,,20449968,9781781905111,,,English,Cutting-Edge Technol. High. Educ.,Article,Final,,Scopus,2-s2.0-84886806685
"Friedline T., Mann A.R., Lieberman A.",35388288300;55808259400;35889779600;,Teaching note-ask the audience: Using student response systems in social work education,2013,Journal of Social Work Education,49,4,,782,792,,5.0,10.1080/10437797.2013.812913,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84882350597&doi=10.1080%2f10437797.2013.812913&partnerID=40&md5=46ae29b122ae8254c5c67fc8a1dbe5aa,"University of Kansas, School of Social Welfare, 307 Twente Hall, 1545 Lilac Lane, Lawrence, KS 66044, United States; University of Pittsburgh, United States","Friedline, T., University of Kansas, School of Social Welfare, 307 Twente Hall, 1545 Lilac Lane, Lawrence, KS 66044, United States; Mann, A.R., University of Pittsburgh, United States; Lieberman, A., University of Kansas, School of Social Welfare, 307 Twente Hall, 1545 Lilac Lane, Lawrence, KS 66044, United States","Social work educators are uniquely tasked with balancing content while helping students evaluate personal biases and develop ethical conduct necessary for social work professionalism. Social work education may benefit from technology like Student Response Systems (SRS) that allow educators to pose questions on sensitive topics in real time while simultaneously eliciting students' anonymous responses and leading discussion. This article reviews literature on SRS, also known as ""clickers,"" and presents findings from a survey regarding the use of SRS in a BSW-level social policy class. A model is presented to guide educators in their decisions to incorporate SRS into the classroom, and implications for social work education are discussed. © 2013 Council on Social Work Education.",,,,,,,,,,,,,"Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) Life Sciences Education, 6, pp. 1-20; Clark, D., Bloom's Taxonomy of Learning Domains: The Three Types of Learning, , http://www.nwlink.com/~Donclark/hrd/bloom.html, 2009 May 26; Dinitto, D.M., (2011) Social Welfare: Politics and Public Policy, , 7th, Boston, MA: Allyn & Bacon; Hayes, A.F., Glynn, C.J., Shanahan, J., Willingness to self-censor: A construct and measurement tool for public opinion research (2005) International Journal of Public Opinion, 17 (3), pp. 298-323; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341; Holley, L.C., Steiner, S., Safe space: Student perspectives on classroom environment (2005) Journal of Social Work Education, 41, pp. 49-64; Hyde, C.A., Does gender matter? Male and female participation in social work classrooms (2003) Affilia, 18, pp. 192-209; Hyde, C.A., Ruth, B.J., Multicultural content and class participation: Do students self-censor? (2002) Journal of Social Work Education, 38, pp. 241-256; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans Jr., E., Geddes, B., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research & Development, 56, pp. 125-145; Quinn, A., An exploratory study of opinions on clickers and class participation from students of human behavior in the social environment (2010) Journal of Human Behavior in the Social Environment, 20, pp. 721-731","Friedline, T.; University of Kansas, School of Social Welfare, 307 Twente Hall, 1545 Lilac Lane, Lawrence, KS 66044, United States; email: tfriedline@ku.edu",,,,,,,,10437797,,,,English,J. Soc. Work Educ.,Article,Final,,Scopus,2-s2.0-84882350597
"Satheesh K.M., Saylor-Boles C.D., Rapley J.W., Liu Y., Gadbury-Amyot C.C.",8708330900;55906665700;7003834066;57206818991;6601995220;,Student evaluation of clickers in a combined dental and dental hygiene periodontology course,2013,Journal of Dental Education,77,10,,1321,1329,,12.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84886661823&partnerID=40&md5=3d2502f3d86d867b3d7caa10f8757bff,"Department of Periodontology, School of Dentistry, University of Missouri-Kansas City, 650 E. 25th Street, Kansas City, MO 64018, United States; School of Dentistry, University of Missouri-Kansas City, United States; Instructional Technology and Faculty Development, School of Dentistry, University of Missouri-Kansas City, United States","Satheesh, K.M., Department of Periodontology, School of Dentistry, University of Missouri-Kansas City, 650 E. 25th Street, Kansas City, MO 64018, United States; Saylor-Boles, C.D., Department of Periodontology, School of Dentistry, University of Missouri-Kansas City, 650 E. 25th Street, Kansas City, MO 64018, United States; Rapley, J.W., Department of Periodontology, School of Dentistry, University of Missouri-Kansas City, 650 E. 25th Street, Kansas City, MO 64018, United States; Liu, Y., School of Dentistry, University of Missouri-Kansas City, United States; Gadbury-Amyot, C.C., Instructional Technology and Faculty Development, School of Dentistry, University of Missouri-Kansas City, United States","The purpose of this report is to describe the general use of clickers as an active learning tool and how they were used in teaching a combined periodontology course for second-year dental and junior dental hygiene students. A survey was used to capture student perceptions following completion of the course. Specific domains were active learning, improved performance, and expectations. The survey response rate was 94.5 percent (121/128). Descriptive analyses showed that, in the domain of active learning, 102 (84.3 percent) agreed/strongly agreed that the use of clickers made the lectures more interactive; sixty-six (54.5 percent) agreed/strongly agreed that the clickers made them focus; and ninety-two (76 percent) agreed/strongly agreed that the clickers encouraged active participation. In the domain regarding improved performance, sixty-three (52 percent) agreed/ strongly agreed that the review sessions utilizing clickers helped them prepare for tests. In the domain of expectations, ninetythree (76.9 percent) had a better idea of what to expect on the examination due to the use of clickers, and seventy-three (60.3 percent) thought that the clickers should be used in future semesters for this class. In addition, faculty members appreciated the greater participation afforded through the use of clickers to obtain a better understanding of the students' grasp of course content. Learning theory suggests that students must actively engage in the learning process in order for meaningful learning in the form of critical thinking and problem-solving to take place. In this study, students confirmed that the use of clicker technology encouraged their active participation in a periodontology course.",Audience response system; Dental education; Dental hygiene students; Dental students; Educational methodologies; Student learning,"article; attention; audience response system; dental assistant; dental education; dental hygiene students; dental student; dental students; education; educational methodologies; educational technology; equipment; evaluation study; human; information processing; methodology; periodontics; pilot study; problem based learning; program evaluation; student learning; United States; devices; education; educational technology; periodontics; procedures; audience response system; dental education; dental hygiene students; dental students; educational methodologies; student learning; Attention; Data Collection; Dental Hygienists; Educational Measurement; Educational Technology; Humans; Missouri; Periodontics; Pilot Projects; Problem-Based Learning; Program Evaluation; Students, Dental; Attention; Data Collection; Dental Hygienists; Educational Measurement; Educational Technology; Humans; Missouri; Periodontics; Pilot Projects; Problem-Based Learning; Program Evaluation; Students, Dental",,,,,,,,,,,"Haden, N.K., Andrieu, S.C., Chadwick, G., Chmar, J.E., Cole, J.R., George, M.C., The dental education environment (2006) J Dent Educ, 70 (12), pp. 1265-1270; Micheal, J., Where's the evidence that active learning works? (2006) Adv Physiol Educ, 30, pp. 159-167; Guthrie, R.W., Carlin, A., Waking the dead: Using interactive technology to engage passive listeners in the classroom (2004) Tenth Americas Conference on Information Systems, New York; Chickering, A., Gamson, Z., Seven principles for good practice in undergraduate education (1987) AAHE Bull, 39, pp. 3-7; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Q, 2, pp. 71-74; Thomas, C.M., Monturo, C., Conroy, K., Experiences of faculty and students using an audience response system in the classroom (2011) Comput Inform Nurs, 29 (7), pp. 396-400; Caldwell, J.E., Clickers in the large classroom: Current research and best practice tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience-paced feedback (1998) Am J Phys, 66 (5), pp. 439-441; D'inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teach Math Appl, 22 (4), pp. 163-169; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) Annual Meeting, American Educational Research Association, San Diego, CA; Roschelle, J., Penuel, W.R., Abrahamson, L., The networked classroom (2004) Educ Leadership, 61 (5), pp. 50-54; Simpson, V., Oliver, M., Electonic voting system for lectures then and now: A comparison of research and practice (2007) Australas J Educ Tech, 23 (2), pp. 187-208; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: A randomized trial (2007) BMC Med Educ, 7 (25); Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2), pp. 1-7; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Adv Phys Educ, 33 (1), pp. 60-71; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemp Educ Psychol, 34, pp. 51-57; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69 (3), pp. 378-381; Holmes, R.G., Blalock, J.S., Parker, M.H., Haywood, V.B., Student accuracy and evaluation of a computer-based audience response system (2006) J Dent Educ, 70 (12), pp. 1355-1361; Elashvili, A., Denehey, G.D., Dawson, D.V., Cunningham, M.A., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72 (11), pp. 1296-1303; Barbour, M.E., Electronic voting in dental materials education: The impact on students' attitudes and exam performance (2008) J Dent Educ, 72 (9), pp. 1042-1047; Pileggi, R., O'neill, P.N., Team-based learning using an audience response system: An innovative method of teaching diagnosis to undergraduate dental students (2008) J Dent Educ, 72 (10), pp. 1182-1188; Cutts, Q., Kennedy, G., Mitchell, C., Draper, S., Maximizing dialogue in lectures using response systems (2004) 7th IASTED International Conference on Computer and Advanced Technology in Education, Hawaii; Hinde, K., Hunt, A., Using the personal response system to enhance student learning: Some evidence from teaching economics (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks DA, ed. Hershey, PA: Information Science Publishing; McCabe, M., Live assessments by questioning in an interactive classroom (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 276-288. , Banks DA, ed. Hershey, PA: Information Science Publishing; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2009) Int J Schol Teach Learn, 3 (2), pp. 1-11; Murphy, T., Success and failure of audience response systems in the classroom (2008) 36th Association for Computing Machinery SIGUCCS Conference on User Services, Portland, Oregon; Collins, J., Audience response systems (ARS): Technology to engage learners (2008) J Am Coll Radiol, 5 (9), pp. 993-1000; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvements in large university-level courses using student response systems (2007) Learn Media Tech, 32 (1), pp. 21-40; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) Phys Teach, 39, pp. 8-11; Wit, E., Who wants to be . . .: The use of personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 14-20; Cronbach, L.J., Coefficient alpha and the internal structure of tests (1951) Psychometrika, 16 (3), pp. 297-334; Roberts, T.G., The development of an instrument to evaluate distance education courses using student attitudes (2005) Am J Dist Educ, 19 (1), pp. 51-64; Nunnally, J.C., (1978) Psychometric Theory, , 2nd ed. New York: McGraw-Hill; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Heward, W.L., Gardner III, R., Cavanaugh, R.A., Courson, F.H., Grossi, T.A., Barbetta, P.M., Everyone participates in this class: Using response cards to increase active student response (1996) Teach Excep Children, 28 (2), pp. 4-10; Dominick, J., Bishop, A., Instructor mobile audience response system (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks DA, ed. Hershey, PA: Information Science Publishing; Jones, M., Marsden, G., Gruijters, D., Using mobile phones and PDAs in ad hoc audience response systems (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks DA, ed. Hershey, PA: Information Science Publishing","Satheesh, K.M.; Department of Periodontology, School of Dentistry, University of Missouri-Kansas City, 650 E. 25th Street, Kansas City, MO 64018, United States; email: Satheeshk@umkc.edu",,,,,,,,00220337,,,24098036.0,English,J. Dent. Educ.,Article,Final,,Scopus,2-s2.0-84886661823
"Velasco M., Çavdar G.",37032229900;14824664900;,Teaching large classes with clickers: Results from a teaching experiment in comparative politics,2013,PS - Political Science and Politics,46,4,,823,829,,11.0,10.1017/S1049096513001121,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893089594&doi=10.1017%2fS1049096513001121&partnerID=40&md5=8c2fe81097ec9dadb171178235df1c0c,"Colorado State University, United States","Velasco, M., Colorado State University, United States; Çavdar, G., Colorado State University, United States","Instant-response technologies, or clickers, are student response devices that help address some of the challenges involved in teaching large classes, namely student motivation and engagement with the material. This article evaluates a diverse set of teaching and learning strategies enabled by clicker technology and their impact on student learning. We highlight five aspects of teaching that are enhanced by the use of clickers, describe an experiment comparing student performance in traditional and clicker lectures, and report results of a survey of student perception about the effects of this technology on motivation, learning, and engagement. We argue that while the use of clickers is time-consuming for the instructor and presents a steep learning curve, clickers improve teaching effectiveness in large classes and hold promise for increasing student learning. © American Political Science Association 2013.",,,,,,,,,,,,,"Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nursing Education Perspectives, 30 (5), pp. 295-298; Bunce, D., Flens, E., Neiles, K., How long can students pay attention in class A study of student attention decline using clickers (2010) Journal of Chemical Education, 87 (1), pp. 1438-1443; Çavdar, G., Doe, S., Learning throughwriting: Teaching critical thinking skills inwriting assignments (2012) PS: Political Science and Politics, 45 (2), pp. 298-306; Cole, S., Kosc, G., Quit surfing and start 'clicking': One professor's effort to combat the problems of teaching the U.S. Survey in a Large Lecture Hall (2010) The History Teacher, 43 (3), pp. 397-410; Dallaire, D.H., Effective use of personal response 'clicker' systems (2011) Teaching of Psychology, 38 (3), pp. 199-204; Duncan, D., Tips for successful clicker use (2011) Mercury, 40 (4), pp. 14-15; Elicker, J., McConnell, N., Interactive learning in the classroom: Is student response method related to performance (2011) Teaching Psychology, 38 (3), pp. 147-150; Evans, H., Making politics ""click"": The costs and benefits of using clickers in an introductory political science course (2012) Journal of Political Science Education, 8 (1), pp. 85-93; Greenlaw, S.A., Deloach, S.B., Teaching critical thinking with electronic discussion (2003) The Journal of Economic Education, 34 (1), pp. 36-52; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341; Milner-Bolotin, M., Antimirova, T., Petrov, A., Clickers beyond the first-year science classroom (2010) Journal of College Science Teaching, 40 (2), pp. 14-18; Monks, J., Schmidt, R., (2010) The Impact of Class Size and Number of Students on Outcomes in Higher Education, , http://digitalcommons.ilr.cornell.edu/workingpapers/114, Cornell University, School of Industrial and Labor Relations; Morling, B., McAuliffe, M., Cohen, L., Dilorenzo, T.M., Efficacy of personal response systems ('clickers') in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50; Perna, L.W., (2010) New Research and Its Implications for Policy and Practice, , Sterling, VA: Stylus Publishing; Premkumar, K., Coupal, C., Rules of engagement: 12 tips for successful use of 'clickers' in the classroom (2008) Medical Teacher, 30, pp. 146-149; Sevian, H., Robinson, W.E., Clickers promote learning in all kinds of classes-small and large, graduate and undergraduate, lecture and lab (2011) Journal of College Science Teaching, 40 (3), pp. 14-18; Shaffer, D., Collura, M., Evaluating the effectiveness of personal response system in the classroom (2009) Teaching of Psychology, 36, pp. 273-277; Shapiro, A.M., Gordon, L.T., A controlled study of clicker-assisted memory enhancement in college classrooms (2012) Applied Cognitive Psychology, 26 (4), pp. 635-643; Slavin, R.E., (1995) Cooperative Learning: Theory, Research, and Practice, , Boston: Allyn and Bacon",Colorado State UniversityUnited States,,,,,,,,10490965,,,,English,PS Polit. Sci. Polit.,Article,Final,Open Access,Scopus,2-s2.0-84893089594
"DeSorbo A.L., Noble J.M., Shaffer M., Gerin W., Williams O.A.",54882247900;7202238298;7103369261;7004245690;55861559400;,The Use of an Audience Response System in an Elementary School-Based Health Education Program,2013,Health Education and Behavior,40,5,,531,535,,5.0,10.1177/1090198112460052,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884476608&doi=10.1177%2f1090198112460052&partnerID=40&md5=a05167de48ccfae349df417663b9497c,"Columbia University Medical Center, New York, NY, United States; Pennsylvania State University, State College, PA, United States","DeSorbo, A.L., Columbia University Medical Center, New York, NY, United States; Noble, J.M., Columbia University Medical Center, New York, NY, United States; Shaffer, M., Pennsylvania State University, State College, PA, United States; Gerin, W., Pennsylvania State University, State College, PA, United States; Williams, O.A., Columbia University Medical Center, New York, NY, United States","Background. The audience response system (ARS) allows students to respond and interact anonymously with teachers via small handheld wireless keypads. Despite increasing popularity in classroom settings, the application of these devices to health education programming has not been studied. We assessed feasibility, engagement, and learning among children using an ARS compared with traditional pencil-paper formats, (ARS) for a stroke health education program. Method. We compared outcome data generated via an ARS-based intervention to pencil-paper controls, including test scores and missing data rates among 265 schoolchildren 9 to 11 years old participating in stroke education. Among 119 children, we evaluated the feasibility of ARS use and explored student motivation with a 10-item questionnaire. We assessed facilitator experience with both methods. Results. ARS use is feasible. Students reported having more fun (p <.001), increased attention (p <.001), participation (p <.001), and perceived learning outcomes (p <.001) compared with pencil-paper controls. Test scores showed highly positive improvement for both ARS and paper without additional benefits of ARS on learning. There was no difference in missing data rates (p <.001). Educators preferred the ARS. Conclusion. The use of an ARS among children is feasible and improves student and facilitator engagement without additional benefits on stroke learning. © 2012 Society for Public Health Education.",adolescents; evaluation; health promotion; literacy; school-based health,adolescents; article; attention; case control study; cerebrovascular accident; child; education; evaluation study; female; health education; health promotion; human; learning; male; methodology; motivation; organization and management; pathophysiology; poverty; reading; school health service; school-based health; urban population; adolescents; evaluation; health promotion; literacy; school-based health; Attention; Case-Control Studies; Child; Educational Measurement; Female; Health Education; Humans; Learning; Male; Motivation; Poverty; School Health Services; Stroke; Urban Population,,,,,1 R01 NS067443-01A1,"Our data suggest that the use of an ARS among low-income schoolchildren for health education programming is feasible and may be more engaging for children than traditional pencil–paper test formats. However, we did not find translation of these benefits, including perceived learning outcomes, to actual learning of the material. Thus, we conclude that in this sample, using the HHS presentation, the ARS did not add to the probability of stroke symptom knowledge retention. However, there are at least two other factors that may account for this. First, as noted earlier, the baseline differences in knowledge were not the same across the two schools: Students in the ARS condition started out with a higher baseline level of knowledge, and thus this dimension was vulnerable to a ceiling effect concerning improvement, compared with the students in the control school. Second, we speculate that there are at least three sources of potential contributors to knowledge retention: the ARS system, the quality of the presentation and materials, and the educational context of the presentation or lecture, independent of whether ARS or pencil-and-paper was used. Our previous studies showed that children find the HHS program highly engaging, perhaps so much so that other aspects, such as ARS, cannot be expected to add to the effect. However, although we found no robust differences in learning, we did observe differences in the children’s motivation and enjoyment of the material. The value of motivation or increased engagement alone, independent of learning, may not be sufficient to justify an investment in an ARS. However, it is worth considering that although no learning effect was observed in the short-term follow-up used in this study, retention differences might emerge in the longer term, which is a focus of our next study. We also note that our use of the ARS is partly driven by the increased efficiency gained by our facilitators and program managers. We collect a high volume of data in large school-based public health programs, which collectively enroll more than 10,000 local students annually. Real-time data collection would require labor-intensive efforts for manual data abstraction, data entry, grading, and statistical analyses. Moreover, the feasibility of collecting data “online,” that is, while the presentation is actually occurring, would be limited. Despite the potential advantages of using ARS in health education programming, our study reveals several limitations and disadvantages to using an ARS. Educators require preparatory ARS training by ARS vendors, usually in the form of a webinar delivered over a 1-hour period, which is more time than required for traditional pencil–paper formats. Class setup time is longer for ARS-based interventions and may vary depending on the size of the class. Technical difficulties related to ARS keypads or software may arise. The ARS restricts test questions to a multiple-choice format, because of the nature of polling devices and their incapacity to enable open-ended responses. Therefore, the need to design effective questions formatted for ARS use may further limit widespread application ( Roediger & Marsh, 2005 ). Longitudinal tracking of survey participants using an ARS requires the use of personal identifiers. We have found that assigning a single keypad to a child for sequential surveying over extended periods of time is not feasible. Instead, we have successfully assigned personal identifying numbers for entry into random keypads given to children during each encounter. The success of this method among young children depends on each participant remembering his or her pin number and on a backup system for researchers. For this study, we analyzed pretest and posttest data in both conditions at a group level since we did not identify and track individual students across the testing sequence. We have not formally done a test of reliability for the instrument used to assess engagement and perceived learning experience, which was derived from a large study evaluating ARS experience among students ( Graham et al., 2007 ). Concerning validity, the one measure we have is the agreement between educator ratings and children’s ratings of the children’s engagement in the ARS condition. Finally, we also used a small convenience sample of local Central Harlem students, which may limit generalizability beyond our community. In conclusion, our study suggests that the ARS may increase student motivation and engagement when compared with traditional pencil–paper formats without additional benefits on short-term learning. Further studies are required to confirm our findings and evaluate the effects of increased motivation from ARS use on long-term learning and retention. Declaration of Conflicting Interests The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article:  The authors are all supported by a grant from the NIH/NINDS 1 R01 NS067443-01A1 (Olajide Williams, principal investigator).",,,,,"Adib-Hajbaghery, M., Aghajani, M., Traditional lectures, Socratic method and student lectures: Which one do the students prefer? 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Retrieved from; Nicholson, B.T., Bassignani, M.J., Radiologist/educator knowledge of the audience response system and limitations to its use (2009) Academy of Radiology, 16, pp. 1555-1560; Roediger, H.L., Marsh, E.J., The positive and negative consequences of multiple-choice testing (2005) Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, pp. 1155-1159; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (""clickers"") to combat conformity and shyness (2010) Teaching of Psychology, 37, pp. 135-140; Williams, O., DeSorbo, A., Noble, J., Gerin, W., Child-mediated stroke communication (2011) Stroke, 43, pp. 163-169; Williams, O., Noble, J.M., ""Hip-hop"" stroke (2008) Stroke, 39, pp. 2809-2816","DeSorbo, A. L.; Department of Neurology, Stroke Division, Columbia University Medical Center, 710 West 168th Street, New York, NY 10032, United States; email: ald2146@columbia.edu",,,,,,,,10901981,,HEDBF,23086554.0,English,Health Educ. Behav.,Article,Final,,Scopus,2-s2.0-84884476608
"Hamilton J., Tee S.W.",7403705677;16481474300;,Blended teaching and learning: A two-way systems approach,2013,Higher Education Research and Development,32,5,,748,764,,7.0,10.1080/07294360.2012.711301,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880953874&doi=10.1080%2f07294360.2012.711301&partnerID=40&md5=a727bb71db3a3a80036f84ea63cd08a8,"School of Business, James Cook University, Cairns, Australia","Hamilton, J., School of Business, James Cook University, Cairns, Australia; Tee, S.W., School of Business, James Cook University, Cairns, Australia","A first-year tertiary-student structural equation modelling approach builds understanding of blended learning. The Biggs' 3P teaching-and-learning-systems model displays significant two-way interactions between each of its presage, process and product constructs. This study validates the Biggs' approach as a dynamic interactive learning system. The student learning processes occur through teacher contributions, mixed with learning interactions and feedback systems. Greater learning, knowledge and skills transfer is possible when students are suitably pre-prepared/pre-skilled for their ensuing learning experiences and for the varieties of teaching/learning interactions that they encounter. © 2013 Copyright HERDSA.",Biggs; blended; flexible; student learning outcomes; tertiary teaching modes; traditional,,,,,,,,,,,,"Allen, M., Bourhis, J., Burrell, N., Mabry, E., Comparing student satisfaction with distance education to traditional classroom in higher education: A meta-analysis (2002) American Journal of Distance Education, 16 (2), pp. 83-97. , doi:10.1207/S15389286AJDE1602_3; Alves, H., Raposo, M., Conceptual model of student satisfaction in higher education (2007) Total Quality Management and Business Excellence, 18 (5), pp. 572-588; Arbaugh, J., Virtual classroom characteristics and student satisfaction with Internet-based MBA courses (2000) Journal of Management Education, 24 (1), pp. 32-54. , doi:10.1177/105256290002400104; Arbaugh, J., Duray, R., Technological and structural characteristic, student learning and satisfaction with web-based courses: An exploratory study of two on-line MBA programs (2002) Journal of Management Learning, 33 (3), pp. 331-347; Azevedo, R., Moos, D., Johnson, M., Chauncey, A., Measuring cognitive and metacognitive regulatory processes during hypermedia learning: Issues and challenges (2010) Educational Psychologist, 45 (4), pp. 210-223. , doi:10.1080/00461520.2010.515934; Baugher, D., Varanelli, A., Weisbord, E., Student hits in an Internet-supported course: How can instructors use them and what do they mean? 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J., Graham C. R., editors San Francisco, CA, San Francisco, CA,: Pfeiffer; Hair, J., Black, W., Babin, B., Anderson, R., (2010) Multivariate data analysis: A global perspective, , Upper Saddle River, NJ, Upper Saddle River, NJ,: Pearson Prentice Hall; Hall, C.W., Bolen, L.M., Gupton, R.H., Predictive validity of the study process questionnaire for undergraduate students (1995) College Student Journal, 29 (2), pp. 234-239; Hamilton, J.R., Tee, S., Systems alignment: Linking tertiary institution learning modes and graduate attributes to business enhancement Proceedings of the 8th International Conference of Electronic Business, , http://www.icebnet.org/, Waikoloa, Hawaii, 29 September-2 October, International Consortium for Electronic Business, 146-154. 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An empirical investigation of the critical factors influencing learners' satisfaction (2008) Computers and Education, 50 (4), pp. 1183-1202. , doi:10.1016/j.compedu.2006.11.007; Taylor, J., Flexible delivery: The globalisations of lifelong learning (1998) Indian Journal of Open Learning, 7 (1), pp. 55-65; Wade, W., Hodgkinson, K., Smith, A., Arfield, J., (1994) Flexible learning in higher education, , London, London,: Kogan Page; Wong, N., Watkins, D., A longitudinal study of the psychosocial environmental and learning approaches in the Hong Kong classroom (1998) Journal of Educational Research, 91 (4), pp. 247-254. , doi:10.1080/00220679809597550; Young, M., Klemz, B., Murphy, J., Enhancing learning outcomes: The effects of instructional technology, learning styles, instructional methods and student behaviour (2003) Journal of Marketing Education, 25 (2), pp. 130-142. , doi:10.1177/0273475303254004; Yudko, E., Hirokawa, R., Chi, R., Attitudes, beliefs and attendance in a hybrid course (2008) Computers and Education, 50 (4), pp. 1217-1227. , doi:10.1016/j.compedu.2006.11.005; Zhang, L., University students' learning approaches in three cultures: An investigation of Biggs' 3P model (2000) Journal of Psychology, 134 (1), pp. 37-55. , doi:10.1080/00223980009600847","Hamilton, J.; School of Business, James Cook University, Cairns, Australia; email: john.hamilton@jcu.edu.au",,,,,,,,07294360,,,,English,High. Educ Res. Dev.,Article,Final,,Scopus,2-s2.0-84880953874
"Nieminen P., Savinainen A., Viiri J.",55575040100;8934459900;15520193600;,"GENDER DIFFERENCES IN LEARNING OF THE CONCEPT OF FORCE, REPRESENTATIONAL CONSISTENCY, AND SCIENTIFIC REASONING",2013,International Journal of Science and Mathematics Education,11,5,,1137,1156,,8.0,10.1007/s10763-012-9363-y,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884817181&doi=10.1007%2fs10763-012-9363-y&partnerID=40&md5=e91a1f35ab636f9b875348d94a8f61b6,"Department of Teacher Education, University of Jyväskylä, Jyväskylä, 40014, Finland","Nieminen, P., Department of Teacher Education, University of Jyväskylä, Jyväskylä, 40014, Finland; Savinainen, A., Department of Teacher Education, University of Jyväskylä, Jyväskylä, 40014, Finland; Viiri, J., Department of Teacher Education, University of Jyväskylä, Jyväskylä, 40014, Finland","This quantitative case study used a pre- and posttest design for exploring the gender differences in secondary school students' (n = 131, 45 males and 86 females) learning of the force concept when an interactive engagement type of teaching was used. In addition, students' ability to interpret multiple representations (i.e., representational consistency) was documented by a pre- and posttest and scientific reasoning ability by a pretest only. Males significantly outperformed females in learning of the force concept, pre- and posttest representational consistency, and pretest scientific reasoning. However, the gender difference in learning of the force concept was not significant when ANCOVA was conducted using pretest results of representational consistency and scientific reasoning as covariates. This appeared to indicate that the gender difference in learning gain was related to students' abilities before the instruction. Thus, the teaching method used was equally effective for both genders. Further, our quantitative finding about the relation between representational consistency and learning of the force concept supports the assumption that multiple representations are important in science learning. © 2012 National Science Council, Taiwan.",conceptual understanding; force concept; gender; multiple representations; scientific reasoning,,,,,,"Academy of Finland: 132316

National Science Council, NSC","This work has been supported by the Academy of Finland (Project No. 132316). We also thank Dr. Larry Yore and Mrs. Shari Yore for mentoring provided under the support of the National Science Council, Taiwan.",,,,,"Bao, L., Fang, K., Cai, T., Wang, J., Yang, L., Cui, L., Han, J., Luo, J., Learning of content knowledge and development of scientific reasoning ability: A cross culture comparison (2009) American Journal of Physics, 77 (12), pp. 1118-1123; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , 2nd edn., Hillsdale, NJ: Lawrence Erlbaum; Coletta, V.P., Phillips, J.A., Steinert, J., Interpreting force concept inventory scores: Normalized gain and SAT scores (2007) Physical Review Special Topics-Physics Education Research, 3 (1), p. 010106; Coletta, V.P., Phillips, J.A., Steinert, J., FCI normalized gain, scientific reasoning ability, thinking in physics, and gender effects (2012) 2011 Physics Education Research Conference, pp. 23-26. , N. Rebello, P. Engelhardt, and C. Singh (Eds.), New York: American Institute of Physics; Devetak, I., Glazar, S.A., The influence of 16-year-old students' gender, mental abilities, and motivation on their reading and drawing submicrorepresentations achievements (2010) International Journal of Science Education, 32 (12), pp. 1561-1593; (2009) Key Data on Education in Europe, , Directorate-General for Education and Culture, Brussels: Eurydice; Giancoli, D., (2005) Physics-Principles with Applications, , 6th edn., Englewood, Cliffs, NJ: Prentice-Hall; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Halloun, I., Hake, R.R., Mosca, E.P., Hestenes, D., (1995) Force concept inventory, , http://modeling.asu.edu/R&E/Research.html, Retrieved September 10, 2012, from; Halpern, D.F., Benbow, C.P., Geary, D.C., Gur, R.C., Hyde, J.S., Gernsbacher, M.A., The science of sex differences in science and mathematics (2007) Psychological Science in the Public Interest, 8 (1), pp. 1-51; Hatakka, J., Saari, H., Sirviö, J., Viiri, J., Yrjänäinen, S., (2004) Physica 1, , Porvoo, Finland: Werner Söderström Oy; Hazari, Z., Tai, R.H., Sadler, P.M., Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors (2007) Science Education, 91 (6), pp. 847-1037; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30 (3), pp. 141-158; Kohl, P.B., Finkelstein, N.D., Patterns of multiple representation use by experts and novices during physics problem solving (2008) Physical Review Special Topics-Physics Education Research, 4 (1), p. 010111; Kohl, P.B., Rosengrant, D., Finkelstein, N.D., Strongly and weakly directed approaches to teaching multiple representation use in physics (2007) Physical Review Special Topics-Physics Education Research, 3 (1), p. 010108; Kost, L.E., Pollock, S.J., Finkelstein, N.D., Characterizing the gender gap in introductory physics (2009) Physical Review Special Topics-Physics Education Research, 5 (1), p. 010101; Kozma, R.B., The material features of multiple representations and their cognitive and social affordances for science understanding (2003) Learning and Instruction, 13 (2), pp. 205-226; Labudde, P., Herzog, W., Neuenschwander, M.P., Violi, E., Gerber, C., Girls and physics teaching and learning strategies tested by classroom interventions in grade 11 (2000) International Journal of Science Education, 22 (2), pp. 143-157; Lawson, A.E., The development and validation of a classroom test of formal reasoning (1978) Journal of Research in Science Teaching, 15 (1), pp. 11-24; Lawson, A.E., (2000) Classroom test of scientific reasoning (revised), , http://www.ncsu.edu/per/TestInfo.html, Retrieved September 10, 2012, from; Lawson, A.E., Banks, D.L., Logvin, M., Self-efficacy, reasoning ability, and achievement in college biology (2007) Journal of Research in Science Teaching, 44 (5), pp. 706-724; Lorenzo, M., Crouch, C.H., Mazur, E., Reducing the gender gap in the physics classroom (2006) American Journal of Physics, 74 (2), pp. 118-122; Lowrie, T., Diezmann, C.M., Solving graphics tasks: Gender differences in middle-school students (2011) Learning and Instruction, 21 (1), pp. 109-125; Martin, M.O., Mullis, I.V.S., Foy, P., (2008) TIMSS 2007 International Science Report, , Chesnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College; McCullough, L., Gender, context, and physics assessment (2004) Journal of International Women's Studies, 5 (4), pp. 20-30; Meltzer, D.E., Relation between students' problem-solving performance and representational format (2005) American Journal of Physics, 73 (5), pp. 463-478; Nieminen, P., Savinainen, A., Viiri, J., The gender gap in students' ability to apply various representations of the force concept (2009) Proceedings of the 2007 Annual Symposium of the Finnish Mathematics and Science Education Research Association: Matematiikan ja luonnotieteiden oppimista ja ajattelun taitoa tutkimassa, pp. 67-80. , In K. Merenluoto & T.-R. Hurme (Eds.),Finland: University of Turku; Nieminen, P., Savinainen, A., Viiri, J., Force concept inventory based multiple-choice test for investigating students' representational consistency (2010) Physical Review Special Topics-Physics Education Research, 6 (2), p. 020109. , http://www.compadre.org/portal/items/detail.cfm?ID=11958; (2009) Equally Prepared for Life? How 15-Year-Old Boys and Girls Perform in School, , Organisation for Economic Co-operation and Development, Paris: Author; Osborn Popp, S.E., Meltzer, D.E., Megowan-Romanowicz, C., Is the Force Concept Inventory biased? (2011) Investigating differential item functioning on a test of conceptual learning in Physics, , http://modeling.asu.edu/R&E/Research.html, (April) Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Retrieved September 10, 2012 from; Pollock, S.J., Finkelstein, N.D., Kost, L.E., Reducing the gender gap in the physics classroom: How sufficient is interactive engagement? (2007) Physical Review Special Topics-Physics Education Research, 3 (1), p. 010107; Sanchez, C.A., Wiley, J., Sex differences in science learning: Closing the gap through animations (2010) Learning and Individual Differences, 20 (3), pp. 271-275; Savinainen, A., Scott, P., The force concept inventory: A tool for monitoring student learning (2002) Physics Education, 37 (1), p. 45; Savinainen, A., Scott, P., Using the force concept inventory to monitor student learning and to plan teaching (2002) Physics Education, 37 (1), pp. 53-58; Savinainen, A., Scott, P., Viiri, J., Using a bridging representation and social interactions to foster conceptual change: Designing and evaluating an instructional sequence for Newton's third law (2005) Science Education, 89 (2), pp. 175-195; Schnotz, W., Baadte, C., Müller, A., Rasch, R., Creative thinking and problem solving with depictive and descriptive representations (2010) Use Or Representations in Reasoning and Problem Solving: Analysis and Improvement, pp. 11-35. , L. Verschaffel, E. CorteDe, T. Jongde, and J. Elen (Eds.), Milton Park, UK: Routledge; Seufert, T., Supporting coherence formation in learning from multiple representations (2003) Learning and Instruction, 13 (2), pp. 227-237; Snyder, T.D., Dillow, S.A., (2010) Digest of Education Statistics, 2009, , Washington, DC: National Center for Education Statistics; van Heuvelen, A., Zou, X.L., Multiple representations of work-energy processes (2001) American Journal of Physics, 69 (2), pp. 184-194; Willoughby, S.D., Metz, A., Exploring gender differences with different gain calculations in astronomy and biology (2009) American Journal of Physics, 77 (7), pp. 651-657; Yore, L.D., Hand, B., Epilogue: Plotting a research agenda for multiple representations, multiple modality, and multimodal representational competency (2010) Research in Science Education, 40 (1), pp. 93-101","Nieminen, P.; Department of Teacher Education, University of Jyväskylä, Jyväskylä, 40014, Finland; email: pasi.k.nieminen@jyu.fi",,,,,,,,15710068,,,,English,Int. J. Sci. Math. Educ.,Article,Final,Open Access,Scopus,2-s2.0-84884817181
"Ginter A.C., Maring E.F., Paleg B., Valluri S.",50461664700;39261983300;55862191000;55862038500;,"Using clicker technology with rural, low-income mothers: Collecting sensitive data anonymously",2013,Journal of Extension,51,4, Article 4FEA3,,,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884525224&partnerID=40&md5=50f1b41b1119d83e9d81885dd62a9ca9,"University of Maryland, College Park, MD, United States; The George Washington University, Washington, DC, United States","Ginter, A.C., University of Maryland, College Park, MD, United States; Maring, E.F., University of Maryland, College Park, MD, United States; Paleg, B., University of Maryland, College Park, MD, United States; Valluri, S., The George Washington University, Washington, DC, United States","As part of a multi-state study on health message development, a group of family researchers, Extension faculty, and a learning technologist used audience-response systems, or ""clickers,"" to display and record focus group participants' responses to questions. This article describes how the authors used clicker technology in focus group settings, clicker training for facilitators, and lessons learned. The clicker technique is useful to collect local and personal data anonymously in group settings for program evaluation purposes. Implications for future research and Extension education are discussed. © by Extension Journal, Inc.",,,,,,,,,,,,,"Beekes, W., The 'millionaire' method for encouraging participation (2006) Active Learning for Higher Education, 7, pp. 25-36. , doi: 10.1177/1469787406061143; Benavente, L.M., Jayaratne, K.S.U., Jones, L., Challenges, alternatives, and educational strategies in reaching limited income audiences (2009) Journal of Extension [On-line], 32 (2). , http://www.joe.org/joe/2009december/rb2.php, Article 6RIB2. Available at; Bergsma, L.J., Empowerment education: The link between media literacy and health promotion (2004) American Behavioral Scientist, 48, pp. 152-164. , doi: 10.1177/0002764204267259; Bird, C., McClelland, J., Have you used clickers in programming? (2010) Journal of Extension (Online), 48 (5). , http://www.joe.org/joe/2010october/tt9.php, Article 5TOT9. Available at; Bode, M., Drane, D., Kolikant, Y.B.-N., Schuller, M., A clicker approach to teaching calculus (2009) Notices of the AMS, 56 (2), pp. 253-256. , http://www.ams.org/notices/200902/rtx090200253p.pdf, Retrieved from; Cue, N., A universal learning tool for classrooms? (1998) Proceedings of the ""First quality in teaching and learning conference,"", , Kowloon, Hong Kong, China. 10-12, December; Freeman, M., Blayney, P., Glinns, P., Anonymity and in class learning: The case for electronic response systems (2006) Australasian Journal of Educational Technology, 22, pp. 568-580. , http://www.ascilite.org.au/ajet/ajet22/freeman.html, Retrieved from; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8 (3), pp. 233-258. , doi: 10.1177/1469787407081885; Gustafson, C., Crane, L., Polling your audience with wireless technology (2005) Journal of Extension [On-line], 43 (1). , http://www.joe.org/joe/2005december/tt3.php, Article 6TOT3. Available at; Jones, C., Connolly, M., Gear, A., Read, M., Group interactive learning with group process support technology (2001) British Journal of Educational Technology, 32, pp. 571-586. , Retrieved from: 10.1177/1350507606067173; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561. , doi: 10.1016/j.chb.2010.02.014; Morgan, R.K., Exploring the pedagogical effectiveness of clickers (2008) Insight: A Journal of the Center for Excellence in Teaching and Learning, 3, pp. 31-36. , http://www.eric.ed.gov/PDFS/EJ888407.pdf, Retrieved from; Morse, J., Ruggieri, M., Whelan-Berry, K., Clicking our way to class discussion (2010) American Journal of Business Education, 3 (3), pp. 99-108. , http://web2integration.pbworks.com/f/Clicking+Our+Way+To+Class+Discussion.pdf, Retrieved from; Rappaport, J., Terms of empowerment/Exemplars of prevention: Toward a theory for community psychology (1987) American Journal of Community Psychology, 15 (2), pp. 121-148. , doi: 10.1007/BF00919275; Robinson, S., Using games and clickers to encourage students to study and participate (2006) Cullowhee, 11 (2), pp. 25-30; Sharma, M.D., Khachan, J., Chan, B., O'Byrne, J., An investigation of the effectiveness of electronic classroom communication systems in large lecture classes (2005) Australasian Journal of Educational Technology, 21, pp. 137-154. , http://www.ascilite.org.au/ajet/ajet21/sharma.html, Retrieved from; Waltz, E.C., Maniccia, D.M., Bryde, R.L., Murphy, K., Harris, B.R., Waldenmaier, M.N., Training the public health workforce from Albany to Zambia: Technology lessons learned along the way (2010) Public Health Reports, 125, pp. 61-89. , http://www.publichealthreports.org/issueopen.cfm?articleID=2535, Retrieved from","Ginter, A.C.; University of Maryland, College Park, MD, United States; email: aginter@umd.edu",,,,,,,,10775315,,,,English,J. Ext.,Article,Final,,Scopus,2-s2.0-84884525224
"Freeman M., Jana T.",55859866500;55859446900;,Digital diversity dialogues: Inclusion innovation-audience response technology for diversity and inclusion success,2013,International Journal of Community Diversity,12,2,,53,61,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884398954&partnerID=40&md5=3c7af6f1ea1a721ebd2ccb5046287dbc,"TMI Consulting Inc, United States","Freeman, M., TMI Consulting Inc, United States; Jana, T., TMI Consulting Inc, United States","Audience response technology, the same technology used to poll the audience and instantly show the results on shows such as ""Who wants to be a millionaire?"", can increase the effectiveness of workplace diversity training. This article draws lessons from current research on the application of technology in various settings as well as the authors' experience deploying the technology in their own diversity training practice. Grounded in theory, practical strategies are explored as are suggestions for further research. © Common Ground, Matthew Freeman, Tiffany Jana.",Audience response technology; Clickers; Dialogue; Digital; Diversity; Diversity training; Innovation; Keypads; Technology,,,,,,,,,,,,"Anand, R., Winters, M.F., A Retrospective View of Corporate Diversity Training From 1964 to the Present (2008) Academy of Management Learning & Education, 7 (3), pp. 356-372; Bezrukova, K., Jehn, K.A., Spell, C.S., Reviewing Diversity Training: Where We Have Been and Where We Should Go (2012) Academy Of Management Learning & Education, 11 (2), pp. 207-227. , June; Bojinova, E.D., Oigara, J.N., Teaching and Learning with Clickers: Are Clickers Good for Students? (2011) Interdisciplinary Journal Of E-Learning & Learning Objects, 7, pp. 169- 184; Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments, , San Francisco: Jossey-Bass; Campt, D., Freeman, M., Talk through the hand: Using audience response keypads to augment the facilitation of small group dialogue (2009) International Journal of Public Participation, 3 (1), pp. 80-107; Campt, D., Freeman, M., Using keypad polling to make meetings more productive, educational, and participatory (2010) National Civic Review, 99 (1). , Spring; Chickering, A.W., Gamson, Z.F., Seven Principles for Good Practice in Undergraduate Education (1987) AAHE Bulletin, pp. 3-7; Cunningham, B.M., Using Action Research to Improve Learning and the Classroom Learning Environment (2008) Issues In Accounting Education, 23 (1), pp. 1-30; Fies, C., Marshall, J., The C3 framework: Evaluating classroom response system interactions in university classrooms (2008) Journal of Science Education and Technology, 14 (16), pp. 483-499; Henninger, E.A., Huribert, J.M., Using The Seven Principles for Good Practice in Undergraduate Education: A Framework for Teaching Cultural Diversity ma Management Course (2006) Journal Of Business & Finance Librarianship, 12 (2), pp. 3-15; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (9-2006), p. 422; Keske, C., Smutko, S., Consulting communities: using audience response system (ARS) technology to assess community preferences for sustainable recreation and tourism development (2010) Journal Of Sustainable Tourism, 18 (8), pp. 951-970; Powell, S., Straub, C., Rodriguez, J., VanHorn, B., Using clickers in large college psychology classes: Academic achievement and perceptions (2011) Journal Of The Scholarship Of Teaching & Learning, 11 (4), pp. 1-11; Preis, M.W., Kellar, G.M., Crosby, E., Student acceptance of clickers in large introductory business classes (2011) American Journal Of Business Education, 4 (5), pp. 1-14; Robinson, B., Bradley, L.J., Multicultural training for undergraduates: Developing knowledge and awareness (1997) Journal Of Multicultural Counseling And Development, 25 (4), pp. 281-289; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27 (5), p. 278; Smith, C.V., Cardaciotto, L.A., Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes (2011) Journal Of The Scholarship Of Teaching And Learning, 11 (1), pp. 53-61; Stowell, J., Using Student Response Systems (""Clickers"") to Combat Conformity and Shyness (2010) Teaching Of Psychology, 37 (2), pp. 135-140; Strasser, N., Who Wants To Pass Math? Using Clickers In Calculus (2010) Journal Of College Teaching & Learning, 7 (3), pp. 49-52; Quinn, A., An Exploratory Study of Opinions on Clickers and Class Participation From Students of Human Behavior in the Social Environment (2010) Journal Of Human Behavior In The Social Environment, 20 (6), pp. 721-731","Freeman, M.; TMI Consulting IncUnited States",,,,,,,,23270004,,,,English,Int. J. Community Diversity,Article,Final,,Scopus,2-s2.0-84884398954
Bates K.,35352176600;,Drama in the classroom: Fitness to practise,2013,Practising Midwife,16,1,,23,25,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880176905&partnerID=40&md5=79af43a744c5448e0f8198e0d4f09c92,"University of East Anglia, United Kingdom","Bates, K., University of East Anglia, United Kingdom","The fitness to practise hearing was brought to students at the University of East Anglia. The day was a mock up, as close to real events as possible, with interim orders and substantive hearings. It enabled students to engage with aspects of practice in a different way from the traditional 'chalk and talk' methods. The cases chosen reflected all disciplines. Electronic voting systems were used to determine what the students felt outcomes should have been, and then they had an opportunity to hear what outcome the panel decided upon. Evaluative data were obtained following the event to see what impact this approach had on students' learning and their appreciation of the importance of professional practice. The comments we received were overwhelmingly positive and as a result we shall be repeating the day for students, supervisors of midwives and post registration nurses and midwives.",Education; Fitness to practise; NMC; Professional hearings; Student midwives; Supervisors of midwives,"article; attitude to health; education; female; human; in service training; methodology; midwife; model; nursing education; nursing student; organization and management; professional competence; psychological aspect; public relations; statistics; United Kingdom; Education, Nursing, Baccalaureate; England; Female; Health Knowledge, Attitudes, Practice; Humans; Inservice Training; Interprofessional Relations; Midwifery; Models, Nursing; Nursing Education Research; Professional Competence; Students, Nursing",,,,,,,,,,,"Carlson, J.L., Skaggs, N.T., Learning by trial and error: A case for moot courts (2000) Jour of econ ed, 31 (2), pp. 145-155; (2010) Supervision, support and safety: Analysis of the 2008-09 LSA reports to the NMC, , NMC, London: NMC; (2012) Annual report-fitness to practise, , NMC, London: NMC; Villadsen, A., Allain, L., Bell, L., The use of role play and drama in interprofessional education: An evaluation of a workshop with students of social work, midwifery, early years and medicine (2012) Soc work ed, 31 (1), pp. 75-89","Bates, K.; University of East AngliaUnited Kingdom",,,,,,,,14613123,,,23431664.0,English,Pract. Midwife,Article,Final,,Scopus,2-s2.0-84880176905
"Oakes C.E., Demaio D.N.",7003769768;55459993500;,"""I was able to have a voice without being self-conscious"": Students' perceptions of Audience Response Systems in the health sciences curriculum",2013,Journal of Allied Health,42,3,,e75,e80,,7.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84885437475&partnerID=40&md5=493b96ec074f4159ead2577c591a9d78,"Health Sciences Program, University of Hartford, 200 Bloomfield Avenue, Dana 429E, West Hartford, CT 06117, United States; Radiologic Technology Program, University of Hartford, West Hartford, CT, United States","Oakes, C.E., Health Sciences Program, University of Hartford, 200 Bloomfield Avenue, Dana 429E, West Hartford, CT 06117, United States; Demaio, D.N., Radiologic Technology Program, University of Hartford, West Hartford, CT, United States","Audience Response Systems (ARS or ""clickers"") are becoming a popular addition to the college classroom. Instructors are using this educational technology to elicit feedback from students, to determine students' knowledge of content before or during lectures, and to increase participation in the classroom. The purpose of this study was to examine first-year allied health students' perceptions of the impact of clickers on participation during an introductory health professions course. Method: At the mid-point of the course, students completed a survey that assessed their perception of classroom participation. During the second half of the course, clickers were introduced to classroom activities. The survey was re-administered at the end of the course; students also had the opportunity to write a narrative comment. Results: Students felt that clickers increased their level of interaction with the instructor and participation of the class as a whole. Conclusion: Clickers may be a practical way to increase student participation in first-year allied health courses. © 2013 Association of Schools of Allied Health Professions, Wash., DC.",,"adult; article; curriculum; education; educational technology; equipment; female; human; male; medical personnel; occupation; psychological aspect; questionnaire; satisfaction; Adult; Allied Health Occupations; Curriculum; Educational Measurement; Educational Technology; Female; Humans; Male; Personal Satisfaction; Questionnaires; Students, Health Occupations",,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: Current research and best practice tips (2007) CBE - Life Sci Appl., 6, pp. 9-20; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J Sci Educ Technol., 15, pp. 101-109; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Physics., 69, pp. 970-977; Kay, R.H., Le Sage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput & Educ., 53, pp. 819-827; Kay, R.H., Le Sage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian J Educ Technol., 25 (2), pp. 235-249; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2005) J Comput Assist Lrng., 20, pp. 81-94; Siau, K., Sheng, H., Nah, F., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Trans Educ., 49, pp. 398-403; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Research Bulletin [Internet]., 3, pp. 1-13. , http://www.educause.edu/ir/library/pdf/ERB0403.pdf, Feb;, Accessed Sep. 21, 2010; Bunce, D.M., Vanden Plas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) J Chem Educ., 83 (3), pp. 488-493; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (""clickers"") to combat conformity and shyness (2010) Technol Teach., 37, pp. 135-140; Freeman, M., Blayney, P., Ginns, P., Anonymity and class learning: The case for electronic response systems (2006) Australasian J Educ Technol., 22, pp. 568-580; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G.L., Empowering or compelling reluctant participators using audience response systems (2007) Active Lrng High Educ., 8, pp. 233-258; Rocca, K.A., Student participation in the college classroom: An extended multidisciplinary literature review (2010) Commun Educ., 59, pp. 185-213; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) ASHE-ERIC Higher Education Report No. 1, 49, p. 121. , http://www.oid.ucla.edu/about/units/tatp/old/lounge/pedagogy/downloads/ active-learning-eric.pdf, Washington, DC: The George Washington University, School of Education and Human Development. ED 336 Computer Science, Accessed Oct. 10, 2010; Chickering, A.W., Gamson, Z.F., March 1987. Seven principles for good practice (1987) AAHE Bull., 39, pp. 3-7; Karp, D.A., Yoels, W.C., The college classroom: Some observations on the meaning of student participation (1976) Sociol Soc Res., 60, pp. 421-439; Fritschner, L.M., Inside the undergraduate college classroom; Faculty and students differ on the meaning of student participation (2000) J Higher Educ., 71, pp. 342-362; Howard, J.R., Short, L.B., Clark, S.M., Students' participation in the mixed-age college classroom (1996) Teach Sociol., 24, pp. 8-24; Fischer, C.G., Grant, G.E., Intellectual levels in college classrooms (1983) Studies of College Teaching, pp. 47-60. , Ellner CL, Barnes C P, eds, Lexington, MA: D. C Heath; Smith, D.G., Instruction and outcomes in an undergraduate setting (1983) Studies of College Teaching, pp. 83-116. , Ellner CL, Barnes C P, eds, Lexington: DC Heath; Dijkstra, P., Kuyper, J., Van Der Werf, G., Buunk, A., Van Der Zee, Y., Social comparison in the classroom: A review (2008) Rev Educ Res., 78 (4), pp. 828-879","Oakes, C.E.; Health Sciences Program, University of Hartford, 200 Bloomfield Avenue, Dana 429E, West Hartford, CT 06117, United States; email: oakes@hartford.edu",,,,,,,,00907421,,,24013254.0,English,J. Allied Health,Article,Final,,Scopus,2-s2.0-84885437475
"Klein K., Kientz M.",57197304154;6603278556;,A model for successful use of student response systems,2013,Nursing Education Perspectives,34,5,,334,338,,5.0,10.5480/1536-5026-34.5.334,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884764128&doi=10.5480%2f1536-5026-34.5.334&partnerID=40&md5=af37f9d9e5c525de2786eee070c9052f,"Richard Stockton College of New Jersey, School of Health Sciences, Pomona, NJ, United States","Klein, K., Richard Stockton College of New Jersey, School of Health Sciences, Pomona, NJ, United States; Kientz, M., Richard Stockton College of New Jersey, School of Health Sciences, Pomona, NJ, United States","AIM: This article presents a model developed to assist teachers in selecting, implementing, and assessing student response system (SRS) use in the classroom. BACKGROUND: Research indicates that SRS technology is effective in achieving desired outcomes in higher education settings. Studies indicate that effective SRS use promotes greater achievement of learning outcomes, increased student attention, improved class participation, and active engagement. METHOD: The model offered in this article is based on best practices described in the literature and several years of SRS use in a traditional higher education classroom setting. RESULTS: Student feedback indicates increased class participation and engagement with SRS technology. Teacher feedback indicates opportunities for contingent teaching. CONCLUSIONS: The model described in this article provides a process to assist teachers in the successful selection, implementation, and assessment of SRS technology in the classroom.",Classroom Technology; Clickers; Student Response System; Teaching with Technology; Technology Assessment,"article; educational model; human; information processing; learning; methodology; nursing education; nursing student; psychological aspect; Data Collection; Education, Nursing, Baccalaureate; Humans; Learning; Models, Educational; Nursing Education Research; Students, Nursing",,,,,,,,,,,"AhYun, K., Lojo, M., The effect of clickers on student learning (2010) Academic Exchange Quarterly, 14 (1). , http://www.rapidintellect.com/AEQweb/cho4563lO.htm; Akar, H., Yildirim, A., Effect of constructivist learning on student achievement in pre-service teacher education (2010) New Educational Review, 21, pp. 57-70; Bergtrom, G., Clicker sets as learning objects (2006) Interdisciplinary Journal of Knowledge & Learning Objects, 2, pp. 105-110; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nursing Education Perspectives, 30 (5), pp. 295-298. , doi:0.1043/1536-5026-30.5.295; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) Journal of Chemical Education, 83 (1), pp. 488-493; Caldwell, J.E., Clickers in the large classroom: Current research and best practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Connor, E., Perceptions and uses of clicker technology (2009) Journal of Electronic Resources in Medical Libraries, 6, pp. 19-32; Cotner, S.H., Fall, B.A., Wick, S.M., Walker, J.D., Baepler, P.M., Rapid feedback assessment methods: Can we improve engagement and preparation for exams in large-enrollment courses? (2008) Journal of Science Education and Technology, 17, pp. 437-443; Deal, A., Classroom response systems (2007) Teaching with Technology, , http://www.cmu.edu/teaching/resources/PubhcationsArchives/ StudiesWhitepapers/ClassroomResponse_Nov07.pdf; DeBourgh, G.A., Use of classroom ""clickers,"" to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8, pp. 76-87; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Edens, K.M., The interaction of pedagogical approach, gender, self-regulation, and goal orientation using student response system technology (2006) Journal of Research on Technology in Education, 41 (2), pp. 161-177; Ferriter, W., Student responders: Feedback at their fingertips (2009) Educational Leadership, 67 (3), pp. 83-84; Fies, C., Marshall, J., The C3 framework: Evaluating classroom response system interactions in university classrooms (2008) Journal of Science and Educational Technology, 17, pp. 483-499; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered learning in lectures with a personal response system (2009) Advances in Physiological Education, 33, pp. 60-71; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G.L., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8 (3), pp. 233-258; Hennessy, S., Ruthven, K., Brindley, S., Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change (2005) Journal of Curriculum Studies, 37 (2), pp. 155-192; Herreid, C.F., Clicker cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341; Kay, R., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 821-823; Kenwright, K., Clickers in the classroom (2009) TechTrends, 53 (1), pp. 74-77; Klein, K., Promoting collaborative social learning communities with student response systems (2009) Journal of Online Learning and Teaching, 5, pp. 709-719; Lareki, A., De Morentin, J.I.M., Amenabar, N., Towards an efficient training of university faculty on ICTs (2010) Computers and Education, 54, pp. 491-497; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (""clickers,"") in large, introductory psychology classes (2008) Teaching in Psychology, 35, pp. 35-50; Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study (2007) Educational Technology Research & Development, 55 (4), pp. 315-346; Premkumar, K.M., Coupai, C., Rules of engagement: 12 tips for successful use of clickers in the classroom (2008) Medical Teacher, 30 (2), pp. 146-149; Skiba, D.J., Got large lecture hall classes? Use clickers [Emerging technology center] (2006) Nursing Education Perspectives, 27 (5), pp. 278-280; Sprague, E.W., Dahl, D.W., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2010) Journal of Marketing Education, 32, pp. 93-103; Sternberger, C., Interactive learning environment: Engaging students using clickers (2012) Nursing Education Perspectives, 33 (2), pp. 121-124. , doi:http://dx.doi.org/10.5480/1536-5026-33.2.121; Zhu, E., Kaplan, M., Teaching and technology (2006) McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, pp. 229-252. , W.J. McKeachie & Svinicki M. (Eds.) Boston, MA: Houghton Mifflin","Klein, K.; Richard Stockton College of New Jersey, School of Health Sciences, Pomona, NJ, United States; email: kklein@aota.org",,,,,,,,15365026,,,24245385.0,English,Nurs. Educ. Persp.,Article,Final,,Scopus,2-s2.0-84884764128
"Bright D.R., Reilly Kroustos K., Kinder D.H.",24545116400;55803062900;7004391854;,Audience response systems during case-based discussions: A pilot study of student perceptions,2013,Currents in Pharmacy Teaching and Learning,5,5,,410,416,,5.0,10.1016/j.cptl.2013.06.007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84882930147&doi=10.1016%2fj.cptl.2013.06.007&partnerID=40&md5=c8ca58426c0ed2049d229cf4acdd6cf5,"Department of Pharmacy Practice, The Raabe College of Pharmacy, Ohio Northern University, Ada, OH, United States; Department of Pharmaceutical and Biomedical Sciences, The Raabe College of Pharmacy, Ohio Northern University, Ada, OH, United States","Bright, D.R., Department of Pharmacy Practice, The Raabe College of Pharmacy, Ohio Northern University, Ada, OH, United States; Reilly Kroustos, K., Department of Pharmacy Practice, The Raabe College of Pharmacy, Ohio Northern University, Ada, OH, United States; Kinder, D.H., Department of Pharmaceutical and Biomedical Sciences, The Raabe College of Pharmacy, Ohio Northern University, Ada, OH, United States","Objectives: Recent literature has described the benefits of instruction with Audience Response Systems (ARS, often referred to as ""clickers""), but little information is available regarding their role in case-based learning within pharmacy education. The objective of this pilot study was to evaluate student perceptions on involvement, discussion, and evaluation of therapeutics, as well as preference for traditional or ARS-based cases. Methods: During a therapeutics course, students participated in three case discussions involving ARS and four traditional case discussions. Students completed an anonymous online survey regarding perceptions of traditional or ARS-based cases at baseline and at the completion of the five-week module. Results: Of 150 students enrolled in the course, 142 completed the baseline survey and 148 completed the follow-up survey. Using a five-point Likert-type scale (1 = strongly disagree and 5 = strongly agree), students reported a stronger preference for ARS-based cases at the end of the course as compared to the beginning of the course (4.53 from 4.34, p < 0.001). By the end of the module, students reported a feeling of increased involvement during case discussions when using ARS (4.41), and that it was easier to participate in discussion (4.57) and more therapeutic options were discussed critically (4.06). Conclusion: Students reported a strong preference for ARS during case-based learning and specifically noted that they felt more involved, felt that more therapeutic options were discussed, and found it easier to participate when using ARS. It may be appropriate to consider ARS in other case and discussion-oriented learning opportunities. © 2013 Elsevier Inc.",Audience response systems; Case discussions; Small group learning,article; course evaluation; female; follow up; health survey; human; learning; Likert scale; male; perception; pharmacy; pilot study; priority journal; student,,,,,,,,,,,"Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: do clickers improve learning? (2008) Decis Sci J Innovative Educ, 6 (1), pp. 75-88; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material (2008) CBE Life Sci Educ, 7, pp. 146-154; Kelley, K.A., Beatty, S.J., Legg, J.E., McAuley, J.W.A., Process assessment to evaluate pharmacy students' knowledge prior to beginning advanced pharmacy practice experiences (2008) Am J Pharm Educ, 72. , Article 88; Cain, J., Robinson, E., A primer on audience response systems: current applications and future considerations (2008) Am J Pharm Educ, 72 (4). , Article 77; Monaghan, M.S., Cain, J.J., Malone, P.M., Educational technology use among US colleges and schools of pharmacy (2011) Am J Pharm Educ, 75 (5). , Article 87; Accreditation Council for Pharmacy Education (2013), http://www.acpe-accredit.org/standards/default.asp, Accreditation standards and guidelines for the professional program in pharmacy leading to the doctor of pharmacy degree. 〈〈; 2011 Accessed June; Sprague, J.E., Christoff, J., Allison, J.C., Kisor, D.F., Sullivan, D.L., Development and implementation of an integrated cardiovascular module in a PharmD curriculum (2000) Am J Pharm Educ, 64, pp. 20-26; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system (ARS) in a dual-campus classroom environment (2008) Am J Pharm Educ, 72. , Article 38; Carnevale, D., Run a class like a game show: 'clickers' keep students involved (2005) Chronical High Educ, 51 (42), pp. B3; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve students motivation, attention, and feedback (2009) Am J Pharm Educ, 73. , Article 21; Sansgiry, S.S., Nadkarni, A., Lemke, T., Perceptions of PharmD students towards a cumulative examination: the milemarker process (2004) Am J Pharm Educ, 68 (4). , Article 93; Powers, M.F., Bright, D.R., Bugaj, P.S., Brief report on the use of paper-based computing to supplement a pharmaceutical calculations course (2010) Curr Pharm Teach Learn, 2, pp. 144-148; Hanson, A.L., Bruskiewitz, R.H., DeMuth, J.E., Pharmacists' perceptions of facilitators and barriers to lifelong learning (2007) Am J Pharm Educ, 71 (4). , Article 67","Bright, D.R.; Department of Pharmacy Practice, Raabe College of Pharmacy, Ohio Northern University, 525 S. Main St., Ada, OH 45810, United States; email: d-bright@onu.edu",,,,,,,,18771297,,,,English,Currents Pharm. Teach. Learn.,Article,Final,,Scopus,2-s2.0-84882930147
"Brewer M.S., Gardner G.E.",36766882300;26654625200;,"Teaching evolution through the hardy-weinberg principle: A real-time, active-learning exercise using classroom response devices",2013,American Biology Teacher,75,7,,476,479,,4.0,10.1525/abt.2013.75.7.6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884833106&doi=10.1525%2fabt.2013.75.7.6&partnerID=40&md5=94ea1b35a63e8399e357028f3ccbfa8a,"Department of Environmental Science, Policy, and Management, University of California, Berkeley, Berkeley CA 94720, United States; DDepartment of Biology, Middle Tennessee State University, Murfreesboro TN 37132, United States","Brewer, M.S., Department of Environmental Science, Policy, and Management, University of California, Berkeley, Berkeley CA 94720, United States; Gardner, G.E., DDepartment of Biology, Middle Tennessee State University, Murfreesboro TN 37132, United States","Teaching population genetics provides a bridge between genetics and evolution by using examples of the mechanisms that underlie changes in allele frequencies over time. Existing methods of teaching these concepts often rely on computer simulations or hand calculations, which distract students from the material and are problematic for those with high math anxiety. We outline an exercise that engages students and provides real-time feedback through the use of classroom response devices. This exercise has been used with success and employs a conceptual-change approach to teach the fundamental, yet often misunderstood, concept of biological evolution. © 2013 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at .",active learning; clickers; Evolution; Hardy-Weinberg; population genetics,,,,,,,,,,,,"(2011) Vision and Change in Undergraduate Biology Education: A Call to Action, , http://visionandchange.org/files/2011/03/Revised-Vision-and-Change-Final- Report.pdf, AAAS. Available online at; Abraham, J.K., Perez, K.E., Downey, N., Herron, J.C., Meir, E., Short lesson plan associated with increased acceptance of evolutionary theory and potential change in three alternate conceptions of macroevolution in undergraduate students (2012) CBE-Life Sciences Education, (11), pp. 152-164; Alters, B.J., Nelson, C.E., Perspective: Teaching evolution in higher education (2002) Evolution, 56 (10), pp. 1891-1901; Andrews, T.M., Price, R.M., Mead, L.S., McElhinny, T.L., Thanukos, A., Perez, K.E., Biology undergraduates' misconceptions about genetic drift (2012) CBE-Life Sciences Education, (11), pp. 248-259. , others; Berkman, M.B., Pacheco, J.S., Plutzer, E., Evolution and creationism in america's classrooms: A national portrait (2008) PLoS Biology, 6, pp. e124; Berkman, M.B., Plutzer, E., Defeating creationism in the courtroom, but not in the classroom (2011) Science, (331), pp. 404-405; Coley, J.D., Tanner, K.D., Common origins of diverse misconceptions: Cognitive principles and the development of biology thinking (2012) CBE-Life Sciences Education, (11), pp. 209-215; Cotner, S.H., Fall, B.A., Wick, S.M., Walker, J.D., Baepler, P.M., Rapid feedback assessment methods: Can we improve engagement and preparation for exams in large-enrollment courses? (2008) Journal of Science Education and Technology, 17, pp. 437-443; Fifield, S., Fall, B., A hands-on simulation of natural selection in an imagninary organism, platysoma apoda (1992) American Biology Teacher, 56, pp. 230-235; Foster, C., Creationism as a misconception: Socio-cognitive conflict in the teaching of evolution (2012) International Journal of Science Education, 34, pp. 2171-2180; Mertens, T.R., Introducing students to population genetics & the hardy-weinberg principle (1992) American Biology Teacher, 54, pp. 103-107; Moore, R., Teaching evolution: Do state standards matter? (2002) BioScience, 52 (4), pp. 378-381; Ortiz, M.T., Taras, L., Stacroulakis, A.M., The hardy-weinberg equilibrium: Some helpful suggestions (2000) American Biology Teacher, 62, pp. 20-22; Peakall, R., Smouse, P.E., GENALEX 6: Genetic analysis in Excel. Population genetic software for teaching and research (2006) Molecular Ecology Notes, 6 (1), pp. 288-295. , DOI 10.1111/j.1471-8286.2005.01155.x; Rutledge, M.L., Mitchell, M.A., High school biology teachers' knowledge structure, acceptance & teaching of evolution (2002) American Biology Teacher, 64 (1), pp. 21-28; Soderberg, P., Price, F., An examination of problem-based teaching and learning in population genetics and evolution using EVOLVE, a computer simulation (2003) International Journal of Science Education, 25 (1), pp. 35-55. , DOI 10.1080/09500690110095285; Tanner, K., Allen, D., Approaches to biology teaching and learning: Understanding the wrong answers-teaching toward conceptual change (2005) Cell Biology Education, 4 (SUMMER), pp. 112-117. , http://www.cellbioed.org/pdf/05-02-0068.pdf, DOI 10.1187/cbe.05-02-0068","Department of Environmental Science, Policy, and Management, University of California, Berkeley, Berkeley CA 94720, United States",,,,,,,,00027685,,,,English,Am. Biol. Teach.,Article,Final,,Scopus,2-s2.0-84884833106
"Urbinello D., Röösli M.",55415695400;6603273803;,Impact of one's own mobile phone in stand-by mode on personal radiofrequency electromagnetic field exposure,2013,Journal of Exposure Science and Environmental Epidemiology,23,5,,545,548,,22.0,10.1038/jes.2012.97,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883238504&doi=10.1038%2fjes.2012.97&partnerID=40&md5=f4d9454f17214c34ad93aaac1229eb87,"Department of Epidemiology and Public Health, Swiss Tropical and Public Health Institute, Basel, Switzerland; University of Basel, Basel, Switzerland","Urbinello, D., Department of Epidemiology and Public Health, Swiss Tropical and Public Health Institute, Basel, Switzerland, University of Basel, Basel, Switzerland; Röösli, M., Department of Epidemiology and Public Health, Swiss Tropical and Public Health Institute, Basel, Switzerland, University of Basel, Basel, Switzerland","When moving around, mobile phones in stand-by mode periodically send data about their positions. The aim of this paper is to evaluate how personal radiofrequency electromagnetic field (RF-EMF) measurements are affected by such location updates. Exposure from a mobile phone handset (uplink) was measured during commuting by using a randomized cross-over study with three different scenarios: disabled mobile phone (reference), an activated dual-band phone and a quad-band phone. In the reference scenario, uplink exposure was highest during train rides (1.19 mW/m 2) and lowest during car rides in rural areas (0.001 mW/m 2). In public transports, the impact of one's own mobile phone on personal RF-EMF measurements was not observable because of high background uplink radiation from other people's mobile phone. In a car, uplink exposure with an activated phone was orders of magnitude higher compared with the reference scenario. This study demonstrates that personal RF-EMF exposure is affected by one's own mobile phone in stand-by mode because of its regular location update. Further dosimetric studies should quantify the contribution of location updates to the total RF-EMF exposure in order to clarify whether the duration of mobile phone use, the most common exposure surrogate in the epidemiological RF-EMF research, is actually an adequate exposure proxy. © 2013 Nature America, Inc.",location update; mobile phone; personal exposure meters (PEM); radiofrequency electromagnetic fields (RF-EMF); stand-by,article; electromagnetic radiation; environmental exposure; human; mobile phone; Cellular Phone; Electromagnetic Radiation; Environmental Exposure; Humans,,,,,,,,,,,"Röösli, M., Frei, P., Bolte, J., Neubauer, G., Cardis, E., Feychting, M., Conduct of a personal radiofrequency electromagnetic field measurement study: Proposed study protocol (2010) Environ Health, 9 (1), p. 23; Viel, J.F., Cardis, E., Moissonnier, M., De Seze, R., Hours, M., Radiofrequency exposure in the French general population: Band, time, location and activity variability (2009) Environ Int, 35 (8), pp. 1150-1154; Bolte, J.F., Van Der Zande, G., Kamer, J., Calibration and Uncertainties in Personal Exposure Measurements of Radiofrequency Electromagnetic Fields (2011) Bioelectromagnetics, 32 (8), pp. 652-653; Thuróczy, G., Molnar, F., Jánossy, G., Nagy, N., Kubinyi, G., Bakos, J., Personal RF exposimetry in urban area (2008) Ann Telecommun, 63 (1-2), pp. 87-96; Joseph, W., Vermeeren, G., Verloock, L., Heredia, M.M., Martens, L., Characterization of personal RF electromagnetic field exposure and actual absorption for the general public (2008) Health Phys, 95 (3), pp. 317-330; Frei, P., Mohler, E., Bürgi, A., Fröhlich, J., Neubauer, G., Braun-Fahrländer, C., Classification of personal exposure to radio frequency electromagnetic fields (RF-EMF) for epidemiological research: Evaluation of different exposure assessment methods (2010) Environ Int, 36 (7), pp. 714-720; Lin, Y.B., Lee, P.C., Chlamtac, I., Dynamic periodic location update in mobile networks (2002) IEEE Trans Vehicular Technol, 51, pp. 615-624; Joseph, W., Frei, P., Röösli, M., Thuróczy, G., Gajsek, P., Trcek, T., Comparison of personal radio frequency electromagnetic field exposure in different urban areas across Europe (2010) Environ Res, 110 (7), pp. 658-663; Frei, P., Mohler, E., Neubauer, G., Theis, G., Bürgi, A., Fröhlich, J., Temporal and spatial variability of personal exposure to radio frequency electromagnetic fields (2009) Environ Res, 109 (6), pp. 779-785; Röösli, M., Frei, P., Mohler, E., Braun-Fahrländer, C., Bürgi, A., Fröhlich, J., Statistical analysis of personal radiofrequency electromagnetic field measurements with nondetects (2008) Bioelectromagnetics, 29 (6), pp. 471-478; Vrijheid, M., Mann, S., Vecchia, P., Wiart, J., Taki, M., Ardoino, L., Determinants of mobile phone output power in a multinational study: Implications for exposure assessment (2009) Occup Environ Med, 66 (10), pp. 664-671; Cooke, R., Laing, S., Swerdlow, A.J., A case-control study of risk of leukaemia in relation to mobile phone use (2010) Br J Cancer, 103 (11), pp. 1729-1735; Divan, H.A., Kheifets, L., Obel, C., Olsen, J., Prenatal and postnatal exposure to cell phone use and behavioral problems in children (2008) Epidemiology, 19 (4), pp. 523-529; Vrijheid, M., Martinez, D., Forns, J., Guxens, M., Julvez, J., Ferrer, M., Prenatal exposure to cell phone use and neurodevelopment at 14 months (2010) Epidemiology, 21 (2), pp. 259-262; Baumann, J., Landstorfer, F.M., Geisbusch, L., Georg, R., Evaluation of radiation exposure by UMTS mobile phones (2006) Electron Lett, 42 (4), pp. 225-226","Röösli, M.; Department of Epidemiology and Public Health, Swiss Tropical and Public Health Institute, Basel, Switzerland; email: martin.roosli@unibas.ch",,,,,,,,15590631,,,23093102.0,English,J. Expos. Sci. Environ. Epidemiol.,Article,Final,Open Access,Scopus,2-s2.0-84883238504
"Rahman A., Jacker-Guhr S., Staufenbiel I., Meyer K., Zupanic M., Hahnemann M., Lührs A.-K., Eberhard J.",23490288600;36600578100;42561902600;57198408642;56043764200;55823214300;23985892700;7006809143;,Use of elaborate feedback and an audience-response-system in dental education [Anwendung von elaboriertem feedback und einem audience-response-system in der zahnmedizinischen ausbildung],2013,GMS Zeitschrift fur Medizinische Ausbildung,30,3,,,,,6.0,10.3205/zma000878,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881650307&doi=10.3205%2fzma000878&partnerID=40&md5=94196bb97ea3da5dc4542fc2330877b9,"Medizinische Hochschule Hannover (MHH), Klinik für Zahnerhaltung, Parodontologie und Präventive Zahnheilkunde, Hannover, Germany; Universität Witten/Herdecke, Department für Medizin, Institut für Gesundheitssystemforschung, Witten, Germany; Medizinische Hochschule Hannover (MHH), Klinik für Zahnärztliche Prothetik und Biomedizinische Werkstoffkunde, Hannover, Germany","Rahman, A., Medizinische Hochschule Hannover (MHH), Klinik für Zahnerhaltung, Parodontologie und Präventive Zahnheilkunde, Hannover, Germany; Jacker-Guhr, S., Medizinische Hochschule Hannover (MHH), Klinik für Zahnerhaltung, Parodontologie und Präventive Zahnheilkunde, Hannover, Germany; Staufenbiel, I., Medizinische Hochschule Hannover (MHH), Klinik für Zahnerhaltung, Parodontologie und Präventive Zahnheilkunde, Hannover, Germany; Meyer, K., Medizinische Hochschule Hannover (MHH), Klinik für Zahnerhaltung, Parodontologie und Präventive Zahnheilkunde, Hannover, Germany; Zupanic, M., Universität Witten/Herdecke, Department für Medizin, Institut für Gesundheitssystemforschung, Witten, Germany; Hahnemann, M., Medizinische Hochschule Hannover (MHH), Klinik für Zahnerhaltung, Parodontologie und Präventive Zahnheilkunde, Hannover, Germany; Lührs, A.-K., Medizinische Hochschule Hannover (MHH), Klinik für Zahnerhaltung, Parodontologie und Präventive Zahnheilkunde, Hannover, Germany; Eberhard, J., Medizinische Hochschule Hannover (MHH), Klinik für Zahnärztliche Prothetik und Biomedizinische Werkstoffkunde, Hannover, Germany","Introduction: The aim of the study was to examine the effect of an elaborate feedback and an audience response system (ARS) on learning success. Methods: Students of the 1 st clinical semester were randomly assigned to a study and a control group. The randomization was carried out considering the factors of age, gender and power spectrum during preliminary dental examination. Within 10 lectures 5 multiple-choice questions were asked about the learning objectives and answered by the students using an ARS. Only the study group received an immediate comprehensive feedback on the results. A final exam at the end was carried out in order to evaluate whether the elaborate feedback leads to a successful learning. Furthermore the effect of the ARS on the lecture atmosphere was investigated. Result: The results of the final exams showed no significant difference between the study and the control group regarding the learning success Conclusion: Although no significant effect on learning success was found, the ARS creates a more interactive, positive learning environment. © 2013 Rahman et al.",Audience-response-system; Feedback; Learning environment,"achievement; adult; article; audience-response-system; comparative study; controlled clinical trial; controlled study; dental education; feedback system; female; Germany; health personnel attitude; human; learning environment; male; motivation; randomized controlled trial; reinforcement; teaching; audience-response-system; feedback; learning environment; Achievement; Adult; Attitude of Health Personnel; Computer-Assisted Instruction; Education, Dental; Feedback; Female; Germany; Humans; Knowledge of Results (Psychology); Male; Motivation",,,,,,,,,,,"Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2 (4), pp. 160-166. , DOI: 10.1002/ase.99; Allan, D., Tanner, K., Infusing active learning into the largeenrollment biology class: Seven strategies, from the simple to complex (2005) Cell Biol Edu, 4 (4), pp. 262-268. , DOI: 10.1187/cbe.05-08-0113; Beatty, I., Transforming students learning with classroom communication system (2004) EDUCASE Center Appl Res (ECAR) Res Bull, 3, pp. 1-13; Bienstock, J.L., Katz, N.T., Cox, S.M., Hueppchen, N., Erickson, S., Puscheck, E.E., To the point: Medical education reviews--providing feedback (2007) Am J Obstet Gynecol, 196 (6), pp. 508-513. , Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, DOI: 10.1016/j.ajog.2006.08.021; Boehler, M.L., Rogers, D.A., Schwind, C.J., Mayforth, R., Quin, J., Williams, R.G., An investigation of medical student reactions to feedback: A randomised controlled trial (2006) Med Educ, 40 (8), pp. 746-749. , DOI: 10.1111/j.1365-2929.2006.02503.x; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2), p. 21. , DOI: 10.5688/aj730221; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am J Pharm Educ, 72 (4), p. 77. , DOI: 10.5688/aj720477; Elashvili, A., Denehy, G.E., Dawson, D.V., Cunningham, M.A., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Edu, 72 (11), pp. 1296-1303; Fabry, G., Unterrichtmethoden: Welches Mittel zu welchem Zweck? (2008) Medizindidaktik, pp. 119-129. , Fabry G, Bern: Verlag Huber; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J Sci Educ Technol, 1, pp. 101-109. , DOI: 10.1007/s10956-006-0360-1; Fischer, P.M., Mandel, H., Improvement of acquisition of knowledge by information feedback (1988) Learning Issues For Intelligent Tutoring Systems, pp. 187-241. , In: Mandl H, Lesgoold A, New York: Springer, DOI: 10.1007/978-1-4684-6350-7_9; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting studentcentered active learning in lectures with a personal response system (2009) Adv Physiol Educ, 33 (1), pp. 60-71. , DOI: 10.1152/advan.00109.2007; Hattie, J., Timperley, H., The power of feedback (2007) Review. Educ Res, 1, pp. 81-112. , DOI: 10.3102/003465430298487; Huang, C., Changing learning with new interactive and media-rich instruction environments: Virtual labs case study report (2003) Comput Med Imaging Graph, 27 (2-3), pp. 157-164. , DOI: 10.1016/S0895-6111(02)00089-7; Kamin, C., Deterding, R., Lowery, M., Students perceptions of a virtual PBL experience (2002) Acad Med, 77 (11), pp. 1161-1162. , DOI: 10.1097/00001888-200211000-00028; Kulhavy, R.W., Stock, W.A., Feedback in written instruction: The place of response certitude (1989) Educ Psychol Rev, 4, pp. 279-308. , DOI: 10.1007/BF01320096; Macgeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Khichadia, S., Geddes, B., Student evaluation of audience response technology in large lecture classes (2008) Educ Technol Res Develop, 56 (2), pp. 125-145. , DOI: 10.1007/s11423-007-9053-6; McKendree, J., Effective feedback content for tutoring complex skills (1990) Human-Comp Interact, 5 (4), pp. 381-413. , DOI: 10.1207/s15327051hci0504_2; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, (2), pp. 109-115; Musch, J., The Design of Feedback in Computer Based Trainings: Models and Findings (1999) Z Padagog Psychol, 13 (3), pp. 148-160. , DOI: 10.1024//1010-0652.13.3.148; Patry, M., Clickers in Large Classes: From Student Perceptions Towards an Understanding of Best Practices (2009) Int J Scholar Teach Learn, 3 (2); Pileggi, R., O'Neil, P.N., Team-based learning using an audience response system: An innovative method of teaching diagnosis to undergraduate dental students (2008) J Dent Educ, 72 (10), pp. 1182-1188; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, (5), pp. 1827-1830. , DOI: 10.1016/j.ajog.2005.07.075; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sci Educ, (1), pp. 29-41. , DOI: 10.1187/cbe.06-09-0190; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am J Roentgenol, (6), pp. 319-322. , DOI: 10.2214/AJR.07.3038; Smolle, J., (2010) Klinische MC-Fragen Rasch Und Einfach Erstellen: Ein Praxisleitfaden Für Lehrende, , 2., [veränd.] Aufl. Berlin, New York, NY: De Gruyter, S. I-IV; Stoddard, H.A., Piquette, C.A., A controlled study of improvements in student exam performance with the use of an audience response system during medical school lectures (2010) Acad Med, 85 (10 SUPPL.), pp. 37-40. , DOI: 10.1097/ACM.0b013e3181ed3b40; van Dijk, L.A., van den Ber, G.C., van Keulen, H., Interactive Lectures in Engineering Education (2001) Eur J Eng Educ, 26 (1), pp. 15-28. , DOI: 10.1080/03043790123124; van Houten, R., van Houten, J., The performance feedback system in the special education classroom: An analysis of public posting and peer comments (1977) Behav Ther, 8 (3), pp. 366-376. , DOI: 10.1016/S0005-7894(77)80071-3","Rahman, A.; Medizinische Hochschule Hannover (MHH), Klinik für Zahnerhaltung, Parodontologie und Präventive Zahnheilkunde, Carl-Neuberg-Straße 1, 30625 Hannover, Germany; email: rahman.alexander@mh-hannover.de",,,,,,,,18603572,,,24062815.0,English; German,GMS Z. Med. Ausbild.,Article,Final,,Scopus,2-s2.0-84881650307
Cha J.,14521026100;,An exploratory study on the use of clickers in preservice chemistry teacher education,2013,Journal of the Korean Chemical Society,57,4,,499,506,,,10.5012/jkcs.2013.57.4.499,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84885580099&doi=10.5012%2fjkcs.2013.57.4.499&partnerID=40&md5=19bec715b673d6c3bbbc0efb38fbdf49,"Division of Science Education, Daegu University, Gyeongsan 712-714, South Korea","Cha, J., Division of Science Education, Daegu University, Gyeongsan 712-714, South Korea","In this study, clicker, also known as classroom response system, was applied to the chemistry method course at the university in Gyeongbuk, and preservice chemistry teachers' perceptions of clicker were surveyed. Before starting lecture, operation and class application of clickers were introduced to preservice teachers, and then 4-5 questions were presented to them in most classes during the term. After preservice teachers were asked to answer the questions, lecturer gave feedback based on the class answer distribution. Questions presented to preservice teachers were recall and/or understanding questions on learning contents, opinion questions, and questions about muddiest point. At the end of semester, preservice teachers were asked to rate their perception of clikers in terms of likert scale and essay type. They had positive perceptions of clicker use in aspects of cognitive effects, affective effects and media characteristics. They preferred conceptual understanding questions and monitoring questions among 8 clicker question types. Some cases using clickers in lecture and educational implications were also included.",Classroom response system; Clicker; Feedback; Preservice teacher education; Question,Chemistry teachers; Classroom response systems; Clicker; Conceptual understanding; Exploratory studies; Pre-service teacher; Pre-service teacher education; Question; Chemical engineering; Chemistry; Feedback; Teaching,,,,,,,,,,,"(2011) Study on the Science Curriclum under the 2009 Revision, , Korea Foundation for the Advancement of Science and Creativity; Choi, B.S., (2012) Research and Teaching on Chemistry Textbook, , Freedom Academy: Paju; McKeachie, W.J., Svinicki, M.D., Hofer, B.K., (2006) McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, , 12th ed.; Houghton Mifflin: Boston, MA; Cho, H.H., Kim, H.K., Yoon, H.S., Lee Lee, K.Y., (2011) The Theory and Practice of Science Education, , Kyoyook Book: Paju; Kwon, J.S., (2012) Theories in Science Education, , Kyoyook Book: Paju; Milner-Bolotin, M., Hunter, K., Cha, J., (2012) Annual Meeting of American Educational Research Association, , Vancouver, BC; Kalman, C., (2012) Annual International Conference of the National Association for Research in Science Teaching, , Indianapolis: Indiana; (1997) 7th National Curriculum, , Ministry of Education; Proclamation of the Ministry of Education #1997-15; (2007) Elementary and Secondary School Curriculum, , Ministry of Education, Science and Technology; Proclamation of the Ministry of Education, Science and Technology #2007-79; (2007) Middle School Curriculum, , Ministry of Education & Human Resources Development. Proclamation of the Ministry of Education & Human Resources Development #2007-79; Blosser, P.E., (2000) How to Ask the Right Questions, , National Science Teachers Association, 1742 Connecticut Avenue, N.W., Washington, D.C. 20009 (Stock Number 471-14698); Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., (2006) American Journal of Physics, 74, p. 31; Duncan, D., (2005) Clickers in the Classroom, , Pearson Education, Inc.: San Francisco, CA; Bruff, D., (2009) Teaching with Classroom Response Systems : Creating Active Learning Environments, , 1st ed.; Jossey-Bass: San Francisco; Milner-Bolotin, M., Cha, J., Hunter, K., (2011) The International Conference on Educational Technology, , Madrid, Spain; Langman, J., Fies, C., (2010) Language & Education: An International Journal, 24, p. 81; Oh, J., Baek, S., Cha, J., (2013) Korean Education Inquiry, , Submitted; Top Student Response System & Audience Response System, , http://iclicker.com; Fifer, P., (2012) Teaching and Learning in Nursing, 7, p. 6; Aikenhead, G.S., Ryan, A.G., (1992) Science Education, 76, p. 477; King, D.B., (2011) Journal of Chemical Education, 88, p. 1485; Moredich, C., Moore, E., (2007) Nurse Educator, 32, p. 113","Cha, J.; Division of Science Education, Daegu University, Gyeongsan 712-714, South Korea; email: chajh@daegu.ac.kr",,,,,,,,10172548,,JKCSE,,Korean,J. Korean Chem. Soc.,Article,Final,Open Access,Scopus,2-s2.0-84885580099
"Lohse B., Wamboldt P.",6507291847;8337401200;,Purposive facebook recruitment endows cost-effective nutrition education program evaluation,2013,Journal of Medical Internet Research,15,8, e27,,,,24.0,10.2196/resprot.2713,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883412984&doi=10.2196%2fresprot.2713&partnerID=40&md5=68446ceffd02a13a275f192d3a459c8f,"Department of Nutritional Sciences, Pennsylvania State University, 205 Chandlee Lab, University Park, PA, United States","Lohse, B., Department of Nutritional Sciences, Pennsylvania State University, 205 Chandlee Lab, University Park, PA, United States; Wamboldt, P., Department of Nutritional Sciences, Pennsylvania State University, 205 Chandlee Lab, University Park, PA, United States","Background: Recent legislation established a requirement for nutrition education in federal assistance programs to be evidence-based. Recruitment of low-income persons to participate and evaluate nutrition education activities can be challenging and costly. Facebook has been shown to be a cost-effective strategy to recruit this target audience to a nutrition program. Objective: The purpose of our study was to examine Facebook as a strategy to recruit participants, especially Supplemental Nutrition Assistance Program Education (SNAP-Ed) eligible persons, to view and evaluate an online nutrition education program intended to be offered as having some evidence base for SNAP-Ed programming. Methods: English-speaking, low-income Pennsylvania residents, 18-55 years with key profile words (eg, Supplemental Nutrition Assistance Program, Food bank), responded to a Facebook ad inviting participation in either Eating Together as a Family is Worth It (WI) or Everyone Needs Folic Acid (FA). Participants completed an online survey on food-related behaviors, viewed a nutrition education program, and completed a program evaluation. Facebook set-up functions considered were costing action, daily spending cap, and population reach. Results: Respondents for both WI and FA evaluations were similar; the majority were white, <40 years, overweight or obese body mass index, and not eating competent. A total of 807 Facebook users clicked on the WI ad with 73 unique site visitors and 47 of them completing the program evaluation (ie, 47/807, 5.8% of clickers and 47/73, 64% of site visitors completed the evaluation). Cost per completed evaluation was US $25.48; cost per low-income completer was US $39.92. Results were similar for the FA evaluation; 795 Facebook users clicked on the ad with 110 unique site visitors, and 73 completing the evaluation (ie, 73/795, 9.2% of ad clickers and 73/110, 66% of site visitors completed the evaluation). Cost per valid completed survey with program evaluation was US $18.88; cost per low-income completer was US $27.53. Conclusions: With Facebook we successfully recruited low-income Pennsylvanians to online nutrition program evaluations. Benefits using Facebook as a recruitment strategy included real-time recruitment management with lower costs and more efficiency compared to previous data from traditional research recruitment strategies reported in the literature. Limitations prompted by repeated survey attempts need to be addressed to optimize this recruitment strategy.",Facebook; Family meals; Folic acid; Food security; Low-income; Nutrition education; SNAP-Ed,,,,,,,,,,,,"Contento, I., (2010) Nutrition Education: Linking Research, Theory, and Practice, , Second Edition. Sudbury, MA: Jones & Bartlett Pub; Supplemental Nutrition Assistance Program Education (SNAP-Ed), , http://www.fns.usda.gov/snap/snap-ed, United States Department of Agriculture Food and Nutrition Service, [accessed 2013-04-30] [WebCite Cache ID 6GGXuKrbp]; Supplemental Nutrition Assistance Program Education (SNAP-Ed), , http://snap.nal.usda.gov/snap/Guidance/FY2014SNAP-EdGuidance.pdf, [accessed 2013-04-30] [WebCite Cache ID 6GGXzKZXI]; Satterfield, J.M., Spring, B., Brownson, R.C., Mullen, E.J., Newhouse, R.P., Walker, B.B., Toward a transdisciplinary model of evidence-based practice (2009) Milbank Q, 87 (2), pp. 368-390. , Jun [FREE Full text] [doi: 10.1111/j.1468-0009.2009.00561.x] [Medline: 19523122]; (2011) Developing An Effective Evaluation Plan, , http://www.cdc.gov/obesity/downloads/CDC-Evaluation-Workbook-508.pdf, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health; Division of Nutrition, Physical Activity, and Obesity, [accessed 2013-04-30] [WebCite Cache ID 6GGY1w39Q]; Graham, A.L., Milner, P., Saul, J.E., Pfaff, L., Online advertising as a public health and recruitment tool: Comparison of different media campaigns to increase demand for smoking cessation interventions (2008) J Med Internet Res, 10 (5), pp. e50. , [FREE Full text] [doi: 10.2196/jmir.1001] [Medline: 19073542]; Jones, R.B., O'Connor, A., Brelsford, J., Parsons, N., Skirton, H., Costs and difficulties of recruiting patients to provide e-health support: Pilot study in one primary care trust (2012) BMC Med Inform Decis Mak, 12, p. 25. , [FREE Full text] [doi: 10.1186/1472-6947-12-25] [Medline: 22458706]; Bensley, R.J., Anderson, J.V., Brusk, J.J., Mercer, N., Rivas, J., Impact of internet vs traditional Special Supplemental Nutrition Program for Women, Infants, and Children nutrition education on fruit and vegetable intake (2011) J Am Diet Assoc, 111 (5), pp. 749-755. , May [FREE Full text] [doi: 10.1016/j.jada.2011.02.010] [Medline: 21515124]; Carvalho, M.L., Honeycutt, S., Escoffery, C., Glanz, K., Sabbs, D., Kegler, M.C., Balancing fidelity and adaptation: Implementing evidence-based chronic disease prevention programs (2013) J Public Health Manag Pract, 19 (4), pp. 348-348. , [doi: 10.1097/PHH.0b013e31826d80eb] [Medline: 23462111]; Desroches, S., Lapointe, A., Ratté, S., Gravel, K., Légaré, F., Turcotte, S., Interventions to enhance adherence to dietary advice for preventing and managing chronic diseases in adults (2013) Cochrane Database Syst Rev, 2, pp. CD008722. , [doi: 10.1002/14651858.CD008722.pub2] [Medline: 23450587]; Ramo, D.E., Prochaska, J.J., Broad reach and targeted recruitment using Facebook for an online survey of young adult substance use (2012) J Med Internet Res, 14 (1), pp. e28. , [FREE Full text] [doi: 10.2196/jmir.1878] [Medline: 22360969]; Lohse, B., Facebook is an effective strategy to recruit low-income women to online nutrition education (2013) J Nutr Educ Behav, 45 (1), pp. 69-76. , [FREE Full text] [doi: 10.1016/j.jneb.2012.06.006] [Medline: 23305805]; Moorhead, S.A., Hazlett, D.E., Harrison, L., Carroll, J.K., Irwin, A., Hoving, C., A new dimension of health care: Systematic review of the uses, benefits, and limitations of social media for health communication (2013) J Med Internet Res, 15 (4), pp. e85. , [FREE Full text] [doi: 10.2196/jmir.1933] [Medline: 23615206]; Advertise on Facebook, , http://www.facebook.com/unsupportedbrowser, [accessed 2013-04-30] [WebCite Cache ID 6GGYjhKHb]; Krall, J.S., Lohse, B., Validation of a measure of the Satter eating competence model with low-income females (2011) Int J Behav Nutr Phys Act, 8, p. 26. , [FREE Full text] [doi: 10.1186/1479-5868-8-26] [Medline: 21473765]; Satter, E., Eating competence: Definition and evidence for the Satter Eating Competence model (2007) J Nutr Educ Behav, 39 (5 SUPPL.), pp. S142-S153. , [FREE Full text] [doi: 10.1016/j.jneb.2007.01.006] [Medline: 17826695]; Lohse, B., Satter, E., Horacek, T., Gebreselassie, T., Oakland, M.J., Measuring eating competence: Psychometric properties and validity of the ecSatter Inventory (2007) J Nutr Educ Behav, 39 (5 SUPPL.), pp. S154-S166. , [FREE Full text] [doi: 10.1016/j.jneb.2007.04.371] [Medline: 17826696]; Psota, T.L., Lohse, B., West, S.G., Associations between eating competence and cardiovascular disease biomarkers (2007) J Nutr Educ Behav, 39 (5 SUPPL.), pp. S171-S178. , [FREE Full text] [doi: 10.1016/j.jneb.2007.05.004] [Medline: 17826698]; Lohse, B., Psota, T., Estruch, R., Zazpe, I., Sorli, J.V., Salas-Salvadó, J., Eating competence of elderly Spanish adults is associated with a healthy diet and a favorable cardiovascular disease risk profile (2010) J Nutr, 140 (7), pp. 1322-1327. , Jul PREDIMED Study Investigators [FREE Full text] [doi: 10.3945/jn.109.120188] [Medline: 20505016]; Lohse, B., Bailey, R.L., Krall, J.S., Wall, D.E., Mitchell, D.C., Diet quality is related to eating competence in cross-sectional sample of low-income females surveyed in Pennsylvania (2012) Appetite, 58 (2), pp. 645-650. , Apr [FREE Full text] [doi: 10.1016/j.appet.2011.11.022] [Medline: 22142509]; Lohse, B., Arnold, K., Wamboldt, P., Evaluation of about Being Active, an online lesson about physical activity shows that perception of being physically active is higher in eating competent low-income women (2013) BMC Womens Health, 13, p. 12. , [FREE Full text] [doi: 10.1186/1472-6874-13-12] [Medline: 23496893]; Eysenbach, G., Improving the quality of Web surveys: The Checklist for Reporting Results of Internet E-Surveys (CHERRIES) (2004) J Med Internet Res, 6 (3), pp. e34. , Sep 29 [FREE Full text] [doi: 10.2196/jmir.6.3.e34] [Medline: 15471760]; Zhang, Y., He, D., Sang, Y., Facebook as a platform for health information and communication: A case study of a diabetes group (2013) J Med Syst, 37 (3), p. 9942. , Jun [FREE Full text] [doi: 10.1007/s10916-013-9942-7] [Medline: 23588823]; Chunara, R., Bouton, L., Ayers, J.W., Brownstein, J.S., Assessing the online social environment for surveillance of obesity prevalence (2013) PLoS One, 8 (4). , [FREE Full text] [doi: 10.1371/journal.pone.0061373.PMID:23637820]; Chu, J.L., Snider, C.E., Use of a social networking web site for recruiting Canadian youth for medical research (2013) J Adolesc Health, 52 (6), pp. 792-792. , Jun [doi: 10.1016/j.jadohealth.2012.12.002] [Medline: 23352727]; Ramo, D.E., Prochaska, J.J., Broad reach and targeted recruitment using Facebook for an online survey of young adult substance use (2012) J Med Internet Res, 14 (1), pp. e28. , [FREE Full text] [doi: 10.2196/jmir.1878] [Medline: 22360969]; Fenner, Y., Garland, S.M., Moore, E.E., Jayasinghe, Y., Fletcher, A., Tabrizi, S.N., Web-based recruiting for health research using a social networking site: An exploratory study (2012) J Med Internet Res, 14 (1), pp. e20. , Feb [FREE Full text] [doi: 10.2196/jmir.1978] [Medline: 22297093]; Napolitano, M.A., Hayes, S., Bennett, G.G., Ives, A.K., Foster, G.D., Using Facebook and text messaging to deliver a weight loss program to college students (2013) Obesity (Silver Spring), 21 (1), pp. 25-31. , Jan [FREE Full text] [doi: 10.1002/oby.20232] [Medline: 23505165]; Valle, C.G., Tate, D.F., Mayer, D.K., Allicock, M., Cai, J., A randomized trial of a Facebook-based physical activity intervention for young adult cancer survivors (2013) J Cancer Surviv, , Mar 27. [doi: 10.1007/s11764-013-0279-5] [Medline: 23532799]; Lohse, B., Arnold, K., Wamboldt, P., Costs of traditional recruitment methods favor examination of novel strategies to recruit low-income women to nutrition education impact studies (2012) Journal of the Academy of Nutrition and Dietetics, 112 (9), pp. A64. , Sep [FREE Full text] [doi: 10.1016/j.jand.2012.06.234]; Kapp, J.M., Peters, C., Oliver, D.P., Research recruitment using Facebook advertising: Big potential, big challenges (2013) J Cancer Educ, 28 (1), pp. 134-137. , Mar [FREE Full text] [doi: 10.1007/s13187-012-0443-z] [Medline: 23292877]; Morgan, A.J., Jorm, A.F., Mackinnon, A.J., Internet-based recruitment to a depression prevention intervention: Lessons from the Mood Memos study (2013) J Med Internet Res, 15 (2), pp. e31. , [FREE Full text] [doi: 10.2196/jmir.2262] [Medline: 23403043]; Krall, J.S., Lohse, B., Cognitive testing with female nutrition and education assistance program participants informs validity of the Satter eating competence inventory (2010) J Nutr Educ Behav, 42 (4), pp. 277-283. , [FREE Full text] [doi: 10.1016/j.jneb.2009.08.003] [Medline: 20579611]; Stotts Krall, J., Lohse, B., Interviews with low-income Pennsylvanians verify a need to enhance eating competence (2009) J Am Diet Assoc, 109 (3), pp. 468-473. , Mar [FREE Full text] [doi: 10.1016/j.jada.2008.11.032] [Medline: 19248864]; Graham, A.L., Fang, Y., Moreno, J.L., Streiff, S.L., Villegas, J., Muñoz, R.F., Online advertising to reach and recruit Latino smokers to an internet cessation program: Impact and costs (2012) J Med Internet Res, 14 (4), pp. e116. , [FREE Full text] [doi: 10.2196/jmir.2162] [Medline: 22954502]","Lohse, B.; Department of Nutritional Sciences, Pennsylvania State University, 205 Chandlee Lab, University Park, PA, United States; email: lohseb@psu.edu",,,,,,,,14388871,,,,English,J. Med. Internet Res.,Article,Final,Open Access,Scopus,2-s2.0-84883412984
"Lee C.B., Garcia S., Porter L.",55652742100;24829268200;24081364400;,Can peer instruction be effective in upper-division computer science courses?,2013,ACM Transactions on Computing Education,13,3, 12,,,,32.0,10.1145/2499947.2499949,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883580985&doi=10.1145%2f2499947.2499949&partnerID=40&md5=131202bf42bd1a9932380824fe1a6067,"University of California, San Diego, San Diego, CA, United States; University of San Diego, San Diego, CA, United States; Skidmore College, Saratoga Springs, NY, United States","Lee, C.B., University of California, San Diego, San Diego, CA, United States; Garcia, S., University of San Diego, San Diego, CA, United States; Porter, L., Skidmore College, Saratoga Springs, NY, United States","Peer Instruction (PI) is an active learning pedagogical technique. PI lectures present students with a series of multiple-choice questions, which they respond to both individually and in groups. PI has been widely successful in the physical sciences and, recently, has been successfully adopted by computer science instructors in lower-division, introductory courses. In this work, we challenge readers to consider PI for their upper-division courses as well. We present a PI curriculum for two upper-division computer science courses: Computer Architecture and Theory of Computation. These courses exemplify several perceived challenges to the adoption of PI in upper-division courses, including: exploration of abstract ideas, development of high-level judgment of engineering design trade-offs, and exercising advanced mathematical sophistication. This work includes selected course materials illustrating how these challenges are overcome, learning gains results comparing these upper-division courses with previous lower-division results in the literature, student attitudinal survey results (N = 501), and pragmatic advice to prospective developers and adopters. We present three main findings. First, we find that these upper-division courses achieved student learning gains equivalent to those reported in successful lower-division computing courses. Second, we find that student feedback for each class was overwhelmingly positive, with 88% of students recommending PI for use in other computer science classes. Third, we find that instructors adopting the materials introduced here were able to replicate the outcomes of the instructors who developed the materials in terms of student learning gains and student feedback. © 2013 ACM.",Active learning; Classroom response; Clickers; Peer instruction,Active Learning; Classroom response; Clickers; Computer Science course; Mathematical sophistication; Multiple-choice questions; Peer instruction; Theory of computation; Computation theory; Computer architecture; Curricula; Design; Students; Teaching,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Amer. J. Phys., 74 (1), pp. 31-39; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sci. Educ., 6 (1), pp. 9-20; Carter, P., An experiment with online instruction and active learning in an introductory computing course for engineers: JiTT meets cs (2009) Proceedings of the 14th Western Canadian Conference on Computing Education; Chesnevar, C.I., Maguitman, A.G., Gonźalez, M.P., Cobo, M.L., Teaching fundamentals of computing theory: A constructivist approach (2004) J. Comput. Sci. Technol., 4, p. 2; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Amer. J. Phys., 69, pp. 970-977; (2012) Clicker Resource Guide., , http://cwsei.ubc.ca/resources/clickers.htm, CWSEI -CARL WIEMAN SCIENCE EDUCATION INITIATIVE AT THE UNIVERSITY OF BRITISH COLUMBIA; Dimitriadis, Y.A., Martinez, A., Rubia, B., Gallego, M.J., Cooperative learning in computer architecture: An educational project and its network support (2001) Proceedings of the 31st Annual Frontiers in Education Conference, T4B, pp. 13-18; Djordjevic, J., Milenkovic, A., Todorovic, I., Marinov, D., CALKAS: A computer architecture learning and knowledge assessment system (1999) Proceedings of the Workshop on Computer Architecture Education (WCAE-5?99); Gramond, E., Rodger, S.H., Using jflap to interact with theorems in automata theory (1999) Proceedings of the 13th SIGCSE Technical Symposium on Computer Science Education., pp. 336-340; Hake, R.R., Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Amer. J. Phys., 66, p. 1; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol. Educ., 4 (4), pp. 298-310; McLuhan, M., (1964) Understanding Media: The Extensions of Man., , McGraw Hill New York; Pargas, R.P., Shah, D.M., Things are clicking in computer science courses (2006) Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education; Patterson, D.A., Hennessy, J.L., Computer organization and design: The hardware/software interface (2008) Morgan-Kaufmann, San Fransisco; Porter, L., Bailey-Lee, C., Simon, B., Cutts, Q., Zingaro, D., Experience report: A multi-classroom report on the value of peer instruction (2011) Proceedings of the 16th Annual Conference on Innovation and Technology in Computer Science Education; Porter, L., Bailey-Lee, C., Simon, B., Zingaro, D., Do students really learn from peer discussion in computing? (2011) Proceedings of the 7th International Computing Education Research Workshop; Rodger, S., (2009) Automata Simulation Software, Version 7.0., , http://www.jflap.org, JFLAP; Simon, B., Snowdon, S., Explaining program code: Giving students the answer helps -But only just (2011) Proceedings of 7th International Computing Education Research Workshop; Simon, B., (2012) Getting Started with Peer Instruction in Computing: The Details., , http://cseweb.ucsd.edu/?bsimon/PI/; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., Experience report: Peer instruction in introductory computing (2010) Proceedings of the 41st SIGCSE Technical Symposium on Computer Science Education; Sipser, M., (2006) Introduction to the Theory of Computation 2nd Ed., , PWS Publishing; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Su, T., Why peer discussion improves student performance on in-class concept questions (2009) Sci., 323 (5910), pp. 122-124; Turing, A.M., On computable numbers, with an application to the entscheidungs problem (1936) Proceedings of the London Mathematical Society, pp. s2-42; Yehezkel, C., Ben-Ari, M., Dreyfus, T., Computer architecture and mental models (2005) Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education; Yurcik, W., Wolffe, G.S., Holliday, M.A., A survey of simulators used in computer organization/architecture courses (2001) Proceedings of the Summer Computer Simulation Conference (SCSC?01). Society for Computer Simulation International, pp. 524-529; Zingaro, D., Experience report: Peer instruction in remedial computer science (2010) Proceedings of the 22nd World Conference on Educational Multimedia, Hypermedia and Telecommunications","Porter, L.; Skidmore College, Saratoga Springs, NY, United States; email: leo.porter@skidmore.edu",,,,,,,,19466226,,,,English,ACM J. Trans. Comput. Educ.,Article,Final,,Scopus,2-s2.0-84883580985
"Arnesen K., Korpås G.S., Hennissen J.E., Stav J.B.",50860989500;55823451300;55823813100;6505830380;,Experiences with use of various pedagogical methods utilizing a student response system - Motivation and learning outcome,2013,Electronic Journal of e-Learning,11,3,,169,181,,8.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881640394&partnerID=40&md5=81e055c39e5c403adbd5e0719bd6fca1,"Sør-Trøndelag University College, Trondheim, Norway","Arnesen, K., Sør-Trøndelag University College, Trondheim, Norway; Korpås, G.S., Sør-Trøndelag University College, Trondheim, Norway; Hennissen, J.E., Sør-Trøndelag University College, Trondheim, Norway; Stav, J.B., Sør-Trøndelag University College, Trondheim, Norway","This paper describes use of an online Student Response System (SRS) in a pre-qualification course for engineering studies in Norway. The SRS in use, where students answer quizzes using handheld mobile devices like Smart Phones, PADs, iPods etc., has been developed at Sør-Trøndelag University College. The development of the SRS was co-funded by the Lifelong Learning Program KA3-ICT in 2009-2010. SRS has been designed to help teachers effortlessly i) break the monotony of a lecture and allow the students to actively take part in the lecture, ii) increase teacher-student interaction, and iii) give teacher and students immediate anonymous feedback on learning outcome. The response system was used in mathematics in two groups with different lecturers during two semesters in 2009-2010. The pedagogical methods in use will be referred to as ""Peer Instruction"" and ""Classic"". In each method the students will answer a multiple choice quiz using their mobile devices. In both cases the result of the quiz will immediately appear as a histogram on a screen in the classroom. The closing parts will also be identical. The lecturer then highlights the correct option in the histogram and explains why this option actually is the correct one. In the Peer Instruction method there will be an additional element. The first poll will be followed by a discussion in student groups, where the students are urged to defend their choice and convince their fellow students that their chosen option is the correct one. The discussion is then followed by a new individual voting session before the final results are shown and the closing part takes place. The paper will compare this method with the peer instruction method as described in existing literature. The learning outcome will be discussed according to interviews with students and the lecturers' experiences from the classroom. In addition we will analyze students' grades and test results in mathematics with respect to their expected level, based on previous achievements. We will present results showing that when students are arguing their point of view, they will have a stronger tendency to convince their fellow students when they themselves already have found the correct option in the quiz. Finally we will suggest pedagogical improvements for future use of response systems in mathematics. Input from lecturers and from students has already been used in the process of developing a new version of SRS, finished in January 2013. © ACPIL.",Learning outcome; Mobile learning; Peer instruction and learning; Peer learning assessment systems; Smartphones; Student response systems,,,,,,,,,,,,"Arnesen, K., Stav, J.B., Hansen-Nygård, G., Korpås, G.S., Talmo, T., Evaluation of Use of Student Response System in Pre-Qualification Classes for Engineering Education, Proceedings from the International Technology (2012) Education and Development Conference (INTED 2012), pp. 5077-5083. , 5-7 Mars, Valencia, Spain, International Association of Technology, Education and Development (IATED); Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE - Life Science Education, 6. , Spring 2007; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes That Click: Fast, Rich Feedback to Enhance Students' Learning and Satisfaction (2010) Journal of Engineering Education, 99 (2), pp. 158-169; Crouch, C.H., Mazur, E., Peer Instruction: Ten Years of Experience and Results (2001) American Journal of Physics, 69 (9), pp. 970-977; (2011), www.histproject.no, The Done-IT Project, online at, This is a LLP KA3-ICT Project, contract 511485-LLP-1-2010-NO-KA3-KA3MP, which was cofounded by the European Commision; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assited Learning 20, pp. 81-94; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A Classroom Communication System for Active Learning (1996) Journal of Computing In Higher Education, 7, pp. 3-47; (2010), www.histproject.no, The EduMecca Project, online at, This was a LLP KA3-ICT Project, contract 143545-2008-LLP-NO-KA3-KA3MP, which was cofounded by the European Commision; Hansen-Nygård, G., Nielsen, K.L., Stav, J.B., Thorseth, T.M., Arnesen, K., Experiences with Online Response Technologies in Education of Engineers (2011) Proceedings From the International Conference On Computer Supported Education (CSEDU 2011) Conference, pp. 383-391. , May 6-9, 2011, Noordwijkerhout, Netherland, CSEDU2, SciTePress; James, M.C., Willoughby, S., Listening to Student Conversations During Clicker Questions: What You Have Nor Heard Might Surprise You (2011) American Journal of Physics, 79, p. 123. , doi: 10119/1.3488097; Nielsen, K.L., Hansen-Nygård, G., Stav, J.B., Investigating Peer Instruction: How the Initial Voting Session Affects Students' Experiences of Group Discussion (2012) ISRN Education, 12, pp. 1-8. , Article ID 290157; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ, Prentice Hall; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Consept Questions (2011) CBE Life Sciences Education, 10 (1), pp. 55-63; Thorseth, T.M., Hansen-Nygård, G., Pein, R.P., Stav, J.B., Arnesen, K., Designing and developing peer learning assessment services for smartphones and pad (2012) Proceedings From the International Technology, Education and Development Conference (INTED 2012), pp. 1354-1360. , 5-7 Mars, Valencia, Spain, International Association of Technology, Education and Development (IATED)","Sør-Trøndelag University College, Trondheim, Norway",,,,,,,,14794403,,,,English,Electron. J. e-Learning,Article,Final,,Scopus,2-s2.0-84881640394
"Ray B., Bhaskaran R.",57196639260;7005466396;,Integrating simulation into the engineering curriculum: A case study,2013,International Journal of Mechanical Engineering Education,41,3,,269,280,,7.0,10.7227/IJMEE.41.3.8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84891703605&doi=10.7227%2fIJMEE.41.3.8&partnerID=40&md5=a0693d334a2103d1322974b02a5efd8a,"Sibley School of Mechanical and Aerospace Engineering, Cornell University, Ithaca, NY, United States","Ray, B., Sibley School of Mechanical and Aerospace Engineering, Cornell University, Ithaca, NY, United States; Bhaskaran, R., Sibley School of Mechanical and Aerospace Engineering, Cornell University, Ithaca, NY, United States","In this paper, we describe improved strategies for teaching computational fluid dynamics (CFD) using the commercial software ANSYS Fluent to upper-level undergraduates and graduate students. We consider a case study from an upper-level elective fluid dynamics course and evaluate various out-of-class learning materials and in-class active learning techniques. We show that, in agreement with previous research, most student learning happens out of class. We show a direct correlation between the materials developed in a reference hand-out and the students' expertise in the area. We introduced i-clickers as a means of promoting active learning in the classroom to emphasize the 'expert approach' in simulation. Their use received a mixed response from the students and we discuss the reasons and a possible remedy. We demonstrate that carefully designed out-of-class learning materials are crucial to students' learning of CFD, and that i-clickers have to be used with care if they are to be effective in engaging students during the lectures. All of these findings inform not only future renditions of this course, but also instruction of CFD in general. © Manchester University Press.",CFD; i-clicker; out-of-class learning; simulation,Commercial software; Engaging students; Engineering curriculum; Graduate students; i-clicker; Learning materials; out-of-class learning; simulation; Commercial software; Engaging students; Engineering curriculum; Graduate students; Learning materials; out-of-class learning; simulation; Student learning; Computational fluid dynamics; Research; Teaching; Artificial intelligence; Computational fluid dynamics; Curricula; Education; Fluid dynamics; Teaching; Students; Students,,,,,,,,,,,"Anderson, J.D., (1995) Computational Fluid Dynamics: The Basics with Applications, , McGraw-Hill, New York; Bhaskaran, R., Strategies for the integration of computer based simulation technology into the engineering curriculum (2007) Proceedings of the ASEE 2007 Annual Conference & Exposition (Session: Software and E-learning in the ME Curriculum); Stern, F., Xing, T., Yarbrough, D.B., Rothmayer, A., Rajagopalan, G., Otta, S.P., Caughey, D., Moeykens, S., Hands-on CFD educational interface for engineering courses and laboratories (2006) Journal of Engineering Education, 95 (1), pp. 63-83; Stern, F., Xing, T., Muste, M., Yarbrough, D.B., Rothmayer, A., Rajagopalan, G., Integration of simulation technology into undergraduate engineering courses and laboratories (2006) Int. J. Learning Technology, 2 (1), pp. 28-48","Sibley School of Mechanical and Aerospace Engineering, Cornell University, Ithaca, NY, United States",,,,,,,,03064190,,IMEEB,,English,Int. J. Mech. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84891703605
"Neves R.G.M., Neves M.C., Teodoro V.D.",7006779895;7103415176;36100866500;,Modellus: Interactive computational modelling to improve teaching of physics in the geosciences,2013,Computers and Geosciences,56,,,119,126,,11.0,10.1016/j.cageo.2013.03.010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876303399&doi=10.1016%2fj.cageo.2013.03.010&partnerID=40&md5=a108ae88056880cc5c4dbb6b27490d1b,"Unidade de Investigação Educação e Desenvolvimento (UIED), Departamento de Ciências Sociais Aplicadas (DCSA), Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa (FCT/UNL), Monte da Caparica, 2829-516 Caparica, Portugal; IDL, FCT, Universidade do Algarve (UAlg), Portugal; UIED-DCSA, Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa (FCT/UNL), Portugal","Neves, R.G.M., Unidade de Investigação Educação e Desenvolvimento (UIED), Departamento de Ciências Sociais Aplicadas (DCSA), Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa (FCT/UNL), Monte da Caparica, 2829-516 Caparica, Portugal; Neves, M.C., IDL, FCT, Universidade do Algarve (UAlg), Portugal; Teodoro, V.D., UIED-DCSA, Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa (FCT/UNL), Portugal","Many aspects of modern research and other professional activities in the geosciences require advanced knowledge about mathematical physics models and scientific computation methods and tools. In-depth meaningful learning of such knowledge skills is a difficult cognitive process which involves developing strong background knowledge of physics, mathematics and scientific computation appropriately contextualised in the geosciences themes. In this paper we describe an interactive engagement teaching approach that is based on Modellus, a freely available computer software system allowing (1) mathematical modelling ranging from explorative to expressive modelling, (2) the introduction of scientific computation without requiring the development of a working knowledge of programming and (3) the simultaneous manipulation and analysis of several different model representations, namely, tables, graphs and animations with interactive objects having properties defined in a visible and modifiable mathematical model. As examples of application, with insights for the development of other activities in a wide range of geosciences courses, we discuss a set of interactive computational modelling activities for introductory meteorology we have implemented in undergraduate university courses. © 2013 Elsevier Ltd.",Computational geosciences; Interactive engagement; Meaningful learning; Meteorology; Modelling; Physics,Back-ground knowledge; Computational modelling; Geosciences; Interactive engagements; Meaningful learning; Model representation; Professional activities; Scientific computation; Mathematical models; Mathematical programming; Meteorology; Models; Physics; Professional aspects; cognition; learning; meteorology; numerical model; physics; software; teaching,,,,,"Fundação para a Ciência e a Tecnologia

Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa

Ministério da Educação e Ciência, MEC","Work partially supported by UIED, FCT/UNL and Fundação para a Ciência e a Tecnologia, Ministério da Educação e Ciência (FCT/MEC), Programa Compromisso com a Ciência, Ciência 2007 . We also thank the valuable comments of three anonymous reviewers who helped to improve the manuscript. Appendix A",,,,,"Beichner, R., Saul, J., Abbott, D., Morse, J., Deardorff, D., Allain, R., Bonham, S., Risley, J., The student-centered activities for large enrollment undergraduate programs (SCALE-UP) project (2007) Research-Based Reform of University Physics, Reviews in Physics Education Research, 1, p. 42. , http://www.per-central.org/document/ServeFile.cfm?ID=4517, American Association of Physics Teachers, College Park, MD, USA, (accessed 27.07.12); Bliss, J., Ogborn, J., Tools for exploratory learning (1989) Journal of Computer Assisted Learning, 5, pp. 37-50; (2007) Modelling and Applications in Mathematics Education: The 14th ICMI Study, , Springer, New York, USA, 521 pp, W. Blum, P. Galbraith, H.-W. Henn, M. Niss (Eds.); Chabay, R., Sherwood, B., Computational physics in the introductory calculus-based course (2008) American Journal of Physics, 76, pp. 307-313; Chapman, S., (2007) Fortran 95/2003 for Scientists and Engineers, , McGraw-Hill, 1008 pp; Christian, W., Esquembre, F., Modeling physics with Easy Java Simulations (2007) The Physics Teacher, 45, pp. 475-480; Crouch, C., Watkins, J., Fagen, A., Mazur, E., Peer instruction: engaging students one-on-one, all at once (2007) Research-Based Reform of University physics, Reviews in Physics Education Research, 1, p. 55. , http://www.per-central.org/document/ServeFile.cfm?ID=4990, American Association of Physics Teachers, College Park, MD, USA, (accessed 27.07.12); diSessa, A., (2000) Changing Minds: Computers, Learning and Literacy, , MIT Press, Cambridge, MA, USA, 293 pp; Gould, H., Tobochnik, J., Christian, W., (2007) An Introduction to Computer Simulation Methods: Applications to Physical Systems, , Addison-Wesley, San Francisco, CA, USA, 796 pp; Halloun, I., Hestenes, D., The initial knowledge state of college physics students (1985) American Journal of Physics, 53, pp. 1043-1056; Halloun, I., Hestenes, D., Common-sense concepts about motion (1985) American Journal of Physics, 53, pp. 1056-1065; Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Jim Gentile, J., Wood, W., Education: scientific teaching (2005) Science, 304, pp. 521-522; Heck, A., Kadzierska, E., Ellermeijer, T., Design and implementation of an integrated computer working environment (2009) Journal of Computers in Mathematics and Science Teaching, 28, pp. 147-161; Klosko, E., DeLaughter, J., Stein, S., Technology in introductory geophysics: the high-low mix (2000) Computers and Geosciences, 26, pp. 693-698; Knox, J., Ohmann, P., Iterative solutions of the gradient wind equation (2006) Computers and Geosciences, 32, pp. 656-662; Kortz, K., Smay, J., Murray, D., Increasing student learning in introductory geoscience courses using Lecture Tutorials (2008) Journal of Geoscience Education, 56, pp. 280-290; Libarkin, J., Anderson, S., Assessment of learning in entry-level geoscience courses: results from the geoscience concept inventory (2005) Journal of Geoscience Education, 53, pp. 394-401; Libarkin, J., Anderson, S., Dahl, J., Beilfuss, M., Boone, W., Kurdziel, J., Qualitative analysis of college students' ideas about the Earth: interviews and open-ended questionnaires (2005) Journal of Geoscience Education, 53, pp. 17-26; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ, USA, 253pp; McConnell, D., Steer, D., Owens, K., Borowski, W., Dick, J., Foos, A., Knott, J., Heaney, P., Using concept tests to assess and improve student conceptual understanding in introductory geoscience courses (2006) Journal of Geoscience Education, 54, pp. 61-68; McDermott, L., Millikan lecture 1990: What we teach and what is learned-closing the gap (1991) American Journal of Physics, 59, pp. 301-315; McDermott, L., Shaffer, P., Rosenquist, M., (1996) Physics by Inquiry: An Introduction to Physics and the Physical Sciences, , Wiley, New York, USA, 864 pp; McDermott, L., Shaffer, P., (2002) Tutorials in Introductory Physics, , Prentice Hall, New Jersey, USA, 244pp; McDermott, L., Redish, E., Resource letter PER-1: physics education research (1999) American Journal of Physics, 67, pp. 755-767; Meltzer, D., Thornton, R., Resource Letter ALIP-1: active-learning instruction in physics (2012) American Journal of Physics, 80, pp. 478-496; (2005) Teaching Science for Understanding: A Human Constructivist View, , Elsevier Academic Press, Burlington, MA, USA, 360pp, J. Mintzes, J. Wandersee, J. Novak (Eds.); Neves, R., Silva, J., Teodoro, V., Computational modelling in science, technology, engineering and mathematics education (2010), pp. 387-397. , In: Araújo, A., Fernandes, A., Azevedo, A., Rodrigues, J. (Eds.), Proceedings of the EIMI 2010 Conference: Educational Interfaces between Mathematics and Industry, Centro Internacional de Matemática and Comap Inc., Bedford, MA, USA; Neves, R., Silva, J., Teodoro, V., Improving learning in science and mathematics with exploratory and interactive computational modelling (2011) International Perspectives on the Teaching and Learning of Mathematical Modelling Vol. 1, ICTMA14-Trends in Teaching and Learning of Mathematical Modelling, , Springer, Dordrecht, pp. 331-341, G. Kaiser, W. Blum, R. Borromeo-Ferri, G. Stillman (Eds.); Neves, R., Teodoro, V., Enhancing science and mathematics education with computational modelling (2010) Journal of Mathematical Modelling and Application, 1, pp. 2-15; Ogborn, J., Wong, D., A microcomputer dynamical modelling system (1984) Physics Education, 19, pp. 138-142; Papert, S., (1980) Mindstorms: Children, Computers and Powerful Ideas, , Basic Books, New York, USA, 230 pp; Redish, E., Saul, J., Steinberg, R., Student expectations in introductory physics (1998) American Journal of Physics, 66, pp. 212-224; Redish, E., Wilson, J., Student programming in the introductory physics course: MUPPET (1993) American Journal of Physics, 61, pp. 222-232; Richmond, B., (2004) An Introduction to Systems Thinking with Stella, , ISEE Systems Inc., Lebanon, NH, USA, 165 pp; Schwartz, J., Models, simulations, and exploratory environments: a tentative taxonomy (2007) Foundations for the Future in Mathematics Education, , Lawrence Erlbaum Associates, Mahwah, NJ, USA, pp. 161-172, R. Lesh, E. Hamilton, J. Kaput (Eds.); Teodoro, V., Neves, R., Mathematical modelling in science and mathematics education (2011) Computer Physics Communications, 182, pp. 8-10; Willoughby, H., Gradient balance in tropical cyclones (1990) Journal of the Atmospheric Sciences, 47, pp. 265-274","Neves, R.G.M.; Unidade de Investigação Educação e Desenvolvimento (UIED), Departamento de Ciências Sociais Aplicadas (DCSA), Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa (FCT/UNL), Monte da Caparica, 2829-516 Caparica, Portugal; email: rgn@fct.unl.pt",,,,,,,,00983004,,CGEOD,,English,Comput. Geosci.,Article,Final,,Scopus,2-s2.0-84876303399
"Vickers D.A., Backus B.C., Macdonald N.K., Rostamzadeh N.K., Mason N.K., Pandya R., Marriage J.E., Mahon M.H.",7006164240;7003366609;55559615200;55558932100;55559752700;55558777200;6603562749;8726278400;,Using personal response systems to assess speech perception within the classroom: An approach to determine the efficacy of sound field amplification in primary school classrooms,2013,Ear and Hearing,34,4,,491,502,,10.0,10.1097/AUD.0b013e31827ad76f,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881554285&doi=10.1097%2fAUD.0b013e31827ad76f&partnerID=40&md5=1b94047fb595e2e8b3475fdea45065fd,"University College London, Ear Institute, 332 Gray's Inn Road, London, WC1X 8EE, United Kingdom; University College London, Developmental Science Research Department, London, United Kingdom","Vickers, D.A., University College London, Ear Institute, 332 Gray's Inn Road, London, WC1X 8EE, United Kingdom; Backus, B.C., University College London, Ear Institute, 332 Gray's Inn Road, London, WC1X 8EE, United Kingdom; Macdonald, N.K., University College London, Ear Institute, 332 Gray's Inn Road, London, WC1X 8EE, United Kingdom; Rostamzadeh, N.K., University College London, Ear Institute, 332 Gray's Inn Road, London, WC1X 8EE, United Kingdom; Mason, N.K., University College London, Ear Institute, 332 Gray's Inn Road, London, WC1X 8EE, United Kingdom; Pandya, R., University College London, Ear Institute, 332 Gray's Inn Road, London, WC1X 8EE, United Kingdom; Marriage, J.E., University College London, Ear Institute, 332 Gray's Inn Road, London, WC1X 8EE, United Kingdom; Mahon, M.H., University College London, Developmental Science Research Department, London, United Kingdom","Objectives: The assessment of the combined effect of classroom acoustics and sound field amplification (SFA) on children's speech perception within the ""live"" classroom poses a challenge to researchers. The goals of this study were to determine: (1) Whether personal response system (PRS) hand-held voting cards, together with a closed-set speech perception test (Chear Auditory Perception Test [CAPT]), provide an appropriate method for evaluating speech perception in the classroom; (2) Whether SFA provides better access to the teacher's speech than without SFA for children, taking into account vocabulary age, middle ear dysfunction or ear-canal wax, and home language. Design: Forty-four children from two school-year groups, year 2 (aged 6 years 11 months to 7 years 10 months) and year 3 (aged 7 years 11 months to 8 years 10 months) were tested in two classrooms, using a shortened version of the four-alternative consonant discrimination section of the CAPT. All children used a PRS to register their chosen response, which they selected from four options displayed on the interactive whiteboard. The classrooms were located in a 19th-century school in central London, United Kingdom. Each child sat at their usual position in the room while target speech stimuli were presented either in quiet or in noise. The target speech was presented from the front of the classroom at 65 dBA (calibrated at 1 m) and the presented noise level was 46 dBA measured at the center of the classroom. The older children had an additional noise condition with a noise level of 52 dBA. All conditions were presented twice, once with SFA and once without SFA and the order of testing was randomized. White noise from the teacher's right-hand side of the classroom and International Speech Test Signal from the teacher's left-hand side were used, and the noises were matched at the center point of the classroom (10 sec averaging [A-weighted]). Each child's expressive vocabulary age and middle ear status were measured individually and each child's home language and any special educational needs were recorded. Results: All children were able to use the PRS handsets, and the CAPT speech perception test was sufficiently sensitive to highlight differences in perception in the different listening conditions. Scores were higher in quiet than in any noise condition. Results showed that group performance was significantly better with SFA than without it. The main demographic predictor of performance was expressive vocabulary age. SFA gave more benefit to the poorer performers in the group. There were no significant effects on performance relating to middle ear status or home language; however, the size of the population was too small to be able to fully explore these aspects in greater detail. Conclusion: PRS together with the CAPT provides a sensitive measure for in situ speech perception testing within the classroom. Vocabulary age has a large effect on a child's ability to perceive the speech signal. SFA leads to improved speech perception, when the speech signal has been degraded because of poor acoustics or background noise and has a particularly large effect for children with lower vocabulary ages. Copyright © 2013 by Lippincott Williams & Wilkins.",,acoustics; article; child; environment; female; human; male; noise; physiology; school; speech audiometry; speech perception; physiology; speech perception; Acoustics; Child; Environment; Female; Humans; Male; Noise; Schools; Speech Perception; Speech Reception Threshold Test; Acoustics; Child; Environment; Female; Humans; Male; Noise; Schools; Speech Perception; Speech Reception Threshold Test,,,,,,,,,,,"Allen, L., Promoting the usefulness of classroom amplification equipment (1993) Educational Audiology Monograph, 3, pp. 32-34; Bench, J., Kowal, A., Bamford, J., The BKB (Bamford-kowal-bench) sentence lists for partially-hearing children (1979) Br J Audiol, 13, pp. 108-112; Berg, F.S., Blair, J.C., Benson, P.V., Classroom acoustics: The problem, impact, and solution (1996) Lang Speech Hear Ser, 27, pp. 16-20; Bland, J.M., Altman, D.G., Measurement error (1996) BMJ, 313, p. 744; Blandy, S., Lutman, M., Hearing threshold levels and speech recognition in noise in 7-year-olds (2005) Int J Audiol, 44, pp. 435-443; Bradlow, A.R., Kraus, N., Hayes, E., Speaking clearly for children with learning disabilities: Sentence perception in noise (2003) J Speech Lang Hear Res, 46, pp. 80-97; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Crandell, C., Smaldino, J., The importance of room acoustics (1994) Assistive Listening Devices for the Hearing Impaired, pp. 142-164. , R. Tyler & D. Schum (Eds.) Baltimore, MD: Williams & Wilkins; Dockrell, J.E., Shield, B.M., Acoustical barriers in classrooms: The impact of noise on performance in the classroom (2006) Brit Educ Res J, 32, pp. 509-525; Dockrell, J.E., Shield, B.M., The impact of sound field systems on learning and attention in elementary school classrooms (2012) J Speech Lang Hear Res, 55, pp. 1163-1176; Durand, M., Hulme, C., Larkin, R., The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds (2005) J Exp Child Psychol, 91, pp. 113-136; Elliott, L.L., Performance of children aged 9 to 17 years on a test of speech intelligibility in noise using sentence material with controlled word predictability (1979) Journal of the Acoustical Society of America, 66, pp. 651-653; Finitzo-Hieber, T., Tillman, T.W., Room acoustics effects on monosyllabic word discrimination ability for normal and hearing-impaired children (1978) J Speech Hear Res, 21, pp. 440-458; Hacker, M.J., Ratcliff, R., A revised table of d' for M-alternative forced choice (1979) Perception and Psychophysics, 26, pp. 168-170; Hickman, T., (2003) The Building Regulations 2000 (as Amended) Building Bulletin 93, Acoustic Design of Schools, , https://www.education.gov.uk/publications/standard/publicationDetail/ Page1/BB93, Accessed July 17, 2012; (2012) International Standard: Iec 60118-15 Ed. 1.0 Electroacoustics - Hearing Aids - Part 15: Methods for Characterising Signal Processing in Hearing Aids with a Speech-like Signal, , http://webstore.iec.ch/webstore/webstore.nsf/artnum/046096!opendocument, IEC Technical Committee 29; Johnson, C.E., Children's phoneme identification in reverberation and noise (2000) J Speech Lang Hear Res, 43, pp. 144-157; Marriage, J.E., Moore, B.C., New speech tests reveal benefit of wide-dynamic-range, fast-acting compression for consonant discrimination in children with moderate-to-profound hearing loss (2003) Int J Audiol, 42, pp. 418-425; McSporran, E., Butterworth, Y., Rowson, V.J., Sound-field ampli-fication and listening behaviour in the classroom (1997) British Educational Research Journal, 23, pp. 81-96; Mendel, L.L., Roberts, R.A., Walton, J.H., Speech perception benefits from sound field FM amplification (2003) Am J Audiol, 12, pp. 114-124; Miller, G.A., Nicely, P.E., An analysis of perceptual confusions among some English consonants (1955) J Acoust Soc Am, 27, pp. 338-352; Palmer, C.V., Quantification of the ecobehavioral impact of a soundfeld loudspeaker system in elementary classrooms (1998) J Speech Lang Hear Res, 41, pp. 819-833; Renfrew, C.E., (2010) Word Finding Vocabulary Test, , (Rev ed.). Milton Keynes, United Kingdom: Speechmark; Ross, M., Lerman, J., A picture identification test for hearing-impaired children (1979) J Speech Hear Res, 13, pp. 44-53; Shield, B., Dockrell, J.E., External and internal noise surveys of london primary schools (2004) J Acoust Soc Am, 115, pp. 730-738; Shield, B.M., Dockrell, J.E., The effects of environmental and classroom noise on the academic attainments of primary school children (2008) J Acoust Soc Am, 123, pp. 133-144; Soli, S.D., Sullivan, J.A., Factors affecting children's speech communication in classrooms (1997) J Acoust Soc Am, 101, pp. S3070; Stelmachowicz, P.G., Hoover, B.M., Lewis, D.E., The relation between stimulus context, speech audibility, and perception for normal-hearing and hearing-impaired children (2000) J Speech Lang Hear Res, 43, pp. 902-914","Vickers, D.A.; University College London, Ear Institute, 332 Gray's Inn Road, London, WC1X 8EE, United Kingdom; email: d.vickers@ucl.ac.uk",,,,,,,,01960202,,EAHED,23340455.0,English,Ear Hear.,Article,Final,,Scopus,2-s2.0-84881554285
Tomei L.A.,24473729200;,Top 10 technologies for designing 21st century instruction,2013,International Journal of Information and Communication Technology Education,9,3,,80,93,,4.0,10.4018/jicte.2013070106,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84886927682&doi=10.4018%2fjicte.2013070106&partnerID=40&md5=22177be6ea4ab7c8bf407e3bfb332298,"Robert Morris University, Coraopolis, PA, United States","Tomei, L.A., Robert Morris University, Coraopolis, PA, United States","Faculties at all levels of education continue to ask, ""How does technology fit into my teaching?"" How can I teach my students to become technologically literate?"" For some, the answers seem quite simple. Technology should be integrated into as many levels of the curriculum as possible. If we aspire to prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. The key is to know what works best in each classroom situation. Podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classrooms, and others are the latest in instructional technologies. Teachers use these tools to address the growing inventory of requisite 21st century skills that include: global awareness, self-directed learning, ICT literacy, problem solving skills, time management and personal responsibility, lifelong learning, financial, economic, business and entrepreneurial literacies, communications, collaboration, and more. This article explores best practices that lead to change and shares ideas about the use of these tools in the classroom. Emphasis is placed on many real-world examples of how technology has improved teaching and learning. This information paper will examine the hardware and software aspects of the following technologies: interactive white boards, web cameras, videoconferencing, iPods, digital cameras, digital video, wikis and blogs, social networking, digital electronic books, and student response systems. While the paper is not a scholarly endeavor, it is hoped that the review of important teaching and learning tools will provide the reader with an update on the latest in instructional technologies for the classroom. In addition to an introduction that includes a description of the technology, its primary features, advantages and disadvantages, there are links to online videos demonstrating each technology that bear witness to how these technologies actually impact the classroom. Finally, a link to current research pertaining to each technology is offered. Copyright © 2013, IGI Global.",Digital curriculum; ICT literacy; Information and communication technology; Self-directed learning; Teaching with technology; Technology,Digital curricula; ICT literacy; Information and Communication Technologies; Self-directed learning; Teaching with technology; Computer aided instruction; Curricula; Information technology; Internet; Multimedia systems; Social networking (online); Social sciences computing; Students; Teaching; Technology; Video conferencing; Engineering education,,,,,,,,,,,"(2010), http://www.apple.com/itunes/podcasts/; (2008) Educational Technology, USA, , http://drscavanaugh.org/; Kelly, R., (2009) Twitter Study-August 2009 (PDF), Twitter Study Reveals Interesting Results about Usage, , http://www.pearanalytics.com/wp-content/uploads/2009/08/ Twitter-Study-August-2009.pdf, San Antonio, TX: Pear Analytics. Retrieved August 18, 2009; Lightbody, K., (2007) Digital Video in Education, , http://www.zardec.net.au/keith/digvideo.htm; Lowery, R., A comparison of student-response systems for classroom teaching and learning (2005) Proceedings of the Annual Meeting of the Midwest Political Science Association, , http://www.allacademic.com/meta/p86597_index.html, April 7, Palmer House Hilton, Chicago, IL; (2010) Global Websites, , http://www.polycom.com; Sasson, R., The Benefits and Advantages of Ebooks, , http://www.successconsciousness.com/ebooks_benefits.htm; (2010), http://www.skype.com; (2010), http://www2.smarttech.com/st/en-US/Products/SMART+Boards/ Front+projection/; West, L., (2006) Podcasting, Wikis and Blogs, Oh My, , http://www.intranetjournal.com/articles/200610/ij_10_05_06b.html","Tomei, L.A.; Robert Morris University, Coraopolis, PA, United States",,,,,,,,15501876,,,,English,Int. J. Inf. Commun. Technol. Educ.,Article,Final,,Scopus,2-s2.0-84886927682
"Autier-Dérian D., Deputte B.L., Chalvet-Monfray K., Coulon M., Mounier L.",11141221600;24782570300;6602803804;16314806700;14007987700;,Visual discrimination of species in dogs (Canis familiaris),2013,Animal Cognition,16,4,,637,651,,14.0,10.1007/s10071-013-0600-8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879233003&doi=10.1007%2fs10071-013-0600-8&partnerID=40&md5=a2a151d08a534f7cfcd1b0a6c5fc7299,"LEEC, Université Paris 13, Av. Jean-Baptiste Clement, 93430 Villetaneuse, France; Université de Lyon, VetAgro Sup Campus vétérinaire de Lyon, 69280 Marcy L'Etoile, France; G.Re.C.C.C. Ecole Nationale Vétérinaire d'Alfort, 94704 Maisons-Alfort, France; Ecole Nationale Vétérinaire d'Alfort, 94704 Maisons-Alfort, France; INRA, UR 346 Epidémiologie Animale, 63122 Saint-Genès-Champanelle, France; INRA, UMR 1213 Herbivores, 63122 Saint-Genès-Champanelle, France; Clermont Université, VetAgro Sup, UMR Herbivores, BP 10448, 63000 Clermont-Ferrand, France","Autier-Dérian, D., LEEC, Université Paris 13, Av. Jean-Baptiste Clement, 93430 Villetaneuse, France, Université de Lyon, VetAgro Sup Campus vétérinaire de Lyon, 69280 Marcy L'Etoile, France, G.Re.C.C.C. Ecole Nationale Vétérinaire d'Alfort, 94704 Maisons-Alfort, France; Deputte, B.L., LEEC, Université Paris 13, Av. Jean-Baptiste Clement, 93430 Villetaneuse, France, G.Re.C.C.C. Ecole Nationale Vétérinaire d'Alfort, 94704 Maisons-Alfort, France, Ecole Nationale Vétérinaire d'Alfort, 94704 Maisons-Alfort, France; Chalvet-Monfray, K., Université de Lyon, VetAgro Sup Campus vétérinaire de Lyon, 69280 Marcy L'Etoile, France, INRA, UR 346 Epidémiologie Animale, 63122 Saint-Genès-Champanelle, France; Coulon, M., INRA, UMR 1213 Herbivores, 63122 Saint-Genès-Champanelle, France, Clermont Université, VetAgro Sup, UMR Herbivores, BP 10448, 63000 Clermont-Ferrand, France; Mounier, L., Université de Lyon, VetAgro Sup Campus vétérinaire de Lyon, 69280 Marcy L'Etoile, France, INRA, UMR 1213 Herbivores, 63122 Saint-Genès-Champanelle, France","In most social interactions, an animal has to determine whether the other animal belongs to its own species. This perception may be visual and may involve several cognitive processes such as discrimination and categorization. Perceptual categorization is likely to be involved in species characterized by a great phenotypic diversity. As a consequence of intensive artificial selection, domestic dogs, Canis familiaris, present the largest phenotypic diversity among domestic mammals. The goal of our study was to determine whether dogs can discriminate any type of dog from other species and can group all dogs whatever their phenotypes within the same category. Nine pet dogs were successfully trained through instrumental conditioning using a clicker and food rewards to choose a rewarded image, S+, out of two images displayed on computer screens. The generalization step consisted in the presentation of a large sample of paired images of heads of dogs from different breeds and cross-breeds with those of other mammal species, included humans. A reversal phase followed the generalization step. Each of the nine subjects was able to group all the images of dogs within the same category. Thus, the dogs have the capacity of species discrimination despite their great phenotypic variability, based only on visual images of heads. © 2013 Springer-Verlag Berlin Heidelberg.",2D images; Categorization; Dogs; Species discrimination,"animal; article; dog; face; female; learning; male; pattern recognition; perceptive discrimination; photostimulation; psychological aspect; reward; species difference; Animals; Discrimination (Psychology); Dogs; Face; Female; Generalization (Psychology); Male; Pattern Recognition, Visual; Photic Stimulation; Reward; Species Specificity; Animalia; Canis familiaris; Mammalia",,,,,,,,,,,"Adachi, I., Kuwahata, H., Fujita, K., Dogs recall their owner's face upon hearing the owner's voice (2007) Anim Cogn, 10 (1), pp. 17-21; Akaike, H., Information theory as an extension of the maximum likelihood principle (1973) Second International Symposium on Information Theory, pp. 267-281. , B. N. Petrov and F. Csaki (Eds.), Budapest: Akademiai Kiado; Bates, D., Maechler, M., (2010) Lme4: Linear mixed-effects models using S4 classes, , R package version 0. 999375-35; Beerda, B., Schilder, M.B.H., van Hooff, J.A.R.A.M., de Vries, H.W., Manifestations of chronic and acute stress in dogs (1997) Appl Anim Behav Sci, 52 (3), pp. 307-319; Bovet, D., (1999) Capacités D'abstraction Et De catégorisation: Etude Comparative Chez Le Babouin Et L'anfant. Dissertation, , France: University of Aix-marseille; Brown, S.D., Dooling, R.J., Perception of conspecific faces by budgerigars (Melopsittacus undulatus) I. Natural faces (1992) J Comp Psychol, 106, pp. 203-216; Bruce, C., Face recognition by monkeys: absence of an inversion effect (1982) Neuropsychology, 20, pp. 515-521; Buswell, G.T., (1935) How People Look at Pictures: A Study of the Psychology of Perception in Art, , Chicago: University of Chicago Press; Campan, R., Scapini, F., (2002) Ethologie: Approche systémique Du Comportement, , Bruxelles: De Boeck Université; Cerella, J., Visual classes and natural categories in the pigeon (1979) J Exp Psychol Hum Percept Perform, 5 (1), pp. 68-77; Clutton-Brock, J., Origin of the dog: domestication and early history (1996) The Domestic Dog: Its Evolution, Behaviour and Interaction with People, pp. 6-20. , J. 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Cogn.,Article,Final,,Scopus,2-s2.0-84879233003
"Vitale M.G., Riedel M.D., Glotzbecker M.P., Matsumoto H., Roye D.P., Akbarnia B.A., Anderson R.C.E., Brockmeyer D.L., Emans J.B., Erickson M., Flynn J.M., Lenke L.G., Lewis S.J., Luhmann S.J., McLeod L.M., Newton P.O., Nyquist A.-C., Richards III B.S., Shah S.A., Skaggs D.L., Smith J.T., Sponseller P.D., Sucato D.J., Zeller R.D., Saiman L.",7102795486;57040654700;12780478500;35425363800;7005769257;6701415194;55568521697;7004012488;7003724870;7101942900;7403246551;7102707092;57190165836;35614554500;49864032200;35402405100;6602383644;35599919700;7403888170;7005751733;35273575600;7006301193;6701743101;7102394783;7006105788;,Building consensus: Development of a best practice guideline (BPG) for surgical site infection (SSI) prevention in high-risk pediatric spine surgery,2013,Journal of Pediatric Orthopaedics,33,5,,471,478,,105.0,10.1097/BPO.0b013e3182840de2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879863606&doi=10.1097%2fBPO.0b013e3182840de2&partnerID=40&md5=d738613e173077b5bc3b123d8ba331c1,"Departments of Orthopaedic Surgery, University Medical Center, 600 West 168th Street, 7th Floor, New York, NY 10032, United States; Departments of Neurological Surgery, Columbia University, New York-Presbyterian Hospital, New York, NY, United States; Departments of Pediatrics, Columbia University, New York-Presbyterian Hospital, New York, NY, United States; Department of Infection Prevention and Control, New York-Presbyterian Hospital, New York, NY, United States; Department of Orthopaedic Surgery, Harvard Medical School, Boston, MA, United States; Department of Orthopaedic Surgery, University of San Diego, San Diego Center for Spinal Disorders, San Diego, United States; Department of Orthopaedic Surgery, Children's Hospital of San Diego, San Diego, United States; Department of Orthopaedic Surgery, Children's Hospital Los Angeles, Los Angeles, CA, United States; Department of Neurological Surgery, Primary Children's Medical Center, Salt Lake City, UT, United States; Pediatric Orthopaedic Associates, Salt Lake City, UT, United States; Department of Orthopaedic Surgery, University of Colorado, Denver, United States; Department of Pediatrics, University of Colorado, Children's Hospital Colorado, Aurora, CO, United States; Department of Infection Prevention and Control, Children's Hospital Colorado, Aurora, CO, United States; Department of Orthopaedic Surgery, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, PA, United States; Department of Pediatrics, Children's Hospital of Philadelphia, Philadelphia, PA, United States; Department of Orthopaedic Surgery, Washington University, St. Louis, MO, United States; Department of Orthopaedic Surgery, Toronto Western Hospital, Toronto, ON, Canada; Department of Orthopaedic Surgery, Hospital for Sick Children, Toronto, ON, Canada; Department of Orthopaedic Surgery, Texas Scottish Rite Hospital, Dallas, TX, United States; Department of Orthopaedic Surgery, AI DuPont Hospital for Children, Wilmington, DE, United States; Department of Orthopaedic Surgery, Johns Hopkins Medical Center, Baltimore, MD, United States","Vitale, M.G., Departments of Orthopaedic Surgery, University Medical Center, 600 West 168th Street, 7th Floor, New York, NY 10032, United States; Riedel, M.D., Departments of Orthopaedic Surgery, University Medical Center, 600 West 168th Street, 7th Floor, New York, NY 10032, United States; Glotzbecker, M.P., Department of Orthopaedic Surgery, Harvard Medical School, Boston, MA, United States; Matsumoto, H., Departments of Orthopaedic Surgery, University Medical Center, 600 West 168th Street, 7th Floor, New York, NY 10032, United States; Roye, D.P., Departments of Orthopaedic Surgery, University Medical Center, 600 West 168th Street, 7th Floor, New York, NY 10032, United States; Akbarnia, B.A., Department of Orthopaedic Surgery, University of San Diego, San Diego Center for Spinal Disorders, San Diego, United States; Anderson, R.C.E., Departments of Neurological Surgery, Columbia University, New York-Presbyterian Hospital, New York, NY, United States; Brockmeyer, D.L., Department of Neurological Surgery, Primary Children's Medical Center, Salt Lake City, UT, United States; Emans, J.B., Department of Orthopaedic Surgery, Harvard Medical School, Boston, MA, United States; Erickson, M., Department of Orthopaedic Surgery, University of Colorado, Denver, United States; Flynn, J.M., Department of Orthopaedic Surgery, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, PA, United States; Lenke, L.G., Department of Orthopaedic Surgery, Washington University, St. Louis, MO, United States; Lewis, S.J., Department of Orthopaedic Surgery, Toronto Western Hospital, Toronto, ON, Canada; Luhmann, S.J., Department of Orthopaedic Surgery, Washington University, St. Louis, MO, United States; McLeod, L.M., Department of Pediatrics, Children's Hospital of Philadelphia, Philadelphia, PA, United States; Newton, P.O., Department of Orthopaedic Surgery, Children's Hospital of San Diego, San Diego, United States; Nyquist, A.-C., Department of Pediatrics, University of Colorado, Children's Hospital Colorado, Aurora, CO, United States, Department of Infection Prevention and Control, Children's Hospital Colorado, Aurora, CO, United States; Richards III, B.S., Department of Orthopaedic Surgery, Texas Scottish Rite Hospital, Dallas, TX, United States; Shah, S.A., Department of Orthopaedic Surgery, AI DuPont Hospital for Children, Wilmington, DE, United States; Skaggs, D.L., Department of Orthopaedic Surgery, Children's Hospital Los Angeles, Los Angeles, CA, United States; Smith, J.T., Pediatric Orthopaedic Associates, Salt Lake City, UT, United States; Sponseller, P.D., Department of Orthopaedic Surgery, Johns Hopkins Medical Center, Baltimore, MD, United States; Sucato, D.J., Department of Orthopaedic Surgery, Texas Scottish Rite Hospital, Dallas, TX, United States; Zeller, R.D., Department of Orthopaedic Surgery, Hospital for Sick Children, Toronto, ON, Canada; Saiman, L., Departments of Pediatrics, Columbia University, New York-Presbyterian Hospital, New York, NY, United States, Department of Infection Prevention and Control, New York-Presbyterian Hospital, New York, NY, United States","BACKGROUND: Perioperative surgical site infection (SSI) after pediatric spine fusion is a recognized complication with rates between 0.5% and 1.6% in adolescent idiopathic scoliosis and up to 22% in ""high risk"" patients. Significant variation in the approach to infection prophylaxis has been well documented. The purpose of this initiative is to develop a consensus-based ""Best Practice"" Guideline (BPG), informed by both the available evidence in the literature and expert opinion, for high-risk pediatric patients undergoing spine fusion. For the purpose of this effort, high risk was defined as anything other than a primary fusion in a patient with idiopathic scoliosis without significant comorbidities. The ultimate goal of this initiative is to decrease the wide variability in SSI prevention strategies in this area, ultimately leading to improved patient outcomes and reduced health care costs. METHODS: An expert panel composed of 20 pediatric spine surgeons and 3 infectious disease specialists from North America, selected for their extensive experience in the field of pediatric spine surgery, was developed. Using the Delphi process and iterative rounds using a nominal group technique, participants in this panel were as follows: (1) surveyed for current practices; (2) presented with a detailed systematic review of the relevant literature; (3) given the opportunity to voice opinion collectively; and (4) asked to vote regarding preferences privately. Round 1 was conducted using an electronic survey. Initial results were compiled and discussed face-to-face. Round 2 was conducted using the Audience Response System, allowing participants to vote for (strongly support or support) or against inclusion of each intervention. Agreement >80% was considered consensus. Interventions without consensus were discussed and revised, if feasible. Repeat voting for consensus was performed. RESULTS: Consensus was reached to support 14 SSI prevention strategies and all participants agreed to implement the BPG in their practices. All agreed to participate in further studies assessing implementation and effectiveness of the BPG. The final consensus driven BPG for high-risk pediatric spine surgery patients includes: (1) patients should have a chlorhexidine skin wash the night before surgery; (2) patients should have preoperative urine cultures obtained; (3) patients should receive a preoperative Patient Education Sheet; (4) patients should have a preoperative nutritional assessment; (5) if removing hair, clipping is preferred to shaving; (6) patients should receive perioperative intravenous cefazolin; (7) patients should receive perioperative intravenous prophylaxis for gram-negative bacilli; (8) adherence to perioperative antimicrobial regimens should be monitored; (9) operating room access should be limited during scoliosis surgery (whenever practical); (10) UV lights need NOT be used in the operating room; (11) patients should have intraoperative wound irrigation; (12) vancomycin powder should be used in the bone graft and/or the surgical site; (13) impervious dressings are preferred postoperatively; (14) postoperative dressing changes should be minimized before discharge to the extent possible. CONCLUSIONS: In conclusion, we present a consensus-based BPG consisting of 14 recommendations for the prevention of SSIs after spine surgery in high-risk pediatric patients. This can serve as a tool to reduce the variability in practice in this area and help guide research priorities in the future. Pending such data, it is the unsubstantiated opinion of the authors of the current paper that adherence to recommendations in the BPG will not only decrease variability in practice but also result in fewer SSI in high-risk children undergoing spinal fusion. LEVEL OF EVIDENCE: Not applicable. Copyright © 2013 by Lippincott Williams & Wilkins.",Guideline; High risk; Infection; Outcomes; Scoliosis; Spine; SSI; Surgical site infection,cefazolin; chlorhexidine; vancomycin; article; bacterial infection; consensus development; Delphi study; health care survey; high risk patient; human; idiopathic scoliosis; infection prevention; medication compliance; nutritional assessment; patient education; pediatric surgery; perioperative period; postoperative care; practice guideline; preoperative care; priority journal; scoliosis; spine fusion; surgeon; surgical infection; surgical risk; urine culture; wound irrigation; Adolescent; Child; Consensus; Delphi Technique; Health Care Costs; Humans; Outcome Assessment (Health Care); Practice Guidelines as Topic; Risk Factors; Scoliosis; Spinal Fusion; Surgical Wound Infection,,"cefazolin, 25953-19-9, 27164-46-1; chlorhexidine, 3697-42-5, 55-56-1; vancomycin, 1404-90-6, 1404-93-9",,,,,,,,,"Cahill, P.J., Warnick, D.E., Lee, M.J., Infection after spinal fusion for pediatric spinal deformity: Thirty years of experience at a single institution (2010) Spine (Phila Pa 1976), 35, pp. 1211-1217; 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(2006) Eur Spine J, 15, pp. 1005-1014; Hardacker, J., Hardakder, T., Dilute betadine wound lavage for surgical wound prophylaxis (2009) Proceedings of the NASS 24th Annual Meeting; Chundamala, J., Wright, J.G., The efficacy and risks of using povidone-iodine irrigation to prevent surgical site infection: An evidence-based review (2007) Can J Surg, 50, pp. 473-481; Disilvestre, M., Bakaloudis, G., Lolli, F., Late-developing infection following posterior fusion for adolescent idiopathic scoliosis (2011) Eur Spine J, 20, pp. 6-9; Soultanis, K.C., Pyrovolou, N., Zahos, K.A., Late postoperative infection following spinal instrumentation: Stainless steel versus titanium implants (2008) J Surg Orthop Adv, 17, pp. 193-199; Sheehan, E., McKenna, J., Mulhall, K.J., Adhesion of Staphylococcus to orthopaedic metals, an in vivo study (2004) J Orthop Res, 22, pp. 39-43","Matsumoto, H.; Departments of Orthopaedic Surgery, University Medical Center, 600 West 168th Street, 7th Floor, New York, NY 10032, United States; email: hm2174@columbia.edu",,,,,,,,02716798,,JPORD,23752142.0,English,J. Pediatr. Orthop.,Article,Final,,Scopus,2-s2.0-84879863606
"Terndrup T.E., Ali S., Hulse S., Shaffer M., Lloyd T.",7004706914;55767750400;57205087395;7103369261;36017024000;,Multimedia education increases elder knowledge of emergency department care,2013,Western Journal of Emergency Medicine,14,2,,132,136,,3.0,10.5811/westjem.2012.11.12224,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879103950&doi=10.5811%2fwestjem.2012.11.12224&partnerID=40&md5=7703537b9db635faebe907bdd878852f,"Penn State College of Medicine, Department of Emergency Medicine, Hershey, PA, United States; JPL Integrated Communications, Inc., Harrisburg, PA, United States; Penn State College of Medicine, Department of Public Health Sciences, Hershey, PA, United States","Terndrup, T.E., Penn State College of Medicine, Department of Emergency Medicine, Hershey, PA, United States; Ali, S., Penn State College of Medicine, Department of Emergency Medicine, Hershey, PA, United States; Hulse, S., JPL Integrated Communications, Inc., Harrisburg, PA, United States; Shaffer, M., Penn State College of Medicine, Department of Public Health Sciences, Hershey, PA, United States; Lloyd, T., Penn State College of Medicine, Department of Public Health Sciences, Hershey, PA, United States","Introduction: Elders who utilize the emergency department (ED) may have little prospective knowledge of appropriate expectations during an ED encounter. Improving elder orientation to ED expectations is important for satisfaction and health education. The purpose of this study was to evaluate a multi-media education intervention as a method for informing independently living elders about ED care. The program delivered messages categorically as, the number of tests, providers, decisions and disposition decision making. Methods: Interventional trial of representative elders over 59 years of age comparing pre and post multimedia program exposure. A brief (0.3 hour) video that chronicled the key events after a hypothetical 911 call for chest pain was shown. The video used a clinical narrator, 15 ED health care providers, and 2 professional actors for the patient and spouse. Pre- and post-video tests results were obtained with audience response technology (ART) assessed learning using a 4 point Likert scale. Results: Valid data from 142 participants were analyzed pre to post rankings (Wilcoxon signedrank tests). The following four learning objectives showed significant improvements: number of tests expected [median differences on a 4-point Likert scale with 95% confidence intervals: 0.50 (0.00, 1.00)]; number of providers expected 1.0 (1.00, 1.50); communications 1.0 (1.00, 1.50); and pre-hospital medical treatment 0.50 (0.00, 1.00). Elders (96%) judged the intervention as improving their ability to cope with an ED encounter. Conclusion: A short video with graphic side-bar information is an effective educational strategy to improve elder understanding of expectations during a hypothetical ED encounter following calling 911.",,adult; aged; article; coping behavior; elderly care; emergency care; female; health care personnel; human; interpersonal communication; intervention study; learning; Likert scale; male; multimedia; patient decision making; patient education; thorax pain; videorecording; Wilcoxon signed ranks test,,,,,,,,,,,"Samaras, N., Chevalley, T., Samaras, D., Older patients in the emergency department: A review (2010) Ann Emerg Med, 5, pp. 261-269; Strange, G.R., Chen, E.H., Use of emergency departments by elder patients: A five -year follow-up study (1985) Acad Emerg Med, pp. 1157-1163; Shah, M.N., Rathouz, P.J., Chin, M.H., Emergency department utilization by noninstitutionalized elders (2001) Academic Emergency Medicine, 8 (3), pp. 267-273; Iwata, M., Kuzuya, M., Kitagawa, Y., Emergency department use by nonagenarian patients (2006) Geriat & Geront Internat, 6, pp. 25-31; Shah, M.N., Glushak, C., Karrison, T.G., Mulliken, R., Walter, J., Friedmann, P.D., Hayley, D.C., Chin, M.H., Predictors of emergency medical services utilization by elders (2003) Academic Emergency Medicine, 10 (1), pp. 52-58. , DOI 10.1197/aemj.10.1.52; Horney, C., Schmader, K., Sanders, L.L., Health care utilization before and after an outpatient ED visit in older people (2011) Am J Emerg Med, 30 (1), pp. 135-142; Wei, H.G., Camargo Jr., C.A., Patient education in the emergency department (2000) Academic Emergency Medicine, 7 (6), pp. 710-717; Krishna, S., Francisco, B.D., Andrew, B.E., Konig, P., Graff, G.R., Madsen, R.W., Internet-enabled interactive multimedia asthma education program: A randomized trial (2003) Pediatrics, 111 (3), pp. 503-510. , DOI 10.1542/peds.111.3.503; Lepofsky, J., Nash, S., Kaserman, B., Gesler, W., I'm not a doctor but I play one on TV: E.R. and the place of contemporary health care in fixing crisis (2006) Health and Place, 12 (2), pp. 180-194. , DOI 10.1016/j.healthplace.2004.11.003, PII S1353829204001030; Gruneir, A., Silver, M.J., Rochon, P.A., Review: Emergency department use by older adults: A literature review of needs trends, appropriateness and consequences of unmet health care (2011) Med Care Rs Rev, 68, pp. 131-155; Baker, D.W., Gazmararian, J.A., Sudano, J., The association between age and health literacy among elderly persons (2000) J Gerontology, 55 B, pp. S368-S374; Nayak, L., Erinieri, J.P., Audience response systems in medical student education benefit learner and presenters (2008) Acad Radio, 15, pp. 383-389; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Student evaluation of audience response technology in large lecture classes (2008) Education Tech Research Dev, 56, pp. 125-145; Hazzard, W.R., Capturing the power of academic medicine to enhance health and health care of the elderly in the USA (2004) Geriat & Geront Internat, 4, pp. 5-14; Bernstein, E., Goldfrank, L.R., Kellerman, A.L., A public health approach to emergency medicine: Preparing for the twenty-first century (1994) Acad Emerg Med, 1, pp. 277-286; Fan, L., Shah, M.N., Veazie, P.J., Factors associated with emergency department use among the rural elderly (2011) J.Rural Health, 27, pp. 39-49; Hastings, S.N., Heflin, M.T., A systematic review of interventions to improve outcomes for elders discharged from the emergency department (2005) Academic Emergency Medicine, 12 (10), pp. 978-986. , DOI 10.1197/j.aem.2005.05.032, PII S1069656305007979; Mccusker, J., Cardin, S., Bellavance, F., Belzile, E., Return to the emergency department among elders: Patterns and predictors (2000) Academic Emergency Medicine, 7 (3), pp. 249-259; Ho, M.T., Eisenberg, M.S., Litwin, P.E., Schaeffer, S.M., Damon, S.K., Delay between onset of chest pain and seeking medical care: The effect of public education (1989) Annals of Emergency Medicine, 18 (7), pp. 727-731; Dong, X.Q., Ssimon, M.A., Enhancing national policy and programs to address elder abuse (2011) J Am Med Assoc, 305, pp. 2460-2461; Baker, D.W., Wolf, M.S., Feinglass, J., Thompson, J.A., Gazmararian, J.A., Huang, J., Health literacy and mortality among elderly persons (2007) Archives of Internal Medicine, 167 (14), pp. 1503-1509. , http://archinte.ama-assn.org/cgi/reprint/167/14/1503, DOI 10.1001/archinte.167.14.1503","Terndrup, T.E.; Penn State College of Medicine, Department of Emergency Medicine, Hershey, PA, United States; email: tterndrup@hmc.psu.edu",,,,,,,,1936900X,,,,English,West. J. Emerg. Med.,Article,Final,Open Access,Scopus,2-s2.0-84879103950
"Lindsey B.A., Liu A.Y.",35095516200;7402583189;,Combining two reform curricula: An example from a course with well-prepared students,2013,American Journal of Physics,81,7,,545,553,,2.0,10.1119/1.4803532,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879487827&doi=10.1119%2f1.4803532&partnerID=40&md5=f5d80d1455750c5d5618d78950423e4b,"Penn State Greater Allegheny, McKeesport, PA 15132, United States; Georgetown University, Washington, DC 20057, United States","Lindsey, B.A., Penn State Greater Allegheny, McKeesport, PA 15132, United States; Liu, A.Y., Georgetown University, Washington, DC 20057, United States","Many studies have separately documented the benefits of research-based curricula and pedagogical methods. Here, we report on the effects of adopting a reform curriculum (Matter and Interactions) in conjunction with a pedagogical tool designed and validated in the context of a traditional treatment of mechanics (Tutorials in Introductory Physics). We document the need for targeted interactive engagement materials (such as the tutorials) even in a course with a population of students who are extremely well-prepared in physics. We describe the modifications necessary to successfully incorporate Tutorials in Introductory Physics into a course using Matter and Interactions, and we present data documenting the success of this approach. © 2013 American Association of Physics Teachers.",,,,,,,,,,,,,"Hake, R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74. , 10.1119/1.18809; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) Am. J. Phys., 69, pp. 970-977. , 10.1119/1.1374249; Finkelstein, N.D., Pollock, S.J., Replicating and understanding successful innovations: Implementing tutorials in introductory physics (2005) Phys. Rev. ST Phys. Educ. Res., 1, p. 010101. , 10.1103/PhysRevSTPER.1.010101; Hestenes, D., Wells, M., Swackhamer, G., Force Concept Inventory (1992) Phys. Teach., 30, pp. 141-158. , 10.1119/1.2343497; Thornton, R.K., Sokoloff, D.R., Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture (1998) Am. J. Phys., 66, pp. 338-352. , 10.1119/1.18863; Chabay, R.W., Sherwood, B.A., (2007) Matter and Interactions I: Modern Mechanics and Matter and Interactions II: Electric and Magnetic Interactions, , 2nd ed. (Wiley, Hoboken, NJ); McDermott, L.C., Shaffer, P.S., (2002) Tutorials in Introductory Physics, , the Physics Education Group at the University of Washington, 1st ed. (Prentice-Hall, Upper Saddle River); Kohlmyer, M.A., A Tale of Two Curricula: The performance of two thousand students in introductory electromagnetism (2009) Phys. Rev. ST Phys. Educ. Res., 5. , 020105-1-10, 10.1103/PhysRevSTPER.5.020105; Beichner, R.J., Saul, J.M., Abbott, D.S., Morse, J.J., Deardorff, D.L., Allain, R.J., Bonham, S.W., Risley, J.S., The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project (2007) Research-Based Reform of University Physics, 1. , http://www.per-central.org/document/ServeFile.cfm?ID=4517, E. F. Redish, P. J. Cooney, edited by and (American Association of Physics Teachers, College Park, MD), Reviews in PER; http://www.matterandinteractions.org/Content/Adopters/adopters.html, A wide variety of instructor resources, including lecture notes, labs, clicker questions, and more, can be found online at; Beichner, R., Chabay, R., Sherwood, B., Labs for the Matter & Interactions curriculum (2010) Am. J. Phys., 78, pp. 456-460. , 10.1119/1.3266163; Ambrose, B.S., Shaffer, P.S., Steinberg, R.N., McDermott, L.C., An investigation of student understanding of single-slit diffraction and double-slit interference (1999) Am. J. Phys., 67, pp. 146-155. , 10.1119/1.19210; Shaffer, P.S., McDermott, L.C., Research as a guide for curriculum development: And example from introductory electricity. Part II: Design of instructional strategies (1992) Am. J. Phys., 60, pp. 1003-1013. , 10.1119/1.16979; McDermott, L.C., Shaffer, P.S., Somers, M., Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine (1994) Am. J. Phys., 62, pp. 46-55. , 10.1119/1.17740; Wosilait, K., Heron, P.R.L., Shaffer, P.S., McDermott, L.C., Development and assessment of a research-based tutorial on light and shadow (1998) Am. J. Phys., 66, pp. 906-913. , 10.1119/1.18988; Wosilait, K., Heron, P.R.L., Shaffer, P.S., McDermott, L.C., Addressing student difficulties in applying a wave model to the interference and diffraction of light (1999) Phys. Educ. Res., Am J. Phys. Suppl., 67 (S1), pp. S5-S15. , 10.1119/1.19083; Ambrose, B.S., Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction (2004) Am. J. Phys., 72, pp. 453-459. , 10.1119/1.1648684; Lindsey, B.A., Heron, P.R.L., Shaffer, P.S., Student ability to apply the concepts of work and energy to extended systems (2009) Am. J. Phys., 77, pp. 999-1009. , 10.1119/1.3183889; Sabella, M., Implementing Tutorials in Introductory Physics at an Inner-City University in Chicago (2002) Proceedings of the 2002 Physics Education Research Conference, , http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4292&DocID=1152, S. Franklin, K. Cummings, J. Marx, "","" in , edited by and , presented at the Physics Education Research Conference 2002, Boise, Idaho, available on ComPADRE at; Steinberg, R., Donnelly, K., PER-Based Reform at a Multicultural Institution (2002) Phys. Teach., 40 (2), pp. 108-114. , 10.1119/1.1457317; Mazur, E., (1997) Peer Instruction: A User's Manual, , (Prentice-Hall, Upper Saddle River); Ding, L., Designing an energy assessment to evaluate student understanding of energy topics (2007), http://www.lib.ncsu.edu/resolver/1840.16/4050, Ph.D. thesis, North Carolina State University, available online at; McDermott, L.C., Shaffer, P.S., (2012) Tutorials in Introductory Physics, pp. 2011-2012. , the Physics Education Group at the University of Washington, Custom Edition: Updated Preliminary 2nd ed., (Prentice-Hall, Upper Saddle River); Caballero, M.D., Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study (2012) Am. J. Phys., 80, pp. 638-644. , 10.1119/1.3703517; See Ref. 24 for a more complete discussion of these issues; Shaffer, P., McDermott, L., A research-based approach to improving student understanding of the vector nature of kinematical concepts (2005) Am. J. Phys., 73, pp. 921-931. , 10.1119/1.2000976; Close, H., Heron, P.R.L., Research as a guide for improving student learning: An example from momentum conservation (2010) Am. J. Phys., 78, pp. 961-969. , 10.1119/1.3421391; Gaffney, J., Possibilities: A Framework for Modeling Students' Deductive Reasoning in Physics (2010), The lack of a formal logical reasoning framework in typical introductory physics students has been well-documented by others. See , "","" Ph.D. Dissertation, Department of Physics, North Carolina State University, (unpublished); McDermott, L.C., Shaffer, P.S., (2003) Instructor's Guide for Tutorials in Introductory Physics, , the Physics Education Group at the University of Washington, (Prentice-Hall, Upper Saddle River); Caballero, M.D., (2012), personal communication, 20 July ; Thornton, R.K., Comparing the force and motion conceptual evaluation and the force concept inventory (2009) Phys. Rev. ST Phys. Educ. Res., 5. , 010105-1-8, 10.1103/PhysRevSTPER.5.010105, Overall scores on the FMCE were calculated using the methods described in; Question categories on the FMCE are described in Ref. 5; Cummings, K., Evaluating Innovation in Studio Physics (1999) Am. J. Phys., 67, pp. S38-S44. , 10.1119/1.19078, See, for instance, "","" for a description of pre-course FMCE scores in several sections of a physics course at Rensselaer Polytechnic Institute; Some of these students had not ultimately given a correct net force comparison. Their stated reasoning suggested that this might have been due to a misreading of the relative masses of the gliders rather than to a failure to apply Newton's 2nd law correctly. We include them here as ""correct reasoning"" because we believe that if they had correctly compared the glider masses, they would have arrived at a correct response; Chabay, R.W., Sherwood, B.A., Modern mechanics (2004) Am. J. Phys., 72, pp. 439-445. , 10.1119/1.1646134; The MIET has undergone some modifications between the version described in Ref. 22 and the version used in our study, however, the author of the test suggests that these data represent the best available comparison to our data (L. Ding, personal communication, 9 August 2012)","Lindsey, B.A.; Penn State Greater Allegheny, McKeesport, PA 15132, United States",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-84879487827
"Hoenig M.P., Shapiro E., Hladik G.A.",7006766619;55761114500;7801429767;,Lessons learned from the ASN renal educator listserv and survey,2013,Clinical Journal of the American Society of Nephrology,8,6,,1054,1060,,13.0,10.2215/CJN.07410712,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878844757&doi=10.2215%2fCJN.07410712&partnerID=40&md5=43195ba6b3a4d8a66b3b7d87ca73ea53,"Division of Nephrology, Joslin Clinic and Beth Israel Deaconess Medical Center, Boston, MA, United States; Harvard Medical School Boston, MA, United States; American Society of Nephrology, Washington, DC, United States; Division of Nephrology, University of North Carolina School of Medicine, NC, United States; University of North Carolina Kidney Center, Chapel Hill, NC, United States","Hoenig, M.P., Division of Nephrology, Joslin Clinic and Beth Israel Deaconess Medical Center, Boston, MA, United States, Harvard Medical School Boston, MA, United States; Shapiro, E., American Society of Nephrology, Washington, DC, United States; Hladik, G.A., Division of Nephrology, University of North Carolina School of Medicine, NC, United States, University of North Carolina Kidney Center, Chapel Hill, NC, United States","Nephrology ranks next to last in career choices among US medical school graduates. The American Society of Nephrology established a Workforce Committee to help address this issue. Surveys of US medical students indicate that experiences during kidney pathophysiology courses in the preclerkship yearsmay impact their decision to consider a career in nephrology. InOctober of 2011, preclinical kidney physiology and pathophysiology course directors at US medical schools were surveyed about teaching methods, curricular content, resources, and institutional support for teaching to identify what worked well and what impairs their teaching efforts. A Listserv of these educators, the American Society of Nephrology Renal Educators Listserv, was used to electronically administer the survey. Course leaders from 62 of 114 (54.4%) surveyed medical schools responded. Most of these educators are nephrologists, but physiologists and other clinicians also lead courses; 60% of course directors noted that lectures are videotaped, resulting in decreased attendance. A range of resources is used: 68% use audience response systems, 16% use the simulation center, and none of the educators indicated use of social media (such as Twitter or Facebook); 50%of respondents receive no remuneration, and 68%receive no full-time equivalent for their efforts. Audience response systems, virtual microscopy, and flash animations were identified as valuable teaching tools. Course directors, during subsequent dialogue on the American Society of Nephrology Renal Educators Listserv, have cited incorporation of case scenarios and integration of clinical exposure during preclinical years asmethods that inspired interest. Hopefully, adoption of such approaches will ultimately serve to stimulate interest in nephrology. © 2013 by the American Society of Nephrology.",,"article; health educator; health survey; human; kidney function; medical school; medical student; nephrology; pathophysiology; questionnaire; social media; student satisfaction; teaching; Career Choice; Curriculum; Education, Medical, Undergraduate; Humans; Nephrology; Program Development; Questionnaires; Schools, Medical; Students, Medical; Teaching",,,,,,,,,,,"Hauer, K.E., Durning, S.J., Kernan, W.N., Fagan, M.J., Mintz, M., O'Sullivan, P.S., Battistone, M., Schwartz, M.D., Factors associated with medical students' career choices regarding internalmedicine (2008) JAMA, 300, pp. 1154-1164; Rosner, M., Parker, M., Kohan, D., Nephrology as a career choice, a survey of medical students [Abstract] (2009) J Am Soc Nephrol, pp. 767ASA-PO2867; Parker, M.G., Ibrahim, T., Shaffer, R., Rosner, M.H., Molitoris, B.A., The future nephrology workforce: Will there be one? (2011) Clin J Am Soc Nephrol, 6, pp. 1501-1506; Broudy, V.C., Hickman, S., Teaching hematology to second year medical students: Results of a national survey of hematology course directors (2007) Ann Hematol, 86, pp. 283-287; Rennke, H.G., Denker, D.M., (2009) Renal Pathophysiology: The Essentials, , 3rd Ed. Baltimore, Lippincott Williams & Wilkins; Kumar, V., Abbas, A.K., Fausto, N., Aster, J.C., (2010) Robbins and Cotran Pathologic Basis of Disease, , 8th Ed. Philadelphia, Saunders Elsevier; Eaton, D., Pooler, J., (2009) Vander's Renal Physiology, 7. , Th Ed, McGraw-Hill; Greenberg, A., (1998) Primer On Kidney Diseases, 2. , Nd Ed., San Diego, Academic Press, Harcourt Brace & Co; Koeppen, B.M., Stanton, B.A., (2010) Berne and Levy Physiology, 6. , Th Ed. Phildelphia, Mosby, Elsevier; Boron, W.F., Boulpaep, E.L., (2009) Medical Physiology, 2. , nd Ed., Philadelphia, Saunders, Elsevier; Hall, J.E., (2011) Guyton and Hall Textbook of Medical Physiology, 2. , Th Ed., Philadelphia, Saunders, Elsevier; Costanzo, L.S., (2010) Physiology, 4. , Th Ed., Philadelphia, Saunders, Elsevier; Schmitz, P.G., (2012) An Integrated Approach to Disease, , Renal, McGraw-Hill Co; Rose, B.D., Post, T.W., (2001) Clinical Physiology of Acid-Base and Electrolyte Disorders, 5. , Th Ed McGraw-Hill Co; Andreoli, T.E., Benjamin, I., Griggs, R.C., Wing, E.J., Fitz, J.G., (2010) Andreoli and Carpenter's Cecil Essentials of Medicine, 8. , Th Ed., Philadelphia, Saunders, Elsevier; McPhee, S.J., Hammer, G.D., (2009) Pathophysiology of Disease: An Introduction to Clinical Medicine, 6. , Th Ed McGraw-Hill Co; Rubin, R., Strayer, D., Rubin, E., Rubin's Pathology (2009) Clinicopathologic Foundations of Medicine, 6. , Th Ed. Baltimore, Lippincott Williams & Wilkins; Papadakis, M., McPhee, S.J., Rabow, M.W., (2013) Current Medical Diagnosis and Treatment 2013, 52nd Ed, , Mc-Graw-Hill Co; Preston, R.A., (2010) Acid-Base Electrolytes Made Ridiculously Simple, 2. , Nd Ed. Miami MedMaster Inc; Moorthy, A.V., Becker, B.N., Boehm, F.J., Djamali, A., (2008) Pathophysiology of Kidney Disease and Hypertension, , Saunders, Elsevier Philadelphia; Verworn, M., (1899) General Physiology: An Outline of the Science of Life, , London, MacMillan; Cheng, S., (2012) Comment On ASN Renal Educators Listserv, 12. , http://lists.asn-online.org:81/read/messages?id=10909, 2012. Available at, Accessed February; Dietz, J., (2012) Comment On ASN Renal Educators Listserv, 15. , http://lists.asn-online.org:81/read/messages?id=10909, 2012. Available at, Accessed February; Dietz, J.R., Stevenson, F.T., Active learning in a large medical classroom setting for teaching renal physiology (2011) Adv Physiol Educ, 35, pp. 456-459; Gharavi, A., (2012) Comment On ASN Renal Educators Listserv, 14. , http://lists.asn-online.org:81/read/messages?id=10909, 2012. Available at, Accessed February; (2012) Carmines PK: Comment On ASN Renal Educators Listserv, 16. , http://lists.asn-online.org:81/read/messages?id=10909, 2012. Available at, Accessed February; (2012) Hoenig M: Comment On ASN Renal Educators Listserv, 16. , http://lists.asn-online.org:81/read/messages?id=10909, 2012. Available at, Accessed February; Bowe, C.M., Voss, J., Aretz, T.H., Case method teaching: An effective approach to integrate the basic and clinical sciences in the preclinical medical curriculum (2009) Med Teach, 31, pp. 834-841; de Boer, A., Melchers, D., Vink, S., Dekker, F., Beaart, L., de Jong, Z., Real patient learning integrated in a preclinical block musculoskeletal disorders (2011) Clin Rheumatol, 30, pp. 1029-1037. , Does it make a difference?; Gordon, J.A., Brown, D.F.M., Armstrong, E.G., Can a simulated critical care encounter accelerate basic science learning among preclinical medical students? A pilot study (2006) Simul Healthc, 1, pp. 13-17; Gordon, J.A., Hayden, E.M., Ahmed, R.A., Pawlowski, J.B., Khoury, K.N., Oriol, N.E., Early bedside care during preclinical medical education: Can technology-enhanced patient simulation advance the Flexnerian ideal? (2010) Acad Med, 85, pp. 370-377; Takkunen, M., Turpeinen, H., Viisanen, H., Wigren, H.K., Aarnio, M., Pitkǎniemi, J., Introduction of real patients into problem-based learning in preclinical first-year anatomy curriculum (2011) Med Teach, 33, pp. 854-856; Shah, H.H., Jhaveri, K.D., Sparks, M.A., Mattana, J., Career choice selection and satisfaction among US adult nephrology fellows (2012) Clin J Am Soc Nephrol, 7, pp. 1513-1520; Prober, C.G., Heath, C., Lecture halls without lectures-a proposal for medical education (2012) N Engl J Med, 366, pp. 1657-1659; Braithwaite, D., Emery, J., de Lusignan, S., Sutton, S., Using the Internet to conduct surveys of health professionals: A valid alternative? (2003) Fam Pract, 20, pp. 545-551; Leece, P., Bhandari, M., Sprague, S., Swiontkowski, M.F., Schemitsch, E.H., Tornetta, P., Devereaux, P.J., Guyatt, G.H., Internet versus mailed questionnaires: A controlled comparison (2) (2004) J Med Internet Res, 6, p. 39","Hoenig, M. P.; Renal Unit, Joslin Clinic, Boston MA 02215, United States; email: Melanie.Hoenig@joslin.harvard.edu",,,,,,,,15559041,,,23293124.0,English,Clin. J. Am. Soc. Nephrol.,Article,Final,Open Access,Scopus,2-s2.0-84878844757
"Szwed K., Bouck E.C.",35788315300;21734344700;,Clicking Away: Repurposing Student Response Systems to Lessen Off-Task Behavior,2013,Journal of Special Education Technology,28,2,,1,12,,9.0,10.1177/016264341302800201,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84948774750&doi=10.1177%2f016264341302800201&partnerID=40&md5=e905356af14e4446de1263dd42de5348,"Purdue University, United States","Szwed, K., Purdue University, United States; Bouck, E.C., Purdue University, United States","Self-monitoring is a well-documented practice to assist educators with addressing students' behavioral challenges. However, little research has examined technology to support students' self-monitoring. Within this study, three elementary students were taught self-monitoring skills using student response systems to increase on-task behaviors in an inclusive setting. When prompted by the teacher, students identified as having an emotional disability or students at risk for behavioral challenges used a student response system to record if they were on or off task. A single-subject withdrawal design indicated the frequency of each student's off-task behavior decreased during use of the student response system. During the withdrawal and maintenance phases, frequency of the behavior returned to baseline levels. The technology supported improved student behavior when used, but students were unable to maintain the improved on-task behavior when they were not self-monitoring. Student and teacher perceptions of the student response system technology verified the off-task behavior data; students and teachers were positive about the use of the technology as a self-monitoring tool. © 2013 Technology and Media Division of the Council for Exceptional Children.",,,,,,,,,,,,,"Ackerman, A.M., Shapiro, E.S., Self-monitoring and work productivity with mentally retarded adults (1984) Journal of Applied Behavior Analysis, 17, pp. 403-407; Agran, M., (1997) Student directed learning: Teaching self-determination skills, , Pacific Grove, CA, Brooks/Cole; Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., Hughes, C., Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education (2005) Education and Training in Developmental Disabilities, 40, pp. 3-13; Amato-Zech, N.A., Hoff, K.F., Doepke, K.J., Increasing on-task behavior in the classroom extension of self-monitoring strategies (2006) Psychology in the Schools, 43, pp. 211-221; Blood, E., Effects of student response systems on participation and learning of students with emotional and behavioral disorders (2010) Behavioral Disorders, 35, pp. 214-228; Blood, E., Johnson, J.W., Ridenour, L., Simmons, K., Crouch, S., Using an iPod Touch to teach social and self-management skills to an elementary student with emotional/behavioral disorders (2011) Education and Treatment of Children, 34, pp. 299-322; Bouck, E., Shurr, J., Tom, K.L., Jasper, A., Bassette, L., Miller, B., Fix it with TAPE: Repurposing technology to be assistive technology for students with high-incidence disabilities (2012) Preventing School Failure, 56 (2), pp. 121-128; Bunce, D., Flens, E., Neiles, K., How long can students pay attention in class? A study of student attention decline using clickers (2010) Journal of Chemical Education, 87 (12), pp. 1438-1443; Cheney, D., Flower, A., Templeton, T., Applying response to intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders (2008) Journal of Special Education, 42, pp. 108-126; Epstein, J., Willis, M., Conners, K., Johnson, D., Use of a technological prompting device to aid a student with attention deficit hyperactivity disorder to initiate and complete daily tasks: An exploratory study (2001) Journal of Special Education Technology, 16 (1), pp. 19-28; Edwards, L., Salant, V., Howard, V.F., Brougher, J., McLaughlin, T.F., Effectiveness of self-management on attentional behavior and reading comprehension for children with attention deficit disorder (1995) Child & Family Behavior Therapy, 17 (2), pp. 1-17; Fitzpatrick, M., Knowlton, E., Bringing evidence-based self-directed intervention practices to the trenches for students with emotional and behavioral disorders (2009) Preventing School Failure, 53 (4), pp. 253-266; Freeman, K., Dexter, E., Using self-monitoring with an adolescent with disruptive classroom behavior (2004) Behavior Modification, 28, pp. 402-419; Gulchak, D., Using a mobile handheld computer to teach a student with an emotional and behavioral disorder to self-monitor attention (2008) Education and Treatment of Children, 31, pp. 567-581; Harris, K., Friedlander, B., Saddler, B., Frizzelle, R., Graham, S., Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom (2005) Journal of Special Education, 39, pp. 145-156; Hawken, L.S., Vincent, C.G., Schumann, J., Response to intervention for social behavior: Challenges and opportunities (2008) Journal of Emotional & Behavioral Disorders, 16, p. 213; Hughes, C., Copeland, S., Wehmeyer, M., Agran, M., Rodi, M., Using self-monitoring to improve performance in general education high school classes (2002) Education and Training in Mental Retardation and Developmental Disabilities, 37, pp. 262-272; (2004) Amendments of 2004, 20 U.S.C § 1400 et seq, , http://www.ed.gov/policy/speced/leg/idea/idea.pdf, Retrieved from; Jayson, S., The year technology replaced talking (2010) USA Today, , http://usatoday30.usatoday.com/yourlife/parenting-family/2010-12-30-1AYEAR30_CV_N.htm, (, December 30)., Retrieved from; Kay, R.H., Knaack, L., Exploring the use of audience response systems in secondary school science classrooms (2009) Journal of Science Education and Technology, 18 (5), pp. 382-392; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Kay, R., LeSage, A., Knaack, L., Examining the use of audience response systems in secondary school classrooms: A formative analysis (2010) Journal of Interactive Learning Research, 21 (3), pp. 343-365; Kennedy, C., (2005) Single-case designs for educational research, , Boston, MA, Allyn & Bacon; Lee, S., Palmer, S.B., Wehmeyer, M.L., Goal setting and self-monitoring for students with disabilities: Practical tips and ideas for teachers (2009) Intervention in School and Clinic, 44, pp. 139-145; Levendoski, L., Cartledge, G., Self-monitoring for elementary school children with serious emotional disturbances: Classroom applications for increased academic responding (2000) Behavioral Disorders, 25, pp. 211-224; Maag, J.W., Reid, R., DiGangi, S.A., Differential effects of self-monitoring attention, accuracy, and productivity (1993) Journal of Applied Behavior Analysis, 26, pp. 329-334; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE Quarterly, 30 (2), pp. 71-73; Mathes, M.Y., Bender, W.N., The effects of self-monitoring on children with attention-deficit/hyperactivity disorder who are receiving pharmacological interventions (1997) Remedial and Special Education, 18, pp. 121-128; McDougall, D., Brady, M.P., Initiating and fading self-management interventions to increase math fluency in general education classes (1998) Exceptional Children, 64, pp. 151-166; Mishra, P., Koehler, M.J., Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too (2009) Learning and Leading with Technology, 36 (7), pp. 14-18; (2002) No Child Left Behind Act of 2001, , Pub. L. No. 107–110, 115 Stat. 1425; Penuel, W., Boscardin, C., Masyn, K., Crawford, V., Teaching the student response systems in the elementary and secondary education settings: A survey study (2007) Education Technology Research and Development, 55, pp. 315-346; Prensky, M., Digital natives, digital immigrants (2001) On the Horizon, 9 (5), pp. 1-6; Rafferty, L.A., Raimondi, S.L., Self-monitoring of attention versus self-monitoring of performance: Examining the differential effects among students with emotional disturbance engaged in independent math practice (2009) Journal of Behavioral Education, 18, pp. 279-299; Reid, R., Research in self-monitoring with students with learning disabilities: The present, the prospects, the pitfalls (1996) Journal of Learning Disabilities, 29, pp. 317-331; Reid, R., Trout, A.L., Schartz, M., Self-regulation interventions for children with attention deficit/hyperactivity disorder (2005) Exceptional Children, 71, pp. 361-377; Rideout, V.J., Foehr, U.G., Roberts, D.F., (2010) Generation Ms: Media in the lives of 8-to-18-year-olds, , Menlo Park, CA, Henry J. Kaiser Family Foundation; Rock, M.L., Thead, B.K., The effects of fading a strategic self-monitoring intervention on students' academic engagement, accuracy, and productivity (2007) Journal of Behavioral Education, 16, pp. 389-412; Rosen, L., Teaching the iGeneration (2011) Educational Leadership, 68 (5), pp. 10-15; Scruggs, T.E., Mastropieri, M.A., Casto, G., The quantitative synthesis of single subject research: Methodology and validation (1987) Remedial and Special Education, 8, pp. 24-33; Stahmer, A.C., Schreibman, L., Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package (1992) Journal of Applied Behavior Analysis, 25, pp. 447-459; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media & Technology, 32, pp. 21-40; (2002) Evidence-Based Education, , http://www.ed.gov/nclb/methods/whatworks/eb/edlite-slide003.html, Chicago, IL, (, October)., Paper presented at the Student Achievement and School Accountability Conference, Retrieved from; Wehmeyer, M.L., Yeager, D., Bolding, N., Agran, M., Hughes, C., The effects of self-regulation strategies on goal attainment for students with development disabilities in general education classrooms (2003) Journal of Developmental and Physical Disabilities, 15, pp. 79-91; Xu, C., Reid, R., Steckelberg, A., Technology implications for children with ADHD: Assessing the empirical support (2002) Education and Treatment of Children, 25, pp. 224-248","Szwed, K.; Purdue UniversityUnited States; email: kkszwed@purdue.edu",,,SAGE Publications Inc.,,,,,01626434,,,,English,J. Spl. Edu. Tech.,Article,Final,,Scopus,2-s2.0-84948774750
"Kuo G.M., Lee K.C., Ma J.D.",7004394757;8617097100;7406199218;,Implementation and outcomes of a live continuing education program on pharmacogenomics,2013,Pharmacogenomics,14,8,,885,895,,14.0,10.2217/pgs.13.77,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878892995&doi=10.2217%2fpgs.13.77&partnerID=40&md5=32f21d6b43a65d801041aa1e8a31527a,"Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California, San Diego, MC 0719, 9500 Gilman Drive, San Diego, CA 92093-0719, United States; Department of Family and Preventive Medicine, School of Medicine, University of California, San Diego, 9500 Gilman Drive, San Diego, CA 92093-0719, United States","Kuo, G.M., Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California, San Diego, MC 0719, 9500 Gilman Drive, San Diego, CA 92093-0719, United States, Department of Family and Preventive Medicine, School of Medicine, University of California, San Diego, 9500 Gilman Drive, San Diego, CA 92093-0719, United States; Lee, K.C., Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California, San Diego, MC 0719, 9500 Gilman Drive, San Diego, CA 92093-0719, United States; Ma, J.D., Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California, San Diego, MC 0719, 9500 Gilman Drive, San Diego, CA 92093-0719, United States","Aim: This study evaluated the implementation and outcomes of a pharmacogenomics education program among pharmacists. Materials & methods: Continuing education lectures were presented at local, state and national pharmacy conferences. Results: Six hundred and seventy three pharmacist participants (mean ± standard deviation: 45 ± 14 years of age with 19 ± 13 years of practice experience) completed program evaluations. Participants knowledge and overall ability to address pharmacogenomics testing significantly improved (p < 0.001). More than 50% rated self-efficacy for putting pharmacogenomics knowledge into clinical practice to be likely or very likely. Attitudes toward increasing the number of patients to educate, updating pharmacogenomics knowledge, and providing advice were 39, 76 and 64%, respectively. Participants rated program components to be useful or very useful, and the quality of the program format, program content and audience response system as good, very good or excellent. Conclusion: Through live continuing education presentations at pharmacy conferences, participants showed significant increases in knowledge and their overall ability to address pharmacogenomics testing with patients. © 2013 Future Medicine Ltd.",conference; continuing education; education; genetics; genomics; healthcare professionals; pharmacists; pharmacogenetics; pharmacogenomics; program evaluation; training,"adult; article; continuing education; female; genetic screening; human; male; patient counseling; patient education; pharmacist; pharmacist attitude; pharmacogenomics; professional knowledge; United States; Adult; Education, Continuing; Education, Pharmacy; Female; Health Knowledge, Attitudes, Practice; Humans; Male; Middle Aged; Pharmacogenetics; Self Efficacy",,,,,,,,,,,"Thomson, P.D.R., (2007), Montvale, NJ, USA; Ingelman-Sundberg, M., Pharmacogenomic biomarkers for prediction of severe adverse drug reactions (2008) New England Journal of Medicine, 358 (6), pp. 637-639. , http://content.nejm.org/cgi/reprint/358/6/637.pdf, DOI 10.1056/NEJMe0708842; Evans, W.E., Relling, M.V., Pharmacogenomics: Translating functional genomics into rational therapeutics (1999) Science, 286 (5439), pp. 487-491; Padgett, L., O'Connor, S., Roederer, M., McLeod, H., Ferreri, S., Pharmacogenomics in a community pharmacy: ACT now (2003) J. Am. Pharm. Assoc., 51 (2), pp. 189-193. , 2011; Brock, T.P., Faulkner, C.M., Williams, D.M., Smith, S.R., Continuing-education programs in pharmacogenomics for pharmacists (2002) American Journal of Health-System Pharmacy, 59 (8), pp. 722-725; Sansgiry, S.S., Kulkarni, A.S., The human genome project: Assessing confidence in knowledge and training requirements for community pharmacists (2003) Am. J. Pharm. Educ., 67 (2), pp. 1-10. , Article 39; McCullough, K.B., Formea, C.M., Berg, K.D., Assessment of the pharmacogenomics educational needs of pharmacists (2011) Am. J. Pharm. Educ., 75 (3), p. 51; Roederer, M.W., Van Riper, M., Valgus, J., Knafl, G., McLeod, H., Knowledge, attitudes and education of pharmacists regarding pharmacogenetic testing (2012) Per. Med., 9 (1), pp. 19-27; Green, J.S., O'Brien, T.J., Chiappinelli, V.A., Harralson, A.F., Pharmacogenomics instruction in US and Canadian medical schools: Implications for personalized medicine (2010) Pharmacogenomics, 11 (9), pp. 1331-1340; Murphy, J.E., Green, J.S., Adams, L.A., Squire, R.B., Kuo, G.M., McKay, A., Pharmacogenomics in the curricula of colleges and schools of pharmacy in the United States (2010) Am. J. Pharm. Educ., 74 (1), p. 7; Frueh, F.W., Gurwitz, D., From pharmacogenetics to personalized medicine: A vital need for educating health professionals and the community (2004) Pharmacogenomics, 5 (5), pp. 571-579. , DOI 10.1517/14622416.5.5.571; Feero, W.G., Kuo, G.M., Jenkins, J.F., Ma, R., Pharmacist education in the era of genomic medicine (2003) J. Am. Pharm. Assoc., pp. e113-e121. , 2012; Zembles, T., An inservice program on pharmacogenetics to individualize drug therapy (2010) Am. J. Pharm. Educ., 74 (1), p. 10; Kuo, G.M., Ma, J.D., Lee, K.C., Institutional Profile: University of California San Diego Pharmacogenomics Education Program (PharmGenEd(tm)): Bridging the gap between science and practice (2011) Pharmacogenomics, 12 (2), pp. 149-153; Lee, K.C., Ma, J.D., Hudmon, K.S., Kuo, G.M., Evaluation of a train-The-trainer approach for a shared pharmacogenomics curriculum for colleges/schools of pharmacy in the United States (2012) Am. J. Pharm. Educ., 76 (10), p. 193; Corelli, R.L., Kroon, L.A., Chung, E.P., Sakamoto, L.M., Gundersen, B., Fenlon, C.M., Hudmon, K.S., Statewide evaluation of a tobacco cessation curriculum for pharmacy students (2005) Preventive Medicine, 40 (6), pp. 888-895. , DOI 10.1016/j.ypmed.2004.10.003; Hudmon, K.S., Corelli, R.L., Gundersen, B., Kroon, L.A., Sakamoto, L.M., Hemberger, K.K., Fenlon, C., Prokhorov, A.V., Development and implementation of a tobacco cessation training program for students in the health professions (2003) Journal of Cancer Education, 18 (3), pp. 142-149; Prochaska, J.J., Benowitz, N.L., Glantz, S.A., Hudmon, K.S., Grossman, W., Cardiology Rx for change: Improving clinical attention to tobacco use and second hand smoke exposure in cardiology (2011) Clin. Cardiol., 34 (12), pp. 738-743; Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, , Handbook 1: Cognitive Domain David McKay, NY, USA; Shane, R., Critical requirements for health-system pharmacy practice models that achieve optimal use of medicines (2011) Am. J. Health Syst. Pharm., 68 (12), pp. 1101-1111; Kim, M.K., Patel, R.A., Uchizono, J.A., Beck, L., Incorporation of Bloom's taxonomy into multiple-choice examination questions for a pharmacotherapeutics course (2012) Am. J. Pharm. Educ., 76 (6), p. 114; Kadafour, M., Haugh, R., Posin, M., Kayser, S.R., Shin, J., Survey on warfarin pharmacogenetic testing among anticoagulation providers (2009) Pharmacogenomics, 10 (11), pp. 1853-1860; Formea, C.M., Nicholson, W.T., McCullough, K.B., Development and evaluation of a pharmacogenomics educational program for pharmacists (2013) Am. J. Pharm. Educ., 77 (1), p. 10; Sansgiry, S.S., Kulkarni, A.S., Genetic testing: The community pharmacist's perspective (2004) J. Am. Pharm. Assoc., 44 (3), pp. 399-402. , 2003","Kuo, G.M.; Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California, San Diego, MC 0719, 9500 Gilman Drive, San Diego, CA 92093-0719, United States; email: gmkuo@ucsd.edu",,,,,,,,14622416,,PARMF,23746183.0,English,Pharmacogenomics,Article,Final,,Scopus,2-s2.0-84878892995
"DiVall M.V., Hayney M.S., Marsh W., Neville M.W., O'Barr S., Sheets E.D., Calhoun L.D.",6507622860;7004531526;7102633197;55487455200;6507138732;7003289540;55705019900;,"Perceptions of pharmacy students, faculty members, and administrators on the use of technology in the classroom",2013,American Journal of Pharmaceutical Education,77,4,,,,,24.0,10.5688/ajpe77475,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84877845146&doi=10.5688%2fajpe77475&partnerID=40&md5=967609df2ae9c3e9a90276875edbaa9c,"School of Pharmacy, Northeastern University, Boston, MA, United States; School of Pharmacy, University of Wisconsin-Madison, Madison, WI, United States; Bernard J. Dunn School of Pharmacy, Shenandoah University, Winchester, VA, United States; College of Pharmacy, The University of Georgia, Athens, GA, United States; College of Pharmacy, Western University of Health Sciences, Pomona, CA, United States; College of Pharmacy, University of Minnesota, Minneapolis, MN, United States; Bill Gatton College of Pharmacy, East Tennessee State University, Johnson City, TN, United States","DiVall, M.V., School of Pharmacy, Northeastern University, Boston, MA, United States; Hayney, M.S., School of Pharmacy, University of Wisconsin-Madison, Madison, WI, United States; Marsh, W., Bernard J. Dunn School of Pharmacy, Shenandoah University, Winchester, VA, United States; Neville, M.W., College of Pharmacy, The University of Georgia, Athens, GA, United States; O'Barr, S., College of Pharmacy, Western University of Health Sciences, Pomona, CA, United States; Sheets, E.D., College of Pharmacy, University of Minnesota, Minneapolis, MN, United States; Calhoun, L.D., Bill Gatton College of Pharmacy, East Tennessee State University, Johnson City, TN, United States","Objectives. To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Methods. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Results. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Conclusions. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom.",Administrators; Educational technology; Faculty; Perceptions; Students,"administrators; adult; age; aged; article; attitude to computers; chi square distribution; curriculum; education; educational technology; female; human; male; methodology; middle aged; perception; perceptions; pharmacy student; psychological aspect; questionnaire; satisfaction; school; sex difference; student; teaching; university; young adult; administrators; educational technology; faculty; perceptions; students; Adult; Age Factors; Aged; Attitude to Computers; Chi-Square Distribution; Computer-Assisted Instruction; Curriculum; Education, Pharmacy; Educational Measurement; Educational Technology; Faculty; Female; Humans; Male; Middle Aged; Perception; Personal Satisfaction; Questionnaires; Schools, Pharmacy; Sex Factors; Students, Pharmacy; Teaching; Young Adult",,,,,,,,,,,"Rogers, D.L., A paradigm shift: Technology integration for higher education in the new millennium (2000) Educ Technol Rev, 1 (13), pp. 19-33; Wilen-Daugenti, T., (2012) Society 3.0: How Technology is Reshaping Education, Work, and Society, , New York, NY, Peter Lang; Prensky, M.R., (2010) Teaching Digital Natives: Partnering For Real Learning, , 1st ed, Thousand Oaks, CA, Corwin; Johnson, L., Smith, R., Levine, A., Haywood, K., (2011) The 2011 Horizon Report, , Austin, Texas: The New Media Consortium; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nurs Educ Perspect, 30 (5), pp. 295-298; Cole, S., Kosc, G., Quit surfing and start ""clicking"": One professor's effort to combat the problems of teaching the U.S. survey in a large lecture hall (2010) Hist Teacher, 43 (3), pp. 397-410; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Adv Physiol Educ, 33 (1), pp. 60-67; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system (ARS) in a dual-campus classroom environment (2008) Am J Pharm Educ, 72 (2). , Article 38; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Educ Today, 30 (7), pp. 603-607; Bollmeier, S.G., Wenger, P.J., Forinash, A.B., Impact of online lecture-capture on student outcomes in a therapeutics course (2010) Am J Pharm Educ, 74 (7). , Article 127; McFarlin, B.K., Hybrid lecture-online format increases student grades in an undergraduate exercise physiology course at a large urban university (2008) Adv Physiol Educ, 32 (1), pp. 86-91; Elison-Bowers, P., Snelson, C., Casa de Calvo, M., Thompson, H., Health science students and their learning environment: A comparison of perceptions of on-site, remote-site, and traditional classroom students (2008) Perspect Health Inf Manag, 5 (2), pp. 1-17; Pronovost, R., Technology for technology's sake (2012) Education Week Teacher, , http://blogs.edweek.org/teachers/teaching-ahead/2012/02/technology-for-technologys-sake.html, February 16, Accessed December 7; Johnson, K., Sharp, V., Is PowerPoint crippling our students? (2005) Learn Leading Technol, 33 (3), pp. 6-7; Schwartz, M.D., Zdanowicz, M.M., Expectations of students enrolled in doctor of pharmacy, master's physician assistant, and anesthesia assistant programs (2010) J Physician Assist Educ, 21 (1), pp. 4-9; Kember, D., McNaught, C., Chong, F.C.Y., Lam, P., Cheng, K.F., Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments (2010) Comput Educ, 55 (3), pp. 1183-1192; Monaghan, M.S., Cain, J.J., Malone, P.M., Educational technology use among US colleges and schools of pharmacy (2011) Am J Pharm Educ, 75 (5). , Article 11; Stolte, S.K., Richard, C., Rahman, A., Kidd, R.S., Student pharmacists' use and perceived impact of educational technologies (2011) Am J Pharm Educ, 75 (5). , Article 92; Weber, K., Custer, R., Gender-based preferences toward technology education content, activities, and instructional methods (2005) J Technol Educ, 16 (2), pp. 55-71; Schweingruber, H., Brandenburg, C.I., Miller, L.M., Middle school students' technology practices and preferences: Re-examining gender differences (2001) J Educ Multimed Hypermedia, 10 (2), pp. 125-140; Barber, D.A., (2012) Higher Technol, , http://campustechnology.com/Articles/2012/01/09/5-Higher-Ed-Tech-Trends-for-2012.aspx?p=1, 5 higher ed tech trends for 2012, Jan 9, Accessed December 7; (2011) American Association of Colleges of Pharmacy, , http://www.aacp.org/resources/research/institutionalresearch/Pages/StudentApplications,EnrollmentsandDegreesConferred.aspx, Fall Profile of Pharmacy Students","DiVall, M.; School of Pharmacy, Northeastern University, 140 The Fenway, R218TF, Boston, MA 02115, United States; email: m.divall@neu.edu",,,,,,,,00029459,,,23716743.0,English,Am. J. Pharm. Educ.,Article,Final,Open Access,Scopus,2-s2.0-84877845146
"Rivkin A., Yin H., Borno L., Fabbio K., Kugler A., Maltz F.N., Marzella N., Mehta M., Najib J.",7004386695;55575611200;26326092900;35317516000;23570070100;12768740200;8333583600;55576508600;8774895300;,Revising senior pharmacy grand rounds to incorporate longitudinal board review to prepare students for licensing examination,2013,Currents in Pharmacy Teaching and Learning,5,3,,236,240,,,10.1016/j.cptl.2012.12.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876721949&doi=10.1016%2fj.cptl.2012.12.002&partnerID=40&md5=14fb3ef89e51415db3865d8b22b04657,"Fairleigh Dickinson University, School of Pharmacy, Florham Park, NJ, United States; Philadelphia College of Osteopathic Medicine, School of Pharmacy, Georgia Campus, Suwanee, GA, United States; Arnold and Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, NY, United States; College of Pharmacy, Western University of Health Sciences, Pomona, CA, United States; New York Presbyterian Hospital, Columbia University Medical Center, New York, NY, United States","Rivkin, A., Fairleigh Dickinson University, School of Pharmacy, Florham Park, NJ, United States; Yin, H., Philadelphia College of Osteopathic Medicine, School of Pharmacy, Georgia Campus, Suwanee, GA, United States; Borno, L., Arnold and Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, NY, United States; Fabbio, K., Arnold and Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, NY, United States; Kugler, A., College of Pharmacy, Western University of Health Sciences, Pomona, CA, United States; Maltz, F.N., Arnold and Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, NY, United States; Marzella, N., Arnold and Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, NY, United States; Mehta, M., New York Presbyterian Hospital, Columbia University Medical Center, New York, NY, United States; Najib, J., Arnold and Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, NY, United States","Little is known about the content of senior grand rounds (GR) or senior seminars frequently taught as a component of the Doctor of Pharmacy curriculum. Colleges and schools of pharmacy use GR to educate senior pharmacy students, showcase role models, and promote collegiality. In the past, GR at the Arnold and Marie Schwartz College of Pharmacy and Health Sciences were designed similarly and had vague overall objectives. We redesigned our GR with a focused goal to guide and prepare our graduates for licensing examination (the North American Pharmacist Licensure Examination (NAPLEX)). To assist with reaching this goal, we incorporated disease state reviews, case-based discussions, and questions designed similarly to the NAPLEX format. During the senior year, five GR sessions were conducted with our graduating class of 182 students. Each session focused on major disease state reviews, with an active-learning discussion incorporating profile-based cases and questions that students answered using audience response systems (ARS). A cumulative examination was administered during the last GR session. A survey examining student perceptions of their learning and value of GR was also conducted. Majority of students enjoyed the new pedagogical approach used in GR, and 65% felt that GR contributed to their confidence in being prepared for pharmacy licensing examination. Conclusion: we describe a new approach to senior GR in a large College of Pharmacy with a focus on preparing students for licensing examination. Student survey revealed that the students had favorable views on this revised approach to conducting GR. © 2013.",NAPLEX preparation; Pharmacy grand rounds; Pharmacy senior seminar,article; health survey; human; learning; licensing; pedagogics; perception; pharmacy; priority journal; teaching round,,,,,,,,,,,"Hebert, R.S., Wright, S.M., Re-examining the value of medical grand rounds (2003) Acad Med, 78, pp. 1248-1252; Lahoz, M.R., Belliveau, P., Gardner, A., Morin, A., An electronic NAPLEX review program for longitudinal assessment of pharmacy students' knowledge (2010) Am J Pharm Educ, 74 (7). , Article 128; Shargel, L., Mutnick, A.H., Souney, P.F., Swanson, L.N., (2009) Comprehensive Pharmacy Review, , Lippincott Williams & Wilkins, Philadelphia, PA; Boyd, S.T., Brooks, A.M., Nagel, K., Sanoski, C., (2010) NAPLEX: The Complete Guide to Licensing Exam Certification for Pharmacists, , Kaplan Medical, New York, NY; Goode, J.R., Roman, L.M., Weitzel, K.W., (2009) Community Pharmacy Practice Case Studies, , American Pharmacists Association, Washington, DC; (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals; Handbook I: Cognitive Domain, , Longmans and Green, New York, NY, B.S. Bloom, M.D. Engelhart, E.J. Furst, W.H. Hill, D.R. Krathwohl (Eds.); Krathwohl, D.R., A revision of bloom's taxonomy: an overview (2002) Theory Practice, 41 (4), pp. 212-218; Kaczorowski, J., Levitt, C., Hammond, M., Outerbridge, E., Grad, R., Rothman, A., Graves, L., Retention of neonatal resuscitation skills and knowledge: a randomized controlled trial (1998) Fam Med, 30 (10), pp. 705-711; Hamilton, R., Nurses' knowledge and skill retention following cardiopulmonary resuscitation training: a review of the literature (2005) J Adv Nurs, 51 (3), pp. 288-297; Waskiewicz, R.A., Pharmacy students' test-taking motivation-effort on a low-stakes standardized test (2011) Am J Pharm Educ, p. 75. , Article 41; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, p. 68. , Article 117; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, p. 73. , Article 21; Accreditation Council for Pharmacy Education. Accreditation Standards and Guidelines for the professional program in Pharmacy leading to the Doctor of Pharmacy Degree, Standard 11, guideline 11.2., , https://acpe-accredit.org/pdf/S2007Guidelines2.0_ChangesIdentifiedInRed.pdf, Available at:. Accessed December 17, 2012","Rivkin, A.; Fairleigh Dickinson University, School of Pharmacy, 230 Park Avenue, M-SP1-01, Florham Park, NJ 07932, United States; email: rivkin@fdu.edu",,,,,,,,18771297,,,,English,Currents Pharm. Teach. Learn.,Article,Final,,Scopus,2-s2.0-84876721949
"Yeh C.R., Tao Y.-H.",11839913500;7402420456;,How benefits and challenges of personal response system impact students' continuance intention? A Taiwanese context,2013,Educational Technology and Society,16,2,,257,270,,8.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876729328&partnerID=40&md5=33b08baaf317fb5de311f0e8df462c05,"Graduate Institute of International Human Resource Development, National Taiwan Normal University, 162, Sec. 1, Ho-Ping E. Rd, Taipei, Taiwan; Department of Information Management, National University of Kaohsiung, 700 Kaohsiung University Road, Nan-Tzu District, Kaohsiung, Taiwan","Yeh, C.R., Graduate Institute of International Human Resource Development, National Taiwan Normal University, 162, Sec. 1, Ho-Ping E. Rd, Taipei, Taiwan; Tao, Y.-H., Department of Information Management, National University of Kaohsiung, 700 Kaohsiung University Road, Nan-Tzu District, Kaohsiung, Taiwan","To address four issues observed from the latest Personal Response System (PRS) review by Kay and LeSage (2009), this paper investigates, through a systematic research, how the derived benefits and challenges of PRS affect the satisfaction and continuance intention of college students in Taiwan. The empirical study samples representative college students enrolled in three universities from each of the Northern, Central, Southern, and Eastern geographical regions in Taiwan. The results based on 406 valid returned questionnaires and partial least square analysis confirm that classroom environment and learning benefits have positive effects, whereas technology- and student-based challenges have negative effects on student satisfaction, thus influencing their intention to continue using PRS. In contrast, assessment benefits and teacher-based challenges do not have significant influences on student satisfaction. The present research contributes to literature by empirically testing PRS benefits and challenges derived from previous works, validating only the aspects that influence student satisfaction and, consequently, their behavioral intention to continue using PRS. The implications and suggestions derived from this rigorous research are highly relevant in practice. The findings enable a set of general design strategies for successful PRS implementations, providing the empirical basis for conducting future in-depth PRS research. © International Forum of Educational Technology & Society (IFETS).",Benefits; Challenges; Expectation confirmation theory; Personal response system; Satisfaction,,,,,,,,,,,,"Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications. In D. A. Banks (Ed. ) (2006) Audience Response Systems in Higher Education, pp. 1-25. , Hershey, PA: Information Science Publishing; Bhattacherjee, A., Understanding information systems continuance: An expectation-confirmation model (2001) MIS Quarterly, 25 (3), pp. 351-370; Bradford, B.J., Incorporation of a student response system into a large animal nutrition lecture course (2010) Journal of Dairy Science, 93 (5), pp. 2308-2309; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) Journal of Chemical Education, 83 (3), p. 488; Bunz, U., Using scantron versus an audience response system for survey research: Does methodology matter when measuring computer-mediated communication competence (2005) Computers in Human Behavior, 21 (2), pp. 343-359; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Science Education, 6 (1), pp. 9-20; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Cohen, J., (1977) Statistical power analysis for the behavioral sciences, , (Revised ed.). New York, NY: Academic Press; D'Arcy, C.J., Eastburn, D.M., Mullally, K., Effective use of a personal response system in a general education plant pathology class (2007) The Plant Health Instructor, , doi: 10.1094/PHI-T-2007-0315-07; Delone, W.H., Maclean, E.R., Information systems success: The quest for the dependent variable (1992) Information Systems Research, 3 (1), pp. 60-95; DeLone, W.H., McLean, E.R., The DeLone and McLean model of information systems success: A ten-year update (2003) Journal of Management Information Systems, 19 (4), pp. 9-30; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , New York, NY: Addison Wesley and Benjamin Cummings; d'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and its applications, 22 (4), pp. 163-169; DeBourgh, G.A., Predictors of student satisfaction in distance-delivered graduate nursing courses: What matter most (2003) Journal of Professional Nursing, 19 (3), pp. 149-163; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Gefen, D., Straub, D.W., Boudreau, M.-C., Structural equation modeling and regression: Guidelines for research practice (2000) Communications of the Association for Information Systems, 4 (7), pp. 1-70; Griff, E.R., Matter, S.E., Early identification of at-risk student using a personal response system (2008) British Journal of Educational Technology, 39 (6), pp. 1124-1130; Hancock, T.M., Use of audience response systems for summative assessment in large classes (2010) Australasian Journal of Educational Technology, 26 (2), pp. 226-237; Hernandez, B., Montaner, T., Sese, F.J., Urquizu, P., The role of social motivations in e-learning: How do they affect usage and success of ICT interactive tools (2011) Computers in Human Behavior, 27 (6), pp. 2224-2232; Hoyt, A., McNulty, J.A., Gruener, G., Chandrasekhar, A., Espiritu, B., Ensminger, D., Price, R., Naheedy, R., An audience response system may influence student performance on Anatomy examination questions (2011) Anatomical Science Education, 3 (6), pp. 295-299; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; King, R.R., He, J., A meta-analysis of the technology acceptance model (2006) Information & Management, 43 (6), pp. 740-755; Robey, D., Markus, L., Beyond rigor and relevance: Producing consumable research about information systems (1998) Information Resources Management Journal, 11 (1), pp. 7-15; Rogers, E.M., (1995) Diffusion of Innovations, , (4th ed). New York, NY: Free Press; Ringle, C.M., Wende, S., Will, A., (2012) SmartPLS 2 0 (beta), 25. , http://www.smartpls.de, Retrieved January; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; So, H.-J., Brush, T.A., Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors (2008) Computers & Education, 51 (1), pp. 318-336; Stoddard, H.A., Piquette, C.A., A controlled study of improvements in student exam performance with the use of an Audience Response System during medical school lectures (2011) Academic Medicine, 85 (10), pp. S37-S40; Tao, Y.-H., Cheng, C.-J., Sun, S.-Y., What influences college students to continue using business simulation games? The Taiwan experience (2009) Computers & Education, 53 (3), pp. 929-939; Tao, Y.-H., Yeh, R.C., (2009, July). Personal response system: A model-based case study in Taiwan., , Paper presented at the 14th Annual Meeting of Asia Pacific Region of Decision Sciences Institute, Shanghai, China; Tornatzky, L.G., Fleischer, M., (1990) The processes of technological innovation, , Lexington, MA: Lexington Books; Venkatesh, V., Morris, M.G., Davis, G.B., Davis, F.D., User acceptance of information technology: Toward a unified view (2003) MIS Quarterly, 27 (3), pp. 425-478; Wixom, B.H., Todd, P.A., A theoretical integration of user satisfaction and technology acceptance (2005) Information System Research, 16 (1), pp. 85-102; Wu, J.-H., Tennyson, R.D., Hsia, T.-L., A study of student satisfaction in a blended e-learning system environment (2010) Computers & Education, 55 (1), pp. 155-164","Tao, Y.-H.; Department of Information Management, National University of Kaohsiung, 700 Kaohsiung University Road, Nan-Tzu District, Kaohsiung, Taiwan; email: ytao@nuk.edu.tw",,,,,,,,11763647,,,,English,Educational Technology and Society,Article,Final,,Scopus,2-s2.0-84876729328
"Innes G., Main M.",55658130500;15058975600;,Improving learning with personal response systems,2013,Nursing Times,109,13,,20,22,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876584982&partnerID=40&md5=d2f8c195437b09ec699598124fd36a61,"School of Nursing and Midwifery, Aberdeen, United Kingdom; Hamad Medical Corporation, Doha, Qatar","Innes, G., School of Nursing and Midwifery, Aberdeen, United Kingdom; Main, M., Hamad Medical Corporation, Doha, Qatar","Aim The aim of this evaluation research is to establish whether the use of the personal response system (PRS) teaching tool enhances education in nursing and midwifery lectures. Methods The research was based on findings from an online questionnaire, lesson observation and staff interviews. Results Of the 91 respondents, 95% found the PRS added interest to lectures, 78% found that it generated group discussion, 90% said it improved their understanding, 93% enjoyed using the system and 93% would like to use it again in their learning. Conclusions Literature and evidence conclusively states that the use of PRS increases understanding. It also highlights that greater preparation by teaching staff is required and extra delivery time needed when using this teaching tool.",Education; Learning; Teaching; Technology,"article; human; information processing; learning; nursing student; United Kingdom; Data Collection; Great Britain; Humans; Learning; Students, Nursing",,,,,,,,,,,"Atherton, J.S., (2009) Learning and Teaching: Bloom's Taxonomy, , tinyurl.com/yh7gn3y; Banks, D., (2006) Audience Response Systems in Higher Education: Applications and Cases, , Hershey, PA: Information Science Publishing; Bloom, B.S., (1956) Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, , New York, NY: David McKay Co Inc; Clark, C., (2008) Classroom Skills for Nurse Educators, , Sudbury: Jones and Bartlett Publishers; Gill, J., Keep it stupid, simple (2008) Times Higher Education, , tinyurl.com/ojopzz; Kay, R., Lesage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 253-249; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14; Miller, R.G., Evaluation of an audience response system for the continuing education of health professionals (2003) Journal of Continuing Education in the Health Professions, 23 (2), pp. 109-115; Stowell, J., Nelson, J., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Tucker, P., Assessing changes in medical student attitudes toward non-traditional human sexual behaviours using a confidential audience response system (2010) Sex Education: Sexuality, Society and Learning, 10 (1), pp. 37-45; Ventouras, E., Comparison of oral examination and electronic examination using paired multiple-choice questions (2010) Computers & Education, 56 (3), pp. 616-624; Walgren, J., Innovative use of a classroom response system during physics lab (2011) The Physics Teacher, 49 (1), p. 30","Innes, G.; School of Nursing and Midwifery, Aberdeen, United Kingdom",,,,,,,,09547762,,,23621080.0,English,Nur. Times,Article,Final,,Scopus,2-s2.0-84876584982
"Herman M., Meagher M., Abrahamson L., Owens D.",55774623800;55937709200;15845266400;37047578300;,Student perceptions on use of a classroom communication system in mathematics classes,2013,International Journal for Technology in Mathematics Education,20,2,,45,66,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893676995&partnerID=40&md5=7e016db3fe254f49ce3789f36fd8b438,"Rowan University, Mathematics Department, Glassboro, NJ 08028, United States; Brooklyn College, School of Education, CUNY, New York City, NY, United States; Better Education Inc., Virginia, United States; Ohio State University, School of Education, Ohio, United States","Herman, M., Rowan University, Mathematics Department, Glassboro, NJ 08028, United States; Meagher, M., Brooklyn College, School of Education, CUNY, New York City, NY, United States; Abrahamson, L., Better Education Inc., Virginia, United States; Owens, D., Ohio State University, School of Education, Ohio, United States","This study was designed to measure students' perceptions of classrooms using a Classroom Communication System (CCS). Drawing on the work of the National Research Council Committee on Developments in the Science of Learning (Bransford, Brown and Cocking, 2000), the study was designed to investigate students' (n = 389) experiences in CCS classroom environments in terms of the characteristics learner-centred, knowledge-centred, assessment-centred and community-centred. Results suggest that students perceive that CCS technology increases each of these four centrednesses, in part by giving teachers more information on what students are thinking, giving students more information on what other students are thinking, giving students more information on their own progress, and facilitating collaborative learning by supporting the sharing of information. © 2013 Research Information Ltd.",,,,,,,,,,,,,"Abrahamson, A.L., An overview of teaching and learning research with classroom communication systems (1998) Proceedings of the International Conference on the Teaching of Mathematics, pp. 7-9. , Inc, Pythagorion, Samos, Greece, John Wiley & Sons; Abrahamson, A.L., Teaching with a classroom communication system: What it involves and why it works, mini-course presented at the VII Taller Internacional (1999) Nuevas Tendencias en la Ensenanza de la Fisica, , Puebla, Mexico; Abrahamson, A.L., (2000) Unleashing the power of handheld technology with a classroom communication system, , paper presented at the Urban Systemic Program in Mathematics, Science, and Technology Education, Virginia Beach, VA; Abrahamson, A.L., Davidian, A., Lippai, A., (2000) Wireless calculator networks: Where they came from, why they work, and where they're going, , paper presented at the 13th Annual International Conference on Technology in Collegiate Mathematics, Atlanta, GA; Bransford, J.D., Brophy, S., Williams, S., When computer technologies meet the learning sciences: Issues and opportunities (2000) Journal of Applied Developmental Psychology, 21 (1), pp. 59-84; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How people learn: Brain, mind, experience, and school (expanded edition), , Washington, DC: National Academy Press; Clark-Wilson, A., (2009) Connecting mathematics in the connected classroom: TI-Nspire™ Navigator™, , http://www.chiuni.ac.uk, Chichester, West Sussex: University of Chichester, UK. ISBN 978-0-948765-02-5; Davis, S., Observations in classrooms using a network of handheld devices (2003) Journal of Computer Assisted Learning, 19 (3), pp. 298-307; Dougherty, B., Akana, K., Cho, C., Fernandez, J., Song, M., (2005) TI-Navigator technology and Algebra I, a study conducted at the Curriculum Research & Development Group, , Hawaii: University of Hawaii; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Harris, A., Brophy, S., (2000) VaNTH Observation System, , http://www.vanth.org/vos/; Harris, A., Cox, M.F., Developing an observation system to capture instructional differences in engineering classrooms (2003) Journal of Engineering Education, 92, pp. 329-336; Heid, M.K., Resequencing skills and concepts in applied calculus using the computer as a tool (1988) Journal for Research in Mathematics Education, 19, pp. 3-25; Hivon, L., Pean, M., Trouche, L., (2008) From a network of calculators to collaborative knowledge construction in the class, , http://education.ti.com/sites/UK/downloads/pdf/References/TI-Nspire/Hivon_CROME_Reperes_English.pdf, France: University of Lyon; Kaput, J., Technology and mathematics education (1992) A Handbook of Research on Mathematics Teaching and Learning, pp. 515-556. , Grouws, D. (ed), New York; Macmillan; Kutzler, B., (1996) Improving Mathematics Teaching with DERIVE, , Bromley, UK: Chartwell-Bratt; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Mestre, J.P., Gerace, W.J., Dufresne, R.J., Leonard, W.J., Promoting active learning in large classes using a classroom communication system (1997) The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, pp. 1019-1036. , Redish, E. F. and Rigden, J. S. (eds), Woodbury, NY: American Institute of Physics; (2002), http://ccl.northwestern.edu/netlogo/, NetLogo; Owens, D., Pape, S., Irving, K., Sanalan, V., Boscardin, C.K., Abrahamson, L., (2008) The connected Algebra classroom: A randomized control trial, , paper presented at the 11th International Congress on Mathematical Education, Monterey, Mexico; Pape, S.J., Irving, K.E., Owens, D.T., Abrahamson, L., Classroom connectivity in promoting Algebra I and Physical Science achievement and self-regulated learning (2005) Proceedings of the TACONET conference: Self-Regulated Learning in Technology Enhanced Learning Environments, pp. 143-158. , Steffens, K., Carneiro, R. and Underwood, J. (eds), Herzogenrath, Germany: Shaker Verlag; Papert, S., (1980) Mindstorms: Children, computers, and powerful ideas, , New York: HarperCollins; Penuel, W., (2008) Math Forward: District Report, , Brentwood, California, Menlo Park, CA: SRI International, Inc; Penuel, W., (2008) Math Forward: District report, , Springfield, Ohio, Menlo Park, CA: SRI International, Inc; Roschelle, J., (2009) Towards highly interactive classrooms: Improving mathematics teaching and learning with TINspire ™ Navigator™, , Menlo Park, CA: SRI International, Inc; Sinclair, M., Owston, R., Wideman, H., Allan, A., (2009) TI-Navigator study final report, , http://ti-researchlibrary.com/Lists/TI%20Education%20Technology%20%20Research%20Library/Attachments/190/TI-Navigator%20study%20final%20report%20Oct%2009%20-%20Sinclair.pdf; Slovin, H., Olson, M., Brennan, B., Souza, C., Olson, J., (2010) Changing the mathematics teaching and learning environment through the use of networked technology, , paper presented at the Hawai'i International Conference on Education, Honolulu, HI; Waits, B.K., Demana, F., Calculators in mathematics teaching and learning: Past, present, and future (1999) Hand-held Technology in Mathematics and Science Education: A Collection of Papers, pp. 2-11. , Laughbaum, E. (ed), Columbus, OH: The Ohio State University; Wenk, L., Dufresne, R., Gerace, W., Leonard, W., Mestre, J., Technology-assisted active learning in large lectures (1997) Student-active Science: Models of Innovation in College Science Teaching, pp. 431-452. , D'Avanzo, C. and McNichol, A. (eds), Philadelphia: Saunders College Publishing","Rowan University, Mathematics Department, Glassboro, NJ 08028, United States",,,,,,,,17442710,,,,English,Intern. J. Technol. Math. Educ.,Article,Final,,Scopus,2-s2.0-84893676995
Bakrania S.,6507001390;,Getting students involved in a classroom with an iPhone App,2013,Computers in Education Journal,23,2,,11,20,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84877797981&partnerID=40&md5=795e1b5d2ff0a5158f609dec4cb10096,"Mechanical Engineering Department, Rowan University, United States","Bakrania, S., Mechanical Engineering Department, Rowan University, United States","A common approach to assessing comprehension during lecture is to regularly interrupt the lectures with questions addressed to the audience. In its basic form, the questions are open for anyone to respond and are often answered by the selected few who are inherently able to respond - a situation that naturally leads to a false generalization of the learning in progress. A better approach involves randomly selecting a student to answer the questions or using a classroom response system to gain feedback from the whole class. The latter typically requires more preparation from instructors, and questions are limited to true/false and multiple choice formats. For random selection, instructors often rely on 'picking-out-of-a-hat method, which like the classroom response system, has the added benefit of keeping the class attentive. To automate this activity, an Apple iOS App, called Pikme, was developed that can be operated on an iPhone or an iPod Touch device for instructional use. Pikme was designed to allow instructors to randomly select a student from the class and be able to quickly assess their response for later evaluation. The app enables instructors to generate a photo-roster that can be shuffled by shaking the device. This approach was utilized in two different courses on a regular basis to gauge understanding and simultaneously improve class participation. This paper highlights the features of Pikme, presents the key outcomes of this implementation from the instructor's perspective, and discusses a survey of student responses to the use of such a technology in classrooms. Overall the students felt the app provided an opportunity for everyone to contribute and, as a result, improved their comfort towards voluntary class participation.",,Class participations; Classroom response systems; Gain feedbacks; Multiple-choice formats; Random selection; Student response; Smartphones; Students; Teaching,,,,,,,,,,,"(2011) Annual Results, , National Survey of Student Engagement (NSSE); Wilson, S., George, D., Bruni, J., Cambrón, M., Algorithm for defining student engagement (2008) Proceedings of the ASEE Annual Conference and Exposition, , June Pittsburg, PA; Rocca, K.A., Student participation in the college classroom: An extended multidisciplinary literature review (2010) Communication Education, p. 59; McDonald, K., Increasing the class participation experience for engineers (2006) Proceedings of the ASEE Annual Conference and Exposition, , June Chicago, IL; Hartman, J., Does class size matter? reflections on teaching engineering economy to small and large classes (2008) Proceedings of the ASEE Annual Conference and Exposition, , June Pittsburg, PA; Dail, P.R., Techniques for teaching large classes (1997) Proceedings of the ASEE Annual Conference and Exposition; Felder, R.M., Beating the numbers game: Effective teaching in large classes (1997) Proceedings of the ASEE Annual Conference and Exposition; Montgomery, S., A secret to large classes - showing you care (1997) Proceedings of the ASEE Annual Conference and Exposition; Allred, C.R., Swenson, M., Using technology to increase student preparation for and participation in marketing courses: The random selector model (2006) Marketing Education Review, 16; Li, H., Setoodehnia, A., Wheel of students - an innovative method used in classroom teaching (2008) Proceedings of the ASEE Annual Conference and Exposition, , June Pittsburg, PA; Cooney, J., (2011) New App Provides Help for Teachers, , South Jersey Courier Post, May 25th; Jones, J.B., (2011) The Pikme App for Class Discussions, , http://chronicle.com/bloqs/profhacker/, ProfHacker Blog, The Chronicle of Higher Education, June 8","Bakrania, S.; Mechanical Engineering Department, Rowan UniversityUnited States",,,,,,,,10693769,,CEJOE,,English,Comput. Educ. J.,Article,Final,,Scopus,2-s2.0-84877797981
"West E.A., Paul C.A., Webb D., Potter W.H.",55639490700;56820913700;35412802300;7102431563;,Variation of instructor-student interactions in an introductory interactive physics course,2013,Physical Review Special Topics - Physics Education Research,9,1, 010109,,,,19.0,10.1103/PhysRevSTPER.9.010109,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875735694&doi=10.1103%2fPhysRevSTPER.9.010109&partnerID=40&md5=db6e1b7fe6403923ec601d962cf3b219,"Department of Physics and Astronomy, San José State University, One Washington Square, San José, CA 95192, United States; Department of Physics, University of California at Davis, One Shields Avenue, Davis, CA 95616, United States","West, E.A., Department of Physics, University of California at Davis, One Shields Avenue, Davis, CA 95616, United States; Paul, C.A., Department of Physics and Astronomy, San José State University, One Washington Square, San José, CA 95192, United States; Webb, D., Department of Physics, University of California at Davis, One Shields Avenue, Davis, CA 95616, United States; Potter, W.H., Department of Physics, University of California at Davis, One Shields Avenue, Davis, CA 95616, United States","The physics instruction at UC Davis for life science majors takes place in a long-standing reformed large-enrollment physics course in which the discussion or laboratory instructors (primarily graduate student teaching assistants) implement the interactive-engagement (IE) elements of the course. Because so many different instructors participate in disseminating the IE course elements, we find it essential to the instructors' professional development to observe and document the student-instructor interactions within the classroom. Out of this effort, we have developed a computerized real-time instructor observation tool (RIOT) to take data of student-instructor interactions. We use the RIOT to observe 29 different instructors for 5 hours each over the course of one quarter, for a total of about 150 hours of class time, finding that the range of instructor behaviors is more extreme than previously assumed. In this paper, we introduce RIOT and describe how the variation present across 29 different instructors can provide students in the same course with significantly different course experiences.",,,,,,,,,,,,,"Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, p. 64. , AJPIAS 0002-9505 10.1119/1.18809; Prince, M.J., Felder, R.M., Inductive teaching and learning methods: Definitions, comparisons, and research bases (2006) J. Eng. Educ., 95, p. 123. , JEEDEQ 0022-0809 10.1002/j.2168-9830.2006.tb00884.x; Koenig, K.M., Endorf, R.J., Braun, G.A., Effectiveness of different tutorial recitation teaching methods and its implications for TA training (2007) Phys. Rev. ST Phys. Educ. Res., 3, p. 010104. , PRSTCR 1554-9178 10.1103/PhysRevSTPER.3.010104; McDermott, L.C., Shaffer, P.S., (2002) Tutorials in Introductory Physics, , Prentice-Hall, Upper Saddle River, NJ; Potter, W.H., Deleone, C., Coleman, L., Radically restructured introductory physics course at a large research university (1996) AIP Conf. Proc., 399, p. 829. , APCPCS 0094-243X 10.1063/1.53100; W. H. Potter, D. Webb, E. A. West, C. A. Paul, M. Bowen, and B. Weiss, arXiv:1205.6970; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teach., 30, p. 141. , PHTEAH 0031-921X 10.1119/1.2343497; Turpen, C.A., Finkelstein, N.D., Not all interactive engagement is the same: Variations in physics professors' implementation of peer instruction (2009) Phys. Rev. ST Phys. Educ. Res., 5, p. 020101. , PRSTCR 1554-9178 10.1103/PhysRevSTPER.5.020101; Paul, C., West, E., Potter, W., Webb, D., (2010) APS Meeting Abstracts, , Graduate-student teaching assistants: A crucial element in improving undergraduate physics, in APS, Washington, DC; Gaffney, J.D.H., Richards, E., Kustusch, M.B., Ding, L., Beichner, R.J., Scaling up education reform (2008) J. Coll. Sci. Teach., 37, p. 48. , http://www.ncsu.edu/PER/Articles/JCST_SCALE-UP_article.pdf, JSCTBN 0047-231X; Hoellwarth, C., Moelter, M.J., Knight, R.D., A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms (2005) American Journal of Physics, 73 (5), pp. 459-462. , DOI 10.1119/1.1862633; Calder, A., (2006), Ph.D. thesis, University of California-Davis; Goertzen, R.M., Scherr, R.E., Elby, A., Accounting for tutorial teaching assistants' buy-in to reform instruction (2009) Phys. Rev. ST Phys. Educ. Res., 5, p. 020109. , PRSTCR 1554-9178 10.1103/PhysRevSTPER.5.020109; Goertzen, R.M., Scherr, R.E., Elby, A., (2008) Indicators of Understanding: What TAs Listen for in Student Responses, pp. 119-122. , AIP, New York; Karelina, A., Etkina, E., Acting like a physicist: Student approach study to experimental design (2007) Phys. Rev. ST Phys. Educ. Res., 3, p. 020106. , PRSTCR 1554-9178 10.1103/PhysRevSTPER.3.020106; Sawada, D., Piburn, M.D., Judson, E., Turley, J., Falconer, K., Benford, R., Bloom, I., Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol (2002) School Sci. Math., 102, p. 245. , SSMAAC 0036-6803 10.1111/j.1949-8594.2002.tb17883.x; Potter, W.H., Deleone, C., Ishikawa, C., Blickenstaff, J., Hession, P., (2001) Proceedings of the 2001 Physics Education Research Conference, Rochester, New York, pp. 111-114. , http://perusersguide.org/items/detail.cfm?ID=4344, Significant reduction in gender grade disparities in a reformed introductory physics course, in American Association of Physics Teachers, College Park, MD; Deleone, C., Potter, W.H., Potter, G., (2000) Proceedings of the April Meeting, National Association for Research in Science Teaching, New Orleans, Louisiana, 2000, , Student outcomes in a radically reformed introductory physics course at a large university, in; Hestenes, D., Toward a modeling theory of physics instruction (1987) Am. J. Phys., 55, p. 440. , AJPIAS 0002-9505 10.1119/1.15129; Halloun, I.A., Hestenes, D., Modeling instruction in mechanics (1987) Am. J. Phys., 55, p. 455. , AJPIAS 0002-9505 10.1119/1.15130; Frigg, R., Hartmann, S., (2006) The Stanford Encyclopedia of Philosophy, , Models in science, in edited by E. N. Zalta (Stanford University, Stanford, CA; (2002) Model-Based Reasoning: Science, Technology, Values, , Kluwer, New York","West, E.A.; Department of Physics, University of California at Davis, One Shields Avenue, Davis, CA 95616, United States",,,,,,,,15549178,,,,English,Phys. Rev. Spec. Top. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-84875735694
"Han J.H., Finkelstein A.",55621286900;7101962379;,Understanding the effects of professors' pedagogical development with Clicker Assessment and Feedback technologies and the impact on students' engagement and learning in higher education,2013,Computers and Education,65,,,64,76,,73.0,10.1016/j.compedu.2013.02.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874864218&doi=10.1016%2fj.compedu.2013.02.002&partnerID=40&md5=1c079122b17fd06ed2b28d49d5d9385c,"Project Management Office (PMO), McGill University, 1450-688 Sherbrooke West, Montreal, QC H3A 3R1, Canada; Teaching and Learning Services (TLS), McGill University, Montreal, QC H3A 0C8, Canada","Han, J.H., Project Management Office (PMO), McGill University, 1450-688 Sherbrooke West, Montreal, QC H3A 3R1, Canada; Finkelstein, A., Teaching and Learning Services (TLS), McGill University, Montreal, QC H3A 0C8, Canada","Clicker Assessment and Feedback (CAF) is an instructional assessment and feedback strategy that is incorporated with interactive technologies, often referred to as clickers. Several thousand colleges and universities across Europe and North America have adopted CAF as a strategy in their classrooms. This study has three major objectives. The first objective is to discuss the development of an instrument used to assess and investigate students' perceptions of CAF tools. The second is to examine the effects of university professors' CAF development on student perceptions of CAF. The third is to investigate the impact of professors' CAF methods on student learning and engagement. In this study the CAF project was initiated to enhance students' engagement in undergraduate courses by supporting CAF development to university professors at a large, publically-funded University. Professors (n = 74) and students (n = 5459) volunteered to participate over this four-semester long project. Principal Component Analysis (PCA) was performed to explore students' perceptions of CAF efficacy. Multivariate Analysis of Variance (MANOVA) was used to explore the relationship between professors' CAF development, their use of CAF in formative or summative assessment and students' perceptions of CAF. The results demonstrate that 1) students perceive the use of CAF tools as having an impact on their engagement and learning, 2) increased CAF development by professors impact on students' perceptions of CAF, and 3) professors' use of CAF for formative assessment is more influential than summative assessment on students' perceptions of engagement and learning. This study suggests that CAF is most effective for student engagement and learning if it is supported by appropriate CAF development of professors and their subsequent formative use of CAF during teaching. © 2013 Elsevier Ltd. All rights reserved.",Improving classroom teaching; Interactive learning environments; Pedagogical issues; Post-secondary education; Teaching/learning strategies,Improving classroom teaching; Interactive learning environment; Pedagogical issues; Postsecondary education; Teaching/learning strategy; Computer aided instruction; Curricula; Principal component analysis; Room and pillar mining; Teaching; Students,,,,,"McGill University, McGill","This study was financially supported by the Arthur and Dawn Weston Fellowship , McGill International Doctoral Awards (MIDAs) , Teaching and Learning Services (TLS) , McGill University, Montreal, Canada . The authors acknowledge Professor Cynthia Weston, the director of TLS, for her great feedback on this manuscript and Pierre-Andre Vungoc and Effi Kaoukis for their support with the data collection. The authors also thank the reviewers for their constructive comments and suggestions. Appendix Results of review on 27 CAF studies regarding the scale, item, participants, course level, discipline, and reliability and validity. Authors Scales (Number of items used to measure scale) Item development description Items/Scales Participants ( n ) Course level Discipline (or Course) Reliability or Validity Bojinova and Oigara (2011) Ease of Use (1), Interesting (1), Engagement (1), Understanding (2), Involvement (1), Anonymity (1), Participation (1), Feedback (1), Misconceptions (1), Discussion (1), Beneficence (1), Recommendation (1), Enjoyment (1), Satisfaction (1), Grade (1) Not specified or reported 16 items/Likert scale ranged from 1 to 5 40 Undergrad. Principles of Microeconomics, Physical Geography Not specified or reported Boyle and Nicol (2003) Conceptual Understanding (6) – Understanding (2), Involvement (2), Remember (1), Preference (1) Interaction and Discussion (6) – Attention (1), Checking Information (5) Motivation (5) – Attention (1), Confidence (1), Enjoyment (1), Preference (1), Helpful to Teacher (1) Conducted focus group interviews with reorganizing the core issues based on the results of the interviews 6 items/Likert scale ranged from 1 to 5 117 Not specified or reported Engineering Mechanics Not specified or reported Brewer (2004) Thinking (1), Knowledge (1) Not specified or reported 2 items/Likert scale ranged from 1 to 5 270 Undergrad. Introductory Biology Not specified or reported Bunce et al. (2006) Enjoyment (1), Learning (1), Preparedness for Quizzes (1), Preparedness for Exams (2), Confidence (1) Not specified or reported 5 items/Likert scale ranged from 1 to 5 41 Undergrad. General, Organic, and Biochemistry Not specified or reported Cardoso (2011) Motivation/Interest (1), Participation/Involvement (1), Self-Assessment (1), Feedback (1), Interaction (1), Learning (1), Grades (1), Recommendation (1) Not specified or reported 8 items/Likert scale ranged from 1 to 5 30 Second Language Learners English as a Second Language (ESL) Not specified or reported Corcos and Monty (2008) Enjoyment (1), Learning (1), Clarity (1), Benefit (1), Satisfaction (1) Not specified or reported 5 items/Likert scale ranged from 1 to 5 254 Undergrad. Library Search Session Not specified or reported Crossgrove and Curran (2008) Involvement (1), Attention (1), Understanding (1), Benefit (2), Affordability (1), Recommendation (1), Interaction (1), Motivation (1), Ease of Use (1), Participation (1) Not specified or reported 10 items/Likert scale ranged from 1 to 11 229 Undergrad. 200 level Genetics (1 class) Not specified or reported D'Arcy, Eastburn, and Mullally (2007) Enjoyment (1), Learning (1), Attendance (1), Preferences (1), Participation (1) Not specified or reported 5 items/Likert scale ranged from 1 to 3 150 Undergrad. 200 level Plant Pathology Not specified or reported DeBourgh (2008) Testing Knowledge (2), Understanding (4), Benefit (1) Not specified or reported 7 items/Likert scale ranged from 1 to 5 65 Undergrad. Nursing Therapeutics Not specified or reported Fitch (2004) Enjoyment (1), Satisfaction (1), Interest (1), Learning (1), Benefit (1), Attention (1), Involvement (1), General Preferences (3) Not specified or reported 10 items/Likert scale ranged from 1 to 5 55 Undergrad. (200- and 300 -levels) Communication Disorders Not specified or reported Gauci, Dantas, Williams, and Kemm (2009) Engagement/Interest (1), Stimulating (1), Understanding (1), Learning, Involvement (1), Academic Skills (1), Attendance (1), Satisfaction (1), Preferences of Using CAF (4) Not specified or reported 12 items/Likert scale ranged from 1 to 5 145 Undergrad. (200 level) Physiology Not specified or reported Graham, Tripp, Seawright, and Joeckel (2007) Participation (2), Grades (1), Self-Assessment (1), Peer Assessment (1), Formative Assessment (1), Understanding (1), Pacing (1), Mutual Awareness (1), Discussions (1), Interaction (1), Experiments (1), Exploration (1) Literature/Related information reviewed 14 items/Likert scale ranged from 1 to 5 688 Undergrad. Biology, Chemistry, Education, Marriage Family and Human Development, Physics, Psychology, Statistics Not specified or reported Greer and Heaney (2004) Understanding (1), Class Preparedness (1), Retention (1), Attendance (1), Fun (1), Interaction (1), Efficiency (1), Overall Satisfaction (4), Participation (1), Recommendations (2), Benefit (1), Enjoyment (1) Not specified or reported Total 16 items: 12 items/Likert scale ranged from 1 to 5 (4 items/Yes or No) 582 Undergrad. Geoscience Not specified or reported King and Robinson (2009) . Usefulness, Overall Benefits (other scales with the number of the item used are not specified or reported) Not specified or reported 13 items/Likert scale ranged from 1 to 5 250 Undergrad. Engineering Mathematics Not specified or reported Latessa and Mouw (2005) Fun (1), Attention (1), Learning (1), Satisfaction (1) Not specified or reported 4 items/Likert scale ranged from 1 to 4 46 Faculty Family Medicine Not specified or reported MacGeorge et al. (2008) Ease of Use (3), Attendance (3), Appraisal/Learning (9), Enjoyment (9), Preparation/Motivation (4), Negative Grade (3) Literature reviewed 31 items/Likert scale ranged from 1 to 5 854 Undergrad. 100-level: Introduction to Communication Theory, Forestry and Natural Resources 200-level: Organizational Leadership and Supervision Ease of use (0.74), Attendance (0.86), Appraisal/Learning (0.84), Enjoyment (0.85), Preparation/Motivation (0.78), Negative Grade (0.86) Miller et al. (2003) Quality of the Session with CAF (2), Attention/Interest (1), Clarification (1), Benefit (1) Revised thrice with using a focus group survey 23 items/Likert scale ranged from 1 to 5 283 Residents (Medicine) Medicine Not specified or reported Mollborn and Hoekstra (2010) . Preference (1), Attendance (1) Not specified or reported 2 items/Likert scale ranged from 1 to 5 350 Undergrad. Introductory Sociology (i.e., Gender, Drug) Not specified or reported Morling, McAuliffe, Cohen, and DiLorenzo (2008) Attention (1), Attendance (2), Enjoyment (1), Preparedness (1) Not specified or reported 6 items/Likert scale ranged from 1 to 5 1290 Undergrad. Introduction to Psychology Not specified or reported Poirier and Feldman (2007) Preparedness (1), Applying (1), Fun (1), Interaction (1), Learning (1), Effectiveness (1) Not specified or reported 6 items/Likert scale ranged from 1 to 4 865 Undergrad. Introduction to Psychology Not specified or reported Pradhan et al. (2005) Understanding (1), Ease of Use (1), Learning (1) Not specified or reported 3 items/Likert scale ranged from 1 to 5 17 Residents (Medicine) Medicine Not specified or reported Rice and Bunz (2006) Training (5), Ease of Use (5), Perceived validity of responses (5), Fun (5) Literature reviewed 20 items/Likert scale ranged from 1 to 5 46 Graduate Research Methods, and Mediated Communication in Organizations Overall (0.88/0.89), Training (0.91/0.92), Ease of Use (0.73/0.75), Validity (0.75/0.80), Fun (0.87/0.85)/Conceptual Validity (comparing with other scales) Roselli & Brophy (2006) Time (1), Efficiency (1), Stimulating (1), Attention (1), Anonymity (1) Not specified or reported 5 items/Likert scale ranged from 1 to 5 94 Undergrad. Engineering Not specified or reported Shaffer and Collura (2009) Involvement (1), Fun (1), Stimulating (1), Effectiveness (1), Understanding (2) Not specified or reported 6 items/Likert scale ranged from 1 to 5 77 Undergrad. Introduction to Psychology Not specified or reported Siau et al. (2006) Interactivity (20, c.f., each 10 for individual and group) included Involvement, Engagement, Participation, Feedback, Self-Assessment (c.f., each 2 for individual and group), Perceived Ease of Use (3), Perceived Usefulness (3) Literature reviewed for developing interactivity, the Technology Acceptance Model (TAM) 26 items/Likert scale ranged from 1 to 9 26 Undergrad. Systems Analysis and Design Cronbach's alpha for Interactivity (Individual-level: 0.86, group-level: 0.90), Perceived Ease of Use (0.96) and Usefulness (0.73). Stein, Challman, and Brueckner (2006) Learning (1), Understanding (1), Benefit (1), Clarification (1), Satisfaction (1) Not specified or reported 5 items/Likert scale ranged from 1 to 4 76 Undergrad. Anatomy and Physiology for Nursing Not specified or reported Williams and Boyle (2008) Benefit (1), Learning (1), Understanding (1) Not specified or reported 3 items/Likert scale ranged from 1 to 5 53 Undergrad. Medicine Not specified or reported",,,,,"D'Apollonia, S., Abrami, P.C., Navigating student ratings of instruction (1997) American Psychologist, 52 (11), pp. 1198-1208; Beatty, I., Gerace, W., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162. , 10.1007/s10956-008-9140-4; Biggs, J.B., (2003) Teaching for Quality Learning at University, , 2nd ed. Open University Press Glasgow, UK; Blood, E., Neel, R., Using student response systems in lecture-based instruction: Does it change student engagement and learning? 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CRC Press Boca Raton, FL; Nicol, D.J., Boyle, J.T., Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473. , DOI 10.1080/0307507032000122297; Offerdahl, E.G., Tomanek, D., Changes in instructors' assessment thinking related to experimentation with new strategies (2011) Assessment & Evaluation in Higher Education, 36 (7), pp. 781-795. , 10.1080/02602938.2010.488794; Oliver, B., Tucker, B., Gupta, R., Yeo, S., EVALUate: An evaluation instrument for measuring students' perceptions of their engagement and learning outcomes (2008) Assessment & Evaluation in Higher Education, 33 (6), pp. 619-630. , 10.1080/02602930701773034; Penuel, W., Boscardin, C., Masyn, K., Crawford, V., Teaching with student response systems in elementary and secondary education settings: A survey study (2007) Educational Technology Research and Development, 55 (4), pp. 315-346. , 10.1007/s11423-006-9023-4; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34 (3), pp. 194-196. , 10.1080/00986280701498665; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830. , DOI 10.1016/j.ajog.2005.07.075, PII S0002937805011609; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76 (2), pp. 171-178. , 10.1119/1.2820392; Reeve, J., Jang, H., Carrell, D., Jeon, S., Barch, J., Enhancing students' engagement by increasing teachers' autonomy support (2004) Motivation and Emotion, 28 (2), pp. 147-169. , DOI 10.1023/B:MOEM.0000032312.95499.6f; Rice, R.E., Bunz, U., Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competency, and usage (2006) Studies in Media and Information Literacy Education, 6 (3), pp. 1-23. , 10.3138/sim.6.3.002; Roselli, R.J., Brophy, S.P., Experiences with formative assessment in engineering classrooms (2006) Journal of Engineering Education, 95, pp. 311-324; Saroyan, A., Amundsen, C., (2004) Rethinking Teaching in Higher Education, , Stylus Sterling, VA; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) Teaching of Psychology, 36 (4), pp. 273-277. , 10.1080/00986280903175749; Siau, K., Sheng, H., Nah, F.F.-H., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49 (3), pp. 398-403. , DOI 10.1109/TE.2006.879802; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (11), pp. 469-473; Steinberg, J., (2010) More Professors Give Out Hand-held Devices to Monitor Students and Engage Them, , The New York Times; Stes, A., Min-Leliveld, M., Gijbels, D., Van Petegem, P., The impact of instructional development in higher education: The state-of-the-art of the research (2010) Educational Research Review, 5 (1), pp. 25-49. , 10.1016/j.edurev.2009.07.001; Stevens, J.P., (2002) Applied Multivariate Statistics for the Social Sciences, , 4th ed. Lawrence Erlbaum Hillsdale, NJ; Stevenson, F., Clickers: The use of audience response questions to enliven lectures and stimulate teamwork (2007) Journal of International Association of Medical Science Educators, 17 (2), pp. 106-111; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258. , 10.1080/00986280701700391; Tabachnick, B.G., Fidell, L.S., (2012) Using Multivariate Statistics, , 6th ed. Pearson Education Upper Saddle River, NJ; Trigwell, K., Teaching and learning: A relational view (2010) Taking Stock: Research on Teaching and Learning in Higher Education, pp. 115-128. , J.C. Hughes, J. 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Smart, Agathon Press New York, NY; Weston, C., Cranton, P.A., Selecting instructional strategies (1986) The Journal of Higher Education, 57 (3), pp. 259-288; Weston, C., Le Maistre, C., McAlpine, L., Bordonaro, T., The influence of participants in formative evaluation on the improvement of learning from written instructional materials (1997) Instructional Science, 25 (5), pp. 369-386. , DOI 10.1023/A:1003073923764; Wieman, C., Why not try a scientific approaches to science education? (2010) Taking Stock: Research on Teaching and Learning in Higher Education, pp. 175-190. , J.C. Hughes, J. Mighty, McGill-Queen's University Press Montreal, QC, Canada; Williams, B., Boyle, M., The use of interactive wireless keypads for interprofessional learning experiences by undergraduate emergency health students (2008) International Journal of Education and Development Using ICT, 4 (1). , http://ijedict.dec.uwi.edu/viewarticle.php%3fid%3d405, Available at; Yin, R.K., (2009) Case Study Research: Design and Methods, , 4th ed. SAGE Thousand Oaks, CA","Han, J.H.; Project Management Office (PMO), McGill University, 1450-688 Sherbrooke West, Montreal, QC H3A 3R1, Canada; email: jaehoon.han@mcgill.ca",,,,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84874864218
"Lee A.W.M., Ng J.K.Y., Wong E.Y.W., Tan A., Lau A.K.Y., Lai S.F.Y.",15068507100;7202427221;14022148900;55623017300;55622165300;55622312400;,"Lecture rule no. 1: Cell phones ON, please! a low-cost personal response system for learning and teaching",2013,Journal of Chemical Education,90,3,,388,389,,15.0,10.1021/ed200562f,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874951185&doi=10.1021%2fed200562f&partnerID=40&md5=573f648407f4ddaf2cce373e27f4096d,"Department of Chemistry, Hong Kong Baptist University, Kowloon Tong, Hong Kong; Department of Computer Science, Hong Kong Baptist University, Kowloon Tong, Hong Kong; Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Kowloon Tong, Hong Kong; Knowledge Transfer Office, Hong Kong Baptist University, Kowloon Tong, Hong Kong","Lee, A.W.M., Department of Chemistry, Hong Kong Baptist University, Kowloon Tong, Hong Kong; Ng, J.K.Y., Department of Computer Science, Hong Kong Baptist University, Kowloon Tong, Hong Kong; Wong, E.Y.W., Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Kowloon Tong, Hong Kong; Tan, A., Knowledge Transfer Office, Hong Kong Baptist University, Kowloon Tong, Hong Kong; Lau, A.K.Y., Department of Chemistry, Hong Kong Baptist University, Kowloon Tong, Hong Kong; Lai, S.F.Y., Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Kowloon Tong, Hong Kong","Every student has a powerful wireless signal transmitter, his or her cell phone, that can be used to replace the ""clicker"" as a personal response device. Our mobile phone-based response system (iQlickers) collects and analyzes the answers or opinions sent in by the students as SMS (short message service) messages. The statistic of the answers is displayed online in the lecture hall. On the basis of the statistic, group discussion and peer instruction can be conducted. No setup in the lecture halls and purpose-built response pads (clickers) or receivers are needed. The operation cost of our system is very low, but class interaction can be greatly enhanced. © 2013 The American Chemical Society and Division of Chemical Education, Inc.",Distance Learning/Self Instruction; First-Year Undergraduate/General; Inquiry-Based/Discovery Learning; Organic Chemistry; Physical Chemistry; Problem Solving//Decision Making; Second-Year Undergraduate; Student-Centered Learning; Testing/Assessment,,,,,,,,,,,,"Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall: Upper Saddle River, NJ; Crouch, C.H., Mazur, E., (2001) Am. J. Phys., 69, pp. 970-977; Green, P.J., (2003) Peer Instruction for Astronomy, , Pearson Education: New York; Duncan, D., (2006) Clickers in the Astronomy Classroom, , Pearson Education: San Francisco, CA; Landis, C.R., Ellis, A.B., Lisensky, G.C., Lorenz, J.K., Meeker, K., Wamser, C.C., (2001) Chemistry ConcepTests: A Pathway to Interactive Classrooms, , Prentice Hall: Upper Saddle River, NJ; Bunce, D.M., Flens, E.A., Neiles, K.Y., (2010) J. Chem. Educ., 87, pp. 1438-1443; Addison, S., Wright, A., Milner, R., (2009) Biochem. Mol. Biol. Educ., 37, pp. 84-91; Woelk, K., (2008) J. Chem. Educ., 85, pp. 1400-1405; Mazur, E., (2009) Science, 323 (5910), pp. 50-51; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., (2009) Science, 323 (5910), pp. 122-124; (2013), http://www.turningtechnologies.com, Turning Technologies Home Page. (accessed Feb); (2013), http://www.polleverywhere.com/ars-comparison, Poll Everywhere. (accessed Feb); (2012), http://www.brown.edu/cis/Faculty/Tools/PRS.html, For example, see Brown University: (accessed October); (2013), http://www.polleverywhere.com, Poll Everywhere: (accessed Feb); (2013), www.tophatmonocle.com, TopHatMonocle: (accessed Feb); McClean, S., Hagan, P., Morgan, J., (2010) Biosci. Educ., 16. , www.bioscience.heacademy.ac.uk/journal/vol16/beej-16-4.pdf, (accessed Feb 2013); Morris, N.P., (2010) Bioscience Edu., 16. , www.bioscience.heacademy.ac.uk/journal/vol16/beej-16-1.pdf, (accessed Feb 2013); Goh, T.-T., Hooper, V., (2007) J. Inf. Tech. Edu., 6, p. 441","Lee, A.W.M.; Department of Chemistry, Hong Kong Baptist University, Kowloon Tong, Hong Kong; email: alee@hkbu.edu.hk",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84874951185
Macarthur J.,24492068700;,"How will classroom response systems ""cross the chasm""?",2013,Journal of Chemical Education,90,3,,273,275,,10.0,10.1021/ed300215d,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874956530&doi=10.1021%2fed300215d&partnerID=40&md5=0e663dac7fba2e4eb5ac5ecdc9af83ac,"Science Department, Western Nebraska Community College, Scottsbluff, NE 69361, United States","Macarthur, J., Science Department, Western Nebraska Community College, Scottsbluff, NE 69361, United States","A recent survey suggests that classroom response system use by chemistry faculty still remains in the early adopter stage. This commentary provides recommendations on what early adopters of classroom response systems might do to encourage their more pragmatic colleagues of the benefits of classroom response systems. © 2013 The American Chemical Society and Division of Chemical Education, Inc.",Computer-Based Learning; Curriculum; First-Year Undergraduate/General; Student-Centered Learning,,,,,,,,,,,,"Emenike, M.E., Holme, T.A., Classroom Response Systems Have Not ""crossed the Chasm"": Estimating Numbers of Chemistry Faculty Who Use Clickers (2012) J. Chem. Educ., 89 (4), pp. 465-469; Towns, M.H., Crossing the Chasm with Classroom Response Systems (2010) J. Chem. Educ., 87 (12), pp. 1317-1319; Bransford, J., Brown, A., Cocking, R., (2000) How People Learn, , Eds. National Academy Press: Washington, DC; Macarthur, J., Jones, L., (2008) Chem. Educ. Res. Pract., 9, pp. 187-195; Moore, G.A., (2002) Crossing the Chasm, , Collins Business: New York; King, D., (2011) J. Chem. Educ., 88, pp. 1485-1488; Bunce, D.M., Flens, E.A., Neiles, K.Y., How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers (2010) J. Chem. Educ., 87 (12), pp. 1438-1443; Jones, L., Macarthur, J., Akaygun, S., (2011) CEPS J., 1, pp. 117-135; Flynn, A.B., Developing Problem-Solving Skills through Retrosynthetic Analysis and Clickers in Organic Chemistry (2011) J. Chem. Educ., 88 (11), pp. 1496-1500; Straumanis, A.R., Ruder, S.M., A Method for Writing Open-Ended Curved Arrow Notation Questions for Multiple-Choice Exams and Electronic-Response Systems (2009) J. Chem. Educ., 86 (12), pp. 1392-1396; Williams, A.J., Pence, H.E., Smart Phones, a Powerful Tool in the Chemistry Classroom (2011) J. Chem. Educ., 88 (6), pp. 683-686; Tremblay, E., (2010) J. Comput. Math. Sci. Teach., 29, pp. 217-227; Fagen, A., Crouch, C., Mazur, E., (2002) Phys. Teach., 40, pp. 206-209; Lasry, N., (2010) Phys. Teach., 46, pp. 242-244; Burnstein, R., Lederman, L., (2001) Phys. Teach., 39, pp. 8-11; Weiman, C., (2007) Change, 39, pp. 9-15; Macarthur, J., Jones, L., Suits, J., Faculty Viewpoints on Teaching Large-Enrollment Science Courses with Clickers (2011) J. Comput. Math. Sci. Teach., 30 (3), pp. 251-270; Bunce, D.M., Vandenplas, J.R., Havanki, K.L., Comparing the Effectiveness on Student Achievement of a Student Response System versus Online WebCT Quizzes (2006) J. Chem. Educ., 83 (3), pp. 488-493; Patterson, B., Kilpatrick, J., Woebkenberg, E., (2010) Nurse Educ., 30, pp. 603-607; Bruck, A., Towns, M., (2009) Chem. Educ. Res. Pract., 10, pp. 291-295; Woelk, K., Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses (2008) J. Chem. Educ., 85 (10), pp. 1400-1405; Crouch, C., Mazur, E., (2001) Am. J. Phys., 69, pp. 970-977; Asirvatham, M., (2009) Clickers in Action: Increasing Student Participation in General Chemistry, , W. W. Norton and Company, Inc. New York","Macarthur, J.; Science Department, Western Nebraska Community College, Scottsbluff, NE 69361, United States; email: macarth1@wncc.edu",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84874956530
"Amaral K.E., Shank J.D., Shibley Jr. I.A., Shibley L.R.",26537052400;12782112500;6603846815;55279362400;,"Web-enhanced general chemistry increases student completion rates, success, and satisfaction",2013,Journal of Chemical Education,90,3,,296,302,,13.0,10.1021/ed200580q,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874984113&doi=10.1021%2fed200580q&partnerID=40&md5=2489b8714e7672cf6540e89125c8ed0d,"Division of Science, Penn State Berks, Reading, PA 19610-6009, United States; University Libraries, Penn State Berks, Reading, PA 19610-6009, United States; Institutional Assessment and Planning, Millersville University, Millersville, PA 17551, United States","Amaral, K.E., Division of Science, Penn State Berks, Reading, PA 19610-6009, United States; Shank, J.D., University Libraries, Penn State Berks, Reading, PA 19610-6009, United States; Shibley Jr., I.A., Division of Science, Penn State Berks, Reading, PA 19610-6009, United States; Shibley, L.R., Institutional Assessment and Planning, Millersville University, Millersville, PA 17551, United States","General Chemistry I historically had one of the highest failure and withdrawal rates at Penn State Berks, a four-year college within the Penn State system. The course was completely redesigned to incorporate more group work, the use of classroom response systems, peer mentors, and a stronger online presence via the learning management system (ANGEL). Five years of data about the redesigned course were compared with the previous five years. The redesigned course significantly improved student success as measured by the average GPA and lower withdrawal rates. Student achievement in the subsequent course, General Chemistry II, has also improved, suggesting that not only are more students completing the first course, but they are also completing the course with better preparation for the next course. Student ratings have improved for the course, showing increased satisfaction with both the course and the instructor. The findings from 10 years of data suggest significant improvements in student success are possible for General Chemistry I. © 2013 The American Chemical Society and Division of Chemical Education, Inc.",Collaborative/Cooperative Learning; First-Year Undergraduate/General; Inquiry-Based/Discovery Learning; Multimedia-Based Learning; Student-Centered Learning,,,,,,,,,,,,"Bates, A.W., Poole, G., (2003) Effective Teaching with Technology in Higher Education: Foundations for Success, , Jossey-Bass: San Francisco, CA; Garrison, D.R., Vaughan, N.D., (2008) Blended Learning in Higher Education: Framework, Principles, and Guidelines, , Jossey-Bass: San Francisco, CA; (2000) How People Learn: Brain, Mind, Experience, and School, , National Research Council. National Academies Press: Washington, DC; Gardiner, L.F., (1994) Redesigning Higher Education: Producing Dramatic Gains in Student Learning, , ASHE-ERIC: Washington, DC; Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., Dehaan, R., Gentile, J., Wood, W.B., (2004) Science, 304, pp. 521-522; Weimer, M., (2003) Learner-Centered Teaching: Five Key Changes to Practice, , Jossey-Bass: San Francisco, CA; Charlesworth, P., Vician, C., (2003) J. Chem. Educ., 80, pp. 1333-1337; Anderson, L.W., Krathwohl, D.R., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , Addison Wesley Longman, Inc. New York; Brown, T.L., Lemay, H.E., Bursten, B.E., Murphy, C.J., Woodward, P.M., (2012) Chemistry: The Central Science, , Prentice Hall: Boston, MA; Shibley, I., Amaral, K.E., Shank, J.D., Shibley, L.R.J., (2011) Coll. Sci. Teach., 40, pp. 80-85; Amaral, K.E., Shank, J.D., (2010) Educause Quarterly, 33 (4). , http://www.educause.edu/ero/article/enhancing-student-learning-and- retention-blended-learning-class-guides, (accessed Jan 2013); Johnson, D.W., Johnson, R.T., Smith, K.A., (1998) Active Learning: Cooperation in the College Classroom, , Interaction Book Company: Edina, MN; Duncan, D., (2004) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Addison-Wesley: Indianapolis, IN; Levesque, A.A., (2011) CBE Life Sci. Educ., 10, pp. 406-417; Bruff, D., (2009) Teaching with Classroom Response Systems, , Jossey-Bass: San Francisco, CA; Blood, E., Neel, R.J., (2008) Tech. Teach. Educ., 16, pp. 375-383; Pursell, D.P., (2009) J. Chem. Educ., 86, pp. 1219-1222; Esteb, J.J., McNulty, L.M., Magers, J., Morgan, P., Wilson, A.M., (2010) J. Chem. Educ., 87, pp. 1074-1077; Hake, R.R., (1998) Am. J. Phys., 66, pp. 64-74; Deslauriers, L., Schelew, E., Wieman, C., (2011) Science, 332, pp. 862-864; Tien, L.T., Roth, V., Kampmeier, J.A., (2002) J. Res. Sci. Teach., 39, pp. 606-632; Tien, L.T., Roth, V., Kampmeier, J.A., (2004) J. Chem. Educ., 81, pp. 1313-1321; Gosser, D.K., Cracolice, M.S., Kampmeier, J.A., Roth, V., Strozak, V.S., Varma-Nelson, P., (2001) Peer-Led Team Learning: A Guidebook, , Pearson: Upper Saddle River, NJ; Cracolice, M.S., Deming, J.C., Ehlert, B., (2008) J. Chem. Educ., 85, pp. 873-878; Farrell, J.J., Moog, R.S., Spencer, J.N., (1999) J. Chem. Educ., 76, pp. 570-574; Amaral, K.E., Vala, M., (2009) J. Chem. Educ., 86, pp. 630-633; Freeman, S., Haak, D., Wenderoth, M.P., (2011) CBE Life Sci. Educ., 10, pp. 175-186","Amaral, K.E.; Division of Science, Penn State Berks, Reading, PA 19610-6009, United States; email: kea12@psu.edu",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84874984113
"Hecht S., Adams W.H., Cunningham M.A., Lane I.F., Howell N.E.",7202108652;7401723696;7402829567;7005878830;21834322700;,Student performance and course evaluations before and after use of the classroom performance system™ in a third-year veterinary radiology course,2013,Veterinary Radiology and Ultrasound,54,2,,114,121,,10.0,10.1111/vru.12001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875053451&doi=10.1111%2fvru.12001&partnerID=40&md5=9d5bc7c86f14ab295f5078108cea09b4,"Department of Small Animal Clinical Sciences, University of Tennessee College of Veterinary Medicine, C 247 Veterinary Medical Center, Knoxville, TN, United States; Instructional Resources, University of Tennessee College of Veterinary Medicine, C 247 Veterinary Medical Center, Knoxville, TN, United States; Large Animal Clinical Sciences, University of Tennessee College of Veterinary Medicine, C 247 Veterinary Medical Center, Knoxville, TN, United States","Hecht, S., Department of Small Animal Clinical Sciences, University of Tennessee College of Veterinary Medicine, C 247 Veterinary Medical Center, Knoxville, TN, United States; Adams, W.H., Department of Small Animal Clinical Sciences, University of Tennessee College of Veterinary Medicine, C 247 Veterinary Medical Center, Knoxville, TN, United States; Cunningham, M.A., Instructional Resources, University of Tennessee College of Veterinary Medicine, C 247 Veterinary Medical Center, Knoxville, TN, United States; Lane, I.F., Department of Small Animal Clinical Sciences, University of Tennessee College of Veterinary Medicine, C 247 Veterinary Medical Center, Knoxville, TN, United States; Howell, N.E., Large Animal Clinical Sciences, University of Tennessee College of Veterinary Medicine, C 247 Veterinary Medical Center, Knoxville, TN, United States","Effective teaching of veterinary radiology can be challenging in a traditional classroom environment. Audience response systems, colloquially known as ""clickers,"" provide a means of encouraging student interaction. The purpose of this study was to compare student performance and course evaluations before and after using the Classroom Performance System™ in the third-year (fifth semester) didactic radiology course at the University of Tennessee College of Veterinary Medicine. Overall student performance was assessed by comparing median numeric final course grades (%) between years without and with use of the Classroom Performance System™. Grades of students were determined for individual instructors' sections. Student evaluations of the radiology course were compared for the years available (2007-2010). Student interactions were also evaluated subjectively by instructors who used the Classroom Performance System™. There was a significant difference (p = 0.009) between the median student grade before (2005 - 2008, median 82.2%; interquartile range 77.6-85.7%; range 61.9-95.5%) and after use of the classroom performance system (2009-2010, median 83.6%; interquartile range 79.9-87.9%; range 68.2-93.2%). There was no statistically significant difference in median student grades for individual instructors over the study period. The radiology course student evaluation scores were significantly higher in years where the Classroom Performance System™ was used in comparison to previous years (P = 0.019). Subjectively, students appeared more involved when using clickers. Findings indicated that the Classroom Performance System™ may be a useful tool for enhancing veterinary radiology education. © 2012 Veterinary Radiology & Ultrasound.",Audience response system; Classroom performance system; Clickers; Radiology; Students; Teaching,"article; education; medical personnel; methodology; radiology; retrospective study; United States; Education, Veterinary; Educational Measurement; Radiology; Retrospective Studies; Students, Health Occupations; Tennessee",,,,,,,,,,,"Cain, J., Robinson, E., A primer on audience response systems: current applications and future considerations (2008) Am J Pharm Educ, , http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2576416/pdf/ajpe77.pdf, (accessed October 8, 2012); DeBourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Educ Pract, 8, pp. 76-87; Collins, L.J., Livening up the classroom: using audience response systems to promote active learning (2007) Med Ref Serv Q, 26, pp. 81-88; Elashvili, A., Denehy, G.E., Dawson, D.V., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1296-1303; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2, pp. 160-166; Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Med Teach, 31, pp. e570-e579; Gauci, S.A., Dantas, A.M., Williams, D.A., Promoting student-centered active learning in lectures with a personal response system (2009) Adv Physiol Educ, 33, pp. 60-71; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, , http://www.ncbi.nlm.nih.gov/pmc/articles/PMC317338/pdf/1472-6920-3-12.pdf, (accessed October 8, 2012); Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Draper, S.W., Brown, M.I., http://www.psy.gla.ac.uk/~steve/ilig/interim.html, Use of the PRS (Personal Response System) handsets at Glasgow University. 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(accessed October 8, 2012); Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) J Nurs Educ, 45, pp. 469-473; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Streeter, J.L., Rybicki, F.J., A novel standard-compliant audience response system for medical education (2006) Radiographics, 26, pp. 1243-1249; Pileggi, R., O'Neill, P.N., Team-based learning using an audience response system: an innovative method of teaching diagnosis to undergraduate dental students (2008) J Dent Educ, 72, pp. 1182-1188; Plant, J.D., Incorporating an audience response system into veterinary dermatology lectures: effect on student knowledge retention and satisfaction (2007) J Vet Med Educ, 34, pp. 674-677; Rush, B.R., Hafen, M., Biller, D.S., The effect of differing audience response system question types on student attention in the veterinary medical classroom (2010) J Vet Med Educ, 37, pp. 145-153; Foster, N., Gardner, D., Kydd, J., Assessing the influence of gender, learning style, and pre-entry experience on student response to delivery of a novel veterinary curriculum (2010) J Vet Med Educ, 37, pp. 266-275; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educ, 32, pp. 113-116; Jones, S., Henderson, D., Sealover, P., Clickers in the classroom (2009) Teach Learning Nurs, 4, pp. 2-5; Schackow, T.E., Chavez, M., Loya, L., Audience response system: effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Nicholson, B.T., Bassignani, M.J., Radiologist/educator knowledge of the audience response system and limitations to its use (2009) Acad Radiol, 16, pp. 1555-1560; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: an application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Barber, M., Njus, D., Clicker evolution: seeking intelligent design (2007) CBE Life Sci Educ, 6, pp. 1-8; http://www.polleverywhere.com/ars-comparison, Polleverywhere. 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Instant audience feedback.(accessed October 8, 2012); Parent, M., Neufeld, D., Gallupe, R., An exploratory longitudinal analysis of GSS use in the case method classroom (2002) JCIS, 43, pp. 70-80; Johnson, M., Evaluation of learning style for first year medical students (2009) IJ-SoTL, , http://academics.georgiasouthern.edu/ijsotl/v3n1/articles/PDFs/Article_Johnson.pdf, (accessed October 8, 2012); Johnson, M.T., Impact of online learning modules on medical student microbiology examination scores (2008) JMBE, 9, pp. 25-29; Cook, D.A., Learning and cognitive styles in web-based learning: Theory, evidence, and application (2005) Acad Med, 80, pp. 266-278","Hecht, S.; Department of Small Animal Clinical Sciences, University of Tennessee College of Veterinary Medicine, C 247 Veterinary Medical Center, Knoxville, TN, United States; email: shecht@utk.edu",,,,,,,,10588183,,,23240856.0,English,Vet. Radiol. Ultrasound,Article,Final,,Scopus,2-s2.0-84875053451
"Monk S., Campbell C., Smala S.",55568401500;55464275900;54785101900;,Aligning pedagogy and technology: A case study using clickers in a first-year university education course,2013,International Journal of Pedagogies and Learning,8,3,,229,241,,6.0,10.5172/ijpl.2013.8.3.229,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84920655829&doi=10.5172%2fijpl.2013.8.3.229&partnerID=40&md5=304a16aecd805376601957c2dfa5f253,"The University of Queensland, Brisbane, QLD, Australia","Monk, S., The University of Queensland, Brisbane, QLD, Australia; Campbell, C., The University of Queensland, Brisbane, QLD, Australia; Smala, S., The University of Queensland, Brisbane, QLD, Australia","This paper presents the results of a case study which focuses on lecturers' use of a learner response system (clickers) with students enrolled in a first-year university education course. Data is drawn from interviews and questionnaires with guest lecturers, including the course coordinator and an author of the paper, who is also the principal lecturer in the course. Within the body of research that links clicker use with positive student engagement, this paper focuses on the lecturers' experiences in preparing for, and using clickers with their students. The study focused on the research question: How do pedagogical decisions affect the way clickers are used with students in an education course? Taking into account the locatedness of individual lecturers' pedagogical frameworks, the results of this study indicate a connection between lecturers' teaching pedagogies, the way these inform their interactions with students and also how they incorporate clickers in their teaching. This paper therefore argues that the objectives of using clickers need to be made explicit in pedagogical dialogues of teaching teams comprised of lecturers and guest lecturers, and clearly linked to the overall pedagogy informing course delivery. © eContent Management Pty Ltd.",Clickers; Learner response system; Pedagogy reform,,,,,,,,,,,,"Abrandt-Dahlgren, M., Öberg, G., Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education (2001) Higher Education, 41, pp. 263-282; Anderson, L.S., Healy, A.F., Kole, J.A., Bourne Jr., L.E., Conserving time in the classroom: The clicker technique (2011) The Quarterly Journal of Experimental Psychology, 6 (8), pp. 1457-1462; Atkinson, M., Hunt, A., Inquiry-guided learning in sociology (2008) Teaching Sociology, 36 (1), pp. 1-7; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Barraket, J., Teaching research method using a student-centred approach? Critical reflections on practice (2005) Journal of University Teaching and Learning Practice, 2 (2), pp. 64-74; Beatty, I., Gerace, W., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162; Broussard, B., To click or not to click: Learning to teach to the microwave generation (2012) Nurse Education in Practice, 12, pp. 3-5; Bullough Jr., R.V., Against best practice: Uncertainty, outliers and local studies in educational research (2012) Journal of Education for Teaching: International Research and Pedagogy, 38 (3), pp. 343-357; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Campbell, C., Monk, S., How do we get students talking in first year courses? Engaging students using learner response systems. (2012) Proceedings of society for information technology & teacher education international conference 2012, pp. 3541-3546. , P. Resta (Ed.), Chesapeake, VA: AACE; Charman, D.J., Fullerton, H., Interactive lectures: A case study in a geographical concepts course (1995) Journal of Geography in Higher Education, 19, pp. 57-68; Ertmer, P., Sadaf, A., Ertmer, D., Studentcontent interactions in online courses: The role of question prompts in facilitating higher-level engagement with course content (2011) Journal of Computing in Higher Education, 23 (2-3), pp. 157-186; Farmer, L., What is the question? (2007) IFLA Journal, 33 (41), pp. 41-49; Fobes, C., Kaufman, P., Critical pedagogy in the sociology classroom: Challenges and concerns (2008) Teaching Sociology, 36 (1), pp. 26-33; Gray, K., Steer, D., Personal response systems and learning: It is the pedagogy that matters, not the technology (2012) Journal of College Science Teaching, 41 (5), pp. 80-88; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., (2005) A student response system for increasing engagement, motivation, and learning in high enrolment lectures., , http://aisel.aisnet.org/amcis2005/255, Paper presented at the AMCIS 2005, Paper 255; Hoekstra, A., Mollborn, S., How clicker use facilitates existing pedagogical practices in higher education: Data from interdisciplinary research on student response systems (2012) Learning, Media and Technology, 37 (3), pp. 303-320; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., (2007) Research-based practices for effective clicker use., , http://www.compadre.org/per/items/detail.cfm?ID=9085, Paper presented at the Proceedings of the Physics Education Research Conference, American Institute of Physics; Kerr, A., (2011) Teaching and learning in large classes at Ontario Universities: An exploratory study., , Toronto, ON: Higher Education Quality Council of Ontario; Koenig, K., Building acceptance for pedagogical reform through wide-scale implementation of clickers (2010) Journal of College Science Teaching, 39 (3), pp. 46-50; Kolikant, Y.B.-D., Drane, D., Calkins, S., 'Clickers' as catalysts for transformation of teachers (2010) College Teaching, 58 (4), pp. 127-135; Laurillard, D., Rethinking teaching for the knowledge society (2002) Educause Review, 37, pp. 16-25; Laurillard, D., (2012) Teaching as a design science., , London, England: Routledge; Lingard, B., Hayes, D., Mills, M., Teachers and productive pedagogies: Contextualising, conceptualising, utilising (2003) Pedagogy, Culture & Society, 11 (3), pp. 399-424; Lyons, H., Case study research methodology for publishing developments in ICT-facilitated learning in higher education-A prescriptive approach (2009) Innovations in Education and Teaching International, 46 (1), pp. 27-39; McLoughlin, C., Lee, M., Mapping the digital terrain: New media and social software as catalysts for pedagogical change. (2008) Proceedings Ascilite Melbourne., , http://cms.ascilite.org.au/conferences/melbourne08/procs/mcloughlin.pdf; Milner-Bolotin, M., Antimirova, T., Petrov, A., Clickers beyond the first-year science classroom (2010) Journal of College Science Teaching, 40 (2), pp. 14-18; Murray, G., Poyatos-Matas, C., (2004) Layered teaching with large classes., , http://www98.griffith.edu.au/dspace/bitstream/handle/10072/2460/30488.pdf?sequence=1, Paper presented at the ETL Conference, Logan Campus, Griffith University; Oliver, R.G., Using mobile technologies to support learning in large on campus university classes. (2007) Proceedings of ASCILITE Conference, pp. 788-798. , http://www.ascilite.org.au/conferences/singapore07/procs/oliver.pdf, Singapore; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30, pp. 603-607; Pedrosa-de-Jesus, H., da Silva Lopes, B., Moreira, A., Watts, M., Contexts for questioning: Two zones of teaching and learning in undergraduate science. (2012) Higher Education, 64, pp. 557-571; Ramsden, P., (2003) Learn to teach in higher education, , (2nd ed.). London, England: RoutledgeFalmer; Sevian, H., Robinson, W.E., Clickers promote learning in all kinds of classes-Small and large, graduate and undergraduate, lecture and lab (2011) Journal of College Science Teaching, 40 (3), pp. 14-18; White, P.J.T., Delaney, D.G., Syncox, D., Akerberg, O.A., Alters, B., Clicker implementation models. (2011) Educause Quarterly, 34 (4). , http://www.educause.edu/ero/article/clicker-implementation-models; Wit, E., Who wants to be.. The use of a personal response system in statistics teaching. (2003) MSOR Connections, 3 (2), pp. 14-20",,,,eContent Management Pty Ltd,,,,,18334105,,,,English,Int. J. Pedagog. Learn.,Article,Final,,Scopus,2-s2.0-84920655829
Bandyopadhyay A.,56212680100;,Measuring the disparities between biology undergraduates' perceptions and their actual knowledge of scientific literature with clickers,2013,Journal of Academic Librarianship,39,2,,194,201,,16.0,10.1016/j.acalib.2012.10.006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876081659&doi=10.1016%2fj.acalib.2012.10.006&partnerID=40&md5=a5e3b0741f75ce312b84b8100c8aa34b,"Adelphi University, 1 South Avenue, Garden City, NY 11530, United States","Bandyopadhyay, A., Adelphi University, 1 South Avenue, Garden City, NY 11530, United States","This article demonstrates an innovative method used to determine the need for information literacy among science undergraduate students at Adelphi University. Using clickers technology, this study measured the disconnect between biology undergraduates' perceived and actual knowledge of scientific literature. The quantitative data collected in the clickers sessions clearly show the deficiency of knowledge about the structures and contents of various types of articles published in scientific literature that exists in biology undergraduates. This study reinforces the importance of incorporating information literacy into training and learning processes for science majors. © 2012 Elsevier Inc.",Clickers; Information literacy; Science undergraduates; Student perception; Student performance,,,,,,,,,,,,"Bogucka, R., Wood, E., How to read scientific research articles: A hands-on classroom exercise (2009) Issues in Science & Technology Librarianship, 59. , http://www.istl.org/09-fall/article4.html, Fall, Available at; Benjes-Small, C., But is it a scholarly article? (2003) Virginia Libraries, 49 (3), p. 23. , July; Petzold, J., Winterman, B., Montooth, K., Science seeker: A new model for teaching information literacy to entry-level biology undergraduates (2010) Issues in Science & Technology Librarianship, 63. , http://www.istl.org/10-fall/refereed2.html, Fall, Available at; Scaramozzino, J.M., Integrating STEM information competencies into an undergraduate curriculum (2010) Journal of Library Administration, 50 (4), pp. 315-333. , May; Badke, W., Getting past resistance (2010) Online, 34 (3), pp. 51-53. , May; Ferguson, J.E., Neely, T.Y., Sullivan, K., A baseline information literacy assessment of biology students (2006) Reference & User Services Quarterly, 46 (2), pp. 61-71. , Winter; (2010) Integrating STEM information competencies, , Scaramozzino, May; Bell, S.J., Stop IAKT syndrome with student live search demos (2007) Reference Services Review, 35 (1), pp. 98-108. , February; Ross, A., Furno, C., Active learning in the library instruction environment: An exploratory study (2011) Portal: Libraries & the Academy, 11 (4), pp. 953-970; Dill, E., Do clickers improve library instruction? Lock in your answers now (2008) Journal of Academic of Librarianship, 34 (6), pp. 527-529; Holderied, A.C., Instructional design for the active: Employing interactive technologies and active learning exercises to enhance information literacy (2011) Journal of Information Literacy, 5 (1), pp. 23-32. , June; Deleo, P.A., Eichenholtz, S., Sosin, A., Bridging the information literacy gap with clickers (2009) Journal of Academic of Librarianship, 35 (5), pp. 438-444. , September; Stagg, A., Lane, M., Using clickers to support information literacy skills development and instruction in first-year business students (2010) Journal of Information Technology Education, 9, pp. 197-215; Brush, D.A., Evaluation of an audience response system in library orientations for engineering students (2010) Issues in Science & Technology Librarianship, 60. , http://www.istl.org/10-winter/article1.html, Available at, Winter; Connor, E., Using cases and clickers in library instruction: Designed for science undergraduates (2011) Science & Technology Libraries, 30 (3), pp. 244-253. , July; Petersohn, B., Classroom performance systems, library instruction, and instructional design: A pilot study (2008) Portal: Libraries & the Academy, 8 (3), pp. 313-324. , July; Buhay, D., Best, L.A., McGuire, K., The effectiveness of library instruction: Do student response systems (clickers) enhance learning? (2010) The Canadian Journal for the Scholarship of Teaching and Learning l, 1, p. 5. , http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss1/5, Available at:; Moniz, R.J., Eshleman, J., Jewell, D., Mooney, B., Tran, C., The impact of information literacy-related instruction in the science classroom: Clickers versus nonclickers (2010) College & Undergraduate Libraries, 17 (4), pp. 349-364; Gross, M., Latham, D., Undergraduate perceptions of information literacy: Defining, attaining, and self-assessing skills (2009) College & Research Libraries, 70 (4), pp. 336-350. , July; Wilkinson, K., Crews, T.B., Business report writing students' perceptions of their ability to succeed in an online environment vs. students' performance in an online course (2009) International Journal of Information and Communication Technology Education (IJICTE), 5, p. 4; Grant, D.M., Malloy, A.D., Murphy, M.C., A comparison of student perceptions of their computer skills to their actual abilities (2009) Journal of Information Technology Education, 8, pp. 141-160. , http://jite.org/documents/Vol8/JITEv8p141-160Grant428.pdf, (Retrieved from); Smith, G.R., Guided literature explorations: Introducing students to the primary literature (2001) Journal of College Science Teaching, 30 (7), pp. 465-469. , May; Kozeracki, C.A., Carey, M.F., Colicelli, J., Levis-Fitzgerald, M., An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs (2006) CBE Life Sciences Education, 5, pp. 340-347; Wallace, P., Clariana, R.B., Perception versus reality: Determining business students' computer literacy skills and need for instruction in information concepts and technology (2005) Journal of Information Technology Education, 4, pp. 141-151. , http://jite.org/documents/Vol4/v4p141-151Wallace59.pdf, (Retrieved from); Ferguson, Neely, Sullivan, (2006) A baseline information literacy assessment of biology students, , Winter; Gross, M., Latham, D., Attaining information literacy: An investigation of the relationship between skill level, self-estimates of skill, and library anxiety (2007) Library & Information Science Research, 29 (3), pp. 332-353; Wilkinson, Crews, (2009) Business report writing students' perceptions of their ability to succeed in an online environment; Grant, Malloy, Murphy, (2009) A comparison of student perceptions of their computer skills to their actual abilities; Gross, M., Latham, D., Attaining information literacy: An investigation of the relationship between skill level, self-estimates of skill, and library anxiety (2007) Library & Information Science Research, 29 (3), pp. 332-353; Badke, W., Why information literacy is invisible (2010) Communications in Information Literacy, 4, pp. 129-141; Cannon, A., Faculty survey on library research instruction (1994) RQ, 33 (4), pp. 524-541. , Summer; Leckie, G.J., Fullerton, A., Information literacy in science and engineering undergraduate education: Faculty attitudes and pedagogical practices (1999) College & Research Libraries, 60 (1), pp. 9-30. , January; Hrycaj, P., Russo, M., Reflections on surveys of faculty attitudes toward collaboration with librarians (2007) The Journal of Academic Librarianship, 33 (6), pp. 692-696. , December; (2006), pp. 47-58. , http://dis.shef.ac.uk/sheila/staffs-webber-johnston.pdf, Sheila Webber & Bill Johnston, ""Working towards the Information Literate University,"" in Walton, G. and Pope, A. (Eds.) Information literacy: Recognising the need. Staffordshire University, Stoke-on-Trent:Oxford, UK: Chandos. Retrieved from; Oblinger, D.G., Hawkins, B.L., The myth about student competency (2006) Educause Review, 41 (2). , http://www.educause.edu/ir/library/pdf/ERM0627.pdf, (Retrieved from)","Bandyopadhyay, A.; Adelphi University, 1 South Avenue, Garden City, NY 11530, United States; email: bandyopa@adelphi.edu",,,,,,,,00991333,,,,English,J. Acad. Librariansh.,Article,Final,,Scopus,2-s2.0-84876081659
"Anderson L.S., Healy A.F., Kole J.A., Bourne L.E.",45561117900;7101614460;8875706400;7006326859;,The clicker technique: Cultivating efficient teaching and successful learning,2013,Applied Cognitive Psychology,27,2,,222,234,,13.0,10.1002/acp.2899,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875617704&doi=10.1002%2facp.2899&partnerID=40&md5=721599c73221e8b239a1852fd8f63c99,"Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, United States","Anderson, L.S., Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, United States; Healy, A.F., Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, United States; Kole, J.A., Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, United States; Bourne, L.E., Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, United States","Summary: The clicker technique is a newly developed system that uses frequent testing in the classroom to enhance students' understanding and provide feedback to students and teachers. Using a laboratory model of the clicker technique, Experiment 1 explored the effects of the clicker technique, via its potential for compressing learning time and its partially individualized instruction, on the acquisition, retention, and generalization of knowledge at immediate and delayed tests. Results supported the clicker technique as a viable method for instructors to promote generalizable learning and to conserve teaching time. Experiment 2 examined the clicker technique in terms of its components, studying and testing, to determine which components are crucial to its effectiveness. Results indicated that the combination of studying and testing promotes superior performance only during acquisition, relative to either studying or testing alone, and neither study, test, nor the combination of study and test led to a retention advantage. © 2012 John Wiley & Sons, Ltd..",,adult; article; clicker technique; experiment; human; human experiment; learning; normal human; priority journal; task performance; teacher; teaching,,,,,,,,,,,"Anderson, L.S., Healy, A.F., Kole, J.A., Bourne Jr., L.E., Conserving time in the classroom: The clicker technique (2011) Quarterly Journal of Experimental Psychology, 64, pp. 1457-1462. , DOI: 10.1080/17470218.2011.593264; Bjork, R.A., Memory and metamemory considerations in the training of human beings (1994) Metacognition: Knowing about knowing, pp. 185-205. , J. Metcalfe, amp; A. Shimamura (Eds.), pp. -). Cambridge, MA: MIT Press; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) BGE-Life Sciences Education, 6, pp. 9-20. , DOI: 10.1187/cbe.06-12-0205; Campbell, J., Mayer, R.E., Questioning as an instructional method: Does it affect learning from lectures? 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L. Roediger, III, amp; F. I. M. Craik (Eds.), pp. -). 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Cogn. Psychol.,Article,Final,,Scopus,2-s2.0-84875617704
"Bhargava P., Lackey A.E., Dhand S., Moshiri M., Jambhekar K., Pandey T.",25935992600;55631403300;6508073394;6701327735;15033395000;16418058700;,"Radiology Education 2.0-On the Cusp of Change. Part 1. Tablet Computers, Online Curriculums, Remote Meeting Tools and Audience Response Systems.",2013,Academic Radiology,20,3,,364,372,,23.0,10.1016/j.acra.2012.11.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875388282&doi=10.1016%2fj.acra.2012.11.002&partnerID=40&md5=ae6b1038e74194895d89a85c5b472289,"Department of Radiology, University of Washington, VA Puget Sound Health Care System, Mail Box 358280, S-114/Radiology, 1660 S Columbian Way, Seattle, WA 98108, United States; Department of Radiology, University of Arkansas for Medical Sciences, Little Rock, AR, United States; Department of Radiology, Northwestern University, Chicago, IL, United States; University of Washington Medical Center, Seattle, WA, United States","Bhargava, P., Department of Radiology, University of Washington, VA Puget Sound Health Care System, Mail Box 358280, S-114/Radiology, 1660 S Columbian Way, Seattle, WA 98108, United States; Lackey, A.E., Department of Radiology, University of Arkansas for Medical Sciences, Little Rock, AR, United States; Dhand, S., Department of Radiology, Northwestern University, Chicago, IL, United States; Moshiri, M., University of Washington Medical Center, Seattle, WA, United States; Jambhekar, K., Department of Radiology, University of Arkansas for Medical Sciences, Little Rock, AR, United States; Pandey, T., Department of Radiology, University of Arkansas for Medical Sciences, Little Rock, AR, United States","We are in the midst of an evolving educational revolution. Use of digital devices such as smart phones and tablet computers is rapidly increasing among radiologists who now regularly use them for medical, technical, and administrative tasks. These electronic tools provide a wide array of new tools to the radiologists allowing for faster, more simplified, and widespread distribution of educational material. The utility, future potential, and limitations of some these powerful tools are discussed in this article. © 2013.",Portable devices; Radiology education; Tablet computers,"article; computer program; course content; curriculum; digital computer; e-mail; education program; educational technology; electronics; human; medical education; medical school; medical student; microphone; mobile phone; online system; priority journal; radiologist; radiology; residency education; telephone; videoconferencing; wireless communication; Computer-Assisted Instruction; Computers, Handheld; Curriculum; Internet; Radiology; United States; User-Computer Interface",,,,,,,,,,,"http://www.gartner.com/it/page.jsp%3fid%3d1980115, Gartner says worldwide media tablet sales to reach 119 million units in 2012. Available at:. Accessed April 10, 2012; http://itunes.apple.com/genre/mobile-software-applications/id36%3fmt%3d8, App Store. Apple, Cupertino, CA. Available at:. Accessed October 5, 2012; http://play.google.com/store, Google Play. Google, Mountain View, CA. Available at:. Accessed October 5, 2012; Cook, T., Apple iPhone 5 Keynote http://www.apple.com/apple-events/september-2012/, San Francisco, CA. Available at:. Accessed October 1, 2012; Lowe, S., Google Play celebrates 25 billion downloads with 25 cent apps, discounted books, and movies The Verge., , http://www.theverge.com/2012/9/26/3409446/google-play-25-billion-downloads-sale, Available at:. Accessed October 2, 2012; Rowell, M.R., Johnson, P.T., Fishman, E.K., Radiology education in 2005: World Wide Web practice patterns, perceptions, and preferences of radiologists (2007) Radiographics, 27, pp. 563-571; Kitchin, D.R., Applegate, K.E., Learning radiology: a survey investigating radiology resident use of textbooks, journals, and the internet (2007) Acad Radiol, 14, pp. 1113-1120; Scarsbrook, A.F., Graham, R.N.J., Perris, R.W., Radiology education: a glimpse into the future (2006) Clin Radiol, 61, pp. 640-648; Bandukwala, T., Arora, S., Athreya, S., Net assets: review of online radiology resources, part I, educational resources (2011) Radiology, 261, pp. 350-356; Flanders, A.E., What is the future of electronic learning in radiology? (2007) Radiographics, 27, pp. 559-561; http://www.macworld.com/article/1153672/ipaded.html, How schools are putting the iPad to work. Enterprising educators have big plans for Apple's new tablet. Available at:. Accessed April 11, 2012; http://www.apple.com/education/itunes-u/, iTunes University. Apple, Cupertino, CA. Available at:. Accessed May 1, 2012; Gonzalez, N.R., Dusick, J.R., Martin, N.A., Effects of mobile and digital support for a structured, competency-based curriculum in neurosurgery residency education (2012) Neurosurgery, 71, pp. 164-172; Kalb, B., Gay, S.B., Internet resources for education in radiology (2003) Acad Radiol, 10 (SUPPL. 1), pp. S81-S86; Ridley, E.L., Radiology finds a lot to like with the new iPad http://www.auntminnie.com/index.aspx%3fd%3d1%26sec%3dsup_n%26sub%3dadv%26pag%3ddis%26ItemID%3d98762, Available at:. Accessed October 6, 2012; http://www.dicomsolutions.com/ds-digital-radiology/view.html, DICOM monitors for the independent practice or smaller clinic. Available at:. Accessed October 6, 2012; http://www.mobiletechreview.com/Android-Tablet-Reviews.htm, Android tablets. Available at:. Accessed October 6, 2012; http://www.insidehighered.com/blogs/look-new-itunes-u, A look at the new iTunes U. Available at:. Accessed May 1, 2012; http://www.apple.com/pr/library/2012/01/19Apple-Unveils-All-New-iTunes-U-App-for-iPad-iPhone-iPod-touch.html, Apple unveils all-new iTunes U App for iPad, iPhone & iPod touch. Available at:. Accessed May 1, 2012; Salama, M., Radiology iTunes U (2010) Emory Radiol Report; http://itunes.apple.com/us/itunes-u/ucla-radiology-ucla-radiology/id434135593, UCLA Radiology. Available at:. Accessed May 1, 2012; Tutton, M., Welcome to the University of iTunes http://www.cnn.com/2009/BUSINESS/10/16/online.university/, Available at:. Accessed May 1, 2012; http://www.theabr.org/ic-dr-landing, ABR Exams of the Future. Available at:. Accessed May 1, 2012; Krause, M., Brado, M., Schosser, R., Diagnostic accuracy in remote expert consultation using standard video-conference technology (1996) Eur Radiol, 6, pp. 932-938; Carriero, A., Beomonte Zobel, B., Bonomo, L., E-learning in radiology: Italian multicentre experience (2011) Radiol Med, 116, pp. 989-999; Kircher, M.F., Hines-Peralta, A., Boiselle, P.M., Implementation of screen-capture video recordings of resident conferences in an academic radiology department: pilot experience (2010) Acad Radiol, 17, pp. 255-263; http://www.gotomeeting.com/fec/online_meeting, GoToMeeting. Available at:. Accessed May 7, 2012; http://www.infiniteconferencing.com/index.php, Infinite Conferencing. Available at:. Accessed May 7, 2012; http://watchitoo.com/what_is_watchitoo, Watchitoo. Available at:. Accessed May 7, 2012; http://www.wiziq.com/, WizIQ. Available at:. Accessed May 7, 2012; http://www.yuuguu.com/info/what-is-yuuguu, YuuGuu. Available at:. Accessed May 7, 2012; http://www.skype.com/intl/en-us/home, Skype. Available at:. Accessed September 30, 2012; http://www.apple.com/support/ichat, iChat. Available at:. Accessed September 30, 2012; http://www.elluminate.com/Services/Training/Elluminate_Live!/%3fid%3d418, Elluminate. Available at:. Accessed September 30, 2012; https://voicethread.com/, VoiceThread. Available at:. Accessed May 7, 2012; http://www.dropbox.com, Dropbox. Available at. Accessed May 7, 2012; Kaleta, R., Joosten, T., Student response systems: a University of Wisconsin system study of "" clickers"" (2007) Educ Center Appl Res Bull, 10, pp. 4-6; Nicholson, B.T., Bassignani, M.J., Radiologist/educator knowledge of the audience response system and limitations to its use (2009) Acad Radiol, 16, pp. 1555-1560; Schackow, T.E., Chavez, M., Loya, L., Audience response system: effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Rubio, E.L., Bassignani, M.F., White, M.A., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am J Roentgenol, 190, pp. W319-W322; Pradhan, A., Sparano, D., Ananth, C., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; http://www.eclicker.com, eClicker Presenter. Available at:. Accessed October 6, 2012; http://iresponseapp.com, iResponse App. Available at:. Accessed October 6, 2012; http://www.polleverywhere.com/, What is Poll Everywhere? Available at. Accessed April 24, 2012; http://socrative.com/, Socrative: how it works? Available at. Accessed April 24, 2012","Bhargava, P.; Department of Radiology, University of Washington, VA Puget Sound Health Care System, Mail Box 358280, S-114/Radiology, 1660 S Columbian Way, Seattle, WA 98108, United States; email: bhargp@uw.edu",,,,,,,,10766332,,ARADF,23452483.0,English,Acad. Radiol.,Article,Final,,Scopus,2-s2.0-84875388282
"Blackmon K.N., Huda W., Lewis M.C., Tipnis S., Mah E., Frey D.G.",36943568400;55647289900;37031403900;7003275705;6701405781;57196951537;,A Web Based Foundations of Radiological Physics for Diagnostic Radiology Residents,2013,Academic Radiology,20,3,,338,344,,4.0,10.1016/j.acra.2012.10.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875388545&doi=10.1016%2fj.acra.2012.10.002&partnerID=40&md5=14ee295d47aadf32074bed77f8e3b2bd,"Department of Radiology and Radiological Science, Medical University of South Carolina, 96 Jonathan Lucas Street, MSC 323, Charleston, SC 29425-3230, United States","Blackmon, K.N., Department of Radiology and Radiological Science, Medical University of South Carolina, 96 Jonathan Lucas Street, MSC 323, Charleston, SC 29425-3230, United States; Huda, W., Department of Radiology and Radiological Science, Medical University of South Carolina, 96 Jonathan Lucas Street, MSC 323, Charleston, SC 29425-3230, United States; Lewis, M.C., Department of Radiology and Radiological Science, Medical University of South Carolina, 96 Jonathan Lucas Street, MSC 323, Charleston, SC 29425-3230, United States; Tipnis, S., Department of Radiology and Radiological Science, Medical University of South Carolina, 96 Jonathan Lucas Street, MSC 323, Charleston, SC 29425-3230, United States; Mah, E., Department of Radiology and Radiological Science, Medical University of South Carolina, 96 Jonathan Lucas Street, MSC 323, Charleston, SC 29425-3230, United States; Frey, D.G., Department of Radiology and Radiological Science, Medical University of South Carolina, 96 Jonathan Lucas Street, MSC 323, Charleston, SC 29425-3230, United States","Rationale and Objects: We describe a new web-based physics course for radiology residents preparing for the Exam of the Future (EOF). Materials and Methods: A course was developed with a total of 12 web-based modules. Six modules were focused on "" imaging"" and six on "" radiation."" A module was subdivided into nine short "" nuggets."" Traditional lectures were replaced by modules using prerecorded lectures (Tegrity) to a secure website (WebCT). Each module was accompanied by three quizzes, each consisting of ten questions designed to reinforce covered materials. All online modules were accompanied by a noon conference that employed an Audience Response System (Turning Point). Seventeen first-year residents over 2 consecutive years beginning in July 2010 took this new course, and participated in an anonymous online follow-up survey (Survey Monkey). Results: The recorded 12 modules had an overall average duration of 72 ± 19 minutes. Ten of 17 residents expressed a preference of 15 minutes for nugget duration. Highest personal assessment scores of each resident's understanding were obtained in human radiation risks and radiation protection. Residents considered supplemental noon conferences to be important for learning radiological physics. Satisfaction level was largely positive, with five residents highly satisfied, nine residents somewhat satisfied, two residents neutral, and only one resident somewhat dissatisfied. Conclusions: Our Foundations of Radiological Physics course was well received and served as the springboard for mastering x-ray-based imaging modalities of radiography, mammography, fluoroscopy, interventional radiology, and computed tomography. © 2013 AUR.",ABR; Audience response system; Education; Radiological physics; Radiology residents; Web based education,article; computer assisted tomography; course content; fluoroscopy; follow up; health survey; human; imaging; information service; interventional radiology; mammography; medical education; non profit organization; online system; priority journal; radiation physics; radiography; radiology; residency education; resident; web browser; Computer-Assisted Instruction; Curriculum; Educational Measurement; Health Physics; Internship and Residency; Program Evaluation; Radiology; South Carolina,,,,,,,,,,,"Rawson, J., Personal communication; Nickoloff, E., Mahesh, M., Heintz, P., Physics instruction for radiology residents in the era of the new ABR examination process (2010) J Am Coll Radiol, 7, pp. 900-904; Hendee, W., Web-based modules for the physics education of radiology residents (2010) J Am Coll Radiol, 7, pp. 306-308; Robinson, S., Promote active learning with iPads (2011) Radiol Technol, 83, pp. 204-207; Nayak, L., Erinjeri, J., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Collins, J., Audience response systems: technology to engage learners (2008) J Am Coll Radiol, 5, pp. 993-1000; Lipton, M., Lipton, L., Enhancing the radiology learning experience with electronic whiteboard technology (2010) AJR Am J Roentgenol, 194, pp. 1547-1551; Chew, F., Mulcahy, H., Brown, C., (2009) Broken bones: the X-ray atlas of fractures, , BareBoneBooks.com, Seattle, WA; Tabakov, S., Roberts, V.C., Jonsson, B.A., Development of educational image databases and e-books for medical physics training (2005) Med Engineer Phys, 27, pp. 591-598; Diagnostic Radiology Residents Physics Curriculum http://www.aapm.org/education/documents/Curriculum.pdf, AAPM Subcommittee of the Medical Physics Education of Physicians Committee May 2009 Available at:. Accessed September 30, 2012; Mezwa, D., ABR exams of the future; Examination DETAILS IMPACT ON TRAINING http://www.theabr.org/sites/all/themes/abr-media/pdf/mezwa-apdr_2012_abr_update_2.pdf, Available at:. Accessed September 30, 2012; Huda, W., (2010) Review of radiological physics, , Lippincott Williams & Wilkins, Philadelphia, PA; Bushberg, J., Seibert, J.A., Leidholdt, E.M., (2011) The essential physics of medical imaging, , Lippincott Williams & Wilkins, Philadelphia, PA; Wolbarst, A., (2005) Physics of radiology, , Medical Physics Publishing, Madison, WI; Nickoloff, E.L., (2005) Radiology review: radiologic physics, , Elsevier & Saunders, Philadelphia, PA; Hendee, W.R., Ritenour, E.R., (2002) Medical imaging physics, , Wiley-Liss, New York, NY; https://www.rsna.org/RSNA/AAPM_Online_Physics_Modules_.aspx, AAPM/RSNA Online Physics Modules. Available at:. Accessed September 30, 2012; Al-Basheer, A., Allison, J., David, G., Georgia Health Sciences University resident physics course http://www.radiology.georgiahealth.edu/RadiologyPhysics/ResidentPhysicsCourse.php, Available at:. Accessed September 30, 2012; Bresolin, L., Bisset, G.S., Hendee, W.R., Methods and resources for physics education in radiology residency programs: survey results (2008) Radiology, 249, pp. 640-643; http://www.hudasphysicstests.com, Huda's Physics in Medicine. Available at:. Accessed September 30, 2012; Nachiappan, A., Wynne, D.M., Katz, D.P., A proposed medical physics curriculum: preparing for the 2013 ABR examination (2011) J Am Coll Radiol, 8, pp. 53-57","Blackmon, K.N.; Department of Radiology and Radiological Science, Medical University of South Carolina, 96 Jonathan Lucas Street, MSC 323, Charleston, SC 29425-3230, United States; email: blackmok@musc.edu",,,,,,,,10766332,,ARADF,23452479.0,English,Acad. Radiol.,Article,Final,,Scopus,2-s2.0-84875388545
Fang N.,7101852945;,Using tablet pcs to quickly assess students' problem-solving performance in an engineering dynamics classroom,2013,World Transactions on Engineering and Technology Education,10,4,,247,252,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874186682&partnerID=40&md5=ac8ba83029597dcf42f7cc5cc0eee4f7,"Utah State University, Logan, UT, United States","Fang, N., Utah State University, Logan, UT, United States","The vast majority of published literature on tablet PCs focuses on the benefits of their introduction and providing best practice tips. This article presents two representative examples of how to use tablet PCs to assess quickly students' in-class problem-solving capacity in a foundational engineering dynamics course. During lectures, the instructor digitally sent a set of dynamics problems to each student. Students worked on their tablet PCs and, then, submitted step-by-step solutions to the instructor. This enabled the instructor to detect quickly the errors that students made in problem-solving and to provide immediate feedback. An attitudinal survey that included four Likert-type items and one open-ended item was administered at the end of the semester. The survey results show that students thought tablet PCs helped their learning due to the instructor's immediate feedback. Compared to clickers (i.e. classroom response systems), students preferred tablet PCs, because tablet PCs increased instructor-student interactions and enabled the instructor to assess the process, rather than just the final results of students' problem-solving. © 2012 WIETE.",,Best practices; Classroom response systems; Engineering Dynamics; Immediate feedbacks; Problem-solving performance; Tablet PCs; Dynamics; Personal computers; Surveys; Teaching; Students,,,,,,,,,,,"Hibbeler, R.C., (2012) Engineering Mechanics Dynamics, , (13th Edn), Upper Saddle River, NJ: Pearson Prentice Hall; Magill, M.A., Classroom models for illustrating dynamics principles, part I-particle kinematics and kinetics (1997) Proc. 1997 ASEE Annual Conf. and Expos., , Milwaukee, WI; Rubin, M.B., Altus, E., An alternative method for teaching dynamics (2000) Inter. J. of Engng. Educ., 16 (5), pp. 447-456; Barrett, S.F., LeFevre, E.W., Steadman, J.W., Tietjen, J.S., White, K.R., Whitman, D.L., (2010), Using the Fundamentals of Engineering (FE) Examination as an Outcomes Assessment Tool. Clemson SC: National Council of Examiners for Engineering and Surveying; Kowalski, F.V., Kowalski, S.E., Campagnola, L., Tablet computers used for teaching and real-time assessment of conceptual understanding of engineering students (2005) Proc. 2005 ASEE Annual Conf. and Expos, , Portland, OR; Saviz, C., Fernandez, A., Hughes, K., Kalend, M., Mathews, C., Faculty and student use of tablet PCs: perspectives on their pedagogical effectiveness (2008) Proc. 2008 ASEE Annual Conf. and Expos., , Pittsburgh, PA; Litzinger, T., van Meter, P., Kapli, N., Zappe, S., Toto, R., Translating education research into practice within an engineering education center: two examples related to problem solving (2010) Inter. J. of Engng. Educ., 26 (4), pp. 860-868; Kothaneth, S., Amelink, C.T., Scales, G.R., Adoption of the tablet PC by the engineering education department at Virginia Tech (2011) Proc. 2011 ASEE Annual Conf. and Expos, , San Antonio TX; Amelink, C.T., Scales, G., Tront, J.G., Student use of the tablet PC: impact on student learning behaviours (2012) Advances in Engng. Educ, 3 (1), pp. 1-17; Lord, S., Perry, L., Tablet PC-Is it worth it? A preliminary comparison of several approaches to using tablet PC in an engineering classroom (2006) Proc. 2006 ASEE Annual Conf. and Expos., , Chicago, IL; Koile, K., Singer, D., (2006) Development of a Tablet-PC-Based System to Increase Instructor-Student Classroom Interactions and Student Learning, , Berque, D., Prey, J. and Reed, R. (Eds), The Impact of Pen-based Technology on Education: Vignettes, Evaluations, and Future Directions. West Lafayette, IN: Purdue University Press; (2004) The Engineer of 2020: Visions of Engineering in the New Century, , National Academy of Engineering, Washington, DC: The National Academies Press; (2012), http://www.dyknow.com/educational-software-products/interactive-learning -software/, DyKnow Vision TM 10 November 2012; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Duncan, D., Mazur, E., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco, CA: Pearson Education","Fang, N.; Utah State University, Logan, UT, United States",,,,,,,,14462257,,,,English,World Trans. Eng. Technol. Edu.,Article,Final,,Scopus,2-s2.0-84874186682
"Fujikura T., Takeshita T., Homma H., Adachi K., Miyake K., Kudo M., Takizawa T., Nagayama H., Hirakawa K.",7005299968;7201594228;55600618500;55600514900;7401759555;7203018729;57202397617;7005317363;7202127030;,Team-based learning using an audience response system: A possible new strategy for interactive medical education,2013,Journal of Nippon Medical School,80,1,,63,69,,10.0,10.1272/jnms.80.63,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874086768&doi=10.1272%2fjnms.80.63&partnerID=40&md5=e38a1009c4a134aa352be67b93467541,"Academic Quality and Development Office, Nippon Medical School, Japan; Department of Head and Neck and Sensory Organ Science, Graduate School of Medicine, Nippon Medical School, Japan; Division of Reproductive Medicine, Perinatology and Gynecologic Oncology, Graduate School of Medicine, Nippon Medical School, Japan; Division of Cardiology, Hepatology, Geriatrics and Integrated Medicine, Department of Internal Medicine, Graduate School of Medicine, Nippon Medical School, Japan; Department of Neurosurgery, Graduate School of Medicine, Nippon Medical School, Japan; Department of Biochemistry and Molecular Biology, Division of Gene Therapy Research Center for Advanced Medical Technology, Nippon Medical School, Japan; Department of Pathology and Integrative Oncological Pathology, Nippon Medical School, Japan; Department of Molecular Medicine and Anatomy, Nippon Medical School, Japan; Department of Neurological, Nephrological and Rheumatological Sciences, Graduate School of Medicine, Nippon Medical School, Japan; Department of Legal Medicine, Nippon Medical School, Japan; Small Group Learning Working Committee, Nippon Medical School, Japan","Fujikura, T., Academic Quality and Development Office, Nippon Medical School, Japan, Department of Head and Neck and Sensory Organ Science, Graduate School of Medicine, Nippon Medical School, Japan, Small Group Learning Working Committee, Nippon Medical School, Japan; Takeshita, T., Division of Reproductive Medicine, Perinatology and Gynecologic Oncology, Graduate School of Medicine, Nippon Medical School, Japan, Small Group Learning Working Committee, Nippon Medical School, Japan; Homma, H., Division of Cardiology, Hepatology, Geriatrics and Integrated Medicine, Department of Internal Medicine, Graduate School of Medicine, Nippon Medical School, Japan, Small Group Learning Working Committee, Nippon Medical School, Japan; Adachi, K., Department of Neurosurgery, Graduate School of Medicine, Nippon Medical School, Japan, Small Group Learning Working Committee, Nippon Medical School, Japan; Miyake, K., Department of Biochemistry and Molecular Biology, Division of Gene Therapy Research Center for Advanced Medical Technology, Nippon Medical School, Japan, Small Group Learning Working Committee, Nippon Medical School, Japan; Kudo, M., Department of Pathology and Integrative Oncological Pathology, Nippon Medical School, Japan, Small Group Learning Working Committee, Nippon Medical School, Japan; Takizawa, T., Department of Molecular Medicine and Anatomy, Nippon Medical School, Japan, Small Group Learning Working Committee, Nippon Medical School, Japan; Nagayama, H., Department of Neurological, Nephrological and Rheumatological Sciences, Graduate School of Medicine, Nippon Medical School, Japan, Small Group Learning Working Committee, Nippon Medical School, Japan; Hirakawa, K., Department of Legal Medicine, Nippon Medical School, Japan, Small Group Learning Working Committee, Nippon Medical School, Japan","Following the ""Guidelines for reporting TBL"" by Haidet et al, we report on a team-based learning (TBL) course we adopted for our 4th-year students in 2011. Our TBL course is a modified version of the one suggested in the guidelines, but its structure generally follows the core elements described therein. Using an audience response system (ARS), we were able to obtain individual and group readiness assurance test scores immediately and give instant feedback to the students. Instructors were thus able to monitor students' understanding in real time and so appreciated the system, which supports interactive classes even in large classrooms. However, TBL is teacher-oriented, and students were less appreciative of ARS, because they recognized that it could be easily used for grading. Nevertheless, we believe that a combination of TBL, and problem-based learning in a mature design can improve both motivation and understanding among learners.",Audience response system; Interactive classes; Problem-based learning; Team-based learning,"article; health survey; human; learning; medical education; problem based learning; questionnaire; reading; scoring system; self-directed learning; skill; undergraduate student; Comprehension; Cooperative Behavior; Education, Medical, Undergraduate; Group Processes; Humans; Motivation; Problem-Based Learning; Questionnaires; Reproducibility of Results; Teaching",,,,,,,,,,,"(2002) Team-based Learning: A Transformative Use of Small Groups, , Michaelsen LK, Knight AB, Fink LD, eds), Greenwood, Westport, CT; (2004) Team-based Learning: A Transformative Use of Small Groups In College Teaching, , Michaelsen LK, Knight AB, Fink LD, eds), Stylus Publishing, Virginia; Haidet, P., Levine, R.E., Parmelee, D.X., Guidelines for reporting team-based learning activities in the medical and health sciences education literature (2012) Acad Med, 87, pp. 292-299; Haidet, P., O'Malley, K.J., Richards, B., An initial experience with team learning in medical education (2002) Acad Med, 77, pp. 40-44; Thompson, B.M., Schneider, V.F., Haidet, P., Team based learning at ten medical schools: Two years later (2007) Med Educ, 41, pp. 250-257; Abdelkhalek, N., Hussein, A., Gibbs, T., Handy, H., Using team-based learning to prepare medical students for future problem-based learning (2010) Med Teach, 32, pp. 123-129; Okubo, Y., Ishiguro, N., Suganuma, T., Team-based learning, a learning strategy for clinical reasoning, in students with problem-based learning tutorial experiences (2012) Tohoku J Exp Med, 227, pp. 23-29; Pileggi, R., O'Neill, P., Team-based learning using an audience response system: An innovative method of teaching diagnosis to undergraduate dental students (2008) J Dent Educ, 72, pp. 1182-1188; Thomas, P.A., Bowen, C.W., A controlled trial of team-based learning in an ambulatory medicine clerkship for medical students (2011) Teach Learn Med, 23, pp. 31-36; Neville, A.J., Problem-based learning and medical education forty years on (2009) Med Princ Prac, 18, pp. 1-9; Dochy, F., Segers, M., Van den Bossche, P., Gijbelo, D., Effects of problem-based learning: A meta-analysis (2003) Learn Istr, 13, pp. 533-568; Fujikura, T., Deliberate Unborn Medical Education Through the Process of Reviewing PBL (2012) Nichiidai ikai-shi, , (Japanese), in press","Fujikura, T.; Academic Quality and Development Office, Nippon Medical School, 1-1-5, Sendagi, Bunkyo-ku, Tokyo 113-8602, Japan; email: teru-fujik@nms.ac.jp",,,,,,,,13454676,,NIDZA,23470808.0,English,J. Nippon Med. Sch.,Article,Final,Open Access,Scopus,2-s2.0-84874086768
"Richardson C.T., O'Shea B.W.",54909470200;7005035295;,Assessing gender differences in response system questions for an introductory physics course,2013,American Journal of Physics,81,3,,231,236,,11.0,10.1119/1.4773562,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874215306&doi=10.1119%2f1.4773562&partnerID=40&md5=2bc39e5b718557dfb6b7ca13faa01726,"Department of Physics and Astronomy and Lyman Briggs College, Michigan State University, East Lansing, MI 48824, United States","Richardson, C.T., Department of Physics and Astronomy and Lyman Briggs College, Michigan State University, East Lansing, MI 48824, United States; O'Shea, B.W., Department of Physics and Astronomy and Lyman Briggs College, Michigan State University, East Lansing, MI 48824, United States","In this work, we investigate whether gender differences are present in the iClicker student response system during introductory physics lectures in an engaged environment. We find that men and women are equally likely to respond to questions correctly and in the same amount of time. We also find that both genders make use of multiple responses in the same timescale, however, the average number of responses for a given question is significantly higher for men than women. Upon analyzing these responses, we also find men are slightly more likely than women to change their response, while the response base station is open. Both genders benefit from peer instruction by answering more quickly and correctly. The connection between previously documented timescale differences, differences in ungraded responses, and their implications for the classroom environment are discussed. © 2013 American Association of Physics Teachers.",,,,,,,,,,,,,"Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teach., 30, pp. 141-158. , 10.1119/1.2343497; Thornton, R.K., Sokoloff, D.R., Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula (1998) Am. J. Phys., 66, pp. 338-352. , 10.1119/1.18863; Kost-Smith, L., Pollock, S.J., Finkelstein, N.D., Characterizing the gender gap in introductory physics courses (2009) PRST Phys. Educ. Res., 5. , 010101-1-14, 10.1103/PhysRevSTPER.5.010101; Docktor, J., Heller, K., Gender differences in both force concept inventory and classroom Performance (2008) AIP Conf. Proc., 1064, pp. 15-18. , 10.1063/1.3021243; Kost-Smith, L., Pollock, S.J., Finkelstein, N.D., Gender disparities in second-semester college physics: The incremental effects of a 'smog of bias,' (2010) PRST Phys. Educ. Res., 6. , 020112-1-17, 10.1103/PhysRevSTPER.6.020112; Pollock, S.J., Finkelstein, N.D., Kost, L., Reducing the gender gap in the physics classroom: How sufficient is interactive engagement? (2007) PRST Phys. Educ. Res., 3. , 010101-1-4, 10.1103/PhysRevSTPER.3.010107; Lorenzo, M., Crouch, C.H., Mazur, E., Reducing the gender gap in the classroom (2006) Am. J. Phys., 74, pp. 118-122. , 10.1119/1.2162549; Kost-Smith, L., Pollock, S.J., Finkelstein, N.D., Cohen, G.L., Ito, T.A., Miyake, A., Replicating a self-affirmation intervention to address gender differences: Successes and challenges (2012) AIP Conf. Proc, 1413, pp. 231-234. , 10.1063/1.3680037; Kortemeyer, G., Gender differences in the use of an online homework system in an introductory physics course (2009) PRST Phys. Educ. Res., 5. , 010107-1-8, 10.1103/PhysRevSTPER.5.010107; Kortemeyer, G., The challenge of teaching introductory physics to pre-medical students (2007) Phys. Teach., 45, pp. 552-557. , 10.1119/1.2809149; Kortemeyer, G., Kashy, E., Benenson, W., Bauer, W., Experiences using the open-source learning content management and assessment system LON-CAPA in introductory physics courses (2008) Am. J. Phys., 76, pp. 438-444. , 10.1119/1.2835046; Redish, E.F., Steinberg, R.N., Saul, J.M., Student expectations in introductory physics (1998) Am. J. Phys., 66, pp. 212-224. , 10.1119/1.18847; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74. , 10.1119/1.18809; Ding, L., Reay, N.W., Lee, A., Bao, L., Are we asking the right questions? Validating clicker question sequences by student interviews (2009) Am. J. Phys., 77, pp. 643-650. , 10.1119/1.3116093; Forehand, M., (2005) Bloom's Taxonomy: Original and Revised, , http://www.coe.uga.edu/epltt/bloom.htm, Emerging perspectives on learning, teaching, and technology; King, D., Joshi, S., Gender differences in the use and effectiveness of personal response devices (2008) J. Sci. Edu. Technol, 17, pp. 544-552. , 10.1007/s10956-008-9121-7; Weaver, R.R., Qi, J., Classroom organization and participation: College students' Perceptions (2005) J. Higher Edu., 76, pp. 570-601. , 10.1353/jhe.2005.0038; Mallow, J., Gender-related science anxiety: A first binational study (1994) J. Sci. Edu. Technol, 3, pp. 227-238. , 10.1007/BF01575898; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , 1st ed. (Jossey-Bass, San Francisco, California); Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Educ., 6, pp. 9-20. , 10.1187/cbe.06-12-0205; Fies, C., Marshall, J., (2006) J. Sci. Edu. Technol., 15, pp. 101-109. , 10.1007/s10956-006-0360-1","Richardson, C.T.; Department of Physics and Astronomy and Lyman Briggs College, Michigan State University, East Lansing, MI 48824, United States; email: richa684@msu.edu",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-84874215306
"Fischer-Tenhagen C., Tenhagen B.-A., Heuwieser W.",6506118818;7004332365;24301870200;,Short communication: Ability of dogs to detect cows in estrus from sniffing saliva samples,2013,Journal of Dairy Science,96,2,,1081,1084,,10.0,10.3168/jds.2012-5683,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872677379&doi=10.3168%2fjds.2012-5683&partnerID=40&md5=9bcafae8ded0d4de0e940fc5b6d5a5f2,"Freie Universität Berlin, 14163 Berlin, Germany; Bundesinstitut für Risikobewertung, 12277 Berlin, Germany","Fischer-Tenhagen, C., Freie Universität Berlin, 14163 Berlin, Germany; Tenhagen, B.-A., Bundesinstitut für Risikobewertung, 12277 Berlin, Germany; Heuwieser, W., Freie Universität Berlin, 14163 Berlin, Germany","Efficient estrus detection in high-producing dairy cows is a permanent challenge for successful reproductive performance. In former studies, dogs have been trained to identify estrus-specific odor in vaginal fluid, milk, urine, and blood samples under laboratory conditions with an accuracy of more than 80%. For on-farm utilization of estrus-detection dogs it would be beneficial in terms of hygiene and safety if dogs could identify cows from the feed alley. The objective of this proof of concept study was to test if dogs can be trained to detect estrus-specific scent in saliva of cows. Saliva samples were collected from cows in estrus and diestrus. Thirteen dogs of various breeds and both sexes were trained in this study. Five dogs had no experience in scent detection, whereas 8 dogs had been formerly trained for detection of narcotics or cancer. In the training and test situation, dogs had to detect 1 positive out of 4 samples. Dog training was based on positive reinforcement and dogs were rewarded with a clicker and food for indicating saliva samples of cows in estrus. A false indication was ignored and documented in the test situation. Dogs with and without prior training were trained for 1 and 5 d, respectively. For determining the accuracy of detection, the position of the positive sample was unknown to the dog handler, to avoid hidden cues to the dog. The overall percentage of correct positive indications was 57.6% (175/304), with a range from 40 (1 dog) to 75% (3 dogs). To our knowledge, this is the first indication that dogs are able to detect estrus-specific scent in saliva of cows. © 2013 American Dairy Science Association.",Detection dog; Estrus detection; Saliva,animal; article; cattle; dog; estrus; female; methodology; odor; physiology; saliva; Animals; Cattle; Dogs; Estrus Detection; Female; Saliva; Smell; Bos; Canis familiaris,,,,,,"We thank Lennart Wetterholm (Hundcampus, Hällefors, Sweden) for his superb cooperation and the Förderverein für Biotechnologie e.V. (Bonn, Germany) for their financial support.",,,,,"At-Taras, E.E., Spahr, S.L., Detection and characterization of estrus in dairy cattle with an electronic heatmount detector and an electronic activity tag (2001) J. Dairy Sci., 84, pp. 792-798; Fischer-Tenhagen, C., Wetterholm, L., Tenhagen, B.-A., Heuwieser, W., Training dogs on a scent platform for oestrus detection in cows (2011) Appl. Anim. Behav. Sci., 131, pp. 63-70; Hawk, H.W., Conley, H.H., Kiddy, C.A., Estrus-related odors in milk detected by trained dogs (1984) J. Dairy Sci., 67, pp. 392-397; Jezierski, T., Effectiveness of estrus detection in cows by a trained dog (1992) Anim. Sci. Papers Reports, 10, pp. 57-65; Kiddy, C.A., Mitchell, D.S., Bolt, D.J., Hawk, H.W., Detection of estrus-related odors in cows by trained dogs (1978) Biol. Reprod., 19, pp. 389-395; Kiddy, C.A., Mitchell, D.S., Hawk, H.W., Estrus-related odors in body fluids of dairy cows (1984) J. Dairy Sci., 67, pp. 388-391; Peralta, O.A., Pearson, R.E., Nebel, R.L., Comparison of three estrus detection systems during summer in a large commercial dairy herd (2005) Anim. Reprod. Sci., 87, pp. 59-72; Roelofs, J.B., van Eerdenburg, F.J.C.M., Soede, N.M., Kemp, B., Various behavioral signs of estrous and their relationship with time of ovulation in dairy cattle (2005) Theriogenology, 63, pp. 1366-1377; Sankar, R., Archunan, G., Discrimination of bovine estrus-related odors by mice (2005) J. Ethol., 23, pp. 147-151; Sankar, R., Archunan, G., Identification of putative pheromones in bovine (Bos taurus) faeces in relation to estrus detection (2007) Anim. Reprod. Sci., 103, pp. 149-153; Williams, M., Johnston, J.M., Training and maintaining the performance of dogs (Canis familiaris) on an increasing number of odor discriminations in a controlled setting (2002) Appl. Anim. Behav. Sci., 78, pp. 55-65","Heuwieser, W.; Freie Universität Berlin, 14163 Berlin, Germany; email: w.heuwieser@fu-berlin.de",,,,,,,,00220302,,,23261382.0,English,J. Dairy Sci.,Article,Final,Open Access,Scopus,2-s2.0-84872677379
"Li L., Chen N.",57196181965;57209551601;,Study on agent-based intelligent feedback system in online teaching and interactive learning,2013,Information Technology Journal,12,4,,763,769,,1.0,10.3923/itj.2013.763.769,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872913532&doi=10.3923%2fitj.2013.763.769&partnerID=40&md5=f34b122e55dfd1f5b6a544642c51ecec,"College of Computer Science, Xi'an Polytechnic University, 710048, Xi'an, China","Li, L., College of Computer Science, Xi'an Polytechnic University, 710048, Xi'an, China; Chen, N., College of Computer Science, Xi'an Polytechnic University, 710048, Xi'an, China","As a new education pattern, online teaching and interactive learning teaching breaks the constraints of time and space of the traditional teaching mode, but it has an obvious deficiency in personalized teaching which advocates teaching students in according to their aptitude. In order to solve this problem, on the base of the traditional network teaching system, it is necessary to increase an intelligence feedback system which is responsible for the task of such as adaptively pushing and updating the learning content, presenting the personalized home page, intelligently answering questions from the learner and so on. In online teaching and interactive learning practice, using this agent-based intelligent feedback system greatly enhanced the effect of personalized teaching and also promoted the development of the online teaching and interactive learning system. © 2013 Asian Network for Scientific Information.",Agent technology; Apriori algorithm; Data mining; Eigenvalue extraction; Intelligent feedback; Interactive learning; Online teaching,Agent technology; Apriori algorithms; Eigen-value; Interactive learning; Online teaching; Data mining; Eigenvalues and eigenfunctions; Learning systems; E-learning,,,,,,,,,,,"Abu-Naser, S.S., Developing an intelligent tutoring system for students learning to program in c++ (2008) Inform. Technol. J., 7, pp. 1055-1060; Allen, I.E., Seaman, J., (2007) Online Nation: Five Years of Growth in Online Learning, , http://sloanconsortium.org/publications/survey/pdf/online-nation.pdf; Chen, N., Li, X., Adaptive-resonance-theory algorithm for image based on single training example (2012) Inform. Technol. J, 7, pp. 812-815; Gong, P.Q., The network autonomous learning support system dynamic feedback mechanism study (2012) Comput. Technol. Appli, 3, pp. 132-136; He, C., Lang, F., Li, H., Wang, H., Simplified pcnn based mr images grayscale inhomogeneity real-time calibration (2011) Inform. Technol. J, 10, pp. 1437-1441; Kone, M.T., Shimazu, A., Nakajima, T., State of the art in agent communication languages (2000) Knowledge Inform. Syst, 2, pp. 259-284; Lee, D.L., Deng, L.Y., Digital certificate mobile agent technologies in distance learning (2008) Proceedings of the 22nd International Conference on Advanced Information Networking and Applications-Workshops, pp. 1474-1479. , March 25-28, 2008, Okinawa, Japan; Liu, B., (2006) Study on Agent-Based Network Teaching System, , HoHai University Press, China; Shen, N., Cheng, C., Han, J., Shi, Q.X., Agent technology based modern network teaching strategies (2008) J FujianComput, 1, pp. 168-169; Wang, P., Peng, L., Research on a novel multi-agent system cooperation model (2007) JCIS J, 3, pp. 1909-1914; Wang, X.X., Liang, D.D., Hu, W.P., Qin, Y.W., Han, Y.P., Li, Z.Y., The study of the enhancement methods for the medical digital image (2002) J. GuangxiNormal Univ., 20, pp. 23-26; Xue, Y., Cm, X.Y., The intelligent network teaching system based on agent (2006) Agric. Network Inf. I, 9, pp. 35-37; Yang, G.Y., (2010) Research and Design of the Agent-Based Network Teaching System, , Dalian Maritime University, China; Zhou, Z., Hybrid quantum-inspired genetic algorithm for extracting association rule in data mining (2010) JICS. J., 7, pp. 71-77","Li, L.; College of Computer Science, Xi'an Polytechnic University, 710048, Xi'an, China",,,,,,,,18125638,,,,English,Inf. Technol. J.,Article,Final,Open Access,Scopus,2-s2.0-84872913532
"Kühne-Eversmann L., Fischer M.R.",23094001700;7402920954;,Improving knowledge and changing behavior towards guideline based decisions in diabetes care: A controlled intervention study of a team-based learning approach for continuous professional development of physicians,2013,BMC Research Notes,6,1, 14,,,,12.0,10.1186/1756-0500-6-14,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872153275&doi=10.1186%2f1756-0500-6-14&partnerID=40&md5=38bbdf85e9f5b8c57e77b59af9a99faf,"Medizinische Klinik und Poliklinik IV, Klinikum der Universität München, Ziemssenstr. 1, Munich 80336, Germany","Kühne-Eversmann, L., Medizinische Klinik und Poliklinik IV, Klinikum der Universität München, Ziemssenstr. 1, Munich 80336, Germany; Fischer, M.R., Medizinische Klinik und Poliklinik IV, Klinikum der Universität München, Ziemssenstr. 1, Munich 80336, Germany","Background: Continuing Professional Development (CPD) courses should ideally improve a physician's knowledge and change their professional behavior in daily practice towards a best clinical practice reference model and guideline adherence. Interactive methods such as team-based learning and case-based learning, as compared to lectures, can impart sustainable knowledge and lead to high satisfaction among participants. We designed an interactive case-based CPD-seminar on diabetes care using a team-based learning approach to evaluate whether it leads to an improvement of short-term knowledge and changing of behavior towards guideline based decisions and how this learning approach is perceived by participants. Methods. Questionnaires and an electronic voting system were used to evaluate motivation, acceptance and knowledge of voluntary participants. Furthermore, we analyzed data on index diagnostic tests and referrals of patients with diabetes of participating physicians over a period of six months before and after the course in comparison with a matched control group in a quasi-experimental design. Results: Participants (n=103) rated the interactivity and team-based discussions as the main reasons for enhanced learning. They also expected that the course would change their professional behavior. Participants scored a mean of 43.9% right answers before and 62.6% after the course (p<0.001). The referral to diabetes specialists increased by 30.8% (p<0.001). Referral for fundoscopy also increased (8.5%, n.s.) while it dropped in the control group. Furthermore, the participating physicians tested their patients more often for microalbuminuria (7.1%, n.s.). Conclusions: Our team-based learning CPD-approach was highly accepted and resulted in an increase of short-term knowledge. It significantly increased the referral to diabetes specialists in daily practice whereas all other key professional behavior indicators did change but not significantly. © 2013 Küehne-Eversmann and Fischer; licensee BioMed Central Ltd.",Continuing medical education; Continuing professional development; Guideline adherence; Objective behavior change; Postgraduate education; Team-based learning,"adult; aged; article; attitude to health; diabetes mellitus; human; medical education; middle aged; personnel management; practice guideline; questionnaire; Adult; Aged; Diabetes Mellitus; Education, Medical, Continuing; Health Knowledge, Attitudes, Practice; Humans; Middle Aged; Practice Guidelines as Topic; Questionnaires; Staff Development",,,,,,,,,,,"Davis, D., O'Brien, M.A.T., Freemantle, N., Wolf, F.M., Mazmanian, P., Taylor-Vaisey, A., Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? (1999) Journal of the American Medical Association, 282 (9), pp. 867-874. , DOI 10.1001/jama.282.9.867; Forsetlund, L., Bjørndal, A., Rashidian, A., Jamtvedt, G., O'Brien, M.A., Wolf, F., Davis, D., Oxman, A.D., Continuing education meetings and workshops: Effects on professional practice and health care outcomes (2009) Cochrane Database Syst Rev, 15 (2), pp. 3D003030; Davis, D., Galbraith, R., Continuing Medical Education Effect on Practice Performance: Effectiveness of Continuing Medical Education: American College of Chest Physicians Evidence-Based Educational Guidelines (2009) Chest, 135, pp. 42S-48S. , 10.1378/chest.08-2517 19265075; Davis, D., Does CME work? An analysis of the effect of educational activities on physician performance or health care outcomes (1998) International Journal of Psychiatry in Medicine, 28 (1), pp. 21-39; Marinopoulos, S.S., Dorman, T., Ratanawongsa, N., Wilson, L.M., Ashar, B.H., Magaziner, J.L., Miller, R.G., Bass, E.B., Effectiveness of continuing medical education (2007) Evid Rep Technol Assess (Full Rep), 149, pp. 1-69; O'Neil, K.M., Addrizzo-Harris, D.J., Continuing Medical Education Effect on Physician Knowledge Application and Psychomotor Skills: Effectiveness of Continuing Medical Education: American College of Chest Physicians Evidence-Based Educational Guidelines (2009) Chest, 135, pp. 37S-41S. , 10.1378/chest.08-2516 19265074; Sohn, W., Ismail, A.I., Tellez, M., Efficacy of educational interventions targeting primary care providers' practice behaviors: An overview of published systematic reviews (2004) Journal of Public Health Dentistry, 64 (3), pp. 164-172; Oxman, A.D., Thomson, M.A., Davis, D.A., Haynes, R.B., No magic bullets: A systematic review of 102 trials of interventions to improve professional practice (1995) Can Med Assoc J, 153 (10), pp. 1423-1431; Smits, P.B.A., Verbeek, J.H.A.M., De Buisonje, C.D., Problem based learning in continuing medical education: A review of controlled evaluation studies (2002) British Medical Journal, 324 (7330), pp. 153-156; Kiessling, A., Henriksson, P., Efficacy of case method learning in general practice for secondary prevention in patients with coronary artery disease: Randomised controlled study (2002) British Medical Journal, 325 (7369), pp. 877-880; Kiessling, A., Lewitt, M., Henriksson, P., Case-based training of evidence-based clinical practice in primary care and decreased mortality in patients with coronary heart disease (2011) Ann Fam Med, 9, pp. 211-218. , 10.1370/afm.1248 21555748; Michaelsen, L.K., (2002) Team-Based Learning: A Transformative Use of Small Groups, , Westport Conn and London: Praeger; Williams, B., Case based learning - A review of the literature: Is there scope for this educational paradigm in prehospital education? (2005) Emergency Medicine Journal, 22 (8), pp. 577-581. , DOI 10.1136/emj.2004.022707; Bloom, B.S., Effects of continuing medical education on improving physician clinical care and patient health: A review of systematic reviews (2005) International Journal of Technology Assessment in Health Care, 21 (3), pp. 380-385; Kühne-Eversmann, L., Eversmann, T., Fischer, M.R., Team- and case-based learning to activate participants and enhance knowledge: An evaluation of seminars in Germany (2008) J Contin Educ Health Prof, 28 (3), pp. 165-171. , 10.1002/chp.175 18712804; http://www.deutsche-diabetes-gesellschaft.de; Mobes, J., Compliance: New concepts of diabetes mellitus (2003) Zeitschrift fur Allgemeinmedizin, 79 (5), pp. 238-243; Collins, J., Audience response systems: Technology to engage learners (2008) J Am Coll Radiol, 5 (9), pp. 993-1000. , 10.1016/j.jacr.2008.04.008 18755440; Jensen, J.V., Ostergaard, D., Faxholt, A.K., Good experiences with an audience response system used in medical education (2011) Dan Med Bull, 58 (11), p. 14333. , 22047931; Gerlach, F.M., Beyer, M., Ärztliche Fortbildung aus der Sicht niedergelassener Ärztinnen und Ärzte - Representative Ergebnisse aus Bremen und Sachsen-Anhalt [Continuing medical education from the view of ambulatory care physicians - Representative outcomes and needs in Bremen and Saxony-Anhalt (1999) Z Arztliche Fortbildung und Qualität, 93, pp. 581-589; Stancic, N., Mullen, P.D., Prokhorov, A.V., Frankowski, R.F., McAlister, A.L., Continuing medical education: What delivery format do physicians prefer? (2003) J Contin Educ Health Prof, 23, pp. 162-167. , 10.1002/chp.1340230307 14528787; Kelly, M.H., Murray, T.S., General practitioners' views on continuing medical education (1994) British Journal of General Practice, 44 (387), pp. 469-471; Qureshi, N.N., Hatcher, J., Chaturvedi, N., Jafar, T.H., Effect of general practitioner education on adherence to antihypertensive drugs: Cluster randomised controlled trial (2007) British Medical Journal, 335 (7628), pp. 1030-1033. , DOI 10.1136/bmj.39360.617986.AE; Premi, J., Shannon, S., Hartwick, K., Lamb, S., Wakefield, J., Williams, J., Practice-based small-group CME (1994) Academic Medicine, 69 (10), pp. 800-802; Chan, D.H., Leclair, K., Kaczorowski, J., Problem-based small-group learning via the Internet among community family physicians: A randomized controlled trial (1999) MD Comput, 16 (3), pp. 54-58. , 10658405; Heale, J., Davis, D., Norman, G., Woodward, C., Neufeld, V., Dodd, P., A randomized controlled trial assessing the impact of problem-based versus didactic teaching methods in CME (1988) Res Med Educ, 27, pp. 72-77. , 3218878; Barnett, S.M., Ceci, S.J., When and where do we apply what we learn? A taxonomy for far transfer (2002) Psychol Bull, 128 (4), pp. 612-637. , 12081085","Kühne-Eversmann, L.; Medizinische Klinik und Poliklinik IV, Klinikum der Universität München, Ziemssenstr. 1, Munich 80336, Germany; email: lisa.eversmann@med.uni-muenchen.de",,,,,,,,17560500,,,23320976.0,English,BMC Res. Notes,Article,Final,Open Access,Scopus,2-s2.0-84872153275
"Muthyala R.S., Wei W.",6602214134;57198567831;,Does space matter? Impact of classroom space on student learning in an organic-first Curriculum,2013,Journal of Chemical Education,90,1,,45,50,,14.0,10.1021/ed3002122,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872150124&doi=10.1021%2fed3002122&partnerID=40&md5=114d68153dc2b2a34786299861d5eaed,"Center for Learning Innovation, University of Minnesota Rochester, Rochester, MN 55904, United States; Metropolitan State University, Saint Paul, MN 55106, United States","Muthyala, R.S., Center for Learning Innovation, University of Minnesota Rochester, Rochester, MN 55904, United States; Wei, W., Center for Learning Innovation, University of Minnesota Rochester, Rochester, MN 55904, United States, Metropolitan State University, Saint Paul, MN 55106, United States","A number of studies have reported on the positive impact of social constructivist approaches on learning in introductory chemistry courses. However, the widespread use of such approaches is being hampered to a certain degree by uncertainty as to whether one needs a special type of classroom. In this study, we investigated student learning in two different classroom environments, the Node and the Spoke, in two first-year organic chemistry courses. Using, for the first time, formative assessment (in the form of clickers, or personal response systems) together with summative evaluations, we found no significant difference in student performance between the two classrooms. There was, however, a consistent trend of higher average grades among students in the Spoke environment compared to those in the Node classroom. © 2012 The American Chemical Society and Division of Chemical Education, Inc.",Collaborative/Cooperative Learning; Constructivism; First-Year Undergraduate/General; Student-Centered Learning,,,,,,,,,,,,"Black, K.A., What to Do When You Stop Lecturing: Become a Guide and a Resource (1993) J. Chem. Educ., 70, pp. 140-144; Bradley, A.Z., Ulrich, S.M., Jones, M., Jones, S.M., Teaching the Sophomore Organic Course without a Lecture. Are You Crazy? (2002) J. Chem. Educ., 79, pp. 514-519; Dinan, F.J., Frydrychowski, V.A., A Team Learning Method for Organic Chemistry (1995) J. Chem. Educ., 72, pp. 429-431; Farrell, J.J., Moog, R.S., Spencer, J.N., A Guided-Inquiry General Chemistry Course (1999) J. Chem. Educ., 76, pp. 570-574; Gosser, D.K., Roth, V., The Workshop Chemistry Project: Peer-Led Team-Learning (1998) J. Chem. Educ., 75, pp. 185-187; Paulson, D.R., Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class (1999) J. Chem. Educ., 76, pp. 1136-1140; Smith, D.K., From Crazy Chemists to Engaged Learners through Education (2011) Nat. Chem., 3 (9), pp. 681-684; Bodner, G.M., Constructivism: A Theory of Knowledge (1986) J. Chem. Educ., 63, pp. 873-878; Spencer, J.N., New Directions in Teaching Chemistry: A Philosophical and Pedagogical Basis (1999) J. Chem. Educ., 76, pp. 566-569; Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R.S., Platt, T., Varma-Nelson, P., White, H.B., Pedagogies of Engagement in Science (2008) Biochem. Mol. Biol. Educ., 36, pp. 262-273; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why Peer Discussion Improves Student Performance on In-Class Concept Questions (2009) Science, 323, pp. 122-124; Oliver-Hoyo, M.T., Allen, D., Hunt, W.F., Hutson, J., Pitts, A., Effects of an Active Learning Environment: Teaching Innovations at a Research i Institution (2004) J. Chem. Educ., 81, pp. 441-448; Lewis, S.E., Retention and Reform: An Evaluation of Peer-Led Team Learning (2011) J. Chem. Educ., 88, pp. 703-707; Beichner, R.J., Saul, J.M., Abbott, D.S., Morse, J.J., Deardorff, D.L., Allain, R.J., Bonham, S.W., Risley, J.S., The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project (2007) Research-Based Reform of University Physics, pp. 1-42. , http://www.per-central.org/document/ServeFile.cfm?ID=4517, Redish, E. F. Cooney, P. J. American Association of Physics Teachers: College Park, MD, (accessed Nov 2012); Brooks, D.C., Space Matters: The Impact of Formal Learning Environments on Student Learning (2011) Br. J. Educ. Technol., 42, pp. 719-726; Montgomery, T., Space Matters (2008) Active Learn. High. Educ., 9, pp. 122-138; Reingold, I.D., Bioorganic First: A New Model for the College Chemistry Curriculum (2001) J. Chem. Educ., 78, pp. 869-871; Dori, Y.J., Belcher, J., How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts? (2005) J. Learn. Sci., 14, pp. 243-279; Product Web Page for the Node Chair, , http://www.steelcase.com/en/products/category/educational/seating/node/ pages/node.aspx, Steelcase, Inc. accessed Nov 2012; Reingold, I.D., Inverting Organic and Biochemistry: A Curriculum Tweak That Benefits All (2004) J. Chem. Educ., 81, pp. 470-474; Coppola, B.P., Ege, S.N., Lawton, R.G., The University of Michigan Undergraduate Chemistry Curriculum 2: Instructional Strategies and Assessment (1997) J. Chem. Educ., 74, pp. 84-94; Ege, S.N., Coppola, B.P., Lawton, R.G., The University of Michigan Undergraduate Chemistry Curriculum 1: Philosophy, Curriculum, and the Nature of Change (1997) J. Chem. Educ., 74, pp. 74-83; Bowman, B.G., Karty, J.M., Gooch, G., Teaching a Modified Hendrickson, Cram, and Hammond Curriculum in Organic Chemistry (2007) J. Chem. Educ., 84, pp. 1209-1216; McMurry, J., (2010) Organic Chemistry with Biological Applications, , 2 nd ed. Brooks Cole: Belmont, CA; Pursell, D.P., Predicted versus Actual Performance in Undergraduate Organic Chemistry and Implications for Student Advising (2007) J. Chem. Educ., 84, pp. 1448-1452; POGIL Home Page, , http://www.pogil.org/, accessed Nov 2012; D'Agostino, R., Pearson, E.S., Tests for Departure from Normality. Empirical Results for the Distributions of b 2 and √ b 1 (1973) Biometrika, 60 (3), pp. 613-622; Towns, M.H., Crossing the Chasm with Classroom Response Systems (2010) J. Chem. Educ., 87, pp. 1317-1319; MacArthur, J.R., Jones, L.L., A Review of Literature Reports of Clickers Applicable to College Chemistry Classrooms (2008) Chem. Educ. Res. Pract., 9, pp. 187-195","Muthyala, R.S.; Center for Learning Innovation, University of Minnesota Rochester, Rochester, MN 55904, United States; email: muthy004@r.umn.edu",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84872150124
"Nielsen K.L., Hansen G., Stav J.B.",7401572704;7202191593;6505830380;,Teaching with student response systems (SRS): Teacher-centric aspects that can negatively affect students' experience of using SRS,2013,Research in Learning Technology,21,, 18989,,,,12.0,10.3402/rlt.v21i0.18989,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893865510&doi=10.3402%2frlt.v21i0.18989&partnerID=40&md5=f64b3d1b8fdb4cfce06688d45c368988,"Faculty of Technology, Department of General Science, Sør-Trøndelag University College (HiST), Trondheim, Norway","Nielsen, K.L., Faculty of Technology, Department of General Science, Sør-Trøndelag University College (HiST), Trondheim, Norway; Hansen, G., Faculty of Technology, Department of General Science, Sør-Trøndelag University College (HiST), Trondheim, Norway; Stav, J.B., Faculty of Technology, Department of General Science, Sør-Trøndelag University College (HiST), Trondheim, Norway","In this article, we describe and discuss the most significant teacher-centric aspects of student response systems (SRS) that we have found to negatively affect students' experience of using SRS in lecture settings. By doing so, we hope to increase teachers' awareness of how they use SRS and how seemingly trivial choices or aspects when using SRS can have a significant negative impact on students' experiences, especially when these aspects are often repeated. We cover areas such as consistency when using SRS, time usage, preparation, the experience level of the teachers with regard to SRS, teacher commitment and attitudes, teacher explanations, and how students fear that voting results can mislead the teacher. The data are based on 3 years of experience in developing and using an online SRS in classroom lectures, and they consist of focused (semistructured) student group interviews, student surveys and personal observations. © 2013 K.L. Nielsen et al.",Audience response systems; Clickers; Student attitudes; Teaching pitfalls,,,,,,,,,,,,"Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE Life Sciences Education, 6 (1), pp. 1-8. , http://www.lifescied.org/cgi/reprint/6/1/1, DOI 10.1187/cbe.06-12-0206; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Education Technology, 22, pp. 474-494; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 3 (11), pp. 43-57; Bruff, D., (2012) Classroom Response Systems (""Clickers""), , http://cft.vanderbilt.edu/teaching-guides/technology/clickers/, Vanderbilt University, [online]; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE - Life Sciences Education, 6, pp. 9-p20; Charmaz, K., Grounded theory (2001) Rethinking Methods in Psychology, pp. 27-49. , eds. J. A. Smith, R. Harre & L. Langenhove, Sage Publications, London; Charmaz, K., Grounded theory (2003) Qualitative Psychology; A Practical Guide to Research Methods, pp. 81-p110. , ed. J. A. Smith, Sage Publications, London; Crouch, A.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Draper, S.W., (2002) Evaluating Effective Use of PRS: Results of the Evaluation of the Use of PRS in Glasgow University, October 2001-June 2002, , http://www.psy.gla.ac.uk/-steve/ilig/papers/eval.pdf, Glasgow University, [online]; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94. , DOI 10.1111/j.1365-2729.2004.00074.x; Dufrense, R.J., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-p47; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8, p. 233; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Hansen, G., (2008) Men Pausen Tilførte Liksom Faget. Studenters Opplevelse Av Bruken Av Studentresponssystem På Forelesningen, , Unpublished Master's Thesis, Norwegian University of Science and Technology; James, M.C., The effect of grading incentive on student discourse in Peer Instruction (2006) American Journal of Physics, 74 (8), pp. 689-691. , DOI 10.1119/1.2198887; Kay, H.R., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4, pp. 298-310. , http://www.cellbioed.org/pdf/05-06-0082.pdf, DOI 10.1187/05-06-0082; Masikunas, G., Panayiotidis, A., Burke, L., The use of electronic voting systems in lectures within business and marketing: A case study of their impact on student learning (2007) Research in Learning Technology, 15 (1), pp. 3-20; Mayer, R., (2005) The Cambridge Handbook of Multimedia Learning, , Cambridge University Press, Cambridge; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; Nielsen, K.L., Hansen-Nygård, G., Stav, J.B., Investigating Peer Instruction: How the initial voting session affects students' experiences of group discussion (2012) ISRN Education, 2012. , doi: 10.5402/2012/290157; Rao, S.P., Dicarlo, S.E., Peer instruction improves performance on quizzes (2000) Advances in Physiology Education, 24, pp. 51-55; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76 (2), pp. 171-178; Rice, R.E., Bunz, U., Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competence, and usage (2006) Studies in Media & Information Literacy Education, 6 (3), pp. 1-32; Smith, M.K., Wood, U., Krauter, K., Knight, J.K., Combining peer discussion with instruction explanation increases student learning from in-class concept questions (2011) CBE - Life Sciences Education, 10, pp. 55-63; (2012) Student Response System', [Online], , http://www4.uwm.edu/ltc/srs/faculty/best-practices.cfm","Nielsen, K.L.; Faculty of Technology, Department of General Science, Sør-Trøndelag University College (HiST), Trondheim, Norway; email: kjetil.l.nielsen@hist.no",,,Association for Learning Technology,,,,,21567069,,,,English,Res. Learn. Technol.,Article,Final,Open Access,Scopus,2-s2.0-84893865510
"Blasco-Arcas L., Buil I., Hernández-Ortega B., Sese F.J.",52363212600;25221385000;24398753900;26647764300;,"Using clickers in class. the role of interactivity, active collaborative learning and engagement in learning performance",2013,Computers and Education,62,,,102,110,,205.0,10.1016/j.compedu.2012.10.019,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869867640&doi=10.1016%2fj.compedu.2012.10.019&partnerID=40&md5=c1e5009c6ab299c8915c49923e391c75,"Departamento de Dirección de Marketing e Investigación de Mercados, Universidad de Zaragoza, Edificio Lorenzo Normante, María de Luna s/n, 50018 Zaragoza, Spain","Blasco-Arcas, L., Departamento de Dirección de Marketing e Investigación de Mercados, Universidad de Zaragoza, Edificio Lorenzo Normante, María de Luna s/n, 50018 Zaragoza, Spain; Buil, I., Departamento de Dirección de Marketing e Investigación de Mercados, Universidad de Zaragoza, Edificio Lorenzo Normante, María de Luna s/n, 50018 Zaragoza, Spain; Hernández-Ortega, B., Departamento de Dirección de Marketing e Investigación de Mercados, Universidad de Zaragoza, Edificio Lorenzo Normante, María de Luna s/n, 50018 Zaragoza, Spain; Sese, F.J., Departamento de Dirección de Marketing e Investigación de Mercados, Universidad de Zaragoza, Edificio Lorenzo Normante, María de Luna s/n, 50018 Zaragoza, Spain","As more and more educational institutions are integrating new technologies (e.g. audience response systems) into their learning systems to support the learning process, it is becoming increasingly necessary to have a thorough understanding of the underlying mechanisms of these advanced technologies and their consequences on student learning performance. In this study, our primary objective is to investigate the effect of clickers (i.e. audience response systems) on student learning performance. To do so, we develop a conceptual framework in which we propose that interactivity, active collaborative learning and engagement are three key underlying forces that explain the positive effects and benefits of clickers in enhancing student learning performance. We test these relationships empirically in a university class setting using data from a survey answered by students in a social sciences degree. The results provide strong support for our proposed framework and they reveal that the high level of interactivity with peers and with the teacher that is promoted by the use of clickers positively influences active collaborative learning and engagement, which, in turn, improves student learning performance. These results show the importance of clickers in improving the student learning experience and recommend their use in educational settings to support the learning process. © 2012 Elsevier Ltd. All rights reserved.",Clickers; Collaborative learning; Engagement; Interactivity; Learning performance,Clickers; Collaborative learning; Engagement; Interactivity; Learning performance; Learning systems; Students,,,,,"ECO2009-08283, ECO2011-23027

S-09

European Social Fund, ESF","The authors would like to thank the following sources for their financial help: projects PESUZ 10_6_117 and PIIDUZ 11_1_059 from the University of Zaragoza , I+D+I projects (Ref: ECO2011-23027 and ECO2009-08283 ) from the Government of Spain, Catedra Telefónica , and the project “GENERES” (Ref: S-09 ) from the Government of Aragon and the European Social Fund.",,,,,"Ahlfeldt, S., Mehta, S., Sellnow, T., Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use (2005) Higher Education Research and Development, 24 (1), pp. 5-20; Anderson, T., Modes of interaction in distance education: Recent developments and research questions (2003) Handbook of Distance Education, pp. 129-144. , M.G. Moore, W.G. Anderson, Lawrence Erlbaum Associates Inc Mahwah, New Jersey; Anderson, J.C., Gerbing, D.W., Structural equation modelling in practice: A review and recommend two-step approach (1988) Psychological Bulletin, 103 (3), pp. 411-423; Angeli, C., Valanides, N., Bonk, C.J., Communication in a web-based conferencing system: The quality of computer-mediated interaction (2003) British Journal of Educational Technology, 34 (1), pp. 31-43; Bagozzi, R.P., Yi, P.R., On the evaluation of structural equation models (1988) Academy of Marketing Science, 16 (1), pp. 74-94; Baker, K.Q., Spiezio, K.E., Boland, K., Student engagement: Transference of attitudes and skills to the workplace, profession, and community (2004) The Industrial-organizational Psychologist, 42 (2), pp. 101-107; Banks, D.A., Reflections on the use of ARS with small groups (2006) Audience Response Systems in Higher Education, pp. 373-386. , D.A. 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Wigfield, J. Eccles, Academic Press San Diego, CA; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Thalheimer, W., (2003) The Learning Benefits of Questions (White Papers), , Work Learning Research Somerville, MA; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40; Wit, E., Who wants to be... The use of a personal response system in statistics teaching (2003) MSOR Connections, 3, pp. 14-20; Yoder, J.D., Hochevar, C.M., Encouraging active learning can improve students' performance on examinations (2005) Teaching of Psychology, 32 (2), pp. 91-95. , DOI 10.1207/s15328023top3202-2; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88","Buil, I.; Departamento de Dirección de Marketing e Investigación de Mercados, Universidad de Zaragoza, Edificio Lorenzo Normante, María de Luna s/n, 50018 Zaragoza, Spain; email: ibuil@unizar.es",,,,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84869867640
"Hogan J.P., Cernusca D.",7202270673;6507313269;,Millennials perception of using clicker to support an active classroom environment: An early adoption perspective,2013,Computers in Education Journal,23,1,,73,89,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84877769485&partnerID=40&md5=64596f4c98c89c4665d860350c31268d,"Department of Geological Sciences and Engineering, Department of Global Learning Missouri, University of Science and Technology, United States","Hogan, J.P., Department of Geological Sciences and Engineering, Department of Global Learning Missouri, University of Science and Technology, United States; Cernusca, D., Department of Geological Sciences and Engineering, Department of Global Learning Missouri, University of Science and Technology, United States","This paper presents a multi-year study of students' perception associated with the introduction of a technology tool, personal response systems (colloquially known as clickers), starting from its initial stage to date. The goal is to provide a reflective perspective of this topic that intertwines the instructor's and students' views associated with the adoption of this technology tool. The results of the data collected with an inclass clicker survey for six semesters indicated that it took students on average two semesters to significantly shift their perceptions and view clickers as being supportive of activities both inside and outside the classroom. The study indicates that both a well-crafted strategy to introduce innovative technology tools at the organizational level and the instructor's clear focus on using clickers as a tool to increase and support active learning will reduce students' resistance to the tool itself at the course level.",,Active Learning; Classroom environment; Initial stages; Innovative technology; Millennials; Organizational levels; Personal response systems; Students' views; Students; Teaching,,,,,,,,,,,"Berk, R.A., Teaching Strategies for Net Generation (2009) Teaching and Learning Journal, 3 (2), pp. 2-24; Ng, E.S.W., Schweizer, L., Lyons, S.T., New generation, great expectations: A field study of the millennial generation (2010) Journal of Business Psychology, 25, pp. 281-292; Stewart, K.D., Bernhardt, P.C., Comparing millennials to pre-1987 students and with one another (2010) North American Journal of Psychology, 12 (3), pp. 579-602; Wilson, W., Gerber, L.E., How generational theory can improve teaching: Strategies for working with the Millennials (2008) Currents in Teaching and Learning, 1 (1), pp. 29-44; Twenge, J.M., (2006) Generation Me. Why Today's Young Americans Are More Confident, Assertive, Entitled - and More Miserable Than Ever before, , New York, NY: Free Press. A Division of Simon and Schuster, Inc; Twenge, J.M., Generational changes and their impact in the classroom: Teaching generation Me (2009) Medical Education, 43, pp. 398-405; Grace, S.L., Cramer, K.L., Sense of self in the new millennium: Male and female student responses to the TST (2002) Social Behavior and Personality, 30 (3), pp. 271-280; Little, T.D., The Millennial Challenge: Modeling the Agentic Self in Context (2000) International Journal of Behavioral Development, 24 (2), pp. 149-152; Deal, J.J., Altman, D.G., Rogelberg, S.G., Millennials at work: What we know and what we need to do (If Anything) (2010) Journal of Business Psychology, 25, pp. 191-199; Gorman, P., Nelson, T., Glassman, A., The millennial generation: A strategic opportunity (2004) Organizational Analysis, 12 (3), pp. 255-270; Kali, Y., Orion, N., Spatial abilities of high-school students in the perception of geologic structures (1996) Journal of Research in Science Teaching, 33 (4), p. 369391; Piburn, M.D., Reynolds, S.J., Leedy, D.E., McAuliffe, C.M., Birk, J.P., Johnson, J.K., The hidden earth: Visualization of geologic features and their subsurface geometry (2002) The Annual Meeting of the National Association for Research in Science Teaching, , http://geology.isu.edu/topo/pubs/NARST_final.pdf, New Orleans, LA: April, 7-10. 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Robinson (Eds.), San Francisco, CA: Jossey-Bass; Cuseo, J., The empirical case against large class size: Adverse effects on the teaching, learning, retention of first-year students (2007) Journal of Faculty Development, 21 (1), pp. 5-21. , http://steenbock.librarv.wisc.edu/instruct/class_support/imd/Weekl3Cuseo. pdf, Retrieved online on Dec. 2011 from; (2011) From College Major to Career, , The Wall Street Journal Accessed online in December 2011 at: http://graphics web. wsi.com/documents/NILFl 11 l/#term; MacGeorge, E.L., Homan, S.R., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; Sharma, M.D., Chan, B., O'Byme, J., An investigation of the effectiveness of electronic classroom communication systems in large lecture classes (2005) Australian Journal of Educational Technology, 21 (2), pp. 137-154; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student process of learning and involvement in large universitylevel courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) Journal of Chemical Education, 83 (3), pp. 488-493; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 341-409; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: A randomized trial (2007) BMC Medical Education, 7 (25); Cline, K.S., Classroom voting in mathematics (2006) Mathematics Teacher, 100 (2), pp. 100-104; Miller, R.L., Santana-Vega, E., Terrel, M.S., Can good questions and peer discussion improve calculus instruction? (2006) Problems, Resources, and Issues in Mathematics Undergraduate Studies, 16, pp. 1-9; Woelk, K., Optimizing the use of personal response devices (clickers) in large-enrollment introductory courses (2008) Journal of Chemical Education, 85 (10), pp. 1400-1405; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE-Life Science Education, 6, pp. 1-20; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Science Education, 6 (1), pp. 9-20; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A Comparison of research and practice (2007) Australian Journal of Educational Technology, 23 (2), pp. 187-208; (2011) Classroom Response Systems (""Clickers"") Bibliography, , http://cft.vanderbilt.edu/docs/classroomresponse-svstem-clickers- bibliography/(Accessedon12/28/2011), Vanderbilt Center for Teaching; Fredericksen, E.E., Ames, M., Can a $30 piece of plastic improve learning? An evaluation of personal responses systems in large classroom settings (2009) Educause - Community Contributions, , http://net.educause.edu/ir/library/pdf/csd2690.pdf(Accessedon12/27/2011); Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Advances in Physiology Education, 33, pp. 60-71; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2009) International Journal for the Scholarship of Teaching and Learning, 3 (2); Rogers, E.M., (2003) Diffusion of Innovation, , Fifth Edition. New York, NY: Free Press. A Division of Simon and Schuster, Inc","Department of Geological Sciences and Engineering, Department of Global Learning Missouri, University of Science and TechnologyUnited States",,,,,,,,10693769,,CEJOE,,English,Comput. Educ. J.,Article,Final,,Scopus,2-s2.0-84877769485
"Oigara J., Keengwe J.",46662026900;23501961900;,Students' perceptions of clickers as an instructional tool to promote active learning,2013,Education and Information Technologies,18,1,,15,28,,24.0,10.1007/s10639-011-9173-9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873745946&doi=10.1007%2fs10639-011-9173-9&partnerID=40&md5=64fd7bd334f552f71bef1e11fa2166d1,"Department of Education, Canisius College, 2001 Main Street, CT 1105, Buffalo, NY, 14208, United States; Department of Teaching and Learning, University of North Dakota, 231 Centennial Drive Stop #7189, Grand Forks, ND, 58202, United States","Oigara, J., Department of Education, Canisius College, 2001 Main Street, CT 1105, Buffalo, NY, 14208, United States; Keengwe, J., Department of Teaching and Learning, University of North Dakota, 231 Centennial Drive Stop #7189, Grand Forks, ND, 58202, United States","The purpose of this study was to evaluate students' perceptions of clickers as an instructional tool to promote active learning in a Physical Geography undergraduate class. A convenience sample of 24 undergraduate students registered in a physical geography course was assigned clickers to answer chapter quizzes in class for 15 weeks during the semester. Data from student interviews, student surveys, and exam grades were used to analyze the findings. Overall, students were satisfied and gave high approval ratings for the use of clickers, particularly for enhancing their participation and engagement in class lectures. The study findings show that clickers promote student engagement in the teaching and learning process. However, students did not find clickers to be a motivating factor to study more for the course. The implications for the use of clickers as instructional tools to improve active teaching and learning in technology-rich classrooms are also discussed. © 2011 Springer Science+Business Media, LLC.",Active learning; Clickers; Interactive technology; SMART response system; Student engagement; Student response systems,,,,,,,,,,,,"Beatty, I., Transforming student learning with classroom communication systems (2004) Ecar, 3, pp. 1-13; Brown, J.S., Collins, A., Duguid, P., Situated cognition and the culture of learning (1989) Educational Researcher, 18, pp. 32-42; Buhay, D., Best, L., McGuire, K., The effectiveness of library instruction: Do student response systems (clickers) enhance learning? 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Draper, S.W., Brown, W.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Driscoll, M.P., (2005) Psychology for Learning and Instruction, , Boston: Pearson Education; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco: Pearson Education/Addison Wesley/Benjamin Cummings; Fies, C., Marshall, J., Classroom response systems: a review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Glaser, R., The reemergence of learning theory within instructional research (1990) American Psychologist, 45 (1), pp. 29-39; Greer, L., Heaney, P.J., Real time analysis of student comprehension: an assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351; Guthrie, R., Carlin, A., (2004) Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom, , New York: Proceedings of the tenth Americas Conference on Information Systems; Johnson, J.T., Creating learner centered classrooms: use of an audience response system in pediatric dentistry education (2005) Journal of Dental Education, 69 (3), pp. 378-381; Johnson, K., Lillis, C., Clickers in the laboratory: student thoughts and views (2010) Interdisciplinary Journal of Information, Knowledge, and Management, 5, pp. 139-151; Jonassen, D.H., Computers as cognitive tools: learning with technology and not from technology (1995) Journal of Computing in Higher Education, 6, pp. 40-73; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kyei-Blankson, L., Enhancing student learning in a graduate research methods and statistics course with clickers (2009) EDUCAUSE Quarterly, 32 (4). , http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/EnhancingStudentLearninginaGra/192963, Retrieved May 23, 2011 from; Laurillard, D., (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, , London: Routledge; Lave, J., Wenger, E., (1991) Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives), , New York: Cambridge University Press; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Student evaluation of audience response technology in large lecture classes (2007) Educational Technology Research and Development, , doi: 10. 1007/s11423-007-9053-6; Majerich, D., Stull, J., Varnum, S.J., Ducette, J.P., Facilitation of formative assessments using clickers in a university physics course (2011) Interdisciplinary Journal of E-Learning and Learning Objects, 7, pp. 12-24; Maletiou-Mavrotheris, M., Technological tools in the introductory statistics classroom: effects on student understanding of inferential statistics (2003) International Journal of Computers for Mathematical Learning, 8 (3), pp. 265-297; Maletiou-Mavrotheris, M., Paparistodemou, E., Stylianou, D., Enhancing statistics instruction in elementary schools: integrating technology in professional development (2009) The Montana Mathematics Enthusiast, 6, pp. 57-58; Mayer, R.E., Rote versus meaningful learning (2002) Theory Into Practice, 41, pp. 226-232; McConnell, D., Steer, D., Owens, K., Assessment and active learning strategies for introductory geology courses (2003) Journal of Geoscience Education, 51 (2), pp. 205-216; Moredich, C., Moore, E., Engaging students through the use of classroom response system (2007) Nurse Educator, 32 (3), pp. 113-116; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T., Efficacy of personal response systems ('clickers') in large introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Pan, W., Tang, M., Examining the effectiveness of innovative instructional methods on reducing Statistics anxiety for graduate students in the social sciences (2004) Journal of Instructional Psychology, 31 (2), pp. 149-159; Perry, N., VandeKamp, K., Mercer, L., Nordby, C., Investigating teacher-student interactions that foster self-regulating learning (2002) Educational Psychologist, 37 (1), pp. 5-15; Pinet, P.R., Rediscovering geological principles by collaborative learning (1995) Journal of Geoscience Education, 43, pp. 371-376; Stagg, A., Lane, M., Using clickers to support information literacy skills development and instruction in first-year business students (2010) Journal of Information Technology Education, 9, pp. 197-215; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Tobias, S., (1990) They're Not Dumb, they're Different: Stalking the Second Tier, , Tucson: Research Corporation; Vygotsky, L.S., (1978) Mind in Society, , Cambridge: MIT; Wit, E., Who wants to be the use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 14-20","Keengwe, J.; Department of Teaching and Learning, University of North Dakota, 231 Centennial Drive Stop #7189, Grand Forks, ND, 58202, United States; email: jared.keengwe@email.und.edu",,,,,,,,13602357,,,,English,Educ. Inf. Technol.,Article,Final,,Scopus,2-s2.0-84873745946
"Hughes C., Roche A.M., Bywood P., Trifonoff A.",24740997600;7202465097;6603203303;55070924000;,Audience-response devices ('clickers'): A discussion paper on their potential contribution to alcohol education in schools,2013,Health Education Journal,72,1,,47,55,,2.0,10.1177/0017896911430547,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84871546651&doi=10.1177%2f0017896911430547&partnerID=40&md5=2cf7423106275c61688af439ed79cbb3,"National Centre for Education and Training on Addiction, Flinders University, GPO Box 2100, Adelaide 5001, Australia","Hughes, C., National Centre for Education and Training on Addiction, Flinders University, GPO Box 2100, Adelaide 5001, Australia; Roche, A.M., National Centre for Education and Training on Addiction, Flinders University, GPO Box 2100, Adelaide 5001, Australia; Bywood, P., National Centre for Education and Training on Addiction, Flinders University, GPO Box 2100, Adelaide 5001, Australia; Trifonoff, A., National Centre for Education and Training on Addiction, Flinders University, GPO Box 2100, Adelaide 5001, Australia","Many schools endeavour to provide effective, relevant and appealing alcohol education to students, using up-to-date technologies and resources. However, choosing an appropriate, evidence-based programme or approach is rarely straightforward given the plethora of options and limited evidence base. The alcohol education literature and findings from a recent Australian study indicate four key features of effective alcohol education approaches: interactivity, peer education, exploration of students' opinions/knowledge, and addressing alcohol-related misperceptions. These four features are acknowledged strengths of audience-response devices ('clickers'). Clickers are increasingly popular, supported by growing evidence of suitability for a variety of educational applications and have untapped potential in the delivery of alcohol education. Clickers can engage and empower students and their ability to elucidate misperceptions regarding prevalence and acceptance of risky alcohol use among peers corresponds with normative education approaches. Clickers are effective, fun, create valuable 'teachable moments' and provide potential to enhance delivery of evidence-based alcohol education. © 2011 The Author(s).",adolescents; clickers; drug education; health promotion; interactive teaching; peer education,alcohol; alcohol consumption; article; clicker; evidence based medicine; knowledge; medical device; peer group; prevalence; priority journal; school; school health education,,"alcohol, 64-17-5",,,"Department of Education, Employment and Workplace Relations, Australian Government, DEEWR","The potential role for audience-response devices to assist secondary schools to deliver evidence-based alcohol education is growing. The social influence approach (including normative education) as a model is well supported by the evidence and involves four essential features of effective alcohol education approaches: interactivity; peer education; obtaining students’ opinions/knowledge; and highlighting misperceptions. These four key features can be enhanced through the use of clickers in educational settings. While audience-response systems ‘are intrinsically neither good nor bad; they can be used skillfully or clumsily, creatively or destructively, and they can produce results that are potentially of great value to both students and instructors for enhancing the teaching-learning process’. 54 , p. 796 As such, the technology holds considerable promise for engaging adolescents in research projects, school-based health education, and other curriculum/school activities and programmes. Although there is an element of novelty associated with their use, the potential benefits are substantial, and warrant further evaluation and consideration. In sum, clickers are simple, effective, fun, and create ‘teachable moments’ that facilitate student exploration and sharing of ideas, facts and experiences. Funding This project was supported by the Australian Government Department of Education, Employment and Workplace Relations.",,,,,"McBride, N., A systematic review of school drug education (2003) Health Education Research Theory and Practice, 18 (6), pp. 729-42; Foxcroft, D.R., Ireland, D., Lister-Sharp, D.J., Lowe, G., Breen, R., Longer-term primary prevention for alcohol misuse in young people: A systematic review (2003) Addiction, 98 (4), pp. 397-411; Roche, A.M., Bywood, P., Hughes, C., Freeman, T., Duraisingam, V., Trifonoff, A., (2010) The Role of Schools in Alcohol Education: Final Report, , http://www.deewr.gov.au/Schooling/drugs/Documents/RoleSchoolsAlcoholEd. pdf, Adelaide: National Centre for Education and Training on Addiction (NCETA), Flinders University accessed 16 November 2011; Stead, M., Angus, K., (2004) Literature Review into the Effectiveness of School Drug Education, , Edinburgh: Scottish Executive Education Department; Stead, M., Stradling, R., MacNeil, M., MacKintosh, A.-M., Minty, S., McDermott, L., Bridging the gap between evidence and practice: A multi-perspective examination of real-world drug education (2010) Drugs Education Prevention and Policy, 17 (1), pp. 1-20; Midford, R., Stockwell, T., Gray, D., National Alcohol Research Agenda: A Supporting Paper to the National Alcohol Strategy A Plan for Action 2001 to 2003-4, pp. 91-9. , Canberra: Australian Government Department of Health and Ageing;; Hansen, W.B., School-based alcohol prevention programs (1993) Alcohol Health Research World, 17 (1), pp. 54-60; Sharma, M., Making effective alcohol education interventions for high school (2006) Journal of Alcohol and Drug Education, 50 (2), pp. 1-4; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 30 (2), pp. 71-4; Midford, R., Munro, G., McBride, N., Snow, P., Ladzinski, U., Principles that underpin effective school-based drug education (2002) Journal of Drug Education, 32 (4), pp. 363-386; Cahill, H.W., Challenges in adopting evidence-based school drug education programmes (2007) Drug and Alcohol Review, 26 (6), pp. 673-9; Brown, J.H., Youth, drugs and resilience education (2001) Journal of Drug Education, 31 (1), pp. 83-122; Toumbourou, J., Hemphill, S., McMorris, B., Catalano, P., Patton, G., Alcohol use and related harms in school students in the USA and Australia (2009) Health Promotion International, 24 (4), pp. 373-82; Graham, M., Ward, B., Munro, G., Snow, P., Ellis, J., Rural parents, teenagers and alcohol: What are parents thinking? (2006) Rural and Remote Health, 6 (383), pp. 1-14; King, E., Taylor, J., Carroll, T., (2005) Parental Opinions and Behaviour Regarding Teenage Alcohol Consumption, , Sydney: Research and Marketing Group, Australian Government Department of Health and Ageing; Rowling, L., Jeffreys, V., Capturing complexity: Integrating health and education research to inform health-promoting schools policy and practice (2006) Health Education Research, 21 (5), pp. 705-718; Dusenbury, L., Brannigan, R., Falco, M., Hansen, W.B., A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings (2003) Health Education Research, 18 (2), pp. 237-56; Botvin, G.J., Griffin, K.W., School-based programmes to prevent alcohol, tobacco and other drug use (2007) International Review of Psychiatry, 19 (6), pp. 607-615; Cuijpers, P., Three decades of drug prevention research (2003) Drugs: Education, Prevention and Policy, 10 (1), pp. 7-20; Wood, E., Shakeshaft, A., Gilmour, S., Sanson-Fisher, R., A systematic review of school-based studies involving alcohol and the community (2006) Australian and New Zealand Journal of Public Health, 30 (6), pp. 541-549; Stead, M., Gordon, R., Holme, I., Moodie, C., Hastings, G., Angus, K., (2009) Changing Attitudes, Knowledge and Behaviour: A Review of Successful Initiatives, , York: Joseph Rowntree Foundation; Soole, D.W., Mazerolle, L., Rombouts, S., School-based drug prevention programs: A review of what works (2008) Australian and New Zealand Journal of Criminology, 41 (2), pp. 259-286; Tobler, N.S., Roona, M.R., Ochshorn, P., Marshall, D.G., Streke, A.V., Stackpole, K.M., School-based adolescent drug prevention programs: 1998 meta-analysis (2000) Journal of Primary Prevention, 20 (4), pp. 275-336; White, V., Hayman, J., (2006) Monograph Series No. 58, , Canberra: Australian Government Department of Health and Ageing; Bond, L., Patton, G., Glover, S., Carlin, J.B., Butler, H., Thomas, L., The Gatehouse Project: Can a multilevel school intervention affect emotional wellbeing and health risk behaviours? (2004) Journal of Epidemiology and Community Health, 58 (12), pp. 997-1003; Midford, R., Drug prevention programmes for young people: Where have we been and where should we be going? (2009) Addiction, 105, pp. 1688-1695; Stradling, R., MacNeil, M., Cheyne, B., Scott, J., Minty, S., (2007) Delivering Drug Education in the Classroom-Lessons from the Blueprint Programme, , Edinburgh: School of Education, University of Edinburgh; Hughes, C., Julian, R., Richman, M., Mason, R., Long, G., Harnessing the power of perception: Exploring the potential of peer group processes to reduce alcohol-related harm among rural youth (2008) Youth Studies Australia, 27 (2), pp. 26-35; McAlaney, J., Bewick, B., Hughes, C., The international development of the 'Social Norms' approach to drug education and prevention (2011) Drugs: Education, Prevention and Policy, 18 (2), pp. 81-9; Bruvold, W., A meta-analysis of adolescent smoking prevention programs (1993) American Journal of Public Health, 83, pp. 872-880; White, D., Pitts, M., Educating young people about drugs: A systematic review (1998) Addiction, 93, pp. 1475-1487; (2008) 2007 National Drug Strategy Household Survey, First Results, , Canberra: Australian Institute of Health and Welfare;; White, V., Hayman, J., A drink, a smoke, a joint: New stats on students' use (2007) Of Substance, 5 (2), pp. 22-24; McAlaney, J., McMahon, J., Normative beliefs, misperceptions, and heavy episodic drinking in a British student sample (2007) Journal of Studies on Alcohol and Drugs, 68, pp. 228-237; Kay, R., Knaack, L., Exploring the use of audience response systems in secondary school science classrooms (2009) Journal of Science Education and Technology, 18 (5), pp. 382-392; Hancock, L., Audience response technology in social norms marketing: Getting students to believe with the click of a button (2006) The Social Norms Review, 1 (4). , http://www.socialnormsresources.org/pdf/SNR4-2006.pdf, accessed 16 November 2011; Perkins, H., (2003) The Social Norms Approach to Preventing School and College Age Substance Abuse: A Handbook for Educators, Counsellors and Clinicians, , San Francisco: Jossey Bass; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6, pp. 9-20; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Fagan, A., Crouch, C., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Physics Teacher, 40 (4), pp. 206-209; Kennedy, G., Cutts, Q., The association between students' use of electronic voting systems and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Schackow, T., Milton, C., Loya, L., Friedman, M., Audience response systems: Effect on learning in family medicine residents (2004) Family Medicine, 36, pp. 496-504; Immerwahr, J., Engaging the 'thumb generation' with clickers (2009) Teaching Philosophy, 32 (3), pp. 233-245; Duncan, D., Clickers: A new teaching aid with exceptional promise (2007) Astronomy Education Review, 5 (1), pp. 70-88; Czaja, R., Blair, J., (2005) Designing Surveys: A Guide to Decisions and Procedures, , 2nd edition). London: Sage, 2005. London: Sage; Ebreo, A., Feist-Price, S., Siewe, Y., Zimmerman, R., Effects of peer education on the peer educators in a school-based HIV prevention program: Where should peer education research go from here? (2002) Health Education and Behavior, 29, pp. 411-423; McDonald, J., Roche, A., Durbridge, M., Skinner, N., (2003) Peer Education: From Evidence to Practice: An Alcohol and Other Drugs Primer, , Adelaide: National Centre for Education and Training on Addiction (NCETA); Skinner, N., Roche, A., Peer education: Planning successful programs (2005) Of Substance, 3 (4), pp. 24-25; Labrie, J., Hummer, J., Grant, S., Lac, A., Immediate reductions in misperceived social norms among high-risk college student groups (2010) Addictive Behaviors, 35 (12), pp. 1094-1101; Hancock, L., Vatalaro, K., Barber, J., Using audience response technology in brief live interactive normative group (BLING) sessions to reduce high-risk drinking in first year college students (2010) College Health in Action, 49 (3). , http://www.yourstrategy.org/closet/BLING-CollegeHealthinAction2010.pdf, accessed 16 November 2011; Labrie, J., Hummer, J., Huchting, K., Neighbors, C., A brief live interactive normative group intervention using wireless keypads to reduce drinking and alcohol consequences in college student athletes (2009) Drug and Alcohol Review, 28, pp. 40-47; Labrie, J., Hummer, J., Neighbors, C., Pedersen, E., Live interactive group-specific normative feedback reduces misperceptions and drinking in college students: A randomized cluster trial (2008) Psychology of Addictive Behaviours, 22 (1), pp. 141-148; Wood, W., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7, pp. 796-798","Roche, A.M.; National Centre for Education and Training on Addiction, Flinders University, GPO Box 2100, Adelaide 5001, Australia; email: ann.roche@flinders.edu.au",,,,,,,,00178969,,HEEJA,,English,Health Educ. J.,Article,Final,,Scopus,2-s2.0-84871546651
"Fortner-Wood C., Armistead L., Marchand A., Morris F.B.",6508296376;55598117300;55749509500;56670945900;,The Effects of Student Response Systems on Student Learning and Attitudes in Undergraduate Psychology Courses,2013,Teaching of Psychology,40,1,,26,30,,20.0,10.1177/0098628312465860,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878284451&doi=10.1177%2f0098628312465860&partnerID=40&md5=9b09242124e6a610de450c23182ab487,"Department of Psychology, Winthrop University, Rock Hill, SC, United States","Fortner-Wood, C., Department of Psychology, Winthrop University, Rock Hill, SC, United States; Armistead, L., Department of Psychology, Winthrop University, Rock Hill, SC, United States; Marchand, A., Department of Psychology, Winthrop University, Rock Hill, SC, United States; Morris, F.B., Department of Psychology, Winthrop University, Rock Hill, SC, United States","Student response systems (SRSs) are reported to increase student interest, interaction, and engagement and result in “deeper” learning. However, the effects on learning are still suspect. Here, outcomes were compared for students in SRS and traditional sections of 200-level and 500-level psychology courses. Results showed SRS students reported more engagement, gave higher evaluations, and had fewer absences. There were also main effects of course and interaction effects of SRS and course on engagement and absenteeism. The SRS effect on student achievement varied by course. These findings add to our understanding that the effects of SRS are the result of a mix of learner, teaching, and course characteristics. © 2012, SAGE Publications. All rights reserved.",clickers; communication apprehension; student response systems,,,,,,"University Research Council, DePaul University","We thank the students who volunteered to participate in this research. Authors’ Note The authors’ presentation at the National Institute on the Teaching of Psychology (2008) informed this work. Declaration of Conflicting Interests The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Winthrop University Research Council Grant.",,,,,"Anthis, K., Is it the clicker, or is it the question? Untangling the effects of student response system use (2011) Teaching of Psychology, 38, pp. 189-193; Christopherson, K., Hardware or wetware: What are the possible interactions of pedagogy and technology in the classroom? 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Boston, MA: Allyn & Bacon; McCroskey, J.C., The communication apprehension perspective (1984) Avoiding communication: Shyness, reticence, and communication apprehension, pp. 13-38. , Daly J. A. McCroskey J. C. (eds.), Beverly Hills, CA: Sage Publications, Inc; (2006) College Student Report 2006 Codebook, , http://www.nsse.iub.edu/pdf/2006_Institutional_Report/nsse_codebooks/NSSE%202006%20Codebook.pdf, Indiana University Center for Postsecondary Research and Planning, Bloomington, IN. Retrieved September 18, 2012, from; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1997), http://www.bedu.com/publications, Retrieved June 15, 2007, from; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) Life Sciences Education, 6, pp. 29-41; Roschelle, J., Penuel, W.R., Abrahamson, A.L., (2004) Classroom response and communication systems: Research review and theory, , Paper presented at the American Educational Research Association, San Diego, CA",,,,,,,,,00986283,,,,English,Teach. Psychol.,Article,Final,,Scopus,2-s2.0-84878284451
"Chen T.-L., Lan Y.-L.",14033036500;36457752900;,Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry,2013,Australasian Journal of Educational Technology,29,1,,32,40,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84885999463&partnerID=40&md5=c98c59bdd6b195734e32b4c8e99da011,"National Chung Hsing University, Taiwan; Tzu Chi College of Technology, Taiwan","Chen, T.-L., National Chung Hsing University, Taiwan; Lan, Y.-L., Tzu Chi College of Technology, Taiwan","Since the introduction of personal response systems (PRS) (also referred to as ""clickers"") nearly a decade ago, their use has been extensively adopted on college campuses, and they are particularly popular with lecturers of large classes. Available evidence supports that PRS offers a promising avenue for future developments in pedagogy, although findings on the advantages of its effective use related to improving or enhancing student learning remain inconclusive. This study examines the degree to which students perceive that using PRS in class as an assessment tool effects their understanding of course content, engagement in classroom learning, and test preparation. Multiple, student-performance evaluation data was used to explore correlations between student perceptions of PRS and their actual learning outcomes. This paper presents the learning experiences of 151 undergraduate students taking basic chemistry classes and incorporating PRS as an in-class assessment tool at the National Chung Hsing University in Taiwan. While the research revealed positive student perceived benefits and effectiveness of PRS use, it also indicated the need for further studies to discover what specific contribution PRS can make to certain learning outcomes of a large chemistry class in higher education. © 2013 Australasian Journal of Educational Technology.",,,,,,,,,,,,,"Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications. In D.A. Banks (Ed.) (2006) Audience response systems in higher education: Applications and cases, pp. 1-25. , Hershey, PA: Information Science Publishing; Asirvatham, M.R., IR clickers and ConcepTests: Engaging students in the classroom (2005) In CONFCHEM: Trends and New Ideas in Chemical Education., , http://www.files.chem.vt.edu/confchem/2005/a/asirvatham.pdf, Retrieved from; Barnett, J., Implementation of personal response units in every large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology,, 22 (4), pp. 474-494; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18, pp. 146-162; Blackman, M.S., Dooley, P., Kuchinski, B., Chapman, D., It worked a different way (2002) College Teaching, 50, pp. 27-28; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) Chemical Education Research,, 83 (3), pp. 488-493; Burnstein, R.A., Lederman, L.M., The use and evolution of an audience response system. In D. A. Banks (Ed.) (2006) Audience response systems in higher education: Applications and cases, pp. 40- 52. , Hershey, PA: Information Science Publishing; Butcher, D.J., Brandt, P.F., Norgaard, N.J., Atterhol, C.A., Salido, A.L., Sparky introchem: A student-oriented introductory chemistry course (2003) Journal of Chemical Education,, 80 (2), pp. 137-139; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE-Life Sciences Education, 6, pp. 9-20; Chen, T., Chen, T., Examination of attitudes towards teaching online courses based on theory of reasoned action of university faculty in Taiwan (2006) British Journal of Educational Technology,, 37 (5), pp. 683-669; Copas, G.M., Del Valle, S., Where's my clicker? (2004) Bringing the remote into the classroom-Part II. Usability News, p. 6; Crossgrove, K., Curran, K.L., Using clickers in non-majors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE-Life Sciences Education, 7, pp. 146-154; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics,, 69 (9), pp. 970-977; Eilks, I., Byers, B., The need for innovative methods of teaching and learning chemistry in higher education: reflections from a project of the European Chemistry Thematic Network (2010) Chemistry Educational Research Practice, 11, pp. 233-240; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology,, 15 (1), pp. 101-109; Filer, D., Everyone's answering: Using technology to increase classroom participation (2010) Nursing Education Perspectives,, 31 (4), pp. 247-250; Fitch, J.L., Student feedback in the college classroom: A technology solution (2004) Educational Technology Research and Development, 52, pp. 71-81; Gray, K., Owens, K., Liang, X., Assessing multimedia influences on student responses using a personal response system (2012) Journal of Science Education and Technology., 21 (3), pp. 392-402. , http://www.springerlink.com/content/8576g4m324655542/fulltext.pdf, Retrieved from; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment chemistry lectures (2005) In Proceedings of the Eleventh Americas Conference on Information Systems, , http://lite.mst.edu/media/research/ctel/documents/hall_et_al_srs_amcis_proceedings.pdf, Omaha, NE. Retrieved from; Hancock, T., Use of audience response systems for summative assessment in larger classes (2010) Australasian Journal of Educational Technology,, 26 (2), pp. 226-237; Hansen, C.R., (2007) An evaluation of a student response system used at Brigham Young University, , http://contentdm.lib.byu.edu/ETD/image/etd2127.pd, (Master's thesis). Retrieved from; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World,, 107 (9-10), pp. 422-433; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching,, 21 (2), pp. 167-181; Kay, R., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology,, 25 (2), pp. 235-249; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37, pp. 12-14; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classroom (2008) Chemistry Educational Research Practice, 9, pp. 187-195; MacGeorge, E.L., Homan, S.R., Dunning Jr., J.B., Elmore, D., Bodie, G.D., Evans, E., Geddes, B., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research Development, 56, pp. 125-145; Mollborn, S., Hoekstra, A., A meeting of minds: Using clickers for critical thinking and discussion in large sociology classes (2010) Teaching Sociology,, 38 (1), pp. 18-27; Mula, J.M., Kavanagh, M., Click go to the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) e-Journal of Business Education and Scholarship of Teaching,, 3 (1), pp. 1-17; Orzechowski, R.F., Factors to consider before introducing active learning into a large, lecture based course (1995) Journal of College Science Teaching,, 24 (5), pp. 347-349; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Science Education,, 6 (1), pp. 29-41; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics,, 76 (2), pp. 171-178; Rice, R.E., Bunz, U., Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competency, and usage (2006) Studies in Media and Information Literacy Education,, 6 (3), pp. 1-23; Sharma, M.D., Khachan, J., Chan, B., O'Byrne, J., An investigation of the effectiveness of electronic classroom communication systems in large lecture classes (2005) Australasian Journal of Educational Technology,, 21 (2), pp. 137-154; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102; Ward, C.L., Benson, S.N.K., Developing new schemes for online teaching and learning: TPACK (2010) Journal of Online Learning and Teaching, 6 (2). , http://jolt.merlot.org/vol6no2/ward_0610.htm, Retrieved from","Chen, T.-L.; National Chung Hsing UniversityTaiwan; email: tlchen@nchu.edu.tw",,,Australasian Society for Computers in Learning in Tertiary Education (ASCILITE),,,,,14495554,,,,English,Australas. J. Educ. Technol.,Article,Final,,Scopus,2-s2.0-84885999463
"Oates M.E., Brooks M.A.",12242924600;20336482100;,Retooling nuclear medicine education in diagnostic radiology: Interactive strategies using audience response system technology,2013,Journal of the American College of Radiology,10,9,,715,717,,,10.1016/j.jacr.2013.02.025,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883558643&doi=10.1016%2fj.jacr.2013.02.025&partnerID=40&md5=7fdb87226ab0df2705c0cd17d9e4f674,"University of Kentucky, Department of Radiology, 800 Rose Street, HX-307B, Lexington, KY 40536-0293, United States","Oates, M.E., University of Kentucky, Department of Radiology, 800 Rose Street, HX-307B, Lexington, KY 40536-0293, United States; Brooks, M.A., University of Kentucky, Department of Radiology, 800 Rose Street, HX-307B, Lexington, KY 40536-0293, United States",[No abstract available],,radioisotope; article; education program; human; knowledge; learning; long term memory; medical education; nuclear medicine; nuclear physics; patient care; radiodiagnosis; residency education; self evaluation; skill; university student; Computer-Assisted Instruction; Diagnostic Imaging; Educational Measurement; Internship and Residency; Nuclear Medicine; Radiology; United States; User-Computer Interface,,,,,,,,,,,"The Exam of the Future, , http://www.theabr.org/eof-overview, American Board of Radiology Accessed August 24, 2012; Guiberteau, M.J., Graham, M.M., ACR-SNM task force on nuclear medicine training: Report of the task force (2011) J Am Coll Radiol, 8, pp. 388-392; Guiberteau, M.J., Graham, M.M., ACR-SNM task force on nuclear medicine training: Report of the task force (2011) J Nucl Med, 52, pp. 998-1002; Harolds, J.A., Novelline, R.A., Guiberteau, M.J., Metter, D.F., Oates, M.E., Jobs and new initiatives in nuclear medicine education (2011) J Nucl Med, 52, pp. 1N-6N; ACR/ABR clinical statement on credentialing and privileging of radiologists for diagnostic nuclear medicine, including multimodality hybrid imaging (2011) J Am Coll Radiol, 8, pp. 617-621. , The ACR/ABR Writing Group; Oates, M.E., Integrated residency training pathways of the future: Diagnostic radiology, nuclear radiology, nuclear medicine and molecular imaging (2012) J Am Coll Radiol, 9, pp. 239-244; Roediger, H.L., Karpicke, J.D., Test-enhanced learning - Taking memory tests improves long-term retention (2006) Psychol Sci, 17, pp. 249-255; Karpicke, J.D., Roediger, H.L., The critical importance of retrieval for learning (2008) Science, 319, pp. 966-968; Kornell, N., Bjork, R.A., The promise and perils of self-regulated study (2007) Psychon Bull Rev, 14, pp. 219-224; Karpicke, J.D., Butler, A.C., Roediger III, H.L., Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? (2009) Memory, 17, pp. 471-479; Tregonning, A.M., Doherty, D.A., Hornbuckle, J., Dickinson, J.E., The audience response system and knowledge gain: A prospective study (2012) Med Teach, 34, pp. 269-e274; Jensen, J.V., Ostergaard, D., Faxholt, A.K., Good experiences with an audience response system used in medical education (2011) Dan Med Bull, 58, p. 4333; Ramoska, E.A., Saks, M., Implementation of an audience response system improves residents' attitudes toward required weekly conference (2011) Med Teach, 33, p. 861; Elashvili, A., Denehy, G.E., Dawson, D.V., Cunningham, M.A., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1296-1303; Lee, S.T., Dapremont, J.A., Engaging nursing students through integration of the audience response system (2012) Nurs Educ Perspect, 33, pp. 55-57; Miller, M., Hartung, S.Q., Evidence-based clicker use: Audience response systems for rehabilitation nurses (2012) Rehabil Nurs, 37, pp. 151-159; Clauson, K.A., Alkhateeb, F.M., Singh-Franco, D., Concurrent use of an audience response system at a multi-campus college of pharmacy (2012) Am J Pharm Educ, 76, p. 6; Wait, K.R., Cloud, B.A., Forster, L.A., Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: Perceptions of peer teachers and students (2009) Anat Sci Educ, 2, pp. 286-293; Hecht, S., Adams, W.H., Cunningham, M.A., Lane, I.F., Howell, N.E., Student performance and course evaluations before and after use of the Classroom Performance System in a third-year veterinary radiology course (2013) Vet Radiol Ultrasound, 54, pp. 114-121; Kung, J.W., Slanetz, P.J., Chen, P.H., Lee, K.S., Donohoe, K., Eisenberg, R.L., Resident and attending physician attitudes regarding an audience response system (2012) J Am Coll Radiol, 9, pp. 828-831; Nicholson, B.T., Bassignani, M.J., Radiologist/educator knowledge of the audience response system and limitations to its use (2009) Acad Radiol, 16, pp. 1555-1560; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am J Roentgenol, 190, pp. 319-W322; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Collins, J., Audience response systems: Technology to engage learners (2008) J Am Coll Radiol, 5, pp. 993-1000; Streeter, J.L., Rybicki, F.J., A novel standard-compliant audience response system for medical education (2006) Radiographics, 26, pp. 1243-1249",,,,Elsevier,,,,,15461440,,,23664966.0,English,J. Am. Coll. Radiol.,Article,Final,,Scopus,2-s2.0-84883558643
"Rush B.R., White B.J., Allbaugh R.A., Jones M.L., Klocke E.E., Miesner M., Towle-Millard H.A., Roush J.K.",7103151000;56778065200;24764426500;16307143900;26642080500;14219397500;55609024600;7006759620;,Investigation into the impact of audience response devices on short-and long-term content retention,2013,Journal of Veterinary Medical Education,40,2,,171,176,,7.0,10.3138/jvme.1012-091R,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878596922&doi=10.3138%2fjvme.1012-091R&partnerID=40&md5=4f5708dedfc77122fb2a8a1747eb54f1,,"Rush, B.R.; White, B.J.; Allbaugh, R.A.; Jones, M.L.; Klocke, E.E.; Miesner, M.; Towle-Millard, H.A.; Roush, J.K.","Audience Response Systems (ARSs) may enhance short-term knowledge retention. Long-term knowledge retention is more difficult to demonstrate. According to previous studies, ARS questions requiring application of knowledge or peer interaction are more effective in maintaining student attention. The purpose of this study was to determine if peer discussion or individual-knowledge questions enhance short-and/or long-term knowledge retention. Third-year veterinary students responded to ARS questions posed in individual knowledge (n=3 questions) and peer discussion (n=3 questions) format from six different instructors. To test short-term memory, the same questions were delivered during the course examination (within 21 days). To test long-term retention, these questions were posed during a retention exercise (four months later). On the course examination, students had a higher (p.01) probability (SE) of correctly answering ARS individual-knowledge questions (93.81.8%) compared to novel (previously unseen, non-ARS control) course examination questions (87.53.1%), but the probability of correctly answering examination questions previously posed using ARS peer discussion format (89.53.0%) did not differ from individual knowledge or novel examination questions. The positive impact of ARS-knowledge questions was not maintained through the retention exercise. Neither individual knowledge (70.56.4%) nor peer-discussion questions (67.56.9%) performed better on the retention exercise than the questions that appeared only on the course examination (68.66.1%). Curricular strategies that emphasize content review may be more powerful than strategies that strengthen initial learning for long-term content retention.",audience response device; clickers; retention; veterinary education,"article; curriculum; education; learning; medical student; methodology; time; Curriculum; Education, Veterinary; Educational Measurement; Learning; Students, Medical; Time Factors",,,,,,,,,,,"Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Med Teach, 31 (12), pp. e570-e579. , http://dx.doi.org/10.3109/01421590903193539, http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list-uids=19995158&dopt=AbstractMedline:19995158; Molgaard, L.K., Using a wireless response system to enhance student learning (2005) Journal of Veterinary Medical Education, 32 (1), pp. 127-128; Plant, J.D., Incorporating an audience response system into veterinary dermatology lectures: Effect on student knowledge retention and satisfaction (2007) Journal of Veterinary Medical Education, 34 (5), pp. 674-677. , DOI 10.3138/jvme.34.5.674; Rush, B.R., Hafen, M., Biller, D.S., The effect of differing Audience Response System question types on student attention in the veterinary medical classroom (2010) J Vet Med Educ, 37 (2), pp. 145-153. , http://dx.doi.org/10.3138/jvme.37.2.145, http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list-uids=20576903&dopt=AbstractMedline:20576903; Smith, M.K., Wood, W.B., Adams, W.K., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124. , http://dx.doi.org/10.1126/science.1165919, http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list-uids=19119232&dopt=AbstractMedline:19119232; Graeff, E.C., Vail, M., Maldonado, A., Click it: Assessment of classroom response systems in physician assistant education (2011) J Allied Health, 40 (1), pp. e1-5. , http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list_uids=21399841&dopt=AbstractMedline:21399841; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Educ Today, 30 (7), pp. 603-607. , http://dx.doi.org/10.1016/j.nedt.2009.12.008, http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list-uids=20044180&dopt=AbstractMedline:20044180; Vana, K.D., Silva, G.E., Muzyka, D., Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students (2011) Comput Inform Nurs, 29 (6 SUPPL.), pp. TC105-TC113. , http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list_uids=21701273&dopt=AbstractMedline:21701273; Ebbinghaus, H., (1885) 'Über das Gedächtnis. Untersuchungen Zur Experimentellen Psychologie, , http://psychclassics.yorku.ca/Ebbinghaus/index.html, Memory: a contribution to experimental psychology]Nachdruk der Ausgabe Leipzig (Amsterdam, Netherlands: E. J. Bonset; D'Eon, M.F., Knowledge loss of medical students on first year basic science courses at the University of Saskatchewan (2006) BMC Med Educ, 6 (1), pp. 5-. , http://dx.doi.org/10.1186/1472-6920-6-5, http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list-uids=16412241&dopt=AbstractMedline:16412241; Palmer, E.J., Devitt, P.G., De Young, N.J., Assessment of an electronic voting system within the tutorial setting: A randomised controlled trial (2005) BMC Med Educ, 5 (1), pp. 24-. , http://dx.doi.org/10.1186/1472-6920-5-24, http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list-uids=16000178&dopt=AbstractMedline:16000178; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-154. , http://www.lifescied.org/cgi/reprint/7/1/146, DOI 10.1187/cbe.07-08-0060; Smith, M.K., Wood, W.B., Krauter, K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE Life Sci Educ, 10 (1), pp. 55-63. , http://dx.doi.org/10.1187/cbe.10-08-0101, http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list-uids=21364100&dopt=AbstractMedline:21364100; Miller, G.E., An inquiry into medical teaching (1962) J Med Educ, 37 (3), pp. 185-191. , http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list_uids=14474003&dopt=AbstractMedline:14474003; Weitman, M., A study of long-term retention in medical students (1964) J Exp Educ, 33 (1), pp. 87-91; Shulman, L.S., Cognitive learning and the educational process (1970) J Med Educ, 45 (11), pp. 90-100. , http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list_uids=5483862&dopt=AbstractMedline:5483862; Custers, E., Long-term retention of basic science knowledge: A review study (2010) Adv Health Sci Educ Theory Pract, 15 (1), pp. 109-128. , http://dx.doi.org/10.1007/s10459-008-9101-y, http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list-uids=18274876&dopt=AbstractMedline:18274876; Halpern, D.F., Hakel, M.D., Applying the science of learning to the university and beyond: Teachingtteaching for long-term retention and transfer (2003) Change, 2 (13), pp. 37-41; Levesque, A.A., Using clickers to facilitate development of problem-solving skills (2011) CBE Life Sci Educ, 10 (4), pp. 406-417. , http://dx.doi.org/10.1187/cbe.11-03-0024, http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=RetrievePubMed& list-uids=22135374&dopt=AbstractMedline:22135374","Rush, B.R.",,,,,,,,0748321X,,,23709112.0,English,J. Vet. Med. Educ.,Article,Final,,Scopus,2-s2.0-84878596922
Pilcher J.,12766045500;,Education and learning: What's on the horizon?,2013,Neonatal Network,33,1,,24,28,,,10.1891/0730-0832.33.1.24,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84891056197&doi=10.1891%2f0730-0832.33.1.24&partnerID=40&md5=512f20183239d5be74c56555fbd576dc,"Baylor Health Care System, Dallas, TX, United States","Pilcher, J., Baylor Health Care System, Dallas, TX, United States","Numerous organizations have called for significant changes in education for health care professionals. The call has included the need to incorporate evidence-based as well as innovative strategies. Previous articles in this column have focused primarily on evidence-based teaching strategies, including concept mapping, brain-based learning strategies, methods of competency assessment, and so forth. This article shifts the focus to new ways of thinking about knowledge and education. The article will also introduce evolving, innovative, less commonly used learning strategies and provide a peek into the future of learning. © 2014 Springer Publishing Company.",Audience response systems; Disruptive change; E-learning tools; Education; Gamification; Innovation; Learning; Mooc; Presentation software; Whiteboards,education; educational technology; health care personnel; human; learning; newborn nursing; procedures; trends; Education; Educational Technology; Health Personnel; Humans; Learning; Neonatal Nursing,,,,,,,,,,,"Health professions education: a bridge to quality (2012), http://www.nap.edu/catalog.php?record_id=10681, National Academy of Sciences. Accessed December 3; Redesigning continuing education in the health professions (2009), http://www.iom.edu/Reports/2009/Redesigning-Continuing-Education-in-the-Health-Professions.aspx, Institute of Medicine. Published December 4, Accessed December 6, 2013; Lifelong Learning in Medicine and Nursing: Final Conference Report (Macy Report) (2010), https://www.aamc.org/download/92612/data/macy_report.pdf, Association of American Medical Colleges & American Association of Colleges of Nursing. Washington, DC: American Association of Colleges of Nursing,Accessed December 3, 2012; The future of nursing: Leading change, advancing health (2010), http://www.iom.edu/Reports/2010/The-future-of-nursingleading-change-advancing-health.aspx, Institute of Medicine. Published October 5, . Accessed December 6, 2013; Willis, J., Research-Based Strategies to Ignite Student Learning (2006), Alexandria, VA: Association for Supervision and Curriculum Development; Micheletto, M.J., Using audience response systems to encourage student engagement and reflection on ethical orientation and behavior (2011) Contemp Issues Educ Res., 4 (10), pp. 9-17; Porter, A.G., Tousman, S., Evaluating the effect of interactive audience response systems on the perceived learning experience of nursing students (2010) J Nurs Educ., 49 (9), pp. 523-527; Lyons, M.G., Kasker, J., Outcomes of a continuing education course on intravenous catheter insertion for experienced registered nurses (2012) J Contin Educ Nurs., 43 (4), pp. 177-181; Kryder, L.G., ePortfolios: providing competency and building a network (2011) Bus Comm Q., 74 (3), pp. 333-341; Peacock, S., Scott, A., Murray, S., Morss, K., Using feedback and ePortfolios to support professional competence in healthcare learners (2012) Res Higher Educ J., 16, pp. 1-23; Cormier, D., What is a MOOC (2012), http://www.youtube.com/watch?v=eW3gMGqcZQc, Accessed December 3; New Media Consortium (2012), http://www.nmc.org/publications/horizon-report-2012-higher-ededition, Horizon report: higher education edition.Accessed December 3, 2012; Practice areas: mobile devices (2012), http://www.abiresearch.com/research/practice/devices-content-applications/, ABI Research. Accessed December 3; Squire, K., Giovanetto, L., Devane, B., Durga, S., From users to designers: building a self-organizing game-based learning environment (2005) TechTrends., 49 (5), pp. 34-42; LeFlore, J.L., Anderson, M., Zielke, M.A., Can a virtual patient trainer teach student nurses how to save lives-teaching nursing students about pediatric respiratory diseases (2012) Simul Healthc., 7 (1), pp. 10-17; Brown, M., Learning analytics: moving from concept to practice (2012), http://net.educause.edu/ir/library/pdf/ELIB1203.pdf, Educause Brief. July .Accessed December 3, 2012","Pilcher, J.; Baylor Health Care System, Dallas, TX, United States; email: jobethp@att.net",,,Springer Publishing Company,,,,,07300832,,,24413033.0,English,Neonatal Netw.,Article,Final,,Scopus,2-s2.0-84891056197
"Bellocchi A., Ritchie S.M., Tobin K., Sandhu M., Sandhu S.",23007832900;7102943183;35303710200;55499601900;55499350700;,Exploring emotional climate in preservice science teacher education,2013,Cultural Studies of Science Education,8,3,,529,552,,18.0,10.1007/s11422-013-9526-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84909588325&doi=10.1007%2fs11422-013-9526-3&partnerID=40&md5=a1ad9c624b98cbd64dfeef912122e8cb,"Queensland University of Technology, Brisbane, QLD, Australia; City University of New York, New York City, NY, United States","Bellocchi, A., Queensland University of Technology, Brisbane, QLD, Australia; Ritchie, S.M., Queensland University of Technology, Brisbane, QLD, Australia; Tobin, K., City University of New York, New York City, NY, United States; Sandhu, M., Queensland University of Technology, Brisbane, QLD, Australia; Sandhu, S., Queensland University of Technology, Brisbane, QLD, Australia","Classroom emotional climates (ECs) are interrelated with students' engagement with university courses. Despite growing interest in emotions and EC research, little is known about the ways in which social interactions and different subject matter mediate ECs in preservice science teacher education classes. In this study we investigated the EC and associated classroom interactions in a preservice science teacher education class. We were interested in the ways in which salient classroom interactions were related to the EC during lessons centered on debates about science-based issues (e.g., nuclear energy alternatives). Participants used audience response technology to indicate their perceptions of the EC. Analysis of conversation for salient video clips and analysis of non-verbal conduct (acoustic parameters, body movements, and facial expressions) supplemented EC data. One key contribution that this study makes to preservice science teacher education is to identify the micro-processes of successful and unsuccessful class interactions that were associated with positive and neutral EC. The structure of these interactions can inform the practice of other science educators who wish to produce positive ECs in their classes. The study also extends and explicates the construct of intensity of EC. © 2013 Springer Science+Business Media Dordrecht.",Emotion; Emotional climate; Interaction ritual theory; Science teacher education,,,,,,"Queensland University of Technology

Australian Research Council","Acknowledgments Contract grant sponsor: Australian Research Council Discovery Grant, administered by the Queensland University of Technology. Contract grant number: DP120100369.",,,,,"Beard, C., Clegg, S., Smith, K., Acknowledging the affective in higher education (2005) British Educational Research Journal, 33, pp. 235-252. , doi:10.1080/01411920701208415; Collins, R., (2004) Interaction Ritual Chains, , Princeton, NJ: Princeton University Press; Collins, R., (2010) The micro-sociology of religion: Religious practices, collective and individual, , Association of Religion Data Archives, Guiding Paper; Durkheim, E., (1912) The elementary forms of religious life, , (K. E. Fields, Trans.). New York: Free Press; Ekman, P., (2007) Emotions Revealed, , New York: St Martin's Griffin; Evans, I.M., Harvey, S.T., Buckley, L., Yan, E., Differentiating classroom climate concepts: academic, management, and emotional environments (2009) New Zealand Journal of Social Sciences Online, 4, pp. 131-146. , doi:10.1080/1177083X.2009.9522449; Hargreaves, A., Mixed emotions: teacher's perceptions of their interactions with student (2000) Teaching and Teacher Education, 16, pp. 811-826; Hocschild, A.R., Emotion work, feeling rules, and social structure (1979) American Journal of Sociology, 85, pp. 551-574; Juslin, P.N., Scherer, K.R., Vocal expression of affect (2008) The New Handbook of Methods in Nonverbal Behavior Research, pp. 65-136. , J. A. Harrigan, R. Rosenthal, and K. S. Scherer (Eds.), New York: Oxford University Press; Mazer, J.P., Hunt, S.K., The effects of instructor use of positive and negative slang on student motivation, affective learning, and classroom climate (2008) Communication Research Report, 25, pp. 44-55. , doi:10.1080/08824090701831792; Milne, C., Otieno, T., Understanding engagement: Science demonstrations and emotional energy (2007) Science Education, 91, pp. 523-553. , doi:10.1002/sce.20203; Olitsky, S., Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice (2007) Journal of Research in Science Teaching, 44, pp. 33-56. , doi:10.1002/tea.20128; Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., Perry, R.P., Measruing emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ) (2011) Contemporary Educational Psychology, 36, pp. 36-48; Pekrun, R., Schutz, P.A., Where do we go from here? Implications and future directions for inquiry on emotions in education (2007) Emotion in Education, pp. 313-331. , P. A. Schutz and R. Pekrun (Eds.), Boston: Elsevier Academic Press; Ritchie, S.M., Tobin, K., Hudson, P., Roth, W.-M., Mergard, V., Reproducing successful rituals in bad times: Exploring emotional interactions of a new science teacher (2011) Science Education, 95, pp. 745-765. , doi:10.1002/sce.20440; Ritchie, S.M., Tobin, K., Sandhu, M., Sandhu, S., Henderson, S., Roth, W.-M., Emotional arousal of beginning physics teachers during extended experimental investigations (2013) Journal of Research in Science Teaching, 50, pp. 137-161; Roth, W.-M., Hsu, P.-L., (2010) Analyzing Communication: Praxis of Method, , Rotterdam: Sense Publishers; Scherer, K.S., Vocal correlates of emotional arousal and affective disturbance (1989) Handbook of Social Psychophysiology: Emotion and Social Behavior, pp. 165-197. , H. L. Wagner and A. S. Manstead (Eds.), London: Wiley; Schutz, P.A., Aultman, L.P., Williams-Johnson, M.R., Educational psychology perspectives on teachers' emotions (2009) Advances in Teacher Emotion Research. The Impact on Teachers' Lives, pp. 195-212. , P. A. Schutz and M. Zembylas (Eds.), Dordrecht: Springer; Sewell Jr., W.H., (2005) Logics of History. Social Theory and Social Transformation, , Chicago: The University Press of Chicago; ten Have, P., (2007) Doing Conversation Analysis, , 2nd edn., London: SAGE; Tobin, K., Ritchie, S.M., Multi-method, multi-theoretic, multi-level research in the learning sciences (2012) The Asia-Pacific Education Researcher, 20, pp. 117-129; Tobin, K., Ritchie, S.M., Oakley, J., Mergard, V., Hudson, P., Relationships between EC and the fluency of classroom interactions (2013) Learning Environment Research, , doi:10.1007/s10984-013-9125-y; Trigwell, K., Relations between teachers; emotions in teaching and their approaches to teaching in higher education (2012) Instructional Science, 40, pp. 607-621; Trigwell, K., Ellis, R.A., Han, F., Relations between students' approaches to learning, experience emotions and learning outcomes (2011) Studies in Higher Education, pp. 1-14. , doi: 10. 1080/03075079. 2010. 549220; Turner, J.H., (2007) Human Emotions: A Sociological Theory, , London: Routledge; Tytler, R., Re-imagining science education: Engaging students in science for Australia's future (2007) Australian Council for Educational Research, , http://www.acer.edu.au/documents/AER51_ReimaginingSciEdu.pdf, Retrieved July 20, 2007, from; Wertsch, J.V., Toma, C., Discourse and learning in the classroom: A sociocultural approach (1995) Constructivism in Education, pp. 159-174. , L. P. Steffe and J. Gale (Eds.), Hillsdale, NJ: Lawrence Erlbaum; Whitall, J., The development of a technique for the measurement of social-emotional climate in classrooms (1949) Journal of Experimental Education, 17, pp. 347-361; Zeidler, D., Sadler, T.D., Applebaum, S., Callahan, B.E., Advancing reflective judgment through socioscientific issues (2009) Journal of Research in Science Teaching, 46, pp. 74-101. , doi:10.1002/tea.20281; Zeidler, D., Sadler, T.D., Simmons, M.L., Howes, E.V., Beyond SSI: A research-based framework for socioscientific issues education (2005) Science Education, 89, pp. 357-377. , doi:10.1002/sce.20048; Zembylas, M., Creating a supportive emotional tone for learning in the classroom (2005) Teaching with Emotion: A Postmodern Enactment, 4, pp. 65-94. , M. Zembylas (Ed.), Conneticut, USA: Information Age Publishing","Bellocchi, A.; Queensland University of Technology, Brisbane, QLD, Australia; email: alberto.bellocchi@qut.edu.au",,,,,,,,18711502,,,,English,Cult. Stud. Sci. Educ.,Article,Final,,Scopus,2-s2.0-84909588325
"Kadir R.A., Siddiq A.N.A., Yahya N.A., Rusdi A.R., Hazli Z., Hussain H.",37007473800;55520929800;54780920300;55520575400;36702941000;36722749000;,Audience response system (ARS) technology and dentist attendance in smoking cessation workshop,2013,Sains Malaysiana,42,1,,1,5,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870909561&partnerID=40&md5=e04bef084a5fe373770a6dd25f7a2422,"Department of Dental Public Health, Faculty of Dentistry, Universiti Kebangsaan Malaysia, 50300 Kuala Lumpur, Malaysia; Department of Psychological Medicine, Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Malaysia; University Malaya Centre for Addiction Sciences (UMCAS), University of Malaya, 50603 Kuala Lumpur, Malaysia; Department of Psychiatry, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000 Cheras, Kuala Lumpur, Malaysia","Kadir, R.A., Department of Dental Public Health, Faculty of Dentistry, Universiti Kebangsaan Malaysia, 50300 Kuala Lumpur, Malaysia; Siddiq, A.N.A., Department of Psychological Medicine, Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Malaysia, University Malaya Centre for Addiction Sciences (UMCAS), University of Malaya, 50603 Kuala Lumpur, Malaysia; Yahya, N.A., Department of Dental Public Health, Faculty of Dentistry, Universiti Kebangsaan Malaysia, 50300 Kuala Lumpur, Malaysia; Rusdi, A.R., Department of Psychological Medicine, Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Malaysia, University Malaya Centre for Addiction Sciences (UMCAS), University of Malaya, 50603 Kuala Lumpur, Malaysia; Hazli, Z., Department of Psychiatry, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000 Cheras, Kuala Lumpur, Malaysia; Hussain, H., Department of Psychological Medicine, Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Malaysia","This study assess the effective use of audience response system (ARS), an interactive presenter-audience electronic system, in measuring Malaysian dentists' interest in attending a less explored non-clinical continuing professional education topic. A total of 157 dentists voluntarily attended a specially designed one-day-four-module workshop conducted in four urban locations. The effective use of ARS in commanding attendance was measured in terms of dentists' full seminar attendance to completion and opinion regarding the use of the instrument. The retention rate of workshop attendance to completion in the four locations ranged between 76.5 and 100%. Out of these participants, 93.7% said they enjoyed the ARS approach, 92.4% agreed it motivated them to stay on until the end, 97% said it increased their curiosity and appreciates answering in anonymity. The use of ARS technology is effective in enhancing participants' interest and retention in the workshop, provides interactive learning opportunities and quick feedback and has a potential as an objective instrument in research data collection.",ARS effectiveness; Dentists; Malaysia; Smoking cessation workshop,dental health; learning; smoking; technology; Malaysia,,,,,,,,,,,"Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) American Journal of Pharmacology Education, 72 (4), pp. 1-6; Collins, J., (2002) Audience Response System (ARS): Technology to Engage Learners, , PhD Thesis, University of Wisconsin-Madison (unpublished); Doucet, M., Vrins, M., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Medical Teacher, 31, pp. e570-e579. , (web paper); Elashvili, A., Denehy, G.E., Dawson, D.V., Cunningham, M.A., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J. Dental Education, 7 (11), pp. 1296-1303; Holmes, R.G., Blalok, J.S., Parker, M.H., Haywood, V.B., Student accuracy and evaluation of a computer-based audience response system (2006) J. Dental Education, 70 (12), pp. 1355-1361; Johnson, J.T., Creating learner-centred classrooms: Use of an audience response system in pediatric dentistry education (2005) J. Dental Education, 69 (3), pp. 378-381; Judson, E., Sawad, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Krishnan, M., (2003) Global Youth Tobacco Survey (GYTS) Malaysia Report, , Non communicable disease control section, disease control division, Ministry of Health; LaBrie, J., Earleywine, M., Lamb, T., Shelesky, K., Comparing electronic-keypad responses to paper-and-pencil questionnaires in group assessments of alcohol consumption and related attitudes (2006) Science Direct Addictive Behaviors, 31 (12), pp. 2334-2338; Latessa, R., Mouw, D., Use of audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14; Miller, R.G., Ashar, B.H., Getz, J.H., Evaluation of an audience response system for the continuing education of health professionals (2003) The Journal of Continuing Education in the Health Professions, 23 (2), pp. 109-115; (2011) National Oral Health Plan 2011-2020, , Ministry of Health, Malaysia. Kuala Lumpur: Malaysia: Oral Health Division MOH; Robin, H.K., Le Sage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Science Direct Computer & Education, 53 (3), pp. 819-827","Kadir, R.A.; Department of Dental Public Health, Faculty of Dentistry, Universiti Kebangsaan Malaysia, 50300 Kuala Lumpur, Malaysia; email: rahimahk@gmail.com",,,,,,,,01266039,,,,English,Sains Malays.,Article,Final,,Scopus,2-s2.0-84870909561
"Panagakis Y., Kotropoulos C.",35503932300;35563688200;,Telephone handset identification by collaborative representations,2013,International Journal of Digital Crime and Forensics,5,4,,1,14,,1.0,10.4018/ijdcf.2013100101,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84902959279&doi=10.4018%2fijdcf.2013100101&partnerID=40&md5=b8228bb7dc1af686bcc112260b066ce2,"Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece","Panagakis, Y., Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece; Kotropoulos, C., Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece","Recorded speech signals convey information not only for the speakersà identity and the spoken language, but also for the acquisition devices used for their recording. Therefore, it is reasonable to perform acquisition device identification by analyzing the recorded speech signal. To this end, recording-level spectral, cepstral, and fusion of spectral and cepstral features are employed as suitable representations for device identification. The feature vectors extracted from the training speech recordings are used to form overcomplete dictionaries for the devices. Each test feature vector is represented as a linear combination of all the dictionary columns (i.e., atoms). Since the dimensionality of the feature vectors is much smaller than the number of training speech recordings, there are infinitely many representations of each test feature vector with respect to the dictionary. These representations are referred to as collaborative representations in the sense that all the dictionary atoms collaboratively represent any test feature vector. By imposing the representation to be either sparse (i.e., to admit the minimum l1 norm) or to have the minimum l2 norm, unique collaborative representations are obtained. The classification is performed by assigning each test feature vector the device identity of the dictionary atoms yielding the minimum reconstruction error. This classification method is referred to as the sparse representation-based classifier (SRC) if the sparse collaborative representation is employed and as the least squares collaborative representation-based classifier (LSCRC) in the case of the minimum l2 norm regularized collaborative representation is used for reconstructing the test sample. By employing the LSCRC, state of the art identification accuracy of 97.67% is obtained on a set of 8 telephone handsets, from Lincoln-Labs Handset Database. Copyright © 2013, IGI Global.",Audio forensics; Collaborative representation; Digital speech forensics; Sparse representation; Telephone handset identification,Atoms; Speech recognition; Telephone; Testing; Audio forensics; Classification methods; Collaborative representations; Digital speech forensics; Identification accuracy; Over-complete dictionaries; Reconstruction error; Sparse representation; Telephone sets,,,,,European Commission,"Y. Panagakis has been co-financed by the European Union (European Social Fund - ESF) and Greek national funds through the Operational Program “Education and Lifelong Learning” of the National Strategic Reference Framework (NSRF) - Research Funding Program: Heraclitus II. Investing in Knowledge Society through the European Social Fund. C. Kotropoulos has been supported by the Cost Action IC 1106 “Integrating Biometrics and Forensics for the Digital Age”. Yannis Panagakis received the B.Sc. degree in Informatics and Telecommunication from the National and Kapodistrian University of Athens and the M.Sc. Degree in Digital Media from the Department of Informatics, Aristotle University of Thessaloniki (AUTH), Greece. He is about to complete his Ph.D thesis on Digital Signal Processing with Emphasis to Music in the Department of Informatics, AUTH, Greece. He has co-authored more than 15 scientific publications in international journals and conferences. His current research interests include machine learning, digital signal processing, convex optimization, and compressive sensing with applications to music information retrieval, computer audition, and computer vision. Constantine Kotropoulos was born in Kavala, Greece in 1965. He received the Diploma degree with honors in Electrical Engineering in 1988 and the PhD degree in Electrical & Computer Engineering in 1993, both from the Aristotle University of Thessaloniki. He is currently an Associate Professor in the Department of Informatics at the Aristotle University of Thessaloniki. From 1989 to 1993 he was a research and teaching assistant in the Department of Electrical & Computer Engineering at the same university. In 1995, he joined the Department of Informatics at the Aristotle University of Thessaloniki as a senior researcher and served then as a Lecturer from 1997 to 2001 and as an Assistant Professor from 2002 to 2007. He was a visiting research scholar in the Department of Electrical & Computer Engineering at the University of Delaware, USA during the academic year 2008-2009 and he conducted research in the Signal Processing Laboratory at Tampere University of Technology, Finland during the summer of 1993. He has co-authored 44 journal papers, 161 conference papers, and contributed 6 chapters to edited books in his areas of expertise. He is co-editor of the book “ Nonlinear Model-Based Image/Video Processing and Analysis '' (J. Wiley and Sons, 2001). His current research interests include audio, speech, and language processing; signal processing; pattern recognition; multimedia information retrieval; biometric authentication techniques, and human-centered multimodal computer interaction. Kotropoulos was a scholar of the State Scholarship Foundation of Greece and the Bodossaki Foundation. He is a senior member of the IEEE and a member of EURASIP, IAPR, and the Technical Chamber of Greece. He is an Associate Editor of IEEE Signal Processing Letters , a member of the Editorial Board of Advances in Multimedia , ISRN Artificial Intelligence , and Computer Methods in Biomechanics and Biomedical Engineering: Imaging and Visualization journals. He serves as a EURASIP local liaison officer for Greece.",,,,,"Bingham, E., Mannila, H., Random projection in dimensionality reduction: Applications to image and text data (2001) Proc. 7th ACM Int. Conf. Knowledge Discovery and Data Mining, pp. 245-250. , San Francisco, CA; Candes, E.J., Tao, T., Decoding by linear programming (2005) IEEE Transactions on Information Theory, 51 (12), pp. 4203-4215. , DOI 10.1109/TIT.2005.858979; Chang, C.C., Lin, C.J., Libsvm: A library for support vector machines (2011) ACM Trans. Intell. Syst. Technol, (2), pp. 1-27. , doi:10.1145/1961189.1961199; Chi, Y., Porikli, F., Connecting the dots in multi-class classification: From nearest subspace to collaborative representation (2012) Proc. 2012 IEEE Conf. Computer Vision and Pattern Recognition, pp. 3602-3609. , Washington, DC; Donoho, D., For most large underdetermined systems of equations, the minimal l1-norm near-solution approximates the sparsest near-solution (2006) Communications on Pure and Applied Mathematics, 59, pp. 907-934. , doi:10.1002/cpa.20131; Farid, H., Digital image forensics (2008) Scientific American, 298 (6), pp. 66-71; Garcia-Romero, D., Espy-Wilson, C.Y., Automatic acquisition device identification from speech recordings (2010) Proc. 2010 IEEE Int. Conf. Acoustics, Speech, and Signal Processing, pp. 1806-1809. , Dallas, TX; Hanilci, C., Ertas, F., Ertas, T., Eskidere, O., Recognition of brand and models of cell-phones from recorded speech signals (2012) IEEE Trans. Information Forensics and Security, (7), pp. 625-634. , doi:10.1109/TIFS.2011.2178403; Kraetzer, C., Oermann, A., Dittmann, J., Lang, A., Digital audio forensics: A first practical evaluation on microphone and environment classification (2007) MM and Sec'07 - Proceedings of the Multimedia and Security Workshop 2007, pp. 63-74. , DOI 10.1145/1288869.1288879, MM and Sec'07 - Proceedings of the Multimedia and Security Workshop 2007; Maher, R., Audio forensic examination (2009) IEEE Signal Processing Magazine, 26, pp. 84-94. , doi101109/MSP2008.931080; Malik, H., Farid, H., Audio forensics from acoustic reverberation (2010) Proc. 2010 IEEE Int. Conf. Acoustics Speech and Signal Processing, pp. 1710-1713. , Dallas, TX; Oermann, A., Lang, A., Dittmann, J., Verifier-Tuple for audio-forensic to determine speaker environment (2005) Proc. 7th ACM Workshop on Multimedia and Security, pp. 57-62. , New York, NY; Panagakis, Y., Kotropoulos, C., Automatic telephone handset identification by sparse representation of random spectral features (2012) Proc. 2012 ACM Multimedia and Security, pp. 91-96. , Coventry, UK; Panagakis, Y., Kotropoulos, C., Telephone handset identification by feature selection and sparse representations (2012) Proc. 2012 IEEE Int. Workshop Information Forensics and Security, pp. 73-78. , Tenerife, Spain; Reynolds, D., Htimit and llhdb: Speech corpora for the study of handset transducer effects (1997) Proc. 1997 IEEE Int. Conf. Acoustics, Speech, and Signal Processing, pp. 1535-1538. , Munich, Germany; Wright, J., Yang, A., Ganesh, A., Sastry, S., Ma, Y., Robust face recognition via sparse representation (2009) IEEE Transactions on Pattern Analysis and Machine Intelligence, 31, pp. 210-227. , doi101109/TPAMI.200879-PMID19110489; Yang, R., Qu, Z., Huang, J., Detecting digital audio forgeries by checking frame offsets (2008) Proc. 10th ACM Workshop on Multimedia and Security, pp. 21-26. , New York, NY; Zhang, L., Yang, M., Xiangchu, F., Sparse representation or collaborative representation: Which helps face recognitioñ (2011) Proc. 2011 Int. Conf. Computer Vision, pp. 471-478. , Washington, DC",,,,IGI Global,,,,,19416210,,,,English,Int J. Digit. Crime Forensics,Article,Final,,Scopus,2-s2.0-84902959279
"Alexander K., Bélisle M., Dallaire S., Fernandez N., Doucet M.",57196518827;57193432712;55862776000;55111210500;57203237481;,Diagnostic imaging learning resources evaluated by students and recent graduates,2013,Journal of Veterinary Medical Education,40,3,,252,263,,1.0,10.3138/jvme.1212-112R1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884574592&doi=10.3138%2fjvme.1212-112R1&partnerID=40&md5=ef7061864b0899c462041bf5a310ec4b,,"Alexander, K.; Bélisle, M.; Dallaire, S.; Fernandez, N.; Doucet, M.","Many learning resources can help students develop the problem-solving abilities and clinical skills required for diagnostic imaging. This study explored veterinary students' perceptions of the usefulness of a variety of learning resources. Perceived resource usefulness was measured for different levels of students and for academic versus clinical preparation. Third-year (n=139) and final (fifth) year (n=105) students and recent graduates (n=56) completed questionnaires on perceived usefulness of each resource. Resources were grouped for comparison: abstract/low complexity (e.g., notes, multimedia presentations), abstract/high complexity (e.g., Web-based and film case repositories), concrete/low complexity (e.g., large-group ""clicker"" workshops), and concrete/high complexity (e.g., small-group interpretation workshops). Lower-level students considered abstract/low-complexity resources more useful for academic preparation and concrete resources more useful for clinical preparation. Higher-level students/recent graduates also considered abstract/low-complexity resources more useful for academic preparation. For all levels, lecture notes were considered highly useful. Multimedia slideshows were an interactive complement to notes. The usefulness of a Web-based case repository was limited by accessibility problems and difficulty. Traditional abstract/low-complexity resources were considered useful for more levels and contexts than expected. Concrete/high-complexity resources need to better represent clinical practice to be considered more useful for clinical preparation.",learning resources; perceptions; radiology; ultrasound; veterinary student,"article; Canada; clinical competence; diagnostic imaging; education; human; male; perception; problem solving; questionnaire; standard; Clinical Competence; Diagnostic Imaging; Education, Veterinary; Humans; Male; Perception; Problem Solving; Quebec; Questionnaires",,,,,,,,,,,"Peterson, C., Factors associated with success or failure in radiological interpretation: Diagnostic thinking approaches (1999) Med Educ, 33 (4), pp. 251-259. , http://dx.doi.org/10.1046/j.1365-2923.1999.00295.x; Dawes, T., Vowler, S.L., Allen, C.M., Training improves medical student performance in image interpretation (2004) Br J Radiol 77, 921 (775), p. 6. , http://dx.doi.org/10.1259/bjr/66388556; Boutis, K., Pecaric, M., Seeto, B., Using signal detection theory to model changes in serial learning of radiological image interpretation (2010) Adv Health Sci Educ Theory Pract, 15 (5), pp. 647-658. , http://dx.doi.org/10.1007/s10459-010-9225-8; Pusic, M., Pecaric, M., Boutis, K., How much practice is enough? Using learning curves to assess the deliberate practice of radiograph interpretation (2011) Acad Med, 86 (6), pp. 731-736. , http://dx.doi.org/10.1097/ACM.0b013e3182178c3c; Marchiori, D.M., Henderson, C.N.R., Adams, T.L., Developing a clinical competency examination in radiology: Part II - Test results (1999) Journal of Manipulative and Physiological Therapeutics, 22 (2), pp. 63-74. , DOI 10.1016/S0161-4754(99)70110-7; Ruiz, J.G., Mintzer, M.J., Leipzig, R.M., The impact of e-learning in medical education (2006) Academic Medicine, 81 (3), pp. 207-212. , DOI 10.1097/00001888-200603000-00002, PII 0000188820060300000002; Vandeweerd, J.-M.E.F., Davies, J.C., Pinchbeck, G.L., Cotton, J.C., Teaching veterinary radiography by E-learning versus structured tutorial: A randomized, single-blinded controlled trial (2007) Journal of Veterinary Medical Education, 34 (2), pp. 160-167. , DOI 10.3138/jvme.34.2.160; Ketelsen, D., Schrödl, F., Knickenberg, I., Modes of information delivery in radiologic anatomy education: Impact on student performance (2007) Acad Radiol, 14 (1), pp. 93-99. , http://dx.doi.org/10.1016/j.acra.2006.10.013; Kraft, S.K., Hoskinson, J.J., Computer-based case oriented learning: Teaching effectiveness in veterinary orthopedic radiology (1997) J Vet Med Educ, 24 (1), pp. 25-30; Lizzio, A., Wilson, K., Simons, R., University students' perceptions of the learning environment and academic outcomes: Implications for theory and practice (2002) Stud High Educ, 27 (1), pp. 27-52. , http://dx.doi.org/10.1080/0307507012009935; Ruohoniemi, M., Lindblom Ylänne, S., Students' experiences concerning course workload and factors enhancing and impeding their learning - A useful resource for quality enhancement in teaching and curriculum planning (2009) Int J Acad Dev, 14 (1), pp. 69-81. , http://dx.doi.org/10.1080/13601440802659494; Parkinson, T.J., Gilling, M., Suddaby, G.T., Workload, study methods, and motivation of students within a BVSc program (2006) Journal of Veterinary Medical Education, 33 (2), pp. 253-265; Ryan, M.T., Irwin, J.A., Bannon, F.J., Mulholland, C.W., Baird, A.W., Observations of veterinary medicine students' approaches to study in pre-clinical years (2004) Journal of Veterinary Medical Education, 31 (3), pp. 242-254; Krathwohl, D.R., A revision of Bloom's Taxonomy: An overview (2002) Theory Pract, 41 (4), pp. 212-218. , http://dx.doi.org/10.1207/s15430421tip4104-2; Kaufman, D.M., Mann, K.V., Swanwick, T., Teaching and learning in medical education: How theory can inform practice (2010) Understanding Medical Education: Evidence, Theory and Practice, pp. 16-36. , http://dx.doi.org/10.1002/9781444320282.ch2, Oxford: Wiley-Blackwell; Kolb, D.A., The process of experiential learning (1984) Experiential Learning: Experience As the Source of Learning and Development, pp. 20-39. , Englewood Cliffs, NJ: Prentice-Hall Chapter 2; Brown, J.S., Collins, A., Duguid, P., Situated cognition and the culture of learning (1989) Educ Res, 18 (1), pp. 32-42. , http://dx.doi.org/10.3102/0013189X018001032; Sandars, J., It appeared to be a good idea at the time but a few steps closer to understanding how technology can enhance teaching and learning in medical education (2011) Med Teach, 33 (4), pp. 265-267. , http://dx.doi.org/10.3109/0142159X.2011.550972; Dreyfus, S.E., Dreyfus, H.L., (1980) A Five-stage Model of the Mental Activities Involved in Directed Skill Acquisition, p. 18. , Berkeley: University of California, Berkeley, Operations Research Center Report No.: ORC-80-2. Contract No.: F496-79-C-0063; Quemada, J., Simon, B., A use-case based model for learning resources in educational mediators (2003) Educational Technology and Society, 6 (4), pp. 149-163. , http://ifets.ieee.org/periodical/6_4/14.pdf; Collins, A., Brown, J.S., Newman, S.E., Resnick, L.B., Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics (1989) Knowing, Learning and Instruction: Essays in Honor of Robert Glaser, pp. 453-494. , Hillsdale, NJ: Lawrence Erlbaum Associates; Jelsing, E.J., Lachman, N., O'Neil, A.E., Pawlina, W., Can a flexible medical curriculum promote student learning and satisfaction? (2007) Annals of the Academy of Medicine Singapore, 36 (9), pp. 713-718; Haidet, P., Morgan, R.O., O'Malley, K., Moran, B.J., Richards, B.F., A controlled trial of active versus passive learning strategies in a large group setting (2004) Advances in Health Sciences Education, 9 (1), pp. 15-27. , DOI 10.1023/B:AHSE.0000012213.62043.45; Richardson, D., Student perceptions and learning outcomes of computer-assisted versus traditional instruction in physiology (1997) American Journal of Physiology, 273 (6 PART 3), pp. S55-S58; Sander, P., Stevenson, K., King, M., University students' expectations of teaching (2000) Stud High Educ, 25 (3), pp. 309-323. , http://dx.doi.org/10.1080/03075070050193433; Mahnken, A.H., Baumann, M., Meister, M., Blended learning in radiology: Is self-determined learning really more effective? 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(2002) Active Learn High Educ, 3 (2), pp. 145-158. , http://dx.doi.org/10.1177/1469787402003002004","Alexander, K.",,,,,,,,0748321X,,,24017966.0,English,J. Vet. Med. Educ.,Article,Final,,Scopus,2-s2.0-84884574592
"Shieh R.S., Chang W.",25927521800;25026700200;,Implementing the interactive response system in a high school physics context: Intervention and reflections,2013,Australasian Journal of Educational Technology,29,5,,748,761,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84889650866&partnerID=40&md5=b7ddff9933af0b5e10b0b511b70f9a19,"Kainan University, Taiwan; National Changhua University of Education, Taiwan","Shieh, R.S., Kainan University, Taiwan; Chang, W., National Changhua University of Education, Taiwan","The interactive response system (IRS) has been widely used to promote student learning since 2003. It is an electronic system connected to handset devices allowing students to transmit their responses by pressing the desired buttons and meanwhile allowing the teacher to monitor and track individual students' answers anonymously and statistically. However, there is limited research examining the challenges teachers may encounter when designing IRS-based questions and providing mediations which may lead them to develop quality questions. The purpose of this study is to address this research gap by investigating one high school teacher's IRS implementation based on both the teacher's and students' teaching/learning experiences as well as presenting an intervention to help the teacher develop higher quality IRS questions. High quality questions denote questions that are able to help students engage in deeper thinking and eventually lead to comprehensive understanding of the concepts learned. The data sources consist of tests, classroom observations, interviews, face-to-face meetings, and email correspondence. The findings disclose that enhancing the teacher's content knowledge and capability of recognizing the students' learning pitfalls is the foundation to developing quality IRS questions. Collaboration established between the teacher and a university physics education expert appears to have effectively helped both participants gain insights and knowledge into designing quality questions aimed at identifying the students' learning bottlenecks. Australasian Journal of Educational Technology © 2013.",,,,,,,,,,,,,"Baird, J.R., Fensham, P.J., Gunstone, R.F., White, R.T., The importance of reflection in improving science teaching and learning (1991) Journal of Research in Science Teaching, 28 (2), pp. 163-182; Bartsch, R.A., Murphy, W., Examining the effects of an electronic classroom response system on student engagement and performance (2011) Journal of Educational Computing Research, 44 (1), pp. 25-33; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18, pp. 146-162; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction: Teaching science (well) with an audience response system (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 96-115. , In D. A. Banks (Ed.), Hershey, PA: Idea Group; Bell, B., Cowie, B., The characteristics of formative assessment in science education (2001) Science Education, 85 (5), pp. 536-553; Buckenmeyer, J., Freitas, D., Is technology an effective tool to improve schools? 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(2005) The Journal of the Learning Sciences, 14 (2), pp. 243-279; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Dufresne, R.J., Gerace, W.J., Assessing-to-learn: Formative assessment in physics instruction (2004) The Physics Teacher, 42 (7), pp. 428-433; Etkina, E., Pedagogical content knowledge and preparation of high school physics teachers (2010) Physical Review Special Topics: Physics Education Research, 6 (2), p. 020110; Hancock, T.M., Use of audience response systems for summative assessment in large classes (2010) Australasian Journal of Educational Technology, 26 (2), pp. 226-237; Henriksen, E.K., Angell, C., The role of 'talking physics' in an undergraduate physics class using an electronic audience response system (2010) Physics Education, 45 (3), pp. 278-284; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 235-249. , http://www.ascilite.org.au/ajet/ajet25/kay.html; Koehler, M.J., Mishra, P., Introducing TPCK. In AACTE Committee on Innovation and Technology (2008) Handbook of technological pedagogical content knowledge (TPCK) for educators, pp. 3-30. , (Eds.), New York: Routledge; Laxman, K., A study on the adoption of clickers in higher education (2011) Australasian Journal Educational Technology, 27 (SPEC. ISSUE. 8), pp. 1291-1303; Lee, A., Ding, L., Reay, N.W., Bao, L., Single-concept clicker question sequences (2011) The Physics Teacher, 49, pp. 385-389; Lijnse, P.L., ""Developmental research"" as a way to an empirically based ""didactical structure"" of science (1995) Science Education, 79 (2), pp. 189-199; Lin, Y.C., Liu, T.C., Chu, C.C., Implementing clickers to assist learning in science lectures: The clicker-assisted conceptual change model (2011) Australasian Journal Educational Technology, 27 (6), pp. 979-996; Magnusson, S., Krajcik, J., Borko, H., Nature, sources and development of pedagogical content knowledge for science teaching (1999) Examining pedagogical content knowledge: The construct and its implications for science education, pp. 95-133. , In J. Gess-Newsome & N. G. Lederman (Eds.), Dordrecht: Kluwer Academic Publishers; Maloney, D., O'Kuma, T., Hieggelke, C., Van Heuvelen, A., Surveying students' conceptual knowledge of electricity and magnetism (2001) Physics Education Research, American Journal of Physics Supplement, 69 (7), pp. S12-S23; Mazur, E., Peer instruction: getting students to think in class (1997) AIP Conference Proceedings, 399 (2), pp. 981-988; Mishra, P., Koehler, M.J., Technological pedagogical content knowledge: A framework for teacher knowledge (2006) Teachers College Record, 108 (6), pp. 1017-1054; Patton, M.Q., (2002) Qualitative research & evaluation methods, , Thousand Oaks, CA: Sage Publications; Pint́o, R., Introducing curriculum innovations in science: Identifying teachers' transformations and the design of related teacher education (2005) Science Education, 89, pp. 1-12; Shieh, R.S., Chang, W., Liu, Z.F., Technology enabled active learning (TEAL) in introductory Physics: Impact on genders and achievement levels (2011) Australasian Journal of Educational Technology, 27 (7), pp. 1082-1099. , http://www.ascilite.org.au/ajet/ajet27/shieh.html; Shieh, R.S., The impact of technology-enabled active learning (TEAL) implementation on student learning and teachers' teaching in a high school context (2012) Computers & Education, 59, pp. 206-214; Shulman, L.S., Those who understand: Knowledge growth in teaching (1996) Educational Researcher, 15 (2), pp. 4-14; Viennot, L., Chauvet, F., Colin, P., Rebmann, G., Designing strategies and tools for teacher training: The role of critical details, examples in optics (2005) Science Education, 89, pp. 13-27; Wittmann, M.C., Steinberg, R.N., Redish, E.F., Making sense of how students make sense of waves (1999) The Physics Teacher, 37, pp. 15-21; Yeh, C.R., Tao, Y.H., College students' intention to continue using a personal response system: Deriving a model from four theoretical perspectives (2012) Australasian Journal Educational Technology, 28 (5), pp. 912-930; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88","Shieh, R.S.; Kainan UniversityTaiwan; email: rueys99@gmail.com",,,Australasian Society for Computers in Learning in Tertiary Education (ASCILITE),,,,,14495554,,,,English,Australas. J. Educ. Technol.,Article,Final,,Scopus,2-s2.0-84889650866
"Platt J.E., Platt T., Thiel D., Kardia S.L.R.",56028492800;55768233300;55769088700;7003691206;,'Born in Michigan? you're in the biobank': Engaging population biobank participants through facebook advertisements,2013,Public Health Genomics,16,4,,145,158,,7.0,10.1159/000351451,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881496852&doi=10.1159%2f000351451&partnerID=40&md5=7751a95500e4757714fae1f10999d30d,"Life Sciences and Society Program, University of Michigan School of Public Health, 1415 Washington Heights, Ann Arbor, MI  48109-2029, United States; Department of Health Management and Policy, University of Michigan School of Public Health, Ann Arbor, MI, United States; Department of Epidemiology, University of Michigan School of Public Health, Ann Arbor, MI, United States","Platt, J.E., Life Sciences and Society Program, University of Michigan School of Public Health, 1415 Washington Heights, Ann Arbor, MI  48109-2029, United States, Department of Health Management and Policy, University of Michigan School of Public Health, Ann Arbor, MI, United States; Platt, T., Life Sciences and Society Program, University of Michigan School of Public Health, 1415 Washington Heights, Ann Arbor, MI  48109-2029, United States; Thiel, D., Life Sciences and Society Program, University of Michigan School of Public Health, 1415 Washington Heights, Ann Arbor, MI  48109-2029, United States; Kardia, S.L.R., Life Sciences and Society Program, University of Michigan School of Public Health, 1415 Washington Heights, Ann Arbor, MI  48109-2029, United States, Department of Epidemiology, University of Michigan School of Public Health, Ann Arbor, MI, United States","Background/Aims: Despite a broad call for biobanks to use social media, data is lacking regarding the capacity of social media tools, especially advertising, to engage large populations on this topic. Methods: We used Facebook advertising to engage Michigan residents about the BioTrust for Health. We conducted a low-budget (<USD 5,000), 26-day social media campaign targeting Michigan residents aged 18-28. We placed 25 Facebook advertisements and analyzed their performance in terms of reach and cost across 3 engagement types: passive, active and interactive. We compared engagement before, during and after the campaign. Results: The Facebook page was viewed 1,249 times during the month of the advertising campaign, versus once in the month prior. 779,004 Michigan residents saw ads an average of 25.8 times; 4,275 clicked ads; the average click-through-ratio was 0.021%. Interactions included 516 'likes' and 30 photo contest entries. Cost per outcome ranged from <USD 0.005 per exposure to USD 182 per photo entry. The average cost per click was USD 1.04. Conclusion: A social media strategy to build public awareness about biobanking is not likely to be effective without a promotional 'push' to distribute content. Social media advertisements have the capacity to scale-up engagement on biobanking while keeping costs manageable. Facebook advertisements provide necessary access points for unaware participants, with implications for public trust. Copyright © 2013 S. Karger AG, Basel.",Awareness; Biobank; Community engagement; Public health; Social media,active engagement; adult; advertizing; Article; awareness; biobank; facebook; female; health care cost; health care facility; health education; human; interactive engagement; major clinical study; male; passive engagement; priority journal; public health; social interaction; social media; social network; social participation; United States; young adult,,,,,"National Institute of Child Health and Human Development, NICHD: 5-R01-HD-067264-02",,,,,,"Solbakk, J.H., Holm, S., Hofmann, B., (2009) The Ethics of Research Biobanking, , New York, Springer; Couzin-Frankel, J., Newborn blood collections (2009) Science Gold Mine, Ethical Minefield. 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(2007) Genomics Soc Policy, 3, pp. 31-42; Ducournau, P., Strand, R., Trust, distrust and co-production: The relationship between research biobanks and donors (2009) The Ethics of Research Biobanking, pp. 115-130. , Solbakk JH, et al. (eds): Dordrecht, Springer; Giddens, A., (1991) The Consequences of Modernity, , Stanford, Stanford University Press; Wynia, M.K., Public health, public trust and lobbying (2007) Am J Bioeth, 7, pp. 4-7; Hardin, R., (2004) Distrust, , New York, Russell Sage Foundation; Farrell, H., Institutions and midlevel explanations of trust (2009) Whom Can We Trust? 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(2013) Sci Public Policy, 40, pp. 25-33; Hughes, A., (2010) Using Social Media Platforms to Amplify Public Health Messages, , http://smexchange.ogilvypr.com/2010/11/usingsocial-media-platforms-to-amplify-publichealth-messaging/",,,,S. Karger AG,,,,,16624246,,COGEF,,English,Public Health Genomics,Article,Final,,Scopus,2-s2.0-84881496852
"Karpman E., Sadeghi-Nejad H., Henry G., Khera M., Morey A.F.",6603492147;6603752596;7202191323;6602467581;7006533497;,Current opinions on alternative reservoir placement for inflatable penile prosthesis among members of the sexual medicine society of North America,2013,Journal of Sexual Medicine,10,8,,2115,2120,,29.0,10.1111/jsm.12203,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881113493&doi=10.1111%2fjsm.12203&partnerID=40&md5=a71aec23f7f1a20a071353c3511644be,"El Camino Urology Medical Group, Mountain View, CA, United States; Division of Urology, UMDNJ-New Jersey Medical School, Hackensack University Medical Center, Hackensack, NJ, United States; Regional Urology, Shreveport, LA, United States; Scott Department of Urology, Baylor College of Medicine, Houston, TX, United States; Department of Urology, University of Texas Southwestern Medical Center, Dallas, TX, United States","Karpman, E., El Camino Urology Medical Group, Mountain View, CA, United States; Sadeghi-Nejad, H., Division of Urology, UMDNJ-New Jersey Medical School, Hackensack University Medical Center, Hackensack, NJ, United States; Henry, G., Regional Urology, Shreveport, LA, United States; Khera, M., Scott Department of Urology, Baylor College of Medicine, Houston, TX, United States; Morey, A.F., Department of Urology, University of Texas Southwestern Medical Center, Dallas, TX, United States","Introduction: The Sexual Medicine Society of North America (SMSNA) includes as its members the most experienced prosthetic surgeons in North America who implant inflatable penile prostheses (IPPs). Obliteration of the space of Retzius (SOR) resulting from robotic-assisted laparoscopic prostatectomy (RALP) is a growing concern that has prompted many surgeons to look for alternative locations for reservoir placement during IPP implantation. Aim: The aim of this article is to educate the community of prosthetic urologists about potential complications and alternative locations for IPP reservoir placement. Methods: A panel of high-volume experienced prosthetic surgeons discussed their views on alternative IPP reservoir implantation during a symposium focused on this topic. After reviewing reservoir complications, physician members of the SMSNA in attendance were surveyed using an audience response system (ARS) to facilitate sharing of knowledge, opinions, and recommendations related to reservoir implantation. Main Outcome Measures: Six ARS questions were used to identify the percentages of SMSNA member physicians with concerns about traditional IPP reservoir placement and utilizing alternative reservoir placement (ARP), and the impact of changing practice patterns on patient safety. Results: A majority (81%) of experienced implant surgeons surveyed think that RALP sometimes or frequently makes traditional IPP reservoir placement more difficult. Placement of the reservoir in an alternative location is sometimes or frequently advantageous for patient safety. A vast majority (97%) of the 95 respondents indicated that ARP techniques should be included in physician training courses. Conclusions: Physicians have concerns about reservoir placement in the SOR in RALP patients, which may explain why ARP is popular among SMSNA members. Device manufacturers should support physician training that provides for ARP. Clinical outcomes in RALP patients are needed to better understand the risks and benefits, and define the ideal location of reservoir placement in this population. © 2013 International Society for Sexual Medicine.",Penile Prosthesis Reservoir; Reservoir Complications; Three-Piece Inflatable Prosthesis,article; controlled study; human; inflatable penis prosthesis; male; medical device complication; medical education; North America; patient safety; physician; priority journal; sexual health; surgeon; symposium; urologist; laparoscopy; penis prosthesis; prostatectomy; robotics; Humans; Laparoscopy; Male; North America; Penile Prosthesis; Prostatectomy; Robotics,,,,,Agricultural Marketing Service,"The symposium and research described in this report were supported by an educational grant from AMS (Minnetonka, MN, USA). The authors would like to acknowledge Angie Ginkel for her help in manuscript preparation.",,,,,"Diagnostic and therapeutic technology assessment. Penile implants for erectile impotence (1988) JAMA, 260, pp. 997-1000; Natali, A., Olianas, R., Fisch, M., Penile implantation in Europe: Successes and complications with 253 implants in Italy and Germany (2008) J Sex Med, 5, pp. 1503-1512; Brison, D., Ilbeigi, P., Sadeghi-Nejad, H., Reservoir repositioning and successful thrombectomy for deep venous thrombosis secondary to compression of pelvic veins by an inflatable penile prosthesis reservoir (2007) J Sex Med, 4, pp. 1185-1187; Brusky, J., Dikranin, A., Aboseif, S., Retrieval of inflatable penile prosthesis reservoir from the bladder (2005) Int J Impot Res, 17, pp. 302-303; da Justa, D.G., Bianco Jr., F.J., Ogle, A., Dhabuwala, C.B., Deep venous thrombosis due to compression of external iliac vein by the penile prosthesis reservoir (2003) Urology, 61, p. 462; Deho, F., Henry, G.D., Marone, E.M., Sacca, A., Chiesa, R., Rigatti, P., Montorsi, F., Severe vascular complication after implantation of a three-piece inflatable penile prosthesis (2008) J Sex Med, 5, pp. 2956-2959; 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Hudak, S.J., Mora, R.V., Unilateral ureteral obstruction due to a migrated inflatable penile prosthesis reservoir (2008) J Urol, 180, p. 336; Jiann, B.P., Ou, C.W., Lin, J.T., Huang, J.K., Compression of ureter caused by a retained reservoir of penile prosthesis (2006) Int J Impot Res, 18, pp. 316-317; Kramer, A.C., Chason, J., Kusakabe, A., Report of two cases of bladder perforation caused by reservoir of inflatable penile prosthesis (2009) J Sex Med, 6, pp. 2064-2067; Leach, G.E., Shapiro, C.E., Hadley, R., Raz, S., Erosion of inflatable penile prosthesis reservoir into bladder and bowel (1984) J Urol, 131, pp. 1177-1178; Luks, F.I., Huntley, H.N., Tula, J.C., Pizzi, W.F., Small-bowel obstruction by an inflatable penile prosthesis reservoir (1989) Surgery, 106, pp. 101-104; Munoz, J.J., Ellsworth, P.I., The retained penile prosthesis reservoir: A risk (2000) Urology, 55, p. 949; Nelson Jr., R.P., Small bowel obstruction secondary to migration of an inflatable penile prosthesis reservoir: Recognition and prevention (1988) J Urol, 139, pp. 1053-1054; Singh, I., Godec, C.J., Asynchronous erosion of inflatable penile prosthesis into small and large bowel (1992) J Urol, 147, pp. 709-710; Walther, M.M., O'Brien III, D.P., Re: Small bowel obstruction secondary to migration of an inflatable penile prosthesis reservoir: Recognition and prevention (1989) J Urol, 142, pp. 141-142; Levine, L.A., Hoeh, M.P., Review of penile prosthetic reservoir: Complications and presentation of a modified reservoir placement technique (2012) J Sex Med, 9, pp. 2759-2769; Carson III, C.C., Mulcahy, J.J., Harsch, M.R., Long-term infection outcomes after original antibiotic impregnated inflatable penile prosthesis implants: Up to 7.7 years of followup (2011) J Urol, 185, pp. 614-618; Lowrance, W.T., Eastham, J.A., Savage, C., Maschino, A.C., Laudone, V.P., Dechet, C.B., Stephenson, R.A., Sandhu, J.S., Contemporary open and robotic radical prostatectomy practice patterns among urologists in the United States (2012) J Urol, 187, pp. 2087-2092; Sadeghi-Nejad, H., Munarriz, R., Shah, N., Intra-abdominal reservoir placement during penile prosthesis surgery in post-robotically assisted laparoscopic radical prostatectomy patients: A case report and practical considerations (2011) J Sex Med, 8, pp. 1547-1550; Abbosh, P.H., Thom, M.R., Bullock, A., Laparascopic capsulotomy to treat autoinflation of inflatable penile prostheses (2012) J Sex Med, 9, pp. 1212-1215; Agrawal, V., Rickards, D., Ralph, D.J., Ejaculatory pain as a result of inflatable penile prosthesis reservoir compressing a seminal vesicle (2006) Urology, 68, p. 888; Ingber, M.S., Franco, M.M., Villalba, M.R., Gonzalez, J.A., Bladder herniation through suprapubic incision for penile prosthesis (2006), pp. 845e9-84510; Park, J.K., Jang, S.W., Lee, S.W., Cui, Y., Rare complication of multiple revision surgeries of penile prosthesis (2005) J Sex Med, 2, pp. 735-736; Sadeghi-Nejad, H., Sharma, A., Irwin, R.J., Wilson, S.K., Delk, J.R., Reservoir herniation as a complication of three-piece penile prosthesis insertion (2001) Urology, 57, pp. 142-145; Boyd, S.D., Two-stage technique for implantation of inflatable penile prosthesis in pelvic cancer surgery (1988) Urology, 32, pp. 1-5; Fein, R.L., Scrotal placement of reservoir of inflatable penile prosthesis (1986) Urology, 28, pp. 430-431; Hartman Jr., R.J., Helfand, B.T., McVary, K.T., Outcomes of lateral retroperitoneal reservoir placement of three-piece penile prosthesis in patients following radical prostatectomy (2010) Int J Impot Res, 22, pp. 279-283; Smaldone, M.C., Cannon Jr., G.M., Benoit, R.M., Subcutaneous reservoir placement during penile prosthesis implantation (2006) Can J Urol, 13, pp. 3351-3352; Wilson, S.K., Henry, G.D., Delk Jr., J.R., Cleves, M.A., The mentor Alpha 1 penile prosthesis with reservoir lock-out valve: Effective prevention of auto-inflation with improved capability for ectopic reservoir placement (2002) J Urol, 168, pp. 1475-1478; Perito, P.E., Wilson, S.K., Traditional (retroperitoneal) and abdominal wall (ectopic) reservoir placement (2011) J Sex Med, 8, pp. 656-659","Karpman, E.; FACS, Men's Health, Male Reproductive and Sexual Medicine, Microsurgery, El Camino Urology Medical Group, Inc., A Division of Urological Surgeons of Northern California (USNC), 2490 Hospital Drive, Suite 210, Mountain View, CA 94040, United States; email: edwardkarpman@yahoo.com",,,Blackwell Publishing Ltd,,,,,17436095,,,23679798.0,English,J. Sex. Med.,Article,Final,,Scopus,2-s2.0-84881113493
"Miller R., King C.E.",55567656900;7401525778;,"Husbandry training, using positive reinforcement techniques, for Marabou stork Leptoptilos crumeniferus at Edinburgh Zoo",2013,International Zoo Yearbook,47,1,,171,180,,5.0,10.1111/izy.12001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876091716&doi=10.1111%2fizy.12001&partnerID=40&md5=fb6f735acb08e3d108d8f7f838cd6286,"Department of Cognitive Biology, University of Vienna, Althanstrasse 14, A-1091n Vienna, Austria; Royal Zoological Society of Scotland (RZSS), Edinburgh Zoo, EH12 6TS, Edinburgh, United Kingdom; Weltvogelpark Walsrode, Am Vogelpark, 29664, Walsrode, Germany","Miller, R., Department of Cognitive Biology, University of Vienna, Althanstrasse 14, A-1091n Vienna, Austria, Royal Zoological Society of Scotland (RZSS), Edinburgh Zoo, EH12 6TS, Edinburgh, United Kingdom; King, C.E., Weltvogelpark Walsrode, Am Vogelpark, 29664, Walsrode, Germany","Positive reinforcement training utilizes operant conditioning through intentionally pairing a reward with a desired behaviour. Despite frequent use in the husbandry of mammals in captivity, these techniques are rarely incorporated in avian husbandry protocols. Marabou stork Leptoptilos crumeniferus managers are encouraged to use husbandry training to combat frequently encountered management problems. Marabous can be aggressive in captivity, requiring careful management during introductions, flexibility when choosing individuals to house together and a sound understanding of Marabou stork behaviour. Susceptibility to foot problems means that Marabou storks need indoor housing during cold weather and their feet should be monitored. At the Royal Zoological Society of Scotland Edinburgh Zoo, a training programme was incorporated into the daily care of a pair of Marabou storks. This programme included clicker training and stationing, pair introduction, house training, health checks (including scale training) and crate training. Here, training experiences relating to this programme are presented, with additional reference to a similar programme run at Disney's Animal Kingdom, FL, USA. Through training, we were able to ease the process of moving birds, reduce aggression and regularly monitor health in a low-stress manner. We demonstrate that husbandry training can be effective without excessive time or staff costs, and can be rewarding for both birds and trainers. © 2013 The Zoological Society of London.",Enrichment; Husbandry; Marabou stork; Positive reinforcement; Training; Zoo,Animalia; Aves; Ciconiidae; Leptoptilos crumeniferus; Mammalia,,,,,,,,,,,"van Benthem, J., (2002) Marabou stork Leptoptilos crumeniferus husbandry guidelines: a living document, , Rotterdam: The EAZA Ciconiiformes/Phoenicopteriformes TAG; Coffeng, A., (2003), Lang leve de marabou stork. Onderzoek naar de relatie tussen managementtoepassingen en doodsoorzaken bij Marabous in Europese dierentuinen. HAVO thesis, Hogeschool InHolland Delft, The Netherlands; Evans, S.M., Cantrell, M.A., Cram, A., Patterns of arrival and dispersal from a mixed communal roost of sacred ibises and marabou storks (1981) Ostrich, 52, pp. 230-234; Kahl, M.P., Thermoregulation in the wood stork, with special reference to the role of the legs (1963) Physiological Zoology, 36, pp. 141-151; King, C., Marabou stork ESB annual report 2007-2008 (2010) EAZA yearbook 2007-2008, pp. 15-18. , de Man, D., van Lint, W., Garn, A.-K. & Henke, C. (Eds). Amsterdam: EAZA Executive Office; Laule, G.E., Bloomsmith, M.A., Schapiro, S.J., The use of positive reinforcement training techniques to enhance the care, management and welfare of primates in the laboratory (2003) Journal of Applied Animal Welfare Science, 6, pp. 163-173; Prescott, M.J., Buchanan-Smith, H.M., Training nonhuman primates using positive reinforcement techniques (2003) Journal of Applied Animal Welfare Science, 4, pp. 157-161; Schop, J., (2005), Marabou's unlimited: gedragsstudie bij de marabous Leptoptilos crumeniferus. HAVO thesis, Hogeschool InHolland Delft, The Netherlands; Veeder, C.L., Bloomsmith, M.A., McMillan, J.L., Perlman, J.E., Martin, A.L., Positive reinforcement training to enhance the voluntary movement of group-housed sooty mangabeys (Cercocebus atys atys) (2009) Journal of the American Association for Laboratory Animal Science, 48, pp. 192-195","Miller, R.; Department of Cognitive Biology, University of Vienna, Althanstrasse 14, A-1091, Vienna, Austria; email: r_miller86@hotmail.com",,,,,,,,00749664,,,,English,Int. Zoo Yearb.,Article,Final,,Scopus,2-s2.0-84876091716
"Centis E., Marzocchi R., Suppini A., Dalle Grave R., Villanova N., Hickman I.J., Marchesini G.",8681714000;6505960888;10840609300;6602104152;6603232463;6701492446;57196707475;,The role of lifestyle change in the prevention and treatment of NAFLD,2013,Current Pharmaceutical Design,19,29,,5270,5279,,28.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897584579&partnerID=40&md5=83182b7c430d416a7d58a0adf03ba27d,"Unit of Metabolic Diseases and Clinical Dietetics, Alma Mater Studiorum University, Bologna, Italy; School of Human Movement studies, University of Queensland, Brisbane, Australia; Department of Eating and Weight Disorders, Villa Garda Hospital, Garda (VR), Italy; Department of Nutrition and Dietetics, Princess Alexandra Hospital, Brisbane, Australia; The University of Queensland Diamantina Institute, Brisbane, Australia","Centis, E., Unit of Metabolic Diseases and Clinical Dietetics, Alma Mater Studiorum University, Bologna, Italy; Marzocchi, R., Unit of Metabolic Diseases and Clinical Dietetics, Alma Mater Studiorum University, Bologna, Italy; Suppini, A., School of Human Movement studies, University of Queensland, Brisbane, Australia; Dalle Grave, R., Department of Eating and Weight Disorders, Villa Garda Hospital, Garda (VR), Italy; Villanova, N., Unit of Metabolic Diseases and Clinical Dietetics, Alma Mater Studiorum University, Bologna, Italy; Hickman, I.J., Department of Nutrition and Dietetics, Princess Alexandra Hospital, Brisbane, Australia, The University of Queensland Diamantina Institute, Brisbane, Australia; Marchesini, G., Unit of Metabolic Diseases and Clinical Dietetics, Alma Mater Studiorum University, Bologna, Italy","Healthy habits in terms of food intake and physical activity are first-line approach to prevention and treatment of nonalcoholic fatty liver disease, but difficulties arise in turning attempts into practice. Independently of the specific role of individual nutrients, not universally proven, overweight, obesity and diabetes are the specific conditions most frequently associated with hepatic fat accumulation. Accordingly, weight loss is mandatory in the majority of patients; this can be achieved by dietary restriction, but is rarely maintained in the long-term. Physical activity programs, both aerobic and resistance exercise may improve cardiorespiratory fitness, reduce the multiple conditions associated with the metabolic syndrome and help weight loss maintenance. However, motivating sedentary individuals to move is difficult and is favored by structured programs carried out along the lines of cognitive-behavior therapy. The role of behavior therapy is now supported by pilot studies, observational studies and finally by a randomized controlled study with histological outcomes. In the future, behavior interventions might be supported by important technological advances, such as smart phone technology and webbased platforms to facilitate interactive engagement amongst patients and with their health care providers. Lifestyle programs must also incorporate methods of overcoming barriers to accessing health service, engaging with workplace health programs and linking with community attempts to improve public health. © 2013 Bentham Science Publishers.",Behavior therapy; Cardiovascular disease; Metabolic syndrome; Nonalcoholic fatty liver disease; Physical activity; Prevention; Treatment,aerobic exercise; article; behavior therapy; diabetes mellitus; diet restriction; doctor patient relation; fitness; food intake; health care access; human; Internet; lifestyle modification; metabolic syndrome X; mobile phone; nonalcoholic fatty liver; nutrient; obesity; occupational health service; outcomes research; physical activity; priority journal; public health service; resistance training; sedentary lifestyle; weight reduction,,,,,,,,,,,"Thoma, C., Day, C.P., Trenell, M.I., Lifestyle interventions for the treatment of non-alcoholic fatty liver disease in adults: A systematic review (2012) J Hepatol, 56, pp. 255-266; Peng, L., Wang, J., Li, F., Weight reduction for non-alcoholic fatty liver disease (2011) Cochrane Database Syst Rev, pp. CD003619; Harrison, S.A., Day, C.P., Benefits of lifestyle modification in NAFLD (2007) Gut, 56, pp. 1760-1769; Parkes, J., Roderick, P., Harris, S., Enhanced liver fibrosis test can predict clinical outcomes in patients with chronic liver disease (2010) Gut, 59, pp. 1245-1251; Suzuki, A., Angulo, P., Lymp, J., Chronological development of elevated aminotransferases in a nonalcoholic population (2005) Hepatology, 41, pp. 64-71; Zelber-Sagi, S., Lotan, R., Shlomai, A., Predictors for incidence and remission of NAFLD in the general population during a sevenyear prospective follow-up (2012) J Hepatol, 56, pp. 1145-1151; Webb, M., Yeshua, H., Zelber-Sagi, S., Diagnostic value of a computerized hepatorenal index for sonographic quantification of liver steatosis (2009) AJR American Journal of Roentgenology, 192, pp. 909-914; Solga, S., Alkhuraishe, A.R., Clark, J.M., Dietary composition and nonalcoholic fatty liver disease (2004) Dig Dis Sci, 49, pp. 1578-1583; Cortez-Pinto, H., Jesus, L., Barros, H., Lopes, C., Moura, M.C., Camilo, M.E., How different is the dietary pattern in non-alcoholic steatohepatitis patients? 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Petersen, K.F., Dufour, S., Befroy, D., Lehrke, M., Hendler, R.E., Shulman, G.I., Reversal of nonalcoholic hepatic steatosis, hepatic insulin resistance, and hyperglycemia by moderate weight reduction in patients with type 2 diabetes (2005) Diabetes, 54, pp. 603-608; Sato, F., Tamura, Y., Watada, H., Effects of diet-induced moderate weight reduction on intrahepatic and intramyocellular triglycerides and glucose metabolism in obese subjects (2007) J Clin Endocrinol Metab, 92, pp. 3326-3329; Andersen, T., Gluud, C., Franzmann, M.B., Christoffersen, P., Hepatic effects of dietary weight loss in morbidly obese subjects (1991) J Hepatol, 12, pp. 224-229; Okita, M., Hayashi, M., Sasagawa, T., Effect of a moderately energy-restricted diet on obese patients with fatty liver (2001) Nutrition, 17, pp. 542-547; Palmer, M., Schaffner, F., Effect of weight reduction on hepatic abnormalities in overweight patients (1990) Gastroenterology, 99, pp. 1408-1413; Suzuki, A., Lindor, K., Sauver, S.J., Effect of changes on body weight and lifestyle in nonalcoholic fatty liver disease (2005) J Hepatol, 43, pp. 1060-1066; 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A randomized controlled trial (2005) Eat Weight Disord, 10, pp. 51-58; Werrij, M.Q., Jansen, A., Mulkens, S., Elgersma, H.J., Ament, A.J., Hospers, H.J., Adding cognitive therapy to dietetic treatment associated with less relapse in obesity (2009) J Psychosom Res, 67, pp. 315-324; Brownell, K.D., Horgen, K.B., (2004) Food Fight: The Inside Story of the Food Industry, , New York: McGraw-Hill","Hickman, I. J.; Princess Alexandra Hospital, Department of Nutrition and Dietetics, Ground Floor, Building 15 Ipswich Road, Woolloongabba, QLD, 4102, Australia; email: i.hickman@uq.edu.au",,,Bentham Science Publishers B.V.,,,,,13816128,,CPDEF,,English,Curr. Pharm. Des.,Article,Final,,Scopus,2-s2.0-84897584579
"Dunn P.K., Richardson A., McDonald C., Oprescu F.",7401710282;16741697900;56447932100;22836127500;,Instructor perceptions of using a mobile-phone-based free classroom response system in first-year statistics undergraduate courses,2012,International Journal of Mathematical Education in Science and Technology,43,8,,1041,1056,,14.0,10.1080/0020739X.2012.678896,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870505617&doi=10.1080%2f0020739X.2012.678896&partnerID=40&md5=0b05fad142139894d6562f38090a8c8a,"School of Health and Sport Science, University of the Sunshine Coast, Sippy Downs, Locked Bag 4, Maroochydore DC, QLD 4558, Australia; Faculty of Information Sciences and Engineering, University of Canberra, Canberra, Australia; Department of Mathematics and Computing, University of Southern Queensland, Toowoomba, Australia","Dunn, P.K., School of Health and Sport Science, University of the Sunshine Coast, Sippy Downs, Locked Bag 4, Maroochydore DC, QLD 4558, Australia; Richardson, A., Faculty of Information Sciences and Engineering, University of Canberra, Canberra, Australia; McDonald, C., Department of Mathematics and Computing, University of Southern Queensland, Toowoomba, Australia; Oprescu, F., School of Health and Sport Science, University of the Sunshine Coast, Sippy Downs, Locked Bag 4, Maroochydore DC, QLD 4558, Australia","Student engagement at first-year level is critical for student achievement, retention and success. One way of increasing student engagement is to use a classroom response system (CRS), the use of which has been associated with positive educational outcomes by fostering student engagement and by allowing immediate feedback to both students and instructors. Traditional CRS rely on special and often costly hardware (clickers), and often special software, requiring IT support. As a result, the costs of implementation and use may be substantial. This study explores the use of a low-cost CRS (VotApedia) from an instructor perspective. The use of VotApedia enabled first-year students to become anonymously engaged in a large-class environment by using their mobile phones to vote on multiple-choice questions posed by instructors during lectures. VotApedia was used at three Australian universities in first-year undergraduate statistics classes. The instructors in the study collected qualitative and quantitative data specifically related to interacting with the VotApedia interface, the in-class delivery, and instructor perceptions of student engagement. This article presents the instructors' perceptions of the advantages and challenges of using VotApedia, the practicalities for consideration by potential adopters and recommendations for the future. © 2012 Copyright Taylor and Francis Group, LLC.",classroom response systems; clickers; CRS; statistics; teaching; undergraduate; VotApedia,,,,,,,"The authors acknowledge the financial support from the University of the Sunshine Coast’s Open Learning and Teaching Grants Scheme, and thank Helen Fairweather for assistance in the data collection.",,,,,"Kuh, G.D., Kinzie, J., Schuh, J.H., White, E.J., (2010) Student Success in College: Creating Conditions that Matter, , Associates, San Francisco, CA, San Francisco, CA,: Jossey-Bass; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco, CA, San Francisco, CA,: Jossey-Bass; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comp. Educ., 53, pp. 819-827; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Aus. J. Educ. Technol., 22, p. 474; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin system study of clickers (2007) ECAR Res. Bull., 2007, pp. 2-12; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Comp. Hum. Behav., 26, pp. 556-561; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) J. Chem. Educ., 83, pp. 488-493; Brown, S., Assessment for learning (2004) Learn. Teaching Higher Educ., 1, pp. 81-89; Beatty, I.D., Transforming student learning with classroom communication systems (2004) Educ. Center Appl. Res. Bull., 2004, pp. 1-13; Williams, B., Lewis, B., Boyle, M., Brown, T., The impact of wireless keypads in an interprofessional education context with health science students (2010) Br. J. Educ. Technol., 42, pp. 337-350; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nursing Educ. Perspect., 30, pp. 295-298; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learn. Media Technol., 32, pp. 21-40; Beekes, W., The 'Millionaire' method for encouraging participation (2006) Active Learn. Higher Educ., 7, pp. 25-36; Guthrie, R., Carlin, A., Waking the dead: Using interactive technology to engage passive listeners in the classroom (2004) Proceedings of the Tenth Americas Conference on Information Systems, , New York; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learn. Media Technol., 33, pp. 329-341; Wood, W.B., Clickers: A teaching gimmick that works (2004) Develop. Cell, 7, pp. 796-798; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel III, G.L., Empowering or compelling reluctant participators using audience response systems (2007) Active Learn. Higher Educ., 8, pp. 233-258; Elliott, C., Using a personal response system in economics teaching (2003) Int. Rev. Econ. Educ., 1, pp. 80-86; Kyei-Blankson, L., Cheesman, E., Blankson, J., The value added effect of using clickers in a graduate research methods and statistics course (2009) Proceedings of Society for Information Technology and Teacher Education International Conference, pp. 1947-1952. , https://www.editlib.org/?fuseaction=Reader.PrintAbstract&paper_id=30905, AACE, Chesapeake, VA, AACE, Chesapeake, VA, Available at; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) Life Sci. Educ., 7, pp. 146-154; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J. Contin. Educ. Health Prof., 23, pp. 109-115; Palmer, E., Devitt, P.G., de Young, N.J., Morris, D., Assessment of an electronic voting system within the tutorial setting: A randomized controlled trial (2005) BMC Med. Educ., 4, pp. 24-34; Li, P., (2007) Creating and evaluating a new clicker methodology, , Ph.D. diss., Ohio State University; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemp. Educ. Psychol., 34, pp. 51-57; d'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teach. Math. Appl., 22, pp. 163-169; Koppel, N., Berenson, M., Ask the audience-using clickers to enhance introductory business statistics courses (2009) Inf. Syst. Educ. J., 7. , http://isedj.org/7/92/index.html, Available at; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat. Sci. Educ., 2, pp. 160-166; Mazur, E., (1997) Peer instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69, pp. 970-977; Smith, M.K., Woodward, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Sui, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction: Teaching science (well) with an audience response system (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 96-115. , In: Banks AD, editors Melbourne, Melbourne,: IGI Global; Draper, S.W., Brown, M., Increasing interactivity in lectures using an electronic voting system (2004) J. Comput. Assist. Learn., 20, pp. 81-94; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Med. Teach., 22, pp. 237-239; Robson, C., (2002) Real world research: A resource for social scientists and practitioner-researchers, , Oxford, Oxford,: Blackwell; Glesne, C., (2011) Becoming qualitative researchers: An introduction, , Boston, MA, Boston, MA,: Pearson; Brown, J.S., Duguid, P., Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation (1991) Org. Sci., 2, pp. 40-57; Johnson, C.M., A survey of current research on online communities of practice (2001) Int. Higher Educ., 4, pp. 45-60; Titman, A., Lancaster, G., Personal response systems for teaching postgraduate statistics to small groups (2011) J. Stat. Educ.,, 19. , http://www.amstat.org/publications/jse/v19n2/titman.pdf, Available at; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sci. Educ., 6, pp. 9-20; Dangel, H.L., Wang, C.X., Student response systems in higher education: Moving beyond linear teaching and surface learning (2008) J. Educ. Technol. Develop. Exchange, 1, pp. 93-104; Gibbs, G., Simpson, C., Conditions under which assessment supports students' learning (2004) Learn. Teach. Higher Educ., 1, pp. 3-31; de Jong, T., Lane, J., Sharp, S., Kershaw, P., Optimising personal audience response systems technology to enhance student learning in teacher education lectures The Student Experience, pp. 111-120. , Proceedings of the 32nd HERDSA Annual Conference, Darwin, 6-9 July 2009","Dunn, P. K.; School of Health and Sport Science, University of the Sunshine Coast, Sippy Downs, Locked Bag 4, Maroochydore DC, QLD 4558, Australia; email: pdunn2@usc.edu.au",,,,,,,,0020739X,,,,English,Int. J. Math. Educ. Sci. Technol.,Article,Final,,Scopus,2-s2.0-84870505617
"Caceffo R., da Rocha H.V.",55646150900;23392089200;,Design and model of a ubiquitous classroom response system through context factors,2012,Ubiquitous Learning,4,3,,61,72,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875994332&partnerID=40&md5=5e7bf7efd76c6dc53b2462d25a0061be,"UNICAMP-State University of Campinas, São Paulo, Brazil","Caceffo, R., UNICAMP-State University of Campinas, São Paulo, Brazil; da Rocha, H.V., UNICAMP-State University of Campinas, São Paulo, Brazil","The Active Learning Model, based on the constructivist theory, encourages students to have an active role in their own learning process. Currently, technology supports the Active Learning model through the Classroom Response Systems, electronic systems that enable the teacher to propose activities to the students and receive back their resolutions, allowing classroom collaboration, discussion and feedback. In order to support a more dynamic, natural and non-invasive use of technology, this work proposes the use of classroom related context information to support a Ubiquitous Classroom Response System (UCRS). In UCRS, teacher and student's context information are gathered and used to set and update mathematical variables and data records, like the affinity factor among students (which defines how productive the collaboration among two students is), the activity difficulty degree (which defines how difficult is for each student solve an activity), and the activity educational factor (which defines how educationally relevant an activity is). These factors allow UCRS to provide smart and dynamic features like the autonomous activity proposal for teachers (which suggests to the teacher the best activity to be offered to students at some time in the class), the automatic student's group formation (which considers the similarity among activities' resolutions and students' affinity factors), and a dynamic help request process among students. © Common Ground, Ricardo Caceffo, Heloisa Vieira da Rocha, All Rights Reserved.",Active learning; Classroom response system; Learning; Ubiquitous computing; Ubiquitous learning,,,,,,,,,,,,"Anjaneyulu, K., Expert systems: An introduction (1998) Knowledge Based Computer Systems Group publication; Atterer, R., Streng, S., Non-Invasive Collaboration Aids: Supporting Group Learning with Pervasive and Ambient Technologies (2005) In International Conference on Computer Science and Software Engineering, 5, pp. 73-76; Anderson, A., Effects of User Similarity in Social Media (2012) Proceedings of the fifth ACM international conference on Web search and data mining, , ACM New York, NY, USA. ISBN:978-1-4503-0747-5; Anderson, R., Supporting Active Learning and Example Based Instruction with Classroom Technology (2007) ACM SIGCSE Bulletin, 39 (1), pp. 69-73. , Session: Teaching with tablets and inking technologies table of contents; Aihua, Z., Study of ubiquitous learning environment based on Ubiquitous computing (2010) IEEE International Conference on Ubi-media Computing (U-Media), pp. 136-138. , Jinhua; Bonwell, C., Eison, J., Active Learning: Creating excitement in the classroom (1991) In ASHE-ERIC Higher Education, , Report No. 1. Washington, DC: George Washington University; Caceffo, R.E., Slides Manager Tool: Supporting Active Learning Using Tablet PC and Pen-Based Devices (2009) The Impact of Tablet PCs and Pen-based Technology on Education, pp. 1-5. , In: Caceffo, Purdue Press, USA, Ricardo Edgard. 2009b Ferramenta de apoio para o aprendizado ativo usando dispositivos com caneta eletrônica. Dissertação de Mestrado. Instituto de Computação, UNICAMP; Caceffo, R.E., Vieira, R.H., Ubiquitous Classroom Response System: An Innovative Approach to Support the Active Learning Model (2011) In Ubiquitous Learning: An International Journal, 3 (1). , ISSN 1835-9795; Chong, K.M., Hans, G., Usability Classification for spontaneous device association (2012) In Journal Personal and Ubiquitous Computing, pp. 77-89. , Springer-Verlag, London, UK.16: DOI 10.1007/s00779-011-0421-1; Levis, D., Aperfeiçoamento Automático do Perfil do Aprendiz em Ambientes de Educação Ubíqua (2008) Em Revista Brasileira de Informática na Educação, 16 (1); Loke, S., Context-Aware Pervasive Systems (2007) In Architectures for a New Breed of Applications, , Auerbach Publications-Taylor& Francis Group; Popa, L., Building Extensible Networks with Rule-Based Forwarding (2010) Proceeding OSDI'10 Proceedings of the 9th USENIX conference on Operating systems design and implementation USENIX Association, , Berkeley, CA, USA; Shih, Generating Adaptive Learning Sheets for Museum Tour Guide in U-learning Grid Environments (2010) 6th IEEE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE), pp. 122-126. , Kaohsiung; Vahey, P., Using Handheld Technology to Move between Private and Public Interactions in the Classroom (2007) Ubiquitous Computing in Education: Invisible Technology, Visible Impact, pp. 187-211. , Research Center for Educational Technology, Kent State University, New Jersey, London. pp; Weiser, M., The computer for the 21st century (1991) Scientific American, 265 (3), pp. 94-104; Wolfman, S., (2004) Understanding and Promoting Interaction in the Classroom through Computer-Mediated Communication in the Classroom Presenter System, , Ph. D Dissertation University of Washington, USA; Yin, A Collaborative Learning Service for SNS in Ubiquitous Computer Enviorment (2009) Proceedings of the 5th International Conference on Wireless 29 communications, networking and mobile computing, pp. 5536-5539. , Beijing, China pp","Caceffo, R.; UNICAMP-State University of Campinas, São Paulo, Brazil",,,,,,,,18359795,,,,English,Ubiquitous Learn.,Article,Final,,Scopus,2-s2.0-84875994332
Zualkernan I.A.,6602818774;,Design and implementation of a low-cost classroom response system for a future classroom in the developing world,2012,Interaction Design and Architecture(s),15,1,,68,84,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030242470&partnerID=40&md5=9ce26d62fcaeb0122fae5babcef1f425,"American University of Sharjah, Sharjah, United Arab Emirates","Zualkernan, I.A., American University of Sharjah, Sharjah, United Arab Emirates","Economic considerations and lack of adequate infrastructure impose unique design constraints on future classrooms of the developing world. Thus, future classrooms in underprivileged nations may differ significantly from their counterparts in the developed world. Classroom response systems (CRS) are an emerging technology for the future classroom. CRS are wireless, hand-held devices that help students provide immediate feedback to questions posed by a teacher. In their present form, due to their relatively high cost and high infrastructural requirements, such systems are not sustainable in most developing countries. This paper presents the design and implementation of a CRS based on an open-source, low-cost, and easily manufactured hardware. The CRS design is based on a hybrid wireless/wired platform using Bluetooth with the 1-Wire networking technology. This design significantly reduces the cost, and is consistent with existing conditions in a typical developing country.",1-wire; Arduino; Classroom response system; Developing world; Open-source; Sustainable design,,,,,,"American University of Sharjah, AUS","Acknowledgments. The research presented here was supported in part by a faculty research grant from the American University of Sharjah in the UAE. The developing country constraints for learning technologies in general, were developed in collaboration with Dr. Ivon Arroyo and Professor Beverly Woolf at the University of Massachusetts, Amherst.",,,,,"White, J., Turner, H., Smartphone Computing in the Classroom (2011) IEEE Pervasive Computing, pp. 82-86. , April-June; Sun, Y., Rye, J., Selmer, S., Using pedometers in elementary science and mathematics methods courses (2010) Journal of Mathematics Research, 2 (4), pp. 70-78. , November; Li, X., Information and Technology in china: Connecting one billion people for education (2009) International Journal of Communication and Information Technology Education, 5 (2), pp. 36-45; Suo, Y., Miyata, N., Morikawa, H., Ishida, T., Shi, Y., Open smart classroom: Extensible and scalable learning system in smart space using web service technology (2009) IEEE Transactions on Knowledge and Data Engineering, 21 (6), pp. 814-828. , November; Barrett, P., Zhang, Y., Barrett, L., A child's eye view of primary school built environments (2011) Intelligent Buildings International, 3, pp. 107-123; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) American Journal of Pharmaceutical Education, 72 (4), pp. 1-6; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26, pp. 556-561; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56, pp. 36-43; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE-Life Sciences Education, 6, pp. 1-20; Stav, J., Nielsen, K., Hansen-Nygård, G., Thorseth, T., Experiences obtained with integration of student response systems for ipod touch and iphone into e-learning environments (2010) EJournal of E-Learning (EJEL), 8 (10), pp. 179-190; Hauswirth, M., Adamoli, A., (2011) Teaching java programming with the informa clicker system, Science of Computer Programming, vol, , Press, July; Gachago, D., Morris, A., Simon, E., Engagement levels in a graphic design clicker class: Students' perceptions around attention (2011) participation and peer learning, Journal of Information Technology Education, 10, pp. 254-269; Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, 37 (2), pp. 84-91; Blood, E., Effects of student response systems on participation and learning of students with emotional and behavioral disorders (2010) Behavioral Disorders, 35, pp. 214-228; Morales, L., Can the use of clickers or continuous assessment motivate critical thinking? a case study based on corporate finance students (2011) Higher Learning Research Communications, 1 (1), pp. 33-42; Gillespie, A.L., (2011) Effects of incorporating classroom performance systems with metacognitive and conceptual strategies on the understanding of physical science concepts, , Master's thesis, MONTANA STATE UNIVERSITY, Bozeman, Montana; Micheletto, M.J., Using audience response systems to encourage student engagement and reflection (2011) Contemporary Issues in Education Research, 4 (10), pp. 9-17; Graeff, E.C., Vail, M., Maldonado, A., Lund, M., Galante, S., Tataronis, G., Click it: Assessment of classroom response systems in physician assistant education (2011) Journal of Allied Health, 40 (1), pp. e1-e5; Ortiza, M.C.M., Carvajala, D., Corala, A.H., Barriosa, R.P., Henaoa, C.A.J., Implementation of podcast and clickers in two biology courses at los andes university and impact evaluation in the teaching and learning process (2010) Procedia Social and Behavioral Sciences, 2, pp. 1767-1770; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning withquestioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; Smith, M.K., Trujillo, C., Su, T.T., The benefits of using clickers in small-enrollment seminar-style biology courses (2011) CBE-Life Sciences Education, 10, pp. 14-17; Fuller, J.P., (2011) Clickers in the classroom: Can the use of electronic response systems improve student learning?, , Master's thesis, MONTANA STATE UNIVERSITY, Bozeman, Montana; Cardoso, W., Learning a foreign language with a learner response system: the students' perspective (2011) Computer Assisted Language Learning, 24, pp. 393-417; FitzPatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Adv Physiol Educ, 35, pp. 280-289; McCurry, M.K., Revell, S.M.H., Evaluating the effectiveness of personal response system technology on millennial student learning (2011) Journal of Nursing Education, 50 (8), pp. 471-475; Hudson, M., McGowan, L., Smith, C., Technology and learner motivation in library instruction: A study of personal response systems (2010) Indiana Libraries, 30 (1), pp. 20-27; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) J Science Educational Technology, 18, pp. 146-162; Lee, A., Ding, L., Bao, L., Single-concept clicker question sequences (2011) The Physics Teacher, 49, pp. 385-389; Kolikant, Y.B.-D., Drane, D., Calkins, S., Clickers as catalysts for transformation of teachers (2010) College Teaching, 58:4, 127-135, 58, pp. 127-135; Rodriguez, L.A., (2010) A Q-methodology study of adult English language learners' perceptions of audience response systems (clickers) as communication aides, , Ph.D. dissertation, Walden University; Griff, E.R., Matter, S.F., Early identification of at-risk students using a personal response system (2008) British Journal of Educational Technology, 39 (6), pp. 1124-1130; Wu, X., Gao, Y., Applying the extended technology acceptance model to the use of clickers in student learning: Some evidence from macroeconomics classes (2011) American Journal of Business Education, 4 (7), pp. 43-49; Woolf, B., Arroyo, I., Zualkernan, I.A., Education technology for the developing world (2011) The, IEEE Global Humanitarian Technology Conference, , October 30-November 1, 2011, Seattle, Washington, USA; (2008) A view inside primary schools: A world education indicators (WEI) cross-national study, , UNESCO Institute of Statistics, Montreal, Tech. Rep; (2010) IMF 2010 world economic outlook database, , http://www.imf.org/external/pubs/ft/weo/2010/02/weodata/download.aspx; (2010), Education for all (efa) global monitoring report-2010, UNESCO Publication Oxford University Press, Tech. Rep; (2010) The world in 2010-ICT facts and figures, , International Communication Union (ITU), Tech. Rep; Negash, S., Accessing ICT enabled content in low income countries (2010) International Journal of Communication and Information Technology Education, 6 (4), pp. 49-60; Kapur, D., Crowley, M., (2008) Beyond the abcs: Higher education and developing countries, , Center for Global Development, Tech. Rep. Working Paper Number 139; Kahhat, R., Williams, E., The importance of personal computers in developing countries: Case study of peru (2009) Sustainable Systems and Technology, 2009. ISSST '09. IEEE International Symposium; Gulati, G., Technology-enhanced learning in developing nations: A review (2008) The International Review of Research in Open and Distance Learning, 9 (1); (2010) The global demand for primary teachers-2010 update, , UNESCO Institute of Statistics, INFORMATION SHEET No. 5; Hamel, J.Y., (2010) ICT4D and the human development and capabilities approach: The potentials of information and communication technology, , United Nations Development Program, Research Paper 2010/37; (2010), Ds2480b-serial to 1-wire line driver, Dallas Semiconductor, Tech. Rep; (2010), An 8-bit microcontroller with 4/8/16/32k bytes in-system programmable flash, ATMEL Technical Specification-Rev. 8271CS-AVR-08/10; Arduino, , http://www.arduino.cc/; (2010), Ds2408-1-wire 8-channel addressable switch, Dallas Semiconductor, Tech. Rep","Zualkernan, I.A.; American University of SharjahUnited Arab Emirates; email: izualkernan@aus.edu",,,Scuola Iad,,,,,18269745,,,,English,Interact. Des. Architecture,Article,Final,,Scopus,2-s2.0-85030242470
"Cranston G., Lock G.",34267467300;7102381422;,Techniques to encourage interactive student learning in a laboratory setting,2012,Engineering Education,7,1,,2,10,,1.0,10.11120/ened.2012.07010002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897904559&doi=10.11120%2fened.2012.07010002&partnerID=40&md5=9d1c167241ac2127315b279f28050ce6,"Department of Mechanical Engineering, University of Bath, Bath, BA2 7AY, United Kingdom","Cranston, G., Department of Mechanical Engineering, University of Bath, Bath, BA2 7AY, United Kingdom; Lock, G., Department of Mechanical Engineering, University of Bath, Bath, BA2 7AY, United Kingdom","Undergraduate engineering lectures are often supplemented with experimental laboratories and, at the 21st century university, such practical classes often involve large groups. It is important that these sessions are interactive, not passive, and that students are encouraged to participate throughout the laboratory to ensure that their learning experience is maximised. A variety of teaching techniques have been applied to an undergraduate fluid mechanics laboratory, aimed at enhancing student contribution and participatory learning. Large scale graphs have been used to immediately illustrate the collected data, giving students opportunities to assess and discuss their meaning. Question sheets have encouraged undergraduates to consider experimental procedures and apparatus, keeping them active. The use of an audience response system as part of the plenary has been particularly successful, ensuring that students are engaged right to the very end of the laboratory and encouraging them to participate actively by answering multiple choice questions. Students can assess their personal scores online after the laboratory session, getting instant positive feedback from the class. Although the methods are discussed in the context of a fluid mechanics laboratory, these techniques would be widely beneficial to other undergraduate engineering and science laboratory exercises.",,Audience response systems; Experimental laboratory; Experimental procedure; Learning experiences; Multiple choice questions; Participatory learning; Science laboratories; Undergraduate engineering; Fluid mechanics; Laboratories; Technical presentations; Students,,,,,,,,,,,"Abbot, I.H., von Doehoff, A.E., (1959) Theory of wing sections, including summary of airfoil data., , New York: Dover Publications, Inc; Ahmed, N.A., Demonstration of the effectiveness and limitations of thin airfoil theory in the aerodynamic study of airfoil characteristics (2004) International Journal of Mechanical Engineering Education, 32 (4), pp. 271-281; Anderson, J.D., (1991) Fundamentals of aerodynamics., , New York: McGraw-Hill; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11 (3), pp. 43-57; Cranston, G.R., Lock, G.D., Who wants to be an aerospace engineer? Use of an audience response system to stimulate student learning in engineering lectures (2010) Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre, 5 (1), pp. 23-29; Gibbs, G., (1992) Improving the quality of student learning., , Bristol: Technical and Educational Services Ltd; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kolb, D., (1984) Experimental learning., , Hemel Hempstead: Prentice Hall; Lock, G.D., Fluid mechanics with historical perspective (2007) Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre, 2 (1), pp. 33-40; Lock, G.D., Holland, E.C., Cranston, G.R., Kakade, V., Lewis, P.R., Pilbrow, R.G., Boundary layers explained: An undergraduate laboratory using an aerofoil with leading-edge slat (2009) International Journal of Mechanical Engineering Education, 37 (1), pp. 45-66; Marton, F., Säljö, R., On qualitative differences in learning-1: Outcome as a function of the learner's conception of the task (1976) British Journal of Educational Psychology, 46, pp. 115-127; McMahon, T., Teaching for more effective learning: Seven maxims for practice (2006) Radiography, 12 (1), pp. 34-44; Prosser, M., Trigwell, K., (1999) Understanding learning and teaching: The experience in higher education., , Buckingham: SRHE and Open University Press; Wit, E., Who wants to be. The use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 14-20; Yorke, M., Longden, B., (2004) Retention and student success in higher education., , Buckingham: SHRE/Open University Press","Department of Mechanical Engineering, University of Bath, Bath, BA2 7AY, United Kingdom",,,,,,,,17500044,,,,English,Eng. Educ.,Article,Final,,Scopus,2-s2.0-84897904559
"Zarraonandia T., Aedo I., Díaz P.",12238771800;6603683704;7103221225;,Envisioning the transformative role of IT in lectures,2012,Interaction Design and Architecture(s),15,1,,7,17,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015589505&partnerID=40&md5=8ee4ad113d82e8de065e016e5aae0e37,"Computer Science Department, Universidad Carlos III de Madrid, Spain","Zarraonandia, T., Computer Science Department, Universidad Carlos III de Madrid, Spain; Aedo, I., Computer Science Department, Universidad Carlos III de Madrid, Spain; Díaz, P., Computer Science Department, Universidad Carlos III de Madrid, Spain","One of the most widely used methods for teaching is the lecture. During the last few decades lecturers and students have taken advantage of the progressive introduction of new technology for supporting these lectures. As this trend is very likely to continue, in this paper we will try to anticipate some possible technology enriched future lecture scenarios. We also present ALFs, a system which aims to improve the communication between participants in a lecture making use of augmented reality techniques.",Augmented reality; Classroom response system; Lecture,,,,,,"Ministerio de Ciencia e Innovación, MICINN: TIN2010-19859-C03-01",This work is supported by the project TIPEx funded by the Spanish Ministry of Science and Innovation (TIN2010-19859-C03-01). We also want to thank the student Alvaro Montes for his participation in the project.,,,,,"Bligh, D., (1998) What's the use of lectures?, , Exeter, England: Intellect; McKeachie, W.J., (2002) McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, , 11th ed., Boston, Mass.: Houghton Mifflin; Biggs, J.B., Tang, C., (2007) Teaching for quality learning at university, , 3rd ed. Maidenhead: Open University Press; Dubrow, H., Wilkinson, J., The theory and practice of lectures (1984) The Art and Craft of Teaching, pp. 25-37. , M. Gullette (Ed.). Cambridge, MA: Harvard University Press; Van Eck, R., Digital game-based learning: It's not just the digital natives who are restles (2006) EDUCASE Review, 41 (2). , March-April; Lucente, M., Interactive three-dimensional holographic displays: Seeing the future in depth (1997) Proc. SIGGRAPH Compu. Graph, 31, pp. 63-67; Liu, W., Cheok, A.D., Mei-Ling, C.L., Theng, Y.L., Mixed reality classroom: learning from entertainment (2007) Proceedings of the 2nd international conference on Digital interactive media in entertainment and arts (DIMEA '07), pp. 65-72. , ACM, New York; Kaufmann, H., The potential of augmented reality in dynamic geometry education (2006) Proceedings of 12th International Conference On Geometry and Graphics (ISGG), , August; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-12; Mundy, D.P., Proctor, J., Getting W.I.L.D in the Classroom (2008) Proceedings of 3rd Practice Based and Practitioner Research Conference, , November; Litchfield, A., Raban, R., Dyson, L.E., Leigh, E., Taylor, J., Using students' devices and a no-to-low cost online tool to support interactive experiential mLearning (2009) Proceedings of the Ninth IEEE International Conference on Advanced Learning Technologies, pp. 674-678. , IEEE Computer Society; Anderson, R., Beavers, J., VanDeGrift, T., Videon, F., Videoconferencing and presentation support for synchronous distance learning, Frontiers in Education, 2003 (2003) FIE 2003. 33rd Annual, 2. , F3F-13-18, Vol.2, 5-8 Nov; De Lucia, A., Francese, R., Passero, I., Tortora, G., Development and evaluation of a virtual campus on Second Life: The case of SecondDMI (2009) Computers & Education, 52 (1), pp. 220-233; Jarmon, L., Traphagan, T., Mayrath, M., Trivedi, A., Virtual World teaching experiential learning, and assessment: An interdisciplinary communication course in Second Life (2009) Computers & Education, 53 (1), pp. 169-182; Zarraonandia, T., Francese, R., Passero, I., Aedo, I., Tortora, G., Díaz, P., Seminars in Second Life: Teacher and Student Views (2011) Proceedings: of the 17th International Conference on Distributed Multimedia Systems, pp. 210-215. , August; Microsoft, Introducing Kinect for Xbox 360, , http://www.xbox.com/en-gb/kinect; Soo-Mi, C., Yong-Guk, K., Jianhua, T., Tieniu, T., Rosaling, P., An Affective User Interface Based on Facial Expression Recognition and Eye-Gaze Tracking (2005) Affective Computing and Intelligent Interaction, 3784, pp. 907-914. , Springer Berlin/Heidelberg; Avatar Kinect to Project Your Expressions Into a Virtual World, , http://www.microsoft.com/presspass/features/2011/may11/05-16avatarkinect.mspx, Microsoft, From the Lab to Your Living Room; Prince, S., Cheok, A.D., Farbiz, F., Williamson, T., Johnson, N., Billinghurst, M., Kato, H., 3D Live: Real Time Captured Content for Mixed Reality (2002) Proc. of the IEEE/ACMInternational Symposium on Mixed and Augmented Reality, ISMAR'02, IEEE/ACM, pp. 7-13; Kantonen, T., Woodward, C., Katz, N., Mixed reality in virtual world teleconferencing (2010) Virtual Reality Conference (VR), pp. 179-182. , IEEE, 20-24 March 2010; Brusilovsky, P., Adaptive and Intelligent Technologies for Web-based Education (1999) Künsnstliche Intelligenz 4, Special Issue on Intelligent Systems and Teleteaching, pp. 19-25. , C. Rollinger & C. Peylo (Eds.); NyARToolkit, , http://nyatla.jp/nyartoolkit/wiki/index.php?FrontPage.en",,,,Scuola Iad,,,,,18269745,,,,English,Interact. Des. Architecture,Article,Final,,Scopus,2-s2.0-85015589505
"Jou M., Wu Y.-S.",35327095800;8857506900;,Development of a web-based system to support self-directed learning of microfabrication technologies,2012,Educational Technology and Society,15,4,,205,213,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873871418&partnerID=40&md5=873e268c35c0a9ff312ef61dc6064534,"Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan; China University of Science and Technology, Hsinchu County, Taiwan","Jou, M., Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan; Wu, Y.-S., China University of Science and Technology, Hsinchu County, Taiwan","Having engineers in microfabrication technologies educated has become much more difficult than having engineers educated in the traditional technologies, and this may be because of the high cost for acquirement of equipment, materials, and infrastructural means (i.e., cleaning rooms), all in addition to the hands-on practices that are often times time-consuming to perform. These factors pose challenges for improvements to be made in teaching and learning quality. The current study has designed an interactive learning system to support selfdirected learning of microfabrication technology with both the technical and the functional viewpoints taken into consideration, along with evaluated results obtained from the end-users. The current study applied technology in virtual-reality in order for interactions to be carried out on the Internet, which permits the students to become familiarized with the techniques used in microfabrication technology as they learn to operate machines. The courses offered in microfabrication technology were incorporated with the developed web-based learning system, where effects of the blended methodology on student learning result were examined. © International Forum of Educational Technology & Society (IFETS).",Blended learning approach; Microfabrication technology; Self-directed learning; Technological education,,,,,,,,,,,,"Barbour, N., Brown, E., Connelly, J., Dowdle, J., Brand, G., Nelson, J., O'Bannon, Micromachined inertial sensors for vehicles (1997) Proceedings of IEEE Conference on Intelligent Transportation System, 86, pp. 1640-1659. , doi:10.1109/ITSC.1997.660620; Bary, R., Rees, M., Is (self-directed) learning the key skill for tomorrow's engineers? (2006) European Journal of Engineering Education, 31 (1), pp. 73-81; Boud, D., Keogh, R., Walker, D., (1985) Reflection: Turning experience into learning, , NewYork, NY: Kogan Page; Bouras, C., Philopoulos, A., Tsiatsos, T., E-learning through distributed virtual environments (2001) Journal of Network and Computer Applications, 24 (3), pp. 175-199; Burnard, P., Experiential learning: Some theoretical considerations (1988) International Journal of Lifelong Education, 7 (2), pp. 127-133; Caliano, G., Lamberti, N., Iula, A., Pappalardo, M., A piezoelectric bimorph static pressure sensor (1995) Sensors and Actuators A: Physical, 46, pp. 176-178; Craig, A.B., Sherman, W.R., (2003) Understanding virtual reality-Interface, application, and design, , San Francisco, CA: Morgan Kaufmann Publishers; Desikan, P., DeLong, C., Beemanapalli, K., Bose, A., Srivastava, J., Web mining for self-directed e-learning (2005), (Report No. TR # 2005-030) Southampton, UK: WIT Press; Gripton, A., (2002) The application and future development of a MEMS SiVS/spl reg/ for commercial vehicles, , August. Paper presented at the IEEE Position Location and Navigation Symposium. doi: 10.1109/PLANS.2002.998885; Idros, S.N.S., Mohamed, A.R., Esa, N., Samsudin, M.A., Daud, K.A.M., Enhancing self-directed learning skills through e-SOLMS for Malaysian learners (2010) Procedia Social and Behavioral Sciences, 2 (2), pp. 698-706; Knowles, M.S., (1975) Self-directed learning, , New York, NY: Association Press; Knowles, M., (1998) The Adult Leaner: A Neglected Species, , (5th ed.). Houston, TX: Gulf Publishing Company; Kolb, D.A., (1984) Experiential learning: Experience as the source of learning and development, , Englewood Cliffs, NJ: Prentice Hall; Leonard, D., Workplace education: Adult education in a hospital nursing staff development unit (1993) Journal of Nursing Staff Development, 9 (2), pp. 68-73; Levett-Jones, T.L., Self-directed learning: Implications and limitations for undergraduate nursing education (2005) Nurse Education Today, 25 (5), pp. 363-368; Long, H.B., (2010) Skills for self-directed learning, , http://www.greatpdf.info/pdf_skills_for_self_directed_learning.html, Retrieved May 20, 2010, from; Liu, M., The design of a web-based course for self-directed learning (2009) Campus-Wide Information Systems, 26 (2), pp. 122-131; Neuy, C., SME's Perspectives: 4M current capabilities and future requirements Proceedings of the 4M 2006-Second International Conference on Multi-Material Micro Manufacture, pp. 45-48. , http://dx.doi.org/10.1016/B978-008045263-0/50010-6, (20056). W. Menz et al. (Eds.), Retrieved from; Nolan, J., Nolan, M., Self-directed and student-centered learning in nurse education: 1 (1997) British Journal of Nursing, 6 (1), pp. 51-55; Nolan, J., Nolan, M., Self-directed and student-centered learning in nurse education: 2 (1997) British Journal of Nursing, 6 (2), pp. 103-107; Paquette, G., Ricciardi-Rigault, C., Paquin, C., Liegeois, S., Bleicher, E., Developing the virtual campus environment (1996) Proceedings of Ed-Media 96 World Conference on Educational Telecommunication, pp. 244-249. , http://ares.licef.teluq.uqam.ca/Portals/29/docs/pub/campus/dvce.doc, Retrieved from; Sung, W.T., Ou, S.C., Using virtual reality technologies for manufacturing applications (2003) International Journal of Computer Applications in Technology, 17 (4), pp. 213-219; Townsend, J., Teaching and learning strategies (1990) Nursing Times, 86, pp. 66-68; Turunen, H., Taskinen, H., Voutilainen, U., Tossavainen, K., Sinkkonen, S., Nursing and social work students' initial orientation towards their studies (1997) Nurse Education Today, 17 (1), pp. 67-71","Jou, M.; Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan; email: joum@ntnu.edu.tw",,,,,,,,11763647,,,,English,Educational Technology and Society,Article,Final,,Scopus,2-s2.0-84873871418
"Gibson R.S.J., Morrow J.H., Gormley G.J., Hart N.D.",12792394000;55569476100;22950629800;16425610600;,Does first aid have a place in the medical curriculum? A survey of medical students,2012,International Journal of Clinical Skills,7,1,,3,7,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872847799&partnerID=40&md5=e3b71cb08ba9034030be1475f2badcd4,"Ulster Hospital Dundonald, South Eastern Health and Social Care Trust, Northern Ireland, United Kingdom; Queen's University Belfast, Belfast, Northern Ireland, United Kingdom","Gibson, R.S.J., Ulster Hospital Dundonald, South Eastern Health and Social Care Trust, Northern Ireland, United Kingdom; Morrow, J.H., Ulster Hospital Dundonald, South Eastern Health and Social Care Trust, Northern Ireland, United Kingdom; Gormley, G.J., Ulster Hospital Dundonald, South Eastern Health and Social Care Trust, Northern Ireland, United Kingdom, Queen's University Belfast, Belfast, Northern Ireland, United Kingdom; Hart, N.D., Queen's University Belfast, Belfast, Northern Ireland, United Kingdom","Introduction: When a medical emergency occurs in the prehospital environment, there is an expectation from the general public for medical students to offer assistance with a similar level of competence as qualified doctors. However, the question is raised; do medical students have sufficient training in first aid skills to fulfil the role expected of them? Prior to the publication of the latest version of Tomorrow's Doctors by the UK General Medical Council, a student selected component (SSC) in first aid was delivered at the medical school in Queen's University Belfast (QUB), Northern Ireland. The overwhelming popularity of this SSC prompted a desire to investigate and understand students' experiences of first aid. Aim: To identify first and second year medical students' knowledge of, and attitudes towards, first aid and their expectations of the medical curriculum. Methods: A questionnaire was delivered using TurningPoint Audience Response System® during the second semester of the 2008 - 2009 academic year to all first and second year medical students at QUB. Results: Less than half of the students felt that they had a good level of first aid knowledge, a third would feel confident helping in an emergency and only 10% would be confident leading an emergency situation. The vast majority of students believed first aid is beneficial, that the general public expect medical students to have the knowledge to handle an emergency situation, and that a full first aid course should be included in the core medical curriculum at an early stage. They did not believe it should be a pre-requisite for medical school. Conclusion: Only a small proportion believed their first aid knowledge adequate. An overwhelming proportion believed that first aid training is beneficial and that the public expect competency in managing emergencies. This study clearly demonstrates students' need and desire for first aid training in the core medical curriculum at an early stage and to the highest training level possible. © International Journal of Clinical Skills.",Emergency medicine; First aid; Medical education,,,,,,,,,,,,"Zwitter, M., Nilstun, T., Knudsen, L.E., Zakotnik, B., Klocker, J., Bremberg, S., Frentz, G., Pedersen, J., Professional and public attitudes towards unsolicited medical intervention (1999) British Medical Journal, 318 (7178), pp. 251-253; Allison, K.P., Kilner, T., Porter, K.M., Thurgood, A., Prehospital care--the evolution of a course for undergraduates (2002) Resuscitation, 52 (2), pp. 187-191; Freeston, J., Citizen's arrest (2008) Student British Medical Journal., 16 (388). , http://student.bmj.com/student/view-article.html?id=sbmj0811388a, [Accessed Nov 2011]; Wallace, A., (2007) Ulster students help save woman's life on plane., , http://www.belfasttelegraph.co.uk/news/local-national/ulster-studentshelp-save-woman-on-plane-13456353.html, Belfast Telegraph [Online]. Available at[Accessed Feb 2011]; Page, S.P., Winburn, I.C., Is first aid training adequate for medical students? (1997) Student British Medical Journal, 5, p. 391; Davies, C., Call a medic? Voluntary teaching in prehospital care (2009) The Clinical Teacher, 6 (4), pp. 249-253; Drake, S., Pre-hospital emergency medicine: its place in the undergraduate curriculum (2009) The Clinical Teacher, 6 (3), pp. 152-154; Furmedge, D., Hall, J., Undergraduate emergency medicine and pre-hospital care teaching: is it enough? (2009) The Clinical Teacher, 6 (3), pp. 214-215; Ahmed, H.U., Kellett, C., Ashworth, M., Nazir, S., First aid and cardiopulmonary resuscitation training for medical students (2004) Medical Education, 38 (8), p. 913; Graham, C.A., Guest, K.A., Scollon, D., Cardiopulmonary resuscitation (1994) Journal of Accident and Emergency Medicine, 11 (3), pp. 162-164. , Paper 1: A survey of undergraduate training in UK medical schools; (2009), General Medical Council. Tomorrow's Doctors: Outcomes 2 - The doctor as a practitioner. London, General Medical Council. (GMC)","Gormley, G.J.; Department of General Practice, Queens University Belfast, Dunluce Health Centre, 4th floor, 1 Dunluce Avenue, Belfast, BT9 7HR, Northern Ireland, United Kingdom; email: g.gormley@qub.ac.uk",,,,,,,,17530431,,,,English,Int. J. Clin. Skills,Article,Final,,Scopus,2-s2.0-84872847799
"McKendry S., Boyd V.",39362172700;39361038000;,Blogging clinical placement: Harnessing technologies to increase off-campus engagement with healthcare learners,2012,Cutting-Edge Technologies in Higher Education,6,PARTA,,137,164,,,10.1108/S2044-9968(2012)000006A008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84886703608&doi=10.1108%2fS2044-9968%282012%29000006A008&partnerID=40&md5=1a1e5ea5f9b0b2a0c1fb49f04d6787db,"Glasgow Caledonian University, Glasgow, United Kingdom; Glasgow School of Art, Glasgow, United Kingdom","McKendry, S., Glasgow Caledonian University, Glasgow, United Kingdom; Boyd, V., Glasgow School of Art, Glasgow, United Kingdom","As with many professional programmes, nursing students in the United Kingdom spend a significant proportion of their time 'on placement' - applying their theoretical learning to the clinical area.While off campus and at a distance from their peers and university staff, however, they must continue to study and complete assessments. This creates enormous complexities for nursing students; issues of retention and success, anxiety and isolation are well documented in the research literature relating to this particularly diverse group. Emerging technologies offer opportunities to increase engagement between nursing students and faculty, thus potentially eliminating many of these difficulties. At Glasgow Caledonian University, a blog was developed to provide new students with remote support and a virtual community while on their first placement. The open access resource offered a link between faculty and students and a forum for peer support among the cohort. Student produced materials, such as 'talking head' videos and placement diaries, were posted alongside assessment-specific learning resources developed by staff. The blog was fully interactive and participants were encouraged to comment on and respond to posts in order to increase engagement. A thorough evaluation of the continuing initiative highlighted the success and further potential of the resource but also suggested limitations in terms of interactive engagement and issues of digital literacy among some learners. This chapter will discuss the use of technologies such as blogs in providing remote support to learners, using the student nurse blog as a case study. Copyright © 2012 by Emerald Group Publishing Limited.",Blogging; Learner engagement; Learning development; Nurse education; Placement support,,,,,,,,,,,,"Agazio, J., Buckley, K., An untapped resource: Using YouTube in nursing education (2009) Nurse Education, 34 (1), pp. 23-28; Andrew, N., McGuinness, C., Reid, G., Corcoran, T., Greater than the sum of its parts: Transition into the first year of undergraduate nursing (2009) Nurse Education in Practice, 9, pp. 13-21; Atherton, J., (2011) Learning and Teaching: On Learning Styles, , http://www.learningandteaching.info/learning/learning-styles.htm; Attwood, R., (2009) Scarred for Life? Times Higher Education, , http://www.timeshighereducation.co.uk/story.asp?storycode=407817, August 20; Bach, S., Haynes, P., Lewis Smith, J., (2007) Online Learning and Teaching, , Maidenhead: McGraw-Hill Education; Baxter, A., Britton, C., Risk, identity and change: Becoming a mature student (2001) International Studies of Sociology of Education, 11 (1), pp. 87-104; Beetham, H., (2008) Review: Design for Learning Programme Phase 2, , http://www.jisc.ac.uk/elp-designlearn.html; Bennett, S., Maton, K., Kervin, L., The 'digital natives' debate: A critical review of the evidence (2008) British Journal of Educational Technology, 39 (5), pp. 775-786; Blood, R., Weblogs: A history and perspective (2002) We'Ve Got Blog: How Weblogs Are Changing Our Culture, pp. 7-16. , In J. Rodzvilla (Ed.) Cambridge: Perseus Publishing; Bouden, J., Why do nursing students who consider leaving stay on their courses? (2008) Nurse Researcher, 15 (3), pp. 45-56; Chesser-Smyth, P., The lived experience of general student nurses on their first clinical placement: A phenomenological study (2005) Nurse Education in Practice, 5, pp. 320-327; Clarke, R., Media will never influence learning (1994) Educational Technology Research and Development, 45 (2), pp. 21-29; Clifton, A., Mann, C., Can YouTube enhance student nurse learning? (2011) Nurse Education Today, 31 (4), pp. 311-313; Creanor, L., Trinder, K., Gowan, D., Howells, C., Life, learning and technology: Views from the learners (2007) Learning and Teaching in Higher Education, 2, pp. 26-40; Cuthbertson, P., Lauder, W., Steele, R., Cleary, S., Bradshaw, J., A comparative study of the course related family and financial problems of mature nursing students in Scotland and Australia (2004) Nurse Education Today, 24 (5), pp. 373-381; Dickey, M., The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment (2004) Open Learning, 19 (3), pp. 279-291; Edgley, A., Timmons, S., Crosbie, B., Desperately seeking sociology: Nursing student perceptions of sociology on nursing courses (2009) Nurse Education Today, 29 (1), pp. 16-23; Ferdig, R., Trammell, K., (2004) Content Delivery in the Blogosphere, , http://thejournal.com/articles/2004/02/01/content-delivery-in-the- blogosphere.aspx, Technological Horizons in Education Journal; Fleming, N., Mills, C., Not another inventory, rather a catalyst for reflection (1992) To Improve the Academy, 11, pp. 137-146; Gardner, H., (1984) Frames of Mind: The Theory of Multiple Intelligences, , London: Heinemann; Glaser, B., Strauss, A., (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research, , Chicago, IL: Aldine Publishing Company; (2009) Information for Mature Students, , http://www.gcu.ac.uk/study/undergraduate/informationformaturestudents/, Glasgow Caledonian University; Glossop, C., Student nurse attrition from pre-registration courses: Investigating methodological issue (2001) Nurse Education Today, 21 (3), pp. 170-180; Glossop, C., Student nurse attrition: Use of an exit-interview procedure to determine students' reasons for leaving (2002) Nurse Education Today, 22 (5), pp. 375-386; Hall, G., Lynes, D., Education for nurses in primary care: The universities' perspective (2007) Education for Primary Care, 18, pp. 437-442; Heilferty, C.M., Toward a theory of online communication in illness: Concept analysis of illness blogs (2009) Journal of Advanced Nursing, 65 (7), pp. 1539-1547; Hilton, J., The future for higher education: Sunrise or perfect storm? (2006) Educause, 41 (2), pp. 59-71; Homik, M., Melis, E., (2006) Using Blogs for Learning Logs, Proceedings of EPortfolio, , http://www.activemath.org/pubs/HomikMelis-ep2006.pdf, Oxford, UK; Honey, P., Mumford, A., (1992) Manual of Learning Styles (3rd Ed.), , Maidenhead: Peter Honey; (2009) Effective Practice in A Digital Age, HEFCE, , http://www.jisc.ac.uk/media/documents/publications/ effectivepracticedigitalage.pdf; Jones, M., Johnston, D., Distress, stress and coping in first-year student nurses (1997) Journal of Advanced Nursing, 26, pp. 475-482; Kamel Boulos, M., Maramba, I., Wheeler, S., Wikis, blogs and podcasts: A new generation of Web-based tools for virtual collaborative clinical practice and education (2006) BMC Medical Education, 6 (41). , doi: 10.1186/1472-6920-6-41; Kamel Boulos, M., Wheeler, S., The emerging Web 2.0 social software: An enabling suite of sociable technologies in health and health care education (2007) Health Information and Libraries Journal, 24 (1), pp. 2-23; Kennedy, G., Judd, T., Churchward, A., Gray, K., Krause, K., First year students' experiences with technology: Are they really digital natives? (2008) Australasian Journal of Educational Technology, 24 (1), pp. 108-122; Kevern, J., Webb, C., Mature women's experiences of preregistration nurse education (2004) Journal of Advanced Nursing, 45 (3), pp. 297-306; Kim, K., Bonk, C., The future of online teaching and learning in higher education: The survey says (2006) Educause Quarterly, 29 (4), pp. 22-30; Krause, S., (2004) When Blogging Goes Bad: A Cautionary Tale about Blogs, Email Lists, Discussion, and Interaction, , http://english.ttu.edu/KAIROS/9.1/praxis/krause/index.html, Kairos, 9; Ladyshewsky, R., Gardner, P., Peer assisted learning and blogging: A strategy to promote reflective practice during clinical fieldwork (2008) Australasian Journal of Educational Technology, 24 (3), pp. 241-257; Last, L., Fulbrook, P., Why do student nurses leave? Suggestions from a Delphi study (2003) Nurse Education Today, 23, pp. 449-458; Leathwood, C., O'Connell, P., Its a struggle' the construction of the 'New Student' in higher education (2003) Journal of Educational Policy, 18 (6), pp. 597-615; Le Var, R., Project 2000: A new preparation for practice Has policy been realized? Part 1 (1997) Nurse Education Today, 17 (3), pp. 171-177; Le Var, R., Project 2000: A new preparation for practice Has policy been realized? Part 2 (1997) Nurse Education Today, 17 (4), pp. 263-273; Maag, M., The potential use of 'blogs' in nursing education (2005) Computers, Informatics, Nursing, 23 (1), pp. 16-24; Markham, A.N., Internet Communication as a tool for qualitative research (2004) Qualitative Research: Theory, Method and Practice, pp. 95-124. , In D. Silverman (Ed.) London: Sage; Marton, F., Trigwell, K., Variatio est mater studiorum (2000) Higher Education Research and Development, 19 (3), pp. 381-395; Mason, R., Rennie, F., (2007) The E-learning Handbook: Social Networking for Higher Education: Resources for Higher Education, , London: Routledge; McCallum, J., The debate in favour of using simulation education in pre-registration adult nursing (2007) Nurse Education Today, 27 (8), pp. 825-831; McCallum, J., Ness, V., Price, T., Exploring students' decision-making skills whilst in a Second Life clinical simulation laboratory (2011) Nurse Education Today, 31 (7), pp. 699-704; McCarey, M., Barr, T., Rattray, J., Predictors of academic performance in a cohort of pre-registration nursing students (2007) Nurse Education Today, 27 (4), pp. 357-364; McElhinney, E., An evaluation of clinical simulation in a virtual world and its impact on practice An action research project (2011) Clinical Simulation in Nursing, 7 (6), pp. e258; McKendry, S., Boyd, V., Andrew, N., Clear ahead? Researching the experiences of late application students entering undergraduate nursing programmes (2010) Widening Participation & Lifelong Learning, 12 (1), pp. 18-29; McKendry, S., McKay, G., Boyd, V., Andrew, N., (2011) The Route into the Academy: The Liminal State of the Nursing and Construction Professions?, , http://dx.doi.org/10.1080/13562517.2011.611867, Teaching in Higher Education; McKenna, H., Thompson, D., Watson, R., Norman, I., The good old days of nurse training: Rose-tinted or jaundiced view? (2006) International Journal of Nurse Education, 43, pp. 135-137; McLoughlin, C., Lee, M.J.W., Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era (2007) Proceedings of the 2007 Ascilite Conference, Singapore, , http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf; (2007) Staying the Course: The Retention of Students in Higher Education, , http://www.nao.org.uk/publications/0607/student-retention-in-higher-ed. aspx, National Audit Office (NAO); (2012) The Knowledge Network: Telehealthcare, , http://www.knowledge.scot.nhs.uk/telehealthcare.aspx, NES (NHS Education Scotland); (2008) An Executive Summary of the Workforce Education Commissioning and Education and Learning Strategy, , http://www.northwest.nhs.uk/document-uploads/Publications/ Executive-Summary.pdf, NHS North West. Accessed on 5 September 2011; (2008) WaterbyrdFilmz's Channel, , http://www.youtube.com/user/WaterbyrdFilmz; (2010) Nurse Education Now and in the Future, , http://www.nmc-uk.org/Get-involved/Consultations/Past-consultations/ By-year/Pre-registration-nursing-education-Phase-2/Nurse-education-Now-and-in- the-future-/, Nursing and Midwifery Council; O'Brien, F., Keogh, B., Neenan, K., Mature students' experiences of undergraduate nurse education programmes: The Irish experience (2009) Nurse Education Today, 29 (6), pp. 635-640; Oliver, M., Trigwell, K., Can 'blended learning' be redeemed? (2005) E-Learning, 2 (1), pp. 17-26; Pachler, N., Daly, C., Narrative and learning with Web 2.0 technologies: Towards a research agenda (2009) Journal of Computer Assisted Learning, 25, pp. 6-18; Pashler, H., McDaniel, M., Rohrer, D., Bjork, R., Learning styles: Concepts and evidence (2008) Psychological Science in the Public Interest, 9 (3), pp. 106-119; Peters, O., (2001) Learning and Teaching in Distance Education (Revised Ed.), , London: Routledge; Prensky, M., Digital natives, digital immigrants (2001) On the Horizon, 9 (5), pp. 1-6; (2011) Enhancement Themes: Graduates for the 21st Century, , http://www.enhancementthemes.ac.uk/enhancement-themes/ completedenhancement-themes/graduates-for-the-21st-century, Quality Assurance Agency; Reay, D., Class, authenticity and the transition to higher education for mature students (2002) The Sociological Review, 50 (3), pp. 398-418; Ricketts, B., The role of simulation for learning within pre-registration nursing education A literature review (2011) Nurse Education Today, 31 (7), pp. 650-654; Rochford, C., Connolly, M., Drennan, J., Paid part time employment and academic performance of undergraduate nursing students (2009) Nurse Education Today, 29 (6), pp. 601-606; Roland, E., Johnson, C., Swain, D., Blogging' as an educational enhancement tool for improved student performance: A pilot study in undergraduate nursing education (2011) New Review of Information Networking, 16 (2), pp. 151-166; Salmon, G., (2004) E-Moderating the Key to Teaching and Learning Online, , London: Taylor & Francis; Salmon, G., (2002) E-Tivities: The Key to Active Online Learning, , London: Kogan Page; Sandars, J., The potential of blogs and wikis in healthcare education (2007) Education for Primary Care, 18, pp. 16-21; Silverman, D., (2006) Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction (3rd Ed.), , London: Sage; Sitzmann, T., Kraiger, K., Stewart, D., Wisher, R., The comparative effectiveness of web-based and classroom instruction: A meta-analysis (2006) Personnel Psychology, 59 (3), pp. 623-664; Steele, R., Lauder, W., Caperchione, C., Anastasi, J., An exploratory study of the concerns of mature access to nursing students and the coping strategies used to manage these adverse experience (2005) Nurse Education Today, 25 (7), pp. 573-581; Stone, C., Listening to individual voices and stories: The mature-age student experience (2008) Australian Journal of Adult Learning, 48 (2), pp. 263-290; Thorpe, M., (2000) Online Learning Not Just An E-university Idea, , Adults Learning. April, 11-12. , April 11; (2009) Current Research Projects: Investigating the Experiences of Applicants with Special Educational Needs, Disabling Medical Conditions, or Impairments, during the Admissions Process, , http://www.ucasresearch.com/research/current/investigatingtheexpe, UCAS; (1986) Project 2000: A New Preparation for Practice, , United Kingdom Central Council for Nursing, Midwifery & Health Visiting. London: UKCC","Glasgow Caledonian University, Glasgow, United Kingdom",Wankel C.Blessinger P.,,,,,,,20449968,9781781902363,,,English,Cutting-Edge Technol. High. Educ.,Article,Final,,Scopus,2-s2.0-84886703608
Agbatogun A.O.,36536556600;,Exploring the efficacy of student response system in a subsaharan african country: A sociocultural perspective,2012,Journal of Information Technology Education:Research,11,1,,249,267,,9.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84877674529&partnerID=40&md5=da70e8140b10632dd13c7eb9d632b4bb,"The Moray House School of Education, The University of Edinburgh, Edinburgh, United Kingdom","Agbatogun, A.O., The Moray House School of Education, The University of Edinburgh, Edinburgh, United Kingdom","The student response system (SRS) is marketed as a reliable tool for improving student's academic attainment. However, findings to the question of whether or not the SRS does improve the learning outcomes of ESL [English as a Second Language] learners in primary education are not well documented in the research literature. Despite the wide use of English as the medium of communication and instruction in many Anglophone countries such as Nigeria, a teacher's ability to actively engage all students in the classroom is challenging and relatively difficult. Learners' poor performance in school subjects, as well as national examinations conducted by bodies such as the West African Examination Council (W.A.E.C.) and the National Examination Council (N.E.C.O.) has been attributed to teachers' reliance on, and use of, the traditional lecture method which deprives students of the necessary interaction, active engagement and dialogic communication that could promote improved learning outcomes. The adoption, as well as the use, of SRS in schools to enhance teaching and learning is yet to be a reality in Nigeria. Researchers argue that, for learners to experience improved academic attainment, they must possess a reasonable degree of communicative competence in the language of instruction. Moreover, language is best learnt when student learners are given the opportunity to interact in the class with a view of exploring the environmental artifacts to interactively use the target language in real life situations. Earlier studies have shown that the use of SRS during instructional processes enables meaningful interaction that would facilitate improved educational attainment in the classroom. This study, which explored the sociocultural theory of Vygotsky, was thus conducted to investigate the effectiveness of SRS in English language classrooms with a view to improving the communicative competence of learners. In essence, this study was a quasi-experimental design conducted within 11 weeks, to compare the communicative competence of pupils exposed to SRS and those taught in the traditional classroom. 67 pupils from two Nigerian primary schools constituted the sample of the study. Learners in the traditional lecture method group were exposed to the traditional lecture method. On the other hand, the experimental group experienced peer discussion and active participation in instructional activities as the SRS technology was used to trigger interaction in the classroom at the pre- and post sessions of polling learners' responses by the teacher. To assess learners' English language communicative competence, a battery of English Language Listening Tests and English Language Speaking Tests was used for data collection. Data were analysed at 0.05 significance level via descriptive and inferential statistics (ttests, Analysis of variance, Pearson Product Moment Correlation, and multiple regression). While significant difference was found between the pre-and post-tests of the SRS group, no such significant difference was found within the control group. The results further show that the SRS group outperformed the control group at the post-test stage. Pupils' communicative competence positively and significantly correlated with the listening and speaking skills of pupils in the SRS group. Speaking skill was also found to be potent predictor of pupils' communicative competence in the SRS group. © Informing Science Institute.",Communication fluency; Interactive technology; Pedagogy; Social interaction,Communicative competences; Educational attainments; English as a second language; Instructional activities; Interactive technology; Pedagogy; Product-moment correlation; Social interactions; Communication; Learning systems; Students; Teaching; Interactive computer systems,,,,,,,,,,,"Adegbile, J.A., Alabi, O.F., Proficiency and communicative competence in L2: Implications for teachers and learners (2005) International Journal of African & African American Studies, 4 (2), pp. 31-37; Ajayi, L., Newspaper as enrichment material for enhancing students' performance in English (2002) Perspectives on applied linguistics in languages and literature, pp. 66-88. , L. Adebayo, I. Isiugo- Abanihe, & I. N. Ohia (Eds.), Ibadan: Stirring-Horden; Ariyo, K.S., A study of language learners strategies adopted by Nigerian students (2010) Pakistan Journal of Social Sciences, 7 (6), pp. 433-436; Bachman, L., Bachman, C., A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research (2011) Journal of Interactive Learning Research, 22 (1), pp. 5-21; Bergtrom, G., Clicker sets as learning objects (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2, pp. 105-110. , http://www.ijello.org/Volume2/v2p105-110Bergtrom.pdf, Retrieved from; Boyer, E.L., (1998) The Boyer commission on educating undergraduates in the research university, reinventing undergraduate education: A blueprint for America's research universities, , New York: Stony Brook; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How people learn: Brain, mind, experience, and school, , Washington, DC: National Academy Press; Brown, H.D., (1994) Principles of language learning and teaching, , New Jersey: Prentice Hall Regents; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) American Journal of Pharmaceutical Education, 72, pp. 1- 6; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Science Education, 6, pp. 9 -19; Camey, J.P., Gray, G.T., Wert-Gray, S., Evaluating the impact of student response systems on student performance (2008) Journal for Advancement of Marketing Education, pp. 13-17; Canary, D.J., Cody, M.J., (2000) Interpersonal communication: A goalsbased approach, , New York: Saint Martin's Press; Chickering, A.W., Gamson, Z.F., (1987) Seven principles for good practice in undergraduate education, , http://www.economicsnetwork.ac.uk/handbook/ugresearch/5, Retrieved from; Collins, L.J., Livening up the classroom: Using audience response systems to promote active learning (2007) Medical Reference Services Quarterly, 26 (1), pp. 81-88; Cook, J., Longitudinal, educational design research investigation of the temporal nature of learning: Taking a Vygotskian approach (2010) Journal of Interactive Media in Education, pp. 1-20; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Dale, E., (1969) Audiovisual methods in teaching, , New York: The Dryden Press, (3rd ed.); Dill, E., Do clickers improve library instruction? Lock in your answers now? 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P. Lantolf (Ed.), UK: Oxford University Press; Latessa, R., Mouw, D., Use of audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14; Le, H., (2003) What does a more knowledgeable peer mean? A sociocultural analysis of group interaction in a Vietnamese classroom, , http://www.aare.edu.au/03pap/le03008.pdf, Paper presented at the NZARE/AARE Joint Conference, Auckland, December 2003. 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Vygotsky, 2. , New York: Plenum Press; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 6 (6), pp. 796-798; Yoder, J.D., Hochevar, C.M., Encouraging active learning can improve students' performance on examinations (2005) Teaching of Psychology, 32, pp. 91- 95; Yusuf, H.O., Enesi, A.O., Teaching reading across the classroom (2011) Theory and Practice in Language Studies, 1 (11), pp. 1581-1585. , doi:10.4304/tpls.1.11.1581-1585","Agbatogun, A.O.; The Moray House School of Education, The University of Edinburgh, Edinburgh, United Kingdom; email: alabaagbatogun@yahoo.com",,,,,,,,15479714,,,,English,J. Inf. Technol. Educ.,Article,Final,,Scopus,2-s2.0-84877674529
"Mostyn A., Meade O., Lymn J.S.",6601939540;35318571400;55065058300;,Using audience response technology to provide formative feedback on pharmacology performance for non-medical prescribing students - A preliminary evaluation,2012,BMC Medical Education,12,1, 113,,,,7.0,10.1186/1472-6920-12-113,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84868642012&doi=10.1186%2f1472-6920-12-113&partnerID=40&md5=427ac6697b56839630d7f1bd4e1af245,"School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington Campus, Loughborough, United Kingdom; School of Nursing, Midwifery and Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, United Kingdom","Mostyn, A., School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington Campus, Loughborough, United Kingdom; Meade, O., School of Nursing, Midwifery and Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, United Kingdom; Lymn, J.S., School of Nursing, Midwifery and Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, United Kingdom","Background: The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Methods. Four successive cohorts of Non-Medical Prescribing students (n=107) had access to the individualised ART system and three of these groups (n=72) completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Results: Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%), guiding their independent study (86.8%), and as a revision tool (88.3%). Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback. A significant positive correlation was found between students formative feedback scores and their summative pharmacology exam scores (Spearmans rho = 0.71, N=107, p<.01). Conclusions: Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the individualised handsets and personalised formative feedback highly. The significant correlation between ART response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness. © 2012 Mostyn et al.; licensee BioMed Central Ltd.",Audience response technology; Non-medical prescribing; Pharmacology; Teaching,"adult; article; cohort analysis; curriculum; education; feedback system; female; health personnel attitude; human; interview; learning; male; marketing; middle aged; pharmacy student; psychological aspect; questionnaire; United Kingdom; Adult; Attitude of Health Personnel; Cohort Studies; Curriculum; Education, Pharmacy; Educational Measurement; England; Feedback; Female; Humans; Interviews as Topic; Learning; Male; Marketing; Middle Aged; Questionnaires; Students, Pharmacy; Young Adult",,,,,,,,,,,"Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system (PRS) in a dual-campus classroom (2008) Am J Pharm Educ, 72 (2), p. 38. , 10.5688/aj720238 18483604; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention and feedback (2009) Am J Pharm Educ, 73 (2), p. 21. , 10.5688/aj730221 19513159; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15 (3), pp. 383-389. , 10.1016/j.acra.2007.09.021 18348839; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2 (4), pp. 160-166. , 10.1002/ase.99 19670428; Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Med Teach, 31 (12), pp. 5570-e579. , 10.3109/01421590903193539 19995158; Ernst, H., Colthorpe, K., The efficacy of interactive lecturing for students with diverse science backgrounds (2007) Adv Physiol Educ, 31, pp. 41-44. , 10.1152/advan.00107.2006 17327581; Debourgh, G.A., Use of classroom clickers to promote acquisition of reasoning skills (2008) Nurs Educ Pract, 8, pp. 76-87. , 10.1016/j.nepr.2007.02.002; Lymn, J., Mostyn, A., Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning (2010) BMC Med Educ, 10 (1), p. 73. , 10.1186/1472-6920-10-73 20979620; Jones, S., Henderson, D., Sealover, P., ""Clickers"" in the classroom (2009) Teach Learn Nurs, 4 (1), pp. 2-5. , 10.1016/j.teln.2008.06.001; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Adv Physiol Educ, 26 (4), pp. 299-308. , 12444002; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lecctures with a personal response system (2009) Adv Physiol Educ, 33, pp. 60-71. , 10.1152/advan.00109.2007 19261762; Rush, B.R., Hafen Jr., M., Biller, D.S., Davis, E.G., Klimek, J.A., Kukanich, B., The Effect of Differing Audience Response System Question Types on Student Attention in the Veterinary Medical Classroom (2010) J Vet Med Educ, 37 (2), pp. 145-153. , 10.3138/jvme.37.2.145 20576903; Porter, A.G., Tousman, S., Evaluating the Effect of Interactive Audience Response Systems on the Perceived Learning Experience of Nursing Students (2010) J Nurs Educ, 49 (9), pp. 523-527. , 10.3928/01484834-20100524-10 20509583; (2006) Department of Health, , London: Medicines Matters; Manias, E., Bullock, S., The educational preparation of undergraduate nursing students in pharmacology: Perceptions and experiences of lecturers and students (2002) International Journal of Nursing Studies, 39 (7), pp. 757-769. , DOI 10.1016/S0020-7489(02)00018-4, PII S0020748902000184; Morrison-Griffiths, S., Snowden, M.A., Pirmohamed, M., Pre-registration pharmacology: Is it adequate for the roles that nurses are expected to fulfil? (2002) Nurse Educ Today, 22, pp. 447-456. , 12387758; King, R.L., Nurses' perceptions of their pharmacology educational needs (2004) Journal of Advanced Nursing, 45 (4), pp. 392-400; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Educ Today, 30 (7), pp. 603-607. , 10.1016/j.nedt.2009.12.008 20044180; Carrillo-De-La-Pẽa, M.T., Baillès, E., Caseras, X., Martínez, A., Ortet, G., Pérez, J., Formative assessment and academic achievement in pre-graduate students of health sciences (2009) Adv Health Sci Education Theory Pract, 14, pp. 61-67. , 10.1007/s10459-007-9086-y; Norman, G., Neville, A., Blake, J.M., Mueller, B., Assessment steers learning down the right road: Impact of progress testing on licensing examination performance (2010) Med Teach, 32, pp. 496-499. , 10.3109/0142159X.2010.486063 20515380; Rushton, A., Formative assessment: A key to deep learning? (2005) Medical Teacher, 27 (6), pp. 509-513. , DOI 10.1080/01421590500129159; Chur-Hansen, A., Koopowitz, L.F., Formative feedback in teaching undergraduate psychiatry (2005) Academic Psychiatry, 29 (1), pp. 66-68. , DOI 10.1176/appi.ap.29.1.66; Velan, G.M., Jones, P., McNeil, H.P., Kumar, R.K., Integrated online formative assessments in the biomedical sciences for medical students: Benefits for learning (2008) BMC Med Educ, 8, p. 52. , 10.1186/1472-6920-8-52 19032738","Mostyn, A.; School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington Campus, Loughborough, United Kingdom; email: alison.mostyn@nottingham.ac.uk",,,,,,,,14726920,,,23148762.0,English,BMC Med. Educ.,Article,Final,Open Access,Scopus,2-s2.0-84868642012
"Squire K., Dikkers S.",7004114711;26535849000;,Amplifications of learning: Use of mobile media devices among youth,2012,Convergence,18,4,,445,464,,29.0,10.1177/1354856511429646,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84868597262&doi=10.1177%2f1354856511429646&partnerID=40&md5=53569a751e880c3ac005146fec514fa1,"University of Wisconsin-Madison, 544b TEB, 225 N. Mills St, Madison, WI 53706, United States; Wisconsin Institutes for Discovery, 544b TEB, 225 N. Mills St, Madison, WI 53706, United States; University of Wisconsin-Madison, United States","Squire, K., University of Wisconsin-Madison, 544b TEB, 225 N. Mills St, Madison, WI 53706, United States, Wisconsin Institutes for Discovery, 544b TEB, 225 N. Mills St, Madison, WI 53706, United States; Dikkers, S., University of Wisconsin-Madison, United States","Smart mobile devices like the iPhone, Android, Kindle Fire, and iPad have energized educators' interest in using mobile media for education. Applications from clickers to games to augmented reality game creation software are thriving in research settings, and in some cases schools, but relatively little is known about how youth use such devices for learning outside of school. This research study seeks to add to the research literature detailing the technological affordances of such devices by using a Social Construction of Technology (or SCOT) approach, to see how one user group-adolescents-construct the technology particularly in regards to learning. It employs a design intervention approach in which we gave fully operational iPhones with unlimited data plans to three cohorts of youth to use throughout the day. Participants included homeschooled students, students enrolled in alternative schools, and students at a conventional American high school. Participants strongly valued these devices for learning, and constructed them as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Access to mobile devices was deeply tied to personal power for these youth, as they were able to function more effectively to meet their goals with employers, teachers, and peers. Although they destabilized relationships, they caused almost no friction, and instead, parents, teachers, and peers reported valuing how youth could participate more fully in the world. The article concludes with implications for how educators and software designers might best capitalize on these social affordances when designing for mobile-enabled classrooms. © 2012 The Author(s).",amplifications of learning; Apple iPhone; Education; educational technology; media; mobile 21st-century technology; school children; SCOT,,,,,,,,,,,,"Anil, S., Ting, L.T., Moe, L.H., Jonathan, G.P.G., Overcoming barriers to the successful adoption of mobile commerce in Singapore (2003) International Journal of Mobile Communications, 1 (1-2), pp. 194-231; Aoki, K., Downes, E.J., An analysis of young people's use of and attitudes toward cell phones (2003) Telematics and Informatics, 20 (4), pp. 349-364; Auter, P.J., Portable social groups: Willingness to communicate, interpersonal communication gratifications, and cell phone use among young adults (2007) International Journal of Mobile Communications, 5 (2), pp. 139-156; Bannasch, S., The electronic curator: Using a handheld computer at the Exploratorium (1999) Concord Consortium Newsletter; Bell, G., The age of thumb: A cultural reading of mobile technologies from Asia (2006) Knowledge, Technology & Policy, 19 (2), pp. 41-57; Bijker, W.E., Hughes, T.P., Pinch, T.J., (1987) The Social Construction of Technological Systems: New Directions in the Sociology and History of Technology, , Cambridge, MA: MIT Press; Buys, P., Dasgupta, S., Thomas, T.S., Wheeler, D., Determinants of a digital divide in Sub-Saharan Africa: A spatial econometric analysis of cell phone coverage (2009) World Development, 37 (9), pp. 1494-1505; Clark, A.S., School cell phone ban causes uproar (2006) CBS News US; Comer, J.C., Wikle, T.A., Worldwide diffusion of the cellular telephone, 1995-2005 (2008) The Professional Geographer, 60 (2), pp. 252-269; Cuban, L., (1986) Teachers and Machines: The Classroom Use of Technology since 1920, , New York: Teachers College Press; Cuban, L., Persistent instruction-Another look at constancy in the classroom (1986) Phi Delta Kappan, 68 (1), pp. 7-11; Cuban, L., Managing the dilemmas of high school reform (2000) Curriculum Inquiry, 30 (1), pp. 105-118; Engestrom, Y., Developmental work research as educational research (1996) Nordisk Pedagogik: Journal of Nordic Educational Research, 16 (5), pp. 131-143; Gee, J.P., Hayes, E., (2010) Women and Gaming: The Sims and 21st-Century Learning, , New York: Palgrave Macmillan; Gomez, M.L., Tabachnick, B.R., Telling teaching stories (1992) Teaching Education, 4 (2), pp. 129-138; Herz, J.C., (1995) Surfing the Internet: A Nethead's Adventure On-line, , Boston, MA: Little, Brown; Horst, H.A., Miller, D., (2006) The Cell Phone: An Anthropology of Communications, , New York: Berg; Hu, W., Seeing no progress, some schools drop laptops (2007) The New York Times; Ito, M., Horst, H., Bittanti, M., (2008) Living and Learning with New Media: Summary of Findings from the Digital Youth Project, , Chicago, IL: The MacArthur Foundation; Jenkins, H., (2006) Convergence Culture: Where Old and New Media Collide, , New York: New York University Press; Johnson, L., Levine, A., Smith, R., Stone, S., (2010) The 2010 Horizon Report, , Austin, TX: The New Media Consortium; Klopfer, E., Squire, K., Environmental detectives-the development of an augmented reality platform for environmental simulations (2008) Etr&D-Educational Technology Research and Development, 56 (2), pp. 203-228; Leander, K.M., Lovvorn, J.F., Literacy networks: Following the circulation of texts, bodies, and objects in the schooling and online gaming of one youth (2006) Cognition and Instruction, 24 (3), pp. 291-340; Lincoln, Y.S., Guba, E.G., (1985) Naturalistic Inquiry, , Newbury Park, CA: SAGE; Lofland, J., Lofland, L.H., (1984) Analyzing Social Settings, , Belmont, CA: Wadsworth Publishing Company; Mathews, J., Using a studio-based pedagogy to engage students in the design of mobile-based media (2010) English Teaching: Practice and Critique, 9 (1), pp. 87-102; Park, J., Yang, S., Lehto, X., Adoption of mobile technologies for Chinese consumers (2007) Journal of Electronic Commerce Research, 8 (3), pp. 196-206; Patton, M.Q., (1990) Qualitative Evaluation and Research Methods, , (2nd edn)Newbury Park, CA: SAGE. Newbury Park, CA: SAGE; Perkins, D.N., (1992) Smart Schools: From Training Memories to Educating Minds, , New York: Free Press; Pinch, T.J., Bijker, W.E., The social construction of facts and artefacts: Or how the sociology of science and the sociology of technology might benefit each other (1984) Social Studies of Science, 14 (AUGUST), pp. 399-441; Rgg, R., (1997) Using Mobile Computing to Enhance Field Study; Rideout, V., Foehr, U.G., Roberts, D.F., (2010) Generation M2: Media in the Lives of 8- To 18-Year-Olds, , Menlo Park, CA: Henry J Kaiser Family Foundation; Roberts, K.G., Pick, J.B., (2004) Technology Factors in Corporate Adoption of Mobile Cell Phones: A Case Study Analysis; Roschelle, J., Pea, R., (2002) A Walk on the WILD Side: How Wireless Handhelds May Change CSCL; Schiano, D.J., Chen, C.P., Isaacs, E., (2002) Teen Use of Messaging Media; Schneidawind, J., Big Blue unveiling (1992) USA Today, 23, pp. 2B; Seeman, E.D., O'Hara, M.T., Holloway, J., Forst, A., The impact of government intervention on technology adoption and diffusion: The example of wireless location technology (2007) Electronic Government, An International Journal, 4 (1), pp. 1-19; Solochek, J.S., Some Tampa Bay high schools allow cell phones to be used in class (2009) St. Petersburg Times; Soloway, E., Grant, W., Tinker, R., Science in the palms of their hands (1999) Communications of the ACM, 42 (8), pp. 21-27; Squire, K., From content to context: Videogames as designed experiences (2006) Educational Researcher, 35 (8), pp. 19-29; Squire, K., Mobile media learning: Multiplicities of place (2009) On the Horizon, 17 (1), pp. 70-80; Squire, K., Jan, M., Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers (2007) Journal of Science Education and Technology, 16 (1), pp. 5-29; Squire, K., Klopfer, E., Augmented reality simulations on handheld computers (2007) Journal of the Learning Sciences, 16 (3), pp. 371-413; Squire, K.D., Jan, M., Mathews, J., (2007) The Design and Use of Simulation Computer Games in Education, pp. 264-296. , Shelton BE Wiley DA, ed. Rotterdam, the Netherlands: Sense Publishers; Strauss, A., Corbin, J., (1990) Basics of Qualitative Research: Grounded Theory Procedures and Techniques, , Newbury Park, CA: SAGE; Steinkuehler, C.A., Massively multiplayer online videogaming as participation in a discourse (2006) Mind, Culture, and Activity, 13 (1), pp. 38-52; Tiffin, J., Rajasingham, L., (2003) Search of the Virtual Class, , New York, NY: Routledge; Wei, R., Lo, V.-H., Staying connected while on the move: Cell phone use and social connectedness (2006) New Media Society, 8 (1), pp. 53-72","Squire, K.; University of Wisconsin-Madison, 544b TEB, 225 N. Mills St, Madison, WI 53706, United States; email: kurt.squire@gmail.com",,,,,,,,13548565,,,,English,Convergence,Article,Final,,Scopus,2-s2.0-84868597262
"Bishop M., Peisert S.",7201415965;14028990100;,Security and elections,2012,IEEE Security and Privacy,10,5, 6322973,64,67,,,10.1109/MSP.2012.127,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867532833&doi=10.1109%2fMSP.2012.127&partnerID=40&md5=29cea6c51bb399a7b58d8995c4c87e5b,"Department of Computer Science, University of California, Davis, United States; Lawrence Berkeley National Laboratory, United States","Bishop, M., Department of Computer Science, University of California, Davis, United States; Peisert, S., Department of Computer Science, University of California, Davis, United States, Lawrence Berkeley National Laboratory, United States","University of California, Davis educators teach numerous computer security classes for undergraduate majors and nonmajors and for graduate students. These classes have used elections, and electronic-voting systems, both as lecture material and in class projects. This column presents some of their experiences and what they've learned. © 2012 IEEE.",Computer security; Computer security education; E-voting; Election security; Elections; Electronic voting; Privacy; Voting fraud,Computer security education; E-Voting; Election security; Elections; Electronic voting; Voting fraud; Data privacy; Security of data; Students; Voting machines; Security systems,,,,,,,,,,,"Bishop, M., Frincke, D., Achieving learning objectives through E-voting case studies (2007) IEEE Security & Privacy, 5 (1), pp. 53-56; Peisert, S., Bishop, M., Yasinsac, A., Vote selling, voter anonymity, and forensic logging of electronic voting machines (2009) Proc. 42nd Hawaii Int'l Conf. System Sciences (HICSS), , www.cs.ucdavis.edu/~peisert/research/2009-PBY-HICSS-Voting.pdf, IEEE CS; Bishop, M., Et Al., E-voting and forensics: Prying open the black box (2009) Proc. 2009 Electronic Voting Technology Workshop/Workshop on Trustworthy Computing, , htp://static.usenix.org/event/evtwote09/tech/full_papers/bishop.pdf, Usenix Assoc; Simidchieva, B., Et Al., Modeling and analyzing faults to improve election process robustness (2010) Proc. 2010 Usenix/Accurate Electronic Voting Technology Workshop, , htp://static.usenix.org/event/evtwote10/tech/full_papers/Simidchieva.pdf, Usenix Assoc; Barr, E., Bishop, M., Gondree, M., Fixing federal E-voting standards (2007) Communications of the ACM, 50 (3), pp. 19-24. , DOI 10.1145/1226736.1226754; Linde, R.R., Operating system penetration (1975) Proc. Am. Federation of Information Processing Societies 1975 Nat'l Computer Conf., pp. 361-368. , ACM; Bishop, M., E-voting as a teaching tool (2007) Proc. World Conf. Information Security Education, pp. 17-24. , htp://nob.cs.ucdavis.edu/bishop/papers/2007-wise5-1/evote.pdf, Springer; Kohno, T., Et Al., Analysis of an electronic voting system (2004) Proc. 2004 IEEE Symp. Security and Privacy, pp. 27-40. , IEEE; Proebstel, E., Et Al., An analysis of the hart InterCivic DAU eSlate (2007) Proc. 2007 Usenix/Accurate Electronic Voting Technology Workshop, , Usenix","Bishop, M.; Department of Computer Science, University of California, Davis, United States; email: bishop@ucdavis.edu",,,,,,,,15407993,,,,English,IEEE Secur. Privacy,Article,Final,,Scopus,2-s2.0-84867532833
"Smith M.K., Annis S.L., Kaplan J.J., Drummond F.",15037379700;57203197485;34067687000;7003985322;,Using Peer Discussion Facilitated by Clicker Questions in an Informal Education Setting: Enhancing Farmer Learning of Science,2012,PLoS ONE,7,10, e47564,,,,7.0,10.1371/journal.pone.0047564,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867498623&doi=10.1371%2fjournal.pone.0047564&partnerID=40&md5=3249bfe9cd38e2074f11e798a6b9be9f,"School of Biology and Ecology, University of Maine, Orono, ME, United States; Maine Research in STEM Education Center, University of Maine, Orono, ME, United States; Department of Statistics, University of Georgia, Athens, GA, United States; Cooperative Extension, University of Maine, Orono, ME, United States","Smith, M.K., School of Biology and Ecology, University of Maine, Orono, ME, United States, Maine Research in STEM Education Center, University of Maine, Orono, ME, United States; Annis, S.L., School of Biology and Ecology, University of Maine, Orono, ME, United States; Kaplan, J.J., Department of Statistics, University of Georgia, Athens, GA, United States; Drummond, F., School of Biology and Ecology, University of Maine, Orono, ME, United States, Cooperative Extension, University of Maine, Orono, ME, United States","Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions. © 2012 Smith et al.",,adult; agricultural worker; article; blueberry; clicker question; controlled study; demography; education; education program; educational status; female; human; learning; male; peer discussion; questionnaire; science; social interaction; Humans; Learning; Peer Group; Science,,,,,,,,,,,"Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study (2006) Educational Technology Research and Development, 55, pp. 315-346. , http://dx.doi.org/10.1007/s11423-006-9023-4, Available,. Accessed 2012 Mar 22; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco: Jossey-Bass; Mazur, E., (1997) Peer Instruction, , Boston: Prentice Hall; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124. , http://www.ncbi.nlm.nih.gov/pubmed/19119232, Available:,. Accessed 2012 Mar 4; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE Life Sciences Education, 10, pp. 55-63. , http://www.lifescied.org/content/10/1/55.full, Available, Accessed 2012 Apr 3; Porter, L., Lee, C.B., Simon, B., Zingaro, D., Peer Instruction?: Do Students Really Learn from Peer Discussion in Computing? (2011) International Computing Education Research, pp. 45-52; Rose, A., Drummond, F.A., Yarborough, D.E., Maine blueberry pest management, a 2010 economic and sociological assessment (2012) Maine Agric and For Exp Stn Tech Bull, , In Press; Kroma, M.M., Organic Farmer Networks?: Facilitating Learning and Innovation for Sustainable Agriculture (2006) Journal of Sustainable Agriculture, 28, pp. 5-29; Grudens-Schuck, N., Cramer, J., Exner, D., Shour, M., The New Adult Education: Bringing Peer Educators Up to Speed (2003) Journal of Extension 41, , http://www.joe.org/joe/2003august/a2.php, Available,. Accessed 2012 Sep 22; Millar, J., Curtis, A., European Journal of Agricultural Education and Extension Moving farmer knowledge beyond the farm gate?: An Australian study of farmer knowledge in group learning (2007) European Journal of Agricultural Education and Extension, 4, pp. 37-41; Hake, R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, pp. 64-74. , http://ajp.aapt.org/resource/1/ajpias/v66/i1/p64_s1?isAuthorized=no, Available:, Accessed 2012 Aug 15; Marx, J.D., Cummings, K., Normalized change (2007) American Journal of Physics, 75, pp. 87-91. , http://link.aip.org/link/AJPIAS/v75/i1/p87/s1&Agg=doi, Available, Accessed 2012 Mar 6; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977. , http://link.aip.org/link/AJPIAS/v69/i9/p970/s1&Agg=doi, Available, Accessed 2012 Mar 5; Franz, N., Westbrook, J., How Farmers Learn: Findings from Louisiana, Tennessee, and Virginia (2010) Journal of Rural Social Sciences, 25, pp. 37-59; King, D.B., Joshi, S., Gender Differences in the Use and Effectiveness of Personal Response Devices (2008) Journal of Science Education and Technology, 17, pp. 544-552. , http://dx.doi.orgdx.doi.org/10.1007/s10956-008-9121-7, Available, Accessed 2012 Apr 26; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76, pp. 171-178. , http://link.aip.org/link/AJPIAS/v76/i2/p171/s1&Agg=doi, Available, Accessed 2012 Apr 26; Karaman, S., Effects of audience response systems on student achievement and long-term retention (2011) Social Behavior and Personality, 39, pp. 1431-1440. , http://www.ingentaconnect.com/content/sbp/sbp/2011/00000039/00000010/art00016, Available, Accessed 2012 Aug 13; Rubio, E.I., Bassignani, M.J., White, M., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) American Journal of Roentgenology, 190, pp. 319-322. , http://www.ncbi.nlm.nih.gov/pubmed/18492872, Available, Accessed 2012 Aug 13; Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Medical Teacher, 31, pp. 570-579. , http://www.ncbi.nlm.nih.gov/pubmed/19995158, Available, Accessed 2012 Aug 13; Crossgrove, K., Curran, K.L., Using Clickers in Nonmajors- and Majors-Level Biology Courses?: Student Opinion, Learning, and Long-Term Retention of Course Material (2008) CBE Life Sciences Education, 7, pp. 146-154. , http://www.lifescied.org/content/7/1/146.abstract, Available, Accessed 2012 Sep 22; Stowell, J.R., Nelson, J.M., Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion (2007) Teaching of Psychology, 34, pp. 253-258. , http://dx.doi.org/10.1080/00986280701700391, Available Accessed 2012 Sep 22; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57. , http://linkinghub.elsevier.com/retrieve/pii/S0361476X08000295, Available,. Accessed 2012 Jul 16; Knight, J.K., Wood, W.B., Teaching More by Lecturing Less (2005) Cell Biology Education, 4, pp. 298-310. , http://www.lifescied.org/content/4/4/298.full?sid=b48be105-09a7-43bb-8785-ae50996be54a, Available, Accessed 2012 Sep 22; Lasry, N., Clickers or Flashcards: Is There Really a Difference? (2008) The Physics Teacher, 46, pp. 242-244. , http://link.aip.org/link/PHTEAH/v46/i4/p242/s1&Agg=doi, Available,. Accessed 2012 Sep 22; Prather, E.E., Brissenden, G., Clickers as Data Gathering Tools and Students' Attitudes, Motivations, and Beliefs on Their Use in this Application (2009) Astronomy Education Review, 8, pp. 010103-010110. , http://link.aip.org/link/AERSCZ/v8/i1/p010103/s1&Agg=doi, Available,. Accessed 2012 Sep 22; Freeman, S., Connor, E.O., Parks, J.W., Cunningham, M., Hurley, D., (2007) Prescribed Active Learning Increases Performance in Introductory Biology, 6, pp. 132-139. , http://www.lifescied.org/content/6/2/132.full?sid=ba967e05-f4e4-442b-8300-3228718c7b45, Available. Accessed 2012 Sep 22; Gauchat, G., Politicization of Science in the Public Sphere: A Study of Public Trust in the United States, 1974 to 2010 (2012) American Sociological Review, 77, pp. 167-187. , http://dx.doi.org/10.1177/0003122412438225, Available, Accessed 29 Mar 2012","Smith, M. K.; School of Biology and Ecology, University of Maine, Orono, ME, United States; email: michelle.k.smith@maine.edu",,,,,,,,19326203,,,23077638.0,English,PLoS ONE,Article,Final,Open Access,Scopus,2-s2.0-84867498623
"Ulbig S.G., Notman F.",6602633475;55485690100;,Is Class Appreciation Just a Click Away?: Using Student Response System Technology to Enhance Shy Students' Introductory American Government Experience,2012,Journal of Political Science Education,8,4,,352,371,,12.0,10.1080/15512169.2012.729450,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869184184&doi=10.1080%2f15512169.2012.729450&partnerID=40&md5=14ad09352eb63d91ce80abae6dad7e22,"Department of Political Science, Sam Houston State University, SHSU Box 2149, Huntsville, TX 77341-2149, United States","Ulbig, S.G., Department of Political Science, Sam Houston State University, SHSU Box 2149, Huntsville, TX 77341-2149, United States; Notman, F., Department of Political Science, Sam Houston State University, SHSU Box 2149, Huntsville, TX 77341-2149, United States","Do individual-level student characteristics affect appreciation for, and benefit from, the use of student response system technology? We investigate the usefulness of in-class electronic student response systems (""classroom clickers"") to understand if it benefits some college students more than others. Specifically, we investigate whether shyer students benefit more from the use of the student response system, with the expectation that shyer students will appreciate using the system more and consequently make more positive gains in attitudes about the class, knowledge of politics, and political engagement. Utilizing original survey data collected from Fall 2009 and Fall 2010 introductory American Government courses, we find that shyer students show greater attitude improvement over the course of the semester, exhibit more knowledge about politics and engage in more outside-of-class political discussions than less shy students when electronic student response systems are utilized, but no such difference emerges when more traditional in-class feedback methods are used. Overall, the findings presented here suggest that, at least marginally, the use of in-class electronic response systems can improve the educational experience of students who are typically isolated by traditional classroom teaching methods. © 2012 Copyright Taylor and Francis Group, LLC.",American Government; classroom pedagogy; clickers; technology,,,,,,,,,,,,"Barnes, L.J., Lecture-Free High School Biology Using an Audience Response Systems (2008) American Biology Teacher, 70 (9), pp. 531-536; Berry, J., Technology Support in Nursing Education: Clickers in the Classroom (2009) Nursing Education Perspectives, 30 (5), pp. 295-298; Blood, E., Effects of Student Response Systems on Participation and Learning of Students With Emotional and Behavioral Disorders (2010) Behavioral Disorders, 35 (3), pp. 214-228; Buss, A.H., (1980) Self-Consciousness and Social Anxiety, , San Francisco, Freeman; Cain, J., Black, E., Rohr, J., An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback (2009) American Journal of Pharmaceutical Education, 73 (2), pp. 1-7; Cain, J., Robinson, E., A Primer on Audience Response Systems: Current Applications and Future Considerations (2008) American Journal of Pharmaceutical Education, 72 (4), pp. 1-6; Cheek, J.M., (1983) The revised Cheek and Buss Shyness Scale, , http://www.wellesley.edu/Psychology/Cheek/research.html, Unpublished manuscript, Wellesley College. 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H., editorsCheek J. M., editorsBriggs S. R., editors New York, Plenum; Liu, F.C., Gettig, J.P., Fjortoft, N., Impact of a Student Response System on Short- and Long-Term Learning in a Drug Literature Evaluation Course (2010) American Journal of Pharmaceutical Education, 74 (1), pp. 1-5; MacGeorge, E., Homan, S., Dunning, J., Elmore, D., Bodie, G., Evans, E., Khichadia, S., Geddes, B., Student Evaluation of Audience Response Technology in Large Lecture Classes (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; Maddux, J.E., Stanley, M., Self-Efficacy Theory in Contemporary Psychology: A Review (1986) Journal of Social and Clinical Psychology, 4, pp. 249-255; Mayer, R.E., Multimedia Learning: Are We Asking the Right Questions (1997) Educational Psychologist, 32, pp. 1-19; McNeil, B.J., Nelson, K.R., Meta-Analysis of Interactive Video Instruction: A 10-year Review of Achievement Effects (1991) Journal of Computer-Based Instruction, 18, pp. 1-6; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an Audience Response System (ARS) in a Dual-Campus Classroom Environment (2008) American Journal of Pharmaceutical Education, 72 (2), pp. 1-7; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116; Normandeau, S., Guay, F., Preschool Behavior and First-Grade School-Achievement: The Mediational Role of Cognitive Self-Control (1998) Journal of Educational Psychology, 90, pp. 111-121; Peacock, M., Match or Mismatch?: Learning Styles and Teaching Styles in EFL (2002) International Journal of Applied Linguistics, 11 (1), pp. 1-20; Petty, L.C., Rosen, R.F., Increase in Mastery Levels Using a Computer-Based Tutorial/Simulation in Experimental Psychology (1990) Behavior Research Methods, Instruments, and Computers, 28, pp. 282-285; Pillemer, D.B., Wink, P., DiDonato, T.E., Sanborn, R.L., Gender Differences in Autobiographical Memory Styles of Older Adults (2003) Memory, 11 (6), pp. 525-532; Pomerantz, E., Altermatt, E., Saxon, J., Making the Grade but Feeling Distressed: Gender Differences in Academic Performance and Internal Distress (2002) Journal of Educational Psychology, 94 (2), pp. 396-404; Premkumar, K., Coupal, C., Rules of Engagement-12 Tips for Successful Use of ""Clickers"" in the Classroom (2008) Medical Teacher, 30 (2), pp. 146-149; Ribbens, E., Why I Like Personal Response Systems (2007) Journal of College Science Teaching, 30 (2), pp. 60-62; Sekuler, R., Teaching Sensory Processes with Multimedia: One of my Teaching Assistants is a Mouse (1996) Behavior Research Methods, Instruments, and Computers, 23, pp. 301-305; Smith, S.M., Woody, P.C., Interactive Effect of Multimedia Instruction and Learning Styles (2000) Teaching of Psychology, 27, pp. 220-223; Stein, P., Challman, S., Brueckner, J., Using Audience Response Technology for Pretest Reviews in an Undergraduate Nursing Course (2006) Journal of Nursing Education, 45 (11), pp. 469-473; Stowell, J.R., Nelson, J.M., Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Trotter, A., Technology Turns Test-Prep Into Clicking Experience (2005) Education Week, 24 (36), pp. 8-9; Vaughn, L.M., Baker, R.C., Do Different Pairings of Teaching Styles and Learning Styles Make a Difference?: Preceptor and Resident Perceptions (2008) Teaching and Learning in Medicine, 20 (3), pp. 239-247; Watkins, E.P., Sabella, M.S., Examining the Effectiveness of Clickers on Promoting Learning by Tracking the Evolution of Student Responses (2008) AIP Conference Proceedings, 1064 (1), pp. 223-226; Wehrwein, E.A., Lujan, H.L., DiCarlo, S.E., Gender Differences I Learning Style Preferences Among Undergraduate Physiology Students (2007) Advances in Physiology Education, 31, pp. 153-157; Welsh, J.A., Null, C.H., The Effects of Computer-Based Instruction on College Students' Comprehension of Classic Research (1991) Behavior Research Methods, Instruments, and Computers, 23, pp. 301-305; Woelk, K., Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses (2008) Journal of Chemical Education, 85 (10), pp. 1400-1405; Worthington Jr., E.L., Welsh, J.A., Archer, C.R., Mindes, E.J., Forsyth, D.R., Computer-Assisted Instruction as a Supplement to Lectures in an Introductory Psychology Class (1996) Teaching of Psychology, 23, pp. 175-181","Ulbig, S. G.; Department of Political Science, Sam Houston State University, SHSU Box 2149, Huntsville, TX 77341-2149, United States; email: Ulbig@shsu.edu",,,,,,,,15512169,,,,English,J. Polit. Sci. Educ.,Article,Final,,Scopus,2-s2.0-84869184184
Fuchs M.,55765175800;,Using audience response systems in academic teaching [Feedback-Systeme in der Hochschullehre],2012,Information-Wissenschaft und Praxis,63,5,,335,337,,,10.1515/iwp-2012-0060,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879025919&doi=10.1515%2fiwp-2012-0060&partnerID=40&md5=a328875a83a7bc6c4c1837375dca73a8,"Informationswissenschaft, Universität Regensburg, Universitätsstraße 31, 93053 Regensburg, Germany","Fuchs, M., Informationswissenschaft, Universität Regensburg, Universitätsstraße 31, 93053 Regensburg, Germany",The educational quality of teaching in academia can be improved by using Audience Response Systems (ARS). Students have the chance to give feedback during classroom lessons and are much more involved in active communication concerning the content of the lectures. Using smart phones as a platform for ARS there are even more possibilities for involving the students. This article gives a brief overview over current ARS Systems used in academia and discusses possible future enhancements to these systems.,Academic teaching; Feedback; Quality,,,,,,,,,,,,"Bergstrom, T., Harris, A., Karahalios, K., Encouraging initiative in the classroom with anonymous feedback (2011) Human-Computer Interaction - INTERACT 2011, pp. 627-642; Cuseo, J., The empirical case against large class size: Adverse effects on the teaching, learning, and retention of first-year students (2007) The Journal of Faculty Development, 21 (1), pp. 5-21; Hauswirth, M., Adamoli, A., Solve & evaluate with informa: A java-based classroom response system for teaching java (2009) Proceedings of the 7th International Conference on Principles and Practice of Programming in Java, pp. 1-10. , ACM; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lapp, M., Ringenberg, J., Summers, K., Chivukula, A., Lecture engagement: The mobile participation system - Not just another clicker (2011) Proceedings of the 2011 ASEE Annual Conference & Exposition; Pohl, A., Gehlen-Baum, V., Bry, F., Introducing backstage - A digital backchannel for large class lectures (2011) Interactive Technology and Smart Education, 8 (3), pp. 186-200; Reilly, M., Shen, H., Shared note-taking: A smartphonebased approach to increased student engagement in lectures (2011) The Eleventh International Workshop on Collaborative Editing Systems (IWCES 2011); D'Inverno, R., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and Its Applications, 22 (4), pp. 163-169","Fuchs, M.; Informationswissenschaft, Universität Regensburg, Universitätsstraße 31, 93053 Regensburg, Germany; email: markus-bernhard.fuchs@ur.de",,,,,,,,14344653,,,,German,Inf.-Wiss. Prax.,Article,Final,Open Access,Scopus,2-s2.0-84879025919
"Gómez Puente S.M., Swagten H.J.M.",55240174400;7003486351;,Designing learning environments to teach interactive Quantum Physics,2012,European Journal of Engineering Education,37,5,,448,457,,4.0,10.1080/03043797.2012.708722,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867272199&doi=10.1080%2f03043797.2012.708722&partnerID=40&md5=292fb24243a6433e9935704d742d60d6,"Eindhoven University of Technology, Eindhoven, Netherlands","Gómez Puente, S.M., Eindhoven University of Technology, Eindhoven, Netherlands; Swagten, H.J.M., Eindhoven University of Technology, Eindhoven, Netherlands","This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small groups. Individual formative feedback was introduced as a rapid assessment tool to provide an overview on progress and identify gaps by means of questioning students at three levels: conceptual; prior knowledge; homework exercises. The setup of Quantum Physics has been developed as a result of several loops of adjustments and improvements from a traditional-like type of teaching to an interactive classroom. Results of this particular instructional arrangement indicate significant gains in students' achievements in comparison with the traditional structure of this course, after recent optimisation steps such as the implementation of an individual feedback system. © 2012 Copyright SEFI.",audience response systems; formative feedback; peer instruction; students' engagement,Feedback systems; Instructional designs; Interactive classroom; Interactive learning environment; Interactive lecture; Learning environments; Optimisations; Peer instruction; Prior knowledge; Quantum physics; Rapid assessment; Response systems; Students; Teaching,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Association of Physics Teachers, 74 (1), p. 31; Black, P., Formative assessment: raising standards inside the classroom (1998) School Science Review, 80 (291), pp. 39-46; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: fast, rich feedback to enhance student learning and satisfaction (2010) Journal of Engineering Education, 99 (2), pp. 159-168; Crouch, C.H., Mazur, E., Peer instruction: ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Ding, L., Reay, N.W., Lee, A., Bao, L., Exploring the role of conceptual scaffolding in solving synthesis problems (2011) Physical Review special Topics - Physics Education Research, 7 (2). , 020109; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: results from a range of classrooms (2002) The Physics Teacher, 40, pp. 206-209; Ferguson-Hessler, M.G.M., de Jong, T., Does physics instruction foster university students' cognitive process? A descriptive study of teacher activities (1993) Journal of Research in Science Teaching,, 30 (7), pp. 681-696; Hake, R.R., Socratic pedagogy in the introductory physics lab (1992) The Physics Teacher, 30, p. 546; Henriksen, E.K., Angell, C., The role of 'talking physics' in an undergraduate physics class using an electronic audience response system (2010) Physics Education, 45 (3), pp. 278-284; Laws, P.W., (1995) Workshop physics activity guide, , New York: John Wiley & Sons; Lasry, N., Mazur, E., Watkins, J., Peer instruction: from Harvard to the two-year college (2008) American Journal of Physics, 76 (11), pp. 1066-1069; Ding, L., Reay, N.W., Lee, A., Bao, L., Effects of testing conditions on conceptual survey results (2008) Physical Review Special Topics - Physics Education Research, 4 (1). , 010112-1-010112-6; Majerich, D.M., Facilitation of formative assessment using clickers in a university physics course (2011) Interdisciplinary Journal of E-learning and Learning Objects, 7, pp. 11-23; Mazur, E., (1997) Peer instruction: A users' manual, , Upper Saddle River, NJ: Prentice Hall; Milner-Bolotin, M., Antimirova, T., Petrov, A., Clickers beyond the first-year science classroom (2010) Journal of College Science Teaching, 40 (2), pp. 14-18; Novak, G.M., Gavrin, A., Christian, W., Patterson, E., (1999) Just-in-time teaching: Blending active learning with web technology, , Upper Saddle River, NJ: Prentice Hall; Poulis, J., Massen, C., Robens, E., Gilbert, M., M. Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Redish, E.F., Saul, J.M., Steinberg, R.N., On the effectiveness of active-engagement microcomputer-based laboratories (1997) American Journal of Physics, 65 (1), p. 45; Savelsbergh, E.R., de Jong, T., Ferguson-Hessler, M.G.M., Situational knowledge in physics: the case of electrodynamics (2002) Journal of Research in Science Teaching, 39 (10), pp. 928-951; Savelsbergh, E.R., de Jong, T., Ferguson-Hessler, M.G.M., Choosing the right approach: the crucial role of situational knowledge in electricity and magnetism (2011) Physical Review special Topics - Physics Education Research, 7 (1). , 010103; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE-Life Sciences Education, 10, pp. 55-63; Taconis, R., Ferguson-Hessler, M.G.M., Broekkamp, H., Teaching science problem solving: an overview of experimental work (2001) Journal of Research in Science Teaching, 38 (4), pp. 442-468; Thompson, J.R., Christensen, W.M., Wittmann, M.C., Preparing future teachers to anticipate student difficulties in physics in a graduate level course in physics, pedagogy, and education research (2011) Physical Review Special Topics - Physics Education Research, 7 (1). , 010108; van Heuvelen, A., Learning to think like a physicist: a review of research-based instructional strategies (1991) American Journal of Physics, 59 (10), pp. 891-987","Gómez Puente, S. M.; Eindhoven University of Technology, Eindhoven, Netherlands; email: s.m.gomez.puente@tue.nl",,,,,,,,03043797,,,,English,Eur. J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84867272199
Murphy K.,7402863795;,Using a personal response system to map cognitive efficiency and gain insight into a proposed learning progression in preparatory chemistry,2012,Journal of Chemical Education,89,10,,1229,1235,,8.0,10.1021/ed100859n,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84866153925&doi=10.1021%2fed100859n&partnerID=40&md5=e897e16c25b03f64933351542c420d86,"Department of Chemistry and Biochemistry, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, United States","Murphy, K., Department of Chemistry and Biochemistry, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, United States","Personal response systems (""clickers"") have become an important means for instructors to gauge student learning in large lecture classes. In addition to measuring students' performance on a particular question, requesting a measure of mental effort from students allows for richer data concerning student learning. This information can be provided to an individual student for a better gauge of his or her understanding of specific content, allowing that student to target his or her studies for subsequent assessments. Mental effort information also provides instructors with an opportunity to consider instructional interventions based on more than just performance. Lastly, using measures of both performance and reported mental effort can provide a better understanding of the learning progression. This paper describes using performance and mental effort data on review items given regularly in lecture with clickers in order to train the students to use the study reports and the mental effort rating system. The combination of high or low clicker performance and high or low mental effort was examined with exam performance and final grade as well as performance within specific content areas. A progression of high-low clicker performance and high-low mental effort and performance on assessments or in the course is discussed. © 2012 The American Chemical Society and Division of Chemical Education, Inc.",Chemical Education Research; Enrichment/Review Materials; First-Year Undergraduate/General; Testing/Assessment,,,,,,,,,,,,"Flynn, J., Russell, J., (2008) Educ. Tech., 48, pp. 20-23; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., (2009) Adv. Physiol. Educ., 33, pp. 60-71; Barrett, M.S., Bornsen, S.E., Erickson, S.L., Markey, V., Spiering, K., (2005) Commun. Teach., 19, pp. 89-92; Burnstein, R.A., Lederman, L.M., (2001) Phys. Teach., 39, pp. 8-11; Draper, S.W., Brown, M.I., (2004) J. Comput. Assisted Learn., 20, pp. 81-94; El-Rady, J., (2006) Innov. J. Online Educ., 2 (4). , http://www.innovateonline.info/index.php?view=article&id=171, accessed Jun 2012; D'Inverno, R., Davis, H., White, S., (2003) Teach. Math. Appl., 22, pp. 163-170; Morling, B., McAuliffe, M., Cohen, L., Dilorenzo, T.M., (2008) Teach. Psychol., 35, pp. 45-50; Murphy, B., Smark, C., (2006) J. Am. Acad. Bus., 10, pp. 186-191; Ribbens, E., (2007) J. Coll. Sci. Teach., 37, pp. 60-62; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., (2004) Fam. Med., 36, pp. 496-504; Masikunis, G., Panayiotidis, A., Burke, L., (2009) Innovations Educ. Teach. Int., 46, pp. 199-212; Brewer, C.A., (2004) BioSci., 54, pp. 1034-1039; Nicol, D.J., Boyle, J.T., (2003) Stud. Higher Educ., 28, pp. 457-475; Stuart, S.A.J., Brown, M.I., Draper, S.W., (2004) J. Comput. Assisted Learn., 20, pp. 95-102; Donovan, S.M., Bransford, J.D., (2005) How Students Learn Science in the Classroom, , National Research Council. National Academies Press: Washington, DC; Kalyuga, S., Sweller, J., (2004) J. Educ. Psychol., 96, pp. 558-568; Nadolski, R.J., Kirschner, P.A., Van Merriënboer, J.J.G., Wöretschofer, J., (2005) Educ. Res. Eval., 11, pp. 1-27; Paas, F., Tuovinen, J.E., Tabbers, H., Vangerven, P.W.M., (2003) Educ. Psych., 38, pp. 63-71; Pelligrino, J.W., Chudowsky, N., Glaser, R., (2001) Knowing What Students Know: The Science and Design of Educational Assessment, , National Academies Press: Washington, DC; Van Merriënboer, J.J.G., Sweller, J., (2005) Educ. Psychol. Rev., 17, pp. 147-177; Knaus, K.J., Murphy, K.L., Holme, T.A., (2009) J. Chem. Educ., 86, p. 827; Kalyuga, S., Sweller, J., (2005) J. Educ. Tech. Res. Dev., 53, pp. 83-93; Paas, F., (1992) J. Educ. Psychol., 84, pp. 429-434; Paas, F., Van Merriënboer, J.J.G., (1993) Hum. Factors, 35, pp. 737-743; Van Gog, T., Paas, F., (2008) Instruct. Effic., 43, pp. 16-26; (2006), American Chemical Society, Division ofChemical Education, Examinations Institute, California DiagnosticExam, Milwaukee, WI; Darabi, A.A., Nelson, D.W., Seel, N.M., (2009) Comput. Hum. Behav., 25, pp. 723-730","Murphy, K.; Department of Chemistry and Biochemistry, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, United States; email: kmurphy@uwm.edu",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84866153925
"Hoekstra A., Mollborn S.",25924977800;10042164300;,How clicker use facilitates existing pedagogical practices in higher education: Data from interdisciplinary research on student response systems,2012,"Learning, Media and Technology",37,3,,303,320,,18.0,10.1080/17439884.2011.568493,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84866860934&doi=10.1080%2f17439884.2011.568493&partnerID=40&md5=7c265594c29fa18baead1413c40bf7e8,"Department of Sociology, University of Colorado, Boulder, United States","Hoekstra, A., Department of Sociology, University of Colorado, Boulder, United States; Mollborn, S., Department of Sociology, University of Colorado, Boulder, United States","This article identifies how clicker use can support or augment existing principles of good teaching across different disciplines in higher education. While many of these principles will be familiar to instructors, the link between student response system (SRS) use and existing pedagogical methods is still often unclear, even for scholars who are well read in the literature. Functioning as a resource for both novices and instructors who have already incorporated clickers into their courses, this article synthesizes existing literature and offers empirical data from five courses in three disciplines to show how SRSs can be used to support contemporary pedagogical goals. The authors discuss five exemplary practices, providing sample clicker questions along the way, to show how clickers can be used to facilitate active learning in large courses. © 2012 Copyright Taylor and Francis Group, LLC.",classroom communication system; clicker; higher education; scholarship of teaching and learning; student response system; teaching with technology,,,,,,University of Colorado,The authors thank Dr Doug Duncan and the anonymous reviewers for their help in developing this publication. This research was funded by the President’s Teaching and Learning Collaborative and the Chemistry Department at the University of Colorado.,,,,,"Angelo, T.A., Cross, K.P., (1993) Classroom assessment techniques: A handbook for college teachers, , San Francisco, CA: Jossey-Bass; Banks, D.A., (2006) Audience response systems in higher education: Applications and cases, , Hershey, PA: Information Science Publishing; Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments, , San Francisco, CA: Jossey-Bass; Carron, A., Spink, K., The group size-cohesion relationship in minimal groups (1995) Small Group Research, 26 (1), pp. 86-105; Cooper, J.L., Robinson, P., The argument for making large classes seem small (2000) New directions for teaching and learning: Energizing the large classroom, pp. 5-16. , In: Cooper J. L., Robinson P., editors San Francisco, CA: Jossey-Bass; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-978; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , San Francisco, CA: Pearson Education; Fass, M., Tubman, J., The influence of parental and peer attachment on college students' academic achievement (2002) Psychology in the Schools, 39 (5), pp. 561-573; Festinger, L., Schachter, S., Back, K.W., (1950) Social pressures in informal groups, , New York: Harper; Forsyth, D.R., (1999) Group dynamics, , Belmont, CA: Wadsworth; Freeman, M., Blayney, P., Gine, P., Anonymity and in-class learning: The case for electronic response systems (2006) Australian Journal of Educational Technology, 22 (4), pp. 568-580; Fry, R., College enrollment hits all-time high, fueled by community college surge (2009) Pew Research Center, , www.org/pubs/1391/college-enrollment-all-time-high-community-college-surge; Goffman, E., (1959) The presentation of self in everyday life, , New York: Bantam Doubleday Dell Publishing Group Inc; Henry, T., USA falls to fourth in college grad rate (2000) USA Today, , May 18; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college classrooms (2008) Learning, Media, and Technology, 33 (4), pp. 329-341; Hoekstra, A., (2009) A socio-cultural analysis of the use of clickers in higher education, , PhD diss., University of Colorado, available in digital dissertations; James, M.C., Barbieri, F., Garcia, P., What are they talking about? Lessons learned from a study of peer instruction (2008) Astronomy Education Review, 7 (1), pp. 37-43; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and learning outcomes (2005) Journal of Computer Assisted Learning, 21 (3), pp. 260-268; Lawler, E.J., Bringing emotions into social exchange theory (1999) Annual Review of Sociology, 25 (2), pp. 217-244; Mazur, E., (1997) Peer instruction: A user's manuel, , Upper Saddle River, NJ: Prentice Hall; McKeachie, W.J., (2002) McKeachie's teaching tips: Strategies, research, and theory for college and university teachers, , Boston: Houghton Mifflin Co; Mollborn, S., Hoekstra, A., A meeting of minds: Using clickers for critical thinking and discussion in large sociology courses (2010) Teaching Sociology, 38 (1), pp. 18-27; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C.K., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (1), pp. 122-124; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Turpen, C., Finkelstein, N.D., The construction of different classroom norms during peer instruction: Students perceive differences (2010) Physical Review Special Topics, Physics Education Research, 6, pp. 1-22; Weimer, M., (2002) Learner-centered teaching: Five key changes to practice, , San Francisco, CA: Jossey-Bass","Hoekstra, A.; Department of Sociology, University of Colorado, Boulder, United States; email: angel.hoekstra@colorado.edu",,,,,,,,17439884,,,,English,Learn. Media Technol.,Article,Final,,Scopus,2-s2.0-84866860934
"Boscardin C., Penuel W.",24778092500;6602520543;,Exploring benefits of audience-response systems on learning: A review of the literature,2012,Academic Psychiatry,36,5,,401,407,,27.0,10.1176/appi.ap.10080110,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84866638532&doi=10.1176%2fappi.ap.10080110&partnerID=40&md5=e361925372e484ea7cf4c0cec792948b,"School of Medicine, Univ. of California San Francisco, United States","Boscardin, C., School of Medicine, Univ. of California San Francisco, United States; Penuel, W., School of Medicine, Univ. of California San Francisco, United States",[No abstract available],,"education; educational technology; human; medical education; methodology; review; Education; Education, Medical; Educational Technology; Humans",,,,,,,,,,,"Abrahamson, L.A., (2006) A Brief History of Networked Classrooms: Effects, Cases, Pedagogy, and Implications, in Audience Response Systems in Higher Education: Applications and Cases, , Banks DA. Hershey, PA, Information Science Publishing; Picciano, A., Winter, R., Ballan, D., Resident acquisition of knowledge during a noontime conference series (2003) Fam Med, 35, pp. 418-422; Davis, D., O'Brien, M.A., Freemantle, N., Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or healthcare outcomes? (1999) JAMA, 282, pp. 867-874; Kay, R.H., Le Sage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53, pp. 819-827; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J Sci Educ Technol, 1, pp. 101-109; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Schackow, T.E., Chavez, M., Loya, L., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69, pp. 970-977; Gardner III, R., Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction (1994) J Appl Behav Anal Spring, 27, pp. 63-71; Pratton, J.H., LW. The effects of active student participation on student learning (1986) JER, 4, pp. 201-215; Foley, R.P., Smilansky, J., (1980) Teaching Techniques: A Handbook for Health Professionals, , New York, McGraw-Hill; Bligh, D., (2000) What's the use of Lectures?, , San Francisco, CA, Jossey-Bass; Butler, J.A., Use of teaching methods within the lecture format (1992) Med Teach, 14, pp. 11-25; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; Gail, M., Rhody, T., (1987) Review of Research on Questioning Techniques, in Questions, Questioning Techniques, and Effective Teaching, pp. 22-44. , Wilen W. 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(ISRCTN54535861) (2005) BMC Med Educ, 5, p. 24; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: A randomised trial (2007) BMC Med Educ, 7, p. 25; Barbour, M.E., Electronic voting in dental materials education: The impact on students' attitudes and exam performance (2008) J Dent Educ, 72, pp. 1042-1047; Beatty, I.D., Gerace, W.J., Leonard, W.J., Designing effective questions for classroom response system teaching (2006) Am J Phys, 74, pp. 31-39; Elashvili, A., Denehy, G.E., Dawson, D.V., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1296-1303; Barnes, L.J., Lecture-free high school biology using an audience response system (2008) Am Biol Teach, 70, pp. 531-536; Holmes, R.G., Blalock, J.S., Parker, M.H., Student accuracy and evaluation of a computer-based audience response system (2006) J Dent Educ, 70, pp. 1355-1361; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69, pp. 378-381; Roberts, G., Instructional technology that's hip high-tech.computers in small libraries (2005) Comput Libr, 25, pp. 26-28; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, pp. 12-14; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Med Educ, 38, p. 575; Vincent, D.S., Berg, B.W., Chitpatima, S., Hudson, D., International distance education and the transition from ISDN to highbandwidth internet connectivity (2002) J Telemed Telecare, 8 (SUPPL. 3), pp. 71-73; Streeter, J.L., Rybicki, F.J., A novel standard-compliant audience response system for medical education (2006) Radiographics, 26, pp. 1243-1249; Premkumar, K., Coupal, C., Rules of engagement: 12 tips for successful use of ""clickers"" in the classroom (2008) Med Teach, 30, pp. 146-149; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Med Teach, 22, pp. 237-239; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educ, 32, pp. 113-116; McFarlin, B.K., Hybrid lecture-online format increases student grades in an undergraduate exercise physiology course at a large urban university (2008) Adv Physiol Educ, 32, pp. 86-91; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teach Psychol, 34, pp. 253-258; Eggert, C.H., West, C.P., Thomas, K.G., Impact of an audience response system (2004) Med Educ, 38, p. 576; Graham, C.R., Tripp, T.R., Seawright, L., Empowering or compelling reluctant participators using audience response systems (2007) Active Learn High Educ, 8, pp. 233-258; Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochem Mol Biol Educ, 37, pp. 84-91; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73, p. 21; Plant, J.D., Incorporating an audience response system into veterinary dermatology lectures: Effect on student knowledge retention and satisfaction (2007) J Vet Med Educ, 34, pp. 674-677; Preszler, R.W., Dawe, A., Shuster, C.B., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sci Educ, 6, pp. 29-41; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sci Educ, 7, pp. 146-154; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2, pp. 160-166; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nurs Educ Perspect, 30, pp. 295-298; Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation, and long-term retention during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Med Teach, 31, pp. e570-e579; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Paschal, C.B., (2002) Formative Assessment in Physiology Teaching Using a Wireless Classroom communication System. Adv Physiol Educ, 26, pp. 299-308; Kaneshiro, K.N., Emmett, T.W., London, S.K., Use of an audience response system in an evidence-based mini-curriculum (2008) Med Ref Serv Q, 27, pp. 284-301","Boscardin, C.; School of Medicine, Univ. of California San FranciscoUnited States; email: christy.boscardin@ucsf.edu",,,,,,,,10429670,,ACPSF,22983474.0,English,Acad. Psychiatry,Article,Final,,Scopus,2-s2.0-84866638532
"Simelane S., Skhosana P.M.",55358238300;55364822500;,Impact of clicker technology in a mathematics course,2012,Knowledge Management and E-Learning,4,3,,279,292,,12.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84866619901&partnerID=40&md5=ca49c81bd0c3c178105ef7b34139807b,"Department of Teaching and Learning with Technology, Higher Education and Support, Tshwane University of Technology, South Africa; Department of Mathematics and Statistics, Faculty of Science, Tshwane University of Technology, South Africa","Simelane, S., Department of Teaching and Learning with Technology, Higher Education and Support, Tshwane University of Technology, South Africa; Skhosana, P.M., Department of Mathematics and Statistics, Faculty of Science, Tshwane University of Technology, South Africa","This article reports on the implementation of clickers to improve the success rate of first-year mathematics students. There were 105 students registered in this course, in a university of technology in South Africa. In order to do this, an orientation test in the form of a paper-based assessment was first conducted to determine what students already knew. About 21.9% of the students did not take the test and 20% did not pass it. These results raised concerned. Thereafter students were taught. After four weeks they were evaluated on their understanding of the concept taught in class. Results did not improve much, as 48.6% of the students did not pass the test. Therefore, a technology-engagement teaching strategy (TETS) using clicker technology was developed and implemented in order to improve the pass rate. Weekly continuous assessments or diagnostic tests were conducted in order to establish the changes in students' academic performance. A survey questionnaire was administered after the teaching and learning of incorporating clickers. This questionnaire also examined students' perspective on the usefulness of clickers in teaching and learning. The results showed that the effective implementation of clickers with the integration of a TETS improved students' success rate.",Academic performance; Clickers; Technology-engagement teaching strategy,,,,,,,,,,,,"Barragués, J.I., Morais, A., Guisasola, J., Use of a classroom response system (crs) for teaching mathematics in engineering with large groups (2011) Education in a Technological World: Communicating Current and Emerging and Technological Efforts, pp. 572-580. , In A Méndez-Vilas (Ed.) Spain: Formatex; Beatty, I., Transforming student learning with classroom communication system (2004) Educause Center for applied research: Research bulletin, 2004, p. 3. , http://www4.uwm.edu/ltc/srs/faculty/docs/TransformingStudentLearning.pdf, Retrieved from; Beatty, I., Gerace, W., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162. , doi 101007/s10956-008-9140-9144; Bruff, D., (2007) Clickers and classroom dynamics: Classroom response systems create opportunities for managing student discussion and assessing student learning., , http://www2.nea.org/he/advo07/advo1007/index.html, Retrieved from; Burgoyne, N., Graham, C.R., Sudweeks, R., The validation of an instrument measuring tpack (2010) Proceedings of society for information technology & teacher education international conference, pp. 3787-3794. , In D Gibson, & B Dodge (Eds.) Chesapeake, VA: AACE; Caldwell, J.E., Clickers in the large classroom: Current research and best-ractice tips (2005) CBE Life Sciences Education, 6 (1), pp. 9-20; Carnevale, D., Run a class like a game show: Clickers keep students involved (2005) The Chronicle of Higher Education: Information Technology, 51 (42), pp. B3; Cronbach, L.J., Coeffiecient alpha and the internal structure of tests (1951) Psychometrika, 16, pp. 297-334; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-156; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems., , http://www4.uwm.edu/ltc/srs/faculty/docs/ClickersInTheClassroom.pdf, Retrieved from; Duncan, D., Clickers: A new teaching aid with exceptional promise (2007) The Astronomy Education Review, 5 (1), pp. 70-88; (2005), http://net.educause.edu/ir/library/pdf/ELI7002.pdf, Educause Learning Initiative 7 Things You Should Know about . Clickers Retrieved from; Felder, M., Brent, R., Understanding student differences (2005) Journal of Engineering Education, 94 (1), pp. 57-72; Harris, J., Grandgenett, N., Hofer, M., Testing a tpack-based technology integration assessment rubric (2010) Paper presented at the Society for Information Technology & Teacher Education International Conference 2010, , http://www.editlib.org/p/33978, San Diego, CA, USA; Henke, H., Learning style theory: Applying kolb's learning style inventory with computer based training (2001) Project Paper for a Course on Learning Theory; Howe, N., Strauss, W., Millennials rising (2000) The Next Generation, , USA: Vintage Books; Katz, R.N., (1999) Dancing with the Devil: Information Technology and the New Competition in Higher Education, , (1st ed.) San Francisco: Jossey-Bass; Kleinman, L., Perceptives in understanding online teaching and learning strategies for first-year generation y students (2011) Facutly Focus, , http://www.facultyfocus.com/articles/onlineeducation/perspectives-in- understanding-online-teaching-and-learning-strategies-for-first-year-generation- ystudents/, Retrieved from; Koehler, M., Mishra, P., Introducing tpck (2008) AACTE Committee on Innovation & Technology, pp. 3-29. , (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators New York: Routledge; Koehler, M., Mishra, P., Yayha, K., Tracing the development of teacher knowledge in a design seminar: Integration content, knowledge & pedagogy (2007) Computers & Education, 49 (3), pp. 373-396; Lasry, N., Mazur, E., Watkins, J., Peer instruction: From havard to the two-year college (2008) American Journal of Physics, 76 (11), pp. 1066-1069; Mazur, E., Peer instruction: Getting students to think in class (1997) The changing role of physics despartment in Modern Universities: Proceedings of ICUPE: CP399, pp. 981-988. , In E F Redish & J S Rigden (Eds.) The American Institute of Physics: New York; Mazur, E., Farewell, lecture? (2009) Science, 323, pp. 50-51. , www.sciencemag.org, Retrieved from; McCoog, I.J., 21st century teaching and learning (2008) ERIC Document Reproduction Service No ED502607; Mishra, P., Koehler, M.J., Technological pedagogical content knowledge: A new framework for teacher knowledge (2006) Teacher College Records, 106 (6), pp. 1017-1054; Nolting, P., (2009) Comparing Student Learning Styles of Developmental Math Students to Faculty Learning Styles, , http://www.scf.educ/pages2160.asp, Retrieved from; O'Donoghue, M., O'Steen, B., Clicking on or off?: Lecturers'rationale for using student response systems (2007) Paper presented at the Australasian Society for Computers in Learning in Tertiary Education Conference, , Singapore; (1985), http://www.sasked.gov.sk.ca/docs/natives30/nt30app.html, Saskatchewan Education Approaches to Instruction Retrieved from; Simelane, S., Dimpe, D.M., Clicker technology: The tool to promote active learning in the classroom (2011) Education in a technological world: communicating current and emerging research and technological efforts, pp. 83-98. , In R Corchero (Ed.) Spain: Formatex Research Center; Simelane, S., Mji, A., Mwembakana, J., Clicker-technology teaching strategy and students approaches to learning in syncronized activities (2011) Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011, , http://www.editlib.org/p/38968, Honolulu, Hawaii, USA; Simkins, S., Novak, G., Clerici-Arias, M., Goodman, K., Just in time teaching., , http://serc.carleton.edu/itrogeo/justintime/, Retrieved from; Weinstein, C.E., Mayer, E.R., The teaching of learning strategies (1983) Innovation Abstract, 5 (32), p. 4. , http://eric.ed.gov/PDF/ED237180.pdf, Retrieved from","Simelane, S.; Department of Teaching and Learning with Technology, Higher Education and Support, Tshwane University of TechnologySouth Africa; email: simelanes@tut.ac.za",,,,,,,,20737904,,,,English,Knowl. Manage. E-learn.,Article,Final,,Scopus,2-s2.0-84866619901
"Vercellone-Smith P., Jablokow K., Friedel C.",24451174400;6602848864;55029730700;,Characterizing communication networks in a web-based classroom: Cognitive styles and linguistic behavior of self-organizing groups in online discussions,2012,Computers and Education,59,2,,222,235,,34.0,10.1016/j.compedu.2012.01.006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857462350&doi=10.1016%2fj.compedu.2012.01.006&partnerID=40&md5=4beeb8e9e75f680093cf39d8f6106945,"Engineering Division, School of Graduate Professional Studies, Penn State University - Great Valley, 30 E. Swedesford Rd., Malvern, PA 19355, United States; Department of Agricultural and Extension Education, 288 Litton-Reaves Hall (0343), Virginia Tech, Blacksburg, VA 24061, United States","Vercellone-Smith, P., Engineering Division, School of Graduate Professional Studies, Penn State University - Great Valley, 30 E. Swedesford Rd., Malvern, PA 19355, United States; Jablokow, K., Engineering Division, School of Graduate Professional Studies, Penn State University - Great Valley, 30 E. Swedesford Rd., Malvern, PA 19355, United States; Friedel, C., Department of Agricultural and Extension Education, 288 Litton-Reaves Hall (0343), Virginia Tech, Blacksburg, VA 24061, United States","In this study, we explore the cognitive style profiles and linguistic patterns of self-organizing groups within a web-based graduate education course to determine how cognitive preferences and individual behaviors influence the patterns of information exchange and the formation of communication hierarchies in an online classroom. Network analysis was performed on communication data collected from 1131 student messages posted in 19 asynchronous online discussion forums to determine centrality, clique membership.; core-periphery structure in the communication networks. The social network data were examined in relation to the students' cognitive style profiles, which were assessed using the Kirton Adaption-Innovation Inventory (KAI) (Kirton, 1976, 2011). The cognitive style composition of small cliques (dyadic and triadic) was found to be highly heterogeneous, often with large cognitive gaps between clique members, which suggests that web-based environments may mask cognitive style differences that have been shown to create conflict in face-to-face interactions. In addition, the cognitive style mean of the students in the core of the network was found to be significantly more adaptive than that of the periphery group. To further characterize the nature of the communicative interactions, automated linguistic analysis was used to analyze the students' writing samples. Interestingly, students in the core of the social network demonstrated a significantly higher usage of several language features associated with individuals who actively promote enhanced group performance and cohesion. For our sample, the linguistic behaviors of students in the core of the social network, coupled with their more adaptive cognitive style preferences, suggest that these students may inherently place greater value on fostering group cohesion than those in the periphery. © 2012 Elsevier Ltd. All rights reserved.",Computer mediated communication; Distance education; Learning communities,Asynchronous online discussion; Clique members; Cognitive gap; Cognitive styles; Communication data; Communicative interaction; Computer mediated communication; Core peripheries; Enhanced group performance; Face-to-face interaction; Graduate education; Group cohesions; Individual behavior; Information exchanges; Language features; Learning community; Linguistic analysis; Linguistic patterns; Online classroom; Online discussions; Self organizing; Social Networks; Web-based environment; Adhesion; Communication; Distance education; Linguistics; Teaching; Websites; Students,,,,,,,,,,,"Aragamon, S., Dhawle, S., Koppel, M., Pennebaker, J.W., Lexical predictors of personality type (2005) Proceedings of Classification Society of North America, , St. Louis, MI; Aragamon, S., Koppel, M., Pennebaker, J.W., Schler, J., Automatically profiling the author of an anonymous text (2009) Communications of the ACM, 53 (2), pp. 119-123; Aviv, R., Erlich, Z., Gilad, R., Geva, A., Network analysis of knowledge construction in asynchronous learning networks (2003) Journal of Asynchronous Learning Networks, 7 (3), pp. 1-23; Baldwin, T.T., Bedell, M.D., Johnson, J.L., The social fabric of a team-based M.B.A. program: Network effects on student satisfaction and performance (1997) Academy of Management Journal, 40 (6), pp. 1369-1397; Beck, R., Fitzgerald, W.J., Pauksztat, B., Individual behaviors and social structure in the development of communication networks of self-organizing online discussion groups (2003) Designing for Change in Networked Learning Environments, pp. 313-322. , http://www.lawrence.edu/fast/beckr/pdfs/Norway_final_March.pdf, B. 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(2010) Frontiers of Education in China, 5 (1), pp. 4-25; Wasserman, S., Faust, K., (1994) Social Network Analysis: Methods and Applications, , Cambridge University Press New York; Webb, E., Jones, A., Barker, P., Van Schaik, P., Using e-learning dialogues in higher education (2004) Innovations in Education and Teaching International, 41 (1), pp. 93-103; Willging, P.A., Using social network analysis techniques to examine online interactions (2005) US-China Education Review, 2 (9), pp. 46-56; Zhang, L.-F., Sternberg, R.J., (2009) Perspectives on the Nature of Intellectual Styles, , Springer New York; Zhu, E., Interaction and cognitive engagement: An analysis of four asynchronous online discussions (2006) Instructional Science, 34, pp. 451-480","Vercellone-Smith, P.; Engineering Division, School of Graduate Professional Studies, Penn State University - Great Valley, 30 E. Swedesford Rd., Malvern, PA 19355, United States; email: pav115@psu.edu",,,,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84857462350
"Gillis T.E., Janes A.C., Kaufman M.J.",24334871700;13006473600;56274107500;,Positive Reinforcement Training in Squirrel Monkeys Using Clicker Training,2012,American Journal of Primatology,74,8,,712,720,,14.0,10.1002/ajp.22015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863303749&doi=10.1002%2fajp.22015&partnerID=40&md5=dbf63f2ab266b4bb5a0ed234c0698b97,"McLean Imaging Center, McLean Hospital, Harvard Medical School, Belmont, MA, United States","Gillis, T.E., McLean Imaging Center, McLean Hospital, Harvard Medical School, Belmont, MA, United States; Janes, A.C., McLean Imaging Center, McLean Hospital, Harvard Medical School, Belmont, MA, United States; Kaufman, M.J., McLean Imaging Center, McLean Hospital, Harvard Medical School, Belmont, MA, United States","Nonhuman primates in research environments experience regular stressors that have the potential to alter physiology and brain function, which in turn can confound some types of research studies. Operant conditioning techniques such as positive reinforcement training (PRT), which teaches animals to voluntarily perform desired behaviors, can be applied to improve behavior and reactivity. PRT has been used to train rhesus macaques, marmosets, and several other nonhuman primate species. To our knowledge, the method has yet to be used to train squirrel monkeys to perform complex tasks. Accordingly, we sought to establish whether PRT, utilizing a hand-box clicker (which emits a click sound that acts as the conditioned reinforcer), could be used to train adult male squirrel monkeys (Saimiri boliviensis, N = 14). We developed and implemented a training regimen to elicit voluntary participation in routine husbandry, animal transport, and injection procedures. Our secondary goal was to quantify the training time needed to achieve positive results. Squirrel monkeys readily learned the connection between the conditioned reinforcer (the clicker) and the positive reinforcer (food). They rapidly developed proficiency on four tasks of increasing difficulty: target touching, hand sitting, restraint training, and injection training. All subjects mastered target touching behavior within 2 weeks. Ten of 14 subjects (71%) mastered all tasks in 59.2 ± 2.6 days (range: 50-70 days). In trained subjects, it now takes about 1.25 min per monkey to weigh and administer an intramuscular injection, one-third of the time it took before training. From these data, we conclude that clicker box PRT can be successfully learned by a majority of squirrel monkeys within 2 months and that trained subjects can be managed more efficiently. These findings warrant future studies to determine whether PRT may be useful in reducing stress-induced experimental confounds in studies involving squirrel monkeys. © 2012 Wiley Periodicals, Inc.",Clicker training; Conditioned reinforcer; Operant conditioning; Positive reinforcement training; Saimiri; Squirrel monkey,"adult; behavioral ecology; behavioral response; brain; male; physiology; primate; research work; animal; animal behavior; article; clicker training; conditioned reinforcer; conditioning; instrumental conditioning; laboratory; male; methodology; positive reinforcement training; psychological aspect; reinforcement; squirrel monkey; clicker training; conditioned reinforcer; operant conditioning; positive reinforcement training; Saimiri; squirrel monkey; Animals; Behavior, Animal; Conditioning (Psychology); Laboratory Animal Science; Male; Reinforcement (Psychology); Saimiri; Animalia; Callitrichidae; Haplorhini; Macaca; Macaca mulatta; Primates; Saimiri; Saimiri boliviensis; clicker training; conditioned reinforcer; operant conditioning; positive reinforcement training; Saimiri; squirrel monkey",,,,,,,,,,,"Ausman, L.M., Gallina, D.L., Nicolosi, R.J., Nutrition and metabolism of the squirrel monkey (1985) Handbook of squirrel monkey research, pp. 349-378. , Coe CL, Rosenblum LA, editors. New York: Plenum Press; Bassett, L., Buchanan-Smith, H., McKinley, J., Effects of training on stress-related behavior of the common marmoset (Callithrix jacchus) in relation to coping with routine husbandry procedures (2003) J Appl Anim Welfare Sci, 6, pp. 221-233; Bowers, C., Crockett, C., Bowden, D., Differences in stress reactivity of laboratory macaques measured by heart period and respiratory sinus arrhythmia (1998) Am J Primatol, 45, pp. 245-261; Coe, C.L., Franklin, D., Smith, E.R., Levine, S., Hormonal responses accompanying fear and agitation in the squirrel monkey (1982) Physiol Behav, 29, pp. 1051-1057; Coleman, K., Maier, A., The use of positive reinforcement training to reduce stereotypic behavior in rhesus macaques (2010) Appl Anim Behav Sci, 124, pp. 142-148; Coleman, K., Pranger, L., Maier, A., Lambeth, S.P., Perlman, J.E., Thiele, E., Schapiro, S.J., Training rhesus macaques for venipuncture using positive reinforcement techniques: a comparison with chimpanzees (2008) J Am Assoc Lab Anim Sci, 47, pp. 37-41; Desmond, T., Laule, G., Use of positive reinforcement training in the management of species for reproduction (1994) Zoo Biol, 13, pp. 471-477; Down, N., Skoumbourdis, E., Walsh, M., Francis, R., Buckmaster, C., Reinhardt, V., Pole-and-collar training of macaques: a discussion by the Laboratory Animal Refinement and Enrichment Forum (2005) Anim Technol Welfare, 4, pp. 157-161; Dumond, F.V., Hutchinson, T.C., Squirrel monkey reproduction: the ""fatted"" male phenomenon and seasonal spermatogenesis (1967) Science, 158, pp. 1067-1070; Fernström, A.L., Fredlund, H., Spångberg, M., Westlund, K., Positive reinforcement training in rhesus macaques-training progress as a result of training frequency (2009) Am J Primatol, 71, pp. 373-379; Lambeth, S., Hau, J., Perlman, J., Martino, M., Schapiro, S., Positive reinforcement training affects hematologic and serum chemistry values in captive chimpanzees (Pan troglodytes) (2006) Am J Primatol, 68, pp. 245-256; Laule, G.E., Bloomsmith, M.A., Schapiro, S.J., The use of positive reinforcement training techniques to enhance the care, management, and welfare of primates in the laboratory (2003) J Appl Anim Welfare Sci, 6, pp. 163-173; Lyons, D.M., Lopez, J.M., Yang, C., Schatzberg, A.F., Stress-level cortisol treatment impairs inhibitory control of behavior in monkeys (2000) J Neurosci, 20, pp. 7816-7821; Lyons, D.M., Parker, K.J., Zeitzer, J.M., Buckmaster, C.L., Schatzberg, A.F., Preliminary evidence that hippocampal volumes in monkeys predict stress levels of adrenocorticotropic hormone (2007) Biol Psychiat, 62, pp. 1171-1174; McKinley, J., Buchanan-Smith, H.M., Bassett, L., Morris, K., Training common marmosets (Callithrix jacchus) to cooperate during routine laboratory procedures: ease of training and time investment (2003) J Appl Anim Welfare Sci, 6, pp. 209-220; Patel, P.D., Katz, M., Karssen, A.M., Lyons, D.M., Stress-induced changes in corticosteroid receptor expression in primate hippocampus and prefrontal cortex (2008) Psychoneuroendocrinology, 33, pp. 360-367; Pomerantz, O., Terkel, J., Effects of positive reinforcement training techniques on the psychological welfare of zoo-housed chimpanzees (Pan troglodytes) (2009) Am J Primatol, 71, pp. 687-695; Prescott, M.J., Buchanan-Smith, H.M., Training nonhuman primates using positive reinforcement techniques (2003) J Appl Anim Welfare Sci, 6, pp. 157-161; Reinhardt, V., Working with rather than against macaques during blood collection (2003) J Appl Anim Welfare Sci, 6, pp. 189-197; Rogge, J.R., Sherenco, K.D., Malling, R., Thiele, E., Schapiro, S.J., Lambeth, S.P., Williams, L.E., Establishing a positive reinforcement training program in neotropical primates: a comparison of squirrel and owl monkeys (2011) [Abstract] Am J Primatol, 73 (SUPPL), p. 84; Schapiro, S.J., Bloomsmith, M.A., Laule, G.E., Positive reinforcement training as a technique to alter nonhuman primate behavior: quantitative assessments of effectiveness (2003) J Appl Anim Welfare Sci, 6, pp. 175-187; Scott, L., Pearce, P., Fairhall, S., Muggleton, N., Smith, J., Training nonhuman primates to cooperate with scientific procedures in applied biomedical research (2003) J Appl Anim Welfare Sci, 6, pp. 199-207; Veeder, C., Bloomsmith, M., McMillan, J., Perlman, J., Martin, A., Positive reinforcement training to enhance the voluntary movement of group-housed sooty mangabeys (Cercocebus atys atys) (2009) J Am Assoc Lab Anim Sci, 48, pp. 192-195; Videan, E.N., Fritz, J., Murphy, J., Borman, R., Smith, H.F., Howell, S., Training captive chimpanzees to cooperate for anesthetic injection (2005) Lab Anim, 34, pp. 43-48; Winter, P., Ploog, D., Latta, J., Vocal repertoire of the squirrel monkey (Saimiri sciureus), its analysis and significance (1966) Exp Brain Res, 1, pp. 359-384","Kaufman, M.J.; McLean Imaging Center, McLean Hospital, 115 Mill Street, Belmont, MA 02478, United States; email: kaufman@mclean.harvard.edu",,,,,,,,02752565,,AJPTD,22553135.0,English,Am. J. Primatol.,Article,Final,,Scopus,2-s2.0-84863303749
"Rodriguez I., Brewe E., Sawtelle V., Kramer L.H.",23988158700;25653603000;22952114300;35227537900;,Impact of equity models and statistical measures on interpretations of educational reform,2012,Physical Review Special Topics - Physics Education Research,8,2, 020103,,,,15.0,10.1103/PhysRevSTPER.8.020103,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84864740322&doi=10.1103%2fPhysRevSTPER.8.020103&partnerID=40&md5=80a69d35157798f589f6474dd36cce47,"Department of Physics, Florida International University, Miami, FL 33199, United States; Department of Teaching and Learning, Florida International University, Miami, FL 33199, United States","Rodriguez, I., Department of Physics, Florida International University, Miami, FL 33199, United States; Brewe, E., Department of Physics, Florida International University, Miami, FL 33199, United States, Department of Teaching and Learning, Florida International University, Miami, FL 33199, United States; Sawtelle, V., Department of Physics, Florida International University, Miami, FL 33199, United States; Kramer, L.H., Department of Physics, Florida International University, Miami, FL 33199, United States","We present three models of equity and show how these, along with the statistical measures used to evaluate results, impact interpretation of equity in education reform. Equity can be defined and interpreted in many ways. Most equity education reform research strives to achieve equity by closing achievement gaps between groups. An example is given by the study by Lorenzo et al. that shows that interactive engagement methods lead to increased gender equity. In this paper, we reexamine the results of Lorenzo et al. through three models of equity. We find that interpretation of the results strongly depends on the model of equity chosen. Further, we argue that researchers must explicitly state their model of equity as well as use effect size measurements to promote clarity in education reform.",,,,,,,,,,,,,"Rutherford, F.J., Ahigren, A., (1989) Science for All Americans, , Oxford University Press, New York; Lee, O., Equity implications based on the conceptions of science achievement in major reform documents (1999) Rev. Educ. Res., 69, p. 83. , REDRAB 0034-6543 10.3102/00346543069001083; Lynch, S., (2000) Equity and Science Education Reform, , Lawrence Erlbaum Associates, Mahwah, NJ; Secada, W.G., (1989) Equity in Education, , Falmer Press, New York; Gutierrez, R., A ""gap-gazing"" fetish in mathematics education? Problematizing research on the achievement gap (2008) J. Res. Math. Educ., 39, p. 357. , http://www.jstor.org/stable/40539302, JRMEDN 0021-8251; Gutierrez, R., Dixon-Roman, E., (2011) Mapping Equity and Quality in Mathematics Education, , Springer Science, New York; Lubienski, S.T., On ""gap gazing"" in mathematics education: The need for gaps analyses (2008) J. Res. Math. Educ., 39, p. 350. , http://www.jstor.org/stable/40539301, JRMEDN 0021-8251; Redish, E.F., (1996) Proceedings of the Deustchen Physikalischen Gesellschaft Didaktik der Physik, p. 51. , http://eric.ed.gov/PDFS/ED438184.pdf, Jena, Germany New models of physics instruction based on physics education research, in edited by K.H. Lotze; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, p. 64. , AJPIAS 0002-9505 10.1119/1.18809; Kost, L., Pollock, S.J., Finkelstein, N.D., Characterizing the gender gap in introductory physics (2009) Phys. Rev. ST Phys. Educ. Res., 5, p. 010101. , PRSTCR 1554-9178 10.1103/PhysRevSTPER.5.010101; Docktor, J., Heller, K., (2008) Proceedings of the 2008 Physics Education Research Conference, p. 15. , Gender differences in both Force Concept Inventory and Introductory Physics Performance, edited by C. Henderson, M. Sabella, and L. Hsu (AIP, New York; McCullough, L., Gender, context, and physics assessment (2004) J. Int. Women's Stud., 5, p. 20. , http://www.bridgew.edu/SOAS/jiws/May04_Special/Gender.pdf, 1539-8706; Coletta, V.P., Phillips, J.A., Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability (2005) American Journal of Physics, 73 (12), pp. 1172-1182. , DOI 10.1119/1.2117109; Cohen, J., The earth is round (p<.05) (1994) Am. Psychol., 49, p. 997. , AMPSAB 0003-066X 10.1037/0003-066X.49.12.997; Grimsson, R.J., Lim, J.J., (2005) Effect Sizes for Research: A Broad Practical Approach, , Lawrence Erlbaum Associates, Mahwah, NJ; Carver, R., The case against statistical significance testing, revisited (1993) J. Exp. Educ., 61, p. 287. , http://www.jstor.org/stable/20152382, 0022-0973; (2010) American Psychological Association Publication Manual, , American Psychological Association, Washington, DC, 6th ed; Capraro, M.M., Capraro, R.M., Exploring the APA fifth edition publication manual's impact on the analytic preferences of journal editorial board members (2003) Educational and Psychological Measurement, 63 (4), pp. 554-565. , DOI 10.1177/0013164403256364; Thompson, B., What future quantitative social science research could look like: Confidence intervals for effect sizes (2002) Educ. Researcher, 31, p. 25. , EDURAE 0013-189X 10.3102/0013189X031003025; Smithson, M., (2002) Confidence Intervals, 104. , Quantitative Applications in the Social Sciences Series Sage Publications, Thousand Oaks, CA; Lorenzo, M., Crouch, C.H., Mazur, E., Reducing the gender gap in the physics classroom (2006) American Journal of Physics, 74 (2), pp. 118-122. , DOI 10.1119/1.2162549; Mazur, E., (1997) Peer Instruction: A Users Manual, , Prentice-Hall, Upper Saddle River, NJ; McDermott, L.C., Schaffer, P.S., (2001) Tutorials in Introductory Physics, , Prentice-Hall, New Jersey; Heller, P., Keith, R., Anderson, S., Teaching problem solving through cooperative grouping. 1. Group versus individual problem solving (1992) Am. J. Phys., 60, p. 627. , AJPIAS 0002-9505 10.1119/1.17117; Heller, P., Hollabaugh, M., Teaching problem solving through cooperative grouping. 2. Designing problems and structuring groups (1992) Am. J. Phys., 60, p. 637. , AJPIAS 0002-9505 10.1119/1.17118; Lewis, S.E., Lewis, J.E., Seeking effectiveness and equity in a large college chemistry course: An HLM investigation of peer-led guided inquiry (2008) J. Res. Sci. Teach., 45, p. 794. , JRSTAR 0022-4308 10.1002/tea.20254; Cohen, J., A power primer (1992) Psychol. Bull., 112, p. 155. , PSBUAI 0033-2909 10.1037/0033-2909.112.1.155; Benbow, C.P., Stanley, J.C., Inequity in equity: How ""equity"" can lead to inequity for high-potential students (1996) Psychol. Publ. Pol. Law, 2, p. 249. , 1076-8971 10.1037/1076-8971.2.2.249","Rodriguez, I.; Department of Physics, Florida International University, Miami, FL 33199, United States",,,,,,,,15549178,,,,English,Phys. Rev. Spec. Top. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-84864740322
"Terrion J.L., Aceti V.",6505783093;53871018400;,Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen Chemistry students,2012,Research in Learning Technology,20,2, 16150,,,,16.0,10.3402/rlt.v20i0.16150,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84864042712&doi=10.3402%2frlt.v20i0.16150&partnerID=40&md5=f5b2ac5cd8365ca6e42b7a06e3ef3085,"Department of Communication, University of Ottawa, Ottawa, Canada; Health Informatics Institute, Algoma University, Sault Ste. Marie, Canada","Terrion, J.L., Department of Communication, University of Ottawa, Ottawa, Canada; Aceti, V., Health Informatics Institute, Algoma University, Sault Ste. Marie, Canada","While technology - in the form of laptops and cellphones - may be the cause of much of the distraction in university and college classrooms, some, including the personal or classroom response system (PRS/CRS) or clicker, also present pedagogical opportunities to enhance student engagement. The current study explored the reactions of students to clicker implementation in a large, introductory chemistry class. During the final class of the semester, 200 students in an introductory chemistry class responded to an attitudinal and informational student survey using both Likert-type and non-Likert type questions to evaluate their perception of the implementation of the clickers and their impact on student learning and engagement. The results demonstrated that, when implemented effectively, clickers contribute to greater student engagement and, ultimately, an opportunity for professors to enact best practices in higher education pedagogy. This study points to the importance of effective pedagogy in making clickers worthwhile. © 2012 J. Lennox Terrion and V. Aceti.",Clicker; Higher education; Learning; Pedagogy; Student engagement; Technology,,,,,,,,,,,,"Appleton, J.J., Christenson, S.L., Kim, D., Reschly, A.L., Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument (2006) Journal of School Psychology, 44 (5), pp. 427-445. , DOI 10.1016/j.jsp.2006.04.002, PII S0022440506000379, Motivation; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11, pp. 43-57; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , Jossey-Bass, San Francisco, CA; Burnstein, R.A., Lederman, L.M., Using a wireless keypad in lecture classes (2001) The Physics Teacher, 39, pp. 8-11; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, DOI 10.1187/cbe.06-12-0205; Carini, R.M., Kuh, G.D., Klein, S.P., Student engagement and student learning: Testing the linkages (2006) Research in Higher Education, 47 (1), pp. 1-32. , DOI 10.1007/s11162-005-8150-9; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) American Association of Higher Education Bulletin, pp. 3-7. , March; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-154. , http://www.lifescied.org/cgi/reprint/7/1/146, DOI 10.1187/cbe.07-08-0060; Cue, N., A universal learning tool for classrooms? (1998) Proceedings of the First Quality in Teaching and Learning Conference, , http://celt.ust.hk/ideas/prs/pdf/Nelsoncue.pdf, Hong Kong SAR, China, December 10-12, 1998 [online], accessed 10 May 2010; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23; Dunleavy, J., Milton, P., Student engagement for effective teaching (2008) Education Canada, 48, pp. 4-8; Ellozy, A., New initiative: ""Clickers"" in our classrooms (2007) New Chalk Talk, 6, p. 8; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109. , DOI 10.1007/s10956-006-0360-1; Finn, J.D., Withdrawing from school (1989) Review of Educational Research, 59 (2), pp. 117-142; Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., School engagement: Potential of the concept, state of the evidence (2004) Review of Educational Research, 74 (1), pp. 59-109; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33, pp. 329-341; Jackson, M., Trees, A., (2003) Clicker Implementation and Assessment, Information and Technology Services and Faculty Teaching Excellence Program, , http://comm.colorado.edu/mjackson/clickerreport.htm, University of Colorado, Boulder, CO, [online]; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21, pp. 167-181; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin system study of clickers (2007) EDUCAUSE Center for Applied Research: Research Bulletin, 10, pp. 1-12; Kuh, G.D., What we're learning about student engagement from NSSE (2003) Change, 35, pp. 24-32; Lane, D.R., Shelton, M.W., The centrality of communication education in classroom computer-mediated communication: Toward a practical and evaluative pedagogy (2001) Communication Education, 50, pp. 241-255; Marks, H.M., Student engagement in instructional activity: Patterns in the elementary, middle, and high school years (2000) American Educational Research Journal, 37, pp. 153-184; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; Pirot, L., De Ketele, J.-M., L'engagement académique de l'étudiant comme facteur de réussite a l'université: É tude exploratoire menées dans deux facultés contrastées (2000) Revue des Sciences de l'Ducation, 26 (20), pp. 367-394; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sciences Education, 6 (1), pp. 29-41. , http://www.lifescied.org/cgi/reprint/6/1/29, DOI 10.1187/cbe.06-09-0190; Rice, R., Bunz, U., Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competency, and usage (2006) Studies in Media and Information Literacy Education, 6 (3), p. 3; Sutherland, R., Robertson, S., John, P., (2008) Improving Classroom Learning with ICT, , Routledge, New York, NY; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40; Tremblay, E., Educating the Mobile Generation - Using personal cell phones as audience response systems in post-secondary science teaching (2010) Journal of Computers in Mathematics and Science Teaching, 29 (2), pp. 217-227; Tweeten, J., Successful clicker standardization (2007) Educause Quarterly, 4, pp. 63-67; Umbach, P.D., Wawrzynski, M.R., Faculty do matter: The role of college faculty in student learning and engagement (2005) Research in Higher Education, 46 (2), pp. 153-184. , DOI 10.1007/s11162-004-1598-1","Terrion, J.L.; Department of Communication, University of Ottawa, Ottawa, Canada; email: jlennoxt@uottawa.ca",,,,,,,,21567069,,,,English,Res. Learn. Technol.,Article,Final,Open Access,Scopus,2-s2.0-84864042712
Adegoke B.A.,36503647400;,Impact of interactive engagement on reducing the gender gap in quantum physics learning outcomes among senior secondary school students,2012,Physics Education,47,4,,462,470,,6.0,10.1088/0031-9120/47/4/462,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863704186&doi=10.1088%2f0031-9120%2f47%2f4%2f462&partnerID=40&md5=a07514c76fccdfb53721c5c1de53478d,"Institute of Education, University of Ibadan, Nigeria","Adegoke, B.A., Institute of Education, University of Ibadan, Nigeria","In this study, the author examines the extent to which an interactive engagement approach can reduce the gender gap in senior secondary school (SSS) (age 16-18 years) students' learning outcomes in quantum physics. One hundred and twenty one (male = 65; female = 56) SSS 3 students participated in this study. They were randomly selected from two senior secondary schools from the Ibadan North Local Government Area, Oyo State, Nigeria. There were two groups: the experimental group (interactive engagement) and the control group (traditional lecture method). Prior to the commencement of the experiment, students' scores in a previous examination conducted by their schools were collected and analysed. This was to determine the extent to which gender disparity had been narrowed after the experiment. Three hypotheses were tested. The data collected were analysed using analysis of covariance (ANCOVA). The results show that, generally, the students in the interactive engagement group had higher mean scores in the quantum physics achievement test than their colleagues in the control group. Among the participants in the interactive engagement group, female students had a slightly higher mean score than their male counterparts. These results show that with interactive engagement, gender disparity in quantum physics learning outcomes among students can be narrowed. The author recommends that physics teachers should adopt an interactive engagement approach in physics classes. © 2012 IOP Publishing Ltd.",,,,,,,,,,,,,"Abdullahi, A., (1982) Science Teaching in Nigeria, , (Ilorin: Atoto Press); Adegoke, B.A., Determining factors in secondary school students' choice of physics (2009) J. Sci. Teach. Assoc. Nigeria, 44, pp. 75-84; Adegoke, B.A., Integrating animations, narratives and textual information for improving physics learning (2010) Electron. J. Res. Educ. Psychol., 8, pp. 725-748; Baird, D., (1997) Is the Physics Classroom any Place for Girls? The Gender Imbalance in Physics Education: How it Came about and What Teachers Can do About it MSc, , Thesis National University, USA; Benbow, C., Stanley, J., Sex differences in mathematical ability: Fact or artifact? (1980) Science, 210, pp. 1262-1269; Breslow, L., New research points to the importance of using active learning in the classroom (1999) Teacher Talk: TLL Library, 13 (1); Bullard, L.G., Felder, R.M., A student-centered approach to teaching material and energy balances 2. Course delivery and assessment (2007) Chemical Engineering Education, 41 (3), pp. 167-176; Champagne, F.A., Curley, J.P., How social experiences influence the brain (2005) Current Opinion in Neurobiology, 15 (6), pp. 704-709. , DOI 10.1016/j.conb.2005.10.001, PII S0959438805001510, MotorSystems / Neurobiology of Behaviour; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69, pp. 970-977; Fausto-Sterling, A., (1985) Myths of Gender: Biological Theories about Women and Men, , (New York: Basic); Felder, R.M., Brent, R., Active learning: An introduction (2009) ASQ Higher Educ. Brief, 2, pp. 1-5; Hake, R.R., (2002) Relationship of Individual Student Normalised Learning Gains in Mechanics with Gender, High School Physics, and Pre Test Scores in Mathematics and Spatial Visualization, , www.physics.indiana.edu/-hake/PERC2000h-Hake.pdf, available online at; Ivie, R., Stowe, K., (2000) Women in Physics, 2000 AIP Report R-430, , www.aip.org/statistics/trends/wmtrends.htm, College Park, MD; Jaenisch, R., Bird, A., Epigenetic regulation of gene expression: How the genome integrates intrinsic and environmental signals (2003) Nature Genetics, 33 (SUPPL.), pp. 245-254. , DOI 10.1038/ng1089; Kitchenham, A., Vive la difference: Gender, motivation, and achievement (2002) Sch. Libr. Can., 22, pp. 34-37; Kovas, Y., Haworth, C.M.A., Petrill, S.A., Plomin, R., Mathematical ability of 10-year-old boys and girls: Genetic and environmental etiology of typical and low performance (2009) J. Learn. Disab., 40, pp. 554-567; Krogh, L.B., Thomsen, P., Studying students' attitude towards science from a cultural perspective but with a quantitative methodology: Border crossing into the physics classroom (2005) Int. J. Sci. Educ., 27, pp. 281-302; Labbude, P., Herzog, W., Neuenschwander, Violi, E., Gerber, C., Girls and physics: Teaching and learning strategies tested by classroom interventions in grade (2000) Int. J. Sci. Educ., 22, pp. 143-157; Longjohn, I.T., Effect of game method of teaching on students' achievement in chemistry (2009) J. Sci. Teach. Assoc. Nigeria, 44, pp. 85-92; Lorenzo, M., Crouch, C.H., Mazur, E., Reducing the gender gap in the physics classroom (2006) American Journal of Physics, 74 (2), pp. 118-122. , DOI 10.1119/1.2162549; Lovden, M., Backman, L., Linderberger, U., Schaefer, S., Schmiedek, F., A theoretical framework for the study of adult cognitive plasticity (2010) Psychol. Bull., 136, pp. 659-676; Mullis, I.V.S., Martin, M.O., Fierros, A.L., Golberg, A.L., Stemler, S.E., (2000) Gender Differences in Achievement. IAE's Third International Mathematics and Science Study (TIMSS), , (Boston College, TIMSS International Study Center, Chesnut Hill, MA) (New York: Basic Books); Oldham, G., (2000) Gender Equity in Science and Technology: Does It Matter? Keynote Presentation at the Conference on Gender, Science and Technology, , http://gab.wigssat.org/oldham.htm, (26 October 2000, Montevideo, Uruguay); Redish, E., Saul, J.M., Steinberg, R.N., On the effectiveness of active-engagement in microcomputer-based laboratories (1997) Am. J. Phys., 65, pp. 45-54; Robinson, W.P., Gillibrand, E., Single-sex teaching and achievement in science (2004) International Journal of Science Education, 26 (6), pp. 659-675. , DOI 10.1080/0950069032000072737; Schneider, M.B., Encouragement of Women Physics Majors at Grinnell College: A Case Study (2001) Physics teacher, 39 (5), pp. 280-282; Springer, L., Stanne, M.E., Donovan, S.S., (1997) Effects of Small-group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-analysis Research Monograph of the National Institute for Science Education the Royal Society 2011 Brainwaves Module 2: Neuroscience: Implications for Education and Lifelong Learning, p. 14. , The Royal Society Policy Document 02/11; (2006) Revisiting Women's Participation in Science and Technology: Emerging Challenges and Agenda Reform A UNU-IAS Report West Africa Examination Council 2010 Examiner's Report (Lagos: Afi Prints), , United Nations University-Institute of Advanced Studies; Zohar, A., Sela, D., Her physics, his physics: Gender issues in Israeli advanced placement physics classes (2003) International Journal of Science Education, 25 (2), pp. 245-268. , DOI 10.1080/09500690210126766","Adegoke, B.A.; Institute of Education, University of IbadanNigeria",,,,,,,,00319120,,,,English,Phys. Educ.,Article,Final,,Scopus,2-s2.0-84863704186
Sun H.-M.,55492862400;,Effects of user and system characteristics on perceived usefulness and perceived ease of use for the web-based classroom response system,2012,Turkish Online Journal of Educational Technology,11,3,,128,143,,9.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863682952&partnerID=40&md5=42fff25c4ba857058dd54514f70eebee,,"Sun, H.-M.","This study explores the effect of user and system characteristics on our proposed web-based classroom response system (CRS) by a longitudinal design. The results of research are expected to understand the important factors of user and system characteristics in the web-based CRS. The proposed system can supply interactive teaching contents, quizzes, and questions from its database. In addition, the system provides three playful classroom response modes--the individual assigned mode, the rush answering mode, and the pushing button mode--to increase computer playfulness, friendly interface, and interactivity for students. Both user and system characteristics are based on the external variables from the technology acceptance model (TAM). The results of the longitudinal empirical study indicate that the effect of user characteristic on perceived usefulness is more than that of system characteristic, while the effect of system characteristic on perceived ease of use is more than that of user characteristic. Furthermore, the difference between short-term use and long-term use is analyzed. In the user characteristic, the effect of long-term use on perceived usefulness is more significant than that of short-term use. The effect of system characteristic on perceived usefulness is insignificant for long-term use, but that is significant for short-term use. The effect of long-term use on perceived ease of use is more significant than that of short-term use. In addition, computer playfulness is positively related to perceived ease of use, while subjective norm affects directly on perceived usefulness. © The Turkish Online Journal of Educational Technology.",,,,,,,,,,,,,"Ajzen, I., The theory of planned behavior (1991) Organizational Behavior and Human Decision Processes, 50 (2), pp. 179-211; Arbuckle, J.L., (1995) Amos 6.0 User's Guide; Arenas-Gaitán, J., Ramírez-Correa, P.E., Rondán-Cataluña, F.J., Cross cultural analysis of the use and perceptions of web Based learning systems (2011) Computers & Education, 57 (2), pp. 1762-1774; Bandura, A., (1997) Self-Efficacy: The Exercise of Control, , New York: Freeman and Company; Brancheau, J.C., Wetherbe, J.C., The adoption of spreadsheet software: Testing innovation diffusion theory in the context of end-user computing (1990) Information Systems Research, 1 (2), pp. 115-143; Cawthon, N., Moere, A.V., The Effect of Aesthetic on the Usability of Data Visualization (2007) International Conference Information Visualization, pp. 637-648; Chen, H.-R., Tseng, H.-F., Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan (2012) Evaluation and Program Planning, 35 (3), pp. 398-406; Chittaro, L., Ranon, R., Web 3D technologies in learning, education and training: Motivations, issues, opportunities (2007) Computers & Education, 49 (1), pp. 3-18; Choy, S.O., Ng, S.C., Tsang, Y.C., Software Agents to Assist in Distance Learning Environments (2005) EDUCAUSE Quarterly Magazine, 28 (2), pp. 34-40; Christopher, D.M., Hinrich, S., (1999) Foundations of Statistical Natural Language Processing, , MIT Press; Chunga, J., Tan, F.B., Antecedents of computer playfulness: An exploratory study on user acceptance of general information-searching websites (2004) Information & Management, 41 (7), pp. 869-881; Dagiene, V., Futschek, G., Bebras International Contest on Informatics and Computer Literacy: Criteria for Good Tasks, Informatics Education-Supporting Computational Thinking (2008) Lecture Notes in Computer Science, 5090, pp. 19-30; Davis, F.D., Perceived usefulness, perceived ease of use and user acceptance of information technology (1989) MIS Quarterly, 13 (3), pp. 319-340; Davis, S.A., Bostrom, R.P., An experimental investigation of the roles of the computer interface and individual characteristics in learning of computer systems (1992) International Journal of Human-Computer Interaction, 4, pp. 143-172; Drave, W.A., (2000) Teaching online LERN Books, , Wisconsin: River Falls; Ferrington, G., Loge, K., Virtual reality: A new learning environment (1992) The Computing Teacher, 19 (7), pp. 16-19; Fies, C., Marshall, J., Classroom Response Systems: A Review of the Literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Fishbein, M., Ajzen, I., (1975) Belief Attitude, Intention and Behavior: An Introduction to Theory and Research, , MA: Addison-Wesley; Gok, T., An Evaluation of Student Response Systems from the Viewpoint of Instructors and Students (2011) The Turkish Online Journal of Educational Technology, 10 (4), pp. 67-83; Gururajan, R., Fink, D., A study of influences of application interfaces on end user training outcomes (2002) Informing Science and IT Education Conference, , Cork, Ireland; Ha, L., James, E.L., Interactivity reexamined: A baseline analysis of early business web sites (1998) Journal of Broadcasting and Electronic Media, 42 (4), pp. 457-474; Hasan, B., Delineating the effects of general and system-specific computer self-efficacy beliefs on IS acceptance (2006) Information & Management, 43 (5), pp. 565-571; Hasan, B., Ahmed, M.U., Effects of interface style on user perceptions and behavioral intention to use computer systems (2007) Computers in Human Behavior, 23, pp. 3025-3037; Hoffman, D.L., Novak, T.P., A New Marketing Paradigm for Electronic Commerce (1997) The Information Society, 13 (1), pp. 43-45; Hair, J., Anderson, R., Tatham, R., Black, W., (1998) Multivariate Data Analysis, , 5th ed. Upper Saddle River: Prentice Hall; Holmes, J., Designing agents to support learning by explaining (2007) Computers & Education, 48 (4), pp. 523-547; Kim, J.H., Park, S.T., Lee, H., Yuk, K.C., Lee, H., Virtual reality simulations in physics education (2001) Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, , http://imej.wfu.edu/articles/2001/2/02/printver.asp, Available from; Lee, J.-S., Cho, H., Gay, G., Davidson, B., Ingraffea, A., Technology Acceptance and Social Networking in Distance Learning (2003) Educational Technology & Society, 6 (2), pp. 50-61; Lewis, W., Agarwal, R., Sambamurthy, V., Sources of influence on beliefs about information technology use: An empirical study of knowledge workers (2003) MIS Quarterly, 27 (4), pp. 657-678; Lin, W.-S., Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives (2012) International Journal of Human-Computer Studies, , Available online 14 February 2012, 10.1016/j. ijhcs.2012.01.006; Liu, I.-F., Chen, M.C., Sun, Y.S., Wible, D., Kuo, C.-H., Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community (2010) Computers & Education, 54, pp. 600-610; Liu, S.H., Liao, H.L., Peng, C.J., Applying the Technology Acceptance Model and Flow Theory to Online E-Learning Users' Acceptance Behavior (2005) Issues in Information Systems, 6 (2), pp. 175-181; Lowery, R.C., Teaching and Learning with Interactive Student Response Systems: A Comparison of Commercial Products in the Higher-Education Market (2005) Annual meeting of the Southwestern Social Science Association, , New Orleans; Ngai, E.W.T., Poon, J.K.L., Chan, Y.H.C., Empirical examination of the adoption of WebCT using TAM (2007) Computers & Education, 48 (2), pp. 250-267; Ong, S.K., Mannan, M.A., Virtual reality simulations and animations in a web-based interactive manufacturing engineering module (2004) Computers & Education, 43 (4), pp. 361-382; Park, S.Y., An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning (2009) Educational Technology & Society, 12 (3), pp. 150-162; Park, Y., Son, H., Kim, C., Investigating the determinants of construction professionals' acceptance of web-based training: An extension of the technology acceptance model (2012) Automation in Construction, 22, pp. 377-386; Preece, J., (2000) Online communities: Designing usability, supporting sociability, , Chichester, UK: John Wiley & Sons; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6 (1), pp. 29-41; Rogers, E.M., (1995) Diffusion of Innovations, , New York: The Free Press; Schepers, J., Wetzels, M., Technology acceptance: A meta-analytical view on subjective norm (2006) In Proceedings of the 35th European Marketing Academy Conference, , Athens, Greece; Schepers, J., Wetzels, M., A meta-analysis of the technology acceptance model: Investigating subjective norm and moderation effects (2007) Information & Management, 44 (1), pp. 90-103; Sanchez-Guzman, D., Cesar Mora, R.G., Intelligent Agents: A Physics Education Opportunity in Latin-America (2009) Lat. 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Educ, 3 (2), pp. 253-258; Seal, K.C., Przasnyski, Z.H., Using the World Wide Web for teaching improvement (2001) Computers & Education, 36 (1), pp. 33-40; Seletsky, O.B., Developing an Improved, Web-Based Classroom Response System with Web Services (2009) Dartmouth Computer Science Technical Report, , TR2009-651; Sheremetov, L., Arenas, A.G., EVA: An interactive Web-based collaborative learning environment (2002) Computers & Education, 39 (2), pp. 161-182; Shyu, S.H.-P., Huang, J.-H., Elucidating usage of e-government learning: A perspective of the extended technology acceptance model (2011) Government Information Quarterly, 28 (4), pp. 491-502; Siau, K., Sheng, H., Nah, F.F., Use of a Classroom Response System to Enhance Classroom Interactivity (2006) IEEE Transactions on education, 49 (3), pp. 398-403; Sun, H.-M., Cheng, W.-L., The Input-interface of Webcam Applied in 3D Virtual Reality Systems (2009) Computers and Education, 53 (4), pp. 1231-1240; Trindade, J., Fiolhais, C., Gil, V., Virtual Water, an application of virtual environments as an education tool for physics and chemistry (1999) Proceedings of ICCE 99: International conference on computers in education, 2, pp. 655-658; Tucker, S.P., E-commerence standard user interface: An E-menu system (2008) Industrial Management & Data systems, 108 (8), pp. 1009-1028; Woszczynski, A.B., Roth, P.L., Segars, A.H., Exploring the theoretical foundations of playfulness in computer interactions (2002) Computers in Human Behavior, 18 (4), pp. 369-388; Yi, M.Y., Jackson, J.D., Park, J.S., Probst, J.C., Understanding information technology acceptance by individual professionals: Toward an integrative view (2006) Information & Management, 43 (3), pp. 350-363; Yi, M.Y., Hwang, Y., Predicting the use of web-based information systems: Self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model (2003) International Journal of Human-Computer Studies, 59 (4), pp. 431-449","Sun, H.-M.email: prince@mail.cjcu.edu.tw",,,,,,,,13036521,,,,English,Turk. Onl. J. Edu. Tech.,Article,Final,,Scopus,2-s2.0-84863682952
Shutter J.,57206720187;,Comparison of the Effectiveness and Enthusiasm toward the Audience Response System between a Medical School in the United States and the Caribbean,2012,Medical Science Educator,22,2,,53,55,,,10.1007/BF03341756,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061931613&doi=10.1007%2fBF03341756&partnerID=40&md5=783cb6298fc1de64847aea72a0363db4,"East Carolina University, Greenville, NC, United States","Shutter, J., East Carolina University, Greenville, NC, United States","The audience response system (ARS) is being more widely used in undergraduate medical education as a way to engage students more in the learning process as opposed to the traditional lecture format. I compared different methods of utilizing the ARS as well as queried the students for feedback from the same lecture given at a medical school in the US and the Caribbean. © 2012, Springer International Publishing.",Audience response system; immediate assessment; lecture formats; pathology; undergraduate medical education,,,,,,,,,,,,"Caldwell, J., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20; Kassebaum, D., Cutler, E., Eaglen, R., The influence of accreditation on educational change in US medical schools (1997) Acad Med, 72, pp. 1127-1133; Stevenson, F., Clickers: the use of audience response questions to enliven lectures and stimulate teamwork (2007) JIAMSE, 17 (2), pp. 106-111","Shutter, J.; East Carolina UniversityUnited States; email: shutterj@ecu.edu",,,Springer,,,,,21568650,,,,English,Med. Sci. Educ.,Article,Final,,Scopus,2-s2.0-85061931613
"McGowan H.M., Vaughan J.",35604123300;36105660300;,Testing a student generated hypothesis using student data,2012,Teaching Statistics,34,2,,61,64,,1.0,10.1111/j.1467-9639.2010.00452.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84861739693&doi=10.1111%2fj.1467-9639.2010.00452.x&partnerID=40&md5=c3b1b2a30f6763870b5bb78e62017825,"North Carolina State University, Raleigh, United States; University of Michigan, Ann Arbor, United States","McGowan, H.M., North Carolina State University, Raleigh, United States; Vaughan, J., University of Michigan, Ann Arbor, United States","We describe an activity that allows students to experience the full process of a statistical investigation, from generating the research question, to collecting data and testing a hypothesis. Implementation of the activity is described both with and without use of clickers, handheld remotes that allow instant data collection. © 2011 The Authors Teaching Statistics © 2011 Teaching Statistics Trust.",Clickers; Hypothesis testing; Statistical thinking; Teaching,,,,,,,,,,,,"(2010), http://www.amstat.org/Education/gaise/, ASA. Guidelines for assessment and instruction in statistics education (GAISE) college report (accessed 16 February); (2006), http://www.amstat.org/Education/gaise/, ASA. Guidelines for assessment and instruction in statistics education (GAISE): A pre-K-12 curricular framework (accessed 16 February 2010); Beatty, I.D., Transforming student learning with classroom communication systems (2004) Educause Center for Applied Research, Research Bulletin, p. 3. , http://arxiv.org/ftp/physics/papers/0508/0508129.pdf, February 3; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system technology (2006) American Journal of Physics, 74 (1), pp. 31-39; Beekes, W., The Millionaire method for encouraging participation (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Brickman, P., The case of the Druid Dracula: A directed clicker case study on DNA fingerprinting (2006) Journal of College Science Teaching, 36 (2), pp. 48-53; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Chen, Y.F., Liu, C.C., Yu, M.H., Chang, S.B., Lu, Y.C., Chan, T.W., Elementary science classroom learning with wireless response devices implementing active and experimental learning (2005) Proceedings of the Third IEEE International Workshop on Wireless and Mobile Technologies in Education, pp. 96-103; Cleary, A.M., Using wireless response systems to replicate behavioral research findings in the classroom (2008) Teaching of Psychology, 35 (1), pp. 42-44; Conoley, J., Moore, G., Croom, B., Flowers, J., A toy or a teaching tool? The use of audience-response systems in the classroom (2006) Journal of the Association for Career and Technical Education, 81 (7), pp. 46-49; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco: Pearson; Haidet, P., Hunt, D., Coverdale, J., (2002) Learning by doing:Teaching critical appraisal of randomized trials by performing an in-class randomized trial, 77 (11), pp. 1161-1162. , Academic Medicine; Herreid, C.F., Clicker cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study (2007) Educational Technology Research and Development, 55 (4), pp. 315-346; Zhu, E., (2007) Teaching with clickers, , http://ic.ucsc.edu/technologies/clickers/Zhu_Teaching_w_Clickers_michigan.pdf, Center for Research on Learning and Teaching (CRLT) Occasional Papers, No. 22 (accessed 9 July 2010)","McGowan, H.M.; North Carolina State University, Raleigh, United States; email: herle_mcgowan@ncsu.edu",,,,,,,,0141982X,,,,English,Teach. Stat.,Article,Final,,Scopus,2-s2.0-84861739693
Hoppenfeld J.,36632174800;,Keeping students engaged with web-based polling in the library instruction session,2012,Library Hi Tech,30,2,,235,252,,10.0,10.1108/07378831211239933,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84861315370&doi=10.1108%2f07378831211239933&partnerID=40&md5=e48f011dd14e419e3b8065fed1a8e1db,"West Campus Library, Texas AandM University, College Station, TX, United States","Hoppenfeld, J., West Campus Library, Texas AandM University, College Station, TX, United States","Purpose: This research was performed with the aim of determining the potential benefit(s) of including web-based polling in the library instruction classroom. Design/methodology/approach: Over the course of a year, web-based polling was used in library instruction sessions and the survey results were recorded. Feedback forms were also used to gauge a sense of the students' experiences with this form of active learning. Findings: This study found that web-based polling in a library instruction classroom benefits both students and instructors. The students enjoy these sessions and are more attentive than in a typical lecture, which leads to better learning. Instructors are able to learn about the students' uses of technology, research methods, and more with the polling capability. Research limitations/implications: The research in this study was only done using the free version of Poll Everywhere in management classes. It would be interesting to see if the results would be the same in other business classes as well as non-business classes. It could also be beneficial to test the functionality of paid accounts as well as seeing how other web sites compare. Practical implications: This article may assist those deciding between different audience response systems and provide tips to those wishing to implement web-based polling, and more specifically Poll Everywhere, in their sessions. Originality/value: Few articles on audience response systems exist solely on web-based polling and the benefits instructors can reap in addition to their students. This research will be of benefit to any librarian who teaches in the classroom, especially those in academic libraries. © Emerald Group Publishing Limited.",Academic libraries; Librarianship; Library instruction; Survey methods; Surveys; Teaching aids; Technology,,,,,,,,,,,,"Anderson, J.Q., Rainie, L., (2010) The future of the internet, , www.pewinternet.org/~/media//Files/Reports/2010/Future%20of%20Internet%10%20-%20AAAS%20paper.pd; Chan, E.K., Knight, L.A., Clicking with your audience: Evaluating the use of personal response systems in library instruction (2010) Communications in Information Literacy, 4 (2), pp. 192-201; (2011) ComScore reports April 2011 US mobile subscriber market share, , www.comscore.com/Press_Events/Press_Releases/2011/6/comScore_Reports_April_2011_US_Mobile_Subscriber_Market_Share, comScore, 3 June, accessed 21 September 2011, comScore; Harris, A., Active learning for the Millennial Generation (2010) Georgia Library Quarterly, 47 (4), pp. 13-14; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (1228-1229), pp. 422-433; Jacklin, M.L., Working together: Librarian and student collaboration through active learning in a library eclassroom (2010) Partnership: The Canadian Journal of Library and Information Practice and Research, 5 (1), pp. 1-27; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lancaster, L.C., Stillman, D., (2010) The M-Factor: How the Millennial Generation is Rocking the Workplace, , HarperBusiness, New York, NY; Lenhart, A., Ling, R., Campbell, S., Purcell, K., (2010) Teens, cell phones and texting, , http://bcsdcybercrimes.com/Documents/Teens,%20Cell%20Phones%20and%20Texting.pdf, accessed 2 Octobe 2011; Little, G., Keeping moving: Smart phone and mobile technologies in the academic library (2011) The Journal of Academic Librarianship, 37 (3), pp. 267-269; Lyman, F., The responsive classroom discussion (1981) Mainstreaming Digest: A Collection of Faculty and Student Papers, pp. 109-113. , Anderson, A.S. (Ed.), University of Maryland, College Park, MD; Mandernach, B.J., Embracing texting during class (2010) The Teaching Professor, 24 (10), pp. 1-6; Mintel, (2011) Mobile phones - US - February 2011: Reports, Mintel Oxygen database, , http://oxygen.mintel.com/sinatra/oxygen/new_reports/&list=latest_items/display/id=590228/display/id=543271/list/id=543271&type=RCItem; Mutchler, L.A., Shim, J.P., Ormond, D., (2011) Exploratory study on users' behavior: Smartphone usage, , http://aisel.aisnet.org/amcis2011_submissions/418, paper presented at the Americas Conference on Information Systems (AMCIS), 4-7 August, Detroit, MI, available at, accessed 18 September 2011; (2011) Polling, n., , www.oed.com/view/Entry/146968?rskey=qWlTnt&result=1&isAdvanced=false, September, Oxford University Press, Oxford, available, accessed 28 Septembe 2011; Roehling, P.V., Vander Kooi, T.L., Dykema, S., Quisenberry, B., Vandlen, C., Engaging the Millennial Generation in class discussions (2010) College Teaching, 59 (1), pp. 1-6; Sellar, M., Poll Everywhere (2011) The Charleston Advisor, 12 (3), pp. 57-60; Smith, A., Americans and their cell phones (2011) Pew Internet & American Life Project, , www.pewinternet.org/Reports/2011/Cell-Phones.aspx, 15 August, available, accessed 2 October 2011; Smith, A., Smartphone adoption and usage (2011) Pew Internet & American Life Project, , http://pewinternet.org/Reports/2011/Smartphones.aspx, 11 July, available, accessed 21 September 2011; Young, J.R., Smartphones on campus: The search for 'killer' apps (2011) The Chronicle of Higher Education: The Digital Campus, , http://chronicle.com/article/Smartphones-on-Campus-the/127397/, May 8, available at, accessed 9 May 2011","Hoppenfeld, J.; West Campus Library, Texas AandM University, College Station, TX, United States; email: jhoppenf@tamu.edu",,,,,,,,07378831,,,,English,Libr. Hi Tech,Article,Final,,Scopus,2-s2.0-84861315370
"Goldberg F., Price E., Robinson S., Boyd-Harlow D., McKean M.",36950346100;7203005862;56842178600;55240151500;36994974100;,"Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments",2012,Physical Review Special Topics - Physics Education Research,8,1, 010121,,,,9.0,10.1103/PhysRevSTPER.8.010121,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84861803970&doi=10.1103%2fPhysRevSTPER.8.010121&partnerID=40&md5=470651f30970a2e18d42b49a56311382,"Department of Physics, San Diego State University, San Diego, CA 92182, United States; Department of Physics, California State University, San Marcos, CA 92096, United States; Department of Physics, Tennessee Technological University, Cookeville, TN 38501, United States; Gervitz Graduate School of Education, University of California, Santa Barbara, CA 93106, United States; Center for Research in Mathematics and Science Education, San Diego State University, San Diego, CA 92120, United States","Goldberg, F., Department of Physics, San Diego State University, San Diego, CA 92182, United States; Price, E., Department of Physics, California State University, San Marcos, CA 92096, United States; Robinson, S., Department of Physics, Tennessee Technological University, Cookeville, TN 38501, United States; Boyd-Harlow, D., Gervitz Graduate School of Education, University of California, Santa Barbara, CA 93106, United States; McKean, M., Center for Research in Mathematics and Science Education, San Diego State University, San Diego, CA 92120, United States","We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via ""clicker"" questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS. © 2012 American Physical Society.",,,,,,,"National Science Foundation, NSF",,,,,,"McDermott, L.C., Shaffer, P.S., Rosenquist, M.L., (1996) Physics by Inquiry: An Introduction to Physics and the Physical Sciences, p. 400. , Washington Physics Education Group in J. Wiley, New York; (1996) Powerful Ideas in Physical Science, , American Institute of Physics and American Association of Physics Teachers, American Association of Physics Teachers, College Park, MD; Kenneth, T., (1220) Activity-based Physical Science, p. 336. , Kendall Hunt, Dubuque, IA; Hrepic, Z., Adams, P., Zeller, J., Talbott, N., Taggart, G., Young, L., Developing an inquiry-based physical science course for preservice elementary teachers (2006) AIP Conference Proceedings, 818, pp. 121-124. , DOI 10.1063/1.2177038, 2005 Physics Education Research Conference; Goldberg, F., Robinson, S., Otero, V., (2005) Physics and Everyday Thinking, , It's About Time, Armonk, NY; Goldberg, F., Robinson, S., Kruse, R., Thompson, N., Otero, V., (2008) Physical Science and Everyday Thinking, , It's About Time, Armonk, NY; Loverude, M., Gonzalez, B., Nanes, R., Inquiry-based course in physics and chemistry for preservice K-8 teachers (2011) Phys. Rev. ST Phys. Educ. Res., 7, p. 010106. , PRSTCR 1554-9178 10.1103/PhysRevSTPER.7.010106; Research Council, N., (2011) A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, , National Academies Press, Washington, DC; Research Council, N., (1996) National Science Education Standards: Observe, Interact, Change, Learn, p. 262. , National Academies Press, Washington, DC; Physical Science for Future Elementary Teachers has specific activities focusing on the nature of learning, but there does not seem to be an explicit focus on the nature of science; Scherr, R.E., An Implementation of Physics by Inquiry in A Large-enrollment Class (2003) Phys. Teach., 41, p. 113. , PHTEAH 0031-921X 10.1119/1.1542051; Beichner, R.J., Saul, J.M., Abbott, D.S., Morse, J.J., Deardorff, D.L., Allain, R.J., Bonham, S.W., Risley, J.S., (2007) Research-Based Reform of University Physics, , http://www.per-central.org/document/ServeFile.cfm?ID=4517, The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project, in American Association of Physics Teachers, College Park, MD; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; McDermott, L., Shaffer, P., (2002) Tutorials in Introductory Physics, , Prentice Hall, Upper Saddle River, NJ; Sokoloff, D.R., Thornton, R.K., Using interactive lecture demonstrations to create an active learning environment (1997) Phys. Teach., 35, p. 340. , PHTEAH 0031-921X 10.1119/1.2344715; Goldberg, F., Price, E., Harlow, D., Robinson, S., Kruse, R., McKean, M., Development and evaluation of large-enrollment, active-learning physical science curriculum (2010) AIP Conf. Proc., 1289, p. 153. , APCPCS 0094-243X 10.1063/1.3515185; By typical lecture-style classroom we mean one with fixed seats, e.g., with theater style seating, or movable chairs in a large level classroom. We are not referring to specially designed classrooms where large numbers of students can be involved in extensive laboratory work and discussion, e.g., a SCALE-UP classroom as described in Ref. ; Chabay, R.W., Sherwood, B.A., (2010) Matter and Interactions, , Some curricula designed for large enrollments do engage students in simple desktop experiments; for example, the use of scotch tape in, Wiley, Hoboken, NJ, 3rd ed; Goldberg, F., Otero, V., Robinson, S., Design principles for effective physics instruction: A case from physics and everyday thinking (2010) Am. J. Phys., 78, p. 1265. , AJPIAS 0002-9505 10.1119/1.3480026; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How People Learn: Brain, Mind, Experience, and School: Expanded Edition, , National Academy Press, Washington, DC; Redish, E.F., Implications of cognitive studies for teaching physics (1994) American Journal of Physics, 62 (9), p. 796; Hammer, D., Redish, E., Elby, A., Scherr, R., (2004) Transfer of Learning: Research and Perspectives, , in edited by J. Mestre (Information Age Publishing, Charlotte, NC; Engeström, Y., (1987) Learning by Expanding: An Activity-Theoretical Approach to Developmental Research; Cole, M., (1998) Cultural Psychology: A Once and Future Discipline, , Harvard University Press, Cambridge, MA; Vygotsky, L.S., (1986) Thought and Language, , MIT Press, Cambridge, MA; Cohen, E.G., (1994) Designing Groupwork: Strategies for the Heterogeneous Classroom, p. 203. , Teachers College Press, New York; Driver, R., Newton, P., Osborne, J., Establishing the norms of scientific argumentation in classrooms (2000) Sci. Educ., 84, p. 287. , SEDUAV 0036-8326 10.1002/(SICI)1098-237X(200005)84:3<287::AID- SCE1>3.0.CO;2-A; (1993) Benchmarks for Scientific Literacy, , Association For The Advancement Of Science Oxford University Press, New York; Harlow, D., Developing Activities about the Nature of Learning and the Nature of Science for An Undergraduate Physical Science Course: Lessons Learned, , http://education.ucsb.edu/harlow/Publications_Web/LEPS_NOS_NOL.pdf, A paper describing the nature of science and nature of learning components of PET, PSET and LEPS is forthcoming. An early draft is, ""; http://phet.colorado.edu/, We have developed our own simulations on previous projects such as Constructing Physics Understanding, available at http://cpuproject.sdsu.edu/; Ball, D.L., Cohen, D.K., Reform by the Book: What Is: Or Might Be: The Role of Curriculum Materials in Teacher Learning and Instructional Reform? (1996) Educ. Researcher, 25, p. 6. , http://www.jstor.org/stable/1177151, EDURAE 0013-189X; Halloun, I.A., Common sense concepts about motion (1985) Am. J. Phys., 53, p. 1056. , AJPIAS 0002-9505 10.1119/1.14031; Clement, J., Students' preconceptions in introductory mechanics (1982) Am. J. Phys., 50, p. 66. , AJPIAS 0002-9505 10.1119/1.12989; Viennot, L., Spontaneous reasoning in elementary dynamics (1979) Eur. J. Sci. Educ., 1, p. 205. , EJSEDA 0140-5284 10.1080/0140528790010209; Gunstone, R., Watts, M., (1985) Children's Ideas in Science, pp. 85-104. , in edited by R. Driver, E. Guesne, and A. Tiberghien (Open University Press, Philadelphia, PA; McCloskey, M., (1983) Mental Models, pp. 299-324. , in edited by D. Gentner and A.L. Stevens (Erlbaum, Hillsdale, NJ; http://crmse.sdsu.edu/physics/leps/LEPSEvalReportFall2010FINAL.pdf, The analysis of the LEPS preassessment and postassessment results during the field test period (2008-2010) conducted by the external evaluation team at SAMPI (Western Michigan University) is available at; Hake, R., Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, p. 64. , AJPIAS 0002-9505 10.1119/1.18809; Davis, E.A., Krajcik, J.S., Designing educative curriculum materials to promote teacher learning (2005) Educ. Researcher, 34, p. 3. , EDURAE 0013-189X 10.3102/0013189X034003003; http://crmse.sdsu.edu/physics/leps/, Additional information about the LEPS curriculum, and its availability, is at","Goldberg, F.; Department of Physics, San Diego State University, San Diego, CA 92182, United States",,,,,,,,15549178,,,,English,Phys. Rev. Spec. Top. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-84861803970
"Miller M., Hartung S.Q.",55492784700;25636020100;,Evidence-based clicker use: Audience response systems for rehabilitation nurses,2012,Rehabilitation Nursing,37,3,,151,159,,11.0,10.1002/RNJ.00041,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84861045569&doi=10.1002%2fRNJ.00041&partnerID=40&md5=eae9b4418182dd6aa5343f07879e1205,"Department of Nursing at Bloomsburg University, Bloomsburg, PA, United States","Miller, M., Department of Nursing at Bloomsburg University, Bloomsburg, PA, United States; Hartung, S.Q., Department of Nursing at Bloomsburg University, Bloomsburg, PA, United States","Purpose: An Audience Response System (ARS) commonly used in schools and universities was studied for its benefit in rehabilitation. Audience response systems or ""clickers"" are technological tools for promoting interactive learning. Clickers were studied for their applicability to clinical settings as well. Method: Current literature shows evidence-based research and best practices for clicker use within schools. This study expanded ARS into the rehabilitation milieu and then analyzed learner opinions and outcomes. Qualitative data was obtained from both professional and patient groups. Results: Clickers were used while presenting research findings at conferences, when conducting staff seminars, and during client support groups and subsequent educational sessions. Response graphs and decision trees illustrate the flexibility of ARS for helping educators match presentation content to audience feedback. Discussion: Clickers narrowed the gap between those with expertise and those with minimal experience, since immediate clarification was given according to clicker results. ARS helped to engage listeners, which is consistent with clicker research conducted in academic environments. Conclusion: With clickers, the knowledge and viewpoints of participants can be instantly graphed and displayed, and pertinent information can be provided in real-time. Examples from rehabilitation scenarios depict benefits of Audience Response Systems beyond academia.",Audience response; Clickers; Decision tree template; Interactive technology; Nursing presentations; Patient education; Qualitative research; Rehabilitation; Staff development; Systems,article; communication aid; evidence based nursing; human; nurse patient relationship; nursing methodology research; practice guideline; rehabilitation nursing; standard; Communication Aids for Disabled; Evidence-Based Nursing; Humans; Nurse-Patient Relations; Nursing Methodology Research; Practice Guidelines as Topic; Rehabilitation Nursing,,,,,,,,,,,"Aikens, L.H., Clarke, S.P., Sloane, D.M., Lake, E.T., Sheney, T., Effects of hospital care environment on patient mortality and nurse outcomes (2008) Journal of Nursing Administration, 38 (5), pp. 223-229; Anderson, W.A., Noland, T.G., How remote response devices enable student learning: A four-year analysis (2010) American Journal of Business Education, 3 (8), pp. 21-26; Cain, J., Black, E.P., Rohr, J., Instructional design and assessment: An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73 (2), pp. 1-7; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, DOI 10.1187/cbe.06-12-0205; Cole, S., Kose, G., Quit surfing and start clicking: One professor's effort to combat the problems of teaching the U.S. survey in a large lecture hall (2010) History Teacher, 43 (3), pp. 397-410; Cunningham, B.M., Using action research to improve learning and the classroom learning environment (2008) Issues in Accounting Education, 23 (1), pp. 1-30; D'Arcy, J., Eastburn, D.M., Bruce, B.C., How media ecologies can address diverse student needs (2009) College Teaching, 5 (1), pp. 56-63; Doe, C., A look at student response systems (2010) Multimedia & Internet @ Schools, 17 (4), pp. 32-35; Fain, J.A., (2009) Reading, Understanding, and Applying Nursing Research, , (3rd ed.). Philadelphia: F.A. Davis Company; Fawcett, J., Garity, J., (2009) Evaluating Research for Evidence- Based Nursing Practice, , Philadelphia: F.A. Davis Company; Filer, D., Everyone's answering: Using technology to increase classroom participation (2010) Nursing Education Perspectives, 31 (4), pp. 247-250; Herreid, C.F., Clicker cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; Horton, D., Strauss, A., Interaction in audience-participation shows (1957) The American Journal of Sociology, 62 (6), pp. 579-587; Hunter, A., Rulfs, J., Caron, J.M., Buckholt, M.A., Using a classroom response system for real-time data display and analysis in introductory biology labs (2010) Journal of College Science Teaching, 40 (2), pp. 19-25; Johnson, K., Lillis, C., Clickers in the laboratory: Student thoughts and views (2010) Interdisciplinary Journal of Information, Knowledge, and Management, 5, pp. 139-151; Kenwright, K., Clickers in the classroom (2009) Tech Trends, 53 (1), pp. 74-77; Keske, C., Smutko, S., Consulting communities: Using audience response system (ARS) technology to assess community preferences for sustainable recreation and tourism development (2010) Journal of Sustainable Tourism, 18 (8), pp. 951-970; Lantz, M.E., The use of clickers in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Luntz, F., (2009) What Americans Really Want- Really: The Truth about Our Hopes, Dreams, and Fears, , New York: Hyperion; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: Best practice guidelines (2010) International Journal of Nursing Education Scholarship, 7 (1), pp. 1-17; Maxfield, D., Grenny, J., McMillan, R., Patterson, K., Switzler, A., (2005) Silence Kills: The Seven Crucial Conversations for Healthcare, , Provo, UT: VitalSmarts; McCarter, M.W., Caza, A., Audience response systems as a data collection method in organizational research (2009) Journal of Management and Organization, 15 (1), pp. 122-131; McDonell, E., An illustrated timeline (2010) The Journal: Technological Horizons in Education., 37 (10), pp. 44-45; McRae, M.E., Elgie-Watson, J., Using audience response technology in hospital education programs (2010) The Journal of Continuing Education in Nursing, 41 (7), pp. 323-328; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116; Morse, J., Ruggieri, M., Whelan-Berry, K., Clicking our way to class discussion (2010) American Journal of Business Education, 3 (3), pp. 99-108; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56 (1), pp. 36-43. , doi: 10.1016/j.compedu.2010.03.021; Nightingale, J.P., Clicking for comprehension: Do personal response systems measure up? (2010) International Journal of Education Research, 5 (2), pp. 30-43; Page, A., (2004) Keeping Patients Safe: Transforming the Work Environment of Nurses, , Washington, DC: National Academy Press; Porter, A.G., Tousman, S., Evaluating the effect of interactive audience response systems on the perceived learning experience of nursing students (2010) Journal of Nursing Education, 49 (9), pp. 523-527; Reiser, R.A., Dempsey, J., (2007) Trends and Issues in Instructional Design and Technology, , (2nd ed.). Upper Saddle River, NJ: Pearson; Revell, S.M., McCurry, M.K., Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms (2010) Journal of Nursing Education, 49 (5), pp. 272-275; Robinson, S., Using games and clickers to encourage students to study and participate (2006) Proceedings of the Academy of Educational Leadership, 11 (2), pp. 25-29; Russell, J.S., McWilliams, M., Chasen, L., Farley, J., Using clickers for clinical reasoning and problem solving (2011) Nurse Educator, 36 (1), pp. 13-15; Sevian, H., Robinson, W.E., Clickers promote learning in all kinds of classes - Small and large, graduate and undergraduate, lecture and lab (2011) Journal of College Science Teaching, 40 (3), pp. 14-18; Simpson, V., Oliver, M., Electronic voting system for lectures then and now: A comparison of research and practice (2007) Australian Journal of Educational Technology, 23 (2), pp. 187-208; Smith, D.A., Rosenkoetter, M.M., Effectiveness, challenges, and perceptions of classroom participation systems (2009) Nurse Educator, 34 (4), pp. 156-161; Solecki, S., Cornelius, F., Draper, J., Fisher, K., Integrating clicker technology at nursing conferences: An innovative approach to research data collection (2010) International Journal of Nursing Practice, 16 (3), pp. 268-273; Sullivan, R., Principles for constructing good clicker questions: Going beyond rote learning and stimulating active engagement with course content (2009) Journal of Educational Technology Systems, 37 (3), pp. 335-347. , doi: 10.2190/ET.37.3.i; Tremblay, E.A., Educating the mobile generation: Using personal cell phones as audience response systems in post-secondary science teaching (2010) Journal of Computers in Mathematics and Science Teaching, 29 (2), pp. 217-227; (2009), http://www.buffalo.edu/news/10632, University of Buffalo NewsCenter Retrieved April 6, 2012; Whiley, K., The nurse manager's role in creating a healthy work environment (2001) Advanced Practice in Acute & Critical Care, 12 (3), pp. 356-365; Wilson, C., The learning machines (2010) New York Times Magazine, p. 53. , September 19; Zurmehly, J., Leadingham, C., Exploring student response systems in nursing education (2008) CIN: Computers, Informatics, Nursing, 26 (5), pp. 265-270. , doi: 10.1097/01.NCN.0000304840.36960.b5","Miller, M.; Department of Nursing at Bloomsburg University, Bloomsburg, PA, United States; email: mmiller2@bloomu.edu",,,,,,,,02784807,,,22549633.0,English,Rehabil. Nurs.,Article,Final,,Scopus,2-s2.0-84861045569
Tong V.C.H.,55514881300;,Using asynchronous electronic surveys to help in-class revision: A case study,2012,British Journal of Educational Technology,43,3,,465,473,,6.0,10.1111/j.1467-8535.2011.01207.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80054993162&doi=10.1111%2fj.1467-8535.2011.01207.x&partnerID=40&md5=18f1f20f12eb54f523cb259fea368cd9,"UCL-Birkbeck Research School of Earth Sciences, United Kingdom","Tong, V.C.H., UCL-Birkbeck Research School of Earth Sciences, United Kingdom","Synchronous e-voting systems (commonly known as 'clickers') have become increasingly popular as they can be used to enhance interactivity in lectures. Asynchronous electronic surveys (AESs), unlike these voting system, usually serve as a method of gathering feedback before or after teaching sessions. This paper describes and evaluates a project involving the use of AES with an integrated follow-up lecture in an undergraduate science module. The study shows that the AES enhanced the students' learning experience by (1) prompting them to review previously taught material and (2) providing an engaging context for teaching in the follow-up lecture. As AES can act as an effective link between module components, they can be used as a pedagogical device for improving the coherence of a curriculum. AES is, therefore, a valuable e-learning platform, especially given the growing emphasis on interdisciplinary and multidisciplinary modules in recent years. Practitioner Notes What is already known about this topic Electronic voting and surveys can either be conducted during the teaching (synchronous) or be employed before or after the teaching (asynchronous). Synchronous voting devices, such as 'clickers', are widely used in lecturing. Asynchronous electronic surveys (AESs) are mainly used in assessments and teaching evaluation. What this paper adds Novel implementation of AES: it can be used in conjunction with a follow-up lecture. Novel pedagogic application of AES: it can be used to help (1) students prepare for exams and (2) lecturers tailor their teaching to students' needs at the same time. An evaluation of the students' perspectives on the use of AES with a follow-up lecture in an undergraduate science module. Implications for practice and/or policy AES can be used to enhance the delivery of lectures as students may find the release of survey results an engaging experience. It is a good practice to keep AES simple and anonymous. AES with follow-up lectures can provide effective links between different teaching components in a module. © 2011 BERA.",,E-learning platforms; E-voting systems; Electronic survey; Electronic voting; Good practices; Interactivity; Science modules; Students' learning experiences; Teaching evaluation; Voting systems; Curricula; E-learning; Surveys; Teaching; Voting machines; Students,,,,,,,,,,,"Baggaley, J., Kane, T., Wade, B., Online polling services (2002) International Review of Research in Open and Distance Learning, 3 (2). , Technical Evaluation Report 12; Baggaley, J.P., From Madison Avenue to the field: Cross-cultural uses of media research technology (1997) Social Marketing Theoretical and Practical Perspectives, pp. 75-90. , M. E. Goldberg, M. Fishbein & S. E. Middlestadt (Eds),. London: Lawrence Erlbaum; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94. , DOI 10.1111/j.1365-2729.2004.00074.x; Draper, S.W., Catalytic assessment: Understanding how MCQs and EVS can foster deep learning (2009) British Journal of Educational Technology, 40, pp. 285-293; Easton, C., An examination of clicker technology use in legal education (2009) Journal of Information, Law and Technology (JILT), 3. , Retrieved 5 June 2011, from; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109. , DOI 10.1007/s10956-006-0360-1; Handverk, P., Carson, C., Blackwell, K., Online vs. paper-and-pencil surveying of students: A case study (2000) AIR 20000 Annual Forum Paper, , ERIC Document #RIEAAPR2001; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Klaas, J., Best practices in online polling (2003) International Review of Research in Open and Distance Learning, 4, p. 23; Klaas, J., Baggaley, J., Online polling as collaborative tool (2003) International Review of Research in Open and Distance Learning, 4, p. 22; Ko, S., Rossen, S., (2010) Teaching Online: A Practical Guide, , (3rd ed.). New York: Routledge; Moss, J., Hendry, G., Use of electronic surveys in course evaluation (2002) British Journal of Educational Technology, 33, pp. 583-592; Rosenblatt, A.J., On-line polling: Methodological limitations and implications for electronic democracy (1999) Harvard International Journal of Press/Politics, 4 (2), pp. 30-44; Solomon, D.J., (2001) Conducting Web-based Surveys, , Office of Educational Research & Development. Washington DC. ERIC Document: 458291; Stahl, B.C., E-voting: An example of collaborative e-teaching and e-learning (2005) Interactive Technology & Smart Education, 2, pp. 101-111; Tong, C.H., Let interdisciplinary research begin in undergraduate years (2010) Nature, 463, p. 157; Wang, Y.-S., Assessment of learner satisfaction with asynchronous electronic learning systems (2003) Information & Management, 41, pp. 75-86","Tong, V.C.H.; Department of Earth and Planetary Sciences, Birkbeck, University of London, Malet Street, London WC1E 7HX, United Kingdom; email: vincent.tong@ucl.ac.uk",,,,,,,,00071013,,BJETD,,English,Br J Educ Technol,Article,Final,,Scopus,2-s2.0-80054993162
"Johnson H.L., Kimsey D.",55200886800;36173098000;,Patient Safety: Break the Silence,2012,AORN Journal,95,5,,591,601,,25.0,10.1016/j.aorn.2012.03.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860343201&doi=10.1016%2fj.aorn.2012.03.002&partnerID=40&md5=120ab86df5e29009272ffc1f4e943f7d,"Lehigh Valley Health Network Cedar Crest, Allentown, PA, United States; Lehigh Valley Health Network Muhlenberg, Bethlehem, PA, United States","Johnson, H.L., Lehigh Valley Health Network Cedar Crest, Allentown, PA, United States; Kimsey, D., Lehigh Valley Health Network Muhlenberg, Bethlehem, PA, United States","A culture of patient safety requires commitment and full participation from all staff members. In 2008, results of a culture of patient safety survey conducted in the perioperative division of the Lehigh Valley Health Network in Pennsylvania revealed a lack of patient-centered focus, teamwork, and positive communication. As a result, perioperative leaders assembled a multidisciplinary team that designed a safety training program focusing on Crew Resource Management, TeamSTEPPS, and communication techniques. The team used video vignettes and an audience response system to engage learners and promote participation. Topics included using preprocedural briefings and postprocedural debriefings, conflict resolution, and assertiveness techniques. Postcourse evaluations showed that the majority of respondents believed they were better able to question the decisions or actions of someone with more authority. The facility has experienced a marked decrease in the number of incidents requiring a root cause analysis since the program was conducted. © 2012 AORN, Inc.",Hospital survey; Patient safety; Patient-centered focus; Workplace culture,article; education; group process; human; interpersonal communication; medical error; operating room; organization and management; patient care; patient safety; perioperative period; public relations; root cause analysis; safety; standard; United States; workplace; Communication; Group Processes; Humans; Interprofessional Relations; Medical Errors; Negotiating; Operating Rooms; Patient Care Team; Patient Safety; Pennsylvania; Perioperative Care; Root Cause Analysis; Safety Management; Workplace,,,,,,,,,,,"Halverson, A.L., Casey, J.T., Andersson, J., Communication failure in the operating room (2011) Surgery, 149 (3), pp. 305-310; Hospital survey on patient safety culture: 2009 Comparative Database Report. Agency for Healthcare Research and Quality, , http://www.ahrq.gov/qual/hospsurvey09/, Accessed January 13, 2011; Marshall, D., (2009) Crew Resource Management: From Patient Safety to High Reliability, , Safer Healthcare Partners, LLC, Denver, CO; Team STEPPS® national implementation. Agency for Health Care Research and Quality, , http://www.ahrq.gov/about/annualmtg08/091008slides/McQuillan.htm, Accessed January 13, 2011; Weaver, S.L., Rosen, M.A., Diaz Granados, D., Does teamwork improve performance in the operating room?. A multilevel evaluation (2010) Jt Comm J Qual Patient Saf, 36 (3), pp. 133-142; Universal Protocol. The Joint Commission, , http://www.jointcommission.org/standards_information/up.aspx, Accessed January 13, 2011; National Patient Safety Goals. The Joint Commission, , http://www.jointcommission.org/standards_information/npsgs.aspx, Accessed January 13, 2011; Prevent medical errors: prevent errors during surgery. WellSpan Health, , http://www.wellspan.org/body.cfm?xyzpdqabc=0&id=6&action=detail&AEProductID=HW_CAM&AEArticleID=meder#aa170378, Accessed January 13, 2011; Toner, E.S., Creating situational awareness: a systems approach. June 10, 2009. Institute of Medicine, , http://www.iom.edu/~/media/Files/Activity&20Files/PublicHealth/MedPrep/Jun-10-11-2009-Commissioned&20Papers/Jun-10-11-2009-Commissioned-Paper-Creating-Situational-Awareness-A-Systems-Approach.pdf, Accessed January 13, 2011; Endsley, M.R., Garland, D.J., (2009) Situation Awareness Analysis and Measurement, , Lawrence Erlbaum Associates, Inc, Mahwah, NJ; SBAR technique for communication: a situational briefing model. Institute for Health Care Improvement, , http://www.ihi.org/knowledge/Pages/Tools/SBARTechniqueforCommunicationASituationalBriefingModel.aspx, Accessed January 13, 2011; Patient Hand Off Tool Kit. AORN, Inc, , http://www.aorn.org/Clinical_Practice/ToolKits/Patient_Hand_Off_Tool_Kit/Patient_Hand_Off_Tool_Kit.aspx; WHO Surgical Safety Checklist implementation manual. World Health Organization, , http://www.who.int/patientsafety/safesurgery/ss_checklist/en/index.html, World Alliance for Patient Safety, Accessed January 13, 2011; Patterson, K., Grenny, J., McMillan, R., Switzer, A., (2002) Crucial Conversations: Tools for Talking When Stakes Are High, , McGraw-Hill, New York, NY; Peel, J., The Socrates Strategy for Conflict Resolution [PowerPoint presentation]. UT Health Sciences Center, , http://www.uthscsa.edu/gme/educationalassessment.asp, Accessed January 13, 2011","Johnson, H.L.; Lehigh Valley Health Network Cedar Crest, Allentown, PA, United States",,,,,,,,00012092,,,22541770.0,English,AORN J.,Article,Final,,Scopus,2-s2.0-84860343201
"Tregonning A.M., Doherty D.A., Hornbuckle J., Dickinson J.E.",52564796600;7103272813;23004809900;7202899891;,The audience response system and knowledge gain: A prospective study,2012,Medical Teacher,34,4,,e269,e274,,24.0,10.3109/0142159X.2012.660218,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84859195722&doi=10.3109%2f0142159X.2012.660218&partnerID=40&md5=69e11ece67ebe260736eb3800ac9218d,"School of Women's and Infants Health, University of Western Australia, Perth, WA 6009, Australia","Tregonning, A.M., School of Women's and Infants Health, University of Western Australia, Perth, WA 6009, Australia; Doherty, D.A., School of Women's and Infants Health, University of Western Australia, Perth, WA 6009, Australia; Hornbuckle, J., School of Women's and Infants Health, University of Western Australia, Perth, WA 6009, Australia; Dickinson, J.E., School of Women's and Infants Health, University of Western Australia, Perth, WA 6009, Australia","The introduction of an audience response system (ARS) in the obstetrics and gynaecology course for medical students at The University of Western Australia provided an opportunity to measure knowledge gain by ARS lecture formats compared with didactic lectures. Methods: The study was conducted over four obstetrics and gynaecology terms, alternating the ARS and didactic format between two selected lectures each term. Students completed multiple-choice quizzes immediately post-lectures and 5 weeks later. Results: Immediate post-lecture quiz mean scores for the ARS lectures were significantly higher compared with scores for the didactic lectures (7.5 vs. 6.7, p<0.001). Pairwise comparisons between ARS and didactic lectures for each lecture topic showed significantly higher quiz scores for ARS lectures (preterm labour 8.3 vs. 7.4, p=0.032; and prenatal diagnosis 6.9 vs. 6.0, p=0.014). Quiz scores for the didactic preterm labour lecture were significantly higher than scores for the didactic prenatal diagnosis lecture (6.0 vs. 7.4, p<0.001). Quiz results at 5 weeks showed no differences in scores between the ARS and the didactic lectures and no differences between lecture topics. Conclusions: Use of the ARS in lectures appeared to improve knowledge gain immediately post-lecture but no difference was found after retesting at 5 weeks. © 2012 Informa UK Ltd All rights reserved.",,"article; Australia; education; female; fetus echography; gynecology; health care quality; human; medical education; medical student; methodology; obstetrics; pregnancy; premature labor; prospective study; psychological aspect; Education, Medical; Educational Measurement; Female; Gynecology; Humans; Obstetric Labor, Premature; Obstetrics; Pregnancy; Program Evaluation; Prospective Studies; Students, Medical; Ultrasonography, Prenatal; Western Australia",,,,,,"This study was supported by a grant provided by King Edward Memorial Hospital Post Graduate Medical Research Fund, Perth, Western Australia. This contributed to payment of Audience Response System software and keypads.",,,,,"Alexander, C., Crescini, W., Juskewitch, J., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat. Sci. Educ., 2, pp. 160-166; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Cent Appl Res Bull, 2004, pp. 1-13; Beekes, W., The 'millionaire' method for encouraging participation (2006) Act. Learn High Educ., 7, pp. 25-36; Brown, G., Manogue, M., AMEE medical education guide no 22 refreshing lecturing: A guide for lecturers (2001) Med. 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Obstet. Gynecol., 193, pp. 1827-1830; Richardson, D., Don't dump the didactic lecture; fix it (2008) Adv. Physiol. Educ., 32, pp. 23-24; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Med. Teach., 22, pp. 237-239; Uhari, M., Renko, M., Soini, H., Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med. Educ., 3, p. 12","Tregonning, A.M.; School of Women's and Infants Health, University of Western Australia, Perth, WA 6009, Australia; email: lexie.tregonning@uwa.edu.au",,,,,,,,0142159X,,MEDTD,22455719.0,English,Med. Teach.,Article,Final,,Scopus,2-s2.0-84859195722
"Bakker S., Antle A.N., Van Den Hoven E.",18933354000;15060073500;18937654900;,Embodied metaphors in tangible interaction design,2012,Personal and Ubiquitous Computing,16,4,,433,449,,64.0,10.1007/s00779-011-0410-4,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860884433&doi=10.1007%2fs00779-011-0410-4&partnerID=40&md5=1dbc68ed769a3e7784f8ed6e599487b4,"Department of Industrial Design, Eindhoven University of Technology, Eindhoven, Netherlands; School of Interactive Arts and Technology, Simon Fraser University, Surrey, BC, Canada","Bakker, S., Department of Industrial Design, Eindhoven University of Technology, Eindhoven, Netherlands; Antle, A.N., School of Interactive Arts and Technology, Simon Fraser University, Surrey, BC, Canada; Van Den Hoven, E., Department of Industrial Design, Eindhoven University of Technology, Eindhoven, Netherlands","For centuries, learning and development has been supported by physical activity and manipulating physical objects. With the introduction of embedded technologies, opportunities for employing tangible or embodied interaction for learning and development have emerged. As a result of previous research, we have seen that interaction models based on embodied knowledge (through embodied metaphors) can support children's learning in abstract domains. Although metaphorical mappings are promoted in tangible and embodied interaction research, little is known about how to identify embodied metaphors, or how to implement them effectively into interaction models. In this paper, we introduce a people-centered, iterative approach to the design of tangible learning systems with embodied metaphor-based mappings. As a design case, we implemented our approach to the design of Moving Sounds (MoSo) Tangibles; a tangible system for learning abstract sound concepts. The system consists of a set of interactive tangibles with which children can manipulate pitch, volume, and tempo of ongoing tones. In a user study with 39 participants, we found that all children were able to reproduce sound samples with MoSo Tangibles. © The Author(s) 2011.",Design research; Embodied interaction; Embodied schemata; Interaction design and children; Interactive learning systems; Metaphor; Musical sound education; People-centered approach; Tangible user interfaces,Design research; Embodied interaction; Embodied schemata; Interaction design and children; Interactive learning systems; Metaphor; Musical sounds; People-centered approach; Tangible user interfaces; Design; Learning systems; Research; User interfaces; Interactive computer systems,,,,,,,,,,,"(2010), URL:http://processing.org, Processin.org, Last accessed 31 March; Ackermann, E.K., Perspective-taking and object construction: Two keys to learning (1996) Constructionism in Practice: Designing, Thinking, and Learning in a Digital World, pp. 25-37; Ainsworth, S., The educational value of multiple-representations when learning complex scientific concepts (2008) Visualization: Theory and Practice in Science Education, pp. 191-208; Antle, A.N., The CTI framework: Informing the design of tangible systems for children (2007) TEI'07: First International Conference on Tangible and Embedded Interaction, pp. 195-202. , DOI 10.1145/1226969.1227010, TEI'07: First International Conference on Tangible and Embedded Interaction - Conference Proceedings; Antle, A.N., Corness, G., Bakker, S., Droumeva, M., Hoven, E., Van Den Bevans, A., Designing to support reasoned imagination (2009) Proceedings of the seventh ACM creativity and cognition conference (C&C'09), pp. 275-284; Antle, A.N., Droumeva, M., Corness, G., Playing with the sound maker: Do embodied metaphors help children learn? (2008) Proceedings of the Seventh International Conference on Interaction Design and Children (IDC'08), pp. 178-185; Bakker, S., (2009) Move/Learn/Explore, , Unpublished Master Thesis, Eindhoven University of Technology, The Netherlands; Bakker, S., Antle, A.N., Van Den Hoven, E., Identifying embodied metaphors in children's sound-action mappings (2009) Proceedings of the Eighth International Conference on Interaction Design and Children (IDC'09), pp. 140-149; Bean, A., Siddiqi, S., Chowdhury, A., Whited, B., Shaer, O., Jacob, R.J.K., Marble Track Audio Manipulator (MTAM): A tangible user interface for audio composition (2008) TEI'08 - Second International Conference on Tangible and Embedded Interaction - Conference Proceedings, pp. 27-30. , DOI 10.1145/1347390.1347398, TEI'08 - Second International Conference on Tangible and Embedded Interaction - Conference Proceedings; Birchfield, D., Ciufo, T., Minyard, G., SMALLab: A mediated platform for education (2006) Proceedings of ACM SIGGRAPH Educators Program, , article no. 33; Bruner, J.S., (1966) Studies in Cognitive Growth, a Collaboration at the Center for Cognitive Studies, , John Wiley & Sons, Inc, New York; Dourish, P., (2001) Where the Action is: The Foundations of Embodied Interaction, , MIT Press, Cambridge; Droumeva, M., Antle, A., Wakkary, R., Exploring ambient sound techniques in the design of responsive environments for children (2007) TEI'07: First International Conference on Tangible and Embedded Interaction, pp. 171-178. , DOI 10.1145/1226969.1227005, TEI'07: First International Conference on Tangible and Embedded Interaction - Conference Proceedings; Fels, S., Gadd, A., Mulder, A., Mapping transparency through metaphor: Towards more expressive musical instruments (2002) Organised Sound, 7 (2), pp. 109-126; Gibson, J.J., The theory of affordances (1977) Perceiving, Acting, and Knowing: Toward an Ecological Psychology, pp. 67-82. , Lawrence Erlbaum, Hillsdale, NJ, USA; Girouard, A., Solovey, E.T., Hirshfield, L.M., Ecott, S., Shaer, O., Jacob, R.J.K., Smart Blocks: A tangible mathematical manipulative (2007) TEI'07: First International Conference on Tangible and Embedded Interaction, pp. 183-186. , DOI 10.1145/1226969.1227007, TEI'07: First International Conference on Tangible and Embedded Interaction - Conference Proceedings; Hansen, A.S., Overholt, D., Burleson, W., Jensen, C.N., Lahey, B., Muldner, K., Pendaphonics: An engaging tangible pendulum-based sonic interaction experience (2009) Proceedings of the Eighth International Conference on Interaction Design and Children (IDC'09), pp. 286-288; Hashagen, A., Büching, C., Schelhowe, H., Learning abstract concepts through bodily engagement: A comparative, qualitative study (2009) Proceedings of the Eighth International Conference on Interaction Design and Children (IDC'09), pp. 234-237; Horn, M.S., Jacob, R.J.K., Tangible programming in the classroom with tern (2007) Conference on Human Factors in Computing Systems - Proceedings, pp. 1965-1970. , DOI 10.1145/1240866.1240933, SIGCHI Conference on Human Factors in Computing Systems 2007, CHI 2007 Extended Abstracts; Van Den Hoven, E., Frens, J., Aliakseyeu, D., Martens, J.-B., Overbeeke, K., Peters, P., Design research & tangible interaction (2007) TEI'07: First International Conference on Tangible and Embedded Interaction, pp. 109-115. , DOI 10.1145/1226969.1226993, TEI'07: First International Conference on Tangible and Embedded Interaction - Conference Proceedings; Hummels, C., Frens, J., Designing for the unknown: A design process for the future generation of highly interactive systems and products (2008) Proceedings of the International Conference on Engineering and Product Design Education, pp. 204-209; Hurtienne, J., Weber, K., Blessing, L., Prior experience and intuitive use: Image schemas in user centred design (2008) Designing Inclusive Futures, pp. 107-116; Hurtienne, J., Israel, J.H., Image schemas and their metaphorical extensions: Intuitive patterns for tangible interaction (2007) TEI'07: First International Conference on Tangible and Embedded Interaction, pp. 127-134. , DOI 10.1145/1226969.1226996, TEI'07: First International Conference on Tangible and Embedded Interaction - Conference Proceedings; Jensenius, A.R., (2007) Action-Sound: Developing Methods and Tools to Study Music-Related Body Movement, , PhD thesis, University of Oslo, Norway; Johnson, M., The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason, 1987. , Chicago Press, Chicago; Jord, S., Geiger, G., Alonso, M., Kaltenbrunner, M., The reacTable: Exploring the synergy between live music performance and tabletop tangible interfaces (2007) TEI'07: First International Conference on Tangible and Embedded Interaction, pp. 139-146. , DOI 10.1145/1226969.1226998, TEI'07: First International Conference on Tangible and Embedded Interaction - Conference Proceedings; Juntunen, M., Hyvönen, L., Embodiment in musical knowing: How body movement facilitates learning within Dalcroze Eurhythmics (2004) Br J Music Edu, 21 (2), pp. 199-214; Lakoff, G., Johnson, M., (1980) Metaphors we Live by, , University of Chicag1o Press, Chicago; Marshall, P., Do tangible interfaces enhance learning? (2007) TEI'07: First International Conference on Tangible and Embedded Interaction, pp. 163-170. , DOI 10.1145/1226969.1227004, TEI'07: First International Conference on Tangible and Embedded Interaction - Conference Proceedings; Marshall, P., Price, S., Rogers, Y., Conceptualising tangibles to support learning (2003) Proceedings of the Second Conference on Interaction Design and Children (IDC'03), pp. 101-109; Mazalek, A., Van Den Hoven, E., Framing tangible interaction frameworks (2009) AI EDAM, 23 (3), pp. 225-235; O'Malley, C., Stanton Fraser, D., (2004) Literature Review in Learning with Tangible Technologies, , http://www.futurelab.org.uk/resources/documents/lit_reviews/ Tangible_Review.pdf, last accessed 31 March 2010; Parreren, C.F.V., Carpay, J.A.M., (1972) Sovjetpsychologen aan het Woord, , Wolters-Noordhoff, Groningen; Piaget, J., (1952) The Origins of Intelligence in Children, , International Universities Press, New York; Resnick, M., Martin, F., Berg, R., Borovoy, R., Colella, V., Kramer, K., Silverman, B., Digital manipulatives: New toys to think with (1998) Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI'98), pp. 281-287; Schiettecatte, B., Vanderdonckt, J., AudioCubes: A distributed cube tangible interface based on interaction range for sound design (2008) TEI'08 - Second International Conference on Tangible and Embedded Interaction - Conference Proceedings, pp. 3-10. , DOI 10.1145/1347390.1347394, TEI'08 - Second International Conference on Tangible and Embedded Interaction - Conference Proceedings; Svanaes, D., Verplank, W., In search of metaphors for tangible user intefaces (2000) Proceedings of Designing Augmented Reality Environments (DARE'00), pp. 121-129; Thompson, K., The value of multiple representations for learning about complex systems (2008) Proceedings of the Eighth International Conference for the Learning Sciences (ICLS'08), 2, pp. 398-406; Ullmer, B., Ishii, H., Emerging frameworks for tangible user interfaces (2000) IBM Systems Journal, 39 (3-4), pp. 915-931; Wessel, D., An enactive approach to computer music performance (2006) Le Feedback dans la Creation Musical, pp. 93-98. , Studio Gramme, Lyon, France; Zigelbaum, J., Millner, A., Desai, B., Ishii, H., BodyBeats: Whole-body, musical interfaces for children (2006) Extended Abstracts on Human Factors in Computing Systems (CHI'06), pp. 1595-1600; Zuckerman, O., Arida, S., Resnick, M., Extending tangible interfaces for education: Digital montessorl-inspired manipulatives (2005) Conference on Human Factors in Computing Systems - Proceedings, pp. 859-868. , CHI 2005: Technology, Safety, Community: Conference Proceedings - Conference on Human Factors in Computing Systems","Bakker, S.; Department of Industrial Design, Eindhoven University of Technology, Eindhoven, Netherlands; email: s.bakker@tue.nl",,,,,,,,16174909,,,,English,Pers. Ubiquitous Comp.,Article,Final,Open Access,Scopus,2-s2.0-84860884433
"Suen W., Parker V.A., Harney L., Nevin S., Jansen J., Alexander L., Berlowitz D.",55341982700;8129163300;55342057100;55342421300;55342017900;57197245336;7005049384;,Internal medicine interns' and residents' pressure ulcer prevention and assessment attitudes and abilities: Results of an exploratory study,2012,Ostomy Wound Management,58,4,,28,35,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84865291369&partnerID=40&md5=5adb910ff14c59693718c24a66a5676d,"Department of Medicine, Geriatrics Section, Boston University Medical Center, 88 East Newton Street, Robinson 2, Boston, MA 02118, United States; Department of Health Policy and Management, Boston University School of Public Health, Section of Geriatrics, United States; Department of Nursing for Inpatient Surgery, United States; Boston University Medical Center, Nursing, United States; Center for Health Quality Outcomes and Economic Research, Bedford, MA, United States; Department for Research, Boston University School of Public Health, United States; Boston University Schools of Public Health and Medicine, United States","Suen, W., Department of Medicine, Geriatrics Section, Boston University Medical Center, 88 East Newton Street, Robinson 2, Boston, MA 02118, United States; Parker, V.A., Department of Health Policy and Management, Boston University School of Public Health, Section of Geriatrics, United States; Harney, L., Department of Nursing for Inpatient Surgery, United States; Nevin, S., Department of Nursing for Inpatient Surgery, United States; Jansen, J., Department of Nursing for Inpatient Surgery, United States; Alexander, L., Boston University Medical Center, Nursing, United States; Berlowitz, D., Center for Health Quality Outcomes and Economic Research, Bedford, MA, United States, Department for Research, Boston University School of Public Health, United States, Boston University Schools of Public Health and Medicine, United States","To evaluate and determine differences between attitudes of internal medicine interns and residents toward pressure ulcer (PU) prevention and to evaluate the interns' abilities to accurately identify wounds and stage PUs, an exploratory, quantitative study was conducted in a 639-bed, safety net academic center. Participants (21 internal medicine interns and 21 internal medicine residents) attending an educational session on PU prevention and care were eligible to participate. The 1-hour conference session was prepared and provided by a physician and wound care nurses. Before the lecture, participants were asked to complete an 11-question paper-and-pencil PU attitude survey. Following the lecture, they were asked to identify 11 wounds and stage PUs using the inpatient admission history and physical template used in the hospital's electronic medical record. An audience response system was used to record correct and incorrect responses. Nineteen (19) interns and 20 residents completed the survey. Twenty-one (21) interns successfully completed the wound assessment quiz. Descriptive statistics were used to examine the survey data and residents' and interns' average attitude scores were compared using independent group t-test. The results suggest that interns and residents have a positive attitude toward and are concerned about PU prevention. The significantly higher overall score among interns compared to residents (average 43.8 versus 38.8 respectively, P = 0.002) suggests interns have a more positive attitude than residents. Statistically significant differences between item scores showed that, compared to residents, interns perceived PU prevention to be more time-consuming (P = 0.01), less of a concern in practice (P = 0.02), and a lower priority than other areas of care (P = 0.003). Compared to residents, interns also were more likely to agree to with statement, ""In my opinion, patients tend to not get as many pressure ulcers nowadays"" (P = 0.0006). Both groups agreed that PU prevention is a greater priority than treatment and that using risk assessment tools is better than relying on clinical judgment. Wound assessment and PU staging results varied greatly, ranging from 100% for correct staging of a Stage I PU to 20% correct staging of an unstageable PU and 3% correct identification of a diabetic foot ulcer. Overall, internal medicine interns and residents have a favorable attitude toward PU prevention. Despite the limitations of this study, results suggest that enhanced medical school and residency wound care curricula are needed.",assessment; attitude of health personnel; medical education; pressure ulcer; survey,article; decubitus; health personnel attitude; human; information processing; internal medicine; manpower; medical education; pathology; Attitude of Health Personnel; Data Collection; Humans; Internal Medicine; Internship and Residency; Pressure Ulcer,,,,,,,,,,,"(2010) Hospital Acquired Conditions, , www.cms.gov/HospitalAcqCond/06_Hospital-Acquired_Conditions.asp#TopOfPage, Centers for Medicare and Medicaid Services Accessed September 1, 2010; (2008) Hospital-Acquired Conditions (HAC) in Acute Inpatient Prospective Payment System (IPPS) Hospitals, , www.cms.hhs.gov/HospitalAcqCond/Downloads/HACFactsheet.pdf, Centers for Medicare and Medicaid Services, Accessed September 1, 2010; (2007) Inpatient Prospective Payment Changes: A Guide for WOC Nurse, , www.wocn.org/About_Us/advocacy_and_policy/ipps_guidance/, Wound Ostomy and Continence Nurses Society Accessed September 1, 2010; Patel, N.P., Granick, M.S., Wound education: American medical students are inadequately trained in wound care (2007) Annals of Plastic Surgery, 59 (1), pp. 53-55. , DOI 10.1097/SAP.0b013e31802dd43b, PII 0000063720070700000011; Odierna, E., Zeleznik, J., Pressure ulcer education: A pilot study of the knowledge and clinical confidence of geriatric fellows (2003) Adv Skin Wound Care, 16, pp. 26-30; Kimura, S., Pacala, J.T., Pressure ulcers in adults: Family physicians' knowledge, attitudes, practice preferences, and awareness of AHCPR guidelines (1997) Journal of Family Practice, 44 (4), pp. 361-368; Leipzig, R.M., Granville, L., Simpson, D., Anderson, M.B., Sauvigne, K., Soriano, R.P., Keeping granny safe on July 1: A consensus on minimum geriatrics competencies for graduating medical students (2009) Acad Med, 84 (5), pp. 604-610; AHRQ Preventing Pressure Ulcers in Hospitals Quality Improvement Implementation Toolkit, , www.ahrq.gov/research/ltc/pressureulcertoolkit/, in publication Accessed March 12 2012; Moore, Z., Price, P., Nurses' attitudes, behaviours and perceived barriers towards pressure ulcer prevention (2004) Journal of Clinical Nursing, 13 (8), pp. 942-951. , DOI 10.1111/j.1365-2702.2004.00972.x; Allcock, N., Wharrad, H., Nicolson, A., Interpretation of pressure-sore prevalence (1994) J Adv Nurs., 20 (1), pp. 37-45; Healy, F., The reliability and utility of pressure sore grading scales (1995) J Tissue Viabil., 5, pp. 111-114; Russell, L.J., Reynolds, T.M., How accurate are pressure ulcer grades? An image- based survey of nurse performance (2001) J Tissue Viabil., 11 (2), pp. 67-75; Hart, S., Bergquist, S., Gajewski, B., Dunton, N., Reliability testing of the national database of nursing quality indicators pressure ulcer indicator (2006) Journal of Nursing Care Quality, 21 (3), pp. 256-265. , PII 0000178620060700000011","Suen, W.; Department of Medicine, Geriatrics Section, Boston University Medical Center, 88 East Newton Street, Robinson 2, Boston, MA 02118, United States; email: winnie.suen@bmc.org",,,,,,,,08895899,,,22466131.0,English,Ostomy Wound Manage.,Article,Final,,Scopus,2-s2.0-84865291369
Vital F.,55116254600;,Creating a positive learning environment with the use of clickers in a high school chemistry classroom,2012,Journal of Chemical Education,89,4,,470,473,,13.0,10.1021/ed101160x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858692310&doi=10.1021%2fed101160x&partnerID=40&md5=ca2185d6f12aa0ecf0aa1714c5df3f40,"Fairfield Ludlowe High School, Fairfield, CT 06824, United States","Vital, F., Fairfield Ludlowe High School, Fairfield, CT 06824, United States","Although the effectiveness of student response systems in improving student learning is inconclusive, clickers can be used to create a positive learning environment in the classroom, which can help increase student achievement. With the use of clickers, students showed modest improvements in their performance in conceptual summative assessments. Clickers created a learning environment where all students could participate and be engaged. Students reported that the clickers helped them improve their learning. The clickers allowed for instant feedback and a means to assess student knowledge without penalty. These formative assessments had a positive impact on student beliefs and allowed the teacher to reflect on instructional strategies. © 2012 American Chemical Society and Division of Chemical Education, Inc.",Curriculum; First-Year Undergraduate/General; High School/Introductory Chemistry; Multimedia-Based Learning; Physical Chemistry; Student-Centered Learning,,,,,,,,,,,,"Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Pearson/Addison Wesley: San Francisco, CA; Woelk, K., (2008) J. Chem. Educ., 85 (10), pp. 1400-1405; Kennedy, G.E., Cutts, Q.I., (2005) J. Comput. Assisted Learn., 21, pp. 260-268; Slocum, L., (2008) J. Chem. Educ., 85 (12), p. 1597; Crumrine, T., Demers, C., (2007) Sci. Teach., p. 64. , 74.6; Fies, C., Marshall, J., (2006) J. Sci. Educ. Technol., 15 (1), pp. 101-109; Ribbens, E., (2007) J. Coll. Sci. Teach., p. 60. , 37.2; Koenig, K., (2010) J. Coll. Sci. Teach., p. 46. , 39.3; Herreid, C.F., (2006) J. Coll. Sci. Teach., pp. 43-47. , 36.2","Vital, F.; Fairfield Ludlowe High School, Fairfield, CT 06824, United States; email: fvital@fairfieldschools.org",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84858692310
"Emenike M.E., Holme T.A.",55115856100;57193479132;,"Classroom response systems have not ""crossed the chasm"": Estimating numbers of chemistry faculty who use clickers",2012,Journal of Chemical Education,89,4,,465,469,,24.0,10.1021/ed200207p,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858663868&doi=10.1021%2fed200207p&partnerID=40&md5=b30d0a3f502f1b5de1a2ed68123f0ad4,"Department of Chemistry, Iowa State University, Ames, IA 50011, United States","Emenike, M.E., Department of Chemistry, Iowa State University, Ames, IA 50011, United States; Holme, T.A., Department of Chemistry, Iowa State University, Ames, IA 50011, United States","Results of a national survey of faculty usage of assessment tools are presented and framed within the concept of the technology adoption life cycle. Specifically, the use of classroom response systems as reported by survey participants suggests that the adoption of this technique in chemistry is still at the ""early adopters"" stage, or perhaps is just beginning to cross into the ""early majority"" category. This transition is viewed within this model as a chasm to be crossed, and data from this work suggest that transition is not yet fully achieved. © 2012 American Chemical Society and Division of Chemical Education, Inc.",Computer-Based Learning; Interdisciplinary/Multidisciplinary,,,,,,,,,,,,"Ribbens, E., (2007) J. Coll. Sci. Teach., 37 (2), pp. 60-62; Hatch, J., Jensen, M., Moore, R., (2005) J. Coll. Sci. Teach., 34 (7), pp. 36-39; Koenig, K., (2010) J. Coll. Sci. Teach., 39 (3), pp. 46-50; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., (2007) Phys. Educ. Res. Conf., 951 (1), pp. 128-131; Herreid, C.F., (2006) J. Coll. Sci. Teach., 36 (2), pp. 43-47; Hunter, A., Rulfs, J., Caron, J.M., Buckholt, M.A., (2010) J. Coll. Sci. Teach., 40 (2), pp. 19-25; Bunce, D.M., Vandenplas, J.R., Havanki, K.L., (2006) J. Chem. Educ., 83, pp. 488-493; Bjørn, J.K., Wolter, B.H.K., Lundeberg, M.A., Kang, H., Herreid, C.F., (2011) J. Coll. Sci. Teach., 40 (4), pp. 14-19; Sevian, H., Robinson, W.E., (2011) J. Coll. Sci. Teach., 40 (3), pp. 14-18; Milner-Bolotin, M., Antimirova, T., Petrov, A., (2010) J. Coll. Sci. Teach., 40 (2), pp. 14-18; Ruder, S.M., Staumanis, A.R., (2009) J. Chem. Educ., 86, pp. 1392-1396; MacArthur, J.A., Jones, L.L., (2008) Chem. Educ. Res. Pract., 9, pp. 187-195; Woelk, K., (2008) J. Chem. Educ., 85, pp. 1400-1405; Bretz, S.L., (2001) J. Chem. Educ., 78, p. 1107; Towns, M.H., (2010) J. Chem. Educ., 87, pp. 1317-1319; Moore, G.A., (2002) Crossing the Chasm, , Collins Business: New York; Rogers, E.M., (1995) Diffusion of Innovations, , 4th ed.; Free Press: New York; Reviere, R., Berkowit, S., Carter, C.C., Graves Ferguson, C., (1996) Needs Assessment: A Creative and Practical Guide for Social Scientists, , Taylor Francis: Washington DC; Pampel, F.C., (2000) Logistic Regression Analysis, , Sage: Thousand Oaks, CA; Long, J.S., (1997) Regression Models for Categorical and Limited Dependent Variables (Advanced Quantitative Techniques in the Social Sciences), , Sage: Thousand Oaks, CA; Nelson, D.J., (2004) Nelson Diversity Surveys, , http://faculty-staff.ou.edu/N/Donna.J.Nelson-1/diversity/top50.html, Diversity in Science Association: Norman OK accessed Jan 2012)","Holme, T.A.; Department of Chemistry, Iowa State University, Ames, IA 50011, United States; email: taholme@iastate.edu",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84858663868
Flynn A.B.,15843222200;,"Development of an online, postclass question method and its integration with teaching strategies",2012,Journal of Chemical Education,89,4,,456,464,,13.0,10.1021/ed101132q,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858661678&doi=10.1021%2fed101132q&partnerID=40&md5=bd581688a303d602f92d04d28af878f3,"Department of Chemistry, University of Ottawa, Ottawa, ON K1N 6N5, Canada","Flynn, A.B., Department of Chemistry, University of Ottawa, Ottawa, ON K1N 6N5, Canada","A unique method was devised integrating online postclass questions, clickers, a tablet, and active learning strategies in each class. This successful method connected in- and out-ofclass learning, provided prompt, regular, and relevant feedback to students and to the instructor, encouraged students to spend time on task, and enabled class time to be focused on topics that students found particularly challenging. The effects on student learning and experience in large organic chemistry courses, as determined from students' assignment, midterm, and exam scores as well as student surveys, is discussed. The results of four years of data identified statistically significant improvements in students' scores at the question level in classes that used the postclass question method as compared to classes that did not. © 2012 American Chemical Society and Division of Chemical Education, Inc.",Collaborative/Cooperative Learning; First-Year Undergraduate/General; Inquiry-Based/Discovery Learning; Internet/Web-Based Learning; Multimedia-Based Learning; Organic Chemistry; Problem Solving/Decision Making; Second-Year Undergraduate; Student-Centered Learning,,,,,,,,,,,,"Cutts, Q., Kennedy, G., Mitchell, C., Draper, S., Maximising dialogue in lectures using group response systems (2004) 7th IASTED International Conference on Computers and Advanced Technology in Education, , Hawaii; Wood, W.B., (2004) Dev. 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Educ., 82, p. 1408; Straumanis, A., Process-oriented, guided-inquiry learning TEDxSanMigueldeAllende., , http://www.youtube.com/watch?v=XFYVmJYGJe8, accessed Jan 2012); Gosser, D.K., Cracolice, M.S., Kampmeier, J.A., Roth, V., Strozak, V.S., Varma-Nelson, P., (2001) Peer-Led Team Learning: A Guidebook; Pearson, , Prentice Hall: Upper Saddle River, NJ; Gosser D., .K., Peer-led team learning: Scientific learning and discovery (2009) Chemists' Guide to Effective Teaching, 2. , Pienta, N. J., Cooper, M. M., Greenbowe, T. J., Eds.; Pearson Prentice Hall: Upper Saddle River, NJ; Kampmeier, J.A., Varma-Nelson, P., Peer-led team learning: Organic chemistry (2009) Chemists' Guide to Effective Teaching, 2, p. 122. , Pienta, N. J., Cooper, M. M., Greenbowe, T. J., Eds.; Pearson Prentice Hall: Upper Saddle River, NJ; Harley, D., Maher, M., Henke, J., Lawrence, S., (2003) Educause Quarterly, 3, p. 26; Boehmler, D., Smith, A.C., Engaging students and promoting discussion by using clickers in large science lectures (2006) Proceedings of the College of Chemical and Life Sciences - Teaching with Technology Conference, , University of Maryland: College Park, MD; Crossgrove, K., Curran, K.L., (2008) CBE Life Sci. Educ., 7, p. 146; Wacom Home Page, , http://www.wacom.com/, (accessed Jan 2012); Dell Home Page, , http://www.dell.com/, (accessed Jan 2012); eInstruction Home Page, , http://www.einstruction.com/, accessed Jan 2012); Pargas, R., Cooper, M., Williams, C., Bryfczynski, S., OrganicPad: A tablet PC-based interactivity tool for organic chemistry (2007) Proceedings of the First International Workshop on Pen-Based Learning Technologies (PLT 2007), , Catania, Italy; Hulls, C.C.W., Using a tablet PC for classroom instruction (2005) 35th ASEE/IEEE Frontiers in Education Conference, , Indianapolis, IN; Tofan, D.C., (2009) J. Chem. Educ., 87, p. 47; Derting, T.L., Cox, J.R., (2008) J. Chem. Educ., 85, p. 1638; Harpp, D.N., Fenster, A.E., Schwarcz, J.A., Zorychta, E., Goodyer, N., Hsiao, W., Parente, J., (2004) J. Chem. Educ., 81, p. 688; Harris, M., (2006) J. Chem. Educ., 83, p. 1435; Meyer, G.M., (2003) J. Chem. Educ., 80, p. 1174; Niece, B.K., (2006) J. Chem. Educ., 83, p. 508; Johnson, A.E., (2008) J. Chem. Educ., 85, p. 655; Broida, J., (2007) Classroom Use of A Classroom Response System: What Clickers Can Do for Your Students, , Pearson Prentice Hall: Upper Saddle River, NJ; POGIL - Process Oriented Guided Inquiry Learning, , http://www.pogil.org/, accessed Jan 2012); Anderson, D., I>clicker Pedagogy Case Study, , http://www.iclicker.com/uploadedFiles/Anderson%20case%20study%20final.pdf, University of Colorado: Colorado Springs, CO, no date. (accessed Jan 2012); Anderson, D., (2008) Improving Learning Through Clicking - Using An Electronic Audience Response System in General Chemistry, , 235th ACS National Meeting, New Orleans, LA, April 6-10; Anderson, D., Chem 103 Concept Test and Clicker Survey, , http://www.uccs.edu/?faculty/danderso/edtech_clickers.html, University of Colorado: Colorado Springs CO no date. (Select clicker survey; see slide 5.) (accessed Jan 2012); Cummings, R.G., Hsu, M., (2007) J. Coll. Teach. 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Educ., 85, p. 1400; Boehmler, D.J., Smith, A.C., Engaging students and promoting discussions by using clickers in large science lectures (2006) Teaching with Technology Conference, , University of Maryland, College Park, MD; Iriarte-Gross, J., Boehmler, D., Havanki, K., Jones, M.M., Bunce, D., Effect of conceptests and use of student response systems on student understanding and achievement in general chemistry (2006) 19th Biennial Conference on Chemical Education, , West Lafayette, IN; Chickering, A.W., Gamson, Z.F., (1987) Am. Assoc Higher Educ. Bull., 39, p. 3; Chen, J.H., Baldi, P., (2008) J. Chem. Educ., 85, p. 1699; ACE Organic Home Page, , http://www.aceorganic.com/, accessed Jan 2012); OWL Online Web Learning Home Page, , http://www.cengage.com/owl, accessed Jan 2012); Smyth T., .J., (1987) Comput. Assisted Learn., 3, p. 99; Penn, J.H., Nedeff, M., Gozdzik, G., (2000) J. Chem. Educ., 77, p. 227; Dillard-Eggers, J., Wooten, T., Childs, B., Coker, J., (2008) Coll. Teach. 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Milner-Bolotin M.,35183818300;,Increasing interactivity and authenticity of chemistry instruction through data acquisition systems and other technologies,2012,Journal of Chemical Education,89,4,,477,481,,11.0,10.1021/ed1008443,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858680966&doi=10.1021%2fed1008443&partnerID=40&md5=57146737b6100604fef6611cd5e3b7dd,"Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, BC V6T 1Z4, Canada","Milner-Bolotin, M., Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, BC V6T 1Z4, Canada","Interactivity and inquiry-based learning science are effective ways of helping students overcome their perception of chemistry as an alien and abstract topic and instead approach the subject as a creative way of understanding ideas and applying mastered concepts to new contexts. Data acquisition systems are an extremely useful form of educational technology that can be used alone or in conjunction with other technologies to bring about active learning and enable students to move beyond memorization to the verification strategies and knowledge base they need to successfully master chemistry concepts. This article describes the use of data acquisition systems and analysis software in combination with other technologies such as electronic response systems and online video. The technologies were used for laboratory activities, online learning, and lecture hall demonstrations and allowed for cross-disciplinary experiments. They also brought an element of interactivity to each instructional setting that proved to be an excellent avenue for engaging student interest and ensuring comprehension of chemistry topics. © 2012 American Chemical Society and Division of Chemical Education, Inc.",Curriculum; Demonstrations; First-Year Undergraduate/General; Inquiry-Based/Discovery Learning; Instrumental Methods; Interdisciplinary/Multidisciplinary; Laboratory Equipment/Apparatus; Student-Centered Learning,,,,,,,,,,,,"Hofstein, A., Lunetta, V.N., (2004) Sci. Educ., 88, pp. 28-54; Herron, J.D., Research in chemical education: Results and directions (1990) Toward A Scientific Practice of Science Education, pp. 31-54. , Gardner, M., Greeno, J. G., Frederick, R., Schoenfeld, A. H., DiSessa, A., Stage, E., Eds; Lawrence Erlbaum Associates: Hillsdale, NJ; Schoenfeld, A.H., GRAPHER: A case study in educational technology, research, and development (1990) Toward A Scientific Practice of Science Education, pp. 281-300. , Gardner, M., Greeno, J. G., Frederick, R., Schoenfeld, A. H., DiSessa, A., Stage, E., Eds; Lawrence Erlbaum Associates: Hillsdale, NJ; Farrell, J.J., Moog, R.S., Spencer, J.N., (1999) J. Chem. Educ., 76, pp. 570-574; National Center for Education Statistics, , http://nces.ed.gov/timss, Trends in International Mathematics and Science Study (TIMMS). accessed Feb 2012; Clemens-Walatka, B., (1998) Sci. Teach., 65 (1), pp. 21-23; http://timssandpirls.bc.edu, TIMSS and PIRLS International Study Center TIMSS and PIRLS. accessed Feb 2012; Lee, H.S., Linn, M.C., Varma, K., Liu, O.L., (2010) J. Res. Sci. Teach., 47, pp. 71-90; Teese, R., LivePhoto Physics Project, , http://livephoto.rit.edu, accessed Feb 2012); Campbell, T., Wang, S.K., Hsu, H.-Y., Duffy, A.M., Wolf, P.G., (2010) J. Sci. Educ. Technol., 19, pp. 505-511; Peters, L., (2009) Global Education: Using Technology to Bring the World to Your Students, , International Society for Technology in Education: Eugene, OR; Varma, K., Husic, F., Linn, M.C., (2008) J. Sci. Educ. Technol., 17, pp. 341-356; Reins, K., Digital tablet PCs as new technologies of writing and learning: A survey of perceptions of digital ink technology (2007) Contemp. Issues Technol Teach. Educ., 7, pp. 158-177; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (9-10), pp. 422-433. , DOI 10.1108/03074800610702606; Milner-Bolotin, M., Kotlicki, A., Rieger, G., (2007) J. Coll. Sci. Teach., 36 (4), pp. 45-49; Milner-Bolotin, M.T., (2004) Phys. Teach., 42, pp. 47-48; Kalman, C.S., Milner-Bolotin, M., Antimirova, T., Comparison of the effectiveness of collaborative groups and peer instruction in a large introductory physics course for science majors (2010) Can. J. Phys., 88 (5), pp. 325-332; Reba, M., Weaver, B., Tablet PC-enabled active learning in mathematics: A first study (2007) First International Workshop on Pen-Based Learning Technologies, PLT, 2007, pp. 1-6. , 10.1109/PLT.2007.38; Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., Wieman, C., Lemaster, R., (2006) Phys. Teach., 44, pp. 18-23; Christian, W., Belloni, M., (2004) Physlet Physics: Interactive Illustrations, Explorations, and Problems for Introductory Physics, p. 326. , Pearson Education: Upper Saddle River, NJ; Sokoloff, D.R., Thornton, R.K., (2004) Interactive Lecture Demonstrations: Active Learning in Introductory Physics, , John Wiley and Sons: New York; Deboer, G.E., (1991) A History of Ideas in Science Education: Implications for Practice, 1, p. 270. , Teachers College Press: New York, London; Tofan, D.S., (2009) J. Chem. Educ., 86, pp. 1060-1062; Cooper, M.M., Kerns, T.S., (2006) J. Chem. Educ., 83, pp. 1356-1361; Sereda, G., Teaching organic chemistry to students with diverse academic backgrounds (2005) Chem. Educator, 10, pp. 46-49; Felder, R.M., Beating the number game: Effective teaching in large classes (1997) Proceedings of ASEE Conference, pp. 36-40. , Milwaukee, WI, June; Basili, P.A., Stanford, J.P., (1991) J. Res. Sci. Teach., 28, pp. 293-304; Vernier Software & Technology Logger Pro 3, , http://www.vernier.com/soft/lp.html, (accessed Feb 2012); Piquette, J.S., Heikkinen, H.W., (2005) J. Res. Sci. Teach., 42, pp. 1112-1134; Tobin, K., (1990) Sch. Sci. Math., 90, pp. 403-418; Milner-Bolotin, M., Antimirova, T., Enhancing student learning: Using tablet PCs in modern physics class (2010) Proceedings of 2010 American Association of Physics Teachers Winter Meeting, , Washington, DC, February 13-17; American Institute of Physics; Liu, X., (2006) J. Sci. Educ. Technol., 15, pp. 89-100; Finkelstein, N.D., Adams, W.K., Keller, C.J., Kohl, P.B., Perkins, K.K., Podolefsky, N.S., Reid, S., Lemaste, R., (2005) Phys. Rev. Spec. Top.-Phys. Educ. Res., p. 1; Moll, R., Milner-Bolotin, M., (2009) Can. J. Phys., 87, pp. 917-924; Sokoloff, D.R., Thornton, R.K., (1997) Phys. Teach., 35, pp. 340-347; Robertson, W.W., (1949) Am. J. Phys., 17, pp. 19-21; Milner-Bolotin, M., An ultimate elevator ride: Weight and apparent weight demonstration (2008) Newsletter of the Ontario Association of Physics Teachers, pp. 1-2. , November; Crouch, C.H., Fagen, A.P., Callan, J.P., Mazur, E., (2004) Am. J. Phys., 72, pp. 835-838; Kalman, C.S., Aulls, M., Rohar, S., Godley, J., (2008) J. Coll. Sci. Teach., 37 (3), pp. 74-81; Limon, M., On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal (2001) Learning and Instruction, 11 (4-5), pp. 357-380. , DOI 10.1016/S0959-4752(00)00037-2, PII S0959475200000372; Casanova, R.S., Civelli, J.L., Kimbrough, D.R., Heath, B.P., Reeves, J.H., (2006) J. Chem. Educ., 83, pp. 501-507; Brown, D., Cox, A., (2009) J. Phys. 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Educ., 80, pp. 1303-1307; Ealy, J.B., Negron, A.R., Stephens, J., Stauffer, R., Furrow, S.D., (2007) J. Chem. Educ., 84, pp. 1965-1967; Sales, C.L., Ragan, N.M., M, K.M., (2001) J. Chem. Educ., 78, pp. 694-696; Nakhleh, M.B., Polles, J., Malina, E., Learning chemistry in a laboratory environment (2003) Chemical Education: Toward Research- Based Practice, pp. 69-94. , Gilbert, J. K., De Jong, O., Justi, R., Treagust, D. F., Van Driel, J. H., Eds.; Kluwer Academic Publishers: Dordrecht, Netherlands; Pienta, N.J., Amend, J., Electronic data collection to promote effective learning during laboratory activities (2005) Chemists' Guide to Effective Teaching, pp. 172-185. , Pienta, N. J., Greenbowe, T. L., Cooper, M. M., Eds.; Prentice-Hall: New York; comPADRE Home Page, , www.compadre.org, accessed Jan 2011; (2006), http://www.vernier.com/discussion, Vernier Vernier Discussion Forum, accessed Feb 2012; Mazur, E., (2009) Science, 323, pp. 50-51","Milner-Bolotin, M.; Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, BC V6T 1Z4, Canada; email: marina.milner-bolotin@ubc.ca",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-84858680966
Sternberger C.S.,6602866892;,Interactive learning environment: Engaging students using clickers,2012,Nursing Education Perspectives,33,2,,121,124,,16.0,10.5480/1536-5026-33.2.121,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860842822&doi=10.5480%2f1536-5026-33.2.121&partnerID=40&md5=97ae90bc19a9a2457b4718e53e5f07f5,"Indiana University-Purdue University, Department of Nursing, Fort Wayne, IN, United States","Sternberger, C.S., Indiana University-Purdue University, Department of Nursing, Fort Wayne, IN, United States","Educators continue to search for effective methods that will engage students in their learning. This article presents the integration of clickers using the constructivist approach to foster critical thinking while engaging learners in a large classroom setting. A 22-item survey was used to measure the perceived value by students to the use of clickers in engaging them in the learning process and fostering critical thinking. Clickers, also known as personal response systems, created an interactive environment, moving students beyond simple recall to application, analysis, and construction of knowledge.",Classroom engagement; Clickers; Constructivism; Critical thinking; Personal response systems,"article; attitude; disaster; educational technology; female; human; male; methodology; nursing education; problem based learning; United States; Attitude; Disasters; Education, Nursing; Educational Technology; Female; Humans; Male; Problem-Based Learning; United States",,,,,,,,,,,"Akerlind, G., Trevitt, C., Enhancing learning through technology: When students resist the change (1995) ASCILITE'95 Conference Proceedings, pp. 1-9. , J. M Pearce & A. Ellis Eds., Melbourne. Victoria, Australia: University of Melbourne; Anderson, L.W., Krathwohl, D.R., (2002) A Taxonomy for Teaching, Learning and Assessing, , New York: Longman; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nursing Education Perspectives, 30, pp. 295-298; Bopry, J., The warrant for constructive practice within educational technology (1999) Educational Technology Research & Development, 47 (4), pp. 5-26; Candy, P., Constructivism and the study of self-direction in adult learning (1989) Studies in the Education of Adults, 21, pp. 95-116; Cutts, Q., Kennedy, G., Connecting learning environments using electronic voting systems (2005) Proceedings of the 7th Australasian Conference on Computing Education, 42, pp. 181-186. , A. Young & D. Tolhurst Eds., Newcasde, N. S. W., Australia: Australian Computer Society; Eastman, J., Iyer, R., Eastman, K., Business students' perceptions, attitudes, and satisfaction with interactive technology: An exploratory study (2011) Journal of Education for Business, 86, pp. 36-43; Greer, L., Heaney, P., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Ceosciences Education, 52, pp. 345-351; Guthrie, R.W., Carlin, A., Waking the dead: Using interactive technology to engage passive listeners in the classroom (2004) Proceedings of the 10th Americas Conference on Information Systems, pp. 1-8. , New York; Hake, R., Interactive engagement versus traditional methods: Six thousand-student surveys of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Huxham, M., Learning in lectures: Do ""interactive windows"" help? (2005) Active Learning in Higher Education, 6 (1), pp. 17-31; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) Journal of Dental Education, 69 (3), pp. 378-381; Jonassen, D.H., Mayes, J.T., McAleese, R., A manifesto for a constructivist approach to technology in higher education (1993) Designing Environments for Constructive Learning, pp. 232-247. , T. Duffy, D. Jonassen & J. Lowyck Eds., Berlin, Germany: Springer-Verlag; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kam, C.D., Sommer, B., (2005) Real-time Polling Technology in a Public Opinion Course, , http://psychology.ucdavis.edu/sommerb/pubs/kam.pdf, Retrieved from; Karaman, S., Effects of audience response systems on student achievement and long-term retention (2011) Social Behavior and Personality, 39 (10), pp. 1431-1435; Lake, D., Student performance and perceptions of a lecture-based course compared with the same course utilizing group discussion (2001) Physical Therapy, 8, pp. 896-903; Littauer, R., Instructional implications of a low-cost electronic student response system (1972) Instructional Technology Supplement, 12, pp. 69-71; Liu, T., Liang, J., Wang, H., Chan, T., The features and potential of interactive response system (2003) Proceedings International Conference on Computers in Education, pp. 315-322. , Hong Kong; Machemer, P., Crawford, P., Student perceptions of active learning in a large cross-disciplinary classroom (2007) Active Learning in Higher Education, 8, pp. 9-30; Mankin, K., Boone, K., Flores, S., Willyard, M., What agriculture students say motivates them to learn (2004) NACT Journal, 48 (4), pp. 6-11; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE Quarterly, 30, pp. 71-74; Mazur, E., Peer instruction: Getting students to think in class (1997) The Changing Role of Physics Departments in Modern Universities, Part Two: Sample Classes, AIP Conference Proceedings 399, pp. 981-988. , Woodbury, NY:American Institute of Physics; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system (ARS) in a dual-campus classroom environment (2008) American Journal of Pharmaceutical Education, 72 (2), pp. 1-7; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience Response Made Easy: Using Personal Digital Assistants as a Classroom Polling Tool (2004) Journal of the American Medical Informatics Association, 11 (3), pp. 217-220. , DOI 10.1197/jamia.M1468; Mergel, B., (1998) Instructional Design & Learning Theory, , http://members.iinetnetau/~aamcarthur/11_March_2008_files/ Learning_Theories_of_Instructional_Design.pdf, Retrieved from; Paschal, C., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances in Physiology Education, 26, pp. 299-308; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Richardson, V., Constructivist Pedagogy (2003) Teachers College Record, 105 (9), pp. 1623-1640; Thomas, C., Monturo, C., Conroy, K., Experiences of faculty and students using an audience response system in the classroom (2011) Computers, Informatics, Nursing, 29 (7), pp. 396-400; Zurmehly, J., Leadingham, C., Exploring student response systems in nursing education (2008) Computers, Informatics, Nursing, 26, pp. 265-270","Sternberger, C.S.; Indiana University-Purdue University, Department of Nursing, Fort Wayne, IN, United States; email: sternber@ipfw.edu",,,,,,,,15365026,,,22616412.0,English,Nurs. Educ. Persp.,Article,Final,,Scopus,2-s2.0-84860842822
"Kang H., Lundeberg M., Wolter B., delMas R., Herreid C.F.",36623968000;6701851601;36640293400;7004429478;6701673787;,Gender differences in student performance in large lecture classrooms using personal response systems ('clickers') with narrative case studies,2012,"Learning, Media and Technology",37,1,,53,76,,13.0,10.1080/17439884.2011.556123,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857173315&doi=10.1080%2f17439884.2011.556123&partnerID=40&md5=790f3914dd4b7c0d7285f2918598c777,"Department of Teacher Education, Michigan State University, East Lansing, United States; Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, United States; Higher, Adult and Lifelong Education Program, Michigan State University, East Lansing, United States; Department of Educational Psychology, University of Minnesota, Minneapolis, United States; Department of Biological Sciences, University at Buffalo, Buffalo, United States; Department of Fisheries and Wildlife, Michigan State University, East Lansing, United States","Kang, H., Department of Teacher Education, Michigan State University, East Lansing, United States; Lundeberg, M., Department of Teacher Education, Michigan State University, East Lansing, United States, Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, United States; Wolter, B., Higher, Adult and Lifelong Education Program, Michigan State University, East Lansing, United States, Department of Fisheries and Wildlife, Michigan State University, East Lansing, United States; delMas, R., Department of Educational Psychology, University of Minnesota, Minneapolis, United States; Herreid, C.F., Department of Biological Sciences, University at Buffalo, Buffalo, United States","This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems ('clickers'). Thirteen instructors of introductory biology classes at 12 different institutions across the USA and Canada used two types of pedagogy (Clicker Cases and traditional lecture) to teach eight topic areas. Three different sets of multiple regression analysis were conducted for three separate dependent variables: posttest score, change in score from posttest to final, and transfer score. Interactions between gender and pedagogical approach were found across the three analyses. Women either performed better with Clicker Cases, or about the same with either instructional method, but men performed markedly better with lectures in most topic areas. Our results suggest that men and women experience two pedagogical approaches-Clicker Cases and lectures-differently, and that Clicker Cases are more favorable for women than for men. © 2012 Taylor and Francis Group, LLC.",case studies; clickers; education; gender; learning; technology,,,,,,National Science Foundation,"This material is based upon work supported by the NSF under Grant No. DUE-0618570. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.",,,,,"(2004) Under the microscope: A decade of gender equity projects in the sciences, , AAUW (American Association of University Women), Edited by: Dyer, S. K. Washington, DC: The American Association of University Women Educational Foundation; Belenky, M.F., Clichy, B.M., Goldberger, N.R., Tarule, J.M., (1986) Women's ways of knowing, , New York: Basic Books, Inc; Bell, P., The educational opportunities of contemporary controversies in science (2004) Internet environments for science education, , In: Linn M. C., Davis E. A., Bell P., editors Mahwah, NJ: Lawrence Erlbaum Associates, Publishers; Bergland, M., Klyczek, K., Lundeberg, M.A., Collaborative case-based study of genetics and infectious disease via molecular biology computer simulations and internet conferencing (2006) International Journal of Learning, 13 (8), pp. 149-154; Bergland, M., Lundeberg, M.A., Klyczek, K., Sweet, J., Emmons, J., Martin, C., Marsh, K., Jarvis-Uetz, M., Exploring biotechnology using case-based multimedia (2006) The American Biology Teacher, 68 (2), pp. 81-86; Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How people learn: Brain, mind, experience, and school, , Washington, DC: National Academy Press; Callahan, C., Hertberg-Davis, H., Hockett, J., Reed, C., Using on-line case-based lessons to supplement instruction for diverse learners in advanced placement courses In Proceedings of World Conference of Educational Multimedia Hypermedia and Telecommunications 2008, pp. 332-336. , ed. J. Luca and E. Weippl,. Chesapeake, VA: AACE; Cooper, J., Weaver, K.D., (2003) Gender and computer: Understanding the digital divide, , Mahwah, NJ: Lawrence Erlbaum Associates; Cotner, S., Fall, B., Wick, S., Walker, J., Baepler, P., Rapid feedback assessment methods: Can we improve engagement and preparation for exams in large-enrolment courses? (2008) Journal of Science Education and Technology, 17 (5), pp. 437-443; Crouch, C.H., Mazur, E., Peer instruction: Ten years experiences and results (2001) Amerian Journal of Physics, 69 (9), pp. 970-977; Davis, J.L., Davis, H., Perceptions of career and technology and training and development students regarding basic personal computer knowledge and skills (2007) College Student Journal, 41 (1), pp. 69-79; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7 (2), pp. 3-47; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , San Francisco: Pearson Education/Addison-Wesley/Benjamin Cummings; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Gilligan, C., (1982) In a different voice, , Cambridge, MA: Harvard University Press; Greer, L., Heaney, P.J., Real time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351; Guthrie, R.W., Carlin, A., Waking the dead: Using interactive technology to engage passive listeners in the classroom, , http://aisel.aisnet.org/amcis2004/358; Hake, R., Interactive engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 63-74; Hatch, J., Jensen, M., Moore, R., Manna from heaven or 'clickers' from hell: Experiences with an electronic response system (2005) Journal of College Science Teaching, 34 (7), pp. 36-42; Herreid, C.F., Case studies in science: A novel method in science education (1994) Journal of College Science Teaching, 23 (4), pp. 221-229; Herreid, C.F., Clicker' cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; Herreid, C.F., (2006) Start with a story: The case study method of teaching college science, , Arlington, VA: NSTA Press; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media, & Technology, 33 (4), pp. 329-341; Joiner, R., Littleton, K., Chou, C., Morahan-Martin, J., Gender and information communication technology (2006) Journal of Computer Assisted Learning, 22 (5), pp. 317-319; Kang, H., Lundeberg, M.A., Participation in science practices while working in a multimedia case-based environment (2010) Journal of Research in Science Teaching, 47 (9), pp. 1116-1136; King, D., Joshi, S., Gender differences in the use and effectiveness of personal response devices (2008) Journal of Science Education and Technology, 17 (6), pp. 544-552; Kumar, D.D., Sherwood, R.D., Effect of a problem based simulation on the conceptual understandings of undergraduate science education students (2007) Journal of Science Education and Technology, 16 (3), pp. 239-246; Losh, S.C., Gender, educational, and occupational digital gaps - 1983-2002 (2004) Social Science Computer Review, 22, pp. 152-166; Lundeberg, M.A., Case pedagogy in undergraduate STEM: Research we have; research we need (2008) The Board on Science Education, , National Academy of Sciences; Lundeberg, M.A., Kang, H., Wolter, B., DelMas, R., Maier, K., DeSchryver, M., Armstrong, N., (2011) Context matters: Increasing understanding with interactive clicker case studies Educational Technology Research and Development, , DOI: 10.1007/s11423-010-9182-1; Lundeberg, M.A., Mohan, L., Gender issues and schooling (2007) 21st Century Education: A reference handbook, , In: Good T. L., editors Thousand Oaks, CA: Sage; MacGeorge, E., Homan, S., Dunning, J., Elmore, D., Bodie, G., Evans, E., Khichadia, S., Geddes, B., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; Mercier, E.M., Barron, B., O'Connor, K.M., Images of self and others as computer users: the role of gender and experience (2006) Journal of Computer Assisted Learning, 22 (5), pp. 335-348; Mollborn, S., Hoekstra, A., A meeting of minds (2010) Teaching Sociology, 38, pp. 18-27; Pekrun, R., Elliot, A.J., Maier, M.A., Achievement goals and discrete achievement emotions: A theoretical model and prospective test (2006) Journal of Educational Psychology, 98, pp. 583-597; Pekrun, R., Goetz, T., Titz, W., Perry, R.P., Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research (2002) Educational Psychologist, 37, pp. 91-105; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6, pp. 29-41; Price, L., Gender differences and similarities in online courses: Challenging stereotypical views of women (2006) Journal of Computer Assisted Learning, 22 (5), pp. 349-359; Rybarczyk, B.J., Baines, A.T., McCey, M., Thompson, J.T., Wilkins, H., A case-based approach increases student learning outcomes and comprehension of cellular respiration concepts (2007) Biochemistry and Molecular Biology Education, 35 (3), pp. 181-186; Shadish, W.R., Cook, T.D., Campbell, D.T., (2002) Experimental and quasi-experimental designs for generalized causal inference, , Boston: Houghton Mifflin; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Tobin, K., Producing and maintaining emotional climates to support success in science ; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, & Technology, 32 (1), pp. 21-40; Volman, M., van Edith, E., Gender equity and information technology in education: The second decade (2001) Review of Educational Research, 71 (4), pp. 613-634; Wolter, B.H.K., Mary, A., Lundeberg, H.K., Clyde, F., Herreid, Students' perceptions of using personal response systems (""clickers"") with cases in science. (Report) (2011) Journal of College Science Teaching, 40 (4), p. 14; Yadav, A., Lundeberg, M.A., DeSchryver, M., Dirkin, K., Nancy, S.A., Maier, K., Freeman, J.C., Teaching science with case studies: A national survey of faculty perceptions of the benefits and challenges of using cases (2007) Journal of College Science Teaching, , September/October: 34-37; Zhang, Y., Distance learning receptivity: are they ready yet? (2005) Quarterly Review of Distance Education, 6, pp. 45-55; Zohar, A., Sela, D., Her physics, his physics: Gender issues in Israeli advanced placement physics classes (2003) International Journal of Science Education, 25, pp. 245-268","Kang, H.; Department of Teacher Education, Michigan State University, East Lansing, United States; email: kanghosu@msu.edu",,,,,,,,17439884,,,,English,Learn. Media Technol.,Article,Final,,Scopus,2-s2.0-84857173315
Agbatogun A.O.,36536556600;,Investigating nigerian primary school teachers' preparedness to adopt personal response system in ESL classroom,2012,International Electronic Journal of Elementary Education,4,2,,377,394,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84859061136&partnerID=40&md5=f788bf3d17111d11ce43dacc1f7a8080,"The University of Edinburgh, United Kingdom","Agbatogun, A.O., The University of Edinburgh, United Kingdom","This study investigated the extent to which computer literacy dimensions (computer general knowledge, documents and documentations, communication and surfing as well as data inquiry), computer use and academic qualification as independent variables predicted primary school teachers' attitude towards the integration of Personal Response System in English as a second language (ESL) classroom. Seventeen (17) Nigerian primary school teachers trained on why and how to effectively use Personal Response System (PRS) in ESL classrooms was the sample for the study. Data for the study were gathered through the use of Clickers Attitude Questionnaire (CAQ), Teachers' Computer Literacy Questionnaire (TCLQ) and Computer Use Questionnaire (CUQ). Descriptive statistics such as simple percentage, mean and standard deviation, and inferential statistics such as Pearson Product Moment Correlation Coefficient, and Multiple regression were used for data analysis at 0.05 significance level. The results show that the teachers' computer literacy was more in the areas of documents and documentation as well as communication and surfing than in general knowledge and data inquiry. Further findings of the study indicated that general computer knowledge, documents and documentation, communication and surfing, and data inquiry combined to contribute to the prediction of teachers' attitude towards the integration of PRS. Relatively, documents and documentation dimension was the potent predictor, while data inquiry was not a significant predictor of the outcome variable. Similarly, computer use, computer literacy and academic qualification jointly contributed to the prediction of the teachers' attitude towards the integration of PRS in ESL classroom. Meanwhile, computer use made the most significant contribution to the prediction of teachers' attitude towards PRS integration, while academic qualification did not make any significant contribution to the teachers' attitude towards the integration of PRS in ESL classroom. © IEJEE.",Effective teaching; English as a second language; Interactive technology; Nigeria,,,,,,,,,,,,"Ajzen, I., Fishbein, M., (1980) Understanding Attitudes and Predicting Social Behaviour, , Englewood Cliffs, NJ: Prentice Hall; Atkins, N.E., Vasu, E.S., Measuring knowledge of technology usage and stages of concern about computing: A study of middle school teachers (2000) Journal of Technology and Teacher Education, 8 (4), pp. 279-302; Akpinar, Y., Bayramoglu, Y., Promoting teachers' positive attitude towards Web use: A study in website development (2008) The Turkish Online Journal of Educational Technology, 7 (3), pp. 46-55; Bauer, J., Kenton, J., Technology integration in the schools: Why it isn't happening (2005) Journal of Technology & Teacher Education, 13, pp. 519-526; Bangkok, U., (2004) Integrating ICTs Into Education, , http://ddpext.worldbank.org/EdStats/IDNcas04.pdf, Retrieved February15, 2011, from; Beatty, I., Transforming Student Learning with classroom communication Systems (2004) EDUCAUSE Research Bulletin, (3), pp. 1-13. , http://www.educause.edu/ir/library/pdf/ERB0403.pdf, Retrieved November 3, 2007 from; Berner, J.E., A Study of Factors That May Influence Faculty in Selected Schools of Education in the Commonwealth of Virginia to Adopt Computers in the Classroom (2003) ProQuest Digital Dissertations, , Abstract Doctoral Dissertation, George Mason University, 2003, UMI No. AAT 3090718; Chai, C.S., Hong, H., Teo, T., Singaporean and Taiwanese pre-service teachers' beliefs and their attitude towards ICT: A comparative study (2009) The Asia-Pacific Education Researcher, 18, pp. 117-128; Chau, P.Y.K., Hu, P.J., Information technology acceptance by individual professionals: A model comparison approach (2002) Decision Sciences, 32, pp. 699-719. , DOI: 10.1111/j.1540-5915.2001.tb00978; Chu, H., Lu, T., Wann, J., Evaluation of the acceptance of audience response system by corporation using TAM (2010) Communications in Computer and Information Science, 113, pp. 281-291. , DOI: 10.1007/978-3-642-16397-5_26; Croxall, K., Cummings, M.N., Computer usage in family and consumer sciences classrooms [Electronic Version] (2000) Journal of Family and Consumer Sciences Education, 18 (1), pp. 9-18; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Cuckle, P., Clarke, S., Jenkins, I., Students' information and communications technology skills and their use during teacher training (2000) Journal of Information Technology for Teacher Education, 9 (1), pp. 9-22; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quarterly, 13 (3), pp. 319-334; Eisenberg, M.B., Johnson, D., Computer skills for information problem-solving: Learning and teaching technology in context (1996) ERIC Clearinghouse on Information and Technology, , Syracuse, NY, Retrieved January 11, 2011 from ERIC Document Reproduction Service, ID No. ED392463; Ekpo, M., Udosen, A.E., Afangideh, M.E., Jolly phonics strategy and the ESL pupils' reading development: A preliminary study A Paper Presented at 1st Mid Term Conference Held at the University of Ibadan, , http://www.steppingstonesnigeria.org/files/Reading_Skills.doc, n.d., Ibadan, Oyo State, Nigeria; Friedman, A., K-12 teachers' use of course websites (2006) Journal of Technology and Teacher Education, 14, pp. 795-881; Gefen, D., E-Commerce: The Role of Familiarity and Trust (2000) Omega: The International Journal of Management Science, 286, pp. 725-737; Hoffman, C., Goodwin, S., A clicker for your thought: Technology for active learning (2006) New Library World, 107 (9-10), pp. 422-433. , DOI: 10.1108/03074800610702606; Holden, H.K., Rada, R., Assessing teachers' self-efficacy, perceived usability and attitude towards educational technology acceptance and usage (2007) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009, pp. 848-857. , http://www.editlib.org/p/31597, In G. Siemens & C. Fulford (Eds.), Chesapeake, VA: AACE. 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(Eds.), Chesapeake, VA: AACE; Pollock, S.J., Transferring transformations: Learning gains, students attitudes, and the impacts of multiple instruction in large lecture courses (2005) Physics Education Research Conference, pp. 141-144. , Salt Lake City, Utah: August 10-11, 2005; Pynoo, B., Devolder, P., Tondeur, J., van Braak, J., Duyck, W., Duyck, P., Predicting secondary school teachers' acceptance and use of a digital learning environment: A cross-sectional study (2011) Computers in Human Behavior, 27 (1), pp. 568-575. , doi:10.1016/j.chb.2010.10.005; Raaij, E.M.V., Schepers, J.J.L., The acceptance and use of a virtual learning environment in China (2008) Computers & Education, 50, p. 8384852. , doi:10.1016/j.compedu.2006.09.001; Rakes, G.C., Casey, H.B., An analysis of teacher concerns toward instructional technology (2000) International Journal of Educational Technology, 3 (1). , http://www.ed.uiuc.edu/IJET/v3n1/rakes/index.html, Retrieved March 27, 2011, from; Redmann, D.H., Kotrlik, J.W., Analysis of technology integration in the teaching learning process in selected career and technical education programs (2004) Journal of Vocational Education Research, 29 (1), pp. 3-25; Rilling, S., Dahlman, A., Dodson, S., Boyles, C., Pazvant, O., Connecting CALL theory and practice in pre-service teacher education and beyond: Processes and Products (2005) CALICO Journal, 22 (2), pp. 213-235; Sa'ari, J.R., Wong, S.L., Roslan, S., In-service Teachers' Views toward Technology and Teaching and their Perceived Competency toward Information (2005) Technology. Journal of Technology, 43 (E), pp. 1-14; Selwyn, N., Students' attitudes toward computers: Validation of a computer attitude scale for 16-19 education (1997) Computer and Education, 28 (1), pp. 35-41; Shih, H.P., Extended technology acceptance model of internet utilization behavior (2004) Information and Management, 41, pp. 719-729; Shin, H.-J., Son, J.-B., EFL teachers' perceptions and perspectives on Internetassisted language teaching (2007) CALL-EJ Online, 8 (2). , http://www.tell.is.ritsumei.ac.jp/callejonline/journal/8-2/h-js_j-bs.html, Retrieved July 20, 2010, from; Siau, K., Sheng, H., Nah, F.F., Use of classroom response system to enhance classroom interactivity (2006) IEEE Transaction Education, 49 (3), pp. 398-403. , DOI:10.1109/TE.2006.879802; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Slaouti, D., Barton, A., Opportunities for practice and development: Newly qualified teachers and the use of information and communication technologies in teaching foreign languages in English secondary school contexts (2007) Journal of In-service Education, 33 (4), p. 19; Son, J.B., Robb, T., Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language (2011) Computer Assisted Language Learning Electronic Journal, 12 (1), pp. 26-42; Teo, T., Pre-service teachers' attitudes towards computer use: A Singapore survey (2008) Australasian Journal of Educational Technology, 24 (4), pp. 413-424; Teo, T., Lee, C.B., Chai, C.S., Understanding pre-service teachers' computer attitudes: Applying and extending the Technology Acceptance Model (TAM) (2008) Journal of Computer Assisted Learning, 24 (2), pp. 128-143; Teo, T., Lee, C.B., Chai, C.S., Wong, S.L., Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the technology acceptance model (TAM) (2009) Computers & Education, 53, pp. 1000-1009; Theng Lau, B., Sim, C.H., Exploring the extent of ICT adoption among secondary school teachers in Malaysia (2008) International Journal of Computing and ICT Research, 2 (2), pp. 19-36; Todorova, A., Osburg, T., Intel® Teach - Advanced Online: Teachers' Use of and Attitudes Toward Online Platform for Professional Development (2009) Paper Presented at the International Conference on Interactive Computer-aided Learning, , 24-26 September 2009, Villach, Austria; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Tzeng, J., Perceived values and prospective users' acceptance of prospective technology: The case of career e-portfolio system (2011) Computers & Education, 56 (1), pp. 157-165. , Doi:10.1016/j.compedu.2010.08.010; Vannatta, R.A., Fordham, N., Teacher dispositions as predictors of classroom technology use (2004) Journal of Research on Technology in Education, 36, pp. 253-271; Venkatesh, V., Morris, M.G., Why do not men ever stop to ask for directions? Gender, social influence and their role in technology acceptance and usage behavior (2000) MIS Quarterly, 24, pp. 115-139; Wozney, L., Venkatesh, V., Abrami, P.C., Implementing computer technologies: Teachers' perceptions and practices (2006) Journal of Technology and Teacher Education, 14, pp. 173-207; Ybarra, R., Green, T., Using technology to help ESL/EFL students develop language skills (2003) The Internet TESL Journal, 9, p. 3. , http://www.temoa.info/node/24512, Retrieved March 13, 2011 from; Yildirim, S., Effects of an educational computing course on pre-service and inservice teachers: A discussion and analysis of attitudes and use (2000) Journal of Research on Computing in Education, 3, pp. 479-495; Yuen, A., Ma, W., Gender Differences in Teacher Computer Acceptance (2002) Journal of Technology and Teacher Education, 10 (3), pp. 365-438; Zhao, Y., Cziko, G.A., Teacher adoption of technology: A perceptual-control-theory perspective (2001) Technology and Teacher Education, 9 (1), pp. 5-30; Zhao, Y., Pugh, K., Sheldon, S., Byers, J.L., Conditions for classroom technology innovations (2002) Teacher College Record, 104 (3), pp. 482-515","Agbatogun, A. O.; Moray House School of Education, The University of Edinburgh, EH8 8AQ, United Kingdom; email: alabaagbatogun@yahoo.com",,,,,,,,13079298,,,,English,Int. Electron. J. Elem. Educ.,Article,Final,,Scopus,2-s2.0-84859061136
"Mohr P., Höschl C., Volavka J.",7102201936;7006662757;7102135368;,Teaching critical appraisal of articles on psychopharmacology,2012,Academic Psychiatry,36,2,,114,117,,3.0,10.1176/appi.ap.10070100,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860241685&doi=10.1176%2fappi.ap.10070100&partnerID=40&md5=a17b8c1a95974ca2d3f42161ed4ea2e4,"Clinical Division, Prague Psychiatric Center, Praha, Czech Republic; School of Medicine, New York University, New York, United States","Mohr, P., Clinical Division, Prague Psychiatric Center, Praha, Czech Republic, School of Medicine, New York University, New York, United States; Höschl, C., Clinical Division, Prague Psychiatric Center, Praha, Czech Republic, School of Medicine, New York University, New York, United States; Volavka, J., Clinical Division, Prague Psychiatric Center, Praha, Czech Republic, School of Medicine, New York University, New York, United States","Objective: Psychiatrists and other physicians sometimes read publications superficially, relying excessively on abstracts. The authors addressed this problem by teaching critical appraisal of individual articles. Method: The authors developed a 23-item appraisal instrument to assess articles in the area of psychopharmacology. The results were collected with an electronic voting system. A discussion of each of the item followed; tutors shared their views and provided key ratings. Results: Six publications were evaluated in the course of three workshops by a total of 58 trainees. Evaluation of the papers yielded varying results, reflecting variations of the participants' theoretical background as well as varied quality of the publications. The authors present detailed analysis of one paper as an illustrative example. Conclusion: The discussion format and voting stimulated active participation of the trainees. Active involvement, facilitated by the structured assessment tool, followed by feedback with discussion, may enhance the learning process. Copyright © 2012 Academic Psychiatry.",,article; education; feedback system; human; learning; psychopharmacology; publication; Feedback; Humans; Learning; Periodicals as Topic; Psychopharmacology,,,,,"MZ0PCP2005

Bristol-Myers Squibb

Eli Lilly and Company

Gedeon Richter",We thank Eli Lilly & Company for sponsoring the first of the three workshops. Drs. Mohr and Höschl were supported by the research projects CNS 1M0517 (from the Czech Ministry of Education) and MZ0PCP2005 (from the Czech Ministry of Health).,"Dr. Mohr has received speaking honoraria and/or consulting fees and travel support from AstraZeneca, Bristol-Myers Squibb, Eli Lilly, Janssen-Cilag, Krka, Servier, and Pfizer. Dr. Höschl has received speaking honoraria and/or consulting fees and travel support from Bristol-Myers Squibb, Eli Lilly, Janssen-Cilag, Gedeon Richter, Krka, Servier, and Lundbeck International Neuroscience Foundation. Dr. Volavka has received speaking honoraria and/or consulting fees and travel support from Eli Lilly and Merck.",,,,"Heres, S., Davis, J., Maino, K., Jetzinger, E., Kissling, W., Leucht, S., Why olanzapine beats risperidone, risperidone beats quetiapine, and quetiapine beats olanzapine: An exploratory analysis of head-to-head comparison studies of second-generation antipsychotics (2006) American Journal of Psychiatry, 163 (2), pp. 185-194. , DOI 10.1176/appi.ajp.163.2.185","Mohr, P.; Clinical Division, Prague Psychiatric Center, Praha, Czech Republic; email: mohr@pcp.lf3.cuni.cz",,,,,,,,10429670,,ACPSF,22532200.0,English,Acad. Psychiatry,Article,Final,,Scopus,2-s2.0-84860241685
Robinson C.L.,8242402500;,Using sport to engage and motivate students to learn mathematics,2012,Teaching Mathematics and its Applications,31,1, hrr030,49,56,,1.0,10.1093/teamat/hrr030,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858205301&doi=10.1093%2fteamat%2fhrr030&partnerID=40&md5=c2442360f33d278982a0854621c07f81,"Mathematics Education Centre, Loughborough University, Loughborough LE11 3TU, United Kingdom","Robinson, C.L., Mathematics Education Centre, Loughborough University, Loughborough LE11 3TU, United Kingdom","This article describes how technology has been used to motivate the learning of mathematics for students of Sports Technology at Loughborough University. Sports applications are introduced whenever appropriate and Matlab is taught to enable the students to solve realistic problems. The mathematical background of the students is varied and the required prerequisite is a General Certificate of Secondary Education grade A in mathematics. Group projects include modelling the velocity of a downhill skier, the effects of lift and drag on the length of drive of a golf ball and the size of parachute required to ensure a smooth landing. All of these require the use of Matlab. In-class engagement is enhanced by the introduction of electronic voting systems. Questions involving sports applications can be posed in-class and immediate feedback received. The effect of introducing such material, on attendance and progression rates, and student engagement is reported. © The Author 2012. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved.",,,,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: current research and best practice tips (2007) Life Sci. Educ., 6, pp. 9-20; Daish, C.B., (1972) The Physics of Ball Games, , London: Hodder and Stoughton; King, S.O., Robinson, C.L., 'Pretty Lights' and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Comput. Educ., 53, pp. 189-199. , http://www.sciencedirect.com/science/article/pii/S0360131509000165, Available at [accessed 12 January 2012]; Macbean, J., Graham, T., Sangwin, C., Guidelines for introducing group work in undergraduate mathematics (2001) Learning and Teaching in Mathematics, Statistics and Operational Research, , http://ltsn.mathstore.ac.uk/?q=node/1921, 1476-1378, [accessed 12 January 2012]; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Townend, M.S., (1984) Mathematics in Sport, , UK: Ellis Horwood Limited; Yates, P., Teaching mathematics to first year undergraduate chemists in the context of their discipline (2003) Maths for Engineering and Science LTSN MathsTEAM booklet, , http://mathcentre.ac.uk/resources/uploaded/engineeringscience.pdf, [accessed 19 January 2012]","Robinson, C.L.; Mathematics Education Centre, Loughborough University, Loughborough LE11 3TU, United Kingdom; email: c.l.robinson@lboro.ac.uk",,,,,,,,02683679,,,,English,Teach. Math. Appl.,Article,Final,,Scopus,2-s2.0-84858205301
Termos M.H.,55001865400;,The classroom performance system: Best teaching strategy in college-level anatomy and physiology classes,2012,"International Journal of Knowledge, Culture and Change Management",11,1,,27,36,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857146527&partnerID=40&md5=2f4b65b82759af947c135dfee8391c57,"South Texas College, TX, United States","Termos, M.H., South Texas College, TX, United States","Anatomy and physiology courses are information-rich and cover numerous terminologies, concepts, and processes of the human body and its systems, and the classes are required for many students in different degree programs. Therefore, a teaching strategy that can increase student performance and achievement in such a class would be essential. The Classroom Performance System (CPS), an instructional technology tool with wireless response pads, is used to increase student attendance, participation, and achievement in a number of classes, but not much information is found on its effectiveness in anatomy and physiology classes. The purpose of the study was to determine the effectiveness of the CPS in increasing student attendance, participation, and achievement in anatomy and physiology classes. Data were collected through a survey and in-class observations. The sample was made up of 120 students enrolled in four sections that were selected following convenient sampling. This study was conducted during the Fall semester of 2010 at South Texas College, and the IRB approval was obtained prior to data collection. The data were analyzed during the Spring semester of 2011. © Common Ground, Mohamad Hani Termos, All Rights Reserved.",Achievement; Anatomy and Physiology; Anonymity; Attendance; Classroom Performance System (CPS) Embarrassment; Group Discussions; Participation; Prompt Feedback,,,,,,,,,,,,"Brophy, J., (1996) Teaching problem students, , New York, NY: Guilford Press; Bunz, U., Using scantron versus an audience response system for survey research: Does methodology matter when measuring computer-mediated communication competence? (2004) Computers in Human Behavior, 21, pp. 343-359. , doi: 10.1016/j.chb.2004.02.009; Byrd, G.G., Coleman, S., Werneth, C., Exploring the universe together: Cooperative quizzes with and without a classroom performance system in astronomy 101 (2004) The Astronomy Education Review, 3 (1), pp. 26-30; Cliff, W.H., Wright, A.W., Directed case study method for teaching human anatomy and physiology (1996) Advances in Physiology Education, 15 (1), pp. 819-828; Crawford, J., (2004) Educating English learners: Language diversity in the classroom, , Los Angeles, CA: Bilingual Educational Services; Dart, J., Developing a learning environment conducive to active learning and participation: Group presentations and formative assessment at level one (2006) Journal of Hospitality, Leisure, Sport and Tourism Education, 5 (1), pp. 58-65. , doi: 10.3794/johlste.51.121; Davis, S., Observations in classrooms using a network of handheld devices (2003) Journal of Computer Assisted Learning, 19, pp. 298-307; Dufrense, R.J., Gerace, W.J., Leonard, W.J., Mastre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , San Francisco, CA: Pearson Education. Greer, L., & Heaney, P.J. (2004); Real-time analysis of student comprehension: An assessment of electronic students response technology in an introductory Earth Science course Journal of Geoscience Education, 52 (4), pp. 345-351; Epstein, J.L., Sheldon, S.B., Present and accounted for: Improving student attendance through family and community involvement (2002) The Journal of Educational Research, 95 (5), pp. 308-318; Gill, G., Myerson, M., El-Rady, J., Classroom response units in human sexual behavior (2006) Informing Faculty, 1 (4), pp. 1-26; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic students response technology in an introductory Earth Science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351; Judson, E., Sawada, D., Journal of Computers in Mathematics and Science Teaching (2002) Learning from past and present: Electronic response systems in college lecture halls, 21 (2), pp. 167-181; Kolb, A.Y., Kolb, D.A., Learning styles and learning spaces: Enhancing experiental learning in higher education (2005) Academy of Management Learning & Education, 4 (2), pp. 193-212; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473. , doi: 10.1080/0307507032000122297; Owens, E.M., (2009) Effects of small group instruction and mentoring on test scores, improving attendance, and decreasing behavioral issues, , http://ncu.edu/, (Doctoral dissertation, Northcentral University). Retrieved from; Parsons, J., (2009) Classroom strategies for teaching language: Overcoming communication apprehension in foreign language classes, , http://curriculalessons.suite101.com/article.cfm/classroom_strategies_for_teaching_language, Retrieved from; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances in Physiology Education, 26 (4), pp. 299-308; Patry, M., Clickers in large classes: From student perceptions toward an understanding of best practices (2009) International Journal for the Scholarship of Teaching and Learning, 3 (2), pp. 1-11; Rice, R.E., Bunz, U., Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competency, and usage (2006) Studies in Media & Information Literacy Education, 6 (3), pp. 1-23. , doi: 10.3138/sim.6.3.002; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Vishnumaya, G., Ramnarayan, K., An appraisal of anatomy teaching and learning by undergraduate nursing students in a multiprofessional context: A study done at a medical school in South India (2009) Bratisl Lek Listy, 110 (8), pp. 506-511","Termos, M. H.; South Texas College, TX, United States",,,,,,,,14479524,,,,English,Int. J. Knowl. Cult. Change Manage.,Article,Final,,Scopus,2-s2.0-84857146527
"Luu A.T., Sun J., Liu Y., Dong J.S., Li X., Quan T.T.",57202671062;55716245400;56400272500;55666373900;57022407900;6504070029;,SeVe: Automatic tool for verification of security protocols,2012,Frontiers of Computer Science in China,6,1,,57,75,,7.0,10.1007/s11704-012-2903-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863020019&doi=10.1007%2fs11704-012-2903-3&partnerID=40&md5=421ad01862cd012eb7a4ac30724364bd,"School of Computing, National University of Singapore, Singapore 119077, Singapore; School of Computing, Singapore University of Technology and Design, Singapore 138682, Singapore; Department of Computer Science, Tianjin University, Tianjin 300222, China; Department of Computer Science, HoChiMinhCity University of Technology, HoChiMinh City 162903, Viet Nam","Luu, A.T., School of Computing, National University of Singapore, Singapore 119077, Singapore; Sun, J., School of Computing, Singapore University of Technology and Design, Singapore 138682, Singapore; Liu, Y., School of Computing, National University of Singapore, Singapore 119077, Singapore; Dong, J.S., School of Computing, National University of Singapore, Singapore 119077, Singapore; Li, X., Department of Computer Science, Tianjin University, Tianjin 300222, China; Quan, T.T., Department of Computer Science, HoChiMinhCity University of Technology, HoChiMinh City 162903, Viet Nam","Security protocols play more and more important roles with wide use in many applications nowadays. Currently, there are many tools for specifying and verifying security protocols such as Casper/FDR, ProVerif, or AVISPA. In these tools, the intruder's ability, which either needs to be specified explicitly or set by default, is not flexible in some circumstances. Moreover, whereas most of the existing tools focus on secrecy and authentication properties, few supports privacy properties like anonymity, receipt freeness, and coercion resistance, which are crucial in many applications such as in electronic voting systems or anonymous online transactions. In this paper, we introduce a framework for specifying security protocols in the labeled transition system (LTS) semantics model, which embeds the knowledge of the participants and parameterizes the ability of an attacker. Using this model, we give the formal definitions for three types of privacy properties based on trace equivalence and knowledge reasoning. The formal definitions for some other security properties, such as secrecy and authentication, are introduced under this framework, and the verification algorithms are also given. The results of this paper are embodied in the implementation of a SeVe module in a process analysis toolkit (PAT) model checker, which supports specifying, simulating, and verifying security protocols. The experimental results show that a SeVe module is capable of verifying many types of security protocols and complements the state-of-the-art security verifiers in several aspects. Moreover, it also proves the ability in building an automatic verifier for security protocols related to privacy type, which are mostly verified by hand now. © 2012 Higher Education Press and Springer-Verlag Berlin Heidelberg.",authentication; model checking; privacy; process analysis toolkit (PAT); secrecy; security protocols,Automatic tools; Coercion-resistance; Electronic voting systems; Formal definition; In-buildings; Knowledge reasoning; Labeled transition systems; Model checker; Online transaction; Process analysis; Receipt-freeness; secrecy; Security properties; Security protocols; Trace equivalence; Verification algorithms; Authentication; Data privacy; Model checking; Online systems; Semantics; Voting machines; Network security,,,,,,"Acknowledgements This research wa supported in part by research grant MOE2009-T2-1-072 (Advanced Model Checking Systems) from the ministry of Education, Singapore.",,,,,"Burrows, M., Abadi, M., Needham, R., A logic of authentication (1990) ACM Transactions on Computer Systems, 8 (1), pp. 18-36; Syverson, P.F., van Oorschot, P.C., On unifying some cryptographic protocol logics (1994) Proceedings of 1994 IEEE Symposium on Security and Privacy, pp. 14-28; Paulson, L.C., The inductive approach to verifying cryptographic protocols (1998) Journal of Computer Security, 6 (1-2), pp. 85-128; Bella, G., Paulson, L.C., Kerberos version IV: inductive analysis of the secrecy goals (1999) Proceedings of 5th European Symposium on Research in Computer Security, pp. 361-375; Mitchell, J.C., Mitchell, M., Stern, U., Automated analysis of cryptographic protocols using Murphi (1997) Proceedings of 1997 IEEE Symposium on Security and Privacy, pp. 141-151; Lowe, G., Casper: a compiler for the analysis of security protocols (1998) Journal of Computer Security, 6 (1-2), pp. 53-84; Blanchet, B., Automatic verification of correspondences for security protocols (2009) Journal of Computer Security, 17 (4), pp. 363-434; Armando, A., Basin, D.A., Boichut, Y., Chevalier, Y., Compagna, L., Cuéllar, J., Drielsma, P.H., Vigneron, L., The AVISPA tool for the automated validation of Internet security protocols and applications (2005) Proceedings of 17th International Conference on Computer Aided Verification, pp. 281-285; Delaune, S., Kremer, S., Ryan, M., Verifying privacy-type properties of electronic voting protocols (2009) Journal of Computer Security, 17 (4), pp. 435-487; Mauw, S., Verschuren, J., de Vink, E.P., A formalization of anonymity and onion routing (2004) Proceedings of 9th European Symposium on Research Computer Security, pp. 109-124; Halpern, J.Y., O'Neil, K.R., Anonymity and information hiding in multiagent systems (2005) Journal of Computer Security, 13 (3), pp. 483-512; Jonker, H.J., de Vink, E.P., Formalising receipt-freeness (2006) Proceedings of 9th International Conference on Information Security, pp. 476-488; Hoare, C.A.R., (1985) Communicating Sequential Processes, , Upper Saddle River: Prentice-Hall; Schneider, S., Verifying authentication protocols in CSP (1998) IEEE Transactions on Software Engineering, 24 (9), pp. 741-758; Shahriari, H.R., Jalili, R., Using CSP to model and analyze transmission control protocol vulnerabilities within the broadcast network (2004) Proceedings of 2004 International Networking and Communication Conference, pp. 42-47; Schneider, S., Delicata, R., Verifying security protocols: an application of CSP (2004) Proceedings of Symposium on the Occasion of 25 Years of CSP, pp. 246-263; Basin, D.A., Mödersheim, S., Viganò, L., An on-the-fly model-checker for security protocol analysis (2003) Proceedings of 8th European Symposium on Research in Computer Security, pp. 253-270; Turuani, M., The CL-Atse protocol analyser (2006) Proceedings of 17th International Conference Term Rewriting and Applications, pp. 277-286; AVISPA project. HLPSL tutorial, , http://www.avispa-project.org/package/tutorial.pdf; Abadi, M., Fournet, C., Mobile values, new names, and secure Communication (2001) Proceedings of the 28th ACM SIGPLAN-SIGACT Symposium on Principles of Programming Languages, pp. 104-115; Schneider, S., Sidiropoulos, A., CSP and anonymity (1996) Proceedings of 4th European Symposium on Research in Computer Security, pp. 198-218; Fournet, C., Abadi, M., Hiding names: private authentication in the applied Pi calculus (2002) Proceedings of 2002 International Symposium on Software Security, pp. 317-338; Kremer, S., Ryan, M., Analysis of an electronic voting protocol in the applied Pi calculus (2005) Proceedings of 14th European Symposium on Programming, pp. 186-200; Backes, M., Hritcu, C., Maffei, M., Automated verification of remote electronic voting protocols in the applied Pi-calculus (2008) Proceedings of the 21st IEEE Computer Security Foundations Symposium, pp. 195-209; Dong, N., Jonker, H.L., Pang, J., Analysis of a receipt-free auction protocol in the applied Pi calculus (2010) Proceedings of 7th International Workshop on Formal Aspects of Security and Trust, pp. 223-238; Pang, J., Zhang, C., How to work with honest but curious judges? (preliminary report) (2009) Proceedings of 7th International Workshop on Security Issues in Concurrency, pp. 31-45; Dolev, D., Yao, A., On the security of public key protocols (1983) IEEE Transactions on Information Theory, 29 (2), pp. 198-208; Ryan, P., Schneider, S., (2000) The Modelling and Analysis of Security Protocols: The CSP Approach, , New York: Addison-Wesley; Liu, Y., Chen, W., Liu, Y., Sun, J., Model checking lineariability via refinement (2009) Proceedings of 2nd World Congress on Formal Methods, pp. 321-337; Roscoe, A.W., Model-checking CSP (1994) A Classical Mind: Essays in Honour of C. A. R. Hoare, pp. 353-378. , A. W. Roscoe (Ed.), Hertfordshire: Prentice Hall International (UK) Ltd; Sun, J., Liu, Y., Dong, J.S., Wang, H., Specifying and verifying eventbased Fairness enhanced systems (2008) Proceedings of 10th International Conference on Formal Engineering Methods and Software Engineering, pp. 5-24; Sun, J., Liu, Y., Dong, J.S., Pang, J., PAT: towards flexible verification under Fairness (2009) Proceedings of 21st International Conference on Computer Aided Verification, pp. 709-714; Mahony, B., Dong, J.S., Blending object-Z and timed CSP: an introduction to TCOZ (1998) Proceedings of 20th International Conference on Software Engineering, pp. 95-104; Mahony, B., Dong, J.S., Timed communicating object Z (2000) IEEE Transactions on Software Engineering, 26 (2), pp. 150-177; Liu, S., Offutt, A.J., Ho-Stuart, C., Sun, Y., Ohba, M., SOFL: a formal engineering methodology for industrial applications (1998) IEEE Transactions on Software Engineering, 24 (1), pp. 24-45; Dong, J.S., Liu, S., An object semantic model of SOFL (1999) Proceedings of 1st International Conference on Integrated Formal Methods, pp. 189-208; Needham, R.M., Schroeder, M.D., Using encryption for authentication in large networks of computers (1978) Communications of the ACM, 21 (12), pp. 993-999; Fujioka, A., Okamoto, T., Ohta, K., A practical secret voting scheme for large scale elections (1992) Proceedings of 1992 Workshop on the Theory and Application of Cryptographic Techniques, pp. 244-251; Zhou, J., Gollmann, D., A fair non-repudiation protocol (1996) Proceedings of 15th IEEE Symposium on Security and Privacy, pp. 55-61; Abadi, M., Blanchet, B., Computer-assisted verification of a protocol for certified email (2005) Proceedings of 10th International Symposium on Static Analysis, pp. 316-335; Okamoto, T., An electronic voting scheme (1996) Proceedings of IFIP World Conference on IT Tools, pp. 21-30; Lee, B., Boyd, C., Dawson, E., Kim, K., Yang, J., Yoo, S., Providing receiptfreeness in mixnet-based voting protocols (2003) Proceedings of 6th International Conference on Information Security and Cryptology, pp. 245-258; Luu, A.T., (2010) Formal modeling and verifying privacy types properties of security protocols, , http://www.comp.nus.edu.sg/~pat/fm/security/, Technical report, National University of Singapore","Luu, A. T.; School of Computing, National University of Singapore, Singapore 119077, Singapore; email: tuanluu@comp.nus.edu.sg",,,,,,,,16737350,,,,English,Front. Comput. Sci. China,Article,Final,,Scopus,2-s2.0-84863020019
Fifer P.,54881856300;,Student perception of clicker usage in nursing education,2012,Teaching and Learning in Nursing,7,1,,6,9,,9.0,10.1016/j.teln.2011.07.005,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84855302519&doi=10.1016%2fj.teln.2011.07.005&partnerID=40&md5=7f039929a9521c2bdd20eebe84cd8ebf,"Nursing Faculty, Chemeketa Community College, Salem, OR 97309, United States","Fifer, P., Nursing Faculty, Chemeketa Community College, Salem, OR 97309, United States","Nurse educators must explore innovative ways to engage students and stimulate learning. Student response system (SRS) technology is one tool educators can use to increase participation, provide immediate feedback, and encourage critical thinking. This study evaluated perceptions of first-year nursing students using SRS technology. The findings support the use of SRS technology as a positive pedagogical approach to incorporate in teaching associate degree nursing students. © 2012 National Organization for Associate Degree Nursing.",Active learning; Nurse educators; Student response system; Technology,,,,,,,,,,,,"Beatty, E., Transforming student learning with classroom communication systems (2004) Educause Center for Applied Research (ECAR) Research Bulletin, 3, pp. 1-13; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6, pp. 9-20; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) American Association of Higher Education Bulletin, 39, pp. 3-7; DeBourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8, pp. 76-87; Gentry, D.B., Using audience response systems in FCS (2007) Journal of Family and Consumer Science, 99, pp. 42-44; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8, pp. 233-258; Hunter-Revell, S.M., McCurry, M.K., Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms (2010) Journal of Nursing Education, 49, pp. 272-275; McRae, M.E., Elgie-Watson, J., Using audience response technology in hospital education programs (2010) Journal of Continuing Education in Nursing, 41, pp. 323-328; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32, pp. 113-116; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) E-Journal of Business Education & Scholarship of Teaching, 3, pp. 1-17; Porter, A.G., Tousman, S., Evaluating the effect of interactive audience response systems on the perceived learning experience of nursing students (2010) Journal of Nursing Education, 49, pp. 523-527; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6, pp. 29-41; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27.5, pp. 278-280","Fifer, P.; Nursing Faculty, Chemeketa Community College, Salem, OR 97309, United States; email: pamela.fifer@chemeketa.edu",,,,,,,,15573087,,,,English,Teach. Learn. Nurs.,Article,Final,,Scopus,2-s2.0-84855302519
"Clauson K.A., Alkhateeb F.M., Singh-Franco D.",6507993389;14015123100;56322562400;,Concurrent use of an audience response system at a multi-campus college of pharmacy,2012,American Journal of Pharmaceutical Education,76,1,,,,,15.0,10.5688/ajpe7616,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84856914504&doi=10.5688%2fajpe7616&partnerID=40&md5=e8e93d4aef10292eb6d9389954770ac2,"College of Pharmacy, Nova Southeastern University, Fort Lauderdale, FL, United States; School of Pharmacy, University of Charleston, Charleston, WV, United States","Clauson, K.A., College of Pharmacy, Nova Southeastern University, Fort Lauderdale, FL, United States; Alkhateeb, F.M., School of Pharmacy, University of Charleston, Charleston, WV, United States; Singh-Franco, D., College of Pharmacy, Nova Southeastern University, Fort Lauderdale, FL, United States","Objective. To assess the impact of an audience response system (ARS) on student engagement at a multi-campus college of pharmacy. Methods. An online questionnaire was designed and administered to measure the impact of an ARS on student engagement, distance education, projected use, and satisfaction among pharmacy students for a course delivered across 3 sites via synchronous video transmission. Results. Students reported that use of the ARS made it easier to participate (85.3%) and helped them to focus (75.7%) in classes when the lecturer was physically at a different site. They also valued that the ARS allowed them to respond anonymously (93.2%). A minority of students indicated that use of the ARS was distracting (11.8%). Conclusions. Implementation of an ARS was associated with positive student perceptions of engagement and may improve feelings of connectedness among students at schools with multiple sites. Use of ARSs could also represent a cognitive intercession strategy to help reduce communication apprehension.",Audience response system; Clicker; Distance education; Student engagement,"adult; adult; article; article; audiovisual aid; audiovisual aid; comparative study; comparative study; education; education; female; female; health survey; health survey; human; human; male; male; methodology; methodology; pharmacy student; pharmacy student; school; school; utilization review; utilization review; Audiovisual Aids; Audiovisual Aids; Education, Distance; Education, Distance; Education, Pharmacy; Education, Pharmacy; Female; Female; Health Surveys; Health Surveys; Humans; Humans; Male; Male; methods; methods; methods; methods; methods; methods; Schools, Pharmacy; Schools, Pharmacy; Students, Pharmacy; Students, Pharmacy; trends; trends; trends; trends; trends; trends; trends; trends; utilization; utilization; Young Adult; Young Adult",,,,,,,,,,,"McLaughlin, K., Mandin, H., A schematic approach to diagnosing and resolving lecturalgia (2001) Med Educ, 35 (12), pp. 1135-1142; (2009) Assessment for Improvement: Tracking Student Engagement Over Time, , National Survey of Student Engagement, Bloomington, IN: Indiana University Center for Postsecondary Research; (2005) Resource Manual for the Principles of Accreditation: Foundations for Quality Enhancement, , Southern Association of Colleges and Schools. Commission on Colleges, Decatur, GA; Stewart, D.W., Brown, S.D., Clavier, C.W., Wyatt, J., Active-learning processes used in US pharmacy education (2011) Am J Pharm Educ, 75 (4). , Article 68; Johnson, T., Meckelborg, A., Student response systems: A cure for lecturalgia? (2008) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 4709-4717. , Chesapeake, VA: Association for the Advancement of Computing in Education; Ludwig, J., Medical school teachers-there is a message from an airline (1973) Mayo Clin Proc, 48 (4), pp. 294-297; Ludwig, J., Mitchell, M.M., The student response system: A 5-year Mayo medical school experience (1977) Mayo Clin Proc, 52 (9), pp. 556-560; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the Doctor of Pharmacy curriculum (2004) Am J Pharm Educ, 68 (5). , Article 117; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system (ARS) in a dual-campus classroom environment (2008) Am J Pharm Educ, 72 (2). , Article 38; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2). , Article 21; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am J Roentgenol, 190 (6), pp. W319-W322; Roy, K.H., Pilot investigation of the utility of a student response system in medical student lectures (1996) J Audiov Media Med, 19 (1), pp. 27-32; Palmer, N.G., Yacyshyn, J.R., Northcott, H.C., Nebbe, B., Major, P.W., Perceptions and attitudes of Canadian orthodontists regarding digital and electronic technology (2005) Am J Orthod Dentofacial Orthop, 128 (2), pp. 163-167; Pileggi, R., O'Neill, P.N., Team-based learning using an audience response system: An innovative method of teaching diagnosis to undergraduate dental students (2008) J Dent Educ, 72 (10), pp. 1182-1188; Lymn, J.S., Mostyn, A., Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning (2010) BMC Med Educ, 10, p. 73; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am J Pharm Educ, 72 (4). , Article 21; Premkumar, K., Coupal, C., Rules of engagement-12 tips for successful use of ""clickers"" in the classroom (2008) Med Teach, 30 (2), pp. 146-149; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , 1st Ed, San Francisco: Jossey-Bass; Berger, B., Baldwin, H.J., McCroskey, J.C., Communication apprehension in pharmacy students: A national study (1983) Am J Pharm Educ, 47 (2), pp. 95-102; McCroskey, J.C., Classroom consequences of communication apprehension (1977) Comm Educ, 26 (1), pp. 27-33; Berger, B.A., Baldwin, H.J., McCroskey, J.C., Richmond, V.P., Implementation of a systematic desensitization program and classroom instruction to reduce communication apprehension in pharmacy students (1982) Am J Pharm Educ, 46 (3), pp. 227-234; McCroskey, J.C., The implementation of a large-scale program of desensitization for communication apprehension (1972) Speech Teach, 21 (4), pp. 255-264; Khan, T., Ejaz, M., Azmi, S., Evaluation of communication apprehension among first year and final year pharmacy undergraduates (2009) J Clin Diagnostic Res, 3 (6), pp. 1885-1890; Liu, F.C., Gettig, J.P., Fjortoft, N., Impact of a student response system on short- and long-term learning in a drug literature evaluation course (2010) Am J Pharm Educ, 74 (1). , Article 6; Trapskin, P.J., Smith, K.M., Armitstead, J.A., Davis, G.A., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) Am J Pharm Educ, 69 (2). , Article 28; Kelley, K.A., Beatty, S.J., Legg, J.E., McAuley, J.W., A progress assessment to evaluate pharmacy students' knowledge prior to beginning advanced pharmacy practice experiences (2008) Am J Pharm Educ, 72 (4). , Article 88; Smallwood, B., (2011) CLASSE: Classroom Survey of Student Engagement, , http://assessment.ua.edu/CLASSE/Overview.htm, Accessed November 25; Harrison, L.C., Congdon, H.B., Dipiro, J.T., The status of US multicampus colleges and schools of pharmacy (2010) Am J Pharm Educ, 74 (7). , Article 124","Clauson, K. A.; Nova Southeastern University, 3200 S. University Drive, Fort Lauderdale, FL 33328, United States; email: clauson@nova.edu",,,American Association of Colleges of Pharmacy,,,,,00029459,,,22412205.0,English,Am. J. Pharm. Educ.,Article,Final,Open Access,Scopus,2-s2.0-84856914504
"Desrochers M.N., Shelnutt J.M.",7003754668;55216328100;,Effect of answer format and review method on college students' learning,2012,Computers and Education,59,3,,946,951,,8.0,10.1016/j.compedu.2012.04.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84861004743&doi=10.1016%2fj.compedu.2012.04.002&partnerID=40&md5=5a285f63b526eb2af905aeb4a07c62f8,"Department of Psychology, College at Brockport-SUNY, 350 New Campus Drive, Brockport, NY 14420, United States; College at Brockport, State University of New York, United States","Desrochers, M.N., Department of Psychology, College at Brockport-SUNY, 350 New Campus Drive, Brockport, NY 14420, United States; Shelnutt, J.M., College at Brockport, State University of New York, United States","Interactive instructional methods are characterized by engaging students with the course material and involve delivering feedback for their efforts. Using a mixed 2 × 2 factorial experiment, we compared the effects of multiple choice answer formats (word versus letter) and methods (automated versus manual) on 70 undergraduate students' acquisition of instructional material. Although there was no significant difference in participants' gain scores between automated (""clickers"") and manual (holding up response cards) methods, significantly greater learning occurred when participants used the word rather than letter answer format. Despite participants' preference for letter over word format, instructors may still want to require students to write out answers to review questions given the improved performance it yields. © 2012 Elsevier Ltd. All rights reserved.",Audience response system; Improving classroom teaching; Interactive learning environments; Pedagogical issues; Teaching/learning strategies,Computer aided instruction; Teaching; Audience response systems; Improving classroom teaching; Interactive learning environment; Pedagogical issues; Teaching/learning strategy; Students,,,,,,,,,,,"Brophy, J.E., Teacher influences on student achievement (1986) American Psychologist, 41, pp. 1069-1077. , http://www.apa.org/journals/amp/, Retrieved from; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environment, , Jossey-Bass San Francisco, CA; Clayton, M.C., Woodard, C., The effect of response cards on participation and weekly quiz scores of university students enrolled in introductory psychology courses (2007) Journal of Behavioral Education, 16 (3), pp. 250-258. , 10.1007/s10864-007-9038-x; Dimock, P.H., Cormier, P., The effects of format differences and computer experience on performance and anxiety on a computer-administered test (1991) Measurement and Evaluation in Counseling and Development, 24 (3), pp. 119-126; Fallon, M., Forrest, S.L., High-tech versus low-tech instructional strategies: A comparison of clickers and handheld response cards (2011) Teaching of Psychology, 38 (3), pp. 194-198; Fitzpatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Advances in Physiology Education, 35, pp. 280-289; Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Prescribed active learning increases performance in introductory biology (2007) CBE-Life Sciences Education, 6 (2), pp. 132-139; Gay, L.R., The comparative effects of multiple-choice versus short-answer tests on retention (1980) Journal of Educational Measurement, 17, pp. 45-50; Heyborne, W.H., Clarke, J.A., Perrett, J.J., A comparison of two forms of assessment in an introductory biology laboratory course (2011) Journal of College Science Teaching, 40 (5), pp. 28-31; Karaman, S., Effects of audience response systems on student achievement and long-term retention (2011) Social Behavior & Personality: An International Journal, 39 (10), pp. 1431-1440. , 10.2224/sbp.2011.39.10.1431; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kellum, K.K., Carr, J.E., Dozier, C.L., Response card instruction and student learning in a college classroom (2001) Teaching of Psychology, 28, pp. 101-104. , http://teachpsych.org/top/topindex.php, Retrieved from; King, S.O., Robinson, C.L., ""Pretty lights"" and maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Computers & Education, 53, pp. 189-199; Knapp, A., Desrochers, M.N., An experimental evaluation of the instructional effectiveness of a student response system: A comparison with constructed overt responding (2009) International Journal of Teaching & Learning in Higher Education, 21, pp. 31-46; Kritch, K.M., Bostrow, D.E., Degree of constructed-response interaction in computer-based programmed instruction (1998) Journal of Applied Behavior Analysis, 31, pp. 387-398. , http://seab.envmed.rochester.edu/jaba/Query.asp%253fSearchType%253d1, Retrieved from; Lambert, M.C., Cartledge, G., Heward, W.L., Lo, Y., Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students (2006) Journal of Positive Behavior Interventions, 8, pp. 88-99. , http://pbi.sagepub.com/, Retrieved from; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46, pp. 242-244. , http://scitation.aip.org/tpt/, Retrieved from; McKeachie, W.J., (2002) McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, , 11th ed. Houghton Mifflin Boston, MASS; Malanga, P.R., Sweeney, W.J., Increasing active student responding in a university applied behavior analysis course: The effect of daily assessment and response cards on end of week quiz scores (2007) Journal of Behavioral Education, 17, pp. 187-199. , http://www.springer.com/psychology/child%2b%26%2bschool%2bpsychology/ journal/10864, Retrieved from; Marmolejo, E.K., Wilder, D.A., Bradley, L., A preliminary analysis of the effects of response cards on student performance and participation in an upper division university course (2004) Journal of Applied Behavior Analysis, 37, pp. 405-410; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57. , 10.1016/j.cedpsych.2008.04.002; Morling, B., McAuliffe, M., Cohen, L., Dilorenzo, T.M., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50. , http://teachpsych.org/top/topindex.php, Retrieved from; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56 (1), pp. 36-43. , 10.1016/j.compedu.2010.03.021; Petersohn, B., (2008) Classroom Performance Systems, Library Instruction, and Instructional Design: A Pilot Study, , Johns Hopkins University Press Baltimore; Powner, L.C., Allendoerfer, M.G., Evaluating hypotheses about active learning (2008) International Studies Perspectives, 9, pp. 75-89. , http://www.wiley.com/bw/journal.asp%3fref%3d1528-3577, Retrieved from; Sahai, V., Demeyere, P., Poirier, S., Piro, F., Measuring the consistency in change of hepatitis B knowledge among three different types of tests: True/false, multiple choice, and fill in the blanks tests (1998) The Canadian Journal of Program Evaluation, 13, pp. 123-128. , http://www.evaluationcanada.ca/site.cgi%3fs%3d4%26ss%3d2%26_lang%3dEN, Retrieved from; Stagg, A., Lane, M., Using clickers to support information literacy skills development and instruction in first-year business students (2010) Journal of Information Technology Education, 9, pp. 197-215. , http://www.jite.org/documents/Vol9/JITEv9p197-215Stagg800.pdf, Retrieved from; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258. , http://teachpsych.org/top/topindex.php, Retrieved from; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40. , http://www.tandf.co.uk/journals/titles/17439884.asp, Retrieved from; Ventouras, E., Triantis, D., Tsiakas, P., Stergiopoulos, C., Comparison of examination methods based on multiple-choice questions and constructed-response questions using personal computers (2010) Computers & Education, 54 (2), pp. 455-461","Desrochers, M.N.; Department of Psychology, College at Brockport-SUNY, 350 New Campus Drive, Brockport, NY 14420, United States; email: mdesroch@brockport.edu",,,Elsevier Ltd,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-84861004743
"Kung J.W., Slanetz P.J., Chen P.-H., Lee K.S., Donohoe K., Eisenberg R.L.",36835055200;7003450221;57157742600;8535570800;7003413639;7203006585;,Resident and attending physician attitudes regarding an audience response system,2012,JACR Journal of the American College of Radiology,9,11,,828,831,,15.0,10.1016/j.jacr.2012.06.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84926231949&doi=10.1016%2fj.jacr.2012.06.004&partnerID=40&md5=89a6d192fc65c6301223aac98968d12a,"Beth Israel Deaconess Medical Center, Department of Radiology, 330 Brookline Avenue, Boston, MA 02215, United States; Harvard Medical School, Boston, MA, United States","Kung, J.W., Beth Israel Deaconess Medical Center, Department of Radiology, 330 Brookline Avenue, Boston, MA 02215, United States, Harvard Medical School, Boston, MA, United States; Slanetz, P.J., Beth Israel Deaconess Medical Center, Department of Radiology, 330 Brookline Avenue, Boston, MA 02215, United States, Harvard Medical School, Boston, MA, United States; Chen, P.-H., Harvard Medical School, Boston, MA, United States; Lee, K.S., Beth Israel Deaconess Medical Center, Department of Radiology, 330 Brookline Avenue, Boston, MA 02215, United States, Harvard Medical School, Boston, MA, United States; Donohoe, K., Beth Israel Deaconess Medical Center, Department of Radiology, 330 Brookline Avenue, Boston, MA 02215, United States, Harvard Medical School, Boston, MA, United States; Eisenberg, R.L., Beth Israel Deaconess Medical Center, Department of Radiology, 330 Brookline Avenue, Boston, MA 02215, United States, Harvard Medical School, Boston, MA, United States","Purpose: Audience response system (ARS) technology is increasingly being incorporated into radiology education. The aim of this study was to gauge resident and attending physician attitudes regarding the use of an ARS in resident conferences. Methods: An anonymous survey was sent to 38 residents and 57 attending physicians to gauge their attitudes regarding the use of an ARS in resident lectures using a 5-point, Likert-type scale (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, and 5 = strongly agree). Results: A total of 30 of 38 residents (78.9%) and 26 of 57 attending radiologists (45.6%) responded. Residents viewed the incorporation of an ARS into lectures positively, replying that they learned better from lectures incorporating an ARS (mean, 4.03; 95% confidence interval [CI], 3.74-4.32), felt more comfortable answering questions using it (mean, 4.53; 95% CI, 4.25-4.81), and were more likely to attend a lecture that incorporated its use (mean, 3.70; 95% CI, 3.37-4.03). The use of an ARS by attending physicians was limited (9 of 26 [34.6%]), with respondents citing a lack of adequate training. Those attending physicians who used it viewed the system positively, stating that residents were more engaged when they used an ARS (mean, 4.33; 95% CI, 3.87-4.79). An ARS somewhat helped the faculty members gauge resident understanding of the lecture material (mean, 3.67; 95% CI, 2.95-4.40) and prepare future lectures (mean, 3.33; 95% CI 2.68-3.98). Conclusions: Both residents and attending physicians favorably view audience response technology as a means to enhance education in didactic and case-based settings. Increased training on how to incorporate its use into teaching may drive additional utilization. © 2012 American College of Radiology.",Audience response system; resident education,,,,,,,,,,,,"Streeter, J.L., Rybicki, F.J., A novel standard-compliant audience response system for medical education (2006) Radiographics, 26, pp. 1243-1249; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Rubio, E.I., Bassignani, M.J., White, M.A., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am J Roentgenol, 190, pp. 319-W322; Schackow, T.E., Chavez, M., Loya, L., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Ramoska, E.A., Saks, M., Implementation of an audience response system improves resident attitudes toward required weekly conference (2011) Med Teach, 33, p. 861; Nicholson, B.T., Bassignani, M.J., Radiologist/educator knowledge of the audience response system and limitations to its use (2009) Acad Radiol, 16, pp. 1555-1560; Copeland, H.L., Longworth, D.L., Hewson, M.G., Successful lecturing: A prospective study to validate attributes of the effective medical lecture (2000) J Gen Intern Med, 15, pp. 366-371; Collins, J., Audience response systems: Technology to engage learners (2008) J Am Coll Radiol, 5, pp. 993-1000; Bangert-Drowns, R.L., Kulik, C.-L.C., Kulik, J.A., The instructional effect of feedback in test like events (1991) Rev Educ Res, 61, pp. 213-238","Kung, J.W.; Beth Israel Deaconess Medical Center, Department of Radiology, 330 Brookline Avenue, Boston, MA 02215, United States; email: jkung@bidmc.harvard.edu",,,Elsevier,,,,,15461440,,,23122351.0,English,J. Am. Coll. Radiol.,Article,Final,,Scopus,2-s2.0-84926231949
Forest C.P.,22955517600;,The effect of audience response systems on adult learning: evidence-based rationale and audience response systems implementation guide.,2012,The journal of physician assistant education : the official journal of the Physician Assistant Education Association,23,4,,54,59,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874996246&partnerID=40&md5=2f11baa4a2d02b54db196d359935870a,"Keck School of Medicine of USC Primary Care Physician Assistant Program, Alhambra, California, United States","Forest, C.P., Keck School of Medicine of USC Primary Care Physician Assistant Program, Alhambra, California, United States",[No abstract available],,adult; article; education; educational technology; health care quality; human; learning; methodology; physician assistant; teaching; Adult; Computer-Assisted Instruction; Educational Technology; Humans; Learning; Physician Assistants; Program Evaluation; Teaching,,,,,,,,,,,,"Forest, C.P.email: cforest@usc.edu",,,,,,,,19419430,,,23437626.0,English,J Physician Assist Educ,Article,Final,,Scopus,2-s2.0-84874996246
"Woolforde L., Lopez-Zang D.",36167535200;55070685800;,Transforming engagement in learning through innovative technologies: Using an audience response system in nursing orientation,2012,Journal of Continuing Education in Nursing,43,3,,102,103,,2.0,10.3928/00220124-20120223-47,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857980678&doi=10.3928%2f00220124-20120223-47&partnerID=40&md5=93d707f9ddbdcf26739ee7b7579dca1a,"Nursing Education, North Shore Long Island Jewish Health System, Office of the Chief Nurse Executive, 400 Lakeville Road, Office 244, New Hyde Park, NY 11040, United States","Woolforde, L., Nursing Education, North Shore Long Island Jewish Health System, Office of the Chief Nurse Executive, 400 Lakeville Road, Office 244, New Hyde Park, NY 11040, United States; Lopez-Zang, D., Nursing Education, North Shore Long Island Jewish Health System, Office of the Chief Nurse Executive, 400 Lakeville Road, Office 244, New Hyde Park, NY 11040, United States",This column discusses using an audience response system in nursing orientation to enhance participant engagement while increasing educator efficiency. © SLACK Incorporated.,,"article; human; in service training; mass communication; nursing education; nursing staff; organization and management; personnel management; teaching; wireless communication; Computer-Assisted Instruction; Diffusion of Innovation; Education, Nursing, Continuing; Humans; Inservice Training; Nursing Staff, Hospital; Staff Development; Wireless Technology",,,,,,,,,,,"Hansen, M., Erdley, S., YouTube and other Web 2.0 applications for nursing education (2009) Online Journal of Nursing Informatics, 13 (3), pp. 2-20; Hawn, C., Take two aspirin and tweet me in the morning: How Twitter, Facebook, and other social media are reshaping health care (2009) Health Affairs, 28 (2), pp. 361-368; Pardue, K.T., Morgan, P., Millennials considered: A new generation, new approaches, and implications for nursing education (2008) Nursing Education Perspectives, 29 (2), pp. 74-76; (2011) Audience Response System, , www.turningtechnologies.com, Turning Technologies","Woolforde, L.; Nursing Education, North Shore Long Island Jewish Health System, Office of the Chief Nurse Executive, 400 Lakeville Road, Office 244, New Hyde Park, NY 11040, United States; email: LWoolfor@nshs.edu",,,Slack Incorporated,,,,,00220124,,,22372481.0,English,J. Contin. Educ. Nurs.,Article,Final,,Scopus,2-s2.0-84857980678
"Lee S.T., Dapremont J.A.",36494716200;38361414700;,Engaging nursing students through integration of the audience response system,2012,Nursing Education Perspectives,33,1,,55,57,,6.0,10.5480/1536-5026-33.1.55,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84859382794&doi=10.5480%2f1536-5026-33.1.55&partnerID=40&md5=93b892e971ff53a613ce32227c18977d,"University of Memphis Loewenberg, School of Nursing, Memphis, TN, United States","Lee, S.T., University of Memphis Loewenberg, School of Nursing, Memphis, TN, United States; Dapremont, J.A., University of Memphis Loewenberg, School of Nursing, Memphis, TN, United States",[No abstract available],,"adult; article; educational technology; feedback system; female; human; male; methodology; middle aged; nursing education; pilot study; problem based learning; United States; Adult; Education, Nursing, Baccalaureate; Educational Technology; Feedback; Female; Humans; Male; Middle Aged; Pilot Projects; Problem-Based Learning; United States",,,,,,,,,,,"Benner, P., Sutphen, M., Leonard, V., Day, L., (2010) Educating Nurses: A Call for Radical Transformation, , San Francisco: Jossey-Bass; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nursing Education Perspectives, 30 (5), pp. 295-298; Bitner, N., Bitner, J., Integrating technology into the classroom: Eight keys to success (2002) Journal OfTechnology and Teacher Education, 10 (1), p. 95; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, DOI 10.1187/cbe.06-12-0205; Debourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8 (2), pp. 76-87; Hatch, J., Jensen, M., Moore, R., Manna from heaven or ""clickers"" from hell: Experiences with an electronic response system (2005) Journal of College Science Teaching, 34, p. 36; Jensen, R., Meyer, L., Sternberger, C., Three technological enhancements in nursing education: Informatics instruction, personal response systems, and human patient simulation (2009) Nurse Education in Practice, 9 (2), pp. 86-90; Meedzan, N., Fisher, K., Clickers in nursing education: An active learning tool in the classroom (2009) Online Journal of Nursing Informatics, 13 (2), pp. 1-19; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116; Niemi, H., Active learning:A cultural change needed in teacher education and schools (2002) Teaching and Teacher Education, 18, pp. 763-780; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice:The impact of clickers (2010) Nurse Educator Today, 30 (7), pp. 603-607; Royse, M., Newton, S., How gaming is used as an innovative strategy for nursing education (2007) Gaming in Education, 28 (5), pp. 263-267; Shapiro, A., An empirical study of personal response technology for improving attendance and learning in a large class (2009) Journal of the Scholarship of Teaching and Learning, 9 (1), pp. 13-26; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27 (5), pp. 278-280; Smith, D., Rosenkoetter, M., Effectiveness, challenges, and perceptions of classroom participation systems (2009) Nurse Educator, 34 (4), pp. 156-161; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (11), pp. 469-473; Weerts, S., Miller, D., Altice, A., Clicker technology promotes interactivity in an undergraduate nutrition course (2009) Journal of Nutrition Education and Behavior, 41 (3), pp. 227-228","Lee, S.T.; University of Memphis Loewenberg, School of Nursing, Memphis, TN, United States; email: sntaylrl@memphis.edu",,,,,,,,15365026,,,22416544.0,English,Nurs. Educ. Persp.,Article,Final,,Scopus,2-s2.0-84859382794
"Efstathiou N., Bailey C.",56513903400;36650256300;,Promoting active learning using Audience Response System in large bioscience classes,2012,Nurse Education Today,32,1,,91,95,,36.0,10.1016/j.nedt.2011.01.017,https://www.scopus.com/inward/record.uri?eid=2-s2.0-82855161502&doi=10.1016%2fj.nedt.2011.01.017&partnerID=40&md5=c813f820185b945112b6fbbf785996e2,"University of Birmingham, College of Medical and Dental Sciences, School of Health and Population Sciences, Nursing and Physiotherapy, 52 Pritchatts Road, Edgbaston, Birmingham, B15 2TT, United Kingdom","Efstathiou, N., University of Birmingham, College of Medical and Dental Sciences, School of Health and Population Sciences, Nursing and Physiotherapy, 52 Pritchatts Road, Edgbaston, Birmingham, B15 2TT, United Kingdom; Bailey, C., University of Birmingham, College of Medical and Dental Sciences, School of Health and Population Sciences, Nursing and Physiotherapy, 52 Pritchatts Road, Edgbaston, Birmingham, B15 2TT, United Kingdom","This paper considers the challenges of bioscience teaching and learning in pre-registration nurse education. Effective learning requires active student participation which is problematic when teaching large groups of students. New technologies, such as the Audience Response System (ARS), have been introduced to increase student participation and support them in the understanding of complex bioscience concepts.Within one university department, an evaluation was undertaken to identify the perceptions of pre-registration nurse students on the use of ARS in the teaching and learning of bioscience. Our findings concur with others that ARS increases student participation and aids in identifying misconceptions and in correcting them. Students found ARS very useful and wanted ARS to be used in additional modules too. Although ARS did not seem to motivate students to study adequately before attending the relevant sessions, it increased discussion among students and awareness of their level of knowledge compared to their peers. Further research is required to identify the effectiveness of ARS in the teaching and learning of bioscience and its impact on the performance of the students in their final assessments. © 2011 Elsevier Ltd.",Active learning; Audience Response System; Bioscience; Classroom technology,"article; attitude to health; biology; curriculum; education; educational status; human; marketing; methodology; nursing education; nursing student; problem based learning; questionnaire; statistics; teaching; United States; Biology; Curriculum; Education, Nursing, Baccalaureate; Educational Measurement; Educational Status; Faculty, Nursing; Health Knowledge, Attitudes, Practice; Humans; Marketing; Problem-Based Learning; Questionnaires; Schools, Nursing; Statistics as Topic; Students, Nursing; Teaching; United States",,,,,,,,,,,"Abrahamson, L., A brief history of networked classrooms: effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education, pp. 1-25. , Information Science Publishing, Hershey, D.A. Banks (Ed.); Akinsanya, J., Hayward, J.C., The biological sciences in nursing education: the contribution of bionursing (1980) Nursing Times, 76 (10), pp. 427-432; Al-Modhefer, A.K., Roe, S., Nursing students' attitudes to biomedical science lectures (2009) Nursing Standard, 24 (14), pp. 42-48; Al-Modhefer, A.K., Roe, S., Tutorials for large classes of Common Foundation Program biomedical science students: successes and challenges (2010) Nurse Education Today, 30 (4), pp. 365-369; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Center Applied Research, Research Bulletin, 2004 (3), pp. 1-13; Beebe, K.R., Bailey, N., Phillips, W., (2008) Efficacy of a handheld response device to improve classroom interaction and learning outcomes; Beekes, W., The Millionaire method for encouraging participation (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Biggs, J., Tang, C., (2007) Teaching for Quality Learning at University, , Open University Press, Maidenhead; Bunce, D.M., Van den Plas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) Journal of Chemical Education, 83, pp. 488-493; Cain, J., Balck, E., Rohr, J., An audience response system strategy to improve student motivation, attention and feedback (2009) American Journal of Pharmaceutical Education, 73 (2), pp. 1-7; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sciences Education, 6, pp. 9-20; Clancy, J., McVicar, A., Bird, D., Getting it right? An exploration of issues relating to the biological sciences in nurse education and nursing practice (2000) Journal of Advanced Nursing, 32 (6), pp. 1522-1532; Courtenay, M., A study of the teaching and learning of the biological sciences in nurse education (1991) Journal of Advanced Nursing, 16 (9), pp. 1110-1116; Davies, S., Murphy, F., Jordan, S., Bioscience in the pre-registration curriculum: finding the right teaching strategy (2000) Nurse Education Today, 20 (2), pp. 123-135; Eraut, M., Alderton, J., Boylan, A., Wraight, A., (1995) Learning to Use Scientific Knowledge in Education and Practice Settings: an Evaluation of the Contribution of the Biological Behavioural and Social Sciences to Pre-registration Nursing and Midwifery Programmes, , English National Board, London; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with personal response system (2009) Advances in Physiology Education, 33, pp. 60-71; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8, pp. 233-252; Hu, J., Bertol, P., Hamilton, M., White, G., Duff, A., Cutts, Q., Wireless interactive teaching by using keypad-based ARS (2006) Audience Response Systems in Higher Education, pp. 201-221. , Information Science Publishing, Hershey, D.A. Banks (Ed.); Jones, S., Henderson, D., Sealover, P., Clickers in the classroom (2009) Teaching and Learning in Nursing, 4, pp. 2-5; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Computers & Education, 53, pp. 819-827; Kennedy, G.E., Cutts, Q.I., The association between students' use of voting systems and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4, pp. 298-310; Larcombe, J., Dick, J., Who is best qualified to teach bioscience to nurses? (2003) Nursing Standard, 17 (51), pp. 38-44; Montgomery, L.E., Tansey, E.A., Roe, S.M., The characteristics and experiences of mature nursing students (2009) Nursing Standard, 23 (20), pp. 35-40; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116; Narayan, J.S., Heward, W.L., Gardner, R., Courson, F.H., Omness, C.K., Using response cards to increase student participation in an elementary classroom (1990) Journal of Applied Behavior Analysis, 23 (4), pp. 83-490; Nichol, D.J., Boyle, J.T., Peer instruction versus classwide discussion in large classes: a comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Oblinger, D., The next generation of educational engagement (2004) Journal of Interactive Media in Education, , http://www-jime.open.ac.uk/2004/8/oblinger-2004-8.pdf, accessed 27/07/2010; Parsons, C.V., Decision making in the process of making differentiation (2005) Learning and Leading with Technology, 33 (1), pp. 8-10; Scott, I., Mazhindu, D., (2005) Statistics for Health Care Professionals. An Introduction, , Sage Publications, London; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27 (5), pp. 278-280; Stein, P.S., Challman, S.D., Brueckner, J.K., The University of Adelaide student experience of learning and teaching- standard teaching evaluation using audience response technology for pretest reviews in an undergraduate nursing course (2006) The Journal of Nursing Education, 45 (11), pp. 469-473; Suchman, E., Uchiyama, K., Smith, R., Bender, K., Evaluating the use of a Classroom Response System in a Microbiology Course (2006) Journal of Microbiology & Biology Education, 7, pp. 3-11; Webster, L., Murphy, D., Enhancing learning through technology: challenges and responses (2008) Enhancing Learning through Technology: Research on Emerging Technologies and Pedagogies, , World Scientific Publishing, Singapore, R. Kwan, R. Fox, F.T. Chan, P. Tsang (Eds.); Zurmehly, J., Leadingham, C., Exploring student response systems in nursing education (2008) CIN: Computers, Informatics, Nursing, 26 (5), pp. 265-270","Efstathiou, N.; University of Birmingham, College of Medical and Dental Sciences, School of Health and Population Sciences, Nursing and Physiotherapy, 52 Pritchatts Road, Edgbaston, Birmingham, B15 2TT, United Kingdom; email: n.efstathiou@bham.ac.uk",,,,,,,,02606917,,,21349612.0,English,Nurse Educ. Today,Article,Final,,Scopus,2-s2.0-82855161502
Irons S.H.,6602465991;,The monty hall problem as a class activity using clickers,2012,Physics Teacher,50,1,,14,16,,1.0,10.1119/1.3670075,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994813249&doi=10.1119%2f1.3670075&partnerID=40&md5=108094c652b40f44a2c95a9e34372d7a,"Dept. of Physics, Yale University, 217 Prospect St, New Haven, CT  06520, United States","Irons, S.H., Dept. of Physics, Yale University, 217 Prospect St, New Haven, CT  06520, United States","Demonstrating probabilistic outcomes using real-time data is especially well-suited to larger lecture classes where one can generate large data sets easily. The difficulty comes in quickly collecting, analyzing, and displaying the information. With the advent of wireless polling technology (clickers), this difficulty is removed. In this paper we describe an activity developed in one of our physics classes to test one of the classic cases of probability in popular culture, The Monty Hall Problem. Using clickers, a paper handout, and stickers, one can easily probe the class opinion on the outcome and then vividly and definitively test it. At the end of the activity, the students have confronted through direct experience the often counterintuitive nature of probability. © American Association of Physics Teachers.",,,,,,,,,,,,,"Brafman, O., (2008) Sway: The Irresistible Pull of Irrational Behavior, , 1st ed. (Doubleday, New York; ""Ask Marilyn"" Column (1990), p. 16. , PARADE magazine (Sept. 2; ""Ask Marilyn"" Column (1990), p. 25. , PARADE magazine (Dec. 2; ""Ask Marilyn"" Column (1991), p. 12. , PARADE magazine (Feb. 17; Morgan, J.P., Chaganty, N.R., Dahiya, R.C., Doviak, M.J., Let's make a deal: The player's dilemma (1991) Am. Stat, 45, pp. 284-287. , Nov; (1975) Letter from Monty Hall to Steve Selvin, , www.letsmakeadeal.com/problem.htm, May 12; Tierney, J., Behind Monty Hall's doors: Puzzle, debate and answer? (1991) New York Times, Sec, 1, p. 1. , July 21; math.ucsd.edu/~crypto/Monty/monty.html;people.hofstra.edu/steven_r_costenoble/MontyHall/MontyHallSim.html,www.nytimes.com/2008/04/08/science/08monty.html; The TV show ""Numb3rs"" also featured the problem in the final episode of the 2004-2005 season","Irons, S.H.; Dept. of Physics, Yale University, 217 Prospect St, United States; email: stephen.irons@yale.edu",,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Article,Final,,Scopus,2-s2.0-84994813249
"Lee H., Feldman A., Beatty I.D.",53880134600;7202334032;11539428300;,Factors that Affect Science and Mathematics Teachers' Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System,2012,Journal of Science Education and Technology,21,5,,523,539,,24.0,10.1007/s10956-011-9344-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84866732159&doi=10.1007%2fs10956-011-9344-x&partnerID=40&md5=36ee7074a8995a069e11b97d3290890c,"Department of Teacher Education and Curriculum Studies, University of Massachusetts Amherst, Amherst, MA, United States; Department of Secondary Education, College of Education EDU 105, University of South Florida, Tampa, FL 33620-5650, United States; Physics Education Research Group, Department of Physics and Astronomy, University of North Carolina at Greensboro, 321 Petty Building, Greensboro, NC 27402-6170, United States","Lee, H., Department of Teacher Education and Curriculum Studies, University of Massachusetts Amherst, Amherst, MA, United States; Feldman, A., Department of Secondary Education, College of Education EDU 105, University of South Florida, Tampa, FL 33620-5650, United States; Beatty, I.D., Physics Education Research Group, Department of Physics and Astronomy, University of North Carolina at Greensboro, 321 Petty Building, Greensboro, NC 27402-6170, United States","The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers' initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom response system (CRS) technology. We sought to identify the most common and strongest factors, and to understand the general process of how teachers adopt TEFA. We identified ten main hindering factors reported by teachers, and found that time limitations and question development difficulties are reported as the most problematic. In this paper we provide five vignettes of teachers' initial implementation experiences, illustrating different courses that TEFA adoption can follow. We classify our ten factors into four groups: contextual factors that directly hinder teachers' attempts to implement TEFA (extrinsic type I); circumstances that affect teachers' teaching in general (extrinsic type 0); gaps that teachers have in the knowledge and skills they need to adopt TEFA (intrinsic type I); and ways of being a teacher that describe teachers' deeper perspectives and beliefs, which may be consonant or dissonant with TEFA (intrinsic type II). Finally, we identify four general categories that describe the teachers' initial TEFA implementation. © 2011 Springer Science+Business Media, LLC.",Classroom response system; Formative assessment; Teacher education,,,,,,"TPC-0456124, TPC-1005652","Acknowledgments This material is based upon work supported by the US National Science Foundation under grant numbers TPC-0456124 and TPC-1005652. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We also want to acknowledge the contribution by all the members of the TLT project team. Most of all, we want to thank the teachers who volunteered to participate in this project.",,,,,"Abrahamson, L.A., A brief history of networked classrooms: effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 1-25. , D. A. Banks (Ed.), Hershey: Idea Group; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: a research-based pedagogy for teaching science with classroom response technology (2009) J Sci Educ Technol, 18 (2), pp. 146-162; Beatty, I.D., Feldman, A., Leonard, W.J., Gerace, W.J., St. Cyr, K., Lee, H., Harris, R., (2008) Teacher learning of technology-enhanced formative assessment, , Paper was presented at Annual meeting of National Association of Research in Science Teaching, Baltimore; Bell, B., Cowie, B., (2000) Formative Assessment and Science Education, , New York: Kluwer; Black, P., Wiliam, D., Inside the black box: raising standards through classroom assessment (1998) Phi Delta Kappan, 80 (2), pp. 139-148; Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience, and School, , Washington: National Academy Press; Cohen, D., Educational technology, policy, and practice (1987) Educ Eval Policy Anal, 9, pp. 153-170; Cuban, L., (1986) Teachers and Machines: The Classroom Use of Technology since 1920, , New York: Teachers College Press; Cuban, L., (2001) Oversold and Underused: Computers in the Classroom, , Cambridge: Harvard University Press; Duffield, J.A., Trials, tribulations, and minor successes: integrating technology into a preservice preparation program (1997) TechTrends, 42 (4), pp. 22-26; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: a classroom communication system for active learning in large lecture halls (1996) J Comput High Educ, 7 (2), pp. 3-47; Duncan, D., Clickers: a new teaching aid with exceptional promise (2006) Astron Educ Rev, 5 (1), pp. 70-88; Egbert, J., Paulus, T.M., Nakamichi, Y., The impact of CALL instruction on classroom computer use: a foundation for rethinking technology in teacher education (2002) Lang Learn Technol, 6 (3), pp. 108-126; Ertmer, P.A., Addressing first- and second-order barriers to change: strategies for technology integration (1999) Educ Technol Res Dev, 47 (4), pp. 47-61; Feldman, A., Varieties of wisdom in the practice of teachers (1997) Teach Teach Educ, 13, pp. 757-773; Feldman, A., Capobianco, B.M., Teacher learning of technology enhanced formative assessment (2008) J Sci Educ Technol, 17, pp. 82-99; Fies, C., Marshall, J., Classroom response systems: a review of the literature (2006) J Sci Educ Technol, 15 (1), pp. 101-109; Gallagher, J.J., Teaching for understanding and application of science knowledge (2000) School Sci Math, 100 (6), pp. 310-318; Hancock, V., Betts, J., From the lagging to the leading edge (1994) Educ Leadersh, 51 (7), pp. 24-29; Hope, W.C., Why technology has not realized its potential in schools (1997) Am Second Educ, 25 (4), p. 29; Kay, R., Knaack, L., Exploring the use of audience response systems in secondary school science classrooms (2009) J Sci Educ Technol, 18, pp. 382-392; Lee, H., Feldman, A., Beatty, I.D., Teachers' implementation of classroom response system to perform formative assessment in secondary science/math classes (2009) Proceeding paper presented at annual meeting of National Association of Research in Science Teaching, , Garden Grove, CA; Miles, M.B., Huberman, A.M., (1994) Qualitative Data Analysis: An Expanded Sourcebook, , 2nd edn., Thousand Oaks: Sage; Penuel, W.R., Boscardin, C.L., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: a survey study (2007) Educ Technol Res Dev, 55, pp. 315-346; Ramaprasad, A., On the definition of feedback (1983) Behav Sci, 28 (1), pp. 4-13; Sadler, R., Formative assessment and the design of instructional systems (1989) Instr Sci, 18, pp. 119-144; Schrum, L.M., (1995) Telecommunications for personal and professional uses: A case study, , Paper presented at the annual meeting of the American Educational Research Association, San Francisco; Sheingold, K., Hadley, M., (1990) Accomplished Teachers: Integrating Computers into Classroom Practice, , New York: Bank Street College of Education, Center for Technology in Education; Shelton, M., Jones, M., Staff development that works! A tale of four t's (1996) NAASP Bull, 80 (582), pp. 99-105; St. Cyr, K., (2009) Teacher change facilitated by sustained school situated professional development: Exemplar learning of Technology Enhanced Formative Assessment (TEFA), , Doctoral Dissertation. University of Massachusetts Amherst; Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Iannotti, N., Angeles, J., Greene, B., (2000) Teachers' tools for the 21st century: A report on teachers' use of technology, , Statistical Analysis Report. US Department of Education; Stengel, B., (1996) Teaching epistemology through cell reproduction: A narrative exploration, , Paper presented at the annual meeting of the American Educational Research Association, New York April; Strauss, A.L., Corbin, J., (1990) Basics of Qualitative Research: Grounded Theory Procedures and Techniques, , Newbury Park: Sage; Trees, A., Jackson, M., The learning environment in clicker classrooms: student processes of learning and involvement in large university-level courses using student response systems (2007) Learn Media Technol, 32 (1), pp. 21-40; Vygotsky, L.S., (1978) Mind in Society: The Development of Higher Psychological Processes, , Cambridge: Harvard University Press; Wood, E., Mueller, J., Willoughby, T., Specht, J., Deyoung, T., Teachers' perceptions: barriers and supports to using technology in the classroom (2005) Educ Commun Inf, 5 (2), pp. 183-206","Lee, H.; Department of Teacher Education and Curriculum Studies, University of Massachusetts Amherst, Amherst, MA, United States; email: hyunju@educ.umass.edu",,,,,,,,10590145,,,,English,J. Sci. Educ. Technol.,Article,Final,,Scopus,2-s2.0-84866732159
"Yeh C.-C.R., Tao Y.-H.",11839913500;7402420456;,College students' intention to continue using a personal response system: Deriving a model from four theoretical perspectives,2012,Australasian Journal of Educational Technology,28,5,,912,930,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84865572442&partnerID=40&md5=189035ecaa0ee3231a273a3d7f88fc48,"Graduate Institute of International Human Resource Development, National Taiwan Normal University, 162, Section 1, Heping East Road, Taipei, Taiwan; Department of Information Management, National University of Kaohsiung, 700 Kaohsiung University Road, Kaohsiung, Taiwan","Yeh, C.-C.R., Graduate Institute of International Human Resource Development, National Taiwan Normal University, 162, Section 1, Heping East Road, Taipei, Taiwan; Tao, Y.-H., Department of Information Management, National University of Kaohsiung, 700 Kaohsiung University Road, Kaohsiung, Taiwan","The use of personal response systems (PRS) in classrooms is gaining popularity in the higher education institutes of Taiwan. However, past research rarely adopts theories from the information system domains, and their focus was primarily on the UK and US context. Therefore, this study adopted a theory-based approach to explore the perceptions of Taiwanese college students on PRS continuance usage, incorporating a collection of related theories, including expectation-confirmation theory, information systems success model, motivation theory, and agency theory. As an initial foray into PRS adoption theories, this study aims to provide findings and implications that will enable future researchers to extend studies on PRS usage with a wider base of theoretical support.",,,,,,,,,,,,,"Barnett, J., Implementation of personal response units in very large lecture classes:Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494. , http://www.ascilite.org.au/ajet/ajet22/barnett.html; Bhattacherjee, A., Managerial influences on intraorganizational information technology use: A principal-agent model (1998) Decision Sciences, 29 (1), pp. 139-162. , http://dx.doi.org/10.1111/j.1540-5915.1998.tb01347.x; Bhattacherjee, A., Understanding information systems continuance. 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New York:Academic Press; D'Arcy, C.J., Eastburn, D.M., Mullally, K., Effective use of a personal response system in a general education plant pathology class (2007) The Plant Health Instructor, , http://dx.doi.org/10.1094/PHI-T-2007-0315-07; DeLone, W.H., McLean, E.R., Information systems success: The quest for the dependent variable (1992) Information Systems Research, 3 (1), pp. 60-95. , http://dx.doi.org/10.1287/isre.3.1.60; DeLone, W.H., McLean, E.R., The DeLone and McLean model of information systems success: A ten-year update (2003) Journal of Management Information Systems, 19 (4), pp. 9-30. , http://www.jmis-web.org/articles/v19_n4_p9/index.html; Duncan, T.G., McKeachie, W.J., The making of the motivated strategies for learning questionnaire (2005) Educational Psychologist, 40 (2), pp. 117-128. , http://dx.doi.org/10.1207/s15326985ep4002_6; Eisenhardt, K.M., Agency theory: An assessment and review (1989) Academy of Management Review, 14 (1), pp. 57-74. , http://dx.doi.org/10.2307/258191; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109. , http://dx.doi.org/10.1007/s10956-006-0360-1; Fornell, C., Larcker, D.F., Evaluating structural equation models with unobservable variables and measurement error: Algebra and statistics (1981) Journal of Marketing Research, 18 (3), pp. 382-388. , http://dx.doi.org/10.2307/3150980; Freeman, M., Bell, A., Comerton-Forde, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) Australasian Journal of Educational Technology, 23 (2), pp. 149-170. , http://www.ascilite.org.au/ajet/ajet23/freeman.html; Gefen, D., Straub, D.W., Boudreau, M.-C., Structural equation modeling and regression:Guidelines for research practice (2000) Communications of the Association for Information Systems, 4 (7), pp. 1-79. , http://aisel.aisnet.org/cais/vol4/iss1/7/; Goh, T.-T., Hooper, V., To txt or not to txt: That's the puzzle (2007) Journal of Information Technology Education, 6, pp. 441-453. , http://www.jite.org/documents/Vol6/JITEv6p441-453Goh283.pdf; Hancock, T.M., Use of audience response systems for summative assessment in large classes (2010) Australasian Journal of Educational Technology, 26 (2), pp. 226-237. , http://www.ascilite.org.au/ajet/ajet26/hancock.html; Jensen, M.C., Meckling, W.H., The theory of the firm: Managerial behavior, agency costs and ownership structure (1976) Journal of Financial Economics, 3 (4), pp. 305-360. , http://dx.doi.org/10.2139/ssrn.94043; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181. , http://www.editlib.org/p/15113; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 235-249. , http://www.ascilite.org.au/ajet/ajet25/kay.html; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827. , http://dx.doi.org/10.1016/j.compedu.2009.05.001; Keller, J.M., (1983) Instructional design theories and models: An overview of their current status, , Hillsdale, NJ: Lawrence Erlbaum; Keller, J.M., Development and use of the ARCS model of instructional design (1987) Journal of Instructional Development, 10 (3), pp. 2-10. , http://www.springerlink.com/content/72828k22416p4156; Kettinger, W.J., Lee, C.C., Perceived service quality and user satisfaction with the information service function (1994) Decision Sciences, 25 (5-6), pp. 737-766. , http://dx.doi.org/10.1111/j.1540-5915.1994.tb01868.x; Laxman, K., A study on the adoption of clickers in higher education (2011) Australasian Journal of Educational Technology, 27 (8), pp. 1291-1303. , http://www.ascilite.org.au/ajet/ajet27/laxman.html, Hong, K. S. & Lai, K. W. (Eds), ICT for accessible, effective and efficient higher education: Experiences of Southeast Asia; Lin, Y.-C., Liu, T.-C., Chu, C.-C., Implementing clickers to assist learning in science lectures: The Clicker-Assisted Conceptual Change model (2011) Australasian Journal of Educational Technology, 27 (6), pp. 979-996. , http://www.ascilite.org.au/ajet/ajet27/lin.html; Liu, T.-C., Liang, J.-K., Wang, H.-Y., Chan, T.-W., The features and potential of interactive response system (2003) Proceedings of the International Conference on Computers in Education, Hong Kong, pp. 315-322. , http://scholar.google.com.tw/scholar_url?hl=zh-TW&q=http://citeseerx.ist.psu.edu/viewdoc/download%3Fdoi%3D10.1.1.105.9585%26rep%3Drep1%26type%3Dpdf&sa=X&scisig=AAGBfm0Sq7Gl0citB7316_yfznq-2lLeoQ&oi=scholarr&ei=eAGiT5KbHdGImQWIs83oBw&ved=0CCAQgAMoADAA; Liu, T.C., Wang, H.Y., Liang, J.K., Chan, T.W., Yang, J.C., Ko, H.W., Wireless and mobile technologies to enhance teaching and learning (2003) Journal of Computer Assisted Learning, 19 (3), pp. 371-382. , http://jcal.info/abstracts/2003/v193/index.htm#liu; Lin, J.-W., Wu, Y.-L., Investigating the impact of dynamic presentations with interactive response system on diagnosing students' alternative conceptions of simple and series connections (2011) Journal of Education & Psychology, 34 (1), pp. 79-107. , http://www.joep.nccu.edu.tw/paper/paper.php?action=show_content&Sn=5, [in Chinese]; MacGeorge, R.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Khichadia, S., Geddes, A.B., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56 (2), pp. 125-145. , http://dx.doi.org/10.1007/s11423-007-9053-6; Mahaney, R.C., Lederer, A.L., Information systems project management: An agency theory interpretation (2003) The Journal of Systems and Software, 68 (1), pp. 1-9. , http://www.scribd.com/doc/57188584/6596504-Information-Systems-Project-Management; Moynihan, T., Coping with client-based 'people-problems': The theories-of-action of experienced IS/software project managers (2002) Information & Management, 39 (5), pp. 377-390. , http://dx.doi.org/10.1016/S0378-7206(01)00104-5; Norton, W., Moore, W., The influence of entrepreneurial risk assessment on venture launch or growth decisions (2006) Small Business Economics, 26 (3), pp. 215-226. , http://dx.doi.org/10.1007/s11187-004-5612-y; Nunnally, J., (1978) Psychometric theory, , McGraw-Hill, New York; Oliver, R.L., A cognitive model for the antecedents and consequences of satisfaction decisions (1980) Journal of Marketing Research, 17, pp. 460-469. , http://dx.doi.org/10.2307/3150499; Pavlou, P.A., Liang, H., Xue, Y., Understanding and mitigating uncertainty in online exchange relationships: A principal-agent perspective (2007) MIS Quarterly, 31 (1), pp. 105-136. , http://misq.org/understanding-and-mitigating-uncertainty-in-online-exchangerelationships-a-principal-agent-perspective.html; Pintrich, P.R., Smith, D.A.F., Garcia, T., McKeachie, W.J., A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (1991) Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning, , http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED338122&ERICExtSearch_SearchType_0=no&accno=ED338122; Pintrich, P.R., Smith, D.A.F., Garcia, T., McKeachie, W.J., Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ) (1993) Educational and Psychological Measurement, 53 (3), pp. 801-813. , http://dx.doi.org/10.1177/0013164493053003024; Pitt, L.F., Watson, R.T., Kavan, C.B., Service quality: A measure of information systems effectiveness (1995) MIS Quarterly, 19 (2), pp. 173-187. , http://misq.org/service-quality-a-measure-ofinformation-systems-effectiveness.html; Premkumar, G., Bhattacherjee, A., Explaining information technology usage: A test of competing models (2008) Omega, 36 (1), pp. 64-75. , http://dx.doi.org/10.1016/j.omega.2005.12.002; Ringle, C.M., Wende, S., Will, A., SmartPLS 2.0 (beta) (2005), http://www.smartpls.de/; Shin, M., A framework for evaluating economics of knowledge management systems (2004) Information and Management, 42 (1), pp. 179-196. , http://dx.doi.org/10.1016/j.im.2003.06.006; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208. , http://www.ascilite.org.au/ajet/ajet23/simpson.html; Tan, N.-C., Huang, S.-Y., The study by using TAIRS teaching strategy about area in fourth grade (2009) Research and Development in Science Education Quarterly, 6, pp. 43-69. , http://sce.tmue.edu.tw/cat/news.php?Sn=218, [in Chinese]; Tao, Y.-H., Cheng, C.-J., Sun, S.-Y., What influences college students to continue using business simulation games? The Taiwan experience (2009) Computers & Education, 53 (3), pp. 929-939. , http://dx.doi.org/10.1016/j.compedu.2009.05.009; Venkatesh, V., Davis, F.D., A theoretical extension of the technology acceptance model:Four longitudinal field studies (2000) Management Science, 46 (2), pp. 186-204. , http://www.jstor.org/stable/2634758; Wlodkowski, R.J., (1985) Enhancing adult motivation to learn, , San Francisco: Jossey-Bass; Yamazaki, Y., Learning styles and typologies of cultural differences: A theoretical and empirical comparison (2005) International Journal of Intercultural Relations, 29 (5), pp. 521-548. , http://dx.doi.org/10.1016/j.ijintrel.2005.07.006; Yen, H.R., Li, E.Y., Niehoff, B.P., Do organizational citizenship behaviors lead to information system success?: Testing the mediation effects of integration climate and project management (2008) Information & Management, 45 (6), pp. 394-402. , http://dx.doi.org/10.1016/j.im.2008.04.004","Tao, Y.-H.; Department of Information Management, National University of Kaohsiung, 700 Kaohsiung University Road, Kaohsiung, Taiwan; email: ytao@nuk.edu.tw",,,Australasian Society for Computers in Learning in Tertiary Education (ASCILITE),,,,,14495554,,,,English,Australas. J. Educ. Technol.,Article,Final,,Scopus,2-s2.0-84865572442
Ahn S.-H.,55200706500;,Zigbee-based intelligent classroom network simulator that controls with smart phone,2012,International Journal of Advancements in Computing Technology,4,7,,70,80,,5.0,10.4156/ijact.vol4.issue7.8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860351759&doi=10.4156%2fijact.vol4.issue7.8&partnerID=40&md5=2a0abce8c97f26636ea2a98e41326352,"Korea Education and Research Information Service, South Korea","Ahn, S.-H., Korea Education and Research Information Service, South Korea","In this paper, variety of ways for the teachers to have easy access to various multimedia contents for teaching by setting up multimedia devices that could replay educational contents as a network in the classroom were researched. In order to achieve this kind of short distance communication, ZigBee based sensor network was setup to simulate the classroom network and underwent a test procedure. The simulator designed and implemented in this study is based on ZigBee that could establish classroom networks at a low cost and by providing a simulation environment through smart phone controlled multimedia devices, it is expected that the study may help to effectively establish an efficient classroom network environment that can utilize various types of educational multimedia contents with ease during classes.",Class network; Simulator; Smart phone; WPAN; Zigbee,Sensor networks; Simulators; Smartphones; Telephone sets; Testing; Zigbee; Educational contents; Multimedia contents; Multimedia device; Network environments; Network simulators; Short distance communications; Simulation environment; WPAN; Teaching,,,,,,,,,,,"Shin, C., Kim, W.-M., Ryu, E.-S., Joo, S.-C., Design and Implementation of Real-Time Information Appliance Controlling Simulator Based on TMO Scheme (2005) The Journal of Korea Information Processing Society, 12 D (2); Kim, D.-W., Ahn, S.-Y., Roh, H.-H., Ha-Ryoung, O., Seong, Y.-R., Jun-Seok, P., Implement LEID System for Intelligent Home Network Service Based USN (2009) Proceeding of the ITFE Summer Conference, , August 27-29; Shin, J.-W., Yoon, B.-D., Kim, S.-G., Chung, W.-Y., Design and Implemention of Intelligent Wireless Sensor Network Based Home Network System (2007) Proceeding of the KIMICS Fall Conference; www.edunet4u.net, Korea Education & Research Information Servece; Yedavalli, K., Krishnamachari, B., Ravula, S., Srinivasan, B., A technique for rf based localization in wireless sensor networks (2005) Proceedings of Information Processing in Sensor Networks (IPSN), , Los Angeles, CA, April; Berna, M., Lisien, B., Sellner, B., Gordon, G., Pfenning, F., Thrun, S., A learning algorithm for localizing people based on wireless signal strength that uses labeled and unlabeled data (2003) Proceedings of IJCAI 03, pp. 1427-1428; Mao, Y.-R., Research of Wireless Sensor Network Based on Zigbee (2010) Control and Instruments in Chemical Industry, 37 (10); www.naver.com, Naver; Patwari, N., Hero III., A.O., Perkins, M., Correal, N., O'Dea, R.J., Relative location estimation in wireless sensor networks (2003) IEEE Trans. Sig. Proc, 51 (8), pp. 2137-2148. , Aug; Krishnan, P., Krishnakumar, A.S., Ju, W., Mallows, C., Ganu, S., A system for lease: System location estimation assisted by stationary emitters for indoor of wireless networks (2004) Proceedings of IEEE Infocom 04; Sung, W.-T., Hsu, Y.-C., Designing an industrial real-time measurement and monitoring system based on embedded system and zigbee (2011) Expert Systems with Applications, 4, p. 38; www.wikipedia.org, Wikipedia; Woo, H., Lee, M., Design of efficient home network service control system based on non-periodic data collection mode (2009) The Journal of Korea Information Processing Society, 16 C (6); Yi, P., Iwayemi, A., Zhou, C., Developing Zig Bee deployment guideline under wifi interference for smart grid applications (2011) IEEE Transactions on Smart Grid, 2 (1); Kim, Y.-S., Jung, H., A real-time intelligent home network control system (2009) The Journal of the Korea Academia-Industral Cooperation Society, 10 (11), pp. 3193-3199","Ahn, S.-H.; Korea Education and Research Information ServiceSouth Korea; email: ash@keris.or.kr",,,Advanced Institute of Convergence Information Technology,,,,,20058039,,,,English,Intl. J. Adv. Comput. Technolog.,Article,Final,,Scopus,2-s2.0-84860351759
Gok T.,35409177600;,Assessment of the effectiveness of the hybrid studio format in introductory undergraduate physics,2012,Energy Education Science and Technology Part B: Social and Educational Studies,4,1,,117,130,,9.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84861112625&partnerID=40&md5=7de17da4764f1436daec140a15f63522,"Colorado School of Mines, Physics Department, 80401, Golden, CO, United States; University of Dokuz Eylul, Torbali Technical School of Higher Education, 35860 Izmir, Turkey","Gok, T., Colorado School of Mines, Physics Department, 80401, Golden, CO, United States, University of Dokuz Eylul, Torbali Technical School of Higher Education, 35860 Izmir, Turkey","The purpose of this research is to ascertain the performances and perceptions of the students in hybrid studio format. This format retains the large lecture component but combines recitation and laboratory instruction into studio physics. In this research, problem solving strategy survey was administered by pre/post-test to evaluate students' strategies in problem solving. The data on student performance and conceptual understanding was collected by comparing the grades of the students enrolled in physics course during two semesters. Also, surveys about HSF were used to collect students' opinions about the course, and multiple interviews were performed with volunteer students about HSF. The results of the performance data showed that students performed better on LON-CAPA problems and hands-on activities than on written assignments and exams. Student interviews represented that students found the interactive-engagement method of learning physics to be a positive experience. They liked the integration of homework and laboratory activities, working in groups, and having the opportunity to interact, individually, with instructors. In short, the teaching-learning method presented here, HSF, had a positive impact on the problem-solving skills of students and opinions about the physics course. © Sila Science.",Hybrid studio format; Physics education; Science education; Studio Physics,,,,,,,,,,,,"Hake, R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am J Physics, 66, pp. 64-74; Hunter, P.W., The use of a computer-assisted personalized approach in a large-enrollment general chemistry course (2000) Univ Chem Educ, 4, pp. 39-44; McDermott, L.C., Millikan Lecture 1990: What we teach and what is learned closing the gap (1991) Am J Physics, 59, pp. 301-315; Redish, E.F., Steinberg, R., Teaching physics: Figuring out what works (1999) Phys Today, 52, pp. 24-30; van-Heuvelen, A., Learning to think like a physicist: A review of research-based instructional strategies (1991) Am J Physics, 59, pp. 891-897; Mazur, E., (1997) Peer Instruction, , Upper Saddle River, NJ: Prentice-Hall; Wilson, J.M., The CUPLE physics studio (1994) Physics Teacher, 32, pp. 518-523; Young, J.E., The studio classroom (1996) ASEE Prism, 15, pp. 33-42; Wilson, J.M., Jennings, W.C., Studio courses: How information technology is changing the way we teach, on campus and off (2000) IEEE, 88, pp. 72-79; Perkins, D., The case for a copperative studio classroom: Teaching petrology in a different way (2005) J Geosci Educ, pp. 101-109; Kashy, E., Sherrill, B.M., Tsai, Y., Thaler, D., Weinshank, D., Engelmann, M., Morissey, D.J., CAPA, an integrated computer-assisted personalized assignment system (1993) Ame J Physics, 61, pp. 1124-1130; Kortemeyer, G., Hall, M., Parker, J., Minai-Bidgoli, B., Albertelli, G., Bauer, W., Kashy, E., Effective feedback to the instructor from on-line homework (2005) JALN, 9, pp. 19-28; Kashy, E., Gaff, S.J., Pawley, N.H., Stretch, W.L., Wolfe, S.L., Morissey, D.J., Tsai, Y., Conceptual questions in computer assisted assignments (1995) Am J Physics, 63, pp. 1000-1005; Kashy, D.A., Albertelli, G., Kashy, E., Thoennessen, M., Teaching with ALN technology: Benefits and costs (2001) J Eng Educ, 90, pp. 499-505; Kortemeyer, G., Kashy, E., Benonson, W., Bauer, W., Experiences using the open-source learning content management and assessment system LON-CAPA in introductory physics courses (2008) Am J Physics, 76, pp. 438-444; Kortemeyer, G., Gender differences in the use of an online homework system in an introductory physics course (2009) Physic Rev Spec Top Phys Educ Res, 5, pp. 1-8; Cooper, S.M.A., O'Donnell, A.M., (1996) Innovation and persistence: The evaluation of the C.U.P.L. E, , studio physics course. Paper presented at the Annual Meeting of the American Educational Research Association; Hoellwarth, C., Moelfer, M.J., Knight, R.D., A direct comparison of conceptual learning and problem ability in traditional and studio style classrooms (2005) Am J Physics Educ, 73, pp. 459-462; Cummings, K., Marx, J., Thornton, R., Kuhl, D., Evaluating innovation in studio physics (1999) Am J Physics, 67, pp. S38-S44; Sorensen, C.M., Churukian, A.D., Maleki, S., Zollman, D.A., The new studio format for instruction of introductory physics (2006) Am J Physics, 74, pp. 1077-1082; Hestenes, D., Wells, M., Swachhamer, G., Force Concept Inventory (1992) Physics Teacher, pp. 141-158; Hestenes, D., Halloun, I., (1995) Interpreting the force concept inventory, pp. 502-506. , Physics Teacher; Maloney, D.P., O'Kuma, T.L., Hieggelke, C.J., VanHeuvelen, A., Surveying student's conceptual knowledge of electricity and magnetism (2001) American Journal of Physics, 69, pp. S12-S23; Kohl, P., Kuo, V., Ruskell, T., (2008) Documenting the conversion from traditional to studio physics formats at the Colorado School of Mines: Process and early results, 1064, pp. 135-138. , Physics Education Conference, AIP Conference Proceeding; Kohl, P., Kuo, V., Introductory physics gender gaps: Pre-and post-studio transition (2009) Physics Education Research Conference AIP Conference Proceedings, 179, pp. 173-176; Coombs, W., Schroeder, H., An analysis of factor analytic data (1988) Personality and Individual Differences, 9, pp. 79-85; Dunteman, G.H., (1989) Principal Component Analysis, 69. , Quantitative Applications in the Social Sciences Series. Thousand Oaks, CA: Sage Publication; Hair, J.F., Anderson, R.E., Tatham, R.L., Black, W.C., (1998) Multivariate Data Analysis, , (5 th ed.) NJ: Prentice Hall; Hutcheson, G.D., Sofroniou, N., (1999) The Multivariate Social Science Scientist: Statistics Using Generalized Linear Models, , Thousands Oaks, CA: Sage Publication; Santos, J.R., Cronbach's alpha: A tool for assessing the reliability of scales (1999) J Comput Assist Learn, 21, pp. 330-342; Pett, M.A., Lackey, N.C., Sullivan, J.J., (2003) Making Sense of Factor Analysis, , CA: Sage Publication; Kline, P., (1994) An Easy Guide to Factor Analysis, , London: Routledge Publisher; Churukian, D., (2002) Interactive engagement in an introductory university physics course: Learning gains and perceptions, , Unpublished doctoral dissertation, University of Kansas State, Kansas; Cohen, J., (1988) Statistical power analysis for the behavioral sciences, , (2nd ed.) NJ:Earlbaum Hillsade; LON-CAPA, , http://www.lon-capa.org/, Accessed 27 December 2010; Karamustafaoglu, O., Active learning strategies in physics teaching (2009) Energy Educ Sci Technol Part B, 1, pp. 27-50; Azar, A., A comparison of the effects of two physics laboratory applications with different approaches on student physics achievement (2010) Energy Educ Sci Technol Part B, 2, pp. 161-185; Kurnaz, M.A., Calik, M., A thematic review of energy' teaching studies: Focuses, needs, methods, general knowledge claims and implications (2009) Energy Educ Sci Technol Part B, 1, pp. 1-26; Sahin, C., Calik, M., Cepni, S., Using different conceptual change methods embedded within 5E model: Asample teaching of liquid pressure (2009) Energy Educ Sci Technol Part B, 1, pp. 115-125; Cepni, S., (2009) Effects of computer supported instructional material (CSIM) in removing, students misconceptions about concepts: ""Light, light source and seeing"" Energy Educ Sci Technol Part B, 1, pp. 51-83; Yesilyurt, M., Meta-analysis of the computer assisted studies in physics: A sample of Turkey (2011) Energy Educ Sci Technol Part B, 3, pp. 173-182; Keser, O.F., Identifying mental models in physics (2011) Energy Educ Sci Technol Part B, 3, pp. 183-190","Gok, T.; Colorado School of Mines, Physics Department, 80401, Golden, CO, United States; email: tolga.gok@deu.edu.tr",,,,,,,,13087711,,,,English,Energy Educ. Sci. Technol. Part B. Soc. Educ. Stud.,Article,Final,,Scopus,2-s2.0-84861112625
"Krumsvik R.J., Ludvigsen K.",15062963800;55207053100;,Formative E-assessment in plenary lectures,2012,Nordic Journal of Digital Literacy,2012,1,,36,54,,7.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84865074855&partnerID=40&md5=2a16156ed3643785cc59ada15d596774,"University of Bergen, Norway","Krumsvik, R.J., University of Bergen, Norway; Ludvigsen, K., University of Bergen, Norway","Little is known about how subjective and objective learning outcomes in plenary lectures are related in the Quality Framework of Higher Education and how they are influenced by formative e-assessment. Given the increasing focus on digitalisation and formative assessment in higher education and the increasing diversity among university students, questions relating to these topics should also be explored within plenary lectures. These lectures constitute the most formal, defined and ""bounded"" educational practice at universities and it is important to study the question of whether the relationship between student diversity, pedagogy and technology can re-define some of the pedagogical underpinnings that are historically associated with lecturer-centred pedagogy. This paper aims to identify: (1) factors that influence the relationship between intended and subjective learning outcomes in plenary lectures; and (2) how formative e-assessment may improve moments of contingency by increasing the consistency between intended and subjective learning outcomes. The results of this study show that audience response systems (ARS) can enhance formative e-assessment in plenary lectures and reduce the discrepancy between the intended learning outcome and the subjective learning outcome in such lectures with several hundred students. The implications of the current paper are twofold: first, a better understanding of similarities and dissimilarities in students' learning processes in plenary lectures and how these processes may be affected by formative e-assessment has implications for the planning and implementation of teaching and learning in higher education. Second, this has implications for how we can reduce the discrepancy between the intended, subjective and objective learning outcomes in plenary lectures. © Universitetsforlaget.",Feedback; Formative e-assessment; ICT; Moment of contingency; Subjective learning outcomes,,,,,,,,,,,,"Anthis, K., Is it the clicker, or is it the question? Untangling the effects of student response system use (2011) Teaching of Psychology, 38 (3), pp. 189-193; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education, 5 (1), pp. 7-75; Black, P., Wiliam, D., Developing the theory of formative assessment (2009) Educational Assessment, Evaluation and Accountability, 1 (21), pp. 5-31; Brown, A.L., Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings (1992) The Journal of the Learning Sciences, 2 (2), pp. 141-178; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Carnaghan, A., Webb, C., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Collins, A., Toward a design science of education (1992), pp. 15-22. , E. Scanlon & T. O'Shea (Eds.), New directions in educational technology New York: Springer-Verlag; Dallaire, D.H., Effective use of personal response ""clicker"" systems in psychology courses (2011) Teaching of Psychology, 38 (3), pp. 199-204; Design-based research: An emerging paradigm for educational inquiry (2003) Educational Researcher, 32 (1), pp. 5-8. , Design-Based Research Collective; Filer, D., Everyone's answering: Using technology to increase classroom participation (2010) Nursing Education Perspectives, 31 (4), pp. 247-250; Fish, W.W., Lumadue, R., A technologically-based approach to providing quality feedback to students: A paradigm shift for the 21st century (2010) Academic Leadership, 1 (8), pp. 5-11; Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 1 (77), pp. 81-112; Hattie, J.A., Visible learning (2009) A synthesis of over 800 meta-analyses related to achievement, , New York: Routledge; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341; James, M.C., Willoughby, S., Listening to student conversations during clicker questions: What you have not heard might surprise you! (2011) American Journal of Physics, 79 (1), p. 123; Johnson, R.B., Onwuegbuzie, A.J., Turner, L.A., Toward a definition of mixed methods research (2007) Journal of Mixed Methods, 2 (1), pp. 112-133; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kress, G., Assessment in the perspective of a social semiotic theory of multimodal teaching and learning (2009) Educational assessment in the 21st century, pp. 19-41. , C. Wyatt-Smith & J. Cumming (Eds.), The Netherlands: Springer; Krumsvik, R., Feedback clickers in plenary lectures - a new tool for formative assessment? Future proofing education: Transformative approaches to new technologies and student diversity in futures oriented classrooms, , (in press). L. Rowan & P. Bigum (Eds.), London: Springer; Krumsvik, R., Almås, A.G., The digital didactic (2009) Learning in the network society and digitized school, , R. Krumsvik (Ed.), New York: Nova Science Publishers; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Leahy, S., Lyon, C., Thompson, M., Wiliam, D., Classroom assessment, minute by minute, day by day (2005) Educational Leadership, 63 (3), pp. 19-24; Maxwell, J., Qualitative research design: An interactive approach (2005), New York: Sage; (2010) Kvalifikasjonsrammeverket for høgere utdanning, , http://www.regjeringen.no/nb/dep/kd/tema/hoyere_utdanning/nasjonalt-kvalifikasjonsrammeverk.html?id=564809, Ministry of Knowledge Oslo: Statens Forvaltningsteneste. Retrieved 15.08.2010 from; (2011) Tilstandsrapport for høyere utdanningsinstitusjoner 2011, , Ministry of Knowledge Oslo: Statens Forvaltningsteneste; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Morales, L., Can the use of clickers or continuous assessment motivate critical thinking? A case study based on corporate finance students (2011) Higher Learning Research Communications, 1 (1), pp. 33-42; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Morse, J., Ruggieri, M., Whelan-Berry, K., Clicking our way to class discussion (2010) American Journal of Business Education, 3 (3), pp. 99-108; Frafall og gjennomføring i lavere grads studier før og etter Kvalitetsreformen (2011) En sammenlikning mellom begynnerkullene fra 1999, 2003 og 2005, , NIFU-Step Oslo: NIFU-Step; NOKUTs programevalueringer - prosesser, resultater og kvalitetseffekter (2011), NOKUT Oslo: NOKUT; Pachler, N., Mellar, H., Daly, C., Mor, Y., Wiliam, D., Laurillard, D., Scoping a vision for formative e-assessment: A project report for JISC (2009), London: London Knowledge Lab; Pachler, N., Daly, C., Mor, Y., Mellar, H., Formative e-assessment: Practitioner cases (2010) Computers & Education, 54 (3), pp. 715-721; Price, M., Handley, K., Millar, J., O'Donovan, B., Feedback: All that effort, but what is the effect (2010) Assessment & Evaluation in Higher Education, 35 (3), pp. 277-289; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) Presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.; Shute, V.J., Focus on formative feedback (2008) Review of Educational Research, 78 (1), pp. 153-189; (2011), Statitsisk Sentralbyrå Gjennomstrømning i høyere utdanning, 2009/2010. Oslo: SSB","Krumsvik, R.J.; University of BergenNorway; email: Rune.Krumsvik@psych.uib.no",,,Universitetsforlaget AS,,,,,08096724,,,,English,Nord. J. Digit. Lit.,Article,Final,,Scopus,2-s2.0-84865074855
"Adams S.G., Pitts J., Wynne J., Yawn B.P., Diamond E.J., Lee S., Dellert E., Hanania N.A.",7402058021;55312645800;57206343532;7005036463;57196795046;57192517223;12546042500;34975065300;,Effect of a primary care continuing education program on clinical practice of chronic obstructive pulmonary disease: Translating theory into practice,2012,Mayo Clinic Proceedings,87,9,,862,870,,11.0,10.1016/j.mayocp.2012.02.028,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84866348708&doi=10.1016%2fj.mayocp.2012.02.028&partnerID=40&md5=8cb16da490f6216f2d5f8051ba6dc783,"Department of Medicine and Division of Pulmonary Diseases/Critical Care Medicine, University of Texas Health Science Center, San Antonio, United States; American College of Chest Physicians, Northbrook, IL, United States; American Academy of Nurse Practitioners, Austin, TX, United States; Department of Family and Community Health, University of Minnesota, Minneapolis, United States; Suburban Lung Associates, Elk Grove Village, IL, United States; Department of Medicine, Pulmonary/Critical Care Division, Baylor College of Medicine, Houston, TX, United States; Audie L. Murphy Memorial Veterans Hospital, Pulmonary Diseases Section (111E), 7400 Merton Minter Blvd, San Antonio, TX 78229, United States","Adams, S.G., Department of Medicine and Division of Pulmonary Diseases/Critical Care Medicine, University of Texas Health Science Center, San Antonio, United States, Audie L. Murphy Memorial Veterans Hospital, Pulmonary Diseases Section (111E), 7400 Merton Minter Blvd, San Antonio, TX 78229, United States; Pitts, J., American College of Chest Physicians, Northbrook, IL, United States; Wynne, J., American Academy of Nurse Practitioners, Austin, TX, United States; Yawn, B.P., Department of Family and Community Health, University of Minnesota, Minneapolis, United States; Diamond, E.J., Suburban Lung Associates, Elk Grove Village, IL, United States; Lee, S., Department of Medicine and Division of Pulmonary Diseases/Critical Care Medicine, University of Texas Health Science Center, San Antonio, United States; Dellert, E., American College of Chest Physicians, Northbrook, IL, United States; Hanania, N.A., Department of Medicine, Pulmonary/Critical Care Division, Baylor College of Medicine, Houston, TX, United States","Objectives: To describe the development and implementation process and assess the effect on self-reported clinical practice changes of a multidisciplinary, collaborative, interactive continuing medical education (CME)/continuing education (CE) program on chronic obstructive pulmonary disease (COPD). Methods: Multidisciplinary subject matter experts and education specialists used a systematic instructional design approach and collaborated with the American College of Chest Physicians and American Academy of Nurse Practitioners to develop, deliver, and reproduce a 1-day interactive COPD CME/CE program for 351 primary care clinicians in 20 US cities from September 23, 2009, through November 13, 2010. Results: We recorded responses to demographic, self-confidence, and knowledge/comprehension questions by using an audience response system. Before the program, 173 of 320 participants (54.1%) had never used the Global Initiative for Chronic Obstructive Lung Disease recommendations for COPD. After the program, clinician self-confidence improved in all areas measured. In addition, participant knowledge and comprehension significantly improved (mean score, 77.1%-94.7%; P<.001). We implemented the commitment-to-change strategy in courses 6 through 20. A total of 271 of 313 participants (86.6%) completed 971 commitment-to-change statements, and 132 of 271 (48.7%) completed the follow-up survey. Of the follow-up survey respondents, 92 of 132 (69.7%) reported completely implementing at least one clinical practice change, and only 8 of 132 (6.1%) reported inability to make any clinical practice change after the program. Conclusion: A carefully designed, interactive, flexible, dynamic, and reproducible COPD CME/CE program tailored to clinicians' needs that involves diverse instructional strategies and media can have short-term and long-term improvements in clinician self-confidence, knowledge/comprehension, and clinical practice. © 2012 Mayo Foundation for Medical Education and Research.",,adult; aged; article; chronic obstructive lung disease; clinical practice; continuing education; demography; education program; female; human; male; medical education; medical expert; medical specialist; primary medical care; professional knowledge; program development; reproducibility; scoring system; self report; United States; urban area,,,,,,,,,,,"Moores, L.K., Dellert, E., Baumann, M.H., Rosen, M.J., American College of Chest Physicians Health and Science Policy Committee. Executive summary: Effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines (2009) Chest., 135 (3 SUPPL.), pp. 1S-4S; Moore Jr., D.E., Green, J.S., Gallis, H.A., Achieving desired results and improved outcomes: Integrating planning and assessment throughout learning activities (2009) J Contin Educ Health Prof., 29 (1), pp. 1-15; (2010) Redesigning Continuing Education in the Health Professions: Summary, , Institute of Medicine of the National Academies Washington, DC: The National Academies Press; Marinopoulos, S.S., Dorman, T., Ratanawongsa, N., (2007) Effectiveness of Continuing Medical Education, , Rockville, MD: Agency for Healthcare Research and Quality; Davis, D.A., Mazmanian, P.E., Fordis, M., Van Harrison, R., Thorpe, K.E., Perrier, L., Accuracy of physician self-assessment compared with observed measures of competence: A systematic review (2006) Journal of the American Medical Association, 296 (9), pp. 1094-1102. , http://jama.ama-assn.org/cgi/reprint/296/9/1094, DOI 10.1001/jama.296.9.1094; Grant, J., Learning needs assessment: Assessing the need (2002) British Medical Journal, 324 (7330), pp. 156-159; (2010) Global Strategy for Diagnosis, Management, and Prevention of COPD, , http://www.goldcopd.org/, Global Initiative for Chronic Obstructive Lung Disease (GLOBAL) Accessed December 19; Foster, J.A., Yawn, B.P., Maziar, A., Jenkins, T., Rennard, S.I., Casebeer, L., Enhancing COPD management in primary care settings (2007) MedGenMed, 9 (3), p. 24; (2010) Confronting COPD in America: Executive Summary, , http://www.aarc.org/resources/confronting_copd/exesum.pdf, Accessed December 19; Van Schayck, C.P., Chavannes, N.H., Detection of asthma and chronic obstructive pulmonary disease in primary care (2003) European Respiratory Journal, Supplement, 21 (39), pp. 16s-22s; Bloom, B.S., (1956) Taxonomy of Educational Objectives, Handbook 1: The Cognitive Domain, , New York, NY: David McKay; Mazmanian, P.E., Waugh, J.L., Mazmanian, P.M., Commitment to change: Ideational roots, empirical evidence, and ethical implications (1997) J Contin Educ Health Prof, 17 (3), pp. 133-140; Miller, B.M., Moore Jr., D.E., Stead, W.W., Balser, J.R., Beyond Flexner: A new model for continuous learning in the health professions (2010) Acad Med, 85 (2), pp. 266-272; Bordage, G., Carlin, B., Mazmanian, P.E., American College of Chest Physicians Health and Science Policy Committee. Continuing medical education effect on physician knowledge: Effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines (2009) Chest., 135 (3 SUPPL.), pp. 29S-36S; Mazmanian, P.E., Davis, D.A., Galbraith, R., American College of Chest Physicians Health and Science Policy Committee. Continuing medical education effect on clinical outcomes: Effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines (2009) Chest., 135 (3 SUPPL.), pp. 49S-55S; Davis, D., Galbraith, R., American College of Chest Physicians Health and Science Policy Committee. Continuing medical education effect on practice performance: Effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines (2009) Chest., 135 (3 SUPPL.), pp. 42S-48S; Green, L.W., Kreuter, M.W., (1991) Health Promotion Planning: An Educational and Environmental Approach, pp. 151-177. , 2nd ed. Mountain View, CA: Mayfield Publishing; Albanese, M., Mejicano, G., Xakellis, G., Kokotailo, P., Physician practice change II: Implications of the Integrated Systems Model (ISM) for the future of continuing medical education (2009) Acad Med, 84 (8), pp. 1056-1065; Purkis, I.E., Commitment for change: An instrument for evaluating CME courses (1982) Journal of Medical Education, 57 (1), pp. 61-63; Jones, D.L., Viability of the commitment-for-change evaluation strategy in continuing medical education (1990) Academic Medicine, 65 (SUPPL.), pp. S37-S38; Curry, L., Purkis, I.E., Validity of self-reports of behavior changes by participants after a CME course (1986) Journal of Medical Education, 61 (7), pp. 579-584; Wakefield, J., Herbert, C.P., MacLure, M., Commitment to change statements can predict actual change in practice (2003) J Contin Educ Health Prof, 23 (2), pp. 81-93; Pereles, L., Lockyer, J., Hogan, D., Gondocz, T., Parboosingh, J., Effectiveness of commitment contracts in facilitating change in continuing medical education intervention (1997) J Contin Educ Health Prof, 17 (1), pp. 27-31; Dolcourt, J.L., Commitment to change: A strategy for promoting educational effectiveness (2000) J Contin Educ Health Prof, 20 (3), pp. 156-163; Dolcourt, J.L., Zuckerman, G., Unanticipated learning outcomes associated with commitment to change in continuing medical education (2003) J Contin Educ Health Prof, 23 (3), pp. 173-181; Mazmanian, P.E., Daffron, S.R., Johnson, R.E., Davis, D.A., Kantrowitz, M.P., Information about barriers to planned change: A randomized controlled trial involving continuing medical education lectures and commitment to change (1998) Academic Medicine, 73 (8), pp. 882-886; Fjortoft, N., The effectiveness of commitment to change statements on improving practice behaviors following continuing pharmacy education (2007) Am J Pharm Educ, 71 (6), p. 112; Lockyer, J.M., Fidler, H., Ward, R., Basson, R.J., Elliott, S., Toews, J., Commitment to change statements: A way of understanding how participants use information and skills taught in an educational session (2001) J Contin Educ Health Prof, 21 (2), pp. 82-89; Adams, A.S., Soumerai, S.B., Lomas, J., Ross-Degnan, D., Evidence of self-report bias in assessing adherence to guidelines (1999) International Journal for Quality in Health Care, 11 (3), pp. 187-192. , DOI 10.1093/intqhc/11.3.187","Adams, S.G.; Audie L. Murphy Memorial Veterans Hospital, Pulmonary Diseases Section (111E), 7400 Merton Minter Blvd, San Antonio, TX 78229, United States; email: adamssg@uthscsa.edu",,,Elsevier Ltd,,,,,00256196,,MACPA,,English,Mayo Clin. Proc.,Article,Final,,Scopus,2-s2.0-84866348708
Hake R.,56213494900;,Helping Students to Think Like Scientists in Socratic Dialogue-Inducing Labs,2012,Physics Teacher,50,1,,48,52,,3.0,10.1119/1.3670087,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994877289&doi=10.1119%2f1.3670087&partnerID=40&md5=3a652b336d94d533997ffbfa05d93a25,"Indiana University, Bloomington, IN, United States","Hake, R., Indiana University, Bloomington, IN, United States","Socratic dialogue-inducing (SDI) labs1,2 are based on Arnold Arons' half-century of ethnographic research, listening carefully to students' responses to probing Socratic questions on physics, science, and ways of thinking, and culminating in his landmark Teaching Introductory Physics. 3 They utilize ""interactive engagement"" methods4 and are designed, in part, to help students think like scientists, e.g., to: (1) appreciate the need for operational definitions; (2) use and interpret pictorial, graphical, vectorial, mathematical, and written representations; and (3) consider dimensions, thought experiments, and limiting conditions. After giving some SDI lab examples from those categories, I conclude that the SDI lab attempts to help students think like scientists have been relatively successful. © American Association of Physics Teachers.",,,,,,,,,,,,,"Hake, R.R., Socratic pedagogy in the introductory physics lab (1992) Phys. Teach, 30, pp. 546-552. , Dec; Hake, R.R., Design-based research in Physics Education Research: A review (2008) Handbook of Design Research Methods in Education: Innovations in Science, pp. 493-508. , bit.ly/9kORMZ, in A. E. Kelly, R. A. Lesh, and J. Y. Baek, Technology, Engineering, and Mathematics Learning and Teaching (Routledge; Arons, A.B., Teaching Introductory Physics (1997), Wiley; Arons, A.B., Guiding insight and inquiry in the introductory physics laboratory (1993) Phys. Teach, 31, pp. 278-282. , May; Hake, R.R., Interactive-engagement vs traditional methods: A six thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66, pp. 64-74. , Jan; Black, P., Wiliam, D., Inside the black box: Raising standards through classroom assessment (1998) Phi Delta Kappan, 80 (2), pp. 139-148; Shavelson, R.J., On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers (2008) Appl. Meas. Educ, 21 (4), pp. 295-310. , bit.ly/rMrGLi; Poincaré, H., (1905) Science and Hypothesis, , bit.ly9hVfA8, Walter Scott Publishing; Holton, G., Brush, S.G., (2001) Physics the Human Adventure: From Copernicus to Einstein and Beyond, , Rutgers University Press; Phillips, D.C., Expanded Social Scientist's Bestiary: A Guide To Fabled Threats to, and Defenses of, Naturalistic Social Science (2000), p. 157. , Rowman & Littlefield; Goodstein, D.L., Olenick, R.P., Making 'The Mechanical Universe,' (1988) Am. J. Phys, 56 (9), pp. 779-785; Mazur, E., (1997) Peer Instruction: A User's Manual, , bit.ly/bygvAd, Prentice Hall ComPADRE information at; Kirschner, P.A., Sweller, J., Clark, R.E., Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching (2006) Educ. Psychol, 41 (2), pp. 75-86; Tobias, S., Duffy, T.M., Constructivist Instruction: Success or Failure? (2009), Routledge; Haber-Schaim, U., Dodge, J.H., There's more to it than friction (1991) Phys. Teach, 29, pp. 56-57. , Jan; Hake, R.R., Interactive-engagement methods in introductory mechanics courses (1998), bit.ly/aH2JQN; Hestenes, D., Wells, M., Swackhamer, G., Force Concept Inventory (1992) Phys. Teach, 30, pp. 141-158. , bit.ly/b1488v, March (but without the test itself) at; Halloun, I., Hake, R.R., Mosca, E.P., Hestenes, D., Force Concept Inventory (1995), bit.ly/b1488v, Revision,"" online (password protected) at","Hake, R.; Indiana UniversityUnited States; email: rrhake@earthlink.net",,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Article,Final,,Scopus,2-s2.0-84994877289
"Mohr P., Höschl C., Volavka J.",7102201936;7006662757;7102135368;,[How to read critically a scientific paper]. [Jak číst kriticky odborné články.],2012,Casopís lékařů českých,151,10,,476,479,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875672591&partnerID=40&md5=41cc7e92ef6634b87f81eede0f708918,"Psychiatricke centrum Praha., Czech Republic","Mohr, P., Psychiatricke centrum Praha., Czech Republic; Höschl, C.; Volavka, J.","Effort to follow the development in various fields of medicine is being hindered by enormous growth of information output. The vast amount of data makes it difficult to figure out what is really important. Psychiatrists and other physicians tend to read scientific papers superficially, relying excessively on abstracts. We addressed this problem by teaching critical appraisal of individual articles. We developed a 23-item appraisal instrument to assess various aspects of papers on psychopharmacology. The appraisal form was used to evaluate individual articles during a series of workshops with psychiatric trainees. The results were collected with an electronic voting system and subsequently discussed with experienced tutors who also provided key ratings. The total of 58 trainees participated at three workshops, six publications were analyzed. Evaluation of the papers yielded heterogeneous results reflecting variations of the participants theoretical background as well as varied quality of the publications. We present detailed analysis of one paper as an illustrative example. Our experience showed that the discussion format and the voting system with immediate feedback stimulate active involvement of the participants. Administration of the structured appraisal instrument that can be easily adapted for other medical publications may enhance understanding and critical appraisal of scientific texts.",,article; publication; publishing; standard; statistics; Periodicals as Topic; Publishing; Statistics as Topic,,,,,,,,,,,,"Mohr, P.email: mohr@pcp.lf3.cuni.cz",,,,,,,,00087335,,,23256633.0,Czech,Cas. Lek. Cesk.,Article,Final,,Scopus,2-s2.0-84875672591
"MacDonald D.J., Deri J., Ricker C., Perez M.A., Ogaz R., Feldman N., Viveros L.A., Paz B., Weitzel J.N., Blazer K.R.",57199680317;55240253700;8576792100;36766956000;55240150100;23980170600;24781468600;7004420031;7003637860;6602304318;,Closing the loop: An interactive action-research conference format for delivering updated medical information while eliciting Latina patient/family experiences and psychosocial needs post-genetic cancer risk assessment,2012,Familial Cancer,11,3,,449,458,,6.0,10.1007/s10689-012-9535-5,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870465416&doi=10.1007%2fs10689-012-9535-5&partnerID=40&md5=09ef62caf942b17f7b4d1ed4d036a1c6,"Division of Clinical Cancer Genetics, City of Hope-An NCI-Designated Comprehensive Cancer Center, 1500 E Duarte Rd, Duarte, CA 91010, United States; Keck School of Medicine, University of Southern California, Los Angeles, CA, United States; Perez and Associates, A Professional Clinical Psychology Corp, Pasadena, CA, United States; Department of Medicine, Olive View-UCLA Medical Center, UCLA Jonsson Comprehensive Cancer Center, Los Angeles, CA, United States; Avon Cares for Life, Olive View-UCLA Medical Center, UCLA Jonsson Comprehensive Cancer Center, Los Angeles, CA, United States","MacDonald, D.J., Division of Clinical Cancer Genetics, City of Hope-An NCI-Designated Comprehensive Cancer Center, 1500 E Duarte Rd, Duarte, CA 91010, United States; Deri, J., Division of Clinical Cancer Genetics, City of Hope-An NCI-Designated Comprehensive Cancer Center, 1500 E Duarte Rd, Duarte, CA 91010, United States; Ricker, C., Keck School of Medicine, University of Southern California, Los Angeles, CA, United States; Perez, M.A., Perez and Associates, A Professional Clinical Psychology Corp, Pasadena, CA, United States; Ogaz, R., Division of Clinical Cancer Genetics, City of Hope-An NCI-Designated Comprehensive Cancer Center, 1500 E Duarte Rd, Duarte, CA 91010, United States; Feldman, N., Department of Medicine, Olive View-UCLA Medical Center, UCLA Jonsson Comprehensive Cancer Center, Los Angeles, CA, United States; Viveros, L.A., Avon Cares for Life, Olive View-UCLA Medical Center, UCLA Jonsson Comprehensive Cancer Center, Los Angeles, CA, United States; Paz, B., Division of Clinical Cancer Genetics, City of Hope-An NCI-Designated Comprehensive Cancer Center, 1500 E Duarte Rd, Duarte, CA 91010, United States; Weitzel, J.N., Division of Clinical Cancer Genetics, City of Hope-An NCI-Designated Comprehensive Cancer Center, 1500 E Duarte Rd, Duarte, CA 91010, United States; Blazer, K.R., Division of Clinical Cancer Genetics, City of Hope-An NCI-Designated Comprehensive Cancer Center, 1500 E Duarte Rd, Duarte, CA 91010, United States","A patient/family-centered conference was conducted at an underserved community hospital to address Latinas' post-genetic cancer risk assessment (GCRA) medical information and psychosocial support needs, and determine the utility of the action research format. Latinas seen for GCRA were recruited to a half-day conference conducted in Spanish. Content was partly determined from follow-up survey feedback. Written surveys, interactive discussions, and Audience Response System (ARS) queries facilitated the participant-healthcare professional action research process. Analyses included descriptive statistics and thematic analysis. The 71 attendees (41 patients and 27 relatives/friends) were primarily non-US born Spanish-speaking females, mean age 43 years. Among patients, 73 % had a breast cancer history; 85 % had BRCA testing (49 % BRCA+). Nearly all (96 %) attendees completed the conference surveys and ARS queries; ≥48 % participated in interactive discussions. Most (95 %) agreed that the format met their personal interests and expectations and provided useful information and resources. Gaps/challenges identified in the GCRA process included pre-consult anxiety, uncertainty about reason for referral and expected outcomes, and psychosocial needs post-GCRA, such as absorbing and disseminating risk information to relatives and concurrently coping with a recent cancer diagnosis. The combined action research and educational conference format was innovative and effective for responding to continued patient information needs and addressing an important data gap about support needs of Latina patients and family members following genetic cancer risk assessment. Findings informed GCRA process improvements and provide a basis for theory-driven cancer control research. © Springer Science+Business Media B.V. 2012.",Cancer; Genetics; Latinas; Oncology; Patient conference; Psychosocial,adult; aged; anxiety; article; breast cancer; cancer diagnosis; cancer risk; cancer survivor; clinical article; community hospital; coping behavior; expectation; familial cancer; family; family history; feedback system; female; follow up; friend; genetic risk; genetic screening; health care access; health care need; health care personnel; health education; health promotion; Hispanic; human; information dissemination; medical information; oncogene; patient education; patient referral; personal experience; priority journal; psychosocial care; relative; religion; responsibility; risk assessment; self concept,,,,,"California Breast Cancer Research Program: 14MG-0189

Los Angeles County Department of Public Health

National Institutes of Health: M01RR00043","Acknowledgments Funding for the conference was provided by the Regents of the University of California Breast Cancer Research Program, Grant Number 14MG-0189, and the Los Angeles County affiliate of Susan G. Komen for the Cure and in part by a General Clinical Research Center grant from NIH (M01RR00043). The conference was sponsored by Avon Cares for Life, Olive View–UCLA Medical Center. The authors are grateful to the patient panel members and participants for openly sharing their experiences and insights, and the community exhibitors for their time and materials. We also thank the planning committee including Angela Garrido, RN, NP, and OVMC cancer genetics clinic coordinator Evelyn Escobedo; genetic counselors Kimberly Banks, Cheryl Cina, Aura Janze, and Jocelyn Chappell, RN, MSN; Chrissy Kim of the ACS; Katherine McKenzie, PhD of the CBCRP; Noemi Maldonado; conference coordinator Gloria Nuñez; Sharon Sand, Jerry Ruiz (in memoriam) and other COH and OVMC staff who provided logistical support, and Aparna Desai, Shawntel Payton, and Tracy Sulkin for assistance with manuscript preparation.",,,,,"(2004) California Cancer Facts and Figures 2004, , ACS. Oakland, California, American Cancer Society, California division and public health institute, California cancer registry; (2006) Cancer Facts & Figures for Hispanics/Latinos 2006-2008, pp. 1-32. , ACS, American Cancer Society, Atlanta; Weitzel, J.N., Lagos, V., Blazer, K.R., Prevalence of BRCA mutations and founder effect in high-risk Hispanic families (2005) Cancer Epidemiol Biomarkers Prev, 14 (7), pp. 1666-1671; Weitzel, J., Clague, J., Ogaz, R., Prevalence and ancestral origin of hispanic BRCA mutations: Insights for ancestry informed genetic cancer risk assessment (2011) American Society of Clinical Oncology Annual Meeting, , Chicago; American society of clinical oncology policy statement update: Genetic testing for cancer susceptibility (2003) J Clin Oncol, 21 (12), pp. 2397-2406. , American Society Of Clinical Oncology (ASCO), doi:10.1200/JCO.2003.03.189; Daly, M.B., Axilbund, J.E., Bryant, E., Genetic/Familial high-risk assessment: Breast and ovarian (2006) J Natl Compr Cancer Netw, 4 (2), pp. 156-176; NCCN clinical practice guidelines in oncology V.1.2011: Genetic/familial high-risk assessment: Breast and ovarian (2011) NCCN Clinical Practice Guidelines, , NCCN, April 7, 2011 edn; MacDonald, D.J., Establishing a cancer genetics service (2010) Kuerer's Breast Surgical Oncology, pp. 73-79. , Kuerer H (ed), McGraw-Hill, New York; Weitzel, J.N., Blazer, K.R., MacDonald, D.J., Culver, J.O., Offit, K., Genetics, genomics and cancer risk assessment: State of the art and future directions in the era of personalized medicine (2011) CA Cancer J Clin, 61 (5), pp. 327-359. , doi:10.3322/caac.20128; Weitzel, J.N., Lagos, V.I., Cullinane, C.A., Limited family structure and BRCA gene mutation status in single cases of breast cancer (2007) JAMA, 297 (23), pp. 2587-2595. , doi:10.1001/jama.297.23.2587; Weitzel, J., Evidence for advice: Reduction in risk of breast or ovarian cancer after salpingo-Oophorectomy in carriers of BRCA1 or BRCA2 mutations (2004) Breast Dis: A Year B Q, 14 (4), pp. 354-356; Weitzel, J.N., Genetic cancer risk assessment: Putting it all together (1999) Cancer, 86 (SUPPL. 11), pp. 2483-2492. , doi:10.1002/(SICI)1097-0142(19991201)86:11+<2483AID-CNCR5>3.0. CO;2-4; Ricker, C.N., Hiyama, S., Fuentes, S., Beliefs and interest in cancer risk in an underserved Latino cohort (2007) Prev Med, 44 (3), pp. 241-245. , doi:10.1016/j.ypmed.2006.08.018; Ricker, C., Lagos, V., Feldman, N., If we build it⋯will they come? - Establishing a cancer genetics services clinic for an underserved predominantly Latina cohort (2006) J Genet Couns, 15 (6), pp. 505-514. , doi:10.1007/s10897-006-9052-5; Lagos, V.I., Perez, M.A., Ricker, C.N., Social cognitive aspects of underserved Latinas preparing to undergo genetic risk assessment for hereditary breast and ovarian cancer (2008) Psycho-Oncology, 17 (8), pp. 774-782. , doi:10.1002/pon.1358; Habrat, D., MacDonald, D.J., Lagos, V., Weitzel, J.N., (2008) Assessing Patients' Perceptions of Genetic Cancer Risk Assessment and Post Counseling Needs, , City of Hope Eugene and Ruth Roberts Summer Student Academy, Duarte; Huizenga, C.R., MacDonald, D.J., Sand, S.R., (2009) Closing the Loop and Opening Vistas: A Conference to Explore the Genetic Counseling Needs and Experiences of BRCA Carriers and Their Families, p. 335. , American society of human genetics, Honolulu, Hawaii, October; Meyer, J., Using qualitative methods in health related action research (2000) Br Med J, 320 (7228), pp. 178-181; Morrison, B., Lilford, R., How can action research apply to health services? (2001) Qual Health Res, 11 (4), pp. 436-449. , doi:10.1177/104973201129119235; Sagor, R., (2000) Guiding School Improvement with Action Research, , Association for Supervision and Curriculum Development, Alexandria; Frost, P., Principles of the action research cycle (2002) Action Research: A Guide for Teachersburning Issues in Primary Education, pp. 24-32. , Ritchie R, Pollard A, Frost P (eds), National Primary Trust, England; Denzin, N.K., Lincoln, Y.S., (2003) Strategies of Qualitative Inquiry, , 2nd edn, Sage, Thousand Oaks; Braun, V., Clarke, V., Using thematic analysis in psychology (2006) Qual Res Psychol, 3 (2), pp. 77-101; Phelps, C., Wood, F., Bennett, P., Brain, K., Gray, J., Knowledge and expectations of women undergoing cancer genetic risk assessment: A qualitative analysis of free-text questionnaire comments (2007) J Genet Couns, 16 (4), pp. 505-514; MacDonald, D.J., Sarna, L., Giger, J.N., Bastani, R., Van Servellen, G., Weitzel, J.N., Comparison of Latina and non-Latina white women's beliefs about communicating genetic cancer risk to relatives (2008) J Health Commun, 13 (5), pp. 465-479. , doi:10.1080/10810730802198920; Segal, J., Esplen, M.J., Toner, B., Baedorf, S., Narod, S., Butler, K., An investigation of the disclosure process and support needs of BRCA1 and BRCA2 carriers (2004) Am J Med Genetics, 125 A, pp. 267-272; Kenen, R., Arden-Jones, A., Eeles, R., We are talking, but are they listening? Communication patterns in families with a history of breast/ovarian cancer (HBOC) (2004) Psycho-Oncology, 13 (5), pp. 335-345; MacDonald, D.J., Sarna, L., Van Servellen, G., Bastani, R., Giger, J.N., Weitzel, J.N., Selection of family members for communication of cancer risk and barriers to this communication before and after genetic cancer risk assessment (2007) Genet Med, 9 (5), pp. 275-282. , doi:10.1097/GIM.0b013e31804ec075; Mellon, S., Berry-Bobovski, L., Gold, R., Levin, N., Tainsky, M.A., Communication and decision-making about seeking inherited cancer risk information: Findings from female survivorrelative focus groups (2006) Psycho-Oncology, 15 (3), pp. 193-208; Kinney, A.Y., Gammon, A., Coxworth, J., Simonsen, S.E., Arce-Laretta, M., Exploring attitudes, beliefs, and communication preferences of Latino community members regarding BRCA1/2 mutation testing and preventive strategies (2010) Genet Med, 12 (2), pp. 105-115. , doi:10.1097/GIM.0b013e3181c9af2d; MacDonald DJ Women's perceptions of the personal and family impact of genetic cancer risk assessment: Focus group findings (2007) University of Arizona College of Nursing 50th Anniversary Research Conference, , Tucson, AZ, January 17-20; Crotser, C.B., Boehmke, M., Survivorship considerations in adults with hereditary breast and ovarian cancer syndrome: State of the science (2009) J Cancer Surviv, 3 (1), pp. 21-42; Culver, J.O., MacDonald, D.J., Thornton, A.A., Development and evaluation of a decision aid for BRCA carriers with breast cancer (2011) J Genet Couns, 20 (3), pp. 294-307. , doi:10.1007/s10897-011-9350-4; Kenen, R.H., Shapiro, P.J., Friedman, S., Coyne, J.C., Peer-support in coping with medical uncertainty: Discussion of oophorectomy and hormone replacement therapy on a web-based message board (2007) Psycho-Oncology, 16 (8), pp. 763-771; Werner-Lin, A., Formal and informal support needs of young women with BRCA mutations (2008) J Psychosoc Oncol, 26 (4), pp. 111-133; Hughes, L., Phelps, C., The bigger the network the bigger the bowl of cherries⋯: Exploring the acceptability of, and preferences for, an ongoing support network for known BRCA 1 and BRCA 2 mutation carriers (2010) J Genet Couns, 19 (5), pp. 487-496. , doi:10.1007/s10897-010-9300-6; Leventhal, H., Kelly, K., Leventhal, E.A., Population risk, actual risk, perceived risk, and cancer control: A discussion (1999) J Natl Cancer Inst Monogr, 25, pp. 81-85; Kelly, K., Leventhal, H., Marvin, M., Subjective and objective risk of breast cancer in Ashkenazi Jewish individuals at risk for BRCA1/2 mutations (2004) Genet Test, 8 (2), pp. 139-147; Kelly, K., Leventhal, H., Andrykowski, M., Using the common sense model to understand perceived cancer risk in individuals testing for BRCA1/2 mutations (2005) Psycho-Oncology, 14 (1), pp. 34-48. , doi:10.1002/pon.805; Hamilton, A.S., Hofer, T.P., Hawley, S.T., Latinas and breast cancer outcomes: Population-based sampling, ethnic Identity, and acculturation assessment (2009) Cancer Epidemiol Biomarkers, 18 (7), pp. 2022-2029. , doi:10.1158/1055-9965.epi-09-0238; Costanzo, E.S., Lutgendorf, S.K., Roeder, S.L., Common-sense beliefs about cancer and health practices among women completing treatment for breast cancer (2011) Psycho-Oncology, 20 (1), pp. 53-61. , doi:10.1002/pon.1707","MacDonald, D.J.; Division of Clinical Cancer Genetics, City of Hope-An NCI-Designated Comprehensive Cancer Center, 1500 E Duarte Rd, Duarte, CA 91010, United States; email: dmacdonald@coh.org",,,Kluwer Academic Publishers,,,,,13899600,,FCAAA,22678665.0,English,Fam. Cancer,Article,Final,,Scopus,2-s2.0-84870465416
"Lam P., Tong A.",56664617600;55444432900;,Digital devices in classroom - Hesitations of teachers-to-be,2012,Electronic Journal of e-Learning,10,4,,387,395,,9.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84868239108&partnerID=40&md5=2ca20526c21604d51642ac5fea59d504,"Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, Hong Kong, Hong Kong","Lam, P., Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, Hong Kong, Hong Kong; Tong, A., Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, Hong Kong, Hong Kong","More and more teachers are facing the decision whether they should allow or promote students the use of technology in the classroom. The decision is difficult as there are apparently both advantages and disadvantages in doing either way. In terms of positive impacts, research revealed that the use of digital devices in the classroom setting was capable of facilitating faculty-student interactions and in-class participation, which in turn enhanced engagement and active learning (Fitch, 2004; Partee, 1996; Stephens, 2005). On the contrary, evidence was also identified to show a relationship between notebook use and distraction in class. The pilot study investigated the desirability of allowing digital devices in class in our local context, and to explore the factors that influence the success of the practice. Two studies were conducted with students in teacher-training programmes at The Chinese University of Hong Kong. In the first study, students were allowed to use computers in the lessons (free use) in the whole semester and then they were asked to reflect upon the learning benefits, if any. In the second study, the future teachers were asked to comment openly on the use of digital devices for more guided purposes such as student response system and e-textbook. Results in general revealed that it is indeed a very controversial and complicated issue. On the one hand, many positive learning benefits relating to using digital devices in class are acknowledged. On the other hand, distraction is a major concern as students may use the technology for irrelevant purposes in class. Participants thus were also very conservative about channeling the use of computers in classroom to other academic contexts. The answer to the question whether computers be allowed in class thus is not a simple yes or no but is a series of suggestions concerning when and how to do it more appropriate. © Academic Publishing International Ltd.",Computers in classroom; Distraction,,,,,,,,,,,,"Barak, M., Lipson, A., Lerman, S., Wireless Notebooks as Means for Promoting Active Learning in Large Lecture Halls (2006) Journal of Research On Technology In Education, 38, pp. 245-263; Biggs, J., Tang, C., (2007) Teaching For Quality Learning, , at University, Open University Press, Maidenhead; Bligh, D., (2000) What's the Use of Lecture?, , Jossey-Bass, San Francisco; Bonwell, C.C., Eison, J.A., (1991) Active Learning: Creating Excitement In the Classroom, , ASHE-ERIC, Washington, DC; Chickering, A.W., Gamson, Z., Seven Principles for Good Practice in Undergraduate Education (1987) AAHE Bulletin, 39, pp. 3-7; Cobb, S., Heaney, R., Corcoran, O., Henderson-Begg, S., Using mobile phones to increase classroom interaction (2010) Journal of Educational Multimedia and Hypermedia, 19 (2), pp. 147-157; Demb, A., Erickson, D., Hawkins-Wilding, S., The Notebook Alternative: Student's Reactions and Strategic Implications (2004) Computers and Education, 43, pp. 383-401; Driver, M., Exploring Student Perceptions of Group Interactions and Class Satisfaction in the Web-Enhanced Classroom (2002) The Internet and Higher Education, 5 (1), pp. 35-45; Fitch, J.L., Student Feedback in the College Classroom: A Technology Solution (2004) Educational Technology Research and Development, 52, pp. 171-181; Fried, C.B., In-class Notebook Use and Its Effects on Student Learning (2008) Computers and Education, 50, pp. 909-914; Geske, J., Overcoming the Drawbacks of the Large Lecture Class (1992) College Teaching, 40 (4), pp. 151-154; Grace-Martin, M., Gay, G., Web Browsing, Mobile Computing and Academic Performance (2001) Educational Technology & Society, 4 (3), pp. 95-107; Hartley, J., Davies, I., Note Taking: A Critical Review (1978) Programmed Learning and Educational Technology, 15, pp. 207-224; Hembrooke, H., Gay, G., The Notebook and the Lecture: The Effects of Multitasking in Learning Environments (2003) Journal of Computing In Higher Education, 15 (1), pp. 46-64; Kladko, B., 'Wireless classrooms: Tool or distraction?' (2005) The Record, p. 16. , April, A1; Lam, J., Duan, C.G., 'A review of mobile learning environment in higher education sector of Hong Kong: Technological and social perspectives' (2012) Lecture Notes In Computer Science, 7411, pp. 165-173. , S. K. S. Cheung et al., (eds), Springer-Verlag Berlin Heidelberg; Li, K.C., Yuen, K.S., Cheung, S.K.S., Tsang, E.Y.M., 'eVolution from conventional textbooks to open textbooks: A way out for Hong Kong' (2012) Communications In Computer and Information Science, 302, pp. 211-225. , K. C. Li et al., (eds), Springer-Verlag Berlin Heidelberg; Mackinnon, G.R., Vibert, C., Judging the Constructive Impacts of Communication Technologies: A Business Education Study (2002) Education and Information Technology, 7, pp. 127-135; McKeachy, W.J., (1999) Teaching Tips, , 10th edition, Houghton-Mifflin, Boston; McWilliams, G., 'The dark side of the notebook university' (2005) The Wallstreet Journal, p. 14. , October, B1; Mueller, D., Digital Underlife in the Networked Writing Classroom (2009) Computers and Composition, 24 (1), pp. 240-250; Olson, F., 'Duke U decides against requiring freshmen to own notebooks' (2002) Chronicle of Higher Education, pp. A44. , 11 Jan; Partee, M.H., Using e-mail, web sites, and newsgroups to enhance traditional instruction (1996) T.H.E. Journal, 23 (11), pp. 79-82; Salter, D., Lam, L.K.J., 'Approaches to teaching and technology use among international award winning university teachers' (2010) Proceedings of World Conference On Educational Multimedia, Hypermedia and Telecommunications 2010, pp. 2565-2574. , AACE, Chesapeake, VA; Siegle, D., Foster, T., Notebook Computers and Multimedia and Presentation Software: Their Effects on Student Achievement in Anatomy and Physiology (2001) Journal of Research On Technology In Education, 34, pp. 29-37; Stephens, B.R., Notebooks in Psychology: Conducting Flexible In-class Research and Writing Laboratories (2005) New Directions For Teaching and Learning, 101, pp. 15-26; Szaniszlo, M., 'Harvard profs lay down law: No notebooks in class' (2006) The Boston Herald, p. 4. , June, A6; Tesch, F., Coelho, D., Drozdenko, R., 'The relative potency of classroom distracters on student concentration: We have met the enemy and he is us' (2011) Proceedings of American Society of Business and Behavioral Sciences 2011, pp. 886-894. , ASBBS, Las Vegas, VA; Trimmel, M., Bachmann, J., Cognitive, Social, Motivational and Health Aspects of Students in Notebook Classrooms (2004) Journal of Computer Assisted Learning, 20, pp. 151-158; Wang, M., Shen, R., Novak, D., Pan, X., The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom (2009) British Journal of Educational Technology, 40 (4), pp. 673-695; Weaver, B.E., Nilson, L.B., Notebooks in Class: What are They Good for? What Can You Do with Them? (2005) New Directions In Teaching and Learning, 101, pp. 3-13; Young, J.R., 'The fight for classroom attention: Professor vs notebook' (2006) Chronicle of Higher Education, 2, pp. A27-A29. , June","Lam, P.; Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, Hong Kong, Hong Kong; email: paul.lam@cuhk.edu.hk",,,Academic Publishing Ltd,,,,,14794403,,,,English,Electron. J. e-Learning,Article,Final,,Scopus,2-s2.0-84868239108
Levine A.E.,36913954200;,Correlation between Clicker Scores and Examination Performance in Dental Biochemistry,2011,Medical Science Educator,21,4,,326,329,,2.0,10.1007/BF03341731,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84910080156&doi=10.1007%2fBF03341731&partnerID=40&md5=760893765e2896af400864b48180feee,"Department of Biochemistry & Molecular Biology, University of Texas Medical School at Houston, Houston, TX  77030, United States","Levine, A.E., Department of Biochemistry & Molecular Biology, University of Texas Medical School at Houston, Houston, TX  77030, United States","An audience response system (clickers) was introduced into a dental biochemistry course in order to increase student interactivity. Student feedback was overwhelmingly positive and a positive correlation between clicker scores and examination performance was found. © 2011, Springer International Publishing.",audience response system; clickers; dental biochemistry; dental education; student-centered learning,,,,,,,,,,,,"Bruff, D., (2011) Classroom Response System (“Clickers”) Bibliography, , http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/, Accessed March 31, 2011; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53, pp. 819-827; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., Research-based practices for effective clicker use (2007) 2007 Physics Education Research Conference. AIP Conference Proceedings, 951, pp. 128-131. , http://www.colorado.edu/physics/EducationIssues/papers/Turpen_etal/Effective_Clicker_Use.pdf; Williams, B., Lewis, B., Boyle, M., Brown, T., The impact of wireless keypads in an interprofessional education context with health science students (2011) Br J Educ Technol, 42, pp. 337-350; Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry course (2009) Biochem Mol Biol Educ, 37, pp. 84-91; Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Med Teach, 31, pp. e570-e579; Barbour, M.E., Electronic voting in dental materials education: the impact on students’ attitudes and exam performance (2008) J Dent Educ, 72, pp. 1042-1047; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69, pp. 378-381; Elashvili, A., Denehy, G.E., Dawson, D.V., Cunningham, M.A., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1296-1303; Pileggi, R., O’Neill, P.N., Team-based learning using an audience response system: An innovative method of teaching diagnosis to undergraduate dental students (2008) J Dent Educ, 72, pp. 1182-1188; Alexander, C.J., Weronika, M., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2, pp. 160-166; Stoddard, H.A., Piquette, C.A., A controlled study of improvements in student exam performance with the use of an audience response system during medical school lectures (2010) Acad Med, 85, pp. S37-S40; Bick, R.J., Oakes, J.L., Actor, J.K., Cleary, L.J., Felleman, D.J., Ownby, A.R., Weisbrodt, N.W., Seifert, W.E., Integrative teaching: Problem solving and integration of basic science concepts into clinical scenarios using team-based learning (2009) J Int Assoc Med Sci Educ, 19, pp. 26-34","Levine, A.E.; Department of Biochemistry & Molecular Biology, University of Texas Medical School at HoustonUnited States; email: Alan.E.Levine@uth.tmc.edu",,,Springer,,,,,21568650,,,,English,Med. Sci. Educ.,Article,Final,,Scopus,2-s2.0-84910080156
"White P., Syncox D., Alters B.",55473090200;55143990500;6506806056;,Clicking for grades? Really? Investigating the use of clickers for awarding grade-points in post-secondary education,2011,Interactive Learning Environments,19,5,,551,561,,13.0,10.1080/10494821003612638,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858976722&doi=10.1080%2f10494821003612638&partnerID=40&md5=475301592899fc89a1ce57cf9ed68ec3,"Department of Biology, McGill University, 1205 Dr. Penfield Avenue, Montreal, QC, H3A 1B1, Canada; Graduate and Postdoctoral Studies Office and Teaching and Learning Services, McGill University, 3459 McTavish Street, Suite MS-12, Montreal, QC, H3A 1Y1, Canada; Faculty of Science, McGill University, Redpath Museum, 859 Sherbrooke Street West, Montreal, QC, H3A 2K6, Canada","White, P., Department of Biology, McGill University, 1205 Dr. Penfield Avenue, Montreal, QC, H3A 1B1, Canada; Syncox, D., Graduate and Postdoctoral Studies Office and Teaching and Learning Services, McGill University, 3459 McTavish Street, Suite MS-12, Montreal, QC, H3A 1Y1, Canada; Alters, B., Faculty of Science, McGill University, Redpath Museum, 859 Sherbrooke Street West, Montreal, QC, H3A 2K6, Canada","Using classroom response systems (clickers) to accumulate grade-points has become a controversial practice as response systems have become more widely used in the last decade. Although some instructors opt to use clickers on a non-grades basis, it has become quite common to reward students for (a) correct answers, (b) participating in clicker questions regardless of whether their answer is correct or incorrect, and (c) a combination of participation and correctness. Here, we discuss the appropriateness of using clickers for accumulating grade-points in academia and address two of the most common concerns raised with such practices: technology failure and cheating. The paucity of literature on clicker technology failure suggests that it is more sensationalized than real. Cheating remains a real issue, but can be minimized by educating students about clicker-related cheating policies and by staying away from high-stakes clicker-based testing. Research and expert opinion leads us to believe that the appropriateness of using clickers for accumulating grades depends on how they are used. We recommend rewarding students for giving correct answers or for participating in high-value constructivist learning activities. Rewarding students with participation grade-points for incorrect answers to trivia-style or simple-factual questions should be avoided because it primarily serves to reward students for their attendance in class. © 2011 Taylor and Francis Group, LLC.",academic integrity; classroom response systems; clickers; student response systems,,,,,,,The authors are thankful to Tomlinson Project in University-Level Science Education (T-PULSE) for funding this project. They are indebted to Richard H. Tomlinson for his generous support. Thanks also to David Delaney and Oscar Avila Akerberg for valuable discussions and for their work on the implementation study.,,,,,"Allen, D., Tanner, K., Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex (2005) Cell Biology Education, 4, pp. 262-268; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22, pp. 474-494; Beatty, I., Transforming student learning with classroom communication systems (2004) Educause Center for Applied Research, Research Bulletin, 2004, pp. 1-13; Beatty, I., Gerace, W., Leonard, W., Dufresne, R., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74, pp. 31-39; Bunz, U., Using scantron versus an audience response system for survey research: Does methodology matter when measuring computer-mediated communication competence? (2005) Computers in Human Behavior, 21, pp. 343-359; Burnstein, R., Lederman, L., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39, pp. 8-11; Burnstein, R.A., Lederman, L.M., Comparison of different commercial wireless keypad systems (2003) The Physics Teacher, 41, pp. 272-275; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6, pp. 9-20; Carnevale, D., Run a class like a game show: 'Clickers' keep students involved (2005) The Chronicle of Higher Education, 51, pp. 1-6. , http://chronicle.com/free/v51/i42/42b00301.htm, Retrieved June 10, 2009, from; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) The American Society for Cell Biology - Life Sciences Education, 7, pp. 146-154; Cue, N., A universal learning tool for classrooms? Proceedings of the First Quality in Teaching and Learning Conference, , http://celt.ust.hk/ideas/prs/pdf/Nelsoncue.pdf, Department of Physics, The Hong Kong University of Science and Technology, Hong Kong SAR Retrieved June 10, 2009, from; d'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and its Application, 22, pp. 136-169; Deal, A., (2009) Classroom response systems: A teaching technology white paper, , http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/ClassroomResponse_Nov07.pdf, Carnegie Mellon Office of Technology for Education. Eberly Center for Teaching Excellence. Pittsburgh, PA. Retrieved November 25, from; Draper, S., Brown, M.I., (2002) Ensuring effective use of PRS: Results of the evaluation of the use of PRS in Glasgow University, , http://www.psy.gla.ac.uk/~steve/ilig/interim.html, October 2001 - June 2002 Glasgow, UK: Department of Psychology, University of Glasgow Retrieved June 10, 2009, fromhttp://www.psy.gla.ac.uk/~steve/ilig/interim.html; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23; Duncan, D., Clickers: A new teaching aid with exceptional promise (2007) Astronomy Education Review, 5, pp. 70-88; (2005) 7 things you should know about ... clickers, , http://net.educause.edu/ir/library/pdf/ELI7002.pdf, Educause Boulder, CO: Educause Learning Initiative Retrieved November 10, 2009, from; Fischman, J., Clicker devices flunk test by giving perfect scores (2008) Chronicle of Higher Education, , http://chronicle.com/wiredcampus/article/2766/clicker-devices-flunk-test-by-giving-perfect-scores, Retrieved June 10, 2009, from; Gilbert, A., (2005) New for back-to-school: 'Clickers, , http://news.cnet.com/New-for-back-to-school-clickers/2100-1041_3-5819171.html, Retrieved June 10, 2009, fromcnet news, CBS Interactive Web site:; Jackson, M.H., Trees, A.R., (2003) Clicker implementation and assessment, , http://comm.colorado.edu/mjackson/clickerreport.htm, Boulder, CO: University of Colorado at Boulder Retrieved June 10, 2009, from; James, M.C., The effect of grading incentive on student discourse in peer instruction (2006) American Association of Physics Teachers, 74, pp. 689-691; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21, pp. 167-181; King, D.B., Joshi, S., (2006) Quantitative measures of personal response device effectiveness, , http://idea.library.drexel.edu/bitstream/1860/1269/1/2006175055.pdf, Poster session presented at the College of Arts and Sciences, Drexel University. Retrieved June 10, 2009, from; Kirkwood, A., Price, L., Learners and learning in the twenty-first century: What do we know about students' attitudes towards and experiences of information and communication technologies that will help us design courses? (2005) Studies in Higher Education, 30, pp. 257-274; (2001) Evaluation report. Project 39, , http://www.shef.ac.uk/learningmedia/evalreports/pdfs/P39-Diprose_evaluation_report.pdf, Learning Media Unit Retrieved June 10, 2009, fromthe University of Sheffied Web site:; Lightstone, K., Personal response systems, an institutional phenomenon (2007) International Journal of Learning, 12, pp. 17-24; Lowery, R.C., (2009) Teaching and learning with interactive student response systems: A comparison of commercial products in the higher-education market, , http://people.uncw.edu/lowery/SWSSA%20ms.pdf, Paper presented at the Annual Meeting of the Southwestern Social Science Association. New Orleans, LA Retrieved November 28; MacArthur, J., Jones, L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research in Practice, 9, pp. 187-195; MacGeorge, E.L., Homan, S.R., Dunning Jr., J.B., Elmore, D., Bodie, G.D., Evans, E., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56, pp. 125-145; Mayer, R., Stull, A., de Leeuw, K., Almeroth, K., Bimber, B., Chun, D., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2008) Contemporary Educational Psychology, 34, pp. 51-57; Mazur, E., Farewell, Lecture? (2009) Science, 233, pp. 50-51; Millard, W., A history of handsets for direct measurement of audience response (1992) International Journal of Public Opinion Research, 4, pp. 1-17; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50; Shapiro, J.A., Electronic student response found feasible in large science lecture hall (1997) Journal of College Science Teaching, 26, pp. 408-412; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102; Trees, A., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40; (2009) ResponseCard RF, , http://www.turningtechnologies.com/interactiveaudienceresponseproducts/responsecards/responsecardrf.cfm, Turning Technologies Retrieved June 10, 2009, fromPortions Responsive Innovations, LLC and Microsoft Corporation Web site; (2009) Physics 101 - Energy and waves (course website), , www.phas.ubc.ca/~phys101/spring, UBC Retrieved June 10, 2009, fromDepartment of Physics and Astronomy, The University of British Columbia Web site: www.phas.ubc.ca/~phys101/spring; (2009) The catastrophic earth - Natural disasters (course website), , http://www.eos.ubc.ca/courses/eosc114/EOSC114help/help.html, UBC Retrieved June 10, 2009, fromEarth and Ocean Sciences, The University of British Columbia web site:; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3, pp. 12-17; van Dijk, L.A., van den Berg, G.C., van Keulen, H., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26, pp. 15-28; White, P.J.T., Syncox, D., Delaney, D., Avila Akerberg, O., Alters, B., (2009) Mid-project report - The sustainability of student response systems (SRS) in undergraduate science classes: A case study, , Montreal, Canada: The Tomlinson Project in University-Level Science Education (Internal Report), McGill University; Wieman, C., Perkins, K., Transforming physics education (2005) Physics Today, 58, pp. 36-41; Wieman, C., Perkins, K., Gilbert, S., Benay, F., Kennedy, S., Semsar, K., (2008) Clicker resource guide: An instructional guide to the effective use of personal response systems (clickers) in teaching, , http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI_04-08.pdf, Retrieved June 10, 2009, fromCarl Wieman Science Education Initiative, University of British Columbia Web site:; Williams, J.B., Learning by remote control': Exploring the use of an audience response system as a vehicle for content delivery (2003) Interact, Integrate, Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, pp. 739-742. , In: Crisp G., Thiele D., Scholten I., Barker S., Baron J., editors Figtree, NSW, Australia: ASCILITE; Wit, E., Who wants to be ... the use of a personal response system in statistics teaching (2003) MSOR Connections, 3, pp. 14-20; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7, pp. 796-798; Zhu, E., Teaching with clickers (2007) CRLT Occasional Papers, 22, pp. 1-8","White, P.; Department of Biology, McGill University, 1205 Dr. Penfield Avenue, Montreal, QC, H3A 1B1, Canada; email: peter.white@mail.mcgill.ca",,,,,,,,10494820,,,,English,Interact. Learn. Environ.,Article,Final,,Scopus,2-s2.0-84858976722
Tolga G.,55356118800;,Using the classroom response system to enhance students' learning and classroom interactivity [Öǧrencilerin Öǧrenmesi ve S{dotless}ni{dotless}f etkileşimini geliştirmek üzere soru cevap sistemlerinin kullani{dotless}m{dotless}],2011,Egitim Arastirmalari - Eurasian Journal of Educational Research,,45,,49,68,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84866077599&partnerID=40&md5=4f183166340855631f0df054937259eb,"Dokuz Eylul University, Torbali Vocational School of Higher Education Izmir, Turkey","Tolga, G., Dokuz Eylul University, Torbali Vocational School of Higher Education Izmir, Turkey","Problem Statement: In science education conceptual learning is a key factor to understand the subjects and to solve the problems. Students should begin to learn the subjects on the conceptual level and then solve problems of related concepts. Unfortunately, most of the researches have shown that students generally tend to solve problems without understanding fundamental concepts. Studies indicated that current traditional instruction methods are not effective on the conceptual learning. In this research, an educational technology which would be effective on students' conceptual learning was used. This technology, which is used widely in Europe and USA is called ""Clicker"" or Classroom Response System (CRS). In the present study, this technology was used in conjunction with Peer Instruction approach. Purpose of Study: In this study, the effects of clicker on students' conceptual learning achievement and interaction (individual and class) were examined. Method: The quasi-experimental design was used in this study. Students included in control group used flashcard while the ones in experimental group used clicker while answering concept tests. Peer Instruction (PI) method was used for both groups. The achievement of the students on conceptual learning was monitored by Conceptual Survey of Electricity and Magnetism (CSEM) and the individual. Overall interaction of the students in the class was quantified by Interactivity Instrument. Both sections were taught by the same lecturer. Lecturer established a detailed timeline of procedures for the study. During research, both sections received the same lectures using the same PowerPoint slides. Findings and Results: As a result of the research, the conceptual learning achievement of students in the experimental group was found higher than the students' in control group. Also, the results showed that the classroom response system and flashcards can significantly improve interactivity in the lecture. Conclusions and Recommendations: In this research, it was found that the use of the clickers was effective on conceptual learning and interaction of the students. Author reports that students are attracted to the CRS system because it promotes active learning in a large/small-class environment. Also, when the clickers are evaluated as a whole, it can be concluded that clickers offer a powerful and flexible tool for teaching and learning. Clickers can be used in various subjects with students of almost any level of academic training. Based on the findings from this research, CRS offers such an opportunity for educators to adapt to the changing learning environment.",Classroom response system; Clicker; Concept learning; Educational technology; Peer instruction,,,,,,,,,,,,"Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems In Higher Education, pp. 1-25. , In D. A. Banks (Ed.), Hershey, PA: Information Science Publishing; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Research Bulletin, 3, pp. 1-13; Beatty, I.D., Gerace, W.J., Leonard, W.L., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 4 (1), pp. 31-39; Bergtrom, G., Clicker sets as learning objects (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2; Bullock, D.W., Labella, V.P., Clinghan, T., Ding, Z., Stewart, G., Thibado, P.M., Enhancing the student-instructor interaction frequency (2002) The Physics Teacher, 40, pp. 30-36; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39 (1), pp. 8-11; Burton, K., The trial of an audience response system to facilitate problem-based learning in legal education (2006) Audience Response Systems In Higher Education, pp. 265-276. , In D. A. Banks (Ed.), Hershey, PA: Information Science Publishing; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American journal of Physics, 69 (9), pp. 970-977; Deal, A., (2007) A Teaching With Technology White Paper: Classroom Response Systems, , http://www.cmu.edu/teaching/technology/whitepapers/ClassroomResponse_Nov07.pdf, Retrieved October 5 2011 from; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Dufresne, R.J., Gerace, W.J., Assessing-to-learn: Formative assessment in physics instruction (2004) The Physics Teacher, 42, pp. 428-433; Durbin, S.M., Durbin, K.A., Anonymous polling in a engineering tutorial environment: A case study (2006) Audience Response Systems In Higher Education, pp. 116-126. , In D. A. Banks (Ed.), Hershey, PA: Information Science Publishing; El-Rady, J., To click or not to click: That's the question (2006) Innovate Journal of Online Education, 2 (4); Fagan, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, 40 (4), pp. 206-209; Freeman, M., Bell, A., Comerton-Forde, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) Australasian Journal of Educational Technology, 23 (2), pp. 149-140; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal OfGeoscience Education, 52 (4), pp. 345-351; Hake, R., Interactive-engagement versus traditional methods: A six thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Hatch, J., Jensen, M., Moore, R., Manna from heaven or clickers from hell (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Hinkle, D.E., Wiersma, W., Jurs, S.G., (1998) Applied Statistical For the Behavioral Sciences (4 th Ed.), , Boston, MA: Houghton Mifflin Company; Hinde, K., Hunt, A., Using the personal response system to enhance student learning: Some evidence from teaching economics (2006) Audience Response Systems In Higher Education, pp. 140-154. , In D. A. Banks (Ed.), Hershey, PA: Information Science Publishing; Jones, P., Improving learning in lectures using keypad-response units (1999) The Proceedings of the 8 th Annual Teaching Learning Forum, pp. 3-4. , The University of Western Australia; Jones, C., Connolly, M., Gear, A., Read, M., Group integrative learning with group process support technology (2001) British Journal of Educational Technology, 32 (5), pp. 571-581; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers In Mathematics and Science Teaching, 21 (2), pp. 167-181; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin system study of clickers (2007) EDUCAUSE Research Bulletin, 10, pp. 1-12; Kay, R., Examining gender differences in attitudes toward interactive classroom communications systems (ICCS) (2009) Computers and Education, 52, pp. 730-740; Kay, R., Lesage, A., Examining the benefits and challenges of using audience-response system: A review of the literature (2009) Computers and Education, 53, pp. 819-827; Kay, R., Lesage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 235-249; Kennedy, G.E., Cutts, Q.I., The association between students' use of electronic voting systems and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Maloney, D.P., O'Kuma, T.L., Hieggelka, C.J., Van-Heuvelen, A., Surveying students' conceptual knowledge of electricity and magnetism (2001) American Journal of Physics, 69 (1), pp. S12-S23; Mazur, E., (1997) Peer Instruction: User's Manual. Prentice-Hall, , Upper Saddle River, NJ; McCabe, M., Live assessment by questioning in an interactive classroom (2006) Audience Response Systems In Higher Education, pp. 276-288. , In D. A. Banks (Ed.), Hershey, PA: Information Science Publishing; Nicol, D., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies In Higher Education, 28 (4), pp. 457-473; Pelton, L.F., Pelton, T., Selected and constructed response systems in mathematics (2006) Audience Response Systems In Higher Education, pp. 175-186. , In D. A. Banks (Ed.), Hershey, PA: Information Science Publishing; Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study (2007) Educational Technology, Research and Development, 55 (4), pp. 315-346; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6 (1), pp. 29-41; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) American Journal of Physics, 73 (6), pp. 554-558; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76 (2), pp. 171-178; Sharma, M.D., Khachan, I., Chan, B., O'Byrne, J., An investigation of the effectiveness of electronic classroom communication systems in large lectures (2005) Australasian Journal of Educational Technology, 21 (2), pp. 137-154; Siau, K., Sheng, H., Nah, F., Use of classroom response system to enhance classroom interactivity (2006) IEEE Transactions On Education, 49 (3), pp. 398-403; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Slain, D., Abate, M., Hidges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) American Journal of Pharmaceutical Education, 68 (5), pp. 1-9; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40","Tolga, G.; Dokuz Eylul University, Torbali Vocational School of Higher Education IzmirTurkey; email: tolga.gok@deu.edu.tr",,,,,,,,1302597X,,,,English; Turkish,Egitim Arastirmalari Eurasian J. Educ. Res.,Article,Final,,Scopus,2-s2.0-84866077599
Laxman K.,35746571400;,A study on the adoption of clickers in higher education,2011,Australasian Journal of Educational Technology,27,8,,1291,1303,,18.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84855393770&partnerID=40&md5=11478416dab1e5948676b057c82ec986,"Nanyang Technological University, Singapore","Laxman, K., Nanyang Technological University, Singapore","Audience response systems or 'clickers' are being used widely in both large and small educational settings. Clickers leverage upon a number of technological affordances to allow for adaptive and flexible learning to be accomplished. To promote active learning in its classrooms, Nanyang Technological University (NTU) in Singapore rolled out a campus-wide initiative called ""Learning that Clicks!"" on using the interactive technology of clickers. This initiative will enable the necessary transformation of pedagogy and learning design to support the epistemological paradigm shift of becoming more student-centric in nature. This preliminary study attempted to investigate the experiences of undergraduate students in learning in clicker-supported instructional environments. A survey consisting of nine items was administered to 640 students from 12 classes in the Engineering, Humanities and Sciences schools to solicit their views on the effectiveness of clicker technology as an instructional device. Generally, students felt that the use of clickers has improved the quality of their learning experiences. Overall, this study reveals that clicker technology offers great promise in promoting more collaborative and engaging learning environments and innovating instructional delivery, provided lecturers apply sound pedagogical principles in their teaching.",,,,,,,,,,,,,"Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE-Life Science Education, 6 (1), pp. 1-8. , http://lifescied.org/content/6/1/1.full.pdf; Beekes, W., The ""millionaire"" method for encouraging participation (2006) Active Learning in Higher Education, 7 (1), pp. 25-36. , http://dx.doi.org/10.1177/1469787406061143; Benson, D., Mattson, L., Adler, L., Prompt feedback (1995) The seven principles in action: Improving undergraduate education, pp. 55-66. , S. R. Hatfield Ed Bolton, MA: Anker Publishing Co; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11 (3), pp. 43-57. , http://repository.alt.ac.uk/413/; Burns, R.B., (2000) Introduction to research methods, , 4th ed.. London: SAGE Publication; Burnstein, R.A., Lederman, L., Using wireless keypads in lecture classes (2001) Physics Teacher, 29, pp. 8-11. , http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.112.3323&rep=rep1&type=pdf; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20. , http://lifescied.org/content/6/1/9.full.pdf+html; Campbell, J., Mayer, R.E., Questioning as an instructional method: Does it affect learning from lectures? 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Brigham Young University, Utah; Jackson, M., Trees, A., (2003) Clicker implementation and assessment, , http://comm.colorado.edu/mjackson/clickerreport.htm, Boulder, CO: Information and Technology Services and Faculty Teaching Excellence Program, University of Colorado, [viewed 24 Jan 2011, not found 4 Dec 2011]; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827. , http://dx.doi.org/10.1016/j.compedu.2009.05.001; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268. , http://dx.doi.org/10.1111/j.1365-2729.2005.00133.x; Kuder, G., Richardson, M., The theory of the estimation of test reliability (1937) Psychometrika, 2 (3), pp. 151-156. , http://dx.doi.org/10.1007/BF02288391; Lin, Y.-C., Liu, T.-C., Chu, C.-C., Implementing clickers to assist learning in science lectures: The Clicker-Assisted Conceptual Change model (2011) Australasian Journal of Educational Technology, 27 (6), pp. 979-996. , http://www.ascilite.org.au/ajet/ajet27/lin.html; MacArthur, J.R., (2010) Factors that promote success in large enrolment general chemistry courses taught with clickers, , http://adr.coalliance.org/cogru/fez/eserv/cogru:348/MacArthur_unco_0161N_10039.pdf, Unpublished doctoral dissertation, University of Northern Colorado, Greeley, Colorado; Mazur, E., (1997) Peer instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall; Meeker, W.Q., Escobar, L.A., (1998) Statistical methods for reliability data, , Hoboken, New Jersey: Wiley; Middendorf, J., Kalish, A., The ""change-up"" in lectures (1996) National Teaching and Learning Forum, 5 (2), pp. 1-5. , http://www.ntlf.com/html/pi/9601/article1.htm; Moreau, N., (2009) Do clickers open minds? Use of a questioning strategy in developmental mathematics, , http://gradworks.umi.com/33/89/3389211.html, Unpublished doctoral dissertation, Capella University, Minneapolis, Minnesota; Nichol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473. , http://dx.doi.org/10.1080/0307507032000122297; Parsons, C.V., Decision making in the process of differentiation (2005) Learning & Leading with Technology, 33 (1), pp. 8-10. , http://business.highbeam.com/4240/article-1G1-136162812/decision-making-process-differentiation; Paschal, C., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances in Physiology Education, 26 (4), pp. 299-308. , http://advan.physiology.org/content/26/4/299.full; Penuel, W.R., Roschelle, J., Crawford, V., Shechtman, N., Abrahamson, L., (2004) Workshop report: Advancing research on the transformative potential of interactive pedagogies and classroom networks, , Menlo Park: SRI International; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441. , http://dx.doi.org/10.1119/1.18883; Pritchard, D., (2006) The use of ""clicker"" technology to enhance the teaching/learning experience, , http://hedc.otago.ac.nz/hedc/asd/Digital-Resources-for-your-Teaching/mainParagraphs/012/document/ClickersReport.pdf, C.A.L.T. E-learning enhancement grant 2006, University of Otago, New Zealand [viewed 13 Jan 2011]; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) American Journal of Physics, 73, pp. 554-558. , http://dx.doi.org/10.1119/1.1862638; Robson, C., (1993) Real-world research: A resource for social scientists and practitioner-researchers, , Malden: Blackwell Publishing; Simpson, V., Oliver, M., Using electronic voting systems for lectures then and now: A comparison of research and practice (2006) Australasian Journal of Educational Technology, 23 (2), pp. 187-208. , http://www.ascilite.org.au/ajet/ajet23/simpson.html; Yourstone, S.A., Kray, H.S., Albaum, G., (2008) Classroom questioning with immediate electronic response: Do clickers improve learning? Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88. , http://dx.doi.org/10.1111/j.1540-4609.2007.00166.x; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7 (6), pp. 796-798. , http://www.colorado.edu/MCDB/MCDB6440/ClickersDevCellC.pdf","Laxman, K.; Nanyang Technological UniversitySingapore; email: haribol.kumar@gmail.com",,,,,,,,14495554,,,,English,Australas. J. Educ. Technol.,Article,Final,,Scopus,2-s2.0-84855393770
"Premkumar K., Coupal C., Trinder K., Majd S.S.",6603025103;51963467700;35790438800;57206722627;,Engaging Students with Clickers in a Distributed Environment — Lessons Learned,2011,Medical Science Educator,21,4,,336,346,,,10.1007/BF03341734,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061919425&doi=10.1007%2fBF03341734&partnerID=40&md5=e8cd1cb480983c25b370c106e450add5,"College of Medicine, University of Saskatchewan, Canada; Educational and Research Technology Services, University of Saskatchewan, Canada","Premkumar, K., College of Medicine, University of Saskatchewan, Canada; Coupal, C., Educational and Research Technology Services, University of Saskatchewan, Canada; Trinder, K., College of Medicine, University of Saskatchewan, Canada; Majd, S.S., College of Medicine, University of Saskatchewan, Canada","This study explored the effectiveness of using clickers in remote locations and investigated the impact of using clickers on the teaching and learning techniques that must be employed within a distributed multi-classroom setting. Participants (N=24) synchronously participated in a clicker incorporated seminar either face-to-face, remotely in a group or in remote individual offices. Post-seminar surveys, interviews, and focus groups were conducted to examine student, instructor, and information technology (IT) perspectives. Students perceived clickers to be easy to use and reported that clickers helped them feel more engaged. The instructor reported that preparation time was increased due to the use of clickers, and that her awareness of remote students increased delivery time. IT personnel indicated that using clickers was feasible and estimated that it would take more time initially, but having dedicated technical support would decrease the ongoing time involved. Clickers can serve as a tool for engaging students in remote sites. Although clickers are easy to use by students, the effective use of this technology in remote educational settings is more complex and time-consuming. It is vital to remember that the technology utilized is only a tool, and that learning that occurs and learners should be in the forefront. © 2011, Springer International Publishing.",Active learning; Distributed education; Student response system,,,,,,"Western College of Veterinary Medicine, University of Saskatchewan","Financial support was provided by a Campus Saskatchewan Research Grant and the College of Medicine, University of Saskatchewan.",,,,,"Johnstone, D.B., Marcucci, P., (2007) Worldwide Trends in Higher Education Finance: Cost-Sharing, Student Loans and the Support of Academic Research, , http://unesdoc.unesco.org/images/0015/001593A59387e.pdf, [cited 2010 March 1], Available from; Harper, K.C., Chen, K., Yen, D.C., Distance learning, virtual classrooms, and teaching pedagogy in the Internet environment (2004) Technology in Society, 26, pp. 585-598; (2011) The US Market for Self-Paced Elearning Products and Services: 2010–2015 Forecast and Analysis, , http://www.ambientinsight.com/Resources/Documents/Ambient_Insight_2010_2015_US_eLearningMarket_Executive_Overview.pdf, [cited 2011 February 14]; Available from; (2010) The Future of Medical Education in Canada (FMEC): A Collective Vision for MD Education; (2006) Results of a Survey of Distributed Medical Education Activities at Canadian Faculties of Medicine, , http://www.afmc.ca/pdf/2006_dme_report.pdf, 2006 [cited 2010 August 16]; Available from; Premkumar, K., Coupai, C., Rules of engagement — 12 tips for successful use of “clickers” in the classroom (2008) Medical Teacher, 30, pp. 146-149; Duncan, D., Clickers: New teaching aid with exceptional promise (2006) Astronomy Education Review, 5, pp. 70-88; Rice, R., Bunz, U., Evaluating a wireless course feedback system: The role of demographic, expertise, fluency, competency, and usage (2006) Simile, 6, p. 3; Beatty, I., Transforming student learning with classroom communication systems (2004) Research Bulletin, 2 (3). , http://arxiv.org/ftp/physics/papers/0508/0508129.pdf, February 3, EDUCAUSE Center for Applied Research. 2004. [cited 2008 February 28]; Available from; Ebert-May, D., Brewer, C., Allred, S., Innovation in large lectures: Teaching for active learning (1997) BioScience, 47, pp. 601-607; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Kennedy, G.E., Cutts, Q.I., The association between students’ use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; (2003) Faculty Focus on Assessment, 3 (2). , http://www.umass.edu/oapa/oapa/publications/faculty_focus/faculty_focus_spring2003.pdf, Office of Academic Planning and Assessment, University of Massachusetts, Amherst, cited 2010 February 2, Available from; Robertson, L., Twelve tips for using a computerized interactive response system (2000) Medical Teacher, 22, pp. 237-239; West, J., (2005) Learning Outcomes Related to the Use of Personal Response Systems in Large Science Courses, Academic Commons, , www.academiccommons.org/commons/review/west-polling-technology, cited 2007 January 24, Available from; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 30 (2). , http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ClickersintheClassroomAnActive/157458, [cited 2010 January 15]; Available from; Sharma, M.D., Khachan, J., Chan, B., O’Byrne, J., An investigation of the effectiveness of electronic classroom communication systems in large lecture classes (2005) Australasian Journal of Educational Technology, 21, pp. 137-154; Elluminate Live! Full Edition 9.1.0_1426, , Calgary, AB: Elluminate Inc; Turning Technologies RemotePoll 1.2.0.9259. Turning Technologies Canada; Turning Technologies Turning Point 4.2.3.231, , Turning Technologies","Premkumar, K.; College of Medicine, University of SaskatchewanCanada; email: kalyani.premkumar@usask.ca",,,Springer,,,,,21568650,,,,English,Med. Sci. Educ.,Article,Final,,Scopus,2-s2.0-85061919425
Levesque A.A.,8599884700;,Using clickers to facilitate development of problem-solving skills,2011,CBE Life Sciences Education,10,4,,406,417,,24.0,10.1187/cbe.11-03-0024,https://www.scopus.com/inward/record.uri?eid=2-s2.0-82755182472&doi=10.1187%2fcbe.11-03-0024&partnerID=40&md5=d18721945cee8b12e0a50b071d06d00b,"Department of Biology, University of Hartford, West Hartford, CT 06117, United States","Levesque, A.A., Department of Biology, University of Hartford, West Hartford, CT 06117, United States","Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the problem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in student performance on exams, where there was a statistically significant positive correlation between grades and the percentage of clicker questions answered. Interestingly, there was no clear correlation between exam grades and the percentage of clicker questions answered correctly. These results suggest that students who attempt to solve problems in class are better equipped to solve problems on exams. © 2011 A. A. Levesque.",,"article; audiovisual equipment; biology; computer program; education; educational technology; human; instrumentation; medical education; methodology; problem solving; psychological aspect; student; Audiovisual Aids; Biology; Education, Medical, Undergraduate; Educational Measurement; Educational Technology; Humans; Problem Solving; Software; Students",,,,,,,,,,,"Allen, D., Tanner, K., Approaches in cell biology teaching (2002) Cell Biol Educ, 1, pp. 3-5; Armstrong, N., Chang, S.M., Brickman, M., Cooperative learning in industrial-sized biology classes (2007) CBE Life Sci Educ, 6, pp. 163-171; Bloom, B.S., Krathwohl, D.R., Masia, B.B., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, , Handbook I: Cognitive Domain, New York: Longmans, Green; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am J Pharm Educ, 72, p. 77; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Chi, M.T.H., de Leeuw, N., Chiu, M., Lavancher, C., Eliciting selfexplanations improves understanding (1994) Cogn Sci, 18, pp. 439-477; Coleman, E.B., Using explanatory knowledge during collaborative problem solving in science (1998) J Learn Sci, 7, pp. 387-427; Coleman, E.B., Brown, A.L., Rivkin, I.D., The effect of instructional explanations on learning from scientific texts (1997) J Learn Sci, 6, pp. 347-365; Collins, J., Audience response systems: Technology to engage learners (2008) J Am Coll Radiol, 5, pp. 993-1000; Collins, L.J., Livening up the classroom: Using audience response systems to promote active learning (2007) Med Ref Serv Q, 26, pp. 81-88; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and longterm retention of course material (2008) CBE Life Sci Educ, 7, pp. 146-154; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69, pp. 970-977; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Reviews in Physics Education Research, pp. 1-55. , In, ed. EF Redish and P Cooney, College Park, MD: American Association of Physics Teachers; Crowe, A., Dirks, C., Wenderoth, M.P., Biology in bloom: Implementing Bloom's taxonomy to enhance student learning in biology (2008) CBE Life Sci Educ, 7, pp. 368-381; DeBourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Educ Pract, 8, pp. 76-87; Draper, S.W., Brown, M.K., Increasing interactivity in lectures using an electronic voting system (2004) J Comp Assist Learn, 20, pp. 81-94; Herreid, C.F., It's all their fault (2010) J Microbiol & Biol Educ, 11, pp. 34-36; James, M.C., The effect of grading incentive on student discourse in peer instruction (2006) Am J Phys, 74, pp. 689-691; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol Educ, 4, pp. 298-310; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Momsen, J.L., Long, T.M., Wyse, S.A., Ebert-May, D., Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills (2010) CBE Life Sci Educ, 9, pp. 435-440; Nichol, D.J., Boyle, J.T., Peer instruction versus classwide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Stud High Educ, 28, pp. 457-473; Perez, K.E., Strauss, E.A., Downey, N., Galbraith, A., Jeanne, R., Cooper, S., Does displaying the class results affect student discussion during peer instruction? (2010) CBE Life Sci Educ, 9, pp. 133-140; Preszler, R.W., Replacing lecture with peer-led workshops improves student learning (2009) CBE Life Sci Educ, 8, pp. 182-192; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sci Educ, 6, pp. 29-41; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) Am J Phys, 76, pp. 171-178; Russell, J.S., McWilliams, M., Chasen, L., Farley, J., Using clickers for clinical reasoning and problem solving (2011) Nurse Educ, 36, pp. 13-15; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Smith, M.K., Wood, W.B., Knight, J.K., The Genetics Concept Assessment: A new concept inventory for gauging student understanding of genetics (2008) CBE Life Sci Educ, 7, pp. 422-430; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE Life Sci Educ, 10, pp. 55-63; Tanner, K., Allen, D., Approaches to biology teaching and learning: Understanding the wrong answers-teaching toward conceptual change (2005) Cell Biol Educ, 4, pp. 112-117; Tanner, K., Chatman, L.S., Allen, D., Approaches to cell biology teaching: Cooperative learning in the science classroom-beyond students working in groups (2003) Cell Biol Educ, 2, pp. 1-5; Tanner, K.D., Talking to learn: Why biology students should be talking in classrooms and how to make it happen (2009) CBE Life Sci Educ, 8, pp. 89-94","Levesque, A. A.; Department of Biology, University of Hartford, West Hartford, CT 06117, United States; email: alevesque@hartford.edu",,,,,,,,19317913,,,22135374.0,English,CBE Life Sci. Educ.,Article,Final,Open Access,Scopus,2-s2.0-82755182472
"Carnaghan C., Edmonds T.P., Lechner T.A., Olds P.R.",6506955103;24378574800;57082586400;55274480900;,"Using student response systems in the accounting classroom: Strengths, strategies and limitations",2011,Journal of Accounting Education,29,4,,265,283,,29.0,10.1016/j.jaccedu.2012.05.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84865385300&doi=10.1016%2fj.jaccedu.2012.05.002&partnerID=40&md5=8e21c31b7bb25a6800c0a9fc1e159922,"Faculty of Management, University of Lethbridge, Markin Hall, 4401 University Drive, Lethbridge, ABT1K 3M4, Canada; University of Alabama at Birmingham, 1530 3rd Avenue South BEC 309C, Birmingham, AL 35294-4460, United States; Department of Accounting and Finance, Eastern Michigan University, 300 W. Michigan Avenue, Ypsilanti, MI 48197, United States; School of Business, Virginia Commonwealth University, 301 W. Main Street, Richmond, VA 23220, United States","Carnaghan, C., Faculty of Management, University of Lethbridge, Markin Hall, 4401 University Drive, Lethbridge, ABT1K 3M4, Canada; Edmonds, T.P., University of Alabama at Birmingham, 1530 3rd Avenue South BEC 309C, Birmingham, AL 35294-4460, United States; Lechner, T.A., Department of Accounting and Finance, Eastern Michigan University, 300 W. Michigan Avenue, Ypsilanti, MI 48197, United States; Olds, P.R., School of Business, Virginia Commonwealth University, 301 W. Main Street, Richmond, VA 23220, United States","A Student Response System (SRS), often referred to as a ""clicker,"" enables students to individually answer instructor questions on a real-time basis using individual mobile devices, and have the aggregate responses displayed as feedback to the class at the instructor's discretion. A mobile device can be a proprietary, vendor-specific remote, or a multi-purpose item such as a smartphone or computer. While SRSs have been used in education for some time, we perceive the adoption rate in accounting classes as still being quite low. This paper is a ""how to"" and ""why"" guide for accounting faculty who are considering using SRSs, and for experienced users who seek to refine or expand their SRS use. We briefly review key features of current technology choices, noting the wide range of functions and technology types that can facilitate both casual experimentation and more demanding uses. We then review and synthesize the related experimental literature on SRSs, and find clear evidence of student satisfaction and engagement, but evidence for only small improvements in learning and antecedent behaviors. We use the existing research on SRSs, combined with our collective 18. years of experience with this technology to provide an educator's ""how to"" for using an SRS in conjunction with teaching accounting. We cover such issues as how many questions to ask, when to ask them, how to grade them, sources of questions, and the issue of cheating. We conclude by suggesting opportunities for future research. © 2012 Elsevier Ltd.",Accounting; Clicker; Group response system; Learning; Student Response System (SRS); Technology,,,,,,,,,,,,"Abrahamson, A.L., An overview of teaching and learning research with classroom communication systems (CCSs). (2002), http://www.bedu.com/Publications/Samos.html, Paper presented at the International Conference of the Teaching of Mathematics, Village of Pythagorion, Samos, Greece; Blood, E., Neel, R., Using student response systems in lecture-based instruction: Does it change student engagement and learning? (2008) Journal of Technology and Teacher Education, 16, pp. 375-383; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22, pp. 391-409; Cleary, A.M., Using wireless response systems to replicate behavioral research findings in the classroom (2008) Teaching of Psychology, 35, pp. 42-44; Dallimore, E.J., Hertenstein, J.H., Platt, M.B., Class participation in accounting courses: Factors that affect comfort and learning (2010) Issues in Accounting Education, 25, pp. 613-629; Edens, K.M., The interaction of pedagogical approach, gender, self-regulation, and goal orientation using student response systems technology (2008) Journal of Research on Technology in Education, 41, pp. 161-177; Edmonds, C.T., Edmonds, T.P., An empirical investigation of the effects of SRS technology on introductory managerial accounting students (2008) Issues in Accounting Education, 23, pp. 421-434; Edmonds, C.T., Edmonds, T.P., An examination of the links between SRS technology and an active learning environment in a managerial accounting course (2010) Advances in accounting education: Teaching and curriculum innovations, 11, pp. 81-100; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; Fies, C., Marshall, J., The C3 framework: evaluating classroom response system interactions in university classrooms (2008) Journal of Science Education and Technology, 17, pp. 483-499; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33, pp. 329-341; Kahneman, D., Tversky, A., Prospect theory: An analysis of decision under risk"" (1979) Econometrica, 1979, pp. 263-291. , XLVII; Kenright, K., Clickers in the classroom (2009) TechTrends, 53, pp. 74-77; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Boide, G.D., Evans, E., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56, pp. 125-145; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Clickers in college classrooms: Fostering learning with questioning methods (2009) Contemporary Educational Psychology, 34, pp. 51-57; Mazur, E., (1997) Peer instruction: A user's manual, , Prentice-Hall, Upper Saddle River, NJ; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems ("" clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50; Morse, J., Ruggieri, M., Whelan-Berry, K., Clicking our way to class discussion (2010) American Journal of Business Education, 3, pp. 99-108; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) e-Journal of Business Education & Scholarship of Teaching, 3, pp. 1-17; Nelson, M.L., Hauck, R.V., Clicking to learn: A case study of embedding radio-frequency based clickers in an introductory management information systems course (2008) Journal of Information Systems Education, 19, pp. 55-64; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28, pp. 458-473; Nilson, L.B., (2010) Teaching at its best: A research-based resources for college instructors, , John Wiley & Sons, Hoboken, NJ; Phelps, R.P., The effect of testing on student achievement, 1910-2012 (2012) International Journal of Testing, 12, pp. 21-43; Premuroso, R., Tong, L., Beed, T., Does using clickers in the classroom matter to student performance and satisfaction when taking the introductory financial accounting course? (2011) Issues in Accounting Education, 26, pp. 701-723; Rice, R.E., Bunz, U., Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competency, and usage (2006) Studies in Media & Information Literacy Education, 6, pp. 1-23; Robinson, S., Using games and clickers to encourage students to study and participate (2006) Proceedings of the Academy of Educational Leadership, 11, pp. 25-29; Siau, K., Sheng, H., Nah, F.F., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49, pp. 398-403; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45, pp. 469-473; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40; Young, M., The art and science of fostering engaged learning (2010) Academy of Educational Leadership Journal, 14 (SUPPL), pp. 1-18. , special issue; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6, pp. 75-88","Carnaghan, C.; Faculty of Management, University of Lethbridge, Markin Hall, 4401 University Drive, Lethbridge, ABT1K 3M4, Canada; email: carla.carnaghan@uleth.ca",,,,,,,,07485751,,,,English,J. Account. Educ.,Article,Final,,Scopus,2-s2.0-84865385300
"Arribas E., Ruiz R., Nájer A., Villalba J.M., García-Meseguer M.J.",15749986300;55316008100;55315509500;36992626800;6603371211;,Usando unos dispositivos de respuesta remota (clickers) para la evaluación entre pares: Una experiencia docente en la asignatura de física médica en la facultad de medicina de la universidad de castilla-la mancha,2011,Revista Cubana de Fisica,28,1E,,1E85,1E88,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863930242&partnerID=40&md5=347c35450c097f641aeda5995930fe74,"Centro de Aplicaciones Tecnológicas y Desarrollo Nuclear (CEADEN), Cuba; Instituto de Cibernética, Matemática y Física, Ciudad de la Habana, Cuba; Centro de Aplicaciones Tecnológicas y Desarrollo Nuclear, C. de la Habana, Cuba","Arribas, E., Centro de Aplicaciones Tecnológicas y Desarrollo Nuclear (CEADEN), Cuba; Ruiz, R., Instituto de Cibernética, Matemática y Física, Ciudad de la Habana, Cuba; Nájer, A., Instituto de Cibernética, Matemática y Física, Ciudad de la Habana, Cuba; Villalba, J.M., Instituto de Cibernética, Matemática y Física, Ciudad de la Habana, Cuba; García-Meseguer, M.J., Centro de Aplicaciones Tecnológicas y Desarrollo Nuclear, C. de la Habana, Cuba","The Faculty of Medicine at University of Castilla-La Mancha (UCLM) started in 1998 an innovative method of teaching and learning. Students are divided into groups of 25 people maximum, and they are told to teach their classmates all concepts suggested by their teachers, generally using multimedia presentations. During these sessions, the teachers have to observe and assess the activity. Medical Physics is a four-month long subject taught during the first year of the degree. In this context, we used personal response systems (clickers) not only to increase participation but also to allow students to evaluate their classmates. A total of 95 students participated in the survey.",,,,,,,,,,,,,"Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-182; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G.L., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8 (3), pp. 233-258; MacGeorge, E.L., Student evaluation of audience response technology in large lecture classes (2007) Educational Technology Research and Development, 56 (2), pp. 125-145; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, and Technology, 32 (1), pp. 21-40; Nagy-Shadman, E., Desrochers, C., Student response technology: Empirically grounded or just a gimmick? (2008) International Journal of Science Education, 30 (15), pp. 2023-2066; Ebert-May, D., Brewer, C.A., Allred, S., Innovation in large lectures-teaching for active learning (1997) BioScience, 47, pp. 601-607; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys, 69, pp. 970-977; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94. , DOI 10.1111/j.1365-2729.2004.00074.x; Wieman, C., Perkins, K., Transforming physics education (2005) Physics Today, 58 (11), pp. 36-41. , http://www.physicstoday.org/vol-58/iss-11/pdf/vol58no11p36_41.pdf; Bugeja, M., (2008) Classroom Clickers and the Cost of Technology., , http://chronicle.com/free/v55/i15-/15a03101.htm, 26 Jan. 2010; Hake, R.R., (2008) The Case for Classrooms Clickers - A Response to Bugeja., 2010. , http://www.physics.indiana.edu/~hake, 26 Jan; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning and emotion (2007) Teaching of Psychology, 34, pp. 253-258; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry class-rooms (2008) Chemistry Education Research and Practice, 9, pp. 187-195; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34, pp. 194-196; Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M.P., Prescribed active learning increases performance in introductory biology (2007) CBE Life Sciences Education, 6 (2), pp. 132-139. , http://www.lifescied.org/cgi/reprint/6/2/132, DOI 10.1187/cbe.06-09-0194; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2009) International Journal for Scholarship of Teaching and Learning., 3 (2). , http://academics.georgiasouthern.edu/ijsotl/v3n2/articles/PDFs/ Article_Patry.pdf","Arribas, E.; Centro de Aplicaciones Tecnológicas y Desarrollo Nuclear (CEADEN)Cuba; email: lorenzo@ceaden.edu.cu",,,,,,,,02539268,,,,English,Rev. Cuba. Fis.,Article,Final,,Scopus,2-s2.0-84863930242
Turban J.W.,26434925100;,Students prefer audience response system for lecture evaluation,2011,International Journal of Emerging Technologies in Learning,6,4,,52,55,,2.0,10.3991/ijet.v6i4.1743,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84862888247&doi=10.3991%2fijet.v6i4.1743&partnerID=40&md5=9f51a3b0d772c577ef75554c5b0a2c27,"Department of Surgery and the Department of Family Medicine, University of Hawaii John A. Burns School of Medicine, Honolulu, HI, United States","Turban, J.W., Department of Surgery and the Department of Family Medicine, University of Hawaii John A. Burns School of Medicine, Honolulu, HI, United States","Objectives: Student evaluation of courses is an important component of overall course evaluation. The extent of student participation in the evaluation may be related to the ease of the evaluation process. The standard evaluation format is a paper form. This study examines medical students preference of utilizing Audience Response System compared to a paper method. Methods: Following several medical school lectures, students were queried if they preferred Audience Response System versus a paper method, and if they would prefer using Audience Response System more for future course evaluations. Results: 391 students were queried. Overall response rate was 94%. Using a five point Likert scale, 299 out of 361 (82%) responded they agreed, or strongly agreed with the statement ""We should use ARS more..."" When asked which format they preferred to use for evaluation, 299/367 (81%) responded Audience Response System, 31 (8%) preferred paper, and 37 (10%) were not sure, or had no opinion (chi squared = 378.936, df2, p<0.0001). Conclusion: The medical students surveyed showed a strong preference for utilizing Audience Response System as a course evaluation modality, and desired its continued use in medical school. Audience Response System should be pursued as a lecture evaluation modality, and its use in medical school education should be encouraged.",Assessment; Communication equipment; Communications technology; Educational products; Evaluation; Technology,Assessment; Communication equipments; Communications technology; Educational products; Evaluation; Paper; Surveys; Technology; Students,,,,,,,,,,,"Richardson, J.T., Instruments for obtaining student feedback: a review of the literature (2005) Assessment & Evaluation in Higher Education, 30 (4), pp. 387-415. , http://dx.doi.org/10.1080/02602930500099193, Aug; Marsh, H.W., Student's evaluation of university teaching: research findings, methodological issues, and directions for future research (1987) International Journal of Educational Research, 11, pp. 253-388. , http://dx.doi.org/10.1016/0883-0355(87)90001-2; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics class (2011) Science, 332 (6031), pp. 862-864. , http://dx.doi.org/10.1126/science.1201783, May; Judson, E., Sawada, J., Learning from the past and present: electronic student response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback., Am J Pharm Educ (2009), 73 (2), p. 21. , http://dx.doi.org/10.5688/aj730221, Apr 7; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Adv, 3 (1), pp. 60-71. , http://dx.doi.org/10.1152/advan.00109.2007, Mar;3 Physiol Educ; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sci Educ, 6 (1), pp. 29-41. , http://dx.doi.org/10.1187/cbe.06-09-0190, Spring; Silk, H., O'Grady Stille, S., Baldor, R., Joseph, E., Implementation of STFM's ""Smiles for Life"" oral health curriculum in a medical school interclerkship (2009) Fam Med, 41 (7), pp. 487-491. , Jul-Aug; Turban, J.W., The audience response system: a modality for course evaluation (2009) Med Educ, 43 (5), pp. 488-489. , http://dx.doi.org/10.1111/j.1365-2923.2009.03348.x, May; Kaneshiro, K.N., Emmett, T.W., London, S.K., Ralston, R.K., Richwine, M.W., Skopelja, E.N., Brahmi, F.A., Whipple, E., Use of an audience response system in an evidence-based minicurriculum (2008) Med Ref Serv Q, 27 (3), pp. 284-301. , http://dx.doi.org/10.1080/02763860802198861, Fall; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: using personal digital assistants as a classroom polling tool (2004) J Am Med Inform Assoc, 11 (3), pp. 217-220. , http://dx.doi.org/10.1197/jamia.M1468, May-Jun Epub Feb 5; Vozenilek, J., Wang, E., Kharasch, M., Anderson, B., Kalaria, A., Simulation-based morbidity and mortality conference: new technologies augmenting traditional case-based presentations (2006) Acad Emerg Med, 13 (1), pp. 48-53. , http://dx.doi.org/10.1111/j.1553-2712.2006.tb00983.x, Jan. Epub Dec 19; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: an application to resident education (2005) Am J Obstet Gynecol, 193 (5), pp. 1827-1830. , http://dx.doi.org/10.1016/j.ajog.2005.07.075, Nov; Uhari, M., Renko, M., Soini, H., Experiences of using in interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12. , http://dx.doi.org/10.1186/1472-6920-3-12, Dec 17; Schackov, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: effect on learning in family medicine residents (2004) Fam Med, 36 (7), pp. 496-504. , Jul-Aug; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20. , http://dx.doi.org/10.1187/cbe.06-12-0205, Spring; Cain, J., Robinson, E., A primer on audience response systems: current applications and future considerations (2008) Am J Pharm Educ, 72 (4), p. 77. , http://dx.doi.org/10.5688/aj720477, Aug 15; Premkumar, K., Coupal, C., Rules of engagement-12 tips for successful use of 'clickers' in the classroom (2008) Higher Education, 30, pp. 146-149; Torbeck, L., Enhancing programme evaluation using the Audience Response System (2007) Med Educ, 41 (11), pp. 1088-1089. , http://dx.doi.org/10.1111/j.1365-2923.2007.02864.x, Epub 2007 Sep 27 Nov; (2011), http://www.lcme.org/functions2010jun.pdf, FUNCTIONS AND STRUCTURE OF A MEDICAL SCHOOL. [Internet] Liaison Committee on Medical Education.[updated cited 2011 May 18].Feb 2","Turban, J.W.; Department of Surgery and the Department of Family Medicine, University of Hawaii John A. Burns School of Medicine, Honolulu, HI, United States",,,,,,,,18688799,,,,English,Int. J. Emerg. Technol. Learn.,Article,Final,Open Access,Scopus,2-s2.0-84862888247
Brouhle K.,16032811500;,Exploring strategic behavior in an oligopoly market using classroom clickers,2011,Journal of Economic Education,42,4,,395,404,,7.0,10.1080/00220485.2011.606093,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84855765214&doi=10.1080%2f00220485.2011.606093&partnerID=40&md5=f2a6ff2b29d28ab70cfc0bd72b6cd6f8,"Department of Economics, Grinnell College, United States","Brouhle, K., Department of Economics, Grinnell College, United States","This article discusses an innovative technique to teach strategic behavior in oligopoly markets. In the classroom exercise, students play the role of a firm that maximizes its profit given the behavior of other firms in the industry. Using classroom clickers to communicate pricing decisions, students explore first-hand the strategic nature of decision-making in an oligopoly market. Students see the diversity of equilibrium outcomes that can be supported in an oligopoly setting and better understand the conditions that lead to one equilibrium over another. The game also illustrates different game theoretic concepts such as the Nash equilibrium (Nash 1950, 1951) and backward induction. The exercise is designed for use in an intermediate microeconomics class, although the technique and exercise could be modified for other courses that examine strategic behavior. Copyright © Taylor & Francis Group, LLC.",Classroom game; Clickers; Oligopoly,,,,,,,,,,,,"Becker, W.E., Watts, M., Teaching economics: What was, is, and could be (1998) Teaching Economics to Undergraduates, pp. 1-10. , ed. W. E. Becker and M. Watts, Northampton, MA: Edward Elgar; Beckman, S.R., Cournot and Bertrand games (2003) Journal of Economic Education, 34 (1), pp. 27-35; Bergstrom, T., Teaching economic principles interactively: Acannibal's dinner party (2009) Journal of Economic Education, 40, pp. 366-384; Bergstrom, T., Miller, J., (2000) Experiments with Economic Principles, , 2nd ed. Boston, MA: Irwin McGraw-Hill; Carlson, J.A., Velenchik, A., Using the case study method in the economics classroom (2006) Teaching Economics: More Alternative to Chalk and Talk, pp. 59-74. , ed. W. E. Becker, S. R. Becker, and M. W. Watts. Cheltenham, United Kingdom, and Northampton, MA: Edward Elgar; (2009) Changes in Economics Teaching Practice and the Role of the Economics Network: Results of the Economics Lecturer Survey 2009, , http://www.economicsnetwork.ac.uk/projects/surveys/lecsurvey2009, Bristol, United Kingdom. University of Bristol (accessed on July 30, 2010); Frank, R.H., The economic naturalist writing assignment (2006) Journal of Economic Education, 37 (1), pp. 58-67. , DOI 10.3200/JECE.37.1.58-67; Ghosh, S., Renna, F., Using electronic response systems in economics classes (2009) Journal of Economic Education, 40, pp. 354-365; Hazlett, D., Using classroom experiments to teach economics (2006) Teaching Economics: More Alternative to Chalk and Talk, pp. 21-38. , ed. W. E. Becker, S. R. Becker, and M. W. Watts. Cheltenham, United Kingdom, and Northampton, MA: Edward Elgar; Hemenway, D., Moore, R., Whitney, J., The oligopoly game (1987) Economic Inquiry, 25, pp. 727-730; Holt, C., Teaching economics with classroom experiments (1999) Southern Economic Journal, 65 (3), pp. 603-610; (2010) Vecon Lab Experiment Selection Menu, , http://veconlab.econ.virginia.edu/admin.htm, Charlottesville, VA: University of Virginia (accessed on Sept 1, 2010); Holt, C.A., Capra, M., Classroom games: A prisoners' dilemma (2000) Journal of Economic Education, 31, pp. 229-236; Joseph, M., Role playing in teaching economics (1965) American Economic Review, 55 (1-2), pp. 556-565; Lange, C., Baylor, A., Teaching with repeated prisoners' dilemma with a computerized tournament (2007) Journal of Economic Education, 38, pp. 407-418; Liu, D.J., Walker, J.D., Bauer, T.A., Zhao, M., Facilitating classroom economics experiments with an emerging technology: The case of clickers (2007) SSRN Working Paper Series, , http://ssrn.com/abstract=989482, accessed on Sept 1, 2010; Marks, S.G., Rukstad, M.G., Teaching macroeconomics by the case method (1996) Journal of Economic Education, 27, pp. 139-147; McGoldrick, K., Writing requirements and economic research opportunities in the undergraduate curriculum: Results from a survey of departmental practices (2008) Journal of Economic Education, 39, pp. 287-296; Meister, J.P., Oligopoly: An in-class economic game (1999) Journal of Economic Education, 30, pp. 383-391; Nash, J., Equilibrium points in n-person games (1950) Proceedings National Academy of Sciences, 36, pp. 48-49; Non-cooperative games (1951) Annals of Mathematics, 54, pp. 286-295; Ortmann, A., Bertrand price undercutting: A brief classroom demonstration (2003) Journal of Economic Education, 34 (1), pp. 21-26; Ortmann, A., Colander, D., (1995) Experiments in Teaching and in Understanding Economics, , Burr Ridge, IL: Irwin; Ray, M.A., Oligopoly and interdependence in the classroom (1993) Classroom Expernomics, 2, pp. 1-2; Salemi, M.K., Clickenomics: Using a classroom response system to increase student engagement in a largeenrollment principles of economics course (2009) Journal of Economic Education, 40, pp. 385-404; Salemi, M.K., Hansen, W.L., (2007) Discussing Economics: A Classroom Guide to Preparing Discussion Questions and Leading Discussion, , Cheltenham, United Kingdom, and Northampton, MA: Edward Elgar; Seiver, D., A simple game theory experiment for teaching oligopoly (1995) Classroom Expernomics, 4, pp. 1-3; Smith, M.G., Case studies on location: Taking to the field in economics (2007) Journal of Economic Education, 38, pp. 308-317; Sorenson, T.L., Theory and practice in the classroom: A repeated game of multimarket oligopoly (2002) Contemporary Economic Policy, 20 (3), pp. 316-329. , DOI 10.1093/cep/20.3.316","Brouhle, K.; Department of Economics, Grinnell CollegeUnited States; email: brouhlek@grinnell.edu",,,,,,,,00220485,,,,English,J. Econ. Educ.,Article,Final,,Scopus,2-s2.0-84855765214
"Muntean V.D., Andreica A.",46461941900;33067441600;,Interactive learning systems through virtual reality,2011,Quality - Access to Success,12,SUPPL. 2,,815,821,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84866944062&partnerID=40&md5=93b55e55fe885b6d407dba8b94bc4d11,"Academia Comercialǎ, Satu Mare, Romania","Muntean, V.D., Academia Comercialǎ, Satu Mare, Romania; Andreica, A., Academia Comercialǎ, Satu Mare, Romania","Favored by increasing the degree of extended Internet connectivity to higher education institutions and teachers and because of their advantages in the construction of training situations, online applications are gaining ground every day, is increasingly May capitalized and non-formal learning activities. In this paper we tried to show that online education is a new way of looking at learning, the background elements remain the same, only the medium of exchange and appropriation of knowledge change. Using the system for education means bringing new elements related to the freedom to learn where and when desired.",Collaborative learning; Document collaboration; E-learning; Online tools,,,,,,,,,,,,"(1997) Isual Design Profiles: Making Sense of Web Sites Design Guidelines, , http://www.indiana.edu/~iirg/RESEARCH/AMTEC/universal.html, AMTEC'97 - Indiana University, [online]; Design Guidelines and Consistency of Navigation Items, , http://www.coe.uh.edu/courses/cuin7317/interface_design.html, Association for Educaţional Communications and Technology - California, [online]; Bruner, J.S., (1970) Intellectual Education Process, , Scientific Publishing, Bucharest; Distance Education Training Council (DETC), , http://www.detc.org/, Report. [online]; Eisenberg, M.B., Doug, J., (1996) Computer Skills For Information Problem-Solving: Learning and Teaching Technology In Context, , http://www.ed.gov/databases/ERIC_Digests/ed392463.html, ERIC Clearinghouse on Information and Technology; Farrell, G.M., The Development of Virtual Education: A Global Perspective The Commonwealth of Learning, , http://www.col.org/virtualed/index.htm, [online]; Landsheere, G., De Formation des enseignants a l'EAO: Vers un controle de qualite des didacticiels (1985) Education Permanente, pp. 70-71; Nielsen, J., (2000) Web Design, , http://www.useit.com/, [online], Alertbox; Saba, F., (1999) Distance Education: An Introduction, , http://www.distance-educator.com/portals/research_deintro.html, San Diego, [online]; Thorpe, M., (1995) Evaluating Open & Distance Learning, , London: Longman","Muntean, V. D.; Academia Comercialǎ, Satu Mare, Romania; email: vdmuntean@yahoo.ro",,,,,,,,15822559,,,,English,Qual. Access Success,Article,Final,,Scopus,2-s2.0-84866944062
"Chen H.-R., Huang H.-L.",7501625725;55738316000;,Learning achievement of knowledge management adaptivity in web-based interactive learning systems for a junior high school in Taiwan,2011,New Educational Review,25,3,,183,193,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863179816&partnerID=40&md5=20b15c5e3ad871034b2f31e39bcef9a8,,"Chen, H.-R.; Huang, H.-L.","The purpose of this research was to examine the learning achievement of junior high school students in computer courses that utilize knowledge management approaches integrated into web-based interactive learning systems. We developed a web-based interactive learning system that integrated knowledge management processes and allowed students to capture, store, share, apply, and create knowledge. This was implemented in an actual teaching environment. The results of using this system were then compared with those of traditional lectures to explore its impact on learning achievement for junior high school computer courses in Taiwan. Based on the results of the computer hardware achievement posttest, the use of knowledge management approaches integrated into a web-based interactive learning system helped to enhance learners' individual learning achievement for computer hardware contents. Given that knowledge application and creation are relatively more advanced components of knowledge management, significant improvements can be made in high prior knowledge group.",E-learning; Knowledge management; Learning achievement,,,,,,,,,,,,"Allee, V., Twelve principles of knowledge management (1997) Training & Development, 51 (11), pp. 71-75; Beckman, T., (1997) A Methodology For Knowledge Management, , Proceedings of the IASTED International Conference on AI and Soft Computing, Banff, Canada; Bloom, B.S., Taxonomy of educational objectives: Th eclassification of educational goals (1956) Handbook, p. 1. , Cognitive domain. New York, NY: Longman, Green; Chen, H.-R., Huang, H.-L., User Acceptance of Mobile Knowledge Management Learning System: Design and Analysis (2010) Educational Technology & Society, 13 (3), pp. 70-77; Davenport, T.H., Ten principles of knowledge management and four case studies (1997) Knowledge and Process Management, 4 (3), pp. 187-208; Knapp, E.M., Knowledge Management (1998) Business and Economic Review, 44 (4), pp. 3-6; Galbreath, J., Knowledge management technology in education: An overview (2000) Education Technology, 40 (5), pp. 28-33; Gilbert, M., Gordey-Hays, M., Understanding the process of knowledge transfer to achieve successful technological innovation (1996) Technovation, 16 (6), pp. 301-312; Hendriks, P., Why share knowledge management? Th e influence of ICT on motivation for knowledge sharing (1999) Knowledge and Process Management, 6 (2), pp. 91-100; Law, C.H., Ngai, W.T., An empirical study of the effects of knowledge sharing and learning behaviors on firm performance (2008) Expert Systems With Applications, 34, pp. 2342-2349; Maryam, A., Dorothy, E.L., Knowledge management and knowledge management systems: Conceptual foundations and research issues (2001) MIS Quarterly, 25 (1), pp. 107-136; McCormick, C.B., Pressley, M., (1995) Educational Psychology: Learning, Instruction, Assessment, , New York: Longman; (2001) Th e Blueprint of the Technology Education For Middle and Elementary School, , Ministry of Education, Taiwan Ministry of Education; Nonaka, I., A dynamic theory of organizational knowledge creation (1994) Organization Science, 5 (1), pp. 14-37; Ravishankara, M.N., Panb, S.L., Th e influence of organizational identification on organizational knowledge management (2008) Th e International Journal of Management Science, pp. 221-241; Ritchie, D.C., Hoffman, B., Incorporating instructional design principles with the world wide web (1997) Web-Based Instruction, , In Badrul H. Khan (Ed.), Educational technology Publications, NJ: Englewood Cliffs; Stevenson, J.M., A new epistemological context for education: Knowledge management in public schools (2000) Journal of Industrial Psychology, 27 (3), pp. 198-201; Shi, L.M., (2003) A Study On Knowledge Management In Personal Administration, , M.S thesis, Chung Yuan Christian University, Taiwan; Shin, E.C., Schallert, D.L., Savenye, W.C., Effects of learner control, advisement, and prior knowledge on young students' learning in a hypertext environment (1994) Educational Technology Research & Development, 42, pp. 33-46; Huang, C.M., (2003) Research On the Relationship of Knowledge Management and School EffEctiveness In Elementary School, , M.S thesis, National Chang Cheng University, Taiwan; Wang, J.F., (2003) The Case Study of Knowledge Management In General AffAirs OffiCe of Junior High School., , M.S thesis, National Changhua University of Education, Taiwan","Chen, H.-R.",,,,,,,,17326729,,,,English,New Educ. Rev.,Article,Final,,Scopus,2-s2.0-84863179816
"Caceffo R., da Rocha H.V.",55646150900;23392089200;,Ubiquitous classroom response system: An innovative approach to support the active learning model,2011,Ubiquitous Learning,3,1,,43,56,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875970519&partnerID=40&md5=33994622c8a62e60cfeefc3ce515ba7f,"University of Campinas, Unicamp, Brazil","Caceffo, R., University of Campinas, Unicamp, Brazil; da Rocha, H.V., University of Campinas, Unicamp, Brazil","The Active Learning Model, based on the constructivism theory, allows students to have an active role in their own learning process. The model stimulates the construction of an environment where exists an effective interaction between students and teacher, supported by activities that motivate this kind of behavior. Currently the technology supports the Active Learning Model by the use of Classroom Response Systems. These systems, usually supported by pen-based technology (e.g. Tablet PCs), allows the teacher to propose questions to the students, that submit their answers electronically back to the teacher. Then, that answers can be aggregated and displayed to the students, which facilitates the teacher's feedback and the classroom collaboration and discussion. However, studies involving the use of Classroom Response Systems show that this kind of system generate student's loss of attention and focus. Also, the specific use of a single device limits the use of technology, not considering the increasing presence of many different types of devices in the classroom. In that way, this work described the creation of a Ubiquitous Classroom Response System (UCRS), a framework that uses the ubiquitous computing main concepts in order to support the Active Learning in classroom. In order to support a natural and not invasive use of technology, the UCRS uses context information (profile, historical and physical) to allow the creation of a dynamic environment where students can use any available mobile device to answer the teacher's questions, interact with each other and receive feedback. Also, UCRS allows immediate change between private and public interaction, allowing the students to focus on the task regardless the device that has been used. © Common Ground, Ricardo Caceffo, Heloisa Vieira da Rocha, All Rights Reserved.",Active Learning; Classroom Response System; Learning; Ubiquitous Computing; Ubiquitous Learning,,,,,,,,,,,,"Abowd, G.D., Mynatt, E.D., Charting Past, Present and Future Research in Ubiquitous Computing (2000) In ACM Transactions on Computer Human Interaction, 7 (1), p. 29. , 2000; Adelstein, F., (2005) Fundamentals of Mobile and Pervasive Computing, , McGraw Hill Professional Engineering. New York; Anderson, R., Classroom Presenter: A Classroom Interaction System for Active and Collaborative Learning (2006) In WIPTE-Workshop on Pen-Based Impact on Technology, Purdue Press, , 2006; Anderson, R., Supporting Active Learning and Example Based Instruction with Classroom Technology (2007) In ACM SIGCSE Bulletin, 39 (1), pp. 69-73. , Session: Teaching with tablets and inking technologies table of contents, 2007; Almeida, P.B., (2010) Desenvolvimento e análise de impacto de uma aplicação colaborativa voltada para o aprendizado utilizando interação pen-based, , Dissertação de Mestrado. Instituto de Computação, UNICAMP, Junho de 2010; Bonwell, C., Eison, J., Active Learning: Creating excitement in the classroom (1991) In ASHEERIC Higher Education Report No. 1, , Washington, DC: George Washington University. 1991; Bernhard, J., (1999) Activity based physics education: Some examples of innovative approaches at some universities and colleges in USA, , In CUP-day. Linkoping University; 1999; Caceffo, R.E., Heloisa, R., Rodolfo, A., Slides Manager Tool: Supporting Active Learning Using Tablet PC and Pen-Based Devices (2009) In: Workshop on the Impact of Pen-Based Technology on Education, pp. 1-5. , 2009, Blacksburg. The Impact of Tablet PCs and Pen-based Technology on Education, 2009; Caceffo, R.E., (2009) Ferramenta de apoio para o aprendizado ativo usando dispositivos com caneta eletrônica, , Dissertação de Mestrado. Instituto de Computação, UNICAMP Março de 2009; Chen, G., Kotz, D., (2000) A Survey of Context-Aware Mobile Computing Research, Darthmouth Computer Science Technical Report TR2000-381, hanover, NH, 2000 LOKE, Seng, , (2007.) Context-Aware Pervasive Systems-Architectures for a New Breed of Applications. Auerbach Publications-Taylor& Francis Group; Makela, K., Conducting a Wizard of Oz Experiment on a Ubiquitous Computing System Doorman (2001) In Proceedings of the International Workshop on Information Presentation and Natural Multimodal Dialogue, , pp155, 2001; Mostefaoui, S., (2008) Advances in Ubiquitous Computing: Future Paradigms and Directions, , IGI Global. IGI Publishing. Hershey, New York, 2008; Ogata, H., Yano, Y., (2004) Context-Aware Support for Computer Supported Ubiquitous Learning, , In Proc. Of IEE WMTE2004, pp2734; Satyanarayanan, M., Challenges in Implementing a Context-Aware System (2002) In IEEE Pervasive Computing, 1 (3), p. 3. , 2002; Schlogl, WebWOZ: A Wizard of Oz Prototyping Framework (2010) In Symposium on Engineering Interactive Computing Systems Proceedings of the 2nd ACM SIGCHI symposium on Engineering interactive computing systems, , Berlin, Germany. SESSION: Tool support for interface development. P109-114. 2010; Vahey, P., (2007) Using Handheld Technology to Move between Private and Public Interactions in the Classroom, pp. 187-211. , In Ubiquitous Computing in Education: Invisible Technology, Visible Impact. Research Center for Educational Technology, Kent State University, New Jersey, London. 2007; Want, R., Remembering Mark Weiser: Chief Technologist, Xerox PARC (2000) In IEEE Personal Communications, February, pp. 8-10. , 2000; Weiser, M., The computer for the 21st century (1991) In Scientific American, 265 (3), pp. 94-104. , September 1991; Weiser, M., Some computer science issues in ubiquitous computing (1993) In CACM Special Issue, Computer-Augmented Environments, 36 (7), pp. 74-83. , July 1993; Weiser, M., Brown, J., The coming age of calm technology (1996) Beyond Calculation: The Next Fifty Years of Computing, , In Denning, P.J. & Metcalfe, R.M. (Eds.), New York: Springer Verlag; Wolfman, S., (2004) Understanding and Promoting Interaction in the Classroom through Computer-Mediated Communication in the Classroom Presenter System, , Ph. D dissertation, University of Washington; Wikerson, M., Griswold, W., Simon, B., (2005) Ubiquitous Presenter: Increasing Student Access and Control in a Digital Lecturing Environment, , In SIGCSE'05, February 23-27, St. Louis, Missouri, USA; Yin, (2009) A Collaborative Learning Service for SNS in Ubiquitous Computer Enviorment, pp. 5536-5539. , In Proceedings of the 5th International Conference on Wireless communications, networking and mobile computing Beijing, China pp,2009","Caceffo, R.; University of Campinas, Unicamp, Brazil",,,,,,,,18359795,,,,English,Ubiquitous Learn.,Article,Final,,Scopus,2-s2.0-84875970519
Novak G.M.,7006767494;,Just-in-time teaching,2011,New Directions for Teaching and Learning,,128,,63,73,,56.0,10.1002/tl.469,https://www.scopus.com/inward/record.uri?eid=2-s2.0-83355171564&doi=10.1002%2ftl.469&partnerID=40&md5=dabc322a7d0ed5d0dab6031c2cc5703e,"Center for Physics Education Research, United States Air Force Academy, United States; Indiana University, Purdue University, Indianapolis, IN, United States","Novak, G.M., Center for Physics Education Research, United States Air Force Academy, United States, Indiana University, Purdue University, Indianapolis, IN, United States","This chapter provides an overview and implementation guidelines of Just-in-Time Teaching, an interactive engagement pedagogy used across disciplines and across the academy, now in its fourteenth year. The pedagogy has proven effective in improving classroom climate, student motivation and fostering deeper learning. © 2011 Wiley Periodicals, Inc., A Wiley Company.",,,,,,,,,,,,,"Arons, A.B., Some Thoughts on Reasoning Capacities Implicitly Expected of College Students (1979) Cognitive Process Instruction: Research on Teaching and Learning Skills, pp. 209-215. , In J. Lockhead and J. Clemens (eds.), pp. -). Philadelphia: Franklin Institute Press; Astin, A.W., (1997) What Matters in College?: Four Critical Years Revisited, , San Francisco: Jossey-Bass; Baxter Magolda, M.B., (1992) Knowing and ReasonIng in College: Gender-Related Patterns in Students' Intellectual Development, , San Francisco: Jossey-Bass; Beghetto, R.A., Toward a More Complete Picture of Student Learning: Assessing Students' Motivational Beliefs (2004) Practical Assessment, Research and Evaluation, 9 (15); Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How People Learn: Brain, Mind, Experience, and School, , (eds.).. Washington, D.C.: National Academies Press; Crouch, C.H., Mazur, E., Peer Instruction: Ten Years of Experience and Results (2001) American Journal of Physics, 69, pp. 970-977; Formica, S.P., Easley, J.L., Spraker, M.C., Transforming Common-Sense Beliefs into Newtonian Thinking through Just-in-Time Teaching (2010) Physical Review Special Topics-Physics Education Research, 6; Guertin, L.A., Zappe, S.E., Kim, H., Just-in-Time Teaching (JiTT) Exercises to Engage Students in an Introductory-Level Dinosaur Course (2007) Journal of Science Education and Technology, 16, pp. 507-514; Hake, R.R., Interactive-Engagement versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses (1998) American Journal of Physics, 66, pp. 64-74; Hestenes, D., Halloun, I., Interpreting the Force Concept Inventory: A Response to Huffman and Heller (1995) Physics Teacher, 33, pp. 502-506; Middendorf, J., Pace, D., (2004) Decoding the Disciplines. Helping Students Learn Disciplinary Ways of Thinking, , (eds.).. New Directions for Teaching and Learning, no. 98. San Francisco: Jossey-Bass; Scott, P.H., Asoko, H.M., Driver, R.H., Teaching for Conceptual Change: A Review of Strategies (1991) Research in Physics Learning: Theoretical Issues and Empirical Studies. Proceedings of an International Workshop Held at the University of Bremen, pp. 310-329. , In R. Duit, F. Goldberg, and H. Niederer (eds.), pp. -). Kiel: Institute for Science Education, IPN 131; Simkins, S., Maier, M., (2009) Just-in-Time Teaching across the Disciplines and across the Academy, , (eds).. Sterling, Va.: Stylus; Snow, C.E., Academic Language and the Challenge of Reading for Learning about Science (2010) Science, 328, pp. 450-452","Novak, G.M.; Indiana University, Purdue University, Indianapolis, IN, United States",,,,,,,,02710633,,,,English,New Dir. Teach. Learn.,Article,Final,,Scopus,2-s2.0-83355171564
Rich M.,14018239800;,Student research in a web 2 world: Learning to use new technology to gather primary data,2011,Electronic Journal of Business Research Methods,9,1,,78,86,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880027537&partnerID=40&md5=34a07686b1bde90cda221db68777857a,"Cass Business School, London, United Kingdom","Rich, M., Cass Business School, London, United Kingdom","In recent years there has been rapid growth in the number of resources available to conduct scholarly research with the assistance of the Internet. While the British Library's (2009) survey revealed a reluctance among doctoral and post-doctoral researchers to engage with new technologies, masters-level students and final-year undergraduates are often much more open to technological innovation, They are familiar with interactive tools in the classroom (King and Robinson, 2009), and used to the characteristics associated with Web 2.0 (O'Reilly, 2005), but could often benefit from guidance as to how to exploit these tools in their independent work. This paper discusses four general types of tool which can be used to gather primary data in research: Electronic web-based surveys. These can be set up very simply using software such as 'Surveymonkey', Qualtrics, or the Bristol Online Surveys system developed specifically for the UK higher education sector. As a result they are popular with students, but their very ease of use often means that little attention is paid to sampling, or to interpreting the results with caution. Blogs. Again, these are easy to set up, but it is less clear to students how they can be used as a data gathering tool. However the current author has encountered a number of instances where a student has set up a blog to invite comments on a topic, and to gather opinions from readers that might contribute to the students' work. Personal response systems or 'clickers' which are available as a computer peripheral and can be used to gather data from a group of people very rapidly. Conferencing systems which could be used in effect to conduct more or less structured interviews electronically. A simple exchange of emails would be a primitive way of achieving this, and would be asynchronous, in that the interviewee does not need to respond instantly. A synchronous equivalent could be provided using chat or instant messaging software. ll four of these have the benefit of being instantly self-documenting in that any data provided is stored electronically. This is a particularly attractive attribute for masters level students, or final year undergraduates, who may be under pressure to produce some independent and original work with very limited resources. As a general observation these tools offer enhanced scope for students to carry out original and distinctive work, and to place their own stamp on their findings. If nothing else, the use of unique primary data can differentiate one student's work from that of others. But this needs to be tempered with an appreciation of the limitations of primary data and an understanding of how to use it realistically. © Academic Conferences Ltd.",Primary data; Research training; Web 2,,,,,,,,,,,,"Barnatt, C., Higher education 2.0 (2009) International journal of management education, 7 (3), pp. 47-56; Bawden, D., Robinson, L., The dark side of information: overload, anxiety and other paradoxes and pathologies (2009) Journal of information science, 35 (2), pp. 180-191; Beekes, W., The 'millionaire' method for encouraging participation (2006) Active learning in higher education, 7 (1), pp. 25-36; (2009), http://explorationforchange.net/attachments/054_Summary%20Report%20Final.pdf, British Library/JISC.Researchers of tomorrow- interim research report 1 Retrieved 1 December 2009 from; Bryman, A., Bell, E., (2007) Business Research Methods., , Oxford: Oxford University Press; Dearstyne, B., Blogs Mashups and Wikis (2007) Oh My! Information management journal, 41 (4), pp. 24-33; Goodyear, P., Ellis, R., Students' interpretations of learning tasks: Implications for educational design (2007) Proceedings of Ascilite conference, pp. 339-346; Grossman, M., The emerging academic discipline of knowledge management (2007) Journal of information systems education, 18 (1), pp. 31-38; Howe, J., (2006) The rise of crowdsourcing, , http://www.wired.com/wired/archive/14.06/crowds.html, Wired June. Retrieved 19 March 2010 from; Kane, G., Fichman, R., The shoemaker's children: using wikis for information systems teaching, research and publication (2009) MIS quarterly, 33 (1), pp. 1-17; Kim, H.N., The phenomenon of blogs and theoretical model of blog use in educational contexts (2008) Computers and education, 51, pp. 1342-1352; King, S.O., Robinson, C.L., Staff perspectives on the use of technology for enabling formative assessment and automated feedback (2009) ITALICS, 8 (2). , http://www.ics.heacademy.ac.uk/italics/vol8iss2/pdf/ItalicsVol8Iss2Jun2009Paper3.pdf, Retrieved 1 December 2009 from; Lai, L., Turban, E., Groups formations and operations in the web 2.0 environments and social networks (2008) Group decision and negotiation., 17. , 387-402; O'Reilly, T., (2005) What is Web, 2. , http://oreilly.com/web2/archive/what-is-web-20.html, Retrieved 1 December 2009 from; Ramsden, P., Learning to teach in higher education (2003), (2 nd edition) London, Routledge Falmer; Schön, D., The reflective practitioner. Aldershot: Avebury (1991), (originally published in UK by Maurice Temple Smith, 1983); Silverman, D., (2007) A Very Short, Fairly Interesting, , Reasonably Cheap Book about Qualitative Research. London, Sage; Thomas, J., Harden, A., Methods for the thematic synthesis of qualitative research in systematic reviews (2007) ECRM National Centre for Research Methods working paper, , http://eprints.ncrm.ac.uk/468/1/1007_JTAHthematic_synthesis.pdf, Retrieved 19 March 2010 from; Todd, M., Bannister, P., Clegg, S., Independent inquiry and the undergraduate dissertation: perceptions and experiences of final-year social science students (2004) Assessment evaluation in higher education, 29 (3), pp. 335-353; Winograd, T., A language/action perspective on the design of cooperative work (1987) Human-computer interaction, 3 (1), pp. 3-30","Rich, M.; Cass Business School, London, United Kingdom; email: M.G.Rich@city.ac.uk",,,,,,,,14777029,,,,English,Electron. J. Bus. Res. Methods,Article,Final,,Scopus,2-s2.0-84880027537
"Barbosa L.H., Mora C.E., Talero P.H., Organista J.O.",55330864100;36905328100;55330224800;15760796600;,The magic blower: A discrepant experiment in the learning of the Bernoulli's Law of hydrodynamic pressure [El Soplador mágico: Un experimento discrepante en el aprendizaje de la ley de presión hidrodinámica de Bernoulli],2011,Revista Brasileira de Ensino de Fisica,33,4, 4309,,,,2.0,10.1590/S1806-11172011000400009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84864740303&doi=10.1590%2fS1806-11172011000400009&partnerID=40&md5=9f374bfd9819cd045c370094fe68b0dc,"Grupo de Física y Matemática, Depto. de Ciencias Naturales, Universidad Central, Carrera 5, Bogotá, Colombia; Depto Centro de Investigación en Ciencia Aplicada y Tecnologá Avanzada, Instituto Politécnico Nacional, México D.F, Mexico","Barbosa, L.H., Grupo de Física y Matemática, Depto. de Ciencias Naturales, Universidad Central, Carrera 5, Bogotá, Colombia, Depto Centro de Investigación en Ciencia Aplicada y Tecnologá Avanzada, Instituto Politécnico Nacional, México D.F, Mexico; Mora, C.E., Depto Centro de Investigación en Ciencia Aplicada y Tecnologá Avanzada, Instituto Politécnico Nacional, México D.F, Mexico; Talero, P.H., Grupo de Física y Matemática, Depto. de Ciencias Naturales, Universidad Central, Carrera 5, Bogotá, Colombia; Organista, J.O., Grupo de Física y Matemática, Depto. de Ciencias Naturales, Universidad Central, Carrera 5, Bogotá, Colombia","The main purpose of this article is to present a discrepant experiment, its physical modeling as well as its pedagogical benets of the assembly to learn the Bernoulli's Law of hydrodynamic pressure. The impact of the results is presented on a population of students and the interactive engagement is measured starting from a process of dissonance to a process of consonance. The prototype has been implemented as a project in order that the student's population makes time by their own during four weeks. The evolution of the learning process is specied with the Hake's average normalized gain and the Bao's concentration factor. The experience has turned out to be quite fruitful from a pedagogical standpoint represented by the Hake's gain values above 0.5. © Sociedade Brasileira de Física.",Demonstration experiments; Didactic material; Discrepant experiments; Physics education; Teaching methods.,,,,,,,,,,,,"Michael Guillen Cinco Ecuaciones que Cambiaron el Mundo, , (Drokerz Impresiones, México, 2010); Description of the phonation process, , http://www.ims.uni-stuttgart.de/phonetik/EGG/page9.htm, consultado el 30/12/2010; Serway, R.A., Jewett, J.W., Physics for Scientists and Engineers, 1. , (Brooks/Cole, Pacic Grove, 2004), 6th ed; http://mechpage.blogspot.com/2010/11/carburetor.html, consultadoel 30/12/2010, Carburetor, Mechanical, managed by gugaf. com; http://www.casvirtual.cl/wiki/index.php?title=Principio_de_Bernoulli, consultadoel 30/12/2010; http://www.youtube.com/watch?v=2IJTzpVCygQ&amp;feature=related, consultado el 30/12/2010, Video de jugador de Futbol de Brasil Roberto Carlos; McDermott1, L.C., Redish, E.F., (1999) Am. J. Phys, 67, p. 755. , http://dx.doi.org/10.1119/1.19122, consultadoel 30/12/2010; Robert, P., (1994) Bauman and Rolf Schwaneberg, 32, p. 478. , The Physics Teacher; Bauman, R.P., (2000) Am. J. Phys, 68, p. 288; Halliday, D., Resnick, R., Walker, J., Fundamentals of Physics, , (John Wiley & Sons. Inc, New Jersey, 2005), 1, 7th ed; Klaus Weltner and Martin Ingelman-Sundberg, Misinterpretations of Bernoulli's Law, , http://plato.if.usp.br/2-2007/fep0111d/Bernoulli.pdf, consultadoel 3/2/2011; Walker, J., Física Recreativa: La Feria Ambulante de la Física, , (Noriega Editores, México, D.F., 2000); Barbosa, L.H., (2003) Rev. Col. de Física 35, 95.; Luis, H., Barbosa, L., (2008) Am. J. Phys. Educ, 2, p. 246; Barbosa, L.H., Talero, P.H., (2009) Lat. Am. J. Phys. Educ, 3, p. 135; Barbosa, L.H., (2010) Rev. Col. de Física 42, 11.; Davis, J.A., Eaton, B.G., Resource Let-ter PhD-1: Physics Demonstrations En línea en, , http://dx.doi.org/10.1119/1.11625, consultadoel 7/1/2011; Bao, L., Redish, E., (2001) Am. J. Phys, 69, pp. S45; Hake, R., (1998) Am. J. Phys, 66, p. 64; Kagánov y, M., Tsukárnik, V., La Naturaleza del Mag-netismo, , (Editorial Mir, Moscú, 1985); Festinger, L., A Theory of Cognitive Dissonance, , (Stanford University Press, Stanford, 1957); Ding, L., Chabay, R., Sherwood, B., Beichner, R., (2006) Phys. Review Special Topics-Physics Education Research 2, , http://prst-per.aps.org/pdf/PRSTPER/v2/i1/e010105, 010105; lhbsica Web pag. of L. H. Barbosa, , http://sites.google.com/site/lhbfisica/, consultadael 30/1/2011; Hestenes, D.M.W., Swackhammer, G., (1992) The Physics Teacher, 30, p. 141","Barbosa, L.H.; Grupo de Física y Matemática, Depto. de Ciencias Naturales, Universidad Central, Carrera 5, Bogotá, Colombia; email: lhbsica@gmail.com",,,,,,,,01024744,,,,Portuguese,Rev. Bras. Ensino Fis.,Article,Final,Open Access,Scopus,2-s2.0-84864740303
"Munro M.G., Broder M., Critchley H.O.D., Matteson K., Haththotuwa R., Fraser I.S.",7102691823;7003884588;7006731536;12774275100;21734015000;7201479164;,"An international response to questions about terminologies, investigation, and management of abnormal uterine bleeding: Use of an electronic audience response system",2011,Seminars in Reproductive Medicine,29,5,,436,445,,8.0,10.1055/s-0031-1287667,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80855134411&doi=10.1055%2fs-0031-1287667&partnerID=40&md5=76f8f740b272bb9bb47e992df394b7f1,"Department of Obstetrics and Gynecology, David Geffen School of Medicine, UCLA, Kaiser Permanente, Southern California, 4900 Sunset Boulevard, Los Angeles, CA 90027, United States; Partnership for Health Analytic Research, LLC, Beverly Hills, CA, United States; MRC Centre for Reproductive Health, University of Edinburgh, Queen's Medical Research Institute, Edinburgh, United Kingdom; Division of Research, Alpert Medical School, Women and Infants Hospitalof, Providence, RI, United States; Ninewells CARE Mother and Baby Hospital, Colombo, Sri Lanka; Department of Obstetrics and Gynaecology, University of Sydney, Camperdown, Australia","Munro, M.G., Department of Obstetrics and Gynecology, David Geffen School of Medicine, UCLA, Kaiser Permanente, Southern California, 4900 Sunset Boulevard, Los Angeles, CA 90027, United States; Broder, M., Partnership for Health Analytic Research, LLC, Beverly Hills, CA, United States; Critchley, H.O.D., MRC Centre for Reproductive Health, University of Edinburgh, Queen's Medical Research Institute, Edinburgh, United Kingdom; Matteson, K., Division of Research, Alpert Medical School, Women and Infants Hospitalof, Providence, RI, United States; Haththotuwa, R., Ninewells CARE Mother and Baby Hospital, Colombo, Sri Lanka; Fraser, I.S., Department of Obstetrics and Gynaecology, University of Sydney, Camperdown, Australia","More than 600 registrants attended a two-hour interactive symposium on abnormal uterine bleeding (AUB) at the Federation of Gynecology and Obstetrics World Congress in Cape Town, October 2009. Nearly 250 of these participants answered multiple questions through an electronic audience responder system. The audience heard five structured presentations on clinically important and controversial aspects of AUB, including terminologies and definitions, classification of causes, mechanisms of AUB in the absence of structural lesions of the reproductive tract, the potential for a structured menstrual history, and management of heavy menstrual bleeding (HMB) in low-resource settings. Numerous demographic details were collected, and a total of 30 questions to the audience were interspersed through each of the presentations. The audience demonstrated great variation in the way the terms AUB, menorrhagia, and dysfunctional uterine bleeding (DUB) are used, and considerable majorities agreed that the terms menorrhagia and DUB should be abolished. AUB should be the overarching term to describe all symptomatic departures from normal menstruation or the menstrual cycle. HMB is a suitable replacement term for menorrhagia. DUB can be replaced by the three clinical entities comprising nonstructural causes of AUB. There was a high consistency across demographic subgroups in answers to most questions. Acute and chronic AUB were defined, and aspects of a classification system for causes of AUB and of a structured menstrual history were explored. Issues related to investigation and hormonal treatment of HMB in low-resource settings were explored by registrants from developing countries. © 2011 by Thieme Medical Publishers, Inc.",Abnormal uterine bleeding; FIGO classification; investigation; management; menorrhagia; terminologies,"abnormal uterine bleeding; adult; anamnesis; article; clinical evaluation; clinical practice; demography; developing country; disease classification; electronic audience response system; ethnicity; female; health care organization; human; information system; language; medical education; medical information; menorrhagia; menstruation disorder; nomenclature; pathophysiology; response variable; Adult; Aged; Attitude of Health Personnel; Computer Communication Networks; Congresses as Topic; Female; Health Knowledge, Attitudes, Practice; Humans; International Cooperation; Male; Menstruation Disturbances; Middle Aged; Physician's Practice Patterns; Predictive Value of Tests; Prognosis; Terminology as Topic; Uterine Hemorrhage; Young Adult",,,,,,,,,,,"Woolcock, J.G., Critchley, H.O., Munro, M.G., Broder, M.S., Fraser, I.S., Review of the confusion in current and historical terminology and definitions for disturbances of menstrual bleeding (2008) Fertil Steril, 90 (6), pp. 2269-2280; Fraser, I.S., Critchley, H.O.D., Munro, M.G., Broder, M., A process designed to lead to international agreement on terminologies and definitions used to describe abnormalities of menstrual bleeding (2007) Fertility and Sterility, 87 (3), pp. 466-476. , DOI 10.1016/j.fertnstert.2007.01.023, PII S0015028207001331; Fraser, I.S., Critchley, H.O., Munro, M.G., Broder, M., Can we achieve international agreement on terminologies and definitions used to describe abnormalities of menstrual bleeding (2007) Hum Reprod, 22 (3), pp. 635-643; Fraser, I.S., Critchley, H.O., Broder, M., Munro, M.G., The FIGO recommendation on terminologies and definitions for normal and abnormal uterine bleeding (2011) Sem Reprod Med, 29 (5), pp. 383-390; Munro, M.G., Heikinheimo, O., Haththotuwa, R., Tank, J., Fraser, I.S., The need for investigations to elucidate causes and effects of abnormal uterine bleeding (2011) Semin Reprod Med, 29 (5), pp. 410-422; Kadir, R.A., Economides, D.L., Sabin, C.A., Owens, D., Lee, C.A., Frequency of inherited bleeding disorders in women with menorrhagia (1998) Lancet, 351 (9101), pp. 485-489. , DOI 10.1016/S0140-6736(97)08248-2; Kouides, P.A., Conard, J., Peyvandi, F., Lukes, A., Kadir, R., Hemostasis and menstruation: Appropriate investigation for underlying disorders of hemostasis in women with excessive menstrual bleeding (2005) Fertility and Sterility, 84 (5), pp. 1345-1351. , DOI 10.1016/j.fertnstert.2005.05.035, PII S0015028205027846; Shankar, M., Lee, C.A., Sabin, C.A., Economides, D.L., Kadir, R.A., Von Willebrand disease in women with menorrhagia: A systematic review (2004) BJOG: An International Journal of Obstetrics and Gynaecology, 111 (7), pp. 734-740. , DOI 10.1111/j.1471-0528.2004.00176.x; Matteson, K., Munro, M.G., Fraser, I.S., The structured menstrual history: Developing a tool to facilitate diagnosis and aid in symptom management (2011) Semin Reprod Med, 29 (5), pp. 423-435; Haththotuwa, R., Desai, S., Senanayake, L., Goonewardena, J., Tank, J., Fraser, I.S., Management of abnormal uterine bleeding in low- and high-resource settings: Consideration of cultural issues (2011) Semin Reprod Med, 29 (5), pp. 446-458","Munro, M.G.; Department of Obstetrics and Gynecology, David Geffen School of Medicine, UCLA, Kaiser Permanente, Southern California, 4900 Sunset Boulevard, Los Angeles, CA 90027, United States; email: mgmunro@ucla.edu",,,,,,,,15268004,,SRMEC,22065329.0,English,Semin. Reprod. Med.,Article,Final,,Scopus,2-s2.0-80855134411
"Frei P., Poulsen A.H., Johansen C., Olsen J.H., Steding-Jessen M., Schüz J.",24724042300;9237138000;7101624018;57205868284;24480113200;7003322462;,Use of mobile phones and risk of brain tumours: Update of Danish cohort study,2011,BMJ (Online),343,7830, d6387,,,,115.0,10.1136/bmj.d6387,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84859001191&doi=10.1136%2fbmj.d6387&partnerID=40&md5=9158f6ae894d498699eb331c0b34beb0,"Institute of Cancer Epidemiology, Danish Cancer Society, Strandboulevarden 49, 2100 Copenhagen, Denmark; International Agency for Research on Cancer (IARC), Section of Environment and Radiation, 150 Cours Albert Thomas, 69372 Lyon CEDEX 08, France","Frei, P., Institute of Cancer Epidemiology, Danish Cancer Society, Strandboulevarden 49, 2100 Copenhagen, Denmark; Poulsen, A.H., Institute of Cancer Epidemiology, Danish Cancer Society, Strandboulevarden 49, 2100 Copenhagen, Denmark; Johansen, C., Institute of Cancer Epidemiology, Danish Cancer Society, Strandboulevarden 49, 2100 Copenhagen, Denmark; Olsen, J.H., Institute of Cancer Epidemiology, Danish Cancer Society, Strandboulevarden 49, 2100 Copenhagen, Denmark; Steding-Jessen, M., Institute of Cancer Epidemiology, Danish Cancer Society, Strandboulevarden 49, 2100 Copenhagen, Denmark; Schüz, J., International Agency for Research on Cancer (IARC), Section of Environment and Radiation, 150 Cours Albert Thomas, 69372 Lyon CEDEX 08, France","Objective: To investigate the risk of tumours in the central nervous system among Danish mobile phone subscribers. Design: Nationwide cohort study. Setting: Denmark. Participants: All Danes aged ≥30 and born in Denmark after 1925, subdivided into subscribers and non-subscribers of mobile phones before 1995. Main outcome measures: Risk of tumours of the central nervous system, identified from the complete Danish Cancer Register. Sex specific incidence rate ratios estimated with log linear Poisson regression models adjusted for age, calendar period, education, and disposable income. Results: 358 403 subscription holders accrued 3.8 million person years. In the follow-up period 1990-2007, there were 10 729 cases of tumours of the central nervous system. The risk of such tumours was close to unity for both men and women. When restricted to individuals with the longest mobile phone use - that is, ≥13 years of subscription - the incidence rate ratio was 1.03 (95% confidence interval 0.83 to 1.27) in men and 0.91 (0.41 to 2.04) in women. Among those with subscriptions of ≥10 years, ratios were 1.04 (0.85 to 1.26) in men and 1.04 (0.56 to 1.95) in women for glioma and 0.90 (0.57 to 1.42) in men and 0.93 (0.46 to 1.87) in women for meningioma. There was no indication of dose-response relation either by years since first subscription for a mobile phone or by anatomical location of the tumour - that is, in regions of the brain closest to where the handset is usually held to the head. Conclusions: In this update of a large nationwide cohort study of mobile phone use, there were no increased risks of tumours of the central nervous system, providing little evidence for a causal association.",,adult; article; brain tumor; cancer incidence; cancer risk; central nervous system tumor; cohort analysis; controlled study; Denmark; female; follow up; glioma; human; male; meningioma; mobile phone; priority journal; Adult; Brain Neoplasms; Causality; Cellular Phone; Cohort Studies; Denmark; Female; Glioma; Humans; Incidence; Linear Models; Longitudinal Studies; Male; Meningeal Neoplasms; Meningioma; Poisson Distribution; Registries; Risk; Socioeconomic Factors; Time Factors,,,,,,,,,,,"(2010) Key Global Telecom Indicators for the World Telecommunication Service Sector, , www.itu.int/ITU-D/ict/statistics/at_glance/KeyTelecom.html; (2009) Health Effects of Exposure to EMF, , Scientific Committee on Emerging and Newly Identified Health Risks. European Commission; Brain tumour risk in relation to mobile telephone use: Results of the INTERPHONE international case-control study (2010) Int J Epidemiol, 39, pp. 675-694. , INTERPHONE Study Group; Ahlbom, A., Feychting, M., Green, A., Kheifets, L., Savitz, D.A., Swerdlow, A.J., Epidemiologic evidence on mobile phones and tumor risk: A review (2009) Epidemiology, 20, pp. 639-652; Vrijheid, M., Deltour, I., Krewski, D., Sanchez, M., Cardis, E., The effects of recall errors and of selection bias in epidemiologic studies of mobile phone use and cancer risk (2006) Journal of Exposure Science and Environmental Epidemiology, 16 (4), pp. 371-384. , DOI 10.1038/sj.jes.7500509, PII 7500509; Vrijheid, M., Armstrong, B.K., Bedard, D., Brown, J., Deltour, I., Iavarone, I., Recall bias in the assessment of exposure to mobile phones (2009) J Expo Sci Environ Epidemiol, 19, pp. 369-381; Johansen, C., Boice Jr., J.D., McLaughlin, J.K., Olsen, J.H., Cellular telephones and cancer - A nationwide cohort study in Denmark (2001) Journal of the National Cancer Institute, 93 (3), pp. 203-207; Schuz, J., Jacobsen, R., Olsen, J.H., Boice Jr., J.D., McLaughlin, J.K., Johansen, C., Cellular telephone use and cancer risk: Update of a nationwide Danish cohort (2006) Journal of the National Cancer Institute, 98 (23), pp. 1707-1713. , DOI 10.1093/jnci/djj464; Oksbjerg Dalton, S., Steding-Jessen, M., Gislum, M., Frederiksen, K., Engholm, G., Schüz, J., Social inequality and incidence of and survival from cancer in a population-based study in Denmark, 1994-2003: Background, aims, materials and methods (2010) Eur J Cancer, 44, pp. 1938-1949; Schüz, J., Waldemar, G., Olsen, J.H., Johansen, C., Risks for central nervous system diseases among mobile phone subscribers: A Danish retrospective cohort study (2009) PLoS One, 4, pp. e4389; Schuz, J., Johansen, C., A comparison of self-reported cellular telephone use with subscriber data: Agreement between the two methods and implications for risk estimation (2007) Bioelectromagnetics, 28 (2), pp. 130-136. , DOI 10.1002/bem.20297; Schüz, J., Steding-Jessen, M., Hansen, S., Stangerup, S.E., Caye-Thomasen, P., Poulsen, A.H., Long-term mobile phone use and the risk of vestibular schwannoma: A Danish nationwide cohort study (2011) Am J Epidemiol, 174, pp. 416-422; Storm, H.H., Michelsen, E.V., Clemmensen, I.H., Pihl, J., The Danish Cancer Registry - History, content, quality and use (1997) Dan Med Bull, 44, pp. 535-539; (2006) Cancer Incidence in Denmark 2001; Health Statistics 2006, , National Board of Health. National Board of Health (Denmark); (1976) International Classification of Diseases for Oncology (ICD-O), , World Health Organization. WHO; Cardis, E., Deltour, I., Mann, S., Moissonnier, M., Taki, M., Varsier, N., Wake, K., Wiart, J., Distribution of RF energy emitted by mobile phones in anatomical structures of the brain (2008) Physics in Medicine and Biology, 53 (11), pp. 2771-2783. , DOI 10.1088/0031-9155/53/11/001, PII S0031915508709461; Olsen, J.H., Friis, S., Frederiksen, K., McLaughlin, J.K., Mellemkjaer, L., Moller, H., Atypical cancer pattern in patients with Parkinson's disease (2005) British Journal of Cancer, 92 (1), pp. 201-205. , DOI 10.1038/sj.bjc.6602279; Hardell, L., Carlberg, M., Hansson, M.K., Mobile phone use and the risk for malignant brain tumors: A case-control study on deceased cases and controls (2010) Neuroepidemiology, 35, pp. 109-114; Inskip, P.D., Tarone, R.E., Hatch, E.E., Wilcosky, T.C., Shapiro, W.R., Selker, R.G., Fine, H.A., Linet, M.S., Cellular-telephone use and brain tumors (2001) New England Journal of Medicine, 344 (2), pp. 79-86. , DOI 10.1056/NEJM200101113440201; Deltour, I., Johansen, C., Auvinen, A., Feychting, M., Klaeboe, L., Schuz, J., Time trends in brain tumor incidence rates in Denmark, Finland, Norway, and Sweden, 1974-2003 (2009) J Natl Cancer Inst, 101, pp. 1721-1724; Inskip, P.D., Hoover, R.N., Devesa, S.S., Brain cancer incidence trends in relation to cellular telephone use in the United States (2010) Neuro Oncol, 12, pp. 1147-1151; Lonn, S., Klaeboe, L., Hall, P., Mathiesen, T., Auvinen, A., Christensen, H.C., Johansen, C., Feychting, M., Incidence trends of adult primary intracerebral tumors in four Nordic countries (2004) International Journal of Cancer, 108 (3), pp. 450-455. , DOI 10.1002/ijc.11578; Roosli, M., Michel, G., Kuehni, C.E., Spoerri, A., Cellular telephone use and time trends in brain tumour mortality in Switzerland from 1969 to 2002 (2007) European Journal of Cancer Prevention, 16 (1), pp. 77-82. , DOI 10.1097/01.cej.0000203618.61936.cd, PII 0000846920070200000011; (2001) Tele Yearbook, Denmark, , National IT and Telecom Agency. National IT and Telecom Agency; Neubauer, G., Cecil, S., Giczi, W., Petric, B., Preiner, P., Frohlich, J., The association between exposure determined by radiofrequency personal exposimeters and human exposure: A simulation study (2010) Bioelectromagnetics, 31, pp. 535-545; Kühn, S., Cabot, E., Christ, A., Capstick, M., Kuster, N., Assessment of the radio-frequency electromagnetic fields induced in the human body from mobile phones used with hands-free kits (2009) Phys Med Biol, 54, pp. 5493-5508","Frei, P.; Department of Epidemiology and Public Health, Swiss Tropical and Public Health Institute, Socinstrasse 57, 4002 Basel, Switzerland; email: frei@cancer.dk",,,,,,,,09598146,,BMJOA,22016439.0,English,BMJ (Online),Article,Final,Open Access,Scopus,2-s2.0-84859001191
"Killos L.F., Hancock L.C., Wattenmaker McGann A., Keller A.E.",36662538500;57202677424;36663227100;7401738875;,Do clicker educational sessions enhance the effectiveness of a social norms marketing campaign?,2011,Journal of American College Health,59,3,,228,230,,5.0,10.1080/07448481.2010.497830,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649846859&doi=10.1080%2f07448481.2010.497830&partnerID=40&md5=e31629a77886b8558c225bfc60f2e119,"National Social Norms Institute, University of Virginia, 943 Second Street, SE, Charlottesville, VA 22902, United States; Wellness Resource Center (The Well), Virginia Commonwealth University, Richmond, VA, United States","Killos, L.F., National Social Norms Institute, University of Virginia, 943 Second Street, SE, Charlottesville, VA 22902, United States; Hancock, L.C., Wellness Resource Center (The Well), Virginia Commonwealth University, Richmond, VA, United States; Wattenmaker McGann, A., Wellness Resource Center (The Well), Virginia Commonwealth University, Richmond, VA, United States; Keller, A.E., National Social Norms Institute, University of Virginia, 943 Second Street, SE, Charlottesville, VA 22902, United States","Objective: Social norms campaigns are a cost-effective way to reduce high-risk drinking on college campuses. This study compares effectiveness of a standard social norms media (SNM) campaign for those with and without exposure to additional educational sessions using audience response technology (clickers). Methods: American College Health Association's National College Health Assessment questions are used to evaluate actual and perceived use. Additional survey questions assess individual exposure to the interventions. Results: The authors find clicker technology to be more effective than social norms poster media alone in reducing misperceptions of normative alcohol use for those students who attended clicker sessions. Conclusion: Poster SNM campaigns may be most effective when supported by group clicker heath-related sessions. © 2010 Taylor & Francis Group, LLC.",alcohol; audience response technology; college students; health education,adult; alcoholism; article; chi square distribution; comparative study; education; educational status; female; health care policy; health care quality; health education; human; information processing; male; methodology; patient education; program development; social marketing; Alcoholism; Chi-Square Distribution; Data Collection; Educational Measurement; Educational Status; Female; Health Education; Health Policy; Humans; Male; Patient Education as Topic; Program Development; Program Evaluation; Social Marketing; Young Adult,,,,,CAMBR Charitable Foundation,"This study was supported in part by a gift from the An-heuser Busch companies and its charitable foundation. The authors thank Katherine Vatalaro Hill, MPH, for facilitating IRB approval of the ACHA-NCHA, Laurie Frye for assistance with the literature review, and all of the study participants. The views presented in this article are those of the authors and do not represent those of the funding agencies.",,,,,"Perkins, H.W., Haines, M., Rice, R., Misperceiving the college drinking norm and related problems: A nationwide study of exposure to prevention information, perceived norms and student alcohol misuse (2005) J. Stud. Alcohol., 66, pp. 470-478; Turner, J., Perkins, H.W., Bauerle, J., Declining negative consequences related to alcohol misuse among students exposed to a social norms marketing intervention on a college campus (2008) J. Am Coll. Health, 57, pp. 85-94; Lewis, M., Neighbors, C., Social norms approaches using descriptive drinking norms education: A review of the research on personalized normative feedback (2006) J. Am. Coll. Health, 54, pp. 213-218; La Brie, J.W., Hummer, J.F., Neighbors, C., Pederson, E.R., Live interactive group-specific normative feedback reduces misperceptions and drinking in college students: A random cluster trial (2008) Psychol. Addict Behav., 22, pp. 141-153; (2003) National College Health Assessment: Reference Group Database Spring 2002, , American College Health Association, Baltimore, MD: American College Health Association","Killos, L. F.; National Social Norms Institute, University of Virginia, 943 Second Street, SE, Charlottesville, VA 22902, United States; email: Killos@virginia.edu",,,,,,,,07448481,,JACHE,21186455.0,English,J. Am. Coll. Health,Article,Final,,Scopus,2-s2.0-78649846859
"Premuroso R.F., Tong L., Beed T.K.",23089113300;54396145800;54395020200;,Does using clickers in the classroom matter to student performance and satisfaction when taking the introductory financial accounting course?,2011,Issues in Accounting Education,26,4,,701,723,,25.0,10.2308/iace-50066,https://www.scopus.com/inward/record.uri?eid=2-s2.0-81355164497&doi=10.2308%2fiace-50066&partnerID=40&md5=39ecfdcb205cce04db8d03aaeb21501b,"The University of Montana, United States","Premuroso, R.F., The University of Montana, United States; Tong, L., The University of Montana, United States; Beed, T.K., The University of Montana, United States","Teaching and student success in the classroom involve incorporating various sound pedagogy and technologies that improve and enhance student learning and understanding. Before entering their major field of study, business and accounting majors generally must take a rigorous introductory course in financial accounting. Technological innovations utilized in the classroom to teach this course include Audience Response Systems (ARS), whereby the instructor poses questions related to the course material to students who each respond by using a clicker and receiving immediate feedback. In a highly controlled experimental situation, we find significant improvements in the overall student examination performance when teaching this course using clickers as compared to traditional classroom teaching techniques. Finally, using a survey at the end of the introductory financial accounting course taught with the use of clickers, we add to the growing literature supporting student satisfaction with use of this type of technology in the classroom. As universities look for ways to restrain operating costs without compromising the pedagogy of core requirement classes such as the introductory financial accounting course, our results should be of interest to educators, administrators, and student retention offices, as well as to the developers and manufacturers of these classroom support technologies.",Audience response systems (ARS); Clickers; Interactive pedagogy; Learning; Online homework manager systems (OHMS); Satisfaction,,,,,,,,,,,,"Beed, T.K., Evans, J., (2008) Does Homework Really Affect Accounting Grades?, , http://cengagesites.com/academic/assets/sites/3309_BEED_homeworkstudy.doc, Available at; Berry, P., (2009) The Effect of the Introduction of a New Technology to An Introductory Accounting Course, , Working paper, Commerce Department, Mount Allison University; Bryant, S.M., Hunton, J.E., The use of technology in the delivery of instruction: Implications for accounting educators and education researchers (2000) Issues In Accounting Education, 15 (1), pp. 129-163; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning and engagement in accounting education (2007) Issues In Accounting Education, 22 (3), pp. 391-409; Chan, K.C., Shum, C., Lai, P., An empirical study of cooperative instructional environment on student achievement in principles of finance (1996) Journal of Financial Education, 22, pp. 21-28. , (Fall); Chan, K.C., Snavely, J.C., Do clickers ''click'' in the finance classroom? (2009) Journal of Financial Education, 35, pp. 25-40. , (Fall); Conoley, J., Moore, G., Croom, B., Flowers, J., A toy or a teaching tool? The use of audience- response systems in the classroom (2006) Techniques, 81 (7), pp. 46-49; Cue, N., (1998) A Universal Learning Tool For Classrooms?, , http://celt.ust.hk/ideas/prs/pdf/Nelsoncue.pdf, Proceedings of the First Quality in Teaching and Learning Conference. Hong Kong International Trade and Exhibition Center (HITEC), Hong Kong SAR, China, December 10-12. Available at; Cummings, R.G., Hsu, M., The effects of student response systems on performance and satisfaction: An investigation in a tax accounting class (2007) Journal of College Teaching and Learning, 4 (12), pp. 21-26; Cunningham, B.M., Using action research to improve learning and the classroom learning environment (2008) Issues In Accounting Education, 23 (1), pp. 1-30; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astronomy Education Review, 5 (1), pp. 70-88; Edmonds, C.T., Edmonds, T.P., An empirical investigation of the effects of SRS technology on introductory managerial accounting students (2008) Issues In Accounting Education, 23 (3), pp. 421-434; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Gaffney, M.A., Ryan, D., Wurst, C., Do online homework systems improve student performance? (2010) Advances In Accounting Education, 11, pp. 49-68; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351; Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E., Tatham, R.L., (2006) Multivariate Data Analysis, , Sixth Edition. New Jersey: Pearson/Prentice Hall; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (9-10), pp. 422-433; Keller, C., (2007) On the Use of Clickers At CU, , http://www.iclicker.com/dnn/Portals/0/CUClickerStudy.pdf, Available at:; Laurillard, D., (2002) Rethinking University Teaching: A Framework For the Effective Use of Educational Technology, , Second Edition. London, U.K.: Routledge; Martin, E., (1999) Changing Academic Work: Developing the Learning University, , Buckingham, U.K.: SRHE/Open University Press; Ott, R.L., Longnecker, M., (2010) An Introduction to Statistical Methods and Data Analysis, , Sixth Edition. Belmont, CA: Brooks/Cole (Cengage Learning); Phillips, F., Libby, P., Libby, R., (2008) Fundamentals of Financial Accounting, , New York, NY: McGraw- Hill/Irwin; Rayburn, L.G., Rayburn, J.M., Impact of course length and homework assignments on student performance (1999) Journal of Education For Business, 74 (6), pp. 325-331; Ryan, C.S., Hemmes, N.S., Effects of the contingency for homework submission on homework submission and quiz performance in a college course (2005) Journal of Applied Behavior Analysis, 38 (1), pp. 79-88; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Tabachnick, B.G., Fidell, L.S., (2007) Using Multivariate Statistics, , Fifth Edition. Boston, MA: Pearson; (2006) Posting #757, , http://tomprofblog.mit.edu/2006/11/03/757-calling-all-students-come-in-students/#more-164, Tomorrow's Professor Blog, Available at; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3, p. 12. , http://www.biomedcentral.com/1472-6920/3/12, Available at; van Dijk, L.A., van den Berg, G.C., van Keulen, H., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26 (1), pp. 15-28; Zhu, E., Teaching with clickers (2007) CRLT Occasional Papers, p. 22. , http://www.crlt.umich.edu/publinks/CRLT_no22.pdf, Available at","Premuroso, R. F.; The University of MontanaUnited States",,,,,,,,07393172,,,,English,Issues Account. Educ.,Article,Final,,Scopus,2-s2.0-81355164497
"Schick P., Abramson S., Burke J.",35830020300;7101737945;55697166500;,Audience response technology: under-appreciated value of post hoc analysis.,2011,Medical education,45,11,,1157,1158,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80054028494&partnerID=40&md5=17547236d15ca1940d23e70028569fb5,"Department of Internal Medicine, Hahnemann University, Philadelphia, PA 19102, USA.","Schick, P., Department of Internal Medicine, Hahnemann University, Philadelphia, PA 19102, USA.; Abramson, S.; Burke, J.",[No abstract available],,"article; computer interface; feedback system; human; learning; medical education; meta analysis (topic); methodology; teaching; Computer-Assisted Instruction; Education, Medical, Continuing; Feedback; Humans; Learning; Meta-Analysis as Topic; User-Computer Interface",,,,,,,,,,,,"Schick, P.email: pksone@comcast.net",,,,,,,,13652923,,,21988633.0,English,Med Educ,Article,Final,,Scopus,2-s2.0-80054028494
King D.B.,7404430895;,Using clickers to identify the muddiest points in large chemistry classes,2011,Journal of Chemical Education,88,11,,1485,1488,,32.0,10.1021/ed1004799,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80053957993&doi=10.1021%2fed1004799&partnerID=40&md5=f8483112a7f6dda38b111881ceb90896,"Department of Chemistry, Drexel University, Philadelphia, PA 19104, United States","King, D.B., Department of Chemistry, Drexel University, Philadelphia, PA 19104, United States","One of the biggest challenges for instruction in large-enrollment introductory courses is identifying points of student confusion. One technique that is used to address this problem is the muddiest-point card. However, this technique is logistically difficult to implement in large classes. Personal response devices (or clickers) can be used to facilitate this technique. Instead of providing students a blank card, students are asked to identify their ""muddiest point"" from an instructor-provided list of topics covered in that days class. The use of clickers allows students to maintain the anonymity normally associated with the cards used in the traditional implementation. Incorporation of muddiest-point questions into the first and second terms of a general chemistry course is described. About three-quarters of the students who answered other clicker questions during class also answered the muddiest-point clicker question at the end of class. While approximately 75% of the muddiest-point topics were conceptual in nature, quantitative topics were more likely to be chosen as the muddiest point. © 2011 The American Chemical Society and Division of Chemical Education, Inc.",Communication/Writing; First-Year Undergraduate/General; Misconceptions/ Discrepant Events; Student-Centered Learning,,,,,,,,,,,,"Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques, pp. 148-158. , 2 nd ed. Jossey-Bass: San Francisco, CA; Harwood, W.S., (1996) J. Chem. Educ., 73 (3), pp. 229-230; Weaver, R.L., Cotrell, H.W., (1985) Innovative Higher Educ., 10, pp. 23-31; Wilson, R.C., (1986) J. Higher Educ., 57 (2), pp. 196-211; Battles, D.A., (2000) J. Geosci. Educ., 48, pp. 30-32; Cottell Jr., P.G., Angelo, T.A., (1991) Classroom Research: Early Lessons from Success, , In; Jossey-Bass: San Francisco, CA; Mosteller, F., (1989) On Teaching and Learning: The Journal of the Harvard-Danforth Center, 3, pp. 10-21; Ebert-May, D., Brewer, C., Allred, S., (1997) BioScience, 47, pp. 601-607; MacArthur, J.R., Jones, L.L., (2008) Chem. Educ. Res. Pract., 9, pp. 187-195. , DOI: 10.1039/b812407h; Reay, N.W., Li, P., Bao, L., (2008) Am. J. Phys., 76, pp. 171-178. , DOI: 10.1119/1.2820392; Simpson, V., Oliver, M., (2007) Austr. J. Educ. Technol., 23, pp. 187-208; Bligh, D., (2000) Whats the Use of Lectures?, , Jossey-Bass: San Francisco, CA; McKeachie, W.J., (2002) Teaching Tips, , 11 th ed. Houghton Mifflin Co. Boston, MA; Bruck, A.D., Towns, M.H., (2009) Chem. Educ. Res. Pract., 10, pp. 291-295; Cracolice, M.S., Deming, J.C., Ehlert, B., (2008) J. Chem. Educ., 85 (6), pp. 873-878; Nurrenbern, S.C., Pickering, M., (1987) J. Chem. Educ., 64, pp. 508-510; Sawrey, B.A., (1990) J. Chem. Educ., 67, pp. 253-254","King, D.B.; Department of Chemistry, Drexel University, Philadelphia, PA 19104, United States; email: daniel.king@drexel.edu",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-80053957993
"Jensen J.V., Østergaard D., Faxholt A.-K.H.",55456743800;7006098001;54390926300;,Good experiences with an audience response system used in medical education,2011,Danish Medical Bulletin,58,11,,,,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-81155153849&partnerID=40&md5=3ac2603837791bc1368666785a83f881,"Anaesthesiological Department, Roskilde Hospital, Denmark; The Danish Institute for Medical Simulation, Herlev Hospital, Denmark; Emergency Department, Køge Hospital, Denmark","Jensen, J.V., Anaesthesiological Department, Roskilde Hospital, Denmark; Østergaard, D., The Danish Institute for Medical Simulation, Herlev Hospital, Denmark; Faxholt, A.-K.H., Emergency Department, Køge Hospital, Denmark","INTRODUCTION: Audience response systems (ARS) are increasingly being used to heighten participants' involvement. Knowledge of technical and pedagogical challenges is, however, limited. The purpose of this paper is to evaluate ARS as a tool for 1) evaluation, 2) knowledge testing, 3) attention raising and 4) discussion stimulation. MATERIAL AND METHODS: ARS was used 33 times at four different courses. Data include voting results, observations, questionnaires and interviews. RESULTS: A total of 215 participants and 12 teachers were included. The majority of the participants found ARS suitable for course evaluation. The teachers found it useful for obtaining the results immediately and thereby for receiving feedback on their own teaching. The participants and the teachers found ARS suitable for knowledge testing. ARS was used as an instrument to increase activity and attention. The system was found to increase the level of concentration and the interactivity. ARS was used to initiate discussions. The participants found that the questions could be a good starting point for discussion. The teachers found it challenging to comment on answers. Our experiences are that thorough planning and preparation is needed for the successful implementation of ARS. CONCLUSION: Our experiences indicate that ARS is suitable for course evaluation. Overall, we find ARS a valuable technology that may stimulate discussion and support learning, but teachers need to be technically and pedagogically well prepared to use the tool. The use of ARS does not in itself entail that the quality of the teaching increases.",,"article; attention; attitude; audience response system; course evaluation; education program; human; information system; knowledge; medical education; medical school; mental concentration; pedagogics; social interaction; stimulation; teaching; education; evaluation; feedback system; interpersonal communication; learning; methodology; questionnaire; teaching; Communication; Computer-Assisted Instruction; Education, Medical; Educational Measurement; Feedback; Humans; Learning; Questionnaires; Teaching",,,,,,,,,,,"Draper, S., Brown, M., Increasing interactivity in lectures using an electronic voting system (2004) J Comp Assist Learn, 20, pp. 81-94; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: A randomised trial (2007) BMC Med Educ, 7, p. 25; Banks, D.A., (2006) Audience Response System in Higher Education: Applications and Cases, , University of South Australia, Australia, Idea Groups Inc; Jensen, J.V., østergaard, D., (2011) Audience Response-systemer Styrker Læringsmiljøet, , www.ugeskriftet.dk/portal/page/portal/LAEGERDK/UGESKRIFT_FOR_LAEGER/Foerst_paa_nettet/VP11090512.pdf, Ugeskr Læger 2010; Ugeskr Laeger 2010, August 16 (epub ahead of print), 26 Aug; Palmer, E.J., Devitt, P.G., Young, N.J., Assessment of an electronic voting system within the tutorial setting: A randomised controlled trial (2005) BMC Med Educ, 5, p. 24; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 17, p. 12; Stuart, S.A.J., Brown, M., Draper, S., Using an electronic voting system in logic lectures: One practitioner's application (2004) J Comp Assist Learn, 20, pp. 95-102; Jacobs, D.G., Sarafin, J.L., Huynh, T., Audience response system technology improves accuracy and reliability of trauma outcome judgments (2006) J Trauma, 61, pp. 135-141; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Copeland, H.L., Hewson, M.G., Stoller, J.K., Making the continuing medical education lecture effective (1998) J Cont Educ Health Prof, 18, pp. 227-234; Slain, D., Abate, M., Hodges, B.M., An interactive response system to promote active learning in the Doctor of Pharmacy curriculum (2004) Am J Pharm Educ, 68, p. 117; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention and feedback (2009) Am J Pharm Educ, 73, p. 21; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) J Comp Assist Learn, 21, pp. 260-268; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69, pp. 970-977; Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Med Teach, 31, pp. 570-579; Elashvili, A., Denehy, G.E., Dawson, D.V., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1296-1303; Rubio, E.I., Bassignani, M.J., White, M.A., Effect of an audience response system on resident learning and retention of lecture material (2008) Am J Roentgenol, 190, pp. 319-322; Caldwell, J.E., Clickers in the large classroom: Current research and bestpractice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Med Teach, 22, p. 3; Premkumar, K., Coupal, C., Rules of engagement - 12 tips for successful use of ""clickers"" in the classroom (2008) Med Teach, 30, pp. 146-149","Jensen, J. V.; The Danish Institute for Medical Simulation, Herlev Hospital, Herlev Ringvej 75, 2730 Herlev, Denmark; email: Jacobvad@gmail.com",,,,,,,,16039629,,DMBUA,22047931.0,English,Dan. Med. Bull.,Article,Final,,Scopus,2-s2.0-81155153849
Flynn A.B.,15843222200;,Developing problem-solving skills through retrosynthetic analysis and clickers in organic chemistry,2011,Journal of Chemical Education,88,11,,1496,1500,,22.0,10.1021/ed200143k,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80054006107&doi=10.1021%2fed200143k&partnerID=40&md5=767376e9f4abfa82275245a4fbdb70bf,"Department of Chemistry, University of Ottawa, 10 Marie Curie, Ottawa, ON K1N 6N5, Canada","Flynn, A.B., Department of Chemistry, University of Ottawa, 10 Marie Curie, Ottawa, ON K1N 6N5, Canada","A unique approach to teaching and learning problem-solving and critical-thinking skills in the context of retrosynthetic analysis is described. In this approach, introductory organic chemistry students, who typically see only simple organic structures, undertook partial retrosynthetic analyses of real and complex synthetic targets. Multiple reasonable answers were possible for the questions, which provided a basis for the development of critical-thinking skills. A numbering system, described herein, was developed that enabled students to submit numeric clicker answers to a single or to multiple questions and thereby revealed the many ways that they had devised to disconnect these complex synthetic targets. The predominant student answers were readily gauged using the histogram function of the clicker program, which provided a basis for multiple relevant retrosynthetic analyses and enabled prompt, regular, and relevant feedback to be provided to students, even in moderate to very large classes. © 2011 The American Chemical Society and Division of Chemical Education, Inc.",Applications of Chemistry; Computer-Based Learning; Drugs/Pharmaceuticals; First-Year Undergraduate/General; Natural Products; Organic Chemistry; Problem Solving/Decision Making; Second-Year Undergraduate; Synthesis; Testing/Assessment,,,,,,,,,,,,"Gyn, G.V., Ford, C., (2006) Teaching for Critical Thinking, 6. , Society for Teaching and Learning in Higher Education: London, Canada; Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain, , David McKay: New York; Krathwohl, D.R., (2002) Theory into Practice, 41, p. 212; Breslow, L., (2001) MIT Teaching and Learning Library, p. 13; Woods, D., How Might i Teach Problem Solving (1987) Developing Critical Thinking and Problem-Solving Abilities. New Directions for Teaching and Learning, 30. , In; Stice, J. E. Jossey-Bass: San Francisco, CA; Woods, D.R., (1995) Problem-Based Learning: Helping Your Students Gain the Most from PBL, , Donald R. Woods: Waterdown, ON, Canada, ISBN 0-9698725-1-8; Woods, D.R., (2006) Preparing for PBL, , http://chemeng.mcmaster.ca/pbl/pblbook.pdf, 3 ed. McMaster University: Hamilton, ON, Canada, (accessed Aug 2011); Chickering, A.W., Gamson, Z.F., (1987) Am. Assoc. Higher Educ. Bull., 39, p. 3; Anderson, D., (2008) Improving Learning Through Clicking-Using An Electronic Audience Response System in General Chemistry, , In, 235th ACS National Meeting, New Orleans, LA, New Orleans, LA; Boehmler, D., Smith, A.C., Engaging Students and Promoting Discussion by Using Clickers in Large Science Lectures (2006) Proceedings of the College of Chemical & Life Sciences-Teaching with Technology Conference, , In, University of Maryland, College Park, MD; Broida, J., (2007) Classroom Use of A Classroom Response System, , Pearson Prentice Hall: Upper Saddle River, NJ; Caldwell, J.E., (2007) CBE Life Sci. Educ., 6, p. 9; Crossgrove, K., Curran, K.L., (2008) CBE Life Sci. Educ., 7, p. 146; Cummings, R.G., Hsu, M., (2007) J. Coll. Teach. Learn., 4, p. 21; Cutts, Q., Kennedy, G., Mitchell, C., Draper, S., Maximising dialogue in lectures using group response systems (2004) 7th IASTED International Conference on Computers and Advanced Technology in Education, , Hawaii; Draper, S.W., (2011) Ensuring Effective Use of PRS. Results of the Evaluation of the Use of PRS in Glasgow University, Octover 2001-June 2002, , http://www.psy.gla.ac.uk/steve/ilig/papers/eval.pdf, (accessed Aug); Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Pearson: San Francisco, CA; Duncan, D., (2009) Clickers: A New Teaching Tool of Exceptional Promise, , http://casa.colorado.edu/dduncan/clickers/, Boulder, Colorado, (accessed Aug 2011); Iriarte-Gross, J., Boehmler, D., Havanki, K., Jones, M.M., Bunce, D., (2006) Effect of ConcepTests and Use of Student Response Systems on Student Understanding and Achievement in General Chemistry, , In, 19th Biennial Conference on Chemical Education, West Lafayette, IN; Knight, J.K., Wood, W.B., (2005) Cell. Biol. Educ., 4, p. 298; Lantz, M.E., (2010) Comput. Hum. Behav., 26, p. 556; Simpson, V., Oliver, M., (2011) Using Electronic Voting Systems in Lectures, , http://www.tlcentre.net/resource_files/resources/386/ ElectronicVotingSystemsin_lectures.pdf, (accessed Aug); Woelk, K., (2008) J. Chem. Educ., 85, p. 1400; Wood, W.B., (2004) Dev. Cell, 7, p. 796; Ruder, S.M., Straumanis, A.R., (2009) J. Chem. Educ., 86, p. 1392; Sauers, A.L., Morrison, R.W., (2007) Abstracts of Papers, p. 838. , 233rd National Meeting of the American Chemical Society, Chicago, IL, Mar 25-29, 2007; American Chemical Society: Chicago, IL; French, L.G., (1992) J. Chem. Educ., 69, p. 287; Vosburg, D.A., (2008) J. Chem. Educ., 85, p. 1519; Cannon, K.C., Krow, G.R., (1998) J. Chem. Educ., 75, p. 1259; Corey, E.J., Cheng, X.-M., (1989) The Logic of Chemical Synthesis, , John Wiley & Sons: New York; Levy, I.J., (1988) J. Chem. Educ., 65, p. 853; Teixeira, J., Holman, R.W., (2008) J. Chem. Educ., 85, p. 88; (2011) ACE Organic Home Page, , http://aceorganic.com/, accessed Aug; (2011) OWL (Online Web Learning) Home Page, , http://www.cengage.com/owl/index.html, accessed Aug; (2011) WileyPlus Home Page, , www.wileyplus.com, accessed Aug; (2011) Connect Home Page, , http://connect.mcgraw-hill.com/, accessed Aug; Chen, J.H., Baldi, P., (2008) J. Chem. Educ., 85, p. 1699; Woods, D.R., (1995) Instructors Guide to Problem-Based Learning: How to Gain the Most from PBL, , Donald R. Woods: Waterdown, ON, Canada; (2011) eInstruction Home Page, , http://www.einstruction.com/, accessed Aug; Forgo, P., Rédei, D., Hajdu, Z., Szabo, P., Szabo, L., Hohmann, J., (2011) J. Nat. Prod., 74, p. 639; Woods, D.R., (1994) Problem-Based Learning: How to Gain the Most from PBL, , Donald R. Woods: Hamilton, ON, Canada","Flynn, A.B.; Department of Chemistry, University of Ottawa, 10 Marie Curie, Ottawa, ON K1N 6N5, Canada; email: alison.flynn@uOttawa.ca",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-80054006107
"Guse D.M., Zobitz P.M.",22957603900;53880848000;,Validation of the audience response system,2011,British Journal of Educational Technology,42,6,,985,991,,7.0,10.1111/j.1467-8535.2010.01120.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80054996682&doi=10.1111%2fj.1467-8535.2010.01120.x&partnerID=40&md5=33d4fc3f86a09ea802ba55d5a9a502bc,"University of Cincinnati, Department of Surgery, 231 Albert Sabin Way, ML 0558, Cincinnati, OH 45267-0558, United States; Education Technology Center at Mayo Clinic, United States","Guse, D.M., University of Cincinnati, Department of Surgery, 231 Albert Sabin Way, ML 0558, Cincinnati, OH 45267-0558, United States; Zobitz, P.M., Education Technology Center at Mayo Clinic, United States","Audience response systems (ARS) are gaining popularity in multiple areas of education. Although its usefulness has been well reported, no study has investigated the accuracy of the technology. The purpose of this study was to validate ARS by assessing three key aspects: signal transmission from the keypad to the receiver, capture of a proper response by the receiver and association of that response to the proper device. One hundred volunteers were assigned roles of responder or observer. Each responder was given a unique answer combination for a series of five questions. The data was assessed for accuracies and inaccuracies. Average correct response rate was 98% with a confidence interval (CI) ranging from 0.9527 to 0.9928 (CI = 0.95). The 2% incorrect response rate was attributable to failed signal transmission. These failed transmissions originated from different devices. As more institutions utilise ARS and as its use continues to expand into higher calibre arenas, validity of the system becomes of utmost importance. Given the relatively high confidence level of the system function, ARS is a valid and accurate method of response collecting, but one must certainly consider the possible ramifications of failed signal transmission. © 2010 Becta.",,Confidence interval; High confidence; Multiple areas; Response rate; Response systems; Signal transmission; System functions; Surveys; Signal receivers,,,,,,,,,,,"Audience Response System Information and Research. Audience Response Systems Combine Advanced Keypad Technology with Cutting-edge Software to Create Interactive Environments (2009) Audience Response Info, , Retrieved February 2, 2009; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education, 5 (1), pp. 7-74; Collins, J., Audience response systems: Technology to engage learners (2008) Journal of the American College of Radiology, 5, pp. 993-1000; Copeland, H.L., Longworth, D.L., Hewson, M.G., Stoller, J.K., Successful lecturing: A prospective study to validate attributes of the effective medical lecture (2000) Journal of General Internal Medicine, 15 (6), pp. 366-371. , DOI 10.1046/j.1525-1497.2000.06439.x; Debourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education Practice, 8, pp. 76-87; Draper, S., Catalytic assessment: Understanding how MCQs and EVS can foster deep learning (2009) British Journal of Educational Technology, 40 (2), pp. 285-293; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australia Journal of Educational Technology, 18 (1), pp. 13-23; Durosaro, O., Lachman, N., Pawlina, W., Use of knowledge-sharing Web-based portal in gross and microscopic anatomy (2008) Annals of the Academy of Medicine, 37 (12), pp. 998-1001; Eggert, C., West, C., Thomas, K., Impact of an audience response system (2004) Medical Education, 38, p. 576; Gagnon, R.J., Thivierge, R., Evaluating touch pad technology (1997) The Journal of Continuing Education in the Health, 17 (1), pp. 20-26; Guthrie, R.W., Carlin, A., Waking the dead: Using interactive technology to engage passive listeners in the classroom (2004) Proceedings of the Tenth Americas Conference on Information Systems, , New York, NY, August 2004; Hake, R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Holmes, R., Blalock, J., Parker, M., Haywood, V., Student accuracy and evaluation of a computer-based audience response system (2006) Journal of Dental Education, 70 (12), pp. 1355-1361; Homme, J., Asay, G., Morgenstern, B., Utilization of an audience response system (2004) Medical Education, 38, p. 575; Johnson, J., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) Journal of Dental Education, 69, pp. 378-381; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience Response Made Easy: Using Personal Digital Assistants as a Classroom Polling Tool (2004) Journal of the American Medical Informatics Association, 11 (3), pp. 217-220. , DOI 10.1197/jamia.M1468; Nasmith, L., Steinert, Y., The Evaluation of a Workshop to Promote Interactive Lecturing (2001) Teaching and Learning in Medicine, 13 (1), pp. 43-48; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Academic Radiology, 15, pp. 383-389; Nicol, D., MacFarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies Higher Education, 31 (2), pp. 199-216; O'Connor, V., Groves, M., Minck, S., The audience response system: A new resource in medical education (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 222-247. , In D. A. Banks (Ed.),. Hershey, PA: Information Science Publishing; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830. , DOI 10.1016/j.ajog.2005.07.075, PII S0002937805011609; Premkumar, K., Coupal, C., Rules of engagement - 12 tips for successful use of ""clickers"" in the classroom (2008) Medical Teacher, 30 (2), pp. 146-149. , DOI 10.1080/01421590801965111, PII 792863914; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36 (7), pp. 496-504; Trapskin, P.J., Smith, K.M., Armitstead, J.A., Davis, G.A., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) American Journal of Pharmaceutical Education, 69 (2), pp. 190-197. , 28; (2008) Responsive Innovations RF Interoperability Lite, , Turning Technologies, LLC; Turpin, D.L., Enhance learning with an audience response system (2003) American Journal of Orthodontics and Dentofacial Orthopedics, 124 (6), p. 607. , DOI 10.1016/j.ajodo.2003.10.009; Webking, R., Valenzuela, F., Using audience response systems to develop critical thinking skills (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 127-139. , In D. A. Banks (Ed.),. Hershey, PA: Information Science Publishing","Guse, D.M.; University of Cincinnati, Department of Surgery, 231 Albert Sabin Way, ML 0558, Cincinnati, OH 45267-0558, United States; email: darguse@gmail.com",,,,,,,,00071013,,BJETD,,English,Br J Educ Technol,Article,Final,,Scopus,2-s2.0-80054996682
"Finn G.M., White P.M., Abdelbagi I.",30967519400;35735334600;54404668200;,The impact of color and role on retention of knowledge: A body-painting study within undergraduate medicine,2011,Anatomical Sciences Education,4,6,,311,317,,24.0,10.1002/ase.253,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80755168338&doi=10.1002%2fase.253&partnerID=40&md5=5428d2b5272f4b346531bf497d9b7183,"School of Medicine and Health, Durham University, Queen's Campus, Thornaby-on-Tees, United Kingdom; North Tees and Hartlepool NHS Foundation Trust, Stockton-on-Tees, United Kingdom","Finn, G.M., School of Medicine and Health, Durham University, Queen's Campus, Thornaby-on-Tees, United Kingdom; White, P.M., School of Medicine and Health, Durham University, Queen's Campus, Thornaby-on-Tees, United Kingdom; Abdelbagi, I., North Tees and Hartlepool NHS Foundation Trust, Stockton-on-Tees, United Kingdom","Body painting as a tool for teaching anatomy is becoming increasingly popular as it is fun and diffuses the formal academic context. Students claim bright color plays a significant role in retention of knowledge from painting sessions. Medical students (n = 117) were divided into two conditions: block color (CLR) and black outlines (BLK). Students completed a pre-test before a body painting teaching session on abdominal referred pain. CLR students used bright block colors, and BLK students mapped outlines in black. Immediately afterward, students sat a mid-test to compare the conditions. Students completed a post-test to compare long-term retention of knowledge four weeks later. There was no difference in knowledge between the two conditions immediately after the teaching (P = 0.653). There was no significant difference in long-term retention of knowledge between those using black outlines and those using color (P = 0.278). The use of color had no impact on short-term or long-term retention of knowledge, despite previously collected qualitative data that color helped memorization. Despite there being no immediate difference in the amount of information retained, the students' enthusiasm for body painting and the use of bold colors warrant body painting's inclusion within the anatomy curriculum. Acceptability plays a significant role in the success of any teaching modality. Additionally, students who undertook the roles of painter or canvas retained similar amounts of information after six weeks (P = 0.505). Students' classification as verbalizer or visualizer did not impact on their test performance. © 2011 American Association of Anatomists.",Audience response systems; Body painting; Color; Gross anatomy education; Medical students; Role; Teaching and learning; Visualizer,"paint; analysis of variance; anatomy; article; color; comprehension; curriculum; education; human; long term memory; medical education; medical student; methodology; painting; psychological aspect; recall; task performance; teaching; time; United Kingdom; Analysis of Variance; Anatomy; Color; Comprehension; Curriculum; Education, Medical, Undergraduate; Educational Measurement; England; Humans; Mental Recall; Paint; Paintings; Retention (Psychology); Students, Medical; Task Performance and Analysis; Teaching; Time Factors",,,,,,,,,,,"Azer, S.A., Learning surface anatomy: Which learning approach is effective in an integrated PBL curriculum? (2011) Med Teach, 33, pp. 78-80; Brown, E., Brailsford, T., Fisher, T., Moore, A., Ashman, H., Reappraising cognitive styles in adaptive web applications (2006) Proceedings of 15th International World Wide Web Conference (WWW 2006), pp. 327-335. , Edinburgh, Scotland, May 23-26; International World Wide Web Conferences Steering Committee (IW3C2): Geneva, Switzerland; Casey, M.B., Winner, E., Hurwitz, I., DaSilva, D., Does processing style affect recall of the Rey-Osterrieth or Taylor complex figures? (1991) J Clin Exp Neuropsychol, 13, pp. 600-606; Clark, J.M., Paivio, A., Dual coding theory and education (1991) Educ Psychol Rev, 3, pp. 149-210; Denhière, G., Legros, D., Tapiero, I., Representation in memory and acquisition of knowledge from text and picture: Theoretical, methodological and practical outcomes (1993) Educ Psychol Rev, 5, pp. 311-324; Finn, G.M., Twelve tips for running a successful body painting teaching session (2010) Med Teach, 32, pp. 887-890; Finn, G.M., McLachlan, J.C., A qualitative study of students' responses to body painting (2010) Anat Sci Educ, 3, pp. 33-38; Fry, H., Ketteridge, S., Marshall, S., (2008) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, p. 544. , 3rd Ed. New York, NY: RoutledgeFalmer; Greenlees, I., Eynon, M., Thelwell, R., The effect of goalkeepers' clothing colour on penalty kick performance (2010) Proceedings of 2010 British Psychological Society Annual Conference, Stratford-upon-Avon, , April 14-16. The British Psychological Society: Leicester, United Kingdom; Guttman, G.D., Drake, R.L., Trelease, R.B., To what extent is cadaveric dissection necessary to learn medical gross anatomy? A debate forum (2004) Anat Rec, 281 B, pp. 2-3; Huchendorf, L., The effects of color on memory (2007) UW-La Crosse J Undergrad Res, 10, pp. 1-4. , URL: [accessed 27 March 2011]; Lamberski, R.J., Dwyer, F.M., The instructional effect of coding (color and black and white) on information acquisition and retrieval (1983) Educ Commun Tech J, 31, pp. 9-21; Mayer, R.E., Massa, L.J., Three facets of visual and verbal learners: Cognitive ability, cognitive style, and learning preference (2003) J Educ Psychol, 95, pp. 833-846; McConnohie, B.V., (1999) A study of the effect of color in memory retention when used in presentation software, p. 87. , Knoxville, TN: Johnson Bible College. Master of Arts in Educational Technology and Bible Dissertation. URL: [accessed 27 March 2011]; McLachlan, J.C., New path for teaching anatomy: Living anatomy and medical imaging vs. dissection (2004) Anat Rec, 281 B, pp. 4-5; McLachlan, J.C., Patten, D., Anatomy teaching: Ghosts of the past, present and future (2006) Med Educ, 40, pp. 243-253; McLachlan, J.C., Regan de Bere, S., How we teach anatomy without cadavers (2004) Clin Teach, 1, pp. 49-52; McLachlan, J.C., Bligh, J., Bradley, P., Searle, J., Teaching anatomy without cadavers (2004) Med Educ, 38, pp. 418-424; McMenamin, P.G., Body painting as a tool in clinical anatomy teaching (2008) Anat Sci Educ, 1, pp. 139-144; Op den Akker, J.W., Bohnen, A., Oudegeest, W.J., Hillen, B., Giving color to a new curriculum: Body painting as a tool in medical education (2002) Clin Anat, 15, pp. 356-362; Ostergaard, A.L., Davidoff, J.B., Some effects of color on naming and recognition of objects (1985) J Exp Psychol Learn Mem Cogn, 11, pp. 579-587; Phillips, P.S., Running a life drawing class for pre-clinical medical students (2000) Med Educ, 34, pp. 1020-1025; Reidenberg, J.S., Laitman, J.T., The new face of gross anatomy (2002) Anat Rec, 269, pp. 81-88; Rogers, J., (1986) The Dictionary of Clichés, p. 384. , 1st Ed. New York, NY: Ballantine Books; Smith, C.F., Mathias, H.S., What impact does anatomy education have on clinical practice? (2011) Clin Anat, 24, pp. 113-119; Spence, I., Wong, P., Rusan, M., Rastegar, N., How color enhances visual memory for natural scenes (2006) Psychol Sci, 17, pp. 1-6; Sugand, K., Abrahams, P., Khurana, A., The anatomy of anatomy: A review for its modernization (2010) Anat Sci Educ, 3, pp. 83-93; van der Vleuten, C.P., The assessment of professional competence: Developments, research and practical implications (1996) Adv Health Sci Educ, 1, pp. 41-67; Wichmann, F.A., Sharpe, L.T., Gegenfurtner, K.R., The contributions of color to recognition memory for natural scenes (2002) J Exp Psychol Learn Mem Cogn, 28, pp. 509-520; Winn, W.D., Learning from maps and diagrams (1991) Educ Psychol Rev, 3, pp. 211-247","Finn, G.M.; School of Medicine and Health, Durham University, Queen's Campus, University Boulevard, Thornaby-on-Tees TS17 6BH, United Kingdom; email: g.m.finn@durham.ac.uk",,,,,,,,19359772,,,21830310.0,English,Anat. Sci. Educ.,Article,Final,,Scopus,2-s2.0-80755168338
"Hooten W.M., Bruce B.K.",6602523524;7004664653;,Beliefs and attitudes about prescribing opioids among healthcare providers seeking continuing medical education,2011,Journal of Opioid Management,7,6,,417,424,,21.0,10.5055/jom.2011.0082,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84856205425&doi=10.5055%2fjom.2011.0082&partnerID=40&md5=d238ae2dc255899f789a5a6ab73b426f,"Department of Anesthesiology, Mayo Clinic College of Medicine, Rochester, MN, United States; Department of Psychiatry and Psychology, Mayo Clinic College of Medicine, Kochester, MN, United States","Hooten, W.M., Department of Anesthesiology, Mayo Clinic College of Medicine, Rochester, MN, United States, Department of Psychiatry and Psychology, Mayo Clinic College of Medicine, Kochester, MN, United States; Bruce, B.K., Department of Psychiatry and Psychology, Mayo Clinic College of Medicine, Kochester, MN, United States","Objective: The purpose of this study was to assess the beliefs and attitudes of healthcare providers about prescribing opioids for chronic pain. Setting: The setting was a continuing medical education conference that was specifically designed to deliver content about chronic pain and prescription opioids to providers without specialty expertise in pain medicine. Participants: Conference attendees with prescribing privileges were eligible to participate, including physicians, physician assistants, and advance practice nurses. Intervention: Study participants completed a questionnaire using an electronic response system. Main outcome measures: Study participants completed a validated questionnaire that u 'as specifically developed to measure the beliefs and attitudes of healthcare providers about prescribing opioids for chronic pain. Results: The questionnaire was completed by 128 healthcare providers. The majority (58 percent) indicated that they were ""likely"" to prescribe opioids for chronic pain. A significant proportion of respondents had favorable beliefs and attitudes toward improvements in pain (p < 0.001) and quality of life (p < 0.001) attributed to prescribing opioids. However, a significant proportion had negative beliefs and attitudes about medication abuse (p < 0.001) and addiction (p < 0.001). Respondents also indicated that prescribing opioids could significantly increase the complexity of patient care and could unfavorably impact several administrative aspects of clinical practice. Conclusions: The beliefs and attitudes identified in this study highlight important educational gaps that exist among healthcare providers about prescribing opioids. Knowledge of these educational gaps could build the capacity of medical educators to develop targeted educational materials that could improve the opioid prescribing practices of healthcare providers. © 2011 Journal of Opioid Management, All Rights Reserved.",Attitudes and beliefs; Chronic pain; Continuing medical education; Healthcare providers; Prescription opioid,"opiate; advanced practice nurse; article; attitude; chronic pain; clinical practice; consensus development; female; health belief; human; male; medical education; normal human; opiate addiction; patient care; physician; physician assistant; prescription; quality of life; questionnaire; Analgesics, Opioid; Attitude of Health Personnel; Chronic Pain; Education, Medical, Continuing; Female; Health Knowledge, Attitudes, Practice; Humans; Male; Nurse Practitioners; Opioid-Related Disorders; Physician Assistants; Physician's Practice Patterns; Physicians; Quality of Life; Questionnaires",,"opiate, 53663-61-9, 8002-76-4, 8008-60-4; Analgesics, Opioid",,,,,,,,,"Hutchinson, K., Moreland, A.M.E., De, C.W.A.C., Weinman, J., Horne, R., Exploring beliefs and practice of opioid prescribing for persistent non-cancer pain by general practitioners (2007) European Journal of Pain, 11 (1), pp. 93-98. , DOI 10.1016/j.ejpain.2006.01.003, PII S1090380106000097; Morley-Forster, P.K., Clark, A.J., Speechley, M., Moulin, D.E., Attitudes toward opioid use for chronic pain: A Canadian physician survey (2003) Pain Research and Management, 8 (4), pp. 189-194; Nwokeji, E.D., Rascati, K.L., Brown, C.M., Eisenberg, A., Influences of Attitudes on Family Physicians' Willingness to Prescribe Long-Acting Opioid Analgesics for Patients with Chronic Nonmalignant Pain (2007) Clinical Therapeutics, 29 (11 SUPPL. 1), pp. 2589-2602. , DOI 10.1016/j.clinthera.2007.12.007, PII S014929180700375X; Ponte, C.D., Johnson-Tribino, J., Attitudes and knowledge about pain: An assessment of West Virginia family physicians (2005) Family Medicine, 37 (7), pp. 477-480; Potter, M., Schafer, S., Gonzalez-Mendez, E., Gjeltema, K., Lopez, A., Wu, J., Pedrin, R., Croughan-Minihane, M., Opioids for chronic nonmalignant pain: Attitudes and practices of primary care physicians in the UCSF/Stanford Collaborative Research Network (2001) Journal of Family Practice, 50 (2), pp. 145-151; Upshur, C.C., Luckmann, R.S., Savageau, J.A., Primary care provider concerns about management of chronic pain in community clinic populations (2006) Journal of General Internal Medicine, 21 (6), pp. 652-655. , DOI 10.1111/j.1525-1497.2006.00412.x; O'Rorke, J.E., Chen, I., Genao, I., Physicians' comfort in caring for patients with chronic nonmalignant pain (2007) Am J Med Sci, 333, pp. 93-100; Phelan, S.M., Van Ryn, M., Wall, M., Understanding primary care physicians' treatment of chronic low back pain: The role of physician and practice factors (2009) Pain Med, 10, pp. 1270-1279; Duensing, L., Eksterowicz, N., Macario, A., Patient and physician perceptions of treatment of moderate-to-severe chronic pain with oral opioids (2010) Curr Med Res Opin, 26, pp. 1579-1585; Lin, J.J., Alfandre, D., Moore, C., Physician attitudes toward opioid prescribing for patients with persistent noncancer pain (2007) Clinical Journal of Pain, 23 (9), pp. 799-803. , DOI 10.1097/AJP.0b013e3181565cf1, PII 0000250820071100000011; Bhamb, B., Brown, D., Hariharan, J., Anderson, J., Balousek, S., Fleming, M.F., Survey of select practice behaviors by primary care physicians on the use of opioids for chronic pain (2006) Current Medical Research and Opinion, 22 (9), pp. 1859-1865. , DOI 10.1185/030079906X132398; Ballantyne, J.C., LaForge, K.S., Opioid dependence and addiction during opioid treatment of chronic pain (2007) Pain, 129 (3), pp. 235-255. , DOI 10.1016/j.pain.2007.03.028, PII S0304395907001613; Passik, S.D., Webster, L.R., Pain and addiction interface (2008) Pain Med, 9, pp. 631-633; Sullivan, M.D., Von Korff, M., Banta-Green, C., Problems and concerns of patients receiving chronic opioid therapy for chronic non-cancer pain (2010) Pain, 149, pp. 345-353; Peppin, J.F., The marginalization of chronic pain patients on chronic opioid therapy (2009) Pain Physician, 12, pp. 493-498; Passik, S.D., Issues in long-term opioid therapy: Unmet needs, risks, and solutions (2009) Mayo Clin Proc, 84, pp. 593-601; Wolfert, M.Z., Gilson, A.M., Dahl, J.L., Opioid analgesics for pain control: Wisconsin physicians' knowledge, beliefs, attitudes, and prescribing practices (2010) Pain Med, 11, pp. 425-434; Varrassi, G., Muller-Schwefe, G., Pergolizzi, J., Pharmacological treatment of chronic painÑThe need for CHANGE (2010) Curr Med Res Opin, 26, pp. 1231-1245; Gilson, A.M., Maurer, M.A., Joranson, D.E., State Medical Board Members' Beliefs About Pain, Addiction, and Diversion and Abuse: A Changing Regulatory Environment (2007) Journal of Pain, 8 (9), pp. 682-691. , DOI 10.1016/j.jpain.2007.05.012, PII S1526590007007158; Ballantyne, J.C., Opioid controls: Regulate to educate (2010) Pain Med, 11, pp. 480-481; Ballantyne, J.C., Regulation of opioid prescribing (2007) BMJ, 334, pp. 811-812","Hooten, W.M.; Department of Anesthesiology, Mayo Clinic College of Medicine, Rochester, MN, United States",,,,,,,,15517489,,,22320023.0,English,J. Opioid Manage.,Article,Final,,Scopus,2-s2.0-84856205425
"Hsieh C.-C., Wu B.-S., Lee C.-C.",35205003900;55468169300;56101026600;,A distance computer vision assisted yoga learning system,2011,Journal of Computers,6,11,,2382,2388,,4.0,10.4304/jcp.6.11.2382-2388,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80054737395&doi=10.4304%2fjcp.6.11.2382-2388&partnerID=40&md5=287576320eaabf9b19e2db1f538cd6e2,"Department of Computer Science and Engineering, Tatung University, No. 40, ZhongShan N. Rd, Taipei, 104, Taiwan","Hsieh, C.-C., Department of Computer Science and Engineering, Tatung University, No. 40, ZhongShan N. Rd, Taipei, 104, Taiwan; Wu, B.-S., Department of Computer Science and Engineering, Tatung University, No. 40, ZhongShan N. Rd, Taipei, 104, Taiwan; Lee, C.-C., Department of Computer Science and Engineering, Tatung University, No. 40, ZhongShan N. Rd, Taipei, 104, Taiwan","As computers and networks have been developed vigorously, distance learning could be integrated with computer vision techniques for the purpose of better learning effects. In this paper, we developed a distance yoga learning system for people to learn/play through the internet. The main point of the interactive learning system essentially consists in that the gesture performed by player, segmented by computer vision techniques, should possess the same silhouette for a given yoga posture. For better accuracy, the learning score is calculated by matching the distance transformation of the player silhouette with stored standard yoga posture. In the experiments, 23 postures were defined and six persons were invited to do each posture three times. About 86% of the difference between computer scores and the scores given by a yoga teacher falls within -2.5~2.5. © 2011 Academy Publisher.",Computer vision; Distance learning; Distance transformation; Interactive learning; Posture recognition; Yoga learning,Computer vision techniques; Distance transformation; Interactive learning; Interactive learning systems; Learning effects; Posture recognition; Yoga learning; Distance education; Learning systems; User interfaces; Computer vision,,,,,,,,,,,"Deutsch, J.E., Robbins, D., Morrison, J., Bowlby, P.G., Wiibased compared to standard of care balance and mobility rehabilitation for two individuals post-stroke (2009) Virtual Rehabilitation International Conference, pp. 117-120; Vuong, B., McConville, K., Use of recurrence quantification analysis in virtual reality training: A case study, Science and Technology for Humanity (TIC-STH) (2009) 2009 IEEE Toronto International Conference Digital, pp. 849-854. , Object; Lai, J., Ziskind, E., Zheng, F., Shao, Y., Zhang, C., Zhang, M., Garg, N., Krishnamurthy, A., Distance Learning Technologies for Basic Education in Disadvantaged Areas (2004) Proceedings of the 8th Global Chinese Conference on Computers in Education, pp. 781-789. , June; Puranam, M.B., (2005) Towards Full-Body Gesture Analysis and Recognition, , The Graduate School University of Kentucky Master Thesis; Jiang, H., Li, Z.N., Drew, M.S., Linear Programming for Matching in Human Body Gesture Recognition (2005) IEEE International Workshop on Analysis and Modeling of Faces and Gestures, pp. 392-406; Natal, , http://www.microsoft.com/uk/wave/hardwareprojectnatal.asp; Lin, J.-Q., The Behavior Analysis and Detection of Falling (2004) Computer Science and Information Engineering Master Thesis, NCU, p. 9; Distance Transform, , http://homepages.inf.ed.ac.uk/rbf/HIPR2/metric.htm; Chen, K.-M., 3-D Registration and Fusion of CT and MRI Images of Lumbar Vertebra; (2003) Engineering Science Master Thesis, NCKU, pp. 17-21; Brunelli, R., Poggio, T., (1995) Template Matching: Matched Spatial Filters And Beyond, p. 1549. , MIT AI Memo, July; Chang-Chien, T.-T., The FPGA Realization by Using CMAC for Vehicle License Plate Recognition (2003) Industrial Education Master Thesis, NTNU, pp. 14-16; http://www.cognex.com/Main.aspx?langtype=1028","Wu, B.-S.; Department of Computer Science and Engineering, Tatung University, No. 40, ZhongShan N. Rd, Taipei, 104, Taiwan; email: zzz7136@yahoo.com.tw",,,,,,,,1796203X,,,,English,J. Comput.,Article,Final,,Scopus,2-s2.0-80054737395
Bibles B.D.,6507537693;,Use of classroom response systems for formative assessment in natural resource courses,2011,Journal of Forestry,109,7,,417,420,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80053941148&partnerID=40&md5=d3aa4dbcc1221f4d98581de99cc483c7,"Department of Wildland Resources, Utah State University, 320 North Aggie Boulevard, Vernal, UT 84078, United States","Bibles, B.D., Department of Wildland Resources, Utah State University, 320 North Aggie Boulevard, Vernal, UT 84078, United States","Classroom response systems, i.e., clickers, increase student engagement and participation during class. Although they have many uses, clickers are particularly useful for encouraging student discussion and for formative assessment of student understanding. Clickers enable the instructor to rapidly gauge student understanding of the class topic and move discussion to points where students are having trouble. They also enable instructors to probe for common misconceptions about concepts, stimulate discussion concerning these misconceptions, and stimulate critical thinking in students in the process. I discuss my approach to using clickers for formative assessment and provide suggestions for effective use of clickers in the natural resource classroom. © 2011 by the Society of American Foresters.",Classroom response system; Formative assessment; Peer instruction; Question-driven instruction,Critical thinking; Formative assessment; Peer instruction; Question-driven instruction; Response systems; Student engagement; Rating; School buildings; Students; Teaching; curriculum; education; natural resource; performance assessment; student,,,,,,,,,,,"Anderson, D.L., Fisher, K.M., Norman, G.J., Development and evaluation of the conceptual inventory of natural selection (2002) J. Res. Sci. Teach., 39 (10), pp. 952-978; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am. J. Phys., 74 (1), pp. 31-39; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) J. Sci. Educ. Technol., 18 (2), pp. 146-162; Bell, B., Cowie, B., The characteristics of formative assessment in science education (2001) Sci. Educ., 85 (5), pp. 536-553; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, p. 240. , Jossey-Bass, San Francisco, CA; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci. Educ., 6 (1), pp. 9-20; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69 (9), pp. 970-977; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) J. Comput. Math. Sci. Teach., 21 (2), pp. 167-181; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol. Educ., 4 (4), pp. 298-310; Krathwohl, D., A revision of Bloom's taxonomy: An overview (2002) Theor. Pract., 41 (4), pp. 212-218; Schwartz, D.L., Bransford, J.D., A time for telling (1998) Cognition Instruct., 16 (4), pp. 475-522; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teach. Psychol., 34 (4), pp. 253-258; Thorpe, R.S., Brown, R.P., Microgeographic variation of the colour pattern of Canary Island lizards (1989) Biol. J. Linn. Soc., 38 (4), pp. 303-322","Bibles, B. D.; Department of Wildland Resources, Utah State University, 320 North Aggie Boulevard, Vernal, UT 84078, United States; email: brent.bibles@usu.edu",,,,,,,,00221201,,,,English,J. For.,Article,Final,,Scopus,2-s2.0-80053941148
"Lundeberg M.A., Kang H., Wolter B., delMas R., Armstrong N., Borsari B., Boury N., Brickman P., Hannam K., Heinz C., Horvath T., Knabb M., Platt T., Rice N., Rogers B., Sharp J., Ribbens E., Maier K.S., Deschryver M., Hagley R., Goulet T., Herreid C.F.",6701851601;36623968000;36640293400;7004429478;16644737600;15750141800;6506642382;22833334600;50561342800;7005378204;57206030393;6603015672;7102275996;57208422877;7202487104;50562118500;6603298872;7201497858;50561263500;55275909900;6701568772;6701673787;,Context matters: Increasing understanding with interactive Clicker Case studies,2011,Educational Technology Research and Development,59,5,,645,671,,20.0,10.1007/s11423-010-9182-1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052874566&doi=10.1007%2fs11423-010-9182-1&partnerID=40&md5=799f4e138775c9687943927c27ae182d,"Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, MI 48824-1034, United States; Department of Teacher Education, Michigan State University, N8423 1251st, River Falls, WI 54022-4731, United States; Department of Teacher Education, Michigan State University, 250C Erickson Hall, East Lansing, MI 48824-1034, United States; Higher, Adult, and Lifelong Education Program, Michigan State University, 13 Natural Resources Building, East Lansing, MI 48824, United States; Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 East River Road, Minneapolis, MN 55455, United States; Department of Genetics, University of Georgia, Rm 303 Biological Sciences Bldg, 1000 Cedar St., Athens, GA 30602, United States; Department of Biology, Winona State University, 137 West Mark Street, Winona, MN 55987, United States; Department of Animal Science, Iowa State University, 207 Science I, ISU Campus, Ames, IA, United States; Department of Plant Biology, University of Georgia, 400 Biological Sciences, Athens, GA 30602, United States; Department of Biology, SUNY-Genesco, 1 College Circle, Genesco, NY 14454, United States; Department of Biological Sciences, Benedictine University, 334, Birck Hall of Sciences, 5700 College Rd, Lisle, IL 60532, United States; Department of Biology, SUNY Oneonta, Oneonta, NY 13820, United States; Department of Biology, Westchester University, West Chester, PA 19383, United States; Department of Biology, University of Rochester, Rochester, NY 14627, United States; Department of Biology, Western Kentucky University, 1906 College Heights Blvd., #11080, Bowling Green, KY 42101-1080, United States; Department of Biology, Ball State University, Muncie, IN 47304, United States; Department of Biological Sciences, Simon Fraser University, 8888 University Drive, Burnaby, BC V5A 1S6, Canada; Department of Biological Science, Western Illinois University, Macomb, IL 61455, United States; Measurement and Quantitative Methods Program, Michigan State University, 451 Erickson Hall, East Lansing, MI 48824-1034, United States; Educational Psychology/Educational Technology Program, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, Erickson Hall, East Lansing, MI 48824-1034, United States; Department of Biology, University of North Carolina, 601 South College Road, Wilmington, NC 28403-5915, United States; Department of Biology, University of Mississippi, 524 Shoemaker Hall, University, MS 38677, United States; Department of Biological Sciences, University at Buffalo, Buffalo, NY 14260, United States","Lundeberg, M.A., Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, MI 48824-1034, United States, Department of Teacher Education, Michigan State University, N8423 1251st, River Falls, WI 54022-4731, United States; Kang, H., Department of Teacher Education, Michigan State University, 250C Erickson Hall, East Lansing, MI 48824-1034, United States; Wolter, B., Higher, Adult, and Lifelong Education Program, Michigan State University, 13 Natural Resources Building, East Lansing, MI 48824, United States; delMas, R., Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 East River Road, Minneapolis, MN 55455, United States; Armstrong, N., Department of Genetics, University of Georgia, Rm 303 Biological Sciences Bldg, 1000 Cedar St., Athens, GA 30602, United States; Borsari, B., Department of Biology, Winona State University, 137 West Mark Street, Winona, MN 55987, United States; Boury, N., Department of Animal Science, Iowa State University, 207 Science I, ISU Campus, Ames, IA, United States; Brickman, P., Department of Plant Biology, University of Georgia, 400 Biological Sciences, Athens, GA 30602, United States; Hannam, K., Department of Biology, SUNY-Genesco, 1 College Circle, Genesco, NY 14454, United States; Heinz, C., Department of Biological Sciences, Benedictine University, 334, Birck Hall of Sciences, 5700 College Rd, Lisle, IL 60532, United States; Horvath, T., Department of Biology, SUNY Oneonta, Oneonta, NY 13820, United States; Knabb, M., Department of Biology, Westchester University, West Chester, PA 19383, United States; Platt, T., Department of Biology, University of Rochester, Rochester, NY 14627, United States; Rice, N., Department of Biology, Western Kentucky University, 1906 College Heights Blvd., #11080, Bowling Green, KY 42101-1080, United States; Rogers, B., Department of Biology, Ball State University, Muncie, IN 47304, United States; Sharp, J., Department of Biological Sciences, Simon Fraser University, 8888 University Drive, Burnaby, BC V5A 1S6, Canada; Ribbens, E., Department of Biological Science, Western Illinois University, Macomb, IL 61455, United States; Maier, K.S., Measurement and Quantitative Methods Program, Michigan State University, 451 Erickson Hall, East Lansing, MI 48824-1034, United States; Deschryver, M., Educational Psychology/Educational Technology Program, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, Erickson Hall, East Lansing, MI 48824-1034, United States; Hagley, R., Department of Biology, University of North Carolina, 601 South College Road, Wilmington, NC 28403-5915, United States; Goulet, T., Department of Biology, University of Mississippi, 524 Shoemaker Hall, University, MS 38677, United States; Herreid, C.F., Department of Biological Sciences, University at Buffalo, Buffalo, NY 14260, United States","Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students' performance. A Clicker Case is a story (e. g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding the meaning of the science contained within the story. Using an experimental randomized Solomon design across 11 institutions, we found that Clicker Cases increased student understanding more than PowerPoint lectures in large introductory biology classrooms, although there was variation across institutions and topics. By examining student performance in conjunction with faculty experience, we found that strong Clicker Cases created dissonance, captured attention and involved students in interpreting data or making decisions. This study provides a model for collaborative research across multiple institutions and demonstrates the need for using multiple institutions and topics in research on education. © 2011 Association for Educational Communications and Technology.",Case; Clickers; Interactive technology; Performance; Personal response system,,,,,,National Science Foundation,"Acknowledgment This article is based upon work supported by the NSF under Grant No. DUE-0618570. Any opinions, finding, conclusions or recommendations expressed here are those of the authors and do not necessarily reflect the views of the NSF.",,,,,"Carini, R.M., Kuh, G.D., Klein, S.P., Student engagement and student learning: Testing the linkages (2006) Research in Higher Education, 47 (1), pp. 1-32; Crossgrove, K., Curan, K., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-154; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) The Physics Teacher, 69 (9), pp. 970-977; Dangel, H.L., Wang, C.X., Student response systems in higher education: Moving beyond linear teaching and surface learning (2008) Journal of Educational Technology Development, 1 (1), pp. 93-104; Duch, B.J., Writing problems for deeper understanding (2001) The Power of Problem-Based Learning, pp. 47-58. , B. J. Duch, S. E. Groh, and D. E. Allen (Eds.), Sterling, VA: Stylus Publishing; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7 (2), pp. 3-47; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco: Pearson Education/Addison-Wesley/Benjamin Cummings; Fairweather, J., Paulson, K., The evolution of scientific fields in American universities: Disciplinary differences, institutional isomorphisms (2008) Cultural Perspectives in Higher Education, pp. 197-212. , J. Valimaa and O. Yijoki (Eds.), Dordrecht: Springer; Guthrie, R.W., Carlin, A., Waking the dead: Using interactive technology to engage passive listeners in the classroom (2004) Proceedings of the tenth Americas conference on information systems, , http://www.mhhe.com/cps/docs/CPSWP_WakindDead082003.pdf; Hansen, A.J., Writing cases for teaching: Observations of a practitioner (1997) Phi Delta Kappan, 78, pp. 398-403; Herreid, C.F., Case studies in science: A novel method in science education (1994) Journal of College Science Teaching, 23 (4), pp. 221-229; Herreid, C.F., What makes a good case? Some basic rules of good storytelling help teachers generate student excitement in the classroom (1997) Journal of College Science Teaching, 27 (2), pp. 163-165; Herreid, C.F., Clicker Cases: Introducing case study teaching into large classes (2006) Journal of College Science Teaching, 35 (2), pp. 43-47; (2007) Start with a Story, , C. F. Herreid (Ed.), Arlington, VA: National Science Teachers Association Press; Herzog, S., The ecology of learning: The impact of classroom features and utilization on student academic success (2007) New Directions for Institutional Research, 2007 (135), pp. 81-106; Hmelo-Silver, C., Problem-based learning: What and how do students learn (2004) Educational Psychology Review, 16 (3), pp. 235-266; Horowitz, H.M., (1988) Student response systems: Interactivity in a classroom environment [PDF], , http://www.qwizdom.com/software/interactivity_in_classrooms.pdf, Retrieved March 17, 2003, from; Jonassen, D., Instructional design models for well-structured and ill-structured problem-solving learning outcomes (1997) Educational Technology Research and Development, 45 (1), pp. 65-94; Jonassen, D., Toward a design theory of problem solving (2000) Educational Technology Research and Development, 48 (4), pp. 63-85; Jonassen, D., Hernandez-Serrano, J., Case-based reasoning and instructional design: Using stories to support problem solving (2002) Educational Technology Research and Development, 50 (2), pp. 65-77; Kelson, A.C., (2004) The power of problem oriented learning, , November Paper presented at the Problem-based learning professional development project, East Lansing, MI; Lundeberg, M.A., (2008) Case pedagogy in undergraduate STEM: Research we have; research we need, , http://www7.nationalacademies.org/bose/Lundeberg_CommissionedPaper.pdf, Paper commissioned by the Board on Science Education, National Academy of Sciences; Lundeberg, M., Levin, B.B., Harrington, H., (1999) Who Learns What from Cases and How: The Research Base for Teaching and Learning with Cases, , Mahwah, NJ: Lawrence Erlbaum Associates, Inc; Lundeberg, M.A., Yadav, A., Assessment of case study teaching: Where do we go from here? Part I (2006) Journal of College Science Teaching, 35 (5), pp. 10-13; Lundeberg, M.A., Yadav, A., Assessment of case study teaching: Where do we go from here? Part II (2006) Journal of College Science Teaching, 35 (6), pp. 8-13; Macgeorge, E., Homan, E., Dunning, S., Elmore, D., Bodie, D., Evans, G., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (2009), pp. 51-57; McCormick, C.B., Pressley, M., (1997) Educational Psychology: Learning, Instruction, Assessment, , New York: Longman; Morris, J., Ellwood, M., Sun exposure modification programmes and their evaluation: A review of the literature (1996) Health Promotion International, 11 (4), pp. 321-332; Mun, W.K., Hew, K.F., Cheung, W.S., The impact of the use of response pad system on the learning of secondary school physics concepts: A Singapore quasi-experiment study (2009) British Journal of Educational Technology, 40 (5), pp. 848-860; (1996) National Science Education Standards, , National Research Council, Washington, DC: National Academy Press; (2000) Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, , National Research Council, Washington, DC: National Academy Press; (2002) Investigating the Influence of Standards, , National Research Council, Washington, DC: National Academy Press; Pascarella, E.T., Terenzini, P.T., (2005) How College Affects Students: A Third Decade of Research, , San Francisco, CA: Jossey-Bass; Roschelle, J., Penuel, W.R., Abrahamson, L., (2004) Classroom response and communication systems: Research review and theory, , 12-16 April Paper presented at the American educational research association 81st annual conference, San Diego, CA; Rybarczyk, B.J., Baines, A.T., McVey, M., Thompson, J.T., Wilkins, H., A case-based approach increases student learning outcomes and comprehension of cellular respiration concepts (2006) Biochemistry and Molecular Biology Education, 35 (3), pp. 181-186; Schwartz, D., Bransford, J., A time for telling (1998) Cognition and Instruction, 16 (4), pp. 475-522; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Suchman, E., Uchiyama, K., Smith, R., Bender, K., Evaluating the impact of a classroom response system in a microbiology course (2006) Microbiology Education, 7, pp. 3-11; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, and Technology, 32, pp. 21-40; Yadav, A., Lundeberg, M.A., Deschryver, M., Dirkin, K., Schiller, N.A., Maier, K., Teaching science with case studies: A national survey of faculty perceptions of the benefits and challenges of using cases (2007) Journal of College Science Teaching, 37, pp. 34-38; Zahn, C., Barquero, B., Schwan, S., Learning with hyperlinked videos-design criteria and efficient strategies for using audiovisual hypermedia (2004) Learning and Instruction, 14 (3), pp. 275-291","Lundeberg, M. A.; Department of Teacher Education, Michigan State University, N8423 1251st, River Falls, WI 54022-4731, United States; email: mlunde@msu.edu",,,,,,,,10421629,,,,English,Educ. Technol. Res. Dev.,Article,Final,,Scopus,2-s2.0-80052874566
Schmidt B.,55213985100;,Teaching engineering dynamics by use of peer instruction supported by an audience response system,2011,European Journal of Engineering Education,36,5,,413,423,,27.0,10.1080/03043797.2011.602185,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860871418&doi=10.1080%2f03043797.2011.602185&partnerID=40&md5=bf912e7bd87c51c37c1954daf0a4ee56,"Mads Clausen Institute, University of Southern Denmark, Sonderborg, Denmark","Schmidt, B., Mads Clausen Institute, University of Southern Denmark, Sonderborg, Denmark","The use of electronic audience response systems in university teaching is currently increasing rapidly. This paper describes how a consistent use of peer instruction facilitated by an audience response system has been introduced in an introductory engineering dynamics course. Data are presented that reveal that this teaching style leads to an increased learning outcome, especially regarding the students' conceptual understanding of the subject. Further results show that the students are very satisfied with the teaching style and they give high rankings on several parameters, which is important to the learning process. Finally, this study indicates that the use of clickers provides the students with a more critical and hence maybe a more realistic self-assessment of their academic outcome. © 2011 Copyright SEFI.",clickers; learning outcome; peer instruction; student satisfaction; student self-assessment,clickers; Learning outcome; Peer instruction; Self-assessment; Student satisfaction; Dynamics; Students,,,,,,,,,,,"Banks, D.A., (2006) Audience response systems in higher education: Applications and cases, , Hershey, PA: Information Science Publishing; Beatty, I.D., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Brannan, K.P., Hajduk, E.L., Murden, J.A., The use of clickers in summer undergraduate civil engineering courses http://155.225.14.146/asee-se/proceedings/ASEE2010/BOOK_of_Abstract2010.pdf, 2010 ASEE southeast section conference, Blacksburg, VA: Virginia Tech [online]. Available from: [Accessed 12 July 2011]; Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments, , San Francisco, CA: Jossey-Bass; Carlson, L.E., Sullivan, J.F., Hands-on engineering: learning by doing in the integrated teaching and learning program (1999) International Journal of Engineering Education, 15, pp. 20-31; Crouch, C.H., Mazur, E., Peer instruction: ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; D'arcy, C.J., Eastburn, D.M., Mullally, K., Effective use of a personal response system in a general education plant pathology class (2007) The Plant Health Instructor [online], , http://www.apsnet.org/edcenter/instcomm/TeachingArticles/Pages/PersonalResponseSystem.aspx, St. Paul, MN: American Phytopathological Society Available from: [Accessed 12 July 2011]; Dufresne, R.J., Classtalk: a classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Enriquez, A.G., Enhancing student performance using tablet computers (2010) College Teaching, 58, pp. 77-84; Fagen, A.P., Peer instruction: results from a range of classrooms (2002) The Physics Teacher, 40, pp. 206-209; Fan, K.-Y.D., Blink, C., A comparison and evaluation of personal response system in introductory computer programming http://educause.edu/Resources/Acompansonandevaluationofpers/162634, Proceedings of the 2006 ASEE annual conference and exposition, [online]. Available from: [Accessed 12 July 2011]; Fang, N., Electronic classroom response system for an engineering dynamics course: student satisfaction and learning outcomes (2009) International Journal of Engineering Education, 25 (5), pp. 1059-1067; Fang, N., Stewardson, G., Lubke, M., Enhancing student learning of an undergraduate manufacturing course with computer simulations (2008) International Journal of Engineering Education, 24, pp. 558-566; Felder, R., A longitudinal study of engineering student performance and retention, IV, instructional methods and students' response to them (1995) Journal of Engineering Education, 84, pp. 361-367; Fies, C., Marshall, J., Classroom response systems: a review of the literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; Ghosh, S., Francesco, R., Using electronic response systems in economics classes (2009) Journal of Economic Education, 40 (4), pp. 354-365; Hake, R.R., Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Henriksen, E.K., Angell, C., The role of 'talking physics' in an undergraduate physics class using an electronic audience response system (2010) Physics Education, 45, pp. 278-284; Herskin, B., (2001) Undervisningsteknik for universitetslærere, , København: Samfundslitteratur; Lave, J., Wenger, E., (1991) Situated learning: Legitimate peripheral participation, , Cambridge: Cambridge University Press; Macgregor, J., (2000) Strategies for energizing large classes: From small groups to learning communities, , San Francisco, CA: Jossey-Bass; Mazur, E., (1997) Peer instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall; Meriam, J.L., Kraige, L.G., (2008) Engineering mechanics, dynamics, , 6, Hoboken, NJ: John Wiley & Sons; Nagy-Shadman, E., Desrochers, C., Student response technology: empirically grounded or just a gimmick? (2066) International Journal of Science Education, 30, p. 2023; Nicol, D.J., Boyle, J.T., Peer-instruction versus class-wide discussion in large classes: a comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28, pp. 457-473; Penue, W.R., Abrahamson, L., Roschelle, J., Theorizing the transformed classroom (2006) Audience response systems in higher education: Applications and cases, , In: Banks D. A., editors Hershey, PA: Information Science Publishing; Prather, E.E., Brissenden, G., Clickers as data gathering tools and students' attitudes, motivations, and beliefs on their use in this application (2009) Astronomy Education Review, 8. , 010130-1-010103-10; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76, pp. 171-178; Resnick, L.B., (1989) Knowing, learning and instruction: Essays in honour of Robert Glaser, , Hillsdale, NJ: Lawrence Erlbaum; Shekar, A., Active learning and reflection in product development engineering education (2007) European Journal of Engineering Education, 32, pp. 125-133; Smith, M.K., Why peer discussion improved student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Vera, C., Experiences in education innovation: developing tools in support of active learning (2006) European Journal of Engineering Education, 31, pp. 227-236","Schmidt, B.; Mads Clausen Institute, University of Southern Denmark, Sonderborg, Denmark; email: bschmidt@mci.sdu.dk",,,,,,,,03043797,,,,English,Eur. J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-84860871418
"Lapp M., Ringenberg J., Summers K.J., Chivukula A.S., Fleszar J.",26031500600;23095428900;49862176500;49860953700;49861149500;,Lecture engagement: The mobile participation system-not just another clicker,2011,Computers in Education Journal,21,4,,70,76,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80855141665&partnerID=40&md5=1e8766a0c9ad7066989e4da864433401,"College of Engineering, United States; Ross School of Business, University of Michigan, United States","Lapp, M., College of Engineering, United States; Ringenberg, J., College of Engineering, United States; Summers, K.J., College of Engineering, United States; Chivukula, A.S., College of Engineering, United States; Fleszar, J., Ross School of Business, University of Michigan, United States","Electronic student response systems have become common in institutions of higher education as a means to encourage student engagement, mainly in large lectures. Research has shown that such engagement increases student interest and subsequent learning of the material. To manage this interaction logistically, students use specialized, handheld electronic devices, similar to remote controls, to interact with the instructor. The Mobile Participation System (MPS) is a response system that reinvents student-instructor interaction through a web-based interface, mobile-phone applications, and text messaging, allowing students to respond to questions posed during lecture with cellular/mobile phone devices. The main advantages of the MPS system are: 1) it allows instructors to interact with students during lecture, 2) it allows students to use devices that they already own, 3) it allows students to respond to not just multiple-choice, but also open-ended questions, and finally 4) it can be used to enhance distance-learning classes. The goal of MPS is to both serve as an effective Student Response System (SRS), while also providing a means to analyze SRS use in higher education. The first phase of MPS development studies the student's perception on its use in the classroom. This data is presented in our paper, in addition to the structure of the Mobile Participation System. The paper also includes a data analysis on MPS effectiveness, as well as several case study applications.",,Development study; Distance-learning; Electronic device; Handhelds; Higher education; Large lecture; Open-ended questions; Response systems; Student engagement; Student-instructor interactions; Student-response system; Text messaging; Web-based interface; Cellular telephone systems; Data reduction; Interactive computer systems; Multimedia systems; Teaching; Telecommunication equipment; Telephone sets; User interfaces; Students,,,,,,,,,,,"Cadwell, J., Laurie, E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Science Education., pp. 9-20; Crouch Catherine, J., Watkins, J., Fagen, A.P., Mazur, E., (2007) Peer Instruction: Engaging Students One-on-one, All at Once, , Redish, E. F. and P. Cooney (eds.), Research-Based Reform of University Physics; Hall Richard, H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) Proceedings of the Eleventh Americas Conference on Information Systems; Graham Charles, R., Tripp, T.R., Seawright, L., Joeckel, G.L., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education; Preszler Ralph, W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE - Life Sciences Education; Siau, K., Sheng, H., Nah, F.F.-H., Use of a class resposne system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49 (3)","Lapp, M.; College of EngineeringUnited States",,,,,,,,10693769,,CEJOE,,English,Comput. Educ. J.,Article,Final,,Scopus,2-s2.0-80855141665
"Guarino J., Youn Chyung S., Adams C., DeLeon R., Scheepers M., Castellon F., Wiedenfeld M.G., Williams P.",7003706700;54386241900;7402376181;49861200800;57194237512;49860920300;49862225700;57187470900;,Creating and implementing Cloud-based simulations to enhance a Multivariable Calculus course,2011,Computers in Education Journal,21,4,,49,55,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80855128139&partnerID=40&md5=b048c6ef05ac3972143f11bbc1e664e2,"Mechanical and Biomedical Engineering, United States; Instructional and Performance Technology, United States; Mathematics Department, Boise State University, United States; Kuna High School, United States","Guarino, J., Mechanical and Biomedical Engineering, United States; Youn Chyung, S., Instructional and Performance Technology, United States; Adams, C., Mechanical and Biomedical Engineering, United States; DeLeon, R., Mechanical and Biomedical Engineering, United States; Scheepers, M., Mathematics Department, Boise State University, United States; Castellon, F.; Wiedenfeld, M.G., Kuna High School, United States; Williams, P.","A Cloud resource at Boise State University was used to enhance a large section of Multivariable and Vector Calculus (MATH 275) taken by engineering majors. This section was developed to deal with rapidly-increasing engineering enrollment. Our hypothesis was that curricula could be successfully delivered to a very large class (120 students) by augmenting instruction with Cloud resources and Clicker technology. Interactive exercises, hosted on the Cloud, were assigned instead of traditional textbased homework. Exercises were developed by a team of faculty and graduate students funded by a Hewlett-Packard Labs grant[1]. Exercises were created using MATLAB [2] and Working Model[3] software. Student satisfaction and perception of learning were measured using Clicker-based surveys associated with each exercise. Cloud computing resources hosted on university workstations provide access to licensed software used by STEM students. University students access our cloud resource using the same user id's and passwords that they use to access other University resources. Remote Graphics Software (RGS)[4], available from Hewlett-Packard, enables students to remotely access any software made available to them on the cloud. Moreover, RGS enables the students to work together on the same file. Finally, RGS Sender software enables the host computer to do most of the video processing, so that the remote user can run graphics-intensive software using a low-end PC or thin client without performance impairment. The cloud was hosted on 16 Blade workstations provided by a Hewlett-Packard Innovations in Engineering (IOE) award[5]. Providing easy access to our cloud resource was fundamental in achieving our goals. We developed a rubric for accessing and using our cloud resource. Clicker surveys conducted during classes at the beginning, middle, and end of the semester provided data elucidating student opinions on accessing and using the cloud resource. Comments were also elicited during the end of semester course evaluation. Results showed students became more comfortable with the cloud resource as the semester progressed. Almost all of the students were comfortable with accessing and using the cloud resource by the end of the semester. Our template for providing cloud resources might be useful for others considering the implementation of cloud technology.",,Boise State University; Computing resource; Engineering enrollments; Graduate students; Hewlett-packard; Host computers; Large section; Licensed software; Multi variables; Multivariable calculus; Remote users; Semester course; Student satisfaction; Thin clients; To a very large; University resources; University students; User ID; Vector calculus; Video processing; Working models; Calculations; Computer graphics; Curricula; Engineering education; Innovation; MATLAB; Students; Surveys; Teaching; User interfaces; Cloud computing,,,,,,,,,,,"(2010) Rising Cloud Project, , Hewlett-Packard Labs Innovation Research Program, May; MATLAB is available from Math Works, Inc., 3 Apple Hill Drive, Natick, MA, 01760-2098, USA; Working Model is available from Design Simulation Technologies, Inc., 43311 Joy Road, #237, Canton, MI, 48187, USA; Remote Graphics Software (RGS) is available from Hewlett-Packard Company, 3000 Hanover Street, Palo Alto, CA, USA; Engineering learning community for idaho (2009) Hewlett-Packard Innovations in Education (IOE) Grant, , May; Mell, P., Granee, T., (2009) Draft NIST Working Definition of Cloud Computing, , http://csrc.nist.gov/groupps/SNS/cloud-computing/cloud-def-vl, from 5.doc , August; Zhang, Q., Cheng, L., Boutaba, R., Cloud computing: State-of-The-art and research challenges (2010) Journal of Internet Server Applications, 1, pp. 7-18. , Springer; Engineering Learning Community for Idaho Website, , http://coen.boisestate.edu/elci; LabStats Is Available from Computer Lab Solutions, , 255 B St, Suite 207, Idaho falls, ID 83402; MDSolids Is Available from Timothy A. Philpot, , http://www.mdsolids.com/","Guarino, J.; Mechanical and Biomedical EngineeringUnited States",,,,,,,,10693769,,CEJOE,,English,Comput. Educ. J.,Article,Final,,Scopus,2-s2.0-80855128139
Gold S.,55489813400;,Android insecurity,2011,Network Security,2011,10,,5,7,,4.0,10.1016/S1353-4858(11)70104-0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80155176121&doi=10.1016%2fS1353-4858%2811%2970104-0&partnerID=40&md5=0492b9af0b7ff776f643b33ed4680517,,"Gold, S.","The smartphone and tablet operating system Android is four years old, but its developers seem to have learned little about security in that time. Although loosely based on the Linux kernel, the OS has a number of features that make it intrinsically insecure. There has been a continuous flow of reports of trojanised malware found not just in rogue online app stores but also in Google's official Android Market. Some analysts compare the situation to the bad old days of Windows and believe that installation of security software is now essential. And still more analysts believe that the most crucial step of all is user education, discovers Steve Gold. As an operating system, Android is still relatively young. Originally developed by the Open Handset Alliance, an open source initiative piloted by Google, the company, Android Inc, was acquired by Google back in 2005.1 After a couple of years gestation, the Android 1.0 OS was formally unveiled in November 2007. © 2011 Elsevier Ltd.",,Continuous flows; Linux kernel; Malwares; Open source initiatives; Security software; Smart phones; User education; Computer operating systems; Robots,,,,,,,,,,,"Elgin, B., (2005) 'Google Buys Android for Its Mobile Arsenal'. Bloomberg Businessweek, , http://www.businessweek.com/technology/content/aug2005/ tc20050817_0949_tc024.htm, Accessed Sep 2011; Kincaid, J., (2011) 'Google Responds to Android Malware: Will Fix Infected Devices and 'Remote Kill' Malicious Apps'. TechCrunch, , http://techcrunch.com/2011/03/05/android-malware-rootkit-google-response/, Accessed Sep 2011; Messmer, E., (2011) 'Google Still Scrambling to Recover from DroidDream Android Attack'. Computerworld, , http://news.idg.no/cw/art.cfm?id=1A027DCB-1A64-6A71-CE9D9C2D6D3115FE, Accessed Sep 2011; (2011) 'Lookout Mobile Threat Report'. Lookout Mobile Security, , http://bit.ly/putdbX, Accessed Sep 2011; Markoff, J., (2007) 'I, Robot: The Man behind the Google Phone'. New York Times, , http://www.nytimes.com/2007/11/04/technology/04google.html, Accessed Sep 2011; 'Android'. Open Handset Alliance, , http://www.openhandsetalliance.com/android_overview.html, Accessed Sep 2011; (2010) 'Android 3.0 Platform Highlights'. Android Developers, , http://developer.android.com/sdk/android-3.0-highlights.html, Accessed Sep 2011; Rao, L., Google: 3 billion Android apps installed; Downloads up 50 from last quarter TechCrunch, , http://techcrunch.com/2011/04/14/google-3-billion-android-appsinstalled- up-50-from-last-quarter/, 14 Apr 2011. Accessed Sep 2011; (2011) 'Android Is A Malware Cesspool - And Users Don't Care'. InfoSecurity, , http://www.infosecurity-magazine.com/view/18692/android-is-a-malware- cesspool-and-users-dont-care, Accessed Sep 2011","Gold, S.",,,,,,,,13534858,,NTSCF,,English,Netw. Secur.,Article,Final,,Scopus,2-s2.0-80155176121
Leng N.W.,6603128883;,Using an advanced graphing calculator in the teaching and learning of calculus,2011,International Journal of Mathematical Education in Science and Technology,42,7,,925,938,,7.0,10.1080/0020739X.2011.616914,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80053493331&doi=10.1080%2f0020739X.2011.616914&partnerID=40&md5=757ee53784f8da608a9f992767c5d35a,"National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616, Singapore","Leng, N.W., National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616, Singapore","The purpose of this study was to investigate how the use of TI-Nspire™ could enhance the teaching and learning of calculus. A conceptual framework for the use of TI-Nspire™ for learning calculus in a mathematics classroom is proposed that describes the interactions among the students, TI-Nspire™, and the learning tasks, and how they lead to the learning of calculus. A design experiment was conducted in a class of 35 students from a secondary school in Singapore. Use of TI-Nspire™ was integrated into the teaching and learning of calculus concepts in the classroom with the aid of TI-Nspire™ Navigator, a wireless classroom network system that enables instant and active interaction between students and teachers. It was found that the appropriate use of graphical, numerical and algebraic representations of calculus concepts using TI-Nspire™ enabled students to better visualize the concepts and make generalizations about relevant mathematical properties. In addition, the students were able to link multiple representations, especially algebraic and graphical representations, to improve their conceptual understanding and problem-solving skills. Six roles of TI-Nspire™ in classroom mathematical practice were identified from the findings of the experiment; TI-Nspire™ was used as an exploratory tool, graphing tool, confirmatory tool, problem-solving tool, visualization tool and calculation tool. This suggests that TI-Nspire™ is a multi-dimensional tool that supports mathematics learning. Overall, the findings of the study indicate that TI-Nspire™ is an effective tool to develop mathematical concepts and promote learning and problem solving. © 2011 Taylor & Francis.",Calculus; Design experiments; Graphing calculators; Mathematical tools; Ti-Nspire™,,,,,,,,,,,,"Abu-Naja, M., The influence of graphic calculators on secondary school pupils' ways of thinking about the topic ""positivity and negativity of functions"" (2008) Int. J. Technol. Math. Educ., 15 (3), pp. 103-117; Chamblee, G.E., Slough, S.W., Wunsch, G., Measuring high school mathematics teachers' concerns about graphing calculators and change: A year long study (2008) J. Comput. Math. Sci. Teach., 27 (2), pp. 183-194; Lyublinskaya, I., Zhou, G., Integrating graphing calculators and Probeware into science methods courses: Impacts on preservice elementary teachers' confidence and perspectives on technology for learning and teaching (2008) J. Comput. Math. Sci. Teach., 27 (2), pp. 163-182; Merriweather, M., Tharp, M.L., The effects of instruction with graphing calculators on how general mathematics students naturalistically solve algebraic problems (1999) J. Comput. Math. Sci. Teach., 18 (1), pp. 7-22; Ng, W.L., Tan, W.C., Ng, M.L., Teaching and learning calculus with the TI-Nspire: A design experiment (2009) Proceedings of Asian Technology Conference in Mathematics, pp. 345-356. , T. Alwis, M. Majewski, and W.C. Yang, eds., Beijing Normal University, Beijing, 17-21 December; Roschelle, J., Singleton, C., Graphing calculators: Enhancing math learning for all students (2008) International Handbook of Information Technology in Primary and Secondary Education, pp. 951-959. , J. Voogt and G. Knezek, eds., Springer Science, LLC, New York; Sang, S.C., Effect of a graphing calculator on a 10th-grade student's study of trigonometry (2003) J. Educ. Res., 96 (6), pp. 359-369; (1989) Curriculum and Evaluation Standards for School Mathematics, , National Council of Teachers and Mathematics, National Council of Teachers and Mathematics, Reston, VA; Jones, K., Graphing calculators in the teaching and learning of mathematics: A research bibliography (2005) Micromath, 21 (2), pp. 31-33; Doerr, H.M., Zangor, R., Creating meaning for and with the graphing calculator (2000) Educ. Stud. Math., 41, pp. 143-163; Penglase, M., Arnold, S., The graphic calculator in mathematics education: A critical review of recent research (1996) Math. Educ. Res. J, 8 (1), pp. 58-90; Nathan, M.J., Knuth, E., A study of whole classroom mathematical discourse and teacher change (2003) Cogn. Instruct., 21 (2), pp. 175-207; (2000) Principles and Standards for School Mathematics, , National Council of Teachers of Mathematics, National Council of Teachers of Mathematics, Reston, VA; Hiebert, J., Carpenter, T.P., Fennema, E., Fuson, K., Wearne, D., Murray, H., Olivier, A., Human, P., (1997) Making Sense: Teaching and Learning Mathematics with Understanding, , Heinemann, Portsmouth, NH; Bruce, C.D., Student Interaction in the Math Classroom: Stealing Ideas or Building Understanding (2007) What Works? Research Into Practice, , http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/./Bruce.pdf, Available at; Gordon, S.P., Mathematics for the new millennium (2004) Int. J. Comput. Algebra Math. Educ., 11 (2), pp. 37-44; Zachariades, T., Pamfilos, P., Christou, C., Maleev, R., Jones, K., (2007) Teaching introductory calculus: Approaching key ideas with dynamic software, pp. 10-11. , Paper presented at the CETLMSOR Conference on Excellence in Teaching and Learning, Stats & OP. University of Birmingham. September; Harel, G., Selden, A., Selden, J., Advanced mathematical thinking (2006) Handbook of Research on the Psychology of Mathematics Education, pp. 147-172. , A. Gutierrez and P. Boero, eds., Sense Publishers, Rotterdam; Artigue, M., Batanero, C., Kent, P., Thinking and learning at post-secondary level (2007) Second Handbook of Research on Mathematics Teaching and Learning, pp. 1011-1049. , F. Lester, ed., Information Age Publishing, Greenwich, CT; Tall, D., Functions and calculus (1996) International Handbook of Mathematics Education, pp. 289-325. , A.J. Bishop, K. Clements, J. Kilpatrick, and C. Laborde, eds., Kluwer Academic, Dordrecht, The Netherlands; Tiwari, T.K., Computer graphics as an instructional aid in an introductory differential calculus course (2007) Int. Electr. J. Math. Educ., 2 (1), pp. 35-48; White-Clark, R., Dicarlo, M., Gilchriest, N., Guide on the side: An instructional approach to meet mathematics standard (2008) High School J, 91 (4), pp. 40-44; (2006) What Research Says and What Educators Can Do. SRI Project, , SRI International, TI-Nspire™ Math and Science Learning Handhelds, SRI International, Menlo Park, CA; Cobb, P., Confrey, J., di Sessa, A., Lehrer, R., Schauble, L., Design experiments in education research (2003) Educ. Res., 32 (1), pp. 9-13; Kastberg, S., Leatham, K., Research on graphing calculators at the secondary level: Implications for mathematics teacher education, Contemp (2005) Issues Technol. Teach Educ., 5 (1), pp. 25-37; Serhan, D., The effect of graphing calculators use on students understanding of the derivative at a point (2006) Int. J. Math. Teach. Learn., , http://www.cimt.plymouth.ac.uk/journal/serhan.pdf, Available at; Goos, M., Galbraith, P., Renshaw, P., Geiger, V., Reshaping teacher and student roles in technology-enriched classrooms (2000) Math. Educ. Res. J, 12 (3), pp. 303-320; Doerr, H.M., Zangor, R., Creating a tool: An analysis of the role of the graphing calculator in a pre-calculus classroom (1999) Proceedings of the 23rd Annual Conference of the International Group for the Psychology of Mathematics Education, 2, pp. 265-272. , O. Zaslavsky ed., Program Committee, Haifa, Israel; van Streun, A., Harskamp, E., Suhre, C., The effect of the graphic calculator on students' solution approaches: A secondary analysis, Hiroshima (2000) J. Math. Educ., 8, pp. 27-39","Leng, N. W.; National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616, Singapore; email: weeleng.ng@nie.edu.sg",,,,,,,,0020739X,,,,English,Int. J. Math. Educ. Sci. Technol.,Article,Final,,Scopus,2-s2.0-80053493331
"Mcbride J.M., Drake R.L.",56322524000;35589329000;,Student-directed fresh tissue anatomy course for physician assistants,2011,Anatomical Sciences Education,4,5,,264,268,,6.0,10.1002/ase.233,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052664184&doi=10.1002%2fase.233&partnerID=40&md5=5295766f5d0bb49747e991c26ab2e3b8,"Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic, Cleveland, OH, United States","Mcbride, J.M., Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic, Cleveland, OH, United States; Drake, R.L., Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic, Cleveland, OH, United States","Healthcare providers in all areas and levels of education depend on their knowledge of anatomy for daily practice. As educators, we are challenged with teaching the anatomical sciences in creative, integrated ways and often within a condensed time frame. This article describes the organization of a clinical anatomy course with a peer taught unembalmed (fresh-tissue) cadaver laboratory in the 2010 summer term of a new physician assistant program. To fit within the allotted 12 week time frame, students meet every Monday for both the classroom and laboratory component of the course. Students prepare for these sessions by reviewing a list of learning objectives and completing assigned textbook readings. Classroom sessions involve faculty presentations and are facilitated with the use of self-assessment questions and accompanying images. The afternoon laboratory sessions which follow the classroom sessions are comprised of four to five stations presented by first- and second-year medical students and a resident radiologist. End of course evaluations indicate that students felt that the course objectives were clear, achievable, and taught effectively with relevant clinical correlates. © 2011 American Association of Anatomists.",Anatomy education; Audience response system; Fresh tissue; Gross anatomy laboratory; Peer teaching; Physician assistant program; Self-assessment; Unembalmed tissue,"anatomy; article; cadaver; education; human; medical education; methodology; physician assistant; psychological aspect; student; teaching; Anatomy; Cadaver; Education, Medical; Humans; Physician Assistants; Students; Teaching",,,,,,,,,,,"(2011) American Academy of Physician Assistants, 2011. Our History, , AAPA. AAPA, Alexandria, VA. URL: [accessed 7 January 2011]; (1999) Accreditation Council on Graduate Medical Education. ACGME Outcome Project. Professionalism: Assessment Approaches, , ACGME. ACGME, Chicago, IL. URL: [accessed 7 January 2011]; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2, pp. 160-166; (2011) Accreditation Review Commission on Education for the Physician Assistant, Inc. Accredited Entry-Level Programs, , ARC-PA. ARC-PA, Johns Creek, GA. URL: [accessed 7 January 2011]; Arnold, L., Assessing professional behavior: Yesterday, today, and tomorrow (2002) Acad Med, 77, pp. 502-515; Brueckner, J.K., MacPherson, B.R., Benefits from peer teaching in the dental gross anatomy laboratory (2004) Eur J Dent Educ, 8, pp. 72-77; Camp, C.L., Gregory, J.K., Lachman, N., Chen, L.P., Juskewitch, J.E., Pawlina, W., Comparative efficacy of group and individual feedback in gross anatomy for promoting medical student professionalism (2010) Anat Sci Educ, 3, pp. 64-72; Collins, J., Audience response systems: Technology to engage learners (2008) J Am Coll Radiol, 5, pp. 993-1000; Dannefer, E.F., Henson, L.C., The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine (2007) Acad Med, 82, pp. 493-502; Dobson, J.L., The use of formative online quizzes to enhance class preparation and scores on summative exams (2008) Adv Physiol Educ, 32, pp. 297-302; (2010) Gray's Anatomy for Students, p. 1136. , Drake RL,Vogl AW,Mitchell AWM (Editors). 2nd Ed. Philadelphia, PA: Churchill Livingstone Elsevier. p; Garner, J., McKendree, J., O'Sullivan, H., Taylor, D., Undergraduate medical student attitudes to the peer assessment of professional behaviours in two medical schools (2010) Educ Prim Care, 21, pp. 32-37; Kaufman, D.M., Applying educational theory in practice (2003) BMJ, 326, pp. 213-216; Khalil, M.K., Nelson, L.D., Kibble, J.D., The use of self-learning modules to facilitate learning of basic science concepts in an integrated medical curriculum (2010) Anat Sci Educ, 3, pp. 219-226; Latman, N.S., Lanier, R., Gross anatomy course content and teaching methodology in allied health: Clinicians' experiences and recommendations (2001) Clin Anat, 14, pp. 152-157; Leonard, R.J., Acland, R.D., Agur, A., Blevins, C.E., Cahill, D.R., Collins, J.D., Dalley, A.F.I., Younoszai, R., A clinical anatomy curriculum for the medical student of the 21st century: Gross anatomy (1996) Clin Anat, 9, pp. 71-99; Louw, G., Eizenberg, N., Carmichael, S.W., The place of anatomy in medical education: AMEE guide no 41 (2009) Med Teach, 31, pp. 373-386; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Nofziger, A.C., Naumburg, E.H., Davis, B.J., Mooney, C.J., Epstein, R.M., Impact of peer assessment on the professional development of medical students: A qualitative study (2010) Acad Med, 85, pp. 140-147; Ramirez, B.U., Effect of self-assessment on test scores: Student perceptions (2010) Adv Physiol Educ, 34, pp. 134-136; Rizzolo, L.J., Rando, W.C., O'Brien, M.K., Garino, A., Stewart, W.B., Effectiveness of a shortened, clinically engaged anatomy course for physician assistant students (2011) Anat Sci Educ, 4, pp. 64-70; Robinson, A.G., Metten, S., Guiton, G., Berek, J., Using fresh tissue dissection to teach human anatomy in the clinical years (2004) Acad Med, 79, pp. 711-716; Schönrock-Adema, J., Heijne-Penninga, M., van Duijn, M.A., Geertsma, J., Cohen-Schotanus, J., Assessment of professional behaviour in undergraduate medical education: Peer assessment enhances performance (2007) Med Educ, 41, pp. 836-842; Tank, P.W., (2009) Grant's Dissector, p. 288. , 14th Ed. Philadelphia, PA: Lippincott, Williams & Wilkins. p; (2011) United States Department of Labor. Bureau of Labor Statistics. Occupational Outlook Handbook 2010-2011 Edition, , US-BLS. Physician Assistants. U.S. Bureau of Labor Statistics, Washington, DC. URL: [accessed 14 April 2011]; Wait, K.R., Cloud, B.A., Forster, L.A., Jones, T.M., Nokleby, J.J., Wolfe, C.R., Youdas, J.W., Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: Perceptions of peer teachers and students (2009) Anat Sci Educ, 2, pp. 286-293; Yeager, V.L., Young, P.A., Peer teaching in gross anatomy at St. Louis University (1992) Clin Anat, 5, pp. 304-310; Youdas, J.W., Hoffarth, B.L., Kohlwey, S.R., Kramer, C.M., Petro, J.L., Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students (2008) Anat Sci Educ, 1, pp. 199-206","Mcbride, J.M.; Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic, 9500 Euclid Ave. NA/24, Cleveland, OH 44195, United States; email: mcbridj@ccf.org",,,,,,,,19359772,,,21688403.0,English,Anat. Sci. Educ.,Article,Final,,Scopus,2-s2.0-80052664184
"Hendriksen P., Elmgreen K., Ladewig J.",47561323000;47561131100;7003695078;,Trailer-loading of horses: Is there a difference between positive and negative reinforcement concerning effectiveness and stress-related signs?,2011,Journal of Veterinary Behavior: Clinical Applications and Research,6,5,,261,266,,20.0,10.1016/j.jveb.2011.02.007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80051711119&doi=10.1016%2fj.jveb.2011.02.007&partnerID=40&md5=0a1335dd3bf9235a7d933c0c5d65648f,"Department of Biology, Faculty of Science, University of Copenhagen, Copenhagen, Denmark; Institute of Production Animal and Horses, Faculty of Life Sciences, University of Copenhagen, Frederiksberg C, Denmark","Hendriksen, P., Department of Biology, Faculty of Science, University of Copenhagen, Copenhagen, Denmark; Elmgreen, K., Department of Biology, Faculty of Science, University of Copenhagen, Copenhagen, Denmark; Ladewig, J., Institute of Production Animal and Horses, Faculty of Life Sciences, University of Copenhagen, Frederiksberg C, Denmark","The traditional way to train horses is by the application of negative reinforcement (NR). In the past few years, however, the use of positive reinforcement (PR) has become more common. To evaluate the effectiveness and the possible stressor effect of the 2 training methods, 12 horses showing severe trailer-loading problems were selected and exposed to trailer-loading. They were randomly assigned to one of the 2 methods. NR consisted of various degrees of pressure (lead rope pulling, whip tapping). Pressure was removed as soon as the horse complied. PR horses were exposed to clicker training and taught to follow a target into the trailer. Heart rate (HR) was recorded every 5 seconds and behavior denoting discomfort was observed using one-zero sampling with 10 seconds sampling intervals. Training was completed when the horse could enter the trailer upon a signal, or was terminated after a maximum of 15 sessions. Of the 12 horses, 10 reached the criterion within the 15 sessions. One horse was eliminated from the study because of illness and 1 PR horse failed to enter the trailer. A Mann-Whitney U-test indicated that the horses trained with NR displayed significantly more discomfort behavior per training session than horses trained with PR (NR: 13.26 ± 3.25; PR: 3.17 ± 8.93, P < 0.0001) and that horses in the PR group spent less time (second) per session to complete the training criterion (NR: 672.9 ± 247.12; PR: 539.81 ± 166.37, P < 0.01). A Mann-Whitney U-test showed that no difference existed in mean HR (bpm) between the 2 groups (NR: 53.06 ± 11.73 bpm; PR: 55.54 ± 6.7 bpm, P > 0.05), but a Wilcoxon test showed a difference in the PR group between the baseline of HR and mean HR obtained during training sessions (baseline PR: 43 ± 8.83 bpm; PR: 55.54 ± 6.7 bpm, P < 0.05). In conclusion, the PR group provided the fastest training solution and expressed less stress response. Thus, the PR procedure could provide a preferable training solution when training horses in potentially stressing situations. © 2011 Elsevier Inc.",Behavior; Heart rate; Horse; Negative reinforcement; Positive reinforcement; Trailer-loading,Equidae,,,,,,,,,,,"Bachmann, I., Bernasconi, P., Herrmann, R., Behavioural and physiological responses to an acute stressor in crib-biting and control horses (2003) Appl. Anim. Behav. Sci., 82, pp. 297-311; Beerda, B., Schilder, M.B., van Hooff, J.A., Devries, H.W., Manifestations of chronic and acute stress in dogs (1997) Appl. Anim. Behav. Sci., 52, pp. 307-319; Frederiksen, L.W., Peterson, G.L., Schedule-induced aggression in humans and animals: a comparative parametric review (1977) Aggress. Behav., 3, pp. 57-75; Borell, E.V., Langbein, J., Després, G., Hansen, S., Leterrier, C., Marchant-forde, J., Marchant-forde, R., Veissier, I., Heart rate variability as a measure of autonomic regulation of cardiac activity for assessing stress and welfare in farm animals: a review (2007) Heart, 92, pp. 293-316; Grandin, T., Assessment of stress during handling and transport (1997) J. Anim. Sci., 75, pp. 249-257; Heleski, C., Bauson, N., Bello, N., Evaluating the addition of positive reinforcement for learning a frightening task: a pilot study with horses (2008) J. Appl. Anim. Welf. Sci., 11, pp. 213-222; Innes, L., McBride, S., Negative versus positive reinforcement: an evaluation of training strategies for rehabilitated horses (2008) Appl. Anim. Behav. Sci., 112, pp. 357-368; Jezierski, T., Jaworski, Z., Górecka, A., Effects of handling on behaviour and heart rate in Konik horses: comparison of stable and forest reared young stock (1999) Appl. Anim. Behav. Sci., 62, pp. 1-11; Kay, R., Hall, C., The use of a mirror reduces isolation stress in horses being transported by trailer (2009) Appl. Anim. Behav. Sci., 116, pp. 237-243; Keeling, L.J., Jonare, L., Lanneborn, L., Investigating horse-human interactions: the effect of a nervous human (2009) Vet. J., 181, pp. 70-71; Kurland, A., (1999) Clicker Training for Your Horse, , Sunshine Books Inc., Waltham, MA; Ladewig, J., Clever Hans is still whinnying with us (2007) Behav. Proc., 76, pp. 20-21; Looney, T.A., Cohen, P.S., Aggression induced by intermittent positive reinforcement (1982) Neurosci. Biobehav. Rev., 6, pp. 15-37; Martin, P., Bateson, P., (1993) Measuring Behaviour: An Introductory Guide, , Cambridge Press, New York, NY; McCall, C., A review of learning behavior in horses an its application in horse training (1990) J. Anim. Sci., 68, pp. 75-81; McGreevy, P., Review: the advent of equitation science (2006) Vet. J., 174, pp. 492-500; McGreevy, P., McLean, A., Roles of learning theory in equitation (2007) J. Vet. Behav., 2, pp. 109-118; McLean, A., (2003) The truth about horses, , David & Charles, Devon, UK; Meyer, I., Ladewig, J., The relationship between number of training sessions per week and learning in dogs (2008) Appl. Anim. Behav. Sci., 111, pp. 311-320; Mills, D.S., Applying learning theory to the management of the horse: the difference between getting it right and getting it wrong (1998) Equine Vet. J. Suppl., 27, pp. 44-48; Porges, S.W., Cardiac vagal tone: a physiological index of stress (1995) Neurosci. Biobehav. Rev., 19, pp. 225-233; van Weeren, P.R., How long will equestrian traditionalism resist science? (2008) Vet. J., 175, pp. 289-290; Waring, G., (2003) Horse behavior, , Noyes Publications/William Andrew Publishing, Norwich, NY","Hendriksen, P.; Department of Biology, Faculty of Science, University of Copenhagen, Copenhagen, Denmark; email: payana.hendriksen@gmail.com",,,,,,,,15587878,,,,English,J. Vet. Behav.: Clin. Appl. Res.,Article,Final,,Scopus,2-s2.0-80051711119
Gok T.,35409177600;,An investigation on hybrid studio format applied in introductory calculus-based physics,2011,Scientific Research and Essays,6,17,,3794,3807,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052423851&partnerID=40&md5=3c187a56f178efdb77eca252078ce416,"Torbali Vocational School of Higher Education, Dokuz Eylul University, Izmir, Turkey","Gok, T., Torbali Vocational School of Higher Education, Dokuz Eylul University, Izmir, Turkey","The purpose of this study is to ascertain the performances and perceptions of the students in Hybrid Studio Format (HSF). This format retains the large lecture component but combines recitation and laboratory instruction into Studio Physics. In this research, 'problem solving strategy' and 'attitudes toward problem solving surveys' were administered by pre/post-test to evaluate students' problem solving strategies and attitudes in problem solving. The data on student performance and conceptual understanding was collected by comparing the grades of the students enrolled in Physics course for two semesters (Fall 2008/Spring 2009). Written survey and Likert scales about HSF and LON-CAPA (learningonline network-computer-assisted personalized approach) were used to collect students' opinions about the course. Also multiple interviews were performed with volunteer students about HSF during two semesters. The results of the performance data showed that students performed better on LON-CAPA problems and hands-on activities than on written assignments and exams. The outcome could be some technical features of LON-CAPA which could be easily modified. Open-ended questions, applets and demonstrations were recommended in the studio activities to increase the students' problem solving skills with better conceptual understanding. Student interviews showed that the students found the interactive-engagement method of learning physics to be a positive experience. They liked the integration of homework and laboratory activities, working in groups and having the opportunity to interact individually with instructors. In short, the teaching-learning method presented here, HSF had made a positive impact on the problem-solving skills of students and opinions about the Physics course. © 2011 Academic Journals.",Hybrid studio format; Learningonline network-computer-assisted personalized approach; Studio physics,,,,,,,,,,,,"Bauer, W., Benonson, W., Westfall, G.D., (1992) Multimedia Physics, , CD ROM; Churukan, D., Interactive engagement in an introductory university physics course: Learning gains and perceptions (2002) Unpublished Doctoral Dissertation, , University of Kansas State, Kansas, USA; Cohen, J., (1988) Statistical Power Analysis For the Behavioral Sciences, , (2nd ed.) NJ: Earlbaum Hillsade; Coombs, W., Schroeder, H., An analysis of factor analytic data (1988) Pers. Indiv. Differ, 9, pp. 79-85; Cummings, K., Marx, J., Thornton, R., Kuhl, D., Evaluating innovation in studio physics (1999) Am. J. Phys, 67 (7), pp. S38-S44; Dunteman, G.H., (1989) Principal Component Analysis, p. 69. , Thousand Oaks, CA: Sage Publication; Hake, R., Interactive-Engagement vs. Traditional Methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66, pp. 64-74; Hair, J.F., Anderson, R.E., Tatham, R.L., Black, W.C., (1998) Multivariate Data Analysis, , (5, th ed.) NJ: Prentice Hall; Hoellwarth, C., Moelfer, M.J., Knight, R.D., A direct comparison of conceptual learning and problem ability in traditional and studio style classrooms (2005) Am. J. Phys, 73 (5), pp. 459-462; Hrepic, Z., (2007) Utilizing DyKnow Software and Pen-based, Wireless Computing In Teaching Introductory Modern Physics, , Processing of 30th Jubilee International Convention MIPRO, Conference on Computers in Education, Opatija, Croatia; Hunter, P.W., The use of a computer-assisted personalized approach in a large-enrollment general chemistry course (2000) Univ. Chem. Edu, 4 (2), pp. 39-44; Hutcheson, G.D., Sofroniou, N., (1999) The Multivariate Social Science Scientist: Statistics Using Generalized Linear Models, , Thousands Oaks, CA: Sage Publication; Kashy, E., Sherrill, B.M., Tsai, Y., Thaler, D., Weinshank, D., Engelmann, M., Morissey, D.J., CAPA, an integrated computer-assisted personalized assignment system (1993) Am. J. Phys, 61, pp. 1124-1130; Kashy, E., Gaff, S.J., Pawley, N.H., Stretch, W.L., Wolfe, S.L., Morissey, D.J., Tsai, Y., Conceptual questions in computer assisted assignments (1995) Am. J. Phys, 63, pp. 1000-1005; Kashy, D.A., Albertelli, G., Kashy, E., Thoennessen, M., Teaching with ALN technology: Benefits and costs (2001) J. Eng. Edu, 90 (4); Kline, P., (1994) An Easy Guide to Factor Analysis, , London: Routledge Publisher; Kohl, P., Kuo, V., Introductory physics gender gaps: Pre- and post- studio transition (2009) Physics Education Research Conference AIP Conference Proceedings, 179, pp. 173-176; Kortemeyer, G., Bauer, W., Multimedia collaborative content creation (mc3). The MSU Lecture Online System (1999) J. Eng. Edu, 88 (4), p. 405; Kortemeyer, G., Hall, M., Parker, J., Minai-Bidgoli, B., Albertelli, G., Bauer, W., Kashy, E., Effective feedback to the instructor from on-line homework (2005) JALN, 9 (2), pp. 19-28; Kortemeyer, G., Kashy, E., Benonson, W., Bauer, W., Experiences using the open-source learning content management and assessment system LON-CAPA in introductory physics courses (2008) Am. J. Phys, 76 (4-5), pp. 438-444; Kortemeyer, G., Gender differences in the use of an online homework system in an introductory physics course (2009) Phys. Rev. ST-Phys. Educ. Res, 5, pp. 1-8. , 010107; (2008), http://www.lon-capa.org/, LON-CAPA, Accessed 24 September; Mazur, E., Peer Instruction (1997) Upper Saddle River, , NJ: Prentice-Hall; McDermott, L.C., Millikan Lecture 1990: What we teach and what is learned closing the gap (1991) Am. J. Phys, 59, pp. 301-315; Morrissey, D.J., Kashy, E., Tsai, I., Using computer assisted personalized assignments for freshman chemistry (1995) J. Chem. Edu, 72 (2), pp. 141-146; Pett, M.A., Lackey, N.C., Sullivan, J.J., (2003) Making Sense of Factor Analysis, , CA: Sage Publication; Redish, E.F., Steinberg, R., Teaching physics: Figuring out what works (1999) Phys., Today, 52, pp. 24-30; Santos, J.R., Cronbach's alpha: A tool for assessing the reliability of scales (1999) J. Comput. Assist. Lear, 21 (5), pp. 330-342; van Heuvelen, A., Learning to think like a physicist: A review of research-based instructional strategies (1991) Am. J. Phys, 59, pp. 891-897; Wilson, J.M., The CUPLE physics studio (1994) Phys. Teach, 32, pp. 518-523; Wilson, J.M., Jennings, W.C., Studio courses: How information technology is changing the way we teach, on campus and off (2000) IEEE, 88 (1), pp. 72-79; Young, J.E., The studio classroom (1996) ASEE Prism, p. 15","Gok, T.; Torbali Vocational School of Higher Education, Dokuz Eylul University, Izmir, Turkey; email: tolga.gok@deu.edu.tr",,,,,,,,19922248,,,,English,Sci. Res. Essays,Article,Final,,Scopus,2-s2.0-80052423851
"Anderson L.S., Healy A.F., Kole J.A., Bourne Jr. L.E.",45561117900;7101614460;8875706400;7006326859;,Rapid communication conserving time in the classroom: The clicker technique,2011,Quarterly Journal of Experimental Psychology,64,8,,1457,1462,,7.0,10.1080/17470218.2011.593264,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79961050070&doi=10.1080%2f17470218.2011.593264&partnerID=40&md5=7a615f2730d69d22a4218f9b42025ee3,"Department of Psychology and Neuroscience, University of Colorado, Boulder, CO 80309-0345, United States","Anderson, L.S., Department of Psychology and Neuroscience, University of Colorado, Boulder, CO 80309-0345, United States; Healy, A.F., Department of Psychology and Neuroscience, University of Colorado, Boulder, CO 80309-0345, United States; Kole, J.A., Department of Psychology and Neuroscience, University of Colorado, Boulder, CO 80309-0345, United States; Bourne Jr., L.E., Department of Psychology and Neuroscience, University of Colorado, Boulder, CO 80309-0345, United States","Any technique that conserves classroom instructional time without sacrificing the amount learned is of great educational value. This research compared a laboratory analogue of the clicker technique to analogues of other classroom pedagogical methods that all involve repeated testing during teaching. The clicker analogue mimics the classroom practice of dropping material that is understood by the majority of the class, as revealed by testing with clicker questions, from further lecture. A fact learning and retrieval paradigm was used, in which college students learned facts about unfamiliar countries. Compressing instruction time based on group-level performance produced as much learning as no compression and as compression based on individual-level performance. Results suggest that the clicker technique is an efficient and cost-effective method of conserving instructional time without loss of amount learned. © 2011 The Experimental Psychology Society.",Classroom learning; Clicker technique; Fact learning; Instructional time,analysis of variance; article; education; female; human; learning; male; psychological aspect; student; teaching; time; university; Analysis of Variance; Computer-Assisted Instruction; Educational Measurement; Female; Humans; Learning; Male; Students; Teaching; Time Factors; Universities,,,,,Army Research Office: W911NF-05–1–0153,"Correspondence should be addressed to Lindsay S. Anderson, Department of Psychology and Neuroscience, University of Colorado, Boulder, CO 80309–0345, USA. E-mail: Lindsay.Anderson@colorado.edu This research was supported by Army Research Office Grant W911NF-05–1–0153. We are grateful to Mike Overstreet for help testing participants and to Douglas Duncan and an anonymous reviewer for their helpful comments concerning this research.",,,,,"Carpenter, S.K., Delosh, E.L., Application of the testing and spacing effects to name learning (2005) Applied Cognitive Psychology, 19, pp. 619-636; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Dreifus, C., Physics Laureate Hopes to Help Students Over the Science Blahs: A Conversation With Carl Weiman, , 2005, November 1, New York Times, Science Edition; Duncan, D., (2005) Clickers In the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco: Pearson Addison Wesley; Karpicke, J.D., Roediger, H.L., The critical importance of retrieval for learning (2008) Science, 319, pp. 966-968; Keller, F.S., Ten years of personalized instruction (1974) Teaching of Psychology, 1, pp. 4-9; Kole, J.A., Healy, A.F., Using prior knowledge to minimize interference when learning large amounts of information (2007) Memory & Cognition, 35, pp. 124-137; Kornell, N., Bjork, R.A., Optimising selfregulated study: The benefits-and costs-of dropping flashcards (2008) Memory, 16, pp. 125-136; Kornell, N., Hays, M.J., Bjork, R.A., Unsuccessful retrieval attempts enhance subsequent learning (2009) Journal of Experimental Psychology: Learning Memory, & Cognition, 35, pp. 989-998; Kulik, J., Kulik, C.C., Cohen, P.A., A metaanalysis of outcome studies of Keller's personalized system of instruction (1979) American Psychologist, 34, pp. 307-318; Pyc, M.A., Rawson, K.A., Examining efficiency of schedules of distributed retrieval practice (2007) Memory & Cognition, 35, pp. 1917-1927; Pyc, M.A., Rawson, K.A., Why testing improves memory: Mediator effectiveness hypothesis (2010) Science, 330, p. 335; Rock, I., The role of repetition in associative learning (1957) American Journal of Psychology, 70, pp. 186-193; Smith, M.K., Wood, W.B., Adams, W.K., Weiman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124","Anderson, L. S.; Department of Psychology and Neuroscience, University of Colorado, Boulder, CO 80309-0345, United States; email: Lindsay.Anderson@colorado.edu",,,,,,,,17470218,,,21745148.0,English,Q. J. Exp. Psychol.,Article,Final,,Scopus,2-s2.0-79961050070
"Van Ooijen P.M.A., Broekema A., Oudkerk M.",6603795715;15059824800;7004345016;,Design and implementation of I2Vote - An interactive image-based voting system using windows mobile devices,2011,International Journal of Medical Informatics,80,8,,562,569,,4.0,10.1016/j.ijmedinf.2011.05.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960050535&doi=10.1016%2fj.ijmedinf.2011.05.002&partnerID=40&md5=b1cadfd4db60edca5e09ba6b1bd35562,"Dept. of Radiology, University Medical Center Groningen, University of Groningen, EB45, Hanzeplein 1, 9713 GZ Groningen, Netherlands","Van Ooijen, P.M.A., Dept. of Radiology, University Medical Center Groningen, University of Groningen, EB45, Hanzeplein 1, 9713 GZ Groningen, Netherlands; Broekema, A., Dept. of Radiology, University Medical Center Groningen, University of Groningen, EB45, Hanzeplein 1, 9713 GZ Groningen, Netherlands; Oudkerk, M., Dept. of Radiology, University Medical Center Groningen, University of Groningen, EB45, Hanzeplein 1, 9713 GZ Groningen, Netherlands","Purpose: To develop, implement and test a novel audience response system (ARS) that allows image based interaction for radiology education. Methods: The ARS developed in this project is based on standard Personal Digital Assistants (PDAs) (HP iPAQ 114 classic handheld) running Microsoft® Windows Mobile® 6 Classic with a large 3.5in. TFT touch screen (320×240 pixel resolution), high luminance and integrated IEEE 802.11b/g wireless. For software development Visual Studio 2008 professional (Microsoft) was used and all components were written in C#.Two test sessions were conducted to test the software technically followed by two real classroom tests in a radiology class for medical students on thoracic radiology. Results: The novel ARS, called I2Vote, was successfully implemented and provided an easy to use, stable setup. The acceptance of both students and teachers was very high and the interaction with the students improved because of the anonymous interaction possibility. Conclusion: An easy to use handheld based ARS that enables interactive, image-based, teaching is achieved. The system effectively adds an extra dimension to the use of an ARS. © 2011 Elsevier Ireland Ltd.",Academic training; Educational technics; Radiology,"Academic training; Educational technics; Extra dimensions; Handhelds; HP iPAQ; IEEE 802.11b/g; Image based interaction; Image-based; Medical students; MicroSoft; Pixel resolution; Response systems; Touch screen; Visual studios; Voting systems; Windows mobiles; Java programming language; Luminance; Mobile devices; Personal digital assistants; Radiation; Radiology; Software design; Software testing; Standards; Students; Thin film transistors; User interfaces; Voting machines; Teaching; article; audience response system; communication software; computer interface; computer program; data base; electronics; faculty student relation; health educator; human; learning style; medical education; medical student; personal digital assistant; priority journal; radiology; teaching; thorax radiography; wireless communication; Databases, Factual; Humans; Internet; Microcomputers; Pilot Projects; Programming Languages",,,"I2Vote; iPAQ 114, Hewlett Packard; Windows Mobile 6, Microsoft",Hewlett Packard; Microsoft,,,,,,,"Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) J. Nurs. Educ., 45 (11), pp. 469-473. , November; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: using personal digital assistants as a classroom polling tool (2004) J. Am. Med. Inform. Assoc., 11 (3), pp. 217-220. , Epub 2004 February 5, May-June; Streeter, J.L., Rybicki, F.J., A novel standard-compliant audience response system for medical education (2006) Radiographics, 26 (4), pp. 1243-1249. , July-August; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad. Radiol., 15 (3), pp. 383-389. , March; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am. J. Roentgenol., 190 (6), pp. W319-W322. , June; Palmer, E.J., Devitt, P.G., de Young, N.J., Morris, D., Assessment of an electronic voting system within the tutorial setting: a randomised controlled trial (2005) BMC Med. Educ., 5, pp. 24-34; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: a randomised trial (2007) BMC Med. Educ., 7, p. 25. , July; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci. Educ., 6 (1), pp. 9-20. , Review; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nurs. Educ. Perspect., 27 (5), pp. 278-280; Nicholson, B.T., Bassignani, M.J., Radiologist/educator knowledge of the audience response system and limitations to its use (2009) Acad. Radiol., 16 (12), pp. 1555-1560; Cain, J., Robinson, E., A primer on audience response systems: current applications and future considerations (2008) Am. J. Pharm. Educ., 72 (4), p. 77; Collins, J., Audience response systems: technology to engage learners (2008) J. Am. Coll. Radiol., 5 (9), pp. 993-1000","Van Ooijen, P.M.A.; Dept. of Radiology, University Medical Center Groningen, University of Groningen, EB45, Hanzeplein 1, 9713 GZ Groningen, Netherlands; email: p.m.a.van.ooijen@rad.umcg.nl",,,,,,,,13865056,,IJMIF,21676650.0,English,Int. J. Med. Informatics,Article,Final,Open Access,Scopus,2-s2.0-79960050535
"McCurry M.K., Revell S.M.H.",8883073500;35741563400;,Evaluating the effectiveness of personal response system technology on millennial student learning,2011,Journal of Nursing Education,50,8,,471,475,,11.0,10.3928/01484834-20110531-01,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80051746590&doi=10.3928%2f01484834-20110531-01&partnerID=40&md5=fc46a320a5298a507df62c111fa4b989,"Department of Adult and Child Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA, United States","McCurry, M.K., Department of Adult and Child Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA, United States; Revell, S.M.H., Department of Adult and Child Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA, United States","As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved. © SLACK Incorporated.",,"adolescent; adult; article; clinical trial; crossover procedure; education; female; human; male; methodology; microcomputer; nursing research; problem based learning; teaching; United States; Adolescent; Adult; Computer-Assisted Instruction; Computers, Handheld; Cross-Over Studies; Educational Measurement; Female; Humans; Male; Nursing Research; Problem-Based Learning; United States",,,,,,,,,,,"Abdallah, L., Reflective teaching with technology: Use of a personal response system and publisher's web site to enhance students' performance in a nursing assessment and skills (2008) Online Journal of Nursing Informatics (OJNI, 12 (1). , http://ojni.org/12_1/abdallah.html; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nursing Education Research, 30, pp. 295-298; Black, A., Gen Y: Who they are and how they learn (2010) Educational Horizons, 88, pp. 92-101; Debourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education In Practice, 8, pp. 76-87. , doi:10.1016/j.nepr.2007.02.002; (2010) InterwritePRS, , http://www.einstruction.com/products/assessment/prs/index.html, EInstruction; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Advances In Physiology Education, 33, pp. 60-71. , doi:10.1152/advan.00109.2007; Hunter, R.S.M., McCurry, M.K., Engaging millennial learners: Effectiveness of personal response system technology with student nurses in small and large classrooms (2010) Journal of Nursing Education, 49, pp. 272-275. , doi:10.3928/01484834-20091217-07; Jensen, R., Meyer, L., Sternberger, C., Three technological enhancements in nursing education: Informatics instruction, personal response systems, and human patient simulation (2009) Nurse Education In Practice, 9, pp. 86-90. , doi:10.1016/j.nepr.2008.10.005; Lass, D., Morzuch, B., Rogers, R., (2007) Teaching With Technology to Engage Students and Enhance Learning (Working Paper No. 2007-1), , Amherst, MA: Author; Lucas, A., Using peer instruction and i-clickers to enhance student participation in calculus (2009) PRIMUS, 19, pp. 219-231. , doi:10.1080/10511970701643970; Meedzan, N., Fisher, K.L., Clickers in nursing education: An active learning tool in the classroom (2009) Online Journal of Nursing Informatics, 13, p. 2. , http://ojni.org/13_2/Meedzan_Fisher.pdf; Morling, B., McAuliffe, M., Cohen, L., Dilorenzo, T.M., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50. , doi:10.1080/00986280701818516; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances In Physiology Education, 26, pp. 299-308. , doi:10.1152/advan.00030.2002; Ribbens, E., Why I like clicker personal response systems (2007) Journal of College Science Teaching, 37 (2), pp. 60-62; Shapiro, A., An empirical study of personal response technology for improving attendance and learning in a large class (2009) Journal of the Scholarship of Teaching and Learning, 9 (1), pp. 13-26; Smilowitz, M., Gabbard-Alley, A.S., Learning in the dark: Applying of classroom technology to large lecture formats (2002) Engaging Large Classes: Strategies and Techniques For College Faculty, pp. 84-96. , In C.A. Stanley & M.E. Porter (Eds.), San Francisco, CA: Anker; Smith, D.A., Rosenkoetter, M.M., Effectiveness, challenges, and perceptions of classroom participation systems (2009) Nurse Educator, 34, pp. 156-161. , doi:10.1097/NNE.0b013e3181aab7e3; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45, pp. 469-473; Vernaza, K.M., (2007) Using Personal Response System Technology and Concept Check Modules to Improve Students' Learning Experience: A Case Study, , Proceedings of the 37th ASEE/IEEE Frontiers in Education Conference, October 10-13, 2007, Milwaukee, WI, F1D-16-17; Zurawski, R.M., (1998) Making the Most of Exams: Procedures For Item Analysis, 7 (6), pp. 1-4. , The National Teaching and Research Forum; Zurmehly, J., Leadingham, C., Exploring student response systems in nursing education (2008) CIN: Computers, Informatics & Nursing, 26, pp. 265-270. , doi:10.1097/01.NCN.0000304840.36960","McCurry, M. K.; Department of Adult and Child Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA 02747, United States; email: mmccurry@umassd.edu",,,,,,,,01484834,,,21627053.0,English,J. Nurs. Educ.,Article,Final,,Scopus,2-s2.0-80051746590
"Smith A.M., Stuart M.J., Greenwald R.M., Benson B.W., Dodick D.W., Emery C., Finnoff J.T., Mihalik J.P., Roberts W.O., Sullivan C.-A., Meeuwisse W.H.",7406756857;7202373464;7102717764;12763180400;7005602717;34769706400;6602834981;8428192600;7403316359;42862522200;7003796503;,Proceedings from the ice hockey summit on concussion: A call to action,2011,American Journal of Physical Medicine and Rehabilitation,90,8,,694,703,,2.0,10.1097/PHM.0b013e318224736b,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960669299&doi=10.1097%2fPHM.0b013e318224736b&partnerID=40&md5=88494f624632a1ead6b1cfa28da9817c,"Sports Medicine Center, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States; SIMBEX, LCC, Lebanon, NH, United States; Sport Medicine Centre, University of Calgary, Calgary, AL, Canada; College of Medicine, Mayo Clinic, Scottsdale, AZ, United States; University of North Carolina, Chapel Hill, United States; University of Minnesota, St. Paul, United States; Ontario Neurotrauma Foundation, Toronto, ON, Canada","Smith, A.M., Sports Medicine Center, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States; Stuart, M.J., Sports Medicine Center, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States; Greenwald, R.M., SIMBEX, LCC, Lebanon, NH, United States; Benson, B.W., Sport Medicine Centre, University of Calgary, Calgary, AL, Canada; Dodick, D.W., College of Medicine, Mayo Clinic, Scottsdale, AZ, United States; Emery, C., Sport Medicine Centre, University of Calgary, Calgary, AL, Canada; Finnoff, J.T., Sports Medicine Center, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States; Mihalik, J.P., University of North Carolina, Chapel Hill, United States; Roberts, W.O., University of Minnesota, St. Paul, United States; Sullivan, C.-A., Ontario Neurotrauma Foundation, Toronto, ON, Canada; Meeuwisse, W.H., Sport Medicine Centre, University of Calgary, Calgary, AL, Canada","OBJECTIVE: The objective of this proceeding was to integrate the concussion in sport literature and sport science research on safety in ice hockey to develop an action plan to reduce the risk, incidence, severity, and consequences of concussion in ice hockey. DESIGN: A rationale paper outlining a collaborative action plan to address concussions in hockey was posted for review 2 mos before the ""Ice Hockey Summit: Action on Concussion."" Focused presentations devoted specifically to concussion in ice hockey were presented during the summit, and breakout sessions were used to develop strategies to reduce concussion in the sport. The proceedings and a detailed scientific review (a matrix of solutions) were written to disseminate the evidence-based information and resulting concussion reduction strategies. The manuscripts were reviewed by the authors, advisors, and contributors to ensure that the opinions and recommendations reflect the current level of knowledge on concussion in hockey. RESULTS: Six components of a potential solution were articulated in the ""Rationale"" paper and became the topics for breakout groups that followed the professional scientific lectures. Topics that formed the core of the action plan were metrics and databases; recognizing, managing, and return to play; hockey equipment and ice arenas; prevention and education; rules and regulations; and expedient communication of the outcomes. The attendees in the breakout sessions identified the action items for each section. The most highly ranked action items were brought to a vote in the open assembly, using an Audience Response System. The strategic planning process was conducted to assess the following: ""Where are we at?"" ""Where must we get to?"" ""What strategies are necessary to make progress on the prioritized action items?"" CONCLUSIONS: Three prioritized action items for each component of the solution and the percentage of the votes received are listed in the body of this proceeding. Copyright © 2011 by Lippincott Williams &Wilkins.",Concussion; Hockey,brain concussion; conference paper; human; injury; practice guideline; safety; sport; standard; Brain Concussion; Guidelines as Topic; Hockey; Humans; Safety,,,,,,,,,,,"Visek, A., Watson, J., Ice hockey players' legitimacy of aggression and professionalization of attitudes (2005) Sport Psychologist, 19 (2), pp. 178-192; Gee, C.J., Leith, L.M., Aggressive behavior in professional ice hockey: A cross-cultural comparison of North American and European born NHL players (2007) Psychol Sport Exerc, 8, pp. 567-83; Collins, C.L., Fields, S.K., Comstock, R.D., When the rules of the game are broken: What proportion of high school sports-related injuries are related to illegal activity? (2008) Inj Prev, 14, pp. 34-8; Goodman, D., Williamson, I.W., Concussion in youth hockey: Risk factors and management across observation strategies (2009) Safety in Ice Hockey, 5, pp. 211-30. , (STP 1516); Aubry, M., Cantu, R., Dvorak, J., Summary and agreement statement of the First International Conference on Concussion in Sport, Vienna 2001. Recommendations for the improvement of safety and health of athletes who may suffer concussive injuries (2002) Br J Sports Med, 36, pp. 6-10; McCrory, P., Johnston, K., Meeuwisse, W., Aubry, M., Cantu, R., Dvorak, J., Graf-Baumann, T., Schamasch, P., Summary and agreement statement of the 2nd International Conference on Concussion in Sport, Prague 2004 (2005) British Journal of Sports Medicine, 39 (4), pp. 196-204. , DOI 10.1136/bjsm.2005.018614; McCrory, P., Meeuwisse, W., Johnston, K., Consensus statement on Concussion in SportVthe 3rd International Conference on Concussion in Sport held in Zurich November 2008 (2009) J Sci Med Sport, 12, pp. 340-51; Ashare, A., Greenwald, R., Safety in Ice Hockey. STP 1516. West Conshohocken (2009) Journal of ASTM International (JAI);, , eds; Ashare, A.B., Safety in Ice Hockey. STP 1341. West Conshohocken, PA (2000) Journal of ASTM International (JAI);, , ed; Castaldi, C.R., Bishop, P.J., Hoerner, E.F., Safety in Ice Hockey. STP 1212. Philadelphia, PA (1993) Journal of ASTM International (JAI), , eds; Castaldi, C.R., Hoerner, E.F., Safety in Ice Hockey. STP 1050. Philadelphia, PA (1989) Journal of ASTM International (JAI), , eds; Pearsall, D.J., Ashare, A.B., Safety in Ice Hockey. STP 1446. West Conshohocken, PA (2004) Journal of ASTM International (JAI), , eds; Smith, A.M., Stuart, M.J., Dodick, D., (2010) Zero Tolerance for Concussions and Other Neurotrauma in Ice Hockey: Rationale for Collaborative Action (Pre-Reading Prior to Ice Hockey Summit)., pp. 1-24; Bernard, D., Trudel, P., The values of coaches and players about rule infractions, violence and ethics (2004) Safety in Ice Hockey, 4, pp. 152-63. , STP 1446; Bernstein, R., (2006) The Code: The Unwritten Rules of Fighting and Retaliation in the NHL, , ed Chicago: Triumph Books; Bloom, G., Vanier, J., Coaches' perceptions of aggression in elite women's ice hockey (2004) Safety in Ice Hockey, 4, pp. 12-23. , (STP 1446); Brunelle, J.-P., Goulet, C., Arguin, H., Promoting respect for the rules and injury prevention in ice hockey: Evaluation of the Fair-Play program (2005) Journal of Science and Medicine in Sport, 8 (3), pp. 294-304. , DOI 10.1016/S1440-2440(05)80040-4; Crawford, B., Stuart, M.J., Smith, A.M., Intimidation in ice hockey: An exploratory assesment (2004) Safety in Ice Hockey, 4, pp. 26-37. , (STP 1446); Link, A., Dangers of helmet (locker) boxing (2007) HEP Newsletter; Link, A., Stuart, M., Finnoff, J., Talk to players about Flocker boxing (2008) RYHA Newsletter; Marcotte, G., Simard, D., Fair play: An approach to hockey for the 1990s (1993) Safety in Ice Hockey, 2, pp. 100-8. , (STP 1212); Smith, M.D., The legitimization of violence: Hockey player's perceptions of their reference groups' sanctions for assault (1975) Can Rev Sociol Anthropol, 12, pp. 72-80; Dorsch, K., Paskevich, D., Stressful experiences among six ceritfication levels of ice hockey officials (2007) Psychol Sport Exerc, 8, pp. 585-93; Fraser, K., (2010) The Final Call: Key Porter Books, , Bolton: Fenn; Gilbert, W., Trudel, P., A profile of rule infractions in Bantam level ice hockey (2000) Safety in Ice Hockey, 3, pp. 291-301. , (STP 1341); Mihalik, J.P., Greenwald, R.M., Blackburn, J.T., Effect of infraction type on head impact severity in youth ice hockey (2010) Med Sci Sports Exerc, 42, pp. 1431-8; Scapinello, R., Simpson, R., (2006) Between the Lines: Not-So-Tall Tales from Ray ""scampy"" Scapinello's Four Decades in the NHL, , eds New York: Wiley; Asplund, C., Bettcher, S., Borchers, J., Facial protection and head injuries in ice hockey: A systematic review (2009) Br J Sports Med, 43, pp. 993-9; Benson, B.W., Rose, M.S., Meeuwisse, W.H., The impact of face shield use on concussions in ice hockey: A multivariate analysis (2002) British Journal of Sports Medicine, 36 (1), pp. 27-32. , DOI 10.1136/bjsm.36.1.27; Bishop, P.J., Preliminary evaluation of selected hockey equipment tested according to en TS15256: Protective clothingVhand arm, leg, genital, and neck protectors for use in ice hockeyVprotectors for players other than goalkeepersVrequirements and test methods (2008) Safety in Ice Hockey, 5, pp. 171-85. , (STP 1516); Halstead, P.D., Alexander, C.F., Cook, E.M., Hockey headgear and the adequacy of current designs and standards (2000) Saf Ice Hockey, 3, pp. 93-100. , (STP 1341); Laprade, R., Broxterman, J., The single strap helmet fixation system in intercollegiate ice hockey: A source of variable face protection (2000) Safety in Ice Hockey, 3, pp. 124-9. , (STP 1341); Mihalik, J.P., McCaffrey, M.A., Rivera, E.M., Effectiveness of mouthguards in reducing neurocognitive deficits following sports-related cerebral concussion (2007) Dent Traumatol, 23, pp. 14-20; Watson, R.C., Nystrom, M.A., Buckolz, E., Safety in Canadian junior ice hockey: The association between ice surface size and injuries and aggressive penalties in the Ontario hockey league (1997) Clinical Journal of Sport Medicine, 7 (3), pp. 192-195; Wennberg, R., Collision frequency in elite hockey on North American versus international size rinks (2004) Canadian Journal of Neurological Sciences, 31 (3), pp. 373-377; Echemendia, R.J., Herring, S., Bailes, J., Who should conduct and interpret the neuropsychological assessment in sports-related concussion? (2009) Br J Sports Med, 43, pp. i32-5; Sye, G., Sullivan, S.J., McCrory, P., High school rugby players' understanding of concussion and return to play guidelines (2006) Br J Sports Med, 40, pp. 1003-5; Benson, B.W., Hamilton, G.M., Meeuwisse, W.H., Is protective equipment useful in preventing concussion? A systematic review of the literature (2009) Br J Sports Med, 43, pp. i56-67; Dick, R.W., Is there a gender difference in concussion incidence and outcomes? (2009) Br J Sports Med, 43, pp. i46-50; Sport Concussion Assesment Tool 2 (2009) Br J Sports Med, 43, pp. i85-8. , SCAT2; Schneider, K.J., Emery, C.A., Kang, J., Examining Sport Concussion Assessment Tool ratings for male and female youth hockey players with and without a history of concussion (2010) Br J Sports Med, 44, pp. 1112-7; Tierney, R.T., Sitler, M.R., Swanik, C.B., Swanik, K.A., Higgins, M., Torg, J., Gender differences in head-neck segmnet dynamic stabilization during head accelaration (2005) Medicine and Science in Sports and Exercise, 37 (2), pp. 272-279. , DOI 10.1249/01.MSS.0000152734.47516.AA; Echlin, P.S., Concussion education, identification,and treatment within a prospective study of physician-observed junior ice hockey concussions: Social context of this scientific intervention (2010) Neurosurg Focus, 29, pp. E7; Echlin, P.S., Johnson, A.M., Riverin, S., A prospective study of concussion education in 2 junior ice hockey teams: Implications for sports concussion education (2010) Neurosurg Focus, 29, pp. E6; Echlin, P.S., Tator, C., Cusimano, M.D., Return to play after an initial or recurrent concussion in a prospective study of physician-observed junior ice hockey concussions: Implications for return to play after a prospective study of physician-observed junior ice hockey concussions: Implications for return to play after a concussion (2010) Neurosurg Focus, 29, pp. E5; Echlin, P.S., Tator, C.H., Cusimano, M.D., A prospective study of physician-observed concussions during junior ice hockey: Implications for incidence rates (2010) Neurosurg Focus, 29, pp. E4; Matheson, G.O., Mohtadi, N.G., Safran, M., Sport injury prevention: Time for an intervention? 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Flagler Beach FL: USA Hockey Athletic Guide Publishing;; Smith, A.M., Stuart, M.J., Aml, C., A psycho-social perspective of aggression in ice hockey (2000) Safety in Ice Hockey, 3, pp. 199-215. , (STP 1341); Rudolph, M., Rule changes: Their effect on the safety in ice hockey (1989) Safety in Ice Hockey, 1, pp. 35-6. , (STP 1050); Watson, R.C., Singer, C.D., Sproule, J.R., Checking from behind in ice hockey: A study of injury and penalty data in the Ontario University Athletic Association hockey league (1996) Clinical Journal of Sport Medicine, 6 (2), pp. 108-111; Klugl, M., Shrier, I., McBain, K., The prevention of sport injury: An analysis of 12,000 published manuscripts (2010) Clin J Sport Med, 20, pp. 407-12; Mariconda, J., Mariconda, A., Rediscovering youth sportsmanship (2004) Safety in Ice Hockey, 4, pp. 135-8. , (STP 1446); Stuart, M.J., Smith, A.M., Malo-Ortiguera, S.A., Fischer, T.L., Larson, D.R., A comparison of facial protection and the incidence of head, neck, and facial injuries in Junior A hockey players: A function of individual playing time (2002) American Journal of Sports Medicine, 30 (1), pp. 39-44; Warsh, J.M., Constantin, S.A., Howard, A., A systematic review of the association between body checking and injury in youth ice hockey (2009) Clin J Sport Med, 19, pp. 134-44","Smith, A.M.; Sports Medicine Center, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States",,,,,,,,08949115,,AJPRE,21765281.0,English,Am. J. Phys. Med. Rehabil.,Article,Final,,Scopus,2-s2.0-79960669299
Connor E.,16052390600;,Using cases and clickers in library instruction: Designed for science undergraduates,2011,Science and Technology Libraries,30,3,,244,253,,6.0,10.1080/0194262X.2011.592787,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052453236&doi=10.1080%2f0194262X.2011.592787&partnerID=40&md5=45aadd6d219b4babb67f8a6edd3141ad,"Daniel Library, The Citadel, 171 Moultrie Street, Charleston, SC 29409, United States","Connor, E., Daniel Library, The Citadel, 171 Moultrie Street, Charleston, SC 29409, United States","Case studies and audience response systems (clickers) were used with science undergraduates scheduled to attend library instruction sessions at The Citadel, the Military College of South Carolina. Each class session incorporated a relevant case study adapted from the University of Buffalo's National Center for Case Study Teaching in Science, and the author paced students through a series of multiple choice questions designed to require higher-order thinking processes (analysis, synthesis, and evaluation). Clicker devices were used to answer these questions anonymously and formed the basis of discussion related to scholarly sources of information, empirical research, plagiarism, and citation styles. This article describes some of the methods used to engage and sustain student participation during a typical fifty-minute class session. Copyright © Taylor & Francis Group, LLC.",active learning; audience response systems; case studies; clickers; library instruction; multiple choice questions; National Center for Case Study Teaching in Science,Active Learning; clickers; library instruction; Multiple choice questions; National Center for Case Study Teaching in Science; Response systems; Teaching; Research,,,,,Citadel Foundation,"The author obtained research grant funding from The Citadel Foundation to purchase a set of twenty-four audience response devices, or clickers, in order to assess student understanding of specific concepts. Over time, the author has integrated clickers and cases into nearly every instructional opportunity for undergraduate and graduate students and recently purchased sixteen additional clickers, again funded through The Citadel Foundation.",,,,,"Abate, L.E., Gomes, A., Linton, A., Engaging students in active learning: Use of a blog and audience response system (2011) Medical Reference Services Quarterly, 30 (1), pp. 12-18; Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochemistry and Molecular Biology Education, 37, pp. 84-91; Badke, W., (2009) Ramping up the One-Shot, pp. 47-49. , Online (March/April; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) Journal of Engineering Education, 99, pp. 159-168; http://www.citadel.edu/main/about/mission, The Citadel. n.d. Mission statement (accessed March 22, 2011); Connor, E., Thinking inside the box: Case studies in professional thinking (2008) The Citadel Magazine., , http://www.citadel.edu/citmagazine2008, (accessed March 22, 2011); Perceptions and uses of clicker technology (2009) Journal of Electronic Resources in Medical Libraries, 6 (1), pp. 19-32; Deleo, P.A., Eichenholtz, S., Sosin, A.A., Bridging the information literacy gap with clickers (2009) Journal of Academic Librarianship, 35 (5), pp. 438-444; Detlor, B., Julien, H., Willson, R., Serenko, A., Lavallee, M., Learning outcomes of information literacy instruction at business schools (2011) Journal of the American Society for Information Science and Technology, 62 (3), pp. 572-585; Dill, E., Do clickers improve library instruction? Lock in your answers now (2008) Journal of Academic Librarianship, 34 (6), pp. 527-529; Hlavaty, G., Townsend, M., The library's new relevance: Fostering the firstyear student's acquisition, evaluation, and integration of print and electronic materials (2010) TETYC, pp. 149-160. , (December; Immerwahr, J., Engaging the ""thumb generation"" with clickers (2009) Teaching Philosophy, 32, pp. 233-246; Kaneshiro, K.N., Emmett, T.W., London, S.K., Ralston, R.K., Richwine, M.W., Skopelja, E.N., Brahmi, F.A., Whipple, E., Use of an audience response system in an evidence-based mini-curriculum (2008) Medical Reference Services Quarterly, 27 (3), pp. 284-301; Koenig, K., Building acceptance for pedagogical reform through wide-scale implementation of clickers (2010) Journal of College Science Teaching, 39, pp. 46-50; Moniz, R.J., Eshleman, J., Jewell, D., Mooney, B., Tran, C., Jewell, D., The impact of information literacy-related instruction in the science classroom: Clickers versus nonclickers (2010) College & Undergraduate Libraries, 17, pp. 349-364; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56, pp. 36-43; Petersohn, B., Classroom performance systems, library instruction, and instructional design: A pilot study (2008) Portal: Libraries and the Academy, 8, pp. 313-324; Revell, S.M.H., McCurry, M.K., Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms (2010) Journal of Nursing Education, 49, pp. 272-275; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (""clickers"") to combat conformity and shyness (2010) Teaching of Psychology, 37, pp. 135-140; Wertzberger, J.L., Who wants to be a millionaire? Using clickers to enhance learning in the library (2008) An Introduction to Instructional Services in Academic Libraries, pp. 43-51. , ed. E. Connor, New York: Routledge; Yadlav, A., Shaver, G.M., Meckl, P., Lessons learned: Implementing the case teaching method in a mechanical engineering course (2010) Journal of Engineering Education, 99, pp. 55-59","Connor, E.; Daniel Library, The Citadel, 171 Moultrie Street, Charleston, SC 29409, United States; email: elizabeth.connor@citadel.edu",,,,,,,,0194262X,,STELD,,English,Sci Technol Libr,Article,Final,,Scopus,2-s2.0-80052453236
"Thomas C.M., Monturo C., Conroy K.",8231521000;16301887400;57204335021;,Experiences of faculty and students using an audience response system in the classroom,2011,CIN - Computers Informatics Nursing,29,7,,396,400,,11.0,10.1097/NCN.0b013e3181fc405b,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960839887&doi=10.1097%2fNCN.0b013e3181fc405b&partnerID=40&md5=580ab7507840db20ba9c12ad86c4bce7,"222H Sturzebecker HSC, Department of Nursing, West Chester University, West Chester, PA 19383, United States; John A. Hartford Foundation, New York, NY, United States","Thomas, C.M., 222H Sturzebecker HSC, Department of Nursing, West Chester University, West Chester, PA 19383, United States; Monturo, C., 222H Sturzebecker HSC, Department of Nursing, West Chester University, West Chester, PA 19383, United States, John A. Hartford Foundation, New York, NY, United States; Conroy, K., 222H Sturzebecker HSC, Department of Nursing, West Chester University, West Chester, PA 19383, United States","The advent of innovative technologies, such as the audience response system, provides an opportunity to engage students and enhance learning. Based on their experiences, three nursing faculty evaluated the use of an audience response system in four distinct nursing courses through the use of informal survey results. When using the audience response system, the faculty experienced an increased perception of student attentiveness and engagement, high level of class attendance, and enhanced learning. Faculty feelings were mixed concerning the burden in adapting to increased classroom time and increased preparation time. Students' perception of the value of audience response system use was mostly positive, except when responses were included as part of the grade. The majority of the students indicated that use of the audience response system enhanced learning and was a helpful learning method when used with NCLEX-style questions. Overall, faculty believed that the benefits of student engagement and enhanced learning outweighed the burdens of incorporating this new technology in the classroom. Copyright © 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins.",Computer-assisted instruction; Educational technology; Teaching methods,"article; computer interface; feedback system; health personnel attitude; human; learning; methodology; nursing education; nursing student; psychological aspect; teaching; Attitude of Health Personnel; Computer-Assisted Instruction; Education, Nursing; Faculty, Nursing; Feedback; Humans; Learning; Students, Nursing; User-Computer Interface",,,,,,,,,,,"Cutts, Q.I., Kennedy, G.E., Connecting learning environments using electronic voting systems (2005) ACM International Conference Proceeding Series, 106 (42), pp. 181-186. , Proceedings of the 7th Australasian Conference on Computing education [serial online]. Newcastle, New South Wales, Australia: Australian Computer Society, Inc; Dileonardi, B.C., Tips for facilitating learning: The lecture deserves some respect (2007) J Contin Educ Nurs, 38, pp. 154-161; Zurmehly, J., Leadingham, C., Exploring student response systems in nursing education (2008) CIN, 26, pp. 265-270; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, DOI 10.1187/cbe.06-12-0205; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109. , DOI 10.1007/s10956-006-0360-1; Kaleta, R., Joosten, T., (2007) Student Response Systems: A University of Wisconsin System Study of Clickers, (10). , EDUCAUSE Center for Applied Research [serial online]; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educ, 32, pp. 113-116; Bradshaw, M., Lowenstein, A., (2007) Innovative Teaching Strategies in Nursing and Related Health Professions, , 4th ed. Boston MA: Jones & Bartlett; Blackburn, B.R., (2007) Classroom Instruction from A to Z, , Larchmont NY: Eye on Education; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teach Psychol, 34, pp. 253-257; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (11), pp. 469-473; The Role of Questions in Teaching, Thinking, and Learning Page, , http://www.criticalthinking.org/articles/thinking-some-purpose.cfm, Accessed February 9, 2009; Paul, R., Elder, L., The Analysis of Assessment of Thinking (Helping Students Assess Their Thinking) Page, , http://www.criticalthinking.org/articles/helping-studentsassess-their- thinking.cfm, Foundation for Critical Thinking, Accessed February 9, 2009; Lord, T., Baviskar, S., Moving students from information recitation to information understanding: Exploring Bloom's taxonomy in creating science questions (2007) J Coll Sci Teach, 36, pp. 40-44; Butler, J.A., Use of teaching methods with the lecture format (1992) Med Teach, 14, pp. 11-25; Feden, P.D., About instruction: Powerful new strategies worth knowing (1994) Educ Horiz, 73, pp. 18-24; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94. , DOI 10.1111/j.1365-2729.2004.00074.x; Hatch, J., Jensen, M., Moore, R., Manna fromheaven or ""clickers"" from hell (2005) J Coll Sci Teach, 34, pp. 36-39; Herreid, C.F., Clicker cases: Introducing case study teaching into large classrooms (2006) J Coll Sci Teach, 36, pp. 43-47; Ribbens, E., Why i like clicker personal response systems (2007) J Coll Sci Teach, 37, pp. 60-62; Tomei, L.A., (2005) Taxonomy for the Technology Domain, , Hershey PA: Information Science; Fuszard, B., (1995) Innovative Teaching Strategies in Nursing, , 2nd ed. Gaithersburg MD: Aspen","Thomas, C.M.; 222H Sturzebecker HSC, Department of Nursing, West Chester University, West Chester, PA 19383, United States; email: cthomas@wcupa.edu",,,,,,,,15382931,,,21107241.0,English,CIN Comput. Informatics Nurs.,Article,Final,,Scopus,2-s2.0-79960839887
"Phillippi J.C., Schorn M.N.",26533077100;12783068800;,Course revision: From unidirectional knowledge to dynamic application,2011,Journal of Nursing Education,50,7,,410,413,,1.0,10.3928/01484834-20110228-03,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79959862731&doi=10.3928%2f01484834-20110228-03&partnerID=40&md5=6517133ae0df321a8e76b8df5ef365f2,"Vanderbilt University, School of Nursing, Nashville, United States; College of Nursing, University of Tennessee, Knoxville, United States","Phillippi, J.C., Vanderbilt University, School of Nursing, Nashville, United States; Schorn, M.N., College of Nursing, University of Tennessee, Knoxville, United States","There is a proliferation of educational technologies. Many nursing faculty want to incorporate new methods but lack information on best practices. The authors describe the course revision of an onsite course to move all unidirectional content transmission to an online course environment, thereby freeing up onsite course time for concept application and interactive quizzes using a classroom response system. The course revision had positive student evaluations and improved test scores. Students enjoyed being able to watch lectures when they were prepared to concentrate and felt the application of the content to patient care encouraged knowledge retention and application. This revision demonstrates effective use of a variety of teaching modalities to enhance student learning. © SLACK Incorporated.",,"article; curriculum; education; educational model; human; Internet; methodology; model; nursing education; teaching; United States; Computer-Assisted Instruction; Curriculum; Education, Nursing, Baccalaureate; Educational Measurement; Humans; Internet; Models, Educational; Models, Nursing; Nursing Education Research; Tennessee",,,,,,,,,,,"Bloom, B.S., (1956) Taxonomy of Educational Objective: The Classification of Educational Goals, , New York, NY: D. McKay; Dale, E., (1969) Audiovisual Methods In Teaching, , 3rd ed.). New York, NY: Dryden Press; Debourgh, G.A., Use of classroom ''clickers'' to promote acquisition of advanced reasoning skills (2008) Nurse Education In Practice, 8 (2), pp. 76-87; Jones, S., Henderson, D., Sealover, P., Clickers'' in the classroom (2009) Teaching & Learning In Nursing, 4 (1), pp. 2-5; Knowles, M.S., (1980) The Modern Practice of Adult Education: From Pedagogy to Andragogy, Revised and Updated, , Chicago, IL: Follett; Merriam, S.B., Cafferella, R.S., Baumgartner, L.M., (2007) Learning In Adulthood: A Comprehensive Guide, , (3rd ed.). San Francisco, CA: Jossey-Bass; Soloman, B.A., Felder, R.M., (2009) Index of Learning Styles Questionnaire, , www.engr.ncsu.edu/learningstyles/ilsweb.html, Retrieved from; Ulrich, D.L., Glendon, K.J., (2005) Interactive Group Learning: Strategies For Nurse Educators, , 2nd ed.). New York, NY: Springer; Wyatt, T.H., Challenges in teaching and learning (2010) Conceptual Foundations: The Bridge to Professional Nursing Practice, pp. 223-241. , E. Friberg & J. Cresia (Eds.), 5th ed., St. Louis, MO: Mosby Elsevier","Phillippi, J. C.; Vanderbilt University School of Nursing, 354 Frist Hall, Nashville, TN 37240-119, United States; email: julia.c.phillippi@vanderbilt.edu",,,,,,,,01484834,,,21366167.0,English,J. Nurs. Educ.,Article,Final,,Scopus,2-s2.0-79959862731
Creese J.,37123733400;,Self- and Cohort-directed Design in Research Training Tutorials for Undergraduate Researchers: Increasing Ownership and Relevance to Improve Learning Outcomes,2011,Journal of Academic Librarianship,37,4,,327,332,,2.0,10.1016/j.acalib.2011.04.007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79959842016&doi=10.1016%2fj.acalib.2011.04.007&partnerID=40&md5=ca119b5a8db2f5356f4837c34f30026b,"Economics and Tourism, Social Sciences and Humanities Library, University of Queensland Library, St Lucia Qld. 4072, Australia","Creese, J., Economics and Tourism, Social Sciences and Humanities Library, University of Queensland Library, St Lucia Qld. 4072, Australia","This paper describes and analyses a method of self- and cohort-directed design of research training tutorials for final-year research-oriented undergraduate students at the University of Queensland, Australia. The design methodology centered on a research skills self-assessment document used at the university, and utilized Personal Response System (PRS) technology to gather the cohort's design decisions. This paper examines the pedagogical framework for this instructional approach, analyses feedback on the students' experiences and performances, and outlines future further developments for this program. © 2011 Elsevier Inc.",,,,,,,,,,,,,"(2011), http://www.uq.edu.au/economics/index.html?page=84077, University of Queensland School of Economics, ""School of Economics: Bachelor of Economics (Honors) Program,"" University of Queensland; (2011), http://www.library.uq.edu.au/infoskil/rhdaudit_business.html, University of Queensland Library, ""How to Find Information - Skills Audit for Research Postgraduates in the Schools of Business, Economics and Tourism,"" University of Queensland; (2011), http://www.keepad.com/turningpoint.php, Keepad Interactive, ""Keepad Interactive: Turningpoint Audience Response Systems,"" Keepad Interactive; Petersohn, B., Classroom Performance Systems, Library Instruction, and Instructional Design: A Pilot Study (2008) Portal: Libraries and the Academy, 8 (3), p. 281; Manathunga, C., Lant, P., Mellick, G., Developing professional researchers: research students' graduate attributes (2007) Studies in Continuing Education, 29 (1), p. 19; Manathunga, C., Goozeée, J., Challenging the dual assumption of the 'always/already' autonomous student and effective supervisor (2007) Teaching in Higher Education, 12 (3), p. 309; (2007), 21. , Manathunga, Lant, and Mellick, ""Developing Professional Researchers: Research Students' Graduate Attributes,""; (2007), 317. , Manathunga and Goozée, ""Challenging the Dual Assumption of the 'Always/Already' Autonomous Student and Effective Supervisor,""; Gurr, G.M., Negotiating the 'Rackety Bridge': a dynamic model for aligning supervisory style with research student development (2001) Higher Education Research and Development, 20 (1), p. 84; (2007), 22. , Manathunga, Lant, and Mellick, ""Developing Professional Researchers: Research Students' Graduate Attributes,""; (2001), 85. , Gurr, ""Negotiating the 'Rackety Bridge': A Dynamic Model for Aligning Supervisory Style with Research Student Development,""; , 86. , Ibid.:; Johnston, S., Building a sense of community in a research master's course (1995) Studies in Higher Education, 20 (3), p. 286; Pilbeam, C., Denyer, D., Lone scholar or community member? The role of student networks in doctoral education in a UK Management School (2009) Studies in Higher Education, 34 (3), p. 304; Wisker, G., Robinson, G., Shacham, M., Postgraduate research success: communities of practice involving cohorts, guardian supervisors and online communities (2007) Innovations in Education and Teaching International, 44 (3), p. 309; (2007), 315. , Manathunga and Goozée, ""Challenging the Dual Assumption of the 'Always/Already' Autonomous Student and Effective Supervisor,""; (1995), pp. 287-289.. , Johnston, ""Building a Sense of Community in a Research Master's Course,""; Burnett, S., Collins, S., Ask the audience! Using a personal response system to enhance information literacy and induction sessions at Kingston University (2007) Journal of Information Literacy, 1 (2), pp. 1-3; Christina, H., Susan, G., A clicker for your thoughts: technology for active learning (2006) New Library World, 107 (9-10); Deleo, P.A., Susan, E., Sosin, A.A., Bridging the information literacy gap with clickers (2009) The Journal of Academic Librarianship, 35 (5); (2008), 322. , Petersohn, ""Classroom Performance Systems, Library Instruction, and Instructional Design: A Pilot Study,"" (2008):; (2009), 443. , Deleo, Eichenholtz, and Sosin, ""Bridging the Information Literacy Gap with Clickers,""; Kozma, R.B., Will media influence learning? Reframing the debate (1994) Educational Technology, Research and Development, 42 (2), p. 16; (2007), 313. , Manathunga and Goozée, ""Challenging the Dual Assumption of the 'Always/Already' Autonomous Student and Effective Supervisor,""; (2007), 20. , Manathunga, Lant, and Mellick, ""Developing Professional Researchers: Research Students' Graduate Attributes,""; (2009), 443. , Deleo, Eichenholtz, and Sosin, ""Bridging the Information Literacy Gap with Clickers,""; Note; (2009), pp. 304-305. , Pilbeam and Denyer, ""Lone Scholar or Community Member? The Role of Student Networks in Doctoral Education in a Uk Management School,""","Creese, J.; Economics and Tourism, Social Sciences and Humanities Library, University of Queensland Library, St Lucia Qld. 4072, Australia; email: jenny.l.creese@gmail.com",,,,,,,,00991333,,,,English,J. Acad. Librariansh.,Article,Final,,Scopus,2-s2.0-79959842016
"Smith A.M., Stuart M.J., Greenwald R.M., Benson B.W., Dodick D.W., Emery C., Finnoff J.T., Mihalik J.P., Roberts W.O., Sullivan C.-A., Meeuwisse W.H.",7406756857;7202373464;7102717764;12763180400;7005602717;34769706400;6602834981;8428192600;7403316359;42862522200;7003796503;,Proceedings From the Ice Hockey Summit on Concussion: A Call to Action,2011,PM and R,3,7,,605,612,,5.0,10.1016/j.pmrj.2011.05.013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960446342&doi=10.1016%2fj.pmrj.2011.05.013&partnerID=40&md5=949b1416d5111d2e10f1ab364d0d3c07,"Sports Medicine Center, Mayo Clinic, Rochester, MN, United States; Sports Medicine Center, Mayo Clinic, Rochester, MN, United States; Simbex LCC, Lebanon; Sport Medicine Centre, University of Calgary, Calgary, AB, Canada; Department of Neurology, Mayo Clinic, College of Medicine, Scottsdale, AZ, United States; Sport Medicine Centre, University of Calgary, Calgary, AB, Canada; Sports Medicine Center, Mayo Clinic, Rochester, MN, United States; Department of Exercise and Sport Science, The University of North Carolina, Chapel Hill, NC, United States; Department of Family Medicine and Community Health, University of Minnesota, St Paul, MN, United States; Ontario Neurotrauma Foundation, Toronto, ON, Canada; Sport Medicine Centre, University of Calgary, Calgary, AB, Canada","Smith, A.M., Sports Medicine Center, Mayo Clinic, Rochester, MN, United States; Stuart, M.J., Sports Medicine Center, Mayo Clinic, Rochester, MN, United States; Greenwald, R.M., Simbex LCC, Lebanon; Benson, B.W., Sport Medicine Centre, University of Calgary, Calgary, AB, Canada; Dodick, D.W., Department of Neurology, Mayo Clinic, College of Medicine, Scottsdale, AZ, United States; Emery, C., Sport Medicine Centre, University of Calgary, Calgary, AB, Canada; Finnoff, J.T., Sports Medicine Center, Mayo Clinic, Rochester, MN, United States; Mihalik, J.P., Department of Exercise and Sport Science, The University of North Carolina, Chapel Hill, NC, United States; Roberts, W.O., Department of Family Medicine and Community Health, University of Minnesota, St Paul, MN, United States; Sullivan, C.-A., Ontario Neurotrauma Foundation, Toronto, ON, Canada; Meeuwisse, W.H., Sport Medicine Centre, University of Calgary, Calgary, AB, Canada","Objective: The objective of this proceeding is to integrate the concussion in sport literature and sport science research on safety in ice hockey to develop an action plan to reduce the risk, incidence, severity, and consequences of concussion in ice hockey. Methods: A rationale paper outlining a collaborative action plan to address concussions in hockey was posted for review 2 months before the Ice Hockey Summit: Action on Concussion. Focused presentations devoted specifically to concussion in ice hockey were presented during the Summit, and breakout sessions were used to develop strategies to reduce concussion in the sport. This proceedings and a detailed scientific review (a matrix of solutions) were written to disseminate the evidence-based information and resulting concussion reduction strategies. The manuscripts were reviewed by the authors, advisers, and contributors to ensure that the opinions and recommendations reflect the current level of knowledge on concussion in hockey. Results: Six components of a potential solution were articulated in the Rationale paper and became the topics for breakout groups that followed the professional, scientific lectures. Topics that formed the core of the action plan were metrics and databases; recognizing, managing, and returning to play; hockey equipment and ice arenas; prevention and education; rules and regulations; and expedient communication of the outcomes. The attendees in breakout sessions identified action items for each section. The most highly ranked action items were brought to a vote in the open assembly by using an Audience Response System. The strategic planning process was conducted to assess the following: Where are we at? Where must we get to? What strategies are necessary to make progress on the prioritized action items? Conclusions: Three prioritized action items for each component of the solution and the percentage of the votes received are listed in the body of this proceeding. © 2011 American Academy of Physical Medicine and Rehabilitation.",,article; concussion; continuing education; data base; disease severity; fighting; football; health care organization; health education; helmet; human; ice hockey; interpersonal communication; medical personnel; occupational safety; priority journal; protective equipment; risk reduction; sport injury; sports organization; Brain Concussion; Guidelines as Topic; Hockey; Humans; Safety,,,,,,,,,,,"Visek, A., Watson, J., Ice hockey players' legitimacy of aggression and professionalization of attitudes (2005) Sport Psychologist, 19, pp. 178-192; Gee, C.J., Leith, L.M., Aggressive behavior in professional ice hockey: a cross-cultural comparison of North American and European born NHL players (2007) Psychol Sport Exerc, 8, pp. 567-583; Collins, C.L., Fields, S.K., Comstock, R.D., When the rules of the game are broken: what proportion of high school sports-related injuries are related to illegal activity? (2008) Inj Prev, 14, pp. 34-38; Goodman, D., Williamson, I.W., Concussion in youth hockey: risk factors and management across observation strategies (2009) Safety in Ice Hockey, 5, pp. 211-230; Aubry, M., Cantu, R., Dvorak, J., Summary and agreement statement of the First International Conference on Concussion in Sport, Vienna 2001. Recommendations for the improvement of safety and health of athletes who may suffer concussive injuries (2002) Br J Sports Med, 36, pp. 6-10; McCrory, P., Johnston, K., Meeuwisse, W., Summary and agreement statement of the 2nd International Conference on Concussion in Sport, Prague 2004 (2005) Br J Sports Med, 39, pp. 196-204; McCrory, P., Meeuwisse, W., Johnston, K., Consensus statement on Concussion in Sport-the 3rd International Conference on Concussion in Sport held in Zurich, November 2008 (2009) J Sci Med Sport, 12, pp. 340-351; (2009) Safety in Ice Hockey, , Journal of ASTM International (JAI), West Conshohocken, PA, A. Ashare, R. Greenwald (Eds.); (2000) Safety in Ice Hockey, , Journal of ASTM International (JAI), West Conshohocken, PA, A.B. Ashare (Ed.); (1993) Safety in Ice Hockey, , Journal of ASTM International (JAI), Philadelphia, PA, C.R. Castaldi, P.J. Bishop, E.F. Hoerner (Eds.); (1989) Safety in Ice Hockey, , Journal of ASTM International (JAI), Philadelphia, PA, C.R. Castaldi, E.F. Hoerner (Eds.); (2004) Safety in Ice Hockey, , Journal of ASTM International (JAI), West Conshohocken, PA, D.J. Pearsall, A.B. Ashare (Eds.); Smith, A.M., Stuart, M.J., Dodick, D., Zero tolerance for concussions and other neurotrauma in ice hockey: rationale for collaborative action (2010) Pre-reading, Ice Hockey Summit: Action on Concussion, Mayo Clinic, October 2010, pp. 1-24. , http://www.mayo.edu/cme/files/dmfile/Rationale_Collaborative_Action_8_24_10.pdf, Accessed June 27, 2011; Bernard, D., Trudel, P., The values of coaches and players about rule infractions, violence and ethics (2004) Safety in Ice Hockey, 4, pp. 152-163; (2006) The Code: The Unwritten Rules of Fighting and Retaliation in the NHL, , Triumph Books, Chicago, R. Bernstein (Ed.); Bloom, G., Vanier, J., Coaches' perceptions of aggression in elite women's ice hockey (2004) Safety in Ice Hockey, 4, pp. 12-23; Brunelle, J.P., Goulet, C., Arguin, H., Promoting respect for the rules and injury prevention in ice hockey: evaluation of the fair-play program (2005) J Sci Med Sport, 8, pp. 294-304; Crawford, B., Stuart, M.J., Smith, A.M., Intimidation in ice hockey: an expoloratory assesment (2004) Safety in Ice Hockey, 4, pp. 26-37; Link, A., Dangers of helmet (locker) boxing. HEP Newsletter 2007 (November), , http://assets.ngin.com/attachments/document/0005/2733/November_2007.pdf, Accessed June 27, 2011; Link, A., Stuart, M., Finnoff, J., Talk to players about ""locker boxing."" (2008) RYHA Newsletter, 1. , (January); Marcotte, G., Simard, D., Fair play: an approach to hockey for the 1990s (1993) Safety in Ice Hockey, 2, pp. 100-108; Smith, M.D., The legitimization of violence: hockey player's perceptions of their reference groups' sanctions for assault (1975) Can Rev Sociol Anthropol, 12, pp. 72-80; Dorsch, K., Paskevich, D., Stressful experiences among six ceritfication levels of ice hockey officials (2007) Psychol Sport Exerc, 8, pp. 585-593; Fraser, K., (2010) The Final Call, , Key Porter Books, Bolton, Ontario, Canada; Gilbert, W., Trudel, P., A profile of rule infractions in Bantam level ice hockey (2000) Safety in Ice Hockey, 3, pp. 291-301; Mihalik, J.P., Greenwald, R.M., Blackburn, J.T., Effect of infraction type on head impact severity in youth ice hockey (2010) Med Sci Sports Exerc, 42, pp. 1431-1438; (2006) Between the Lines: Not-So-Tall Tales From Ray ""Scampy"" Scapinello's Four Decades in the NHL Mississauga, , Wiley & Sons Canada, Ontario, Canada, R. Scapinello, R. Simpson (Eds.); Asplund, C., Bettcher, S., Borchers, J., Facial protection and head injuries in ice hockey: a systematic review (2009) Br J Sports Med, 43, pp. 993-999; Benson, B.W., Rose, M.S., Meeuwisse, W.H., The impact of face shield use on concussions in ice hockey: a multivariate analysis (2002) Br J Sports Med, 36, pp. 27-32; Bishop, P.J., Preliminary evaluation of selected hockey equipment tested according to EN TS15256: protective clothing-hand, arm, leg, genital, and neck protectors for use in ice hockey-protectors for players other than goalkeepers-requirements and test methods (2008) Safety in Ice Hockey, 5, pp. 171-185; Halstead, P.D., Alexander, C.F., Cook, E.M., Hockey headgear and the adequacy of current designs and standards (2000) Safety in Ice Hockey, 3, pp. 93-100; LaPrade, R., Broxterman, J., The single strap helmet fixation system in intercollegiate ice hockey: a source of variable face protection (2000) Safety in Ice Hockey, 3, pp. 124-129; Mihalik, J.P., McCaffrey, M.A., Rivera, E.M., Effectiveness of mouthguards in reducing neurocognitive deficits following sports-related cerebral concussion (2007) Dent Traumatol, 23, pp. 14-20; Watson, R.C., Nystrom, M.A., Buckolz, E., Safety in Canadian junior ice hockey: the association between ice surface size and injuries and aggressive penalties in the Ontario Hockey League (1997) Clin J Sport Med, 7, pp. 192-195; Wennberg, R., Collision frequency in elite hockey on North American versus international size rinks (2004) Can J Neurol Sci, 31, pp. 373-377; Echemendia, R.J., Herring, S., Bailes, J., Who should conduct and interpret the neuropsychological assessment in sports-related concussion? (2009) Br J Sports Med, 43 (SUPPL. 1), pp. i32-i35; Sye, G., Sullivan, S.J., McCrory, P., High school rugby players' understanding of concussion and return to play guidelines (2006) Br J Sports Med, 40, pp. 1003-1005; Benson, B.W., Hamilton, G.M., Meeuwisse, W.H., Is protective equipment useful in preventing concussion?. A systematic review of the literature (2009) Br J Sports Med, 43 (SUPPL. 1), pp. i56-i67; Dick, R.W., Is there a gender difference in concussion incidence and outcomes? (2009) Br J Sports Med, 43 (SUPPL. 1), pp. i46-i50; SCAT2, Sport Concussion Assesment Tool 2 (2009) Br J Sports Med, 43, pp. i85-i88; Schneider, K.J., Emery, C.A., Kang, J., Examining Sport Concussion Assessment Tool ratings for male and female youth hockey players with and without a history of concussion (2010) Br J Sports Med, 44, pp. 1112-1117; Tierney, R.T., Sitler, M.R., Swanik, C.B., Gender differences in head-neck segment dynamic stabilization during head acceleration (2005) Med Sci Sports Exerc, 37, pp. 272-279; Echlin, P.S., Concussion education, identification,and treatment within a prospective study of physician-observed junior ice hockey concussions: social context of this scientific intervention (2010) Neurosurg Focus, 29, pp. E7; Echlin, P.S., Johnson, A.M., Riverin, S., A prospective study of concussion education in 2 junior ice hockey teams: implications for sports concussion education (2010) Neurosurg Focus, 29, pp. E6; Echlin, P.S., Tator, C.H., Cusimano, M.D., Return to play after an initial or recurrent concussion in a prospective study of physician-observed junior ice hockey concussions: implications for return to play after a concussion (2010) Neurosurg Focus, 29, pp. E5; Echlin, P.S., Tator, C.H., Cusimano, M.D., A prospective study of physician-observed concussions during junior ice hockey: implications for incidence rates (2010) Neurosurg Focus, 29, pp. E4; Matheson, G.O., Mohtadi, N.G., Safran, M., Sport injury prevention: time for an intervention? 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"Range F., Hentrup M., Virányi Z.",16301802300;53982889900;57202940700;,Dogs are able to solve a means-end task,2011,Animal Cognition,14,4,,575,583,,17.0,10.1007/s10071-011-0394-5,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79959282880&doi=10.1007%2fs10071-011-0394-5&partnerID=40&md5=d2a18bebf97e8f635c5839479453202f,"Department of Cognitive Biology, University of Vienna, Althanstrasse 14, 1090 Vienna, Austria; Clever Dog Lab, Nussgasse 4, 1090 Vienna, Austria; Wolf Science Center, Dörfles 48, 2115 Ernstbrunn, Austria; Department of Behavioral Biology, University of Münster, Schlossplatz 2, 8149 Münster, Germany","Range, F., Department of Cognitive Biology, University of Vienna, Althanstrasse 14, 1090 Vienna, Austria, Clever Dog Lab, Nussgasse 4, 1090 Vienna, Austria, Wolf Science Center, Dörfles 48, 2115 Ernstbrunn, Austria; Hentrup, M., Clever Dog Lab, Nussgasse 4, 1090 Vienna, Austria, Department of Behavioral Biology, University of Münster, Schlossplatz 2, 8149 Münster, Germany; Virányi, Z., Department of Cognitive Biology, University of Vienna, Althanstrasse 14, 1090 Vienna, Austria, Clever Dog Lab, Nussgasse 4, 1090 Vienna, Austria, Wolf Science Center, Dörfles 48, 2115 Ernstbrunn, Austria","Dogs, although very skilled in social-communicative tasks, have shown limited abilities in the domain of physical cognition. Consequently, several researchers hypothesized that domestication enhanced dogs' cognitive abilities in the social realm, but relaxed selection on the physical one. For instance, dogs failed to demonstrate means-end understanding, an important form of relying on physical causal connection, when tested in a string-pulling task. Here, we tested dogs in an ""on/off"" task using a novel approach. Thirty-two dogs were confronted with four different conditions in which they could choose between two boards one with a reward ""on"" and another one with a reward ""off"" (reward was placed next to the board). The dogs chose the correct board when (1) both rewards were placed at the same distance from the dog, when (2) the reward placed ""on"" the board was closer to the dog, and (3) even when the reward placed ""off"" the board was much closer to the dog and was food. Interestingly, in the latter case, dogs did not perform above chance, if instead of a direct reward, the dogs had to retrieve an object placed on the board to get a food reward. In contrast to previous string-pulling studies, our results show that dogs are able to solve a means-end task even if proximity of the unsupported reward is a confounding factor. © 2011 Springer-Verlag.",Clicker training; Dogs; Means-end understanding; On/off problem; Reward type; Support problem,animal; article; conditioning; dog; female; male; problem solving; psychological aspect; reward; Animals; Conditioning (Psychology); Dogs; Female; Male; Problem Solving; Reward; Canis familiaris,,,,,"Austrian Science Fund: P21244, P21418

Austrian Science Fund

Royal Canin","Acknowledgments The project is financially supported by Austrian Science Fund (FWF) projects P21418 and P21244 (FR). We thank Corsin Müller for helping with the analyses, the dog owners for participating, and Daniel Povinelli and three referees for helpful comments on an earlier version of this manuscript. 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(2009) Behav Process, 81, pp. 423-428; Wynne, C.D.L., Udell, M.A.R., Lord, K.A., Ontogeny's impact on human-dog communication (2008) Anim Behav, 76, pp. e1-e4","Range, F.; Department of Cognitive Biology, University of Vienna, Althanstrasse 14, 1090 Vienna, Austria; email: friederike.Range@univie.ac.at",,,,,,,,14359448,,,21445577.0,English,Anim. Cogn.,Article,Final,,Scopus,2-s2.0-79959282880
"Ongondo F.O., Williams I.D.",36969325600;37032392700;,Greening academia: Use and disposal of mobile phones among university students,2011,Waste Management,31,7,,1617,1634,,51.0,10.1016/j.wasman.2011.01.031,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955473463&doi=10.1016%2fj.wasman.2011.01.031&partnerID=40&md5=0088b21bc128883a21850a6fccd9da8f,"School of Civil Engineering and the Environment, University of Southampton, Lanchester Building, University Rd., Highfield, SOUTHAMPTON, Hampshire SO17 1BJ, United Kingdom","Ongondo, F.O., School of Civil Engineering and the Environment, University of Southampton, Lanchester Building, University Rd., Highfield, SOUTHAMPTON, Hampshire SO17 1BJ, United Kingdom; Williams, I.D., School of Civil Engineering and the Environment, University of Southampton, Lanchester Building, University Rd., Highfield, SOUTHAMPTON, Hampshire SO17 1BJ, United Kingdom","Mobile phones have relatively short lifecycles and are rapidly seen as obsolete by many users within little over a year. However, the reusability of these devices as well as their material composition means that in terms of mass and volume, mobile phones represent the most valuable electronic products that are currently found in large numbers in waste streams. End-of-life mobile phones are a high value (from a reuse and resource perspective), high volume (quantity), low cost (residual monetary value) and transient (short lifecycle) electronic product. There are very large numbers of higher education (mainly university) students in the world - there are. >2.4 million in the UK alone, 19 million in Europe and 18.2 million in the USA - and they often replace their mobile phones several times before graduation. Thus, because of the potentially significant environmental and economic impacts, a large scale survey of students at 5 UK universities was conducted to assess the behaviour of students with regard to their use and disposal of mobile phones. Additionally, a small scale trial mobile phone takeback service at one of the universities was carried out. The findings indicate that many students replace their phones at least once a year; replacing broken phones, getting upgrades from network operators, remaining ""fashionable"" and a desire to have a handset with a longer battery life are the main reasons for such rapid replacement. Almost 60% of replaced phones are not sent to reuse or recycling operations but are stockpiled by students mainly as spare/backup phones. Approximately 61% of students own an extra mobile phone with male students replacing their phones more often than females. In particular, the results highlight the potentially huge stockpile of mobile phones - and consequently valuable supplies of rare metals - being held by the public; we estimate that there are 3.7 million phones stockpiled by students in UK higher education alone (29.3 and 28.1 million stockpiled, respectively, for Europe and USA). Although many students are aware of UK mobile phone takeback services, only a moderate number have previously used the services. Students' recycling of other waste materials such as paper and glass did not have a significant impact on their disposal actions for their unwanted mobile phones, although students who often recycled these waste materials were also the most willing to participate in mobile phone takeback services. Monetary incentives such as cash payments and vouchers have the greatest influence over students' willingness to utilise takeback services, followed by convenience and ease of use of the services. The paper discusses these findings as well as the outcome of the trial mobile phone takeback. It is suggested that universities should partner with established takeback operators to conduct event-based mobile phone takeback services primarily targeting students. Lessons from mobile phone takeback applicable to takeback services for end-of-life gadgets similar to mobile phones are also discussed. © 2011 Elsevier Ltd.",,Battery life; Cash payments; Ease of use; Electronic product; End-of-life; Environmental and economic impacts; Event-based; Higher education; Large scale surveys; Low costs; Material compositions; Monetary value; Network operator; Rare metals; Recycling operations; Short lifecycle; Significant impacts; Small-scale trial; University students; Waste materials; Waste stream; Mobile devices; Mobile phones; Mobile telecommunication systems; Recycling; Reusability; Societies and institutions; Students; Teaching; Telephone; Telephone sets; Waste disposal; Cellular telephone systems; environmental impact; higher education; student; waste disposal; adult; article; controlled study; female; financial management; human; male; mobile phone; normal human; priority journal; recycling; sex difference; student attitude; United Kingdom; university student; waste disposal; waste management; Adolescent; Adult; Cellular Phone; Data Collection; Female; Great Britain; Humans; Male; Ownership; Recycling; Students; Time Factors; Universities; Waste Management; Young Adult,,,,,,,,,,,"Bains, N., Goosey, M., Holloway, L., Shayler, M., (2006) An Integrated Approach to Electronic Waste (WEEE) Recycling: Socio-economic Analysis Report, , Rohm and Haas Electronic Materials Ltd., UK; Canning, L., Rethinking market connections: mobile phone recovery, reuse and recycling in the UK (2006) Journal of Business & Industrial Marketing, 21 (5), pp. 320-329; (2007), http://www.cpwplc.com/phoenix.zhtml?c=123964&p=irol-newsArticle_Print&ID=1047278&highlight=, CPW, The Carphone Warehouse (CPW)|Press Release [Internet]. 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(Last accessed 25 November 2010); Silveira, G.T., Chang, S., Cell phone recycling experiences in the United States and potential recycling options in Brazil (2010) Waste Management, 30 (10), pp. 2278-2291; Tanskanen, P., Butler, E., (2007), http://dx.doi.org/10.1109/ISEE.2007.369395, Mobile phone take back - Learning's from various initiatives. In: 2007 IEEE International Symposium on Electronics and the Environment, May 7-10. Proceedings of the 2007 IEEE International Symposium on Electronics and the Environment. Orlando, FL, USA, IEEE, 206-209. Available from: <thomamper; (2006), http://maps.grida.no/go/graphic/cell_phone_composition, UNEP/GRID-Arendal, Cell phone composition - Maps and Graphics at United Nations Environment Programme (UNEP/GRID-Arendal) (Internet). Available from: <> (Last accessed 23 August 2010); Wagner, T.P., Shared responsibility for managing electronic waste: a case study of Maine, USA (2009) Waste Management, 29 (12), pp. 3014-3021; Wright, L., McLaren, J., Jackson, T., Parkinson, S., (1998), pp. 54-59. , Mobile phone takeback and recycling: analysis of the ECTEL project. In: 1998 IEEE International Symposium on Electronics and the Environment, May 4-6. Proceedings of the 1998 IEEE International Symposium on Electronics and the Environment. Oak Brook, Illinois, USA, IEEE","Williams, I.D.; School of Civil Engineering and the Environment, University of Southampton, Lanchester Building, University Rd., Highfield, SOUTHAMPTON, Hampshire SO17 1BJ, United Kingdom; email: idw@soton.ac.uk",,,,,,,,0956053X,,WAMAE,21376558.0,English,Waste Manage.,Article,Final,,Scopus,2-s2.0-79955473463
"Freeman S., Haak D., Wenderoth M.P.",7202138694;14035372000;6603694497;,Increased course structure improves performance in introductory biology,2011,CBE Life Sciences Education,10,2,,175,186,,106.0,10.1187/cbe.10-08-0105,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79957939173&doi=10.1187%2fcbe.10-08-0105&partnerID=40&md5=4d88bf56ca79a0dced79ed3ece0b19f0,"Department of Biology, University of Washington, Seattle WA 98195, United States; Department of Biology, Indiana University, Bloomington IN 47405-3700, United States","Freeman, S., Department of Biology, University of Washington, Seattle WA 98195, United States; Haak, D., Department of Biology, University of Washington, Seattle WA 98195, United States, Department of Biology, Indiana University, Bloomington IN 47405-3700, United States; Wenderoth, M.P., Department of Biology, University of Washington, Seattle WA 98195, United States","We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called theWeighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based PredictedGrade.We also tested the hypothesis that points from reading quizzes, clicker questions, and other practice assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs.We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades.When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers. © 2011 The American Society for Cell Biology.",,article; biology; curriculum; education; psychological aspect; statistics; student; Biology; Curriculum; Educational Measurement; Students,,,,,,,,,,,"(2006) Reading Between the Lines: What the ACT Reveals About College Readiness In Reading, , ACT Iowa City; Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques, , 2nd ed., San Francisco: Jossey-Bass; Beichner, R.J., The student-centered activities for largeenrollment undergraduate programs (SCALE-UP) project (2007) Rev Phys Ed Res, 1. , www.compadre.org/PER/per_reviews, ed. 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Sci. Educ, 6, pp. 172-178; Yadav, A., Lundeberg, M., Deschryver, M., Dirkin, K., Schiller, N.A., Maier, K., Herreid, C.F., Teaching science with case studies: A national survey of faculty perceptions of the benefits and challenges of using cases (2007) J Coll Sci Teach, 37, pp. 34-38; Zheng, A.Y., Lawhorn, J.K., Lumley, T., Freeman, S., Application of Bloom's taxonomy debunks theMCAT myth (2008) Science, 319, pp. 414-415","Freeman, S.; Department of Biology, University of Washington, Seattle WA 98195, United States; email: srf991@u.washington.edu",,,,,,,,19317913,,,21633066.0,English,CBE Life Sci. Educ.,Article,Final,,Scopus,2-s2.0-79957939173
"Vana K.D., Silva G.E., Muzyka D., Hirani L.M.",42062639900;7101647721;42062095600;36571906800;,Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students,2011,CIN - Computers Informatics Nursing,29,6,,326,334,,17.0,10.1097/NCN.0b013e3181f9dd9c,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79959950574&doi=10.1097%2fNCN.0b013e3181f9dd9c&partnerID=40&md5=ac3562bbf82dd9d85fb94d67ae2a2a7b,"College of Nursing and Health Innovation, Arizona State University, Downtown Campus, 500 N Third St, Phoenix, AZ 85004-0698, United States","Vana, K.D., College of Nursing and Health Innovation, Arizona State University, Downtown Campus, 500 N Third St, Phoenix, AZ 85004-0698, United States; Silva, G.E., College of Nursing and Health Innovation, Arizona State University, Downtown Campus, 500 N Third St, Phoenix, AZ 85004-0698, United States; Muzyka, D., College of Nursing and Health Innovation, Arizona State University, Downtown Campus, 500 N Third St, Phoenix, AZ 85004-0698, United States; Hirani, L.M., College of Nursing and Health Innovation, Arizona State University, Downtown Campus, 500 N Third St, Phoenix, AZ 85004-0698, United States","It has been proposed that students' use of an audience response system, commonly called clickers, may promote comprehension and retention of didactic material. Whether this method actually improves students' grades, however, is still not determined. The purpose of this study was to evaluate whether a lecture format utilizing multiple-choice PowerPoint slides and an audience response system was more effective than a lecture format using only multiple-choice PowerPoint slides in the comprehension and retention of pharmacological knowledge in baccalaureate nursing students. The study also assessed whether the additional use of clickers positively affected students' satisfaction with their learning. Results from 78 students who attended lecture classes with multiple-choice PowerPoint slides plus clickers were compared with those of 55 students who utilized multiple-choice PowerPoint slides only. Test scores between these two groups were not significantly different. A satisfaction questionnaire showed that 72.2% of the control students did not desire the opportunity to use clickers. Of the group utilizing the clickers, 92.3% recommend the use of this system in future courses. The use of multiple-choice PowerPoint slides and an audience response system did not seem to improve the students' comprehension or retention of pharmacological knowledge as compared with those who used solely multiple-choice PowerPoint slides. © 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins.",Audience response system; Computer-assisted instruction; Educational technology; Feedback methods; Interactive-voice response system; Student response system,"adult; article; comprehension; computer interface; education; evaluation; female; health personnel attitude; human; long term memory; male; methodology; nursing education; nursing student; pharmacology; psychological aspect; satisfaction; statistics; teaching; Adult; Attitude of Health Personnel; Comprehension; Education, Nursing, Baccalaureate; Educational Measurement; Female; Humans; Male; Personal Satisfaction; Pharmacology; Retention (Psychology); Students, Nursing; Teaching; User-Computer Interface; Young Adult",,,,,,,,,,,"Collins, L.J., Livening up the classroom: Using audience response systems to promote active learning (2007) Med Ref Serv Q, 26 (1), pp. 81-88; Debourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Educ Pract, 8 (2), pp. 76-87; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., A classroom communication system for active learning (1996) Journal of computing in higher education, 7 (2), pp. 3-47; Kraft, R.G., Group-inquiry turns passive students active (1985) Coll Teach, 33 (4), pp. 149-154; Lowry, P.B., Romano, N.C., Guthrie, R., Explaining and predicting outcomes of large classrooms using audience response systems (2006) Proceedings of the 39th Hawaii International Conference on System Sciences, , January 4-7, 2006. Los Alamitos, CA: Computer Society Press; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, DOI 10.1187/cbe.06-12-0205; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience Response Made Easy: Using Personal Digital Assistants as a Classroom Polling Tool (2004) Journal of the American Medical Informatics Association, 11 (3), pp. 217-220. , DOI 10.1197/jamia.M1468; Abdallah, L., Reflective teaching with technology: Use of a personal response system and publisher's web site to enhance students' performance in a nursing assessment and skills course (2008) Online J Nurs Inform [Electronic Resource], 12 (1). , http://ojni.org/12_1/abdallah.html, Accessed March 16, 2009; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am J Pharm Educ, 72 (4), p. 77; Gamito, E.J., Burhansstipanov, L., Krebs, L.U., Bemis, L., Bradley, A., The use of an electronic audience response system for data collection (2005) Journal of Cancer Education, 20 (SUPPL. 1), pp. 80-86. , DOI 10.1207/s15430154jce2001s-16; Halloran, L., A comparison of two methods of teaching. Computer managed instruction and keypad questions versus traditional classroom lecture (1995) Comput Nurs, 13 (6), pp. 285-288; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23 (2), pp. 109-115; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (11), pp. 469-473; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12. , http://www.biomedcentral.com/1472-6920/3/12, Accessed March 16, 2009; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69 (3), pp. 378-381; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE Life Sciences Education, 6 (1), pp. 1-8. , http://www.lifescied.org/cgi/reprint/6/1/1, DOI 10.1187/cbe.06-12-0206; Kelley, K.A., Beatty, S.J., Legg, J.E., McAuley, J.W., A progress assessment to evaluate pharmacy students' knowledge prior to beginning advanced pharmacy practice experiences (2008) Am J Pharm Educ, 72 (4), p. 88; Foegen, A., Hargrave, C.P., Group response technology in lecture-based instruction: Exploring student engagement and instructor perceptions (1999) J Spec Educ Tech, 14 (1), pp. 3-17; Nosek, T.M., Wang, W., Medvedev, I., Wile, M.Z., O'Brien, T.E., Use of a computerized audience response system inmedical student teaching: Its effect on active learning and exam performance (2006) Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, pp. 2245-2250. , Reeves T, Yamashita S, eds., Chesapeake, VA: AACE; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-154. , http://www.lifescied.org/cgi/reprint/7/1/146, DOI 10.1187/cbe.07-08-0060; Hoopes, L.L., Educator highlight: Morris Maduro (2008) CBE Life Sci Educ, 7, pp. 3-4; Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M.P., Prescribed active learning increases performance in introductory biology (2007) CBE Life Sciences Education, 6 (2), pp. 132-139. , http://www.lifescied.org/cgi/reprint/6/2/132, DOI 10.1187/cbe.06-09-0194; Elliot, C., Using a personal response system in economics teaching (2003) Int Rev Econ Educ, 1 (1), pp. 80-86; Holmes, R.G., Blalock, J.S., Parker, M.H., Haywood, V.B., Student accuracy and evaluation of a computer-based audience response system (2006) J Dent Educ, 70 (12), pp. 1355-1361; Torbeck, L., Enhancing programme evaluation using the Audience Response System (2007) Medical Education, 41 (11), pp. 1088-1089. , DOI 10.1111/j.1365-2923.2007.02864.x; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sciences Education, 6 (1), pp. 29-41. , http://www.lifescied.org/cgi/reprint/6/1/29, DOI 10.1187/cbe.06-09-0190; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830. , DOI 10.1016/j.ajog.2005.07.075, PII S0002937805011609; Conoley, J., Moore, G., Croom, B., Flowers, J., A toy or a teaching tool? the use of audience-response systems in the classroom (2006) Techniques, 81 (7), pp. 46-48; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36 (7), pp. 496-504","Vana, K.D.; College of Nursing and Health Innovation, Arizona State University, Downtown Campus, 500 N Third St, Phoenix, AZ 85004-0698, United States; email: Kimberly.Vana@asu.edu",,,,,,,,15382931,,,20978436.0,English,CIN Comput. Informatics Nurs.,Article,Final,,Scopus,2-s2.0-79959950574
"Hoellwarth C., Moelter M.J.",8614495800;6507240972;,The implications of a robust curriculum in introductory mechanics,2011,American Journal of Physics,79,5,,540,545,,31.0,10.1119/1.3557069,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79954512666&doi=10.1119%2f1.3557069&partnerID=40&md5=44ced68f6202f21924eb3580bbb4118e,"Department of Physics, California Polytechnic State University, San Luis Obispo, CA 93407, United States","Hoellwarth, C., Department of Physics, California Polytechnic State University, San Luis Obispo, CA 93407, United States; Moelter, M.J., Department of Physics, California Polytechnic State University, San Luis Obispo, CA 93407, United States","We have developed a curriculum for introductory mechanics that emphasizes interactive engagement and conceptual understanding using the studio format. As previously reported, we have shown in three different quarters that the curriculum much improved the students' conceptual understanding compared to the traditional course without significantly affecting the scores on a traditional final exam. Here we report the results for the entire three-year period during which the course was taught, 34 sections of the course were taught with 11 different instructors to over 1200 students. In each term, these sections had common exams, syllabus, and schedule. Student experiences were very similar in terms of activities. Student performance was measured using the force and motion conceptual evaluation or the force concept inventory; the average pre/post normalized gain was 0.59. There was no significant correlation with any instructor characteristics, including teaching experience, knowledge of interactive-engagement methods, and attitudes. Because the instructor characteristics are not important, it is the structure of the course that promotes the learning gains. © 2011 American Association of Physics Teachers.",,,,,,,,,,,,,"McDermott, L., Redish, E., Redish, E., Sokoloff, D., Thornton, R., Using interactive lecture demonstrations to create an active learning environment (1997) Phys. Teach., 35 (6), pp. 340-347. , AJPIAS, 0002-9505, 10.1119/1.19122, PHTEAH, 0031-921X, 10.1119/1.2344715, and (Wiley, Hoboken, NJ, ) and ; Sokoloff, D., Thornton, R., Laws, P., (1999) RealTime Physics: Active Learning Laboratories, , (Wiley, New York, ); Hestenes, D., Wells, M., Swackhamer, G., Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teach., 30 (3), pp. 141-158. , PHTEAH, 0031-921X, 10.1119/1.2343498, PHTEAH, 0031-921X, 10.1119/1.2343497, and; Thornton, R., Sokoloff, D., Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula (1998) Am. J. Phys., 66 (4), pp. 338-352. , AJPIAS, 0002-9505, 10.1119/1.18863; Halloun, I.A., Hestenes, D., The initial knowledge state of college physics students (1985) Am. J. Phys., 53 (11), pp. 1043-1055. , AJPIAS, 0002-9505, 10.1119/1.14030; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66 (1), pp. 64-74. , AJPIAS, 0002-9505, 10.1119/1.18809; Thornton, R., Kuhl, D., Cummings, K., Marx, J., Comparing the force and motion conceptual evaluation and the force concept inventory (2009) Phys. Rev. ST Phys. Educ. Res., 5, p. 010105. , PRSTCR, 1554-9178, 10.1103/PhysRevSTPER.5.010105; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69 (9), pp. 970-977. , AJPIAS, 0002-9505, 10.1119/1.1374249; Wittmann, M., Fagen, A., Crouch, C., Mazur, E., Finkelstein, N.D., Pollock, S.J., Replicating and understanding successful innovations: Implementing tutorials in introductory physics. (2005) Phys. Rev. ST Phys. Educ. Res., 1 (4), p. 010101. , perlnet.umephy.maine.edu/research/mcw.htm, PHTEAH, 0031-921X, 10.1119/1.1474140, PRSTCR, 1554-9178, 10.1103/PhysRevSTPER.1.010101, 〈〉, and , and , ; Hoellwarth, C., Moelter, M.J., Knight, R.D., A direct comparison of conceptual learning and problem solving ability in traditional and studio style classrooms (2005) Am. J. Phys., 73 (5), pp. 459-462. , AJPIAS, 0002-9505, 10.1119/1.1862633; Cummings, K., Marx, J., Thornton, R., Kuhl, D., Evaluating innovation in studio physics (1999) Am. J. Phys., 67 (7), pp. S38-S44. , AJPIAS, 0002-9505, 10.1119/1.19078; Tools for scientific thinking-Interactive lecture demonstrations , Vernier Software, Beaverton, OR; VideoPoint, Lenox Softworks, Lenox, MA; Knight, R., (1997) Physics for Scientists and Engineers: A Strategic Approach, , (Addison-Wesley, New York, ) (preliminary edition); Knight, R., (1997) Student Workbook to Accompany Physics for Scientists and Engineers: A Strategic Approach, , (Addison-Wesley, New York, ) (preliminary edition); Wieman, C., Why not try a scientific approach to science education? (2007) Change, 39 (5), pp. 9-15. , ZZZZZZ, 0009-1383, 10.3200/CHNG.39.5.9-15","Hoellwarth, C.; Department of Physics, California Polytechnic State University, San Luis Obispo, CA 93407, United States; email: choellwa@calpoly.edu",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-79954512666
"Shirley M.L., Irving K.E., Sanalan V.A., Pape S.J., Owens D.T.",36509276900;26537674200;36139048900;6603915210;37047578300;,The practicality of implementing connected classroom technology in secondary mathematics and science classrooms,2011,International Journal of Science and Mathematics Education,9,2,,459,481,,8.0,10.1007/s10763-010-9251-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952899535&doi=10.1007%2fs10763-010-9251-2&partnerID=40&md5=7f6966648d1ac513d54ceef389cc0b5b,"College of Education and Human Development, Department of Teaching and Learning, University of Louisville, Louisville, KY 40292, United States; The Ohio State University, Columbus, OH, United States; Erzincan University, Erzincan, Turkey; University of Florida, Gainesville, FL, United States","Shirley, M.L., College of Education and Human Development, Department of Teaching and Learning, University of Louisville, Louisville, KY 40292, United States; Irving, K.E., The Ohio State University, Columbus, OH, United States; Sanalan, V.A., Erzincan University, Erzincan, Turkey; Pape, S.J., University of Florida, Gainesville, FL, United States; Owens, D.T., The Ohio State University, Columbus, OH, United States","Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts. However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform. Practicality consists of three constructs: congruence with teacher's values and practice; instrumentality-compatibility with the existing school structures; and cost/benefits-whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important considerations for the implementation of educational technology. © 2010 National Science Council, Taiwan.",audience response system; connected classroom technology; educational innovation; educational technology; mathematics education; practicality index; science education; technology implementation; technology integration,,,,,,"Institute of Education Sciences

R305K050045

Ohio State University","The research reported here was supported by the Institute of Education Sciences, US Department of Education, through Grant R305K050045 to The Ohio State University. The opinions expressed are those of the authors and do not represent views of the US Department of Education. The development of this manuscript was enhanced by the thoughtful comments of two anonymous reviewers, and we gratefully acknowledge their assistance.",,,,,"(2009), American Recovery and Reinvestment Act of. PL 111-5.-FEB. 17, 2009 123 STAT. 521, Washington DC: Government Printing Office; Ash, K., Guidance issued for technology funds in stimulus (2009) Education Week, 28 (37), p. 19; Becker, H.J., Findings from the teaching, learning and computing survey: Is Larry Cuban right? (2000) Education Policy Analysis Archives, 8 (51). , http://epaa.asu.edu/epaa/v8n51, Retrieved 17 December 2009 from; Black, P., Wiliam, D., Assessment in classroom learning (1998) Assessment in Education: Principles, Policy, & Practice, 5 (1), pp. 7-74; Cuban, L., How schools change reforms: Redefining reform success and failure (1998) Teachers College Record, 99 (3), pp. 453-477; Cuban, L., Kirkpatrick, H., Peck, C., High access and low use of technologies in high school classrooms: Explaining an apparent paradox (2001) American Educational Research Journal, 38 (4), pp. 813-834; Doyle, W., Ponder, G.A., The practicality ethic in teacher decision-making (1977) Interchange, 8 (3), pp. 1-12; Durndell, A., Thomson, K., Gender and computing: A decade of change (1997) Computers & Education, 28 (1), pp. 1-9; (2005) Technology counts 2005, 24 (35). , Education Week; Ertmer, P.A., Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005) Educational Technology Research and Development, 53 (4), pp. 25-39; Ertmer, P.A., Addressing first- and second-order barriers to change: Strategies for technology integration (1999) Educational Technology Research and Development, 47 (4), pp. 47-61; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Fox, R., Henri, J., Understanding teacher mind sets: IT and change in Hong Kong schools (2005) Educational Technology and Society, 8 (2), pp. 161-169; Goodson, I.F., Mangan, J.M., Subject cultures and the introduction of classroom computers (1995) British Educational Research Journal, 21 (5), pp. 613-628; Hennessy, S., Ruthven, K., Brindley, S., Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change (2005) Journal of Curriculum Studies, 37 (2), pp. 155-192; Hew, K.F., Brush, T., Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research (2007) Educational Technology Research and Development, 55, pp. 223-252; Hopkins, P.D., (1998) Sex/Machine: Readings in Culture, Gender and Technology, , Bloomington: Indiana University Press; Hughes, J., The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy (2005) Journal of Technology and Teacher Education, 13 (2), pp. 277-302; Irving, K.E., Pape, S.J., Owens, D.T., Abrahamson, L., Silver, D., Sanalan, V., (2010) Longitudinal study of classroom connectivity in promoting mathematics and science achievement: Years 1-3, , A paper presented at the 2010 AERA Annual Meeting, Denver, CO; Irving, K.E., Sanalan, V.A., Shirley, M.L., Physical science connected classrooms: Case studies (2009) Journal of Computers in Mathematics and Science Teaching, 28 (3), pp. 247-275; Karagiorgi, Y., Throwing light into the black box of implementation: ICT in Cyprus elementary schools (2005) Educational Media International, 42 (1), pp. 19-32; Kerka, S., (1995) Access to information: To have and have not, , Ohio: ERIC Clearing House (ED 382821); Lim, C.P., Teo, Y.H., Wong, P., Khine, M.S., Chai, C.S., Divaharan, S., Creating a conducive learning environment for the effective integration of ICT: Classroom management issues (2003) Journal of Interactive Learning Research, 14 (4), pp. 405-423; Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., Chrostowski, S.J., (2004) Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades, , Chestnut Hill: TIMSS & PIRLS International Study Center, Boston College; Neiderhauser, D.S., Stoddart, T., Teachers' instructional perspectives and use of educational software (2001) Teaching and Teacher Education, 17, pp. 15-31; O'Dwyer, L.M., Russell, M., Bebell, D.J., Identifying teacher, school, district characteristics associated with elementary teachers' use of technology: A multilevel perspective (2004) Education Policy Analysis Archives, 12 (48). , http://epaa.asu.edu/epaa/v12n48, Retrieved 17 December 2009 from; Owens, D.T., Pape, S.L., Irving, K.E., Sanalan, V.A., Boscardin, C.K., Abrahamson, L., The connected algebra classroom: A randomized control trial. Research Paper (2008) Proceedings of the International Congress on Mathematics Education, p. 7. , July 6-13, 2008, Monterrey, Mexico; Pape, S.J., Irving, K.E., Owens, D.T., Boscardin, C.K., Sanalan, V.A., Abrahamson, L., Kaya, S., (2008) The impact of classroom connectivity in promoting Algebra I achievement: Results of a randomized control trial, , Paper presented at the 2008 AERA Annual Meeting, New York, NY; (2007) PISA 2006: Science Competencies for Tomorrow's World: Executive Summary, , PISA (Programme for International Student Assessment), Paris: OECD; (2004) 2004-2005 Technology Purchasing Forecast, , Quality Education Data (QED) Report10th edn., New York: Scholastic Company; Roschelle, J., Penuel, W.R., Abrahamson, L., The networked classroom (2004) Educational Leadership, 61 (5), pp. 50-54; Ruthven, K., Mathematical technologies as a vehicle for intuition and experiment: A foundational theme of the International Commission on Mathematical Instruction, and a continuing preoccupation (2008) International Journal for the History of Mathematics Education, 3 (2), pp. 91-102; Selwyn, N., Differences in educational computer use: The influences of subject cultures (1999) The Curriculum Journal, 10 (1), pp. 29-48; Shirley, M.L., (2009) A model of formative assessment practice in secondary science classrooms using an audience response system, , Unpublished doctoral dissertation, The Ohio State University, Columbus; Siskin, L.S., Departments as different worlds: Subject culture in secondary schools (1991) Educational Administration Quarterly, 17, pp. 134-160; Snoeyink, R., Ertmer, P.A., Thrust into technology: How veteran teachers respond (2001) Journal of Educational Technology Systems, 30 (1), pp. 85-111; Strauss, A., Corbin, J., (1998) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, , 2nd edn., Thousand Oaks: Sage; Sutton, R.E., Equity and computers in the schools: A decade of research (1991) Review of Educational Research, 61 (4), pp. 475-503; Thompson, A.G., The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice (1984) Educational Studies in Mathematics, 15, pp. 105-127; Trotter, A., Getting up to speed (2007) Education Week, 26 (30), pp. 10-12; Wiliam, D., Formative assessment: Getting the focus right (2006) Educational Assessment, 11 (3-4), pp. 283-289; Zhao, Y., Pugh, K., Sheldon, S., Byers, J.L., Conditions for classroom technology innovations (2002) Teachers College Record, 104, pp. 482-515","Shirley, M. L.; College of Education and Human Development, Department of Teaching and Learning, University of Louisville, Louisville, KY 40292, United States; email: melissa.shirley@louisville.edu",,,,,,,,15710068,,,,English,Int. J. Sci. Math. Educ.,Article,Final,,Scopus,2-s2.0-79952899535
"Graeff E.C., Vail M., Maldonado A., Lund M., Galante S., Tataronis G.",6505795995;47161639800;37097680800;47161427100;56185999000;6507892246;,Click it: Assessment of classroom response systems in physician assistant education,2011,Journal of Allied Health,40,1,,e1,e5,,7.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79953157321&partnerID=40&md5=6516a0de8abf0f8937852ac84af4c783,"School of Physician Assistant Studies, Massachusetts College of Pharmacy and Health Sciences, 179 Longwood Avenue, Boston, MA 02115, United States; School of Arts and Sciences, Massachusetts College of Pharmacy and Health Sciences, Boston, MA, United States; MSPAS/MPH Program, Tuoro University, Vallejo, CA, United States","Graeff, E.C., School of Physician Assistant Studies, Massachusetts College of Pharmacy and Health Sciences, 179 Longwood Avenue, Boston, MA 02115, United States; Vail, M., School of Physician Assistant Studies, Massachusetts College of Pharmacy and Health Sciences, 179 Longwood Avenue, Boston, MA 02115, United States; Maldonado, A., School of Physician Assistant Studies, Massachusetts College of Pharmacy and Health Sciences, 179 Longwood Avenue, Boston, MA 02115, United States, MSPAS/MPH Program, Tuoro University, Vallejo, CA, United States; Lund, M., School of Physician Assistant Studies, Massachusetts College of Pharmacy and Health Sciences, 179 Longwood Avenue, Boston, MA 02115, United States; Galante, S., School of Physician Assistant Studies, Massachusetts College of Pharmacy and Health Sciences, 179 Longwood Avenue, Boston, MA 02115, United States; Tataronis, G., School of Arts and Sciences, Massachusetts College of Pharmacy and Health Sciences, Boston, MA, United States","The effect that classroom response systems, or clickers, have on knowledge retention and student satisfaction was studied in a physician assistant program. A clicker, a device similar to a remote control, was used by students to answer questions during lectures. This new technology has been marketed to educators as beneficial in keeping students actively involved and increasing their attentiveness in the classroom. To date, the results of studies on knowledge retention with the use of clickers have been mixed. For this pilot study, the students were divided into two groups with a pre- and post-test given in order to evaluate knowledge retention. One group received lectures in a traditional format, while the other group received the lectures incorporating clicker response questions. After the test scores from four lectures were analyzed, the incorporation of clickers did not alter knowledge retention. Retention of knowledge from both groups was similar and no statistical difference was found. However, student satisfaction regarding the use of clickers was positive. Students reported that clickers kept them more actively involved, increased attentiveness, and made lectures more enjoyable. Although the pilot study did not show a greater improvement in knowledge retention with the use of clickers, further research is needed to assess their effectiveness. ©2011 Association of Schools of Allied Health Professions.",,article; computer interface; crossover procedure; education; human; methodology; physician assistant; pilot study; prospective study; teaching; Computer-Assisted Instruction; Cross-Over Studies; Educational Measurement; Humans; Physician Assistants; Pilot Projects; Prospective Studies; Teaching; User-Computer Interface,,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: Current research and practice tips (2007) CBE Life Sciences Education, 6 (1). , http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1810212; Conoley, J., Moore, G., Croom, B., Flowers, J., A toy or a teaching tool? the use of audience response systems in the classroom (2006) Techniques, pp. 46-128; Debourgh, G., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8, pp. 76-87; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 2, pp. 71-74; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2002) Journal of Continuing Education in the Health Professions, 23 (2), pp. 109-115; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116; Pradham, A., Sparano, D., Aanth, C., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193, pp. 1827-1930; Slain, D., Abate, M., Hodges, B., Stamatakis, M.L., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) American Journal of Pharmaceutical Education, 68 (5); Stowell, J., Nelson, J., Benefits of electronic audience response systems on student participation, learning and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36 (7), pp. 496-504; Uhari, M., Renko, M., Soini, H., Experiences using an interactive audience response system in lectures (2003) BMC Medical Education, 3 (12)","Graeff, E. C.; School of Physician Assistant Studies, Massachusetts College of Pharmacy and Health Sciences, 179 Longwood Avenue, Boston, MA 02115, United States; email: evelyn.graeff@mcphs.edu",,,,,,,,00907421,,,21399841.0,English,J. Allied Health,Article,Final,,Scopus,2-s2.0-79953157321
"Smith M.K., Trujillo C., Su T.T.",15037379700;42662356800;55664838600;,The benefits of using clickers in small-enrollment seminar-style biology courses,2011,CBE Life Sciences Education,10,1,,14,17,,18.0,10.1187/cbe.10-09-0114,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952491381&doi=10.1187%2fcbe.10-09-0114&partnerID=40&md5=7fba738983f734ecc5d7fddc19306bf9,"Department of Molecular, Cellular and Developmental Biology and Science Education Initiative, University of Colorado, Boulder, CO 80309, United States; Department of Genome Sciences, University of Washington, Seattle,WA 98195, United States; Department of Biological Sciences, Purdue University, West Lafayette, IN 47907, United States","Smith, M.K., Department of Molecular, Cellular and Developmental Biology and Science Education Initiative, University of Colorado, Boulder, CO 80309, United States, Department of Genome Sciences, University of Washington, Seattle,WA 98195, United States; Trujillo, C., Department of Molecular, Cellular and Developmental Biology and Science Education Initiative, University of Colorado, Boulder, CO 80309, United States, Department of Biological Sciences, Purdue University, West Lafayette, IN 47907, United States; Su, T.T., Department of Molecular, Cellular and Developmental Biology and Science Education Initiative, University of Colorado, Boulder, CO 80309, United States","Although the use of clickers and peer discussion is becoming common in large-lecture undergraduate biology courses, their use is limited in small-enrollment seminar-style courses. To investigate whether facilitating peer discussion with clickers would add value to a small-enrollment seminar-style course, we evaluated their usefulness in an 11-student Embryology course at the University of Colorado, Boulder. Student performance data, observations of peer discussion, and interviews with students revealed that adding clickers to a small-enrollment course 1) increases the chance students will do the required reading before class, 2) helps the instructor engage all students in the class, and 3) gives students a focused opportunity to share thinking and to learn from their peers. © 2011 M. K. Smith et al.",,article; biology; curriculum; education; embryology; female; human; learning; male; methodology; motivation; peer group; student; teaching; Biology; Curriculum; Educational Measurement; Embryology; Female; Goals; Humans; Learning; Male; Peer Group; Students; Teaching,,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Hobson, E.H., (2004) Getting Students to Read: Fourteen Tips, , IDEA PAPER #40. The Excellence in Teaching Center, Georgia Southern University; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) CBE Life Sci Educ, 4, pp. 298-310; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Mei, J., Li, Z., Gui, J.F., Cooperation of Mtmr8 with PI3K regulates actin filament modeling and muscle development in zebrafish (2009) PLoS One, 4, pp. e4979; Perez, K.E., Strauss, E.A., Downey, N., Gabraith, A., Jeanne, R., Cooper, S., Does displaying the class results affect student discussion during peer instruction? (2010) CBE Life Sci Educ, 9, pp. 133-140; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sci Educ, 6, pp. 29-41; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124","Smith, M. K.; Department of Molecular, Cellular and Developmental Biology and Science Education Initiative, University of Colorado, Boulder, CO 80309, United States; email: micsmith@u.washington.edu",,,,,,,,19317913,,,21364096.0,English,CBE Life Sci. Educ.,Article,Final,Open Access,Scopus,2-s2.0-79952491381
"Smith M.K., Wood W.B., Krauter K., Knight J.K.",15037379700;7402697703;57195658797;7401751389;,Combining peer discussion with instructor explanation increases student learning from in-class concept questions,2011,CBE Life Sciences Education,10,1,,55,63,,102.0,10.1187/cbe.10-08-0101,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952527086&doi=10.1187%2fcbe.10-08-0101&partnerID=40&md5=6cfe75d590ca27f1abf67115bb1b0bad,"Department of Molecular, Cellular, and Developmental Biology, University of Colorado at Boulder, Boulder, CO 80309, United States; Science Education Initiative, University of Colorado at Boulder, Boulder, CO 80309, United States; Department of Genome Sciences, University of Washington, Seattle,WA 98195, United States","Smith, M.K., Department of Molecular, Cellular, and Developmental Biology, University of Colorado at Boulder, Boulder, CO 80309, United States, Science Education Initiative, University of Colorado at Boulder, Boulder, CO 80309, United States, Department of Genome Sciences, University of Washington, Seattle,WA 98195, United States; Wood, W.B., Department of Molecular, Cellular, and Developmental Biology, University of Colorado at Boulder, Boulder, CO 80309, United States, Science Education Initiative, University of Colorado at Boulder, Boulder, CO 80309, United States; Krauter, K., Department of Molecular, Cellular, and Developmental Biology, University of Colorado at Boulder, Boulder, CO 80309, United States; Knight, J.K., Department of Molecular, Cellular, and Developmental Biology, University of Colorado at Boulder, Boulder, CO 80309, United States, Science Education Initiative, University of Colorado at Boulder, Boulder, CO 80309, United States","Use of in-class concept questions with clickers can transform an instructor-centered ""transmissionist"" environment to a more learner-centered constructivist classroom. To compare the effectiveness of three different approaches using clickers, pairs of similar questions were used to monitor student understanding in majors' and nonmajors' genetics courses. After answering the first question individually, students participated in peer discussion only, listened to an instructor explanation only, or engaged in peer discussion followed by instructor explanation, before answering a second question individually. Our results show that the combination of peer discussion followed by instructor explanation improved average student performance substantially when compared with either alone. When gains in learning were analyzed for three ability groups of students (weak, medium, and strong, based on overall clicker performance), all groups benefited most from the combination approach, suggesting that peer discussion and instructor explanation are synergistic in helping students. However, this analysis also revealed that, for the nonmajors, the gains of weak performers using the combination approach were only slightly better than their gains using instructor explanation alone. In contrast, the strong performers in both courses were not helped by the instructor-only approach, emphasizing the importance of peer discussion, even among top-performing students. © 2011 M. K. Smith et al.",,article; curriculum; demography; education; female; genetics; human; learning; male; methodology; peer group; student; teaching; Curriculum; Demography; Educational Measurement; Female; Genetics; Humans; Learning; Male; Peer Group; Students; Teaching,,,,,,,,,,,"Beichner, R.J., Saul, J.M., Introduction to the SCALE-UP (Student- Centered Activities for Large Enrollment Undergraduate Programs) Project (2003) Proceedings of the International School of Physics ""Enrico Fermi,"" Varenna, Italy; Bloom, B.S., Krathwohl, D.R., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain, , New York: Longmans; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69, pp. 970-977; Crowe, A., Dirks, C., Wenderoth, M.P., Biology in bloom: Implementing Bloom's taxonomy to enhance student learning in biology (2008) CBE Life Sci Educ, 7, pp. 368-381; Ebel, R.L., (1965) Measuring Educational Achievement, , Englewood Cliffs, NJ: Prentice-Hall; Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M.P., Prescribed active learning increases performance in introductory biology (2007) CBE Life Sci Educ, 6, pp. 132-139; Gronlund, N.E., (1976) Measurement and Evaluation in Teaching, , New York: Macmillan; Hake, R.R., Interactive-engagement versus traditionalmethods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am J Phys, 66, pp. 64-74; Kitchen, E., Bell, J.D., Reeve, S., Sudweeks, R.R., Bradshaw, W.S., Teaching cell biology in the large-enrollment classroom: Methods to promote analytical thinking and assessment of their effectiveness (2003) Cell Biol Educ, 2, pp. 180-194; Knight, J.K., Smith, M.K., Different but equal? How nonmajors and majors approach and learn genetics (2010) CBE Life Sci Educ, 9, pp. 33-44; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol Educ, 4, pp. 298-310; Lasry, N., Charles, E., Whittaker, C., Lautman, M., When talking is better than staying quiet (2009) PERC, 1179, pp. 181-184; Marx, J., Cummings, K., Normalized change (2007) Am J Phys, 1, pp. 87-91; Mazur, E., (1997) Peer Instruction: A User'sManual, , Saddle River, NJ: Prentice Hall; Perez, K.E., Strauss, E.A., Downey, N., Galbraith, A., Jeanne, R., Cooper, S., Does displaying the class results affect student discussion during peer instruction? (2010) CBE Life Sci Educ, 9, pp. 133-140; Roediger, H.L., Agarwal, P.K., Kang, S.H.K., Marsh, E.J., Benefits of testing memory: Best practices and boundary conditions (2010) New Frontiers in Applied Memory, pp. 13-49. , In:, eds. GM Davies and DB Wright, Brighton, UK: Psychology Press; Schwartz, D.L., Bransford, J.D., A time for telling (1998) Cogn Instr, 16, pp. 475-522; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Udovic, D., Morris, D., Dickman, A., Postlethwait, J., Wetherwax, P., Workshop biology: Demonstrating the effectiveness of active learning in an introductory biology course (2002) Bioscience, 52, pp. 272-281; Walker, J.D., Cotner, S.H., Baepler, P.M., Decker, M.D., A delicate balance: Integrating active learning into a large lecture course (2008) CBE Life Sci Educ, 7, pp. 361-367; Wood, W.B., Clickers: A teaching gimmick that works (2004) Dev Cell, 7, pp. 796-798; Wood, W.B., Innovations in teaching undergraduate biology and why we need them (2009) Annu Rev Cell Dev Biol, 25, pp. 93-112","Smith, M. K.; Department of Molecular, Cellular, and Developmental Biology, University of Colorado at Boulder, Boulder, CO 80309, United States; email: micsmith@u.washington.edu",,,,,,,,19317913,,,21364100.0,English,CBE Life Sci. Educ.,Article,Final,,Scopus,2-s2.0-79952527086
"Sorensen C.M., Mcbride D.L., Rebello N.S.",7102879100;25723491000;6602431152;,Studio optics: Adapting interactive engagement pedagogy to upper-division physics,2011,American Journal of Physics,79,3, 038102AJP,320,325,,9.0,10.1119/1.3535580,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79951596638&doi=10.1119%2f1.3535580&partnerID=40&md5=7aec721c9a2f9aba88f30e3311b747a2,"Department of Physics, Kansas State University, 116 Cardwell Hall, Manhattan, KS 66506-2601, United States; Department of Physics, Mercyhurst College, Erie, PA 16509, United States","Sorensen, C.M., Department of Physics, Kansas State University, 116 Cardwell Hall, Manhattan, KS 66506-2601, United States; Mcbride, D.L., Department of Physics, Mercyhurst College, Erie, PA 16509, United States; Rebello, N.S., Department of Physics, Kansas State University, 116 Cardwell Hall, Manhattan, KS 66506-2601, United States","The use of interactive engagement strategies to improve learning in introductory physics is not new, but have not been used as often for upper-division physics courses. We describe the development and implementation of a Studio Optics course for upper-division physics majors at Kansas State University. The course adapts a three-stage Karplus learning cycle and other elements to foster an environment that promotes learning through an integration of lecture, laboratories, and problem solving. Some of the instructional materials are described. We discuss the evaluation of the course using data collected from student interviews, a conceptual survey, an attitudinal survey, and the instructor's reflections. Overall, students responded positively to the new format and showed modest gains in learning. The instructor's experiences compared favorably with the traditional course that he had taught in the past. © 2011 American Association of Physics Teachers.",,,,,,,,,,,,,"Hake, R.R., Socratic pedagogy in the introductory physics lab (1992) Phys. Teach., 30, pp. 546-552. , PHTEAH, 0031-921X, 10.1119/1.2343637; Cummings, K., Marx, J., Thornton, R., Kuhl, D., Evaluating innovation in studio physics (1999) Am. J. Phys., 67 (S1), pp. S38-S44. , AJPIAS, 0002-9505, 10.1119/1.19078, and, ; Thornton, R.K., Sokoloff, D.R., Learning motion concepts using real-time microcomputer-based laboratory tools (1990) Am. J. Phys., 58 (9), pp. 858-867. , AJPIAS, 0002-9505, 10.1119/1.16350, and, ; Laws, P., (1991), Workshop physics: Learning introductory physics by doing it, Change Magazine, 20-27 July/August ; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69 (9), pp. 970-977. , AJPIAS, 0002-9505, 10.1119/1.1374249, and, ; Hake, R.R., Interactive engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66 (1), pp. 64-74. , AJPIAS, 0002-9505, 10.1119/1.18809, ; Sorensen, C.M., Churukian, A.D., Maleki, S., Zollman, D.A., The new studio format for instruction of introductory physics (2006) Am. J. Phys., 74 (12), pp. 1077-1082. , AJPIAS, 0002-9505, 10.1119/1.2358999, and, ; Manogue, C.A., Siemens, P.J., Tate, J., Brown, K., Paradigms in physics: A new upper-division curriculum (2001) Am. J. Phys., 69 (9), pp. 978-990. , AJPIAS, 0002-9505, 10.1119/1.1374248, and, ; Ambrose, B.S., Investigating student understanding in intermediate mechanics: Identifying the need for a tutorial approach to instruction (2004) Am. J. Phys., 72 (4), pp. 453-459. , AJPIAS, 0002-9505, 10.1119/1.1648684, ; Masters, M.F., Grove, T.T., Active learning in intermediate optics through concept building laboratories (2010) Am. J. Phys., 78 (5), pp. 485-491. , AJPIAS, 0002-9505, 10.1119/1.3381077, and, ; Karplus, R.J., Science teaching and development of reasoning (1974) J. Res. Sci. Teach., 12, pp. 213-221. , JRSTAR, 0022-4308; Schwartz, D., Bransford, J.D., A time for telling (1998) Cogn. Instruct., 16 (4), pp. 475-5223. , ZZZZZZ, 0737-0008, 10.1207/s1532690xci1604_4, and, ; Mazur, E., (1997) Peer Instruction: A User's Manual, , (Prentice Hall, Upper Saddle River, NJ, ); Watts, D.M., Student conceptions of light: A case study (1985) Phys. Educ., 20, pp. 183-187. , PHEDA7, 0031-9120, 10.1088/0031-9120/20/4/310","Sorensen, C.M.; Department of Physics, Kansas State University, 116 Cardwell Hall, Manhattan, KS 66506-2601, United States",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-79951596638
"Deslauriers L., Wieman C.",57189272158;7006833489;,Learning and retention of quantum concepts with different teaching methods,2011,Physical Review Special Topics - Physics Education Research,7,1, 010101,,,,54.0,10.1103/PhysRevSTPER.7.010101,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79751514776&doi=10.1103%2fPhysRevSTPER.7.010101&partnerID=40&md5=aed227c23e38e2bd17e93e2700eae9b1,"Department of Physics and Astronomy, Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, BC V6T 1Z3, Canada; Department of Physics, University of Colorado, Boulder, CO 80309-0390, United States","Deslauriers, L., Department of Physics and Astronomy, Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, BC V6T 1Z3, Canada; Wieman, C., Department of Physics and Astronomy, Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, BC V6T 1Z3, Canada, Department of Physics, University of Colorado, Boulder, CO 80309-0390, United States","We measured mastery and retention of conceptual understanding of quantum mechanics in a modern physics course. This was studied for two equivalent cohorts of students taught with different pedagogical approaches using the Quantum Mechanics Conceptual Survey. We measured the impact of pedagogical approach both on the original conceptual learning and on long-term retention. The cohort of students who had a very highly rated traditional lecturer scored 19% lower than the equivalent cohort that was taught using interactive engagement methods. However, the amount of retention was very high for both cohorts, showing only a few percent decrease in scores when retested 6 and 18 months after completion of the course and with no exposure to the material in the interim period. This high level of retention is in striking contrast to the retention measured for more factual learning from university courses and argues for the value of emphasizing conceptual learning. © 2011 American Physical Society.",,,,,,,,,,,,,"Bjork, R.A., Memory and Metamemory Considerations in the Training of Human Beings (1994) Metacognition: Knowing about Knowing, , in edited by J. Metcalfe and A. Shimamura (MIT Press, Cambridge, MA; Conway, M.A., Cohen, G., Stanhope, N., Very Long-Term Memory for Knowledge Acquired at School and University (1992) Appl. Cog. Psych., 6, p. 467. , ACPSED 0888-4080 10.1002/acp.2350060603; Bacon, D.R., Stewart, K.A., How Fast Do Students Forget What They Learn in Consumer Behavior? A Longitudinal Study (2006) J. Mar. Educ., 28, p. 181. , IJCRGG 0273-4753 10.1177/0273475306291463; Francis, G.E., Adams, J.P., Noonan, E.J., Do They Stay Fixed? (1998) Phys. Teach., 36, p. 488. , PHTEAH 0031-921X 10.1119/1.879933; Shaffer, P.S., McDermott, L.C., Research as a Guide for Curriculum Development: An Example from Introductory Electricity. Part II: Design of Instructional Strategies (1992) Am. J. Phys., 60, p. 1003. , AJPIAS 0002-9505 10.1119/1.16979; McDermott, L.C., Shaffer, P.S., Constantinou, C.P., Preparing Teachers to Teach Physics and Physical Science by Inquiry (2000) Phys. Educ., 35, p. 411. , PHEDA7 0031-9120 10.1088/0031-9120/35/6/306; Pollock, S.J., Longitudinal Study of Student Conceptual Understanding in Electricity and Magnetism (2009) Phys. Rev. ST Phys. Educ. Res., 5, p. 020110. , PRSTCR 1554-9178 10.1103/PhysRevSTPER.5.020110; Kohlmyer, M., Tale of Two Curricula: The Performance of 2000 Students in Introductory Electromagnetism (2009) Phys. Rev. ST Phys. Educ. Res., 5, p. 020105. , PRSTCR 1554-9178 10.1103/PhysRevSTPER.5.020105; McKagan, S.B., Wieman, C.E., (2006) Exploring Student Understanding of Energy Through the Quantum Mechanics Conceptual Survey, , AIP, Melville, NY; McKagan, S.B., Perkins, K.K., Wieman, C.E., (2010) Phys. Rev. ST Phys. Educ. Res., 6, p. 020121. , PRSTCR 1554-9178 10.1103/PhysRevSTPER.6.020121; http://per.colorado.edu/QMCS; http://www.pisa.gc.ca/eng/pdf/81-590-E.pdf; http://www.cwsei.ubc.ca/resources/files/selectivity_report.pdf; www.phet.colorado.edu; McDaniel, M.A., Roediger Iii, H.L., McDermott, K.B., Generalizing Test-Enhanced Learning from the Laboratory to the Classroom (2007) Psychonomic Bulletin and Review, 14 (2), p. 200. , PBUREN 1069-9384 10.3758/BF03194052","Deslauriers, L.; Department of Physics and Astronomy, Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, BC V6T 1Z3, Canada",,,,,,,,15549178,,,,English,Phys. Rev. Spec. Top. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-79751514776
"Isaacson R.S., Safdieh J.E., Ochner C.N.",36054529700;15065921000;21743866300;,Effectiveness of a modified Continuum curriculum for medical students: A randomized trial,2011,Neurology,76,2,,125,130,,5.0,10.1212/WNL.0b013e318205d4fa,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78751608826&doi=10.1212%2fWNL.0b013e318205d4fa&partnerID=40&md5=0972495c6776e4cab2d9a1ae0b52d414,"Department of Neurology, University of Miami Miller, School of Medicine, 1120 NW 14th St., Miami, FL 33136, United States; Department of Neurology, Weill Cornell Medical College, New York, NY, United States; Department of Psychiatry, Columbia University, College of Physicians and Surgeons, New York, NY, United States","Isaacson, R.S., Department of Neurology, University of Miami Miller, School of Medicine, 1120 NW 14th St., Miami, FL 33136, United States; Safdieh, J.E., Department of Neurology, Weill Cornell Medical College, New York, NY, United States; Ochner, C.N., Department of Psychiatry, Columbia University, College of Physicians and Surgeons, New York, NY, United States","Background: Continuum: Lifelong Learning in Neurology® is a well-regarded and widely used continuing medical education tool published by the American Academy of Neurology. The objective of this study was to test the effectiveness of a modified version of the Dementia module of the Continuum curriculum, adapted for medical students rotating on their neurology clerkship, in increasing medical knowledge of dementia. Methods: A multisite longitudinal randomized controlled design was used. Medical students rotating on their Neurology clerkship were recruited from 2 US medical schools. Participants completed 10 multiple-choice questions, 1 fill-in-the-blank, and 1 patient case simulation question to assess medical knowledge of the most prevalent dementias pre- and post-curriculum implementation. All students received their standard dementia curriculum (45-minute live didactic presentation on dementia along with a copy of the slides in handout form). Students were randomized to either the intervention (standard + Continuum curriculum) or control (standard curriculum alone) group. Data collection and outcomes assessment was optimized via an interactive audience response system (pretest) and Web-based survey/database tool (post-test and student satisfaction surveys). Results: From pre- to post-clinical clerkship, medical students completing the Continuum dementia curriculum in addition to standard clerkship curriculum demonstrated significantly greater increases in medical knowledge of dementia, relative to students completing only the standard curriculum. Subscores were significantly higher among Continuum-trained students on questions regarding Alzheimer disease (AD), frontotemporal lobar dementia, Lewy body dementia, AD treatment fill-in-the-blank, and AD patient case simulation. Conclusions: The Continuum: Dementia for Medical Students curriculum provided an inexpensive and readily implementable means for improving medical knowledge of dementia. Improved performance on an AD patient case simulation may be considered a surrogate marker for optimized patient care. © 2011 by AAN Enterprises, Inc.",,"Alzheimer disease; article; clinical education; continuing education; controlled study; curriculum development; dementia; diffuse Lewy body disease; frontotemporal dementia; human; information processing; knowledge; medical education; medical school; medical student; multiple choice test; outcome assessment; patient care; priority journal; randomized controlled trial; simulation; single blind procedure; standard; student satisfaction; Adult; Alzheimer Disease; Analysis of Variance; Clinical Clerkship; Cognition Disorders; Curriculum; Dementia; Dementia, Vascular; Female; Frontotemporal Lobar Degeneration; Humans; Hydrocephalus, Normal Pressure; Lewy Body Disease; Male; Neurology; Questionnaires; Schools, Medical; Single-Blind Method",,,,,,,,,,,"Isaacson, R.S., Evaluating the effectiveness of Continuum as a teaching tool for residents and medical students: A pilot study (2008) Neurology, 70 (SUPLL.), pp. A13; Isaacson, R.S., Practice pattern-based curriculum development (2006) ACGME Bull, pp. 15-19; Isaacson, R.S., Schussler, E., Edlow, J., Developing a neurology curriculum for emergency medicine residents (2005) Neurology, 64 (SUPPL.), pp. A9; Isaacson, R.S., Ronthal, M., Schussler, E., Edlow, J.A., Focused teaching intervention improves diagnosis, management and neuroimaging utilization in emergency department patients with back and neck complaints (2006) Neurology, 66 (SUPPL.), pp. A18; Corey-Bloom, J., (2007) Continuum: Dementia, 13, pp. 1-287. , St. Paul: American Academy of Neurology; Stern, B.J., Rodmyre, S.K., The imperative for neurology educational research (2006) Neurology, 67, p. 1521; Stern, B.J., Lowenstein, B.H., Schuh, L.A., Invited article: Neurology education research (2008) Neurology, 70, pp. 876-883; Millos, R.T., Gordon, D.L., Issenberg, S.B., Development of a reliable multimedia, computer-based measure of clinical skills in bedside neurology (2003) Acad Med, 78, pp. S52-S54; Obeso, V.T., Gordon, D.L., Issenberg, S.B., A multicenter study to provide evidence of construct validity in a computer-based outcome measure of neurology clinical skills (2005) Acad Med, 80, pp. S71-S74; Heckmann, J.G., Bleh, C., Dutsch, M., Lang, C.J., Neundorfer, B., Does improved problem-based teaching influence students' knowledge at the end of their neurology elective? An observational study of 40 students (2003) J Neurol, 250, pp. 1464-1468; Steiner, S.D., Barker, W.W., Isaacson, R.S., Implementation of the 2006 American Academy of Neurology Parkinson Disease Practice Guidelines as a teaching curriculum improves medical student and resident evidence-based knowledge (2006) Mov Disord, 21 (SUPPL.), pp. S458; 2005 Clerkship Directors Survey Final Report, , http://www.aan.com/globals/axon/assets/3457.pdf, Consortium of Neurology Clerkship Directors Accessed October 27, 2009; Murray, M., Davies, M., Boushon, B., Panel size: How many patients can one doctor manage? (2007) Fam Pract Manag, 14, pp. 44-51","Isaacson, R. S.; Department of Neurology, University of Miami Miller, School of Medicine, 1120 NW 14th St., Miami, FL 33136, United States; email: risaacson@med.miami.edu",,,,,,,,00283878,,NEURA,21220718.0,English,Neurology,Article,Final,,Scopus,2-s2.0-78751608826
"Abate L.E., Gomes A., Linton A.",7004022102;7202386105;7005827978;,Engaging students in active learning: Use of a blog and audience response system,2011,Medical Reference Services Quarterly,30,1,,12,18,,18.0,10.1080/02763869.2011.540206,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79251469372&doi=10.1080%2f02763869.2011.540206&partnerID=40&md5=cd97fa04c2522959651d42a7b389be55,"Himmelfarb Health Sciences Library, The George Washington University, 2300 I St. NW, Washington, DC 20037, United States","Abate, L.E., Himmelfarb Health Sciences Library, The George Washington University, 2300 I St. NW, Washington, DC 20037, United States; Gomes, A., Himmelfarb Health Sciences Library, The George Washington University, 2300 I St. NW, Washington, DC 20037, United States; Linton, A., Himmelfarb Health Sciences Library, The George Washington University, 2300 I St. NW, Washington, DC 20037, United States","Librarians provide instruction to medical students as part of a core course in the medical school curriculum. Instruction was provided, in part, through didactic sessions covering professional-level medical information resources, PubMed search skills, psychosocial information, and evidence-based medicine. Librarians redesigned instructional sessions with the goals of increasing student engagement and minimizing the lecture format, maximizing the number of students receiving feedback on their search and evaluation skills, and permitting students to see a variety of possible responses as well as engage in peer- and self-evaluation. Librarians integrated the use of a blog and an audience response system (ARS) into the instruction to help accomplish these goals. © Taylor & Francis Group, LLC.",Active learning; Adult learning; Audience interaction; Audience response system (ars); Blogs; Classroom performance systems; Clickers; Electronic voting system; Formative assessment; Informatics training; Interactive learning; Literature searching and evaluation; Medical education; Medical libraries; Medical students; Personal response systems; Web 2.0; Web 2.0 applications,"article; human; Internet; interpersonal communication; librarian; medical education; medical student; methodology; organization and management; problem based learning; program development; teaching; Blogging; Communication; Education, Medical, Undergraduate; Humans; Librarians; Problem-Based Learning; Program Development; Students, Medical; Teaching",,,,,,,,,,,"Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an Audience Response System for the Continuing Education of Health Professionals (2003) Journal of Continuing Education in the Health Professions, 23 (2), pp. 109-115; Uhari, M., Renko, M., Soini, H., Experiences of Using an Interactive Audience Response System in Lectures (2003) BMC Medical Education 3(December, 17, p. 12; Berry, J., Technology Support in Nursing Education: Clickers in the Classroom (2009) Nursing Education Perspectives, 30 (5), pp. 295-298. , September-October; Johnson, J.T., Creating Learner-Centered Classrooms: Use of an Audience Response System in Pediatric Dentistry Education (2005) Journal of Dental Education, 69 (3), pp. 378-381. , March; Wait, K.R., Cloud, B.A., Forster, L.A., Use of an Audience Response System during Peer Teaching among Physical Therapy Students in Human Gross Anatomy: Perceptions of Peer Teachers and Students (2009) Anatomical Sciences Education, 2 (6), pp. 286-293. , November; Pradhan, A., Sparano, D., Ananth, C.V., The Influence of an Audience Response System on Knowledge Retention: An Application to Resident Education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830. , November; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36 (7), pp. 496-504. , July-August; Elashvili, A., Denehy, G.E., Dawson, D.V., Cunningham, M.A., Evaluation of an Audience Response System in a Preclinical Operative Dentistry Course (2008) Journal of Dental Education, 72 (11), pp. 1296-1303. , November; Arneja, J.S., Narasimhan, K., Bouwman, D., Bridge, P.D., Qualitative and Quantitative Outcomes of Audience Response Systems as an Educational Tool in a Plastic Surgery Residency Program (2009) Plastic and Reconstructive Surgery, 124 (6), pp. 2179-2184. , December; El Tantawi, M.M., Evaluation of a Blog used in a Dental Terminology Course for First-Year Dental Students (2008) Journal of Dental Education, 72 (6), pp. 725-735. , June; Goldman, R.H., Cohen, A.P., Sheahan, F., Using Seminar Blogs to Enhance Student Participation and Learning in Public Health School Classes (2008) American Journal of Public Health, 98 (9), pp. 1658-1663. , September; (2008) Turning Point, , Turning Technologies., Ver. 2008. Youngstown, Ohio; Camden, R., (2006) BlogCFC Administrator, , Ver. 5.1.004","Abate, L. E.; Himmelfarb Health Sciences Library, The George Washington University, 2300 I St. NW, Washington, DC 20037, United States; email: mlblea@gwumc.edu",,,,,,,,02763869,,MRSQD,21271448.0,English,Med. Ref. Serv. Q.,Article,Final,,Scopus,2-s2.0-79251469372
de Gagne J.C.,36738904700;,The impact of clickers in nursing education: A review of literature,2011,Nurse Education Today,31,8,,e34,e40,,26.0,10.1016/j.nedt.2010.12.007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80755172163&doi=10.1016%2fj.nedt.2010.12.007&partnerID=40&md5=0cdb15b105c9a500979d83b8667b9b57,"Department of Nursing, North Carolina Central University, 1801 Fayetteville St., Durham, NC 27707, United States","de Gagne, J.C., Department of Nursing, North Carolina Central University, 1801 Fayetteville St., Durham, NC 27707, United States","Learner participation and engagement has proven effective and essential across educational settings. Clickers, also known as classroom response systems (CRS), are widely used across disciplines, and their effectiveness has been demonstrated in higher education. However, few studies have been conducted on clicker use in nursing education. The purpose of this article is to examine the literature on how clickers can best be used to promote learner engagement among undergraduate nursing students and to better classroom education. This literature review addresses three key characteristics of clicker use in nursing, medical, pharmacy, and paramedic education found in fifteen empirical studies: interactivity and participation; satisfaction and learning outcomes; and formative assessment and contingent teaching. Nurse educators must take advantage of the latest technology such as clickers to provide more effective and efficient education. © 2010 Elsevier Ltd.",Active learning; Audience response systems; Classroom technology; Undergraduate nursing education,,,,,,,,,,,,"Bain, K., (2004) What the Best College Teachers do, , Harvard University Press, Cambridge, MA; Beckert, T.E., Fauth, E., Olsen, K., Clicker satisfaction for students in human development: differences for class type, prior exposure, and student talkativity (2009) North American Journal of Psychology, 11 (3), pp. 599-612; Berry, J., Technology support in nursing education: clickers in the classroom (2009) Nursing Education Research, 30 (5), pp. 295-298; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , Jossey-Bass, San Francisco, CA; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Conrad, R.M., Donaldson, J.A., (2004) Engaging the Online Learner: Activities and Resources for Creative Instruction, , John Wiley & Sons, San Francisco, CA; DeBourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8, pp. 76-87; Dillard, N., Siktberg, L., Laidig, J., Curriculum development: an overview (2005) Teaching in Nursing: A Guide for Faculty, pp. 87-107. , Elsevier Saunders, St. Louis, MO, D.M. Billings, J.A. Halstead (Eds.); Dirkx, J.M., Engaging emotions in adult learning: a Jungian perspective on emotion and transformative learning (2006) New Directions for Adult & Continuing Education, 109, pp. 15-26; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: a randomized trial (2007) BMC Medical Education, 7 (25), pp. 1-9; Fitch, J.L., Student feedback in the college classroom: a technology solution (2004) Educational Technology Research and Development (ETR&D), 52, pp. 71-77; Garrard, J., (2007) Health Sciences Literature Review made Easy: the Matrix Method, , Jones and Bartlett, Sudbury, MA; Keller, J.M., Suzuki, K., Learner motivation and e-learning design: a multinationally validated process (2004) Journal of Educational Media, 29 (3), pp. 229-239; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Innovations in Family Medicine Education, 37, pp. 12-14; Lichtman, M., (2006) Qualitative Research in Education: a User's Guide, , Sage, Thousand Oaks, CA; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9, pp. 187-195; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: best practice guidelines (2010) International Journal of Nursing Education Scholarship, 7, pp. 1-17; McAllister, M., Moyle, W., An online learning community for clinical educators (2006) Nurse Education in Practice, 6 (2), pp. 106-111; McKeachie, W.J., Svinicki, M., (2006) Mckeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, , Houghton Mifflin, Boston, MA; Meedzan, N., Fisher, K., Clickers in nursing education: an active learning tool in the classroom (2009) OJNI: Online Journal of Nursing Informatics, 13 (2), pp. 1-19. , http://www.unk.edu/uploadedFiles/academics/cte/Meedzan_Fisher.pdf, Retrieved from; Moredich, C., Moore, E., Engaging students through the use of classroom response system (2007) Nurse Educator, 21 (3), pp. 113-116; Nichol, D.J., Boyle, J.T., Peer instruction versus classwide discussion in large classes: a comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; O'Neil, C.A., Fisher, C.A., Newbold, S.K., (2004) Developing an Online Course: Best Practice for Nurse Educators, , Springer, New York, NY; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: the impact of clickers in a large classroom environment (2010) Nurse Education Today, 30 (7), pp. 603-607; Rowles, C.J., Improving teaching and learning: classroom assessment teaching (2009) Teaching in Nursing: a Guide for Faculty, pp. 262-267. , Elsevier Saunders, St. Louis, MO, D.M. Billings, J.A. Halstead (Eds.); Rowles, C.J., Brigham, C., Strategies to promote critical thinking and active learning (2005) Teaching in Nursing: a Guide for Faculty, pp. 283-315. , Elsevier Saunders, St. Louis, MO, D.M. Billings, J.A. Halstead (Eds.); Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: effect on learning in family medicine residents (2004) Family Medicine, 36 (7), pp. 496-504; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) American Journal of Pharmaceutical Education, 68 (5), pp. 1-9; Smith, D.A., Rosenkoetter, M.M., Effectiveness, challenges, and perceptions of classroom participation system (2009) Nurse Educator, 34 (4), pp. 156-161; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) The Journal of Nursing Education, 45 (11), pp. 469-473; Stevenson, F., Clickers: the use of audience response questions to enliven lectures and stimulate teamwork (2007) Journal of the International Association of Medical Science Educators (JIAMSE), 17 (2), pp. 106-111; Stowell, J.R., Nelson, J.N., Benefits of electronic audience systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Trapskin, P.J., Smith, K.M., Armitstead, J.A., Davis, G.A., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) American Journal of Pharmaceutical Education, 69 (2), pp. 190-197; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3, pp. 1-6; Williams, B., Boyle, M., The use of interactive wireless keypads for interprofessional learning experiences by undergraduate emergency health students (2008) International Journal of Education and Development using ICT, 4 (1). , http://www.ijedict.dec.uwi.edu/viewarticle.php?id=405, Retrieved from","de Gagne, J.C.; Department of Nursing, North Carolina Central University, 1801 Fayetteville St., Durham, NC 27707, United States; email: jdegagne@nccu.edu",,,Churchill Livingstone,,,,,02606917,,,,English,Nurse Educ. Today,Article,Final,,Scopus,2-s2.0-80755172163
"Smith L.A., Shon H., Santiago R.",8852196400;46761464900;7006674421;,"Audience response systems: Using ""clickers"" to enhance BSW education",2011,Journal of Technology in Human Services,29,2,,120,132,,5.0,10.1080/15228835.2011.587737,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960832053&doi=10.1080%2f15228835.2011.587737&partnerID=40&md5=68a696faa44db670090b51c779096c53,"CSUSB School of Social Work, 5500 University Parkway, San Bernardino, CA 92407, United States; CSUSB Teaching Resource Center, San Bernardino, CA, United States","Smith, L.A., CSUSB School of Social Work, 5500 University Parkway, San Bernardino, CA 92407, United States; Shon, H., CSUSB School of Social Work, 5500 University Parkway, San Bernardino, CA 92407, United States; Santiago, R., CSUSB Teaching Resource Center, San Bernardino, CA, United States","Among new technologies for enhancing classroom-based education are audience response systems (ARS), also known as ""clickers."" These handheld devices record student responses to instructor questions and send them electronically to a receiver that tallies the responses. Summary results are then projected, usually as a graph. Instructors piloted the use of clickers in undergraduate social work research and practice courses. Instructor and student experiences with the clickers were examined by type of course, frequency of use, ease of use, perceived impact on learning, and use by students with disabilities. Instructors and students in both types of courses found the clickers beneficial. Minor differences by type of course were found. Some students with disabilities noted problems using the clickers. More use of clickers and research on their use in social work education is recommended along with continued attention to universal design in course preparation. © Taylor & Francis Group, LLC.",Audience response systems; Clickers; Social work education,,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Collins, L.J., Moore, M.E., Shaw-Kokot, J., Livening up the classroom: Using audience response systems to promote active learning (2007) Medical Reference Services Quarterly, 26 (1), pp. 81-88; Duncan, D., (2005) Clickers In the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , New York, NY: Addison-Wesley; Fisher, C.M., Automated classroom response systems: Implications for sexuality education and research (2006) American Journal of Sexuality Education, 1 (4), pp. 23-31; Herreid, C.F., ""Clicker"" cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; (2010) Iclicker Launches Webclicker, Fully Accessible Browser-based Student Response System, , http://www.marketwire.com/press-release/iclicker-Launches-webclicker-FullyAccessible-Browser-Based-Student-Response-System-1133071.htm, Iclicker, Retrieved from; Kay, R.H., Lesage, A., Examining the benefits and challenges of using Audience Response Systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lightfoot, E., Gibson, P., Universal instructional design: A new framework for accommodating students in social work courses (2005) Journal of Social Work Education, 41 (2), pp. 269-277; Macgeorge, E., Homan, S., Dunning, J., Elmore, D., Bodie, G., Evans, E., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research & Development, 56 (2), pp. 125-145; Morgan, R.K., Exploring the pedagogical effectiveness of clickers (2008) InSight: A Journal of Scholarly Teaching, 3, pp. 31-36; (2011) Poll Everywhere, , httpe//www.polleverywhere.com, Retrieved February 23 from; Quinn, A., An exploratory study of opinions on clickers and class participation from students of human behavior in the social environment (2010) Journal of Human Behavior In the Social Environment, 20 (6), pp. 721-731; Quinn, A.S., Audience Response System (clickers) by TurningPoint (2007) Journal of Technology In Human Services, 25 (3), pp. 107-114; Scott, S.S., McGuire, J.M., Shaw, S., Universal design for instruction: A new paradigm for teaching adults in postsecondary education (2003) Remedial and Special Education, 24 (6), pp. 369-379; Siau, K., Sheng, H., Fui-Hoon, N.F., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Transactions On Education, 49 (3), pp. 398-403; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; (1997) The Principles of Universal Design: Version 2.0, , The Center for Universal Design, Raleigh, NC: North Carolina State University, Center for Universal Design; Vail-Smith, K., Blumell, C., Elmore, B., Using a ""Classroom Response System"" to improve active student participation in a large sexual health class (2006) American Journal of Sexuality Education, 1 (2), pp. 47-54","Smith, L. A.; CSUSB School of Social Work, 5500 University Parkway, San Bernardino, CA 92407, United States; email: lasmith@csusb.edu",,,Routledge,,,,,15228835,,,,English,J. Technol. Hum. Serv.,Article,Final,,Scopus,2-s2.0-79960832053
"Moss K., Crowley M.",23068049300;57193978019;,Effective learning in science: The use of personal response systems with a wide range of audiences,2011,Computers and Education,56,1,,36,43,,41.0,10.1016/j.compedu.2010.03.021,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77957989798&doi=10.1016%2fj.compedu.2010.03.021&partnerID=40&md5=25668ac3b7b803139444ecebb3a4f88e,"Centre for Effective Learning in Science (CELS), School of Science and Technology, Nottingham Trent University, Clifton Site, Nottingham NG11 8NS, United Kingdom","Moss, K., Centre for Effective Learning in Science (CELS), School of Science and Technology, Nottingham Trent University, Clifton Site, Nottingham NG11 8NS, United Kingdom; Crowley, M., Centre for Effective Learning in Science (CELS), School of Science and Technology, Nottingham Trent University, Clifton Site, Nottingham NG11 8NS, United Kingdom","This paper describes the flexibility of Personal Response Systems (PRSs), (also known as 'clickers' or electronic voting systems (EVS)), as part of strategies to support students' learning in science. Whilst variants of this technology began to appear 12 years ago, there is now a steadily increasing adoption of these systems within higher education, including science programmes, and this use has grown significantly in the last six years. They have previously been shown to offer a measurable learning benefit. Typically, someone at an institution buys these systems for learning support and they never make it out of their cases. Far less work has been done with these systems at school level. In this practitioner based paper, the broad range of practical uses for these systems is described in a variety of formal and informal learning situations - from testing the understanding of science concepts (from primary aged school children up to physics undergraduates), to undertaking evaluation of events as well as public participation in data collection for research on attitudes to careers. In addition, the data collected on such handsets can be mapped to demographic factors such as gender and age yielding further layers of analysis. Overall this is a highly flexible and transferable approach to the use of interactive technology for engaging learners of all ages as well as carrying out research. © 2010 Elsevier Ltd. All rights reserved.",Applications in subject areas; Elementary education; Improving classroom teaching; Post-secondary education; Secondary education,Applications in subject areas; Elementary education; Improving classroom teaching; Postsecondary education; Secondary education; School buildings; Voting machines; Teaching,,,,,,,,,,,"Bates, S.P., Howie, K., Murphy, A.St.J., The use of electronic voting systems in large group lectures: Challenges and opportunities (2006) New Directions in the Teaching of Physical Sciences, 2, pp. 1-8; (2009) Centre for Effective Learning in Science - Outreach Activities, , www.ntu.ac.uk/cels/outreach; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Draper, S., (2009) Electronic Voting Systems and Interactive Lectures, , http://evs.psy.gla.ac.uk/; (2006) Evaluation of Classroom Response Systems/voting Tools, , http://www.abernet.org.uk/bigdownloads/Falkirk.pdf; Flowers, W., (2000) Why Change, Been Doin' It This Way for 4000 Years!, , http://www.asmenews.org/archives/backissues/may/features/educonf.html; Gilbert, A., (2005) New for Back-to-school: 'Clickers', , http://news.cnet.com/New-for-back-to-school-clickers/2100-1041_3-5819171. html, CNET News; Hake, R.R., The general population's ignorance of science related societal issues:a challenge for the university (2000) AAPT Announcer, 30 (2), p. 105. , http://www.physics.indiana.edu/~hake/GuelphSocietyG.pdf; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30, pp. 141-158; (2006) Tenth Report [Online], , http://www.publications.parliament.uk/pa/ld200506/ldselect/ldsctech/257/ 25705.htm, House of Lords Select Committee on Science and Technology Tenth report [online] The United Kingdom Parliament; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; King, A., From sage on the stage to guide on the side (1993) College Teaching, 41, pp. 30-36; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemical Education, Research and Practice, 9, pp. 187-195; Messenger, C., (2009) Voting Systems (Clickers, Response Systems): State of the Market Report, Abstract only, , www.futuresource-consulting.com/reports.htm; (2006) Overcoming Barriers to Student Understanding, Threshold Concepts and Troublesome Knowledge, , J.H.F. Meyer, R. Land, Routledge Abingdon; Perkins, D., Constructivism and troublesome knowledge (2006) Overcoming Barriers to Student Understanding, Threshold Concepts and Troublesome Knowledge, pp. 33-47; (2009), https://secure.eps.surrey.ac.uk/psscqb/spad/psqbank.php; Rockcliffe, A., (2008) The Problem Is, Physics Is Difficult: An Investigation of Student Understanding of Physics Concepts, , PGDip Thesis, Nottingham Trent University; Taber, K., (2002) Chemical Misconceptions, 12. , Royal Society of Chemistry London, UK","Moss, K.; Centre for Effective Learning in Science (CELS), School of Science and Technology, Nottingham Trent University, Clifton Site, Nottingham NG11 8NS, United Kingdom; email: karen.moss@ntu.ac.uk",,,,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-77957989798
"Russell J.S., McWilliams M., Chasen L., Farley J.",55458572800;36816035600;36815740200;55897889500;,Using clickers for clinical reasoning and problem solving,2011,Nurse Educator,36,1,,13,15,,15.0,10.1097/NNE.0b013e3182001e18,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78650897797&doi=10.1097%2fNNE.0b013e3182001e18&partnerID=40&md5=76075e3b65c96d7fc433845327006cf3,"Center for New Designs in Learning and Scholarship, Georgetown University, Washington, DC, United States; School of Nursing and Health Studies, Georgetown University, Box 571107, 3700 Reservoir Rd, NW, Washington, DC 20057, United States","Russell, J.S., Center for New Designs in Learning and Scholarship, Georgetown University, Washington, DC, United States; McWilliams, M., Center for New Designs in Learning and Scholarship, Georgetown University, Washington, DC, United States; Chasen, L., Center for New Designs in Learning and Scholarship, Georgetown University, Washington, DC, United States; Farley, J., School of Nursing and Health Studies, Georgetown University, Box 571107, 3700 Reservoir Rd, NW, Washington, DC 20057, United States","This project explored how an audience response system (clickers), combined with case-based questions, resulted in increased student engagement, attention, and participation in an introductory clinical nursing course. Clicker questions and ensuing discussion were designed to enable students to practice reasoning through patient situations before entering the clinical setting. Findings suggest that nuanced discussion of all possible answers encouraged students to think more deeply about their initial answers and opened them up to new reasoning processes. Copyright © 2011 Wolters Kluwer Health|Lippincott Williams & Wilkins.",,"article; attention; attitude; audiovisual equipment; clinical trial; education; health care quality; human; methodology; nursing education; nursing student; problem based learning; United States; Attention; Attitude; Audiovisual Aids; Education, Nursing, Baccalaureate; Educational Measurement; Humans; Problem-Based Learning; Program Evaluation; Students, Nursing; United States",,,,,,,,,,,"Debourgh, G.A., Use of classroom 'clickers' to promote acquisition of advanced reasoning skills (2007) Nurse Educ Pract, 8, pp. 76-87; Bennhold, C., Feldman, G., Interactive teaching with student response systems (2005) Instructor Notes on ConcepTest Questions, pp. 177-189. , Bennhold C, Feldman G, eds Upper Saddle River, NJ: Prentice-Hall; Kaleta, R.J., Joosten, T., Student response systems: A university of wisconsin system study of clickers (2007) EDUCAUSE Center for Applied Research Bulletin, 10, pp. 2-12; Smith, D.A., Rosenkoetter, M.M., Effectiveness, challenges, and perceptions of classroom participation systems (2009) Nurse Educ, 34 (4), pp. 156-161; Toth, J.C., Dobratz, A., Boni, S., Attitude toward nursing of students earning a second degree and traditional baccalaureate students: Are they different (1998) Nurs Outlook, 6 (46), pp. 273-278; Seldomridge, L.A., Dibartolo, M.C., The changing face of accelerated second bachelor's degree students (2007) Nurse Educ, 32 (6), pp. 240-245; Taylor, K.L., Care, W.D., Nursing education as cognitive apprenticeship. A framework for clinical education (1999) Nurse Educ, 24 (4), pp. 31-35; Benner, P., Tanner, C.A., Chesla, C.A., Clinical judgment (1996) Expertise in Nursing Practice: Caring, Clinical Judgment and Ethics, pp. 1-28. , Benner P, Tanner CA, Chesla CA, eds New York, NY: Springer; Bowles, K., The relationship of critical-thinking skills and the clinical-judgment skills of baccalaureate nursing students (2000) J Nurs Educ, 8 (39), pp. 373-376; Yuan, H., Williams, B.A., Fan, L., A systematic review of selected evidence on developing nursing students' critical thinking through problem-based learning (2008) Nurse Educ Today, 28, pp. 657-663; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69 (9), pp. 970-977","Farley, J.; School of Nursing and Health Studies, Georgetown University, Box 571107, 3700 Reservoir Rd, NW, Washington, DC 20057, United States; email: farleyj@georgetown.edu",,,Lippincott Williams and Wilkins,,,,,03633624,,,21135677.0,English,Nurse Educ.,Article,Final,,Scopus,2-s2.0-78650897797
"Jones L.L., MacArthur J.R., Akaygün S.",55821400000;24492068700;6504690568;,Using technology to engage preservice elementary teachers in learning about scientific inquiry,2011,Center for Educational Policy Studies Journal,1,1,,113,131,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896953424&partnerID=40&md5=44907970cb87afb41f47723f1496ee81,"University of Northern Colorado, Greeley, CO, United States; Adams State College, Alamosa, CO, United States; Boǧaziçi University, Istanbul, Turkey","Jones, L.L., University of Northern Colorado, Greeley, CO, United States; MacArthur, J.R., Adams State College, Alamosa, CO, United States; Akaygün, S., Boǧaziçi University, Istanbul, Turkey","Elementary teachers are often required to teach inquiry in their classrooms despite having had little exposure to inquiry learning themselves. In a capstone undergraduate science course preservice elementary teachers experience scientific inquiry through the completion of group projects, activities, readings and discussion, in order to develop a sense of how inquiry learning takes place. At the same time, they learn science content necessary for teacher licensure. The course exposes students to different pathways of scientific discovery and to the use of the computer both as a tool for conducting inquiry-based investigations and as a means of collecting and sharing student opinions. The students involved have many misconceptions about science and it is often difficult for them to distinguish science from pseudoscience. Computer simulations are used to help students understand that difference. In addition, a classroom response system using ""clickers"" is used to poll student opinions on controversial issues and to stimulate discussion.",Classroom response systems; Clickers; Elementary science education; Scientific inquiry; Technology,,,,,,,,,,,,"Ardac, D., Akaygün, S., Effectiveness of multimedia-based instruction that emphasizes molecular representations on students' understanding of chemical change (2004) Journal of Research in Science Teaching, 41, pp. 317-337; Bryson, B., (2003) A Short History of Nearly Everything, , London: Doubleday; Cochran, K., Jones, L.L., The Subject Matter Knowledge of Preservice Science Teachers (1997) International Handbook of Science Education, pp. 707-718. , In B. Fraser, & K. Tobin (Eds.),. Kluwer: The Netherlands, 1998; Crawford, B.A., Embracing the essence of inquiry: New roles for science teachers (2000) Journal of Research in Science Teaching, 37 (9), pp. 916-937; Davis, K.S., Falba, C.J., Integrating technology in elementary preservice teacher education: Orchestrating scientific inquiry in meaningful ways (2002) Journal of Science Teacher Education, 13 (4), pp. 303-329; DeBoer George, E., (1991) A History of Ideas in Science Education: Implications for Practice, , New York: Teachers College Press; Derry, G.N., (1999) What Science Is and How It Works, , Princeton, New Jersey: Princeton University Press; Draper, S.W., Brown, M.I., Increased interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Edelson, D.C., Gordin, D.N., Pea, R.D., Addressing the challenges of inquirybased learning through technology and curriculum design (1999) The Journal of the Learning Sciences, 8 (3-4), pp. 391-450; Fagen, A., Crouch, C., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Physics Teacher, 40, pp. 206-209; Ferk, V., Vrtacnik, M., Blejec, A., Gril, A., Students' understanding of molecular structure representations. International (2003) Journal of Science Education, 25 (10), pp. 1227-1245; Fleming, N.D., I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom (1995) Research and Development in Higher Education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA, Volume 18, pp. 308-313. , In A. Zelmer (Ed.); Flick, L.B., Lederman, N.G., (2006) Scientific Inquiry and the Nature of Science: Implications for Teaching, Learning and Teacher Education, , Netherlands: Springer; Fortino, C., (2003) From historical stories to hands-on labs, , Colorado Science Convention, Denver, CO, Nov. 21; Gabel, D., Enhancing the conceptual understanding of science (2003) Educational HORIZONS, 81 (2), pp. 70-76; Gitlin, A., Barlow, L., Burbank, M.D., Kauchak, D., Stevens, T., Pre-service teachers' thinking on research: Implications for inquiry oriented teacher education (1999) Teaching and Teacher Education, 15, pp. 753-769; Haefner, L.A., Zembal-Saul, C., Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning (2004) International Journal of Science Education, 26 (13), pp. 1653-1674; Howes, E.V., Learning to teach science for all in the elementary grades: What do preservice teachers bring? (2002) Journal of Research in Science Teaching, 39 (9), pp. 845-869; Interactive Clickers can increase student response (2006) Curriculum Review, 45 (4); Jones, L.L., Buckler, H., Cooper, N., Straushein, B., Preparing Preservice Chemistry Teachers for Constructivist Classrooms through Use of Authentic Activities (1997) J. Chemical Education, 74, pp. 787-788; Jones, L.L., Smith, S.G., Multimedia Technology: A Catalyst for Change in Chemical Education (1993) Pure and Applied Chemistry, 65, pp. 245-249; Kelly, R.M., Jones, L.L., Exploring how different features of animations of sodium chloride dissolving affect students' explanations (2007) Journal of Science Education and Technology, 16 (5), pp. 413-429; Kim, M.C., Hannafin, M.J., Bryan, L.A., Technology-enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice (2007) Science Education, 91 (6), pp. 1010-1030; Luera, G.R., Otto, C.A., Development and evaluation of an inquiry-based elementary science teacher education program reflecting current reform movements (2005) Journal of Science Teacher Education, 16 (3), pp. 241-258; McArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9 (3), pp. 187-195; McDevitt, T.M., Troyer, R., Ambrosio, A.L., Heikkinen, H.W., Warren, E., Evaluating prospective elementary teachers' understanding of science and mathematics in a model pre-service program (1995) Journal of Research in Science Teaching, 32 (7), pp. 749-775; Millar, R., Lubben, F., Knowledge and action: Students' understanding of the procedures of scientific enquiry (1996) Research in Science Education in Europe, pp. 191-199. , In G. Welfor, J. Osborne, & P. Scott (Eds.), London: The Falmer Press; Minner, D.D., Levy, A.J., Century, J., Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002 (2010) Journal of Research in Science Teaching, 47 (4), pp. 474-496; (2000) Inquiry and the Science Education Standards, , http://books.nap.edu/html/inquiry_addendum/, National Research Council, National Research Council, 2000, Washington: National Academy Press. Retreived April, 19, 2011 from; Nelson, M., A case of preservice elementary teachers exploring, retelling, and reframing (2000) Research in Science Education, 30 (4), pp. 417-433; Newman, W.J., Abell, S.K., Hubbard, P.D., McDonald, J., Otaala, J., Martini, M., Dilemmas of teaching inquiry in elementary science methods (2004) Journal of Science Teacher Education, 15 (4), pp. 257-279; Novak, A., Scientific inquiry (1964) Bioscience, 14, pp. 25-28; Oblinger, D.G., Oblinger, J.L., (2005) Educating the Net Generation, , http://www.educause.edu/educatingthenetgen, (Eds.), Educause. Retreived April, 19, 2011, from; Sims, R.R., Sims, S.J., (1995) The Importance of Learning Styles, , Westport, CT: Greenwood Press; Šimenc, M., The status of the subject in the classroom community of inquiry (2008) Theory and Research in Education, 6 (3), pp. 323-336; Taber, M.R., Quadracci, K., Building geosciences vocabularies using a data visualization tool (2006) Earth and Mind: How Geologists Think and Learn about the Earth, , In C. Manduca, & D. Mogk (Eds.), Boulder. Colorado: The Geological Society of America; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning Media and Technology, 32, pp. 21-40; Tuan, H.-L., Chin, C.-C., Tsai, C.-C., Cheng, S.-F., Investigating the effectiveness of inquiry instruction on the motivation of different learning styles students (2005) International Journal of Science and Mathematics Education, 3 (4), pp. 541-566; Windschitl, M., Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? (2002) Science Teacher Education, pp. 112-143","Jones, L. L.; University of Northern Colorado, Greeley, CO, United States; email: lorettajones3@comcast.net",,,University of Ljubljana,,,,,18559719,,,,English,Cent. Educ. Policy Stud. J.,Article,Final,,Scopus,2-s2.0-84896953424
Sellahewa H.,8843393500;,Using an online student response system in small group teaching: A pilot study,2011,ITALICS Innovations in Teaching and Learning in Information and Computer Sciences,10,3,,,,,3.0,10.11120/ital.2011.10030038,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858710719&doi=10.11120%2fital.2011.10030038&partnerID=40&md5=ba46902022ef5a8fabc36332004d74f7,"Applied Computing Department, University of Buckingham, Buckingham, MK18 1EG, United Kingdom","Sellahewa, H., Applied Computing Department, University of Buckingham, Buckingham, MK18 1EG, United Kingdom","Student response systems have shown to be an effective tool in addressing some of the challenges of teaching and learning in large classrooms. Traditional student response systems are based on clickers-handheld devices used to transmit student responses to a receiver. In contrast, the EduMECCA SRS captures student responses via smart phones and tablet PCs that can be connected to the internet. This paper is focused on the use of the EduMECCA SRS in small group teaching. A pilot study was conducted in the Applied Computing department of the University of Buckingham where the EduMECCA SRS was used in a number of courses of the BSc in Computing programme. Student feedback indicates that the SRS has had a positive effect on student learning and students' experience in small classrooms. However, practical issues may deter the widespread use of the SRS system within the School/University.",Clickers; EduMECCA SRS; Enhancing student learning experience; Student response systems,,,,,,,,,,,,"Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE-Life Science Education, 6 (1), pp. 1-8; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Center For Applied Research, 2004 (4), pp. 1-13; Brander, S., Encouraging large group participation through the use of personal response systems (2010) Support the Frist Year Student Experience Through the Use of Learning Technologies, , November (K. Anagnostopoulou, & D. Parmar, Eds.) Middlesex University; Brewer, C.A., Near real-time Assessment of Student Learning and Understanding Biology Courses (2004) BioScience, 54 (11), pp. 1034-1039; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE-Life Science Education, 6 (1), pp. 9-20; Cliffe, E., Davenport, J.H., Vos, M., Parm, N.R., Hayes, A., Using EVS And ResponseWare To Enhance Student Learning And Learning Experience (2010) 11th Annual Conference of the Subject Centre For Information and Computer Sciences, pp. 141-146. , Durham: HE Academy, Subject Centre for ICS; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; http://srs.hud.ac.uk/srs/, EduMECCA SRS. (n.d.). Retrieved September 2, 2011, from EduMECCA SRS; http://histproject.no/node/18, EduMECCAProject. (n.d.). Retrieved September 2, 2011, from; Elliott, C., Using a Personal Response System in Economics Teaching (2003) International Review of Economic Education, 1 (1), pp. 80-86; Lu, J., Pein, R.P., Hansen, G., Nielsen, K.L., Stav, J.B., User Centred Mobile Aided Learning System: Student Response System (SRS) (2010) IEEE International Conference On Computer and Information Technology, pp. 2970-2975; Russell, M., Using an electronic voting system to enhance learning and teaching (2008) Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre, 3 (2), pp. 58-65; Stav, J., Nielsen, K., Hansen-Nygård, G., Thorseth, T., Experiences Obtained with Integration of Student Response Systems for iPod Touch and iPhone into e-Learning Environments (2010) Electronic Journal of E-Learning, 8 (2), pp. 179-190; Thorseth, T.M., Hansen-Nygård, G., Stav, J.B., Bjørkli, K., Pein, P., (2011) SRS User Manual, , User Manual","Sellahewa, H.; Applied Computing Department, University of Buckingham, Buckingham, MK18 1EG, United Kingdom; email: harin.sellahewa@buckingham.ac.uk",,,Higher Education Academy,,,,,14737507,,,,English,ITALICS Innov. Teach. Learn. Inf. Comput. Sci.,Article,Final,Open Access,Scopus,2-s2.0-84858710719
"Gachago D., Morris A., Simon E.",55159742000;57198820482;55158879600;,"Engagement levels in a graphic design clicker class: Students' perceptions around attention, participation and peer learning",2011,Journal of Information Technology Education:Research,10,1,,253,269,,13.0,10.28945/1507,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84859189631&doi=10.28945%2f1507&partnerID=40&md5=e8af86898fb0d9d41908baa7011f03d5,"Cape Peninsula University of Technology, Cape Town, South Africa","Gachago, D., Cape Peninsula University of Technology, Cape Town, South Africa; Morris, A., Cape Peninsula University of Technology, Cape Town, South Africa; Simon, E., Cape Peninsula University of Technology, Cape Town, South Africa","Research into the uses of personal response systems or 'clickers' shows that their use increases students' engagement levels in the classroom. In South Africa, clicker usage is still in its infancy, with little research published in the field. This study reports on 37 Graphic Design students' perceptions of the use of clickers and their engagement levels (attention, participation, and active class discussion) in small clicker classes. Clickers were introduced in three interventions in the third term of the 2010 academic year in an attempt to improve students' participation in class discussions. The devices were used for individual and peer voting. Peer and class discussion either preceded or followed the voting process. The study employed a mixed method research design. Data was collected through open-ended student questionnaires, clicker questions during classes, and one focus group discussion. Drawing on cooperative learning theory, this paper discusses student engagement on three levels. Firstly, clickers seize students' attention through the simplicity, novelty factor, and fun element they bring to class. Secondly, they encourage student participation through the anonymity they offer, which is especially important when the language of learning and teaching is not the students' first language. Thirdly and most importantly, clickers encourage peer discussion. Students reported that by being confronted with opposing points of views, which lead to uncertainty or conceptual conflicts, they were propelled to re-conceptualise their own arguments, which then in turn led to more refined and thoughtful conclusions. This resonates with the central tenet of Johnson, Johnson, and Smith's Controversy Theory (1998), which advocates the benefits of cooperative student learning. Students reported that peer discussions improved their confidence to participate in the class discussions. The studio-based approach in design education aims to mimic the 'real world' design studio and, therefore, also the collaborative design processes followed in the real world studio. As an additional finding in this study, we suggest, that peer voting, the process of voting in pairs, although not always comfortable, can promote the skill of collaborative decision-making. This skill is particularly important for future graphic designers, whose work will rely considerably on successful collaboration with their team members. More research is needed to validate students' perceptions of their levels of engagement with their actual engagement level in clicker classes. It is suggested that other disciplines and study levels be included in future research projects.",Class participation; Clickers; Cooperative learning; Graphic design; Peer learning; Personal response systems; Student engagement,Decision making; Design; Education; Studios; Surveys; Teaching; Class participations; Clickers; Cooperative learning; Graphic design; Peer learning; Personal response systems; Student engagement; Students,,,,,,,,,,,"Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and perform-ance in an introductory biochemistry class (2009) Biochemistry and Molecular Biology Education, 37 (2), pp. 84-91. , http://onlinelibrary.wiley.com/doi/10.1002/bmb.20264/full, Wiley Online Library. Retrieved from; Astin, A., Student involvement: A development theory for higher education (1984) Journal of College Student Personnel, 25, pp. 297-308; Astin, A., (1987) Achieving educational excellence, , San Francisco: Jossey-Bass; Astin, A., Student involvement: A developmental theory for higher education (1999) Journal of College Student Development, 40 (5), pp. 518-529. , http://www.middlesex.mass.edu/TutoringServices/AstinInvolvement.pdf, Retrieved from; Banks, D.A., Preface (2006) Audience response systems in higher education: Applications and cases, pp. vii-xv. , D. A. Banks (Ed.), Hershey PA: Idea Group Inc; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE -Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/content/abstract/6/1/9, Retrieved from; (2007) Higher Education Monitor No. 6: A case for improving teaching and learning in South African higher education, , http://www.che.ac.za/documents/d000155/HE_Monitor_6_ITLS_Oct2007.pdf, Council on Higher Education., Council on Higher Education Retrieved from; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Davies, A., Assessment and transferable skills in art and design (1996) International Journal of Art & Design Education, 3, pp. 327-331; Draper, S., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94. , http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2004.00074.x/pdf, Retrieved from; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australasian Journal of Educational Technology, 18 (1), pp. 13-23. , http://www.dcs.gla.ac.uk/~quintin/papers/AJET2002.pdf, Retrieved from; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student in-teraction (2003) Teaching Mathematics and its Applications, 22 (4), pp. 163-169; Endo, J.J., Harpel, R.L., The effect of student-faculty interaction on students' educational out-comes (1982) Research in Higher Education, 16, pp. 115-135; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Foot, H., Morgan, J., Shute, R., Children's helping relationships: An overview (1990) Children helping children, , H. Foot, J. Morgan, & R. Shute (Eds.), Sussex: Wiley and sons; Garraway, J., Success of foundation (extended programmes) in Engineering and Sciences at CPUT (2009) Success stories in foundation/extended programmes, pp. 52-54. , http://www0.sun.ac.za/heltasa/file.php/1/Foundation/Final_Book.pdf, HELTASA. Retrieved from; Graham, C.R., Tripp, T.R., Seawright, L., Joekel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8, pp. 233-258. , http://alh.sagepub.com/content/8/3/233.abstract, Retrieved from; Hu, J., Bertok, P., Hamilton, M., White, G., Duff, A., Cutts, Q., Wireless interactive teaching (2006) Audience response systems in higher education: Applications and case, pp. 209-221. , D. A. Banks (Ed.), Hershey PA: Idea Group Inc; Hull, G.A., Kenney, N.L., Marple, S., Forman-Schneider, A., (2006) Many versions of masculine, pp. 1-44. , http://www.uclinks.org/reference/research/Hulletal.Masculinitypaper.pdf, Retrieved from; Johnson, D.W., Johnson, R.T., Smith, K.A., Cooperative learning returns to college: What evidence is there that it works (1998) Change, pp. 27-35; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Kloot, B., Case, J., Marshall, D., A critical review of the educational philosophies underpinning Science and Engineering foundation programmes (2008) South African Journal for Higher Education (SA-JHE), 22 (4), pp. 799-816; Kuh, G.D., The national survey of student engagement: Conceptual and empirical foundations (2009) New Directions for Institutional Research, 141, pp. 5-20. , http://onlinelibrary.wiley.com/doi/10.1002/ir.283/pdf, Retrieved from; Kyei-Blankson, L., Enhancing student learning in a graduate research and statistics course with clickers (2009) EDUCAUSE Quartely, 32 (4). , http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/EnhancingStudentLearninginaGra/192963, Retrieved from; Laurillard, D., (2002) Rethinking university teaching: A conversational framework for the effective use of learning technologies, , (2nd ed.), London: Routledge; Mazur, E., (1997) Peer instruction: A user's manual, , New Jersey: Prentice Hall; Papert, S., Harel, I., Situating constructionism (1991) Constructionism, , S. Papert & I. Harel (Eds.), Norwood, NJ: Ablex Publishing Corp; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2009) International Journal for the Scholarship of Teaching and Learning, 3 (2). , http://www.et.kent.edu/fpdc-db/files/psych2.pdf, Retrieved from; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30 (7), pp. 603-607; Preszler, R., Dawe, A., Shuster, C., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology course (2007) CBE -Life Sciences Education, 6, pp. 29-41. , http://www.lifescied.org/cgi/reprint/6/1/29.pdf, Retrieved from; Resta, P., Laferriere, T., Technology in support of collaborative learning (2007) Educational Psychology Review, 19, pp. 65-83; Robinson, W., The logical structure of analytic induction (1951) American Sociological Review, 16, pp. 12-18; Sandholtz, J.H., Ringstaff, C., Dwyer, D.C., (1994) Student engagement: Views from technology-rich classrooms, , http://www.apple.com/nl/images/pdf/acotlibrary/rpt21.pdf, Apple Computer, Inc Retrieved from; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208. , http://www.ascilite.org.au/ajet/ajet23/simpson.html, Retrieved from; Slavin, R.E., Cooper, R., Improving intergroup relations: Lessons learned from cooperative learning programs (1999) Journal of Social Issues, 55 (4), pp. 647-663; Stagg, A., Lane, M., Using clickers to support information literacy skills development and in-struction in first-year business students (2010) Journal of Information Technology Education, 9, pp. 197-215. , http://jite.informingscience.org/documents/Vol9/JITEv9p197-215Stagg800.pdf, Retrieved from; Tinto, V., Classrooms as communities (1997) Journal of Higher Education, 68 (6), pp. 599-623; Trees, A., Jackson, M., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Van Dijk, L.A., Van Den Berg, G.C., Van Keulen, H., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26, pp. 15-28; Vygotsky, L., (1978) Mind in society. The development of higher psychological processes, , Cambridge: Harvard University Press; Walker, R., Barwell, G., Click or clique? Using educational technology to address students' an-xieties about peer evaluation (2009) International Journal for the Scholarship of Teaching and Learning, 3 (1), pp. 1-20; Znaniecki, F., (1934) The method of sociology, , New York: Rinehart","Gachago, D.; Cape Peninsula University of Technology, Cape Town, South Africa; email: gachagod@cput.ac.za",,,Informing Science Institute,,,,,15479714,,,,English,J. Inf. Technol. Educ.,Article,Final,Open Access,Scopus,2-s2.0-84859189631
"Chan C.K.Y., Tam V.W.L., Li C.Y.V.",55086149300;7005091988;37039068700;,A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment,2011,International Journal of Electrical Engineering Education,48,3,,323,337,,11.0,10.7227/IJEEE.48.3.9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84055190700&doi=10.7227%2fIJEEE.48.3.9&partnerID=40&md5=be39885df24dc2cab881d81e818d694a,"Centre for the Enhancement of Teaching and Learning, University of Hong Kong, Hong Kong, Hong Kong; Electrical and Electronic Engineering, University of Hong Kong, Hong Kong, Hong Kong","Chan, C.K.Y., Centre for the Enhancement of Teaching and Learning, University of Hong Kong, Hong Kong, Hong Kong; Tam, V.W.L., Electrical and Electronic Engineering, University of Hong Kong, Hong Kong, Hong Kong; Li, C.Y.V., Centre for the Enhancement of Teaching and Learning, University of Hong Kong, Hong Kong, Hong Kong","Student interaction and formative assessment are two agendas which hold equal importance in guiding the student approach to learning in engineering and in many disciplines. With MCQs being a familiar assessment tool for most teachers, it would be ideal if there were a combined approach which involved using MCQ to assess formatively and at the same time, to encourage student engagement and in-class interaction. In this paper, we investigate a number of MCQ delivery methods which may be able to step up to both concerns. © 2011.",Classroom response system; Clickers; Formative assessment; Interaction; Learning management system; MCQ; Student engagement,Teaching; Classroom response systems; Clickers; Formative assessment; Interaction; Learning management system; Student engagement; clickers; interaction; MCQ; Students,,,,,,,,,,,"Biggs, J.B., Approaches to the enhancement of tertiary teaching (1989) Higher Education Research and Development, 8, pp. 7-25; Freeman, M., McKenzie, J., Aligning peers assessment with peer learning for large classes: The case for an online self and peer assessment system' (2001) Peer Learning in Higher Education: Learning from and with each other, , in D. Boud, R. Cohen and J. Sampson (Eds),Kogan Page, London; Burns, R.A., Information impact and factors affecting recall (1985) Annual National Conference on Teaching Excellence and Conference of Administrators, , Austin TX (ERIC Document Reproduction Service No. ED 258 639; Elliot, C., Using a personal response system in economics teaching (2003) Int. Rev. Econ. Educ., 1 (1), pp. 80-86; Nicol, D., E-assessment by design: Using multiple-choice tests to good effect (2007) J. Further and Higher Education, 31 (1), pp. 53-64; Scouller, K., The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay (1998) Higher Education, 35 (4), pp. 453-472; Draper, S.W., Catalytic assessment: Understanding how MCQs and EVS can foster deep learning (2009) Br. J. Educ. Technol., 40 (2), pp. 285-293; Govindasamy, T., Successful implementation of e-Learning Pedagogical considerations (2001) Internet and Higher Education, 4 (3-4), pp. 287-299. , PII S1096751601000719; Bull, J., Danson, M., (2004) Blueprint for Computer-assisted Assessment, , Routledge, London; Sztipanovits, J., Biswas, G., Frampton, K., Gokhale, A., Howard, L., Karsai, G., Koo, T.J., Schmidt, D.C., Introducing embedded software and systems education and advanced learning technology in an engineering curriculum (2005) ACM Trans. Embed. Comput. Syst., 4 (3), pp. 549-568; Wei, Y., Johnes, J., Internet tools in teaching quantitative economics: Why gaps between potential and reality? (2005) J. Further and Higher Education, 29 (2), pp. 125-141; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-154. , http://www.lifescied.org/cgi/reprint/7/1/146, DOI 10.1187/cbe.07-08-0060; McFarlin, B.K., Hybrid lecture-online format increases student grades in an undergraduate exercise physiology course at a large urban university (2008) Adv. Physiol. Educ., 32, pp. 86-91; Haq, I., Dacre, J., Computer-assisted learning in undergraduate and postgraduate rheumatology education (2003) Rheumatology, 42 (2), pp. 367-370. , DOI 10.1093/rheumatology/keg111; Aesche, D.W., Parslow, G.R., Use of questions from the medical biochemistry question bank with the ""q"" instruction package (1988) Biochem. Educ., 16 (1), pp. 24-28; Buckley-Sharp, M.D., Harris, F.T.C., The banking of multiple-choice questions (1970) Med. Educ., 4 (1), pp. 42-52; Issac, B., Jacob, S.M., Effects of online MCQ tests on student learning (2010) Technological Developments in Education and Automation (, pp. 403-408. , in: M. Iskander, V. Kapila and M. A. Karim (Eds)Springer, Dordrecht; Sanders, K., Hill, J., Meyer, J., Fyfe, G., Fyfe, S., Ziman, M., Koehler, N., Gender and engagement in automated online test feedback in fi rst year human biology (2007) Proc. ASCILITE, ICT: Providing choices for learners and learning, Singapore, , http://www.ascilite.org.au/conferences/singapore07/procs/sanders-poster. pdf, available at; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educ. Psychol., 34 (1), pp. 51-57; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nursing Educ. Perspectives, 30 (5), p. 295; Gauci, S., Dantas, A., Williams, D., Kemm, R., Promoting student-centered active learning in lectures with a personal response system (2009) Adv. Physiol. Educ., 33 (1), pp. 60-71; Macgeorge, E., Homan, S., Dunning, J., Elmore, D., Bodie, G., Evans, E., Khichadia, S., Geddes, B., Student evaluation of audience response technology in large lecture classes (2008) Educ. Technol. Research and Development, 56 (2), pp. 125-145; Rashad, A.M., Youssif, A.A., Abdel-Ghafar, R.A., Labib, A.E., E-assessment tool: A course assessment tool integrated into knowledge assessment (2008) Innovative Techniques in Instruction Technology, e-Learning, e-Assessment, and Education, pp. 7-12. , in M. Iskander (Ed.), Springer, Dordrecht; Woelk, K., Optimizing the use of personal response devices (clickers) in large-enrolment introductory courses (2008) J. Chem. Educ., 85 (10), p. 1400; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anatomical Sci.Educ., 2 (4), pp. 160-166; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 30 (2), pp. 71-74; Joosten, T., Mccallister, M., Stone, T., Zvacek, S.M., Managing the adoption of clickers: Experiences of several universities (2006) Educause, Dallas, TX, , 9-12 October; Kaleta, R., Joosten, T., Student reponse system: A University of Wisconsin system study of clickers (2007) ECAR Res. Bull., 10, pp. 1-12; Twetten, J., Smith, M.K., Julius, J., Murphy, B.L., Successful clicker standardization (2007) Educause Quarterly, 30 (4), pp. 63-67; King, S.O., Robinson, C.L., Pretty lights and maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Comput. Educ., 53 (1), pp. 189-199; Petr, D., Experience with a multiple-choice audience response system in an engineering classroom (2005) Proc. 35th ASEE/IEEE Frontiers in Education Conference, , 19-22 October, 2005, Indianapolis, IN (IEEE, Piscataway, NJ); Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Adv. Physiology Educ., 26 (4), pp. 299-308; Yourstone, S.A., Kraye, H.S., Albaum, Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sci. J. Innovative Educ., 6 (1), pp. 75-88; Koh, L.C., Academic staff perspectives of formative assessment in nurse education (2010) Nurse Education in Practice, 10, pp. 205-209; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Duggan, P., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: A randomised trial (2007) BMC Medical Education, 7 (1), p. 25; Smith, K.A., Guest editorial: Continuing to build engineering education research capabilities (2006) IEEE Transactions on Education, 49 (1), pp. 1-3. , DOI 10.1109/TE.2006.864984; McDermott, L.C., Research in physics education (1998) APS News, Education Outreach, 7 (1), p. 8; Johnson, L., Smith, R., Stone, S., (2010) The 2010 Horizon Report, , The New Media Consortium, Austin, TX","Chan, C.K.Y.; Centre for the Enhancement of Teaching and Learning, University of Hong Kong, Hong Kong, Hong Kong; email: Cecilia.Chan@cetl.hku.hk",,,Manchester University Press,,,,,00207209,,IJEEA,,English,Int J Electr Eng Educ,Article,Final,,Scopus,2-s2.0-84055190700
Lim K.H.,49861845400;,Addressing the multiplication makes bigger and division makes smaller misconceptions via prediction and clickers,2011,International Journal of Mathematical Education in Science and Technology,42,8,,1081,1106,,4.0,10.1080/0020739X.2011.573873,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857872348&doi=10.1080%2f0020739X.2011.573873&partnerID=40&md5=a1a8d17c37173bd570f4d09bf4e4a410,"Department of Mathematical Sciences, University of Texas at El Paso, 500 W. University Ave., El Paso, TX 79968-0514, United States","Lim, K.H., Department of Mathematical Sciences, University of Texas at El Paso, 500 W. University Ave., El Paso, TX 79968-0514, United States","This article presents a lesson that uses prediction items, clickers and visuals via PowerPoint slides to help prospective middle-school teachers address two common misconceptions: multiplication makes bigger and division makes smaller (MMB–DMS). Classroom research was conducted to explore the viability of such a lesson. Results show that the lesson was effective in creating awareness that multiplication does not always make bigger and division does not always makes smaller, uncovering students’ misconceptions, and providing opportunities for students to learn from mistakes. Students liked the activity for various reasons, such as getting to learn certain mathematical ideas, to think about the problems, to work in groups and to have fun. The lesson was implemented slightly differently in two classes. The class with an additional phase involving prediction and voting via clickers in the PowerPoint lesson showed a gain of 36 points (an effect size of 1.3 standard deviations, SDs) from the pre-test to the exit-test whereas, the comparison class showed a gain of 25 points (an effect size of 0.87 SDs). In terms of students’ written responses with regards to addressing the MMB–DMS misconceptions, there was however not much difference between the two classes. © 2011 Taylor & Francis Group, LLC.",Clickers; Error-eliciting problems; Misconceptions; Personal response system; PowerPoint; Prediction; Technology; Visual representations,,,,,,,,,,,,"(2000) Principles and Standards for School Mathematics, , Reston, VA: National Council of Teachers of Mathematics; Knuth, E.J., Harmann, C.E., Using technology to foster students’ mathematical understandings and intuitions (2005) Technology-Supported Mathematics Learning Environments: Sixty-Seventh Yearbook, pp. 151-164. , Masalski J.W., Elliott P.C., (eds), Reston, VA: National Council of Teachers of Mathematics; Bell, A., Swan, M., Taylor, G., Choice of operations in verbal problems with decimal numbers (1981) Educ. Stud. Math., 12, pp. 399-420; Ekenstam, A., Greger, K., Some aspects of children's ability to solve mathematical problems (1983) Educ. Stud. Math., 14, pp. 369-384; Greer, B., Nonconservation of multiplication and division involving decimals (1987) J. Res. Math. Educ., 18, pp. 37-45; Tirosh, D., Graeber, A.O., Preservice elementary teachers’ explicit beliefs about multiplication and division (1989) Educ. Stud. Math., 20, pp. 79-96; Fischbein, E., Deri, M., Nello, M.S., Marino, M.S., The role of implicit models in solving verbal problems in multiplication and division (1985) J. Res. Math. Educ., 16, pp. 3-17; (2008) Sowder, L. Sowder, and S. Nickerson, Reconceptualizing Mathematics for Elementary and Middle School Teachers, preliminary ed., W.H, , Freeman, New York; Prediger, S., The relevance of didactic categories for analyzing obstacles in conceptual change: Revisiting the case of multiplication of fractions (2008) Learn. Instr., 18, pp. 3-17; Lim, K.H., Buendía, G., Kim, O.K., Cordero, F., Kasmer, L., The role of prediction in the teaching and learning of mathematics (2010) Int. J. Math. Educ. Sci. Tech., 41, pp. 595-608; Lim, K.H., (2008) Students’ Mental Acts of Anticipating: Foreseeing and Predicting while Solving Problems involving Algebraic Inequalities and Equations, , Saarbrücken, Germany: VDM Verlag; Fischbein, E., Grossman, A., Schemata and intuitions in combinatorial reasoning (1997) Educ. Stud. Math., 34, pp. 27-47; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sci. Educ., 6, pp. 9-20; Cline, K.S., Classroom voting in mathematics (2006) Math. Teach., 100, pp. 100-104; Bode, M., Drane, D., Kolikant, Y.B., Schuller, M., A clicker approach to teaching calculus (2009) Not. AMS., 56, pp. 253-256; Lucas, A., Using peer instruction and i-clickers to enhance student participation in calculus (2009) PRIMUS, 19, pp. 219-231; Miller, R.L., Santana-Vega, E., Terrell, M.S., Can good questions and peer discussion improve calculus instruction? (2007) PRIMUS, 16, pp. 193-203; Kjeldsen, J.E., (2009) The rhetoric of PowerPoint, , http://www.seminar.net/files/Kjeldsen_powerpoint.pdf, Retrieved May 13, Retrieved May 13, seminar.net—Int. J. Media Technol. Lifelong Learn. 2 (2006); Rankin, E.L., Hoaas, D.J., The use of PowerPoint and student performance (2001) Atlantic Econ. J., 29, p. 113; Szabo, A., Hastings, N., Using IT in the undergraduate classroom. Should we replace the blackboard with PowerPoint? (2000) Comp. Educ., 35, pp. 175-187; Mayer, R.E., Anderson, R.B., Animations need narrations: An experimental test of a dual-coding hypothesis (1991) J. Educ. Psychol., 83, pp. 484-490","Lim, K.H.; Department of Mathematical Sciences, University of Texas at El Paso, 500 W. University Ave., El Paso, TX 79968-0514, United States; email: kienlim@utep.edu",,,,,,,,0020739X,,,,English,Int. J. Math. Educ. Sci. Technol.,Article,Final,,Scopus,2-s2.0-84857872348
"Titman A.C., Lancaster G.A.",24339413400;7006247479;,Personal response systems for teaching postgraduate statistics to small groups,2011,Journal of Statistics Education,19,2,,,,,10.0,10.1080/10691898.2011.11889614,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960851194&doi=10.1080%2f10691898.2011.11889614&partnerID=40&md5=87ef01dae87a48331a31155ac0a5f89e,"Postgraduate Statistics Centre, Department of Mathematics and Statistics, Lancaster University, Lancaster, LA1 4YF, United Kingdom","Titman, A.C., Postgraduate Statistics Centre, Department of Mathematics and Statistics, Lancaster University, Lancaster, LA1 4YF, United Kingdom; Lancaster, G.A., Postgraduate Statistics Centre, Department of Mathematics and Statistics, Lancaster University, Lancaster, LA1 4YF, United Kingdom","Technology is increasingly used to aid the teaching of statistics. Personal Response Systems (PRS) involve equipping students with a handset allowing them to send responses to questions put to them by a lecturer. PRS allows lectures to be more interactive and can help reinforce material. It can also allow the lecturer to monitor students' understanding of course content. PRS is most commonly used in large lectures where interaction from the students is particularly difficult. However, we consider its use in a small group (around 15 students) of MSc in Statistics students. Recommendations based on this experience are discussed, in particular the importance of good question design. We consider possible diagnostics for the appropriateness of questions based on response data. © 2011 by Andrew C. Titman and Gillian A. Lancaster.",Active learning; Interactivity; Personal response system; Technology,,,,,,,,,,,,"Abrahamson, A.L., (1998) An overview of teaching and learning research with classroom communication systems, , Paper presented at the International Conference of the Teaching of Mathematics, Samos, Greece; Abrahamson, L., A Brief History of Networked Classrooms: Effects, Cases, Pedagogy and Implications (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks, D.A. (Ed), Idea Group Inc., PA; Banks, D.A., Reflections on the Use of ARS with Small Groups (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks, D.A. (Ed), Idea Group Inc., PA; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Breslow, N.E., Day, N.E., Statistical Methods in Cancer Research (1980) Vol - The Analysis of Case-Control Studies, 1. , Oxford University Press, Oxford, UK; Butler, M., Butler, F., (2006) Introduction to Personal Response Systems and studies of their use, pp. 200-205. , Proceedings of the Second IASTED International Conference on Education and Technology; Chance, B., Ben-Zvi, D., Garfield, J., Medina, E., (2007) The Role of Technology in Improving Student Learning of Statistics, 1 (1). , http://escholarship.org/uc/item/8sd2t4rr, Technology Innovations in Statistics Education; Clayton, D., Hills, M., (1993) Statistical Models in Epidemiology, , Oxford University Press, Oxford, UK; Cutts, Q., Kennedy, G., Mitchell, C., Draper, S., Maximising Dialogue in Lectures using Group Response Systems (2004) 7th International Conference on Computers and Advanced Technology in Education, , Hawaii; Cutts, Q., Practical lesson from four years of using an ARS in every lecture of a large class (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks D.A. (Ed), Idea Group Inc., PA; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and its Applications, 22 (4), pp. 163-169; Eggert, C.H., West, C.P., Thomas, K.G., Impact of audience response system (2004) Medical Education, 38 (5), p. 576; Freeman, M., Blayney, P., Promoting interactive in-class learning environments: A comparsion of an electronic response system with a traditional alternative (2005) Innovation for student engagement in economics, , Cheung S.L. (Ed), Proceedings of the 11th Australasian Teaching Economics Conference; Hennekens, C.H., Buring, J.E., (1987) Epidemiology in medicine, , Little, Brown and Co, Boston. USA; Horowitz, H.M., ARS Evolution: Reflections and Recommendations (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks D.A. (Ed), Idea Group Inc., PA; Jackson, M., Trees, A., (2003) Clicker implementation and assessment, , Boulder: Information and Technology Services and Faculty Teaching Excellence Program, University of Colorado; Judson, E., Sawada, D., Learning from past and present: Electronic Response Systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Koppel, N., Berenson, M., Ask the Audience - Using Clickers to Enhance Introductory Business Statistics Courses (2009) Information Systems Education Journal, 7 (92), pp. 3-18; Larsen, M.D., Advice for New and Student Lecturers on Probability and Statistics (2006) Journal of Statistics Education, 14 (1). , http://www.amstat.org/publications/jse/v14n1/larsen.html; Lass, D., Morzuch, B., Rogers, R., (2007) Teaching with Technology to Engage Students and Enhance Learning, , University of Massachusetts Amherst Working Paper No. 2007-1; Mateo, Z.F., Creating Active Learning In a Large Introductory Statistics Class Using Clicker Technology (2010) Proceedings of the International Conference on Teaching Statistics Conference (ICOTS8), Ljubljana, , Slovenia; Mazur, E., (1997) Peer instruction, , A user's manual, Upper Saddle River, NJ: Prentice Hall; McKenzie, J.D., Rogers, R.T., Taylor, S., (2006) Using Clickers: A live survey of today's first course in Statistics, , Making Statistics More Effective in Schools and Business (MSMESB) Conference, Chicago, IL; Mocko, M., Jacobbe, T., The Effects of an Audience Response System (ARS) on Achievement and Attitudes Towards Statistics in an Introductory Statistics Class (2010) Proceedings of the International Conference on Teaching Statistics Conference (ICOTS8), Ljubljana, , Slovenia; Newell, G.R., Henderson, B.E., Discussion of Case-Control Study of Hodgkin's Disease (1974) Cancer Research, 34, pp. 1169-1171; Reba, M., Weaver, B., (2007) Tablet PC-Enabled Active Learning in Mathematics: A First Study, pp. 10-16. , Proceedings of the International Workshop on Pen-Based Learning Technologies (IEEE); Retkute, R., Exploring Technology-Based Continuous Assessment via Electronic Voting Systems in Mathematics and Statistics (2009) MSOR Connections, 9 (1), pp. 24-28. , No, Vol; Robins, K., (2009) The Impact and reaction of accounting students to the use of EVS technology in the classroom for both formative and summative assessment, , Interwrite Response/PRS User Group Meeting, Lancaster University, UK; Rowe, M.B., Reflections on wait-time: Some methodological questions (1974) Journal of Research in Science Teaching, 11 (3), pp. 263-279; Trapskin, P.J., Smith, K.M., Armistead, J.A., Davis, G.A., Use of an Audience Response System to Introduce an Anticoagulation Guide to Physicians, Pharmacists, and Pharmacy Students (2005) American Journal of Pharmaceutical Education, 69 (2). , Article 28; Wit, E., (2003) Who wants to be... The use of a personal response system in statistics teaching, 3 (2), pp. 14-20. , MSOR Connections","Titman, A.C.; Postgraduate Statistics Centre, Department of Mathematics and Statistics, Lancaster University, Lancaster, LA1 4YF, United Kingdom; email: a.titman@lancaster.ac.uk",,,American Statistical Association,,,,,10691898,,,,English,J. Stat. Educ.,Article,Final,Open Access,Scopus,2-s2.0-79960851194
"James M.C., Willoughby S.",8353616300;57192307360;,Listening to student conversations during clicker questions: What you have not heard might surprise you!,2011,American Journal of Physics,79,1, 007011AJP,123,132,,38.0,10.1119/1.3488097,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78650734780&doi=10.1119%2f1.3488097&partnerID=40&md5=a521dfe01d578bb0dadd7ec0874e6214,"Department of Physics and Astronomy, Northern Arizona University, Flagstaff, AZ 86011, United States; Department of Physics, Montana State University, Bozeman, MT 59717, United States","James, M.C., Department of Physics and Astronomy, Northern Arizona University, Flagstaff, AZ 86011, United States; Willoughby, S., Department of Physics, Montana State University, Bozeman, MT 59717, United States","When instructors provide time for students to discuss their ideas in Peer Instruction, instructors minimally expect that the conversation partners will discuss their opinions relating to the physical attributes posed in a question and submit clicker responses that coincide with individual opinions. We defined conversations that met these two criteria as ""standard conversations."" In our study of 361 recorded Peer Instruction conversations from large introductory astronomy classrooms taught by experienced instructors, we found that 38% of student conversations were standard conversations. Of the remaining 62%, we identified three broad categories consisting of ten types of ""nonstandard"" conversations. The first category of conversations describes student ideas that were not reflected in any of the given multiple choice answers. The second category includes issues related to the interpretation of the statistical feedback provided by electronic classroom response systems. The third category describes common pitfalls experienced by students during conversations that led to unproductive interactions. Our analysis of nonstandard Peer Instruction conversations will be useful to practitioners and researchers seeking to improve the implementation of Peer Instruction. © 2011 American Association of Physics Teachers.",,,,,,,,,,,,,"Judson, E., Learning from past and present: Electronic response systems in college lecture halls (2002) J. Computers Mathematics Science Teaching, 21 (2), pp. 167-181. , 0731-9258; Stowell, J., Nelson, J., Benefits of electronic audience response systems on student participation, learning and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258. , 10.1080/00986280701700391, 0098-6283; Mazur, E., (1991) Peer Instruction: A User's Manual, , (Prentice-Hall, Upper Saddle River, NJ); Lasry, N., Watkins, J., Mazur, E., Peer instruction: From Harvard to the two-year college (2008) Am. J. Phys., 76 (11), pp. 1066-1069. , AJPIAS, 0002-9505, 10.1119/1.2978182; Meltzer, D., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) Am. J. Phys., 70 (6), pp. 639-654. , AJPIAS, 0002-9505, 10.1119/1.1463739; Van Dijk, L., Van Der Berg, G., Van Keulen, H., Interactive lectures in engineering education (2001) Eur. J. Eng. Educ., 26, pp. 15-28. , ZZZZZZ, 0304-3797, 10.1080/03043790123124; Rao, S., DiCarlo, S., Peer instruction improves performance on quizzes (2000) Advanced Physiology Educ., 24, pp. 51-55. , 1043-4046; Turpen, C., Finkelstein, N., Not all interactive engagement is the same: Variations in physics professors' implementation of Peer Instruction (2009) Phys. Rev. ST Phys. Educ. Res., 5 (2), p. 020101. , PRSTCR, 1554-9178, 10.1103/PhysRevSTPER.5.020101, and -1-18 ; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astron. Educ. Rev., 5 (1), pp. 70-88. , AERSCZ, 1539-1515, 10.3847/AER2006005; Beatty, I., Gerace, W., Loenard, W., Dufresne, R., Designing effective questions for classroom response system teaching (2006) Am. J. Phys., 74 (1), pp. 31-39. , AJPIAS, 0002-9505, 10.1119/1.2121753; Willoughby, S., Gustafson, E., Technology talks: Clickers and grading incentive in the large lecture hall (2009) Am. J. Phys., 77 (2), pp. 180-183. , AJPIAS, 0002-9505, 10.1119/1.3013542; James, M., Barbieri, F., Garcia, P., What are they talking about? Lessons learned from a study of peer instruction (2008) Astron. Educ. Rev., 7 (1), pp. 37-43. , AERSCZ, 1539-1515, 10.3847/AER2008004; James, M., The effect of grading incentive on student discourse in Peer Instruction (2006) Am. J. Phys., 74 (8), pp. 689-691. , AJPIAS, 0002-9505, 10.1119/1.2198887; Strauss, A., (1987) Constant Comparison: Qualitative Analysis for Social Scientists, , 10.1017/CBO9780511557842, (Cambridge U. P., New York); The clicker system used by Instructors 2 and 3 was manufactured by e-Instruction. Instructor 1 used the i-Clicker system; The F test is a test for the statistical significance of an observed difference between the means of two samples. The p-value is the probability that a statistical finding occurred by chance; Shamir, A., Zion, M., Spector, O., Peer tutoring, metacognitive processes and multimedia problem-based learning: The effect of mediation training on critical thinking (2008) J. Sci. Educ. Technol., 17, pp. 384-398. , JSEEEP, 1059-0145, 10.1007/s10956-008-9108-4; Grover, N., How to create successful discussion in science classrooms (2007) Biochem. Mol. Biol. Educ., 35 (6), pp. 397-403. , BMBECE, 1470-8175, 10.1002/bmb.123; Barell, J., (1995) Teaching for Thoughtfulness: Classroom Strategies To Enhance Intellectual Development, , 2nd ed. (Longman, White Plains); Ding, L., Reay, N., Lee, A., Bao, L., Are we asking the right questions? Validating clicker question sequences by student interviews (2009) Am. J. Phys., 77 (7), pp. 643-650. , AJPIAS, 0002-9505, 10.1119/1.3116093; Clement, J., Expert novice similarities and instruction using analogies (1998) Int. J. Sci. Educ., 20 (10), pp. 1271-1286. , ISEDEB, 0950-0693, 10.1080/0950069980201007; Treagust, D., Smith, C., Secondary students' understanding of gravity and the motion of planets (1989) Sch. Sci. Math., 89 (5), pp. 380-391. , SSMAAC, 0036-6803, 10.1111/j.1949-8594.1989.tb11935.x; Bardar, E., Prather, E., Brecher, K., Slater, T., Development and validation of the light and spectroscopy concept inventory (2006) Astron. Educ. Rev., 5 (2), pp. 103-113. , AERSCZ, 1539-1515, 10.3847/AER2006020","James, M.C.; Department of Physics and Astronomy, Northern Arizona University, Flagstaff, AZ 86011, United States",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-78650734780
McGowan H.M.,35604123300;,Planning a comparative experiment in educational settings,2011,Journal of Statistics Education,19,2,,,,,6.0,10.1080/10691898.2011.11889612,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960867030&doi=10.1080%2f10691898.2011.11889612&partnerID=40&md5=dbd7e4805a684c54f431494317eb5472,"North Carolina State University, 2311 Stinson Drive, Campus Box 8203, Raleigh, NC 27695-8203, United States","McGowan, H.M., North Carolina State University, 2311 Stinson Drive, Campus Box 8203, Raleigh, NC 27695-8203, United States","A well-designed experiment is the best method for establishing efficacy of any intervention, be it medical, behavioral, or educational in nature. This paper reviews the steps necessary in conducting a comparative experiment in an educational setting, and illustrates how these steps might be fulfilled within the context of a large-scale randomized experiment conducted in an introductory statistics course. The primary goal of this paper is to help researchers identify salient issues to consider and potential pitfalls to avoid when designing a comparative experiment in an educational setting. © 2011 by Herle M. McGowan.",Clickers; Efficacy; Evaluation; Quantitative research; Statistics education,,,,,,,,,,,,"Beatty, I.D., (2004) Transforming Student Learning With Classroom Communication Systems, , http://net.educause.edu/ir/library/pdf/ERB0403.pdf, Educause Center For Applied Research Research Bulletin [online]. Available at; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing Effective Questions for Classroom Response System Technology (2006) American Journal of Physics, 74, pp. 31-39; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE Life Sciences Education, 6, pp. 9-20; Carnaghan, C., Webb, A., (2006) Investigating the Effects of Group Response Systems On Student Satisfaction, Learning And Engagement In Accounting Education, , http://ssrn.com/abstract=959370, Social Science Research Network [online]. Available at; Cook, T.D., Randomized Experiments in Educational Policy Research: A Critical Examination of the Reasons the Educational Evaluation Community Has Offered for Not Doing Them (2002) Educational Evaluation and Policy Analysis, 24 (3), pp. 175-199; delMas, R., Garfield, J., Chance, B., Ooms, A., (2006) Assessing Students' Conceptual Understanding After a First Course in Statistics, , paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco, CA: Pearson; Garfield, J., (2006) Collaboration in Statistics Education Research: Stories, Reflections, and Lessons Learned, , http://www.stat.auckland.ac.nz/~iase/publications/17/PL2_GARF.pdf, in International Statistical Institute Proceedings of the Seventh International Conference on Teaching Statistics [online]. Available at; Howe, K.R., A Critique of Experimentalism (2004) Qualitative Inquiry, 10 (1), pp. 42-61; Kirkpatrick, D.L., Kirkpatrick, J.D., (2006) Evaluating Training Programs: The Four Levels, , San Francisco, CA: Berrett-Koehler; Light, R.J., Singer, J.D., Willett, J.B., (1990) By Design: Planning Research on Higher Education, , Cambridge, MA: Harvard; McGowan, H.M., (2009) Experimentation Methodologies for Educational Research with an Emphasis on the Teaching of Statistics, , unpublished doctoral dissertation; McGowan, H.M., Gunderson, B.K., (2010) A Randomized Experiment Exploring How Certain Features of Clicker Use Effect Undergraduate Students' Engagement and Learning in Statistics, Technology Innovations in Statistics Education, , http://escholarship.org/uc/item/2503w2np, 4 [online], Available at; Nunnally, J.C., (1978) Psychometric Theory, , New York: McGraw-Hill; Pinheiro, J.C., Bates, D.M., (2000) Mixed-Effects Models in S and S-PLUS, , New York, NY: Springer-Verlag, Statistics and Computing Series; Raudenbush, S.W., Bryk, A.S., (2002) Hierarchical Linear Models: Applications and Data Analysis Methods, , 2nd edition, Newbury Park, CA: Sage; Schau, C., Stevens, J., Dauphinee, T.L., Del Vecchio, A., The development and validation of the Survey of Attitudes Toward Statistics (1995) Educational and Psychological Measurement, 55, pp. 868-875; Slavin, R.E., (1984) Research Methods in Education: A Practical Guide, , Englewood Cliffs, NJ: Prentice-Hall; (2007), http://www.amstat.org/education/pdfs/UsingStatisticsEffectivelyinMathEdResearch.pdf, SMER. Using Statistics Effectively in Mathematics Education Research (SMER): A Report from a Series of Workshops Organized by the American Statistical Association. [online] Available at; Wu, C.F.J., Hamada, M., (2000) Experiments: Planning, Analysis, and Parameter Design Optimization, , New York: John Wiley and Sons; Zhu, E., (2007) Teaching with clickers, , http://www.crlt.umich.edu/publinks/CRLT_no22.pdf, CRLT Occasional Paper Number 22 [online]. Available at","McGowan, H.M.; North Carolina State University, 2311 Stinson Drive, Campus Box 8203, Raleigh, NC 27695-8203, United States; email: hmmcgowa@ncsu.edu",,,American Statistical Association,,,,,10691898,,,,English,J. Stat. Educ.,Article,Final,Open Access,Scopus,2-s2.0-79960867030
"Ross A., Furno C.",53064633500;24733855100;,Active learning in the library instruction environment: An exploratory study,2011,Portal,11,4,,953,970,,15.0,10.1353/pla.2011.0039,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80053916228&doi=10.1353%2fpla.2011.0039&partnerID=40&md5=b4e84c42889d28d6fa1e7b2c445df7f7,"American University of Sharjah, Sharjah, United Arab Emirates","Ross, A., American University of Sharjah, Sharjah, United Arab Emirates; Furno, C., American University of Sharjah, Sharjah, United Arab Emirates","This paper describes an exploratory study investigating the impact of problem-based learning and clicker technology as active learning strategies at the American University of Sharjah Library, United Arab Emirates (UAE). Studies compared traditional and active learning classes. The present article maps the successes and challenges of these unique classroom encounters, and through correlation of findings from a broader educational context, considers the impact of these teaching strategies on student performance in the library instruction environment. Results provide insight into the potential and implications of active learning strategies as a means of engaging students in the learning process and the inherent difficulties associated with measuring impact on student learning. Future studies should consider other variables affecting student learning including student motivation, engagement, and learning styles, and consider a range of alternate assessment models from the education field. © 2011 by The Johns Hopkins University Press.",,,,,,,,,,,,,"2010 Top Trends in Academic Libraries: A Review of the Current Literature College and Research Libraries News, 71 (6), pp. 286-292. , note; Jacobs, H.L.M., Information Literacy and Reflective Pedagogical, Praxis The Journal of Academic Librarianship, 34 (3), pp. 256-262. , note; Bell, S.J., Stop IAKT Syndrome with Student Live Search Demos (2007) Reference Services Review, 35 (1), pp. 98-108; Johnson, A.M., Sproles, C., Reynolds, L., Library Instruction and Information Literacy, 2008 (2009) Reference Services Review, 37 (4), pp. 463-553; (2009) Undergraduate Catalog 2009-2010, p. 37. , note; Furno, C., Flanagan, D., Information Literacy: Getting the Most from Your 60 Minutes Reference Services Review, 36 (3), pp. 267-271. , note; West, J., Learning Outcomes Related to The Use of Personal Response Systems In Large Science Courses, , http://www.academiccommons.org/commons/review/west-polling-technology, note; Hoffman, C., Goodwin, S., A Clicker for Your Thoughts: Technology for Active Learning (2006) New Library World, 107 (1228-1229), pp. 422-433; Petersohn, B., Classroom Performance Systems, Library Instruction and Instructional Design: A Pilot Study Portal: Libraries and The Academy, 8 (3), pp. 313-324. , note; Dill, E., Do Clickers Improve Library Instruction? Lock in Your Answers Now The Journal of Academic Librarianship, 34 (6), pp. 527-529. , note; Bonwell, C.C., Eison, J.A., (1991) Active Learning: Creating Excitement In the Classroom, , note; Carmichael, J., Team-Based Learning Enhances Performance in Introductory Biology Journal of College Science Teaching, 38 (4), pp. 54-61. , note; Lorenzen, M., Active Learning and Library Instruction Illinois Libraries, 83 (2), pp. 19-24. , note; Carmichael, Team-Based Learning, p. 54; Martyn, M., Clickers in the Classroom: An Active Learning Approach (2007) Educause Quarterly, 30 (2), pp. 71-74; Characteristics of Programs of Information Literacy That Illustrate Best Practices: A Guideline, , http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm, note; Bell, Stop IAKT Syndrome, p. 99; Presby, L., Zakheim, C., Enhancing Student Learning with Only a Click The Business Review, 6 (1), pp. 153-156. , note; Carmichael, Team-Based Learning, p. 54; Presby, Zakheim, Enhancing Student Learning, p. 153; Martyn, Clickers In the Classroom, p. 72; Keyser, M.W., Active Learning and Cooperative Learning: Understanding the Difference and Using Both Styles Effectively (2000) Research Strategies, 17, pp. 35-44; Martyn, Clickers In the Classroom, p. 72; West, Learning Outcomes; Johnson, Library Instruction, pp. 463-553; Keyser, Active Learning, pp. 35-44; Bell, Stop IAKT Syndrome, p. 99; Hunt, F., Birks, J., Best Practices in Information Literacy Portal: Libraries and The Academy, 4 (1), pp. 27-39. , note; Edens, K.M., Preparing Problem Solvers for the 21st Century Through Problem-Based Learning (2000) College Teaching, 48 (2), pp. 55-60; Hmelo-Silver, C.E., Problem-Based Learning: What and How do Students Learn? Educational Psychology Review, 16 (3), pp. 235-261. , note; Pelikan, M., Problem-Based Learning in the Library: Evolving a Realistic Approach Portal: Libraries and The Academy, 4 (4), pp. 509-520. , note; Cheney, D., Problem-Based Learning: Librarians as Collaborators and Consultants Portal: Libraries and The Academy, 4 (4), pp. 495-508. , note; Kenney, B.F., Revitalizing the One-Shot Instruction Session Using Problem- Based Learning (2008) Reference & User Services Quarterly, 47 (4), pp. 386-391; Kenney, B.F., Revitalizing the One-Shot Instruction Session Using Problem- Based Learning Reference & User Services Quarterly, p. 390. , note; Cheney, Problem-Based Learning, p. 505; Keogh, P., Wang, Z., Clickers in Instruction: One Campus, Multiple Perspectives (2010) Library Hi Tech, 28 (1), pp. 8-21; Simpson, V., Oliver, M., Electronic Voting Systems for Lectures Then and Now: A Comparison of Research and Practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Martyn, Clickers In the Classroom, p. 7; Hoffman, Goodwin, A Clicker For Your Thoughts, p. 432; Petersohn, Classroom Performance Systems; Dill, Do Clickers Improve Library Instruction, p. 529; Furno, Flanagan, Information Literacy, p. 268; Gauci, S.A., Promoting Student-Centered Active learning in Lectures with a Personal Response System Advances In Physiology Education, 33 (1), pp. 60-71. , note; Petersohn, Classroom Performance Systems, p. 323; Dill, Do Clickers Improve Library Instruction, p. 529","Ross, A.; American University of Sharjah, Sharjah, United Arab Emirates; email: aross@aus.edu.a",,,Johns Hopkins University Press,,,,,15312542,,,,English,Portal,Article,Final,,Scopus,2-s2.0-80053916228
Fiscor S.,35619192200;,Miners quickly adopt new communication systems,2011,Coal Age,116,1,,30,36,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952372536&partnerID=40&md5=aa06b10e389e752f72fee8c8cb356a38,,"Fiscor, S.","Mine operators are adopting new communication systems in order to improve their productivity. L-3 Communications has worked with a coal operator on security issues when the mine inquired about communications and planned to install an innovative system, L-3 ACCOLADE, in every state that mines coal underground. The L-3 ACCOLADE system consists of a set of nodes that propagate 2,000 ft on average. L-3 holds a number of training sessions to teach each of the crews how to work the handsets after each installation. It also trains the people who will be manning the operations centers. The company is also launching a regional distributorship network to satisfy immediate needs that can't be handled over the phone. Another company, Tunnel Radio, has developed its MineAx digital tracking system more fully and it has increased data speeds. The company has also developed battery-powered, wireless readers with the ability to mesh. The company employed software, which allows one reader to wirelessly link to another and simultaneously collect tracking data.",,,,,,,,,,,,,,"Fiscor, S.",,,,,,,,10910646,,COALE,,English,Coal Age,Article,Final,,Scopus,2-s2.0-79952372536
"Lee S.E., Woods K.J., Tonissen K.F.",16683187100;36626835500;6701492673;,Writing activities embedded in bioscience laboratory courses to change students' attitudes and enhance their scientific writing,2011,"Eurasia Journal of Mathematics, Science and Technology Education",7,3,,193,202,,6.0,10.12973/ejmste/75191,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80051590586&doi=10.12973%2fejmste%2f75191&partnerID=40&md5=f11cce01443d232368acf720668a96eb,"Griffith University, Nathan, QLD, Australia","Lee, S.E., Griffith University, Nathan, QLD, Australia; Woods, K.J., Griffith University, Nathan, QLD, Australia; Tonissen, K.F., Griffith University, Nathan, QLD, Australia","We introduced writing activities into a project style third year undergraduate biomolecular science laboratory to assist the students to produce a final report in the form of a journal article. To encourage writing while the experimental work was proceeding, the embedded writing activities required ongoing analysis of experimental data. After formative feedback from peers and teaching staff, the revised work was incorporated directly into the prepared journal framework. Surveys of student attitudes showed significant improvements in confidence in their ability to write an introduction, produce figure legends, distinguish results from discussion and generate a logical flow of information. Attitudes towards report writing became significantly more positive and the training was highly rated. Key factors that contributed to the perceived benefits were use of the student's own data, the chance to incorporate revised work directly into their reports and the realisation that they were performing tasks of direct relevance to their future careers. © 2011 by ESER.",Interactive engagement; Science communication; Student attitudes; Writing skills,,,,,,,,,,,,"Ali, F., Jadavji, N.M., Ong, W.C., Pandey, K.R., Patananan, A.N., Prabhala, H.K., Supporting undergraduate research (2007) Science, 317 (5834), p. 42; Boice, R., Contingency management in writing and the appearance of creative ideas: implications for the treatment of writing blocks (1983) Behaviour Research and Therapy, 21 (5), pp. 537-543; Boice, R., Procrastination, busyness and bingeing (1989) Behaviour Research and Therapy, 27 (6), pp. 605-611; Costa, M.J., Rangachari, P.K., The Power of Interactive Teaching Discussion (2009) Biochemistry and Molecular Biology Education, 37 (2), pp. 74-76; Gragson, D.E., Hagen, J.P., Developing Technical Writing Skills in the Physical Chemistry Laboratory: A Progressive Approach Employing Peer Review (2010) Journal of Chemical Education, 87 (1), pp. 62-65; Jerde, C.L., Taper, M.L., Preparing Undergraduates for Professional Writing (2004) Journal of College Science Teaching, 33 (7), pp. 267-272; Lauer, T., Hendrix, J., A Model for Quantifying Student Learning Via Repeated Writing Assignments and Discussion (2009) International Journal of Teaching and Learning in Higher Education, 20 (3), pp. 425-437; Manske, B., (2010), http://mendota.english.wisc.edu/~WAC, That's Not Biology. Or is it? Changing students' perceptions of writing in the sciences. Retrieved 8 November 2010; Martin, B., Research Productivity: some paths less travelled (2009) Australian Universities' Review, 51 (1), pp. 14-20; McCleery, R.H., Watt, T.A., Hart, T., (2007) Introduction to Statistics for Biology, , (3rd ed.), Boca Raton, Florida, USA: Chapman and Hall/CRC; Quitadamo, I.J., Kurtz, M.J., Learning to improve: using writing to increase critical thinking performance in general education biology (2007) CBE - Life Sciences Education, 6 (2), pp. 140-154; Rice, R.E., ""Scientific Writing"" - a course to improve the writing of science students (1998) Journal of College Science Teaching, 27 (4), pp. 267-272; Robinson, M.S., Stoller, F.L., Horn, B., Grabe, W., Teaching and Applying Chemistry-Specific Writing Skills Using a Simple, Adaptable Exercise (2009) Journal of Chemical Education, 86 (1), pp. 45-49; Whelan, R.J., Zare, R.N., Teaching effective communication in a writing-intensive analytical chemistry course (2003) Journal of Chemical Education, 80 (8), pp. 904-906","Lee, S.E.; The School of Biomolecular and Physical Sciences, Griffith University, 170 Kessels Rd, Nathan, QLD 4111, Australia; email: s.lee@griffith.edu.au",,,Modestum LTD,,,,,13058215,,,,English,Eurasia J. Math. Sci. Technol. Educ.,Article,Final,Open Access,Scopus,2-s2.0-80051590586
"Ben-Elia E., Ettema D.",6506885345;6602405034;,Changing commuters' behavior using rewards: A study of rush-hour avoidance,2011,Transportation Research Part F: Traffic Psychology and Behaviour,14,5,,354,368,,50.0,10.1016/j.trf.2011.04.003,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79959974460&doi=10.1016%2fj.trf.2011.04.003&partnerID=40&md5=b5dd47ae2e404c872d9f3bcbf2aa3f5e,"Centre for Transport and Society, Dept. of Planning and Architecture, University of the West of England, Bristol BS16 1QY, United Kingdom; Urban and Regional Research Centre Utrecht, Dept. of Human Geography and Planning, Utrecht University, P.O. Box 80115, 3508 TC Utrecht, Netherlands","Ben-Elia, E., Centre for Transport and Society, Dept. of Planning and Architecture, University of the West of England, Bristol BS16 1QY, United Kingdom; Ettema, D., Urban and Regional Research Centre Utrecht, Dept. of Human Geography and Planning, Utrecht University, P.O. Box 80115, 3508 TC Utrecht, Netherlands","In a 13-week field study conducted in The Netherlands, participants were provided with daily rewards - monetary and in-kind, in order to encourage them to avoid driving during the morning rush-hour. Participants could earn a reward (money or credits to keep a Smartphone handset), by driving to work earlier or later, by switching to another mode or by teleworking. The collected data, complemented with pre and post measurement surveys, were analyzed using longitudinal techniques and mixed logistic regression. The results assert that the reward is the main extrinsic motivation for discouraging rush-hour driving. The monetary reward exhibits diminishing sensitivity, whereas the Smartphone has endowment qualities. Although the reward influences the motivation to avoid the rush-hour, the choice how to change behavior is influenced by additional factors including education, scheduling, habitual behavior, attitudes, and travel information availability. © 2011 Elsevier Ltd. All rights reserved.",Attitudes; Behavior change; Congestion; Habitual behavior; Information; Motivation; Reward,Signal encoding; Smartphones; Attitudes; Behavior change; Congestion; Habitual behavior; Information; Reward; Motivation,,,,,"Universiteit Utrecht

American Radium Society

Technische Universiteit Delft

Vrije Universiteit Amsterdam","This study was undertaken as part of the Spitsmijden project, which was funded by Transumo (Transition to Sustainable Mobility), the Ministry of Transport in the Netherlands, Bereik, RDW, NS, Rabobank, ARS T&TT, OC Mobility Coaching, Vrije Universiteit Amsterdam, TU Delft, Universiteit Utrecht. The modeling framework was discussed in the 5th Discrete Choice Modeling Workshop organized at EPFL (Lausanne, Switzerland) in August, 2009. The comprehensive comments and suggestions of two anonymous reviewers are very highly appreciated. We would especially like to acknowledge the persistence and commitment of Reviewer 2 to improving this manuscript. This has been a learning by doing process. The First author also warmly thanks the department of Human Geography and Planning at Utrecht University for their support during his stay as a postdoctoral researcher.",,,,,"Ajzen, I., The theory of planned behavior (1991) Organizational Behavior and Human Decision Processes, 50, pp. 179-211; Avineri, E., Prashker, J.N., The impact of travel time information on travelers' learning under uncertainty (2006) Transportation, 33 (4), pp. 393-408. , DOI 10.1007/s11116-005-5710-y; Axhausen, K., Gärling, T., Activity-based approaches to travel analysis: Conceptual frameworks, models and research problems (1992) Transport Reviews, 12, pp. 324-341; Bamberg, S., Ajzen, I., Schmidt, P., Choice of Travel Mode in the Theory of Planned Behavior: The Roles of Past Behavior, Habit, and Reasoned Action (2003) Basic and Applied Social Psychology, 25 (3), pp. 175-187; Bamberg, S., Rolle, D., Weber, C., Does habitual car use not lead to more resistance to change of travel mode? (2003) Transportation, 30 (1), pp. 97-108. , DOI 10.1023/A:1021282523910; Banister, D., Equity and acceptability questions in internalising the social costs of transport (1994) Internalising the Social Costs of Transport, , OECD, Paris; Ben-Akiva, M., Lerman, S.R., (1985) Discrete Choice Analysis: Theory and Application to Travel Demand, , MIT Press Cambridge, MA; Ben-Elia, E., Erev, I., Shiftan, Y., The combined effect of information and experience on drivers' route-choice behavior (2008) Transportation, 35 (2), pp. 165-177. , DOI 10.1007/s11116-007-9143-7; Ben-Elia, E., Ettema, D., Carrots versus sticks: Rewarding commuters for avoiding the rush-hour - A study of willingness to participate (2009) Transport Policy, 16, pp. 68-76; Ben-Elia, E., Ettema, D., Rewarding rush-hour avoidance: A study of commuters' travel behavior (2011) Transportation Research Part A, , in press; Ben-Elia, E., Shiftan, Y., Which road do i take? A learning based model of route-choice and real-time information (2010) Transportation Research Part A, (44), pp. 249-264; Berridge, K.C., Rewarding learning: Reinforcement, incentives and expectations (2001) The Psychology of Learning and Motivation, , D.L. Medin, Academic Press; Bhat, C., An analysis of evening commute stop-making behavior using repeated choice observations from a multi-day survey (1999) Transportation Research Part B: Methodological, 33 (7), pp. 495-510. , DOI 10.1016/S0191-2615(99)00003-X, PII S019126159900003X; Bliemer, M.C.J., Van Amelsfort, D.H., Rewarding instead of charging road users: A model case study investigating effects on traffic conditions (2008) Paper Presented at 3rd Kuhmo-Nectar Summer School and Conference, , Amsterdam, The Netherlands; Bliemer, M., Dicke-Ogenia, M., Ettema, D., Rewarding for avoiding the peak period: A synthesis of four studies in the Netherlands (2009) Paper Presented 617 at 12th International Conference on Travel Behaviour Research, , Jaipur; Bonsall, P., Shires, J., Maule, J., Matthews, B., Beale, J., Responses to complex pricing signals: Theory, evidence and implications for road pricing (2007) Transportation Research Part A: Policy and Practice, 41 (7), pp. 672-683. , DOI 10.1016/j.tra.2006.06.001, PII S0965856406001297, Success and Failure of Travel Demand Management: Is Congestion Charging the Way Forward?; Cameron, J., Banko, K.M., Pierce, W.D., Pervasive negative effects of rewards on intrinsic motivation: The myth continues (2001) The Behavior Analyst, 24, pp. 1-44; Cameron, J., Pierce, W.D., Reinforcement, reward and intrinsic motivation: A meta-analysis (1994) Review of Educational Research, 64, pp. 363-423; Cao, X., Mokhtarian, P.L., How do individuals adapt their personal travel? 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Page, University of Nebraska Press Lincoln; Verhoef, E., Road transport pricing: Motivation, objectives and design from an economic perspective (2008) Pricing in Road Transport: A Multi-disciplinary Perspective, , E. Verhoef, M. Bliemer, L. Steg, B. van Wee, Edward Elgar Publishing London; Verplanken, B., Aarts, H., Van Knippenberg, A., Attitude versus general habit: Antecedents of travel mode choice (1997) Journal of Applied Social Psychology, 24, pp. 285-300; Vickrey, W.S., Congestion theory and transport investment (1969) American Economic Review, 59, pp. 251-261; Viegas, J.M., Making urban road pricing acceptable and effective: Searching for quality and equity in urban mobility (2001) Transport Policy, 8 (4), pp. 289-294. , DOI 10.1016/S0967-070X(01)00024-5, PII S0967070X01000245; Vonk Noordegraaf, D.M., Annema, J.A., Employer attitude to rush-hour avoidance (2009) Proceedings of the European Transport Conference, , Noordwijkerhout; Walker, J.L., (2001) Extended Discrete Choice Models: Integrated Framework, Flexible Error Structures, and Latent Variables, , Ph.D. thesis, Massachusetts Institute of Technology","Ben-Elia, E.; Centre for Transport and Society, Dept. of Planning and Architecture, University of the West of England, Bristol BS16 1QY, United Kingdom; email: eran.ben-elia@uwe.ac.uk",,,Elsevier Ltd,,,,,13698478,,,,English,Transp. Res. Part F Traffic Psychol. Behav.,Article,Final,,Scopus,2-s2.0-79959974460
Winther-Nielsen N.,57003621800;,Persuasive Hebrew exercises: The wit of technology-enhanced language learning,2011,Studia Semitica Neerlandica,57,,,277,298,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949775040&partnerID=40&md5=1ac7cb7487ee924df8b24ab2fba8cbac,"Department of Old Testament, Copenhagen Lutheran School of Theology (DBI), Copenhagen, Denmark; University of Aalborg, Denmark","Winther-Nielsen, N., Department of Old Testament, Copenhagen Lutheran School of Theology (DBI), Copenhagen, Denmark, University of Aalborg, Denmark","This paper describes current work by the author to develop learning technology for the WIVU database which Eep Talstra and his Werkgroep Informatica team is building for storage and retrieval of linguistic and textual information on the Hebrew Bible. The work on corpus-based language learning described in this paper is an initial stage in a larger research project to construct persuasive learning objects and technologies, or PLOTs, inspired by the pioneering work of the Werkgroep and by the construction of the database system called Emdros. The paper traces the development of tools from the early teaching technology in 2004 to the current Ezer Emdros-based Exercise Tool (3ET), but also refers to the Linguistic Tree Constructor and the Paradigms Master Pro. The paper introduces the linguistic terminology from the database which will be used in learning technology. It explains the structure of a curriculum for teaching Biblical Hebrew from the database for Genesis 1-3, and describes when and where technology-enhanced exercises can be introduced, based on the author's test results and observations from the classroom as well as on focused interviews. Development of persuasive exercise technology can enhance learning by interactive engagement with the text in a database. Students develop into selfdirected learners in control of their texts, and they are able to excel while being trained to use Bible-software more effectively. We expect databases like the WIVU to change teaching, study, and research in profound ways.",,,,,,,,,,,,,"http://wivu.dans.knaw.nl/index.php?view=about, see; http://www.3bmoodle.dk/course/view.php?id=33, It is available online at (Login: som gast [=as guest]); http://3bm.dk/main/index.php?option=com_content&view=article&id=55&Itemid=76&lang=da, Current information on the 3BH is available at (=www.3bm.dk → 3BH Moodle); Aldrich, C., (2009) Learning Online with Games, Simulations, and Virtual Worlds: Strategies for Online Instruction, pp. 7-8. , San Francisco, et passim; Moodle, http://moodle.org/stats, is the world's largest learning management system with some 35 million users, and growing; Hardmeier, C., Talstra, E., Salzmann, B., (2009) SESB: Stuttgart Electronic Study Bible 3.0, , Stuttgart-Haarlem; http://quiz.emergence.dk, The new Paradigms Master Pro is introduced at; For several years the quizzes have been freely available at http://quiz.emergence.dk, and can still be tried out there; http://quiz.emergence.dk/quiz/about/nwn, For the history of the program, see; Winther-Nielsen, N., A role-lexical module (rlm) for biblical Hebrew: A mapping tool for rrg and wordnet (2008) Investigations of the Syntax-Semantics-Pragmatics Interface, pp. 455-478. , in Rorbert D. Van Valin Jr (ed.), Studies in Language Companion Series 105; Amsterdam-Philadelphia; Biblical Hebrew parsing on display: The role-lexical module (rlm) as a tool for role and reference grammar (2009) Hiphil, 6. , http://www.see-j.net/index.php/hiphil, idem; http://3bm.dk/main/index.php?option=com_content&view=article&id=68&Itemid=86&lang=da, Current information on the project is available at and the text of Genesis 1-3 is available at http://lex.qwirx.com/lex/clause.jsp; Winther-Nielsen, N., Tondering, C., Wilson, C., Transliteration of biblical Hebrew for the role-lexical module (2009) Hiphil, 6. , http://www.see-j.net/index.php/hiphil; Tondering, C., 3et - An automaic tool for grammar training (2009) Hiphil, 6. , http://3bm.dk/main/index.php?option=com_content&view=article&id=53&Itemid=75&lang=da, The tool was published in Information on 3ET is available at (=www.3bm.dk → 3ET exercises, and at http://www.ezer.dk/3ET/index.php). The program can be downloaded at http://www.ezer.dk/3ET/download.php; Fogg, B.J., (2003) Persuasive Technology: Using Computers to Change What We Think and Do, , San Francisco; http://captology.stanford.edu, This seminal book gave name to Captology, a major new movement in Information Architecture cf; http://www.livssyn.hum.aau.dk/course/view.php?id=19, Originally launched on 30 March 2009 at a conference at Aalborg University Copenhagen Institute of Technology, the contributions are published as screencapture at (login as guest); EzerKB, http://sourceforge.net/projects/ezerkb, emulates a keyboard with non-Latin characters like Hebrew, Greek, and Russian without actually installing a keyboard driver. It can be downloaded free of charge at; Sandborg-Petersen, U., (2008) Annotated Text Databases in the Context of the Kaj Munk Archive: One Database Model, One Query Language, and Several Applications, , http://www.hum.aau.dk/~ulrikp/PhD, Emdros is best described in the dissertation of its developer PhD diss., Aalborg University, available at; Merwe Der Van, C.H., Naude, J.A., Kroeze, J.H., (1999) Biblical Hebrew Reference Grammar, , Sheffield; http://www.glomaker.org, We hope that SESB 4.0 will support the use of instructor-generated course material, and that this material as well as the Logos and SESB resources can integrate with our new system in English which we plan to develop as learning objects through the GLOMaker or similar applications; Harper, W.R., (1895) Elements of Hebrew by An Inductive Method, , Chicago; Bandstra, B.L., (2008) Genesis 1-11: A Handbook on the Hebrew Text, , Waco, Texas; Bergman, N., (2005) The Cambridge Biblical Hebrew Workbook, , Cambridge; http://3bm.dk/main/index.php?option=com_content&view=article&id=57&Itemid=64&lang=da, We expect that her material would gain from technology-enhanced learning, as proposed at; http://3bm.dk/main/index.php?option=com_content&view=article&id=55&Itemid=76&lang=da, For information on the project at SALT, see","Winther-Nielsen, N.; Department of Old Testament, Copenhagen Lutheran School of Theology (DBI)Denmark",van Peursen W.T.Dyk J.W.,,Entomological Society of Canada,,,,,00816914,9789004210615,,,English,Stud. Semit. Neerl.,Article,Final,,Scopus,2-s2.0-84949775040
"Cornu J.-N., Cancel-Tassin G., Ondet V., Girardet C., Cussenot O.",22833945800;6602596107;36552981800;36025283400;7005231497;,Olfactory detection of prostate cancer by dogs sniffing urine: A step forward in early diagnosis,2011,European Urology,59,2,,197,201,,143.0,10.1016/j.eururo.2010.10.006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78650706114&doi=10.1016%2fj.eururo.2010.10.006&partnerID=40&md5=f702ab443707d0c1b2ed77424b4e40c1,"Department of Urology, Tenon Hospital, Assistance Publique-Hôpitaux de Paris (AP-HP), Paris, France; CeRePP, Tenon Hospital, Paris, France; Veterinary Department of the Heath Unit of French Army, Ecole Militaire, Paris, France","Cornu, J.-N., Department of Urology, Tenon Hospital, Assistance Publique-Hôpitaux de Paris (AP-HP), Paris, France; Cancel-Tassin, G., CeRePP, Tenon Hospital, Paris, France; Ondet, V., CeRePP, Tenon Hospital, Paris, France; Girardet, C., Veterinary Department of the Heath Unit of French Army, Ecole Militaire, Paris, France; Cussenot, O., Department of Urology, Tenon Hospital, Assistance Publique-Hôpitaux de Paris (AP-HP), Paris, France, CeRePP, Tenon Hospital, Paris, France","Background: Volatiles organic compounds (VOCs) in urine have been proposed as cancer biomarkers. Objective: To evaluate the efficacy of prostate cancer (PCa) detection by trained dogs on human urine samples. Design, setting, and participants: A Belgian Malinois shepherd was trained by the clicker training method (operant conditioning) to scent and recognize urine of people having PCa. All urine samples were frozen for preservation and heated to the same temperature for all tests. After a learning phase and a training period of 24 mo, the dog's ability to discriminate PCa and control urine was tested in a double-blind procedure. Urine was obtained from 66 patients referred to a urologist for elevated prostate-specific antigen or abnormal digital rectal examination. All patients underwent prostate biopsy and two groups were considered: 33 patients with cancer and 33 controls presenting negative biopsies. Measurements: During each ""run,"" the dog was asked to signal a cancer urine among six samples containing only one cancer urine and five randomly selected controls. Sensitivity and specificity of the test were assessed. Results and limitations: The dog completed all the runs and correctly designated the cancer samples in 30 of 33 cases. Of the three cases wrongly classified as cancer, one patient was rebiopsied and a PCa was diagnosed. The sensitivity and specificity were both 91%. Conclusions: This study shows that dogs can be trained to detect PCa by smelling urine with a significant success rate. It suggests that PCa gives an odor signature to urine. Identification of the VOCs involved could lead to a potentially useful screening tool for PCa. © 2010 European Association of Urology.",Dogs; Olfactory detection; Prostate cancer; Screening; Volatile organic compounds,prostate specific antigen; volatile organic compound; adult; aged; cancer patient; clinical article; controlled study; diagnostic test accuracy study; digital rectal examination; dog; double blind procedure; early diagnosis; human; instrumental conditioning; male; nonhuman; preservation; priority journal; prostate biopsy; prostate cancer; review; sensitivity and specificity; smelling; sniffing; temperature; urinalysis; urine odor; urology,,,,,,,,,,,"Jemal, A., Siegel, R., Ward, E., Hao, Y., Xu, J., Thun, M.J., Cancer statistics, 2009 (2009) CA Cancer J Clin, 59, pp. 225-249; Schröder, F.H., PSA screening-a review of recent studies (2009) Eur J Cancer, 45 (SUPPL. 1), pp. 402-404; Stamey, T.A., Caldwell, M., McNeal, J.E., Nolley, R., Hemenez, M., Downs, J., The prostate specific antigen era in the United States is over for prostate cancer: What happened in the last 20 years? (2004) J Urol, 172, pp. 1297-1301; Tuma, R.S., New tests for prostate cancer may be nearing the clinic (2010) J Natl Cancer Inst, 102, pp. 752-754; Kneepkens, C.M.F., Lepage, G., Roy, C.C., The potential of the hydrocarbon breath test as a measure of lipid peroxidation (1994) Free Rad Biol Med, 17, pp. 127-160; Sreekumar, A., Poisson, L.M., Rajendiran, T.M., Metabolomic profiles delineate potential role for sarcosine in prostate cancer progression (2009) Nature, 457, pp. 910-914; Matsumura, K., Opiekun, M., Oka, H., Urinary volatile compounds as biomarkers for lung cancer: A proof of principle study using odor signatures in mouse models of lung cancer (2010) PLoS One, 5, p. 8819; Willis, C.M., Church, S.M., Guest, C.M., Olfactory detection of human bladder cancer by dogs: Proof of principle study (2004) BMJ, 329, pp. 712-714; Gordon, R.T., Schatz, C.B., Myers, L.J., The use of canines in the detection of human cancers (2008) J Altern Complement Med, 14, pp. 61-67; Williams, H., Pembroke, A., Sniffer dogs in the melanoma clinic? (1989) Lancet, 1, p. 734; Bajaj, A., Miranda, O.R., Kim, I.-B., Detection and differentiation of normal, cancerous, and metastatic cells using nanoparticle-polymer sensor arrays (2009) Proc Natl Acad Sci U S A, 106, pp. 10912-10916; Filipiak, W., Sponring, A., Filipiak, A., TD-GC-MS analysis of volatile metabolites of human lung cancer and normal cells in vitro (2010) Cancer Epidemiol Biomarkers Prev, 19, pp. 182-195; Peng, G., Hakim, M., Broza, Y.Y., Detection of lung, breast, colorectal, and prostate cancers from exhaled breath using a single array of nanosensors (2010) Br J Cancer, 103, pp. 542-551; Lesniak, A., Walczak, M., Jezierski, T., Sacharczuk, M., Gawkowski, M., Jaszczak, K., Canine olfactory receptor gene polymorphism and its relation to odor detection performance by sniffer dogs (2008) J Hered, 99, pp. 518-527; Roehl, K.A., Antenor, J.A., Catalona, W.J., Serial biopsy results in prostate cancer screening study (2002) J Urol, 167, pp. 2435-2439","Cornu, J.-N.; Urology Department, Tenon Hospital, 4 rue de la Chine, 75970 Paris Cedex 20, France; email: jncornu@hotmail.fr",,,Elsevier B.V.,,,,,03022838,,EUURA,,English,Eur. Urol.,Article,Final,,Scopus,2-s2.0-78650706114
"Waltz E.C., Maniccia D.M., Bryde R.L., Murphy K., Harris B.R., Waldenmaier M.N.",36719086800;6602640528;37025691400;37026814000;56350880000;37027515400;,Training the public health workforce from Albany to Zambia: Technology lessons learned along the way,2010,Public Health Reports,125,SUPPL. 5,,61,69,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649684483&partnerID=40&md5=2ef9b8d3006504b3cafb24fcd92a037b,"Center for Public Health Preparedness, School of Public Health, State University of New York, 1 University Pl., Rensselaer, NY 12144-3456, United States; Department of Health Policy, Management, and Behavior, School of Public Health, State University of New York, Rensselaer, NY, United States","Waltz, E.C., Center for Public Health Preparedness, School of Public Health, State University of New York, 1 University Pl., Rensselaer, NY 12144-3456, United States, Department of Health Policy, Management, and Behavior, School of Public Health, State University of New York, Rensselaer, NY, United States; Maniccia, D.M., Center for Public Health Preparedness, School of Public Health, State University of New York, 1 University Pl., Rensselaer, NY 12144-3456, United States; Bryde, R.L., Center for Public Health Preparedness, School of Public Health, State University of New York, 1 University Pl., Rensselaer, NY 12144-3456, United States; Murphy, K., Center for Public Health Preparedness, School of Public Health, State University of New York, 1 University Pl., Rensselaer, NY 12144-3456, United States; Harris, B.R., Center for Public Health Preparedness, School of Public Health, State University of New York, 1 University Pl., Rensselaer, NY 12144-3456, United States; Waldenmaier, M.N., Center for Public Health Preparedness, School of Public Health, State University of New York, 1 University Pl., Rensselaer, NY 12144-3456, United States","This article describes lessons learned by the University at Albany Center for Public Health Preparedness (UA-CPHP) in using three technologies to deliver preparedness training for public health professionals in New York State. These three technologies are: 1. Audience response system (ARS, or the ""clicker"" system) - Purchased to improve engagement of all participants in heterogeneous training audiences, it also markedly reduces staff time while improving training evaluation (cost: $4,500). 2. Satellite broadcast programs - UA-CPHP produced more than 50 broadcasts, which remain available as videostreams and/or podcasts. Viewership of archived programs sometimes surpasses that of the live event (cost estimate: $23,000 to $39,000). 3. Interactive online courses - Seventeen courses have registered more than 44,000 learners worldwide. The Pandemic Influenza course alone has reached more than 16,000 registrants from all 50 U.S. states and at least 56 other countries (cost estimate: $30,000 to $65,000). UA-CPHP's experience as a preparedness training center has confirmed that contemporary technology can be employed to improve and increase the reach of these training efforts. An additional finding was that, quite unintentionally, the intensive use of distance-based educational modalities designed to reach public health practitioners in New York State has afforded UA-CPHP a substantial national and international audience as well, and at no additional cost. ©2010 Association of Schools of Public Health.",,"article; course content; data collection method; medical education; online system; priority journal; public health; public health service; telecommunication; videoconferencing; Zambia; Civil Defense; Disaster Planning; Education, Public Health Professional; Humans; New York; Technology",,,,,,,,,,,"(2002) The Future of the Public's Health in the 21st Century, , Institute of Medicine. Washington: National Academies Press; Teaching & learning resources (2010) Clickers, , http://www.albany.edu/teachingandlearning/tlr/teaching_resources/ clickers.shtml#5, Institute for Teaching Learning and Academic Leadership, University at Albany, State University of New York. [cited 2010 Jun 29]. Available from; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian J Educ Technology, 18, pp. 13-23; Copeland, H.L., Hewson, M.G., Stoller, J.K., Longworth, D.L., Making the continuing medical education lecture effective (1998) J Contin Educ Health Prof, 18, pp. 227-234; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Gamito, E.J., Burhansstipanov, L., Krebs, L.U., Bemis, L., Bradley, A., The use of an electronic audience response system for data collection (2005) J Cancer Educ, 20 (1 SUPPL.), pp. 80-86; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Peddecord, K.M., Holsclaw, P., Jacobson, I.G., Kwizera, L., Rose, K., Gersberg, R., Nationwide satellite training for public health professionals: Web-based follow-up (2007) J Contin Educ Health Prof, 27, pp. 111-117; Donavant, B.W., The new, modern practice of adult education: Online instruction in a continuing professional education setting (2009) Adult Educ Q, 59, pp. 227-245; Whitten, P., Ford, D.J., Davis, N., Speicher, R., Collins, B., Comparison of face-to-face versus interactive video continuing medical education deliveries modalities (1998) J Contin Educ Health Prof, 18, pp. 93-99; Zusevics, K.L., Gilmore, G.D., Jecklin, R.A., Swain, G.R., Online education: The needs, interests, and capacities of Wisconsin public health professionals (2009) MERLOT J Online Learning and Teaching, 5, pp. 531-545; Fordis, M., King, J.E., Ballantyne, C.M., Jones, P.H., Schneider, K.H., Spann, S.J., Greenberg, S.B., Greisinger, A.J., Comparison of the instructional efficacy of internet-based CME with live interactive CME workshops: A randomized controlled trial (2005) Journal of the American Medical Association, 294 (9), pp. 1043-1051. , http://jama.ama-assn.org/cgi/reprint/294/9/1043, DOI 10.1001/jama.294.9.1043","Waltz, E. C.; Center for Public Health Preparedness, School of Public Health, State University of New York, 1 University Pl., Rensselaer, NY 12144-3456, United States; email: ecwaltz@albany.edu",,,,,,,,00333549,,PHRPA,21137133.0,English,Public Health Rep.,Article,Final,,Scopus,2-s2.0-78649684483
Gupta M.L.,7403986947;,Interactive teaching and learning by using student response systems,2010,International Journal of Learning,17,5,,371,384,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955906670&partnerID=40&md5=ee5808ececa5b3751444666f1839afee,"The University of Queensland, Queensland, Australia","Gupta, M.L., The University of Queensland, Queensland, Australia","Engaging students in lectures, especially in large classes, is both challenging and critical to promote their learning. Student response systems (Clickers) were deployed in Agricultural Mathematics course to promote student-lecturer interactions in the classroom at the University of Queensland Gatton Campus, Australia. During each lecture, three to four multiple-choice questions, embedded in a PowerPoint presentation, were answered by students using clickers. Students' responses to multiplechoice questions were helpful in gauging their level of understanding and clarifying any misconceptions about the topic. The impact of student response systems was assessed by using the institutional Course Evaluation survey (iCEVAL) and a clickers questionnaire developed specifically for this course. Feedback from students was very positive. They enjoyed the interactive teaching and learning mode during the lectures and indicated that more lecturers should make use of clickers in their courses. Some of the major benefits of using clickers were improved student engagement, higher concentration in lectures, anonymous response to questions without peer-pressure, instant feedback, reinforcement of concepts, and familiarization with the style of exam questions. © Common Ground, Madan Lal Gupta.",Clickers; Interactive teaching and learning; Mathematics; Student engagement; Student response systems,,,,,,,,,,,,"Abrahamson, L., A Brief History of Networked Classrooms: Effects, Cases, Pedagogy, and Implications (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks, D.A. (ed). Information Science Publishing, London; Tomorrows Agricultural Scientists - Meeting Industry and Resource Management Needs (2007) Australian Institute of Agricultural Science and Technology (AIAST) Conference, , AIAST, 7-8 March 2007, Adelaide; Bali, M., Keaney, H., (2007) Collaborative Assessment Using Clickers, , http://ewds.strath.ac.uk/REAP07, REAP International Online Conference on Assessment Design for Learner Responsibility, 29-31 May 2007. Available at (Accessed 29 May 2007); Banks, D.A., (2006) Audience Response Systems in Higher Education: Applications and Cases, , (ed). Information Science Publishing, London; Cutts, Q., Practical Lessons from Four Years of Using an ARS in Every Lecture of a Large Class (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks, D.A. (ed). Information Science Publishing, London; da Silva, K.B., Wood, D., Menz, R.I., Are the benefits of clickers due to the enforcement of good pedagogy? (2007) Enhancing Higher Education, Theory and Scholarship, Proceedings of the 30th HERDSA Annual Conference, , [CD-ROM], Adelaide, 8-11 July; d'Inverno, R., Davis, H., White, S., Using a Personal Response System for Promoting Student Interaction (2003) Teaching Mathematics and its Applications, 22 (4), pp. 163-169; Draper, S.W., Brown, M.I., Increased Interactivity in Lectures Using an Electronic Voting System (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Fies, C., Marshall, J., Classroom Response Systems: A Review of the Literature (2006) Journal of Science Education & Technology, 15 (1), pp. 101-109; Hu, J., Bertok, P., Hamilton, M., White, G., Duff, A., Cutts, Q., Wireless Interactive Teaching by Using Keypad-Based ARS (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks, D.A. (ed). Information Science Publishing, London; (2009), http://www.keepad.com/deviceshardware.php, Keepad. ResponseCard XR. Available at (Accessed 15 April 2009); Lightstone, K., Personal Response Systems - An Institutional Phenomenon (2007) International Journal of Learning, 13 (12), pp. 17-24; MacGeorge, E.L., Homan, S.R., Dunning Jr., J.B., Elmore, D., Bodie, G.D., Evans, E., Khichadia, S., Geddes, B., Student Evaluation of Audience Technology in Large Lecture Classes (2008) Education Technology Research and Development, 56, pp. 125-145; O'Connor, V., Groves, M., Minck, S., The Audience Response System: A New Resource in Medical Education (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks, D.A. (ed). Information Science Publishing, London; Patry, M., Clickers in Large Classes: From Student Perceptions Towards an Understanding of Best Practices (2009) International Journal for the Scholarship of Teaching and Learning, 3 (2), pp. 1-11; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an Electronic Voting System in Logic Lectures: One Practitioner's Application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; (2009) Institutional Course Evaluation (iCEVAL). Teaching and Educational Development Institute, University of Queensland, , http://www.tedi.uq.edu.au/evaluations/index.html, TEDI ,Available at (Accessed 10 October 2009)","Gupta, M.L.; The University of Queensland, Queensland, Australia",,,,,,,,14479494,,,,English,Int. J. Learn.,Article,Final,,Scopus,2-s2.0-79955906670
"Spong B., Selmer S.",35184080300;36521517000;,Leveraging audience response systems for programmatic evaluation in extension education,2010,International Journal of Learning,17,9,,183,188,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955891341&partnerID=40&md5=31a5c84431312c8bee140be8c51dddff,"West Virginia University, WV, United States","Spong, B., West Virginia University, WV, United States; Selmer, S., West Virginia University, WV, United States","Extension programming is often delivered through short courses and workshops targeting adult participants with an interest in the topic. Often, very little information is known about the participant population at the beginning of a program and consequently, it is difficult to assess the impact of the programming effort at the conclusion. An audience response system (ARS) can be used to pretest, post-test, and collect other data that can help the extension educator establish this understanding of the population and the impacts of the program material in changing attitudes and behaviors. ARSs are computer centered instant student assessment and feedback tools that have become increasingly popular in both traditional and non-traditional educational environments. Typically, participants will receive a remote control that they use to answer questions that the instructor asks to the group. After the participant answers a question, the all responses will be instantly compiled and summarized for the instructor. An appropriate ARS should be both simple for the participants to understand and use, while also providing the flexibility for the instructor to collect the breadth of data required for enhanced program delivery and assessment. This paper will discuss experiences developing and implementing extension curriculum using an ARS and how the instructors and researchers were able to use these data to assess program success and quantify their programs for reporting purposes. © Common Ground, Ben Spong, Sarah Selmer.",ARS; Audience response system; Clickers; Evaluation; Extension; Logic model,,,,,,,,,,,,"Braverman, M.T., Engle, M., Theory and Rigor in Extension Program Evaluation Planning (2009) Journal of Extension, 47 (3). , http://www.joe.org/joe/2009june/a1.php, [On-line], Available at; Cain, J., Robinson, E., A Primer n Audience Response Systems: Current Applications and Future Considerations (2008) American Journal of Pharmaceutical Education, 72 (4). , Article 77; Curnan, S.P., LaCava, L.A., (2002) Be ""Logical"" About Program Evaluations: Begin with Learning Assessment, 40 (3). , http://www.joe.org/joe/2002june/a4.php, Article 3FEA4. Available at; Edmonds, V., (2004) TurningPoint Student Response System. Campus Technology, , http://campustechnology.com/Articles/2004/08/TurningPoint-Student-Response-System.aspx?sc_lang=en&p=1, Available at; Elliot, C., Using a Personal Response System in Economics Teaching (2003) International Review of Economics Education, 1, p. 1; Hake, R.R., Interactive-Engagement Versus Traditional Methods: A Six-Thousand-Student Survey Of Mechanics Test Data For Introductory Physics Courses (1998) American Journal of Physics, 66 (1), pp. 64-74. , (1998); Hatry, H., van Houten, T., Plantz, M.C., Greenway, M.T., Measuring Program Outcomes: A Practical Approach. Alexandria, VA: United Way of America (1996) Logic Model, , http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html, Madison, WI: University of Wisconsin Extension. Retrieved July 30, 2010 from the World Wide Web; Roucan-Kane, M., Suttles, J., (2009) Guide for Program Evaluations, , http://ageconsearch.umn.edu/bitstream/48538/2/09-05.pdf, Working Paper #09.Dept. of Agricultural Economics Purdue University. Available at; Salmon, T.P., Stahl, J.N., Wireless Audience Response System: Does It Make a Difference? (2005) Journal of Extension [On-line], 43 (3). , http://www.joe.org/joe/2005june/rb10.shtml, Article 3RIB8. Available at; Taylor-Powell, E., Boyd, H.H., Evaluation Capacity Building in Complex Organizations (2008) Program Evaluation on a complex organizational system: Lessons from Cooperative Extension. New Directions for Evaluation, 120, pp. 55-69. , M. T. Braverman, M. Engle, M. E. Arnold &R. A. Rennekamp (Eds.)","Spong, B.; West Virginia University, WV, United States",,,,,,,,14479494,,,,English,Int. J. Learn.,Article,Final,,Scopus,2-s2.0-79955891341
"Huang Y.-P., Chang Y.-T., Sandnes F.E.",7501575353;7501843172;35594004500;,Experiences with RFID-based interactive learning in museums,2010,International Journal of Autonomous and Adaptive Communications Systems,3,1,,59,74,,2.0,10.1504/IJAACS.2010.030312,https://www.scopus.com/inward/record.uri?eid=2-s2.0-81855210962&doi=10.1504%2fIJAACS.2010.030312&partnerID=40&md5=33c7d54eb1a968715e2b4ce4d0610600,"Department of Electrical Engineering, National Taipei University of Technology, Taipei, 10608, Taiwan; Department of Computer Science and Engineering, Tatung University, Taipei, 10451, Taiwan; Faculty of Engineering, Oslo University College, St. Olavs Plass, 0130 Oslo, Norway","Huang, Y.-P., Department of Electrical Engineering, National Taipei University of Technology, Taipei, 10608, Taiwan; Chang, Y.-T., Department of Computer Science and Engineering, Tatung University, Taipei, 10451, Taiwan; Sandnes, F.E., Faculty of Engineering, Oslo University College, St. Olavs Plass, 0130 Oslo, Norway","Tourism plays an important role in the economies of many countries. Tourism can secure employment, foreign exchange earnings, investment and regional development. To attract more tourists and local visitors, many stakeholders such as natural parks, museums, art galleries, hotels and restaurants provide personalised services to meet individual needs. With the increasing number of tourists comes an increased demand for guides at education-oriented leisure centers. Each provided needs unique way to present their services. In this study, these educational leisure centres are coarsely divided into art and science. This paper introduces the architecture of the proposed guide system including a PDA-based recommendation guide for art museums and an Radiofrequency identification-based interactive learning system using collaborative filtering technology for science and engineering education. Evaluations of the two systems reveal that the system inspires and nurtures visitors' interest in science and arts. Copyright © 2010 Inderscience Enterprises Ltd.",Collaborative filtering; Data mining; Digital learning; Guide system; Learning assistant service; RFID,Art and science; Art gallery; Art museums; Collaborative filtering; Digital-learning; Foreign exchange; Guide system; Interactive learning; Interactive learning systems; Learning assistant service; Natural park; Radio frequencies; Regional development; Science and engineering; Data mining; Economics; Learning systems; Parks; Radio frequency identification (RFID); Regional planning; Museums,,,,,,,,,,,"Bahl Paramvir, Padmanabhan Venkata, N., RADAR: An in-building RF-based user location and tracking system (2000) Proceedings - IEEE INFOCOM, 2, pp. 775-784; Bellotti, F., Berta, R., De Gloria, A., Margarone, M., User testing a hypermedia tour guide (2002) IEEE Pervasive Computing, 1 (2), pp. 33-41. , DOI 10.1109/MPRV.2002.1012335; Billsus, D., Pazzani, M.J., Learning collaborative information filters (1998) The Proceedings of the International Conference on Machine Learning, pp. 46-54. , Madison, WI, USA; Brown, P.J., Bovey, J.D., Chen, X., Context-aware applications: From the laboratory to the marketplace (1997) IEEE Personal Communications, 4 (5), pp. 58-64; Chen, T., Han, W.-L., Wang, H.-D., Zhou, Y.-X., Xu, B., Zang, B.-Y., Content recommendation system based on private dynamic user profile (2007) The Proceedings of the International Conference on Machine Learning and Cybernetics, 4, pp. 2112-2118. , Hong Kong, China; Claypool, M., Gokhale, A., Miranda, T., Murnikov, P., Netes, D., Sartin, M., Combining content-based and collaborative filters in an online newspaper (1999) The Proceedings of the ACM SIGIR Workshop on Recommender Systems, , Berkeley, CA; Davies, N., Cheverst, K., Mitchell, K., Efrat, A., Using and determining location in a context-sensitive tour guide (2001) Computer, 34 (8), pp. 35-41. , DOI 10.1109/2.940011; Derntl, M., Hummel, K.A., Modeling context-aware e-learning scenarios (2005) The Proceedings of the Third IEEE International Conference on Pervasive Computing and Communications Workshops, pp. 337-342. , Kauai Island, HI, USA; Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R., Kirk, D., Savannah: Mobile 75 game and learning (2004) Journal of Computer Assisted Learning, 20, pp. 399-409; Furukawa, M., Watanabe, M., Kinoshita, M., Kakazu, Y., A mathematical model for learning agents on a multi-agent system (2003) The Proceedings of the IEEE International Symposium on Computational Intelligence in Robotics and Automation, 3, pp. 1369-1374. , Kobe, Japan; Gokhale, M., Miranda, A., Murnikov, T., Netes, P.D., Sartin, M., Combining content-based and collaborative filters in an online newspaper (1999) The Proceedings of the ACM SIGIR Workshop on Recommender Systems: Algorithms and Evaluation, , USA; Good, N., Schafer, J., Konstan, J., Borchers, A., Sarwar, B., Herlocker, J., Riedl, J., Combining collaborative filtering with personal agents for better recommendations (1999) The Proceedings of the Conference of the American Association of Artificial Intelligence, pp. 439-446. , Orlando, FL, USA; Haverkamp, D.S., Gauch, S., Intelligent information agents: Review and challenges for distributed information sources (1998) Journal of the American Society for Information Science, 49 (4), pp. 304-311; Huang, Y.-P., Tsai, T., A fuzzy semantic approach to retrieving bird information using handheld devices (2005) IEEE Intelligent Systems, 20 (1), pp. 16-23; Kim, C.-Y., Lee, J.-K., Cho, Y.-H., Kim, D.-H., VISCORS: A visual content recommender for the mobile web (2004) IEEE Intelligent Systems, 6, pp. 32-39; Landt, J., The history of RFID (2005) IEEE Potentials, 24 (4), pp. 8-11. , DOI 10.1109/MP.2005.1549751; Ponnusamy, R., Gopal, T.V., A user adaptive self-proclamative multi-agent based recommendation system design for e-learning digital libraries (2006) The Proceedings of the IEEE Conference on Cybernetics and Intelligent Systems, pp. 1-7. , Bangkok, Thailand; Puntheeranurak, S., Tsuji, H., Mining Web logs for a personalized recommender system (2005) ITRE 2005 - 3rd International Conference on Information Technology: Research and Education - Proceedings, 2005, pp. 445-448. , DOI 10.1109/ITRE.2005.1503162, 1503162, ITRE 2005 - 3rd International Conference on Information Technology: Research and Education - Proceedings; Roussos, G., Enabling RFID in retail (2006) IEEE Computer, 3, pp. 25-30; Tan, X., Yao, M., Xu, M., An effective technique for personalization recommendation based on access sequential patterns (2006) Proceedings of 2006 IEEE Asia-Pacific Conference on Services Computing, APSCC, pp. 42-46. , DOI 10.1109/APSCC.2006.27, 4041209, Proceedings of 2006 IEEE Asia-Pacific Conference on Services Computing, APSCC; Weinstein, R., RFID: A technical overview and its application to the enterprise (2005) IT Professional, 7 (3), pp. 27-33. , DOI 10.1109/MITP.2005.69; Wen, Q., He, J., Personalized recommendation services based on service-oriented architecture (2006) Proceedings of 2006 IEEE Asia-Pacific Conference on Services Computing, APSCC, pp. 356-361. , DOI 10.1109/APSCC.2006.76, 4041258, Proceedings of 2006 IEEE Asia-Pacific Conference on Services Computing, APSCC; Xi-Zheng, Z., Building personalized recommendation system in e-commerce using association rule-based mining and classification (2007) The Proceedings of the International Conference on Machine Learning and Cybernetics, 7, pp. 4113-4118. , Hong Kong, China; Youji, O., Wakita, R., Yano, Y., Web based self-directed learning environment using learner's annotation (2002) The Proceedings of the International Conference on Computers in Education, 2, pp. 1207-1211. , Auckland, New Zealand; Zaiane, O.R., Building a recommender agent for e-learning systems (2002) The Proceedings of the International Conference on Computers in Education, 1, pp. 55-59. , Auckland, New Zealand","Huang, Y.-P.; Department of Electrical Engineering, National Taipei University of Technology, Taipei, 10608, Taiwan; email: yphuang@ntut.edu.tw",,,,,,,,17548632,,,,English,Int. J. Auton. Adapt. Commun. Syst.,Article,Final,,Scopus,2-s2.0-81855210962
"Edmonds C.T., Edmonds T.P.",50161188300;24378574800;,An examination of the links between srs technology and an active learning environment in a managerial accounting course,2010,Advances in Accounting Education: Teaching and Curriculum Innovations,11,,,81,100,,5.0,10.1108/S1085-4622(2010)000001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897585965&doi=10.1108%2fS1085-4622%282010%29000001&partnerID=40&md5=9c0bc2a06559e53eb540ae641aa835d2,"Alfred Lerner College of Business and Economics, University of Delaware, Newark, DE, United States; School of Business, University of Alabama at Birmingham, Birmingham, AL, United States","Edmonds, C.T., Alfred Lerner College of Business and Economics, University of Delaware, Newark, DE, United States; Edmonds, T.P., School of Business, University of Alabama at Birmingham, Birmingham, AL, United States","Over the past two decades there has been a concerted effort to move accounting education from a knowledge-oriented system to a processoriented approach. Active learning is an internationally recognized cornerstone of this strategy. A new technology offers opportunities for professors to promote active learning in their classrooms. That technology frequently called student response systems (SRSs) enable students to answer questions posed by an instructor via a remote control device. This study examines the impact that a new technology, SRS, had on students' perceptions of key active learning characteristics. The results suggest that students receiving an SRS treatment registered significantly stronger agreement with statements describing an active learning environment than their peers in a control group. The results led to the conclusion that SRSs can be used to facilitate active learning in accounting classrooms. The survey also examined the impact of the SRS treatment on student perceptions regarding classroom efficiency. Students receiving the SRS treatment registered stronger agreement with statements suggesting that the learning environment was efficient. In summary, the survey results suggest that SRS technology is a promising teaching tool that deserves further scrutiny by accounting educators. © 2010 by Emerald Group Publishing Limited.",,,,,,,,,,,,,"Albrecht, W.S., Sack, R.J., (2000) Accounting Education: Charting the Course Through A Perilous Future, 16. , Accounting Education Series. Sarasota, FL: American Accounting Association; Birdsall, S., Assessment and student response system (2002) The Teaching Exchange, 7 (1), pp. 1-4; Bonwell, C.C., Eison, J.A., (1991) Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education, (1). , Report. The George Washington University, Washington, DC; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, (39), pp. 8-11; Draper, S.W., Clargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Dunn, W.R., Programmed learning news, feedback devices in university lectures (1969) New University, 3 (4), pp. 21-22; Edmonds, C.T., Edmonds, T.P., An empirical investigation of the effects of srs technology on introductory managerial accounting students (2008) Issues in Accounting Education, 23 (3), pp. 421-433; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1 (1), pp. 80-86; Hall, S.R., Waitz, I., Brodeur, D.R., Soderholm, D.H., Nasr, R., Adoption of active learning in a lecture-based engineering class (2002) Frontiers in Education, 32 (1), pp. T2A9-T2A15; Harden, R.M., Wayne, E., Donald, G., An audio-visual technique for medical teaching (1968) Journal of Medical and Biological Illustration, 18 (1), pp. 29-32; Lucus, U., Active learning and accounting educators (1997) Accounting Education, 6 (3), pp. 189-190; Sundem, G.L., (1999) The Accounting Education Change Commission: Its History and Impact, 15. , Accounting Education Series. Sarasota, FL: American Accounting Association; Sundem, G.L., Williams, D., Changes in accounting education: Preparing for the twenty-first century (1992) Accounting Education, (1), pp. 55-61","Alfred Lerner College of Business and Economics, University of Delaware, Newark, DE, United States",Catanach A.H.Feldmann D.,,,,,,,10854622,9780857242914,,,English,Adv. Account. Educ. Teach. Curric. Innov.,Article,Final,,Scopus,2-s2.0-84897585965
"Formica S.P., Easley J.L., Spraker M.C.",36639288600;36639377500;7003987014;,Transforming common-sense beliefs into newtonian thinking through just-in-time teaching,2010,Physical Review Special Topics - Physics Education Research,6,2, 020106,,,,21.0,10.1103/PhysRevSTPER.6.020106,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649368117&doi=10.1103%2fPhysRevSTPER.6.020106&partnerID=40&md5=caa1a2fccb8e175acd5bdef5a95ecbfa,"Department of Physics, North Georgia College and State University, Dahlonega, GA 30597, United States","Formica, S.P., Department of Physics, North Georgia College and State University, Dahlonega, GA 30597, United States; Easley, J.L., Department of Physics, North Georgia College and State University, Dahlonega, GA 30597, United States; Spraker, M.C., Department of Physics, North Georgia College and State University, Dahlonega, GA 30597, United States","To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will help students to better understand Newtonian concepts, such as Newton's Third Law, 222 students in introductory physics courses taught by traditional lecture styles and Just-in-Time teaching at North Georgia College &State University over the span of five semesters were examined using the Force Concept Inventory as a pretest and a post-test. Overall, the gains favor the Just-in-Time teaching method with a 37.6%2.0% gain compared to the 17.9%2.5% seen in traditional lecture classes. When analyzing only those gains pertaining to the Newton's Third Law questions, the results again favor the Just-in-Time teaching method with a gain of 50.8%4.1% while the traditional lecture classes only saw a gain of 6.6%5.2%. We also employed a new method of analysis which was a BIT Coding method created to quickly identify students' understanding of Newton's Third Law questions. This study shows that students in courses that are taught using the Just-in-Time teaching strategy better understand Newton's Third Law after instruction than do students in traditional lecture courses. ©2010 The American Physical Society.",,,,,,,,,,,,,"Halloun, I., Hestenes, D., Common sense concepts about motion (1985) Am. J. Phys, 53, p. 1056; Huffman, D., Heller, P., What does the force concept inventory actually measure? (1995) Phys. Teach, 33, p. 138; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teach, 30, p. 141; Hestenes, D., Halloun, I., Interpreting the force concept inventory: A response to March 1995 critique by Huffman and Heller (1995) Phys. Teach, 33, p. 502; Ghery, F.W., Research Papers in Economic Education (1972) Edited By A. Welsh, , Joint Council on Economic Education, New York; Hake, R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66, p. 64; Shaffer, L.C., Medermott, P.S., (2002) The University of Washington's Physics Education Group, Tutorials In Introductory Physics, , Prentice-Hall, Upper Saddle River, NJ; Sokoloff, D.R., Thornton, R.K., (2004) Interactive Lecture Demonstrations, Active Learning In Introductory Physics, , Wiley, Hoboken, NJ; Wittmann, M.C., Steinberg, R.N., Redish, E.F., (2004) Activity- Based Tutorials Introductory Physics, 1. , Wiley, New York; Christian, W., Belloni, M., (2001) Physlets: Teaching Physics With Interactive Curricular Material, , Prentice Hall, Upper Saddle River, NJ; Mazur, E., (1997) Peer Instruction, , Prentice Hall Upper Saddle River, NJ; Novak, G., Patterson, E., Gavrin, A., Christian, W., (1999) Just-in- Time Teaching, , Prentice Hall, Upper Saddle River, NJ; Novak, G., Patterson, E.T., Gavrin, A., Enger, R.C., Justin- Time Teaching: Active Learner Pedagogy With WWW, In Proceedings of the IASTED International Conference On Computers and Advanced Technology In Education (CATE'98), , Edited by J. Gil-Mendieta and M. H. Hamza, Cancun, Mexico","Formica, S. P.; Department of Physics, North Georgia College and State University, Dahlonega, GA 30597, United States",,,,,,,,15549178,,,,English,Phys. Rev. Spec. Top. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-78649368117
"Page E.M., Read D.",7103395560;35120693700;,Electronic voting systems in undergraduate teaching,2010,Education in Chemistry,47,6,,183,186,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649366940&partnerID=40&md5=0f5127265ef741d6c95d88938f164dc0,"Univeristy of Reading, United Kingdom; Department of Admissions, University of Southampton, United Kingdom","Page, E.M., Univeristy of Reading, United Kingdom; Read, D., Department of Admissions, University of Southampton, United Kingdom",[No abstract available],,,,,,,,,,,,,"Bates, S.R., Howie, K., St J Murphy, A., The use of electronic voting systems in large group lectures: Challenges and opportunities (2006) New Directions in the Teaching of Physical Sciences, 2, pp. 1-8; Harrison, T.G., Shallcross, D.E., The impact of Teacher Fellows on teaching and assessment at tertiary level (2007) New Directions in the Teaching of Physical Sciences, 3, pp. 77-78; Almond, M.J., Page, E.M., The ambassadors (2008) Educ. Chem, pp. 179-181; http://www.reading.acuk/chemistry/outreach/chem-outreachteachercentre. aspx; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chem. Educ Res. Praa, 9, pp. 187-195; Niyadurupola, D.G., Read, D., The use of electronic voting systems to engage students in outreach activities (2008) New Directions in the Teaching of Physical Sciences, 4, pp. 27-29; Read, D., Happy zapping in the classroom: Enhancing teaching and learning with electronic voting systems (2010) School Sci. Rev., 91, pp. 107-111; Mazur, E., (1997) Peer Instruction: A User's Manual, , San Francisco: Prentice Hall","Page, E. M.; Univeristy of ReadingUnited Kingdom",,,,,,,,00131350,,,,English,Educ. Chem.,Article,Final,,Scopus,2-s2.0-78649366940
"Hoyt A., McNulty J.A., Gruener G., Chandrasekhar A., Espiritu B., Ensminger D., Price R., Naheedy R.",26040751600;7102729354;7007056045;7005759619;6602563660;6603992392;55435959200;26040936100;,An audience response system may influence student performance on anatomy examination questions,2010,Anatomical Sciences Education,3,6,,295,299,,21.0,10.1002/ase.184,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649570471&doi=10.1002%2fase.184&partnerID=40&md5=182055abd25734e8c2e49492b11d85c0,"Office of Educational Affairs, Stritch School of Medicine, Loyola University Chicago, Maywood, IL, United States; Department of Cell Biology, Neurobiology and Anatomy, Stritch School of Medicine, Loyola University Chicago, Maywood, IL, United States; Institute for Medical Education, Stritch School of Medicine, Loyola University Chicago, Maywood, IL, United States; Department of Neurology, Loyola University Health System, Loyola University Chicago, Maywood, IL, United States; Department of Medicine, Loyola University Health System, Loyola University Chicago, Maywood, IL, United States; School of Education, Loyola University Chicago, Chicagom, IL, United States; Department of Information Technologies, Stritch School of Medicine, Loyola University Chicago, Maywood, IL, United States","Hoyt, A., Office of Educational Affairs, Stritch School of Medicine, Loyola University Chicago, Maywood, IL, United States; McNulty, J.A., Department of Cell Biology, Neurobiology and Anatomy, Stritch School of Medicine, Loyola University Chicago, Maywood, IL, United States, Institute for Medical Education, Stritch School of Medicine, Loyola University Chicago, Maywood, IL, United States; Gruener, G., Office of Educational Affairs, Stritch School of Medicine, Loyola University Chicago, Maywood, IL, United States, Department of Neurology, Loyola University Health System, Loyola University Chicago, Maywood, IL, United States; Chandrasekhar, A., Office of Educational Affairs, Stritch School of Medicine, Loyola University Chicago, Maywood, IL, United States; Espiritu, B., Department of Medicine, Loyola University Health System, Loyola University Chicago, Maywood, IL, United States; Ensminger, D., School of Education, Loyola University Chicago, Chicagom, IL, United States; Price, R., Department of Information Technologies, Stritch School of Medicine, Loyola University Chicago, Maywood, IL, United States; Naheedy, R., Department of Information Technologies, Stritch School of Medicine, Loyola University Chicago, Maywood, IL, United States","This study integrated an in-house audience response system (ARS) in the human anatomy course over two years to determine whether students performed better on high-stakes examinations following exposure to similar interactive questions in a large lecture format. Questions in an interactive ARS format were presented in lectures via PowerPoint presentations. Students who chose to participate in the anonymous ARS sessions submitted answers via their personal wireless devices (e.g., laptops, smartphones, PDAs, etc). Students were surveyed for feedback. Student participation in ARS activities was greatest (65-80%) in the first lecture. The number of students who actively participated in ARS activities decreased over the next four sessions, and then slightly increased in the last two sessions. This trend was the same for both years. Use of the ARS did not dramatically enhance overall student performance on examination questions that dealt with content similar to content presented in the ARS sessions. However, students who scored in the lower quartile of the examination performed better on the examination questions after the ARS was implemented. Accordingly, our findings suggest that the effect of ARS to improve student performance on examinations was not uniform. The overall benefit of an ARS to enhance the lecture experience was confirmed by student surveys. Anat Sci Educ. © 2010 American Association of Anatomists. Copyright © 2010 American Association of Anatomists.",Anatomy education; Anonymous ARS; ARS; Audience response system; Computer-assisted instruction; Innovations; Interactive learning; Technology,"anatomy; article; comprehension; curriculum; education; evaluation; group process; health care quality; human; Internet; learning; medical education; medical school; methodology; problem based learning; questionnaire; task performance; teaching; United States; Anatomy; Comprehension; Computer-Assisted Instruction; Curriculum; Education, Medical, Undergraduate; Educational Measurement; Group Processes; Humans; Illinois; Internet; Learning; Problem-Based Learning; Program Evaluation; Questionnaires; Schools, Medical; Task Performance and Analysis; Teaching",,,,,,,,,,,"Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2, pp. 160-166; Brezis, M., Cohen, R., Interactive learning with voting technology (2004) Med Educ, 38, pp. 574-575; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Chan, J.C., Long-term effects of testing on the recall of nontested materials (2010) Memory, 18, pp. 49-57; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: A randomised trial (2007) BMC Med Educ, 7, p. 25; Holmes, R.G., Blalock, J.S., Parker, M.H., Haywood, V.B., Student accuracy and evaluation of a computer-based audience response system (2006) J Dent Educ, 70, pp. 1355-1361; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Med Educ, 38, p. 575; Hunter Revell, S.M., McCurry, M.K., Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms (2010) J Nurs Educ, 4, pp. 1-4; Karpicke, J.D., Butler, A.C., Roediger III, H.L., Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? (2009) Memory, 17, pp. 471-479; Larsen, D.P., Butler, A.C., Roediger III, H.L., Test-enhanced learning in medical education (2008) Med Educ, 42, pp. 959-966; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, pp. 12-14; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quart, 30, pp. 71-74; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemp Educ Psychol, 34, pp. 51-57; McNulty, J.A., Sonntag, B., Sinacore, J.M., Test-taking behaviors on a multiple-choice exam are associated with performance on the exam and learning style (2007) J IAMSE, 17, pp. 52-57; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Sevenair, J.P., Burkett, A.R., Difficulty and discrimination of multiple-choice questions: A counterintuitive result (1988) J Chem Educ, 65, p. 441; Sim, S.M., Rasiah, R.I., Relationship between item difficulty and discrimination indices in true/false-type multiple choice questions of a para-clinical multidisciplinary paper (2006) Ann Acad Med Singapore, 35, pp. 67-71; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12","McNulty, J.A.; Department of Molecular and Cellular Physiology, Stritch School of Medicine, 2160 S. First Ave., Maywood, IL 60153, United States; email: jmcnulty@lumc.edu",,,,,,,,19359772,,,20890951.0,English,Anat. Sci. Educ.,Article,Final,,Scopus,2-s2.0-78649570471
Costello P.,57196875662;,A cost-effective classroom response system,2010,British Journal of Educational Technology,41,6,,E153,E154,,5.0,10.1111/j.1467-8535.2010.01118.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78349274497&doi=10.1111%2fj.1467-8535.2010.01118.x&partnerID=40&md5=a9713db8b0761af5dafcbaa3b6f4f137,,"Costello, P.","A cost-effective classroom response system, an electronic system which gives students immediate feedback on their responses to questions set by their teacher during a face-to-face teaching session, is implemented using web survey software and any Internet-connected device. Web survey software is used to create surveys, publish them online, and to collect and analyze survey results. The same software can also be used to implement a classroom response system by creating questions which are answered by students together at the same time during a teaching session and then showing the graph of student responses to the whole class. The student chooses their answer to a question that is automatically recorded anonymously and when the survey results page is opened by the instructor, the class responses can be projected on the classroom screen that can be seen by everyone.",,Electronic systems; Response systems; Student response; Web surveys; Cost effectiveness; School buildings; Students; Surveys; World Wide Web; Teaching,,,,,,,,,,,"Bugeja, M., Classroom clickers and the cost of technology (2008) The Chronicle of Higher Education, 55 (15), p. 31. , Retrieved May 3, 2010, from; Graham, C., Tripp, T., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8 (3), pp. 26-258; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: Using personal digital assistants as a classroom polling tool (2004) Journal of the American Medical Informatics Association, 11 (3), pp. 217-220; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) Journal of Continuing Education in the Health Professions, 23 (2), p. 109","Costello, P.; School of Nursing and Midwifery, Trinity College Dublin, 24 D'Olier Street, Dublin 2, Ireland; email: costeln@tcd.i.e",,,,,,,,00071013,,BJETD,,English,Br J Educ Technol,Article,Final,,Scopus,2-s2.0-78349274497
"Hockenhull J., Creighton E.",36491316700;6602453986;,"Unwanted oral investigative behaviour in horses: A note on the relationship between mugging behaviour, hand-feeding titbits and clicker training",2010,Applied Animal Behaviour Science,127,3-4,,104,107,,4.0,10.1016/j.applanim.2010.08.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77957917917&doi=10.1016%2fj.applanim.2010.08.008&partnerID=40&md5=916883fca260b657346d318424eaa63b,"Department of Biological Sciences, University of Chester, Parkgate Road, Chester CH1 4BJ, United Kingdom; School of Agriculture, Food and Rural Development, Newcastle University, Newcastle upon Tyne, Tyne and Wear NE1 7RU, United Kingdom","Hockenhull, J., Department of Biological Sciences, University of Chester, Parkgate Road, Chester CH1 4BJ, United Kingdom; Creighton, E., School of Agriculture, Food and Rural Development, Newcastle University, Newcastle upon Tyne, Tyne and Wear NE1 7RU, United Kingdom","Unwanted oral investigative in horses has been anecdotally attributed to the practice of hand-feeding. Fears over such behaviour developing as a consequence of using food rewards, for example in clicker training, have been implicated as a common reason for not employing food-based positive reinforcement training techniques. This study used data generated as part of a larger research project, and explored associations between five common oral investigative behaviours and the practices of hand-feeding and clicker training. Data were from a convenience sample of UK leisure horse owners using two self-administered Internet surveys. Ninety-one percent of respondents reported giving their horse food by hand and this practice was significantly associated with three of the five oral investigative behaviours, licking hands (P= 0.006), gently searching clothing (P< 0.001) and roughly searching clothing (P= 0.003). Nipping hands and biting clothes were not associated with hand-feeding, suggesting that risk factors for these behaviours originate outside of this practice. Clicker training techniques were employed by 14% of respondents and their use was not associated with the incidence of any of the five oral investigative behaviours. These findings suggest that horse owners should not be deterred from using food-based positive reinforcement techniques with their horses, as fears that this practice will result in unwanted oral investigative behaviours from their horses appear unfounded. © 2010 Elsevier B.V.",Clicker training; Equine; Food rewards; Horse; Mugging behaviour; Titbits,data set; feeding ecology; food availability; horse; Internet; robbing; Equidae,,,,,University of Chester,"This work was conducted as part of Jo Hockenhull's PhD research for which financial support was received from Bransby Home of Rest for Horses, Funds for Women Graduates and the University of Chester. Our thanks go to Duncan Brown at the University of Liverpool for computer support and to all those who participated in the surveys.",,,,,"(2006), Anon-BETA, The National Equestrian Survey 2005/06 - Structural report; (2007), Anon-BHS, BHS Regional and County Membership Statistics; (2007), Anon-BHS/FML, British Horse: The Magazine of the British Horse Society Media Pack; (2008), Anon-NED, Report showing number of equines by age, breed and gender and by UK region area; Auty, I., (1998) The British Horse Society Complete Manual of Stable Management, , Kenilworth Press, Addington; Bush, K., (1992) The Problem Horse: An Owner's Guide, , The Crowood Press Ltd, Ramsbury; (2004), http://www.defra.gov.uk/animalh/id-move/horses/pdf/si2004-1397.pdf, DEFRA, The Horse Passports (England) Regulations 2004. (accessed 02.06.09.); Dillon, E., Revington, H., (2000) Show Jumping for Fun or Glory, , Kenilworth Press, Addington; Domjan, M., (2003) The Principles of Learning and Behaviour, , Wadsworth/Thomson Learning, Belmont; Fraser, A.F., (1992) The Behaviour of the Horse, , CABI Publishing, Wallingford; Hart, B., (2008) The Art and Science of Clicker Training for Horses, , Souvenir Press, London; Hartley Edwards, E., (1990) The Horseman's Maunal, , J.A. Allen, London; Hockenhull, J., (2010), The Epidemiology of Behaviour Problems and Risk Factors for Poor Welfare in UK Leisure Horses. PhD thesis. Biological Sciences, University of Liverpool; Hotchkiss, J.W., Reid, S.W.J., Christley, R.M., A survey of horse owners in Great Britain regarding horses in their care. Part 1: horse demographic characteristics and management (2007) Equine Vet. J., 39, pp. 294-300; Kurland, A., (2001) Clicker Training for Your Horse, , Ringpress Books, Lydney; Lethbridge, E., (2009) Knowing Your Horse a Guide to Equine Learning, Training and Behaviour, , John Wiley & Sons Ltd., Chichester; McDonnell, S., (2003) The Equid Ethogram: A Practical Field Guide to Horse Behavior, , The Blood Horse Inc., Lexington; Mellor, D.J., Love, S., Gettinby, G., Reid, S.W.J., Demographic characteristics of the equine population of northern Britain (1999) Vet. Rec., 145, pp. 299-304; Pavia, A., Posnikoff, J.M., (1999) Horses for Dummies, , Hungry Minds, New York; Tuten, T.L., Urban, D.J., Bosnjak, M., (2002) Internet Surveys and Data Quality: A Review, , Online Social Sciences, Hogrefe and Hurber Seattle, B. Batinic, U.D. Reips, M. Bosnjak (Eds.); Waran, N., McGreevy, P., Casey, R.A., Training methods and horse welfare (2002) The Welfare of Horses, pp. 151-180. , Kluwer Academic Publishers, Dordrecht, N. Waran (Ed.); Waring, G.H., (2003) Horse Behaviour: The Behavioural Traits and Adaptations of Domestic and Wild Horses, Including Ponies, , Noyes Publications, New York","Hockenhull, J.; Department of Biological Sciences, University of Chester, Parkgate Road, Chester CH1 4BJ, United Kingdom; email: joannahockenhull@hotmail.com",,,,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,,Scopus,2-s2.0-77957917917
"Lymn J.S., Mostyn A.",55065058300;6601939540;,Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning,2010,BMC Medical Education,10,1, 73,,,,16.0,10.1186/1472-6920-10-73,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77958472712&doi=10.1186%2f1472-6920-10-73&partnerID=40&md5=d695dbdb4758ed50300fa49f3976372d,"School of Nursing, Midwifery and Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, United Kingdom; School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington Campus, Loughborough, United Kingdom","Lymn, J.S., School of Nursing, Midwifery and Physiotherapy, University of Nottingham, Queens Medical Centre, Nottingham, United Kingdom; Mostyn, A., School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington Campus, Loughborough, United Kingdom","Background: Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students. Methods: Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students. Results: 100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p < 0.05) in student knowledge of specific pharmacological concepts. Conclusions: The use of ART enhanced non-medical prescribing students' experience of pharmacology teaching. Student perceptions were that this system increased their ability to identify learning needs and promoted understanding and integration of concepts. Students also reported that the technology aided exam revision and reduced associated anxiety. © 2010 Lymn and Mostyn; licensee BioMed Central Ltd.",,adult; article; behavior; clinical competence; clinical practice; education; female; human; information processing; instrumentation; learning; male; marketing; methodology; middle aged; needs assessment; paramedical personnel; perception; pharmacology; questionnaire; teaching; United Kingdom; Adult; Allied Health Personnel; Clinical Competence; Data Collection; Educational Measurement; Female; Focus Groups; Great Britain; Humans; Learning; Male; Marketing; Middle Aged; Needs Assessment; Perception; Pharmacology; Physician's Practice Patterns; Power (Psychology); Questionnaires; Teaching; Young Adult,,,,,,,,,,,"(2005) Supplementary Prescribing by Nurses, Pharmacists, Chiropodists/ podiatrists, Physiotherapists and Radiographers Within the NHS in England, , Department of Health, London, HMSO; (2006) Medicines Matter, , Department of Health, London, HMSO; Lymn, J.S., Bath-Hextall, F., Wharrad, H.J., Pharmacology education for nurse prescribing students - A lesson in reusable learning objects (2008) BMC Nursing, 7, p. 2. , 10.1186/1472-6955-7-2. 18215261; Jordan, S., Davies, S., Green, B., The biosciences in the pre-registration nursing curriculum: Staff and students' perceptions of difficulties and relevance (1999) Nurse Education Today, 19 (3), pp. 215-226. , 10.1016/S0260-6917(99)80007-0. 10578831; Manias, E., Bullock, S., The educational preparation of undergraduate nursing students in pharmacology: Clinical nurses' perceptions and experiences of graduate nurses' medication knowledge (2002) International Journal of Nursing Studies, 39 (8), pp. 773-784. , DOI 10.1016/S0020-7489(02)00008-1, PII S0020748902000081; King, R.L., Nurses' perceptions of their pharmacology educational needs (2004) Journal of Advanced Nursing, 45 (4), pp. 392-400. , 10.1046/j.1365-2648.2003.02922.x. 14756833; Maxwell, S., Walley, T., Teaching safe and effective prescribing in UK medical schools: A core curriculum for tomorrow's doctors (2003) Br J Clin Pharmacol, 55, pp. 496-503. , 10.1046/j.1365-2125.2003.01878.x. 12814441; Letter, S., Rycroft-Malone, J., Yerrell, P., Shaw, D., Nurses' educational preparation for a medication education role: Findings from a national survey (2001) Nurse Education Today, 21, pp. 143-154. , 10.1054/nedt.2000.0528. 11170801; Manias, E., Bullock, S., The educational preparation of undergraduate nursing students in pharmacology: Perceptions and experiences of lecturers and students (2002) International Journal of Nursing Studies, 39 (7), pp. 757-769. , DOI 10.1016/S0020-7489(02)00018-4, PII S0020748902000184; Meade, O.B.D., Lymn, J.S., Pharmacology as a foreign language: A preliminary evaluation of podcasting as a supplementary learning tool for non-medical prescribing students (2009) BMC Medical Education, 9 (1), p. 74. , 10.1186/1472-6920-9-74. 20021673; Barber, M., Njus, D., Clicker Evolution: Seeking Intelligent Design (2007) CBE Life Sci Educ, 6 (1), pp. 1-8. , 17339388; Kay, R.H., Lesage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 235-249; Jones, S., Henderson, D., Sealover, P., ""Clickers"" in the classroom (2009) Teaching and Learning in Nursing, 4 (1), pp. 2-5. , 10.1016/j.teln.2008.06.001; Chickering, A.W., Gamson, Z.F., Seven Principles for Good Practice in Undergraduate Education (1987) AAHE Bulletin, 39 (7), pp. 3-7; Debourgh, G.A., Use of classroom 'clickers' to promote acquisition of reasoning skills (2008) Nurse Education in Practice, 8, pp. 76-87. , 10.1016/j.nepr.2007.02.002. 18291324; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system (ARS) in a dual-campus classroom (2008) Am J Pharm Educ, 72 (2), p. 38. , 18483604; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advan Physiol Edu, 26 (4), pp. 299-308; Bonwell, C.C., Eison, J.A., Active Learning: Creating Excitement in the Classroom (1991) ERIC Reports; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anatomical Sciences Education, 2 (4), pp. 160-166. , 10.1002/ase.99. 19670428; Rush, B.R., Hafen Jr., M., Biller, D.S., Davis, E.G., Klimek, J.A., Kukanich, B., Larson, R.L., White, B.J., The Effect of Differing Audience Response System Question Types on Student Attention in the Veterinary Medical Classroom (2010) J Vet Med Educ, 37 (2), pp. 145-153. , 10.3138/jvme.37.2.145. 20576903; Porter, A.G., Tousman, S., Evaluating the Effect of Interactive Audience Response Systems on the Perceived Learning Experience of Nursing Students (2010) J Nurs Educ, , 20509583; Young, P., ""I Might as Well Give Up"": Self-esteem and mature students feelings about feedback on assignments (2000) Journal of Further and Higher Education, 24 (3), pp. 409-418. , 10.1080/030987700750022325; Biggs, J., Tang, C., (2007) Teaching for Quality Learning at University, 3. , Maidenhead: Open University Press; Shute, V.J., Focus on Formative Feedback (2008) Review of Educational Research, 78 (1), pp. 153-189. , 10.3102/0034654307313795; Black, P., Wiliam, D., Assessment and Classroom Learning (1998) Assessment in Education: Principles, Policy & Practice, 5 (1), pp. 7-74; Nicol, D., MacFarlane-Dick, D., Formative assessment and selfregulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218. , DOI 10.1080/03075070600572090, PII K235507100803; Carrillo-De-La-Pẽa, M.T., Baillès, E., Caseras, X., Martínez, Ortet, G., Pérez, J., Formative assessment and academic achievement in pre-graduate students of health sciences (2009) Advances in Health Science Education, 14, pp. 61-67. , 10.1007/s10459-007-9086-y; Foster, N., Gardner, D., Kydd, J., Robinson, B., Roshier, A., Teaching delivery methods - Assessing a novel approach to a traditional curriculum (2007) 11th Teaching and Learning Conference, , Nottingham: University of Nottingham; Meyer, J.H.F., Land, R., Threshold Concepts and Troublesome Knowledge 1 - Linkages to Ways of Thinking and Practising (2002) International Improving Student Learning Symposium (10th: 2002: Brussels, Belgium): 2002; Belgium. OCSLD Rust C; Pope, C., Ziebland, S., Mays, N., Qualitative research in health care: Analysing qualitative data (2000) BMJ, 320 (7227), pp. 114-116. , 10.1136/bmj.320.7227.114. 10625273; Ritchie, J., Spencer, L., Qualitative data analysis for applied policy research (1994) Analysing Qualitative Data, pp. 173-194. , London: Routlegde Bryman A, Burgess RG. full-text; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8, pp. 233-258. , 10.1177/1469787407081885; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An Interactive Response System to Promote Active Learning in the Doctor of Pharmacy Curriculum (2004) Am J Pharm Educ, 68 (5), p. 117; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience Response System: Effect on Learning in Family Medicine Residents (2004) Fam Med, 36 (7), pp. 496-504. , 15243831; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Advan Physiol Edu, 33 (1), pp. 60-71. , 10.1152/advan.00109.2007","Mostyn, A.; School of Veterinary Medicine and Science, University of Nottingham, Sutton Bonington Campus, Loughborough, United Kingdom; email: alison.mostyn@nottingham.ac.uk",,,,,,,,14726920,,,20979620.0,English,BMC Med. Educ.,Article,Final,Open Access,Scopus,2-s2.0-77958472712
"Solecki S., Cornelius F., Draper J., Fisher K.",6602704565;12445380200;23496156300;35268636900;,Integrating clicker technology at nursing conferences: An innovative approach to research data collection,2010,International Journal of Nursing Practice,16,3,,268,273,,7.0,10.1111/j.1440-172X.2010.01840.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77958083372&doi=10.1111%2fj.1440-172X.2010.01840.x&partnerID=40&md5=29668f6d9a9cd94e913f0203fd2e3ab2,"Drexel University College of Nursing Health, DUNEI Committee, Philadelphia, PA, United States; University of Pennsylvania, DUNEI Nurse Planner 2008, Philadelphia, PA, United States","Solecki, S., Drexel University College of Nursing Health, DUNEI Committee, Philadelphia, PA, United States; Cornelius, F., Drexel University College of Nursing Health, DUNEI Committee, Philadelphia, PA, United States; Draper, J., University of Pennsylvania, DUNEI Nurse Planner 2008, Philadelphia, PA, United States; Fisher, K., Drexel University College of Nursing Health, DUNEI Committee, Philadelphia, PA, United States","A pilot demonstration of integrating an audience response system, that is, 'clickers' at a nursing education conference as an engaging tool for using the research process for learning through immediate research results is presented. A convenience sample of nursing conference attendees were surveyed using clicker technology before a panel presentation on the 'Impaired Health Professional'. The 208 subjects who used the clickers were mostly women (93%) and were nurse educators (81%) with at least 20 years of nursing experience (75%). The ease of data collection, real-time analysis, the active engagement of both participant and presenter were all findings of this study. The utility of this tool as a stimulus for discussion and learning was also reported. Pilot testing the clicker at an education conference for data collection and educational purposes was an important goal and positive outcome of this study. Researchers and educators are advised on the planning steps required to make this a successful experience. © 2010 Blackwell Publishing Asia Pty Ltd.",Audience response system; Clickers; Impaired health professional; Nursing education conference,"article; automation; information processing; learning; nursing; nursing education; organization; pilot study; Automation; Data Collection; Education, Nursing; Learning; Nursing; Organizational Innovation; Pilot Projects; Automation; Data Collection; Education, Nursing; Learning; Nursing; Organizational Innovation; Pilot Projects",,,,,,,,,,,"Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astronomy Education Review, 1, pp. 70-88; DeBourgh, G., Use of classroom 'clickers' to promote acquisition of advanced reasoning skills (2008) Science Direct, 8, pp. 76-87; (2008), Ohio State University, Students who use 'clickers' score better on physics tests. ScienceDaily 18 July. Available at URL: Accessed 5 May 2010; Brown, M.I., Draper, S.W., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Twetten, J., Smith, M.K., Julius, J., Murphy-Boyer, L., Successful clicker standardization (2007) EDUCAUSE Quarterly, 30 (4), pp. 63-67; Grush, M., Mobilizing higher education and industry (2008) Campus Technology, pp. 16-18. , July 1: Available at URL: Accessed 5 May 2010","Solecki, S.1505 Race St, MS 501 Bellett Bldg, Philadelphia, Pennsylvania, PA 19102, United States; email: sms46@drexel.edu",,,,,,,,13227114,,,20618537.0,English,Int. J. Nurs. Pract.,Article,Final,,Scopus,2-s2.0-77958083372
Johnson N.F.,56874241100;,Using an instructional design model to evaluate a blended learning subject in a pre-service teacher education degree,2010,International Journal of Learning,17,2,,65,80,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77957299928&partnerID=40&md5=a4e950648e9563af79fb1d1a802c62bb,"Monash University, Australia","Johnson, N.F., Monash University, Australia","Over 2007-2008, a pedagogy subject in a pre-service teacher education degree was (re)designed to help students develop their understandings and skills and a wider, more critical appreciation of the work of teachers and approaches to curriculum. The rationale for designing and including the online modules in the subject was to develop information and communication technology (ICT) skills, and to deliver a blended learning approach, argued by some to be more effective, that is, have more advantages than traditional approaches. In this paper, the face-to-face teaching alongside the eLearning that occurred in the blended learning approach is analysed using Tom Reeves and John Hedberg's model (2003) for evaluating interactive learning systems. Arguably, this evaluation model can be usefully applied to higher education teaching that is not fully online, and can help to comprise an integral part of an action research approach. This paper is a 'proof of concept' piece, demonstrating the applicability of the model to a blended learning course. Demonstrating the application of Reeves and Hedberg's model fills a knowledge void on the literature surrounding blended learning. © Common Ground, Nicola F. Johnson.",Auto-Ethnographic; Blended learning; Evaluation; Teacher education,,,,,,,,,,,,"Biggs, J., (2003) Teaching for quality learning at university, , (2nd ed.). Berkshire, UK: The Society for Research into Higher Education; Boyle, T., Bradley, C., Chalk, P., Jones, R., Pickard, P., Using blended learning to improve student success rates in learning to program (2003) Journal of Educational Media, 28 (2-3), pp. 165-178; Brown, G.L., An ontological turn: Reconceptualising a teacher education course using a realist framework (2007) Conference proceedings of the Australian Teacher Educators Association (ATEA) 2007, pp. 1-20. , Wollongong: University of Wollongong; Collis, B.A., Margaryan, A., Criteria for evaluation of success of blended learning methodology (2004) Blended learning: A learning model for geoscientists? European Association of Engineers and Geoscientists (EAGE), pp. 51-55. , http://purl.org/utwente/48619, Paris, France, Available from (date accessed 9/10/2009); Edstrom, K., Doing course evaluation as if learning matters most (2008) Higher Education Research & Development, 27 (2), pp. 95-106; Gunga, S.O., Ricketts, I.W., The prospects for E-Learning revolution in education: A philosophical analysis (2008) Educational Philosophy and Theory, 40 (2), pp. 294-314; Harding, A., Kaczynski, D., Wood, L., Evaluation of blended learning: analysis of qualitative data (2005) UniServe Science Blended Learning Symposium Proceedings, , http://science.uniserve.edu.au/pubs/procs/wshop10/index.html, Available from (date accessed 16/9/2009); Johnson, N.F., Technological disadvantage of the digital age (2004) Refereed paper presented at the Annual Conference of the Australian Association for Research in Education, , http://www.aare.edu.au/04pap/joh04392.pdf, University of Melbourne, November 28-December 2, available; Jonassen, D.H., Land, S.M., Preface (2000) Theoretical Foundations of Learning Environments, pp. 3-9. , D. H. Jonassen & S. M. Land (Eds.), London and Mahwah, NJ: Lawrence Erlbaum; Kalyuga, S., Ayres, P., Chandler, P., Sweller, J., The expertise reversal effect (2003) Educational Psychologist, 38 (1), pp. 23-31; Khan, B., (2009) A Framework for E-Learning, , http://bookstoread.com/framework, Available from (date accessed 9/10/2009); Lim, C.P., Chai, C.S., Rethinking classroom-oriented instructional development models to mediate instructional planning in technology-enhanced learning environments (2008) Teaching and Teacher Education, 24, pp. 2002-2013; Maclellan, E., Pedagogical literacy: What it means and what it allows (2008) Teaching and Teacher Education, 24, pp. 1986-1992; Mayes, J.T., Fowler, C.J.H., Learning technology and usability: a framework for understanding courseware (1999) Interacting with Computers, 11, pp. 485-497; McNiff, J., (1988) Action research: Principles and practice, , Macmillan: London; Mishra, P., Koehler, M.J., Technological pedagogical content knowledge: A framework for teacher knowledge (2006) Teachers College Record, 108 (6), pp. 1017-1054; Palmer, P.J., (1998) The courage to teach: Exploring the inner landscape of a teacher's life, , San Francisco, CA: Jossey-Bass; Ramsden, P., (2002) Learning to teach in higher education, , (2nd ed.). London: Routledge; Reeves, T.C., Harmon, S.W., Systematic evaluation procedures for interactive multimedia for education and training (1994) Multimedia computing: Preparing for the 21 st century, pp. 472-505. , S. Reisman (Ed.), Harrisburg, PA: Idea Group Publishing; Reeves, T.C., Hedberg, J.G., (2003) Interactive learning systems evaluation, , Englewood Cliffs, NJ: Educational Technology Publications; Reeves, T.C., Design research from a technology perspective (2006) Educational design research, pp. 52-66. , J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), London: Routledge; Rovai, A.P., Jordan, H.M., Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses (2004) International Review of Research in Open and Distance Learning, 5 (2), pp. 1-13; Singer, F.M., Moscovici, H., Teaching and learning cycles in a constructivist approach to instruction (2008) Teaching and Teacher Education, 24, p. 16131634; Singh, H., Building effective blended learning programs (2003) Educational Technology, 43 (6), pp. 51-54; Thomas, L., Larson, A., Clift, R., Levin, J., Integrating technology in teacher education programs (1996) Action in Teacher Education, 17 (4), pp. 63-81; Zuber-Skerritt, O., (1992) Action research in higher education: Examples and reflections, , London: Kogan Page","Johnson, N.F.; Monash UniversityAustralia",,,,,,,,14479494,,,,English,Int. J. Learn.,Article,Final,,Scopus,2-s2.0-77957299928
"Patterson B., Kilpatrick J., Woebkenberg E.",7202116398;57211650770;35239346100;,Evidence for teaching practice: The impact of clickers in a large classroom environment,2010,Nurse Education Today,30,7,,603,607,,51.0,10.1016/j.nedt.2009.12.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956094431&doi=10.1016%2fj.nedt.2009.12.008&partnerID=40&md5=26353a0e3d8582346e80a66ab09dea4d,"Widener University, School of Nursing, One University Place, Chester PA 19013, United States","Patterson, B., Widener University, School of Nursing, One University Place, Chester PA 19013, United States; Kilpatrick, J., Widener University, School of Nursing, One University Place, Chester PA 19013, United States; Woebkenberg, E., Widener University, School of Nursing, One University Place, Chester PA 19013, United States","As the number of nursing students increases, the ability to actively engage all students in a large classroom is challenging and increasingly difficult. Clickers, or student response systems (SRS), are a relatively new technology in nursing education that use wireless technology and enable students to select individual responses to questions posed to them during class.The study design was a quasi-experimental comparison with one section of an adult medical-surgical course using the SRS and one receiving standard teaching. No significant differences between groups on any measure of performance were found. Focus groups were conducted to describe student perceptions of SRS. Three themes emerged: Being able to respond anonymously, validating an answer while providing immediate feedback, and providing an interactive and engaging environment. Although the clickers did not improve learning outcomes as measured by objective testing, perceptions shared by students indicated an increased degree of classroom engagement. Future research needs to examine other potential outcome variables. © 2009 Elsevier Ltd.",Active learning; Baccalaureate nursing students; Classroom technology; Evidence-based teaching practice,"adaptive behavior; article; chi square distribution; education; educational technology; evaluation; female; health care quality; health personnel attitude; human; instrumentation; male; methodology; nursing education; nursing methodology research; nursing student; psychological aspect; qualitative research; questionnaire; teaching; United States; wireless communication; Attitude of Health Personnel; Chi-Square Distribution; Computer-Assisted Instruction; Education, Nursing, Baccalaureate; Educational Measurement; Educational Technology; Feedback, Psychological; Female; Humans; Male; Mid-Atlantic Region; Nursing Education Research; Nursing Methodology Research; Program Evaluation; Qualitative Research; Questionnaires; Students, Nursing; Teaching; Wireless Technology",,,,,,,,,,,"(2008), http://www.aacn.nche.edu/Media/FactSheets/NursingShortage.htm, American Association of Colleges in Nursing (AACN), Nursing Shortage Fact Sheet; Banks, D., (2006) Audience Response Systems in Higher Education, , Information Science Publishing, Hershey, Pennsylvania; Bruff, D., (2006), http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm, Research on the Effectiveness of Classroom Response Systems; Bullock, D., LaBella, V., Clingan, T., Ding, Z., Stewart, G., Thibado, P., Enhancing student-instructor interaction frequency (2002) The Physics Teacher, 40, pp. 30-36; Burns, N., Grove, S., (2009) The Practice of Nursing Research: Conduct, Critique, and Utilization, , Elsevier Saunders, St Louis, Missouri; Conoley, J., Moore, G., Croom, B., Flowers, J., A toy or a teaching tool? The use of audience-response systems in the classroom (2006) Techniques: Connecting Education and Careers, 81 (7), pp. 46-48; (1999) How People Learn: Bridging Research and Practice, , National Academy Press, Washington, DC, M. Donovan, J. Bransford, J. Pellegrino (Eds.); Draper, S., Brown, M., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Addison-Wesley, New York; Fies, C., (2005), 66, p. 3195271. , Classroom Response Systems: What do They Add to an Active Learning Environment? Doctoral Dissertation, Dissertation Abstracts International, University of Texas at Austin; Fies, C., Marshall, J., Classroom response systems: a review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Guthrie, R., Carlin, A., (2004), http://www.mhhe.com/cps/docs/CPSWP_WakindDead082003.pdf, Waking the dead: using interactive technology to engage passive listeners in the classroom. In: Proceedings of the Tenth Americas Conference on Information Systems, New York, NY; Hall, R., Collier, H., Thomas, M., Hilgers, M., (2005), http://lite.mst.edu/documents/hall_et_al_srs_amcis_proceedings.pdf, A student response system for increasing engagement, motivation, and learning in higher enrollment lectures. In: Proceedings of the Eleventh Americas Conference on Information Systems, Omaha, NE, USA; Herreid, C., "" Clicker"" cases: introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; Knight, J., Wood, W.B., Teaching more by teaching less (2005) Cell Biology Education, 4, pp. 298-310; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Innovations in Family Medicine Education, 37 (1), pp. 12-14; Miller, R., Ashar, B., Getz, K., Evaluation of an audience response system for the continuing education of health professionals (2003) The Journal of Continuing Education in the Health Professions, 23, pp. 109-115; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T., Efficacy of personal response systems ("" clickers"" ) in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Munro, B., (2005) Statistical Methods for Health Care Research, , Lippincott Wilkins and Williams, Philadelphia, Pennsylvania; Rhem, J., (2007), 16 (4). , http://www.ntlf.com/html/ti/classe.htm, CLASSE: the missing link. The National Teaching and Learning Forum; Sawada, D., (2002), http://www.thefreelibrary.com./, Learning from past and present: electronic response systems in college lecture halls. The Free Library. Learning from past and present: electronic response systems in...-a091487242); Schackow, T., Chavez, M., Loya, L., Friedman, M., Audience response system: effect on learning in family medicine residents (2004) Family medicine, 36, pp. 496-504; Skiba, D., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27, pp. 278-280; Stein, P., Challman, S., Brueckner, J., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45, pp. 469-473; Stowell, J., Nelson, J., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Trapskin, P., Smith, K., Armstead, J., Davis, G., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) American Journal of Pharmaceutical Education, 69, pp. 190-197; Uhari, M., Renko, M., Soini, H., (2003), 3 (12). , http://www.biomedcentral.com/1472-6920/3/12, Experiences of using an interactive audience response system in lectures. BMC Medical Education; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88; Zhu, E., (2007), http://www.crlt.umich.edu/publinks/CRLT_no22.pdf, How are faculty using clickers in the classroom? Center for Research on Teaching and Learning Occasional, Paper No. 22","Patterson, B.; Widener University, School of Nursing, One University Place, Chester PA 19013, United States; email: bjpatterson@mail.widener.edu",,,,,,,,02606917,,,20044180.0,English,Nurse Educ. Today,Article,Final,,Scopus,2-s2.0-77956094431
"Bird C., McClelland J.",36631474000;7103238889;,Have you used clickers in programming?,2010,Journal of Extension,48,5,,1,4,,9.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78549264801&partnerID=40&md5=2c02960e5b54bb6efd200c5b7146aab4,"North Carolina State University, Raleigh, NC, United States","Bird, C., North Carolina State University, Raleigh, NC, United States; McClelland, J., North Carolina State University, Raleigh, NC, United States","Extension agents must provide pertinent programming to their audiences as well as show the impact of their programs. While understanding the audience is a basic tenet of effective public speaking, Extension audiences are not always homogeneous, and typically Extension Agents provide education to participants with different educational levels and life experiences. This article illustrates that Extension educators and their participants can benefit greatly through strategic use of clickers and extends the discussion to the advantages of use for heterogeneous audiences and in applied research. Techniques for using clickers to collect program impact data are discussed. © by Extension Journal, Inc.",,,,,,,,,,,,,"Carnevale, D., Run a class like a game show: 'Clickers' keep students involved (2005) The Chronicle of Higher Education, Information Technology, , (June 24); Cooperstein, S.E., Kocevar-Weidinger, E., Beyond active learning: A constructivist approach to learning (2004) Reference Services Review, 32 (2), pp. 141-148. , Emerald Group Publishing; Gustafson, C., Crane, L., Polling your audience with wireless technology (2005) Journal of Extension [On-line], 43 (1). , http://www.joe.org/joe/2005december/tt3.php, Article 6TOT3; Hoffman, C., Goodwin, S., (2008) A clicker for your thoughts: Technology for active learning, , Emerald Group Publishing; Leu, B., (2009) Cow profitability programs in SE Iowa, , http://www.extension.iastate.edu/ag/success/07-11%20POWs/POW%20140/2009/Leu2.html, (April 7). Retrieved on April 22, 2009; Weerts, S.E., Miller, D., Altrice, A., ""Clicker"", technology promotes interactivity in an undergraduate nutrition course (2009) Journal of Nutrition Education and Behavior, 41 (3), pp. 227-228","Bird, C.; North Carolina State University, Raleigh, NC, United States; email: Carolyn_Bird@ncsu.edu",,,,,,,,10775315,,,,English,J. Ext.,Article,Final,,Scopus,2-s2.0-78549264801
"Moniz Jr. R.J., Eshleman J., Jewell D., Mooney B., Tran C.",35173441500;36662205800;36662062900;36662730000;36663058000;,The impact of information literacy-related instruction in the science classroom: Clickers versus nonclickers,2010,College and Undergraduate Libraries,17,4,,349,364,,4.0,10.1080/10691316.2010.525421,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649863629&doi=10.1080%2f10691316.2010.525421&partnerID=40&md5=70937c785ebf6e6e63c358db27a07cf7,"Johnson and Wales University, 801 West Trade St, Charlotte, NC 28202, United States","Moniz Jr., R.J., Johnson and Wales University, 801 West Trade St, Charlotte, NC 28202, United States; Eshleman, J., Johnson and Wales University, 801 West Trade St, Charlotte, NC 28202, United States; Jewell, D., Johnson and Wales University, 801 West Trade St, Charlotte, NC 28202, United States; Mooney, B., Johnson and Wales University, 801 West Trade St, Charlotte, NC 28202, United States; Tran, C., Johnson and Wales University, 801 West Trade St, Charlotte, NC 28202, United States","The goal of information literacy instruction is to enable students to develop skills that they can use for life to facilitate their empowerment through information. Instruction librarians, particularly those teaching Millenials whose need for ""hands on"" instruction has been widely emphasized, are constantly searching for methodologies that will provide appropriate levels of interactive instruction. Many methods for enhancing the relevance of library instruction have been discussed in the literature. This study, designed and developed by a collaborative team of librarians and science faculty, describes the effects of providing course-integrated, interactive (with clickers) information literacy instruction to undergraduates at a small private nonprofit university in the Southeast. © Taylor & Francis Group, LLC.",Academic libraries; Clickers; Information literacy; Science,,,,,,,,,,,,"Alexander, J.E., Tate, M.A., (1999) Web Wisdom: How to Evaluate and Create Information Quality On the Web, , Mahwah, NJ: Lawrence Erlbaum Associates, Publishers; (2000) Information Literacy Competency Standards For Higher Education, , http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm, Association of College and Research Libraries (ACRL); Burkhardt, J.M., Macdonald, M.C., Rathemacher, A., (2003) Teaching Information Literacy: 35 Practical Standards-based Exercises For College Students, , Chicago: American Library Association; Caldwell, J.E., Clickers in the large classroom: Current research and best practice tips (2007) CBE-Life Sciences Education, 6, pp. 9-20; Corcos, E., Monty, V., Interactivity in library presentations using a personal response system (2008) Educause Quarterly, 2, pp. 53-60; Dill, E., Do clickers improve library instruction? Lock in your answers now (2008) Journal of Academic Librarianship, 34, pp. 527-529; Duncan, D., (2004) Clickers In the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco: Pearson Education; Eagle, M., (2006) Using Multiple Linear Regression to Evaluate the Use of a Classroom Performance System In An Introductory Statistics Course, , MS dissertation, Virginia Commonwealth University; Edzan, N.N., Tracing information literacy of computer science undergraduates: A content analysis of students' academic exercise (2007) Malaysian Journal of Library & Information Science, 12, pp. 97-109; Ewing, A.T., Increasing Classroom Engagement Through the Use of Technology, , Final Paper, Maricopa Institute of Learning Fellowship; Floyd, D.M., Colvin, G., Bodur, Y., A faculty-librarian collaboration for developing information literacy skills among preservice teachers (2006) Teaching and Teacher Education, 24, pp. 368-376; Hoernschemeyer, D., Invigorating education with the scientific paradigm (2000) Phi Delta Kappa Fastbacks, 472, pp. 7-40; Kapoun, J., Teaching undergraduates WEB evaluation: A guide for library instruction (1998) College & Research Libraries News, 59, pp. 522-523; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46, pp. 242-244; Macarthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9, pp. 187-195; Matthews, M.R., (1994) Science Teaching: The Role of History and Philosophy of Science, , New York: Routledge; Meola, M., Chucking the checklist: A contextual approach to teaching undergraduates web-site evaluation (2004) Portal: Libraries and The Academy, 4, pp. 331-344; Moniz, R., Fine, J., Bliss, L., The effectiveness of direct-instruction and student-centered teaching methods on students' functional understanding of plagiarism (2008) College & Undergraduate Libraries, 15, pp. 255-279; Moore, J.W., Teaching thinking (2008) Journal of Chemical Education, 85, p. 763; Petersohn, B., Classroom performance systems, library instruction and instructional design: A pilot study and some observations (2008) Portal: Libraries and The Academy, 8, pp. 313-324; Preszler, R.W., Angus, D., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6, pp. 29-41; Prochnow, H.V., Prochnow, H.V., (1988) The Toastmaster's Treasure Chest, p. 2002. , New York: Castle Books; Rangachari, P.K., Rangachari, U., Information literacy in an inquiry course for first-year science undergraduates: A simplified 3C approach (2007) Advances In Physiology Education, 31, pp. 176-179; Robinson, A.M., Schlegl, K., Student bibliographies improve when professors provide enforceable guidelines for citations (2004) Portal: Libraries and The Academy, 4, pp. 275-290; Shermer, M., Smart people believe weird things (2002) Scientific American, 287, p. 35; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Research Briefs, 45, pp. 469-473","Moniz, R. J.; Johnson and Wales University, 801 West Trade St, Charlotte, NC 28202, United States; email: richard.moniz@jwu.edu",,,,,,,,10691316,,,,English,Coll. Undergrad. Libr.,Article,Final,,Scopus,2-s2.0-78649863629
"Joseph W., Frei P., Roösli M., Thuróczy G., Gajsek P., Trcek T., Bolte J., Vermeeren G., Mohler E., Juhász P., Finta V., Martens L.",22985227300;24724042300;6603273803;6701402428;57200771669;56199938500;26633399600;23974082200;24725125500;36452854400;36169207800;7103396069;,Comparison of personal radio frequency electromagnetic field exposure in different urban areas across Europe,2010,Environmental Research,110,7,,658,663,,101.0,10.1016/j.envres.2010.06.009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956169759&doi=10.1016%2fj.envres.2010.06.009&partnerID=40&md5=d6f8c54728051b86f375b89014ef8893,"Department of Information Technology, Ghent University/IBBT Gaston, Crommenlaan 8, B-9050 Ghent, Belgium; Swiss Tropical and Public Health Institute Basel, Switzerland; University of Basel, Switzerland; Department of Non-ionizing Radiation, National Research Institute for Radiobiology and Radiohygiene, Pf. 101, Budapest 1775, Hungary; Institute of Non-ionizing Radiation, 1000 Ljubljana, Slovenia; Laboratory for Radiation Research, National Institute for Public Health and the Environment (RIVM), Bilthoven, Netherlands; Eötvös Loránd University, Faculty of Science Institute of Physics, Department of Atomic Physics Address 1117 Budapest, Pázmány Péter sétány 1/A, Hungary; French National Institute for Industrial Environment and Risks (INERIS), Verneuil en Halatte, France","Joseph, W., Department of Information Technology, Ghent University/IBBT Gaston, Crommenlaan 8, B-9050 Ghent, Belgium; Frei, P., Swiss Tropical and Public Health Institute Basel, Switzerland, University of Basel, Switzerland; Roösli, M., Swiss Tropical and Public Health Institute Basel, Switzerland, University of Basel, Switzerland; Thuróczy, G., Department of Non-ionizing Radiation, National Research Institute for Radiobiology and Radiohygiene, Pf. 101, Budapest 1775, Hungary, French National Institute for Industrial Environment and Risks (INERIS), Verneuil en Halatte, France; Gajsek, P., Institute of Non-ionizing Radiation, 1000 Ljubljana, Slovenia; Trcek, T., Institute of Non-ionizing Radiation, 1000 Ljubljana, Slovenia; Bolte, J., Laboratory for Radiation Research, National Institute for Public Health and the Environment (RIVM), Bilthoven, Netherlands; Vermeeren, G., Department of Information Technology, Ghent University/IBBT Gaston, Crommenlaan 8, B-9050 Ghent, Belgium; Mohler, E., Swiss Tropical and Public Health Institute Basel, Switzerland, University of Basel, Switzerland; Juhász, P., Department of Non-ionizing Radiation, National Research Institute for Radiobiology and Radiohygiene, Pf. 101, Budapest 1775, Hungary; Finta, V., Eötvös Loránd University, Faculty of Science Institute of Physics, Department of Atomic Physics Address 1117 Budapest, Pázmány Péter sétány 1/A, Hungary; Martens, L., Department of Information Technology, Ghent University/IBBT Gaston, Crommenlaan 8, B-9050 Ghent, Belgium","Background: Only limited data are available on personal radio frequency electromagnetic field (RF-EMF) exposure in everyday life. Several European countries performed measurement studies in this area of research. However, a comparison between countries regarding typical exposure levels is lacking. Objectives: To compare for the first time mean exposure levels and contributions of different sources in specific environments between different European countries. Methods: In five countries (Belgium, Switzerland, Slovenia, Hungary, and the Netherlands), measurement studies were performed using the same personal exposure meters. The pooled data were analyzed using the robust regression on order statistics (ROS) method in order to allow for data below the detection limit. Mean exposure levels were compared between different microenvironments such as homes, public transports, or outdoor. Results: Exposure levels were of the same order of magnitude in all countries and well below the international exposure limits. In all countries except for the Netherlands, the highest total exposure was measured in transport vehicles (trains, car, and busses), mainly due to radiation from mobile phone handsets (up to 97%). Exposure levels were in general lower in private houses or flats than in offices and outdoors. At home, contributions from various sources were quite different between countries. Conclusions: Highest total personal RF-EMF exposure was measured inside transport vehicles and was well below international exposure limits. This is mainly due to mobile phone handsets. Mobile telecommunication can be considered to be the main contribution to total RF-EMF exposure in all microenvironments. © 2010 Elsevier Inc.",DECT cordless phone; Exposure of general public; Mobile phone base station; Personal exposure meter; Radio frequency electromagnetic fields (RF-EMF); RF measurement,electromagnetic field; frequency analysis; mobile communication; radio; regression analysis; transport vehicle; urban area; article; Belgium; electromagnetic field; environmental exposure; Europe; home; Hungary; mobile phone; Netherlands; priority journal; radiofrequency; Slovenia; Switzerland; traffic and transport; urban area; work environment; comparative study; human; radiofrequency radiation; urban population; Electromagnetic Fields; Environmental Exposure; Europe; Humans; Radio Waves; Urban Population; Electromagnetic Fields; Environmental Exposure; Europe; Humans; Radio Waves; Urban Population,,,,,"ZonMw

Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung: 405740-113595",W. Joseph is a Post-Doctoral Fellow of the FWO-V (Research Foundation – Flanders). The Swiss study was funded by the Swiss National Science Foundation (Grant 405740-113595 ). The Hungarian study was granted by Ministry of Health ETT-037/2006 . G. Thuróczy thanks Edit Sárközi for her technical help in the data recording and evaluation. J. Bolte thanks the Netherlands Organization for Health Research and Development (ZonMw) for funding the Dutch study ( http://www.zonmw.nl/en/programmes/all-programmes/electromagnetic-fields-and-health-research/ ).,,,,,"Bolte, J., Pruppers, M., Kramer, J., Van der Zande, G., Schipper, C., Fleurke, S., Kluwer, T., Kromhout, J., The Dutch exposimeter study: developing an activity exposure matrix (2008) Epidemiology, 19 (6), pp. S78-79; Frei, P., Mohler, E., Neubauer, G., Theis, G., Burgi, A., Frohlich, J., Braun-Fahrlander, C., Roösli, M., Temporal and spatial variability of personal exposure to radiofrequency electromagnetic fields (2009) Environmental Research, 109, pp. 779-785; Frei, P., Mohler, E., Burgi, A., Frohlich, J., Neubauer, G., Braun-Fahrlander, C., Roösli, M., A prediction model for personal radio frequency electromagnetic field exposure (2009) Sci. Total Environ., 408, pp. 102-108. , QUALIFEX team; Helsel, D.R., (2005) Nondetects and Data Analysis, , John Wiley & Sons Inc., New Jersey, M. Scott, V. Barnett (Eds.); International Commission on Non-ionizing Radiation Protection (ICNIRP) Guidelines for limiting exposure to time-varying electric, magnetic, and electromagnetic fields (up 300GHz) (1998) Health Phys., 74 (4), pp. 494-522; Inyang, I., Benke, G., McKenzie, R., Abramson, M., Comparison of measuring instruments for radiofrequency radiation from mobile telephones in epidemiological studies: implications for exposure assessment (2008) J. Expo. Sci. Environ. Epidemiol., 18, pp. 134-141; Joseph, W., Vermeeren, G., Verloock, L., Heredia, M.M., Martens, L., Characterization of personal RF electromagnetic field exposure and actual absorption for the general public (2008) Health Phys., 95 (3), pp. 317-330; Knafl, U., Lehmann, H., Riederer, M., Electromagnetic field measurements using personal exposimeters (2008) Bioelectromagnetics, 29, pp. 160-162; Lehmann, H., Biner, J., Eicher, B., Fritschi, P., Hermann, U., Knafl, U., Rubin, M., (2006), Benchmarking personal radiofrequency exposimeters. In: Proceedings of the International Conference and COST 281 Workshop on Emerging Technologies, Potential Sensitive Groups and Health, Graz; Mann, S.M., Addison, D.S., Blackwell, R.P., Khalid, M., (2005), Personal dosimetry of RF radiation: laboratory and volunteer trials of an RF personal exposure meter. Health Protection Agency HPA-RPD-008; Neubauer, G., Feychting, M., Hamnerius, Y., Kheifets, L., Kuster, N., Ruiz, I., Schuz, J., Röösli, M., Feasibility of future epidemiological studies on possible health effects of mobile phone base stations (2007) Bioelectromagnetics, 28, pp. 224-230; Neubauer, G., Cecil, S., Giczi, W., Petric, B., Preiner, P., Fröhlich, J., Röösli, M., (2008), http://www.mobile-research.ethz.ch/var/SB_Neubaue_pre25f.pdf, Final report on the Project C2006-07, Evaluation of the correlation between RF dosimeter reading and real human exposure. ARC-Report ARC-IT-0218. Austrian Research Centers GmbH-ARC. Available at 〈thomam; Radon, K., Spegel, H., Meyer, N., Klein, J., Brix, J., Wiedenhofer, A., Eder, H., Nowak, D., Personal dosimetry of exposure to mobile telephone base stations? An epidemiologic feasibility study comparing the Maschek dosimeter prototype and the Antennessa DSP-090 system (2006) Bioelectromagnetics, 27 (1), pp. 77-81; Röösli, M., Frei, P., Mohler, E., Braun-Fahrländer, C., Burgi, A., Fröhlich, J., Neubauer, G., Egger, M., Statistical analysis of personal radiofrequency electromagnetic field measurements with nondetects (2008) Bioelectromagnetics, 29 (6), pp. 471-478; Röösli, M., Frei, P., Bolte, J., Neubauer, G., Cardis, E., Feychting, M., Gajsek, P., Vrijheid, M., Conduct of a personal radiofrequency electromagnetic field measurement study: proposed study protocol (2010) Environ. Health, 9, p. 23; Thomas, S., Kühnlein, A., Heinrich, S., Praml, G., Von Kries, R., Radon, K., Exposure to mobile telecommunication networks assessed using personal dosimetry and well-being in children and adolescents: the German MobilEe-study (2008) Environ. Health, 7 (1), p. 54; Thomas, S., Kühnlein, A., Heinrich, S., Praml, G., Nowak, D., Von Kries, R., Radon, K., Personal exposure to mobile phone frequencies and well-being in adults: a cross-sectional study based on dosimetry (2008) Bioelectromagnetics, 29 (6), pp. 463-470; Thuróczy, G., Molnár, F., Jánossy, G., Nagy, N., Kubinyi, G., Bakos, J., Szabó, J., Personal RF exposimetry in urban area (2008) Ann. Telecommun., 63, pp. 87-96; Trcek, T., Valic, B., Gajsek, P., (2007), 16, pp. 222-225.. , Measurements of background electromagnetic fields in human environment. IFMBE Proceedings 11th Mediterranean Conference on Medical and Biomedical Engineering and Computing 2007, Ljubljana, Slovenia MEDICON; Valic, B., Trcek, T., Gajsek, P., (2009), http://bioem2009.org/uploads/Abstract%20Collections.pdf, Personal exposure to high frequency electromagnetic fields in Slovenia. In: Joint Meeting of the Bioelectromagnetics Society and the European BioElectromagnetics Association, 14-19 June 2009. Davos, Switzerland [Online 7 December 2009 〈〉]; Viel, J.-F., Cardis, E., Moissonnier, M., De Seze, R., Hours, M., Radiofrequency exposure in the French general population: band, time, location and activity variability (2009) Environ. Int., 35 (8), pp. 1150-1154. , [Online 7 July 2009]","Joseph, W.; Department of Information Technology, Ghent University/IBBT Gaston, Crommenlaan 8, B-9050 Ghent, Belgium; email: wout.joseph@intec.UGent.be",,,,,,,,00139351,,ENVRA,20638656.0,English,Environ. Res.,Article,Final,,Scopus,2-s2.0-77956169759
"Kolikant Y.B.-D., Drane D., Calkins S.",6506399743;8677471700;36964145700;,“Clickers” as Catalysts for Transformation of Teachers,2010,College Teaching,58,4,,127,135,,21.0,10.1080/87567551003774894,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84861199600&doi=10.1080%2f87567551003774894&partnerID=40&md5=b289229d1d188e0ab048390751890346,"Hebrew University, Israel; Northwestern University, United States","Kolikant, Y.B.-D., Hebrew University, Israel; Drane, D., Northwestern University, United States; Calkins, S., Northwestern University, United States","Personal response systems (PRS)—also called student response systems (SRS), or more commonly, “clickers”—can be a catalyst for transformation of a learning environment from one of silence to one rich in dialogue and interaction. But how is this transformation achieved? In this paper, we present three case studies of instructors who use PRS in undergraduate science and math classes at a research-intensive institution in the Midwest, USA. All three instructors reported having to make significant adjustments to their teaching over time in order to transform their respective learning environments and fully realize the benefits of PRS. These adjustments included (1) modifying activities to overcome the tension between the students’ desire for anonymity and the need for interactivity to enhance learning, and (2) revising PRS questions in response to student behavior. We contend that transformation of the environment with PRS is neither instantaneous nor straightforward. As such, faculty who introduce PRS to their classrooms may benefit from substantial pedagogical and technological support. Finally, we note that the ongoing feedback about student learning in the classroom that PRS provides may act as a powerful catalyst to transform faculty, moving them from teacher-centered conceptions and approaches to teaching to student-centered conceptions and approaches. © 2010, Copyright Taylor & Francis Group, LLC.",case study; faculty conceptions of teaching; personal response systems; student engagement,,,,,,,,,,,,"Barrett, M.S., Bornsen, S.E., Erickson, S.L., Markey, V., Spiering, K., The personal response system as a teaching aid (2005) Communication Teacher, 19 (3), pp. 89-92; Bligh, D., (2000) What's the use of lectures?, , Exeter: Intellect Press; Bode, M., Drane, D., Ben-David Kolikant, Y., Schuller, M., A clicker approach to teaching calculus (2009) Notices of the American Mathematical Society, 56 (2), pp. 253-256; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal (ALT-J), 11 (3), pp. 43-57; Bransford, J., Brophy, S., Williams, S., When computer technologies meet the learning sciences: Issues and opportunities (2000) Journal of Applied Developmental Psychology, 21 (1), pp. 59-84; Calkins, S., Light, G., Promoting student-centered teaching through a project-based faculty development program (2008) To Improve the Academy, 26, pp. 217-229; Chi, M.T.H., Constructing self-explanations and scaffolded explanations in tutoring (1996) Applied Cognitive Psychology, 10, pp. 33-49; Cooper, J., Robinson, P., The argument for making large classes seem small (2000) New Directions in Teaching and Learning, 81, pp. 5-16; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 3-23; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , San Francisco, CA: Pearson Education/Addison-Wesley/Benjamin Cummings; Elliot, C., Using a personal response system in economics teaching (2003) International Review of Economic Education, , http://www.economics.ltsn.ac.uk/iree.htm, [on-line], 1(1); Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: results from a range of classrooms (2002) The Physics Teacher, 40, pp. 206-209; Glaser, B.G., Strauss, A.M., (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research, , Chicago: Aldine, and; Hake, R.R., Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Immerwahr, J., Engaging the “Thumb” generation with clickers (2009) Teaching Philosophy, 32 (3), pp. 233-245; Jackson, M., Trees, A., (2003) Clicker implementation and assessment. Boulder, CO: Information and Technology Services and Faculty Teaching Excellence Program, University of Colorado, , http://comm.colorado.edu/mjackson/clickerreport.htm, Retrieved January 20, 2007, from, and; Kolikant, Y., McKenna, A., Yalvac, B., Using the personal response system as a cultural bridge from silent absorption to active participation (2005) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005, pp. 2660-2667. , Kommers P., Richards G., (eds), Chesapeake, VA: AACE, and, In, Edited by; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46, pp. 242-244; Light, G., Cox, R., Calkins, S., (2009) Learning and teaching in higher education: The reflective professional., , London: Sage, and; Linsenmeier, R.A., Olds, S.A., Ben-David Kolikant, Y., (2006) Instructor and course changes resulting from an HPL-inspired use of personal response systems, , 36th ASEE/IEEE Frontiers in Education Conference, October 28–31, 2006, San Diego CA M4C-21, and; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 2, pp. 71-74; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57. , et al., and; Mazur, E., (1997) Peer Instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (“Clickers”) in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Nicol, D.J., Boyle, J.T., Peer Instruction versus class-wide discussion in large classes: a comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Penner, J., (1984) Why many college teachers cannot lecture, , Springfield, IL: Charles C. Thomas; Penuel, W.R., Crawford, V., Boscardin, C.K., Masyn, K., Debarger, A.H., Urdan, T.C., (2005) Teaching with student response system technology: A survey of K-12 teachers, , Menlo Park, CA: SRI International, and; Prosser, M., Trigwell, K., (1999) Understanding learning and teaching: The experience in higher education, , Buckingham: Open University Press, and; Roselli, R.J., Brophy, S.I., Exploring an electronic polling system for the assessment of student progress in two biomedical engineering courses (2002) Proceeding of the 2002 American Society for Engineering Education Annual Conference and Exposition, , (CD-ROM DEStech Publications) Session 2609, and; Stake, R., (1995) The art of case study research, , Thousand Oaks, CA: Sage Publications; Webb, N.M., Mastergeorge, A.M., Promoting effective helping behavior in peer-directed groups (2003) International Journal of Educational Research, 39, pp. 73-97; Wit, E., Who wants to be… the use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 14-20; Wulff, D.H., Nyquist, J.D., Abbott, R.D., Students’ perceptions of large classes (1987) Teaching Large Classes Well, pp. 17-30. , Weimer M., (ed), San Francisco: Jossey-Bass, and, In, Edited by; Yazedjian, A., Kolkhorst, B.B., Implementing small group activities in large lecture classes (2007) College Teaching, 55, pp. 164-169; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88","Drane, D.; Searle Center for Teaching Excellence, Northwestern University, 627 Dartmouth Place, United States; email: d-drane@northwestern.edu",,,Taylor and Francis Ltd.,,,,,87567555,,,,English,Coll. Teach.,Article,Final,,Scopus,2-s2.0-84861199600
"Porter A.G., Tousman S.",36523748200;6507774392;,Evaluating the Effect of Interactive Audience Response Systems on the Perceived Learning Experience of Nursing Students,2010,Journal of Nursing Education,49,9,,523,527,,16.0,10.3928/01484834-20100524-10,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77957336600&doi=10.3928%2f01484834-20100524-10&partnerID=40&md5=12c1d2180997f5afb7c88300acf99ee3,"Jefferson College of Health Sciences, 920 S. Jefferson Street, P.O. Box 13186, Roanoke, VA 24031, United States","Porter, A.G., Jefferson College of Health Sciences, 920 S. Jefferson Street, P.O. Box 13186, Roanoke, VA 24031, United States; Tousman, S., Jefferson College of Health Sciences, 920 S. Jefferson Street, P.O. Box 13186, Roanoke, VA 24031, United States","Interactive audience Response systems (ARS) are widely used as tools to promote active learning in the classroom in many disciplines. Researchers have found that ARS technology with question-driven instruction (QDI) makes classroom instruction more student centered, while creating an environment for active learning. The purpose of this study was to evaluate the effect of ARS with QDI in one bachelors of Science in nursing course on the perceived learning experience of the students. ARS technology with QDI was used in a beginning medical-surgical class of junior-level students throughout one semester. Descriptive statistical analyses indicated that nursing students positively evaluated the effect of ARS with QDI on their learning. Qualitative analyses indicated that students had better understanding of the material via post-question discussion of the rationales for answers, enhanced NCLEX-RN preparation, and increased interactivity, which led to paying more attention in class. © SLACK Incorporated.",,"article; education; educational model; feedback system; human; methodology; nursing education; nursing student; problem based learning; questionnaire; teaching; Computer-Assisted Instruction; Education, Nursing, Baccalaureate; Educational Measurement; Feedback; Humans; Models, Educational; Problem-Based Learning; Questionnaires; Students, Nursing; Teaching",,,,,,,,,,,"Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction: Teaching science (well) with an audience response system (2006) Audience Response Systems In Higher Education: Applications and Cases, pp. 96-115. , in D.A. Banks (ed.), (2nd ed., Hershey, Pa: information science; Burnstein, R.A., Lederman, L.M., The use and evolution of an audience response system (2006) Audience Response Systems In Higher Education: Applications and Cases, pp. 40-52. , in D.A. Banks (ed.), 2nd ed., Hershey, Pa: information science; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6, pp. 9-20; Frey, B.A., Wilson, D.H., (2004) Student Response Systems: Low Technology Applications, , http://zircon.mcli.dist.maricopa.edu/lta/archives/lta37.php; Gagnon, G.W., Collay, M., (2001) Designing For Learning: Six Elements In Con-structivist Classrooms, , Thousand Oaks, ca; Corwin Press; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning In Higher Education, 8, pp. 233-258; Guthrie, R.W., Carlin, A., (2004) Waking the Dead: Using Interactive Technology to Engage Passive Learners In the Classroom, , http://www.audienceresponseinfo.com/interactive-technology-classroom/; Hinde, K., Hunt, A., Using the personal response system to enhance student learning: Some evidence from teaching economics (2006) Audience Response Systems In Higher Education: Applications and Cases, pp. 140-154. , in D.A. Banks, 2nd ed., Hershey, Pa: information science; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) Journal of Dental Education, 69, pp. 378-381; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37, pp. 12-14; Molgaard, L.K., Using a wireless response system to enhance student learning (2005) Journal of Veterinary Medical Education, 32, pp. 127-128; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32, pp. 113-116; Peters, M., Does constructivist epistemology have a place in nurse education? (2000) Journal of Nursing Education, 39, pp. 166-172; Skiba, D., Barton, A., Adapting your teaching to accommodate the net generation of learners (2006) The Online Journal of Issues In Nursing, 11 (2). , http://www.nursingworld.org/ojin/topic30/topic30_4.htm; Slain, D., Abate, M., Hodges, B.M., Sta-Matakis, M., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) American Journal of Pharmaceutical Education, 68 (5). , article 117; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3, p. 12; Webking, R., Valenzuela, F., Using audience response systems to develop critical thinking skills (2006) Audience Response Systems In Higher Education: Applications and Cases, pp. 127-139. , in D.A. Banks (ed.), 2nd ed, Hershey, Pa: information science","Porter, A. G.; Nursing Department Chair, Jefferson College of Health Sciences, 920 S. Jefferson Street, P.O. Box 13186, Roanoke, VA 24031, United States; email: agporter@jchs.edu",,,,,,,,01484834,,,20509583.0,English,J. Nurs. Educ.,Article,Final,,Scopus,2-s2.0-77957336600
"Hwang J.H., Wolfe K.",36194851100;8904298400;,Implications of using the electronic response system in a large class,2010,Journal of Teaching in Travel and Tourism,10,3,,265,279,,6.0,10.1080/15313220.2010.503536,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956022003&doi=10.1080%2f15313220.2010.503536&partnerID=40&md5=59dc5f5db80429255c0648edff8b6127,"School of Travel Industry Management, University of Hawaii at Manoa, 2560 Campus Rd., George Hall 218, Honolulu, HI 96822, United States; North Dakota State University, Fargo, ND, United States","Hwang, J.H., School of Travel Industry Management, University of Hawaii at Manoa, 2560 Campus Rd., George Hall 218, Honolulu, HI 96822, United States; Wolfe, K., North Dakota State University, Fargo, ND, United States","Most students come to today's classrooms with technological dependence and a desire for instant gratification. As faculty struggle to engage and teach this generation of students, there is an increase in technology use in classrooms. One tool commonly used to engage these learners is the electronic response system (ERS), which allows students to answer questions anonymously during class and to receive instant feedback. This study examined ERS implications in a large classroom setting within the content area of social science. Although test scores did not improve significantly, benefits to educators and students are identified. © Taylor & Francis Group, LLC.",Electronic response system; Teaching and learning; Technology,,,,,,,,,,,,"Avilles, K., Phillips, B., Rosenblatt, T., Vargas, J., If higher education listened to me (2005) Educause, pp. 17-28. , September/October; Bonwell, C.C., Eison, J.A., (1991) Active Learning: Creating Excitement In the Classroom, , (ASHE-ERIC Higher Education Report No. 1). Washington, DC: The George Washington University, School of Education and Human Development; (2005) A Survey On the Effectiveness of PRS, , http://celt.ust.hk/ideas/prs/resources.htm#appA, Center for Enhanced Learning and Teaching (CELT) at Hong Kong University of Science and Technology, Retrieved April 22, 2010, from; Chickering, A., Gamson, Z., Seven principles for good practice in undergraduate education (1987) AAHE Bulletin, , http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm, March, Retrieved February 2, 2009, from; Claxton, C.S., Murrell, P.H., (1987) Learning Styles: Implications For Improving Educational Practices, , (ASHE-ERIC Higher Education Report No. 4). Washington, DC: The George Washington University, School of Education and Human Development; Draper, S., Brown, M., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2001) Australian Journal of Educational Technology, 18, pp. 13-23; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, , http://www.economics.ltsn.ac.uk/iree/i1/elliott.htm, Retrieved December 28, 2006, from; Felder, R.M., We never said it would be easy (1995) Chemical Engineering Education, 29 (1), pp. 32-33; Jacques, P., Deale, C., Grager, J., Formal and informal applications of the technology acceptance model in the hospitality classroom (2006) Journal of Hospitality & Tourism Education, 18 (3), pp. 67-75; Judson, E., Swada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers In Mathematics and Science Teaching, 21 (2), pp. 167-181; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Light, R.J., (1990) Harvard Assessment Seminars: Explorations With Students and Faculty About Teaching, Learning, and Student Life, , (First Report). Boston, MA: Harvard University; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 30 (2), pp. 71-74; Mills, J., Douglas, A., Ten information technology trends driving the course of hospitality and tourism higher education (2004) Journal of Hospitality & Tourism Education, 16 (4), pp. 21-33; Murphy, B., Smark, C., Convergence of learning experiences for 1st-year tertiary commerce students: Are personal response systems the meeting point? (2006) The Journal of American Academy of Business, 10 (1), pp. 186-191. , Cambridge; Spears, M., Gregoire, M., (2004) Foodservice Organizations: A Managerial Approach, , 5th ed. Upper Saddle River, NJ: Pearson Prentice Hall; Stice, J.E., Using Kolb's learning cycle to improve student learning (1987) Engineering Education, 77 (5), pp. 291-296; Stuart, S., Brown, M., Draper, S., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102; Tapscott, D., (1998) Growing Up Digital: The Rise of The Net Generation, , New York: McGraw-Hill; Wit, E., Who wants to be. The use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 14-20; Yesawich, P., (2008) Travel Trends: It's Not Your Father's Lodging Brand Anymore, p. 18. , June 2, H&MM; Zemke, R., Raines, C., Filipczak, B., (2000) Generations At Work: Managing the Clash of Veterans, Boomers, Xers and Nexters In Your Workplace, , New York: American Management Association; Zhu, E., Kaplan, M., Teaching and technology (2002) McKeachie's Teaching Tips, pp. 204-224. , In W. J. McKeachie (Ed.), 11th ed., Boston, MA: Houghton Mifflin","Hwang, J. H.; School of Travel Industry Management, University of Hawaii at Manoa, 2560 Campus Rd., George Hall 218, Honolulu, HI 96822, United States; email: hyunjooh@hawaii.edu",,,,,,,,15313220,,,,English,J. Teach Travel Tour.,Article,Final,,Scopus,2-s2.0-77956022003
"Schittenhelm R., Ennemoser M., Schneider W.",36454319600;6603434055;24357489900;,Attention as a mediator of the relationship between television and school achievement [Aufmerksamkeit als mediator der beziehung zwischen fernsehverhalten und schulleistung],2010,Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie,42,3,,154,166,,,10.1026/0049-8637/a000016,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955628922&doi=10.1026%2f0049-8637%2fa000016&partnerID=40&md5=95b15df5645b97c6103d92a3bf0a620e,"Justus-Liebig-Universität Gießen, Pädagogische Psychologie, Otto-Behaghel-Straße 10 F, 35394 Gießen, Germany; Universität Würzburg, Lehrstuhl für Psychologie IV, Wittelsbacherplatz 1, 97074 Würzburg, Germany","Schittenhelm, R., Justus-Liebig-Universität Gießen, Pädagogische Psychologie, Otto-Behaghel-Straße 10 F, 35394 Gießen, Germany; Ennemoser, M., Justus-Liebig-Universität Gießen, Pädagogische Psychologie, Otto-Behaghel-Straße 10 F, 35394 Gießen, Germany; Schneider, W., Universität Würzburg, Lehrstuhl für Psychologie IV, Wittelsbacherplatz 1, 97074 Würzburg, Germany","Although there is evidence for a negative relationship between TV consumption and literacy acquisition, the role of potential causal mechanisms remains unclear. In the present study, the role of attention as factor mediating TV consumption - literacy acquisition relationship was explored in more detail. Moreover, the importance of zapping behavior for this relationship was assessed. A sample of 60 fourth graders completed tests of intellectual ability, reading, and spelling skills. Assessment of attentional abilities included parent and teacher ratings as well as standardized tests. Viewing habits and zapping behavior were assessed electronically and via questionnaires. Overall, findings support the concentration-deterioration hypothesis, given that teacher ratings of attention mediated the negative relationship between TV and reading/spelling skills. Although zapping behavior was not related to literacy outcomes, those children who were classified as both ""heavy viewers"" and ""frequent zappers"" showed particularly weak attentional abilities according to their parents. © 2010 Hogrefe Verlag Göttingen.",ADHD; Attention; School achievement; Television; Zapping,,,,,,,,,,,,"Anderson, D.R., Lorch, E.P., Field, D.E., Sanders, J., The effects of TV program comprehensibility on preschool children's visual attention to television (1981) Child Development, 52, pp. 151-157; Beentjes, J.W.J., Van Der Voort, T.H.A., Television's impact on children's reading skills: A review of research (1988) Reading Research Quarterly, 23, pp. 389-413; Berg, D., Imhof, M., Aufmerksamkeit und Konzentration (2006) Handwörterbuch Pädagogische Psychologie, pp. 41-48. , D. H. Rost (Hrsg.). Weinheim: PVU; Birkel, P., (1994) Weingartener Grundwortschatz Rechtschreib- Test für Dritte und Vierte Klassen (WRT 3+), , Göttingen: Hogrefe; Brickenkamp, R., (2002) Test d2. Aufmerksamkeits-Belastungs-Test, , (9. Aufl.). Göttingen: Hogrefe; Büttner, G., Kurth, E., Konzentrationsleistungen in der schulnahen Testreihe zur Prüfung der Konzentrationsfähigkeit (TPK) - Eine regionale Vergleichsstudie (1996) Zeitschrift für Pädagogische Psychologie, 10, pp. 187-197; Christakis, D.A., Zimmerman, F.J., Digiuseppe, D.L., McCarty, C.A., Early television exposure and subsequent attention problems in children (2004) Pediatrics, 113, pp. 708-714; Döpfner, M., Schürmann, S., Frölich, J., (1997) Therapieprogramm für Kinder Mit Hyperkinetischem und Oppositionellem Problemverhalten: THOP, , Weinheim: Beltz; Ennemoser, M., (2003) Der Einfluss des Fernsehens Auf Die Entwicklung von Lesekompetenzen: Eine Längsschnittstudie Vom Vorschulalter Bis Zur Dritten Klasse, , Hamburg: Kovac; Ennemoser, M., Schneider, W., Relations of television viewing and reading development: Findings from a 4-year longitudinal study (2007) Journal of Educational Psychology, 99, pp. 349-368; Ennemoser, M., Schiffer, K., Reinsch, C., Schneider, W., Fernsehkonsum und die Entwicklung von Sprachund Lesekompetenzen im frühen Grundschulalter: Eine empirische Überprüfung der SÖS-Mainstreaming-Hypothese (2003) Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 35 (1), pp. 12-26; Ferguson, D.A., Measurement of mundane TV behaviors: Remote control device flipping frequency (1994) Journal of Broadcasting & Electronic Media, 38, pp. 35-47; Hasebrink, U., Krotz, F., Wie nutzen Zuschauer das Fernsehen? Konzept zur Analyse individuellen Nutzungsverhaltens anhand telemetrischer Daten (1993) Media Perspektiven, 11, pp. 515-527; Hornik, R., Out-of-school television and schooling: Hypotheses and methods (1981) Review of Ecucational Research, 51, pp. 193-214; Koolstra, C.M., Van Der Voort, T.H.A., Van Der Kamp, L.J.T., Television's impact on children's reading comprehension and decoding skills: A 3-year panel study (1997) Reading Research Quarterly, 32, pp. 128-152; Küspert, P., Schneider, W., (1998) Würzburger Leise Leseprobe (WLLP) - Ein Gruppenlesetest für Die Grundschule, , Göttingen: Hogrefe; Kurth, E., Büttner, G., (1999) Testreihe Zur Prüfung der Konzentrationsfähigkeit (TPK), , (2., neu bearb. Aufl.). Göttingen: Hogrefe; Landhuis, R., Poulton, E.C., Welch, D., Hancox, R.J., Does childhood television viewing lead to attention problems in adolescence? Results from a prospective longitudinal study (2007) Pediatrics, 114, pp. 532-537; Levine, L.E., Waite, M.W., Television viewing and attentional abilities in forth and fifth grade children (2000) Journal of Applied Developmental Psychology, 21, pp. 667-679; Linebarger, D.L., Kosanic, A.Z., Greenwood, C.R., Doku, N.S., Effects of viewing the television program between the Lions on the emergent literacy skills of young children (2004) Journal of Educational Psychology, 96, pp. 297-308; Lorch, E.P., Milich, R., Astrin, C.C., Berthiaume, K.S., Cognitive engagement and story comprehension in typically developing children and children with ADHD from preschool through elementary school (2006) Development Psychology, 42, pp. 1206-1219; Merrell, C., Tymms, P.B., Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress (2001) British Journal of Educational Psychology, 71, pp. 43-56; Obel, C., Henriksen, T.B., Dalsgaard, S., Linnet, K.M., Skajaa, E., Thomsen, P.H., Olsen, J., Does children's watching of television cause attention problems? Retesting the hypothesis in a Danish cohort (2004) Pediatrics, 114, pp. 1372-1373; Oswald, W.D., Roth, E., Der Zahlen-Verbindungs-Test (ZVT) (1987) Ein Sprachfreier Intelligenz-Test Zur Messung der ""kognitiven Leistungsgeschwindigkeit"", , (2., überarb. und erw. Aufl.). Göttingen: Hogrefe; Razel, M., The complex model of television viewing and educational achievement (2001) Journal of Educational Research, 94, pp. 371-379; Rindermann, H., Neubauer, A.C., Informationsverarbeitungsgeschwindigkeit und Schulerfolg: Weisen basale Maße der Intelligenz prädiktive Validität auf? (2000) Diagnostica, 46, pp. 8-17; Schiffer, K., (2003) Fernsehen und Die Entwicklung von Sprachund Lesekompetenzen. Eine Längsschnittstudie Unter Berücksichtigung des Familiären Hintergrundes, , Hamburg: Kovac; Schiffer, K., Ennemoser, M., Schneider, W., Die Beziehung zwischen dem Fernsehkonsum und der Entwicklung von Sprach- und Lesekompetenzen im Grundschulalter in Abhängigkeit von der Intelligenz (2002) Zeitschrift für Medienpsychologie, 14, pp. 2-13; Schmidt-Atzert, L., Krumm, S., Bühner, M., Aufmerksamkeitsdiagnostik. Ableitung eines Strukturmodells und systematische Einordnung von Tests (2008) Zeitschrift für Neuropsychologie, 19 (2), pp. 59-82; Shrout, P.E., Bolger, N., Mediation in experimental and nonexperimental studies: New procedures and recommendations (2002) Psychological Methods, 7, pp. 422-445; Singer, J.L., Singer, D.G., Television-viewing and family communication style as predictors of chilren's emotional behavior (1986) Journal of Children in Contemporary Society, 17, pp. 75-91; Stevens, T., Muslow, A., There is no meaningful relationship between television exposure and symptoms of attention-deficit/hyperactivity disorder (2006) Pediatrics, 117, pp. 665-672; Süllwold, F., Erfordernisse und Defizite der Aufmerksamkeitsdiagnostik (1993) Report Psychologie, 18, pp. 36-51; Vandewater, E., Bickham, D., Lee, J., Cummings, H., Wartella, E., Rideout, V., When the television is always on: Heavy television exposure and young children's development (2005) American Behavioral Scientist, 48, pp. 562-577; Westhoff, K., Kluck, M.-L., Ansätze einer Theorie konzentrativer Leistungen (1984) Diagnostica, 30, pp. 167-183; Wright, J.C., Huston, A.C., Murphy, C., St. Peters, M., Pinon, M., Scantlin, R.M., Kotler, J.A., The relations of early television viewing to school readiness and vocabulary of children from low-income families: The early window project (2001) Child Development, 72, pp. 1347-1366","Schittenhelm, R.; Justus-Liebig-Universität Gießen, Pädagogische Psychologie, Otto-Behaghel-Straße 10 F, 35394 Gießen, Germany",,,,,,,,00498637,,,,German,Z. Entwick.psychol. Padagog. Psychol.,Article,Final,,Scopus,2-s2.0-77955628922
"Ba S.N., Waheed K., Zhou G.T.",24721335800;7004550576;7403685717;,Efficient lookup table-based adaptive baseband predistortion architecture for memoryless nonlinearity,2010,Eurasip Journal on Advances in Signal Processing,2010,, 379249,,,,1.0,10.1155/2010/379249,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955284344&doi=10.1155%2f2010%2f379249&partnerID=40&md5=c1d8b28ec3a5f232869fb5995e2e868c,"School of Electrical and Computer Engineering, Georgia Institute of Technology, Atlanta, GA 30332-0250, United States; RF-CMOS Radio Design Group of the Wireless Terminals Business Unit, Texas Instruments Inc., Dallas, TX 75243, United States","Ba, S.N., School of Electrical and Computer Engineering, Georgia Institute of Technology, Atlanta, GA 30332-0250, United States; Waheed, K., RF-CMOS Radio Design Group of the Wireless Terminals Business Unit, Texas Instruments Inc., Dallas, TX 75243, United States; Zhou, G.T., School of Electrical and Computer Engineering, Georgia Institute of Technology, Atlanta, GA 30332-0250, United States","Digital predistortion is an effective means to compensate for the nonlinear effects of a memoryless system. In case of a cellular transmitter, a digital baseband predistorter can mitigate the undesirable nonlinear effects along the signal chain, particularly the nonlinear impairments in the radiofrequency (RF) amplifiers. To be practically feasible, the implementation complexity of the predistorter must be minimized so that it becomes a cost-effective solution for the resource-limited wireless handset. This paper proposes optimizations that facilitate the design of a low-cost high-performance adaptive digital baseband predistorter for memoryless systems. A comparative performance analysis of the amplitude and power lookup table (LUT) indexing schemes is presented. An optimized low-complexity amplitude approximation and its hardware synthesis results are also studied. An efficient LUT predistorter training algorithm that combines the fast convergence speed of the normalized least mean squares (NLMSs) with a small hardware footprint is proposed. Results of fixed-point simulations based on the measured nonlinear characteristics of an RF amplifier are presented. © 2010 Seydou N. Ba et al.",,Base bands; Comparative performance analysis; Cost-effective solutions; Digital baseband; Digital predistortion; Fast convergence speed; Fixed-point simulations; Hardware synthesis; Implementation complexity; Indexing scheme; Look up table; Low-complexity; Memory less systems; Memoryless nonlinearities; Nonlinear characteristics; Nonlinear effect; Nonlinear impairments; Normalized least mean square; Pre-distortion; Predistorters; Radio frequencies; RF amplifiers; Signal chains; Training algorithms; Wireless handsets; Amplifiers (electronic); Convergence of numerical methods; Table lookup,,,,,,,,,,,"http://www.3gpp.org/, 3rd Generation Partnership Project,. (3GPP), March 2010; De Figueiredo, R.J.P., Fang, L., Lee, B.M., Design of an adaptivepredistorter for solid state power amplifier in wireless OFDM systems (2009) Research Letters in Signal Processing, 2009, p. 5; Waheed, K., Ba, S.N., Adaptive digital linearization of a DRP based EDGE transmitter for cellular handsets (2007) Proceedings of the 50th IEEE International Midwest Symposium on Circuits and Systems (MWCSAS '07), pp. 706-709. , August; Cavers, J.K., Amplifier linearization using a digital predistorter with fast adaptation and low memory requirements (1990) IEEE Transactions on Vehicular Technology, 39 (4), pp. 374-382; Jardin, P., Baudoin, G., Filter lookup table method for power amplifier linearization (2007) IEEE Transactions on Vehicular Technology, 56 (3), pp. 1076-1087; Ba, S.N., Waheed, K., Zhou, G.T., Efficient spacing scheme for a linearly interpolated lookup table predistorter (2008) Proceedings of IEEE International Symposium on Circuits and Systems (ISCAS '08), pp. 1512-1515. , May; Sundstrm, L., Faulkner, M., Johansson, M., Quantization analysis and design of a digital predistortion linearizer for RF power amplifiers (1996) IEEE Transactions on Vehicular Technology, 45 (4), pp. 707-719; Cavers, J.K., Optimum table spacing in predistorting amplifier linearizers (1999) IEEE Transactions on Vehicular Technology, 48 (5), pp. 1699-1705; Kenington, P.B., (2000) High Linearity RF Amplifier Design, , Norwood, Mass, USA Artech House Publishers; Lee, K.C., Gardner, P., Comparison of different adaptation algorithms for adaptive digital predistortion based on EDGE standard (2001) Proceedings of IEEE MTT-S International Microwave Symposium Digest, 2, pp. 1353-1356. , May; Widrow, B., Stearns, S., (1985) Adaptive Signal Processing, , Englewood Cliffs, NJ, USA Prentice Hall; Onoe, M., Fast amplitude approximation yielding either exact meanor minimum deviation for quadrature pairs (1972) Proceedings of the IEEE, 60 (7), pp. 921-922; Filip, A.E., A bakers dozen magnitude approximations and their detection statistics (1976) IEEE Transactions on Aerospace and Electronic Systems, 12 (1), pp. 86-89; Braun, F., Blaser, H., Digital hardware for approximating the amplitude of quadrature pairs (1974) Electronics Letters, 10 (13), pp. 255-256; Filip, A.E., Linear approximations to x2+y2 having equiripple error characteristics (1973) IEEE Trans Audio Electroacoust, 21 (6), pp. 554-556; Tsou, W.A., Wuen, W.S., Yang, T.Y., Wen, K.A., Analysis and compensation of the AM-AM and AM-PM distortion for CMOS cascode class-E power amplifier (2009) International Journal of Microwave Science and Technology, 2009, p. 9; Cruise, P., Hung, C.-M., Staszewski, R.B., Eliezer, O., Rezeq, S., Maggio, K., Leipold, D., A digital-to-RF-amplitude converter for GSM/GPRS/EDGE in 90-nm digital CMOS (2005) Proceedings of IEEE Radio Frequency Integrated Circuits Symposium (RFIC '05), 14, pp. 21-24. , June; Eun, C., Powers, E.J., A new volterra predistorter based on the indirect learning architecture (1997) IEEE Transactions on Signal Processing, 45 (1), pp. 223-227; Brandwood, D.H., A complex gradient operator and its application in adaptive array theory (1983) IEE Proceedings F, 130 (1), pp. 11-16; Widrow, B., McCool, J., Ball, M., The complex LMS algorithm (1975) Proceedings of the IEEE, 63 (4), pp. 719-720; Douglas, S.C., Adaptive filters employing partial updates (1997) IEEE Transactions on Circuits and Systems II, 44 (3), pp. 209-216; Ramos, P., Torrubia, R., Lpez, A., Salinas, A., Masgrau, E., Step size bound of the sequential partial update LMS algorithm with periodic input signals (2007) EURASIP Journal on Audio, Speech, and Music Processing, 2007, p. 15; Widrow, B., Walach, E., On the statistical efficiency of the LMS algorithm with nonstationary inputs (1984) IEEE Transactions on Information Theory, 30 (2), pp. 211-221; Goodwin, G.C., Sin, K.S., (1984) Adaptive Filtering Prediction and Control, , Englewood Cliffs, NJ, USA Prentice Hall; Aboulnasr, T., Mayyas, K., Complexity reduction of the NLMS algorithm via selective coefficient update (1999) IEEE Transactions on Signal Processing, 47 (5), pp. 1421-1424; Moschner, J.L., (1970) Adaptive Filtering with Clipped Input Data, Ph.D. Dissertation, , Stanford, Calif, USA Stanford University; Lotfizad, M., Yazdi, H.S., Modified clipped LMS algorithm (2005) EURASIP Journal on Applied Signal Processing, 2005 (8), pp. 1229-1234; Crum, L., Wu, S., Convergence of the quantizing learning method forsystem identification (1968) IEEE Transactions on Automatic Control, 13 (3), pp. 297-298; Ba, S.N., Waheed, K., Zhou, G.T., Optimal spacing of a linearlyinterpolated complex-gain LUT predistorter (2010) IEEE Transactions OnVehicular Technology, 59 (2), pp. 673-681; Ding, L., Raich, R., Zhou, G.T., A hammerstein predistortion linearization design based on the indirect learning architecture (2002) Proceedings of IEEE International Conference on Acoustic, Speech, and Signal Processing (ICASSP '02), 3. , May","Ba, S. N.; School of Electrical and Computer Engineering, Georgia Institute of Technology, Atlanta, GA 30332-0250, United States; email: seydou@ieee.org",,,,,,,,16876172,,,,English,Eurasip. J. Adv. Sign. Process.,Article,Final,Open Access,Scopus,2-s2.0-77955284344
"Armstrong R.J., DeJong J.T., Yafrate N.J.",26641049400;7005368829;22036879600;,"Engaging students with diverse learning styles in large, media-intensive geotechnical engineering classes using an integrated Tablet PC - Classroom Communication System platform",2010,Electronic Journal of Geotechnical Engineering,15 H,,,1,22,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955111442&partnerID=40&md5=b4fde66886c07a62297c12ea51dccb3e,"Department of Civil and Environmental Engineering, University of California, Davis, CA 95616, United States","Armstrong, R.J., Department of Civil and Environmental Engineering, University of California, Davis, CA 95616, United States; DeJong, J.T., Department of Civil and Environmental Engineering, University of California, Davis, CA 95616, United States; Yafrate, N.J., Department of Civil and Environmental Engineering, University of California, Davis, CA 95616, United States","A teaching method for large geotechnical engineering classes that integrates a classroom communication system (CCS) and tablet PC (TPC) was developed to create a learning environment in which; (1) all students' innate learning styles are engaged using a variety of teaching techniques; and (2) the lecture is dynamically controlled within a single platform that seamlessly integrates writing, digital information, class discussion, and student assessment. The teaching method described herein is based on the recognition of the importance of engaging all student learning styles to improve overall student comprehension. The integration of the CCS and TPC in the teaching method presented here enables all student learners to be engaged in the learning process while allowing the instructor to present digital information effectively. The teaching method was developed over two course offerings of a large upper-division geotechnical engineering class; the results of the method's implementation in both courses are presented in this paper. © 2010 ejge.",Classroom communication systems; Engineering education; Learning styles; Multimedia; Personal response system; Tablet PC; Teaching technology,Classroom communication systems; Learning Style; Multimedia; Personal response system; Personal response systems; Tablet PCs; Communication systems; Engineering; Engineering education; Geotechnical engineering; Personal communication systems; Personal computers; School buildings; Students; Teaching; computer system; curriculum; geotechnical engineering; higher education; information technology; learning; multimedia; student; teaching,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Brophy, S.P., Walker, D.G., Case study of the pedagogical impact of tablet PCs as a presentation medium in large-scale engineering classrooms (2005) Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education; (2008), http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI_04-08.pdf, Clicker resource guide. University of Colorado and University of British Columbia (accessed December 1, 2008); Cue, N., A universal learning tool for classrooms? (1998) Proceeding of the First Quality in Teaching and Learning Conference; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Enriquez, A., Developing an interactive learning network using Tablet PCs in sophomore Level Engineering Courses (2007) Proceedings of the 2007 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education; Fan, K.-Y., van den Blink, C., A comparison and evaluation of personal response system in introductory computer programming (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education; Felder, R.M., Silverman, L.K., Learning and teaching styles in engineering education (1988) Journal of Engineering Education, 78 (7), pp. 674-681; Felder, R.M., Brent, R., (2000) Effective teaching, , North Carolina State University; Felder, R.M., Spurlin, J., Applications, reliability, and validity of the index of learning styles (2005) International Journal of Engineering Education, 21 (1), pp. 103-112; Frolik, J., Zurn, J.B., Evaluation of tablet PCs for engineering content development and instruction (2004) Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education; Hake, R.R., Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Laws, P., Sokoloff, D., Thornton, R., Promoting active learning using the results of physics education research (1999) UniServe Science News, 13. , http://science.uniserve.edu.au/newsletter/vol13/sokoloff.html, (accessed December 1, 2008); Lim, K., Wise, J., Zappe, S., Toto, R., Factors influencing engineering faculty's use of tablet PCs (2007) Proceedings of the 2007 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education; Lord, S., Perry, L., Tablet PC - is it worth it? A preliminary comparison of several approaches to using tablet PC in an engineering classroom (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education; Moe, G., Using interactive assessment tools in the classroom (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education; Pazos, P., Linsenmeier, R., Olds, S., Using technology to promote active learning in biomedical engineering (2007) Proceedings of the 2007 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Redish, E.F., Saul, J.M., Steinberg, R.N., On the effectiveness of active-engagement microcomputer-based laboratories (1997) American Journal of Physics, 65 (1), pp. 45-54; Roselli, R.J., Brophy, S.P., Experiences with formative assessment in engineering classrooms (2006) International Journal of Engineering Education, 95 (4), pp. 325-333; Russell, M., Blended learning: enriching the class activity with technology (2007) Proceedings of the 2007 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education; Soloman, B.A., Felder, R.M., (2008) Index of Learning Styles Questionnaire, , http://www.engr.ncsu.edu/learningstyles/ilsweb.html, North Carolina State University (accessed December 14, 2008); Slain, D., Abate, M., Hodges, B., Stamatakis, M., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) American Journal of Pharmaceutical Education, 68 (5), p. 117. , Article; Sticklen, J., Urban-Lurain, M., Enhancing learning of low ability students in multi-section freshman lecture/laboratory classes (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education; Toto, R., Wharton, M., Cimbala, J., Wise, J., One Step Beyond: Lecturing with a Tablet PC (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education; Urban-Lurain, M., Sticklen, J., Buch, N., High enrollment, early engineering Courses and the personal response system (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference & Exposition, , American Society for Engineering Education","DeJong, J.T.; One Shields Avenue University of California Davis, CA 95616, United States; email: jdejong@ucdavis.edu",,,,,,,,10893032,,,,English,Electron. J. Geotech. Eng.,Article,Final,,Scopus,2-s2.0-77955111442
"Perez K.E., Strauss E.A., Downey N., Galbraith A., Jeanne R., Cooper S.",6603858869;7202274420;7004553360;57210670673;7004451533;7403304797;,Does displaying the class results affect student discussion during peer instruction?,2010,CBE Life Sciences Education,9,2,,133,140,,31.0,10.1187/cbe.09-11-0080,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77954046059&doi=10.1187%2fcbe.09-11-0080&partnerID=40&md5=223cbd879f36738d8327cab50da823f0,"Department of Biology, University of Wisconsin at La Crosse, La Crosse, WI 54601, United States; University of Wisconsin-Madison, Madison, WI 53706, United States","Perez, K.E., Department of Biology, University of Wisconsin at La Crosse, La Crosse, WI 54601, United States; Strauss, E.A., Department of Biology, University of Wisconsin at La Crosse, La Crosse, WI 54601, United States; Downey, N., Department of Biology, University of Wisconsin at La Crosse, La Crosse, WI 54601, United States; Galbraith, A., Department of Biology, University of Wisconsin at La Crosse, La Crosse, WI 54601, United States; Jeanne, R., University of Wisconsin-Madison, Madison, WI 53706, United States; Cooper, S., Department of Biology, University of Wisconsin at La Crosse, La Crosse, WI 54601, United States","The use of personal response systems, or clickers, is increasingly common in college classrooms. Although clickers can increase student engagement and discussion, their benefits also can be overstated. A common practice is to ask the class a question, display the responses, allow the students to discuss the question, and then collect the responses a second time. In an introductory biology course, we asked whether showing students the class responses to a question biased their second response. Some sections of the course displayed a bar graph of the student responses and others served as a control group in which discussion occurred without seeing the most common answer chosen by the class. If students saw the bar graph, they were 30% more likely to switch from a less common to the most common response. This trend was more pronounced in true/false questions (38%) than multiple-choice questions (28%). These results suggest that observing the most common response can bias a student's second vote on a question and may be misinterpreted as an increase in performance due to student discussion alone. © 2010 by The American Society for Cell Biology.",,"article; biology; comprehension; education; human; learning; peer group; psychological aspect; psychology; student; Biology; Comprehension; Educational Measurement; Humans; Learning; Peer Group; Psychology, Educational; Students",,,,,,,,,,,"Allen, D., Tanner, K., Approaches in cell biology teaching (2002) Cell Biol Educ, 1, pp. 3-5; Armbruster, P., Patel, M., Johnson, E., Weiss, M., Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology (2009) CBE Life Sci. Educ, 8, pp. 203-213; Armstrong, N., Chang, S.-M., Brickman, M., Cooperative learning in industrial-sized biology classes (2007) CBE Life Sci. Educ, 6, pp. 163-171; Asch, S.E., Effects of group pressure upon the modification and distortion of judgment (1951) Groups, Leadership and Men, pp. 295-303. , ed. H. Guetzkow, Pittsburgh, PA: Carnegie Press; Baron, R.S., Vandello, J.A., Brunsman, B., The forgotten variable in conformity research: Impact of task importance on social influence (1996) J. Person. Soc. Psychol, 71, pp. 915-927; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Center For Applied Research, pp. 1-13; Bond, R., Smith, P.B., Culture and conformity: A metaanalysis of studies using Asch's (1952b, 1956) line judgment task (1996) Psychol. Bull, 119, pp. 111-137; Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience and Schooling, , Washington, DC: National Academies Press; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci. Educ, 6, pp. 9-20; Cerbin, B., (2009), www.carnegiefoundation.org/perspectives/assessing-how-students-learn, Assessing how students learn. Carnegie perspectives: a different way to think about teaching and learning: The Carnegie Foundation for the Advancement of Teaching.(accessed 6 November 2009); Chi, M.T.H., de Leeuw, N., Chiu, M.-H., Lavancher, C., Eliciting self-explanations improves understanding (1994) Cogn. Sci, 18, pp. 439-477; Coleman, E.B., Using explanatory knowledge during collaborative problem solving in science (1998) J. Learn. Sci, 7, pp. 387-427; Coleman, E.B., Brown, A.L., Rivkin, I.D., The effect of instructional explanations on learning from scientific texts (1997) J. Learn. Sci, 6, pp. 347-365; Crossgrove, K., Curran, K.L., Using clickers in nonmajorsand majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sci. Educ, 7, pp. 146-154; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys, 69, pp. 970-977; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Reviews In Physics Education Research, pp. 1-55. , ed. E. F. Redish, and P. Cooney, American Association of Physics Teachers, College Park, MD; Ebel, R.L., Frisbie, D.A., (1991) Essentials of Educational Measurement, Englewood Cliffs, , NJ: Prentice Hall; Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M.P., Prescribed active learning increases performance in introductory biology (2007) CBE Life Sci. Educ, 6, pp. 132-139; Frisbie, D.A., Multiple choice versus true-false: A comparison of reliabilities and concurrent validities (1973) J. Educ. Meas, 10, pp. 297-304; Frisbie, D.A., Becker, D.F., An analysis of textbook advice about true-false tests (1991) Appl. Meas. Educ, 4, pp. 67-83; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66, pp. 64-74; Hancock, G.R., Thiede, K.W., Sax, G., Michael, W.B., Reliability of comparably written two-option multiple-choice and true-false test items (1993) Educ. Psychol. Meas, 53, pp. 651-660; James, M.C., The effect of grading incentive on student discourse in Peer Instruction (2006) Am. J. Phys, 74, pp. 689-691; Jensen, P.A., Moore, R., Students' behaviors, grades & perceptions in an introductory biology course (2008) Am. Biol. Teach, 70, pp. 483-487; Knight, J.K., Wood, W.B., Teaching more by lecturing less. Cell Biol (2005) Educ, 4, pp. 298-310; Lasry, N., Peer instruction: Comparing clickers to flashcards (2007) Phys. Teach, pp. 1-4; Lyman, F., (1981) The Responsive Classroom Discussion: The Inclusion of All Students, , College Park, MD: University of Maryland; Macmanaway, L.A., Teaching methods in higher educationinnovation and research (1970) Univ. Q, 24, pp. 321-329; Mazur, E., (1997) Peer Instruction: A User's Manual, Upper Saddle River, , NJ: Prentice Hall; Moore, R., Diverse behaviors, diverse results: A motivationbased model for students' academic outcomes (2007) Diversity and The Postsecondary Experience, pp. 129-143. , ed. J. L. Higbee, D. B. Lundell, and I. M. Duranczyk, Center for Research on Developmental Education and Urban Literacy (CRDEUL), University of Minnesota: Minneapolis, MN; Nichol, D.J., Boyle, J.T., Peer instruction versus classwide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Stud. High. Educ, 28, pp. 457-473; Pollock, S.J., Transferring transformations: Learning gains, student attitudes, and the impacts of multiple instructors in large lecture courses. AIP Conf (2006) Proc, 818, pp. 141-144; Preszler, R.W., Replacing lecture with peer-led workshops improves student learning (2009) CBE Life Sci. Educ, 8, pp. 182-192; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sci. Educ, 6, pp. 29-41; Rao, S.P., Dicarlo, S.E., Peer instruction improves performance on quizzes (2000) Adv. Physiol. Educ, 24, pp. 51-55; (2004), SAS Institute, SAS/STAT 9.1 user's guide, Cary, NC: SAS Institute; Slater, T.F., Prather, E.E., Zeilik, M., Strategies for interactive engagement in large lecture science survey classes (2006) Handbook of College Science Teaching, pp. 45-54. , ed. J. J. Mintzes and W. H. Leonard, Arlington, VA: NSTA Press; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Walker, J.D., Cotner, S.H., Baepler, P.M., Decker, M.D., A delicate balance: Integrating active learning into a large lecture course (2008) CBE Life Sci. Educ, 7, pp. 361-367; Webb, N.M., Peer interaction and learning in small groups (1989) Int. J. Educ. Res, 13, pp. 21-39; Wood, W.B., Clickers: A teaching gimmick that works (2004) Dev. Cell, 7, pp. 796-798","Perez, K. E.; Department of Biology, University of Wisconsin at La Crosse, La Crosse, WI 54601, United States; email: perez.kath@uwlax.edu",,,,,,,,19317913,,,20516358.0,English,CBE Life Sci. Educ.,Article,Final,,Scopus,2-s2.0-77954046059
Filer D.,36610043500;,Everyone's answering: Using technology to increase classroom participation,2010,Nursing Education Perspectives,31,4,,247,250,,16.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78049441727&partnerID=40&md5=4333990bb21b499ba777b25aa4904bad,"Saint Catherine University, St. Paul, MN, United States","Filer, D., Saint Catherine University, St. Paul, MN, United States","A study was designed to assess the impact of a wireless technology known as an audience response system (ARS), commonly known clickers, on learning and student engagement in a nursing classroom. Students in the control group responded verbally to questions posed during lectures, while students in the intervention groups responded anonymously using the ARS. Although no significant improvement in postlecture quizzes was noted, students in ARS-enhanced lectures reported significantly higher satisfaction scores. The use of ARS promoted a sense of comfort, encouraged participation, and motivated students to answer questions and interact with the subject matter.",Audience response system; Clickers; Lecture; Nursing education; Technology,"article; attitude; clinical trial; controlled clinical trial; controlled study; education; educational technology; health care quality; human; methodology; nursing education; pilot study; problem based learning; United States; Attitude; Education, Nursing, Baccalaureate; Educational Measurement; Educational Technology; Humans; Pilot Projects; Problem-Based Learning; Program Evaluation; United States",,,,,,,,,,,"Brookfield, S.D., (1990) The Skillful Teacher, , San Francisco: Jossey-Bass; Conoley, J., Moore, G., Croom, B., Flowers, J., A toy or a teaching tool? The use of an audience-response systems in the classroom (2006) Techniques, 81 (7), pp. 46-48; Klisch, M.L., Guidelines for reducing bias in nursing examinations (1994) Nurse Educator, 19, pp. 35-39; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) Journal of Continuing Education in the Health Professions, 23, pp. 109-115; Morris, B.J., Brain research: Environment and emotions (2004) School Library Media Activities Monthly, 21 (4), pp. 22-25; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36 (7), pp. 496-504; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (11), pp. 469-473; Sutherland, P., Badger, R., Lecturers' perceptions of lectures (2004) Journal of Further and Higher Education, 28, pp. 277-289","Filer, D.; Saint Catherine University, St. Paul, MN, United States; email: dafiler@stkate.edu",,,,,,,,15365026,,,20882867.0,English,Nurs. Educ. Persp.,Article,Final,,Scopus,2-s2.0-78049441727
"McRae M.E., Elgie-Watson J.",8924010100;35848368200;,Using audience response technology in hospital education programs.,2010,Journal of continuing education in nursing,41,7,,323,328,,,10.3928/00220124-20100401-06,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77951216903&doi=10.3928%2f00220124-20100401-06&partnerID=40&md5=324ee0a3852b87e67dee5eddea658713,"Cardiovascular Surgery, Peter Munk Cardiac Centre, Toronto General Hospital, University Health Network, Toronto, Ontario, Canada.","McRae, M.E., Cardiovascular Surgery, Peter Munk Cardiac Centre, Toronto General Hospital, University Health Network, Toronto, Ontario, Canada.; Elgie-Watson, J.","An audience response system (ARS) is an interactive teaching tool that permits an instructor to poll an audience, either anonymously or in a tracked manner, in response to questions. The instructor can then display the responses to the audience. An ARS can be used in hospital-based education programs to assess group learning. The instructor receives immediate feedback that allows review of concepts that were not grasped by the majority of students. This article reviews systems currently on the market and offers tips for choosing an ARS for hospital-based use. Survey data of nurses attending in-service education sessions show that participants overwhelmingly favor the use of an ARS and the nonthreatening learning environment that these systems create. Instructor survey data show positive responses regarding the benefits of ARS use in hospital-based education programs.",,"article; education; human; in service training; methodology; nursing staff; teaching; Computer-Assisted Instruction; Educational Measurement; Humans; Inservice Training; Nursing Staff, Hospital; Teaching",,,,,,,,,,,,"McRae, M.E.",,,,,,,,00220124,,,20411876.0,English,J Contin Educ Nurs,Article,Final,,Scopus,2-s2.0-77951216903
Chaudhary A.G.,55419607200;,Mobile Gaming: A New Platform for Edutainment in India,2010,Journal of Creative Communications,5,2,,119,129,,,10.1177/0973258612458853,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867729724&doi=10.1177%2f0973258612458853&partnerID=40&md5=5693260303a652719c100c005e9bc7d5,"Howard University, Washington, D.C., United States","Chaudhary, A.G., Howard University, Washington, D.C., United States","With more than 811 million mobile subscribers as of March 2011 (Sohoni 2011), India not only ranks as the second largest mobile phone customer base in the world after China with 900 million mobile phone subscribers (China Has Over 900 Mobile Users..., 2011) but is believed to have one of the highest penetration of cell phones since they are expected to reach more than 97 per cent of the country's population of 1.26 billion by 2014 (India's Cellphone Users... 2011). Moreover, the Indian mobile entertainment industry itself is witnessing a tremendous growth according to the industry specialists who have predicted that the market will reach up to $4.9 billion by 2015 (Srikaparchi 2011). This is a substantial increase from $1.2 billion in 2009, which puts it at the compounded annual growth rate (CAGR) of 26 per cent in the period 2009-2015. This significant growth of the mobile entertainment industry can be attributed to a number of factors, including the booming economy as a result of the rising middle class, growth of the mobile handset market, localization of entertainment content, rise in the number of service providers and gaming companies as well as foreign collaborations.The rising middle class is one of the determining factors in the growth of the mobile gaming industry. According to a report of the National Council for Applied Economic Research's (NCAER) Center for Macro Consumer Research, there will be 267 million middle class people in India by 2015-16, thus providing a great market opportunity for the mobile entertainment industry (Press Trust of India 2011). Moreover, having more than half the population below the age group of 25 is another reason why the gaming industry will flourish in the future as it is the younger generation who is technically savvy and more likely than adults to use mobiles for information and entertainment. With the booming economy, availability of low-priced devices and better network coverage, rural people are also in the market for using cellphones for edutainment purposes. © 2010 Mudra Institute of Communications.",education; edutainment; gaming industry; gaming technology; Indian game developers; literacy; Mobile gaming,,,,,,,,,,,,"(2011), http://nexus404.com/Blog/2010/10/22educational-indian-language-iphone-apps-teach-indian-alphabet, Amiakara.Com. (n.d.). Retrieved May 11, from; Anish, K.S., (2010) BuzzCity mobile gaming charts highlight key trends for mobile marketing strategies in 2011, , http://www.technicstoday.com/2010/12/rrends-for-mobile-marketing, (December23). Retrieved April 9, 2011, from; (2004) The social context of elementary education in rural India, , http://www.azimpremjifoundation.org/downloads/TheSocialContextofElementaryEducationinRuralIndia.Pdf, Azim Premji Foundation. Retrieved May 11, 2011, from; Banduni, M., The new face of Indian gaming, , www.expresscomputeronline.com/cgi-bin/ecprint, (n.d.). Retrieved February 21, 2011, from; Bhavnani, A., Won-Wai, C.R., Janakiram, S., Silarszky, P., (2008) The Role of Mobile Phones in Sustainable Rural Poverty Reduction, , The World Bank: ICT Policy Division-Global Information and Communications Department; (2011), https://news.news.yahoo.com/china-over-900-million-mobile-phone, China has over 900 million mobile phone users, (May24). Retrieved May 27, 2011, from n; (2011) Micromax launches its first gaming mobile phone in India-Micromax G4 Gamolution, , http://dkgadget.com/micromax-launches-its-first-gaming, DKgADGET. (April9). Retrieved April 9, 2011, from; (2010), www.pubarticles.com/article-drishti-powers-India, Drishti powers India's first mobile-based infoline for farmers, (February26). Retrieved February 17, 2011, from; Graft, K., (2011) 3G-powered Zeebo game console reconfigures for education in India, , http://www.gamasutra.com/view/news/32415/3GPowered-Zeebo-Game, (January12). Retrieved February 21, 2011, from; (2008), www.TimesofIndia, IGNOU mulls exams on mobiles. (October31). Retrieved May 15, 2011, from; (2012), www.EFYTimes.com, India ready for 4G by, Say Experts. (n.d.). Retrieved May 27, 2011, from; Tata Indicom presents India's first M-Education service, , www.indiaprwire.com/pressrelease/telecommunications, indiaPRwire. (n.d.). Retrieved May 6, 2011, from; (2010), http://www.ibtimes.com/article65424/20100924/cell-phone-ownership, India's cellphone users to reach 97 pct. in 2014, says iSuppli. (September24). Retrieved February 17, 2011, from; (2011), http://iphonenews.desinformado.com/2011/03/cute-alphabets-1-0-new-educational-iphone-app-to-teach-kids-abc, iphonenews.desinformado.com. (n.d.). Retrieved May 15, from, http://iphonenews.desinformado.com/2011/03counting-for-kids-1-0-new-educational-iphone-app-to-teach-kids-123; Kam, M., Rudraraju, V., Tewari, A., Canny, J., (2007) Mobile gaming with children in rural India: Contextual factors in the use of game design patterns, , www.Digra.org/dl/db/07312.25032pdf, Retrieved April 29, 2011, from; Kumar, A., Tewari, A., Shroff, G., Chittamuru, D., Kam, M., Canny, J., An Exploratory Study of Unsupervised Mobile Learning in Rural India, , www.cs.cmu.edu/-anujk1/CH12010.pdf, (n.d.). Retrieved May 11, 2011, from; Law, K.F., Shon, E., (2008) The Current Mobile Phone Market & Interaction Design in India, , http://design4dev.wetpaint.com, (January23). Retrieved April 22, 2011, from; Mahaseth, A., (2010) Vodafone Launches Affordable VF247, , www.ICTechNews.com, (July28). Retrieved May 11, 2011, from; Mahaseth, A., (2011) Vodafone, RCom and Airtel Led Growth in Mobile Subscribers in March, , http://www.ICTechNews, (April29). Retrieved May 11, 2011, from; Mobile Language-Learning Tools Help Pave the Way to Literacy, , www.MicrosoftCorporation, Microsoft Research Digital Inclusion Program. (n.d.). Retrieved May 11, 2011, from; (2008), http://mobileactive.org/millee-learning-english-through-games-small-screen, MILLEE: English Literacy Through Games on the Third Screen, (March18). Retrieved February 15, 2011, from; (2015), http://telecomindiaonline.com/mobile-entertainment-in-india-to-grow, Mobile Entertainment Industry in India to Grow to $5 billion by, (2011, April3). Retrieved April 9, 2011, from; Murthy, M.V.R., Mobile based Primary health Care System for Rural India, , www.murthy@ncb.ernet.in, (n.d.). Retrieved February 15, 2011, from; (2008) Eco Conscious Mobile Gaming, , http://conversations.nokia.com/2008/06/06/eco-conscious-mobile-gaming, Nokia Conversations, (June6). Retrieved April 9, 2011, from; (2011) Indian Gaming Industry Set for Growth, , http://www.offshoringtimes.com/Pages/2010/offshore_news3057.html, Offshoring Times. (n.d.). Retrieved February21, from; (2008), http://www.ozura.com/index.php?m=pressrelease, Ozura Teams Up with Goldfinch to Bring Mobile Gaming Platform for Indian Operators, (September8). Retrieved April 9, 2011, from; www.wikimapis.org/935927/Paradox-Studios-Ltd, Paradox Studios Ltd. (n.d.). Retrieved May 19, 2011, from; (2011) India's Middle Class Population to Touch 267 million in 5 Years, , https://smartinvestor.in/market/story-60230, Press Trust of India, (February6). Retrieved May 15, 2011, from; (2011) IGT to Exhibit Award-Winning, Groundbreaking Games and Systems, , http://finance.dailyherald.com/dailyherald/news/read?GUID=18056835, PRNewsWire News Release, (April1). Retrieved April 9, 2011, from; Ramney, C., (2008) Mobile Games: Learning About AIDS by Playing Cricket with Condoms, , www.MobileActive.org/mobile-games-learning-about-Aids, (May10). Retrieved February 15, 2011, from; (2005) Blending Education with Entertainment, , www.dadp.com, R-Evolution: Newsletter for the Developer Community, (February). Retrieved February 22, 2011, from; (2010) India Mobile Gaming Analysis, , http://www.rncos.com/Report/IM288.htm, RNCOS Industry Research Solutions, (December). Retrieved May 15, 2011, from; (2011) Booming Rural Market in India, , www.rncos.com.Market-Analysis-Reports/Booming-Rural-Mobile, RNCOS Industry Research Solutions, (March). Retrieved April 22, 2011, from; (2011) Advanced 3G Services to Boost Indian Mobile Gaming Industry, , http://www.rncos.com/Press_Resease/Advanced-3G-Services, RNCOS Industry Research Solutions, (April29). Retrieved May 11, 2011, from; (2011) Sidebar Partners with Takenet & UTV Indiagames to Help Operators Deliver Personalized Consumer Experiences Worldwide, , www.sidebar.com/sidebar-partners-with-takenet-utv-indiagames, Sidebar.com, (February14). Retrieved May 16, 2011, from; https://smartinvestor,in/market/story-60230, Smartinvestor.in. (n.d.). Retrieved May 15, 2011, from; Sohoni, K., (2011) Mobile Gaming in India, , https://www.siliconindia.com/guestcontributor/guestarticle/219/MobileGaming, Retrieved February 17, 2011, from; (2011), www.sportzpower.com/q=content/mobile-gaming-india-cagr-74, Sportzpower.com, (April5). Retrieved May 16, 2011, from; (2011) Indian Mobile Entertainment Industry to Touch $4.9 billion by 2015, , http://telecomtalk.info/indian-mobile-entertainment-industry-to-touch./624, (April7), Srikaparchi. Retrieved May 15, 2011, from; (2010) Market Study on Animation and Gaming Industry in India for Italian Trade Commission, , http://www.tsmg.com, Tata Strategic Management Group, (February). Retrieved May 15, 2011from; (2010) IL&FS Education and Family Planning Association of India Launched an SMS Program for Sex-Ed, , http://tech2.in.com/india/news/mobile-phone-accessories/ilfs-education, Tech2.com, (October19). Retrieved February 17, 2011, from; (2010) Indiagames Bags the Ficci BAF Award for Mobile Gaming, , http://www.indiagames.com/corporate/awards.html, UTV Indiagames, (March22). Retrieved May 15, 2011, from; http://en.wikipedia.org/wiki/Telecommunications-statistics-in-india, Wikipedia. (n.d.). Telecommunications Statistics in India. Retrieved May 16, 2011, from; (2011), www.outsourceportfolio.com, Wipro partners with McGraw-Hill to create open-standard mobile learning platform. (January). Retrieved May 19, 2011, from; http://www.zapak.com/zapak/gameples/about-gameples.html, Zapak.com. (n.d.) Retrieved February 24, 2011, from; www.developers.sun.com/asiasouth/.zmq.hivawareness.html, ZMQ Launches Four Mobile Games on HIV/AIDS Awareness.(n.d.) Retrieved February 15, 2011, from","Chaudhary, A. G.; Howard University, Washington, D.C., United States; email: achaudhary@howard.edu",,,,,,,,09732586,,,,English,J. Creat. Commun.,Article,Final,,Scopus,2-s2.0-84867729724
"Shafrir U., Kenett R.S.",13005407000;6602155136;,Conceptual thinking and metrology concepts,2010,Accreditation and Quality Assurance,15,10,,585,590,,4.0,10.1007/s00769-010-0669-6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77957330744&doi=10.1007%2fs00769-010-0669-6&partnerID=40&md5=1dfdc9c52b9648a8070b628da45fc39b,"Knowledge Media Design Institute (KMDI), University of Toronto, Toronto, ON, Canada; Ontario Institute for Studies in Education (OISE), University of Toronto, Toronto, ON, Canada; The KPA Group, Raanana, Israel; University of Torino, Turin, Italy","Shafrir, U., Knowledge Media Design Institute (KMDI), University of Toronto, Toronto, ON, Canada, Ontario Institute for Studies in Education (OISE), University of Toronto, Toronto, ON, Canada; Kenett, R.S., The KPA Group, Raanana, Israel, University of Torino, Turin, Italy","In introducing the term 'concept', the authors of the 2008 International vocabulary of metrology 'Basic and general concepts and associated terms' (VIM, 2008) recognize that in order to operationalize a globally accepted set of metrology terms, one requires to deal with a higher level of abstraction. Concepts are obviously not specific to metrology-handling complex tasks in any domain of knowledge that requires conceptual thinking abilities. In this short white paper, we discuss how to assess and develop conceptual thinking of professionals in service, business, and industrial environments. The approach builds on a proven methodology called MERLO that has been developed in the last 15 years by experts in psychology and education with adaptation to new interactive technologies such as clickers and internet-based formative assessments. MERLO pedagogy can be used to assess individuals' inherent conceptual thinking abilities and train them to enhance their competence in analyzing complex conceptual situations. This is pertinent to the education of metrology, quality, and statistical thinking. We suggest that MERLO can be considered as a complementary enabler to VIM, so that this fundamental work can enhance its impact and applicability. © 2010 Springer-Verlag.",Concept parsing algorithms; Concepts; Conceptual thinking; Information quality; Metrology; Post-failure reflectivity,,,,,,,,,,,,"(2008) International Vocabulary of Metrology-basic and General Concepts and Associated Terms (VIM3), , www.bipm.org, JCGM 200; de Bievre, P., Essential for metrology in chemistry, but not yet achieved: truly internationally understood concepts and associated terms (2008) Metrologica, 45, pp. 335-341; Shafrir, U., Representational competence (1999) The Development of Mental Representation: Theory and Applications, pp. 371-389. , I. E. Sigel (Ed.), Mahwah, NJ: Lawrence Erlbaum Publishers; Kenett, R.S., Kenett, D.A., Quality by design applications in biosimilar technological products, ACQUAL (2008) Accred Qual Assur, 13, pp. 681-690; Shafrir, U., Eagle, M., Response to failure, strategic flexibility and learning (1995) Int J Behav Develop, 18, pp. 677-700; Shafrir, U., Ogilvie, M., Bryson, M., Attention to errors and learning: across-task and across-domain analysis of the post-failure reflectivity measure (1990) CognDevelop, 5, pp. 405-425; Shafrir, U., Pascual-Leone, J., Post-failure reflectivity/impulsivity and spontaneous attention to errors (1990) J Educ Psychol, 82, pp. 378-387; Dybkaer, R., ISO terminological analysis of the VIM3 concepts 'quantity' and 'kind-of-quantity (2010) Metrologica, 47, pp. 127-134; Meinrath, G., Lectures for chemists on statistics. I. Belief, probability, frequency, and statistics: decision making in a floating world (2008) Acqual, 13, pp. 3-9; Cabre, M.T., (1998) Terminology: Theory, Methods, and Applications, , Amsterdam: Johns Benjamins Publishing; Einstein, A., Infeld, L., (1938) The Evolution of Physics: From Early Concepts to Relativity and Quanta, , NY: Simon and Shuster; Leibold, C., Krieger, H.U., Spies, M., Ontology based modelling and reasoning in operational risks (2010) Operational Risk Management: A Practical Approach to Intelligent Data Analysis, , R. S. Kenett and Y. Raanan (Eds.), Chichester: Wiley ISBN 9780470517666; Dybkaer, R., (2004) An Ontology on Property for Physical, 112 (117), p. 210. , http://www.iupac.org/publications/ci/2005/2703/bw1_dybkaer.html, chemical, and biological systems APMIS","Shafrir, U.; Ontario Institute for Studies in Education (OISE), University of Toronto, Toronto, ON, Canada; email: ushafrir@oise.utoronto.ca",,,,,,,,09491775,,,,English,Accredit. Qual. Assur.,Article,Final,,Scopus,2-s2.0-77957330744
"Mastoridis S., Kladidis S.",57202863917;36145690800;,Coming soon to a lecture theatre near you: The 'clicker',2010,Clinical Teacher,7,2,,97,101,,15.0,10.1111/j.1743-498X.2010.00355.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77954118856&doi=10.1111%2fj.1743-498X.2010.00355.x&partnerID=40&md5=3d3a6d2b9f66ff2c779f79da35753763,"Imperial College School of Medicine, London, United Kingdom; North Central Thames Foundation School, London, United Kingdom","Mastoridis, S., Imperial College School of Medicine, London, United Kingdom; Kladidis, S., North Central Thames Foundation School, London, United Kingdom","Background: It has become commonplace for undergraduate medical students to attend lectures alongside 300 or more of their colleagues in large amphitheatres. The Audience Response System (ARS) is a technology that aims to address what has, as a consequence, become an inherently one-way learning environment, where audience participation is greatly impeded. Context: Students' experiences of lectures at Imperial College School of Medicine have been changing with the incorporation of this new technology, and here we discuss whether by enabling student participation through the use of hand-held remote controls, or 'clickers', such systems can help bridge the communication gap between the speaker and the students. In addition to our own experiences of the equipment, we also summarise the feedback given by medical students. Innovation: Within the context of a digital presentation a lecturer poses a question, along with a number of possible answers. Students are then able to submit their selection using the clicker with which they have each been equipped. Using radio-frequency technology, the ARS is able to handle data in real time, and to immediately display a histogram of the spread of responses for all to see and compare. Implications: The ARS confers benefits to lecturers and students alike. For the lecturers these benefits centre on an immediate awareness of the audience's comprehension of the material, as well as of the progress of individual students. For the students, using clickers to answer questions during lectures appears to enhance their enjoyment, as well as to improve concentration and knowledge retention. Among the drawbacks that we discuss are the monetary cost of the technology, in addition to the training hours required for its implementation. © Blackwell Publishing Ltd 2010.",,"article; educational technology; human; instrumentation; interpersonal communication; medical education; medical school; medical student; methodology; questionnaire; teaching; Communication; Education, Medical, Undergraduate; Educational Technology; Humans; Questionnaires; Schools, Medical; Students, Medical; Teaching",,,,,,,,,,,"Simpson, V., Oliver, M., Using Electronic Voting Systems in Lectures (2006), http://www.ucl.ac.uk/learningtechnology/assessment/ElectronicVotingSystems.pdf, Available at, Accessed on 23 March 2010; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23. , http://www.ascilite.org.au/ajet/ajet18/draper.html, (Also available at, Accessed on 22 March 2010; Knight, J.K., Wood, W.B., Teaching More by Lecturing Less (2005) Cell Biol Educ, 4, pp. 298-310; Crouch, C.H., Mazur, E., Peer instruction: Ten Years of Experience and Results (2001) American Journal of Teachers, 69, pp. 970-977; Cue, N.A., A Universal Learning Tool for Classrooms? http://celt.ust.hk/ideas/prs/pdf/Nelsoncue.pdf, 1998. Available at Accessed on 22 March 2010; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sci Educ (2007), 6, pp. 9-20","Mastoridis, S.16 Brunswick Mansions, 8 Handel Street, London, WC1N 1PE, United Kingdom; email: sotiris.mastoridis@googlemail.com",,,,,,,,17434971,,,21134156.0,English,Clin. Teach.,Article,Final,,Scopus,2-s2.0-77954118856
Clear T.,35615244100;,Diagnosing your teaching style: How interactive are you?,2010,ACM Inroads,1,2,,34,41,,4.0,10.1145/1805724.1805737,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955061551&doi=10.1145%2f1805724.1805737&partnerID=40&md5=6f227d31dbb5c9d2edf5ce3e6eefbf30,"Auckland University of Technology, Private Bag 92006, Auckland 1020, New Zealand","Clear, T., Auckland University of Technology, Private Bag 92006, Auckland 1020, New Zealand","In the higher education context within which computing educators now teach, an increasing range of forces are conspiring against innovative teaching practice. Pressures of academic workload, pressures from consumerist students and regular course evaluations, pressures from increasingly managerial policies and practices, from so-called 'quality assurance systems', pressures to continually expand research output, all lead towards stifl ing conformity and a natural conservatism in teaching practice. The increasing focus on consistency in a mass production model of teaching militates heavily against innovation. This paper presents an instrument used by the author to diagnose the student perceptions of the pedagogy of his course, by mapping it against Reeve's fourteen dimensions of an interactive learning system [12]. The outcomes demonstrated signifi cant differences in style between this course and the overall programme within which it was situated. It enabled the author to gain insight into how the course differed and issues about it that had discomfi ted students. This enabled constructive dialogue with the students and an explicit discussion of the underlying collaborative mode of pedagogy. The tool is presented here for others to adopt in order to diagnose or make explicit to students the style of their own courses, and hopefully encourage innovative teaching practice. ©2010 ACM.",CS education research; Interactive Learning systems; IS education research; Pedagogy,Constructive dialogue; Course evaluations; CS education research; Gain insight; Higher education; Innovative teaching; Interactive Learning systems; IS education research; Managerial policy; Mass production; Pedagogy; Quality assurance systems; Student perceptions; Teaching practices; Teaching styles; Education computing; Learning systems; Production engineering; Quality assurance; Research; Students; Teaching,,,,,,,,,,,"Beise, C., Evaristo, R., Niederman, F., Virtual meetings and tasks: From GSS to DGSS to project management (2003) 36th Hawaii International Conference on System Sciences, , Maui, Hawaii, IEEE; Ben-Ari, M., Constructivism in Computer Science Education Journal of Computers in Mathematics and Science Teaching, 20 (1), pp. 45-73; Boud, D., Problem based learning in perspective (1985) Problem Based Learning in Education for the Professions, pp. 13-18. , Boud, D. ed., Higher Education Research Society Of Australia, Sydney; Clear, T., (2000) Developing and Implementing a Groupware Application to Support International Collaborative Learning Management Science and Information Systems, pp. 1-331. , Auckland University, Auckland; Clear, T., Daniels, M., Using groupware for international collaborative learning (2000) 30th American Society for Engineering Education/Institute of Electrical and Electronics Engineers Frontiers in Education Conference 2000, pp. 18-23. , (Kansas, Missouri), IEEE, F1C; Clear, T., Kassabova, D., A course in collaborative computing: Collaborative learning and research with a global perspective (2008) Proceedings of the 39th ACM Technical Symposium on Computer Science Education, ACM, pp. 63-67. , Guzdial, M. and Fitzgerald, S. eds., Portland, Oregon; Corder, M., Horsburgh, M., Melrose, M., Quality monitoring, innovation and transformative learning Journal of Further & Higher Learning, 23 (1); Daniels, M., Cajander, Å., Pears, A., Clear, T., Engineering education research in practice: Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration International Journal of Engineering Education, , (Special issue on Applications of Engineering Education Research). (Forthcoming); George, J., Jessup, L., Groups over time: What are we really studying? International Journal of Human-computer Studies, 47, pp. 497-511; Leidner, D., Jarvenpaa, S., The use of information technology to enhance management school education: A theoretical view MIS Quarterly, 19 (3), pp. 265-291; Pears, A., Does quality assurance enhance the quality of computing education? (2010) Conferences in Research and Practice in Information Technology, pp. 9-16. , Brisbane, Australia, ACS; Reeves, T., (1992) Effective Dimensions of Interactive Learning Systems, Keynote address to Information Technology for Training and Education (ITTE '92) Conference, , Sept, Brisbane, Australia Information Technology for Training and Education (ITTE '92) Conference, Brisbane, Australia","Clear, T.; Auckland University of Technology, Private Bag 92006, Auckland 1020, New Zealand; email: Tony.Clear@aut.ac.nz",,,,,,,,21532184,,,,English,ACM Inroads,Article,Final,,Scopus,2-s2.0-79955061551
"Henriksen E.K., Angell C.",7005226307;8118781700;,The role of 'talking physics' in an undergraduate physics class using an electronic audience response system,2010,Physics Education,45,3,,278,284,,11.0,10.1088/0031-9120/45/3/008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77952498929&doi=10.1088%2f0031-9120%2f45%2f3%2f008&partnerID=40&md5=5fd8f2350857a1d1723b398341b1ee46,"Department of Physics, University of Oslo, PO Box 1048 Blindern, N-0316 Oslo, Norway","Henriksen, E.K., Department of Physics, University of Oslo, PO Box 1048 Blindern, N-0316 Oslo, Norway; Angell, C., Department of Physics, University of Oslo, PO Box 1048 Blindern, N-0316 Oslo, Norway","The use of electronic audience response systems (ARS) in undergraduate science instruction is increasing. In this article, we argue for combining such a teaching approach with a more active use of student small-group discussions, demonstrating with examples from a Norwegian physics course how 'talking physics' is central to the development of understanding and can be used to enhance learning in ARS classrooms. © 2010 IOP Publishing Ltd.",,,,,,,,,,,,,"Banks, D., (2006) Audience Response Systems in Higher Education: Applications and Cases, , Hershey, PA: Information Science Publishing; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69, pp. 970-977; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) J. Comput. Higher Educ., 7, pp. 3-47; Duit, R., (2007) Bibliography STCSE: Students' and Teachers' Conceptions and Science Education, , www.ipn.uni-kiel.de/aktuell/stcse/stcse.html; Fies, C., Marshall, J., Classroom response system: A review of the literature (2006) J. Sci. Educ. Technol., 15, pp. 101-109; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74; Halloun, I.A., Hestenes, D., The initial knowledge state of college physics students (1985) Am. J. Phys., 53, pp. 1043-1055; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teach., 30, pp. 141-158; Lasry, N., Mazur, E., Watkins, J., Peer instruction: From Harvard to the two-year college (2008) Am. J. Phys., 76, pp. 1066-1069; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice-Hall; McDermott, L.C., Guest comment: How we teach and how students learn-a mismatch? (1993) Am. J. Phys., 61, pp. 295-298; McDermott, L.C., Oersted Medal Lecture 2001: Physics education research-the key to students learning (2001) Am. J. Phys., 69, pp. 1127-1137; Mortimer, E.F., Scott, P.H., (2003) Meaning Making in Secondary Science Classrooms, , Maidenhead, PA: Open University Press; Nagy-Shadman, E., Desrochers, C., Student response technology: Empirically grounded or just a gimmick? (2008) Int. J. Sci. Educ., 30, pp. 2023-2066; Penuel, W.R., Abrahamson, L., Roschelle, J., Theorizing the transformed classroom: Sociocultural interpretation of the effects of audience response systems in higher education (2006) Audience Response Systems in Higher Education: Applications and Cases; Raen, K., Å lære mekanikk ved bruk av et elektronisk personal response system(Learning mechanics with use of an electronic 'personal response system') (2008) Master Thesis; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) Am. J. Phys., 76, pp. 171-178; Redish, E.F., (2003) Teaching Physics with the Physics Suit, , New York: Wiley; Rogoff, B., (1990) Apprenticeship in Thinking: Cognitive Development in Social Context, , Oxford: Oxford University Press; Smith, M.K., Why peer discussion improved student performance on in-class concept questons (2009) Science, 323, pp. 122-124; Van Heuvelen, A., Learning to think like a physicist: A review of research-based instructional strategies (1991) Am. J. Phys., 59, pp. 891-897; Vygotsky, L.S., (1978) Mind in Society: The Development of Higher Psychological Processes, , Cambridge, MA: Harvard University Press; Vygotsky, L.S., (1987) Thought and Language, , Cambridge: Cambridge University Press; Wertsch, J.W., (1991) Voices of the Mind: A Sociocultural Approach to Mediated Action, , Cambridge, MA: Harvard University Press; Wieman, C., Perkins, K., Transforming physics education (2005) Phys. Today, 58 (11), pp. 36-41; Young, H.D., Freedman, R.A., (2004) University Physics with Modern Physics, , 11th international edn (Pearson: Addison-Wesley)","Henriksen, E. K.; Department of Physics, University of Oslo, PO Box 1048 Blindern, N-0316 Oslo, Norway; email: e.k.henriksen@fys.uio.no",,,,,,,,00319120,,,,English,Phys. Educ.,Article,Final,,Scopus,2-s2.0-77952498929
"Hunter Revell S.M., McCurry M.K.",36052772500;8883073500;,Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms,2010,Journal of Nursing Education,49,5,,272,275,,39.0,10.3928/01484834-20091217-07,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77952394649&doi=10.3928%2f01484834-20091217-07&partnerID=40&md5=70fb32c10c2f70076b00f7fc70ee0ddc,"Department of Adult and Child Nursing, College of Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA, United States","Hunter Revell, S.M., Department of Adult and Child Nursing, College of Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA, United States; McCurry, M.K., Department of Adult and Child Nursing, College of Nursing, University of Massachusetts Dartmouth, North Dartmouth, MA, United States","Nurse educators must explore innovative technologies that make the most of the characteristics and learning styles of millennial learners. These students are comfortable with technology and prefer interactive classrooms with individual feedback and peer collaboration. This study evaluated the perceived effectiveness of personal response system (PRS) technology in enhancing student learning in small and large classrooms. PRS technology was integrated into two undergraduate courses, nursing research (n = 33) and junior medical-surgical nursing (n = 116). Multiple-choice, true-false, NCLEX-RN® alternate format, and reading quiz questions were incorporated within didactic PowerPoint® presentations. Data analysis of Likert-type and open-response questions supported the use of PRS technology as an effective strategy for educating millennial learners in both small and large classrooms. PRS technology promotes active learning, increases participation, and provides students and faculty with immediate feedback that reflects comprehension of content and increases faculty-student interaction. © SLACK Incorporated.",,"adaptive behavior; adult; age; article; attitude to computers; education; evaluation; health care quality; health personnel attitude; human; human relation; infrared radiation; licensing; methodology; nursing education; nursing methodology research; nursing student; psychological aspect; qualitative research; radiofrequency radiation; teaching; Age Factors; Attitude of Health Personnel; Attitude to Computers; Computer-Assisted Instruction; Education, Nursing, Baccalaureate; Educational Measurement; Faculty, Nursing; Feedback, Psychological; Humans; Infrared Rays; Intergenerational Relations; Licensure, Nursing; Nursing Education Research; Nursing Methodology Research; Program Evaluation; Qualitative Research; Radio Waves; Students, Nursing; Young Adult",,,,,,,,,,,"Abdallah, L., Reflective teaching with technology: Use of a personal response system and publisher's web site to enhance students' performance in a nursing assessment and skills course (2008) Online Journal of Nursing Informatics, 12 (1). , http://ojni.org/12_1/abdallah.html, Retrieved from; (2008) Advancing Higher Education In Nursing: Annual State of The Schools, , http://www.aacn.nche.edu/media/pdf/AnnualReport08.pdf, American Association of Colleges of Nursing, Retrieved from; Billings, D.M., Kowalski, K., Keeping participants enrolled: Participation (2006) The Journal of Continuing Education In Nursing, 37, pp. 152-153; Black, C.D., Watties-Daniels, A.D., Cutting edge technology to enhance nursing classroom instruction at Coppin State University (2006) The ABNF Journal, 17 (3), pp. 103-106; Copas, G.M., del Valle, S., Where's my clicker? Bringing the remote into the classroom-Part II (2004) Usability News, 6 (1). , http://psychology.wichita.edu/surl/usabilitynews/61/remote_testing.htm, Retrieved from; Debourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education In Practice, 8, pp. 76-87; (2008) Interwrite PRS®, , http://www.einstruction.com/products/assessment/prs/, eInstruction, Retrieved from; Guthrie, R.W., Carlin, A., (2005) Waking the Dead: Using Interactive Technology to Engage Passive Listeners In the Classroom, , http://www.einstruction.com/News/index.cfm?fuseaction=news.display&menu=news&content=showArticle&id=131, Retrieved from; Mangold, K., Educating a new generation: Teaching baby boomer faculty about millennial students (2007) Nurse Educator, 32, pp. 21-23; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32, pp. 113-116; (2007) NCLEX-RN: 250 New-format Questions, , (2nd ed.), Philadelphia, PA: Lippincott Williams & Wilkins; Pardue, K.T., Morgan, P., Millennials considered: Anew generation, new approaches, and implications for nursing education (2008) Nursing Education Perspectives, 29, pp. 74-79; Raines, C., (2002) Managing Millennials, , http://www.generationsatwork.com/articles/millenials.htm, Retrieved from; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27, pp. 278-280; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45, pp. 469-473; Vernaza, K.M., Using personal response system technology and concept check modules to improve students' learning experience: Acase study (2007) Proceedings of The 37th ASEE/IEEE Frontiers In Education Conference, F1D, pp. 16-17","Hunter Revell, S. M.; Department of Adult and Child Nursing, College of Nursing, University of Massachusetts Dartmouth, 285 Old Westport Road, North Dartmouth, MA 02747, United States; email: susan.hunterrevell@umassd.edu",,,,,,,,01484834,,,20055325.0,English,J. Nurs. Educ.,Article,Final,,Scopus,2-s2.0-77952394649
"Sirum K.L., Madigan D.",15121500700;8686651000;,Assessing how science faculty learning communities promote scientific teaching,2010,Biochemistry and Molecular Biology Education,38,3,,193,202,,16.0,10.1002/bmb.20416,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77953336456&doi=10.1002%2fbmb.20416&partnerID=40&md5=d8ebf581118574c4626c40203665724c,"Department of Biological Sciences, Bowling Green State University, Bowling Green, OH 43403, United States; Department of English, Bowling Green State University, Bowling Green, OH 43403, United States","Sirum, K.L., Department of Biological Sciences, Bowling Green State University, Bowling Green, OH 43403, United States; Madigan, D., Department of English, Bowling Green State University, Bowling Green, OH 43403, United States","Although there is a need for continued pedagogical advancement in science undergraduate education, what is needed more urgently is more widespread adaptation of pedagogical practices that research has already shown to promote learning. Those practices include interactive engagement pedagogies such as active learning and inquiry-based learning. The need now is to find ways to integrate and institutionalize these evidence-based strategies for teaching science and to help science faculty learn about and implement them. Scientific Teaching Learning Communities (STLCs) create a culture that values scholarly teaching within science departments, important for bridging the gap between science and education and for improving undergraduate science learning. Evidence for the impact of STLCs on the student-learning environment was obtained through the development and use of the Participant Assessment of Learning Gains survey, an adaptation of the online Student Assessment of Learning Gains survey originally developed by Seymour et al. (Available at: http://www.wcer.wisc.edu/salgains/instructor/SALGains.asp, 1997 and Paper presented at the National Meeting of the American Chemical Society, 2000). Data reveal how STLCs are transforming faculty behavior and directly affecting what they do in their science classrooms. © 2010 by The International Union of Biochemistry and Molecular Biology.",Faculty learning community; Instructional development; Science education reform; Scientific teaching,,,,,,,,,,,,"Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., Dehaan, R., Gentile, J., Wood, W.B., Scientific teaching (2004) Science, 304, pp. 521-522; Seymour, E., Hewitt, N., (1997) Talking About Leaving: Why Undergraduates Leave the Sciences, , Westview Press, Boulder, CO; Thielens Jr., W., (1987) The Disciplines and Undergraduate Lecturing, , ERIC Digest, Washington, D.C., ERIC Clearinghouse on Higher Education, ERIC Document Reproduction No. ED286436; Bonwell, C.C., Eison, J.A., (1991) Active Learning: Creating Excitement In the Classroom, , ASHE-ERIC Higher Education Report No. 1, George Washington University, Washington, DC, ERIC Document Reproduction No. ED340272; Hake, R.R., Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66, pp. 64-74; Baker, P., (1999) Creating Learning Communities: The Unfinished Agenda, In B, pp. 95-109. , A. Pescosolido, R. Aminzade, Eds., The Social Works of Higher Education, Pine Forge Press, Thousand Oaks, CA; (2008), http://dels.nas.edu/summerinst/index.shtml, National Academies Summer Institute on Undergraduate Education in Biology, Available at, Accessed on June 23, 2008; (2008), http://www.pkal.org/pkal, Project Kaleidoscope, Available at:, Accessed on June 23, 2008; Cox, M., Introduction to faculty learning communities (2004) New Directions For Teaching and Learning, 97, pp. 5-23. , in M. D. Cox, L. Richlin, Eds., Building faculty learning communities, Jossey-Bass, San Francisco, CA; Sirum, K.L., Madigan, D., Klionsky, D.J., Enabling a culture of change: A life sciences faculty learning community promotes scientific teaching (2009) J. Coll. Sci. Teach, 38, pp. 24-30; Seymour, E., (1997) Student Assessment of Learning Gains, , http://www.wcer.wisc.edu/salgains/instructor/SALGains.asp, Available at, Accessed on December 7, 2007; Seymour, E., Wiese, D.J., Hunter, A., Daffinrud, S.M., (2000) Creating a Better Mousetrap: On-line Assessment of Their Learning Gains, , Paper presented at the National Meeting of the American Chemical Society, San Francisco; (2000) How People Learn: Brain, Mind, Experience, and School, , J. Bransford, A. L. Brown, R. R. Cocking, Eds., National Research Council (U. S.) Committee on Learning Research and Educational Practice, National Research Council, National Academies Press, USA; Zull, J., (2002) The Art of Changing the Brain, , Sterling, Virginia, Stylus Publishing, LLC; Wieman, C., (2007) About the Carl Wieman Education Initiative, , http://www.vpacademic.ubc.ca/CarlWieman/about.htm, Available at, Accessed on December 7, 2007; Wood, W., Gentile, J., Meeting report: The first National Academies Summer Institute for undergraduate education in biology (2003) Cell. Biol. Educ, 2, pp. 207-209; Wood, W., Handelsman, J., Meeting report: The 2004 National Academies Summer Institute on undergraduate education in biology (2004) Cell. Biol. Educ, 3, pp. 215-217; Connolly, M.R., Millar, S.B., Using workshops to improve instruction in STEM courses (2006) Metrop Univ, 17, pp. 53-65; Schein, E.H., (1992) Organizational Culture and Leadership, , 2nd ed., Jossey-Bass, San Francisco, CA; Paulson, M.B., Feldman, K.A., (1995) Taking Teaching Seriously: Meeting the Challenge of Instructional Improvement, , ASHE-ERIC Higher Education Report No. 2, George Washington University, Washington, DC, ERIC Document Reproduction No. ED396616; Cox, M., (2007) Participating Institutions and Their Communities and Their Directors, , http://www.units.muohio.edu/consortium/participating.php, Available at, Accessed on December 7, 2007; Cox, M., (2007) Faculty Learning Community Survey, , http://www.units.muohio.edu/flc/comp27survey.shtml, Available at, Accessed on December 1, 2007; Polich, S., Assessment of a faculty learning community program: Do faculty members really change (2007) To Improve the Academy: Resources For Faculty, Instructional, and Organizational Development, 26, pp. 106-118. , in D. R. Robertson and L. B. Nilson, Eds; Hestenes, D., Halloun, I., Interpreting the force concept inventory (1992) Phys. Teach, 33, pp. 138-143; Grasha, A.F., (2002) Teaching With Style: A Practical Guide to Enhancing Learning By Understanding Teaching and Learning Styles, , Alliance Publishers, San Bernadino, CA; Webb, S., (2007) Education Research: A New (Tenure) Track For Scientists, Science Careers, , http://sciencecareers.sciencemag.org/career_development/previous_issues/articles/2007_10_05/caredit_a0700142, Available at:, Accessed on June 23, 2008; Bush, S.D., Pelaez, N.J., Rudd, J.A., Stevens, M.T., Williams, K.S., Allen, D.E., Tanner, K.D., On hiring science faculty with education specialties for your science (not education) department (2006) CBE Life Sci. Educ, 5, pp. 297-305; Anderson, T.R., Bridging the educational research-teaching practice gap: The importance of bridging the gap between science education research and its application in biochemistry teaching and learning: Barriers and strategies (2007) Biochem. Mol. Biol. Educ, 35, pp. 391-486","Sirum, K. L.; Department of Biological Sciences, Bowling Green State University, Bowling Green, OH 43403, United States; email: ksirum@bgsu.edu",,,,,,,,14708175,,BMBEC,,English,Biochem. Mol. Biol. Educ.,Article,Final,,Scopus,2-s2.0-77953336456
"Fritz M., Kruijff G.-J.M., Schiele B.",14035495500;14035676700;55267534700;,Tutor-based learning of visual categories using different levels of supervision,2010,Computer Vision and Image Understanding,114,5,,564,573,,2.0,10.1016/j.cviu.2009.12.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77950949253&doi=10.1016%2fj.cviu.2009.12.008&partnerID=40&md5=4d341cb4060e3224f9db992dc74b8f92,"EECS Department, UC Berkeley and ICSI, Berkeley, United States; Language Technology Lab, DFKI GmbH, Saarbrücken, Germany; CS Department, TU-Darmstadt and MPI Informatik, Saarbrücken, Germany","Fritz, M., EECS Department, UC Berkeley and ICSI, Berkeley, United States; Kruijff, G.-J.M., Language Technology Lab, DFKI GmbH, Saarbrücken, Germany; Schiele, B., CS Department, TU-Darmstadt and MPI Informatik, Saarbrücken, Germany","In recent years we have seen lots of strong work in visual recognition, dialogue interpretation and multi-modal learning that is targeted at provide the building blocks to enable intelligent robots to interact with humans in a meaningful way and even continuously evolve during this process. Building systems that unify those components under a common architecture has turned out to be challenging, as each approach comes with it's own set of assumptions, restrictions, and implications. For example, the impact of recent progress on visual category recognition has been limited from a perspective of interactive systems. Reasons for this are diverse. We identify and address two major challenges in order to integrate modern techniques for visual categorization in an interactive learning system: reducing the number of required labelled training examples and dealing with potentially erroneous input. Today's object categorization methods use either supervised or unsupervised training methods. While supervised methods tend to produce more accurate results, unsupervised methods are highly attractive due to their potential to use far more and unlabeled training data. We proposes a novel method that uses unsupervised training to obtain visual groupings of objects and a cross-modal learning scheme to overcome inherent limitations of purely unsupervised training. The method uses a unified and scale-invariant object representation that allows to handle labeled as well as unlabeled information in a coherent way. First experiments demonstrate the ability of the system to learn object category models from many unlabeled observations and a few dialogue interactions that can be ambiguous or even erroneous. © 2010 Elsevier Inc. All rights reserved.",Cross-modal learning; Incremental learning; Interactive learning; Object categorization; Semi-supervised learning; Tutor-based learning; Unsupervised learning,Cross-modal; Incremental learning; Interactive learning; Object categorization; Semi-supervised learning; Intelligent robots; Object recognition; Unsupervised learning; Supervised learning,,,,,"Erzincan Üniversitesi: IST-2002-004250

Alexander von Humboldt-Stiftung","This work has been funded, in part, by the EU project CoSy (IST-2002-004250) and a Feodor Lynen Fellowship granted by the Alexander von Humboldt Foundation.",,,,,"Agarwal, A., Triggs, B., Hyperfeatures - multilevel local coding for visual recognition (2006) ECCV'06, , http://lear.inrialpes.fr/pubs/2006/AT06b, Springer; Arsenio, A., Developmental learning on a humanoid robot (2004) International Joint Conference On Neural Networks; J. Baldridge, G.-J.M. Kruijff, Coupling ccg and hybrid logic dependency semantics, in: ACL '02. Morristown, NJ, USA, 2001; J. Baldridge, G.-J.M. Kruijff, Multi-modal combinatory categorial grammar, in: EACL '03. Morristown, NJ, USA, 2003; Bart, E., Ullman, S., Cross-generalization: Learning novel classes from a single example by feature replacement (2005) Proceedings of IEEE Conference on Computer Vision and Pattern Recognition; Bauckhage, C., Fink, G.A., Fritsch, J., Kummert, F., Lomker, F., Wachsmuth, G.S., An integrated system for cooperative man-machine interaction (2001) Computational Intelligence in Robotics and Automation; (2006) Semi-Supervised Learning, , http://www.kyb.tuebingen.mpg.de/ssl-book, Chapelle O., Schölkopf B., and Zien A. (Eds), MIT Press, Cambridge, MA <http://www.kyb.tuebingen.mpg.de/ssl-book>; Csurka, G., Dance, C., Fan, L., Willarnowski, J., Bray, C., Visual categorization with bags of keypoints (2004) ECCV'04 Workshop on Statistical Learning in Computer Vision, pp. 59-74. , Prague, Czech Republic, May; Fei-Fei, L., Fergus, R., Perona, P., A Bayesian approach to unsupervised one-shot learning of object categories (2003) ICCV '03: Proceedings of the Ninth IEEE International Conference on Computer Vision, p. 1134. , IEEE Computer Society, Washington, DC, USA; Fergus, R., Zisserman, A., Perona, P., Object class recognition by unsupervised scale-invariant learning (2003) CVPR'03; Fritz, M., Leibe, B., Caputo, B., Schiele, B., Integrating representative and discriminant models for object category detection (2005) ICCV'05, , Beijing, China, October; Fritz, M., Schiele, B., Towards unsupervised discovery of visual categories (2006) DAGM'06, , Berlin, Germany, September; Grauman, K., Darrell, T., Unsupervised learning of categories from sets of partially matching image features (2006) CVPR'06, pp. 19-25. , IEEE Computer Society, Washington, DC, USA; Harnad, S., The symbol grounding problem (1990) Physica D, 42 (1-3), pp. 335-346; Hawes, N., Brenner, M., Sjöö, K., Planning as an architectural control mechanism (2009) Proceedings of Human-Robot Interaction 2009 (HRI '09), , March; Jacobsson, H., Hawes, N., Kruijff, G., Wyatt, J., Crossmodal content binding in information-processing architectures (2008) Proceedings of the 3rd ACM/IEEE International Conference on Human-Robot Interaction (HRI), , Amsterdam, The Netherlands, March 12-15; Kapoor, A., Grauman, K., Urtasun, R., Darrell, T., Active learning with Gaussian processes for object categorization (2007) ICCV'07, pp. 1-8. , http://dx.doi.org/10.1109/ICCV.2007.4408844; Kelleher, J., Kruijff, G., Costello, F., Proximity in context: An empirically grounded computational model of proximity for processing topological spatial expressions (2006) Proceedings of ACL/COLING; Kirstein, S., Wersing, H., Körner, E., Rapid online learning of objects in a biologically motivated recognition architecture (2005) 27th Pattern Recognition Symposium DAGM, pp. 301-308. , Springer; Kruijff, G.J., Lison, P., Benjamin, T., Jacobsson, H., Zender, H., Kruijff-Korbayová, I., Hawes, N., Situated dialogue processing for human-robot interaction (2009) Cognitive Systems, , Christensen H., Kruijff G., and Wyatt J. (Eds), Springer Verlag; Kruijff, G.-J.M., Kelleher, J.D., Berginc, G., Leonardis, A., Structural descriptions in human-assisted robot visual learning (2006) Proceedings of 1st Annual Conference on Human-Robot Interaction, , March; Kruijff, G.-J.M., Kelleher, J.D., Hawes, N., Information fusion for visual reference resolution in dynamic situated dialogue (2006) PIT, , Kloster Irsee, Germany, June; Lazebnik, S., Schmid, C., Ponce, J., Beyond bags of features: Spatial pyramid matching for recognizing natural scene categories (2006) CVPR'06, pp. 2169-2178. , Washington, DC, USA; Leibe, B., Leonardis, A., Schiele, B., Robust object detection with interleaved categorization and segmentation (2008) Int. J. Comput. Vision, 77 (1-3), pp. 259-289; Lison, P., Kruijff, G., Salience-driven contextual priming of speech recognition for human-robot interaction (2008) Proceedings of ECAI, , Athens, Greece; Lison, P., Kruijff, G.-J.M., An integrated approach to robust processing of situated spoken dialogue (2009) Proceedings of the Second International Workshop on the Semantic Representation of Spoken Language (SRSL'09), , Athens, Greece; Lowe, D., Object recognition from local scale invariant features (1999) ICCV'99; Mikolajczyk, K., Leibe, B., Schiele, B., Local features for object class recognition (2005) ICCV'05, , Beijing, China, October; Mikolajczyk, K., Schmid, C., A performance evaluation of local descriptors (2003) CVPR'03; Roy, D., Learning words and syntax for a scene description task (2002) Comput. Speech Lang., 16 (3); Sivic, J., Russell, B.C., Efros, A.A., Zisserman, A., Freeman, W.T., Discovering objects and their locations in images (2005) ICCV'05, , Beijing, China, October; Skočaj, D., Berginc, G., Ridge, B., Štimec, A., Jogan, M., Vanek, O., Leonardis, A., Hewes, N., A system for continuous learning of visual concepts (2007) International Conference on Computer Vision Systems ICVS, , Bielefeld, Germany, March; Socher, G., Sagerer, G., Perona, P., Bayesian reasoning on qualitative descriptions from images and speech (2000) Image and Vision Computing; Stark, M., Schiele, B., How good are local features for classes of geometric objects (2007) ICCV'07; Steels, L., The symbol grounding problem has been solved. So what's next? (2008) Symbols, Embodiment and Meaning, , De Vega M., Glennberg G., and Graesser G. (Eds), Academic Press, New Haven; Steels, L., Kaplan, F., Aibo's first words: the social learning of language and meaning (2001) Evolut. Commun., 4 (1), pp. 3-32; Thomaz, A.L., (2006) Socially Guided Machine Learning, , Ph.D. thesis, Massachusetts Institute of Technology, May; Wolfson, H.J., Rigoutsos, I., Geometric hashing: an overview (1997) IEEE Comput. Sci. Eng., 4 (4), pp. 10-21; Zhu, X., Semi-supervised learning literature survey (2005), http://www.cs.wisc.edu/∼jerryzhu/pub/ssl_survey.pdf, Tech. Rep. 1530, Computer Sciences, University of Wisconsin-Madison","Fritz, M.; EECS Department, UC Berkeley and ICSI, Berkeley, United States; email: mfritz@eecs.berkeley.edu",,,,,,,,10773142,,CVIUF,,English,Comput Vision Image Understanding,Article,Final,,Scopus,2-s2.0-77950949253
"Schick P.K., Burke M.D.",35830020300;36113036700;,Post-hoc analysis of audience responses-enabled conferences on hematological subjects,2010,Internet Journal of Hematology,6,2,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77953466407&partnerID=40&md5=9d19b6ca57fc2d9b1c586d0d8ae5371b,"Drexel University College of Medicine, Philadelphia, United States; Lankenau Hospital, Wynnewood, PA, United States; Thomas Jefferson Medical College, Philadelphia, PA, United States; Lankenau Hospital, Wynnewood, PA, United States","Schick, P.K., Drexel University College of Medicine, Philadelphia, United States, Lankenau Hospital, Wynnewood, PA, United States; Burke, M.D., Thomas Jefferson Medical College, Philadelphia, PA, United States, Lankenau Hospital, Wynnewood, PA, United States",We have developed a strategy for the post hoc analysis of questions asked during audience response enabled conferences that objectively assesses baseline knowledge and comprehension of lectures. Examples of the application of this approach in training residents to manage hem/onc problems are discussed. Data from lectures on hem/onc emergencies and the interpretation of peripheral blood smears are presented. The demographics of knowledge in an audience consisting of medical students and residents at different level of training were demonstrated. Strengths and weaknesses in knowledge were identified. The data indicated that skills in managing hem/onc emergencies increased with the length of training but not in interpreting peripheral smears. Feedback indicated that participants were not intimidated by being tested. It is valuable to monitor knowledge during conferences since they usually review essential core information. The information derived from monitoring of conferences on hem/onc disorders can be used to optimize curriculum and training programs.,Audience response systems; Curriculum; Interactivity; Post-hoc analysis; Training,article; blood smear; cell structure; curriculum; demography; information retrieval; knowledge; medical education; medical student; post hoc analysis; process optimization; questionnaire; resident; symposium; training,,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips. [Review] (2007) CBE Life Sciences Education [Electronic Resource], 6, pp. 9-20; Kerns, C., Technological tools for library user education: One library's experience (2007) Medical Reference Services Quarterly, 26, pp. 105-14; Collins, L.J., Livening up the classroom: Using audience response systems to promote active learning (2007) Medical Reference Services Quarterly, 26, pp. 81-88; Streeter, J.L., Rybicki, F.J., (2006) A Novel Standard-compliant Audience Response System For Medical Education, 26, pp. 1243-1249; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) Journal of Dental Education, 69, pp. 378-81; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: Using personal digital assistants as a classroom polling tool (2004) Journal of The American Medical Informatics Association, 11, pp. 217-20; Plant, J.D., Incorporating an audience response system into veterinary dermatology lectures: Effect on student knowledge retention and satisfaction (2007) Journal of Veterinary Medical Education, 34, pp. 674-674; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am J Roentgenol, 190, pp. 319-22; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system (ARS) in a dual-campus classroom environment (2008) Am J Pharm Educ, 15, p. 38; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol 15, pp. 383-389; Torbeck, L., Enhancing programme evaluation using the Audience Response System (2007) Med Educ, 41, pp. 1088-1089; Burke, J.F., Gnall, E., Umrudden, Z., Kyaw, M., Schick, P.K., Critical analysis of a computer-assisted tutorial on ECG interpretation and its ability to determine competency (2008) Medical Teacher, 30, pp. e41-8","Schick, P. K.; Lankenau Hospital, Suite 30 (MOBW) 100 Lancaster Avenue, Wynnewood, PA 19096, United States; email: pksone@comcast.net",,,,,,,,15402649,,,,English,Internet J. Hematol.,Article,Final,,Scopus,2-s2.0-77953466407
"Sprague E.W., Dahl D.W.",35727098400;7102695662;,Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses,2010,Journal of Marketing Education,32,1,,93,103,,46.0,10.1177/0273475309344806,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77649257540&doi=10.1177%2f0273475309344806&partnerID=40&md5=53b71e929799f3321c659dfdd5fa13c8,"University of British Columbia, Canada","Sprague, E.W., University of British Columbia, Canada; Dahl, D.W., University of British Columbia, Canada","The incorporation of personal response system (PRS) clickers into teaching pedagogy has created implications for teaching practice and student satisfaction. Using a current undergraduate business student population, the authors measure student attitudes and preferences and identify student performance outcomes relating to the use of PRS clickers. Study results validate the broad applicability of this technology by showing positive student attitudes, learning experiences, and the mitigation of barriers toward acceptance of this technology. Importantly, measures of student performance correlate to self-reported learning outcomes realized through using PRS clickers. The study also finds evidence that PRS clickers benefit those students who are frequently disadvantaged in the classroom. Specifically, students with a low need for cognition or facing cultural barriers are shown to have a better learning experience when using clicker technology. The article concludes with recommendations on applying PRS clicker technology to teaching practice and identifies areas for future investigation. © 2010 SAGE Publications.",Clickers; Cultural barriers; Need for cognition; Student satisfaction; Technology,,,,,,,,,,,,"Bloom, D., (1956) Taxonomy of Educational Objectives, the Classification of Educational Goals-Handbook I: Cognitive Domain, , New York: McKay; Boyle, J., Nicol, D., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11 (3), pp. 43-57; Cacioppo, J., Petty, R., The need for cognition (1982) Journal of Personality and Social Psychology, 42, pp. 116-131; Celsi, R., Wolfinbarger, M., Discontinuous classroom innovation: Waves of change for marketing education (2002) Journal of Marketing Education, 24, pp. 64-72; Cutts, Q., Carbone, A., van Haaster, K., Using an electronic voting system to promote active reflection on coursework feedback (2004) Proceedings of the International Conference on Computers in Education 2004, Australia, , http://www.dcs.gla.ac.uk/~quintin/papers/ICCE04QC.pdf, In. Retrieved April 8, 2007 from; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Draper, S., Brown, M., (2002) Use of the PRS (Personal Response System) Handsets at Glasgow University, Interim Report, , http://www.psy.gla.ac.uk/%7Esteve/ilig/interim.html, Retrieved August 3, 2006 from; Dufresne, R.G.W., Leonard, W.M.J., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Egemen, E., Edwards, F., Nirmalakhandan, N., Computer simulation models in environmental engineering education (1998) Water Science and Technology, 38, pp. 295-302; Epstein, S., Pacini, R., Denes-Raj, V., Heier, H., Individual differences in intuitive-experiential and analytical-rational thinking styles (1996) Journal of Personality and Social Psychology, 71, pp. 390-505; Horowitz, P., Barrowy, B., Designing and using open-ended software to promote conceptual change (1994) Journal of Science, Education and Technology, 3, pp. 161-185; Kolb, D.A., Learning styles and disciplinary differences (1981) The Modern American College, pp. 37-75. , In Alan W. Chickering and Associates (Eds.), San Francisco: Jossey-Bass; Kolb, D.A., (1984) Experiential Learning: Experience as the Source of Learning and Development, , Englewood Cliffs, NJ: Prentice Hall; Kolb, D.A., Management and the learning process (1988) California Management Review, 18 (3), pp. 22-31; Liu, T.C., Liang, J.K., Wang, H.Y., Chan, T.W., The features and potential of interactive response system (2003) International Conference on Computers in Education 2003: The Second Wave of ICE in Education, pp. 315-322. , In K. T. Lee & K. Mitchell (Eds.), Hong Kong, PR China: ICCE; Marien, E.J., Real-time feedback for customer-oriented teaching (1995) Education, 116 (2), pp. 44-53; Martin, E., (1999) Changing Academic Work: Developing the Learning University, , Buckingham, UK: SRHE/ Open University Press; Norman, K.L., The electronic teaching theater: Interactive hypermedia and mental models of the classroom (1990) Current Psychology, 9, pp. 141-161; Norman, K.L., Hypercourseware for interactive instruction in the electronic classroom (1994) Behavior Research Methods, Instruments and Computers, 26, pp. 255-260; Sadowski, C., Gulgoz, S., Elaborative processing mediates the relationship between need for cognition and academic performance (1996) Journal of Psychology, 130, pp. 303-307; Sharples, M., The design of personal mobile technologies for lifelong learning (2000) Computers & Education, 34 (3-4), pp. 177-193; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23, pp. 187-208. , http://www.ascilite.org.au/ajet/ajet23/simpson.html, Retrieved April 18, 2009 from; Slough, R., Lane, E.T., Interactive teaching with student response keypads (1995) Journal of Science, Education and Technology, 4 (2), pp. 5-13; Smart, D.T., Kelley, C.A., Conant, J.S., Marketing education in the year 2000: Changes observed and challenges anticipated (1999) Journal of Marketing Education, 21, pp. 206-216; Ueltschy, L.C., An exploratory study of integrating interactive technology into the marketing curriculum (2001) Journal of Marketing Education, 23, pp. 63-72; Williams, J., Learning by remote control: Exploring the use of audience response system as a vehicle for content delivery (2003) Interact, Integrate, Impact: Proceedings 20th ASCILITE Conference, pp. 739-838. , In G. Crisp, D. Thiele, I. Scholten, S. Barker, & J. Barron (Eds.), Adelaide, Australia: ASCILITE; Young, M., Klemz, B., Murphy, W., Enhancing learning outcomes: The effects of instructional technology, learning styles, instructional methods and student behavior (2003) Journal of Marketing Education, 25, pp. 130-142; Zeon, S., Lundenberg, M.A., Costello, S.M., Gajdostik, L.J., Harmes, N.R., Roshen, N.A., Restructuring at the classroom level: Effects with technology (1999), (February-March). Paper presented at the Society for Information Technology and Teacher Education International Conference, San Antonio, TX","Sprague, E. W.; University of British ColumbiaCanada",,,,,,,,02734753,,,,English,J. Mark. Educ.,Article,Final,,Scopus,2-s2.0-77649257540
"Keogh P., Wang Z.",35728859400;16069412600;,"Clickers in instruction: One campus, multiple perspectives",2010,Library Hi Tech,28,1,,8,21,,6.0,10.1108/07378831011026661,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77649280693&doi=10.1108%2f07378831011026661&partnerID=40&md5=4d199e4a4f4d01842e6989ca4af6eb63,"Brooklyn Campus Library, Long Island University, Brooklyn, NY, United States","Keogh, P., Brooklyn Campus Library, Long Island University, Brooklyn, NY, United States; Wang, Z., Brooklyn Campus Library, Long Island University, Brooklyn, NY, United States","Purpose: This paper seeks to examine attitudes toward the use of clickers, as well as practicalities and pedagogical considerations that inform them. Drawing on interviews from a variety of viewpoints at one institution of higher education, this paper aims to situate a librarian perspective among those of teaching faculty, administration, and students. Design/methodology/approach: This paper is a case study of a single institution of higher education in which the experiences of teaching faculty, an administrator, and a library faculty member are gathered using semi-structured interviews. Student opinions are obtained through the use of a focus-group interview. Findings: This paper provides attitudes and experiences of nursing teaching faculty who use clickers in their instruction, an administrator who purchased clickers for his department, and a library faculty member who uses clickers in bibliographic instruction, as well as those of nursing students who used the technology in class. Research limitations/implications: Because of the nature of the research method employed, reported results may not be universally generalizable. Practical implications: This paper may help inform the choices of those deciding to use clickers in their instruction. Originality/value: This paper fulfills an identified need to analyze reactions to clicker use in instruction among students, instructors, and other program participants, including librarians. © Emerald Group Publishing Limited.",Higher education; Teaching methods,,,,,,,,,,,,"Armstrong, D.A., Clickers in the classroom (2008) Journal of the California Dental Hygienists' Association, 23 (2), p. 32; Beekes, W., The 'millionaire' method for encouraging participation (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Brewer, C.A., Near real-time assessment of student learning and understanding in biology courses (2004) BioScience, 54 (11), pp. 1034-1039; Brown, S.L., Ruschhaupt, D., Birch, D.A., Use of participant response systems by health education centers (2008) Health Education Monograph Series, 25 (1), pp. 53-59; Corcos, E., Monty, V., Interactivity in library presentations using a personal response system (2008) Educause Quarterly, 31 (2), pp. 53-60; Denscombe, M., (2003) The Good Research Guide for Small-Scale Social Research Projects, , Open University Press, Philadelphia, PA; Fitch, J.L., Student feedback in the college classroom: A technology solution (2004) Educational Technology Research & Development, 52 (1), pp. 71-81; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G.L., Empowering or compelling reluctant participants using audience response systems (2007) Active Learning in Higher Education, 8 (3), pp. 233-258; Hatch, J., Jensen, M., Moore, R., Manna from heaven or clickers from hell (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Herreid, C.F., 'Clicker' cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (1228-1229), pp. 422-433; Julian, S., Benson, K., Clicking your way to library instruction assessment: Using a personal response system at Brigham Young University (2008) College & Research Libraries News, 69 (5), pp. 258-260; Len, P.M., Different reward structures to motivate student interaction with electronic response systems in astronomy (2007) Astronomy Education Review, 5 (2), pp. 5-15; Marshall, C., Rossman, S.B., (1999) Designing Qualitative Research, , Sage Publications, Thousand Oaks, CA; Ribbens, E., Why i like clicker personal response systems (2007) Journal of College Science Teaching, 37 (2), pp. 60-62; Skelly, S.S., Beyond paper, ink and cardboard (2007) Community College Journal, 77 (5), pp. 44-48; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27 (5), pp. 278-280; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Wilson, M., Asking questions (1996) Data Collection and Analysis, , Sapsford, R., Jupp, V. (Eds.), Sage Publications, London","Keogh, P.; Brooklyn Campus Library, Long Island University, Brooklyn, NY, United States; email: patricia.keogh@liu.edu",,,,,,,,07378831,,,,English,Libr. Hi Tech,Article,Final,,Scopus,2-s2.0-77649280693
"Grimes C., Joiner Rogers G., Volker D., Ramberg E.",15922614400;21640533700;7003747655;36106408900;,Classroom performance system use in an accelerated graduate nursing program,2010,CIN - Computers Informatics Nursing,28,2,,79,85,,4.0,10.1097/NCN.0b013e3181cd822c,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77649113176&doi=10.1097%2fNCN.0b013e3181cd822c&partnerID=40&md5=c6e8169b7a3c9d8172d71b64b1b917f2,"University of Texas, Austin School of Nursing, 1700 Red River, Austin, TX 78701, United States","Grimes, C., University of Texas, Austin School of Nursing, 1700 Red River, Austin, TX 78701, United States; Joiner Rogers, G., University of Texas, Austin School of Nursing, 1700 Red River, Austin, TX 78701, United States; Volker, D., University of Texas, Austin School of Nursing, 1700 Red River, Austin, TX 78701, United States; Ramberg, E., University of Texas, Austin School of Nursing, 1700 Red River, Austin, TX 78701, United States","Many students who enter accelerated nursing programs have not been exposed to the analysis, prediction, and decision-making skills needed by today's RN. To foster practice with complex concepts in the classroom and to give teachers immediate feedback about student in-class mastery of core material, use of an audience participation system within the classroom may be useful. This article reports the implementation of a classroom performance system and the results ofa program evaluation project designed to capture the system's impact on student and faculty satisfaction and student learning outcomes. Project results and implications for further work are presented. Copyright © 2010 Wolters Kluwer Health | Lippincott Williams & Wilkins.",Classroom performance system; Nursing education; Program evaluation,"adaptive behavior; adult; article; continuing education; cooperation; education; evaluation; female; health care quality; health personnel attitude; human; male; methodology; middle aged; nursing education; nursing student; organization and management; program development; psychological aspect; public relations; teaching; United States; Adult; Attitude of Health Personnel; Computer-Assisted Instruction; Cooperative Behavior; Education, Nursing, Graduate; Education, Professional, Retraining; Educational Measurement; Faculty, Nursing; Feedback, Psychological; Female; Humans; Interprofessional Relations; Male; Middle Aged; Nursing Education Research; Program Development; Program Evaluation; Students, Nursing; Texas",,,,,,,,,,,"Robinson, D., Goodliffe, A., Utilizing the classroom performance system in large introductory geology classes (2005) Geological Society of America Abstracts with Programs, 37 (7), p. 263. , http://gsa.confex.com/gsa/2005AM/finalprogram/abstract-96060.htm, Accessed June 16, 2008; Sellheim, D.O., (2001) Physical Therapy Students' Approaches to Learning: Faculty Beliefs and Other Educational Factors That Influence Them [Dissertation], , Minneapolis MN: University of Minnesota; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nurs Educ Perspect, 27, pp. 278-280; Ficca, M.S., (1999) The Congruency between Actual and Intended Teaching Strategies Used by Nursing Faculty in BSN Programs [Dissertation], , Chester PA: Widener University; Hafner, K., Class, the audience weighs in (2004) New York Times, p. 1. , April 29; Koeckeritz, J.L., Hopkins, K.V., Merrill, A.S., ILEUM: Interactive learning can be effective using mnemonics (2004) Nurs Educ, 29, pp. 75-79; Debourgh, G.A., Predictors of student satisfaction in distancedelivered graduate nursing courses what matters most? (2003) J Prof Nurs, 19, pp. 149-163; Rice, R.E., Bunz, U., Evaluating a wireless course feedback system: The role of demographics expertise fluency competency and usage (2006) Simile, 6 (3). , http://web.ebscohost.com/ehost/detail?vid//3&hid//6&sid// 132dd2e5-da41-4194-9e60214d4ec6a837%40sessionmgr9, [serial online] Accessed June 16, 2008; Slain, D., Abate, M., Hodges, B., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, 68 (5), p. 117. , http://www.ajpe.org/view.asp?art//aj6805117&pdf//yes, [serial online] Accessed June 16, 2008; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, pp. 12-14; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) J Geosci Educ, 52, pp. 345-351; Holmes, R.G., Blalock, J.S., Parker, M.H., Haywood, V.B., Student accuracy and evaluation of a computer-based audience response system (2006) J Dent Educ, 70, pp. 1355-1361; Woods, A.H., Chiu, C., Wireless Response Technology in College Classrooms, , http://www.ph.utexas.edu/~ctalk/talks/march25.htm, Accessed June 18, 2008; Roy, K.H., Pilot investigation of the utility of a student response system in medical student lectures (1996) J Audiov Media Med, 19, pp. 27-32; Debourgh, G.A., Use of classroom clickers to promote acquisition of advanced reasoning skills (2008) Nurse Educ Pract, 8, pp. 76-87; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) J Nurs Educ, 45, pp. 469-473; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: Using personal digital assistants as a classroom polling tool (2004) J Am Med Inform Assoc, 11, pp. 217-220; Nosek, T., Wang, W., Medvedev, I., Wile, M., O'Brien, T., Use of a computerized audience response system in medical student teaching: Its effect on active learning and exam performance (2006) Proceedings of World Conference on E-Learning in Corporate, pp. 2245-2250. , Reeves T Yamashita S eds. GovernmentHealthcare andHigher Education, 2006 Chesapeake, VA: AACE; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Gamito, E.J., Burhansstipanov, L., Krebs, L.U., Bemis, L., Bradley, A., The use of an electronic audience response system for data collection (2005) J Cancer Educ, 20 (SUPPL.), pp. 80-86","Grimes, C.; University of Texas, Austin School of Nursing, 1700 Red River, Austin, TX 78701, United States; email: cgrimes@mail.nur.utexas.edu",,,,,,,,15382931,,,20182157.0,English,CIN Comput. Informatics Nurs.,Article,Final,,Scopus,2-s2.0-77649113176
"Langman J., Fies C.",35559080500;6508009602;,Classroom response system-mediated science learning with English language learners,2010,Language and Education,24,2,,81,99,,8.0,10.1080/09500780903096553,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77149154684&doi=10.1080%2f09500780903096553&partnerID=40&md5=32849534b8dd531dda2766253be53ad0,"UTSA, San Antonio, TX, United States","Langman, J., UTSA, San Antonio, TX, United States; Fies, C., UTSA, San Antonio, TX, United States","We report on a case study examining the effects of a technology adaptation on patterns of discourse in a sheltered English high school science unit on electricity. The focus here is on how the tool, a classroom response system (CRS), affected access to and participation in classroom discourse with regard to developing science literacy among English language learners (ELLs), in particular Spanish speakers. Results indicate that, with appropriate pedagogies, CRS integration can provide learners with additional opportunities to become active participants and agents in their own learning by supporting teachers in reshaping their discourse patterns. We highlight how the CRS led to greater engagement by supporting a shift in the rhythm and participation structures of discourse. Implications for use in classroom settings by teachers with a range of expertise in instructional technology are provided. © 2010 Taylor & Francis.",Classroom discourse; Classroom methodology; ELL; Language minority students; Teacher talk; Teacher-student interaction,,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I, Cognitive Domain, , Bloom, B.S., ed., New York: Longmans, Green; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39 (8), pp. 8-11; Burnstein, R.A., Lederman, L.M., Comparison of different commercial wireless keypad systems (2003) The Physics Teacher, 41, pp. 272-275; Cazden, C., (1988) Classroom Discourse: Than Language of Teaching and Learning, , Portsmouth, NH: Heinemann; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-110; Gee, J.P., (2005) An Introduction to Discourse Analysis: Theory and Method, , 2nd ed. New York, NY: Routledge; Guerrero, S., Walker, N., Dugdale, S., Technology in support of middle grade mathematics: What have we learned? (2004) Journal of Computers in Mathematics and Science Teaching, 23 (1), pp. 5-20; Haneda, M., Wells, G., Learning an additional language through dialogic inquiry (2008) Language and Education, 22 (2), pp. 114-136; Kelly, G.J., Discourse in science classrooms (2007) Handbook of Research on Science Education, pp. 443-469. , In, ed. S.K. Abell and N.G. Lederman, Mahwah, NJ: Lawrence Erlbaum Associates; Langman, J., Bayley, R., Untutored acquisition in the content classroom (2007) Language Learning and Teaching as Social Interaction, pp. 218-234. , In, ed. Z. Hua, P. Seedhouse, L. Wei, and V. Cook, New York, NY: Palgrave MacMillan; Larson, J., Marsh, J., (2005) Making Literacy Real: Theories and Practices for Learning and Teaching, , London: Sage; Lee, O., Luykx, A., Science education and student diversity: Race/ethnicity, language, culture, and socioeconomic status (2007) Handbook of Research in Science Education, pp. 171-198. , In, ed. S.K. Abell and N.G. Lederman, Mahwah, NJ: Lawrence Erlbaum; Lemke, J., (1990) Talking Science: Language Learning and Values, , Norwood, NJ: Ablex; MacWhinney, B., (1991) The Childes Project, , Hillsdale, NJ: Lawrence Erlbaum; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Mehan, H., (1979) Learning Lessons: Social Organisation in the Classroom, , Cambridge, MA: Harvard University Press; Mortimer, E.F., Scott, P.H., (2003) Meaning Making in Secondary Science Classrooms, , Philadelphia, PA: Open University Press; Pursuing excellence: Comparisons of international eighth-grade mathematics and science achievement from a U.S. perspective, 1995 and 1999 (2000), http://nces.ed.gov/timss/timss-r, National Center for Education Statistics. 2000., U.S. Department of Education; U.S. Government Printing Office, Washington, DC, (accessed November 1, 2002); (2005) Texas: Rate of LEP growth 1994/1995-2004/2005, , http://www.ncela.gwu.edu/policy/states/reports/statedata/2004LEP/Texas-G-05.pdf, National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs, Department of Education, Office of English Language Acquisition, Language Enhacement, and Academic Achievement for Limited English Proficient Students, (accessed May 5, 2007); Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 458-473; O'Connor, M., Language socialization in the mathematics classroom: Discourse practices and mathematical thinking (1998) Talking Mathematics in School: Studies of Teaching and Learning, pp. 17-55. , In, ed. M. Lampert and M. Blunk, Cambridge: Cambridge University Press; Vygotsky, L., Kozulin, A., (1986) Thought and Language, , rev. ed. Cambridge, MA: MIT Press","Langman, J.; UTSA, San Antonio, TX, United States; email: juliet.langman@utsa.edu",,,,,,,,09500782,,,,English,Lang. Educ.,Article,Final,,Scopus,2-s2.0-77149154684
"Mitchell R., Warwick K., Browne W.N., Gasson M.N., Wyatt J.",57193914556;7006258954;17433255300;7006782391;35621229700;,Engaging robots: Innovative outreach for attracting cybernetics students,2010,IEEE Transactions on Education,53,1, 5233834,105,113,,17.0,10.1109/TE.2009.2024932,https://www.scopus.com/inward/record.uri?eid=2-s2.0-76449095224&doi=10.1109%2fTE.2009.2024932&partnerID=40&md5=bd13f97667f9aab6502f72173d40ec4e,"Cybernetics Group, School of Systems Engineering, University of Reading, Reading RG6 6AH, United Kingdom; Kablamm Ltd., Reading RG6 1PL, United Kingdom","Mitchell, R., Cybernetics Group, School of Systems Engineering, University of Reading, Reading RG6 6AH, United Kingdom; Warwick, K., Cybernetics Group, School of Systems Engineering, University of Reading, Reading RG6 6AH, United Kingdom; Browne, W.N., Cybernetics Group, School of Systems Engineering, University of Reading, Reading RG6 6AH, United Kingdom; Gasson, M.N., Cybernetics Group, School of Systems Engineering, University of Reading, Reading RG6 6AH, United Kingdom, Kablamm Ltd., Reading RG6 1PL, United Kingdom; Wyatt, J., Cybernetics Group, School of Systems Engineering, University of Reading, Reading RG6 6AH, United Kingdom, Kablamm Ltd., Reading RG6 1PL, United Kingdom","Cybernetics is a broad subject, encompassing many aspects of electrical, electronic, and computer engineering, which suffers from a lack of understanding on the part of potential applicants and teachers when recruiting students. However, once the engineering values, fascinating science, and pathways to rewarding, diverse careers are communicated, appropriate students can be very interested in enrolling. At the University of Reading, Reading, U.K., a key route for outreach to prospective students has been achieved through the use of robots in interactive talks at schools, competitions (often funded by Public Understanding ofScience projects), a collectable fortnightly magazine, exhibitions in museums, open days at the University, and appearances in the media. This paper identifies the interactive engagement, anthropomorphic acceptability, and inspirational nature of robots as being key to their successful use in outreach activities. The statistical results presented show that the continued popularity of degrees at Reading in cybernetics, electronic engineering, and robotics over the last 20 years is in part due to the outreach activities to schools and the general public. © 2009 IEEE.",Androids; Cybernetics; Education; Engaging robots; Interactive robotics; Outreach,Androids; Computer engineering; Electronic engineering; Engaging robots; General publics; Interactive engagements; Interactive robotics; Outreach activity; Public understanding; Cybernetics; Professional aspects; Robotics; Robots; Students,,,,,University of Reading,"Abstract—Cybernetics is a broad subject, encompassing many aspects of electrical, electronic, and computer engineering, which suffers from a lack of understanding on the part of potential applicants and teachers when recruiting students. However, once the engineering values, fascinating science, and pathways to rewarding, diverse careers are communicated, appropriate students can be very interested in enrolling. At the University of Reading, Reading, U.K., a key route for outreach to prospective students has been achieved through the use of robots in interactive talks at schools, competitions (often funded by Public Understanding of Science projects), a collectable fortnightly magazine, exhibitions in museums, open days at the University, and appearances in the media. This paper identifies the interactive engagement, anthropomorphic acceptability, and inspirational nature of robots as being key to their successful use in outreach activities. The statistical results presented show that the continued popularity of degrees at Reading in cybernetics, electronic engineering, and robotics over the last 20 years is in part due to the outreach activities to schools and the general public.",,,,,"Mitchell, R.J., Teaching control of small mobile robots (2001) Proc. Inst. Meas. Control Symp. Control Meas. Eng. Educ., 13, pp. 43-50. , Liverpool, U.K., Sep; Cooper, M., Keating, D., Harwin, W., Dautenhahn, K., Robots in the classroom-tools for accessible education (1999) Proc. AAATE Conf., 5th Eur. Conf. Adv. Assistive Technol., pp. 448-452. , Germany; Levy, S.T., Mioduser, D., Does it 'Want' or 'Was it programmed to⋯'? Kindergarten children's explanations of an autonomous robot's adaptive functioning (2008) Int. J. Technol. Design Educ., 18 (4), pp. 337-359; Mitchell, R.J., Keating, D.A., Kambhampati, C., Learning system for a simple robot insect (1994) Proc. Control, pp. 492-497. , Warwick, U.K; Kelly, I.D., (1997) The Development of Shared Experience Learning in a Group of Mobile Robots, , Ph.D. dissertation, Dept. Cybernetics, University of Reading, Reading, U.K; Kelly, I.D., Keating, D.A., Mutual learning by autonomous mobile robots (1997) Proc. 1st Workshop Telepresence Robot. Appl. Sci. Art, pp. 103-116. , K. Warwick, M. Beneder and Ed, Eds. Linz, Austria, Jun; Hutt, B., Warwick, K., Goodhew, I., Emergent behaviour in autonomous robots (2005) Information Transfer in Biological Systems, Design in Nature Series, 2. , J. Bryant, M. Atherton, and M. Collins, Eds. Southampton, U.K.: WIT Press, ch. 14; Hutt, B., Warwick, K., Museum robots: Multi-robot systems for public exhibition (2004) Proc. 35th Int. Symp. Robot., p. 52. , Paris, France, Mar; Marks, P., Rat-brained robots take their first steps (2008) New Scientist, 199 (2669), pp. 22-23; Atwood, T., Future bytes (2009) Robot Mag., p. 90. , Jan./Feb; Wyatt, J.E.A., (2006) A Study of Perceptions of Robots Through the Development of a Mass Market Consumer Robotic Product, , Ph.D. dissertation, Dept. Cybernetics, University of Reading, Reading, U.K; Wyatt, J., Browne, W.N., Gasson, M.N., Warwick, K., A study of factors influencing the adoption of mass market consumer robotic products (2008) IEEE Robot. Autom. Mag., 15 (1), pp. 71-79. , Mar; Murphy, R.R., Using robot competitions to promote intellectual development (2000) AI Mag., 21 (1), pp. 77-90","Mitchell, R.; Cybernetics Group, School of Systems Engineering, University of Reading, Reading RG6 6AH, United Kingdom",,,,,,,,00189359,,IEEDA,,English,IEEE Trans Educ,Article,Final,,Scopus,2-s2.0-76449095224
"Keiner L.E., Burns T.E.",6507996736;7201807219;,Interactive engagement: How much is enough?,2010,Physics Teacher,48,2,,108,111,,9.0,10.1119/1.3293658,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006506891&doi=10.1119%2f1.3293658&partnerID=40&md5=332d70f26ffb78161ef6c06036194bd1,"Department of Chemistry and Physics, Coastal Carolina University, Conway, SC  29528, United States","Keiner, L.E., Department of Chemistry and Physics, Coastal Carolina University, Conway, SC  29528, United States; Burns, T.E., Department of Chemistry and Physics, Coastal Carolina University, Conway, SC  29528, United States","It is now widely known that interactive engagement (IE) teaching methods are the most effective methods of teaching physics.1-6 As physics instructors, we now have a variety of methods and models to choose from to make courses interactive.7,8 Included in these are methods that function as interactive adaptations to the traditional structure of physics classes, such as Peer Instruction (PI)2, and those that modify the entire structure of the course, such as the ""studio"" or ""workshop"" format.9-11 These possibilities raise the question: Is it worth the effort and expense to completely modify classrooms and instructional time by going to a studio model, or is a simpler IE method such as PI adequate by itself? What method will most easily help your students meet the course learning goals?. © 2010 American Association of Physics Teachers.",,,,,,,,,,,,,"McDermott, L.C., 'Millikan Lecture 1990: What we teach and what is learned-closing the gap' (1991) Am. J. Phys, 59, pp. 301-315. , April; Mazur, E., (1997) Peer Instruction, , (Prentice-Hall, Upper Saddle River, NJ); Hake, R., 'Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses' (1998) Am. J. Phys, 66, pp. 64-74. , Jan; Beichner, R., Bernold, C., Burniston, E., Dail, P., Felder, R., Gastineau, J., Gjertsen, M., Risley, J., 'Case study of the physics component of an integrated curriculum' (1999) Phys. Educ. Res. Supp. Am. J. Phys, 67 (7), pp. S16-S24. , July; Hake, R., 'Lessons from the physics education reform effort,' (1998) Conservation Ecology, 5 (2), p. 28. , http://www.consecol.org/vol5/iss2/art28/; Meltzer, D., Manivannan, K., 'Transforming the lecture-hall environment: The fully interactive physics lecture' (2002) Am. J. Phys, 70 (6), pp. 639-654. , June; McDermott, L.C., Redish, E.F., 'Resource Letter: PER-1: Physics Education Research' (1999) Am. J. Phys, 67 (9), pp. 755-767. , Sept; Redish, E.F., Steinberg, R., 'Teaching physics: Figuring out what works' (1999) Phys. Today, 52, pp. 24-30; Laws, P.W., 'Workshop Physics' (1991) Change, 23 (4), pp. 20-27; Wilson, J.M., 'The CUPLE Physics Studio' (1994) Phys. Teach, 32, pp. 518-523. , Dec; Laws, P.W., 'Millikan Lecture 1996: Promoting active learning based on Physics Education Research in introductory physics courses' (1997) Am. J. Phys, 65, pp. 14-21. , Jan; Beichner, R., Saul, J., 'Introduction to the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project,' (2005) Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education, pp. 61-66. , (AAS); Redish, E.F., 'The Implications of cognitive studies for teaching physics' (1994) Am. J. Phys, 62 (6), pp. 796-803. , Sept; Hestenes, D., Wells, M., Swackhamer, G., 'Force Concept Inventory' (1992) Phys. Teach, 30, pp. 141-158. , March; Fagan, A., Crouch, C., Mazur, E., 'Peer Instruction: Results from a range of classrooms' (2002) Phys. Teach, 40, pp. 206-209. , April",,,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Article,Final,,Scopus,2-s2.0-85006506891
"Kunkel P., Thomas C.J., Seguin C., Dereczyk D., Rajda C., Brandt M.-M.",25951505300;57199114637;7005381045;25951350700;6603645375;7202974958;,A hospital-based violence prevention tour: A collaborative approach to empower youth,2010,"Journal of Trauma - Injury, Infection and Critical Care",68,2,,289,293,,4.0,10.1097/TA.0b013e3181cb9807,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77249106075&doi=10.1097%2fTA.0b013e3181cb9807&partnerID=40&md5=2e08029db20c91422bab03dfd82446ab,"Division of Acute Care Surgery, Henry Ford Hospital, Clara Ford Pavilion, 2799 West Grand Boulevard, Detroit, MI 48202-2689, United States; Department of Surgery Administrative Office, St. Joseph Mercy Hospital, Ann Arbor, MI, United States","Kunkel, P., Division of Acute Care Surgery, Henry Ford Hospital, Clara Ford Pavilion, 2799 West Grand Boulevard, Detroit, MI 48202-2689, United States; Thomas, C.J., Division of Acute Care Surgery, Henry Ford Hospital, Clara Ford Pavilion, 2799 West Grand Boulevard, Detroit, MI 48202-2689, United States; Seguin, C., Division of Acute Care Surgery, Henry Ford Hospital, Clara Ford Pavilion, 2799 West Grand Boulevard, Detroit, MI 48202-2689, United States; Dereczyk, D., Division of Acute Care Surgery, Henry Ford Hospital, Clara Ford Pavilion, 2799 West Grand Boulevard, Detroit, MI 48202-2689, United States; Rajda, C., Division of Acute Care Surgery, Henry Ford Hospital, Clara Ford Pavilion, 2799 West Grand Boulevard, Detroit, MI 48202-2689, United States; Brandt, M.-M., Department of Surgery Administrative Office, St. Joseph Mercy Hospital, Ann Arbor, MI, United States","Background: Youth violence is a significant problem in the United States with high recidivism rates. Considering these high recidivism rates in youths after an initial injury, we hypothesized a hospital-based violence prevention program aimed at increasing awareness, empowering positive conflict resolution, and promoting future vocational goals would benefit at-risk youth before they are injured. Methods: A feasibility study was completed on our Violence and Injury Prevention (VIP) tour program at our urban Level I trauma center. Participants were at-risk youth, aged 11 years to 17 years. Anonymous data were collected using an Audience Response System. Results: One hundred eighty-five students participated from January 2007 to August 2008. Sixty-three percent were 6th to 8th graders, 70% were boys. Seventy-nine percent stated that they knew someone who had been injured or killed because of violence, with significantly more boys than girls (p = 0.05). More boys than girls stated that they have access to a gun (p < 0.05). Almost 60% of the participants stated that they had engaged in violence within the past 6 months, with no difference by gender (p = 0.085). Of the respondents, 84.2% reported an increase in their awareness on the consequences of violence. This was more significant for girls than boys (p < 0.05). Of the participants, 86.3% reported increased understanding of hospital care for a trauma patient. Participants stated that they would recommend VIP to others. Conclusion: VIP educated local urban youth about violence and increased their awareness of the injuries resulting from violence. In addition, at-risk youths were exposed to career opportunities in health care. Copyright © 2010 by Lippincott Williams & Wilkins.",Injury prevention; Violence prevention; Youth violence,accident prevention; adolescent; article; awareness; career; child; controlled study; emergency health service; feasibility study; female; health program; hospital care; human; injury; juvenile delinquency; major clinical study; male; patient education; priority journal; recidivism; school child; sex ratio; United States; violence; vocation; Adolescent; Child; Feasibility Studies; Female; Hospitals; Humans; Imagery (Psychotherapy); Male; Power (Psychology); Self Efficacy; Urban Population; Violence,,,,,,,,,,,"(2008) Web-based Injury Statistics Query and Reporting System (WISQARS), , www.cdc.gov/ncipc/wisqars, [online] Available at: Accessed April 14, 2009; Anderson, R.N., Smith, B.L., Deaths: Leading causes for 2001 (2003) Natl Vital Stat Rep, 52, pp. 1-85; (2008) Youth Violence: Facts at A Glance, , http://www.cdc.gov/ViolencePrevention/pdf/YV-DataSheet-a.pdf, Available at: Accessed April 14, 2009; Sims, D.W., Bivins, B.A., Obeid, F.N., Horst, H.M., Sorensen, V.J., Fath, J.J., Urban trauma: A chronic recurrent disease (1989) J Trauma, 29, pp. 940-946. , discussion 946-947; Chang, J.J., Chen, J.J., Brownson, R.C., The role of repeat victimization in adolescent delinquent behaviors and recidivism (2003) J Adolesc Health, 32, pp. 272-280; Gallagher, C.A., Injury recurrence among untreated and medically treated victims of violence in the USA (2005) Soc Sci Med, 60, pp. 627-635; Keough, V., Lanuza, D., Jennrich, J., Gulanick, M., Holm, K., Characteristics of the trauma recidivist: An exploratory descriptive study (2001) J Emerg Nurs, 27, pp. 340-346; Rich, J.A., Grey, C.M., Pathways to recurrent trauma among young Black men: Traumatic stress substance use and the ""code of the street."" (2005) Am J Public Health, 95, pp. 816-824; Cooper, C., Eslinger, D., Nash, D., Al-Zawahri, J., Stolley, P., Repeat victims of violence: Report of a large concurrent case-control study (2000) Arch Surg, 135, pp. 837-843; Resnick, M.D., Ireland, M., Borowsky, I., Youth violence perpetration: What protects? What predicts? Findings from the National Longitudinal Study of Adolescent Health (2004) J Adolesc Health, 35, p. 424. , e1- e10; Becker, M.G., Hall, J.S., Ursic, C.M., Jain, S., Calhoun, D., Caught in the crossfire: The effects of a peer-based intervention program for violently injured youth (2004) J Adolesc Health, 34, pp. 177-183; Cooper, C., Eslinger, D.M., Stolley, P.D., Hospital-based violence intervention programs work (2006) J Trauma, 61, pp. 534-537. , discussion 537-540; Scott, K.K., Tepas III, J.J., Frykberg, E., Taylor, P.M., Plotkin, A.J., Turning point: Rethinking violence-evaluation of program efficacy in reducing adolescent violent crime recidivism (2002) J Trauma, 53, pp. 21-27; Zun, L.S., Downey, L., Rosen, J., The effectiveness of an ED-based violence prevention program (2006) Am J Emerg Med, 24, pp. 8-13; Botvin, G.J., Griffin, K.W., Nichols, T.D., Preventing youth violence and delinquency through a universal school-based prevention approach (2006) Prev Sci, 7, pp. 403-408; McMahon, S.D., Washburn, J.J., Violence prevention: An evaluation of program effects with urban African American students (2003) J Prim Prev, 24, pp. 43-62; Mytton, J., Diguiseppi, C., Gough, D., Taylor, R., Logan, S., School-based secondary prevention programmes for preventing violence (2006) Cochrane Database Syst Rev, 3, pp. CD004606; Bandura, A., (1997) Self-Efficacy: The Exercise of Control, , New York NY: W.H. Freeman and Company; Bandura, A., (1977) Social Learning Theory, , Englewood Cliffs, NJ: Prentice Hall; Zimmerman, M.A., Psychological empowerment: Issues and illustrations (1995) Am J Community Psychol, 23, pp. 581-599; Lennings, C.J., Adolescent aggression and imagery: Contributions from object relations and social cognitive theory (1996) Adolescence, 31, pp. 831-840; (2007) Option Technologies Interactive, , Option Power for Microsoft PowerPoint [computer program], Version 3.2. LLC. Ogden, UT; (2004) SAS/STAT 9.1 User's Guide [Computer Program], , Version 9.1. Cary, NC: SAS Institute; Zahn, M.A., Brumbaugh, S., Steffensmeier, D., (2008) Violence by Teenage Girls: Trends and Context. OJJDP Girls Study Group Series, , www.ncjrs.gov/pdffiles1/ojjdp/218905.pdf, May Available at: Accessed April 14, 2009; (2006) Crime in the United States 2005: Uniform Crime Reports, , Investigation FBI. Washington, DC: US Department of Justice, FBI; Yonas, M.A., O'Campo, P., Burke, J.G., Peak, G., Gielen, A.C., Urban youth violence :Do definitions and reasons for violence vary by gender? (2005) J Urban Health, 82, pp. 543-551; Elkind, D., Egocentrism in adolescence (1967) Child Dev, 38, pp. 1025-1034; Brener, N.D., Kann, L., McManus, T., Kinchen, S.A., Sundberg, E.C., Ross, J.G., Reliability of the 1999 youth risk behavior survey questionnaire (2002) J Adolesc Health, 31, pp. 336-342; Lalwani, A.K., Shrum, L.J., Chiu, C.Y., Motivated response styles: The role of cultural values, regulatory focus, and self-consciousness in socially desirable responding (2009) J Pers Soc Psychol, 96, pp. 870-882","Kunkel, P.; Division of Acute Care Surgery, Henry Ford Hospital, Clara Ford Pavilion, 2799 West Grand Boulevard, Detroit, MI 48202-2689, United States; email: pkunkel1@HFHS.org",,,,,,,,00225282,,JOTRF,20154539.0,English,J. Trauma Inj. Infect. Crit. Care,Article,Final,,Scopus,2-s2.0-77249106075
"Mollborn S., Hoekstra A.",10042164300;25924977800;,“A Meeting of Minds”: Using Clickers for Critical Thinking and Discussion in Large Sociology Classes,2010,Teaching Sociology,38,1,,18,27,,43.0,10.1177/0092055X09353890,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77951242782&doi=10.1177%2f0092055X09353890&partnerID=40&md5=418dc0f3d75c54ed3e3cbc640ce9dc7e,"University of Colorado, Boulder, United States","Mollborn, S., University of Colorado, Boulder, United States; Hoekstra, A., University of Colorado, Boulder, United States","Because lecture-based teaching limits student learning, many instructors are interested in pedagogical strategies that support critical thinking, student participation, and group discussion in large classrooms. Audience response systems, or “clickers,” are an emerging tool for addressing this problem, but predominant pedagogical models for clicker use developed in the natural sciences often do not encourage the “inquiry-guided learning” that is useful in sociology. This article introduces readers to clicker technology and outlines a new pedagogical model for clicker use designed to address sociological learning goals, including critical thinking, applications of concepts to real-life experiences, and critiques of sociological methods. The authors discuss the effects of clickers for classroom interaction and students’ experiences in three undergraduate sociology courses, using quantitative and qualitative data about students’ perceptions of the effects of this pedagogical model on learning. The results suggest that the model positively affects participation, critical thinking, and classroom interaction dynamics. The authors conclude with practical suggestions for instructors considering implementing clickers in sociology courses. © 2010, American Sociological Association. All rights reserved.",active learning; clickers; critical thinking; student learning; student response systems,,,,,,,,,,,,"Anderson, C.W., Strategic Teaching in Science (1987) Strategic Teaching and Learning: Cognitive Instruction in the Content Areas, pp. 73-91. , in, Alexandria, VA: Association for Supervision and Curriculum Development; Atkinson, M.P., Hunt, A.N., Inquiry-Guided Learning in Sociology (2008) Teaching Sociology, 36 (1), pp. 1-7; Bean, J.C., (1996) Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, , San Francisco, CA: Jossey-Bass; Boud, D., (1981) Developing Student Autonomy in Learning, , London: Kogan Page; Bowles, H.R., Babcock, L., Lai, L., Social Incentives for Gender Differences in the Propensity to Initiate Negotiations: Sometimes It Does Hurt to Ask (2007) Organizational Behavior And Human Decision Processes, 103 (1), pp. 84-103; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco, CA: Jossey-Bass; Cooper, J.L., Robinson, P., The Argument for Making Large Classes Seem Small (2000) Strategies for Energizing Large Classes: From Small Groups to Learning Communities, pp. 5-16. , in, edited by MacGregor J., San Francisco, CA: Jossey-Bass; Dandaneau, S.P., Sisyphus Had It Easy: Reflections of Two Decades of Teaching the Sociological Imagination (2009) Teaching Sociology, 37 (1), pp. 8-19; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco, CA: Pearson Education; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting Student-Centered Active Learning in Lectures with a Personal Response System (2009) Advances in Physiology Education, 33 (1), pp. 60-71; Grauerholz, L., Bouma-Holtrop, S., Exploring Critical Sociological Thinking (2003) Teaching Sociology, 31 (4), pp. 485-496; Hoekstra, A., Vibrant Student Voices: Exploring Effects of the Use of Clickers in Large College Courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341; Hoekstra, A., Mollborn, S., (2009) A Practical Guide to Implementing Clickers in the Sociology Classroom, , http://www.colorado.edu/ibs/hb/mollborn/papers/Practical%20Guide%20to%20Implementing%20Clickers.doc, Available at; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; McKeachie, W.J., Hofer, B.K., (2002) McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, , Boston: Houghton Mifflin; Mills, C.W., (2000) The Sociological Imagination, , Oxford, UK: Oxford University Press; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why Peer Discussion Improves Student Performance on In-Class Concept Questions (2009) Science, 323 (5910), pp. 122-124; Stowell, J.R., Nelson, J.M., Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Trees, A., Jackson, M., The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University-Level Courses Using Student Response Systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40","Mollborn, S.; University of Colorado at Boulder, Sociology and Institute of Behavioral Science, 483 UCB, Boulder, CO 80309-0483, United States",,,,,,,,0092055X,,,,English,Teach. Sociol.,Article,Final,,Scopus,2-s2.0-77951242782
"Johnson K., Lillis C.",56153842000;37088881700;,Clickers in the laboratory: Student thoughts and views,2010,"Interdisciplinary Journal of Information, Knowledge, and Management",5,,,139,151,,20.0,10.28945/1133,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79954481980&doi=10.28945%2f1133&partnerID=40&md5=f8fa8c1413a7ca1fc8850a087a0b32bd,"University of Limerick, Limerick, Ireland","Johnson, K., University of Limerick, Limerick, Ireland; Lillis, C., University of Limerick, Limerick, Ireland","Many methods are used to enhance student engagement in instructional nursing education courses, and systems are introduced as new technologies become available. The aim of this research was to evaluate student's experiences of the use of an Audience Response System (ARS) - aka Clickers - in the laboratory setting and determine if it improved student knowledge retention and contributed to the body of research in this area. Students used handheld RF devices to respond to PowerPoint questions in relation to wound care and management. This approach helped to focus student's attention and provide feedback on student's comprehension of material. Use of ARS devices facilitated preparation for an in-class Moodle quiz. Focused ARS questions helped students maintain attention and stay motivated to learn. Feedback allowed clinical skills facilitators to adapt laboratory sessions to address areas of deficiency.",And learning; Audience; Response; System; Technology,Education; Technology; And learning; Audience; Audience response systems; Laboratory sessions; Nursing education; Response; Student engagement; System; Students,,,,,,,,,,,"Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE Life Science Education, 6, pp. 1-20; Barell, J., (2003) Developing More Curious Minds, , Association for Supervision & Curriculum Development; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) TEACHING MATHEMATICS AND ITS APPLICATIONS, 22 (4), pp. 163-169. , DOI 10.1093/teamat/22.4.163; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109. , DOI 10.1007/s10956-006-0360-1; Fink, L.D., Creating significant learning experiences: An integrated approach to designing college courses (2005) Journal of Chemical Education, 82 (6), pp. 819-819; Fitch, J., Student feedback in the college classroom: A technology solution (2004) Educational Technology Research and Development, 52 (1), pp. 71-77; Hatch, J., Jensen, M., Moore, R., Manna from heaven or ""clickers"" from hell: Experiences with an electronic response system (2005) Journal of College Science Teaching, 34 (7), pp. 36-42; Howe, N., Strauss, W., (2000) Millennials Rising: The Next Great Generation, , New York: Vintage Books; Johnson, D., McLeod, S., Get answers: Using student response systems to see students' thinking (2005) Learning and Leading with Technology, 32 (4), pp. 18-23; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268. , DOI 10.1111/j.1365-2729.2005.00133.x; Lowery, R., (2006) Clickers in the Classroom: A Comparison of Interactive Student-response Keypad Systems, , Paper presented at the The National Technology and Social Science Conference; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system (ARS) in a dual-campus classroom environment (2008) American Journal of Pharmaceutical Education, p. 72. , Article 38; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116; Nicol, D.J., Boyle, J.T., Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473. , DOI 10.1080/0307507032000122297; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Ribbens, E., Why I like personal response systems (2007) Journal of College Science Teaching, 37 (2), pp. 60-62; Richardson, K., Trudeau, K.J., A case for problem-based collaborative learning in the nursing classroom (2003) Nurse Educator, 28 (2), pp. 83-88; Risquez, A., (2006) Exploration of Faculty Perceptions of A New Learning Management System (Sakai) in an Irish University, , Paper presented at the EdTech2006, Seventh Annual Irish Educational Technology Users' Conference, Sligo, Ireland, 25-26 May; Roberts, G., Technology and learning expectations of the net generation (2005) Educating the Net Generation, pp. 31-37. , D. G. Oblinger & J. L. E. Oblinger Eds., EDUCAUSE; Roschelle, J., Penuel, W.R., Abrahamson, L., The Networked Classroom (2004) Educational Leadership, 61 (5), pp. 50-54; Simpson, V., Oliver, M., Electronic voting system for lectures then and now: A comparison of research and practice (2007) Australian Journal of Educational Technology, 23 (2), pp. 187-208; Skiba, D., Barton, A., Adapting your teaching to accommodate the net generation of learners (2006) OJIN: The Online Journal of Issues in Nursing, 11 (2), p. 15. , http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ ANAPeriodicals/OJIN/TableofContents/Volume112006/No2May06/tpc30-416076.aspx, Retrieved from; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (11), pp. 469-473; Trapskin, P.J., Smith, K.M., Armitstead, J.A., Davis, G.A., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2006) American Journal of Pharmaceutical Education, p. 69. , Article 28; Trotter, A., Technology turns test-prep into clicking experience (2005) Education Week, 24 (36), pp. 8-9; Weimer, M., (2002) Learner Centered Teaching: Five Key Changes to Practice, , San Francisco: Jossey-Bass","Johnson, K.; University of Limerick, Limerick, Ireland; email: kevin.johnson@ul.ie",,,Informing Science Institute,,,,,15551229,,,,English,Interdiscip. J. Inf. Knowl. Manage.,Article,Final,Open Access,Scopus,2-s2.0-79954481980
"Mareno N., Bremner M., Emerson C.",14066400500;7003753968;36544732400;,The use of Audience Response Systems in nursing education: Best practice guidelines,2010,International Journal of Nursing Education Scholarship,7,1, 32,,,,27.0,10.2202/1548-923X.2049,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77957732017&doi=10.2202%2f1548-923X.2049&partnerID=40&md5=d9cf0a20c438ad7e91479798e2eae5bd,"Kennesaw State University, United States","Mareno, N., Kennesaw State University, United States; Bremner, M., Kennesaw State University, United States; Emerson, C., Kennesaw State University, United States","The use of Audience Response Systems (ARS) or 'clickers' as an active learning strategy in nursing education has been steadily on the rise. ARS technology allows the dynamic engagement of students in the classroom by providing immediate two-way communication between faculty and students. ARS can be used to explore knowledge and common misconceptions, act as a springboard for classroom discussions, and can be used for testing or evaluation. The aim of this paper is to present best practice guidelines for both novice and experienced ARS technology users. A summary of the state of the research in this area will be presented. Practical application techniques and pedagological strategies relating to ARS use are discussed, including question construction. ARS technology can enliven teaching practice and allow students to become invested and engaged in the learning process. Copyright © 2010 The Berkeley Electronic Press. All rights reserved.",active learning; audience response systems; best practice,"article; educational technology; human; interpersonal communication; learning; methodology; nursing education; nursing student; teaching; Communication; Education, Nursing; Educational Technology; Faculty, Nursing; Humans; Learning; Students, Nursing; Teaching",,,,,,,,,,,"Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anatomical Sciences Education, 2, pp. 160-166. , doi:10.1002/as.99; Auras, R., Bix, L., Wake up! The effectiveness of a student response system in large packaging classes (2006) Packaging Technology and Science, 20, pp. 183-195. , doi:10.1002/pts.753; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nursing Education Perspectives, 30 (5), pp. 295-298; Beuckman, J., Rebello, N.S., Zollman, D., Impact of a classroom interaction system on student learning (2007) American Institute of Physics Conference Proceedings, 883, pp. 129-132; Bloom, B.S., (1956) Taxonomy of Learning Objectives Handbook I: The Cognitive Domain, , New York: David McKay Co. Inc; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) Retrieved From: ERIC Database ED340272, pp. 1-6; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73 (2), pp. 1-7; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, DOI 10.1187/cbe.06-12-0205; Carpenter, L.J., Boh, A.L., A comparison of three teaching techniques in anatomy and physiology (2008) Perspectives on Issues in Higher Education, 11, pp. 67-75. , doi:10.1044/ihe11.2.67; Collins, L.J., Livening up the classroom: Using audience response systems to promote active learning (2007) Medical Reference Services Quarterly, 26, pp. 81-88. , doi:10.1300/J115v26n01-08; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-154. , http://www.lifescied.org/cgi/reprint/7/1/146, DOI 10.1187/cbe.07-08-0060; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one all at once Research-Based Reform of University Physics, pp. 1-55. , (n.d.); DeBourgh, G.A., Use of classroom 'clickers' to promote acquisition of advanced reasoning skills (2008) Nursing Education in Practice, 8, pp. 76-87. , doi:10.1016/j.nepr.2007.02.002; Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation, and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Medical Teacher, 31, pp. 570-579. , doi:10.3109/01421590903193539; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94. , DOI 10.1111/j.1365-2729.2004.00074.x; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, 40 (4), pp. 206-209; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Advances in Physiology Education, 33, pp. 60-71. , doi:10.1152/advari.00109.2007; Halloran, L., A comparison of two methods of teaching. Computer managed instruction and keypad questions versus traditional classroom lecture (1995) Computers in Nursing, 13 (6), pp. 285-288; Henriksen, E.K., Angell, C., The role of 'talking physics' in an undergraduate physics class using an electronic audience response system (2010) Physics Education, 45, pp. 278-284. , doi:10.1088/0031-9120/45/3/008; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media, & Technology, 33, pp. 329-341. , doi:10.1080/17439880802497081; Jones, S., Henderson, D., Sealover, P., 'Clickers' in the classroom (2009) Teaching and Learning in Nursing, 4, pp. 2-5. , doi:10.1016/j.teln.2008.06.001; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827. , doi:10.1016/j.compedu.2009.05.001; Keller, C., Finkelstein, N., Perkins, S., Turpen, C., Dubson, M., Research-based practices for effective clicker use (2007) AIP Conference Proceedings, 95, pp. 128-132. , doi:10.1063/1.2820913; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268. , DOI 10.1111/j.1365-2729.2005.00133.x; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26, pp. 556-561; Mastoridis, S., Kladidis, S., Coming soon to a theater near you: The 'clicker' (2010) The Clinical Teacher, 7, pp. 97-101. , doi:10.1111/j.1743-498X.2010.00355.x; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system in a dual-campus classroom environment (2008) American Journal of Pharmaceutical Education, 72 (72), pp. 1-7. , Article 38; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience Response Made Easy: Using Personal Digital Assistants as a Classroom Polling Tool (2004) Journal of the American Medical Informatics Association, 11 (3), pp. 217-220. , DOI 10.1197/jamia.M1468; Perkins, K., Turpen, C., Student perspectives on using clickers in upper-division physics courses (2009) AIP Conference Proceedings, 1179, pp. 225-228. , doi:10.1063/1.3266721; Premkumar, K., Coupal, C., Rules of engagement - 12 tips for successful use of ""clickers"" in the classroom (2008) Medical Teacher, 30 (2), pp. 146-149. , DOI 10.1080/01421590801965111, PII 792863914; Rayfield, S., Manning, L., (2006) Pathways to Nursing: Keeping It Real, , Dahlonega, GA: ICAN Publishing, Inc; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239; Skiba, D., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27 (5), pp. 278-280; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (45), pp. 469-473; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems ('clicker') to combat conformity and shyness (2010) Teaching of Psychology, 37, pp. 135-140. , doi:10.1081/00986281003626631; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, & Technology, 32, pp. 21-40. , doi:10.1080/17439880601141179; Zurmehly, J., Leadingham, C., Exploring student response systems in nursing education (2008) Computers, Informatics, Nursing, 26, pp. 265-270. , doi:10.1097/01.NCN.0000304840.36960.b5","Mareno, N.; Kennesaw State UniversityUnited States; email: nmareno@kennesaw.edu",,,Walter de Gruyter GmbH,,,,,1548923X,,,21044032.0,English,Int. J. Nurs. Educ. Scholarsh.,Article,Final,,Scopus,2-s2.0-77957732017
"Harris S.T., Zeng X.",14065982100;40162707700;,Using an audience response system (ARS) in a face-to-face and distance education CPT/HCPCS coding course.,2010,"Perspectives in health information management / AHIMA, American Health Information Management Association",7,,,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952021792&partnerID=40&md5=a9345d17ebfc5e6c19bc117b46b5c514,"Department of Health Services and Information Management at East Carolina University in GreenvilleNC, United States","Harris, S.T., Department of Health Services and Information Management at East Carolina University in GreenvilleNC, United States; Zeng, X.","We report the use of an audience response system (ARS) in an undergraduate health information management course. The ARS converts a standard PowerPoint presentation into an interactive learning system that engages students in active participation, and it allows instructors to display questions, surveys, opinion polls, and games. We used the ARS in a 2008 course, Health Services Coding, for lecture and test reviews. The class consisted of 15 students; nine were on-campus students and six were distance education students. All of the responding students agreed that the ARS software facilitated learning and made lectures and reviews more interesting and interactive, and they preferred taking a class using an ARS.",,"adult; article; attitude to health; coding; education; educational model; evaluation; female; human; male; medical education; medical student; methodology; microcomputer; questionnaire; statistics; teaching; Adult; Clinical Coding; Computer-Assisted Instruction; Computers, Handheld; Education, Distance; Education, Medical, Undergraduate; Educational Measurement; Female; Health Knowledge, Attitudes, Practice; Humans; Male; Models, Educational; Questionnaires; Students, Medical; Teaching; Young Adult",,,,,,,,,,,,"Harris, S.T.",,,,,,,,15594122,,,20697463.0,English,Perspect Health Inf Manag,Article,Final,,Scopus,2-s2.0-79952021792
"McRae M.E., Elgie-Watson J.",8924010100;35848368200;,Using audience response technology in hospital education programs,2010,Journal of Continuing Education in Nursing,41,4,,1,6,,5.0,10.3928/00220124-20100401-06,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77954553893&doi=10.3928%2f00220124-20100401-06&partnerID=40&md5=8c08c75e42e7e6daa37988da0867f00d,"Peter Munk Cardiac Centre, Toronto General Hospital, University Health Network, University of Toronto, Toronto, ON, Canada","McRae, M.E., Peter Munk Cardiac Centre, Toronto General Hospital, University Health Network, University of Toronto, Toronto, ON, Canada; Elgie-Watson, J., Peter Munk Cardiac Centre, Toronto General Hospital, University Health Network, University of Toronto, Toronto, ON, Canada","An audience response system (ARS) is an interactive teaching tool that permits an instructor to poll an audience, either anonymously or in a tracked manner, in response to questions. The instructor can then display the responses to the audience. An ARS can be used in hospital-based education programs to assess group learning. The instructor receives immediate feedback that allows review of concepts that were not grasped by the majority of students. This article reviews systems currently on the market and offers tips for choosing an ARS for hospital-based use. Survey data of nurses attending in-service education sessions show that participants overwhelmingly favor the use of an ARS and the nonthreatening learning environment that these systems create. Instructor survey data show positive responses regarding the benefits of ARS use in hospital-based education programs. © SLACK Incorporated.",,,,,,,,,,,,,"Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE-Life Sciences Education, 6, pp. 1-8; Debourgh, G.A., Use of classroom 'clickers' to promote acquisition of advanced reasoning skills (2008) Nursing Education In Practice, 8, pp. 76-87; Eggert, C.H., West, C.P., Thomas, K.G., Impact of an audience response system [abstract] (2004) Medical Education, 38, p. 576; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Advances In Physiology Education, 33, pp. 60-71; Holmes, R.G., Blalock, J.S., Parker, M.H., Haywood, V.B., Student accuracy and evaluation of a computer-based audience response system (2006) Journal of Dental Education, 70, pp. 1355-1361; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system [abstract] (2004) Medical Education, 38, p. 575; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: Using personal digital assistants as a classroom polling tool (2004) Journal of The American Medical Informatics Association, 11, pp. 217-220; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32, pp. 113-116; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Academic Radiology, 15, pp. 383-389; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193, pp. 1827-1830; Premkumar, K., Coupal, C., Rules of engagement: 12 tips for successful use of 'clickers' in the classroom (2008) Medical Teacher, 30, pp. 146-149; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) American Journal of Radiology, 190, pp. W319-W322; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36, pp. 496-504; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45, pp. 469-473; Torbeck, L., Enhancing programme evaluation using the audience response system [abstract] (2007) Medical Education, 41, pp. 1088-1089; Vozenilek, J., Wang, E., Kharasch, M., Anderson, B., Kalaria, A., Simulation-based morbidity and mortality conference: New technologies augmenting traditional case-based presentations (2006) Academic Emergency Medicine, 13 (1), pp. 48-53","Mcrae, M. E.; Peter Munk Cardiac Centre, Toronto General Hospital, Toronto General Hospital, NCSB 4B-53, 585 University Avenue, Toronto, ON M5G 2N2, Canada",,,Slack Incorporated,,,,,00220124,,,,English,J. Contin. Educ. Nurs.,Article,Final,,Scopus,2-s2.0-77954553893
"Rush B.R., Hafen M., Biller D.S., Davis E.G., Klimek J.A., Kukanich B., Larson R.L., Roush J.K., Schermerhorn T., Wilkerson M.J., White B.J.",7103151000;16241285300;7006973764;24779379900;36630569900;8904118800;7402161951;7006759620;6701361461;7006704564;56778065200;,The effect of differing audience response system question types on student attention in the veterinary medical classroom,2010,Journal of Veterinary Medical Education,37,2,,145,153,,16.0,10.3138/jvme.37.2.145,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78049423943&doi=10.3138%2fjvme.37.2.145&partnerID=40&md5=b8e834542334b27750eb38db3de53066,,"Rush, B.R.; Hafen, M.; Biller, D.S.; Davis, E.G.; Klimek, J.A.; Kukanich, B.; Larson, R.L.; Roush, J.K.; Schermerhorn, T.; Wilkerson, M.J.; White, B.J.","The purpose of this study was to evaluate the ability of specific types of multiple-choice questions delivered using an Audience Response System (ARS) to maintain student attention in a professional educational setting. Veterinary students (N=324) enrolled in the first three years of the professional curriculum were presented with four different ARS question types (knowledge base, discussion, polling, and psychological investment) and no ARS questions (control) during five lectures presented by 10 instructors in 10 core courses. Toward the end of the lecture, students were polled to determine the relative effectiveness of specific question types. Student participation was high (76.1%±2.0), and most students indicated that the system enhanced the lecture (64.4%). Knowledge base and discussion questions resulted in the highest student-reported attention to lecture content. Questions polling students about their experiences resulted in attention rates similar to those without use of ARS technology. Psychological investment questions, based on upcoming lecture content, detracted from student attention. Faculty preparation time for three ARS questions was shorter for knowledge base questions (22.3 min) compared with discussion and psychological investment questions (38.6 min and 34.7 min, respectively). Polling questions required less time to prepare (22.2 min) than discussion questions but were not different from other types. Faculty stated that the investment in preparation time was justified on the basis of the impact on classroom atmosphere. These findings indicate that audience response systems enhance attention and interest during lectures when used to pose questions that require application of an existing knowledge base and allow for peer interaction.",audience response systems; classroom learning; clickers,"article; attention; attitude; attitude to health; education; human; learning; medical school; medical student; methodology; psychological aspect; questionnaire; teaching; veterinary medicine; Attention; Attitude; Educational Measurement; Faculty, Medical; Health Knowledge, Attitudes, Practice; Humans; Learning; Questionnaires; Students, Medical; Teaching; Veterinary Medicine",,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, DOI 10.1187/cbe.06-12-0205; Kaneshiro, K.N., Emmett, T.W., London, S.K., Ralston, R.K., Richwine, M.W., Skopelja, E.N., Brahmi, F.A., Whipple, E., Use of an audience response system in an evidence-based mini-curriculum (2008) Med Ref Serv Q 27, 37, pp. 12-14. , http://dx.doi.org/10.1080/02763860802198861, 10.1080/02763860802198861 R Latessa, D Mouw; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830. , DOI 10.1016/j.ajog.2005.07.075, PII S0002937805011609; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Elashvili, A., Denehy, G.E., Dawson, D.V., Cunningham, M.A., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1296-1303; Pileggi, R., O'Neill, P.N., Team-based learning using audience response system: An innovative method of teaching diagnosis to undergraduate dental students (2008) J Dent Educ, 72, pp. 1182-1188; Holmes, R.G., Blalock, J.S., Parker, M.H., Haywood, V.B., Student accuracy and evaluation of a computer-based audience response system (2006) J Dent Educ, 70, pp. 1355-1361; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Amer J Pharm Educ, 72 (4), p. 77. , http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2576416/pdf/ajpe77.pdf; Trapskin, P.J., Smith, K.M., Armitstead, J.A., Davis, G.A., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) American Journal of Pharmaceutical Education, 69 (2), pp. 190-197. , 28; Plant, J.D., Incorporating an audience response system into veterinary dermatology lectures: Effect on student knowledge retention and satisfaction (2007) Journal of Veterinary Medical Education, 34 (5), pp. 674-677. , DOI 10.3138/jvme.34.5.674; Molgaard, L.K., Using a wireless response system to enhance student learning (2005) Journal of Veterinary Medical Education, 32 (1), pp. 127-128; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124. , http://dx.doi.org/10.1126/science.1165919, 10.1126/science.1165919; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-154. , http://www.lifescied.org/cgi/reprint/7/1/146, DOI 10.1187/cbe.07-08-0060; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (11), pp. 469-473; Premkumar, K., Coupal, C., Rules of engagement - 12 tips for successful use of ""clickers"" in the classroom (2008) Medical Teacher, 30 (2), pp. 146-149. , DOI 10.1080/01421590801965111, PII 792863914; Debourgh, G.A., Use of classroom 'clickers' to promote acquisition of advanced reasoning skills (2008) Nurse Educ Pract, 8, pp. 76-87. , http://dx.doi.org/10.1016/j.nepr.2007.02.002, 10.1016/j.nepr.2007.02.002; Burnstein, R.A., Lederman, L.M., Debourgh, G.A., Using wireless keypads in lecture classes (2001) Phys Teach, 39, pp. 8-11; Elliot, C., Using a personal response system in economics teaching (2003) Int Rev Econ Educ, 1 (1), pp. 80-86; Wit, E., Who wants to be the use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 14-20; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39. , DOI 10.1119/1.2121753; Roschelle, J., Penuel, W.R., Abrahamson, L., The Networked Classroom (2004) Educational Leadership, 61 (5), pp. 50-54; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4 (WINTER), pp. 298-310. , http://www.cellbioed.org/pdf/05-06-0082.pdf, DOI 10.1187/05-06-0082; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) Journal of Chemical Education, 83 (3), pp. 488-493; Csikszentmihalyi, M., Larson, R.J., (1987) Nervous Mental Dis, 175, pp. 526-536; Wood, W.B., Clickers: A teaching gimmick that works (2004) Dev Cell, 7, pp. 796-798; Beekes, W., The 'Millionaire' method for encouraging participation (2006) ACTIVE LEARNING IN HIGHER EDUCATION, 7 (1), pp. 25-36. , DOI 10.1177/1469787406061143; Middendorf, J., Kalish, A., The 'change-up' in lectures (1996) Natl Teach Learn Forum, 5 (2), pp. 1-5; Ruhl, K.L., Hughes, C.A., Schloss, P.J., Using the pause procedure to enhance lecture recall (1987) Teach Educ and Special Educ, 10, pp. 14-18. , http://dx.doi.org/10.1177/088840648701000103, 10.1177/088840648701000103; Allen, D., Tanner, K., Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex (2005) Cell Biology Education, 4 (WINTER), pp. 262-268. , http://www.cellbioed.org/pdf/05-08-0113.pdf, DOI 10.1187/cbe.05-08-0113","Rush, B.R.",,,,,,,,0748321X,,,20576903.0,English,J. Vet. Med. Educ.,Article,Final,,Scopus,2-s2.0-78049423943
"Liu F.C., Gettig J.P., Fjortoft N.",35750412300;14010042100;8243534100;,Impact of a student response system on short- and long-term learning in a drug literature evaluation course,2010,American Journal of Pharmaceutical Education,74,1,,6,,,21.0,10.5688/aj740106,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77649134426&doi=10.5688%2faj740106&partnerID=40&md5=34485128caf6220ebaf1881005b7fe4f,"Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States","Liu, F.C., Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States; Gettig, J.P., Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States; Fjortoft, N., Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States","Objective. To evaluate the effectiveness of a student response system on short- and long-term learning in a required second-year pharmacy course. Method. Student volunteers enrolled in the course Drug Literature Evaluation were blinded and randomized to 1 of 2 groups. Group 1 attended a lecture in which the instructor used a student response system. Group 2 attended the same lecture by the same instructor an hour later, but no student response system was used. A 16-point unannounced quiz on the lecture material was administered to both groups at the end of class. Approximately 1 month later, both groups were given another unannounced quiz on the same material to test long-term student learning. Results. One hundred seventy-nine (92.3%) students participated in both quizzes. Students who attended the class in which the student response system was used scored an average 1 point higher on quiz 1 than students who were assigned to the control group (10.7 vs. 9.7; p 5 0.02). No significant difference was seen between the quiz 2 scores of the 2 groups (9.5 vs. 9.5; p 5 0.99). Conclusions. The use of a student response system can positively impact students' short-term learning; however, that positive effect did not appear to last over time. Faculty members may want to consider the use of student response systems to enhance student learning in large lecture classes.",Active learning; Audience response system; Student learning,"drug; adult; article; clinical trial; comparative study; controlled clinical trial; controlled study; curriculum; education; female; human; learning; male; methodology; pharmacy student; randomized controlled trial; short term memory; standard; Adult; Curriculum; Educational Measurement; Female; Humans; Learning; Male; Memory, Short-Term; Pharmaceutical Preparations; Students, Pharmacy; Young Adult",,Pharmaceutical Preparations,,,,,,,,,"Mentkowski, M., (2000) Learning That Lasts, , and Associates, San Francisco, CA: Jossey-Bass; Gross Davis, B., (1993) Tools For Teaching. San Francisco, , CA: Jossey- Bass; Wilson, K., Korn, J.H., Attention during lectures: Beyond ten minutes (2007) Teaching Psychol, 32 (2), pp. 85-89; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Cbe-life Sci Educ, 6, pp. 9-20; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Med Teacher, 22 (3), pp. 237-239; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: Using personal digital assistants as a classroom polling tool (2004) J Am Med Inform Assoc, 11 (3), pp. 217-220; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am J Pharm Educ, 72 (4). , Article 77; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) Bmc Med Educ, 3, p. 12; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered learning in lectures with a personal response system (2009) Adv Physiol Educ, 33 (1), pp. 60-71; Trapskin, P.J., Smith, K.M., Armitstead, J.A., Davis, G.A., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) Am J Pharm Educ, 69 (2). , Article 28; Conoley, J., Moore, G., Croom, B., Flowers, J., A toy or teaching tool? The use of audience-response systems in the classroom (2006) Techniques, pp. 46-48. , October; Eggert, C.H., West, C.P., Thomas, K.G., Impact of audience response system (2004) Med Educ, 38 (5), p. 576; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning and emotion (2007) Teaching Psychol, 34 (4), pp. 253-258; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2). , Article 21; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) Am J Radiol, 190, pp. w319-w322; Palmer, E.J., Devitt, P.G., Deyoung, N.J., Morris, D., Assessment of an electronic voting system within the tutorial setting: A randomized controlled trial (2005) Bmc Med Educ, 5, p. 24; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Q, 2, pp. 71-74; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system (ARS) in a dual-campus classroom environment (2008) Am J Pharm Educ, 72 (2). , Article 38; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, 68 (5). , Article 117; Kelley, K.A., Beatty, S.J., Legg, J.E., McAuley, J.W., A progress assessment to evaluate pharmacy students' knowledge prior to beginning advanced pharmacy practice experiences (2008) Am J Pharm Educ, 72 (4). , Article 88","Liu, F. C.; Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States; email: nfjort@midwestern.edu",,,American Association of Colleges of Pharmacy,,,,,00029459,,,20221357.0,English,Am. J. Pharm. Educ.,Article,Final,,Scopus,2-s2.0-77649134426
"Chen J.C., Whittinghill D.C., Kadlowec J.A.",7501890130;35619574900;6603336840;,Classes that click: Fast rich feedback to enhance student learning and satisfaction,2010,Journal of Engineering Education,99,2,,159,168,,65.0,10.1002/j.2168-9830.2010.tb01052.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77951189615&doi=10.1002%2fj.2168-9830.2010.tb01052.x&partnerID=40&md5=f6180ec27fe8fca5db9e14e92162b851,"California Polytechnic State University, Building 13 Room 226, San Luis Obispo CA 93407, United States; Department of Mathematics, Rowan University, 201 Mullica Hill Road, Glassboro NJ 08028-1700, United States; Department of Mechanical Engineering, Rowan University, 201 Mullica Hill Road, Glassboro NJ 08028-1701, United States","Chen, J.C., California Polytechnic State University, Building 13 Room 226, San Luis Obispo CA 93407, United States; Whittinghill, D.C., Department of Mathematics, Rowan University, 201 Mullica Hill Road, Glassboro NJ 08028-1700, United States; Kadlowec, J.A., Department of Mechanical Engineering, Rowan University, 201 Mullica Hill Road, Glassboro NJ 08028-1701, United States","Our goal is to improve student learning in foundation engineering courses. These courses are prerequisite to many higher-level courses and are comprised of critically needed concepts and skills. We hypothesize that learning is improved by providing rapid feedback to students on their understanding of key concepts and skills. Such feedback also provides students with insight into their strategies for learning. In two consecutive years, we conducted this study in two sections of a lower-level engineering mechanics course, Statics. One author taught both sections and a crossover design of experiment was used. In a crossover design, one section was randomly chosen to receive feedback with handheld computers (the ""treatment"" group) while the other received the ""control,"" which was either a feedback system using flashcards (in year 1) or no feedback (year 2). After a certain period, the two sections swapped the treatment and control. Student performance on a quiz at the end of each treatment period provided the data for comparison using an analysis of variance model with covariates. Findings from year 1 showed that there was no significant difference using either rapid-feedback method. In year 2 we found a significant and positive effect when students received feedback. This is a noteworthy finding, albeit within the constraints of the environment in which we conducted the study, that provides more evidence for the value of rapid feedback and the currently popular ""clickers"" that many professors are employing to promote classroom interaction and student engagement. © 2010.",Clickers; Peer discussion; Rapid feedback,Design of experiments; Education; Feedback; Hand held computers; Teaching; Classroom interaction; Clickers; Engineering mechanics; Foundation engineering; Peer discussions; Rapid feedback; Student engagement; Student performance; Students,,,,,,,,,,,"Atkinson, R.C., Shiffrin, R.M., Human memory: A proposed system and its control processes (1968) The psychology of learning and motivation, 2, pp. 89-195. , eds. K.W. Spence and J.T. Spence. New York: Academic Press; Atkinson, R.C., Shiffrin, R.M., The control of short-term memory (1971) Scientific American, 225 (2), pp. 82-90; Barkley, E., Cross, K.P., Major, C.H., (2004) Collaborative Learning: A Handbook for College Faculty, , San Francisco CA: Jossey-Bass; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11 (3), pp. 43-57; (1999) How people learn: Brain, mind, experience, and school. Washington, , Bransford, J.D., A.L. Brown, and R.R. Cocking, eds. DC: National Academies Press; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Kadlowec, J., Chen, J., Whittinghill, D.C., Using rapid feedback to enhance student learning in mechanics (2005) Proceedings - Frontiers in Education Conference, FIE, 2005, pp. T2F5-T2F11. , 1611906, Proceedings - Frontiers in Education, 35th Annual Conference: Pedagogies and Technologies for the Emerging Global Economy, FIE'05; Chen, J.C., Kadlowec, J.A., Whittinghill, D., Using handheld computers for instantaneous feedback to enhance student learning and promote interaction (2008) International Journal of Engineering Education, 24 (3), pp. 616-624; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) AAHE Bulletin, 39 (7), pp. 3-7; Chickering, A.W., Ehrmann, S.C., Implementing the seven principles: Technology as lever (1996) AAHE Bulletin, 49 (2), pp. 3-6; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977. , DOI 10.1119/1.1374249; (2009) Data Description Inc, , http://www.datadesk.com, last accessed, September; DeWinstanley, P.A., Bjork, R.A., Successful lecturing: Presenting information in ways that engage effective processing (2002) New direction for teaching and learning; special issue: Applying the science of learning to university teaching and beyond, 89, pp. 19-31. , eds. D.F. Halpern and M.D. Hakel. San Francisco, CA: Jossey- Bass; Felder, R.M., A longitudinal study of engineering student performance and retention. IV. Instructional methods and student responses to them (1995) Journal of Engineering Education, 84 (4), pp. 361-367; Felder, R.M., Brent, R., Effective strategies for cooperative learning (2001) Journal of Cooperation and Collaboration in College Teaching, 10 (2), pp. 63-69; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109. , DOI 10.1007/s10956-006-0360-1; Freeman, M., McKenzie, J., Aligning peer assessment with peer learning for large classes: The case for an online self and peer assessment system (2001) Peer learning in higher education, pp. 156-169. , eds. D. Boud R. Co hen, and J. Sampson London: Kogan Page Limited; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Karpicke, J.D., Roediger, H.L., The critical importance of retrieval for learning (2008) Science, 319 (5865), pp. 966-968; Kluger, A.N., DeNisi, A., The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory (1996) Psychological bulletin, 119 (2), pp. 254-284. , DOI 10.1037//0033-2909.119.2.254; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4 (4), pp. 298-310; Lochhead, J., Whimbey, A., Teaching analytical reasoning through thinking aloud pair problem solving (1987) New Directions for Teaching and Learning, 30, pp. 73-92; Mason, R.L., Gunst, R.F., Hess, J.L., (1989) Statistical design and analysis of experiments, with applications to engineering and science, , New York: Wiley Series in Probability and Mathematical Statistics; Mazur, E., (1997) Peer Instruction: A User's Manual., , Upper Saddle River, NJ: Prentice Hall; Mehta, S.I., A method for instant assessment and active learning (1995) Journal of Engineering Education, 84 (3), pp. 295-298; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances in Physiology Education, 26 (4), pp. 299-308; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) Proceedings of the Annual Meeting of the American Educational Research Association, , http://ubiqcomputing.org/CATAALYST_AERA_Proposal.pdflast, San Diego, CA., accessed September 2009; Roselli, R.J., Brophy, S.P., Experiences with formative assessment in engineering classrooms (2006) Journal of Engineering Education, 95 (4), pp. 311-324; Sims-Knight, J., Upchurch, R.L., What's wrong with giving students feedback (2001) Proceedings of the 2001 American Society for Engineering Education Annual Conference and Exposition., , Albuquerque NM; Smith, K.A., Sheppard, S.D., Johnson, D.W., Johnson, R.T., Pedagogies of engagement: Classroom-based practices (2005) Journal of EngineeringEducation, 94 (1), pp. 87-101; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions. (2009) Science, 323 (5910), pp. 122-124; Steif, P.S., Dantzler, J.A., A statics concept inventory: Development and psychometric analysis (2005) Journal of Engineering Education, 94 (4), pp. 723-729; Steif, P.S., Hansen, M., Comparisons between performances in a statics concept inventory and course examinations (2006) International Journal of Engineering Education, 22 (5), pp. 1070-1076; Steif, P.S., (2009) CATS, , http://engineering-education.com, last accessed September; (2009) Vanderbilt University Center for Teaching, , http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/ crs_biblio.htm, last accessed September","Chen, J. C.; California Polytechnic State University, Building 13 Room 226, San Luis Obispo CA 93407, United States; email: jchen24@calpoly.edu",,,Wiley-Blackwell Publishing Ltd,,,,,10694730,,JEEDE,,English,J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-77951189615
"Karemaker A.M., Pitchford N.J., O'Malley C.",6505683976;6601967054;57193989946;,Does whole-word multimedia software support literacy acquisition?,2010,Reading and Writing,23,1,,31,51,,11.0,10.1007/s11145-008-9148-4,https://www.scopus.com/inward/record.uri?eid=2-s2.0-73949126552&doi=10.1007%2fs11145-008-9148-4&partnerID=40&md5=060e0d892f4366705532f4b43d08500b,"School of Psychology, University of Nottingham, University Park, Nottingham NG7 2RD, United Kingdom","Karemaker, A.M., School of Psychology, University of Nottingham, University Park, Nottingham NG7 2RD, United Kingdom; Pitchford, N.J., School of Psychology, University of Nottingham, University Park, Nottingham NG7 2RD, United Kingdom; O'Malley, C., School of Psychology, University of Nottingham, University Park, Nottingham NG7 2RD, United Kingdom","This study examined the extent to which multimedia features of typical literacy learning software provide added benefits for developing literacy skills compared with typical whole-class teaching methods. The effectiveness of the multimedia software Oxford Reading Tree (ORT) for Clicker in supporting early literacy acquisition was investigated through a classroom-based intervention study by comparing ORT for Clicker to traditional ORT Big Books. Sixty-one typically developing readers, aged 5-6 years, from four primary classes were each given the two interventions. Each intervention was delivered over five one-hour sessions over the course of 1 week. Performance on tasks of written word recognition, written word naming, and phonological awareness, was measured before and after each intervention. Significantly greater gains in word recognition, word naming, rhyme awareness, segmentation skill, and grapheme awareness were found after the ORT for Clicker compared to the traditional ORT Big Book intervention. This study shows that whole-word multimedia software can be more effective than traditional printed texts from the same reading scheme at supporting the development of early literacy skills. © Springer Science+Business Media B.V. 2008.",ICT; Intervention; Literacy acquisition; Multimedia software; Whole-word reading,,,,,,PTA-033-2004-00064,"Acknowledgements We would like to thank Ann Crick of Crick Software for her ideas and suggestions. We also thank the staff and students of St. Teresa’s Catholic Primary School, Heymann Primary School and Radford Primary School for participating in the study and Maria Ktori, Susannah Kempson and Katherine Siu for their help with data collection. This research was supported by an ESRC Case PhD studentship awarded to Dr. Nicola Pitchford and Professor Claire O’Malley, co-sponsored by Crick Software (grant number PTA-033-2004-00064).",,,,,"Adams, M.J., (1990) Beginning to Read: Thinking & Learning about Print, , Cambridge, MA: MIT Press; Andrews, S., (2006) From Inkmarks to Ideas: Current Issues in Lexical Processing, , Hove, UK: Psychology Press; Bryant, P.E., Maclean, M., Bradley, L., Rhyme, language and children's reading (1990) Applied Psycholinguistics, 11, pp. 237-252; Castles, A., Coltheart, M., Is there a causal link from phonological awareness to success in learning to read? (2004) Cognition, 91, pp. 77-111; Castles, A., Nation, K., How does orthographic learning happen? (2006) From Inkmarks to Ideas: Current Issues in Lexical Processing, pp. 151-179. , S. Andrews (Ed.), Hove, UK: Psychology Press; Chera, P., Wood, C., Animated multimedia 'talking books' can promote phonological awareness in children beginning to read (2003) Learning and Instruction, 13, pp. 33-52; Cohen, J., (1988) Statistical Power Analysis for the Behavioural Sciences, , 2nd ed., Hillsdale, NJ: Lawrence Erlbaum; Cox, M.J., Abbott, C., (2004) ICT and Attainment: A Review of the Research Literature, , Coventry and London: British Educational Communications and Technology Agency/Department for Education and Skills; (2006) Oxford Reading Tree for Clicker, , Crick Software., Northampton, UK: Crick Software Ltd; Dejean, J., Miller, L., Olson, J., CD-ROM talking books: What do they promise? (1999) Education and Information Technologies, 2, pp. 121-130; de Jong, M.T., Bus, A.G., Quality of book reading matters for emergent readers: An experiment with the same book in a regular or electronic format (2002) Journal of Educational Psychology, 94, pp. 145-155; de Jong, M.T., Bus, A.G., How well suited are electronic books to supporting literacy? (2003) Journal of Early Childhood Literacy, 3, pp. 147-164; Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, N., Campuzano, L., Means, B., Sussex, W., (2007) Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort, , http://ies.ed.gov/ncee/pubs/20074005/, Retrieved August 13, 2008, from; Ehri, L.C., The development of spelling knowledge and its role in reading acquisition and reading disability (1989) Journal of Learning Disabilities, 22, pp. 356-365; Fitzer, K.M., Freidhoff, J.R., Fritzen, A., Heintz, A., Koehler, J., Mishra, P., Guest editorial: More questions than answers: Responding to the reading and mathematics software effectiveness study (2007) Contemporary Issues in Technology and Teacher Education, 7 (2), pp. 1-6; Fowler, A.E., How early phonological development might set the stage for phoneme awareness (1991) Phonological Processes in Literacy: A Tribute to Isabelle Y. Liberman, pp. 97-117. , S. A. Brady and D. P. Shankweiler (Eds.), Hillsdale, NJ: Erlbaum; Hartley, J., Teaching, learning, and new technology: A review for teachers (2007) British Journal of Educational Technology, 38, pp. 42-62; Hunt, R., Brychta, A., (2003) Strawberry Jam, , Oxford, UK: Oxford University Press; Hunt, R., Brychta, A., (2003) Kipper the Clown, , Oxford, UK: Oxford University Press; Hunt, R., Page, T., (2003) Teacher's Handbook; Stages 1-9, , Oxford, UK: Oxford University Press; Korat, O., Shamir, A., Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis (2004) Journal of Computer Assisted Learning, 20, pp. 257-268; Korat, O., Shamir, A., Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class (2007) Journal of Computer Assisted Learning, 23, pp. 248-259; Labbo, L.D., Kuhn, M.R., Weaving chains of affect and cognition: A young child's understanding of CD-ROM talking books (2000) Journal of Literacy Research, 32, pp. 187-210; Lewin, C., Exploring the effects of talking book software in UK primary classrooms (2000) Journal of Research in Reading, 23, pp. 149-157; Littleton, K., Wood, C., Chera, P., Interactions with talking books: Phonological awareness affects boys' use of talking books (2006) Journal of Computer Assisted Learning, 22, pp. 382-390; Longman, (1999) Bangers and Mash, , London, UK: Longman Group Limited; Mann, V.A., Wimmer, H., Phoneme awareness and pathways to literacy: A comparison of German and American children (2002) Reading and Writing: An Interdisciplinary Journal, 15, pp. 653-682; Matthew, K.I., The impact of CD-ROM Story books on children's reading comprehension and reading attitude (1996) Journal of Educational Multimedia and Hypermedia, 5, pp. 379-394; McKenna, M.C., Electronic texts and the transformation of beginning reading (1998) Handbook of Literacy and Technology: Transformation in a Post-Typographic World, pp. 45-59. , D. Reinking, M. C. McKenna, L. D. Labbo, and R. D. Kieffer (Eds.), Mahwah, NJ: Erlbaum; McKenna, M.C., Reinking, D., Bradley, B.A., The effects of electronic trade books on the decoding growth of beginning readers (2003) Literacy Acquisition: The Role of Phonology, Morphology, and Orthography, pp. 193-202. , R. M. Joshi, C. K. Leong, and B. L. J. Kaczmarek (Eds.), Amsterdam: IOS Press; Miller, L., Blackstock, J., Miller, R., An exploratory study into the use of CD-ROM storybooks (1994) Computers & Education, 22, pp. 187-204; Morais, J., Phonological awareness: A bridge between language and literacy (1991) Phonological Awareness in Reading: The Evolution of Current Perspectives, pp. 31-71. , D. Sawyer and B. Fox (Eds.), New York: Springer-Verlag; (2006) Inspection Report, , http://www.ofsted.gov.uk, Office for Standards in Education (Ofsted), Retrieved June 6, 2006, from; (2007) Inspection Report, , http://www.ofsted.gov.uk, Office for Standards in Education (Ofsted), Retrieved February 20, 2007, from; (2007) Inspection Report, , http://www.ofsted.gov.uk, Office for Standards in Education (Ofsted), Retrieved October 10, 2007, from; Rayner, K., Pollatsek, A., (1989) The Psychology of Reading, , New York: Prentice-Hall; Robertson, C., Salter, W., (1997) The Phonological Awareness Test, , East Moline, IL: LinguiSystems; Shankweiler, D., Fowler, A.E., Questions people ask about the role of phonological processes in learning to read (2004) Reading and Writing: An Interdisciplinary Journal, 17, pp. 483-515; Share, D.L., Phonological recoding and self-teaching: Sine qua non of reading acquisition (1995) Cognition, 55, pp. 151-218; Snowling, M., Hulme, C., (2005) The Science of Reading: A Handbook, , Oxford: Blackwell; Stanovich, K.E., (1999) Who is Rational? Studies of Individual Differences in Reasoning, , Mahway, NJ: Lawrence Erlbaum Associates; Teale, W., Parents reading to their children: What we know and what we need to know (1981) Language Arts, 58, pp. 902-912; Torgerson, C.J., Zhu, D., A systematic review and meta-analysis of the effectiveness of ICT on literacy learning in English (2004) The Impact of ICT on Literacy Education, pp. 5-16. , R. Andrews (Ed.), London: RoutledgeFalmer; Underwood, J.D.M., Computer support for reading development (2000) Journal of Research in Reading, 23, pp. 136-148; Underwood, G., Underwood, J.D.M., Children's interactions and learning outcomes with interactive talking books (1998) Computers & Education, 30, pp. 95-102; Walley, A.C., Metsala, J.L., Garlock, V.M., Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability (2003) Reading and Writing: An Interdisciplinary Journal, 16, pp. 5-20","Pitchford, N. J.; School of Psychology, University of Nottingham, University Park, Nottingham NG7 2RD, United Kingdom; email: nicola.pitchford@nottingham.ac.uk",,,,,,,,09224777,,,,English,Read. Writ,Article,Final,,Scopus,2-s2.0-73949126552
"Klein L., Kagan D.",57192573992;56842738100;,"""radio-active"" learning: Visual representation of radioactive decay using dice",2010,Physics Teacher,48,1,,45,45,,3.0,10.1119/1.3274361,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006810901&doi=10.1119%2f1.3274361&partnerID=40&md5=de8638219c194cc036a758d3c20cb752,"California State University, Chico, Chico, CA, United States","Klein, L., California State University, Chico, Chico, CA, United States; Kagan, D., California State University, Chico, Chico, CA, United States","The idea of using a dice game to simulate radioactive decay is not new.1 However, modern pedagogy encourages, if not requires, us to provide multiple representations and visualizations2 for our students. The advantage of interactive engagement methods also has been made clear.3 Here we describe a highly visual and interactive use of dice to develop student understanding of radioactive decay. © 2010 American Association of Physics Teachers.",,,,,,,,,,,,,"Kowalski, L., 'Simulating radioactive decay with dice,' (1981) Phys. Teach, 19, p. 113. , (Feb); Van Heuvelen, A., Zou, X., 'Multiple representations of work-energy processes,' (2001) Am. J. Phys, 69, pp. 184-194. , (Feb); Hake, R., 'Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,' (1998) Am. J. Phys, 66, pp. 64-74. , (Jan); http://www.mip.berkeley.edu/physics/B+60+0.html",,,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Article,Final,,Scopus,2-s2.0-85006810901
Satyanarayanajois S.D.,6701805659;,Active-learning exercises to teach drug-receptor interactions in a medicinal chemistry course,2010,American Journal of Pharmaceutical Education,74,8,,,,,12.0,10.5688/aj7408147,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046916013&doi=10.5688%2faj7408147&partnerID=40&md5=6479815e9a93adb104886ed0fc59e6d9,"College of Pharmacy, University of Louisiana, Monroe, United States","Satyanarayanajois, S.D., College of Pharmacy, University of Louisiana, Monroe, United States","Objective. To incorporate structural biology, enzyme kinetics, and visualization of protein structures in a medicinal chemistry course to teach fundamental concepts of drug design and principles of drug action. Design. Pedagogy for active learning was incorporated via hands-on experience with visualization software for drug-receptor interactions and concurrent laboratory sessions. Learning methods included use of clicker technology, in-class assignments, and analogies. Assessment. Quizzes and tests that included multiple-choice and open-ended items based on Bloom's taxonomy were used to assess learning. Student feedback, classroom exercises, and tests were used to assess teaching methods and effectiveness in meeting learning outcomes. Conclusion. The addition of active-learning activities increased students' understanding of fundamental medicinal chemistry concepts such as ionization state of molecules, enzyme kinetics, and the significance of protein structure in drug design.",Active learning; Drug-receptor interactions; Enzyme kinetics; Medicinal chemistry,"drug receptor; ligand; article; chemical structure; chemistry; curriculum; drug design; drug effect; education; methodology; pharmacokinetics; problem based learning; protein conformation; Chemistry, Pharmaceutical; Curriculum; Drug Design; Education, Pharmacy; Educational Measurement; Ligands; Models, Molecular; Pharmacokinetics; Problem-Based Learning; Protein Conformation; Receptors, Drug",,"Ligands; Receptors, Drug",,,,,,,,,"Copeland, R.A., Pompliano, D.L., Meek, T.D., Drug-target residence time and its implications for lead optimization (2006) Nat Rev Drug Discov, 5 (9), pp. 730-739; Leader, B., Baca, Q.J., Golan, D.E., Protein therapeutics: A summary and pharmacological classification (2008) Nat Rev Drug Discov, 7 (1), pp. 21-39; Brown, D., Unfinished business: Target-based drug discovery (2007) Drug Discov Today, 12, pp. 1007-1012; Dee, F.L., (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, , San Francisco, CA: Jossey-Bass; Pan, D., (2001) Learning to Teach, Teaching to Learn, , 4th ed. Singapore: Continental Press; Delano, W.L., (2010) The Py MOL Molecular Graphics System, , http://www.pymol.org, San Carlos, CA: DeLano Scientific; 2002, September 16; Duncan, D., (2005) Clickers In the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco, CA: Pearson; Bloom, B.S., Taxonomy of Educational Objectives (1956) The Classification of Educational Goals, , Handbook I: Cognitive Domain. New York: McKay; Corzo, J., Time, the forgotten dimension of ligand binding teaching (2006) Biochem Mol Biol Educ, 34 (6), pp. 413-416; Cortes, A., Cascante, M., Cardenas, M.L., Bowden, A.C., Relationship between inhibition constants, inhibitor concentration for 50% inhibition and types of inhibition: New ways of analyzing data (2001) Biochem J, 357, pp. 263-268; Patrick, G.L., (2008) An Introduction to Medicinal Chemistry, , 4th ed. New York: Oxford University Press; Persky, A.M., Pollack, G.M., Using answer-until-correct examination to provide immediate feedback to students in a pharmacokinetic course (2008) Am J Pharm Educ, 72 (4). , Article 83; Vanderheyden, P.M.L., Fierens, F.L.P., Vauquelin, G., Angiotensin II type I receptor antagonists: Why do some of them produce insurmountable inhibition? (2000) Biochem Pharmacol, 60 (11), pp. 1557-1563; Laciurciere, Y., Asmar, R., A comparison of the efficacy and duration of action of candersartan cilexetil and losartan as assessed by clinic and ambulatory blood pressure after a missed dose in truly hypertensive patients (1999) Am J Hypertens, 12 (12), pp. 1181-1187; Lemke, T.L., Williams, D.A., Roche, V.F., Zito, S.W., (2008) Foye's Principles of Medicinal Chemistry, , 6th ed. Philadelphia, PA: Lippincott Williams & Wilkins; Runge, S.W., Hill, B.J.F., Moran, W.M., A simple classroom teaching technique to help students understand Michaelis-Menten kinetics (2006) Life Sci Educ, 5 (4), pp. 348-352; Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: A Handbook For College Teachers, , San Francisco CA: Jossey-Bass; Alsharif, N., Galt, K.A., Mehana, A., Chapman, R., Ogunbadeniyi, A.M., Instructional model to teach clinically relevant medicinal chemistry (2006) Am J Pharm Educ, 70 (4). , Article 91; Roche, V.F., A receptor-grounded approach to teaching nonsteroidal anti-inflammatory drug chemistry and structure-activity relationship (2009) Am J Pharm Educ, 73 (8). , Article 143; Bokoch, M.P., Zou, Y., Rasmussen, S.G.F., Ligand-specific regulation of the extracellular surface of a G-protein-coupled receptor (2010) Nature, 463 (7277), pp. 108-112","Satyanarayanajois, S. D.; College of Pharmacy, University of Louisiana, 1800 Bienville Drive, Monroe, LA 71201, United States; email: jois@ulm.edu",,,American Association of Colleges of Pharmacy,,,,,00029459,,,21179258.0,English,Am. J. Pharm. Educ.,Article,Final,Open Access,Scopus,2-s2.0-85046916013
"Karemaker A., Pitchford N.J., O'Malley C.",6505683976;6601967054;57193989946;,Enhanced recognition of written words and enjoyment of reading in struggling beginner readers through whole-word multimedia software,2010,Computers and Education,54,1,,199,208,,24.0,10.1016/j.compedu.2009.07.018,https://www.scopus.com/inward/record.uri?eid=2-s2.0-74249113627&doi=10.1016%2fj.compedu.2009.07.018&partnerID=40&md5=14d3e826119d87269cc7d76f8133db3c,"School of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, United Kingdom","Karemaker, A., School of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, United Kingdom; Pitchford, N.J., School of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, United Kingdom; O'Malley, C., School of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, United Kingdom","The effectiveness of a reading intervention using the whole-word multimedia software 'Oxford Reading Tree (ORT) for Clicker' was compared to a reading intervention using traditional ORT Big Books. Developing literacy skills and attitudes towards learning to read were assessed in a group of 17 struggling beginner readers aged 5-6 years. Each child was given each of the two interventions, and the order of intervention was counterbalanced across the group. Each intervention was integrated into the literacy hour over five consecutive days. Measures of written word recognition, written word naming, phonological awareness and attitudes towards computers were taken before and after each intervention. Significant gains in performance were found following both interventions for all of the literacy measures, but significantly greater gains in written word recognition and enjoyment of instruction were found following the Clicker than Big Book intervention. These results suggest that whole-word multimedia software could be a useful classroom aid for supporting early literacy skills in children who are struggling with learning to read. © 2009 Elsevier Ltd. All rights reserved.",Evaluation of CAL systems; Improving classroom teaching,Before and after; Evaluation of CAL systems; Improving classroom teaching; Multimedia software; Phonological awareness; Written word; School buildings; Teaching; Vocabulary control; Computer software selection and evaluation,,,,,,,,,,,"Adams, M.J., (1990) Beginning to read: Thinking and learning about print, , MIT Press, Cambridge, MA; Blok, H., Oostdam, R., Otter, M.E., Overmaat, M., Computer-assisted instruction in support of beginning reading instruction: A review (2002) Review of Educational Research, 72 (1), pp. 101-130; Castles, A., Nation, K., How does orthographic learning happen? (2006) From inkmarks to ideas: Challenges and controversies about word recognition and reading, , Andrews S. (Ed), Psychology Press, London; Cohen, J., (1988) Statistical power analysis for the behavioural sciences, , Lawrence Erlbaum Associates, Hillsdale, NJ; CrickSoftware, (2006) Oxford reading tree for clicker (version 5.2), , Crick Software, Northampton; Cunningham, A.E., Stanovich, K.E., What reading does for the mind (2001) Journal of Direct Instruction, 1 (2), pp. 137-149; Davidson, J., Elcock, J., Noyes, P., A preliminary study of the effect of computer-assisted practice on reading attainment (1996) Journal of Research in Reading, 19 (2), pp. 102-110; De Jong, M.T., Bus, A.G., Quality of book reading matters for emergent readers: An experiment with the same book in a regular or electronic format (2002) Journal of Educational Psychology, 94, pp. 145-155; DeJean, J., Miller, L., Olson, J., CD-ROM talking books: What do they promise? (1999) Education and Information Technologies, 2, pp. 121-130; Ehri, L.C., Development of the ability to read words: Update (1995) Theoretical models and processes of reading, pp. 323-358. , Ruddell R.B., Ruddell M.R., and Singer H. (Eds), International Reading Association, Newark, Delaware; Ehri, L.C., Learning to read words: Theory, findings, and issues (2005) Scientific Studies of Reading, 9, pp. 167-186; Hunt, R., Brychta, A., (2003) Strawberry jam, , Oxford University Press, Oxford; Hunt, R., Brychta, A., (2003) Kipper the Clown, , Oxford University Press, Oxford; Karemaker, A.M., Pitchford, N.J., O'Malley, C., Does whole-word multimedia software support literacy acquisition? Reading and Writing: An Interdisciplinary Journal, , in press; Knezek, G., Miyashita, K., (1993) Handbook for the Young Children's Computer Inventory, , Texas Center for Educational Technology, Denton, TX; Korat, O., Shamir, A., Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class (2007) Journal of Computer Assisted Learning, 23, pp. 248-259; MacArthur, C.A., Ferretti, P.P., Okolo, C.M., Cavalier, A.R., Technology applications for students with literacy problems: A critical review (2001) The Elementary School Journal, 101 (3), pp. 273-298; McKenna, M.C., Electronic texts and the transformation of beginning reading (1998) Handbook of literacy and technology: Transformation in a post-typographic world, pp. 45-59. , Reinking D., McKenna M.C., Labbo L.D., and Kieffer R.D. (Eds), Lawrence Erlbaum Associates, Mahwah, NJ; Mioduser, D., Tur-Kaspa, H., Leitner, I., The learning value of computer-based instruction of early reading skills (2000) Journal of Computer Assisted Learning, 16 (1), pp. 54-63; Parette, H.P., Hourcade, J.J., Dinelli, J.M., Boeckmann, N.M., Using Clicker to enhance emergent literacy in young learners (2009) Early Childhood Education Journal, 36, pp. 355-363; Perfetti, C.A., (1985) Reading ability, , Oxford University Press, New York; Perfetti, C.A., The representation problem in reading acquisition (1992) Reading acquisition, , Gough P., Ehri L., and Treisman R. (Eds), Lawrence Erlbaum Associates, Inc., Hillsdale, NJ; Rack, J.P., Snowling, M.J., Olson, R.K., The nonword reading deficit in developmental dyslexia: A review (1992) Reading and Research Quarterly, 27, pp. 28-53; Reitsma, P., Reading practice for beginners: Effects of guided reading, reading-while-listening, and independent reading with computer-based speech feedback (1988) Reading and Research Quarterly, 20, pp. 180-188; Robertson, C., Salter, W., (1997) The phonological awareness test, , LinguaSystems, East Moline; Share, D.L., Phonological recoding and self-teaching: Sine qua non of reading acquisition (1995) Cognition, 55, pp. 151-218; Share, D.L., Orthographic learning at a glance: On the time course and developmental onset of self-teaching (2004) Journal of Experimental Child Psychology, 87, pp. 267-298; Siegel, L.S., IQ is irrelevant to the definition of learning disabilities (1989) Journal of Learning Disabilities, 22, pp. 469-479; Stanovich, K.E., Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy (1986) Reading Research Quarterly, 21, pp. 380-407; Stanovich, K.E., Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model (1988) Journal of Learning Disabilities, 21, pp. 590-612; Stuart, M., Masterson, J.J., Dixon, M., Quinlan, P., Interacting processes in the development of printed word recognition (1999) Learning to read: An integrated view from research and practice, , Nunes T. (Ed), Kluwer Academic Publishers, Dordrecht, NL; Torgesen, J.K., Catch them before they fall: Identification and assessment to prevent reading failure in young children (1998) American Educator, 22, pp. 32-39; Torgesen, J.K., The prevention of reading difficulties (2002) Journal of School Psychology, 40, pp. 7-26; Wechsler, D., (2005) Wechsler individual achievement test, , Harcourt Assessment, London; Wood, C., Beginning readers' use of 'talking books' software can affect their reading strategies (2005) Journal of Research in Reading, 28 (2), pp. 170-182","Pitchford, N.J.; School of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, United Kingdom; email: nicola.pitchford@nottingham.ac.uk",,,,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-74249113627
"Stowell J.R., Oldham T., Bennett D.",7004594995;35849099100;57198899506;,Using Student Response Systems (“Clickers”) to Combat Conformity and Shyness,2010,Teaching of Psychology,37,2,,135,140,,50.0,10.1080/00986281003626631,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77951244331&doi=10.1080%2f00986281003626631&partnerID=40&md5=a8d21425cbc3f650cd122058f6ab518c,"Eastern Illinois University, United States","Stowell, J.R., Eastern Illinois University, United States; Oldham, T., Eastern Illinois University, United States; Bennett, D., Eastern Illinois University, United States","This study addressed how trait levels of classroom shyness can influence conformity when students answer opinion questions in different ways. We recruited 128 introductory psychology students to indicate their opinion on 50 controversial questions by raising their hand or anonymously pressing a button on a keypad (“clicker”). Compared to hand-raising, keypad responses had greater variability, suggesting that students were less likely to conform to the group's opinion. Students who typically experience shame and anxiety in class did not conform any more than other students did, but they felt more uncomfortable raising their hands and indicated a stronger preference for using keypads when answering controversial questions. © 2010, Society for the Teaching of Psychology. All rights reserved.",,,,,,,,,,,,,"Asch, S.E., Effects of group pressure upon the modification and distortion of judgment (1951) Groups, leadership and men, pp. 177-190. , Guetzkow H. (ed.), Pittsburgh, PA: Carnegie Press; Bond, R., Group size and conformity (2005) Group Processes & Intergroup Relations, 8, pp. 331-354; Brunet, P.M., Schmidt, L.A., Are shy adults really bolder online? It depends on the context (2008) CyberPsychology & Behavior, 11, pp. 707-709; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6, pp. 9-20; Cheek, J.M., Buss, A.H., Shyness and sociability (1981) Journal of Personality and Social Psychology, 41, pp. 330-339; Cowden, C.R., Worry and its relationship to shyness (2005) North American Journal of Psychology, 7, pp. 59-69. , http://search.ebscohost.com/login.aspx?direct=truedb=psyhAN=2005–03779–007site=ehost-live, Retrieved May 8, 2009, from; Crozier, W.R., Hostettler, K., The influence of shyness on children's test performance (2003) British Journal of Educational Psychology, 73, pp. 317-328; Ewing, A.T., (2006) Increasing classroom engagement through the use of technology, , http://www.mcli.dist.maricopa.edu/mil/fcontent/2005–2006/ewing_rpt.pdf, Retrieved April 24, 2007, from; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8, pp. 233-258; Harder, D.W., Rockart, L., Cutler, L., Additional validity evidence for the harder personal feelings questionnaire-2 (PFQ2): A measure of shame and guilt proneness (1993) Journal of Clinical Psychology, 49, pp. 345-348; Henderson, L., Fearfulness predicts self-blame and shame in shyness (2002) Personality and Individual Differences, 32, pp. 79-93; Howard, J.R., Short, L.B., Clark, S.M., Students' participation in the mixed-age college classroom (1996) Teaching Sociology, 24, pp. 8-24. , http://www.jstor.org/stable/1318894, Retrieved May 8, 2009, from; Lee, J.B., Bainum, C.K., Do clickers depersonalize the classroom? (2006) An evaluation by shy students, , April)., Paper presented at the 86th Annual Convention of the Western Psychological Association, Palm Springs, CA; Lusk, A.B., Weinberg, A.S., Discussing controversial topics in the classroom: Creating a context for learning (1994) Teaching Sociology, 22, pp. 301-308. , http://www.jstor.org/stable/1318922, Retrieved May 13, 2009, from; Magyar-Moe, J.L., Becker, K., Burek, C., McDougal, A., McKell, A., (2008) Effectiveness of clicker classroom response systems in small college courses, , August)., Paper presented at the annual meeting of the American Psychological Association, Boston, MA; Mehrabian, A., Stefl, C.A., Basic temperament components of loneliness, shyness, and conformity (1995) Social Behavior & Personality, 23, p. 253. , http://search.ebscohost.com/login.aspx?direct=truedb=aphAN=9331954site=ehost-live, Retrieved November 11, 2008, from; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (“Clickers”) in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50; Pekrun, R., Goetz, T., Titz, W., Perry, R.P., Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research (2002) Educational Psychologist, 37, pp. 91-105; Pilkonis, P.A., The behavioral consequences of shyness (1977) Journal of Personality, 45, pp. 596-611; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34, pp. 194-196; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Watson, D., Clark, L.A., Tellegen, A., Development and validation of brief measures of positive and negative affect: The PANAS scales (1988) Journal of Personality and Social Psychology, 54, pp. 1063-1070",,,,,,,,,00986283,,,,English,Teach. Psychol.,Article,Final,,Scopus,2-s2.0-77951244331
"Doucet M., Vrins A., Harvey D.",57203237481;6602547926;7202064853;,"Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students",2009,Medical Teacher,31,12,,e570,e579,,34.0,10.3109/01421590903193539,https://www.scopus.com/inward/record.uri?eid=2-s2.0-72049121476&doi=10.3109%2f01421590903193539&partnerID=40&md5=1cd4822b7832aaa56420435c0b324f65,"Département de Biomédecine Vétérinaire, Faculté de Médecine Vétérinaire, Université de Montréal, CP 5000, Saint-Hyacinthe, QC J2S 7 C6, Canada","Doucet, M., Département de Biomédecine Vétérinaire, Faculté de Médecine Vétérinaire, Université de Montréal, CP 5000, Saint-Hyacinthe, QC J2S 7 C6, Canada; Vrins, A., Département de Biomédecine Vétérinaire, Faculté de Médecine Vétérinaire, Université de Montréal, CP 5000, Saint-Hyacinthe, QC J2S 7 C6, Canada; Harvey, D., Département de Biomédecine Vétérinaire, Faculté de Médecine Vétérinaire, Université de Montréal, CP 5000, Saint-Hyacinthe, QC J2S 7 C6, Canada","Background: Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups. Aims: A prospective observational controlled study was conducted to evaluate whether the use of an audience response system (ARS) would promote an active learning environment during case-based discussions in large groups, have an impact on student motivation and improve long-term retention. Methods: Group A (N = 83) participated in large group case discussions where student participation was voluntary, while for group B (N = 86) an ARS was used. Data collection methods included student and teacher surveys, student focus group interviews, independent observations and 1-year post-course testing. Results: Results indicated that the use of an ARS provided an active learning environment during case-based discussions in large groups by favouring engagement, observation and critical reflection and by increasing student and teacher motivation. Although final exam results were significantly improved in group B, long-term retention was not significantly different between groups. Conclusions: It was concluded that ARS use significantly improved the learning experience associated with case-based discussions in a large group of undergraduate students. © 2009 Informa UK Ltd.",,"adult; article; audience response system; controlled study; data collection method; female; human; information processing; learning environment; learning style; male; motivation; teaching; veterinary medicine; Adult; Consumer Satisfaction; Education, Veterinary; Educational Measurement; Feedback; Female; Focus Groups; Humans; Male; Motivation; Pharmacology, Clinical; Problem-Based Learning; Prospective Studies; Retention (Psychology); Young Adult",,,,,,,,,,,"Acharya, C., Enhancing learning in a large-class session: Some issues (2001) CDTL Brief, 4, pp. 8-9; Amin, Z., Seng, C., Eng, K., Multiple choice questions (MCQ) (2006) Practical Guide to Medical Student Assessment, , Singapore: World Scientifc Publishing Co. Pvt. Ltd; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE Life Sci Educ, 6, pp. 1-8; Bell, D., Harless, C., Higa, J., Bjork, E., Bjork, R., Bazarquan, M., Mangione, C., Knowledge retention after an online tutorial: A randomized educational experiment among resident physicians (2008) J Gen Intern Med, 32, pp. 1164-1171; Bruneau, M., Langevin, L., (2003) L'Enseignement Aux Grands Groupes: Quelques Balises Pour la Pratique Ou Mieux les Comprendre Pour Mieux les Gérer; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Chan, E., Motivation for mandatory courses (2004) CDTL Brief, 7, pp. 1-5; Eggert, C.H., West, C.P., Thomas, K.G., Impact of an audience response system (2004) Med Educ, 38, p. 576; Gibbs, G., Jenkins, A., (1992) Teaching Large Classes in Higher Education. How to Maintain Quality with Reduced Resources, , London: Kogan Page; Graffam, B., Active learning in medical education: Strategies for beginning implementation (2007) Med Teach, 29, pp. 38-42; Gwee, M., Hoon, T., Large-group teaching: Adding value and optimising educational outcomes (2001) CDTL Brief, 4, pp. 10-12; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69, pp. 378-381; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, pp. 12-14; Michael, J., Where's the evidence that active learning works? (2006) Adv Physiol Educ, 30, pp. 159-167; Michel, M.C., Bischoff, A., Jakobs, K.H., Comparison of problem- and lecture-based pharmacology teaching (2002) Trends in Pharmacological Sciences, 23 (4), pp. 168-170. , DOI 10.1016/S0165-6147(00)01940-4, PII S0165614700019404; Miller, G., The assessment of clinical skills/competence/performance (1990) Acad Med, 65, pp. 563-567; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Molgaard, L.K., Using a wireless response system to enhance student learning (2005) J Vet Med Educ, 32, pp. 127-128; Monahan, C.M., Yew, A.C., Adapting a case-based, cooperative learning strategy to a veterinary parasitology laboratory (2002) J Vet Med Educ, 29, pp. 186-192; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Novotny, M.J., A case-based approach to veterinary clinical pharmacology (1998) JVet Med Educ, 20, pp. 50-52; Plant, J.D., Incorporating an audience response system into veterinary dermatology lectures: Effect on student knowledge retention and satisfaction (2007) J Vet Med Educ, 34, pp. 674-677; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 96-504; Slain, D., Abate, M., Hodges, B., Stamatakis, M., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, 68, pp. 1-9; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; Wass, V., Van Der Vleuten, C.P., Shatzer, J., Jones, R., Assessment of clinical competence (2001) Lancet, 357, pp. 945-949","Doucet, M.; Département de Biomédecine Vétérinaire, Faculté de Médecine Vétérinaire, Université de Montréal, CP 5000, Saint-Hyacinthe, QC J2S 7 C6, Canada; email: michele.doucet@umontreal.ca",,,,,,,,0142159X,,MEDTD,19995158.0,English,Med. Teach.,Article,Final,,Scopus,2-s2.0-72049121476
"Alexander C.J., Crescini W.M., Juskewitch J.E., Lachman N., Pawlina W.",35168425300;35107106200;26040805600;23034811200;6701475756;,Assessing the integration of audience response system technology in teaching of anatomical sciences,2009,Anatomical Sciences Education,2,4,,160,166,,60.0,10.1002/ase.99,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350489123&doi=10.1002%2fase.99&partnerID=40&md5=d38b8c1170857db5b59e5152a0e2703a,"Mayo Medical School, College of Medicine, Mayo Clinic, Rochester, MN, United States; Department of Anesthesiology, Duke University School of Medicine, Durham, NC, United States; Department of Anatomy, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States","Alexander, C.J., Mayo Medical School, College of Medicine, Mayo Clinic, Rochester, MN, United States; Crescini, W.M., Department of Anesthesiology, Duke University School of Medicine, Durham, NC, United States; Juskewitch, J.E., Mayo Medical School, College of Medicine, Mayo Clinic, Rochester, MN, United States; Lachman, N., Department of Anatomy, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States; Pawlina, W., Department of Anatomy, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States","The goals of our study were to determine the predictive value and usability of an audience response system (ARS) as a knowledge assessment tool in an undergraduate medical curriculum. Over a three year period (2006-2008), data were collected from first year didactic blocks in Genetics/Histology and Anatomy/Radiology (n = 42-50 per class). During each block, students answered clinically oriented multiple choice questions using the ARS. Students' performances were recorded and cumulative ARS scores were compared with final examination performances. Correlation coefficients between these variables were calculated to assess the existence and direction of an association between ARS and final examination score. If associations existed, univariate models were then constructed using ARS as a predictor of final examination score. Student and faculty perception of ARS difficulty, usefulness, effect on performance, and preferred use were evaluated using a questionnaire. There was a statistically significant positive correlation between ARS and final examination scores in all didactic blocks and predictive univariate models were constructed for each relationship (all P < 0.0001). Students and faculty agreed that ARS was easy to use and a reliable tool for providing real-time feedback that improved their performance and participation. In conclusion, we found ARS to be an effective assessment tool benefiting the faculty and the students in a curriculum focused on interaction and self-directed learning. © 2009 American Association of Anatomists.",Audience response system (ARS); Formative feedback; Gross anatomy; Histology; Innovations; Interactive learning; Medical curriculum; Medical students; Technology,"academic achievement; anatomy; article; clinical assessment tool; correlation coefficient; curriculum; genetics; histology; human; integration; interactive voice response system; medical education; medical school; medical student; priority journal; radiology; reliability; scoring system; teaching; adaptive behavior; comprehension; education; evaluation; group process; human relation; medical education; medical student; perception; problem based learning; psychological aspect; questionnaire; reinforcement; Anatomy; Comprehension; Computer-Assisted Instruction; Curriculum; Education, Medical, Undergraduate; Educational Measurement; Feedback, Psychological; Group Processes; Humans; Interpersonal Relations; Perception; Problem-Based Learning; Questionnaires; Reinforcement (Psychology); Students, Medical",,,,,,,,,,,"Banks, D.A., Bateman, S., Audience response system in education: Supporting 'lost in the desert' learning Scenario (2004) Proceedings of the International Conference on Computers in Education (ICCE 2004), pp. 1219-1223. , Melbourne, Australia. The Asia-Pacific Society for Computer in Education: Chung-Li, Taiwan; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE Life Sciences Education, 6 (1), pp. 1-8. , http://www.lifescied.org/cgi/reprint/6/1/1, DOI 10.1187/cbe.06-12-0206; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instructions: Teaching science (well) with an audience response system (2006) Audience Response System in Higher Education: Applications and Cases, pp. 96-115. , Banks DA (Editor). Hershey, PA: Information Science Publishing; Boyle, J., Eight years of asking questions (2006) Audience Response System in Higher Education: Applications and Cases, pp. 289-304. , Banks DA (Editor). Hershey, PA: Information Science Publishing; Bryan, R.E., Krych, A.J., Carmichael, S.W., Viggiano, T.R., Pawlina, W., Assessing professionalism in early medical education: Experience with peer evaluation and self-evaluation in the gross anatomy course (2005) Annals of the Academy of Medicine Singapore, 34 (8), pp. 486-491; Caldwell, J.E., Clickers in the large classroom: Current research and bestpractice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Case, S.M., Swanson, D.B., (2002) Constructing Written Test Questions for the Basic and Clinical Sciences, p. 180. , http://www.nbme.org/publications/item-writing-manual.html, 3rd Ed. Philadelphia, PA: [accessed 24 June 2009]; Collins, J., Audience response systems: Technology to engage learners (2008) J Am Coll Radiol, 5, pp. 993-1000; Dufresne, R.J., Gerace, W.J., Mestre, J.P., Leonard, W.J., ASK-IT/A2L: Assessing student knowledge with instructional technology (2000) University of Massachusetts Physics Education Research Group (UMPERG) Technical Report, pp. 1-28. , http://srri.umass.edu/files/dufresne-2000ask.pdf, Scientific Reasoning Research Institute, Amherst, MA. [accessed 3 June 2009]; Horowitz, H.M., (1988) Student Response Systems: Interactivity in a Classroom Environment, , http://www.einstruction.com/News/index.cfm?fuseaction=News. display&Menu=newsroom&content=FormalPaper&id=210, New York, IBM Corporation, Corporate Education Center, Thornwood, NY. [accessed 3 June 2009]; Jelsing, E.J., Lachman, N., O'Neil, A.E., Pawlina, W., Can a flexible medical curriculum promote student learning and satisfaction? (2007) Ann Acad Med Singapore, 36, pp. 713-718; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69, pp. 378-381; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australas J Educ Tech, 25, pp. 235-249; Keengwe, J., Faculty integration of technology into instruction and students' perceptions of computer technology to improve student learning (2007) J Inf Tech Educ, 6, pp. 169-179; Mazur, E., Farewell, lecture? (2009) Science, 323, pp. 50-51; Meyers, C., Jones, T.B., (1993) Promoting Active Learning - Strategies for the College Classroom, 224p. , 1st Ed. San Francisco, CA: Jossey-Bass Inc; Miller, S.A., Perrotti, W., Silverthorn, D.U., Dalley, A.F., Rarey, K.E., From college to clinic: Reasoning over memorization is key for understanding anatomy (2002) Anatomical Record, 269 (2), pp. 69-80. , DOI 10.1002/ar.10071; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Nowak, A., Vallacher, R.R., (1998) Dynamical Social Psychology, 318p. , 1st Ed. New York, NY: The Guilford Press; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830. , DOI 10.1016/j.ajog.2005.07.075, PII S0002937805011609; Premkumar, K., Coupal, C., Rules of engagement - 12 Tips for successful use of ""clickers"" in the classroom (2008) Med Teach, 30, pp. 146-149; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Med Teach, 22, pp. 237-239; Roschelle, J., Keynote paper: Unlocking the learning value of wireless mobile devices (2003) Journal of Computer Assisted Learning, 19 (3), pp. 260-272; Rubio, E.I., Bassignani, M.J., White, M.A., Brant, W.E., Effect of an audience response system on resident learning and retention of lecture material (2008) Am J Roentgenol, 190, pp. W319-W322; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36 (7), pp. 496-504; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australas J Educ Tech, 23, pp. 187-208; Sobral, D.T., Cross-year peer tutoring experience in a medical school: Conditions and outcomes for student tutors (2002) Med Educ, 36, pp. 1064-1070; Streeter, J.L., Rybicki, F.J., A novel standard-compliant audience response system for medical education (2006) Radiographics, 26, pp. 1243-1249; (2009) Turning Point, , http://www.turningtechnologies.com, Youngstown, OH. [accessed 3 June 2009]; Viggiano, T.R., Pawlina, W., Lindor, K.D., Olsen, K.D., Cortese, D.A., Putting the needs of the patient first: Mayo clinic's core value, institutional culture, and professionalism covenant (2007) Academic Medicine, 82 (11), pp. 1089-1093. , DOI 10.1097/ACM.0b013e3181575dcd, PII 0000188820071100000013; Zielinska, W., Pawlina, W., Evaluation of student performance using an audience response system (2006) Proceedings of the E-Learn 2006 - World Conference on E-Learning in Corporate Government, Healthcare, and Higher Education, Honolulu, HI, p. 108. , Association for the Advancement of Computing in Education, Chesapeake, VA","Pawlina, W.; Department of Anatomy, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States; email: pawlina.wojciech@mayo.edu",,,,,,,,19359772,,,19670428.0,English,Anat. Sci. Educ.,Article,Final,,Scopus,2-s2.0-70350489123
"Bruck A.D., Towns M.H.",35387539800;6603873470;,Analysis of classroom response system questions via four lenses in a general Chemistry course,2009,Chemistry Education Research and Practice,10,4,,291,295,,9.0,10.1039/b920834h,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77950257243&doi=10.1039%2fb920834h&partnerID=40&md5=a7306994746e56083eeb3a8ebf3e05c2,"Department of Chemistry, Purdue University, 560 Oval Drive, West Lafayette, IN, United States","Bruck, A.D., Department of Chemistry, Purdue University, 560 Oval Drive, West Lafayette, IN, United States; Towns, M.H., Department of Chemistry, Purdue University, 560 Oval Drive, West Lafayette, IN, United States","General Chemistry lecture questions used in an electronic classroom response system (CRS) were analyzed using three theoretical frameworks and the pedagogical context in which they were presented. The analytical lenses included whether students were allowed to collaborate, Bloom's Taxonomy, a framework developed by Robinson and Nurrenbern, and an expanded framework discussed by Bretz, Smith and Nakhleh. Analysis via these frameworks allowed faculty to reflect upon question types used in the course, and to modify instruction by decreasing the number of lower order cognitive skill questions, and emphasizing higher order cognitive skill questions in subsequent semesters. © The Royal Society of Chemistry 2009.",Classroom response systems; Clickers; Pedagogy; Reflective practice; Undergraduate education,,,,,,,,,,,,"Bangert-Drowns, R.L., Kulik, C.C., Kulik, J.A., Morgan, M., The instructional effect of feedback in test-like events (1991) Rev. Educ. Res., 61, pp. 213-238; Bloom, B.S., (1956) Taxonomy of educational objectives, handbook I: the cognitive domain, , New York: David McKay Co. Inc; Bretz, S.L., Smith, K.C., Nakhleh, M., (2004) Analysis of the ACS blended general chemistry exams using a new coding framework, , 227th American Chemical Society National Meeting Anaheim, CA, March 28, 2004; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) J. Chem. Educ., 83, pp. 488-493; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) Phys. Teach., 39, pp. 8-11; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci. Educ., 6, pp. 9-20; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: student opinion, learning, and long-term retention of course material (2008) CBE Life Sci. Educ., 7, pp. 146-154; Crouch, C.H., Mazur, E., Peer Instruction: ten years of experience and results (2001) Am. J. Phys., 69, pp. 970-977; Ebert-May, D., Brewer, C., Allred, S., Innovation in large lectures - teaching for active learning (1997) Bioscience, 47, pp. 601-607; Fagen, A.P., Crouch, C.H., Mazur, E., Peer Instruction: results from a range of classrooms (2002) Phys. Teach., 40, pp. 206-209; Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M.P., Prescribed active learning increases performance in introductory biology (2007) CBE Life Sci. Educ., 6, pp. 132-139; James, M.C., The effect of grading incentive on student discourse in Peer Instruction (2006) Am. J. Phys., 74, pp. 689-691; Judson, E., Sawada, D., Learning from past and present: electronic response systems in college lecture halls (2002) J. Comput. Math. Sci. Teach., 21, pp. 167-181; King, D.B., Joshi, S., (2007) Quantitative measures of personal response device effectiveness, , http://hdl.handle.net/1860/1269, Presented at the 232nd National Meeting of the American Chemical Society. San Francisco, CA. accessed online at on June 22, 2008; Klionsky, D.J., Knowledge in the lecture hall: a quiz-based, group learning approach to introductory biology (2001) J. Coll. Sci. Teach., 31, pp. 246-251; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol. Educ., 4, pp. 298-310; Kulik, J.A., Kulik, C.C., Timing of feedback and verbal learning (1988) Rev. Educ. Res., 58, pp. 79-97; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chem. Educ. Res. Pract., 9, pp. 187-195; Meltzer, D.E., Manivannan, K., Promoting interactivity in physics lecture classes (1996) Phys. Teach., 34, pp. 72-76; Nurrenbern, S.C., Robinson, W.R., Conceptual questions and challenge problems (1998) J Chem. Educ., 75, pp. 1502-1503; Robinson, W.R., Nurrenbern, S.C., Conceptual problems and challenge problems (2006) J. Chem. Educ., , http://jchemed.chem.wisc.edu:8000/JCEDLib/QBank/collection/CQandChP/index.html, Online, Retrieved from on May 5, 2007; Tanner, K., Allen, D., Approaches to biology teaching and learning: understanding the wrong answers - teaching toward conceptual change (2005) Cell Biol. Educ., 4, pp. 112-117","Towns, M.H.; Department of Chemistry, Purdue University, 560 Oval Drive, West Lafayette, IN, United States; email: mtowns@purdue.edu",,,,,,,,11094028,,,,English,Chem. Educ. Res. Pract.,Article,Final,,Scopus,2-s2.0-77950257243
"Arneja J.S., Narasimhan K., Bouwman D., Bridge P.D.",8983753300;27467584300;7003461011;7006006859;,Qualitative and quantitative outcomes of audience response systems as an educational tool in a plastic surgery residency program,2009,Plastic and Reconstructive Surgery,124,6,,2179,2184,,8.0,10.1097/PRS.0b013e3181bcf11f,https://www.scopus.com/inward/record.uri?eid=2-s2.0-74049114161&doi=10.1097%2fPRS.0b013e3181bcf11f&partnerID=40&md5=34f2978b4a186cc73bbf55133ecc472a,"Division of Plastic Surgery, A237 Shaughnessy Building, British Columbia Children's Hospital, 4480 Oak Street, Vancouver, BC V6H 3V4, Canada","Arneja, J.S., Division of Plastic Surgery, A237 Shaughnessy Building, British Columbia Children's Hospital, 4480 Oak Street, Vancouver, BC V6H 3V4, Canada; Narasimhan, K.; Bouwman, D.; Bridge, P.D.","Background: In-training evaluations in graduate medical education have typically been challenging. Although the majority of standardized examination delivery methods have become computer-based, in-training examinations generally remain pencil-paper-based, if they are performed at all. Audience response systems present a novel way to stimulate and evaluate the resident-learner. The purpose of this study was to assess the outcomes of audience response systems testing as compared with traditional testing in a plastic surgery residency program. Methods: A prospective 1-year pilot study of 10 plastic surgery residents was performed using audience response systems-delivered testing for the first half of the academic year and traditional pencil-paper testing for the second half. Examination content was based on monthly ""Core Quest"" curriculum conferences. Quantitative outcome measures included comparison of pretest and posttest and cumulative test scores of both formats. Qualitative outcomes from the individual participants were obtained by questionnaire. Results: When using the audience response systems format, pretest and posttest mean scores were 67.5 and 82.5 percent, respectively; using traditional pencil-paper format, scores were 56.5 percent and 79.5 percent. A comparison of the cumulative mean audience response systems score (85.0 percent) and traditional pencil-paper score (75.0 percent) revealed statistically significantly higher scores with audience response systems (p = 0.01). Qualitative outcomes revealed increased conference enthusiasm, greater enjoyment of testing, and no user difficulties with the audience response systems technology. Conclusions: The audience response systems modality of in-training evaluation captures participant interest and reinforces material more effectively than traditional pencil-paper testing does. The advantages include a more interactive learning environment, stimulation of class participation, immediate feedback to residents, and immediate tabulation of results for the educator. Disadvantages include start-up costs and lead-time preparation. Copyright © 2009 by the American Society of Plastic Surgeons.",,"adult; article; clinical competence; comparative study; curriculum; education; evaluation; female; health care quality; human; male; medical education; methodology; organization and management; plastic surgery; prospective study; teaching; Adult; Clinical Competence; Competency-Based Education; Computer-Assisted Instruction; Education, Medical, Graduate; Educational Measurement; Evaluation Studies as Topic; Female; Humans; Internship and Residency; Male; Program Evaluation; Prospective Studies; Surgery, Plastic; Teaching Materials",,,,,,,,,,,"Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; Freeman, J., Dobbie, A., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, pp. 12-14; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69, pp. 378-381; Schackow, T., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine resident (2004) Fam Med, 36, pp. 496-504; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, p. 1827; Homme, J., Garth, A., Morgenstern, B., Utilization of an audience response system (2004) Med Educ, 38, p. 575","Arneja, J. S.; Division of Plastic Surgery, A237 Shaughnessy Building, British Columbia Children's Hospital, 4480 Oak Street, Vancouver, BC V6H 3V4, Canada; email: jugpal.arneja@ubc.ca",,,,,,,,00321052,,PRSUA,19952678.0,English,Plast. Reconstr. Surg.,Article,Final,,Scopus,2-s2.0-74049114161
Gupta M.L.,7403986947;,Using emerging technologies to promote student engagement and learning in agricultural mathematics,2009,International Journal of Learning,16,10,,497,508,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77951125491&partnerID=40&md5=e430cf3acd836f99398fb0fbde3a3b39,"University of Queensland, Australia","Gupta, M.L., University of Queensland, Australia","Emerging technologies (Tablet PC and Clickers) were introduced in the delivery of first-year Agricultural Mathematics course at the University of Queensland Gatton Campus, Australia. The digital ink pen and the screen of the Tablet PC were used to develop mathematical concepts in lectures and foster interactive teaching and learning. Ten 'Bonus Mark Sessions' were also conducted during the semester where students were asked to solve an analytical problem based on the week's topic. The student with the first correct solution was awarded a bonus mark after he/she explained the solution to the rest of the class using the Tablet PC. This activity had the effect of gaining students' undivided attention during the lecture, promoting student engagement and developing graduate attributes like communication and presentation skills. The 'delivered' lectures were saved in the form of PowerPoint slides and uploaded on the course Blackboard site for online viewing by internal as well as external students. Clickers were used for collaborative assessment during the mid-semester examination. The impact of these technologies on student engagement and learning was assessed by using the standard university Teaching Evaluation survey and a specific survey developed for this course. The innovative use of Tablet PC was very well received by the students. However, there were mixed reactions to the use of Clickers for assessment. The instant feedback on exam results was appreciated by the students but the inability to change their answers during the examination was cited as the major limitation of the Clickers. © Common Ground, Madan Lal Gupta.",Clickers; Collaborative assessment; Mathematics; Student engagement; Tablet PC,,,,,,,,,,,,"Tomorrows Agricultural Scientists - Meeting Industry and Resource Management Needs (2007) Australian Institute of Agricultural Science and Technology (AIAST) Conference, , AIAST 78 March 2007, Adelaide; Bali, M., Keaney, H., Collaborative Assessment Using Clickers (2007) REAP International Online Conference on Assessment Design for Learner Responsibility, pp. 29-31. , http://ewds.strath.ac.uk/REAP07, May, 2007. Available at (Accessed 29 May 2007); Chickering, A.W., Gamson, Z.F., Seven Principles of Good Practice in Undergraduate Education (1987) The Wingspread Journal, , http://www.johnsonfdn.org/Publications/ConferenceReports/SevenPrinciples/SevenPrinciples_pdf.pdf, Special Insert, June 1987. (Accessed 16 July 2007); Croft, A., Davison, R., (2006) Foundation Maths, , 4th edn, Pearson Education Limited, England; da Silva, K.B., Wood, D., Menz, R.I., Are the benefits of clickers due to the enforcement of good pedagogy? (2007) Enhancing Higher Education, Theory and Scholarship, , Proceedings of the 30th HERDSA Annual Conference [CD-ROM], Adelaide, 8-11 July; d'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and its Applications, 22 (4), pp. 163-169; Dekkers, A., Shepherd, R., (2005) Cultivating Mathematical Understanding by Using Innovative Technologies in the Lecture Theatre, , Paper Presented at Delta '05 The Fifth Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning, World Heritage Fraser Island, Queensland, Australia, 22-26 November 2005; Fies, C., Marshall, J., Classroom Response System: A Review of the Literature (2006) Journal of Science Education & Technology, 15 (1), pp. 101-109; Gupta, M.L., Enhancing Student Performance through Cooperative Learning in Physical Sciences (2004) Assessment & Evaluation in Higher Education, 29 (1), pp. 63-73; Keepad, (2009) ResponseCard XR, , http://www.keepad.com/deviceshardware.php, Available at (Accessed 15 April 2009); Kosheleva, O., Medina-Rusch, A., Ioudina, V., Pre-service Teacher Training in Mathematics Using Tablet PC Technology (2007) Informatics in Education, 6 (2), pp. 321-334; Lightstone, K., Personal Response Systems. - An Institution Phenomenon (2007) International Journal of Learning, 13 (12), pp. 17-24; Oliver, W., (2005) Teaching Mathematics: Tablet PC Technology adds a New Dimension, , The Mathematics Education into the 21st Century Project, Universiti Technologi Malaysia, Reform, Revolution and Paradigm in Mathematics Education, Johr Bohru, Malaysia, Nov 25th - Dec 1st 2005; Patry, M., Clickers in Large Classes: From Student Perceptions Towards an Understanding of Best Practice (2009) International Journal for the Scholarship of Teaching & Learning, 3 (2), pp. 1-11; TechSmith, (2008) Camtasia Studio, TechSmith's Screen Recording Software, , http://www.techsmith.com/camtasia.asp, Available at (Accessed 15 June 2009); (2008) Teaching Evaluation form, , http://www.tedi.uq.edu.au/evaluations/TEVALS/sampleForm.htm, TEDI Teaching and Educational Development Institute, University of Queensland. Available at (Accessed 25 September 2008); Weitz, R.R., Wachsmuth, B., Mirliss, D., The Tablet PC for Faculty: A Pilot Project (2006) Educational Technology & Society, 9 (2), pp. 68-83","Gupta, M.L.; University of QueenslandAustralia",,,,,,,,14479494,,,,English,Int. J. Learn.,Article,Final,,Scopus,2-s2.0-77951125491
"Marian S., Bogdan G.-M., Ion R.G.",35769247300;35768909200;35769320800;,Information and communication technology for interactive learning systems,2009,International Journal of Learning,16,7,,193,202,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77950214622&partnerID=40&md5=b4bc14e1208960699c0dab69958bb893,"Informatics in Economy Department, Academy of Economic Studies, Bucharest, Romania; Bucharest University of Economics, Romania","Marian, S., Informatics in Economy Department, Academy of Economic Studies, Bucharest, Romania; Bogdan, G.-M., Informatics in Economy Department, Academy of Economic Studies, Bucharest, Romania; Ion, R.G., Informatics in Economy Department, Academy of Economic Studies, Bucharest, Romania, Bucharest University of Economics, Romania","The complexity of today's society systems imposes the need for learning systems that would ensure both performance of the operators and a means to improve learning at the place of work. Creation of an interactive learning system that is getting closer to the real environment aims at reaching a learning system for the perfect training of the worker. Below there are examined preliminary data associated to this new learning system, based on the theory of learning by experience, putting on display the way in which the educational reform will be made at the future place of work. Based on information and communication technology, interactive learning system is an collaborative educational system who accept many students from different geographical locations to interact into an tridimensional virtual space. To do this virtual experiments can be used the creative tasks. In virtual space, tridimensional stuffs - teaching materials - are based on OMG-CORBA (Object Management Group - Common Object Request Broker Architecture) technology that is a distributing architecture model. © Common Ground, Stoica Marian, Ghilic-Micu Bogdan, Rosca Gh. Ion, All Rights Reserved, Permissions.",Collaborative learning; E-learning; Information and communication technology; Interactive systems; Network; Virtual space,,,,,,,,,,,,"Arthur, K., Booth, K., Ware, C., (1993) Evaluating 3D task performance for fish tank virtual worlds, 11 (3), pp. 239-265. , ACM; Hagsand, O., (1996) Interactive multiuser VEs in the DIVE system, 3 (1). , ACM MultiMedia; http://www.omg.org/corba/corbaiiop.htm; http://www.worlds.net/; Kato, Y., Kawanobe, A., Kakuta, S., Hosoya, K., Fukuhara, Y., (1996) Advanced collaborative educational environment using virtual shared space, 96, pp. 348-353. , ED-MEDIA' Boston, July; Lamport, L., (2000) Clocks and the ordering of events in a Distributed System, 21 (7), pp. 558-565. , ACM; Lind, K., Hudak, P., (2001) Memory coherence in shared virtual memory systems, pp. 321-359. , ACM transaction on Computer Systems; Pesce, M., (1995) VRML: Browsing & Building Cyberspace, , New Riders Publishing; Rickel, J., Johnson, W., (1997) Intelligent Tutoring in Virtual Reality: A preliminary Report, pp. 294-301. , AIED97; Snowdon, D., West, A., (1994) AVIARY: Design issues for future large scale virtual environments, 3 (4), pp. 288-308. , Presence, MIT press","Marian, S.; Informatics in Economy Department, Academy of Economic Studies, Bucharest, Romania",,,,,,,,14479494,,,,English,Int. J. Learn.,Article,Final,,Scopus,2-s2.0-77950214622
"Nicholson B.T., Bassignani M.J.",14123862100;6603445954;,Radiologist/Educator Knowledge of the Audience Response System and Limitations to Its Use,2009,Academic Radiology,16,12,,1555,1560,,13.0,10.1016/j.acra.2009.07.014,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350570527&doi=10.1016%2fj.acra.2009.07.014&partnerID=40&md5=2722c1e5dd058d5ee6825ee29f61ccff,"Department of Radiology, University of Virginia, PO Box 800170, Charlottesville, VA 22908, United States; Department of Radiology, Virginia Urology, Richmond, VA, United States","Nicholson, B.T., Department of Radiology, University of Virginia, PO Box 800170, Charlottesville, VA 22908, United States; Bassignani, M.J., Department of Radiology, Virginia Urology, Richmond, VA, United States","Rationale and Objectives: Audience response systems (ARS) have been proven to increase residents' retention in the short and long terms. The purpose of this study was to determine what teaching faculty members know about the ARS at one institution, what the obstacles are to its use, and ways to increase its use. Materials and Methods: An anonymous and voluntary survey was sent to teaching faculty members. Fifty-two faculty members received the survey request and were included in the study set. The survey included questions regarding the faculty members' prior use of, understanding of, and ideas about ways to improve the ARS, as well as obstacles to its use. Results: Thirty of 52 faculty members (58%) responded. Eight (27%) reported prior use of the ARS. Impediments to using the system more, for infrequent users, included ""no need for it again,"" that it was ""a bit tedious to incorporate into lectures,"" and time limitations. However, most users felt that the system was overall easy to use, and they did so by incorporating it into existing lectures. Perceptions that residents learned more effectively with the ARS motivated faculty members to use it more. They noted that residents seemed to like the ARS lectures more and were more engaged than with other didactic techniques. Faculty members would increase their use of the ARS if more information technology support were available, if training sessions were held, and if they had knowledge that residents preferred this lecture format. Conclusions: Faculty members at the authors' academic institution used its ARS infrequently but expressed an overall desire to use it more. They suggested methods that would increase their use of the device and were particularly motivated by residents' satisfaction with their lectures. If their suggestions can be implemented, use of the ARS should increase. © 2009 AUR.",,article; audience response system; curriculum development; knowledge; learning style; medical practice; medical research; priority journal; radiologist; residency education; Educational Measurement; Internship and Residency; Knowledge of Results (Psychology); Professional Competence; Radiology; Teaching; United States,,,,,,,,,,,"Schackow, T.E., Chavez, M., Loya, L., Audience response system: effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Rubio, E.I., Bassignani, M.J., White, M.A., Effect of an audience response system on resident learning and retention of lecture material (2008) AJR Am J Roentgenol, 190, pp. W319-W322; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; Mayo Foundation for Medical Education and Research (MFMER). The generations in today's workplace: who they are. 2008. Avaliable at: http://www.lynchburgchamber.org/media/9990/wfprofessionaldevelopment/Workplace%20generation%20gap.doc. Accessed February 6, 2009; Bickel, J., Brown, A., Generation X: implications for faculty recruitment and development in academic health centers (2005) Acad Radiol, 80, pp. 205-210; Copeland, H.L., Longworth, D.L., Hewson, M.G., Successful lecturing: a prospective study to validate attributes of the effective medical lecture (2000) J Gen Intern Med, 15, pp. 366-371; Handfield-Jones, R., Nasmith, L., Steinert, Y., Creativity in medical education: the use of innovative techniques in clinical teaching (1993) Med Teach, 15, pp. 3-10; Nasmith, L., Steinert, Y., The evaluation of a workshop to promote interactive lecturing (2001) Teach Learn Med, 13, pp. 43-48; Elashvili, A., Denehy, G.E., Dawson, D.V., Evaluation of an audience response system in a preclinical operative dentistry course (2008) J Dent Educ, 72, pp. 1296-1303; Steinert, Y., Snell, L., Interactive lecturing: strategies for increasing participation in large group presentations (1999) Med Teach, 21, pp. 37-42; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Collins, J., Audience response systems: technology to engage learners (2008) J Am Coll Radiol, 5, pp. 993-1000; Papp, K., Miller, F., The answer to stimulating lectures is the question (1996) Med Teach, 18, pp. 147-149; Das, M., El-Sabban, F., Bener, A., Student and faculty perceptions of the characteristics of an ideal teacher in a classroom setting (1996) Med Teach, 18, pp. 141-146; Radiology residency program requirements, , http://www.acgme.org/acWebsite/RRC_420/420_prindex.asp, Available at:, Accessed February 6, 2009; Overview of ABR changes: The exam of the future, , http://theabr.org/present/overview_changes_2.pdf, Available at, Accessed February 5, 2009; Amis Jr., E.S., Baker, S.R., Becker, G.J., Panel discussions in radiology: changes in radiology training and new examination format (2008) AJR Am J Roentgenol, 191, pp. W217-W230; McLaughlin, K., Mandin, H., A schematic approach to diagnosing and resolving lecturalgia (2001) Med Educ, 35, pp. 1135-1142","Nicholson, B.T.; Department of Radiology, University of Virginia, PO Box 800170, Charlottesville, VA 22908, United States; email: bte6v@virginia.edu",,,,,,,,10766332,,ARADF,19836271.0,English,Acad. Radiol.,Article,Final,,Scopus,2-s2.0-70350570527
Ornek F.,35225183700;,Problem solving: Physics modeling-based interactive engagement,2009,Asia-Pacific Forum on Science Learning and Teaching,10,2,,1,35,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956212949&partnerID=40&md5=6e7a7d86f009524e292022ad57731d4e,"Bahrain Teachers College, University of Bahrain, Bahrain","Ornek, F., Bahrain Teachers College, University of Bahrain, Bahrain","The purpose of this study was to investigate how modeling-based instruction combined with an interactive-engagement teaching approach promotes students' problem solving abilities. I focused on students in a calculus-based introductory physics course, based on the matter and interactions curriculum of Chabay & Sherwood (2002) at a large state engineering and science university in the USA. Characteristic of this course is its emphasis on modeling to foster students' understanding of physics and construction of new physics knowledge and to promote their problem solving ability. In this study, I examined students' problem-solving ability during three physics problem-solving protocols phases. Interviews were conducted with students on an individual basis. The results showed that the modeling-based interactive teaching method may have an impact on promoting students' physics problem solving ability and move them towards thinking like experts (physicists). It can be concluded that the modeling-based interactive teaching method may have the potential to promote students' problem-solving ability in an introductory physics course. © 2009 HKIEd APFSLT.",Modeling; Physics; Physics modeling; Physics problems; Problem solving,,,,,,,,,,,,"Bodner, G., Klobuchar, M., Geelen, D., The many forms constructivism [Electronic version] (2001) Journal of Chemical Education, 78, p. 1107; Chabay, R.W., Sherwood, B.A., Computational physics in the introductory calculus-based course (2008) American Journal of Physics, 76, p. 307. , http://dx.doi.org/10.1119/1.2835054, [Online]; Chabay, R.W., Sherwood, B.A., (2002) Vol I: Matter and interactions: Modern mechanics, , New York: John Wiley & Sons, Inc; Chabay, R.W., Sherwood, B.A., Bringing atoms into first-year physics [Electronic version] (1999) American Journal of Physics, 67, pp. 1045-1050; Chi, M.T.H., Feltovich, P.J., Glaser, R., Categorizations and representation of physics problems by experts and novices (1981) Cognitive Science, 5, pp. 121-152; Churukian, A.D., Interactive engagement in an introductory university physics course: Learning gains and perceptions (Doctoral dissertation, Kansas State University 2002) (2002) Dissertation Abstracts International, 62, p. 1685; Czudkovà, L., Musilovà, J., The pendulum: A stumbling block of secondary school mechanics (2000) Physics Education, 35, pp. 428-435; diSessa, A., Toward an epistemological physics. [Electronic version] (1993) Cognition and Instruction, 10, pp. 105-225; Galloway, C.M., (2001) Vygotsky's Constructionism. Emerging perspectives on learning, teaching, amd technology, , http://projects.coe.uga.edu/epltt/, M. Orey (Ed.). Retrieved December 11, 2009 from; Greca, I.M., Moreira, M.A., Mental, physical, and mathematical models in the teaching and learning of physics [Electronic version] (2002) Science Education, 1, pp. 106-121; Foster, T.M., The development of students' problem-solving skill from instruction emphasizing qualitative problem-solving (Doctoral dissertation, the University of Minnesota 2000) (2000) Dissertation Abstracts International, 61, p. 1729; Hake, R.R., Interactive-engagement versus traditional methods: A six thousand-student survey of mechanics test data for introductory physics courses [Electronic version] (1998) American Journal of Physics, 66, pp. 64-74; Hayes, R.J., (1989) The complete problem solver, , (2nd ed.), Hillsdale, NJ: Lawrence Erlbaum Associates; Heller, P., Keith, R., Anderson, S., Teaching problem solving through cooperative grouping Part 1: Group versus individual problem solving (1992) American Journal of Physics, 60, pp. 627-636; Henderson, C.R., Faculty conceptions about the teaching and learning of problem-solving in introductory calculus-based physics (Doctoral dissertation, the University of Minnesota 2000) (2002) Dissertation Abstracts International, 63, p. 1772; Hoover, W.A., (1996) The practice implications of constructivism. SEDLetter, , http://www.sedl.org/pubs/sedletter/v09n03/welcome.html, Adapted from; Hsu, L., Brewe, E., Foster, T.M., Harper, K.A., Resource letter RPS-1: Research in problem solving [Electronic version] (2004) American Journal of Physics, 72, pp. 1147-1156; Larkin, J.H., Processing information for effective problem solving (1979) Engineering Education, pp. 285-288; Larkin, J.H., Reif, F., Understanding and teaching problem-solving in physics (1979) European Journal of Science Education, 1, pp. 191-203; Larkin, J.H., The role of problem representation in physics (1983) Mental models, pp. 75-99. , D. Gentner & A. L. Stevens (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates; Larkin, J.H., Skilled problem solving in physics: A hierarchical planning model (1980) Journal of Structured Learning, 1, pp. 271-297; Larkin, J.H., McDermott, J., Simon, D., Simon, H.A., Expert and novice performance in solving physics problems (1980) Science, 208, pp. 1335-1342; Maloney, D.P., Research on problem solving: Physics (1994) Handbook of research on science teaching and learning, pp. 327-356. , D. L. Gabel(Ed.) New York:Macmillan; Ornek, F., Models in science education: Applications of models in learning and teaching science (2008) International Journal of Environmental & Science Education, 3 (2), pp. 35-45; Ornek, F., Evaluation novelty in modeling-based and interactive engagement instruction [Electronic version] (2007) Eurasia Journal of Mathematics, Science, and Technology Education, 3, pp. 231-237; Ornek, F., Robinson, W.R., Haugan, M.P., Students' expectations about an innovative introductory physics course (2008) Journal of Turkish Science Education, 5 (1), pp. 48-58; Patton, M.Q., (2002) Qualitative research and evaluation methods, , (3rd ed.), California: Sage Publications, Inc; Philipps, D.C., The good, the bad, and the ugly: The many faces of constructivism (1995) Educational Researcher, 24, pp. 5-12; Reif, F., Heller, J.I., Knowledge structure and problem solving in physics (1982) Educational Psychologist, 17, pp. 102-127; Scherer, D., Dubois, P., Sherwood, B., VPython: 3D interactive scientific graphics for students (2000) Computing in Science and Engineering, pp. 82-88; Schoenfield, A.H., Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics (1992) Handbook of research on mathematics teaching and learning, pp. 334-370. , D. Grouws (Ed.). New York: MacMillan Publishing Company; Schultz, K., Lockhead, J., Aview from physics (1991) Toward a unified theory of problem solving: views from the content domains, pp. 99-114. , M. U. Smith (Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates; Stromnen, E.F., Constructivism, technology (1992) and the future of classroom learning, , http://www.ilt.columbia.edu/ilt/papers/construct.html, Retrieved December 11, 2009 from; Van Heuvelen, A., Learning to think like a physicist: A view of research-based instructional strategies (1991) American Journal of Physics, 59, pp. 891-897; Van Heuvelen, A., Overview, case study physics (1991) American Journal of Physics, 59, pp. 898-907; Vygotsky, L.S., (1978) Mind in Society, , Cambridge, MA: Harvard University Press","Ornek, F.; Bahrain Teachers College, University of BahrainBahrain; email: fundaornek@gmail.com",,,,,,,,16094913,,,,English,Asia-Pac. Forum Sci. Learn. Teach.,Article,Final,,Scopus,2-s2.0-77956212949
"Wait K.R., Cloud B.A., Forster L.A., Jones T.M., Nokleby J.J., Wolfe C.R., Youdas J.W.",35742033300;35739812500;35740074900;56309495100;35741425300;35742562400;6602465916;,Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: Perceptions of peer teachers and students,2009,Anatomical Sciences Education,2,6,,286,293,,23.0,10.1002/ase.107,https://www.scopus.com/inward/record.uri?eid=2-s2.0-73649137844&doi=10.1002%2fase.107&partnerID=40&md5=72db3fd161f91be4ca4fe3d7e71c72af,"Program in Physical Therapy, Mayo School of Health Sciences, Mayo Clinic, Rochester, MN, United States","Wait, K.R., Program in Physical Therapy, Mayo School of Health Sciences, Mayo Clinic, Rochester, MN, United States; Cloud, B.A., Program in Physical Therapy, Mayo School of Health Sciences, Mayo Clinic, Rochester, MN, United States; Forster, L.A., Program in Physical Therapy, Mayo School of Health Sciences, Mayo Clinic, Rochester, MN, United States; Jones, T.M., Program in Physical Therapy, Mayo School of Health Sciences, Mayo Clinic, Rochester, MN, United States; Nokleby, J.J., Program in Physical Therapy, Mayo School of Health Sciences, Mayo Clinic, Rochester, MN, United States; Wolfe, C.R., Program in Physical Therapy, Mayo School of Health Sciences, Mayo Clinic, Rochester, MN, United States; Youdas, J.W., Program in Physical Therapy, Mayo School of Health Sciences, Mayo Clinic, Rochester, MN, United States","An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. Firstyear students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy. © 2009 American Association of Anatomists.",Audience response system (ARS); Formative feedback; Gross anatomy; Peer teaching; Physical therapy students,"Anatomy; Attitude of Health Personnel; Faculty; Feedback, Psychological; Humans; Peer Group; Physical Therapy (Specialty); Questionnaires; Students; Teaching",,,,,,,,,,,"Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat Sci Educ, 2, pp. 160-166; Allen, A.R., Boraks, N., Peer tutoring: Putting it to the test (1978) Read Teach, 32, pp. 274-278; Bruecker, J.K., MacPherson, B.R., Benefits from peer teaching in the dental gross anatomy laboratory (2004) Eur J Dent Educ, 8, pp. 72-77; Collins, J., Audience response systems: Technology to engage learners (2008) J Am Coll Radiol, 5, pp. 993-1000; Copeland, H.L., Longworth, D.L., Hewson, M.G., Stoller, J.K., Successful lecturing: A prospective study to validate attributes of the effective medical lecture (2000) J Gen Intern Med, 15, pp. 366-371; DeBourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Educ Pract, 8, pp. 76-87; Drake, R.L., Vogl, W., Mitchell, A.W.M., (2005) Gray's Anatomy for Students, , 1st Ed. Philadelphia, PA: Elsevier. 1058 p; Eggert, C.H., West, C.P., Thomas, K.G., Impact of an audience response system Med Edu, 38, p. 576; Ellis, H., Teaching in the dissecting room (2001) Clin Anat, 14, pp. 149-151; Homme, J., Asay, G., Morgenstern, B., Utilization of an audience response system (2004) Med Edu, 38, p. 575; Jenkins, D.B., (2002) Hollinshead's Functional Anatomy of the Limbs and Back, , 8th Ed. Philadelphia, PA: WB Saunders. 400 p; Jette, D.U., Portney, L.G., Construct validation of a model for professional behavior in physical therapist students (2003) Phys Ther, 5, pp. 432-443; Johnson, J.H., Importance of dissection in learning anatomy: Personal dissection versus peer teaching (2002) Clin Anat, 15, pp. 38-44; Krych, A.J., March, C.N., Bryan, R.E., Peake, B.J., Pawlina, W., Carmichael, S.W., Reciprocal peer teaching: Students teaching students in the gross anatomy laboratory (2005) Clin Anat, 18, pp. 296-301; Lake, D.A., Enhancement of student performance in a gross anatomy course with the use of peer tutoring (1999) J Phys Ther Educ, 13, pp. 34-38; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, pp. 12-14; Mattingly, G.E., Barnes, C.E., Teaching human anatomy in physical therapy education in the United States: A survey (1994) Phys Ther, 74, pp. 720-727; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Nasmith, L., Steinert, Y., The evaluation of a workshop to promote interactive learning (2001) Teach Learn Med, 13, pp. 43-48; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Netter FH. 2003. Atlas of Human Anatomy. 3rd Ed. Teterboro, NJ: Icon Learning Systems. 604 p; Nnodim, J.O., A controlled trial of peer-teaching in practical gross anatomy (1997) Clin Anat, 10, pp. 112-117; Ocel, J.J., Palmer, B.A., Wittich, C.M., Carmichael, S.W., Pawlina, W., Outcomes of the gross and developmental anatomy teaching assistant experience (2003) Clin Anat, 16, pp. 526-530; Peppler, R.D., Kwasigrock, T.E., Houghland, M.W., Evaluation of simultaneous teaching of extremities in gross anatomy program (1985) JMed Educ, 60, pp. 635-639; Premkumar, K., Coupal, C., Rules of engagement-12 tips for successful use of ""clickers"" in the classroom (2008) Med Teach, 30, pp. 146-149; Resnick, L., Jensen, G.M., Using clinical outcomes to explore the theory of expert practice in physical therapy (2003) Phys Ther, 83, pp. 1090-1106; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Med Teach, 22, pp. 237-239; Schakow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing program (2006) J Nurs Educ, 45, pp. 469-473; Streeter, J.L., Rybicki, F.J., Education techniques for lifelong learning. A novel standard-compliant audience response system for medical education (2006) Radiographics, 26, pp. 1243-1249; Torbeck, L., Enhancing programme evaluation using the audience response system (2007) Med Educ, 41, pp. 1088-1089; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; Wolff-Burke, M., Clinical instructors' descriptions of physical therapist student professional behaviors (2005) J Phys Ther Educ, 19, pp. 67-75; Yeager, V.L., Peer teaching in gross anatomy (1981) J Med Educ, 56, p. 922; Yeager, V.L., Young, P.A., Peer teaching in gross anatomy at St. Louis University (1992) Clin Anat, 5, pp. 304-310; Youdas, J.W., Krause, D.A., Hellyer, N.J., Hollman, J.H., Rindflesch, A.B., Perceived usefulness of reciprocal peer teaching among doctor of physical therapy students in the gross anatomy laboratory (2007) J Phys Ther Educ, 21, pp. 30-38; Youdas, J.W., Hoffarth, B.L., Kohlwey, S.R., Kramer, C.M., Petro, J.L., Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students (2008) Anat Sci Educ, 1, pp. 199-206","Youdas, J. W.; Program in Physical Therapy, 1105A Siebens Building, Mayo Clinic, Rochester, MN 55905, United States; email: youdas.james@mayo.edu",,,,,,,,19359772,,,19764082.0,English,Anat. Sci. Educ.,Article,Final,,Scopus,2-s2.0-73649137844
"Gregory J.K., Lachman N., Camp C.L., Chen L.P., Pawlina W.",22957609800;23034811200;25822184100;35727424600;6701475756;,Restructuring a basic science course for core competencies: An example from anatomy teaching,2009,Medical Teacher,31,9,,855,861,,75.0,10.1080/01421590903183795,https://www.scopus.com/inward/record.uri?eid=2-s2.0-76249116867&doi=10.1080%2f01421590903183795&partnerID=40&md5=f69676943ae471507577c1615edaf048,"Mayo Medical School, Department of Anatomy, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States","Gregory, J.K., Mayo Medical School, Department of Anatomy, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States; Lachman, N., Mayo Medical School, Department of Anatomy, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States; Camp, C.L., Mayo Medical School, Department of Anatomy, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States; Chen, L.P., Mayo Medical School, Department of Anatomy, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States; Pawlina, W., Mayo Medical School, Department of Anatomy, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States","Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine. © 2009 Informa UK Ltd All rights reserved: reproduction in whole or part not permitted.",,"anatomy; article; attitude to health; clinical competence; curriculum; dissection; education; educational model; embryology; human; learning; medical education; radiology; science; teaching; United States; Anatomy; Clinical Competence; Curriculum; Dissection; Education, Medical; Embryology; Health Knowledge, Attitudes, Practice; Humans; Learning; Minnesota; Models, Educational; Radiology; Science; Teaching; United States",,,,,,,,,,,"(1999) ACGME Outcome Project. 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Washington, DC: National Academy Press; Jethwa, S., Bryant, P., Singh, S., Jones, M., Berlin, A., Rosenthal, J., Your life in their pocket: Students' behaviors regarding confidential patient information (2009) Fam Med, 41, pp. 327-331; Kohn, L.T., Corrigan, J.M., Donaldson, M.S., (2000) To Err Is Human: Building A Safer System, p. 287. , for the Committee on Quality of Health Care in America, Institute of Medicine. 1st Edition. Washington, DC: National Academy Press; Kostas, T.R., Jones, D.B., Schiefer, T.K., Geske, J.B., Carmichael, S.W., Pawlina, W., The use of a video interview to enhance gross anatomy students' understanding of professionalism (2007) Medical Teacher, 29 (2-3), pp. 264-266. , DOI 10.1080/01421590701299280, PII 779504561; Lachman, N., Pawlina, W., Integrating professionalism in early medical education: The theory and application of reflective practice in the anatomy curriculum (2006) Clinical Anatomy, 19 (5), pp. 456-460. , DOI 10.1002/ca.20344; Long, S., Alpern, R., Science for future physicians (2009) Science, 324, p. 1241; (2009) Report to the Congress: Improving Incentives in the Medicare Program, , http://medpac.gov/documents/Jun09_EntireReport.pdf, Washington, DC [accessed 2009 July 7]; Older, J., Anatomy: A must for teaching the next generation (2004) Surgeon, 2 (2), pp. 79-90; Papadakis, M.A., Hodgson, C.S., Teherani, A., Kohatsu, N.D., Unprofessional Behavior in Medical School Is Associated with Subsequent Disciplinary Action by a State Medical Board (2004) Academic Medicine, 79 (3), pp. 244-249. , DOI 10.1097/00001888-200403000-00011; Paff, M., Artist's statement: My cadaver (2009) Acad Med, 84, p. 829; Papadakis, M.A., Teherani, A., Banach, M.A., Knettler, T.R., Rattner, S.L., Stern, D.T., Veloski, J.J., Hodgson, C.S., Disciplinary action by medical boards and prior behavior in medical school (2005) New England Journal of Medicine, 353 (25), pp. 2673-2682. , http://content.nejm.org/cgi/reprint/353/25/2673.pdf, DOI 10.1056/NEJMsa052596; Pawlina, W., Professionalism and anatomy: How do these two terms define our role? (2006) Clinical Anatomy, 19 (5), pp. 391-392. , DOI 10.1002/ca.20329; Pawlina, W., Hromanik, M.J., Milanese, T.R., Dierkhising, R., Viggiano, T.R., Carmichael, S.W., Leadership and professionalism curriculum in the gross anatomy course (2006) Annals of the Academy of Medicine Singapore, 35 (9), pp. 609-614; Philip, C.T., Unruh, K.P., Lachman, N., Pawlina, W., An explorative learning approach to teaching clinical anatomy using student generated content (2008) Anat Sci Educ, 1, pp. 106-110; (1996) CanMEDS 2000 Project: Skills for the New Millennium, , http://rcpsc.medical.org/canmeds/CanMEDS_e.pdf, Report of the Societal Needs Working Group. The Royal College of Physicians and Surgeons of Canada. Ottawa, Canada [accessed 2009 July 10]; Reed, D.A., West, C.P., Mueller, P.S., Ficalora, R.D., Engstler, G.J., Beckman, T.J., Behaviors of highly professional resident physicians (2008) JAMA, 300, pp. 1326-1333; Rider, E.A., Nawotniak, R.H., Smith, G., (2007) A Practical Guide to Teaching and Assessing the ACGME Core Competencies, p. 238. , Marblehead, MA: HCPro: Inc; Salam, A., Zainuddin, Z., Latiff, A.A., Ng, S.P., Soelaiman, I.N., Mohamad, N., Moktar, N., Assessment of medical graduates competencies (2008) Ann Acad Med, 37, pp. 814-816; Tilley, D.S., Allen, P., Collins, C., Bridges, R.A., Francis, P., Green, A., Promoting clinical competence: Using scaffolded instruction for practice-based learning (2007) J Prof Nurs, 23, pp. 285-289; Turney, B.W., Anatomy in a modern medical curriculum (2007) Annals of the Royal College of Surgeons of England, 89 (2), pp. 104-107. , DOI 10.1308/003588407X168244; Wagoner, N.E., Romero-O'connell, J.M., Privileged learning (2009) Anat Sci Educ, 2, pp. 47-48; Wilson, B., Osman-Jouchoux, R., Teslow, J., The impact of constructivism (and postmodernism) on ID fundamentals (1995) Instructional Design Fundamentals: A Reconsideration, pp. 137-157. , Seels B, editor. Englewood Cliffs, NJ: Educational Technology Publications; Windish, D.M., Paulman, P.M., Goroll, A.H., Bass, E.B., Do Clerkship Directors Think Medical Students Are Prepared for the Clerkship Years? (2004) Academic Medicine, 79 (1), pp. 56-61. , DOI 10.1097/00001888-200401000-00013; Doctors in society: Medical professionalism in a changing world (2005) Clin Med, 5, pp. S5-S40. , Working Party of the Royal College of Physicians (WPRCP)","Pawlina, W.; Mayo Medical School, Department of Anatomy, Mayo Medical School, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, United States; email: pawlina.wojciech@mayo.edu",,,,,,,,0142159X,,MEDTD,19811192.0,English,Med. Teach.,Article,Final,,Scopus,2-s2.0-76249116867
"Redfern J., Burks R.",35223985000;7004432581;,2009 Survey Results: Surgeon Practice Patterns Regarding Arthroscopic Surgery,2009,Arthroscopy - Journal of Arthroscopic and Related Surgery,25,12,,1447,1452,,20.0,10.1016/j.arthro.2009.07.013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-72149104367&doi=10.1016%2fj.arthro.2009.07.013&partnerID=40&md5=99dae94f6b830d060364a41553e2ce8b,,"Redfern, J.; Burks, R.","A survey was conducted to collect information on the surgical management and practice preferences of the audience members at a recent continuing medical education conference. Participants were polled on a variety of surgical topics, and their responses were recorded using a wireless audience response system. The answers were tabulated and are presented in this report. The majority of respondents preferred an arthroscopic repair for rotator cuff tears (52%) and shoulder instability (71%). Most (50%) perform single-row repair; 33% perform double-row repair. For simple knee arthroscopy, most use preoperative antibiotics (85%), no tourniquet (53%), and no chemical anticoagulation or only compression boots (69%). For cruciate ligament reconstruction, the majority preferred only a preoperative antibiotic (67%), no chemical anticoagulation or only compression boots (56%), and single-bundle reconstruction (88%) using a transtibial femoral tunnel (78%). Most (47%) prefer an all inside suture-based meniscus repair device. © 2009 Arthroscopy Association of North America.",Arthroscopic surgery; Surgical practice patterns; Surgical survey,antibiotic agent; anterior cruciate ligament reconstruction; anticoagulation; arthroscopic surgery; article; clinical practice; compression; continuing education; device; human; knee arthroscopy; knee meniscus; preoperative period; recurrent shoulder dislocation; rotator cuff rupture; surgeon; suture; tourniquet; wireless communication; Arthroscopy; Humans; Physician's Practice Patterns; Questionnaires,,,,,,,,,,,"Hawker, G., Guan, J., Judge, A., Dieppe, P., Knee arthroscopy in England and Ontario: Patterns of use, changes over time, and relationship to total knee replacement (2008) J Bone Joint Surg, 90, pp. 2337-2345; Deyo, R.A., Mirza, S.K., Trends and variations in the use of spine surgery (2006) Clin Orthop Relat Res, 443, pp. 139-146; Angevine, P.D., Arons, R.R., McCormick, P.C., National and regional rates and variation of cervical discectomy with and without anterior fusion, 1990-1999 (2003) Spine, 28, pp. 931-939; Bono, C.M., Lee, C.K., Critical analysis of trends in fusion for degenerative disc disease over the past 20 years: Influence of technique on fusion rate and clinical outcome (2004) Spine, 29, pp. 455-463; Dixon, T., Shaw, M.E., Dieppe, P.A., Analysis of regional variation in hip and knee joint replacement rates in England using hospital episodes statistics (2006) Public Health, 120, pp. 83-90; Katz, J.N., Gomoll, A.H., Advances in arthroscopic surgery: Indications and outcomes (2007) Curr Opin Rheumatol, 19, pp. 106-110; Burks, R.T., Crim, J., Brown, N., Fink, B., Greis, P.E., A prospective randomized clinical trial comparing arthroscopic single- and double-row rotator cuff repair: Magnetic resonance imaging and early clinical evaluation (2009) Am J Sports Med, 37, pp. 674-682; Grasso, A., Milano, G., Salvatore, M., Falcone, G., Deriu, L., Fabbriciani, C., Single-row versus double-row arthroscopic rotator cuff repair: A prospective randomized clinical study (2009) Arthroscopy, 25, pp. 4-12; Smith, C.D., Alexander, S., Hill, A.M., A biomechanical comparison of single and double-row fixation in arthroscopic rotator cuff repair (2006) J Bone Joint Surg, 88, pp. 2425-2431; Boileau, P., Villalba, M., Hery, J.Y., Balg, F., Ahrens, P., Neyton, L., Risk factors for recurrence of shoulder instability after arthroscopic Bankart repair (2006) J Bone Joint Surg, 88, pp. 1755-1763; Burkhart, S.S., De Beer, J.F., Barth, J.R., Cresswell, T., Roberts, C., Richards, D.P., Results of modified Latarjet reconstruction in patients with anteroinferior instability and significant bone loss (2007) Arthroscopy, 23, pp. 1033-1041; Auffarth, A., Schauer, J., Matis, N., Kofler, B., Hitzl, W., Resch, H., The J-bone graft for anatomical glenoid reconstruction in recurrent posttraumatic anterior shoulder dislocation (2008) Am J Sports Med, 36, pp. 638-647; Lo, I.K.Y., Parten, P.M., Burkhart, S.S., The inverted pear glenoid: An indicator of significant glenoid bone loss (2004) Arthroscopy, 20, pp. 169-174; Warner, J.J., Gill, T.J., O'Hollerhan, J.D., Pathare, N., Millett, P.J., Anatomical glenoid reconstruction for recurrent anterior glenohumeral instability with glenoid deficiency using an autogenous tricortical iliac crest bone graft (2006) Am J Sports Med, 34, pp. 205-212; Yamamoto, N., Itoi, E., Abe, H., Effect of an anterior glenoid defect on anterior shoulder stability: A cadaveric study (2009) Am J Sports Med, 37, pp. 949-954; Bert, J.M., Giannini, D., Nace, L., Antibiotic prophylaxis for arthroscopy of the knee: Is it necessary? (2007) Arthroscopy, 23, pp. 4-6; Kurzweil, P.R., Antibiotic prophylaxis for arthroscopic surgery (2006) Arthroscopy, 22, pp. 452-454; Lubowitz, J.H., Poehling, G.G., Arthroscopy and antibiotics (2007) Arthroscopy, 23, pp. 1-3; Wieck, J.A., Jackson, J.K., O'Brien, T.J., Lurate, R.B., Russell, J.M., Dorchak, J.D., Efficacy of prophylactic antibiotics in arthroscopic surgery (1997) Orthopedics, 20, pp. 133-134; Mini, E., Grassi, F., Cherubino, P., Nobili, S., Periti, P., Preliminary results of a survey of the use of antimicrobial agents as prophylaxis in orthopedic surgery (2001) J Chemother, 13, pp. 73-79; Bryant, D., Dill, J., Litchfield, R., Effectiveness of bioabsorbable arrows compared with inside-out suturing for vertical, reparable meniscal lesions: A randomized clinical trial (2007) Am J Sports Med, 35, pp. 889-896; Hospodar, S.J., Schmitz, M.R., Golish, S.R., Ruder, C.R., Miller, M.D., FasT-Fix versus inside-out suture meniscal repair in the goat model (2009) Am J Sports Med, 37, pp. 330-333; Hantes, M.E., Zachos, V.C., Varitimidis, S.E., Dailiana, Z.H., Karachalios, T., Malizos, K.N., Arthroscopic meniscal repair: A comparative study between three different surgical techniques (2006) Knee Surg Sports Traumatol Arthrosc, 14, pp. 1232-1237; Zelle, B.A., Vidal, A.F., Brucker, P.U., Fu, F.H., Double-bundle reconstruction of the anterior cruciate ligament: Anatomic and biomechanical rationale (2007) J Am Acad Orthop Surg, 15, pp. 87-96; Siebold, R., Dehler, C., Ellert, T., Prospective randomized comparison of double-bundle versus single-bundle anterior cruciate ligament reconstruction (2008) Arthroscopy, 24, pp. 137-145; Kondo, E., Yasuda, K., Azuma, H., Tanabe, Y., Yagi, T., Prospective clinical comparisons of anatomic double-bundle versus single-bundle anterior cruciate ligament reconstruction procedures in 328 consecutive patients (2008) Am J Sports Med, 36, pp. 1675-1687; Markolf, K.L., Park, S., Jackson, S.R., McAllister, D.R., Anterior-posterior and rotatory stability of single and double-bundle anterior cruciate ligament reconstructions (2009) J Bone Joint Surg, 91, pp. 107-118; Brophy, R.H., Wright, R.W., Matava, M.J., Cost analysis of converting from single-bundle to double-bundle anterior cruciate ligament reconstruction (2009) Am J Sports Med, 37, pp. 683-687","Redfern, J.email: jcredfern@hotmail.com",,,,,,,,07498063,,ARTHE,19962073.0,English,Arthroscopy J. Arthroscopic Relat. Surg.,Article,Final,,Scopus,2-s2.0-72149104367
"Boo H.H., Chung S.W., Dawson J.L.",35261734700;16206696600;24828989600;,Adaptive predistortion using a Δ∑ modulator for automatic inversion of power amplifier nonlinearity,2009,IEEE Transactions on Circuits and Systems II: Express Briefs,56,12,,901,905,,8.0,10.1109/TCSII.2009.2035269,https://www.scopus.com/inward/record.uri?eid=2-s2.0-73149117361&doi=10.1109%2fTCSII.2009.2035269&partnerID=40&md5=816be03f477b3030f78332b86f1c39fe,"Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology, Cambridge, MA 02139, United States","Boo, H.H., Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology, Cambridge, MA 02139, United States; Chung, S.W., Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology, Cambridge, MA 02139, United States; Dawson, J.L., Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology, Cambridge, MA 02139, United States","This brief demonstrates a new adaptive digital predistortion architecture particularly suited to mobile handset applications. The central idea is to build a lookup table (LUT) that directly captures the static compressive nonlinearity of the power amplifier (PA) and then insert this LUT into the feedback path of a Δ∑ modulator. The oversampled Δ∑ modulator automatically performs both the inversion of the PA nonlinearity and the interpolation between LUT entries, permitting complex modulation strategies to be handled with an absolute minimum of LUT entries and with a dramatically simplified computational structure. The advantages of this architecture over previous methods include: 1) there is no need to explicitly invert the PA nonlinearity, reducing the complexity for the system designer; 2) the LUT training is done with an open-loop method, improving the training speed; 3) there is no need to explicitly employ numerical interpolation between LUT entries; and 4) digital-to-analog converter (DAC) nonlinearity is incorporated into the predistortion, allowing fast low-resolution DACs to be used in the final system. We built a proof-of-concept prototype for a 900-MHz, 27-dBm PA transmitting a 16-ary quadrature amplitude modulation (16-QAM) signal with a bandwidth of 3.4 MHz. The predistortion system reduced out-of-band distortion products by 10 dB and improved the error vector magnitude from 3.5% to 2.0%. © 2009 IEEE.",Adaptive predistortion; Delta-sigma modulator; Digital predistortion; PAs; Power amplifier (PA) linearization,Absolute minimum; Adaptive digital predistortion; Adaptive predistortion; Automatic inversions; Complex modulation; Compressive nonlinearity; Computational structure; Delta sigma modulator; Digital predistortion; Digital-to-analog converters; Error vector magnitude; Feedback paths; Look up table; Mobile handsets; Non-Linearity; Open-loop method; Out-of-band distortion; Oversampled; Power amplifier linearization; Power amplifier nonlinearity; Pre-distortion; Proof of concept; System designers; Training speed; Hybrid computers; Interpolation; Linearization; Numerical methods; Power amplifiers; Quadrature amplitude modulation; Table lookup; Modulators,,,,,Semiconductor Research Corporation,"Manuscript received February 17, 2009; revised July 17, 2009. Current version published December 16, 2009. This work was supported by the Focus Center for Circuit and System Solutions (C2S2), one of the five research centers funded under the Focus Center Research Program, a Semiconductor Research Corporation Program. This paper was recommended by Associate Editor A. I. Karsilayan.",,,,,"Ceylan, N., Mueller, J.-E., Weigel, R., Optimization of EDGE terminal power amplifiers using memoryless digital predistortion (2005) IEEE Trans. Microw. Theory Tech., 53 (2), pp. 515-522. , Feb; Norris, G., Staudinger, J., Chen, J.-H., Rey, C., Pratt, P., Sherman, R., Fraz, H., Application of digital adaptive pre-distortion to mobile wireless devices (2007) Proc. RFIC Symp., pp. 247-250. , Honolulu, HI, Jun; Staszewski, R.B., Leipold, D., Eliezer, O., Entezari, M., Muhammad, K., Bashir, I., Hung, C.M., Bhatara, S., A 24 mm2 quad-band singlechip GSM radio with transmitter calibration in 90 nm digital CMOS (2008) The ISSCC Dig. Tech. Papers, , presented at, Feb; Chung, S., Holloway, J.W., Dawson, J.L., Energy-efficient digital predistortion with lookup table training using analog Cartesian feedback (2008) IEEE Trans. Microw. Theory Tech., 56 (10), pp. 2248-2258. , Oct; Choi, J., Yim, J., Yang, J., Kim, J., Cha, J., Kim, B., A Δ∑-digitized RF transmitter (2007) Proc. IEEE MTT-S Int. Microw. Symp. Dig., pp. 81-84. , Jun; Pozsgay, A., Zounes, T., Hossain, R., Boulemnakher, M., Knopik, V., Grange, S., A fully digital 65 nm CMOS transmitter for the 2.4-to-2.7 GHz WiFi/WiMAX using 5.4 GHz Δ∑ RF DACs (2008) The ISSCC Dig. Tech. Papers, , presented at, Feb; Keyzer, J., Hinrichs, J., Metzger, A., Iwamoto, M., Galton, I., Asbeck, P., Digital generation of RF signals for wireless communications with bandpass delta-sigma modulation (2001) Proc. IEEE MTT-S Int. Microw. Symp. Dig., 3, pp. 2127-2130. , May; Norsworthy, S.R., Schreier, R., Temes, G.C., (1996) Delta-Sigma Data Converters: Theory Design and Simulation, , New York: Wiley; Parikh, V.K., Balsara, P.T., Eliezer, O., Mehta, J., A low power and low quantization noise digital sigma-delta modulator for wireless transmitters (2007) Proceedings - IEEE International Symposium on Circuits and Systems, pp. 3275-3278. , 4253378, 2007 IEEE International Symposium on Circuits and Systems, ISCAS 2007; Wu, X., Palmers, P., Steyaert, M.S., A 130 nm CMOS 6-bit full Nyquist 3 GS/s DAC (2008) IEEE J. Solid-State Circuits, 43 (11), pp. 2396-2403. , Nov; Dawson, J.L., Lee, T.H., Automatic phase alignment for a fully integrated Cartesian feedback power amplifier system (2003) IEEE J. Solid-State Circuits, 38 (12), pp. 2269-2279. , Dec; Dawson, J.L., Lee, T.H., Cartesian feedback for RF power amplifier linearization (2004) Proc. IEEE Amer. Control Conf., 1, pp. 361-366. , Jun; Briffa, M., Faulkner, M., Stability considerations for dynamically biased Cartesian feedback linearization (1994) Proc. 44th IEEE Veh. Technol. Conf., pp. 1321-1325. , Jun; Briffa, M., Faulkner, M., Stability analysis of Cartesian feedback linearisation for amplifiers with weak nonlinearities (1996) Proc. Inst. Elect. Eng.-Commun., 143 (4), pp. 212-218. , Aug; Ku, H., McKinley, M.D., Kenney, J.S., Quantifying memory effects in RF power amplifiers (2002) IEEE Trans. Microw. Theory Tech., 50 (12), pp. 2843-2849. , Dec; Talwalkar, N.A., Yue, C.P., Gan, H., Wong, S.S., Integrated CMOS transmit-receive switch using LC-tuned substrate bias for 2.4-GHz and 5.2-GHz applications (2004) IEEE J. Solid-State Circuits, 39 (6), pp. 863-870. , Jun","Boo, H. H.; Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology, Cambridge, MA 02139, United States; email: hyunboo@etri.re.kr",,,,,,,,15497747,,,,English,IEEE Trans. Circuits Syst. Express Briefs,Article,Final,,Scopus,2-s2.0-73149117361
"Meedzan N., Fisher K.L.",35105518600;23093463800;,Clickers in nursing education: An active learning tool in the classroom,2009,Online Journal of Nursing Informatics,13,2,,1,19,,11.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350393214&partnerID=40&md5=43b5cdeecff45fe4a12020b5cb642bd7,"Endicott College, Beverly, MA, United States","Meedzan, N., Endicott College, Beverly, MA, United States; Fisher, K.L., Endicott College, Beverly, MA, United States","Among the many challenges nurse educators face today is the need to keep the classroom A learning experience captivating and interesting. The use of active learning techniques in the classroom is vital because of their positive impact on nursing students' learning. One strategy, clickers, or personal response systems was used to promote classroom interaction to enhance ability to retain knowledge, motivate students to learn, and develop students' critical thinking skills in an undergraduate nursing health assessment course. Although clickers have been associated with many positive student outcomes, there have been few empirically based reports to validate outcomes. The purpose of this study was to assess and describe baccalaureate nursing student's satisfaction with the use of clickers in the classroom as a tool to promote active learning. Student's satisfaction was measured on the Clicker Satisfaction Survey developed by the authors which measures the seven principles of good practice in undergraduate education according to Chickering and Gamson (1991). A convenience sample of 29 sophomore nursing students in an undergraduate baccalaureate program were assigned clickers for 10 weeks during a semester in a health assessment course and completed an eight item instrument with a likert scale measuring the concepts under study. Overall, findings demonstrated that students were satisfied with the use of clickers in the classroom and encouraged the instructor to continue to use them for this class in the future. Students' overall perceived the clickers to help with their knowledge acquisition and retention, however further studies would be needed to document this correlation utilizing a control versus experimental group. Interestingly, students' did not find clickers to be a major motivating factor for attending class but this could be explained by the mandatory attendance policy in the school of nursing. It is incumbent on nurse educators to move to adopt more nontraditional methods of instruction. Further research is needed to validate learning outcomes providing evidence-based educational technologies and techniques for the next generation of nursing educators and students. The outcomes of this study achieved the positive impact of one nontraditional technology, clickers as a useful tool in accomplishing this task.",Assessment; Classroom response systems; Clickers; Nursing education; Personal response system,,,,,,,,,,,,"Chickering, A.W., Gamson, Z.F., (1991) Applying the Seven Principles for Good Practice in Undergraduate Education, , New Directions for Teaching and Learning, no. 47, San Francisco: Jossey-Bass; Chickering, A.W., Gamson, Z.F., Development and adaptations of the seven principles for good practice in undergraduate education (1999) New Directions for Teaching and Learning, 80, pp. 75-81; DeBourgh, G., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nursing Education in Practice, 8, pp. 76-87; Ehrmann, S., The flashlight project: Spotting an elephant in the dark (1997) Assessment Update, 9 (4). , 3, 10-13; Hatch, J., Jensen, M., Moore, R., Manna from heaven or ""Clickers"" from hell: Experiences with an electronic response system (2005) Journal of College Science Teaching, pp. 36-39. , July/August; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116; Royse, M., Newton, S., How GAMING is used as an innovative strategy for nursing education (2007) Nursing Education Perspectives, 28 (5), pp. 263-267; Skiba, D., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27 (5), pp. 278-280; Stein, P., Challman, S.D., Brueckner, J., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (11), pp. 469-473","Meedzan, N.; Endicott College, Beverly, MA, United States",,,,,,,,10899758,,,,English,Online J. Nurs. Inform.,Article,Final,,Scopus,2-s2.0-70350393214
"Kay R.H., LeSage A.",56032971700;55338531000;,Examining the benefits and challenges of using audience response systems: A review of the literature,2009,Computers and Education,53,3,,819,827,,314.0,10.1016/j.compedu.2009.05.001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67650232981&doi=10.1016%2fj.compedu.2009.05.001&partnerID=40&md5=0c8c3ba5a8d37ec25bc836ce53e1bc53,"University of Ontario Institute of Technology, Faculty of Education, 2000 Simcoe St. North, Oshawa, Ont. L1H 7L7, Canada","Kay, R.H., University of Ontario Institute of Technology, Faculty of Education, 2000 Simcoe St. North, Oshawa, Ont. L1H 7L7, Canada; LeSage, A., University of Ontario Institute of Technology, Faculty of Education, 2000 Simcoe St. North, Oshawa, Ont. L1H 7L7, Canada","Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts. Crown Copyright © 2009.",Assessment; Attitude; Audience response systems; Electronic voting system; Learning; Personal response system; Review; Student response system,Assessment; Attitude; Audience response systems; Electronic voting system; Learning; Personal response system; Student response system; Interactive computer systems; Labels; Students; Voting machines; Teaching,,,,,,,,,,,"Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience response systems in higher education, pp. 1-25. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Allen, D., Tanner, K., Infusing active learning into the large-enrolment biology class: Seven strategies, from the simple to complex (2005) Cell Biology Education, 4, pp. 262-268; Banks, D.A., Reflections on the use of ARS with small groups (2006) Audience response systems in higher education, pp. 373-386. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Beatty, I. (2004). Transforming student learning with classroom communication systems. EDUCAUSE Research Bulletin, 2004(3), 1-13. <http://www.educause.edu/ir/library/pdf/ERB0403.pdf>. Retrieved 03.11.07; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Bergtrom, G., Clicker sets as learning objects (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2. , http://ijklo.org/Volume2/v2p105-110Bergtrom.pdf, Retrieved 03.11.07; Boyle, J., Eight years of asking questions (2006) Audience response systems in higher education, pp. 289-304. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Brewer, C.A., Near real-time assessment of student learning and understanding in biology courses (2004) BioScience, 54 (11), pp. 1034-1039; Bullock, D.W., LaBella, V.P., Clinghan, T., Ding, Z., Stewart, G., Thibado, P.M., Enhancing the student-instructor interaction frequency (2002) The Physics Teacher, 40, pp. 30-36; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39 (1), pp. 8-11; Burton, K., The trial of an audience response system to facilitate problem-based learning in legal education (2006) Audience response systems in higher education, pp. 265-276. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Cline, K.S., Classroom voting in mathematics (2006) Mathematics Teacher, 100 (2), pp. 100-104; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Cutts, Q., Practical lessons from four years of using an ARS in every lecture of a large class (2006) Audience response systems in higher education, pp. 65-79. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and Its Applications, 22 (4), pp. 163-169; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23; Dufresne, R.J., Gerace, W.J., Assessing-to-learn: Formative assessment in physics instruction (2004) The Physics Teacher, 42, pp. 428-433; Durbin, S.M., Durbin, K.A., Anonymous polling in a engineering tutorial environment: A case study (2006) Audience response systems in higher education, pp. 116-126. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1 (1). , http://www.economicsnetwork.ac.uk/iree/i1/elliott.htm, Retrieved 03.11.07; El-Rady, J. (2006). To click or not to click: That's the question. Innovate Journal of Online Education, 2(4). <http://www.innovateonline.info/index.php?view=article&id=171>. Retrieved 03.11.07; Fagan, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, 40 (4), pp. 206-209; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Freeman, M., Bell, A., Comerton-Forder, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) Australasian Journal of Educational Technology, 23 (2), pp. 149-170; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics text data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Hatch, J., Jensen, M., Moore, R., Manna from heaven or clickers from hell (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Hinde, K., Hunt, A., Using the personal response system to enhance student learning: Some evidence from teaching economics (2006) Audience response systems in higher education, pp. 140-154. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Horowitz, H.M., ARS evolution: Reflections and recommendations (2006) Audience response systems in higher education, pp. 53-63. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Hu, J., Bertol, P., Hamilton, M., White, G., Duff, A., Cutts, Q., Wireless interactive teaching by using keypad-based ARS (2006) Audience response systems in higher education, pp. 209-221. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Jackson, M., Ganger, A.A., Bridge, P.D., Ginsburg, K., Wireless handheld computers in the undergraduate medical curriculum (2005) Medical Education Online, 10 (5). , <http://www.med-ed-online.org/pdf/t0000062.pdf>. Retrieved 03.11.07; Jones, C., Connolly, M., Gear, A., Read, M., Group integrative learning with group process support technology (2001) British Journal of Educational Technology, 32 (5), pp. 571-581; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Judson, E., Sawada, D., Audience response systems: Insipid contrivances or inspiring tools? (2006) Audience response systems in higher education, pp. 26-39. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin system study of clickers (2007) EDUCAUSE Research Bulletin, 2007 (10), pp. 1-12; Kay, R.H., (2008) Appendix A - Labels used to describe audience response systems, , http://faculty.uoit.ca/kay/papers/arsrev/AppendixA_Labels.pdf, Retrieved 25.11.08; Kay, R.H., (2008) Appendix B, , http://faculty.uoit.ca/kay/papers/arsrev/AppendixB_Coding.pdf, Coding of research papers reviewed for ARS strategy paper, Retrieved 25.11.08; Kay, R.H., (2008) Appendix C, , http://faculty.uoit.ca/kay/papers/arsrev/AppendixC2.pdf, List of studies reviewed for ARS strategy paper, Retrieved 25.11.08; Kay, R. H., LeSage, A., & Knaack, L. (in press). Examining the use of audience response systems in secondary school classrooms: A formative analysis. Journal of Interactive Learning Research; Kennedy, G.E., Cutts, Q.I., The association between students' use of electronic voting systems and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Kennedy, G.E., Cutts, Q., Draper, S.W., Evaluating electronic voting systems in lectures: Two innovative methods (2006) Audience response systems in higher education, pp. 155-174. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Latessa, R., Mouw, D., Use of audience response system to augment interactive learning (2005) Family Medicine, 37 (I), pp. 12-14. , http://www.stfm.org/fmhub/fm2005/January/Robyn12.pdf, Retrieved 03.11.07; McCabe, M., Live assessment by questioning in an interactive classroom (2006) Audience response systems in higher education, pp. 276-288. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Miller, R.L., Santana-Vega, E., Terrell, M.S., Can good questions and peer discussion improve calculus instruction? (2006) PRIMUS, 16 (3), pp. 1-9; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances in Physiology Education, 26 (4), pp. 299-308; Pelton, L.F., Pelton, T., Selected and constructed response systems in mathematics (2006) Audience response systems in higher education, pp. 175-186. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Penuel, W.R., Abrahamson, L., Roschelle, J., Theorizing the transformed classroom: Sociocultural interpretation of the effects of audience response systems in higher education (2006) Audience response systems in higher education, pp. 187-208. , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study (2007) Educational Technology, Research and Development, 55 (4), pp. 315-346; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6 (1), pp. 29-41; Rao, S.P., DiCarlo, S.E., Peer instruction improves performance on quizzes (2000) Advances in Physiology Education, 24 (1), pp. 51-55; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) American Journal of Physics, 73 (6), pp. 554-558; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239; Schackow, T.E., Milton, C., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36, pp. 496-504; Sharma, M.D., Khachan, J., Chan, B., O'Byrne, J., An investigation of the effectiveness of electronic classroom communication systems in large lectures (2005) Australasian Journal of Educational Technology, 21 (2), pp. 137-154; Siau, K., Sheng, H., Nah, F., Use of classroom response system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49 (3), pp. 398-403; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Slain, D., Abate, M., Hidges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) American Journal of Pharmaceutical Education, 68 (5), pp. 1-9; Steinhert, Y., Snell, L.S., Interactive lecturing: Strategies for increasing participation in large group presentations (1999) Medical Teacher, 21 (1), pp. 37-42; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Tanner, K., Allen, D., Approaches to biology teaching and learning: Understanding the wrong answers - Teaching toward conceptual change (2005) Cell Biology Education, 4, pp. 112-117; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3 (12), pp. 1-6; Van Dijk, L.A., Van Den Berg, G.C., Van Keulen, H., (2001) European Journal of Engineering Education, 26 (1), pp. 15-28","Kay, R.H.; University of Ontario Institute of Technology, Faculty of Education, 2000 Simcoe St. North, Oshawa, Ont. L1H 7L7, Canada; email: robin.kay@uoit.ca",,,,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-67650232981
Prieto J.,16033722200;,Effective teaching on infection prevention and control: It's all about what learning is going on,2009,Journal of Infection Prevention,10,6,,211,213,,1.0,10.1177/1757177409350824,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70450225454&doi=10.1177%2f1757177409350824&partnerID=40&md5=ed476a4efd40756d0ca677600f1914d7,"School of Health Sciences (Mailpoint: mp11), University of Southampton, AA80, South Academic Block, Tremona Road, Southampton, SO16 6YD, United Kingdom","Prieto, J., School of Health Sciences (Mailpoint: mp11), University of Southampton, AA80, South Academic Block, Tremona Road, Southampton, SO16 6YD, United Kingdom",[No abstract available],Audience response system; Infection prevention and control; Learning and teaching; Pre-registration nurse education,,,,,,,,,,,,"Biggs, J., Tang, C., Teaching for quality learning at university (2007) What the Student Does, , 3rd edn. England, Open University Press: Berkshire; McCarron, K., Savin-Baden, M., Compering and comparing: Stand-up comedy and pedagogy (2008) Innovations in Education and Teaching International, 45 (4), pp. 355-63; Ramsden, P., (1992) Learning to Teach in Higher Education, , Routledge: London","Prieto, J.; School of Health Sciences (Mailpoint: mp11), University of Southampton, AA80, South Academic Block,Tremona Road, Southampton, SO16 6YD, United Kingdom; email: j.a.prieto@soton.ac.uk",,,,,,,,17571774,,,,English,J. Infect. Prevent.,Article,Final,,Scopus,2-s2.0-70450225454
"Campbell J., Mayer R.E.",57198449550;7403065717;,Questioning as an instructional method: Does it affect learning from lectures?,2009,Applied Cognitive Psychology,23,6,,747,759,,50.0,10.1002/acp.1513,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350256005&doi=10.1002%2facp.1513&partnerID=40&md5=932f91e919f5720ec2004fd6358eb25b,"University of California, Santa Barbara, CA, United States","Campbell, J., University of California, Santa Barbara, CA, United States; Mayer, R.E., University of California, Santa Barbara, CA, United States","What can be done to improve student engagement and learning in college lectures? One approach is to ask questions that students answer during the lecture. In two lab experiments, students received a 25-slide PowerPoint lecture in educational psychology that included four inserted multiple-choice questions (questioning group) or four corresponding statements (control group). Students in the questioning group used a personal response system (PRS), in which they responded to questions using a hand-held remote control, saw a graph displaying the percentage of students voting for each answer, and heard the teacher provide an explanation for the correct answer. Students in the control group received the corresponding slide as a statement and heard the teacher provide an explanation. The questioning group outperformed the control group on a retention test in Experiment 1 (d = 1.23) and on a transfer test in Experiment 2 (d = 0.74), but not on other tests. The results are consistent with a generative theory of learning, and encourage the appropriate use of questioning as an instructional method. Copyright © 2008 John Wiley & Sons, Ltd.",,adult; article; cognition; controlled study; female; human; human experiment; learning; male; multiple choice test; normal human; priority journal; psychology; questionnaire; scoring system; student; teacher,,,,,,,,,,,"Anderson, R.G., Biddle, W.B., On asking people questions about what they are reading (1975) Psychology of Learning and Motivation, 9, pp. 90-132; Andre, T., Does answering high level questions while reading facilitate productive learning? (1979) Review of Educational Research, 49, pp. 280-318; Andre, T., Theiman, A., Level of adjunct questions, type of feedback, and learning concepts by reading (1988) Contemporary Educational Psychology, 13, pp. 296-307; Bangert-Drowns, R.L., Kulik, C.C., Kulik, J.A., Morgan, M.T., The instructional effect of feedback in test-like events (1991) Review of Educational Research, 61, pp. 213-238; Beekes, W., The ""millionaire"" method for encouraging participation (2006) Active Learning in Higher Education, 7, pp. 25-36; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How people learn: Brain, mind, experience, and school, , Washington DC: National Academy Press; Butler, D.L., Winne, P.H., Feedback and self-regulated learning: A theoretical synthesis (1995) Review of Educational Research, 65, pp. 245-281; Clark, R.C., Mayer, R.E., (2008) e-Learning and the science of instruction, , Second edition. San Francisco: Pfeiffer; Craig, S.D., Sullins, J., Witherspoon, A., Gholson, B., Deep-level reasoning questions effect: The role of dialog and deep-level reasoning during vicarious learning (2006) Cognition and Instruction, 24, pp. 565-591; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Duchastel, P., Nungester, R.J., Adjunct question effects with review (1984) Contemporary Educational Psychology, 9, pp. 97-103; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , San Francisco: Pearson/ Addison Wesley; Ge, X., Chen, C., Davis, K.A., Scaffolding novice instructional designers' problem-solving processes using question prompts in a web-based environment (2005) Journal of Educational Computing Research, 33, pp. 219-248; Gholson, B., Craig, S.D., Promoting constructive activities that support vicarious learning during computer-based instruction (2006) Educational Psychology Review, 18, pp. 119-139; Hamaker, C., The effects of adjunct questions on prose learning (1986) Review of Educational Research, 56, pp. 212-242; Harper, K.A., Etkina, E., Lin, Y., Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors (2003) Journal of Research in Science Teaching, 40, pp. 776-791; Hatch, J., Jensen, M., Moore, R., Manna from heaven or clickers from hell: Experience with an electronic response system (2005) Journal of College Science Teaching, 34, pp. 36-39; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37, pp. 12-14; Lin, H., Kidwai, K., Munyofu, M., Swain, J., Ausman, B., Dwyer, F., The effect of verbal advance organizers in complementing animated instruction (2005) Journal of Visual Literacy, 25, pp. 237-248; Mayer, R.E., Forward transfer of different reading strategies due to test-like events in mathematics text (1975) Journal of Educational Psychology, 67, pp. 165-169; Mayer, R.E., (2001) Multimedia learning, , New York: Cambridge University Press; Mayer, R.E., The cognitive theory of multimedia learning (2005) The Cambridge handbook of multimedia learning, pp. 31-48. , R. E. Mayer Ed, New York: Cambridge University Press; Mayer, R.E., (2008) Learning and instruction, , 2nd ed, Upper Saddle River, NJ: Merrill Prentice Hall Pearson; McConkie, G.W., Rayner, K., Wilson, S.J., Experimental manipulation of reading strategies (1973) Journal of Educational Psychology, 65, pp. 1-8; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T., Efficacy of personal response systems (clickers) in large introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50; Rickards, J.P., DiVesta, F.J., Type and frequency of questions in processing textual material (1974) Journal of Educational Psychology, 66, pp. 354-362; Roediger, H.L., Karpicke, J., The power of testing memory: Basic research and implications for educational practice (2006) Perspectives on Psychological Science, 1, pp. 181-210; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) annual meeting of the American Educational Research Association, San, , Paper presented at the Diego, CA; Rothkopf, E.Z., Learning from written materials: An exploration of the control of inspection of test-like events (1966) American Educational Research Journal, 3, pp. 241-249; Rothkopf, E.Z., Bisbicos, E., Selective facilitative effects of interspersed questions on learning from written material (1967) Journal of Educational Psychology, 58, pp. 56-61; Roy, M., Chi, M.T.H., The self-explanation effect in multimedia learning (2005) The Cambridge handbook of multimedia learning, pp. 271-286. , R. E. Mayer Ed, New York: Cambridge University Press; van den Broek, P., Tzeng, Y., Risden, K., Trabasso, T., Basche, P., Inferential questions: Effects on comprehension of narrative texts as a function of grade and timing (2001) Journal of Educational Psychology, 93, pp. 521-529; Wittrock, M.C., Generative processes of comprehension (1990) Educational Psychologist, 24, pp. 354-376; Wit, E., Who wants to be The use of a personal response system in statistics teaching (2003) MSOR Connections, 3, pp. 5-11; Wood, E., Pressley, M., Winne, P., Elaborative interrogation effects on children's learning of factual content (1990) Journal of Educational Psychology, 82, pp. 741-748; Zahorik, J.A., Elementary and secondary teachers' reports of how they make learning interesting (1996) Elementary School Journal, 98, pp. 3-13","Mayer, R.E.; Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States; email: mayer@psych.ucsb.edu",,,,,,,,08884080,,ACPSE,,English,Appl. Cogn. Psychol.,Article,Final,,Scopus,2-s2.0-70350256005
Salemi M.,7004151609;,Clickenomics: Using a classroom response system to increase student engagement in a large-enrollment principles of economics course,2009,Journal of Economic Education,40,4,,385,404,,40.0,10.1080/00220480903237950,https://www.scopus.com/inward/record.uri?eid=2-s2.0-71049165617&doi=10.1080%2f00220480903237950&partnerID=40&md5=021a401faa5a2ff4fedb01c59b2f52a9,"Department of Economics, University of North Carolina, Chapel Hill, United States","Salemi, M., Department of Economics, University of North Carolina, Chapel Hill, United States","One of the most important challenges facing college instructors of economics is helping students engage. Engagement is particularly important in a large-enrollment Principles of Economics course, where it can help students achieve a long-lived understanding of how economists use basic economic ideas to look at the world. The author reports how instructors can use Classroom Response Systems (clickers) to promote engagement in the Principles course. He draws heavily on his own experience in teaching a one semester Principles course at the University of North Carolina at Chapel Hill but also reports on how others have used clickers to promote engagement. He concludes with evidence that students find clickers very beneficial and with an assessment of the costs and benefits of adopting a clicker system. © 2009 Heldref Publications.",A22; Classroom response system; Clickers; Interactive teaching; Student engagement,,,,,,,"Although there is not yet a mechanism for easily conducting games and simulations with a CRS, research is underway that is likely to provide one. The National Science Foundation recently funded a proposal by Charles Holt to extend “clicker technology to classroom experiments by developing a web-based platform for clicker experiments” (Holt 2007). In a clicker experiment, students would record their game plays with their clickers. A software program on the instructor’s laptop would then bundle student responses and send them over the Internet to a server. The server would use the data to compute outcomes, update the state of the game, and send relevant information back to the instructor’s laptop. Finally, the instructor would report outcomes and the new state values to students and initiate a new round of the experiment.",,,,,"Ahlfeldt, S., Mehta, S., Sellnow., T., Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use (2005) Higher Education Research and Development, 24 (1), pp. 5-20; Beatty, I., Transforming student learning with classroom communication systems (2004) Educause Center for Applied Research, Boulder Colorado, Research Bulletin, pp. 1-13. , February 3; Benjamin, D.K., (2003) Eight Great Myths of Recycling, , Bozeman, MT: PERC; Bergstrom, T., Teaching economics interactively:Acannibal's dinner party (2009) Journal of Economic Education, 40, pp. 366-384. , Fall; (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I, Cognitive Domain, , Bloom, B. S., ed. New York: Longmans Green; Bruff, D., Classroom Response Systems, , http://www.vanderbilt.edu/cft/resources/teachingresources/technology/crs. htm, Vanderbilt University Center for Teaching; Calhoun, J., Barber., K., (2007) The Impact of Personal Response System Instructional Strategies on Student Performance, , Florida State University Working Paper; (1998) A Resolution Supporting Creation of A Zero Waste Plan, , http://www.grrn.org/zerowaste/CZWRes.html, Carrboro North Carolina; Chapman, E., (2003) Assessing Student Engagement Rates, , Eric Digest, ERIC Clearinghouse on Assessment and Evaluation, ED482269; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur., E., Peer instruction: Engaging students one-on-one, all at once (2007) Research-Based Reform of University Physics, 1 (1). , http://www.compadre.org/PER/perreviews/volume1.cfm, Redish, E. F. and P. Cooney, eds; Fies, C., Marshall., J., Classroom responses systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Frank, R.H., Bernanke., B.S., (2007) Principles of Economics, , New York: McGraw-Hill/Irwin; Ghosh, S., Renna., F., Using electronic response systems in economics classes (2009) Journal of Economic Education, 40, pp. 354-365. , Fall; Hansen, W.L., Salemi, M.K., Siegfried, J., Use it or lose it: Teaching literacy in the economics principles course (2002) American Economic Review, Papers and Proceedings of the American Economic Association, 92 (2), pp. 463-472; Holt, C., (2007) Using Clicker Technology for Large-scale Classroom Experiments in Economics, , Proposal 0737472, National Science Foundation; Lucas, A., (2007) Using Peer Instruction and I-clickers to Enhance Student Participation in Calculus, , http://dillgroup.ucsf.edu/~alucas/, St. Mary's College of California Working Paper; Mazur, E., (1997) Peer Instruction: A User's Manual, , Englewood Cliffs, N. J.: Prentice Hall; Pintrich, P.R., De, E.V.Groot., Motivational and self-regulated learning components of classroom academic performance (1990) Journal of Educational Psychology, 82 (1), pp. 33-40; Pollock, S., Perkins., K., Increasing student engagement in large classes: A departmental case study (2004) Forum on Education of the American Physical Society, , http://www.colorado.edu/physics/EducationIssues/pollock/FEDarticlesp04. pdf; Reddy, S., Fed's hints of a rate cut cheers markets (2007) Wall Street Journal, , November 29; Revell, J., Why the Fed's rate cut should scare you (2007) Money Magazine, , http://money.cnn.com/2007/11/02/pf/retirement/revell.moneymag/, November 2; Salemi, M.K., Teaching economic literacy: Why, what and how (2005) International Review of Economics Education, 4 (2), pp. 46-57; Sosin, K., Blecha, B., Agarwal, R., Bartlett, R., Daniel., J., Efficiency in the use of technology in economic education: Some preliminary results (2004) American Economic Review, Papers and Proceedings of the American Economic Association, 94 (2), pp. 253-258; Saunders, P., Learning theory and instructional objectives (1998) Teaching Undergraduate Economics: A Handbook for Instructors, , Walstad, William and Phillip Saunders (eds.), New York: Irwin/McGraw-Hill; Skinner, E.A., Belmont., M.J., Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year (1993) Journal of Educational Psychology, 85 (4), pp. 571-581; Trees, A., Jackson., M., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems. Learning (2007) Media and Technology, 32 (1), pp. 21-40; Wieman, C., Perkins., K., Transforming physics education (2005) Physics Today, 58 (11), pp. 36-41","Salemi, M.; Department of Economics, University of North Carolina, Chapel Hill, United States; email: michael_salemi@unc.edu",,,,,,,,00220485,,,,English,J. Econ. Educ.,Article,Final,,Scopus,2-s2.0-71049165617
"Ghosh S., Renna F.",57184723900;19934458400;,Using electronic response systems in economics classes,2009,Journal of Economic Education,40,4,,354,365,,18.0,10.1080/00220480903297651,https://www.scopus.com/inward/record.uri?eid=2-s2.0-71049123604&doi=10.1080%2f00220480903297651&partnerID=40&md5=0cbc50eafd55533f1b5ce0b0613cf99c,"University of Akron, United States","Ghosh, S., University of Akron, United States; Renna, F., University of Akron, United States","College instructors and students participated in a pilot project at the University of Akron to enhance student learning through the use of a common teaching pedagogy, peer instruction. The teaching pedagogy was supported by the use of technology, an electronic personal response system, which recorded student responses. The authors report their experiences in using this technology-enhanced teaching pedagogy and provide another example of an active and collaborative learning tool that instructors can use to move beyond ""chalk and talk."" Preliminary survey results from students participating in this pilot project are also reported. © 2009 Heldref Publications.",A12; A20; Electronic response system; Interactive learning; Peer instruction; Technology,,,,,,University of Akron,"Sucharita Ghosh is an associate professor of economics at the University of Akron (e-mail: sghosh@uakron.edu). Francesco Renna is an associate professor of economics at the University of Akron (e-mail: frenna@uakron.edu). The authors thank the Center of Collaborative Inquiry and the Institute of Teaching and Learning at the University of Akron for funding the grants that supported the use of this technology in the classroom, and participants of the Carnegie Colloquim at the AAHE National Conference on Higher Education in Atlanta in 2005 and the Midwest Conference on Student Learning in Economics in Akron in 2004 for their helpful comments and suggestions. They also thank David McConnell, Mike Nelson, Steven Yamarik, and four anonymous referees for their insighful comments and suggestions. Copyright ©C 2009 Heldref Publications",,,,,"Bartlett, R.L., Discovering diversity in introductory economics (1996) Journal of EconomicPerspectives, 10 (2), pp. 141-153; Making cooperative learning work in economics classes (2001) Teaching Economics to Undergraduates, pp. 11-34. , ed. W. E. Becker and M. Watts, Northampton, MA: Edward Elgar; Becker, W.E., Teaching economics to undergraduates (1997) Journal of Economic Literature, 35, pp. 1347-1373. , September; Becker, W.E., Watts., M., Chalk and talk: A national survey on teaching undergraduate economics (1996) American Economic Review, 86, pp. 448-453. , May; Teaching methods in U.S. undergraduate economics classrooms (2001) Journal of Economic Education, 32 (3), pp. 269-279; Budd, J.W., Mind maps as classroom exercises (2004) Journal of Economic Education, 35, pp. 35-49. , Winter; Cameron, B., Active and cooperative learning strategies for the economic classroom (1998) Teaching Undergraduate Economics, pp. 245-256. , ed.W. B.Walstad and P. Saunders, Boston: Irwin-McGraw Hill; Chew, S.L., Using conceptests for formative assessment (2004) Psychology Teacher Network, 14 (1), pp. 10-12; Chickering, A.W., Gamson., Z.F., Seven principles for good practice in undergraduate education (1987) American Association of Higher Education Bulletin, 39 (7), pp. 3-7; Chizmar, J.F., Ostrosky., A.L., The one-minute paper: Some empirical findings (1998) Journal of Economic Education, 29, pp. 3-10. , Winter; Crouch, C., Mazur., E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1 (1), pp. 80-86; Greer, L., Heaney., P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351; Hake, R.R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Keenan, D., Maier., M.H., (1995) Economics Live! Learning Economics the Collaborative Way, , 2nd ed. New York: McGraw-Hill; Kennedy, P., Democlass: A variation on the question/answer technique (1978) Journal of Economic Education, 9 (2), pp. 128-130; Kovac, J., Student active learning methods in general chemistry (1999) Journal of Chemical Education, 76 (1), pp. 120-124; Liu, D.J., Walker, J.D., Bauer, T.A., Zhao., M., (2007) Facilitating Classroom Economics Experiments with An Emerging Technology: The Case of Clickers, , http://ssrn.com/abstract=989482, Manuscript available at SSRN; Lyman, F., Think-pair-share: An expanding teaching technique (1987) MAA-CIE Cooperative News, 1, pp. 1-2; Maier, M.H., Keenan., D., Teaching tools: Cooperative learning in economics (1994) Economic Inquiry, 32, pp. 358-361. , April; Maier, M.H., Panitz., T., End on a high note: Better endings for classes and courses (1996) College Teaching, 44, pp. 145-147. , Fall; Marburger, D., Comparing student performance using cooperative learning (2005) International Review of Economics Education, 4 (1), pp. 46-57; Mazur, E., (1997) Peer Instructions: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; McConnell, D.A., Using conceptests to assess and improve student conceptual understanding in introductory geoscience courses (2006) Journal of Geoscience Education, 54 (1), pp. 61-68; Pilzer, S., Peer instruction in physics and mathematics (2001) Primus, 11 (2), pp. 185-192; Poulis, C., Massen, C., Robens, E., Gilbert, M., Physics learning with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Rao, S.P., Dicarlo., S.E., Peer instruction improves performance on quizzes (2000) Advances in Physiology Education, 24 (1), pp. 51-55; Schmidt, S.J., Active and co-operative learning using web-based simulations (2003) Journal of Economic Education, 34 (2), pp. 151-167; Simkins, S.C., Promoting active-student learning using the World Wide Web in economics courses (1999) Journal of Economic Education, 30 (3), pp. 278-291","Ghosh, S.; University of AkronUnited States; email: sghosh@uakron.edu",,,,,,,,00220485,,,,English,J. Econ. Educ.,Article,Final,,Scopus,2-s2.0-71049123604
Bergstrom T.,7006376271;,Teaching economic principles interactively: A cannibal's dinner party,2009,Journal of Economic Education,40,4,,366,384,,11.0,10.1080/00220480903237935,https://www.scopus.com/inward/record.uri?eid=2-s2.0-71049134039&doi=10.1080%2f00220480903237935&partnerID=40&md5=4114df7979e1fa759ab8597c955ada7a,"University of California, Santa Barbara, United States","Bergstrom, T., University of California, Santa Barbara, United States","The author describes techniques that he uses to interactively teach economics principles. He describes an experiment on market entry and gives examples of applications of classroom clickers. Clicker applications include (a) collecting data about student preferences that can be used to construct demand curves and supply curves, (b) checking students' knowledge of central concepts, and (c) playing interactive games that illustrate economic concepts. © 2009 Heldref Publications.",A2; Classroom clickers; Classroom experiments; Interactive learning; Teaching economics principles,,,,,,,,,,,,"Arnott, R., Small., K., The economics of traffic congestion (1994) American Scientist, 82, pp. 446-455. , September-October; Bergstrom, T., Miller., J., (2000) Experiments with Economic Principles: Microeconomics, , New York: McGraw-Hill; Hartman, J., (2007) A Route Choice Experiment with An Efficient Toll, , Working Paper, Economics Department, University of California, Santa Barbara; Marshall, A., (1920) Principles of Economics, , 8th ed. London: Macmillan; Parsa, H.G., Self, J.T., Njiti, D., King., T., Why restaurants fail (2005) Cornell Hotel and Restaurant Administration Quarterly, 48 (3), pp. 304-322; Robbins, L., (1940) An Essay on the Nature and Significance of Economic Science, , 2nd ed. revised and expanded. London: Macmillan","Bergstrom, T.; University of California, Santa Barbara, United States; email: tedb@econ.ucsb.edu",,,,,,,,00220485,,,,English,J. Econ. Educ.,Article,Final,,Scopus,2-s2.0-71049134039
Berry J.,57197650652;,Technology support in nursing education: Clickers in the classroom,2009,Nursing Education Perspectives,30,5,,295,298,,44.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70349849493&partnerID=40&md5=9e810bb69810aa707cad8e32702c2112,"University of Wisconsin, Eau Claire College of Nursing and Health Sciences, Marshfield, United States","Berry, J., University of Wisconsin, Eau Claire College of Nursing and Health Sciences, Marshfield, United States","Research has shown that the present generation of students has a preference for digital literacy, experiential learning, interactivity, and immediacy; therefore, greater use of technology is being brought into university courses to aid in student involvement. Student Response Systems, called clickers, were incorporated as a teaching methodology to enhance student interaction and learning in a didactic pediatric nursing course. This course was taught over Interactive Television (ITV) with students at a distant site as well as face to face, creating the challenge of whole-class engagement. Clickers were used to actively engage students at both sites simultaneously and give immediate feedback to students regarding understanding of lecture material. Clickers also allowed small-group problem solving of questions. Exam grades and level of participation in case studies were monitored and exam scores and final scores were compared to those of a previous class. Student r-tests demonstrated that one of three course exams and final course grades were significantly higher for the students who used clickers in the classroom. Satisfaction feedback also supported the use of clickers as a tool to engage students and enhance learning outcomes.",Classroom technology; Clickers; Student engagement; Student Response Systems; Teaching methods,"article; audiovisual equipment; computer interface; female; health care quality; human; male; nursing education; teaching; United States; Audiovisual Aids; Computer-Assisted Instruction; Education, Nursing; Female; Humans; Male; Program Evaluation; United States; User-Computer Interface",,,,,,,,,,,"Barell, J., (2003) Developing More Curious Minds, , Alexandria, VA: Association for Supervision and Curriculum Development; Fink, L.D., (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, , San Francisco: Jossey-Bass; Student feedback in the college classroom: A technology solution (2004) Education Technology Research and Development, 52 (1), pp. 71-81; Hatch, J., Jensen, M., Moore, R., Manna from heaven or ""clickers"" from hell: Experiences with an electronic response system (2005) Journal of College Science Teaching, 34 (7), pp. 36-42; Howe, N., Strauss, W., (2000) Millennials Rising: The Next Great Generation, , New York: Vintage; Johnson, D., McLeod, S., Get answers: Using student response system to see students' thinking (2004) Learning and Leading with Technology, 32 (4), pp. 18-23; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116; Ribbens, E., Why I like personal response systems (2007) Journal of College Science Teaching, 30 (2), pp. 60-62; Richardson, K., Trudeau, K., A case for problem-based collaborative learning in the nursing classroom (2003) Nurse Educator, 28 (2), pp. 83-88; Roberts, G., Technology and learning expectations of the Net generation (2005) Educating the Net Generation (, pp. 31-37. , In D. G. Oblinger & J. L Oblinger Eds., Boulder, CO: EDUCAUSE; Skiba, D.J., Barton, A.J., Adapting your teaching to accommodate the Net generation of learners (2006) Online Journal of Issues in Nursing, 11 (2), p. 15; Stein, P., Challman, S., Brueckner, J., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (11), pp. 469-473; Trotter, A., Technology turns test-prep into clicking experience (2005) Education Week, 24 (36), pp. 8-9; Weimer, M., (2002) Learner Entered Teaching: Five Key Changes to Practice, , San Francisco: Jossey-Bass","Berry, J.; University of Wisconsin, Eau Claire College of Nursing and Health Sciences, Marshfield, United States; email: berryjk@uwec.edu",,,,,,,,15365026,,,19824239.0,English,Nurs. Educ. Persp.,Article,Final,,Scopus,2-s2.0-70349849493
"Kay R., Knaack L.",56032971700;24076437500;,Exploring the use of audience response systems in secondary school Science classrooms,2009,Journal of Science Education and Technology,18,5,,382,392,,16.0,10.1007/s10956-009-9153-7,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350418739&doi=10.1007%2fs10956-009-9153-7&partnerID=40&md5=0806a2f0474a967c5a3ef8a17bc8314c,"University of Ontario Institute of Technology, Oshawa, ON, Canada","Kay, R., University of Ontario Institute of Technology, Oshawa, ON, Canada; Knaack, L., University of Ontario Institute of Technology, Oshawa, ON, Canada","An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost no research has been done at the secondary school level. The purpose of this study was to conduct a detailed formative analysis of the benefits, challenges, and use of ARSs from the perspective of 213 secondary school science students. Perceived benefits were increased student involvement (engagement, participation, and attention) and effective formative assessment of student understanding. Perceived challenges included decreased student involvement and learning when ARSs were used for summative assessment, occasional technological malfunctions, resistance to using a new method of learning, and increased stress due to time constraints when responding to questions. Finally, students rated the use of ARSs significantly higher when it was used for formative as opposed to summative assessment. © Springer Science+Business Media, LLC 2009.",Audience response systems; Evaluation; Science; Secondary school,,,,,,,,,,,,"Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education, pp. 1-25. , D. A. Banks (Ed.), Hershey: Information Science Publishing; Allen, D., Tanner, K., Infusing active learning into the large-enrolment biology class: Seven strategies, from the simple to complex (2005) Cell Biol Educ, 4, pp. 262-268. , doi:10.1187/cbe.05-08-0113; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Res Bull, 3, pp. 1-13. , http://www.educause.edu/ir/library/pdf/ERB0403.pdf, Retrieved 3 Nov 2007; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction: Teaching science (well) with an audience response system (2006) Audience Response Systems in Higher Education, pp. 96-115. , D. A. Banks (Ed.), Hershey: Information Science Publishing; Bergtrom, G., Clicker sets as learning objects (2006) Interdiscip J Knowl Learn Objects 2, , http://ijklo.org/Volume2/v2p105-110Bergtrom.pdf, Retrieved 3 Nov 2007; Brewer, C.A., Near real-time assessment of student learning and understanding in biology courses (2004) Bioscience, 54 (11), pp. 1034-1039. , doi:10.1641/0006-3568(2004)054[1034:NRAOSL]2.0.CO;2; Burton, K., The trial of an audience response system to facilitate problem-based learning in legal education (2006) Audience Response Systems in Higher Education, pp. 265-276. , D. A. Banks (Ed.), Hershey: Information Science Publishing; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sci Educ, 6 (1), pp. 9-20; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues Acc Educ, 22 (3), pp. 391-409. , doi:10.2308/iace.2007.22.3.391; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69 (9), pp. 970-977. , doi:10.1119/1.1374249; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teach Math Its Appl, 22 (4), pp. 163-169. , doi:10.1093/teamat/22.4.163; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comput Assist Learn, 20 (2), pp. 81-94. , doi:10.1111/j.1365-2729.2004.00074.x; Dufresne, R.J., Gerace, W.J., Assessing-to-learn: Formative assessment in physics instruction (2004) Phys Teach, 42, pp. 428-433. , doi:10.1119/1.1804662; Fagan, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Phys Teach, 40 (4), pp. 206-209. , doi:10.1119/1.1474140; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J Sci Educ Technol, 15 (1), pp. 101-109. , doi:10.1007/s10956-006-0360-1; Freeman, M., Bell, A., Comerton-Forder, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) Australas J Educ Technol, 23 (2), pp. 149-170; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) J Geosci Educ, 52 (4), pp. 345-351; Hatch, J., Jensen, M., Moore, R., Manna from heaven or clickers from hell (2005) J Coll Sci Teach, 34 (7), pp. 36-39; Hinde, K., Hunt, A., Using the personal response system to enhance student learning: Some evidence from teaching economics (2006) Audience Response Systems in Higher Education, pp. 140-154. , D. A. Banks (Ed.), Hershey: Information Science Publishing; Jackson, M., Ganger, A.C., Bridge, P.D., Ginsburg, K., Wireless handheld computers in the undergraduate medical curriculum (2005) Med Educ Online, 10 (5). , http://www.med-ed-online.org/pdf/t0000062.pdf, Retrieved 3 Nov 2007; Jones, C., Connolly, M., Gear, A., Read, M., Group integrative learning with group process support technology (2001) Br J Educ Technol, 32 (5), pp. 571-581. , doi:10.1111/1467-8535.00226; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) J Comput Math Sci Teach, 21 (2), pp. 167-181; Kaleta, R., Joosten, T., Student response systems: A university of Wisconsin system study of clickers (2007) EDUCAUSE Res Bull, 2007 (10), pp. 1-12; Kay, R.H., (2008) Audience Response Systems Attitude Scale, , http://faculty.uoit.ca/kay/papers/arshs/AppendixA_ARS.pdf, Retrieved 22 Nov 2008; Kay, R.H., (2008) Coding Scheme for Secondary School Students Comments about Audience Response Systems, , http://faculty.uoit.ca/kay/papers/arshs/AppendixB_ARS.pdf, Retrieved 22 Nov 2008; Kennedy, G.E., Cutts, Q.I., The association between students' use of electronic voting systems and their learning outcomes (2005) J Comput Assist Learn, 21 (4), pp. 260-268. , doi:10.1111/j.1365-2729.2005.00133.x; Latessa, R., Mouw, D., Use of audience response system to augment interactive learning (2005) Fam Med, , http://www.stfm.org/fmhub/fm2005/January/Robyn12.pdf, Retrieved 3 Nov 2007; McCabe, M., Live assessment by questioning in an interactive classroom (2006) Audience Response Systems in Higher Education, pp. 276-288. , D. A. Banks (Ed.), Hershey: Information Science Publishing; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Stud High Educ, 28 (4), pp. 457-473. , doi:10.1080/0307507032000122297; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Adv Physiol Educ, 26 (4), pp. 299-308; Pelton, L.F., Pelton, T., Selected and constructed response systems in mathematics (2006) Audience Response Systems in Higher Education, pp. 175-186. , D. A. Banks (Ed.), Hershey: Information Science Publishing; Penuel, W.R., Abrahamson, L., Roschelle, J., Theorizing the transformed classroom: Sociocultural interpretation of the effects of audience response systems in higher education (2006) Audience Response Systems in Higher Education, pp. 187-208. , D. A. Banks (Ed.), Hershey: Information Science Publishing; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193 (5), pp. 1827-1830. , doi:10.1016/j.ajog.2005.07.075; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sci Educ, 6 (1), pp. 29-41. , doi:10.1187/cbe.06-09-0190; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) Am J Phys, 73 (6), pp. 554-558. , doi:10.1119/1.1862638; Schackow, T.E., Milton, C., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Sharma, M.D., Khachan, J., Chan, B., O'Byrne, J., An investigation of the effectiveness of electronic classroom communication systems in large lectures (2005) Australas J Educ Technol, 21 (2), pp. 137-154; Siau, K., Sheng, H., Nah, F., Use of classroom response system to enhance classroom interactivity (2006) IEEE Trans Educ, 49 (3), pp. 398-403. , doi:10.1109/TE.2006.879802; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australas J Educ Technol, 23 (2), pp. 187-208; Slain, D., Abate, M., Hidges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, 68 (5), pp. 1-9; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) J Comput Assist Learn, 20 (2), pp. 95-102. , doi:10.1111/j.1365-2729.2004.00075.x; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university course using student response systems (2007) Learn Med Technol, 32 (1), pp. 21-40. , doi:10.1080/17439880601141179; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3 (12), pp. 1-6","Kay, R.; University of Ontario Institute of Technology, Oshawa, ON, Canada; email: robin.kay@uoit.ca",,,,,,,,10590145,,,,English,J. Sci. Educ. Technol.,Article,Final,,Scopus,2-s2.0-70350418739
"Gormley-Heenan C., McCartan K.",33067762500;33068023700;,Making it matter: Teaching and learning in political science using an audience response system,2009,European Political Science,8,3,,379,391,,10.0,10.1057/eps.2009.12,https://www.scopus.com/inward/record.uri?eid=2-s2.0-68949109993&doi=10.1057%2feps.2009.12&partnerID=40&md5=41574f33176593573516506779290ad4,"School of Policy Studies, University of Ulster, Shore Road, Newtownabbey, BT37 0QB, United Kingdom; ICT Customer Service, University of Ulster, Shore Road, Newtownabbey, BT37 0QB, United Kingdom","Gormley-Heenan, C., School of Policy Studies, University of Ulster, Shore Road, Newtownabbey, BT37 0QB, United Kingdom; McCartan, K., ICT Customer Service, University of Ulster, Shore Road, Newtownabbey, BT37 0QB, United Kingdom","This article considers the introduction of an Audience Response System (ARS), with a first year politics class at the University of Ulster, to encourage student interactivity and participation via innovative teaching and learning technologies. Four key student-centred benefits are identified: increased student engagement, increased motivation and attendance, a progressive learning experience, and opportunities for self-reflection. Amid the concerns about students' political apathy and/or deficiencies in political literacy, the paper suggests that political science and the ARS might be natural bedfellows. © 2009 European Consortium for Political Research.",Audience Response System (ARS); Political apathy; Student engagement; Teaching and learning,,,,,,,,,,,,"Abrahamson, L.A., A Brief History of Networked Classrooms: Effects, Cases, Pedagogy, and Implications (2006) Audience Response Systems in Higher Education, pp. 1-25. , D.A. Banks ed, Hershey, PA: Information Science Pub, pp; Attwood, R., Get into citizen shape (2007) Times Higher Education, , 20 April; (2006) Audience Response Systems in Higher Education: Applications and Cases, , Banks, D.A, ed, Hershey, PA: Information Science Pub; Beekes, W., The ""millionaire"" method for encouraging participation (2006) Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, 7 (1), pp. 25-36; Bone, J., This policy's just not working (2002) Times Higher Education, , 8 April; Boyle, J., Nicol, D., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11 (3), pp. 43-57; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39 (1), pp. 8-11; Cohen, R., Boud, D., Sampson, J., Dealing with Problems Encountered in Assessment of Peer Learning (2001) Learning Together: Peer Tutoring in Higher Education, pp. 248-252. , N. Falchikov ed, London: Routledge Farmer, pp; Coleman, S., A tale of two houses: The house of commons, the big brother house and the people at home (2003) Parliamentary Affairs, 56 (4), pp. 733-758; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Elliott, C., (2002) Case study: Economics Lectures Using a Personal Response System, , http://www.economics.ltsn.ac.uk/showcase/elliott-prs.htm, The Economics Centre of the Learning and Teaching Support Network, available at; Guthrie, R.W., Carlin, A., Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom (2004) Proceedings of the Tenth Americas Conference on Information Systems, , http://www.mhhe.com/cps/docs/CPSWP-WakindDead082003.pdf, available at; Hay, C., (2007) Why We Hate Politics, , Cambridge: Polity Press; (2007) The National Student Survey, , Hefce Higher Education Funding Council for England, Bristol: HEFCE; Heron, E., McManus, M., Political literacy and the teaching of social policy. A study into the political awareness and political vocabularies of first year undergraduates (2003) Social Policy and Society, 2 (1), pp. 23-32; Hirst, R., Deliberative Democracy and Emancipatory Learning in Action (2006) Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, , Washington, DC, 18 February; Hodge, S., Anderson, B., Teaching and learning with an interactive whiteboard: A teacher's journey' (2007) Learning, Media and Technology, 32 (3), pp. 271-282; Judson, E., Sawada, D., Audience Response Systems: Insipid Contrivances or Inspiring Tools? (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 26-39. , D.A. Banks ed, Hershey, PA: Information Science Pub, pp; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kam, C.D., Sommer, B., Real-time polling technology in a public opinion course (2006) PS Political Science and Politics, 39 (1), pp. 113-117; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes' (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Kolb, D.A., (1984) Experiential Learning: Experience as the Source of Learning and Development, , Englewood Cliffs, NJ: Prentice-Hall; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice-Hall; Morgan, D.L., (1988) Focus Groups as Qualitative Research, , London: Sage; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66, pp. 439-441; Prensky, M., Digital natives, digital immigrants (2001) On the Horizon, 9 (5), pp. 1-6; Robertson, J., Twelve tips for using a computerized interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239; Sahin, T.Y., Student teachers' perceptions of instructional technology: Developing materials based on a constructivist approach' (2003) British Journal of Educational Technology, 34 (1), pp. 67-74; Schmid, E.C., Enhancing performance knowledge and self-esteem in classroom language learning: The potential of the ACTIVote component of interactive whiteboard technology (2007) System, 35 (2), pp. 119-133; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Sloam, J., Teaching democracy in political science (2008) British Journal of Politics and International Relations, 10 (3), pp. 509-524; Stoker, G., (2006) Why Politics Matters: Making Democracy Work, , Basingstoke: Palgrave Macmillan; Vaizey, E., Connecting with young voters (2005) Parliamentary Affairs, 58 (3), pp. 627-631; Vaughn, S., Schumm, J.S., Sinagub, J., (1996) Focus Group Interviews in Education and Psychology, , Thousand Oaks, CA: Sage; Wentling, T.L., Parkz, J., Peiper, C., Learning gains associated with annotation and communication software designed for large undergraduate classes (2006) Journal of Computer Assisted Learning, 23 (1), pp. 36-46; Winograd, K., The negotiative dimension of teaching: Teachers sharing power with the less powerful (2002) Teaching and Teacher Education, 18 (3), pp. 343-362; Wheeler, B., Is big brother really more popular than election? (2005) BBC News Online, , 31 May; Zhu, E., Teaching With Clickers (2007) University of Michigan: CRLT Occasional paper, 22","Gormley-Heenan, C.; School of Policy Studies, University of Ulster, Shore Road, Newtownabbey, BT37 0QB, United Kingdom; email: c.gormley@ulster.ac.uk",,,,,,,,16804333,,,,English,Eur. Polit. Sci.,Article,Final,,Scopus,2-s2.0-68949109993
"Chang W.-C., Wang T.-H., Lin F.H., Yang H.-C.",25923347100;24179459000;23991387200;13807903100;,Game-based learning with ubiquitous technologies,2009,IEEE Internet Computing,13,4,,26,33,,28.0,10.1109/MIC.2009.81,https://www.scopus.com/inward/record.uri?eid=2-s2.0-68349130180&doi=10.1109%2fMIC.2009.81&partnerID=40&md5=9da6c37cd773d71f5d0309c533c50eaf,"Department of Information Management, Chung-Hua University, Taichung, Taiwan; Department of Information Management, Chihlee Institute of Technology, Taiwan; Department of Business Administration, Tungnan University, Taipei, Taiwan","Chang, W.-C., Department of Information Management, Chung-Hua University, Taichung, Taiwan; Wang, T.-H., Department of Information Management, Chihlee Institute of Technology, Taiwan; Lin, F.H., Department of Information Management, Chihlee Institute of Technology, Taiwan; Yang, H.-C., Department of Business Administration, Tungnan University, Taipei, Taiwan","E-learning communities have recently started to emphasize the need to make e-learning systems more practical rather than more powerful. Related studies indicate that the appeal of learning content as well as participation in learning activities are primary concerns. The authors propose using advanced ubiquitous technologies to construct a location-aware, digital game-based learning environment. This framework presents the notion of a ubiquitous game-based learning model from technical and experimental viewpoints. An example of the courseware for a class on Tamsui, Taiwan's historical culture demonstrates the learning scenario's viability in the proposed environment. © 2009 IEEE.",Computer-assisted instruction; Distance learning; Electronic learning; Emerging E-Learning Technologies; Games; Global Positioning System; Internet; Location-dependent and sensitive; Mobile communication; Mobile handsets; Radiofrequency identification; Servers,Computer-assisted instruction; Distance learning; Electronic learning; Emerging E-Learning Technologies; Games; Location-dependent and sensitive; Mobile communication; Mobile handsets; Radiofrequency identification; Computer aided instruction; Education computing; Game theory; Global positioning system; Internet; Lead acid batteries; Mobile telecommunication systems; Multimedia systems; Technology; Telephone sets; E-learning,,,,,,,,,,,"Henderson, L., Video Games: A Significant Cognitive Artifact of Contemporary Youth Culture (2005) Proc. DiGRA 205 Conf.: Changing Views-Worlds in Play, , www.diagra.org/dl/db/06276.11341.pdf, Digital Games Research Assoc; Gee, J., What Video Games Have to Teach us about Learning and Literacy (2003) ACM Computers in Entertainment, 1 (1), p. 20; Chim, J., On Caching and Prefetching of Virtual Objects in Distributed Virtual Environments (1998) Proc. ACM Multimedia, pp. 171-180. , ACM Press; Ng, B., A Multi-Server Architecture for Distributed Virtual Walkthrough (2002) Proc. ACM Virtual Reality Software and Technology Conf. (VRST 02), pp. 163-170. , ACM Press; Hwang, G.-J., Tsai, C.-C., Yang, S.J.H., Criteria, Strategies, and Research Issues of Context-Aware, Ubiquitous Learning (2008) Educational Technology & Soc, 11 (2), pp. 81-91; Bloom, B.S., (1956) Taxonomy of Educational Objectives: The Cognitive Domain, , David McKay; Gardner, H., (1983) Frames of Mind: The Theory of Multiple Intelligences, , Basic Books","Chang, W.-C.; Department of Information Management, Chung-Hua University, Taichung, Taiwan; email: earnest@chu.edu.tw",,,,,,,,10897801,,IICOF,,English,IEEE Internet Comput,Article,Final,,Scopus,2-s2.0-68349130180
"King S.O., Robinson C.L.",26031541900;8242402500;,'Pretty Lights' and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems,2009,Computers and Education,53,1,,189,199,,36.0,10.1016/j.compedu.2009.01.012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-64449083603&doi=10.1016%2fj.compedu.2009.01.012&partnerID=40&md5=b08e57970910d09a06d493ef3803a4a6,"Mathematics Education Centre, Loughborough University, Loughborough, LE11 3TU England, United Kingdom","King, S.O., Mathematics Education Centre, Loughborough University, Loughborough, LE11 3TU England, United Kingdom; Robinson, C.L., Mathematics Education Centre, Loughborough University, Loughborough, LE11 3TU England, United Kingdom","University classes in Mathematics are traditionally perceived to be uninspiring and devoid of active student-lecturer communication. Large undergraduate classes further compound the difficulty of engaging students and enabling viable student-lecturer feedback. At the Mathematics Education Centre, Loughborough University, some staff members have been using electronic voting systems (EVS) to enliven the classroom and enable large numbers of students to respond to questions in real time during class. In this paper, we present an evaluation case study, based on student perceptions, of the impact of EVS use on student learning and engagement. The results show that majority of students are hugely positive about the usefulness and overall advantageousness of EVS use in classes. Results also show that EVS use does increase the likelihood of students participating and engaging in class, as even students who do not view EVS as being particularly useful stated that they are more likely to participate in classes where EVS are used than otherwise. However, there seems to be no correlation between EVS use and improvement (or otherwise) in student grades. © 2009 Elsevier Ltd. All rights reserved.",Evaluation of CAL systems; Improving classroom teaching; Interactive learning environments; Media in education; Multimedia/hypermedia systems,Evaluation of CAL systems; Improving classroom teaching; Interactive learning environments; Media in education; Multimedia/hypermedia systems; Real time systems; School buildings; Set theory; Students; Voting machines; Teaching,,,,,,,,,,,"Angelo, T.A., Cross, K.P., (1993) Classroom assessment techniques: A handbook for college teachers. 2nd ed., , pp. 148-153, Jossey-Bass, San Francisco; No wrong answer: Click it (2005) Associated Press, , http://www.wired.com/culture/lifestyle/news/2005/05/67530, Accessed 7th May 2008 from; (2006) Audience response systems in higher education: Applications and cases, , Banks D.A. (Ed), Information Science Publishing, Hershey, PA; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association of Learning Technology Journal, 11 (1), pp. 43-57; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Cline, K., Zullo, H., Parker, M., Using classroom voting in mathematics courses (2007) 19th Annual International Conference on Technology in Collegiate Mathematics, , Paper presented at the, Boston, MA; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Cutts, Q., Kennedy, G., Mitchell, M., Draper, S., Maximising dialogue in lectures using group response systems (2004) Proceedings of the 7th IASTED International Conference on Computers and Advanced Technology in Education; Draper, S., (2008) EVS technologies, alternatives, vendors, , http://www.psy.gla.ac.uk/steve/ilig/tech.html#Alternative, Accessed 5th December 2007 from; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australasian Journal of Educational Technology, 18 (1), pp. 13-23; Dufresne, R.J., Gerace, W.J., Assessing-to-learn: Formative assessment in physics instruction (2004) The Physics Teacher, 42, pp. 428-433; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , Pearson Education, San Francisco; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, 40 (4), pp. 206-209; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin study of clickers. ECAR (2007) Research Bulletin, 10; King, S.O., Davis, L., Robinson, C.L., Ward, J.P., Use of voting systems in lectures at Loughborough University - A review of staff experiences (2008) Proceedings of the Mathematical Education of Engineers (MEE 2008): 14th Joint Conference of Mathematics Working Group (MWG) of the European Society for Engineering Education (SEFI) and the Institute of Mathematics, , IMA; Laurillard, D., (2002) Rethinking university teaching: A conversational framework for the effective use of learning technologies, , Routledge, London; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Student evaluation of audience response technology in large lecture classes (2007) Educational Technology Research and Development, 56 (2), pp. 125-145; Mazur, E., (1997) Peer instruction: A user's manual, , Prentice Hall, Upper Saddle River, NJ; McCabe, M., Heal, A., White, A., Integration of group response systems into teaching (2001) 5th International CAA Conference, , Paper presented at the; Nicol, D., Macfarlane-Dick, D., (2006) Rethinking formative assessment in HE: A theoretical model and seven principles of good feedback practice, , http://www.heacademy.ac.uk/resources/detail/ourwork/tla/web0015_rethinking_formative_assessment_in_he, Accessed 10th October 2008 from; Nicol, D., Boyle, J., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Novak, G., Patterson, E., Gavrin, A., Wolfgang, C., (1999) Just-in-time teaching: Blending active learning and web technology, , Upper Saddle River, NJ: Prentice-Hall; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) Annual Meeting of the American Educational Research Association, , Paper presented at the, San Diego, CA; Russell, M., (2008) Using an electronic voting system to enhance learning and teaching, , http://www.engsc.ac.uk/downloads/scholarart/ee2008/p088-russell.pdf, Accessed 11th August 2008 from; Simpson, V., Oliver, M., Using electronic voting systems in lectures (2002) UCL Internal report, , http://www.ucl.ac.uk/learningtechnology/examples/ElectronicVotingSystems.pdf, Accessed 24th February 2008 from; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Van Dijk, L.A., Van den Berg, G.C., Van Keulen, H., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26 (1), pp. 15-28; Wilson, M., (2006) Evaluation of classroom response systems/voting tools, , http://www.reap.ac.uk/public/Resources/Falkirk_EVS_Evaluation.pdf, Falkirk council education services. Accessed 21st November 2008 from; Zhu, E., (2007) Teaching with clickers, , http://www.crlt.umich.edu/publinks/CRLT_no22.pdf, Center for research on learning and teaching occasional papers, 22. Accessed 26th February 2008 from","King, S.O.; Mathematics Education Centre, Loughborough University, Loughborough, LE11 3TU England, United Kingdom; email: S.O.King@lboro.ac.uk",,,,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-64449083603
"Lorimer J., Hilliard A.",26039362100;26039244400;,Incorporating learning technologies into undergraduate radiography education,2009,Radiography,15,3,,214,219,,9.0,10.1016/j.radi.2009.02.003,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67649360321&doi=10.1016%2fj.radi.2009.02.003&partnerID=40&md5=ccf2afe13ea618b2e949828b647769e9,"University of Hertfordshire, Health and Emergency Professions, College Lane, Campus, Hatfield, AL10 9AB, United Kingdom","Lorimer, J., University of Hertfordshire, Health and Emergency Professions, College Lane, Campus, Hatfield, AL10 9AB, United Kingdom; Hilliard, A., University of Hertfordshire, Health and Emergency Professions, College Lane, Campus, Hatfield, AL10 9AB, United Kingdom","Purpose: This study investigated the impact of integrating podcasts/audio file downloads and use of an electronic voting system (EVS) on a previously traditionally taught module. Both student (direct entry and mature) and staff satisfaction with the modified structure were evaluated. Method: An interim student evaluation was undertaken during the module, to provide formative data to the module leader about student opinion of the teaching methods and learning technologies. An end of module questionnaire was given to students and staff on the teaching team. Results: From the interim evaluation, given the option of returning to the traditional delivery method, 77.5% of students agreed that the module should continue to run in its blended format. The final evaluation discovered no differences in the behaviour of direct entry students compared to mature students. Both groups accessed the podcasts easily, generally at home, and spent longer studying than if blended learning technologies had not been used. It was discovered that 16% of the mature and 24% of the direct entry students would have preferred lectures to podcasts, although the students were positive about the flexibility offered. Both groups of students were virtually unanimous on the benefits of the EVS to support learning. Conclusion: The researchers concluded that the learning technologies did not create barriers for either student group, and that students' engagement with their learning and level of classroom interactivity were both increased when compared with the previous traditional delivery. The researchers are confident that the described combination of teaching delivery methods is a successful way of allowing small group work to continue with large cohorts. © 2009 The College of Radiographers.",Blended learning; Course design; Electronic voting system; Learning technologies; Podcasting,access to information; adult; article; controlled study; education program; educational technology; electronic data interchange; human; information dissemination; learning; learning environment; medical education; medical student; normal human; priority journal; questionnaire; radiography; satisfaction; social interaction; student attitude; teaching,,,,,,,,,,,"Prensky, M., Digital natives, digital immigrants. Part 1 (2001) On the Horizon, 9 (5), pp. 2-6; Campbell, G., There's something in the air: podcasting in education (2005) EDUCAUSE Review, 40 (6), pp. 32-47; Prensky, M., Listen to the natives (2005) Learning in the Digital Age, 63 (4), pp. 8-13; Molina, P.G., Pioneering new territory and technologies (2006) EDUCAUSE Review, 41 (5), pp. 112-135. , the 2006 EDUCAUSE Evolving Technologies Committee; Laurillard, D., (1993) Rethinking university teaching: a framework for the effective use of educational technology, , Routledge, London; Brown, S., Race, P., (2002) Lecturing - a practical guide, , Kogan Page, London; Cairncross, F., (1997) The death of distance: how the communications revolution will change our lives, , Harvard Business School Press, Boston; Graetz, K., Goliber, M.J., Designing collaborative learning places: psychological foundations and new frontiers (2002) New Directions for Teaching and Learning, 92, pp. 13-22; University of Hertfordshire Blended Learning Unit. Available at: <http://perseus.herts.ac.uk/uhinfo/info/blu/blu/blu_home.cfm>; 2005 [accessed 23.05.07]; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Motteram, G., Blended education and the transformation of teachers: a long term case study in postgraduate UK Higher Education (2006) British Journal of Educational Technology, 37 (1), pp. 17-30; Laing, C., Wootton, A., Irons, A., iPod! uLearn? (2006) Current developments in technology-assisted education, 1, pp. 514-518. , Mendez Vilas, Solano Martin A., Mesa Gonzalez J., and Mesa Gonzalez J.A. (Eds), FORMATEX, Badajoz (Spain); Educause, (2005) 7 things you should know about ...podcasting, , http://www.educause.edu/ir/library/pdf/ELI7003.pdf, Available at: [accessed 28.05.07]; Philip, D., (2007) The knowledge building paradigm: a model of learning for net generation students, , http://www.innovateonline.info/index.php%3Fview%3Darticle%26id%3D368, Available at: [accessed 31.05.07]; Robson, C., (1993) Real world research, , Blackwell, Oxford; Polit, D.F., Hungler, B.P., (1997) Essentials of nursing research, , Lippincott, Philadelphia; Walton, G., Childs, S., Blenkinsopp, E., Using mobile technologies to give health students access to learning resources in the UK community setting (2005) Health Information and Libraries Journal, 22 (2), pp. 51-65; Ausburn, L.J., Course design elements most valued by adult learners in blended online education environments: an American perspective (2004) Educational Media International, 41 (4), pp. 327-337","Lorimer, J.; University of Hertfordshire, Health and Emergency Professions, College Lane, Campus, Hatfield, AL10 9AB, United Kingdom; email: J.Lorimer@herts.ac.uk",,,,,,,,10788174,,RADIA,,English,Radiography,Article,Final,,Scopus,2-s2.0-67649360321
"Frei P., Mohler E., Neubauer G., Theis G., Bürgi A., Fröhlich J., Braun-Fahrländer C., Bolte J., Egger M., Röösli M.",24724042300;24725125500;7006247768;7004920770;56252494000;57202102409;7003363656;26633399600;34768019000;6603273803;,Temporal and spatial variability of personal exposure to radio frequency electromagnetic fields,2009,Environmental Research,109,6,,779,785,,128.0,10.1016/j.envres.2009.04.015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67649407287&doi=10.1016%2fj.envres.2009.04.015&partnerID=40&md5=75826f4d3d2d44ede9274bcff6138a4c,"Institute of Social and Preventive Medicine, University of Bern, Switzerland; Institute of Social and Preventive Medicine, University of Basel, Steinengraben 49, CH-4051 Basel, Switzerland; Smart Systems Division, Austrian Research Centers GmbH-ARC, Seibersdorf, Austria; Air Quality Management Agency of Basel, Switzerland; ARIAS umwelt.forschung.beratung, Bern, Switzerland; Laboratory for Electromagnetic Fields and Microwave Electronics, ETH Zurich, Switzerland; Laboratory for Radiation Research, National Institute for Public Health and the Environment (RIVM), Bilthoven, Netherlands","Frei, P., Institute of Social and Preventive Medicine, University of Bern, Switzerland, Institute of Social and Preventive Medicine, University of Basel, Steinengraben 49, CH-4051 Basel, Switzerland; Mohler, E., Institute of Social and Preventive Medicine, University of Bern, Switzerland, Institute of Social and Preventive Medicine, University of Basel, Steinengraben 49, CH-4051 Basel, Switzerland; Neubauer, G., Smart Systems Division, Austrian Research Centers GmbH-ARC, Seibersdorf, Austria; Theis, G., Air Quality Management Agency of Basel, Switzerland; Bürgi, A., ARIAS umwelt.forschung.beratung, Bern, Switzerland; Fröhlich, J., Laboratory for Electromagnetic Fields and Microwave Electronics, ETH Zurich, Switzerland; Braun-Fahrländer, C., Institute of Social and Preventive Medicine, University of Basel, Steinengraben 49, CH-4051 Basel, Switzerland; Bolte, J., Laboratory for Radiation Research, National Institute for Public Health and the Environment (RIVM), Bilthoven, Netherlands; Egger, M., Institute of Social and Preventive Medicine, University of Bern, Switzerland; Röösli, M., Institute of Social and Preventive Medicine, University of Bern, Switzerland, Institute of Social and Preventive Medicine, University of Basel, Steinengraben 49, CH-4051 Basel, Switzerland","Background: Little is known about the population's exposure to radio frequency electromagnetic fields (RF-EMF) in industrialized countries. Objectives: To examine levels of exposure and the importance of different RF-EMF sources and settings in a sample of volunteers living in a Swiss city. Methods: RF-EMF exposure of 166 volunteers from Basel, Switzerland, was measured with personal exposure meters (exposimeters). Participants carried an exposimeter for 1 week (two separate weeks in 32 participants) and completed an activity diary. Mean values were calculated using the robust regression on order statistics (ROS) method. Results: Mean weekly exposure to all RF-EMF sources was 0.13 mW/m2 (0.22 V/m) (range of individual means 0.014-0.881 mW/m2). Exposure was mainly due to mobile phone base stations (32.0%), mobile phone handsets (29.1%) and digital enhanced cordless telecommunications (DECT) phones (22.7%). Persons owning a DECT phone (total mean 0.15 mW/m2) or mobile phone (0.14 mW/m2) were exposed more than those not owning a DECT or mobile phone (0.10 mW/m2). Mean values were highest in trains (1.16 mW/m2), airports (0.74 mW/m2) and tramways or buses (0.36 mW/m2), and higher during daytime (0.16 mW/m2) than nighttime (0.08 mW/m2). The Spearman correlation coefficient between mean exposure in the first and second week was 0.61. Conclusions: Exposure to RF-EMF varied considerably between persons and locations but was fairly consistent within persons. Mobile phone handsets, mobile phone base stations and cordless phones were important sources of exposure in urban Switzerland. © 2009 Elsevier Inc. All rights reserved.",DECT cordless phone; Exposimeter; Mobile phone base station; Radio and television broadcast; Radio frequency electromagnetic fields (RF-EMF); Wireless LAN (W-LAN),"electromagnetic field; mobile communication; radiation exposure; radio wave; spatiotemporal analysis; telecommunication; urban area; adult; airport; article; daytime; electromagnetic field; environmental exposure; female; geographic distribution; human; male; mobile phone; nighttime; priority journal; radiation measurement; radiofrequency; railway; Switzerland; telecommunication; time; Adolescent; Adult; Aged; Cellular Phone; Data Interpretation, Statistical; Electromagnetic Fields; Environmental Exposure; Female; Humans; Male; Middle Aged; Radiation Monitoring; Reproducibility of Results; Sensitivity and Specificity; Switzerland; Young Adult; Basel; Basel-Stadt; Central Europe; Eurasia; Europe; Switzerland",,,,,,,,,,,"Ahlbom, A., Bridges, J., de Seze, R., Hillert, L., Juutilainen, J., Mattsson, M.O., Possible effects of electromagnetic fields (EMF) on human health-opinion of the scientific committee on emerging and newly identified health risks (SCENIHR) (2008) Toxicology, 246, pp. 248-250; Ahlbom, A., Green, A., Kheifets, L., Savitz, D., Swerdlow, A., Epidemiology of health effects of radiofrequency exposure (2004) Environ. Health Perspect., 112, pp. 1741-1754; Bolte, J., Pruppers, M., Kramer, J., Van der Zande, G., Schipper, C., Fleurke, S., The Dutch exposimeter study: developing an Activity exposure matrix (2008) Epidemiology (November Supplement), 19, pp. 78-79; Bornkessel, C., Schubert, M., Wuschek, M., Schmidt, P., Determination of the general public exposure around GSM and UMTS base stations (2007) Radiat. Prot. Dosimetry, 124, pp. 40-47; Bürgi, A., Theis, G., Siegenthaler, A., Röösli, M., Exposure modeling of high-frequency electromagnetic fields (2008) J. Expo. Sci. Environ. Epidemiol., 18 (2), pp. 183-191; Helsel, D.R., (2005) Nondetects and Data Analysis. Statistics for Censored Environmental Data, , Wiley, New Jersey; Hutter, H.P., Moshammer, H., Wallner, P., Kundi, M., Subjective symptoms, sleeping problems, and cognitive performance in subjects living near mobile phone base stations (2006) Occup. Environ. Med., 63, pp. 307-313; Inyang, I., Benke, G., McKenzie, R., Abramson, M., Comparison of measuring instruments for radiofrequency radiation from mobile telephones in epidemiological studies: implications for exposure assessment (2008) J. Expo. Sci. Environ. Epidemiol., 18, pp. 134-141; Joseph, W., Vermeeren, G., Verloock, L., Heredia, M.M., Martens, L., Characterization of personal RF electromagnetic field exposure and actual absorption for the general public (2008) Health Phys., 95, pp. 317-330; Knafl, U., Lehmann, H., Riederer, M., Electromagnetic field measurements using personal exposimeters (2008) Bioelectromagnetics, 29, pp. 160-162; Navarro, E.A., Segura, J., Portolés, M., de Mateo, C.G.P., The microwave syndrome: a preliminary study in Spain (2003) Electromagn. Biol. Med., 22, pp. 161-169; Neitzke, H.P., Osterhoff, J., Peklo, K., Voigt, H., Determination of exposure due to mobile phone base stations in an epidemiological study (2007) Radiat. Prot. Dosimetry, 124, pp. 35-39; Neubauer, G., Cecil, S., Giczi, W., Petric, B., Preiner, P., Fröhlich, J., Final report on the project C2006-07, evaluation of the correlation between RF dosimeter reading and real human exposure (2008) ARC-Report, , ARC-IT-0218, April 2008; Neubauer, G., Feychting, M., Hamnerius, Y., Kheifets, L., Kuster, N., Ruiz, I., Feasibility of future epidemiological studies on possible health effects of mobile phone base stations (2007) Bioelectromagnetics, 28, pp. 224-230; Neutra, R.R., Del Pizzo, V., A richer conceptualization of ""exposure"" for epidemiological studies of the ""EMF mixture"" (2001) Bioelectromagnetics, SUPPL. 5, pp. S48-S57; Preece, A.W., Georgiou, A.G., Dunn, E.J., Farrow, S.C., Health response of two communities to military antennae in Cyprus (2007) Occup. Environ. Med., 64, pp. 402-408; Röösli, M., Frei, P., Mohler, E., Braun-Fahrländer, C., Bürgi, A., Fröhlich, J., Statistical analysis of personal radiofrequency electromagnetic field measurements with nondetects (2008) Bioelectromagnetics, 29, pp. 471-478; Santini, R., Santini, P., Ruz, P.L., Danze, J.M., Seigne, M., Survey study of people living in the vicinity of cellular phone base stations (2003) Electromagn. Biol. Med., 22, pp. 41-49; (2009) Health Effects of Exposure to EMF, , http://ec.europa.eu/health/ph_risk/committees/04_scenihr/docs/scenihr_o_022.pdf, SCENIHR Scientific Committee on Emerging and Newly Identified Health Risks, Brussels:, downloaded 9 February 2009; Schmid, G., Lager, D., Preiner, P., Überbacher, R., Cecil, S., Exposure caused by wireless technologies used for short-range indoor communication in homes and offices (2007) Radiat. Prot. 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IEEE, 68, pp. 6-12; Thomas, S., Kühnlein, A., Heinrich, S., Praml, G., Nowak, D., von Kries, R., Personal exposure to mobile phone frequencies and well-being in adults: a cross-sectional study based on dosimetry (2008) Bioelectromagnetics, 29, pp. 463-470; Thuróczy, G., Molnár, F., Jánossy, G., Nagy, N., Kubinyi, G., Bakos, J., Personal RF exposimetry in urban area (2008) Ann. Telecommun., 63, pp. 87-96; Vrijheid, M., Armstrong, B.K., Bedard, D., Brown, J., Deltour, I., Iavarone, I., (2008) Recall bias in the assessment of exposure to mobile phones, , J. Expo. Sci. Environ. Epidemiol","Röösli, M.; Institute of Social and Preventive Medicine, University of BernSwitzerland; email: martin.roosli@unibas.ch",,,,,,,,00139351,,ENVRA,19476932.0,English,Environ. Res.,Article,Final,,Scopus,2-s2.0-67649407287
"Silk H., O'Grady Stille S., Baldor R., Joseph E.",12806097100;28167596000;6601981703;35068268100;,"Implementation of STFM's ""Smiles for life"" oral health curriculum in a medical school interclerkship",2009,Family Medicine,41,7,,487,491,,16.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67650790329&partnerID=40&md5=25ad5072c1010f10858a153239dfb432,"Department of Family Medicine and Community Health, University of Massachusetts Medical School, Worcester, MA, United States; College of the Holy Cross, Worcester, MA, United States; Hahnemann Family Health Center, 279 Lincoln Street, Worcester, MA 01605, United States","Silk, H., Department of Family Medicine and Community Health, University of Massachusetts Medical School, Worcester, MA, United States, Hahnemann Family Health Center, 279 Lincoln Street, Worcester, MA 01605, United States; O'Grady Stille, S., Department of Family Medicine and Community Health, University of Massachusetts Medical School, Worcester, MA, United States; Baldor, R., Department of Family Medicine and Community Health, University of Massachusetts Medical School, Worcester, MA, United States; Joseph, E., College of the Holy Cross, Worcester, MA, United States","Background and Objectives: While oral health is an important topic for medical education, it is often not covered in medical school. The Association of American Medical Colleges (AAMC) has recently set guidelines for oral health training in medical education. Our objective was to demonstrate how a mandatory interclerkship (half-day workshops taught between third-year clerkships) that covers pediatric, urgent care, examination skills, and prevention topics in oral health can lead to an increase in knowledge for medical students. Methods: Teaching methods included the use of interactive lectures, an audience response system, and small-group workshops taught by medical and dental educators. The curriculum was based on the Society of Teachers of Family Medicine (STFM) Smiles for Life National Oral Health Curriculum. Students were given pretests and posttests, including a 6-month follow-up test. Results: Students showed a significant improvement in knowledge between pretesting and immediate posttesting across a range of topics. Long-term knowledge retention was more limited. The majority of students reported enthusiasm for this topic and found the materials essential for their training. Conclusions: A brief interclerkship can improve medical students' oral health knowledge and be engaging. More research is needed to evaluate means to sustaining the knowledge.",,"article; curriculum; dental education; health care organization; knowledge; medical education; medical school; medical student; mouth hygiene; teaching; Attitude of Health Personnel; Curriculum; Education, Medical, Undergraduate; Educational Measurement; Family Practice; Guidelines as Topic; Health Knowledge, Attitudes, Practice; Humans; Oral Health; Program Evaluation; Students, Medical",,,,,,,,,,,"(2000) Oral Health in America: a Report of the Surgeon General, , www.surgeongeneral.gov/library/oralhealth, Rockville, Md: US Department of Health and Human Services, National Institute of Dental and Craniofacial Research, Accessed February 25, 2009; Dye, B.A., Tan, S., Smith, V., Trends in Oral Health Status: United States, 1988-1994 and 1999-2004. 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Accessed February 25, 2009; Turning Technologies, 2007 Turning Point Software, , Youngstown, Ohio: Turning Technologies, LLC; Douglass, J.M., Douglass, A.B., Silk, H.J., Infant oral health education for pediatric and family practice residents (2005) Pediatr Dent, 27 (4), pp. 284-291; Pierce, K.M., Rozier, R.G., Van, W.F., Accuracy of pediatric primary care providers' screening and referral for early childhood caries (2002) Pediatrics, 109 (5), pp. e82; Mouradian, W.E., Reeves, A., Kim, S., Evans, R., Schaad, D., Marshall, S.G., Slayton, R., An oral health curriculum for medical students at the University of Washington (2005) Academic Medicine, 80 (5), pp. 434-442. , DOI 10.1097/00001888-200505000-00004; www.acgme.org/acWebsite/downloads/RRC-progReq/120pr706.pdf, Accessed January 27, 2009","Silk, H.; Hahnemann Family Health Center, 279 Lincoln Street, Worcester, MA 01605, United States; email: silkh@ummhc.org",,,,,,,,07423225,,FAMEE,19582633.0,English,Fam. Med.,Article,Final,,Scopus,2-s2.0-67650790329
"Lowry P., Romano N., Jenkins J., Guthrie R.",7102105723;7005388135;36713489900;7202684833;,The CMC interactivity model: How interactivity enhances communication quality and process satisfaction in lean-media groups,2009,Journal of Management Information Systems,26,1,,155,195,,117.0,10.2753/MIS0742-1222260107,https://www.scopus.com/inward/record.uri?eid=2-s2.0-69249098534&doi=10.2753%2fMIS0742-1222260107&partnerID=40&md5=b0969688726b73358d136dbf5063d714,"Marriott School, Brigham Young University, United States; Oklahoma State University, United States; Marriott School of Management, Brigham Young University, United States; Academic Developer Evangelist for Microsoft Corporation","Lowry, P., Marriott School, Brigham Young University, United States; Romano, N., Oklahoma State University, United States; Jenkins, J., Marriott School of Management, Brigham Young University, United States; Guthrie, R., Academic Developer Evangelist for Microsoft Corporation","Process satisfaction is one important determinant of work group collaborative system adoption, continuance, and performance. We explicate the computermediated communication (CMC) interactivity model (CMCIM) to explain and predict how interactivity enhances communication quality that results in increased process satisfaction in CMC-supported work groups. We operationalize this model in the challenging context of very large groups using extremely lean CMC. We tested it with a rigorous field experiment and analyzed the results with the latest structural equation modeling techniques. Interactivity and communication quality dramatically improved for very large groups using highly lean CMC (audience response systems) over face-to-face groups. Moreover, CMC groups had fewer negative status effects and higher process satisfaction than face-to-face groups. The practical applications of lean CMC rival theoretical applications in importance because lean CMC is relatively inexpensive and requires minimal training and support compared to other media. The results may aid large global work group continuance, satisfaction, and performance in systems, product and strategy development, and other processes in which status effects and communication issues regularly have negative influences on outcomes. © 2009 M.E. Sharpe, Inc.",Audience response systems; CMC interactivity model (CMCIM); Collaboration; Human-computer interaction (HCI); Interactivity; Large groups; Ultra-lean interactive media; Ultra-lean interactivity,Audience response systems; CMC interactivity model (CMCIM); Collaboration; Human-computer interaction (HCI); Interactivity; Large groups; Ultra-lean interactive media; Ultra-lean interactivity; Communication; Knowledge management; Strategic planning; Human computer interaction,,,,,Brigham Young University,"Acknowledgments: the authors acknowledge funding from the Information Systems Department at Brigham young university. they also appreciate the technical support of california State Polytechnic university, Pomona, and eInstruction Inc., and the feedback from hawaii International conference on System Sciences (hIcSS) conference reviewers and workshop participants at Oklahoma State university. the authors received substantial help from Detmar Straub with the statistical analysis and interpretation. finally, they appreciate extensive reviews and edits from robert Briggs, Marvin Gardner, Sarah Phelps, taylor wells, trent Spaulding, Gunilla a. 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Segreti J.,7005525887;,Review of question and answer session,2009,International Journal of Antimicrobial Agents,34,SUPPL. 1,,S36,S38,,1.0,10.1016/S0924-8579(09)70548-5,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67649173050&doi=10.1016%2fS0924-8579%2809%2970548-5&partnerID=40&md5=17cc8c0192889245a280bd67071cc2e3,"Rush University Medical Center, Rush Medical College, Chicago, IL, United States","Segreti, J., Rush University Medical Center, Rush Medical College, Chicago, IL, United States","Prior to the oral presentations at the Skin and Soft Tissue Infections Workshop the audience was polled to assess the participants' knowledge of the epidemiology and aetiology of skin and soft tissue infections (SSTI) as well as to determine their approach to the treatment of complicated SSTIs (cSSTI). Twenty questions were asked before the presentations and audience members were allowed to answer anonymously using an electronic audience response system. The questions fell into four general categories: aetiology of cSSTI, terminology, epidemiology and treatment. This paper discusses the answers to the questions. © 2009 Elsevier B.V. All rights reserved.",Audience response; Consensus; Epidemiology; Pathogenesis; Poll; Skin and soft tissue infections; Treatment,"antibiotic agent; antiinfective agent; meticillin; polypeptide antibiotic agent; vancomycin; antibiotic sensitivity; article; bacterial skin disease; bacterial strain; clinical feature; clinical trial; communicable disease; disease activity; disease course; disease severity; human; medical education; methicillin resistant Staphylococcus aureus; methicillin resistant Staphylococcus aureus infection; minimum inhibitory concentration; necrotizing fasciitis; nonhuman; pathogenesis; priority journal; soft tissue infection; symptom; Attitude of Health Personnel; Bacterial Infections; Health Knowledge, Attitudes, Practice; Humans; Skin Diseases, Bacterial; Soft Tissue Infections",,"meticillin, 132-92-3, 38882-79-0, 61-32-5; vancomycin, 1404-90-6, 1404-93-9",,,,"Funding: The author received an honorarium for writing this article from the International Society of Chemotherapy via an unrestricted educational grant from Wyeth Pharmaceuticals. Competing interests: JS is on the speakers’ panels and advisory boards of Pfizer, Wyeth and Cubist. Ethical approval: Not required.",,,,,"DiNubile, M.J., Lipsky, B.A., Complicated infections of skin and skin structures: when the infection is more than skin deep (2004) J Antimicrob Chemother, 53 (SUPPL. 2), pp. ii37-ii50; Nichols, R.L., Florman, S., Clinical presentations of soft-tissue infections and surgical site infections (2001) Clin Infect Dis, 33 (SUPPL. 2), pp. S84-S93; Centers for Disease Control, Soft tissue infections among injection drug users - San Francisco, California, 1996-2000 (2001) MMWR Morb Mortal Wkly Rep, 50, pp. 381-384; Rennie, R.P., Jones, R.N., Mutnick, A.H., SENTRY Program Study Group (North America), Occurrence and antimicrobial susceptibility patterns of pathogens isolated from skin and soft tissue infections: report from the SENTRY Antimicrobial Surveillance Program (United States and Canada, 2000) (2003) Diagn Microbiol Infect Dis, 45, pp. 287-293; Moet, G.J., Jones, R.N., Biedenbach, D.J., Stilwell, M.G., Fritsche, T.R., Contemporary causes of skin and soft tissue infections in North America, Latin America, and Europe: report from the SENTRY Antimicrobial Surveillance Program (1998-2004) (2007) Diagn Microbiol Infect Dis, 57, pp. 7-13; Moran, G.J., Krishnadasan, A., Gorwitz, R.J., Fosheim, G.E., McDougal, L.K., Carey, R.B., Meticillin-resistant S. aureus infections among patients in the emergency department (2006) N Engl J Med, 355, pp. 666-674; Eron, L.J., Lipsky, B.A., Low, D.E., Nathwani, D., Tice, A.D., Volturo, G.A., Managing skin and soft tissue infections: expert panel recommendations on key decision points (2003) J Antimicrob Chemother, 52 (SUPPL. 1), pp. i3-17; Hsu, D.I., Hidayat, L.K., Quist, R., Hindler, J., Karlsson, A., Yusof, A., Comparison of method-specific vancomycin minimum inhibitory concentration values and their predictability for treatment outcome of meticillinresistant Staphylococcus aureus (MRSA) infections (2008) Int J Antimicrob Agents, 32, pp. 378-385; Gemmell, C.G., Ford, C.W., Virulence factor expression by Gram-positive cocci exposed to sub-inhibitory concentrations of linezolid (2002) J Antimicrob Chemother, 50, pp. 665-672; Stevens, D.L., Ma, Y., Salmi, D.B., McIndoo, E., McIndoo, E., Wallace, R.J., Bryant, A.E., Impact of antibiotics on expression of virulence-associated exotoxin genes in methicillin-sensitive and methicillin-resistant Staphylococcus aureus (2007) J Infect Dis, 195, pp. 202-211","Segreti, J.; Rush University Medical Center, Rush Medical College, Chicago, IL, United States; email: john_segreti@rush.edu",,,,,,,,09248579,,IAAGE,19560674.0,English,Int. J. Antimicrob. Agents,Article,Final,,Scopus,2-s2.0-67649173050
"Ding L., Reay N.W., Lee A., Bao L.",57201245628;7004248923;57191913226;57203847529;,Are we asking the right questions? Validating clicker question sequences by student interviews,2009,American Journal of Physics,77,7,,643,650,,14.0,10.1119/1.3116093,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67649201280&doi=10.1119%2f1.3116093&partnerID=40&md5=9333901cf633e3c1fc76899d53249b50,"Department of Physics, Ohio State University, Columbus, OH 43210, United States","Ding, L., Department of Physics, Ohio State University, Columbus, OH 43210, United States; Reay, N.W., Department of Physics, Ohio State University, Columbus, OH 43210, United States; Lee, A., Department of Physics, Ohio State University, Columbus, OH 43210, United States; Bao, L., Department of Physics, Ohio State University, Columbus, OH 43210, United States","When answering physics questions, students often have different perspectives than do physics experts. Sometimes this difference does not mean students possess misconceptions, but might indicate that the questions need to be revised. We conducted student interviews to identify and resolve validity issues that stem from the different perspectives of students and question designers. After interviews with 35 student volunteers, we selected 14 verbal and detail-oriented individuals for repeated interviews. Instead of using interviews for soliciting and confirming students' incorrect answers, we conducted interviews as a ""student consultation"" process that revealed validity issues missed by physics experts. A four-stage response model was used to examine student verbal reports, and validity issues corresponding to each of the response stages were uncovered. © 2009 American Association of Physics Teachers.",,,,,,,,,,,,,"Hestenes, D., Wells, M., Swackhamer, G., Beichner, R., Thornton, R., Sokoloff, D., Maloney, D., Ding, L., Force concept inventory (1992) Testing Student Interpretation of Kinematics Graphs, 30 (8), pp. 141-158. , Phys. Teach. 0031-921X 10.1119/1.2343497, ();, "","" Am. J. Phys. 0002-9505 10.1119/1.17449 62 (), 750-762 (1994);, "" Assessing student learning of Newton's laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula,"" Am. J. Phys. 0002-9505 10.1119/1.18863 66 (4), 338-352 (1998);, "" Surveying students' conceptual knowledge of electricity and magnetism,"" Am. J. Phys. 0002-9505 10.1119/1.1371296 69, S12-S23 (2001);, "" Students' understanding of direct current resistive electrical circuits,"" Am. J. 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Instruct., 1, pp. 5-44; Blair, J., Presser, S., Survey procedures for conducting cognitive interviews to pretest questionnaires: A review of theory and practice (1993) Proceedings of the Section on Survey Research Methods of the American Statistical Association, p. 370. , in (ASA, Alexandria, VA),","Ding, L.; Department of Physics, Ohio State University, Columbus, OH 43210, United States",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-67649201280
"Brewe E., Kramer L., O'Brien G.",25653603000;35227537900;7102971121;,Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS,2009,Physical Review Special Topics - Physics Education Research,5,1, 013102,,,,79.0,10.1103/PhysRevSTPER.5.013102,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67650496127&doi=10.1103%2fPhysRevSTPER.5.013102&partnerID=40&md5=e8ea60b7664bd0179dd7f276cb99816c,"Department of Curriculum and Instruction, Florida International University, 11200 SW 8th Street, Miami, FL 33199, United States; Department of Physics, Florida International University, 11200 SW 8th Street, Miami, FL 33199, United States","Brewe, E., Department of Curriculum and Instruction, Florida International University, 11200 SW 8th Street, Miami, FL 33199, United States, Department of Physics, Florida International University, 11200 SW 8th Street, Miami, FL 33199, United States; Kramer, L., Department of Curriculum and Instruction, Florida International University, 11200 SW 8th Street, Miami, FL 33199, United States; O'Brien, G., Department of Curriculum and Instruction, Florida International University, 11200 SW 8th Street, Miami, FL 33199, United States","Among the most surprising findings in Physics Education Research is the lack of positive results on attitudinal measures, such as Colorado Learning Attitudes about Science Survey (CLASS) and Maryland Physics Expectations Survey (MPEX). The uniformity with which physics teaching manages to negatively shift attitudes toward physics learning is striking. Strategies which have been shown to improve conceptual learning, such as interactive engagement and studio-format classes, provide more authentic science experiences for students; yet do not seem to be sufficient to produce positive attitudinal results. Florida International University's Physics Education Research Group has implemented Modeling Instruction in University Physics classes as part of an overall effort toward building a research and learning community. Modeling Instruction is explicitly designed to engage students in scientific practices that include model building, validation, and revision. Results from a preinstruction/ postinstruction CLASS measurement show attitudinal improvements through both semesters of an introductory physics sequence, as well as over the entire two-course sequence. In this Brief Report, we report positive shifts from the CLASS in one section of a modeling-based introductory physics sequence, for both mechanics (N=22) and electricity and magnetism (N=23). Using the CLASS results and follow up interviews, we examine how these results reflect on modeling instruction and the unique student community and population at FIU. © 2009 The American Physical Society.",,,,,,,,,,,,,"Adams, W.K., Perkins, K.K., Podelefsky, N.S., Dubson, M., Finkelstein, N.D., Wieman, C.E., New instrument for measuring students beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey (2006) Phys. Rev. ST Phys. Educ. Res., 2, p. 010101. , 10.1103/PhysRevSTPER.2.010101; Redish, E.F., Saul, J.M., Steinberg, R.N., Student expectations in introductory physics (1998) Am. J. Phys., 66, p. 212. , 10.1119/1.18847; Halloun, I.A., (1996), International Conference on Undergraduate Physics Education, College Park; Elby, A., (1998), http://www2.physics.umd.edu/~elby/EBAPS/home.htm; Chi, M.T.H., Feltovich, P.J., Glaser, R., Categorization and representation of physics problems by experts and novices (1981) Cogn. Sci., 5, p. 121; Larkin, J.H., McDermott, J., Simon, D.P., Simon, H.A., Expert and novice performance in solving physics problems (1980) Science, 208, p. 1335. , 10.1126/science.208.4450.1335; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, p. 64. , 10.1119/1.18809; Wilson, J.M., The CUPLE Physics Studio (1994) Physics teacher, 32 (9), p. 518; (1996) National Science Education Standards, , National Research Council, National Academy Press, Washington, DC; Otero, V.K., Gray, K.E., Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum (2008) Phys. Rev. ST Phys. Educ. Res., 4, p. 020104. , 10.1103/PhysRevSTPER.4.020104; Redish, E.F., Hammer, D., ; CHEPREO NSF Grant No. 0312038; FIU PhysTEC Project supported by AAPT, AIP, and APS; SEAMS, U.S. Dept. of Ed. Grant No. P120A050085; Hestenes, D., Jackson, J., (2000); Desbien, D.M., (2002), Ph.D. Unpublished Disseratation, Arizona State University; Brewe, E., Modeling theory applied: Modeling instruction in introductory physics (2008) Am. J. Phys., 76, p. 1155. , 10.1119/1.2983148; Hestenes, D., Toward a modeling theory of physics instruction (1987) Am. J. Phys., 55, p. 440. , 10.1119/1.15129; Adams, W.K., Perkins, K.K., ","Brewe, E.; Department of Curriculum and Instruction, Florida International University, 11200 SW 8th Street, Miami, FL 33199, United States; email: eric.brewe@fiu.edu",,,,,,,,15549178,,,,English,Phys. Rev. Spec. Top. Phys. Educ. Res.,Article,Final,Open Access,Scopus,2-s2.0-67650496127
"Li H., Kwon D.H., Chen D., Chiu Y.",57196359790;57206242495;7405452600;7202775698;,A fast digital predistortion algorithm for radio-frequency power amplifier linearization with loop delay compensation,2009,IEEE Journal on Selected Topics in Signal Processing,3,3,,374,383,,42.0,10.1109/JSTSP.2009.2020562,https://www.scopus.com/inward/record.uri?eid=2-s2.0-66949130739&doi=10.1109%2fJSTSP.2009.2020562&partnerID=40&md5=8554e801b2958b5aa6d250c7a68d4ea5,"Department of Electrical and Computer Engineering, University of Illinois at Urbana-Champaign, Urbana-Champaign, IL 61820, United States; Modern Physics Department, University of Science and Technology of China, Hefei, Anhui, China","Li, H., Department of Electrical and Computer Engineering, University of Illinois at Urbana-Champaign, Urbana-Champaign, IL 61820, United States, Modern Physics Department, University of Science and Technology of China, Hefei, Anhui, China; Kwon, D.H., Department of Electrical and Computer Engineering, University of Illinois at Urbana-Champaign, Urbana-Champaign, IL 61820, United States; Chen, D., Department of Electrical and Computer Engineering, University of Illinois at Urbana-Champaign, Urbana-Champaign, IL 61820, United States; Chiu, Y., Department of Electrical and Computer Engineering, University of Illinois at Urbana-Champaign, Urbana-Champaign, IL 61820, United States","An adaptive, digital, baseband predistortion (PD) algorithm that compensates for the memoryless nonlinearities of radio-frequency (RF) power amplifiers (PAs) for wireless systems using non-constant-envelop modulation schemes is presented. Compared with the conventional, complex-gain predistorters based on lookup tables (LUTs), the proposed direct-learning, multilevel lookup table (ML-LUT) approach assisted by a hardware-efficient loop delay compensation scheme achieves a significant reduction in convergence time and an improvement in linearization accuracy in the presence of an unknown loopback delay. The experimental results in an FPGA prototyping platform show that the fast adaptation speed enables the predistorter to track time-varying PA nonlinearities as fast as in the tens of kilohertz range, constituting a potential solution for highly efficient PAs in mobile handsets. © 2009 IEEE.",Baseband; Digital predistortion; Lookup table; Loop delay compensation,Base bands; Baseband; Convergence time; Digital predistortion; Digital-predistortion algorithms; Fast adaptations; FPGA prototyping; Lookup table; Loop delay; Loop delay compensation; Memoryless nonlinearities; Mobile handsets; Modulation schemes; Non-Linearity; Potential solutions; Pre-distortion; Predistorter; Predistorters; Radio frequency power; Time varying; Wireless systems; Digital radio; Education; Linearization; Power amplifiers; Radio frequency amplifiers; Table lookup,,,,,China Scholarship Council,"Manuscript received June 13, 2008; revised March 05, 2009. Current version published May 15, 2009. This work was supported in party by the China Scholarship Council. The associate editor coordinating the review of this manuscript and approving it for publication was Prof. Naofal Al-Dhahir.",,,,,"Dawson, J.L., Lee, T.H., Automatic phase alignment for a fully integrated Cartesian feedback power amplifier system (2003) IEEE J. Solid-State Circuits, 38 (12), pp. 2269-2279. , Dec; Hsieh, C., Chan, S., A feedforward S-Band MIC amplifier system (1976) IEEE J. Solid-State Circuits, SC-11 (2), pp. 271-278. , Apr; Deng, J., Gudem, P.S., Larson, L.E., Kimball, D.F., Asbeck, P.M., A SiGe PA with dual dynamic bias control and memoryless digital predistortion for WCDMA handset applications (2006) IEEE J. Solid-State Circuit, 41 (5), pp. 1210-1221. , May; Ahmed, A., Abdalla, M.O., Mengistu, E.S., Kompa, G., Power amplifier modeling using memory polynomial with non-uniform delay taps (2004) Proc. IEEE 34th European Microwave Conf. Proc, pp. 1457-1460. , Amsterdam, The Netherlands, Oct; Kwon, D.H., Li, H., Chiu, Y., Adaptive digital techniques for efficiency and linearity enhancement of CMOS RF power amplifiers (2008) IEEE VLSI-DAT, , Apr, to be published; Besbes, H., Le-Ngoc, T., Lin, H., A fast adaptive polynomial predistorter for power amplifiers (2001) Proc. IEEE Global Telecomm. Conf, 1, pp. 659-663. , Jul; Nagata, Y., Linear amplification technique for digital mobile communication (1989) Proc. IEEE Veh. Technol. Conf, pp. 159-164. , San Francisco, CA, May; Cavers, J.K., Amplifier linearization using a digital predistorter with fast adaptation and low memory requirements (1990) IEEE Trans. Veh. Technol, 39 (4), pp. 374-382. , Nov; Muhonen, K.J., Kavehrad, M., Krishnamoorthy, R., Look-up table technique for adaptive digital predistortion: A development and comparison (2000) IEEE Trans. Veh. Technol, 49 (9), pp. 1995-2002. , Sep; Rafik, Z., Ridha, B., A neural network pre-distorter for the compensation of HPA nonlinearity: Application to satellite communications (2007) Proc. IEEE CCNC, pp. 465-469. , Jan; Durney, H., Sala, J., CDF estimation for predistortion of non-linear high power amplifiers (2002) IEEE Int. Conf. Acoust., Speech, Signal Process, 3, pp. 2545-2548. , May; Huang, D., Huang, X., Leung, H., Nonlinear compensation of high power amplifier distortion for communication using a histogram-based method (2006) IEEE Tran. Signal Process, 54 (11), pp. 4343-4351. , Nov; Lee, K.C., Gardner, P., Comparison of different adaptation algorithms for adaptive digital predistortion based on EDGE standard (2001) IEEE MTT-S Int. Microwave Symp. Dig, 2, pp. 1353-1356. , May; Wesolowski, K., Efficient algorithm for adjustment of adaptive predistorter in OFDM transmitter (2000) Proc. IEEE Veh. Technol. Conf, 5, pp. 24-28. , Sep; (2002), Intersil Inc, ILS5239 datasheet, Jul; (2008), Texas Instruments Inc, GC5322 datasheet, Mar; (2006), PMC-Sierra Inc, PM7820 product brief; (2007) OP4400 product brief, , Optichron, Inc, Sep; Jardin, P., Baudoin, G., Filter lookup table method for power amplifier linearization (2007) IEEE Trans. Veh. Technol, 56 (3), pp. 1076-1087. , May; Chen, H.H., Lin, C.H., Huang, P.C., Chen, J.T., Joint polynomial and look-up table predistortion power amplifier linearization (2006) IEEE Trans. Circuits and Systems II, 53 (8), pp. 612-616. , Aug; Jeon, W.G., Chang, K.H., Cho, Y.S., An adaptive data predistorter for compensation of nonlinear distortion in OFDM system (1997) IEEE Trans. Commun, 45 (10), pp. 1167-1171. , Oct; Jin, M., Kim, S., Ahn, D., Oh, D.-G., Kim, J.M., A fast LUT predistorter for power amplifier in OFDM systems (2003) IEEE PIMRC, 2, pp. 1894-1897. , Sep; Wesolowski, K., Pochmara, J., Efficient algorithm for adjustment of adaptive predistroter in OFDM transmitter (2000) Proc. IEEE VTC, 5, pp. 24-28. , Sep; Naskas, N., Papananos, Y., Non-iterative adaptive baseband predistorter for PA linearisation (2005) IEE Proc.-Microw. Antennas Propag, 152 (2), pp. 103-110. , April; Wright and W. Durtler, Experimental performance of an adaptive digital linearized power amplifier, IEEE Trans. Veh. Technol., 41, no. 4, pp. 395-400, Nov. 1992; Kim, D., Lee, S., Analysis and design of an adaptive polynomial predistorter with the loop delay estimator (2002) Microw. Opt. Technol. Lett, 34 (2), pp. 117-121. , Jul; Tang, S., Gong, K., Wang, J., Peng, K., Pan, C., Yang, Z., Loop delay correction for adaptive digital linearization of power amplifiers (2007) IEEE WCNC, pp. 1987-1990. , Mar; Cavers, J.K., Optimum table spacing in predistorting amplifier linearizers (1999) IEEE Trans. Veh. Technol, 48 (5), pp. 1699-1705. , Sep; Haykin, S., (2002) Adaptive Filter Theory, , 4th ed. Upper Saddle River, NJ: Prentice-Hall; Erup, L., Gardner, F.M., Harris, R.A., Interpolation in digital modems-Part II: Implementation and performance (1992) IEEE Trans. Commun, 41 (6), pp. 998-1008. , Jun; White, M., Mack, I., Borsuk, G., Lampe, D., Kub, E., Charge-coupled device(CCD) adaptive discrete analog signal processing (1979) IEEE Trans. Commun, 27 (2), pp. 390-405; Deivasigamani, L., A fast clipped-data LMS algorithm (1982) IEEE Trans. Acoust., Speech and Signal Process, 30, pp. 648-649","Li, H.; Department of Electrical and Computer Engineering, University of Illinois at Urbana-Champaign, Urbana-Champaign, IL 61820, United States; email: haoli@illinois.edu",,,,,,,,19324553,,,,English,IEEE J. Sel. Top. Sign. Proces.,Article,Final,,Scopus,2-s2.0-66949130739
"Dissanaike S., Berry M., Ginos J., Paige R., McNabb W., Griswold J.",8540945700;40260981600;40261511500;40262329400;40262125700;7006687979;,"Variations in the perception of trauma-related complications between attending surgeons, surgery residents, critical care nurses, and medical students",2009,American Journal of Surgery,197,6,,764,768,,6.0,10.1016/j.amjsurg.2008.05.015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67349277259&doi=10.1016%2fj.amjsurg.2008.05.015&partnerID=40&md5=5c991a3613dad4d7bb01ea419cf29a4f,"Department of Surgery, Texas Tech University Health Sciences Center, Lubbock, TX, United States","Dissanaike, S., Department of Surgery, Texas Tech University Health Sciences Center, Lubbock, TX, United States; Berry, M., Department of Surgery, Texas Tech University Health Sciences Center, Lubbock, TX, United States; Ginos, J., Department of Surgery, Texas Tech University Health Sciences Center, Lubbock, TX, United States; Paige, R., Department of Surgery, Texas Tech University Health Sciences Center, Lubbock, TX, United States; McNabb, W., Department of Surgery, Texas Tech University Health Sciences Center, Lubbock, TX, United States; Griswold, J., Department of Surgery, Texas Tech University Health Sciences Center, Lubbock, TX, United States","Background: The morbidity and mortality conference (M&M) is a key component of the performance improvement process. The audience response system (ARS) has been shown to improve audience participation and promote more truthful responses in various settings. We implemented the ARS in our trauma M&M and evaluated the responses we received from different categories of participants. Methods: This was a prospective observational study undertaken between November 2006 and July 2007. Cases were graded based on the American College of Surgeons scoring system. We evaluated the responses of attending surgeons, residents, critical care nurses, and medical students using the ARS. Results: We had 695 responses for complications and 936 responses for deaths. Residents consistently scored complications as more severe than other groups (P = .03). There was no difference in the scoring of deaths. Conclusions: Surgical residents assign higher severity to trauma-related complications than other groups when using an anonymous automated scoring system. © 2009 Elsevier Inc. All rights reserved.",Audience response system; Complication scoring systems; Resident education; Trauma morbidity; Trauma mortality,"article; death; human; injury; intensive care nursing; medical student; nurse; observational study; postoperative complication; priority journal; prospective study; resident; scoring system; surgeon; Critical Care; Education, Medical; General Surgery; Internship and Residency; Medical Staff, Hospital; Nursing Staff, Hospital; Prospective Studies; Severity of Illness Index; Students, Medical; Wounds and Injuries",,,,,,,,,,,"(1999) Resources for optimal care of the injured patient. Chicago, IL, pp. 73-75. , Committee on Trauma American College of Surgeons; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Med Teach, 22, pp. 237-239; Pradhan, A., Sparano, D., Ananth, C.A., The influence of an audience response system on knowledge retention: an application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Schackow, T.E., Chavez, M., Loya, L., Audience response system: effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Med Educ, 38, pp. 545-576; Jacobs, D.G., Sarafin, J.L., Huynh, T., Audience response system technology improves accuracy and reliability of trauma outcome judgments (2006) J Trauma, 61, pp. 135-143; (2003) Trauma Outcomes and Performance Improvement Course, pp. 1-4. , Society of Trauma Nurses, Lexington, KY Module 5; Clavien, P.A., Sanabria, J.R., Strasberg, S.M., Proposed classification of complications of surgery with examples of utility in cholecystectomy (1991) Surgery, 111, pp. 518-526; (2006) Resources for optimal care of the injured patient. Chicago, IL, pp. 106-108. , Committee on Trauma American College of Surgeons","Dissanaike, S.; Department of Surgery, Texas Tech University Health Sciences Center, Lubbock, TX, United States; email: sharmila.dissanaike@ttuhsc.edu",,,,,,,,00029610,,AJSUA,19217600.0,English,Am. J. Surg.,Article,Final,,Scopus,2-s2.0-67349277259
"Yang S.-Q., Dai B.-Q., Xu M.-Q., Liu Q.-S.",24802824600;7101922327;56390189500;55712146000;,Speaker verification based on adapted Gaussian mixture model feature mapping,2009,Moshi Shibie yu Rengong Zhineng/Pattern Recognition and Artificial Intelligence,22,3,,417,421,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-68049108254&partnerID=40&md5=683323016ee61845462ce93d1de5bf61,"Department of Electronic Science and Technology, University of Science and Technology of China, Hefei 230027, China","Yang, S.-Q., Department of Electronic Science and Technology, University of Science and Technology of China, Hefei 230027, China; Dai, B.-Q., Department of Electronic Science and Technology, University of Science and Technology of China, Hefei 230027, China; Xu, M.-Q., Department of Electronic Science and Technology, University of Science and Technology of China, Hefei 230027, China; Liu, Q.-S., Department of Electronic Science and Technology, University of Science and Technology of China, Hefei 230027, China","To mitigate the channel effect of the handset speaker recognition system, a feature mapping (FM) method is proposed to eliminate the channel variability. Gaussian mixture model (GMM) is used to establish a channel-independent voice model, and the channel-dependent voice models are derived from the GMM using a well-known maximum a posteriori (MAP) adaptation algorithm. The difference of clustering gaussians describes the channel variability for different voice. The mismatch between train and test is compensated by mapping channel rules. Experimental results on NIST99 and 2004 SRE database show that the system performance can be increased by 14.7% and 15.18% by the proposed approach.",Channel mapping rules; Channel mismatch; Feature mapping (FM); Maximum a posteriori (MAP); Speaker verification,Channel mapping rules; Channel mismatch; Feature mapping (FM); Maximum a posteriori (MAP); Speaker verification; Blind source separation; Communication channels (information theory); Magnetostrictive devices; Object recognition; Speech recognition; Mapping,,,,,,,,,,,"Reynolds, D.A., Quatieri, T.F., Dunn, R.B., Speaker verification using adapted Gaussian mixed models (2000) Digital Signal Processing, 10 (1-3), pp. 19-41; Teuern, R., Shashahani, B., Heck, L., A model-based transformational approach to robust speaker recognition (2000) Proc of the 6th International Conference on Spoken Language Processing, 2, pp. 495-498. , Beijing, China; Reynolds, D.A., Comparison of background normalization methods for text-independent speaker verification (1997) Proc of the European Conference on Speech Communication and Technology, pp. 963-966. , Rhodes, Greece; Atal, B.S., Effectiveness of linear prediction characteristics of the speech wave for automatic speaker identification and verification (1974) Journal of the Acoustical Society of America, 55 (6), pp. 1304-1312; You, K.H., Wang, H.C., Robust features derived from temporal trajectory filtering for speech recognition under the corruption of additive and convolutional noises (1998) Proc of the International Conference on Acoustics, Speech and Signal Processing, pp. 577-580. , Seattle, USA; Reynolds, D.A., Channel robust speaker verification via feature mapping (2003) Proc of the International Conference on Acoustics, Speech and Signal Processing, 2, pp. 53-56. , Hongkong, China; The NIST Year 2004 speaker recognition evaluation plan (2004), http://www.nist.gov/speech/tests/spk/2004/sre-04-evalplan-v9.pdf, NIST; Yiu, K.K., Mark, M.W., Kung, S.Y., A GMM-based handset selector for channel mismatch compensation with applications to speaker identification (2001) Proc of the 2nd IEEE Pacific-Rim Conference on Multimedia, pp. 1132-1137. , Beijing, China; Hautamäki, V., Kinnunen, T., Kärkkäinen, I., Maximum a posteriori adaptation of the centroid model for speaker verification (2007) IEEE Signal Processing Letters, 15 (1), pp. 162-165; Deng, J., Zheng, T.F., Wu, W., Session variability subspace projection based model compensation for speaker verification (2004) Proc of the International Conference on Acoustics, Speech and Signal Processing, 4, pp. 47-50. , Honolulu, USA","Dai, B.-Q.; Department of Electronic Science and Technology, University of Science and Technology of China, Hefei 230027, China; email: bqdai@ustc.edu.cn",,,,,,,,10036059,,MRZHE,,Chinese,Moshi Shibie yu Rengong Zhineng,Article,Final,,Scopus,2-s2.0-68049108254
"Sabry K., Alshawi S.",56060393000;8558821400;,Information systems for higher education: Interactive design perspective,2009,"Transforming Government: People, Process and Policy",3,2,,163,180,,3.0,10.1108/17506160910960559,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70249131192&doi=10.1108%2f17506160910960559&partnerID=40&md5=516e439c62e8e9b1558413a20e7461b2,"Department of Management Information Systems, Al-Ain University, Al-Ain, United Arab Emirates; Brunel Business School, Brunel University, Middlesex, United Kingdom","Sabry, K., Department of Management Information Systems, Al-Ain University, Al-Ain, United Arab Emirates; Alshawi, S., Brunel Business School, Brunel University, Middlesex, United Kingdom","Purpose: This paper aims to highlight some learning and teaching challenges in relation to universities and colleges in the Gulf region, including students' learning preferences, and cultural aspects. It explores the sequential-global learning styles profile of undergraduate students as part of a continuous research in Information Systems Design with a particular focus on the design of Interactive Learning Systems (ILS). Design/methodology/approach: The paper examines the learning style profile of undergraduate students for a cohort of Management Information Systems at a regional university in the UAE. It uses the Index of learning styles instrument as a tool for measuring the sequential-global learning styles dimension. Also, the paper conducts a literature review of different aspects related to current challenges facing undergraduate students in the Gulf region as well as design principles related to the interactivity of learning systems. Findings: The results show overall equal tendency towards both the sequential and global styles, different from a previous paper conducted in UK university. The paper highlights some students' differences that should be catered for in ILS design. Originality/value: The paper is expected to provide further insights into some of the challenges facing many students doing their undergraduate degrees as well as the importance of a carefully balanced design of ILS (balance and bend model) to cater for students' different preferences and needs. A discussion and recommendations on how these findings can be reflected on the design of ILS are provided. © Emerald Group Publishing Limited.",Interactive devices; Learning styles,,,,,,,,,,,,"Al-Khateeb, H., Gender differences in mathematics achievement among high school students in the United Arab Emirates, 1991-2000, School Science and Mathematics Association (2001), http://findarticles.com/p/articles/mi_qa3667/is_200101/ai_n8941584/print, available at:, (accessed December 2008); Al-Khatib, S., Congruence of Holland's theory of vocational and work environments with GPA of college students in UAE (2007) Psychological Reports, 100, pp. 1189-200; Al-Ahliyya Amman University signs partnership agreement with Universal Knowledge Solutions to establish an eLearning center of excellence (2006), www.ameinfo.com/77663.html, Ame Info, available at:, February 12, 2006 (accessed December 2008); Baldwin, L.P., Sabry, K., Learning styles for interactive learning systems (2003) Innovations in Education and Teaching International (IETI), 40 (4), pp. 325-40; 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(Eds), paper presented at AI-ED'97 Conference, Kobe, IOS Press, Amsterdam","Sabry, K.; Department of Management Information Systems, Al-Ain University, Al-Ain, United Arab Emirates; email: khal_sabry@yahoo.co.uk",,,,,,,,17506166,,,,English,Trans. Gov. People Process Policy,Article,Final,,Scopus,2-s2.0-70249131192
"Weerts S.E., Miller D., Altice A.",8410584200;55494865300;26532419600;,"""Clicker"" Technology Promotes Interactivity in an Undergraduate Nutrition Course",2009,Journal of Nutrition Education and Behavior,41,3,,227,228,,7.0,10.1016/j.jneb.2008.08.006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-65349141200&doi=10.1016%2fj.jneb.2008.08.006&partnerID=40&md5=7cb855005a394423280fd01bb6623dff,"University of North Florida, Jacksonville, FL, United States","Weerts, S.E., University of North Florida, Jacksonville, FL, United States; Miller, D., University of North Florida, Jacksonville, FL, United States; Altice, A., University of North Florida, Jacksonville, FL, United States",[No abstract available],,article; education; educational technology; health education; health promotion; human; methodology; nutritional science; psychological aspect; student; teaching; Computer-Assisted Instruction; Educational Measurement; Educational Technology; Health Education; Health Promotion; Humans; Nutritional Sciences; Students; Teaching,,,,,,,,,,,"National Research Council, (2000) How People Learn: Brain, Mind, Experience, and School, , National Academies Press, Washington, DC; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: an assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52, pp. 345-351; Fitch, J.J., Student feedback in the college classroom: a technology solution (2004) Educ Technol Res Dev, 52, pp. 71-81; Hoffman, C., Goodwin, S., A clicker for your thoughts: technology for active learning (2006) New Library World, 107, pp. 422-433; Duncan, D., (2005) Clickers in the Classroom, , Benjamin Cummings, San Francisco, CA; Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R., (1956) Taxonomy of Educational Objectives: Handbook I, The Cognitive Domain, , David McKay Company, New York, NY; Zhu, E., (2007) Teaching with clickers. CRLT Occasional Paper No. 22, , The University of Michigan, Ann Arbor, MI; Caldwell, J., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Science Education, 6, pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, Available at: http://www.lifescied.org/cgi/reprint/6/1/9. Accessed March 6, 2009","Weerts, S.E.; University of North Florida, Jacksonville, FL, United States; email: sweerts@unf.edu",,,,,,,,14994046,,,19411058.0,English,J. Nutr. Educ. Behav.,Article,Final,,Scopus,2-s2.0-65349141200
"Fernström A.-L., Fredlund H., Spångberg M., Westlund K.",22953199900;36859889900;26650238000;7006054233;,Positive reinforcement training in rhesus macaques-training progress as a result of training frequency,2009,American Journal of Primatology,71,5,,373,379,,21.0,10.1002/ajp.20659,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67449102549&doi=10.1002%2fajp.20659&partnerID=40&md5=0324486993844fa7e791c68ef3c79083,"Swedish Institute for Infectious Disease Control, Solna, Sweden; Swedish Institute for Infectious Disease Control, Solna,171 82, Sweden","Fernström, A.-L., Swedish Institute for Infectious Disease Control, Solna, Sweden; Fredlund, H., Swedish Institute for Infectious Disease Control, Solna, Sweden; Spångberg, M., Swedish Institute for Infectious Disease Control, Solna, Sweden; Westlund, K., Swedish Institute for Infectious Disease Control, Solna, Sweden, Swedish Institute for Infectious Disease Control, Solna,171 82, Sweden","Positive reinforcement training (PRT) efficiency was examined as a function of training frequency in 33 pair- or triple-housed female rhesus macaques. The animals were trained three times a week, once a day or twice a day, using PRT and a clicker as a secondary reinforcer. All animals were trained on 30 sessions, with an average of 5 min per training session per animal. The behaviors, trained in succession, were Targeting (reliably touching and following a Target); Collaborating (dominant animals allowing subordinates to train while stationing); Box-training (accepting being enclosed in a small compartment while responding to Target training) and initial Injection training. Fulfilled criteria for Targeting were obtained in 32/33 animals in a median of nine training sessions. Collaboration was obtained in 27/33 animals in a median of 15 training sessions. However, only four animals completed Box-training during the 30 training sessions and started Injection training. When comparing training success in terms of number of training sessions, training twice a day was less efficient than the other two treatments. In terms of daily progress, our results suggest that from a management perspective, daily training is more conducive to quick training success than thrice weekly training. In addition, in this study no further advantages could be gained from training twice a day. © 2009 Wiley-Liss, Inc.",Efficiency; Positive reinforcement training; Primate; PRT; Rhesus macaque; Training frequency,"efficiency measurement; management practice; primate; Animalia; Macaca; Macaca mulatta; Primates; animal; animal behavior; article; female; instrumental conditioning; Macaca; nonparametric test; psychological aspect; reinforcement; Animals; Behavior, Animal; Conditioning, Operant; Female; Macaca mulatta; Reinforcement (Psychology); Statistics, Nonparametric",,,,,,,,,,,"Bassett, L., Effects of training on stress-related behaviour of the common marmoset (Callithrix jacchus) in relation to coping with routine husbandry procedures (2003) J Appl Anim Welf Sci, 6, pp. 221-233; Coleman, K., Tully, L.A., McMillan, J.L., Temperament correlates with training success in adult rhesus macaques (2005) Am J Primatol, 65, pp. 63-71; Coleman, K., Pranger, L., Maier, A., Lambeth, S.P., Perlman, J.E., Thiele, E., Schapiro, S., Training rhesus macaques for venipuncture using positive reinforcement techniques: A comparison with chimpanzees (2008) J Am Assoc Lab Anim Sci, 47, pp. 37-41; Desmond, T., Laule, G., Use of positive reinforcement in the management of species for reproduction (1994) Zoo Biol, 13, pp. 471-477; Drea, C.M., Wallen, K., Low-status monkeys ''play dumb'' when learning in mixed social groups (1999) Proc Natl Acad Sci USA, 96, pp. 12965-12969; Laule, G., The use of behavioural management techniques to reduce or eliminate abnormal behaviour (1993) Anim Welf Inf Cent Newsl, 4, pp. 8-11; Laule, G.E., Bloomsmith, M.A., Schapiro, S.J., The use of positive reinforcement training techniques to enhance the care, management, and welfare of primates in the laboratory (2003) J Appl Anim Welf Sci, 6, pp. 163-173; McKinley, J., Buchanan-Smith, H.M., Bassett, L., Training common marmosets (Callithrix jacchus) to cooperate during routine laboratory procedures: Ease of training and time investments (2003) J Appl Anim Welf Sci, 6, pp. 209-220; Perlman, J.E., Thiele, E., Whittaker, M.A., Lambeth, S.P., Schapiro, S.J., Training chimpanzees to accept subcutaneous injections using positive reinforcement techniques (2004) Am J Primatol, 62, p. 96; Prescott, M.J., Bowell, V.A., Buchanan-Smith, H.M., Training of laboratory-housed non-human primates, part 2: Resources for developing and implementing training programs (2005) Anim Technol Welf, 4, pp. 133-148; Reinhardt, V., Impact of venipuncture on physiological research conducted in conscious macaques (1991) J Exp Anim Sci, 34, pp. 212-217; Richards, B., Owen, L., Mullins-Cordier, S., Sellin, R., (2001) The lesser-known ape: Husbandry training with gibbons and siamangs, pp. 107-111. , Brookfield, Il: Chicago Zoological Society. p; Savastano, G., Hanson, A., McCann, C., The development of an operant conditioning training program for the new world primates at the Bronx zoo (2003) J Appl Anim Welf Sci, 6, pp. 247-261; Schapiro, S.J., Perlman, J.E., Boudreau, B.A., Manipulating the affiliative interactions of group-housed rhesus macaques using positive reinforcement training techniques (2001) Am J Primatol, 55, pp. 137-149; Schapiro, S.J., Bloomsmith, M.A., Laule, G.E., Positive reinforcement training as a technique to alter nonhuman primates' behaviour: Quantitative assessments of effectiveness (2003) J Appl Anim Welf Sci, 6, pp. 175-187; Schapiro, S.J., Perlman, J.E., Thiele, E., Lambeth, S., Training nonhuman primates to perform behaviours useful in biomedical research (2005) Lab Anim (NY), 34, pp. 37-42; Vertein, R., Reinhardt, V., Training female rhesus monkeys to cooperate during in-homecage venipuncture (1989) Lab Primates Newsl, 28, pp. 1-3; Videan, E.N., Fritz, J., Murphy, J., Borman, R., Smith, H., Howell, S., Training captive chimpanzees to cooperate for an anaesthetic injection (2005) Lab Anim (NY), 34, pp. 43-48; Walker, M.P., Stickgold, R., Sleep-dependant learning and memory consolidation (2004) Neuron, 44, pp. 121-133; Wixted, J.T., The psychology and neuroscience of forgetting (2004) Annu Rev Psychol, 55, pp. 235-264; Wynne, C.D.L., A natural history of explicit learning and memory (1998) Implicit and explicit mental processes, pp. 255-269. , Kirsner K, Speelman C, Maykery M, O'Brian- Malone A, editors, London: Laurence Erlbaum Associates. p; Young, R.J., Cipestre, C.F., Applying animal learning theory: Training captive animals to comply with veterinary and husbandry procedures (2004) Anim Welf, 13, pp. 225-232; Zentall, T.R., Imitation in animals: Evidence, function, and mechanims (2001) Cybern Syst, pp. 53-96","Westlund, K.; Swedish Institute for Infectious Disease Control, Solna,171 82, Sweden; email: karolina.westlund@smi.se",,,,,,,,02752565,,AJPTD,19195008.0,English,Am. J. Primatol.,Article,Final,,Scopus,2-s2.0-67449102549
"Beatty I.D., Gerace W.J.",11539428300;22967064200;,Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology,2009,Journal of Science Education and Technology,18,2,,146,162,,83.0,10.1007/s10956-008-9140-4,https://www.scopus.com/inward/record.uri?eid=2-s2.0-64549150952&doi=10.1007%2fs10956-008-9140-4&partnerID=40&md5=df8f4ed37a2734a2bd93e80b2461da71,"Scientific Reasoning Research Institute, University of Massachusetts, Amherst, MA, United States; Department of Physics and Astronomy, University of North Carolina, 321 Petty Bldg., Greensboro, NC 27402-6170, United States","Beatty, I.D., Scientific Reasoning Research Institute, University of Massachusetts, Amherst, MA, United States, Department of Physics and Astronomy, University of North Carolina, 321 Petty Bldg., Greensboro, NC 27402-6170, United States; Gerace, W.J., Scientific Reasoning Research Institute, University of Massachusetts, Amherst, MA, United States, Department of Physics and Astronomy, University of North Carolina, 321 Petty Bldg., Greensboro, NC 27402-6170, United States","Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers ""bridge the gap"" between educational research findings and practical, flexible classroom strategies for science instruction.",Classroom response system; Educational technology; Formative assessment; Pedagogy,,,,,,"DUE-9453881, ESI-9730438

TPC-0456124

DUE-9453881, TPC-0456124, ESI-9730438","Classtalk was the first modern, commercially available CRS (Abrahamson 2006). In 1993, we and our colleagues in the UMass Physics Education Research Group (UMPERG) began using Classtalk at UMass. Shortly thereafter, instructors from other departments began using our Classtalk system with our support and mentoring. From 1994 to 1997, UMPERG spearheaded a multi-university research project to refine and test Classtalk in collaboration with the system’s creator, Better Education Inc.1 As part of this project, we applied then-current knowledge from physics education research in order to develop pedagogical methods and curriculum for teaching university physics with a CRS (Dufresne et al. 1996; Mestre et al. 1997; Wenk et al. 1997). In 1999, the UMass Amherst Department of Biology received funding from the Pew Foundation to redesign their entire introductory biology course sequence, including making CRS use (first Classtalk, later Interwrite PRS) integral to lectures (Phillis 2005). The project was highly successful, and inspired a subsequent UMass Amherst project to introduce CRS use to large lecture courses in five new academic departments and to establish Interwrite PRS as an officially supported learning technology on campus. Members of UMPERG have continued to advise and mentor UMass Amherst instructors in the use of a CRS, both informally and through programs like the PRS Best Practice Fellows working group (Garner et al. 2008).","1TTECCS: Transforming Technical Education with a Classroom Communication System, U.S. National Science Foundation grant DUE-9453881. 2 A2L: Assessing-to-Learn Physics, U.S. National Science Foundation grant ESI-9730438. 3TLT: Teacher Learning of Technology-Enhanced Formative Assessment, US National Science Foundation grant TPC-0456124.","Acknowledgments Preparation of this manuscript and development of the ideas described have been supported in part by US National Science Foundation grants DUE-9453881, ESI-9730438, and TPC-0456124. 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Leonard, W.J., Gerace, W.J., Dufresne, R.J., Questions first (Q1st): The challenges, benefits, drawbacks, and results of asking students questions prior to formal instruction (2001) Proceedings of the 2001 Physics Education Research Conference, pp. 41-44; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall Upper Saddle River; McNeal, A., D'Avanzo, C., (1997) Student-active Science: Models of Innovation in Undergraduate Science Teaching, , Saunders College Publishing Orlando; Mestre, J.P., Gerace, W.J., Dufresne, R.J., Leonard, W.J., Promoting active learning in large classes using a classroom communication system (1997) The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, pp. 1019-1036. , Redish EF, Rigden JS (eds) American Institute of Physics, Woodbury; Mortimer, E.F., Scott, P.H., (2003) Meaning Making in Secondary Science Classrooms, , Open University Press Maidenhead; Phillis, R., (2005) University of Massachusetts Amherst: Introductory Biology, , http://www.center.rpi.edu/PCR/R2/UMA/UMA_Home.htm, The National Center for Academic Transformation web site: Retrieved 9 October 2008; Posner, G.J., Strike, K.A., Hewson, P.W., Gertzog, W.A., Accommodation of a scientific conception: Toward a theory of conceptual change (1982) Sci Educ, 66 (2), pp. 211-227; Ramaprasad, A., On the definition of feedback (1983) Behav Sci, 28 (1), pp. 4-13; Reay, N.W., Bao, L., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2006) Am J Phys, 73 (6), pp. 554-558; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) Am J Phys, 76 (2), pp. 171-178; Redish, E.F., A theoretical framework for physics education research: Modeling student thinking (2003) Proceedings of the Varenna Summer School, , Vicentinni M, Redish EF (eds) ""Enrico Fermi"" Course CLVI. IOS Press, Amsterdam; Roschelle, J., Abrahamson, L.A., Penuel, W.R., Integrating classroom network technology and learning theory to improve classroom science learning: A literature synthesis (2004) Annual Meeting of the American Educational Research Association, , Paper Presented at the San Diego; Roschelle, J., Penuel, W.R., Abrahamson, L.A., Classroom response and communication systems: Research review and theory (2004) Annual Meeting of the American Educational Research Association, , Paper Presented at the San Diego; Sadler, R., Formative assessment and the design of instructional systems (1989) Instr Sci, 18 (2), pp. 119-144; Scherr, R.E., Modeling student thinking: An example from special relativity (2007) Am J Phys, 75 (3), pp. 272-280; Schunk, D.H., Ertmer, P.A., Boekaerts, M., Pintrich, P.R., Zeidner, M., Self-regulation and academic learning (2000) Handbook of Self-regulation, pp. 631-650. , Academic Press San Diego; Schwartz, D.L., Martin, T., Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction (2004) Cognit and Instr, 22 (2), pp. 129-184; Scott, P.H., Mortimer, E.F., The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006) Sci Educ, 90 (4), pp. 605-631; Scott, P., Asoki, H., Leach, J., Abell, S.K., Lederman, N.G., Student conceptions and conceptual learning in science (2007) Handbook of Research on Science Education, pp. 31-56. , Lawrence Erlbaum Associates Mahwah; Stiggins, R.J., Assessment crisis: The absence of assessment for learning (2002) Phi Delta Kappan, 83 (10), pp. 758-765; Sutton, C., Fraser, B.J., Tobin, K.G., New perspectives on language in science (1998) International Handbook of Science Education, pp. 27-38. , Kluwer Academic Dordrecht; Von Foerster, H., (1981) Observing Systems, , Intersystems Publications Seaside; Von Glasersfeld, E., Watzlawick, P., An introduction to radical constructivism (1981) The Invented Reality, , Norton New York; Vygotsky, L.S., (1978) The Development of Higher Psychological Processes, , Harvard University Press Cambridge; Vygotsky, L.S., Rieber, R.W., Carton, A.S., Thinking and speech (1987) The Collected Works of L. S. Vygotsky, , Plenum Press New York; Wenk, L., Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Technology-assisted active learning in large lectures (1997) Student-active Science: Models of Innovation in Undergraduate Science Teaching, pp. 431-451. , Saunders College Publishing Orlando; Wertsch, J.V., (1991) Voices of the Mind: A Sociocultural Approach to Mediated Action, , Harvard University Press Cambridge; Wieman, C.E., Perkins, K., Gilbert, S., Benay, F., Kennedy, S., Semsar, K., (2008) Clicker Resource Guide, , University of Colorado Science Education Initiative & University of British Columbia Carl Wieman Science Education Initiative Vancouver; Wiliam, D., Lester, F.K., Keeping learning on track: Classroom assessment and the regulation of learning (2007) Second Handbook of Mathematics Teaching and Learning, pp. 1051-1098. , Information Age Publishing Greenwich","Beatty, I. D.; Department of Physics and Astronomy, University of North Carolina, 321 Petty Bldg., Greensboro, NC 27402-6170, United States; email: ian@ianbeatty.com",,,,,,,,10590145,,,,English,J. Sci. Educ. Technol.,Article,Final,Open Access,Scopus,2-s2.0-64549150952
"Jensen R., Meyer L., Sternberger C.",36789001200;55574242288;6602866892;,"Three technological enhancements in nursing education: Informatics instruction, personal response systems, and human patient simulation",2009,Nurse Education in Practice,9,2,,86,90,,17.0,10.1016/j.nepr.2008.10.005,https://www.scopus.com/inward/record.uri?eid=2-s2.0-61449223678&doi=10.1016%2fj.nepr.2008.10.005&partnerID=40&md5=2fe62437725d513dd16b07ad5a30d3ad,"Indiana University-Purdue University Fort Wayne, 2101 Coliseum Blvd, Fort Wayne, IN 46805, United States","Jensen, R., Indiana University-Purdue University Fort Wayne, 2101 Coliseum Blvd, Fort Wayne, IN 46805, United States; Meyer, L., Indiana University-Purdue University Fort Wayne, 2101 Coliseum Blvd, Fort Wayne, IN 46805, United States; Sternberger, C., Indiana University-Purdue University Fort Wayne, 2101 Coliseum Blvd, Fort Wayne, IN 46805, United States","With the healthcare system in a state of flux, nursing education faces many challenges. Nursing faculty must design a dynamic curriculum that deals with the explosion of information, the complexity of the healthcare system, and optimal patient outcomes while addressing the diverse expectations of learners. Inclusion of information management and interactive technology facilitates learner engagement promoting critical thinking and improving clinical judgment. This paper details the faculty's vision for an ubiquitous information technology curricula, highlighting an undergraduate informatics course, use of a personal response system, and integration of human patient simulations. © 2008 Elsevier Ltd. All rights reserved.",Clickers; Informatics; Nursing education; Personal response systems; Simulation,"article; curriculum; educational technology; human; human computer interaction; methodology; nursing education; problem based learning; teaching; Competency-Based Education; Computer User Training; Computer-Assisted Instruction; Curriculum; Education, Nursing; Educational Technology; Humans; Problem-Based Learning",,,,,,,,,,,"Alinier, G., Hunt, B., Gordon, R., Determining the value of simulation in nurse education: study design and initial results (2004) Nurse Education in Practice, 4, pp. 200-207; Alinier, G., Hunt, B., Gordon, R., Harwood, C., Effectiveness of intermediate-fidelity simulation training technology in undergraduate nursing education (2006) Journal of Advanced Nursing, 54 (3), pp. 359-369; American Nurses Association, (2008) Scope and standards of nursing informatics practice. second ed., , American Nurses Publishing, Washington, DC; (2008) Information literacy competency standards for higher education, , http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm, Association of College and Research Libraries, accessed 02.06.08; Barton, A.J., Cultivating informatics competencies in a community of practice (2005) Nursing Administration Quarterly, 29 (4), pp. 323-328; Beatty, I., Transforming student learning with classroom communication systems (2004) Educause Center for Applied Research, 3, pp. 1-13; Bradley, P., The history of simulation in medical education and possible future directions (2006) Medical Education, 40, pp. 254-262; Cuban, L., (1993) How Teachers Taught. second ed., , Teachers College Press, New York; Graves, J.R., Corcoran, S., The study of nursing informatics (1989) Image: The Journal of Nursing Scholarship, (21), pp. 227-331; Hammond, J., Simulation in critical care and trauma education and training (2004) Current Opinion in Critical Care, (10), pp. 325-329; Hovancsek, M., Using simulation in nursing education (2007) Simulation in Nursing Education: From Conceptualization to Evaluation, pp. 1-9. , Jeffries P. (Ed), National League for Nursing, New York; Jeffries, P., A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing (2005) Nursing Education Perspectives, (26), pp. 96-103; Judson, E., Sawada, D., Learning from past and present: electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kneebone, R., Evaluating clinical simulations for learning procedural skills: a theory based approach (2005) Academic Medicine, (80), pp. 549-553; Lasater, K., High-fidelity simulation and the development of clinical judgment: students' experiences (2005) Journal of Nursing Education, (46), pp. 269-276; (2008) Preparing the next generation of nurses to practice in a technology-rich environment: An informatics agenda, , http://www.nln.org/aboutnln/PositionStatements/index.htm, National League for Nursing, accessed 30.05.08; Rhodes, M., Curran, C., Use of the human patient simulator to teach clinical judgment skills in a baccalaureate nursing program (2005) CIN: Computers, Information, Nursing, 23 (5), pp. 256-262; Rauen, C., Using simulation to teach critical thinking skills: you just can not throw the book at them (2001) Critical Care Nursing Clinic North America, (13), pp. 93-103; Simpson, R., Nursing informatics: the economics of education (2007) Nursing Management, 38 (6), pp. 16-17","Sternberger, C.; Indiana University-Purdue University Fort Wayne, 2101 Coliseum Blvd, Fort Wayne, IN 46805, United States; email: sternber@ipfw.edu",,,,,,,,14715953,,,19042157.0,English,Nurse Educ. Pract.,Article,Final,,Scopus,2-s2.0-61449223678
"Addison S., Wright A., Milner R.",26532373500;26638591800;36861376400;,Using clickers to improve student engagement and performance in an introductory biochemistry class,2009,Biochemistry and Molecular Biology Education,37,2,,84,91,,41.0,10.1002/bmb.20264,https://www.scopus.com/inward/record.uri?eid=2-s2.0-65349114258&doi=10.1002%2fbmb.20264&partnerID=40&md5=d82ad9fe38ee1bd1a8fcfeacabec1561,"Office of the Vice Provost (Information Technology), University of Alberta, Edmonton, AB, Canada; Department of Biochemistry, University of Alberta, Edmonton, AB, Canada; 5-81 Medical Sciences Building, Edmonton, AB T6G 2H7, Canada","Addison, S., Office of the Vice Provost (Information Technology), University of Alberta, Edmonton, AB, Canada; Wright, A., Department of Biochemistry, University of Alberta, Edmonton, AB, Canada; Milner, R., 5-81 Medical Sciences Building, Edmonton, AB T6G 2H7, Canada","As part of ongoing efforts to enhance teaching practices in a large-class introductory biochemistry course, we have recently tested the effects of using a student response system (clickers) on student exam performances and engagement with the course material. We found no measurable difference in class mean composite examination score for students taught with clickers than for those taught in traditional lectures. However, there were significantly more students in the highest achievement category (91-100%) in the section that incorporated clickers than in any other section over five academic terms. Overall, students gave high approval ratings for the use of the clickers, particularly in increasing their participation and engagement in lectures. However, students who reported their performance to be in the lowest performance categories gave a lower level of approval for the use of the clickers than those who reported their performance to be in the higher performance categories. The implications for using clickers to improve teaching in biochemistry are discussed. © 2009 by The International Union of Biochemistry and Molecular Biology.",Active learning; Biochemistry; Clickers; Examination performance; Student response system,,,,,,,,,,,,"Sundberg, M.D., Dini, M.L., Li, E., Improving student comprehension and attitudes in freshman biology by decreasing course content (1994) J. Res. Sci. Teach, 31, pp. 679-693; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol. Educ, 4, pp. 298-310; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J. Sci. Educ. Technol, 15, pp. 101-109; J. E. Caldwell (2007) Clickers in the large classroom: Current research and best-practice tips, CBE Life Sci. Educ. 6, 9-20; Ross, S.M., Peirce's criterion for the elimination of suspect experimental data (2003) J. Eng. Technol, 20, pp. 38-41; Mayo, E., (1977) The Human Problems of an Industrial Civilization, pp. 55-98. , Arno Press, New York, pp; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) Am. J. Phys, 76, pp. 171-178; Metz, A.M., The effect of access time on online quiz performance in large biology lecture courses (2008) Biochem. Mol. Biol. Educ, 36, pp. 196-202","Milner, R.; 5-81 Medical Sciences Building, Edmonton, AB T6G 2H7, Canada; email: rmilner@ualberta.ca",,,,,,,,14708175,,BMBEC,,English,Biochem. Mol. Biol. Educ.,Article,Final,,Scopus,2-s2.0-65349114258
Draper S.W.,7004553204;,Catalytic assessment: Understanding how MCQs and EVS can foster deep learning,2009,British Journal of Educational Technology,40,2,,285,293,,52.0,10.1111/j.1467-8535.2008.00920.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-60349120335&doi=10.1111%2fj.1467-8535.2008.00920.x&partnerID=40&md5=759f7c35881ba1c5be939ed3d0f5e07c,"Department of Psychology, University of Glasgow, Glasgow G12 8QQ, United Kingdom","Draper, S.W., Department of Psychology, University of Glasgow, Glasgow G12 8QQ, United Kingdom","One technology for education whose adoption is currently expanding rapidly in UK higher education is that of electronic voting systems (EVS). As with all educational technology, whether learning benefits are achieved depends not on the technology but on whether an improved teaching method is introduced with it. EVS inherently relies on the multiple-choice question (MCQ) format, which many feel is associated with the lowest kind of learning of disconnected facts. This paper, however, discusses several ways in which teaching with MCQs, and so with EVS, has transcended this apparent disadvantage, has based itself on deep learning in the sense of focusing on learning relationships between items rather than on recalling disconnected true-false items, and so has achieved substantial learning advantages. Six possible learning designs based on MCQs are discussed, and a new function for (e-)assessment is identified, namely catalytic assessment, where the purpose of test questions is to trigger subsequent deep learning without direct teaching input.",,Teaching; Voting machines; Deep learning; Direct teachings; Educational technologies; Electronic voting systems; Higher educations; Learning designs; Multiple-choice questions; Teaching methods; Technology for educations; Education,,,,,,,,,,,"Arthur, N., Using student-generated assessment items to enhance teamwork, feedback and the learning process (2006) Synergy: Supporting the Scholarship of Teaching and Learning at the University of Sydney, 24, pp. 21-23; Banks, D.A., (2006) Audience response systems in higher education: applications and cases., , London: Information Science Publishing; Biggs, J.B., Enhancing teaching through constructive alignment (1996) Higher Education, 32, pp. 1-18; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education, 5 (1), pp. 7-74; Bloom, B.S., (1956) Taxonomy of educational objectives: the classification of educational goals., , London: Longmans; Clark, R.E., Reconsidering research on learning from media (1983) Review of Educational Research, 53 (4), pp. 445-459; (2002), http://www.caacentre.ac.uk/resources/objective-tests/assertion.shtml, Computer Assisted Assessment Centre (. Retrieved August 31, 2008, from; Crouch, C.H., Mazur, E., Peer instruction: ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Draper, S.W., (2008), http://evs.psy.gla.ac.uk, Retrieved August 31, 2008, from; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Fellenz, M.R., Using assessment to support higher level learning: the multiple choice item development assignment (2004) Assessment and Evaluation in Higher Education, 29 (6), pp. 703-719; Gardner-Medwin, A.R., Confidence-based marking: towards deeper learning and better exams (2006) Innovative assessment in higher education., , In. C. Bryan. K. Clegg (. Eds. London: Routledge; Hake, R.R., Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses (1998) The American Journal of Physiology, 66 (1), pp. 64-74; Howe, C.J., Tolmie, A., Rogers, C., The acquisition of conceptual knowledge in science by primary school children: group interacting and the understanding of motion down an incline (1992) British Journal of Developmental Psychology, 10, pp. 113-130; Howe, C., McWilliam, D., Cross, G., Chance favours only the prepared mind: incubation and the delayed effects of peer collaboration (2005) British Journal of Psychology, 96 (1), pp. 67-93; Hunt, D., Effects of human self-assessment responding on learning (1982) Journal of Applied Psychology, 67, pp. 75-82; Marton, F., Säljö, R., Approaches to learning (1984) The experience of learning, pp. 36-55. , Ch. 3. In. F. Marton, D. Hounsell. N. Entwistle (. Eds. pp.). Edinburgh: Scottish Academic Press; Mazur, E., (1997) Peer instruction: a user's manual., , London: Prentice Hall; Miyake, N., Constructive interaction and the iterative process of understanding (1986) Cognitive Science, 10 (2), pp. 151-177; Nicol, D.J., e-Assessment by design: using multiple-choice tests to good effect (2007) Journal of Further and Higher Education, 31 (1), pp. 53-64; Nicol, D.J., Macfarlane-Dick, D., Formative assessment and self-regulated learning: a model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-216; Sadler, D.R., Formative assessment and the design of instructional systems (1989) Instructional Science, 18 (2), pp. 119-144; Sadler, D.R., Formative assessment revisiting the territory (1998) Assessment in Education, 5 (1), pp. 77-84; Sharp, A., Sutherland, A., (2007) Learning Gains. My (ARS)S - the impact of student empowerment using Audience Response Systems Technology on Knowledge Construction, Student Engagement and Assessment, , http://ewds.strath.ac.uk/REAP07, The REAP International Online Conference on Assessment Design for Learner Responsibility, Retrieved May 29-31, 2007, from; Wood, D., Wood, H., Middleton, D., An experimental evaluation of four face-to-face teaching strategies (1978) International Journal of Behavioral Development, 1, pp. 131-147","Draper, S. W.; Department of Psychology, University of Glasgow, Glasgow G12 8QQ, United Kingdom; email: s.draper@psy.gla.ac.uk",,,,,,,,00071013,,BJETD,,English,Br J Educ Technol,Article,Final,,Scopus,2-s2.0-60349120335
"Whistance L.K., Sinclair L.A., Arney D.R., Phillips C.J.C.",16243037300;7006285839;6602629594;35468302800;,Trainability of eliminative behaviour in dairy heifers using a secondary reinforcer,2009,Applied Animal Behaviour Science,117,3-4,,128,136,,6.0,10.1016/j.applanim.2009.01.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-60449111111&doi=10.1016%2fj.applanim.2009.01.004&partnerID=40&md5=57491e489eaf8e1ffee39a37274e464a,"Faculty of Agricultural Sciences, Department of Animal Health, Welfare and Nutrition, University of Aarhus, Blichers Alle 20 - P.O. Box 50, DK-8830 Tjele, Denmark; Animal Production and Science Group, Harper Adams University College, Edgmond, Newport, Shropshire TF10 8NB, United Kingdom; Estonian University of Life Sciences, Kreutzwaldi 46, Tartu, Estonia; Centre for Animal Welfare and Ethics, School of Veterinary Science, University of Queensland, Gatton, 4343 QLD, Australia","Whistance, L.K., Faculty of Agricultural Sciences, Department of Animal Health, Welfare and Nutrition, University of Aarhus, Blichers Alle 20 - P.O. Box 50, DK-8830 Tjele, Denmark; Sinclair, L.A., Animal Production and Science Group, Harper Adams University College, Edgmond, Newport, Shropshire TF10 8NB, United Kingdom; Arney, D.R., Estonian University of Life Sciences, Kreutzwaldi 46, Tartu, Estonia; Phillips, C.J.C., Centre for Animal Welfare and Ethics, School of Veterinary Science, University of Queensland, Gatton, 4343 QLD, Australia","Soiled bedding influences cleanliness and disease levels in dairy cows and there is no evidence of an inherent latrine behaviour in cattle. If cows were trained to use a concrete area of the housing system as a latrine, a cleaner bed could be maintained. Thirteen group-housed, 14-16-month-old Holstein-Friesian heifers, were clicker trained with heifer-rearing concentrate pellets as a reward. Training was carried out in four phases. (Phase 1) Association of feed reward with clicker, criterion: 34/40 correct responses. (Phase 2) Simple task (nose-butting a disc) to reinforce phase 1 association, criterion: 17/20 correct responses. (Phase 3) Association of eliminative behaviour with reward where criterion was four sessions with only one incorrect response: criteria for each heifer in phases 1-3 were set using binomial tests. (Phase 4) Shaping eliminative behaviour to occur on concrete. Possible responses were, eliminating on concrete (C) or straw (S), or moving from one substrate to another immediately before eliminating: C → S, S → C. Heifers were rewarded for the desired behaviours C and S → C and ignored when S and C → S occurred. If learning was achieved, C should increase as C → S decreased and S → C should increase as S decreased: tested with Spearman rank correlations. All heifers achieved criterion by day 4 of phase 1 (P = 0.001); day 1 of phase 2 (P = 0.001) and day 10 of phase 3 (P &lt; 0.009). Responses changed throughout phase 3 beginning with (i) looking at the trainer whilst voiding then moving to trainer after the click, and later including (ii) moving to trainer immediately before- or (iii) during voiding. No relationship was found between S and S → C (rs = -0.14; P = 0.63) or C and C → S (rs = -0.33; P = 0.25). All group members eliminated more often on concrete (580) than on straw (141) but four heifers with consistently longer lying bouts also showed more C → S before lying down (Mann-Whitney, P = 0.007). The present study is believed to be the first reported work to show that cattle can be trained to show an awareness of their own eliminative behaviour. This was not successfully shaped to latrine behaviour, however, and it is suggested that floor type may not have been a sufficiently salient cue. Voiding on straw occurred largely with response C → S (0.73) and general behaviour suggested that this was strongly linked to lying patterns of individual heifers. © 2009 Elsevier B.V. All rights reserved.",Cattle; Clean bedding; Clicker training; Eliminative behaviour; Learning,behavioral response; cattle; disease; learning; substrate; training; Bos; Friesia,,,,,,,,,,,"Alam, M., Dobson, H., Effects of various veterinary procedures on plasma concentrations of cortisol, luteinising hormone and prostaglandin F2 metabolite in the cow (1986) Vet. Rec., 118, pp. 7-10; Albright, J.L., Arave, C.W., (1997) The Behaviour of Cattle, , CABI, Wallingford, UK; Arnold, G.W., Comparison of time budgets and circadian patterns of maintenance activities in sheep, cattle and horses grouped together (1984) Appl. Anim. Behav. Sci., 13, pp. 19-30; Benham, P., Synchronisation of behaviour in grazing cattle (1982) Appl. Anim. Ethol., 8, pp. 403-404; Brantas, G.C., Training, eliminative behaviour and resting behaviour of Friesian-Dutch cows (1968) Z. Tierzücht. Zuchtüngsbiol., 85, pp. 64-77; Collier, R.J., Dahl, G.E., VanBaale, M.J., Major advances associated with environmental effects on dairy cattle (2006) J. Dairy Sci., 89, pp. 1244-1253; Cooper, J.J., Comparative learning theory and its application in the training of horses (1998) Equine Vet. J. Suppl., 27, pp. 39-43; DEFRA, (2004) Guidance on control of Johne's disease in dairy herds, , Department for Environment Food and Rural Affairs, London; Drissler, M., Gaworski, M., Tucker, C.B., Weary, D.M., Freestall maintenance: effects of lying behavior of dairy cattle (2005) J. Dairy Sci., 88, pp. 2381-2387; Elbers, A.R.W., Miltenburg, J.D., De Lange, D., Crauwels, A.P.P., Barkema, H.W., Schukken, Y.H., Risk factors for clinical mastitis in a random sample of dairy herds from the southern part of the Netherlands (1998) J. Dairy Sci., 81, pp. 420-426; Feddes, J., Robinson, B., Borg, R., Building for cow comfort (1995) Proceedings of the 1995 Western Canadian Dairy Seminar. Red Deer, , http://www.wcds.afns.ualberta.ca/Proceedings/1995/wcd95067.htm, Kennely J, Ed, Alberta. Available at; Flannery, B., Relational discrimination learning in horses (1997) Appl. Anim. Behav. Sci., 54, pp. 267-280; Hafez, E.S.E., Schein, M.W., (1962) The Behaviour of Cattle, , Williams and Wilkins, Baltimore, USA; Hagen, K., Broom, D.M., Cattle discriminate between individual familiar herd members in a learning experiment (2003) Appl. Anim. Behav. Sci., 82, pp. 13-28; Heird, J.C., Whitaker, D.D., Bell, R.W., Ramsey, C.B., Lokey, C.E., The effects of handling at different ages on the subsequent learning ability of 2-year-old horses (1986) Appl. Anim. Behav. Sci., 15, pp. 15-25; Hörning, B., Tost, J., Influences on the resting behaviour of dairy cows in loose housing systems (2001) Adv. Ethol., 36, p. 178; Kelly, M., Good dairy housing design-a form of preventative medicine? (1983) Vet. Rec., 113, pp. 582-586; Kiley-Worthington, M., Savage, P., Learning in dairy cattle using a device for economical management of behaviour (1978) Appl. Anim. Ethol., 4, pp. 119-124; Kilgour, R., Use of the Hebb-Williams closed-field test to study the learning ability of Jersey cows (1981) Anim. Behav., 29, pp. 850-860; Kilgour, R., Foster, T.M., Temple, W., Matthews, L.R., Bremner, K.J., Operant technology applied to solving farm animal problems. An assessment (1991) Appl. Anim. Behav. Sci., 30, pp. 141-166; Kovalčik, K., Kovalčik, M., Learning ability and memory testing in cattle of different ages (1986) Appl. Anim. Behav. Sci., 15, pp. 27-29; Kurland, A., (1998) Clicker Training for your Horse, , Sunshine Books Inc., Waltham, MA, USA; Langbein, J., Nürnberg, G., Manteuffel, G., Visual discrimination learning in dwarf goats and associated changes in heart rate and heart rate variability (2004) Physiol. Behav., 82, pp. 601-609; Langbein, J., Siebert, K., Nuernberg, G., Manteuffel, G., The impact of acoustical secondary reinforcement during shape discrimination learning of dwarf goats (Capra hircus) (2007) Appl. Anim. Behav. Sci., 103, pp. 35-44; McCall, C.A., Burgin, S., Equine utilization of secondary reinforcement during response extinction and acquisition (2002) Appl. Anim. Behav. Sci., 78, pp. 253-262; McLean, A.N., The positive aspects of correct reinforcement (2005) Anthrozöos, 18, pp. 245-254; Metz, J., The reaction of cows to a short-term deprivation of lying (1985) Appl. Anim. Behav. Sci., 12, pp. 63-78; Morehead, M., Rosales-Ruiz, J., Transition from negative to positive reinforcement during shaping cows' approach to humans (2006) 32nd Annual Association for Behavior Analysis Convention, , Atlanta, GA, USA, 26-30th May, 2006; Murphey, R., Duarte, F., Novaes, W., Torres Penedo, M., Age group differences in bovine investigatory behavior (1981) Dev. Psychol., 14, pp. 117-125; Murphey, R., Duarte, F., Torres Penedo, M., Responses of cattle to humans in open spaces: breed comparisons and approach-avoidance relationships (1981) Behav. Genet., 11, pp. 37-48; O'Connell, J., Giller, P.S., Meaney, W., A comparison of dairy cattle behavioural patterns at pasture and during confinement (1989) Irish J. Agr. Res., 28, pp. 65-72; Saitoh, T., Seo, T., Kashiwamura, F., Control of cattle defecation in resting area using a feeding station. (2005) Proceedings of I.S.A.E, , Sagamihara, Japan, August 20-24, 2005; Seo, T., Samarakone, T.S., Miyata, T., Kashiwamura, F., Elimination behaviour of dairy cows in deep-bedded barns (2003) Proceedings of I.S.A.E, p. 234. , Ferrante V., Canali E., Mattiello S., Minero M., Palestrini C., Tosi M.V., and Verga M. (Eds). Abano Terme, Italy, 24-28 June; Stookey, J.M., Watts, J.M., Schwartzkopf, K.S., Effects of restraint and branding on subsequent ease of movement through a chute in beef cattle (1996) J. Anim. Sci., 74 (SUPPL. 1), p. 133; Tucker, C.B., Weary, D.M., Fraser, D., Free-stall dimensions: effects on preference and stall usage (2004) J. Dairy Sci., 87, pp. 1208-1216; Tucker, C.B., Weary, D.M., Bedding on geotextile mattresses: how much is needed to improve cow comfort? (2004) J. Dairy Sci., 87, pp. 2889-2895; Waiblinger, S., Menke, C., Korff, J., Bucher, A., Previous handling and gentle interactions affect behaviour and heart rate of dairy cows during a veterinary procedure (2004) Appl. Anim. Behav. Sci., 85, pp. 31-42; Whistance, L.K., Arney, D.R., Sinclair, L.A., Phillips, C.J.C., Defaecation behaviour of dairy cows housed in straw yards or cubicle systems (2007) Appl. Anim. Behav. Sci., 105, pp. 14-25; Whistance, L.K., (2007) The eliminative behaviour of dairy cows at pasture and in different housing systems and the potential for adjustment through training, , Harper Adams University College, Edgmond, Shropshire; Williams, J.L., Friend, T.H., Nevill, C.H., Archer, G., The efficacy of a secondary reinforcer (clicker) during acquisition and extinction of an operant task in horses (2004) Appl. Anim. Behav. Sci., 88, pp. 331-341","Whistance, L.K.; Faculty of Agricultural Sciences, Department of Animal Health, Welfare and Nutrition, University of Aarhus, Blichers Alle 20 - P.O. Box 50, DK-8830 Tjele, Denmark; email: lindsayk.whistance@agrsci.dk",,,,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,,Scopus,2-s2.0-60449111111
"Parette H.P., Hourcade J.J., Dinelli J.M., Boeckmann N.M.",7003345769;7003525647;25521409400;24465105900;,Using clicker 5 to enhance emergent literacy in young learners,2009,Early Childhood Education Journal,36,4,,355,363,,14.0,10.1007/s10643-008-0288-6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-62749102837&doi=10.1007%2fs10643-008-0288-6&partnerID=40&md5=7b539579387f4236de90bef046272529,"Department of Special Education, Illinois State University, Box 5910, Normal, IL 61790-5910, United States; Department of Special Education and Early Childhood Studies, Boise State University, MS 1725, Boise, ID 83725-1725, United States; Department of Communication Sciences and Disorders, Illinois State University, Box 4720, Normal, IL 61790-4720, United States","Parette, H.P., Department of Special Education, Illinois State University, Box 5910, Normal, IL 61790-5910, United States; Hourcade, J.J., Department of Special Education and Early Childhood Studies, Boise State University, MS 1725, Boise, ID 83725-1725, United States; Dinelli, J.M., Department of Communication Sciences and Disorders, Illinois State University, Box 4720, Normal, IL 61790-4720, United States; Boeckmann, N.M., Department of Communication Sciences and Disorders, Illinois State University, Box 4720, Normal, IL 61790-4720, United States","Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between children's early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target five key emergent literacy skills. The rapid rise in the breadth and depth of educational technology, including computer software, is offering early childhood education professionals new and powerful tools in teaching early literacy. This paper offers a brief review of best practices in emergent literacy, notes the growth of technology in this instruction, and examines the potential contributions of one specific software program, Clicker 5, in helping diverse emergent literacy learners acquire and practice initial reading and writing skills. © 2008 Springer Science+Business Media, LLC.",Clicker 5; Emergent literacy; Software; Technology,,,,,,"Illinois State University

Illinois Children's Healthcare Foundation",Acknowledgement This article is supported through a grant from the Illinois Children’s Healthcare Foundation to the Special Education Assistive Technology (SEAT) Center at Illinois State University.,,,,,"Abbott, M., Walton, C., Greenwood, C.R., Phonemic awareness in kindergarten and first grade (2002) Teaching Exceptional Children, 34 (4), pp. 20-26; (2007) BESA Member News: Crick Software Collects 10th BETT Award, , http://www.besanet.org.uk/besa/news/view.jsp?item=925, British Educational Suppliers Association Retrieved January 10, 2008, from; Campbell, P.H., Milbourne, S., Dugan, L.M., Wilcox, M.J., A review of evidence on practices for teaching young children to use assistive technology (2006) Topics in Early Childhood Special Education, 26 (1), pp. 3-13. , 10.1177/02711214060260010101; Carnine, D.W., Silbert, J., Kame'Enui, E., Tarver, S.G., (2004) Direct Instruction Reading, , 4 Pearson Upper Saddle River, NJ; Clicker 5 poised to change the way children write (2005) Closing the Gap, 24 (3). , http://www.cricksoft.com/us/about/reviews/2005/ctgClicker5.pdf, Closing the Gap Retrieved May 23, 2008, from; (2005) ConnSENSE Review: Clicker, 5. , http://www.connsensebulletin.com/clicker5revmk.html, Retrieved June 16, 2008, from; Cook, R.E., Klein, M.D., Tessier, A., (2004) Adapting Early Childhood Curricula for Children in Inclusive Settings, , Pearson Merrill Prentice Hall Upper Saddle River, NJ; (2007) Clicker in Your Classroom, , http://www.cricksoft.com/us/ideas/using_clicker/, Retrieved October 30, 2007, from; Denner, P.R., Rickards, J.P., Albanese, A.J., (2002) Generative Learning Effect of the Story Impressions Preview Method on the Comprehension of Information from Narrative Text (Report No. CS510886), , Idaho State University. (ERIC Document Reproduction Service No. ED 463541); Dugan, L., Milbourne, S., Campbell, P.H., Wilcox, M., Evidence based practice in assistive technology (2004) TNT Report, 1 (5), pp. 1-19; Floyd, K.K., Jeffs, T., Judge, S.A., Assistive technology and emergent literacy for preschoolers: A literature review Assistive Technology Outcomes and Benefits, , (in press); Gately, S.E., Developing concept of word (2004) Teaching Exceptional Children, 36 (6), pp. 16-22; Gray, S., Word learning by preschoolers with specific language impairment: Effect of phonological or semantic cues (2005) Journal of Speech, Language, and Hearing Research, 48, pp. 1452-1467. , 10.1044/1092-4388(2005/101); Harris, T.L., Hodges, R.E., (1995) The Literacy Dictionary: The Vocabulary of Reading and Writing, , International Reading Association Newark, DE; Hutinger, P.L., Bell, C., Daytner, G., Johanson, J., Establishing and maintaining an early childhood emergent literacy curriculum (2006) Journal of Special Education Technology, 21 (4), pp. 39-54; (2004) Individuals with Disabilities Education Improvement Act, , 20 U.S.C. § 1400 et seq; Learning to read and write: Developmentally appropriate practices for young children (1998) The Reading Teacher, 52, pp. 193-216. , International Reading Association and the National Association of Education for Young Children; Judge, S., Constructing an assistive technology toolkit for young children: Views from the field (2006) Journal of Special Education Technology, 21 (4), pp. 17-24; Justice, L.M., Kaderavek, J., Using shared storybook reading to promote emergent literacy (2002) Teaching Exceptional Children, 34 (4), pp. 8-13; Justice, L.M., Pullen, P.C., Promising interventions for promoting emergent literacy skills: Three evidence-based approaches (2003) Topics in Early Childhood Special Education, 23 (3), pp. 99-113. , 10.1177/02711214030230030101; Karemaker, A., Pitchford, N.J., O'Malley, C., Using whole-word multimedia software to support literacy acquisition: A comparison with traditional books (2008) Educational and Child Psychology, 25, pp. 97-118; Katims, D.S., Emergent literacy in early childhood special education: Curriculum and instruction (1991) Topics in Early Childhood Special Education, 11 (1), pp. 69-84; Lerner, J.W., Lowenthal, B., Egan, R.W., (2003) Preschool Children with Special Needs. Children at Risk and Children with Disabilities, , Allyn and Bacon Boston; McGee, L.M., Richgels, D.J., Can technology support emergent reading and writing? Directions for the future (2006) International Handbook of Literacy and Technology, 2, pp. 369-377. , M. C. McKenna, L. D. Labbo, R. D. Kieffer & D. Reinking (Eds.), Lawrence Erlbaum Associates Mahwah, NJ; McKenna, M.C., Stahl, S.A., (2003) Assessment for Reading Instruction, , Guilford New York; Morrow, L.M., (1993) Literacy Development in the Early Years. Helping Children Read and Write, , 2 Allyn and Bacon Boston; (2000) Teaching Children to Read. An Evidence-based Assessment of the Scientific Literature, , http://www.nichd.nih.gov/publications/nrp/smallbook.cfm, National Reading Panel Retrieved May 23, 2008, from; Phillips, B.M., Clancy-Menchetti, J., Lonigan, C.J., Successful phonological awareness instruction with preschool children (2008) Topics in Early Childhood Special Education, 28 (1), pp. 3-17. , 10.1177/0271121407313813; Pierce, P.L., Emergent literacy: What young children can learn about reading and writing before they go to school Baby Power: A Guide for Families for Using Assistive Technology with Their Infants and Toddlers, , (n.d.) In P. Pierce, (ed.) Chapel Hill, NC: The Center for Literacy and Disabilities Studies, University of North Carolina at Chapel Hill; Pierce, P.L., McWilliam, P.J., Emerging literacy and children with severe speech and physical impairments (SSPI): Issues and possible intervention strategies (1993) Topics in Language Disorders, 13 (2), pp. 47-57; Rathbun, A.H., West, J., Young children's access to computers in the home and school in 1999 and 2000 (2003) Education Statistics Quarterly, 5 (1). , http://nces.ed.gov/programs/quarterly/vol_5/5_1/q3_1.asp, Retrieved June 16, 2008, from; Stahl, S.A., Yaden Jr, D.B., The development of literacy in preschool and primary grades: Work by the Center for the Improvement of Early Reading Achievement (2004) The Elementary School Journal, 105, pp. 141-165. , 10.1086/428862; Strasser, J., Seplocha, H., Using picture books to support young children's literacy (2007) Childhood Education, 83, pp. 219-224; Strong, R.W., Silver, H.F., Perini, M.J., Tuculescu, G.M., (2002) Reading for Academic Success, , Corwin Press Thousand Oaks, CA; Sulzby, E., Teale, W., Barr, R., Kamil, M.L., Mosenthal, P.B., Pearson, P.D., Emergent literacy (1991) Handbook of Reading Research, 2, pp. 727-757. , Longman New York; Teale, W., Toward a theory of how children learn to read and write naturally (1982) Language Arts, 59, pp. 555-570; Teale, W., Sulzby, E., (1986) Emergent Literacy: Writing and Reading, , Ablex Publishing Corporation Norwood, NJ; Treiman, R., Cohen, J., Mulqueeny, K., Kessler, B., Schechtman, S., Young children's knowledge about printed names (2007) Child Development, 78, pp. 1458-1471. , 10.1111/j.1467-8624.2007.01077.x","Parette, H. P.; Department of Special Education, Illinois State University, Box 5910, Normal, IL 61790-5910, United States; email: hpparet@ilstu.edu",,,,,,,,10823301,,,,English,Early Child. Educ. J.,Article,Final,,Scopus,2-s2.0-62749102837
"Bode M., Drane D., Kolikant Y.B.-D., Schuller M.",36707058200;8677471700;6506399743;26027649200;,A clicker approach to teaching calculus,2009,Notices of the American Mathematical Society,56,2,,253,256,,23.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-59749087084&partnerID=40&md5=188c76eb5d846606d4c06baf8df062af,"North-western University, United States; Searle Center for Teaching Excellence, Northwestern University, United States; School of Education, Hebrew University, Jerusalem, Israel; North-western Memorial Hospital, United States","Bode, M., North-western University, United States; Drane, D., Searle Center for Teaching Excellence, Northwestern University, United States; Kolikant, Y.B.-D., School of Education, Hebrew University, Jerusalem, Israel; Schuller, M., North-western Memorial Hospital, United States",[No abstract available],,,,,,,,,,,,,"STEWART, J., Essential Calculus, Early Transcendentais, Thomson (2007) page 131, exercise, 16; (2006) Applied Calculus: ConcepTests, , THE CALCULUS CONSORTIUM, Wiley; HUGHES HALLETT, D., ROBINSON, M., LOMEN, D., ConcepTests: Active Learning in Calculus (2005) Mathematics Education into the 21st Century, , Project, Universiti Teknologi Malaysia; PILZER, S., Peer instruction in physics and mathematics (2001) PRIMUS, 11, pp. 185-192; BOYLE, J., NICOL, D., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association of Learning and Technology Journal, 11, pp. 43-57; DRAPER, S., BROWN, M., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; ELLIOT, C., Using a personal response system in economics teaching (2003) International Review of Economics Education (online), , http://www.economicsnetwork.ac.uk/iree/il/elliott.html, Available at, accessed June 12, 2008; CALDWELL, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6, pp. 9-20; CROUCH, C., MAZUR, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; LASRY, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46, pp. 242-244","Bode, M.; North-western UniversityUnited States; email: m-bode@northwestern.edu",,,,,,,,00029920,,,,English,Not. Am. Math. Soc.,Article,Final,,Scopus,2-s2.0-59749087084
"Willoughby S.D., Gustafson E.",57192307360;7005187093;,Technology talks: Clickers and grading incentive in the large lecture hall,2009,American Journal of Physics,77,2,,180,183,,18.0,10.1119/1.3013542,https://www.scopus.com/inward/record.uri?eid=2-s2.0-58149508175&doi=10.1119%2f1.3013542&partnerID=40&md5=8aa575546358212534894aef1e667bf2,"Department of Physics, Montana State University, Bozeman, MT 59717","Willoughby, S.D., Department of Physics, Montana State University, Bozeman, MT 59717; Gustafson, E., Department of Physics, Montana State University, Bozeman, MT 59717","Two sections of an introductory astronomy class were given different grading incentives for clicker participation for two consecutive semesters. In the high stakes classroom points were awarded only for correct answers, in contrast to the low stakes classroom in which points were awarded simply for participating. Self-formed groups of four students each were recorded in both sections several times during the spring 2007 semester and their conversations were transcribed and categorized into nine topics to analyze the variations between the sections. Performance on clicker questions and tendency to block vote were correlated with class grades and gains for the pre- and post-test scores on the Astronomy Diagnostic Test. © 2009 American Association of Physics Teachers.",,,,,,,,,,,,,"Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) J. Comput. Math. Sci. Teach., 21, pp. 167-181; Duncan, D., Clickers: A new teaching aid with exceptional promise (2007) Astronomy Educ. Rev., 5 (1), pp. 70-88; Caldwell, J., Clickers in the large classroom: Current research and best practice tips (2007) CBE Life Sciences Educ., 6, pp. 9-20; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am. J. Phys., 74, pp. 31-42; James, M., The effect of grading incentive on student discourse in peer instruction (2006) Am. J. Phys., 74, pp. 689-691; Len, P.M., Different reward structures to motivate student interaction with electronic response systems in astronomy (2006) Astronomy Educ. Rev., 5 (2), pp. 5-15; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) Am. J. Phys., 73, pp. 554-558; Mazur, E., (1997) Peer Instruction: A User's Manual, , (Prentice Hall, Upper Saddle River, NJ); Wieman, C., Perkins, K., Transforming physics education (2005) Phys. Today, 58 (11), pp. 36-41; iclicker.com, Montana State University has adopted I-clicker, 〈〉, as the campus wide classroom response system; Deming, G.L., Results of the astronomy diagnostic test national project (2002) Astronomy Educ. Rev., 1 (1), pp. 52-57. , Version 2.0 was used","Willoughby, S. D.; Department of Physics, Montana State University, Bozeman, MT 59717; email: willoughby@physics.montana.edu",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-58149508175
"Smith M.K., Wood W.B., Adams W.K., Wieman C., Knight J.K., Guild N., Su T.T.",15037379700;7402697703;23995047200;7006833489;7401751389;7801567775;55664838600;,Why peer discussion improves student performance on in-class concept questions,2009,Science,323,5910,,122,124,,439.0,10.1126/science.1165919,https://www.scopus.com/inward/record.uri?eid=2-s2.0-58149233906&doi=10.1126%2fscience.1165919&partnerID=40&md5=0b9df6463ad3eccb5fbdf5638cf41120,"Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309, United States; Department of Physics, University of Colorado, Boulder, CO 80309, United States; Department of Physics, University of British Columbia, Vancouver, BC V6T 1Z3, Canada","Smith, M.K., Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309, United States; Wood, W.B., Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309, United States; Adams, W.K., Department of Physics, University of Colorado, Boulder, CO 80309, United States; Wieman, C., Department of Physics, University of Colorado, Boulder, CO 80309, United States, Department of Physics, University of British Columbia, Vancouver, BC V6T 1Z3, Canada; Knight, J.K., Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309, United States; Guild, N., Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309, United States; Su, T.T., Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309, United States","When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer influence of knowledgeable students on their neighbors. To distinguish between these alternatives in an undergraduate genetics course, we followed the above exercise with a second, similar (isomorphic) question on the same concept that students answered individually. Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer.",,curriculum; education; educational attainment; genetics; learning; student; academic achievement; article; comprehension; controlled study; examination; human; human experiment; individualization; peer group; performance; priority journal; school; student; Comprehension; Educational Measurement; Genetics; Humans; Learning; Peer Group; Teaching,,,,,,,,,,,"Duncan, D., (2006) Clickers in the Astronomy Classroom, , Pearson Education, San Francisco; Knight, J.K., Wood, W.B., (2005) Cell Biol. Educ, 4, p. 298; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Saddle River, NJ; Crouch, C.H., Mazur, E., (2001) Am. J. Phys, 69, p. 970; Kotovsky, K., Hayes, J., Simon, H., (1985) Cognit. Psychol, 17, p. 248; Simon, H., Hayes, J., (1976) Cognit. Psychol, 8, p. 165; Internal Review Board, University of Colorado, Boulder, Approval to evaluate clicker responses (exempt status, Protocol No. 0108.9); Reay, N.W., Li, P.F., Bao, L., (2008) Am. J. Phys, 76, p. 171; Cohen, P., Kulik, J., Kulik, C.-L., (1982) Am. Educ. Res. J, 19, p. 237; Chi, M.T.H., De Leeuw, N., Chiu, M.H., LaVancher, C., (1994) Cogn. Sci, 18, p. 439; Webb, N., Cullian, L., (1983) Am. Educ. Res. J, 20, p. 411; Palinscar, A.S., Brown, A.L., (1984) Cogn. Instr, 1, p. 117; Coleman, E.B., Rivkin, I.D., Brown, A.L., (1997) J. Learn. Sci, 6, p. 347; We use this term to describe the view that learning during instruction occurs by transmission of information from a teacher to a learner; Hestenes, D., (1992) Phys. Teach, 30, p. 141; M.K.S, W.K.A. and J.K.K. were supported by the University of Colorado Science Education Initiative","Smith, M. K.; Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309, United States; email: michelle.k.smith@colorado.edu",,,,,,,,00368075,,SCIEA,19119232.0,English,Science,Article,Final,,Scopus,2-s2.0-58149233906
"Gauci S.A., Dantas A.M., Williams D.A., Kemm R.E.",26537441900;23975651300;56378337700;6602088617;,Promoting student-centered active learning in lectures with a personal response system,2009,American Journal of Physiology - Advances in Physiology Education,33,1,,60,71,,128.0,10.1152/advan.00109.2007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-65649150751&doi=10.1152%2fadvan.00109.2007&partnerID=40&md5=b9c3e4f6837ec2bdc3ba9ed17cf67972,"Department of Physiology, The University of Melbourne, Melbourne, Victoria, Australia","Gauci, S.A., Department of Physiology, The University of Melbourne, Melbourne, Victoria, Australia; Dantas, A.M., Department of Physiology, The University of Melbourne, Melbourne, Victoria, Australia; Williams, D.A., Department of Physiology, The University of Melbourne, Melbourne, Victoria, Australia; Kemm, R.E., Department of Physiology, The University of Melbourne, Melbourne, Victoria, Australia","We investigated whether an active learning approach, facilitated by a personal response system, would lead to improved student engagement and learning outcomes in large-group physiology lectures for undergraduate science students. We focused on encouraging students' active learning in lectures, whereas previous studies have made more use of audience response technology during lectures for formative or summative assessment. Students voluntarily answered questions posed during lectures with their personal response system (clickers), with individual answers automatically collated for immediate histogram display. This feedback then dictated the focus of followup discussions in the lecture. Student and instructor attitudes were surveyed through voluntary interviews with student responses correlated with their degree of clicker participation and individual exam results. Active lectures were found to increase both student motivation and engagement. Students who participated in answering questions achieved better results than students who chose not to. Students with the lowest scores in a prerequisite course (previous semester physiology exam marks of < 60%) showed significantly better outcomes from the use of clickers than both middle-achieving (60-75%) and high-achieving (>75%) entry students. Significant improvement was evident in both mid- and end-semester exam results compared with student cohorts from preceding years, although this could also be influenced by many other factors. Increased student engagement and the immediate feedback obtained during lectures were advantages commonly noted by lecturing staff. © 2009 American Physiological Society.",Audience response system; Higher education; Large-group teaching,article; education; electronics; group process; human; learning; methodology; physiology; psychological aspect; questionnaire; student; teaching; university; Educational Measurement; Electronics; Group Processes; Humans; Learning; Physiology; Questionnaires; Students; Teaching; Universities,,,,,,,,,,,"Beatty, I., Transforming student learning with classroom communication systems (2004) Educause, pp. 1-13; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) Phys Teach, 39, pp. 8-11; Clason, D.J., Dormody, T.L., Analyzing data measured by individual Likert-type items (1994) J Agricult Educ, 35, pp. 31-35; Dantas, A.M., Kemm, R.E., A blended approach to active learning in a physiology laboratory-based subject facilitated by an e-learning component (2008) Adv Physiol Educ, 32, pp. 65-75; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comp Assist Learn, 20, pp. 81-94; El-Rady, J., To click or not to click: that's the question (2006) Innov J Online Educ, 2; Elliott, C., Using a personal response system in economics teaching (2003) Int Rev Econ Educ, 1, pp. 80-86; Gerace, W.J., Dufresne, R.J., Leonard, W.J., (1999) Using Technology to Implement Active Learning in Large classes, , Amherst, MA: Univ. of Massachusetts Physics Education Research Group, PERG-1999#11-Nov#2; Harden, R.M., Wayne, S.E., Donald, G., An audio-visual technique for medical teaching (1968) J Med Biol Illustr, 18, pp. 29-32; Lane, J.L., Aleksic, M., Transforming elementary statistics to enhance student learning (2002) EDRS, pp. 1-19; McCarthy, J.P., Anderson, L., Active learning techniques versus traditional teaching styles: two experiments from history and political science (2000) Innov High Educ, 24, pp. 279-294; Michael, J., Where's the evidence that active learning works? (2006) Adv Physiol Educ, 30, pp. 159-167; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Adv Physiol Educ, 26, pp. 299-308; Reeves, T.C., Pseudoscience in computer-based instruction-the case of learner control research (1993) J Comp Based Instr, 20, pp. 39-46; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: effect on learning in family medicine residents (2004) Family Med, 36, pp. 496-504; Sharma, M.D., Khachan, J., Chan, B., O'Byrne, J., An investigation of the effectiveness of electronic classroom communication systems in large lecture classes (2005) Austr J Educ Technol, 21, pp. 137-154; Yoder, J.D., Hochevar, C.M., Encouraging active learning can improve students' performance on examinations (2005) Teach Psychol, 32, pp. 91-95","Kemm, R.E.; Dept. of Physiology, The Univ. of Melbourne, Melbourne, Victoria 3010, Australia; email: r.kemm@unimelb.edu.au",,,American Physiological Society,,,,,10434046,,APEDF,19261762.0,English,Am. J. Physiol. Adv. Physiol. Educ.,Article,Final,,Scopus,2-s2.0-65649150751
Immerwahr J.,6507674169;,"Engaging the ""thumb generation"" with clickers",2009,Teaching Philosophy,32,3,,233,245,,7.0,10.5840/teachphil200932326,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052505302&doi=10.5840%2fteachphil200932326&partnerID=40&md5=fdee9bf499dae97c9a4d4d622254e7d9,"Department of Philosophy, Villanova University, Villanova, PA 19010, United States","Immerwahr, J., Department of Philosophy, Villanova University, Villanova, PA 19010, United States","This article is an introduction to classroom response systems (""clickers"") for philosophy lecture courses. The article reviews how clickers can help re-engage students after their attention fades during a lecture, can provide student contributions that are completely honest and free of peer pressure, and can give faculty members a rapid understanding of student understanding of material. Several specific applications are illustrated including using clicker questions to give students an emotional investment in a topic, to stimulate discussion, to display change of attitudes, and to allow for the use of the peer instruction technique, which combines lectures and small groups. © Teaching Philosophy, 2009. All rights reserved.",,,,,,,,,,,,,"Clickers, , http://telr.osu.edu/clickers/, (accessed January 12, 2008; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 2, pp. 122-124; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6, pp. 1-8; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Involvements, , (San Francisco: Jossey-Bass; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE Life Sciences Education, 6, pp. 1-9; Voting mechanisms Peer Instruction in the Humanities, , http://www.arts.monash.edu.au/philosophy/peer-instruction/using/voting. php, Monash University (accessed February 17, 2009; Student attitudes Teaching with Clickers, , http://www.crlt.umich.edu/inst/clickerattitudes.php, University of Michigan, Center for Research on Learning and Teaching, (accessed February 10, 2009; Westerman, J., Motivating generation y in the classroom (2006) Teaching Excellence, 18 (5), p. 2; Cashin, W.E., Improving lectures (1985) Idea Papers, 14; Augustine, (2006) Instructing Beginners in Faith [De Catechizandi Rudibus], 100, pp. 13-19. , Trans. Raymond Canning (Hyde Park N.Y.: New City Press; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) ASHE-Eric Higher Education Report, (1). , (Washington DC George Washington University; Freeman, M., Blayney, P., Gans, P., Anonymity and in-class learning: The case for electronic response systems (2006) Australasian Journal of Educational Technology, 22 (4), pp. 568-580; Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: A Handbook for College Teachers, , (San Francisco: Jossey-Bass; Wit, E., Who wants to be . . . : The use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), p. 16; Augustine, S., (1989) Of Free Choice of the Will, p. 8. , trans. Anna S. Benjamin and L. H. Hackstaff (New York: Macmillan/Library of Liberal Arts, (I.iii.20); Butchart, S., Handfield, T., Restal, G., Using peer instruction to teach philosophy, logic, and critical thinking (2009) Teaching Philosophy, 32 (1), pp. 1-40; Peer Instruction in the Humanities, , http://www.arts.monash.edu.au/philosophy/peer-instruction/, Their Article Is Based On The Work They Have Done At Australia's Monash University And Much Of Their Thinking Is Also Available On A Website At Monash University (accessed February 16, 2009; Butchart, Handfield, Restal, Using Peer Instruction to Teach Philosophy, p. 11; Daniel, S.H., Past Introduction to Philosophy Courses, , http://philosophy.tamu.edu/~sdaniel/251regular.html, (accessed December 12, 2008) (scroll to bottom of page for the link to past tests); Bruff, Teaching with Classroom Response Systems, pp. 161ff; Barber, Njus, Clicker Evolution, p. 2","Immerwahr, J.; Department of Philosophy, Villanova University, Villanova, PA 19010, United States; email: john.immerwahr@villanova.edu",,,Philosophy Documentation Center,,,,,01455788,,,,English,Teach. Philos.,Article,Final,,Scopus,2-s2.0-80052505302
"Shaffer D.M., Collura M.J.",7103303163;35118663800;,Evaluating the Effectiveness of a Personal Response System in the Classroom,2009,Teaching of Psychology,36,4,,273,277,,46.0,10.1080/00986280903175749,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70449092049&doi=10.1080%2f00986280903175749&partnerID=40&md5=458e1486e4cbc88e940c284ee703119e,"Ohio State University–Mansfield, United States; Center for Instructional Design & Development, The Ohio State University—Mansfield, United States","Shaffer, D.M., Ohio State University–Mansfield, United States; Collura, M.J., Center for Instructional Design & Development, The Ohio State University—Mansfield, United States","We evaluated the effectiveness of the use of an electronic personal response system (or “clickers”) during an introductory psychology lecture on perceptual constancy. We graphed and projected student responses to questions during the lecture onto a large-screen display in Microsoft PowerPoint. The distributions of answers corresponded well to results found in the literature. Students rated the lecture as more interactive, interesting, and entertaining. Students in the clicker lecture also performed significantly better on exam questions concerning the lecture compared to another group of students who did not use the clickers. © 2009, Society for the Teaching of Psychology. All rights reserved.",,,,,,,,,,,,,"Beatty, I., Transforming student learning with classroom communication systems (2004) Educause Center for Applied Research—Research Bulletin, 3, pp. 1-13. , Febuary 3); Beekes, W., The “Millionaire” method for encouraging participation (2006) Active Learning in Higher Education, 7, pp. 25-36; DeBord, K.A., Aruguete, M.S., Muhlig, J., Are computer-assisted teaching methods effective (2004) Teaching of Psychology, 31, pp. 65-68; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Forsyth, D.R., Archer, C.R., Technologically assisted instruction and student mastery, motivation, and matriculation (1997) Teaching of Psychology, 24, pp. 207-212; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 30, pp. 71-74; Pemberton, J.R., Borrego, J., Jr., Cohen, L.M., Using interactive computer technology to enhance learning (2006) Teaching of Psychology, 33, pp. 145-147; Proffitt, D.R., Bhalla, M., Gossweiler, R., Midgett, J., Perceiving geographical slant (1995) Psychonomic Bulletin & Review, 2, pp. 409-428; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, & Technology, 32, pp. 21-40; Tversky, A., Kahneman, D., Belief in the law of small numbers (1971) Psychological Bulletin, 76, pp. 105-110; Tversky, A., Kahneman, D., Judgment under uncertainty: Heuristics and biases (1974) Science, 185, pp. 1124-1131. , September 27); Wit, E., Who wants to be … The use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 14-20; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7, pp. 796-798; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning (2008) Decision Sciences Journal of Innovative Education, 6, pp. 75-88",,,,,,,,,00986283,,,,English,Teach. Psychol.,Article,Final,,Scopus,2-s2.0-70449092049
"Mayer R.E., Stull A., DeLeeuw K., Almeroth K., Bimber B., Chun D., Bulger M., Campbell J., Knight A., Zhang H.",7403065717;22735657100;22134414900;7004637915;6603045072;7005955375;24597575300;57198449550;57205843160;57192487598;,Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes,2009,Contemporary Educational Psychology,34,1,,51,57,,217.0,10.1016/j.cedpsych.2008.04.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-56349148234&doi=10.1016%2fj.cedpsych.2008.04.002&partnerID=40&md5=3455d2a89b9d8d003e8bb48746033712,"Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States","Mayer, R.E., Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States; Stull, A., Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States; DeLeeuw, K., Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States; Almeroth, K., Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States; Bimber, B., Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States; Chun, D., Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States; Bulger, M., Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States; Campbell, J., Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States; Knight, A., Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States; Zhang, H., Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States","What can be done to promote student-instructor interaction in a large lecture class? One approach is to use a personal response system (or ""clickers"") in which students press a button on a hand-held remote control device corresponding to their answer to a multiple choice question projected on a screen, then see the class distribution of answers on a screen, and discuss the thinking that leads to the correct answer. Students scored significantly higher on the course exams in a college-level educational psychology class when they used clickers to answer 2 to 4 questions per lecture (clicker group), as compared to an identical class with in-class questions presented without clickers (no-clicker group, d = 0.38) or with no in-class questions (control group, d = 0.40). The clicker treatment produced a gain of approximately 1/3 of a grade point over the no-clicker and control groups, which did not differ significantly from each other. Results are consistent with the generative theory of learning, which predicts students in the clicker group are more cognitively engaged during learning. © 2008 Elsevier Inc. All rights reserved.",Computer-supported instruction; Educational technology; Post-secondary education,,,,,,,,,,,,"Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., (2001) A taxonomy of learning for teaching: A revision of Bloom's taxonomy of educational objectives, , Longman, New York; Anderson, R.G., Biddle, W.B., On asking people questions about what they are reading (1975) Psychology of Learning and Motivation, 9, pp. 90-132; Andre, T., Does answering high level questions while reading facilitate productive learning? (1979) Review of Educational Research, 49, pp. 280-318; Andre, T., Theiman, A., Level of adjunct questions, type of feedback, and learning concepts by reading (1988) Contemporary Educational Psychology, 13, pp. 296-307; Beekes, W., The ""millionaire"" method for encouraging participation (2006) Active Learning in Higher Education, 7, pp. 25-36; Chambers, B., Cheung, A.C.K., Madden, N.A., Slavin, R.E., Gifford, R., Achievement effects of embedded multimedia in a successful for all reading program (2006) Journal of Educational Psychology, 98, pp. 232-237; (2001) Learning from media: Arguments, analysis, and evidence, , Clark R.E. (Ed), Information Age Publishers, Greenwich, CT; Cuban, L., (1986) Teachers and machines: The classroom use of technology since 1920, , Teachers College Press, New York; Dornisch, M., Sperling, R.A., Facilitating learning from technology-enhanced text: Effects of prompted elaborative interrogation (2006) Journal of Educational Research, 99, pp. 156-165; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Duchastel, P., Nungester, R.J., Adjunct question effects with review (1984) Contemporary Educational Psychology, 9, pp. 97-103; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , Pearson/Addison-Wesley, San Francisco; Foos, P.W., Fisher, R.P., Using tests as learning opportunities (1988) Journal of Educational Psychology, 80, pp. 179-183; Hamaker, C., The effects of adjunct questions on prose learning (1986) Review of Educational Research, 56, pp. 212-242; Hatch, J., Jensen, M., Moore, R., Manna from heaven or clickers from hell: Experience with an electronic response system (2005) Journal of College Science Teaching, 34, pp. 36-39; King, A., Comparison of self-questioning, summarizing, and note taking review as strategies for learning from lectures (1992) American Educational Research Journal, 29, pp. 303-323; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37, pp. 12-14; Mayer, R.E., Forward transfer of different reading strategies due to test-like events in mathematics text (1975) Journal of Educational Psychology, 67, pp. 165-169; Mayer, R.E., (2001) Multimedia learning, , Cambridge University Press, New York; Mayer, R.E., (2008) Learning and instruction, , Pearson Merrill Prentice Hall, New York; Mayer, R.E., Almeroth, K., Bimber, B., Chun, D., Knight, A., Campbell, A., Technology comes to college: Understanding the cognitive consequences of infusing technology in college classrooms (2006) Educational Technology, 46, pp. 48-53; Mayer, R.E., Wittrock, M.C., Problem solving (2006) Handbook of educational psychology: Second edition, pp. 287-304. , Alexander P.A., and Winne P.H. (Eds), Erlbaum, Mahwah, NJ; McConkie, G.W., Rayner, K., Wilson, S.J., Experimental manipulation of reading strategies (1973) Journal of Educational Psychology, 65, pp. 1-8; Ozgungor, S., Guthrie, J.T., Interactions among elaborative interrogation, knowledge, and interest in the process of constructing knowledge from text (2004) Journal of Educational Psychology, 96, pp. 437-443; (2001) Knowing what students know, , Pellegrino J.W., Chudowsky N., and Glaser R. (Eds), National Academy Press, Washington, DC; Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study (2007) Educational Technology Research and Development, 55, pp. 315-336; (2005) Empirical methods for evaluating educational interventions, , Phye G.D., Robinson D.H., and Levin J. (Eds), Elsevier Academic Press, San Diego; Rickards, J.P., DiVesta, F.J., Type and frequency of questions in processing textual material (1974) Journal of Educational Psychology, 66, pp. 354-362; Roediger, H.L., Karpicke, J., The power of testing memory: Basic research and implications for educational practice (2006) Perspectives on Psychological Science, 1, pp. 181-210; Rothkopf, E.Z., Learning from written materials: An exploration of the control of inspection of test-like events (1966) American Educational Research Journal, 3, pp. 241-249; Rothkopf, E.Z., Bisbicos, E., Selective facilitative effects of interspersed questions on learning from written material (1967) Journal of Educational Psychology, 58, pp. 56-61; Roy, M., Chi, M.T.H., The self-explanation effect in multimedia learning (2005) The Cambridge handbook of multimedia learning, pp. 271-286. , Mayer R.E. (Ed), Cambridge University Press, New York; Rosenshine, B., Meister, C., Chapman, S., Teaching students to generate questions: A review of intervention studies (1996) Review of Educational Research, 66, pp. 181-221; Sagerman, N., Mayer, R.E., Forward transfer of different reading strategies evoked by adjunct questions in science text (1987) Journal of Educational Psychology, 79, pp. 189-191; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, and Technology, 32, pp. 21-40; TurningPoint (2005). TurningPoint 2006 User Guide. Youngstown, OH: Turning Technologies; Wiser, R.A., Graesser, A.C., Question-asking in advanced learning environments (2007) Toward a science of distributed learning, pp. 209-234. , Fiore S.M., and Salas E. (Eds), American Psychological Association, Washington, DC; Wit, E., Who wants to be...The use of a personal response system in statistics teaching (2003) MSOR Connections, 3, pp. 14-20; van den Broek, P., Tzeng, Y., Risden, K., Trabasso, T., Basche, P., Inferential questions: Effects on comprehension of narrative texts as a function of grade and timing (2001) Journal of Educational Psychology, 93, pp. 521-529; Wittrock, M.C., Generative processes of comprehension (1990) Educational Psychologist, 24, pp. 354-376; Wood, E., Pressley, M., Winne, P., Elaborative interrogation effects on children's learning of factual content (1990) Journal of Educational Psychology, 82, pp. 741-748; Zahorik, J., Elementary and secondary teachers' reports of how they make learning interesting (1996) Elementary School Journal, 98, pp. 3-13","Mayer, R.E.; Department of Psychology, University of California, Santa Barbara, CA 93106-9660, United States; email: mayer@psych.ucsb.edu",,,,,,,,0361476X,,,,English,Contemp. Educ. Psychol.,Article,Final,,Scopus,2-s2.0-56349148234
Tangkuampien J.,6503936628;,"Kids, education, and cellular handsets",2009,Interactions,16,1,,14,16,,3.0,10.1145/1456202.1456206,https://www.scopus.com/inward/record.uri?eid=2-s2.0-60849139390&doi=10.1145%2f1456202.1456206&partnerID=40&md5=f5b615eb4f6b7db04c4280a90fda4a6e,"University of Cape Town, South Africa","Tangkuampien, J., University of Cape Town, South Africa","MXit, a South Africa-based instant messaging service, is designed to run on almost every cellular phone with GPRS and Java capability. MXit interface needs phones to be set up to use data services and interface to be crammed onto the small screen. The realization that students responded to MXit led to the exploration of other uses for MXit in education. The students find MXit as a useful service that plays an important role in their motivation to learn. MXit bots are used to support content-based subjects, information technology, and mathematics. South Africa has plans to provide cheap data to its users and people on contract with the sue of MXit, so that users can access data at 8 cents/Mb. MXit infrastructure allows the use of students friendly handsets rather than investing in the creation of software for handsets.",,Cellular handsets; Cellular phones; Content-based; Data services; Instant messaging services; Small screens; South Africa; Computer software; Students; Teaching; Telephone systems; Telephone sets,,,,,,,,,,,,"Tangkuampien, J.; University of Cape TownSouth Africa; email: jak@cs.uct.ac.za",,,,,,,,10725520,,,,English,Interactions,Article,Final,,Scopus,2-s2.0-60849139390
"Kay R.H., LeSage A.",56032971700;55338531000;,A strategic assessment of audience response systems used in higher education,2009,Australasian Journal of Educational Technology,25,2,,235,249,,53.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-68949117783&partnerID=40&md5=2087e2d8b9551652abc1a3dff0ee814f,"University of Ontario Institute of Technology, Faculty of Education, 2000 Simcoe St. North, Oshawa, Ontario L1H 7L7, Canada","Kay, R.H., University of Ontario Institute of Technology, Faculty of Education, 2000 Simcoe St. North, Oshawa, Ontario L1H 7L7, Canada; LeSage, A., University of Ontario Institute of Technology, Faculty of Education, 2000 Simcoe St. North, Oshawa, Ontario L1H 7L7, Canada","An audience response system (ARS) permits students to respond to multiple choice questions using a remote control device. All responses are instantly displayed, usually in chart form, and subsequently reviewed and discussed by the instructor and the class. This paper offers a comprehensive review of teaching strategies used with ARS and includes a discussion of general, motivational, assessment based, and learning based approaches. Several promising strategies have been identified, particularly collecting formative assessment feedback and peer based instruction. More systematic, detailed research in a broader range of contexts is recommended.",,,,,,,,,,,,,"(2008) A2L- Assessing to learn physics, , http://a2l.physics.umass.edu/library/, A2L Item Library [viewed 28 Nov 2008]; Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience response systems in higher education, pp. 1-25. , D. A. Banks (Eds.), Hershey, PA: Information Science Publishing; Albon, R., Jewels, T., The impact of audience response systems in a multicultural Asian context, , http://www.ascilite.org.au/conferences/singapore07/procs/albon.pdf, ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007; Allen, D., Tanner, K., Infusing active learning into the large-enrolment Biology class: Seven strategies, from the simple to complex (2005) Cell Biology Education, 4 (4), pp. 262-268. , http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1305885; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Research Bulletin, 2004 (3), pp. 1-13. , http://www.educause.edu/ir/library/pdf/ERB0403.pdf, [viewed 3 Nov 2007]; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction: Teaching science (well) with an audience response system (2006) Audience response systems in higher education, pp. 96-115. , D. A. Banks (Eds.), Hershey, PA: Information Science Publishing; Bergtrom, G., (2006) Clicker sets as learning objects. Interdisciplinary Journal of Knowledge and Learning Objects, 2, , http://ijklo.org/Volume2/v2p105-110Bergtrom.pdf, [viewed 3 Nov 2007]; Boyle, J., Eight years of asking questions (2006) Audience response systems in higher education, pp. 289-304. , D. A. Banks (Eds.), Hershey, PA: Information Science Publishing; How people learn: Brain, mind, experience, and school, , http://www.nap.edu/openbook.php?record_id=6160, Bransford, J. D., Brown, A. L. & Cocking, R. R. (Eds.) Washington, DC: National Academy Press. [verified 8 May 2009]; Brewer, C.A., Near real-time assessment of student learning and understanding in biology courses (2004) BioScience, 54 (11), pp. 1034-1039; Bullock, D.W., Labella, V.P., Clinghan, T., Ding, Z., Stewart, G., Thibado, P.M., Enhancing the student-instructor interaction frequency (2002) The Physics Teacher, 40, pp. 30-36; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39 (1), pp. 8-11; Burnstein, R.A., Lederman, L.M., The use and evolution of an audience response system (2006) Audience response systems in higher education, pp. 40-52. , D. A. Banks (Ed.), Hershey, PA: Information Science Publishing; Burton, K., The trial of an audience response system to facilitate problem-based learning in legal education (2006) Audience response systems in higher education, pp. 265-276. , D. A. Banks (Ed.), Hershey, PA: Information Science Publishing; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9.pdf; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; (2008), http://jchemed.chem.wisc.edu/JCEDLib/QBank/collection/ConcepTests/, Chemistry Concept Tests [viewed 28 Nov 2008]; (2008), http://www.math.cornell.edu/~GoodQuestions/GQbysubject_pdfversion.pdf, Cornell Mathematics Database [viewed 28 Nov 2008]; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Cutts, Q., Practical lessons from four years of using an ARS in every lecture of a large class (2006) Audience response systems in higher education, pp. 65-79. , D. A. Banks (Eds.), Hershey, PA: Information Science Publishing; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and Its Applications, 22 (4), pp. 163-169; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Dufresne, R.J., Gerace, W.J., Assessing-to-learn: Formative assessment in physics instruction (2004) The Physics Teacher, 42, pp. 428-433; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1 (1). , http://www.economicsnetwork.ac.uk/iree/i1/elliott.htm, [viewed 3 Nov 2007]; El-rady, J., To click or not to click: That's the question (2006) Innovate Journal of Online Education, 2 (4). , http://www.innovateonline.info/index.php?view=article&amp;id=171, [viewed 3 Nov 2007]; Fagan, A.P., Crouch, C.H., Mazur, E., Peer Instruction: Results from a range of classrooms (2002) The Physics Teacher, 40 (4), pp. 206-209; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Freeman, M., Bell, A., Comerton-forder, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) Australasian Journal of Educational Technology, 23 (2), pp. 149-170. , http://www.ascilite.org.au/ajet/ajet23/freeman.html; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: an assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351; Hatch, J., Jensen, M., Moore, R., Manna from heaven or clickers from hell (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Hinde, K., Hunt, A., Using the personal response system to enhance student learning: Some evidence from teaching economics (2006) Audience response systems in higher education, pp. 140-154. , D. A. Banks (Eds.), Hershey, PA: Information Science Publishing; Horowitz, H.M., ARS evolution: Reflections and recommendations (2006) Audience response systems in higher education, pp. 53-63. , D. A. Banks (Eds.), Hershey, PA: Information Science Publishing; Jackson, M., Ganger, A.C., Bridge, P.D., Ginsburg, K., Wireless handheld computers in the undergraduate medical curriculum (2005) Medical Education Online, 10 (5). , http://www.med-ed-online.org/pdf/t0000062.pdf, [viewed 3 Nov 2007]; Jones, C., Connolly, M., Gear, A., Read, M., Group integrative learning with group process support technology (2001) British Journal of Educational Technology, 32 (5), pp. 571-581; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kay, R.H., (2008) Appendix A - Labels used to describe audience response systems, , http://faculty.uoit.ca/kay/papers/arsrev/AppendixA_Labels.pdf; Kay, R.H., (2008) Appendix B - Coding of research papers reviewed for ARS strategy paper, , http://faculty.uoit.ca/kay/papers/arsrev/AppendixB_Coding.pdf; Kay, R.H., (2008) Appendix C - List of studies reviewed for ARS strategy paper, , http://faculty.uoit.ca/kay/papers/arsrev/AppendixC_ListOfPapers.pdf; Kennedy, G.E., Cutts, Q.I., The association between students' use of electronic voting systems and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Kennedy, G.E., Cutts, Q., Draper, S.W., Evaluating electronic voting systems in lectures: Two innovative methods (2006) Audience response systems in higher education, pp. 155-174. , D. A. Banks (Eds.), Hershey, PA: Information Science Publishing; Latessa, R., Mouw, D., Use of audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14. , http://www.stfm.org/fmhub/fm2005/January/Robyn12.pdf, [viewed 3 Nov 2007]; McCabe, M., Live assessment by questioning in an interactive classroom (2006) Audience response systems in higher education, pp. 276-288. , D. A. Banks (Eds.), Hershey, PA: Information Science Publishing; Miller, R.L., Santana-vega, E., Terrell, M.S., Can good questions and peer discussion improve calculus instruction? (2006) PRIMUS, 16 (3), pp. 1-9. , http://www.math.cornell.edu/~maria/mathfest_eduction/preprint.pdf, [verified 8 May 2009; preprint]; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances in Physiology Education, 26 (4), pp. 299-308; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6 (1), pp. 29-41. , http://www.lifescied.org/cgi/content/full/6/1/29; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) American Journal of Physics, 73 (6), pp. 554-558; Richards, D., Braiding, K., Vaughan, A., Fun and feedback at the press of a button (2006) Who's learning? Whose technology? Proceedings ascilite Sydney 2006, , http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p151.pdf; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239; Sharma, M.D., Khachan, J., Chan, B., O'Byrne, J., An investigation of the effectiveness of electronic classroom communication systems in large lectures (2005) Australasian Journal of Educational Technology, 21 (2), pp. 137-154. , http://www.ascilite.org.au/ajet/ajet21/sharma.html; Siau, K., Sheng, H., Nah, F., Use of classroom response systems to enhance classroom interactivity (2006) IEEE Transactions on Education, 49 (3), pp. 398-403; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208. , http://www.ascilite.org.au/ajet/ajet23/simpson.html; Slain, D., Abate, M., Hidges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) American Journal of Pharmaceutical Education, 68 (5), pp. 1-9; Steinhert, Y., Snell, L.S., Interactive lecturing: Strategies for increasing participation in large group presentations (1999) Medical Teacher, 21 (1), pp. 37-42; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: one practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: student processes of learning and involvement in large university course using student response systems (2007) Learning, Media, and Technology, 32 (1), pp. 21-40; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3 (12), pp. 1-6. , http://www.biomedcentral.com/1472-6920/3/12; Van dijk, L.A., Van den berg, G.C., Van keulen, H., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26 (1), pp. 15-28","Kay, R.H.; University of Ontario Institute of Technology, Faculty of Education, 2000 Simcoe St. North, Oshawa, Ontario L1H 7L7, Canada; email: Robin.Kay@uoit.ca",,,Australasian Society for Computers in Learning in Tertiary Education (ASCILITE),,,,,14495554,,,,English,Australas. J. Educ. Technol.,Article,Final,,Scopus,2-s2.0-68949117783
Roberson D.W.,24725758600;,Using a student response system to reduce academic cheating,2009,Nurse Educator,34,2,,60,63,,7.0,10.1097/NNE.0b013e3181990dc8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67650072711&doi=10.1097%2fNNE.0b013e3181990dc8&partnerID=40&md5=0f2de0b6dade1d8f8764d354365230e0,"East Carolina University, College of Nursing, Health Sciences Bldg 2126, Greenville, NC 27834, United States","Roberson, D.W., East Carolina University, College of Nursing, Health Sciences Bldg 2126, Greenville, NC 27834, United States","Communication technologies have increased academic integrity violations in nursing programs. Previous methods to reduce cheating may not be sufficient to circumvent the technology-savvy student. Teaching outcomes have improved using technology such as the student response system. The author discusses how the use of a student response system reduced academic integrity violations during examinations, improved student interest and participation in class, and reduced faculty workload when evaluating student performance. © 2009 Wolters Kluwer Health | Lippincott Williams & Wilkins.",,"article; computer program; education; forensic medicine; health personnel attitude; human; instrumentation; methodology; microcomputer; mobile phone; nursing education; nursing student; photography; psychological aspect; recumbency; teaching; United States; Attitude of Health Personnel; Cellular Phone; Computer-Assisted Instruction; Computers, Handheld; Deception; Education, Nursing, Associate; Education, Nursing, Baccalaureate; Educational Measurement; Humans; Lie Detection; Photography; Software; Southeastern United States; Students, Nursing",,,,,,,,,,,"Black, C., Watties-Daniels, A., Cutting edge technology to enhance nursing classroom instruction at Coppin State University (2006) ABNF J, 17, pp. 103-106; Harper, M., High tech cheating (2006) Nurse Educ Today, 26, pp. 672-679; Scanlan, C., Strategies to promote a climate of academic integrity and minimize student cheating and plagiarism (2006) J Allied Health, 35 (3), pp. 179-185; Tanner, C., Moral decline or pragmatic decision making? Cheating and plagiarism in perspective (2005) J Nurs Educ, 43 (7), pp. 291-292; Caldwell J. Clickers in the classroom: current research and best-practice tips. CBE: Life Sci Educ. 2007;6:9-20; Holmes, R., Blalock, J., Parker, M., Haywood, V., Student accuracy and evaluation of a computer-based audience response system (2006) J Dent Educ, 70 (12), pp. 1355-1361; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educ, 32 (3), pp. 113-116; Stein, P., Challman, S., Brueckner, J., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) J Nurs Educ, 45 (11), pp. 469-473","Roberson, D. W.; East Carolina University, College of Nursing, Health Sciences Bldg 2126, Greenville, NC 27834, United States; email: robersondo@ecu.edu",,,Lippincott Williams and Wilkins,,,,,03633624,,,20339331.0,English,Nurse Educ.,Article,Final,,Scopus,2-s2.0-67650072711
"Cain J., Black E.P., Rohr J.",9247844700;7103279892;35559719900;,"An audience response system strategy to improve student motivation, attention, and feedback",2009,American Journal of Pharmaceutical Education,73,2, 21,,,,85.0,10.5688/aj730221,https://www.scopus.com/inward/record.uri?eid=2-s2.0-66849135264&doi=10.5688%2faj730221&partnerID=40&md5=0a1a3379d1b628ce3212a1e220dc47d3,"College of Pharmacy, University of Kentucky, United States; 301A College of Pharmacy Building, University of Kentucky, 725 Rose St., Lexington, KY 40536-0082, United States","Cain, J., College of Pharmacy, University of Kentucky, United States, 301A College of Pharmacy Building, University of Kentucky, 725 Rose St., Lexington, KY 40536-0082, United States; Black, E.P., College of Pharmacy, University of Kentucky, United States; Rohr, J., College of Pharmacy, University of Kentucky, United States","Objective. To implement an audience response system (ARS) to improve student motivation and attention during lectures and provide immediate feedback to the instructor concerning student understanding of lecture content in a Physiological Chemistry/Molecular Biology course. Design. Students used ARS devices to respond to strategically placed questions throughout physiological chemistry/molecular biology lectures. The instructor inserted 6 to 7 questions that promoted student/class interactivity into each of several 50-minute lectures to focus students' attention and provide feedback on students' comprehension of material. Assessment. Ninety-eight percent of first-year pharmacy (P1) students (n = 109) reported that strategically placed ARS questions throughout lectures helped them maintain attention. Reports from an independent focus group indicated that students favored this strategy. Furthermore, ARS feedback helped the instructor gauge student comprehension and adjust lectures accordingly. Conclusions. Focused, strategically placed ARS questions throughout lectures may help students maintain attention and stay motivated to learn. Feedback from these questions also allows instructors to adapt lectures to address areas of deficiency.",Active learning; Audience response system; Physiological chemistry course; Technology,"article; attention; audience response system; chemistry; comprehension; course evaluation; medical education; molecular biology; motivation; pharmacy student; questionnaire; teaching; comparative study; education; feedback system; female; human; male; methodology; student; teaching; Attention; Computer-Assisted Instruction; Education, Pharmacy; Educational Measurement; Feedback; Female; Humans; Male; Motivation; Questionnaires; Students; Students, Pharmacy; Teaching",,,,,,,,,,,"Fies, C., Classroom response systems: A review of the literature (2006) J Sci Educ Technol, 15, pp. 101-109; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am J Pharm Educ, , 72:Article 77; Caldwell JE. Clickers in the large classroom: Current research and best-practice tips. CBE Life Sci Educ. 2007;6:9-20; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, , 68:Article 117; Trapskin, P.J., Smith, K.M., Armitstead, J.A., Davis, G.A., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) Am J Pharm Educ, , 69:Article 28; Medina, M.S., Median, P.J., Wanzer, D.S., Wilson, J.E., Nelson, E., Britton, M.L., Use of an audience response system (ARS) (2008) Am J Pharm Educ, , a dual-campus classroom environment, 72:Article 38; Poirier, T.I., A seminar course in contemporary pharmacy issues (2008) Am J Pharm Educ, , 72:Article 30; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69, pp. 378-381; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for continuing education of health professionals (2003) J Cont Educ Health Prof, 23, pp. 109-115; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3, p. 12; Copeland, H.L., Stoller, J.K., Hewson, M., Making the continuing medical education lecture effective (1998) J Cont Educ Health Prof, 18, pp. 227-234; Clark, R.E., Media will never influence learning (1994) Educ Technol Res Dev, 42, pp. 21-29; Middendorf, J., Kalish, A., The ""change-up"" in lectures (1996) Natl Teach Learn Forum, 5, pp. 1-5; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comput Assist Learn, 20, pp. 81-94; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) J Comput Assist Learn, 21, pp. 260-268; Fjortoft, N., Students' motivations for class attendance (2005) Am J Pharm Educ, , 69:Article 15; Austin, Z., Gregory, P.A.M., Professional students' perception of the value, role and impact of science in clinical education (2007) Clin Pharmacol Ther, 82, pp. 615-620; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am JPhys, 69, pp. 970-977","Cain, J.; 301A College of Pharmacy Building, University of Kentucky, 725 Rose St., Lexington, KY 40536-0082, United States; email: jjcain00@email.uky.edu",,,American Association of Colleges of Pharmacy,,,,,00029459,,,19513159.0,English,Am. J. Pharm. Educ.,Article,Final,Open Access,Scopus,2-s2.0-66849135264
"Liao Y.-F., Yang J.-H., Chen S.-H.",55838259700;47062455000;7410261491;,Soft-decision a priori knowledge interpolation for robust telephone speaker identification,2009,"Journal of the Chinese Institute of Engineers, Transactions of the Chinese Institute of Engineers,Series A/Chung-kuo Kung Ch'eng Hsuch K'an",32,5,,627,637,,1.0,10.1080/02533839.2009.9671545,https://www.scopus.com/inward/record.uri?eid=2-s2.0-68949085375&doi=10.1080%2f02533839.2009.9671545&partnerID=40&md5=681b3437e66fad0b8575f82e171db02d,"Department of Electronic Engineering, National Taipei University of Technology, Taipei 106, Taiwan; Department of Communication Engineering, National Chiao Tung University, Hsinchu 300, Taiwan","Liao, Y.-F., Department of Electronic Engineering, National Taipei University of Technology, Taipei 106, Taiwan; Yang, J.-H., Department of Communication Engineering, National Chiao Tung University, Hsinchu 300, Taiwan; Chen, S.-H., Department of Communication Engineering, National Chiao Tung University, Hsinchu 300, Taiwan","Handsets which are not seen in the training phase (a.k.a unseen handsets) are main sources of performance degradation for speaker identification (SID) applications in telecommunication environments. To alleviate the problem, a soft-decision a priori knowledge interpolation (SD-AKI) method of handset characteristic estimation for handset mismatch-compensated SID is proposed in this paper. The idea of the SD-AKI method is to first collect a set of characteristics of seen handsets in the training phase, and to then estimate the characteristic of the unknown testing handset by interpolating the set of seen handset characteristics in the test phase. The estimated handset characteristic is then used to compensate for handset mismatch for robust SID. The SD-AKI method can be realized in both feature and model spaces. Experimental results on the handset TIMIT (HTIMIT) database showed that both the proposed feature- and model-space SD-AKI schemes were more robust than the blind cepstral mean subtraction (CMS), feature warping (FW) methods and their hard-decision counterpart (HD-AKI) for both cases of all-handset and unseen-handset SID tests. It is therefore a promising robust SID method. © 2009, Taylor & Francis Group, LLC.",Channel mismatch compensation; Robust speaker identification; Speech processing,Interpolation; Loudspeakers; Speech processing; Telephone sets; Cepstral mean subtraction; Channel mismatch; Feature warping; Performance degradation; Priori knowledge; Robust speaker identification; Speaker identification; Training phase; Speech recognition,,,,,,,,,,,"Adami, A.G., Mihaescu, R., Reynolds, D.A., Godfrey, J.J., Modeling Prosodic Dynamics for Speaker Recognition, pp. 788-791. , Proceeding of 2003 IEEE International Conference on Acoustics, Speech, And Signal Processing, Hong Kong; Bates, R.A., Ostendorf, M., Reducing the Effects of Linear Channel Distortion on Continuous Speech Recognition (1999) IEEE Transactions on Speech and Audio Processing, 1 (5), pp. 594-597; Beaufays, F., Weintraub, M., Model Transformation for Robust Speaker Recognition from Telephone Data, pp. 1063-1066. , Proceeding 1997 of IEEE International Conference on Acoustics, Speech, and Signal Processing, Munich, Germany; Burbea, J., Rao, C.R., On the Convexity of Some Divergence Measures Based on Entropy Functions (1982) IEEE Transactions on Information Theory, 28 (3), pp. 489-495; Campbell, J.P., Jr., Speaker Recognition: a Tutorial (1997) Proceedings of the IEEE, 85 (9), pp. 1437-1462; Chaudhari, U.V., Navratil, J., Maes, S.H., Multigrained Modeling with Pattern Specific Maximum Likelihood Transformations for Text-Independent Speaker Recognition (2003) IEEE Transactions on Speech and Audio Processing, 11 (1), pp. 61-69; Chen, Z.H., Liao, Y.F., Juang, Y.T., Prosody Modeling and Eigen-Prosody Analysis for Robust Speaker Recognition, pp. 185-188. , Proceeding of 2005 IEEE International Conference on Acoustics, Speech, and Signal Processing, Philadelphia, PA, USA; Chien, J.T., Wang, H.C., Phone-dependent Channel Compensated Hidden Markov Model for Telephone Speech Recognition (1998) IEEE Transactions on Speech and Audio Processing, 5 (6), pp. 143-145; Digalakis, V.V., Rtischev, D., Neumeyer, L.G., Speaker Adaptation Using Constrained Estimation of Gaussian Mixtures (1995) IEEE Transactions on Speech and Audio Processing, 3 (5), pp. 357-366; Faundez-Zanuy, M., Monte-Moreno, E., State-of-the-art in Speaker Recognition (2005) IEEE Aerospace and Electronic Systems Magazine, 20 (5), pp. 7-12; Furui, S., Cepstral Analysis Technique for Automatic Speaker Verification (1981) IEEE Transactions on Speech and Audio Processing, 29 (2), pp. 254-272; Gales, M.J.F., Woodland, P.C., Mean and Variance Adaptation within the MLLR Framework (1996) Computer Speech and Language, 10 (4), pp. 249-264; Gales, M.J.F., Maximum Likelihood Linear Transformations for HMM-Based Speech Recognition (1997) Technical Report, , UK: Cambridge University Engineering Department; Gong, Y., A Method of Joint Compensation of Additive and Convolutive Distortions for Speaker-Independent Speech Recognition (2005) IEEE Transactions on Speech and Audio Processing, 13 (5), pp. 975-983. , Part 2; Hermansky, H., Morgan, N., RASTA Processing of Speech (1994) IEEE Transactions on Speech and Audio Processing, 2 (4), pp. 578-589; Hung, J.W., Lee, L.S., Optimization of Temporal Filters for Constructing Robust Features in Speech Recognition (2006) IEEE Transactions on Audio, Speech and Language Processing, 14 (3); Jiang, H., Deng, L., A Robust Compensation Strategy for Extraneous Acoustic Variations in Spontaneous Speech Recognition (2000) IEEE Transactions on Speech and Audio Processing, 10 (1), pp. 9-17; Juang, B.H., Rahim, M.G., Signal Bias Removal by Maximum Likelihood Estimation for Robust Telephone Speech Recognition (1996) IEEE Transactions on Speech and Audio Processing, 4 (1), p. 19; Kozat, S.S., Visweswariah, K., Gopinath, R., Efficient, Low Latency Adaptation for Speech Recognition, pp. 777-780. , Proceeding of 2007 IEEE International Conference on Acoustics, Speech, and Signal Processing, Honolulu, Hawaii, U.S. A; Mak, M.W., Kung, S.Y., Combining Stochastic Feature Transformation and Handset Identification for Telephone-Based Speaker Verification, pp. 701-704. , Proceeding of 2002 IEEE International Conference on Acoustics, Speech, and Signal Processing, Orlando, Florida, USA; Mammone, R., Zhang, X., Ramachandran, R., Robust speaker recognition - a feature-based method (1996) IEEE Signal Processing Magazine, 1 (2), pp. 58-71; Mason, M., Vogt, R., Baker, B., Sridharan, S., Data-Driven Clustering for Blind Feature Mapping in Speaker Verification, pp. 3109-3112. , Proceeding of the 9th European Conference on Speech Communication and Technology, Lisboa, Portugal; Murthy, H.A., Beaufays, F., Heck, L.P., Weintraub, M., Robust Text-Independent Speaker Identification over Telephone Channels (1999) IEEE Transactions on Speech Audio Processing, 7 (5), pp. 554-568; Pelecanos, J., Sridharan, S., Feature Warping for Robust Speaker Verification, , Proceeding of 2001: A Speaker Odyssey - The Speaker Recognition Workshop, Crete, Greece.: Paper #1038; Quatieri, T.F., Reynolds, D.A., O'Leary, G.C., Estimation of Handset Nonlinearity with Application to Speaker Recognition (2000) IEEE Transactions on Speech and Audio Processing, 8 (5), pp. 567-584; Reynolds, D.A., Rose, R.C., Robust Text-Independent Speaker Identification using Gaussian Mixture Speaker Models (1995) IEEE Transactions on Speech and Audio Processing, 3 (1), pp. 72-83; Reynolds, D.A., HTIMIT and LLHDB: Speech Corpora for the Study of Handset Transducer Effects, pp. 1535-1538. , Proceeding of IEEE 1997 International Conference on Acoustics, Speech, and Signal Processing, Munich, Germany; Reynolds, D.A., Quatieri, T.F., Dunn, R.B., Speaker Verification Using Adapted Gaussian Mixture Models (2000) Digital Signal Processing, 10 (1-3), pp. 19-41; Reynolds, D.A., Channel Robust Speaker Verification via Feature Mapping, pp. 53-56. , Proceeding of 2003 IEEE International Conference on Acoustics, Speech, and Signal Processing, Hong Kong; Press, W.H., Teukolsky, S.A., Vetterling, W.T., Flannery, B.P., Numerical Recipes in C, The Art of Scientific Computing (1994) Cambridge Press, pp. 287-288. , Second Edition, New York, USA; Sankar, A., Lee, C.H., A Maximum-Likelihood Method to Stochastic Matching for Robust Speech Identification (1996) IEEE Transactions on Speech and Audio Processing, 4 (3), pp. 190-202; Sant'Ana, R., Coelho, R., Alcaim, A., Text-Independent Speaker Recognition Based on the Hurst Parameter and the Multidimensional Fractional Brownian Motion Model (2006) IEEE Transactions on Audio, Speech and Language Processing, 14 (3), pp. 931-940; Schütze, H., Manning, C.D., (1999) Foundations of Statistical Natural Language Processing, p. 304. , Cumberland, Rhode Island, USA: The MIT Press; Teunen, R., Shahshahani, B., Heck, L.P., A Model based Transformational Method to Robust Speaker Identification, pp. 495-498. , Proceeding of the Sixth International Conference on Spoken Language Processing, Beijing, China; Xiang, B., Chaudhari, U.V., Navratil, J., Ramaswamy R. A. Gopinath, “Short-Time Gaussianization for Robust Speaker Verification, pp. 681-684. , Proceeding of 2002 IEEE International Conference on Acoustics, Speech, and Signal Processing, Orlando, Florida, USA; Yang, J.H., Liao, Y.F., Unseen Handset Mismatch Compensation Based on Feature/Model-Space A priori Knowledge Interpolation for Robust Speaker Identification, pp. 65-68. , Proceeding of the 4th International Symposium on Chinese Spoken Language Processing, Hong Kong; Yiu, K.K., Mak, M.W., Cheung, M.C., Kung, S.Y., A New Method to Channel Robust Speaker Verification via Constrained Stochastic Feature Transformation, pp. 1753-1756. , Proceeding of the Eighth International Conference on Spoken Language Processing, Jeju Island, Korea; Yuo, K.W., Hwang, T.H., Wang, H.C., Combination of Autocorrelation-based Features and Projection Measure Technique for Speaker Identification (2005) IEEE Transactions on Speech and Audio Processing, 13 (4), pp. 565-574; Zhao, Y., Frequency-domain Maximum Likelihood Estimation for Automatic Speech Recognition in Additive and Convolutive Noises (2000) IEEE Transactions on Speech and Audio Processing, pp. 255-266","Liao, Y.-F.; Department of Electronic Engineering, National Taipei University of Technology, Taipei 106, Taiwan; email: yfliao@ntut.edu.tw",,,,,,,,02533839,,,,English,J Chin Inst Eng Trans Chin Inst Eng Ser A,Article,Final,,Scopus,2-s2.0-68949085375
"Arthurs L., Templeton A.",35753094200;7201988805;,Coupled collaborative in-class activities and individual follow-up homework promote interactive engagement and improve student learning outcomes in a college-level environmental geology course,2009,Journal of Geoscience Education,57,5,,356,371,,9.0,10.5408/1.3544287,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77949613585&doi=10.5408%2f1.3544287&partnerID=40&md5=9d996a084e86a9eb79f1181109d2731a,"Department of Geological Sciences, University of Colorado at Boulder, Campus Box 399, 2200 Colorado Avenue, Boulder, CO 80309-0399, United States","Arthurs, L., Department of Geological Sciences, University of Colorado at Boulder, Campus Box 399, 2200 Colorado Avenue, Boulder, CO 80309-0399, United States; Templeton, A., Department of Geological Sciences, University of Colorado at Boulder, Campus Box 399, 2200 Colorado Avenue, Boulder, CO 80309-0399, United States","Interactive engagement pedagogies that emerge from a constructivist model of teaching and learning are often a challenge to implement in larger classes for a number of reasons including the physical layout of the classroom (e.g. fixed chairs in an amphitheater-style room), the logistics of organizing a large number of students into small peer-learning groups, the ability of a single instructor to personally interact with each of many small groups, and the design of small group activities that are engaging and facilitate student learning. For a large introductory-level Environmental Geology college course, 5 coupled collaborative class-long in-class activities and individual follow-up homework were designed and implemented around key topics and specific learning goals. The goals behind designing and implementing these coupled in-class activities and homework were to (1) improve student attitudes towards science and learning science and (2) improve their content knowledge and conceptual understanding. To evaluate the extent to which these goals were achieved, 5 forms of assessment were used: a pre-instruction entrance questionnaire, pre- and post-instruction attitudinal surveys, pre- and post-instruction course tests, a post-instruction exit questionnaire, and post -instruction exit interviews. The findings from these forms of assessment suggest that the coupled in-class activities and individual follow-up homework improved targeted student learning outcomes.",,curriculum; environmental education; environmental geology; higher education; learning; public attitude; questionnaire survey; student,,,,,,,,,,,"Adams, W.K., Perkins, K.K., Podolefsky, N.S., Dubson, M., Finkelstein, N.D., Wieman, C.E., New instrument for measuring student beliefs about physics and learning physics (2006) The Colorado Learning Attitudes About Science Survey: Physics Education Research, 2, pp. 1-14; Babbie, E., (1989) The Practice of Social Research, p. 501. , Belmont, California: Wadsworth; Beichner, R.J., Saul, J.M., (2003) Introduction to The Scale-up, pp. 1-17. , (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project in Proceedings, International School of Physics, Varenna, Italy; Bjork, R.A., Memory and Metamemory Considerations in the Training of Human Beings (1994) Metacognition: Knowing About Knowing, pp. 185-205. , in Metcalfe J. and Shimamura A. eds., Cambridge, MA, MIT Press; Boud, D., Falchikov, N., Quantitative studies of student self-assessment in higher education: A critical analysis of findings (2004) Higher Education, 18, pp. 529-549; (2000) How People Learn: Brain, Mind, Experience, and School, p. 374. , National Research Council, Bransford, J.D., Brown, A.L., and Cocking, R.R., eds,: Washington DC, National Academy Press; (2008) Arsenic Contamination of Groundwater, , http://www.bgs.ac.uk/arsenic/, British Geological Survey, 16 October; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Dewey, J., (1916) Democracy and Education: An Introduction to The Philosophy of Education, p. 455. , New York, MacMillan The Free Press; Duncan, D., (2005) Clickers In the Classroom, p. 72. , New York, Pearson; Fagen, A.P., Crouch, C., Mazur, E., Peer instruction: Results from a range of Classrooms (2002) The Physics Teacher, 40, pp. 206-209; Farver, J.R., Brabander, D.J., Magma ascent rates from mineral reaction rims and extention to teaching volcanic hazards (2001) Journal of Geoscience Education, 49, pp. 140-145; Fink, L.D., (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, p. 295. , San Francisco, Jossey-Bass; Gillespie, M., Student-teacher connection: A place of possibility (2005) Journal of Advanced Nursing, 52, pp. 211-219; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1997) American Journal of Physics, 66 (1), pp. 64-74; Handelsman, J., Miller, S., Pfund, C., (2007) Scientific Teaching, p. 184. , New York, W.H. Freeman and Company; Heller, P., Keith, R., Anderson, S., Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving (1992) American Journal of Physics, 60 (7), pp. 627-636; Kloss, R.J., A nudge is best: Helping students through the Perry scheme of intellectual development (1994) College Teaching, 42, pp. 151-158; Lev, S.M., A problem-based learning exercise for environmental geology (2004) Journal of Geoscience Education, 52 (2), pp. 128-132; Libarkin, J.C., Anderson, S.W., Development of the Geoscience Concept Inventory (2007) Proceedings, National Stem Assessment Conference, pp. 148-158. , October 19-21, 2006, Washington D.C; Liu, L., Philpotts, A.R., Gray, N.H., Service-learning practice in upper division geosciences courses Journal of Geological Sciences, 52, pp. 172-177; Macgeorge, E.L., Homan, S.R., Dunning, J.B., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56, pp. 125-145; Mayer, R.E., (1998) Learning and Instruction, p. 516. , New Jersey, Merrill Prentice Hall; Mayhew, L., Bair, A., Actively engaging students in conceptual learning: Implementing ""concept challenge"" home-works in large introductory geology courses [abstract] (2007) Geological Society of America Abstracts With Programs, 39, p. 552; Mazur, E., (1997) Peer Instruction, p. 253. , New Jersey, Prentice Hill; Michael, J., Where's the evidence that active learning works? (2006) The American Physiological Society, 30, pp. 159-167; Moog, R.S., Farell, J.J., (2006) Chemistry: A Guided Inquiry, p. 368. , New Jersey, John Wiley & Sons, Inc; Musumeci, D., Teacher-learner negotiation in content-based instruction: Communication at cross-purposes? (1996) Applied Linguistics, 17 (3), pp. 286-325; Premkumar, K., Coupal, C., Rules of engagement - 12 tips for successful use of ""clickers"" in the classroom (2008) Medical Teacher, 30 (2), pp. 146-149; Redish, E.F., (2003) Teaching Physics With the Physics Suite, p. 216. , New Jersey, John Wiley & Sons, Inc; Robinson, G.D., How many years does it take for a mountain to wash into the sea? (2001) Journal of Geoscience Education, 49 (2), pp. 135-139; Sagendorf, K., Noyd, R.K., Morris, D.B., The learning-focused transformation of biology and physics core courses at the U.S. Air Force Academy (2009) Journal of College Science Teaching, pp. 45-50. , January/February; Sambu, S., Wilson, R., (2008) Chronic Arsenic Poisoning: History, Study and Remediation, , http://phys4.harvard.edu/%7Ewilson/arsenic/references/arsenic_project_references.html, (16 October 2008); Schwartz, D.L., Lindgren, R., Lewis, S., Constructivism in an age of non-constructivist assessments (2009) Constructivist Theory Applied to Instruction: Success of Failure?, , in Tobias, S. and Duffy, T. eds., (in press); (2008) Course Materials, , http://www.sei.ubc.ca/materials/sections.do?section=overView&courseId=215&departId=14, Science Education Initiative, (02 July 2009); Seymour, E., Hewitt, N.M., (1997) Talking About Leaving: Why Undergraduates Leave the Sciences, p. 429. , Boulder, Westview; Soja, C.M., Huerta, D., Debating whether dinosaurs should be ""cloned"" from ancient DNA to promote cooperative learning in an introductory evolution course (2001) Journal of Geoscience Education, 49, pp. 150-157; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Stute, M., (2009), http://www.ldeo.columbia.edu/~martins/home/research.htm, (2 July 2009); Umbach, P.D., Wawrzynski, M.R., Faculty do matter: The role of college faculty in student learning and engagement Research In Higher Education, 46, pp. 153-184; http://www.epa.gov/ogwdw/contaminants/index.html, U.S. Environmental Protection Agency, 2008, (16 October 2008); Warner, R., (2007) Uranium Mining Planned In Weld County, , http://www.kcfr.org/index.php?option=com_content&task=view&id=94&Itemid=255, (16 October 2008); Wiggins, G., McTighe, J., (2005) Understanding By Design: Alexandria, p. 370. , Virginia, Association for Supervision and Curriculum Development; Wilson, R., (2009), http://phys4.harvard.edu/~wilson/arsenic/references/arsenic_project_references.html, (2 July 2009); Yair, G., Can we administer the scholarship of teaching? Lessons from outstanding professors in higher education (2008) Higher Education, 55 (4), pp. 447-459; Yuretich, R.F., Khan, S.A., Leckie, R.M., Clement, J.J., Active-learning methods to improve student performance and scientific interest in a large introductory oceanography course (2001) Journal of Geoscience Education, 49, pp. 111-119","Arthurs, L.; Department of Geological Sciences, University of Colorado at Boulder, Campus Box 399, 2200 Colorado Avenue, Boulder, CO 80309-0399, United States; email: Leilani.Arthurs@Colorado.EDU",,,National Association of Geoscience Teachers Inc.,,,,,10899995,,,,English,J. Geosci. Educ.,Article,Final,,Scopus,2-s2.0-77949613585
Enjelvin G.D.,14051740900;,Teaching French to a non-sighted undergraduate: Adjusting practices to deliver inclusive education,2009,Journal of Further and Higher Education,33,3,,265,279,,1.0,10.1080/03098770903026180,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928671542&doi=10.1080%2f03098770903026180&partnerID=40&md5=2e713974fd3e675064fe5c1e3f274232,"The University of Northampton, French, Boughton Green Road, Park campus, Northampton, NN2 7AL, United Kingdom","Enjelvin, G.D., The University of Northampton, French, Boughton Green Road, Park campus, Northampton, NN2 7AL, United Kingdom","This article sets out to illustrate the needs of a registered blind undergraduate student embarking upon a post-A-level French course at the University of Northampton. It also reflects upon (1) some of the challenges faced by the higher education (HE) tutors concerned and (2) the key adjustments put into place with a view to adopting differentiation strategies and creating a supportive, enabling, and inclusive teaching/learning (T/L) environment whilst maintaining academic standards. Because language students’ exposure to the written word is deemed essential to the development of their accuracy, many effective traditional ‘sighted’ activities are generally used to that effect. This article outlines the alternative tasks that had to be designed, some with a user-friendly handheld electronic voting system named Qwizdom, others with WimbaCreate, a Microsoft Word add-on for converting Word documents into accessible web pages. Last but not least, this article also provides suggestions for future, anticipatory adjustments to teaching strategies and (T/L as well as assessment) materials in line with the lessons learnt from the last two academic years. © 2009, UCU.",blind students; higher education institutions (HEIs); modern foreign languages (MFL); reasonable adjustments; special educational needs (SEN); visually impaired (VI),,,,,,,,,,,,"Argyropoulos, V., Martos, A., Leotskakou, B., Blind students and spelling: An investigation into Braille literacy skills Proceedings of the ICEVI European conference 2005: Education–Aiming for Excellence, pp. 180-185. , http://www.icevi-europe.org/chemnitz2005/icevi-chemnitz2005.pdf; Bolt, D., Disability and the rhetoric of inclusive higher education (2004) Journal of Further & Higher Education, 28 (4), pp. 353-358; Carrington-Porter, D., Patton, B., Roy, A.W.N., Visually handicapped students in higher education: The position in Eastern Europe (1994) European Journal of Special Needs Education, 9 (1), pp. 40-51; Cooper, H., Teaching modern languages to visually impaired children (1996) Language Learning Journal, 13, pp. 6-9; Dickinson, A., Don’t panic (smile)! How visually impaired students access online learning and giving realistic guidelines to academic staff at Coventry University (2005) International Congress Series, 1282, pp. 836-840; (2006) Special needs education in Europe: Vol. 2. Provision in post-primary education, , http://www.european-agency.org/site/info/publications/agency/ereports/docs/18docs/Thematic-EN.pdf; Hamilton, E., Prime, K., Gilson, C., Caron, E., Rathlef, J., Fischer, H., Students who are blind or visually impaired accessing foreign languages (2006) Mobility International USA, , http://www.miusa.org/ncde/tipsheets/foreignlang/, In; Herrington, M., Simpson, D., (2002) Making reasonable adjustments with disabled students in higher education. Staff development materials: Case studies and exercises–the University of Nottingham, , http://www.nottingham.ac.uk/academicsupport/adjustments/Making%20Reasonable%20Adjustments.pdf; (1997) First year UK-domiciled HE students by level of course, mode of study, gender and disability 1996/97, , http://www.hesa.ac.uk/dox/dataTables/studentsAndQualifiers/download/disab9697.csv; (2005) Table 11b: First year UK-domiciled HE students by qualification aim, mode of study, gender and disability 2004/05, , http://www.hesa.ac.uk/dox/dataTables/studentsAndQualifiers/download/disab0405.xls; (2007) Table 11b: First year UK-domiciled HE students by qualification aim, mode of study, gender and disability 2006/07, , http://www.hesa.ac.uk/dox/dataTables/studentsAndQualifiers/download/disab0607.xls; Klinkosz, W., Sekowski, A., Brambring, M., Academic achievement and personality in university students who are visually impaired (2006) Journal of Visual Impairment & Blindness, 100 (11), pp. 666-675; Konur, O., Assessment of disabled students in higher education: Current public policy issues (2002) Assessment & Evaluation in Higher Education, 27 (2), pp. 131-152; Lewin-Jones, J., Hodgson, J., Differentiation strategies relating to the inclusion of a student with a severe visual impairment in higher education (modern foreign languages) (2004) British Journal of Visual Impairment, 22 (1), pp. 32-36; McCall, S., Accessing the curriculum (1999) Children with visual impairment in mainstream settings, pp. 29-40. , Arter C., Mason H., McCall S., McLinden M., Stone J., (eds), London: David Fulton,. Edited by; Nikolic, T., Teaching a foreign language to visually impaired children in school (1986) Language Teaching, 19 (3), pp. 218-231; Orsini-Jones, M., Courtney, C., Dickinson, A., Supporting foreign language learning for a blind student: A case study from Coventry University (2005) Support for Learning, 20 (3), pp. 146-152; Pumfrey, P.D., Moving towards inclusion? The first-degree results of students with and without disabilities in higher education in the UK: 1998–2005 (2008) European Journal of Special Needs Education, 23 (1), pp. 31-46; Richardson, J., Roy, A.W.N., The representation and attainment of students with a visual impairment in higher education (2002) British Journal of Visual Impairment, 20 (1), pp. 37-48; Stevens, A., Marsh, D., Foreign language teaching within special needs education: Learning from Europe-wide experience (2005) Support for Learning, 20 (3), pp. 109-114; (2006) Equality and Diversity Unit report no. 14: Student withdrawals 2005/6, , http://www2.northampton.ac.uk/portal/page/portal/AEP/Document%20Store/EandDRP/14.Withdrawals%20Report%202005-6%209-06%20(PDF%20156KB).pdf; (2008) Equality and Diversity Unit report no. 19: A statistical overview of good degrees awarded 2004–07 and recommendations for future action, , http://www2.northampton.ac.uk/portal/page/portal/AEP/Document%20Store/EandDRP/19.ReportGoodDegrees20074-08(word443kb).doc#Disability; (2008) Student Services: The Access Ability Team, , http://www.northampton.ac.uk/departments/studentservices/access-ability/","Enjelvin, G.D.; The University of Northampton, French, Boughton Green Road, Park campus, Northampton, NN2 7AL, United Kingdom; email: geraldine.enjelvin@northampton.ac.uk",,,,,,,,0309877X,,,,English,J. Furth. High. Educ.,Article,Final,,Scopus,2-s2.0-84928671542
"Vincent D.S., Berg B.W., Ikegami K.",7101790295;7203007057;35918352700;,Mass-casualty triage training for international healthcare workers in the Asia-pacific region using manikin-based simulations,2009,Prehospital and Disaster Medicine,24,3,,206,213,,14.0,10.1017/S1049023X00006828,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77957294661&doi=10.1017%2fS1049023X00006828&partnerID=40&md5=9950821d1fdcd7393d19a657503fc724,"School of Medicine, University of Hawaii, Medical Education Building, 212651 Halo Street, Honolulu, HI 96813, United States; Dokkyo Medical University, Koshigaya Hospital, Koshigaya, Japan","Vincent, D.S., School of Medicine, University of Hawaii, Medical Education Building, 212651 Halo Street, Honolulu, HI 96813, United States; Berg, B.W., School of Medicine, University of Hawaii, Medical Education Building, 212651 Halo Street, Honolulu, HI 96813, United States; Ikegami, K., Dokkyo Medical University, Koshigaya Hospital, Koshigaya, Japan","Introduction: More than half of the world's disasters occur in the Asia-Pacific region. A simulation-based exercise to teach healthcare workers prehospital triage, tagging, and treatment methods was used to link disaster management theory to practice with a student-centered, hands-on educational activity. Various strategies for teaching disaster health education have been advocated, and best-practice disaster education models continue to be sought.Methods: A manikin-based, primary triage and treatment course was adapted for international healthcare providers in the Asia-Pacific region using symbolic representations of triage categories and physical findings. The pedagogical construct that was used was an interactive, formative assessment in which faculty members mediated learner information gathering and interpretation during four simulation scenarios. After establishing a multi-casualty disaster context, a wireless, audience response system anonymously collected learner responses to four clinical situations: (1) leg wound (hemorrhagic shock/immediate); (2) chest wound (tension pneumothorax/immediate); (3) head wound (traumatic brain injury/expectant); and (4) limb trauma (leg fracture/delayed).Results: There were 182 healthcare providers from eight Asia-Pacific countries (including the US) that participated in four simulation seminars. The simulation sessions were successfully tailored to groups of learners that varied in size and professional composition.Expectant and delayed triage categories posed the greatest challenge to learners. In one of two groups that were queried, learner self-confidence in applying principles of triage and treatment improved significantly. At the conclusion of the simulation sessions, learners strongly agreed that manikin-based simulation improved their understanding of triage, and should be used to teach principles of primary triage and treatment.Conclusions: Simulation training represents an opportunity to engage learners regardless of language and cultural barriers. Simulation-based training can be effective in introducing healthcare professionals to principles of primary triage and treatment in an effective and culturally sensitive manner.The characteristics of the course with respect to planned formative assessment and culturally competent scholarship were reviewed. © 2009 World Association for Disaster and Emergency Medicine.",Asia-Pacific; healthcare providers; manikin; mass-casualty incident; simulation; training; triage,"article; Asia; audiovisual equipment; educational model; educational status; emergency health service; human; international cooperation; mass disaster; organization and management; Pacific Ocean; pilot study; professional competence; quality control; United States; Asia; Benchmarking; Educational Status; Emergency Service, Hospital; Hawaii; Humans; International Cooperation; Manikins; Mass Casualty Incidents; Models, Educational; Pacific Ocean; Pilot Projects; Professional Competence; Triage; United States",,,,,,,,,,,"(2001) Strategic Plan for Injury Prevention and Control in South-East Asia, , WHO pamphlet WHO Project: ICP DPR 001; Murray, V., Clifford, J., Seynaeve, G., Fisher, J.M., Disaster health education and training: A pilot questionnaire to understand current status (2006) Prehospital Disast Med, 21 (3), pp. 156-167; Subbarao, I., Lyznicki, J.M., Hsu, E.B., A consensus-based educational framework and competency set for the discipline of disaster medicine and public health preparedness (2008) Disaster Med Public Health Prep, 2 (1), pp. 57-68; Grube, J.A., A systems perspective on healthcare safety initiatives (2004) J Healthc Qual, 26 (2), pp. 2-19; Forrest, F., Taylor, M., High level simulators in medical education (1998) Hosp Med, 59 (8), pp. 653-655; Seynaeve, G., Archer, F., Fisher, International standards and guidelines on education and training for the multi-disciplinary health response to major events that threaten the health status of a community (2004) Prehospital Disast Med, 19 (2), pp. sl7-s30; Coelho, E., Crystal Clear, , http://commons.wikimedia.org/wiki/Crystal_Clear, Available at Accessed 04 August 2008; Jenkins, J.L., McCarthy, M.L., Sauer, L.M., Mass-casualty triage: Time for an evidence-based Approach (2008) Prehospital Disast Med, 23 (1), pp. 3-8; Felder, R.M., Brent, R., (1994) Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs, , Raleigh, NC: North Carolina State University; Prince, M., Felder, R., The many faces of inductive Teaching and learning (2007) J Coll Scie Teach, 36 (5), pp. 14-20; Crooks, T., The validity of formative assessments (2001) British Educational ReseArch Association Annual Conference, , University of Leeds; Cowie, B., Bell, B., A model of formative assessment in science education (1999) Assessment in Education: Principles, Policy, & Practice, 6 (1), pp. 101-116; Meleis, A.I., Culturally competent scholarship: Substance and rigor (1996) Adv Nurs Sci, 19 (2), pp. 1-16; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193 (5), pp. 1827-1830; Paschal, C.B., Formative assessment in physiology Teaching using a wireless classroom communication system (2002) Adv Physiol Educ, 26 (1-4), pp. 299-308; Collins, L.J., Livening up the classroom: Using audience response systems to promote active learning (2007) Med RefServ Q, 26 (1), pp. 81-88; Torbeck, L., Enhancing programme evaluation using the audience response system (2007) Med Educ, 41 (11), pp. 1088-1089; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37 (1), pp. 12-14; Jacobs, D.G., Sarafin, J.L., Huynh, T., Audience response system Technology improves accuracy arid reliability of trauma outcome judgments (2006) J Trauma, 61 (1), pp. 135-141; Soh, E.K., Vincent, D.S., Berg, B.W., An international landmine telehealth symposium between Hawaii and Thailand using an Internet2 and multi-protocol videoconferencing bridge (2004) Hawaii Med J, 63 (10), pp. 294-295; Vincent, D.S., Berg, B.W., Chitpatima, S., International distance education and the transition from ISDN to high-bandwidth Internet connectivity (2002) J Telemed Telecare, 8 (S3), pp. 71-73; Vincent, D.S., Berg, B.W., Hudson, D.A., International medical education between Hawaii and Thailand over Intemet2 (2003) J Telemed Telecare, 9 (S2), pp. 71-72; Sharma, B.R., Triage in trauma-care system: A forensic view (2005) J Clin Forensic Med, 12 (2), pp. 64-73; Garner, A., Lee, A., Harrison, K., Comparative analysis of multiple-casualty incident triage algorithms (2001) Ann Emerg Med, 38 (5), pp. 541-548; Garner, A., Documentation and tagging of casualties in multiple casualty incidents (2003) Emerg Med (Fremantle), 15 (5-6), pp. 475-479; Kobayashi, L., Shapiro, M.J., Gutman, D.C., Multiple encounter simulation for high-acuity multipatient environment training (2007) Acad Emerg Med, 14 (12), pp. 1141-1148","Vincent, D.S.; School of Medicine, University of Hawaii, Medical Education Building, 212651 Halo Street, Honolulu, HI 96813, United States; email: dvincent@hawaii.edu",,,Cambridge University Press,,,,,1049023X,,,19618356.0,English,Prehospital Disaster Med.,Article,Final,,Scopus,2-s2.0-77957294661
"Narjaikaew P., Emarat N., Cowie B.",35094287800;34978511500;7004936891;,The effect of guided note taking during lectures on Thai university students’ understanding of electromagnetism,2009,Research in Science and Technological Education,27,1,,75,94,,22.0,10.1080/02635140802658917,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79961048037&doi=10.1080%2f02635140802658917&partnerID=40&md5=a2ea3d3cf47bd31ac0e2515c03c38c8d,"Institute for Innovation and Development of the Learning Process, Mahidol University, Ratchathewi, Bangkok, 10400, Thailand; Department of Physics, Faculty of Science, Mahidol University, Ratchathewi, Bangkok, 10400, Thailand; Wilf Malcolm Institute of Educational Research, University of Waikato, Hamilton, New Zealand","Narjaikaew, P., Institute for Innovation and Development of the Learning Process, Mahidol University, Ratchathewi, Bangkok, 10400, Thailand; Emarat, N., Department of Physics, Faculty of Science, Mahidol University, Ratchathewi, Bangkok, 10400, Thailand; Cowie, B., Wilf Malcolm Institute of Educational Research, University of Waikato, Hamilton, New Zealand","This paper reports on the implementation of a guided note taking strategy to promote Thai students’ understanding of electromagnetism during a lecture course. The aim of the study was to enhance student learning of electromagnetism concepts. The developed guided notes contain quotations, diagrams, pictures, problems, and blank spaces to encourage student interactive engagement with the lectures. The guided note templates were critiqued by a group of experienced university physics lecturers and piloted with graduate physics education students to check the content validity. Over 300 first year university students (aged about 18–19 years) attended lectures that did not involve guided note taking. Six hundred students participated in the guided note taking approach. Students’ understanding of electromagnetism was investigated using a conceptual test. Comparison of the pre‐ and post‐test results of the two groups of students indicated that students who were involved in the guided note taking approach performed better on the conceptual test than students who were not involved in this approach. From interviews, it was found that students viewed the guided note taking approach as a supportive tool that helped them concentrate on the lecture. Promoting student involvement in the lecture class through the process of guided note taking was shown to be a meaningful learning strategy for first year university physics classes. © 2009, Taylor & Francis Group, LLC.",Guided note taking; Large class learning,,,,,,,,,,,,"Akinoglu, O., Yasar, Z., The effect of note taking in science education through the mind mapping technique on students’ attitudes, academic achievement and concept learning (2007) Journal of Baltic Science Education, 6 (3), pp. 34-43; Andresen, L.W., (1984) Lecturing to large groups: A guide to doing it less but better, 24. , Kensington, Australia: University of New South Wales; Annis, L.F., Effect of preference for assigned lecture notes on student achievement (1981) Journal of Educational Research, 74 (3), pp. 179-182; Austin, J.L., Lee, M., Carr, J.P., The effects of guided notes on undergraduate students’ recording of lecture content (2004) Journal of Instructional Psychology, 31 (4), pp. 314-317; Barman, C.R., Allard, D.W., The learning cycle and college science teaching Paper presented at the Annual International Conference of the National Institute for Staff and Organizational Development on Teaching Excellence and Conference of Administrators, , May23–29, Austin, TX; Barnett, J.E., Do instructor‐provided on‐line notes facilitate student learning (2003) The Journal of Interactive Online Learning, 2 (2), pp. 1-7; Biehler, R.F., Snowman, J., (1976) Psychology applied to teaching, , 4th ed., Boston, MA: Houghton Mifflin; Boekaerts, M., Pintrich, P.R., Zeidner, M., (2000) Handbook of self‐regulation, , 5th ed., San Diego, CA: Academic Press; Bonner, J.M., Holliday, W.G., How college science students engage in note‐taking strategies (2006) Journal of Research in Science Teaching, 43 (88), pp. 786-818; Boonklurb, N., (2000) Current trends and main concerns as regards science curriculum in Thailand, , http://www.ibe.unesco.org/curriculum/China/Pdf/IIthailand.pdf, UNESCO; Boyle, J.R., Enhancing the note‐taking skills of students with mild disabilities (2001) Intervention in School and Clinic, 36 (4), pp. 221-224; Cohen, J., (1988) Statistical power analysis for the behavioural sciences, , New York: Erlbaum; Emarat, N., Arayathanitkul, K., Soankwan, C., Chittaree, R., Johnston, I., The effectiveness of the Thai traditional teaching in the introductory physics course: A comparison with the US and Australian approaches (2002) CAL‐laborate, 9, pp. 1-5; Fry, G.W., (2002) Synthesis report: From crisis to opportunity, the challenges of educational reform in Thailand, , http://www.onec.go.th/publication/4505905/fulltext.pdf, Retrieved May 25, 2008, from; Gulpinar, M.A., Yegen, B.C., Interactive lecturing for meaningful learning in large groups (2005) Medical Teacher, 27 (2), pp. 590-594; Gunter, G.A., The effects of the impact of instructional immediacy on cognition and learning in online classes (2008) International Journal of Social Sciences, 2 (3), pp. 196-202; Hughes, C.A., Suritsky, S.K., Note‐taking skills of university students with and without learning disabilities (1994) Journal of Learning Disabilities, 27 (1), pp. 20-24; (2008) National science curriculum standards: The Basic Education Curriculum B.E.2544, , http://kroo.ipst.ac.th/ipst/eng/curriculum/ScienceCurriculum.pdf, Retrieved May 14, 2008, from; Isaacs, G., Lecturing practices and note‐taking purposes (1994) Studies in Higher Education, 19 (2), pp. 203-216; Jones, S.E., Reflections on the lecture: Outmoded medium or instrument of inspiration (2007) Journal of Further and Higher Education, 31 (4), pp. 397-406; Katayama, A.D., Getting students involved in note taking: Why partial notes benefit learners more than complete notes Paper presented at the annual meeting of the Mid‐South Educational Research Association, , November12–14, Memphis, TN; Katayama, A.D., Crooks, S.M., Weiler, W., Constructing and studying notes from on‐line text: Why filling the blanks in a ‘partial‐notes’ format may lead to higher performance on delayed higher‐order tests Paper presented at the annual meeting of the American Research Association, , April24–28, New Orleans, LA; Katayama, A.D., Robinson, D.H., Getting students partially involved in note‐taking using graphic organizers (2000) Journal of Experimental Education, 68 (2), pp. 119-133; Kiewra, K.A., Investigating note taking and review: A depth of processing alternative (1985) Educational Psychologist, 20 (1), pp. 23-32; Kiewra, K.A., Providing the instructor’s notes: An effective addition to student note taking (1985) Educational Psychologist, 20 (1), pp. 33-39; Kiewra, K.A., Cognitive aspects of autonomous note taking: Control processes, learning strategies, and prior knowledge (1988) Educational Psychologist, 23 (1), pp. 39-51; Kiewra, K.A., How classroom teachers can help students learn and teach them how to learn (2002) Theory into Practice, 41 (2), pp. 71-80; Kiewra, K.A., Dubois, N.F., Christian, D., McShane, A., Providing study notes: Relation of three types of notes for review (1988) Journal of Educational Psychology, 80, pp. 595-597; Kiewra, K.A., Frank, B.M., Encoding and external‐storage effects of personal lecture notes, skeletal notes, and detailed notes for field‐independent and field‐dependent learners (1988) Journal of Educational Research, 81 (3), pp. 143-148; Kiewra, K.A., Mayer, R.E., Effects of advance organizers and repeated presentations on students’ learning (1997) Journal of Experimental Education, 65 (2), pp. 147-159; Kiewra, K.A., Mayer, R.E., Christensen, M., Sung‐Il, K., Risch, N., Effects of repetition on recall and note‐taking: Strategies for learning from lectures (1991) Journal of Educational Psychology, 83 (1), pp. 120-123; Kobayashi, K., Combined effects of note‐taking‐reviewing on learning and the enhancement through interventions: A meta‐analytic review (2006) Educational Psychology, 26 (3), pp. 459-477; Lehrl, S., Fischer, B., A basic information psychological parameter (BIP) for the reconstruction of concepts of intelligence (1990) European Journal of Personality, 4, pp. 259-286; Maloney, D.P., O’Kuma, T.L., Hieggelke, C.J., Heuvelen, A.V., Surveying students’ conceptual knowledge of electricity and magnetism (2001) American Journal of Physics, 69 (7), pp. S12-S23; Meltzer, D.E., Manivannan, K., Transforming the lecture‐hall environment: The fully interactive physics lecture (2002) American Journal of Physics, 70 (6), pp. 639-654; Middendorf, J., Kalish, A., The ‘change‐up’ in lectures (1996) The National Teaching and Learning Forum, 5 (2), pp. 1-5; Morgan, C.H., Lilley, J.D., Boreham, N.C., Learning from lecture: The effect of varying the detail in lecture handouts on note‐taking and recall (1988) Applied Cognitive Psychology, 2 (2), pp. 115-122; Narjaikaew, P., Emarat, N., Soankwan, C., Cowie, B., Year‐1 Thai university students’ conceptions of electricity and magnetism (2006) Science and technology education research papers, pp. 75-95. , Hamilton, New Zealand: University of Waikato, and; Neef, N.A., McCord, B.E., Ferreri, S.J., Effect of guided notes versus completed notes during lectures on college students’ quiz performance (2006) Journal of Applied Behavior Analysis, 39 (1), pp. 123-130; (2001) Thailand educational statistics report 2000, , Bangkok: ONEC; (2004) Education in Thailand 2004, , Bangkok: OEC; Peper, R.J., Mayer, R.E., Note taking as a generative activity (1978) Journal of Educational Psychology, 70 (4), pp. 514-522; Piepmeier, E., Use of concept tests in a large lecture course to provide active student involvement and peer teaching (1998) American Journal of Pharmaceutical Education, 62 (3), pp. 347-351; Piolat, A., Olive, T., Kellogg, R.T., Cognitive effort during note taking (2005) Applied Cognitive Psychology, 19 (3), pp. 291-312; Pozzer‐Ardenghi, L., Roth, W.‐.M., On performing concepts during science lectures (2007) Science Education, 91 (1), pp. 96-114; Robin, A., Foxx, R.M., Martello, J., Archable, C., Teaching note‐taking skills to under achieving college students (1977) Journal of Educational Research, 71 (2), pp. 81-85; Robinson, D.H., Graphic organizers as aids to text learning (1998) Reading Research and Instruction, 37 (32), pp. 85-105; Robinson, D.H., Kiewra, K.A., Visual argument: Graphic organizers are superior to outlines in improving learning from text (1995) Journal of Educational Psychology, 87 (3), pp. 455-467; Roy, H., Studio vs. interactive lecture demonstration–effects on student learning (2003) Bioscience, 29 (1), pp. 3-6; Sandoval, J., Constructivism, consultee‐centered consultation, and conceptual change (1996) Journal of Educational and Psychological Consultation, 7 (1), pp. 89-97; Skelton, A., Towards inclusive learning environments in higher education? Reflections on a professional development course for university lectures (2002) Teaching in Higher Education, 7 (2), pp. 193-214; Soankwan, C., Emarat, N., Arayathanitkul, K., Chitaree, R., Physics education in Thailand (2007) International Commission on Physics Education Newsletters, pp. 6-8; Stencel, J.E., Note‐taking techniques in the science classroom (2001) Journal of College Science Teaching, 30 (6), pp. 403-405; Sweller, J., Chandler, P., Evidence for cognitive load theory (1991) Cognition and Instruction, 8 (4), pp. 351-362; Thomas, G.S., Use of student notes and lecture summaries as study guides for recall (1978) Journal of Educational Research, 71 (6), pp. 316-319; (2008) Secondary education regional information base: Country profile–Thailand, , Bangkok: UNESCO; Wilson, K., Korn, J.H., Attention during lectures: Beyond ten minutes (2007) Teaching of Psychology, 34 (2), pp. 85-89","Emarat, N.; Department of Physics, Faculty of Science, Mahidol University, Ratchathewi, Bangkok, 10400, Thailand; email: scnem@mahidol.ac.th",,,,,,,,02635143,,,,English,Res. Sci. Technol. Educ.,Article,Final,,Scopus,2-s2.0-79961048037
"Jadidi M., Firoozabadi S.M., Rashidy-Pour A., Bolouri B., Fathollahi Y., Sajadi A.A.",25227331900;6506647252;6602095981;24337364200;6701492650;15019854700;,Does whole body exposure to GSM-950 MHz electromagnetic fields affect acquisition and consolidation of spatial information in rats?,2009,Iranian Journal of Radiation Research,7,1,,57,62,,7.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77951555126&partnerID=40&md5=030820e66f41d0bd069ba409a843c74c,"Laboratory of Learning and Memory, Department and Physiology Research Center, Semnan University of Medical Sciences, Semnan, Iran; Department of Medical Physics, School of Medical Sciences, Tarbiat Modares University, Tehran, Iran; Department of Medical Physics, School of Medicine, Iran University of Medical Sciences, Tehran, Iran; Department of Physiology, School of Medical Sciences, Tarbiat Modares University, Tehran, Iran","Jadidi, M., Laboratory of Learning and Memory, Department and Physiology Research Center, Semnan University of Medical Sciences, Semnan, Iran; Firoozabadi, S.M., Department of Medical Physics, School of Medical Sciences, Tarbiat Modares University, Tehran, Iran; Rashidy-Pour, A., Laboratory of Learning and Memory, Department and Physiology Research Center, Semnan University of Medical Sciences, Semnan, Iran; Bolouri, B., Department of Medical Physics, School of Medicine, Iran University of Medical Sciences, Tehran, Iran; Fathollahi, Y., Department of Physiology, School of Medical Sciences, Tarbiat Modares University, Tehran, Iran; Sajadi, A.A., Department of Medical Physics, School of Medical Sciences, Tarbiat Modares University, Tehran, Iran","Background: This study was planned to examine the effects of whole-body exposure to GSM-950 MHz electromagnetic fields (EMFs) on acquisition and consolidation of spatial memory in rats using a water maze task. Materials and Methods: In experiment 1, the animals were given two blocks of five trials per day for three consecutive days in a water maze task. The interval between blocks was 4h. Before each training session, the animals were exposed to 950 MHz EMFs for 45 min with lower- (0.835 mW/cm2) or higher-power (1.166 mW/cm2) densities. In experiment 2, the animals were given two blocks of 5 trials with a 3 min interval between blocks. Immediately after the last trial, they were exposed to EMFs for 45 min with lower- or higher-power densities. In both experiments, 48 h after the last training day a 60 s probe test was done. Results: increased. Among the many appliances, due to a rapid expansion of mobile communications and reported symptoms such as headaches and head sensations, memory loss, etc by users (1, 2), the possible health impairing effects associated with exposure to EMFs from mobile handset and base station antenna are particular of public concern. A few studies investigated the effects of exposure to EMFs on cognitive functions in human and experimental subjects, but the results are controversial. Some studies have revealed deficits on memory functions due Results from experiment1 (pre-training exposure to EMFs) indicated no significant differences in performances of exposed and non-exposed groups either during acquisition (learning) or during probe test (memory retention). Results from experiment 2 (post-training exposure to EMFs) also indicated no significant differences among groups during acquisition or probe test. Conclusion: In these experiments, no effect of exposure to 950 MHz on acquisition or consolidation of spatial navigation of rats in a water maze was detected.",950 MHZ wave; EMFs; Morris water maze; Spatial memory; Whole body exposure,water; animal experiment; article; controlled study; density; electromagnetic field; experimental design; information processing; learning; male; maze test; memory consolidation; mental function; nonhuman; radiation exposure; radiofrequency radiation; rat; spatial memory,,"water, 7732-18-5",,,,,,,,,"Hocking, B., Preliminary report: Symptoms associated with mobile phone use (1998) Occup Med, 48, pp. 357-360; Hermann, D.M., Hossmann, K.A., Neurological effects of microwave exposure related to mobile communication (1997) J Neurol Sci, 152, pp. 1-14; Croft, R.J., Chandler, J.S., Burgess, A.P., Barry, R.J., Williams, J.D., Clarke, A.R., Acute mobile phone operation affects neural function in human (2002) Clin Neurophysiol, 113, pp. 1623-1632; Haarala, C., Bjornberg, L., Ek, M., Laine, M., Revonsuo, A., Koivisto, M., Hamalainen, H., Effect of 902 MHz electromagnetic field emitted by mobile phone on human cognitive function: A replication study (2003) Bioelectromagnetics, 24, pp. 283-288; Hocking, B., Westerman, R., Neurological abnormalities associated with CDMA exposure (2001) Occup Med, 51, pp. 410-413; Hocking, B., Westerman, R., Neurological effects of radiofrequency radiation (2003) Occup Med, 53, pp. 123-127; Koivisto, M., Krause, C.M., Revonsuo, A., Laine, M., Hamalainnen, H., The effects of electromagnetic field emitted by GSM phones on working memory (2000) Neuroreport, 11, pp. 1641-1643; Koivisto, M., Revonsvo, A., Krause, C., Haarola, C., Sillanmaki, L., Laine, M., Hamalainen, H., Effects of 902 MHz electromagnetic field emitted by cellular telephones on response times in humans (2000) Neuroreport, 11, pp. 413-415; Lai, H., Interaction of microwaves and a temporally incoherent magnetic field on spatial learning in the rat (2004) Physiol Behav, 82, pp. 785-789; Lai, H., Carino, M., 60 Hz magnetic fields and central cholinergic activity: Effects of exposure intensity and duration (1999) Bioelectromagnetics, 20, pp. 284-289; Lai, H., Horita, A., Guy, A.W., Microwave irradiation affects radial-arm maze performance in the Rat (1994) Bioelectromagnetics, 15, pp. 95-104; Lass, J., Tuulik, V., Ferenets, R., Riisalo, R., Hinrikus, H., Effects of 7 Hz-modulated 450 MHz electromagnetic radiation on human performance in visual memory tasks (2002) Int J Radiat Biol, 78, pp. 937-944; Mann, K., Roschke, J., Effects of pulsed highfrequency electromagnetic fields on human sleep (1996) Neuropsychology, 33, pp. 41-47; Cassel, J.C., Cosquer, B., Galiani, R., Kuster, N., Whole body exposure to 2.45 GHz electromagnetic fields does not alter radial-maze performance in rats (2004) Behav Brain Res, 155, pp. 37-43; Cosquer, B., Galini, R., Kuster, N., Cassel, J.C., Wholebody exposure to 2.45 GHz electromagnetic fields does not alter anxiety responses in rats: A plus-maze study including test validation (2005) Behav Brain Res, 56, pp. 65-74; Dubreuil, D., Jay, T., Edeline, J.M., Does head-only exposure to GSM-900 MHz electromagnetic fields effect the performance of rats in spatial learning tasks? (2002) Behav Brain Res, 129, pp. 203-210; Dubreuil, D., Jay, T., Edeline, J.M., Head only exposure to GSM 900 MHz electromagnetic fields does not alter rats memory in spatial and non-spatial tasks (2003) Behav Brain Res, 145, pp. 51-61; Preece, A.W., Davies-Smith, A., Wesnes, K., Butler, S., Lim, E., Varey, A., Effect of 915 MHz simulated mobile phone signal on cognitive function in man (1999) Int J Biol, 75, pp. 447-456; Sienkiewicz, Z.J., Blackwell, R.P., Haylock, R.G., Saunders, R.D., Cobb, B.L., Low-level exposure to pulsed 900 MHz microwave radiation does not cause deficits in the performance of a spatial learning task in mice (2002) Bioelectromagnetics, 21, pp. 151-158; Jadidi, M., Firoozabadi, S.M., Rashidy-Pour, A., Sajadi, A.A., Sadegi, H., Taherian, A.A., Acute exposure to a 50 Hz magnetic field impairs consolidation of spatial memory in rats (2007) Neurobiolo Learn Mem, 88, pp. 387-392; Oftedal, G., Wilen, J., Sandstrom, M., Mild, K.H., Symptoms experienced in connection with mobile phone use (2000) Occup Med, 50, pp. 237-245; Sandstrom, M., Wilen, J., Oftedal, G., Hansson Mild, K., Mobile phone use and subject symptoms. Comparision of symptoms experienced by users of analogue and digital mobile phones (2001) Occup Med, 51, pp. 25-35; Roosli, M., Moser, M., Meier, M., Braun-Fahlander, C., Health symptoms associated with electromagnetic radiation - A questionnaire survey (2003) Mobile Phone Base Station and Health, , Dublin, May 15th and 16th; Navarro, E.A., Segura, J., Gomez-Perretta, C., Portoles, M., Maestu, C., Bardasano, J.L., About the effects of microwave exposure from cellular phone base stations: A first approach (2003) Mobile Phone Base Station and Health, , Dublin, May 15th and 16th; Santini, R., Santini, P., Danze, J.M., Le Ruz, P., Seigne, M., Study of the health of people living in the vicinity of mobile phone base stations: I. Influences of distance and sex (2002) Pathol Biol, 50, pp. 369-373; D'andrea, J.A., Adair, E.R., Lorge, J.O., Behavioral and cognitive effects of microwave exposure (2003) Bioelectromagnetics, 6, pp. S39-S62; Ilhan, A., Gurel, A., Armutcu, F., Kamisli, S., Iraz, M., Akyol, O., Ozen, S., Ginkgo biloba prevents mobile phone-induced oxidative stress in rat brain (2004) Clinica Chimica Acta, 340, pp. 153-162; Wang, B., Lai, H., Acute exposure to pulsed 2450 MHz microwaves affects water-maze performance of rats (2000) Bioelectromagnetics, 21, pp. 52-56; Mickley, G.A., Cobb, B.L., Mason, P.A., Farrell, S., Disruption of a pulsative working memory task and selective expression of brain c-fos following microwave-induced hyperthermia (1994) Physiol Behav, 55, pp. 1029-1038","Rashidy-Pour, A.; Laboratory of Learning and Memory, Department and Physiology Research Center, Semnan University of Medical Sciences, Semnan, Iran; email: Rashidy-Pour@sem-ums.ac.ir",,,Novim Medical Radiation Institute,,,,,23223243,,,,English,Iran. J. Radiat. Res.,Article,Final,,Scopus,2-s2.0-77951555126
Hoekstra A.,25924977800;,Vibrant student voices: Exploring effects of the use of clickers in large college courses,2008,"Learning, Media and Technology",33,4,,329,341,,74.0,10.1080/17439880802497081,https://www.scopus.com/inward/record.uri?eid=2-s2.0-57649166901&doi=10.1080%2f17439880802497081&partnerID=40&md5=cb271d55ff8f2b899f123975678793ed,"Department of Sociology, University of Colorado, Boulder, United States","Hoekstra, A., Department of Sociology, University of Colorado, Boulder, United States","Teachers have begun using student response systems (SRSs) in an effort to enhance the learning process in higher education courses. Research providing detailed information about how interactive technologies affect students as they learn is crucial for professors who seek to improve teaching quality, attendance rates and student learning. This study investigates social, educational and emotional effects of the use of SRSs - clickers - at the University of Colorado at Boulder. Methods include participant observation, survey data from over 2000 students enrolled in three semesters of General Chemistry, and in-depth interviews exploring the nature of student experiences with clickers. Findings suggest clickers significantly alter the social environment experienced by students as they learn. Clickers create learning environments characterized by greater activity, cooperation and conceptual application compared to traditional, lecture-based instruction. Gender also influences whether students choose to work with peers during clicker-prompted interaction. The qualitative analysis presented here extends upon themes identified in existing research on the effects of clickers for learning.",Clicker; Student attitudes; Student response system,,,,,,,,,,,,"Anderson, C.W., Strategic teaching in science (1987) Strategic teaching and learning: Cognitive instruction in the content areas, pp. 73-91. , ed. B.F. Jones, Alexandria, VA: Association for Supervision and Curriculum Development; Boud, D., (1981) Developing autonomy in student learning, , London: Kogan Page; Brooke, C.P., Feelings from the back row: Negotiating sensitive issues in large classes (1999) New Directions for Teaching and Learning, 77, pp. 23-33; Coffey, A., Atkinson, P., (1996) Making sense of qualitative data, , Newbury Park, CA: Sage; Cooper, J.L., Robinson, P., The argument for making large classes seem small (2000) New directions for teaching and learning: Energizing the large classroom, pp. 5-16. , ed. J.L. Cooper and P. Robinson, San Francisco, CA: Jossey-Bass; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , San Francisco, CA: Pearson Education; Garside, C., Look who's talking: A comparison of lecture and group discussion teaching strategies in developing critical thinking skills (1996) Communication Education, 45, pp. 212-227; Gleason, M., Better communication in large courses (1986) College Teaching, 34, pp. 20-24; Mazur, E., (1997) Peer instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall; McKeachie, W.J., (2002) McKeachie's teaching tips: Strategies, research, and theory for college and university teachers, , Boston, MA: Houghton Mifflin; Naples, N.A., (2003) Feminism and method: Ethnography, discourse analysis, and activist research, , New York: Routledge; Penuel, W.R., Abrahamson, L., Roschelle, J., A sociocultural interpretation of the effects of audience response systems in higher education (2007) Audience response systems in higher education: Applications and cases, pp. 187-208. , ed. D.A. Banks, Hershey, PA: Information Science; Rice, R.E., Bunz, U., Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competency, and usage (2006) Studies in Media. & Information Literacy Education, 6, pp. 1-10; Smith, K.A., Going deeper: Formal small-group learning in large classes (2000) New Directions for Teaching and Learning, 81, pp. 25-46; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Trees, A., Jackson, M., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40","Hoekstra, A.; Department of Sociology, University of Colorado, Boulder, United States; email: Angel.Hoekstra@colorado.edu",,,,,,,,17439884,,,,English,Learn. Media Technol.,Article,Final,,Scopus,2-s2.0-57649166901
"MacGeorge E.L., Homan S.R., Dunning J.B., Elmore D., Bodie G.D., Evans E., Khichadia S., Lichti S.M.",6603626260;8361335700;7102444108;7004995318;14119299900;23666913900;23667616400;16307388900;,The influence of learning characteristics on evaluation of audience response technology,2008,Journal of Computing in Higher Education,19,2,,25,46,,15.0,10.1007/BF03033425,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860685100&doi=10.1007%2fBF03033425&partnerID=40&md5=cc82ab3719d2c58a871d08b3c7f2ea94,"Department of Communication, Purdue University, BRNG 2114, 100 N. University St., 47907-2098 West Lafayette, IN, United States","MacGeorge, E.L., Department of Communication, Purdue University, BRNG 2114, 100 N. University St., 47907-2098 West Lafayette, IN, United States; Homan, S.R., Department of Communication, Purdue University, BRNG 2114, 100 N. University St., 47907-2098 West Lafayette, IN, United States; Dunning, J.B., Department of Communication, Purdue University, BRNG 2114, 100 N. University St., 47907-2098 West Lafayette, IN, United States; Elmore, D., Department of Communication, Purdue University, BRNG 2114, 100 N. University St., 47907-2098 West Lafayette, IN, United States; Bodie, G.D., Department of Communication, Purdue University, BRNG 2114, 100 N. University St., 47907-2098 West Lafayette, IN, United States; Evans, E., Department of Communication, Purdue University, BRNG 2114, 100 N. University St., 47907-2098 West Lafayette, IN, United States; Khichadia, S., Department of Communication, Purdue University, BRNG 2114, 100 N. University St., 47907-2098 West Lafayette, IN, United States; Lichti, S.M., Department of Communication, Purdue University, BRNG 2114, 100 N. University St., 47907-2098 West Lafayette, IN, United States","AUDIENCE RESPONSE TECHNOLOGY (ART) has been widely adopted on college campuses, and prior research indicates that, on average, it receives positive evaluations from students. However, research has not yet examined how characteristics of students as learners influence their responses to ART. The current study examined aptitude for learning, objective learning (i. e., class performance), subjective learning (i. e., self-perceived learning), and conceptualizations of the learning process as influences on students' evaluation of ART. Students who had used ART over the course of a semester in one of three large lecture classes (N=703) completed surveys assessing their learning characteristics, perceptions of ART influence on their attendance, motivation, and learning, liking for ART, and evaluations of the course and instructor. Controlling for course and instructor evaluations, aptitude and objective learning were weakly but negatively associated with evaluations of ART and subjective learning was positively associated with evaluations of ART. Further, different conceptualizations of learning have distinctive associations with ART evaluations. Discussion focuses on the implications of these findings for instructors' use of ART. © 2008 Springer.",audience respons technology; clickers; learning; teaching,,,,,,,,,,,,"Blackman, M.S., Dooley, P., Kuchinski, B., Chapman, D., It worked a different way (2002) College Teaching, 50, pp. 27-28; Fitch, J.L., Student feedback in the college classroom: A technology solution (2004) Educational Technology, Research and Development, 52, pp. 71-81; Guthrie, R.W., Carlin, A., (2004) Waking the dead: Using interactive technology to engage passive listeners in the classroom, , Paper presented at the Tenth Americas Conference on Information Systems, New York, NY; Jackson, M.H., Trees, A.R., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, and Technology, 32, pp. 21-40; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37, pp. 12-14; Lorenzo, M., Crouch, C.H., Mazur, E., Reducing the gender gap in the physics classroom (2006) American Journal of Physics, 74, pp. 118-122; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Student evaluation of audience response technology in large lecture classes, , (in press), Educational Technology Research and Development; Mayer, R.E., Moreno, R., Animation as an aid to multi-media learning (2002) Educational Psychology Review, 14, pp. 87-99; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28, pp. 457-473; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; http://www.einstruction.com/index.cmf?fuseaction=news.display&menu=news&content=showArticle&id=84, Purdue's system-wide technology helps students click in to academics. (2004). Retrieved April 15, 2006, from; Rice, R.E., Bunz, U., (2006) Evaluating a wireless course feedback systen: The role of demographics, expertise, fluency, competency, and usageStudies in Media and Information Literacy Education, 6 (3). , http://www.utpress.utoronto.ca/journal/ejournals/similie; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36, pp. 496-504; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102; Vermunt, J.D., (1994) Inventory of learning styles in higher education: Utrecht University, IVLOS-Institute of Education; Vermunt, J.D., The regulation of constructive learning processes (1998) British Journal of Educational Psychology, 68, pp. 149-171; Vermunt, J.D., Vermetten, Y.J., Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations (2004) Educational Psychology Review, 16, pp. 359-384; Wit, E., Who wants to be...The use of a personal response system in statistics teaching (2003) MSOR Connections, 3, pp. 14-20","MacGeorge, E. L.; Department of Communication, Purdue University, BRNG 2114, 100 N. University St., 47907-2098 West Lafayette, IN, United States; email: emacgeorge@purdue.edu",,,,,,,,10421726,,,,English,J. Comput. High. Educ.,Article,Final,,Scopus,2-s2.0-84860685100
"Walton A., Homan S., Naimi L., Tomovic C.",35390268100;8361335700;49861790200;6506560690;,Student perceptions of a wireless audience response system,2008,Interactive Technology and Smart Education,5,4,,217,229,,3.0,10.1108/17415650810930901,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84992925027&doi=10.1108%2f17415650810930901&partnerID=40&md5=ae9935b7ddf5487a9a7f4ae76bae8b9a,"Department of Organizational Leadership and Supervision, Purdue University, West Lafayette, Indiana, United States; Old Dominion University, Norfolk, Virginia, United States","Walton, A., Department of Organizational Leadership and Supervision, Purdue University, West Lafayette, Indiana, United States; Homan, S., Department of Organizational Leadership and Supervision, Purdue University, West Lafayette, Indiana, United States; Naimi, L., Department of Organizational Leadership and Supervision, Purdue University, West Lafayette, Indiana, United States; Tomovic, C., Old Dominion University, Norfolk, Virginia, United States","Purpose The purpose of this paper is to identify and measure the perceptions and attitudes of students regarding the classroom performance system (CPS). Design/methodology/approach The paper reviews a range of recently published (1993-2006) works on pedagogy and educational technology. A survey methodology was utilized to measure students’ perceptions and attitudes across 16 variables. Findings The paper provides aggregate results on each of the 16 variables and statistically significant differences between sub-categories. Research limitations/implications Research was limited to a major US university campus that services a large cross-section of students. Demographic implications and trends are discussed. Practical implications This study focused on identifying and measuring the perceptions and attitudes of students regarding a radio frequency, wireless audience response system called: CPS. Sixteen research questions and variables were measured in this study regarding students’ perceptions and attitudes towards CPS, learning and student–instructor interactions. Overall, the study found that students perceive CPS as having a positive effect on their increase in pre-class preparation and attendance, and on their increase of overall attention and participation during class. A slight majority of students enjoy using CPS and perceive CPS to have a moderately positive effect on their ability to learn and self diagnose how they are performing in class. The implications of this study and recommendations for future research are discussed. Originality/value This paper is valuable to instructors who wish to reemploy active learning or Socratic Method type activities in the large lecture format classes. © 2008, Emerald Group Publishing Limited",Lectures; Students; Teaching methods; United States of America; Universities; Wireless,,,,,,,,,,,,"Abrahamson, A.L., An overview of teaching and learning research with classroom communications systems (CCSs) (2002), www.bedu.com/Publications/Samos.html available at (accessed 7 October 2005); Blandford, L., Locker, J., Audience response systems and touch pad technology: their Role in CME (1995) The Journal of Continuing Education in the Health Professions, 15, pp. 52-57; Bloom, D.E., Technology, experimentation, and the quality of survey data (1998) Science, 280, pp. 847-848; Borg, W.R., Gall, M.D., (1989) Educational Research, , Longman White Plains, New York, NY; Burke, M.J., Schmitt, N., Borman, W.C., Computerized psychological testing (1992) Personnel Selection, pp. 203-239. , Jossey-Bass San Francisco CA; Butler, D., Using a web site in a large lecture class to help students with personal learning projects (2001) The Technology Source, , July/August www.technologysource.org/article/using_a_web_site_in_a_large_lecture_class_to_help_ students_with_personal_learning_projects/ University of North Carolina available at (accessed 21 November 2008); Copeland, H.L., Stoller, J.K., Hewson, A.G., Longworth, D.L., Making the continuing medical education lecture effective (1998) The Journal of Continuing Education in the Health Professions, 18, pp. 227-234; Dion, L., But I Teach a Large Class … (1996) About Teaching, 50. , www.udel.edu/pbl/cte/spr96-bisc2.html newsletter of the Center for Teaching Effectiveness University of Delaware Newark, DE available at (accessed 20 November, 2008); Egelson, P., Harman, P., Achilles, C.M., (1996) Does Class Size Make a Difference? Recent Findings from State and District Initiatives, , ED 398644, ERIC Clearinghouse Washington, DC; Everett, M.D., Ranker, R.A., Classroom response system: an evaluation at an easy-access regional university (2002), paper presented at the 8th Annual University of Kentucky Economics Teaching Workshop, Lexington, KY; Gagnon, R.J., Thivierge, R., Evaluating touch pad technology (1997) The Journal of Continuing Education in the Health Professions, 17, pp. 20-26; Greenwald, R., Hedges, L.V., Laine, R.D., The effect of school resources on student achievement (1996) Review of Educational Research, 66 (3), pp. 361-396; Hake, R.R., Interactive-engagement vs. traditional methods: a six-thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Halloun, I.A., Hestenes, D., The initial knowledge state of college physics students (1985) American Journal of Psychology, 53, pp. 1043-1055; Johnson, D.W., Maruyama, G., Johnson, R.T., Nelson, D., Skon, L., (1981) Psychological Bulletin, 89, pp. 429-445; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Khichadia, S., Geddes, B., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; McWilliams, G., The laptop backlash (2005) The Wall Street Journal, , http://online.wsj.com/article_print/SB112924976699568321.html available at (accessed 14 October 2005); Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice-Hall Upper Saddle River, NJ; Mead, A.D., Drasgow, F., Equivalence of computerized and paper-and-pencil cognitive ability tests: a meta-analysis (1993) Psychologica Bulliten, 114 (3), pp. 449-458; Novak, G.M., Patterson, E.T., Garvin, A.D., Christian, W., (1999) Just-in-Time Teaching: Blending Active Learning with Web Technology, , Prentice-Hall Upper Saddle River, NJ; Pritchard, I., (1999) Reducing Class Size: What do we Know?, , National Institute on Student Achievement, Curriculum and Assessment, Office of Educational Research and Improvement US Department of Education; Rea, L.M., Parker, R.A., (1997) Designing and Conducting Survey Research, , 2nd ed. Jossey-Bass Publishers San Francisco, CA; Schulman, M., (2002) Classroom Response Systems: Frequently Asked Questions, , Center for Instructional Technologies, University of Texas at Austin Austin, TX; Sekaran, U., (2003) Research Methods for Business: A Skill Building Approach, , 4th ed. John Wiley & Sons, Inc. New York, NY; Shackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: effect on learning in family practice residents (2003), abstract presentation, AAMC annual meeting, Philadelphia, PA; Stein, T., Active participation and integration during lecture? Assessment of an audience response system in lecture format teaching (2003), abstract presented at AAMC annual meeting, Philadelphia, PA; Stout, D.E., Heck, J.L., Speed versus power testing: the impact of time constraints on introductory finance student testing performance (1998) Financial Practice and Education, pp. 73-84; Van de Vijver, F.J.R., Harsveld, M., The incomplete equivalence of the paper-and-pencil and computerized versions of the general aptitude test battery (1994) Journal of Applied Psychology, 79, pp. 852-859; Weisberg, H.F., (1996) An Introduction to Survey Research, Polling, and Data Analysis, , 3rd ed. Sage Publications Thousand Oaks, CA; Wesley, K.C., Miles, E.W., A quasi-experimental assessment of the effect of computerizing noncognitive paper-and-pencil measurements: a test of measurement equivalence (1995) Journal of Applied Psychology, 80 (6), pp. 643-651; Aizen, I., Attitude definition (2005), www-unix.oit.umass.edu/∼psych586/overheads/attdef.pdf available at (accessed 13 November 2005); Bligh, D., (2000) What´t's the Use of Lectures?, , Jossey-Bass San Francisco, CA; Audience response system (ARS) (2005), http://library.cpmc.columbia.edu/cere/web/facultyDev/ars.cfm Columbia University available at (accessed 14 November 2005); Methodology for academic progress (MAP) (2005), www.einstruction.com/index.cfm?fuseaction=Methodology.Display&Menu=methodology eInstruction available at (accessed 28 September 2005); Mitchell, M., Perception: the business of creating meaning (1997), http://spsp.clarion.edu/mm/General/GlossaryA.html#Perception available at (accessed 5 November 2005)",,,,,,,,,17415659,,,,English,Interact. Technol. Smart Educ.,Article,Final,,Scopus,2-s2.0-84992925027
"Elashvili A., Denehy G.E., Dawson D.V., Cunningham M.A.",25931951700;7005207062;19134084200;7402829567;,Evaluation of an audience response system in a preclinical operative dentistry course,2008,Journal of Dental Education,72,11,,1296,1303,,26.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-58149198433&partnerID=40&md5=10699ff10c1cfe3d9802f7c6d1b1811d,"Department of Restorative Dentistry, University of Colorado, School of Dental Medicine; Department of Operative Dentistry, University of Iowa, College of Dentistry; Department of Biostatistics, University of Iowa, College of Dentistry; Department of Preventive and Community Dentistry, University of Iowa, College of Dentistry; University of Colorado, School of Dental Medicine, P.O. Box 6508 F845, Aurora, CO 80045, United States","Elashvili, A., Department of Restorative Dentistry, University of Colorado, School of Dental Medicine, University of Colorado, School of Dental Medicine, P.O. Box 6508 F845, Aurora, CO 80045, United States; Denehy, G.E., Department of Operative Dentistry, University of Iowa, College of Dentistry; Dawson, D.V., Department of Biostatistics, University of Iowa, College of Dentistry; Cunningham, M.A., Department of Preventive and Community Dentistry, University of Iowa, College of Dentistry","Student performance was compared on written and psychomotor skill tests of freshman dental students receiving conventional lectures versus the same lectures containing interactive components using TurningPoint, a wireless audience response system (ARS). The research design was a controlled crossover study with seventy-seven freshman dental students conducted in a preclinical operative dentistry course. Two randomized groups alternated the two study lectures, one with ARS and the other without ARS. Student knowledge retention was measured through written examination using immediate posttest, as well as questions on the unit and final examinations. Psychomotor skill tests were given on both lecture topics. Statistically significant differences indicating superiority of ARS were identified for performance on the immediate posttest and psychomotor skill test only for the lecture ""Principles of Dental Bonding."" The other examinations/skill testing showed no significant difference. These results indicate that ARS is a promising teaching tool for dental education.",Audience response system; Interactive lecture; Operative dentistry,"biomedical and dental materials; resin; article; attitude; audiovisual equipment; classification; clinical trial; comparative study; controlled clinical trial; controlled study; crossover procedure; dental bonding; dental education; dental student; dental surgery; education; educational technology; health care quality; human; instrumentation; long term memory; methodology; physiology; psychological aspect; psychomotor performance; randomized controlled trial; teaching; writing; Attitude; Audiovisual Aids; Composite Resins; Cross-Over Studies; Dental Bonding; Dental Materials; Dental Restoration, Permanent; Dentistry, Operative; Education, Dental; Educational Measurement; Educational Technology; Humans; Program Evaluation; Psychomotor Performance; Retention (Psychology); Students, Dental; Teaching; Writing",,Composite Resins; Dental Materials,,,,,,,,,"Dental education at the crossroads: Challenges and change (1995) An Institute of Medicine report, , Field MJ, ed, Washington, DC: National Academy Press; Kalkwarf KL, Haden NK, Valachovic RW. ADEA Commission on Change and Innovation in Dental Education. J Dent Educ 2005;69(10):1085-7; Pyle, M., Andrieu, S.C., Chadwick, D.G., Chmar, J.E., Cole, J.R., George, M.C., The case for change in dental education (2006) J Dent Educ, 70 (9), pp. 921-924; Hendricson, W.D., Andrieu, S.C., Chadwick, D.G., Chmar, J.E., Cole, J.R., George, M.C., Educational strate-strategies associated with development of problem-solving, critical thinking, and self-directed learning (2006) J Dent Educ, 70 (9), pp. 925-936; Mazur, E., (1997) Peer instruction: A user's manual, , Upper Saddle River, NJ: Simon & Schuster; Dufresene, R.J., Wenk, L., Mestre, J.P., Gerace, W.J., Leonard, W.J., Classtalk: A classroom communication system for active learning (1996) J Comput Higher Educ, 7, pp. 3-47; Hake, R.R., Interactive engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) Am J Physics, 66, pp. 64-74; Abrahamson, A.L., Teaching with a classroom communication system: What it involves and why it works (1999) Puebla, Mexico: Autonoma de Puebla; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J Sci Educ Tech, 15 (1), pp. 101-109; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69 (3), pp. 378-381; Turpin, D.L., Enhance learning with an audience response system (2003) Am J Orthod Dentofacial Orthop, 124 (6), p. 607; Homme, J., Asay, G., Morgenstern, B., Utilization of an audience response system (2004) Med Educ, 38 (5), p. 575; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36 (7), pp. 496-504; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193 (5), pp. 1827-1830; Agresti, A., (1984) Analysis of ordonal categorical data, , New York: Wiley; Fleiss, J., (1981) Statistical methods for rates and proportions, , 2nd ed. New York: Wiley; Bross, I., How to use ridit analysis (1958) Biometrics, 14, pp. 18-38; Barberia, E., Fernandez-Frias, C., Suarez-Clua, C., Saavedra, D., Analysis of anxiety variables in dental students (2004) Int Dent J, 54 (6), pp. 445-449; Henzi, D., Davis, E., Jasinevicius, R., Hendricson, W., Cintron, L., Isaacs, M., Appraisal of the dental school learning environment: The students' view (2005) J Dent Educ, 69 (10), pp. 1137-1147","Elashvili, A.; University of Colorado, School of Dental Medicine, P.O. Box 6508 F845, Aurora, CO 80045, United States; email: ana.elashvili@ucdenver.edu",,,,,,,,00220337,,,18981208.0,English,J. Dent. Educ.,Article,Final,,Scopus,2-s2.0-58149198433
"Pileggi R., O'Neill P.N.",6701391225;35144272600;,Team-based learning using an audience response system: An innovative method of teaching diagnosis to undergraduate dental students,2008,Journal of Dental Education,72,10,,1182,1188,,34.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-58149237882&partnerID=40&md5=e5dec72526bc4d7072ad67973618ca4b,"Department of Endodontics, College of Dentistry, University of Florida Health Science Center; Department of Diagnostic Sciences, University of Texas Health Science Center, Houston Dental Branch; University of Florida Health Science Center, College of Dentistry, Department of Endodontics, P.O. Box 100436, Gainesville, FL 32610-0436, United States","Pileggi, R., Department of Endodontics, College of Dentistry, University of Florida Health Science Center, University of Florida Health Science Center, College of Dentistry, Department of Endodontics, P.O. Box 100436, Gainesville, FL 32610-0436, United States; O'Neill, P.N., Department of Diagnostic Sciences, University of Texas Health Science Center, Houston Dental Branch","A team-based learning (TBL) approach was used to facilitate student learning and performance in a sophomore preclinical endodontic course. TBL is based upon the division of a class into small groups of students using a problem-based learning approach. The purpose of this project was to improve student ability to diagnose diseases utilizing TBL combined with an audience response system (ARS). Three measures were used to assess the outcomes: 1) pre- and posttest scores, 2) a diagnostic skills assessment during the final examination, and 3) an attitudinal survey completed by the students. At the beginning of the course, second-year students (n=64) were evaluated to determine entry-level knowledge. Six groups of ten to eleven students each were pretested, followed by a parallel posttest following the implementation of the TBL experience. Students' performance on the posttest (63.4 percent) showed improved results when compared to the pretest (36.9 percent). Students also exhibited improved diagnostic skills with the final examination. The results of the students' attitudinal survey indicated an 80 percent agreement that TBL enhanced their powers of critical analysis.",Audience response system; Diagnosis; Endodontics; Team-based learning,"article; clinical competence; dental education; diagnosis; education; endodontics; group process; health care quality; human; methodology; peer group; problem based learning; teaching; Clinical Competence; Diagnosis; Education, Dental; Endodontics; Group Processes; Humans; Peer Group; Problem-Based Learning; Program Evaluation; Teaching",,,,,,,,,,,"Taylor, H., Curran, N.M., The nuprin pain report (1985) New York: Lou Harris; Hasselgren, G., Calev, D., Endodontics emergency treatment sound and simplified (1994) NY State Dent J, 60, pp. 31-34; McGrath, C., Bedi, R., Population-based norming of the UK oral health-related quality of life measure (2002) Br Dent J, 193, pp. 485-543; Reisine, T., Dental disease and work loss (1984) J Dent Res, 63, pp. 1158-1161; Haidet, P., O'Malley, K.J., Richards, B., An initial experience with ""team learning"" in medical education (2002) Acad Med, 77 (1), pp. 40-44; Haidet, P., Richards, B., Morgan, R.O., Wristers, K., Moran, B.J., A controlled trial of active versus passive learning strategies in a large group setting (2003) Adv Health Sci Educ, 9, pp. 15-17; Barrows, H.S., (1985) How to design a problem-based curriculum for the preclinical years, , New York: Springer Publishing Company; Michaelsen, K.L., Knight, B.A., Fink, L.D., (2004) Team-based learning: A transformational use of small groups in college teaching, , Sterling, VA: Stylus Publishing; Hunt, D.P., Haidet, P., Coverdale, J.H., Richards, B., The effects of using team learning in an evidence-based medicine course for medical students (2003) Teach Learn Med, 15 (2), pp. 131-139; Michaelsen, K.L., (1998) Three keys to using learning groups effectively, , Teaching excellence: toward the best in the academy. Ames, IA: POD Network; Pileggi, R., O'Neill, P., Team-based learning in dental education: Utilizing an audience response system 2006 American Dental Education Association Annual Session, , Presented at the, Orlando, FL; Simmons, D., O'Neill, P., Transforming a lecture-based course by implementing team-based learning 2007 American Dental Education Association Annual Session, , Presented at the, New Orleans, LA; Curran, V.R., Mugford, J.G., Law, R.M., MacDonald, S., Influence of an interprofessional HIV/AIDS education program on role perception, attitudes, and teamwork skills of undergraduate health sciences students (2005) Educ Health (Abingdon), 18 (1), pp. 32-44; Rich, S.K., Keim, R.G., Shuler, C.F., Problem-based learning versus a traditional educational methodology: A comparison of preclinical and clinical periodontics performance (2005) J Dent Educ, 69 (6), pp. 649-662; Susarla, S.M., Bergman, A.V., Howell, T.H., Karimbux, N.Y., Problem-based learning and research at the Harvard School of Dental Medicine: A ten-year follow-up (2004) J Dent Educ, 68 (1), pp. 71-76; Rider, E.A., Brasher, V., Team-based learning: A strategy for interprofessional collaboration (2006) Med Educ, 40 (5), pp. 486-487","Pileggi, R.; University of Florida Health Science Center, College of Dentistry, Department of Endodontics, P.O. Box 100436, Gainesville, FL 32610-0436, United States; email: rpileggi@dental.ufl.edu",,,,,,,,00220337,,,18923099.0,English,J. Dent. Educ.,Article,Final,,Scopus,2-s2.0-58149237882
"Fies C., Marshall J.",6508009602;49061313400;,The C3 framework: Evaluating classroom response system interactions in university classrooms,2008,Journal of Science Education and Technology,17,5,,483,499,,11.0,10.1007/s10956-008-9116-4,https://www.scopus.com/inward/record.uri?eid=2-s2.0-55149115667&doi=10.1007%2fs10956-008-9116-4&partnerID=40&md5=96935626dfc685368b245b88f32fd415,"College of Education and Human Development, Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, TX 78249, United States; College of Education, Curriculum and Instruction, University of Texas at Austin, 1 University Station, Austin, TX 78712-0379, United States","Fies, C., College of Education and Human Development, Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, TX 78249, United States; Marshall, J., College of Education, Curriculum and Instruction, University of Texas at Austin, 1 University Station, Austin, TX 78712-0379, United States","The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students. Classroom Response Systems (CRSs) are frequently hailed as technologies capable of improving communications by opening the space for dialogic engagement; yet, a causal relationship is not documented in the literature. The data reported on here stem from a mixed methodology study and provide insights into motivations for CRS use and enacted CRS use across disciplines, as well as student and instructor perceptions of the tool's effects on teaching and learning. From these data emerged a framework of interaction (the C3 Framework) that situates CRS use from both the instructors' and learners' perspectives. The framework consists of an interdependent relationship between Concerns, Centeredness, and Control of discourse. Although this study took place in university classrooms, the C 3 Framework presented here applies across educational settings. © 2008 Springer Science+Business Media, LLC.",Classroom Response System; Discourse; Educational technology; Motivation,,,,,,,,,,,,"Abrahamson, L., Banks, D.A., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education: Applications and Cases, p. 405. , Information Science Publishing Hershey, PA; Alderfer, T., (2005) CAMPUS: Costly Classroom Response System Shelved-Technical Problems Said to Dog Pilot Project, but Is It Just Student Apathy?, , http://www.mcgilltribune.com/media/paper234/news/2005/10/25/News/Campus. Costly.Classroom.Response.System.Shelved-1033082.shtml?norewrite& sourcedomain=www.mcgilltribune.com, Retrieved 21 January, 2006, from; Ames, C., Archer, J., Achievement goals in the classroom: Students' learning strategies and motivation processes (1988) J Educ Psychol, 80, pp. 260-267. , 3; (2000) How People Learn: Brain, Mind, Experience, and School (Expanded Edition), , Bransford JD, Brown AL, Cocking RR (eds) National Research Council, Washington, DC; Bromley, H., Bromley, H., Apple, M.W., Introduction: Data-driven democracy? Social assessment of educational computing (1998) Education/technology/power, pp. 1-25. , State University of New York Press Albany, NY; Carnevale, D., Run a class like a game show: 'Clickers' keep students involved (2005) Chronicle Higher Educ, 51 (423); Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comput Assist Learn, 20, pp. 81-94; Elliott, E.S., Dweck, C.S., Goals: An approach to motivation and achievement (1988) J Pers Soc Psychol, 54, pp. 5-12. , 1; Fies, C., (2005) Classroom Response Systems: What Do They Add to An Active Learning Environment?, , http://libweb.lib.utsa.edu/login?url=http://proquest.umi.com/pqdweb?did= 1014323821&sid=1&Fmt=2&clientId=2944&RQT=309&VName=PQD, (Publication no. AAT 3195271). from ProQuest Digital Dissertations; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J Sci Educ Technol, 15, pp. 101-110. , 1; Goldstein, L.S., The relational zone: The role of caring relationships in the co-construction of mind (1999) Am Educ Research Jl, 36, pp. 647-673. , 3; Gutiérrez, R., Change in classroom relations: An attempt that signals some difficulties (2002) J Manage Educ, 26, pp. 527-549. , 5; Hafner, K., (2004) In Class, the Audience Weighs in, , http://query.nytimes.com/gst/fullpage.html?res= 9900E1D61F3AF93AA15757C0A9629C8B63, Available at: Retrieved 29 April 2004; Hickey, D.T., Engaged participation versus marginal nonparticipation: A stridently sociocultural approach to achievement motivation (2003) Elementary School J, 103, pp. 401-429. , 4; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) J Computers Mathematics Science Teaching, 21, pp. 167-181. , 2; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) J Comput Assist Learn, 21, pp. 260-268; Lave, J., Wenger, E., (1991) Situated Learning: Legitimate Peripheral Participation, , Cambridge University Press Cambridge, MA; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall Upper Saddle River, NJ; McDermott, L.C., How we teach and how students learn-a mismatch? (1993) Am J Phys, 61, pp. 295-298. , 4; Meltzer, D.E., Manivannan, K., Promoting interactivity in physics lecture classes (1996) Phys Teach, 34, pp. 72-76; Mestre, J.P., Gerace, W.J., Dufresne, R.J., Leonard, W.J., Promoting active learning in large classes using a classroom communication system* (1997) International Conference on Undergraduate Physics Education (ICUPE), , Paper presented at the; Murphy, P.K., Alexander, P.A., A motivated exploration of motivation terminology (2000) Contemp Educ Psychol, 25, pp. 3-53. , 1; Noddings, N., (1984) Caring, a Feminine Approach to Ethics & Moral Education, , University of California Press Berkeley, CA; Papert, S., Why school reform is impossible (1997) J Learn Sci, 6, pp. 417-427. , 4; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Adv Physiol Educ, 26, pp. 299-308. , 4; Penuel, W.R., Abrahamson, A.L., Roschelle, J., Banks, D., Theorizing the networked classroom: A sociocultural interpretation of the effects of audience response systems in higher education (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 187-208. , Information Science Publishing Hershey, PA; Pintrich, P.R., An achievement goal theory perspective on issues in motivation terminology, theory, and research (2000) Contemp Educ Psychol, 25, pp. 92-104. , 1; Price, E.P., Institutional and instructor factors affecting implementation of class response systems (2004) AAPT Announ, 34 (4), p. 111; Strauss, A., Corbin, J., (1998) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, 2nd Edn., , Sage Publications, Inc., Thousand Oaks, CA; Wentzel, K.R., What is it that i'm trying to achieve? Classroom goals from a content perspective (2000) Contemp Educ Psychol, 25, pp. 105-115. , 1; Windschitl, M., Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers (2002) Rev Educ Res, 72, pp. 131-175. , 2; Zhao, Y., Pugh, K., Sheldon, S., Byers, J.L., Conditions for classroom technology innovations (2002) Teach Coll Rec, 104, pp. 482-515. , 3","Fies, C.; College of Education and Human Development, Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, TX 78249, United States; email: carmen.fies@utsa.edu",,,,,,,,10590145,,,,English,J. Sci. Educ. Technol.,Article,Final,,Scopus,2-s2.0-55149115667
"Chung S., Holloway J.W., Dawson J.L.",16206696600;8662502300;24828989600;,Energy-efficient digital predistortion with lookup table training using analog cartesian feedback,2008,IEEE Transactions on Microwave Theory and Techniques,56,10, 4624565,2248,2258,,23.0,10.1109/TMTT.2008.2003139,https://www.scopus.com/inward/record.uri?eid=2-s2.0-54049124039&doi=10.1109%2fTMTT.2008.2003139&partnerID=40&md5=fe56b5106ce96c059d69303ce7c7f15b,"Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology, Cambridge, MA 02139, United States; United States Marine Corps, Corpus Christi, TX 78419, United States","Chung, S., Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology, Cambridge, MA 02139, United States; Holloway, J.W., Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology, Cambridge, MA 02139, United States, United States Marine Corps, Corpus Christi, TX 78419, United States; Dawson, J.L., Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology, Cambridge, MA 02139, United States","We demonstrate energy-efficient low-complexity adaptive linearization for wideband handset power amplifiers (PAs). Due to power overhead and complexity, traditional wideband linearization techniques such as adaptive digital predistortion (DPD) thus far have not been used for wideband handset transmitters. Our energy-efficient lookup table training strategy resulted in a training energy of 1.83 nj/entry for a 5-MHz bandwidth WiMAX orthogonal frequency division multiple access (OFDMA) transmission, which represents more than 40× improvement over state-of-the-art DPD implementations. Our experimental prototype transmitter achieves a maximum of 9.9-dB improvement of adjacent channel leakage power at 5.15-MHz offset with 22.0-dBm channel power in the 5-MHz bandwidth WiMAX-OFDMA transmission. This linearity improvement offers 26.5% savings in PA power consumption by reducing power backoff. © 2008 IEEE.",Adaptive linearization; Adaptive predistortion; Cartesian feedback; Digital predistortion (DPD); Lookup table (LUT); Power amplifier (PA) linearization; Wideband handset PA; Wideband predistortion; WiMAX,Amplifiers (electronic); Digital arithmetic; Energy efficiency; Feedback linearization; Frequency division multiple access; Interoperability; Linearization; Neural networks; Power amplifiers; Table lookup; Telecommunication systems; Telephone sets; Transmitters; Wireless telecommunication systems; Adaptive linearization; Adaptive predistortion; Cartesian feedback; Digital predistortion (DPD); Lookup table (LUT); Power amplifier (PA) linearization; Wideband handset PA; Wideband predistortion; WiMAX; Broadband amplifiers,,,,,"2003-CT-888

Kentucky Science and Engineering Foundation: D00248

IEEE Foundation

Samsung

National Science Foundation","Manuscript received April 8, 2008; revised June 24, 2008. First published September 12, 2008; current version published October 8, 2008. This work was supported in part by the Focus Center Research Program (FCRP) Focus Center for Circuit and System Solutions (C2S2) under Contract 2003-CT-888, and by the Korea Science and Engineering Foundation (KOSEF) under Grant D00248.","Mr. Chung was the recipient of a USENIX Association student research grant, the Samsung Electronics Humantech Thesis Prize Award, and the IEEE Larson Outstanding Student Paper Award.",Prof. Dawson was the recipient of the 2008 National Science Foundation (NSF) CAREER Award.,,,"Saleh, A.A.M., Salz, J., Adaptive linearization of power amplifiers in digital radio systems (1983) Bell Syst. Tech. J, 62 (4), pp. 1019-1033. , Apr; Nagata, Y., Linear amplification technique for digital mobile communications (1989) Proc. IEEE Veh. Technol. Conf, 1, pp. 159-164. , May; Eun, C., Powers, E.J., A new Volterra predistorter based on the indirect learning architecture (1997) IEEE Trans. Signal Process, 45 (1), pp. 223-227. , Jan; Cavers, J.K., Amplifier linearization using a digital predistorter with fast adaptation and low memory requirements (1990) IEEE Trans. Veh. Technol, 39 (4), pp. 372-382. , Nov; Woo, Y.Y., Kim, J., Yi, J., Hong, S., Kim, I., Moon, J., Kim, B., Adaptive digital feedback predistortion technique for linearizing power amplifiers (2007) IEEE Trans. Microw. Theory Tech, 55 (5), pp. 932-940. , May; Kim, J., Woo, Y.Y., Moon, J., Kim, B., A new wideband adaptive digital predistortion technique employing feedback linearization (2008) IEEE Trans. Microw. Theory Tech, 56 (2), pp. 385-392. , Feb; Dawson, J.L., Feedback linearization of RF power amplifiers, (2003), Ph.D. dissertation, Dept. Elect.Eng, Stanford Univ, Stanford, CA; Chung, S., Holloway, J.W., Dawson, J.L., Open-loop digital predistortion using Cartesian feedback for adaptive RF power amplifier linearization (2007) IEEE MTT-S Int. Microw. Symp. Dig, pp. 1449-1452. , Jun; Ku, H., McKinley, M.D., Kenney, J.S., Quantifying memory effects in RF power amplifiers (2002) IEEE Trans. Microw. Theory Tech, 50 (12), pp. 2843-2849. , Dec; Dawson, J.L., Lee, T.H., Automatic phase alignment for a fully integrated Cartesian feedback power amplifier system (2003) IEEE J. Solid-State Circuits, 38 (12), pp. 2269-2279. , Dec; Sundström, L., Faulkner, M., Johansson, M., Quantization analysis and design of a digital predistortion linearizer for RF power amplifiers (1996) IEEE Trans. Veh. Technol, 45 (4), pp. 707-719. , Nov; Huber, D., Chandler, R., Abidi, A., A 10b 160 MS/S 84 mW IV subranging ADC in 90 nm CMOS (2007) IEEE Int. Solid-State Circuits Conf. Tech. Dig, pp. 454-455. , Feb; Liu, T., Boumaiza, S., Ghannouchi, F.M., Augmented Hammerstein predistorter for linearization of broad-band wireless transmitters (2006) IEEE Trans. Microw. Theory Tech, 54 (24), pp. 1340-1349. , Jun; Rönnow, D., Isaksson, M., Digital predistortion of radio frequency power amplifier using Kautz-Volterra model (2006) Electron. Lett, pp. 780-782. , Jun; He, Z., Ge, J., Geng, S., Wang, G., An improved lookup table predistortion technique for HPA with memory effects in OFDM systems (2006) IEEE Trans. Broadcast, 52 (1), pp. 87-91. , Mar; Gilabert, P.L., Cesari, A., Montoro, G., Bertran, E., Dilhac, J.M., Multilookup table FPGA implementation of an adaptive digital predistorter for linearizing RF power amplifiers with memory effects (2008) IEEE Trans. Microw. Theory Tech, 56 (2), pp. 372-384. , Feb; Faulkner, M., Johansson, M., Adaptive linearization using predistortion-Experimental results (1994) IEEE Trans. Veh. Technol, 43 (2), pp. 323-332. , May; Takeda, K., Hagihara, Y., Aimoto, Y., Nomura, M., Uchida, R., Nakazawa, Y., Saito, T., Per-bit sense amplifier scheme for 1 GHz SRAM macro in sub-100 nm CMOS technology (2004) IEEE Int. Solid-State Circuits Conf. Tech. Dig, pp. 502-503. , Feb; Zeydel, B.R., Oklobdzija, V.G., Mathew, S., Krishnamurthy, R.K., Borkar, S., A 90 nm 1 GHz 22 mW 16 × 16-bit 2's complement multiplier for wireless baseband (2003) IEEE VLSI Circuits Symp. Tech. Dig, pp. 235-236. , Jun; Kao, S., Zlatanovici, R., Nikolic, B., A 240 ps 64b carry-lookahead adder in 90 nm. CMOS (2006) IEEE Int. Solid-State Circuits Conf. Tech. Dig, pp. 1745-1746. , Feb; Ghittori, N., Vigna, A., Malcovati, P., D'Amico, S., Baschirotto, A., A 1.2-V, 600-MS/s, 2.4-m.W DAC for WLAN 802.1.1 and 802.16 wireless transmitters (2006) Proc. Eur. Solid-State Circuits Conf, pp. 404-407. , Sep; Wu, C.-S., Wu, A.-Y., Lin, C.-H., A high-performance/low-latency vector rotational CORDIC architecture based on extended elementary angle set and Trellis-based searching schemes (2003) IEEE Trans. Circuits Syst. II, Analog Digit. Signal Process, 50 (9), pp. 589-601. , Sep; Tuthill, J., Cantoni, A., Efficient compensation for frequency-dependent errors in analog reconstruction filters used in IQ modulators (2005) IEEE Trans. Commun, 53 (3), pp. 489-496. , Mar; Boyle, K.R., Yuan, Y., Ligthart, L.P., Analysis of mobile phone antenna impedance variations with user proximity (2007) IEEE Trans. Antennas Propag, 55 (2), pp. 364-372. , Feb","Chung, S.; Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology, Cambridge, MA 02139, United States; email: sungwon@ieee.org",,,,,,,,00189480,,IETMA,,English,IEEE Trans. Microwave Theory Tech.,Article,Final,,Scopus,2-s2.0-54049124039
"Zurmehly J., Leadingham C.",23476288700;17343992900;,Exploring student response systems in nursing education,2008,CIN - Computers Informatics Nursing,26,5,,265,270,,17.0,10.1097/01.NCN.0000304840.36960.b5,https://www.scopus.com/inward/record.uri?eid=2-s2.0-58149140375&doi=10.1097%2f01.NCN.0000304840.36960.b5&partnerID=40&md5=fd371dc8e6e35fa44c766aa5c24c0698,"College of Nursing and Health, Wright State University, Dayton, OH, United States; Ohio University, Athens, United States; College of Nursing and Health, Wright State University, 3640 Colonel Glenn Hwy, Dayton, OH 45435-0001, United States","Zurmehly, J., College of Nursing and Health, Wright State University, Dayton, OH, United States, College of Nursing and Health, Wright State University, 3640 Colonel Glenn Hwy, Dayton, OH 45435-0001, United States; Leadingham, C., Ohio University, Athens, United States","Using software products in the classroom can be an effective component in an overall technology integration plan. Choosing the right software for the subject area and classroom, however, can be a formidable task if undertaken without preplanning. In this article, we describe the developing process experienced professionally and personally with the student response system. The Internet and other new digital technologies have changed the way we respond to information. These changes are making an impact on students' learning styles and preferences. How to address this issue might be found in an endeavor that places the student at the center of the learning process and facilitates a more active experience: the interactive student response system. Imagine classrooms where teachers electronically introduce assignments using receivers and students beam information from pocket-sized remote controls. Imagine students working on group projects exchanging information without pen or paper. © 2008 Wolters Kluwer Health | Lippincott Williams & Wilkins.",Education; Evaluation; Learning; Nursing; Technology,"adaptive behavior; article; attitude to computers; computer interface; computer program; evaluation; health personnel attitude; human; mass communication; methodology; nursing education; nursing student; organization and management; psychological aspect; public relations; standard; teaching; Attitude of Health Personnel; Attitude to Computers; Computer-Assisted Instruction; Diffusion of Innovation; Education, Nursing, Baccalaureate; Faculty, Nursing; Feedback, Psychological; Humans; Interprofessional Relations; Nursing Education Research; Software; Students, Nursing; User-Computer Interface",,,,,,,,,,,"Eggart, C., West, C., Thomas, K.G., Impact of an audience response system (2004) Med Educ, 38, pp. 545-576; Deyoung, S., (2003) Teaching Strategies for Nurse Educators, , Upper Saddle, NJ: Prentice Hall;; Bastable, S., (2003) Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, , Sudbury, MA: Jones & Bartlett;; Lowenstein, A.J., Bradshaw, M.J., (2004) Fuszard's Innovative Teaching Strategies in Nursing, , 3rd ed. Sudbury, MA: Jones & Bartlett;; King, P.E., Young, M.J., An information processing perspective on the efficiency of instructional feedback (2002) Am Commun J, 5 (1), pp. 1-9; Svinicki, M.D., (1999) New Directions in Learning and Motivation, , San Francisco: Jossey-Bass;; Kulhavy, R.W., Stock, W.A., Feedback and written instruction: The place of response certitude (1989) Educ Psychol Rev, 1 (4), pp. 279-308; Meltzer, D.E., Manivannian, K., Promotion interactivity in physics lecture classes (1996) Phys Technol, 34, p. 72; Duncan, M.J., Biddle, B.J., (1974) The Study of Teaching, , New York, NY: Holt Rinehart & Winston;; (2006) A student response system in an electronic classroom: Technology aids for large classroom instruction, , http://web.bsu.edu/tla/resources/news/1997-98/Nov1997A1/htm, Accessed July 6, 2006; (2006) Student response systems-exploring potential and assessing impact, , http://www.uwm.edu/Dept/LTC/docs/SRSProposal.pdf, University of Milwaukee-Learning Technology Center, Accessed July 6, 2006; Homme, J., Asay, G., Morgenstern, B., Utilization of an audience response system (2004) Med Educ, 38, pp. 545-576; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 31, p. 8. , http://www.replysystems.com/pdfs/benefits/24.pdf, Accessed July 6, 2006; Robertson, L.J., Twelve tips for using computerized interactive audience response system (2000) Med Teach, 22 (3), pp. 237-239; Classroom interaction using wireless technology, , http://www.ph.utexas.edu/~ctalk/wireless/talk/jan31-02htm, Accessed July 15,2006; Keeler, A., (2006) Classroom performance system, , http://www.findarticles.com/p/articles/mi-qa4145/is-200601/ai-n16028177, Accessed July 5, 2006; Wireless response systems. 2005, , http://www.findarticles.com/p/articles/mi-qa4145/is-200601, Accessed July 5, 2006; http://clte.asu.edu/wakonse/ENewsletter/studentresponse-idea.htm.Accessed, An overview of student response systems. 2006, July 6, 2006; Bunz, U., Using Scantron versus an audience response system for survey research: Does methodology matter when measuring computer- mediated communication competence? (2005) Comput Human Behav, 21, pp. 343-359","Zurmehly, J.; College of Nursing and Health, Wright State University, 3640 Colonel Glenn Hwy, Dayton, OH 45435-0001, United States; email: Joyce.zurmehly@wright.edu",,,,,,,,15382931,,,18769181.0,English,CIN Comput. Informatics Nurs.,Article,Final,,Scopus,2-s2.0-58149140375
"Batt L., Batt M., Baguley J., McGreevy P.",16232376300;16232279500;24605214600;7004867504;,The effects of structured sessions for juvenile training and socialization on guide dog success and puppy-raiser participation,2008,Journal of Veterinary Behavior: Clinical Applications and Research,3,5,,199,206,,12.0,10.1016/j.jveb.2008.05.001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-52049097062&doi=10.1016%2fj.jveb.2008.05.001&partnerID=40&md5=ccf1565847d6d2dcbcc25a8d071c0d73,"Faculty of Veterinary Science, University of Sydney, NSW, Australia","Batt, L., Faculty of Veterinary Science, University of Sydney, NSW, Australia; Batt, M., Faculty of Veterinary Science, University of Sydney, NSW, Australia; Baguley, J., Faculty of Veterinary Science, University of Sydney, NSW, Australia; McGreevy, P., Faculty of Veterinary Science, University of Sydney, NSW, Australia","This study examined 60 juvenile Labrador (LR) and golden retrievers (GR) and their puppy raisers (PR) to determine the effect of training (n = 20) and socialization (n = 20) compared with a control group (n = 20). These potential guide dogs were randomly allocated into 3 groups of 20 (2 treatment groups and 1 control). Training sessions ran for 6 weeks (only 5 of which were attended by the dogs), and socialization groups ran for 5 weeks (all of which were attended by the dogs). Training involved teaching a bridge (clicker); basic obedience behaviors including sit, drop, loose-leash walking, and recalls; as well as desensitization to handling, discussions about anxiety and environmental enrichment, and play time. Socialization classes covered the same discursive material, but without the training and bridge components. The control group comprised other pups and their PRs within the guide dog puppy-raising program but who were not given access to these additional classes. Like the dogs in both the treatments, these control dogs also underwent the Guide Dog NSW/ACT program but received no direct intervention through the current study. The authors hypothesized that training and socialization would improve the success rates of dogs in the guide dog program. However, the treatments did not influence the rate of success nor the likelihood of PRs raising a subsequent pup. The interaction between color and sex had some effect on success rates; yellow female LRs had the greatest chance of success, and female GRs had the lowest chance of success. This difference may warrant further investigation in a broader study to assist in decisions as to which breeds and sexes are most successful in guide dog organizations. © 2008 Elsevier Inc. All rights reserved.",guide dog; positive reinforcement; secondary reinforcement; socialization; training,Canis familiaris,,,,,Australian Research Council,"The authors would like to thank Dr John Black, the puppy raisers and the team at Guide Dogs NSW/ACT Glossodia training center, and Lisa Tomkins for their help with and support of this study, which was funded by Guide Dogs NSW/ACT and the Australian Research Council.",,,,,"Alexander, M.C., (2003) Click for Joy, , Sunshine Books Inc, Waltham, MA; Boxall, J., Heath, S., Bate, S., Brautigam, J., Modern concepts of socialisation for dogs: implications for their behaviour, welfare and use in scientific procedures (2004) ATLA, 32 (SUPPL. 2), pp. 81-93; Clark, G.I., Boyer, W.N., The effects of dog obedience training and behavioral counseling upon the human canine relationship (1993) Appl. Anim. Behav. Sci, 37, pp. 147-159; Coleman, K., Tully, L.A., McMillan, J.L., Temperament correlates with training success in adult rhesus macaques (2005) Am. J. Primatol, 65, pp. 63-71; Coppinger, R., Coppinger, L., Skillings, E., Observations on assistance dog training and use (1998) J. Appl. Anim. Welf. Sci, 1, pp. 133-144; Dunbar, I., (1996) How to Teach a New Dog Old Tricks, , James and Kenneth Publishers, Berkeley, CA; Ennik, I., Liinamo, A.-E., Leighton, E., van Arendonk, J., Suitability for field service in 4 breeds of guide dogs (2006) J. Vet. Behav. Clin. Appl. Res, 1, pp. 67-74; Goddard, M.E., Beilharz, R.G., Genetic and environmental-factors affecting the suitability of dogs as guide dogs for the blind (1982) Theor. Appl. Genet, 62, pp. 97-102; Goddard, M.E., Beilharz, R.G., Genetics of traits which determine the suitability of dogs as guide-dogs for the blind (1983) Appl. Anim. Ethol, 9, pp. 299-315; Goddard, M.E., Beilharz, R.G., A factor-analysis of fearfulness in potential guide dogs (1984) Appl. Anim. Behav. Sci, 12, pp. 253-278; Goddard, M.E., Beilharz, R.G., The relationship of fearfulness to, and the effects of, sex, age and experience on exploration and activity in dogs (1984) Appl. Anim. Behav. Sci, 12, pp. 267-278; Goddard, M.E., Beilharz, R.G., A multivariate-analysis of the genetics of fearfulness in potential guide dogs (1985) Behav. Genet, 15, pp. 69-89; Goddard, M.E., Beilharz, R.G., Early prediction of adult behavior in potential guide dogs (1986) Appl. Anim. Behav. Sci, 15, pp. 247-260; Hiby, E.F., Rooney, N.J., Bradshaw, J.W.S., Dog training methods: their use, effectiveness and interaction with behaviour and welfare (2004) Anim. Welf, 13, pp. 63-69; Horwitz, D.F., Counseling pet owners on puppy socialization and establishing leadership (1999) Vet. Med, 94, pp. 149-156; Hubrecht, R.C., Enrichment in puppyhood and its effects on later behavior of dogs (1995) Lab. Anim. Sci, 45, pp. 70-75; Kikkawa, A., Uchida, Y., Suwa, Y., Taguchi, K., A novel method for estimating the adaptive of guide dogs using salivary sIgA (2005) J. Vet. Med. Sci, 67, pp. 707-712; Koda, N., Development of play behavior between potential guide dogs for the blind and human raisers (2001) Behav. Proc, 53, pp. 41-46; Koda, N., Inappropriate behavior of potential guide dogs for the blind and coping behavior of human raisers (2001) Appl. Anim. Behav. Sci, 72, pp. 79-87; Laule, G.E., Bloomsmith, M.A., Schapiro, S.J., The use of positive reinforcement training techniques to enhance the care, management and welfare of primates in the laboratory (2003) J. Appl. Anim. Welf. Sci, 6, pp. 163-173; Ogata, N., Kikusui, T., Takeuchi, Y., Mori, Y., Objective measurement of fear-associated learning in dogs (2006) J. Vet. Behav. Clin. Appl. Res, 1, pp. 55-61; Overall, K., Why electric shock is not behavior modification (2007) J. Vet. Behav. Clin. Appl. Res, 2, pp. 1-4; Pfaffenberger, C.J., Scott, J.P., The relationship between delayed socialization and trainability in guide dogs (1959) J. Gen. Psychol, 95, pp. 145-155; Pranger, L., Maier, A., Coleman, K., Lambeth, S., Perlman, J., Thiele, E., McMillan, J., Schapiro, S.J., Venipuncture training using positive reinforcement training techniques: A comparison of chimpanzees and rhesus macaques (2006) Am. J. Primatol, 68, pp. 61-62; Prescott, M.J., Buchanan-Smith, H.M., Training nonhuman primates using positive reinforcement techniques (2003) J. Appl. Anim. Welf. Sci, 6, pp. 157-161; Prescott, M.J., Buchanan-Smith, H.M., Rennie, A.E., Training of laboratory-housed non-human primates in the UK (2005) Anthrozoos, 18, pp. 288-303; Pryor, K., (2002) Don't shoot the dog, , Ringpress Books Ltd, Surrey, UK; Schalke, E., Stichnoth, J., Ott, S., Jones-Baade, R., Clinical signs caused by the use of electric training collars on dogs in everyday situations (2007) Appl. Anim. Behav. Sci, 105, pp. 369-380; Schapiro, S.J., Bloomsmith, M.A., Laule, G.E., Positive reinforcement training as a technique to alter nonhuman primate behaviour: quantitative assessments of effectiveness (2003) J. Appl. Anim. Welf. Sci, 6, pp. 175-187; Schilder, M.B.H., van der Borg, J.A.M., Training dogs with help of the shock collar: short and long term behavioural effects (2004) Appl. Anim. Behav. Sci, 85, pp. 319-334; Seksel, K., Mazurski, E.J., Taylor, A., Puppy socialisation programs: short and long term behavioural effects (1999) Appl. Anim. Behav. Sci, 62, pp. 335-349; Serpell, J., Jagoe, J.A., Early experience and the development of behaviour (1995) The Domestic Dog, Its Evolution, Behaviour and Interaction with People, pp. 79-102. , Serpell J. (Ed), University of Cambridge, Melbourne; Serpell, J.A., 1996. Primary socialization revisited: early experience and the development of canine behaviour problems. Proceedings and abstracts 21st congress of the World Small Animal Veterinary Association - WSAVA, Jerusalem, Israel, October 20-23, 1996:36-37; Serpell, J.A., Hsu, Y., Development and validation of a novel method for evaluating behavior and temperament in guide dogs (2001) Appl. Anim. Behav. Sci, 72, pp. 347-364; Whitham, B., Mills, D., The effect of different methods of successive approximation on the intitial stages of target training using a clicker (2005) Anthrozoos, 18, p. 334","Batt, L.; Faculty of Veterinary Science, University of Sydney, NSW, Australia; email: larab@vetsci.usyd.edu.au",,,,,,,,15587878,,,,English,J. Vet. Behav.: Clin. Appl. Res.,Article,Final,,Scopus,2-s2.0-52049097062
"Kaneshiro K.N., Emmett T.W., London S.K., Ralston R.K., Richwine M.W., Skopelja E.N., Brahmi F.A., Whipple E.",7003389800;6602988319;9842431400;7006169988;26028036000;8408014900;6602117137;26028224900;,Use of an audience response system in an evidence-based mini-curriculum,2008,Medical Reference Services Quarterly,27,3,,284,301,,10.0,10.1080/02763860802198861,https://www.scopus.com/inward/record.uri?eid=2-s2.0-59849129382&doi=10.1080%2f02763860802198861&partnerID=40&md5=8c5df196d8943a54ab54492ee94508a8,"Indiana University, School of Medicine Library, 975 West Walnut Street, IB 100, Indianapolis, IN 462025121, United States","Kaneshiro, K.N., Indiana University, School of Medicine Library, 975 West Walnut Street, IB 100, Indianapolis, IN 462025121, United States; Emmett, T.W., Indiana University, School of Medicine Library, 975 West Walnut Street, IB 100, Indianapolis, IN 462025121, United States; London, S.K., Indiana University, School of Medicine Library, 975 West Walnut Street, IB 100, Indianapolis, IN 462025121, United States; Ralston, R.K., Indiana University, School of Medicine Library, 975 West Walnut Street, IB 100, Indianapolis, IN 462025121, United States; Richwine, M.W., Indiana University, School of Medicine Library, 975 West Walnut Street, IB 100, Indianapolis, IN 462025121, United States; Skopelja, E.N., Indiana University, School of Medicine Library, 975 West Walnut Street, IB 100, Indianapolis, IN 462025121, United States; Brahmi, F.A., Indiana University, School of Medicine Library, 975 West Walnut Street, IB 100, Indianapolis, IN 462025121, United States; Whipple, E., Indiana University, School of Medicine Library, 975 West Walnut Street, IB 100, Indianapolis, IN 462025121, United States","Since 2002, library faculty at the Indiana University School of Medicine have taught third-year medical students how to retrieve the best evidence from MEDLINE to address their clinical questions. In preparation for their Neurology, Medicine, and Psychiatry clerkships, students attended a review of evidence-based medicine principles and techniques for searching the literature. The session was team-taught by two faculty members, one from the Internal Medicine department and the other from the Library. The librarian reviewed important MEDLINE principles for constructing a good subject search and applying appropriate evidence-based filters. During the clerkships, students were asked to generate clinical questions arising from their patient encounters, searched MEDLINE for the best evidence, critiqued the results, and then applied them back to their patients' care. Library faculty provided individualized feedback on the student searches. A follow-up session two months later reinforced MEDLINE principles, used student searches as examples, and extended the discussion to other evidence-based, point-of-care resources. To add to the interactivity of the follow-up sessions, librarians used an audience response system to measure students' understanding of literature retrieval techniques and to gauge student preferences for information seeking on clinical topics. Overall, the sessions have been well-received by the students.",ARS; Audience response systems; Evidence-based medicine; Medical education; Third-year medical students,"article; attitude; clinical education; education; evidence based medicine; feedback system; health care quality; human; human computer interaction; information retrieval; internal medicine; library; medical school; medical student; MEDLINE; methodology; neurology; professional competence; psychiatry; psychological aspect; United States; utilization review; Attitude; Clinical Clerkship; Computer User Training; Evidence-Based Medicine; Feedback; Humans; Indiana; Information Storage and Retrieval; Internal Medicine; Libraries, Medical; MEDLINE; Neurology; Professional Competence; Program Evaluation; Psychiatry; Schools, Medical; Students, Medical",,,,,,,,,,,"Kerns, S., Technological Tools for Library User Education: One Library's Experience (2007) Medical Reference Services Quarterly, 26 (3), pp. 105-114. , Fall; Collins, L.J., Livening Up the Classroom: Using Audience Response Systems to Promote Active Learning (2007) Medical Reference Services Quarterly, 26 (1), pp. 81-87. , Spring; Marinella, M., (2002) The Pocket Guide to Fifty Unusual Symptoms, , http://books.google.com/books?id=nIJsSNq644kC&dq=pocket+guide+to+50+unusual+marinella, Malden, MA: Blackwell Pub, Available: .Accessed:January 18, 2008; Sotos, J.G., GI-001 Silver Stools Zebra Card, , http://www.zebracards.com/GI-001.html, Available:, Accessed: December 26, 2007","Kaneshiro, K. N.; Indiana University, School of Medicine Library, 975 West Walnut Street, IB 100, Indianapolis, IN 462025121, United States; email: kkaneshi@iupui.edu",,,,,,,,02763869,,MRSQD,19042709.0,English,Med. Ref. Serv. Q.,Article,Final,,Scopus,2-s2.0-59849129382
"Premkumar K., Coupal C.",6603025103;51963467700;,"Rules of engagement - 12 tips for successful use of ""clickers"" in the classroom",2008,Medical Teacher,30,2,,146,149,,43.0,10.1080/01421590801965111,https://www.scopus.com/inward/record.uri?eid=2-s2.0-46749083431&doi=10.1080%2f01421590801965111&partnerID=40&md5=10e642521e2b6200e6cc4fc5a755cc57,"University of Saskatchewan, Saskatoon, SK, Canada","Premkumar, K., University of Saskatchewan, Saskatoon, SK, Canada; Coupal, C., University of Saskatchewan, Saskatoon, SK, Canada","Background: Student response system or clickers is an electronic application where a receiver in the instructor's computer captures responses to questions from student keypads. Used effectively, clickers can promote learner engagement and serve to improve learning. It can be used in a variety of ways such as to provide feedback to learners and instructor, to start discussions, for peer evaluation, for formative and summative assessment, to build a learning community, and to experiment on human responses. Aims and Methods: Using our experience in the use of this technology and literature review, we provide twelve tips for successful use of the student response system. Results and Conclusions: We have found these strategies useful and envisage that the application of these tips can help maximize learner engagement and learning.",,"article; computer network; computer system; curriculum development; education program; educational technology; feedback system; human; interpersonal communication; learning; medical education; medical literature; medical student; pedagogics; peer review; student attitude; Computer-Assisted Instruction; Education, Medical; Educational Technology; Guidelines as Topic; Humans; User-Computer Interface",,,,,,,,,,,"Beatty, I., Transforming student learning with classroom communication systems [Electronic Version] (2004) Res Bull, 2 (3); Duncan, D., Clickers: A new teaching aid with exceptional promise, University of Colorado (2006) Astron Educ Rev, 5 (1), pp. 70-88; Middendorf, J., Kalish, A., The ""change-up"" in lectures (1996) Natl Teach Learn Forum, 5 (2); Robertson, L., Twelve tips for using a computerized interactive response system (2000) Med Teach, 22 (3), pp. 237-239; Rodgers, M.L., Starrett, D.A., (2007) Calling All Students... Come In, Students...; (2006) Shifting Gears from Research to Adoption, A Pilot Study on the Clicker Personal Response Device, , University of Tennessee, Knoxville","Premkumar, K.; University of Saskatchewan, Saskatoon, SK, Canada",,,,,,,,0142159X,,MEDTD,18464137.0,English,Med. Teach.,Article,Final,,Scopus,2-s2.0-46749083431
"Dani D.E., Koenig K.M.",24449154100;15070934000;,Technology and reform-based science education,2008,Theory into Practice,47,3,,204,211,,12.0,10.1080/00405840802153825,https://www.scopus.com/inward/record.uri?eid=2-s2.0-46349103286&doi=10.1080%2f00405840802153825&partnerID=40&md5=f5cdc2c8107a79e409c044b3616cc6dc,"Department of Science Education, Ohio University; Department of Physics and Teacher Education, Wright State University; Department of Teacher Education, 252 McCracken Hall, Ohio University, Athens, OH 45701, United States","Dani, D.E., Department of Science Education, Ohio University, Department of Teacher Education, 252 McCracken Hall, Ohio University, Athens, OH 45701, United States; Koenig, K.M., Department of Physics and Teacher Education, Wright State University","Current reforms in science education call for the integration of digital technologies into science teaching, advocating that students learn science content and processes through technology. In this article, we provide practical examples, situated within the literature, of how digital technologies can be used to support the development and implementation of high quality technology-enhanced science lessons. Classroom applications featuring, among others, probeware and electronic voting systems are discussed.",,,,,,,,,,,,,"Alessi, S., Trollip, S., (2001) Multimedia for learning: Methods and development, , Needham Heights, MA: Allyn and Bacon; Angeli, C., Transforming a teacher education method course through technology: Effects on pre-service teachers' technology competency (2004) Computers and Education, 45, pp. 383-398; Barab, S.A., Barnett, M., Hay, K.E., Virtual solar system project: Building understanding through model building (2000) Journal of Research in Science Teaching, 37, pp. 719-756; Brown, A.L., Campione, J.C., Guided discovery in a community of learners (1994) Classroom lessons: Integrating cognitive theory and classroom practice, pp. 229-270. , K. McGilly Ed, Cambridge, MA: MIT Press/Bradford Books; Bybee, R.W., Fuchs, B., Preparing the 21st century workforce: A new reform in science and technology education (2006) Journal of Research in Science Teaching, 43, pp. 349-352; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Duffee, L., Aikenhead, G., Curriculum change, student evaluation, and teacher practical knowledge (1992) Science Education, 76, pp. 493-506; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Friedrichsen, P.M., Dana, T.M., Zembal-Saul, C., Munford, D., Tsur, C., Learning to teach with technology model: Implementation in secondary science teacher education (2001) Journal of Computers in Mathematics and Science Teaching, 20, pp. 377-394; Gado, I., Ferguson, R., Van 'T Hooft, M., Using handheld-computers and probeware in a science methods course: Preservice teachers' attitudes and self-efficacy (2006) Journal of Technology and Teacher Education, 14, pp. 501-529; Hall, F.R., Buxton, C.A., Advancing the REVOLUTION: Using earth systems science to prepare elementary school teachers in an urban environment (2004) Journal of Geoscience Education, 52, pp. 338-344; Hennessy, S., Wishart, D., Whitelock, D., Deaney, R., Brawn, R., La Velle, L., Pedagogical approaches for technology-integrated science teaching (2007) Computers & Education, 48, pp. 137-152; Hsi, S., (1997) Facilitating knowledge integration in science through electronic discussion: The multimedia forum kiosk, , Unpublished doctoral dissertation, Berkeley: University of California; (2002) National educational technology standards for teachers: Preparing teachers to use technology, , International Society for Technology in Education, Danvers, MA: Author; Kinzie, M.B., Strauss, R., Foss, J., The effects of an interactive dissection simulation on the performance and achievement of high school biology students (1993) Journal of Research in Science Teaching, 30, pp. 989-1000; Kurtz, M., Holden, B.E., Analysis of a distance-education program in organic chemistry (2001) Journal of Chemical Education, 78, pp. 1122-1125; Laferriere, T., Lamon, M., Chan, C., Emerging e-trends and models in teacher education and professional development (2006) Teaching Education, 17, pp. 75-90; Linn, M.C., (2000) Technology and gender equity: What works, , Paper presented at the Women in Science and Technology mini-convention held at the American Psychological Association Convention, Washington, DC; Linn, M.C., Hsi, S., (2000) Computers, teachers, peers: Science learning partners, , Mahwah, NJ: Lawrence Erlbaum Associates; Market Data Retrieval. (2001). Technology in education 2001. Shelton, CT: Author; Martinez-Jimenez, P., Polo, J., Pontes-Pedrajas, A., Learning in chemistry with virtual laboratories (2003) Journal of Chemical Education, 80, pp. 346-352; Mokros, J.R., Tinker, R.F., The impact of microcomputer-based labs on children's ability to interpret graphs (1987) Journal of Research in Science Teaching, 24, pp. 369-383; Nakhleh, M.B., A review of microcomputer-based labs: How have they affected science learning? (1994) Journal of Computers in Mathematics and Science Teaching, 13, pp. 368-381; National Center for Education Statistics. (2000). Public school teachers' use of computers and the Internet.Washington, DC: U.S. Department of Education; (1996) The national science education standards, , National Research Council, Washington, DC: National Academy Press; Pedersen, J.E., Yerrick, R.K., Technology in science teacher education: Survey of current uses and desired knowledge among science educators (2000) Journal of Science Teacher Education, 11 (2), pp. 131-153; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward an effective use of voting machines in physics lectures (2005) American Journal of Physics, 73, pp. 554-558; Roblyer, M.D., (2003) Integrating educational technology into teaching, , 3rd ed, Columbus, OH: Merrill/Prentice Hall; Rogers, L., Newton, L., Learning systems-An 'open' approach (2001) International Journal of Science Education, 23, pp. 405-422; Russell, M., Bebell, D., O'Dwyer, L., O'Connor, K., Examining teacher technology use: Implications for preservice and inservice teacher preparation (2003) Journal of Teacher Education, 54, pp. 297-310; Scardamalia, M., Bereiter, C., A knowledge building architecture for computer supported learning (1992) Computer-based learning environments and problem solving, , E. De Corte, M. C. Linn, H. Mandl, & L. Verschaffel Eds, Berlin: Springer-Verlag; Seiler, J.R., Peterson, J.A., Popescu, O., A woody plant identification tutorial improves field identification skills (2002) Journal of Natural Resources and Life Sciences Education, 31, pp. 12-15; Shecker, H., Integration of experimenting and modeling by advanced educational technology: Examples from nuclear physics (1998) International handbook of science education, pp. 383-398. , B. J. Fraser & K. G. Tobin Eds, Great Britain: Kluwer; Stratford, S.J., A review of computer-based model research in precollege science classrooms (1997) Journal of Computers in Mathematics and Science Teaching, 16, pp. 2-23; Trindade, J., Fiolhais, C., Almeida, L., Science learning in virtual environments: A descriptive study (2002) British Journal of Educational Technology, 33, pp. 471-478; Webb, M.E., Affordances of ICT in science learning: Implications for an integrated pedagogy (2005) International Journal of Science Education, 27, pp. 705-735; Wekesa, E., Kiboss, J., Ndirangu, M., Improving students' understanding and perception of cell theory in school biology using a computer-based instruction simulation program (2007) Journal of Educational Multimedia and Hypermedia, 15, pp. 397-410","Dani, D. E.; Department of Teacher Education, 252 McCracken Hall, Ohio University, Athens, OH 45701, United States; email: dani@ohio.edu",,,,,,,,00405841,,,,English,Theory Pract.,Article,Final,,Scopus,2-s2.0-46349103286
"Rubio E.I., Bassignani M.J., White M.A., Brant W.E.",24341529400;6603445954;7404176885;6701657306;,Effect of an audience response system on resident learning and retention of lecture material,2008,American Journal of Roentgenology,190,6,,W319,W322,,59.0,10.2214/AJR.07.3038,https://www.scopus.com/inward/record.uri?eid=2-s2.0-44849129705&doi=10.2214%2fAJR.07.3038&partnerID=40&md5=794ee13702f78392770e684b2e2d1479,"Department of Radiology, Cincinnati Children's Hospital, 3333 Burnet Ave., Cincinnati, OH 45229, United States; Department of Radiology, University of Virginia, Charlottesville, VA, United States; Department of Psychiatry, Yale University School of Medicine, New Haven, CT, United States","Rubio, E.I., Department of Radiology, Cincinnati Children's Hospital, 3333 Burnet Ave., Cincinnati, OH 45229, United States, Department of Psychiatry, Yale University School of Medicine, New Haven, CT, United States; Bassignani, M.J., Department of Radiology, University of Virginia, Charlottesville, VA, United States; White, M.A., Department of Psychiatry, Yale University School of Medicine, New Haven, CT, United States; Brant, W.E., Department of Radiology, University of Virginia, Charlottesville, VA, United States","OBJECTIVE. In an era of increasing clinical volume and longer workdays, the time devoted to education may be diminished in many medical centers. The goal of our study was to develop techniques for optimizing educational time. SUBJECTS AND METHODS. Radiology residents in our program were randomized into two groups stratified by level of training. The control group received a standard didactic midday lecture, and the experimental group received the identical lecture material with an audience response system integrated into the lecture delivery. RESULTS. The group who used the interactive audience response software had significantly higher learning (p = 0.02) and long-term retention (p = 0.001) scores on postlecture quizzes administered to both groups of residents on the day of the lecture and 3 months later. CONCLUSION. Use of appropriate interactive teaching techniques facilitates residents' learning and retention of material. In our study, long-term retention was especially improved with use of an interactive lecture style. © American Roentgen Ray Society.",Audience response; Education; Learning retention; Resident education,"article; computer program; controlled study; experimental study; human; human experiment; learning; normal human; priority journal; radiologist; residency education; scoring system; statistical significance; Computer-Assisted Instruction; Education, Medical, Graduate; Educational Measurement; Equipment Design; Equipment Failure Analysis; Internship and Residency; Knowledge of Results (Psychology); Retention (Psychology); Teaching; United States",,,,,,,,,,,"Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Yerkes, R.M., Dodson, J.D., The relation of strength of stimulus to rapidity of habit-formation (1904) J Comparative Neurol Psychol, 18, pp. 459-482; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; Salmon T, Stahl J. Wireless audience response system: does it make a difference? J Extension 2005; 43:3RIB10. www.joe.org/joe/2005june/rb10. shtml. Accessed February 19, 2008; Copeland, H.L., Hewson, M.G., Stoller, J.K., Longworth, D.L., Making the continuing medical education lecture effective (1998) J Contin Educ Health Prof, 18, pp. 227-234; Su, Q., (2001) Teaching innovation using a computerized audience response system, , www.itee.uq.edu.au/~aupec/aupec02/Final-Papers/Q-SU1.pdf, Brisbane, Queensland, Australia: Department of Electrical and Computer Systems Engineering, University of Queensland, Accessed February 19, 2008","Rubio, E. I.; Department of Radiology, Cincinnati Children's Hospital, 3333 Burnet Ave., Cincinnati, OH 45229, United States; email: eva.rubio@cchmc.org",,,,,,,,0361803X,,AJROA,18492872.0,English,Am. J. Roentgenol.,Article,Final,,Scopus,2-s2.0-44849129705
"Kühne-Eversmann L., Eversmann T., Fischer M.R.",23094001700;25221277900;7402920954;,Team- and case-based learning to activate participants and enhance knowledge: An evaluation of seminars in Germany,2008,Journal of Continuing Education in the Health Professions,28,3,,165,171,,30.0,10.1002/chp.175,https://www.scopus.com/inward/record.uri?eid=2-s2.0-53249135065&doi=10.1002%2fchp.175&partnerID=40&md5=37b9ca307e85725c6ad9b47cc0c43c40,"Medizinische Klinik-Innenstadt, Munich University Hospital, Ludwig-Maximilian-University, Munich, Germany; Schwerpunkt Medizindidaktik, Medizinische Klinik-Innenstadt, Klinikum der Universität München, Ziemssenstr. 1, 80336 Munich, Germany","Kühne-Eversmann, L., Medizinische Klinik-Innenstadt, Munich University Hospital, Ludwig-Maximilian-University, Munich, Germany, Schwerpunkt Medizindidaktik, Medizinische Klinik-Innenstadt, Klinikum der Universität München, Ziemssenstr. 1, 80336 Munich, Germany; Eversmann, T.; Fischer, M.R., Medizinische Klinik-Innenstadt, Munich University Hospital, Ludwig-Maximilian-University, Munich, Germany","Introduction: There is a strong need for high-quality continuing medical education (CME) in Germany. To maintain a medical license, physicians are required to participate in regular training. Although evidence suggests that compared to lectures interactive methods can impart sustainable knowledge and a high degree of satisfaction, few interactive CME courses are offered. Methods: We designed an interactive, team-based CME concept and launched it in a series of seminars on internal medicine. The group work was designed using team-based learning. Pre- and postcourse knowledge tests with an electronic voting system and paper questionnaires (Likert scale 1-6) were used to evaluate knowledge, motivation, and expectations of the participants (n = 159). Results: Participants rated the interactivity and team-based discussion (mean: 4.57, SD: 1.41) of the CME seminars as highly important reasons to participate and stated that the CME course was very instructional (mean: 5.16, SD: 0.84) and the case discussions enhanced their learning (mean: 5.46, SD: 0.75). The majority of participants stated that their expectations were met. The participants enhanced their outcome from a mean of 47.2% right answers prior to the course to 70.3% in the postcourse test (p < 0.001). Discussion: An interactive, case-based design of a CME course following the team-based learning concept leads to a significant gain in the participants' knowledge with an identified preknowledge level. Participants' expectations seemed fulfilled by a CME course design, which combines small group discussions in the lecture hall with didactic lectures and intensive discussion. © 2008 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.",Case-based learning; Continuing medical education (CME); Interactive; Knowledge gain; Team-based learning,"adult; aged; article; clinical competence; consumer; education; female; Germany; group process; health care quality; health personnel attitude; human; internal medicine; Internet; male; medical education; methodology; middle aged; problem based learning; teaching; Adult; Aged; Attitude of Health Personnel; Clinical Competence; Computer-Assisted Instruction; Consumer Satisfaction; Education, Medical, Continuing; Female; Germany; Group Processes; Humans; Internal Medicine; Internet; Male; Middle Aged; Problem-Based Learning; Program Evaluation",,,,,,,,,,,"Harden, R.M., A new vision for distance learning and continuing medical education (2005) J Contin Educ Health Prof, 25 (1), pp. 43-51; Curran, R., A review of evaluation outcomes of Web-based continuing medical education (2005) Med Educ, 39, pp. 561-567; Sargeant, J., Interactive on-line continuing medical education: Physicians' perceptions and experiences (2004) J Contin Educ Health Prof, 24, pp. 227-236; Copley Cobb, S., Internet continuing education for health care professionals: An integrative review (2004) J Contin Educ Health Prof, 24, pp. 171-180; Fordis, M., Comparison of the instructional efficacy of Internet-based CME with live interactive CME workshops (2005) JAMA, 294 (9), pp. 1043-1051; Wutoh, R., eLearning, A review of Internet-based continuing medical education (2004) J Contin Educ Health Prof, 24, pp. 20-30; Oxman, A.D., No magic bullets: A systematic review of 102 trials of interventions to improve professional practice (1995) Can Med Assoc J, 153 (10), pp. 1423-1431; Thomson O'Brien, M.A., Continuing education meetings and workshops: Effects on professional practice and health care outcomes (2002) Evid Based Nurs, 5 (1), p. 26; Sohn, W., Efficacy of educational interventions targeting primary care providers' practice behaviours: An overview of published systematic reviews (2004) J Public Health Dent, 64 (3), pp. 164-172; Davis D. Impact of formal continuing medical education: Do conferences, workshops, rounds and other traditional continuing education activities change physicians' behaviour or health care outcomes? JAMA. 1999;282(9):867-874; Bloom, B.S., Effects of continuing medical education on improving physician clinical care and patient health: A review of systematic reviews (2005) Int J Technol Assess Health Care, 21 (3), pp. 380-385; Smits, P.B.A., Verbeek, J.H.A.M., De Buidsonjé, C.D., Problem-based learning in continuing medical education: A review of controlled evaluation studies (2002) BMJ, 324, pp. 153-156; Kiessling, A., Hendriksson, P., Efficacy of case method learning in general practice for secondary prevention in patients with coronary artery disease: Randomised controlled study (2002) BMJ, 325, pp. 877-880; Davis, D., Does CME work? An analysis of the effect of educational activities on physician performance or health care outcomes (1998) Int J Psychiatry Med, 28 (1), pp. 21-39; Michaelsen, L.K., Team-Based Learning: A Transformative Use of Small Groups (2002) Westport, Conn and London, , Praeger;; Fischer, M.R., Schauer, S., Grasel, C., CASUS model trial. A computer-assisted author system for problem-oriented learning in medicine (1996) Zeitschrift für ärztliche Fortbildung und Qualität im Gesundheitswesen, 90 (5), pp. 385-389; Simonsohn, A.B., Fischer, M.R., Evaluation of a case-based computerized learning program (CASUS) for medical students during their clinical years (2004) Deutsche Med Wochenschr, 129 (11), pp. 552-556; Gerlach, F.M., Beyer, M., Ärztliche Fortbildung aus der Sicht niedergelassener Ärztinnen und Ärzte - representative Ergebnisse aus Bremen und Sachsen-Anhalt. (1999) Z Arztliche Fortbildung und Qualitat, 93, pp. 581-589; Stancic, N., Continuing medical education: What delivery format do physicians prefer? (2003) J Contin Educ Health Prof, 23, pp. 162-167; Kelly, M.H., General practitioners' view on continuing medical education (1994) Br J Gen Pract, 44, pp. 469-471; Marmary, E.M., Charles, P., On-site to on-line: Barriers to the use of computers for continuing education (2000) J Contin Educ Health Prof, 20 (3), pp. 171-175","Kühne-Eversmann, L.; Schwerpunkt Medizindidaktik, Medizinische Klinik-Innenstadt, Klinikum der Universität München, Ziemssenstr. 1, 80336 Munich, Germany; email: lisa.eversmann@med.unimuenchen.de",,,,,,,,08941912,,JCHPE,18712804.0,English,J. Cont. Educ. Health Prof.,Article,Final,,Scopus,2-s2.0-53249135065
"Evans G.M., Galvin K.P., Doroodchi E.",7403735228;7006387672;7801395580;,Introducing quantitative life cycle analysis into the chemical engineering curriculum,2008,Education for Chemical Engineers,3,1,,e57,e65,,12.0,10.1016/j.ece.2008.01.003,https://www.scopus.com/inward/record.uri?eid=2-s2.0-45749139617&doi=10.1016%2fj.ece.2008.01.003&partnerID=40&md5=d020c5eb902cbb7c52c7a1361aff5fa9,"School of Engineering, The University of Newcastle, Callaghan, NSW 2308, Australia","Evans, G.M., School of Engineering, The University of Newcastle, Callaghan, NSW 2308, Australia; Galvin, K.P., School of Engineering, The University of Newcastle, Callaghan, NSW 2308, Australia; Doroodchi, E., School of Engineering, The University of Newcastle, Callaghan, NSW 2308, Australia","This paper briefly describes the various stages used to perform the life cycle analysis (LCA) of a product or process. The analysis is simplified in its outputs in that it focuses only on energy usage and carbon and sulfur dioxide emissions. The main point however, is to provide examples to first year engineering and science students that illustrate the principle of LCA without the need for extensive spreadsheet analysis that is so often required. Two examples are given and are staged in their complexity. Firstly, the task of choosing which option for drying hands after washing is explored. Air drying, washable cloth towel and disposable paper towels are assessed based on their carbon dioxide emission. This example provides a quantitative approach to determining impacts as well as an introduction to creating flowsheets and manipulation of unit equations. The second example, dealing with the location of a manufacturing plant, extends the LCA approach to sulfur dioxide impacts at both a local and global scale. It introduces the not-in-my-back-yard (NIMBY) concept and how this might be overcome by an optimisation (minimisation) of impacts at both local and global scales. © 2008 The Institution of Chemical Engineers.",Audience response systems; Engineering education; Life cycle analysis; Sustainability,,,,,,,,,,,,"Bank, D.A., (2006) Audience Response Systems in Higher Education: Applications and Cases, , Ideal Group Inc., New York; Barnet, J., Implementation of personal response units in very large classes: student perceptions (2006) Aust J Educ Technol, 22 (4), pp. 474-494; Ciambrone, D., (1997) Environmental Life Cycle Analysis, , Lewis Publishers, Boca Raton, New York; Clift, R., Engineering for the environment: the new model engineer and her role (1998) IChemE Trans, 76 B, pp. 151-160; Cooper, J.S., Fava, J., Teaching life-cycle assessment at Universities in North America (1999) J Ind Ecol, 3 (2-3), pp. 13-17; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comput Assist Learn, 20 (2), pp. 81-94; Evans, G.M., Galvin, G.P., Lucas, J.A., Life cycle analysis in the undergraduate degree course at the University of Newcastle (2000) 28th Australasian Chemical Engineering Conference, , 9-12 July, Perth, Australia; Garrido, N., Alvarez del Castillo, M.D., Environmental evaluation of single-use and reusable cups (2007) Int J Life Cycle Anal, 12 (4), pp. 252-256; Goedkoop, M., (1996) The Ecoindicator95: Report, , Pre' Consultants, BV, Amersfoort, The Netherlands; Goedkoop, M., Spriensma, R., (2000) The Ecoindicator99: a Damage Oriented Method for Life Cycle Impact Assessment: Methodology Report, , Pre' Consultants BV, Amersfoort, The Netherlands; Hesketh, R., Slater, C., Savelski, M., Hollar, K., Farrell, S., A program to help in designing courses to integrate green engineering subjects (2004) Int J Eng Educ, 20, pp. 113-123; Mitchell, C., Integrating sustainability in chemical engineering practice and education: concentricity and its consequences (2000) Process Saf Environ Prot, 78, pp. 237-242; Parkin, S., Sommer, F., Uren, S., Sustainable development: understanding the concept and practical challenge (2003) Eng Sustain, 156, pp. 19-26; Perdan, S., Azapagic, A., Clift, R., Teaching sustainable development to engineering students (2000) Int J Sustain High Educ, 1 (3), pp. 267-279; Petr, D.W., Experience with a multiple-choice audience response system in an engineering classroom (2005) 35th Annual Conference on Frontiers in Education, , 19-22 Oct 2005 pp. S3G 1-6; Sharma, M.D., Khachan, J., Chan, B., O'Byne, J., An investigation of the effectiveness of electronic classroom communication in large lecture classes (2005) Aust J Educ Technol, 21 (2), pp. 137-154; Suh, S., Huppes, G., Methods for life cycle inventory of a product (2005) J Clean Prod, 13 (7), pp. 687-697; Turner, D.B., (1994) Workbook of Atmospheric Dispersion Estimates: An Introduction to Dispersion Modelling. Second Edition, , CRC Press, USA","Evans, G.M.; School of Engineering, The University of Newcastle, Callaghan, NSW 2308, Australia; email: Geoffrey.evans@newcastle.edu.au",,,,,,,,17497728,,,,English,Educ. Chem. Eng.,Article,Final,,Scopus,2-s2.0-45749139617
"Meyer I., Ladewig J.",16735618100;7003695078;,The relationship between number of training sessions per week and learning in dogs,2008,Applied Animal Behaviour Science,111,3-4,,311,320,,17.0,10.1016/j.applanim.2007.06.016,https://www.scopus.com/inward/record.uri?eid=2-s2.0-41749098598&doi=10.1016%2fj.applanim.2007.06.016&partnerID=40&md5=ae00004f27581220f87174925ce870b5,"Department of Large Animal Science, Faculty of Life Sciences, University of Copenhagen, Grønnegårdsvej 8, 1870 Frederiksberg C, Denmark","Meyer, I., Department of Large Animal Science, Faculty of Life Sciences, University of Copenhagen, Grønnegårdsvej 8, 1870 Frederiksberg C, Denmark; Ladewig, J., Department of Large Animal Science, Faculty of Life Sciences, University of Copenhagen, Grønnegårdsvej 8, 1870 Frederiksberg C, Denmark","Despite the fact that most domestic dogs receive some kind of training, surprisingly few studies have been undertaken to analyze the process in detail, e.g. the question of how often training should be done has not been investigated in dogs. According to the Danish animal protection law, laboratory animals, including laboratory dogs, must be habituated to personnel and laboratory procedures before experimentation. In order for the law to be implemented, however, better knowledge about the effect of different training schedules on the learning performance of dogs is needed, something that is also of interest for owners and trainers of family dogs as well as working type dogs. The purpose of the present study was to investigate the effect of two different training schedules on the number of training sessions required to reach a certain training level. Using shaping and clicker training, 18 laboratory Beagles were trained to perform a target response. Nine dogs were trained once a week and nine dogs were trained five times a week. The results of the study show that dogs trained once a week learned the shaping exercise in significantly fewer training sessions than dogs trained five times a week. In addition, weekly trained dogs tended to have higher success rates at the different steps of the shaping exercise than the dogs trained five times a week. The dogs trained five times a week completed the shaping exercise in significantly fewer days than the weekly trained dogs. It is concluded that for dogs learning a given skill, weekly training results in better learning performance than training five times a week, when performance is measured in the number of training sessions required to reach a certain training level. © 2007 Elsevier B.V. All rights reserved.",Dogs; Learning; Temporal distribution; Training,animal welfare; behavioral response; canid; experimental study; laboratory method; learning; legislative implementation; temporal distribution; training; Animalia; Canis familiaris,,,,,,,,,,,"Abrantes, R., (2000) Hunden - Ulven Ved Din Side, , Borgen, Denmark; Bailey, G., (1995) The Perfect Puppy, How to Raise a Problem-free Dog, , Octopus Publishing Group Limited, London; Commins, S., Cunningham, L., Harvey, D., Walsh, D., Massed but not spaced training impairs spatial memory (2003) Behav. Brain Res., 139, pp. 215-223; Egtved, M., Køste, C., (2005) Klikkertrening for din hund. second ed., , Canis, Norway; Kogan, J., Frankland, P., Blendy, J., Coblentz, J., Marowitz, Z., Schütz, G., Silva, A., Spaced training induces normal long-term memory in CREB mutant mice (1996) Curr. Biol., 7, pp. 1-11; Kusunose, R., Yamanobe, A., The effect of training schedule on learned tasks in yearling horses (2002) Appl. Anim. Behav. Sci., 78, pp. 225-233; Lindsay, S.R., (2000) Handbook of Applied Dog Behavior and Training, vol. 1, Adaptation and Learning, , Blackwell Publishing, Iowa; Lee, T., Swanson, L., Hall, A., What is repeated in a repetition? Effects of practice conditions on motor skill acquisition (1991) Physical Ther., 71 (2), pp. 150-156; Maslovat, D., Chua, R., Lee, T., Franks, I., Contextual interference: single task versus multi-task learning (2004) Motor Control, 8, pp. 213-233; Menzel, R., Manz, G., Menzel, R., Greggers, U., Massed and spaced learning in honeybees: the role of CS, US, the intertrial interval, and the test interval (2001) Learn. Mem., 8, pp. 198-208; Morton, D., Experimental Procedures: General Principles and Recommendations (2004) The Welfare of Laboratory Animals, , Kluwer Academic Publishers, The Netherlands pp. 81-115; Prescott, M., Buchanan-Smith, H., Rennie, A., Training of laboratory-housed non-human primates in the UK (2005) Anthrozoös, 18 (3), pp. 288-303; Rescorla, R.A., Wagner, A.R., A theory of Pavlovian conditioning: variations in the effectiveness of reinforcement and nonreinforcement (1972) Classical Conditioning II: Current Research and Theory, pp. 64-99. , Black A.H., and Prokasy W.F. (Eds), Appleton-Century_Crofts, New York; Rowe, M., Craske, M., Effects of an expanding-spaced vs massed exposure schedule on fear reduction and return of fear (1998) Behav. Res. Ther., 36, pp. 701-717; Rosenzweig, M., Leiman, A., Breedlove, S., (1996) Biological Psychology, , Sinauer Associates, Inc., Massachusetts; Rubin, L., Oppegard, C., Hintz, H., The effect of varying the temporal distribution of conditioning trials on equine learning behaviour (1980) J. Anim. Sci., 50 (6), pp. 1184-1187; Spreng, M., Rossier, J., Schenk, F., Spaced training facilitates long-term retention of place navigation in adult but not in adolescent rats (2002) Behav. Brain Res., 128, pp. 103-108; Williams, M., Johnston, J., Training and maintaining the performance of dogs (Canis familiaris) on an increasing number of odor discriminations in a controlled setting (2002) Appl. Anim. Behav. Sci., 78, pp. 55-65; Wozniak, P., Gorzelanczyk, E., Murakowski, J., Two components of long-term memory (1995) Acta Neurobiologiae Experimentalis, 55 (4), pp. 301-305","Ladewig, J.; Department of Large Animal Science, Faculty of Life Sciences, University of Copenhagen, Grønnegårdsvej 8, 1870 Frederiksberg C, Denmark; email: JAL@kvl.dk",,,,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,,Scopus,2-s2.0-41749098598
"Smith S.M., Davis E.S.",56120633200;7402374456;,Clicker increases resistance to extinction but does not decrease training time of a simple operant task in domestic dogs (Canis familiaris),2008,Applied Animal Behaviour Science,110,3-4,,318,329,,22.0,10.1016/j.applanim.2007.04.012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-39749138213&doi=10.1016%2fj.applanim.2007.04.012&partnerID=40&md5=71b4e7d361a4229f189cea4f1a5ca07f,"Department of Psychology, University of Wisconsin-Whitewater, 800 West Main St, Whitewater, WI 53190, United States; Department of Biological Sciences, University of Wisconsin-Whitewater, 800 West Main St, Whitewater, WI 53190, United States","Smith, S.M., Department of Psychology, University of Wisconsin-Whitewater, 800 West Main St, Whitewater, WI 53190, United States; Davis, E.S., Department of Biological Sciences, University of Wisconsin-Whitewater, 800 West Main St, Whitewater, WI 53190, United States","Despite its popularity among pet owners and professional trainers, we are not aware of any studies that have investigated the efficacy of clicker training in canines. To this end, we taught 35 basenjis to nose-touch an orange traffic cone. Upon meeting pre-determined criteria, dogs progressed through: (1) training trials, wherein correct responses were followed immediately with a click plus food (clicker group) or food alone (control group); (2) strengthening trials, wherein dogs received the same reinforcement protocol as in training trials, except nose-touching behaviour was variably reinforced; and (3) extinction trials, wherein food was withheld from both groups, but dogs in the clicker group received a click alone for nose-touches. We found that the clicker and control groups did not differ with regard to the number of trials or the time required to meet training or strengthening criteria (P &gt; 0.05 for all). However, the clicker group required significantly more trials (log10 transformed means ± S.E. = 1.6 ± 0.03 trials versus 1.4 ± 0.03 trials, P &lt; 0.001) and more time (log10 transformed means ± S.E. = 2.85 ± 0.03 s versus 2.73 ± 0.03 s, P = 0.008) to reach extinction criterion. Additionally, younger dogs required fewer training (ηp2 = 0.304, P = 0.001) and strengthening (ηp2 = 0.140, P = 0.029) trials and less training (ηp2 = 0.221, P = 0.005) and strengthening (ηp2 = 0.180, P = 0.013) time to meet criteria than did older dogs. However, no age effect was found on extinction for either the number or duration of trials (P &gt; 0.05 for both), implying that persistence in previously reinforced behaviour did not influence the age sensitivity found in task acquisition. Overall, these results suggest that, whereas the clicker may prolong behaviour without primary reinforcement, it does not reduce the training time of a simple operant task in dogs when primary reinforcement is briefly delayed. We speculate that the clicker may be most useful in maintaining established behaviours when primary reinforcement is unavailable or when its delivery is impractical. Additionally, we found that basenji dogs may become progressively impaired with age in the acquisition of stimulus-reward contingencies. © 2007 Elsevier B.V. All rights reserved.",Age influence; Clicker training; Dog; Operant conditioning; Secondary reinforcers,age; canid; domestic species; training; Canis familiaris,,,,,,,,,,,"Adams, B., Chan, A., Callahan, H., Milgram, N.W., The canine as a model of human cognitive aging: recent developments (2000) Prog. Neuro-psychopharmacol. Biol. Psychiatry, 24, pp. 675-692; Arenberg, D., Robertson-Tchabo, E.A., Learning and aging (1977) Handbook of the Psychology of Aging, pp. 421-449. , Birren J.E., and Schaie K.W. (Eds), Van Nostrand Reinhold Company, New York; Cummings, B.J., Head, E., Ruehl, W., Milgram, N.W., Cotman, C.W., The canine as an animal model of human aging and dementia (1996) Neurobiol. Aging, 17, pp. 259-268; Elias, P.K., Elias, M.F., Effects of age on learning ability: contributions from the animal literature (1976) Exp. Aging Res., 2, pp. 165-186; Ferguson, D.L., Rosales-Ruiz, J., Loading the problem loader: the effects of target training and shaping on trailer-loading behavior of horses (2001) J. Appl. Behav. Anal., 34, pp. 409-424; Fjellanger, R., General learning principles for training REST dogs (2003) Mine Detection Dogs: Training, Operations and Odour Detection, pp. 11-22. , McLean I.G., and Glattbach J. (Eds), GICHD, Geneva, Switzerland; Flannery, B., Relational discrimination learning in horses (1997) Appl. Anim. Behav. Sci., 54, pp. 267-280; Hall, G., Effects of a brief stimulus accompanying reinforcement on instrumental responding in pigeons (1982) Learn. Motiv., 13, pp. 26-43; Hull, C.L., (1943) Principles of Behavior: An Introduction to Behavior Theory, , D. Appleton-Century Company, Inc., New York pp. 85-101; Kelleher, R.T., Gollub, L.R., A review of positive conditioned reinforcement (1962) J. Exp. Anal. Behav., 5, pp. 543-597; Lieberman, D.A., Davidson, F.H., Thomas, G.V., Marking in pigeons: the role of memory in delayed reinforcement (1985) J. Exp. Psychol. Anim. Behav. Process., 11, pp. 611-624; McCall, C.A., Burgin, S.E., Equine utilization of secondary reinforcement during response extinction and acquisition (2002) Appl. Anim. Behav. Sci., 78, pp. 253-262; McCulloch, M., Jezierski, T., Broffman, M., Hubbard, A., Turner, K., Janecki, T., Diagnostic accuracy of canine scent detection in early- and late-stage lung and breast cancers (2006) Integr. Cancer Ther., 5, pp. 30-39; Melching, W.H., The acquired reward value of an intermittently presented neutral stimulus (1954) J. Comp. Physiol. Psychol., 47, pp. 370-373; Milgram, N.W., Head, E., Weiner, E., Thomas, E., Cognitive functions and aging in the dog: acquisition of nonspatial visual tasks (1994) Behav. Neurosci., 108, pp. 57-68; Pearce, J.M., Hall, G., Overshadowing the instrumental conditioning of a lever-press response by a more valid predictor of the reinforcer (1978) J. Exp. Psychol. Anim. Behav. Process., 4, pp. 356-367; Pierce, W.D., Cheney, C.D., (2004) Behavior Analysis and Learning. 3rd. ed., , Lawrence Erlbaum Associates, Inc., Mahwah, NJ p. 108; Pryor, K., (1999) Don't Shoot the Dog!: The New Art of Teaching and Training. Rev. ed., , Bantam Books, New York pp. 13-16, 169-170; Pryor, K., (2005) Getting Started: Clicker Training for Dogs. Rev. ed., , Sunshine Books, Inc., Waltham, MA pp. 3-7; Schachtman, T.R., Reed, P., Hall, G., Attenuation and enhancement of instrumental responding by signals for reinforcement on a variable interval schedule (1987) J. Exp. Psychol. Anim. Behav. Process., 13, pp. 271-279; Siwak, C.T., Tapp, P.D., Milgram, N.W., Effect of age and level of cognitive function on spontaneous and exploratory behaviors in the beagle dog (2001) Learn. Mem., 8, pp. 317-325; Skinner, B.F., (1938) The Behavior of Organisms. An Experimental Analysis, , D. Appleton-Century Company, Inc., New York pp. 61-74; Skinner, B.F., How to teach animals (1951) Sci. Am., 185 (6), pp. 26-29; Tapp, P.D., Siwak, C.T., Estrada, J., Head, E., Muggenburg, B.A., Cotman, C.W., Milgram, N.W., Size and reversal learning in the beagle dog as a measure of executive function and inhibitory control in aging (2003) Learn. Mem., 10, pp. 64-73; Thomas, G.V., Lieberman, D.A., McIntosh, D.C., Ronaldson, P., The role of marking when reward is delayed (1983) J. Exp. Psychol. Anim. Behav. Process., 9, pp. 401-411; Thomas, G.V., Robertson, D., Lieberman, D.A., Marking effects in Pavlovian trace conditioning (1987) J. Exp. Psychol. Anim. Behav. Process., 13, pp. 126-135; Williams, B.A., Conditioned reinforcement: experimental and theoretical issues (1994) Beh. Analyst, 17 (2), pp. 261-285; Williams, J.L., Friend, T.H., Nevill, C.H., Archer, G., The efficacy of a secondary reinforcer (clicker) during acquisition and extinction of an operant task in horses (2004) Appl. Anim. Behav. Sci., 88, pp. 331-341; Willis, C.M., Church, S.M., Guest, C.M., Cook, W.A., McCarthy, N., Bransbury, A.J., Church, M.R.T., Church, J.C.T., Olfactory detection of human bladder cancer by dogs: proof of principle study (2004) Br. Med. J., 329, pp. 712-714","Davis, E.S.; Department of Biological Sciences, University of Wisconsin-Whitewater, 800 West Main St, Whitewater, WI 53190, United States; email: davise@uww.edu",,,,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,,Scopus,2-s2.0-39749138213
Turban G.,23135468600;,Educational presentation systems: A workflow-oriented survey and technical discussion,2008,Interactive Technology and Smart Education,4,4,,208,217,,,10.1108/17415650880001106,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84992963315&doi=10.1108%2f17415650880001106&partnerID=40&md5=8a50990b393537c8b3dab504fa2ae2f8,"Technische Universität Darmstadt, Darmstadt, Germany","Turban, G., Technische Universität Darmstadt, Darmstadt, Germany","Within the last few years, a couple of presentation systems have been developed for assisting higher education. This article aims to provides an overview of available systems and highlight differences regarding their individual intention and technical approaches. The article consists of a comprehensive system and literature review and provides a taxonomy. Famous systems are categorized and discussed including their individual approaches. The advantages and disadvantages of different approaches are presented. The discussion provides readers also with information relevant for rating systems according their personal needs. The categorization for presentation systems can be extended and applied for the categorization of audience response systems. A source of information that assists users while they choose an appropriate existing presentation system and developers while they design new ones. This article presents a workflow-oriented taxonomy for educational presentation systems which is used to analyze several systems. In addition, the different underlying conceptual and technical approaches of different systems are discussed in this work. The provided information is useful for users and developers of such systems. © 2007, Emerald Group Publishing Limited",Education; Presentations; Teaching aids,,,,,,,,,,,,"Abowd, G.D., Classroom 2000: an experiment with the instrumentation of a living educational environment (1999) IBM Systems Journal, 38, pp. 508-530. , No 4; Aldrich, D., (2007) Video Screencasting: A Recipe for Automation in the Educational Environment, , Whitepaper, University of Washington Classroom Support Services, USA; Anderson, R., Anderson, R., McDowell, L., Simon, B., Use of classroom presenter in engineering courses (2005) Proceedings of the 35th Annual Conference on Frontiers in Education, pp. 13-18. , Indianapolis, IN, USA, pp. Tzh:; Anderson, R., Anderson, R.E., Hoyer, C., Prince, C., Su, J., Videon, F., Wolfman, S.A., A study of diagrammatic ink in lecture (2005) Computers & Graphics, 29 (4), pp. 480-489; Anderson, R., Chen, J., Jie, L., Li, J., Supporting an Interactive Classroom Environment in a Cross-Cultural Course (2007) Proceedings of the 37th Annual Conference on Frontiers in Education, pp. 1-6. , Li, Ning., Linnell, N., Razmov, V. and Videon, F., Milwaukee, WI, USA, pp. F3D:; Anderson, S.T., You can produce a video tutorial in under an hour - even your first! (2006) Proceedings of the 2006 ASCUE Conference, pp. 10-20. , Myrtle Beach, SC, USA; Belenkaia, L., Mohamed, K.A., Ottmann, T., Creation, presentation, capture, and replay of freehand writings in e-lecture scenarios (2004) Proceedings of the AACE World Conference on Educational Multimedia, pp. 791-796. , Hypermedia & Telecommunications, Lugano, Switzerland; Bell, T., Cockburn, A., Wingkvist, A., Green, R., Podcasts as a supplement in tertiary education: an experiment with two computer science courses (2007) Proceedings of the Mobile Learning Technologies and Applications Conference 2007, pp. 70-71. , Auckland, New Zealand; Improving education and training with IT (2002) Journal, 45 (6), pp. 94-99. , Benbunan-Fich, R., Communications of the ACM; Bulterman, D.C.A., Creating peer-level video annotations for web-based multimedia (2004) Proceedings of the 7th Eurographics Workshop on Multimedia, , Nanjing, China; Burdet, B., Bontron, C., Burgi, P.-Y., Lecture capture: what can be automated? (2007) Educause Quarterly, 30 (2), pp. 40-48; DeAntonio, M., Sandoval, L.M., Arceo, R., Work in progress: a quantitative study of the effectiveness of powerpoint in the classroom (2006) Proceedings of the 36th Annual Conference on Frontiers in Education, pp. 22-23. , San Diego, CA, USA; Denoue, L., Hilbert, D., Adcock, J., Billsus, D., Cooper, M., ProjectorBox: seamless presentation capture for classrooms (2005) Proceedings of E-Learn 2005, pp. 1986-1991. , Vancouver, Canada; Enriquez, A., Developing an interactive learning network using tablet PCs in sophomore-level engineering courses (2007) Proceedings of the 2007 American Society for Engineering Education Annual Conference, , Honolulu, HI, USA; Erol, B., Hull, J.J., Lee, D.-S., Linking multimedia presentations with their symbolic source documents: algorithm and applications (2003) Proceedings of the ACM Multimedia conference, pp. 498-507. , 2003, Berkeley, CA, USA; Frolik, J., Zurn, J.B., Evaluation of tablet PCs for engineering content development and instruction (2004) Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition, pp. 101-105. , Salt Lake City, UT, USA; Hesse, F.W., e-teaching.org (2007), www.e-teaching.org/technik/produkte/, available at: (accessed 31 December 2007); Hilbert, D., Billsus, D., Denoue, L., Seamless capture and discovery for corporate memory (2006) Proceedings of the 15th International World Wide Web Conference, , Edinburgh, UK; Hürst, W., A qualitative study towards using large vocabulary automatic speech recognition to index recorded presentations for search and access over the web (2003), 1 (1), pp. 43-58. , IADIS International Journal on WWW/Internet; Hürst, W., Mueller, R., Ottmann, T., The AOF method for production, use, and management of instructional media (2004) Proceedings of the International Conference on Computer in Education, , Melbourne, Australia; Joukov, N., Chiueh, T., Lectern II: a multimedia lecture capturing and editing system (2003) Proceedings of the International Conference on Multimedia and Expo, pp. 681-684. , Baltimore, MD, USA; Kashi, R., Ramachandran, S., An architecture for ink annotations on web documents (2003) Proceedings of the 7th International Conference on Document Analysis and Recognition, 1, pp. 256-260. , Edinburgh, Scotland; Kennedy, G., Krause, K.-L., Judd, T., Churchward, A., Gray, K., (2006) Preliminary Report of Findings, , First Year Students’ Experiences with Technology: Are they really Digital Natives? University of Melbourne, September 2006; Knipping, L., An Electronic chalkboard for classroom and distance teaching (2005) Fachbereich Mathematik und Informatik, , PhD thesis, Freie Universität Berlin, Germany; Leigh, J., Girado, J., Singh, R., Johnson, A., Park, K., DeFanti, T.A., (2002) TeraVision: a Platform and Software Independent Solution for Real Time Display Distribution in Advanced Collaborative Environments, , Electronic Visualization Laboratory, University of Illinois at Chicago, USA; Li, S.F., Spiteri, M., Bates, J., Hopper, A., Capturing and indexing computer-based activities with virtual network computing (2000) Proceedings of the 2000 ACM Symposium on Applied Computing, pp. 601-603. , Como, Italy; Ma, M., Schillings, V., Chen, T., Meinel, C., TCube: a multimedia authoring system for eLearning (2003) Proceedings of E-Learn 2003, pp. 2289-2296. , Phoenix, AZ, USA; Martin, T., Boucher, A., Ogier, J.-M., Multimodal analysis of recorded video for E-learning (2005) Proceedings of the ACM Multimedia Conference, pp. 1043-1044. , Singapore; Mertens, R., Schneider, H., Müller, O., Vornberger, O., Hypermedia navigation concepts for lecture recordings (2004) Proceedings of E-Learn 2004, pp. 2480-2487. , Washington, DC, USA; Microsoft product information center (2007) Microsoft Corporation, , www.microsoft.com, available at: (accessed 31 December 2007); (2007) Pharus53 software solutions GmbH, , www.moowinx.com, moowinx, available at: (accessed 31 December 2007); Repp, S., Linckels, S., Meinel, C., Towards to an automatic semantic annotation for multimedia learning objects (2007) Proceedings of the 1st ACM Workshop on Educational Multimedia and Multimedia Education in conjunction with ACM Multimedia 2007, pp. 19-26. , Augsburg, Bavaria, Germany; Robinson, A., Mittelholz, D., Kohlruss, T., Physics whiteboard tutorials delivered over the internet (2007) Proceedings of ED-MEDIA 2007, , Vancouver, Canada, AACE Press; Schroeter, R., Hunter, J., Kosovic, D., Vannotea - a collaborative video indexing, annotation and discussion system for broadband networks (2003) Proceedings of Knowledge Markup and Semantic Annotation Workshop, , K-CAP 2003, Sanibel, FL, USA; Simon, B., Anderson, R., Wolfman, S., Activating computer architecture with classroom presenter (2003) Proceedings of the Workshop on Computer Architecture Education, , in conjunction with the 30th International Symposium on Computer Architecture, San Diego, CA, USA; Sumec, S., Extracting additional information from lecture recordings (2006) CESNET, , technical report number 11/2006; Camtasia studio screen recording and presentation (2007) TechSmith Corporation, , www.techsmith., available at: com (accessed 31 December 2007); Turban, G., A category based concept for rapid development of ink-aware systems for computer-assisted education (2005) Proceedings of the 7th IEEE International Symposium on Multimedia, pp. 449-457. , Mühlhäuser, M., Irvine, CA, USA; Turban, G., Mühlhäuser, M., A framework for educational presentation systems and its application (2007), pp. 115-118. , Proceedings of the 1st ACM Workshop on Educational Multimedia and Multimedia Education in conjunction with ACM Multimedia 2007, Augsburg, Bavaria, Germany; Turban, G., Mühlhäuser, M., An open architecture for face-to-face learning and its benefits (2006) Proceedings of the 8th IEEE International Symposium on Multimedia, pp. 901-906. , San Diego, CA, USA; Turban, G., Mühlhäuser, M., A uniform way to handle any slide-based presentation: the universal presentation controller (2007) Advances in Multimedia Modeling, pp. 741-750. , 13th International ACM Multimedia Modeling Conference, Singapore; Vogel, J., Präsentation und Kollaboration in Televeranstaltungen mit dem multimedia lecture board (2003) DFN-Arbeitstagung über Kommunikationsnetze, pp. 411-424. , Tagungsband der 17. LNI, GI, Düsseldorf, Germany; Wald, M., Learning through multimedia: automatic speech recognition enhancing accessibility and interaction (2008) Journal of Educational Multimedia and Hypermedia, 17 (2), pp. 215-233; Weitz, R.R., Wachsmuth, B., Mirliss, D., The tablet PC for faculty: a pilot project (2006) Educational Technology & Society, 9 (2), pp. 68-83; Ziewer, P., Navigational indices and full text search by automated analyses of screen recorded data (2004) Proceedings of E-Learn 2004, pp. 3055-3062. , Washington, DC, USA; Ziewer, P., Seidl, H., Transparent teleteaching (2002) Proceedings of the Australasian Society for Computers in Learning in Tertiary Education Conference, pp. 749-758. , Auckland, New Zealand","Turban, G.; Technische Universität Darmstadt, Darmstadt, Germany",,,,,,,,17415659,,,,English,Interact. Technol. Smart Educ.,Article,Final,,Scopus,2-s2.0-84992963315
DeBourgh G.A.,6507064111;,"Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills",2008,Nurse Education in Practice,8,2,,76,87,,83.0,10.1016/j.nepr.2007.02.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-39149143311&doi=10.1016%2fj.nepr.2007.02.002&partnerID=40&md5=c536b5ccd8509ccfaed334e552240c7b,"School of Nursing, University of San Francisco, San Francisco, CA, United States","DeBourgh, G.A., School of Nursing, University of San Francisco, San Francisco, CA, United States","Use of classroom response systems (a.k.a. ""clickers"" or ""audience polling systems"") are growing in popularity among faculty in colleges and universities. When used by faculty in a strategic instructional design, clickers can raise the level of participation and the effectiveness of interaction, promote engagement of students in active learning, foster communication to clarify misunderstanding and incorrect thinking, and provide a method to instructionally embed assessment as a learning activity rather than reliance on the traditional approach of summative assessment for assigning grades. This article describes the use of clicker technology in a baccalaureate nursing program to promote acquisition and application of advanced reasoning skills. Methods are suggested for embedding formative assessment and the tactical use of questioning as feedback and a powerful learning tool. Operational aspects of clickers technology are summarized and students' perceptions and satisfaction with use of this teaching and learning technology are described. © 2007 Elsevier Ltd. All rights reserved.",Assessment; Audience response systems; Classroom response systems; Clickers; Reasoning,"article; attitude to computers; computer interface; consumer; decision making; educational technology; feedback system; human; human relation; instrumentation; learning; methodology; multimedia; nursing education; nursing student; organization and management; psychological aspect; psychology; questionnaire; teaching; Attitude to Computers; Computer-Assisted Instruction; Consumer Satisfaction; Education, Nursing, Baccalaureate; Educational Technology; Feedback; Humans; Interpersonal Relations; Judgment; Learning; Multimedia; Psychology, Educational; Questionnaires; Schools, Nursing; Students, Nursing; Teaching; User-Computer Interface",,,,,,,,,,,"Beatty, I.D., 2004, February 3. Transforming student learning with classroom communication systems. Educause Center for Applied Research (ECAR) Research Bulletin ERB0403. <http://www.educause.edu/LibraryDetailPage/666?ID=ERB0403> (Retrieved June 12, 2006); Boyd, W.M., Repeating questions in prose learning (1973) Journal of Educational Psychology, 64, pp. 31-83; Buck, H.J., 1997. Maximizing student learning with the use of random oral questioning in the college classroom. Florida Journal of Educational Research 37. <http://www.coedu.usf.edu/fjer/1997/1997_Buck.htm> (Retrieved May 19, 2006); Cardellichio, T., Field, W., Seven strategies to enhance neural branching (1997) Educational Leadership, 54 (6), pp. 33-36; Chickering, A.W., Gamson, Z.F., 1987. March. Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin. <http://www.csuhayward.edu/wasc/pdfs/End%20Note.pdf> (Retrieved June 10, 2006); Cotton, K., 2000. The schooling practices that matter most. Portland: OR: Northwest Regional Educational Laboratory. <http://www.nwrel,org/scpd/sirs/3/cu5.html> (Retrieved June 5, 2006); Dean, D., Questioning techniques for teachers: A closer look at the process (1986) Contemporary Education, 57 (4), pp. 184-185; DeBourgh, G.A., 2002. Simple elegance: Using a course management system as pedagogical infrastructure to enhance science learning. The Technology Source [On-line]. <http://distance.wsu.edu/facultyresources/savedfromweb/elegance.htm>; Forneris, S.G., Exploring the attributes of critical thinking: A conceptual basis (2004) International Journal of Nursing Education Scholarship, 1 (1); Gall, M.D., Synthesis of research on teachers' questioning (1984) Educational Leadership, 42 (3), pp. 40-46; Hattie, J., Measuring the effects of schooling (1992) Australian Journal of Education, 36 (2), pp. 99-136; King, A., From sage on the stage to guide on the side (1993) College Teaching, 41 (1), pp. 30-35; Marzano, R., Pickering, D., Pollock, J., (2001) Classroom instruction that works: Research-based strategies for increasing student achievement, , Association for Supervision and Curriculum Development, Alexandria, VA; McDougall, D., Cordeiro, P., Effects of random questioning expectations on education majors' preparedness for lecture and discussion (1992) College Student Journal, 26 (2), pp. 193-198; McKeachie, W.J., (1994) Teaching tips strategies, research and theory for college and university teachers. 9th ed., , Lexington, MA, D.C. Heath and Company; Neer, M., 1990, November. Instructor communication behaviour as a factor influencing the class participation of classroom communication apprehensives. Paper presented at the annual meeting of the Speech Communication Association, Chicago, IL. (ERIC Document Reproduction Service No. ED324731); Nystrand, M., Gamoran, A., 1989. Instructional discourse and student engagement. University of Wisconsin-Madison, Center for Education Research. (ERIC Document Reproduction Service No. ED 319 780); Redfield, D.L., Rousseau, E.W., A meta-analysis of experimental research on teacher questioning behavior (1981) Review of Educational Research, 51 (2), pp. 237-245; Roschelle, J., Penuel, W.R., Abrahamson, L., 2004, April. Classroom response and communication systems: Research review and theory. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Retrieved June 10, 2006 from: http://ubiqcomputing.org/CATAALYST_AREA_Proposal.pdf; (1998) Capability and Quality in Higher Education, , Stephenson J., and Yorke M. (Eds), Kogan Page Limited, London; Tuckman, B.W., 1994. Comparing incentive motivation to metacognitive strategy in its effect on achievement. Paper presented at the annual meeting of the American Educational Research Association (New Orleans, LA, April). (ERIC Document Reproduction Service No. ED 368 790)","DeBourgh, G.A.; School of Nursing, University of San Francisco, San Francisco, CA, United States; email: debourghg@usfca.edu",,,,,,,,14715953,,,18291324.0,English,Nurse Educ. Pract.,Article,Final,,Scopus,2-s2.0-39149143311
"Crossgrove K., Curran K.L.",6506208238;7004243149;,"Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material",2008,CBE Life Sciences Education,7,1,,146,154,,108.0,10.1187/cbe.07-08-0060,https://www.scopus.com/inward/record.uri?eid=2-s2.0-41949141594&doi=10.1187%2fcbe.07-08-0060&partnerID=40&md5=a22246dcc0c634d9587caa8bc6b6b3c1,"Department of Biological Sciences, University of Wisconsin, Whitewater, WI 53190, United States","Crossgrove, K., Department of Biological Sciences, University of Wisconsin, Whitewater, WI 53190, United States; Curran, K.L., Department of Biological Sciences, University of Wisconsin, Whitewater, WI 53190, United States","Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors. © 2008 by The American Society for Cell Biology.",,article; biology; comparative study; education; human; learning; methodology; psychological aspect; student; Biology; Education; Educational Measurement; Humans; Learning; Students,,,,,,,,,,,"Barber, M., Njus, D., Clicker evolution: Seeking intelligent design. CBE Life (2007) Sci. Educ, 6, pp. 1-8; Bessler, W.C., Nisbet, J.J., The use of an electronic response system in teaching biology (1971) Sci. Educ, 55, pp. 275-284; Bloom, B.S., (1956) Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, , New York: David McKay Co. Inc; Bunce, D.M., Van den Plas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) J. Chem. Educ, 83, pp. 488-493; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips. CBE Life (2007) Sci. Educ, 6, pp. 9-20; Casanova, J., An instructional experiment in organic chemistry (1971) J. Chem. Educ, 48, pp. 453-455; Cortright, R.N., Collins, H.L., Rodenbaugh, D.W., DiCarlo, S.E., Student retention of course content is improved by collaborative-group testing (2003) Adv. Physiol. Educ, 27, pp. 102-108; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys, 69, pp. 970-977; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , New York: Addison-Wesley and Benjamin Cummings; Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M.P., Prescribed active learning increases performance in introductory biology. CBE Life (2007) Sci. Educ, 6, pp. 132-139; Guthrie, J.T., Feedback and sentence learning (1971) J. Verbal Learn. Verbal Behav, 10, pp. 23-28; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66, pp. 64-74; Hake, R., Lessons from the physics education reform effort (2002) Conserv. Ecol, 5, p. 28; Judson, E., Sawada, D., Learning from the past and present: Electronic response systems in college lecture halls (2002) J. Comput. Math. Sci. Teach, 21, pp. 167-181; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol. Educ, 4, pp. 298-310; Kulik, J.A., Kulik, C.-L.C., Timing of feedback and verbal learning (1988) Rev. Educ. Res, 38, pp. 79-97; Marrs, K.A., Novak, G., Just-in-time-teaching in biology: Creating an active learner classroom using the Internet (2004) Cell Biol. Educ, 3, pp. 49-61; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Meltzer, D.E., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) Am. J. Phys, 70, pp. 639-654; Naceur, A., Schiefele, U., Motivation and learning-the role of interest in construction of representation of text and long-term retention: Inter- and intraindividual analyses (2005) Eur. J. Psychol. Educ, 20, pp. 155-170; Nichol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Stud. Higher Educ, 28, pp. 457-473; Novak, G., Patterson, E.T., Gavrin, A.D., Christian, W., (1999) Just-In-Time Teaching: Blending Active Learning with Web Technology, , Upper Saddle River, NJ: Prentice Hall; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Adv. Physiol. Educ, 26, pp. 299-308; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) Am. J. Phys, 66, pp. 439-441; Preszler, R., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses. CBE Life (2007) Sci. Educ, 6, pp. 29-41; Rao, S.P., DiCarlo, S.E., Peer instruction improves performance on quizzes (2000) Adv. Physiol. Educ, 24, pp. 51-55; Semb, G.B., Ellis, J.A., Knowledge taught in school: What is remembered? (1994) Rev. Educ. Res, 64, pp. 253-286; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am. J. Pharm. Educ, 68, pp. 1-9; Smith, A.C., Stewart, R., Shields, P., Hayes-Klosteridis, J., Robinson, P., Yuan, R., Introductory biology courses: A framework to support active learning in large enrollment introductory science courses (2005) Cell Biol. Educ, 4, pp. 143-156; Suchman, E., Uchiyama, K., Smith, R., Bender, K., Evaluating the impact of a classroom response system in a microbiology course (2006) Microbiol. Educ, 7, pp. 3-11; Tanner, K., Allen, D., Approaches to biology teaching and learning: Understanding the wrong answers - teaching toward conceptual change (2005) Cell Biol. Educ, 4, pp. 112-117; Udovic, D., Morris, D., Dickman, A., Postlethwait, J., Wetherwax, P., Workshop biology: Demonstrating the effectiveness of active learning in an introductory biology class (2002) Bioscience, 52, pp. 272-281; Zeilik, M., Morris, V.J., The impact of cooperative quizzes in a large introductory astronomy course for non-science majors (2004) Astron. Educ. Rev, 3, pp. 51-61","Curran, K. L.; Department of Biological Sciences, University of Wisconsin, Whitewater, WI 53190, United States; email: currank@uww.edu",,,,,,,,19317913,,,18316817.0,English,CBE Life Sci. Educ.,Article,Final,Open Access,Scopus,2-s2.0-41949141594
Abdallah L.,16303288300;,Reflective teaching with technology: Use of a personal response system and publisher's web site to enhance students' performance in a nursing assessment and skills course,2008,Online Journal of Nursing Informatics,12,1,,,,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-45349100186&partnerID=40&md5=86daf2a0df223152e8540e0da69cb082,"Nursing Department, School for Health and Environment, University of Massachusetts Lowell","Abdallah, L., Nursing Department, School for Health and Environment, University of Massachusetts Lowell","This article describes a Carnegie Scholarship of Teaching Research Project on Reflective Teaching with Technology conducted in the fall 2006 at the University of Massachusetts Lowell under the guidance of the Faculty Institute. The purpose of this project was to enhance student interaction in a lecture based nursing course by introducing a multimedia approach with technology. Specifically, a Personal Response System for students to use remotely during class and student access to the textbook's web site to complete online case studies and NCLEX based examinations. Reflection and evaluation of these technologies and their relationship to students' understanding of course objectives were examined. In addition, students were asked to evaluate the above technology at midterm. The summary of data analysis of student performance on quizzes and midterm examinations and student evaluation of the technology both supported its implementation as being an effective teaching activity that enhanced students' learning. Future implementation of technology into other nursing courses and continued research on the use of technology in the nursing classroom and its relationship to quality education is recommended. © 1996 - 2008 - OJNI - Online Journal of Nursing Informatics - All Rights Reserved.",Nursing education; Personal response system in the classroom; Reflective teaching with technology; Teaching with technology,,,,,,,,,,,,"Agresti, A., (2002) Categorical Data Analysis, , 2nd Edition. John Wiley & Sons, Hoboken, N.J. Chapter 3; Billings, D.M., Kowalski, K., Keeping participants enrolled: Participation (2006) The Journal of Continuing Education in Nursing, 37 (4), pp. 152-153; Black, C.D., Watties-Daniels, A.D., Cutting edge technology to enhance nursing classroom instruction at Coppin State University (2006) ABNF Journal, pp. 103-106. , Summer; Chickering, A.W., Ehrmann, S.C., Implementing the seven principles: Technology as lever (1996) AAHE Bulletin, 3, pp. 3-6; Comeaux, P., Assessing students' online learning: Strategies and resources (2005) Teaching Excellence, 17 (3); Kennerly, S., Fostering interaction through multimedia (2001) Nurse Educator, 26 (2), pp. 90-94; Simes, R.J., An improved Bonferroni procedure for multiple tests of significance (1986) Biometrika, 73, pp. 751-754; Simpson, R.L., Welcome to the virtual classroom: How technology is transforming nursing education in the 21st century (2003) Nursing Administration Quarterly, 27 (1), pp. 83-86; Stemwedel, J.D., Rubrics, roles and successful online discussions (2005) Online Classroom, pp. 3, 8. , November; Walsh, C.M., Seldomridge, L.A., Critical thinking: Back to square Two (2006) Journal of Nursing Education, 45 (6), pp. 212-219","Abdallah, L.; Nursing Department, School for Health and Environment, University of Massachusetts LowellUnited States",,,,,,,,10899758,,,,English,Online J. Nurs. Inform.,Article,Final,,Scopus,2-s2.0-45349100186
"Inge T., Helmrath M., Vierra M., Ikramuddin S.",6603786757;6602870824;6701384032;6701650033;,Challenges of adolescent bariatric surgery: Tips for managing the extremely obese teen,2008,Journal of Laparoendoscopic and Advanced Surgical Techniques,18,1,,157,169,,3.0,10.1089/lap.2007.0063,https://www.scopus.com/inward/record.uri?eid=2-s2.0-39149091021&doi=10.1089%2flap.2007.0063&partnerID=40&md5=33c56021e5d66305f6a89d1086fb1522,"Department of Pediatric Surgery, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States; Departments of Surgery and Cell and Molecular Physiology, University of North Carolina, Chapel Hill, NC, United States; Department of Surgery, Community Hospital of Monterey Peninsula, Monterey, CA, United States; Department of Surgery, University of Minnesota, Minneapolis, MN, United States; Department of Pediatric Surgery, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH 45229, United States","Inge, T., Department of Pediatric Surgery, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States, Department of Pediatric Surgery, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH 45229, United States; Helmrath, M., Departments of Surgery and Cell and Molecular Physiology, University of North Carolina, Chapel Hill, NC, United States; Vierra, M., Department of Surgery, Community Hospital of Monterey Peninsula, Monterey, CA, United States; Ikramuddin, S., Department of Surgery, University of Minnesota, Minneapolis, MN, United States","This paper documents educational material presented at a joint IPEG/SAGES session entitled Challenges of Adolescent Bariatric Surgery at the IPEG/SAGES annual meeting in April 2006. This session was primarily intended for surgeons not actively engaged in adolescent bariatric surgery. The individual topics presented vary widely and were chosen in an effort to highlight important areas of clinical controversy, surgical complexity, and research opportunities. This case-based session was conducted using an interactive audience response system to capture live feedback from the attendees. Questions posed to the audience and their responses (with the number of responses) are provided. Results of the audience poll are presented for interest only and do not represent a scientifically valid consensus of IPEG members. The text is written in a dialog-type format to better represent the essence of the session and the context in which it was presented. Finally, the views and opinions expressed in this paper reflect the balanced examination of various issues related to pediatric bariatric surgery by the presenters but do not necessarily represent the opinions of the IPEG organization. © 2008 Mary Ann Liebert, Inc.",,"article; bariatric surgery; biliopancreatic bypass; body mass; clinical practice; obesity; patient selection; priority journal; Roux Y anastomosis; stomach bypass; Adolescent; Bariatric Surgery; Education, Medical, Continuing; Humans; Obesity, Morbid",,,,,,,,,,,"Ogden, C.L., Carroll, M.D., Curtin, L.R., Prevalence of overweight and obesity in the United States, 1999-2004 (2006) JAMA, 295, pp. 1549-1555; Freedman, D.S., Mei, Z., Srinivasan, S.R., Cardiovascular risk factors and excess adiposity among overweight children and adolescents: The Bogalusa Heart Study (2007) J Pediatr, 150, pp. 12-17; Fontaine, K.R., Redden, D.T., Wang, C., Years of life lost due to obesity (2003) JAMA, 289, pp. 187-193; Engeland, A., Bjorge, T., Sogaard, A.J., Body mass index in adolescence in relation to total mortality: 32-year follow-up of 227,000 Norwegian boys and girls (2003) Am J Epidemiol, 157, pp. 517-523; Tsai, W.S., Inge, T.H., Burd, R.S., Bariatric surgery in adolescents: Recent national trends in use and in-hospital outcome (2007) Arch Pediatr Adolesc Med, 161, pp. 217-221; Lawson, M.L., Kirk, S., Mitchell, T., One-year outcomes of Roux-en-Y gastric bypass for morbidly obese adolescents: A multicenter study from the Pediatric Bariatric Study Group (2006) J Pediatr Surg, 41, pp. 137-143. , discussion, 137-143; Zeller, M., Kirk, S., Claytor, R., Predictors of attrition from a pediatric weight management program (2004) J Pediatr, 144, pp. 466-470; Levine, M.D., Ringham, R.M., Kalarchian, M.A., Is family-based behavioral weight control appropriate for severe pediatric obesity? (2001) Int J Eat Disord, 30, pp. 318-328; (1991) Conference. Gastrointestinal surgery for severe obesity. Consensus Development Conference Panel. Ann Intern Med, 115, pp. 956-961. , National Institutes of Health NIH; Chapman, A.E., Kiroff, G., Game, P., Laparoscopic adjustable gastric banding in the treatment of obesity: A systematic literature review (2004) Surgery, 135, pp. 326-351; Buchwald, H., Avidor, Y., Braunwald, E., Bariatric surgery: A systematic review and meta-analysis (2004) JAMA, 292, pp. 1724-1737; Pories, W.J., Swanson, M.S., MacDonald, K.G., Who would have thought it? An operation proves to be the most effective therapy for adult-onset diabetes mellitus (1995) Ann Surg, 222, pp. 339-350; Inge, T.H., Krebs, N.F., Garcia, V.F., Bariatric surgery for severely overweight adolescents: Concerns and recommendations (2004) Pediatrics, 114, pp. 217-223; Cecka, J.M., Gjertson, D.W., Terasaki, P.I., Pediatric renal transplantation: A review of the UNOS data. United Network for Organ Sharing (1997) Pediatr Transplant, 1, pp. 55-64; Rand, C.S., Macgregor, A.M., Adolescents having obesity surgery: A 6-year follow-up (1994) South Med J, 87, pp. 1208-1213; Zeller, M.H., Roehrig, H.R., Modi, A.C., Health-related quality of life and depressive symptoms in adolescents with extreme obesity presenting for bariatric surgery (2006) Pediatrics, 117, pp. 1155-1161; Gortmaker, S.L., Must, A., Perrin, J.M., Social and economic consequences of overweight in adolescence and young adulthood (1993) N Engl J Med, 329, pp. 1008-1012; O'Brien, P.E., Dixon, J.B., Brown, W., The laparoscopic adjustable gastric band (Lap-Band): A prospective study of medium-term effects on weight, health, and quality of life (2002) Obesity Surgery, 12, pp. 652-660; Chapman, A.E., Kiroff, G., Game, P., Laparoscopic adjustable gastric banding in the treatment of obesity: A systemic literature review (2004) Surgery, 135, pp. 326-351; Abarbanel, J.M., Berginer, V.M., Osimani, A., Neurologic complications after gastric restriction surgery for morbid obesity (1987) Neurology, 37, pp. 196-200; DeMaria, E.J., Sugerman, H.J., A critical look at laparoscopic adjustable silicone gastric banding for surgical treatment of morbid obesity: Does it measure up? (2000) Surg Endosc, 14, pp. 697-699; Pories, W.J., MacDonald Jr, K.G., Morgan, E.J., Surgical treatment of obesity and its effect on diabetes: 10-year follow-up (1992) Am J Clin Nutr, 55, pp. 582S-585S; Schauer, P., Ikramuddin, S., Hamad, G., The learning curve for laparoscopic Roux-en-Y gastric bypass is 100 cases (2003) Surg Endosc, 17, pp. 212-215; Brolin, R.E., LaMarca, L.B., Kenler, H.A., Malabsorptive gastric bypass in patients with superobesity (2002) J Gastrointest Surg, 6, pp. 195-203; Higa, K.D., Boone, K.B., Ho, T., Complications of the laparoscopic Roux-en-Y gastric bypass: 1040 patients - What have we learned? (2000) Obes Surg, 10, pp. 509-513; Greenway, S.E., Greenway III, F.L., Klein, S., Effects of obesity surgery on non-insulin-dependent diabetes mellitus (2002) Arch Surg, 137, pp. 1109-1117; Cummings, D.E., Shannon, M.H., Ghrelin and gastric bypass: Is there a hormonal contribution to surgical weight loss? (2003) J Clin Endocrinol Metab, 88, pp. 2999-3002; Cummings, D.E., Weigle, D.S., Frayo, R.S., Plasma ghrelin levels after diet-induced weight loss or gastric bypass surgery (2002) N Engl J Med, 346, pp. 1623-1630; Scopinaro, N., Gianetta, E., Civalleri, D., Two years of clinical experience with biliopancreatic bypass for obesity (1980) Am J Clin Nutr, 33, pp. 506-514; Johnston, D., Dachtler, J., Sue-Ling, H.M., The Magenstrasse and Mill operation for morbid obesity [see comment] (2003) Obes Surg, 13, pp. 10-16; Langer, F.B., Reza Hoda, M.A., Bohdjalian, A., Sleeve gastrectomy and gastric banding: Effects on plasma ghrelin levels (2005) Obes Surg, 15, pp. 1024-1029; Courcoulas, A., Schuchert, M., Gatti, G., The relationship of surgeon and hospital volume to outcome after gastric bypass surgery in Pennsylvania: A 3-year summary (2003) Surgery, 134, pp. 613-621; Nguyen, N.T., Paya, M., Stevens, C.M., The relationship between hospital volume and outcome in bariatric surgery at academic medical centers (2004) Ann Surg, 240, pp. 586-594; Roa, P.E., Kaidar-Person, O., Pinto, D., Laparoscopic sleeve gastrectomy as treatment for morbid obesity: Technique and short-term outcome (2006) Obes Surg, 16, pp. 1323-1326; Sugerman, H.J., Sugerman, E.L., DeMaria, E.J., Bariatric surgery for severely obese adolescents (2003) J Gastrointest Surg, 7, pp. 102-107. , discussion, 107-108; Benotti, P.N., Wood, G.C., Rodriguez, H., Perioperative outcomes and risk factors in gastric surgery for morbid obesity: A 9-year experience (2006) Surgery, 139, pp. 340-346; O'Rourke, R.W., Andrus, J., Diggs, B.S., Perioperative morbidity associated with bariatric surgery: An academic center experience (2006) Arch Surg, 141, pp. 262-268; Poulose, B.K., Griffin, M.R., Zhu, Y., National analysis of adverse patient safety for events in bariatric surgery (2005) Am Surg, 71, pp. 406-413; Carbonell, A.M., Lincourt, A.E., Matthews, B.D., National study of the effect of patient and hospital characteristics on bariatric surgery outcomes (2005) Am Surg, 71, pp. 308-314; Podnos, Y.D., Jimenez, J.C., Wilson, S.E., Complications after laparoscopic gastric bypass: A review of 3464 cases (2003) Arch Surg, 138, pp. 957-961; Tichansky, D.S., DeMaria, E.J., Fernandez, A.Z., Postoperative complications are not increased in super-super obese patients who undergo laparoscopic Roux-en-Y gastric bypass (2005) Surg Endosc, 19, pp. 939-941; Taylor, J.D., Leitman, I.M., Hon, P., Outcome and complications of gastric bypass in super-super obesity versus morbid obesity (2006) Obes Surg, 16, pp. 16-18; Helling, T.S., Operative experience and follow-up in a cohort of patients with a BMI &gt;= 70 kg/m2 (2005) Obes Surg, 15, pp. 482-485; Raftopoulos, I., Ercole, J., Udekwu, A.O., Outcomes of Roux-en-Y gastric bypass stratified by a body mass index of 70 kg/m2: A comparative analysis of 825 procedures (2005) J Gastrointest Surg, 9, pp. 44-52; Alvarado, R., Alami, R.S., Hsu, G., The impact of preoperative weight loss in patients undergoing laparoscopic Roux-en-Y gastric bypass (2005) Obes Surg, 15, pp. 1282-1286; Liu, R.C., Sabnis, A.A., Forsyth, C., The effects of acute preoperative weight loss on laparoscopic Roux-en-Y gastric bypass (2005) Obes Surg, 15, pp. 1396-1402; Lambert, D.M., Marceau, S., Forse, R.A., Intra-abdominal pressure in the morbidly obese (2005) Obes Surg, 15, pp. 1225-1232; Towbin, A., Inge, T.H., Garcia, V.F., Beriberi after gastric bypass surgery in adolescence (2004) J Pediatr, 145, pp. 263-267; Gollobin, C., Marcus, W.Y., Bariatric beriberi (2002) Obes Surg, 12, pp. 309-311; Zeller, M.H., Modi, A.C., Roehrig, H., Psychosocial outcomes of adolescent bariatric surgery (2006) The Annual Meeting of The Obesity Society, , Boston; Sheiner, E., Levy, A., Silverberg, D., Pregnancy after bariatric surgery is not associated with adverse perinatal outcome (2004) Am J Obstet Gynecol, 190, pp. 1335-1340; Haddow, J.E., Hill, L.E., Kloza, E.M., Neural tube defects after gastric bypass (1986) Lancet, 1, p. 1330","Inge, T.; Department of Pediatric Surgery, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, Cincinnati, OH 45229, United States; email: Thomas.inge@cchmc.org",,,,,,,,10926429,,,18266597.0,English,J. Laparoendosc. Adv. Surg. Techn.,Article,Final,,Scopus,2-s2.0-39149091021
"Feldman A., Capobianco B.M.",7202334032;15833842900;,Teacher learning of technology enhanced formative assessment,2008,Journal of Science Education and Technology,17,1,,82,99,,22.0,10.1007/s10956-007-9084-0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-38949211421&doi=10.1007%2fs10956-007-9084-0&partnerID=40&md5=65dc1190ca9606a2a8903cb94c964834,"Department of Teacher Education and Curriculum Studies, University of Massachusetts, Amherst, MA 01002, United States; Department of Curriculum and Instruction, Purdue University, West Lafayette, IN 47907-2098, United States","Feldman, A., Department of Teacher Education and Curriculum Studies, University of Massachusetts, Amherst, MA 01002, United States; Capobianco, B.M., Department of Curriculum and Instruction, Purdue University, West Lafayette, IN 47907-2098, United States","This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The physics teachers engaged in collaborative action research (AR) to learn how to use FA and CRS to promote student and teacher learning. Data were analyzed using open coding, cross-case analysis, and content analysis. Results from data analysis allowed researchers to construct a model for knowledge skills necessary for the integration of technology enhanced FA into teachers' practice. The model is as a set of four technologies: hardware and software; methods for constructing FA items; pedagogical methods; and curriculum integration. The model is grounded in the idea that teachers must develop these respective technologies as they interact with the CRS (i.e., hardware and software, item construction) and their existing practice (i.e., pedagogical methods, curriculum). Implications are that for teachers to make FA an integral part of their practice using CRS, they must: 1) engage in the four technologies; 2) understand the nature of FA; and 3) collaborate with other interested teachers through AR. © 2007 Springer Science+Business Media, LLC.",Attitude; Gravity; Logical thinking; Mass,,,,,,,,,,,,"Adelman, N., Donnelly, M.B., Dove, T., Tiffany-Morales, J., Wayne, A., Zucker, A., (2002) The Integrated Studies of Educational Technology: Professional Development and Teachers' Use of Technology (No. SRI Project P10474), , SRI International Menlo Park; (1992) American Heritage Dictionary of the English Language, , AHD. Houghton Mifflin Company Boston; (2001) Classroom Assessment and the National Science Education Standards, , Atkin JM, Black PJ, Coffey JE (eds) National Research Council, National Academy Press, Washington DC; Becker, H.J., How are teachers using computers in instruction? (2001) Annual Meeting of the American Educational Research Association, , April Paper presented at the Seattle, WA; Bell, B., Cowie, B., The characteristics of formative assessment in science education (2001) Sci Educ, 85, pp. 536-553; Black, P.J., Wiliam, D., Inside the black box: Raising standards through classroom assessment (1998) Phi Delta Kappan, 80, pp. 139-148. , 2; Black, P.J., Wiliam, D., Assessment and classroom learning (1998) Assess Educ, 5, pp. 7-74; (1999) How People Learn: Brain, Mind, Experience, and School, , Bransford J, Brown A, Cocking R (eds) National Academy Press, Washington; Camp, C., Clement, J., (1994) Preconceptions in Mechanics: Lessons Dealing with Students' Conceptual Difficulties, , Kendall/Hunt Dubuque; Capobianco, B.M., Science teachers' attempts at integrating feminist pedagogy through collaborative action research (2007) J Res Sci Teach, 44, pp. 1-32. , 1; Capobianco, B.M., Feldman, A., Promoting quality for teacher action research: Lessons learned from science teachers' action research (2006) Educ Act Res, 14, pp. 497-512. , 4; Clandinin, D.J., Connelly, F., Jackson, P., Teacher as curriculum maker (1992) Handbook of Research on Curriculum, pp. 363-401. , Macmillan Publishing Company NY; Cuban, L., Kirkpatrick, H., Peck, C., High access and low use of technologies in high school classrooms: Explaining an apparent paradox (2001) Am Educ Res J, 38, pp. 813-834. , 4; Dun, A., Feldman, A., Rearick, M., Teaching and learning with computers in schools: The development of instructional technology pedagogical content knowledge (2000) Annual Meeting of the American Educational Research Association, , Paper presented at the New Orleans, LA; Ertmer, P.A., Addressing first- and second-order barriers to change: Strategies for technology integration (1999) Educ Tech Res Dev, 47, pp. 47-61. , 4; Feldman, A., Promoting equitable collaboration between university researchers and school teachers (1993) Int J Qual Stud Educ, 6, pp. 341-357. , 4; Feldman, A., Erzberger's dilemma: Validity in action research and science teachers' need to know (1994) Sci Educ, 78, pp. 83-101. , 1; Feldman, A., Noffke, S., Stevenson, R., The institutionalization of action research: The California ""100 Schools"" (1995) Educational Action Research: Becoming Practically Critical, pp. 180-196. , Teachers College Press NY; Feldman, A., Enhancing the practice of physics teachers: Mechanisms for the generation and sharing of knowledge and understanding in collaborative action research (1996) J Res Sci Teach, 33, pp. 513-540. , 5; Feldman, A., The role of conversation in collaborative action research (1999) Educ Act Res, 7, pp. 125-144. , 1; Feldman, A., Decision making in the practical domain: A model of practical conceptual change (2000) Sci Educ, 84, pp. 606-623. , 5; Feldman, A., Existential approaches to action research (2002) Educ Act Res, 10, pp. 233-252. , 2; Feldman, A., Capobianco, B., (2000) Action Research in Science Education. ERIC Digest, , ERIC Clearinghouse for Science, Mathematics, and Environmental Education Columbus; Feldman, A., Minstrell, J., Kelly, E., Lesh, R., Action research as a research methodology for the study of the teaching and learning of science (2000) Handbook of Research Design in Mathematics and Science Education, , Lawrence Erlbaum Associates Mahwah; Fetterman, D.M., (1989) Ethnography Step by Step, , Sage Publications Newbury Park; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J Sci Educ Technol, 15, pp. 101-109. , 1; Gerace, W.J., Mestre, J.P., Dufresne, R.J., Leonard, W.J., (1997) Assessing-to-learn: Formative Assessment Materials for High School, , University of Massachusetts Amherst; Glickman, C.D., Gordon, S.P., Ross-Gordon, J.M., (2002) Supervision and Instructional Leadership, , Allyn & Bacon Needham Heights; Hollingsworth, S., (1994) Teacher Research and Urban Literacy Education Lessons and Conversations in A Feminist Key, , Teachers College Press New York; Jacobsen, M., Clifford, P., Friesen, S., New ways of preparing teachers for technology integration (2002) ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia, and Telecommunications, , June 24-29 Paper presented at the Denver, CO; James, M., Black, P., Pedder, D., Wiliam, D., Learning how to learn, in classrooms: Aims, design and analysis (2006) Res Paper Educ, 21, pp. 101-118. , 2; Kropf, A., Cunha, M., Hugenin, E., Emery, C., Venemen, V., Rappold, A., A FAAR look at improving physics education: Formative assessment action research (2001) Summer Meeting of the American Association of Physics Teachers, , July 23:2001 Paper presented at the Rochester, NY; Kropf, A., Emery, C., Venemen, V., Formative assessment action research: Using technology to increase student learning (2003) Annual Meeting of the National Science Teachers Association, , March 2003 Paper presented at the Philadelphia, PA; Leonard, W., Dufresne, R., Gerace, W., (1999) Minds on Physics, , KendallHunt Dubuque; Marshall, C., Rossman, G.B., (2006) Designing Qualitative Research, 4. , Sage Publications Thousand Oaks; Mestre, J.P., Dufresne, R.J., Gerace, W.J., Hardiman, P.T., Hierarchical problem solving as a means of promoting expertise (1988) Tenth Annual Conference of the Cognitive Science Society, , Paper presented at the; Mestre, J.P., Dufresne, R.J., Gerace, W.J., Hardiman, P.T., Tougher, J.S., Promoting skilled problem solving behavior among beginning physics students (1993) J Res Sci Teach, 30, pp. 303-317; Miles, M., Huberman, M., (1994) Qualitative Data Analysis, 2. , Sage Publications Thousand Oaks; Schön, D., (1983) The Reflective Practitioner, , Basic Books New York; Steinberg, M.S., Wainwright, C.L., Using models to teach electricity-the CASTLE Project (2002) Phys Teach, 31, pp. 353-357. , 6; Strauss, A., Corbin, J., (1990) Basics of Qualitative Research: Grounded Theory Procedures and Techniques, , Sage Publications Newbury Park; Vygotsky, L.S., (1978) Mind and Society: The Development of Higher Mental Processes, , Harvard University Press Cambridge; Yin, R., (1989) Case Study Research: Design and Methods, , Sage publications Newbury Park; Zucker, A., Dove, T., Effective teacher professional development in the uses of technology (2000) J Interact Instruct Dev, 12, p. 25. , 4","Feldman, A.; Department of Teacher Education and Curriculum Studies, University of Massachusetts, Amherst, MA 01002, United States; email: afeldman@educ.umass.edu",,,,,,,,10590145,,,,English,J. Sci. Educ. Technol.,Article,Final,,Scopus,2-s2.0-38949211421
"Medina M.S., Medina P.J., Wanzer D.S., Wilson J.E., Er N., Britton M.L.",15058293500;35567602300;24402259500;56164833600;24070280000;23982016300;,Use of an audience response system (ARS) in a dual-campus classroom environment.,2008,American journal of pharmaceutical education,72,2,,38,,,39.0,10.5688/aj720238,https://www.scopus.com/inward/record.uri?eid=2-s2.0-45849086152&doi=10.5688%2faj720238&partnerID=40&md5=b21ecbb81a90b2d6533aef32c868fd6f,"University of Oklahoma College of Pharmacy, Oklahoma City, OK, United States","Medina, M.S., University of Oklahoma College of Pharmacy, Oklahoma City, OK, United States; Medina, P.J., University of Oklahoma College of Pharmacy, Oklahoma City, OK, United States; Wanzer, D.S., University of Oklahoma College of Pharmacy, Oklahoma City, OK, United States; Wilson, J.E., University of Oklahoma College of Pharmacy, Oklahoma City, OK, United States; Er, N., University of Oklahoma College of Pharmacy, Oklahoma City, OK, United States; Britton, M.L., University of Oklahoma College of Pharmacy, Oklahoma City, OK, United States","OBJECTIVES: To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning. DESIGN: After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data. ASSESSMENT: Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity. SUMMARY: ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use.",,"article; computer interface; education; feedback system; human; information processing; methodology; pharmacy student; problem based learning; teaching; university; Computer-Assisted Instruction; Education, Pharmacy; Faculty; Feedback; Focus Groups; Humans; Problem-Based Learning; Students, Pharmacy; User-Computer Interface",,,,,,,,,,,,"Medina, M.S.email: Melissa-Medina@ouhsc.edu",,,,,,,,15536467,,,18483604.0,English,Am J Pharm Educ,Article,Final,Open Access,Scopus,2-s2.0-45849086152
Cleary A.M.,7006746187;,Using Wireless Response Systems to Replicate Behavioral Research Findings in the Classroom,2008,Teaching of Psychology,35,1,,42,44,,21.0,10.1080/00986280701826642,https://www.scopus.com/inward/record.uri?eid=2-s2.0-41149163117&doi=10.1080%2f00986280701826642&partnerID=40&md5=7a7501d342e9bdeb093a6d5eb4489898,"Colorado State University, United States","Cleary, A.M., Colorado State University, United States","College instructors are increasingly relying on wireless clicker systems as instructional tools in the classroom. Instructors commonly use clicker systems for such classroom activities as taking attendance, giving quizzes, and taking opinion polls. However, these systems are uniquely well suited for the teaching of psychology and other courses that emphasize behavioral research methods. Specifically, instructors can use the clicker system to engage students in an in-class replication of a known empirical phenomenon. This article describes 2 classroom demonstrations that reveal the usefulness of wireless clicker systems for replicating empirical phenomena in behavioral research. © 2008, SAGE Publications. All rights reserved.",,,,,,,,,,,,,"Beatty, I., Transforming student learning with classroom communication systems (2004) Educause Research Bulletin, 2004, pp. 1-13. , http://www.educause.edu/ir/library/pdf/ERB0403.pdf, Retrieved March 24, 2007, from; Craik, F.I.M., Tulving, E., Depth of processing and the retention of words in episodic memory (1975) Journal of Experimental Psychology: General, 104, pp. 268-294; Langley, M.M., Cleary, A.M., Kostic, B., On the use of wireless response systems in experimental psychology: Implications for the behavioral researcher (2007) Behavior Research Methods, 39, pp. 816-823; McKeachie, W.J., (1999) Teaching tips, , 10th ed. Boston: Houghton Mifflin; (2005) Teaching at ISU, 17 (2), p. 1. , http://www.celt.iastate.edu/newsletter/v17n2/CELT_News_S2005.pdf, March)., 8. Retrieved March 24, 2007, from; Roediger, H.L., III, McDermott, K.B., Creating false memories: Remembering words not presented in lists (1995) Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, pp. 803-814; Rosell, M.C., Beck, D.M., Luther, K.E., Goedert, K.M., Shore, W.J., Anderson, D.D., The pedagogical value of experimental participation paired with course content (2005) Teaching of Psychology, 32, pp. 95-99; Wong, W., Students and professors click with technology: Purdue University uses classroom audience response systems that boost student participation and help faculty spice up their presentations (2005) Ed Tech, pp. 38-40. , http://www.itap.purdue.edu/tlt/einstruction/Ed_Tech.pdf, Winter)., Retrieved March 24, 2007, from; Yoder, J.D., Hochevar, C.M., Encouraging active learning can improve students' performance on examinations (2005) Teaching of Psychology, 32, pp. 91-95","Cleary, A.M.; Colorado State UniversityUnited States",,,,,,,,00986283,,,,English,Teach. Psychol.,Article,Final,,Scopus,2-s2.0-41149163117
"Karemaker A., Pitchford N.J., O’malley C.",6505683976;6601967054;57204532066;,Using whole-word multimedia software to support literacy acquisition: A comparison with traditional books,2008,Educational and Child Psychology,25,3,,101,115,,9.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84947228334&partnerID=40&md5=899d008fb903a9a5852f3f421af1dbc6,"School of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, United Kingdom","Karemaker, A., School of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, United Kingdom; Pitchford, N.J., School of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, United Kingdom; O’malley, C., School of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, United Kingdom","In the UK, literacy instruction is widely supported by computer software programs aimed to improve literacy skills. However relatively few systematic studies have been conducted to date to investigate whether these programs are effective in supporting literacy acquisition. Programs range in nature from those supporting the acquisition of phonic reading skills to those focussing on promoting recognition of whole-words in context. Whilst phonic skills have been shown to be critical for successful reading acquisition, less is known about how promoting orthographic, whole-word, skills relates to literacy success. This study investigated whether whole-word multimedia software (i.e. Oxford Reading Tree for Clicker) facilitates literacy acquisition. We explored whether ‘Clicker’ accelerated early reading acquisition relative to ‘Big Book’ traditional teaching methods. Two groups of children (N = 27), aged 5–6 years, that were reading at a typical level for their age were drawn from two classes within the same school. Each group received instruction with each of two books from the Oxford Reading Tree scheme, using either ‘Clicker’ or traditional printed texts. Instruction was delivered to each group over five one-hour sessions over the course of a week. The order of presentation of instruction was counterbalanced across groups. Performance on tests of written word recognition, oral word reading, and tests of phonological awareness, was measured pre and post each week of instruction. Results showed significant gains in oral reading skill after each method of instruction. However, only after instruction with ‘Clicker’ were significant gains in word recognition and rhyme awareness observed, and only after instruction with ‘Big Book’ were significant gains in graphemic awareness found. We suggest the multimedia features of highlighting words and an auditory cue, built into the Clicker software, support the acquisition of written word recognition and rhyming skills, respectively. © The British Psychological Society 2008.",,,,,,,PTA-033-2004-00064,We would like to thank Ann Crick of Crick Software for her ideas and suggestions. We also thank the staff and students of St. Teresa’s Catholic Primary School for participating in the study and Maria Ktori and Susanna Kempston for their help with data collection. This research was supported by an ESRC Case PhD studentship awarded to Dr. Nicola Pitchford and Professor Claire O’Malley (grant number PTA-033-2004-00064).,,,,,"Adams, M.J., (1990) Beginning to Read: Thinking & Learning about Print, , Cambridge, MA: MIT Press; Andrews, S., (2006) From Inkmarks to Ideas: Current Issues in Lexical Processing, , Hove: Psychology Press; Brown, M., (1994) Arthur’s Teacher Trouble, , Novato, CA: Random House Broderbund; Cannon, J., (1996) Stellaluna. Novato, , CA: Random House Broderbund; Castles, A., Coltheart, M., Is there a causal link from phonological awareness to success in learning to read? (2004) Cognition, 91, pp. 77-111; Castles, A., Nation, K., How does orthographic learning happen? (2006) From Inkmarks to Ideas: Challenges and Controversies about Word Recognition and Reading, , S. Andrews (Ed.), Hove: Psychology Press; Chera, P., Wood, C., Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read (2003) Learning and Instruction, 13, pp. 33-52; (2006) Oxford Reading Tree for Clicker, , Northampton: Crick Software Ltd; Cohen, J., (1988) Statistical Power Analysis for the Behavioural Sciences, , 2nd edn.). Hillsdale, NJ: Lawrencce Erlbaum; de Jong, M.T., Bus, A.G., How well suited are electronic books to supporting literacy? (2003) Journal of Early Childhood Literacy, 3, pp. 147-164; Ehri, L.C., The development of spelling knowledge and its role in reading acquisition and reading disability (1989) Journal of Learning Disabilities, 22, pp. 356-365; Elliot, C.D., (1983) British Ability Scales, , Windsor: NFER; Hunt, R., Brychta, A., (2003) Kipper the Clown, , Oxford University Press; Hunt, R., Brychta, A., (2003) Strawberry Jam, , Oxford University Press; Hunt, R., Page, T., (2003) Teacher’s Handbook, , Stages 1–9. Oxford University Press; Korat, O., Shamir, A., Do Hebrew electronic books differ from Dutch electronic books? A replication of a Dutch content analysis (2004) Journal of Computer Assisted Learning, 20, pp. 257-268; Korat, O., Shamir, A., Electronic books versus adult readers: Effects on children’s emergent literacy as a function of social class (2007) Journal of Computer Assisted Learning, 23, pp. 248-259; Labbo, L.D., Kuhn, M.R., Weaving chains of affect and cognition: A young child’s understanding of CD-ROM talking books (2000) Journal of Literacy Research, 32, pp. 187-210; Littleton, K., Wood, C., Chera, P., Interactions with talking books: Phonological awareness affects boys’ use of talking books (2006) Journal of Computer Assisted Learning, 22, pp. 382-390; Mann, V.A., Wimmer, H., Phoneme awareness and pathways to literacy: A comparison of German and American children (2002) Reading and Writing, 15, pp. 653-682; McKenna, M.C., Electronic texts and the transformation of beginning reading (1998) Handbook of Literacy and Technology: Transformation in a Post-Typographic World, pp. 45-59. , D. Reinking, M.C. McKenna, L. Labbo & R. Kieffer (Eds.) (1998), Mahwah, NJ: Erlbaum; McKenna, M., Watkins, J., Computer-mediated books for beginning readers (1994) Paper Presented at the Annual Meeting of the National Reading Conference, , December, San Diego, CA; McKenna, M.C., Watkins, J.H., (1995) Effects of Computer-Mediated Books on the Development of Beginning Readers, , November, Paper presented at the meeting of the National Reading Conference, New Orleans; McKenna, M., Watkins, J., (1996) The Effects of Computer-Mediated Trade Books on Sight Word Acquisition and the Development of Phonics Ability, , Paper presented at the annual meeting of the National Reading Conference, Charleston, SC; Miller, L., Blackstock, J., Miller, R., An exploratory study into the use of CD-ROM storybooks (1994) Computers and Education, 22, pp. 187-204; Morais, J., Phonological awareness: A bridge between language and literacy (1991) Phonological Awareness in Reading: The Evolution of Current Perspectives, pp. 31-71. , D. Sawyer & B. Fox (Eds.), New York: Springer-Verlag; (2006) Inspection Report, , http://www.ofsted.gov.uk, May 2006June 6, 2006; Robertson, C., Salter, W., (1997) The Phonological Awareness Test, , East Moline, IL: LinguiSystems; Shankweiler, D., Fowler, A.E., Questions people ask about the role of phonological processes in learning to read (2004) Reading and Writing: An Interdisciplinary Journal, 17, pp. 483-515; Teale, W., Parents reading to their children: What we know and what we need to know. Language Arts (1981) An Exploratory Study into the Use of CD-ROM Storybooks, 58, pp. 902-912. , Miller, L., Blackstock, J. & Miller, R. (1994), Computers and Education, 22, 187–204","Karemaker, A.; School of Psychology, University of Nottingham, University Park, United Kingdom; email: lwxamk@psychology.nottingham.ac.uk",,,British Psychological Society,,,,,02671611,,,,English,Educ. Child Psychol.,Article,Final,,Scopus,2-s2.0-84947228334
"Kelley K.A., Beatty S.J., Legg J.E., McAuley J.W.",8574635300;8508759300;15034795100;7005143210;,A progress assessment to evaluate pharmacy students' knowledge prior to beginning advanced pharmacy practice experiences.,2008,American journal of pharmaceutical education,72,4,,88,,,14.0,10.5688/aj720488,https://www.scopus.com/inward/record.uri?eid=2-s2.0-58749088566&doi=10.5688%2faj720488&partnerID=40&md5=38f4d639f6e0686b4a2e87bbc2fc4b38,"The Ohio State University College of PharmacyOH, United States","Kelley, K.A., The Ohio State University College of PharmacyOH, United States; Beatty, S.J., The Ohio State University College of PharmacyOH, United States; Legg, J.E., The Ohio State University College of PharmacyOH, United States; McAuley, J.W., The Ohio State University College of PharmacyOH, United States","OBJECTIVE: To develop an assessment that would (1) help doctor of pharmacy (PharmD) students review therapeutic decision making and build confidence in their skills, (2) provide pharmacy practice residents with the opportunity to lead small group discussions, and (3) provide the assessment committee with program-level assessment data. DESIGN: A case-based interactive assessment was developed and delivered to PharmD students immediately prior to advanced pharmacy practice experiences (APPEs). The assessment used an audience response system to allow immediate feedback followed by small group discussions led by pharmacy-practice residents. Students self-assessed their knowledge and confidence levels and developed personalized learning objectives for APPEs. ASSESSMENT: Eighty-nine percent of students found the assessment useful, and pharmacy practice residents reported that it was helpful in developing precepting skills. The college assessment committee was able to use the data to supplement the ongoing College curricular mapping process. CONCLUSIONS: An interactive assessment process can help students build confidence for experiential training, provide a learning opportunity for pharmacy residents, and produce program-level data for college assessment purposes. Planned modifications of the assessment include expanding the content areas covered and adding ability-based assessments such as communication skills.",,"article; attitude to health; clinical competence; education; evaluation; feedback system; female; group process; health care quality; health personnel attitude; human; interpersonal communication; male; pharmacy student; problem based learning; professional standard; program development; self evaluation; teaching; United States; Attitude of Health Personnel; Clinical Competence; Communication; Computer-Assisted Instruction; Education, Pharmacy; Educational Measurement; Feedback; Female; Group Processes; Health Knowledge, Attitudes, Practice; Humans; Male; Ohio; Problem-Based Learning; Professional Role; Program Development; Program Evaluation; Self Assessment (Psychology); Students, Pharmacy",,,,,,,,,,,,"Kelley, K.A.email: kelley.168@osu.edu",,,,,,,,15536467,,,19002286.0,English,Am J Pharm Educ,Article,Final,Open Access,Scopus,2-s2.0-58749088566
"Rutledge C.M., Barham P., Wiles L., Benjamin R.S., Eaton P., Palmer K.",7007028788;7006307650;6701614793;35610225900;25931354800;12238775700;,Integrative simulation: A novel approach to educating culturally competent nurses,2008,Contemporary Nurse,28,1-2,,119,128,,29.0,10.5172/conu.673.28.1-2.119,https://www.scopus.com/inward/record.uri?eid=2-s2.0-58149152735&doi=10.5172%2fconu.673.28.1-2.119&partnerID=40&md5=20c24b47dc35a941423aa2ec7cb37756,"School of Nursing, Old Dominion University, Norfolk VA, United States","Rutledge, C.M., School of Nursing, Old Dominion University, Norfolk VA, United States; Barham, P., School of Nursing, Old Dominion University, Norfolk VA, United States; Wiles, L., School of Nursing, Old Dominion University, Norfolk VA, United States; Benjamin, R.S., School of Nursing, Old Dominion University, Norfolk VA, United States; Eaton, P., School of Nursing, Old Dominion University, Norfolk VA, United States; Palmer, K., School of Nursing, Old Dominion University, Norfolk VA, United States","Nursing education faces many challenges as a result of the population's increased cultural diversification. Of primary importance is the need to prepare culturally competent nurses to provide care in both urban and remote rural areas.This paper presents a HRSA funded program that utilises simulations to provide culturally diverse learning opportunities for both university-based and distance learning students. Cases are developed using focus groups and individual interviews.The information is used with standardised patients to develop vignettes that are loaded into a web-based virtual hospital where students conduct interviews with culturally diverse patients.The information obtained during the interview is then used to provide hands-on care to a high performance simulator (simulated mannequin).The encounters are videotaped for use in debriefing sessions with the students, for educational programs in the classroom, and for video-streaming to web-based distance students. Students in the debriefing sessions and classroom participate in a review of the videotape using the Personal Response System to respond to question. Through the culturally enhanced integrated simulation, students have an opportunity to address clinical situations and the impact of culture in a relatively safe nonthreatening environment where the impact of their biases can be explored. © eContent Management Pty Ltd.",Cultural competency; Cultural diversity; Culture; Nursing education; Simulation; Transcultural nursing,"article; cultural anthropology; cultural competence; human; information processing; nursing education; organization and management; Cultural Competency; Cultural Diversity; Education, Nursing; Focus Groups; Humans",,,,,,,,,,,"Base-Smith, V., Campinha-Bacote, J., The culture of obesity (2003) Journal of National Black Nurses Association, 14, pp. 52-56; Brooks, T.R., Pitfalls in communication with Hispanic and African American patients: Do translators help or harm? (1992) Journal of the National Medical Association, 84, pp. 941-947; Campinha-Bacote, J., (2003) The Process of Cultural Competence in the Delivery of Healthcare Services, , Transcultural CARE Associates, Cincinnati OH; (2003) Preparing graduates to meet the needs of diverse populations, , http://www.sreb.org, Council on Collegiate Education for Nursing, Southern Regional Board accessed at on 19 January 2005; (1999) Mental Health:A report of the Surgeon General, , Department of Health and Human Services US Public Health Service,Washington DC; (2005) National Healthcare Disparities Report, , http://www.ahrq.gov/qual/nhdr05/nhdr05.pdf, Department of Health and Human Services Agency for Healthcare Research and Quality, Rockville MD, accessed at on 8 June 2007; (2007) Key facts: Race, ethnicity and medical care, , http://www.census.gov/PressRelease/www/releases/archives/population/010048.html, Kaiser Family Foundation accessed at on 7 June 2007; Miles, M.B., Huberman, A.M., (1994) Quantitative Data Analysis, , 2nd edn, Sage,Thousand Oaks CA; Morgan, D.L., Krueger, R.A., (1998) The Focus Group Kit, , Sage,Thousand Oaks CA; Nairn, S., Hardy, C., Parumal, L., Williams, G.A., Multicultural or anti-racist teaching in nurse education: A critical appraisal (2004) Nurse Education Today, 24, pp. 188-195; Paterson, B.L., Osborne, M., Gregory, D., How different can you be and still survive? Homogeneity and difference in clinical nursing education (2004) International Journal of Nursing Education Scholarship, , 1:Article 2; Purnell, L.D., Paulanka, B.J., (2008) Transcultural Health Care:A Culturally Competent Approach, , 3rd edn, FA Davis, Philadelphia, PA; Rutledge, C.M., Garzon, L., Scott, M., Karlowicz, K., Using standardised patients to teach and evaluate nurse practitioner students on cultural competency (2004) International Journal of Nursing Education Scholarship, , 1:Article 17; (2007) Minority Population Tops 100 Million, , http://www.census.gov/PressRelease/www/releases/archives/population/010048.html, US. Census Bureau accessed at on 8 June 2007; Varcoe, C., McCormick, J., Racing around the classroom margins: Race, racism and teaching nursing (2007) Learning Nursing: Developing a Student-Centered Learning Environment, pp. 439-468. , Young L and Paterson B (Eds) Lippincott,Williams & Wilkins, Philadelphia PA","Rutledge, C.M.; School of Nursing, Old Dominion University, Norfolk VA, United States",,,eContent Management Pty Ltd,,,,,10376178,,,18844565.0,English,Contemp. Nurse,Article,Final,,Scopus,2-s2.0-58149152735
Cutrim E.S.,22633567200;,Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom,2008,Computers and Education,50,1,,338,356,,40.0,10.1016/j.compedu.2006.07.001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-35148875277&doi=10.1016%2fj.compedu.2006.07.001&partnerID=40&md5=854ef8f999372594d9b20881f58f33f0,"University of Education (Pädagogische Hochschule), Heidelberg, Germany","Cutrim, E.S., University of Education (Pädagogische Hochschule), Heidelberg, Germany","This study discusses the pedagogical potential of an interactive voting system used in conjunction with interactive whiteboard technology. The data discussed here are drawn from a qualitative study, carried out in the context of a British university pre-sessional programme in English for Academic Purposes and Study Skills for international students in the summers of 2003 and 2004. Research data were collected via a variety of ethnographic research instruments, namely classroom observations and feedback from critical colleagues, teacher's field notes, video recording of classes, semi-structured interviews with students, and pre- and post-course student questionnaires. The findings indicate that the electronic voting system was seen to increase considerably the scope of interactivity during the lessons by helping students to enhance their development into active participants. However, the data have also indicated that the levels of interactivity in the approaches adopted in the context investigated could still be considered relatively ""shallow"", and some suggestions have been provided to improve this aspect of technology use. © 2006 Elsevier Ltd. All rights reserved.",Evaluation of CAL systems; Improving classroom teaching; Interactive learning environments; Pedagogical issues,Curricula; Data acquisition; Feedback; Students; Teaching; Improving classroom teaching; Interactive learning environments; Interactive voting systems; Interactive whiteboards; Learning systems,,,,,,,,,,,"Aldrich, F., Rogers, Y., Scaife, M., Getting to grips with ""interactivity"": helping teachers assess the educational value of CD-ROMs (1998) British Journal of Educational Technology, 29 (4), pp. 321-332; Burns, C., Myhill, D., Interactive or inactive? A consideration of the nature of interaction in whole class teaching (2004) Cambridge Journal of Education, 34, pp. 35-49; Bruner, J., Vygotsky: A historical and conceptual perspective (1985) Culture, communication and cognition: Vygotskian perspectives, , Wertsch J. (Ed), Cambridge University Press, Cambridge; Clarke, D., Materials adaptation: why leave it all to the teacher? (1989) ELT Journal, 43 (2), pp. 133-141; Cutts, Q., Kennedy, G., Connecting learning environments using electronic voting systems (2005) Proceedings of the 7th Australasian Conference on Computing Education, 42, pp. 181-186. , Newcastle, Australia; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Edwards, D., Mercer, N., (1987) Common knowledge: The development of understanding in the classroom, , Methuen, London; English, E., Hargreaves, L., Hislam, J., Pedagogical dilemmas in the National Literacy Strategy: primary teachers' perceptions, reflections and classroom behaviour (2002) Cambridge Journal of Education, 32 (1), pp. 9-26; Glover, D., Miller, D., Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school (2001) Journal of Information Technologies for Teacher Education, 10 (3), pp. 257-278; Glover, D., Miller, D., The interactive whiteboard as a force for pedagogic change: the experience of five elementary schools in an English Education Authority (2002) Information Technology in Childhood Education Annual, 1, pp. 5-19; Goodison, T., Integrating ICT in the classroom: a case study of two contrasting lessons (2003) British Journal of Educational Technology, 34 (5), pp. 549-566; Hall, I., Higgins, S., Primary school students' perceptions of interactive whiteboard (2005) Journal of Computer Assisted Learning, 2, pp. 102-117; Hargreaves, L., How do primary school teachers define and implement 'interactive teaching' in the National Literacy Strategy in England? (2003) Research Pages in Education, 18 (3), pp. 217-236; Mroz, M.A., Smith, F., Hardman, F., The discourse of the literacy hour (2000) Cambridge Journal of Education, 30, pp. 379-390; Sinclair, J.M., Coulthard, R.M., (1975) Towards an analysis of discourse: The English used by teachers and pupils, , Oxford University Press, London; Smith, F., Hardman, F., Higgins, S., The impact of interactive whiteboards on teacher-pupil interaction in the national literacy and numeracy strategies (2006) British Educational Research Journal, 32 (3), pp. 443-457; Smith, F., Hardman, F., Wall, K., Mroz, M., Interactive whole class teaching in the National Literacy and Numeracy Strategies (2004) British Educational Research Journal, 30, pp. 395-411; Smith, H.J., Higgins, S., Wall, K., Miller, J., Interactive whiteboards: boon or bandwagon? A critical review of the literature (2005) Journal of Computer Assisted Learning, 21 (2), pp. 91-101; Stuart, S., Brown, M., Draper, S.W., Using an electronic voting system in logic lectures: one practitioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102; Vygotsky, L.S., (1978) Mind in society: Development of the higher psychological processes, , Harvard University Press, Harvard; Wit, E., Who wants to be ... the use of a personal response system in statistics teaching (2003) MSOR Connection, 3 (2), pp. 14-20","Cutrim, E.S.; University of Education (Pädagogische Hochschule), Heidelberg, Germany; email: euline.cutrim.schmid@ph-heidelberg.de",,,,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-35148875277
Totten I.M.,24333766300;,An earth science course for pre-service teachers,2008,Journal of Geoscience Education,56,5,,456,465,,3.0,10.5408/1089-9995-56.5.456,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77049120543&doi=10.5408%2f1089-9995-56.5.456&partnerID=40&md5=a91a81471c159c28f80b7d3cd17055cf,"Department of Geology, Kansas State University, 108 Thompson Hall, Manhattan, KS 66506-3201, United States","Totten, I.M., Department of Geology, Kansas State University, 108 Thompson Hall, Manhattan, KS 66506-3201, United States","This research examines the design and impact of an Earth in Action pre-service teacher course created at Kansas State University (KSU). The course connects content with pedagogical modeling for the K-12 classroom. Instruction is supplemented with projects, in-class activities, clicker assessments, and video case studies. The goal is to deliver content and best practice instruction together in a model that pre-service teachers can use when teaching earth science in their K-12 classrooms. Data was collected from 104 pre-service teachers enrolled in the Earth in Action course over three semesters. University course evaluations, open-ended pre-service teacher questionnaires, and the Middle School Science and Earth and Space PRAXIS II tests were used to collect data. University course evaluations showed high to very high (4-4.3/5) mean ratings for all of the instructional evaluation categories with pre-service teachers reporting the highest mean for the ""overall effectiveness of the course."" Open-ended questionnaires revealed an overwhelmingly positive response for the connection between content instruction and pedagogical preparation. Questionnaires also revealed positive feedback with the overall design of the course with comments indicating the combination of activities helped pre-service teachers maintain focus throughout the course. KSU pre-service teacher scores on the Earth and Space portion of the Middle School Science PRAXIS II exam were 1% higher than the national average. Scores from the Earth and Space PRAXIS II exam were higher than the national average in 67% of the test categories with the difference ranging from 1-12%. The astronomy portion of the Earth and Space Exam showed the largest performance gap with KSU pre-service teachers scoring below the national average by 12% and the Earth's Atmosphere and Hydrosphere section showed a 2% gap with the national average. The 12% performance gap in astronomy can be correlated to the lack of astronomy content covered in the pre-service Earth in Action course. The Earth's Atmosphere and Hydrosphere content is included in the course, so improving the instruction and the amount of content in this area may help to minimize this 2% gap.",,astronomy; education; teaching; university sector,,,,,,,,,,,"(1997) Foundations For Australia's Future: Science and Technology In Primary Schools, , Australian Science, Technology and Engineering Council, Canberra: Australian Government Publishing Service; Brougere, G., Some elements Relating to Children's Play and Adult Simulation/Gaming (1999) Simulation Gaming, 30, pp. 134-146; Bybee, R., (1993) Reforming Science Education: Social Perspectives and Personal Reflections, , New York: Teachers College Press; Byrd, E., Bedini, L., CSI in the classroom; using crime solving games to teach research and evaluation (2005) Journal of Leisure Study of Recreational Education, 20, pp. 118-121; (2008) Morehead Planetarium and Science Center, , www.unc.edu/destiny/5Es.htm, DESTINY (Delivering Edge-Cutting Science Technology and Internet Across North Carolina for Years to Come); Ferguson, R.F., Paying for public education: New evidence on how and why money matters (1991) Harvard Journal On Legislation, 282, pp. 465-498; Fink, L.D., (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, , (1st Edition), San Francisco, Calif: Jossey-Bass; Fuller, F.F., Manning, B.A., Self-confrontation reviewed: A conceptualization for video playback in teacher education (1973) Review of Educational Research, 43, pp. 469-528; Hill, P.W., Hurworth, R., Rowe, K.J., (1998) The Place of Literacy and Numeracy In the Primary School Curriculum, , A national survey, Canberra: AGPS; Jacobs, J.K., Kawanaka, T., Stigler, J.W., Integrating qualitative and quantitative approaches to the analysis of video data on classroom teaching (1999) International Journal of Educational Research, 31, pp. 717-724; Lefevre, D.M., Designing for teacher learning: Video-based curriculum design (2004) Using Video In Teacher Education, 10, pp. 235-258. , In J. Brophy (Ed.); Loucks-Horsley, S., Hewson, P.W., Love, N., Stiles, K.E., (1998) Designing Professional Development For Teachers of Science and Mathematics, , Thousand Oaks, CA: Corwin Press; Loucks-Horsley, S., Stiles, K.E., Hewson, P.W., (1996) Principles of Effective Professional Development For Mathematics and Science Education; a Synthesis of Standards, pp. 1-6. , National Institute for Science Education Brief; Louden, W., Wallace, J., (1996) Quality In the Classroom: Learning About Teaching Through Case Studies, , Rydalmere, NSW, Hodder Education; Lunn, S., Solomon, J., Primary teachers' thinking about the English national curriculum for science: Autobiographies, warrants, and autonomy (2000) Journal of Research In Science Teaching, 37, pp. 1043-1056; Millis, B., (2006) Using Academic Games to Promote Learning, , South Conference on College Teaching, Greensboro, NC; Perry, G., Talley, S., Online Video Case Studies and Teacher Education (2001) Journal of Computing In Teacher Education, 17, pp. 26-31; Sparks, D., Hirsh, S., (1997) A New Vision For Staff Development, , Alexandria, VA: Association for Supervision and Curriculum Development; Stigler, J.W., Hiebert, J., (1999) The Teaching Gap: Best Ideas From the World's Teachers For Improving Education In the Classroom, p. 137. , New York: The Free Press. Stiles and Mundry, Professional Development and How Teachers Learn: Developing Expert Science Teachers, Learning Science and the Science of Learning, NSTA Press; Stiles, K., Mundry, S., Professional Development and How Teachers Learn; Developing Expert Science Teacher (2002) Learning Science and The Science of Learning, , ed. Roger Bybee, NSTA Press, VA; Thompson, C.L., Zeuli, J.S., The frame and the tapestry: Standards-based reform and professional development (1999) Teaching As the Learning Profession: Handbook of Policy and Practice, pp. 341-375. , L. Darling-Hammond, and G. Sykes, (Eds.), San Francisco: Jossey Bass","Totten, I. M.; Department of Geology, Kansas State University, 108 Thompson Hall, Manhattan, KS 66506-3201, United States; email: itotten@ksu.edu",,,National Association of Geoscience Teachers Inc.,,,,,10899995,,,,English,J. Geosci. Educ.,Article,Final,,Scopus,2-s2.0-77049120543
"Richards K.M., Cotton S.J., Sandeman RichardM.",18233922500;23488323600;7006281190;,The use of detector dogs in the diagnosis of nematode infections in sheep feces,2008,Journal of Veterinary Behavior: Clinical Applications and Research,3,1,,25,31,,12.0,10.1016/j.jveb.2007.10.006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-38949125115&doi=10.1016%2fj.jveb.2007.10.006&partnerID=40&md5=1f376f3cacd7a0542d9c7e32670ead27,"Department of Agricultural Sciences, La Trobe University, Bundoora, Vic. 3086, Australia","Richards, K.M., Department of Agricultural Sciences, La Trobe University, Bundoora, Vic. 3086, Australia; Cotton, S.J., Department of Agricultural Sciences, La Trobe University, Bundoora, Vic. 3086, Australia; Sandeman, RichardM., Department of Agricultural Sciences, La Trobe University, Bundoora, Vic. 3086, Australia","This study was conducted to assess a dog's ability to differentiate between nematode-infected and uninfected sheep feces. Two German shepherd bitches were trained for scent detection over a 6-month period using operant/clicker conditioning. On completion of the training, testing was undertaken with 9 paper bags containing uninfected and 1 with infected feces, placed randomly around a circle. The dog and handler were not able to observe the placement of the bags. The 10th bag contained feces from sheep infected with either Teladorsagia circumcincta, Trichostrongylus vitrinus, Haemonchus contortus, or a mixed infection of all 3 species. Over 80 trials the dog had a mean success rate of greater than 80% in the detection of T. circumcincta- or T. vitrinus-infected feces and H. contortus-infected feces was detected with a slightly lower reliability of 76%, but mixed infections were detected at 92% reliability (one-proportion binomial analysis, P < 0.05). Trials were then undertaken to determine the time after administration of infective larvae that the dog was first able to differentiate T. circumcincta infection in sheep feces. At 7 days postinfection (dpi), the dog was capable of identifying T. circumcincta at least 85% of the time. These trials demonstrate that dogs are able to detect the common parasite infections in sheep with reliability equal to immunological assays. The results suggest that diagnostics based on odor detection using dogs to identify signature odors which could then be used to create sensitive detection devices might allow parasite detection on-farm and on all sheep in a flock. © 2008 Elsevier Inc. All rights reserved.",diagnosis; dog; nematodes; operant conditioning; scent detection; sheep,Canidae; Canis familiaris; Haemonchus contortus; Nematoda; Ovis aries; Teladorsagia circumcincta; Trichostrongylus; Trichostrongylus vitrinus,,,,,"Cooperative Research Centres, Australian Government Department of Industry","This project was funded and supported by the Australian Sheep Industry Cooperative Research Centers. Thanks to Glen Williams and Jodie Pearce of the Victorian Dog Training Academy for assistance in training the dogs and Mr. Rob Evans, Department of Agricultural Sciences, La Trobe University, for the maintenance of experimental animals. We also would like to thank Jacquie Burgess and Tegan Youdan for help, advice and support during the experiment.",,,,,"Abbott, E., Parkins, J., Holmes, P., The effect of a dietary protein on the pathophysiology of acute ovine haemonchosis (1986) Vet. Parasitol, 20, pp. 291-306; Adams, G., Johnson, K., Behavioural responses to barking and other auditory stimuli during night-time sleeping and waking in the domestic dog (Canis familiaris) (1994) Appl. Anim. Behav. Sci, 39, pp. 151-162; Adams, G., Johnson, K., Sleep, work, and the effects of shift work in drug detector dogs Canis familiaris (1994) Appl. Anim. Behav. Sci, 41, pp. 115-126; Adams, K., Navarro, A., Hutchinson, E., Weed, J., A canine socialization and training program at the National Institutes of Health (2004) Lab. Anim, 33, p. 1; Beiser, R., New approaches to sheep parasite control-the potential for individual sheep management (2003) Anim. Prod. Aust, 25, pp. 13-16; Beiser, R., Love, S., Anthelmintic resistance in sheep nematodes in Australia: the need for new approaches (2003) Aust. J. Exp. Agric, 43, pp. 1383-1393; Brisbin, I., Steven, N., Testing the individual odor theory of canine olfaction (1991) Anim. Behav, 42, pp. 63-69; Brooks, S., Faith, M., Koehler, P., Ability of canine termite detectors to locate live termites and discriminate them from non-termite material (2003) J Econ. Entomol, 96, pp. 1259-1266; Cole, V., Helminth parasites of sheep and cattle (1986) Animal Health in Australia, pp. 105-147. , Cole V. (Ed), Australian Government Publishing Service, Canberra, Australia; Dinsmoor, J., The etymology of basic concepts in the experimental analysis of behaviour (2004) J. Exp. Anal. Behav, 82, pp. 311-316; Duhaime, R., Norden, D., Corso, B., Mallonee, S., Salman, M., Injuries and illness in working dogs used during the disaster response after the bombing in Oklahoma City (1998) J. Am. Vet. Med. Assoc, 212, pp. 1202-1207; Eastwood, B., Beagles bag contraband foodstuffs (1990) Dog World, 75, pp. 144-149; Engeman, R., Rodriguez, D., Linnell, M., Pitzler, M., A review of case histories of the brown tree snakes (Boiga irregularis) located by detector dogs on Guam (1998) Int. Biodeter. Biodegr, 42, pp. 161-165; Engeman, R., Vice, D., York, D., Gruver, K., Sustained evaluation of the effectiveness of detector dogs for locating brown tree snakes in cargo outbound from Guam (2002) Int. Biodeter. Biodegr, 49, pp. 101-106; Eysker, M., Ploeger, H., Value of present diagnostic methods for gastrointestinal nematode infections in ruminants (2000) Parasitol, 120, pp. S109-S111; Furton, K., Myers, L., The scientific foundation and efficacy of the use of canines as chemical detectors for explosives (2001) Talanta, 54, pp. 487-500; Gazit, I., Terkel, J., Explosives detection by sniffer dogs following strenuous physical activity (2003) Appl. Anim. Behav. Sci, 81, pp. 149-161; Goldberg, M., Langman, V., Taylor, R., Panting in dogs: paths of air flow in response to heat and exercise (1981) Resp. Physiol, 43, pp. 327-338; Hawk, H., Conely, H., Kiddy, C., Estrus-related odors in milk detection by trained dogs (1984) J. Dairy Sci, 67, pp. 392-397; Johnson, G., (1977) Tracking dog theory and methods, , Arner Publications, New York; Johnson, M., Behnke, J., Detection of gastrointestinal nematodes by a coproantigen capture ELISA (1996) Res. Vet. Sci, 60, pp. 7-12; Jorgensen, L., Leathwick, D., Charleston, W., Godfrey, P., Vlassoff, A., Sutherland, I., Variations between hosts in the developmental success of the free-living stages of trichostrongyle infections of sheep (1998) Int. J. Parasitol, 28, pp. 1347-1352; Kaplan, F., Oudeyer, P.-Y., Kubinyi, E., Miklosi, A., Robotic clicker training (2001) Robotics Autonom. Syst, 38, pp. 197-206; Kurz, M., Evaluation of canines for accelerant detection at fire scene (1994) J. Forensic Sci, 3, pp. 1528-1536; Laule, G., Bloomsmith, M., Schapiro, S., The use of positive reinforcement training techniques to enhance the care, management and welfare of primates in the laboratory (2003) J. Appl. Anim. Welf. Sci, 6, pp. 163-173; Lightowlers, M., Rickard, M., Excretory/secretory products of helminth parasites: effect on immune response (1988) Parasitology, 96, pp. S123-S166; McKenna, P., The estimation of gastrointestinal strongyle worm burdens in young sheep flocks: A new approach to the interpretation of faecal egg counts I (1986) Development. NZ Vet. J, 35, pp. 94-97; McLeod, R., Cost of major parasites to the Australian livestock industries (1995) Int. J. Parasitol, 25, pp. 1363-1367; Peachey, E., (2001) Dog Behaviour: An illustrated guide to understanding your dog, , The Bridgewater Book Company Ltd., Bath, United Kingdom; Sangster, N., Anthelmintic resistance: past, present and future (1999) Int. J. Parasitol, 29, pp. 115-124; Schallig, H., Hornok, S., Cornelissen, J., Comparison of two enzyme immunoassays for the detection of Haemonchus contortus (1995) Vet. Parasitol, 57, pp. 329-338; Schmidt-Nielsen, K., Bretz, W., Taylor, R., Panting in dogs: Unidirectional air flow over evaporative surfaces (1970) Science, 169, pp. 1102-1104; Simpson, B., Canine communication (1997) Vet. Clin. North Am. Small Anim. Pract, 27, pp. 445-464; Steen, J., Mohus Kvesetberg, T., Walloe, L., Olfaction in bird dogs during hunting (1996) Acta Physiol. Scand, 157, pp. 115-119; Stitzel, S., Stein, D., Walt, D., Enhancing vapor sensor discrimination by mimicking a canine nasal cavity flow environment (2002) J. Am. Chem. Soc, 125, pp. 3684-3685; Sykes, A., Parasitism and production in farm animals (1994) Anim. Prod, 5, pp. 155-172; Sykes, A., Greer, A., Effects of parasitism on the nutrient economy of sheep (2003) Aust. J. Exp. Agric, 43, pp. 1393-1398; Symonds, L.A., Steel, J., Pathogenesis of the loss of production in gastrointestinal parasitism (1978) The epidemiology and control of gastrointestinal parasites of sheep in Australia, pp. 9-22. , Donald A., Southcott W.H., and Dineen J.K. (Eds), Academic Press, Melbourne, Australia; Szetei, V., Miklosi, A., Topal, J., Csanyi, V., When dogs seem to lose their nose: an investigation on the use of visual and olfactory cues in communicative context between dog and owner (2003) Appl. Anim. Behav. Sci, 83, pp. 141-152; Thesen, A., Steen, J., Doving, K., Behaviour of dogs during olfactory tracking (1993) J. Exp. Biol, 180, pp. 247-251; Wallner, W., Ellis, T., Olfactory detection of Gypsy Moth pheromone and egg masses by domestic canines (1976) Environ. Entomol, 5, pp. 183-186; Wasser, S., Davenport, B., Ramage, E., Hunt, K., Parker, M., Clarke, C., Stenhouse, G., Scat detection dogs in wildlife research and management: application to grizzly and black bears in the Yellowhead Ecosystem, Alberta, Canada (2004) Can. J. Zool, 82, pp. 475-492; Welch, J., A detector dog for screwworms (Diptera: Calliphoridae) (1990) J. Econ. Entomol, 85, pp. 1932-1934; Williams, M., Johnston, J., Training and maintaining the performance of dogs (Canis familiaris) on an increasing number of odor discriminations in a controlled setting (2002) Appl. Anim. Behav. Sci, 78, pp. 55-65; Willias, C., Church, S., Guest, C., Cook, A., McCarthy, N., Bransbury, A., Church, M., Church, J., Olfactory detection of human bladder cancer by dogs: proof of principle study (2004) Brit. Med. J, 329, pp. 1-6; Yu, F., Bruce, L., Calder, A., Milne, E., Coop, R., Jackson, F., Horgan, G., MacRae, J., Subclinical infection with the nematode Trichostrongylus colubriformis increases gastrointestinal tract leucine metabolism and reduces availability of leucine for other tissues (2000) J. Anim. Sci, pp. 380-390","Sandeman, RichardM.; Department of Agricultural Sciences, La Trobe University, Bundoora, Vic. 3086, Australia; email: M.Sandeman@latrobe.edu.au",,,,,,,,15587878,,,,English,J. Vet. Behav.: Clin. Appl. Res.,Article,Final,,Scopus,2-s2.0-38949125115
Plant J.D.,15758111300;,Incorporating an audience response system into veterinary dermatology lectures: Effect on student knowledge retention and satisfaction,2007,Journal of Veterinary Medical Education,34,5,,674,677,,18.0,10.3138/jvme.34.5.674,https://www.scopus.com/inward/record.uri?eid=2-s2.0-43049149848&doi=10.3138%2fjvme.34.5.674&partnerID=40&md5=6c74830c530eb8409ac6b04cc69a9b6b,"Department of Clinical Sciences, College of Veterinary Medicine, Oregon State University, Corvallis, OR 97331, United States","Plant, J.D., Department of Clinical Sciences, College of Veterinary Medicine, Oregon State University, Corvallis, OR 97331, United States","Veterinary educators are charged with delivering large amounts of information to adult students, who benefit from a more interactive learning environment than is often achieved through didactic lectures. Audience response systems (ARS) with wireless keypad technology facilitate interactive learning and have been used successfully in the education of health professionals. The objectives of this pilot study were to determine the effect of an ARS on the knowledge retention of veterinary dermatology students and to survey student attitudes concerning its use. A cohort-controlled trial was conducted to evaluate the potential benefits of ARS for short-term and long-term knowledge retention. Students also participated in four hours of student-directed case simulations using ARS technology. Students were surveyed regarding opinions on the use of the ARS. The mean short-term knowledge-retention test scores of groups A (ARS+) and B (ARS-) were 81% and 78%, respectively. The mean long-term knowledge-retention test scores of groups A and B were 54% and 55%, respectively. The differences between groups were not significant for either time period (p=0.32, p=0.77). Although benefits to short-term and long-term knowledge retention were not detected in this pilot study, all students responding to the survey perceived a benefit and supported the use of ARS in the clinical veterinary curriculum. ARS technology provides a tool for lecturers to create an interactive learning environment well suited for teaching veterinary dermatology. © 2007 AAVMC.",Audience response system (ARS); Interactive learning; Knowledge retention,"animal; article; clinical trial; controlled clinical trial; controlled study; dermatology; education; human; methodology; psychological aspect; randomized controlled trial; reinforcement; student; teaching; Animals; Dermatology; Education, Veterinary; Educational Measurement; Humans; Knowledge of Results (Psychology); Students; Teaching",,,,,,,,,,,"Halliwell, R., Whither veterinary education - have we lost our direction? (2006) J Vet Med Educ, 33, pp. 309-316; Parkinson, T.J., St George, A.M., Are the concepts of andragogy and pedagogy relevant to veterinary undergraduate teaching? (2003) J Vet Med Educ, 30, pp. 247-253; Brown G, Manogue M. AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers. Med Teach 23: 231-244, 2001; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Med Educ, 38, p. 575; Eggert, C.H., West, C.P., Thomas, K.G., Impact of an audience response system (2004) Med Educ, 38, p. 576; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, pp. 12-14; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, pp. 12-17; Stein, P.S., Chairman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) J Nurs Educ, 45, pp. 469-473; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69, pp. 378-381; Trapskin, P.J., Smith, K.M., Armitstead, J.A., Davis, G.A., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) Am J Pharm Educ, 69, pp. 190-197; Molgaard, L.K., Using a wireless response system to enhance student learning (2005) J Vet Med Educ, 32, pp. 127-128; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Med Teach, 22, pp. 237-239; Warnick, D., Sylvester, P., Merli, G., Cole, J., (2003) Basics of the ARS: Some Tips and Techniques for Using the ARS as an Effective Teaching Tool, , http://jeffline.jefferson.edu/jeffcme/office/ARS_Tips.ppt, Accessed 2/23/07. Jefferson Medical College, Philadelphia, PA","Plant, J. D.; Department of Clinical Sciences, College of Veterinary Medicine, Oregon State University, Corvallis, OR 97331, United States; email: jon.plant@oregonstate.edu",,,,,,,,0748321X,,,18326780.0,English,J. Vet. Med. Educ.,Article,Final,,Scopus,2-s2.0-43049149848
"Graham C.R., Tripp T.R., Seawright L., Joeckel III G.L.",56573372200;22959227400;35735087100;35734037200;,Empowering or compelling reluctant participators using audience response systems,2007,Active Learning in Higher Education,8,3,,233,258,,84.0,10.1177/1469787407081885,https://www.scopus.com/inward/record.uri?eid=2-s2.0-35948946551&doi=10.1177%2f1469787407081885&partnerID=40&md5=82bda5aff8845b11d317f1f740004108,"Brigham Young University, Provo, UT, United States","Graham, C.R., Brigham Young University, Provo, UT, United States; Tripp, T.R., Brigham Young University, Provo, UT, United States; Seawright, L., Brigham Young University, Provo, UT, United States; Joeckel III, G.L., Brigham Young University, Provo, UT, United States","This article investigates the impact of an audience response system (ARS) on student engagement in undergraduate university courses. A survey was administered to students in a dozen courses piloting the ARS system. On 13 out of 14 measures the majority of students thought the system was helpful. Overall, students were more positive about the use of the ARS in courses that used the tool for formative feedback (empowering) rather than for grading or attendance purposes (compelling). The authors discuss the positive impact of the ARS on the engagement of 'reluctant participators' or students who reported that they are least likely to participate in class under normal conditions. Reluctant participators' perceptions of the helpfulness of the ARS were compared to those of non-reluctant participators. Finally, student comments were analyzed to determine why students with the most negative feelings about the ARS felt the way they did and which teaching practices using the ARS were perceived to have the greatest value by the students. © 2007 Sage Publications.",Audience response system; Student engagement; Technology integration; Technology-mediated teaching,,,,,,,,,,,,"Beeks, W., 'The ""Millionaire"" Method for Encouraging Participation' (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Benckert, S., 'Context and Conversation - A Way To Create a More Gender-inclusive Physics Education?' (2001) Gender and Science and Technology Association Conference, , paper presented at the Copenhagen, Denmark, July; Benjamin, L.T., 'Personalization and Active Learning in the Large Introductory Psychology Class' (1991) Teaching of Psychology, 18 (2), pp. 68-74; Brophy, J.E., Good, T.L., 'Teacher Behavior and Student Achievement' (1986) Handbook for Research on Teaching, pp. 328-375. , in M. C. Wittrock (ed.) New York: Simon & Schuster; Burnstein, R.A., Lederman, L.M., 'Using Wireless Keypads in Lecture Classes' (2001) The Physics Teacher, 39 (1), pp. 8-11; Cavanaugh, R.A., Heward, W.L., Donelson, F., 'Effects of Response Cards During Lesson Closure on the Academic Performance of Secondary Students in an Earth Science Course' (1996) Journal of Applied Behavior Analysis, 29 (3), pp. 403-406; Christle, C.A., Schuster, J.W., 'The Effects of Using Response Cards on Student Participation, Academic Achievement, and On-task Behavior During Whole-class, Math Instruction' (2003) Journal of Behavioral Education, 12 (3), pp. 147-165; D'Inverno, R., Davis, H., White, S., 'Using a Personal Response System for Promoting Student Interaction' (2003) Teaching Mathematics and Its Applications, 22 (4), pp. 163-169; Damron, D., Mott, J., 'Creating an Interactive Classroom: Enhancing Student Engagement and Learning in Political Science Courses' (2005) Journal of Political Science Education, 1 (3), pp. 367-383; Draper, S.W., Brown, M.I., 'Increasing Interactivity in Lectures Using an Electronic Voting System' (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Fies, C.H., Classroom Response Systems: What Do They Add to an Active Learning Environment? (2005), Unpublished doctoral dissertation, University of Texas at Austin, Austin, TX; Gardner, R., Heward, W.L., Grossi, T.A., 'Effects of Response Cards on Student Participation and Academic Achievement: A Systematic Replication with Inner-city Students During Whole-class Science Instruction' (1994) Journal of Applied Behavior Analysis, 27 (1), pp. 63-71; Greenwood, C.R., Dequardi, J.D., Hall, R.V., 'Opportunity to Respond and Student Academic Achievement' (1984) Focus on Behavior Analysis in Education, pp. 55-88. , in W. L. Heward, T. E. Heron, D. S. Hill & J. Trap-Porter (eds) Columbus, OH: Merrill; Inouye, D.K., Merrill, P.F., Swan, R.H., 'Help: Toward a New Ethics-centered Paradigm For Instructional Design and Technology' (2005) IDT Record, , http://www.indiana.edu/~idt/articles/documents/ethics.htm, Access: [accessed 8 October 2006]; Judson, E., Sawada, D., 'Learning from Past and Present: Electronic Response Systems in College Lecture Halls' (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kellum, K.K., Carr, J.E., Dozier, C.L., 'Response-card Instruction and Student Learning in a College Classroom' (2001) Teaching Psychology, 28 (2), pp. 101-104; Maheady, L., Michielli-Pendl, J., Mallette, B., Harper, G.F., 'A Collaborative Research Project to Improve the Academic Performance of a Diverse Sixth Grade Science Class' (2002) Teacher Education and Special Education, 25, pp. 55-70; Marmolejo, E.K., Wilder, D.A., Bradley, L., 'A Preliminary Analysis of the Effects of Response Cards on Student Performance and Participation in an Upper Division University Course' (2004) Journal of Applied Behavior Analysis, 37 (3), pp. 405-410; Miller, R.G., Ashar, B.H., Getz, K.J., 'Evaluation of an Audience Response System for the Continuing Education of Health Professionals' (2003) Journal of Continuing Education in the Health Professions, 23 (2), pp. 109-115; Narayan, J.S., Heward, W.L., Gardner, R., Courson, F.H., Omness, C.K., 'Using Response Cards to Increase Student Participation in an Elementary Classroom' (1990) Journal of Applied Behavior Analysis, 23 (4), pp. 483-490; Nicol, D.J., Boyle, J.T., 'Peer Instruction Versus Class-wide Discussion in Large Classes: A Comparison of Two Interaction Methods in the Wired Classroom' (2003) Studies in Higher Education, 28 (4), pp. 457-473; Pratton, J., Hales, L.W., 'The Effects of Active Student Participation on Student Learning' (1986) Journal of Educational Research, 79 (4), pp. 210-215; Robertson, L.J., 'Twelve Tips for Using a Computerised Interactive Audience Response System' (2000) Media Teacher, 22 (3), pp. 237-239; Shabani, D.B., Carr, J.E., 'An Evaluation of Response Cards as an Adjunct to Standard Instruction in University Classrooms: A Systematic Replication and Extension' (2004) North American Journal of Psychology, 6 (1), pp. 85-100; Silliman, S.E., Mcwilliams, L., 'Observations on Benefits/limitations of an Audience Response System (2004) 2004 American Society for Engineering Education (ASEE) Annual Conference & Exposition, , Paper presented at the Salt Lake City, UT; Silliman, S.E., Abbott, K., Clark, G.C., Mcwilliams, L.H., 'Observations on Benefits/limitations of an Audience Response System (2005) 2005 American Society for Engineering Education (ASEE) Annual Conference & Exposition, , Paper presented at the Salt Lake City, UT; Stallings, J., 'Allocated Academic Learning Time Revisited, or Beyond Time on Task' (1980) Educational Researcher, 9 (11), pp. 11-16; Stuart, S.A.J., Brown, M.I., Draper, S.W., 'Using an Electronic Voting System in Logic Lectures: One Practitioner's Application' (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Tannen, D., 'Conversational Styles' (2004) Inquiry: Questioning, Reading,Writing, pp. 203-208. , in L. Z. Bloom, E. M. White & S. Borrowman (eds) Upper Saddle River, NJ: Prentice Hall","Graham, C.R.; Brigham Young University, Provo, UT, United States",,,,,,,,14697874,,,,English,Act. Learn. High. Educ.,Article,Final,,Scopus,2-s2.0-35948946551
"Warburton L., Callfas D., Neubauer S.L.",23089361300;23088295300;56234277700;,Assessment of knowledge and attitude changes in young adolescents following a school-based crystal methamphetamine education program,2007,Canadian Pharmacists Journal,140,6,,366,375,,2.0,10.3821/1913-701X(2007)140[366:AOKAAC]2.0.CO;2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-37149047468&doi=10.3821%2f1913-701X%282007%29140%5b366%3aAOKAAC%5d2.0.CO%3b2&partnerID=40&md5=0676b64a492eccf50085b445eac6a526,"College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Sask., Canada","Warburton, L., College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Sask., Canada; Callfas, D., College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Sask., Canada; Neubauer, S.L., College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Sask., Canada","Concerns surrounding the production and use of crystal methamphetamine have prompted tighter regulation of its precursors, such as ephedrine and pseudoephedrine. While supply-side initiatives may decrease availability and use, the literature indicates that their impact is transient due to the ingenuity and adaptability of those producing crystal methamphetamine. A more comprehensive strategy that focuses not only on limiting supply but also on decreasing demand through treatment and prevention programs is essential. In January 2005, the College of Pharmacy and Nutrition at the University of Saskatchewan facilitated the development of a methamphetamine educational pilot project through its Structured Practical Experiences Program. The program was piloted in a grade 7 class in a community school in March 2005. It was evaluated through use of pre- and post-test knowledge and attitude surveys. Interactive learning was achieved by using Personal Response System technology. Deficiencies in methamphetamine knowledge were apparent in the youth population and, to a smaller degree, in the parent population. A substantial knowledge gain in some outcome measures was achieved by the youth. Pharmacist collaboration with individuals specialized in the social determinants of drug use may elicit a more positive effect on attitudes.",,ephedrine; methamphetamine; pseudoephedrine; adolescent; article; behavior therapy; Canada; controlled study; drug dependence; drug use; education program; health care delivery; health hazard; health program; health survey; human; knowledge management; learning; life satisfaction; outcome assessment; pharmacist; psychosocial care; questionnaire; risk assessment; school child; student attitude,,"ephedrine, 299-42-3, 50-98-6; methamphetamine, 28297-73-6, 51-57-0, 537-46-2, 7632-10-2; pseudoephedrine, 345-78-8, 7460-12-0, 90-82-4",,,,,,,,,"Murray, J.B., Psychophysiological aspects of amphetamine-methamphetamine abuse (1998) J Psychol, 132 (2), pp. 227-237; Albertson, T.E., Derlet, R.W., Van Hoozen, B.E., Methamphetamine and the expanding complications of amphetamines (1999) Western J Med, 170 (4), pp. 214-219; British Columbia Ministry of Health Services. Crystal meth and other amphetamines: an integrated BC strategy. Vancouver, BC: British Columbia Ministry of Health Services; 2004; Rawson, R.A., Gonzales, R., Brethen, P., Treatment of methamphetamine use disorders: An update (2002) J Subst Abuse Treat, 23 (2), pp. 145-150; Brenner, G.M., (2000) Pharmacology, , Philadelphia, PA: WB Saunders Company;; Cretzmeyer, M.S.W., Sarrazin, M.V., Huber, D.L., Treatment of methamphetamine abuse: Research findings and clinical directions (2003) J Subst Abuse Treat, 24 (3), pp. 267-277; Adlaf, E.M., Paglia, A., Ivis, F.J., (1999) Drug use among Ontario students, 1977-1999: Findings from the OSDUS [executive summary], , www2.camh.net/addiction/pdfs/ OSDUS99.pdf, Toronto, ON: Centre for Addiction and Mental Health;, Available:, accessed August 19; (2007) The 2003 OSDUS drug report executive summary, , www.camh.net/osdus2003_execsummary.pdf, Centre for Addiction and Mental Health, Available:, accessed August 19; Adlaf, E.M., Paglia-Boak, A., (2005) Drug use among Ontario students 1977-2005. 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Vancouver, BC: Addictive Drug Information Council; 2003; Alberta College of Pharmacists. Pharmacies requested to restrict sale of pseudo-ephedrine and ephedrine. Edmonton, AB: Alberta College of Pharmacists; 2004 Jul/Aug; Saskatchewan College of Pharmacists. Ephedrine, pseudoephedrine and crystal methamphetamine [memorandum]. Regina, SK: Saskatchewan College of Pharmacists; 2004 July 20; College of Pharmacists of British Columbia. Question and answer regarding scheduling of pseudoephedrine. Available: www.bcpharmacists.org/ PharmacistResources/FAQs/tabid/102/Default.aspx#pseudoephedrine (accessed August 19, 2007); Cunningham, J., Liu, L., Impacts of federal ephedrine and pseudoephedrine regulations on methamphetamine-related hospital admissions (2003) Addiction, 98, pp. 1229-1237; United Nations General Assembly. Declaration on the guiding principles of drug demand reductions. A/S-20/11. Vienna, Austria: United Nations; 1998; White, D., Pitts, M., Educating young people about drugs: A systematic review (1998) Addiction, 93 (10), pp. 1475-1487; Belcher, H.M.E., Shinitzky, H.E., Substance abuse in children: Prediction, protection, and prevention (1998) Arch Pediatr Adolesc Med, 152 (10), pp. 952-960; Lilja, J., Wilhelmsen, B.U., Larsson, S., Hamilton, D., Evaluation of drug use prevention programs directed at adolescents (2003) Subst Use Misuse, 38 (11-13), pp. 1831-1863; McBride, N., A systematic review of school drug education (2003) Health Educ Res, 18 (6), pp. 729-742; Tobler, N.S., Lessard, T., Marshall, D., Effectiveness of school-based drug prevention programs for marijuana use (1999) School Psychol Int, 20 (1), pp. 105-137; Black, D.R., Tobler, N.S., Sciacca, J.P., Peer helping/involvement: An efficacious way to meet the challenge of reducing alcohol, tobacco, and other drug use among youth? (1998) J School Health, 68 (3), pp. 87-93; Methamphetamine abuse: Epidemiologic issues and implications (1991) National Institute on Drug Abuse Research Monograph Series. Research Monograph, 115. , www.drugabuse.gov/pdf/monographs/115.pdf, Miller MA, Kozel NJ, editors, Rockville, MD: US Department of Health and Human Services;, Available:, accessed August 19; Mellanby, A.R., Rees, J.B., Tripp, J.H., Peer-led and adult-led school health education: A critical review of available comparative research (2000) Health Educ Res, 15 (5), pp. 533-545; (2001), www.cdc.gov/tobacco/ global/GYTS/English_Questionnaire.htm, Global Youth Tobacco Survey, Available:, accessed September 28, 2007; (2003) 2002 Maryland adolescent survey, , www.msde.state.md.us/pdf_files/Final%202002%20MAS%20Report.pdf, Maryland State Department of Education, Baltimore, MD: Maryland State Department of Education;, Available:, accessed August 19","Warburton, L.; College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Sask., Canada; email: lcm708@mail.usask.ca",,,,,,,,17151635,,,,English,Can. Pharm. J.,Article,Final,,Scopus,2-s2.0-37149047468
Ziegler W.L.,7103224944;,Internet and classroom-based automated evaluation systems,2007,Computers in Education Journal,17,4,,59,67,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-36549001724&partnerID=40&md5=a55c8dec185eb0af416b3a210725519d,"Department of Computer Science, Thomas J. Watson School of Engineering and Applied Science, State University of New York - Binghamton University, Binghamton, NY 13902-6000, United States","Ziegler, W.L., Department of Computer Science, Thomas J. Watson School of Engineering and Applied Science, State University of New York - Binghamton University, Binghamton, NY 13902-6000, United States","Many novel tools and techniques have been developed to enhance classroom teaching and learning. However, compared to the volume of material available for teaching enhancement, very little is available in the area of student assessment, especially automated student evaluations. Due to the nature of the subject content, engineering and its related fields are arguably the most difficult disciplines within which to utilize automated evaluation. Until recently, just a few small-scale evaluation tools were available, primarily from those individuals who developed them for their own courses. Currently however, several automated evaluation tools are available that are adaptable to various engineering applications. The most familiar of these are Blackboard and Web-CT, both of which are Internet-based evaluation, curriculum and course management tools. A more recent automated evaluation tool has become available; know as a Classroom Response System (CRS) or Classroom Performance System. The CRS is a classroom based wireless-remote transmitter-receiver system. All students in a classroom have their own wireless transmitters that are used during class sessions to transmit information to the classroom-based CRS receiver. The CRS then evaluates and tabulates the student responses, and provides immediate feedback to the instructor and/or students from the system. This type of system is very useful as a classroom-based automated evaluation system. While the concept of evaluation typically implies testing, the CRS may additionally be used to gather and analyze other types of student responses as they occur within the classroom. Because Internet-based systems such as Blackboard have become so common, this paper will emphasize the newer, and less widespread, CRS systems. The paper begins with a review of the purpose of CRS systems, followed by a review of students' attitudes toward using CRS systems in the classroom. Included in the paper is a description of implementing the CRS in a classroom, a review of the automated evaluation system, and a description of other features of the system. This paper also includes a side-by-side review of the classroom-based CRS in comparison to the Internet based Blackboard system, describing the advantages and disadvantages of both systems.",,Automated evaluation systems; Classroom Response System (CRS); Course management tools; Teaching enhancement; Wireless transmitters; Curricula; Data acquisition; Internet; Learning systems; Students; Transmitters; Engineering education,,,,,,,,,,,"Duncan, D., (2005) Clickers in the Classroom, , Benjamin Cummings; http://www.h-itt.com, H-ITT;; http://www.einstruction.com, elnstruction Corporation;; http://www.gtcocalcomp.com/interwriteprs.htm, GTCO CalComp Inc; http://www.blackboard.com; Web-CT, , http://www.webct.com","Ziegler, W.L.; Department of Computer Science, Thomas J. Watson School of Engineering and Applied Science, State University of New York - Binghamton University, Binghamton, NY 13902-6000, United States",,,,,,,,10693769,,CEJOE,,English,Comput. Educ. J.,Article,Final,,Scopus,2-s2.0-36549001724
"Roschelle J., Tatar D., Chaudhury S.R., Dimitriadis Y., Patton C., DiGiano C.",6603548311;6603128077;26532422400;6603770066;15846646400;6603492041;,"Ink, improvisation, and interactive engagement: Learning with tablets",2007,Computer,40,9,,42,48,,66.0,10.1109/MC.2007.321,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34648828979&doi=10.1109%2fMC.2007.321&partnerID=40&md5=f88ded623d4dff09740519aa2371b027,"SRI International; Virginia Tech., United States; Christopher Newport University; University of Valladolid","Roschelle, J., SRI International; Tatar, D., Virginia Tech., United States; Chaudhury, S.R., Christopher Newport University; Dimitriadis, Y., University of Valladolid; Patton, C., SRI International; DiGiano, C., SRI International",Instructional models that reflective educators develop and share with their peers will primarily drive advances in the use of tablets in education. Communities that form around platforms such as Classroom Presenter and Group Scribbles should provide an excellent forum for such advances. © 2007 IEEE.,Classroom Presenter; Computers in education; Group Scribbles; Tablet PCs,,,,,,National Science Foundation: 0427783,"This material is based on work supported by the National Science Foundation under grant no. 0427783. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We thank the many additional contributors to the Group Scribbles project, including John Brecht, Krista Davis, Zaz Harris, Robin Lin, Chee Kit Looi, and Patti Schank.",,,,,"Jowett, B., (1875) The Dialogues of Plato, 1. , 2nd ed, Clarendon Press; (1999) How People Learn: Brain, Mind, Experience, and School, , National Research Council, National Academy Press; McCullough, M., (1996) Abstracting Craft: The Practiced Digital Hand, , MIT Press; LaViola, J.J., Zeleznik, R.C., MathPad2: A System for the Creation and Exploration of Mathematical Sketches (2004) Proc. SIGGRAPH 04, pp. 432-440. , ACM Press; Wilkerson, M., Griswold, W.G., Simon, B., Ubiquitous Presenter: Increasing Student Access and Control in a Digital Lecturing Environment (2005) Proc. SIGCSE Technical Symp. Computer Science Education, pp. 116-120. , ACM Press; Roschelle, J., Penuel, W.R., Abrahamson, L.A., The Networked Classroom (2004) Educational Leadership, 61, pp. 50-54; Chaudhury, S.R., Coordinating Student Learning in the Collaborative Classroom with Interactive Technologies (2006) Program Abstracts of the 3rd Int'l Society for the Scholarship of Teaching and Learning Conf, p. 84. , Int'l Society for the Scholarship of Teaching and Learning; Crouch, C.H., Mazur, E., Peer Instruction: Ten Years of Experience and Results (2001) The Physics Teacher, 69, pp. 970-977; DiGiano, C., Tatar, D., Kireyev, K., Learning from the Post-It: Building Collective Intelligence through Lightweight, Flexible Technology (2006) Conf. suppl. ACM SIG Conf. Computer-Supported Cooperative Work (CSCW 2006), pp. 65-66. , ACM Press; Brecht, J., Coordinating Networked Learning Activities with a General-Purpose Interface, , http://groupscribbles.sri.com/publications/GSMLearn.pdf; Lin, S., Learning When Less Is More: 'Bootstrapping' Undergraduate Programmers as Coordination Designers (2006) Proc. Participatory Design Conf, pp. 133-136. , ACM Press; Tatar, D., Lin, S., Playground Games and the Dissemination of Control in Computing and Learning Learning about Learning Technology Design, , C. DiGiano, S. Goldman, and M. Chorost, eds, Lawrence Erlbaum, in press; Tatar, D., The Design Tensions Framework J. Human-Computer Interaction, , in press; Moher, T., Embedded Phenomena: Supporting Science Learning with Classroom-Sized Distributed Simulations (2005) Proc. SIG CHI Conf. Human Factors in Computing Systems, pp. 691-700. , ACM Press; Stroup, W.M., Learning through Participatory Simulations: Network-Based Design for Systems Learning in Classrooms (1999) Proc. Computer-Supported Collaborative Learning Conference, pp. 667-676. , Unext.com; P. Orozco et al., A Decoupled Architecture for Action-Oriented Coordination and Awareness Management, CSCL/W Frameworks, Groupware: Design, Implementation and Use, LNCS, 3198, Springer-Verlag, 2004, pp. 246-261","Roschelle, J.; SRI Internationalemail: jeremy.roschelle@sri.com",,,,,,,,00189162,,CPTRB,,English,Computer,Article,Final,,Scopus,2-s2.0-34648828979
"Duggan P.M., Palmer E., Devitt P.",7005733729;7202561581;7006828804;,Electronic voting to encourage interactive lectures: A randomised trial,2007,BMC Medical Education,7,, 25,,,,36.0,10.1186/1472-6920-7-25,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34547874244&doi=10.1186%2f1472-6920-7-25&partnerID=40&md5=1c498bd88763d5fa269c2d6b44596735,"Discipline of Obstetrics and Gynaecology, Faculty of Health Sciences, University of Adelaide, Adelaide, SA, Australia; Centre for Learning and Professional Development, University of Adelaide, Adelaide, SA, Australia; Discipline of Surgery, Faculty of Health Sciences, University of Adelaide, Adelaide, SA, Australia","Duggan, P.M., Discipline of Obstetrics and Gynaecology, Faculty of Health Sciences, University of Adelaide, Adelaide, SA, Australia; Palmer, E., Centre for Learning and Professional Development, University of Adelaide, Adelaide, SA, Australia; Devitt, P., Discipline of Surgery, Faculty of Health Sciences, University of Adelaide, Adelaide, SA, Australia","Background. Electronic Voting Systems have been used for education in a variety of disciplines. Outcomes from these studies have been mixed. Because results from these studies have been mixed, we examined whether an EVS system could enhance a lecture's effect on educational outcomes. Methods. A cohort of 127 Year 5 medical students at the University of Adelaide was stratified by gender, residency status and academic record then randomised into 2 groups of 64 and 63 students. Each group received consecutive 40-minute lectures on two clinical topics. One group received the EVS for both topics. The other group received traditional teaching only. Evaluation was undertaken with two, 15-question multiple-choice questionnaires (MCQ) assessing knowledge and problem solving and undertaken as a written paper immediately before and after the lectures and repeated online 8-12 weeks later. Standardised institutional student questionnaires were completed for each lecture and independent observers assessed student behaviour during the lectures. Lecturer's opinions were assessed by a questionnaire developed for this study. Results. Two-thirds of students randomised to EVS and 59% of students randomised to traditional lectures attended. One-half of the students in the EVS group and 41% in the traditional group completed all questionnaires. There was no difference in MCQ scores between EVS and traditional lectures (p = 0.785). The cervical cancer lectures showed higher student ranking in favour of EVS in all parameters. The breast cancer lectures showed higher ranking in favour of traditional lectures in 5 of 7 parameters (p < 0.001). The observed higher-order lecturer-students interactions were increased in the EVS lecture for one lecturer and reduced for the other. Both lecturers felt that the EVS lectures were difficult to prepare, that they were able to keep to time in the traditional lectures, that the educational value of both lecture styles was similar, and that they were neutral-to-slightly favourably disposed to continue with the EVS technology. The 2 lecturers disagreed regarding the ease of preparation of the traditional lecture, their ability to keep to time in the EVS lecture, and personal satisfaction with the EVS lecture. The lecturers felt that EVS encouraged student participation and helped identify where students were having difficulty. Conclusion. In this setting, EVS technology used in large group lectures did not offer significant advantages over the more traditional lecture format. © 2007 Duggan et al; licensee BioMed Central Ltd.",,"article; Australia; electronic voting system; medical education; medical student; questionnaire; randomization; uterine cervix cancer; attention; breast tumor; clinical competence; clinical trial; cohort analysis; controlled clinical trial; controlled study; education; female; gynecology; health care quality; health personnel attitude; human; interdisciplinary communication; male; medical school; methodology; obstetrics; psychological aspect; randomized controlled trial; teaching; uterine cervix tumor; Attention; Attitude of Health Personnel; Breast Neoplasms; Clinical Competence; Cohort Studies; Education, Medical, Undergraduate; Faculty, Medical; Female; Gynecology; Humans; Interdisciplinary Communication; Male; Obstetrics; Program Evaluation; Questionnaires; Schools, Medical; South Australia; Students, Medical; Teaching; Uterine Cervical Neoplasms",,,,,,,,,,,"Michael, J., In Pursuit of Meaningful Learning (2001) Adv Physiol Educ, 25, pp. 145-158. , 11824191; Donner Robert, S., Harmon, B., Problem-based learning in American medical education: An overview (1993) Bull Med Libr Assoc, 81 (3), pp. 294-298. , 8374585; McCarthy, J.P., Anderson, L., Active Learning Techniques Versus Traditional Teaching Styles:Two Experiments from History and Political Science (2000) Innovative Higher Education, 24 (4), pp. 279-294. , 10.1023/B:IHIE.0000047415.48495.05; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268. , 10.1111/j.1365-2729.2005.00133.x; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94. , 10.1111/j.1365-2729.2004.00074.x; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102. , 10.1111/j.1365-2729.2004.00075.x; Hestenes, D., Wells, M., Swackhammer, G., Force concept inventory (1992) Physics Teacher, 30, pp. 141-151. , 10.1119/1.2343497; Hestenes, D., Wells, M., A mechanics baseline test (1992) Physics Teacher, 30, pp. 159-168. , 10.1119/1.2343498; Palmer, E.J., Devitt, P.G., De Young, N.J., Morris, D., Assessment of an electronic voting system within the tutorial setting: A randomised controlled trial (2005) BMC Med Educ, 5, pp. 24-34. , 16000178. 10.1186/1472-6920-5-24; The University of Adelaide Student Experience of Learning and Teaching - Standard Teaching Evaluation, , http://www.adelaide.edu.au/clpd/evaluation/download/2007_uasdteach.pdf; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) J Nurs Educ, 45 (11), pp. 469-73. , 17120866; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in Family Medicine residents (2004) Fam Med, 36 (7), pp. 496-504. , 15243831; Pradhan, A., Sparano, D., Ananth, C., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-30. , 10.1016/j.ajog.2005.07.075. 16260243; Dhaliwal, U., Absenteeism and under-achievement in final year medical students (2003) Natl Med J India, 16 (1), pp. 34-7. , 12715956; Vinceneux, P., Carbon, C., Pouchot, J., Crickx, B., Maillard, D., Regnier, B., Desmonts, J.M., Fontaine, A., [Undergraduate medical education: Students' perspective and medical school policy] (2000) Presse Med, 29 (30), pp. 1654-7. , 11089505","Duggan, P.M.; Discipline of Obstetrics and Gynaecology, Faculty of Health Sciences, University of Adelaide, Adelaide, SA, Australia; email: paul.duggan@adelaide.edu.au",,,,,,,,14726920,,,17655773.0,English,BMC Med. Educ.,Article,Final,Open Access,Scopus,2-s2.0-34547874244
"Penuel W.R., Boscardin C.K., Masyn K., Crawford V.M.",6602520543;24778092500;8339848200;7006296759;,Teaching with student response systems in elementary and secondary education settings: A survey study,2007,Educational Technology Research and Development,55,4,,315,346,,35.0,10.1007/s11423-006-9023-4,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34250219990&doi=10.1007%2fs11423-006-9023-4&partnerID=40&md5=a59a8e06918e0161f025d6b7a626c762,"SRI International, 333 Ravenswood Avenue, Menlo Park, CA 94025, United States; University of California, Los Angeles, Los Angeles, United States; University of California, Davis, Davis, United States","Penuel, W.R., SRI International, 333 Ravenswood Avenue, Menlo Park, CA 94025, United States; Boscardin, C.K., University of California, Los Angeles, Los Angeles, United States; Masyn, K., University of California, Davis, Davis, United States; Crawford, V.M., SRI International, 333 Ravenswood Avenue, Menlo Park, CA 94025, United States","This study examined how 498 elementary and secondary educators use student response systems in their instruction. The teachers all completed an online questionnaire designed to learn about their goals for using response systems, the instructional strategies they employ when using the system, and the perceived effects of response systems. Participants in the study tended to use similar instructional strategies when using the technology as have been reported in higher education. These include posing questions to check for student understanding and diagnose student difficulties, sharing a display of student responses for all to see, asking students to discuss or rethink answers, and using feedback from responses to adjust instruction. A latent class analysis of the data yielded four profiles of teacher use based on frequency of use and breadth of instructional strategies employed. Teachers who used the technology most frequently and who employed broadest array of strategies were more likely to have received professional development in instructional strategies and to perceive the technology as more effective with students. © Association for Educational Communications and Technology 2007.",Latent class analysis; Student response systems; Teaching practice,,,,,,"National Science Foundation

National Science Foundation: REC-0337793","The study was part of a larger grant awarded to SRI International by the National Science Foundation. That grant had at its chief aim to help plan for a large-scale, experimental study of the effectiveness of student response systems in science education. The survey study was intended in part to support the planning of the research by helping establish the feasibility of conducting such a study in an elementary or secondary setting. Because so little research had been conducted at this level, researchers were concerned that teaching practice might not have matured enough to lend itself well to a formal experimental test. The study was also intended to help researchers build a model of teaching practice that might be used in a future study, if it proved feasible to conduct a study at the K-12 level.","Acknowledgments This material is based in part on work supported by the National Science Foundation under Grant Number REC-0337793. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We thank Timothy Urdan of Santa Clara University and Louis Abrahamson of Better Education Foundation for their assistance with designing the survey, Willow Sussex for her management of survey data collection, Angela Haydel DeBarger for her help with an earlier technical report presenting preliminary analyses of these data, and Jeremy Roschelle for his guidance on the research project and helpful comments on the paper.",,,,"Abrahamson, L., Owens, D.T., Demana, F., Meagher, M., Herman, M., Developing pedagogy for wireless handheld computer networks (2003) Society for Information Technology and Teacher Education International Conference, , March, Paper presented at the, Albuquerque, NM; Adelman, N., Donnelly, M.B., Dove, T., Tiffany-Morales, J., Wayne, A., Zucker, A.A., (2002) The integrated studies of educational technology: Professional development and teachers' use of technology, , Menlo Park, CA: SRI International; Anderson, R.J., Anderson, R., VanDeGrift, T., Wolfman, S.A., Yasuhara, K., Promoting interaction in large classes with a computer-mediated feedback system (2003) Computer Supported Cooperative Learning '03, , June, Paper presented at the, Bergen, Norway; Becker, H.J., (1999) Internet use by teachers: Conditions of professional use and teacher-directed student use, , Irvine, CA: Center for Research on Information Technology and Organizations; Becker, H.J., Anderson, R.J., (1998) Teaching learning, and computing, 1998: A national survey of schools and teachers describing their best practices, teaching philosophies, and uses of technology, , Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education; Becker, H.J., Anderson, R.J., (1998) Teaching, learning, and computing: 1998 national survey, , Irvine, CA: Center for Research on Information Technology and Organizations, University of California; Berends, M., Garet, M.S., In (re)search of evidence based school practices: Possibilities for integrating nationally representative surveys and randomized field trials to inform educational policy (2002) Peabody Journal of Education, 77 (4), pp. 28-58; Boyle, J., Using classroom communication systems with large classes (1999) Taking advantage of hand held technology and calculator network workshop, , January, Paper presented at the, University of Strathclyde; Burnstein, L., McDonnell, L.M., Van Winkle, J., Ormseth, T.H., Mirocha, J., Guiton, G., (1995) Validating national curriculum indicators, , Santa Monica, CA: RAND; Burnstein, R., Lederman, L.M., Using wireless keypads in lecture classes (2001) Physics Teacher, 39 (8); Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) The Physics Teacher, 69 (9), pp. 970-977; Cuban, L., (2001) Oversold and underused: Computers in the classroom, , Cambridge, MA: Harvard University Press; Desimone, L., Le Floch, K.C., Are we asking the right questions? 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Los Angeles, CA: Muthén & Muthén; (2000) Teachers' tools for the 21st century: A report on teachers' use of technology, , National Center for Education Statistics , Washington, DC: U.S. Department of Education; (2001) Classroom assessment and the National Science Education Standards, , National Research Council , Washington, DC: National Academy Press; Nicol, D.J., Boyle, J., Peer Instruction versus class-wide discussion in large classes: A comparison of two interaction Methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; O'Connor, M.C., Managing the intermental: Classroom group discussion and the social context of learning (1994) Social interaction, social context and languages: Essays in honor of Susan Ervin-Tripp, , D. I. Slobin, J. Kyratzis, & J. 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Peer instruction using an electronic response system in large lecture classes Presentation document presented at the Pennsylvania State University Center for Education Technology Services Teaching with Technology series: Departments of Kinesiology, Mechanical Engineering, and Orthopaedics and Rehabilitation Center for Locomotion Studies; Poulis, C., Massen, C., Robens, E., Gilbert, M., Physics learning with audience paced feedback (1998) American Journal of Physics, 66, pp. 439-441; Ramasway, V., DeSarbo, W., Reibstein, D., Robinson, W., Empirical pooling approach to marketing mix elasticities with PIMS data (1993) Marketing Science, 12, pp. 103-124; Robinson, S., (2002) Discourse: Decades of achievement results, , Princeton, NJ: ETS Technologies, Incorporated; Roschelle, J., Penuel, W.R., Abrahamson, A.L., The networked classroom (2004) Educational Leadership, 61 (5), pp. 50-54; Ross, S.M., Troutman, A., Horgan, D., Maxwell, S., Laitinen, R., Lowther, D., The success of schools in implementing eight restructuring desings: A synthesis of first-year evaluation outcomes (1997) School Effectiveness and School Improvement, 8 (1), pp. 95-124; Rowan, B., Harrison, D.M., Hayes, A., Using instructional logs to study mathematics curriculum and teaching in the early grades (2004) Elementary School Journal, 105 (1), pp. 103-127; Sandholtz, J., Ringstaff, C., Dwyer, D., (1997) Teaching with technology: Creating student-centered classrooms, , New York: Teachers College Press; Schwartz, D.L., Bransford, J.D., A time for telling (1998) Cognition and Instruction, 16 (4), pp. 475-522; Schwartz, G., Estimating the dimensions of a model (1978) Annals of Statistics, 6, pp. 461-464; Smithson, J.L., Porter, A.C., (1994) Measuring classroom practice: Lessons learned from the efforts to describe the enacted curriculum - The Reform Up-Close Study, , Madison, WI: Consortium for Policy Research in Education; Stroup, W.M., Instantiating seeing mathematics structuring the social sphere (MS3): Updating generative teaching and learning for networked mathematics and science classrooms (2002) First International Conference on Wireless and Mobile Technologies in Education, , September, Paper presented at the, Vaxjo, Sweden; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Sung, M., Gips, J., Eagle, N., DeVaul, R., & Pentland, S. (2004). MIT.EDU: System architecture for real-world distributed multi-user applications in classroom settings. In J. Roschelle, T. W. Chan, Kinshuk & S. Yang (Eds.), Proceedings of the 2nd IEEE international workshop on wireless and mobile technologies in education (pp. 43-50). Los Alomitos, CA: IEEE Computer Society; Truong, T.M., Griswold, W.G., Ratto, M., Star, L., (2002) The ActiveClass project: Experiments in encouraging classroom participation, , San Diego, CA: University of California, San Diego; Wilensky, U., & Stroup, W. M. (2000, June). Networked gridlock: Students enacting complex dynamic phenomena with the HubNet architecture. Paper presented at the The Fourth Annual International Conference of the Learning Sciences, Ann Arbor, MI; Windschitl, M., Sahl, K., Tracing teachers' use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture (2002) American Educational Research Journal, 39 (1), pp. 165-205; Wit, E., Who wants to be. . . The use of a Personal Response System in statistics teaching (2003) MSOR Connections, 3, pp. 5-11; Zhang, N.L., Hierarchical latent class models for cluster analysis (2004) Journal of Machine Learning Research, 5, pp. 697-723","Penuel, W.R.; SRI International, 333 Ravenswood Avenue, Menlo Park, CA 94025, United States; email: william.penuel@sri.com",,,,,,,,10421629,,,,English,Educ. Technol. Res. Dev.,Article,Final,,Scopus,2-s2.0-34250219990
"Liao Y.-F., Chen Z.-H., Juang Y.-T.",55838259700;55540813600;7007070811;,Latent prosody analysis for robust speaker identification,2007,"IEEE Transactions on Audio, Speech and Language Processing",15,6, 4276757,1870,1883,,4.0,10.1109/TASL.2007.896660,https://www.scopus.com/inward/record.uri?eid=2-s2.0-45549088927&doi=10.1109%2fTASL.2007.896660&partnerID=40&md5=a979ad14cab2e3b0ff2066fc3dedf2d3,"Electronic Engineering Department, National Taipei University of Technology, Taipei 10643, Taiwan; Electrical Engineering Department, National Central University, Jhongli 32001, Taiwan","Liao, Y.-F., Electronic Engineering Department, National Taipei University of Technology, Taipei 10643, Taiwan; Chen, Z.-H., Electrical Engineering Department, National Central University, Jhongli 32001, Taiwan; Juang, Y.-T., Electrical Engineering Department, National Central University, Jhongli 32001, Taiwan","Handsets that are not seen in the training phase (unseen handsets) are significant sources of performance degradation for speaker identification (SID) applications in the telecommunication environment. In this paper, a novel latent prosody analysis (LPA) approach to automatically extract the most discriminative prosodic cues for assisting in conventional spectral feature-based SID is proposed. The concept of the LPA approach is to transform the SID problem into a full-text document retrieval-like task via 1) prosodic contour tokenization, 2) latent prosody analysis, and 3) speaker retrieval. Experimental results of the phonetically balanced, read-speech, handset-TIMIT (HTIMIT) database demonstrated that the proposed method of fusing the LPA prosodic feature-based SID systems with maximum-likelihood a priori handset knowledge interpolation (ML-AKI) spectral feature-based SID outperformed both the pitch and energy Gaussian mixture model (Pitch-GMM) and the bigram of the prosodic state (Bigram) counterparts for both cases of counting all and only unseen handsets. © 2006 IEEE.",Latent prosody analysis; Latent semantic analysis; Probabilistic latent semantic analysis; Speaker identification; Speaker recognition; Speech prosody,Latent prosody analysis; Latent semantic analysis; Probabilistic latent semantic analysis; Speaker identification; Speaker recognition; Speech prosody; Content based retrieval; Continuous speech recognition; Database systems; Feature extraction; Information theory; Loudspeakers; Semantics; Telephone sets; Maximum likelihood estimation,,,,,"National Science Council, NSC: NSC 95-2221-E-027-102","Manuscript received June 11, 2006; revised January 28, 2007. This work was supported by the National Science Council, Taiwan, R.O.C., under Contract NSC 95-2221-E-027-102. The associate editor coordinating the review of this manuscript and approving it for publication was Prof. Mary P. Harper.",,,,,"Campbell, J.P., Speaker recognition: A tutorial (1997) Proc. IEEE, 85 (9), pp. 1437-1462. , Sep; Faundez-Zanuy, M., Monte-Moreno, E., State-of-the-art in speaker recognition (2005) IEEE Aerosp. Electron. Syst. Mag, 20 (5), pp. 7-12. , Mar; Mammone, R., Zhang, X., Ramachandran, R., Robust speaker recognition-A feature-based approach (1996) IEEE Signal Process. Mag, 13 (5), pp. 58-71. , Sep; Murthy, H.A., Beaufays, F., Heck, L.P., Weintraub, M., Robust text-independent speaker identification over telephone channels (1999) IEEE Trans. Speech Audio Process, 7 (5), pp. 554-568. , Sep; Pelecanos, J., Sridharan, S., Feature warping for robust speaker verification (2001) Proc. A Speaker Odyssey; D. A. 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Eurospeech, 3, pp. 1391-1394. , Rhodes, Greece, Sep; Carey, M.J., Parris, E.S., Lloyd-Thomas, H., Bennet, S., Robust prosodic features for speaker identification (1996) Proc. ICSLP, pp. 1800-1803; Sonmez, K., Shriberg, E., Heck, L., Weintraub, M., Modeling dynamic prosodic variation for speaker verification (1998) Proc. ICSLP, 7, pp. 3189-3192. , Sydney; A. G. Adami, R. Mihaescu, D. A. Reynolds, and J. J. Godfrey, Modeling prosodic dynamics for speaker recognition, in Proc. ICASSP, Apr. 2003, 4, pp. IV-788-IV-791; Kajarekar, S., Ferrer, L., Sonmez, K., Zheng, J., Shriberg, E., Stolcke, A., Modeling NERFs for speaker recognition (2004) Proc. Odyssey 2004 Speaker Lang. Recognition Workshop, pp. 51-56. , Toledo, Spain, Jun; Reynolds, D., Andrews, W., Campbell, J., Navratil, J., Peskin, B., Adami, A., Jin, Q., Xiang, B., The SuperSID project: Exploiting high-level information for high-accuracy speaker recognition (2003) Proc. ICASSP, 4, pp. 784-787; Shriberg, E., Ferrer, L., Kajarekar, S., Venkataraman, A., Stolcke, A., Modeling prosodic feature sequences for speaker recognition (2005) Speech Commun, 46, pp. 455-472; Recognition Evaluations, , http://www.nist.gov/speech/tests/spk/index.htm, Online, Available; (2001) Speaker Recognition Evaluation-Extended Data Task, , http://www.nist.gov/speech/tests/spk/2001/extended-data, Online, Available; Chen, Z.H., Liao, Y.F., Juang, Y.T., Prosodic modeling and Eigen- Prosody analysis for robust speaker recognition (2005) Proc. ICASSP, pp. 185-188; Baeza-Yates, R., Riberiro-Neto, B., (1999) Modern Information Retrieval, , Reading, MA: Addison-Wesley; Jing, L.P., Huang, H.K., Shi, H.B., Improved feature selection approach TFIDF in text mining (2002) Proc. ICMLC, 2, pp. 944-946; Furnas, G.W., Deerwester, S., Dumais, S.T., Landauer, T.K., Harshman, R.A., Streeter, L.A., Lochbaum, K.E., Information retrieval using a singular value decomposition model of latent semantic structure (1988) Proc. SIGIR, pp. 465-480; Deerwester, S., Dumais, S.T., Furnas, G.W., Landauer, T.K., Harshman, R., Indexing by latent semantic analysis (1990) J. Amer. Soc. Inf. Sci, pp. 391-407; Hofmann, T., Probabilistic latent semantic analysis (1999) Proc. Uncertainty Artificial Intell, pp. 289-296; Hofmann, T., Unsupervised learning by probabilistic latent semantic analysis (2001) Mach. Learning, 42, pp. 177-196; TIMIT Speech Database, , http://www.mpi.nl/world/tg/corpora/timit/timit.html, Online, Available; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) Proc. ICASSP, 2, pp. 1535-1538; Hasegawa-Johnson, M., Chen, K., Cole, J., Borys, S., Kim, S.S., Cohen, A., Zhang, T., Chavarria, S., Simultaneous recognition of words and prosody in the Boston University radio speech corpus (2005) Speech Commun, 46 (3-4), pp. 418-439; Chen, K., Hasegawa-Johnson, M., Cohen, A., Borys, S., Kim, S.S., Cole, J., Choi, J.Y., Prosody dependent speech recognition on radio news corpus of American English (2006) IEEE Trans. Audio, Speech, Language Process, 14 (1), pp. 232-245. , Jan; Chen, K.J., Ma, W.Y., Unknown word extraction for Chinese documents (2002) Proc. COLING, pp. 169-175; Dempster, P., Laird, N.M., Rubin, D.B., Maximum-likelihood from incomplete data via the EM algorithm (1977) J. R. Statist. Soc., ser. B, 39, pp. 1-38; Hazen, T.J., A comparison of novel techniques for rapid speaker adaptation (2000) Speech Commun, 31, pp. 15-33. , May; Leggetter, C.J., Woodland, P.C., Maximum likelihood linear regression for speaker adaptation of continuous density hidden Markov models (1995) Comput. Speech Lang, 9, pp. 171-185; Nishida, M., Kawahara, T., Speaker indexing and adaptation using speaker clustering based on statistical model selection (2004) Proc. ICASSP, 1, pp. I353-I356. , May 17-21; Lilt, D., Kubala, F., Online speaker clustering (2004) Proc. ICASSP, 1, pp. I333-I336; Gauvain, J.L., Lee, C.H., Maximum a posteriori estimation for multivariate Gaussian mixture observations of Markov chains (1994) IEEE Trans. Speech Audio Process, 2, pp. 291-298. , Apr; Juang, B.H., Chou, W., Lee, C.H., Minimum classification error rate methods for speech recognition (1997) IEEE Trans. Speech Audio Process, 5 (3), pp. 257-265. , May; Sjölander, K., Beskow, J., Wavesurfer, , http://www.speech.kth.se/wavesurfer, Online, Available; Sjölander, K., Snack Sound Toolkit, , http://www.speech.kth.se/snack, Online, Available; Good, I.J., The population frequencies of species and the estimation of population parameters (1953) Biometrika, 40 (3-4), pp. 237-264; Doddington, G., Speaker recognition based on idiolectal differences between speakers (2001) Proc. Eurospeech, pp. 2521-2524. , Aalborg, Denmark; Xiang, B., Text-independent speaker verification with a dynamic trajectory model (2003) IEEE Signal Process. Lett, 10 (5), pp. 141-143. , May; Chen, Z.H., Zeng, Z.R., Liao, Y.F., Juang, Y.T., Probabilistic latent prosody analysis for robust speaker verification (2006) Proc. ICASSP, pp. 105-108; Chang, W.C., Chen, D.Y., Chen, Z.H., Zeng, Z.R., Liao, Y.F., Juang, Y.T., Incorporating prosodic with acoustic information for ISCSLP 2006 speaker recognition evaluation-Robust cross-channel speaker verification (2006) Proc. ISCSLP, pp. 497-508","Liao, Y.-F.; Electronic Engineering Department, National Taipei University of Technology, Taipei 10643, Taiwan; email: yfliao@ntut.edu.tw",,,,,,,,15587916,,,,English,IEEE Trans. Audio Speech Lang. Process.,Article,Final,,Scopus,2-s2.0-45549088927
Kerns S.C.,22953833200;,Technological tools for library user education: One library's experience,2007,Medical Reference Services Quarterly,26,3,,105,114,,4.0,10.1300/J115v26n03_08,https://www.scopus.com/inward/record.uri?eid=2-s2.0-35748976881&doi=10.1300%2fJ115v26n03_08&partnerID=40&md5=b6f0074133877f6d2aa31000bed27606,"Department of Education and Outreach/Curriculum Librarian, Galter Health Sciences Library, Northwestern University, 303 East Chicago Avenue, Chicago, IL 60611, United States","Kerns, S.C., Department of Education and Outreach/Curriculum Librarian, Galter Health Sciences Library, Northwestern University, 303 East Chicago Avenue, Chicago, IL 60611, United States","In today's world, library users are confronted with almost too many options for using information because of the ubiquitousness of technology. Yet, libraries can harness the power of the same technologies to help users find the information they need at the time it is needed. The tools described in this article represent a starting point for librarians looking for technologies that are easy to use, inexpensive, and have a reasonable learning curve. Technologies addressed include classroom technologies such as audience response systems and Web-based technologies, including Web tutorials and screencasting. These technologies enhance and offer flexibility and variety in many educational settings. © Copyright (c) by The Haworth Press, Inc. All rights reserved.",Audience response systems; Camtasia; Information technology; Screencasts; Web tutorials,"article; health services research; information retrieval; library; medical school; methodology; organization and management; teaching; technology; United States; Chicago; Information Storage and Retrieval; Libraries, Medical; Organizational Case Studies; Schools, Medical; Teaching; Technology",,,,,,,,,,,"Brucker, J., Kerns, S., Walton, L., Shedlock, J., A Catalyst for Technological Transformation-The Library's Role in Instructional Technology (2006) Medical Library Association Annual Meeting, , Presented at the, Phoenix, AZ, May 19-24; Wikipedia contributors. Audience response. Wikipedia, The Free Encyclopedia. November 26, 2006, 17:07 UTC Available: 〈http://en.wikipedia. org/w/index.php?title=Audience_response&oldid=90245586〉. Accessed: December 11, 2006; Drabenstott, K.M. Interactive Multimedia for Library-User Education. portal. Libraries and the Academy 3(2003): 601-13; Kerns, S.C., O'Dwyer, L., Walton, L., Developing an Interactive PubMed Tutorial: One Library's Experience (2003) Midwest Chapter/MLA Annual Meeting, , Presented at the, Indianapolis, September 19-22; Screencast. Wikipedia, The Free Encyclopedia (2006) December 1, 2006, 23:22 UTC, , http://en. wikipedia.org/w/index.php?title=Screencast&oldid=91484551, Wikipedia-Screencast Wikipedia contributors, Available:, Accessed: December 10; Berendsen, M., Kerns, S.C., Enhancing E-Learning Through the Use of Training Videos (2006) Medical Library Association Annual Meeting, , Presented at the, Phoenix, AZ, May 19-24","Kerns, S.C.; Department of Education and Outreach/Curriculum Librarian, Galter Health Sciences Library, Northwestern University, 303 East Chicago Avenue, Chicago, IL 60611, United States; email: skerns@northwestern.edu",,,,,,,,02763869,,MRSQD,17915635.0,English,Med. Ref. Serv. Q.,Article,Final,,Scopus,2-s2.0-35748976881
Bombaro C.,16400640700;,"Using audience response technology to teach academic integrity: ""The seven deadly sins of plagiarism"" at Dickinson College",2007,Reference Services Review,35,2,,296,309,,6.0,10.1108/00907320710749209,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34249736308&doi=10.1108%2f00907320710749209&partnerID=40&md5=c3e4d33d31ab5c9c1752ee35a0467098,"Waidner-Spahr Library, Dickinson College, Carlisle, PA, United States","Bombaro, C., Waidner-Spahr Library, Dickinson College, Carlisle, PA, United States","Purpose - This paper seeks to explore the successes and challenges associated with teaching first-year students a session on plagiarism avoidance through the use of an audience response system. Design/methodology/approach - An audience response system was used to test first-year students' knowledge of plagiarism. Quiz questions about academic honesty and plagiarism were administered, and were answered anonymously with hand-held remote control devices. The reporting feature of the technology was used to gather results of the answers to these questions, which will be used to improve the session in future years. Findings - Data gathered from the sessions indicated that this session helped students retain knowledge of plagiarism rules. Comments solicited about the session indicated that the students enjoyed the lesson, that they were better able to recognize problem areas in their own writing, and that the interactivity kept them focused on the lesson. Research limitations/implications - The session will have to be repeated over a number of years to determine whether there is a link between it and the number of plagiarism incidents on campus. Practical implications - This paper provides a practical and relatively inexpensive approach for teaching academic integrity to large groups of students. An undertaking of this magnitude requires dedicated involvement from an institution's administration. Any correlation between the session and the number of plagiarism cases may never be able to be proved conclusively. Originality/value - Audience response technology is not yet widely used in small academic libraries. This paper offers a suggestion for implementing this technology to teach academic integrity in a consistent and effective way to large groups of first-year undergraduate students.",Authorship; Dishonesty; Students,,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., ""Designing effective questions for classroom response system teaching"" (2006) American Journal of Physics, 74 (1), pp. 31-39; Bombaro, C., Stachacz, J., ""Case study 1: The library and the first-year experience over time at Dickinson College"" (2007) The Role of the Library in the First College Year, National Resource Center for the First-Year Experience and Students in Transition, , in Hardesty, L.L. (Ed.) University of South Carolina, Columbia, SC; Brandt, D.S., ""Copyright's (not so) little cousin, plagiarism"" (2002) Computers in Libraries, 22 (5), pp. 39-41; Breen, L., Maassen, M., ""(2005) Reducing the incidence of plagiarism in an undergraduate course: The role of education"" (2005) Issues in Educational Research, 15. , http://education.curtin.edu.au/iier/iier15/breen.html, available at (accessed January 24, 2007). education; Cutts, Q.I., Kennedy, G.E., ""Connecting learning environments using electronic voting systems"" (2005) 7th Australasian Computer Education Conference, Conferences in Research and Practice in Information Technology, Vol. 42, Newcastle, Australia, pp. 181-186. , in Young, A. and Tolhurst, D. (Eds), Newcastle, Australia; (2006) ""Community's Standards and Procedures"", , www.dickinson.edu/student/files/commstand0607.pdf, Dickinson College available at (accessed 24 January 2007); Draper, S.W., Brown, M.I., ""Increasing interactivity in lectures using an electronic voting system"" (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Elliott, C., ""Using a personal response system in economics teaching"" (2003) International Review of Economics Education, 1 (1), pp. 80-86; Kraus, J., ""Rethinking plagiarism: What our students are telling us when they cheat"" (2002) Issues in Writing, 13 (1), pp. 80-95; Pradhan, A., Sparano, D., Ananth, C.V., ""The influence of an audience response system on knowledge retention: An application to resident education"" (2005) American Journal of Obstetrics and Gynecology, 193, pp. 1827-1830; Robertson, L.J., ""Twelve tips for using a computerised interactive audience response system"" (2000) Medical Teacher, 22 (3), pp. 237-239; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., ""An interactive response system to promote active learning in the doctor of pharmacy curriculum"" (2004) American Journal of Pharmaceutical Education, 68 (5). , Article 117; ""What Is Plagiarism?"", , www.plagiarism.org/research_site/e_what_is_plagiarism.html, Turnitin.com (n.d.) available at: (accessed 24 January 2007)","Bambaro, C.; Waidner-Spahr Library, Dickinson College, Carlisle, PA, United States; email: bombaroc@dickinson.edu",,,,,,,,00907324,,,,English,Ref. Serv. Rev.,Article,Final,,Scopus,2-s2.0-34249736308
"Freeman S., O'Connor E., Parks J.W., Cunningham M., Hurley D., Haak D., Dirks C., Wenderoth M.P.",7202138694;16646846800;16646738900;36759617700;7102843785;14035372000;57203848224;6603694497;,Prescribed active learning increases performance in introductory biology,2007,CBE Life Sciences Education,6,2,,132,139,,191.0,10.1187/cbe.06-09-0194,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34250876906&doi=10.1187%2fcbe.06-09-0194&partnerID=40&md5=0124510c7d04dbcb31a76415f7f07fdb,"Department of Biology, University of Washington, Seattle, WA 98195, United States","Freeman, S., Department of Biology, University of Washington, Seattle, WA 98195, United States; O'Connor, E., Department of Biology, University of Washington, Seattle, WA 98195, United States; Parks, J.W., Department of Biology, University of Washington, Seattle, WA 98195, United States; Cunningham, M., Department of Biology, University of Washington, Seattle, WA 98195, United States; Hurley, D., Department of Biology, University of Washington, Seattle, WA 98195, United States; Haak, D., Department of Biology, University of Washington, Seattle, WA 98195, United States; Dirks, C., Department of Biology, University of Washington, Seattle, WA 98195, United States; Wenderoth, M.P., Department of Biology, University of Washington, Seattle, WA 98195, United States","We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises. © 2007 by The American Society for Cell Biology.",,"article; biology; curriculum; education; educational model; female; human; male; methodology; problem based learning; risk assessment; season; standard; student; Biology; Curriculum; Educational Measurement; Female; Humans; Male; Models, Educational; Problem-Based Learning; Risk Assessment; Seasons; Students",,,,,,,,,,,"Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques, , 2nd ed, San Francisco: Jossey-Bass; (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a Committee of College and University Examiners, , Bloom, B. S, ed, New York: Longmans Green; Born, W., Revelle, W., Pinto, L., Improving biology performance with workshop groups (2002) J. Sci. Educ. Tech, 11, pp. 347-365; Boyd, B.L., Formative classroom assessment: Learner focused (2001) Ag. Educ. Mag, 73, pp. 18-19; Byrd, G.G., Coleman, S., Wernath, C., Exploring the universe together: Cooperative quizzes with and without a classroom performance system in Astronomy 101 (2003) Astron. Educ. Rev, 3, pp. 26-30; Cech, T., Kennedy, D., Doing more for Kate (2005) Science, 310, p. 1741; Cortright, R.N., Collins, H.L., Rodenbaugh, D.W., DiCarlo, S.E., Student retention of course content is improved by collaborative-group testing (2003) Adv. Physiol. Educ, 27, pp. 102-108; Cota-Robles, E.H., Gordan, E.W., Reaching the Top (1999) A Report of the National Task Force on Minority High Achievement, , New York: College Board; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys, 69, pp. 970-977; Dirks, C., Cunningham, M., Enhancing diversity in science: Is teaching scientific process skills the answer? CBE Life (2006) Sci. Educ, 5, pp. 218-226; Ebert-May, D., Brewer, C.A., Allred, S., Innovation in large lectures-teaching for active learning (1997) BioScience, 47, pp. 601-607; Gandara, P., Maxwell-Jolly, J., (1999) Priming the Pump: Strategies for Increasing Underrepresented Minority Graduates, , New York: College Board; Handelsman, J., Scientific teaching (2004) Science, 304, pp. 521-522; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol. Educ, 4, pp. 298-310; Lyman, F.T., The responsive classroom discussion: The inclusion of all students (1981) Mainstreaming Digest, pp. 109-113. , ed. A. Anderson, College Park: University of Maryland Press, pp; Matsui, J., Liu, R., Kane, C.M., Evaluating a science diversity program at UC Berkeley: More questions than answers (2003) Cell Biol. Educ, 2, pp. 117-121; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; McConnell, D.A., Using conceptests to assess and improve student conceptual understanding in introductory geoscience courses (2006) J. Geosci. Educ, 54, pp. 61-68; Meltzer, D.E., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) Am. J. Phys, 70, pp. 639-654; Moore, R., Attendance and performance: How important is it for students to attend class? (2003) J. Coll. Sci. Teach, 32, pp. 367-371; Mosteller, F. (1989). The Muddiest Point in the Lecture as a feedback device. On Teach. Learn. J. Harvard-Danforth Cent. 3, 10-21; Peters, A., Teaching biochemistry at a minority-serving institution: An evaluation of the role of collaborative learning as a tool for science mastery (2005) J. Chem. Educ, 82, pp. 571-574; Sharma, M.D., Mendez, A., O'Byrne, J.W., The relationship between attendance in student-centred physics tutorials and performance in university examinations (2005) Int. J. Sci. Educ, 27, pp. 1375-1389; Steele, C.M., A threat in the air: How stereotypes shape intellectual identity and performance (1997) Am. Psychologist, 52, pp. 613-629; Summers, M.F., Hrabowski III, F.A., Preparing minority scientists and engineers (2006) Science, 311, pp. 1870-1871; Thomas, P.V., Higbee, J.L., The relationship between involvement and success in developmental algebra (2000) J. Coll. Read. Learn, 30, pp. 222-232; Zeilik, M., Morris, V.J., The impact of cooperative quizzes in a large introductory astronomy course for non-science majors (2004) Astron. Educ. Rev, 3, pp. 51-61","Freeman, S.; Department of Biology, University of Washington, Seattle, WA 98195, United States; email: srf991@u.washington.edu",,,,,,,,19317913,,,17548875.0,English,CBE Life Sci. Educ.,Article,Final,Open Access,Scopus,2-s2.0-34250876906
Hall J.L.,55483919500;,Distance learning through synchronous interactive television,2007,Journal of Veterinary Medical Education,34,3,,263,268,,1.0,10.3138/jvme.34.3.263,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34548861535&doi=10.3138%2fjvme.34.3.263&partnerID=40&md5=648d8d9226233774d25a5c3daf9a07dd,"Washington State University, Pullman, WA 99164, United States","Hall, J.L., Washington State University, Pullman, WA 99164, United States","The advent and popularity of asynchronous online learning has somewhat obscured a standby technology developed over the last two decades. Interactive videoconferencing, sometimes called ""interactive television,"" though not as glamorous and popular a topic at distance-learning conferences, is still alive and well at many institutions. Three or four years ago, many of us were led to believe that interactive television would go the way of the dinosaurs-everything would soon be in an asynchronous format or on individual desktops. There would no longer be any need for elaborately designed classrooms, networks, and operations staff. To date, this prediction has not come true. In fact, synchronous interactive television has experienced significant growth as newer, easier, and cheaper technologies allow institutions to reach more students with less resource investment. Faculty and students, while appreciating the convenience of asynchronous delivery, still express a need for synchronous communication. This article explores the issues involved in synchronous distance education, the current technologies and proposed future developments, and best practices in terms of classroom design, faculty use, and operational issues. It is not a research article but an anecdotal case study based on Washington State University's experiences over the last 20 years in developing and adapting to new synchronous technologies and creating the support and technical infrastructure to best deliver academic courses through this medium. © 2007 AAVMC.",Distance learning; Higher education; Instructional television; Synchronous learning; Videoconferencing,"article; continuing education; education; educational technology; human; Internet; methodology; teaching; television; videoconferencing; Education, Continuing; Education, Distance; Education, Veterinary; Educational Technology; Humans; Internet; Teaching; Television; Videoconferencing; Dinosauria",,,,,,,,,,,,"Hall, J.L.; Washington State University, Pullman, WA 99164, United States; email: hall@wsu.edu",,,,,,,,0748321X,,,17673784.0,English,J. Vet. Med. Educ.,Article,Final,,Scopus,2-s2.0-34548861535
"Auras R., Bix L.",6507396521;6507909558;,Wake Up! THe effectiveness of a student response system in large packaging classes,2007,Packaging Technology and Science,20,3,,183,195,,16.0,10.1002/pts.753,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34250877096&doi=10.1002%2fpts.753&partnerID=40&md5=48c324fb02b7c7c087dd8ba7d8a9d775,"School of Packaging, Michigan State University, East Lansing, MI 48824-1223, United States","Auras, R., School of Packaging, Michigan State University, East Lansing, MI 48824-1223, United States; Bix, L., School of Packaging, Michigan State University, East Lansing, MI 48824-1223, United States","Large classes present many challenges in higher education. New digital technologies, such as interactive student response systems (SRSs), are promising tools for large classes. SRSs facilitate interaction between faculty members and students on an on-going basis by allowing instructors to ask multiple-choice, true/false and numerical questions during class and then analyse and display the student responses in real time. In general, SRSs consist of three basic components: a student input device (clicker), operating system software loaded onto the classroom computer, and an overhead projection system to display the questions asked and the distribution of student responses. SRSs have already been used in classrooms in a variety of fields; however, to our knowledge, they have not been used previously in packaging education. This article describes the introduction of an SRS in two packaging classes at the School of Packaging at Michigan State University. The SRS implementation is discussed and faculty and student comments and responses regarding the SRS are reported. The system motivated student participation and attendance for both classes: 75% of student respondents stated that the SRS motivated them to attend class; 57% of student respondents reported that the SRS enhanced their classroom experience; and 56% of the student respondents indicated that the system helped them to comprehend the material better. These numbers are supported by the vast majority of research studies, which indicate improved attendance, participation and comprehension when using SRSs for large classrooms. Copyright © 2006 John Wiley & Sons, Ltd.",Active learning; Clickers; Packaging education; Student response systems; Teaching,Packaging; Response time (computer systems); Students; Active learning; Clickers; Packaging education; Student response systems; Interactive computer systems; Packaging; Response Time,,,,,,,,,,,"Petr, D.W., Experience with a multiple-choice audience response system in an engineering classroom (2005) 35th ASEE/IEEE Frontiers in Education Conference, , Indianopolis, IN; Rice, R.E., Bunz, U., (2005) Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competency, and usage, , http://bunz.comm. fsu.edu/NCA2003cps.PDF, accessed 1 December; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) J. Comput. Math. Sci. Teaching, 21 (2), pp. 167-181; Guthrie RW, Carlin A. Waking the dead: using interactive technology to engage passive listeners in the classroom. In 10th Americas Conference on Information Systems, New York, 2004: http://www.mhhe.com/cps/docs/CPSWP_ Wakin dDead082003.pdf [accessed 1 December 2005]; Mazur, E., (1996) Peer Instruction: A User's Manual and Concept Test, , Prentice Hall. New York, NY; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Adv. Physiol. Educ, 26, pp. 299-308; Meltzer, D.E., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) Am. J. Phys, 70 (6), pp. 639-654; Liu, T.-C., Liang, J.K., Wang, H.-Y., Chan, T.-W., (2005) The features and potential of interactive response system, , http://ccv.src.ncu.edu.tw/ccv/ 2003_ICCE_The%20Features%20and%20Pote ntial%20of%20Interactive%20Response%20System.pdf, accessed 1 December; Lowery, R.C., Teaching and learning with interactive student response systems: A comparison of commercial products in the higher-education market (2005) Southwestern Social Science Association, , New Orleans, LA; Turning Technologies, LLC. Turning Attendance into Involvement into Assessment Potential into Success. 2005, Turning Point LLC, http://www. turningtechnologies.com [accessed 1 December 2005]; Hämäläinen, H., Ikonen, J., Porras, J., (2005) Applying wireless technology to the teaching environment, , http://www.it.lut.fi/WAWC/WAWC03/presentations/WAWC_paper3.pdf, Lappeenranta University of Technology, accessed 17 December; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) Physics Teacher, 39, pp. 8-11; Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) J. Comput. Higher Educ, 7, pp. 3-47; Elliott, C., Using a personal response system in economics teaching (2003) Int. Rev. Econ. Educ, 1 (1), pp. 80-86; Caron, P.L., Gely, R., Taking back the law school classroom: Using technology to foster active student learning (2004) HeinOnline, 54, pp. 551-569; Slain, D., An interactive respense system to promote active learning in the Doctor of Pharmacy curriculum (2004) Am. J. Pharmaceut. Educ, 68 (5), pp. 1-9; Salmon, T.P., Stahl, J.N., Wireless audience response system: Does it make a difference? (2005) J. Extens. on, 43 (3), p. 7; Blanton, P., Tips for using a peer response system in a large introductory physics class (2004) Physics Teacher, 42, pp. 253-254; Duncan, D., Clickers in the Classroom: How to Enhance Science (2005) Teaching Using Classroom Response Systems, , New York, Pearson Addison Wesley; Woods, A.H., Chiu, C., (2005) Wireless Response Technology in College Classrooms, , http://www.mnhe.com/cps/docs/Woods. Chiu.pdf, McGraw-Hill Higher Education, IPSWP_ [accessed 1 December; Bix L, Auras R. Feedback regardirg the use of a student response system in two packaging classes. Human Subject Approval IRB#X05-1005, Michigan State University, 2005; Svinicki MD. How do they work? A deeper look at innovations in teaching. Lilly Seminar, Kellog Center, East Lansing, MI, October 2303; Svinicki, M.D., (2005) Learning and Motivation in the Postsecondary Classroom, p. 273. , Anker: Bolton, MA","Auras, R.; School of Packaging, Michigan State University, East Lansing, MI 48824-1223, United States; email: aurasraf@msu.edu",,,,,,,,08943214,,PTSCE,,English,Pack Technol Sci,Article,Final,,Scopus,2-s2.0-34250877096
Wang H.-C.,8514208600;,Performing a course material enhancement process with asynchronous interactive online system,2007,Computers and Education,48,4,,567,581,,13.0,10.1016/j.compedu.2005.03.007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33751393369&doi=10.1016%2fj.compedu.2005.03.007&partnerID=40&md5=766000d16f5e401cc0ac51a0bd9fb977,"Institute of Information Management, National Cheng Kung University, Tainan, 701, Taiwan","Wang, H.-C., Institute of Information Management, National Cheng Kung University, Tainan, 701, Taiwan","Online systems have come to be heavily used in education, particularly for online learning and collecting information not otherwise readily available. Most e-learning systems, including interactive learning systems, have been designed to ""push"" course materials to students but rarely to ""collect"" or ""pull"" ideas from them. The interactive mechanisms in proposed instructional design models, however, prevent many potential designers from improving course quality, even though some believe that the learning experience and the comments of students are important for enhancing course materials. As well, students could actually contribute to instructional design. This paper presents a course material enhancement process that elicits ideas from students by encouraging students to modify course materials. This process had been tested on different higher education programs, both graduate and undergraduate. It aims to understand which programs' students have a higher willingness to participate in this work and if they can benefit from this process. To facilitate this research, an asynchronous interaction system, teacher digital assistant (TDA), was designed for teachers to receive responses, recommendations, and modified materials from students at any time. The major advantage of this process is that it could embed students' thoughts into the course material to improve the curriculum, which can benefit future students. © 2005 Elsevier Ltd. All rights reserved.",Asynchronous interaction; Course material enhancement; Improving classroom teaching; Interactive learning environments; Teacher digital assistant,Computer aided design; Curricula; Data acquisition; Education; Interactive computer systems; Learning systems; Students; Teaching; Asynchronous interaction; Course material enhancement; Improving classroom teaching; Interactive learning environments; Teacher digital assistant (TGA); Online systems,,,,,,,,,,,"Blignaut, S., Trollip, S.R., Developing a taxonomy of faculty participation in asynchronous learning environments - an exploratory investigation (2003) Computers and Education, 41 (2), pp. 149-172; Dick, W., Carey, L., (1990) The systematic design of instruction, , Harper Collins, New York; Galagan, P.A., The e-learning revolution (2000) Training and Development, 54 (12), pp. 24-30; Greenbaum, J., Kyng, M., (1991) Design at work: Cooperative design of computer systems, , Lawrence Erlbaum Associates, Hillsdale, NJ; Haywood, R.M., Perks, A.G., New technology for interactive teaching (2001) British Journal of Plastic Surgery, 54 (7), pp. 654-655; Kemp, E.J., Ross, S., Morrison, G.R., (1998) Designing effective instruction. 2nd ed., , Wiley, New York; Keyvan, S., Song, X.L., Pickard, R., Enhancement of teaching and learning of the fundamentals of nuclear engineering using multimedia courseware (1997) Computer Applications in Engineering Education, 5 (4), pp. 243-248; McIntyre, D.R., Wolff, F.G., An experiment with WWW interactive learning in university education (1998) Computers and Education, 31 (3), pp. 255-264; Moallem, M., An interactive online course: a collaborative design model (2003) Educational Technology Research and Development, 51 (4), pp. 85-103; Piccoli, G.B., Burdese, M., Bergamo, D., Mezza, E., Soragna, G., Quaglia, M., Teaching technology with technology: Computer assisted lessons in the medical school - The first Italian experience in nephrology and dialysis (2002) International Journal of Artificial Organs, 25 (9), pp. 860-866; Rajashekar, U., Panayi, G.C., Baumgartner, F.P., Bovik, A.C., The SIVA demonstration gallery for signal, image, and video processing education (2002) IEEE Transactions on Education, 45 (4), pp. 323-335; Seal, K.C., Przasnyski, Z.H., Using the World Wide Web for teaching improvement (2001) Computers and Education, 36 (1), pp. 33-40; Tessmer, M., (1993) Planning and conducting formative e valuations: Improving the quality of education and training, , Stylus Pub; ","Wang, H.-C.; Institute of Information Management, National Cheng Kung University, Tainan, 701, Taiwan; email: hcwang@mail.ncku.edu.tw",,,,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-33751393369
"Yiu K.K., Mak M.W., Kung S.Y.",7003321494;7101716601;7102989364;,Environment adaptation for robust speaker verification by cascading maximum likelihood linear regression and reinforced learning,2007,Computer Speech and Language,21,2,,231,246,,7.0,10.1016/j.csl.2006.05.001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33750739220&doi=10.1016%2fj.csl.2006.05.001&partnerID=40&md5=495928e6d3c8106dd287d9134a46b3eb,"Department of Electronic and Information Engineering, Center for Multimedia Signal Processing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong; Department of Electrical Engineering, Princeton University, United States","Yiu, K.K., Department of Electronic and Information Engineering, Center for Multimedia Signal Processing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong; Mak, M.W., Department of Electronic and Information Engineering, Center for Multimedia Signal Processing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong; Kung, S.Y., Department of Electrical Engineering, Princeton University, United States","In speaker verification over public telephone networks, utterances can be obtained from different types of handsets. Different handsets may introduce different degrees of distortion to the speech signals. This paper attempts to combine a handset selector with (1) handset-specific transformations, (2) reinforced learning, and (3) stochastic feature transformation to reduce the effect caused by the acoustic distortion. Specifically, during training, the clean speaker models and background models are firstly transformed by MLLR-based handset-specific transformations using a small amount of distorted speech data. Then reinforced learning is applied to adapt the transformed models to handset-dependent speaker models and handset-dependent background models using stochastically transformed speaker patterns. During a verification session, a GMM-based handset classifier is used to identify the most likely handset used by the claimant; then the corresponding handset-dependent speaker and background model pairs are used for verification. Experimental results based on 150 speakers of the HTIMIT corpus show that environment adaptation based on the combination of MLLR, reinforced learning and feature transformation outperforms CMS, Hnorm, Tnorm, and speaker model synthesis. © 2006 Elsevier Ltd. All rights reserved.",,Cellular telephone systems; Learning systems; Linear equations; Maximum likelihood estimation; Random processes; Regression analysis; Handset specific transformations; Handsets; Reinforced learning; Speaker model synthesis; Speech recognition,,,,,,,,,,,"Atal, B.S., Effectiveness of linear prediction characteristics of the speech wave for automatic speaker for automatic speaker identification and verification (1974) Journal of the Acoustic Society of America, 55 (6), pp. 1304-1312; Auckenthaler, R., Carey, M., Lloyd-Thomas, H., Score normalization for text-independent speaker verification systems (2000) Digital Signal Processing, 10, pp. 42-54; Davis, S.B., Mermelstein, P., Comparison of parametric representations for monosyllabic word recognition in continuously spoken sentences (1980) IEEE Transactions on ASSP, 28 (4), pp. 357-366; Dempster, A.P., Laird, N.M., Rubin, D.B., Maximum likelihood from incomplete data via the EM algorithm (1977) Journal of the Royal Statistical Society Series B, 39 (1), pp. 1-38; Lee, C.H., Lin, C.H., Juang, B.H., A study on speaker adaptation of the parameters of continuous density hidden Markov models (1991) IEEE Transactions on Acoustic, Speech, and Signal Processing, 39 (4), pp. 806-814; Leggetter, C.J., Woodland, P.C., Maximum likelihood linear regression for speaker adaptation of continuous density hidden Markov models (1995) Computer Speech and Language, 9 (4), pp. 806-814; Lin, S.H., Kung, S.Y., Lin, L.J., Face recognition/detection by probabilistic decision-based neural network (1997) IEEE Transactions on on Neural Networks, Special Issue on Biometric Identification, 8 (1), pp. 114-132; Mak, M.W., Tsang, C.L., Kung, S.Y., Stochastic feature transformation with divergence-based out-of-handset rejection for robust speaker verification (2004) EURASIP Journal on Applied Signal Processing, 4, pp. 452-465; Quartieri, T.F., Reynolds, D.A., O'Leary, G.C., Estimation of handset nonlinearity with application to speaker recognition (2000) IEEE Transactions on Speech and Audio Processing, 8 (5), pp. 567-584; Reynolds, D.A., Rose, R.C., Robust text-independent speaker identification using Gaussian mixture speaker models (1995) IEEE Transactions on Speech and Audio Processing, 3 (1), pp. 72-83; Reynolds, D.A., Quatieri, T.F., Dunn, R.B., Speaker verification using adapted Gaussian mixture models (2000) Digital Signal Processing, 10, pp. 19-41; Sankar, A., Lee, C.H., A maximum-likelihood approach to stochastic matching for robust speech recognition (1996) IEEE Transactions on Speech and Audio Processing, 4 (3), pp. 190-202; Yiu, K.K., Mak, M.W., Kung, S.Y., A comparative study on kernel-based probabilistic neural networks for speaker verification (2002) International Journal of Neural Systems, 12 (5), pp. 381-391; ","Mak, M.W.; Department of Electronic and Information Engineering, Center for Multimedia Signal Processing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong; email: enmwmak@polyu.edu.hk",,,,,,,,08852308,,CSPLE,,English,Comput Speech Lang,Article,Final,,Scopus,2-s2.0-33750739220
Chiarella E.M.,6603940262;,Redesigning models of patient care delivery and organisation: building collegial generosity in response to workplace challenges.,2007,Australian health review : a publication of the Australian Hospital Association,31 Suppl 1,,,S109,115,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34250180951&partnerID=40&md5=0229b6563ef26a0d60b373935bca0162,"Centre for Health Services Management, University of Technology Sydney, Faculty of Nursing, Midwifery and Health, PO Box 123, Sydney, NSW.","Chiarella, E.M., Centre for Health Services Management, University of Technology Sydney, Faculty of Nursing, Midwifery and Health, PO Box 123, Sydney, NSW.","This case study describes the New South Wales Nursing and Midwifery Office (NaMO) Models of Care Project, a project designed to identify, encourage and disseminate innovations in nursing care organisation and delivery. The project is a 4-year action research project, using a range of interactive engagements including workshops, seminars, questionnaires and websites to achieve the goals. This case study briefly describes the main stimuli for review and redesign of models of care identified through analysis of the clinicians' presentations, and explores the range of responses to the workplace challenges.",,"adult; article; Australia; education; human; middle aged; midwife; model; nurse midwife; nursing; nursing administration research; organization; organization and management; problem solving; social behavior; Adult; Humans; Middle Aged; Midwifery; Models, Nursing; New South Wales; Nurse Midwives; Nursing Administration Research; Nursing, Supervisory; Organizational Innovation; Problem Solving; Social Responsibility",,,,,,,,,,,,"Chiarella, E.M.email: Mary.Chiarella@uts.edu.au",,,,,,,,01565788,,,17402895.0,English,Aust Health Rev,Article,Final,,Scopus,2-s2.0-34250180951
Falconer J.L.,57204111232;,Conceptests for a thermodynamics course,2007,Chemical Engineering Education,41,2,,107,114,,25.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34249774006&partnerID=40&md5=7f3602cb1ddf8f1098b1f6801303966f,"University of Colorado, Boulder, CO 80304, United States; Department of Chemical and Biological Engineering, University of Colorado, Boulder, United States","Falconer, J.L., University of Colorado, Boulder, CO 80304, United States, Department of Chemical and Biological Engineering, University of Colorado, Boulder, United States","The University of Colorado, US is using conceptests and clickers for teaching thermodynamic course to chemical engineering students. The clickers used along with conceptests provides some of the significant advantages, including helping the instructor to pose multiple-choice conceptual questions to students and helping students enter their answers individually. The use of these clickers and conceptests have also demonstrated that additional conceptests can be developed the similar variations on a conceptest by increasing a variable, changing a different variable, using a flow system instead of a static system, and holding a different variable constant. These procedure have also been used along with several graphical representations, to develop 275 conceptests for a chemical engineering thermodynamics course.",,Conceptual questions; Flow system; Graphical representations; Static system; Chemical engineering; Curricula; Graphic methods; Students; Teaching; Thermodynamics; Engineering education,,,,,,,,,,,"McDermott, L.C., Oersted Medal Lecture 2001: Physics Education Research: The Key to Student Learning (2001) Am. J. Phys, 69, p. 1127; Falconer, J.L., Use of ConcepTests and Instant Feedback in Thermodynamics (2004) Chem. Eng. Ed, 38, p. 64; www.h-itt.com; The receiver connects to a USB port and contains a small LCD screen so that the instructor can see the student responses, , www.iclickers.com, Free software that acquires student responses and grades the results is provided by iclickers; Duncan, D., (2005) Clickers in the Classroom, , Addison Wesley; Mazur, E., (1997) Peer Instruction, , Prentice Hall; Landis, C.R., Ellis, A.B., Lisensky, G.C., Lorenz, J.K., Meeker, K., Wamser, C.C., (2001) Chemistry ConcepTests: A Pathway to Interactive Classrooms, , Prentice Hall; Contact john.falconer@colorado.edu","Falconer, J.L.; University of Colorado, Boulder, CO 80304, United States",,,,,,,,00092479,,CHEDA,,English,Chem Eng Educ,Article,Final,,Scopus,2-s2.0-34249774006
"Preszler R.W., Dawe A., Shuster C.B., Shuster M.",6603630671;6701490511;7003436232;7102010485;,Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses,2007,CBE Life Sciences Education,6,1,,29,41,,107.0,10.1187/cbe.06-09-0190,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33847665505&doi=10.1187%2fcbe.06-09-0190&partnerID=40&md5=28497968a1b2030dd2fff1d4b4ffd0b5,"Department of Biology, New Mexico State University, Las Cruces, NM 88003-8001, United States","Preszler, R.W., Department of Biology, New Mexico State University, Las Cruces, NM 88003-8001, United States; Dawe, A., Department of Biology, New Mexico State University, Las Cruces, NM 88003-8001, United States; Shuster, C.B., Department of Biology, New Mexico State University, Las Cruces, NM 88003-8001, United States; Shuster, M., Department of Biology, New Mexico State University, Las Cruces, NM 88003-8001, United States","With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning. © 2007 by The American Society for Cell Biology.",,article; attitude; biology; education; human; learning; psychological aspect; standard; student; teaching; United States; university; Attitude; Biology; Computer-Assisted Instruction; Education; Humans; Learning; New Mexico; Students; Universities,,,,,,,,,,,"Allen, D., Tanner, K., Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex (2005) Cell Biol. Educ, 4, pp. 262-268; Bessler, W.C., Nisbet, J.J., The use of an electronic response system in teaching biology (1971) Sci. Educ, 55, pp. 275-284; Bloom, B.S., (1956) Taxonomy of Educational Objectives - The Classification of Educational Goals, Handbook I: Cognitive Domain, , New York: David McKay; (1998) Reinventing Undergraduate Education: A Blueprint for America's Research Universities, , http://naples.cc.suny. sb.edu/pres/boyer.nsf, Boyer Commission on Educating Undergraduates , SUNY, Stony Brook, NY, accessed 11 January; Brown, J.D., An evaluation of the Spitz student response system in teaching a course in logical and mathematical concepts (1972) J. Exp. Educ, 40, pp. 12-20; Casanova, J., An instructional experiment in organic chemistry (1971) J. Chem. Educ, 48, pp. 453-455; Chang, C.Y., Mao, S.L., The effects on students' cognitive achievement when using the cooperative learning method in earth science classrooms (1999) Sch. Sci. Math, 99, pp. 374-379; Cue, N., A universal learning tool for classrooms? (1998) Proceedings of the First Quality in Teaching and Learning Conference, , http://celt.ust.hk/ideas, Hong Kong, SAR, China, accessed 11 January; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) J. Comp. High. Educ, 7, pp. 3-47; Elliott, C., Using a personal response system in economics teaching (2003) Int. Rev. Econ. Educ, 1, pp. 80-86; Hatch, J., Jensen, M., Moore, R., Manna from heaven or ""clickers"" from hell (2005) J. Coll. Sci. Teach, 34, pp. 36-39; Jensen, M., Moore, R., Hatch, J., Electronic cooperative quizzes (2002) Am. Biol. Teach, 64, pp. 169-174; Judson, E., Sawada, D., Learning from the past and present: Electronic response systems in college lecture halls (2002) J. Comput. Math. Sci. Teach, 21, pp. 167-181; Knight, J.K., Wood, W.G., Teaching more by lecturing less (2005) Cell Biol. Educ, 4, pp. 298-310; Klionsky, D.J., Constructing knowledge in the lecture hall (2001) J. Coll. Sci. Teach, 31, pp. 246-251; (2000) How People Learn: Brain, Mind Experience, and School, , National Research Council , Washington, DC: National Academies Press; (2003) Bio 2010, transforming undergraduate education for future research biologists, , NRC , Washington, DC: National Academies Press; Novak, J.D., Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners (2002) Sci. Educ, 86, pp. 548-571; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Adv. Physiol. Educ, 26, pp. 299-308; Rao, S.P., DiCarlo, S.E., Peer instruction improves performance on quizzes (2000) Adv. Physiol. Educ, 24, pp. 51-55; Roy, H., Studio vs. interactive lecture demonstration - effects on student learning (2003) Bioscience, 29, pp. 3-6; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am. J. Pharm. Educ, 68, pp. 1-9; Smith, A.C., Stewart, R., Shields, P., Hayes-Klosteridis, J., Robinson, P., Yuan, R., Introductory biology courses: A framework to support active learning in large enrollment introductory science courses (2005) Cell Biol. Educ, 4, pp. 143-156; Suchman, E., Uchiyama, K., Smith, R., Bender, K., Evaluating the impact of a classroom response system in a microbiology course (2006) Microbiol. Educ, 7, pp. 3-11; SYSTAT 10.2, Statistics I (2002) Point Richmond, , Systat Software, Inc, CA: Systat Software, Inc; Udovic, D., Morris, D., Dickman, A., Postlethwait, J., Wetherwax, P., Workshop biology: Demonstrating the effectiveness of active learning in an introductory biology course (2002) Bioscience, 52, pp. 272-281; Tessier, J., Using peer teaching to promote learning in biology (2004) J. Coll. Sci. Teach, 33, pp. 16-19; Wood, W.B., Clickers: A teaching gimmick that works (2004) Dev. Cell, 7, pp. 796-798; Zoller, U., Teaching tomorrow's college science courses - are we getting it right? (2000) J. Coll. Sci. Teach, 29, pp. 409-414","Preszler, R.W.; Department of Biology, New Mexico State University, Las Cruces, NM 88003-8001, United States; email: rpreszle@nmsu.edu",,,,,,,,19317913,,,17339392.0,English,CBE Life Sci. Educ.,Article,Final,,Scopus,2-s2.0-33847665505
"Langbein J., Siebert K., Nuernberg G., Manteuffel G.",8748372300;15835625700;6603658264;7003431441;,The impact of acoustical secondary reinforcement during shape discrimination learning of dwarf goats (Capra hircus),2007,Applied Animal Behaviour Science,103,1-2,,35,44,,23.0,10.1016/j.applanim.2006.04.019,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33846636051&doi=10.1016%2fj.applanim.2006.04.019&partnerID=40&md5=052b9251fd0aaadc47ac2e73d607960c,"Research Unit Behavioural Physiology, Research Institute for the Biology of Farm Animals, Germany; Research Unit Genetics and Biometry, Research Institute for the Biology of Farm Animals, Germany","Langbein, J., Research Unit Behavioural Physiology, Research Institute for the Biology of Farm Animals, Germany; Siebert, K., Research Unit Behavioural Physiology, Research Institute for the Biology of Farm Animals, Germany; Nuernberg, G., Research Unit Genetics and Biometry, Research Institute for the Biology of Farm Animals, Germany; Manteuffel, G., Research Unit Behavioural Physiology, Research Institute for the Biology of Farm Animals, Germany","The use of secondary reinforcement is widely accepted to support operant learning in animals. In farm animals, however, the efficacy of secondary reinforcement has up to now been studied systematically only in horses (""clicker training""), and the results are controversial. We investigated the impact of acoustical secondary reinforcement on voluntary, self-controlled visual discrimination learning of two-dimensional shapes in group-housed dwarf goats (Capra hircus). Learning tests were conducted applying a computer-controlled learning device that was integrated in the animals' home pen. Shapes were presented on a TFT-screen using a four-choice design. Drinking water was used as primary reinforcement. In the control group (Gcontrol, n = 5) animals received only primary reinforcement, whereas in the sound group (Gsound, n = 6) animals got additional acoustical secondary reinforcement. Testing recall of shapes which had been successfully learned by the goats 6 weeks earlier (T1), we found a weak impact of secondary reinforcement on daily learning success (P = 0.07), but not on the number of trials the animals needed to reach the learning criterion (trials to criterion, n.s.). Results in T1 indicated that dwarf goats did not instantly recall previously learned shapes, but, re-learned within 250-450 trials. When learning a set of new shapes (T2), there was a strong influence of secondary reinforcement on daily learning success and on trials to criterion. Animals in Gsound reached the learning criterion earlier (P &lt; 0.05) and needed fewer trials (1320 versus 3700; P &lt; 0.01), compared to animals in Gcontrol. Results suggest that acoustical secondary reinforcement supports visual discrimination learning of dwarf goats, especially when the task is new and the salience of S+ is low. © 2006 Elsevier B.V. All rights reserved.",Dwarf goats; Operant conditioning; Secondary reinforcement; Visual discrimination learning,acoustic method; cognition; goat; learning; shape; vision; Animalia; Capra hircus; Equidae,,,,,,,,,,,"Baxter, M.R., Hadfield, W.S., Murray, E.A., Rhinal cortex lesions produce mild deficits in visual discrimination learning for an auditory secondary reinforcer in Rhesus Monkeys (1999) Behav. Neurosci., 113, pp. 243-252; Biedermann, I., Recognition-by-components: a theory of human image understanding (1987) Psychol. Rev., 94, pp. 115-147; Burdyn, L.E., Noble, L.M., Shreves, L.E., Thomas, R.K., Long-term-memory for concepts by squirrel-monkeys (1984) Physiol. Psychol., 12, pp. 97-102; Dixon, J., The horse: a dumb animal ?...neigh! (1970) Thoroughbred Rec., 192, pp. 1654-1657; Domjan, M., (1998) The Principles of Learning and Behavior, , Brooks/Cole Publishing Company, Pacific Grove, CA; Egger, M.D., Miller, N.E., Secondary reinforcement in rats as a function of information value and reliability of stimulus (1962) J. Exp. Psychol., 64, pp. 97-104; Egger, M.D., Miller, N.E., When is a reward reinforcing? An experimental study of the information hypothesis (1963) J. Comp. Physiol. Psychol., 56, pp. 132-137; Ernst, K., Puppe, B., Schön, P.-C., Manteuffel, G., A complex automatic feeding system for pigs aimed to induce successful behavioural coping by cognitive adaptation (2005) Appl. Anim. Behav. Sci., 91, pp. 205-218; Flannery, B., Relational discrimination learning in horses (1997) Appl. Anim. Behav. Sci., 54, pp. 267-280; Franz, H., Reichart, H., Der Feldermonitor - eine neue Möglichkeit der Lernforschung mit Tieren und Ergebnisse bei visuellen Differenzierungsaufgaben von Zwergziegen (1999) Arch. Tierz., 42, pp. 481-493; Gaffan, D., Harrison, S., Amygdalectomy and disconnection in visual learning for auditory secondary reinforcement by monkeys (1987) J. Neurosci., 7, pp. 2285-2292; Gonzalez, R.C., Graf, V., Bitterman, M.E., Resistance to extinction in the pigeon as a function of secondary reinforcement and pattern of partial-reinforcement (1965) Am. J. Psychol., 78, pp. 278-284; Heffner, R.S., Heffner, H.E., Hearing in domestic pigs (Sus scrofa) and goats (Capra hircus) (1990) Hear. Res., 48, pp. 231-240; Held, S., Mendl, M., Laughlin, K., Byrne, R.W., Cognition studies with pigs: livestock cognition and its implication for production (2002) J. Anim. Sci., 80 (E. SUPPL), pp. E10-E17; Kaminski, J., Call, J., Fischer, J., Word learning in a domestic dog: evidence for ""fast mapping"" (2004) Science, 304, pp. 1682-1683; Kastak, C.R., Schustermann, R.J., Long-term memory for concepts in a California sea lion (Zalophus californianus) (2002) Anim. Cogn., 5, pp. 225-232; Kelleher, R.T., Chaining and conditioned reinforcement (1966) Operant Behavior: Areas of Research and Application, pp. 161-212. , Honig W.K. (Ed), Appleton-Century-Crofts, New York; Kendrick, K.M., da Costa, A.P., Leigh, A.E., Hinton, M.R., Peirce, J.W., Sheep don't forget a face (2001) Nature, 414, pp. 165-166; Langbein, J., Nürnberg, G., Manteuffel, G., Visual discrimination learning in dwarf goats and associated changes in heart rate and heart rate variability (2004) Physiol. Behav., 82, pp. 601-609; Langbein, J., Nürnberg, G., Puppe, B., Manteuffel, G., Self-controlled visual discrimination learning of group-housed dwarf goats (Capra hircus): behavioral strategies and effects of relocation on learning and memory (2006) J. Comp. Psychol., 120, pp. 58-66; Lee, C., Colegate, S., Fisher, A.D., Development of a maze test and its application to assess spatial learning and memory in merino sheep (2005) Appl. Anim. Behav. Sci., 96, pp. 43-51; Málková, L., Gaffan, D., Murray, E.A., Excitotoxic lesions of the amygdala fail to produce impairment in visual learning for auditory secondary reinforcement but interfere with reinforcer devaluation effects in rhesus monkeys (1997) J. Neurosci., 17, pp. 6011-6020; Mazur, J.E., Choice, delay, probability, and conditioned reinforcement (1997) Anim. Learn. Behav., 25, pp. 131-147; McCall, C.A., Burgin, S.E., Equine utilization of secondary reinforcement during response extinction and acquisition (2002) Appl. Anim. Behav. Sci., 78, pp. 253-262; Patterson, T.L., Tzeng, O.J.L., Long-term memory for abstract concepts in the lowland gorilla (Gorilla g Gorilla) (1979) B. Psychonomic. Soc., 13, pp. 279-282; Saltzman, I.J., Maze Learning in the absence of primary reinforcement-a study of secondary reinforcement (1949) J. Comp. Physiol. Psychol., 42, pp. 161-173; SAS, (2000) Online Doc., Version 8, , SAS Institute, Cary, N.C; Sebeoke, T.A., (1970) Clever Hans Phenomenon: Communication with Horses, Whales, and People, , NY Academy of Sciences, New York; Tombaugh, T.N., Tombaugh, J.W., Effects of delay of reinforcement and cues upon acquistion and extinction performance (1969) Psychol. Rep., 25, pp. 931-934; Williams, J.L., Friend, T.H., Nevill, C.H., Archer, G., The efficacy of a secondary reinforcer (clicker) during acquisition and extinction of an operant task in horses (2004) Appl. Anim. Behav. Sci., 88, pp. 331-341; Wolff, A., Hausberger, M., Learning and memorisation of two different tasks in horses: the effects of age, sex and sire (1996) Appl. Anim. Behav. Sci., 46, pp. 137-143; Zimmerman, D.W., Durable secondary reinforcement-method and theory (1957) Psychol. Rev., 64, pp. 373-383; Zimmerman, D.W., Sustained performance in rats based on secondary reinforcement (1959) J. Comp. Physiol. Psychol., 52, pp. 353-358","Langbein, J.; Research Unit Behavioural Physiology, Research Institute for the Biology of Farm AnimalsGermany; email: langbein@fbn-dummerstorf.de",,,,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,,Scopus,2-s2.0-33846636051
"Stowell J.R., Nelson J.M.",7004594995;8289891200;,"Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion",2007,Teaching of Psychology,34,4,,253,258,,160.0,10.1080/00986280701700391,https://www.scopus.com/inward/record.uri?eid=2-s2.0-38349183586&doi=10.1080%2f00986280701700391&partnerID=40&md5=b584fc17dfb913ba433da7b65b994b04,"Eastern Illinois University, United States","Stowell, J.R., Eastern Illinois University, United States; Nelson, J.M., Eastern Illinois University, United States","We compared an electronic audience response system (clickers) to standard lecture, hand-raising, and response card methods of student feedback in simulated introductory psychology classes. After hearing the same 30-min psychology lecture, participants in the clicker group had the highest classroom participation, followed by the response card group, both of which were significantly higher than the hand-raising group. Participants in the clicker group also reported greater positive emotion during the lecture and were more likely to respond honestly to in-class review questions. © 2007, Society for the Teaching of Psychology. All rights reserved.",,,,,,,,,,,,,"Ewing, A.T., (2006) Increasing classroom engagement through the use of technology, , http://www.mcli.dist.maricopa.edu/mil/fcontent/2005–2006/ewing_rpt.pdf, Retrieved April 24, 2007, from; Gardner, R., Heward, W.L., Grossi, T.A., Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction (1994) Journal of Applied Behavior Analysis, 27, pp. 63-71; Heward, W.L., Three “low-tech” strategies for increasing the frequency of active student response during group instruction (1994) Behavior analysis in education: Focus on measurably superior instruction, pp. 283-320. , Gardner R. III Sainato D. M. Cooper J. O. Heron T. E. Heward W. L. (eds.), Pacific Grove, CA: Brooks/Cole; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes [Electronic version] (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Lee, J.B., Bainum, C.K., (2006) Do clickers depersonalize the classroom? An evaluation by shy students, , April)., Paper presented at the 86th Annual Convention of the Western Psychological Association, Palm Springs, CA; Nelson, J.M., Manset-Williamson, G., The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities (2006) Learning Disability Quarterly, 29, pp. 213-230; Pekrun, R., Elliot, A.J., Maier, M.A., Achievement goals and discrete achievement emotions: A theoretical model and prospective test (2006) Journal of Educational Psychology, 98, pp. 583-597; Pekrun, R., Goetz, T., Titz, W., Perry, R.P., Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research (2002) Educational Psychologist, 37, pp. 91-105; (2006), http://www.turningtechnologies.com/, Version 3.0. Retrieved September 1, 2005 from",,,,,,,,,00986283,,,,English,Teach. Psychol.,Article,Final,,Scopus,2-s2.0-38349183586
Wieman C.,7006833489;,New formula for science education,2007,Physics World,20,1,,10,11,,1.0,10.1088/2058-7058/20/1/15,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33846204261&doi=10.1088%2f2058-7058%2f20%2f1%2f15&partnerID=40&md5=28821317e581720ee00a9a5682050fb5,,"Wieman, C.","Carl Wieman, Noble-prize winner in 2001 and working with University of British Columbia (UBC) in Canada, is developing new teaching techniques with an intention to revise the pattern of undergraduate science education. He is the figure-head of a C$12m initiative designed to transform teaching of science at the institution, replacing traditional lectures with a more interactive style of teaching that provides a thorough grounding in basic concepts. Wieman believes that technology can play an important role to achieve such goals and suggests electronic devices known as clickers, which allow students to select answers to multiple choice questions during a lecture. This enables the lecturer to find out in real time what each student is thinking on a subject and then display the distribution of answers in a histogram. Wieman and his colleagues have also created several different simulations covering a range of physical phenomena, from electromagnetic fields to projectile motion.",,Computer simulation; Education; Electromagnetic fields; Electronic equipment; Interactive computer systems; Real time systems; Electronic devices; Projectile motion; Teaching techniques; Undergraduate science education; Natural sciences,,,,,,,,,,,,,,,Institute of Physics Publishing,,,,,09538585,,PHWOE,,English,Phys World,Article,Final,,Scopus,2-s2.0-33846204261
Örnek F.,35225183700;,Evaluation novelty in modeling-based and interactive engagement instruction,2007,"Eurasia Journal of Mathematics, Science and Technology Education",3,3,,231,237,,2.0,10.12973/ejmste/75402,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34848895916&doi=10.12973%2fejmste%2f75402&partnerID=40&md5=ba6e360af8a93149a72c426d0a98fcb5,"Balikesir Üniversitesi, Necatibey Eǧitim Fakültesi, Fizik Eǧitim Bölümü, Balikesir 10100, Turkey","Örnek, F., Balikesir Üniversitesi, Necatibey Eǧitim Fakültesi, Fizik Eǧitim Bölümü, Balikesir 10100, Turkey","A calculus-based introductory physics course, which is based on the Matter and Interactions curriculum of Chabay and Sherwood (2002), has been taught at Purdue University. Characteristic of this course is its emphasis on modeling. Therefore, I would like to investigate the effects of modeling-based instruction and interactive engagement on students' of physics understanding. For this reason, The Force Concept Inventory (FCI) (Hake, 1992) as pre-and post-test was used to evaluate students learning and understanding following a newly developed approach to teaching mechanics in an introductory physics course. The results lead that it can be concluded that the modeling-based interactive teaching method helps students to improve their understanding and learning physics. Copyright © 2007 by Moment.",Conceptual understanding; FCI; Learning; Physics models; Teaching,,,,,,,,,,,,"Blalock Jr., H.M., (1960) Social statistics, , 2nd ed, New York: McGraw-Hill; Chabay, R.W., Sherwood, B.A., (2002) Matter and interactions: Modern mechanics, , New York: John Wiley & Sons, Inc; Chabay, R.W., Sherwood, B.A., Bringing atoms into first-year physics [Electronic version] (1999) American Journal of Physics, 67, pp. 1045-1050; Churukian, A.D., (1685) Interactive engagement in an introductory university physics course: Learning gains and perceptions, p. 62. , Unpublished Doctoral dissertation, Kansas State University, Dissertation Abstracts International, 2002; Czudkovà, L., Musilovà, J., The pendulum: A stumbling block of secondary school mechanics (2000) Physics Education, 35, pp. 428-435; Greca, I.M., Moreira, M.A., Mental, physical, and mathematical models in the teaching and learning of physics [Electronic version] (2002) Science Education, 1, pp. 106-121; Hake, R.R., Interactive-engagement versus traditional methods: A six thousand-student survey of mechanics test data for introductory physics courses [Electronic version] (1998) American Journal of Physics, 66, pp. 64-74; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30, pp. 141-151; Lomax, R.G., (2001) Statistical Concepts: A second course for education and the behavioral sciences, , 2nd ed, New Jersey: Lawrance Erlbaum; McMillan, J.H., Schumacher, S., (2001) Research in education: A conciptual introduction, , 5th ed, New York: Addison Wesley Longman; Savinalnen, A., Scott, P., Using the force concept inventory to monitor studentlearning and to plan teaching [Electronic version] (2002) Physics Education, 37, pp. 53-58; Scherer, D., Dubois, P., Sherwood, B., VPython: 3D interactive scientific graphics for students (2000) Computing in Science and Engineering, pp. 82-88","Örnek, F.; Balikesir Üniversitesi, Necatibey Eǧitim Fakültesi, Fizik Eǧitim Bölümü, Balikesir 10100, Turkey; email: fundaornek@gmail.com",,,Modestum LTD,,,,,13058215,,,,English,Eurasia J. Math. Sci. Technol. Educ.,Article,Final,Open Access,Scopus,2-s2.0-34848895916
"Poirier C.R., Feldman R.S.",7005705325;7402660380;,Promoting Active Learning Using Individual Response Technology in Large Introductory Psychology Classes,2007,Teaching of Psychology,34,3,,194,196,,53.0,10.1080/00986280701498665,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34948887678&doi=10.1080%2f00986280701498665&partnerID=40&md5=c7434a295b83071dd8e2748ea6411154,"Stonehill College, United States; University of Massachusetts, Amherst, United States","Poirier, C.R., Stonehill College, United States; Feldman, R.S., University of Massachusetts, Amherst, United States","Individual response technology (IRT), in which students use wireless handsets to communicate real-time responses, permits the recording and display of aggregated student responses during class. In comparison to a traditional class that did not employ IRT, students using IRT performed better on exams and held positive attitudes toward the technology. IRT appears to be a promising technology for increasing active learning in the classroom and enhancing students' mastery of course content. © 2007, Society for the Teaching of Psychology. All rights reserved.",,,,,,,,,,,,,"Boyle, J.T., Nichol, D.J., Using classroom communication systems to increase interaction and discussion in large class settings (2003) Studies in Higher Education, 28, pp. 457-473; Butler, A., Phillmann, K.-B., Smart, L., Active learning within a lecture: Assessing the impact of short, in-class writing exercises (2001) Teaching of Psychology, 28, pp. 257-259; d'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and Its Applications, 22, pp. 163-169; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23; Wit, E., Who wants to be. The use of a personal response system in statistics teaching (2003) MSOR Connections, 3, pp. 14-20. , http://ltsn.mathstore.ac.uk/newsletter/may2003/pdf/whowants.pdf, Retrieved June 9, 2006, from; Yoder, J.D., Hochevar, C.M., Encouraging active learning can improve students' performance on examinations (2005) Teaching of Psychology, 32, pp. 91-95",,,,,,,,,00986283,,,,English,Teach. Psychol.,Article,Final,,Scopus,2-s2.0-34948887678
"Langley M.M., Cleary A.M., Kostic B.N.",8908165800;7006746187;23034752800;,On the use of wireless response systems in experimental psychology: Implications for the behavioral researcher,2007,Behavior Research Methods,39,4,,816,823,,3.0,10.3758/BF03192974,https://www.scopus.com/inward/record.uri?eid=2-s2.0-37349043650&doi=10.3758%2fBF03192974&partnerID=40&md5=2096168a12a97ff4ec867f0c91a7c3bb,"Iowa State University of Science and Technology, Ames, IA, United States; Colorado State University, Fort Collins, CO, United States; Department of Psychology, W112 Lagomarcino Hall, Iowa State University of Science and Technology, Ames, IA 50011-3180, United States","Langley, M.M., Iowa State University of Science and Technology, Ames, IA, United States, Department of Psychology, W112 Lagomarcino Hall, Iowa State University of Science and Technology, Ames, IA 50011-3180, United States; Cleary, A.M., Colorado State University, Fort Collins, CO, United States; Kostic, B.N., Colorado State University, Fort Collins, CO, United States","A method of data collection is presented that unites the efficiency of mass testing with the ease of instant electronic data collection that is typical of computer-based experiments run on individual participants. A wireless response system (WRS), originally designed as a teaching tool, is used to replicate three classic and robust effects from the memory literature (effects of false memory, levels of processing, and word frequency). It is shown that for these types of experimental designs, data can be collected more efficiently (in both time and effort) with the WRS method than through traditional mass- and individual-testing methods alone. The advantages and limitations of WRSs for use in mass electronic data collection are discussed. Copyright 2007 Psychonomic Society, Inc. addressed.",,,,,,,,,,,,,"ANDERSON, J.R., Verbatim and prepositional representation of sentences in immediate and long-term memory (1974) Journal of Verbal Learning & Verbal Behavior, 13, pp. 149-162; BODNER, G.E., LINDSAY, D.S., Remembering and knowing in context (2003) Journal of Memory & Language, 48, pp. 563-580; BUNZ, U., Using scantron versus an audience response system for survey research: Does methodology matter when measuring computer-mediated communication competence? (2005) Computers in Human Behavior, 21, pp. 343-359; CARPENTER, S.K., DELOSH, E.L., Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect (2006) Memory & Cognition, 34, pp. 268-276; CHALLIS, B.H., VELICHKOVSKY, B.M., CRAIK, F.I.M., Levels-of-processing effects on a variety of memory tasks: New findings and theoretical implications (1996) Consciousness & Cognition, 5, pp. 142-164; CLARK, S.E., Word frequency effects in associative and item recognition (1992) Memory & Cognition, 20, pp. 231-243; COHEN, J., (1988) Statistical power analysis for the behavioral sciences, , 2nd ed, Hillsdale, NJ: Erlbaum; CRAIK, F.I.M., TULVING, E., Depth of processing and the retention of words in episodic memory (1975) Journal of Experimental Psychology: General, 104, pp. 268-294; GARDINER, J.M., JAVA, R.I., RICHARDSON-KLAVEHN, A., How level of processing really influences awareness in recognition memory (1996) Canadian Journal of Experimental Psychology, 50, pp. 114-122; GERNSBACHER, M.A., Surface information loss in comprehension (1985) Cognitive Psychology, 17, pp. 324-363; GLANZER, M., ADAMS, J.K., The mirror effect in recognition memory: Data and theory (1990) Journal of Experimental Psychology: Learning. Memory, & Cognition, 16, pp. 5-16; KUČERA, H., FRANCIS, W.N., (1967) Computational analysis of present-day American English, , Providence, RI: Brown University Press; MORRIS, C.D., BRANSFORD, J.D., FRANKS, J.J., Levels of processing versus transfer appropriate processing (1977) Journal of Verbal Learning & Verbal Behavior, 16, pp. 519-533; ROEDIGER III, H.L., MCDERMOTT, K.B., Creating false memories: Remembering words not presented in lists (1995) Journal of Experimental Psychology: Learning, Memory, & Cognition, 21, pp. 803-814; SHERIF, M., (1936) The psychology of social norms, , New York: Harper; SLAMECKA, N.J., GRAF, P., The generation effect: Delineation of a phenomenon (1978) Journal of Experimental Psychology: Human Learning & Memory, 4, pp. 592-604; THAPAR, A., GREENE, R.L., Effects of level of processing on implicit and explicit tests (1994) Journal of Experimental Psychology: Learning, Memory, & Cognition, 20, pp. 671-679; VOYER, D., RODGERS, M.A., MCCORMICK, P.A., Timing conditions and the magnitude of gender differences on the metal rotation test (2004) Memory & Cognition, 32, pp. 72-82; WELDON, M., BELLINGER, K.D., Collective memory: Collaborative and individual processes in remembering (1997) Journal of Experimental Psychology: Learning, Memory, & Cognition, 23, pp. 1160-1175; WILHITE, S.C., Word-frequency cueing effects: Recognition and encoding interference factors (1981) American Journal of Psychology, 94, pp. 323-337","Langley, M.M.; Department of Psychology, W112 Lagomarcino Hall, Iowa State University of Science and Technology, Ames, IA 50011-3180, United States; email: mlangley@iastate.edu",,,Psychonomic Society Inc.,,,,,1554351X,,,18183896.0,English,Behav. Res. Methods,Article,Final,Open Access,Scopus,2-s2.0-37349043650
"Nuhfer E., Mosbrucker P.",6603305555;24332391800;,Developing science literacy using interactive engagements for conceptual undertanding of change through time,2007,Journal of Geoscience Education,55,1,,36,50,,,10.5408/1089-9995-55.1.36,https://www.scopus.com/inward/record.uri?eid=2-s2.0-44349184828&doi=10.5408%2f1089-9995-55.1.36&partnerID=40&md5=54cd0c0a827fbf09b29fb483be52fa7f,"Geosciences and Center for Teaching and Learning, Idaho State University, Campus Box 8010, Pocatello, ID 83201, United States; Word Partners Ink, 1222 N Grant Ave, Pocatello, ID 83204-2626, United States","Nuhfer, E., Geosciences and Center for Teaching and Learning, Idaho State University, Campus Box 8010, Pocatello, ID 83201, United States; Mosbrucker, P., Word Partners Ink, 1222 N Grant Ave, Pocatello, ID 83204-2626, United States","General education requirements for science classes exist to convey science literacy. The realm of science concerns matter, energy, and time. A particular value of geology lies in providing students with understanding of change through time, which enables one to conceptual the temporal qualities of change in general. Students arrive in college with limited awareness of time based on common-sense models derived from personal experience, but deeper understanding of science is possible by learning how to consider age, order of events, patterns, rates, magnitudes, durations and frequencies. Tracing origins of our modern ideas about temporal qualities helps us to understand how the process of discovery produced the framework of reasoning unique to geoscience. Lifelong applications result if one realizes how awareness of the temporal qualities of a process influence everyone's perceptions of events caused specifically by that process. For example, the process that produces strong, infrequent earthquake events in the Midwest can lead those living there during long time spans between events to perceive there is no danger. Inappropriate building codes, insurance availability, etc., there result largely from such misperceptions. This paper presents some effective active learning classroom activities: role play, timeline exercises, scaling, storytelling, and group analyses of natural phenomena as a means to promote conceptual thinking about change through time. All exercises, instructional aid, and tools mentioned are available in a downloadable zip file.",,curriculum; earthquake; educational development; learning; literacy; perception; student,,,,,,,,,,,,"Nuhfer, E.; Geosciences and Center for Teaching and Learning, Idaho State University, Campus Box 8010, Pocatello, ID 83201, United States; email: nuhfed@isu.edu",,,National Association of Geoscience Teachers Inc.,,,,,10899995,,,,English,J. Geosci. Educ.,Article,Final,,Scopus,2-s2.0-44349184828
"Caetano M.S., Guilhardi P., Church R.M.",16229309600;8979089800;7103198577;,Differences between simultaneous and blocked training detected by a transfer test,2007,Behavioural Processes,75,2 SPEC. ISS.,,176,181,,7.0,10.1016/j.beproc.2007.02.020,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34247120917&doi=10.1016%2fj.beproc.2007.02.020&partnerID=40&md5=e3c2091d84a28ffb49e84fd4138cede3,"Brown University, Box 1853, Providence, RI 02912, United States","Caetano, M.S., Brown University, Box 1853, Providence, RI 02912, United States; Guilhardi, P., Brown University, Box 1853, Providence, RI 02912, United States; Church, R.M., Brown University, Box 1853, Providence, RI 02912, United States","Secondary data analysis was used to compare responding early on a transfer test from rats previously trained simultaneously or successively on multiple temporal discriminations for the same number of trials [Guilhardi, P., Church, R.M., 2005a. Dynamics of temporal discrimination. Learn. Behav., 33, 399-416]. Three fixed intervals (30, 60, and 120 s) were signaled by three stimuli (light, noise, and clicker). Twelve rats were trained with the three stimulus-interval pairs intermixed on each experimental session (simultaneous condition); 12 other rats were trained in successive blocks of 10 sessions on each pair (blocked condition). Then, all rats had a transfer test in which all three stimulus-interval pairs were presented intermixed on each session. Rats in the simultaneous and blocked condition responded similarly during training, but differently during early stages of the transfer test. One possibility is that rats in the blocked condition were controlled by the previous interval, not by the current stimulus. These results challenge the usual assumptions from models of timing and conditioning that both simultaneous and blocked training produce learning of the associations between stimulus and interval in a multiple interval training task. © 2007 Elsevier B.V. All rights reserved.",Fixed interval; Generalization decrement; Learning; Memorization; Performance; Rat; Relearning; Secondary data analysis,behavioral response; comparative study; learning; rodent; animal experiment; article; controlled study; experimental study; learning; male; nonhuman; psychologic test; rat; task performance; time perception; training; Rattus,,,,,"Brown University

National Institute of Mental Health: MH44234","This research was supported by National Institute of Mental Health Grant MH44234 to Brown University. The results described in this paper were presented at the 29th Annual Conference of the Society for the Quantitative Analysis of Behavior in Atlanta, GA, in May 2006.",,,,,"Crystal, J.D., Data archiving in animal experimentation: merits, challenges, and a case study (2004) Behav. Res. Meth. Instrum. Comput., 36, pp. 656-660; Gallistel, C.R., Gibbon, J., Time, rate, and conditioning (2000) Psychol. Rev., 107, pp. 289-344; Gibbon, J., Scalar expectancy theory and Weber's law in animal timing (1977) Psychol. Rev., 84, pp. 279-325; Gibbon, J., Church, R.M., Meck, W.H., Scalar timing in memory (1984) Ann. NY. Acad. Sci., 423, pp. 52-77; Guilhardi, P., Church, R.M., Dynamics of temporal discrimination (2005) Learn. Behav., 33, pp. 399-416; Kirkpatrick, K., Packet theory of conditioning and timing (2002) Behav. Process., 57, pp. 89-106; Kirkpatrick, K., Church, R.M., Tracking of the expected time to reinforcement in temporal conditioning procedures (2003) Learn. Behav., 31, pp. 3-21; Kurtzman, H.S., Church, R.M., Crystal, J.D., Data archiving for animal cognition research: report of an NIMH workshop (2002) Anim. Learn. Behav., 30 (4), pp. 405-412; Machado, A., Learning the temporal dynamics of behavior (1997) Psychol. Rev., 104, pp. 241-265; Miller, R.R., Barnet, R.C., Grahame, N.J., Assessment of the Rescorla-Wagner model (1995) Psychol. Bull., 117, pp. 363-386; Rescorla, R.A., Behavioral studies of Pavlovian conditioning (1988) Annu. Rev. Neurosci., 11, pp. 329-352; Rescorla, R.A., Wagner, A.R., A theory of Pavlovian conditioning: variation in the effectiveness of reinforcement and nonreinforcement (1972) Classical Conditioning II, pp. 64-99. , Black A., and Prokasy W.F. (Eds), Appleton-Century-Crofts, New York, NY; Sutton, R.S., Barto, A.G., Toward a modern theory of adaptive networks: expectation and prediction (1981) Psychol. Rev., 88, pp. 135-170","Caetano, M.S.; Brown University, Box 1853, Providence, RI 02912, United States; email: Marcelo_Caetano@Brown.edu",,,Elsevier,,,,,03766357,,BPROD,17403584.0,English,Behav. Processes,Article,Final,,Scopus,2-s2.0-34247120917
"Yurong Y., Okoli C., Houston A., Watson E.",6504087862;6603434395;7102569331;7203065325;,Demographic differences in attitudes toward remote electronic voting systems,2006,Journal of Computer Information Systems,47,2,,34,45,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33947409522&partnerID=40&md5=c32fdd67727463b03e1f58563c818d06,"Suffolk University, Boston, MA 02108, United States; Concordia University, Montréal, Que. H3G 1M8, Canada; Louisiana State University, Baton Rouge, LA 70803, United States","Yurong, Y., Suffolk University, Boston, MA 02108, United States; Okoli, C., Concordia University, Montréal, Que. H3G 1M8, Canada; Houston, A., Louisiana State University, Baton Rouge, LA 70803, United States; Watson, E., Louisiana State University, Baton Rouge, LA 70803, United States","Web- and telephone-based remote electronic voting systems (REVS) offer a solution to the problems of manual counting, counting accuracy, timeliness of reporting results and reducing the inconvenience of voting. However, while access to telephones is ubiquitous, the unequal use and access to Internet technology across different demographic groups in the voting population is of concern. We sampled four different populations (college students, technologically-savvy parents, registered voters, and confirmed actual voters) to investigate if attitudes toward a REVS differ across age, race, income, employment status, education, and gender. We found that age was the only characteristic that unambiguously affected the preference of using a REVS over traditional booth voting, and the likelihood of using a REVS. Younger citizens were more likely to prefer an REVS. We also found that regardless of demographic category, most voters indicated a preference for using a Web-based over a telephone-based REVS.",Demographics; Digital divide; e-democracy; e-government; Remote electronic voting systems,Demographics; Digital divide; E-democracy; e-Government; Electronic voting systems; Population statistics; Students; Telephone; Telephone sets; Voting machines,,,,,,,,,,,"Birch, S., Watt, B., Remote Electronic Voting: Free, Fair and Secret? (2004) Political Quarterly, 75 (1), pp. 60-72; CalTech-MIT, (2001) Voting: What Is, What Could Be, , CalTech-MIT Voting Technology Project; (2002) Home Computers and Internet Use in the United States, , Census, U.S. Census Bureau; Census. Voting and Registration in the Election of November 2000. U.S. Census Bureau; Choudrie, J., Dwivedi, Y.K., The Demographics of Broadband Residential Consumers in a British Local Community: The London Borough of Hillingdon (2005) Journal of Computer Information Systems, 45 (4), pp. 93-101. , Summer; Cranor, L.F., Electronic Voting Hot List (2003) Lorrie Cranor, 2003, , http://lorrie.cranor.org/voting/hotlist.html, June; CyberAtlas, Your Guide to Cyberspace Research (2003) I/PRO, 1996, , www.cyberatlas.com, June; Done, R.S., (2002) Internet Voting: Bringing Elections to the Desktop, , PricewaterhouseCoopers Endowment for the Business of Government; Electronic Data Systems (2002) Voting Equipment Report, , EDS; Henry, S., Can Remote Internet Voting Increase Turnout? (2003) Aslib Proceedings, 55 (4), pp. 193-203; Hodges, M. Grandfather Economic Report: Voter Participation Report, 2003, find at: http://mwhodges.home.att.net (June, 2003); Hoffman, L.J., Cranor, L., Internet Voting for Public Officials (2001) Communication of the ACM, 44 (1), pp. 69-71; Hoffman, D.L., Kalsbeek, W.D., Novak, T.P., Internet and Web Use in the U.S (1996) Communications of the ACM, 39 (12), pp. 36-46; Hoffman, D.L., Novak, T.P., Bridging the Racial Divide on the Internet (1998) Science, 280 (17), pp. 390-391. , April; Hoffman, D.L., Novak, T.P., The Growing Digital Divide: Implications for an Open Research Agenda (2000) Understanding the Digital Economy: Data, Tools and Research, , Kahin, B. and E. Brynjolffson Eds, Cambridge: MIT Press; Jefferson, D., Rubin, A.D., Simons, B., Wagner, D., (2004) A Security Analysis of the Secure Electronic Registration and Voting Experiment (SERVE), , http://now.cs.berkeley.edu/~daw/papers/ servereport.pdf.(June, January, found at; Knight, M.B., Person, J.M., The Changing Demographics: The Diminishing Role of Age and Gender in Computer Usage (2005) Journal of Organizational and End User Computing, 17 (4), pp. 49-66. , Oct-Dec; Koh, C.E., Prybutok, V.R., The Three Ring Model and Development of an Instrument For Measuring Dimensions of E-Government Functions (2003) Journal of Computer Information Systems, 43 (3), pp. 34-40. , Spring; Koh, C.E., Ryan, S., Prybuton, V.R., Creating Value through Managing Knowledge in an E-Government to Constituency (G2C) Environment (2005) Journal of Computer Information Systems, 45 (4), pp. 32-41. , Summer; Lerouge, C., Newton, S., Blanton, J.E., Exploring the Systems Analytical Skill Set: Perceptions, Preferences, Age, and Gender (2005) Journal of Computer Information Systems, 45 (3), pp. 12-23. , Spring; Mohen, J., Gildden, J., The Case for Internet Voting (2001) Communication of the ACM, 44 (1), pp. 72-85; (2001), NSF Report on the National Workshop on Internet Voting, March; Falling through the Net: Defining the Digital Divide (1999) A Report on the Telecommunications and Information Technology Gap in America, , NTIA, National Telecommunications and Information Administration United States Department of Commerce; Patterson, S.C., Caldeira, G.A., Mailing in the Vote: Correlates and Consequences of Absentee Voting (1985) American Journal of Political Science, 29 (4), pp. 766-788; Phillips, D.M., Spakovsky, H.A., Gauging the Risks of Internet Elections (2001) Communication of the ACM, 44 (1), pp. 73-85; Posner, R.A., Bush V Gore: Prolegomenon to an Assessment (2000) University of Chicago Law Review, 68, p. 3; Riebeek, H., Brazil Holds All-Electronic National Election (2002) IEEE Spectrum, 39 (11), pp. 25-27; Rohde, L., Internet Used by 56 Percent of U.S. Population (2003) InfoWorld, 2001, , http://archive.infoworld. com/articles/hn/xml/01/02/19/ 010219hnsurvey.xml?p=br&s=5, June; Rubin, A.D., Security Considerations for Remote Electronic Voting (2002) Communications of the ACM, 45 (12), pp. 39-44; Solop, F.I., Digital Democracy Comes of Age: Internet Voting and the 2000 Arizona Democratic Primary Election (2001) Political Science and Politics, 34 (2), pp. 289-293; Solop, F.I., Public Support for Internet Voting: Are We Falling into a 'Racial Ravine'? (2000) American Association of Public Opinion Research Conference, , Portland, Oregon; Zrivan, M., Pliskin, N., Levin, R., Measuring User Satisfaction and Perceived Usefulness in the ERP Context (2005) Journal of Computer Information Systems, 45 (3), pp. 43-52. , Spring","Yurong, Y.; Suffolk University, Boston, MA 02108, United States",,,,,,,,08874417,,,,English,J. Comput. Inf. Syst.,Article,Final,,Scopus,2-s2.0-33947409522
"Edelmann-Nusser J., Heller M., Hofmann M., Ganter N.",22634502700;22634519900;36857711100;22634306900;,On-target trajectories and the final pull in archery,2006,European Journal of Sport Science,6,4,,213,222,,6.0,10.1080/17461390601012579,https://www.scopus.com/inward/record.uri?eid=2-s2.0-35948961892&doi=10.1080%2f17461390601012579&partnerID=40&md5=dfaed2490ebf53ad71d9878f29f3a449,"Department of Sport Science, Technical University of Darmstadt, Darmstadt, Germany; Department of Sport Science, University of Vienna, Vienna, Austria; Stiftung Warentest, Berlin, Germany","Edelmann-Nusser, J., Department of Sport Science, Technical University of Darmstadt, Darmstadt, Germany; Heller, M., Department of Sport Science, University of Vienna, Vienna, Austria; Hofmann, M., Stiftung Warentest, Berlin, Germany; Ganter, N., Department of Sport Science, Technical University of Darmstadt, Darmstadt, Germany","At the end of the aiming phase, an archer pulls the arrow back a little bit before he releases the shot. This pulling back of the arrow is called the ""final pull"". Simultaneous with the final pull, the archer has to hold the bow calm. The aim of this paper was to examine the motion of the bow and the final pull in highly skilled archers. From a technological point of view, we wished to develop a system to measure the draw-length in the final pull that could be used during archers' normal training. Seven archers (two males, five females), all of whom were participants at the Junior World Championships and German National Championships, performed 66 shots indoors at a target 30 m away. Each archer shot the same bow as used in competition. On-target trajectories of the aim point movement were measured. Also, the alterations of the draw-length in the final pull were determined. The results suggest that irregularities in the final pull have a negative influence on archers' scores. Intra-individually, a smaller range of motion of the bow in the last second before the shot appears to have a positive influence on archers' scores.",Aiming; Archery; Clicker; Draw-length; Hold box; Measurement technology,,,,,,"Bundesinstitut für Sportwissenschaft: 0403/0207/03/2004, 03/0207/05/ 2005","The authors would like to thank the German Federal Institute of Sports Science (Bundesinstitut für Sportwissenschaft, Bonn, Germany, project numbers VF #0403/0207/03/2004 and VF #03/0207/05/ 2005) for their support in the study.",,,,,"Baker, J., McLean, B., Bow movement in archery (1994) Pelops, 9, pp. 17-21; Ball, K.A., Best, R.J., Wrigley, T.V., Body sway, aim point fluctuation and performance in rifle shooters: Linter- and intra-individual analysis (2003) Journal of Sports Sciences, 21, pp. 559-566; Edelmann-Nusser, J., (2005) Sport Und Technik-Anwendungen Moderner Technologien in Der Sportwissenschaft, , Shaker Verlag, Aachen; Edelmann-Nusser, J., Gollhofer, A., Coordinative aspects of archery - An approach using surface electromyography (1998) Proceedings II of the XVI International Symposium on Biomechanics in Sports, pp. 153-156. , Universitäts Verlag Konstanz, Konstanz; Edelmann-Nusser, J., Gruber, M., Release of the force balance in highly skilled archers: Connections of the bow's motion with EMG data (2000) The Engineering of Sport - Research, Development and Innovation, pp. 299-307. , Blackwell Science, Oxford; Edelmann-Nusser, J., Gruber, M., Gollhofer, A., Measurement of on-target-trajectories in Olympic archery (2002) The Engineering of Sport, pp. 487-493. , Blackwell Science, Oxford; Haidn, O., Weineck, J., (2001) Bogenschieszlig;en: Trainingswissenschaftliche Grundlagen, , Spitta, Balingen; Hinze, E., Edelmann-Nusser, J., Witte, K., Heller, M., Körperschwerpunktsschwankungen beim Zielvorgang im Bogenschießen (2004) Sporttechnologie Zwischen Theorie Und Praxis III, pp. 165-168. , Shaker Verlag, Aachen; Leroyer, P., van Hoecke, J., Helal, J.N., Biomechanical study of the final push-pull in archery (1993) Journal of Sports Sciences, 11, pp. 63-69; Mason, B.R., Cowan, L.F., Gonczol, T., Biomechanical factors affecting accuracy in pistol shooting (1990) Excel, 6 (4), pp. 2-6; Mason, B.R., Pelgrim, P.P., Body stability and performance in archery (1986) Excel, 3 (2), pp. 17-20","Edelmann-Nusser, J.; Department of Sport Science, Technical University of Darmstadt, Darmstadt, Germany",,,,,,,,17461391,,,,English,Eur. J. Sport Sci.,Article,Final,,Scopus,2-s2.0-35948961892
"Organero M.M., Kloos C.D.",26030525600;56997681300;,Development of an audio response system (ARS) for teaching on line [Desarrollo de un sistema ARS para enseñanza en línea],2006,Revista Iberoamericana de Tecnologias del Aprendizaje,1,1,,11,17,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955698115&partnerID=40&md5=722d64bdac591c9a12fd5ccd592cdd1a,"Departamento de Ingeniería Telemática, Universidad Carlos III de Madrid, Av. Universidad 30, 28911 Leganés, Madrid, Spain","Organero, M.M., Departamento de Ingeniería Telemática, Universidad Carlos III de Madrid, Av. Universidad 30, 28911 Leganés, Madrid, Spain; Kloos, C.D., Departamento de Ingeniería Telemática, Universidad Carlos III de Madrid, Av. Universidad 30, 28911 Leganés, Madrid, Spain",Audio Response Systems (ARS) are currently used as a mechanism to enhance face to face education in classrooms and the results are promising. These systems could also improve certain aspects in e-learning if designed appropriately. This paper presents a design and implementation of an ARS adapted to both face to face education and distance learning scenarios. We also show how this ARS system is deployed inside the Carlos III of Madrid University. © IEEE.,Audience response systems; Classroom response systems; E-learning; M-learning,Classroom response systems; Distance learning; Face-to-face education; M-Learning; Response systems; E-learning; School buildings; Teaching; Audio systems,,,,,,,,,,,"Lowry, P.B., Romano Jr., N.C., Guthrie, R., Explaining and predicting outcomes of large classrooms using audience response systems (2006) En Proceedings of the 39th Annual Conference on System Sciences, , HICSS '06. Hawaii. Enero; Petr, D.W., Experience with a multiple-choice audience response system in an engineering classroom (2005) Proceedings de la 35th Annual Conference Frontiers in Education, 2005, , FIE '05. Indianapolis, EE.UU. Octubre; Casanova, J., An instructional experiment in organic chemistry, the use of a student response system (1971) Journal of Chemical Education, 48 (7), pp. 453-455. , Julio; Brown, J.D., An evaluation of the spitz student response systems in teaching a course in logical and mathematical concepts (1972) Journal of Experimental Education, 40 (3), pp. 12-20. , Junio; Grag, D.P., Experiments with a computerized response system: A favorable experience (1975) Proceedings of the Conference on Computers in the Undergraduate Curricula, , Fort Worth, Texas, EE.UU; Baer, H., Muehlhaeuser, M., Tews, E., Roessling, G., Interaction during lectures using mobile phones (2005) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005, , Montreal, Canadá. Junio; Albizu, M.R., De Los Ángeles Díaz Fondón, M., Sistema docente de realimentación inmedata en clases practices (2005) Actas de Congreso Jornadas de Enseñanza Universitaria de la Informática, , Madrid, España. Julio; Koile, K., Singer, D., Development of a tablet-pc-based system to increase instructor-student classroom interactions and student learning (2006) Proceedings of WIPTE 2006, First Workshop on the Impact of Pen-based Technology on Education, , Purdue University. EEUU. Abril; Liu, T., Kiang, J.K., Wang, H.Y., Chan, T.W., Wei, L.H., Embedding educlick in classroom to enhace interaction (2003) Proceedings of the International Conference on Computers in Education, 2003, , Hong Kong. China. Junio; http://tomcat.apache.org/, Proyecto de desarrollo software Apache Tomcat. Disponible en Internet en la dirección, Última consulta el 12 octubre 2006; http://www.openldap.org/software/download/, Proyecto de desarrollo software OpenLDAP. Disponible en Internet en la dirección, Última consulta el 12 octubre 2006; http://java.sun.com/j2se/1.4.2/docs/api/org/w3c/dom/packagesummary.html, El paquete de procesado XML DOM para Java. Disponible en Internet en la dirección, Última consulta el 12 octubre 2006; http://moodle.org/, Moodle, Sistema de gestión de cursos on-line. Disponible en Internet en la dirección, Última consulta el 12 octubre 2006; http://www.dotlrn.org/, LRN, Sistema de gestión de cursos on-line. Disponible en Internet en la dirección, Última consulta el 12 octubre 2006; http://adamadrid.uc3m.es/, Proyecto ADA-Madrid. Disponible en Internet en la dirección, Última consulta el 12 octubre 2006; Boyle, J., Nicol, D., Hamilton, B., Dempster, B., Experience with classroom feedback systems to enable socratic dialogue in large engineering classes (2002) Proceedings del IEEE Engineering Education 2002: Professional Engineering Scenarios Londres, , Reino Unido. Enero; Siau, K., Sheng, H., Nah, F.F.-H., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49 (3), pp. 398-403. , DOI 10.1109/TE.2006.879802","Organero, M. M.; Departamento de Ingeniería Telemática, Universidad Carlos III de Madrid, Av. Universidad 30, 28911 Leganés, Madrid, Spain; email: munozm@it.uc3m.es",,,,,,,,19328540,,,,Spanish,Rev. Iberoam. Technol. Aprendizaje,Article,Final,,Scopus,2-s2.0-79955698115
"Roselli R.J., Brophy S.P.",7004536171;7003802768;,Experiences with formative assessment in engineering classrooms,2006,Journal of Engineering Education,95,4,,325,334,,52.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33750540391&partnerID=40&md5=adddb93474e1b88819381a567844bcd9,"Department of Biomedical Engineering, Vanderbilt University, United States; 5905 Stevenson Center, Vanderbilt University, Nashville, TN 37235-1631, United States; ENAD 202A, Purdue University, West Lafayette, IN 447907-2016, United States","Roselli, R.J., Department of Biomedical Engineering, Vanderbilt University, United States, 5905 Stevenson Center, Vanderbilt University, Nashville, TN 37235-1631, United States; Brophy, S.P., Department of Biomedical Engineering, Vanderbilt University, United States, ENAD 202A, Purdue University, West Lafayette, IN 447907-2016, United States","Assessment in many engineering courses is mostly summative in nature. We have introduced an electronic Classroom Communication System (CCS) into undergraduate engineering courses to provide students with formative assessment on a regular basis. Experiences with the system are presented, including both student and instructor evaluations. Students like it because it is anonymous and lets them know in a timely manner when they have difficulty understanding new concepts. The system also helps inform the instructor about student comprehension of various concepts, well in advance of an examination, resulting in better retention of fundamental concepts. The system can help an instructor adjust the pace of the course to match the aptitude of the students. Therefore, instructors might reduce the variance in students' conceptual understanding of fundamental concepts early in the course, allowing for more uniform coverage of advanced topics later in the course.",Active learning; Formative assessment; Personal response system,Active learning; Classroom Communication System (CCS); Formative assessment; Personal response systems; Communication systems; Electronics engineering; Evaluation; Learning systems; Students; Teaching; Engineering education,,,,,,,,,,,"(1999) How People Learn: Brain, Mind, Experience, and School, , Bransford, J.D., A.L. Brown, and R.R. Cocking, (Eds.). Washington, D.C.: National Academy Press; Howard, L.P., Adaptive learning technologies for bioengineering education (2003) IEEE Engineering in Medicine and Biology Magazine, 22, pp. 58-65; http://www.vanth.org, VaNTH Engineering Research Center for Bioengineering Educational Technologies, Vanderbilt University, Northwestern University, University of Texas at Austin, Health, Science and Technology at Harvard/MIT Engineering Research Center; Roselli, R.J., Howard, L.P., Development of online homework problems that provide instant feedback and remediation to students (2003) Annual BMES Conference, , Nashville, TN (CD ROM, Omnipress); Roselli, R.J., Howard, L.P., Brophy, S.P., Integration of formative assessment into online engineering assignments Computers in Engineering Joumal, , in press; Roselli, R.J., Howard, L.P., Brophy, S.P., An electronic free body diagram assistant Computer Applications in Engineering Education, , in press; Roselli, R.J., Howard, L.P., Cinnamon, B., Brophy, S.P., Norris, P.R., Rothney, M.P., Eggers, D., Integration of an interactive free body diagram assistant with a courseware authoring package and an experimental learning management system Proceedings, 2003 ASEE Annual Conference and Exposition, (CD-ROM DEStech Publications), , Session 2793, 10 pages; Roselli, R.J., Brophy, S.P., Movement from a taxonomydriven strategy of instruction to a challenge-driven strategy in teaching introductory biomechanics Proceedings, 2001 ASEE Annual Conference and Exposition, Session 109, , 10 pages; Roselli, R.J., Brophy, S.P., Redesigning a biomechanics course using challenge-based instruction (2003) IEEE Engineering in Medicine and Biology Magazine, 22, pp. 66-70; Roselli, R.J., Brophy, S.P., Effectiveness of challenge based instruction in biomechanics (2006) Journal of Engineering Education, 95 (4). , October; Black, P., Wiliams, D., Assessment and classroom learning (1998) Assessment and Education, Special Issue of Assessment in Education: Principles, Policy and Practice, 5 (1), pp. 7-75. , Carfax Pub. Co; Brosvic, G.M., Epstein, M.L., Cook, M.L., Dihoff, R.E., Efficacy of error for the correctness of initially incorrect assumptions and of feedback for the affirmation of correct responding: Learning in the classroom (2005) The Psychological Record, 55, pp. 401-418; Defresne, R.J., Gerace, W.J., Assessing-to-learn: Formative assessment in physics instruction (2004) The Physics Teacher, 42, pp. 428-1333; Vanlehn, K., Siler, S., Murray, C., Why do only some events cause learning during human tutoring? (2003) Cognition and Instruction, 21, pp. 209-249; Meltzer, D.E., Manivannan, K., Transforming the LectureHall environment: The fully interactive physics lecture (2002) American Journal of Physics, 70, pp. 639-654; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, J., Classtalk a classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Hake, R.R., Interactive engagement vs. Traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Bensky, T.J., Computer-controlled in-class feedback system for interactive lectures (2003) AmericanJournal of Piysics, 71, pp. 1174-1177; Ray, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) American Journal of Physics, 73, pp. 554-558; Kumar, S., An innovative method to enhance interaction during lecture sessions (2003) Advances in Physiology Education, 27, pp. 20-25; Paschal, C., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances in Physiology Education, 26, pp. 299-308; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102; Kam, C.D., Sommer, B., Real-time polling technology in a public opinion course (2006) PS: Political Science and Politics, 39, pp. 113-117; Roselli, R.J., Brophy, S.P., Exploring an electronic polling system for the assessment of student progress in two biomedical engineering courses Proceedings, 2002 ASEE Annual Conference and Exposition, Session, 26 (7). , 11 pages; Harris, A.H., Cox, M.F., Developing an observation system to capture instructional differences in engineering classrooms (2003) Journal of Engineering Education, 92, pp. 329-336; Kadlowee, J., Chen, J., Whittinghill, D., Enhancing student learning in mechanics through rapid feedback (2005) Proceedings of Education and Technology, 495, pp. 274-279; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74, pp. 31-39","Roselli, R.J.; Department of Biomedical Engineering, Vanderbilt UniversityUnited States; email: robert.j.roselli@vanderbilt.edu",,,,,,,,10694730,,JEEDE,,English,J. Eng. Educ.,Article,Final,,Scopus,2-s2.0-33750540391
[No author name available],[No author id available],Shipbuilding news round-up,2006,HSB International,55,9,,37,39,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33750310026&partnerID=40&md5=0450d8a2a6b5f0ba866b3e70680e47ee,,,"The leading shipbuilding companies have signed several new contracts won and launched several products in 2006. Damen Shipyards has won a shipbuilding contract for five 42 catamaran passenger ferries from the Istanbul Metropolitan Municipality, on behalf of operator Istanbul Denz Otobusu. MAN B&W Diesel has got a contract to supply a complete propulsion package including computer surveillance, for Dalian Maritime University's (DMU) new 2,250 ton ocean-going training ship. Imtech has received orders for the supply of the Automation package, the Blue-Line Integrated Bridge System as well as the complete Electrical Installation package for the 100 Singapore Police Coast Guard (SPCG) StanPatrol vessels. SAM Electronics has launched three new Inmarsat Fleet 77/55/33 satcom terminals, which comprises an electronic unit with Integrated Services Digital Network (ISDN) handset together with a random antenna incorporating Global Positioning Facility for independent satellite search and tracking.",,Contracts; Navigation systems; Search engines; Ship propulsion; Tracking (position); Damen Shipyards (CO); Imtech (CO); MAN B&W Diesel (CO); SAM Electronics (CO); Shipbuilding; Contracts; Navigation systems; Search engines; Ship propulsion; Shipbuilding; Tracking (position); catamaran; computer system; passenger ship; shipbuilding; Eurasia; Istanbul [Turkey]; Turkey,,,,,,,,,,,,,,,,,,,,0923666X,,,,English,HSB Int.,Article,Final,,Scopus,2-s2.0-33750310026
"Siau K., Sheng H., Nah F.F.-H.",7003774702;36465596600;8967145400;,Use of a classroom response system to enhance classroom interactivity,2006,IEEE Transactions on Education,49,3,,398,403,,127.0,10.1109/TE.2006.879802,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33747586315&doi=10.1109%2fTE.2006.879802&partnerID=40&md5=f62e9f7e5d61f1c62bced37cc0db12ca,"Department of Management, University of Nebraska-Lincoln, Lincoln, NE 68588-0491, United States","Siau, K., Department of Management, University of Nebraska-Lincoln, Lincoln, NE 68588-0491, United States; Sheng, H., Department of Management, University of Nebraska-Lincoln, Lincoln, NE 68588-0491, United States; Nah, F.F.-H., Department of Management, University of Nebraska-Lincoln, Lincoln, NE 68588-0491, United States","Classroom interactivity is a critical component of teaching and learning. This paper reports on the use of a classroom response system to enhance classroom interactivity in a systems analysis and design course. The success of the project was assessed using both quantitative and qualitative data. A pretest/posttest design was used to examine the effects of a classroom response system on interactivity. The results show that a classroom response system can significantly improve classroom interactivity. Qualitative data was also collected to identify the strengths and weaknesses of using a classroom response system to enhance classroom interaction. Based on the quantitative and qualitative results, suggestions and guidelines on using a classroom response system in the classroom settings are discussed. © 2006 IEEE.",Classroom interactivity; Classroom response system; Interactivity instrument; Mobile and wireless technology; Mobile education,Curricula; Interactive computer systems; Learning systems; Mobile computing; Classroom interactivity; Classroom response system; Mobile education; Teaching,,,,,,,,,,,"Fulford, C.P., Zhang, S., ""Perceptions of interaction: The critical predictor in distance education"" (1993) Amer. J. Distance Educ., 7 (3), pp. 8-21; Chou, C., ""Interactivity and interactive functions in web-based learning systems: A technical framework for designers"" (2003) Br. J. Educ. Technol., 34 (3), pp. 265-279; Erickson, J., Siau, K., ""E-ducation"" (2003) Commun. ACM, 46 (9), pp. 134-140; Evans, C., Sabry, K., ""Evaluation of the interactivity of Web-based learning systems: Principles and process"" (2003) J. Innovations Educ. Teaching Int., 40 (1), pp. 89-99; Bannan-Ritland, B., ""Computer-mediated communication, elearning, and interactivity: A review of the research"" (2002) Quart. Rev. Distance Educ., 3 (2), pp. 161-179; Liu, T., Liang, J., Wang, H., Chan, T., Wei, L., ""Embedding educlick in classroom to enhance interaction"" Proc. Int. Conf. Computers in Education (ICCE), pp. 117-125. , in Hong Kong, China; Draper, S.W., Brown, M.I., ""Increasing interactivity in lectures using an electronic voting system"" (2004) J. Comput. Assist. Learn., 20, pp. 81-94; Roblyer, M.D., Wiencke, W.R., ""Design and use of a rubric to assess and encourage interactive qualities in distance courses"" (2003) Amer. J. Distance Educ., 17 (2), pp. 77-98; Wang, M.C., Haertel, G.D., Walberg, H.J., ""What influences learning? A content analysis of review literature"" (1992) J. Educ. Res., 84 (1), pp. 30-43; Sims, R., ""Promises of interactivity: Aligning learner perceptions and expectations with strategies for flexible and online learning"" (2003) Distance Educ., 24 (1), pp. 87-103; Haseman, W.D., Polatoglu, V.N., Ramamurthy, K., ""An empirical investigation of the influences of the degree of interactivity on user-outcomes in a multimedia environment"" (2002) Inform. Resources Manage. J., 15 (2), pp. 31-48; Davis, F., ""Perceived usefulness, perceived ease of use and user acceptance of information technology"" (1989) MIS Quart., 13 (3), pp. 319-340; Davis, F., Bagozzi, R.P., Warshaw, P.R., ""User acceptance of computer technology: A comparison of two theoretical models"" (1989) Manage. Sci., 35 (8), pp. 982-1003; Struart, S.A., Brown, M.J., Draper, S.W., ""Using an electronic voting system in logic lectures: One practitioner's application"" (2004) J. Comput. Assist. Learn., 20, pp. 95-102; Davis, S., ""Observations in classrooms using a network of handheld devices"" (2003) J. Comput. Assist. Learn., 19, pp. 298-307; Nunnally, J., (1978) Psychometric Theory, , New York: McGraw-Hill; Siau, K., Lim, E., Shen, Z., ""Mobile commerce - Promises, challenges, and research agenda"" (2001) J. Database Manage., 12 (3), pp. 4-13; Siau, K., Shen, Z., ""Building customer trust in mobile commerce"" (2003) Commun. ACM, 46 (4), pp. 91-94; Siau, K., Sheng, H., Nah, F., Davis, S., ""A qualitative investigation on consumer trust in mobile commerce"" (2004) Int. J. Electron. Bus., 2 (3), pp. 283-300; Grant, I., ""The mobile revolution: The making of mobile services worldwide"" (2006) Int. J. Advertising, 25 (1), pp. 119-120; Siau, K., Shen, Z., ""Mobile communications and mobile services"" (2003) Int. J. Mobile Commun., 1 (1-2), pp. 3-14; Eng, T., ""Mobile supply chain management: Challenges for implementation"" (2006) Technovation, 26 (5-6), pp. 682-686; Siau, K., Shen, Z., ""Mobile commerce applications in supply chain management"" (2002) J. Internet Commerce, 1 (3), pp. 3-14; Nah, F., Siau, K., Sheng, H., ""The value of mobile applications: A utility company study"" (2005) Commun. ACM, 48 (2), pp. 85-90; Sheng, H., Nah, F., Siau, K., ""Strategic implications of mobile technology: A case study using value-focused thinking"" (2005) J. Strategic Inf. Syst., 14 (3), pp. 269-290","Siau, K.; Department of Management, University of Nebraska-Lincoln, Lincoln, NE 68588-0491, United States; email: ksiau@unl.edu",,,,,,,,00189359,,IEEDA,,English,IEEE Trans Educ,Article,Final,,Scopus,2-s2.0-33747586315
James M.C.,8353616300;,The effect of grading incentive on student discourse in Peer Instruction,2006,American Journal of Physics,74,8,,689,691,,41.0,10.1119/1.2198887,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33746875197&doi=10.1119%2f1.2198887&partnerID=40&md5=b0962d2037ecaa033307d42a63dd7f78,"Department of Physics and Astronomy, Center for Science Teaching and Learning, Northern Arizona University, Flagstaff, AZ 86011-6010, United States","James, M.C., Department of Physics and Astronomy, Center for Science Teaching and Learning, Northern Arizona University, Flagstaff, AZ 86011-6010, United States","The use of Peer Instruction to enhance lectures in large enrollment introductory college science courses has become widespread. In this technique, learner responses to multiple choice questions posed by the instructor during lecture are recorded and displayed in real time by an electronic classroom response system (CRS). Peer Instruction takes place when learners are given time to discuss ideas with their neighbors before registering individual responses. Although much research has been done to study the impact of Peer Instruction on student learning and engagement, little is known about the dynamics of the peer discussions that occur just before students register responses to questions. The results of this study suggest that the grading incentive instructors adopt for incorrect question responses impacts the nature and quality of the peer discussions that take place. Two large enrollment college astronomy classes employing contrasting assessment strategies for CRS scores were observed. In the high stakes classroom where students received little credit for incorrect CRS responses, it was found that conversation partners with greater knowledge tended to dominate peer discussions and partners with less knowledge were more passive. In the low stakes classroom where students received full credit for incorrect responses, it was found that students engaged in a more even examination of ideas from both partners. Conversation partners in the low stakes classroom were also far more likely to register dissimilar responses, suggesting that question response statistics in low stakes classrooms more accurately reflect current student understanding and therefore act as a better diagnostic tool for instructors. © 2006 American Association of Physics Teachers.",,,,,,,,,,,,,"Mazur, E., (1991) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; note; Meltzer, D.E., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) Am. J. Phys., 70 (6), pp. 639-654; Fagen, A.P., Crouch, C.H., Mazur, E., Peer Instruction: Results from a range of classrooms (2002) Phys. Teach., 40, pp. 206-209; Poulis, J., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) Am. J. Phys., 66 (5), pp. 439-441; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) Am. J. Phys., 69 (9), pp. 970-977; Rao, S.P., DiCarlo, S.E., Peer Instruction improves performance on quizzes (2000) Adv. Physiology Educ., 24, pp. 51-55; Van Dijk, L.A., Van Der Berg, G.C., Van Keulen, H., Interactive lectures in engineering education (2001) Eur. J. Eng. Educ., 26 (1), pp. 15-28; Scharmann, L.C., James, M.C., Smith, A.S., Assessment in college science courses (2004) Reform in Undergraduate Science Teaching for the 21st Century, 1, pp. 137-152. , edited by D. W. Sunal and E. L. Wright (Information Age Publishing, Greenwich), Chap. 8; Dickinson, V.L., Flick, L.B., Beating the system: Course structure and student strategies in a traditional introductory undergraduate physics course for nonmajors (1998) Seh. Sci. Math., 98 (5), pp. 238-246; Boud, D., Cohen, R., Sampson, J., Peer learning and assessment (1999) Assessment & Evaluation in Higher Educ., 24 (4), pp. 413-426; Kaartinen, S., Kumpulainen, K., Collaborative inquiry and the construction of explanations in the learning of science (2002) Learn. Instr., 12, pp. 189-212; note; note","James, M.C.; Department of Physics and Astronomy, Center for Science Teaching and Learning, Northern Arizona University, Flagstaff, AZ 86011-6010, United States; email: mark.james@nau.edu",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-33746875197
"Xie W., White S.",8346538400;55339169300;,"Windows of opportunity, learning strategies and the rise of China's handset makers",2006,International Journal of Technology Management,36,1-3,,230,248,,11.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33745610424&partnerID=40&md5=3639a53a3d1f412541989db004b34318,"School of Economics and Management, Tsinghua University, Beijing 100008, China; INSEAD, 1 Ayer Raja Avenue, Singapore 138676, Singapore; Department of Economics and Management of Technology, School of Economics and Management, Tsinghua University, Beijing, China; Asian Business and Comparative Management, INSEAD","Xie, W., School of Economics and Management, Tsinghua University, Beijing 100008, China, Department of Economics and Management of Technology, School of Economics and Management, Tsinghua University, Beijing, China; White, S., INSEAD, 1 Ayer Raja Avenue, Singapore 138676, Singapore, Asian Business and Comparative Management, INSEAD","This paper examines the linkage among the industry and policy environment, firm-level resources and capabilities, and the success of learning strategies in China's handset makers. Within a particular context - characterised by a large domestic market, disintegrated technological regime, established foreign firms and supportive government policies - these firms were able to exploit their own specific advantages and were also able to acquire new resources and capabilities, quite rapidly emerging as serious competitors in the domestic market vis-à-vis global incumbents. These latecomers have tightly linked their product innovation efforts to the local market characteristics and have created competitive advantages through their distribution channels. Our findings have strategic implications for new entrants in other industry and national contexts, and also for research on the critical conditions and processes supporting successful technological learning. Copyright © 2006 Inderscience Enterprises Ltd.",China; Latecomer strategies; Mobile phone handset industry; Product innovation; Technological learning,Competitive intelligence; Engineering education; Industrial management; Public policy; Research and development management; China; Latecomer strategies; Mobile phone handset industry; Product innovation; Technological learning; Telephone sets,,,,,,,,,,,"Amsden, A.H., (1989) Asia's next Giant: South Korea and Late Industrialization, , New York: Oxford University Press; Amsden, A.H., (2001) The Rise of the Rest: Challenges to the West from Late-Industrializing Economies, , New York: Oxford University Press; Bell, M., Pavitt, K., Technological accumulation and industrial growth: Contrasts between developed and developing countries (1993) Industrial and Corporate Change, 2, pp. 157-210; Bout, B.J., Chang, V., Lin, S., China market for mobile phones (2004) The McKinsey Quarterly, (2), pp. 25-27; Bowonder, B., Industrialization and economic growth of India: Interactions of indigenous and foreign technology (1998) International Journal of Technology Management, 15, pp. 622-644; (1999) China Markets Yearbook, in Chinese, p. 991. , Hong Kong: City University of Hong Kong Press; (2001) China Markets Yearbook, in Chinese, pp. 911-913. , Beijing: Foreign Languages Press; Choung, J.Y., Hwang, H.R., Choi, M.H., Transition of latecomer firms from technology users to technology generators: Korean semiconductor firms (2000) World Development, 28, pp. 969-982; Cohen, W., Levinthal, D., Absorptive capacity: A new perspective on learning and innovation (1990) Administrative Science Quarterly, 35, pp. 128-152; Dahlman, C.J., Sananiknone, O., (1990) Technology Strategy in the Economy of Taiwan: Exploiting Foreign Links and Investing in Local Capability (Preliminary Draft), , Washington, DC: The World Bank; Figueiredo, P.N., (2001) Technological Capability-accumulation Paths and the Underlying Learning Processes: A Review of Empirical Studies, , FTP: Copenhagen.jibs.net/litReview/ 2001/2001_1_26; Figueiredo, P.N., Does technological learning pay off? Implications for inter-firm differences in operational performance improvement (2002) Research Policy, 31, pp. 73-94; Figueiredo, P.N., Learning, capability accumulation and firms differences: Evidence from latecomer steel (2003) Industrial and Corporate Change, 12, pp. 607-643; Von Hippel, E., (1988) The Sources of Innovation, , Oxford: Oxford University Press; Hiraoka, L.S., Foreign development of China's motor vehicle industry (2001) International Journal of Technology Management, 21, pp. 456-512; Hobday, M., Technological learning in Singapore: A test case of leapfrogging (1994) Journal of Development Studies, 30, pp. 831-858; Hobday, M., East Asian latecomer firms: Learning the technology of electronics (1995) World Development, 23, pp. 1171-1193; Hobday, M., Innovation in East Asia: Diversity and development (1995) The Handbook of Industrial Innovation, , M. Dodgson and R. Rothwell (Eds.), Cheltenham: Edward Elgar; Hobday, M., (1995) Innovation in East Asia: The Challenge to Japan, , Cheltenham: Edward Elgar; Hobday, M., Latecomer catch-up strategies in electronics: Samsung of Korea and ACER of Taiwan (1998) Asia Pacific Business Review, 4 (2-3), pp. 48-83; Jegathesan, J., Gunasekaran, A., Muthaly, S., Technology development and transfer: Experiences from Malaysia (1997) International Journal of Technology Management, 13, pp. 196-214; Kaplinsky, R., Readman, J., Globalization and upgrading: What can (and cannot) be learnt from international trade statistics in the wood furniture sector? (2000) Working Paper Series, , Institute of Development Studies and Center for Research in Innovation Management, University of Brighton, UK; Kim, L., (1997) Imitation to Innovation: The Dynamics of Korea's Technological Learning, , Boston: Harvard Business School Press; Kim, L., Dahlman, C.J., Technology policy and industrialization: An integrative framework and Korea's experience (1992) Research Policy, 21, pp. 437-452; Kim, L., Nelson, R.R., (2000) Technology, Learning and Innovation: Experiences of Newly Industrializing Economies, , Cambridge: Cambridge University Press; Kim, L., Lee, J.W., Lee, J.J., Korea's entry into the computer industry and its acquisition of technological capability (1987) Technovation, 7, pp. 277-293; Kim, Y., Lee, K., Technological collaboration in the Korean electronic parts industry: Patterns and key success factors (2003) R&D Management, 33, pp. 59-77; Kumar, V., Bhat, J.S.A., Dynamics of managing technology in a growing economy: A perspective case of India (2000) International Journal of Technology Management, 19, pp. 846-863; Lall, S., (1987) Learning to Industrialize: The Acquisition of Technological Capability by India, , Hampshire: Macmillan Press; Lall, S., Technological capabilities and industrialization (1992) World Development, 20, pp. 165-186; Lall, S., (1996) Learning from the Asian Tigers: Studies in Technology and Industrial Policy, , London: Macmillan; Lee, J., Bae, Z., Choi, D., Technology development processes: A model for a developing country with a global perspective (1988) R&D Management, 18, pp. 235-250; Mathews, J.A., National systems of economic learning: The case of technology diffusion management in East Asia (2001) International Journal of Technology Management, 22, pp. 457-479; Mathews, J.A., Cho, D.S., (2000) Tiger Technology: The Creation of the Semiconductor Industry in East Asia, , Cambridge: Cambridge University Press; Nelson, R., Winter, S., (1982) An Evolutionary Theory of Economic Change, , Cambridge: Harvard University Press; Pack, H., The cost of technology licensing and the transfer of technology (2000) International Journal of Technology Management, 19, pp. 77-97; Penrose, E.T., (1959) The Theory of Growth of the Firm, , Oxford: Blackwell; Teece, D.J., Pisano, G., Shuen, A., Dynamic capabilities and strategic management (1997) Strategic Management Journal, 18 (7), pp. 509-533; Wernerfeit, B., A resource-based view of the firm (1984) Strategic Management Journal, 5, pp. 171-180; White, S., Linden, G., Organizational and industrial response to market liberalization: The interaction of pace, incentive and capacity to change (2002) Organization Studies, 23, pp. 917-948; Wu, S.H., Hsu, F.B., Towards a knowledge-based view of OEM relationship building: Sharing of industrial experience in Taiwan (2001) International Journal of Technology Management, 22, pp. 503-524; Xie, W., White, S., Sequential learning in a Chinese spin-off: The case of Lenovo Group Limited (2004) R&D Management, 34, pp. 407-422; Xie, W., Wu, G.S., Differences between learning processes in small tigers and large dragons: Learning processes of two Color TV (CTV) firms within China (2003) Research Policy, 32, pp. 1463-1479; (2003) Yearbook of China's Electronics Industry, in Chinese, pp. 271-275. , Beijing: Electronics Industry Publisher","Xie, W.; School of Economics and Management, Tsinghua University, Beijing 100008, China; email: xiew@em.tsinghua.edu.cn",,,,,,,,02675730,,IJTME,,English,Int J Technol Manage,Article,Final,,Scopus,2-s2.0-33745610424
"Thorn J.M., Templeton J.J., Van Winkle K.M.M., Castillo R.R.",57197042683;57206443144;14009449000;36795730700;,Conditioning shelter dogs to sit,2006,Journal of Applied Animal Welfare Science,9,1,,25,39,,12.0,10.1207/s15327604jaws0901_3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33744986775&doi=10.1207%2fs15327604jaws0901_3&partnerID=40&md5=aa2f35af8c0f57c9433612539a87c88d,"Department of Biology, Knox College, 2 East South Street, Galesburg, IL 61401, United States","Thorn, J.M., Department of Biology, Knox College, 2 East South Street, Galesburg, IL 61401, United States; Templeton, J.J., Department of Biology, Knox College, 2 East South Street, Galesburg, IL 61401, United States; Van Winkle, K.M.M., Department of Biology, Knox College, 2 East South Street, Galesburg, IL 61401, United States; Castillo, R.R., Department of Biology, Knox College, 2 East South Street, Galesburg, IL 61401, United States","Human contact in the shelter may lessen effects of change in environment and smooth transition into a home. Training can increase a dog's interaction with people in a shelter environment. Experiments were conducted to determine how rapidly shelter dogs learn to sit, if the dogs can retain sitting behavior over time, and if sitting transfers to novel locations and people. Two experiments trained shelter dogs (n = 21) to sit when a stranger approached over a 10-trial session. Food and a verbal cue or a clicker reinforced the sit. The experiments measured latency to sit for each trial. Latency to sit decreased significantly over trials. Another experiment included reinforcement given to dogs (n = 20) on a noncontingent basis or for sitting. Five days of the experiment (condition training) were in the same room with the same experimenter. The last 4 days (testing) varied by both experimenter and location (familiar or strange). Results indicate that short training sessions are effective for teaching shelter dogs to sit, that dogs can retain sitting behavior over 2 days, and that training transfers to novel people and situations. Copyright © 2006, Lawrence Erlbaum Associates, Inc.",,"animal behavior; animal experiment; article; association; conditioning; controlled study; dog; latent period; learning; male; nonhuman; reinforcement; sitting; Analysis of Variance; Animal Welfare; Animals; Behavior, Animal; Bonding, Human-Pet; Conditioning, Operant; Dogs; Female; Humans; Male; Reinforcement, Social; Time Factors; Canis familiaris",,,,,"Rockefeller Brothers Fund

Humane Slaughter Association","Financial support for this research was provided by The Rockefeller Brothers Foundation (K. M. M. Van Winkle), Ronald E. McNair Early Entry Fellowship Program (R. R. Castillo), and the Meacham Foundation Memorial Grant from the American Humane Association (Knox County Humane Society for construction of the “real-life” room). We thank the staff at the Knox County Humane Society, especially Margie Hulick and Emily Thorn, for making this project possible. We thank the 2003 and 2004 Biol/Psyc 312 students for their enthusiasm and efforts. We also thank M. Lynne Weber, Martha A. Burch, and Andrew E. Prendergast for helpful discussions.",,,,,"Adams, K.M., Navarro, A.M., Hutchingson, E.K., Weed, J.L., A canine socialization and training program at the National Institutes of Health (2004) Lab Animal, 33 (1), pp. 32-36; Coppinger, R., Zuccotti, J., Kennel enrichment: Exercise and socialization of dogs (1999) Journal of Applied Animal Welfare Science, 2, pp. 281-296; Fuller, J.L., Experimental deprivation and later behavior (1967) Science, 158, pp. 1645-1652; Gillie, L., Waring, G., Dog training laboratory: Applied animal behavior (2003) Exploring Animal Behavior in Laboratory & Field, pp. 159-165. , B. J. Floger & K. Yasukawa (Eds.), San Diego, CA: Academic; Hennessy, M.B., Davis, H.N., Williams, M.T., Mellott, C., Douglas, C.W., Plasma cortisol levels of dogs at a county animal shelter (1997) Physiology and Behaviour, 62, pp. 485-490; Hennessy, M.B., Voith, V.L., Hawke, J.L., Young, T.L., Centrone, J., McDowell, A.L., Effects of a program of human interaction and alternations in diet composition on activity of the hypothalamic-pituitary-adrenal axis in dogs housed in a public animal shelter (2002) Journal of the American Veterinary Association, 221 (1), pp. 65-71; Hennessy, M.B., Voith, V.L., Mazzei, S.J., Buttram, J., Miller, D.D., Linden, F., Behavior and cortisol levels of dogs in a public animal shelter, and an exploration of the ability of these measures to predict problem behavior after adoption (2001) Applied Animal Behaviour Science, 73, pp. 217-233; Hennessy, M.B., Williams, M.T., Miller, D.D., Douglas, C.W., Voith, V.L., Influence of male and female petters on plasma cortisol and behaviour: Can human interaction reduce the stress of dogs in a public animal shelter? (1998) Applied Animal Behaviour Science, 61, pp. 63-77; Lynch, J.J., McCarthy, J.F., The effect of petting on a classically conditioned emotional response (1967) Behavioral Research and Therapy, 5, pp. 55-62; Marston, L.C., Bennett, P.C., Reforging the bond towards successful canine adoption (2003) Applied Animal Behaviour Science, 83, pp. 227-245; Miller, P., (2001) Power of Positive Dog Training, , New York: Wiley; Patronek, G.J., Rowan, A.N., Determining dog and cat numbers and populations dynamics (1995) Anthrozoös, 8, pp. 199-205; Pryor, K., Parsons, E., Ganley, D., Lyon, N., (2002) Click for Life: Clicker Training for the Shelter Environment, , Waltham, MA: Karen Pryor Clicker Training; Sternberg, S., (1998) Tricks for Treats, , Roundout Valley, NY: Roundout Valley Kennels; Sternberg, S., (2002) Great Dog Adoptions: A Guide for Shelters, , Alameda, CA: Latham Foundation; Tuber, D.S., Miller, D.D., Caris, K.A., Haler, R., Linden, F., Hennessy, M.B., Dogs in animal shelters: Problems, suggestions and needed expertise (1999) Psychological Science, 10, pp. 379-386; Weiss, E., (2002) SAFER: Safety Assessment for Evaluating Rehoming, , Denver, CO: American Humane Association; Wells, D.L., A review of environmental enrichment for kennelled dogs (Canis familiaris) (2004) Applied Animal Behaviour Science, 85, pp. 307-317; Wells, D.L., Hepper, P.G., The behaviour of dogs in a rescue shelter (1992) Animal Welfare, 1, pp. 171-186","Thorn, J.M.; Knox College, Department of Biology, 2 East South Street, Galesburg, IL 61401, United States; email: jthorn@knox.edu",,,,,,,,10888705,,JAAWA,16649949.0,English,J. Appl. Anim. Welf. Sci.,Article,Final,,Scopus,2-s2.0-33744986775
"Bunce D.M., VandenPlas J.R., Havanki K.L.",57207607231;12764216500;12763467700;,Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes,2006,Journal of Chemical Education,83,3,,488,493,,70.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33644670383&partnerID=40&md5=232fbacd161d636689dc46fedc6b2124,"Department of Chemistry, The Catholic University of America, Washington, DC 20064, United States","Bunce, D.M., Department of Chemistry, The Catholic University of America, Washington, DC 20064, United States; VandenPlas, J.R., Department of Chemistry, The Catholic University of America, Washington, DC 20064, United States; Havanki, K.L., Department of Chemistry, The Catholic University of America, Washington, DC 20064, United States","A research was carried out to determine whether the use of Student Response System (SRS) and WebCT online quizzling had an effect on student achievement on both teacher-written exams and an American Chemical Society (ACS) final exam. Forty-one second-semester nursing students enrolled in a spring 2004 General, Organic, and Biochemistry course in a small private university in the Mid-Atlantic region used WebCT online quizzing on a regular basis during the fall semester and were familiar with its use at the start of the spring semester. They completed the GALT test (Group Assessment of Logical Thinking) at the beginning of the semester and an online survey on the usefulness of SRS at the end of semester. In addition, students completed a paper-and-pencil course evaluation on the last day of class. Overall, results show that for teaching, all three components of the learning process (practice, reflection, and review) are necessary for effective student learning.",,Biochemistry; Curricula; Students; Teaching; Online WebCT quizzes; Student response system (SRS); Education,,,,,,,,,,,"von Glaserfeld, E., Questions and Answers about Radical Constructivism (1993) The Practice of Constructivism in Science Education, , K. Tobin, Ed.; Lawrence Erlbaum Associates: Hillsdale, NJ; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall: Saddle River, NJ; Judson, E., Sawada, D., (2002) JCMST, 21 (2), pp. 167-181; Poulis, J., Massen, C., Robens, E., Gilbert, M., (1998) Am. J. Phsy., 66, pp. 439-441; Ward, C.R., Reeves, J.H., Vetter, R., (2003) Student Response System (SRS), , Department of Chemistry, University of North Carolina at Wilmington: Wilmington, NC; Duty, R.C., (1982) J. Chem. Educ., 59 (3), pp. 218-219; (2000) American Chemical Society General-Organic-Biochemistry Examination, , (Form 2000), ACS Exam Institute: Clemson, SC; Roadrangka, V., Yeany, R.H., Padilla, M.J., (1982) Group Assessment of Logical Thinking, , University of Georgia: Athens, GA; Timberlake, K.C., (2003) Study Guide With Selected Solutions to Accompany Chemistry: An Introduction to General Organic, and Biological Chemistry, , 8th ed.; Benjamin Cummings: San Francisco; Timberlake, K.C., Carlson, C.L., Timberlake, W., (2003) Test Bank to Accompany Chemistry: An Introduction to General, Organic, and Biological Chemistry, , 8th ed.; Benjamin Cummings: San Francisco; Timberlake, K.C., (2003) Chemistry: An Introduction to General, Organic, and Biological Chemistry, , 8th ed.; Benjamin Cummings: San Francisco","Bunce, D.M.; Department of Chemistry, The Catholic University of America, Washington, DC 20064, United States; email: Bunce@cua.edu",,,,,,,,00219584,,JCEDA,,English,J Chem Educ,Article,Final,,Scopus,2-s2.0-33644670383
"Lorenzo M., Crouch C.H., Mazur E.",57201990467;35565291200;7005375930;,Reducing the gender gap in the physics classroom,2006,American Journal of Physics,74,2,,118,122,,164.0,10.1119/1.2162549,https://www.scopus.com/inward/record.uri?eid=2-s2.0-32944454887&doi=10.1119%2f1.2162549&partnerID=40&md5=681308ec425147d9401110874589013c,"Department of Physics, Division of Engineering and Applied Sciences, Harvard University, 9 Oxford Street, Cambridge, MA 02138, United States; IES Universidad Laboral, Avenida de La Mancha, s/n, 02080 Albacete, Spain; Department of Physics, Swarthmore College, 500 College Avenue, Swarthmore, PA 1908, United States","Lorenzo, M., Department of Physics, Division of Engineering and Applied Sciences, Harvard University, 9 Oxford Street, Cambridge, MA 02138, United States; Crouch, C.H., IES Universidad Laboral, Avenida de La Mancha, s/n, 02080 Albacete, Spain; Mazur, E., Department of Physics, Swarthmore College, 500 College Avenue, Swarthmore, PA 1908, United States","We investigate if the gender gap in conceptual understanding in an introductory university physics course can be reduced by using interactive engagement methods that promote in-class interaction, reduce competition, foster collaboration, and emphasize conceptual understanding. To this end we analyzed data from the introductory calculus-based physics course for non-majors at Harvard University taught traditionally or using different degrees of interactive engagement. Our results show that teaching with certain interactive strategies not only yields significantly increased understanding for both males and females, but also reduces the gender gap. In the most interactively taught courses, the pre-instruction gender gap was gone by the end of the semester. © 2006 American Association of Physics Teachers.",,,,,,,,,,,,,"Ivie, R., Stowe, K., Women in physics, 2000 (2000) AIP Report, R-430. , http://www.aip.org/statistics/trends/wmtrends.htm, College Park, MD; Kahle, J.B., Meece, J., Research on gender issues in the classroom (1994) Handbook of Research on Science Teaching and Learning, pp. 542-557. , edited by D. L. Gabel Macmillan, New York; Mullis, I.V.S., Martin, M.O., Fierros, E.G., Goldberg, A.L., Stemler, S.E., (2000) Gender Differences in Achievement. IEA's Third International Mathematics and Science Study (TIMSS), , Boston College, TIMSS International Study Center, Chestnut Hill, MA; Hake, R.R., Relationship of Individual Student Normalized Learning Gains in Mechanics with Gender, High-school Physics, and Pretest Scores on Mathematics and Spatial Visualization, , physics/0106087; Zohar, A., Sela, D., Her physics, his physics: Gender issues in Israeli advanced placement physics classes (2003) Int. J. Sci. Educ., 25 (2), pp. 245-268; Erickson, G.L., Erickson, L.J., Females and science achievement: Evidence, explanations, and implications (1984) Sci. Educ., 68 (2), pp. 63-89; Labudde, P., Herzog, W., Neuenschwander, M.P., Violi, E., Gerber, C., Girls and physics: Teaching and learning strategies tested by classroom interventions in grade (2000) Int. J. Sci. Educ., 22 (2), pp. 143-157; McCullough, L., A gender context for the Force Concept Inventory (2001) Winter Meeting of the American Association of Physics Teachers, , Paper presented San Diego, CA, (unpublished); Taylor, J., Sexist bias in physics textbooks (1979) Phys. Educ., 14 (5), pp. 277-280; Danzl-Tauer, L., (1990) The Relationship between Intervention, Equity, and Excellence in Rural High School Biology Classrooms, , Ph.D. dissertation, Purdue University; Kahle, J.B., Meece, J., Research on gender issues in the classroom (1994) Handbook of Research on Science Teaching and Learning, pp. 542-557. , edited by D. L. Gabel Macmillan, New York; Kitchenham, A., Vive la difference: Gender, motivation, and achievement (2002) School Libraries in Canada, 22 (2), pp. 34-37; Kitchenham, A., Vive la difference: Gender, motivation, and achievement (2002) School Libraries in Canada, 22, p. 44; Laws, P., Rosborough, P., Poodry, F., Women's responses to an activity-based introductory physics program (1999) Am. J. Phys., 67 (7), pp. S32-S37; Schneider, M., Encouragement of women physics majors at grinnell college: A case study (2001) Phys. Teach., 39 (5), pp. 280-282; Smail, B., Organizing the curriculum to fit girls' interests (1984) Science for All Girls?, , edited by A. Kelly Buckingham and Philadelphia, Open University Press; Hilderbrand, G.M., Redefining achievement (1996) Equity in the Classroom: Towards Effective Pedagogy for Girls and Boys, pp. 149-171. , edited by P. F. Murphy and C. V. Gipps Palmer and UNESCO, Washington, DC; Stadler, H., Duit, R., Benke, G., Do boys and girls understand physics differently? (2000) Phys. Educ., 35 (6), pp. 417-422; Kimbell, R., Stables, K., Wheeler, T., Wosniak, A., Kelly, V., (1991) The Assessment of Performance in Design and Technology, , London, School Examinations and Assessment Authority; Yip, D.Y., Chiu, M.M., Ho, E.S.C., Hong Kong student achievement in OECD-PISA study: Gender differences in science content, literacy skills, and test item formats (2004) Int. J. Sci. Math. Ed., 2 (1), pp. 91-106; Mazur, E., (1997) Peer Instruction: A User's Manual, , http://galileo.harvard.edu, Prentice Hall, Upper Saddle River, NJ; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69 (9), pp. 970-977; McDermott, L.C., Schaffer, P.S., (1998) Tutorials in Introductory Physics, , Prentice Hall, Upper Saddle River, NJ; Mazur, E., Introductory Physics, , to be published; Heller, P., Keith, R., Anderson, S., Teaching problem solving through cooperative grouping. 1. Group versus individual problem solving (1992) Am. J. Phys., 60 (7), pp. 627-636; Heller, P., Hollabaugh, M., Teaching problem solving through cooperative grouping. 2. Designing problems and structuring groups (1992) Am. J. Phys., 60 (7), pp. 637-644; Hestenes, D., Wells, M., Swackhamer, G., Force Concept Inventory (1992) Phys. Teach., 30 (3), pp. 141-151. , Revised in 1995 by I. Halloun, R. R. Hake, E. Mosca, and D. Hestenes. The revised version appears in Ref. 18 and can be obtained from Professor Hestenes at Arizona State University; Hake, R.R., Interactive-engagement versus traditional methods: A sixthousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66 (1), pp. 64-74; Hestenes, D., Wells, M., A mechanics baseline test (1992) Phys. Teach., 30 (3), pp. 159-166; EPAPS Document No. E-AJPIAS-74-003603, , http://www.aip.org/pubservs/epaps.html; Henderson, C., Common concerns about the Force Concept Inventory (2002) Phys. Teach., 40 (9), pp. 542-547; Halloun, I., Hestenes, D., Interpreting the force concept inventory: A response to Huffman and Heller (1995) Phys. Teach., 33 (8), pp. 502-506","Lorenzo, M.; Department of Physics, Division of Engineering and Applied Sciences, Harvard University, 9 Oxford Street, Cambridge, MA 02138, United States",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-32944454887
"Pemberton J.R., Borrego J., Jr., Cohen L.M.",13907092100;7103195126;57203290903;,Using Interactive Computer Technology to Enhance Learning,2006,Teaching of Psychology,33,2,,145,147,,11.0,10.1207/s15328023top3302_9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33744818447&doi=10.1207%2fs15328023top3302_9&partnerID=40&md5=84d408e24ad7572a0c8a9d6e94af0119,"Texas Tech University, United States","Pemberton, J.R., Texas Tech University, United States; Borrego, J., Jr., Texas Tech University, United States; Cohen, L.M., Texas Tech University, United States","We assessed the effects of using LearnStarâ„¢, an interactive, computer-based teaching tool, as an in-class exam review method. Students with higher LearnStar review scores had higher grades. Furthermore, students' satisfaction ratings indicated that LearnStar reviews were more enjoyable and conducive to participation than traditional reviews. However, students who reviewed using LearnStar did not have significantly higher exam scores or course grades compared to students who had traditional reviews. Future research directions include measuring different aspects of students' engagement in courses and examining the effects of using tools such as LearnStar for other in-class activities such as brief quizzes or polls. © 2006, Society for the Teaching of Psychology. All rights reserved.",,,,,,,,,,,,,"Boniecki, K.A., Moore, S., Breaking the silence: Using a token economy to reinforce classroom participation (2003) Teaching of Psychology, 30, pp. 224-227; Butler, A., Phillmann, K.-B., Smart, L., Active learning within a lecture: Assessing the impact of short, in-class writing exercises (2001) Teaching of Psychology, 28, pp. 257-259; DeBord, K.A., Aruguete, M.S., Muhlig, J., Are computerassisted teaching methods effective? (2004) Teaching of Psychology, 31, pp. 65-68; Forsyth, D.R., Archer, C.R., Technologically assisted instruction and student mastery, motivation, and matriculation (1997) Teaching of Psychology, 24, pp. 207-212; Galichon, J.P., Friedman, H.H., Cutting college classes: An investigation (1985) College Student Journal, 19, pp. 357-360; Middlecamp, M.K., Uncover the disorder: A review activity for abnormal psychology courses (2003) Teaching of Psychology, 30, pp. 62-63; Narayan, J.S., Heward, W.L., Gardner, R., Courson, F.H., Omness, C.K., Using response cards to increase student participation in an elementary classroom (1990) Journal of Applied Behavior Analysis, 23, pp. 483-490; Zaremba, S.B., Dunn, D.S., Assessing class participation through self-evaluation: Method and measure (2004) Teaching of Psychology, 31, pp. 191-193; Zehr, D., Two active learning exercises for a history of psychology class (2004) Teaching of Psychology, 31, pp. 54-56",,,,,,,,,00986283,,,,English,Teach. Psychol.,Article,Final,,Scopus,2-s2.0-33744818447
"Holmes R.G., Blalock J.S., Parker M.H., Haywood V.B.",7402012833;7102063912;7403672949;7005464704;,Student accuracy and evaluation of a computer-based audience response system.,2006,Journal of dental education,70,12,,1355,1361,,16.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-39049195700&partnerID=40&md5=1f1ddbc4ea2513f2e3802e372d3060d3,"Department of Oral Rehabilitation, Medical College of Georgia School of Dentistry, Augusta, GA  30921-1260, United States","Holmes, R.G., Department of Oral Rehabilitation, Medical College of Georgia School of Dentistry, Augusta, GA  30921-1260, United States; Blalock, J.S., Department of Oral Rehabilitation, Medical College of Georgia School of Dentistry, Augusta, GA  30921-1260, United States; Parker, M.H., Department of Oral Rehabilitation, Medical College of Georgia School of Dentistry, Augusta, GA  30921-1260, United States; Haywood, V.B., Department of Oral Rehabilitation, Medical College of Georgia School of Dentistry, Augusta, GA  30921-1260, United States","We have incorporated an audience response system into our curriculum to increase student interaction in the teaching process. Classroom Performance System (CPS) is a computer-based audience response system that allows students to answer questions posed to the entire class by entering responses on a keypad. The responses are tallied and displayed on the classroom screen for all students to see. The purpose of our study was to determine student accuracy using the system with three different methods of administering questions. A secondary purpose was to assess students' perceptions about using the system. Our hypothesis for the study was that there should be no difference in volunteer accuracy or questionnaire responses to the three methods of gathering responses. Sixty-two dental students volunteered to participate. Using three methods (projected on a screen, verbal, and written), volunteers were given ""responses"" to enter into the system using CPS wireless remote answering devices. In the projected and verbal formats, the teacher managed the assessment by controlling the pace of input. In the written format, students were given responses on paper to input into the system at their own pace. At the end of the sessions, volunteers completed an anonymous questionnaire regarding their experiences with the system. The accuracy of responses was similar in the teacher-managed assessments (projected and verbal format). There was a statistical difference in the accuracy of responses in the student-managed assessment (p=<0.000001). Questionnaire responses also showed that students preferred teacher-managed assessments. The hypothesis was disproved. The overall response to this audience response system and its methods of gathering information was very positive.",,"analysis of variance; article; attitude to computers; comparative study; dental education; dental student; education; educational technology; evaluation; human; information processing; methodology; nonparametric test; questionnaire; teaching; Analysis of Variance; Attitude to Computers; Computer-Assisted Instruction; Data Collection; Education, Dental; Educational Measurement; Educational Technology; Faculty, Dental; Humans; Questionnaires; Statistics, Nonparametric; Students, Dental",,,,,,,,,,,,"Holmes, R.G.email: rholmes@mail.mcg.edu",,,,,,,,00220337,,,17170327.0,English,J Dent Educ,Article,Final,,Scopus,2-s2.0-39049195700
"Beatty I.D., Gerace W.J., Leonard W.J., Dufresne R.J.",11539428300;22967064200;35952780600;7005523945;,Designing effective questions for classroom response system teaching,2006,American Journal of Physics,74,1,,31,39,,171.0,10.1119/1.2121753,https://www.scopus.com/inward/record.uri?eid=2-s2.0-30844443930&doi=10.1119%2f1.2121753&partnerID=40&md5=c7427a4ab5c46d187bec9e8969b42757,"Scientific Reasoning Research Institute, Department of Physics, University of Massachusetts, Amherst, MA 01003-9337, United States","Beatty, I.D., Scientific Reasoning Research Institute, Department of Physics, University of Massachusetts, Amherst, MA 01003-9337, United States; Gerace, W.J., Scientific Reasoning Research Institute, Department of Physics, University of Massachusetts, Amherst, MA 01003-9337, United States; Leonard, W.J., Scientific Reasoning Research Institute, Department of Physics, University of Massachusetts, Amherst, MA 01003-9337, United States; Dufresne, R.J., Scientific Reasoning Research Institute, Department of Physics, University of Massachusetts, Amherst, MA 01003-9337, United States","Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom response system question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be designed to fulfill their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to the instructor and students via classroom response system-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that are useful for designing potent questions and present four ""makeovers"" to show how these tactics can be used to convert traditional physics questions into more powerful questions for a classroom response system. © 2006 American Association of Physics Teachers.",,,,,,,,,,,,,"Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) J. Comput. High. Educ., 7, pp. 3-47; Hake, R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice-Hall, Upper Saddle River, NJ; Penuel, W.R., Roschelle, J., Crawford, V., Shechtman, N., Abrahamson, L., CATAALYST workshop report: Advancing research on the transformative potential of interactive pedagogies and classroom networks (2004) Workshop Report, P14566. , SRI International; Roschelle, J., Penuel, W.R., Abrahamson, L., The networked classroom (2004) Educ. Leadership, 61, pp. 50-54; Zollman, D., Rebello, N.S., The evolving classroom response system at KSU: Classtalk, PRS, PDAs,"" (2005) Contributed Talk EG08 at the 130th National Meeting of the American Association of Physics Teachers, , Albuquerque, NM; Dufresne, R.J., Gerace, W.J., Assessing-to-learn: Formative assessment in physics instruction (2004) Phys. Teach., 42 (7), pp. 428-433; Dufresne, R.J., Gerace, W.J., Mestre, J.P., Leonard, W.J., ASK-IT/ A2L: Assessing student knowledge with instructional technology (2000) Technical Report, UMPERG-2000-09. , University of Massachusetts Physics Education Research Group; Feldman, A., Capobianco, B., Real-time formative assessment: A study of teachers' use of an electronic response system to facilitate serious discussion about physics concepts (2003) Annual Meeting of the American Educational Research Association, , Chicago, IL; Beatty, I.D., Transforming student learning with classroom communication systems (2004) Research Bulletin, ERB0403. , Educause Center for Applied Research; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction: Teaching science (well) with an audience response system Audience Response Systems in Higher Education: Applications and Cases, , edited by D. A. Banks (Idea Group, Hershey, PA, in press); Li, P., Reay, N.W., Bao, L., Effects of in-class polling on student performance in learning physics (2004) 129th National Meeting of the American Association of Physics Teachers, , contributed poster CO26, Sacramento, CA; Leonard, W.J., Gerace, W.J., Dufresne, R.J., Analysis-based problem solving: Making analysis and reasoning the focus of physics instruction (2001) Technical Report, UMPERG-2001-12. , University of Massachusetts Physics Education Research Group; Bransford, J.D., Schwartz, D., Rethinking transfer: A simple proposal with multiple implications (1999) Review of Research in Education, 24, pp. 61-100. , edited by A. Iran-Nejad and P. D. Pearson American Educational Research Association, Washington, DC; Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience, and School, , National Academy Press, Washington, DC; Bell, B., Cowie, B., The characteristics of formative assessment in science education (2001) Sci. Educ., 85, pp. 536-553; Black, P., William, D., Assessment and classroom learning (1988) Assessment in Education, 5, pp. 7-74; Black, P., William, D., Inside the black box: Raising standards through classroom assessment (1988) Phi Delta Kappan, 80, pp. 139-147; Boston, C., The concept of formative assessment (2002) Technical Report, ED470206. , ERIC Clearinghouse on Assessment and Evaluation; Hobson, E.H., (1997) Formative Assessment: An Annotated Bibliography, 71 (2), pp. 123-125. , The Clearing House MMPI Publ; Beatty, I.D., Assessing-to-Learn Physics: Project Website, , http://A2L.physics.umass.edu/; Beatty, I.D., Leonard, W.J., Gerace, W.J., (2005) Assessing-to-learn in the Classroom, , http://physics.brookscole.com/a21c, Thomson Learning","Beatty, I.D.; Scientific Reasoning Research Institute, Department of Physics, University of Massachusetts, Amherst, MA 01003-9337, United States; email: beatty@physics.umass.edu",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-30844443930
Beekes W.,6506236772;,The ‘Millionaire’ method for encouraging participation,2006,Active Learning in Higher Education,7,1,,25,36,,94.0,10.1177/1469787406061143,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84990380715&doi=10.1177%2f1469787406061143&partnerID=40&md5=398c81818e343be384ddf6be4155323f,"Department of Accounting and Finance, Management School, Lancaster University, Lancaster, Lancs LA1 4YX, United Kingdom","Beekes, W., Department of Accounting and Finance, Management School, Lancaster University, Lancaster, Lancs LA1 4YX, United Kingdom","Encouraging students to participate during class time is important to facilitate the learning process and encourage deep learning to take place. However, students with certain cultural and education backgrounds are often reluctant to participate in class discussion. This article provides some initial insight into the use of the Personal Response System (PRS) to encourage class participation at the postgraduate level. I found that students’ participation levels were increased when using the PRS, and further class discussion and debate was stimulated as a result. © 2006, SAGE Publications. All rights reserved.",Personal Response System; student participation,,,,,,,,,,,,"BIGGS, J., (1999) Teaching for Quality Learning at University, , Buckingham: Open University Press; BLIGH, D., (1998) What's the Use of Lectures?, , Exeter: Intellect, School of Art & Design; BROAD, M., MATTHEWS, M., MCDONALD, A., (2004) Active Learning in Higher Education, 5 (2), pp. 135-151; COOPER, B.J., (2004) Accounting Education: An International Journal, 13 (3), pp. 289-310; COOPER, B.J., TANG, Y.W., CHOW, L., (1994) Accounting Education for the 21st Century, pp. 23-28. , in J. O. Burns B. E. Needles (eds), New York: Pergamon; CORTAZZI, M., (2002) Presentation at Certificate in Learning and TeachingConference, , Lancaster University 26 March; CORTAZZI, M., JIN, L., (1997) Overseas Students in Higher Education, Issues in Teaching andLearning, pp. 76-90. , in D. McNamara R. Harris (eds), London: Routledge; CRAWFORD, M., HENRY, W., DINEEN, F., (2001) Accounting Education: An International Journal, 10 (2), pp. 201-218; CUE, N., Universal Learning Tool for Classrooms (1998), http://celt.ust.hk/ideas/prs/pdf/Nelsoncue.pdf, presented at the First Quality in Teaching and LearningConference, Hong Kong International Trade and Exhibition Centre, Hong Kong 10-12 December :[accessed 15 November 2004]; DRAPER, S.W., CARGILL, J., CUTTS, Q., (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; DUNN, W.R., (1969) New University, 3 (4), pp. 21-22; ELLIOTT, C., (2002) Economics Learning, Supportand Teaching Network, , http://www.economics.ltsn.ac.uk/iree/i1/elliott.htm, [accessed 8 November 2004]; ELLIOTT, C., (2003) International Review of Economics Education, 1, pp. 80-86; GIBBS, G., HABESHAW, S., HABESHAW, T., (1987) 53 Interesting Things To Do in Your Lectures, , Bristol: Technical and Educational Services Ltd; HAKE, R.R., (1998) American Journal of Physics, 66 (1), pp. 64-74; HARDEN, MCG, R., WAYNE, S.E., DONALD, G., (1968) Journal of Medical and Biological Illustration, 18 (1), pp. 29-32; JONASSEN, D.H., (1992) Constructivism and the Technology of Instruction. AConversation, pp. 137-148. , in T. M. Duffy D. H. BEEKES THE “MILLIONAIRE” METHOD Jonassen (eds) New Jersey: Lawrence Erlbaum Associates; LANE, A., PORCH, M., (2002) Accounting Education: An International Journal, 11 (3), pp. 217-233; LIEBLER, R.J., (2003) Journal of Accounting Education, 21 (3), pp. 261-265; LIN, Z., DENG, S., (1992) The International Journal of Accounting, 27 (2), pp. 164-177; LUCAS, U., (2001) Accounting Education: An International Journal, 10 (2), pp. 161-184; MACMANAWAY, L.A., (1970) Universities Quarterly, 24 (3), pp. 321-329; MADILL, B., (2003) Improving Student InteractionVia Personal Response System and Peer Instruction, , http://www.be.coventry.ac.uk/BPBNetwork/casestudy/uce_tla3i.htm, Case Study:, [accessed7 November 2004]; MARRIOT, N., MARRIOTT, P., (2003) The International Journal of Management Education, 3 (1), pp. 4-13; MARRIOT, P., (2002) Accounting Education: An International Journal, 11 (1), pp. 43-62; MARSTON, P., (2003) Strategies for Developing InteractiveTeaching Resources, , http://www.abdn.ac.uk/diss/ltu/pmarston/prs/mini-paper.hti, Mini-Paper: What is the PRS and How Might it be Used? [accessed 26July 2004]; MORRIS, H., RIPPIN, A., (2003) The International Journal of Management Education, 3 (2), pp. 23-30; OTTEWILL, R., MACFARLANE, B., (2003) The International Journal of Management Education, 3 (3), pp. 33-41; PROSSER, M., TRIGWELL, K., (1999) Understanding Learning and Teaching. The Experience inHigher Education, , Buckingham: Open University Press; RAMSEY, C., (2003) The International Journal of Management Education, 3 (2), pp. 31-41; SEENAN, G., (2000) The Guardian, , http://www.guardian.co.uk/Archive/Article/0,4273,3946892,00.html[accessed, 4 January:7 November 2004]; SYNDER, K.D., (2003) Active Learning in Higher Education, 4 (2), pp. 159-167; TURNER, Y., (2003) University ofNewcastle Business School, , LSTN Workshop; WATKINS, D.A., BIGGS, J.B., (1996) The Chinese Learner: Cultural,Psychological and Contextual Influences', , Comparative Education Research Centre and Australian Council ofEducational Research; WILLIAMS, D., (2002) Education Weekly, , http://education.guardian.co.uk/egweekly/story/0,5500,718920,00.html[accessed, Education_Guardian.co.uk:7 November 2004]; XIAO, Z., DYSON, J.R., (1999) Accounting Education: An International Journal, 8 (4), pp. 341-361","Beekes, W.; Department of Accounting and Finance, Management School, Lancaster University, Lancaster, Lancs LA1 4YX, United Kingdom",,,,,,,,14697874,,,,English,Act. Learn. High. Educ.,Article,Final,,Scopus,2-s2.0-84990380715
"Vozenilek J., Wang E., Kharasch M., Anderson B., Kalaria A.",10142925700;9336560100;35744701500;57198527908;6506237449;,Simulation-based morbidity and mortality conference: New technologies augmenting traditional case-based presentations,2006,Academic Emergency Medicine,13,1,,48,53,,28.0,10.1197/j.aem.2005.08.015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-29244487904&doi=10.1197%2fj.aem.2005.08.015&partnerID=40&md5=10e7edf17f9e72c173f3f7c28cd2f5bb,"Division of Emergency Medicine, Feinberg School of Medicine, Northwestern University, Evanston, IL, United States; Division of Emergency Medicine, Evanston Northwestern Healthcare, 2650 Ridge Avenue, Evanston, IL 60201, United States","Vozenilek, J., Division of Emergency Medicine, Feinberg School of Medicine, Northwestern University, Evanston, IL, United States, Division of Emergency Medicine, Evanston Northwestern Healthcare, 2650 Ridge Avenue, Evanston, IL 60201, United States; Wang, E., Division of Emergency Medicine, Feinberg School of Medicine, Northwestern University, Evanston, IL, United States; Kharasch, M., Division of Emergency Medicine, Feinberg School of Medicine, Northwestern University, Evanston, IL, United States; Anderson, B., Division of Emergency Medicine, Feinberg School of Medicine, Northwestern University, Evanston, IL, United States; Kalaria, A., Division of Emergency Medicine, Feinberg School of Medicine, Northwestern University, Evanston, IL, United States","The authors describe the use of a high-fidelity simulation laboratory to re-create a patient encounter for the purposes of enhancing a morbidity and mortality conference. The use of two separate technologies were enlisted: a METI high-fidelity patient simulator to re-create the case in a more lifelike fashion, and an audience response system to collect clinical impressions throughout the case presentation and survey data at the end of the presentation. The re-creation of the patient encounter with all relevant physical findings displayed in high fidelity, with relevant laboratory data, nursing notes, and imaging as it occurred in the actual case, provides a more engaging format for the resident-learner. This technological enhancement was deployed at a morbidity and mortality conference, and the authors report the impressions collected via the audience response system. Guidelines for those who wish to re-create this type of educational experience are presented in the discussion. © 2006 by the Society for Academic Emergency Medicine.",High-fidelity simulation; Morbidity and mortality conference; Resident education,article; emergency ward; human; information processing; medical education; medical record; morbidity; mortality; nursing; priority journal; simulator; teaching; Adult; Clinical Competence; Computer Simulation; Diffusion of Innovation; Educational Measurement; Emergency Medicine; Female; Humans; Illinois; Internship and Residency; Morbidity; Mortality; Patient Simulation; Problem-Based Learning; Reproducibility of Results,,,,,,,,,,,"Residency Review Committee for Emergency Medicine Reviewers Checklist, , http://www.acgme.org/acWebsite/RRC_110/110_pdChecklist.pdf, Accreditation Council for Graduate Medical Education; Orlander, J.D., Barber, T.W., Fincke, B., The morbidity and mortality conference: The delicate nature of learning from error (2002) Acad Med, 77, pp. 1001-1006; Dyne, P.L., Strauss, R.W., Rinnert, S., Systems-based practice: The sixth core competency (2002) Acad Emerg Med, 9, pp. 1270-1277; Vozenilek, J.M., Kharasch, M., Aitchison, P., Wang, E., Bednar, S., Physiologic response to the critically ill simulated patient (2005) International Meeting on Medical Simulation, , January Miami, FL; Bond, W.F., Deitrick, L.M., Arnold, D.C., Using simulation to instruct emergency medicine residents in cognitive forcing strategies (2004) Acad Med, 79, pp. 438-446; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3 (1), p. 12; Ziv, A., Wolpe, P.R., Small, S.D., Glick, S., Simulation-based medical education: An ethical imperative (2003) Acad Med, 78, pp. 783-788","Vozenilek, J.; Division of Emergency Medicine, Evanston Northwestern Healthcare, 2650 Ridge Avenue, Evanston, IL 60201, United States; email: vozonline@ameritech.net",,,,,,,,10696563,,AEMEF,16365338.0,English,Acad. Emerg. Med.,Article,Final,,Scopus,2-s2.0-29244487904
"Miller R.L., Santana-Vega E., Terrell M.S.",56558976100;56560226900;36465647100;,Can good questions and peer discussion improve calculus instruction?,2006,PRIMUS,16,3,,193,203,,33.0,10.1080/10511970608984146,https://www.scopus.com/inward/record.uri?eid=2-s2.0-75349093318&doi=10.1080%2f10511970608984146&partnerID=40&md5=7758ec55a25886b2f09c8a5a9cf53b87,"Department of Mathematics, Cornell University, Ithaca, NY, 14853, United States","Miller, R.L., Department of Mathematics, Cornell University, Ithaca, NY, 14853, United States; Santana-Vega, E., Department of Mathematics, Cornell University, Ithaca, NY, 14853, United States; Terrell, M.S., Department of Mathematics, Cornell University, Ithaca, NY, 14853, United States","Preliminary report of the results of a project1 to introduce peer instruction into a multi-section first semester calculus course taught largely by novice instructors. This paper summarizes the instructional approaches instructors chose to use, and the subsequent results of student performance on common exams throughout the course of the term. © 2006 Taylor &amp; Francis Group, LLC.",Calculus; Conceptests; Good questions; In class polling; Interactive engagement; Peer instruction; Student achievement; Teaching assistant development; Under represented minorities,,,,,,,,,,,,"Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) Am. J. Phys, 69, pp. 970-977; Hake, R., The Physics Education Reform Effort: A Possible Model for Higher Education? (2005) The National Teaching and Leaning Forum, 15 (1). , http://www.ntlf.com/html/ti/toc.htm; Mazur, E., (1997) Peer Instruction: A User’s Manual, , Englewood Cliffs NJ: Prentice Hall; Pilzer, S., Peer Instruction in Physics and Mathematics (2001) PRIMUS, 11 (2), pp. 185-192; Pilzer, S., Robinson, M., Lomen, D., Flath, D., Hughes Hallet, D., Lahme, B., Morris, J., Thrash, J., (2003) Conceptests to Accompany Calculus, , Third Edition. Hoboken NJ: John Wiley & Son; Santana-Vega, E., (2004) The Impact of the Good Questions Project on Students’ Understanding of Calculus Concepts, , MS Thesis Cornell University, Ithaca NY",,,,,,,,,10511970,,,,English,Primus,Article,Final,,Scopus,2-s2.0-75349093318
"Luongvinh D., Kwon Y.",14822286100;7403459557;,A fully recurrent neural network-based model for predicting spectral regrowth of 3G handset power amplifiers with memory effects,2006,IEEE Microwave and Wireless Components Letters,16,11, 1717523,621,623,,15.0,10.1109/LMWC.2006.884910,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33750835670&doi=10.1109%2fLMWC.2006.884910&partnerID=40&md5=6856583794669a61c60cb8048d2464c0,"School of Electrical Engineering, Seoul National University, Seoul 151-742, South Korea","Luongvinh, D.School of Electrical Engineering, Seoul National University, Seoul 151-742, South Korea; Kwon, Y.School of Electrical Engineering, Seoul National University, Seoul 151-742, South Korea","Efficient and accurate behavioral models of power amplifiers (PAs) with memory effects are important for predicting the distortions generated by PAs in 3G handsets. Conventional recurrent neural network (RNN) has been applied for RF PAs, but its capability to model PAs with memory effects has not been investigated. In this letter, we propose a new fully RNN with Gamma tapped-delay lines suitable for modeling the dynamic behavior of 3G PAs with memory effects. After being trained with wideband code division multiple access (W-CDMA) (3GPP Uplink) signals, the proposed model is validated with not only W-CDMA but also high-speed downlink packet access (3GPP Uplink) signals with higher peak-to-average ratios (PARs), which demonstrates the generality of the model. The comparisons with previous RNN models show that the proposed model offers improved performance in predicting spectral regrowth by reducing errors by 1.7-4 dB. © 2006 IEEE.",Adjacent channel leakage ratio (ACLR); Behavioral modeling; High-speed downlink packet access (HSDPA); Memory effects; Recurrent neural network (RNN),Channel capacity; Code division multiple access; Data storage equipment; Packet networks; Power amplifiers; Spectrum analysis; Telephone sets; Adjacent channel leakage ratio (ACLR); Behavioral modeling; High-speed downlink packet access (HSDPA); Memory effects; Recurrent neural networks,,,,,"Ministry of Education, Science and Technology, MEST","Manuscript received February 26, 2006. This work is supported by the Korea Ministry of Science and Technology through the Creative Research Initiative Program. The authors are with the School of Electrical Engineering, Seoul National University, Seoul 151-742, Korea (e-mail: ykwon@snu.ac.kr). Digital Object Identifier 10.1109/LMWC.2006.884910",,,,,"Fang, Y., Yagoub, M., Wang, F., Zhang, Q.J., A new macromodeling approach for nonlinear microwave circuits based on recurrent neural networks (2000) IEEE Trans. Microw. Theory Tech., 48 (12), pp. 2335-2344. , Dec; Ku, H., Kenney, J.S., Behavioral modeling of nonlinear RF power amplifiers considering memory effects (2003) IEEE Trans. Microw. Theory Tech., 51 (12), pp. 2495-2504. , Dec; Zhu, A., Brazil, T.J., RF power amplifier behavioral modeling using Volterra expansion with Laguerre functions (2005) IEEE MTT-S Int. Dig., pp. 963-966. , Jun. 12-17; Luongvinh, D., Kwon, Y., Behavioral modeling of power amplifiers using fully recurrent neural networks (2005) IEEE MTT-S Int. Dig., pp. 1979-1982. , Jun; Lin, T., Horne, B.G., Giles, C.L., How embedded memory in recurrent neural network architectures helps learning long-term temporal dependencies (1998) Neural Networks, 11, pp. 861-868. , Jul; Connor, J.T., Martin, R.D., Atlas, L.E., Recurrent neural networks and robust time series prediction (1994) IEEE Trans. Neural Networks, 5 (2), pp. 240-254. , Mar; Elman, J.L., Finding structure in time (1990) Cognitive Sci., 14, pp. 179-211; Veelen, M., Nijhuis, J., Spaanenburg, B., Neural network approaches to capture temporal information (1999) Proc. Comp. Anticipatory Syst., Amer. Inst. Phys., pp. 361-371; NeuroSolutions, , http://www.nd.com, Tech. Rep. [Online]","Luongvinh, D.; School of Electrical Engineering, Seoul National University, Seoul 151-742, South Korea",,,Institute of Electrical and Electronics Engineers Inc.,,,,,15311309,,IMWCB,,English,IEEE Microwave Compon. Lett.,Article,Final,,Scopus,2-s2.0-33750835670
"Linneman S., Plake T.",6506487577;12646724400;,Searching for the difference: A controlled test of just-in-time teaching for large-enrollment introductory geology courses,2006,Journal of Geoscience Education,54,1,,18,24,,8.0,10.5408/1089-9995-54.1.18,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33344463887&doi=10.5408%2f1089-9995-54.1.18&partnerID=40&md5=cddd69230207c3463971f8c16a9597fe,"Department of Geology, Western Washington University, Bellingham, WA 98225-9080, United States","Linneman, S., Department of Geology, Western Washington University, Bellingham, WA 98225-9080, United States; Plake, T., Department of Geology, Western Washington University, Bellingham, WA 98225-9080, United States","At Western Washington University (WWU), we tested the effectiveness of Just-in-Time Teaching (JiTT) methods in introductory geoscience courses. JiTT is an interactive-engagement teaching method developed for introductory physics courses (Novak et al., 1999). The key to the JiTT method is a short time frame feedback loop in which student learning informs instruction. The JiTT method includes several distinct components. (1) Web-based WarmUp exercises check on students' comprehension of reading assignments and ability to connect new concepts to those previously developed. Students submit answers to these exercises via the web up to four hours before each lecture. (2) Interactive lectures based on WarmUp responses emphasize problem-solving skills. (3) Web-based puzzles wrap up topics with critical thinking problems. We conducted our test using two sections of Geology 101 at WWU: the experimental section applied JiTT methods and the control section was taught using the traditional lecture format. Our experimental and control sections were non-major general education courses, had the same learning objectives, and objectives were assessed using the same exams. Students completed a First Day Survey providing baseline data about their demographics, science courses taken previously in high school and college, their attitude about studying science and their knowledge about basic Earth science concepts. On the first exam, the JiTT students scored significantly higher than the students in the traditional lecture section by an average of 2 points out of 50. The JiTT students' combined average on three exams during the course was higher, but not statistically significant. When the data from the First Day Survey were taken into account using multi-variable regression analysis, all differences in performance on exams becomes insignificant. We interpret our results to indicate that scores on objective (emphasizing knowledge and comprehension) exams may depend strongly on students' incoming prior knowledge, more than on the specific methods used to teach the class. Student evaluations of the course taught using JiTT methods were very positive toward the JiTT methods and their experience with introductory geology. Although we hope that such affective differences foreshadow long-term enhancement in learning (that our study did not assess), we caution instructors not to rely only on exam scores or student evaluations to gauge teaching effectiveness. Conversely, we recognize that scores on objective exams may not capture development of higher order thinking that the JiTT method may foster.",,education; geology,,,,,,,,,,,"Astwood, P.M., Slater, T.F., Effectiveness and management of portfolio assessment in high-enrollment courses (1997) Journal of Geoscience Education, 45, pp. 238-242; Bloom, B., Taxonomy of educational objectives (1984), Pearson Education, Allyn and Bacon, Boston, MA; Bransford, J., Brown, A., Cocking, R., How People Learn: Brain, Mind, Experience and School (2000), National Research Council, National Academies Press; Carpenter, J.R., Tolhurst, J.W., Day, E.A., Zenger, S., Barron, A., Dozier, K., A constructivist approach to a high-enrollment undergraduate environmental-education course (1999) Journal of Geoscience Education, 47, pp. 249-254; Cashman, E., Eschenbach, E., Using on-line quizzes outside the classroom to increase student engagement inside the classroom (2003), American Society of Engineering Education, Spring 2003 Pacific Southwest Section Conference Proceedings; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Davis, L.E., Corner, H.M., Eves, R.L., Urbanczyk, K.M., Student abstract writing as a tool for writing across the curriculum in large introductory geology courses (1991) Journal of Geoscience Education, 39, pp. 178-180; Grove, K., Using online homework to engage students in a geoscience course for general education (2002) Journal of Geoscience Education, 50, pp. 566-574; Leckie, R.M., Yuretich, R., Inquiry-based teaching in very large-enrollment classes; examples from an oceanography course (1998) Abstracts With Programs - Geological Society of America, 30, p. 350; Libarkin, J., Kurdziel, J., Research methodologies in science education: Strategies for productive assessment (2001) Journal of Geoscience Education, 49, pp. 300-304; Libarkin, J.C., Anderson, S.W., Dahl, J., Beilfuss, M., Boone, W., Kurdziel, J.P., Qualitative analysis of college students' ideas about the Earth: Interviews and open-ended questionnaires (2005) Journal of Geoscience Education, 53, pp. 17-26; Macdonald, R.H., Korinek, L., Cooperative-learning activities in large entry-level geology courses (1995) Journal of Geological Education, 43, pp. 341-345; Macdonald, R.H., Kennedy, C., Conrad, S.H., Writing assignments augment learning in introductory geology courses (1992) Journal of Geological Education, 40, pp. 279-286; McConnell, D., Steer, D., Owens, K., Assessment and active learning strategies for introductory geology courses (2003) Journal of Geoscience Education, 51, pp. 205-216; Murck, B., Promoting and evaluating participation in high-enrollment undergraduate courses (1999) Journal of Geoscience Education, 47, pp. 131-134; Novak, G.M., Patterson, E.T., Gavrin, A.D., Christian, W., (1999) Just-in-Time Teaching: Blending Active Learning With Web Technology, p. 188. , Prentice-Hall; Reynolds, S.J., Peacock, S.M., Slide observations: Promoting active learning, landscape appreciation, and critical thinking in introductory geology courses (1998) Journal of Geoscience Education, 46, pp. 421-426; Schweitzer, J., The use of learning stations as a strategy for teaching concepts by active-learning methods (1995) Journal of Geological Education, 43, pp. 366-370; Tewksbury, B.J., Specific strategies for using the ""jigsaw"" technique for working in groups in non-lecture-based courses (1995) Journal of Geological Education, 43, pp. 322-326; Tewksbury, B.J., Connecting the geology of Africa with the prehistoric, historical, political, and economic evolution of the continent as a strategy for teaching introductory geology and attracting minority students to geology (1995) Journal of Geological Education, 43, pp. 492-496","Linneman, S.; Department of Geology, Western Washington University, Bellingham, WA 98225-9080, United States; email: scott.linneman@wwu.edu",,,National Association of Geoscience Teachers Inc.,,,,,10899995,,,,English,J. Geosci. Educ.,Article,Final,,Scopus,2-s2.0-33344463887
"Guilhardi P., Church R.M.",8979089800;7103198577;,The pattern of responding after extensive extinction,2006,Learning and Behavior,34,3,,269,284,,12.0,10.3758/BF03192883,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33750381221&doi=10.3758%2fBF03192883&partnerID=40&md5=8162ebe15f0f4a1ab743dedc3fbebe38,"Brown University, Providence, RI, United States; Department of Psychology, Box 1853, Brown University, Providence, RI 02912, United States","Guilhardi, P., Brown University, Providence, RI, United States, Department of Psychology, Box 1853, Brown University, Providence, RI 02912, United States; Church, R.M., Brown University, Providence, RI, United States","Extensive extinction greatly reduces response rate and increases the relative frequency of short interresponse times, but does not affect temporal learning or operant response rate. In each of two experiments, 24 rats were trained in a multiple cued interval procedure with three stimuli (noise, light, and clicker) at three intervals (30, 60, and 120 sec). In Experiment 1, after 50 sessions of extinction, response rate decreased from about 25 to 0.5 responses/min, but temporal discriminations were maintained and the initial response gradients in reacquisition had a pattern that corresponded with the original (rather than current) training conditions. In Experiment 2, these results were replicated and extended by examination of the effect of stimulus duration on response patterns during extinction, but its lack of effect on reacquisition. The similarity of the initial performance in reacquisition to the asymptotic performance in acquisition was presumably due to the similarity of context. The individual subject data may be downloaded from www.psychonomic.org/ archive. Copyright 2006 Psychonomic Society, Inc.",,amplifier; animal experiment; article; behavior; computer; conditioning; controlled study; light; male; noise; nonhuman; rat; rat strain; reinforcement; response time; stimulus response; time perception,,,Gateway Pentium III/500; Med-PC Medstate Notation Version 2.0; Model ANL-926; Model ENV-135M; Model ENV-203; Model ENV-227M,,,,,,,,"Bush, R.R., Mosteller, F., (1955) Stochastic Models for Learning, , New York: Wiley; Church, R.M., Black, A.H., Latency of the conditioned heart rate as a function of the CS-US interval (1958) Journal of Comparative & Physiological Psychology, 51, pp. 478-482; Coleman, S.R., Gormezano, I., Classical conditioning of the rabbit's nictitating membrane response under symmetrical CS - US interval shifts (1971) Journal of Comparative & Physiological Psychology, 77, pp. 447-455; Delamater, A.R., Effects of several extinction treatments upon the integrity of Pavlovian stimulus-outcome associations (1996) Animal Learning & Behavior, 24, pp. 437-449; Drew, M.R., Yang, C., Ohyama, T., Balsam, P.D., Temporal specificity of extinction in autoshaping (2004) Journal of Experimental Psychology: Animal Behavior Processes, 30, pp. 163-176; Gallistel, C.R., Gibbon, J., Time, rate, and conditioning (2000) Psychological Review, 107, pp. 289-344; Gibbon, J., Scalar expectancy theory and Weber's law in animal timing (1977) Psychological Review, 84, pp. 279-325; Gibbon, J., Origins of scalar timing theory (1991) Learning & Motivation, 22, pp. 3-38; Gibbon, J., Church, R.M., Meck, W.H., Scalar timing in memory (1984) Timing and Time Perception, 423, pp. 52-77. , J. Gibbon & L. Allan (Eds.). Annals of the New York Academy of Sciences, New York: New York Academy of Sciences; Guilhardi, P., Church, R.M., Dynamics of temporal discrimination (2005) Learning & Behavior, 33, pp. 399-416; Guelhardi, P., Keen, R., MacInnis, M.L.M., Church, R.M., How rats combine temporal cues (2005) Behavioural Processes, 69, pp. 189-205; Guilhardi, P., Yi, L., Church, R.M., Effects of repeated acquisitions and extinctions on response rate and pattern (2006) Journal of Experimental Psychology: Animal Behavior Processes, 32, pp. 322-328; Hilgard, E.R., Marquis, D.G., (1940) Conditioning and Learning, , New York: Appleton-Century; Hull, C.L., (1943) Principles of Behavior, , New York: Appleton-Century; Kamin, L.J., Traumatic avoidance learning: The effects of CS-US interval with a trace-conditioning procedure (1954) Journal of Comparative & Physiological Psychology, 47, pp. 65-72; Kimble, G.A., (1961) Hilgard and Marquis Conditioning and Learning, , New York: Appleton-Century-Crofts; Kirkpatrick, K., Packet theory of conditioning and timing (2002) Behavioural Processes, 57, pp. 89-106; Kirkpatrick, K., Church, R.M., Tracking of the expected time to reinforcement in temporal conditioning procedures (2003) Learning & Behavior, 31, pp. 3-21; Machado, A., Learning the temporal dynamics of behavior (1997) Psychological Review, 104, pp. 241-265; Machado, A., Cevik, M., Acquisition and extinction under periodic reinforcement (1998) Behavioural Processes, 44, pp. 237-262; MacKintosh, N.J., (1974) The Psychology of Animal Learning, , London: Academic Press; Nevin, J.A., Effects of reinforcement scheduling on simultaneous discrimination performance (1967) Journal of the Experimental Analysis of Behavior, 10, pp. 251-260; Ohyama, T., Gibbon, J., Deich, J.D., Balsam, P.D., Temporal control during maintenance and extinction of conditioned keypecking in ring doves (1999) Animal Learning & Behavior, 27, pp. 89-98; Pavlov, I.P., (1927) Conditioned Reflexes, , (G. V Anrep, Trans.). London: Oxford University Press; Rescorla, R.A., Preservation of Pavlovian associations through extinction (1996) Quarterly Journal of Experimental Psychology, 49, pp. 245-258; Rescorla, R.A., Experimental extinction (2001) Handbook of Contemporary Learning Theories, pp. 119-154. , S. B. Klein & R. R. Mowrer (Eds.). Mahwah, NJ: Erlbaum; Rescorla, R.A., Wagner, A.R., A theory of Pavlovian conditioning: Variation in the effectiveness of reinforcement and nonreinforcement (1972) Classical Conditioning II, pp. 64-99. , A. H. Black & W. F. Prokasy (Eds.). New York: Appleton-Century-Crofts; Roberts, S., Holder, M.D., What starts an internal clock? (1984) Journal of Experimental Psychology: Animal Behavior Processes, 10, pp. 273-296; Schneider, B.A., A two-state analysis of fixed-interval responding in the pigeon (1969) Journal of the Experimental Analysis of Behavior, 12, pp. 677-687; Tatham, T.A., Zurn, K.R., The MED-PC experimental apparatus programming system (1989) Behavior Research Methods, Instruments, & Computers, 21, pp. 294-302; Tolkamp, B.J., Kyriazakis, I., To split behaviour into bouts, log-transform the intervals (1999) Animal Behaviour, 57, pp. 807-817","Guilhardi, P.; Department of Psychology, Box 1853, Brown University, Providence, RI 02912, United States; email: paulo_guilhardi@brown.edu",,,Psychonomic Society Inc.,,,,,15434494,,LBEEA,17089595.0,English,Learn. Behav.,Article,Final,Open Access,Scopus,2-s2.0-33750381221
"Coletta V.P., Phillips J.A.",11139728500;55465852400;,"Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability",2005,American Journal of Physics,73,12,,1172,1182,,114.0,10.1119/1.2117109,https://www.scopus.com/inward/record.uri?eid=2-s2.0-30344435909&doi=10.1119%2f1.2117109&partnerID=40&md5=873680236f9f5c96a6adb012a6ad419f,"Department of Physics, Loyola Marymount University, Los Angeles, CA 90045, United States","Coletta, V.P., Department of Physics, Loyola Marymount University, Los Angeles, CA 90045, United States; Phillips, J.A., Department of Physics, Loyola Marymount University, Los Angeles, CA 90045, United States","We examined normalized gains and preinstruction scores on the force concept inventory (FCI) for students in interactive engagement courses in introductory mechanics at four universities and found a significant, positive correlation for three of them. We also examined class average FCI scores of 2948 students in 38 interactive engagement classes, 31 of which were from the same four universities and 7 of which came from 3 other schools. We found a significant, positive correlation between class average normalized FCI gains and class average preinstruction scores. To probe this correlation, we administered Lawson's classroom test of scientific reasoning to 65 students and found a significant, positive correlation between these students' normalized FCI gains and their Lawson test scores. This correlation is even stronger than the correlation between FCI gains and preinstruction FCI scores. Our study demonstrates that differences in student populations are important when comparing normalized gains in different interactive engagement classes. We suggest using the Lawson test along with the FCI to measure the effectiveness of alternative interactive engagement strategies. © 2005 American Association of Physics Teachers.",,,,,,,,,,,,,"Hestenes, D., Wells, M., Swackhamer, O., Force concept inventory (1992) Phys. Teach., 30, pp. 141-158; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice-Hall, Upper Saddle River, NJ; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74; Redish, E.F., Steinberg, R.N., Teaching physics: Figuring out what works (1999) Phys. Today, 52, pp. 24-30; Lawson, A.E., The development and validation of a classroom test of formal reasoning (1978) J. Res. Sci. Teach., 15 (1), pp. 11-24; Lawson, A.E., Classroom Test of Scientific Reasoning, Revised Ed., , http://lsweb.la.asu.edu/alawson/LawsonAssessments.htm; Maloney, D.P., Comparative reasoning abilities of college students (1981) Am. J. Phys., 49 (8), pp. 784-786; Heller, P., Keith, R., Anderson, S., Teaching problem solving through cooperative grouping. Part 1: Groups versus individual problem solving (1992) Am. J. Phys., 60, pp. 627-636; Heller, P., Hollabaugh, M., Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups (1992) Am. J. Phys., 60, pp. 637-645; Meltzer, D.E., The relationship between mathematics preparation and conceptual learning in physics: A possible 'hidden variable' in diagnostic pretest scores (2002) Am. J. Phys., 70, pp. 1259-1268; Hudson, H.T., Meltzer used two different math skills tests: The ACT Mathematics for two of the four groups and, for the other two, Hudson's mathematics diagnostic test (1986) Mathematics Review Workbook for College Physics, pp. 147-160. , Little, Brown; Renner, J.W., Lawson, A.E., Piagetian theory and instruction in physics (1973) Phys. Teach., 11 (3), pp. 165-169; Inhelder, B., Piaget, J., (1958) The Growth of Logical Thinking from Childhood to Adolescence; an Essay on the Construction of Formal Operational Structures, , Basic Books, New York; Lawson, A.E., The generality of hypothetico-deductive reasoning: Making scientific thinking explicit (2000) Am. Biol. Teach., 62 (7), pp. 482-495; Elkind, D., Quality conceptions in college students (1962) J. Soc. Psychol., 57, pp. 459-465; Towler, J.A., Wheatley, G., Conservation concepts in college students (1971) J. Gen. Psychol., 118, pp. 265-270; Arons, A.B., Karplus, R., Implications of accumulating data on levels of intellectual development (1976) Am. J. Phys., 44 (4), p. 396; Cohen, H.D., Hillman, D.F., Agne, R.M., Cognitive level and college physics achievement (1978) Am. J. Phys., 46 (10), pp. 1026-1029; McKinnon, J.W., Renner, J.W., Are colleges concerned with intellectual development? (1971) Am. J. Phys., 39 (9), pp. 1047-1051; Lawson, A.E., Renner, J.W., A quantitative analysis of responses to piagetian tasks and its implications for curriculum (1974) Sci. Educ., 58 (4), pp. 545-559; Renner, J.W., Lawson, A.E., Promoting intellectual development through science teaching (1973) Phys. Teach., 11 (5), pp. 273-276; Renner, J.W., Significant physics content and intellectual development-cognitive development as a result of interacting with physics content (1976) Am. J. Phys., 44 (3), pp. 218-222; (2004) SAT Data from the College Board Web Site, , www.collegeboard.com; Kolodiy, G.O., Cognitive development and science teaching (1977) J. Res. Sci. Teach., 14 (1), pp. 21-26; Kurtz, B., Karplus, R., Intellectual development beyond elementary school vii: Teaching for proportional reasoning (1979) Seh. Sci. Math., 79, pp. 387-398; Henderson, C., Heller, P., Common Concerns about the FCI (2000) Contributed Talk, American Association of Physics Teachers Winter Meeting, , Kissimmee, FL, January 19","Coletta, V.P.; Department of Physics, Loyola Marymount University, Los Angeles, CA 90045, United States; email: vcoletta@lmu.edu",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-30344435909
"Cox A.J., Belloni M., Christian W.",56839642900;7005061358;7006318249;,Teaching physics with physlet®-based ranking task exercises,2005,Physics Teacher,43,9,,587,592,,1.0,10.1119/1.2136455,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85007492947&doi=10.1119%2f1.2136455&partnerID=40&md5=b04507ba90d4eab7a402214031953f90,"Natural Sciences, Eckerd College, 4200 54th Ave. S, St. Petersburg, FL  33711, United States; Dept. of Physics, Davidson College, Davidson, NC  28035, United States","Cox, A.J., Natural Sciences, Eckerd College, 4200 54th Ave. S, St. Petersburg, FL  33711, United States; Belloni, M., Dept. of Physics, Davidson College, Davidson, NC  28035, United States; Christian, W., Dept. of Physics, Davidson College, Davidson, NC  28035, United States","In this paper, we describe how we use a pedagogical tool, Physlets®, in combination with a complementary pedagogical method, Ranking Task (RT) exercises, to enhance students' interactive engagement in introductory physics.",,,,,,,,,,,,,"http://tycphysics.org/tipers.htm, For more information about the other TIPERs, please visit; Maloney, D.P., Ranking tasks: A new type of test item (1987) J. Coll. Sci. Teach, 16, pp. 510-514. , May; Maloney, D.P., Friedel, A.W., Ranking tasks revisited (1996) J. Coll. Sci. Teach, 25, pp. 501-508. , Dec./Jan; O'Kuma, T., Maloney, D., Hieggelke, C., (2000) Ranking Task Exercises in Physics, , Prentice Hall, Upper Saddle River, NJ; O'Kuma, T., Maloney, D., Hieggelke, C., (2004) Ranking Task Exercises in Physics, Student Edition, , Prentice Hall, Upper Saddle River, NJ; , p. 513. , Ref. 2; Christian, W., Belloni, M., (2001) Physlets® : Teaching Physics with Interactive Curricular Material, , http://webphysics.davidson.edu/applets/applets.html, Prentice Hall, Upper Saddle River, NJ, See also; Dancy, M.H., Christian, W., Belloni, M., Teaching with Physlets®: Examples from optics (2002) Phys. Teach, 40, pp. 40-45. , Nov; Cox, A.J., Belloni, M., Christian, W., Dancy, M.H., Teaching thermodynamics with Physlets® in introductory physics (2003) Phys. Educ, 38, pp. 433-440. , Sept; Christian, W., Belloni, M., (2004) Physlet® Physics: Interactive Illustrations, Explorations, and Problems for Introductory Physics, , Prentice Hall, Upper Saddle River, NJ; Belloni, M., Christian, W., Physlets® for quantum mechanics (2003) Comput. Sci. Eng, 5, p. 90. , http://webphysics.davidson.edu/cise_qm, Jan./Feb, The Physlet-based quantum mechanics exercises from this paper are available at; Belloni, M., Christian, W., Dancy, M., Teaching special relativity using Physlets® (2004) Phys. Teach, 42, pp. 284-290. , May; Cox, A.J., Dancy, M.H., (2004) Instructor's Manual to Physlet ® Physics: Interactive Illustrations, Explorations, and Problems for Introductory Physics, , http://www.prenhall.com/tiponline, Prentice Hall, TIPOnline, Chaps. 1-2; Dancy, M., Investigating animations for assessment with an animated version of the force concept inventory (2002), Ph.D Dissertation, North Carolina State University; Ranking Task Exercises in Physics (Ref. 4) did not include optics Ranking Tasks, but the Ranking Task Exercises in Physics, Student Edition (Ref. 5) does include a small number of geometric optics Ranking Tasks; , p. 514. , Ref. 2",,,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Article,Final,,Scopus,2-s2.0-85007492947
"Toback D., Mershin A., Novikova I.",35286097900;7801327469;7005153366;,Integrating web-based teaching tools into large university physics courses,2005,Physics Teacher,43,9,,594,597,,7.0,10.1119/1.2136456,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85007433720&doi=10.1119%2f1.2136456&partnerID=40&md5=4ad9bbc3739974d6d84c52f101cd16bf,"Department of Physics, Texas AandM University, MS 4242, College Station, TX  77843-4242, United States; Center for Biological Engineering, Massachusetts Institute of Technology, 77 Massachusetts Ave, Cambridge, MA  02139, United States; Harvard-Smithsonian Center for Astrophysics, 60 Garden St. MS-59, Cambridge, MA  02138, United States","Toback, D., Department of Physics, Texas AandM University, MS 4242, College Station, TX  77843-4242, United States; Mershin, A., Department of Physics, Texas AandM University, MS 4242, College Station, TX  77843-4242, United States, Center for Biological Engineering, Massachusetts Institute of Technology, 77 Massachusetts Ave, Cambridge, MA  02139, United States; Novikova, I., Department of Physics, Texas AandM University, MS 4242, College Station, TX  77843-4242, United States, Harvard-Smithsonian Center for Astrophysics, 60 Garden St. MS-59, Cambridge, MA  02138, United States","Teaching students in our large, introductory, calculus-based physics courses1 to be good problem-solvers is a difficult task. Not only must students be taught to understand and use the physics concepts in a problem, they must become adept at turning the physical quantities into symbolic variables, translating the problem into equations, and ""turning the crank"" on the mathematics to find both a closed-form solution and a numerical answer. Physics education research has shown that students' poor math skills and instructors' lack of pen-and-paper homework grading resources, two problems we face at our institution, can have a significant impact on problem-solving skill development.2-4 While Interactive Engagement methods appear to be the preferred mode of instruction,5 for practical reasons we have not been able to widely implement them. In this paper, we describe three Internet-based ""teaching-while-quizzing"" tools we have developed and how they have been integrated into our traditional lecture course in powerful but easy to incorporate ways.6 These are designed to remediate students' math deficiencies, automate homework grading, and guide study time toward problem solving. Our intent is for instructors who face similar obstacles to adopt these tools, which are available upon request.7.",,,,,,,Alexander S. Onassis Public Benefit Foundation,"We would like to thank Wayne Saslow, Teruki Kamon, Peter McIntyre, Robert Webb, George Welch, Cathy Ezrailson, Nancy Simpson, David Meltzer, and Joan Wolf for useful discussions, and Joel Walker, Matt Cervantes, Rhonda Blackburn, Jim Snell, Court Samson, Jonathan Asaadi, and Sally Yang for help with programming and other technical expertise. AM was partially supported by the S.A. Onassis Public Benefit Foundation, Greece.",,,,,"These are ""traditional"" lecture courses on classical mechanics and electricity & magnetism taught at Texas A&M University with typically 1500 students per semester (mostly first-year engineers) between the two courses. Students are broken into lectures of ~120 and further subdivided into recitations of ~30; Hsu, L., Brewe, E., Foster, T.M., Harper, K.A., Resource letter RPS-1: Research in problem solving (2004) Am. J. Phys, 72, pp. 1147-1156. , See, for example, Sept; Hudson, H.T., McIntire, W.R., Correlation between mathematical skills and success in physics (1977) Am. J. Phys, 45, pp. 470-471. , May; Meltzer, D., The relationship between mathematics preparation and conceptual learning gains in physics: A possible 'hidden variable' in diagnostic pretest scores (2002) Am. J. Phys, 70, pp. 1259-1268. , For more recent data see, Dec; Dufresne, R., Mestre, J., Hart, D.M., Rath, K.A., The effect of web-based homework on test performance in large enrollment introductory physics courses (2002) J. Comp. Math Sci. Teach, 21, p. 229. , Sept; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66, pp. 64-74. , See, for example, Jan, and references therein; This has been a three-year program with financial support from the Texas A&M University Department of Physics, Instructional Technology Services, and an award from the Montague Scholarship Program at the Center for Teaching Excellence; http://www.webct.com, While we have implemented these tools using WebCT, they can be readily deployed via many other software packages or in-house written code. For more information about WebCT, see, To obtain copies of our WebCT zip files for the quizzes and problem database, contact the authors. For a nice list of other delivery systems, see Ref. 11; Bonham, S.W., Titus, A., Beichner, R.J., Martin, L., Education research using web-based assessment systems (2000) J. Res. Comp. Educ, 33, p. 28; Bonham, S.W., Deardorff, D.L., Beichner, R.J., Comparison of student performance using web and paper-based homework in college-level physics (2003) J. Res. Sci. Teach, 40, p. 1050. , See, Nov; Bonham, S., Beichner, R., Deardorff, D., On-line homework: Does it make a difference? (2001) Phys. Teach, 39, pp. 293-296. , and, May; Marr, M.J., Thomas, E.W., Benne, M.R., Thomas, A., Hume, R.M., Development of instructional systems for teaching and electricity and magnetism course for engineers (1999) Am. J. Phys, 67, pp. 789-802. , Sept; Angelo, T.A., A teacher's dozen: Fourteen general, research-based principles for improving higher learning in our classrooms (1993) AAHE Bulletin, 45, p. 3. , See, for example, April; Davis, D., Sorrell, J., Mastery learning in public schools (1995) paper prepared for PSY 702: Conditions of Learning, , http://chiron.valdosta.edu/whuitt/files/mastlear.html, For a review of mastery learning, see; Lindsey, O.R., From Skinner to precision teaching (1972) Let's Try Doing Something Else Kind of Thing, pp. 1-12. , See, in, edited by J.B. Jordan and L.S. Robbins (Council on Exceptional Children, Arlington, VA; Risley, J., Motivating students to learn physics using an online homework system (2001) APS Forum on Education Newsletter, , Fall; Oberhofer, E., Curott, D., Pelcovits, R., (2000) Physics for Scientists and Engineers, pp. 1-168. , We have taken the test item file by, from D.C. Giancoli, 3rd ed, Prentice Hall, Upper Saddle River, NJ; Tang, G., Titus, A., Increasing students' time on task in calculus and general physics courses through WebAssign (2002) Proceedings of the 2002 ASEE Conference and Exposition, Montreal, Canada, , http://asee.org/acPapers/2002-1657_Final.pdf, June",,,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Article,Final,,Scopus,2-s2.0-85007433720
"Knight J.K., Wood W.B.",7401751389;7402697703;,Teaching more by lecturing less,2005,Cell Biology Education,4,WINTER,,298,310,,361.0,10.1187/05-06-0082,https://www.scopus.com/inward/record.uri?eid=2-s2.0-28644449613&doi=10.1187%2f05-06-0082&partnerID=40&md5=972270187695f5604634293e0fca3148,"Department of Molecular, Cellular and Developmental Biology, University of Colorado, Boulder, CO 80309, United States","Knight, J.K., Department of Molecular, Cellular and Developmental Biology, University of Colorado, Boulder, CO 80309, United States; Wood, W.B., Department of Molecular, Cellular and Developmental Biology, University of Colorado, Boulder, CO 80309, United States","We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in fall 2003, the traditional lecture format; and in spring 2004, decreased lecturing and addition of student participation and cooperative problem solving during class time, including frequent in-class assessment of understanding. We used performance on pretests and posttests, and on homework problems to estimate and compare student learning gains between the two semesters. Our results indicated significantly higher learning gains and better conceptual understanding in the more interactive course. To assess reproducibility of these effects, we repeated the interactive course in spring 2005 with similar results. Our findings parallel results of similar teaching-style comparisons made in other disciplines. On the basis of this evidence, we propose a general model for teaching large biology courses that incorporates interactive engagement and cooperative work in place of some lecturing, while retaining course content by demanding greater student responsibility for learning outside of class. © 2005 by The American Society for Cell Biology.",Concept maps; Developmental biology; Just-in-time teaching; Peer instruction; Undergraduate students,article; comprehension; concept formation; controlled study; cooperation; female; home; human; learning; male; medical education; medical ethics; problem solving; reproducibility; statistical model; verbal behavior; work; Attitude; Developmental Biology; Learning; Problem Solving; Reproducibility of Results; Students; Task Performance and Analysis; Teaching,,,,,,,,,,,"Allen, D., Tanner, K., Infusing active learning into the large enrollment biology class: Seven strategies, from simple to complex (2005) Cell Biol. Educ., 4, pp. 262-268; Anderson, D.L., Fisher, K.M., Norman, G.J., Development and evaluation of the Conceptual Inventory of Natural Selection (2002) J. Res. Sci. Teach., 39, pp. 952-978; Beichner, R.J., Saul, J.M., Introduction to the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project (2003) Proceedings of the International School of Physics ""Enrico Fermi,"", , http://www.ncsu.edu/per/scaleup.html, Varenna, Italy; Dancy, M.H., Beichner, R.J., But are they learning? Getting started in classroom evaluation (2002) Cell Biol. Educ., 1, pp. 87-94; Duit, R., Treagust, D.F., Conceptual change: A powerful framework for improving science teaching and learning (2003) Intl. J. Sci. Educ., 25, pp. 671-688; (2002) Access to Excellence: Report of the Commission on the Future of the Advanced Placement Program, , Princeton, NJ: The Educational Testing Service; Fagan, A., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Phys. Teach., 40, pp. 206-209; Gilbert, S., (2003) Developmental Biology, 7th Ed., , Sunderland, MA: Sinauer Associates; Hake, R.R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74; Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Wood, W.B., Policy forum: Scientific teaching (2004) Science, 304, pp. 521-522; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30, pp. 141-158; Khodor, J., Halme, D.G., Walker, G.C., A hierarchical biology concept framework: A tool for course design (2004) Cell Biol. Educ., 3, pp. 11-121; Kitchen, E., Bell, J.D., Reeve, S., Sudweeks, R., Bradshaw, W., Teaching cell biology in the large-enrollment classroom: Methods to promote analytic thinking and assessment of their effectiveness (2003) Cell Biol. Educ., 2, pp. 180-194; Klionsky, D.J., Talking biology: Learning outside the book- and the lecture (2004) Cell Biol. Educ., 3, pp. 204-211; Klymkowsky, M.W., Garvin-Doxas, K., Zeilik, M., Bioliteracy and teaching efficacy: What biologists can learn from physicists (2003) Cell Biol. Educ., 2, pp. 155-161; Lord, T., Cooperative learning that really works in biology teaching (1998) Am. Biol. Teach., 60, pp. 580-587; Lord, T., 101 Reasons for using cooperative learning in biology teaching (2001) Am. Biol. Teach., 63, pp. 30-37; Mazur, E., (1996) Peer Instruction: A Users Manual, , Upper Saddle River, NJ: Prentice-Hall, Inc; (1999) How People Learn: Brain, Mind, Experience and School, , Washington, DC: National Academies Press; Novak, G.M., Gavrin, A.D., Christain, W., Patterson, E.T., (1999) Just-In-Time Teaching: Blending Active Learning with Web Technology, , Upper Saddle River, NJ: Prentice-Hall, Inc; Novak, J., Gowin, D.B., (1984) Learning How to Learn, , Cambridge, UK: Cambridge University Press; Tanner, K., Allen, D., Understanding the wrong answers - Teaching toward conceptual change (2005) Cell Biol. Educ., 4, pp. 112-117; Wandersee, J.H., Mintzes, J.J., Novak, J.D., Research on alternative conceptions in science (1994) Handbook of Research on Science Teaching and Learning, pp. 177-210. , ed. D. Gabel. New York: Simon & Schuster Macmillan; Wood, W.B., Clickers: A teaching gimmick that works (2004) Dev. Cell, 7, pp. 796-798","Knight, J.K.; Department of Molecular, Cellular and Developmental Biology, University of Colorado, Boulder, CO 80309, United States; email: knight@colorado.edu",,,,,,,,15367509,,,16341257.0,English,Cell Biol. Educ.,Article,Final,Open Access,Scopus,2-s2.0-28644449613
"Pradhan A., Sparano D., Ananth C.V.",8871531700;57189507222;7004486582;,The influence of an audience response system on knowledge retention: An application to resident education,2005,American Journal of Obstetrics and Gynecology,193,5,,1827,1830,,74.0,10.1016/j.ajog.2005.07.075,https://www.scopus.com/inward/record.uri?eid=2-s2.0-27544439585&doi=10.1016%2fj.ajog.2005.07.075&partnerID=40&md5=9e80cc5ae2967ffe6d113a8a8d38f855,"Department of Obstetrics, Gynecology, and Reproductive Sciences, Division of General Obstetrics and Gynecology, UMDNJ-Robert Wood Johnson Medical School, New Brunswick, NJ, United States; Division of Epidemiology and Biostatistics, UMDNJ-Robert Wood Johnson Medical School, New Brunswick, NJ, United States; Department of Obstetrics, Gynecology, and Reproductive Sciences, UMDNJ-Robert Wood Johnson Medical School, 125 Paterson St, New Brunswick, NJ 08901-1977, United States","Pradhan, A., Department of Obstetrics, Gynecology, and Reproductive Sciences, Division of General Obstetrics and Gynecology, UMDNJ-Robert Wood Johnson Medical School, New Brunswick, NJ, United States, Department of Obstetrics, Gynecology, and Reproductive Sciences, UMDNJ-Robert Wood Johnson Medical School, 125 Paterson St, New Brunswick, NJ 08901-1977, United States; Sparano, D., Department of Obstetrics, Gynecology, and Reproductive Sciences, Division of General Obstetrics and Gynecology, UMDNJ-Robert Wood Johnson Medical School, New Brunswick, NJ, United States; Ananth, C.V., Division of Epidemiology and Biostatistics, UMDNJ-Robert Wood Johnson Medical School, New Brunswick, NJ, United States","Objective: The purpose of the study was to compare delivery methods of lecture material regarding contraceptive options by either traditional or interactive lecture style with the use of an audience response system with obstetrics and gynecology residents. Study design: A prospective, randomized controlled trial that included 17 obstetrics and gynecology residents was conducted. Group differences and comparison of pre/posttest scores to evaluate efficacy of lecture styles were performed with the Student t test. Each participant completed an evaluation to assess usefulness of the audience response system. Results: Residents who received audience response system interactive lectures showed a 21% improvement between pretest and posttest scores; residents who received the standard lecture demonstrated a 2% improvement (P = .018). The evaluation survey showed that 82% of residents thought that the audience response system was a helpful learning aid. Conclusion: The results of this randomized controlled trial demonstrate the effectiveness of audience response system for knowledge retention, which suggests that it may be an efficient teaching tool for residency education. © 2005 Mosby, Inc. All rights reserved.",Audience response system; Contraception; Interactive lecture; Medical education,"article; comparative study; contraception; controlled study; human; learning; priority journal; prospective study; residency education; resident; scoring system; statistical analysis; teaching; Education, Medical, Graduate; Gynecology; Internship and Residency; Memory; Obstetrics; Prospective Studies",,,,,,,,,,,"Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Homme, J., Garth, A., Morgenstern, B., Utilization of an audience response system (2004) Med Educ, 38, pp. 575-579; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; Cwiak, C.A., Edelman, A.B., Hatcher, R.A., Zieman, M.D., Nichols, M.D., Jensen, J.T., Teaching contraception: An interactive presentation using managing contraception (2004) Am J Obstet Gynecol, 191, pp. 1788-1792; Fischer, R.L., Jacobs, S.L., Herbert, W.N., Small-group discussion versus lecture format for third-year students in obstetrics and gynecology (2004) Obstet Gynecol, 104, pp. 349-353","Pradhan, A.; Department of Obstetrics, Gynecology, and Reproductive Sciences, UMDNJ-Robert Wood Johnson Medical School, 125 Paterson St, New Brunswick, NJ 08901-1977, United States; email: pradhaar@umdnj.edu",,,,,,,,00029378,,AJOGA,16260243.0,English,Am. J. Obstet. Gynecol.,Article,Final,,Scopus,2-s2.0-27544439585
"Humar I., Sinigoj A.R., Bešter J., Hagler M.O.",6603264573;6602120018;7003768709;22992067900;,Integrated component web-based interactive learning systems for engineering,2005,IEEE Transactions on Education,48,4,,664,675,,23.0,10.1109/TE.2005.858396,https://www.scopus.com/inward/record.uri?eid=2-s2.0-28444470194&doi=10.1109%2fTE.2005.858396&partnerID=40&md5=f77310e6186900e7f222b52eab06bdd1,"Faculty of Electrical Engineering, University of Ljubljana, Tržaška 25, SI-1000 Ljubljana, Slovenia; Department of Electrical and Computer Engineering, Mississippi State University, Mississippi, MS 39762, United States","Humar, I., Faculty of Electrical Engineering, University of Ljubljana, Tržaška 25, SI-1000 Ljubljana, Slovenia; Sinigoj, A.R., Faculty of Electrical Engineering, University of Ljubljana, Tržaška 25, SI-1000 Ljubljana, Slovenia; Bešter, J., Faculty of Electrical Engineering, University of Ljubljana, Tržaška 25, SI-1000 Ljubljana, Slovenia; Hagler, M.O., Department of Electrical and Computer Engineering, Mississippi State University, Mississippi, MS 39762, United States","Dynamic web-based learning tools are indispensable in modern teaching, especially considering their capability for interaction on demand as a means of stimulating and engaging students. The experience on which the results reported here are based has grown out of progressive testing of different approaches for publishing technical sketches and mathematical notations from the field of electromagnetics on the web, starting in 1997 with simple static web pages of solved examples. The encouraging results from using and evaluating this educational material and the needs expressed by students for learning from more dynamic and interactive web learning materials that offer the possibility of changing parameters in online calculations motivated a search for new approaches to publishing interactive learning materials on the web. Integration of already developed components for building animations, presenting mathematical equations, and performing online computations with browser scripting led to development of a learning environment where animations are synchronized with corresponding derivations of equations and supported by dynamic, parametric-driven calculations and visualizations that can be integrated with sound and video. The system supports tests and examinations in which the answers are provided as mathematical notations. The use of Mathematical Markup Language (MathML) permits equations in the learning materials to be copied and pasted into most of the popular mathematical software tools for algebraic manipulation or numerical computation. Examples demonstrate how the system can be used with a course on electromagnetics, although the basic approach is applicable in other fields of engineering and natural science. © 2005 IEEE.",Interactive technical sketches; Mathematical notations; Network traffic modeling; Online calculations/visualizations; System access evaluation; Web-based education,Computer aided instruction; Computer graphics; Evaluation; HTML; Interactive computer systems; Learning systems; Mathematical models; Online systems; World Wide Web; Interactive technical sketches; Mathematical markup language; Mathematical notations; Network traffic modeling; Online calculations; Online visualizations; System access evaluation; Web-based interactive learning systems; Web-based learning tools; Engineering education,,,,,2811-04-000060,"Manuscript received August 2, 2004; revised June 22, 2005. This work was supported in part by the Slovenian Ministry of Information Society, under grant no. 2811-04-000060: “Interactive multimedia web-based educational material of Electromagnetics, based on state-of-the-art Information Technologies.” I. Humar, A. R. Sinigoj, and J. Besˇter are with the Faculty of Electrical Engineering, University of Ljubljana, Trzˇasˇka 25, SI-1000 Ljubljana, Slovenia (e-mail: iztok.humar@fe.uni-lj.si).",,,,,"Penfield Jr., P., Larson, R.C., ""Education via advanced technologies"" (1996) IEEE Trans. Educ., 39, pp. 436-443. , Aug; Harris, D., Dipaolo, A., ""Advancing asynchronous distance education using high-speed networks"" (1996) IEEE Trans. Educ., 39, pp. 444-449. , Aug; Hagler, M.O., Marcy, W.M., ""Computer-Aided instruction"" (1999) Encyclopedia of Electrical and Electronics Engineering, 3, pp. 648-668. , J. G. Webster, Ed. New York: Wiley; Iskander, M.F., ""Technology-Based electromagnetic education"" (2002) IEEE Trans. Microw. Theory Techn., 50 (3), pp. 1015-1020. , Mar; Humar, I., Bulió, E., Sinigoj, A.R., ""Solved problems of fundamentals of electromagnetics on the web: System usage evaluation"" (2004) Electrotech. Rev., 71 (1-2), pp. 40-44; Žemva, A., Trost, A., Zajc, B., ""A rapid prototyping environment for teaching digital logic design"" (1998) IEEE Trans. Educ., Rapid Publication Suppl., 41 (4), pp. 1-8. , Nov; Buret, F., Muller, D., Nicolas, L., ""Computer-Aided education for magnetostatic"" (1999) IEEE Trans. Educ., 42, pp. 45-49. , Feb; Consonni, D., Seabra, A.C., ""A modern approach to teaching basic experiemntal electricity and electronics"" (2001) IEEE Trans. Educ., 44, pp. 5-15. , Feb; Castro, M., Hilario, A., Acha, S., Pérez, J., Colmenar, A., Losada, P., Rivilla, I., Peire, J., ""Multimedia design and development for distance teaching of electronics"" (2001) Proc. IEEE Frontiers in Education Conf., , Reno, NV, Oct; Mora, M.A., Moriyón, R., Saiz, F., ""Building mathematics learning applications by means of CONSMATH"" (2003) Proc. IEEE Frontiers in Education Conf., , Boulder, CO, Nov; Millard, D., Burnham, G., ""Innovative interactive media for electrical engineering education"" (2001) Proc. IEEE Frontiers Educ. Conf., , Reno, NV, Oct; Katsuyama, Y., Kouama, O., ""Experiment & calculation supporting system over WWW for problem-based learning in electrical engineering"" (2001) Proc. Information Technology Based Higher Education and Training, , Kumamoto, Japan, Jul; Uskov, V., Etaugh, C., ""Developing innovative web-lecturing technology and online courses at bradley university"" (2002) Proc. Int. Conf' on Computers in Education, , Auckland, New Zealand, Dec; Svajger, J., Valenčič, V., ""Discovering electricity by computer based experiments"" (2003) IEEE Trans. Educ., 46, pp. 502-507. , Dec; Fisher, S.E., Michielssen, E., ""Mathematica® assisted web-based antenna education"" (1998) IEEE Trans. Educ., Rapid Publication Suppl., 41 (4), pp. 1-15. , Nov; Goerke, J., Beemagani, R., Hoffinann, M., Strasser, W., ""Interactive courseware for teaching field theory"" (2003) Proc. Int. Conf. on Engineering Education, , Valencia, Spain, Jul; de Magistris, M., ""A MATLAB-based virtual laboratory for teaching introductory quasistationary electromagnetics"" (2005) IEEE Trans. Educ., 48, pp. 81-88. , Feb; de Magistris, M., (1997) Collection of Solved Problems of Fundamentals of Electromagnetics, , http://torina.fe.unisiloelindex_e.html, [Online]. Available; Humar, I., Sinigoj, A.R., Bulió, E., ""Dynamic educational material of electromagnetics with integrated mathematical notation for the web"" (2003) Proc. 4th Int. Conf. on Information Technology Based Higher Education and Training, , Marrakech, Morocco, Jul; Hagler, M.O., ""Mathematics and equations on the WWW"" (1998) Proc. Frontiers in Education, , Tempe, AZ, Nov; Hagler, M.O., ""Application of recent developments in mathematics on the WWW with MathML"" (2003) Proc. 4th Int. Conf. Information Technology Based Higher Education and Training, , Marrakech, Morocco, Jul; Hagler, M.O., (2005) Putting Mathematics on the Web With MathML, , http://www.w3.org/Math/XSLI, [Online]. Available; Hagler, M.O., (2005) Design Science Products: MathType, WebEQ, WebEQ Input Control, WebEQ Evaluation Control, , http://www.mathtype.com, [Online]. Available; Miner, R., Topping, P., (2002) Math on the Web: A Status Report (2001, 2002), Design Science, , http://www.dessci.com/webmath/status, [Online]. Available; Hagler, M., ""Pedagogic coaching with web browsers and JavaScript"" (2004) Proc. Information Technology Based Higher Education and Training, , Istanbul, Turkey, May; Hagler, M., (2005) Macromedia Flash, , http://www.macromedia.com/software/flash/, [Online]. Available; Ferré, E., Lau, W.S., Ngo, B., Riskin, E.A., Soma, M., Christie, R., Harris, J., Campion, M., ""Flash animation in introductory EE courses"" (2002) Proc. IEEE Frontiers in Education Conf., , Boston, MA, Nov; Ferré, E., Lau, W.S., Ngo, B., Riskin, E.A., Soma, M., Christie, R., Harris, J., Campion, M., (2005) Mindavenue Axel, , http://www.mindavenue.com/en/products/, [Online]. Available; Humar, I., Pustišek, M., Bešter, J., ""Developing dynamic educational material with integrated mathematical notation for web-based learning system"" (2003) Proc. IEEE Frontiers in Education Conf., , Boulder, CO, Nov; Humar, I., Pustišek, M., Bešter, J., (2005) Wolfram Research Webmathematica, , http://www.wolfram.com/products/webmathematical, [Online]. Available; Humar, I., Pustišek, M., Bešter, J., (2005) The MathWorks Matlab WebServer, , http://www.mathworks.com/products/webserverl, [Online]. Available; Humar, I., Pustišek, M., Bešter, J., (2005) Maplesoft MapleNet, , http://www.maplesoft.com/maplenet/, [Online]. Available; Humar, I., Pustišek, M., Bešter, J., (2005) Mathsoft Mathcad Application Server, , http://www.mathcad.com/products/MathcadApplication_Server.asp, [Online]. Available; Kempf, M., Reinhold, M., (2003) MathML Visualization, , http://www.mathworks.com/matlabcentrallfileexchangelloadFile.do? objectId=3049#, [Online]. Available; Humar, I., Sinigoj, A.R., Hagler, M.O., ""Mathematical tools for supporting web-based education"" (2004) Proc. Information Technology Based Higher Education and Training, , Istanbul, Turkey, May; Humar, I., Sinigoj, A.R., (2005) Some Examples of Interactive Web-Based Material From the Course Fundamentals of Electromagnetics, , http://spin.fe.uni-lj.si/electromagnetics/, [Online]. Available; Humar, I., Golja, M., Bešter, J., ""IP network traffic measurement"" (2005) Electrotech. Rev., 72 (2), pp. 1-7; Humar, I., Papié, M., Bešter, J., ""Network traffic models of multimedia enhanced interactive e-learning environments"" (2005), Final Report Faculty of Electrical Engineering: University of Ljubljana; Humar, I., (2003) Questionnaire, , http://torina.fe.unilj.siloelusagelquestionnaire.pdf, [Online]. Available; Kokelj, P., ""Experimenting with the high voltage testing board"" (2001) Electrotech. Rev., 68 (1), pp. 40-44","Humar, I.; Faculty of Electrical Engineering, University of Ljubljana, Tržaška 25, SI-1000 Ljubljana, Slovenia; email: iztok.humar@fe.uni-lj.si",,,,,,,,00189359,,IEEDA,,English,IEEE Trans Educ,Article,Final,,Scopus,2-s2.0-28444470194
"Palmer E.J., Devitt P.G., De Young N.J., Morris D.",7202561581;7006828804;6603474638;7403951743;,Assessment of an electronic voting system within the tutorial setting: A randomised controlled trial [ISRCTN54535861],2005,BMC Medical Education,5,, 24,,,,19.0,10.1186/1472-6920-5-24,https://www.scopus.com/inward/record.uri?eid=2-s2.0-23244441863&doi=10.1186%2f1472-6920-5-24&partnerID=40&md5=e967f7abdcde96844047c5c99e8c41cb,"Centre for Learning and Professional Development, University of Adelaide, SA, Australia; Department of Surgery, University of Adelaide, SA, Australia; Department of Obstetrics and Gynaecology, University of Adelaide, SA, Australia","Palmer, E.J., Centre for Learning and Professional Development, University of Adelaide, SA, Australia; Devitt, P.G., Department of Surgery, University of Adelaide, SA, Australia; De Young, N.J., Department of Surgery, University of Adelaide, SA, Australia; Morris, D., Department of Obstetrics and Gynaecology, University of Adelaide, SA, Australia","Background: Electronic voting systems have been used in various educational settings with little measurement of the educational impact on students. The goal of this study was to measure the effects of the inclusion of an electronic voting system within a small group tutorial. Method: A prospective randomised controlled trial was run at the Royal Adelaide Hospital, a teaching hospital in Adelaide, Australia. 102 students in their first clinical year of medical school participated in the study where an electronic voting system was introduced as a teaching aid into a standard tutorial. Long-term retention of knowledge and understanding of the topics discussed in the tutorials was measured and student response to the introduction of the electronic voting system was assessed. Results: Students using the electronic voting system had improved long-term retention of understanding of material taught in the tutorial. Students had a positive response to the use of this teaching aid. Conclusion: Electronic voting systems can provide a stimulating learning environment for students and in a small group tutorial may improve educational outcomes. © 2005 Palmer et al; licensee BioMed Central Ltd.",,"adult; article; Australia; clinical trial; comprehension; controlled clinical trial; controlled study; electronics; human; human experiment; medical education; medical school; medical student; normal human; prospective study; randomized controlled trial; science; standardization; teaching; teaching hospital; clinical competence; consumer; education; educational model; electronics; female; group process; male; medical education; procedures; psychology; time; Adult; Clinical Competence; Comprehension; Consumer Participation; Education, Medical, Undergraduate; Educational Measurement; Electronics; Female; Group Processes; Hospitals, Teaching; Humans; Male; Models, Educational; Prospective Studies; South Australia; Students, Medical; Teaching; Time Factors",,,,,,,,,,,"Lake, D., Student performance and perceptions of a lecturebased course compared with the same course utilizing group discussion (2001) Phys Ther, 81, pp. 896-902; Rao, S.P., DiCarlo, S.E., Active learning of respiratory physiology improves performance on respiratory physiology examinations (2001) Adv Physiol Educ, 25, pp. 55-61; McKeachie, W.J., (1999) McKeachie's Teaching Tips 10th Edition, , Houghton Mifflin Company; Bligh, D., (1986) Teach Thinking by Discussion, , SRHE&NFER-NELSON;; Ballard, B., Clanchy, J., (1991) Teaching Students from Overseas: A Brief Guide for Lecturers and Supervisors, , Longman Cheshire, Melbourne; Devitt, P., Palmer, E., Computers in medical education - I: Evaluation of a problem-oriented learning package (1998) Aust N Z J Surg, 68, pp. 284-287; Devitt, P., Smith, J.R., Palmer, E., Improved student learning in ophthalmology with computer aided instruction (2001) Eye, 15, pp. 635-639; Morris, D.G., Bakewell, M.A., Buzila, S.M., Duyverman, H., Gmitchell, J., Morris, R.S., Robinson, P.J., The enhancement of audience participation in telemedicine education by the use of electronic voting (1999) J Telemed Telecare, 5 (S1), pp. 12-14; Grieve, C., Knowledge increment assessed for three methodologies of teaching (1992) Med Teach, 14, pp. 27-33; Page, C.F., Kitching, J., (1981) Technical Aids to Teaching in Higher Education 3rd Edition, , Society for research into higher education; Kerfoot, B.P., Masser, B.A., Hafler, J.P., How does the introduction of computers and wall-mounted plasma screens impact small group tutorials? Preliminary results (2003) Med Educ, 37, pp. 478-479; Butler, J.A., Use of teaching methods within the lecture format (1992) Med Teach, 14, pp. 11-26; Taverner, D., Dodding, C.J., White, J.M., Comparison of methods for teaching clinical skills in assessing and managing drug-seeking patients (2000) Med Educ, 34, pp. 285-291; Halloran, L., A comparison of two methods of teaching. Computer managed instruction and keypad questions versus traditional classroom lecture (1995) Comput Nurs, 13, pp. 285-288; Paschal, Formative Assessment in Physiology Teaching Using a Wireless classroom communication system (2002) Advances Physiol Educ, 26, pp. 299-308; Chickering, A.W., Gamson, Z.F., Seven Principles for good practice in undergraduate education (1987) Am Assoc Higher Educ Bull, 39, pp. 3-7; Chickering, A.W., Ehrmann, S.C., Implementing the Seven Principles: Technology As a Lever, , http://www.tltgroup.org/programs/seven.html; Fox, J.S., The multiple choice tutorial: Its use in the reinforcement of fundamentals in medical education (1983) Med Educ, 17, pp. 90-94; Kellum, K.K., Carr, J.E., Dozier, C.L., Response-card instruction and student learning in a college classroom (2001) Teach Physiol, 28, pp. 101-104; Buono, M.J., Kolkhorst, F.W., Colored letters: A tool to increase class participation in a large classroom (2001) Adv Physiol Educ, 25, p. 71; Finch, P.M., The effect of problem-based learning on the academic performance of students studying podiatric medicine in Ontario (1999) Med Educ, 33, pp. 411-417; Stuart, J., Rutherford, R., Medical student concentration during lectures (1978) Lancet, 2, pp. 514-516","Centre for Learning and Professional Development, University of Adelaide, SA, Australia; email: edward.palmer@adelaide.edu.au",,,,,,,,14726920,,,16000178.0,English,BMC Med. Educ.,Article,Final,Open Access,Scopus,2-s2.0-23244441863
"Kozma-Spytek L., Harkins J.",6508308570;7005756956;,An evaluation of digital cellular handsets by hearing aid users,2005,Journal of Rehabilitation Research and Development,42,4 SUPPL. 2,,145,156,,9.0,10.1682/JRRD.2005.04.0065,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33244482793&doi=10.1682%2fJRRD.2005.04.0065&partnerID=40&md5=55ed289a141c1f41a2a5f6fdad63d367,"Technology Access Program, Gallaudet University, Washington, DC, United States; Technology Access Program, Gallaudet University, 800 Florida Avenue, NE, Washington, DC 20002, United States","Kozma-Spytek, L., Technology Access Program, Gallaudet University, Washington, DC, United States, Technology Access Program, Gallaudet University, 800 Florida Avenue, NE, Washington, DC 20002, United States; Harkins, J., Technology Access Program, Gallaudet University, Washington, DC, United States","Audible interference from digital cellular telephones (cell phones) has been a long standing problem for hearing aid users. The Federal Communications Commission (FCC) has lifted the hearing aid compatibility exception on cell phones and imposed a set of requirements effective September 2005. We conducted an experiment to determine how well hearing aid wearers are able to use commercially available digital cell phones. Hearing aid users evaluated the usability of six digital cellular handsets. The results suggest that certain transmission technologies create more annoyance from interference than others and that the type of hearing aid-to-telephone coupling (microphone or telecoil) can influence a user's experience of interference. However, the results also suggest that interference alone does not fully predict the usability of a cell phone for hearing aid users. These findings have implications for the American National Standards Institute C63.19 test and measurement standard that is used to rate cell phones' compliance with the FCC ruling and the education of consumers with regard to their expectations for cell phone use.",Cellular handset; Digital cell phone; Hearing aid; Hearing aid compatibility; Interference; Microphone coupling; Telecoil coupling; Transmission technology; Usability; Wireless telephone,Audition; Cellular telephone systems; Standards; Wireless telecommunication systems; Cellular handset; Digital cell phone; Hearing aid compatibility; Microphone coupling; Telecoil coupling; Transmission technology; Telephone hearing aids; adult; aged; article; clinical article; consumer; controlled study; education; female; hearing aid; human; male; microphone; mobile phone; priority journal; sound transmission; Adult; Aged; Cellular Phone; Chi-Square Distribution; Female; Hearing Aids; Humans; Male; Middle Aged; Prosthesis Failure; Speech Perception; United States,,,,,,,,,,,"Yearend 2004 Estimated Wireless Subscribers Second Highest Growth Year Ever [Graph], , http://files.ctia.org/img/survey/2004_endyear/slides/EstSubscribers_4.jpg, Washington (DC): CTIA; c2004; Ravindran, A., Schlegel, R.E., Grant, H., Matthews, P., Scates, P., Evaluation of the interaction between wireless phones and hearing aids. Phase I: Results of the clinical trials (1996) EMC Report 1996-2, , Norman (OK): Center for the Study of Wireless Electromagnetic Compatibility, University of Oklahoma; Ravn, G., (2003) Comparison of Hearing Aid EMC Standards, , ATIS Incubator Solutions Program 4. Hearing Aid Compatibility; 2003 Sep 5; Washington, DC. Washington (DC): Alliance for Telecommunication Industry Solutions; (1999) Comparison of Mobile Phone Electromagnetic Near Field with an Upscaled Electromagnetic Fare Field, Using Hearing Aid as Reference, , Hørsholm (Denmark): Delta Acoustics and Vibration Technical Audiology Laboratory (TAL); Oct 21. Report No.: TAL/99-AGK; Berger, S., Hearing aid and cellular phone compatibility: Working toward solutions (2001) J Am Acad Audiol, 12 (6), pp. 309-314; (2003) Report and Order in the Matter of Section 68.4(a) of the Commission's Rules Governing Hearing Aid-Compatible Telephones, , WT Docket No. 01-309. Washington (DC): Federal Communications Commission; Aug. Publication RM-8658; (2005) Order on Reconsideration and Further Notice of Proposed Rule Making (FCC 05-122) in the Matter of Section 68.4(a) of the Commission's Rules Governing Hearing Aid-Compatible Telephones, , WT Docket No. 01-309. Washington (DC): Federal Communications Commission; Jun. Publication RM-8658; Levitt, H., Harkins, J., Singer, B., Yeung, E., Field measurements of electromagnetic interference in hearing aids (2001) J Am Acad Audiol, 12 (6), pp. 275-280; Levitt, H., Kozma-Spytek, L., Harkins, J., In-the-ear measurements of interference in hearing aids from digital wireless telephones (2005) Semin Hear, 26 (2), pp. 87-98; Srinivasan, S., Schlegel, R.E., Grant, H., Evaluation of the interaction between wireless phones and hearing aids. Phase II-B: Clinical determination of the speech-to-interference ratio (1998) EMC Report 1997-2, , Norman (OK): Center for the Study of Wireless Electromagnetic Compatibility, University of Oklahoma; Preves, D., Hearing aids and digital wireless telephones (2003) Semin Hear, 24 (1), pp. 43-62","Kozma-Spytek, L.; Technology Access Program, Gallaudet University, 800 Florida Avenue, NE, Washington, DC 20002, United States; email: linda.kozma@tap.gallaudet.edu",,,,,,,,07487711,,JRRDD,16470470.0,English,J. Rehabil. Res. Dev.,Article,Final,,Scopus,2-s2.0-33244482793
"Keller J.J., Keller A.B., Bowers B.J., Wehner J.M.",8585172800;8585172300;36870213200;35838257600;,Performance of α7 nicotinic receptor null mutants is impaired in appetitive learning measured in a signaled nose poke task,2005,Behavioural Brain Research,162,1,,143,152,,50.0,10.1016/j.bbr.2005.03.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-19444368101&doi=10.1016%2fj.bbr.2005.03.004&partnerID=40&md5=4339e39a6040921ad628f50dee2e9e49,"Institute for Behavioral Genetics, University of Colorado, 447 UCB, Boulder, CO 80309, United States; Department of Psychology, University of Colorado, Boulder, CO 80309, United States; Department of Psychiatry, University of Colorado, Health Sciences Center, Denver, CO, United States","Keller, J.J., Institute for Behavioral Genetics, University of Colorado, 447 UCB, Boulder, CO 80309, United States; Keller, A.B., Institute for Behavioral Genetics, University of Colorado, 447 UCB, Boulder, CO 80309, United States; Bowers, B.J., Institute for Behavioral Genetics, University of Colorado, 447 UCB, Boulder, CO 80309, United States; Wehner, J.M., Institute for Behavioral Genetics, University of Colorado, 447 UCB, Boulder, CO 80309, United States, Department of Psychology, University of Colorado, Boulder, CO 80309, United States, Department of Psychiatry, University of Colorado, Health Sciences Center, Denver, CO, United States","Wild-type and mutant mice lacking expression of α5, α7, β2, β3, or β4 neuronal nicotinic cholinergic receptors (nAChRs) were compared on a signaled nose poke task, a multi-phased task used to measure appetitive learning and impulsivity. In the early phases of training, mutants of all nicotinic lines did not differ compared to wild types in the days to reach criterion when mice were required to nose poke for a sucrose reward on FR1 or FR3 schedules, or in their ability to respond to an auditory clicker to receive a sucrose reward. However, mutants lacking α7 nAChRs, but not lines lacking other nAChRs, showed impairments when task difficulty was increased such that an auditory stimulus was presented on a variable schedule and mice were required to withhold their responses until the presentation of the auditory cue to obtain a reward. α7 mutants were impaired compared to wild types in appetitive learning as measured by the percentage of conditioned responses but overcame their deficits with extensive training for 10 days. However, when efficiency ratios were used to measure impulsivity, α7 mutants exhibited lower efficiency ratios even after 10 days of training. These results support a role of the α7 nicotinic receptor in mediating appetitive learning and suggest a potential role for the α7 nAChRs in the regulation of behavioral disinhibition. © 2005 Elsevier B.V. All rights reserved.",Impulsivity; Learning and memory; Mutant mice; Nicotinic receptors,"nicotinic receptor; nicotinic receptor alpha 5; nicotinic receptor alpha 7; nicotinic receptor beta 2; nicotinic receptor beta 3; nicotinic receptor beta 4; sucrose; unclassified drug; alpha-bungarotoxin receptor; bungarotoxin receptor; animal experiment; article; auditory stimulation; behavior; comparative study; conditioned reflex; controlled study; female; gene mutation; impulsiveness; learning; male; memory; mental task; mouse; mouse mutant; nonhuman; nose; priority journal; protein function; response time; reward; task performance; training; wild type; analysis of variance; animal; animal behavior; appetite; C57BL mouse; genetics; learning disorder; pathophysiology; physiology; psychomotor performance; reinforcement; time; Analysis of Variance; Animals; Appetitive Behavior; Behavior, Animal; Learning Disorders; Mice; Mice, Inbred C57BL; Mice, Knockout; Psychomotor Performance; Receptors, Nicotinic; Reinforcement (Psychology); Reinforcement Schedule; Time Factors",,"sucrose, 122880-25-5, 57-50-1; alpha-bungarotoxin receptor; Receptors, Nicotinic",,,"2RR-033, AA13018

P50 MH068582","This work was funded by CTRP grant (2RR-033), AA13018 to J.M.W. and a Conte Center grant to Dr. Robert Freedman (P50 MH068582). We thank Dr. Allan C. Collins for helpful discussions and for providing mice from the NIDA-supported nicotinic mutant colonies (DA15663) as well as Dr. Arthur Beaudet, Dr. Marina Picciotto, and Dr. Steven Heinemann for providing breeding pairs of null mutants to the breeding facility. We thank Estaban Loetz and Jill Miyamoto for assistance in breeding and genotyping the null mutant lines.",,,,,"Adams, C.E., Stitzel, J.A., Collins, A.C., Freedman, R., α7-Nicotinic receptor expression and the anatomical organization of hippocampal interneurons (2001) Brain Res, 922, pp. 180-190; Adams, C.E., Comparisons of α7 nicotinic acetylcholine receptor development in the hippocampal formation of C3H and DBA/2 mice (2003) Dev Brain Res, 143, pp. 137-149; Addy, N.A., Nakijama, A., Levin, E.D., Nicotinic mechanisms of memory: Effects of acute local DHBE and MLA infusions in the basolateral amygdala (2003) Cogn Brain Res, 16, pp. 51-57; Alkondon, M., Pereira, E.F., Barbosa, C.T., Albuquerque, E.X., Neuronal nicotinic acetylcholine receptor activation modulates gamma-aminobutyric acid release from CA1 neurons of rat hippocampal slices (1997) J Pharmacol Exp Ther, 283, pp. 1396-1411; Azam, L., Winzer-Sherman, U., Leslie, F.M., Co-rxpression of α7 and β2 nicotinic acetylcholine receptor subunit mRNAs with rat brain cholinergic neurons (2003) Neuroscience, 119, pp. 965-977; Birrell, J.M., Brown, V.J., Medial frontal cortex mediates perceptual attentional set shifting in the rat (2000) J Neurosci, 20, pp. 4320-4324; Blondel, A., Sanger, D.J., Moser, P.C., Characterisation of the effects of nicotine in the five-choice serial reaction time task in rats: Antagonist studies (2000) Psychopharmacology, 149, pp. 293-305; Bowers, B.J., Wehner, J.M., Ethanol consumption and behavioral impulsivity are increased in protein kinase Cγ null mutant mice (2001) J Neurosci, 21, p. 180; Bowers, B.J., McClure-Begley, T.D., Keller, J.J., Paylor, R., Collins, A.C., Wehner, J.M., Deletion of the α7 nicotinic receptor subunit gene results in increased sensitivity to several behavioral effects produced by alcohol (2005) Alcoholism: Clin Exp Res, 29, pp. 295-302; Bullock, A.E., Slobe, B.S., Vazquez, V., Collins, A.C., Inbred mouse strains differ in the regulation of startle and prepulse inhibition of the startle response (1997) Behav Neurosci, 111, pp. 1353-1360; Caldarone, B.J., Duman, C.H., Picciotto, M.R., Fear conditioning and latent inhibition in mice lacking the high affinity subclass of nicotinic acetylcholine receptors in the brain (2000) Neuropharmacology, 39, pp. 2779-2784; Chudasama, Y., Passetti, F., Rhodes, S.E.V., Lopian, D., Desai, A., Robbins, T.W., Dissociable aspects of performance on the 5-choice serial reaction time task following lesions of the dorsal anterior cingulate, infralimbic and orbitofrontal cortex in the rat: Differential effects on selectivity, impulsivity, and compulsivity (2003) Behav Brain Res, 146, pp. 105-119; Cui, C., Booker, T.K., Allen, R.S., Grady, S.R., Whiteaker, P., Marks, M.J., The beta3 receptor subunit: A component of the alpha-conotoxin MII binding nAChRs which modulate dopamine release and related behaviors (2003) J Neurosci, 23, pp. 11045-11053; Dajas-Bailador, F., Wonnacott, S., Nicotinic acetylcholine receptors and the regulation of neuronal signalling (2004) Trends Pharm Sci, 25, pp. 317-324; Dineley, K.Y., Westerman, M., Bui, D., Bell, K., Ashe, K.H., Sweatt, J.D., β-Amyloid activated the mitogen-activated protein kinase cascade via hippocampal α7 nicotinic acetylcholine receptors: In vitro and in vivo mechanisms related to Alzheimer's disease (2001) J Neurosci, 21, pp. 4125-4133; Dineley-Miller, K., Patrick, J., Gene transcripts for the nicotinic acetylcholine receptor subunit, beta4, are distributed in multiple areas of the rat central nervous system. 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Radcliffe, K.A., Dani, J.A., Nicotinic stimulation produces multiple forms of increased glutamatergic synaptic transmission (1998) J Neurosci, 18, pp. 7075-7083; Salas, R., Orr-Urtreger, A., Broide, R.S., Beaudet, A., Paylor, R., De Biasi, M., The nicotinic acetylcholine receptor subunit alpha5 mediates short-term effects of nicotine in vivo (2003) Mol Pharmacol, 63, pp. 1059-1066; Salminen, O., Murphy, K.L., McIntosh, J.M., Drago, J., Marks, M.J., Collins, A.C., Subunit composition and pharmacology of two classes of striatal presynaptic nicotinic acetylcholine receptors mediating dopamine release in mice (2004) Mol Pharmacol, 65, pp. 1526-1535; Shilstrom, B., Fagerquist, M.V., Zhang, X., Hertel, P., Panagis, G., Nomikos, G.G., Putative role of presynatic α7* nicotinic receptors in nicotine stimulated increases in extracellular levels of glutamate and aspartate in the ventral tegmental area (2000) Synapse, 38, pp. 375-383; Schilstrom, B., Svensson, H.M., Svensson, T.H., Nomikos, G.G., Nicotine and food-induced dopamine release in the nucleus accumbens of the rat: Putative role of α7 nicotinic receptors in the ventral tegmental area (1998) Neuroscience, 85, pp. 1005-1009; Shoaib, M., Gommans, J., Morley, A., Stolerman, I.P., Grailhe, R., Changeux, J.P., The role of nicotinic receptor beta-2 subunits in nicotine discrimination and conditioned taste aversion (2002) Neuropharmacology, 42, pp. 530-539; Stevens, K.E., Freedman, R., Collins, A.C., Hall, M., Leonard, S., Marks, M.J., Genetic correlation of inhibitory gating of hippocampal auditory evoked response and alpha-bungarotoxin-binding nicotinic cholinergic receptors in inbred mouse strains (1996) Neuropsychopharmacology, 15, pp. 152-162; Steinmetz, J.E., Logue, S.F., Miller, D.P., Using signaled barpressing tasks to study the neural substrates of appetitive and aversive learning in rats: Behavioral manipulations and cerebellar lesions (1993) Behav Neurosci, 107, pp. 941-954; Stolerman, I.P., Mirza, N.R., Hahn, B., Shoaib, M., Nicotine in an animal model of attention (2000) Eur J Pharmacol, 393, pp. 147-154; Wada, E., Wada, K., Boulter, J., Deneris, E., Heinemann, S., Patrick, J., Distribution of alpha 2, alpha 3, alpha 4, and beta 2 neuronal nicotinic receptor subunit mRNAs in the central nervous system: A hybridization histochemical study in the rat (1989) J Comp Neurol, 284, pp. 314-335; Wehner, J.M., Keller, J.J., Keller, A.B., Picciotto, M.R., Paylor, R., Booker, J.K., Role of neuronal nicotinic receptors in the effects of nicotine and ethanol on contextual fear conditioning (2004) Neuroscience, 129, pp. 11-24; Weinberger, D.R., Egan, M.F., Bertolino, A., Callicott, J.H., Mattay, V.S., Lipska, B.K., Neurobiology of schizophrenia and the role of atypical antipsychotics (2001) Biol Pyschiatry, 50, pp. 825-844; Whiteaker, P., Davies, A.R., Marks, M.J., Blagbrough, I.S., Potter, B.V., Wolstenholme, A.J., An autoradiographic study of the distribution of binding sites for the novel alpha7-selective nicotinic radioligand [3H]-methyllycaconitine in the mouse brain (1999) Eur J Neurosci, 11, pp. 2689-2696; Whiteaker, P., Peterson, C.G., Xu, W., McIntosh, J.M., Paylor, R., Beaudet, A.L., Involvement of the alpha 3 subunit in central nicotinic binding populations (2002) J Nueurosci, 22, pp. 2522-2529; Wonnacott, S., Presynaptic nicotinic ACh receptors (1997) Trends Neurosci, 20, pp. 92-98; Xu, W., Orr-Urtreger, A., Nigro, F., Gelber, S., Sutcliffe, C.B., Armstrong, D., Multiorgan autonomic dysfunction in mice lacking the beta2 and the beta4 subunits of neuronal nicotinic acetylcholine receptors (1999) J Neurosci, 19, pp. 9298-9305; Young, J.W., Finlayson, K., Spratt, C., Marston, H.M., Crawford, N., Kelly, J.S., Nicotine improves sustained attention in mice: Evidence for involvement of the α7 nicotinic acetylcholine receptor (2004) Neuropsychopharmacology, 29, pp. 891-900","Wehner, J.M.; Institute for Behavioral Genetics, University of Colorado, 447 UCB, Boulder, CO 80309, United States; email: wehner@ibg.colorado.edu",,,,,,,,01664328,,BBRED,15922075.0,English,Behav. Brain Res.,Article,Final,,Scopus,2-s2.0-19444368101
"Heath B.P., Herman R.L., Lugo G.G., Reeves J.H., Vetter R.J., Ward C.R.",35819596100;9435818900;8564698700;8893646900;7103032994;36978439000;,Project numina: Enhancing student learning with handheld computers,2005,Computer,38,6,,46,53,,18.0,10.1109/MC.2005.199,https://www.scopus.com/inward/record.uri?eid=2-s2.0-21244465606&doi=10.1109%2fMC.2005.199&partnerID=40&md5=d65269817779e7cb4b40fdb536c6a7e1,"East Main Educational Consulting, Southport, NC, United States; Department of Mathematics and Statistics, University of North Carolina, Wilmington, NC, United States; Department of Chemistry and Biochemistry, University of North Carolina, Wilmington, NC, United States; Department of Computer Science, University of North Carolina, Wilmington, NC, United States","Heath, B.P., East Main Educational Consulting, Southport, NC, United States; Herman, R.L., Department of Mathematics and Statistics, University of North Carolina, Wilmington, NC, United States; Lugo, G.G., Department of Mathematics and Statistics, University of North Carolina, Wilmington, NC, United States; Reeves, J.H., Department of Chemistry and Biochemistry, University of North Carolina, Wilmington, NC, United States; Vetter, R.J., Department of Computer Science, University of North Carolina, Wilmington, NC, United States; Ward, C.R., Department of Chemistry and Biochemistry, University of North Carolina, Wilmington, NC, United States","A convergence of technologies is giving small computing platform, such as the pocket PC, the ability to support telecommunication, audio and video applications, mathematical computations, word processing, electronic spreadsheets, and standard PDA functions. Wrapped into a single device, the handheld can replace all the traditional electronic hardware students commonly carry in their backpacks. Unfortunately, few high-quality educational applications are currently available for handhelds, especially in mathematics and science. The authors' extensive experience with commercially available and homegrown software suggests that using handhelds engages students more fully. Yet handheld technology also has many shortcomings. To address these deficiencies, they are developing a mobile learning environment designed to foster collaboration in a Virtual learning community. © 2005 IEEE.",,Computer software; Database systems; Education; HTML; Personal digital assistants; Students; Virtual reality; Websites; XML; Integrated computing services; Mobile learning environment; Student response system; Hand held computers,,,,,IEEE Foundation,"With funding from Pearson Education and UNCW, the Project Numina research team initially acquired 100 Hewlett-Packard Jornada 690/720 series handheld computers and installed IEEE 802.11b wireless networks in the chemistry, mathematics, and computer science buildings. In 1999, such networks were still in their infancy and costs were high—for example, a single Cisco Aironet 340 access point cost $980.",,,,,"Asay, P., ""Tablet PCs: The Killer App for Higher Education"" (2002) Syllabus, , Apr. www.campustechnology.com/article.asp?id=6246; Boettcher, J.V., ""The Spirit of Invention: Edging Our Way to 21st Century Teaching"" (2001) Syllabus, , June www.syllabus.com/article.asp?id=3687; Crawford, V., (2002) Palm Education Pioneers Program: March 2002 Evaluation Report, , Palm, www.palmgrants.sri.com/PEP_R2_Report.pdf; Fallon, M.A.C., ""Handheld Devices: Toward a More Mobile Campus"" (2002) Syllabus, , Nov. www.campustechnology.com/article.asp?id=6896; ""University of Louisville: Med Schools Integrate Handhelds"" (2003) Syllabus, , Feb. www.campustechnology.com/article.asp?id=7261; ""The 2003 National Survey of Information Technology in US Higher Education: Campus Portals Make Progress, Technology Budgets Suffer Significant Cuts"" (2002), The Campus Computing Project, Oct. www.campuscomputing.net/summaries/2002; Shotsberger, P.S., Vetter, R., ""Teaching and Learning in the Wireless Classroom"" (2001) Computer, pp. 110-111. , Mar; Burnstein, R.A., Lederman, L.M., ""Comparison of Different Commercial Wireless Keypad Systems"" (2003) The Physics Teacher, pp. 272-275. , May; Lugo, G., Herman, R., ""Mathematics on Pocket PCs"" (2002) Proc. 15th Ann. Int'l Conf. Technology in Collegiate Mathematics (ICTCM 15), pp. 123-127. , Addison-Wesley; Lugo, G., Herman, R., ""Inverse Problems for Vibrating Beams"" (2002) Proc. 15th Ann. Int'l Conf. Technology in Collegiate Mathematics (ICTCM 15), pp. 128-132. , Addison-Wesley; Bishoff, J.L.P., ""An Analysis of the Use of Handheld Computers in the Chemistry Laboratory Setting"" (2002), master's thesis, Dept. of Chemistry and Biochemistry, Univ. of North Carolina Wilmington","Heath, B.P.; East Main Educational Consulting, LLC, Southport, NC, United States; email: bheath@ec.rr.com",,,,,,,,00189162,,CPTRB,,English,Computer,Article,Final,,Scopus,2-s2.0-21244465606
"Berg G., Schüz J., Samkange-Zeeb F., Blettner M.",35236210900;7003322462;8640128900;7004331042;,Assessment of radiofrequency exposure from cellular telephone daily use in an epidemiological study: German Validation study of the international case-control study of cancers of the brain - INTERPHONE-study,2005,Journal of Exposure Analysis and Environmental Epidemiology,15,3,,217,224,,53.0,10.1038/sj.jea.7500390,https://www.scopus.com/inward/record.uri?eid=2-s2.0-20344375003&doi=10.1038%2fsj.jea.7500390&partnerID=40&md5=c812046511677199502f9759d9fb0e5a,"Department of Epidemiology and Medical Statistics, School of Public Health, University of Bielefeld, Bielefeld, Germany; Institute for Medical Biostatistics, Epidemiology and Informatics, University of Mainz, Mainz, Germany; Department of Epidemiology and Medical Statistics, School of Public Health, University of Bielefeld, PO 10 01 31, 33501 Bielefeld, Germany","Berg, G., Department of Epidemiology and Medical Statistics, School of Public Health, University of Bielefeld, Bielefeld, Germany, Department of Epidemiology and Medical Statistics, School of Public Health, University of Bielefeld, PO 10 01 31, 33501 Bielefeld, Germany; Schüz, J., Institute for Medical Biostatistics, Epidemiology and Informatics, University of Mainz, Mainz, Germany; Samkange-Zeeb, F., Department of Epidemiology and Medical Statistics, School of Public Health, University of Bielefeld, Bielefeld, Germany; Blettner, M., Institute for Medical Biostatistics, Epidemiology and Informatics, University of Mainz, Mainz, Germany","Objective: The objective of the study is to validate self-reported cellular phone use information by comparing it with the cumulative emitted power and duration of calls measured by software-modified cellular phones (SMP). The information was obtained using a questionnaire developed for the international case-control study on the risk of the use of mobile phones in tumours of the brain or salivary gland (INTERPHONE-study). Method: The study was conducted in Bielefeld, Germany. Volunteers were asked to use SMPs instead of their own cellular phones for a period of 1 month. The SMP recorded the power emitted by the mobile phone handset during each base station contact. Information on cellular phone use for the same time period from traffic records of the network providers and from face-to-face interviews with the participants 3 months after the SMP use was assessed. Pearson's correlation coefficients and linear regression models were used to analyse the association between information from the interview and from the SMP. Results: In total, 1757 personal mobile phone calls were recorded for 45 persons by SMP and traffic records. The correlation between the self-reported information about the number and the duration of calls with the cumulative power of calls was 0.50 (P < 0.01) and 0.48 (P < 0.01), respectively. Almost 23% of the variance of the cumulative power was explained by either the number or the cumulative duration of calls. After inclusion of possible confounding factors in the regression model, the variance increased to 26%. Minor confounding factors were ""network provider"", ""contract form"", and ""cellular phone model"". Discussion: The number of calls alone is a sufficient parameter to estimate the cumulative power emitted by the handset of a cellular telephone. The cumulative power emitted by these phones is only associated with number of calls but not with possible confounding factors. Using the mobile phone while driving, mainly in cities, or mainly in rural areas is not associated with the recorded cumulative power in the SMP. © 2005 Nature Publishing Group All rights reserved.",Cellular telephone; Exposure assessment; Radio frequency exposure epidemiology,adult; age; article; brain cancer; case control study; computer program; controlled study; correlation coefficient; education; epidemiological data; female; Germany; human; human experiment; interview; linear regression analysis; male; mobile phone; normal human; questionnaire; radiofrequency radiation; self report; sex difference; validation process; Automation; Case-Control Studies; Cellular Phone; Confounding Factors (Epidemiology); Data Collection; Environmental Exposure; Female; Germany; Humans; Male; Questionnaires; Radio Waves; Reproducibility of Results; Software; Time Factors,,,,,,,,,,,"Bernhardt, J.H., Gesundheitliche aspekte des mobilfunks (1999) Dtsch Ärzteblatt, 96, pp. C592-C597; Boice, J.D., McLaughlin, J.K., Epidemiologic studies of cellular telephones and cancer risk - A review (2002) SSI Rapport, p. 16; Cardis, E., Kilkenny, M., International case-control study of adult brain, head and neck tumours: Results of the feasibility study (1999) Radiat Prot Dosim, 83, pp. 179-183; Feinstein, A.R., Cicchetti, D.V., High agreement but low Kappa: I. The problems of two paradoxes (1990) J Clin Epdemiol, 46, pp. 543-549; Funch, D.P., Rothman, K.J., Loughlin, J.E., Dreyer, N.A., Utility of telephone company records for epidemiologic studies of cellular telephones (1996) Epidemiology, 7, pp. 299-302; Muscat, J.E., Malkin, M.G., Shore, R.E., Handheld cellular telephones and risk of acoustic neuroma (2002) Neurology, 58, pp. 1304-1306; Parslow, R.C., Hepworth, S.J., McKinney, P.A., Recall of past use of mobile phone handsets (2003) Radiat Prot Dosim, 106, pp. 233-240; Samkange-Zeeb, F., Berg, G., Blettner, M., Validation of self-reported cellular phone use (2004) J Expos Anal Environ Epidemiol, 14, pp. 245-248; Stewart, W., Mobile phones and health (2000) Chilton Didcot Oxon, pp. 33-38; Wiart, J., Dale, C., Bosisio, A.V., Cornec, A.L., Analysis of the influence of the power control and discontinuous transmission on RF exposure with GSM mobile phones (2000) IEEE Transact Electromagn Comp, 42 (43), pp. 374-385; Willett, W., (1998) Nutritional Epidemiology, 2nd Edition, pp. 101-147. , Oxford University Press: New York","Berg, G.; Department of Epidemiology and Medical Statistics, School of Public Health, University of Bielefeld, PO 10 01 31, 33501 Bielefeld, Germany; email: Gabriele.berg@uni-bielefeld.de",,,,,,,,10534245,,JEAEE,15266354.0,English,J. Expos. Anal. Environ. Epidemiol.,Article,Final,Open Access,Scopus,2-s2.0-20344375003
"Luzio S., Tovar C., Piehlmeier W., Eberl S., Lätzsch G., Fallböhmer E., Evans J., Owens D.R., Wollersheim T., Bausch F., Rupprecht C., Schmidt V., Rumpel E., Mankopf M., Christ T., Jähnichen-Stöcker H., Landgraf R.",7004731720;57197994733;6701543632;7003761586;8656538500;8656538600;57006875700;7401550064;56626987700;8656539000;57210687396;57197310651;36913729300;8656539400;8656539500;8656539600;7102895952;,DIADEM: Implementation of a comprehensive disease management programme for type 2 diabetes,2005,Practical Diabetes International,22,3,,93,97,,5.0,10.1002/pdi.764,https://www.scopus.com/inward/record.uri?eid=2-s2.0-23044486402&doi=10.1002%2fpdi.764&partnerID=40&md5=de1f60957c513b4ea473fef63c4d9972,"University of Wales, College of Medicine, Cardiff, United Kingdom; Diabetes Centre 'Innenstadt', University of Munich, Munich, Germany; Luisenhospital, Aachen, Germany; German Federal Association of AOK, Köln, Germany; Siemens AG Erlangen, Erlangen, Germany; PCG, Hamburg, Germany; Diabetes Research Unit, Llandough Hospital, Penlan Road, Penarth, Cardiff CF64 2XX, United Kingdom","Luzio, S., University of Wales, College of Medicine, Cardiff, United Kingdom, Diabetes Research Unit, Llandough Hospital, Penlan Road, Penarth, Cardiff CF64 2XX, United Kingdom; Tovar, C., Diabetes Centre 'Innenstadt', University of Munich, Munich, Germany; Piehlmeier, W., Diabetes Centre 'Innenstadt', University of Munich, Munich, Germany; Eberl, S., Diabetes Centre 'Innenstadt', University of Munich, Munich, Germany; Lätzsch, G., Luisenhospital, Aachen, Germany; Fallböhmer, E., Luisenhospital, Aachen, Germany; Evans, J., University of Wales, College of Medicine, Cardiff, United Kingdom; Owens, D.R., University of Wales, College of Medicine, Cardiff, United Kingdom; Wollersheim, T., German Federal Association of AOK, Köln, Germany; Bausch, F., German Federal Association of AOK, Köln, Germany; Rupprecht, C., German Federal Association of AOK, Köln, Germany; Schmidt, V., Siemens AG Erlangen, Erlangen, Germany; Rumpel, E., Siemens AG Erlangen, Erlangen, Germany; Mankopf, M., Siemens AG Erlangen, Erlangen, Germany; Christ, T., Siemens AG Erlangen, Erlangen, Germany; Jähnichen-Stöcker, H., PCG, Hamburg, Germany; Landgraf, R., Diabetes Centre 'Innenstadt', University of Munich, Munich, Germany","The purpose of the study was to evaluate the feasibility and acceptance of an IT-based diabetes disease management programme. The study was performed at two test sites in Aachen (Germany) and Cardiff (UK) including 166 and 137 patients respectively. The study focused on the technical feasibility of a web-based communication platform and its acceptance among medical professionals, the patient acceptance of entering self-measured data via phone and of service-centre support, the acceptance of implementing quality management measures, and the effects of all these measures on glycaemic control. The maximum programme duration was four months at Aachen and six months at Cardiff. The main outcomes were utilisation data, and satisfaction of both patients and physicians with the different components of DIADEM. HbA1c concentrations improved significantly from 7.1±1.0% to 6.8±1.1% in Aachen and from 7.7±1.0% to 7.1±1.1% in Cardiff (each p<0.001). The platform as a hosted ASP (application service provider) solution was accessible using a standard Internet enabled PC. Following training, a fast and efficient introduction of the software to professional users was obtained. Patient acceptance was very high both in terms of utilisation of the system (13 000 data entries performed during 6800 calls) and in terms of patient satisfaction assessed by a patient survey (93% very satisfied or satisfied). Patients strongly preferred a DTMF (dual tone multi-frequency) interface entering data by telephone key-pad rather than voice recognition. This study showed that an IT-based diabetes disease management service improved glycaemic control in patients with type 2 diabetes and could find acceptance by patients and professionals if convenient pathways for data entry and transmission are provided. Copyright © 2005 John Wiley & Sons, Ltd.",Diabetes; Disease management programmes (DMP); Integrated Care; Telemedicine,hemoglobin A1c; adult; aged; article; computer interface; computer program; diabetes control; doctor patient relation; feasibility study; female; Germany; glycemic load; health care quality; health program; human; information processing; Internet; major clinical study; male; medical information system; medical profession; non insulin dependent diabetes mellitus; nonverbal communication; patient compliance; patient satisfaction; public health service; quality control; telecommunication; United Kingdom,,"hemoglobin A1c, 62572-11-6",,,,,,,,,"Weingarten, S.R., Henning, J.M., Badamgarav, E., Interventions used in disease management programmes for patients with chronic illness - Which ones work? Meta-analysis of published reports (2002) BMJ, 325, p. 925; Vrijhoef, H.J.M., Spreeuwenberg, C., Eijkelberg, I.M.J.G., Adoption of disease management model for diabetes in region of Maastricht (2001) BMJ, 323, pp. 983-985; Sidorov, J., Shull, R., Tomcavage, J., Does diabetes disease management save money and improve outcome? A report of simultaneous short-term savings and quality improvement associated with health maintenance organization-sponsored disease management program among patients fulfilling health employer data and information set criteria (2002) Diabetes Care, 25, pp. 684-689; Meigs, J.B., Cagliero, E., Dubey, A., A controlled trial of web based diabetes disease management (2003) Diabetes Care, 26, pp. 750-757; Piehlmeier, W., Renner, R., Schramm, W., PROSIT® - A quality management system for diabetic patients with nephropathy in Germany (2001) Diabetes, Nutrition & Metabolism, 14 (2), pp. 110-114; Steines, W., Piehlmeier, W., Schenkirsch, G., Effectiveness of a disease management programme for patients with type 2 diabetes mellitus and albuminuria in primary care - The PROSIT® project (Proteinuria Screening and Intervention) (2004) Exp. Clin. Endocrinol. Diabetes, 112, pp. 88-94; Coulter, A., Partnerships with patients: The pros and cons of shared clinical decision making (1997) J. Health Services Research & Policy, 2, pp. 112-121; 2nd International DAWN Summit: A call-to-action to improve psychosocial care for people with diabetes (2004) Pract. Diabetes Int., 21, pp. 201-208; (2004) Diabetes Care, 27 (SUPPL. 1). , American Diabetes Association: Clinical Practice Recommendations 2004; Desktop guide to Type 2 diabetes mellitus (1999) Diabetic Med., 16, pp. 716-730. , European Diabetes Policy Group; (2001) Management of Diabetes: A National Clinical Guideline, , Scottish Intercollegiate Guidelines Network. Edinburgh: Scottish Intercollegiate Guidelines Network; http://www.deutsche-diabetes-gessellschaft.de","Luzio, S.; Diabetes Research Unit, Llandough Hospital, Penlan Road, Penarth, Cardiff CF64 2XX, United Kingdom; email: Luzio@Cardiff.ac.uk",,,,,,,,13578170,,PDINF,,English,Pract. Diabetes Int.,Article,Final,,Scopus,2-s2.0-23044486402
"Gamito E.J., Burhansstipanov L., Krebs L.U., Bemis L., Bradley A.",6602522353;7003296569;7006160230;6602158809;7202847475;,The use of an electronic audience response system for data collection,2005,Journal of Cancer Education,20,SUPPL. 1,,80,86,,22.0,10.1207/s15430154jce2001s_16,https://www.scopus.com/inward/record.uri?eid=2-s2.0-18844405408&doi=10.1207%2fs15430154jce2001s_16&partnerID=40&md5=8161e836d4e8bafc54ca19cc38a53bc8,"University of Colorado Health Sciences Center, Denver, CO, United States; Native American Cancer Research, Pine, CO, United States; University of Colorado School of Nursing, Denver, CO, United States; National Cancer Institute's Cancer Information Service, Colorado Springs, CO, United States; Native American Cancer Research, 3022 South Nova Road, Pine, CO 80470-7830, United States","Gamito, E.J., University of Colorado Health Sciences Center, Denver, CO, United States; Burhansstipanov, L., Native American Cancer Research, Pine, CO, United States, Native American Cancer Research, 3022 South Nova Road, Pine, CO 80470-7830, United States; Krebs, L.U., University of Colorado School of Nursing, Denver, CO, United States; Bemis, L., University of Colorado Health Sciences Center, Denver, CO, United States; Bradley, A., National Cancer Institute's Cancer Information Service, Colorado Springs, CO, United States","Background. Gathering complete and accurate data from community groups, particularly medically underserved populations, is challenging. Methods. An electronic audience response system (ARS) is a novel method for the efficient collection of data while maintaining participant confidentiality in group settings. Results. Because data are captured electronically, an ARS eliminates the need to transfer data from paper forms, reducing errors and the amount of time required for data management. Conclusions. ARS is a useful data collection tool that works well with diverse populations and greatly increases data accuracy and completeness while maintaining participant confidentiality.",,accuracy; article; computer program; confidentiality; data base; electronic audience response system; electronics; information processing; methodology; priority journal; Computer Communication Networks; Data Collection; Health Education; Humans; Medically Underserved Area,,,,,,,,,,,"Turpin, D.L., Enhance learning with an audience response system (2003) Am J Orthod Dentofacial Orthop, 124, p. 607; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, pp. 12-17; Ch, E., West, C.P., Thomas, K.G., Impact of an audience response system (2004) Med Educ, 38, p. 576; Homme, J., Asay, G., Morgenstern, B., Utilization of an audience response system (2004) Med Educ, 38, p. 575; Greenwald, L., Barajas, K., White-Greenwald, M., Better bone density reporting: T-score report versus fracture risk report with outcome analysis (2003) Am J Managed Care, 9, pp. 665-670; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Haidet, P., Hunt, D., Coverdale, J., Learning by doing: Teaching critical appraisal of randomized trials by performing an in-class randomized trial (2002) Acad Med, 77, p. 1161; Sohn, A.H., Sinkowitz-Cochran, R.L., Jarvis, W.R., Program overview: The reality check sessions at the 4th Decennial International Conference on Nosocomial and Healthcare-Associated Infections (2000) Infect Control Hosp Epidemiol, 21, pp. 742-744; Klapper, J.A., Sheftell, F.D., Seawell, M., Demographics of attendees at public education seminars (1999) Headache, 39, pp. 752-753; MacGregor, E.A., Blau, J.N., Migraine: An informative method of communication (1992) Headache, 32, pp. 356-359","Burhansstipanov, L.; Native American Cancer Research, 3022 South Nova Road, Pine, CO 80470-7830, United States; email: LindaB@NatAmCancer.org",,,,,,,,08858195,,JCEDE,15916526.0,English,J. Cancer Educ.,Article,Final,,Scopus,2-s2.0-18844405408
Johnson J.T.,8392338700;,Creating learner-centered classrooms: use of an audience response system in pediatric dentistry education.,2005,Journal of dental education,69,3,,378,381,,34.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-32644447212&partnerID=40&md5=adbcc3fe84ae83977c86c6940e5ec0b0,"Department of Oral Health Science, University of Kentucky College of Dentistry, Lexington, KY  40536-0297, United States","Johnson, J.T., Department of Oral Health Science, University of Kentucky College of Dentistry, Lexington, KY  40536-0297, United States","Research suggests that the exclusive use of lecture in the classroom hinders student learning. The advent of compact electronic wireless audience response systems has allowed for increased student participation in the classroom. Such technology is utilized in medical education. This article describes the use of an audience response system in a ""quiz bowl"" format to facilitate and improve the comprehension of student dentists in core concepts in pulp therapy for the pediatric patient.",,"article; dental education; dentistry; education; educational technology; evaluation; feedback system; human; learning; methodology; reinforcement; teaching; Computer-Assisted Instruction; Education, Dental; Educational Technology; Feedback; Humans; Knowledge of Results (Psychology); Learning; Pediatric Dentistry; Self-Evaluation Programs; Teaching",,,,,,,,,,,,"Johnson, J.T.email: jjohn5@email.uky.edu",,,,,,,,00220337,,,15749949.0,English,J Dent Educ,Article,Final,,Scopus,2-s2.0-32644447212
"Latessa R., Mouw D.",6506990245;25228843100;,Use of an audience response system to augment interactive learning,2005,Family Medicine,37,1,,12,14,,73.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-11844251121&partnerID=40&md5=f6f9ed4ab9e2d23c5af4b73eef0c05c2,"Mt. Area Health Education Center, Asheville, NC, United States; Mountain AHEC, 118 W.T. Weaver Boulevard, Asheville, NC 28804, United States","Latessa, R., Mt. Area Health Education Center, Asheville, NC, United States, Mountain AHEC, 118 W.T. Weaver Boulevard, Asheville, NC 28804, United States; Mouw, D., Mt. Area Health Education Center, Asheville, NC, United States","Background and Objectives: Little data exist about the use of an Audience Response System (ARS) as an interactive educational tool in medical teaching. The goals of our pilot study were to determine whether an ARS can enhance educational experiences of health care providers. Methods: The learners in the study were mainly physicians, and the educational topic was treating self, family, and friends. Results: The learners reported that the ARS made the presentation more fun, helped them be more attentive, and allowed them to learn more than in traditional lecture formats. Conclusions: An ARS has potential as a teaching tool in this setting.",,"article; controlled study; family health; health care personnel; health practitioner; human; human experiment; information processing; learning; medical education; normal human; physician; pilot study; self medication; Education, Medical; Family Practice; Humans; Physicians; Pilot Projects; Teaching",,,,,,,,,,,"Copeland, H.L., Longworth, D.L., Hewson, M.G., Stoller, J.K., Successful lecturing: A prospective study to validate attributes of the effective medical lecture (2000) J Gen Intern Med, 15, pp. 366-371; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Nasmith, L., Steinert, Y., The evaluation of a workshop to promote interactive learning (2001) Teach Learn Med, 13 (1), pp. 43-48; Turpin, D.L., Enhance learning with an audience response system (2003) Am J Orthod Dentofacial Orthop, 124, p. 607; Davis, D., O'Brien, M.A., Freemantle, N., Wolf, F.M., Mazmanian, P., Taylor-Vaisey, A., Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? (1999) JAMA, 282 (9), pp. 867-874; Aboff, B.M., Collier, V.U., Farber, N.J., Ehrenthal, D.B., Residents' prescription writing for nonpatients (2002) JAMA, 288 (3), pp. 381-385; Chambers, R., Belcher, J., Self-reported health care over the past 10 years: A survey of general practitioners (1992) Br J Gen Pract, 42, pp. 153-156; Christie, J.D., Rosen, I.M., Bellini, L.M., Prescription drug use and self-prescription among resident physicians (1998) JAMA, 280 (14), pp. 1253-1255; Hughes, P.H., Brandenburg, N., Baldwin Jr., D.C., Prevalence of substance use among US physicians (1992) JAMA, 267 (17), pp. 2333-2339; La Puma, J., Priest, E.R., Is there a doctor in the house? An analysis of the practice of physicians treating their own families (1992) JAMA, 267 (13), pp. 1810-1812; La Puma, J., Stocking, C.B., LaVoie, D., Darling, C.A., When physicians treat members of their own families: Practices in a community hospital (1991) N Engl J Med, 325 (18), pp. 1290-1294; Reagan, B., Reagan, P., Sinclair, A., Common sense and a thick hide: Physicians providing care to their own family members (1994) Arch Fam Med, 3, pp. 599-604; Wachtel, T.J., Wilcox, V.L., Moulton, A.W., Tammaro, D., Stein, M.D., Physicians' utilization of health care (1995) J Gen Intern Med, 10, pp. 261-265; Westfall, J.M., McCabe, J., Nicholas, R.A., Personal use of drug samples by physicians and office staff (1997) JAMA, 278 (2), pp. 141-143; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Med Teach, 22 (3), pp. 237-240","Latessa, R.; Mountain AHEC, 118 W.T. Weaver Boulevard, Asheville, NC 28804, United States; email: robynl@mtn.ncahec.org",,,,,,,,07423225,,FAMEE,15619147.0,English,Fam. Med.,Article,Final,,Scopus,2-s2.0-11844251121
Gollub J.,7006803994;,Reflections on teaching: Learning from students,2005,Physics Today,58,5,,10,11,,,10.1063/1.1995722,https://www.scopus.com/inward/record.uri?eid=2-s2.0-21244435205&doi=10.1063%2f1.1995722&partnerID=40&md5=a64d2c8c07e9dd436d1f57dfb5d1868b,"Haverford College, PA, United States; University of Pennsylvania, United States","Gollub, J., Haverford College, PA, United States, University of Pennsylvania, United States","The issues related to teaching methodologies that are to be incorporated while educating students are discussed. Inspite of the large size of the class, an interactive session with students in the class room helps them to overcome difficulties in subject matter. In a class room teaching process, subjects like physics and chemistry, need to be taught through interdisciplinary or applied connections. It is understood that a graphical example of the content makes student understand the subject matter easily. The issues related to importance of feedbacks from the students in a teaching process are also discussed.",,Chemistry; Computer graphics; Curricula; Feedback; Physics; Students; Group studies; Peer interactions; Personal electronic response systems; Quantum physics; Teaching,,,,,,,,,,,"(2000) How People Learn: Brain, Mind, Experience, and School, , http://books.nap.edu/catalog/9853.html, National Academies Press, Washington, DC; (2002) Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, , http://books.nap.edu/catalog/10129.html, National Academies Press, Washington, DC; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall; Chabay, R.W., Sherwood, B.A., (2002) Matter and Interactions, 1-2. , Wiley","Gollub, J.; University of Pennsylvania, Philadelphia, PA, United States",,,American Institute of Physics Inc.,,,,,00319228,,PHTOA,,English,Phys Today,Article,Final,,Scopus,2-s2.0-21244435205
"Slain D., Abate M., Hodges B.M., Stamatakis M.K., Wolak S.",6602678142;7004963938;7005905389;7004483529;8287104900;,An interactive response system to promote active learning in the doctor of pharmacy curriculum,2004,American Journal of Pharmaceutical Education,68,5, 117,1,9,,58.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-14844336354&partnerID=40&md5=6f6a87dc72f9880cd8e0043706cd25b4,"School of Pharmacy, West Virginia University, United States; Coll. of Hum. Rsrc. and Education, West Virginia University, United States; West Virginia University, 1124 Health Sciences North, P.O. Box 9520, Morgantown, WV 26506-9520, United States","Slain, D., School of Pharmacy, West Virginia University, United States, West Virginia University, 1124 Health Sciences North, P.O. Box 9520, Morgantown, WV 26506-9520, United States; Abate, M., School of Pharmacy, West Virginia University, United States; Hodges, B.M., School of Pharmacy, West Virginia University, United States; Stamatakis, M.K., School of Pharmacy, West Virginia University, United States; Wolak, S., Coll. of Hum. Rsrc. and Education, West Virginia University, United States","Objective. The purpose of this study was to evaluate the impact of an interactive student response (ISR) system on student learning, interest, and satisfaction. Methods. Students enrolled in 3 courses, Clinical Pharmacokinetics, Medical Literature Evaluation, and Pathophysiology and Therapeutics, were taught using either a traditional lecture format (study year 1) or an ISR system format (study year 2). Primary outcomes of interest were performance on examinations and student attitudes. Results. Students using the ISR system had better scores on the Clinical Pharmacokinetics examination questions (mean scores, 82.6% ± 9.6% vs 63.8% ± 8.3%, p <0.001), on the cumulative final examination for Medical Literature Evaluation (82.9% ± 11.5% vs 78.0% ± 12.2%, p = 0.016), and on the evaluable ""analysis type"" examination questions in the Pathophysiology and Therapeutics course (82.5% ± 8.7% vs 77.4% ± 12.5%, p = 0.0002). Students using the ISR system in all 3 courses were positive about the system. Conclusion. The ISR system was a useful tool for encouraging active student learning and was well received by students. This system can be efficiently used to gauge student understanding in the classroom and enhance student performance.",Active learning; Audience response system; Classroom polling; Instantaneous feedback,academic achievement; article; attitude; comprehension; controlled study; curriculum; education program; examination; human; intermethod comparison; learning; medical literature; medical specialist; medical student; pathophysiology; pharmacy; scoring system,,,,,,,,,,,"Reddy, I.K., Implementation of a pharmaceutics course in a large class through active learning using quick-thinks and case-based learning (2000) Am J Pharm Educ, 64, pp. 348-355; Roy, K.H., Pilot investigation of the utility of a student response system in medical student lectures (1996) J Audiov Media Med, 19, pp. 27-32; Littauer, R., Instructional implications of a new low-cost electronic student response system (1972) Educ Tech, 12 (SUPPL.), pp. 69-71; Horowitz, H.M., (1997) Student Response Systems: Interactivity in a Classroom Environment [Report], , Ogden, Utah: Option Technologies, LLC; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) Am J Phys, 66, pp. 439-441; Burstein, R.A., Lederman, L.M., Report on progress in using a wireless keypad response system (1996) Proceedings of the International Conference on Undergraduate Physics Education (ICUPE), pp. 531-538; Halloran, L., A comparison of two methods of teaching: Computer managed instruction and keypad questions versus traditional classroom lecture (1995) Comput Nurs, 13, pp. 285-288; Bloom, B.S., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I, Cognitive Domain, , New York:Longmans, Green","Slain, D.; West Virginia University, 1124 Health Sciences North, P.O. Box 9520, Morgantown, WV 26506-9520, United States; email: dslain@hsc.wvu.edu",,,,,,,,00029459,,,,English,Am. J. Pharm. Educ.,Article,Final,,Scopus,2-s2.0-14844336354
"Huang W., Dai P.-Q.",57199043098;7006395570;,Text-independent speaker verification based on GMM statistical parameters and SVM,2004,Shuju Caiji Yu Chuli/Journal of Data Acquisition and Processing,19,4,,365,370,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-12844282074&partnerID=40&md5=8aa5621151ba6684c6cccdad1fe5d4fe,"Dept. of Electron. Sci. and Technol., Univ. of Sci. and Technol. China, Hefei 230026, China","Huang, W., Dept. of Electron. Sci. and Technol., Univ. of Sci. and Technol. China, Hefei 230026, China; Dai, P.-Q., Dept. of Electron. Sci. and Technol., Univ. of Sci. and Technol. China, Hefei 230026, China","A system based on Gaussian mixture model (GMM) statistical parameters and support vector machine (SVM) for text-independent speaker verification is proposed aimed at a large quantities of data. The SVM speaker model is trained from the parameters of GMM, which extracts the speaker feature effectively and does well in a large quantities of data. Moreover, the system combines the robustness of generative model with the powerful classification of discriminative model to improve the performance and robustness of verification. Text-independent speaker verification experiments are conducted on the telephony 2001 NIST Speaker Recognition Evaluation corpus and handset microphone corpus provided by Microsoft Research Asia. The system is validated to be effective.",Gaussian mixture model; Speaker verification; Statistical parameters; Support vector machine,,,,,,,,,,,,,"Huang, W.; Dept. of Electron. Sci. and Technol., Univ. of Sci. and Technol., Hefei 230026, China; email: tonyhw@ustc.edu",,,,,,,,10049037,,SCYCE,,Chinese,Shu Ju Cai Ji Yu Chu Li,Article,Final,,Scopus,2-s2.0-12844282074
"Hong Y., Hong S.-K., Jun W., Gruenwald L.",57199903513;7405765343;7004529959;7003477057;,Design and implementation of mobile class web site for promoting communication,2004,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),3307,,,135,144,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-35048888510&partnerID=40&md5=2c05511c80c20b42ba30f85a531a53c1,"Seoul Usin Elementary School, Seoul, South Korea; Division of Business and Economics, Dankook University, Seoul, South Korea; Dept. of Computer Education, Seoul National University of Education, Seoul, South Korea; School of Computer Science, University of Oklahoma, Norman, OK, United States","Hong, Y., Seoul Usin Elementary School, Seoul, South Korea; Hong, S.-K., Division of Business and Economics, Dankook University, Seoul, South Korea; Jun, W., Dept. of Computer Education, Seoul National University of Education, Seoul, South Korea; Gruenwald, L., School of Computer Science, University of Oklahoma, Norman, OK, United States","This research is to develop mobile class Web sites for elementary schools. Even though traditional class Web sites have promoted the collaboration among teachers, students, and students' parents, their communication has been restricted to wired networks. However, with the development of wireless data transmission technologies, traditional class Web sites can be linked with wireless networks. Armed with wireless transmission handset devices such as cellular phones and PDA (personal digital assistants), students' parents can get class information directly through those devices. This research is to develop class Web sites that can be synergistically linked between wired and wireless networks. The communication through both wired and wireless networks enables students' parents to overcome the limitation of space and time, and further promotes better collaboration with teachers. © Springer-Verlag 2004.",Class Web Sites; Mobile Networks; Wireless Internet; Wireless Networks,,,,,,,,,,,,"Jang, B., (2000) Design and Implementation of Educational Information Delivery System Using Wireless Internet, , Master's Thesis, Hanyang University, Seoul, Korea; Hamby, J.V., The School-Family Link: A Key to Dropout Prevention (1995) Education and the Family, , edited by Kaplan, L., Allyn and Bacon, Massachusetts, USA; Ahn, G., (2002) Design and Implementation of Automatic Study Information Delivery System Using Wireless Internet, , Master's Thesis, Graduate School of Education, Shinra Univeristy, Korea; Kim, C., (2002) A Study on the Development of Mobile Cultural Contents, , Master's Thesis, Graduate School of Arts, Chungang University, Korea; Lee, B., (2002) A Study on the Design Guide for Beginners in Mobile Internet, , Master's Thesis, Dept. of Information & Industrial Engineering, Hongik University, Korea; Kim, D., (2002) Design of a Distance Education System Using Wireless Internet, , Master's Thesis, Dept. of Computer Information, Konkook University, Korea; Park, K., (2002) Design and Implementation of English Listening Study System in Mobile Environment, , Graduate School of Education, Shinra Univesity, Korea; http://kr.ks.yahoo.com/service/question_detail.php?queId=46720","Hong, Y.; Seoul Usin Elementary School, Seoul, South Korea; email: ddal_3@hanmail.net",,,,,,,,03029743,,,,English,Lect. Notes Comput. Sci.,Article,Final,,Scopus,2-s2.0-35048888510
"Cheng K.K., Thacker B.A., Cardenas R.L., Crouch C.",7402998281;7006101826;57205874556;35565291200;,Using an online homework system enhances students' learning of physics concepts in an introductory physics course,2004,American Journal of Physics,72,11,,1447,1453,,44.0,10.1119/1.1768555,https://www.scopus.com/inward/record.uri?eid=2-s2.0-8744250181&doi=10.1119%2f1.1768555&partnerID=40&md5=c2362bb736db9cb3085d27aa70b09cef,"Department of Physics, Texas Tech University, Lubbock, TX 79409-1051, United States; Div. of Eng. and Applied Sciences, Harvard University, Cambridge, MA 02138, United States; St. Mary's University, Department of Physics, San Antonio, TX 78228, United States; Department of Physics and Astronomy, Swarthmore College, Swarthmore, PA 19081, United States","Cheng, K.K., Department of Physics, Texas Tech University, Lubbock, TX 79409-1051, United States; Thacker, B.A., Department of Physics, Texas Tech University, Lubbock, TX 79409-1051, United States; Cardenas, R.L., Department of Physics, Texas Tech University, Lubbock, TX 79409-1051, United States, St. Mary's University, Department of Physics, San Antonio, TX 78228, United States; Crouch, C., Div. of Eng. and Applied Sciences, Harvard University, Cambridge, MA 02138, United States, Department of Physics and Astronomy, Swarthmore College, Swarthmore, PA 19081, United States","We report the results of a comparison of student understanding of physics concepts with and without online homework, as measured by the force concept inventory. We compared students in large introductory courses taught by interactive engagement and noninteractive engagement methods and with ungraded homework and with online homework. We also compared the understanding of students in different grade subgroups. The increase in the average force concept inventory normalized gain was statistically significant for all students taught with online homework, indicating that graded homework increases student understanding of physics concepts. The gain was significantly higher for those students taught with interactive engagement methods together with online homework. The C grade subgroup taught by interactive engagement methods benefited more from the implementation of online homework than the other subgroups. © 2004 American Association of Physics Teachers.",,,,,,,,,,,,,"First-Year U.S. and Foreign Graduate Physics Students, 1965 to 1999, , www.aip.org/statistics/trends/highlite/ed/figure5.htm; note; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teach., 30, pp. 141-157; Halloun, I.A., Hestenes, D., Common-sense concepts about motion (1985) Am. J. Phys., 53, pp. 1056-1065; Mazur, E., (1997) Peer Instruction, pp. 9-18. , Prentice-Hall, Upper Saddle River, N.J; www.webct.com; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74; George, A., (1971) Ferguson, Statistical Analysis in Psychology and Education, pp. 107-119. , McGraw-Hill, N.Y; MacIsaac, D., Cole, R.P., Cole, D.M., McCullough, L., Maxka, J., Standardized testing in physics via the World Wide Web (2002) Electronic Journal of Science Education, 6 (3). , http://unr.edu/homepage/crowther/ejse/ejsev6n3.html, March; Griffith, W.T., Factors affecting performance in introductory physics courses (1985) Am. J. Phys., 53 (9), pp. 839-842; Marr, M.J., Thomas, E.W., Benne, M.R., Thomas, A., Hume, R.M., Development of instructional systems for teaching and electricity and magnetism course (1999) Am. J. Phys., 67 (9), pp. 789-802; Bonham, S., Beichner, R., Online homework: Does it make a difference? (2001) Phys. Teach., 39 (5), pp. 293-297; Dufresne, R., Mestre, J., Hart, D.M., Rath, K.A., The effect of web-based homework on test performance in large enrollment introductory physics courses (2002) J. Comput. Math. Sci. Teach., 21 (3), pp. 229-251; Thoennessen, M., Harrison, M.J., Computer-assisted assignments in a large physics class (1996) Comput. Educ., 27 (2), pp. 141-147; Sokol, P.E., Improvements in introductory physics courses. Emphasizing homework and deemphasizing exams can make quantum improvements in learning (1993) New Dir. Instit. Res., 20 (78), pp. 41-44","Cheng, K.K.; Department of Physics, Texas Tech University, Lubbock, TX 79409-1051, United States; email: kelvin.cheng@ttu.edu",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-8744250181
"Williams J.L., Friend T.H., Nevill C.H., Archer G.",15836278800;7004338051;7003829015;26642935300;,The efficacy of a secondary reinforcer (clicker) during acquisition and extinction of an operant task in horses,2004,Applied Animal Behaviour Science,88,3-4,,331,341,,28.0,10.1016/j.applanim.2004.03.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-4243058214&doi=10.1016%2fj.applanim.2004.03.008&partnerID=40&md5=90ba41811337c0dec6ba3b4feadaa3ff,"Department of Animal Science, Texas AandM University, 2471 TAMUS, 77843-2471, College Station, TX, United States","Williams, J.L., Department of Animal Science, Texas AandM University, 2471 TAMUS, 77843-2471, College Station, TX, United States; Friend, T.H., Department of Animal Science, Texas AandM University, 2471 TAMUS, 77843-2471, College Station, TX, United States; Nevill, C.H., Department of Animal Science, Texas AandM University, 2471 TAMUS, 77843-2471, College Station, TX, United States; Archer, G., Department of Animal Science, Texas AandM University, 2471 TAMUS, 77843-2471, College Station, TX, United States","""Clicker training"" is a popularly promoted training method based on operant conditioning with the use of a secondary reinforcer (the clicker). While this method draws from theories of learning and is used widely, there has been little scientific investigation of its efficacy. We used 60 horses, Equus callabus, and assigned each horse to one of six reinforcement protocols. The reinforcement protocols involved combinations of reinforcers administered (primary versus secondary plus primary), schedule of reinforcement (continuous versus variable ratio), and reinforcers applied during extinction (none or secondary). There were no differences (P≥0.11) between horses which received a secondary reinforcer (click) followed by the primary reinforcer (food) and those which received only the primary reinforcer (food) in the number of trials required to train the horses to touch their noses to a plastic cone (operant response). There also were no differences (P≥0.12) between horses which received the secondary reinforcer plus primary reinforcer and those which received only the primary reinforcer in regards to the number of trials to extinction. We conclude that there is no difference in the amount of training required to learn the operant task or in the task's resistance to extinction between horses that received a secondary reinforcer followed by a primary reinforcer versus horses which received only a primary reinforcer. © 2004 Elsevier B.V. All rights reserved.",Clicker training; Equine; Horse; Operant conditioning; Secondary reinforcers,behavior; learning; ungulate; Equidae; Equus; Equus caballus,,,,,,,,,,,"Flannery, B., Relational discrimination learning in horses (1997) Appl. Anim. Behav. Sci., 54, pp. 267-280; Gaffon, D., Eacott, M.J., Visual learning for an auditory secondary reinforcer by macaques is intact after uncinate fascicle section: Indirect evidence for the involvement of the corpus striatum (1995) Eur. J. Neurosci., 7, pp. 1866-1871; Gaffon, D., Harrison, S., Amygdalaectomy and disconnection in visual learning for auditory secondary reinforcement in monkeys (1987) J. Neurosci., 7 (8), pp. 2285-2292; Gaffon, D., Gaffon, E.A., Harrison, S., Visual-visual associative learning and reward-association learning in monkeys: The role of the amygdala (1989) J. Neurosci., 9, pp. 558-564; Halford, G.S., Halford, J.M., Secondary reinforcement: Signal or substitute reward? a preliminary investigation (1969) Aus. J. Psychol., 21 (2), pp. 145-147; Kurland, A., (1998) Clicker Training for Your Horse, , Sunshine Books Inc., Waltham, MA; Malkova, L., Gaffon, D., Murray, E.A., Excitotoxic lesions of the amygdala fail to produce impairment in visual learning for auditory secondary reinforcement but interfere with reinforcer devaluation effects in rhesus monkeys (1997) J. Neurosci., 17, pp. 6011-6020; Mason, S.T., The neurochemistry and pharmacology of extinction behavior (1983) Neurosci. Biobehav. Rev., 7, pp. 325-347; McCall, C.A., A review of learning behavior in horses and its application in horse training (1990) J. Anim. Sci., 68, pp. 75-81; McCall, C.A., Burgin, S.E., Equine utilization of secondary reinforcement during response extinction and acquisition (2002) Appl. Anim. Behav. Sci., 78, pp. 253-262; Murch, G.M., (1967) Light Secondary Reinf., 24 (2), p. 540; Numan, R., Banerjee, U., Smith, N., Lal, H., Secondary reinforcement property of a stimulus paired with morphine administration in the rat (1976) Pharm. Biochem. Behav., 5, pp. 395-399; Rogers, W.R., Orr, J.L., Smith, H.D., Nonhuman primates will not respond to turn off strong 60 Hz electric fields (1995) Bioelectromagnetics, 3, pp. 48-60; Slawecki, C.J., Samson, H.H., Chappell, N., Presentation of an ethanol-paired stimulus complex alters response patterns during extinction (1999) Pharm. Biochem. Behav., 62 (1), pp. 127-135; Tombaugh, T.N., Secondary reinforcement and the partial reinforcement effect in the rat (1970) J. Comp. Phys. Psychol., 71 (1), pp. 160-164; Tombaugh, T.N., Grandmaison, L.J., Zito, K.A., Establishment of secondary reinforcement in sign tracking and place preference tests following pimozide treatment (1982) Pharm. Biochem. Behav., 17, pp. 665-670; Williams, J.L., Effects of the duration of a secondary reinforcer on subsequent instrumental responses (1970) J. Exp. Psychol., 83, pp. 348-351","Friend, T.H.; Department of Animal Science, Texas AandM University, 2471 TAMUS, 77843-2471, College Station, TX, United States; email: t-friend@tamu.edu",,,,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Article,Final,,Scopus,2-s2.0-4243058214
"Hafeez A., Molnar K.J., Arslan H., Bottomley G.E., Ramésh R.",35605339700;7102480501;7006712780;7003581744;7201897776;,Adaptive joint detection of cochannel signals for TDMA handsets,2004,IEEE Transactions on Communications,52,10,,1722,1732,,11.0,10.1109/TCOMM.2004.836443,https://www.scopus.com/inward/record.uri?eid=2-s2.0-8444237840&doi=10.1109%2fTCOMM.2004.836443&partnerID=40&md5=64a73fbb6a459a2c17b526bae54537d7,"Ericsson Inc., Charlotte, NC 27709, United States; Electrical Engineering Department, University of South Florida, Tampa, FL 33620, United States","Hafeez, A., Ericsson Inc., Charlotte, NC 27709, United States; Molnar, K.J., Ericsson Inc., Charlotte, NC 27709, United States; Arslan, H., Electrical Engineering Department, University of South Florida, Tampa, FL 33620, United States; Bottomley, G.E., Ericsson Inc., Charlotte, NC 27709, United States; Ramésh, R., Ericsson Inc., Charlotte, NC 27709, United States","In mobile communication systems, downlink (forward link) system capacity is limited by the ability of mobile receivers to recover the desired signal in the presence of cochannel interference (CCI). Joint detection of the desired and cochannel signals is a useful approach to improving receiver performance, thus increasing system capacity. In this paper, we show that a practical single-antenna joint-detection receiver can provide significant gains in system capacity for the time-division multiple-access (TDMA) standard Telecommunications Industry Association/Electronic Industry Association/Interim Standard-136 (TIA/EIA/IS-136 or IS-136). For a sectorized system, joint detection provides a capacity gain of 47% in a typical urban environment. When used in conjunction with transmit beamforming, the synergy between the two approaches leads to a capacity gain of over 200%. In determining these gains, practical aspects of the IS-136 system are considered, namely, unsynchronized networks, limited receiver complexity, and adaptability. A semiblind acquisition process, which uses the training sequence of the desired user only, is employed, because the desired and interfering base stations are not synchronized. The receiver complexity is controlled by processing only one sample per symbol period, even though it is shown that multiple samples per symbol period should ideally be used. Finally, because receiver performance may be limited by its own intersymbol interference instead of CCI, an adaptive joint-de-tection process is used which selects between joint demodulation and single-user equalization for each slot. © 2004 IEEE.",Antenna arrays; Cellular radio; Cochannel interference (CCI); Interference suppression; Maximum-likelihood detection (MLD); Multiuser channels; Time-division multiple access (TDMA),Antenna arrays; Channel capacity; Cochannel interference; Computational complexity; Interference suppression; Intersymbol interference; Mathematical models; Maximum likelihood estimation; Radio receivers; Signal detection; Time division multiple access; Cellular radio; Maximum likelihood detection (MLD); Multiuser channels; Receiver complexity; Single antenna joint detection receiver; Cellular radio systems,,,,,,,,,,,"Verdú, S., (1998) Multiuser Detection, , New York: Cambridge Univ. Press; Van Etten, W., Maximum-likelihood receiver for multiple channel transmission systems (1976) IEEE Trans. Commun., COM-24, pp. 276-283. , Feb; Gridhar, K., Shynk, J.J., Mathur, A., Chari, S., Gooch, R.P., Nonlinear techniques for the joint estimation of cochannel signals (1997) IEEE Trans. Commun., 45, pp. 473-484. , Apr; Ranta, P., Hottinen, A., Honkasalo, Z., Cochannel interference cancelling receiver for TDMA mobile systems (1995) Proc. IEEE Int. Conf. Communications, pp. 17-21. , Feb; Wales, S., Technique for cochannel interference suppression in TDMA mobile radio systems (1995) Inst. Elect. Eng. Proc. Commun., 142, pp. 106-114. , Apr; Yoshino, H., Fukawa, K., Suzuki, H., Interference canceling equalizer (ICE) for mobile radio communication (1997) IEEE Trans. Veh. Technol., 46, pp. 849-861. , Nov; Chen, J.-T., Liang, J.-W., Tsai, H.-S., Chen, Y.-K., Joint MLSE receiver with dynamic channel description (1998) IEEE J. Select. Areas Commun., 16, pp. 1604-1615. , Dec; Hafeez, A., Molnar, K., Bottomley, G., Co-channel interference cancellation for D-AMPS handsets (1999) Proc. IEEE 49th Vehicular Technology Conf., pp. 1026-1031. , May; Grant, S., Cavers, J., Performance enhancement through joint detection of cochannel signals using diversity arrays (1998) IEEE Trans. Commun., 46, pp. 1038-1049. , Aug; (1994) TIA/EIA Interim Standard 800 MHz TDMA Cellular-Radio Interface-Mobile Station-Base Station Compatibility - Traffic Channels and FSK Control Channel, , TIA/EIA/IS-136.2, Dec; Paparisto, G., Panagiotou, P., Chugg, K., A single-packet method for adaptive maximum-likelihood CCI identification and mitigation (1999) Proc. IEEE Globecom, pp. 492-496. , Dec; Raheli, R., Polydoros, A., Tzou, C., Per-survivor processing: A general approach to MLSE in uncertain environments (1995) IEEE Trans. Commun., 43, pp. 354-364. , Feb.-Apr; Chugg, K., Blind acquisition characteristics of PSP-based sequence detectors (1998) IEEE J. Select. Areas Commun., 16, pp. 1518-1529. , Oct; Lo, B., Letaief, K., Adaptive equalization and interference cancellation for wireless communications systems (1999) IEEE Trans. Commun., 47, pp. 538-545. , Apr; Hamkins, J., Satorius, E., Paparisto, G., Polydoros, A., A comparative study of co-channel interference suppression techniques (1997) Proc. 5th Int. Mobile Satellite Conf., pp. 327-332. , June; Khayrallah, A., Ramesh, R., Bottomley, G., Koilpillai, R., Improved channel estimation with side information (1997) Proc. 47th IEEE Vehicular Technology Conf., pp. 1049-1053. , May; Paparisto, G., Chugg, K., Lay, N., Polydoros, A., A PSP antenna array receiver for joint angle, multipath and data estimation (1997) Proc. IEEE Globecom, pp. 379-383. , Nov; Hagerman, B., Downlink relative co-channel interference powers in cellular radio systems (1995) Proc. IEEE 45th Vehicular Technology Conf., pp. 366-370. , May; Hafeez, A., Molnar, K., Bottomley, G., Ramesh, R., Capacity and quality enhancement for ANSI-136 downlink using interference cancellation and beamforming (2000) Proc. IEEE 50th Vehicular Technology Conf., pp. 2414-2421. , Sept; (1999) GSM 05.05: Radio Transmission and Reception, , ETSI, Draft Version 8.5.0; Ungerboeck, G., Adaptive maximum-likelihood receiver for carrier-modulated data transmission systems (1974) IEEE Trans. Commun., COM-22, pp. 624-636. , May; Bottomley, G., Chennakeshu, S., Unification of MLSE receivers and extension to time-varying channels (1998) IEEE Trans. Commun., 46, pp. 464-472. , Apr; Forney, G.D., Maximum-likelihood sequence estimation of digital sequences in presence of ISI (1972) IEEE Trans. Inform. Theory, IT-18, pp. 363-378. , May; Duel-Hallen, A., Heegard, C., Delayed decision-feedback sequence estimation (1989) IEEE Trans. Commun., 37, pp. 428-436. , May; Eyuboglu, M., Quereshi, S., Reduced-state sequence estimation for coded modulation on ISI channels (1989) IEEE J. Select. Areas Commun., 7, pp. 989-995. , Aug; Haykin, S., (1991) Adaptive Filter Theory, , 2nd ed. Englewood Cliffs, NJ: Prentice-Hall; Molnar, K., Hafeez, A., Arslan, H., Joint carrier phase tracking and multi-user demodulation of narrow-band signals (2001) Proc. IEEE Vehicular Technology Conf., pp. 333-337. , Fall; Murata, H., Yoshida, S., Joint frequency offset and delay profile estimation technique for nonlinear co-channel interference canceller (1998) Proc. Personal, Indoor, Mobile Radio Communications Conf., pp. 486-490. , Nov; Kay, S., A fast and accurate single frequency estimator (1997) IEEE Trans. Acoust., Speech, Signal Processing, 37, pp. 1987-1990. , Dec; Lindbom, L., Simplified Kalman estimation of fading mobile radio channels: High performance at LMS computational load (1993) Proc. IEEE Int. Conf. Acoustics, Speech, Signal Processing, pp. 352-355; Arslan, H., Molnar, K., Hafeez, A., Joint channel tracking of co-channel signals for IS-136 mobiles (2000) Proc. IEEE Vehicular Technology Conf., pp. 2467-2472. , Fall; Hagerman, B., Mazur, S., Adaptive antennas is IS-136 systems (1998) Proc. IEEE Vehicular Technology Conf., pp. 2282-2286. , May; Ranta, P., Honkasalo, Z.-C., Tapaninen, J., TDMA cellular network application of an interference cancellation technique (1995) Proc. 45th IEEE Vehicular Technology Conf., pp. 296-300. , May; Bertsekas, D., Gallagher, R., (1992) Data Networks, , 2nd ed. Upper Saddle River, NJ: Prentice-Hall","Hafeez, A.; Ericsson Inc., Charlotte, NC 27709, United States; email: abdulrauf.hafeez@ericsson.com",,,,,,,,00906778,,IECMB,,English,IEEE Trans Commun,Article,Final,,Scopus,2-s2.0-8444237840
"Chen Z.-H., Liao Y.-F., Juang Y.-T.",55540813600;55838259700;7007070811;,Eigen-prpsody analysis for robust speaker recognition under mismatch handset environment,2004,Electronics Letters,40,19,,1233,1235,,1.0,10.1049/el:20045529,https://www.scopus.com/inward/record.uri?eid=2-s2.0-4944229192&doi=10.1049%2fel%3a20045529&partnerID=40&md5=89a0adc4afebcfc19e182c429ac6d796,"Department of Electrical Engineering, National Central University, Chung-Li, Taoyuan 32054, Taiwan; Department of Electronic Engineering, Inst. of Comp., Commun. and Control, Natl. Taipei Univ. of Technology, Taipei 106, Taiwan","Chen, Z.-H., Department of Electrical Engineering, National Central University, Chung-Li, Taoyuan 32054, Taiwan; Liao, Y.-F., Department of Electronic Engineering, Inst. of Comp., Commun. and Control, Natl. Taipei Univ. of Technology, Taipei 106, Taiwan; Juang, Y.-T., Department of Electrical Engineering, National Central University, Chung-Li, Taoyuan 32054, Taiwan","A novel eigen-prosody analysis approach is proposed for robust speaker recognition under a mismatch handset environment. The idea is to convert the prosodie contours of a speaker's speech into sequences of prosody symbols, and transform the speaker recognition problem into a full-text document retrieval-similar task. Experimental results on the HTIMIT corpus have shown that, even though only few training/test data are available, about 32.2% relative error rate reduction could be achieved compared with the conventional Gaussian mixture model/cepstral mean subtraction approach.",,Codes (symbols); Data reduction; Eigenvalues and eigenfunctions; Error analysis; Information retrieval; Mathematical models; Semantics; Speech coding; Telephone sets; Eigen prosody analysis (EPA); Gaussian mixture models; Prosody symbols; Speech recognition,,,,,,,,,,,"Reynolds, D., Andrews, W., Campbell, J., Navráti, J., Peskin, B., Adami, A., Jin, Q., Xiang, B., Exploiting high-level information for high-performance speaker recognition SuperSID Project Final Report, , http://www.clsp.jhu.edu/ws2002/groups/supersid/; Deerwester, S., Dumais, S.T., Furnas, G.W., Landauer, T.K., Harshman, R., Indexing by latent semantic analysis (1990) J. Am. Soc. Inf. Sci.; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) ICASSP'97, 2, pp. 1535-1538. , Munich, Germany","Chen, Z.-H.; Department of Electrical Engineering, National Central University, Chung-Li, Taoyuan 32054, Taiwan",,,,,,,,00135194,,ELLEA,,English,Electron. Lett.,Article,Final,,Scopus,2-s2.0-4944229192
Tomuro K.,6507276783;,Oral home telecare tutorials for the community-dwelling elderly,2004,Journal of Medical and Dental Sciences,51,3,,165,171,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-16644402821&partnerID=40&md5=bd7d5768043b35f29be36255e7e864b2,"Department of Health Science Policies, Graduate School of Tokyo, Medical and Dental University, Japan; 1-5-45 Yushima, Bunkyo-ku, Tokyo 113-8519, Japan","Tomuro, K., Department of Health Science Policies, Graduate School of Tokyo, Medical and Dental University, Japan, 1-5-45 Yushima, Bunkyo-ku, Tokyo 113-8519, Japan","The objectives of this empirical study were to evaluate the quantitative and qualitative alterations experienced by community-dwelling elderly and their families when employing oral home telecare (a care service system based on interactive motion-picture transmission between households and healthcare providers). The subjects were four community-dwelling elderly in Kuriyama-cho, Hokkaido. The tutorial programs were designed to provide health information and education, as well as to enhance life skills related to exercise and communication. The programs were provided to the elderly through a new oral healthcare interactive learning system disseminated via an ISDN-based network. Quantitative and qualitative observation data on oral home telecare were collected by videophone and subsequently discussed. Functional independence in daily activities, communication skills, and social cognition, independence in oral care, and oral hygiene status all improved. Clients and their families were able to acquire broader knowledge relating to oral and general health, practical oral homecare skills, and social life skills. The use of this home telecare system as a ""preventive home visit"" and as a ""living environmental tool"" incorporating broad social supports could help improve the quality of life of clients and become part of a community oral healthcare service.",Community-dwelling elderly; Home telecare; Oral care; Self-care,"aged; article; attitude to health; daily life activity; dental health education; female; health status; human; interpersonal communication; male; methodology; microcomputer; mouth hygiene; patient education; quality of life; social behavior; social support; teaching; telecommunication; Activities of Daily Living; Aged; Attitude to Health; Communication; Female; Health Education, Dental; Health Status; Humans; Male; Microcomputers; Oral Hygiene; Patient Education; Quality of Life; Social Behavior; Social Support; Teaching; Telecommunications",,,,,,,,,,,"Shay, K., Ship, J.A., The importance of oral health in the older patient (1995) J Am Geriatr Soc, 43, pp. 1414-1422; Yoneyama, T., Yoshida, M., Ohrui, T., Oral care reduces pneumonia in older patients in nursing homes (2002) J Am Geriatr Soc, 50, pp. 430-433; Ueda, K., Toyosato, A., Nomura, S., A study on the effects of short-, medium- and long-term professional oral care in elderly persons requiring long-term nursing care at a chronic or maintenance stage of illness (2003) Gerodontology, 20, pp. 50-56; Morishita, M., Takaesu, Y., Miyatake, K., Oral health care status of homebound elderly in Japan (2001) J Oral Rehabil, 28, pp. 717-720; Backman, K., Hentinen, M., Model for the self-care of home-dwelling elderly (1999) J Adv Nurs, 30, pp. 564-572; Takano, T., Nakamura, K., Akao, C., Assessment of the value of videophones in home healthcare (1995) Telecommun Policy, 19, pp. 241-248; Nakamura, K., Takano, T., Akao, C., The effectiveness of video-phones in home healthcare for the elderly (1999) Med Care, 37, pp. 117-125; Balas, E.A., Lakovidis, I., Distance technologies for patient monitoring (1999) BMJ, 319, pp. 1309-1311; Tomuro, K., Development of oral home telecare programme for the home-dwelling elderly (2004) Gerodontology, 21, pp. 177-180; Poon, L.W., Learning (1997) The Encyclopedia of Aging, pp. 380-381. , Maddox GL, Atchley RC, Poon LW, editors: New York: Springer Publishing Company; Maki, Y., Yamamoto, H., Takaesu, Y., A rapid caries activity test by resazurin disc (1986) Bull Tokyo Dent Coll, 27, pp. 1-13; Keith, R.A., Granger, C.V., Hamilton, B.B., The functional independence measure: A new tool for rehabilitation (1987) Advances in Clinical Rehabilitation, 1, p. 6. , Eisenberg MG, Grzesiak RC, editors: New York: Springer-Verlag; Henriksen, B.M., Ambjørnsen, E., Axéll, T.E., Evaluation of a mocosal-plaque index (MPS) designed to assess oral care in groups of elderly (1999) Spec Care Dentist, 19, pp. 154-157; Miyazaki, H., Sakao, S., Katoh, Y., Correlation between volatile sulphur compounds and certain oral health measurements in the general population (1995) J Periodontol, 66, pp. 679-684; O'Leary, T.J., Drake, R.B., Naylor, J.E., The plaque control record (1972) J Periodontol, 43, p. 38; Oguchi, K., Saitoh, E., Mizuno, M., The repetitive saliva swallowing test (RSST) as a screening test of functional dysphagia (1) normal values of RSST (2000) Jpn J Rehabil Med, 37, pp. 375-382; Mays, N., Pope, C., Qualitative research: Observational methods in health care settings (1995) BMJ, 311, pp. 182-184; Wallston, K.A., Wallston, B.S., Devellis, R., Development of the multidimensional health locus of control (MHLC) scales (1978) Health Education Monographs, 6 (2), pp. 160-170; 2000 Population Census, , http://www.stat.go.jp/deta/kokusei/2000/kihon1/zuhyou/shihyo2.xls, Statistic Bureau; Bauer, J.C., Ringel, M.A., (1999) Telemedicine and the Reinvention of Healthcare: The Seventh Revolution in Medicine, p. 85. , New York: McGraw-Hill","Tomuro, K.1-5-45 Yushima, Bunkyo-ku, Tokyo 113-8519, Japan; email: tomuro.hce@tmd.ac.jp",,,,,,,,13428810,,BTMDA,15597822.0,English,J. Med. Dent. Sci.,Article,Final,,Scopus,2-s2.0-16644402821
"Zhou J., Chen Y., Liu J., Liu R.",7405548887;57196265192;55888792100;7404552184;,Channel compensation technique HNSSM for speaker recognition,2004,Qinghua Daxue Xuebao/Journal of Tsinghua University,44,7,,942,945,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-5744247211&partnerID=40&md5=b6b1bafa53ba6393c42fe6a537aa1885,"Dept. of Electron. Eng., Tsinghua Univ., Beijing 100084, China","Zhou, J., Dept. of Electron. Eng., Tsinghua Univ., Beijing 100084, China; Chen, Y., Dept. of Electron. Eng., Tsinghua Univ., Beijing 100084, China; Liu, J., Dept. of Electron. Eng., Tsinghua Univ., Beijing 100084, China; Liu, R., Dept. of Electron. Eng., Tsinghua Univ., Beijing 100084, China",Handset type mismatch between the training and test speech segments causes significant performance degradation in speaker recognition systems. This paper presents channel compensation approach HNSSM (handset normalization in synthesized speak model) based on speaker model synthesis and handset normalization. Experiments using the 1999 NIST (National Institute of Standards and Technology) speaker recognition evaluation (SRE) corpus showed that the approach yielded better performance than either of the two techniques alone. Around 39.4% relative improvement in equal error rate and 20.9% in minimum detection cost was obtained compared with the baseline system using cepstrum mean substraction (CMS).,Channel compensation; Handset normalization; Speaker model synthesis; Speaker recognition; Speech signal processing,Communication channels (information theory); Signal processing; Telephone; Channel compensation; Handset normalization; Speaker model synthesis; Speaker recognition; Synthesized speak model; Speech recognition,,,,,,,,,,,"Quatieri, T.F., Reynolds, D.A., O'Leary, G.C., Estimation of handset nonlinearity with application to speaker recognition (2000) IEEE Trans SAP, 8 (5), pp. 567-584; Heck, L.P., Weintraub, M., Handset-dependent background models for robust text-independent speaker recognition (1997) Proceedings of ICASSP, , Munich: IEEE; Teunen, R., Shahshahani, B., Heck, L., A model-based transformational approach to robust speaker recognition (2000) Proceedings of ICSLP, , Beijing: IEEE; Reynolds, D.A., Quatieri, T.F., Speaker verification using adapted Gaussian mixture models (2000) Digital Signal Processing, 10, pp. 19-41; Martin, A., Przybocki, M., The NIST 1999 speaker recognition evaluation - An overview (2000) Digital Signal Processing, 10, pp. 1-18; Auckenthaler, R., Carey, M., Lloyd-Thorns, H., Score normalization for text-independent speaker verification systems (2000) Digital Signal Processing, 10, pp. 42-54; Reynolds, D.A., Rose, R.C., Robust text-independent speaker identification using Gaussian mixture speaker models (1995) IEEE Trans SAP, 3 (1), pp. 72-83","Liu, J.; Dept. of Electron. Eng., Tsinghua Univ., Beijing 100084, China; email: liuj@tsinghua.edu.cn",,,,,,,,10000054,,QDXKE,,Chinese,Qinghua Daxue Xuebao,Article,Final,,Scopus,2-s2.0-5744247211
"Stuart S.A.J., Brown M.I., Draper S.W.",8211640700;7405384611;7004553204;,Using an electronic voting system in logic lectures: One practitioner's application,2004,Journal of Computer Assisted Learning,20,2,,95,102,,93.0,10.1111/j.1365-2729.2004.00075.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-3042777529&doi=10.1111%2fj.1365-2729.2004.00075.x&partnerID=40&md5=3d6da3731970dc36af3077e5a2019f44,"Departments of Philosophy, University of Glasgow, Glasgow, United Kingdom; Departments of Philosophy, University of Glasgow, Glasgow G12 8QQ, United Kingdom","Stuart, S.A.J., Departments of Philosophy, University of Glasgow, Glasgow, United Kingdom, Departments of Philosophy, University of Glasgow, Glasgow G12 8QQ, United Kingdom; Brown, M.I., Departments of Philosophy, University of Glasgow, Glasgow, United Kingdom; Draper, S.W., Departments of Philosophy, University of Glasgow, Glasgow, United Kingdom","This paper reports the introduction of electronic handsets, like those used on the television show 'Who Wants To Be A Millionaire?' into the teaching of philosophical logic. Logic lectures can provide quite a formidable challenge for many students, occasionally to the point of making them ill. Our rationale for introducing handsets was threefold: (i) to get the students thinking and talking about the subject in a public environment; (ii) to make them feel secure enough to answer questions in the lectures because the system enabled them to do this anonymously; and (iii) to build their confidence about their learning by their being able to see how they were progressing in relation to the rest of the students in the class. We have achieved all of these and more. Our experience has revealed that the use of handsets encourages a more dynamic form of student interaction in an environment - the lecture - that can, in the wrong hands, be utterly enervating, but they also provide an opportunity for the lecturer to respond to students' difficulties at the time when they really matter. In this paper, we discuss our case of rapid adoption, our grounds for judging it a success, and what that success seems to have depended on.",Campus; Formative; Interactivity; Lecture; Philosophical logic; Portable; Summative,,,,,,,,,,,,"Brown, M.I., Doughty, G.F., Draper, S.W., Henderson, F.P., McAteer, E., Measuring learning resource use (1996) Computers and Education, 27, pp. 103-113; Draper, S.W., Brown, M.I., Henderson, F.P., McAteer, E., Integrative evaluation: An emerging role for classroom studies of CAL (1996) Computers and Education, 26, pp. 17-32; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23. , http://www.psy.gla.ac.uk/~steve/ilig/handsets.html; Meltzer, D.E., Manivannan, K., Promoting interactivity in physics lecture classes (1996) The Physics Teacher, 34, pp. 72-76; Stuart, S., Brown, M.I., Traditional and non-traditional resources: Providing a well-supported learning environment (2003) Association of Learning Technology Journal (ALT-J), 11 (3), pp. 58-68; Tomassi, P., (1999) Logic, , Routledge & Kegan Paul, London","Stuart, S.A.J.; Departments of Philosophy, University of Glasgow, Glasgow G12 8QQ, United Kingdom; email: s.stuart@philosophy.arts.gla.ac.uk",,,,,,,,02664909,,,,English,J. Comput. Assisted Learn.,Article,Final,,Scopus,2-s2.0-3042777529
"Mak M.-W., Tsang C.-L., Kung S.-Y.",7101716601;7202935975;7102989364;,Stochastic feature transformation with divergence-based out-of-handset rejection for robust speaker verification,2004,Eurasip Journal on Applied Signal Processing,2004,4,,452,465,,11.0,10.1155/S1110865704308048,https://www.scopus.com/inward/record.uri?eid=2-s2.0-2942532899&doi=10.1155%2fS1110865704308048&partnerID=40&md5=09d70ed348bac85fd7274ddfe082d996,"Ctr. for Multimedia Sign. Processing, Department of Electronic Engineering, Hong Kong Polytechnic University, Hung Hom, Hong Kong; Department of Electrical Engineering, Princeton University, NJ 08544, United States","Mak, M.-W., Ctr. for Multimedia Sign. Processing, Department of Electronic Engineering, Hong Kong Polytechnic University, Hung Hom, Hong Kong; Tsang, C.-L., Ctr. for Multimedia Sign. Processing, Department of Electronic Engineering, Hong Kong Polytechnic University, Hung Hom, Hong Kong; Kung, S.-Y., Department of Electrical Engineering, Princeton University, NJ 08544, United States","The performance of telephone-based speaker verification systems can be severely degraded by linear and nonlinear acoustic distortion caused by telephone handsets. This paper proposes to combine a handset selector with stochastic feature transformation to reduce the distortion. Specifically, a Gaussian mixture model (GMM)-based handset selector is trained to identify the most likely handset used by the claimants, and then handset-specific stochastic feature transformations are applied to the distorted feature vectors. This paper also proposes a divergence-based handset selector with out-of-handset (OOH) rejection capability to identify the ""unseen"" handsets. This is achieved by measuring the Jensen difference between the selector's output and a constant vector with identical elements. The resulting handset selector is combined with the proposed feature transformation technique for telephone-based speaker verification. Experimental results based on 150 speakers of the HTIMIT corpus show that the handset selector, either with or without OOH rejection capability, is able to identify the ""seen"" handsets accurately (98.3% in both cases). Results also demonstrate that feature transformation performs significantly better than the classical cepstral mean normalization approach. Finally, by using the transformation parameters of the seen handsets to transform the utterances with correctly identified handsets and processing those utterances with unseen handsets by cepstral mean subtraction (CMS), verification error rates are reduced significantly (from 12.41% to 6.59% on average).",Divergence; EM algorithm; Feature transformation; Handset distortion; Robust speaker verification,Acoustic distortion; Algorithms; Curve fitting; Error analysis; Gaussian noise (electronic); Information analysis; Parameter estimation; Random processes; Telephone sets; Trees (mathematics); Vectors; Divergence; EM algorithms; Feature transformation; Handset distortion; Robust speaker verification; Speech recognition,,,,,,,,,,,"Atal, B.S., Effectiveness of linear prediction characteristics of the speech wave for automatic speaker identification and verification (1974) Journal of the Acoustical Society of America, 55 (6), pp. 1304-1312; Rahim, M.G., Juang, B.H., Signal bias removal by maximum likelihood estimation for robust telephone speech recognition (1996) IEEE Trans. Speech and Audio Processing, 4 (1), pp. 19-30; Acero, A., (1992) Acoustical and Environmental Robustness in Automatic Speech Recognition, , Kluwer Academic Publishers, Dordrecht, Netherlands; Neumeyer, L., Weintraub, M., Probabilistic optimal filtering for robust speech recognition (1994) Proc. IEEE Int. Conf. Acoustics, Speech, Signal Processing, 1, pp. 417-420. , Adelaide, Australia, April; Sankar, A., Lee, C.H., A maximum-likelihood approach to stochastic matching for robust speech recognition (1996) IEEE Trans. Speech and Audio Processing, 4 (3), pp. 190-202; Rose, R.C., Hofstetter, E.M., Reynolds, D.A., Integrated models of signal and background with application to speaker identification in noise (1994) IEEE Trans. Speech and Audio Processing, 2 (2), pp. 245-257; Leggetter, C.J., Woodland, P.C., Maximum likelihood linear regression for speaker adaptation of continuous density hidden Markov models (1995) Computer Speech and Language, 9 (2), pp. 171-185; Digalakis, V., Rtischev, D., Neumeyer, L., Speaker adaptation using constrained reestimation of Gaussian mixtures (1995) IEEE Trans. Speech and Audio Processing, 3 (5), pp. 357-366; Gales, M.J.F., Maximum-likelihood linear transformation for HMM-based speech recognition (1998) Computer Speech and Language, 12 (2), pp. 75-98; Diakoloukas, V.D., Digalakis, V., Maximum-likelihood stochastic-transformation adaptation of hidden Markov models (1999) IEEE Trans. Speech and Audio Processing, 7 (2), pp. 177-187; Surendran, A.C., Lee, C.H., Rahim, M., Nonlinear compensation for stochastic matching (1999) IEEE Trans. Speech and Audio Processing, 7 (6), pp. 643-655; Huo, Q., Chan, C., Lee, C.H., On-line adaptive learning of the continuous density hidden Markov model based on approximate recursive bayes estimate (1997) IEEE Trans. Speech and Audio Processing, 5 (2), pp. 161-172; Lee, C.H., Lin, C.H., Juang, B.H., A study on speaker adaptation of the parameters of continuous density hidden Markov models (1991) IEEE Trans. Acoustics, Speech, and Signal Processing, 39 (4), pp. 806-814; Mokbel, C., Online adaptation of HMMs to real-life conditions: A unified framework (2001) IEEE Trans. Speech and Audio Processing, 9 (4), pp. 342-357; Siohan, O., Chesta, C., Lee, C.H., Joint maximum a posteriori adaptation of transformation and HMM parameters (2001) IEEE Trans. Speech and Audio Processing, 9 (4), pp. 417-428; Reynolds, D.A., Zissman, M.A., Quatieri, T.F., O'Leary, G.C., Carlson, B., The effects of telephone transmission degradations on speaker recognition performance (1995) Proc. IEEE Int. Conf. Acoustics, Speech, Signal Processing, pp. 329-332. , Detroit, Mich, USA, May; Li, X., Mak, M.W., Kung, S.Y., Robust speaker verification over the telephone by feature recuperation (2001) Proc. International Symposium on Intelligent Multimedia, Video and Speech Processing, pp. 433-436. , Hong Kong, May; Quatieri, T.F., Reynolds, D.A., O'Leary, G.C., Estimation of handset nonlinearity with application to speaker recognition (2000) IEEE Trans. Speech and Audio Processing, 8 (5), pp. 567-584; Mak, M.W., Kung, S.Y., Combining stochastic feature transformation and handset identification for telephone-based speaker verification (2002) Proc. IEEE International Conference on Acoustics, Speech, and Signal Processing, 1, pp. 1701-1704. , Orlando, Fla, USA, May; Tsang, C.L., Mak, M.W., Kung, S.Y., Divergence-based out-of-class rejection for telephone handset identification (2002) Proc. International Conf. on Spoken Language Processing, pp. 2329-2332. , Denver, Colo, USA, September; Yiu, K.K., Mak, M.W., Kung, S.Y., A GMM-based handset selector for channel mismatch compensation with applications to speaker identification (2001) Proc. 2nd IEEE Pacific-rim Conference on Multimedia 2001, pp. 1132-1137. , Beijing, China, October; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) Proc. IEEE Int. Conf. Acoustics, Speech, Signal Processing, 2, pp. 1535-1538. , Munich, Germany, April; Burbea, J., Rao, C.R., On the convexity of some divergence measures based on entropy functions (1982) IEEE Transactions on Information Theory, 28 (3), pp. 489-495; Vergin, R., O'Shaughnessy, D., On the use of some divergence measures in speaker recognition (1999) Proc. IEEE Int. Conf. Acoustics, Speech, Signal Processing, 1, pp. 309-312. , Phoenix, Ariz, USA, March; Reynolds, D.A., Rose, R.C., Robust text-independent speaker identification using Gaussian mixture speaker models (1995) IEEE Trans. Speech and Audio Processing, 3 (1), pp. 72-83; Mak, M.W., Kung, S.Y., Estimation of elliptical basis function parameters by the EM algorithms with application to speaker verification (2000) IEEE Transactions on Neural Networks, 11 (4), pp. 961-969; Martin, A., Doddington, G., Kamm, T., Ordowski, M., Przybocki, M., The DET curve in assessment of detection task performance (1997) Proc. 5th Biennial European Conference on Speech Communication and Technology, 4, pp. 1895-1898. , Rhodes, Greece, September; Quinlan, J.R., (1993) C4.5: Programs for Machine Learning, , Morgan Kaufmann Publishers, San Mateo, Calif, USA","Mak, M.-W.; Ctr. for Multimedia Sign. Processing, Department of Electronic Engineering, Hong Kong Polytechnic University, Hung Hom, Hong Kong; email: enmwmak@polyu.edu.hk",,,,,,,,11108657,,EJASC,,English,Eurasip J. Appl. Sign. Process.,Article,Final,Open Access,Scopus,2-s2.0-2942532899
"Homme J., Asay G., Morgenstern B.",57207658245;57204403993;7005523202;,Utilisation of an audience response system.,2004,Medical education,38,5,,575,,,32.0,10.1111/j.1365-2929.2004.01888.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-3042778894&doi=10.1111%2fj.1365-2929.2004.01888.x&partnerID=40&md5=05d2d6d1a67413461dfb4a030e2f7c78,"Mayo College of Medicine, Department of Paediatric and Adolescent Medicine, Rochester, Minnesota  55905, United States","Homme, J., Mayo College of Medicine, Department of Paediatric and Adolescent Medicine, Rochester, Minnesota  55905, United States; Asay, G., Mayo College of Medicine, Department of Paediatric and Adolescent Medicine, Rochester, Minnesota  55905, United States; Morgenstern, B., Mayo College of Medicine, Department of Paediatric and Adolescent Medicine, Rochester, Minnesota  55905, United States",[No abstract available],,"article; education; human; medical education; methodology; standard; teaching; Education, Medical, Undergraduate; Educational Measurement; Humans; Teaching",,,,,,,,,,,,"Homme, J.email: homme.jason@mayo.edu",,,,,,,,03080110,,,15107128.0,English,Med Educ,Article,Final,,Scopus,2-s2.0-3042778894
"Eggert C.H., West C.P., Thomas K.G.",8592252400;7402188806;7402627389;,Impact of an audience response system.,2004,Medical education,38,5,,576,,,19.0,10.1111/j.1365-2929.2004.01889.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-3042738313&doi=10.1111%2fj.1365-2929.2004.01889.x&partnerID=40&md5=1a87e14f24a4d299705e8bd8d2c3d516,"Department of Internal Medicine, Mayo Clinic, Rochester, Minnesota  55905, United States","Eggert, C.H., Department of Internal Medicine, Mayo Clinic, Rochester, Minnesota  55905, United States; West, C.P., Department of Internal Medicine, Mayo Clinic, Rochester, Minnesota  55905, United States; Thomas, K.G., Department of Internal Medicine, Mayo Clinic, Rochester, Minnesota  55905, United States",[No abstract available],,article; decision making; education; evidence based medicine; human; learning; medical education; Decision Making; Evidence-Based Medicine; Humans; Internship and Residency; Learning,,,,,,,,,,,,"Eggert, C.H.email: eggert.christoph@mayo.edu",,,,,,,,03080110,,,15107129.0,English,Med Educ,Article,Final,,Scopus,2-s2.0-3042738313
"Menon A.S., Moffett S., Enriquez M., Martinez M.M., Dev P., Grappone T.",7202324166;7003743863;57197640334;56287640600;7006201594;57142423500;,Audience Response Made Easy: Using Personal Digital Assistants as a Classroom Polling Tool,2004,Journal of the American Medical Informatics Association,11,3,,217,220,,34.0,10.1197/jamia.M1468,https://www.scopus.com/inward/record.uri?eid=2-s2.0-2342480504&doi=10.1197%2fjamia.M1468&partnerID=40&md5=747bf1809795ef03f6a52d976c54677b,"Off. of Info. Rsrc. and Technology, Stanford Univ. School of Medicine, Stanford, CA, United States; 5121 Medicine, Stanford Univ. School of Medicine, Stanford, CA 94305, United States; SUMMIT, Stanford Univ. School of Medicine, MSOB, 251 Campus Drive, Stanford, CA 94305, United States","Menon, A.S., Off. of Info. Rsrc. and Technology, Stanford Univ. School of Medicine, Stanford, CA, United States, 5121 Medicine, Stanford Univ. School of Medicine, Stanford, CA 94305, United States; Moffett, S., Off. of Info. Rsrc. and Technology, Stanford Univ. School of Medicine, Stanford, CA, United States; Enriquez, M., Off. of Info. Rsrc. and Technology, Stanford Univ. School of Medicine, Stanford, CA, United States; Martinez, M.M., Off. of Info. Rsrc. and Technology, Stanford Univ. School of Medicine, Stanford, CA, United States; Dev, P., Off. of Info. Rsrc. and Technology, Stanford Univ. School of Medicine, Stanford, CA, United States, SUMMIT, Stanford Univ. School of Medicine, MSOB, 251 Campus Drive, Stanford, CA 94305, United States; Grappone, T., Off. of Info. Rsrc. and Technology, Stanford Univ. School of Medicine, Stanford, CA, United States","Both teachers and students benefit from an interactive classroom. The teacher receives valuable input about effectiveness, student interest, and comprehension, whereas student participation, active learning, and enjoyment of the class are enhanced. Cost and deployment have limited the use of existing audience response systems, allowing anonymous linking of teachers and students in the classroom. These limitations can be circumvented, however, by use of personal digital assistants (PDAs), which are cheaper and widely used by students. In this study, the authors equipped a summer histology class of 12 students with PDAs and wireless Bluetooth cards to allow access to a central server. Teachers displayed questions in multiple-choice format as a Web page on the server and students responded with their PDAs, a process referred to as polling. Responses were immediately compiled, analyzed, and displayed. End-of-class survey results indicated that students were enthusiastic about the polling tool. The surveys also provided technical feedback that will be valuable in streamlining future trials.",,article; computer program; education; feedback system; Internet; microcomputer; multimedia; personal digital assistant; United States; university,,,,,,,,,,,"Moore, R., Teaching introductory economics with a collaborative learning lab component (1998) J Econ Educ, 4, pp. 321-329; Sheppard, S., Reamon, D., Friedlander, L., Assessment of technology-assisted learning in higher education: It requires new thinking by universities & colleges (1998) Proceedings of Frontiers in Education Conference, , Tempe, AZ; Baath, J., Experimental research on computer assisted distance education (1982) Distance Education: A World Perspective, , Athabasca, Alberta, Canada: Athabasca University/International Council for Correspondence Education; Johnson, R., Johnson, D., Cooperative learning and the achievement and socialization crises in science and mathematics classrooms (1987) Students and Science Learning: Papers from the 1987 National Forum for School Science, , Washington, DC: American Association for the Advancement of Science; Kwiatek, K., Learning from interactive television (1982) J Educ Technol Systems, 11, pp. 117-129; Lister, B.C., Interactive technologies for distance learning (1988) Innovations in Distance Learning, , Lebaron J (ed). Albany, NY: National Economic Development and Law Center; Mazur, E., Can we teach computers to teach? (1991) Comput Physics, 5, pp. 31-38; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Physics, 69, pp. 970-977; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Med Teach, 22, pp. 237-239; Copeland, L.H., Stoler, J.K., Hewson, M.G., Making the continuing medical education lecture effective (1998) J Contin Educ Health Prof, 18, pp. 227-234; Moffett, S.E., Menon, A.S., Meites, E.M., Preparing physicians for bedside computing: A (pilot) program for implementing PDAs into medical curriculum (2003) Lancet, 362, p. 86","Menon, A.S.; 5121 Medicine, Stanford Univ. School of Medicine, Stanford, CA 94305, United States; email: asmenon@stanford.edu",,,Hanley and Belfus Inc.,,,,,10675027,,JAMAF,14764615.0,English,J. Am. Med. Informatics Assoc.,Article,Final,,Scopus,2-s2.0-2342480504
Cahyadi V.,56445397000;,"The effect of interactive engagement teaching on student understanding of introductory physics at the faculty of engineering, University of Surabaya, Indonesia",2004,Higher Education Research and Development,23,4,,455,464,,16.0,10.1080/0729436042000276468,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066224457&doi=10.1080%2f0729436042000276468&partnerID=40&md5=152353136f1c324c94caa66a5a754236,"University of Canterbury, New Zealand","Cahyadi, V., University of Canterbury, New Zealand","This study investigates the effect of a teaching method consisting of peer instruction, worksheets utilization, constructivist classroom dialogue and in-class demonstration. These teaching elements are intended to promote the interactive engagement of first year undergraduate students in an introductory physics course. The conceptual understanding of students in the experimental classes was better than that of students in the control classes which received traditional lecturing. The students in the experimental classes expressed positive responses towards the activities conducted to involve them actively in the learning process. It is also revealed that students still possess a traditional paradigm of teaching–learning. Several suggestions are presented to improve the implementation of this teaching method. © 2004, Taylor & Francis Group, LLC.",,,,,,,,,,,,,"Arons, A.B., (1997) Teaching introductory physics, , New York: John Wiley and Sons; Cahyadi, M.V., (2002) Student understanding of Newtonian concept, Jurnal Teknologi Industri dan Informasi, 3, pp. 20-27; Hake, R.R., (1998) Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, American Journal of Physics, 66, pp. 64-74; Hake, R.R., (1998) Interactive engagement methods in introductory mechanics courses, , Bloomington: Indiana University. Retrieved on September 5, 2003, at http://www.physics.indiana.edu/∼sdi/IEM-2b.pdf; Hake, R.R., (2002) Comment on ‘How do we know if we're doing a good job in physics teaching?’ by Robert Ehrlich, American Journal of Physics, 70, pp. 1058-1059; Halloun, I.A., Hestenes, D., (1985) The initial knowledge state of college physics students, American Journal of Physics, 53, pp. 1043-1048; Hestenes, D., (1987) Toward a modelling theory of physics instruction, American Journal of Physics, 55, pp. 440-454; Hestenes, D., (1998) Who needs physics education research!?, American Journal of Physics, 66, pp. 465-467; Hestenes, D., Halloun, I., (1995) Interpreting the Force Concept Inventory: A response to Huffman and Heller, Physics Teacher, 33, pp. 502-506; Hestenes, D., Wells, M., (1992) A Mechanics Baseline Test, Physics Teacher, 30, pp. 159-166; Hestenes, D., Wells, M., Swackhamer, G., (1992) Force Concept Inventory, Physics Teacher, 30, pp. 141-158; Hise, Y.A.V., (1988) Student misconceptions in mechanics: An international problem?, Physics Teacher, 26, pp. 498-502; Kim, E., Pak, S.J., (2002) Students do not overcome conceptual difficulties after solving 1000 traditional problems, American Journal of Physics, 70, pp. 759-765; Mazur, E., (1997) Peer instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall; Mestre, J.P., (1991) Learning and instruction in pre-college physical science, Physics Today, 44, pp. 56-62; Ramsden, P., (1992) Learning to teach in higher education, , London: Routledge; Sokoloff, D.R., Thornton, R.K., (1997) Using interactive lecture demonstrations to create an active learning environment, Physics Teacher, 35, pp. 340-347; Van Heuvelen, A., (1991) Overview, case study physics, American Journal of Physics, 59, pp. 898-907","Cahyadi, V.; Physics and Astronomy Department, University of Canterbury, Private Bag 4800, Christchurch, New Zealand; email: veronica.cahyadi@canterbury.ac.nz",,,,,,,,07294360,,,,English,High. Educ Res. Dev.,Article,Final,,Scopus,2-s2.0-85066224457
"Kim J.-M., Mahoney G.",7601378152;7006457795;,The Effects of Mother's Style of Interaction on Children's Engagement: Implications for Using Responsive Interventions with Parents,2004,Topics in Early Childhood Special Education,24,1,,31,38,,63.0,10.1177/02711214040240010301,https://www.scopus.com/inward/record.uri?eid=2-s2.0-2442550006&doi=10.1177%2f02711214040240010301&partnerID=40&md5=0d68ada18bf4d2166dd743aeacc36577,"Mandel School of Applied Social Sciences Case Western Reserve University, United States","Kim, J.-M., Mandel School of Applied Social Sciences Case Western Reserve University, United States; Mahoney, G., Mandel School of Applied Social Sciences Case Western Reserve University, United States","This study examined the effects of mothers' style of interaction on children's interactive engagement. The study consisted of a sample of 30 children from Korea, including chronologically age-matched groups of children with disabilities (n = 13) and children without disabilities (n = 17). Parents were videotaped while playing with their children with a standard set of developmentally appropriate toys. These observations were coded with the Child Behavior Rating Scale to assess children's engagement and the Maternal Behavior Rating Scale to assess mother's style interaction. Results are described in terms of (a) factors that contribute to children's developmental growth and (b) the kinds of intervention objectives that should be targeted with responsive teaching strategies. © 2004, Sage Publications. All rights reserved.",,,,,,,,,,,,,"(1994) Diagnostic and statistical manual of mental disorders, , (4th ed.). Washington, DC: Author; Bailey, D.B., McWilliam, R.A., Ware, W.B., Burchinal, M.A., Social interactions of toddlers and preschoolers in same-age and mixed-age play groups (1993) Journal of Applied Developmental Psychology, 14, pp. 261-276; Bates, E., Benigni, L., Bretherton, L., Camioni, L., Volterra, V., (1979) The emergence of symbols: Cognition and communication in infancy, , New York: Academic; Beckwith, L., Cohen, S.E., Maternal responsiveness with preterm infants and later competency (1989) New Directions for Child Development, 43, pp. 75-87; Bell, R.Q., Parent, child and reciprocal influences (1979) American Psychologist, 34, pp. 821-826; Bornstein, M.H., Maternal responsiveness: Characteristics and consequences (1989) New Directions for Child Development, 43, pp. 75-87; Bornstein, M.H., Tamis-LeMonda, C.S., Haynes, O.M., First words in the second year: Continuity, stability, and models of concurrent and predictive correspondence in vocabulary and verbal responsiveness across age and context (1999) Infant Behavior and Development, 22, pp. 65-85; Bradley, R., HOME measurement of maternal responsiveness (1989) New Directions for Child Development, 43, pp. 63-74; Bruner, J.S., From communication to language: A psychological perspective (1975) Cognition, 3, pp. 255-287; Bruner, J.S., (1983) Child talk, , New York: Norton; Choi, S.K., Kim, O.K., (1998) Construction and standardization of the Korean Vineland Social Maturity Scale, , Seoul: Chung-Ang Jeoksung Press; de Kruif, R.E.L., McWilliam, R.A., Multivariate relationships among developmental age, global engagement and observed child engagement (1999) Early Childhood Research Quarterly, 14, pp. 515-536; Doll, E.A., (1965) Vineland Social Maturity Scale: Condensed manual of directions, , Circle Pines, MN: American Guidance Service; Feldman, R., Greenbaum, C.W., Affect regulation and synchrony in mother-infant play as precursors to the development of symbolic competence (1997) Infant Mental Health Journal, 18, pp. 4-23; Fewell, R.R., Deutscher, B., Contributions of receptive vocabulary and maternal style: Variables to later verbal ability and reading in low-birthweight children (2002) Topics in Early Childhood Special Education, 22, pp. 181-190; Enhancing the outcomes of low birthweight, premature infants: A multisite randomized trial (1990) Journal of the American Medical Association, 263, pp. 3035-3042; Kaiser, A.P., Hemmeter, M.L., Ostrosky, M.M., Fischer, R., Yoder, P., Keefer, M., The effects of teaching parents to use responsive intervention strategies (1996) Topics in Early Childhood Special Education, 16, pp. 375-406; Kim, J., Sung, O., Hyun, M., The validity study of parent-child interaction rating scales (MBRS & CBRS). Korean (2000) Journal of Clinical Psychology, 19, pp. 895-904; Kochanska, G., Mutually responsive orientation between mothers and their young children: Implications for early socialization (1997) Child Development, 6, pp. 94-112; Kochanska, G., Forman, D.R., Coy, K.C., Implications of the mother-child relationship in infancy for socialization in the second year of life (1999) Infant Behavior and Development, 22, pp. 249-265; Krakow, J.B., Kopp, C.B., The effects of developmental delay on sustained attention in young children (1983) Child Development, 54, pp. 1143-1155; Landry, S.H., Smith, K.E., Miller-Loncar, C.L., Swank, P.R., Responsiveness and initiative: Two aspects of social competence (1997) Infant Behavior and Development, 20, pp. 259-262; Mahoney, G., (1999) The maternal behavior rating scale—Revised, , (Available from the author, Mandel School of Applied Social Sciences, 11235 Bellflower Rd., Cleveland, OH 44106-7164); Mahoney, G., Boyce, G., Fewell, R.R., Spiker, D., Wheeden, C.A., The relationship of parent-child interaction to the effectiveness of early intervention services for at-risk children and children with disabilities (1998) Topics in Early Childhood Special Education, 18, pp. 5-17; Mahoney, G.J., Fors, S., Wood, S., Maternal directive behavior revisited (1990) American Journal of Mental Retardation, 94, pp. 398-406; Mahoney, G., MacDonald, J., Responsive teaching: Parent-mediated developmental intervention, , (in press). Baltimore: Brookes; Mahoney, G., Perales, F., Using relationship-focused intervention to enhance the social-emotional functioning of young children with autism spectrum disorders (2003) Topics in Early Childhood Special Education, 23, pp. 77-89; Mahoney, G., Wheeden, C.A., Effects of teacher style on the engagement of preschool aged children with special learning needs. Journal of Developmental and (1998) Learning Disorders, 2, pp. 293-315; McCollum, J.A., Hemmeter, M.L., Parent-child interaction intervention when children have disabilities (1997) The effectiveness of early intervention, pp. 549-576. , In M. J. Guralnick (Ed.) Baltimore: Brookes; McWilliam, R.A., Bailey, D.B., Promoting engagement and mastery (1992) Teaching infants and preschoolers with disabilities, pp. 229-253. , In D. B. Bailey & M. Wolery (Eds.) New York: Macmillan; Piaget, J., (1963) The psychology of intelligence, , Totowa, NJ: Littlefield, Adams; Sameroff, A.J., Fiese, B.H., Models of development and developmental risk (2000) Handbook of infant mental health, , In C. H. Zeanah (Ed.) New York: Guilford Press; Sandall, S., McLean, M., Smith, B., (2000) DEC recommended practices in early intervention/early childhood special education, , Reston, VA: Division of Early Childhood; Spiker, D., Boyce, G.C., Boyce, L.K., Parent-child interactions when young children have disabilities (2002) International Review of Research in Mental Retardation, 25, pp. 35-70; Tamis-LeMonda, C.S., Bornstein, M.H., Baumwell, L., Melstein Damast, A., Responsive parenting in the second year: Specific influences on children's language and play (1996) Early Development and Parenting, 5, pp. 173-183; Thomson, G.H., A note on scaling tests (1926) Journal of Educational Psychology, 17, pp. 551-553; Vereijken, C.M.J.L., Ricksen-Walraven, M., Kondo-Ikemura, K., Maternal sensitivity and infant attachment security in Japan: A longitudinal study (1997) The International Society for the Study of Behavioral Development, 21, pp. 35-49; Yoder, P., Warren, S., Maternal responsivity mediates the relationship between prelinguistic communication intervention and later language (1999) Journal of Early Intervention, 22, pp. 126-136",,,,,,,,,02711214,,,,English,Top. Early Child. Spec. Educ.,Article,Final,,Scopus,2-s2.0-2442550006
"Uhari M., Renko M., Soini H.",7004514802;6701488507;56211956200;,Experiences of using an interactive audience response system in lectures,2003,BMC Medical Education,3,, 1,1,6,,71.0,10.1186/1472-6920-3-1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-3042570408&doi=10.1186%2f1472-6920-3-1&partnerID=40&md5=6b51c556e7d3b1e1c8940953caa1c872,"Department of Paediatrics, University of Oulu, FIN-90014 University of Oulu, Finland; Behavioural Sciences, University of Oulu, FIN-90014 University of Oulu, Finland","Uhari, M., Department of Paediatrics, University of Oulu, FIN-90014 University of Oulu, Finland; Renko, M., Department of Paediatrics, University of Oulu, FIN-90014 University of Oulu, Finland; Soini, H., Behavioural Sciences, University of Oulu, FIN-90014 University of Oulu, Finland","Background: Lectures are good for presenting information and providing explanations, but because they lack active participation they have been neglected. Methods: Students' experiences were evaluated after exposing them to the use of voting during lectures in their paediatrics course. Questions were delivered to the students taking paediatrics course. Thirty-six students out of the total of 40 (90%) attended the opening lecture, at which the first survey concerning previous experiences of lectures was performed. Thirty-nine students (98%) answered the second series of questions at the end of the paediatrics course. Results: Most of the students felt that voting improved their activity during lectures, enhanced their learning, and that it was easier to make questions during lectures than earlier. Conclusions: The students gained new, exciting insights much more often during the paediatrics course than before. We as teachers found that voting during lectures could easily overcome some of the obstacles of good lecturing.",,article; audiovisual equipment; computer interface; controlled study; experience; human; human experiment; interpersonal communication; learning; medical student; normal human; questionnaire; teaching,,,,,,,,,,,"Joorabchi, B., Construct and use a problem-based programmed lecture (1982) Med Teach, 4, pp. 6-9; Georgiev, G., Macpherson, C., Rooney, P.J., A novel extension of problem-based learning: Problem-based lecture presentation by students (1995) Med Educ, 29, pp. 255-256; McLaughlin, K., Mandin, H., A schematic approach to diagnosing and resolving lecturalgia (2001) Med Educ, 35, pp. 1135-1142; Renko, M., Uhari, M., Soini, H., Tensing, M., Peer consultation as a method for promoting problem-based learning during a paediatrics course (2002) Med Teach, 24, pp. 408-411; Brown, G., Manogue, M., AMEE Medical Education Guide No. 22: Refreshing lecturing: A guide for lecturers (2001) Med Teach, 23, pp. 231-244; Uhari, M., Rantala, H., Preparing lectures using microcomputers (1994) Med Teach, 16, pp. 101-105; McKeachie, W.J., Student ratings. The validity of use (1997) Am Psychol, 52, pp. 1218-1225; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Med Teach, 22, pp. 237-239; Nierenberg, D.W., The challenge of ""teaching"" large groups of learners: Strategies to increase active participation and learning (1998) Int J Psychiatry Med, 28, pp. 115-122","Uhari, M.; Department of Paediatrics, University of Oulu, FIN-90014 University of Oulu, Finland; email: matti.uhari@oulu.fi",,,BioMed Central Ltd.,,,,,14726920,,,14678571.0,English,BMC Med. Educ.,Article,Final,Open Access,Scopus,2-s2.0-3042570408
"Tsang C.-L., Mak M.-W., Kung S.-Y.",7202935975;7101716601;7102989364;,Cluster-Dependent Feature Transformation for Telephone-Based Speaker Verification,2003,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),2688,,,86,94,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-35248874871&partnerID=40&md5=9a7ea1f1d4009a779587a252213a5443,"Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, Hong Kong Polytechnic University, Hong Kong SAR, Hong Kong; Dept. of Electrical Engineering, Princeton University, United States","Tsang, C.-L., Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, Hong Kong Polytechnic University, Hong Kong SAR, Hong Kong; Mak, M.-W., Dept. of Electrical Engineering, Princeton University, United States; Kung, S.-Y., Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, Hong Kong Polytechnic University, Hong Kong SAR, Hong Kong","This paper presents a cluster-based feature transformation technique for telephone-based speaker verification when labels of the handset types are not available during the training phase. The technique combines a cluster selector with cluster-dependent feature transformations to reduce the acoustic mismatches among different handsets. Specifically, a GMM-based cluster selector is trained to identify the cluster that best represents the handset used by a claimant. Handset distorted features are then transformed by cluster-specific feature transformation to remove the acoustic distortion before being presented to the clean speaker models. Experimental results show that cluster-dependent feature transformation with number of clusters larger than the actual number of handsets can achieve a performance level very close to that achievable by the handset-based transformation approaches. © Springer-Verlag 2003.",,Biometrics; Speech recognition; Cluster-based; Feature transformations; Number of clusters; Performance level; Speaker model; Speaker verification; Training phase; Telephone sets,,,,,,,,,,,"Mak, M.W., Kung, S.Y., Combining stochastic feautre transformation and handset identification for telephone-based speaker verification (2002) Proc. ICASSP'2002, pp. 1701-1704; Sankar, A., Lee, C.H., A maximum-likelihood approach to stochastic matching for robust speech recognition (1996) IEEE Trans. on Speech and Audio Processing, 4 (3), pp. 190-202; Tsang, C.L., Mak, M.W., Kung, S.Y., Divergence-based out-of-class rejection for telephone handset identification (2002) Proc. ICSLP'02, pp. 2329-2332; Dempster, A.P., Laird, N.M., Rubin, D.B., Maximum likelihood from incomplete data via the EM algorithm (1977) J. of Royal Statistical Soc., Ser. B., 39 (1), pp. 1-38; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) ICASSP'97, 2, pp. 1535-1538; Yu, E.W.M., Mak, M.W., Kung, S.Y., Speaker verification from coded telephone speech using stochastic feature transformation and handset identification (2002) Pacific-Rim Conference on Multimedia 2002, pp. 598-606; Davis, S.B., Mermelstein, P., Comparison of parametric representations for monosyllabic word recognition in continuously spoken sentences (1980) IEEE Trans. on ASSP, 28 (4), pp. 357-366. , August; Wang, H.C., Liu, C.S., Lee, C.H., Speaker verification using normalized log-likelihood score (1996) IEEE Trans on Speech and Audio Processing, 4 (1), pp. 56-60","Tsang, C.-L.; Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, Hong Kong Polytechnic University, Hong Kong SAR, Hong Kong",,,,,,,,03029743,,,,English,Lect. Notes Comput. Sci.,Article,Final,,Scopus,2-s2.0-35248874871
"Denidni T.A., McNeil D., Delisle G.Y.",6701577028;7102114102;7006002142;,Experimental Investigations of a New Adaptive Dual-Antenna Array for Handset Applications,2003,IEEE Transactions on Vehicular Technology,52,6,,1417,1423,,22.0,10.1109/TVT.2003.816646,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0344443866&doi=10.1109%2fTVT.2003.816646&partnerID=40&md5=eb38e5feb19385f9c3164bf6b2f4e884,"INRS, EMT, Université du Québec, Montreal, Que. H5A 1K6, Canada; Telus Mobility, Inc., Montreal, Que. H4S 2CS, Canada; Sch. of Info. Technol./Engineering, Faculty of Engineering, University of Ottawa, Ottawa, Ont. K1N 6N5, Canada","Denidni, T.A., INRS, EMT, Université du Québec, Montreal, Que. H5A 1K6, Canada; McNeil, D., Telus Mobility, Inc., Montreal, Que. H4S 2CS, Canada; Delisle, G.Y., Sch. of Info. Technol./Engineering, Faculty of Engineering, University of Ottawa, Ottawa, Ont. K1N 6N5, Canada","This paper presents the design and implementation of a new adaptive dual-antenna array for mitigation of both interference and multipath effects in digital mobile communications at the handset level. This proposed system employs a nonlinear adaptive algorithm in the front end of the receiver to enhance the transmission quality in confined areas. The enhancement is blind since no priori knowledge of spatial signatures or training sequences is required. Furthermore, to obtain a compact antenna array system, a miniaturized shorting postmicrostrip antenna that operates in the 1.9 GHz PCS band is used as a radiating element. Using this microstrip antenna, a new experimental adaptive dual-antenna array prototype was designed and implemented. To examine the expected performance of this approach, experimental measurements were carried out and the measured performances indicate that gain improvement of 7 dB can be achieved by using this approach.",Adaptive array; Fading channels; Handset antenna; Interference,Adaptive systems; Algorithms; Channel capacity; Fading (radio); Frequencies; Gain control; Microstrip antennas; Mobile telecommunication systems; Signal interference; Adaptive arrays; Fading channels; Handset antennas; Antenna arrays,,,,,Natural Sciences and Engineering Research Council of Canada,"Manuscript received February 20, 2002; revised April 20, 2003. This work was supported by the Natural Sciences and Engineering Research Counsel (NSERC) of Canada. T. A. Denidni is with INRS-EMT, Université du Québec, Montreal, QC H5A 1K6, Canada. D. McNeil is with Telus Mobility, Inc., Montreal, QC H4S 2CS, Canada. G. Y. Delisle is with the School of Information Technology and Engineering, Faculty of Engineering, University of Ottawa, Ottawa, ON K1N 6N5, Canada. Digital Object Identifier 10.1109/TVT.2003.816646",,,,,"Anderson, S., Millnert, M., Viberg, M., Wahlberg, B., An adaptive array for mobile communications systems (1991) IEEE Trans. Veh. Technol., 40, pp. 230-236. , Feb; Winters, J.H., Smart antennas for wireless systems (1998) IEEE Trans. Pers. Commun., pp. 23-27. , Feb; Boukalov, A.O., Haggman, S.G., System aspects of smart-antenna technology in cellular wireless communications - An overview (2000) IEEE Trans. Microwave Theory Technol., 48, pp. 919-929. , June; Rappaport, S., Liberti, J., (1999) Smart Antenna for Wireless Communications: 1S-95 and Third Generation CDMA Applications, , Englewood Cliffs, NJ: Prentice-Hall; Paulraj, A.J., Papadias, C.B., Space-time processing for wireless personal communications (1997) IEEE Signal Process. Mag., 14, pp. 49-83. , Nov; Vaughan, R.G., On optimum combining at the mobile (1988) IEEE Trans. Veh. Technol., 37, pp. 181-188. , Nov; Ko, S.C.K., Murch, R.D., Compact integrated diversity antenna for wireless communications (2001) IEEE Trans. Antennas Propagat., 49, pp. 954-960. , June; Colburn, J.S., Rahmat-Samii, Y., Jensen, M.A., Pottie, G.J., Diversity performance of dual antenna personal communication handsets (1996) Proc. IEEE Antennas Propagat. Soc. Int. Symp. Dig., pp. 730-733. , July; Denidni, T.A., Delisle, G., A nonlinear algorithm for output power maximization of an indoor adaptive phase array (1995) IEEE Trans. Electromagn. Compat., 37, pp. 201-209. , May; McNeil, D., Denidni, T., Delisle, G., Miniaturized shorting post microstrip antenna for mobile handsets (2000) Antenna Applicat. Symp., pp. 270-280. , IL, Sept","Denidni, T.A.; INRS, EMT, Université du Québec, Montreal, Que. H5A 1K6, Canada",,,,,,,,00189545,,ITVTA,,English,IEEE Trans. Veh. Technol.,Article,Final,,Scopus,2-s2.0-0344443866
"Lazonder A.W., Wilhelm P., Ootes S.A.W.",6603241208;7005034904;6504131694;,Using sentence openers to foster student interaction in computer-mediated learning environments,2003,Computers and Education,41,3,,291,308,,62.0,10.1016/S0360-1315(03)00050-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0041968462&doi=10.1016%2fS0360-1315%2803%2900050-2&partnerID=40&md5=ae5a90b69be745a6a86a2b8187cc3bbd,"Dept. of Instructional Technology, University of Twente, PO Box 217, 7500 AE Enschede, Netherlands","Lazonder, A.W., Dept. of Instructional Technology, University of Twente, PO Box 217, 7500 AE Enschede, Netherlands; Wilhelm, P., Dept. of Instructional Technology, University of Twente, PO Box 217, 7500 AE Enschede, Netherlands; Ootes, S.A.W., Dept. of Instructional Technology, University of Twente, PO Box 217, 7500 AE Enschede, Netherlands","This paper reports two studies into the efficacy of sentence openers to foster online peer-to-peer interaction. Sentence openers are pre-defined ways to start an utterance that are implemented in communication facilities as menu's or buttons. In the first study, typical opening phrases were derived from naturally occurring online dialogues. The resulting set of sentence openers was implemented in a semi-structured chat tool that allowed students to compose messages in a free-text area or via sentence openers. In the second study, this tool was used to explore the students' appreciation and unprompted use of sentence openers. Results indicate that students hardly used sentence openers and were skeptical of their usefulness. Because both measures were negatively correlated with students' prior chat experience, optional use of sentence openers may not be the best way to support students' online interaction. Based on these findings, alternative ways of using sentence openers are discussed and topics for further research are advanced. © 2003 Elsevier Ltd. All rights reserved.",Computer-mediated communication; Cooperative/collaborative learning; Interactive learning environments,Cognitive systems; Computer supported cooperative work; Education; Information technology; Interactive computer systems; Learning systems; Students; Interactive learning systems; Education computing,,,,,IST-2000-25035,"The work reported here was supported by the European Community under the Information Society Technology (IST) School of Tomorrow programme (contract IST-2000-25035). The authors are solely responsible for the content of this article. It does not represent the opinion of the European Community, and the European Community is not responsible for any use that might be made of data appearing therein. The authors acknowledge the support of the Co-Lab consortium. Special thanks to Sarah Manlove for helpful comments provided during the preparation of this article.",,,,,"Baker, M., Lund, K., Promoting reflective interactions in a computer-supported collaborative learning environment (1997) Journal of Computer-assisted Learning, 12, pp. 175-193; Baron, N.S., Letters by phone or speech by other means: The linguistics of email (1997) Language & Communication, 18, pp. 133-170; Bereiter, C., Scardamalia, M., (1987) The Psychology of Written Composition, , Hilldale: Erlbaum; Cahn, J.E., Brennan, S.E., A psychological model of grounding and repair in dialog (1999) Proceedings, AAAI Fall Symposium on Psychological Models on Communication in Collaborative Systems, pp. 25-33. , North Falmouth: American Society for Artificial Intelligence; Chan, C.K., Peer collaboration and discourse patterns in learning from incompatible information (2001) Instructional Science, 29, pp. 443-479; Cook, J., Cooperative problem-seeking dialogues in learning (2000) Intelligent Tutoring Systems, pp. 615-624. , G. Gautier, C. Fransson, & K. Van Lehn. Berlin: Springer; Erkens, G., (1997) Cooperatief Probleemoplossen Met Computers in Het Onderwijs, , Cooperative problem solving with computers in education. PhD thesis, University of Utrecht, The Netherlands; Guzdial, M., Turns, J., Effective discussion through a computer-mediated anchored forum (2000) Journal of the Learning Sciences, 9 (4), pp. 437-469; Hewitt, J., Scardamalia, M., Design principles for distributed knowledge building processes (1998) Educational Psychology Review, 10 (1), pp. 75-96; Howe, C., Tolmie, A., Computer support for learning in collaborative contexts: Prompted hypothesis testing in physics (1998) Computers & Education, 30, pp. 233-235; Hulshof, C.D., Wilhelm, P., Beishuizen, J.J., Van Rijn, H., FILE: A tool for the study of inquiry learning Computers in Human Behavior, , in press; Jarboe, S., Procedures for enhancing group decision making (1996) Communication and Group Decision Making, pp. 345-383. , B. Hirokawa, & M. Poole. Thousand Oaks: Sage; Johnson, D.W., Johnson, R.T., (1991) Learning Together and Alone, , Englewood Cliffs: Prentice-Hall; King, A., Ask to THINK - TELL WHY®©: A model of transactive peer tutoring for scaffolding higher level complex learning (1997) Educational Psychologist, 32, pp. 221-236; Kumpulainen, K., Mutanen, M., Mapping the dynamics of peer group interaction: A method of analysis of socially shared knowledge processes (2000) Social Interaction in Learning and Instruction, pp. 141-161. , H. Cowie, & G. Van der Aalsvoort. Amsterdam: Pergamom; Matessa, M., Interactive models of collaborative communication (2001) 23rd Annual Conference of the Cognitive Science Society, , http://www.hcrc.ed.ac.uk/cogsci2001/pdf-files/0606.pdf, accessed 23 August 2002; McManus, M.M., Aiken, R.M., Monitoring computer-based collaborative problem solving (1995) Journal of Artificial Intelligence in Education, 6, pp. 307-336; McManus, M.M., Aiken, R.M., Teaching collaborative skills with a group leader tutor (1996) Education and Information Technologies, 1, pp. 75-96; Moore, D., (1993) Dialogue Games for Intelligent Tutoring Systems, , Unpublished doctoral dissertation, Leeds Metropolitan University; Okada, T., Simon, H.A., Collaborative discovery in a scientific domain (1997) Cognitive Science, 21 (2), pp. 109-146; Robertson, J., Good, J., Pain, H., BetterBlether: The design and development of a discussion tool for education (1998) International Journal of Artificial Intelligence in Education, 9, pp. 219-236; Scardamalia, M., Bereiter, C., Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media (1991) Journal of the Learning Sciences, 1 (1), pp. 37-68; Singley, M.K., Singh, M., Fairweather, P., Farrell, R., Swerling, S., Algebra jam: Supporting teamwork and managing roles in a collaborative learning environment (2000) Proceeding of the ACM 2000 Conference on Computer Supported Cooperative Work, pp. 145-154. , New York: ACM; Soller, A.L., Supporting social interaction in an intelligent collaborative learning system (2001) International Journal of Artificial Intelligence in Education, 12, pp. 40-62; Straus, S.G., Technology, group process, and group outcomes: Testing the connections in computer-mediated and face-to-face groups (1997) Human-computer Interaction, 12, pp. 227-266; Van Boxtel, C.A.M., (2000) Collaborative Concept Learning, , PhD thesis, University of Utrecht, The Netherlands; Veerman, A.L., Veldhuis-Diermanse, A.E., Collaborative learning through computer-mediated communication in academic education (2001) Euro-CSCL, , Maastricht, The Netherlands; Webb, N.M., Palinscar, A.S., Group processes in the classroom (1996) Handbook of Educational Psychology, pp. 841-873. , D.C. Berliner, & R.C. Calfee. New York: MacMillan","Lazonder, A.W.; Dept. of Instructional Technology, University of Twente, PO Box 217, 7500 AE Enschede, Netherlands; email: lazonder@edte.utwente.nl",,,,,,,,03601315,,COMED,,English,Comput Educ,Article,Final,,Scopus,2-s2.0-0041968462
"Nicol D.J., Boyle J.T.",7102659278;7401974353;,Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom,2003,Studies in Higher Education,28,4,,457,473,,184.0,10.1080/0307507032000122297,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0142040637&doi=10.1080%2f0307507032000122297&partnerID=40&md5=5364e4859cdd6836d91b82c6fdbf4260,"Centre for Academic Practice, University of Strathclyde, Glasgow, United Kingdom; Department of Mechanical Engineering, University of Strathclyde, Glasgow, United Kingdom; Centre for Academic Practice, Graham Hills Bldg., 50 George St, Glasgow G1 1QE, United Kingdom","Nicol, D.J., Centre for Academic Practice, University of Strathclyde, Glasgow, United Kingdom, Centre for Academic Practice, Graham Hills Bldg., 50 George St, Glasgow G1 1QE, United Kingdom; Boyle, J.T., Department of Mechanical Engineering, University of Strathclyde, Glasgow, United Kingdom","Following concerns about the poor conceptual understanding shown by science students, two US research groups have been experimenting with the use of 'classroom communication systems' (CCSs) to promote dialogue in large classes. CCS technology makes it easier to give students immediate feedback on concept tests and to manage peer and class discussions. Improvements in conceptual reasoning have been shown using these methods. However, these research groups have each piloted different discussion sequences. Hence, little is known about which sequence is best and under what circumstances. This study compares the effects of each sequence on students ' experiences of learning engineering in a UK university. The research methods included interviews, a survey and a critical incident questionnaire. The results demonstrated that the type of dialogue and the discussion sequence have important effects on learning. The findings are discussed in relation to social constructivist theories of learning and in relation to the implications for teaching in wired classrooms.",,,,,,,,,,,,,"Abrahamson, A.L., An overview of teaching and learning research with classroom communication systems (1998) International Conference of the Teaching of Mathematics, , Samos, Greece; Anderson, T., Howe, C., Tolmie, A., Interaction and mental models of physics phenomena: Evidence from dialogue between learners (1996) Mental Models in Cognitive Science, , I. OAKHILL & A. GARNHAM (London, Taylor & Francis); Anderson, T., Howe, C., Soden, R., Halliday, J., Low, J., Peer interaction and the learning of critical thinking skills in further education students (2001) Instructional Science, 29, pp. 1-32; Bligh, D., (1972) What's the Use of Lectures?, , Harmondsworth, Penguin; Bligh, D., (2000) What's the Use of Lectures?, , San Francisco, CA Jossey-Bass; Boyle, J., Nicol, D.J., (2003) Using Classroom Communication Systems to Support Interaction and Discussion in Large Class Settings, , Submitted for publication; Brookfield, S.D., (1995) Becoming a Critically Reflective Teacher, , San Francisco, CA, Jossey-Bass; Brown, J.S., Collins, A., Duguid, P., Situated cognition and the culture of learning (1989) Educational Researcher, 18, pp. 32-42; Brumby, M.N., Misconceptions about the concept of natural selection by medical biology students (1984) Science Education, 68, pp. 493-503; Bruner, J., Vygotsky: A historical and conceptual perspective (1985) Culture, Communication and Cognition, , J.V. WERTSCH (Ed.), Cambridge, Cambridge University Press; Comlekci, T., Boyle, J.T., King, W., Dempster, W., Lee, C.K., Hamilton, R., Wheel, M.A., New approaches in mechanical engineering education at the University of Strathclyde in Scotland: I - Use of technology for interactive teaching (1999) Engineering Education in the Third Millennium, pp. 540-545. , G. SAGLAMER et al. (Eds), Istanbul, Leuchtturm-Verlag; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Decorte, E., New perspective's on learning and teaching in higher education (1996) Goals and Purposes of Higher Education, , A. BURGEN (Ed.), London, Jessica Kingsley; Doise, W., Mugny, G., (1984) The Social Development of the Intellect, , Oxford, Pergamon; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Edwards, H., Smith, B.A., Webb, G., (2001) Lecturing: Case Studies, Experience and Practice, , London, Kogan Page; Glaser, R., The re-emergence of learning theory within instructional research (1990) American Psychologist, 45, pp. 29-39; Hake, R.R., Interactive engagement versus traditional methods: A six thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Halloun, I.-A., Hestenes, D., The initial knowledge state of college physics students (1985) American Journal of Physics, 53, pp. 1043-1055; Lave, J., Wenger, E., (1991) Situated Learning: Legitimate Peripheral Participation, , Cambridge, Cambridge University Press; Macgregor, J., Cooper, J.L., Smith, K.A., Robinson, P., (2000) Strategies for Energizing Large Classes: From Small Groups to Learning Communities, , San Franscisco, CA, Jossey-Bass; Matthews, R.S., Collaborative learning: Creating knowledge with students (1996) Teaching on Solid Ground, , R.J. MENGES, M. WEIMER & ASSOCIATES (Eds.), San Fransisco, CA, Jossey-Bass; Mazur, E., (1997) Peer Instruction: A User's Manual, , Englewood Cliffs, NJ, Prentice Hall; McDermott, L.C., Research on conceptual understanding in mechanics (1984) Physics Today, 37 (7), pp. 24-32; Palinscar, A.S., Social constructivist perspectives on teaching and learning (1998) Annual Review of Psychology, 49, pp. 345-375; Reiter, S.N., Teaching dialogically: Its relationship to critical thinking in college students (1994) Student Motivation, Cognition and Learning, , P.R. PINTRICH, D.R. BROWN & C.E. WEINSTEIN (Eds) Hillsdale, NJ, Lawrence Erlbaum; Resnick, L.B., (1989) Knowing, Learning and Instruction: Essays in Honour of Robert Glaser, , Hillsdale, NJ, Lawrence Erlbaum; Vygotsky, L.S., (1978) Mind in Society, , Cambridge, MA, Harvard University Press; West, L.H.T., Pines, A.L., (1985) Cognitive Structure and Conceptual Change, , New York, Academic Press","Nicol, D.J.; Centre for Academic Practice, Graham Hills Bldg., 50 George St, Glasgow G1 1QE, United Kingdom; email: d.j.nicol@strath.ac.uk",,,,,,,,03075079,,,,English,Stud. High. Educ.,Article,Final,,Scopus,2-s2.0-0142040637
Thacker B.A.,7006101826;,Recent advances in classroom physics,2003,Reports on Progress in Physics,66,10,,1833,1864,,23.0,10.1088/0034-4885/66/10/R07,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0242490680&doi=10.1088%2f0034-4885%2f66%2f10%2fR07&partnerID=40&md5=a62f01fb290496d25911c18707ffb5d8,"Physics Department, Texas Tech. University, Lubbock, TX 79409, United States","Thacker, B.A., Physics Department, Texas Tech. University, Lubbock, TX 79409, United States","In recent years, a number of factors have prompted change in the teaching of physics. These factors include: 1) results from physics education research, 2) technology as a teaching tool, 3) a decline in the number of students choosing physics as a major field of study, and 4) concerns about the physics content knowledge of different groups of students with particular career goals. These factors and the changes that have resulted are discussed, including a greater focus on conceptual understanding and the cognitive skills required to understand and apply physics concepts, interactive engagement methods, teaching physics in different contexts, and the use of technology.",,physics,,,,,,,,,,,"http://www.pef.uni-lj.si/~girep/, GIREP-Research Group on Physics Teaching 12/30/02; http://www.physics.umd.edu/ripe/icpe/, International Commission on Physics Education 12/30/02; (2000) The Reform in the Teaching of Science and Technology at Primary and Secondary Level in Asia: Comparative References to Europe, , http://www.ibe.unesco.org/National/China/chiliste.htm, International workshop on Beijing, China, 27-31, March 12/31/02; Coughlan, R., European union physics colloquium (2000) Phys. 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Educ., 10, pp. 601-608; Jouhiainen, J., Lavonen, J., Koponen, I., Kurki-Suonio, K., Experiences from long-term in-service training for physics teachers in Finland (2002) Phys. Educ., 37, pp. 128-134; Kalkanis, G., Kostopoulos, D., Elementary school teacher preparation for teaching physics - The Greek approach (1993) Phys. Educ., 25, pp. 317-319; Luft, J.A., Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers (2001) Int. J. Sci. Educ., 23, pp. 517-534; Marshall, J.A., Dorward, J.T., Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students (2000) Phys. Educ. Res., Am. J. Phys. Suppl., 68, pp. S27-S36; McDermott, L.C., Shaffer, P.S., Constantinou, C.P., Preparing teachers to teach physics and physical science by inquiry (2000) Phys. Educ., 35, pp. 411-416; Mestre, J.P., Implications of research on learning for the education of prospective science and physics teachers (2001) Phys. Educ., 36, pp. 44-51; Scott, P., The initial teacher training national curriculum for secondary science: On learning to be a high school physics teacher (2000) Phys. Educ., 36, pp. 394-398; Stein, F.M., Re-preparing the secondary physics teacher (2001) Phys. Educ., 36, pp. 52-57; Tibell, G., An attempt at innovation in teacher training in Sweden (2000) Phys. Educ., 35, pp. 160-163; Trumper, R., Gorsky, P., A cross-college age study about physics students' conceptions of force in pre-service training for high school teachers (1996) Phys. Educ., 31, pp. 227-236; Mellado, V., Preservice teachers' classroom practice and their conceptions of the nature of science (1997) Sci. Educ., 6, pp. 331-354; Zollman, D., Preparing future science teachers: The physics component of a new programme (1994) Phys. Educ., 29, pp. 271-275; Kane, S.A., An undergraduate biophysics program: Curricular examples and lessons from a liberal arts context (2002) Am. J. Phys., 70, pp. 581-586; Mermin, N.D., From Cbits to Qbits: Teaching computer scientists quantum mechanics (2003) Am. J. Phys., 71, pp. 23-30; Barlow, R., Particle physics: From school to university (1992) Phys. Educ., 27, pp. 92-95; Budde, M., Niedderer, H., Scott, P., Leach, J., The quantum atomic model 'Electronium': A successful teaching tool (2000) Phys. Educ., 37, pp. 204-210; Chabay, R.W., Sherwood, B.A., Bringing atoms into first-year physics (1999) Am. J. Phys., 67, pp. 1045-1050; Cuppari, A., Rinaudo, G., Robutti, O., Violino, P., Gradual introduction of some aspects of quantum mechanics in a high school curriculum (1997) Phys. Educ., 32, pp. 302-308; Graham, T., Teaching particle physics in The Open University's science foundation course (1992) Phys. Educ., 27, pp. 96-101; Hadzidaki, P., Kalkanis, G., Stavrou, D., Quantum mechanics: A systemic component of the modern physics paradigm (2000) Phys. Educ., 35, pp. 386-392; Hobson, A., Teaching quantum theory in the introductory course (1996) The Phys. Teacher, 34, pp. 202-210; Holbrow, C.H., Amato, J.C., Galvez, E.J., Lloyd, J.N., Modernizing introductory physics (1995) Am. J. Phys., 63, pp. 1078-1090; Hood, C.G., Teaching about quantum theory (1993) The Phys. Teacher, 31, pp. 290-293; Ireson, G., Relativity at A-level: A looking glass approach (1996) Phys. Educ., 31, pp. 356-361; Ireson, G., The quantum understanding of pre-university physics students (2000) Phys. Educ., 35, pp. 15-21; Lawrence, Quantum physics in school (1996) Phys. Educ., 31, pp. 278-286; Michelini, M., Ragazzon, R., Santi, L., Stefanel, A., Proposal for quantum physics in secondary school (2000) Phys. Educ., 35, pp. 406-410; Müller, R., Wiesner, H., Teaching quantum mechanics on an introductory level (2002) Am. J. Phys., 70, pp. 200-209; Ogborn, J., Post-16 physics for tomorrow (1997) Phys. Educ., 35, pp. 302-308; Pospiech, G., Teaching the EPR paradox at high school (1999) Phys. Educ., 34, pp. 311-316; Reif, F., Thermal physics in the introductory physics course: Why and how to teach it from a unified atomic perspective (1999) Am. J. Phys., 67, pp. 1051-1062; Swinbank, E., Particle physics: A new course for schools and colleges (1992) Phys. Educ., 27, pp. 87-91; Cax, A.J., Junkin III, W.F., Enhanced student learning in the introductory physics laboratory (2002) Phys. Educ., 37, pp. 37-41; Kirkup, L., Johnson, S., Hazel, E., Cheary, R.W., Grean, D.C., Swift, P., Holliday, W., Designing a new physics laboratory programme for first-year engineering students (1998) Phys. Educ., 33, pp. 258-265; Gilreath, J.A., Slater, R.F., Training graduate teaching assistants to be better undergraduate physics educators (1994) Phys. Educ., 29, pp. 200-203; Kopp, S.E., Undergraduate peer assistants in a large lecture course (2000) Phys. Educ., 35, pp. 423-427; Scully, P.J., Wood, M.J., A new degree course at Liverpool John Moores University: BSc(Hons) Optical Science and Technology (1997) Phys. Educ., 32, pp. 365-368; Sungar, N., Sharp, J.P., Moelter, M.J., Fleishon, N., Morrison, K., McDill, J., Schoonover, R., A laboratory-based nonlinear dynamics course for science and engineering students (2001) Am. J. Phys., 69, pp. 591-597; Delhinger, D., Mitchell, M.W., Entangled photon apparatus for the undergraduate laboratory (2002) Am. J. Phys., 70, pp. 898-902; Holbrow, C.H., Galvez, E., Parks, M.E., Photon quantum mechanics and beam splitters (2002) Am. J. Phys., 70, pp. 260-265; Pastel, R., Struthers, A., Ringle, R., Rogers, J., Rohde, C., Geiser, P., Laser trapping of microscopic particles for undergraduate experiments (2000) Am. J. Phys., 68, pp. 993-1001; Schneider, M.B., LaPuma, I.A., A simple experiment for discussion of quantum interference and which-way measurement (2002) Am. J. Phys., 70, pp. 266-271; Yuly, M., Positronium in the undergraduate laboratory (1999) Am. J. Phys., 67, pp. 880-884","Thacker, B.A.; Physics Department, Texas Tech. University, Lubbock, TX 79409, United States",,,,,,,,00344885,,RPPHA,,English,Rep. Prog. Phys.,Article,Final,,Scopus,2-s2.0-0242490680
"Miller R.G., Ashar B.H., Getz K.J.",55493264100;6603624709;6601913545;,Evaluation of an audience response system for the continuing education of health professionals.,2003,The Journal of continuing education in the health professions,23,2,,109,115,,88.0,10.1002/chp.1340230208,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0042767633&doi=10.1002%2fchp.1340230208&partnerID=40&md5=f9c854f50cebcab01cd389f436d271ba,"Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, United States","Miller, R.G., Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, United States; Ashar, B.H., Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, United States; Getz, K.J., Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, United States","INTRODUCTION: Continuing medical education (CME) for physicians and other health personnel is becoming increasingly important in light of recertification requirements. Interactive learning is more effective and may be useful in a continuing education setting. This study examines the use of an audience response system (ARS) as an interactive learning tool for health care providers. METHOD: We conducted a national randomized controlled trial to evaluate the utility of an ARS to enhance attention and learning. Speakers at 42 clinical round table (CRT) programs in five regions across the United States were randomized to ""use"" or ""no use"" of an ARS during their lectures. We surveyed participants to collect data regarding presentation and speaker quality, impressions of the ARS, and knowledge of the material presented. We collected information from speakers regarding ease of use and overall opinions of the ARS. RESULTS: A total of 283 surveys were completed (164 from participants using the ARS and 119 from participants not using the ARS). ARS participants rated the quality of the presentation, the quality of the speaker, and their level of attention more highly than non-ARS participants (p < .05). Knowledge scores (of material presented) were not significantly different between the two groups. Both participants and speakers felt that the ARS was easy to use and preferred to use the system in future CRTs. DISCUSSION: Participants in CRTs with the ARS rated presentation and speaker quality more favorably than those participants in CRTs without the tool. Participant knowledge scores, however, were not significantly different. ARSs may provide easy-to-use tools to enhance attention and enthusiasm in CME learners.",,"adult; article; certification; clinical trial; consumer; controlled clinical trial; controlled study; feedback system; female; health care quality; health personnel attitude; human; information processing; male; medical education; middle aged; randomized controlled trial; standard; teaching; United States; Adult; Attitude of Health Personnel; Certification; Consumer Participation; Data Collection; Education, Medical, Continuing; Feedback; Female; Humans; Male; Middle Aged; Program Evaluation; Programmed Instruction; United States",,,,,,,,,,,,"Miller, R.G.",,,,,,,,08941912,,,12866330.0,English,J Contin Educ Health Prof,Article,Final,,Scopus,2-s2.0-0042767633
"Silverman B.G., Mosley J., Johns M., Weaver R., Green M., Holmes J., Kimmel S., Holmes W.",7101647997;8298800700;23050642900;8922738300;8768847400;7403240590;26643408900;57198292555;,Computer games may be good for your health: shifting healthcare behavior via interactive drama videogames.,2003,AMIA ... Annual Symposium proceedings / AMIA Symposium. AMIA Symposium,,,,1075,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-16544387953&partnerID=40&md5=69dfc7bc63e1758f8d037f941fd2700c,"University of Pennsylvania, Philadelphia, PA  19104, United States","Silverman, B.G., University of Pennsylvania, Philadelphia, PA  19104, United States; Mosley, J., University of Pennsylvania, Philadelphia, PA  19104, United States; Johns, M., University of Pennsylvania, Philadelphia, PA  19104, United States; Weaver, R., University of Pennsylvania, Philadelphia, PA  19104, United States; Green, M., University of Pennsylvania, Philadelphia, PA  19104, United States; Holmes, J., University of Pennsylvania, Philadelphia, PA  19104, United States; Kimmel, S., University of Pennsylvania, Philadelphia, PA  19104, United States; Holmes, W., University of Pennsylvania, Philadelphia, PA  19104, United States","There is increasing evidence that interactive learning systems have an important role in reducing health risks and improving general health status. This theater style demonstration is aimed at harnessing people's passions for videogames and the movies, and a major purpose of this research is to explore alternative ways for a game generator to help authors to introduce entertainment and free play as well as learning by teaching into role playing games and interactive dramas that are behavioral interventions in disguise.",,article; health behavior; health education; human; recreation; Health Behavior; Health Education; Humans; Video Games,,,,,,,,,,,,"Silverman, B.G.email: barryg@seas.upenn.edu",,,,,,,,15594076,,,14728578.0,English,AMIA Annu Symp Proc,Article,Final,,Scopus,2-s2.0-16544387953
Elliott C.,56478215600;,Using a Personal Response System in Economics Teaching,2003,International Review of Economics Education,1,1,,80,86,,91.0,10.1016/S1477-3880(15)30213-9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84871820722&doi=10.1016%2fS1477-3880%2815%2930213-9&partnerID=40&md5=27479f0519a00505f196a4d0e50722b1,"Department of Economics, Management School, Lancaster University, Lancaster, LA 1 4YX, United Kingdom","Elliott, C., Department of Economics, Management School, Lancaster University, Lancaster, LA 1 4YX, United Kingdom","This paper offers a brief introduction to a Personal Response System that can be used in group-teaching scenarios, reporting the results of a trial using the technology in a second-year undergraduate Microeconomics Principles course. Advantages and disadvantages of the technology are discussed, and the possibilities for using this technology more widely are explored. © 2003 Economics LTSN: University of Bristol.",,,,,,,,,,,,,"Bligh, D., (1998) What's the Use of Lectures?, , Intellect Exeter; Cue, N., A universal learning tool for classrooms? (1998) Paper Presented at the First Quality in Teaching and Learning Conference, December, Hong Kong; Draper, S., (2001) Electronically Enhanced Classroom Interaction, , http://www.psy.gla.ac.uk/~steve/ilig/handsets.html, 16 September; Dunn, W.R., Programmed learning news, feedback devices in university lectures' (1969) New University, 3 (4), pp. 21-22; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Harden, R.M., Wayne, S.E., Donald, G., An audio-visual technique for medical teaching (1968) Journal of Medical and Biological Illustration, 18 (1), pp. 29-32; Lloyd, D.H., (1968) A Concept of Improvement of Learning Response in the Taught Lesson, pp. 23-25. , Visual Education October; McLeish, J., (1968) The Lecture Method, Cambridge Monographs in Teaching Methods, No. 1, , Cambridge Institute of Education Cambridge; MacManaway, L.A., Teaching methods in higher education - Innovation and research' (1970) Universities Quarterly, 24 (3), pp. 321-329; Seenan, G., (2000) 'Ask the Audience - The Way to A Better Degree', Guardian, 4 January, , http://www.varitronix.com/","Elliott, C.; Department of Economics, Management School, Lancaster UniversityUnited Kingdom",,,Elsevier Ltd,,,,,14773880,,,,English,Int. Rev. Econ. Educ.,Article,Final,,Scopus,2-s2.0-84871820722
"Matsui T., Aikawa K.",7403576757;7102752806;,Robust model for speaker verification against session-dependent utterance variation,2003,IEICE Transactions on Information and Systems,E86-D,4,,712,718,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0142155123&partnerID=40&md5=77c1fa4dc6619a56a5604170f210ddf5,"Institute of Statistical Mathematics, Tokyo, 106-8569, Japan; NTT Communication Sci. Laboratories, NTT Corporation, Tokyo, 100-8116, Japan","Matsui, T., Institute of Statistical Mathematics, Tokyo, 106-8569, Japan; Aikawa, K., NTT Communication Sci. Laboratories, NTT Corporation, Tokyo, 100-8116, Japan","This paper investigates a new method for creating robust speaker models to cope with inter-session variation of a speaker in a continuous HMM-based speaker verification system. The new method estimates session-independent parameters by decomposing inter-session variations into two distinct parts: session-dependent and -independent. The parameters of the speaker models are estimated using the speaker adaptive training algorithm in conjunction with the equalization of session-dependent variation. The resultant models capture the session-independent speaker characteristics more reliably than the conventional models and their discriminative power improves accordingly. Moreover we have made our models more invariant to handset variations in a public switched telephone network (PSTN) by focusing on session-dependent variation and handset-dependent distortion separately. Text-independent speech data recorded by 20 speakers in seven sessions over 16 months was used to evaluate the new approach. The proposed method reduces the error rate by 15% relatively. When compared with the popular cepstral mean normalization, the error rate is reduced by 24% relatively when the speaker models were recreated using speech data recorded in four or more sessions.",Handset dependent distortion; Session dependent utterance variation; Speaker model; Speaker verification,Adaptive algorithms; Data recording; Markov processes; Mathematical models; Parameter estimation; Pattern recognition systems; Signal distortion; Statistical methods; Telephone sets; Handset dependent distortion; Public switched telephone network; Speaker verification system; Speech recognition,,,,,,,,,,,"Setlur, A., Jacobs, T., Results of a speaker verification service trial using HMM models (1995) Proc. Eurospeech, pp. I/639-I/642; Anastasakos, T., McDonough, J., Schwartz, R., Makhoul, J., A compact model for speaker-adaptive training (1996) Proc. ICSLP, pp. 1137-1140; Anastasakos, T., McDonough, J., Makhoul, J., Speaker adaptive training: A maximum likelihood approach to speaker normalization (1997) Proc. ICASSP, pp. 1043-1046; Pye, D., Woodland, P.C., Experiments in speaker normalization and adaptation for large vocabulary speech recognition (1997) Proc. ICASSP, pp. 1047-1050; Matsui, T., Furui, S., Likelihood normalization using a phoneme- and speaker-independent model for speaker verification (1995) Speech Communication, 17 (1-2), pp. 109-116; Li, Q., Parthasarathy, S., Rosenberg, A.E., A fast algorithm for stochastic matching with application to robust speaker verification (1997) Proc. ICASSP, pp. 1543-1546; Sankar, A., Lee, C.-H., Robust speech recognition based on stochastic matching (1995) Proc. ICASSP, pp. I/121-I/124; Kuwabara, H., Sagisaka, Y., Takeda, K., Abe, M., Construction of ATR Japanese speech database as a research tool (1989), ATR Tech. Rep., TR-I-0086; Furui, S., Comparison of speaker recognition methods using statistical features and dynamic features (1981) IEEE Trans. Acoust., Speech Signal Process., 29 (3), pp. 342-350; Atal, B.S., Effectiveness of linear prediction characteristics of the speech wave for automatic speaker identification and verification (1974) J. Acoust. Soc. Am., 55 (6), pp. 1304-1312; Furui, S., Cepstral analysis technique for automatic speaker verification (1981) IEEE Trans. Acoust., Speech Signal Process., 29 (2), pp. 254-272; Furui, S., Itakura, F., Saito, S., Talker recognition by longtime averaged speech spectrum (1972) IECE Trans., 55 A (10), pp. 549-556. , Oct","Matsui, T.; Institute of Statistical Mathematics, Tokyo, 106-8569, Japan",,,"Institute of Electronics, Information and Communication, Engineers, IEICE",,,,,09168532,,ITISE,,English,IEICE Trans Inf Syst,Article,Final,,Scopus,2-s2.0-0142155123
Davis S.,55104319800;,Observations in classrooms using a network of handheld devices,2003,Journal of Computer Assisted Learning,19,3,,298,307,,54.0,10.1046/j.0266-4909.2003.00031.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-1842534058&doi=10.1046%2fj.0266-4909.2003.00031.x&partnerID=40&md5=d5c4c274fc077ab92c37a2c6ff1b639d,"Texas Instruments, University of Texas, United States; Texas Instruments, University of Texas, MS 3908, PO Box 650311, Dallas, TX 75265, United States","Davis, S., Texas Instruments, University of Texas, United States, Texas Instruments, University of Texas, MS 3908, PO Box 650311, Dallas, TX 75265, United States","This paper illustrates the educational implications of the design features of public anonymity and private accountability in a classroom network of handheld devices. The author draws from four years of observations of classes using two early network prototypes. Themes discussed are anonymity of data submission to the group, the ability for students to see their data displayed in the group space, the ability for the teacher to instantly assess how all students are doing at any time during a lesson, and that the ability of the network to let all students answer all questions may have an impact upon student engagement in the classroom. The paper goes on to highlight research done in the field of communications using synchronous electronic submission systems and relates this to the use of similar networks in the classroom.",Communication; Group; Handheld; Interview; Intranet; Secondary; Synchronous,,,,,,,,,,,,"Hoadley, C.M., Linn, M.C., Teaching science through online, peer discussions: SpeakEasy in the Knowledge Integration Environment (2000) International Journal of Science Education, 22 (8), pp. 839-857; Hsi, S., Hoadley, C.M., Productive Discussion in Science: Gender Equity through Electronic Discourse (1997) Journal of Science Education and Technology, 6 (1), pp. 23-36; Lesh, R., Lamon, S.J., Lester, F., Behr, M., Future Directons for Mathematics Assessment (1992) Assessment of Authentic Performance in School Mathematics, pp. 379-426. , eds. Lesh, R. & Lamon, S.J. American Association for the Advancement of Science, Washington, DC; (2000) Principles and Standards for School Mathematics, , National Council of Teachers of Mathematics, Reston, VA; Scardamalia, M., Bereiter, C., An architecture for collaborative knowledge building (1992) Computer Based Learning Environments and Problem Solving, pp. 41-46. , eds. E. De corte, M.C. Linn & H. Mandl. Springer-Verlag, Berlin; Wilensky, U., (1999) NetLogo, , http://ccl.northwestern.edu/netlogo, Center for Connected Learning and Computer-Based Modeling. NorthwesternUniversity. Evanston, IL; Wilensky, U., Stroup, W.M., (1998) Participatory Simulations Network-based Design for Systems Learning in Classrooms, , http://www.fastlane.nsf.gov/servlet/showaward?award=9814682, National Science Foundation, Washington, DC. Retrieved May 24, 2002","Davis, S.; Texas Instruments, University of Texas, MS 3908, PO Box 650311, Dallas, TX 75265, United States; email: sdavis@ti.com",,,Blackwell Publishing Ltd,,,,,02664909,,,,English,J. Comput. Assisted Learn.,Article,Final,,Scopus,2-s2.0-1842534058
Hake R.,56213494900;,Lessons from the physics education reform effort,2002,Ecology and Society,5,2,,,,,51.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-54249154815&partnerID=40&md5=b5da45c2b26d14cd232e99399d5d1db5,"Indiana University, United States; 24245 Hatteras Street, Woodland Hills, CA 91367, United States","Hake, R., Indiana University, United States, 24245 Hatteras Street, Woodland Hills, CA 91367, United States","Several years ago, I reported a survey of pretest and posttest data for 62 introductory physics courses attended by a total of 6542 students. The present article provides a summary of that survey and offers 14 lessons from the physics education reform effort that may assist in the general upgrading of education and science literacy. Copyright © 2002 by the author(s). Published here under license by The Resilience Alliance.",Cognitive science; Education reform; Education research; Interactive engagement; Physics education; Science literacy,,,,,,,,,,,,"Abrahamson, A.L., Teaching with a classroom communication system-what it involves and why it works (1999) VII Taller International Nuevas Tendencias en la Ensenanza de la Fisica, , http://www.bedu.com/publications.html/, Mini-course presented at the Benemerita Universidad Autonoma de Puebla, Puebla, Mexico, May 27-30. Available online at: ""Research Papers""; Adams, J., Adrian, R.L., Brick, C., Brissenden, G., Deming, G., Hufnagel, B., Slater, T., Zeilik, M., (2000) Astronomy Diagnostic Test (ADT) Version 2.0, , http://solar.physics.montana.edu/aae/adt/, Collaboration for Astronomy Education Research (CAER), s.l. Available online at; Allgood, S., Walstad, W.B., The longitudinal effects of economic education on teachers and their students (1999) Journal of Economic Education, 30 (2), pp. 99-111. , http://www.indiana.edu/~econed/issues/v30_2/1.htm, Available online at; Almer, E.D., Jones, K., Moeckel, C., The impact of one-minute papers on learning in an introductory accounting course (1998) Issues in Accounting Education, 13 (3), pp. 485-497. , http://accounting.rutgers.edu/raw/aaa/pubs/is8-98.htm#aa, Abstract available online at; (1990) The Liberal Art of Science: Agenda for Action. The Report of the Project on Liberal Education and the Sciences, , AAAS, Washington, D. C., USA; Anderson, J.L., Embracing uncertainty: The interface of Bayesian statistics and cognitive psychology (1998) Conservation Ecology, 2 (1), p. 2. , http://www.ecologyandsociety.org/vol2/iss1/art2/index.html, online; Anderson, D.R., Burnham, K.P., Thompson, W.L., Null hypothesis testing: Problems, prevalence, and an alternative (2000) Journal of Wildlife Management, 64 (4), pp. 912-923. , http://biology.uark.edu/Coop/thompson4.html, Available online at; Anderson, J.R., Reder, L.M., Simon, H.A., Radical constructivism and cognitive psychology (1998) Brookings Papers on Education Policy-1998, pp. 227-278. , D. Ravitch, editor. Brookings Institution Press, Washington, D. C., USA; Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: a Handbook for College Teachers. Second Edition, , Jossey-Bass, New York, New York, USA; (2002) Minds of Our Own, , http://www.learner.org/progdesc/index.html?uid=26&sj+SCI, Available online at; Arons, A.B., Structure, methods, and objectives of the required freshman calculus-physics course at Amherst College (1959) American Journal of Physics, 27 (9), pp. 658-666; Arons, A.B., Thinking, reasoning, and understanding in introductory physics courses (1981) Physics Teacher, 19, pp. 166-172; Arons, A.B., (1990) A Guide to Introductory Physics Teaching, , Wiley, New York, New York, USA; Arons, A.B., Uses of the past: Reflections on United States physics curriculum development, 1955 to 1990 (1993) Interchange, 24 (1-2), pp. 105-128; Arons, A.B., Improvement of physics teaching in the heyday of the 1960's (1997) Conference on the Introductory Physics Course on the Occasion of the Retirement of Robert Resnick, pp. 13-20. , J. 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"Vincent D.S., Berg B.W., Chitpatima S., Hudson D.",7101790295;7203007057;6507914695;35969471200;,International distance education and the transition from ISDN to high-bandwidth Internet connectivity,2002,Journal of Telemedicine and Telecare,8,SUPPL.3,,71,73,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-4143115415&partnerID=40&md5=3a462642fe77acbf4c20ef56d0834acb,"Department of Medicine, Tripler Army Medical Center, Honolulu, HI, United States; Tripler Army Medical Center, HI, United States; Royal Thai Army, Bangkok, Thailand; Pac. Telehealth and Technology Hui, Honolulu, HI, United States; Department of Medicine, MCHK-DM, Tripler Army Medical Center, HI 96859-5000, United States","Vincent, D.S., Department of Medicine, Tripler Army Medical Center, Honolulu, HI, United States, Department of Medicine, MCHK-DM, Tripler Army Medical Center, HI 96859-5000, United States; Berg, B.W., Tripler Army Medical Center, HI, United States; Chitpatima, S., Royal Thai Army, Bangkok, Thailand; Hudson, D., Pac. Telehealth and Technology Hui, Honolulu, HI, United States","The Thailand-Hawaii Assessment of Interactive Healthcare Initiative (THAI-HI) is an international distance-education project between two teaching hospitals in Honolulu and Bangkok that uses videoconferencing over three ISDN lines. A 'morning report' format is used to discuss clinical cases primarily covering infectious disease and critical-care topics. An audience response system is used at both sites to add interactivity. From July 2001 to May 2002, 816 health-care providers attended 20 clinical conferences. Audiences rated the conferences as highly relevant and as having high training value. Since the ISDN connection is expensive, we plan to convert the telecommunications to a high-bandwidth Internet connection. The Honolulu site will use a 45 Mbit/s commercial connection to the Hawaii Intranetwork Consortium, which links to the Abilene Network on the US mainland. The Bangkok hospital will use a 155 Mbit/s wireless optical connection to UNINET Thailand, which has a 45 Mbit/s circuit to Abilene.",,"article; education; health personnel attitude; human; instrumentation; Internet; medical education; methodology; organization and management; standard; telecommunication; Thailand; United States; Attitude of Health Personnel; Education, Distance; Education, Medical, Continuing; Hawaii; Humans; Internet; Telecommunications; Thailand",,,,,,,,,,,"Demartines, N., Mutter, D., Vix, M., Assessment of telemedicine in surgical education and patient care (2000) Annals of Surgery, 231, pp. 282-291; Bashshur, R.L., Mandil, S.H., Shannon, G.W., Telemedicine/telehealth: An international perspective. Executive summary (2002) Telemedicine Journal and E-Health, 8, pp. 95-107","Vincent, D.S.; Department of Medicine, Tripler Army Medical Center, Honolulu, HI, United States; email: DaleVincent@amedd.army.mil",,,,,,,,1357633X,,,12661629.0,English,J. Telemed. Telecare,Article,Final,,Scopus,2-s2.0-4143115415
Meltzer D.E.,7004705182;,"The relationship between mathematics preparation and conceptual learning gains in physics: A possible ""hidden variable"" in diagnostic pretest scores",2002,American Journal of Physics,70,12,,1259,1268,,133.0,10.1119/1.1514215,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0036909043&doi=10.1119%2f1.1514215&partnerID=40&md5=5d6e7a229809d32a785659a78fbbe530,"Department of Physics and Astronomy, Iowa State University, Ames, IA 50011, United States","Meltzer, D.E., Department of Physics and Astronomy, Iowa State University, Ames, IA 50011, United States","There have been many investigations into the factors that underlie variations in individual student performance in college physics courses. Numerous studies report a positive correlation between students' mathematical skills and their exam grades in college physics. However, few studies have examined students' learning gain resulting from physics instruction, particularly with regard to qualitative, conceptual understanding. We report on the results of our investigation into some of the factors, including mathematical skill, that might be associated with variations in students' ability to achieve conceptual learning gains in a physics course that employs interactive-engagement methods. It was found that students' normalized learning gains are not significantly correlated with their pretest scores on a physics concept test. In contrast, in three of the four sample populations studied it was found that there is a significant correlation between normalized learning gain and students' preinstruction mathematics skill. In two of the samples, both males and females independently exhibited the correlation between learning gain and mathematics skill. These results suggest that students' initial level of physics concept knowledge might be largely unrelated to their ability to make learning gains in an interactive-engagement course; students' preinstruction algebra skills might be associated with their facility at acquiring physics conceptual knowledge in such a course; and between-class differences in normalized learning gain may reflect not only differences in instructional method, but student population differences (""hidden variables"") as well. © 2002 American Association of Physics Teachers.",,,,,,,,,,,,,"Blumenthal, R.H., Multiple instruction and other factors related to achievement in college physics (1961) Sci. Educ., 45, pp. 336-342; Cohen, H.D., Hillman, D.F., Agne, R.M., Cognitive level and college physics achievement (1978) Am. J. Phys., 46, pp. 1026-1029; Hudson, H.T., McIntire, W.R., Correlation between mathematical skills and success in physics (1977) Am. J. 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Proc. 399, 139-165 (1997)]; Mazur, E., (1997) Peer Instruction: A User's Manual, pp. 3-7. , (Prentice Hall, Upper Saddle River, NJ), and passim; Borg, W.R., Gall, M.D., (1989) Educational Research, An Introduction, pp. 728-733. , (Longman, New York), 5th ed; note; Redish, E.F., Steinberg, R.N., Teaching physics: Figuring out what works (1999) Phys. Today, 52, pp. 24-30; Hake, R.R., Lessons from the physics education reform effort (2002) Conservation Ecology, 5, p. 28. , http://www.consecol.org/vol5/iss2/art28; Henderson, C.R., Heller, K., Heller, P., Common concerns about the force concept inventory (1999) AAPT Announcer, 29 (4), p. 99. , http://www.physics.umn.edu; Meltzer, D.E., Manivannan, K., Promoting interactivity in physics lecture classes (1996) Phys. Teach., 34, pp. 72-78; Transforming the lecture-hall environment: The fully interactive physics lecture (2002) Am. J. Phys., 70, pp. 639-654; note; note; Sheskin, D.J., (2000) Handbook of Parametric and Nonparametric Statistical Procedures, pp. 782-784. , (Chapman & Hall/CRC, Boca Raton, FL, ), 2nd ed","Meltzer, D.E.; Department of Physics and Astronomy, Iowa State University, Ames, IA 50011, United States",,,,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-0036909043
"Li X., Zheng Y., Jiang F.-Z.",57192491464;57198814481;7202977631;,Feature mapping and recuperation by using elliptical basis function networks for robust speaker verification,2002,Journal of Shanghai University,6,4,,331,336,,,10.1007/s11741-002-0060-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84868004320&doi=10.1007%2fs11741-002-0060-x&partnerID=40&md5=36ad217ecee490afd820c7ac5a2734b3,"School of Electromechanical Engineering and Automation, Shanghai University, Shanghai 200072, China; School of Computer Engineering and Science, Shanghai University, Shanghai 200072, China","Li, X., School of Electromechanical Engineering and Automation, Shanghai University, Shanghai 200072, China; Zheng, Y., School of Computer Engineering and Science, Shanghai University, Shanghai 200072, China; Jiang, F.-Z., School of Electromechanical Engineering and Automation, Shanghai University, Shanghai 200072, China","The performance of speaker verification systems is often compromised under real-world environments. For example, variations in handset characteristics could cause severe performance degradation. This paper presents a novel method to overcome this problem by using a non-linear handset mapper. Under this method, a mapper is constructed by training an elliptical basis function network using distorted speech features as inputs and the corresponding clean features as the desired outputs. During feature recuperation, clean features are recovered by feeding the distorted features to the feature mapper. The recovered features are then presented to a speaker model as if they were derived from clean speech. Experimental evaluations based on 258 speakers of the TIMIT and NTIMIT corpuses suggest that the feature mappers improve the verification performance remarkably. © 2002 Shanghai University.",elliptical basis function (EBF) networks; feature mapping and recurpuration; speaker verification,,,,,,,,,,,,"Tohkura, Y., A weighted cepstral distance measure for speech recognition[J] (1987) IEEE Transactions on Acoustics, Speech and Signal Processing, 35 (10), pp. 1414-1422. , 10.1109/TASSP.1987.1165058; Assaleh, K.T., Mammone, R.J., New LP-derived features for speaker identification [J] (1994) IEEE Transactions on Speech and Audio Processing, 2 (4), pp. 630-638. , 10.1109/89.326621; Atal, B.S., Effectiveness of linear prediction characteristics of the speech wave for automatic speaker identification and verification[J] (1974) Journal of Acoustic Society of American, 55 (6), pp. 1304-1312. , 10.1121/1.1914702; Hermansky, H., Morgan, N., RASTA processing of speech [J] (1994) IEEE Transactions on Speech and Audio Processing, 2 (4), pp. 587-589. , 10.1109/89.326616; Rahim, M.G., Juang, B.-H., Signal bias removal by maximum likelihood estimation for robust telephone speech recognition (1996) IEEE Transactions on Speech and Audio Processing, 4 (1), pp. 19-30. , PII S1063667696013326; Lo, T.F., Mak, M.W., Yiu, K.K., A new cepstrum-based channel compensation method for speaker verification[C] (1999) Proc. Eurospeech '99, 2, pp. 775-778; Mak, M.W., Kung, S.Y., Estimation of elliptical basis function parameters by the em algorithm with application to speaker verification [J] (2000) IEEE Transactions on Neural Networks, 11 (4), pp. 961-969. , 10.1109/72.857775; Jankowski, C., Kalyanswamy, A., Basson, S., Spitz, J., NTIMIT: A phonetically balanced, continuous speech, telephone bandwidth speech database [C] (1990) Proc. ICAS-SP', 90, pp. 109-112; Zhang, W.D., Mak, M.W., Li, C.K., He, M.X., A priori threshold determination for phrase-prompted speaker verification[C] (1999) Proc. Eurospeech '99, 2, pp. 1023-1026; Zhang, W.D., Mak, M.W., He, M.X., A two-stage scoring method combining world and cohort model for speaker verification[C] (2000) Proc. ICASSP'2000, , June; Mak, M.W., Li, C.K., Li, X., Maximum likelihood estimation of elliptical basis function parameters with application to speaker verification[C] (1998) International Conference on Signal Processing (ICSP'98), pp. 1287-1289. , Oct; Li, X., Mak, M.W., Optimization of EBFN architecture by an improved RPCL algorithm with application to speaker verification[C] (1998) Proc. of the 1998 Symposium on Image, Speech, Signal Processing and Robotics (ISSPR '98), 2, pp. 43-47","Li, X.; School of Electromechanical Engineering and Automation, Shanghai University, Shanghai 200072, China; email: su_xinli@yahoo.com.en",,,,,,,,10076417,,JSUNF,,English,J Shanghai Univ,Article,Final,,Scopus,2-s2.0-84868004320
"Kaplan F., Oudeyer P.-Y., Kubinyi E., Miklósi A.",56268256700;6507418132;6602234007;7003466993;,Robotic clicker training,2002,Robotics and Autonomous Systems,38,3-4,,197,206,,80.0,10.1016/S0921-8890(02)00168-9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0037204457&doi=10.1016%2fS0921-8890%2802%2900168-9&partnerID=40&md5=93b9a934e8c7870d6c9cf4ec4591c577,"Sony CSL Paris, 6 Rue Amyot, 75005 Paris, France; Department of Ethology, Eötvös University, Göd, Hungary","Kaplan, F., Sony CSL Paris, 6 Rue Amyot, 75005 Paris, France; Oudeyer, P.-Y., Sony CSL Paris, 6 Rue Amyot, 75005 Paris, France; Kubinyi, E., Department of Ethology, Eötvös University, Göd, Hungary; Miklósi, A., Department of Ethology, Eötvös University, Göd, Hungary","In this paper, we want to propose the idea that some techniques used for animal training might be helpful for solving human-robot interaction problems in the context of entertainment robotics. We present a model for teaching complex actions to an animal-like autonomous robot based on ""clicker training"", a method used efficiently by professional trainers for animals of different species. After describing our implementation of clicker training on an enhanced version of AIBO, Sony's four-legged robot, we argue that this new method can be a promising technique for teaching unusual behavior and sequences of actions to a pet robot. © 2002 Published by Elsevier Science B.V.",Dog training techniques; Pet robots; Robot training,Constraint theory; Feedback; Probability; Robots; Sensors; Teaching; Robotic clicker training; Robot learning,,,,,,,,,,,"Kusahara, M., The art of creating subjective reality: An analysis of Japanese digital pets (2000) Proceedings of the VII Workshop on Artificial Life, pp. 141-144. , M.C.E. Boudreau (Eds.), Portland, OR; Druin, A., Hendler, J., (2000) Robots for Kids: Exploring New Technologies for Learning, , Morgan Kaufman, San Mateo, CA; Kaplan, F., Artificial attachment: Will a robot ever pass Ainsworth's strange situation test? (2001) Proceedings of the IEEE-RAS International Conference on Humanoid Robots (Humanoids 2001), , Tokyo; Fujita, M., Kitano, H., Development of an autonomous quadruped robot for robot entertainment (1998) Autonomous Robots, 5 (1), pp. 7-18; Dautenhahn, K., Embodiment and interaction in socially intelligent life-like agents (1999) Lecture Notes in Artificial Intelligence, 1562, pp. 102-142. , C. Nehaniv (Ed.), Computation for Metaphors, Analogy and Agent, Springer, Berlin; Billard, A., Dautenhahn, K., Hayes, G., Experiments on human-robot communication with Robota: An imitative learning and communication doll robot (1998) Socially Situated Intelligence: A workshop held at SAB'98, pp. 4-16. , B. Edmonds, K. Dautenhahn (Eds.), Zurich, Switzerland; Roy, D., (1999) Learning form sights and sounds: A computational model, , Ph.D. Thesis, MIT Media Laboratory, Cambridge, MA; Kaplan, F., Talking AIBO: First experimentation of verbal interactions with an autonomous four-legged robot (2000) CELE-Twente Workshop on Language Technology, pp. 57-63. , A. Nijholt, D. Heylen, K. Jokinen (Eds.), Learning to Behave: Interacting Agents, Enschede, Netherland; Steels, L., Kaplan, F., AIBO's first words (2002) Evolution of Communication, 4 (1); Fujita, M., Costa, G., Takagi, T., Hasegawa, R., Yokono, J., Shimomura, H., Experimental results of emotionally grounded symbol acquisition by four-legged robot (2001) Proceedings of Autonomous Agents 2001, , J. Muller (Ed.), Montreal, Quebec; Steels, L., Brooks, R., (1994) The 'artificial life' route to 'artificial intelligence', , Building Situated Embodied Agents, Lawrence Erlbaum Ass, New Haven, CT; Arkin, R., (1998) Behavior-based Robotics, , MIT Press, Cambridge, MA; Webb, B., What does robotics offer animal behaviour? (2000) Animal Behavior, 60, pp. 545-558; Blumberg, B., Tood, P., Maes, P., No bad dogs: Ethological lessons for learning in hamsterdam (1996) Proceedings of the Fourth International Conference on the Simulation of Adaptive Behavior, pp. 295-304. , P. Maes, M.M.J. Mataric, J.-A. Meyer, J. Pollack, S. Wilson (Eds.), From Animals to Animats, MIT Press/Bradford Books, Cambridge, MA; Blumberg, B., (1997) Old tricks, new dogs: Ethology and interactive creatures, , Ph.D. Thesis, MIT Media Laboratory, Cambridge, MA; Yoon, S.-Y., Burke, R., Blumberg, B., Schneider, G., Interactive training for synthetic characters (2000) AAAI/IAAI 2000, pp. 249-254. , Austin, TX; Pryor, K., (1999) Clicker Training for Dogs, , Sunshine Books, Inc., Waltham, MA; Tillman, P., (2000) Clicking with Your Dog, , Sunshine Books, Waltham, MA; Billard, A., (1998) Drama, A connectionist model for robot learning: Experiments in grounding communication through imitation in autonomous robots, , Ph.D. Thesis, University of Edinburgh; Kuniyoshi, Y., Inaba, M., Inoue, H., Learning by watching: Extracting reusable task knowledge from visual observation of human performance (1994) IEEE Transactions on Robotics and Automation, 10 (6), pp. 799-822; Dautenhahn, K., Getting to know each other: Artificial social intelligence for autonomous robots (1995) Robotics and Autonomous Systems, 16, pp. 333-356; Bakker, P., Kuniyoshi, Y., Robot see, robot do: An overview of robot imitation (1996) Proceedings of the AISB Workshop on Learning in Robots and Animals, pp. 3-11. , Brighton, UK; Dorigo, M., Colombetti, M., (1998) Robot Shaping - An Experiment in Behavior Engineering, , MIT Press, Cambridge, MA; Skinner, B., (1938) The Behavior of Organisms, , Appleton Century Crofs, New York; Fujita, M., Kitano, H., Doi, T., Robot entertainment (2000) Robots for Kids: Exploring New Technologies for Learning, pp. 37-70. , A. Druin, J. Hendler (Eds.), Morgan Kaufmann, San Mateo, CA (Chapter 2); Breazeal, C., (2000) Sociable machines: Expressive social exchange between humans and robots, , Ph.D. Thesis, MIT Media Laboratory, Cambridge, MA","Kaplan, F.; Sony CSL Paris, 6 Rue Amyot, 75005 Paris, France; email: kaplan@csl.sony.fr",,,,,,,,09218890,,RASOE,,English,Rob Autom Syst,Article,Final,,Scopus,2-s2.0-0037204457
Paschal C.B.,7003271049;,Formative assessment in physiology teaching using a wireless classroom communication system,2002,American Journal of Physiology - Advances in Physiology Education,26,1-4,,299,308,,62.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-1842868589&partnerID=40&md5=51c98d892f123bc7a1f784b271c93426,"Dept. of Biomedical Engineering, Vanderbilt University, Box 351631-B, Nashville, TN 37235-1631, United States; Department of Radiology Sciences, Vanderbilt Univ. School of Medicine, Nashville, TN 37235, United States","Paschal, C.B., Dept. of Biomedical Engineering, Vanderbilt University, Box 351631-B, Nashville, TN 37235-1631, United States, Department of Radiology Sciences, Vanderbilt Univ. School of Medicine, Nashville, TN 37235, United States","Systems physiology, studied by biomedical engineers, is an analytical way to approach the homeostatic foundations of basic physiology. In many systems physiology courses, students attend lectures and are given homework and reading assignments to complete outside of class. The effectiveness of this traditional approach was compared with an approach in which a wireless classroom communication system was used to provide instant feedback on in-class learning activities and reading assignment quizzes. Homework was eliminated in this approach. The feedback system used stimulated 100% participation in class and facilitated rapid formative assessment. The results of this study indicate that learning of systems physiology concepts including physiology is at least, as if not more, effective when in-class quizzes and activities with instant feedback are used in place of traditional learning activities including homework. When results of this study are interpreted in light of possible effects of the September 11, 2001 terrorist attacks on student learning in the test group, it appears that the modified instruction may be more effective than the traditional instruction.",Active learning; Classroom communication systems; Delay; Feedback; Homework; Participation; Physiology,article; biomedical engineering; college student; control system; education program; feedback system; interpersonal communication; learning; scoring system; comparative study; education; equipment design; evaluation; human; instrumentation; methodology; physiology; problem based learning; teaching; Computer-Assisted Instruction; Educational Measurement; Equipment Design; Feedback; Humans; Physiology; Problem-Based Learning; Teaching; Teaching Materials,,,,,,,,,,,"Abrahamson, A.L., An overview of teaching and learning research with classroom communication systems (1998) Proceedings of the International Conference of the Teaching of Mathematics, , Village of Pythagorion, Samos, Greece, June 3-6. New York: Wiley; Austin, J.D., Austin, K.A., Homework grading procedures in junior high mathematics classes (1974) School Science and Mathematics, 74, pp. 269-272; Brawner, C.E., Practical tips for using Web-based assessment systems (WebAssign) (2000) THE Journal, 28, pp. 38-39; Braxton, J.M., Milem, J.F., Sullivan, A.S., The influence of active learning on the college student departure process (2000) Journal of Higher Education, 71, pp. 569-590; Brender, J.R., (1996) Effects of Homework Completion on Test Scores in First and Second-Semester Spanish Courses at a University with Liberal Admissions, , ERIC document ED395452, Washington DC: US Dept. of Education; Butler, A., Phillmann, K., Smart, L., Active learning within a lecture: Assessing the impact of short, in-class writing exercises (2001) Teaching of Psychology, 28, pp. 257-259; Cartledge, C.M., Sasser, J.E., (1981) The Effect of Homework Assignments on the Mathematics Achievement of College Students in Freshman Algebra, , ERIC document ED206495. Washington, DC: US Dept. of Education; Chiu, C., UT Wireless (cps) System, , http://www.ph.utexas.edu/~ctalk/, online; Donovan, M.S., Bransford, J.D., Pellegrino, J.W., (1999) How People Learn-Bridging Research and Practice, , Washington, DC: National Academy; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Foyle, H.C., (1988) Homework: Suggestions for Educators, , ERIC document ED294504. Washington, DC: US Dept. of Education; Foyle, H.C., Bailey, G.D., (1984) Homework: Selected References, , ERIC document ED250275. Washington, DC: US Dept. of Education; Guernsey, L., Textbooks and tests that talk back (1999) Chroncle of Higher Education, 45, pp. A21-A22; Hake, R., Interactive engagement versus traditional methods a six-thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Kovac, J., Student active learning methods in general chemistry (1999) Journal of Chemical Education, 76, pp. 120-124; Mazur, E., (1997) Peer Instruction-A User's Manual, , Upper Saddle River, NJ: Prentice-Hall; McCarthy, J.P., Anderson, L., Active learning techniques versus traditional teaching styles: Two experiments from history and political science (2000) Innovative Higher Education, 24, pp. 279-294; Paschal, R.A., Weinstein, T., Walberg, H.J., The effects of homework on learning: A quantitative synthesis (1984) Journal of Educational Research, 78, pp. 97-104; Poulis, J., Massen, C., Roberts, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66, pp. 439-441; Shapiro, J.A., Electronic student response found feasible in large science lecture hall (1997) Journal of College Science Teaching, 26, pp. 408-412; Sherwood, L., (2001) Human Physiology: From Cells to Systems (4th Ed.), , Pacific Grove, CA: Brooks/Cole; Small, D.E., Holton, B.D., Davis, E.J., A study of two methods of checking homework in a high school geometry class (1967) The Mathematics Teacher, 60, pp. 149-152; Webking, R.H., Classtalk in two distinctly different settings (1998) Classtalk at University of Texas El Paso [CD-ROM], , El Paso, TX: Dept. of Political Science, Univ. of Texas - El Paso; Weems, G., The impact of homework collection on performance in intermediate algebra (1998) Research and Teaching in Developmental Education, 15, pp. 21-26; Wiebe, J.H., Using graded quizzes, homework, and attendance for motivating study in a college math class (1982) Mathematics and Computer Education, 16, pp. 24-28","Paschal, C.B.; Dept. of Biomedical Engineering, Vanderbilt University, Box 351631-B, Nashville, TN 37235-1631, United States; email: cynthia.paschal@vanderbilt.edu",,,American Physiological Society,,,,,10434046,,APEDF,12444002.0,English,Am. J. Physiol. Adv. Physiol. Educ.,Article,Final,,Scopus,2-s2.0-1842868589
"Stirtzinger R., McDermid S., Grusec J., Bernardini S., Quinlan K., Marshall M.",6507734115;6603210248;6701671134;7006441196;57197939946;7402449518;,Interrupting the inter-generational cycle in high risk adolescent pregnancy,2002,Journal of Primary Prevention,23,1, 373834,7,22,,2.0,10.1023/A:1016535131384,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0036338187&doi=10.1023%2fA%3a1016535131384&partnerID=40&md5=3f95692f7760584f6a1d3b4fc8821be7,"The George Hull Centre for Children and Families, Toronto, Canada; York University, Toronto, Canada; Psychology Department, University of Toronto, Toronto, Canada; University of Toronto, Toronto, Canada; Rosalie Hall Residence for Adolescence, Toronto, Canada; University of Toronto, Toronto, Canada","Stirtzinger, R., The George Hull Centre for Children and Families, Toronto, Canada; McDermid, S., York University, Toronto, Canada; Grusec, J., Psychology Department, University of Toronto, Toronto, Canada; Bernardini, S., University of Toronto, Toronto, Canada; Quinlan, K., Rosalie Hall Residence for Adolescence, Toronto, Canada; Marshall, M., University of Toronto, Toronto, Canada","This paper describes the creation of a parenting course for high-risk adolescent mothers. Effects of this ten-week course were measured by assessment of mothers' feelings of control relative to their children, their attributions for children's misdeeds, and the Beck Inventory of Depression. Results for the intervention group showed a significant decrease in feelings of control and attributions which are known predictors of abuse and coercive disciplinary tactics (p <. 01) and a significant decrease in adolescent depression (p <. 05) with no change in control group. Important effective elements in the success of this parenting intervention/parenting program are discussed as being the use of an interactive engagement model including processes to support the adolescents developing reflectivity about the parenting they give and the parenting they have received. This study supports direction away from 'knowledge-only' prevention/interventions with high risk adolescents and advocates the integration of this type of mental health/education parenting course with secondary school health class curricula using selected, trained adolescent mothers as peer mentors.",Adolescent mothers; High risk parenting; Interactive engagement; Knowledge-only interventions; Parenting; Prevention/intervention program; Reflectivity,adolescent pregnancy; article; child abuse; child parent relation; curriculum; depression; emotion; health education; health program; high risk population; high school; human; maternal care; mental health; primary prevention; risk factor; training,,,,,,,,,,,"Aneshensel, C.S., Stone, J.D., Stress and depression: A test of the buffering model of social support (1982) Archives of General Psychiatry, 39, pp. 1392-1396; Baranowski, M.D., Schilmoeller, G.L., Higgins, B.S., Parenting attitudes of adolescent and older mothers (1990) Adolescence, 25, pp. 781-800; Beck, A.T., Ward, C., Mendelson, M., Mach, J., Erbaugh, J., An inventory for measuring depression (1961) Archives of General Psychiatry, 4, pp. 561-571; Beck, D.C., Carlson, G.A., Russell, A.T., Brownfield, F.E., The use of depression rating instruments in developmentally and educationally delayed adolescents (1987) Journal of the American Academy of Child and Adolescent Psychiatry, 26, pp. 97-100; Brophy-Herb, H.E., Honig, A.S., Reflectivity: Key ingredient in positive adolescent parenting (1999) Journal of Primary Prevention, 19, pp. 241-250; Bugental, D.B., Cortez, V.L., Physiological reactivity to responsive and unresponsive children as moderated by perceived control (1988) Child Development, 59, pp. 686-693; Bugental, D.B., Blue, J., Cruzcosa, M., Perceived control over caregiving outcomes: Implications for child abuse (1989) Developmental Psychology, 25, pp. 532-539; Bugental, D.B., Blue, J., Cortez, V., Fleck, K., Kopeikin, H., Lewis, J.C., Lyon, J., Social cognitions as organizers of autonomic and affective responses to social challenge (1993) Journal of Personality and Social Psychology, 64, pp. 94-103; Butler, C., Rickel, A., Thomas, E., Hendren, M., An intervention program to build competencies in adolescent parents (1993) The Journal of Primary Prevention, 13, pp. 183-198; Cassidy, B., Zoccolillo, M., Hughes, S., Psychopathology in adolescent mothers and its effects on mother-infant interactions: A pilot study (1996) Canadian Journal of Psychiatry, 41, pp. 379-384; Chase-Lansdale, P.L., Brooks-Gunn, J., Paikoff, R.L., Research and programs for adolescent mothers: Missing links and future promises (1992) American Behavioral Scientist, 35, pp. 290-312; Coley, R.L., Chase-Lansdale, L., Adolescent pregnancy and parenthood (1998) American Psychologist, 53, pp. 152-166; Colletta, N.D., At risk for depression: A study of young mothers (1983) Journal of Genetic Psychology, 142, pp. 301-310; Comfort, M., Wulff, L., Smeriglio, V., Adolescent parenthood: Implications for care of the mother and child (1987) Medical Journal, 36, pp. 955-958; Coyne, J.C., Gotlib, I.H., The role of cognition in depression: A critical appraisal (1983) Psychological Bulletin, 94, pp. 472-505; Culp, R.E., Appelbaum, M.I., Osofsky, D.D., Levy, J.A., Adolescent and older mothers: Comparison between prenatal maternal variables and newborn interaction measures (1988) Infant Behavior and Development, 11, pp. 353-362; Cutrona, C.E., Social support and stress in the transition to parenthood (1984) Journal of Abnormal Psychology, 93, pp. 378-390; De Lissovoy, V., Concerns of rural adolescent parents (1975) Child Welfare, 5 (43), pp. 167-174; Deal, L.W., Holt, V.L., Young maternal age and depressive symptoms: Results from the 1988 National Maternal and Infant Health Survey (1998) American Journal of Public Health, 88, pp. 266-270; Dix, T., Ruble, D.N., Zambarano, R.J., Mothers' implicit theories of discipline: Child effects, parent effects, and the attribution process (1989) Child Development, 60, pp. 1373-1391; Dix, T., Ruble, D.N., Grusec, J.E., Nixon, S., Social cognition in parents: Inferential and affective reactions to children of three age levels (1986) Child Development, 57, pp. 879-894; Dryfoos, J.G., (1990) Adolescents at risk: Prevalence and prevention, , New York, NY: Oxford University Press; Egeland, B., Sroufe, L.A., Attachment and early maltreatment (1981) Child Development, 52, pp. 44-52; Ellwood, D., (1988) Poor support: Poverty in the American family, pp. 102-141. , New York: Basic Books; Esdaile, S.A., Greenwood, K.M., Mother-toddler relationships: An intervention study and exploration of key variables (1995) Journal of Family Studies, 1, pp. 142-152; Furstenberg, F., Brooks-Gunn, J., Morgan, P., (1987) Adolescent mothers in later life, pp. 84-102. , New York: Cambridge University Press; Furstenberg, F., Levine, J., Brooks-Gunn, P., The children of teenage mothers; Patterns of early childbearing in two generations (1990) Family Planning Perspectives, 22 (2), pp. 54-61; Gelfand, D.M., Teti, D.M., The effects of maternal depression on children (1990) Clinical Psychology Review, 10, pp. 329-353; Glanville, C., Tiller, C., Implementing and evaluating a parent education program for minority mothers (1991) Evaluation and Program Planning, 14, pp. 241-245; Hann, D.M., Osofsky, J.D., Barnard, K.E., Leonard, G., Dyadic affect regulation in three caregiving environments (1994) American Journal of Orthopsychiatry, 64, pp. 263-269; Hawkins, W.E., Clarke, G.N., Seeley, J.R., Application of social learning theory to the primary prevention of depression in adolescents (1993) Health Values: The Journal of Health Behavior, Education and Promotion, 17, pp. 31-39; Kovacs, M., Paulauskas, S., Gatsonis, C., Richards, C., Depressive disorders in childhood: III. A longitudinal study of comorbidity with and risk for conduct disorders (1988) Journal of Affective Disorders, 15, pp. 205-217; Larsen, J.J., Juhasz, A.M., The effects of knowledge of child development and social-emotional maturity on adolescent attitudes toward parenting (1985) Adolescence, 20, pp. 823-839; Leadbeater, B.J., Linares, O., Depressive symptoms in Black and Puerto Rican adolescent mothers in the first 3 years postpartum (1992) Development and Psychopathology, 4, pp. 451-468; Leadbeater, B.J., Bishop, S.J., Raver, C.C., Quality of mother-toddler interactions, maternal depressive symptoms, and behavior problems in preschoolers of adolescent mothers (1996) Developmental Psychology, 32, pp. 280-288; Lewinsohn, P.M., Hopps, H., Roberts, R., Adolescent depression: Prevalence and incidence (1993) Journal of Abnormal Psychology, 102, pp. 133-144; Lovejoy, M.C., Verda, M.R., Hays, C.E., Convergent and discriminant validity of measures of parenting efficacy and control (1997) Journal of Clinical and Child Psychology, 26, pp. 366-376; Malphurs, J.E., Raag, T., Field, T., Pickens, J., Pelaez-Nogueras, M., Touch by intrusive and withdrawn mothers with depressive symptoms (1996) Early Development and Parenting, 5, pp. 111-115; McIntyre, A., Saudargas, R.A., Howard, R., Attribution of control and teenage pregnancy (1991) Journal of Applied Developmental Psychology, 12, pp. 55-61; Murray, D.M., Luepker, R.V., Johnson, C.A., Mittelmark, M.B., The prevention of cigarette smoking in children: A comparison of four strategies (1984) Journal of Applied Social Psychology, 14, pp. 274-288; Musick, J.S., (1993) Young, poor and pregnant - The psychology of teenage motherhood - An interventionist's perspective on adolescent motherhood, pp. 7-30. , Yale University Press; Panzarine, S., Slater, E., Sharps, P., Coping, social support, and depressive symptoms in adolescent mothers (1995) Journal of Adolescent Health, 17, pp. 113-119; Rhode, P., Lewinsohn, P.M., Seeley, J., Comorbidity with unipolar depression: Comorbidity with other mental health disorders in adolescents and adults (1991) Journal of Abnormal Psychology, 1090, pp. 212-222; Roosa, M.W., Vaughan, L., Teenage pregnancy and parenting: Opinion versus fact (1984) Journal of Home Economics, 75, pp. 7-10; Roosa, M.W., Fitzgerald, H.E., Carson, N.A., Teenage and older mothers and their infants: A descriptive comparison (1982) Adolescence, 17, pp. 1-17; Ruff, C.C., Adolescent mothering: Assessing their parenting capabilities and their health education needs (1990) Journal of the National Black Nurses Association, 4, pp. 55-62; Schorr, L., (1997) Common Purpose - Strengthening neighbourhoods and families to rebuild, pp. 1-21. , America Double Day; Schorr, L., Schorr, D., (1988) Within our reach: Breaking the cycle of disadvantage, pp. 84-120. , New York: Anchor Press; Seitz, V., Apfel, N.H., Adolescent mothers and repeated childbearing: Effects of a school-based intervention program (1993) American Journal of Orthopsychiatry, 63, pp. 572-581; Spieker, S.J., Larson, N.C., Lewis, S.M., Keller, T.E., Gilchrist, L., Developmental trajectories of disruptive behavior problems in preschool children of adolescent mothers (1999) Child Development, 70, pp. 443-458; Tietjen, A.M., Bradley, C.F., Social support and maternal psychosocial adjustment during the transition to parenthood (1985) Canadian Journal of Behavioural Science, 17, pp. 109-121; Trad, P.V., Mental health of adolescent mothers (1995) Journal of the American Academy of Child and Adolescent Psychiatry, 34, pp. 130-142; Troutman, B.R., Cutrona, C.E., Nonpsychotic postpartum depression among adolescent mothers (1990) Journal of Abnormal Psychology, 99, pp. 69-78; Ward, M.J., Carlson, E.A., Associations among adult attachment representations, maternal sensitivity, and infant-mother attachment in a sample of adolescent mothers (1995) Child Development, 66, pp. 69-79; Wilson, W., (1987) The truly disadvantaged: The inner city, the underclass and public policy, pp. 200-221. , Chicago: University of Chicago Press; Wilson, W., The underclass: Issues, perspectives and public policy (1989) ANNALS, AAPSS, 501, pp. 182-192; Winnicott, D., (1971) Playing and reality, , Great Britain: Penguin Books",,,,,,,,,0278095X,,,,English,J. Prim. Prev.,Article,Final,,Scopus,2-s2.0-0036338187
"Papakonstantinou E., Hargrove J.L., Huang C.-L., Crawley C.C., Canolty N.L.",56513613900;7004980201;7406882662;36892488700;6701826548;,Assessment of perceptions of nutrition knowledge and disease using a group interactive system: The Perception Analyzer®,2002,Journal of the American Dietetic Association,102,11,,1663,1668,,8.0,10.1016/S0002-8223(02)90354-8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0036835939&doi=10.1016%2fS0002-8223%2802%2990354-8&partnerID=40&md5=823adf060aa666b7ec11f386fc153e5d,"Department of Foods and Nutrition, Athens, GA, United States; Dept. of Agric. and Appl., Economics, Athens, GA, United States; University of Georgia, Athens, GA, United States; Department of Foods and Nutrition, Coll. of Fam. and Consumer Sciences, University of Georgia, Athens, GA 30602-3622, United States","Papakonstantinou, E., Department of Foods and Nutrition, Athens, GA, United States, Department of Foods and Nutrition, Coll. of Fam. and Consumer Sciences, University of Georgia, Athens, GA 30602-3622, United States; Hargrove, J.L., Department of Foods and Nutrition, Athens, GA, United States; Huang, C.-L., Dept. of Agric. and Appl., Economics, Athens, GA, United States; Crawley, C.C., University of Georgia, Athens, GA, United States; Canolty, N.L., Department of Foods and Nutrition, Athens, GA, United States","Food labels can be used as a tool for nutrition education, but the information available is of little value to consumers who do not understand how to apply it. In an effort to assess nutrition knowledge and identify misconceptions, a group interactive system - the Perception Analyzer® - was used as a lecture aid and data collection tool. The Perception Analyzer is composed of a laptop computer, an antenna, and handheld electronic handsets, or dials, that participants use to answer questions. Participants (N = 621) were surveyed on 14 multiple-choice questions concerning nutrition with 4 nutrition questions repeated at the end of a session as a posttest. A knowledge score was calculated by counting correct answers. Linear regression analyses were used to study the main effects of demographic variables on the knowledge score. Our study reports the following: ■ although participants reported reading food labels, misconceptions about label content were identified; ■ analyses of mean scores indicated that age, education, and race influenced the nutrition knowledge score; and ■ participants found the Perception Analyzer to be enjoyable. The findings indicate that because the Perception Analyzer provides immediate and anonymous feedback to a discussion leader about audience's current knowledge, it is a promising tool for nutrition education by dietetic practitioners.",,analytic method; computer system; consumer; demography; electronics; food packaging; health survey; human; information processing; linear regression analysis; literature; mathematical model; medical information; nutrition; nutritional parameters; nutritional requirement; perception; review; adolescent; adult; African American; article; Caucasian; education; educational status; ethnology; female; food packaging; knowledge; male; microcomputer; middle aged; questionnaire; reproducibility; standard; statistical model; statistics; teaching; Adolescent; Adult; African Americans; Computer-Assisted Instruction; Educational Status; European Continental Ancestry Group; Female; Food Labeling; Humans; Knowledge; Linear Models; Male; Microcomputers; Middle Aged; Nutrition Physiology; Perception; Questionnaires; Reproducibility of Results,,,,,,,,,,,"Dixon, L.B., Ernst, N.D., Choose a diet that is low in saturated fat and cholesterol and moderate in total fat: Subtle changes to a familiar message (2001) J Nutr, 131, pp. 5103-5263; Mokdad, A.H., Bowman, B.A., Ford, E.S., Vinicor, F., Marks, J.S., Koplan, J.P., The continuing epidemics of obesity and diabetes in the United States (2001) JAMA, 286, pp. 1195-1200; Millen, B.E., Quatromoni, P.A., Nutritional research with the Framingham Heart Study (2001) J Nutr Health Aging, 5, pp. 139-143; Mokdad, A.H., Ford, E.S., Bowman, B.A., Nelson, D.E., Diabetes trends in the US: 1990-1998 (2000) Diabetes Care, 23, pp. 1278-1283; Greenwald, P., Sherwood, K., McDonald, S.S., Fat, caloric intake, and obesity: Lifestyle risk factors for breast cancer (1997) J Am Diet Assoc, 97 (SUPPL.), pp. S24-S29; Weisburger, J.H., Dietary fat and risk of chronic disease: Mechanistic insights from experimental studies (1997) J Am Diet Assoc, 97 (SUPPL.), pp. S16-S23; Nayga, R.M., Impact of sociodemographic factors on perceived importance of nutrition in food shopping (1997) J Consumer Aff, 31, pp. 1-10; Mayer, J.A., Maciel, T.L., Orlaski, P.L., Flynn-Polan, G., Misleading nutrition claims on cracker packages prior to and following implementation of the Nutrition Labeling and Education Act of 1990 (1998) Am J Prev Med, 14, pp. 189-195; Girois, S.B., Shiriki, K.K., Morabia, A., Mauger, E., A comparison of knowledge and attitudes about diet and health among 35- to 75-year old adults in the United States, Geneva, Switzerland (2001) Am J Public Health, 91, pp. 418-424; Suter, T.A., Burton, S., An examination of correlates and effects associated with a concise measure of consumers' nutrition knowledge (1996) Fam Consumer Sci Res J, 25, pp. 117-136; Cashel, K.M., Crawford, D., Deakin, V., Talbot, B., Is the link between nutrients and foods understood? The case of fiber and folate (2001) Public Health Nutr, 4, pp. 913-918; Marietta, A.B., Welshimer, K.J., Anderson, S.L., Knowledge, attitudes, and behaviors of college students regarding the 1990 Nutrition Labeling Education Act food labels (1999) J Am Diet Assoc, 99, pp. 445-449; Dooley, D.A., Novothy, R., Britten, P., Integrating research into the undergraduate nutrition curriculum: Improving shoppers' awareness and understanding of nutrition facts labels (1998) J Nutr Educ, 30, pp. 225-231; Krueter, M.W., Brennan, L.K., Scharff, D.P., Lukwago, S.N., Do nutrition label readers eat healthier diets? Behavioral correlates of adults' use of food labels (1997) Am J Prev Med, 13, pp. 277-283; Miller, C., Brown, J., Knowledge and use of the food label among senior women in the management of type 2 diabetes mellitus (1999) J Nutr Health Aging, 3, pp. 152-157; Kessler, H., Wunderlich, S.M., Relationship between use of food labels and nutrition knowledge in people with diabetes (1999) Diabetes Educ, 25, pp. 549-559; Sun, W.Y., Sangweni, B., Chen, J., Cheung, S., Effects of a community-based nutrition education program on the dietary behavior of Chinese-American college students (1999) Health Promot Int, 14, pp. 241-249; Neuhouser, M.L., Kristal, A.R., Patterson, R.E., Use of food nutrition labels is associated with lower fat intake (1999) J Am Diet Assoc, 99, pp. 45-50; Guthrie, J.F., Fox, J.J., Cleveland, L.E., Welsh, S., Who uses nutrition labeling, and what effects does label use have on diet quality? (1995) J Nutr Educ, 27, pp. 163-172; Hargreaves, M.K., Schlundt, D.G., Buchowski, M.S., Hardy, R.E., Rossi, S.R., Rossi, J.S., Stages of change and the intake of dietary fat in African-American women: Improving stage assignment using the eating styles questionnaire (1999) J Am Diet Assoc, 99, pp. 1392-1399; Kim, S., Nayga, R.M., Capps Jr., O., The effect of food label use on nutrient intakes: An endogenous switching regression analysis (2000) J Agr Resource Econ, 25, pp. 215-231; Wang, G., Fletcher, S.M., Carley, D.H., Consumer utilization of food labeling as a source of nutrition information (1995) J Consumer Aff, 29, pp. 368-380; Abusabha, R., Peacock, J., Achterberg, C., How to make nutrition education more meaningful through facilitated discussions (1999) J Am Diet Assoc, 99, pp. 72-76; Carlton, D.J., Kicklighter, J.R., Jonnalagadda, S.S., Shoffner, M.B., Design, development, and formative evaluation of ""Put Nutrition into Practice,"" a multimedia nutrition education program for adults (2000) J Am Diet Assoc, 100, pp. 555-563; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) J Comput Higher Educ, 7, pp. 3-47; Glanz, K., Eriksen, M., Individual and community models for dietary behavior change (1993) J Nutr Educ, 25, pp. 80-86; Graveley, E., Fullerton, J.T., Incorporating electronic-based and computer-based strategies: Graduate-nursing courses in administration (1998) J Nurs Educ, 37, pp. 186-188; Kinzie, M.B., Sullivan, H.J., Berdel, R.L., Motivational and achievement effects on learner control over content review within CAI (1992) J Educ Comput Res, 8, pp. 101-114; Leeds, M.J., A method for understanding knowledge organization in nutrition students (1989) J Nutr Educ, 21, pp. 139-142; Litchfield, R.E., Oakland, M.J., Anderson, J.A., Improving dietetics education with interactive communication technology (2000) J Am Diet Assoc, 100, pp. 1191-1194; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) Am J Physiol, 66, pp. 439-441; Schacter, J., Fagnano, C., Does computer technology improve student learning and achievement? How, when, and under what conditions? (1999) J Educ Comput Res, 20, pp. 329-343; Green, M.J., Biesecker, B.B., McInerney, A.M., Mauger, D., Fost, N., An interactive computer program can effectively educate patients about genetic testing for breast cancer susceptibility (2001) Am J Med Genet, 103, pp. 16-23; McKenzie, J.F., Smeltzer, J.L., Theories and models commonly used for health promotion (1997) Planning, Implementing, and Evaluating Health Promotion Programs: A Primer. 2nd Ed., pp. 96-114. , Needham Heights, Mass: Allyn and Bacon Publishers; Resnicow, K., Wang, T., Dudley, W.N., Jackson, A., Ahluwalia, J.S., Baranowski, T., Braithwaite, R.L., Risk factor distribution among sociodemographically diverse African American adults (2001) J Urban Health, 78, pp. 125-140; Bender, M.M., Derby, B.M., Prevalence of reading nutrition and ingredient information on food labels among adult Americans: 1982-1988 (1992) J Nutr Educ, 24, pp. 292-297; Levy, A.S., Fein, S.B., Stephenson, M., Nutrition knowledge levels about dietary fats and cholesterol: 1983-1988 (1993) J Nutr Educ, 25, pp. 60-66; Miller, C.K., Jensen, G.L., Achterberg, C.L., Evaluation of a food label nutrition intervention for women with type 2 diabetes mellitus (1999) J Am Diet Assoc, 99, pp. 323-328; Wolever, T.M., Miller, J.B., Sugars and blood glucose control (1995) Am J Clin Nutr, 62, pp. 212S-221S","Papakonstantinou, E.; Department of Foods and Nutrition, Coll. of Fam. and Consumer Sciences, University of Georgia, Athens, GA 30602-3622, United States; email: apapas@arches.uga.edu",,,W.B. Saunders,,,,,00028223,,JADAA,12449292.0,English,J. Am. Diet. Assoc.,Article,Final,,Scopus,2-s2.0-0036835939
"Jiang H., Deng L.",26643641500;36071490500;,A robust compensation strategy for extraneous acoustic variations in spontaneous speech recognition,2002,IEEE Transactions on Speech and Audio Processing,10,1,,9,17,,13.0,10.1109/89.979381,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0036124301&doi=10.1109%2f89.979381&partnerID=40&md5=d5a04864a9a19ba2ff6eca3166aedaee,"IEEE, United States; Department of Electrical and Computer Engineering, University of Waterloo, Waterloo, Ont. N2L 3G1, Canada; Dialogue Systems Research, Multimedia Communication Research Laboratory, Lucent Technologies, Murray Hill, NJ 07974, United States; Microsoft Research, Redmond, WA 98052, United States","Jiang, H., IEEE, United States, Department of Electrical and Computer Engineering, University of Waterloo, Waterloo, Ont. N2L 3G1, Canada, Dialogue Systems Research, Multimedia Communication Research Laboratory, Lucent Technologies, Murray Hill, NJ 07974, United States; Deng, L., IEEE, United States, Department of Electrical and Computer Engineering, University of Waterloo, Waterloo, Ont. N2L 3G1, Canada, Microsoft Research, Redmond, WA 98052, United States","In this paper, we propose a robust compensation strategy to deal effectively with extraneous acoustic variations for spontaneous speech recognition. This strategy extends speaker adaptive training, and uses hidden Markov models (HMM) parameter transformations to normalize the extraneous variations in the training data according to a set of predefined conditions. A ""compact"" model and the associated prior probability density functions (PDFs) of transformation parameters are estimated using the maximum likelihood criterion. In the testing phase, the generic model and the prior PDFs are used to search for the unknown word sequence based on Bayesian prediction classification (BPC). The proposed strategy is evaluated in the switchboard task, and is used to deal with three types of extraneous variations and mismatch in conversational speech recognition: pronunciation variations, inter-speaker variability, and telephone handset mismatch. Experimental results show that moderate word error rate reduction is achieved in comparison with a well-trained baseline HMM system under identical experimental conditions.",Bayesian predictive classification (BPC); Extraneous variation; Generic (or compact) model; Prior PDF; Speaker-adaptive training (SAT),Bayesian predictive classification; Extraneous variation; Generic model; Parameter transformations; Speaker adaptive training; Audio acoustics; Error compensation; Learning algorithms; Markov processes; Mathematical models; Maximum likelihood estimation; Parameter estimation; Probability density function; Robustness (control systems); Continuous speech recognition,,,,,,,,,,,"Anastasakos, T., McDonough, J., Schwarts, R., Makhoul, J., A compact model for speaker-adaptive training Proc. Int. Conf. Spoken Language Processing, 1996, pp. 1137-1140; Byrne, B., Finke, M., Khudanpur, S., McDonough, J., Nock, H., Riley, M., Saraclar, M., Zavaliagkos, G., Pronunciation modeling for conversational speech recognition: A status report from WS97 (1997) Proc. IEEE Workshop Automatic Speech Recognition Understanding, pp. 26-33. , Nov; DeGroot, M.H., (1970) Optimal Statistical Decisions, , New York: McGraw-Hill; Deng, L., Ma, J., A statistical coarticulatory model for the hidden vocal-tract-resonance dynamics Proc. Eurospeech, Budapest, Hungary, 1999, pp. 1499-1502; Gales, M.J.F., Cluster adaptive training for speech recognition Proc. Int. Conf. Spoken Language Processing, Sydney, Australia, 1998, pp. 1783-1786; Gales, M.J.F., Cluster adaptive training of hidden Markov models (2000) IEEE Trans. Speech Audio Processing, 8, pp. 417-428. , July; Huo, Q., Chan, C., Lee, C.-H., Bayesian adaptive learning of the parameters of hidden Markov model for speech recognition (1995) IEEE Trans. Speech Audio Processing, 3, pp. 334-345. , Sept; Huo, Q., Ma, B., Irrelevant variability normalization in learning structure from data: A case study on decision-tree based HMM state tying Proc. ICASSP'99, May 1999, pp. 577-580; Huo, Q., Lee, C.-H., Robust speech recognition based on adaptive classification and decision strategies Speech Commun., , to be published; Jiang, H., Hirose, K., Huo, Q., Robust speech recognition based on Bayesian prediction approach (1999) IEEE Trans. Speech Audio Processing, 7, pp. 426-440. , July; Jiang, H., Hirose, K., Huo, Q., Improving Viterbi Bayesian predictive classification via sequential Bayesian leaning in robust speech recognition (1999) Speech Commun., 28 (4), pp. 313-326. , Aug; Jiang, H., Hirose, K., Huo, Q., A minimax search algorithm for CDHMM based robust continuous speech recognition Proc. Int. Conf. Spoken Language Processing, Sydney, Australia, Nov. 1998, pp. 389-392; Jiang, H., Soong, F., Lee, C.-H., Hierarchical stochastic feature matching for robust speech recognition Proc. ICASSP'01, Salt Lake City, UT, May 2001; Lawrence, C., Rahim, M., Integrated bias removal techniques for robust speech recognition (1999) Comput. Speech Lang., 13, pp. 283-298; (1996) Automatic Speech and Speaker Recognition: Advanced Topics, , C.-H. Lee, F.-K. Soong, and K.-K. Paliwal, Eds.; Norwell, MA: Kluwer; Leggetter, C.J., Woodland, P.C., Maximum likelihood linear regression for speaker adaptation of continuous density hidden Markov models (1995) Comput. Speech Lang., 9, pp. 171-185; McAllaster, D., Gillick, L., Scattone, F., Newman, M., Fabricating conversational speech data with acoustic models: A program to examine model-data mismatch Proc. Int. Conf. Spoken Language Processing, Dec. 1999, pp. 1847-1850; Rahim, M.G., Juang, B.H., Signal bias removal by maximum likelihood estimation for robust telephone speech recognition (1996) IEEE Trans. Speech Audio Processing, 4, p. 19. , Jan; Sankar, A., Lee, C.-H., A maximum-likelihood approach to stochastic matching for robust speech recognition (1996) IEEE Trans. Speech Audio Processing, 4, pp. 190-202. , May; Young, S.J., Odell, J.J., Woodland, P.C., Tree-based state tying for high accuracy acoustic modeling Proc. ARPA Human Language Technology Workshop, 1994, pp. 307-312","Jiang, H.; Multimedia Communication Res. Lab., Bell Labs, Lucent Technologies, Murray Hill, NJ 07974, United States; email: hui@research.bell-labs.com",,,,,,,,10636676,,IESPE,,English,IEEE Trans Speech Audio Process,Article,Final,,Scopus,2-s2.0-0036124301
"Phillips G.D., Harmer C.J., Hitchcott P.K.",7401621801;7005566211;6602908969;,Isolation rearing-induced facilitation of Pavlovian learning: Abolition by postsession intra-amygdala nafadotride,2002,Physiology and Behavior,76,4-5,,677,684,,8.0,10.1016/S0031-9384(02)00802-8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0035997215&doi=10.1016%2fS0031-9384%2802%2900802-8&partnerID=40&md5=f774fa4ba0e4f82dc045208147c14c2e,"Department of Psychology, University of York, Heslington, York YO10 5DD, United Kingdom","Phillips, G.D., Department of Psychology, University of York, Heslington, York YO10 5DD, United Kingdom; Harmer, C.J., Department of Psychology, University of York, Heslington, York YO10 5DD, United Kingdom; Hitchcott, P.K., Department of Psychology, University of York, Heslington, York YO10 5DD, United Kingdom","It has been shown previously in this laboratory that rats reared in social isolation acquire a Pavlovian-conditioned approach task much more rapidly than their respective controls. This study assessed the involvement specifically of the mesoamygdaloid dopamine pathway in this facilitated learning of isolates. Thus, animals were required to associate arbitrary stimuli with a pulsed light stimulus (unconditioned stimulus, US). The US, while without biological significance, was nevertheless capable of eliciting an intrinsic and sustained alerting response. Procedures ensured that the arbitrary stimuli (tone or clicker) did not elicit a response in the first instance, and were presented either paired (CS+) or unpaired (CS-) with the US. Isolates and socially reared controls received intra-amygdala infusions of the D3 dopamine receptor antagonist, L-nafadotride, or vehicle immediately following the end of each training session. The conditioned response increased over sessions in both groups of vehicle-infused rats during presentations of the CS+ stimulus, but not CS-, and isolates acquired this association more rapidly than controls. However, acquisition of this association was abolished by postsession intra-amygdala L-nafadotride. Responding to the US was largely unaffected by drug or rearing conditions. Hence, these data provide strong evidence for the specific involvement of the mesoamygdaloid dopamine projection in the facilitation of associative learning by isolation rearing. © 2002 Elsevier Science Inc. All rights reserved.",Amygdala; Conditioning; Dopamine; Isolation rearing; Memory; Pavlovian,"nafadotride; dopamine 2 receptor; dopamine 3 receptor; dopamine receptor blocking agent; Drd3 protein, rat; nafadotride; naphthalene derivative; pyrrolidine derivative; amygdaloid nucleus; animal tissue; article; conditioned reflex; conditioning; controlled study; dopaminergic system; facilitation; learning; male; nerve projection; nonhuman; photostimulation; priority journal; rat; rearing; social isolation; training; amygdaloid nucleus; animal; auditory stimulation; conditioned reflex; drug antagonism; microinjection; physiology; reinforcement; social isolation; Acoustic Stimulation; Amygdala; Animals; Conditioning, Classical; Dopamine Antagonists; Male; Microinjections; Naphthalenes; Pyrrolidines; Rats; Receptors, Dopamine D2; Receptors, Dopamine D3; Reinforcement Schedule; Social Isolation",,"nafadotride, 149649-22-9, 173429-65-7, 173429-66-8; Dopamine Antagonists; Drd3 protein, rat; nafadotride; Naphthalenes; Pyrrolidines; Receptors, Dopamine D2; Receptors, Dopamine D3",,,Research Councils UK,This work was supported by the Medical Research Council of the UK.,,,,,"Davis, M., Whalen, P.J., The amygdala: Vigilance and emotion (2001) Mol Psychiatry, 6, pp. 13-34; Donegan, N.H., Priming-produced facilitation or diminution of responding to a Pavlovian unconditioned stimulus (1981) J Exp Psychol, Anim Behav Processes, 7, pp. 295-312; Einon, D.F., Morgan, M.J., Early isolation produces enduring hyperactivity in the rat, but no effects on spontaneous alternation (1978) Q J Exp Psychol, 30, pp. 151-156; Hall, J.F., (1966) The psychology of learning, , Philadelphia: Lippincott and Co; Harmer, C.J., Phillip, G.D., Isolation rearing enhances acquisition in a conditioned inhibition paradigm (1998) Physiol Behav, 65, pp. 525-533; Harmer, C.J., Phillips, G.D., Isolation rearing enhances the rate of acquisition of a discriminative approach task but does not affect the efficacy of a conditioned reward (1998) Physiol Behav, 63, pp. 177-184; Harmer, C.J., Phillips, G.D., Enhanced dopamine efflux in the amygdala by a predictive, but not a non-predictive, stimulus: Facilitation by prior repeated D-amphetamine (1999) Neuroscience, 90, pp. 119-130; Hinrichs, J.V., Ghoneim, M.M., Mewaldt, S.P., Diazepam and memory: Retrograde facilitation produced by interference reduction (1984) Psychopharmacology, 84, pp. 158-162; Hitchcott, P.K., Bonardi, C.M.T., Phillips, G.D., Enhanced stimulus-reward learning by intra-amygdala administration of a D-3 dopamine receptor agonist (1997) Psychopharmacology, 133, pp. 240-248; Hitchcott, P.K., Harmer, C.J., Phillips, G.D., Enhanced acquisition of discriminative approach following intra-amygdala D-amphetamine (1997) Psychopharmacology, 132, pp. 237-246; Hitchcott, P.K., Phillips, G.D., Double dissociation of the behavioural effects of R(+) 7-OH-DPAT infusions in the central and basolateral amygdala nuclei upon Pavlovian and instrumental conditioned appetitive behaviours (1998) Psychopharmacology, 140, pp. 458-469; Hitchcott, P.K., Phillips, G.D., Effects of intra amygdala R(+) 7-OH-DPAT on intraaccumbens D-amphetamine-associated learning: I. Pavlovian conditioning (1998) Psychopharmacology, 140, pp. 300-309; Hori, K., Tanaka, J., Nomura, M., Effects of discrimination learning on the rat amygdala dopamine release: A microdialysis study (1993) Brain Res, 621, pp. 296-300; Jones, G.H., Hernandez, T.D., Kendall, D.A., Marsden, C.A., Robbins, T.W., Dopaminergic and serotonergic function following isolation rearing in rats: Study of behavioural responses and postmortem and in vivo neurochemistry (1992) Pharmacol, Biochem Behav, 43, pp. 17-35; Jones, G.H., Marsden, C.A., Robbins, T.W., Increased sensitivity to amphetamine and reward-related stimuli following social isolation in rats: Possible disruption of dopamine-dependent mechanisms of the nucleus accumbens (1990) Psychopharmacology (Berlin), 102, pp. 364-372; Morgan, M., Einon, D., Incentive motivation and behavioural inhibition in socially-isolated rats (1975) Physiol Behav, 15, pp. 405-409; Mueller, C.W., Lisman, S.A., Spear, N.E., Alcohol enhancement of human memory: Tests of consolidation and interference hypotheses (1983) Psychopharmacology, 80, pp. 226-230; Parker, E.S., Birnbaum, I.M., Weingartner, H., Hartley, J.T., Stillman, R.C., Wyatt, R.J., Retrograde enhancement of human memory with alcohol (1980) Psychopharmacology, 69, pp. 219-222; Paxinos, G., Watson, C., (1986) The rat brain in stereotaxic coordinates. 2nd ed., , Sydney: Academic Press; Phillips, G.D., Harmer, C.J., Hitchcott, P.K., Blockade of sensitisation-induced facilitation of appetitive conditioning by post-session intra-amygdala nafadotride (2002) Behav Brain Res, , in press; Phillips, G.D., Hitchcott, P.K., Blockade of the acquisition, but not expression of associative learning by pre-session intra-amygdala R(+) 7-OH-DPAT (2002) J Neurosci, , submitted; Phillips, G.D., Howes, S.R., Whitelaw, R.B., Wilkinson, L.S., Robbins, T.W., Everitt, B.J., Isolation rearing enhances the locomotor response to cocaine and a novel environment, but impairs the intravenous self-administration of cocaine (1994) Psychopharmacology, 115, pp. 407-418; Phillips, G.D., Robbins, T.W., Everitt, B.J., Mesoaccumbens dopamine-opiate interactions in the control over behavior by a conditioned reinforcer (1994) Psychopharmacology, 114, pp. 345-359; Sahakian, B.J., Robbins, T.W., Morgan, M.J., Iversen, S.D., The effects of psychomotor stimulants on stereotype and locomotor activity in socially-deprived and control rats (1975) Brain Res, 84, pp. 195-205; Sautel, F., Griffon, N., Levesque, D., Pilon, C., Schwartz, J.C., Sokoloff, P., A functional test identifies dopamine agonists selective for D3 versus D2 receptors (1995) NeuroReport, 6, pp. 329-332; Skinner, B.F., (1938) The behavior of organisms: An experimental analysis, , New York: Appleton-Century-Crofts; Thoa, T.B., Tizabi, Y., Jacobowitz, D.M., The effect of isolation on the catecholamine concentration and turnover in discrete areas of the rat brain (1977) Brain Res, 131, pp. 259-269; Weinstock, M., Speiser, Z., The effect of D-propanolol and practolol on the hyperactivity induced in rats by prolonged isolation (1973) Psychopharmacologia, 30, pp. 241-250; Wongwitdecha, N., Marsden, C.A., Effects of social-isolation rearing on learning in the Morris water maze (1996) Brain Res, 715, pp. 119-124","Phillips, G.D.; Department of Psychology, University of York, Heslington, York YO10 5DD, United Kingdom; email: g.phillips@psych.york.ac.uk",,,Elsevier Inc.,,,,,00319384,,PHBHA,12127008.0,English,Physiol. Behav.,Article,Final,,Scopus,2-s2.0-0035997215
"Rao H.C.-H., Chang D.-F., Lin Y.-B.",7102999833;36793049200;56990503200;,iSMS: An integration platform for short message service and IP networks,2001,IEEE Network,15,2,,48,55,,30.0,10.1109/65.912720,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0035277842&doi=10.1109%2f65.912720&partnerID=40&md5=1bea0d2ff117dcd50beae12800c854e5,"ATT Laboratories-Research; University of Southern California, United States; National Chiao Tung University, Taiwan","Rao, H.C.-H., ATT Laboratories-Research; Chang, D.-F., University of Southern California, United States; Lin, Y.-B., National Chiao Tung University, Taiwan","This article describes iSMS, a platform that integrates IP networks with the Short Message Service in mobile telephone systems. iSMS provides a generic gateway for creating and hosting wireless data services for mobile stations. Our approach does not require any modification to the mobile telephone system architecture. The iSMS system can be quickly developed and operated by a third party or end user without involvement of mobile equipment manufacturers and telecom operators. Based on the iSMS platform, we illustrate services such as e-mail delivery/forwarding, Web access (e.g., stock and train schedule query) and handset music services. The iSMS platform and the services have been implemented for GSM networks. With iSMS, users are able to use standard GSM handsets to access wireless Internet services, while other approaches like Wireless Application Protocol and SIM Toolkit services require function-enabled MSs.",,Mobile telephone systems; Short message service; Wireless application protocol; Cellular telephone systems; Code division multiple access; Data communication systems; Electronic mail; Gateways (computer networks); Global system for mobile communications; Information retrieval; Time division multiple access; Wireless telecommunication systems; Internet,,,,,"National Chiao Tung University

National Science Council, NSC: NSC 89-2213-E-009-203

89-E-FA04-4

National Taiwan University

University of Arizona

National Science Council, NSC","We would like to thank the three reviewers for their valuable comments. Their suggestions have significantly improved the quality of this article. Lin’s work was sponsored in part by MOE Program of Excellence Research under contract 89-E-FA04-4, FarEastone, National Science Council under contract NSC 89-2213-E-009-203, the Lee and MTI Center for Networking Research, NCTU.","HERMAN CHUNG-HWA RAO (herman@research.att.com) is a principal member of technical staff in AT&T Laboratories-Research. His research interests are in the areas of the Internet, distributed file systems, distributed systems, mobile computing, operating systems, computer networks, and software tools. In particular, he has been involved in the design and implementation of an Internet file system, Middleware for Web Client, and GRADIENT (Global Research and Development EnvIronment). He received his Ph.D. and M.S. in computer science from the University of Arizona and his B.S. in mechanical engineering from National Taiwan University.","YI-BING LIN (liny@csie.nctu.edu.tw) received his B.S.E.E. degree from National Cheng Kung University in 1983, and his Ph.D. in computer science from the University of Washington in 1990. From 1990 to 1995, he was with the Applied Research Area at Bell Communications Research (Bellcore), Morristown, New Jersey. In 1995 he was appointed a professor of the Department of Computer Science and Information Engineering (CSIE), National Chiao Tung University (NCTU). In 1996 he was appointed deputy director of the Microelectronics and Information Systems Research Center, NCTU. During 1997–1999, he was elected chair of CSIE, NCTU. His current research interests include design and analysis of personal communications services networks, mobile computing, distributed simulation, and performance modeling. He is an associate editor of IEEE Network, an editor of IEEE J-SAC: Wireless Series, an editor of IEEE Personal Communications, an editor of Computer Networks, an area editor of ACM Mobile Computing and Communication Review, a columnist for ACM Simulation Digest, and an editor of International Journal of Communications Systems, ACM/Baltzer Wireless Networks, Computer Simulation Modeling and Analysis, and Journal of Information Science and Engineering. He is a co-author with Imrich Chlamtac of the book Wireless and Mobile Network Architecture (Wiley). He received 1998 and 2000 Outstanding Research Awards from the National Science Council, ROC.",,,"Lin, Y.B., Chlamtac, I., (2001) Mobile and Wireless Network Architectures, , Wiley; Technical realization of the short message service point-to-point (1993) Tech. Rep., 4. , Rec. GSM 03.40; Use of data terminal equipment-data circuit terminating; equipment (DTE-DCE) interface for short message service (SMS) and cell broadcast service (CBS) (1997) Tech. Rep., 5. , Rec. GSM 07.05; Smart messaging specification (1997) Tech. Rep., 1. , Nokia; 800 MHz TDMA cellular radio interface - Mobile station - Base station compatibility - Digital control channel (1994) Tech. Rep. IS-136; Mobile station-base station compatibility standard for dual-mode wideband spread spectrum cellular system (1993) Tech. Rep. IS-95; Alphabets and language-specific information. Technical specification (1997) Tech. Rep., 5. , phase 2+; Rec. GSM GSM 03.38; Woo, T.Y.C., LaPorta, T.F., Sabnani, K.K., Pigeon: A wireless two-way messaging system (1997) IEEE JSAC, 15 (8), pp. 1391-1405; http://www.esms.com; http://www.smsnordic.com; http://www.geonet.de; http://www.fenix.co.uk/Marketing/id/16.htm; http://mobile.ericsson.com; http://www.bluetooth.com; http://www.wapforum.org; GPRS service description stage 2 (1998) Tech. Rep., 7. , phase 2+; Rec. GSM 03.60; Ojanpera, T., Prasad, R., An overview of third-generation wireless personal communications: A European perspective (1998) IEEE Pers. Commun., 5 (6), pp. 59-65. , Dec",ATT Laboratories-Research,,,,,,,,08908044,,IENEE,,English,IEEE Network,Article,Final,,Scopus,2-s2.0-0035277842
Somekh B.,7801353401;,Methodological issues in identifying and describing the way knowledge is constructed with and without information and communications technology,2001,Journal of Information Technology for Teacher Education,10,1-2,,157,178,,14.0,10.1080/14759390100200109,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85010501226&doi=10.1080%2f14759390100200109&partnerID=40&md5=f433f969d268472fa8e6df0f1ff96733,"Manchester Metropolitan University, United Kingdom","Somekh, B., Manchester Metropolitan University, United Kingdom","The methods a researcher uses to identify and describe any element of human activity are dependent upon epistemological and cultural- political factors. In order to contribute to the improvement of education, researchers who adopt sociocultural methods need to recognise that policy makers are an integral part of the cultural-historical context of education, and adopt a stance of interactive engagement with them. It is clear that the context of learning is critically important, and educational institutions are not normally good environments for learning. Participatory research methods are suggested as the most appropriate way of researching the hidden, private and personally unique process of knowledge construction. A range of methods for data collection and analysis are described, including the use of texts retrieved from electronic communications. Activity theory is suggested as a good framework for intervention studies to explore how the structures of educational institutions could be radically changed to enable information and communications technology (ICT) to transform learning. Such studies would involve researchers working cooperatively with teachers, pupils, parents, the local community, and local and national policy makers in schools where all teachers and students have access any time, any place to ICT. The process of change would be informed by parallel studies of self-directed learning in innovative web-based learning communities, which would be fed back to participants in intervention workshops. © 2001 Taylor & Francis Group, LLC.",,,,,,,,,,,,,"Brown, J.S., Collins, A., Duguid, P., Situated Cognition and the Culture of Learning (1989) Educational Researcher, 32, pp. 32-42; Bruner, J., (1996) The Culture of Education, , Cambridge, MA: Harvard University Press; Chaiklin, S., Lave, J., (1996) Understanding Practice: Perspectives on Activity and Context, , Cambridge: Cambridge University Press; Cole, M., Cultural Psychology: Some general principles and a concrete example (1999) Perspectives on Activity Theory, , Y. Engeström, Cambridge: Cambridge University Press; Crawford, R., Neve, L., Pearson, M., Somekh, B., Creative Tensions and Disrupted Routines: The impact of the Internet on primary children’s understanding of the world (1999) Paper Presented at the British Educational Research Association Conference, , University of Sussex, September; Elliott, J., Towards a Synoptic Vision of Educational Change in Advanced Industrial Societies (2000) Images of Educational Change, , H. Altrichter & J. Elliott, Milton Keynes: Open University Press; Elliott, J., Ebbutt, D., (1986) Case Studies in Teaching for Understanding, , Cambridge: Cambridge Institute of Education; Engeström, Y., Non Scolae sed Vitae Discimus: Toward overcoming the encapsulation of school learning (1991) Learning and Instruction, 1, pp. 243-259; Engeström, Y., Developmental Studies of Work as a Testbench of Activity Theory: The case of primary care medical practice (1996) Understanding Practice: Perspectives on Activity and Context, , S. Chaiklin & J. Lave, Cambridge: Cambridge University Press; Engeström, Y., Activity Theory and Individual and Social Transformation (1999) Perspectives on Activity Theory, pp. 19-38. , Y. Engeström, M. Reijo & R.-L. Punamäki, Cambridge: Cambridge University Press; (1996) Cognition and Communication at Work, , Engeström, Y. & Middleton, D, Cambridge: Cambridge University Press; Freedman, E.S., Patrick, H., Somekh, B., McIntyre, D., Wikeley, F., (2000) Quality Conditions for Quality Research: Guidance for Good Practice in the Employment of Contract Researchers in Education, , Nottingham: British Educational Research Association; Fukuyama, F., (1992) The End of History and the Last Man, , London: Penguin Books; Fullan, M.G., Stiegelbauer, S., (1991) The New Meaning of Educational Change, , London: Cassell; Hargreaves, D., Teaching as a Research-based Profession: Possibilities and prospects (1996) Teacher Training Agency Annual Lecture, , London: Teacher Training Agency; Hillage, J., Pearson, B., Erson, A., Tomkin, P., (1998) Excellence in Research on Schools, , London: Department for Education and Employment; Hirst, P.H., (1974) Knowledge and the Curriculum, , London: Routledge and Kegan Paul; Hutchins, E., Klausen, T., Distributed Cognition in an Airline Cockpit (1996) Cognition and Communication at Work, pp. 15-34. , Y. Engeström & D. Middleton, Cambridge: Cambridge University Press; Lave, J., The Practice of Learning (1996) Understanding Practice: Perspectives on Activity and Context, , S. Chaiklin & J. Lave, Cambridge: Cambridge University Press; Lings, P., Desforges, C., On Subject Differences in Applying Knowledge to Learn (1999) Research Papers in Education, 14, pp. 199-221; Macdonald, B., How Education Became Nobody’s Business (2000) Images of Educational Change, , H. Altrichter & J. Elliott, Milton Keynes: Open University Press; Mercer, N., Phillips, T., Somekh, B., Research Note: Spoken language and new technology (1991) Journal of Computer Assisted Learning, 7, pp. 195-202; Mills, C.W., (1959) The Sociological Imagination, , London: Oxford University Press; Page, R.N., The Uncertain Value of School Knowledge: Biology at Westridge High (1999) Teachers College Record, 100, pp. 554-601; Pearson, M., Somekh, B., Concept Mapping as a Research Tool: A study of primary children’s representations of ICT (2000) Paper Presented at the British Educational Research Association Conference, , Cardiff, September; Peters, R.S., (1966) Ethics and Education, , London: Allen & Unwin; Polanyi, M., (1958) Personal Knowledge: Towards a Post-Critical Philosophy, , London: Routledge and Kegan Paul; Prawat, R.S., The Value of Ideas: The immersion approach to the development of thinking (1991) Educational Researcher, 20 (2), pp. 3-10; Saljo, R., Learning as the Use of Tools: A sociocultural perspective on the human-technology link (1999) Learning with Computers, , K. Littleton & P. Light, London: Routledge; Salomon, G., No Distribution Without Individuals’ Cognition: A dynamic interactional view (1993) Distribute Cognitions: Psychological and Educational Considerations, pp. 111-138. , G. Salomon, Cambridge: Cambridge University Press; Scardamalia, M., Bereiter, C., Computer Support for Knowledge-building Communities (1996) CSCL: Theory and Practice of an Emerging Paradigm, pp. 249-268. , T. Koschmann, Mahwah: Lawrence Erlbaum; Schostak, J., Developing Under Developing Circumstances: The personal and social development of students and the process of schooling (2000) Images of Educational Change, pp. 37-52. , H. Altrichter & J. Elliott, Milton Keynes: Open University Press; Somekh, B., Classroom Investigations: Exploring and evaluating how IT can support learning (1997) Using IT Effectively in Teaching and Learning: Studies in Pre-Service and In-Service Teacher Education, , B. Somekh & N. Davis, London: Routledge; Somekh, B., New Technology and Learning: Policy and practice in the UK, 1980-2010 (2000) Education and Information Technologies, 5, pp. 19-37; Somekh, B.G.W., Whitty, G., Coveney, R., IT and the Politics of Institutional Change (1997) Using IT Effectively in Teaching and Learning: Studies in Pre-Service and In-Service Teacher Education, , B. Somekh & N. Davis, London: Routledge; Strauss, A., Corbin, J., (1990) Basics of Qualitative Research: Grounded Theory Procedures and Techniques, , Newbury Park: Sage; Wartofsky, M., (1979) Models: Representation and Scientific Understanding, , Dordrecht: Reidel; Wenger, E., Communities of Practice: Learning (1998) Meaning and Identity, , Cambridge: Cambridge University Press; Wertsch, J.V., (1998) Mind as Action, , New York: Oxford University Press; Whyte, W.F., (1991) Participatory Action Research, , Newbury Park: Sage; Young, M.F.D., (1998) The Curriculum of the Future: From the ‘New Sociology of Education’ to a Critical Theory of Learning, , London: Falmer Press","Somekh, B.; Manchester Metropolitan UniversityUnited Kingdom",,,,,,,,0962029X,,,,English,J. inf. technol. teach. educ.,Article,Final,,Scopus,2-s2.0-85010501226
"Kuzminskiy A.M., Luschi C., Strauch P.",6602177856;6603322238;7004163717;,Off-line frequency correction for equalization in the EDGE system,2001,IEEE Vehicular Technology Conference,3,53ND,,1619,1623,,,10.1109/VETECS.2001.944968,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0035178510&doi=10.1109%2fVETECS.2001.944968&partnerID=40&md5=23fd8dc882f534620e89ff6d9aa29539,"Lucent Technologies, Bell Laboratories, Optimus, Windmill Hill Business Park, Swindon SN5 6PP, United Kingdom","Kuzminskiy, A.M., Lucent Technologies, Bell Laboratories, Optimus, Windmill Hill Business Park, Swindon SN5 6PP, United Kingdom; Luschi, C., Lucent Technologies, Bell Laboratories, Optimus, Windmill Hill Business Park, Swindon SN5 6PP, United Kingdom; Strauch, P., Lucent Technologies, Bell Laboratories, Optimus, Windmill Hill Business Park, Swindon SN5 6PP, United Kingdom","A robust and low complexity receiver is addressed, which meets the EDGE specification requirements by using an off-line non-adaptive equalizer. Specifically, the problem of correcting a random burst-by-burst frequency offset in an EDGE receiver is studied. Simulation results show that the EDGE (handset) requirements for the TU50 propagation scenario can be met for all coding schemes with 8-PSK modulation by using a simple off-line training-based DFE with decision-directed frequency offset correction.",,Algorithms; Cellular radio systems; Computational complexity; Computer simulation; Phase shift keying; Radio transmission; Receiving antennas; Signal to noise ratio; Off-line frequency correction; Off-line non-adaptive equalizer; Single antenna receiver; Signal filtering and prediction,,,,,,,,,,,"Rupp, M., Bahai, A., Training and tracking of adaptive DFE algorithms under IS-136 (1997) Proc. SPAWC, pp. 341-344. , Paris; Mouly, M., Pautet, M.-B., The GSM system for mobile communications (1992), Cell and Sys; Digital cellular telecommunications systems (Phase 2+). Radio transmission and reception (GSM 05.05 version 8.4.0 Release 1999), ETSI EN 300 910 v8.4.0 (2000-05); Signal processing technologies for short burst wireless communications (2000) Special Issue of Signal Processing, Elsevier, 80 (10). , D. Hatzinakos (Editor); Oct; Strauch, P., Luschi, C., Kuzminskiy, A., Iterative channel estimation for EGPRS (2000) Proc, VTC-2000, pp. 2271-2277. , Boston, Sept; CR: Frequency compensation requirement for EDGE receiver (1999), Ericsson, ETSI SMG2 Working Session no. 10, Tdoc 268/99, Paris, Aug; Mengali, U., D'Andrea, A.N., Synchronization techniques for digital receivers (1997), Plenum Press; Shimazaki, Y., Nakai, T., Ono, S., Kondoh, N., A decision feedback equalizer with a frequency offset compensating circuit for digital cellular radio (1992) Proc. VTC-92, pp. 596-599; Tellado-Mourelo, J., Wesel, E.K., Cioffi, J.M., Adaptive DFE for GMSK in indoor radio channels (1996) IEEE Journal on Selected Areas in Commun., 14 (3), pp. 492-501. , Apr; Luschi, C., Kuzminskiy, A., Strauch, P., Mulgrew, B., A nonlinearity for optimum soft-decision of 8-PSK symbols Electronics Letters; Lindskog, E., Ahlen, A., Sternard, M., Spatio-temporal equalization for multipath environments in mobile radio applications (1995) Proc. VTC-1995, pp. 399-403; Luise, M., Reggiannini, R., Carrier frequency recovery in all-digital modems for burst-mode transmissions (1995) IEEE Trans. Commun., 43, pp. 1169-1178. , Feb./March/Apr; Luschi, C., Kuzminskiy, A., Strauch, P., Mulgrew, B., Performance of soft-output space-time equalization for EGPRS (2000) Proc. VTC-2000, pp. 2325-2332. , Boston, Sept",,,,,,,,,07400551,,,,English,IEEE Veh Technol Conf,Article,Final,,Scopus,2-s2.0-0035178510
"Dedic H., Rosenfield S., Cooper M., Fuchs M.",6507387294;7003568285;57208996869;57208997838;,"“Do i really hafta?” webcal, a look at the use of livemath software in web-based materials that provide interactive engagement in a collaborative learning environment for differential calculus",2001,International Journal of Phytoremediation,21,1,,285,312,,,10.1076/edre.7.2.285.3862,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066176483&doi=10.1076%2fedre.7.2.285.3862&partnerID=40&md5=9ff0f400a0d925971c9772a961f19e10,"Concordia University, St-Laurent, Quebec, Canada","Dedic, H., Concordia University, St-Laurent, Quebec, Canada; Rosenfield, S., Concordia University, St-Laurent, Quebec, Canada; Cooper, M., Concordia University, St-Laurent, Quebec, Canada; Fuchs, M., Concordia University, St-Laurent, Quebec, Canada","This paper describes the use of a Web-based Computer Algebra System (CAS) called LiveMath in a computer supported collaborative learning environment for Differential Calculus. The instructional design incorporated a Reform Calculus notion of Calculus and a constructivist philosophy of learning. Based on interviews with students, independent observations in the classroom, and observations by the teacher, this paper provides insight for students, instructional designers and classroom educators into the issues raised in this environment. The study was exploratory in nature, concerning itself with testing and revising both the materials and the setting in which they were used. The intent was to discover interaction between characteristics of students and the environment which warrant future study. For example, the use of LiveMath seemed in some cases to cause cognitive overload. In addition, student epistemological beliefs, prior knowledge of symbolic representations of functions and propensity for self-directed learning interacted with the ability of students to use LiveMath inserts to attain conceptual understanding. While students appear to have learned some concepts more deeply, and others more rapidly than anticipated, they reported that they judged that they were working harder than friends in other sections. Further, being in a student centred learning environment was unsettling for both the students and the instructor. © 2001, Taylor & Francis Group, LLC.",,,,,,,,,,,,,,"Dedic, H.; Department of Physics, Vanier College, 821 Avenue St. Croix, Quebec, H4L 3X9, Canada; email: dedich@vaniercollege.qc.ca",,,,,,,,15226514,,,,English,Int. J. Phytorem.,Article,Final,,Scopus,2-s2.0-85066176483
"Quatieri T.F., Reynolds D.A., O'Leary G.C.",7005856167;7401431586;7006539642;,Estimation of handset nonlinearity with application to speaker recognition,2000,IEEE Transactions on Speech and Audio Processing,8,5,,567,583,,48.0,10.1109/89.861376,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0034274733&doi=10.1109%2f89.861376&partnerID=40&md5=47c70d4c40834802395818c565d40f71,"Lincoln Laboratory, Massachusetts Institute of Technology, Lexington, MA 02420, United States","Quatieri, T.F., Lincoln Laboratory, Massachusetts Institute of Technology, Lexington, MA 02420, United States; Reynolds, D.A., Lincoln Laboratory, Massachusetts Institute of Technology, Lexington, MA 02420, United States; O'Leary, G.C., Lincoln Laboratory, Massachusetts Institute of Technology, Lexington, MA 02420, United States","A method is described for estimating telephone handset nonlinearity by matching the spectral magnitude of the distorted signal to the output of a nonlinear channel model, driven by an undistorted reference. This magnitude-only representation allows the model to directly match unwanted speech formants that arise over nonlinear channels and that arc a potential source of degradation in speaker and speech recognition algorithms. As such, the method is particularly suited to algorithms that use only spectral magnitude information. The distortion model consists of a memoryless nonlinearity sandwiched between two finite-length linear filters. Nonlinearities considered include arbitrary Finite-order polynomials and parametric sigmoidal functionals derived from a carbon-button handset model. Minimization of a mean-squared spectral magnitude distance with respect to model parameters relies on iterative estimation via a gradient descent technique. Initial work has demonstrated the importance of addressing handset nonlinearity, in addition to linear distortion, in speaker recognition over telephone channels. A nonlinear handset mapping, applied to training or testing data to reduce mismatch between different types of handset microphone outputs, improves speaker verification performance relative to linear compensation only. Finally, a method is proposed to merge the mapper strategy with a method of likelihood score normalization (hnorm) for further mismatch reduction and speaker verification performance improvement. © 2000 IEEE.",Channel mismatch; Gaussian mixture model; Handset mapping; Handset nonlinearity estimation; Magnitude-only representation; Phantom formants; Speaker recognition,Algorithms; Communication channels (information theory); Conformal mapping; Database systems; Finite difference method; Iterative methods; Mathematical models; Maximum likelihood estimation; Microphones; Nonlinear distortion; Polynomials; Telephone sets; Channel mismatch; Gaussian mixture model; Handset mapping; Handset nonlinearity estimation; Magnitude only representation; Phantom formants; Speaker recognition; Speech recognition,,,,,F19628-95-C-0002,"Manuscript received October 19, 1998; revised October 15, 1999. This work was supported under Air Force Contract F19628-95-C-0002. Opinions, interpretations, conclusions, and recommendations are those of the authors and are not necessarily endorsed by the United States Air Force. The associate editor coordinating the review of this manuscript and approving it for publication was Dr. Richard C. Rose.",,,,,"Abuelma'Atti, M.H., Harmonie and intermodulation distortion of carbon microphones (1990) Appl. Acotist., 31, pp. 233-243; Broyden, C.G., Recent developments in solving nonlinear algebraic equations (1970) Numerical Methods for Nonlinear Algebraic Equations, , P. Rabinowitz, Ed. New York: Gordon and Breach; Fisher, W.M., Doddington, G.R., Goudie-Marshall, K.M., The DARPA speech recognition research database: Specifications and status (1986) Proc. DARPA Speech Recognition Workshop. Palo Alto, pp. 93-99; Fletcher, R., Generalized inverses for nonlinear equations and optimization (1970) Numerical Methods for Nonlinear Algebraic Equations, P. Rabinowitz, Ed. New York, NY: Gordon and Breach; Furui, S., Cepstral analysis technique for automatic speaker verification (1981) IEEE Trans. Acoiist., Speech, Signal Processing, Vol. ASSP-29, pp. 254-272; Hermansky, H., Morgan, N., RASTA processing of speech (1994) IEEE Trans. Speech Audio Processing, 2, pp. 578-589; Jankowski, C.R., Quatieri, T.F., Reynolds, D.A., Measuring fine structure in speech: Application to speaker identification (1995) Proc., 95; Jankowski, C.R., Kalyanswamy, A., Basson, S., Spitz, J., NTIMIT: A phonetically balanced, continuous speech, telephone bandwidth speech database (1990) Proc. IEEE Int. Conf. Acoust., Speech, Signal Processing, Albuquerque, NM, pp. 109-112; Linguistic Data Consortium, , http://www.ldc.upenn.edu/; Martin, A., Doddington, G., Kamm, T., Ordowski, M., Przybocki, M., The DET curve in assessment of detection task performance (1997) P Roc. Eurospeecli, 4, pp. 1895-1898; Pryzybocki, M., Martin, A., MIST speaker recognition evaluation-1997 (1998) Proc. Speaker Recognition Commercial Forensic Applications (RLA2C), pp. 120-123. , Avignon, France, Apr; Quatieri, T.F., Reynolds, D.A., O'Leary, G.C., Handset nonlinearity estimation with application to speaker recognition (1997) NIST Speaker Recognition Notebook, NIST Administered Speaker Recognition Evaluation on the Switchboard Corpus, , June; Magnitude-only handset nonlinearity estimation with application to speaker recognition (1998) Proc. IEEE Int. Conf.Aconst., Speech, Signal Processing, , Seattle, WA; Ibnkahla, M., Bershad, N.J., Sombrin, J., Castanie, F., Neural network modeling and identification of nonlinear channels with memory: Algorithms, applications, and analytic models (1998) IEEE Trans. Signal Processing, 46, pp. 1208-1220. , May; NIST speaker recognition workshop plans NIST Administered Speaker Recognition Evaluation on the Switchboard Corpus, , http://www.nist.gov/speech/test.htm; Oison, H.F., (1940) Elements of Acoustical Engineering, , U.K.: Chapman & Hall; Paul, D., The spectral envelope estimation vocoder (1981) IEEE Trans. Acoiist., Speech, Signal Processing, ASSP-29, pp. 786-794. , Aug; Potamianos, A., Lee, L., Rose, R.C., A feature-space transformation for telephone based speech recognition (1995) Proc. Enrospeech'97, pp. 1533-1536. , Madrid, Spain, Sept; Reynolds, D.A., Speaker identification and verification using Gaussian mixture speaker models (1995) Speech Commun., 17, pp. 91-108. , Aug; Comparison of background normalization methods for text-independent speaker verification (1997) Proc. Eurospeecli, 97. , Rhodes, Greece, Sept; Reynolds, D.A., Zissman, M.A., Quatieri, T.F., O'Leary, G.C., Carlson, B.A., The effects of telephone transmission degradations on speaker recognition performance (1995) Proc. Int. Conf. Acoustics, Speech, Signal Processing, , Detroit, MI, May; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) Proc. Int. Conf. Acoustics, Speech, Signal Processing, , Munich; Germany, Apr; Sachs, R.M., Schoeffler, S., (1996) Method of Accomodating for Carbon/electret Telephone Set Variability in Automatic Speaker Recognition, , U.S. Patent 5528731, June 18; Schetzen, M., (1980) The Volterra and Wiener Theories of Nonlinear Systems., , New York: Wiley","Quatieri, T.F.; Lincoln Laboratory, Massachusetts Institute of Technology, Lexington, MA 02420, United States; email: tfq@sst.ll.mit.edu",,,,,,,,10636676,,IESPE,,English,IEEE Trans Speech Audio Process,Article,Final,,Scopus,2-s2.0-0034274733
"Yamaguchi M., Suezawa K., Takahashi Y., Arai K.I., Kikuchi S., Shimada Y., Tanabe S., Ito K.",55541020100;6603472669;23482848000;54583102600;56837774000;24725430800;7401677651;55478925800;,Magnetic thin-film inductors for RF-integrated circuits,2000,Journal of Magnetism and Magnetic Materials,215,,,807,810,,49.0,10.1016/S0304-8853(00)00293-6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0033702386&doi=10.1016%2fS0304-8853%2800%2900293-6&partnerID=40&md5=f08df40c052214e78843084091dc3e6d,"Research Institute of Electrical Communication, Tohoku University, 2-1-1 Katahira, Aoba-ku, Sendai 980-8577, Japan; Faculty of Engineering, Tohoku Gakuin University, Tagajo 985-8537, Japan; Research Institute of Scientific Instrumentation, Tohoku University, Sendai 980-8577, Japan; ATC, Mitsubishi Electric Corp., 1-1, Tsukaguchi-Honmachi 8-Chome, Amagasaki 661-0001, Japan","Yamaguchi, M., Research Institute of Electrical Communication, Tohoku University, 2-1-1 Katahira, Aoba-ku, Sendai 980-8577, Japan; Suezawa, K., Research Institute of Electrical Communication, Tohoku University, 2-1-1 Katahira, Aoba-ku, Sendai 980-8577, Japan; Takahashi, Y., Faculty of Engineering, Tohoku Gakuin University, Tagajo 985-8537, Japan; Arai, K.I., Research Institute of Electrical Communication, Tohoku University, 2-1-1 Katahira, Aoba-ku, Sendai 980-8577, Japan; Kikuchi, S., Faculty of Engineering, Tohoku Gakuin University, Tagajo 985-8537, Japan; Shimada, Y., Research Institute of Scientific Instrumentation, Tohoku University, Sendai 980-8577, Japan; Tanabe, S., ATC, Mitsubishi Electric Corp., 1-1, Tsukaguchi-Honmachi 8-Chome, Amagasaki 661-0001, Japan; Ito, K., ATC, Mitsubishi Electric Corp., 1-1, Tsukaguchi-Honmachi 8-Chome, Amagasaki 661-0001, Japan",Thin-film spiral inductors with micropatterned Fe-Al-O and CoNbZr films for the impedance matching elements in 1 GHz-drive mobile communication handset application have been demonstrated. Narrow slit trains along the easy axis direction control the ferromagnetic resonance frequency through the change of shape anisotropy energy and magnetostatic energy. The inductance was advantageous over the air-core spiral while Q was almost the same.,,Electric impedance; Electric inductors; Electric losses; Ferromagnetic resonance; Magnetic anisotropy; Magnetic leakage; Magnetic permeability; Magnetostatics; Thin film circuits; Impedance matching elements; Low eddy current losses; Magnetic thin film inductors; Micropatterning; Magnetic thin film devices,,,,,,,,,,,"Chang, J.Y.-C., (1993) IEEE Electron Device Lett., 14, p. 246; Burghartz, J.N., (1996) IEEE Electron Device Lett., 17, p. 428; Niknejad, A.M., (1998) IEEE Trans. Comp.-aided Design of Integrated Circuits and Systems, 17, p. 305; Saito, T., (1997) Tech. Rep. IEE Japan, , MAG-97-8, in Japanese; Nishihara, H., (1997) Tech. Rep. IEE Japan, , MAG-97-123; Yamaguchi, M., (1999) J. Appl. Phys., 85, p. 7919; Yamaguchi, M., (1997) J. Magn. Soc. Jpn., 22, p. 861; Tanabe, S., (1998) Tech. Rep. IEE Japan, , MAG-98-15; Korenivski, V., (1997) J. Appl. Phys., 82, p. 5247; Roshen, W.A., (1990) IEEE Trans. Magn., 26, p. 270; Suematsu, N., (1996) Tech. Rep. IEICE, , SAT96-61, MW96-72, in Japanese; Tanabe, S., (1999) INTERMAG99, , GR-13, Kyongju, Korea, April; Li, W.D., (1996) J. Magn. Soc. Jpn., 20, p. 461; Li, W.D., (1998) J. Magn. Soc. Jpn., 22, p. 449; Yabukami, S., (1999) INTERMAG99, , AQ-02, Kyongju, Korea, April; Bozorth, R.M., (1993) Ferromagnetism, An IEEE Press Classic Reissue, , IEEE press, New Jersey; Uchiyama, S., (1963) Jpn. J. Appl. Phys., 2, p. 621; Shimada, Y., (1991) J. Magn. Soc. Jpn., 15, p. 327","Yamaguchi, M.; Tohoku Univ, Sendai, Japan",,EPS;et al.;Hungarian Academy of Sciences;Magnet-Technologies (Germany);OMBF (Hungary),"Elsevier Science Publishers B.V., Amsterdam",14th International Symposium on Soft Magnetic Materials (SMM14),8 September 1999 through 10 September 1999,"Balatonfured, Hung",57027.0,03048853,,JMMMD,,English,J Magn Magn Mater,Article,Final,,Scopus,2-s2.0-0033702386
Robertson L.J.,7201408259;,Twelve tips for using a computerised interactive audience response system,2000,Medical Teacher,22,3,,237,239,,59.0,10.1080/01421590050006179,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0034118771&doi=10.1080%2f01421590050006179&partnerID=40&md5=9807368d846b94d974d440e180520e2d,"Education Development Unit, University of Dundee, United Kingdom; Education Development Unit, Tay Park House, 484 Perth Road, Dundee DD2 1LR, United Kingdom; Education Development Unit, Scottish Cncl. Postgrad. Med. D., University of Dundee, United Kingdom","Robertson, L.J., Education Development Unit, University of Dundee, United Kingdom, Education Development Unit, Tay Park House, 484 Perth Road, Dundee DD2 1LR, United Kingdom, Education Development Unit, Scottish Cncl. Postgrad. Med. D., University of Dundee, United Kingdom","Summary. The role of the lecture in medical education has recently been called into question. Adults learn more effectively through active learning therefore where is the place for the traditional lecture? This paper describes the use of a computerised audience response system to transform large group teaching sessions into active learning experiences, thereby securing a future for the lecture format. We pass on our tips, gleaned from our varied experiences using the system, for the successful design and running of such interactive sessions.",,article; computer program; computer system; display system; human; learning; medical education; medical student; methodology; questionnaire; teaching; time,,,,,,,,,,,"Crosby, J., Twelve tips for effective electronic presentation (1994) Medical Teacher, 16, pp. 3-8; Holzl, J., Twelve tips for effective PowerPoint presentations for the technologically challenged (1997) Medical Teacher, 19, pp. 175-179; Laidlaw, J., Twelve tips on Preparing 35mm Slides (1987) Medical Teacher, 9, pp. 389-393","Robertson, L.J.; Education Development Unit, University of Dundee, Tay Park House, 484 Perth Road, Dundee DD2 1LR, United Kingdom; email: l.z.robertson@dundee.ac.uk",,,Informa Healthcare,,,,,0142159X,,MEDTD,,English,Med. Teach.,Article,Final,,Scopus,2-s2.0-0034118771
"Bonetti P., Ravaioli S., Piergallini S.",7004061485;55136369000;6503947447;,Italian academic community's electronic voting system,2000,Computer Networks,34,6,,851,860,,2.0,10.1016/S1389-1286(00)00156-0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0034543450&doi=10.1016%2fS1389-1286%2800%2900156-0&partnerID=40&md5=e00c5341a4bf397dd71823453644f940,"CINECA, Inter University Supercomputing Center, Via Magnanelli 6/3, Casalecchio di Reno, Bologna, Italy","Bonetti, P., CINECA, Inter University Supercomputing Center, Via Magnanelli 6/3, Casalecchio di Reno, Bologna, Italy; Ravaioli, S., CINECA, Inter University Supercomputing Center, Via Magnanelli 6/3, Casalecchio di Reno, Bologna, Italy; Piergallini, S., CINECA, Inter University Supercomputing Center, Via Magnanelli 6/3, Casalecchio di Reno, Bologna, Italy","A new Italian law regarding the recruitment of university researchers and teaching staff provides for election, on a national basis, of the members of the selection committees. In order to handle such a process, an electronic voting system has been developed which offers the necessary guarantees in terms of legitimacy, security, anonymity and secrecy both in the voting process and in the scrutiny. The system presented is based on standard cryptographic algorithms and has been in use by all Italian universities since June 1999.",,Algorithms; Computer systems programming; Cryptography; Security of data; Smart cards; Electronic voting systems; Management information systems,,,,,,,,,,,"(1988) Recommendation X.509: The Directory - Authentication Framework, , CCITT; Frier, A., Karlton, P., Kocher, P., (1996) The SSL 3.0 Protocol, , Netscape Communications, 18 November; (1994), NIST FIPS PUB 180-1, Secure Hash Standard, National Institute of Standards and Technology, US Department of Commerce, Work in Progress, 31 May; Rivest, R., (1992) The MD5 Message Digest Algorithm, , RFC 1321, April; Rivest, R., Shamir, A., Adleman, L.M., A method for obtaining digital signatures and public-key cryptosystems (1978) Communications of the ACM, 21 (2), pp. 120-126; Salomaa, A., (1996) Public-Key Cryptography, 2nd Ed., pp. 200-202. , Springer, Berlin; Schneier, B., (1996) Applied Cryptography, 2nd Ed., pp. 127-128. , Wiley, New York; Thayer, R., Kaukonen, K., (1999) A Stream Cipher Encryption Algorithm, , Internet Draft",,,,,,,,,13891286,,,,English,Comput. Networks,Article,Final,,Scopus,2-s2.0-0034543450
"Heck L.P., Konig Y., Sönmez M.K., Weintraub M.",7005241213;6602486879;7004059240;7202625538;,Robustness to telephone handset distortion in speaker recognition by discriminative feature design,2000,Speech Communication,31,2,,181,192,,52.0,10.1016/S0167-6393(99)00077-1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0033746018&doi=10.1016%2fS0167-6393%2899%2900077-1&partnerID=40&md5=f96be9611cc9cf5b101d38b82167d0b0,"Nuance Communications, 1380 Willow Road, Menlo Park, CA 94025, United States; Utopy Incorporated, 330 Fell Street, San Fransisco, CA 94102, United States; SRI International, Menlo Park, CA 94025, United States","Heck, L.P., Nuance Communications, 1380 Willow Road, Menlo Park, CA 94025, United States; Konig, Y., Utopy Incorporated, 330 Fell Street, San Fransisco, CA 94102, United States; Sönmez, M.K., SRI International, Menlo Park, CA 94025, United States; Weintraub, M., Nuance Communications, 1380 Willow Road, Menlo Park, CA 94025, United States","A method is described for designing speaker recognition features that are robust to telephone handset distortion. The approach transforms features such as mel-cepstral features, log spectrum, and prosody-based features with a non-linear artificial neural network. The neural network is discriminatively trained to maximize speaker recognition performance specifically in the setting of telephone handset mismatch between training and testing. The algorithm requires neither stereo recordings of speech during training nor manual labeling of handset types either in training or testing. Results on the 1998 National Institute of Standards and Technology (NIST) Speaker Recognition Evaluation corpus show relative improvements as high as 28% for the new multilayered perceptron (MLP)-based features as compared to a standard mel-cepstral feature set with cepstral mean subtraction (CMS) and handset-dependent normalizing impostor models.",,Algorithms; Multilayer neural networks; Speech analysis; Telephone sets; Cepstral mean substraction (CMS); Handset-dependent normalizing impostor models; Speech recognition,,,,,,,,,,,"Baum, E.B., Wilczek, F., Supervised learning of probability distributions by neural networks (1988) Neural Information Processing Systems, pp. 52-61. , In: D. Anderson, (Ed.); Bengio, Y., De Mori, R., Flammia, G., Kompe, R., Global optmization of a neural network-hidden markov model hybrid (1992) IEEE Trans. Neural Networks, 3 (2); Chengalvarayan, R., Deng, L., HMM-based speech recognition using state-dependent, discriminatively derived transforms on mel-warped DFT features (1997) IEEE Trans. Speech and Audio Process., 5 (3), pp. 243-256; Euler, S., Integrated optimization of feature transformation for speech recognition (1995) In: Proceedings European Conf. on Speech Communication and Technology. EUROSPEECH, pp. 109-112; Furui, S., Cepstral analysis technique for automatic speaker verification (1981) IEEE Trans. Acoust. Speech Signal Process. ASSP-, 29, pp. 254-272; Heck, L.P., Weintraub, M., Handset dependent background models for robust text-independent speaker recognition (1997) In: Proceedings Internat. Conf. on Acoust. Speech and Signal Process; Hermansky, H., Morgan, N., Bayya, A., Kohn, P., Compensation for the effect of the communication channel in auditory-like analysis of speech (RASTA-PLP) (1991) In: Proceedings European Conf. on Speech Communication and Technology. EUROSPEECH, pp. 1367-1370; Lehr, M., (1996) Scaled Stochastic Methods for Training Neural Networks, , Ph.D. Dissertation, Information Systems Laboratory, Dept. of Electrical Engineering, Stanford University; Liu, F.-H., Stern, R.M., Acero, A., Moreno, P.J., Environment normalization for robust speech recognition using direct cepstral comparison (1994) In: Proceedings Internat. Conf. on Acoust. Speech Signal Process., 2, pp. 19-22; Mammone, R.J., Shang, X., Ramachandran, R.P., Robust speaker recognition (1996) IEEE Signal Process. Magazine, 13, pp. 58-71; Murthy, H.A., Beaufays, F., Heck, L.P., Weintraub, M., Robust text-independent speaker identification over telephone channels (1999) IEEE Trans. Speech and Audio Process., 7, pp. 554-568; Neumeyer, L., Weintraub, M., Probabilistic optimum filtering for robust speech recognition (1994) In: Proceedings Internat. Conf. on Acoust. Speech Signal Process., pp. 417-420; Speaker recognition workshop (1996) In: NIST Workshop Notebook, , NIST Linthicum Heights, Maryland; Speaker recognition workshop (1997) In: NIST Workshop Notebook, , NIST, Linthicum Heights, Maryland; Speaker recognition workshop (1998) In: NIST Workshop Notebook, , NIST Linthicum Heights, Maryland; Paliwal, K.K., Bacchiani, M., Sagisaka, Y., Minimum classification error training algorithm for feature extractor and pattern classifier in speech recognition (1995) In: Proceedings European Conf. on Speech Communication and Technology. EUROSPEECH, pp. 541-544; Przybocki, M.A., Martin, A.F., (1998) NIST Speaker Recognition Evaluations, pp. 331-335. , In: LREC, Granada, Spain; Quatieri, T.F., Reynolds, D.A., O'Leary, G.C., Magnitude-only estimation of handset nonlinearity with application to speaker recognition (1998) In: Proceedings Internat. Conf. on Acoust. Speech Signal Process., 2, pp. 745-748; Rahim, M., Bengio, Y., Lecun, Y., Discriminative feature and model design for automatic speech recognition (1997) In: Proceedings European Conf. on Speech Communication and Technology. EUROSPEECH, , Rhodes, Greece; Reynolds, D.A., Speaker identification and verification using Gaussian mixture speaker models (1995) Speech Communication, 17, pp. 91-108; Reynolds, D.A., Htimit and llhdb: Speech corpora for the study of handset transducer effect (1997) In: Proceedings Internat. Conf. on Acoust. Speech Signal Process., 2, pp. 1535-1538; Reynolds, D.A., Comparison of background normalization methods for text-independent speaker verification (1997) In: Proceedings European Conf. on Speech Communication and Technology. EUROSPEECH; Richard, M.D., Lippmann, R.P., Neural network classifiers estimate bayesian a posteriori probabilities (1991) Neural Computation, 3 (4), pp. 461-483; Rumelhart, D.E., Hinton, G.E., Williams, R.J., Learning internal representations by error propagation (1986) In: Parallel Distributed Processing, pp. 318-364. , MIT Press, Cambridge; Stern, R.M., Liu, F.-H., Moreno, P.J., Acero, A., Signal processing for robust speech recognition (1994) In: Proceedings Internat. Conf. on Spoken Language Process., 3, pp. 1027-1030; Weintraub, M., (1985) A Theory and Computational Model of Auditory Monaural Sound Separation, , Ph.D. Dissertation, Stanford University","Heck, Larry P.; Nuance Communications, Menlo Park, CA, United States",,,"Elsevier Science Publishers B.V., Amsterdam",,,,,01676393,,SCOMD,,English,Speech Commun,Article,Final,,Scopus,2-s2.0-0033746018
"Sohn A.H., Sinkowitz-Cochran R.L., Jarvis W.R.",7006405275;6603918360;35412230300;,Program overview: The reality check sessions at the 4th Decennial International Conference on nosocomial and healthcare-associated infections,2000,Infection Control and Hospital Epidemiology,21,11, 04421,742,744,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0033692927&partnerID=40&md5=6eb79154f7f8a1ae6fcd59f7150fa91f,"National Center for Infectious Diseases, Centers for Disease Control and Prevention (CDC), Public Health Service, United States Department of Health and Human Services, Atlanta, Georgia; Epidemic Intelligence Service, Division of Applied Public Health Training, Epidemiology Program Office, CDC, Public Health Service, United States Department of Health and Human Services, Atlanta, Georgia","Sohn, A.H., National Center for Infectious Diseases, Centers for Disease Control and Prevention (CDC), Public Health Service, United States Department of Health and Human Services, Atlanta, Georgia, Epidemic Intelligence Service, Division of Applied Public Health Training, Epidemiology Program Office, CDC, Public Health Service, United States Department of Health and Human Services, Atlanta, Georgia; Sinkowitz-Cochran, R.L., National Center for Infectious Diseases, Centers for Disease Control and Prevention (CDC), Public Health Service, United States Department of Health and Human Services, Atlanta, Georgia; Jarvis, W.R., National Center for Infectious Diseases, Centers for Disease Control and Prevention (CDC), Public Health Service, United States Department of Health and Human Services, Atlanta, Georgia","The 4th Decennial International Conference on Nosocomial and Healthcare-Associated Infections provided a unique forum to assess opinions regarding current infection control controversies. The 'Reality Check' sessions were a special portion of the conference where attendees expressed their opinions on these issues and heard varying viewpoints from noted experts. Using an Audience Response System (ARS), individual audience members cast their votes during seven different sessions. Although systems such as the ARS have been used during other conferences, there are no published accounts to date describing audience viewpoints on infection control topics. An overview of the 'Reality Check' sessions follows.",,article; demography; health care; health program; hospital infection; infection control; international cooperation; postgraduate education; United States,,,,,,,,,,,,"Sohn, A.H.; Hospital Infections Program, Centers for Disease Control and Prevention, 1600 Clifton Rd, Mailstop E-69, Atlanta, GA 30333, United States",,,,,,,,0899823X,,,11089664.0,English,Infect. Control Hosp. Epidemiol.,Article,Final,,Scopus,2-s2.0-0033692927
"Malayath N., Hermansky H., Kajarekar S., Yegnanarayana B.",35616426600;7004221802;13608648300;7005425450;,Data-driven temporal filters and alternatives to GMM in speaker verification,2000,Digital Signal Processing: A Review Journal,10,1,,55,74,,15.0,10.1006/dspr.1999.0363,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0033885411&doi=10.1006%2fdspr.1999.0363&partnerID=40&md5=c1f73c8915fdba55b3ac7d1fdb1f3d45,"Oregon Grad. Inst. Sci. and Technol., Portland, OR, United States; Intl. Computer Science Institute, Berkeley, CA, United States; Indian Inst. of Technology Madras, Chennai, India","Malayath, N., Oregon Grad. Inst. Sci. and Technol., Portland, OR, United States; Hermansky, H., Oregon Grad. Inst. Sci. and Technol., Portland, OR, United States, Intl. Computer Science Institute, Berkeley, CA, United States; Kajarekar, S., Oregon Grad. Inst. Sci. and Technol., Portland, OR, United States; Yegnanarayana, B., Indian Inst. of Technology Madras, Chennai, India",This paper discusses the research directions pursued jointly at the Anthropic Signal Processing Group of the Oregon Graduate Institute and at the Speech and Vision Laboratory of the Indian Institute of Technology Madras. Current methods for speaker verification are based on modeling the speaker characteristics using Gaussian mixture models (GMM). The performance of these systems significantly degrades if the target speakers use a telephone handset that is different from that used while training. Conventional methods for channel normalization include utterance-based mean subtraction (MS) and RelAtive SpecTrAl (RASTA) filtering. In this paper we introduce a novel method for designing filters that are capable of normalizing the variability introduced by different telephone handsets. The design of the filter is based on the estimated second-order statistics of handset variability. This filter is applied on the logarithmic energy outputs of Mel spaced filter banks. We also demonstrate the effectiveness of the proposed channel normalizing filter in improving speaker verification performance in mismatched conditions. GMM-based systems often use thousands of mixture components and hence require a large number of parameters to characterize each target speaker. In order to address this issue we propose an alternative to GMM for modeling speaker characteristics. The alternative is based on speaker-specific mapping and it relies on a speaker-independent representation of speech.,,Digital filters; Mathematical models; Pattern recognition systems; Telephone sets; Data driven temporal filters; Gaussian mixture models (GMM); Speaker verification systems; Speech recognition,,,,,U.S. Department of Defense: MDA904-98-1-0521,This work was supported by DoD (MDA904-98-1-0521 thank the reviewers for their comments.,,,,,"Atal, B.S., Automatic recognition of speakers from their voices (1974) Proc. IEEE, 64, pp. 460-475; Avendano, C., Hermansky, H., On the properties of temporal processing for speech in adverse environments (1997) Proceedings of 1997 Workshop on Applications of Signal Processing to Audio and Acoustics, , New York: Mohonk Mountain House. p. 1-12; Diamantaras, K.I., Kung, S.Y., (1996) Principal Component Neural Networks - Theory and Applications, , New York: Wiley; Doddington, G.R., Speaker recognition evaluation - an overview and perspective (1998) Proc. of Speaker Recognition and Its Commercial and Forensic Applications, France, , p. 60-66; Furui, S., Speaker-independent isolated word recognition based on emphasized spectral dynamics (1986) Proc. ICASSP, Tokyo, Japan, , p. 1991-1994; Hermansky, H., Perceptual linear predictive (PLP) analysis of speech (1990) JASA, 87, pp. 1738-1752; Hermansky, H., Should recognizers have ears? (1998) Speech Commun., 25, pp. 3-27; Hermansky, H., Morgan, N., RASTA processing of speech (1995) IEEE Trans. Speech Audio Process., 2, pp. 578-589; Hornik, K., Stinchcombe, M., White, H., Multilayer networks are universal approximators (1989) Neural Networks, 2, pp. 359-378; Malayath, N., Hermansky, H., Kain, A., Towards decomposing the sources of variability in speech (1997) Proc. EUROSPEECH-97, Greece, , p. 497-500; Martin, A., Przybocki, M., The NIST 1999 speaker recognition evaluation - An overview (2000) Digital Signal Processing, 10, pp. 1-18; Mermelstein, P., Distance measures for speech recognition, psychological and instrumental (1976) Pattern Recognition and Artificial Intelligence, , R. C. H. Chen. New York: Academic Press; Przybocki, M.A., Martin, A.F., NIST speaker recognition evaluation - 1997 (1998) Proc. of Speaker Recognition and Its Commercial and Forensic Applications, Avignon, France, , p. 120-123; Reynolds, D.A., Speaker identification and verification using gaussian mixture models (1995) Speech Commun., 17, pp. 91-108; Reynolds, D.A., Comparison of background normalization methods for text-independent speaker verification (1997) Proc. EUROSPEECH-97, Greece, , p. 963-966; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) Proc. ICASSP, Munich, , p. 1535-1538; Reynolds, D.A., Quatieri, T.F., Dunn, R.B., Speaker verification using adapted Gaussian mixture models (2000) Digital Signal Processing, 10, pp. 19-41; Schwarz, R., Anastasakos, T., Kubala, F., Makhoul, J., Nguyen, L., Zavaliagkos, G., Comparitive experiments on large vocabulary speech recognition (1993) Proc. of ARPA Workshop on Human Language Technology, Plainsboro, NJ, , p. 1-12; Sharma, S., Vermeulen, P., Hermansky, H., Combining information from multiple classifiers for speaker verification (1998) Proc. of Speaker Recognition and Its Commercial and Forensic Applications, France, , p. 115-119; Umesh, S., Cohen, L., Nelson, D., Frequency-warping and speaker-normalization (1997) Proc. of ICASSP-97, Munich, Germany, , p. 983-987; Van Vuuren, S., (1999) Speaker Recognition in a Time-Feature Space, , Portland: Oregon Graduate Institute of Science and Technology; Van Vuuren, S., Hermansky, H., !MESS, a modular efficient speaker verification system (1998) Proc. of Speaker Recognition and Its Commercial and Forensic Applications, France, , p. 198-201","Malayath, Narendranath; Oregon Graduate Inst of Science and, Technology, Portland, OR, United States",,,Academic Press Inc,,,,,10512004,,DSPRE,,English,Digital Signal Process Rev J,Article,Final,,Scopus,2-s2.0-0033885411
"Doddington G.R., Przybocki M.A., Martin A.F., Reynolds D.A.",6603911487;7801553629;7404933275;7401431586;,"NIST speaker recognition evaluation - overview, methodology, systems, results, perspective",2000,Speech Communication,31,2,,225,254,,216.0,10.1016/S0167-6393(99)00080-1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0033738539&doi=10.1016%2fS0167-6393%2899%2900080-1&partnerID=40&md5=a4f8ad871756bd9bb76e5eec007b4de5,"SRI International, Menlo Park, CA, United States; Technology Building 225, Natl. Inst. Std. and Technol. (NIST), Gaithersburg, MD 20899, United States; MIT Lincoln Laboratory, 244 Wood Street, Lexington, MA 02173, United States","Doddington, G.R., SRI International, Menlo Park, CA, United States, Technology Building 225, Natl. Inst. Std. and Technol. (NIST), Gaithersburg, MD 20899, United States; Przybocki, M.A., Technology Building 225, Natl. Inst. Std. and Technol. (NIST), Gaithersburg, MD 20899, United States; Martin, A.F., Technology Building 225, Natl. Inst. Std. and Technol. (NIST), Gaithersburg, MD 20899, United States; Reynolds, D.A., MIT Lincoln Laboratory, 244 Wood Street, Lexington, MA 02173, United States","This paper, based on three presentations made in 1998 at the RLA2C Workshop in Avignon, discusses the evaluation of speaker recognition systems from several perspectives. A general discussion of the speaker recognition task and the challenges and issues involved in its evaluation is offered. The NIST evaluations in this area and specifically the 1998 evaluation, its objectives, protocols and test data, are described. The algorithms used by the systems that were developed for this evaluation are summarized, compared and contrasted. Overall performance results of this evaluation are presented by means of detection error trade-off (DET) curves. These show the performance trade-off of missed detections and false alarms for each system and the effects on performance of training condition, test segment duration, the speakers' sex and the match or mismatch of training and test handsets. Several factors that were found to have an impact on performance, including pitch frequency, handset type and noise, are discussed and DET curves showing their effects are presented. The paper concludes with some perspective on the history of this technology and where it may be going.",,Pattern recognition systems; Speech analysis; Detection error trade-off (DET) curves; Speech recognition,,,,,,,,,,,"Besacier, L., Bonastre, J.-F., Time and frequency pruning for speaker identification (1998) In: RLA2C, pp. 106-110. , April; Carey, M., Parris, E., Cross-validation in speaker recognition (1998) In: RLA2C, pp. 161-164. , April; Doddington, G., Speaker recognition evaluation methodology: A review and perspective (1998) In: Proc. RLA2C, pp. 60-66. , 20-23 April, Avignon; Doddington, G., Sheep, goats, lambs and wolves: A statistical analysis of speaker performance in the NIST 1998 speaker recognition evaluation (1998) In: Proc. ICSLP '98; Fiscus, J., Recognizer voting error reduction (1997) In: Proceedings of the IEEE Workshop on Automatic Speech Recognition and Understanding, , December; Gillick, L., Application of large vocabulary continuous speech recognition to topic and speaker identification using telephone speech (1993) In: ICASSP, pp. II471-II474. , April; Heck, L., Weintraub, M., Handset-dependent background models for robust text-independent speaker recognition (1997) In: ICASSP, pp. 1071-1073. , April; Hennebert, J., Petrovska-Delacretaz, D., Phoneme-based text-prompted speaker verification with multi-layer perceptrons (1998) In: RLA2C, pp. 55-58. , April; Hermansky, H., Malayath, N., Speaker verification using speaker-specific mappings (1998) In: RLA2C, pp. 111-114. , April; Jaboulet, C., Koolwaaij, J., Lindberg, J., Pierrot, J.-B., Bimbot, F., The CAVE-WP4 generic speaker verification system (1998) In: RLA2C, pp. 202-205. , April; Konig, Y., Heck, L., Weintraub, M., Sommez, K., Non-linear discriminant feature extraction for robust text-independent speaker recognition (1998) In: RLA2C, pp. 72-75. , April; Martin, A., The DET curve in assessment of detection task performance (1997) In: Proceedings of EuroSpeech '97, pp. 1895-1898. , September; Montacie, C., Le Floch, J., AR vector models for free-text speaker recognition (1992) In: ICSLP, pp. 611-614. , Banff, Canada; (1997) Speaker Recognition Evaluation Plan, , www.nist.gov/speech/sp_v1p1.htm, NIST; (1998) Speaker Recognition Evaluation Plan, , www.nist.gov/speech/spkrec98.htm, NIST; Przybocki, M., Martin, A., NIST speaker recognition evaluation - 1997 (1998) In: Proceedings RLA2C, pp. 120-123. , Avignon, 20-23 April; Przybocki, M., Martin, A., NIST speaker recognition evaluations (1998) In: Proceedings LREC, 1, pp. 331-335. , 28-30 May, Granada, Spain; Quatieri, T., Reynolds, D., O'Leary, G., Magnitude-only estimation of handset non-linearity with application to speaker recognition (1998) In: ICASSP, pp. 745-748. , May; Reynolds, D.A., Speaker identification and verification using Gaussian mixture speaker models (1995) Speech Communication, 17, pp. 91-108; Reynolds, D., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) In: ICASSP, pp. 1535-1538. , April; Reynolds, D., Comparison of background normalization methods for text-independent speaker verification (1997) In: Eurospeech, pp. 963-967; Schmidt-Nielsen, A., Crystal, T., Human vs. machine speaker identification with telephone speech (1998) In: Proceedings ICSLP '98; Van Vuuren, S., Hermansky, H., !MESS: A modular, efficient speaker verification system (1998) In: RLA2C, pp. 198-201. , April","Doddington, George R.; SRI Int, Menlo Park, CA, United States",,,"Elsevier Science Publishers B.V., Amsterdam",,,,,01676393,,SCOMD,,English,Speech Commun,Article,Final,,Scopus,2-s2.0-0033738539
"Gravier G., Kharroubi J., Chollet G.",6603275404;6505943577;6603735124;,On the use of prior knowledge in normalization schemes for speaker verification,2000,Digital Signal Processing: A Review Journal,10,1,,213,225,,5.0,10.1006/dspr.1999.0366,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0033885403&doi=10.1006%2fdspr.1999.0366&partnerID=40&md5=9a6083b428d78bdabdb90332bba0c230,"ENST-TSI and CNRS-URA 820, 46, Rue Barrault, 75634 Paris Cedex 13, France","Gravier, G., ENST-TSI and CNRS-URA 820, 46, Rue Barrault, 75634 Paris Cedex 13, France; Kharroubi, J., ENST-TSI and CNRS-URA 820, 46, Rue Barrault, 75634 Paris Cedex 13, France; Chollet, G., ENST-TSI and CNRS-URA 820, 46, Rue Barrault, 75634 Paris Cedex 13, France","Recent research on text-independent speaker verification systems has shown that prior knowledge of some source of variability can be used for normalization in order to improve the performance of the systems. In particular, it has been observed that the problem of the handset microphone mismatch between training and testing data can efficiently be treated that way. In this paper, we review how prior knowledge can be included at different normalization levels. We study the benefit of including knowledge of the target speaker gender and, eventually, of the test segment handset type, with experiments on the Switchboard corpus. The experiments pointed out the fact that score normalization with priors improves the separability between genuine speakers and impostors while the additional use of background models with priors increases the stability of the decision boundary.",,Decision theory; Pattern recognition systems; Speaker verification systems; Speech recognition,,,,,,,,,,,"Furui, S., Cepstral analysis technique for automatic speaker verification (1981) IEEE Trans. Acoust. Speech and Signal Process., 29; Li, K.-P., Wrench E.H., Jr., An approach to text-independent speaker recognition with short utterances (1983) Intl. Conf. on ASSP, , p. 555-558; Rosenberg, A.E., The use of cohort normalized scores for speaker verification (1992) Intl. Conf. on Spoken Language Processing, , p. 599-602; Furui, S., An overview of speaker recognition technology (1996) Automatic Speech and Speaker Recognition: Advanced Topics, , Dordrecht, Norwell: Kluwer Academic; Doddington, G., SHEEP, GOATS, LAMBS and WOLVES: A statistical analysis of speaker performance in the NIST 1998 speaker recognition evaluation (1998) Intl. Conf. on Spoken Language Processing, Sydney; Li, K.-P., Porter, J.E., Normalizations and selection of speech segments for speaker recognition scoring (1988) Intl. Conf. on ASSP, , p. 595-597; (1997) Speaker Recognition Workshop, , NIST, MITAGS, June 25-26; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) Intl. Conf. on ASSP, , p. 1535-1538; Soong, F.K., Rosenberg, A.E., On the use of instantaneous and transitional spectral information in speaker recognition (1988) IEEE Trans. Acoust. Speech Signal Process., 36, pp. 871-879; Hermansky, H., Morgan, N., RASTA processing of speech (1994) IEEE Trans. Speech Audio Process., 12, pp. 587-589; Van Vuuren, S., Hermansky, H., Data-driven design of RASTA-like filters (1997) Eurospeech; Gravier, G., Chollet, G., Comparison of normalization techniques for speaker verification (1998) Reconnaissance du Locuteur et Ses Applications Commerciales et Criminalistiques (RLA2C), , p. 97-100; Higgins, A., Bahler, L., Porter, J., Speaker verification using randomized phrase prompting (1991) Digital Signal Process., 1, pp. 89-106; Pham, T., Tran, D., Wagner, M., Speaker verification using relaxation labeling (1998) Reconnaissance du Locuteur et Ses Applications Commerciales et Criminalistiques (RLA2C); Carey, M.J., Parris, E.S., Speaker verification using connected words (1992) Proc. Institute of Acoustics, , p. 95-100; Matsui, T., Furui, S., Similarity normalization method for speaker verification based on a posteriori probability (1994) ESCA Workshop on Automatic Speaker Recognition, Identification and Verification, Martigny, Switzerland; Heck, L.P., Weintraub, M., Handset-dependent background models for robust text-independent speaker recognition (1997) ICASSP; (1996) Speaker Recognition Workshop, , NIST, MITAGS, March 27-28; Reynolds, D.A., Comparison of background normalization methods for text-independent speaker verification (1997) Eurospeech, , p. 963-966; (2000) Digital Signal Process., 10, pp. 143-153; (1998) Speaker Recognition Workshop, , NIST University of Maryland, March 31-April 1; Reynolds, D.A., Speaker identification and verification using gaussian mixture speaker models (1994) ESCA Workshop on Speaker Recognition, Identification and Verification, , p. 27-30; Gravier, G., Chollet, G., Seck, M., Bimbot, F., Overview of the ENST and IRISA systems (1998) Proceedings of the NIST Speaker Identification Workshop; Martin, A., The DET curve in assessment of detection task performance (1997) Eurospeech, , p. 1895-1898","Gravier, Guillaume; Cent Natl de la Recherche, Scientifique, Paris, France",,,Academic Press Inc,,,,,10512004,,DSPRE,,English,Digital Signal Process Rev J,Article,Final,,Scopus,2-s2.0-0033885403
"Martin A., Przybocki M.",7404933275;7801553629;,NIST 1999 Speaker Recognition Evaluation - an overview,2000,Digital Signal Processing: A Review Journal,10,1,,1,18,,93.0,10.1006/dspr.1999.0355,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0033901151&doi=10.1006%2fdspr.1999.0355&partnerID=40&md5=aa8e1cb503a99b69414f96d14c4a86c4,"Natl. Inst. of Std. and Technology, 100 Bureau Drive, Gaithersburg, MD 20899-8940, United States","Martin, A., Natl. Inst. of Std. and Technology, 100 Bureau Drive, Gaithersburg, MD 20899-8940, United States; Przybocki, M., Natl. Inst. of Std. and Technology, 100 Bureau Drive, Gaithersburg, MD 20899-8940, United States","This article summarizes the 1999 NIST Speaker Recognition Evaluation. It discusses the overall research objectives, the three task definitions, the development and evaluation data sets, the specified performance measures and their manner of presentation, the overall quality of the results. More than a dozen sites from the United States, Europe, and Asia participated in this evaluation. There were three primary tasks for which automatic systems could be designed: one-speaker detection, two-speaker detection, and speaker tracking. All three tasks were performed in the context of mu-law encoded conversational telephone speech. The one-speaker detection task used single channel data, while the other two tasks used summed two-channel data. About 500 target speakers were specified, with 2 min of training speech data provided for each. Both multiple and single speaker test segments were selected from about 2000 conversations that were not used for training material. The duration of the multiple speaker test data was nominally 1 min, while the duration of the single speaker test segments varied from near zero up to 60 s. For each task, systems had to make independent decisions for selected combinations of a test segment and a hypothesized target speaker. The data sets for each task were designed to be large enough to provide statistically meaningful results on test subsets of interest. Results were analyzed with respect to various conditions including duration, pitch differences, and handset types.",,Digital signal processing; Speech analysis; Speech coding; Speaker recognition; Speaker tracking; Speaker verification; Speech recognition,,,,,,,,,,,"http://www.nist.gov/speech/spkrinfo.htm; Linguistic Data Consortium, , http://morph.ldc.upenn.edu, University of Pennsylvania3615 Market Street, Suite 200PhiladelphiaPA19104-2608; Martin, A., The DET curve assessment of detection task performance (1997) Proc. EuroSpeech, , p. 1895-1898; Doddington, G., NIST Speaker Recognition Evaluation - Overview, Methodology, System, Results, Perspective, Speech Commun., , in press; Przybocki, M., Martin, A., NIST Speaker Recognition Evaluation - 1997 (1998) RLA2C, Avignon, , p. 120-123; Przybocki, M., Martin, A., (1998) NIST Speaker Recognition Evaluations: Review of the 1997 & 1998 Evaluations, , http://www.nist.gov/speech/rla2c_pres/index.htm, RLA2C presentation, Avignon, April; Quatieri, T., Reynolds, D., O'Leary, G., Magnitude-only estimation of handset nonlinearity with application to speaker recognition (1998) Proceedings ICASSP, , p. 745-748; Dunn, R.B., Reynolds, D., Quarteri, T.F., Approaches to speaker detection and tracking in conversational speech (2000) Digital Signal Process., 10, pp. 93-112; (2000) Digital Signal Process., 10, pp. 143-153","Martin, Alvin; Natl Inst of Standards and, Technology, Gaithersburg, MD, United States",,,Academic Press Inc,,,,,10512004,,DSPRE,,English,Digital Signal Process Rev J,Article,Final,,Scopus,2-s2.0-0033901151
"Morris D.G., Bakewell M.A., Buzila S.M., Duyverman H., Mitchell J.G., Morris R.S., Robinson P.J.",7403951743;6508294253;8665594000;8665594100;55478376200;57198876449;7403720057;,The enhancement of audience participation in telemedicine education by the use of electronic voting,1999,Journal of Telemedicine and Telecare,5,SUPPL. 1,,12,13,,5.0,10.1258/1357633991932964,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0032614664&doi=10.1258%2f1357633991932964&partnerID=40&md5=fdf99b5a98c13c8aec166ad687eceefd,"Women's and Children's Hospital, Adelaide, SA, Australia; John Mitchell and Associates, Unley, SA, Australia; Women's and Children's Hospital, 72 King William Road, North Adelaide, SA 5006, Australia","Morris, D.G., Women's and Children's Hospital, Adelaide, SA, Australia, Women's and Children's Hospital, 72 King William Road, North Adelaide, SA 5006, Australia; Bakewell, M.A., Women's and Children's Hospital, Adelaide, SA, Australia; Buzila, S.M., Women's and Children's Hospital, Adelaide, SA, Australia; Duyverman, H., Women's and Children's Hospital, Adelaide, SA, Australia; Mitchell, J.G., John Mitchell and Associates, Unley, SA, Australia; Morris, R.S., Women's and Children's Hospital, Adelaide, SA, Australia; Robinson, P.J., Women's and Children's Hospital, Adelaide, SA, Australia","The rotation of trainee registrars in obstetrics and gynaecology to peripheral centres in South Australia was introduced for the first time in January 1998. A pilot study of the use of telemedicine to maintain the trainees' involvement in the established weekly training sessions conducted at the Women's and Children's Hospital (WCH) was also commenced at the same time. Sessions were problem based and required the trainees to be actively involved throughout. An electronic voting system (EVS) was used by the WCH audience, with the results of all responses being seen at the peripheral centres. Initial evaluation of the EVS as an educational tool was sufficiently positive to justify further studies of its use in this environment. The availability of voting units at the peripheral sites, used in conjunction with the main centre, will provide an exciting opportunity for further research.",,"article; education; human; medical education; methodology; obstetrics; pilot study; problem based learning; telemedicine; Education, Medical, Graduate; Humans; Obstetrics; Pilot Projects; Problem-Based Learning; Telemedicine",,,,,,,,,,,"Tangalos, E.G., McGee, R., Bigbee, A.W., Use of the new media for medical education (1997) Journal of Telemedicine and Telecare, 3, pp. 40-47; Payne, H., A review of the literature: Interactive video teletraining in distance learning courses (1997) Guide to Teleconferencing and Distance Learning (3rd Edn), , Portway PS, Lane C, eds. USA: Applied Business Telecommunications","Morris, D.G.; Women's and Children's Hospital, 72 King William Road, North Adelaide, SA 5006, Australia; email: morrisd@wch.sa.gov.au",,,,,,,,1357633X,,,10534826.0,English,J. Telemed. Telecare,Article,Final,,Scopus,2-s2.0-0032614664
"Klapper J.A., Sheftell F.D., Seawell M.",7005758860;7006653897;6507817935;,Demographics of attendees at public education seminars,1999,Headache,39,10,,752,753,,3.0,10.1046/j.1526-4610.1999.3910752.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0033375018&doi=10.1046%2fj.1526-4610.1999.3910752.x&partnerID=40&md5=756e5d683cd3d613842e673d1cd116a7,"Colorado Neurol. and Headache Center, Denver, CO, United States; New England Center for Headache, Stamford, CT, United States; Colorado Neurol. and Headache Center, 1155 East 18th Avenue, Denver, CO 80218, United States","Klapper, J.A., Colorado Neurol. and Headache Center, Denver, CO, United States, Colorado Neurol. and Headache Center, 1155 East 18th Avenue, Denver, CO 80218, United States; Sheftell, F.D., New England Center for Headache, Stamford, CT, United States; Seawell, M.","Purpose.-The demographics of patients who attend public awareness seminars relating to headache have not been studied. In order to improve the presentations at these meetings, it was felt that the meeting planners should know as much as possible about the audience. Methods.-Attendees at a public awareness seminar entitled Help for Headaches were asked to respond to a series of questions using an audience response system. Results.-The majority of the 212 responders were women (90%) and were over the age of 50 (53%). Most felt that they had more than one type of headache (64%), were treated by a family practitioner or internist (58%), and had been denied important diagnostic or therapeutic modalities (42%). The majority were dissatisfied with current treatment (87%) and attended the meeting to find out more about new treatments (64%). Fifty-eight percent felt their physicians did not know enough about headaches. Forty-nine percent felt they had rebound headaches. Conclusions.-Public awareness seminars for headache should be designed with the realization that most attendees will be women who have more than one type of headache. The majority will be interested in new and alternative therapies, and approximately half will have rebound headaches.",Epidemiology; Headache; Migraine,adult; article; female; general practitioner; headache; health promotion; human; major clinical study; male; migraine; outcomes research; patient education; priority journal,,,,,,,,,,,"Klapper, J., Stanton, J., Seawell, M., The development of a support group organization for headache sufferers (1992) Headache, 32, pp. 193-196; Stewart, W.F., Lipton, R.B., Celentano, D.D., Reed, M.L., Prevalence of migraine headache in the United States. Relation to age, income, race, and other sociodemographic factors (1992) JAMA, 267, pp. 64-69; Scher, A.I., Stewart, W.F., Liberman, J., Lipton, R.B., Prevalance of frequent headache in a population sample (1998) Headache, 38, pp. 497-506; Packard, R.C., What does the headache patient want? (1979) Headache, 19, pp. 370-374","Klapper, J.A.; Colorado Neurol. and Headache Center, 1155 East 18th Avenue, Denver, CO 80218, United States",,,American Association for the Study of Headache,,,,,00178748,,HEADA,11279951.0,English,Headache,Article,Final,,Scopus,2-s2.0-0033375018
"Garcia Alvin A., Mammone Richard J.",7404609353;7006306427;,Channel-robust speaker identification using Modified-Mean Cepstral Mean Normalization with Frequency Warping,1999,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",1,,,325,328,,19.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0032681727&partnerID=40&md5=e2360feadf546320293895992996cc5c,"SpeakEZ/T-NETIX, Inc, Piscataway, United States","Garcia, Alvin A., SpeakEZ/T-NETIX, Inc, Piscataway, United States; Mammone, Richard J., SpeakEZ/T-NETIX, Inc, Piscataway, United States","The performance of automatic speaker recognition systems is significantly degraded by acoustic mismatches between training and testing conditions. Such acoustic mismatches are commonly encountered in systems that operate on speech collected over telephone networks, where different handsets and different network routes impose varying convolutional distortions on the speech signal. A new algorithm, the Modified-Mean Cepstral Mean Normalization with Frequency Warping (MMCMNFW) method, which improves upon the commonly-employed Cepstral Mean Subtraction method, has been developed. Experimental results on closed-set speaker identification tasks on a channel-corrupted subset of the TIMIT database and on a subset of the NTIMIT database are presented. The new algorithm is shown to offer improved recognition rates over other existing channel normalization methods on these databases.",,Algorithms; Database systems; Pattern recognition systems; Automatic speaker recognition systems; Frequency warping; Mean cepstral mean normalization; Speaker identification; Speech recognition,,,,,,,,,,,,"Garcia, Alvin A.; SpeakEZ/T-NETIX, Inc, Piscataway, United States",,IEEE Signal Processing Society,"IEEE, Piscataway, NJ, United States","Proceedings of the 1999 IEEE International Conference on Acoustics, Speech, and Signal Processing (ICASSP-99)",15 March 1999 through 19 March 1999,"Phoenix, AZ, USA",55225.0,07367791,,IPROD,,English,ICASSP IEEE Int Conf Acoust Speech Signal Process Proc,Article,Final,,Scopus,2-s2.0-0032681727
"Siohan Olivier, Lee Chin-Hui, Surendran Arun C., Li Qi",6701626563;7410147008;6701708842;36062654700;,Background model design for flexible and portable speaker verification systems,1999,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",2,,,825,828,,14.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0032653586&partnerID=40&md5=9fa7df7069ddd25b125b6674ed1d7eff,"Lucent Technologies, Murray Hill, United States","Siohan, Olivier, Lucent Technologies, Murray Hill, United States; Lee, Chin-Hui, Lucent Technologies, Murray Hill, United States; Surendran, Arun C., Lucent Technologies, Murray Hill, United States; Li, Qi, Lucent Technologies, Murray Hill, United States","Most state-of-the-art speaker verification systems need a user model built from samples of the customer speech, and a speaker independent (SI) background model with high acoustic resolution. These systems rely heavily on the availability of speaker independent databases along with a priori knowledge about acoustic rules of the utterance, and depend on the consistency of acoustic conditions under which the SI models were trained. These constraints may be a burden in practical and portable devices such as palm-top computers or wireless handsets which place a premium on computation and memory, and where the user is free to choose any password utterance in any language, under any acoustic condition. In this paper, we present a novel and reliable approach to background model design when only the enrollment data is available. Preliminary results are provided to demonstrate the effectiveness of such systems.",,Constraint theory; Database systems; Mathematical models; Pattern recognition systems; Speaker independent (SI) background models; Speaker verification systems; Speech recognition,,,,,,,,,,,,"Siohan, Olivier; Lucent Technologies, Murray Hill, United States",,IEEE Signal Processing Society,"IEEE, Piscataway, NJ, United States","Proceedings of the 1999 IEEE International Conference on Acoustics, Speech, and Signal Processing (ICASSP-99)",15 March 1999 through 19 March 1999,"Phoenix, AZ, USA",55225.0,07367791,,IPROD,,English,ICASSP IEEE Int Conf Acoust Speech Signal Process Proc,Article,Final,,Scopus,2-s2.0-0032653586
"Mahoney G., Wheeden C.A.",7006457795;6506500225;,The effect of teacher style on interactive engagement of preschool-aged children with special learning needs,1999,Early Childhood Research Quarterly,14,1,,51,68,,59.0,10.1016/S0885-2006(99)80004-0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0033473741&doi=10.1016%2fS0885-2006%2899%2980004-0&partnerID=40&md5=9048903de0529b0ea263c7224b08caf6,"Family Child Learning Center, Children's Hosp. Med. Ctr. of Akron, Building A, 143 Northwest Avenue, Tallmadge, OH 44278, United States","Mahoney, G., Family Child Learning Center, Children's Hosp. Med. Ctr. of Akron, Building A, 143 Northwest Avenue, Tallmadge, OH 44278, United States; Wheeden, C.A.","Many of the instructional practices that have been used with preschool-aged children with disabilities are predicated on the belief that children with disabilities need adult direction to engage in meaningful learning activities. This study investigated the effects of directiveness and other elements of teacher style on the participation of children with disabilities in dyadic play and instructional interactions. The sample included 49 teacher-child dyads. Children ranged in age from 17 to 71 months and had identified disabilities. Two episodes of teacherchild interaction were coded with global and turntaking measures of the participation of teachers and children. Results indicated that teacher interactive style accounted for a significant portion of the variability in children's engagement. Teacher directiveness was negatively associated with children's initiations, while teacher affective involvement correlated positively with both children's attention and initiations. These results are discussed in terms of constructivist educational practices for preschool children with disabilities.",,,,,,,,,,,,,"Bredekamp, S., (1987) Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age Eight, , Washington, DC: National Association for the Education of Young Children; Bressanutti, E., Mahoney, G., Sachs, J., Predictors of young children's compliance to maternal requests (1992) International Journal of Cognitive Education and Mediated Learning, 2, pp. 198-209; Carta, J., Schwartz, I., Atwater, J., McConnell, S., Developmentally appropriate practice: Appraising its usefulness for young children with disabilities (1991) Topics in Early Childhood Special Education, 11, pp. 1-20; Cole, K.N., Dale, P.S., Mills, P.E., Individual differences in language delayed children's responses to direct and interactive preschool instruction (1991) Topics in Early Childhood Special Education, 11 (1), pp. 99-124; Cole, K.N., Mills, P.E., Dale, P.S., Comparison of effects of academic and cognitive curricula for young handicapped children one and two years post program (1989) Topics in Early Childhood Special Education, 9 (3), pp. 110-127; Dale, P.S., Cole, K.N., Comparison of academic and cognitive programs for young handicapped children (1988) Exceptional Children, 54, pp. 439-447; Egeland, E., Sroufe, A., Developmental sequelae of maltreatment in infancy (1981) New Directions for Child Development: Developmental Perspectives on Child Maltreatment, 11, pp. 77-92; Fewell, R.R., (1984) Play Assessment Scale (4th Revision), , Seattle, WA: University of Washington; Goodman, J.F., (1992) When Slow Is Fast Enough, , New York: Guilford Press; Kaiser, A., Yoder, P., Keets, A., Evaluating milieu teaching (1992) Causes and Effects in Communication and Language Intervention, pp. 9-47. , S. F. Warren & J. Reichle (Eds.), Baltimore: Brooks Publishing; Kaye, K., Charney, R., How mothers maintain dialogue with two year olds (1980) The Social Foundations of Language and Thought: Essays in Honor of Jerome S. Bruner, pp. 144-162. , P. Olson (Ed.), New York: Norton; McCollum, J.A., Hemmeter, M.L., Parent-child interaction intervention when children have disabilities (1997) The Effectiveness of Early Intervention, pp. 549-579. , M. J. Guralnick (Ed.), Seattle: University of Washington; Mahoney, G.J., Enhancing children's developmental motivation (1988) Parent-child Interactions and Developmental Disabilities, , K. Marfo, (Ed.), Westport, CT: Praeger; Mahoney, G.J., (1992) Maternal Behavior Rating Scale Revised, , Tallmadge, OH: Family Child Learning Center; Mahoney, G.J., Finger, I., Powell, A., The relationship between maternal behavioral style to the developmental status of mentally retarded infants (1985) American Journal of Mental Deficiency, 90, pp. 350-355; Mahoney, G.J., Powell, A., Modifying parent-child interaction: Enhancing the development of handicapped children (1988) The Journal of Special Education, 22, pp. 82-96; Mahoney, G., Powell, A., Finger, I., The maternal behavior rating scale (1986) Topics in Early Childhood Special Education, 6, pp. 44-56; Mahoney, G., Robinson, C., Powell, A., Focusing on parent-child interaction: The bridge to developmentally appropriate practices (1992) Topics in Early Childhood Special Education, 72 (1), pp. 105-120; Mahoney, G.J., Wood, S., Fors, S., Maternal directive behavior revisited (1991) American Journal of Mental Retardation, 94, pp. 398-406; Mallory, B., Is it always appropriate to be developmental? convergent models for early intervention practice (1992) Topics in Early Childhood Special Education, 11 (4), pp. 1-12; Meisels, S.J., Plunkett, J.W., Roloff, D.W., Pasick, P.L., Stiefel, G.S., Growth and development of preterm infants with respiratory distress syndrome and bronchopulmonary dysplasia (1986) Pediatrics, 77, pp. 345-352; Norris, J.A., Providing developmentally appropriate intervention to infants and young children with handicaps (1991) Topics in Early Childhood Special Education, 11, pp. 21-35; Wolery, M., Strain, P., Bailey, D., Applying the framework of developmentally appropriate practice to children with special needs (1992) Reaching Potentials: Appropriate Curriculum and Assessment for Young Children, 1. , S. Bredekamp & T. Rosegrant (Eds.), Washington, DC: National Association for the Education of Young Children; Yoder, P., Kaiser, A., Alpert, C., An exploratory study of interaction between language teaching methods and child characteristics (1991) Journal of Speech and Hearing Research, 34, pp. 155-167","Mahoney, G.; Family Child Learning Center, Children's Hosp. Med. Ctr. of Akron, Building A, 143 Northwest Avenue, Tallmadge, OH 44278, United States",,,Elsevier Ltd,,,,,08852006,,,,English,Early Child. Res. Q.,Article,Final,,Scopus,2-s2.0-0033473741
"Copeland H.L., Stoller J.K., Hewson M.G., Longworth D.L.",6603732174;7103351384;7003282091;7005842243;,Making the continuing medical education lecture effective,1998,Journal of Continuing Education in the Health Professions,18,4,,227,234,,29.0,10.1002/chp.1340180406,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0008553291&doi=10.1002%2fchp.1340180406&partnerID=40&md5=8fdc85899ee70361f94cd9ed705f98e6,"Division of Education, Cleveland Clinic Foundation, Cleveland, OH, United States; Division of Education, Cleveland Clinic Foundation, Cleveland, OH, United States; Section of Respiratory Therapy, Department of Pulmonary and Critical Care Medicine, Cleveland Clinic Foundation, Cleveland, OH, United States; Department of Infectious Disease, Cleveland Clinic Foundation, Cleveland, OH, United States","Copeland, H.L., Division of Education, Cleveland Clinic Foundation, Cleveland, OH, United States; Stoller, J.K., Section of Respiratory Therapy, Department of Pulmonary and Critical Care Medicine, Cleveland Clinic Foundation, Cleveland, OH, United States; Hewson, M.G., Division of Education, Cleveland Clinic Foundation, Cleveland, OH, United States; Longworth, D.L., Department of Infectious Disease, Cleveland Clinic Foundation, Cleveland, OH, United States","Although the lecture appears to be synonymous with continuing medical education (CME), the effectiveness of lecture-based CME remains in question. Despite conflicting data, the lecture continues to be widely used in the delivery of CME. This study was conducted to identify the attributes of an effective medical lecture and to assess the impact of a computerized audience response system (ARS) in a large CME course. Data were prospectively collected over 3 years from physicians participating in an intensive review of an internal medicine course. Features of the effective medical lecture and the use of a computerized ARS in facilitating learning were assessed with a study-designed questionnaire. The most important features of the effective lecture included clarity and visibility of slides, relevance of material to the audience, and the speaker's ability to identify key issues, engage the audience, and present material clearly and with animation. More than 85% of respondents felt that the ARS facilitated teaching clinical reasoning and medical facts and helped maintain alertness and identify their weaknesses. Lectures using ARS were statistically significantly better rated than those not employing it. These data identify specific attributes of the effective medical lecture that faculty can use to optimize teaching in CME courses. ARS technology improves the perceived effectiveness of the medical lecture and may facilitate learning, especially with large audiences. © 1998 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education. All right reserved.",Computer-assisted instruction; Continuing medical education (CME); Educational models; Medical education; Questionnaires; Teaching (methods),,,,,,,,,,,,"Gaut, D.A., Blainey, C.G., The lecture approach to teaching nursing–method or habit? (1982) Nurs Health Care, 3, pp. 73-77; Vella, F., Medical education: Capitalizing on the lecture method (1992) FASEB J, 6, pp. 811-812; Cohen, P.A., Student ratings of instruction and student achievement: A meta-analysis of multisection validity studies (1981) Rev Educ Res, 51, pp. 281-309; Anderson, D.C., Harris, I.B., Allen, S., Comparing students' feedback about clinical instruction with their performances (1991) Acad Med, 66, pp. 29-34; Koon, J., Murray, H.G., Using multiple outcomes to validate student ratings of overall teacher effectiveness (1995) J Higher Educ, 66, pp. 61-81; Davis, D.A., Thomson, M.A., Oxman, A.D., Haynes, R.B., Changing physician performance: A systematic review of the effect of continuing medical education strategies (1995) JAMA, 274, pp. 700-705; Golden, A.S., Lecture skills in medical education (1989) Indian J Pediatr, 56, pp. 29-34; Oxman, A.D., Thomson, M.A., Davis, D.A., Haynes, R.B., No magic bullets: A systematic review of 102 trials of interventions to improve professional practice (1995) Can Med Assoc J, 153, pp. 1423-1431; Hewson, M.G., Clinical teaching in the ambulatory setting (1992) J Gen Intern Med, 7, pp. 76-82; Knowles, M., (1990) The adult learner: A neglected species, , 4th Ed., Houston, Gulf; Blough, R., (1996) The effects of using student response keypads on student motivation and achievement in high school biology classes: A time series design, , Doctoral dissertation, University of Tennessee, Knoxville; Cooper, S.S., Methods to teaching–revisiting the lecture (1982) J Cont Educ Nurs, 13, pp. 39-41; Karmels, P., The use of lecture as a teaching strategy (1995) Nurs Educ, 20, p. 3; Russell, I.J., Herndricson, W.D., Meeting the challenge of the medical lecture [editorial] (1985) Arch Intern Med, 145, pp. 44-45; Mezirow, J., Contemporary paradigms of learning (1996) Adult Educ Q, 46, pp. 158-172; Miller, D.C., (1991) Handbook of research design and social measurement, , 5th Ed., Newbury Park, CA, Sage","Stoller, J.K.; Department of Pulmonary and Critical Care Medicine, The Cleveland Clinic Foundation, 9500 Euclid Avenue, Cleveland, OH, 44195, United States",,,,,,,,08941912,,,,English,J. Cont. Educ. Health Prof.,Article,Final,,Scopus,2-s2.0-0008553291
Hake R.R.,56213494900;,Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,1998,American Journal of Physics,66,1,,64,74,,2365.0,10.1119/1.18809,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0032330948&doi=10.1119%2f1.18809&partnerID=40&md5=63184ad6813b61840197d239ae0791fd,"Department of Physics, Indiana University, Bloomington, IN 47405, United States","Hake, R.R., Department of Physics, Indiana University, Bloomington, IN 47405, United States","A survey of pre/post-test data using the Halloun-Hestenes Mechanics Diagnostic test or more recent Force Concept Inventory is reported for 62 introductory physics courses enrolling a total number of students N = 6542. A consistent analysis over diverse student populations in high schools, colleges, and universities is obtained if a rough measure of the average effectiveness of a course in promoting conceptual understanding is taken to be the average normalized gain 〈g〉. The latter is defined as the ratio of the actual average gain (%〈post〉-%〈pre〉) to the maximum possible average gain (100 - %〈pre〉). Fourteen traditional (T) courses (N = 2084) which made little or no use of interactive-engagement (IE) methods achieved an average gain 〈g〉T-ave = 0.23±0.04 (std dev). In sharp contrast, 48 courses (N = 4458) which made substantial use of IE methods achieved an average gain 〈g〉IE-ave=0.48±0.14 (std dev), almost two standard deviations of 〈g〉IE-ave above that of the traditional courses. Results for 30 (N = 3259) of the above 62 courses on the problem-solving Mechanics Baseline test of Hestenes-Wells imply that IE strategies enhance problem-solving ability. The conceptual and problem-solving test results strongly suggest that the classroom use of IE methods can increase mechanics-course effectiveness well beyond that obtained in traditional practice. © 1998 American Association of Physics Teachers.",,,,,,,,,,,,,"Halloun, I., Hestenes, D., The initial knowledge state of college physics students (1985) Am. J. Phys., 53, pp. 1043-1055. , corrections to the Mechanics Diagnostic test are given in Ref. 14; Common sense concepts about motion (1985) Am. J. Phys., 53, pp. 1056-1065; Arons, A.B., (1990) A Guide to Introductory Physics Teaching, , Wiley, New York; (1997) Teaching Introductory Physics, , Wiley, New York; (1994) Homework and Test Questions for Introductory Physics Teaching, , Wiley, New York; Introduction to Classical Conservation Laws; Reif, F., Educational Challenges for the University (1974) Science, 184, pp. 537-542; Scientific approaches to science education (1986) Phys. Today, 39 (11), pp. 48-54; Hestenes, D., Wherefore a Science of Teaching (1979) Phys. Teach., 17, pp. 235-242; Clement, J., Students' preconceptions in introductory mechanics (1982) Am. J. Phys., 50, pp. 66-71; McClosky, M., Intuitive Physics (1983) Sci. Am., 248 (4), pp. 122-130; McDermott, L.C., Research on conceptual understanding in mechanics (1984) Phys. Today, 37 (7), pp. 24-32; Hake, R.R., Promoting student crossover to the Newtonian world (1987) Am. J. Phys., 55, pp. 878-884; My Conversion to the Arons-Advocated Method of Science Education (1991) Teach. Educ., 3 (2), pp. 109-111; Hestenes, D., Wells, M., Swackhamer, G., Force Concept Inventory (1992) Phys. Teach., 30, pp. 141-158. , The FCI is very similar to the earlier Mechanics Diagnostic test and pre/post results using the former are very similar to those using the latter; Halloun, I., Hake, R.R., Mosca, E.P., Hestenes, D., (1995) Force Concept Inventory Revised, , in Ref. 29(b); Swackhamer, G., (1996), private communication, April; Hestenes, D., Wells, M., A Mechanics Baseline Test (1992) Phys. Teach., 30, pp. 159-166; Huffman, D., Heller, P., What Does the Force Concept Inventory Actually Measure? (1995) Phys. Teach., 33, pp. 138-143; Heller, P., Huffman, D., Interpreting the Force Concept Inventory: A Reply to Hestenes and Halloun (1995) Phys. Teach., 33, p. 503; Hestenes, D., Halloun, I., Interpreting the Force Concept Inventory: A Response to March 1995 Critique by Huffman and Heller (1995) Phys. Teach., 33, p. 502; Halloun, I., Hestenes, D., (1996) The Search for Conceptual Coherence in FCI Data, , preprint; Tobias, S., Hake, R.R., Professors as physics students: What can they teach us? (1988) Am. J. Phys., 56, pp. 786-794; Halloun, I.A., Hestenes, D., Modeling instruction in mechanics (1987) Am. J. Phys., 55, pp. 455-462. , The ASU-HH-C point of Fig. 3(c) is for ""Test Group 3.""; Hake, R.R., Assessment of Introductory Mechanics Instruction (1994) AAPT Announcer, 23 (4), p. 40; Survey of Test Data for Introductory Mechanics Courses (1994) AAPT Announcer, 24 (2), p. 55; Mechanics Test Data Survey Form, , 15 pages, copies available on request. The form's list of physics-education strategies and resources may be useful; http://www-hpcc.astro.washington.edu/scied/physics/physlists.html, PHYS-L and PhysLrnR are networks of, respectively, physics teachers and physics-education researchers. A. Cairns gives instructions on subscribing to these and other such e-mail discussion groups; Hake, R.R., Interactive Engagement Methods in Introductory Mechanics Courses, , http://carini.physics.indiana.edu/SDI/, preprint, 5/97; Redish, E.F., Rigden, J.S., Evaluating conceptual gains in mechanics: A six-thousand student survey of test data (1997) AIP Conference Proceeding No. 399 the Changing Role of Physics Departments in Modern Universities: Proceedings of ICUPE, , AIP, Woodbury, NY, in that paper the 7 Low-g IE courses, deemed to have implementation problems as evidenced by instructors' comments, were omitted from the IE averaging so as to obtain 〈〈g〉〉41IE=0.52±0.10 sd. I now think that the present treatment is preferable; Mazur, E., Qualitative vs. Quantitative Thinking: Are We Teaching the Right Thing? (1992) Opt. Photon. News, 3, p. 38; Bloom, B.S., The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984) Educ. Res., 13 (6), pp. 4-16. , Using the standard deviation (sigma) of the control (conventional) class, it was typically found that the average student under tutoring was about two standard deviations above the average of the control class... . The tutoring process demonstrates that most of the students do have the potential to reach this high level of learning. I believe an important task of research and instruction is to seek ways of accomplishing this under more practical and realistic conditions than the one-to-one tutoring, which is too costly for most societies to bear on a large scale. This is the '2 sigma' problem; Saperstein, A.M., (1995) Phys. Teach., 33, pp. 26-27. , has analyzed data in Ref. 9(a) to conclude that FCI pretest scores increase by about 3%-4% per year in the late teen years simply due to life experience (not formal instruction); Clemens-Walatka, B., (1996), private communication, March; Turner, L., (1996), private communication, March; Laws, P., Calculus-Based Physics Without Lectures (1991) Phys. Today, 44 (12), pp. 24-31; Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics courses (1997) Am. J. Phys., 65, pp. 13-21; Boys, D., (1994), private communication, August; Vaziri, M., Boys, D., Improving the Introductory Mechanics Course (1994) AAPT Announcer, 24 (2), p. 81; Meltzer, D.E., Manivannan, K., Promoting Interactivity in Physics Lecture Classes (1996) Phys. Teach., 34, pp. 72-76; Cullota, E., The Calculus of Educational Reform (1992) Science, 255, pp. 1060-1062; D'Alessandris, P., (1996), FTP@eckert.acadcomp.monroecc.edu, private communications, November 1994, May 1995, March 1996, April used his own physics-education-research based workbooks place of a course text. No grade incentives for performance on the post-test FCI were given at MCC; The Development of Conceptual Understanding and Problem-Solving Skills through Multiple Representations and Goal-less Problems (1994) AAPT Announcer, 24 (4), p. 47. , MCC is an open admissions two-year college which ""draws...urban poor, suburban underachievers, and rural everything else.""; Van Heuvelen, A., (1996), private communication, April No grade incentives for performance on the post-test FCI were given at Ohio State; Overview, Case Study Physics (1991) Am. J. Phys., 59, pp. 898-907; Experiment Problems for Mechanics (1995) Phys. Teach., 33, pp. 176-180; Mazur, E., (1995), private communications, May April; (1997) Peer Instruction: a User's Manual, , Prentice-Hall, Engelwood Cliffs, contains the 1995 Revised FCI; http://galileo.harvard.edu/, For assessment data, course syllabus, information on Classtalk, and examples of Concept Tests see; Hake, R.R., (1993) Spring; Hake, R.R., (1994) Spring, , used the physics-education-research based text and workbook by Reif [Ref. 52(b)]; Van Kooten, R., Hake, R.R., Lurie, F.M., Bland, L.C., (1995) Spring; Bland, L.C., Brabson, B.B., Hake, R.R., Hardie, J.G., Goff, E., (1995) Fall, , At Indiana, the FCI post-test normally counts for half the final-exam grade (about 12% of the final-course grade); Johnson, D.W., Johnson, R.T., Smith, K.A., (1991) Cooperative Learning: Increasing College Faculty Instructional Productivity, , George Washington U. P., Washington DC; Heller, P., Keith, R., Anderson, S., Teaching problem solving through cooperative grouping. 1. Group vs individual problem solving (1992) Am. J. Phys., 60, pp. 627-636; Heller, P., Hollabaugh, M., Teaching problem solving through cooperative grouping. 2. Designing problems and structuring groups (1992) Am. J. Phys., 60, pp. 637-644; Webb, J.C., Webb, G.R., Caton, R., Hartline, F., Collaborative Learning and Insights on Students' Thinking: Computer Technology Offers New Possibilities for Large Classes (1994) AAPT Announcer, 24 (4), p. 64; Hake, R.R., Socratic Pedagogy in the Introductory Physics Lab (1992) Phys. Teach., 30, pp. 546-552; Slisko, J., Socratic Dialogue Labs in Introductory Physics Proceedings of the 1995 Conference on New Trends in Physics Teaching, , University of Puebla Press, Puebla, Mexico, in press; Hake, R.R., (1993), hake@ix.netcom.com, For a summary of recent work and an updated listing of electronically available SDI materials (e.g., manuals, teacher's guides, sample lab exams, equipment setup lists) see 〈http:// carini.physics.indiana.edu/SDI/〉 or contact Reference 34(a) and SDI Labs 1-3 versions of October are available on the Fuller-Zollman CD-ROM InfoMall; Bhattacharyya, A., Hake, R.R., Sirochman, R., Improving Socratic Dialogue Inducing (SDI) Labs (1995) AAPT Announcer, 25 (2), p. 80; A Grading Acronym Guide Sheet; Uretsky, J.L., Using 'Dialogue Labs' in a Community-College Physics Course (1993) Phys. Teach., 31, pp. 478-481; Steph, N.C., Improving the Instructional Laboratory with TST and SDI Labs: Mixing, Matching, and Modifying Ideas (1991) AAPT Announcer, 21 (4), p. 61. , TST≡Tools for Scientific Thinking; Concept Test implementation at Indiana University is discussed in Ref. 17(a); Roychoudhury, A., Gabel, D., Hake, R.R., Inducing and Measuring Conceptual Change in Introductory-Course Physics Students (1989) AAPT Announcer, 19 (4), p. 64; Ogren, H.O., Physics Forum; First Class, in extensive use for large-enrollment classes at Indiana University, allows electronic-bulletin-board discussions, file sharing, and collaboration among students and instructors; Schwartz, C., Improving Faculty Teaching (1986) J. Higher Educ., 57 (2), pp. 196-211. , unpublished work describing this physicist's invention of ""Minute Papers"" as described by R. C. Wilson, and private communication. For a discussion see Ref. 17(a); Hake, R.R., Swihart, J.C., Diagnostic Student Computerized Evaluation of Multicomponent Courses (DISCOE) (1979) Teach. Learning, , (Indiana University), January available on request; note; Thacker, B., Kim, E., Trefz, K., Lea, S.M., Comparing problem solving performance of physics students in inquiry-based and traditional introductory physics courses (1994) Am. J. Phys., 62, pp. 627-633; Redish, E.F., Implications of cognitive studies for teaching physics (1994) Am. J. Phys., 62, pp. 796-803; Taylor, J.R., (1982) Introduction to Error Analysis, pp. 87-89. , University Science Books, Mill Valley, CA, especially; Kirkup, L., (1994) Experimental Methods, pp. 85-87. , Wiley, New York, especially These conventional methods are not strictly applicable because the pre- and post-test score distributions tend to depart from Gaussians -our experience is that FCI post-test scores are usually negatively skewed (ceiling effect); note; Slavin, R.E., (1992) Research Methods in Education, , Allyn and Bacon, Boston, 2nd ed; note; At Arizona [Ref. 1(a)] and Indiana (Ref. 8) it is explained to students that their scores on the pre-test will not count toward the course grade but will be confidentially returned to them and will assist both themselves and their instructors to know the degree and type of effort required for them to understand mechanics; Beichner, R.J., Testing student interpretation of kinematics graphs (1994) Am. J. Phys., 62, pp. 750-762; Sobolewski, S.J., Development of Multiple-Choice Test Items (1996) Phys. Teach., 34, pp. 80-82; Pfeiffenberger, W., Zolandz, A.M., Jones, L., Testing Physics Achievement: Trends over Time and Place (1991) Phys. Today, 44 (9), pp. 30-37; Aubrecht, G.J., Is There a Connection between Testing and Teaching? (1991) J. Coll. Sci. Teach., 20, pp. 152-157; Aubrecht, G.J., Aubrecht, J.D., Constructing Objective Tests (1983) Am. J. Phys., 51, pp. 613-620; Gardner, M., Greeno, J.G., Reif, F., Schoenfeld, A.H., DiSessa, A., Stage, E., (1990) Toward a Scientific Practice of Science Education, , Erlbaum, Hillsdale, NJ; Duit, R., Goldberg, F., Niedderer, H., (1992) Research in Physics Learning: Theoretical Issues and Empirical Studies, , Institute for Science Ed., Kiel; Van Heuvelen, A., Learning to think like a physicist: A review of research-based instructional strategies (1991) Am. J. Phys., 59, pp. 891-897; Arons, A.B., Generalizations to be drawn from results of research on teaching and learning (1995) Thinking Physics for Teaching, , edited by C. Bernardini, C. Tarsitani, and M. Vicintini Plenum, New York; Hammer, D., More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research (1996) Am. J. Phys., 64, pp. 1316-1325; Reif, F., Millikan Lecture 1994: Understanding and teaching important scientific thought processes (1995) Am. J. Phys., 63, pp. 17-32; (1994) Understanding Basic Mechanics (Text, Workbook, and Instructor's Manual), , Wiley, New York; Mestre, J., Touger, J., Cognitive Research - What's in It for Physics Teachers? (1989) Phys. Teach., 27, pp. 447-456; Knight, R., (1996) Physics: a Contemporary Perspective, , private communications, April 1994, March used his own physics-education-research based text Addison-Wesley, Reading, MA; Ellermeijer, A.L., Landheer, B., Molenaar, P.P.M., Teaching Mechanics through Interactive Video and a Microcomputer-Based Laboratory (1994) 1992 NATO Amsterdam Conference on Computers in Education, , (Springer-Verlag, Berlin, in press); private communications from P. P. M. Molenaar, June April; Dekker, J.A., (1990) Motion (in Dutch), , University of Amsterdam, Amsterdam; O'Kuma, T., (1995), private communications, May April Thomas O'Kuma is with Lee College, an open admissions two-year college with a majority of students from low to low middle income families. It has over 30% minorities, over 56% women students, an average student age of 29, and (according to O'Kuma) is fairly typical of most two-year community colleges; Tinker, R.F., Computer Based Tools: Rhyme and Reason (1989) Proceedings of the Conference on Conf. Computers in Physics Instruction, pp. 159-168. , edited by E. Redish and J. Risley Addison-Wesley, Reading, MA; Thornton, R.K., Sokoloff, D.R., Learning motion concepts using real-time microcomputer-based laboratory tools (1990) Am. J. Phys., 58, pp. 858-867; Sokoloff, D.R., Laws, P.W., Thornton, R.K., Real Time Physics, a New Interactive Introductory Lab Program (1995) AAPT Announcer, 25 (4), p. 37; Halloun, I.A., Hestenes, D., Modeling instruction in mechanics (1987) Am. J. Phys., 55, pp. 455-462; Hestenes, D., Toward a modeling theory of physics instruction (1987) Am. J. Phys., 55, pp. 440-454; Modeling Games in the Newtonian World (1992) Am. J. Phys., 60, pp. 732-748; Wells, M., Hestenes, D., Swackhamer, G., A modeling method for high school physics instruction (1995) Am. J. Phys., 63, pp. 606-619. , http://modeling.la.asu.edu/modeling.html; Rigden, J.S., Holcomb, D.F., DiStefano, R., The Introductory University Physics Project (1993) Phys. Today, 46 (4), pp. 32-37; Distefano, R., The IUPP Evaluation: What we were trying to learn and how we were trying to learn it (1996) Am. J. Phys., 64, pp. 49-57; Preliminary IUPP results: Student reactions to in-class demonstrations and to presentations of coherent themes (1996) Am. J. Phys., 64, pp. 58-68; Olenick, R.P., C3P (Comprehensive Conceptual Curriculum for Physics) (1996) AAPT Announcer, 26 (2), p. 68. , http://phys.udallas.edu, Other citations appear in Ref. 17(a); Hake, R.R., Towards Mastery of Newtonian Mechanics by the Average Student (1994) AAPT Announcer, 24 (1), p. 23; note; Hake, R.R., Wakeland, R., Bhattacharyya, A., Sirochman, R., Assessment of Individual Student Performance in an Introductory Mechanics Course (1994) AAPT Announcer, 24 (4), p. 76. , Scatter plots of gains (post-test-pre-test) vs pre-test scores for all students in a class delineate relatively high-g (low-g) students for whom the course was (was not) effective. We discuss various diagnostic tests (mechanics, mathematics, and spatial visualization) given to incoming students which might be used to recognize potential ""low gainers"" and thus initiate helpful intervention; Halloun, I., Views about Science and Physics Achievement: The VASS Story (1997) AIP Conference Proceeding No. 399 the Changing Role of Physics Departments in Modern Universities: Proceedings of ICUPE, , edited by E. F. Redish and J. S. Rigden AIP, Woodbury, NY; Redish, E.F., Steinberg, R.N., Saul, J.M., The Distribution and Change of Student Expectations in Introductory Physics AIP Conference Proceeding No. 399 the Changing Role of Physics Departments in Modern Universities: Proceedings of ICUPE; Halloun, I., Hestenes, D., Interpreting VASS Dimensions and Profiles Sci. Edu., , in press; DiSessa, A.A., The Third Revolution in Computers and Education (1987) J. Res. Sci. Teach., 24, pp. 343-367; Kaput, J.J., Technology and Mathematics Education (1992) Handbook of Research on Mathematics Teaching and Learning, , edited by D. A. Grouws MacMillan, New York; Pea, R.D., Augmenting the Discourse of Learning with Computer-Based Learning Environments Computer-Based Learning Environments and Problem Solving, 84. , edited by E. DeCorte, M. C. Linn, H. Mandl, and L. Verschaffel NATO ASI Series, series F; Redish, E., Risley, J., (1989) Proceedings of the Conference on Computers in Physics Instruction, , Addison-Wesley, Reading, MA; Bird, R., Hake, R.R., Force Motion Vector Animations on the Power Mac (1995) AAPT Announcer, 25 (2), p. 80; Hake, R.R., Bird, R., Why Doesn't the Water Fall out of the Bucket? Concept Construction Through Experiment, Discussion, Drawing, Dialogue, Writing, and Animations (1995) AAPT Announcer, 25 (2), p. 70; Wilson, K.G., Daviss, B., (1994) Redesigning Education, , http://wwwphysics.mps.ohio-state.edu/kgw/RE.html, Holt, New York, a goldmine of valuable references; McDermott, L.C., Millikan Lecture 1990: What we teach and what is learned: Closing the gap (1991) Am. J. Phys., 59, pp. 301-315; McDermott, L.C., Shaffer, P.S., Somers, M.D., Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine (1994) Am. J. Phys., 62, pp. 46-55; Reif, F., Guest Comment: Standards and measurements in physics - Why not in physics education? (1996) Am. J. Phys., 64, pp. 687-688; Hieggelke, C.J., Maloney, D., O'Kuma, T., Van Heuvelen, A., Electric and Magnetic Concept Inventory (1996) AAPT Announcer, 26 (2), p. 80; Engelhardt, P.V., Beichner, R.J., Determining and Interpreting Students' Concepts of Resistive Electric Circuits (1996) AAPT Announcer, 26 (2), pp. 80-81; Arons, A.B., Uses of the Past: Reflections on United States Physics Curriculum Development, 1955 to 1990 (1993) Interchange, 24 (1-2), pp. 105-128; Wilson, J., Improvement of Physics Teaching in the Heyday of the 1960's (1997) Conference on the Introductory Physics Course on the Occasion of the Retirement of Robert Resnick, pp. 13-20. , Wiley, New York; McDermott, L.C., A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers (1990) Am. J. Phys., 58, pp. 734-742; Swartz, C., The Physicists Intervene (1991) Phys. Today, 44 (9), pp. 22-28. , ""For over 150 years American physicists have been making forays into elementary and high school science teaching. Their novel approaches have usually worked - but the results have always been short-lived."" (Our italics.); Tobias, S., Guest Comment: Science Education Reform: What's wrong with the process? (1992) Am. J. Phys., 60, pp. 679-681; (1992) Revitalizing Undergraduate Science: Why Some Things Work and Most Don't, , Research Corporation, Tucson, AZ; Sarason, S.B., (1990) The Predictable Failure of Educational Reform, , Jossey-Bass, San Francisco; (1996) Revisiting ""The Culture of the School and the Problem of Change"", , Teachers College Press, New York; Holton, G., A Nation at Risk, Revisited (1986) The Advancement of Science and Its Burdens, , University of Cambridge Press, Cambridge; Wolf, W.P., Is Physics Education Adapting to a Changing World? (1994) Phys. Today, 47 (10), pp. 48-55; Tobias, S., 'Science-Trained Professionals' - A New Breed for the New Century (1996) J. Sci. Educ. Technol., 5, pp. 167-169; note; Holton, G., The Anti-Science Phenomenon (1993) Science and Anti-Science, , (and citations therein) Harvard U.P; (1996) Einstein, History, and Other Passions: The Rebellion Against Science at the End of the Twentieth Century, , Addison Wesley, Reading, MA; Marshall, R., Tucker, M., (1992) Thinking for a Living, , Basic Books, New York; Bartlett, A.A., Reflections on Sustainability, Population Growth, and the Environment (1994) Popul. Environ., 16 (1), pp. 5-34; Gell-Mann, M., (1994) The Quark and the Jaguar: Adventures in the Simple and the Complex, pp. 345-366. , Freeman, San Francisco, Chap. 22; Brown, G.E., New Ways of Looking at US Science and Technology (1994) Phys. Today, 47 (9), pp. 31-35; Schmitt, R.W., Public Support of Science: Searching for Harmony (1994) Phys. Today, 47 (1), pp. 29-33; (1996) Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology, , http://www.ehr.nsf.gov/EHR/DUE/documents/review/96139/start.htm, Advisory Committee to the NSF Directorate for Education and Human Services, or as a hard copy by request to 〈undergrad@NSF.gov〉; (1997) Preparing for the 21st Century: the Education Imperative, , http://www2.nas.edu/21st, National Research Council; Hilborn, R.C., Physics at the Crossroads: Innovation and Revitalization in Undergraduate Physics - Plans for Action College Park AAPT Conference of 9/96; Guest Comment: Revitalizing undergraduate physics-Who needs it? (1997) Am. J. Phys., 65, pp. 175-177","Hake, R.R.; Department of Physics, Indiana University, Bloomington, IN 47405, United States; email: hake@ix.netcom.com",,,American Association of Physics Teachers,,,,,00029505,,,,English,Am. J. Phys.,Article,Final,,Scopus,2-s2.0-0032330948
"Lim T.J., Roy S.",7401710989;55476516600;,Adaptive filters in multiuser (MU) CDMA detection,1998,Wireless Networks,4,4,,307,318,,21.0,10.1023/A:1019116709390,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0032089711&doi=10.1023%2fA%3a1019116709390&partnerID=40&md5=816d59f230299ac7a9088eb2b502832d,"Centre for Wireless Communications, 20 Science Park Road, 117674 Singapore, Singapore; Division of Engineering, University of Texas at San Antonio, San Antonio, TX 78249, United States; University of Texas, San Antonio, United States","Lim, T.J., Centre for Wireless Communications, 20 Science Park Road, 117674 Singapore, Singapore; Roy, S., Division of Engineering, University of Texas at San Antonio, San Antonio, TX 78249, United States, University of Texas, San Antonio, United States","The primary purpose of this work is to provide a perspective on adaptive code-division multiple-access (CDMA) MU receivers that have been proposed for future digital wireless systems. Adaptive receivers can potentially adapt to unknown and time-varying environmental parameters such as the number of users, their received powers, spreading codes and time-delays. Two adaptive receiver architectures are primarily considered - one in which the sampled received signal is filtered, and can be used in both the uplink (i.e., at the base station) and downlink (i.e., at the mobile handset), and another in which the spreading codes of users are filtered (assuming knowledge of users' codes and its timing at the receiver) for use in the uplink. Relevant issues such as training-based and blind implementations of the adaptive receiver are discussed, as well as (transient) convergence rates and estimation noise in steady-state. © J.C. Baltzer AG, Science Publishers.",,Adaptive filtering; Codes (symbols); Digital communication systems; Radio links; Radio receivers; Signal detection; Spurious signal noise; Adaptive code division multiple access (CDMA) multiuser receivers; Digital wireless systems; Code division multiple access,,,,,"Air Force Office of Scientific Research: F49620-96-1-0472

Army Research Office: DAAH 04-96-10088","∗This work was performed while S. Roy was a visiting Member of Tech-nical Staff at the Centre for Wireless Communications during Summer 1996, and completed under partial support from AFOSR Grant F49620-96-1-0472 and ARO Grant DAAH 04-96-10088.",,,,,"Chen, D.S., Roy, S., An adaptive multiuser receiver for CDMA systems (1994) IEEE Journal of Selected Areas in Communications, 12 (5), pp. 808-816. , June; Divsalar, D., Simon, M., Improved CDMA performance using parallel interference cancellation (1995) Technical Report, 95 (21). , Jet Propulsion Lab., California Inst. of Tech. October; Duel-Hallen, A., A family of multiuser decision-feedback detectors for asynchronous code-division multiple-access channels (1995) IEEE Transactions on Communications, 43 (2-4), pp. 421-434. , February/March/April; Elders-Boll, H., Herper, M., Busboom, A., Adaptive receivers for mobile DS-CDMA communication systems (1997) Proceedings of IEEE Vehicular Technology Conf. (VTC), pp. 2128-2132. , Phoenix, AZ May; Fawer, U., Aazhang, B., A multiuser receiver for code division multiple access communications over multipath channels (1995) IEEE Transactions on Communications, 43 (2-4), pp. 1556-1565. , February/March/April; Haimovich, A., Bar-Ness, Y., On the performance of a stochastic gradient-based decorrelation algorithm for multiuser multicarrier CDMA (1996) Wireless Personal Communications, 2, pp. 357-371; Haykin, S., (1996) Adaptive Filter Theory, , Prentice-Hall, Englewood Cliffs, NJ, 3rd ed; Honig, M., Madhow, U., Verdú, S., Blind adaptive multiuser detection (1995) IEEE Transactions on Information Theory, 41 (4), pp. 944-960. , July; Iltis, R.A., Joint estimation of PN code delay and multipath using the extended Kalman filter (1990) IEEE Transactions on Communications, 38 (10), pp. 1677-1685. , October; Iltis, R.A., Mailaender, L., An adaptive multiuser detector with joint amplitude and delay estimation (1994) IEEE Journal on Selected Areas in Communications, 12 (5), pp. 774-784. , June; Lim, T.J., Rasmussen, L.K., Adaptive delay tracking in asynchronous multiuser CDMA systems (1996) Proceedings of International Symposium on Spread Spectrum Techs, and Applications (ISSSTA), pp. 1001-1005. , Mainz, Germany September; Lim, T.J., Rasmussen, L.K., Adaptive symbol and parameter estimation in asynchronous multiuser CDMA detectors (1997) IEEE Transactions on Communications, 45 (2), pp. 213-220. , February; Lupas, R., Verdú, S., Linear multiuser detectors for synchronous code-division multiple-access channels (1989) IEEE Transactions on Information Theory, 35 (1), pp. 123-136. , January; Lupas, R., Verdú, S., Near-far resistance of multiuser detectors in asynchronous channels (1990) IEEE Transactions on Communications, 38 (4), pp. 496-508. , April; Madhow, U., Honig, M.L., MMSE interference suppression for direct-sequence spread-spectrum CDMA (1994) IEEE Transactions on Communications, 42 (12), pp. 3178-3188. , December; Mangalvedhe, N.R., Reed, J.H., Blind CDMA interference rejection in multipath channels (1997) Proceedings of IEEE Vehicular Technology Conf. (VTC), pp. 21-25. , Phoenix, AZ May; Miller, S.L., An adaptive direct-sequence code-division multiple-access receiver for multiuser interference rejection (1995) IEEE Transactions on Communications, 43 (2-4), pp. 1746-1755. , February/March/April; Miller, S.L., Training analysis of adaptive interference suppression for direct-sequence code-division multiple-access systems (1996) IEEE Transactions on Communications, 44 (4), pp. 488-495. , April; Mitra, U., Poor, H.V., An adaptive decorrelating detector for synchronous CDMA channels (1996) IEEE Transactions on Communications, 44 (2), pp. 257-268. , February; Moshavi, S., Kanterakis, E.G., Schilling, D.L., Multistage linear receivers for DS-CDMA systems (1996) International Journal of Wireless Information Networks, 3 (1), pp. 1-17; Nelson, L.B., Poor, H.V., Iterative multiuser receivers for CDMA channels: An EM-based approach (1996) IEEE Transactions on Communications, 44 (12), pp. 1700-1710. , December; Patel, P., Holtzmann, J., Analysis of simple successive interference cancellation scheme in a DS/CDMA system (1994) IEEE Journal on Selected Areas in Communications, 12 (5), pp. 796-807. , June; Rapajic, P.B., Vucetic, B.S., Adaptive receiver structures for asynchronous CDMA systems (1994) IEEE Journal on Selected Areas in Communications, 12 (4), pp. 685-697. , May; Rasmussen, L.K., Lim, T.J., Aulin, T.M., Breadth-first maximum-likelihood detection in multiuser CDMA IEEE Transactions on Communications, , to appear; Roy, S., Subspace blind adaptive detection for multi-user CDMA IEEE Transactions on Communications, , submitted; Varanasi, M.K., Aazhang, B., Multistage detection in asynchronous code-division multiple-access communications (1990) IEEE Transactions on Communications, 38 (4), pp. 509-519. , April; Vembú, S., Viterbi, A.J., Two different philosophies in CDMA - A comparison (1996) Proceedings of IEEE Vehicular Technology Conf. (VTC), pp. 869-873. , Atlanta, GA April/May; Verdú, S., Minimum probability of error for asynchronous Gaussian multiple-access channels (1986) IEEE Transactions on Information Theory, 32 (1), pp. 85-96. , January; Verdú, S., Adaptive multiuser detection (1995) Code Division Multiple Access Communications, pp. 97-116. , eds. S.G. Glisic and P.A. Leppanen Kluwer Academic, The Netherlands; Verdú, S., Demodulation in the presence of multiuser interference: Progress and misconceptions (1997) Intelligent Methods in Signal Processing and Communications, pp. 15-44. , eds. D. Docampo, A. Figueiras-Vidal and F. Perez-Gonzalez Birkhauser, Boston, Chapter 2; Wei, L., Rasmussen, L.K., Wyrwas, R., Near-optimum tree-search detection schemes for bit-synchronous multiuser CDMA systems over Gaussian and two-path Rayleigh fading channels IEEE Transactions on Communications, , to appear; Widrow, B., Stearns, S.D., (1985) Adaptive Signal Processing, , Prentice-Hall, Englewood Cliffs, NJ; Xie, Z., Rushforth, C.K., Short, R.T., Multiuser signal detection using sequential decoding (1990) IEEE Transactions on Communications, 38 (5), pp. 578-583. , May; Xie, Z., Short, R.T., Rushforth, C.K., A family of suboptimum detectors for coherent multiuser communications (1990) IEEE Journal on Selected Areas in Communications, 8 (4), pp. 683-690. , May; Zečević, N., Reed, J.H., Blind adaptation algorithms for direct-sequence spread-spectrum CDMA single-user detection (1997) Proceedings of IEEE Vehicular Technology Conf. (VTC), pp. 2133-2137. , Phoenix, AZ May","Lim, T.J.; Centre for Wireless Communications, 20 Science Park Road, 117674 Singapore, Singapore; email: cwclimtj@leonis.nus.edu.sg",,,Kluwer Academic Publishers,,,,,10220038,,WINEF,,English,Wireless Networks,Article,Final,,Scopus,2-s2.0-0032089711
Nicholson A.,14820840000;,Bringing management reality into the classroom - the development of interactive learning,1997,Journal of Management Development,16,6,,438,451,,7.0,10.1108/02621719710174598,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84986133654&doi=10.1108%2f02621719710174598&partnerID=40&md5=3c8409f7b4da76531397ab5063a1acdf,"London Business School, London, United Kingdom","Nicholson, A., London Business School, London, United Kingdom","Gaps between theory and practice are most acute in the management aspects of education in manufacturing engineering. Techniques and technologies can be taught as principles prior to application, whereas the management processes and their complications have to be experienced to be sensed prior to a theory being needed. Analyses the various approaches which have been tried to bring practice and theory together. Shows that management reality in the classroom is not dependent on reproducing the complexity of detail, but rather the need to attempt to solve problems under the pressure of time, inadequate information and group interactions. Demonstrates how this reality can be recreated through an interactive classroom communication system applied to two classic problems in decision making and continuous improvement. The development of the method or theory thus emerges interactive with practice. States that the schemes have been most powerful in their use inside companies for managers to develop their own theories of their current work practices, habits and assumptions, following on from the experience of this educational process. © 1997, MCB UP Limited",Interaction; Learning; Management development; Operations management,,,,,,,,,,,,"Mintzberg, H., The manager's job: folklore and fact Harvard Business Review, pp. 163-176. , March/April 1990; Hall, R., Operations management in MBA programmes Bepics Control, pp. 28-30. , December 1993/January 1994; Reynolds, J.I., There's method in cases Academy of Management Review, pp. 129-133. , January 1978; Dooly, A.R., Skinner, W., Casing case methods (1977) Academy of Management Review, 2 (2), pp. 277-289; Schmenner, R.W., Plant Tours in Operations Management, , SRA, Chicago, Henley-on-Thames, Sydney, Toronto, 1986; Barnett, H., Teaching inventory/production systems using three short programmes (1994) Computers in Teaching Initiative Account Management, 6 (3), pp. 35-41. , Autumn; Godwin, S., Vosper, D., Market planning using a PC-based decision support system for undergraduates, postgraduates and management development courses (1992) Computers in Teaching Initiative Account Management, 4 (3). , Autumn; Leenders, M., (1985) Western Management, , Case University of Western Ontario; Waleed, E.-G., Game played with serious aim in mind Northern Business Magazine, pp. 7-8. , December 1990","Nicholson, A.; London Business School, London, United Kingdom",,,,,,,,02621711,,,,English,J. Manage. Dev.,Article,Final,,Scopus,2-s2.0-84986133654
"Rahim M.G., Lee C.-H., Juang B.-H.",56228832600;7410147008;7005536765;,A study on robust utterance verification for connected digits recognition,1997,Journal of the Acoustical Society of America,101,5 I,,2892,2902,,4.0,10.1121/1.418519,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0030962747&doi=10.1121%2f1.418519&partnerID=40&md5=8f3694f89b50cfd28595987df5e2ffea,"AT and T Labs. - Research, Murray Hill, NJ 07974, United States; Lucent Technologies, Bell Labs., Murray Hill, NJ 07974, United States","Rahim, M.G., AT and T Labs. - Research, Murray Hill, NJ 07974, United States; Lee, C.-H., Lucent Technologies, Bell Labs., Murray Hill, NJ 07974, United States; Juang, B.-H., Lucent Technologies, Bell Labs., Murray Hill, NJ 07974, United States","Utterance verification represents a key technology in the design of a user-friendly speech recognition system. One essential element when designing such a system is the ability to maintain a uniform performance over a wide range of acoustic conditions. An acoustic mismatch between training and testing conditions often results in an undesirable performance degradation. This paper addresses the issue of robustness in utterance verification of a speech recognition system. Two techniques, namely signal bias removal (SBR) and on-line adaptation, are studied. The SBR algorithm is used to deal with global mismatch conditions caused by handset and channel differences. The on- line adaptation algorithm is used to adjust verification threshold at runtime for achieving a desirable trade-off between false rejection and false alarm in new test conditions. Various on-line adaptation schemes are investigated. We show that both supervised or unsupervised adaptation can effectively adjust the verification threshold to achieve a desirable performance trade- off irrespective of the initial setting of the threshold. We report on connected digit recognition/verification results for matched and mismatched training and testing conditions. At a 5% digit string rejection rate, the proposed robust utterance verification system gives a reduction in string error rate between 32% and 35% over the conventional system, while still correctly rejects over 99.9% of nonvocabulary utterances.",,acoustics; article; priority journal; signal processing; speech discrimination; speech intelligibility,,,,,,,,,,,"Rose, R., Paul, D., A Hidden Markov Model Based Keyword Recognition System (1990) Proceedings of the International Conference on Acoustics, Speech and Signal Processing, 1, pp. 129-132. , IEEE, New York; Wilpon, J., Rabiner, L., Lee, C.-H., Goldman, E., Automatic recognition of keywords in unconstrained speech using hidden Markov models (1990) IEEE Trans. Acoust. Speech Signal Process., 38, pp. 1870-1990; Jeanrenaud, P., Siu, M., Rohlicek, J., Meteer, M., Gish, H., Spotting events in continuous speech (1994) Proceedings of the International Conference on Acoustics, Speech and Signal Processing, 1, pp. 381-384. , IEEE, New York; Moreno, P., Roe, D., Ramesh, P., Rejection techniques in continuous speech recognition using hidden Markov models (1990) Proceedings European Conference on Signal Processing, pp. 1383-1386; Chigier, B., Rejection and keyword spotting algorithms for a directory assistance city name recognition application (1992) Proceedings of the International Conference on Acoustics, Speech and Signal Processing, 2, pp. 93-96. , IEEE, New York Alberta, Canada; Feng, M.-W., Mazor, B., Continuous word spotting for applications in telecommunications (1992) Proceedings of the International Conference on Spoken Language Processing, pp. 21-24. , Alberta, Canada; Liu, C.-S., Lee, C.-H., Chou, W., Rosenberg, A.E., Juang, B.-H., A study on minimum error discriminative training for speaker recognition (1995) J. Acoust. Soc. Am., 97, pp. 637-648; Sukkar, R., Wilpon, J., A two pass classifier for utterance rejection in keyword spotting (1993) Proceedings of the International Conference on Acoustics, Speech and Signal Processing, 2, pp. 451-454. , IEEE, New York; Sorensen, J., Savic, M., Hierarchical pattern classification for high performance text-independent speaker verification systems (1994) Proceedings of the International Conference on Acoustics, Speech and Signal Processing, 1, pp. 157-160. , IEEE, New York; Sukkar, R., Rejection for connected digit recognition based on GPD segmental discrimination (1994) Proceedings of the International Conference on Acoustics, Speech and Signal Processing, 1, pp. 393-396. , IEEE, New York; Rose, R., Discriminant wordspotting techniques for rejecting non-vocabulary utterances in unconstrained speech (1992) Proceedings of the International Conference on Acoustics, Speech and Signal Processing, 2, pp. 105-108. , IEEE, New York; Rahim, M., Lee, C.-H., Juang, B.-H., Discriminative utterance verification for connected digits recognition (1995) Proceedings European Conference on Speech Communications, 1, pp. 529-532. , Madrid; Rose, R., Hofstetter, E., Techniques for robust wordspotting in continuous speech messages (1991) Proceedings European Conference on Speech Communications, pp. 1183-1186. , Elsevier Science, Amsterdam, The Netherlands; Rahim, M., Lee, C.-H., Juang, B.-H., Robust utterance verification for connected digits recognition (1995) Proceedings of the International Conference on Acoustics, Speech and Signal Processing, 1, pp. 285-288. , IEEE, New York; Rahim, M., Juang, B.-H., Signal bias removal by maximum likelihood estimation for robust telephone speech recognition (1996) IEEE Trans. Speech Audio Process., 4, pp. 19-30; Juang, B.-H., Katagiri, S., Discriminative learning for minimum error classification (1992) IEEE Trans. Signal Process., 40, pp. 3043-3054; Gauvain, J.-L., Lee, C.-H., Bayesian learning for hidden Markov model with Gaussian mixture state observation densities (1992) Proceedings European Conference on Speech Communications, 2, pp. 205-213. , Elsevier Science, Amsterdam, The Netherlands; Gauvain, J.-L., Lee, C.-H., Maximum a posteriori estimation for multivariate Gaussian mixture observation of Markov chains (1994) IEEE Trans. Speech Audio Process., 2, pp. 291-298; Lee, C.-H., Lin, C.-H., Juang, B.-H., A study on speaker adaptation of the parameters of continuous density hidden Markov models (1991) IEEE Trans. Acoust. Speech Signal Process., ASSP-39, pp. 806-814; Rabiner, L.R., Schafer, R.W., (1978) Digital Processing of Speech Signals, , Prentice-Hall, Englewood Cliffs, NJ; Lee, C.-H., Giachin, E., Rabiner, L.R., Pieraccini, R., Rosenberg, A.E., Improved acoustic modeling for large vocabulary continuous speech recognition (1992) Comput. Speech Lang., 6, pp. 103-127; Rabiner, L.R., Juang, B.-H., (1993) Fundamentals of Speech Recognition, , Prentice-Hall, Englewood Cliffs, NJ; Rosenberg, A., Delong, J., Lee, C.-H., Juang, B.-H., Soong, F., The use of cohort normalized scores for speaker recognition (1992) Proceedings of the International Conference on Spoken Language Processing, pp. 599-602. , Alberta, Canada; Lamel, L.F., Kessel, R.H., Seneff, S., Speech database development: Design and analysis of the acoustic-phonetic corpus (1986) Proceedings of the Speech Recognition Workshop (DARPA), , IEEE, New York; Bickel, P., Doksum, K., (1977) Mathematical Statistics: Basic Ideas and Selected Topics, , Prentice-Hall, Englewood Cliffs, NJ; Fukunaga, K., (1990) Statistical Pattern Recognition, , Academic, New York, 2nd ed; Linde, Y., Buzo, A., Gray, R.M., An algorithm for vector quantizer design (1980) IEEE Trans. Commun., 28, pp. 84-95; Lippmann, R.P., An introduction to computing with neural nets (1987) IEEE Acoust. Speech Signal Process. Mag., 4, pp. 4-22; Lee, C.-H., Gauvain, J.-L., Speaker adaptation based on MAP estimation of HMM parameters (1993) Proceedings of the International Conference on Acoustics, Speech and Signal Processing, 2, pp. 588-591. , IEEE, New York; Rumelhart, D.E., Hinton, G.E., Williams, R.J., Learning internal representations by error propagation (1986) Parallel Distributed Processing: Explorations in the Microstructure of Cognition, 1. , edited by D. E. Rumelhart and J. L. McClelland MIT, Cambridge, MA","Rahim, M.G.; AT and T Labs - Research, Murray Hill, NJ 07974, United States",,,,,,,,00014966,,JASMA,,English,J. ACOUST. SOC. AM.,Article,Final,,Scopus,2-s2.0-0030962747
Crook C.K.,7004253584;,Making hypertext lecture notes more interactive: Undergraduate reactions,1997,Journal of Computer Assisted Learning,13,4,,236,244,,14.0,10.1046/j.1365-2729.1997.00026.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0031490538&doi=10.1046%2fj.1365-2729.1997.00026.x&partnerID=40&md5=ee7c45abd4b3e7c6c4451b78717996fb,"Department of Human Sciences, Loughborough University, Leicester, LE11 3TU, United Kingdom","Crook, C.K., Department of Human Sciences, Loughborough University, Leicester, LE11 3TU, United Kingdom","One hundred and eighty five undergraduates were resourced with hypertext lecture support documents that were readable with Internet browsers located throughout their campus. The materials included both a bulletin board facility and an email launcher. These features offered learners a more interactive engagement. Usage patterns and student attitudes to this resource were derived from system logs, questionnaires and focus group discussions. The materials were very popular but their study was assimilated to traditional patterns of paper-based learning. No significant use was made of the interactive features. Findings are interpreted in relation to the resilience of established cultures of communication and study within higher education.",Hypertext; Internet; Psychology; Undergraduates; University,,,,,,,,,,,,"Crook, C.K., (1994) Computers and the Collaborative Experience of Learning, , Routledge, London; Crook, C.K., Light, P., Information technology and the culture of student learning Learning Sites, , (eds. J. Bliss, P. Light and R. Saljo). Elsevier, Amsterdam; Cuban, L., (1986) Teachers and Machines, , Teachers College, New York; Hague, D., (1991) Beyond Universities, , Institute of Economic Affairs, London; Winston, B., (1986) Misunderstanding Media, , Routledge and Kegan Paul, London","Crook, C.K.; Department of Human Sciences, Loughborough University, Leicester, LE11 3TU, United Kingdom; email: c.k.crook@lboro.ac.uk",,,Blackwell Publishing Ltd.,,,,,02664909,,,,English,J. Comput. Assisted Learn.,Article,Final,,Scopus,2-s2.0-0031490538
Janser A.W.,6507105075;,An interactive learning system visualizing Computer Graphics Algorithms,1997,"SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education)",29,3,,21,23,,,10.1145/268809.268828,https://www.scopus.com/inward/record.uri?eid=2-s2.0-3943085541&doi=10.1145%2f268809.268828&partnerID=40&md5=0c9dba6dc26921d08de708c0e3a63cdb,"Gerhard-Mercator-Univ.-GH Duisburg, Fachbereich Mathematik, Fachgebiet Informatik, Lotharstr. 65, 47048 Duisburg, Germany","Janser, A.W., Gerhard-Mercator-Univ.-GH Duisburg, Fachbereich Mathematik, Fachgebiet Informatik, Lotharstr. 65, 47048 Duisburg, Germany","At our universities the integration of computers into the classical lectures becomes more and more important, because their usage improves the quality of teaching. Our learning system is concerned with the visualization of Computer Graphics Algorithms. Such an algorithm can hardly be taught on a blackboard or an overhead, because the dynamic and the changes during its execution cannot be illustrated properly on a static display. In a learning system the algorithm can be visualized by using sample outputs that develop stepwise during the execution and by showing the most important variables with their values changing after certain commands. Our learning system is aimed to be used in addition to a classical lecture and practice.",,,,,,,,,,,,,"Freibichler, H., Werkzeuge zur Entwicklung von Multimedia (1995) Information und Lernen Mit Multimedia, pp. 221-240. , Issing, L. and Klimsa, P. (editors): Beltz Psychologie-Verlags-Union, Weinheim; Fricke, R., Evaluation von Multimedia (1995) Information und Lernen Mit Multimedia, pp. 401-414. , Issing, L. and Klimsa, P. (editors): Beltz Psychologie-Verlags-Union, Weinheim; Glowalla, U., Computer in der universitären und betrieblichen Ausbildung: Entwicklungsstand und Perspektiven (1994) Multimedia '94 - Grundlagen und Praxis, pp. 70-75. , Glowalla, U., Engelmann, E. and Rossbach, G. (editors): Springer, Berlin/Heidelberg; Haack, J., Issing, L., Multimedia-Didaktik - State of the art (1992) Multimedia und Computeranwendungen in der Lehre, pp. 23-31. , Dette, K., Haupt, D. and Polze, C. (editors): Springer, Berlin/Heidelberg; Issing, L., Instruktionsdesign für Multimedia (1995) Information und Lernen Mit Multimedia, pp. 195-220. , Issing, L. and Klimsa, P. (editors): Beltz Psychologie-Verlags-Union, Weinheim; Janser, A., Luther, W., Der Bresenham-Algorithmus und andere graphische Grundprozeduren (1992) Multimedia und Computeranwendungen in der Lehre, pp. 255-261. , Dette, K., Haupt, D. and Polze, C. (editors): Springer, Berlin/Heidelberg; Janser, A., Ein interaktives Lehr-/Lernsystem für Algorithmen der Computergraphik (1995) Innovative Konzepte für Die Ausbildung, pp. 269-278. , Schubert, S. (editor): Springer, Berlin/Heidelberg; Janser, A., Luther, W., Otten, W., (1996) Computergraphik und Bildverarbeitung, , Vieweg, Braunschweig/Wiesbaden; Schoop, E., Witt, R., Glowalla, U., Hypermedia in der Aus- und Weiterbildung (1995) Schriften Zur Informationswissenschaft, 17. , Universitätsverlag, Konstanz; Strzebkowski, R., Realisierung von Interaktivität und multimedialen Präsentationstechniken (1995) Information und Lernen Mit Multimedia, pp. 269-304. , Issing, L. and Klimsa, P. (editors): Beltz Psychologie-Verlags-Union, Weinheim","Janser, A.W.; Gerhard-Mercator-Univ.-GH Duisburg, Fachbereich Mathematik, Fachgebiet Informatik, Lotharstr. 65, 47048 Duisburg, Germany; email: achim@informatik.uni-duisburg.de",,,Association for Computing Machinery (ACM),,,,,00978418,,SIGSD,,English,SIGCSE Bull,Article,Final,,Scopus,2-s2.0-3943085541
"Chumbler N.R., Beverly C.J., Beck C.K.",7003354376;57207517184;57208038902;,Rural older adults' likelihood of receiving a personal response system: The Arkansas medicaid waiver program,1997,Evaluation and Program Planning,20,2,,117,127,,2.0,10.1016/S0149-7189(96)00043-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0043135200&doi=10.1016%2fS0149-7189%2896%2900043-2&partnerID=40&md5=36c6006b9e417cc223814f6990eeeea9,"Department of Sociology, Western Michigan University, Kalamazoo, MI 49008, United States","Chumbler, N.R., Department of Sociology, Western Michigan University, Kalamazoo, MI 49008, United States; Beverly, C.J.; Beck, C.K.","This study examined the relationships between older adults' likelihood of receiving a personal response system (PRS) and (1) predisposing characteristics (gender, race, marital status, age, and education level); (2) enabling characteristics (living alone, living in an extended family), and availability of informal (family/friend) caregivers; and (3) need characteristics (physical and cognitive function). PRS applies modern communication technology to protect older adults living in the community by sending an automatic telephone call for help if a person at home cannot use normal means for signalling an emergency. The study sample consisted of older adults (N = 553) living in rural areas of Arkansas and enrolled in a Medicaid waiver program for community-based services. Nurse case-managers evaluated the participants in their homes and decided whether PRS should be prescribed. Fifty-two percent of respondents were prescribed PRS free of charge by the nurse case-managers. We entered the three sets of characteristics into an adapted version of Andersen's behavioral model of health services utilization (Andersen, 1968, Andersen, 1995). We used logistic regression to evaluate the effects of predisposing, enabling, and need characteristics' relationships in relation to receipt of PRS. Based upon multivariate analysis, four variables -living alone, cognitive and physical function, and race - had statistically significant direct effects on PRS prescription. In other words, after adjusting for the effects of predisposing, enabling, and need characteristics, cognitive intactness and living alone had the strongest positive effects on receiving PRS, followed by being Caucasian and having difficulties performing activities of daily living (i.e., assistance needed with bathing, dressing, toileting, and moving in/out of bed/chairs). Our results should be of value in designing, planning, and implementing PRS systems in rural areas. ©1997 Elsevier Science Ltd.",,,,,,,"National Institute of Mental Health

Health Services Research and Development","The authors thank the following groups and individuals who contributed to the success of this project: the Department of Veterans Affairs Health Services Research and Development Service and the National Institute of Mental Health Center for Rural Mental Health Services Research for financial support; Suzanne Crisp for assistance in the collection of the data; Valorie Shue for editorial assistance; and Gwenn Higginbotham for word processing assistance. The views and opinions expressed in this paper are those of the authors and should not be construed as representing the official position or policy of the Department of Veterans Affairs or the National Institute of Mental Health. Requests for reprints should be sent to Dr Neale R. Chumbler, Department of Sociology, Western Michigan University, Kalamazoo, MI 49008, U.S.A. ‘An earlier version of this manuscript was presented at the annual meeting of the Association for Health Services Research and the Foundation for Health Services Research, Chicago, IL, June 1995.",,,,,"Andersen, R.M., (1968) A Behavioral Model of Families' Use of Health Services, , Chicago, IL: Center for Health Administration Studies; Andersen, R.M., Revisiting the behavioral model and access to medical care: Does it matter? (1995) Journal of Health and Social Behavior, 36, pp. 1-10; Benson, W.F., Public financing in personal response systems: A federal viewpoint (1992) Personal Response Systems: An International Report of a New Home Care Service, pp. 223-228. , A. S. Dibner (Ed.), New York: Haworth; Buckwalter, K.C., Smith, M., Caston, C., Mental and social health of the rural elderly (1994) Health Services for Rural Elders, pp. 203-232. , R. T. Coward, C. N. Bull, G. Kukulka, & J. M. Galliher (Eds.), New York: Springer; Cafferata, G.L., Marital status, living arrangements, and the use of health services by elderly persons (1987) Journal of Gerontology, 42, pp. 613-618; Cockerham, W.C., (1991) This Aging Society, , Englewood Cliffs, NJ: Prentice-Hall; Cockerham, W.C., (1992) Medical Sociology (5th Ed.), , Englewood Cliffs, NJ: Prentice-Hall; Coward, R.T., McLaughlin, D.K., Duncan, R.P., Bull, C.N., An overview of health and aging in rural America (1994) Health Services for Rural Elders, pp. 1-32. , R. T. Coward, C. N. Bull, G. Kukulka, & J. M. Galliher (Eds.), New York: Springer; Coward, R.T., Vogel, W.B., Duncan, R.P., Uttaro, R., Simulating the effects of nonmetropolitan planning and service areas of changes in the guidelines for Intrastate Funding Formulae: A study of two sites (1995) Journal of Applied Gerontology, 14, pp. 93-115; Cronbach, L.J., Coefficient alpha and the internal structure tests (1951) Psychometrika, 16, pp. 297-334; Dibner, A.S., Personal emergency response systems: Communication technology aids elderly and their families (1990) Journal of Applied Gerontology, 9, pp. 504-510; Dibner, A.S., Personal response services present and future (1992) Personal Response Systems: An International Report of a New Home Care Service, pp. 239-243. , A. S. Dibner (Ed.), New York: Haworth; Fillenbaum, G.G., Comparison of two brief tests of organic brain impairment, the MSQ, and the Short Portable MSQ (1980) Journal of the American Geriatrics Society, 28, pp. 381-384; Fillenbaum, G.G., Heyman, A., Williams, K., Prosnitz, B., Burchett, B., Sensitivity and specificity of standardized screens of cognitive impairment and dementia among elderly black and white community residents (1990) Journal of Clinical Epidemiology, 43, pp. 651-660; Fuguitt, G.V., Beale, C.L., Population trends of non-metropolitan cities and villages in subregions of the United States (1978) Demography, 15, pp. 605-620; Gibbs, B., Lonowski, L., Meyer, P.J., Newlin, P.J., The role of the clinical nurse specialist and the nurse manager in case management (1995) The Journal of Nursing Administration, 25, pp. 28-34; Glasgow, N., Retirement migration and the use of services in nonmetropolitan counties (1995) Rural Sociology, 60, pp. 224-243; Himes, C.L., Rutrough, T.S., Differences in the use of health services by metropolitan and nonmetropolitan elderly (1994) The Journal of Rural Health, 10, pp. 80-88; Kahn, R.L., Goldfarb, A.I., Pollack, M., Peck, A., Brief objective measures for the determination of mental status in the aged (1960) American Journal of Psychiatry, 117, pp. 326-328; Kaplan, R.M., (1987) Basic Statistics for the Behavioral Sciences, , Boston, MA: Allyn & Bacon; Katz, S., Ford, A.B., Moskowitz, R.W., Jackson, B.A., Jaffe, M.A., Studies of illness in the aged: The index of ADL - A standardized measure of biological and social function (1963) Journal of the American Medical Association, 185, pp. 914-919; Kaye, L.W., Davitt, J.K., The importation of high technology services in the home (1995) New Developments in Home Care Services for the Elderly: Innovations in Policy, Program, and Practice, pp. 67-94. , L. W. Kaye (Ed.), Binghamton, NY: Haworth; Killian, M.S., Farmer, F.L., Miller, W.P., Voth, D.E., (1993) A Rural Profile of Arkansas, , Fayettville, AR: Arkansas-Cooperative Extension Service; Kosloski, K., Montgomery, R.J.V., The impact of respite use on nursing home placement (1995) The Gerontologist, 35, pp. 67-74; Krout, J.A., An overview of older rural populations and community-based services (1994) Providing Community-Based Services to the Rural Elderly, pp. 3-18. , J. A. Krout (Ed.), Thousand Oaks, CA: Sage; Krout, J.A., Williams, M.M., Owen, O., Senior centers in rural communities (1994) Providing Community-Based Services to the Rural Elderly, pp. 90-110. , J. A. Krout (Ed.), Thousand Oaks, CA: Sage; Lawton, M.P., Brody, E.M., Assessment of older people: Self-maintaining and instrumental activities of daily living (1969) The Gerontologist, 9, pp. 179-186; Maddox, G.L., Foreward (1992) Personal Response Systems: An International Report of a New Home Care Service, pp. ix-x. , A. S. Dibner (Ed.), New York: Haworth; Montgomery, C., Personal response systems in the United States (1992) Personal Response Systems: An International Report of a New Home Care Service, pp. 201-222. , A. S. Dibner (Ed.). New York: Haworth; Neter, J., Wasserman, W., Kutner, M.H., (1990) Applied Linear Statistical Models: Regression, Analysis of Variance and Experimental Designs (3rd Ed.), , Homewood, IL: Richard D. Irwin; Parker, M., Quinn, J., Viehl, M., McKinley, A., Hartwell, S., Van Hook, R., Detzner, D., Issues in rural case management (1992) Family and Community Health, 14, pp. 40-60; Pescosolido, B.A., Kronenfeld, J.J., Health, illness, and healing in an uncertain era: Challenges from and for medical sociology (1995) Journal of Health and Social Behavior, Extra Issue, pp. 5-33; Ruchlin, H.S., Morris, J.N., Cost-benefit analysis of an emergency alarm and response system: A case-study of a long-term care program (1981) Health Services Research, 16, pp. 65-80; Schantz, B.J., ERS as a community outreach service from a nursing home (1992) Personal Response Systems: An International Report of a New Home Care Service, pp. 229-238. , A. S. Dibner (Ed.), New York: Haworth; Stoller, E.P., Lee, G.R., Informal care of rural elders (1994) Health Services for Rural Elders, pp. 33-64. , R. T. Coward, C. N. Bull, G. Kukulka, & J. M. Galliher (Eds.), New York: Springer; Urv-Wong, E.N., McDowell, D., Case management in a rural setting (1994) Providing Community-Based Services to the Rural Elderly, pp. 65-89. , J. A. Krout (Ed.), Thousand Oaks, CA: Sage; Wolinsky, F.D., (1990) Health and Health Behavior among Elderly Americans: An Age-Stratification Perspective, , New York: Springer; Wolinsky, F.D., Johnson, R.J., The use of health services by older adults (1991) Journal of Gerontology, 46, pp. S345-347","Chumbler, N.R.; Department of Sociology, Western Michigan University, Kalamazoo, MI 49008, United States",,,Elsevier Ltd,,,,,01497189,,EPPLD,,English,Eval. Program Plann.,Article,Final,,Scopus,2-s2.0-0043135200
Roy K.H.,16690611300;,Pilot investigation of the utility of a student response system in medical student lectures,1996,Journal of Visual Communication in Medicine,19,1,,27,32,,3.0,10.3109/17453059609018385,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052439373&doi=10.3109%2f17453059609018385&partnerID=40&md5=4a819c6edea8d122c13b6efb9d27b725,"School of Psychology, University of Wales College of Cardiff, University of Wales College of Medicine, Heath Park, Cardiff, CF4 4XN, United Kingdom","Roy, K.H., School of Psychology, University of Wales College of Cardiff, University of Wales College of Medicine, Heath Park, Cardiff, CF4 4XN, United Kingdom","An evaluation of a student response system was undertaken to investigate its effect on lectures. Use of the system in lectures at the University of Wales College of Medicine (UWCM) was observed for a trial period. Analyses of these observations, and the opinions of lecturers and students who used the system suggest that the system improves upon the 'conventional' lecture in various ways. Such benefits, and some limitations, are discussed. It is suggested that student response systems such as the one described may be a step towards making 'the lecture' a more effective medium for teaching. © 1996 Informa UK Ltd All rights reserved.",,"article; attention; evaluation; human; medical education; medical student; methodology; psychological aspect; teaching; Attention; Computer-Assisted Instruction; Education, Medical, Undergraduate; Evaluation Studies; Humans; Students, Medical",,,,,,,,,,,"Bligh, D., (1980) What's the use of Lectures?, , 4th edn. Harmondsworth: Penguin; Thomas, E.J., The variation of memory with time information appearing during a lecture (1972) Studies in Adult Education, 1, pp. 57-62; Bligh, D., (1971) Teaching Students in Groups, , London: University Teaching Methods Unit; Bligh, D., Jaques, D., Piper, D.W., (1981) Seven Decisions When Teaching Students, , Exeter: Wheaton; Patrick, J., (1992) Training: Research and Practice, , London: Academic Press; Holling, K., The feedback classroom (1964) Programmed Learning, 1, pp. 17-20; Brown, G.A., Daines, J.M., Learning from lectures (1981) Higher Education at the Crossroads, , Oxtoby E, ed, Guildford: Society for Research and Higher Education; (1993) Tomorrow's Doctors. Recommendations on Undergraduate Medical Education, , General Medical Council, London: Kiek and Read; Keller, J.M., Kopp, T.W., An application of the ARCS model of motivational design (1987) Instructional Design Theories in Action: Lessons Illustrating Selected Theories, , Reigeluth CM, ed, Hillsdale, NJ: Lawrence Erlbaum","Roy, K.H.; School of Psychology, University of Wales College of Cardiff, University of Wales College of Medicine, Heath Park, Cardiff, CF4 4XN, United Kingdom",,,,,,,,17453054,,,8776929.0,English,J. Vis. Commun. Med.,Article,Final,,Scopus,2-s2.0-80052439373
"Rahim M.G., Juang B.-H.",56228832600;7005536765;,Signal bias removal by maximum likelihood estimation for robust telephone speech recognition,1996,IEEE Transactions on Speech and Audio Processing,4,1,,19,30,,140.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0029769867&partnerID=40&md5=e25184e058b5cdc91741ad6bc7d5f467,"AT and T Bell Laboratories, Murray Hill, NJ 07974, United States","Rahim, M.G., AT and T Bell Laboratories, Murray Hill, NJ 07974, United States; Juang, B.-H., AT and T Bell Laboratories, Murray Hill, NJ 07974, United States","An acoustical mismatch between the training and the testing conditions of hidden Markov model (HMM)-based speech recognition systems often causes a severe degradation in the recognition performance. In telephone speech recognition, for example, undesirable signal components due to ambient noise and channel distortion, as well as due to different variations of telephone handsets render the recognizer unusable for realworld applications. This paper presents a signal bias removal (SBR) method based on maximum likelihood estimation for the minimization of these undesirable effects. The proposed method is readily applicable in various architectures, i.e., discrete (vector-quantization based), semicontinuous and continuous density H MM. In this paper, the SBR method, integrated into a discrete density HMM, is applied to telephone speech recognition where the contamination due to extraneous signal components is assumed to be unknown. To enable real-time implementation, a sequential method for the estimation of the bias is presented. Experimental results for speaker-independent connected digit recognition show a reduction in the per digit error rate by up to 41% and 14% during mismatched and matched training and testing conditions, respectively. © 1996 IEEE.",,Communication channels (information theory); Error analysis; Interference suppression; Markov processes; Mathematical models; Statistical methods; Telephone systems; Hidden Markov model; Maximum likelihood estimation; Signal bias removal; Speech recognition,,,,,,,,,,,"Acero, A., (1992) Acoustical Environmental Robustness in Automatic Speech Recognition., , Reading, MA: Kluwer; Bocchieri, E., Vector quantization for the efficient computation of continuous density likelihoods (1993) Proc, Int. Conf. Acoust., Speech, Signal Processing, 2, pp. 692-695; Boll, S.F., Suppression of acoustic noise in speech using spectral subtraction,"" (1979) IEEE Trans. Acoust., Speech, Signal Processing, 29, pp. 113-120; Buhrke, E., Cardin, R., Normandin, Y., Rahim, M., Wilpon, J., Application of vector quantized hidden markov models to the recognition of connected digit strings in the telephone network (1993) Proc. IEEEASR Workshop, pp. 38-39; Cardin, R., Normandin, Y., Millien, E., Inter-word coarticulation modeling and MMIE training for improved connected digit recognition (1993) Proc. Int. Conf. Acoust., Speech, Signal Processing, 2, pp. 243-246; Chewei, C., Rahim, M., Flanagan, J., Robust speech recognition in a multimedia teleconferencing environment,"" (1992) J. Acoust. Soc. Am., 92 (4); Cox, S.J., Bridle, J.S., Unsupervised speaker adaptation by probabilistic spectrum filtering (1989) Proc. Int. Conf. Acoust., Speech, Signal Processing, 1, pp. 294-297; Ephraim, Y., Malah, D., Juang, B.-H., On the application of hidden markov models for enhancing noisy speech,"" (1989) IEEE Trans. Acoust., Speech, Signal Processing, 37, pp. 1846-1856; Guan, C., Chen, Y., Wu, B., Direct modification on LPC coefficients with application to speech enhancement and improving the performance of speech recognition in noise,"" in (1993) Proc. Int. Conf. Acoust., Speech, Signal Processing, 2, pp. 107-110; Flanagan, J.L., Johnston, J.D., Zahn, R., Elko, G.W., Computer-steered microphone arrays for sound transduction in large rooms,"" (1985) J. Acoust. Soc. Am., 78, pp. 1508-1518; Furui, S., Speaker independent isolated word recognition using dynamic features of speech spectrum (1986) IEEE Trans. Acoust., Speech, Signal Processing, 34, pp. 52-59; Furui, S., Unsupervised speaker adaptation based on hierarchical spectral clustering,"" (1989) IEEE Trans. Acoust., Speech, Signal Processing, 37, pp. 1923-1930; Gales, M.J.F., Young, S., An improved approach to the hidden markov model decomposition of speech and noise (1992) Proc. Int. Conf. Acoust., Speech, Signal Processing, 1, pp. 223-226; Hanson, B.A., Wakita, H., Spectral slope distance measures with linear prediction analysis for word recognition in noise,"" (1987) IEEE Trans. Acoust., Speech, Signal Processing, 35, pp. 968-973; Hermansky, H., Perceptual linear predictive (PLP) analysis of speech,"" (1990) J. Acoust. Soc. Am., 87 (4), pp. 1738-1752; Hermansky, H., Morgan, N., Bayya, A., Kohn, P., RASTA-PLP speech analysis technique,"" (1992) Proc. Int. Conf. Acoust., Speech, Signal Processing, 1, pp. 121-124; Juang, B.-H., Speech récognition in adverse environments,"" (1991) Comput. Speech Language, 5, pp. 275-294; Juang, B.H., Rabiner, L.R., Wilpon, J.G., On the use of bandpass lifering in speech recognition,"" (1987) IEEE Trans. Acoust., Speech, Signal Processing, ASSP-35 (7), pp. 947-954; Klatt, D.H., A digital filter bank for spectral matching,"" in (1976) Proc. Int. Conf. Acoust., Speech, Signal Processing, pp. 573-576; Lecomte, I., ""Car noise processing for speech input,"" in Proc (1989) Int. Conf. Acoust., Speech, Signal Processing, 1, pp. 512-515; Lee, C.-H., Lin, C.-H., Juang, B.-H., A study on speaker adaptation of the parameters of continuous density hidden markov models,"" (1991) IEEE Trans. Acoust., Speech, Signal Processing, 39 (4), pp. 806-814; Lee K-F, (1989) Automatic Speech Recognition-The Development of the Sphinx System., , Reading, MA: Kluwer; Mansour, D., Juang, B.-H., The short time modified coherence representation and noise speech recognition,"" (1989) IEEE Trans. Acoust., Speech, Signal Processing, 37, pp. 795-804; Linde, Y., Buzo, A., Gray, R.M., An algorithm for vector quantizer design,"" (1980) IEEE Trans. Commun., COM-28 (1), pp. 84-95; Nadeu, C., Juang, B.-H., (1993) Filtering of Speech Features for Recognition,""; Normandin, Y., (1991) Hidden Markov Models, Maximum Mutual Information Estimation, and the Speech Recognition Problem, , Ph.D. thesis, McGill Univ., Montréal, Canada; Rabiner, L., Juang, B.-H., (1993) Fundamentals of Speech Recognition., , Englewood Cliffs, NJ: Prentice-Hall; Rahim, M., A comparative study of different front-end features for robust speech analysis (1993) Frontiers in Speech Processing I., , New Brunswick, NJ: Rutgers University Press; Rahim, M., Juang, B.-H., Signal bias removal for robust telephone speech recognition in adverse environments (1994) Proc. Int. Conf. Acoust., Speech, Signal Processing; Roe, D.B., Speech recognition with a noise-adapting codebook,"" in (1987) Proc. Int. Conf. Acoust., Speech, Signal Processing, pp. 1139-1142; Rose, R.C., Hofstetter, E.M., 'Techniques for robust word spotting in continuous speech messages (1991) Proc. Euro. Conf. Speech Commun., pp. 1183-1186; Rose, R.C., Hofstetter, E.M., Reynolds, D.A., Integrated models of speech and background with application to speaker identification in noise,"" (1994) IEEE Trans. Speech Audio Processing; Sandhu, S., Ghitza, O., A comparative study of mel cepstra and eih for phone classification under adverse conditions (1995) Proc. Int. Conf. Acoust., Speech, Signal Processing; Shikano, K., Estimation of LPC spectral matching measures for phonetic unit recognition,"" (1985) Carnegie Mellon Univ. Tech. Rep.; Stanton, B., Al, E., Acoustic-phonetic analysis of loud and lombard speech in simulated cockpit conditions (1988) Proc. Int. Conf. Acoust., Speech, Signal Processing, 1, pp. 331-334; J. Wilpon and R. Sachs, Personal communication, AT&T Bell Laboratories, 1993; Zhao, Y., A new speaker adaptation technique using very short calibration speech (1993) Proc. Int. Conf. Acoust., Speech, Signal Processing, pp. 562-565; Zhao, Y., Self-learning speaker adaptation based on spectral variation source decomposition (1993) Proc. EuroSpeech '93, pp. 359-362","Rahim, M.G.; AT and T Bell Laboratories, Murray Hill, NJ 07974, United States; email: mazin@research.att.com",,,,,,,,10636676,,IESPE,,English,IEEE Trans Speech Audio Process,Article,Final,,Scopus,2-s2.0-0029769867
"Rahim M.G., Juang B.-H., Chou W., Buhrke E.",56228832600;7005536765;35241751600;7801393811;,Signal conditioning techniques for robust speech recognition,1996,IEEE Signal Processing Letters,3,4,,107,109,,47.0,10.1109/97.489062,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0030127017&doi=10.1109%2f97.489062&partnerID=40&md5=f7f66bae4979357a449bb096f0405eb2,"AT and T Bell Laboratories, Murray Hill, NJ 07974, United States","Rahim, M.G., AT and T Bell Laboratories, Murray Hill, NJ 07974, United States; Juang, B.-H., AT and T Bell Laboratories, Murray Hill, NJ 07974, United States; Chou, W., AT and T Bell Laboratories, Murray Hill, NJ 07974, United States; Buhrke, E., AT and T Bell Laboratories, Murray Hill, NJ 07974, United States","Acoustic mismatch encountered in various training and testing conditions of hidden Markov model (HMM) based systems often causes severe degradation in speech recognition performance. For telephone based speech recognition tasks, acoustic mismatch can arise from various sources, such as variations in telephone handsets, ambient noises, and channel distortions. This paper presents three techniques for blind channel equalization, namely, cepstral mean subtraction (CMS), signal bias removal (SBR) and hierarchical signal bias removal (HSBR). Experimental results on various connected digits databases show a reduction in the digit error rate by 16%, 21%, and 28% when employing CMS, SBR, and HSBR, respectively. Our results also demonstrate that the HSBR technique outperforms SBR and CMS on every sub-data collection and exhibits consistent improvements even for short utterances.",,Iterative methods; Markov processes; Mathematical models; Probability; Signal distortion; Speech processing; Spurious signal noise; Vector quantization; Vectors; Blind channel equalization; Cepstral mean subtraction; Hierarchical signal bias removal; Robust speech recognition; Signal bias removal; Speech recognition,,,,,,,,,,,"Chou, W., Lee, C.-H., Juang, B.-H., Minimum error rate training of inter-word context dependent acoustic model units in speech recognition Proc. ICSLP' 94, pp. 439-442. , Yokohama, Japan; Cung, H.M., Normandin, Y., Noise adaptation algorithms for robust speech recognition (1993) Speech Commun, 12, pp. 267-276; Furui, S., Speaker independent isolated word recognition using dynamic features of speech spectrum (1986) IEEE Trans. Acoust., Speech, Signal Processing, ASSP-34, pp. 52-59; Lee, C.H., Chou, W., Juang, B.-H., Rabiner, L.R., Wilpon, J.G., Context-dependent acoustic modeling for connected digit recognition (1993) Proc. ASA, , Denver, CO, Oct; Liu, F.-H., Stern, R., Acero, R., Moreno, P., Environment normalization for robust speech recognition using direct cepstral normalization Proc. ICASSP' 94, 2, pp. 61-64; Rahim, M., Juang, B.-H., Signal bias removal for robust telephone speech recognition in adverse environments Proc. ICASSP' 94, 2","Rahim, M.G.; AT and T Bell Laboratories, Murray Hill, NJ 07974, United States",,,,,,,,10709908,,ISPLE,,English,IEEE Signal Process Lett,Article,Final,,Scopus,2-s2.0-0030127017
"Dufresne R.J., Gerace W.J., Leonard W.J., Mestre J.P., Wenk L.",7005523945;22967064200;35952780600;7005675559;15027746000;,Classtalk: A classroom communication system for active learning,1996,Journal of Computing in Higher Education,7,2,,3,47,,259.0,10.1007/BF02948592,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0002911350&doi=10.1007%2fBF02948592&partnerID=40&md5=b6f65ab1dc2291a54e92efecf5610081,"University of Massachusetts, United States","Dufresne, R.J., University of Massachusetts, United States; Gerace, W.J., University of Massachusetts, United States; Leonard, W.J., University of Massachusetts, United States; Mestre, J.P., University of Massachusetts, United States; Wenk, L., University of Massachusetts, United States","TRADITIONAL METHODS for teaching science courses at the post-secondary level employ a lecture format of instruction in which the majority of students are passively listening to the instructor and jotting down notes. Current views of learning and instruction challenge the wisdom of this traditional pedagogic practice by stressing the need for the learner to play an active role in constructing knowledge. The emerging technology of classroom communication systems offers a promising tool for helping instructors create a more interactive, student-centered classroom, especially when teaching large courses. In this paper we describe our experiences teaching physics with a classroom communication system called Classtalk. Classtalk facilitated the presentation of questions for small group work as well as the collection of student answers and the display of histograms showing how the class answered, all of which fed into a class-wide discussion of students' reasoning. We found Classtalk to be a useful tool not only for engaging students in active learning during the lecture hour but also for enhancing the overall communication within the classroom. Equally important, students were very positive about Classtalk-facilitated instruction and believed that they learned more during class than they would have during a traditional lecture. © 1996 Springer.",active learning; classroom communication systems; constructivism; cooperative learning; educational technologies; higher education; interactive lectures; lecture courses; physics; science teaching,,,,,,,,,,,,,"Dufresne, R.J.; University of MassachusettsUnited States; email: rjdufresne@phast.umass.edu",,,,,,,,10421726,,,,English,J. Comput. High. Educ.,Article,Final,,Scopus,2-s2.0-0002911350
"Carver C.A., Howard R.A., Lane W.D.",55159967200;7403674065;7102391909;,"A methodology for active, student-controlled learning: Motivating our weakest students",1996,"SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education)",28,1,,195,199,,5.0,10.1145/236462.236538,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0029722924&doi=10.1145%2f236462.236538&partnerID=40&md5=6c7f77c061c413797ffe9d16def2e0d9,"Dept. of Elec. Eng. and Comp. Sci., United States Military Academy, West Point, NY 10996, United States","Carver, C.A., Dept. of Elec. Eng. and Comp. Sci., United States Military Academy, West Point, NY 10996, United States; Howard, R.A., Dept. of Elec. Eng. and Comp. Sci., United States Military Academy, West Point, NY 10996, United States; Lane, W.D., Dept. of Elec. Eng. and Comp. Sci., United States Military Academy, West Point, NY 10996, United States","This paper outlines a methodology to improve the performance of the weakest students through networked hypermedia and in-class exercises. These efforts are an outgrowth of experiments using networked hypermedia in the form of the World Wide Web (WWW) as the basis for networked courseware [1-4]. While initial approaches significantly enhanced the performance of the average and best students, there was no noticeable gain in the performance of the weakest students [4]. They continued to come into class without preparing and expected to somehow condense the learning process into five 55-minute sections every two weeks. In order to enhance the performance of these students, a series of procedures were developed that should increase their performance while minimizing any negative impact on the rest of class. The first procedure uses a networked, Common Gateway Interface (CGI), form-based Student Response System to enhanced communications and expectations between the student and professor. The Student Response System automates the grading of homework assignments, and as a result, facilitates nightly homework assignments without increasing the grading load on the professor. The second component of this methodology involves developing a series of graded, in-class, group exercises that can be easily graded in-class, represents a substantial portion of the final grade, and requires a public presentation of the group's results. Together, these tools and practices form a methodology for reaching the weakest students and enhancing their performance.",,Automation; Computer networks; Data communication systems; Education computing; Gateways (computer networks); Information technology; Performance; User interfaces; Common gateway interface; Hypermedia; Networked coursewise; Student response system; World wide web; Computer aided instruction,,,,,,,,,,,"Carver, C.A., Gregory, E., Networked Hypermedia in Undergraduate Curriculum (1995) 1995 ED-MEDIA World Conference on Educational Multimedia and Hypermedia, pp. 139-144. , June; Carver, C.A., Biehler, M., Incorporating Multimedia and Hypertext Documents in an Undergraduate Curriculum (1994) Proceedings of the 1994 IEEE/ASEE Frontiers in Education Conference, pp. 87-92. , San Jose, CA. November 2-4; Carver, C.A., Ressler, E., Biehler, M.A., Low-Cost, Deliverable, Student Response Systems (1995) Journal of Information Systems Education, 7 (2), pp. 73-78; Carver, C.A., Howard, R.A., An Assessment of Networked Multimedia and Hypermedia 1995 IEEE/ASEE Frontiers in Education Conference, pp. TBD. , Atlanta, GA; Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: A Handbook for College Teachers (2nd Ed.), , San Francisco: Jossey-Bass; Paul, J., Lewis, S.B., Supon, P.A., Improving Education Through Improved Assessment 1994 IEEE Frontiers in Education Conference, pp. 17-21. , San Jose, CA; Felder, R.M., Silverman, L.K., Learning and Teaching Styles in Engineering Education (1988) Engineering Education, 78 (7), pp. 674-681. , April; Felder, R.M., Baker-Ward, L., How Engineering Students Learn, How Engineering Professors Teach, and What Goes Wrong in the Process 1990 Frontiers in Education Conference, pp. 82-84; Bloom, B.S., (1956) Taxonomy of Educational Objectives: The Classification of Education Goals, , New York: David McKay; Felder, R.M., Brent, R., Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs, , ERIC Document Reproduction Service, in press; Astin, A., (1993) What Matters in College: Four Critical Years Revisited, , San Francisco, Jossey-Bass; Cooper, Prescott, J.S., Cook, L., Smith, L., Mueck, R., Cuseo, J., (1990) Cooperative Learning and College Instruction, , California State University Foundation, Long Beach, CA; Goodsell, A., Maher, M., Tinto, V., (1992) Collaborative Learning: A Sourcebook for Higher Education, , National Center on Postsecondary Teaching, Learning and Assessment, University Park, PA; Johnson, D.W., Johnson, R.T., Smith, K.A., Cooperative Learning: Increasing College Faculty Instructional Productivity (1991) ASHE-ERIC Higher Education Report No. 4, , George Washington University; McKeachie, W., (1986) Teaching Tips, 8th Edition, p. 46. , Heath & Co. Lexington, MA; Felder, Felder, R.M., Mauney, G.N., Hamrin, C.E., Dietz, E.J., A longitudinal study of engineering student performance and retention: Gender differences in student performance and attitudes ERIC Document Reproduction Services Report ED 368 553; Heller, P., Hollabaugh, M., Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups Am. Journal of Physics, 60 (7), pp. 637-644; Hartley, J., Davies, I.K., Note-taking: A Critical Review (1978) Programmed Learning and Educational Technology, 15, pp. 207-224; Beumont, I., Brusilousky, P., Adaptive Educational Hypermedia (1995) 1995 ED-MEDIA World Conference on Educational Multimedia and Hypermedia, pp. 93-98. , June","Carver, C.A.; Dept. of Elec. Eng. and Comp. Sci., United States Military Academy, West Point, NY 10996, United States",,,Association for Computing Machinery (ACM),,,,,00978418,,SIGSD,,English,SIGCSE Bull,Article,Final,,Scopus,2-s2.0-0029722924
O'Haver T.C.,6701860396;,CHEMCONF: An experiment in international online conferencing,1995,Journal of the American Society for Information Science,46,8,,611,613,,2.0,10.1002/(SICI)1097-4571(199509)46:8<611::AID-ASI9>3.0.CO;2-W,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84982406753&doi=10.1002%2f%28SICI%291097-4571%28199509%2946%3a8%3c611%3a%3aAID-ASI9%3e3.0.CO%3b2-W&partnerID=40&md5=ffa5fcaa73688b411304ffc26491aac6,"Department of Chemistry and Biochemistry, University of Maryland, College Park, Maryland, 20742, United States","O'Haver, T.C., Department of Chemistry and Biochemistry, University of Maryland, College Park, Maryland, 20742, United States","During the summer of 1993, the Committee on Computers in Chemical Education of the American Chemical Society's Division of Chemical Education sponsored an experimental online electronic conference, entitled “Applications of Technology in Teaching Chemistry,” which was conducted entirely by means of Internet and Bitnet network services. Fifteen papers were “presented,” on topics ranging from the applications of computer animations and simulations of chemical reactions, to using classroom networks to foster cooperative learning. A total of 450 chemistry educators from 33 countries participated. This article describes the organization, operation, and evaluation of the conference, discusses the advantages and disadvantages of online conferencing compared to traditional methods of scholarly discourse, and describes future plans for other chemistry‐related online conferences. © 1995 John Wiley & Sons, Inc. Copyright © 1995 John Wiley & Sons, Inc.",,,,,,,,,,,,,"Anderson, C., Good chemistry at electronic conference (1993) Science, 261, p. 1271; Bodow, S., (1993), p. 30. , November,. New formula for conferences. Wired, p; Borman, S., (1993), pp. 25-26. , February 15,. On‐line chemical education meeting may be harbinger of the future. Chemical & Engineering News, pp; Borman, S., (1993), pp. 26-27. , October 11,. Benefits of electronic conferences cited by on‐line meeting ‘attendees.’ Chemical & Engineering News, pp; O'Haver, T., Meeting in cyberspace (1994) The World &, 1, p. 218. , February","O'Haver, T.C.; Department of Chemistry and Biochemistry, University of Maryland, College Park, Maryland, 20742, United States",,,,,,,,00028231,,,,English,J. Am. Soc. Inf. Sci.,Article,Final,,Scopus,2-s2.0-84982406753
"Archer N.P., Yuan Y.",7006158219;7402708857;,Comparing telephone-computer interface designs: Are software simulations as good as hardware prototypes?,1995,International Journal of Human - Computer Studies,42,2,,169,184,,5.0,10.1006/ijhc.1995.1008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0029252169&doi=10.1006%2fijhc.1995.1008&partnerID=40&md5=07bdfd67eaadebef090f22e173166fa0,"School of Business, McMaster University, Hamilton, ON, L8S 4M4, Canada","Archer, N.P., School of Business, McMaster University, Hamilton, ON, L8S 4M4, Canada; Yuan, Y., School of Business, McMaster University, Hamilton, ON, L8S 4M4, Canada","Widespread interest in the evaluation of human-system interfaces has led to the development of various techniques in usability engineering. Usability evaluations are usually carried out on interface prototypes. However, if the design involves hardware implementation, such as a special keypad or a control panel layout, producing hardware prototypes for evaluation can be expensive and time-consuming. One solution to this problem is to use software tools for design simulation. In this case, a question which must be answered is: will a simulated prototype produce the same conclusions as a hardware prototype? That is, is software simulation a valid approach? The main purpose of this paper is to address this issue through an experiment. A multimedia authoring package was used to simulate several potential telephone handset designs for telephone-computer interfaces. The simulated prototypes were tested and compared with a physical keyboard for validation. The experiment did confirm the validity of simulation in this particular setting. It also demonstrated the advantages of using a software tool to build the prototype and to automate the evaluation process, including user training, test setting, and data collection. © 1995 Academic Press, Inc.",,Automation; Computer aided software engineering; Computer hardware; Computer simulation; Computer software; Telephone sets; Telephone systems; User interfaces; Multimedia autoring package; Telephone computer interface; Usability engineering; Human computer interaction,,,,,,,,,,,"Bly, S.A., Harrison, S.R., Irwin, S., Media spaces: Bringing people together in a video, audio, and computing environment (1993) Communications of the ACM, 36, pp. 28-47; Card, S.K., Moran, T.P., Newell, A., (1983) The Psychology of Human-Computer Interaction, , Hillsdale, NJ: Erlbaum Associates; Carroll, J.M., Aaronson, A.P., Learning by doing with simulated intelligent help (1988) Communcations of the ACM, 31, pp. 1064-1079; Clark, I.A., Software simulation as a tool for usable product design (1981) IBM Systems Journal, 20, pp. 272-293; Gould, J.D., Lewis, C., Designing for usability: Key principles and what designers think (1985) Communications of the ACM, 28, pp. 300-311; Helander, M., Moody, T.S., Joost, M.G., Systems design for automated speech recognition (1988) Handbook of Human-Computer Interaction, pp. 301-319. , M. Helander, Ed., Amsterdam: Elsevier; Kieras, D.E., Polson, P.G., An approach to the formal analysis of user complexity (1985) International Journal of Man-Machine Studies, 4, pp. 365-494; Kuhn, E., Streitz, N.A., Do users know how to ACT when menus are complex? (1989) Man-Computer Interaction Research MACINTER-II, pp. 361-374. , F. Kux, N. A. Streitz, Y. Waern, & H. Wandke (Eds), Amsterdam: North Holland; Leinfuss, E., While voice applications grow, technology limits still exist (1989) Eur J Microbiol Immunol(Bp), p. 14. , MIS Week, (May 8); Mills, C.B., Usability testing in the real world (Panel Discussion) (1986) Human Factors in Computing Systems—III, pp. 212-215. , M. Mantei & P. Orbeton, Eds., Amsterdam: North Holland; Newell, A.F., Arnott, J.L., Dye, R., Cairns, A.Y., A full speed listening typewriter simulation (1991) International Journal of Man-Machine Studies, 35, pp. 119-131; Nielsen, J., Mouch, R., Heuristic evaluation of user interfaces (1990) Proceedings ACM CHI'90, pp. 249-256. , (Seattle, WA 1-5 April); Nielsen, J., (1993) Usability Engineering, , Boston, MA: Academic Press; Nielsen, J., Phillips, V.L., Estimating the relative usability of two interfaces: Heuristic, formal, and empirical methods compared (1993) INTERCH1 '93, pp. 214-221. , (Amsterdam, 24-29 April); Plaisant, C., Shneiderman, B., Scheduling home control devices: Design issues and usability evaluation of four touchscreen interfaces (1992) International Lournal of Man-Machine Studies, 36, pp. 375-393; Potosnak, K.M., Keys and keyboards (1988) Handbook of Human-Computer Interaction, pp. 475-494. , M. Helander, ed; Rudnicky, A.I., Hauptmann, A.G., Multimodal interaction in speech systems (1992) Multimedia Interface Design, pp. 147-171. , Meera M. Blattner & R. B. Dannenberg (Eds.), New York, NY: ACM Press; Schneier, C.A., Mehal, M.E., Evaluating usability of application interfaces (1984) Human-Computer Interaction, pp. 129-132. , G. Salvendy (Ed.), Amsterdam: Elsevier; Sedgwick, J., The complexity problem (1993) Eur J Microbiol Immunol(Bp), pp. 96-104. , Atlantic Monthly, (March; Sweeney, M., Maguire, M., Shackel, B., Evaluating user-computer interaction: A framework (1993) International Journal of Man-Machine Studies, 38, pp. 689-711; Takebayashi, Y., Integration of understanding and synthesis functions for multimedia interfaces (1992) Dannenberg Multimedia Interface Design, pp. 233-256. , M. M. Blattner & R. B., New York, NY: ACM Press",,,,,,,,,10715819,,,,English,Int J Hum Comput Stud,Article,Final,,Scopus,2-s2.0-0029252169
"Fabius D.B., Grissom E.L., Fuentes A.",6603374446;6506234686;7102345497;,Recertification in cardiopulmonary resuscitation a comparison of two teaching methods,1994,Journal of Nursing Staff Development,10,5,,262,268,,26.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0028507145&partnerID=40&md5=719a4ec1b16262fe2d87104b8ac3af32,"Coronary Care Unit, Albert Einstein Medical Center, Philadelphia, PA, United States; Education and Quality Assurance, Albert Einstein Medical Center, Philadelphia, PA, United States; Neonatal Intensive Care, Albert Einstein Medical Center, Philadelphia, PA, United States","Fabius, D.B., Coronary Care Unit, Albert Einstein Medical Center, Philadelphia, PA, United States; Grissom, E.L., Education and Quality Assurance, Albert Einstein Medical Center, Philadelphia, PA, United States; Fuentes, A., Neonatal Intensive Care, Albert Einstein Medical Center, Philadelphia, PA, United States","In this study, the authors compare knowledge scores, pass/fail rate, time spent, satisfaction, and skill retention between two teaching methods used in cardiopulmonary resuscitation (CPR) recertification. Seventy subjects were assigned randomly to either traditional or computer method of instruction. Knowledge was evaluated by written examination. Psychomotor skills were evaluated either by a Basic Cardiac Life Support certified instructor (control group) or the computer (experimental group) and reevaluated by an instructor at a 6-month interval. There was no significant difference between the groups in knowledge or performance scores. However, significant differences in time spent, learner satisfaction, and pass/fail rate all favored the traditional method of instruction. These findings conflict with the results of prior studies on the use of the computer interactive learning System. © Lippincott-Raven Publishers.",,"adult; article; certification; clinical competence; clinical trial; controlled clinical trial; controlled study; education; human; methodology; middle aged; nursing education; randomized controlled trial; resuscitation; teaching; Adult; Cardiopulmonary Resuscitation; Certification; Clinical Competence; Computer-Assisted Instruction; Education, Nursing, Continuing; Educational Measurement; Humans; Middle Aged; Teaching",,,,,,,,,,,"(1981) Position Statement on CPR Certification, , Newport Beach, CA: Author; (1987) Textbook of Advanced Cardiac Life Support, , 2nd ed Dallas: Author; (1991) 1991 Heart Facts, , Dallas: Author; Aukerman, M.E., (1986) Effectiveness of an Interactive Video Approach for CPR Recertification of Registered Nurses, , Unpublished doctoral dissertation, University of Pittsburgh; Coleman, S., Dracup, K., Moser, D.K., Comparing methods of cardiopulmonary resuscitation instruction on learning and retention (1991) Journal of Nursing Staff Development, 7 (2), pp. 82-87; Ebner, D.G., Mahoney, J.V., Lippert, H.T., Brandt, N.L., (1988) A Study to Evaluate the Instructional Effectiveness and Efficiency of the Actronics CPR Learning System for Small Group Cooperative Learning, , Unpublished manuscript, Uniformed Services University of the Health Sciences, Bethesda, MD; (1988) Accreditation Manual for Hospitals, , Chicago: Author; Knowles, M., The adult learner (1990) A Neglected Species, , 4th edHouston: Gulf Publishing; Lyness, A.L., (1985) Effectiveness of Interactive Video to Teach CPR Skills and Theory, , January, Paper presented to the research and theory division of the Association for Educational Communication and Technology, Anaheim, CA; Nelson, M., Brown, C.G., CPR Instruction: Modular versus lecture course (1984) Annals of Emergency Medicine, 13 (2), pp. 118-121; Shehee, A., Computer-certified CPR (1989) American Journal of Nursing, 89 (4), p. 548; Yankel, M.E., Retention of cardiopulmonary resuscitation skills among nursing personnel: What makes the difference? (1989) Heart & Lung, 18 (5), pp. 520-525","Fabius, D.B.1013 Crest Road, Wynnewood, PA, 19096, United States",,,,,,,,08820627,,,7807254.0,English,J. Nurs. Staff Dev.,Article,Final,,Scopus,2-s2.0-0028507145
"From R.P., Pearson K.S., Albanese M.A., Moyers J.R., Sigurdsson S.S., Dull D.L.",6701528333;7102227555;7006286551;22935182500;7006153371;7004464551;,Assessment of an interactive learning system with 'sensorized' manikin head for airway management instruction,1994,Anesthesia and Analgesia,79,1,,136,142,,12.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0028332653&partnerID=40&md5=9dca643d5ade998c1aa9b622564c37eb,"Department of Anesthesia, College of Medicine, University of Iowa, Iowa City, IA 52242-1079, United States","From, R.P., Department of Anesthesia, College of Medicine, University of Iowa, Iowa City, IA 52242-1079, United States; Pearson, K.S., Department of Anesthesia, College of Medicine, University of Iowa, Iowa City, IA 52242-1079, United States; Albanese, M.A., Department of Anesthesia, College of Medicine, University of Iowa, Iowa City, IA 52242-1079, United States; Moyers, J.R., Department of Anesthesia, College of Medicine, University of Iowa, Iowa City, IA 52242-1079, United States; Sigurdsson, S.S., Department of Anesthesia, College of Medicine, University of Iowa, Iowa City, IA 52242-1079, United States; Dull, D.L., Department of Anesthesia, College of Medicine, University of Iowa, Iowa City, IA 52242-1079, United States","An interactive, self-study learning system for airway management instruction that utilizes a 'sensorized' manikin head (Actronics Inc., Pittsburgh, PA) was compared to didactic instruction from anesthesiologists during third-year medical student anesthesia rotations. Before students were allowed to participate in airway management on anesthetized patients, they were randomly separated into two groups. One group received instruction from the learning system, and the other group was given a lecture with guided practice on a standard tracheal intubating manikin. Differences between groups were then assessed using 22 separate variables as all students performed actual airway management on patients undergoing general anesthesia. Anesthesia faculty, residents, and nurse anesthetists, blinded to group, served as assessors. There were 48 and 49 students in the didactic instruction and learning system groups, respectively. Beginning experience level of students with respect to airway management was similar between groups before the anesthesia rotations. There were 185 and 188 evaluation forms completed to assess the didactic instruction and learning system groups, respectively. Demographic data regarding patients were recorded. Patients in the learning system group on whom students performed airway management were older, had a larger average body mass index, and their airways more frequently received higher Mallampati classifications (glottic structures more difficult to visualize). No difference in the quality of airway management efforts or in students' appraisal of their own performances was seen between groups. Neither group demonstrated more rapid development of psychomotor skills. Students were equally satisfied with both methods of instruction. We conclude that the airway management self-study learning system is as efficacious as didactic instruction for preclinical airway management instruction during third-year medical student anesthesia rotations.",,"adult; airway obstruction; anesthesiology; article; artificial ventilation; audiovisual equipment; clinical article; device; endotracheal intubation; human; learning; medical student; priority journal; resuscitation; teaching; Education, Medical, Undergraduate; Human; Intubation, Intratracheal; Manikins; Programmed Instruction; Support, Non-U.S. Gov't; Support, U.S. Gov't, P.H.S.; Teaching",,,,,,,,,,,,"From, R.P.; Department of Anesthesia, College of Medicine, University of Iowa, Iowa City, IA 52242-1079, United States",,,,,,,,00032999,,AACRA,8010424.0,English,ANESTH. ANALG.,Article,Final,,Scopus,2-s2.0-0028332653
"Papini M.R., White N.",7101729230;24287144900;,Performance during signals for reward omission,1994,Learning and Motivation,25,1,,45,64,,13.0,10.1006/lmot.1994.1003,https://www.scopus.com/inward/record.uri?eid=2-s2.0-38149147599&doi=10.1006%2flmot.1994.1003&partnerID=40&md5=9b2bbaf93836758a4c0d614a4c222a18,"Texas Christian University, TX, United States; University of Buenos Aires, Argentina","Papini, M.R., Texas Christian University, TX, United States; White, N., University of Buenos Aires, Argentina","Performance during the presentation of signals for reward omission was studied in a variety of training situations with rats. In Experiment 1, light and clicker were the conditioned stimuli (CSs) and sugar solution was the unconditioned stimulus (US) in a differential conditioning situation. Rats showed withdrawal from the feeder and levels of activity in nonreinforced trials higher than those in reinforced trials. In Experiment 2, groups of rats received single-alternation training with either short (22 s) or long (78 s) intertrial intervals. Rats showed more withdrawal and activity in nonreinforced trials than in reinforced trials, but both behaviors were reducted in nonreinforced trials with the long intertrial intervals. In Experiment 3, a similar increase in withdrawal (but not in activity) was observed during the presentation of a light in an explicitly unpaired situation with pellets as the US. Withdrawal was not observed in a control group exposed to the same events (CSs, USs, and contexts) in different contexts. These results suggest that signals for the omission of food can develop control over specific responses. © 1994 Academic Press, Inc.",,,,,,,,,,,,,"Amsel, A., Behavioral habituation, counterconditioning, and a general theory of persistence (1972) Classical Conditioning. II. Current Theory and Research, pp. 409-426. , A. H. Blackk & W. F. Prokasy (Eds.), New York: Appleton-Century-Crofts; Amsel, A., (1992) Frustration Theory: An Analysis of Dispositional Learning and Memory, , Cambridge, UK: Cambridge Univ. Press; Amsel, A., Roussel, J., Motivational properties of frustration. 1. Effect on a running response of the addition of frustration to the motivational complex (1952) Journal of Experimental Psychology, 43, pp. 363-368; Boakes, R.A., Performance on learning to associate a stimulus with positive reinforcement (1977) Operant-Pavlovian Interactions, pp. 67-101. , H. Davis and H. M. B. Hurwitz (Eds.), Hillsdale, NJ: Erlbaum; Cleland, G.G., Davey, G.C.L., Autoshaping in the rat: The effects of localizable visual and auditory signals for food (1983) Journal of the Experimental Analysis of Behavior, 40, pp. 47-56; Daly, H.B., Reinforcing properties of escape from frustration aroused in various learning situations (1974) Psychology of Learning and Motivation, 8, pp. 187-231; Daly, H.B., Daly, J.T., A mathematical model of reward and aversive nonreward: Its application in over 30 appetitive learning situations (1982) Journal of Experimental Psychology: General, 111, pp. 441-480; Davey, G.C.L., Cleland, G.G., Topography of signal-centered behavior in the rat: Effects of deprivation state and reinforcer type (1982) Journal of the Experimental Analysis of Behavior, 38, pp. 291-304; Davis, H., Hubbard, J., An analysis of superstitious behavior in the rat (1972) Behaviour, 53, pp. 1-12; Eldridge, G.D., Pear, J.J., Topographical variations in behavior during autoshaping, automaintenance, and omission training (1987) Journal of the Experimental Analysis of Behavior, 47, pp. 319-333; Farwell, B.J., Ayres, J.J.B., Stimulus-reinforcer and response-reinforcer relations in the control of conditioned appetitive headpoking (“goal tracking”) in rats (1979) Learning and Motivation, 10, pp. 295-312; Hearst, E., Bottjer, S.W., Walker, E., Conditioned approach-withdrawal behavior and some signal-food relations in pigeons: Performance and positive vs. Negative “associative strength.” (1980) Bulletin of the Psychonomic Society, 16, pp. 183-186; Hearst, E., Jenkins, H.M., (1974) Sign-Tracking: The Stimulus-Reinforcer Relation and Directed Action, , Austin, TX: The Psychonomic Society; Holland, P.C., Conditioned stimulus as a determinant of the form of the Pavlovian conditioned response (1977) Journal of Experimental Psychology: Animal Behavior Processes, 3, pp. 77-104; Holland, P.C., Influence of visual conditioned stimulus characteristics on the form of Pavlovian appetitive conditioned responding in rats (1980) Journal of Experimental Psychology: Animal Behavior Processes, 6, pp. 81-97; Jenkins, H.M., Barrera, F.J., Ireland, C., Woodside, B., Signal-centered action patterns of dogs in appetitive classical conditioning (1978) Learning and Motivation, 9, pp. 272-296; Kaplan, P.S., Importance of relative temporal parameters in trace autoshaping: From excitation to inhibition (1984) Journal of Experimental Psychology: Animal Behavior Processes, 10, pp. 113-126; Kaplan, P.S., Hearst, E., Excitation, inhibition, and context: Studies of extinction and reinstatement (1985) Context and Learning, pp. 195-224. , P. D. Balsam & A. Tomie (Eds.), Hillsdale, NJ: Erlbaum; Miller, R.R., Matzel, L.D., The comparator hypothesis: A response rule for the expression of associations (1988) Psychology of Learning and Motivation, 22, pp. 51-92; Papini, M.R., Associative learning in the marsupials Didelphis albiventris and Lutreolina crassicaudata (1988) Journal of Comparative Psychology, 102, pp. 21-27; Papini, M.R., Associative learning in the marsupial Didelphis albiventris: Behavior under single-alternation schedules (1988) Journal of Comparative Psychology, 102, pp. 28-34; Papini, M.R., Bitterman, M.E., The two-test strategy in the study of inhibitory conditioning (1993) Journal of Experimental Psychology: Animal Behavior Processes, 19, pp. 342-352; Papini, M.R., Dudley, R.T., (1993) Pavlovian Performance Following Unexpected Reward Omissions, , Manuscript submitted for publication; Papini, M.R., Mustaca, A.E., Tiscornia, G., Ditella, M., Context learning in the marsupial Lutreolina crassicaudata (1987) International Journal of Comparative Psychology, 1, pp. 126-134; Pearce, J.M., Hall, G., A model for Pavlovian learning: Variations in the effectiveness of conditioned but not of unconditioned stimuli (1980) Psychological Review, 87, pp. 532-552; Peden, B.F., Browne, M.P., Hearst, E., Persistent approaches to a signal for food despite food omission for approaching (1977) Journal of Experimental Psychology: Animal Behavior Processes, 3, pp. 377-399; Rescorla, R.A., Pavlovian conditioned inhibition (1969) Psychological Bulletin, 72, pp. 77-94; Rescorla, R.A., Holland, P.C., Associations in Pavlovian conditioned inhibition (1977) Learning & Motivation, 8, pp. 429-447; Scull, J.W., The Amsel frustration effect: Interpretations and research (1973) Psychological Bulletin, 79, pp. 352-361; Skinner, B.F., Superstition in the pigeon (1948) Journal of Experimental Psychology, 38, pp. 168-172; Timberlake, W., The functional organization of appetitive behavior: Behavior systems and learning (1983) Advances in Analysis of Behaviour, 3, pp. 177-221. , M. D. Zeiler & P. Harzern (Eds.), New York: Wiley; Wagner, A.R., Conditioned frustration as a learned drive (1963) Journal of Experimental Psychology, 66, pp. 142-148; Wagner, A.R., Rescorla, R.A., Inhibition in Pavlovian conditioning: Application of a theory (1972) Inhibition and Learning, pp. 301-336. , R. A. Boakes & M. S. Halliday, London: Academic Press; Wasserman, E.A., Response evocation in autoshaping: Contributions of cognitive and comparative-evolutionary analyses to an understanding of directed action (1981) Autoshaping and Conditioning Theory, pp. 21-54. , C. M. Locurto, H. S. Terrace, & J. Gibbon (Eds.), New York: Academic Press; Wasserman, E.A., Franklin, S.R., Hearst, E., Pavlovian appetitive contingencies and approach versus withdrawal to conditioned stimuli in pigeons (1974) Journal of Comparative and Physiological Psychology, 86, pp. 616-627; Williams, D.R., Biconditional behavior: Conditioning without constraint (1981) Autoshaping and Conditioning Theory, pp. 55-99. , C. M. Locurto, H. S. Terrace, and J. Gibbon (Eds.), New York: Academic Press; Zener, K., The significance of behavior accompanying conditioned salivary secretion for theories of the conditioned response (1937) American Journal of Psychology, 50, pp. 384-403","Papini, M.R.; Department of Psychology, Texas Christian University, Fort Worth, TX 76129, United States; email: papini@gamma.is.tcu.edu",,,,,,,,00239690,,,,English,Learn. Motiv.,Article,Final,,Scopus,2-s2.0-38149147599
"Durlach P.J., Shane D.O.",6603837270;6603195223;,The Effect of Intertrial Food Presentations on Anticipatory Goal-tracking in the Rat,1993,The Quarterly Journal of Experimental Psychology Section B,46,3,,289,318,,10.0,10.1080/14640749308401090,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0027651997&doi=10.1080%2f14640749308401090&partnerID=40&md5=8dd5356c5925459ad2171303da4bffa4,"McMaster University, Department of Psychology, 1280 Main Street, West, Hamilton, Ontario L8S 4K1, Canada","Durlach, P.J., McMaster University, Department of Psychology, 1280 Main Street, West, Hamilton, Ontario L8S 4K1, Canada; Shane, D.O., McMaster University, Department of Psychology, 1280 Main Street, West, Hamilton, Ontario L8S 4K1, Canada","Four experiments examined the sensitivity of anticipatory goal-tracking in the rat to stimulus-food contingency. Contingency was manipulated by varying the probability of food delivery in the absence of a food-tray-light or clicker conditional stimulus (CS), while holding constant the probability of food coincident with the CS. CS control of anticipatory food tray investigation was examined after a period of context extinction in all experiments. Acquisition of stimulus control was undermined by the scheduling of intertrial food deliveries (Experiment 1). The rate of intertrial food deliveries influenced subsequent acquisition of CS control when all intertrial food deliveries were omitted (Experiment 2). When intertrial food deliveries were added to the training regimen subsequent to acquisition of CS control, that control was impaired (Experiments 3 and 4). © 1993 The Experimental Psychology Society",,"animal; animal behavior; article; conditioning; eating; feeding behavior; inhibition (psychology); learning; light; male; rat; Animal; Behavior, Animal; Conditioning (Psychology); Eating; Feeding Behavior; Inhibition (Psychology); Learning; Light; Male; Rats; Support, Non-U.S. Gov't",,,,,Natural Sciences and Engineering Research Council of Canada,"Requests for reprints should be sent to Paula J. Durlach, McMaster University, Department of Psychology, 1280 Main Street, West, Hamilton, Ontario U S 4K1, Canada. This research was supported by a grant from the Natural Sciences and Engineering Board of Canada to the first author. Some of the data in this paper were presented at the 1989 summer meeting of the Experimental Psychology Society andor the 1989 meeting of the Psychonomic Society. We wish to thank Andy Baker for his comments on an earlier version of this manuscript.",,,,,"Ayres, J.J., Benedict, J.O., Witcher, E.S., Systematic manipulation of individual events in a truly random control in rats (1975) Journal of Comparative and Physiological Psychology, 88, pp. 97-103; Balsam, P.D., Relative time in trace conditioning (1984) Timing and time perception, pp. 211-227. , J. Gibbon & L. Allen (Eds.), New York: New York Academy of Science; Bonardi, C., Mechanisms of inhibitory discriminative control (1988) Animal Learning and Behaviour, 16, pp. 445-450; Dickinson, A., Chamock, D.J., Contingency effects with maintained instrumental reinforcement (1985) Quarterly Journal of Experimental Psychology, 37B, pp. 397-416; Durlach, P.J., Effect of signaling intertrial unconditioned stimuli in autoshaping (1983) Journal of Experimental Psychology: Animal Behaviour Processes, 9, pp. 374-389; Durlach, P.J., Explicitly unpaired procedure as a response elimination technique in autoshaping (1986) Journal of Experimental Psychology: Animal Behaviour Processes, 12, pp. 172-185; Durlach, P.J., Learning and performance in Pavlovian conditioning: Are failures of contiguity failures of learning or performance? (1989) Contemporary learning theories: Pavlovian conditioning and the status of traditional learning theory, pp. 19-59. , S.B. Klein & R.R. Mowrer (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; Farley, J., Automaintenance, contrast and contingencies: Effects of local vs. overall and prior vs. impending reinforcement context (1980) Learning and Motivation, 11, pp. 19-48; Farwell, B.J., Ayres, J.J., Stimulus reinforcer and response reinforcer relations in the control of conditioned appetitive headpoking (goal tracking) in rats (1979) Learning and Motivation, 10, pp. 295-312; Gamzu, E.R., Williams, Associative factors underlying the pigeon's key pecking in autoshaping procedures (1973) Journal of Experimental Analysis of Behavior, 19, pp. 225-232; Ganesan, R., Pearce, J.M., Effect of changing the unconditioned stimulus on appetitive blocking (1988) Journal of Experimental Psychology: Animal Behaviour Processes, 14, pp. 280-291; Gibbon, J., Balsam, P.D., Spreading association in time (1981) Autoshaping and conditioning theory, pp. 219-253. , C.M. Locurto, H.S. Terrace, & J. Gibbon (Eds.), New York: Academic Press; Hammond, L.J., Paynter, W.E., Jr., Probabilistic contingency theories of animal conditioning: A critical analysis (1983) Learning and Motivation, 14, pp. 527-550; Hearst, E., Bottjer, S.W., Walker, E., Conditioned approach withdrawal behaviour and some signal food relations in pigeons: Performance and positive vs. negative “associative strength (1980) Bulletin of the Psychonomic Society, 16, pp. 183-186; Hearst, E., Franklin, S.R., Positive and negative relations between a signal and food: Approach withdrawal behaviour to the signal (1977) Journal of Experimental Psychology: Animal Behaviour Processes, 3, pp. 37-52; Holland, P.C., Conditioned stimulus as a determinant of the form of the Pavlovian conditioned response (1977) Journal of Experimental Psychology: Animal Behaviour Processes, 3, pp. 77-104; Holland, P.C., Transfer of negative occasion setting and conditioned inhibition across conditioned and unconditioned stimuli (1989) Journal of Experimental Psychology: Animal Behaviour Processes, 15, pp. 311-325; Jenkins, H.M., Lambos, W.A., Tests of two explanations of response elimination by noncontingent reinforcement (1983) Animal Learning and Behaviour, 11, pp. 302-308; Kasprow, W.J., Schachtman, T.R., Miller, R.R., The comparator hypothesis of conditioned response generation: Manifest conditioned excitation and inhibition as a function of relative excitatory strengths of CS and conditioning context at the time of testing (1987) Journal of Experimental Psychology: Animal Behaviour Processes, 13, pp. 395-406; Kaye, H., Pearce, J.M., The strength of the orienting response during Pavlovian conditioning (1984) Journal of Experimental Psychology: Animal Behaviour Processes, 10, pp. 90-109; Konorski, J., (1967) Integrative activity of the brain, , Chicago, IL: University of Chicago Press; Lindblom, L.L., Jenkins, H.M., Responses eliminated by noncontingent or negatively contingent reinforcement recover in extinction (1981) Journal of Experimental Psychology: Animal Behaviour Processes, 7, pp. 175-190; LoLordo, V.M., Fairless, J.A., Stanhope, K.J., The effect of context upon responses to conditioned inhibitors (1985) Affect, conditioning, and cognition, pp. 131-144. , F.R. Brush & J.B. Overmier (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; Mackintosh, N.J., A theory of attention: Variations in the associability of stimuli with reinforcement (1975) Psychological Review, 82, pp. 276-298; Matzel, L.D., Gladstein, L., Miller, R.R., Conditioned excitation and conditioned inhibition are not mutually exclusive (1988) Learning and Motivation, 19, pp. 99-121; Miller, R.R., Schachtman, T.R., Conditioning context as an associative baseline: implications for response generation and the nature of conditioned inhibition (1985) Information processing in animals: Conditioned inhibition, pp. 51-88. , R.R. Miller & N.S. Spear (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; Pavlov, I.P., (1927) Conditioned reflexes, , Oxford: Oxford University Press; Pearce, J.M., Hall, G., A model for Pavlovian learning: Variations in the effectiveness of conditioned but not of unconditioned stimuli (1980) Psychological Review, 87, pp. 532-552; Pearce, J., Kaye, H., Strength of the orienting response during inhibitory conditioning (1985) Journal of Experimental Psychology: Animal Behaviour Processes, 11, pp. 405-420; Pearce, J.M., Wilson, P.N., Kaye, H., The influence of predictive accuracy on serial conditioning in the rat (1988) Quarterly Journal of Experimental Psychology, 40B, pp. 181-198; Rawson, R.A., Leitenberg, H., Mulick, J.A., Lefebvre, M.F., Recovery of extinction responding in rats following discontinuation of reinforcement of alternative behavior: A test of two explanations (1977) Animal Learning and Behavior, 5, pp. 415-420; Rescorla, R.A., Pavlovian conditioning and its proper control procedures (1967) Psychological Review, 74, pp. 71-80; Rescorla, R.A., Probability of shock in the presence and absence of CS in fear conditioning (1968) Journal of Comparative and Physiological Psychology, 66, pp. 1-5; Rescorla, R.A., Redundant treatments of neutral and excitatory stimuli in autoshaping (1989) Journal of Experimental Psychology: Animal Behaviour Processes, 15, pp. 212-223; Rescorla, R.A., Wagner, A.R., A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and nonreinforcement (1972) Classical conditioning II: Current theory and research, pp. 64-99. , A.H. Black & W.F. Prokasy (Eds.), New York: Appleton-Century-Crofts; Swan, J.A., Pearce, J.M., The orienting response as an index of stimulus associability in rats (1988) Journal of Experimental Psychology: Animal Behaviour Processes, 14, pp. 292-301; Tomie, A., Retardation of autoshaping: Control by contextual stimuli (1976) Science, 192, pp. 1244-1246; Wagner, A.R., SOP: A model of automatic memory processing in animal behaviour (1981) Information processing in animals: Memory mechanisms, pp. 1-47. , N.E. Spear & R.R. Miller (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; Williams, D., Overmier, J.B., Nonassociative habituation, US preexposure, and backward inhibitory conditioning with signaled and unsignaled USs (1990) Animal Learning and Behaviour, 18, pp. 35-43; Witcher, E.S., Ayres, J.J., Systematic manipulation of CS US pairings in negative CS US correlation procedures in rats (1980) Animal Learning and Behaviour, 8, pp. 67-74","Durlach, P.J.; McMaster University, Department of Psychology, 1280 Main Street, West, Hamilton, Ontario L8S 4K1, Canada",,,,,,,,02724995,,,8210453.0,English,Q. J. Exp. Psychol. Sect. B Comp. Physiol. Psychol.,Article,Final,,Scopus,2-s2.0-0027651997
"Chen M.-S., Yang T., Wang H.-C.",7406351019;56210309800;56866751600;,Speaker Identification Over Telephone System Based On Channel-Effect Cancellation,1993,"Journal of the Chinese Institute of Engineers, Transactions of the Chinese Institute of Engineers,Series A/Chung-kuo Kung Ch'eng Hsuch K'an",16,6,,773,780,,,10.1080/02533839.1993.9677552,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0027696035&doi=10.1080%2f02533839.1993.9677552&partnerID=40&md5=8d2543fa501f15f842bb86636268946f,"department of Electrical Engineering, National Tsing Hua University, Hsinchu, 30043, Taiwan; Telecommunication Training Institute Taichung Center, Taichung, 408, Taiwan","Chen, M.-S., department of Electrical Engineering, National Tsing Hua University, Hsinchu, 30043, Taiwan; Yang, T., Telecommunication Training Institute Taichung Center, Taichung, 408, Taiwan; Wang, H.-C., Telecommunication Training Institute Taichung Center, Taichung, 408, Taiwan","This paper presents a method of speaker identification over telephone system based on channel-effect cancellation. A set of inverse channel spectra is chosen as the basis for generating a channel-effect-cancellation filter. The speaker identification scheme is based on vector quantization where the codebooks of each speaker are trained without channel effect.When the speech signal of a speaker goes through the telephone system, a proper channel-effect-cancellation filter is generated to minimize the channel effect on the speech signal. The experiments show that the channel effect is mostly contributed by telephone handsets rather than by the transmission lines. By using the proposed method, an identification rate of 93.8% can be achieved for 100 speaker tests. © 1993 Taylor & Francis Group, LLC.",,Pattern recognition; Speech communication; Telephone circuits; Vocoders; Channel effects; Speech signals; Vector quantization; Speech recognition,,,,,,"This research hasbeen sponsored bytheNational Science Council, R.O.C., and also by the Telecommunications Laboratories of Ministry of Transportation and Communications, R.O.C.",,,,,"Chen, M.S., Wang, H.C., A Study on Text-Independent Speaker Recognition (1986) Proceedings of International Computer Symposium, pp. 1160-1167. , Tainan, Taiwan; Chen, M.S., Lin, P.H., Wang, H.C., On the Use of Matrix Quantization to Text-Constraint Speaker Identification (1990) Proceedings of International Computer Symposium, pp. 969-974. , Hsinchu, Taiwan; Chen, M.S., Lin, P.H., Wang, H.C., Speaker Identification Based on a Matrix Quantization Method (1993) IEEE Trans. Signal Process., 41 (1), pp. 398-403; Chen, M.S., Wang, H.C., A Decision-Enhanced Pattern Classifier Based on Neural Network Approach (1992) Pattern Recognition Letters, Vol, 5, p. 13; Chen, M.S., Some Studies on Speaker Identification (1992), National Tsing Hua University, Hsinchu, Taiwan; Chen, M.S., Yang, T., Wang, H.C., On the Use of Channel-Effect Removal in Speaker Identification over Telephone Network (1992) The 3rd International Symposium on Signal Processing and its Applications, ISSP A-92, Gold Coast, Australia, Aug; Furui, S., Cepstral Analysis Technique for Automatic Speaker Verification (1981) IEEE Trans. Acoust., Speech, Signal Process., ASSP-29, pp. 254-272; Gish, H., Kamofsky, K., Krasner, M., Roucos, S., Schwartz, R., Wolf, J., Investigation of Text-Independent Speaker Identification over Telephone Channels (1985) Proc. Ieeeint. Conf. Acoust., Speech, Signal Processing, Tempa, FL, pp. 379-382; Gish, H., Krasner, M., Russell, W., Wolf, J., Methods and Experiments for Text-Independent Speaker Recognition over Telephone Channels (1986) Proc. IEEE Int. Conf. Acoust., Speech, Signal Processing, Tokyo, Japan, pp. 865-868; Haykin, S., (1991) Adaptive Filter Theory, , Second Edition, Prentice-Hall, Englewood Cliffs, NJ; Gish, H., Methods and Experiments for Text-Independent Speaker Recognition over Telephone Channels (1990) Proc. IEEE Int. Conf. Acoust, pp. 289-292; Haykin, S., (1991) Adaptive Filter Theory, , Second Edition, Prentice-Hall, Englewood Cliffs, NJ; Juang, B.H., Soong, F.K., Speaker Recognition Based on Source Coding Approaches Proc. IEEE Int. Conf. Acoust., Speech, Signal Processing, , Albu; Linde, Y.L., Puzo, A., Gray, R.M., An Algorithm for Vector Quantizer Design, IEEE Trans (1980) Commun., Vol. COM-28, No. 1, pp. 84-95; Luenberger, D.G., (1968) Optimization by Vector Space Methods, , Wiley, New York; Rose, R.C., Reynolds, D.A., Text Independent Speaker Identification Using Automatic Acoustic Segmentation (1990) Proc. IEEE Int. Conf. Acoust., Speech, Signal Processing, Albuquerque, NM, pp. 293-296; Soong, F.K., Rosenberg, A.E., On the Use of Instantaneous and Transitional Spectral Information in Speaker Recognition (1988) IEEE Trans. Acoust., Speech, Signal Process., 36 (6), pp. 871-879","Wang, H.-C.; Telecommunication Training Institute Taichung Center, Taichung, 408, Taiwan",,,,,,,,02533839,,,,English,J Chin Inst Eng Trans Chin Inst Eng Ser A,Article,Final,,Scopus,2-s2.0-0027696035
"Baldwin A.S., Syverud S.A., Edlich R.F.",24287718200;7003685373;7202092098;,Technical considerations in the selection of a personal emergency response system,1993,Journal of Emergency Medicine,11,4,,451,455,,4.0,10.1016/0736-4679(93)90249-7,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0027213966&doi=10.1016%2f0736-4679%2893%2990249-7&partnerID=40&md5=87211e3cbc962ee1f91b9b6dc3f888fd,"Department of Plastic Surgery, United States; Division of Emergency Medicine, University of Virginia School of Medicine, Charlottesville, VA, United States","Baldwin, A.S., Department of Plastic Surgery, United States; Syverud, S.A., Division of Emergency Medicine, University of Virginia School of Medicine, Charlottesville, VA, United States; Edlich, R.F., Department of Plastic Surgery, United States","It is the purpose of this report to provide an internal review of the personal response system (PRS) in our hospital. Our system is coordinated by volunteers without emergency physician supervision. It uses antiquated equipment in the client's homes and emergency response center. Calls are answered by individuals who have not been trained as dispatchers, and who do not record pertinent performance data. The technical considerations involved in the selection and operation of an ideal PRS system are described. © 1993.",console; emergency response center; personal emergency response system,"article; emergency health service; hospital; medical instrumentation; telephone; Aged; Aged, 80 and over; Decision Making; Emergency Medical Service Communication Systems; Equipment Design; Female; Hospitals, University; Human; Male; Personnel Staffing and Scheduling; Support, Non-U.S. Gov't; Virginia",,,,,,,,,,,"Dibner, Personal response system [guest editor's introduction] (1991) Int J Techol Aging, 4, pp. 3-4; Redd, Zura, Tanner, Walk, Wu, Edlich, Personal emergency response systems (PRS) (1992) J Burn Care Rehab., 13, pp. 453-459; American Association of Retired Persons, (1992) Product report: PERS (Personal emergency response system), , American Association of Retired Persons, Washington, DC","Edlich, R.F.; Department of Plastic SurgeryUnited States",,,,,,,,07364679,,JEMMD,8228109.0,English,J. Emerg. Med.,Article,Final,,Scopus,2-s2.0-0027213966
"van Rotterdam A., Keij J., Visser J.W.M.",6701813507;6701791075;7202086570;,Models for the electronic processing of flow cytometric data at high particle rates,1992,Cytometry,13,2,,149,154,,4.0,10.1002/cyto.990130207,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0026592353&doi=10.1002%2fcyto.990130207&partnerID=40&md5=5af988ba8901858f13c990526d32e5df,"Institute of Applied Radiobiology and Immunology Tno, Rijswijk, Netherlands","van Rotterdam, A., Institute of Applied Radiobiology and Immunology Tno, Rijswijk, Netherlands; Keij, J., Institute of Applied Radiobiology and Immunology Tno, Rijswijk, Netherlands; Visser, J.W.M., Institute of Applied Radiobiology and Immunology Tno, Rijswijk, Netherlands","In flow cytometry at high particle rates, complete processing of data is limited by the capacity of the flow cytometer electronics which are constrained by the waiting or cycling time of the processor. Four models of impulse processors were analyzed to study the influence of the waiting time and reset mechanisms on the input‐output properties of commonly used electronic devices. The models contain a feedback loop to represent a waiting time and describe reset mechanisms to filter trains of consecutive pulses such as clumps and doublets. Discrete systems analytical tools have been used to derive formulas for the yield of a simple waiting time device, a doublet filter, a clump filter and a clump and doublet filter. Also, the response to a sudden onset of an input signal has been analyzed and is described. The reset mechanism is an important determinant of the capacity of a waiting time device depending on the impulse rate of the input signal. Copyright © 1992 Wiley‐Liss, Inc.",coincidence; discrete systems analysis; electronic processing; Flow cytometry; zapper,"article; data analysis; flow cytometry; information processing; priority journal; Flow Cytometry; Mathematics; Models, Biological",,,,,,,,,,,"Cheng, DK, (1961) Analysis of Linear Systems, , Addison Wesley Publishing Company, Reading, Massachusetts; Elgerd, OI, (1967) Control Systems Theory, , McGraw‐Hill, New York; Eijckhoff, P, (1974) System Identification, Parameter and State Estimation, , John Wiley and Sons, New York; Herweijer, H, (1988), Photodamage cell selection: Development of a highspeed cell selection method based on flow cytometry. Thesis, Univ. of Leiden, The Netherlands; Kendall, MG, Stuart, A, (1962) The Advanced Theory of Statistics, , ( Vol. I and II)., Griffin, London; Keij, JF, van Rotterdam, A, Groenewegen, AC, Stokdijk, W, Visser, JWM, Coincidence in high‐speed flow cytometry: Models and :measurement (1991) Cytometry, 12, pp. 398-404; Korn, GA, (1966) Random Process Simulation and Measurements, , McGraw‐Hill, New York; Visser, JWM, Engh vanden, GJ, Immunofluorescence measurements by flow cytometry (1982) Immunofluorescence Technology, , Wick, Traill, Schauenstein, (eds)., Elsevier Biomedical Press, Amsterdam","van Rotterdam, A.; Institute of Applied Radiobiology and Immunology, Itri-Tno, P.O. Box 5815, Rijswijk, 2280 HV, Netherlands",,,,,,,,01964763,,,1547663.0,English,Cytometry,Article,Final,,Scopus,2-s2.0-0026592353
Anon,1;,Detecting contamination in hydraulic systems - on-line,1991,Process and Control Engineering,44,3,,51,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0026123234&partnerID=40&md5=8d05241daad264734fb46e450d3846c3,,Anon,"A new contamination monitor for detecting contamination in hydraulic systems on-line looks set to prevent costly equipment damage. It reports the particulate levels in a system instantly and accurately and most importantly, while the machinery is still running. The monitor can be used anywhere - even in hostile conditions. Simply connect the CM20 portable analyzer to an industrial or mobile System 20 sensor built into the hydraulic system. The instrument uses microprocessor controlled optical scanning to provide effective, accurate measurements of contaminant levels within three minutes. The heart of the unit is a scanner which microscopically examines each particle, measures its width and length and then computes its area. Unlike conventional laboratory particle counters, it measures particles against a calibrated optical slit, in much the same way that an operator would use an eyepiece graticule. There is an important difference however: the test only takes three minutes instead of the many hours needed by a trained technician using the conventional method. There are other differences too, the test can be achieved on line and with flow rates up to 400L/min and working pressures up to 400 bar. CM20 can also generate a permanent record of results and will store in memory up to 300 test results. A 16-column printer for hard copy data can be activated at the touch of a key pad on the lift-out hand controller. The unit's versatility is completed by a download facility via an RS232 computer interface port, compatible with standard computer systems. For total portability, the CM20 carries its own battery pack - though it can also draw power from a 12 Vdc source.",,Computer Interfaces; Optical Instruments - Readout Systems; Sensors - Computer Applications; Contamination Monitors; Hydraulic System Failures; Optical Scanning System; Hydraulic Machinery,,,,,,,,,,,,,,,,,,,,08168148,,PCENE,,English,PACE Process Control Eng,Article,Final,,Scopus,2-s2.0-0026123234
"Ruehl H.W., Dobler S., Weith J., Meyer P., Noll A., Hamer H.H., Piotrowski H.",6603945916;7004060834;16220874100;55430820000;7004986034;7003446265;7007054808;,Speech recognition in the noisy car environment,1991,Speech Communication,10,1,,11,22,,11.0,10.1016/0167-6393(91)90024-N,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0026103993&doi=10.1016%2f0167-6393%2891%2990024-N&partnerID=40&md5=e296f12ab4b19776c63e993f5b5a479f,"Philips Kommunikations Industrie AG, Thurn-und-Taxis-Str. 14, W-8500 Nürnberg, Germany; Philips GmbH, Forschungslaboratorium Hamburg, P.O. Box 540804, W-2000 Hamburg 54, Germany","Ruehl, H.W., Philips Kommunikations Industrie AG, Thurn-und-Taxis-Str. 14, W-8500 Nürnberg, Germany; Dobler, S., Philips Kommunikations Industrie AG, Thurn-und-Taxis-Str. 14, W-8500 Nürnberg, Germany; Weith, J., Philips Kommunikations Industrie AG, Thurn-und-Taxis-Str. 14, W-8500 Nürnberg, Germany; Meyer, P., Philips Kommunikations Industrie AG, Thurn-und-Taxis-Str. 14, W-8500 Nürnberg, Germany; Noll, A., Philips GmbH, Forschungslaboratorium Hamburg, P.O. Box 540804, W-2000 Hamburg 54, Germany; Hamer, H.H., Philips GmbH, Forschungslaboratorium Hamburg, P.O. Box 540804, W-2000 Hamburg 54, Germany; Piotrowski, H., Philips GmbH, Forschungslaboratorium Hamburg, P.O. Box 540804, W-2000 Hamburg 54, Germany","An algorithm for recognition of connected words has been adapted to an application for mobile radio telephony. For this purpose, several manners of generating feature vectors were evaluated using two databases collected in a small car moving at about 120 km/h. The databases contain digits and digit strings uttered via handset and in hands-free mode for each of 10 speakers. In the first phase, experiments were done using signal analysis resulting in linear scaled magnitude filterbank coefficients in the feature vector. This approach achieved a digit error rate of 6.0% on 7-digit strings collected via handset and employing isolated word training. The second approach replaced the magnitudes of the filterbank coefficients by coefficient energy, with the energy being scaled logarithmically. The digit error rate was reduced to 3.0% for handset data. For hands-free data, a digit error rate of 13.2% was achieved. The results derived in the simulation environment were verified in a car using the product hardware. © 1991.",car environment; connected-words recognition; Hidden Markov Models; mobile radio telephony; Speech recognition in noise,"Automobiles--Electronic Equipment; Radio Systems, Mobile; Radio Telephone; Filter Banks; Mobile Radio Telephony; Word Training; Speech",,,,,,,,,,,"Baker, Stochastic modelling for automatic speech understanding (1975) Speech Recognition, pp. 512-542. , R. Reddy, Academic Press, New York; Bourlard, Kamp, Ney, Wellekens, Speaker-dependent connected-speech recognition via dynamic programming and statistical methods (1985) Bibliotheca Phonetica, pp. 115-148. , K. Kohler, Karger, Basel, No. 12; Hirsch, Ruehl, Improvements of speech recognition by noise suppression (1989) Proc. Eurospeech 89, Paris, 2, pp. 652-655; Jelinek, Continuous speech recognition by statistical methods (1976) Proc. IEEE, 64, pp. 532-556; Levinson, Rabiner, sondhi, An introduction to application of the theory of probabilistic functions of a Markov process to automatic speech recognition (1983) Bell Syst. Techn. J., 62 (4), pp. 1035-1073; Ney, The use of a one-stage dynamic programming algorithm for connected-word recognition (1984) IEEE Trans., 32 ASSP, pp. 263-271; Noll, Real-time connected-word recognition in a noisy environment (1989) Proc. ICASSP-89, Glasgow, 1, pp. 679-682; Noll, Ney, Mergel, Emission probability modelling for speaker independent recognition of isolated words via telephone lines (1986) Proc. NTG Conf. ‘Sprachkommunikation’,, pp. 26-30. , Munich, 28–30 April 1986; Rabiner, Wilpon, Juang, A segmental k-means-training procedure for connected word recognition based on whole word reference patterns (1986) AT&T Techn. J., 65 (3), pp. 21-31; Vary, Noise suppression by spectral magnitude estimation — Mechanism and theoretical limits (1985) Signal Processing, 8 (4), pp. 387-400","Ruehl, H.W.; Philips Kommunikations Industrie AG, Thurn-und-Taxis-Str. 14, W-8500 Nürnberg, Germany",,,,,,,,01676393,,SCOMD,,English,Speech Commun,Article,Final,,Scopus,2-s2.0-0026103993
Roberts A.E.,7404497993;,Using a clicker and a tone CS to suppress free-operant avoidance behavior,1991,Bulletin of the Psychonomic Society,29,2,,175,177,,,10.3758/BF03335228,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951652579&doi=10.3758%2fBF03335228&partnerID=40&md5=57e8d7834f2f34f49eb5d8d975450787,"Department of Psychology, Catawba College, Salisbury, North Carolina, 28144, United States","Roberts, A.E., Department of Psychology, Catawba College, Salisbury, North Carolina, 28144, United States","Rats were trained under a free-operant avoidance schedule with R-S intervals of 15, 20, or 30 sec. Following a repeated-measures design, the rats received a 60-sec clicking and discontinuous-tone stimulus as a preshock CS in separate training phases. Each block of CS-US sessions was preceded and followed by blocks of CS sessions without the US. The two preshock CSs produced comparable levels of suppressed avoidance behavior, as indexed by an increase in rates of unavoided shocks. The CS-US arrangements failed to produce significant differences between response-rate measures. Reliable differences in indexes of suppressed avoidance due to either the R-S interval or the kind of auditory CS were not found. However, enhancement in avoidance behavior occurred during the clicking CS in the pretest sessions. © 1991, The Psychonomic Society, Inc.. All rights reserved.",,,,,,,,,,,,,"Hurwitz, H.M.B, Herrmann, T.F, The ineffectiveness of shock avoidance under short and long R-S intervals (1984) Animal Learning & Behavior, 12, pp. 350-354; Hurwitz, H.M.B, Roberts, A.E, Conditioned suppression of an avoidance response (1971) Journal of the Experimental Analysis of Behavior, 16, pp. 275-281; Hurwitz, H.M.B, Roberts, A.E, Aversively controlled behavior and the analysis of conditioned suppression (1977) Operant-Pavlovian interactions, pp. 189-224. , H., Davis, H.M.B, Hurwitz, Erlbaum, Hillsdale, NJ; Roberts, A.E, On nonassociative effects of auditory CSs on avoidance behavior (1982) Bulletin of the Psychonomic Society, 19, pp. 231-233; Roberts, A.E, Hurwitz, H.M.B, The effect of a preshock signal on a free-operant avoidance response (1970) Journal of the Experimental Analysis of Behavior, 14, pp. 331-340; Roberts, A.E, Hurwitz, H.M.B, The conditioned suppression and enhancement of avoidance during a serial compound CS (1979) Bulletin of the Psychonomic Society, 14, pp. 7-10; Roberts, A.E, Porter, A.G, Conditioned suppression and enhancement of avoidance in rats: The duration of US (1977) Bulletin of the Psychonomic Society, 9, pp. 100-102","Roberts, A.E.; Department of Psychology, Catawba College, Salisbury, North Carolina, 28144, United States",,,,,,,,00905054,,,,English,Top. Catal.,Article,Final,Open Access,Scopus,2-s2.0-84951652579
"Selden N.R.W., Robbins T.W., Everitt B.J.",6603894691;55854740500;7102400703;,Enhanced behavioral conditioning to context and impaired behavioral and neuroendocrine responses to conditioned stimuli following ceruleocortical noradrenergic lesions: Support for an attentional hypothesis of central noradrenergic function,1990,Journal of Neuroscience,10,2,,531,539,,98.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0025272271&partnerID=40&md5=f4832b8c4b9379ca30fe24756b704f53,"Dept. Experimental Psychology, University of Cambridge, Downing Street, Cambridge CB2 3EB, United Kingdom","Selden, N.R.W., Dept. Experimental Psychology, University of Cambridge, Downing Street, Cambridge CB2 3EB, United Kingdom; Robbins, T.W., Dept. Experimental Psychology, University of Cambridge, Downing Street, Cambridge CB2 3EB, United Kingdom; Everitt, B.J., Dept. Experimental Psychology, University of Cambridge, Downing Street, Cambridge CB2 3EB, United Kingdom","This study tested the hypothesis that cortical noradrenaline (NA) depletion induced by 6-hydroxydopamine (6-OHDA) widens attentional span, impairing the acquisition of conditioning to an explicit stimulus while enhancing conditioning to contextual stimuli. Sham-operated and NA-depleted rats were exposed to pairings of an auditory (clicker) CS and (footshock) US in a distinctive environment. Half of the lesioned and half of the control animals were trained with a short trace interval between presentations of clicker and shock, and half with a long trace. Associative learning theory predicts that a long trace interval should bias intact animals towards stronger contextual conditioning and, in contrast, a short trace interval should bias controls towards stronger CS conditioning. During testing, NA-depleted animals showed impaired fear conditioning to explicit cues, compared with controls, indicated by their reduced suppression of drinking when the CS was introduced into a separate, lick-operant chamber. In contrast, the same animals exhibited enhanced fear of contextual cues, as shown by their greater preference for a 'safe' environment over the one in which they were shocked. The behavioral and plasma corticosterone responses of individual animals to the CS were positively correlated in both the lesion and sham groups. Corticosterone levels corroborated the impairment in CS conditioning caused by the lesion. In contrast, behavioral and corticosterone responses to contextual stimuli were not significantly correlated in either group, and there was no enhancement of the corticosterone response to contextual stimuli in the lesioned animals. These findings indicate that the complex and seemingly opposing effects that can result from ceruleocortical NA depletion nevertheless support the proposal that noradrenergic projections are involved in the control of selective attention.",,"oxidopamine; animal cell; animal experiment; article; attention; conditioning; corticosterone blood level; male; nonhuman; noradrenergic system; priority journal; psychological aspect; rat; Acoustic Stimulation; Animal; Attention; Behavior, Animal; Brain; Conditioning (Psychology); Corticosterone; Cues; Electroshock; Fear; Locus Coeruleus; Male; Models, Neurological; Neurosecretory Systems; Norepinephrine; Rats; Rats, Inbred Strains; Support, Non-U.S. Gov't",,"oxidopamine, 1199-18-4, 28094-15-7, 636-00-0; Corticosterone, 50-22-6; Norepinephrine, 51-41-2",,,,,,,,,,"Robbins, T.W.; Dept. Experimental Psychology, University of Cambridge, Downing Street, Cambridge CB2 3EB, United Kingdom",,,,,,,,02706474,,JNRSD,2303858.0,English,J. NEUROSCI.,Article,Final,,Scopus,2-s2.0-0025272271
"Tsaltas E., Schugens M.M., Gray J.A.",6508300662;6603711098;56307898000;,Effects of lesions of the dorsal noradrenergic bundle on conditioned suppression to a CS and to a contextual background stimulus,1989,Behavioural Brain Research,31,3,,243,256,,10.0,10.1016/0166-4328(89)90006-5,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0024510914&doi=10.1016%2f0166-4328%2889%2990006-5&partnerID=40&md5=03875604365e680c62ebba4394c90596,"MRC Brain, Behaviour and Psychiatry Research Group, Department of Psychology, Denmark Hill, London, United Kingdom","Tsaltas, E., MRC Brain, Behaviour and Psychiatry Research Group, Department of Psychology, Denmark Hill, London, United Kingdom; Schugens, M.M., MRC Brain, Behaviour and Psychiatry Research Group, Department of Psychology, Denmark Hill, London, United Kingdom; Gray, J.A., MRC Brain, Behaviour and Psychiatry Research Group, Department of Psychology, Denmark Hill, London, United Kingdom","The aim of the experiment was to determine whether the dorsal noradrenergic bundle (DB) plays a role in conditioning to context. Rats received either bilateral lesions of the DB by local injection of 6-hydroxydopamine, vehicle injections only, or sham operations. All animals were then trained to barpress for food on a variable interval (VI) schedule. Two 5-min intrusion periods were superimposed on the VI baseline during each session. An 'envelope' stimulus (flashing light) was on throughout each intrusion period. In addition, embedded in the two intrusion periods of each session, there occurred 8 presentations of a 'punctate' conditioned stimulus (CS) (a 15-s clicker), and 8 presentations of a 0.5-s footshock. Within each surgical condition rats were randomly allocated to one of three conditioning groups, receiving 100%, 50% or 0% temporal association between CS and shock. Conditioning to the punctate CS and to the context provided by the envelope stimulus was assessed by the degree of suppression of the barpress response relative to the VI baseline. Responding was most suppressed in the punctate CS in the 100 and 50% conditions, and most suppressed in the envelope stimulus in the 0% condition. DB lesions released response suppression to the punctate CS, had no effect on suppression to the envelope stimulus, and reduced sensitivity to CS-shock probability as measured by response suppression during the punctate CS. These results confirm previous reports that DB lesions alleviate response suppression to shock-associated cues, identify some of the parameters that affect this phenomenon, but fail to support a role for the DB in contextual conditioning. © 1989.",Conditioned stimulus-shock probability; Conditioned suppression; Contextual conditioning; Dorsal noradrenergic bundle; Korsakoff psychosis; Noradrenaline,"oxidopamine; animal cell; animal experiment; brain injury; conditioning; male; nonhuman; noradrenergic system; priority journal; rat; Animal; Arousal; Attention; Avoidance Learning; Brain Mapping; Conditioning, Classical; Corpus Striatum; Dominance, Cerebral; Dopamine; Electroshock; Hippocampus; Hypothalamus; Male; Neural Pathways; Norepinephrine; Rats; Rats, Inbred Strains; Serotonin; Support, Non-U.S. Gov't",,"oxidopamine, 1199-18-4, 28094-15-7, 636-00-0; Dopamine, 51-61-6; Norepinephrine, 51-41-2; Serotonin, 50-67-9",,,Wellcome Trust,We thank the Wellcome Trust for support and Scott Peters for help with the biochemistry.,,,,,"Arendt, Marchbanks, Gray, Effects of prolonged ethanol consumption on cholinergic function in the basal forebrain and memory (1987) Biochem. Soc. Trans., 15, pp. 499-500; Carli, Robbins, Evenden, Everitt, Effects of lesions to ascending noradrenergic neurons on performance of a 5-choice serial reaction task in rats: implications for theories of dorsal noradrenergic bundle function based on selective attention and arousal (1983) Behav. Brain Res., 9, pp. 361-380; Clarke, Westbrook, irwin, Potentiation instead of overshadowing in the pigeon (1979) Behav. Neural Biol., 25, pp. 18-20; Cole, Robbins, Dissociable effects of lesions to the dorsal or ventral noradrenergic bundle on the acquisition, performance and extinction of aversive conditioning (1987) Behav. Neurosci., 101, pp. 476-488; Everitt, Robbins, Gaskin, Fray, The effects of lesions to ascending noradrenergic neurons on discrimination learning and performance in the rat (1983) Neuroscience, 10, pp. 397-410; Gray, (1982) The Neuropsychology of Anxiety: An Enquiry into the Functions of the Septo-Hippocampal System, , Oxford University Press, Oxford; Heffner, Hartman, Seiden, A rapid method for the regional dissection of the rat brain (1980) Pharmac. Biochem. Behav., 13, pp. 453-456; Huppert, Piercy, Recognition memory in amnesic patients: effect of temporal context and familiarity of material (1976) Cortex, 21, pp. 167-202; Lorden, Rickert, Berry, Forebrain monoamines and associative learning: 1. Latent inhibition and conditional inhibition (1983) Behav. Brain Res., 9, pp. 181-199; Lorden, Rickert, Dawson, Jr., Pellymounter, Forebrain norepinephrine and the selective processing of information (1980) Brain Res., 190, pp. 181-199; McEntee, Mair, Memory impairment in Korsakoff's psychosis: a correlation with brain noradrenergic activity (1978) Science N.Y., 202, pp. 905-907; McNaughton, Mason, The neuropsychology and neuropharmacology of the dorsal ascending noradrenergic bundle - a review (1980) Prog. Neurobiol., 14, pp. 157-219; Mitchell, S.N., Brazell, M.H., Joseph, M.H. and Gray, J.A., Differential effect of nicotine on the rates of catecholamine and indoleamine synthesis in discrete regions of rat brain, Br. J. Pharmacol., submitted; Pickering, (1987) Does Amnesia Arise from a Specific Deficit in Memory for Contextual Information?, , Unpublished Ph.D. thesis, University of Manchester; Rawlins, Feldon, Salmon, Gray, Garrud, The effects of chlordiazepoxide-HCl administration upon punishment and conditioned suppression in the rat (1980) Psychopharmacology, 70, pp. 317-322; Redmond, New and old evidence for the involvement of brain norepinephrine system in anxiety (1979) Phenomenology and Treatment of Anxiety, pp. 153-203. , W.G. Fann, I. Karacan, A.D. Pokorny, R.L. Williams, Spectrum, New York; Rescorla, Wagner, A theory of Pavlovian conditioning: variations in the effectiveness of reinforcement and nonreinforcement (1972) Classical Conditioning II: Current Research and Theory, pp. 64-99. , A.H. Black, W.F. Prokasy, Appleton-Centory-Crofts, New York; Rusiniak, Hankins, Garcia, Brett, Flavor-illness aversions: potentiation of an odor by taste in rats (1979) Behav. Neural Biol., 25, pp. 1-17; Tanner, Rawlins, Mellanby, Manipulation of CS-US conditional probability and of the CS-US trace interval on conditioning to the CS and to a background stimulus in a CER situation (1987) Learn. Motiv., 18, pp. 371-391; Tsaltas, Gray, Fillenz, Alleviation of response suppression to conditioned aversive stimuli by lesions of the dorsal noradrenergic bundle (1984) Behav. Brain Res., 13, pp. 115-127; Tsaltas, Gray, Preston, Effects of lesions to the dorsal noradrenergic bundle on counter-conditioning of punished barpressing (1987) Physiol. Behav., 40, pp. 7-15; Tsaltas, Preston, Gray, The effects of dorsal bundle lesions on serial and trace conditioning (1983) Behav. Brain Res., 10, pp. 361-374; Tsaltas, Preston, Rawlins, Winocur, Gray, Dorsal bundle lesions do not affect latent inhibition of conditioned suppression (1984) Psychopharmacology, 84, pp. 549-555; Tye, Everitt, Iversen, 5-hydroxytryptamine and punishment (1977) Nature (Lond.), 268, pp. 741-742; Winocur, Kinsbourne, Contextual cueing as an aid to Korsakoff amnesics (1978) Neuropsychologia, 16, pp. 671-682","Gray, J.A.; MRC Brain, Behaviour and Psychiatry Research Group, Department of Psychology, Denmark Hill, London, United Kingdom",,,,,,,,01664328,,BBRED,2914075.0,English,Behav. Brain Res.,Article,Final,,Scopus,2-s2.0-0024510914
Barker P.,7402080478;,Expert systems in engineering education,1988,Engineering Applications of Artificial Intelligence,1,1,,47,58,,5.0,10.1016/0952-1976(88)90069-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-38249032313&doi=10.1016%2f0952-1976%2888%2990069-3&partnerID=40&md5=10bff419727ed0a4cb04709681422c37,"Interactive Systems Research Group, Department of Computer Science, Teesside Polytechnic, United States","Barker, P., Interactive Systems Research Group, Department of Computer Science, Teesside Polytechnic, United States",Expert systems provide a powerful tool for use in an instructional environment. They are particularly useful in the context of engineering education. This paper offers a basic introduction to the architecture and limitations of currently available expert systems. It then discusses some potential applications of this technology within interactive learning systems that are designed to support engineering education. Through a series of case studies an outline is then given of how such software items might be used for the development of instructional software and the provision of teaching aids having greater flexibility than those based upon the use of conventional programs. © 1988.,,,,,,,,,,,,,"Barker, Yeates, (1985) Introducing Computer Assisted Learning, , Prentice Hall, London; Barker, (1987) Author Languages for CAL, , Macmillan Press, London; Watson, (1987) Developing CAL: Computers in the Curriculum, , Harper & Row, London; Carbonell, AI in CAI: An Artificial-Intelligence Approach to Computer-Assisted Instruction (1970) IEEE Transactions on Man Machine Systems, 11 (4), pp. 181-189; Siklossy, Computer tutors that know what they teach (1970) Proceedings of the Fall Joint Computer Conference, 37, pp. 251-255. , Houston, Texas; Wexler, Information Networks in Generative Computer-Assisted Instruction (1970) IEEE Transactions on Man Machine Systems, 11 (4), pp. 190-202; Gable, Page, The use of artificial intelligence techniques in computer-assisted instruction: An overview (1980) International Journal of Man-Machine Studies, 12, pp. 259-282; O'Shea, Self, (1983) Learning and Teaching with Computers, , Harvester Press, Brighton; Sleeman, Brown, (1982) Intelligent Tutoring Systems, , Academic Press, New York; Dede, A review and synthesis of recent research in intelligent computer assisted instruction (1986) International Journal of Man-Machine Studies, 24, pp. 329-353; Barker, Towards an instructional designer's intelligent assistant (1987) Paper presented at ETIC '87, , University of Southampton; Freedman, Rosenking, Designing computer-based training systems: OBIE-1:KNOBE (1986) IEEE Expert, 1 (2), pp. 31-38; Wahlster, Kobsa, Dialogue-based user models (1986) Proceedings of the IEEE, 74 (7), pp. 948-960; Sleeman, UMFE: A user-modelling front end subsystem (1985) International Journal of Man-Machine Studies, 23, pp. 71-88; Self, Student models and artificial intelligence (1979) Computers and Education, 3, pp. 309-312; Self, The application of machine learning to student modelling (1986) Instructional Science, 14, pp. 327-338; Sable, Peterson, Robbi, SKIPPER: A prototype sailing instructor (1985) Proceedings of the Second Conference on Artificial Intelligence Applications, pp. 347-351. , IEEE, Miami Beach, Florida; Yang, A primary study on intelligent teaching systems for natural language (1985) CAL '85 Conference Abstracts, p. 160. , University of Nottingham; Barker, Knowledge based CAL (1986) Proceedings of the 5th Canadian Symposium on Instructional Technology, pp. 137-143. , Ottawa, Canada; Barker, Proud, A Practical Introduction to Authoring for Computer-Assisted Instruction. Part 10: knowledge-based CAL (1987) British Journal of Educational Technology, 18 (2), pp. 140-160; Bratko, (1986) Prolog Programming for Artificial Intelligence, , Addison-Wesley, England; Barker, A practical introduction to authoring for computer assisted instruction. Part 8: Multi-media CAL (1987) British Journal of Educational Technology, 18 (1), pp. 26-40; Barker, Manji, Device interfacing for multi-media CAL (1987) Computer Education, , in press; Hart, (1986) Knowledge Acquisition for Expert Systems, , Kogan Page, London; Frenzel, (1987) Crash Course in Artificial Intelligence and Expert Systems, , Sams, Indianapolis, IN; Gondran, (1983) An Introduction to Expert Systems, , McGraw-Hill, London; McDonald, Expert systems (language selector) (1986) Peripheral News, pp. 19-24; Williams, Expert systems, knowledge engineering and AI tools - An overview (1986) IEEE Expert, 1 (4), pp. 66-70; Gevarter, The nature and evaluation of commercial expert system building tools (1987) IEEE Computer, 20 (5), pp. 24-41; Gevarter, Expert systems: Limited but powerful (1983) IEEE Spectrum, 20 (8), pp. 39-45; Waterman, (1986) A Guide to Expert Systems, , Addison-Wesley, Reading, MA; Rushby, A Knowledge-Engineering Approach to Instructional Design (1986) The Computer Journal, 29 (5), pp. 385-389; Checkland, A systems map of the universe (1972) Systems Behaviour, pp. 50-55. , J. Beishon, G. Peters, Harper and Row, London; Barnard, Wilson, MacLean, Approximate modelling of cognitive activity with an expert system: A concept demonstrator for an interactive design tool (1986) IBM Hursley Human Factors Report, (No. HF123); Hagert, Modelling mental models: Experiments in cognitive modelling (1984) Proceedings of the Sixth European Conference on AI, pp. 389-398. , Pisa, Italy; Hudson, Self, A dialogue system to teach database concepts (1982) Computer Journal, 25 (1), pp. 133-139; Baker, (1978) Computer Managed Instruction: Theory and Practice, , Educational Technology Publications, Englewood Cliffs, NJ; Golumbic, Markovich, Shalom, Schild, A Knowledge-Based Expert System for Student Advising (1986) IEEE Transactions on Education, Vol. E–29 (2), pp. 120-123; Barker, Najah, Implementing pictorial interfaces using a high resolution digitiser (1985) International Journal of Man-Machine Studies, 85, pp. 153-173; Abelson, diSessa, (1981) Turtle Geometry: The Computer as a Medium for Exploring Mathematics, , The MIT Press, Cambridge, MA; Fuller, Prusinkiewicz, Rambally, LEGO - An interactive graphics system for teaching geometry (1985) Proceedings of the 5th World Conference on Computers in Education, pp. 359-364. , K. Duncan, D. Harris, North-Holland, Amsterdam, Norfolk, Virginia, USA; Murase, Wakahara, Online hand-sketched figure recognition (1986) Pattern Recognition, 19 (2), pp. 147-160; Barker, Manji, (1987) New Books for Old, , Interactive Systems Research Group, Department of Computer Science, Teesside Polytechnic, County Cleveland, UK, Working Paper; Barker, Video discs in education (1986) Education and Computing, 2, pp. 193-206; Bork, (1987) Learning with Personal Computers, , Harper and Row, New York; Whiting, Conceptual design of advanced authoring and tutoring systems (1987) Creating Adult Learning - International Conference on Educational Design, , Paper submitted to, Middleburg, The Netherlands; Special issue of IEEE Domputer devoted to ‘Engineering Applications of Expert Systems’ (1986) IEEE Computer, 19 (7); Straugaard, (1987) Robotics and AI - An Introduction to Applied Machine Intelligence, , Prentice-Hall International, Englewood Cliffs, NJ; Hartley, CRIB: Computer fault-finding through knowledge engineering (1984) IEEE Computer, 17 (3), pp. 76-83; Pipitone, The FIS electronics trouble-shooting system (1986) IEEE Computer, 19 (7), pp. 68-76; Lycett, Porter, Maudsley, FLOSEL: Expert selection of flowmeters (1988) Engineering Applications of Artificial Intelligence, 1 (1); Brown, Chandrasekaran, Knowledge and control for a mechanical design expert system (1986) IEEE Computer, 19 (7), pp. 92-100; Komoda, Kera, Kubo, An autonomous decentralised control system for factory automation (1984) IEEE Computer, 17 (12), pp. 73-83; Groover, (1987) Automation, Production Systems and Computer Integrated Manufacture, , Prentice Hall, Englewood Cliffs, NJ; Barker, The potential of optical media for creating adult learning opportunities (1987) Creating Adult Learning - International Conference on Educational Design, , Paper submitted to, Middleburg, The Netherlands","Barker, P.; Interactive Systems Research Group, Department of Computer Science, Teesside PolytechnicUnited States",,,,,,,,09521976,,EAAIE,,English,Eng Appl Artif Intell,Article,Final,,Scopus,2-s2.0-38249032313
"Murdock Y., Liang Enju, Husseiny Abdo A.",6508198663;7103381217;7004040773;,High confidence voice interactive hybrid neural system for learning,1988,Neural Networks,1,1 SUPPL,,309,,,,10.1016/0893-6080(88)90340-1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0024167489&doi=10.1016%2f0893-6080%2888%2990340-1&partnerID=40&md5=57e65623dbbf8d47f521a85be3a8cb60,"Univ of New Orleans, , LA, United States","Murdock, Y., Univ of New Orleans, , LA, United States; Liang, Enju, Univ of New Orleans, , LA, United States; Husseiny, Abdo A., Univ of New Orleans, , LA, United States","A need exists for voice interactive learning systems for individuals with learning disabilities and for training of adults on high technology skills. Confidence and clarity of voice input and output systems are essential to extend the benefits to special education and adult training. To overcome existing problems in voice interactive systems, a neural system has been designed to process analog voice input in a hybrid configuration. The signal is also digitized to provide an input to a template matching process. The neural net is similar in performance to a setup employed in analysis of acoustical patterns. However, the speech pattern is decomposed into syllables rather than phenomes.",,Pattern recognition; Speech--Processing; Analog Voice Input; Hybrid Neural System; Learning Disabilities; Summary Only; Voice Interactive Learning; Systems science and cybernetics,,,,,,supported by the Department of Education under Contract,,,,,,"Murdock, Y.; Univ of New Orleans, , LA, United States",,"et al;NSF, USA;Oak Ridge Natl Lab, Oak Ridge, TN, USA;US Air Force Office of Scientific Research, USA;US Defense Advanced Research Projects Agency, USA;US Office of Naval Research, USA",,International Neural Network Society 1988 First Annual Meeting,6 September 1988 through 10 September 1988,"Boston, MA, USA",,08936080,,NNETE,,English,Neural Networks,Article,Final,,Scopus,2-s2.0-0024167489
"DeVito P.L., Fowler H.",6505779086;25955973000;,Enhancement of conditioned inhibition via an extinction treatment,1987,Animal Learning & Behavior,15,4,,448,454,,25.0,10.3758/BF03205055,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0023510144&doi=10.3758%2fBF03205055&partnerID=40&md5=643c2292261f560b75cf1c2c411b8957,"Department of Psychology, Saint Joseph's University, 5600 City Avenue, Philadelphia, 19131, PA, United States; University of Pittsburgh, Pittsburgh, Pennsylvania, United States","DeVito, P.L., Department of Psychology, Saint Joseph's University, 5600 City Avenue, Philadelphia, 19131, PA, United States; Fowler, H., University of Pittsburgh, Pittsburgh, Pennsylvania, United States","Rats were used in a conditioned-suppression paradigm to determine whether an extinction treatment would enhance a moderately developed conditioned inhibitor (CS-). To dissipate unconditioned suppression to the training stimuli, the subjects were first habituated to the stimuli and then given Pavlovian conditioned-inhibition (CI) training involving reinforced presentations of a clicker and nonreinforced compound presentations of that stimulus and the intended CS-, either a light or a tone. Thereafter, experimental subjects received presentations of their CS- by itself, whereas controls received no further training. Following the occurrence and loss of conditioned suppression to the CS- in the extinction phase, summation and retardation tests showed enhanced CI for the experimental subjects relative to both the controls and their own earlier levels of inhibitory performance. In fact, the enhanced inhibition for the experimental subjects approximated that shown by a comparison group for which the CS- had been strongly developed as an inhibitor. These findings suggest that an excitatory representation is associated with the CS- early in CI training, and that subsequent presentations of the CS- by itself strengthen its inhibitory effect by allowing it to be nonreinforced in the presence of that representation. © 1987 Psychonomic Society, Inc.",,animal experiment; conditioning; controlled study; enhancement; nonhuman; rat,,,,,,,,,,,"Cunningham, C.L., Association between the elements of a bivalent stimulus (1981) Journal of Experimental Psychology. Animal Behavior Processes, 7, pp. 425-436; DeVito, P.L., Fowler, H., Effects of contingency violations on the extinction of a conditioned fear inhibitor and a conditioned fear excitor (1986) Journal of Experimental Psychology. Animal Behavior Processes, 12, pp. 99-115; Henderson, R.W., Forgetting of conditioned fear inhibition (1978) Learning & Motivation, 9, pp. 16-30; Holland, P.C., The nature of conditioned inhibition in serial and simultaneous feature negative discriminations (1985) Information processing in animals. Conditioned inhibition, pp. 267-297. , R. R., Miller, N. E., Spear, Erlbaum, Hillsdale, NJ; Holland, P.C., Rescorla, R.A., Second-order conditioning with food unconditioned stimulus (1975) Journal of Comparative & Physiological Psychology, 88, pp. 459-467; Kleiman, M.C., Fowler, H., Variations in explicitly unpaired training are differentially effective in producing conditioned inhibition (1984) Learning & Motivation, 15, pp. 127-155; Lysle, D. T (1983). Nonassociative extinction of a conditioned inhibitor. Unpublished master’s thesis, University of Pittsburgh; Lysle, D.T., Fowler, H., Inhibition as a “slave” process: Deactivation of conditioned inhibition through extinction of conditioned excitation (1985) Journal of Experimental Psychology: Animal Behavior Processes, 11, pp. 71-94; Owren, M. J., & Kaplan, P S. (1981, April). On the failure to extinguish conditioned inhibition: A test of a reinstatement hypothesis. Paper presented at the meeting of the Midwestern Psychological Association, Detroit, MI; Pearce, J.M., Nicholas, D.J., Dickinson, A., Loss of associability by a conditioned inhibitor (1982) Quarterly Journal of Experimental Psychology, 33 B, pp. 149-162; Rescorla, R.A., Second-order conditioning Implications for theories of learning (1973) Contemporary approaches to conditioning and learning, pp. 127-150. , F. J., McGuigan, D. B., Luden, V. H. Winston, Washington, DC; Rescorla, R.A., Within-signal learning m autoshaping (1981) Animal learning & Behavior, 9, pp. 245-252; Rescorla, R.A., Some consequences of associations between the excitor and inhibitor in a conditioned inhibition paradigm (1982) Journal of Experimental Psychology. Animal Behavior Processes, 8, pp. 288-298; Rescorla, R.A., Wagner, A.R., A theory of Pavlovian conditioning. Variations in the effectiveness of reinforcement and nonreinforcement (1972) Classical conditioning II: Current research and theory, pp. 64-99. , A. H., Black, W. H., Prokasy, Appleton-Century-Crofts, New York; Thomas, D.A., Retention of conditioned inhibition in a bar press suppression paradigm (1979) Learning & Motivation, 10, pp. 161-177; Wagner, A.R., Rescorla, R.A., Inhibition in Pavlovian conditioning: Application of a theory (1972) Inhibition and learning, pp. 301-336. , R. A., Boakes, M. S., Halliday, Academic Press, New York; Willia, D.A., Travis, G.M., Overmier, J.B., Within-compound associations modulate the relative effectiveness of differential and Pavlovian conditioned inhibition procedures (1986) Journal of Experimental Psychology: Animal Behavior Processes, 12, pp. 351-362; Witcher, E.S., Ayres, J.J.B., A test of two methods for extinguishing Pavlovian conditioned inhibition (1984) Animal Learning & Behavior, 12, pp. 149-156; Zimmer-Hart, C.L., Rescorla, R.A., Extinction of Pavlovian conditioned inhibition (1974) Journal of Comparative & Physological Psychology, 86, pp. 837-845","DeVito, P.L.; Department of Psychology, Saint Joseph's University, 5600 City Avenue, Philadelphia, 19131, PA, United States",,,,,,,,00904996,,ALBVA,,English,Anim. Learn. Behav.,Article,Final,Open Access,Scopus,2-s2.0-0023510144
Nelson K.J.,56977029400;,Conditioned Inhibition from Incomplete Reductions in the Probability of Reinforcement,1987,The Quarterly Journal of Experimental Psychology Section B,39,4,,365,391,,5.0,10.1080/14640748708402275,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0346564994&doi=10.1080%2f14640748708402275&partnerID=40&md5=a205a3294086198781f1ee88933d521f,"University of Cambridge, U.K., United Kingdom","Nelson, K.J., University of Cambridge, U.K., United Kingdom","Five experiments, all using appetitive, discrete trial operant conditioning, studied the properties of a stimulus that signalled a reduction in the probability of reward. Discriminations were trained in which reinforcement was available on 100% of trials signalled by a tone, but only on some occasions when the tone was presented simultaneously with a light. The properties of the light were assessed in summation tests with a clicker. The first two experiments established that if the tone–light compound signalled reinforcement on only 25%, 33% or 50% of trials the light acted as a discriminative inhibitor, suppressing responding maintained by the clicker. In these experiments reinforcement had been available on 86.7% of clicker trials during initial training. Experiments 3, 4 and 5 examined further the properties of the light after animals had been trained on a discrimination where reinforcement was available on 50% of trials signalled by the tone–light compound. The light was evaluated in a summation test with a clicker, which had signalled only a 25% or 15% probability of a reinforcement. In this instance, the light did not suppress the responding maintained by the clicker. Instead, the light acted as an excitatory discriminative stimulus to enhance that responding. This dependence of the properties of the light on the reinforcement history of the clicker poses problems for most contemporary models of inhibitory performance. © 1987, Taylor & Francis Group, LLC. All rights reserved.",,,,,,,Marshall Aid Commemoration Commission,"Requests for reprints should be sent to K. J. Nelson, Psychological Laboratory, University of Cambridge, Downing Site, Cambridge, U.K. CB2 3EB. Support has been provided by the Bryn Mawr College European Fellowship and a scholarship from the Marshall Aid Commemoration Commission. I should like to thank Prof. N. J. Mackintosh for his help during the course of the research and in the preparation of the manuscript.",,,,,"Cotton, M.M., Goodall, G., Mackintosh, N.J., Inhibitory conditioning resulting from a reduction in the magnitude of reinforcement (1982) Quarterly Journal of Experimental Psychology, 34B, pp. 163-180; Fowler, H., Kleiman, M.C., Lysle, D.T., Factors affecting the acquisition and extinction of conditioned inhibition suggest a slave process (1985) Information processing in animals: Conditioned inhibition, , R. R. Miller and N. E. Spear (Eds.), Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc; Hearst, E., Some persistent problems in the analysis of conditioned inhibition (1972) Inhibition and learning, , R. A. Boakes and M. S. Halliday (Eds.), London: Academic Press; Holman, J.G., Mackintosh, N.J., The control of appetitive instrumental responding does not depend on classical conditioning to the discriminative stimulus (1981) Quarterly Journal of Experimental Psychology, 33B, pp. 21-31; Kaplan, P.S., Explaining the effects of relative time in trace conditioning: A preliminary test of a comparator hypothesis (1985) Animal Learning and Behavior, 13, pp. 233-238; Kaplan, P.S., Hearst, E., Contextual control and excitatory versus inhibitory learning: Studies of extinction, reinstatement and interference (1985) Context and learning, , P. Balsam and A. Tomie (Eds.), Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc; Konorski, J., (1948) Conditioned reflexes and neuron organization, , Cambridge: Cambridge University Press; Kruse, J.M., Overmier, J.B., Konz, W.A., Rokke, E., Pavlovian conditioned stimulus effects upon instrumental choice behavior are reinforcer specific (1983) Learning and Motivation, 14, pp. 165-181; LoLordo, V.M., Fairless, J.L., Pavlovian inhibition: The literature since 1969 (1985) Information processing in animals: Conditioned inhibition, , R. R. Miller and N. E. Spear (Eds.), Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc; Mackintosh, N.J., (1983) Conditioning and associative learning, , Oxford: Clarendon Press; Mackintosh, N.J., Cotton, M.M., Conditioned inhibition from reinforcement reduction (1985) Information processing in animals: Conditioned inhibition, , In R. R. Miller and N. E. Spear (Eds.), Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc; Miller, R.R., Schachtman, T.R., Conditioning context as an associative baseline: Implications for the content of associations and the epiphenomenal nature of conditioned inhibition (1985) Information processing in animals: Conditioned inhibition, , R. R. Miller and N. E. Spear (Eds.), Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc; Moore, J.W., Stickney, K.J., Antiassociations: Conditioned inhibition in attentional–associative networks (1985) Information processing in animals: Conditioned inhibition, , R. R. Miller and N. E. Spear (Eds.), Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc; Pearce, J.M., Hall, G., A model for Pavlovian learning: Variations in the effectiveness of conditioned but not unconditioned stimuli (1980) Psychological Review, 87, pp. 532-552; Rescorla, R.A., Pavlovian conditioned inhibition (1969) Psychological Bulletin, 72, pp. 77-94; Rescorla, R.A., Wagner, A.R., A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and non–reinforcement (1972) Classical conditioning II. Theory and research, , A. H. Black and W. F. Prokasy (Eds.), New York: Appleton–Century–Crofts; Wagner, A.R., Stimulus validity and stimulus selection in associative learning (1969) Fundamental issues in associative learning, , N. J. Mackintosh and W. K. Honig (Eds.), Halifax: Dalhousie University Press; Wagner, A.R., SOP: A model of automatic memory processing in animal behavior (1981) Information processing in animals: Memory mechanisms, , N. E. Spear and R. R. Miller (Eds.), Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc; Wagner, A.R., Logan, F.A., Haberlandt, K., Price, T., Stimulus selection in animal discrimination learning (1968) Journal of Experimental Psychology, 76, pp. 171-180; Wagner, A.R., Mazur, J.E., Donegan, N.H., Pfautz, P.L., Evaluation of blocking and conditioned inhibition to a CS signalling a decrease in US intensity (1980) Journal of Experimental Psychology: Animal Behavior Processes, 6, pp. 376-385","Nelson, K.J.; University of Cambridge, U.K., United Kingdom",,,,,,,,02724995,,,,English,Q. J. Exp. Psychol. Sect. B Comp. Physiol. Psychol.,Article,Final,,Scopus,2-s2.0-0346564994
"Behnke R.R., Sawyer C.",7003551105;7101806949;,Microcomputer feedback in communication training,1987,Western Journal of Speech Communication,51,1,,127,135,,4.0,10.1080/10570318709374257,https://www.scopus.com/inward/record.uri?eid=2-s2.0-2642564355&doi=10.1080%2f10570318709374257&partnerID=40&md5=a3ed6e72c4c149912bcde32c61d926de,"Texas Christian University, Forth Worth, United States","Behnke, R.R., Texas Christian University, Forth Worth, United States; Sawyer, C., Texas Christian University, Forth Worth, United States","Several microcomputer applications regarding instructional feedback in communica­tion training are described in this report. Microcomputer technology is shown to be advan­tageous in the delivery of immediate, simultaneous and delayed instructional comments in traditional performance courses. Computerized speech criticism, the ComET system and the coding of videotaped performances are shown to be computer-based enhancements of more traditional feedback delivery systems. The linking of video and computer technology to provide interactive simulations is discussed. Options for future communication scholars including computer-based audience response systems and ""video robots” are presented. © 1987 Taylor & Francis Group, LLC.",,,,,,,,,,,,,"Behnke, R.R., Beatty, M.J., Critiquing speaker behavior through immediate video display (1977) Communication Education, 26, pp. 345-348; Behnke, R.R., Beatty, M.J., Modifying nonverbal behaviors of student teachers through immediate video feedback (1979) Journal of Applied Communication Research, 7, pp. 110-115; Behnke, R.R., King, P.E., Computerized speech criticism (1984) Communication Education, 33, pp. 173-177; Behnke, R.R., King, P.E., O’Hair, H.D., Video robotics; a new interactive technology for education and training (1985) Educational Technology, 25, pp. 7-11; Behnke, R.R., O’Hair, H.D., Applications of high technology to communication instruction (1984) Central States Speech Journal, 35, pp. 171-177; Biggs, S.J., The me I see: Acting, participating, observing and viewing their implications for video feedback (1980) Human Relations, 33, pp. 575-588; Biggs, S.J., Choosing to change in video feedback: On common-sense and the empiricist error (1983) Using Video: Psychological and Social Applications, pp. 211-226. , P. W. Dowrick & S. J. Biggs (Eds.), London: John Wiley & Sons; Bon, A., The educational uses of the videodisc coupled with the microcomputer (1983) Educational Media International, 4, pp. 18-20; Book, C., (1983) Providing Feedback on Student Speeches: The Research on Effective Oral and Written Feedback Strategies, , A paper presented at the Speech Communication Association annual meeting, Washington, D.C; Bradley, B.E., An experimental study of the effectiveness of the video-recorder in teaching a basic speech course (1970) The Speech Teacher, 19, pp. 161-167; Brophy, J., Teacher praise: A functional analysis (1981) Review of Educational Research, 51, pp. 5-32; Cherryholmes, C.H., Some current research on effectiveness of educational simulations: Implications for alternative strategies (1966) American Behavioral Scientist, 10 (2), pp. 4-7; Clarke, A., Ellgring, H., Computer-aided video (1983) Using Video: Psychological and Social Applications, pp. 47-60. , P. W. Dowrick and S. J. Biggs (Eds.), London: John Wiley& Sons; Colby, K.M., Watt, J.B., Gilbert, J.P., A computer method of psychotherapy: Preliminary communication (1966) Journal of Neurological and Mental Disease, 142, pp. 148-152; Dedmon, D.N., Criticizing student speeches: Philosophy and principles (1967) Central States Speech Journal, 18, pp. 276-284; Deihl, E.R., Breen, M.P., Larson, C.U., The effects of teacher comment and television video tape playback on the frequency of nonfluency in beginning speechstudents (1970) Speech Teacher, 19, pp. 185-189; Deny, J.O., Behnke, R.R., Instantaneous feedback in the teaching/learning laboratory (1983) Educational Technology, 23, pp. 28-30; Dusseldorp, R.V., Spuck, D.W., Atkinson, G., Special issue on applications of microcomputers for instructional and educational management (1983) AEDS Journal, 17 (1-2), pp. 1-108; Fuller, R.R., Veldman, D.J., Richek, H.G., Tape recording, feedback and prospective teachers’ self-evaluation (1966) Alberta Journal of Educational Research, 12, pp. 301-307; Futrelle, R.P., (1983) GALATEA, a Proposed System for Computer-Aided Analysis of Movie Film and Videotape, p. 37; Goodman, F.L., Gaming and simulation (1973) Second Handbook of Research on Teaching, pp. 926-939. , R. M. W. Travers, (Ed.), Chicago: Rand McNally and Company; Grabowski, B., Aggen, W., Computers for interactive learning (1984) Instructional Innovator, 29, pp. 27-30; Grishman, R., Hirschman, L., Question answering from natural language medical data bases (1978) Artificial Intelligence, 11, pp. 25-43; Guido, G., Tasso, C., NLI: A robust interface for natural language person-machine communication (1982) International Journal of Man-Machine Studies, 17, pp. 417-433; Hance, K.G., Symposium: Evaluation in the public speaking course. I. Improving the instructor as a critic (1967) The Speech Teacher, 16, pp. 150-157; Hargie, O., Saunders, C., Training professional skills (1983) Using Video: Psychological and Social Applications, pp. 151-166. , P. W. Dowrick & S. J. Biggs (Eds.), London:John Wiley & Sons; Hirschfield, A.G., Instructional uses of videotape: A symposium. VI. Videotape recordings for self-analysis in the speech classroom (1968) Thespeech Teacher, 17, pp. 116-118; Holtzman, P.D., A symposium on evaluation, criticism, and grading, I. Speech criticism and evaluation as communication (1960) The Speech Teacher, 9, pp. 1-7; Hummel, T.J., Lichtenberg, J.W., Shaffer, W.F., Client I: A computer program which simulates client behavior in an initial interview (1975) Journal of CounselingPsychology, 22, pp. 164-169; Jurma, W.E., Techniques for improving business discussion skills (1982) Journal of Business Education, 57, pp. 268-269; Jurma, W.E., Froelich, D.L., (1981) Effects of Immediate Feedback on Group Discussion Participants, , A paper presented at the Speech Communication Associationannual meeting, Anaheim, California; Kearsley, G.P., Frost, J., Design factors for successful videodisc-based instruction (1985) Educational Technology, 25, pp. 7-13; Kenner, F., Instructional uses of recorders: A symposium. II. Using the recorder in teaching speech in high school (1967) The Speech Teacher, 16, pp. 217-218; King, P.E., Behnke, R.R., Using immediate feedback to improve speaking skills (1982) Journal of Communication Studies, 1, pp. 1-3; King, P.E., Behnke, R.R., Teaching interviewing skills by electronically mediated simulations (1985) Journal of Research and Development in Education, 19, pp. 44-48; Lunetta, V.N., Peters, H.J., Simulations in education: Sharpening an old tool (1985) Curriculum Review, 24, pp. 30-32; Manning, D.T., Interactive videodiscs: A review of the field (1983) Viewpoints on Teaching and Learning, 59, pp. 28-40; McCroskey, J.C., Lashbrook, W.B., The effect of various methods of employing video-taped television playback in a course in public speaking (1970) The Speech Teacher, 19, pp. 199-205; McRea, C., Impact on body-image (1983) Using Video: Psychological and Social Applications, pp. 95-103. , P. W. Dowrick and S. J. Biggs (Eds.), London: John Wiley & Sons; Melbin, J., Riffle, R.A., Summerfield, S., Simulating a dynamic physiological laboratory using computers and audio-visual technology (1980) Educational Technology, 20 (12), pp. 29-32; Miklich, D.R., Creer, T.L., Self-modeling behavior (1974) Behavior Modification in Rehabilitation Settings: Applied Principles. Springfield, , J. C. Cull & R. E. Hardy (Eds.), Illinois: Charles C. Thomas; Mulac, A., Effects of three feedback conditions employing videotape and audiotape on acquired speech skill (1974) Speech Monographs, 41, pp. 205-215; Nager, N.R., (1983) How to Create One-On-One Feedback Systems for Students and at the Same Time Organize Notes for Books, Or Lectures with Interactive, Electronic indexcard Software, , A paper presented at the annual meeting of the Association for Education in Journalism and Mass Communication, Corvallis, Oregon; Nyquist, J.L., Wulff, D.H., The use of simultaneous feedback to alter teaching behaviors of university instructors (1982) Journal of Classroom Interaction, 18, pp. 11-18; Nystrom, C.L., Leaf, R., The recording machine as a teaching device (1939) The Quarterly Journal of Speech, 25, pp. 433-438; O’Hair, H.D., Interactive video feedback during medical interviewing training (1984) Biomedical Communications, 12, pp. 22-27; Porter, D.T., King, G.W., The use of videotape equipment in improving oral interpretation performance (1972) The Speech Teacher, 21, pp. 99-106; Rackham, N., Morgan, T., (1977) Behaviour Analysis in Training, , London: McGraw-Hill; Reid, L.D., (1971) Teaching Speech, , 4th ed.). New York: McGraw-Hill; Reynolds, D.S., Simpson, R.D., Pilot study using computer-based simulations on human transactions and classroom management (1980) Science Education, 64, pp. 35-41; Roberts, N., Introducing computer simulation into the high school: An applied mathematics curriculum (1981) Mathematics Teacher, 74, pp. 647-652; Schneider, F.C., Schwieder, A.W., Make a character generator from your personal computer (1983) Instructional Innovator, 28 (4), pp. 29-31; Strang, H.R., Loper, A.B., A microcomputer-based simulation of classroom interaction (1983) Journal of Educational Technology Systems, 12, pp. 209-219; Tansey, P.J., (1971) Educational Aspects of Simulation, , Maidenhead, Berkshire, England: McGraw-Hill; Von Neumann, J., Morgenstern, D., (1944) The Theory of Games and Economic Behavior, , 2nd ed.). Princeton, N.J.: Princeton University Press; Waldrop, P.B., Behavior reinforcement strategies for computer-assisted instruction: Programming for success (1984) Educational Technology, 24, p. 3841; Wallbott, H.G., Ein system zur halbautomatischen quantitativen analyse von hand-bewegungen (1980) Aspekte Der Nonverbalen Kommunikation, , W. von Raffer-Engel (Ed.), Munich: Fink; Young, J.I., Schlieve, P.L., Videodisc simulation: Training for the future (1984) Educational Technology, 24, p. 4142; Zuckerman, D.W., Horn, R.E., (1970) The Guide to Simulations Games for Education and Training",,,,,,,,,01936700,,,,English,West. J. Speech Commun.,Article,Final,,Scopus,2-s2.0-2642564355
III W.E.L.,57190603206;,Evaluation of Time‐Intensity Sensory Responses using a Personal Computer,1985,Journal of Food Science,50,6,,1750,1751,,8.0,10.1111/j.1365-2621.1985.tb10583.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84910917412&doi=10.1111%2fj.1365-2621.1985.tb10583.x&partnerID=40&md5=da513a2a74bfc5568cd9c8a6b73828e8,"Procter & Gamble Company, Winton Hill Technical Center, 6071 Center Hill Road, Cincinnati, Ohio, 45224, United States; The Dept of Chemical Engineering, Univ of South Florida, Tampa, Florida, 33620, United States","III, W.E.L., Procter & Gamble Company, Winton Hill Technical Center, 6071 Center Hill Road, Cincinnati, Ohio, 45224, United States, The Dept of Chemical Engineering, Univ of South Florida, Tampa, Florida, 33620, United States","A method is presented which utilizes a personal computer to measure time‐intensity (T‐I) sensory responses. The judge uses a game paddle which moves an “X” along a fixed scale appearing on the monitor screen to indicate the attribute intensity at each instant in time. A clicker device on the game paddle can be used to record the occurrence of events such as initial mouth entry and time of swallowing. Data acquisition is continuous with the data stored on discs. This technique has advantages over strip chart recorder methods. Disc storage allows rapid and efficient data analysis. Judges can perform the evaluations virtually unsupervised with only minimal training. Copyright © 1985, Wiley Blackwell. All rights reserved",,,,,,,,,,,,,"Birch, G.G., Munton, S.L., Use of the “SMURF” in taste analysis (1981) Chem. Senses, 6 (1), p. 45; Guinard, J‐X, Pangborn, R.M., Shoemaker, C.F., Computerized procedure for time‐intensity sensory measurements (1985) J. Food Sci., 50, p. 543; Larson‐Powers, N., Pangborn, R.M., Paired comparison and time‐intensity measurements of the sensory properties of beverages and gelatins containing sucrose or synthetic sweeteners (1978) Journal of Food Science, 43, p. 41; Pangborn, R.M., Koyasako, A., Time‐course of viscosity, sweetness and flavor in chocolate desserts (1981) Journal of Texture Studies, 12, p. 141; Schmitt, D.J., Thompson, L.J., Malek, D.M., Munrole, J.H., An improved method for evaluating time‐intensity data (1984) Journal of Food Science, 49, p. 539","III, W.E.L.; Procter & Gamble Company, Winton Hill Technical Center, 6071 Center Hill Road, Cincinnati, Ohio, 45224, United States",,,,,,,,00221147,,,,English,J. Food. Sci.,Article,Final,,Scopus,2-s2.0-84910917412
Roberts A.E.,7404497993;,On nonassociative effects of auditory CSs on avoidance behavior,1982,Bulletin of the Psychonomic Society,19,4,,231,233,,1.0,10.3758/BF03330242,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84950375720&doi=10.3758%2fBF03330242&partnerID=40&md5=8f7bd6af13e15a7e27bac163e761b045,"Department of Psychology, Catawba College, Salisbury, North Carolina, 28144, United States","Roberts, A.E., Department of Psychology, Catawba College, Salisbury, North Carolina, 28144, United States","The nonassociative (i.e., sensitization) effect of a discontinuous tone and a clicking CS was studied in rats by comparing free operant avoidance measures obtained during a CS-pretest phase with measures from CS-US and CS-extinction phases. The clicking CS, but not the tone, was found to produce markedly enhanced avoidance behavior during the pretest. Both CSs, however, acquired suppressive control over avoidance under CS-US training. When the US was removed for CS extinction, each CS recovered the kind of influence over avoidance present during the pretest. The sensitization influence of the clicker was discussed as arising from an interaction between unavoided shocks from the avoidance schedule with the abrupt-onset property of that stimulus (and a property not present in a tone). © 1982, The psychonomic soceity, inc. All rights reserved.",,,,,,,,,,,,,"Roberts, A. E. Pursuing an anomaly: When extinction does not extinguish a fear CS. Paper presented at the annual meeting of the Southeastern Psychological Association, Atlanta, 1978; Roberts, A. E. On the unconditional effects of conditional stimuli. Paper presented at the annual meeting of the Southeastern Psychological Association, New Orleans, 1979; Carlton, P.L, Vogel, J.R, Habituation and conditioning (1967) Journal of Comparative and Physiological Psychology, 63, pp. 348-351; Hurwitz, H.M.B, Roberts, A.E, Conditioned suppression of an avoidance response (1971) Journal of the Experimental Analysis of Behavior, 16, pp. 275-281; Hurwitz, H.M.B, Roberts, A.E, Aversively controlled behavior and the analysis of conditioned suppression (1977) Operant-Pavlovian interactions, , H., Davis, H.M.B, Hurwitz, Erlbaum, Hillsdale,N.J; Ison, J.R, Reflex inhibition and reflex elicitation by acoustic stimuli differing in abruptness of onset and peak intensity (1978) Animal Learning & Behavior, 6, pp. 106-110; Kling, J.W., Learning: Introductory survey (1971) Woodworth and Schlosberg’s experimental psychology, , J.W, Kling, L.A, Riggs, 3rd ed, Holt,Rinehart & Winston, New York; Riess, D., Farrar, C.H, UCS duration, conditioned acceleration, multiple CR measurement and Pavlovian R-R laws (1973) Journal of Comparative and Physiological Psychology, 82, pp. 144-151; Roberts, A.E, Hurwitz, H.M.B, The conditioned suppression and enhancement of avoidance during a serial compound CS (1979) Bulletin of the Psychonomic Society, 14, pp. 7-10","Roberts, A.E.; Department of Psychology, Catawba College, Salisbury, North Carolina, 28144, United States",,,,,,,,00905054,,,,English,Top. Catal.,Article,Final,Open Access,Scopus,2-s2.0-84950375720
Kreis M.,35883023300;,Project video language: A successful experiment,1979,American Annals of the Deaf,124,5,,542,548,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0018569132&partnerID=40&md5=d672863a089bcc8be0936dbfbf1e20a1,"Project Video Language, San Diego Unified Sch. Dist., San Diego, Calif., United States","Kreis, M., Project Video Language, San Diego Unified Sch. Dist., San Diego, Calif., United States","In classrooms for the hearing impaired, the videodisc and computer-assisted instruction for teaching language will be developed. By combining captioned and signed video programs with interactive learning systems, the computer terminal will become a valuable educational tool in the hands of a skilled teacher. With an interactive computer-assisted language program, the classroom teacher will have an opportunity for extending the learning capabilities of each hearing-impaired individual in today's classroom.",,"auditory system; central nervous system; computer analysis; hearing impairment; language; larynx; methodology; mouth; pharynx; short survey; videorecording; Audiovisual Aids; California; Child; Child Language; Education, Special; Hearing Disorders; Human; Language Development",,,,,,,,,,,,,,,,,,,,0002726X,,ANDFA,92187.0,English,AM. ANN. DEAF,Article,Final,,Scopus,2-s2.0-0018569132
"Leyland C.M., Mackintosh N.J.",6506760097;7005095344;,Blocking of first- and second-order autoshaping in pigeons,1978,Animal Learning & Behavior,6,4,,391,394,,24.0,10.3758/BF03209633,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0018220592&doi=10.3758%2fBF03209633&partnerID=40&md5=30c3ae5e41e768931dba5bb2b1cfca62,"University of Sussex, Brighton, BN1 9QY, Sussex, United Kingdom","Leyland, C.M., University of Sussex, Brighton, BN1 9QY, Sussex, United Kingdom; Mackintosh, N.J., University of Sussex, Brighton, BN1 9QY, Sussex, United Kingdom","In Experiment 1, the development of autoshaped pecking to a keylight signaling food was blocked if the keylight was presented only in conjunction with another stimulus already established as a signal for food, even though the blocking stimulus (either an overhead light or a train of clicks) never elicited pecking itself. In Experiment 2, pigeons came to peck a white keylight which signaled the presentation of a red keylight which had earlier been established as a first-order signal for food, but this second-order autoshaping was blocked if the white keylight was presented only in conjunction with the houselight or clicker which had previously signaled the presentation of the first-order stimulus. Second-order autoshaping was thus blocked in the same way as was first-order autoshaping. © 1978 Psychonomic Society, Inc.",,animal experiment; central nervous system; instrumental conditioning,,,,,,,,,,,"Blanchard, R., Honig, W.K., Surprise value of food determines its effectiveness as a reinforcer (1976) Journal of Experimental Psychology Animal Behavior Processes, 2, pp. 67-74; Engberg, L.A., Hansen, G., Welker, R.L., Thomas, D.R., Acquisition of key-pecking via autoshaping as a function of prior experience: “Learned laziness”? (1972) Science, 178, pp. 1002-1004; Holland, P.C., Conditioned stimulus as a determinant of the form of the Pavlovian conditioned response (1977) Journal of Experimental Psychology Animal Behavior Processes, 3, pp. 77-104; Kamin, L.J., Predictability, surprise, attention and conditioning (1969) Punishment and aversive behavior, , B. A., Campbell, R. M., Church, Appleton-Century-Crofts, New York; Leyland, C.M., Higher order autoshaping (1977) Quarterly Journal of Experimental Psychology, 29, pp. 607-619; Rashotte, M.E., Griffin, R.W., Sisk, C.L., Second-order conditioning of the pigeon’s keypeck (1977) Animal Learning & Behavior, 5, pp. 25-38; Rizley, R.C., Rescorla, R.A., Associations in second-order conditioning and sensory preconditioning (1972) Journal of Comparative and Physiological Psychology, 81, pp. 1-11; Tomie, A., Retardation of autoshaping: Control by contextual stimuli (1976) Science, 192, pp. 1244-1246; Tomie, A., Interference with autoshaping by prior context conditioning (1976) Journal of Experimental Psychology: Animal Behavior Processes, 2, pp. 323-335","Mackintosh, N.J.; University of Sussex, Brighton, BN1 9QY, Sussex, United Kingdom",,,,,,,,00904996,,ALBVA,,English,Anim. Learn. Behav.,Article,Final,Open Access,Scopus,2-s2.0-0018220592
"Krutz R., Tuma D., Wecker D.",6701910755;7102896683;6602994911;,MICROPROCESSOR-BASED INTERACTIVE LEARNING SYSTEM.,1978,COED Transactions (Computers in Education Division of ASEE),10,11,,,,8.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0018041321&partnerID=40&md5=3d504fd90f0b62c4d443ce72665e6c9b,,"Krutz, R.; Tuma, D.; Wecker, D.","A digital system simulator implemented on a microcomputer is used as an interactive learning system by electrical engineering students. A program has been executed on an Intel 8080 based microcomputer to allow students to design and simulate digital systems containing up to 32 chips. The initial version of the system is implemented in less than 4K bytes of ROM. Prompting, correcting and training features are incorporated in the program.",,"Computer simulation; Computers, Digital; DATA PROCESSING - Educational Applications; Computers, Microprocessor",,,,,,,,,,,,"Krutz, R.",,,,,,,,,,ASCTC,,,COED Trans,Article,Final,,Scopus,2-s2.0-0018041321
"Ludwig J., Mitchell M.M.",7202986901;13807169400;,The student response system. A 5-year Mayo Medical School experience,1977,Mayo Clinic Proceedings,52,9,,556,560,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0017762758&partnerID=40&md5=9d67882d22728d74d47686e3b139465c,"Dept. Pathol. Anat., Mayo Clin., Rochester, Minn., United States","Ludwig, J., Dept. Pathol. Anat., Mayo Clin., Rochester, Minn., United States; Mitchell, M.M., Dept. Pathol. Anat., Mayo Clin., Rochester, Minn., United States","The Student Response System is a commercially available electronic communication system applicable to many teaching and testing situations. At rather short intervals during a programmed course, the instructor projects on a screen multiple-choice questions that the student should have learned to answer during one or two previous teaching steps. Correct and incorrect responses are indicated on a panel on the desk of the instructor. If students fail to give the correct answer, the teaching step is repeated. Recurrent incorrect answers indicate that explanations had been inappropriate or that test slides were poorly designed. Thus, the system allows the instructor to monitor his own performance. Students are kept alert and attention spans are prolonged; communication is increased and personal embarrassment is minimized. Only the instructor has access to the individual student's response. Most learning takes place in the classroom rather than during subsequent private study. This system is quite versatile and offers potential uses hitherto untested in medical education at all levels.",,"examination; medical education; methodology; normal human; teaching; test; Audiovisual Aids; Education, Medical; Educational Measurement; Electronics; Minnesota; Teaching",,,,,,,,,,,,,,,,,,,,00256196,,MACPA,70573.0,English,MAYO CLIN. PROC.,Article,Final,,Scopus,2-s2.0-0017762758
"Koons R.A., Evans L.A., Hill B.",56956716500;57197584236;7401995462;,House staff training in cardiopulmonary resuscitation.,1976,The Journal of biocommunication,3,3,,18,22,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0017024784&partnerID=40&md5=c7bc55bf3515a241f0550e623c5ccac3,,"Koons, R.A.; Evans, L.A.; Hill, B.","An audiovisual instructional program has been developed to teach cardiopulmonary resuscitation (CPR) to new interns and house staff. The entire program conformed to standards established in this subject and was devised so that it could be used for either large or small group instruction. Special projection equipment and a computerized student response system made it possible to use the audiovisual material with large groups and yet maintain most advantages of individual instruction. Following the instructional sessions small group workshops gave students an opportunity to demonstrate CPR and to receive guidance from trained personnel. Small group instruction was also enhanced by use of the audiovisual materials. After participation in the program, all interns were judged competent in performing required CPR tasks; 98% rated the program ""good"" or ""excellent"".",,"article; artificial ventilation; audiovisual equipment; computer; education; heart arrest; medical staff; resuscitation; Audiovisual Aids; Computers; Heart Arrest; Medical Staff, Hospital; Respiration, Artificial; Resuscitation",,,,,,,,,,,,"Koons, R.A.",,,,,,,,00942499,,,62751.0,English,J Biocommun,Article,Final,,Scopus,2-s2.0-0017024784
"Brookes Barry, Shimokura Howard",7003465772;6506777109;,TUTOR 3: A NEW TRAINING SYSTEM FOR LONG DISTANCE OPERATORS.,1976,Telesis,4,5,,137,143,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0016942171&partnerID=40&md5=3c7408a45d5e37f8ea5b4f5615e483f7,,"Brookes, Barry; Shimokura, Howard","A special system was developed to train operators for the four-wire traffic operator position system (TOPS), a member of Northern Telecom's SP-1 family of electronic switching machines. The TOPS training system called Tutor 3, is based on the use of an 'infinitely patient' teaching machine which allows a student to learn at her own pace under simulated working conditions. It combines the power of microcomputers and the sensory involvement of audio visual techniques into one highly interactive learning system. This article traces the development of Tutor 3 and describes how it is used to produce well-trained, efficient traffic operators.",,Telephone switching equipment,,,,,,,,,,,,"Brookes, Barry",,,,,,,,,,TLSSA,,,Telesis,Article,Final,,Scopus,2-s2.0-0016942171
Elsmore T.F.,6603956531;,Effects of delta-9-tetrahydrocannabinol on temporal and auditory discrimination performances of monkeys,1972,Psychopharmacologia,26,1,,62,72,,15.0,10.1007/BF00421919,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0015268917&doi=10.1007%2fBF00421919&partnerID=40&md5=62bb1819be276357e57636104330d10d,"Walter Reed Army Institue of Research, Washington, D.C., 20012, United States","Elsmore, T.F., Walter Reed Army Institue of Research, Washington, D.C., 20012, United States","In two experiments, macaques were trained to respond differentially to either the duration of a visual stimulus or to the frequency of an auditory clicker. In the duration discrimination experiment, delta-9-tetrahydrocannabinol (delta-9-THC) was administered acutely in doses from 1 to 16 mg/kg, producing dose-related decrements in accuracy of the discrimination performance, and a reduction in the rate at which the animals initiated discrimination trials. In both the duration and auditory discrimination experiments, chronic daily administrations of 2 to 16 mg/kg of delta-9-THC produced an initial decrement in accuracy and rate of trial initiation. Both measures showed some development of tolerance, tending to return to baseline levels, however, the time course of tolerance was different for the measures, with the rate of trial initiation recovering more quickly than accuracy. No differences in response to the drug were attributable to the different modalities used in these two experiments. © 1972 Springer-Verlag.",Audition; Delta-9-Tetrahydrocannabinol; Marihuana; Monkeys; Psychopharmacology; Timing,cannabis; tetrahydrocannabinol; animal; article; discrimination learning; drug effect; drug tolerance; Haplorhini; hearing; Macaca; male; reinforcement; sound; time; Animal; Cannabis; Discrimination Learning; Drug Tolerance; Haplorhini; Hearing; Macaca; Male; Reinforcement (Psychology); Sound; Tetrahydrocannabinol; Time Factors,,"cannabis, 8001-45-4, 8063-14-7; tetrahydrocannabinol, 1972-08-3; Tetrahydrocannabinol, 1972-08-3",,,,,,,,,"Black, M.B., Woods, J.H., Domino, E.F., Some effects of (−)- trans-tetrahydrocannabinol and cannabis derivatives on schedule-controlled behavior (1970) Pharmacologist, 12, p. 258; Boyd, E.S., Hutchinson, E.D., Gardner, L.C., Merritt, D.A., Effects of tetrahydrocannabinols and other drugs on operant behavior in rats (1963) Arch. int. Pharmacodyn., 144, pp. 533-554; Caldwell, D.F., Myers, S.A., Domino, E.F., Merriam, P.E., Auditory and visual threshold effects of marihuana in man (1969) Percept. Motor Skills, 29, pp. 755-759; Carlini, E.A., Tolerance to chronic administration of cannabis sativa (marihuana) in rats (1968) Pharmacology, 1, pp. 135-142; Clark, L.D., Hughes, R., Nakashima, E.N., Behavioral effects of marihuana (1970) Arch. gen. Psychiat., 23, pp. 193-198; Conrad, D.G., Elsmore, T.F., Sodetz, F.J., δ9-tetrahydrocannabinol: dose-related effects on timing behavior in chimpanzee (1972) Science, 175, pp. 547-550; Dews, P.B., The theory of fixed-interval responding (1970) The theory of reinforcement schedules, pp. 43-61. , W. N., Schoenfield, Appleton-Century-Crofts, New York; Elsmore, T. F.: Duration discrimination: effects of probability of stimulus presentation. J. exp. Anal. Behav. (in press); Elsmore, T.F., Fletcher, G.V., Delta-9-tetrahydrocannabinol: aversive effects in rat at high doses (1972) Science, 175, pp. 911-912; Ferraro, D.P., Grilly, D.M., Lynch, W.C., Effects of marihuana extract on the operant behavior of chimpanzees (1971) Psychopharmacologia (Berl.), 22, pp. 333-351; Hollister, L.E., Gillespie, H.K., Marihuana, ethanol, and dextroamphetamine; mood and mental function alteration (1970) Arch. gen. Psychiat., 23, pp. 199-203; Hollister, L.E., Richards, R.K., Gillespie, H.K., Comparison of tetrahydrocannabinol and synhexyl in man (1968) Clin. Pharmacol. Ther., 9, pp. 783-791; Manning, F.J., McDonough, J.H., Elsmore, T.T., Saller, C., Sodetz, F.J., Inhibition of normal growth by chronic administration of delta-9-tetrahydrocannabinol (1971) Science, 174, pp. 424-426; McMillan, D.E., Dewey, W.L., Harris, L.S., Characteristics of tetrahydrocannabinol tolerance (1971) Annals of the New York Academy of Sciences, 191, pp. 83-96; McMillan, D.E., Harris, L.S., Frankenheim, J.M., Kennedy, J.S., 1- δ9-trans tetrahydrocannabinol in pigeons: tolerance to the behavioral effects (1970) Science, 169, pp. 501-503; Scheckel, C.L., Boff, E., Dahlen, P., Smart, T., Behavioral effects in monkeys of two biologically active marihuana constituents (1968) Science, 160, pp. 1467-1469; Tart, C.T., Marihuana intoxication: common experiments (1970) Nature (Lond.), 226, pp. 701-704; Weil, A.T., Zinberg, N.E., Nelsen, J.M., Clinical and psychological effects of marihuana in man (1968) Science, 162, pp. 1234-1242; Willia, E.G., Himmelsbach, C.K., Wikler, A., Ruble, D.C., Lloyd, B.J., Studies on marihuana and parahexyl compound (1946) Publ. Hlth Rep. (Wash.), 61, pp. 1059-1083","Elsmore, T.F.; Walter Reed Army Institue of Research, Washington, D.C., 20012, United States",,,Springer-Verlag,,,,,00333158,,PSCHD,4626286.0,English,Psychopharmacology,Article,Final,,Scopus,2-s2.0-0015268917
Brown J.D.,57029518600;,An evaluation of the spitz student response system in teaching a course in logical and mathematical concepts,1972,Journal of Experimental Education,40,3,,12,20,,12.0,10.1080/00220973.1972.11011329,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33847659849&doi=10.1080%2f00220973.1972.11011329&partnerID=40&md5=b5938fc143ffb2d63ad23803d4c3cf57,"Southern Methodist University, TX, United States","Brown, J.D., Southern Methodist University, TX, United States","The problem of this study was the effect of teaching freshman mathematics with the Spitz Student Response System (SSRS) upon a student’s anxiety, attitude, and achievement. Subjects were seventy-three freshman men and women at a liberal arts college in the Southwest. A 2 x 2 factorial analysis of covariance was used to analyze the data. Several research hypotheses were formulated to be consistent with the purposes of this research problem. It was found that the use of the Spitz Student Response System did not significantly change a student’s achievement, anxiety, or attitude in mathematics. The statistical data of this study would tend to support the idea that the effect of attitude on achievement in independent of the method of instruction. Subjective evaluation by the students tends to support the use of the Spitz System. © 1972 Taylor and Francis Ltd.",,,,,,,,,,,,,"Aiken, L.R., Dreger, R.M., The Identification of Number Anxiety in College Populations (1957) Journal of Educational Research; Aiken, L.R., Dreger, R.M., The Effects of Attitude on Performance in Mathematics (1961) Journal of Educational Psychology, 52, pp. 19-24; Alpert, R., Haber, R.N., Anxiety in Academic Achievement Situations (1960) Journal of Abnormal and Social Psychology, 61, pp. 207-215; Bassham, H., Teacher Understanding and Pupil Efficiency in Mathematics—A Study of Relationships (1962) The Arithmetic Teacher, 9, pp. 383-387. , November; Biggs, J.B., The Psychopathology of Arithmetic (1965) New Approaches to Teaching Mathematics, p. 59. , Land, F. W. (ed.), St. Martin’s Press, New York; Buros, O.K., Cattell, R.B., Scheier, I.H., (1967) Handbook for the IPAP Anxiety Scale Questionnaire, , Institute for Personality and Ability Testing, Illinois; Cooley, W.W., Lohnes, P.R., (1966) Multivariate Procedures for the Behavioral Sciences, , John Wiley and Sons; Dabrowski, K., (1964) Positive Disintegration, , Little, Brown, and Company, Boston; Dutton, W.H., Attitudes of Junior High School Pupils Toward Arithmetic (1956) School Review, 63, pp. 18-22; Faust, C.E., A Study of the Relationship Between Attitude and Achievement in Selected Elementary School Subjects Dissertation Abstracts, 23, pp. 2752-2753. , February19-3; Fedon, P., The Role of Attitude in Learning Arithmetic (1958) The Arithmetic Teacher, 5, pp. 304-310. , December; Haskell, S., Some Observations on the Effects of Class Size Upon Pupil Achievement in Geometrical Drawing (1964) Journal of Educational Research, 58, pp. 27-30. , September; Hess, E.H., Attitude and Pupil Size (1965) Scientific American, 212, pp. 46-54. , April; Lindquist, E.F., (1956) Design and Analysis of Experiments in Psychology and Education, , Houghton-Mifflin Company, Boston; Milliken, R.L., Mathematical Verbal Ability Differentials of Situational Anxiety as Measured by Blood Pressure Change (1964) Journal of Experimental Education, 32, pp. 309-311. , September; Milliken, R.L., Spalka, B., Mathematical Verbal Ability Differentials and Somatic Expressions of Situational Anxiety (1962) Journal of Experimental Education, 31, pp. 3-26. , September; Morgan, J.H., The Relationship Between Levels of Anxiety and Mathematics Achievement in Programmed and Teacher-Directed Instruction (1965) Dissertation Abstracts, 25, p. 3760; Phillips, R.C., (1968) Evaluation in Education, , Charles E. Merrill Publishing Company, Ohio; Poffenberger, T., Norton, D., Factors in the Formation of Attitudes Toward Mathematics (1959) Journal of Educational Research, 52, pp. 171-176. , January; Poffenberger, T., Norton, D., Factors Determining Attitudes Toward Arithmetic and Mathematics (1956) The Arithmetic Teacher, 3, pp. 113-116. , April; Rethlingshafer, D., (1963) Motivation as Related to Personality, , McGraw-Hill, New York; Riggs, C.L., The Relationship of Anxiety and Anxiety Adaptation to Aptitude, Self-Concept, and Scholastic Achievement (1961) Dissertation Abstracts, 22, p. 3927; Ruebush, B.K., Anxiety (1963) Child Psychology, , Sixty-Second Yearbook of the National Society for the Study of Education, Part 1, University of Chicago Press, Chicago; Sarason, S.B., (1960) Anxiety in Elementary School Children, , others, John Wiley and Sons, New York; Taylor, J.A., A Personality Scale of Manifest Anxiety (1953) Journal of Abnormal and Social Psychology, 48, pp. 285-290; Tulock, M.K., Emotional Blocks in Mathematics (1957) The Mathematics Teacher, 50, pp. 572-576. , December; White, W.F., Aaron, R.L., Teachers Motivational Cues and Anxiety in Relation to Achievement Levels in Secondary Mathematics (1967) Journal of Educational Research, 61, pp. 6-9; Winer, B.J., (1962) Statistical Principles in Experimental Design, , McGraw-Hill, New York; Woodworth, R.S., (1958) Dynamics of Behavior, , Henry Holt and Company, New York",,,,,,,,,00220973,,,,English,J. Exp. Educ.,Article,Final,,Scopus,2-s2.0-33847659849
"Bessler W.C., Nisbet J.J.",57191121072;57189285079;,The use of an electronic response system in teaching biology,1971,Science Education,55,3,,275,284,,12.0,10.1002/sce.3730550305,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84987199994&doi=10.1002%2fsce.3730550305&partnerID=40&md5=24dedec24dc796a93bc62c7fa6dbfe09,"Mankato State College, Mankato, Minnesota, 56001, United States; Ball State University, Muncie, Indiana, 47306, United States","Bessler, W.C., Mankato State College, Mankato, Minnesota, 56001, United States; Nisbet, J.J., Ball State University, Muncie, Indiana, 47306, United States",[No abstract available],,,,,,,,,,,,,"Bessler, (1969), “The Effectiveness of an Electronic Student Response System in Teaching Biology to the Non‐major Utilizing Nine Group‐Paced, Linear Programs,” unpublished doctoral dissertation, Ball State University; Inlow, (1966) The Emergent in Curriculum, p. 293. , John Wiley and Sons, Inc., New York; Culkin, A Schoolman's Guide to Marshall McLuhan (1967) Saturday Review, 50, p. 71. , March 18; Mager, (1968) Developing Attitude Toward Learning, p. 7. , Fearon Publishers, Palo Alto, California; Bloom, (1966) Taxonomy of Educational Objectives: Cognitive Domain, p. 207. , David McKay Co., Inc., New York; (1965) The Sixth Mental Measurements Yearbook, p. 1717. , Buros, Oscar Krisen, Gryphon Press, Highland Park, New Jersey; (1968), p. 63. , College Board Score Reports: “A Guide for Counselors and Admissions Officers,” College Entrance Examination Board, New York, : “A Guide for Counselors and Admissions Officers,” College Entrance Examination Board, New York; McKeachie, Research on Teaching at the College and University Level, (1964) Research on the Characteristics of Effective College Teaching, pp. 1118-1172. , Wilbert J. McKeachie, Robert L. Isaacson, John E. Milholland, University of Michigan Press, Ann Arbor, Michigan; Bisson, Filmstrips and Active Responding (1968) Educational Technology, 8, pp. 16-17. , April 15; Brown, Student Response Systems (1963) Audiovisual Instruction, 8, pp. 214-219. , April; Computer Speeds Lecture Feedback (1967) Educational Technology, 7, pp. 20-24. , September 30; Corrigan, Student Response Systems: A Defense of the Concept (1963) Audiovisual Instruction, 8, pp. 599-601. , October; Crossman, Fix It So It Will Work (1963) Audiovisual Instruction, 8, pp. 596-599. , October; Davis, Student Response and Feedback with a Simple Data Process (1966) Educational Technology, 6, pp. 9-15. , June 30; Delaney, Jr., A Device for Quality Control in the Classroom (1964) School Science and Mathematics, 64, pp. 337-340. , May; Lewis, REsponder Units Tell Teacher Right Away How She's Doing (1967) Nation's Schools, 80, p. 60. , 62, 64, 66, December; Muller, Student Responses in Lecture Instruction (1966) Audiovisual Instruction, 11, pp. 94-95. , February; (1969) Intermedia: Raytheon Integrated Learning Systems, p. 16. , Raytheon Learning Systems Company, A Division of Raytheon Education Company., Englewood, New Jersey; Roush, Army Student Response System (1968) Educational Technology, 8, pp. 12-13. , April 30; Troy, Jr., Edex Systems: A Multimedia Approach (1969) Audiovisual Instruction, 14, pp. 42-43. , May; Vuke, Effects of Inserted Questions in Films on Developing an Understanding of Controlled Experimentation (1962) AV Communication Review, 10, p. A140. , November‐December; Weisgerber, Rasmussen, A Teaching System for Music Listening (1966) Audiovisual Instruction, 11, pp. 106-109. , February","Bessler, W.C.; Mankato State College, Mankato, Minnesota, 56001, United States",,,,,,,,00368326,,,,English,Sci. Educ.,Article,Final,,Scopus,2-s2.0-84987199994
Davidson R.S.,7401730799;,Conditioned punishment and conditioned negative reinforcement on a multiple schedule,1970,Psychonomic Science,20,3,,163,165,,2.0,10.3758/BF03335652,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33748937482&doi=10.3758%2fBF03335652&partnerID=40&md5=9dad64cb5b0391a71d4c5b3c30959a7c,"V.A. Hospital, Miami, Florida, 33125, United States","Davidson, R.S., V.A. Hospital, Miami, Florida, 33125, United States","Two rats, earlier trained on Mult VI 1 VI 1 (clicker plus reinforced response shock), were exposed to increasing intensity shock until their punished rates were 1/3 or less of their unpunished rates. At this point, the clicker (discriminative stimulus for shock) was made to sound for 2 sec following each response in the shock-free components. This condition resulted in conditioned punishment (suppression of nonshock response rate). The contingency was then reversed, such that the clicker sounded in the absence of responding and each response terminated the clicker for 2 sec. This resulted in increased response rates (conditioned negative reinforcement). Control rates were recovered through a final reversal to the training condition. © 1970, The Psychonomic Society, Inc.. All rights reserved.",,,,,,,,,,,,,"Barlow, J.A, Secondary motivation through classical conditioning: One trial nonmotor learning in the white rat (1952) American Psychologist, 7, p. 273; Davidson, R.S, Conditioned reinforcing vs. punishing properties of electric shock (1970) Psychonomic Science, 18, pp. 155-157; Dinsmoor, J.A, Variable-interval escape from stimuli accompanied by shocks (1962) Journal of the Experimental Analysis of Behavior, 5, pp. 41-47; Evans, W.O, Producing either positive or negative tendencies to a stimulus associated with shock (1962) Journal of the Experimental Analysis of Behavior, 5, pp. 335-337; Hake, D.F, Azrin, N.H, Conditioned punishment (1965) Journal of the Experimental Analysis of Behavior, 8, pp. 279-293; May, M.A, Experimentally acquired drives (1948) Journal of Experimental Psychology, 38, pp. 66-67; Miller, N.E, Studies of fear as an acquirable drive: I. Fear as motivation and fear-reduction as reinforcement in the learning of new responses (1948) Journal of Experimental Psychology, 38, pp. 89-101; Miller, N.E, Learnable drives and rewards (1951) Handbook of experimental psychology, , S.S, Stevens, Wiley, New York; Mowrer, O.H, Aiken, E.G, Contiguity vs. drive-reduction in conditioned fear: Temporal variations in conditioned and unconditioned stimulus (1954) American Journal of Psychology, 67, pp. 26-38; MOWRER, O., (1942) Psychological Monographs, 54 (5); Mowrer, O.H, Solomon, L.N, Contiguity vs. drive-reduction in conditioned fear: The proximity and abruptness of drive-reduction (1954) American Journal of Psychology, 67, pp. 15-25","Davidson, R.S.; V.A. Hospital, Miami, Florida, 33125, United States",,,,,,,,00333131,,,,English,Top. Catal.,Article,Final,Open Access,Scopus,2-s2.0-33748937482
"Davidson R.S., Jr.",7401730799;,Conditioned reinforcing vs punishing properties of electric shock,1970,Psychonomic Science,18,3,,155,157,,1.0,10.3758/BF03332351,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84950382942&doi=10.3758%2fBF03332351&partnerID=40&md5=277b37b008c7c8102f1121c69c9481af,"V.A. Hospital, Miami, Florida, 33125, United States","Davidson, R.S., Jr., V.A. Hospital, Miami, Florida, 33125, United States","Two naive rats were trained on Mult VI1 VI1 (clicker + reinforced response shock). On this schedule, a clicker sounded through the delivery of every other 13 reinforcements. Each response in the clicker that delivered reinforcement also received an immediate shock. The shock intensity was varied, which produced the following effects in both animals: little or no effect on response rate at low intensity, regular facilitation or increase over nonshock rates at intermediate values, and reliable suppression at higher intensities. Facilitative effects were described as due to conditioning reinforcing functions; suppressive effects were defined as punishment. © 1970, Psychonomic Journals, Inc.. All rights reserved.",,,,,,,,,,,,,"Ayllon, T., Azrin, N.H, Punishment as a discriminative stimulus and conditioned re in forcer with humans (1966) Journal of the Experimental Analysis of Behavior, 9, pp. 411-419; Azrin, N.H, Some effects of noise on human behavior (1958) Journal of the Experimental Analysis of Behavior, 1, pp. 183-200; Azrin, N.H, Holz, W.C, Punishment (1966) Operant behavior: Areas of research and application, pp. 380-447. , W.K, Honig, Appleton-Century-Crofts, New York; Brown, J.S, Martin, R.C, Morrow, M.W, Self-punitive behavior in the rat: Facilitative effects of punishment on resistance to extinction (1964) Journal of Comparative & Physiological Psychology, 57, pp. 127-133; Church, R.M, The varied effects of punishment on behavior (1963) Psychological Review, 70, pp. 369-402; Harrington, G.M, Linder, W.K, A positive reinforcing effect of electrical stimulation (1962) Journal of Comparative & Physiological Psychology, 55, pp. 1014-1015; Holz, W.C, Azrin, N.H, Discriminative properties of punishment (1961) Journal of the Experimental Analysis of Behavior, 4, pp. 225-232; Kelleher, R.T, Gollub, L.R, A review of positive conditioned reinforcement (1962) Journal of the Experimental Analysis of Behavior, 5, pp. 543-597; Morse, W.H, Kelleher, R.T, (1966) Schedules as fundamental determinants of behavior; Muenzinger, K.F, Motivation in learning: I. Electric shock for correct responses in the visual discrimination habit (1934) Journal of Comparative Psychology, 17, pp. 267-277; Muenzinger, K.F, Bernstone, A.H, Richards, L., Motivation in learning: VIII. Equivalent amounts of electric shock for right and wrong responses in a visual discrimination habit (1938) Journal of Comparative Psychology, 26, pp. 177-185; Sandler, J., Some aspects of self aversive stimulation in the hooded rat (1964) Journal of the Experimental Analysis of Behavior, 7, pp. 409-414; Sandler, J., Davidson, R.S, Punished avoidance behavior in the presence of a non-punished alternative (1967) Psychonomic Science, 8, pp. 297-298; Sandler, J., Davidson, R.S, Greene, W.A, Holzschuh, R.D, Effects of punishment intensity on instrumental avoidance behavior (1966) Journal of Comparative & Physiological Psychology, 61, pp. 212-216; Sandler, J., Davidson, R.S, Malagodi, E.F, Durable maintenance of behavior during concurrent avoidance and punished-extinction conditions (1966) Psychonomic Science, 6, pp. 105-106; Sidman, M., Herrnstein, R.J, Conrad, D.G, Maintenance of avoidance behavior by unavoidable shock (1957) Journal of Comparative & Physiological Psychology, 50, pp. 553-557; Solomon, R.L, Punishment (1964) American Psychologist, 19, pp. 239-253","Davidson, R.S.; V.A. Hospital, Miami, Florida, 33125, United States",,,,,,,,00333131,,,,English,Top. Catal.,Article,Final,Open Access,Scopus,2-s2.0-84950382942
"BIER EL, HELMINK RW, LEJMAN EJ, RATASKI JR CP",7409544899;7409774848;7409745818;7409825167;,Student response system,1970,IBM Tech Disclosure Bull,13,4,,871,872,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0014838030&partnerID=40&md5=861e2892f1537d95fbc28eaa6871b7a4,,BIER EL; HELMINK RW; LEJMAN EJ; RATASKI JR CP,[No abstract available],,Teaching machines,,,,,,,,,,,,BIER EL,,,,,,,,,,,,,IBM Tech Disclosure Bull,Article,Final,,Scopus,2-s2.0-0014838030
"Wagman W.D., Maxey G.C.",6505793305;6507914585;,The effects of scopolamine hydrobromide and methyl scopolamine hydrobromide upon the discrimination of interoceptive and exteroceptive stimuli,1969,Psychopharmacologia,15,4,,280,288,,19.0,10.1007/BF00401682,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0014620040&doi=10.1007%2fBF00401682&partnerID=40&md5=3a11dddc714a385256a44bd83324fdeb,"Medical Research Laboratory, Edgewood Arsenal, United States","Wagman, W.D., Medical Research Laboratory, Edgewood Arsenal, United States; Maxey, G.C., Medical Research Laboratory, Edgewood Arsenal, United States",Rats were trained to discriminate response produced cues in one component of a multiple schedule and the onset of a clicker in the other component. The response requirements were identical. Scopolamine intoxication resulted in a deterioration of the interoceptive cue discrimination and an improvement in the discrimination of the exteroceptive stimuli. © 1969 Springer-Verlag.,Behavior; Operant Behavior; Psychotropic Drugs; Scopolamine; Stimulus Discrimination,"scopolamine; tropane derivative; animal; article; discrimination learning; drug effect; instrumental conditioning; male; rat; Animal; Conditioning, Operant; Discrimination Learning; Male; Rats; Scopolamine; Statistics; Tropanes",,"scopolamine, 138-12-5, 51-34-3, 55-16-3; Scopolamine, 51-34-3; Tropanes",,,,,,,,,,"Wagman, W.D.; Medical Research Laboratory, Edgewood ArsenalUnited States",,,Springer-Verlag,,,,,00333158,,PSCHD,5352140.0,English,Psychopharmacology,Article,Final,,Scopus,2-s2.0-0014620040
"Hyde T.S., Trapold M.A., Gross D.M.",24561425200;6602624190;7401437150;,Facilitative effect of a CS for reinforcement upon instrumental responding as a function of reinforcement magnitude: A test of incentive-motivation theory,1968,Journal of Experimental Psychology,78,3 PART 1,,423,428,,10.0,10.1037/h0026477,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0003226265&doi=10.1037%2fh0026477&partnerID=40&md5=b7e413b015014533bf4d8926a1e5edf0,U. Minnesota,"Hyde, T.S., U. Minnesota; Trapold, M.A.; Gross, D.M.","Incentive-motivation theory assumes that a stimulus which is paired with a reinforcing event acquires motivational properties with respect to instrumental responses, the strength of which are directly related to the magnitude of reinforcement. 20 naive male Sprague-Dawley albino rats were used to test these assumptions. 1 group received pairings of 1 stimulus (tone or clicker) with a single food pellet and a 2nd with 10 pellets. For the other group, these 4 events were presented unsystematically with respect to one another. Then all Ss were trained to press a bar for food at the onset of a light, and then were given bar-press generalization test trials with the tone and clicker. Consistent with expectation, Ss showed enhanced generalization when the stimuli had previously been established as CSs for food. Contrary to incentive-motivation theory, this facilitation was no greater to the 10-pellet paired stimulus than to the 1-pellet paired stimulus. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1968 American Psychological Association.","motivational properties of tone stimulus paired with 1 vs. 10 food pellets, rat",,,,,,,,,,,,,"Hyde, T.S.",,,,,,,,00221015,,,,English,,Article,Final,,Scopus,2-s2.0-0003226265
"Brody J.F., Jr.",57009293100;,Conditioned suppression maintained by loud noise instead of shock,1966,Psychonomic Science,6,1,,27,28,,2.0,10.3758/BF03327940,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84932255955&doi=10.3758%2fBF03327940&partnerID=40&md5=4dbe63bae74bd77f0d0240ec7e7fa62e,"University of Pittsburgh, Pittsburgh, United States","Brody, J.F., Jr., University of Pittsburgh, Pittsburgh, United States","Three Rhesus monkeys were trained on a VI schedule and habituated to the CS (flashing, houselights or a clicker). The US was 1 sec. of 115 db noise presented with CS termination. After pairing with the US the two CS were equally effective in producing response suppression. © 1966, Psychonomic Press. All rights reserved.",,,,,,,,,,,,,,"Brody, J.F.; University of Pittsburgh, Pittsburgh, United States",,,,,,,,00333131,,,,English,Top. Catal.,Article,Final,Open Access,Scopus,2-s2.0-84932255955
Migler B.,6507604937;,EFFECTS OF AVERAGING DATA DURING STIMULUS GENERALIZATION,1964,Journal of the Experimental Analysis of Behavior,7,4,,303,307,,44.0,10.1901/jeab.1964.7-303,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0039616953&doi=10.1901%2fjeab.1964.7-303&partnerID=40&md5=43d13c3e680cddfd832680ad456b0339,"Walter Reed Army Institute of Research, United States","Migler, B., Walter Reed Army Institute of Research, United States","Rats were trained to press two keys consecutively for reinforcement. During stimulus one (slow clicker) a 6‐sec time delay was required between the two responses. During stimulus eight (fast clicker) no time delay was required between the two responses. When tested with intermediate stimuli (intermediate click rates) the median time delays emitted by the animals were intermediate between their performances on the original training stimuli, resulting in typical generalization gradients. Closer examination of the data revealed that the median values were not representative of the behavior of the animals. 1964 Society for the Experimental Analysis of Behavior",,article; EXPERIMENTAL LAB STUDY; learning; rat; reaction time; reinforcement; research; statistics; EXPERIMENTAL LAB STUDY; GENERALIZATION (PSYCHOLOGY); RATS; REACTION TIME; REINFORCEMENT (PSYCHOLOGY); STATISTICS; Generalization (Psychology); Rats; Reaction Time; Reinforcement (Psychology); Research; Statistics as Topic,,,,,,,,,,,,"Migler, B.; Institute for Behavioral Research, 2426 Linden Lane, Silver Spring, Maryland, United States",,,,,,,,00225002,,,14176276.0,English,J. Exp. Anal. Behav.,Article,Final,,Scopus,2-s2.0-0039616953
"Bower G., Grusec T.",7006319254;36749365000;,EFFECT OF PRIOR PAVLOVIAN DISCRIMINATION TRAINING UPON LEARNING AN OPERANT DISCRIMINATION,1964,Journal of the Experimental Analysis of Behavior,7,6,,401,404,,21.0,10.1901/jeab.1964.7-401,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0011396606&doi=10.1901%2fjeab.1964.7-401&partnerID=40&md5=4ad072b150ace9386ba070a26bc3f570,"Stanford University, Stanford, California, United States","Bower, G., Stanford University, Stanford, California, United States; Grusec, T., Stanford University, Stanford, California, United States","The effect of Pavlovian discrimination training with two stimuli upon subsequent learning of an operant discrimination involving those stimuli was studied. After preliminary lever press training, the lever was removed and thirsty rats received noncontingent pairings between S1 (a tone or a clicker) and water reinforcements, whereas S2 (a clicker or a tone) occurred always without reinforcement. This procedure presumably established S1 as a positive CS for respondent behavior, whereas S2 was established as an inhibitory CS. Following this training, the lever was reintroduced and the rats were trained on an operant (lever pressing) discrimination involving S1 and S2. For the Consistent Ss, S1 was the SD and S2 the SΔ in the operant discrimination; for the Reversed Ss, S2 served as SD and S1 as SΔ. The Consistent Ss learned the operant discrimination significantly faster than did the Reversed Ss. The result emphasizes the importance of respondents, conditioned to SD and SΔ, which modulate operant performance to these stimuli. 1964 Society for the Experimental Analysis of Behavior",,article; conditioning; discrimination learning; EXPERIMENTAL LAB STUDY; rat; reinforcement; research; CONDITIONING (PSYCHOLOGY); DISCRIMINATION LEARNING; EXPERIMENTAL LAB STUDY; RATS; REINFORCEMENT (PSYCHOLOGY); Conditioning (Psychology); Discrimination Learning; Rats; Reinforcement (Psychology); Research,,,,,,,,,,,,"Bower, G.; Dept. of Psychology, Stanford University, Stanford, California, United States",,,,,,,,00225002,,,14238906.0,English,J. Exp. Anal. Behav.,Article,Final,,Scopus,2-s2.0-0011396606
"Brady J.V., Conrad D.G.",7401774572;7102138344;,Some effects of limbic system self-stimulation upon conditioned emotional behavior,1960,Journal of Comparative and Physiological Psychology,53,2,,128,137,,22.0,10.1037/h0040827,https://www.scopus.com/inward/record.uri?eid=2-s2.0-2042440295&doi=10.1037%2fh0040827&partnerID=40&md5=f053a908e92168b5a138024747d3a721,"Walter Reed Army Inst. Research, Washington, D.C, United States","Brady, J.V., Walter Reed Army Inst. Research, Washington, D.C, United States; Conrad, D.G.","Rats, cats, and monkeys were trained in lever pressing for both brain-shock and water or food reward. A conditioned emotional response (CER) was superimposed upon the base-line behavior by pairing a clicking noise with painful shock to the feet, and all Ss showed a stable CER to the clicker during lever pressing for food or water reward. During lever pressing for brain shock, the CER failed to appear in rats and was attenuated in monkeys, but was completely retained by cats. The reward electrodes were in the caudate nucleus in the cats, and in globus pallidus, septal region, or the medial forebrain bundle in the other animals. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1960 American Psychological Association.","BRAIN STIMULATION; BRAIN, STIMULATION OF, &; CONDITIONED EMOTIONAL RESPONSE; CONDITIONED EMOTIONAL RESPONSE, &; LIMBIC SYSTEM, SELF-STIMULATION, &","article; brain; BRAIN/physiology; conditioned reflex; physiology; REFLEX, CONDITIONED; BRAIN/physiology; REFLEX, CONDITIONED; Brain; Conditioning, Classical",,,,,,,,,,,,"Brady, J.V.; Walter Reed Army Inst. Research, Washington, D.C, United States",,,,,,,,00219940,,,13803734.0,English,,Article,Final,,Scopus,2-s2.0-2042440295
"Rahman M.A., Ling L.S., Yin O.S.",57211199846;56069803500;35276803700;,Augmented Reality for Learning Calculus: A Research Framework of Interactive Learning System,2020,Lecture Notes in Electrical Engineering,603,,,491,499,,,10.1007/978-981-15-0058-9_47,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072951131&doi=10.1007%2f978-981-15-0058-9_47&partnerID=40&md5=31f6b40f083bee523ba2959b7953df2e,"Faculty of Information Science and Technology, Multimedia University, Melaka, Malaysia","Rahman, M.A., Faculty of Information Science and Technology, Multimedia University, Melaka, Malaysia; Ling, L.S., Faculty of Information Science and Technology, Multimedia University, Melaka, Malaysia; Yin, O.S., Faculty of Information Science and Technology, Multimedia University, Melaka, Malaysia","The traditional classroom has been evolving with the implementation of technology in and outside the classroom environment. There has been a significant implementation of technology for learning mathematics. Augmented Reality stands out as part of the visualization of spatiality related contents. Technology implementation has caused changes in interactivity of students with system and also with their fellow peers and teachers. This paper provides a systemic literature review of studies that analyzed the effects of human-human and human-system interactivity in students’ learning experiences and learning performances and proposes a research framework of an interactive learning system for learning calculus through the implementation of augmented reality. © 2020, Springer Nature Singapore Pte Ltd.",Augmented Reality; Calculus; Interactive Learning System; Interactivity; Learning Experience; Learning Performance,Augmented reality; Calculations; Educational technology; Calculus; Interactive learning systems; Interactivity; Learning experiences; Learning performance; Learning systems,,,,,,,,,,,"Lee, W.H., Kuo, M.C., Hsu, C.C., An In-classroom Interactive Learning Platform by Near Field Communication (2015) 2015 8Th International Conference on Ubi-Media Computing, pp. 360-364. , UMEDIA; Krusche, S., Seitz, A., Börstler, J., Bruegge, B., Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles (2017) ACE ’17, January 31-February 03, p. 2017. , Geelong, VIC, Australia; (2014) PISA 2012 Results in Focus, , Programme for International Student Assessment; (2016) PISA 2015 Results in Focus, , Programme for International Student Assessment; Quintero, E., Salinas, P., González-Mendívil, E., Ramírez, H., Augmented Reality app for Calculus: A Proposal for the Development of Spatial Visualization (2015) 2015 International Conference on Virtual and Augmented Reality in Education; Lucas, H.C., Technology and the failure of the university (2017) Communications of the ACM; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning (2013) Computers & Education, 62, pp. 102-110; Lin, H.-C., Chiu, Y.-H., Chen, Y.J., Wuang, Y.-P., Chen, C.-P., Wang, C.-C., Huang, C.-L., Hob, W.-H., Continued use of an interactive computer game-based visual perception learning system in children with developmental delay (2017) International Journal of Medical Informatics, pp. 76-87. , pp; King, A., Using Interactive Games to Improve Math Achievement Among Middle School Students in Need of Remediation (2011) Proquest Dissertations and Theses; Lin, T.-Y., Chen, C.-F., Huang, D.-Y., Huang, C.-W., Chen, G.-D., Using Resource of Classroom and Content of Textbook to build Immersive Interactive Learning Playground (2014) 2014 IEEE 14Th International Conference on Advanced Learning Technologies; Phadung, M., Interactive E-Book Design and Development to Support Literacy Learning for Language Minority Students (2015) World Congress on Sustainable Technologies (WCST-2015); Zhong, X., Fu, H., Yu, Y., Liu, Y., Interactive learning environment based on knowledge network of geometry problems (2015) 2015 10Th International Conference on Computer Science & Education (ICCSE); Contla, P.X., Kamada, H., Takago, D., Visual Interactive Learning System Using Image Processing About Multiple Programming Languages (2016) 2016 IEEE 5Th Global Conference on Consumer Electronics; Vishkaie, R.S., Levy, R.M., Bubble Play: An Interactive Learning Medium for Young Children (2015) 2015 International Conference on Cyberworlds; Hsiao, H.-S., Chen, J.-C., Using a gesture interactive game-based learning approach to improve preschool children ' s learning performance and motor skills Computers & Education, 95, pp. 151-162; Pedersen, M.K., Svenningsen, A., Dohn, N.B., Lieberoth, A., Sherson, J., DiffGame: Game-based mathematics learning for physics (2016) HEAd´16, 21-23, p. 2016. , in 2nd International Conference on Higher Education Advances, June, València, Spain; Kim, H.-S., Jeong, K.-O., A Study on the Flipped Instructional Model to Support Active and Interactive Learning (2016) IEEE; de Ravé, E.G., Jiménez-Hornero, F.J., Ariza-Villaverde, A.B., Aguas-Ruiz, J., Die-dricAR: A mobile augmented reality system designed for the ubiquitous descriptive geometry learning (2016) Multimedia Tools and Applications, pp. 9641-9663. , pp; Coimbra, M.T., Cardoso, T., Mateus, A., Augmented Reality: An Enhancer for Higher Education Students in (2015) 6Th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Infoexclusion, , DSAI 2015; Jeřábek, T., Rambousek, V., Prokýšek, M., PARAMETERS OF AUGMENTED REALITY AND ITS USE IN EDUCATION (2013) Journal on Efficiency and Responsibility in Education and Science, pp. 232-244. , pp; Sommerauer, P., Müller, O., Augmented reality in informal learning environments: A field (2014) Computers & Education, p. 59e68. , p; Purnama, J., Andrew, D., Galinium, M., ""Geometry Learning Tool for Elementary School using Augmented Reality,"" in IAICT 2014 (2014) Bali, 28-30, p. 2014. , August; Estapa, A., Nadolny, L., The Effect of an Augmented Reality Enhanced Mathematics (2015) Journal of STEM Education, 16, p. 40; Cascales-Martínez, A., Martínez-Segura, M.-J., Pérez-López, D., Contero, M., Using an Augmented Reality Enhanced Tabletop System to Promote Learning of Mathematics: A Case Study with Students with Special Educational Needs (2017) EURASIA Journal of Mathematics Science and Technology Education, 13 (2), pp. 355-380. , ), pp; Yu, C.-H., Liao, Y.-T., Wu, C.-C., Using Augmented Reality to Learn the Enumeration Strategies 0f Cubes (2016) 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE); Salinas, P., González-Mendívil, E., Augmented Reality and Solids of Revolution (2017) International Journal for Interactive Design and Manufacturing (Ijidem), pp. 829-837. , p; Chang, R.-C., Yu, Z.-S., Application of Augmented Reality Technology to Promote Interactive Learning (2017) Proceedings of the 2017 IEEE International Conference on Applied System Innovation IEEE-ICASI 2017-Meen, , Prior & Lam; Corrêa, A.G.D., Tahira, A., Ribeiro, J.B., Kitamura, R.K.I.T.Y., Development of an interactive book with Augmented Reality for mobile learning (2013) 2013 8Th Iberian Conference on Information Systems and Technologies (CISTI); Le, H.-Q., Kim, J.-I., An augmented reality application with hand gestures for learning 3D geometry (2017) 2017 IEEE International Conference on Big Data and Smart Computing (Bigcomp); Banu, S.M., Augmented reality system based on sketches for geometry education (2012) In ICEEE; Kirner, T.G., Reis, F.M.V., Kirner, C., Development of an Interactive Book with Augmented Reality for Teaching and Learning Geometric Shapes (2012) 7Th Iberian Conference on Information Systems and Technologies (CISTI), 2016; Sook-Ling, L., Yee-Yen, A.Y., Information Infrastructure Capability and Organizational Competitive Advantage: A (2014) Australian Journal of Basic and Applied Sciences, 8 (3), pp. 126-139. , vol., no., pp; Bakytgul Abykanovaa, S.N.Y.K.S., The Use of Interactive Learning Technology in Institutions of Higher Learning (2016) INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION, 11 (18), pp. 12528-12539. , vol., no., pp; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Sciences, pp. 8410-8415. , pp; Nakakoji, K., Yamada, K., Yamamoto, Y., Morita, M., A conceptual framework for learning experience design (2003) Proceedings-1St Conference on Creating, Connecting and Collaborating through Computing, C5, p. 2003; Hussein Ibrahim, R., Hussein, D.A.-R., Assessment of visual, auditory, and kinesthetic learning style among undergraduate nursing students (2015) International Journal of Advanced Nursing Studies, 5 (1). , vol; Zerihun, Z., Beishuizen, J., van Os, W., Student learning experience as indicator of teaching quality (2012) Educational Assessment, Evaluation and Accountability; Krishnasamy, S., Sook-Ling, L., Tan, C.-K., Information Technology Capabilities for Mathematics Education in High School: Conceptual Framework (2017) Advanced Science Letter, pp. 8013-2016. , pp","Rahman, M.A.; Faculty of Information Science and Technology, Multimedia UniversityMalaysia; email: asifchanchal@gmail.com",Alfred R.Lim Y.Haviluddin H.On C.,,Springer Verlag,"6th International Conference on Computational Science and Technology, ICCST 2019",29 August 2019 through 30 August 2019,,231309.0,18761100,9789811500572,,,English,Lect. Notes Electr. Eng.,Conference Paper,Final,,Scopus,2-s2.0-85072951131
"Tsihouridis C., Batsila M.",53265123400;54394919000;,Does Innovation Need a Reason? The CRS Within the Secondary Education Framework,2020,Advances in Intelligent Systems and Computing,916,,,251,262,,,10.1007/978-3-030-11932-4_25,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064641443&doi=10.1007%2f978-3-030-11932-4_25&partnerID=40&md5=9a32285db23078c39455b8bdbd04bcdf,"University of Thessaly, Volos, Greece; Directorate of Secondary Education of Thessaly, Ministry of Education, Volos, Greece","Tsihouridis, C., University of Thessaly, Volos, Greece; Batsila, M., Directorate of Secondary Education of Thessaly, Ministry of Education, Volos, Greece","The present paper aims at investigating the extent to which 127 secondary education teachers integrated the Classroom Response Systems (CRS) online platform of Kahoot in their teaching after they had already been trained to use it. Additionally, the study aimed at investigating the reasons for using it or not, the ways it was used and the extent to which factors such as gender may have affected the teachers’ decision to use Kahoot. The study employed a mixed method approach. To this end, a relevant anonymous questionnaire was delivered to the participants followed by two focus group discussions to shed more light into the research issues. The analysis of the questionnaires was implemented with the help of SPSS statistical package whereas the focus group discussions were analysed with the method of content analysis. The study which revealed that the majority of the teachers (30,7%) did not use Kahoot due to fear of incompetency and the need for continuous digital training. The study has implications for policy makers and curricula designers. © 2020, Springer Nature Switzerland AG.",Classroom response systems; Game-based learning; Innovation; Teacher training,Curricula; Online systems; Personnel training; Surveys; Classroom response systems; Content analysis; Digital training; Education teachers; Game-based Learning; Online platforms; Statistical packages; Teacher training; E-learning,,,,,,,,,,,"Muncy, J.A., Eastman, J.K., Using Classroom Response technology to create an active learning environment in marketing classes (2012) Am. J. Bus. Educ., 2 (2), pp. 213-218. , ), pp; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am. J. Phys., 74 (1), pp. 31-39; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Pearson/Addison Wesley, San Francisco, CA; Eastman, J.K., Enhancing classroom communication with interactive technology: How faculty can get started (2007) Coll. Teach. Methods Styles J. First Quart., 3 (1), pp. 31-38. , ), pp; Owusu, A., Weatherby, N., Otto, S., Kang, M., Validation of a classroom response system for use with a health risk assessment survey (2007) Poster Session at the 2007 AAHPERD National Convention and Exposition, Baltimore, Maryland; Diaz, C., Trejo, C., Kahoot: The Student-Teacher Interactive Classroom Tool (2015) Intera, NY; Heiss, B.M., The effectiveness of implementing classroom response systems in the corporate environment (2009) A Thesis Submitted to the Graded College of Bowling Green; Tsihouridis, C., Vavougios, D., Ioannidis, G., Assessing the Learning Process Playing with Kahoot–A Study with Upper Secondary School Pupils Learning Electrical Circuits (2017) Interactive Collaborative Learning, ICL, Budapest, , September; Lufungulo, E.S., (2015) Primary School Teachers’ Attitudes Towards ICT Integration in Social Studies: A Study of Lusaka and Katete Districts, , Master of Education in Social Studies, The University of Zambia; Majoni, A., Majoni, C., Views of primary school teachers on the use of information communication technology (ICT) in teaching and learning (2015) Glob. J. Adv. Res., 2 (11), pp. 1799-1806; de Aldama, C., Pozo, J.I., How are ICT used in the classroom? A study of teachers’ beliefs and uses (2016) Electron. J. Res. Educ. Psychol., 14 (2), pp. 253-286; Varol, F., Elementary school teachers and teaching with technology (2013) Turk. Online J. Educ. Technol. (TOJET), 12 (3), pp. 85-90; Batsila, M., Tsihouridis, C.: “Let’s go… Kahooting”–teachers’ views on C.R.S. for teaching purposes (2017) International Conference on Interactive Computer Aided Learning, Budapest, , 27–29 September; Roussos, P.L., Tsaousis, G., (2011) Statistics in Behavioural Sciences Using SPSS, , TOPOS, Athens; Keely, E., Sherrard, P., Cavafy, C.P., (1992) Collected Poems, , In: Savidis, G. (ed.) Revised Edition. Princeton University Press, New Jersey","Tsihouridis, C.; University of ThessalyGreece; email: hatsihour@uth.gr",Tsiatsos T.Auer M.E.,,Springer Verlag,"21st International Conference on Interactive Collaborative Learning, ICL 2018",25 September 2018 through 28 September 2018,,224239.0,21945357,9783030119317,,,English,Adv. Intell. Sys. Comput.,Conference Paper,Final,,Scopus,2-s2.0-85064641443
"Mader S., Bry F.",57204816925;22333353700;,Gaming the Lecture Hall: Using Social Gamification to Enhance Student Motivation and Participation,2020,Advances in Intelligent Systems and Computing,916,,,555,566,,,10.1007/978-3-030-11932-4_53,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064630557&doi=10.1007%2f978-3-030-11932-4_53&partnerID=40&md5=7fcd7860a880711c34c4ad349f827f88,"Institute for Informatics, Ludwig Maximilian University of Munich, Munich, Germany","Mader, S., Institute for Informatics, Ludwig Maximilian University of Munich, Munich, Germany; Bry, F., Institute for Informatics, Ludwig Maximilian University of Munich, Munich, Germany","The traditional lecture is a teaching format that offers students few opportunities for interaction turning them into passive listeners of the lecturers’ presentations what negatively impacts on their learning. With audience response systems, that is technology supporting classroom quizzes, breaks that re-activate the students can be introduced into the lecturers’ presentations. This article reports on an audience response system coupled with a social gamification of quizzes based on teams: Each student is assigned to a team and the students’ answers to quizzes contribute to their teams’ success. An immediate overview of responses to quiz questions and the team standings motivates students to participate in the quizzes. The contribution of this article is threefold: First, a team-based social gamification of quizzes aimed at boosting participation in quizzes and attendance at lectures, second, original technological tools supporting the proposed team-based social gamification, and third, an evaluation of the approach demonstrating its effectiveness. © 2020, Springer Nature Switzerland AG.",Audience Response Systems; Gamification; Online Learning Environments,Computer aided instruction; E-learning; Online systems; Audience response systems; Gamification; IS technologies; Online learning environment; Student motivation; Technological tools; Students,,,,,,,,,,,"Bry, F., Pohl, A.Y.S., Large class teaching with backstage (2017) J. Appl. Res. High. Educ., 9 (1), pp. 105-128; Byrd, G.G., Coleman, S., Werneth, C., Exploring the universe together: Cooperative quizzes with and without a classroom performance system in astronomy 101 (2004) Astron.Educ.Rev., 3 (1), pp. 26-30; Carroll, J.A., Rodgers, J., Sankupellay, M., Newcomb, M., Cook, R., Systematic evaluation of GoSoapBox in tertiary education: A student response system for improving learning experiences and outcomes (2014) INTED2014 Proceedings; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69 (9), pp. 970-977; Danelli, F., Implementing game design in gamification (2015) Gamification in Education and Business, pp. 67-79. , pp., Springer; Darley, J.M., Latane, B., Bystander intervention in emergencies: Diffusion of responsibility (1968) J. Pers. Soc. Psychol., 8 (4), p. 377; Deterding, S., Dixon, D., Khaled, R., Nacke, L., From game design elements to gamefulness: Defining gamification (2011) Proceedings of the 15Th International Academic Mindtrek Conference: Envisioning Future Media Environments, pp. 9-15. , pp., ACM; Festinger, L., A theory of social comparison processes (1954) Hum. Relat., 7 (2), pp. 117-140; Hamari, J., Koivisto, J., Sarsa, H., Does gamification work?–a literature review of empirical studies on gamification (2014) 2014 47Th Hawaii International Conference on System Sciences (HICSS 2014), pp. 3025-3034. , IEEE; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (Clicker-based technologies) on cognition and affect (2016) Comput. Educ., 94, pp. 102-119; Inbar, O., Tractinsky, N., Tsimhoni, O., Seder, T., Driving the scoreboard: Motivating eco-driving through in-car gaming (2011) Proceedings of the CHI 2011 Workshop Gamification: Using Game Design Elements in Non-Game Contexts, pp. 7-12; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput. Educ., 53 (3), pp. 819-827; Kelly, G.E., Lecture attendance rates at university and related factors (2012) J. Furth. High. Educ., 36 (1), pp. 17-40; Latulipe, C., Long, N.B., Seminario, C.E., Structuring flipped classes with lightweight teams and gamification (2015) Proceedings of the 46Th ACM Technical Symposium on Computer Science Education, pp. 392-397. , pp., ACM; Mazur, E., Peer Instruction (2017) Springer; McGonigal, J., (2011) Reality is Broken: Why Games Make Us Better and How they Can Change the World, , Penguin; Mekler, E.D., Brühlmann, F., Opwis, K., Tuch, A.N., Do points, levels and leaderboards harm intrinsic motivation?: An empirical analysis of common gamification elements (2013) Proceedings of the First International Conference on Gameful Design, Research, and Applications, pp. 66-73. , pp., ACM; Nicholson, S., A recipe for meaningful gamification (2015) Gamification in Education and Business, pp. 1-20. , pp., Springer; Pohl, A., (2015) Fostering Awareness and Collaboration in Large-Class Lectures. Doctoral Thesis, , Institute for Informatics, Ludwig Maximilian University of Munich; Polya, G., (2014) How to Solve It: A New Aspect of Mathematical Method, , Princeton University Press; Reeves, B., Read, J.L., (2009) Total Engagement: How Games and Virtual Worlds are Changing the Way People Work and Businesses Compete, , Harvard Business Press; Russell, G., Shaw, S., A study to investigate the prevalence of social anxiety in a sample of higher education students in the United Kingdom (2009) J. Ment. Health, 18 (3), pp. 198-206; Ryan, R.M., Deci, E.L., Intrinsic and extrinsic motivations: Classic definitions and new directions (2000) Contemp. Educ. Psychol., 25 (1), pp. 54-67; Shi, C., Lee, H.J., Kurczak, J., Lee, A., Driving infotainment app: Gamification of performance driving (2012) Adjunct Proceedings of the 4Th International Conference on Automotive User Interfaces and Interactive Vehicular Applications, pp. 26-27; Skinner, B.F., (2011) About Behaviorism. Vintage; Tversky, A., Kahneman, D., Loss aversion in riskless choice: a reference-dependent model (1991) Q. J. Econ., 106 (4), pp. 1039-1061; Voelkl, K.E., School warmth, student participation, and achievement (1995) J. Exp. Educ., 63 (2), pp. 127-138","Mader, S.; Institute for Informatics, Ludwig Maximilian University of MunichGermany; email: sebastian.mader@ifi.lmu.de",Tsiatsos T.Auer M.E.,,Springer Verlag,"21st International Conference on Interactive Collaborative Learning, ICL 2018",25 September 2018 through 28 September 2018,,224239.0,21945357,9783030119317,,,English,Adv. Intell. Sys. Comput.,Conference Paper,Final,,Scopus,2-s2.0-85064630557
"Amaro-Mellado J.L., Ant&#x00F3;n D., P&#x00E9;rez-Su&#x00E1;rez M., Mart&#x00ED;nez-&#x00C1;lvarez F.",56811586800;57194707076;57191903458;22035530600;,Game-Based Student Response System Applied to a Multidisciplinary Teaching Context,2020,Advances in Intelligent Systems and Computing,951,,,329,339,,,10.1007/978-3-030-20005-3_34,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065745919&doi=10.1007%2f978-3-030-20005-3_34&partnerID=40&md5=850aa8b5cfd6638b4f5be1a778b536e6,"Department of Graphic Engineering, University of Seville, Seville, Spain; Department of Graphic Expression and Building Engineering, University of Seville, Seville, Spain; The Creative and Virtual Technologies Research Laboratory, School of Architecture, Design and the Built Environment, Nottingham Trent University, Nottingham, United Kingdom; Department of Applied Economy III, University of Seville, Seville, Spain; Data Science &#x0026; Big Data Lab, Pablo de Olavide University, Seville, ES-41013, Spain","Amaro-Mellado, J.L., Department of Graphic Engineering, University of Seville, Seville, Spain; Ant&#x00F3;n, D., Department of Graphic Expression and Building Engineering, University of Seville, Seville, Spain, The Creative and Virtual Technologies Research Laboratory, School of Architecture, Design and the Built Environment, Nottingham Trent University, Nottingham, United Kingdom; P&#x00E9;rez-Su&#x00E1;rez, M., Department of Applied Economy III, University of Seville, Seville, Spain; Mart&#x00ED;nez-&#x00C1;lvarez, F., Data Science &#x0026; Big Data Lab, Pablo de Olavide University, Seville, ES-41013, Spain","The prevailing need to promote the application of active methodologies to develop the teaching-learning process in an effective way led to this work. The aim was to evidence the efficiency of an Information and Communication Technologies (ICT) resource for the generation of a collaborative and multidisciplinary context in the university teaching activity within dissimilar fields of knowledge. A Game-based Student Response System (GSRS) was implemented as a common tool for different teachers of non-related fields of knowledge with a view to enhance critical thinking and engagement in the students. The outcomes showed that this methodology increased the involvement and reduced part of the degree of abstraction that complex contents entail. Thus, the environment varied significantly with respect to the traditional relationship between students and teachers, since the latter are in charge of generating student-centred experiences based on interaction. As a result, feedback information was gathered in order to rearrange contents and consider novel strategies. In addition, this work eased the acquisition of knowledge, competence development and the achievement of teaching objectives by the students. &#x00A9; 2020, Springer Nature Switzerland AG.",Game-based Student Response System (GSRS); Information and Communication Technologies (ICT); Multidisciplinary context; Teaching innovation,Artificial intelligence; Information systems; Information use; Interactive computer systems; Active methodologies; Competence development; Feed back information; Information and Communication Technologies; Multidisciplinary context; Student-response system; Teaching innovations; Teaching-learning process; Students,,,,,Universidad de Sevilla,Acknowledgments. The authors would like to thank the University of Seville for funding the Second Own Plan for Teaching Innovation (2016) which has supported this research.,,,,,"Barreras, M.A., Experiencia de la clase inversa en didáctica de las lenguas extranjeras (2016) Educatio Siglo XXI, 34 (1), pp. 173-196; Brand, J., Brooker, J., Furuseth, A., Versvik, M., (2019) Kahoot!. Oslo, , https://kahoot.com/, Accessed Jan 2019; Cabero-Almenara, J., (2016) ¿Qué Debemos Aprender De Las Pasadas Investigaciones En Tecnología Educativa? RIITE. Revista Interuniversitaria De Investigación En Tecnología Educativa, pp. 23-33; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci. Educ., 6 (1), pp. 9-20; Castillo-Manzano, J.I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Díaz, M.T., Yñíguez, R., To take or not to take the laptop or tablet to classes, that is the question (2017) Comput. Hum. Behav., 68, pp. 326-333; Fotaris, P., Mastoras, T., Leinfellner, R., Rosunally, Y., Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class (2016) Electron. J. E-Learning, 14 (2), pp. 94-110; Halverson, R., Smith, A., How new technologies have (And have not) changed teaching and learning in schools (2014) J. Comput. Teacher Educ., 26 (2), pp. 49-54; Hue, L.T., Ab Jalil, H., Attitudes towards ICT integration into curriculum and usage among university lectures in Vietnam (2016) Int. J. Instr., 6 (2), pp. 53-66; Jiménez-García, M., Martínez-Ortega, M.A., El Uso de una Aplicación Móvil en la Enseñanza de la Lectura (2017) Inf. Tecnol., 28 (1), pp. 151-160; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput. Educ., 53 (3), pp. 819-827; Malone, T.W., What makes things fun to learn? Heuristics for designing instructional computer games (1980) The 3Rd ACM SIGSMALL Symposium and the First SIGPC Symposium on Small Systems, , ACM Press, Palo Alto; Marqués, P., Impacto de las TIC en la educación: Funciones y limitaciones (2013) 3C TIC: Cuadernos De Desarrollo Aplicados a Las TIC, 3, pp. 1-15. , vol., pp; Martínez, P., Pérez, J., Martínez, M., Las TICS y el entorno virtual para la tutoría universitaria (2016) Educación XXI: Revista De La Facultad De Educación, 19 (1), pp. 287-310; Martínez-Galiano, J.M., Amaro, P., Gálvez-Toro, A., Delgado-Rodríguez, M., Metodología basada en tecnología de la información y la comunicación para resolver los nuevos retos en la formación de los profesionales de la salud (2016) Educación Médica, 17 (1), pp. 20-24; Martins Dos Santos, G., Mourão, R.G., ICT in Education: Personal learning environments in perspectives and practices of young people (2017) Educação E Pesquisa AHEAD, 21, pp. 1-20; Mirate, A.B., García, F.A., Rendimiento académico y TIC. Una experiencia con webs didácticas en la Universidad de Murcia (2014) Pixel-Bit. Revista De Medios Y Educación, 44, pp. 169-183; Muñoz-Carril, P., Fuentes, E.J., González-Sanmamed, M., Necesidades formativas del profesorado universitario en infografía y multimedia (2012) Revista De Investigación Educativa, 30 (2), pp. 303-321; Pérez-Suárez, M., Antón, D., Amaro-Mellado, J.L., Las TIC como recurso docente de convergencia entre distintas áreas de conocimiento (2016) TIC Actualizadas Para Una Nueva Docencia Universitaria, pp. 611-629. , McGraw-Hill Interamericana de España, S.L; Pintor, E., Gargantilla, P., Herreros, B., López, M., Kahoot en docencia: Una alternativa practica a los clickers (2014) XI Jornadas Internacionales De Innovación Universitaria. Educar Para Transformar, , Madrid, 7–8 July; Ramírez-Juidías, E., Tejero-Manzanares, J., Amaro-Mellado, J.L., Ridao-Ceballos, L., Developing experimental learning in a graphical course using Thrustone’s law of comparative judgment (2017) Eng. Lett., 25 (1), pp. 61-67; Révészová, L., Development of information competencies via process modelling and ICT integration (2013) 36Th International Convention IEEE Information and Communication, Technology, Electronics and Microelectronics (MIPRO), , 20–24 May, Opatija; Ricoy, M.C., Couto, M.J.V.S., Best practices with ICT and the value attributed by the students newly integrated in university (2014) Educação E Pesquisa, 40 (4), pp. 897-912; Ricoy, M.C., Fernández, J., Contributions and controversies generated by the use of ICT in higher education: A case study (2013) Revista De Educación, 360, pp. 509-532; Rubio-Escudero, C., Asencio-Cortés, G., Martínez-Álvarez, F., Troncoso, A., Riquelme, J.C., Impact of auto-evaluation tests as part of the continuous evaluation in programming courses (2018) Advances in Intelligent Systems and Computing, 771, pp. 553-561. , vol., pp; Wang, A.I., Extensive evaluation of using a game project in a software architecture course (2011) ACM Trans. on Comput. Educ. (TOCE), 11 (1), pp. 1-28; Wang, A.I., The wear out effect of a game-based student response system (2015) Comput. Educ., 82, pp. 217-227; Yildiz, B., Usluel, Y., A model proposal on ICT integration for effective mathematics instruction (2016) Hacettepe Egitim Dergisi, 31 (1), pp. 14-33","Amaro-Mellado, J.L.; Department of Graphic Engineering, University of SevilleSpain; email: jamaro@us.es",Quintian H.Martinez Alvarez F.Troncoso Lora A.Saez Munoz J.A.Corchado E.,IEEE SMC Spanish Chapter;Startup Ole;The International Federation for Computational Logic,Springer Verlag,"International Joint Conference: 12th International Conference on Computational Intelligence in Security for Information Systems, CISIS 2019 and 10th International Conference on European Transnational Education, ICEUTE 2019",13 May 2019 through 15 May 2019,,225689.0,21945357,9783030200046,,,English,Adv. Intell. Sys. Comput.,Conference Paper,Final,,Scopus,2-s2.0-85065745919
"Munsinger B., White G., Quarles J.",57192865265;14833457400;55868360300;,The usability of the microsoft hololens for an augmented reality game to teach elementary school children,2019,"2019 11th International Conference on Virtual Worlds and Games for Serious Applications, VS-Games 2019 - Proceedings",,, 8864548,1DUUMY,,,,10.1109/VS-Games.2019.8864548,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074302063&doi=10.1109%2fVS-Games.2019.8864548&partnerID=40&md5=a6fbe8da3ed957c68ea6ec21477c9b81,"University of Texas at San Antonio, Department of Computer Science, San Antonio, TX, United States","Munsinger, B., University of Texas at San Antonio, Department of Computer Science, San Antonio, TX, United States; White, G., University of Texas at San Antonio, Department of Computer Science, San Antonio, TX, United States; Quarles, J., University of Texas at San Antonio, Department of Computer Science, San Antonio, TX, United States","Our objective in this research is to compare the usability of three distinct head gaze-based selection methods in an Augmented Reality (AR) hidden object game for children: voice recognition, gesture, and physical button (clicker). Prior work on AR applications in STEM education has focused on how it compares with non-AR methods rather than how children respond to different interaction modalities. We investigated the differences between voice, gesture, and clicker based interaction methods based on the metrics of input errors produced and elapsed time to complete the tutorial and game. We found significant differences in input errors between the voice and gesture conditions, and in elapsed tutorial time between the voice and clicker conditions. We hope to apply the results of our study to improve the interface for AR educational games aimed at children, which could pave the way for greater adoption of AR games in schools. © 2019 IEEE.",Augmented reality; Computer science education; Computer security; Gesture recognition; Speech recognition,Augmented reality; Education computing; Gesture recognition; Security of data; Virtual reality; AR application; Computer Science Education; Educational game; Elementary schools; Hidden objects; Interaction methods; Selection methods; STEM education; Speech recognition,,,,,"National Science Foundation, NSF: IIS-1350995, IIS-1648949, DGE-1419367","VII. ACKNOWLEDGMENT The authors wish to thank Cerina Zamora of Spicewood Park Elementary. This work was supported by grants from the National Science Foundation (DGE-1419367, IIS-1648949, IIS-1350995)",,,,,"LaPlante, C., Nolin, M., Saulnier, T., Playscope: Augmented microscopy as a tool to increase stem engagement (2017) Proceedings of the 12th International Conference on the Foundations of Digital Games. ACM, p. 63; Yoon, S., Anderson, E., Lin, J., Elinich, K., How augmented reality enables conceptual understanding of challenging science content (2017) Journal of Educational Technology &Society, 20 (1), p. 156; Bach, B., Sicat, R., Beyer, J., Cordeil, M., Pfister, H., The hologram in my hand: How effective is interactive exploration of 3d visualizations in immersive tangible augmented reality (2018) IEEE Transactions on Visualization and Computer Graphics, 24 (1), pp. 457-467; Chen, Z., Li, J., Hua, Y., Shen, R., Basu, A., Multimodal interaction in augmented reality (2017) 2017 IEEE International Conference on Systems, Man, and Cybernetics (SMC). IEEE, pp. 206-209; Da Silva, M.M., Roberto, R.A., Teichrieb, V., Cavalcante, P.S., Towards the development of guidelines for educational evaluation of augmented reality tools (2016) IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual &Augmented Reality (KELVAR). IEEE, pp. 17-21; Radu, I., McCarthy, B., Kao, Y., Discovering educational augmented reality math applications by prototyping with elementary-school teachers (2016) 2016 IEEE Virtual Reality (VR). IEEE, pp. 271-272; Kennedy, J., Lemaignan, S., Montassier, C., Lavalade, P., Irfan, B., Papadopoulos, F., Senft, E., Belpaeme, T., Child speech recognition in human-robot interaction: Evaluations and recommendations (2017) Proceedings of the 2017 ACM/IEEE International Conference on Human-Robot Interaction. ACM, pp. 82-90; Vogt, P., De Haas, M., De Jong, C., Baxter, P., Krahmer, E., Childrobot interactions for second language tutoring to preschool children (2017) Frontiers in Human Neuroscience, 11, p. 73; Southgate, E., Smith, S.P., Scevak, J., Asking ethical questions in research using immersive virtual and augmented reality technologies with children and youth (2017) 2017 IEEE Virtual Reality (VR). IEEE, pp. 12-18",,,H2020 iMareCulture;H2020 Terpsichore;H2020 VIMM;HCI Lab at Masaryk University,Institute of Electrical and Electronics Engineers Inc.,"11th International Conference on Virtual Worlds and Games for Serious Applications, VS-Games 2019",4 September 2019 through 6 September 2019,,152783.0,,9781538671238,,,English,"Int. Conf. Virtual Worlds Games Serious Appl., VS-Games - Proc.",Conference Paper,Final,,Scopus,2-s2.0-85074302063
"Madge C., Bartle R., Chamberlain J., Kruschwitz U., Poesio M.",57197780505;6507636437;15732375100;6603505459;6602269911;,Making text annotation fun with a clicker game,2019,ACM International Conference Proceeding Series,,, 77,,,,,10.1145/3337722.3341869,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072830689&doi=10.1145%2f3337722.3341869&partnerID=40&md5=a351503c3a2ae1f2b6b18495446b9ebf,"Queen Mary Univ. of London, United Kingdom; University of Essex, United Kingdom","Madge, C., Queen Mary Univ. of London, United Kingdom; Bartle, R., University of Essex, United Kingdom; Chamberlain, J., University of Essex, United Kingdom; Kruschwitz, U., University of Essex, United Kingdom; Poesio, M., Queen Mary Univ. of London, United Kingdom","In this paper we present WordClicker, a clicker game for text annotation. We believe the mechanics of 'Ville type Free-To-Play (F2P) games in general, and clicker games in particular, is particularly suited for GWAPs (Games-With-A-Purpose). WordClicker was developed as one component of a suite of GWAPs meant to cover all aspects of language interpretation, from tokenization to anaphoric interpretation. As such, WordClicker is intended to have a dual function as part of this suite of GWAPs: both for parts-of-speech annotation and for teaching players about parts of speech so that they can go on and play GWAPs for more complex syntactic annotation. Therefore, game-based language learning platforms also had a strong influence on its design. © 2019 ACM.",Game design; Games with a purpose; Incremental games; Language resourcing; User training,Computer games; Game design; Games with a purpose; Incremental games; Resourcing; User training; Syntactics,,,,,"Dali University, DU

EP/L015846/1

European Research Council, ERC: 695662","This research was supported in part by the EPSRC CDT in Intelligent Games and Game Intelligence (IGGI), EP/L015846/1; in part by the DALI project, ERC Grant 695662.",,,,,"Alha, K., Koskinen, E., Paavilainen, J., Hamari, J., (2014) Free-to-Play Games: Professionals' Perspectives, p. 14. , 2014; Alharthi, S.A., Alsaedi, O., Toups, Z.O., Tanenbaum, J., Hammer, J., Playing toWait: A Taxonomy of Idle Games (2018) Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems-CHI'18, pp. 1-15. , https://doi.org/10.1145/3173574.3174195, ACM Press, Montreal QC, Canada; Basile, V., Bos, J., Evang, K., Venhuizen, N., A platform for collaborative semantic annotation (2012) Proceedings of the Demonstrations at the 13th Conference of the European Chapter of the Association for Computational Linguistics, pp. 92-96. , Association for Computational Linguistics; Bogost, I., (2010) Cow Clicker: The Making of Obsession (2010), , http://bogost.com/writing/blog/cowclicker1/; Boyd, D.M., Ellison, N.B., Social network sites: Definition, history, and scholarship (2007) Journal of Computer-Mediated Communication, 13 (1), pp. 210-230. , https://doi.org/10.1111/j.1083-6101.2007.00393.x, 2007; Chamberlain, J., Harnessing the intelligence of the crowd for problem solving and knowledge discovery (2014) AAAI Conference on Human Computation and Crowdsourcing; Chamberlain, J., Bartle, R., Kruschwitz, U., Madge, C., Poesio, M., (2017) Metrics of Games-with-a-purpose for NLP Applications, p. 2. , 2017; Chen, S., (2009) The Social Network Game Boom, , http://www.gamasutra.com/view/feature/132400/thesocialnetworkgameboom.php; Cooper, S., Khatib, F., Treuille, A., Barbero, J., Lee, J., Beenen, M., Leaver-Fay, A., Foldit Players, T., Predicting protein structures with A multiplayer online game (2010) Nature, 466, pp. 756-760. , 2010; Dziedzic, D., Wodarczyk, W., Making NLP games with a purpose fun to play using free to play mechanics: Robocorp case study (2016) Proceedings of EACL-Games4NLP Workshop., pp. 187-197; Fort, K., Guillaume, B., Chastant, H., Creating zombilingo, a game with a purpose for dependency syntax annotation (2014) Proceedings of the First International Workshop on Gamification for Information Retrieval-GamifIR'14, pp. 2-6. , https://doi.org/10.1145/2594776.2594777, ACM Press, Amsterdam, The Netherlands; Fort, K., Guillaume, B., Lefebvre, N., Who wants to play Zombie? A survey of the players on ZOMBILINGO (2017) Games4NLP 2017-Using Games and Gamification for Natural Language Processing, p. 2; Funk, J., How much did modern warfare 2 cost to make? 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IEEE, pp. 1-6; Kiberd, R., (2016) Cookie Clicker, the Internet's Most Pointlessly Addictive Game, Is Also Its Most Subversive, , https://kernelmag.dailydot.com/issuesections/staff-editorials/15694/cookie-clicker-capitalist-dystopia/; Kirman, B., Emergence and playfulness in social games (2010) Proceedings of the 14th International Academic MindTrek Conference on Envisioning Future Media Environments-MindTrek'10, p. 71. , https://doi.org/10.1145/1930488.1930504, ACM Press, Tampere, Finland; Kleinman, Z., (2009) Free Games Attract High Prices, , http://news.bbc.co.uk/1/hi/technology/8376392.stm, Nov. 2009; Lafourcade, M., (2007) Making People Play for Lexical Acquisition with the JeuxDeMots Prototype, p. 8. , 2007; Lafourcade, M., Joubert, A., Le Brun, N., (2015) Games with A Purpose (GWAPS), , John Wiley & Sons; Lewis, C., Wardrip-Fruin, N., Whitehead, J., Motivational game design patterns of'Ville games (2012) Proceedings of the International Conference on the Foundations of Digital Games. ACM, pp. 172-179; Luban, P., (2011) The Design of Free-To-Play Games: Part 1, , https://www.gamasutra.com/view/feature/134920/thedesignoffreetoplaygames.php; Luton, W., (2013) Free-to-play: Making Money from Games You Give Away, , New Riders; Madge, C., Chamberlain, J., Kruschwitz, U., Poesio, M., Experiment-driven development of a gwap for marking segments in text (2017) Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play-CHI PLAY'17 Extended Abstracts, pp. 397-404. , https://doi.org/10.1145/3130859.3131332, ACM Press, Amsterdam, The Netherlands; Makuch, E., (2017) Dead Space 2 Dev Says Game Cost $60M to Make and Sold Millions, but Failed Commercially, , https://www.gamespot.com/articles/deadspace-2-dev-says-game-cost-60m-to-make-and-so/1100-6454150/; Thomas, W.M., Toward A theory of intrinsically motivating instruction (1981) Cognitive Science, 5 (4), pp. 333-369. , 1981; Mayer, R.E., Rote versus meaningful learning (2002) Theory into Practice, 41 (4), pp. 226-232. , https://doi.org/10.1207/s15430421tip41044, Nov. 2002; Paavilainen, J., Hamari, J., Stenros, J., Kinnunen, J., Social network games: Players' perspectives (2013) Simulation & Gaming, 44 (6), pp. 794-820. , https://doi.org/10.1177/1046878113514808, Dec. 2013; Pecorella, A., (2016) The Math of Idle Games, Part i, , https://blog.kongregate.com/the-math-of-idle-games-part-i/; Poesio, M., Chamberlain, J., Kruschwitz, U., Robaldo, L., Ducceschi, L., Phrase detectives: Utilizing collective intelligence for internetscale language resource creation (2013) ACM TiiS, 3 (1), p. 3. , 2013; Settles, B., Meeder, B., A trainable spaced repetition model for language learning (2016) Proceedings of the 54th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers), pp. 1848-1858. , https://doi.org/10.18653/v1/P16-1174, Association for Computational Linguistics, Berlin, Germany; Shin, D., Shin, Y., Why do people play social network games? (2011) Computers in Human Behavior, 27 (2), pp. 852-861. , https://doi.org/10.1016/j.chb.2010.11.010, March 2011; Snow, R., O'Connor, B., Jurafsky, D., Ng, A.Y., Cheap and fast-but is it good?: Evaluating non-expert annotations for natural language tasks (2008) Proceedings of the Conference on Empirical Methods in Natural Language Processing, pp. 254-263. , Association for Computational Linguistics; Tanz, J., The curse of cow clicker: How a cheeky satire became a videogame hit (2011) Wired, 20 (1). , https://www.wired.com/2011/12/ffcowclicker/, Dec. 2011; Thaler, R., Toward A positive theory of consumer choice (1980) Journal of Economic Behavior & Organization, 1 (1), pp. 39-60. , https://doi.org/10.1016/0167-2681(80)90051-7, March 1980; Tuite, K., (2014) GWAPs: Games with A Problem, p. 7. , 2014; Vannella, D., Jurgens, D., Scarfini, D., Toscani, D., Navigli, R., Validating and extending semantic knowledge bases using video games with a purpose (2014) ACL, (1), pp. 1294-1304; Venhuizen, N., Evang, K., Basile, V., Bos, J., Gamification for word sense labeling (2013) Proceedings of the 10th International Conference on Computational Semantics (IWCS 2013); Von Ahn, L., Games with A purpose (2006) Computer, 39 (6), pp. 92-94. , 2006; Von Ahn, L., Dabbish, L., Labeling images with A computer game (2004) Proceedings of the 2004 Conference on Human Factors in Computing systems-CHI'04, pp. 319-326. , https://doi.org/10.1145/985692.985733, ACM Press, Vienna, Austria; Von Ahn, L., Dabbish, L., Designing games with A purpose (2008) Commun. ACM, 51 (8), pp. 58-67. , 2008; Von Ahn, L., Ginosar, S., Kedia, M., Blum, M., Improving image search with PHETCH (2007) 2007 IEEE International Conference on Acoustics, Speech and Signal Processing-ICASSP'07, , https://doi.org/10.1109/ICASSP.2007.367293, IEEE, Honolulu, HI, IV-1209-IV-1212; Von Ahn, L., Liu, R., Blum, M., Peekaboom: A game for locating objects in images (2006) Proceedings of the SIGCHI Conference on Human Factors in Computing systems-CHI'06, p. 55. , https://doi.org/10.1145/1124772.1124782, ACM Press, Montreal, Quebec, Canada; Yerli, C., (2008) GC 2008: Crysis Cost 22 Million to Make, , https://www.ign.com/articles/2008/08/19/gc-2008-crysis-cost-22-million-to-make; Zeldes, A., The GUM corpus: Creating multilayer resources in the classroom (2017) Language Resources and Evaluation, 51 (3), pp. 581-612. , https://doi.org/10.1007/s10579-016-9343-x, Sept. 2017",,Khosmood F.Pirker J.Apperley T.Deterding S.,Cal Poly CSSE;iFixit;Zynga,Association for Computing Machinery,"14th International Conference on the Foundations of Digital Games, FDG 2019",26 August 2019 through 30 August 2019,,151514.0,,9781450372176,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-85072830689
Neves R.G.,7006779895;,Enhancing teaching and learning of fluid mechanics with interactive computational modelling,2019,Journal of Physics: Conference Series,1286,1, 012047,,,,,10.1088/1742-6596/1286/1/012047,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072228583&doi=10.1088%2f1742-6596%2f1286%2f1%2f012047&partnerID=40&md5=075c843d3d25dd707eb4c213077dd2b1,"Departamento de Ciências e Tecnologias (DCT) e Autónoma TechLab, Centro de Investigaçao em Tecnologias, Universidade Autónoma de Lisboa (UAL), Rua de Santa Marta 47, 6 Andar, Lisboa, 1150-293, Portugal; Unidade de Investigaçao Educaçao e Desenvolvimento (UIED), Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa (FCT/UNL), Monte da Caparica, Caparica, 2829-516, Portugal","Neves, R.G., Departamento de Ciências e Tecnologias (DCT) e Autónoma TechLab, Centro de Investigaçao em Tecnologias, Universidade Autónoma de Lisboa (UAL), Rua de Santa Marta 47, 6 Andar, Lisboa, 1150-293, Portugal, Unidade de Investigaçao Educaçao e Desenvolvimento (UIED), Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa (FCT/UNL), Monte da Caparica, Caparica, 2829-516, Portugal","Contemporary science, technology, engineering and mathematics (STEM) increasingly require advanced knowledge about mathematical physics models and methods of scientific computation. In STEM educational environments this entails the necessity to implement pedagogical curricula and methodologies that epistemologically balance the inclusion of interactive engagement sequences of computational modelling activities, and offer students opportunities to develop meaningful knowledge of physics, mathematics and scientific computation, as well as of the specific STEM concepts and processes. Our approach in this context is based on interactive engagement activities built around computational modelling experiments implemented in the Modellus environment that span the range of different kinds of modelling, from exploratory to expressive modelling. In this paper we describe research concerning a sequence of activities about hydrostatic pressure forces and torques, a theme of an introductory fluid mechanics course for undergraduate university engineering students having only elementary knowledge of secondary education physics and mathematics and no significant prior knowledge about scientific computation. We analyse student's perceptions about the activities and the effects generated on the learning process. Using a Likert scale questionnaire, we show that students reacted positively to the Modellus based activities, considering them helpful in the learning process of the mathematics and physics of fluid mechanics and for their overall professional training. The results also show that students considered Modellus a useful software for computational activities that help the learning of mathematical physics models, sufficiently easy to learn and user-friendly. Based on the analysis of student's work content, we show that students were able to construct and explore the proposed mathematical physics models and simulations, and establish meaningful and operationally reified relations with the relevant hydrostatic phenomena. We also show that the computational modelling activities were effective in resolving several difficulties persisting after theoretical lectures and problem-solving paper and pen activities. © Published under licence by IOP Publishing Ltd.",,"Computation theory; Education computing; Engineering education; Hydraulics; Hydrostatic pressure; Learning systems; STEM (science, technology, engineering and mathematics); Teaching; Computational modelling; Educational environment; Interactive engagements; Mathematical physics; Professional training; Science , Technology , Engineering and Mathematics; Scientific computation; Teaching and learning; Students",,,,,"Central European University, CEU",Work partially supported by CEU–UAL/Autónoma TechLab and UIED/FCT/UNL.,,,,,"Neves, R., Silva, J., Teodoro, V., (2011) Improving Learning in Science and Mathematics with Exploratory and Interactive Computational Modelling ICTMA14 - Trends in Teaching and Learning of Mathematical Modelling (International Perspectives on the Teaching and Learning of Mathematical Modelling v 1), pp. 331-341. , ed G Kaiser, R Borromeo-Ferri and G Stillman (Dordrecht: Springer) chapter 33; Neves, R., Silva, J., Teodoro, V., (2013) Integrating Computational Modelling in Science, Technology, Engineering and Mathematics Education Educational Interfaces between Mathematics and Industry: Report on An ICMI-ICIAM-Study (New ICMI Study Series Vol 16), pp. 375-383. , ed A Damlamian, J Rodrigues and R Straesser (Dordrecht: Springer) chapter 38; Neves, R., Teodoro, V., (2013) Revista Lusófona de Educação, 25, p. 35. , http://revistas.ulusofona.pt/index.php/rleducacao/article/view/4379; Halloun, I., Hestenes, D., (1985) Am. J. Phys., 53, p. 1043; Halloun, I., Hestenes, D., (1985) Am. J. Phys., 53, p. 1056; McDermott, L., (1991) Am. J. Phys., 59, p. 301; Redish, E., Saul, J., Steinberg, R., (1998) Am. J. Phys., 66, p. 212; McDermott, L., Redish, E., (1999) Am. J. Phys., 67, p. 755; Handelsman, J., (2005) Science, 304, p. 521; Van Den Berg, E., Ellermeijer, T., Slooten, O., (2006) Proc. GIREP Conference 2006: Modeling in Physics and Physics Education, , (Amsterdam: University of Amsterdam); Blum, W., Galbraith, P., Henn, H.-W., Niss, M., (2007) Modelling and Applications in Mathematics Education: The 14th ICMI Study, , (New York: Springer); Meltzer, D., Thornton, R., (2012) Am. J. Phys., 80, p. 478; Bork, A., (1967) Fortran for Physics, 35 (11), p. 1101. , (Reading: Addison-Wesley) ASIN: B007T53W18; Redish, E., Wilson, J., (1993) Am. J. Phys., 61, p. 222; Gould, H., Tobochnik, J., Christian, W., (2007) An Introduction to Computer Simulation Methods: Applications to Physical Systems, , (San Francisco: Addison-Wesley); Chabay, R., Sherwood, B., (2008) Am. J. Phys., 76, p. 307; Papert, S., (1980) Mindstorms: Children, Computers and Powerful Ideas, , (New York: Basic Books); Di Sessa, A., (2000) Changing Minds: Computers, Learning and Literacy, , (Cambridge: MIT Press); Heck, A., Kadzierska, E., Ellermeijer, T., (2009) J. Computers in Mathematics and Science Teaching, 28, p. 147. , https://www.learntechlib.org/primary/p/30302; Christian, W., Esquembre, F., (2007) Phys. Teach., 45, p. 475; Teodoro, V., Neves, R., (2011) Computer Physics Communications, 182, p. 8; Neves, R., Neves, M.C., Teodoro, V., (2013) Computers & Geosciences, 56, p. 119; Neves, R., Schwartz, J., Silva, J., Teodoro, V., Vieira, P., (2012) Learning Introductory Physics with Computational Modelling and Interactive Environments Proc. of the GIREP-EPEC 2011 Conference - Physics Alive, pp. 208-213. , https://jyx.jyu.fi/handle/123456789/49276, ed A Lindell, A-L Kahkonen and J Viiri (Jyvaskyla: University of Jyvaskyla); Neves, R., (2017) Revista Lusófona de Educação, 35, p. 171. , http://revistas.ulusofona.pt/index.php/rleducacao/article/view/5921; Wieman, C., Perkins, K., Adams, W., (2008) Am. J. Phys., 76, p. 393","Neves, R.G.; Departamento de Ciências e Tecnologias (DCT) e Autónoma TechLab, Centro de Investigaçao em Tecnologias, Universidade Autónoma de Lisboa (UAL), Rua de Santa Marta 47, 6 Andar, Portugal; email: rneves@autonoma.pt",McLoughlin E.van Kampen P.,,Institute of Physics Publishing,GIREP-ICPE-EPEC 2017 Conference,3 July 2017 through 7 July 2017,,151163.0,17426588,,,,English,J. Phys. Conf. Ser.,Conference Paper,Final,Open Access,Scopus,2-s2.0-85072228583
"Mahi M.H., Tarannoom T., Islam M.A., Khan M.M.",57211267187;57211272446;7403693423;36350785300;,A web based interactive system to promote ict education in Bangladesh,2019,"14th International Conference on Computer Science and Education, ICCSE 2019",,, 8845487,77,80,,,10.1109/ICCSE.2019.8845487,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073201372&doi=10.1109%2fICCSE.2019.8845487&partnerID=40&md5=6d68ab6aece812aa0508031fd5b6f9d5,"Department of ECE, North South University, Dhaka, Bangladesh","Mahi, M.H., Department of ECE, North South University, Dhaka, Bangladesh; Tarannoom, T., Department of ECE, North South University, Dhaka, Bangladesh; Islam, M.A., Department of ECE, North South University, Dhaka, Bangladesh; Khan, M.M., Department of ECE, North South University, Dhaka, Bangladesh","This paper presents the design and the implementation of a web based interactive system to promote (teaching and learning) ICT education (for both teachers and students) of the secondary and higher secondary levels in Bangladesh. It can be categorized as a web-based educational information storing and self-evaluating software. The system has been designed in such a manner that takes care of all the needs of students as well as teachers of both rural and urban areas and provides facilities to solve their problems. This interactive learning system will help the teachers to prepare their lessons and the students to help themselves learning the ICT subjects of SSC and HSC levels. This system will be accessible via the Internet and available to the target population through laptop, PC, mobile or other devices with 3G or broadband connection. The system includes content designing, web portal development and an Android mobile application development. © 2019 IEEE.",Education; ICT; Learning Support System; Rural; Website,E-learning; Education; Education computing; Mobile computing; Portals; Rural areas; Students; Websites; Broadband connection; Evaluating software; Interactive learning systems; Interactive system; Learning support systems; Mobile application development; Teaching and learning; Web-portal development; Learning systems,,,,,,,,,,,"Duckett, J., (2011) HTML and CSS Design and Build Websites, p. 45; Duckett, J., (2011) HTML and CSS Design and Build Websites, p. 234; (2014) Marijn Haverbek, p. 7; What Is JQuery?, , https://jquery.com/; (2015) Top 10 Benefits of Using PHP in Web Development, , http://www.eliteinfoworld.com/blog/top-10-benefitsusing-php-web-development, June 11; Rajeev, (2017) Introduction of XAMPP, LAMP, WAMP | Advantages and Disadvantages [Web Tutorial], , https://studyreadeducate.blogspot.com/2017/03/introduction-of-xampplamp-wamp.html, March 16; (2013) What Is Ajax and Where Is It Used in Technology?, , http://www.seguetech.com/ajaxtechnology/, Segue Technologies March 12; Introducing JSON, , http://www.json.org/index.html; Khan Academy | Free Online Courses, Lessons & Practice, , https://www.khanacademy.org/",,,,Institute of Electrical and Electronics Engineers Inc.,"14th International Conference on Computer Science and Education, ICCSE 2019",19 August 2019 through 21 August 2019,,152165.0,,9781728118444,,,English,"Int. Conf. Comput. Sci. Educ., ICCSE",Conference Paper,Final,,Scopus,2-s2.0-85073201372
Neves R.G.,7006779895;,"Teaching physics in science, technology, engineering and mathematics education contexts with interactive computational modelling",2019,AIP Conference Proceedings,2116,, 410002,,,,,10.1063/1.5114426,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069959481&doi=10.1063%2f1.5114426&partnerID=40&md5=0fba35e23e345abe623357610e9a135b,"Departamento de Ciências e Tecnologias (DCT) e Autónoma TechLab, Centro de Investigação em Tecnologias, Universidade Autónoma de Lisboa (UAL), Portugal; Unidade de Investigação Educação e Desenvolvimento (UIED), CICS.NOVA - Centro Interdisciplinar de Ciências Sociais, Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa (FCT/UNL), Portugal","Neves, R.G., Departamento de Ciências e Tecnologias (DCT) e Autónoma TechLab, Centro de Investigação em Tecnologias, Universidade Autónoma de Lisboa (UAL), Portugal, Unidade de Investigação Educação e Desenvolvimento (UIED), CICS.NOVA - Centro Interdisciplinar de Ciências Sociais, Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa (FCT/UNL), Portugal","Knowledge about mathematical physics models and scientific computation methods is of fundamental importance for contemporary modelling processes in science, technology, engineering and mathematics (STEM). Physics teaching in STEM education should thus envision the integration of learning sequences with computational physics that ensure epistemological and cognitive balance between experimentation, computation and theory, and foster the development of meaningful knowledge in physics, mathematics and scientific computation, in ways appropriate to the different STEM contexts. We discuss a teaching approach where such learning sequences involve interactive engagement activities with computational modelling designed to (1) explore various kinds of modelling, from exploratory to expressive modelling, (2) introduce scientific computation progressively without requiring prior development of a working knowledge of programming, (3) generate and resolve cognitive conflicts in the understanding of physics concepts and mathematical methods, and (4) develop performative competency in the different and complementary representations of the mathematical models of physics. To illustrate we describe a learning sequence about rotational dynamics created for introductory physics students of STEM university courses. © 2019 Author(s).",,,,,,,,Work partially supported by Autónoma TechLab/UAL and UIED/CICS.NOVA/FCT/UNL.,,,,,"Hestenes, D., (1987) Am. J. Phys., 55, pp. 440-454; McDermott, L., (1991) Am. J. Phys., 59, pp. 301-315; Redish, E., Saul, J., Steinberg, R., (1998) Am. J. Phys., 66, pp. 212-224; McDermott, L., Redish, E., (1999) Am. J. Phys., 67, pp. 755-767; Meltzer, D., Thornton, R., (2012) Am. J. Phys., 80, pp. 478-496; Neves, R., Silva, J., Teodoro, V., Improving Learning in Science and Mathematics with Exploratory and Interactive Computational Modelling (2011) International Perspectives on the Teaching and Learning of Mathematical Modelling, 1, pp. 331-341. , ICTMA14 - Trends in Teaching and Learning of Mathematical Modelling edited by G. Kaiser et al (Springer, Dordrecht); Teodoro, V., Neves, R., (2011) Computer Physics Communications, 182, pp. 8-10; Neves, R., Teodoro, V., Improving science and mathematics education with computational modelling in interactive engagement environments (2012) Numerical Analysis and Applied Mathematics 2012, AIP Conference Proceedings, 1479, pp. 1806-1809. , edited by T. Simos et al. (American Institute of Physics, New York); Neves, R., Neves, M.C., Teodoro, V., (2013) Computers & Geosciences, 56, pp. 119-126; Neves, R., Teodoro, V., (2013) Revista Lusófona de Educação, 25, pp. 35-58; Neves, R., (2017) Revista Lusófona de Educação, 35, pp. 171-189; Christian, W., Esquembre, F., (2007) Phys. Teacher, 45, pp. 475-480; Wieman, C., Perkins, K., Adams, W., (2008) Am. J. Phys., 76, pp. 393-399; Chabay, R., Sherwood, B., (2008) Am. J. Phys., 76, pp. 307-313","Neves, R.G.; Departamento de Ciências e Tecnologias (DCT) e Autónoma TechLab, Centro de Investigação em Tecnologias, Universidade Autónoma de Lisboa (UAL)Portugal; email: rneves@autonoma.pt",Simos T.E.Simos T.E.Simos T.E.Simos T.E.Tsitouras C.Simos T.E.,,American Institute of Physics Inc.,"International Conference on Numerical Analysis and Applied Mathematics 2018, ICNAAM 2018",13 September 2018 through 18 September 2018,,149843.0,0094243X,9780735418547,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85069959481
"Fleming C., Pucher P., Elsey E., Glasbey J., Conneely J., Hogan A., Adair R., Lund J., Blencowe N., Smith A., Athanasiou C., Wong K., Egbuji O., Latif A., Bibi S., O'Connell E., Flanagan M., Thiyagarajan U., Kane E., Baeiv Y., Koshy R., Sudarsanam A., Gray S., Johnstone M., El Muntasar A., Adeyanzu A., Orizu M., Mallya N., Kotecha S., Daliya P., Byrne B.E., Leighton P., Oliphant Z., Clement K., Scrimgeour D., Holroyd D., Doe M., Griffiths S., Chambers A., Tham J., Arunachalam P., O'Callaghan J., Bellini M.I., Pereca J., Hoq O., Sagar P., Begaj A., Humm G., Williams A., Thaventhiran A., Clements J.M., Ferguson H., McKay S.C., Mohan H., Clements J., McKay S.C., Peckham-Cooper A., ASiT Consensus Group on Fellowships in General Surgery, Steering Group, Data Collection, Writing Group",56435559800;50162336700;25647296900;57193279298;26644779200;8546660600;15062233100;57209629499;35106821400;57198626857;57209230666;57209236265;57209234208;57210722061;57209230003;35243251200;57210699590;43061771500;57197213729;57209237030;55263385300;57209518268;57199318262;56414367000;57192315603;57209237062;24335772000;57209233809;57189050115;57193274684;54406475100;57209238719;56200616900;57209235914;57201011695;36903063100;57191752610;55371598300;56511247800;57209229475;57209232927;57201786798;37076568400;56560149300;57209239830;7102936660;57193276987;57195452123;57191666475;55777111700;57209527121;35746227100;26531651200;36551333400;56384135600;26531651200;28267885900;,Structure and quality assurance of Fellowship Training in General Surgery: Consensus recommendations from the Association of Surgeons in Training,2019,International Journal of Surgery,67,,,101,106,,,10.1016/j.ijsu.2019.03.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066953048&doi=10.1016%2fj.ijsu.2019.03.002&partnerID=40&md5=5df11c9728411fc35f377c4947b8a012,"Association of Surgeons in Training, 35-43 Lincoln's Inn Fields, London, WC2A 3PE, United Kingdom","Fleming, C.; Pucher, P.; Elsey, E.; Glasbey, J.; Conneely, J.; Hogan, A.; Adair, R.; Lund, J.; Blencowe, N.; Smith, A.; Athanasiou, C.; Wong, K.; Egbuji, O.; Latif, A.; Bibi, S.; O'Connell, E.; Flanagan, M.; Thiyagarajan, U.; Kane, E.; Baeiv, Y.; Koshy, R.; Sudarsanam, A.; Gray, S.; Johnstone, M.; El Muntasar, A.; Adeyanzu, A.; Orizu, M.; Mallya, N.; Kotecha, S.; Daliya, P.; Byrne, B.E.; Leighton, P.; Oliphant, Z.; Clement, K.; Scrimgeour, D.; Holroyd, D.; Doe, M.; Griffiths, S.; Chambers, A.; Tham, J.; Arunachalam, P.; O'Callaghan, J.; Bellini, M.I.; Pereca, J.; Hoq, O.; Sagar, P.; Begaj, A.; Humm, G.; Williams, A.; Thaventhiran, A.; Clements, J.M.; Ferguson, H.; McKay, S.C.; Mohan, H.; Clements, J.; McKay, S.C.; Peckham-Cooper, A.; ASiT Consensus Group on Fellowships in General Surgery; Steering Group; Data Collection; Writing Group","Background: Over three-quarters of surgical trainees intend to undertake clinical fellowships to improve competence, confidence and the development of super specialised skills. At present there is no standardised national regulation for fellowships in the UK, leading to variability. The Association of Surgeons in Training (ASiT), an organisation representing surgical trainees in the UK and Ireland, sought to provide recommendations on the structure and quality assurance of fellowships in General Surgery. Methods: A consensus session was held by ASiT at the Association of Surgeons of Great Britain and Ireland (ASGBI) 2017 Congress in Glasgow. A variety of perspectives on fellowships were presented by invited speakers, and thereafter a moderated discussion ensued in order to reach consensus. Live-polling using an electronic application facilitated consensus discussions. A writing group thereafter developed an initial consensus document which was then subject to electronic review by all authors and by ASiT council. Results: Thirty-four delegates attended the consensus session. Views of the delegates and online discussants were that fellowships should be optional and not mandatory. There was (n = 16) no preference expressed between UK and international fellowships by half the group, while half expressed a preference for international fellowships. Regarding UK fellowships, the majority (n = 24) said that national registration of such fellowships should be established and (n = 23) agreed that a defined curriculum was required. However, national selection into fellowship training was not supported (n = 20). Perceived advantages of UK fellowships included ease of relocating within the same country (which was considered more family-friendly and cost-effective), and familiarity with the NHS system. Delegates considered the advantages of international fellowships to include: access to high-volume centres; diversity of case-mix; and structured, regulated fellowship programmes. Conclusion: The consensus session found unanimous support for maintaining the option of both UK and international fellowships. While trainees support quality assurance of fellowships, they do not support a national selection process. © 2019",Audience response system (ARS); Fellowship; Surgical training; Trainee; ‘Live poll’,"case mix; clinical article; curriculum; editorial; general surgery; Great Britain; human; human experiment; Ireland; quality control; registration; student; surgeon; surgical training; writing; clinical competence; consensus; education; general surgery; health care quality; medical education; procedures; United Kingdom; Clinical Competence; Consensus; Curriculum; Fellowships and Scholarships; General Surgery; Humans; Ireland; Quality Assurance, Health Care; United Kingdom",,,,,,,,,,,"Fitzgerald, J.E., Milburn, J.A., Khera, G., Davies, R.S., Hornby, S.T., Giddings, C.E., Clinical fellowships in surgical training: analysis of a national pan-specialty workforce survey (2013) World J. Surg., 37 (5), pp. 945-952; Johnston, M.J., Singh, P., Pucher, P.H., Fitzgerald, J.E., Aggarwal, R., Arora, S., Systematic review with meta-analysis of the impact of surgical fellowship training on patient outcomes (2015) Br. J. Surg., 102 (10), pp. 1156-1166; Petrushnko, W., Perry, W., Fraser-Kirk, G., Ctercteko, G., Adusumilli, S., O'Grady, G., The impact of fellowships on surgical resident training in a multispecialty cohort in Australia and New Zealand (2015) Surgery, 158 (6), pp. 1468-1474; Joint Commission on Surgical Training (JCST) Certification Guidelines https://www.jcst.org/quality-assurance/certification-guidelines-and-checklists/; Joint Commission on Surgical Training (JCST) Certification Guidelines for General Surgery (2017), https://www.jcst.org/quality-assurance/certification-guidelines-and-checklists/; Elsey, E.J., Griffiths, G., West, J., Humes, D.J., Changing autonomy in operative experience through UK general surgery training: a national cohort study (2019) Ann. Surg., 269 (3), pp. 399-406; American College of Surgeons International Fellowship Requirements https://www.facs.org/member-services/join/international/intl-req; Royal College of Surgeons of England Surgical Fellowship Scheme https://www.rcseng.ac.uk/education-and-exams/accreditation/rcs-senior-clinical-fellowship-scheme/national-surgical-fellowship-scheme-register/; Grzeskowiak, L.E., Thomas, A.E., To, J., Phillips, A.J., Reeve, E., Enhancing education activities for Health care trainees and professionals using audience response systems: a systematic review (2015) J. Continuing Educ. Health Prof., 35 (4), pp. 261-269; Gousseau, M., Sommerfeld, C., Gooi, A., Tips for using mobile audience response systems in medical education (2016) Adv. Med. Educ. Pract., 7, pp. 647-652; National Research Collaborative, Association of Surgeons in Training Collaborative Consensus Group, Recognising contributions to work in research collaboratives: guidelines for standardising reporting of authorship in collaborative research (2018) Int. J. Surg., 52, pp. 355-360; Iacobucci, G., Government must guarantee EU doctors' rights after Brexit, says BMA (2018) BMJ, 363","Mohan, H.; Association of Surgeons in Training, 35-43 Lincoln's Inn Fields, United Kingdom; email: helen.mohan@gmail.com",,,Elsevier Ltd,,,,,17439191,,,30922996.0,English,Int. J. Surg.,Editorial,Final,,Scopus,2-s2.0-85066953048
"Chen L., Wu L., Li X., Xu J.",57192609116;57211503104;57211503044;57196735007;,An Immersive VR Interactive Learning System for Tenon Structure Training,2019,"Proceedings - 2019 2nd International Conference on Data Intelligence and Security, ICDIS 2019",,, 8855307,115,119,,,10.1109/ICDIS.2019.00025,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074212160&doi=10.1109%2fICDIS.2019.00025&partnerID=40&md5=dbb357011498b4ba4ba1ee95046a443f,"School of Design, South China University of Technology, Guangzhou, China; Electrical System, Guangzhou Institute of Light Engineers, Guangzhou, China; Department of Computer Science and Engineering, Guangdong Peizheng College, Guangzhou, China","Chen, L., School of Design, South China University of Technology, Guangzhou, China; Wu, L., School of Design, South China University of Technology, Guangzhou, China; Li, X., Electrical System, Guangzhou Institute of Light Engineers, Guangzhou, China; Xu, J., Department of Computer Science and Engineering, Guangdong Peizheng College, Guangzhou, China","Tenons are typical wood structures in Chinese ancient architecture, but it is difficult to understand the structures and connection principles because it is impossible to disassemble ancient buildings. In this paper, we present an immersive interactive learning system for tenon structure training with virtual reality (VR) technology and motion detection technology. This VR learning system includes four modules, model database, software environment, hardware environment, and human-computer interaction module. We provide immersive learning experience, the integrated interactive feedback and natural gesture interaction in this system. The survey results after usability test show that student's learning interest and efficient are promoted significantly by using this immersive VR interactive learning method. © 2019 IEEE.",human-computer interaction; immersive learning; Tenon structure; virtual reality,Computer hardware; Educational technology; Engineering education; Human computer interaction; Surveys; Virtual reality; Wooden buildings; Chinese ancient architecture; Hardware environment; Immersive learning; Interactive feedback; Interactive learning methods; Interactive learning systems; Motion-detection technologies; Software environments; Learning systems,,,,,,,,,,,"Pan, Y., Wang, C., Tang, L.J., Li, L.N., Study on mechanical model of straight-tenon joints in ancient timber structures (2015) Engineering Mechanics, 32 (2), pp. 82-89; Liu, X.Y., Cristina, T.M., Maria, V.A., A preliminary study of three finishing materials for traditional Chinese furniture (2014) Advances in Materials Physics and Chemistry, 2, pp. 85-92; Ben, D.N., Hu, X.M., Zou, Y., An example of ming dynasty furniture tenon joint structure mapping and modeling innovative experiment (2012) Packaging Engineering, 33 (2), pp. 70-85; Menin, A., Torchelsen, R., Nedel, L., An analysis of vr technology used in immersive simulations with a serious game perspective (2018) IEEE Computer Graphics & Applications, 38 (2), pp. 57-73; Xia, P.J., Lopes, A.M., Restivo, M.T., A review of virtual reality and haptics for product assembly: From rigid parts to soft cables (2013) Assembly Automation, 33 (2), pp. 157-164; Xu, Y.X., Chen, L., The attitude control method and realization of micro rotor-craft based on natural interaction (2015) 2015 2nd International Conference on Machinery, Materials Engineering, Chemical Engineering and Biotechnology (MMECEB 2015, pp. 348-351; Lin, Y.C., Chen, Y.P., Yien, H.W., Integrated BIM, game engine and VR technologies for healthcare design: A case study in cancer hospital (2018) Advanced Engineering Informatics, 36, pp. 130-145; Nguyen, V.T., Enhancing touchless interaction with the Leap Motion using ahaptic glove (2014) Computer Science",,,,Institute of Electrical and Electronics Engineers Inc.,"2nd International Conference on Data Intelligence and Security, ICDIS 2019",28 June 2019 through 30 June 2019,,152454.0,,9781728120805,,,English,"Proc. - Int. Conf. Data Intell. Secur., ICDIS",Conference Paper,Final,,Scopus,2-s2.0-85074212160
"Jaanus M., Umbleja K., Udal A., Parnamets K.",24438001600;45561884900;6602334018;57203884262;,Integrated labs for electrical engineering courses in competence based learning environment-practical experience,2019,"2019 Electric Power Quality and Supply Reliability Conference and 2019 Symposium on Electrical Engineering and Mechatronics, PQ and SEEM 2019",,, 8818266,,,,,10.1109/PQ.2019.8818266,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072779864&doi=10.1109%2fPQ.2019.8818266&partnerID=40&md5=eb348ba79f74db043f8d3e0d9618f1a7,"Tallinn University of Technology, Department of Electrical Power Engineering and Mechatronics, Tallinn, Estonia; School of Science and Engineering, Tokyo Denki University, Saitama, Japan; Tallinn University of Technology, Department of Software Science, Tallinn, Estonia; Tallinn University of Technology, Thomas Johann Seebeck Department of Electronics, Tallinn, Estonia","Jaanus, M., Tallinn University of Technology, Department of Electrical Power Engineering and Mechatronics, Tallinn, Estonia; Umbleja, K., School of Science and Engineering, Tokyo Denki University, Saitama, Japan; Udal, A., Tallinn University of Technology, Department of Software Science, Tallinn, Estonia; Parnamets, K., Tallinn University of Technology, Thomas Johann Seebeck Department of Electronics, Tallinn, Estonia",Paper discusses implementation of the newest version of interactive isc.ttu.ee learning system with mobile home laboratories in Department of Electrical Power Engineering and Mechatronics of Tallinn University of Technology. The concept of mobile home laboratories via lending Home Laboratory Kits to students has been an essential part of our web-based learning system since 2005. In paper we discuss the basic principles of the construction of the interactive learning system. The presented fresh data for the study year 2018 confirm the very positive impact of the interactive learning system-student activity during the semester has become significantly even. © 2019 IEEE.,Courseware; Electrical engineering; Electronic learning; Learning management systems; Practical activities,Computer aided instruction; E-learning; Educational technology; Electrical engineering; Engineering education; Laboratories; Learning systems; Mobile homes; Courseware; Electrical engineering course; Electrical power engineering; Electronic learning; Interactive learning systems; Learning management system; Practical activities; Web-based learning systems; Power quality,,,,,,,,,,,"DeBoer, J., Haney, C., Atiq, S.Z., Smith, C., Cox, D., Hands-on engagement online: Using a randomised control trial to estimate the impact of an at-home lab kit on student attitudes and achievement in a mooc (2019) European Journal of Engineering Education, 44 (1-2), pp. 234-252; Jaanus, M., Kukk, V., Umbleja, K., Integrating labs into learning environment (2010) Elektronika Ir Elektrotechnika, 6 (102), pp. 27-30; Umbleja, K., (2017) Competence Based Learning-Framework, Implementation Analysis and Management of Learning Process, 254p. , Theses of Tallinn University of Technology ttü Press; Jaanus, M., (2011) The Interactive Learning Environment for Mobile Laboratories, 115p. , Theses of Tallinn University of Technology ttü Press; Zine, O., Errouha, M., Zamzoum, O., Derouich, A., Talbi, A., Seiti RMLab: A costless and effective remote measurement laboratory in electrical engineering (2019) The International Journal of Electrical Engineering & Education, 56 (1), pp. 3-23; Gikandi, J.W., Promoting Competence-Based Learning and Assessment through Innovative Use of Electronic Portfolios Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, Igi Global, 1019, pp. 181-208; Ebbinghaus, H., Memory: A contribution to experimental psychology (2013) Annals of Neurosciences, 20 (4), pp. 155-156; Jaanus, M., Kukk, V., Student forgetting model: Practical experience (2008) Proc. Of the 19th Eaeeie Annual Conference, pp. 112-117. , Setubal, Tallinn, Estonia, June 29-July 2; Kukk, V., Analysis of experience: Fully web based introductory course in electrical engineering (2004) Proc. Of the 1st Int. Workshop on E-Learning and Virtual and Remote Laboratories, pp. 111-118. , Setubal, Portugal, August 24-25",,,,Institute of Electrical and Electronics Engineers Inc.,"2019 Electric Power Quality and Supply Reliability Conference and 2019 Symposium on Electrical Engineering and Mechatronics, PQ and SEEM 2019",12 June 2019 through 15 June 2019,,151497.0,,9781728126500,,,English,"Electr. Power Qual. Supply Reliab. Conf. Symp. Electr. Eng. Mechatronics, PQ SEEM",Conference Paper,Final,,Scopus,2-s2.0-85072779864
"El Raheb K., Stergiou M., Katifori A., Ioannidis Y.",12759294900;57209534355;14019806600;7003400239;,Dance interactive learning systems: A study on interaction workflow and teaching approaches,2019,ACM Computing Surveys,52,3, 50,,,,1.0,10.1145/3323335,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068072810&doi=10.1145%2f3323335&partnerID=40&md5=df3d394271ef52c643fd33d12ac9c0a2,"Department of Informatics and Telecommunications, National Kapodistrian University of Athens, Athens, Panepistimiopolis, Ilisia, 157 84, Greece","El Raheb, K., Department of Informatics and Telecommunications, National Kapodistrian University of Athens, Athens, Panepistimiopolis, Ilisia, 157 84, Greece; Stergiou, M., Department of Informatics and Telecommunications, National Kapodistrian University of Athens, Athens, Panepistimiopolis, Ilisia, 157 84, Greece; Katifori, A., Department of Informatics and Telecommunications, National Kapodistrian University of Athens, Athens, Panepistimiopolis, Ilisia, 157 84, Greece; Ioannidis, Y., Department of Informatics and Telecommunications, National Kapodistrian University of Athens, Athens, Panepistimiopolis, Ilisia, 157 84, Greece","Motion Capture and whole-body interaction technologies have been experimentally proven to contribute to the enhancement of dance learning and to the investigation of bodily knowledge, innovating at the same time the practice of dance. Designing and implementing a dance interactive learning system with the aim to achieve effective, enjoyable, and meaningful educational experiences is, however, a highly demanding interdisciplinary and complex problem. In this work, we examine the interactive dance training systems that are described in the recent bibliography, proposing a framework of the most important design parameters, which we present along with particular examples of implementations. We discuss the way that the different phases of a common workflow are designed and implemented in these systems, examining aspects such as the visualization of feedback to the learner, the movement qualities involved, the technological approaches used, as well as the general context of use and learning approaches. Our aim is to identify common patterns and areas that require further research and development toward creating more effective and meaningful digital dance learning tools. © 2019 Association for Computing Machinery. All rights reserved.",Dance education; Interactive experiences; Learning; Movement analysis; Virtual reality; Visualizations,Educational technology; Systems analysis; Virtual reality; Visualization; Dance education; Educational experiences; Interactive experiences; Interactive learning systems; Learning; Movement analysis; Research and development; Whole-body interactions; Learning systems,,,,,"European Commission, EC: 688865","This work is held in the framework of WhoLoDancE, a project co-funded by the European Commission within the H2020 Programme, under the Grant Agreement No. 688865. Authors’ addresses: K. E. Raheb, M. Stergiou, A. Katifori, and Y. Ioannidis, Department of Informatics and Telecommunications, National Kapodistrian University of Athens, Panepistimiopolis, Ilisia, 157 84 Athens, Greece; emails: kelraheb@ di.uoa.gr, m.stergiou@ilsp.gr, {vivi, yannis}@di.uoa.gr. 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"Yiallourides C., Parada P.P.",57194868101;56303716500;,Low Power Ultrasonic Gesture Recognition for Mobile Handsets,2019,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",2019-May,, 8683781,2697,2701,,,10.1109/ICASSP.2019.8683781,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069429455&doi=10.1109%2fICASSP.2019.8683781&partnerID=40&md5=3178eb9a6aa9db3a97e2998c0d5331a9,"Cirrus Logic Inc, London, United Kingdom","Yiallourides, C., Cirrus Logic Inc, London, United Kingdom; Parada, P.P., Cirrus Logic Inc, London, United Kingdom","A novel approach for gesture recognition on mobile handsets which does not require any additional transducers is presented. The method is based on transmitting ultrasonic pulses from the earpiece and the loudspeaker and receiving with two microphones, usually located at the top and the bottom of the handset. Signal to Noise Ratio estimates are computed from the reflected signals on each microphone from which statistical moments are extracted and used for training a Support Vector Machine classifier along with hyperparameter optimization. The accuracy achieved is 77.5% on a database of 400 observations using 5-fold cross-validation. © 2019 IEEE.",classification; gesture recognition; handsets; support vector machines; ultrasound,Audio signal processing; Classification (of information); Microphones; Mobile telecommunication systems; Signal to noise ratio; Speech communication; Support vector machines; Telephone sets; Ultrasonics; Cross validation; Hyper-parameter optimizations; Mobile handsets; Reflected signal; Statistical moments; Support vector machine classifiers; Two microphones; Ultrasonic pulse; Gesture recognition,,,,,,,,,,,"(2018) The Mobile Economy 2018, , GSM Association; Kim, S.H., Kim, T.S., (2011) Hand Gesture Recognition Input System and Method for a Mobile Phone, , in US20080089587A1; Schmieder, P., Hosking, J., Luxton-Reilly, A., Plimmer, B., Thumbs Up: 3D gesture input on mobile phones using the front facing camera (2013) Human-Computer Interaction-INTERACT 2013, pp. 318-336. , Berlin, Heidelberg Springer Berlin Heidelberg; Lahiani, H., Elleuch, M., Kherallah, M., Real time hand gesture recognition system for android devices (2015) 2015 15th International Conference on Intelligent Systems Design and Applications (ISDA), pp. 591-596. , Dec; Gupta, S., Morris, D., Patel, S., Tan, D., Sound-Wave: Using the doppler effect to sense gestures (2012) Proceedings of the SIGCHI Conference on Human Factors in Computing Systems., pp. 1911-1914. , CHI '12, ACM; Qifan, Y., Hao, T., Xuebing, Z., Yin, L., Sanfeng, Z., Dolphin: Ultrasonic-based gesture recognition on smartphone platform (2014) 2014 IEEE 17th International Conference on Computational Science and Engineering, pp. 1461-1468. , Dec; Dam, B.V., Murillo, Y., Li, M., Pollin, S., In-air ultrasonic 3D-touchscreen with gesture recognition using existing hardware for smart devices (2016) 2016 IEEE International Workshop on Signal Processing Systems (SiPS), pp. 74-79. , Oct; Giordano, N., (2009) College Physics: Reasoning and Relationships, , Cengage Learning, 2 edition; Kalgaonkar, K., Raj, B., One-handed gesture recognition using ultrasonic doppler sonar (2009) 2009 IEEE International Conference on Acoustics, Speech and Signal Processing, pp. 1889-1892. , April; Lien, J., Gillian, N., Karagozler, M.E., Amihood, P., Schwesig, C., Olson, E., Raja, H., Poupyrev, I., Soli: Ubiquitous gesture sensing with millimeter wave radar (2016) ACM Trans. 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"Tsumake O.P., Swart A.J.",57209347913;8502923800;,Assessing technology adoption at a university of technology: A case study of electronic response systems,2019,"IEEE Global Engineering Education Conference, EDUCON",April-2019,, 8725210,183,188,,,10.1109/EDUCON.2019.8725210,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067467725&doi=10.1109%2fEDUCON.2019.8725210&partnerID=40&md5=79db6349e6f6c65e0aa5839b8291fb24,"Department of Innovation in Learning and Teaching, Central University of Technology, Bloemfontein, South Africa","Tsumake, O.P., Department of Innovation in Learning and Teaching, Central University of Technology, Bloemfontein, South Africa; Swart, A.J., Department of Innovation in Learning and Teaching, Central University of Technology, Bloemfontein, South Africa","Technology adoption is defined as accepting and using a new technology in order to improve delivery, service or performance. One such new technology is an electronic responsive system, called clickers. One of the advantages of clickers is to help passive students become more actively engaged with course material during classroom time while helping academics to monitor student learning. Despite the advantages of using clickers in education, some academics fail to adopt this new technology into their teaching practice. The purpose of the paper is to establish factors that may influence academics to adopt the use of clickers at universities of technology. A non-experimental research design incorporating a descriptive case study with quantitative data is used with convenient sampling. Sixty academics from a specific university completed a questionnaire that was structured using the four main constructs of Venkatesh's Unified Theory of Acceptance and Use of Technology model. Statistical results suggest that there is a strong relationship between Performance Expectancy, Effort Expectancy and Facilitating Conditions towards the use of clickers. Social influence has a moderate relationship in this regard. The results also indicate that age; experience or gender play no significant role in the adoption of such a system. Based on these results, there is a need to create awareness among all academics, irrespective of their age, experience or gender, of the importance of adopting clickers in their teaching practice to further student learning. © 2019 IEEE.",Clickers; Unified theory of acceptance and use of technology; Usability; Utaut,Education computing; Students; Clickers; Electronic response systems; Experimental research; Facilitating conditions; Technology adoption; Unified theory of acceptance and use of technology; Usability; Utaut; Engineering education,,,,,,,,,,,"Britland, M., What is the future of Technology in education (2013) The Guardian; Evans, D.J., Zeun, P., Stanier, R.A., Motivating student learning using a formative assessment journey (2014) Journal of Anatomy, 224, pp. 296-303; Gouldian, F., (2018) Create Effective Feedback with Education Technology, , 3 May; Morrison, J.D., The effects of electronic response system on student learning (2015) SholarWorks at WMU; Caldwell, J.E., Clickers in the large classroom: Current research and best practice tips (2016) Life Science Education, 1 (6), pp. 6-20; Durodolu, O.O., Technology acceptance model as predictor of using information systemto aquire information literacy skills (2016) Library Philosophy and Practice, 97 (8); Lee, D.C., Lin, S.-H., Ma, H.-L., Use of a modified utaut model to investigate the prespectives if internet access device users (2016) International Journal of Human-Computer Interaction, pp. 549-564; Venkatesh, V., Morris, M., Davis, D.G., (2003) User Acceptance of Information Technology: Toward A Unified View, pp. 425-478; Ajzen, M., Fishbein, M., (1975) Attitude-behaviour Relations: A Theoretical Analysis and Review of Empirical Research; Aditya, B.R., Permadi, A., Implementation of utaut model to understand the use of virtualclassroom principle in higher education (2017) Journal of Physics, 978 (3), pp. 33-78; Ghalandari, K., The effect of performance expectancy, effort expectancy, social influence and facilitating conditions on acceptance of e-banking services in Iran: The moderating role of age and gender (2012) Middle-East Journal of Scientific Research, 17 (5), pp. 801-807; Wang, H.Y., Wang, S.H., User acceptance of mobile internet based on the unified theory of acceptance and use of technology: Investigating the determinats and gender differences (2010) Social Behaviour and Personality, 49 (1), pp. 48-58; Lee, D.C., Lin, S.H., Ma, H.L., Use of a modified utaut model to investigate the prespectives of internet access device users (2016) International Journal of Human Computer Interaction, 33 (7), pp. 549-564; Sulma, F.S., Antonio, M.R., Maria, L.C., Digital inclusion in education in tarija, plurinational state of Bolivia (2015) Cepal Review, pp. 63-80. , 04 April; Mikali, T., The internet usage of undergraduate students of physical education and sports college (2014) Library of Congress Class, 43 (2), pp. 34-78; Taylor, L., Parsons, J., Improving student engagement (2011) Current Issues in Education, 14 (1); Dreyer, L.M., Digital storytelling to engage postgraduates in reflective practice in an emerging economy (2017) South African Journal of Education, 37; Moraros, J., Islam, A., Banow, R., Schindelka, B., Flipping for success: Evaluating the effectiveness of a novel teaching approach in a graduate level setting (2015) Article in A Prediocial, , 28 february; Arner, A., (2018) How Do Clickers Affect Student Engagement and Test Performance; Kuh, G.D., What student affairs professional need to know about student enagement (2009) Journal of College Student Development, 50, pp. 683-706; Swart, A.J., Meda, L., Can you teach an old dog new tricks? A case study of using an electronic responsive system in an academic development workshop (2019) Works Transaction on Engineering and Technology Education, 17; Lithuania, V., Web 2. 0 technologies and applications in the best practice networks and communities (2010) Informatics in Education, 9 (2), pp. 185-197; Swart, A.J., Using Web2. 0 technology to improve student academic success among senior engineering students- A case study from a telecommunications module! (2015) Southern African Telecommunication Networkd and Application Conference, pp. 237-242; Osubor, V.I., Chiemeke, S.C., A technology based teaching method for providing access to sustainable quality education (2015) African Journal of Computinhg & ICT, 8, pp. 127-132; Dantas, A.M., Gauci, S.A., Williams, D.A., Promoting student centered active learning in lectures with a personale response system (2009) Advanced Physiology Education, 33 (2), pp. 60-71; Hurbert, M.B., Causal inferences in noneperimental research (1964) The Seeman Printery, Durham; Labaree, R.V., Organising your social sciences research paper: Types of reasearch design (2009) USC Libraries; Pizarro, H., What is the importance of descriptive staticstics (2015) Article in A Periodical, , 20 February; Mukul, P., Links to all tutorial articles (2012) Risk Education Prep, pp. 23-32. , 02 December; Goforth, C., Using and interpreting cronbach's alpha (2015) Research Data Services and Sciences, pp. 19-22. , 16 November; Malhotra, K., Professor naresh malhotra-cmee (2012) Indian Institute of Management, 11 (54), p. 54. , 07 March Lukenow; Frost, J., Cross validates (2018) How to Interpret P Values and Coefficients in the Regression Analysis, 9 (1), pp. 23-24; Wang, H.-Y., Wang, S.-H., User acceptance of mobile internet based on the unified theory of acceptance and use of technology: Investigating the determinants and gender differences (2010) Social Behaviour and Personality, pp. 415-426; Damodaran, L., Gilbertson, T., Olphert, W., The vision, the challenges and the way forward (2015) International Journal on Advances in Internet Technology; Technology acceptance model as predictor of using information system to acquire information literacy skills (2016) Library Philosophy and Practice; Ramma, Y., Bholoa, A., Watts, M., (2017) Teaching and Learning Physics Using Technology: Making A Case for the Affective Domain, , 29 June; Lithuania, V., Web 2. 0 technologies and applications in the best practice networks and communities (2010) Informatics in Education, pp. 185-197; Moore, G.C., Benbasat, I., Development of an instrument to measure the perceptions of adopting and information technology innovation (1991) Informs PubsOnline; Dunlosk, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., Willigham, D.T., Improving students learning with effective learning techniques:Promising directions from congnitive and educational psychology (2013) Psychology Science, 9 (2), pp. 4-58; Fishbein, A.M., Ajzen, I., (1975) Belief, Attitude, Intention and Behaviour: An Introduction to Theory and Research: An Introductionto Theory and Research, , Reading MA Addison Wesley; Friedman, B.D., Webc-Tc An administrative tool (2007) Journal of Technology in Human Services, 10 (2), pp. 119-122",,Schreiter S.Ashmawy A.K.,ABB;EdNex;Emerald Publishing;IEEE Education Society;Mathworks;Quanser,IEEE Computer Society,"10th IEEE Global Engineering Education Conference, EDUCON 2019",9 April 2019 through 11 April 2019,,148524.0,21659559,9781538695067,,,English,"IEEE Global Eng. Edu. Conf., EDUCON",Conference Paper,Final,,Scopus,2-s2.0-85067467725
"Lerch M., Svoboda P., Trindade O., Resch J., Raida V., Rupp M.",56225500800;22636046400;57209888145;57209881240;57192542177;7101861707;,Identifying multipath propagation in vehicular repeater deployments by lte measurements,2019,IEEE Vehicular Technology Conference,2019-April,, 8746410,,,,1.0,10.1109/VTCSpring.2019.8746410,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068992842&doi=10.1109%2fVTCSpring.2019.8746410&partnerID=40&md5=4e8bd9783f5f0ea643ade822b6669cf7,"Institute of Telecommunications, TU Wien, Austria; OBB Technische Services GmbH, Austria","Lerch, M., Institute of Telecommunications, TU Wien, Austria; Svoboda, P., Institute of Telecommunications, TU Wien, Austria; Trindade, O., Institute of Telecommunications, TU Wien, Austria; Resch, J., OBB Technische Services GmbH, Austria; Raida, V., Institute of Telecommunications, TU Wien, Austria; Rupp, M., Institute of Telecommunications, TU Wien, Austria","This paper introduces a simple measurement methodology that can identify extreme cases of multipath propagation for in-train repeater (ITR) deployments, which may cause performance impairments for users. Differential timing advance measurements allow to detect the relative power of multipath components in the range of -20... 20 dB, as we have verified through laboratory measurements. The experimental results for an existing ITR deployment inside an express passenger train show that this method can, in fact, be used to pinpoint the specific locations for which the interplay between the base station configuration and the ITR is still not optimal. Therefore, it is possible to use the proposed method to continuously collect measurement points, e.g., by crowdsourcing from standard handsets running on Android. This enables to continually improve deployments with active components such as ITRs. © 2019 IEEE.",,Passenger cars; Active components; Laboratory measurements; Measurement methodology; Measurement points; Multi-path components; Passenger train; Specific location; Timing advance; Multipath propagation,,,,,"Bundesministerium für Wissenschaft, Forschung und Wirtschaft, BMWFW

Österreichische Forschungsförderungsgesellschaft, FFG: 871261

LO1401

Technische Universitat Wien, TU Wien

17-18675S, 13-38735S","This work has been funded by the ITC, TU Wien. The financial support of the Austrian BMWFW and the National Foundation for Research, Technology, and Development is gratefully acknowledged. The research has been cofinanced by the Czech GA CR (Project No. 17-18675S and No. 13-38735S), and by the Czech Ministry of Education in the frame of the National Sustainability Program under grant LO1401, and supported by the Austrian FFG, Bridge Project No. 871261. We thank A1 Telekom Austria AG for their support and Kei Cuevas for the proofreading.",,,,,"Molisch, A.F., Toeltsch, M., Vermani, S., Iterative methods for cancellation of intercarrier interference in OFDM systems (2007) IEEE Transactions on Vehicular Technology, 56 (4), pp. 2158-2167. , Jul; Zöchmann, E., Pratschner, S., Schwarz, S., Rupp, M., MIMO transmission over high delay spread channels with reduced cyclic prefix length (2015) Proc. of Workshop on Smart Antennas (WSA'15), , Ilmenau, Germany, Feb; Kaltenberger, F., Byiringiro, A., Arvanitakis, G., Ghaddab, R., Nussbaum, D., Knopp, R., Bernineau, M., Simon, E., Broadband wireless channel measurements for high speed trains (2015) IEEE International Conference on Communications (ICC), , Jun; Guan, K., Zhong, Z., Ai, B., Kürner, T., Propagation measurements and analysis for train stations of high-speed railway at 930 mhz (2014) IEEE Transactions on Vehicular Technology, 63 (8), pp. 3499-3516. , Oct; Wang, C., Ghazal, A., Ai, B., Liu, Y., Fan, P., Channel measurements and models for high-speed train communication systems: A survey (2016) IEEE Communications Surveys Tutorials, 18 (2), pp. 974-987. , Secondquarter; Domínguez-Bolaño, T., Rodríguez-Piñeiro, J., García-Naya, J.A., Castedo, L., Experimental characterization of LTE wireless links in high-speed trains (2017) Wireless Communications and Mobile Computing, 2017. , Sep; Berisha, T., Svoboda, P., Ojak, S., Mecklenbräuker, C., Cellular network quality improvements for high speed train passengers by onboard amplify-and-forward relays (2016) 13th International Symposium on Wireless Communication Systems, , Poznan, Poland, Sep; Berisha, T., Svoboda, P., Ojak, S., Mecklenbräuker, C., Benchmarking in-train coverage measurements of mobile cellular users (2017) IEEE 86th Vehicular Technology Conference (VTC2017-Fall), , Toronto, Canada, Sep; Lerch, M., Svoboda, P., Maierhofer, D., Resch, J., Brantner, A., Raida, V., Rupp, M., Measurement based modelling of in-train repeater deployments (2019) IEEE 89th Vehicular Technology Conference (VTC2019-Spring), , Kuala Lumpur, Malaysia; Lerch, M., Svoboda, P., Ojak, S., Rupp, M., Mecklenbräuker, C., Distributed measurements of the penetration loss of railroad cars (2017) IEEE 86th Vehicular Technology Conference (VTC2017-Fall), , Toronto, Canada, Sep; (2015) Evolved Universal Terrestrial Radio Access (E-UTRA); Physical Layer Procedures, , 3rd Generation Partnership Project (3GPP) 3rd Generation Partnership Project (3GPP), TS 36. 213 Jan; (2018) Keysight Technologies Nemo Handy Handheld Measurement Solution, , https://www.keysight.com/en/pd-2767485-pn-NTH00000A/nemo-handy, Date last accessed October 10; Raida, V., Lerch, M., Svoboda, P., Rupp, M., Deriving cell load from rsrq measurements (2018) 2018 Network Traffic Measurement and Analysis Conference (TMA), , Vienna, Austria, Jun; (2019) IPerf-the TCP, UDP and SCTP Network Bandwidth Measurement Tool, , https://iperf.fr, Date last accessed January 26",,,,Institute of Electrical and Electronics Engineers Inc.,"89th IEEE Vehicular Technology Conference, VTC Spring 2019",28 April 2019 through 1 May 2019,,149083.0,15502252,9781728112176,IVTCD,,English,IEEE Veh Technol Conf,Conference Paper,Final,,Scopus,2-s2.0-85068992842
"Wan D., Lin X.",57208124660;57208123778;,The Application of VR Technology in the Construction of Learning Resources of Mobile Application Platform,2019,"Proceedings - 2019 International Conference on Intelligent Transportation, Big Data and Smart City, ICITBS 2019",,, 8669643,143,146,,,10.1109/ICITBS.2019.00041,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063907000&doi=10.1109%2fICITBS.2019.00041&partnerID=40&md5=01be7140406d8b874ec027fd9d7d5fe8,"Guangzhou Nanyang Polytechnic, Guangzhou, Guangdong, 510900, China","Wan, D., Guangzhou Nanyang Polytechnic, Guangzhou, Guangdong, 510900, China; Lin, X., Guangzhou Nanyang Polytechnic, Guangzhou, Guangdong, 510900, China","with the development of science and technology, three dimensional (3D) computer interaction, virtual reality and other technologies are used to improve the form of teaching demonstration and create an interactive teaching platform for visual illusion, so that the teaching effect can be greatly improved. Based on the design and implementation of visual illusion teaching platform under the Unity3D digital three-dimensional interactive technology, 3Dmax software is used to construct the 3D virtual learning scene of the system and the 3D model of ""contradictory space"", an important content of visual illusion. Unity3D is used as a system development platform for implementing functions such as virtual roaming and human-computer interaction. The technical methods and key technologies of digital interactive teaching system are discussed, and the most effective visual illusion teaching platform is built. Finally, the completed visual illusion teaching platform - ""visual illusion 3D interactive learning system"" is systematically tested and analyzed from the aspects of software performance and system application effect. The results show that the visual illusion teaching platform with virtual reality technology achieves the expected effect well, and the use of this teaching platform can improve students' ability to understand and apply the teaching content of ""visual illusion"". © 2019 IEEE.",teaching; Unity3D; virtual reality; visual illusion,3D modeling; Application programs; Big data; Educational technology; Engineering education; Human computer interaction; Learning systems; Smart city; Software testing; Teaching; Virtual reality; Design and implementations; Development of science and technologies; Interactive learning systems; Interactive teaching platforms; Teaching demonstrations; Unity3d; Virtual reality technology; Visual illusions; E-learning,,,,,,,,,,,"Damgrave, R., Virtual reality [J] (2016) Academic Medicine, 72 (12), pp. 1076-1081; Anderson, R., Gallup, D., Barron, J.T., Jump: Virtual reality video[J] (2016) Acm Transactions on Graphics, 35 (6), p. 198; Yamato, T.P., Pompeu, J.E., Pompeu, S.M., Virtual reality for stroke rehabilitation[J] (2016) Physical Therapy, 2 (9), pp. 20-21; Vaughan, N., Dubey, V.N., Wainwright, T., A review of virtual reality based training simulators for orthopaedic surgery[J] (2016) Medical Engineering & Physics, 38 (2), pp. 59-71; Bastug, E., Bennis, M., Médard, M., Toward interconnected virtual reality: Opportunities, challenges, and enablers[J] (2017) IEEE Communications Magazine, 55 (6), pp. 110-117; Moglia, A., Ferrari, V., Morelli, L., A systematic review of virtual reality simulators for robot-assisted surgery[J] (2015) European Urology, , S030228381500929X",,,,Institute of Electrical and Electronics Engineers Inc.,"2019 International Conference on Intelligent Transportation, Big Data and Smart City, ICITBS 2019",12 January 2019 through 13 January 2019,,146381.0,,9781538653944,,,English,"Proc. - Int. Conf. Intell. Transp., Big Data Smart City, ICITBS",Conference Paper,Final,,Scopus,2-s2.0-85063907000
"Ibarra J.B., Caya M.V., Maglaki T.J.D., Manuel A.C.A., Yumul C.A.N.",57193649172;57194163567;57208211592;57208215001;57208207611;,Android-based student response system as a learning tool in the classroom,2019,"2018 IEEE 10th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment and Management, HNICEM 2018",,, 8666400,,,,,10.1109/HNICEM.2018.8666400,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064125595&doi=10.1109%2fHNICEM.2018.8666400&partnerID=40&md5=5084ad95e3c7959d748d4fee5e3fa8f1,"School of Electrical Electronics and Computer Engineering, Mapua University, Philippines","Ibarra, J.B., School of Electrical Electronics and Computer Engineering, Mapua University, Philippines; Caya, M.V., School of Electrical Electronics and Computer Engineering, Mapua University, Philippines; Maglaki, T.J.D., School of Electrical Electronics and Computer Engineering, Mapua University, Philippines; Manuel, A.C.A., School of Electrical Electronics and Computer Engineering, Mapua University, Philippines; Yumul, C.A.N., School of Electrical Electronics and Computer Engineering, Mapua University, Philippines","Since traditional education is starting to prove itself less favorable, the study presents active education where learning is more interactive and engaging. By employing new ICT technology and integrating it into common devices we use such us our laptops and mobile phones, active learning can be implemented in the classroom. The objectives of the study are: design a website that serves as the interface and control of the system wherein the student activity and student responses are stored and analyze which stored in a local database; create an Android application that serve as the response device or user input interface; It starts by establishing a single network of devices using a wireless module or a router. Once this network is created, the students' mobile phones can send data through the Android app into the website contained in the instructor's laptop. The data received are then stored in a local database also found in the laptop. The number of users that can be catered by this system is highly dependent on the maximum capacity of the wireless router. The Linksys router used was set to accommodate 255 users. The proposed system was tested and evaluated with 30 students. With the experimental design the transmitted data is consistent with that of the received data. Based on the results obtained and the statistical tool used to treat the data, the proposed system performed with satisfactory results. With further improvement, this can be deployed in classrooms catering to different levels to promote active and outcomes-based learning which is the aim of most, if not all, learning institutions everywhere. © 2018 IEEE.",Active learning; Android app; Clicker; Student response system,Android (operating system); Artificial intelligence; Cellular telephones; E-learning; Environmental management; Interactive computer systems; Laptop computers; Nanotechnology; Routers; Statistical mechanics; Websites; Active Learning; Android applications; Clicker; Statistical tools; Student response; Student-response system; Traditional educations; Wireless routers; Students,,,,,,,,,,,"Avdic, A., (2013) Student and Teacher Response System, Third World Congress on Information and Communication Technologies (WICT), Hanoi, pp. 25-30; Kastner, M., (2015) Incorporating Students' Self-Efficacy and Subject Value in the Evaluation of Audience Response Systems, 48th Hawaii International Conference on System Sciences (HICSS), pp. 81-90. , Kauai, HI; McLoone, S., (2014) Evaluation of A Smartphone-based Student Response System for Providing High Quality Real-time Responses in A Distributed Classroom, Irish Signals & Systems Conference 2014 and2014 China-Ireland International Conference on Information and Communications Technologies (ISSC 2014/CIICT 2014), Limerick, pp. 210-215; Adam, D., (2014) Do Your Students Get It? QuizIt! the Android Classroom Response System, IEEE 14th International Conference on Advanced Learning Technologies (ICALT), pp. 168-170. , Athens; Gehringer, E.F., Narang, M.B., (2011) Accountability and the Use of Classroom ResponseDevices, Frontiers in Education Conference (FIE), , Rapid City, SD, T1E-1-T1E-6; Malandrino, D., (2014) How Quiz-based Tools Can Improve Students' Engagement and Participation in the Classroom, International Conference on Collaboration Technologies and Systems (CTS), pp. 379-386. , Minneapolis, MN",,,,Institute of Electrical and Electronics Engineers Inc.,"10th IEEE International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment and Management, HNICEM 2018",29 November 2018 through 2 December 2018,,146034.0,,9781538677674,,,English,"IEEE Int. Conf. Humanoid, Nanotechnol., Inf. Technol., Commun. Control, Environ. Manag., HNICEM",Conference Paper,Final,,Scopus,2-s2.0-85064125595
"Vo T., Sherburn N., Huang J., Halupka V., Li J.C.",57207982650;56167882000;57207986784;36727432400;23667960500;,"Motivating Factors and Barriers for Sustained Use of Audience Response Systems - ""i would love to, but i don't have time:(""",2019,"Proceedings - Frontiers in Education Conference, FIE",2018-October,, 8658381,,,,,10.1109/FIE.2018.8658381,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063525825&doi=10.1109%2fFIE.2018.8658381&partnerID=40&md5=735bdc4ef368d69941f2ea7cd73149ba,"Faculty of Engineering, Monash University, Melbourne, Australia","Vo, T., Faculty of Engineering, Monash University, Melbourne, Australia; Sherburn, N., Faculty of Engineering, Monash University, Melbourne, Australia; Huang, J., Faculty of Engineering, Monash University, Melbourne, Australia; Halupka, V., Faculty of Engineering, Monash University, Melbourne, Australia; Li, J.C., Faculty of Engineering, Monash University, Melbourne, Australia","Audience Response System (ARS) usage in lectures has grown in the higher education sector over the past decade with the evolution from hardware 'clickers' to web and mobile-based systems due to the ubiquity of mobile internet and mobile computing devices. Benefits of ARSs for instructors include the capability to receive real-time feedback on student understanding, breaking up lecture time, increased student engagement and improved learning outcomes. The interest in, and understanding of, the perceived benefits of ARSs are often sufficient motivators for instructors to trial this technology. However, the sustained use of this technology presents a hurdle for some instructors, beyond the difficulties in initial uptake. This paper investigates the motivating factors and barriers for sustained use of Audience Response Systems. Engineering instructors were interviewed in addition to a university-wide survey using an instructor technology adoption framework. This framework was used to study participants' 'pedagogical beliefs', 'knowledge', 'self-efficacy', and the institutional 'culture' with respect to ARSs. The findings suggest that culture and pedagogical beliefs were the primary themes with respect to enabling sustained use, while knowledge and self-efficacy were secondary enablers. The major barrier for sustained use was 'time', which was an aspect that appeared in multiple themes. This identification and understanding of the motivating factors and barriers for sustained use for ARSs has helped advance the design and development of departmental support and a bespoke ARS software tool. © 2018 IEEE.",Active learning; Audience response systems; Educational technology; Higher education,Educational technology; Motivation; Students; Ubiquitous computing; Active Learning; Audience response systems; Design and Development; Engineering instructors; Higher education; Mobile computing devices; Student engagement; Technology adoption; Engineering education,,,,,,,,,,,"Mobile consumer survey 2017-the australian cut (2018) Mobile Consumer Survey 2017 | Deloitte Australia | Technology, Media & Telecommunications, Mobile, Trends, , https://www2.deloitte.com/au/mobile-consumer-survey, [Accessed: 20-Apr-2018]; Al-Emran, M., Elsherif, H.M., Shaalan, K., Investigating attitudes towards the use of mobile learning in higher education (2016) Computers in Human Behavior, 56, pp. 93-102; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Castillo-Manzano, J.I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Díaz, M.T., Yñiguez, R., Measuring the effect of ARS on academic performance: A global meta-analysis (2016) Computers & Education, 96, pp. 109-121; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Banks, D.A., Audience response systems in higher education: Applications and cases: Applications and cases (2006) IGI Global; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73, p. 2; Petr, D.W., Experience with a multiple-choice audience response system in an engineering classroom (2005) Frontiers in Education, Proceedings 35th Annual Conference, S3G-1; Gardner, R., Heward, W.L., Grossi, T.A., (1994) Effects of Response Cards on Student Participation and Academic Achievement: A Systematic Replication with Inner-city Students during Whole-class Science Instruction, 27 (1), pp. 63-71; Schmidt, B., Teaching engineering dynamics by use of peer instruction supported by an audience response system (2011) European Journal of Engineering Education, 36 (5), pp. 413-423; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Research-Based Reform of University Physics, 1 (1), pp. 40-95; Warburton, E.C., Xianglei, C., Bradburn, E.M., Teaching with technology: Use of telecommunications technology by postsecondary instructional faculty and staff in Fall 1998 (2002) Educational Resources Information Center (ERIC); Ertmer, P.A., Ottenbreit-Leftwich, A.T., Teacher technology change: How knowledge, confidence, beliefs, and culture intersect (2010) Journal of Research on Technology in Education, 42 (3), pp. 255-284; Biggs, J.B., Kum, S., Tang, C., (2011) Teaching for Quality Learning at University: What the Student Does, , Maidenhead, England: McGraw-Hill/Society for Research into Higher Education/Open University Press; Freeman, J., Dobbie, A., Use of an audience response system to augment interactive learning (2005) Innovations in Family Medicine Education, 37 (1), pp. 12-14",,,"American Society for Engineering Education (ASEE), Educational Research Methods (ERM) Division;IEEE Computer Society;IEEE Education Society;SJSU Charles W. Davidson College of Engineering",Institute of Electrical and Electronics Engineers Inc.,"48th Frontiers in Education Conference, FIE 2018",3 October 2018 through 6 October 2018,,145840.0,15394565,9781538611739,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-85063525825
"Sasidhar S., Sahoo S.",35175031200;8511181000;,A Blended Learning Approach to Enhance Student Learning for an Introductory Power Systems Course,2019,"Proceedings - Frontiers in Education Conference, FIE",2018-October,, 8659309,,,,,10.1109/FIE.2018.8659309,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063448664&doi=10.1109%2fFIE.2018.8659309&partnerID=40&md5=c6fa49939a68fcdde4dcae790ca2c17f,"Dept. of Electrical and Computer Engineering, National University of Singapore, Singapore, Singapore","Sasidhar, S., Dept. of Electrical and Computer Engineering, National University of Singapore, Singapore, Singapore; Sahoo, S., Dept. of Electrical and Computer Engineering, National University of Singapore, Singapore, Singapore","This Innovation Practice Category Work-in-Progress Paper presents the implementation and results of a blended learning approach to design an introductory Power System Course to enhance student learning and pique their interest. The focus of this research is to develop a blended learning framework that converts the student from a passive listener to an active learner. Firstly, the lectures were moved online but instead of covering one topic and all the sub-topics in one video we covered each sub-topic in a separate video. This resulted in four to five videos a week between five to ten minutes. The shorter videos ensure that students learn the individual sub-topics before their attention gets divided. The classroom time was spent in relating the theory taught in the videos to practical real-life applications, live demonstrations of the concepts as well as solving mathematical tutorials. Secondly, a graded online quiz is conducted every two or three weeks that tests students on the video's contents. Thirdly, quizzes with a competitive element built in are conducted during the classroom time to revise and reiterate the concepts covered that week. Quantitative and qualitative analysis show promising results on the implementation of blended learning in power systems. © 2018 IEEE.",Blended learning; Curriculum design; Game-based formative assessment; Power systems education; Student response systems,Curricula; Blended learning; Curriculum designs; Formative assessment; Student-response system; Systems education; Students,,,,,,,,,,,"Guzer, B., Caner, H., The past, present and future of blended learning: An in depth analysis of literature (2014) Procedia-Social and Behavioral Sciences, 116, pp. 4596-4603; Griffiths, L., Flexible learning support in an inflexible society (2011) 2011 IEEE 11th International Conference on Advanced Learning Technologies, pp. 274-276. , Athens, GA; Bruff, D.O., Fisher, D.H., McEwen, K.E., Smith, B.E., Wrapping a MOOC: Student perceptions of an experiment in blended learning (2013) Journal of Online Learning and Teaching; Long Beach, 9 (2), p. 187. , Mar; Broadmeadow, M., Mishra, Y., Ledwich, G., Digital tablets as a tool for blended learning in power engineering education (2013) 2013 Australasian Universities Power Engineering Conference (AUPEC), pp. 1-5. , Hobart, TAS; Aguilar-Pea, J.D., Muoz-Rodrguez, F.J., Rus-Casas, C., Fernndez-Carrasco, J.I., Blended learning for photovoltaic systems: Virtual laboratory with PSPICE (2016) 2016 Technologies Applied to Electronics Teaching (TAEE), pp. 1-6. , Seville; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Klinkenberg, S., The Role of Formative Assessment in a Blended Learning Course (2017) Technology Enhanced Assessment. TEA 2016. Communications in Computer and Information Science, 653. , Joosten-ten Brinke D., Laanpere M. (eds). Springer, Cham; Wood, F.C., Armistead, L., Anna, M., Morris, B.M., The effects of student response systems on student learning and attitudes in undergraduate psychology courses (2013) Teaching of Psychology, 40 (1), pp. 26-30; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), p. 920; Jones, C.S.J., Jason, V., Jane, S., Classroom response systems facilitate student accountability, readiness, and learning (2013) Journal of Educational Computing Research, 49 (2), pp. 155-171",,,"American Society for Engineering Education (ASEE), Educational Research Methods (ERM) Division;IEEE Computer Society;IEEE Education Society;SJSU Charles W. Davidson College of Engineering",Institute of Electrical and Electronics Engineers Inc.,"48th Frontiers in Education Conference, FIE 2018",3 October 2018 through 6 October 2018,,145840.0,15394565,9781538611739,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-85063448664
"Liao S.N., Zingaro D., Alvarado C., Griswold W.G., Porter L.",57192187289;36024592100;8453054800;7006192093;24081364400;,Exploring the value of different data sources for predicting student performance in multiple CS courses,2019,SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education,,,,112,118,,,10.1145/3287324.3287407,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064391128&doi=10.1145%2f3287324.3287407&partnerID=40&md5=0f3f5fd3282b932e61c4f5a777574586,"University of California, San Diego, United States","Liao, S.N., University of California, San Diego, United States; Zingaro, D., University of California, San Diego, United States; Alvarado, C., University of California, San Diego, United States; Griswold, W.G., University of California, San Diego, United States; Porter, L., University of California, San Diego, United States","A number of recent studies in computer science education have explored the value of various data sources for early prediction of students' overall course performance. These data sources include responses to clicker questions, prerequisite knowledge, instrumented student IDEs, quizzes, and assignments. However, these data sources are often examined in isolation or in a single course. Which data sources are most valuable, and does course context matter? To answer these questions, this study collected student grades on prerequisite courses, Peer Instruction clicker responses, online quizzes, and assignments, from five courses (over 1000 students) across the CS curriculum at two institutions. A trend emerges suggesting that for upper-division courses, prerequisite grades are most predictive; for introductory programming courses, where no prerequisite grades were available, clicker responses were the most predictive. In concert, prerequisites and clicker responses generally provide highly accurate predictions early in the term, with assignments and online quizzes sometimes providing incremental improvements. Implications of these results for both researchers and practitioners are discussed. © 2019 Association for Computing Machinery.",Architecture; CS1; CS2; Data Structures; Low-performing students; Machine learning; Prediction; Student outcomes,Architecture; Data structures; Education computing; Forecasting; Learning systems; Computer Science Education; Course performance; Early prediction; Incremental improvements; Introductory programming course; Peer instruction; Student outcomes; Student performance; Students,,,,,,,,,,,"https://www.rdocumentation.org/packages/lmtest/versions/0.936/topics/lrtest; https://www.rdocumentation.org/packages/stats/versions/3.5.1/topics/glm; Ahadi, A., Lister, R., Haapala, H., Vihavainen, A., Exploring machine learning methods to automatically identify students in need of assistance (2015) Proceedings of the 11th Conference on International Computing Education Research, pp. 121-130; Anthony, A., Raney, M., Bayesian network analysis of computer science grade distributions (2012) Proceedings of the 43rd Technical Symposium on Computer Science Education, pp. 649-654; Castro-Wunsch, K., Ahadi, A., Petersen, A., Evaluating neural networks as a method for identifying students in need of assistance (2017) Proceedings of the 48th Technical Symposium on Computer Science Education, pp. 111-116; (2017) Generation CS: Computer Science Undergraduate Enrollments Surge since 2006, , Computing Research Association; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69; Danielsiek, H., Vahrenhold, J., Stay on these roads: Potential factors indicating students' performance in a CS2 course (2016) Proceedings of the 47th Technical Symposium on Computer Science Education, pp. 12-17; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) ACM SIGCSE Bulletin, 32, pp. 25-28; Leppänen, L., Leinonen, J., Ihantola, P., Hellas, A., Predicting academic success based on learning material usage (2017) Proceedings of the 18th Conference on Information Technology Education, pp. 13-18; Liao, S.N., Zingaro, D., Laurenzano, M.A., Griswold, W.G., Porter, L., Lightweight, early identification of at-risk CS1 students (2016) Proceedings of the 12th Conference on International Computing Education Research, pp. 123-131; Lishinski, A., Yadav, A., Good, J., Enbody, R., Learning to program: Gender differences and interactive effects of students' motivation, goals, and self-efficacy on performance (2016) Proceedings of the 12th Conference on International Computing Education Research, pp. 211-220; Natrella, M., (2010) NIST/SEMATECH E-Handbook of Statistical Methods, , http://www.itl.nist.gov/div898/handbook; Petersen, C.G., Howe, T.G., Predicting academic success in introduction to computers (1979) Association for Educational Data Systems, 12 (4), pp. 182-191; Porter, L., Bailey Lee, C., Simon, B., Halving fail rates using peer instruction: A study of four computer science courses (2013) Proceedings of the 44th Technical Symposium on Computer Science Education, pp. 177-182; Porter, L., Bouvier, D., Cutts, Q., Grissom, S., Lee, C., McCartney, R., Zingaro, D., Simon, B., A multi-institutional study of peer instruction in introductory computing (2016) Proceedings of the 47th Technical Symposium on Computer Science Education, pp. 358-363; Porter, L., Zingaro, D., Lister, R., Predicting student success using fine grain clicker data (2014) Proceedings of the 10th Conference on International Computing Education Research, pp. 51-58; Quille, K., Bergin, S., Programming: Predicting student success early in CS1. A re-validation and replication study (2018) Proceedings of the 23rd Conference on Innovation and Technology in Computer Science Education, pp. 15-20; Ramalingam, V., LaBelle, D., Wiedenbeck, S., Self-efficacy and mental models in learning to program (2004) SIGCSE Bulletin, 36, pp. 171-175; Robins, A., Learning edge momentum: A new account of outcomes (2010) Computer Science Education, 20 (1), pp. 37-71; Rodrigo, M.M.T., Baker, R.S., Jadud, M.C., Amarra, A.C.M., Dy, T., Espejo-Lahoz, M.B.V., Lim, S.A.L., Tabanao, E.S., Affective and behavioral predictors of novice programmer achievement (2009) Proceedings of the 14th Conference on Innovation and Technology in Computer Science Education, pp. 156-160; Sauter, V.L., Predicting computer programming skill (1986) Computers & Education, 10 (2), pp. 299-302; Vellukunnel, M., Buffum, P., Boyer, K.E., Forbes, J., Heckman, S., Mayer-Patel, K., Deconstructing the discussion forum: Student questions and computer science learning (2017) Proceedings of the 48th Technical Symposium on Computer Science Education, pp. 603-608; Watson, C., Li, F.W., Failure rates in introductory programming revisited (2014) Proceedings of the 19th Conference on Innovation and Technology in Computer Science Education, pp. 39-44; Watson, C., Li, F.W., Godwin, J.L., No tests required: Comparing traditional and dynamic predictors of programming success (2014) Proceedings of the 45th Technical Symposium on Computer Science Education, pp. 469-474; Wilson, B.C., Shrock, S., Contributing to success in an introductory computer science course: A study of twelve factors (2001) SIGCSE Bulletin, 33, pp. 184-188; Wilson, J.R., Lorenz, K.A., Short history of the logistic regression model (2015) Modeling Binary Correlated Responses Using SAS, SPSS and R, pp. 17-23; Zingaro, D., Peer instruction contributes to self-efficacy in CS1 (2014) Proceedings of the 45th Technical Symposium on Computer Science Education, pp. 373-378; Zingaro, D., Craig, M., Porter, L., Becker, B.A., Cao, Y., Conrad, P., Cukierman, D., Thota, N., Achievement goals in CS1: Replication and extension (2018) Proceedings of the 49th Technical Symposium on Computer Science Education, pp. 687-692",,,ACM SIGCSE,"Association for Computing Machinery, Inc","50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019",27 February 2019 through 2 March 2019,,145475.0,,9781450358903,,,English,SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-85064391128
"Catindig J., Prudente M.S.",57208329085;6602077243;,Effectiveness of kahoot as a revision tool in studying waves,2019,ACM International Conference Proceeding Series,,,,119,123,,,10.1145/3306500.3306550,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064495240&doi=10.1145%2f3306500.3306550&partnerID=40&md5=90a0e512343a2f5629b6e721ddd6b7b2,"De la Salle University, Taft Avenue, Manila, Philippines","Catindig, J., De la Salle University, Taft Avenue, Manila, Philippines; Prudente, M.S., De la Salle University, Taft Avenue, Manila, Philippines","This paper focused on the effectiveness of Kahoot, a game-based student response system, as a revision tool in studying waves. There were sixty-six G12 student participants from an all-boys school in Metro Manila Philippines. The students were all enrolled in SY 2016-2017 and came from different K-12 strands: Science Technology, engineering and Mathematics (STEM), Business, Administration and Management (BAM) and Humanities and Social Sciences (HUMSS). The students were grouped into two, one section (group A) used Kahoot during their revision in waves while the other group (group B) used the common way of revision in which teacher projects the items on the screen and wait for the students to answer each question. Both group of students had the same number of sessions and number of formative assessments in waves. Results showed that there is a significant difference in students' performance in terms of their summative test grades. Group A, who used Kahoot got a significantly higher summative test grades than Group B. In terms of students' perception with the use of Kahoot as a revision tool in studying waves, results showed that most students: 1) had fun during the game; 2) agree that they learned something from the game; 3) said that they will recommend the game; and 4) felt positive after the game. Results also revealed that the performance of the students in the summative test is largely associated with their perception of learning and feeling. © 2019 Association for Computing Machinery.",Game-based student response system; K-12; Kahoot; Perception; Performance; Revision tool,E-learning; Electronic commerce; Interactive computer systems; Sensory perception; Social sciences computing; Engineering and mathematics; Formative assessment; Humanities and social science; Kahoot; Perception of learning; Performance; Science technologies; Student-response system; Students,,,,,,,,,,,"Abueva, C., (2015) Why Does the Philippines Need the K-12 Education System, , https://soapboxie.com/social-issues/The-Implementation-othe-K-12-Program-in-the-Philippine-Basic-Education-Curriculum, Retrieved October 19, 2018 from; Aljaloud, A., Gromik, N., Billingsley, W., Kwan, P., Research trends in student response systems: A literature review (2015) International Journal of Learning Technology, 10 (4), p. 313. , http://dx.doi.org/10.1504/ijlt.2015.074073, (2015); Barrio, C., Munoz-Organero, M., Soriano, J., Can gamification improve the benefits of student response systems in learning? An experimental study (2016) IEEE Transactions on Emerging Topics in Computing, 4 (3), pp. 429-438. , http://dx.doi.org/10.1109/tetc.2015.2497459, (2016); Bicen, H., Kocakoyun, S., Perceptions of students for gamification approach: Kahoot as a case study (2018) International Journal of Emerging Technologies in Learning (IJET), 13 (2), p. 72. , http://dx.doi.org/10.3991/ijet.v13i02.7467, (2018); Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , (2nd ed.) Hillsdale, NJ: Lawrence Earlbaum Associates; Cruz, I., (2010) The K 12 Debate, , http://www.philstar.com/education-andhome/620399/k12-debate, Retrieved March 11, 2017, from; Cutri, R., Marim, L., Cordeiro, J., Gil, H., Guerald, Kahoot, C., A new and cheap way to get classroom-response instead of using clickers 2016 ASEE Annual Conference & Exposition Proceedings, , http://dx.doi.org/10.18260/p.25512; Davis, B.G., Tools for Teaching. A Publication in the Jossey-Bass Higher and Adult Education Series; Fortner-Wood, C., Armistead, L., Marchand, A., Morris, F., The effects of student response systems on student learning and attitudes in undergraduate psychology courses (2012) Teaching of Psychology, 40 (1), pp. 26-30. , http://dx.doi.org/10.1177/0098628312465860, (2012); Gunn, E., Using clickers to collect formative feedback on teaching: A tool for faculty development (2014) International Journal for the Scholarship of Teaching and Learning, 8 (1). , http://dx.doi.org/10.20429/ijsotl.2014.080111; Johnson, K., Lillis, K., Clickers in the laboratory: Student thoughts and views (2010) Interdisciplinary Journal of Information, Knowledge, and Management, 5, pp. 139-151. , http://dx.doi.org/10.28945/1133, (2010); Licorish, S., Owen, H., Daniel, B., George, J., Students' perception of Kahoot!'s influence on teaching and learning (2018) Research and Practice in Technology Enhanced Learning, 13 (1). , http://dx.doi.org/10.1186/s41039-018-0078-8; McKeachie, W.J., (1986) Teaching Tips: Strategies, Research and Theory for College and University Teachers, , Lexington, MA; Nagel, D., Study: Most Teaching and Learning Uses Technology Nowadays, , https://thejournal.com/articles/2018/07/10/study-mostteaching-and-learning-uses-technology-nowadays.aspx, Retrieved October 19, 2018 from; Papastergiou, M., Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation (2009) Computers & Education, 52 (1), pp. 1-12. , http://dx.doi.org/10.1016/j.compedu.2008.06.004, (2009); Plump, C., Larosa, J., Using kahoot! in the classroom to create engagement and active learning: A game-based technology solution for elearning novices (2017) Management Teaching Review, 2 (2), pp. 151-158. , http://dx.doi.org/10.1177/2379298116689783, June 2017; Rosas, R., Beyond Nintendo: Design and assessment of educational video games for first and second grade students (2003) Computers & Education, 40 (1), pp. 71-94. , http://dx.doi.org/10.1016/s0360-1315(02)00099-4, (2003); Sharples, M., The design of personal mobile technologies for lifelong learning (2000) Computers & Education, 34 (3-4), pp. 177-193. , http://dx.doi.org/10.1016/s0360-1315(99)00044-5, (2000); Turan, Z., Meral, E., Game-based versus to non-game-based: The impact of student response systems on students' achievements, engagements and test anxieties (2018) Informatics in Education, 17 (1), pp. 105-116. , http://dx.doi.org/10.15388/infedu.2018.07, (2018); Tüzün, H., Ylmaz-Soylu, M., Karaku, T., Inal, Y., Kzlkaya, G., The effects of computer games on primary school students' achievement and motivation in geography learning (2009) Computers & Education, 52 (1), pp. 68-77. , http://dx.doi.org/10.1016/j.compedu.2008.06.008, (2009); Wang, A., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227. , http://dx.doi.org/10.1016/j.compedu.2014.11.004, (2015); Wankat, P., (2002) The Effective Efficient Professor: Scholarship and Service, , Boston: Allyn and Bacon",,,Faculty of Science and Engineering;IEDRC.org,Association for Computing Machinery,"10th International Conference on E-Education, E-Business, E-Management and E-Learning, IC4E 2019",10 January 2019 through 13 January 2019,,147086.0,,9781450366021,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-85064495240
"Molin F., Cabus S., Haelermans C., Groot W.",57208742553;47661002600;37035764100;54907416400;,Toward Reducing Anxiety and Increasing Performance in Physics Education: Evidence from a Randomized Experiment,2019,Research in Science Education,,,,,,,,10.1007/s11165-019-9845-9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065656820&doi=10.1007%2fs11165-019-9845-9&partnerID=40&md5=c2693c87f6359780d6dadf8a0c4e2f7a,"School of Business and Economics, Maastricht University, Po Box 616, Maastricht, 6200 MD, Netherlands; Onderwijsgemeenschap Venlo and Omstreken, College Den Hulster, Hagerhofweg 15, Venlo, 5912 PN, Netherlands; Research Institute for Work and Society (HIVA), KU Leuven, Parkstraat 47 bus 5300, Leuven, 3000, Belgium; Maastricht Graduate School of Governance, Maastricht University, Po Box 616, Maastricht, 6200 MD, Netherlands","Molin, F., School of Business and Economics, Maastricht University, Po Box 616, Maastricht, 6200 MD, Netherlands, Onderwijsgemeenschap Venlo and Omstreken, College Den Hulster, Hagerhofweg 15, Venlo, 5912 PN, Netherlands; Cabus, S., Research Institute for Work and Society (HIVA), KU Leuven, Parkstraat 47 bus 5300, Leuven, 3000, Belgium, Maastricht Graduate School of Governance, Maastricht University, Po Box 616, Maastricht, 6200 MD, Netherlands; Haelermans, C., School of Business and Economics, Maastricht University, Po Box 616, Maastricht, 6200 MD, Netherlands; Groot, W., Maastricht Graduate School of Governance, Maastricht University, Po Box 616, Maastricht, 6200 MD, Netherlands","This study evaluates the effectiveness of an intervention of formative assessments with a clicker-based technology on anxiety and academic performance. We use a randomized experiment in physics education in one school in Dutch secondary education. For treated students, the formative assessments are operationalized through quizzing at the end of each physics class, where clickers enable students to respond to questions. Control students do not receive these assessments and do not use clickers, but apart from that, the classes they attend are similar. Findings from multilevel regressions indicate that the formative assessments significantly reduce anxiety in physics and improve academic performance in physics in comparison with traditional teaching. Furthermore, a mediation effect of anxiety in physics on academic performance is observed. In sum, this implies that an easy to implement technique of formative assessments can make students feel more at ease, which contributes to better educational performance. © 2019, The Author(s).",Academic performance; Anxiety; Clicker devices; Formative assessment; Physics; Secondary education,,,,,,,,,,,,"Agarwal, P.K., D’Antonio, L., Roediger, H.L., III, McDermott, K.B., McDaniel, M.A., Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety (2014) Journal of Applied Research in Memory and Cognition, 3 (3), pp. 131-139; Arkin, R.M., Schumann, D.W., Effect of corrective testing: An extension (1984) Journal of Educational Psychology, 76 (5), pp. 835-843; Bachman, L., Bachman, C., A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research (2011) Journal of Interactive Learning Research, 22 (1), pp. 5-21; Baron, R.M., Kenny, D.A., The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations (1986) Journal of Personality and Social Psychology, 51 (6), pp. 1173-1182; Bartsch, R.A., Murphy, W., Examining the effects of an electronic classroom response system on student engagement and performance (2011) Journal of Educational Computing Research, 44 (1), pp. 25-33; Batchelor, J., Effects of clicker use on calculus students’ mathematics anxiety (2015) PRIMUS, 25 (5), pp. 453-472; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Betz, N.E., Prevalence, distribution, and correlates of math anxiety in college students (1978) Journal of Counseling Psychology, 25 (5), pp. 441-448; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Bloom, H.S., Richburg-Hayes, L., Black, A.R., Using covariates to improve precision for studies that randomize schools to evaluate educational interventions (2007) Educational Evaluation and Policy Analysis, 29 (1), pp. 30-59; Brady, M., Seli, H., Rosenthal, J., Metacognition and the influence of polling systems: How do clickers compare with low technology systems (2013) Educational Technology Research and Development, 61 (6), pp. 885-902; Brown, P.C., Roediger, H.L., III, McDaniel, M.A., (2014) Make it stick: The science of successful learning, , Harvard University Press, Boston; Burns, D.J., Anxiety at the time of the final exam: Relationships with expectations and performance (2004) Journal of Education for Business, 80 (2), p. 119; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE—Life Sciences Education, 6 (1), pp. 9-20; Chetty, R., Friedman, J.N., Rockoff, J.E., (2011) The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood, , NBER Working Paper No. 17699. National Bureau of EconomicResearch; Cohen, J., (2013) Statistical power analysis for the behavioral sciences, , (,).,., Routledge; Crins, J., (2002) Vragenlijst Studievoorwaarden, , KPC Onderwijs Innovatie Centrum, ‘s-Hertogenbosch, Nederland, 3.100.11; De Gagne, J.C., The impact of clickers in nursing education: A review of literature (2011) Nurse Education Today, 31 (8), pp. e34-e40; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems (Vol. 1), , Pearson Education, San Francisco; Fallon, M., Forrest, S.L., High-tech versus low-tech instructional strategies: A comparison of clickers and handheld response cards (2011) Teaching of Psychology, 38 (3), pp. 194-198; Fortner-Wood, C., Armistead, L., Marchand, A., Morris, F.B., The effects of student response systems on student learning and attitudes in undergraduate psychology courses (2013) Teaching of Psychology, 40 (1), pp. 26-30; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Sciences, 111 (23), pp. 8410-8415; Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., Hall, N.C., Do girls really experience more anxiety in mathematics? (2013) Psychological Science, 24 (10), pp. 2079-2087; González, A., Fernández, M.V.C., Paoloni, P.V., Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance (2017) Journal of Research in Science Teaching, 54 (5), pp. 558-585; Grove, W.M., Andreasen, N.C., Simultaneous tests of many hypotheses in exploratory research (1982) Journal of Nervous and Mental Disease., 170, pp. 3-8; Guarascio, A.J., Nemecek, B.D., Zimmerman, D.E., Evaluation of students' perceptions of the Socrative application versus a traditional student response system and its impact on classroom engagement (2017) Currents in Pharmacy Teaching and Learning, 9 (5), pp. 808-812; Guse, D.M., Zobitz, P.M., Validation of the audience response system (2011) British Journal of Educational Technology, 42 (6), pp. 985-991; Hoekstra, A., Because you don’t realize how many people have different experiences than you: Effects of clicker use for class discussions in sociology (2015) Teaching Sociology, 43 (1), pp. 53-60; Hong, Z.R., Effects of a collaborative science intervention on high achieving students’ learning anxiety and attitudes toward science (2010) International Journal of Science Education, 32 (15), pp. 1971-1988; Hox, J., Multilevel Modeling: When and Why (1998) Classification, Data Analysis, and Data Highways, pp. 147-154. , Springer Berlin Heidelberg, Berlin, Heidelberg; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Keough, S.M., Clickers in the classroom: A review and a replication (2012) Journal of Management Education, 36 (6), pp. 822-847; Kornell, N., Son, L.K., Learners’ choices and beliefs about self-testing (2009) Memory, 17 (5), pp. 493-501; Koth, C.W., Bradshaw, C.P., Leaf, P.J., A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors (2008) Journal of Educational Psychology, 100 (1), pp. 96-104; Lantz, M.E., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Computers in Human Behavior, 31, pp. 280-286; Larsen, D.P., Butler, A.C., Test-enhancing learning (2013) Oxford textbook of medical education, pp. 443-452. , Walsh K, (ed), Oxford University Press, Oxford; Lin, Y.C., Liu, T.C., Chu, C.C., Implementing clickers to assist learning in science lectures: The Clicker-Assisted Conceptual Change model (2011) Australasian Journal of Educational Technology, 27 (6), pp. 979-996; Liu, C., Chen, S., Chi, C., Chien, K.P., Liu, Y., Chou, T.L., The effects of clickers with different teaching strategies (2017) Journal of Educational Computing Research, 55 (5), pp. 603-628; Mallow, J.V., (1986) Science Anxiety: Fear of Science and How to Overcome It (revised edition), , H&H Publications, Clearwater; Mallow, J.V., Science anxiety: Research and action (2006) Handbook of College Science Teaching, pp. 3-14. , J. J. Mintzes, W. H. Leonard, Arlington, VA, NSTA Press; Maloney, E.A., Schaeffer, M.W., Beilock, S.L., Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions (2013) Research in Mathematics Education, 15 (2), pp. 115-128; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; McDaniel, M.A., Agarwal, P.K., Huelser, B.J., McDermott, K.B., Roediger, H.L., III, Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement (2011) Journal of Educational Psychology, 103 (2), pp. 399-414; McNeish, D.M., Analyzing clustered data with OLS regression: The effect of a hierarchical data structure (2014) Multiple Linear Regression Viewpoints, 40, pp. 11-16; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (“clickers”) in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; (2016), pp. 4-14. , OEDC, PISA 2015 Results in Focus. PISA, OECD Publishing; Peugh, J.L., A practical guide to multilevel modeling (2010) Journal of School Psychology, 48 (1), pp. 85-112; Premuroso, R.F., Tong, L., Beed, T.K., Does using clickers in the classroom matter to student performance and satisfaction when taking the introductory financial accounting course? (2011) Issues in Accounting Education, 26 (4), pp. 701-723; Raudenbush, S.W., Statistical analysis and optimal design for cluster randomized trials (1997) Psychological Methods, 2 (2), pp. 173-185; Rocklin, T., Thompson, J.M., Interactive effects of test anxiety, test difficulty, and feedback (1985) Journal of Educational Psychology, 77 (3), pp. 368-372; Roediger, H., Butler, A.C., The critical role of retrieval practice in long-term retention (2011) Trends in Cognitive Science, 15 (1), pp. 20-27; Roediger, H.L., III, Karpicke, J.D., The power of testing memory: Basic research and implications for educational practice (2006) Perspectives on Psychological Science, 1 (3), pp. 181-210; Rothman, D.K., New approach to test anxiety (2004) Journal of College Student Psychotherapy, 18 (4), pp. 45-60; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) Teaching of Psychology, 36 (4), pp. 273-277; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Sullivan, D., Mediating test anxiety through the testing effect in asynchronous, objective, online assessments at the university level (2017) Journal of Education and Training, 4 (2), pp. 107-123; Sun, J.C.Y., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computers & Education, 72, pp. 80-89; Tavakol, M., Dennick, R., Making sense of Cronbach's alpha (2011) International Journal of Medical Education, 2, pp. 53-55; Udo, M.K., Ramsey, G.P., Reynolds-Alpert, S., Mallow, J.V., Does physics teaching affect gender-based science anxiety? (2001) Journal of Science Education and Technology, 10 (3), pp. 237-247; Udo, M.K., Ramsey, G.P., Mallow, J.V., Science anxiety and gender in students taking general education science courses (2004) Journal of Science Education and Technology, 13 (4), pp. 435-446; Vital, F., Creating a positive learning environment with the use of clickers in a high school chemistry classroom (2011) Journal of Chemical Education, 89 (4), pp. 470-473; Wiggs, C.M., Collaborative testing: Assessing teamwork and critical thinking behaviors in baccalaureate nursing students (2011) Nurse Education Today, 31 (3), pp. 279-282; Yu, Z., Chen, W., Kong, Y., Sun, X.L., Zheng, J., The impact of clickers instruction on cognitive loads and listening and speaking skills in college English class (2014) PLoS One, 9 (9)","Molin, F.; Onderwijsgemeenschap Venlo and Omstreken, College Den Hulster, Hagerhofweg 15, Netherlands; email: f.molin@maastrichtuniversity.nl",,,Springer Netherlands,,,,,0157244X,,,,English,Res. Sci. Educ.,Review,Article in Press,,Scopus,2-s2.0-85065656820
"Feldbusch L., Winterer F., Gramsch J., Feiten L., Becker B.",57209271904;57200421541;57209272173;55332721200;55566001800;,Smile goes gaming: Gamification in a classroom response system for academic teaching,2019,CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education,2,,,268,277,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067131754&partnerID=40&md5=db88f1b3977e0f6ff31194915bee78c8,"Computer Architecture, University of Freiburg, Georges-Köhler-Allee 51, Freiburg, Germany","Feldbusch, L., Computer Architecture, University of Freiburg, Georges-Köhler-Allee 51, Freiburg, Germany; Winterer, F., Computer Architecture, University of Freiburg, Georges-Köhler-Allee 51, Freiburg, Germany; Gramsch, J., Computer Architecture, University of Freiburg, Georges-Köhler-Allee 51, Freiburg, Germany; Feiten, L., Computer Architecture, University of Freiburg, Georges-Köhler-Allee 51, Freiburg, Germany; Becker, B., Computer Architecture, University of Freiburg, Georges-Köhler-Allee 51, Freiburg, Germany","The classroom response system SMILE (SMartphones In LEctures) is regularly used in academic lectures. Among other features, it enables lecturers to start quizzes that can be answered anonymously by students on their smartphones. This aims at both activating the students and giving them feedback about their understanding of the current content of the lecture. But even though many students use SMILE in the beginning of a course, the number of active participants tends to decrease as the term progresses. This paper reports the results of a study looking at incorporating gamification into SMILE to increase the students’ motivation and involvement. Game elements such as scores, badges and a leaderboard have been integrated paired with a post-processing feature enabling students to repeat SMILE quizzes outside of the lectures. The evaluations show that the gamification approach increased the participation in SMILE quizzes significantly. Copyright © 2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved.",Classroom response system; Computer engineering; Computer science; Game-based learning; Gamification; Higher education; SMILE,Computer games; Computer science; E-learning; Education computing; Engineering education; Smartphones; Classroom response systems; Computer engineering; Game-based Learning; Gamification; Higher education; SMILE; Students,,,,,,,,,,,"AlMarshedi, A., Wanick, V., Wills, G.B., Ranchhod, A., Gamification and behaviour (2017) Gamification - Using Game Elements in Serious Contexts, pp. 19-29. , Stieglitz, S., Lattemann, C., Robra-Bissantz, S., Zarnekow, R., and Brockmann, T., editors, chapter 2, Springer, Cham; Barrio, C.M., Muñoz-Organero, M., Soriano, J.S., Can gamification improve the benefits of student response systems in learning? An experimental study (2016) IEEE Transactions on Emerging Topics in Computing, 4 (3), pp. 429-438; Berkling, K., Thomas, C., Gamification of a Software Engineering course and a detailed analysis of the factors that lead to it’s failure (2013) 2013 International Conference on Interactive Collaborative Learning (ICL), pp. 525-530; Cheong, C., Cheong, F., Filippou, J., Quick quiz: A gamified approach for enhancing learning (2013) PACIS, p. 206; Chou, Y.-K., (2015) Actionable Gamification: Beyond Points, Badges, and Leaderboards, , Octalysis Media; Darejeh, A., Salim, S.S., Gamification solutions to enhance software user engagement—a systematic review (2016) International Journal of Human-Computer Interaction, 32 (8), pp. 613-642; Denny, P., The effect of virtual achievements on student engagement (2013) Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI’13, pp. 763-772. , New York, NY, USA. ACM; Deterding, S., Dixon, D., Khaled, R., Nacke, L., From game design elements to gamefulness: Defining gamification (2011) Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9-15. , ACM; Feiten, L., Buehrer, M., Sester, S., Becker, B., SMILE – Smartphones in Lectures – Initiating a Smartphone-based Audience Response System as a Student Project (2012) CSEDU, (1), pp. 288-293; Follert, F., Fischer, H., Gamification in der Hochschullehre. Herleitung von Hand-lungsempfehlungen für den Einsatz von Gamedesign-Elementen in der sächsischen Lernplattform OPAL (2015) Wissensgemeinschaften 2015, pp. 115-124; Fotaris, P., Mastoras, T., Leinfellner, R., Rosunally, Y., Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class (2016) Electronic Journal of E-Learning, 14 (2), pp. 94-110; Glover, I., Play as you learn: Gamification as a technique for motivating learners (2013) EdMedia: World Conference on Educational Media and Technology, pp. 1999-2008. , Association for the Advancement of Computing in Education (AACE; Kändler, C., Feiten, L., Weber, K., Wiedmann, M., Bührer, M., Sester, S., Becker, B., SMILE - Smartphones in a university learning environment: A classroom response system (2012) 10th International Conference of the Learning Sciences - The Future of Learning, pp. 515-516. , ISLS; Ohno, A., Yamasaki, T., Tokiwa, K.I., A discussion on introducing half-anonymity and gamification to improve students’ motivation and engagement in classroom lectures (2013) 2013 IEEE Region 10 Humanitarian Technology Conference, pp. 215-220; Sailer, M., (2016) Die Wirkung Von Gamification Auf Motivation und Leistung - Empirische Studien Im Kontext Manueller Arbeitsprozesse, , Springer; (2017) Learning Platform OPAL, , https://tudresden.de/studium/im-studium/studienorganisation/lehrangebot/lernplattform-opal?setlanguage=en, Accessed: 2018-11-16; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227; Yildirim, I., The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons (2017) The Internet and Higher Education, 33, pp. 86-92",,Uhomoibhi J.Zvacek S.Lane H.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",SciTePress,"11th International Conference on Computer Supported Education, CSEDU 2019",2 May 2019 through 4 May 2019,,148442.0,,9789897583674,,,English,CSEDU - Proc. Int. Conf. Comput. Support. Educ.,Conference Paper,Final,,Scopus,2-s2.0-85067131754
"Hussain F.N., Wilby K.J.",57210315037;52564671100;,A systematic review of audience response systems in pharmacy education,2019,Currents in Pharmacy Teaching and Learning,,,,,,,,10.1016/j.cptl.2019.07.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070277829&doi=10.1016%2fj.cptl.2019.07.004&partnerID=40&md5=5ece57a78ddf77932224e561f08d37fb,"College of Pharmacy, Qatar University, Doha, Qatar; School of Pharmacy, University of Otago, PO Box 56, Dunedin, 9054, New Zealand","Hussain, F.N., College of Pharmacy, Qatar University, Doha, Qatar; Wilby, K.J., School of Pharmacy, University of Otago, PO Box 56, Dunedin, 9054, New Zealand","Background: Audience response systems (ARS) are increasingly being used to support learning and assessment. Despite widespread use, the effects on educational outcomes and student learning are largely unknown. The objective of this systematic review was to assess the impacts of using ARS in pharmacy education. Methods: A literature search was conducted on PubMed, Embase, Google Scholar, and three pharmacy education journals. Articles were eligible for inclusion if they reported outcomes relating to the use of ARS in student pharmacist education and were published in English. Results: Eleven studies were included. Endpoints related to course grades, information recall, student perceptions, and faculty perceptions. Few studies were identified that assessed the impact of ARS on course grades and those that did reported mixed results. ARS demonstrated improved student recall immediately following an educational activity but effects were not lasting. Students had positive perceptions regarding ARS classroom use, especially for participation, engagement, and attention to educational content. Faculty members were positive towards the use of ARS for teaching purposes but expressed concerns regarding the use for assessment. Implications: The use of ARS positively benefited student participation and engagement in the classroom setting, as a tool to enhance active learning. Positive perceptions from faculty and feasibility of use also support that ARS may be an effective teaching strategy to better engage students in the learning process. The impact on student academic performance is inconclusive and must be further explored. © 2019 Elsevier Inc.",Audience response system; Pharmacy education; Student engagement; Technology,attention; education; Embase; feasibility study; human; human experiment; learning; Medline; perception; pharmacy student; recall; review; systematic review; teaching,,,,,,,,,,,"Fox, B.I., Information technology and pharmacy education (2011) Am J Pharm Educ, 75 (5); Arnăutu, E., Panc, I., Evaluation criteria for performance appraisal of faculty members (2015) Procedia Soc Behav Sci, 203, pp. 386-392; Kirkwood, A., Price, L., Technology-enhanced learning and teaching in higher education: what is “enhanced” and how do we know? A critical literature review (2014) Learn Media Technol, 39 (1), pp. 6-36; Smith, M.A., Benedict, N., Effectiveness of educational technology to improve patient care in pharmacy curricula (2015) Am J Pharm Educ, 79 (1); Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: a review of the literature (2009) Comput Educ, 53 (3), pp. 819-827; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Comput Educ, 94, pp. 102-119; Austin, Z., Learning styles of pharmacists: impact on career decisions, practice patterns and teaching method preferences (2004) Pharm Educ, 4 (1), pp. 13-22; Higgins, J.P., Altman, D.G., Gotzsche, P.C., The Cochrane Collaboration's tool for assessing risk of bias in randomised trials (2011) BMJ, 343; Furlong, J., Oancea, A., (2019), https://www.birmingham.ac.uk/Documents/college-social-sciences/education/projects/esrc-2005-seminarseries5.pdf, Assessing quality in applied and practice-based educational research: a framework for discussion. Published 2005. Accessed 6 August; Fernández-Alemán, J.L., López-González, L., González-Sequeros, O., An empirical study of neural network-based audience response technology in a human anatomy course for pharmacy students (2016) J Med Syst, 40 (4); Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2); Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, 68 (5); Liu, F.C., Getting, J.P., Fjortoft, N., Impact of a student response system on short- and long-term learning in a drug literature evaluation course (2010) Am J Pharm Educ, 74 (1); Galal, S.M., Mayberry, J.K., Chan, E., Hargis, J., Halilovic, J., Technology vs. pedagogy: instructional effectiveness and student perceptions of a student response system (2015) Curr Pharm Teach Learn, 7 (5), pp. 590-598; Gurascio, A.J., Nemecek, B.D., Zimmerman, D.E., Evaluation of students' perceptions of the Socrative application versus a traditional student response system and its impact on classroom engagement (2017) Curr Pharm Teach Learn, 9 (5), pp. 808-812; Trapskin, P.J., Smith, K.M., Armitstead, J.A., Davis, G.A., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) Am J Pharm Educ, 69 (2); Clauson, K.A., Alkhateeb, F.M., Singh-Franco, D., Concurrent use of an audience response system at a multi-campus college of pharmacy (2012) Am J Pharm Educ, 76 (1); Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system (ARS) in a dual-campus classroom environment (2008) Am J Pharm Educ, 72 (2); DiVall, M.V., Hayney, M.S., Marsh, W., Perceptions of pharmacy students, faculty members, and administrators on the use of technology in the classroom (2013) Am J Pharm Educ, 77 (4); Bright, D.R., Kroustos, K.R., Kinder, D.H., Audience response systems during case-based discussions: a pilot study of student perceptions (2013) Curr Pharm Teach Learn, 5 (5), pp. 410-416; Hidayat, L., Vansal, S., Kim, E., Sullivan, M., Salbu, R., Pharmacy student absenteeism and academic performance (2012) Am J Pharm Educ, 76 (1); Abdel Meguid, E., Collins, M., Students' perceptions of lecturing approaches: traditional versus interactive teaching (2017) Adv Med Educ Pract, 8, pp. 229-241; Vana, K.D., Silva, G.E., Muzyka, D., Hirani, L.M., Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students (2011) Comput Inform Nurs, 29 (6), pp. 326-334; Tregonning, A.M., Doherty, D.A., Hornbuckle, J., Dickinson, J.E., The audience response system and knowledge gain: a prospective study (2012) Med Teach, 34 (4), pp. e269-e274","Wilby, K.J.; School of Pharmacy, University of Otago, PO Box 56, New Zealand; email: kyle.wilby@otago.ac.nz",,,Elsevier Inc.,,,,,18771297,,,,English,Currents Pharm. Teach. Learn.,Review,Article in Press,,Scopus,2-s2.0-85070277829
"Seow T.K., Soong S.K.A.",6602532281;57210860177;,Promoting critical thinking in a large class through outcomes-based approach by means of an audience response system,2019,"ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings",,,,545,551,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071725500&partnerID=40&md5=3db7e91b78faec6054db9cc3722e0fd1,"Department of Biological Sciences, College of Alice, Peter Tan National University of Singapore, Singapore; Centre for Development of Teaching and Learning, National University of Singapore, Singapore","Seow, T.K., Department of Biological Sciences, College of Alice, Peter Tan National University of Singapore, Singapore; Soong, S.K.A., Centre for Development of Teaching and Learning, National University of Singapore, Singapore","One of the first considerations that comes to bear in the design of a new course will inevitably be the learning outcomes. Some of the learning outcomes are specifically related to the subject matter while others may be more broad-based goals like the honing of critical thinking skills. The General Biology course that is offered at the National University of Singapore (NUS) is one such course in which the promotion of critical thinking skills is incrementally weaved into the various learning activities and assessment components of the course. The large enrolment of the course also necessitates taking into consideration the affordances of technology in the outcomes-based design of the course. This paper aims to share how the General Biology course, using the topic of fermentation as an example, could be designed using outcomes-based approach, with learning activities supported by an audience response system, in order to promote critical thinking in a large class setting. As this is a work-in-progress project, some preliminary findings from the feedback of the students of the course are presented here. © ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings.All right reserved.",Critical Thinking; Formative Assessmen; Large Classes; Outcomes-Based Education; Technology,Audience response systems; Critical thinking; Critical thinking skills; Formative Assessmen; Large Classes; Learning Activity; Learning outcome; National University of Singapore; Curricula,,,,,,,,,,,"Biggs, J., (2003) Teaching for Quality Learning at University: What the Student Does, , 2nd ed.). Maidenhead: Open University Press; Biggs, J., Tang, C., (2007) Teaching for Quality Learning at University: What the Student Does, , 3rd ed.). Maidenhead: Open University Press; Ennis, R.H., Millman, J., Tomko, T.N., (2005) Cornell Critical Thinking Tests Level X and Level z Manual, , 5th ed.). Seaside, CA: The Critical Thinking Company; Hammer, S.J., Green, W., Critical thinking in a first year management unit: The relationship between disciplinary learning, academic literacy and learning progression (2011) Higher Education Research and Development, 30, pp. 303-315; Jones, A., Looking over our shoulders: Critical thinking and ontological insecurity in higher education (2007) London Review of Education, 5, pp. 209-222; Kirkpatrick, A., Mulligan, D., Cultures of learning: Critical reading in the social and applied sciences (2002) Australian Review of Applied Linguistics, 25, pp. 73-99; Krathwohl, D., A revision of Bloom's taxonomy: An overview (2002) Theory into Practice, 41, pp. 212-218; Mummery, J., Morton-Allen, E., The development of critical thinkers: Do our efforts coincide with students' beliefs? (2009) The Student Experience: Proceedings of the 32nd HERDSA Annual Conference, , http://www.herdsa.org.au/wpcontent/uploads/conference/2009/papers/HERDSA2009_Mummery_J.pdf; Paul, R., Elder, L., Bartell, T., Study of 38 public universities and 28 private universities to determine faculty emphasis on critical thinking in instruction (1997) Research from the Center for Critical Thinking, , http://www.criticalthinking.org/pages/study-of-38-public-universities-and-28private-universities-to-determine-faculty-emphasis-on-critical-thinking-in-instruction/598; Race, P., (2010) Making Learning Happen: A Guide for Post-Compulsory Education, , 2nd ed.). London: SAGE Publications; Shyam, N., Musthafa, Y.B., Question SMS - SMS based student feedback system (2010) Association of Pacific Rim Universities (APRU) Education and Research Technology Forum, , http://apru.nus.edu.sg/_files/ert/1stERT/NUS_QuestionSMS.pdf",,,Blackboard;Brightspace;Canvas;echo360;Global Learning Support,Australasian Society for Computers in Learning in Tertiary Education (ASCILITE),"32nd Annual Conference of the Australasian Society for Computers in Learning and Tertiary Education, ASCILITE 2015",30 November 2015 through 3 December 2015,,149692.0,,,,,English,"ASCILITE - Australas. Soc. Comput. Learn. Tert. Educ., Conf. Proc.",Conference Paper,Final,,Scopus,2-s2.0-85071725500
"Basitere M., Ivala E.N.",55090260000;55520116500;,Reflection on strategies and interventions used to reduce dropout in engineering first-year courses: A case of extended curriculum program,2019,"Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections",,,,843,845,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071509664&partnerID=40&md5=5fa09bed66e6bd74697a0ab81aec0988,"Cape Peninsula University of Technology, Cape Town, South Africa; University of South Africa, Pretoria, South Africa","Basitere, M., Cape Peninsula University of Technology, Cape Town, South Africa; Ivala, E.N., University of South Africa, Pretoria, South Africa","This paper is a reflection on strategies and intervention programs implemented at the Department of Chemical Engineering Extended Curriculum Program (ECP). The ECP is designed to provide support to students who come from previously disadvantaged backgrounds, who meet the minimum requirement to enter the university's engineering programs. Various interventions have been implemented to support them in courses, and this reflection highlights the success and limitations of these interventions. Finally, a case is made for proactive intervention that provides students with psychosocial support. Copyright © 2019 Moses Basitere, Disaapele Mogashana, Eunice Ivala.",Clickers; Diagnostic test; Facebook; Psychosocial support; Whatsapp; Wiley plus,Curricula; Engineering education; Students; Clickers; Diagnostic tests; Facebook; Whatsapp; Wiley plus; Engineering research,,,,,,,,,,,"Basitere, M., Ivala, E., Addressing the mathematical knowledge gap between high school and first year university Chemical Engineering mathematics course: The role of Facebook (2014) ICEL2104-Proceedings of the 9th International Conference on E-Learning: ICEL, p. 22. , June; Basitere, M., Ivala, E., Mitigating the mathematical knowledge gap between high school and first year university Chemical Engineering Mathematics Course (2015) Electronic Journal of E-Learning, 13 (2), pp. 68-83; Bernstein, B., Bernstein, Basil, "" on the classification and framing of educational knowledge (1971) Bernstein, Basil, Class, Codes, and Control, 3, pp. 47-69. , in Michael FD Young, Knowledge, and Control. London: Collier-Macmillan, 1971. Reprinted 85-115 in, T oTwraanrdssm ais Tsihoenosr, y R oefv Eisdeudc aEtdioitnioanl . London: Routledge and Kegan Paul, 1977; Council on Higher Education (2016) VitalStats: Public Higher Education, 2014, , Pretoria: Council on Higher Education; Laurillard, D., (2002) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies, , Routledge; Yosso, T.J., Whose culture has capital? A critical race theory discussion of community cultural wealth (2005) Race Ethnicity and Education, 8 (1), pp. 69-91",,Kloot B.,,Research in Engineering Education Network,"8th Research in Engineering Education Symposium: Making Connections, REES 2019",10 July 2019 through 12 July 2019,,150283.0,,9780799226003,,,English,"Proc. Res. Eng. Educ. Symp., REES - Mak. Connections",Conference Paper,Final,,Scopus,2-s2.0-85071509664
"Kubica T., Hara T., Braun I., Kapp F., Schill A.",57201065966;55813968900;10738827700;55503241000;7004418075;,Choosing the appropriate Audience Response System in different use cases,2019,"ICSIT 2019 - 10th International Conference on Society and Information Technologies, Proceedings",,,,88,93,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065980833&partnerID=40&md5=b25712d61e9f3125d96fecd3c758d22a,"Faculty of Computer Science, TU Dresden, Germany; Saxon University of Cooperative Education, Germany; Faculty of Psychology, TU Dresden, Dresden, Germany","Kubica, T., Faculty of Computer Science, TU Dresden, Germany; Hara, T., Saxon University of Cooperative Education, Germany; Braun, I., Faculty of Computer Science, TU Dresden, Germany; Kapp, F., Faculty of Psychology, TU Dresden, Dresden, Germany; Schill, A., Faculty of Computer Science, TU Dresden, Germany","Education in schools and universities suffers from different problems like the lack of interaction between the lecturer and the students as well as the fear of asking irrelevant questions or providing wrong answers in front of a large audience. A lot of systems exist that try to solve these issues by means of technical tools; e.g., audience response systems. Each of these individual systems supports different functional scopes with different didactic purposes in order to support specific use cases. For the lecturer, it is very hard to choose an appropriate system. Besides the functional scope, there are a lot of predefined limitations, such as a given room with technical restrictions or a favorite operating system and presentation software to present the slides. This paper gives an overview of fifty existing systems (with varying degree of detail) and proposes a filter mechanism based on the index card metaphor to select appropriate systems depending on their individual limitations. In order to simplify this selection process for the lecturer, the filter mechanism is implemented in a web-based selection tool. Copyright © 2019 by the International Institute ofInformatics and Systemics.",Active learning; Audience response systems; Back channel systems; Classification; Selection support,Active Learning; Audience response systems; Back channels; Existing systems; Individual systems; Mechanism-based; Technical tools; Wrong answers; Classification (of information),,,,,"Deutsche Forschungsgemeinschaft: GRK 1907

Deutsche Forschungsgemeinschaft",This work is funded by the German Research Foundation (DFG) within the Research Training Group Role-based Software Infrastructures for continuous-context-sensitive Systems (GRK 1907).,,,,,"Vetterick, J., Garbe, M., Dähn, A., Cap, C.H., Classroom response systems in the wild: Technical and non-technical observations (2014) International Journal of Interactive Mobile Technologies (iJIM), 8 (1), pp. 21-25; Nelimarkka, M., Kuikkaniemi, K., Salovaara, A., Jacucci, G., Live participation: Augmenting events with audience-performer interaction systems (2016) Proceedings of the 2016 ACM Conference on Designing Interactive Systems, pp. 509-520. , ACM; Hara, T., Kapp, F., Braun, I., Schill, A., Comparing tool-supported lecture readings and exercise tutorials in classic University setting (2015) Psychology, 90, p. 30; Kubica, T., Hara, T., Braun, I., Kapp, F., Schill, A., Guided selection of it-based education tools (2017) Frontiers in Education Conference (FIE), pp. 1-9. , IEEE; Ebner, M., Haintz, C., Pichler, K., Schön, S., Technologiegestützte Echtzeit-Interaktion in Massen-vorlesungen im Hörsaal (2014) Entwicklung und Erprobung Eines Digitalen Backchannels Während der Vorlesung, , Waxmann; Bernhardt, S., (2015) Vergleich Unterschiedlicher Abstimmungssysteme, , http://ilias.uni-giessen.de/ilias/goto.php?target=cat_25037, accessed on 5 December 2018; Kundisch, D., Magenheim, J., Beutner, M., Herrmann, P., Reinhardt, W., Zokye, A., Classroom response systems (2013) Informatik-Spektrum, 36 (4); Meyer, M., Müller, T., Niemann, A., (2018) Serious Lecture Vs Entertaining Game Show - Why We Need a Combination for Improving Teaching Performance and How Technology can Help, , http://idl.w-hs.de/dokumente/Paper_MM.pdf, accessed on 5 December 2018; Auditorium Mobile Classroom Service, , https://amcs.website, [Online; accessed on 5 December 2018]; https://answergarden.ch, [Online; accessed on 5 December 2018]; ARSenic, , http://uwmsk.org/arsenic, [Online; accessed on 5 December 2018]; https://arsnova.app, [Online; accessed on 5 December 2018]; https://arsnova.click, [Online; accessed on 5 December 2018]; Audience Response System Server, , https://github.com/adnanmf/ARSServer, [Online; accessed on 5 December 2018]; https://www.auress.org, [Online; accessed on 5 December 2018]; http://backchannel.cnc.io, [Online; accessed on 5 December 2018]; https://backstage2.pms.ifi.lmu.de:8080, [Online; accessed on 5 December 2018]; https://classquestion.com, [Online; accessed on 5 December 2018]; http://cliqr.de, [Online; accessed on 5 December 2018]; http://directpoll.com, [Online; accessed on 5 December 2018]; http://www.freemobilepolls.com, [Online; accessed on 5 December 2018]; http://freequizdome.com, [Online; accessed on 5 December 2018]; Graphicuss, , https://viscuss.it, [Online; accessed on 5 December 2018]; https://invote.de, [Online; accessed on 5 December 2018]; IPAL, , https://www.compadre.org/iPAL, [Online; accessed on 5 December 2018]; https://lexsury.com, [Online; accessed on 5 December 2018]; MARS, , https://danielausparis.github.io/mars, [Online; accessed on 5 December 2018]; MobileQuiz, , https://github.com/dschoen/mobilequiz, [Online; accessed on 5 December 2018]; http://trypingo.com, [Online; accessed on 5 December 2018]; https://www.plickers.com, [Online; accessed on 5 December 2018]; https://polltogo.com, [Online; accessed on 5 December 2018]; https://www.smile.informatik.uni-freiburg.de, [Online; accessed on 5 December 2018]; Sturesy, , https://github.com/sturesy, [Online; accessed on 5 December 2018]; https://tweedback.de, [Online; accessed on 5 December 2018]; http://www.unidoodle.com, [Online; accessed on 5 December 2018]; http://www.voxvote.com/free-audience-response-system/de/voxvote-mobile-voting-app, [Online; accessed on 5 December 2018]; https://www.askvote.io, [Online; accessed on 5 December 2018]; https://www.classclicker.com, [Online; accessed on 5 December 2018]; https://crowdsignal.com, [Online; accessed on 5 December 2018]; https://www.feedbackr.io, [Online; accessed on 5 December 2018]; https://goformative.com, [Online; accessed on 5 December 2018]; https://www.gosoapbox.com, [Online; accessed on 5 December 2018]; https://kahoot.com, [Online; accessed on 5 December 2018]; https://www.mentimeter.com, [Online; accessed on 5 December 2018]; https://nearpod.com, [Online; accessed on 5 December 2018]; https://www.onlineted.de, [Online; accessed on 5 December 2018]; https://www.polleverywhere.com, [Online; accessed on 5 December 2018]; https://quizlet.com, [Online; accessed on 5 December 2018]; https://www.sendsteps.com/en/products/vote, [Online; accessed on 5 December 2018]; https://www.shakespeak.com, [Online; accessed on 5 December 2018]; https://www.sli.do, [Online; accessed on 5 December 2018]; https://www.slidelizard.at/index.html, [Online; accessed on 5 December 2018]; http://www.smspoll.net, [Online; accessed on 5 December 2018]; https://www.socrative.com, [Online; accessed on 5 December 2018]; https://www.swipe.to, [Online; accessed on 5 December 2018]; https://tedme.com/home/voting, [Online; accessed on 5 December 2018]; http://www.theanswerpad.com, [Online; accessed on 5 December 2018]; https://www.wooclap.com, [Online; accessed on 5 December 2018]",,Carrasquero J.V.Callaos N.C.Sanchez B.Welsch F.Tremante A.,International Institute of Informatics and Systemics (IIIS),"International Institute of Informatics and Systemics, IIIS","10th International Conference on Society and Information Technologies, ICSIT 2019",12 March 2019 through 15 March 2019,,147842.0,,9781950492053,,,English,"ICSIT - Int. Conf. Soc. Inf. Technol., Proc.",Conference Paper,Final,,Scopus,2-s2.0-85065980833
"Richardson M.L., FACR K.S., Amini B., Spittler N.L.J.",7401976627;57209718242;22733382400;57209714383;,"Advanced, Interactive, Image-based Education: Technology and Pedagogy",2019,Current Problems in Diagnostic Radiology,,,,,,,,10.1067/j.cpradiol.2019.06.003,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068501055&doi=10.1067%2fj.cpradiol.2019.06.003&partnerID=40&md5=5d9f136b0382d1b8cd632c7a79f448af,"Department of Radiology, University of Washington, Seattle, WA, United States; Department of Radiology Medical Center, Boston University School of Medicine, Boston, MA, United States; Department of Radiology, M. D. Anderson Cancer Center, Houston, TX, United States; School of Medicine, Tufts University, Boston, MA, United States","Richardson, M.L., Department of Radiology, University of Washington, Seattle, WA, United States; FACR, K.S., Department of Radiology Medical Center, Boston University School of Medicine, Boston, MA, United States; Amini, B., Department of Radiology, M. D. Anderson Cancer Center, Houston, TX, United States; Spittler, N.L.J., School of Medicine, Tufts University, Boston, MA, United States","An audience response system (ARS) is an excellent tool for improving interactive learning in radiology residents. Traditional ARSs have long allowed text-based interactions between teacher and students. However, little attention has been given to techniques which allow students in large groups to interact directly with an image. Fortunately, a growing number of ARSs are beginning to add this ability. However, it is not the technology but the pedagogy that matters the most. The purpose of this article is to review those ARSs, and to present an array of pedagogical techniques that can take advantage of this technology. © 2019 Elsevier Inc.",,,,,,,,,,,,,"Garfield, J.A., (2018), https://specialcollections.williams.edu/history-timeline/19th-century/december-28th-1871/, Remarks at the annual dinner of the Williams Alumni Association, 1871,; Accessed December 1; Richardson, M.L., Petscavage, J.M., Hunter, J.C., Running an online radiology teaching conference: Why it's a great idea and how to do it successfully (2012) Acad Radiol, 19 (6), pp. 746-751; (2018), https://en.wikipedia.org/w/index.php?title=Audience_response&oldid=866593153, Wikipedia contributors, Audience response — Wikipedia, the free encyclopedia, 2018,; Accessed November 12; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23 (2), pp. 109-115; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69 (9), pp. 970-977; Richardson, M.L., Audience response techniques for 21st century radiology education (2014) Acad Radiol, 21 (7), pp. 834-841; (2018), https://en.wikipedia.org/w/index.php?title=Procrustes&oldid=870098598, Wikipedia contributors. Procrustes — Wikipedia, the free encyclopedia, 2018, ; Accessed November 26; (2018), https://www.nbme.org/publications/item-writing-manual.html, National Board of Medical Examiners, Item writing manual Accessed November 26 2018; Nicholson, B.T., Bassignani, M.J., Radiologist/educator knowledge of the audience response system and limitations to its use (2009) Acad Radiol, 16 (12), pp. 1555-1560; Schuwirth, L.W., van der Vleuten, C.P., Donkers, H.H., A closer look at cueing effects in multiple-choice questions (1996) Med Educ, 30 (1), pp. 44-49; Schuwirth, L.W.T., van der Vleuten, C.P.M., Different written assessment methods: What can be said about their strengths and weaknesses? (2004) Med Educ, 38 (9), pp. 974-979; Chew, F.S., Interactive teaching with multiple laser pointers (2018), (Personal Communication); Birtel, J., Harmening, W.M., Krohne, T.U., Retinal injury following laser pointer exposure (2017) Dtsch Arztebl Int, 114 (49), pp. 831-837; (2018), https://en.wikipedia.org/w/index.php?title=Heat_map&oldid=864217799, Wikipedia contributors Heat map — Wikipedia, the free encyclopedia, 2018,; Accessed November 11; Everywhere, P., (2018), https://www.polleverywhere.com/plans, Business and non-profit plans, 2018,; Accessed December 24; (2018), https://support.logmeininc.com/gotomeeting/help/use-drawing-tools-g2m040012, GoToMeeting Support Staff. Use drawing tools (desktop app), Accessed December 3; Smith, M.K., Wood, W.B., Adams, W.K., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Richardson, M.L., Curci, N.E., Johnson, E.M., Practical presentation pearls: Evidence-based recommendations from the psychology and physiology literature (2019) Acad Radiol, 26 (1), pp. 93-100; (2018), https://en.wikipedia.org/w/index.php?title=Picture_superiority_effect&oldid=863673531, Wikipedia contributors. Picture superiority effect — Wikipedia, the free encyclopedia, 2018,; Accessed November 26; Paivio, A., Csapo, K., Picture superiority in free recall: Imagery or dual coding? (1973) Cognit Psychol, 5, pp. 176-2016; McBride, D.M., Anne Dosher, B., A comparison of conscious and automatic memory processes for picture and word stimuli: A process dissociation analysis (2002) Conscious Cogn, 11 (3), pp. 423-460; Nelson, D.L., Reed, V.S., Walling, J.R., Pictorial superiority effect (1976) J Exp Psychol Hum Learn, 2 (5), pp. 523-528; Berbaum, K.S., Krupinski, E.A., Schartz, K.M., Satisfaction of search in chest radiography 2015 (2015) Acad Radiol, 22 (11), pp. 1457-1465; Cook, T.S., Now you see it, but would you later? Examining the mechanisms of satisfaction of search in the fatigued radiologist (2017) Acad Radiol, 24 (9), pp. 1055-1057; American Board of Radiology, (2018), https://www.theabr.org/wp-content/uploads/2017/05/CertMOC_Study_Guide_Essentials_of_Radiology_.pdf, Essentials of Radiology Study Guide, 2018, Accessed December 24; (2018), https://www.acr.org/Clinical-Resources/ACR-Appropriateness-Criteria, American College of Radiology Expert Panels ACR Appropriateness Criteria; Mazur, E., Peer Instruction: A User's Manual (1997), Upper Saddle River, NJ: Prentice Hall; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Phys Teach, 40 (4), pp. 206-209; Lasry, N., Mazur, E., Watkins, J., Peer instruction: From Harvard to the two-year college (2008) Am J Phys, 76 (11), pp. 1066-1069; Mazur, E., Education. farewell, lecture? (2009) Science, 323 (5910), pp. 50-51; Likert, R., A technique for the measurement of attitudes (1932) Arch Psychol, 22 (140), pp. 1-55; Lewis, P., (2018), http://www.aur.org/Secondary-Alliances.aspx?id=514, Teaching portfolio. Alliance of clinician-educators in radiology, promotion resources: teaching portfolio template., 2018,; Accessed December 25; Thapa, M., (2011), Personal communication","Richardson, M.L.; Department of Radiology, University of Washington, 4245 Roosevelt Way NE, United States; email: mrich@uw.edu",,,Mosby Inc.,,,,,03630188,,CPDRD,,English,Curr. Probl. Diagn. Radiol.,Review,Article in Press,,Scopus,2-s2.0-85068501055
"Lam P., Lau C.K.M., Wong K., Chan C.H.",57211617412;57206931922;55515630900;57211257024;,Do student responses decrease if teachers keep asking questions through student response systems: A quantitative research,2019,"Multi Conference on Computer Science and Information Systems, MCCSIS 2019 - Proceedings of the International Conference on e-Learning 2019",,,,11,18,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073158323&partnerID=40&md5=3a11ba76bb36d307b1d86f737fc59868,"Chinese University of Hong Kong, Hong Kong","Lam, P., Chinese University of Hong Kong, Hong Kong; Lau, C.K.M., Chinese University of Hong Kong, Hong Kong; Wong, K., Chinese University of Hong Kong, Hong Kong; Chan, C.H., Chinese University of Hong Kong, Hong Kong","Student Response System (SRS) allows all students to have a chance to participate in the classroom with their own devices. While it is an effective tool for promoting active participation and classroom interaction, previous studies argue that overuse and over-dependence of the technology can pose a problem of student disengagement. This paper reports on a quantitative research about the relationship between the number of questions and the number of student responses, drawing data from a self-invented student response system that has been used campus-wide between 2012 and 2015 at The Chinese University of Hong Kong. Our results show that in general student responses are stable with virtually no significant drop at the end of the lessons regardless of how many questions are asked. To conclude, we refute the hypothesis that excess use of the technology would lower student participation. © Copyright 2019 IADIS Press All rights reserved.",Student Engagement; Student Response System,E-learning; Interactive computer systems; Chinese universities; Classroom interaction; Effective tool; Quantitative research; Student engagement; Student participation; Student response; Student-response system; Students,,,,,,,,,,,"Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Carnaghan, C., Using student response systems in the accounting classroom: Strengths, strategies and limitation (2011) Journal of Accounting Education, 29 (4), pp. 265-283; Filer, D., Everyone's answering: Using technology to increase classroom participation (2010) Nurse Education Perspective, 31 (4), pp. 247-250; Fitch, J., Student feedback in the college classroom: A technology solution (2004) Educational Technology Research and Development, 52 (1), pp. 71-77; Florenthal, B., Students' motivation to participate via mobile technology in the classroom: A uses and gratification approach (2018) Journal of Marketing Education.; Hunsu, N., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Martinez, M.E., Cognition and the question of test item format (1999) Educational Psychologist, 34 (4), pp. 207-218; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE Quarterly, 30 (2), pp. 71-74; Narayan, J., Using response cards to increase student participation in an elementary classroom (1990) Journal of Applied Behavior Analysis, 23 (4), pp. 483-490; Newland, S., Black, B., More than multiple choice: A toolbox for incorporating clickers into political science courses (2019) Journal of Political Science Education.; Premkumar, K., Rules of engagement - 12 tips for successful use of ""clickers"" in the classroom (2009) Medical Teacher, 30 (2), pp. 146-149; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Stowell, J.R., Using student response systems (""clickers"") to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Wang, W., Student perceptions of classic and game-based online student response systems (2018) Nurse Educator.; Wong, A., Student perceptions on the use of student response system in higher education in Hong Kong (2018) Proceedings of the 5th Teaching & Education Conference, pp. 118-135. , Amsterdam, Netherlands",,Nunes M.B.Isaias P.Rodrigues L.,,IADIS Press,"International Conference on e-Learning 2019, EL 2019",17 July 2019 through 19 July 2019,,151503.0,,9789898533883,,,English,"Multi Conf. Comput. Sci. Inf. Syst., MCCSIS - Proc. Int. Conf. e-Learn.",Conference Paper,Final,,Scopus,2-s2.0-85073158323
"Karkouch A., Al Moatassime H., Mousannif H.",56349911400;6507216948;36802403100;,Towards a ubiquitous students’ response system for monitoring learning performances,2019,International Journal of Intelligent Enterprise,6,2-4,,242,261,,,10.1504/IJIE.2019.101132,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069802528&doi=10.1504%2fIJIE.2019.101132&partnerID=40&md5=053f81d76743401796f0ab2b204cfc19,"OSER Research Team, FSTG, Cadi Ayyad University, Marrakesh, Morocco; LISI Laboratory, FSSM, Cadi Ayyad University, Marrakesh, Morocco","Karkouch, A., OSER Research Team, FSTG, Cadi Ayyad University, Marrakesh, Morocco; Al Moatassime, H., OSER Research Team, FSTG, Cadi Ayyad University, Marrakesh, Morocco; Mousannif, H., LISI Laboratory, FSSM, Cadi Ayyad University, Marrakesh, Morocco","Receiving feedback from students about their learning experience is a key part of any pedagogical approach. Students’ feedback could be retrieved in a variety of ways using various students response systems (SRS); however, existing SRS suffer from lack of seamless integration into learning environments, becoming a potential source of distraction for the learning process. We propose a ubiquitous students response system (U-SRS) that is capable of continuously and seamlessly monitoring various students’ learning performances features, making sense of them and providing insights for teachers, enabling them to adapt their pedagogical approach according to their students immediate needs. The proposed U-SRS takes advantages of machine learning and the internet of things paradigm to enable its services in connected classrooms. We present our solution’s design, its architecture and features used to build learning performance predictive models along with implementation and various prototypes. Finally, we highlight the advantages of U-SRS over existing solutions. © 2019 Inderscience Enterprises Ltd.",Internet of things; Machine learning; SRS; Students feedback; Students response system,,,,,,,,,,,,"Altrabsheh, N., Cocea, M., Fallahkhair, S., Predicting learning-related emotions from students’ textual classroom feedback via Twitter (2015) The 8th International Conference on Educational Data Mining, pp. 436-439; Altrabsheh, N., Gaber, M.M., Cocea, M., SA-E: Sentiment analysis for education (2013) Front. Artif. Intell. Appl., 255, pp. 353-362; Beatty, I.D., Transforming student learning with classroom communication systems (2005) Educ. Appl. Res., 2004 (3), pp. 1-13; Calvo, R.A., Kim, S.M., Sentiment analysis in student experiences of learning (2010) Third International Conference on Educational Data Mining (EDM2010), pp. 111-120; Craig, S., Affect and learning: An exploratory look into the role of affect in learning with autotutor (2004) Journal of Educational Media, 29 (3), pp. 241-250; D’Mello, S., Graesser, A., Picard, R.W., Toward an affect-sensitive autotutor (2007) IEEE Intelligent Systems, 22 (4), pp. 53-61; Denker, K.J., Student response systems and facilitating the large lecture basic communication course: Assessing engagement and learning (2013) Communication Teacher, 27 (1), p. 50; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Feng, T., Can e-learner’s emotion be recognized from interactive Chinese texts? (2009) Proceedings of the 2009 13th International Conference on Computer Supported Cooperative Work in Design, CSCWD 2009, pp. 546-551; Fitzpatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Advances in Physiology Education, 35 (3), pp. 280-289; Gauci, S.A., Promoting student-centered active learning in lectures with a personal response system (2009) Advances in Physiology Education, 33 (1), pp. 60-71; Karkouch, A., A model-driven framework for data quality management in the internet of things (2017) Journal of Ambient Intelligence and Humanized Computing, pp. 1-22. , http://link.springer.com/10.1007/s12652-017-0498-0, accessed 16 July 2017; Kort, B., Reilly, R., Picard, R.W., An affective model of interplay between emotions and learning: Reengineering educational pedagogy-building a learning companion (2001) Proceedings – IEEE International Conference on Advanced Learning Technologies, ICALT 2001, pp. 43-46. , February; Leong, C.K., Lee, Y.H., Mak, W.K., Mining sentiments in SMS texts for teaching evaluation (2012) Expert Systems with Applications, 39 (3), pp. 2584-2589. , http://dx.doi.org/10.1016/j.eswa.2011.08.113; Mory, E.H., Feedback research revisited (2004) Handbook of Research for Educational Communications and Technology, 2, pp. 745-784; Pekrun, R., Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research (2007) Adult Learning, 18 (2), p. 19; Stein, N.L., Making sense out of emotion: The representation and use of goal-structured knowledge (1990) Psychological and Biological Approaches to Emotion, pp. 45-73; Teevan, J., Displaying mobile feedback during a presentation (2012) Proceedings of the 14th International Conference on Human-Computer Interaction with Mobile Devices and Services – MobileHCI ‘12, p. 379; Yassein, M.B., Internet of things’ business impact and its application layer protocol in embedded systems (2017) International Journal of Intelligent Enterprise, 4 (1-2), pp. 143-154","Karkouch, A.; OSER Research Team, FSTG, Cadi Ayyad UniversityMorocco; email: aimad.karkouch@ced.uca.ac.ma",,,Inderscience Enterprises Ltd.,,,,,17453232,,,,English,Int. J. Intell. Enterp.,Conference Paper,Final,,Scopus,2-s2.0-85069802528
"Mader S., Bry F.",57204816925;22333353700;,Fun and engagement in lecture halls through social gamification,2019,International Journal of Engineering Pedagogy,9,2,,117,136,,,10.3991/ijep.v9i2.10163,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069787247&doi=10.3991%2fijep.v9i2.10163&partnerID=40&md5=9d80998b6a3682c5fc52ddc94c642c2a,"Ludwig Maximilian University of Munich, Munich, Germany","Mader, S., Ludwig Maximilian University of Munich, Munich, Germany; Bry, F., Ludwig Maximilian University of Munich, Munich, Germany","The traditional lecture is a teaching format which offers students few opportunities for engagement turning them into passive listeners of the lecturers' presentations what negatively impacts on their learning. With audience response systems, that is technology-supporting classroom quizzes, breaks which reactivate the students can be introduced into the lecturers' presentations. This article reports on an audience response system coupled with a social gamification of quizzes based on teams: Each student is assigned to a team and the students' answers to quizzes contribute to their team's success. An immediate overview of team participation updated in real-time during the quiz and updated team standings after the quiz are displayed for everyone to see motivating students to participate in the quizzes. The contribution of this article is threefold: First, a team-based social gamification of quizzes aimed at boosting participation in quizzes and attendance at lectures, second, original technological tools supporting the proposed team-based social gamification, and third, a first evaluation demonstrating its effectiveness in a small course and a second evaluation suggesting that for use in large classes teams have to be built in a specific way. This article is an extended version of [32] which provides a deeper representation of related work, a more extensive description of the team component, an additional evaluation, and implications for the use of the team-based social gamification in large classes. © 2019 Kassel University Press GmbH. All rights reserved.",Audience response systems; Gamification; Online learning environments,,,,,,,,,,,,"Bry, F., Pohl, A.Y.S., Large class teaching with Backstage (2017) Journal of Applied Research in Higher Education, 9 (1), pp. 105-128. , https://doi.org/10.1108/JARHE-06-2015-0042; Byrd, G.G., Coleman, S., Werneth, C., Exploring the universe together: Cooperative quizzes with and without a classroom performance system in Astronomy 101 (2004) Astronomy Education Review, 3 (1), pp. 26-30. , https://doi.org/10.3847/AER2004004; Carroll, J.A., Rodgers, J., Sankupellay, M., Newcomb, M., Cook, R., Systematic evaluation of GoSoapBox in tertiary education: A student response system for improving learning experiences and outcomes (2014) INTED2014 Proceedings; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977. , https://doi.org/10.1119/1.1374249; Danelli, F., Implementing game design in gamification (2015) Gamification in Education and Business, pp. 67-79. , https://doi.org/10.1007/978-3-319-10208-5_4, Springer, Cham; Darley, J.M., Latané, B., Bystander intervention in emergencies: Diffusion of responsibility (1968) Journal of Personality and Social Psychology, 8 (4 p1), p. 377; Deterding, S., Dixon, D., Khaled, R., Nacke, L., From game design elements to gamefulness: Defining gamification (2011) Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9-15. , September. ACM; Festinger, L., A theory of social comparison processes (1954) Human Relations, 7 (2), pp. 117-140. , https://doi.org/10.1177/001872675400700202; Hamari, J., Koivisto, J., Sarsa, H., Does gamification work?-a literature review of empirical studies on gamification (2014) 2014 47th Hawaii International Conference on System Sciences (HICSS), pp. 3025-3034. , January. IEEE; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119. , https://doi.org/10.1016/j.compedu.2015.11.013; Inbar, O., Tractinsky, N., Tsimhoni, O., Seder, T., Driving the scoreboard: Motivating eco-driving through in-car gaming (2011) Proceedings of the CHI 2011 Workshop Gamification: Using Game Design Elements in Non-Game Contexts, pp. 07-12. , May; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827. , https://doi.org/10.1016/j.compedu.2009.05.001; Kelly, G.E., Lecture attendance rates at university and related factors (2012) Journal of Further and Higher Education, 36 (1), pp. 17-40. , https://doi.org/10.1080/0309877X.2011.596196; Latulipe, C., Long, N.B., Seminario, C.E., Structuring flipped classes with lightweight teams and gamification (2015) Proceedings of the 46th ACM Technical Symposium on Computer Science Education, pp. 392-397. , February. ACM; Mazur, E., (2017) Peer Instruction, , https://doi.org/10.1007/978-3-662-54377-1, Springer; McGonigal, J., (2011) Reality is Broken: Why Games Make Us Better and How They Can Change the World, , Penguin; Mekler, E.D., Brühlmann, F., Opwis, K., Tuch, A.N., Do points, levels and leaderboards harm intrinsic motivation? An empirical analysis of common gamification elements (2013) Proceedings of the First International Conference on Gameful Design, Research, and Applications, pp. 66-73. , https://doi.org/10.1145/2583008.2583017, October. ACM; Nicholson, S., A recipe for meaningful gamification (2015) Gamification in Education and Business, pp. 1-20. , https://doi.org/10.1007/978-3-319-10208-5_1, Springer, Cham; Pohl, A., (2015) Fostering Awareness and Collaboration in Large-Class Lectures: Principles and Evaluation of the Backchannel Backstage, , Doctoral dissertation, Ludwig-Maximilians-Universität München; Polya, G., (2004) How to Solve It: A New Aspect of Mathematical Method (No. 246), , Princeton university press; Reeves, B., Read, J.L., (2009) Total Engagement: How Games and Virtual Worlds Are Changing the Way People Work and Businesses Compete, , Harvard Business Press; Russell, G., Shaw, S., A study to investigate the prevalence of social anxiety in a sample of higher education students in the United Kingdom (2009) Journal of Mental Health, 18 (3), pp. 198-206. , https://doi.org/10.1080/09638230802522494; Ryan, R.M., Deci, E.L., Intrinsic and extrinsic motivations: Classic definitions and new directions (2000) Contemporary Educational Psychology, 25 (1), pp. 54-67. , https://doi.org/10.1006/ceps.1999.1020; Shi, C., Lee, H.J., Kurczak, J., Lee, A., Driving infotainment app: Gamification of performance driving (2012) Adjunct Proceedings of the 4th International Conference on Automotive User Interfaces and Interactive Vehicular Applications, pp. 26-27. , October; Skinner, B.F., (2011) About Behaviorism, , Vintage; Tversky, A., Kahneman, D., Loss aversion in riskless choice: A reference-dependent model (1991) The Quarterly Journal of Economics, 106 (4), pp. 1039-1061. , https://doi.org/10.2307/2937956; Voelkl, K.E., School warmth, student participation, and achievement (1995) The Journal of Experimental Education, 63 (2), pp. 127-138. , https://doi.org/10.1080/00220973.1995.9943817; Esteves, M.D., Pereira, A., Veiga, N., Vasco, R., Veiga, A., The use of new learning technologies in higher education classroom: A case study International Journal of Engineering Pedagogy (iJEP), 8 (2), pp. 115-127; Plump, C.M., LaRosa, J., Using kahoot! In the classroom to create engagement and active learning: A game-based technology solution for elearning novices (2017) Management Teaching Review, 2 (2), pp. 151-158. , https://doi.org/10.1177/2379298116689783; Turan, Z., Avinc, Z., Kara, K., Goktas, Y., Gamification and education: Achievements, cognitive loads, and views of students (2016) International Journal of Emerging Technologies in Learning (iJET), 11, pp. 64-69. , https://doi.org/10.3991/ijet.v11i07.5455, 07); Bicen, H., Kocakoyun, S., Perceptions of students for gamification approach: Kahoot as a case study (2018) International Journal of Emerging Technologies in Learning (iJET), 13, pp. 72-93. , https://doi.org/10.3991/ijet.v13i02.7467, 02); Mader, S., Bry, F., Gaming the lecture hall: Using social gamification to enhance student motivation and participation (2019) Proceedings of the 21st International Conference on Interactive Collaborative Learning, , to appear; Andrade, F.R., Mizoguchi, R., Isotani, S., The bright and dark sides of gamification (2016) International Conference on Intelligent Tutoring Systems, pp. 176-186. , https://doi.org/10.1007/978-3-319-39583-8_17, June. Springer, Cham; Toda, A.M., Valle, P.H., Isotani, S., The dark side of gamification: An overview of negative effects of gamification in education (2017) Researcher Links Workshop: Higher Education for All, pp. 143-156. , https://doi.org/10.1037/00223514.86.6.849, March. Springer, Cham; Tauer, J.M., Harackiewicz, J.M., The effects of cooperation and competition on intrinsic motivation and performance (2004) Journal of Personality and Social Psychology, 86 (6), pp. 849-861; Stanne, M.B., Johnson, D.W., Johnson, R.T., Does competition enhance or inhibit motor performance: A Meta-analysis (1999) Psychological Bulletin, 125 (1), pp. 133-154. , https://doi.org/10.1037/0033-2909.125.1.133; Deutsch, M., Cooperation and competition (2011) Conflict, Interdependence, and Justice, pp. 23-40. , https://doi.org/10.1007/978-1-4419-9994-8_2, Springer, New York, NY","Mader, S.; Ludwig Maximilian University of MunichGermany; email: sebastian.mader@ifi.lmu.de",,,Kassel University Press GmbH,,,,,21924880,,,,English,Int. J. Engi. Pedagogy,Conference Paper,Final,Open Access,Scopus,2-s2.0-85069787247
Chang C.-Y.,55729449300;,"CloudClassRoom (CCR), for the next generation",2019,"Proceedings of the 15th International Conference on Mobile Learning 2019, ML 2019",,,,165,167,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065871577&partnerID=40&md5=b9830b96159e5eab6cf466f00c20813d,"Science Education Center, National Taiwan Normal University, No. 88, Sec. 4, Ting-Chou Rd., Wunshan District, Taipei, Taiwan","Chang, C.-Y., Science Education Center, National Taiwan Normal University, No. 88, Sec. 4, Ting-Chou Rd., Wunshan District, Taipei, Taiwan","This poster presentation aims to demonstrate an advanced version of clickers, CloudClassRoom (CCR), to conference participants. CCR is written in HTML 5.0 and works on every Internet-capable device without software or plug-ins installation. CCR enables teachers and students to participate in question-answering activates by using their own mobile devices, such as laptops, smartphones, or tablets. By this means, every student in the classroom can express his/her thoughts instantly as well as anonymously. CCR provides the teacher a rough picture of student learning progress in real time. Leveraging the capacity of mobile devices, CCR supports text and multimedia responses. Moreover, CCR is equipped with a role-swapping function; students are endowed with the power to pose questions to the teacher and peers, and then collect responses instantly from the whole class. We expect that the role-swapping function can engage students in deeper learning. The advanced functions of CCR will be demonstrated live, during the poster presentation. © 2019 IADIS Press. All rights reserved.",Classroom Learning; Clicker; Cloud Classroom; Group Discussion; Instant Response System; Smart Phone,E-learning; Smartphones; Advanced functions; Classroom learning; Clicker; Group discussions; Poster presentations; Question Answering; Response systems; Swapping functions; Students,,,,,"Ministry of Education

National Taiwan Normal University: NTNU","This work was financially supported by the ""Institute for Research Excellence in Learning Sciences"" of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan",,,,,"Brookhart, S.M., (2010) How to Assess Higher-Order Thinking Skills in Your Classroom, , ASCD, Alexandria, USA; Brown, S.I., Walter, M.I., (2005) The Art of Problem Posing, , Psychology Press, Mahwah, USA; Chien, Y.T., Examining the effects of displaying clicker voting results on high school students’ voting behaviors, discussion processes, and learning outcomes (2015) Eurasia Journal of Mathematics, Science & Technology Education, 11 (5), pp. 1089-1104; Chien, Y.T., Chang, C.Y., Supporting socio-scientific argumentation in the classroom through automatic group formation based on students’ real-time responses (2015) Science Education in East Asia: Pedagogical Innovations and Research-Informed Practices, pp. 549-563. , M. S. Khine Ed, Springer International Publishing; Chien, Y.T., Do we click in the right way? a meta-analytic review of clicker-integrated instruction Educational Research Review, , accepted; Cunningham, R.F., Problem posing: An opportunity for increasing student responsibility (2004) Mathematics and Computer Education, 38 (1), pp. 83-89; Johnson, L., (2014) NMC Horizon Report: 2014 K-12 Edition, , The New Media Consortium, Austin, USA; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kilpatrick, J., Problem formulating: Where do good problems come from? (1987) Cognitive Science and Mathematics Education, pp. 123-147. , A. H. Schoenfeld Ed, Lawrence Erlbaum Associates, Hillsdale, USA; (2015) Students’ Internet Usage Survey Report in 2015 [Translated from Chinese], , MOE; Perrin, J.R., Problem posing at all levels in the calculus classroom (2007) School Science and Mathematics, 107 (5), pp. 182-192; Van Meter, P., Garner, J., The promise and practice of learner-generated drawing: Literature review and synthesis (2005) Educational Psychology Review, 17 (4), pp. 285-325; (2017) Internet Usage in Asia, , http://www.Internetworldstats.com/stats3.htm, Internet World Stats: Usage and Population Statistics (IWS) Retrieved from: Accessed May 17, 2017","Chang, C.-Y.; Science Education Center, National Taiwan Normal University, No. 88, Sec. 4, Ting-Chou Rd., Taiwan",Ravesteijn P.Rodrigues L.Isaias P.Ongena G.Sanchez I.A.,,IADIS Press,"15th International Conference on Mobile Learning 2019, ML 2019",11 April 2019 through 13 April 2019,,147707.0,,9789898533869,,,English,"Proc. Int. Conf. Mob. Learn., ML",Conference Paper,Final,,Scopus,2-s2.0-85065871577
[No author name available],[No author id available],"10th International Conference on Computer Supported Education, CSEDU 2018",2019,Communications in Computer and Information Science,1022,,,,,585.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068317446&partnerID=40&md5=c8eb050f7ebb291e01d24acfe1c76e2c,,,"The proceedings contain 27 papers. The special focus in this conference is on Computer Supported Education. The topics include: Improving STEM Learning Experience in Primary School by Using NEWTON Project Innovative Technologies; Pathways to Successful Online Testing: eExams with the “Secure Exam Environment” (SEE); A Space-Efficient Technique of Policy Trees for an Intelligent Tutoring System on POMDP; a Learning Analytics Dashboard to Analyse Learning Activities in Interpreter Training Courses; how to Apply Problem-Based Learning in a Managed Way? A Case in Computing Education; practical Software Engineering Capstone Course – Framework for Large, Open-Ended Projects to Graduate Student Teams; a Systematic Mapping Study on Game Elements and Serious Games for Learning Programming; algorithms and Logic as Programming Primers; an Evaluation of the Reliability, Validity and Sensitivity of Three Human Mental Workload Measures Under Different Instructional Conditions in Third-Level Education; Using Spinoza Log Data to Enhance CS1 Pedagogy; an Exercise in Reverse Engineering for Safety-Critical Systems: An Experience for the Classroom; digital Media and Informal Learning: Alteration Mechanism and Captured Episodes; as One Size Doesn’t Fit All, Personalized Massive Open Online Courses Are Required; intermediaries in eHealth Education; detecting and Addressing Design Smells in Novice Processing Programs; investigating Embodied Music Expression Through the Leap Motion: Experimentations in Educational and Clinical Contexts; intuitive Reasoning in Formalized Mathematics with Elfe; automatic Evaluation of Students’ Discussion Skill Based on their Heart Rate; improving Student Learning Experience by the Full Integration of Classroom Response Systems into Lectures; a Layered Approach to Automatic Essay Evaluation Using Word-Embedding.",,,,,,,,,,,,,,,McLaren B.M.Zvacek S.Reilly R.Uhomoibhi J.,,Springer Verlag,"10th International Conference on Computer Supported Education, CSEDU 2018",15 March 2018 through 17 March 2018,,227629.0,18650929,9783030211509,,,English,Commun. Comput. Info. Sci.,Conference Review,Final,,Scopus,2-s2.0-85068317446
"Sebastian A.G., Singh S., Manikanta P.B.T., Ashwin T.S., Reddy G.R.M.",57204591008;57204593328;57204586411;56524494100;35293525200;,Multimodal group activity state detection for classroom response system using convolutional neural networks,2019,Advances in Intelligent Systems and Computing,707,,,245,251,,,10.1007/978-981-10-8639-7_25,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056284204&doi=10.1007%2f978-981-10-8639-7_25&partnerID=40&md5=aa71be2e8c6c8666b86b236d4cc59437,"Department of Information Technology, National Institute of Technology Karnataka, Surathkal, Mangalore, India","Sebastian, A.G., Department of Information Technology, National Institute of Technology Karnataka, Surathkal, Mangalore, India; Singh, S., Department of Information Technology, National Institute of Technology Karnataka, Surathkal, Mangalore, India; Manikanta, P.B.T., Department of Information Technology, National Institute of Technology Karnataka, Surathkal, Mangalore, India; Ashwin, T.S., Department of Information Technology, National Institute of Technology Karnataka, Surathkal, Mangalore, India; Reddy, G.R.M., Department of Information Technology, National Institute of Technology Karnataka, Surathkal, Mangalore, India","Human–Computer Interaction is a crucial and emerging field in computer science. This is because computers are replacing humans in many jobs to provide services. This has resulted in the computer being needed to interact with the human in the same way as the human does with another. When humans talk to each other, they gain feedback based on how the other person responds non-verbally. Since computers are now interacting with humans, they need to be able to detect these facial cues and accordingly adjust their services based on this feedback. Our proposed method aims at building a Multimodal Group Activity State Detection for Classroom Response System which tries to recognize the learning behavior of a classroom for providing effective feedback and inputs to the teacher. The key challenges dealt here are to detect and analyze as many students as possible for a non-biased evaluation of the mood of the students and classify them into three activity states defined: Active, passive, and inactive. © Springer Nature Singapore Pte Ltd. 2019",Activity states; Convolutional neural network; Emotion detection; Feedback mechanism; OpenCV; Video analytics,Convolution; Neural networks; Teaching; Convolutional neural network; Emotion detection; Feedback mechanisms; OpenCV; Video analytics; Human computer interaction,,,,,,,,,,,"Jeon, J., Park, J.-C., Jo, Y.J., Nam, C.M., Bae, K.-H., Hwang, Y., Kim, D.-S., A Real-Time Facial Expression Recognizer Using Deep Neural Network; Zhang, S., Zhang, S., Huang, T., Gao, W., Multimodal Deep Convolutional Neural Network for Audio-Visual Emotion Recognition; Mou, W., Gunes, H., Patras, I., Automatic Recognition of Emotions and Membership in Group Videos; Sun, Y., Sebe, N., Lew, M.S., Gevers, T., Authentic Emotion Detection in Real-Time Video; Soleymani, M., Pantic, M., Pun, T., Multimodal Emotion Recognition in Response to Videos; Kalaiselvi, R., Kavitha, P., Shunmuganathan, K.L., Automatic Emotion Recognition in Video","Sebastian, A.G.; Department of Information Technology, National Institute of Technology Karnataka, SurathkalIndia; email: abraham.g.sebastian@gmail.com",,,Springer Verlag,,,,,21945357,,,,English,Adv. Intell. Sys. Comput.,Book Chapter,Final,,Scopus,2-s2.0-85056284204
"Maharjan N., Rus V.",56878870600;57207539829;,A concept map based assessment of free student answers in tutorial dialogues,2019,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),11625 LNAI,,,244,257,,,10.1007/978-3-030-23204-7_21,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068342239&doi=10.1007%2f978-3-030-23204-7_21&partnerID=40&md5=795e15879f9fe5d71cfd0ca2ee6598c2,"Department of Computer Science, Institute for Intelligent Systems, The University of Memphis, Memphis, TN  38152, United States","Maharjan, N., Department of Computer Science, Institute for Intelligent Systems, The University of Memphis, Memphis, TN  38152, United States; Rus, V., Department of Computer Science, Institute for Intelligent Systems, The University of Memphis, Memphis, TN  38152, United States","Typical standard Semantic Textual Similarity (STS) solutions assess free student answers without considering context. Furthermore, they do not provide an explanation for why student answers are similar, related or unrelated to a benchmark answer. We propose a concept map based approach that incorporates contextual information resulting in a solution that can both better assess and interpret student responses. The approach relies on a novel tuple extraction method to automatically map student responses to concept maps. Using tuples as the unit of learning (learning components) allows us to track students’ knowledge at a finer grain level. We can thus better assess student answers beyond the binary decision of correct and incorrect as we can also identify partially-correct student answers. Moreover, our approach can easily detect missing learning components in student answers. We present experiments with data collected from dialogue-based intelligent tutoring systems and discuss the added benefit of the proposed method to adaptive interactive learning systems such as the capability of providing relevant targeted feedback to students which could significantly improve the effectiveness of such intelligent tutoring systems. © Springer Nature Switzerland AG 2019.",Concept map; Intelligent tutoring system; Interpretable similarity; semantic textual similarity; Student answer assessment; Student knowledge representation; Tutorial dialogues,Computer aided instruction; Education computing; Knowledge representation; Learning systems; Semantics; Concept maps; Intelligent tutoring system; Interpretable similarity; Student knowledge; Textual similarities; Tutorial dialogues; Students,,,,,"National Science Foundation, NSF: CISE-ACI-1443068, CISE-IIS-1822816

University of Memphis, UofM","Acknowledgments. This work was partially supported by The University of Memphis, the National Science Foundation (awards CISE-IIS-1822816 and CISE-ACI-1443068), and a contract from the Advanced Distributed Learning Initiative of the United States Department of Defense.",,,,,"Agirre, E., Semeval-2015 task 2: Semantic textual similarity, English, Spanish and pilot on interpretability (2015) Proceedings of the 9Th International Workshop on Semantic Evaluation Semeval 2015, pp. 252-263. , http://aclweb.org/anthology/S15-2045, Association for Computational Linguistics; Agirre, E., Semeval-2016 task 1: Semantic textual similarity, monolingual and cross-lingual evaluation (2016) Proceedings of the 10Th International Workshop on Semantic Evaluation (Semeval-2016), pp. 497-511. , http://aclweb.org/anthology/S16-1081, Association for Computational Linguistics; Agirre, E., Gonzalez-Agirre, A., Lopez-Gazpio, I., Maritxalar, M., Rigau, G., Uria, L., Semeval-2016 task 2: Interpretable semantic textual similarity (2016) Proceedings of the 10Th International Workshop on Semantic Evaluation (Semeval-2016), pp. 512-524. , http://aclweb.org/anthology/S16-1082, Association for Computational Linguistics; All, A.C., Huycke, L.I., Fisher, M.J., Instructional tools for nursing education: Concept maps (2003) Nurs. Educ. 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Educ., 77 (1), pp. 95-111; Lomask, M., Baron, J., Greig, J., Harrison, C., ConnMap: Connecticut’s use of concept mapping to assess the structure of students’ knowledge of science (1992) Annual Meeting of the National Association of Research in Science Teaching, pp. 21-25. , Cambridge, pp; Maharjan, N., Banjade, R., Gautam, D., Tamang, L.J., Rus, V., Dt team at SemEval-2017 task 1: Semantic similarity using alignments, sentence-level embeddings and Gaussian mixture model output (2017) Proceedings of the 11Th International Workshop on Semantic Evaluation (Semeval-2017), pp. 120-124. , http://aclweb.org/anthology/S17-2014, Association for Computational Linguistics; Maharjan, N., Banjade, R., Rus, V., Automated assessment of open-ended student answers in tutorial dialogues using Gaussian mixture models (2017) Proceedings of the Thirtieth International Florida Artificial Intelligence Research Society Conference, pp. 98-103. , https://aaai.org/ocs/index.php/FLAIRS/FLAIRS17/paper/view/15489; Maharjan, N., Gautam, D., Rus, V., Assessing free student answers in tutorial dialogues using LSTM models (2018) AIED 2018. LNCS (LNAI), 10948, pp. 193-198. , https://doi.org/10.1007/978-3-319-93846-235, Penstein Rosé, C., et al. (eds.), Springer, Cham; Maharjan, N., Rus, V., Towards concept map based free student answer assessment (2019) Proceedings of the Thirty-Second International Florida Artificial Intelligence Research Society Conference; Martinez Maldonado, R., Kay, J., Yacef, K., Schwendimann, B., An interactive teacher’s dashboard for monitoring groups in a multi-tabletop learning environment (2012) ITS 2012. LNCS, 7315, pp. 482-492. , https://doi.org/10.1007/978-3-642-30950-262, Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds.), pp., Springer, Heidelberg; Mausamschmitz, M., Soderland, S., Bart, R., Etzioni, O., Open language learning for information extraction (2012) Proceedings of the 2012 Joint Conference on Empirical Methods in Natural Language Processing and Computational Natural Language Learning, pp. 523-534. , http://aclweb.org/anthology/D12-1048, Association for Computational Linguistics; Miller, G.A., WordNet: A lexical database for english (1995) Commun. ACM, 38 (11), pp. 39-41; Mohammad, S., Dorr, B., Hirst, G., Computing word-pair antonymy (2008) Proceedings of the 2008 Conference on Empirical Methods in Natural Language Processing, pp. 982-991. , http://aclweb.org/anthology/D08-1103, Association for Computational Linguistics; Niraula, N.B., Rus, V., Banjade, R., Stefanescu, D., Baggett, W., Morgan, B., The DARE corpus: A resource for anaphora resolution in dialogue based intelligent tutoring systems (2014) LREC, pp. 3199-3203. , http://www.lrec-conf.org/proceedings/lrec2014/pdf/372Paper.pdf; Novak, J.D., Bob Gowin, D., Johansen, G.T., The use of concept mapping and knowledge vee mapping with junior high school science students (1983) Sci. Educ., 67 (5), pp. 625-645; Novak, J.D., Musonda, D., A twelve-year longitudinal study of science concept learning (1991) Am. Educ. Res. J., 28 (1), pp. 117-153. , https://www.jstor.org/stable/pdf/1162881.pdf; Olney, A.M., Guru: A computer tutor that models expert human tutors (2012) ITS 2012. LNCS, 7315, pp. 256-261. , https://doi.org/10.1007/978-3-642-30950-232.http://www.academia.edu/download/46942204/GuruAComputertutorthatmodelsexpert20160701-24127-rkuna9.pdf, Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds.), Springer, Heidelberg; Roth, W.M., Roychoudhury, A., The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students (1993) J. Res. Sci. Teach., 30 (5), pp. 503-534; Royer, J.M., Cisero, C.A., Carlo, M.S., Techniques and procedures for assessing cognitive skills (1993) Rev. Educ. Res., 63 (2), pp. 201-243; Rus, V., D’Mello, S., Hu, X., Graesser, A., Recent advances in conversational intelligent tutoring systems (2013) AI Mag, 34 (3), pp. 42-54. , http://www.aaai.org/ojs/index.php/aimagazine/article/viewFile/2485/2378; Rus, V., Lintean, M., A comparison of greedy and optimal assessment of natural language student input using word-to-word similarity metrics (2012) Proceedings of the Seventh Workshop on Building Educational Applications Using NLP, pp. 157-162. , http://aclweb.org/anthology/W12-2018, Association for Computational Linguistics; Rus, V., Niraula, N.B., Banjade, R., DeepTutor: An effective, online intelligent tutoring system that promotes deep learning (2015) AAAI, pp. 4294-4295. , http://www.aaai.org/ocs/index.php/AAAI/AAAI15/paper/download/10019/9857; Schmid, R.F., Telaro, G., Concept mapping as an instructional strategy for high school biology (1990) J. Educ. Res., 84 (2), pp. 78-85; Tian, J., Zhou, Z., Lan, M., Wu, Y., ECNU at SemEval-2017 task 1: Leverage kernel-based traditional NLP features and neural networks to build a universal model for multilingual and cross-lingual semantic textual similarity (2017) Proceedings of the 11Th International Workshop on Semantic Evaluation (Semeval-2017), pp. 191-197. , http://aclweb.org/anthology/S17-2028, Association for Computational Linguistics; Wallace, J.D., Mintzes, J.J., The concept map as a research tool: Exploring conceptual change in biology (1990) J. Res. Sci. Teach., 27 (10), pp. 1033-1052; Wu, P.H., Hwang, G.J., Milrad, M., Ke, H.R., Huang, Y.M., An innovative concept map approach for improving students’ learning performance with an instant feedback mechanism (2012) Br. J. Educ. Technol., 43 (2), pp. 217-232","Maharjan, N.; Department of Computer Science, Institute for Intelligent Systems, The University of MemphisUnited States; email: nabin247@gmail.com",Isotani S.Millan E.Ogan A.McLaren B.Hastings P.Luckin R.,,Springer Verlag,"20th International Conference on Artificial Intelligence in Education, AIED 2019",25 June 2019 through 29 June 2019,,227669.0,03029743,9783030232030,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85068342239
"Jia J., Zhang J.",56114054500;57209583539;,The analysis of online learning behavior of the students with poor academic performance in mathematics and individual help strategies,2019,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),11546 LNCS,,,205,215,,,10.1007/978-3-030-21562-0_17,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068118379&doi=10.1007%2f978-3-030-21562-0_17&partnerID=40&md5=3a6d1ab51e74001b6b2ac10cf49482d4,"Department of Educational Technology, School of Education, Peking University, Yiheyuanlu 5, Beijing, 100871, China","Jia, J., Department of Educational Technology, School of Education, Peking University, Yiheyuanlu 5, Beijing, 100871, China; Zhang, J., Department of Educational Technology, School of Education, Peking University, Yiheyuanlu 5, Beijing, 100871, China","It is crucially important that educational practitioners and researchers pay attention to the students with poor academic performance and help improve their learning. The behaviors of the students using online learning systems can be used as one important data source to analyze the students’ learning behaviors. From the viewpoint of formative assessment, we define one student as a student with poor academic performance during one learning period if this student is classified into a student with poor academic performance in three quarters of all examinations during this period. After screening all students’ mathematic exam scores from Grade One to Grade Three of one experiment class in a junior high school in China, six students are identified as students with poor academic performance in math education during nearly three years’ study period. They performed worse in most examinations, but not bad in some examinations. Based on the OLAI (Online Learning Activity Index) model proposed by Jia and Yu (2017) to describe the students’ online learning activities, we analyze the students’ online quiz activity in a web-based interactive learning system by comparing the values of the OLAI dimensions of the students. The data analysis shows that every student had his or her own feature, and thus individual approaches to help each student are suggested. All the poor students had a bad performance in the starting point, i.e. the first exam. Their deficiency in previous study prevented them from understanding new knowledge and should be overcome at first. Overall, their online performance is positively correlated with the normal exam performance. The online quiz activities with instant feedback is helpful for the students with poor academic performance in their normal exams. The more challenging quizzes and the frequent help from teaching assistants online must not lead to better performance in normal exams. © Springer Nature Switzerland AG 2019.",Formative assessment; Learning analytics; Mathematics; OLAI (Online Learning Activity Index); Online learning behavior; Poor academic performance,E-learning; Education computing; Learning systems; Mathematical techniques; Online systems; Academic performance; Formative assessment; Learning analytics; Online learning; Online learning activities; Students,,,,,,,,,,,"Jia, J., Yu, Y., Online learning activity index (OLAI) and its application for adaptive learning (2017) ICBL 2017. LNCS, 10309, pp. 213-224. , https://doi.org/10.1007/978-3-319-59360-9_19, Cheung, S.K.S., Kwok, L., Ma, W.W.K., Lee, L.-K., Yang, H. (eds.), pp., Springer, Cham; Burns, M.K., Kanive, R., Degrande, M., Effect of a computer-delivered math fact intervention as a supplemental intervention for math in third and fourth grades (2012) Remed. Spec. Educ., 31 (3), pp. 184-191; Geary, D.C., Hoard, M.K., Learning disabilities in arithmetic and mathematics: Theoretical and empirical perspectives (2005) Handbook of Mathematical Cognition, pp. 253-267. , Campbell, J.I.D. (ed.), pp., Psychology Press, New York, NY; Gustafsson, J.E., Hansen, K.Y., Rosén, M., Effects of home background on student achievement in reading, mathematics, and science at the fourth grade (2013) I. Timss and Pirls 2011 Relationships Report; Lewis, K.E., Difference not deficit: Reconceptualizing mathematical learning disabilities (2014) J. Res. Math. Educ., 45 (3), pp. 351-396; Ok, M.W., Bryant, D.P., Effects of a strategic intervention with iPad practice on the multiplication fact performance of fifth-grade students with learning disabilities (2016) Learn. Disabil. Q., 39 (3), pp. 1-11; Roschelle, J., Feng, M., Murphy, R.F., Mason, C.A., Online mathematics homework increases student achievement (2016) AERA Open, 2 (4), pp. 1-12; Satsangi, R., Bouck, E.C., Using virtual manipulative instruction to teach the concepts of area and perimeter to secondary students with learning disabilities (2015) Learn. Disabil. Q., 38 (3), pp. 174-186; Shalev, R.S., (2007) Why is Math So Hard for Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities, pp. 49-60. , Prevalence of developmental dyscalculia. In: Berch, D.B., Mazzocco, M.M.M. (eds.), pp., Paul H. Brookes, Baltimore; Zhang, Y., Zhou, X., Building knowledge structures by testing helps children with mathematical learning difficulty (2014) J. Learn. Disabil., 49 (2), pp. 1-11; Sweller, J., Cognitive load theory, learning difficulty, and instructional design (1994) Learn. Instr., 4 (4), pp. 295-312; Chappell, A.L., Emergence of participatory methodology in learning difficulty research: Understanding the context (2000) Br. J. Learn. Disabil., 28 (1), pp. 38-43; Ellis, R., Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge (2006) Appl. Linguist., 27 (3), pp. 431-463; Bahar, M., Johnstone, A.H., Hansell, M.H., Revisiting learning difficulties in biology (1999) J. Biol. Educ., 33 (2), pp. 84-86; Sirhan, G., Learning difficulties in chemistry: An overview (2007) J. Turk. Sci. Educ., 4 (2), pp. 2-20. , https://doi.org/10.5334/jime.ai","Jia, J.; Department of Educational Technology, School of Education, Peking University, Yiheyuanlu 5, China; email: jjy@pku.edu.cn",Cheung S.K.S.Lee L.-K.Simonova I.Kozel T.Kwok L.-F.,Hong Kong Pei Hua Education Foundation;Springer,Springer Verlag,"12th International Conference on Blended Learning, ICBL 2019",2 July 2019 through 4 July 2019,,227369.0,03029743,9783030215613,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85068118379
[No author name available],[No author id available],"Multi Conference on Computer Science and Information Systems, MCCSIS 2019 - Proceedings of the International Conference on e-Learning 2019",2019,"Multi Conference on Computer Science and Information Systems, MCCSIS 2019 - Proceedings of the International Conference on e-Learning 2019",,,,,,385.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073153449&partnerID=40&md5=8bd76a3063e425b8d33a61e6b28b3d86,,,"The proceedings contain 56 papers. The topics discussed include: three-dimensional collaborative virtual environments to enhance learning mathematics; do student responses decrease if teachers keep asking questions through student response systems: a quantitative research; a sequential analysis of teaching behaviors toward the use of blackboard learning management system; the impact of e-learning on learner knowledge sharing quality; assessing open-book-open-web exam in high schools: the case of a developing country; CRISS: a cloud based platform for guided acquisition, evaluation and certification of digital competence; learning readiness when sharing knowledge while e-learning; and models, process and tool to assist cooperative scenarization of distant learning modules.",,,,,,,,,,,,,,,Nunes M.B.Isaias P.Rodrigues L.,,IADIS Press,"International Conference on e-Learning 2019, EL 2019",17 July 2019 through 19 July 2019,,151503.0,,9789898533883,,,English,"Multi Conf. Comput. Sci. Inf. Syst., MCCSIS - Proc. Int. Conf. e-Learn.",Conference Review,Final,,Scopus,2-s2.0-85073153449
"Hasan T., Hansen J.H.L.",24779538100;57209596602;,Factor analysis of acoustic features using a mixture of probabilistic principal component analyzers for robust speaker verification,2019,Odyssey 2012 - Speaker and Language Recognition Workshop,,,,243,247,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073197986&partnerID=40&md5=b243c4f268a1882b164ec69f5d5d4de2,"Center for Robust Speech Systems (CRSS), Erik Jonsson School of Engineering and Computer Science, University of Texas at Dallas, Richardson, TX  75252, United States","Hasan, T., Center for Robust Speech Systems (CRSS), Erik Jonsson School of Engineering and Computer Science, University of Texas at Dallas, Richardson, TX  75252, United States; Hansen, J.H.L., Center for Robust Speech Systems (CRSS), Erik Jonsson School of Engineering and Computer Science, University of Texas at Dallas, Richardson, TX  75252, United States","Robustness due to mismatched train/test conditions is one of the biggest challenges facing speaker recognition today, with transmission channel/handset and additive noise distortion being the most prominent factors. One limitation of the recent speaker recognition systems is that they are based on a latent factor analysis modeling of the GMM mean super-vectors alone. Motivated by the covariance structure of cepstral features, in this study, we develop a factor analysis model in the acoustic feature space instead of the super-vector domain. The proposed technique computes a mixture dependent feature dimensionality reduction transform and is directly applied to the first order Baum-Welch statistics for effective integration with a conventional i-vector-PLDA system. Experimental results on the telephone trials of the NIST SRE 2010 demonstrate the superiority of the proposed scheme. © Odyssey 2012 - Speaker and Language Recognition Workshop. All rights reserved.",,Additive noise; Mixtures; Multivariant analysis; Principal component analysis; Speech recognition; Vector spaces; Covariance structures; Dimensionality reduction; Factor analysis model; Latent factor analysis; Probabilistic principal component analyzers; Robust speaker verification; Speaker recognition system; Transmission channels; Factor analysis,,,,,"FA8750-09-C-0067

Air Force Research Laboratory, AFRL

University of Texas at Dallas, UT Dallas","∗This project was funded by AFRL through a subcontract to RADC Inc. under FA8750-09-C-0067, and partially by the University of Texas at Dallas from the Distinguished University Chair in Telecommunications Engineering held by J. Hansen. Approved for Public Release; Distribution Unlimited: 88ABW-2012-0701, 13-Feb-2012",,,,,"Kenny, P., Boulianne, G., Ouellet, P., Dumouchel, P., Joint factor analysis versus Eigenchannels in speaker recognition (2007) IEEE Trans. Audio, Speech, and Lang. Process., 15 (4), pp. 1435-1447. , May; Hansen, J.H.L., Analysis and compensation of speech under stress and noise for environmental robustness in speech recognition (1996) Speech Comm, 20 (1-2), pp. 151-173; Hasan, T., Hansen, J.H.L., Robust speaker recognition in non-stationary room environments based on empirical mode decomposition (2011) Proc. Interspeech, pp. 2733-2736. , Florence, Italy, Oct; Reynolds, D., Quatieri, T., Dunn, R., Speaker verification using adapted Gaussian mixture models (2000) Digital Signal Process, 10 (1-3), pp. 19-41; Campbell, W., Sturim, D., Reynolds, D., Support vector machines using GMM supervectors for speaker verification (2006) IEEE Signal Process. Letters, 13 (5), pp. 308-311; Kenny, P., Boulianne, G., Dumouchel, P., Eigenvoice modeling with sparse training data (2005) IEEE Trans. Speech and Audio Process., 13 (3), pp. 345-354. , May; Dehak, N., Kenny, P., Dehak, R., Dumouchel, P., Ouellet, P., Front-end factor analysis for speaker verification (2010) IEEE Trans. Audio, Speech, and Lang. Process., 19 (99), pp. 788-798. , May; Burget, L., Analysis of feature extraction and channel compensation in a GMM speaker recognition system (2007) IEEE Trans. Audio, Speech, and Lang. Process., 15 (7), pp. 1979-1986. , Sept; Tipping, M., Bishop, C., Mixtures of probabilistic principal component analyzers (1999) Neural Computation, 11 (2), pp. 443-482; Villalba, J., Brummer, N., Towards fully Bayesian speaker recognition: Integrating out the between-speaker covariance (2011) Proc. Interspeech, pp. 505-508. , Florence, Italy, Oct; Matejka, P., Glembek, O., Castaldo, F., Alam, M., Plchot, O., Kenny, P., Burget, L., Cernocky, J., Full-covariance UBM and heavy-tailed PLDA in i-vector speaker verification (2011) Proc. ICASSP, pp. 4828-4831. , Florence, Italy, Oct; Glembek, O., Burget, L., Matejka, P., Karafiat, M., Kenny, P., Simplification and optimization of i-vector extraction (2011) Proc. ICASSP, pp. 4516-4519. , Florence, Italy, Oct; Chien, J.-T., Ting, C.-W., Acoustic factor analysis for streamed hidden markov modeling (2009) IEEE Trans. Audio, Speech, and Lang. Process., 17 (7), pp. 1279-1291. , Sep; Lu, X., Dang, J., Vowel production manifold: Intrinsic factor analysis of vowel articulation (2010) IEEE Trans. Audio, Speech, and Lang. Process., 18 (5), pp. 1053-1062. , July; Zhou, B., Hansen, J.H.L., Rapid discriminative acoustic model based on Eigenspace mapping for fast speaker adaptation (2005) IEEE Trans. Speech and Audio Process., 13 (4), pp. 554-564. , July; Schwarz, P., Matejka, P., Cernocky, J., Hierarchical structures of neural networks for phoneme recognition (2006) Proc. ICASSP, 1. , May; Pelecanos, J., Sridharan, S., Feature warping for robust speaker verification (2001) Proc. Odyssey, pp. 213-218; Garcia-Romero, D., Espy-Wilson, C.Y., Analysis of i-Vector length normalization in speaker recognition systems (2011) Proc. Interspeech, pp. 249-252. , Florence, Italy, Oct; (2008) The NIST Year 2008 Speaker Recognition Evaluation Plan, , http://www.nist.gov, Online; (2010) The NIST Year 2010 Speaker Recognition Evaluation Plan, , http://www.nist.gov, Online","Hansen, J.H.L.; Center for Robust Speech Systems (CRSS), Erik Jonsson School of Engineering and Computer Science, University of Texas at DallasUnited States; email: John.Hansen@utdallas.edu",Li H.Ma B.Lee K.A.,,"Chinese and Oriental Languages Information Processing Society (COLIPS), Speaker and Language Characterization SIG","Speaker and Language Recognition Workshop, Odyssey 2012",25 June 2012 through 28 June 2012,,151521.0,,9789810730932,,,English,Odyssey - Speak. Lang. Recognit. Workshop,Conference Paper,Final,,Scopus,2-s2.0-85073197986
"Rumanyika J., Tedre M., Apiola M., Oyelere S.S., Mramba N.R.",57200144691;6504255945;36195359800;57188672243;57189302909;,"Contemporary challenges in street trader-customer interaction through mobile devices in Dodoma, Tanzania",2019,IFIP Advances in Information and Communication Technology,551,,,76,88,,,10.1007/978-3-030-18400-1_7,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065313921&doi=10.1007%2f978-3-030-18400-1_7&partnerID=40&md5=79a68efee8fcd0e1b4be85ae28b37ac6,"College of Business Education, Dodoma, Tanzania; Department of Future Technologies, University of Turku, Turku, Finland; School of Computing, University of Eastern Finland, Joensuu, Finland","Rumanyika, J., College of Business Education, Dodoma, Tanzania; Tedre, M., School of Computing, University of Eastern Finland, Joensuu, Finland; Apiola, M., Department of Future Technologies, University of Turku, Turku, Finland; Oyelere, S.S., School of Computing, University of Eastern Finland, Joensuu, Finland; Mramba, N.R., College of Business Education, Dodoma, Tanzania","Street trading is a common form of informal work carried out by almost one million Tanzanians. Majority of street traders use mobile devices to interact with customers. Despite this interaction, there is no abundant information showing if their interaction is mainly effective and does not face challenges. This study investigated the challenges faced by street traders and customers interacting through mobile devices in Dodoma, Tanzania. Qualitative data were collected using in-depth interviews with 42 street traders and 32 customers, followed by focus group discussion with eight street traders and six customers. Thematic analysis was used to analyze the data. The results show that street traders and customers occasionally interact using mobile phones. However, that interaction is challenged by issues connected to financial, technical and social aspects. These challenges are; lack of reliability among mobile phone interacting customers, mobile network problems, lack of business communication transparency, deep-rooted customary practices and perceptions of street trading, poor customer care, lack of consensus over mobile business etiquette, poor quality of product pictures, short mobile internet bundle validity, mobile phone battery life, and costs of mobile handset, transactions, vouchers, packages, and transport. The results call for the option of bundle and transaction cost reduction, network infrastructure improvement and provision of education to street traders and customers so that they realize the significance of business interaction using mobile devices contrary to what is happening recently, as well as abiding by communication ethics to minimize the likely challenges. © IFIP International Federation for Information Processing 2019.",Customers; Mobile device; Street trading,Cellular telephones; Cost reduction; Developing countries; Mobile computing; Mobile telecommunication systems; Sales; Social aspects; Business communications; Business interactions; Communication ethics; Customer interaction; Customers; In-depth interviews; Mobile phone batteries; Network infrastructure; Commerce,,,,,,,,,,,"Wyche, P.S., Murphy, L., Powering the cellphone revolution: Findings from mobile phone charging trials in off-grid Kenya (2013) Proceedings of the SIGCHI Conference on Human Factors in Computing Systems; Wyche, S., Dillahunt, R.T., Simiyu, N., Alaka, S., If god gives me the chance i will design my own phone: Exploring mobile phone repair and postcolonial approaches to design in rural Kenya (2015) Proceedings of the 2015 ACM International Joint Conference on Pervasive and Ubiquitous Computing; Wongtada, N., Street vending phenomena: A literature review and research agenda (2014) Thunderbird Int. Bus. Rev., 56 (1), pp. 55-75; Ogawa, S., Earning among friends”: Business practices and creed among petty traders in Tanzania (2006) Afr. Stud. Q., 9 (1-2), pp. 24-38; Mramba, N., The conception of street vending business in income poverty reduction in Tanzania (2015) Int. Bus. Res., 8 (5), pp. 120-129; (2016) Basic Demographic and Socio-Economic Profile Dodoma Region, NBS; Perekwa, B.G., Tania, P., van Deventer, J.P., The impact of mobile technology on micro and small enterprises in Zimbabwe in the post-hyperinflation economic era (2016) Afr. J. Inf. Syst., 8 (3), pp. 45-66; Tettey, C., The use of the mobile phone in a farmer’s business (2013) Int. J. Acad. Res. Bus. Soc. Sci., 3 (9), pp. 156-164; Kapinga, F.A., Montero, C.S., Mbise, E.R., Mobile technology for women entrepreneurs in Iringa, Tanzania: User requirements and architectural design. In: AFRICON 2017 (2017) IEEE; Mawona, A., Mpogole, H., ICT and financial inclusion: Adoption of mobile phone banking among small business owners in Iringa, Tanzania (2013) Ist-Africa Conference and Exhibition (Ist-Africa); Furuholt, B., Matotay, E., The developmental contribution from mobile phones across the agricultural value chain in rural Africa (2011) Electron. J. Inf. Syst. Dev. Ctries., 48 (7), pp. 1-16; Mramba, R., Apiola, M., Sutinen, E., Msami, P., Tina, K., Haule, M., Empowering street vendors through technology: An explorative study in Dar es Salaam, Tanzania (2015) International Technology Management Conference, Belfast; Mramba, N., Rumanyika, J., Apiola, M., Suhonen, J., ICT for informal workers in Sub-Saharan Africa: Systematic review and analysis (2017) In: IEEE Africon 2017 Proceedings, Cape Town; Pare, J.D., Does this site deliver? B2B e-commerce services for developing countries (2003) Inf. Soc., 19 (2), pp. 123-134; Hosmer, T.L., Trust: The connecting link between organizational theory and philosophical ethics (1995) Acad. Manag. Rev., 20 (2), pp. 379-403; Choi, H., Choi, Y.-J., Kim, K.-M., The understanding of building trust model on smartphone application: Focusing on users’ motivation (2012) Proceedings of the International Conference on IT Convergence and Security 2011. LNEE, 120, pp. 13-20. , https://doi.org/10.1007/978-94-007-2911-7_2, Kim, K.J., Ahn, S.J. (eds.), pp., Springer, Dordrecht; Roever, S., Skinner, C., Street vendors and cities (2016) Environ. Urban., 28 (2), pp. 359-374; Skinner, C., (2008) Street Trade in Africa: A Review. Working Paper No. 51, School of Development Studies; Svensson, J., Situated empowerment: Mobile phones practices among market women in Kampala (2016) Mob. Media Commun., 4 (2), pp. 205-220; Boateng, R., Robert, H., Galadima, R., Olumide, L., Preliminary insights into the influence of mobile phones in micro-trading activities of market women in Nigeria (2014) Inf. Dev., 30 (1), pp. 32-50; Deen-Swarray, M., Mpho, M., Stork, C., ICT access and usage among informal businesses in Africa (2013) Info, 15 (5), pp. 52-68; Molony, T., Carving a niche: ICT, social capital, and trust in the shift from personal to impersonal trading in Tanzania (2009) Inf. Technol. Dev., 15 (4), pp. 283-301; Mramba, N., Tulilahti, J., Apiola, M., Bookkeeping for informal workers: Co-creating with street traders (2016) DESRIST 2016. LNCS, 9661, pp. 97-113. , https://doi.org/10.1007/978-3-319-39294-3_7, Parsons, J., Tuunanen, T., Venable, J., Donnellan, B., Helfert, M., Kenneally, J. (eds.), pp., Springer, Cham; Emory, W.C., Cooper, D.R., Business Research Methods, 4th edn (1991) Homewood, Illinois; Miles, B.M.B., Huberman, A.M., (1994) Qualitative Data Analysis: An Expanded Sourcebook, , 2nd edn. Sage, Thousand Oaks; Ibrahim, M.A., Thematic analysis: A critical review of its process and evaluation (2012) West East J. Soc. Sci., 1 (1), pp. 39-47; Mramba, N., Apiola, M., Kolog, E.A., Sutinen, E., Technology for street traders in Tanzania: A design science research approach (2016) Afr. J. Sci. Technol. Innov. Dev., 8 (1), pp. 121-133; Wahab, S., Zahar, A.S.M., Momani, K.A., Nor, N.A.M., The influence of perceived privacy on customer loyalty in mobile phone services: An empirical research in Jordan (2011) Int. J. Comput. Sci. Issues (IJCSI), 8 (2), pp. 45-52; (2017) GSMA. Disaster Response: Mobile is Life: Research from Nyarugusu Refugee Camp, Tanzania, , GSM Association; Mothobi, O., Moshi, G.C., (2017) Cost of Smartphones Continues the Digital Divide in Tanzania. Policy Brief; Mpogole, H., Tweve, Y., Mwakatobe, N., Mlasu, S., Sabokwigina, D., Towards non-cash payments in Tanzania: The role of mobile phone money services (2016) Proceedings of Ist-Africa 2016 Conference; Mtaho, A.B., Ishengoma, F., (2014) Factors Affecting Qos in Tanzania Cellular Networks, pp. 29-36. , pp; Nwaobiala, U.C., Ubor, V.U., Effectiveness of electronic wallet system of growth enhancement support scheme distribution among arable crop farmers in Imo state, south eastern Nigeria (2016) Sci. Pap. Ser. Manag. Econ. Eng. Agric. Rural. Dev., 16 (1), pp. 355-360; Smith, A., Croxson, H., (2018) Triggering Mobile Internet Use in Côte D’ivoire and Tanzania, , GSMA, London; Misaki, E., Apiola, M., Gaiani, S., Tedre, M., Challenges facing sub‐Saharan small‐scale farmers in accessing farming information through mobile phones: A systematic literature review (2018) Electron. J. Inf. Syst. Dev. Ctries., pp. 1-12. , e12034; Rahmati, A., Qian, A., Zhong, L., Understanding human-battery interaction on mobile phones (2007) 9Th Proceedings of the International Conference on Human Computer Interaction with Mobile Devices and Services, , Singapore; Bhanot, S., A study on impact of social media on company performance (2014) 3Rd Proceedings of International Research Conference Held at MGMIMSR, Mumbai","Rumanyika, J.; College of Business EducationTanzania; email: j.rumanyika@cbe.ac.tz",Kimaro H.C.Nielsen P.,,Springer New York LLC,"15th International Conference on Social Implications of Computers in Developing Countries, ICT4D 2019",1 May 2019 through 3 May 2019,,225659.0,18684238,9783030183998,,,English,IFIP Advances in Information and Communication Technology,Conference Paper,Final,,Scopus,2-s2.0-85065313921
"Khosravani A., Homayounpour M.M., Petrovska-Delacréta D., Chollet G.",56329594500;6507248931;57211273378;6603735124;,A PLDA approach for language and text independent speaker recognition,2019,Odyssey 2016: Speaker and Language Recognition Workshop,,,,264,269,,1.0,10.21437/Odyssey.2016-38,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019826812&doi=10.21437%2fOdyssey.2016-38&partnerID=40&md5=e3f2591f69457edeadcbf6373ec66077,"Laboratory for Intelligent Multimedia Processing, Amirkabir University of Technology, Iran; Institut Mines-Télécom, Télécom SudParis, France; CNRS-LTCI, Institut Mines-Télécom, France and Intelligent Voice Ltd, United Kingdom","Khosravani, A., Laboratory for Intelligent Multimedia Processing, Amirkabir University of Technology, Iran; Homayounpour, M.M., Laboratory for Intelligent Multimedia Processing, Amirkabir University of Technology, Iran; Petrovska-Delacréta, D., Institut Mines-Télécom, Télécom SudParis, France; Chollet, G., CNRS-LTCI, Institut Mines-Télécom, France and Intelligent Voice Ltd, United Kingdom","There are many factors affecting the variability of an i-vector extracted from a speech segment such as the acoustic content, segment duration, handset type and background noise. The state-of-the-art Probabilistic Linear Discriminant Analysis (PLDA) aims at modelling all these sources of undesirable variability within a single covariance matrix. Although techniques such as source normalization have been proposed to reduce the effect of different sources of variability as a pre-processing for PLDA, still the performance of speaker recognition is affected under cross-source evaluation condition. This study aims at proposing a language-independent PLDA training algorithm in order to reduce the effect of language on the performance of speaker recognition. An accurate estimation of speaker and channel subspaces from a multilingual training data set which are void of language variability can assist PLDA to work independent of the language. When evaluated on the NIST 2008 speaker recognition multilingual trials, our proposed solution demonstrates relative improvement of up to 10% in equal error rate (EER) and 6.4% in minimum DCF. © Odyssey 2016: Speaker and Language Recognition Workshop. All rights reserved.",,Character recognition; Covariance matrix; Discriminant analysis; Accurate estimation; Language independents; Multilingual trainings; Probabilistic linear discriminant analysis; Source evaluations; Sources of variability; Speaker recognition; Training algorithms; Speech recognition,,,,,"Amirkabir University of Technology, AUT","This work is an original piece of research work carried out in the framework of a joint cooperation between Amirkabir University of Technology and Institut Mines-Télécom, Télécom SudParis. I express my deepest thanks to Dr. Dijana Petrovska-Delacréta and Prof. Gérard Chollet for their guidance and support. I would also want to thank Linguistic Data Consortium (LDC) for the data scholarship award which played an essential role in the fulfilment of this work.",,,,,"Dehak, N., Kenny, P., Dehak, R., Dumouchel, P., Ouellet, P., Front-end factor analysis for speaker verification (2011) Audio, Speech, and Language Processing, IEEE Transactions on, 19 (4), pp. 788-798; Greenberg, C.S., Bansé, D., Doddington, G.R., Garcia-Romero, D., Godfrey, J.J., Kinnunen, T., Martin, A.F., Reynolds, D.A., The nist 2014 speaker recognition i-vector machine learning challenge (2014) Odyssey: The Speaker and Language Recognition Workshop; Khosravani, A., Homayounpour, M., Linearly constrained minimum variance for robust i-vector based speaker recognition (2014) Odyssey: The Speaker and Language Recognition Workshop, pp. 249-253; Novoselov, S., Pekhovsky, T., Simonchik, K., Stc speaker recognition system for the nist i-vector challenge (2014) Odyssey: The Speaker and Language Recognition Workshop, pp. 231-240; Vesnicer, B., Zganec-Gros, J., Dobrisek, S., Struc, V., Incorporating duration information into i-vector-based speaker-recognition systems (2014) Odyssey: The Speaker and Language Recognition Workshop, pp. 241-248; Khoury, E., Shafey, L.E., Ferras, M., Marcel, S., Hierarchical speaker clustering methods for the nist i-vector challenge (2014) Odyssey: The Speaker and Language Recognition Workshop; Martin, A.F., Greenberg, C.S., Nist 2008 speaker recognition evaluation: Performance across telephone and room microphone channels (2009) Tenth Annual Conference of the International Speech Communication Association; Prince, S.J.D., Elder, J.H., Probabilistic linear discriminant analysis for inferences about identity (2007) Computer Vision, 2007. ICCV 2007. IEEE 11th International Conference on., pp. 1-8; McLaren, M., Van Leeuwen, D., Sourcenormalised-and-weighted lda for robust speaker recognition using i-vectors (2011) Acoustics, Speech and Signal Processing (ICASSP), 2011 IEEE International Conference on, pp. 5456-5459; Hatch, A.O., Kajarekar, S.S., Stolcke, A., Within-class covariance normalization for svmbased speaker recognition (2006) Interspeech; McLaren, M.L., Mandasari, M.I., Van Leeuwen, D.A., Source normalization for language-independent speaker recognition using i-vectors (2012) Odyssey: The Speaker and Language Recognition Workshop, pp. 55-61. , Singapore: s.n; McLaren, M., Van Leeuwen, D., Source-normalized lda for robust speaker recognition using ivectors from multiple speech sources (2012) Audio, Speech, and Language Processing, IEEE Transactions on, 20 (3), pp. 755-766; Glembek, O., Ma, J., Matejka, P., Zhang, B., Plchot, O., Burget, L., Matsoukas, S., Domain adaptation via within-class covariance correction in i-vector based speaker recognition systems (2014) Acoustics, Speech and Signal Processing (ICASSP), 2014 IEEE International Conference on, pp. 4032-4036; Garcia-Romero, D., McCree, A., Supervised domain adaptation for i-vector based speaker recognition (2014) Acoustics, Speech and Signal Processing (ICASSP), 2014 IEEE International Conference on, pp. 4047-4051; Garcia-Romero, D., McCree, A., Shum, S., Brummer, N., Vaquero, C., Unsupervised domain adaptation for i-vector speaker recognition (2014) Proceedings of Odyssey: The Speaker and Language Recognition Workshop; Aronowitz, H., Inter dataset variability compensation for speaker recognition (2014) Acoustics, Speech and Signal Processing (ICASSP), 2014 IEEE International Conference on, pp. 4002-4006; Kanagasundaram, A., Dean, D., Sridharan, S., Improving out-domain plda speaker verification using unsupervised inter-dataset variability compensation approach (2015) Acoustics, Speech and Signal Processing (ICASSP), 2015 IEEE International Conference on, pp. 4654-4658; Desplanques, B., Demuynck, K., Martens, J.-P., Combining joint factor analysis and ivectors for robust language recognition (2014) Odyssey 2014: The Speaker and Language Recognition Workshop, pp. 73-80; Garcia-Romero, D., Espy-Wilson, C.Y., Analysis of i-vector length normalization in speaker recognition systems (2011) Interspeech, pp. 249-252; Kenny, P., Bayesian speaker verification with heavy-tailed priors (2010) Odyssey: The Speaker and Language Recognition Workshop, p. 14; Povey, D., Ghoshal, A., Boulianne, G., Burget, L., Glembek, O., Goel, N., Hannemann, M., Schwarz, P., The kaldi speech recognition toolkit (2011) IEEE 2011 Workshop on Automatic Speech Recognition and Understanding, , IEEE Signal Processing Society",,,,International Speech Communication Association,"Speaker and Language Recognition Workshop, Odyssey 2016",21 June 2016 through 24 June 2016,,151523.0,,,,,English,Odyssey: Speak. Lang. Recognit. Workshop,Conference Paper,Final,,Scopus,2-s2.0-85019826812
"Teng S.-Y., Li J., Ting L.P.-Y., Chuang K.-T., Liu H.",56438926900;56186042700;57201747309;7101644378;7409751811;,Interactive Unknowns Recommendation in E-Learning Systems,2018,"Proceedings - IEEE International Conference on Data Mining, ICDM",2018-November,, 8594874,497,506,,1.0,10.1109/ICDM.2018.00065,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061386027&doi=10.1109%2fICDM.2018.00065&partnerID=40&md5=6ededf0419b86e9e7dbc2ea303b122a8,"Dept. of Computer Science and Information Engineering, National Cheng Kung University, Tainan, Taiwan; School of Computing, Informatics and Decision Systems Engineering, Arizona State University, Tempe, United States","Teng, S.-Y., Dept. of Computer Science and Information Engineering, National Cheng Kung University, Tainan, Taiwan; Li, J., School of Computing, Informatics and Decision Systems Engineering, Arizona State University, Tempe, United States; Ting, L.P.-Y., Dept. of Computer Science and Information Engineering, National Cheng Kung University, Tainan, Taiwan; Chuang, K.-T., Dept. of Computer Science and Information Engineering, National Cheng Kung University, Tainan, Taiwan; Liu, H., School of Computing, Informatics and Decision Systems Engineering, Arizona State University, Tempe, United States","The arise of E-learning systems has led to an anytime-anywhere-learning environment for everyone by providing various online courses and tests. However, due to the lack of teacher-student interaction, such ubiquitous learning is generally not as effective as offline classes. In traditional offline courses, teachers facilitate real-time interaction to teach students in accordance with personal aptitude from students' feedback in classes. Without the interruption of instructors, it is difficult for users to be aware of personal unknowns. In this paper, we address an important issue on the exploration of 'user unknowns' from an interactive question-answering process in E-learning systems. A novel interactive learning system, called CagMab, is devised to interactively recommend questions with a round-by-round strategy, which contributes to applications such as a conversational bot for self-evaluation. The flow enables users to discover their weakness and further helps them to progress. In fact, despite its importance, discovering personal unknowns remains a challenging problem in E-learning systems. Even though formulating the problem with the multi-armed bandit framework provides a solution, it often leads to suboptimal results for interactive unknowns recommendation as it simply relies on the contextual features of answered questions. Note that each question is associated with concepts and similar concepts are likely to be linked manually or systematically, which naturally forms the concept graphs. Mining the rich relationships among users, questions and concepts could be potentially helpful in providing better unknowns recommendation. To this end, in this paper, we develop a novel interactive learning framework by borrowing strengths from concept-aware graph embedding for learning user unknowns. Our experimental studies on real data show that the proposed framework can effectively discover user unknowns in an interactive fashion for the recommendation in E-learning systems. © 2018 IEEE.",Concept-aware graph embedding; E-learning system; Multi-armed bandit; Unknowns recommender system,Computer aided instruction; Data mining; Educational technology; Embeddings; Learning systems; Online systems; Students; Teaching; Graph embeddings; Interactive learning; Interactive learning systems; Learning environments; Multi armed bandit; Real time interactions; Student interactions; Ubiquitous learning; E-learning,,,,,"Ministry of Science and Technology, Taiwan: 107-2221-E-006 -165-MY2, 107-2218-E-006-040","VI. CONCLUSIONS In this paper, we investigate if the concept graphs can be leveraged to enhance the performance of interactive unknowns recommendation on E-learning systems. To effectively discover user unknowns, we incorporate concept-aware graph embedding into a multi-armed bandit model, which leads to a novel framework CagMab. Moreover, we implement our method for the case studies on real E-learning dataset. The data analysis and experimental results show some particular phenomenon and demonstrate that the proposed system frame-work is effective and practical. Acknowledgement: This work was supported in part by Junyi Academy and by Ministry of Science and Technology, R.O.C., under Contract 107-2221-E-006 -165-MY2 and 107-2218-E-006-040.",,,,,"Mikolov, T., Sutskever, I., Chen, K., Corrado, G.S., Dean, J., Distributed representations of words and phrases and their compositionality (2013) NIPS; Li, L., Chu, W., Langford, J., Schapire, R.E., A contextual-bandit approach to personalized news article recommendation (2010) WWW; Wu, Q., Wang, H., Gu, Q., Wang, H., Contextual bandits in a collaborative environment (2016) SIGIR; Mnih, A., Salakhutdinov, R.R., Probabilistic matrix factorization (2008) NIPS; Tang, J., Qu, M., Wang, M., Zhang, M., Yan, J., Mei, Q., Line: Largescale information network embedding (2015) WWW; Recht, B., Re, C., Wright, S., Niu, F., Hogwild: A lock-free approach to parallelizing stochastic gradient descent (2011) NIPS; Abbasi-Yadkori, Y., Pál, D., Szepesvári, C., Improved algorithms for linear stochastic bandits (2011) NIPS; Li, W., Wang, X., Zhang, R., Cui, Y., Mao, J., Jin, R., Exploitation and exploration in a performance based contextual advertising system (2010) KDD; Huang, X., Song, Q., Li, J., Hu, X., Exploring expert cognition for attributed network embedding (2018) WSDM; Gittins, J.C., Bandit processes and dynamic allocation indices (1979) Journal of the Royal Statistical Society. Series B (Methodological); Auer, P., Cesa-Bianchi, N., Fischer, P., Finite-time analysis of the multiarmed bandit problem (2002) Machine Learning; Auer, P., Using confidence bounds for exploitation-exploration tradeoffs (2002) Journal of Machine Learning Research; Li, S., Karatzoglou, A., Gentile, C., Collaborative filtering bandits (2016) SIGIR; Cesa-Bianchi, N., Gentile, C., Zappella, G., A gang of bandits (2013) NIPS; Wang, H., Wu, Q., Wang, H., Factorization bandits for interactive recommendation (2017) AAAI; Agrawal, S., Goyal, N., Thompson sampling for contextual bandits with linear payoffs (2013) ICML; Lu, J., A personalized e-learning material recommender system (2004) ICITA; Otair, M., Hamad, A., Expert personalized e-learning recommender system (2005) Retrieved June; Meshram, R., Gopalan, A., Manjunath, D., Optimal recommendation to users that react: Online learning for a class of pomdps (2016) CDC; Abel, F., Bittencourt, I.I., Costa, E., Henze, N., Krause, D., Vassileva, J., Recommendations in online discussion forums for e-learning systems (2010) IEEE Transactions on Learning Technologies; Basu, P., Bhattacharya, S., Roy, S., Online recommendation of learning path for an e-learner under virtual university (2013) ICDCIT; Gascueña, J.M., Fernandez-Caballero, A., Gonzalez, P., Domain ontology for personalized e-learning in educational systems (2006) ICALT; Marquez, J.M., Ortega, J.A., Gonzalez-Abril, L., Velasco, F., Creating adaptive learning paths using ant colony optimization and Bayesian networks (2008) IJCNN",,,Alibaba.Com;et al.;IEEE;IEEE Computer Society;Living Analytics Research Centre (LARC);Squirrel Al Learning,Institute of Electrical and Electronics Engineers Inc.,"18th IEEE International Conference on Data Mining, ICDM 2018",17 November 2018 through 20 November 2018,,144190.0,15504786,9781538691588,,,English,Proc. IEEE Int. Conf. Data Min. ICDM,Conference Paper,Final,,Scopus,2-s2.0-85061386027
"Gouripeddi S.P., Kannan V.",57203633772;57203641489;,Collaborative learning in engineering physics tutorials,2018,"Proceedings - IEEE 9th International Conference on Technology for Education, T4E 2018",,, 8590101,24,28,,,10.1109/T4E.2018.00013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061322675&doi=10.1109%2fT4E.2018.00013&partnerID=40&md5=c7b17f7ec68c44560e11169fc238a8fd,"Department of Physics, GITAM School of Technology, GITAM (Deemed to Be University), Rudraram, Hyderabad, 502 325, India","Gouripeddi, S.P., Department of Physics, GITAM School of Technology, GITAM (Deemed to Be University), Rudraram, Hyderabad, 502 325, India; Kannan, V., Department of Physics, GITAM School of Technology, GITAM (Deemed to Be University), Rudraram, Hyderabad, 502 325, India","A class of 66 students enrolled for the first year engineering is introduced to solving numerical problems and conceptual questions in engineering physics using collaborative learning (CL), in groups of 3 or 4 as per their choice and these groups are fixed for the semester. Post CL, a formative assessment is done using a classroom response system (CRS) - Plickers. The outcomes of CL are prevalent by analyzing of the data obtained after the assessments. iSAT a virtual analytic tool has been used to observe the transitions of students choosing the correct answer for different questions for a concept. Feedback from the students was taken by online survey, written feedback and a one-to-one basis interview. The results seem to indicate CL is beneficial as there is a gain <g> in the range 0.5 to 0.8 for the four different tests conducted. The students have also claim CL is beneficial as they get to learn from their group members and discuss their opinions without any inhibitions. © 2018 IEEE.",Collaborative learning; Engineering physics; Physics education research; Plickers; Undergrad college,Students; Collaborative learning; Engineering physics; Physics education; Plickers; Undergrad college; Engineering education,,,,,,,,,,,"Kennedy, T.J., Odell, M.R.L., (2014) Engaging Students in STEM Education Science Education International, 25 (3), pp. 246-258; Gok, T., Silay, I., Effect of problem solving strategies teaching on the problem solving attitudes of cooperative learning groups in physics education (2008) Journal of Theory and Practice in Education, 4 (2), pp. 253-266; Bonwell, C.C., Eison, J.A., Active learning: Creating ex-citement in the classroom (1991) ASHEERIC Higher Education Report, (1). , George Washington University, Washington, DC; Prince, M., Does active learning work? a review of the research (2014) Journal of Engineering Education, p. 224. , https://doi.org/10.1002/j.2168-9830.2004.tb00809.x; Meltzer, D.E., Thornton, R.K., Active-learning instruction in physics (2012) Am. J. Phys., 80 (6). , June; Benjamin, C., (2015) Active Learningin the Physics Classroom, , May Delta Program in Research, Teaching, and Learning, University of Wisconsin-Madison; Dillenbourg, P., What do you mean by collaborative learning? (1999) P. Dillenbourg. Collaborative-learning: Cognitive and Computational Approaches. Oxford: Elsevier, pp. 1-19. , hal-00190240s; Chapter to appear in P. Dillenbourg (Ed), Collaborative Learning: Cognitive and Computational Approches. Elsevier Science/Pergamon; Reiner, M., Thought experiments and collaborative learning in physics (1998) International Journal of Science Education, 20 (9), pp. 1043-1058; Keil, J., Stober, R., Quinty, E., Molloy, B., Hooker, N., Identifying and analyzing actions of effective group work 2015 PERC Proceedings, Edited by Churukian, Jones, and Ding, , Peer-reviewed; Brookes, D.T., Moncion, A., Lin, Y., Student interactions leading to learning and transfer: A participationist perspective (2013) AIP Conference Proceedings, 1513 (86). , https://doi.org/10.1063/1.4789658; Cochran, G.L., Sabella, M.S., Understanding and encouraging effective collaboration in introductory physics courses (2008) AIP Conference Proceedings, 1064, p. 95. , https://doi.org/10.1063/1.3021283; Lin, Y., Brookes, D.T., Using collaborative group exams to investigate students' ability to learn (2013) AIP Conference Proceedings, 1513, p. 254. , https://doi.org/10.1063/1.4789700; Wolf, S.F., Blakeney, C., Close, H.G., Group formation on physics exams 2016 PERC Proceedings, Edited by Jones, Ding, and Traxler; Peer-reviewed, p. 400; Kalman, C.S., Morris, S., Cottin, C., Gordon, R., Promoting conceptual change using collaborative groups in quantitative gateway courses (1999) American Journal of Physics, 67 (S45); Etkina, E., Millikan award lecture: Students of physics-Listeners, observers, or collaborative participants in physics scientific practices? (2015) American Journal of Physics, 83, p. 669; Bojinova, E.D., Oigara, J.N., Interdisciplinary journal of elearning and learning objects (2011) Teaching and Learning with Clickers: Are Clickers Good for Students?, 7, pp. 169-184; Hoekstra, A., Mollborn, S., How clicker use facilitates existing pedagogical practices in higher education: Data from interdisciplinary research on student response systems, Learning (2012) Media and Technology, 37 (3), pp. 303-320; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., Research-based practices for effective clicker use (2007) AIP Conference Proceedings, 951, p. 128. , https://doi.org/10.1063/1.2820913; Kaleta, R., Joosten, T., Student response system Research Bulletin, Center for Applied Research, 2007 (10); Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46, p. 242; Freeman Herreid, C., Clicker cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), p. 43. , Oct; Lewin, J.D., Vinson, E.L., Kenzie, M.S.R., Smith, M.K., A campus-wide investigation of clicker implementation: The status of peer discussion in stem classes CBE-Life Sciences Education, 15, pp. 1-12; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2009) International Journal for the Scholarship of Teaching and Learning, 3 (2), p. 7; (2018), https://blogs.umass.edu/onlinetools/assessment-centeredtools/plickers/, accessed on 10 October; Iyer, M.R., Beyond clickers: Tracing patterns in students' response through isat (2016) S. RPTEL, 11, p. 16. , https://doi.org/10.1186/s41039-016-0043-3; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (64); Wuttiprom, S., Toeddhanya, K., Buachoom, A., Wuttisela, K., Using plickers cooperate with peer instruction to promote students' discussion in introductory physics course (2017) Universal Journal of Educational Research, 5 (11), pp. 1955-1961",,Kumar V.Murthy S.KinshukIyer S.,IEEE Computer Society,Institute of Electrical and Electronics Engineers Inc.,"9th International Conference on Technology for Education, T4E 2018",10 December 2018 through 13 December 2018,,144057.0,,9781728111438,,,English,"Proc. - IEEE Int. Conf. Technol. Educ., T4E",Conference Paper,Final,,Scopus,2-s2.0-85061322675
[No author name available],[No author id available],"12th National and the 6th International Conference on e-Learning and e-Teaching, ICELET 2018",2018,"12th National and the 6th International Conference on e-Learning and e-Teaching, ICELET 2018",,,,,,45.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061144412&partnerID=40&md5=48463788aed372852350b32c68ddba2b,,,The proceedings contain 5 papers. The topics discussed include: presenting mobile learning acceptance model in higher education; information literacy gamified online tutorial; authentic online resources for learning French; a color sensing AR-based interactive learning system for kids; and identification of LMS dimensional problems in Iranian e-learning centers.,,,,,,,,,,,,,,,,,Institute of Electrical and Electronics Engineers Inc.,"12th National and the 6th International Conference on e-Learning and e-Teaching, ICELET 2018",4 March 2018 through 5 March 2018,,143990.0,,9781538664964,,,English,"Natl. Int. Conf. e-Learn. e-Teach., ICELET",Conference Review,Final,,Scopus,2-s2.0-85061144412
"Mahmoudi M.T., Zeraati F.Z., Yassini P.",8837563100;57205695898;57205686496;,A Color Sensing AR-Based Interactive Learning System for Kids,2018,"12th National and the 6th International Conference on e-Learning and e-Teaching, ICELET 2018",,, 8586762,13,20,,,10.1109/ICELET.2018.8586762,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061143230&doi=10.1109%2fICELET.2018.8586762&partnerID=40&md5=e47cc49e9aa9513f47a8864e462f72b9,"Multimedia Research Group, IT Research Faculty, ICT Research Institute, Tehran, Iran; Computer Engineering and IT Department, AmirKabir University of Technology, Tehran, Iran","Mahmoudi, M.T., Multimedia Research Group, IT Research Faculty, ICT Research Institute, Tehran, Iran; Zeraati, F.Z., Computer Engineering and IT Department, AmirKabir University of Technology, Tehran, Iran; Yassini, P., Computer Engineering and IT Department, AmirKabir University of Technology, Tehran, Iran","In the last decade, there has been a rapid growth in applying Augmented Reality (AR) and Internet of Things (IoT) as emerging technologies in linking physical and virtual objects for educational purposes. Realizing the complex concepts in a way that learner be able to interact with, will not only elevate the learning passion, but also has a significant positive role on learning performance and student's engagement. According to the aforementioned points, in this paper, we propose a color sensing AR-Based interactive learning system for kids which helps them to scan and explore the colors and learn their corresponding words in Spanish language. Our aim is to explore the role of such an AR-IoT-based system on students' learning performance. To do this, an embedded system including a color sensor and a raspberry pi board was implemented and provided for the kids. By placing the sensor on the specially designed colored book, the light's color frequency is measured and RGB code is sent over the cloud using MQTT protocol. On the web application side, color data is fetched from the cloud server and learners will be provided with a real-time feedback with the corresponding animations and multimedia content that teaches colors in Spanish language. Students' learning performance was assessed using paired t-test based upon the results of their pre-test and post-test, before and after interacting with the system. The successful experimental results were achieved proving the effectiveness of the system on learning performance. © 2018 IEEE.",Augmented reality; color sensing; interactive learning; internet of things,Augmented reality; Color; E-learning; Educational technology; Internet of things; Students; Emerging technologies; Interactive learning; Interactive learning systems; Internet of Things (IOT); Learning performance; Multimedia contents; Real-time feedback; Spanish language; Learning systems,,,,,,,,,,,"Madakam, S., Ramaswamy, R., Tripathi, S., Internet of things (IoT): A literature review (2015) Journal of Computer and Communications, 3, pp. 164-173; Shams, L., Seitz, A.R., Benefits of multisensory learning (2008) Trends in Cognitive Sciences, 12 (11), pp. 411-417; Sula, A., Spaho, E., Using assistive technologies in autism care centers to support children develop communication and language skills. A case study: Albania (2014) Academic Journal of Interdisciplinary Studies, 3 (1), pp. 203-212; Gómeza, J., Hueteb, J.F., Hoyosa, O., Perezc, L., Grigorid, D., Interaction system based on internet of things as support for education (2013) Procedia Computer Science, 21, pp. 132-139; Uzelac, A., Gligoric, N., Krco, S., A comprehensive study of parameters in physical environment that impact students' focus during lecture using Internet of Things (2015) Computers in Human Behavior, 53, pp. 427-434; Charmonman, S., Mongkhonvanit, P., Ngoc Dieu, V., Van Der-Linden, N., Applications of internet of things in E-learning (2015) The Twelfth International Confrence on ELearning for Knowlede-Based Society, , Thailand; Kauffmann, H., Schmalsteg, D., Wagner, M., Construct3D: A virtual reality application for mathematics and geometry education (2000) Education and Information Technologies Journal, 5 (4), pp. 263-276; Matsuda, H., Shindo, Y., Estimation of e-education system using virtual exploratory learning (2014) Procedia Computer Science, 35, pp. 757-765; Luis, C.E.M., Mellado, R.C., Díaz, B.A., PBL methodologies with embedded augmented reality in higher maritime education: Augmented project definitions for chemistry practices (2013) Procedia Computer Science, 25, pp. 402-405; Liu, T.-Y., Tan, T.-H., Chu, Y.-L., 2D barcode and augmented reality supported english learning system (2007) 6th IEEE/ACIS International Conference on Computer and Information Science, , Taipei; Mohamed Adnan-Khan, F., Masood, M., Potential of interactive multimedia learning courseware using three different strategies in the learning of biology for matriculation students in Malaysia (2014) Procedia-Social and Behavioral Sciences, 116, pp. 2521-2525; Swensen, H., Potential of augmented reality in sciences education a literature review (2016) Proceedings of ICERI2016 Conference, , Seville; Chowdhury, A., Kambam, R., Muralidharan, V., Augmented reality based interactive text book an assistive technology for students with learning disability (2013) XV Symposium on Virtual and Augmented Reality, , Hyderabad; Billinghurst, M., Kato, H., Poupyrev, I., The magic book-moving seamlessly between reality and virtuality (2001) IEEE Computer Graphics and Applications, 21 (3), pp. 6-8; Tayefeh Mahmoudi, M., Mojtahedi, S., Shams, S., AR-based valueadded visualization of infographic for enhancing learning performance (2017) Comput Appl Eng Educ, pp. 1-15; Hwa Lee, S., Choi, J., Park, J.-I., Interactive E-learning system using pattern recognition and augmented reality (2009) Transactions on Consumer Electronics, 55 (2), pp. 883-890; Yahya, W.F.F., Noor, N.M.M., Hamzah, M.P., Hassan, M.N., Mamat, N.F.A., Rifin, M.A.S.M., Integrating e-learning with radio frequency identification (RFID) for learning disabilities: A preliminary study (2015) Advanced Computer and Communication Engineering Technology, 315. , In: Sulaiman H., Othman M., Othman M., Rahim Y., Pee N. (eds) Lecture Notes in Electrical Engineering, Springer, Cham; Ramdas, C.V., Parimal, N., Utkarsh, M., Sumit, S., Ramya, K., Smitha, B.P., Application of sensors in augmented reality based interactive learning environments (2012) Sixth International Conference on Sensing Technology (ICST), , Bangalore; Design of a color sensing system to aid the color blind (2008) IEEE Potentials, 27 (4); Tayefeh Mahmoudi, M., Badie, K., Valipour, M., Assessing the role of AR-based content in improving learning performance considering felder- silverman learning style (2015) Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL), , Florence; Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , (Complete edition). New York: Longman; Ghasemi, S., Taghiyareh, F., Mahmoudi, M.T., Enhancing quality of learning based on cognitive levels of bloom in blended learning environments (2013) 3rd Conf. on Engineering Education, , Tehran, Iran; Rauschenberger, M., Schrepp, M., Perez-Cota, M., Olschner, S., Thomaschewski, J., Efficient measurement of the user experience of interactive products. How to use the user experience questionnaire (UEQ). Example: Spanish language version (2013) International Journal of Artificial Intelligence and Interactive Multimedia, 2, pp. 39-45; Schrepp, P., (2015) User Experience Questionnaire Handbook; Gubbia, J., Buyya, R., Marusic, S., Internet of things (IoT): A vision, architectural elements, and future directions (2013) Future Generation Computer Systems, 29 (7), pp. 1645-1660; (2009) Programmable Color Light-to-frequency Converter, , TCS3200 datasheet, Jul. [Revised Sept. 2017]; Baddeley, A.D., (1997) Human Memory: Theory and Practice, pp. 9-26. , Needham Heights, MA: Allyn & Bacon",,,,Institute of Electrical and Electronics Engineers Inc.,"12th National and the 6th International Conference on e-Learning and e-Teaching, ICELET 2018",4 March 2018 through 5 March 2018,,143990.0,,9781538664964,,,English,"Natl. Int. Conf. e-Learn. e-Teach., ICELET",Conference Paper,Final,,Scopus,2-s2.0-85061143230
"Bakonyi V.H., Illés Z.",57193157787;6701865392;,Experiences of Using Real-Time Classroom Response Systems,2018,"ICETA 2018 - 16th IEEE International Conference on Emerging eLearning Technologies and Applications, Proceedings",,, 8572042,51,56,,,10.1109/ICETA.2018.8572042,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060285401&doi=10.1109%2fICETA.2018.8572042&partnerID=40&md5=0472b2c47a55ffe76f696bc270c1eb1e,"Eötvös Lorand University, Media Educational Department, Budapest, Hungary","Bakonyi, V.H., Eötvös Lorand University, Media Educational Department, Budapest, Hungary; Illés, Z., Eötvös Lorand University, Media Educational Department, Budapest, Hungary","Heraclitus: ""No man ever steps in the same river twice⋯"" It is the same with teaching as well. New methods, new technologies and new demands appear time to time and we have to answer to the challenge. Nowadays almost everybody has minimum one smart mobile device, everybody likes and uses social networks, and everybody is accustomed to get information just in time. Some institute denies the usage of mobile devices during lessons, but we think this is not the proper solution. Instead of denying them we are thinking about how can we use these new possibilities in education? Using classroom response systems may give new interesting methods into our hands. We made a survey to discover the opinion of students, implemented a new tool eLection, which exactly fits to our special wants and measured the results. © 2018 IEEE.",,E-learning; Classroom response systems; Just in time; New technologies; Proper solutions; Real time; Smart mobile devices; Real time systems,,,,,,,,,,,"Pšenakova, I., Szabo, T., Az m-learning lehetsegei a szlovakiai tanarkepzesben Conference: XXI. Multimedia Az Oktatasban Es II. IKT Az Oktatasban Konferencia, Szabadka 2015.05.22-23, pp. 131-135; Rausch, A., Pasztor, A., Exploring the possibilities of online assessment of early numeracy in kindergarten Book: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, 4. , https://bit.ly/2I6OYqK, PMEEditors: Berinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, Ban Heng Choy, accessible through reasearchgate as well (last access: 30/08/2018.); Lane, D., Atlas, R.S., (1996) The Networked Classroom, , http://bit.ly/2zhYByf, Rice University, (last access: 30/08/2018); (2016) Student Response System Pilot, , http://bit.ly/2A5Jhlq, Binghamton University, Center for Learning and Teaching spring, (last access: 30/08/2018); Ortiz, M., (2014) The Effects of Student Response Systems Students Achievement and Engagement, , https://bit.ly/2KtE8K32A5Jhlq, thesis, (last access: 30/08/2018); Illes, Z., Bakonyi, V.H., Mobile driven changes in education (2015) Edukacja Technika Informatyka/Education Technology Computer Science, 11 (1), pp. 310-315; Bakonyi, V.H., Szabo, T., Illes, Z., A real-time tool integration for lectures (2017) ICETA 2017. Conference: Stary Smokovec, Slovak, 2017.10.26-2017.10.27. Denver (CO), pp. 31-36. , IEEE Computer Society Press; Takacs, R., Horvath, Z., Dropping-out prevention of computer science students: Developing studying, thinking and soft skills among students, using training programs (2017) INTED2017 Proceedings: 11th International Technology, Education and Development Conference, pp. 1-6. , L Gomez Chova, A Lopez Martinez, I Candel Torres (editors.). 10106 p., Conference place and time: Valencia, Spanyolorszag, 2017.03.06-2017.03.08. Valencia: International Association of Technology, Education and Development (IATED)",,Jakab F.,,Institute of Electrical and Electronics Engineers Inc.,"16th IEEE International Conference on Emerging eLearning Technologies and Applications, ICETA 2018",15 November 2018 through 16 November 2018,,143625.0,,9781538679142,,,English,"ICETA - IEEE Int. Conf. Emerg. eLearning Technol. Appl., Proc.",Conference Paper,Final,,Scopus,2-s2.0-85060285401
[No author name available],[No author id available],"ICETA 2018 - 16th IEEE International Conference on Emerging eLearning Technologies and Applications, Proceedings",2018,"ICETA 2018 - 16th IEEE International Conference on Emerging eLearning Technologies and Applications, Proceedings",,,,,,650.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060284562&partnerID=40&md5=74bc8e3dd3078d78e8c23752da4f4979,,,The proceedings contain 98 papers. The topics discussed include: gesture control for cognitive training based on VR technologies; education and research in the e-mobility and PEM fuel cells; exploration of the LoRa technology utilization possibilities in healthcare IoT devices; entrepreneurial university as innovation hub in transitional economy: new digital platform for SME globalization; development of human resources - learning in clouds; innovation of university subjects in data science area within IT academy project; cloud computing and numerical mathematics; experiences of using real-time classroom response systems; and proto-cluster: a parallel computer architecture based on prototyping boards.,,,,,,,,,,,,,,,Jakab F.,,Institute of Electrical and Electronics Engineers Inc.,"16th IEEE International Conference on Emerging eLearning Technologies and Applications, ICETA 2018",15 November 2018 through 16 November 2018,,143625.0,,9781538679142,,,English,"ICETA - IEEE Int. Conf. Emerg. eLearning Technol. Appl., Proc.",Conference Review,Final,,Scopus,2-s2.0-85060284562
"Chavan P., Gupta S., Mitra R.",57203641760;57209786257;57201797454;,A novel feedback system for pedagogy refinement in large lecture classrooms,2018,"ICCE 2018 - 26th International Conference on Computers in Education, Main Conference Proceedings",,,,464,469,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060062895&partnerID=40&md5=bac56a7fe78c1569300d6c156d7721cb,"IDP in Educational Technology, Indian Institute of Technology, Bombay, India; Department of Computer Engineering and Technology, GNDU, Amritsar, India","Chavan, P., IDP in Educational Technology, Indian Institute of Technology, Bombay, India; Gupta, S., Department of Computer Engineering and Technology, GNDU, Amritsar, India; Mitra, R., IDP in Educational Technology, Indian Institute of Technology, Bombay, India","Despite the best efforts of educators to introduce active learning techniques, classrooms remain largely didactic in nature. We have developed a unique audience response system to improve pedagogy in such large-lecture didactic classrooms. A pilot study with ten participants was conducted to assess the utility of such voluntary student feedback in improving pedagogy. The web-based feedback tool lets students voluntarily indicate their perception of the lecture on four key parameters - difficult, easy, boring and engaging - in real-time. We discuss the potential of such feedback in refining pedagogy for didactic classrooms. We also discuss the usability of such a feedback system as revealed by a user perception study. © 2018 Asia-Pacific Society for Computers in Education. All rights reserved.",Audience response system; Cognitive-affective states; Large lecture classrooms,Active Learning; Affective state; Audience response systems; Feedback systems; Feedback tool; Large lecture; Student feedback; User perceptions; Students,,,,,17IRCCSG013,"This work was supported by an IRCC, IIT Bombay grant (17IRCCSG013) to Ritayan Mitra.",,,,,"Bransford, J.D., Brown, A., Cocing, R., (1999) How People Learn: Mind, Brain, Experience, and School, , Washington, DC: National Research Council; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Crawford, M., MacLeod, M., Gender in the college classroom: An assessment of the ""chilly climate"" for women (1990) Sex Roles, 23 (3-4), pp. 101-122; Dillon, J., (1990) The Practice of Questioning (International Series on Communication Skills), , London: Routledge; Efklides, A., Metacognition and affect: What can metacognitive experiences tell us about the learning process? (2006) Educational Research Review, 1 (1), pp. 3-14; Graesser, A.C., D'Mello, S., Emotions during the learning of difficult material (2012) Psychology of Learning and Motivation, 57, pp. 183-225. , Elsevier; Hall, R.M., Sandler, B.R., (1982) The Classroom Climate: A Chilly One for Women?; Howard, J.R., Short, L.B., Clark, S.M., Students' participation in the mixed-age college classroom (1996) Teaching Sociology, pp. 8-24; Karabenick, S.A., Sharma, R., Perceived teacher support of student questioning in the college classroom: Its relation to student characteristics and role in the classroom questioning process (1994) Journal of Educational Psychology, 86 (1), p. 90; Manduca, C., Teaching geoscience: A national look at what is happening in undergraduate classrooms (2013) MEAS Seminar Series. Lecture at North Carolina State University, Raleigh, NC, , September; Nadler, A., Porat, I., When names do not help: Effects of anonymity and locus of need attribution on help-seeking behavior (1978) Personality and Social Psychology Bulletin, 4 (4), pp. 624-626; Pearson, J.C., West, R., An initial investigation of the effects of gender on student questions in the classroom: Developing a descriptive base (1991) Communication Education, 40 (1), pp. 22-32; Pintrich, P.R., The role of goal orientation in self-regulated learning (2000) Handbook of Self-regulation, pp. 451-502. , Elsevier; Rivera-Pelayo, V., Munk, J., Zacharias, V., Braun, S., Live interest meter: Learning from quantified feedback in mass lectures (2013) Proceedings of the Third International Conference on Learning Analytics and Knowledge, pp. 23-27. , ACM; Stains, M., Harshman, J., Barker, M.K., Chasteen, S.V., Cole, R., De Chenne-Peters, S.E., Laski, F.A., Anatomy of STEM teaching in North American universities (2018) Science, 359 (6383), pp. 1468-1470; Tze, V.M., Daniels, L.M., Klassen, R.M., Evaluating the relationship between boredom and academic outcomes: A meta-analysis (2016) Educational Psychology Review, 28 (1), pp. 119-144; Vogel-Walcutt, J.J., Fiorella, L., Carper, T., Schatz, S., The definition, assessment, and mitigation of state boredom within educational settings: A comprehensive review (2012) Educational Psychology Review, 24 (1), pp. 89-111",,Rodrigo M.M.T.Yang J.-C.Wong L.-H.Chang M.,Bayanihan Center;DOST-PCIEERD;Elena P. Tan Foundation;Pldt;Smart;Torre Lorenzo,Asia-Pacific Society for Computers in Education,"26th International Conference on Computers in Education, ICCE 2018",26 November 2018 through 30 November 2018,,143276.0,,9789869401289,,,English,"ICCE - Int. Conf. Comput. Educ., Main Conf. Proc.",Conference Paper,Final,,Scopus,2-s2.0-85060062895
"Shankararaman V., Gottipati S., Ramaswami S., Chhablani C.",6603353408;51664951900;57205438586;57200501520;,Class discussion management and analysis application,2018,"ICCE 2018 - 26th International Conference on Computers in Education, Main Conference Proceedings",,,,446,451,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060023089&partnerID=40&md5=940983b29e83c4accd22bbbd139c99b2,"School of Information Systems, Singapore Management University, Singapore","Shankararaman, V., School of Information Systems, Singapore Management University, Singapore; Gottipati, S., School of Information Systems, Singapore Management University, Singapore; Ramaswami, S., School of Information Systems, Singapore Management University, Singapore; Chhablani, C., School of Information Systems, Singapore Management University, Singapore","Discussion-based teaching is popular in several courses because it creates opportunities for students to practice important skills useful for the working environment. In order to make this pedagogy impactful and effective, instructors employ technologies such as online discussion forums and student response systems to conduct and manage classroom discussions. More recently mobile devices have become prevalent and researchers have been exploring how this device can help support education. In this paper we report the innovative use of mobile technology and supporting backend tools to manage classroom discussions. We have implemented a class discussion and management application, LiveClass. This application records the audio of utterances during the classroom discussion which is then converted into text and stored in a data store. The stored information is used to help efficiently grade the class participation, and provide deeper insights to both students and instructor. The analysis of the insights are intended to provide opportunity to the faculty to further improve student learning experience. To evaluate the effectiveness of the LiveClass application, we conducted a pilot run of a case study discussion in a controlled classroom environment. Our experiments enabled us to discover the gaps in the application and identify areas for improvement. © 2018 Asia-Pacific Society for Computers in Education. All rights reserved.",In-class discussions; Mobile application; Participation analysis; Speech to text,Online systems; In-class discussions; Management applications; Mobile applications; Online discussion forums; Participation analysis; Speech to texts; Student learning experiences; Student-response system; Students,,,,,Ministry of Education - Singapore: 17-C220-SMU-006,This research was supported by MOE AcRF Tier 1 grant 17-C220-SMU-006 from the Office of Research at Singapore Management University.,,,,,"Alghamdi, A., Pedagogical implications of using discussion board to improve student learning in higher education (2013) Higher Education Studies, 3 (5), pp. 68-80; Guaci, S., Dantas, A., Williams, D., Kemm, R., Promoting student-centered active learning in lectures with a personal response system (2009) Advances in Physiology Education; Heiphetz, A., (2011) MLearning: A Practical Approach to Mobile Technology for Workforce Training, , http://www.hreonline.com/pdfs/12012011Extra_McGrawHill.pdf; Mandrino, D., A tailorable infrastructure to enhance mobile seamless learning (2015) IEEE Transactions on Learning Technologies, 8 (1), pp. 18-30; Weimer, M., Uses for participation (2009) The Teaching Professor, 23 (9), p. 4; McConatha, D., Praul, M., Lynch, M., Mobile learning in higher education: An empirical assessment of a new educational tool (2008) The Turkish Online Journal of Educational Technology, 7 (3); Mello, J., The good, the bad and the controversial: The practicalities and pitfalls of the grading of class participation (2010) Academy of Educational Leadership Journal, 14 (1), pp. 77-97; Menkhoff, T., Bengtsson, M., Engaging students in higher education through mobile learning: Lessons learnt in a Chinese entrepreneurship course (2012) Educational Research for Policy and Practice; Miles, M., Huberman, A., (1994) Qualitative Data Analysis, , Sage; Thousand Oaks, CA; Mokoena, S., Engagement with and participation in online discussion forums (2013) TOJET: The Turkish Online Journal of Educational Technology, 12 (2); Pepper, M.B., Pathak, S., Classroom contribution: What do students perceive as fair assessment? (2008) Journal of Education for Business, 83 (6), pp. 360-368; Schwab, J.J., Eros and education: A discussion of one aspect of discussion (1954) Journal of General Education, 8, pp. 54-71; Sharples, M., The design of personal mobile technologies for lifelong learning (2000) Computers and Education, 34, pp. 177-193; Smith, M.A., Bryant, P.G., Managing case discussions in introductory business statistics classes: Practical approaches for instructors (2009) The American Statistician; Stowell, J.R., Use of clickers vs. Mobile devices for classroom polling (2015) Computers & Education, 82, pp. 329-334. , 2015; Swapna, G., Shankararaman, V., MyCompetencies: Competency tracking mobile application for is students (2016) IEEE Global Engineering Education Conference (EDUCON), , April 10-13; Gok, T., An evaluation of student response systems from the viewpoint of instructors and students (2011) Turkish Online J. Edu. Technol., 10 (4), pp. 67-83; Walshaw, M., Anthony, G., The teacher's role in classroom discourse: A review of recent research into mathematics classrooms (2008) Review of Educational Research, 78 (3), pp. 516-551",,Rodrigo M.M.T.Yang J.-C.Wong L.-H.Chang M.,Bayanihan Center;DOST-PCIEERD;Elena P. Tan Foundation;Pldt;Smart;Torre Lorenzo,Asia-Pacific Society for Computers in Education,"26th International Conference on Computers in Education, ICCE 2018",26 November 2018 through 30 November 2018,,143276.0,,9789869401289,,,English,"ICCE - Int. Conf. Comput. Educ., Main Conf. Proc.",Conference Paper,Final,,Scopus,2-s2.0-85060023089
"Heller N., Mader S., Bry F.",57204818423;57204816925;22333353700;,Backstage: A versatile platform supporting learning and teaching format composition,2018,ACM International Conference Proceeding Series,,, a27,,,,2.0,10.1145/3279720.3279747,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061328551&doi=10.1145%2f3279720.3279747&partnerID=40&md5=0decb0443bf08739b2967643375f6269,"Institute for Informatics, Ludwig Maximilian University of Munich, Munich, Germany","Heller, N., Institute for Informatics, Ludwig Maximilian University of Munich, Munich, Germany; Mader, S., Institute for Informatics, Ludwig Maximilian University of Munich, Munich, Germany; Bry, F., Institute for Informatics, Ludwig Maximilian University of Munich, Munich, Germany","Limited interaction and passivity among students are inherent to the traditional lecture teaching format when deployed in large classes. With Backstage, these challenges were tackled by introducing a backchannel coupled with an audience response system into large-class lectures. A backchannel enables students to post questions and answer to questions without the fear of speaking out; an audience response system supports quizzes that help keeping the students' attention. The first version of Backstage focussed exclusively on lectures; an updated version supports a variety of learning and teaching formats that can be conceived by composing core components. Backstage provides a set of generic components that can be combined in order to create different formats ranging from completely asynchronous, to blended learning, to completely synchronous. Additionally, Backstage provides gamification features that go beyond run-of-the-mill solutions as points, badges, and leaderboards and learning analytics. In the demonstration, the main components of Backstage, the collaborative annotation tool, the vertical stream, the audience response system, the gamification, and the learning analytics are introduced and their use demonstrated by means of a variety of learning and teaching formats implemented using the components. © 2018 Copyright held by the owner/author(s).",Computer-supported collaborative learning; Gamification; Learning analytics; Virtual learning environments,Computer aided instruction; Students; Audience response systems; Blended learning; Computer Supported Collaborative Learning; Gamification; Generic components; Learning analytics; Learning and teachings; Virtual learning environments; E-learning,,,,,,,,,,,"Chen, Y.-C., Hwang, R.-H., Wang, C.-Y., Development and evaluation of aWeb 2.0 annotation system as a learning tool in an e-learning environment (2012) Computers & Education, 58 (4), pp. 1094-1105. , 2012; Deterding, S., Dixon, D., Khaled, R., Nacke, L., From game design elements to gamefulness: Defining gamification (2011) Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9-15. , ACM; Hartmann, M., (2018) Reification for Backstage 2 - Refining Gamification to Give Learners A Tangible and Continuous Feedback, , Master thesis. Institute of Informatics, Ludwig Maximilian University of Munich; Heller, N., Bry, F., Predicting Learners' Behaviours to Get it Wrong (2018) Methodologies and Intelligent Systems for Technology Enhanced Learning, 8th International Conference, , Springer, to appear; Heller, N., Bry, F., 25-28 September 2018. Peer Teaching in Tertiary STEM Education: A Case Study The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning (ICL2018), 2. , Springer, to appear; Inbar, O., Tractinsky, N., Tsimhoni, O., Seder, T., Driving the scoreboard: Motivating eco-driving through in-car gaming (2011) Proceedings of the CHI 2011 Workshop Gamification: Using Game Design Elements in Non-Game Contexts, pp. 7-12; Mader, S., Bry, F., Gaming the Lecture Hall: Using Social Gamification to Enhance Student Motivation and Participation (2018) The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning (ICL2018), 2. , 25-28 September, Springer, to appear; Nicholson, S., A recipe for meaningful gamification (2015) Gamification in Education and Business, pp. 1-20. , Springer; Pohl, A., (2015) Fostering Awareness and Collaboration in Large-Class Lectures, , Ph.D. thesis. Institute for Informatics, Ludwig Maximilian University of Munich; Yardi, S., The role of the backchannel in collaborative learning environments (2006) Proceedings of the 7th International Conference on Learning Sciences. International Society of the Learning Sciences, pp. 852-858",,,University of Eastern Finland;University of Helsinki;University of Warwick,Association for Computing Machinery,"18th Koli Calling Conference on Computing Education Research, Koli Calling 2018",22 November 2018 through 25 November 2018,,144624.0,,9781450365352,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-85061328551
"Leeds I.L., DiBrito S.R., Jones C.D., Higgins R.S.D., Haut E.R.",35755836400;57202943939;56399741600;7202548138;56664662000;,Using Audience Response Systems for Real-Time Learning Assessments During Surgical Morbidity and Mortality Conference,2018,Journal of Surgical Education,75,6,,1535,1543,,2.0,10.1016/j.jsurg.2018.05.010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049318890&doi=10.1016%2fj.jsurg.2018.05.010&partnerID=40&md5=6bb6ea928008768cf0573c0e24097855,"Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, United States","Leeds, I.L., Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, United States; DiBrito, S.R., Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, United States; Jones, C.D., Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, United States; Higgins, R.S.D., Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, United States; Haut, E.R., Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, MD, United States","OBJECTIVE: Morbidity and mortality (M&M) conference is a mainstay of surgical education. However, its effectiveness is poorly described. The purpose of this study was to demonstrate the feasibility of a real-time audience response system for learner assessment during M&M. DESIGN: We integrated a web-based audience response system into weekly M&M conference. First, this platform collected qualitative responses about the role of M&M. Then, we used the platform to direct questions to attendees in real time. Questions focused on surgical risk estimation and classifying root causes. Responses were grouped by training and compared to a validated risk tool's prediction. Root cause assignment concordance was statistically compared using Cohen's kappa between the pluralities of faculty responses to that of trainees. SETTING: General surgical residency program based at a tertiary academic medical center. PARTICIPANTS: Affiliated categorical residents, preliminary residents, and clinical fellows. RESULTS: We enrolled 110 participants (38 faculty, 31 senior trainees, and 41 trainees). The majority of respondents (75.9%) cited education as the purpose of M&M, and all of respondents stated education as their personal motivation. Audience response questions were integrated into 34 unique case presentations. Mean absolute differences between predicted complication rates and attendees’ predictions were highest for faculty (−9.4%, p = 0.009) and lowest for junior residents (−1.8%, p = 0.385). When assigning root cause of each morbidity, concordance between faculty and trainees was low to moderate (K = 0.41). CONCLUSIONS: Assessment of learning during M&M can be performed in real time with discrimination observed by learner experience level. These data support development of this response platform to trend learner performance over time and to monitor targeted educational interventions at future M&Ms. © 2018",Educational technology; Learning; Morbidity and mortality conference; Practice-Based Learning and Improvement; Professional education; Surgical education,adolescent; adult; audience response system; Conference Paper; educational technology; electronic medical record; feedback system; female; human; major clinical study; male; morbidity; prediction; priority journal; real time learning assessment; resident; surgical mortality; surgical risk; surgical training; tertiary care center; total quality management; vocational education,,,,,,,,,,,"Aggarwal, R., Risk, complexity, decision making, and patient care (2018) JAMA Surg, 153, p. 208; Gordon, L., Gordon's Guide to the Surgical Morbidity and Mortality Conference (1994), Hanley & Belfus Philadelphia, PA; Harbison, S.P., Regehr, G., Faculty and resident opinions regarding the role of morbidity and mortality conference (1999) Am J Surg, 177, pp. 136-139; Proceedings of conference on hospital standardization (1917) Bull Am Coll Surg, 3, pp. 1-54; Essentials and information items (1995) Graduate Medical Education Directory; Orlander, J.D., Barber, T.W., Fincke, B.G., The morbidity and mortality conference: the delicate nature of learning from error (2002) Acad Med, 77, pp. 1001-1006; Bosk, C., Occupational rituals in patient management (1980) N Engl J Med, 303, pp. 71-76; Feldman, L., Barkun, J., Barkun, A., Sampalis, J., Rosenberg, L., Measuring postoperative complications in general surgery patients using an outcomes-based strategy: comparison with complications presented at morbidity and mortality rounds (1997) Surgery, 122, pp. 711-720; Hamby, L.S., Birkmeyer, J.D., Birkmeyer, C., Alksnitis, J.A., Ryder, L., Dow, R., Using prospective outcomes data to improve morbidity and mortality conferences (2000) Curr Surg, 57, pp. 384-388; Hutter, M.M., Rowell, K.S., Devaney, L.A., Identification of Surgical complications and deaths: an assessment of the traditional surgical morbidity and mortality conference compared with the American College of Surgeons-National Surgical Quality Improvement Program (2006) J Am Coll Surg, 203, pp. 618-624; Thomas, M.K., McDonald, R.J., Foley, E.F., Weber, S.M., Educational value of morbidity and mortality (M&M) conferences: are minor complications important? (2012) J Surg Educ, 69, pp. 326-329; McVeigh, T.P., Waters, P.S., Murphy, R., O'Donoghue, G.T., McLaughlin, R., Kerin, M.J., Increasing reporting of adverse events to improve the educational value of the morbidity and mortality conference (2013) J Am Coll Surg, 216, pp. 50-56; Gurien, L.A., Ra, J.H., Kerwin, A.J., National Surgical Quality Improvement Program integration with morbidity and mortality conference is essential to success in the march to zero (2016) Am J Surg, 212, pp. 623-628; Falcone, J.L., Watson, A.R., Surgical morbidity and mortality conference using teleconferencing allows for increased faculty participation and moderation from satellite campuses and saves costs (2012) J Surg Educ, 69, pp. 58-62; Murayama, K.M., Derossis, A.M., DaRosa, D.A., Sherman, H.B., Fryer, J.P., A critical evaluation of the morbidity and mortality conference (2002) Am J Surg, 183, pp. 246-250; Sacks, G.D., Lawson, E.H., Tillou, A., Hines, O.J., Morbidity and mortality conference 2.0 (2015) Ann Surg, 262, pp. 228-229; Abelson, J.S., Yeo, H.L., Pomp, A., Fehling, D., Michelassi, F., Using the ACS NSQIP Surgical Risk Calculator for surgical education and quality improvement (2016) Bull Am Coll Surg, 101, pp. 29-31. , http://bulletin.facs.org/2016/12/using-the-acs-nsqip-surgical-risk-calculator-for-surgical-education-and-quality-improvement/; Calder, L.A., Kwok, E.S.H., Adam Cwinn, A., Enhancing the quality of morbidity and mortality rounds: the Ottawa M&M model (2014) Acad Emerg Med, 21, pp. 314-321; Bender, L.C., Klingensmith, M.E., Freeman, B.D., Anonymous group peer review in surgery morbidity and mortality conference (2009) Am J Surg, 198, pp. 270-276; Healy, J.M., Davis, K.A., Pei, K.Y., Comparison of internal medicine and general surgery residents’ assessments of risk of postsurgical complications in surgically complex patients (2018) JAMA Surg, 153, pp. 203-207; Sroka, G., Feldman, L.S., Vassiliou, M.C., Kaneva, P.A., Fayez, R., Fried, G.M., Fundamentals of laparoscopic surgery simulator training to proficiency improves laparoscopic performance in the operating room—a randomized controlled trial (2010) Am J Surg, 199, pp. 115-120; NBME Subject Examinations (2017), http://www.nbme.org/students/Subject-Exams/subexams.html, Available at: Accessed August 25, 2017; The New Surgeon Specific Registry (2017), https://www.facs.org/quality-programs/ssr/news, Available at: Accessed August 25, 2017; Flynn-O'Brien, K.T., Mandell, S.P., Eaton, E.V., Schleyer, A.M., McIntyre, L.K., Surgery and medicine residents’ perspectives of morbidity and mortality conference: an interdisciplinary approach to improve ACGME core competency compliance (2015) J Surg Educ, 72, pp. e258-e266; Gore, D.C., National survey of surgical morbidity andmortality conferences (2006) Am J Surg, 191, pp. 708-714; Xiong, X., Johnson, T., Jayaraman, D., McDonald, E.G., Martel, M., Barkun, A.N., At the crossroad with morbidity and mortality conferences: lessons learned through a narrative systematic review (2016) Can J Gastroenterol Hepatol, 2016, pp. 1-11; Dissanaike, S., Berry, M., Ginos, J., Paige, R., McNabb, W., Griswold, J., Variations in the perception of trauma-related complications between attending surgeons, surgery residents, critical care nurses, and medical students (2009) Am J Surg, 197, pp. 764-768","Haut, E.R.; Johns Hopkins University School of Medicine, 1800 Orleans Street, Sheikh Zayed 6107C, United States; email: ehaut1@jhmi.edu",,,Elsevier Inc.,,,,,19317204,,,30523799.0,English,J. Surg. Educ.,Conference Paper,Final,,Scopus,2-s2.0-85049318890
Woldemichael D.E.,51666075500;,A Hybrid Student-centered Learning Instructional Approaches for a Lecture Based Engineering Class,2018,"Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC 2017 and 4th Innovative Practices in Higher Education Expo 2017, I-PHEX 2017",,, 8467115,558,561,,,10.1109/WEEF.2017.8467115,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055454825&doi=10.1109%2fWEEF.2017.8467115&partnerID=40&md5=daa79a864be8184fe761d8dbc7766f20,"Mechanical Engineering Department, Center for Excellence in Teaching and Learning (CETaL), Universiti Teknologi, Petronas, Bandar Seri Iskandar, Perak, 32610, Malaysia","Woldemichael, D.E., Mechanical Engineering Department, Center for Excellence in Teaching and Learning (CETaL), Universiti Teknologi, Petronas, Bandar Seri Iskandar, Perak, 32610, Malaysia","This paper presents the implementation of a hybrid student-centered instructional approaches namely: flipped classroom, active learning and cooperative learning supported with student response system (web clicker) for a typical lecture based engineering class. Students' perception on the use of these approaches in comparison with traditional lecture based approach were studied using online quantitative survey. A convenient sampling method was used for data collection. A total of 76 students responded out of 151 students. The descriptive statistical analysis of the survey shows that most of the students do consider the effectiveness of the approaches. The use of web clicker encourages students to participate in the learning activity and motivate them to study. The result from the survey was in line with previous results reported in literature for active learning and cooperative learning approaches, and use of clickers. © 2017 IEEE.",Active learning; Cooperative learning; Flipped classroom; Student response system; Student-centered learning; web clicker,Artificial intelligence; Engineering education; Interactive computer systems; Surveys; Active Learning; Cooperative learning; Flipped classrooms; Student-centered learning; Student-response system; web clicker; Students,,,,,"Department of Chemical Engineering, Universiti Teknologi Petronas","ACKNOWLEDGMENT This research was supported by scholarship of teaching and learning (SoTL) grant from Center for Excellence in Teaching and Learning (CETaL) and Mechanical Engineering Department, Universiti Teknologi PETRONAS. The author thanks Mr Asrar Ahmad Sabir for data analysis.",,,,,"Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93, pp. 223-231; Johnson, D.W., Johnson, R.T., Smith, K.A., Cooperative learning returns to college: What evidence is there that it works? (1998) Change, 30, pp. 27-35; Cotes, S., Cotuá, J., Using audience response systems during interactive lectures to promote active learning and conceptual understanding of stoichiometry (2014) Journal of Chemical Education, 91, pp. 673-677; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. the role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Beard, K.V., Morote, E.-S., Volcy, K., Effects of a student response system on preclass preparation, learning, and class participation in a diverse classroom (2013) Teaching and Learning in Nursing, 8, pp. 136-139; Bao, L., (2012) WebClicker, , http://www.WebClicker.org, August org; Biggs, J., Tang, C., (2007) Teaching for Quality Learning at University, , 3rd ed. London: Open University Press; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How People Learn, , ed: Washington, DC: National Academy Press; Middleton, R., Active learning and leadership in an undergraduate curriculum: How effective is it for student learning and transition to practice? (2013) Nurse Education in Practice, 13, pp. 83-88; McLeish, K., Attitude of students towards cooperative learning methods at Knox community college: A descriptive study (2009) Online Submission; Richardson, A., Dunn, P., McDonald, C., Oprescu, F., CRiSP: An instrument for assessing student perceptions of classroom response systems (2015) Journal of Science Education and Technology, 24, pp. 432-447; Harun, H., Salleh, R., Memon, M.A., Baharom, M.N.R., Abdullah, A., Job satisfaction, organizational commitment and stress among offshore oil and gas platform employees (2014) Asian Social Science, 10, p. 28; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57",,,Dassault Systemes;Education Malaysia;Mathworks;MMC;Quanser,Institute of Electrical and Electronics Engineers Inc.,"7th World Engineering Education Forum, WEEF 2017",13 November 2017 through 16 November 2017,,139977.0,,9781538615232,,,English,"Proc. - World Eng. Educ. Forum, WEEF - In Conjunction: Regional Conf. Eng. Educ. Res. High. Educ., RCEE RHEd, Int. STEAM Educ. Conf., STEAMEC Innov. Practices in High. Educ. Expo , I-PHEX",Conference Paper,Final,,Scopus,2-s2.0-85055454825
"Lai C.-H., Huang S.-H., Chien Y.-C., Huang Y.-M.",33068052500;55501352700;56071452500;8630348700;,Applying Self-Regulated Learning to Enhance Taiwans' Vocation Students Frame Cutting Skills in Interactive Learning Environment,2018,"Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC 2017 and 4th Innovative Practices in Higher Education Expo 2017, I-PHEX 2017",,, 8467024,756,758,,,10.1109/WEEF.2017.8467024,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055420718&doi=10.1109%2fWEEF.2017.8467024&partnerID=40&md5=f2fdceebb3dabd49140eb87d434b225d,"Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan; Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan","Lai, C.-H., Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan; Huang, S.-H., Department of Information and Learning Technology, National University of Tainan, Tainan, Taiwan; Chien, Y.-C., Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan; Huang, Y.-M., Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan","Technique Education is important to industry development. The Technique Education needs to connect with innovation pedagogy. Self-regulated learning is one of student orientation, learning which help student to modify their learning. In this research, we developed an interactive learning system which based self-regulated learning approach. A total of 35 participants is learning frame cutting skills with the interactive learning environment. After the learning activities, the questionnaire of self-regulated learning are taken. The analysis result indicated that the interactive learning environment can enhance learners' self-regulated learning. Most of student thought that using the interactive learning environment to learn skills can increase their learning efficacy. © 2017 IEEE.",Frame Cutting; Interactive Learning; Self-Regulated Learning,Computer aided instruction; Educational technology; Employment; Learning systems; Students; Industry development; Interactive learning; Interactive learning environment; Interactive learning systems; Learning Activity; Self-regulated learning; Student orientation; Engineering education,,,,,"Ministry of Science and Technology, Taiwan","ACKNOWLEDGMENT This research is partially supported by the Ministry of Science and Technology, Taiwan, R.O.C. under Grant no. MOST 106-2511-S-006 -006 -MY3, MOST 106-2511-S-006 - 001 -MY3, MOST 106-2511-S-006 -010 -MY3, MOST 103-2511-S-006 -002 -MY3, and MOST 103-2511-S-006 -007 - MY3.",,,,,"Juang, Y.-S., Lin, S.-S., Kao, H.-P., An adaptive scheduling system with genetic algorithms for arranging employee training programs (2007) Expert Systems with Applications, 33 (3), pp. 642-651; Lee, T.-L., Action strategies for strengthening industrial clusters in southern Taiwan (2006) Technology in Society, 28 (4), pp. 533-552; Toumas-Shehata, M., Exploring the role of quantitative feedback in inhaler technique education: A cluster-randomised, two-arm, parallel-group, repeatedmeasures study (2014) NPJ Primary Care Respiratory Medicine, 24, p. 14071; Wang, J., A study of education investment and xinjiang economic development (2009) International Journal of Business and Management, 4 (5), p. 139; Well, E., Government invests in new cervical screening technique Primary Health Care., 13 (9); Yeh, Y.F., Developing and validating technological pedagogical content knowledge practical (TPACK practical) through the Delphi survey technique (2014) British Journal of Educational Technology, 45 (4), pp. 707-722; Womack, J.P., Jones, D.T., Lean solutions: How companies and customers can create value and wealth together (2015) Simon and Schuster; Grabinger, R.S., Dunlap, J.C., Rich environments for active learning: A definition (1995) ALT-J, 3 (2), pp. 5-34; Johnson, W.L., Rickel, J.W., Lester, J.C., Animated pedagogical agents: Face-to-face interaction in interactive learning environments (2000) International Journal of Artificial Intelligence in Education, 11 (1), pp. 47-78; Garrison, D.R., Self-directed learning: Toward a comprehensive model (1997) Adult Education Quarterly, 48 (1), pp. 18-33; Loyens, S.M., Magda, J., Rikers, R.M., Self-directed learning in problem-based learning and its relationships with self-regulated learning (2008) Educational Psychology Review, 20 (4), pp. 411-427; Wolters, C.A., Regulation of motivation: Contextual and social aspects (2011) Teachers College Record, 113 (2), pp. 265-283; Scriven, B., Distance education. A systems view (1996) Distance Education, 17 (2), p. 412; Robson, R., The changing nature of e-learning content (2013) Reshaping Learning, pp. 177-196. , Springer; Rieber, L.P., Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games (1996) Educational Technology Research and Development, 44 (2), pp. 43-58; Reeves, T.C., Reeves, P.M., Effective dimensions of interactive learning on the World Wide Web (1997) Web-based Instruction, pp. 59-66; Panitz, T., (1999) Collaborative Versus Cooperative Learning: A Comparison of the Two Concepts Which Will Help Us Understand the Underlying Nature of Interactive Learning.; Pintrich, P.R., (2000) The Role of Goal Orientation in Self-regulated Learning",,,Dassault Systemes;Education Malaysia;Mathworks;MMC;Quanser,Institute of Electrical and Electronics Engineers Inc.,"7th World Engineering Education Forum, WEEF 2017",13 November 2017 through 16 November 2017,,139977.0,,9781538615232,,,English,"Proc. - World Eng. Educ. Forum, WEEF - In Conjunction: Regional Conf. Eng. Educ. Res. High. Educ., RCEE RHEd, Int. STEAM Educ. Conf., STEAMEC Innov. Practices in High. Educ. Expo , I-PHEX",Conference Paper,Final,,Scopus,2-s2.0-85055420718
"Esguerra M.A., Cordero A.R.M.",57204394305;57204392750;,Android-Based mobile application for swine traceability and management system using near field communication (NFC),2018,ACM International Conference Proceeding Series,,,,205,208,,,10.1145/3242840.3242865,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055414728&doi=10.1145%2f3242840.3242865&partnerID=40&md5=c48cfe0462548e3fa9511199d126620b,"Lyceum of Philippines University, Capitol Site, Batangas City, Philippines","Esguerra, M.A., Lyceum of Philippines University, Capitol Site, Batangas City, Philippines; Cordero, A.R.M., Lyceum of Philippines University, Capitol Site, Batangas City, Philippines","The widespread use of Information and Communications Technology (ICT) in day-to-day life of the people has become common. In recent years, the rapid emergence of Internet and mobile-based technologies were observed in urban and rural communities, providing an easy and rapid delivery of information. For this purpose, the authors developed an Android- Based Mobile Application for Swine Traceability and Management System for a training center on pig husbandry using Near Field Communication (NFC) technology. This mobile application is of great help to the training centers of pig husbandry in keeping tracks of the movement of swine from their farm to the slaughterhouse. By using the mobile application, the training center had an easy way of identifying and recording the p ig's information and maintains an or gan ized record management system. The use of Near Field Communication Technology provides the client an innovative way of swine management, and is way cheaper than RFID. This mobile application was developed using Android platform and runs on NFC-compatible handsets with Jellybean 4.2 versions or higher. The application include several features like offline work, personalization options and touch support. To ensure the security of the data, options to backup, restore and export data were included in the settings menu of the application. © 2018 Association for Computing Machinery.",Android application; Mobile application development; Near-field communication technology; Swine traceability,Agriculture; Android (operating system); Information management; Information use; Mammals; Mobile computing; Security of data; Android applications; Information and communications technology; Management systems; Mobile application development; Mobile applications; Record management systems; Swine traceability; The near field communication (NFC); Near field communication,,,,,,,,,,,"Aker, J.C., Dial ""A"" for agricu lture: A review of information and communication technologies for agricultural extension in developing countries (2011) Agricultural Economics, 42 (6), pp. 631-647; Balaji, V., Meera, S.N., Dixit, X., ICT-Enabled knowledge sharing in support of extension: Addressing the agrarian challenges of the developing world threatened by climate change, with a Case Study of India (2007) SAT EJournal, 4 (1), p. 18; (2006) The 2006 E-Readiness Rankings, Economic Intelligence Unit, the Economist, , http://www.eiu.com, EUI., London, accessed 21/05/07; Ma, C., Li, Y., Yin, G., Ji, J., The monitoring and information management system of pig breeding process based on internet of things (2012) Information and Computing Science (ICIC), 2012 Fifth International Conference on, pp. 103-106. , (July). IEEE; Mukviboonchai, S., Kovintavewat, P., Thammasiri, D., The conceptual framework for the development of Thailand economic animal traceability system (2008) Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology, 2008. ECTI-CON 2008. 5th International Conference on, 1, pp. 201-204. , May. . IEEE; Nakasone, E., Torero, M., Minten, B., The power of information: The ICT revolution in agricultural development (2014) Annu. Rev. Resour. Econ, 6 (1), pp. 533-550; Paus, A., Near field communication in cell phones (2007) Chair for Communication Security, 24 (8); Qiang, C.Z., Kuek, S.C., Dymond, A., Esselaar, S., (2012) Mobile Applications for Agriculture and Rural Development; Rao, N.H., A framework for implementing information and communication technologies in agricultural development in India (2007) Technological Forecasting and Social Change, 74 (4), pp. 491-518; Sabella, R., What is Needed for Near Field Communication, , http://www.dummies.com/consumer-electronics/needednear-field-communication/, Retrieved April 4, 2018, from; Sharma, V., Gusain, P., Kumar, P., Near field communication (2013) Department of Computer Science & Engineering Tula's Institute, the Engineering and Management College, , Dehradun, Uttarakhand, 248001; Wasserman, A.I., Software engineering issues for mobile application development (2010) Proceedings of the FSE/SDP Workshop on Future of Software Engineering Research, pp. 397-400. , (November). . ACM; Want, R., Near field communication (2011) IEEE Pervasive Computing, 10 (3), p. 4",,,Xi'an Jiaotong-Liverpool University,Association for Computing Machinery,"2nd International Conference on Algorithms, Computing and Systems, ICACS 2018",27 July 2018 through 29 July 2018,,140224.0,,9781450365093,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-85055414728
"Thiga M., Chebon V., Kiptoo S., Okumu E., Onyango D.",56561898500;57203303871;57203305242;57203300851;56971222200;,"Electronic voting system for university student elections: The case of Kabarak University, Kenya",2018,"2018 IST-Africa Week Conference, IST-Africa 2018",,, 8417298,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051218102&partnerID=40&md5=0735bbcf7c7ce2a8ba62fa86d6a004ed,"Kabarak University, P.O Box Private Bag, Nakuru, 20157, Kenya","Thiga, M., Kabarak University, P.O Box Private Bag, Nakuru, 20157, Kenya; Chebon, V., Kabarak University, P.O Box Private Bag, Nakuru, 20157, Kenya; Kiptoo, S., Kabarak University, P.O Box Private Bag, Nakuru, 20157, Kenya; Okumu, E., Kabarak University, P.O Box Private Bag, Nakuru, 20157, Kenya; Onyango, D., Kabarak University, P.O Box Private Bag, Nakuru, 20157, Kenya",Student elections in higher education institutions have over the years become very expensive and involving exercises. This study examines the challenges facing the conduct of these student elections manually and presents an electronic alternative that demonstrates great advantages especially in introducing efficiency at the vote tallying stage of the election. The electronic voting system developed and tested at Kabarak University is a result of a consultative engagement with the student fraternity and utilizes a very basic but secure approach to guarantee the sanctity of the process and accuracy in the tallying of the results. The system and development process will serve to demonstrate the applicability of electronic voting not only in the higher education context but also in other contexts that require an infusion of efficiency in the voting processes. © 2018 IST-Africa Institute.,electronic voting; higher education; student elections,Efficiency; Voting machines; Development process; Electronic voting; Electronic voting systems; Higher education; Higher education institutions; University students; Voting process; Students,,,,,,,,,,,"(2018) Opportunities Risks and Challenges of E-voting, , http://aceproject.org/ace-en/focus/e-voting/e-voting-opportunities, ACE Project Retrieved from; (2018) Types of E-Voting, , http://aceproject.org/ace-en/focus/e-voting/typesof-e-voting, ACE Project. Retrieved from; (2016) Student Electronic Voting System, , http://www.cuea.edu/index.php/news-and-events/173-student-electronic-voting-system-lauded, CUEA C U. o. E. A. Retrieved from; Habibu, T., Sharif, K., Nicholas, S., Design and implementation of electronic voting system (2017) International Journal of Computer & Organization Trends (IJCOT), 45 (1), p. 7; Ikonomopoulos, S., Lambrinoudakis, C., Gritzalis, D., Kokolakis, S., Vassiliou, K., Functional requirements for a secure electronic voting system (2002) Security in the Information Society. IFIP Advances in Information and Communication Technology, 86. , Ghonaimy M.A., El-Hadidi M.T., A. H.K. (Eds.) Boston, MA: Springer; (2011) Introducing Electronic Voting: Essential Considerations, , International Institute for Democracy and Electoral Assistance. Retrieved from Stockholm, Sweden; (2018) Varsity Students Leverage on Technology to Conduct Electronic Elections-Jomo Kenyatta University of Agriculture and Technology, , http://www.jkuat.ac.ke/varsity-students-leverage-technology-conduct-electronic-elections, JKUAT J. K U. o. A. a. T. Retrieved from; (2015) Baraton University Students Innovate Electronic Voting System, , Kenya Television Network; (2004) NASA Software Safety Guidebook: National Aeronautics and Space Administration, , NASA; (2006) Electronic Voting-Challenges and Opportunities, , Norwegian Ministry of Local Government and Regional Development. Retrieved from; Nzoka, J.M., Muthama, N.M., Mung'Ithya, N.M., Taita Taveta university college e-voting system: A web based approach to elections management (2013) International Journal of Intelligent Information Systems, 2 (5-7). , https://www.polyas.com, POLYAS. (2015, 2015-11-26). Online Voting. Retrieved from",,,,Institute of Electrical and Electronics Engineers Inc.,"2018 IST-Africa Week Conference, IST-Africa 2018",9 May 2018 through 11 May 2018,,138126.0,,9781905824601,,,English,"IST-Africa Week Conf., IST-Africa",Conference Paper,Final,,Scopus,2-s2.0-85051218102
"Alzetta C., Adorni G., Celik I., Koceva F., Torre I.",57192938832;7003898289;16229466400;56406555300;56188105900;,Toward a user-adapted question/answering educational approach,2018,"UMAP 2018 - Adjunct Publication of the 26th Conference on User Modeling, Adaptation and Personalization",,,,173,177,,,10.1145/3213586.3226214,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051500296&doi=10.1145%2f3213586.3226214&partnerID=40&md5=66f8f6902fb0ebd020b2019be2860673,"DiBRIS, University of Genoa, Italy; Cyprus International University, Cyprus","Alzetta, C., DiBRIS, University of Genoa, Italy; Adorni, G., DiBRIS, University of Genoa, Italy; Celik, I., Cyprus International University, Cyprus; Koceva, F., DiBRIS, University of Genoa, Italy; Torre, I., DiBRIS, University of Genoa, Italy","This paper addresses the design of a model for Question/Answering in an interactive and mobile learning environment. The learner's question can be made through vocal interaction or typed text and the answer is the generation of a personalized learning path. This takes into account the focus and type of the question and some personal features of the learner extracted both from the question and prosodic features, in case of vocal questions. The response is a learning path that preserves the precedence of the prerequisite relations and contains all the relevant concepts for answering the user's question. The main contribution of the paper is to investigate the possibility to exploit educational concept maps in a Q/A interactive learning system. © 2018 Association for Computing Machinery.",Education; Educational concept map; MOOC; Personilized Learning Path; Q/A,Computer aided instruction; Education; Concept maps; Educational approach; Interactive learning systems; Learning paths; Mobile learning environment; MOOC; Personalized learning; Prosodic features; Learning systems,,,,,,,,,,,"Adorni, G., Koceva, F., Educational concept maps for personalized learning path generation (2016) Conference of the Italian Association for Artificial Intelligence, pp. 135-148. , Springer; Atapattu, T., Falkner, K., Falkner, N., Educational question answering motivated by question-specific concept maps (2015) International Conference On Artificial Intelligence in Education, pp. 13-22. , Springer; Basu, S., Chakraborty, J., Bag, A., Aftabuddin, M., A review on emotion recognition using speech (2017) 2017 International Conference On Inventive Communication and Computational Technologies (ICICCT), pp. 109-114. , https://doi.org/10.1109/ICICCT.2017.7975169; Bigi, B., Hirst, D., SPeech phonetization alignment and syllabification (SPPAS): A tool for the automatic analysis of speech prosody (2012) Speech Prosody, pp. 1-4; Derici, C., Ãelik, K., Kutbay, E., Aydän, Y., Gangar, T., Azgar, A., Kartal, G., Question analysis for a closed domain question answering system (2015) Computational Linguistics and Intelligent Text Processing, 9042, pp. 468-482. , https://doi.org/10.1007/978-3-319-18117-2_35, Alexander Gelbukh (Ed.). Springer International Publishing, Cham; D'Mello, S., Dieterle, E., Duckworth, A., Advanced, analytic, automated (AAA) measurement of engagement during learning (2017) Educational Psychologist, 52 (2), pp. 104-123; Sidney, K.D., Scotty, D.C., Amy, W., Bethany, M., Arthur, G., Automatic detection of learnerâs affect from conversational cues (2008) User Modeling and User-adapted Interaction, 18 (1-2), pp. 45-80; Dubey, H., Sangwan, A., Hansen, J.H.I., Using speech technology for quantifying behavioral characteristics in peer-led team learning sessions (2017) Computer Speech &language, 46, pp. 343-366; Forbes-Riley, K., Litman, D., Benefits and challenges of real-time uncertainty detection and adaptation in a spoken dialogue computer tutor (2011) Speech Communication, 53 (9-10), pp. 1115-1136; Gangemi, A., Alam, M., Asprino, L., Presutti, V., Recupero, D.R., Framester: A wide coverage linguistic linked data hub (2016) European Knowledge Acquisition Workshop, pp. 239-254. , Springer; Girju, R., Automatic detection of causal relations for question answering (2003) Proceedings of the ACL 2003 Workshop On Multilingual Summarization and Question Answering, 12, pp. 76-83. , ACL; Huang, Z., Thint, M., Qin, Z., Question classification using head words and their hypernyms (2008) Proceedings of the Conference On Empirical Methods in Natural Language Processing. Association for Computational Linguistics, pp. 927-936; Iftene, A., Vanderdonckt, J., Moocbuddy: A chatbot for personalized learning with moocs (2016) Rochiâ-International Conference On Human-Computer Interaction, 91; Lally, A., Prager, J.M., McCord, M.C., Boguraev, B.K., Patwardhan, S., Fan, J., Fodor, P., Chu-Carroll, J., Question analysis: How watson reads a clue (2012) IBM Journal of Research and Development, 56 (3-4), pp. 21-214. , (2012); Lee, C., Kim, J., Metallinou, A., Busso, C., Lee, S., Narayanan, S.S., Speech in affective computing (2014) The Oxford Handbook of Affective Computing; Li, X., Roth, D., Learning question classifiers: The role of semantic information (2006) Natural Language Engineering, 12 (3), pp. 229-249; Li, Y., Ishi, C.T., Ward, N., Inoue, K., Nakamura, S., Takanashi, K., Kawahara, T., Emotion recognition by combining prosody and sentiment analysis for expressing reactive emotion by humanoid robot (2017) Proc. of APSIPA Summit and Conference, 2017, pp. 12-15; Mishra, A., Kumar Jain, S., A survey on question answering systems with classification (2016) Journal of King Saud University-Computer and Information Sciences, 28 (3), pp. 345-361. , https://doi.org/10.1016/j.jksuci.2014.10.007; Moldovan, D., Harabagiu, S., Pasca, M., Mihalcea, R., Girju, R., Goodrum, R., Rus, V., The structure and performance of an open-domain question answering system (2000) Proceedings of the 38th Annual Meeting On Association for Computational Linguistics, pp. 563-570. , ACL; Sanchez-Gordon, S., Luján-Mora, S., How could moocs become accessible the case of edx and the future of inclusive online learning (2016) Journal of Universal Computer Science, 22 (1), pp. 55-81; Schuller, B., Batliner, A., Steidl, S., Seppi, D., Recognising realistic emotions and affect in speech: State of the art and lessons learnt from the first challenge (2011) Speech Communication, 53 (9-10), pp. 1062-1087; Sengloiluean, K., Arch-Int, N., Arch-Int, S., Thongkrau, T., A semantic approach for question answering using DBpedia and WordNet (2017) 2017 14th International Joint Conference On Computer Science and Software Engineering (JCSSE), pp. 1-6. , https://doi.org/10.1109/JCSSE.2017.8025918; Shen, D., Lapata, M., Using semantic roles to improve question answering (2007) Proc. of the Joint Conference On Empirical Methods in Natural Language Processing and Computational Natural Language Learning (EMNLP-CoNLL); Silva, J., Coheur, L., Mendes, A.C., Wichert, A., From symbolic to sub-symbolic information in question classification (2011) Artificial Intelligence Review, 35 (2), pp. 137-154. , https://doi.org/10.1007/s10462-010-9188-4, (Feb. 2011; Sunar, A.S., Abdullah, N.A., White, S., Davis, H.C., Personalisation of MOOCs (2015) Proceedings of the 7th International Conference On Computer Supported Education, 1, pp. 88-97. , SCITEPRESS-Science and Technology Publications, Lda; Van-Tu, N., Anh-Cuong, L., Improving question classification by feature extraction and selection (2016) Indian Journal of Science and Technology, 9 (17). , 2016",,,ACM SIGCHI;ACM SIGWEB,"Association for Computing Machinery, Inc","26th ACM International Conference on User Modeling, Adaptation and Personalization, UMAP 2018",8 July 2018 through 11 July 2018,,137933.0,,9781450357845,,,English,"UMAP - Adjun. Publ. Conf. User Model., Adapt. Pers.",Conference Paper,Final,,Scopus,2-s2.0-85051500296
"Wongwatkit C., Prommool P.",55207266600;57194161006;,Analysing Ongoing Learning Experience with Educational Data Mining for Interactive Learning Environments,2018,"6th Global Wireless Summit, GWS 2018",,, 8686580,161,166,,,10.1109/GWS.2018.8686580,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064749027&doi=10.1109%2fGWS.2018.8686580&partnerID=40&md5=77ea2f7c53917a1f140e178a028f1ad8,"Mae Fah Luang University, Innovation for Quality of Life Development with Information Technology Research Group, School of Information Technology, Chiang Rai, Thailand","Wongwatkit, C., Mae Fah Luang University, Innovation for Quality of Life Development with Information Technology Research Group, School of Information Technology, Chiang Rai, Thailand; Prommool, P., Mae Fah Luang University, Innovation for Quality of Life Development with Information Technology Research Group, School of Information Technology, Chiang Rai, Thailand","Interactive learning environments have widely been accepted in enhancing students' learning performance. Students can have interaction with different learning modules, materials, and activities. However, the ongoing learning data is not well utilized for further analysis. Educational data mining has played an increasing role in considering such essential data in order to improve students' ongoing learning and teachers' ongoing instructions. Therefore, this study proposes several model frameworks in analyzing the students' ongoing learning experience by integrating with data mining techniques for interactive learning systems, which can be applied on different learning platforms. Three models have been proposed for updating learning activities to match with ongoing learning performance, for identifying students' learning problems for teachers to adjust the instructions, and for presenting the students' preferred learning materials format. The results of this study can be further implemented by learning system developers to help improve their interactive learning platforms for more significant benefits for students and teachers. © 2018 IEEE.",artificial intelligence in education; educational data mining; interactive learning environment; learning interaction; personalized learning,Data mining; E-learning; Education computing; Educational technology; Learning systems; Students; Artificial intelligence in education; Educational data mining; Interactive learning environment; Learning interactions; Personalized learning; Computer aided instruction,,,,,Mae Fah Luang University,ACKNOWLEDGMENT This study was supported by Mae Fah Luang University.,,,,,"Delen, E., Liew, J., Willson, V., Effects of interactivity and instructional scaffolding on learning: Self-regulation in online videobased environments (2014) Comput. Educ., 78, pp. 312-320. , Sep; El Bachari, E., Abelwahed, E.H., El Adnani, M., E-Learning personalization based on Dynamic learners' preference (2011) Int. J. Comput. Sci. Inf. Technol., 3 (3), pp. 200-216; Turchi, T., Malizia, A., Fostering computational thinking skills with a tangible blocks programming environment (2016) Proceedings of IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC, 2016, pp. 232-233. , Novem; Chu, H.-C., Hwang, G.-J., Tsai, C.-C., Tseng, J.C.R., A two-tier test approach to developing location-aware mobile learning systems for natural science courses (2010) Comput. Educ., 55 (4), pp. 1618-1627. , Dec; Lewis, K.O., Cidon, M.J., Seto, T.L., Chen, H., Mahan, J.D., Leveraging e-learning in medical education (2014) Curr. Probl. Pediatr. Adolesc. Health Care, 44 (6), pp. 150-163; Beres, I., Magyar, T., Turcsanyi-Szabo, M., (2012) Towards A Personalised, Learning Style Based Collaborative Blended Learning Model with Individual Assessment, 11 (1), pp. 1-28; Sung, H.-Y., Hwang, G.-J., Hwang, G., A collaborative game-based learning approach to improving students' learning performance in science courses (2013) Comput. Educ., 63, pp. 43-51. , Apr; Chen, L.H., Enhancement of student learning performance using personalized diagnosis and remedial learning system (2011) Comput. Educ., 56 (1), pp. 289-299. , Jan; Yang, T., Hwang, G., Yang, S.J., Development of an adaptive learning system with multiple perspectives based on students ' learning styles and cognitive styles (2013) Educ. Technol. Soc., 16, pp. 185-200; Wongwatkit, C., Srisawasdi, N., Hwang, G., Panjaburee, P., Influence of an integrated learning diagnosis and formative assessment-based personalized web learning approach on students learning performances and perceptions (2017) Interact. Learn. Environ., 25 (7), pp. 889-903. , Sep; Yu, L., Applying clustering to data analysis of physical healthy standard (2010) Proc.-2010 7th Int. Conf. Fuzzy Syst. Knowl. Discov. FSKD 2010, 6, pp. 2766-2768. , Fskd; Agaoglu, M., Mustafa, Predicting instructor performance using data mining techniques in higher education (2016) IEEE Access, 4, pp. 2379-2387; Anoopkumar, M., Md Zubair Rahman, A.M.J., A Review on Data Mining techniques and factors used in Educational Data Mining to predict student amelioration (2016) Proc. 2016 Int. Conf. Data Min. Adv. Comput. SAPIENCE 2016, pp. 122-133; Guruler, H., Istanbullu, A., Educational data mining (2014) Stud. Comput. Intell., 524, pp. 105-124. , February 2016; Hwang, G.J., Chu, H.C., Yin, C., Objectives, methodologies and research issues of learning analytics (2017) Interact. Learn. Environ., 25 (2), pp. 143-146; Johnson, M.W., Sherlock, D., Beyond the Personal Learning Environment: Attachment and control in the classroom of the future (2014) Interact. Learn. Environ., 22 (2), pp. 146-164; Hwang, G.J., Lai, C.L., Facilitating and bridging out-of-class and in-class learning: An interactive E-book-based flipped learning approach for math courses (2017) Educ. Technol. Soc.; Lo, J.-J., Wang, H.-M., Yeh, S.-W., Effects of confidence scores and remedial instruction on prepositions learning in adaptive hypermedia (2004) Comput. Educ., 42 (1), pp. 45-63; Olson, T.M., Wisher, R.A., The effectiveness of web-based instruction: An initial inquiry (2002) International Review of Research in Open and Distance Learning, 3 (2), pp. 169-187; Hsu, C.K., Hwang, G.J., Chang, C.K., A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students (2013) Comput. Educ., 63, pp. 327-336. , Apr; Limsukhawat, S., Kaewyoun, S., Wongwatkit, C., Wongta, J., A development of augmented reality-supported mobile game application based on jolly phonics approach to enhancing english phonics learning performance of esl learners (2016) The 24th International Conference on Computers in Education, pp. 483-488; Wongta, J., Thadapirom, T., Runganothai, S., Chutipanich, P., Wongwatkit, C., A mobile game-based virtual reality for learning basic plant taxonomy: Contextual analysis and prototype development (2018) The 17th International Conference on Web-based Learning, pp. 101-111; Press, A., Drive, C., Diego, S., Wc, L., This, U.K., Attern Recognistion-minder Good; Dangi, A., Srivastava, S., Educational data classification using selective Naive Bayes for quota categorization (2014) MOOC, Innov. Technol. Educ. (MITE), 2014 IEEE Int. Conf., pp. 118-121; Devasia, T., Vinushree, T.P., Hegde, V., Prediction of students performance using educational data mining (2016) 2016 Int. Conf. Data Min. Adv. Comput., pp. 91-95; Amra, I.A.A., Maghari, A.Y.A., Students performance prediction using KNN and Naive Bayesian (2017) ICIT 2017-8th Int. Conf. Inf. Technol. Proc., pp. 909-913; Castellano, G., Fanelli, A.M., Roselli, T., Mining categories of learners by a competitive neural network (2001) IJCNN'01. Int. Jt. Conf. Neural Networks. Proc. (Cat. No, 01CH37222), 2, pp. 945-950; Zhiming, Q., Wei, H., Application of combined grey neural network and data mining in information technology education (2009) 2009 Second Int. Conf. Educ. Technol. Train., pp. 163-166; Krishna Kishore, K.V., Venkatramaphanikumar, S., Alekhya, S., Prediction of student academic progression: A case study on Vignan University (2014) 2014 Int. Conf. Comput. Commun. Informatics Ushering Technol. Tomorrow, Today, ICCCI 2014, (2), pp. 3-8; Widyahastuti, F., Tjhin, V.U., Predicting students performance in final examination using linear regression and multilayer perceptron (2017) 2017 10th Int. Conf. Hum. Syst. Interact., pp. 188-192; Fortuner, B., (2018), https://mlcheatsheet.readthedocs.io/en/latest/architectures.html, Accessed: 24-Sep; Johnson, W., (2015) K-Means Clustering-What It Is and How It Works, , http://www.learnbymarketing.com/methods/k-means-clustering/, Accessed: 20-Sep-2018; Qu, Z., Wang, X., Application of RS and clustering algorithm in distance education (2009) 2008 Int. Work. Educ. Technol. Train. 2008 Int. Work. Geosci. Remote Sensing, ETT GRS 2008, 1, pp. 7-10; Jing, F., Shiying, K., Application of data mining for emotional intelligence based on cluster analysis (2010) Int. Conf. Artif. Intell. Educ., pp. 512-515; Servi, T., (2013) A Data Mining Method for Refining Groups in Data Using Dynamic Model Based Clustering, (1), pp. 0-5; Ahlawat, R., Sahay, S., Sabitha, S., Bansal, A., Analysis of factors affecting enrollment pattern in Indian universities using k-means clustering (2017) 2016 Int. Conf. Inf. Technol. InCITe 2016-Next Gener. IT Summit Theme-Internet Things Connect Your Worlds, pp. 321-326; Jeevan, M., (2017) Possibly the Simplest Way to Explain K-Means Algorithm, , http://bigdatamadesimple.com/possibly-the-simplest-way-to-explain-k-meansalgorithm/, Accessed: 24-Sep-2018",,,,Institute of Electrical and Electronics Engineers Inc.,"6th Global Wireless Summit, GWS 2018",25 November 2018 through 28 November 2018,,147305.0,,9781538642887,,,English,"Glob. Wirel. Summit, GWS",Conference Paper,Final,,Scopus,2-s2.0-85064749027
"Taylor C., Petersen A., Spacco J., Bunde D.P., Liao S.N., Porter L.",55814184500;15127790100;56023820500;57203381826;57192187289;24081364400;,A multi-institution exploration of peer instruction in practice,2018,"Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE",,,,308,313,,1.0,10.1145/3197091.3197144,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052027400&doi=10.1145%2f3197091.3197144&partnerID=40&md5=852c805fd36a459284a69c0076919d63,"Oberlin College, Oberlin, OH, United States; University of Toronto Mississauga, Mississauga, ON, Canada; Knox College, Galesburg, IL, United States; University of California at San Diego, San Diego, CA, United States","Taylor, C., Oberlin College, Oberlin, OH, United States; Petersen, A., University of Toronto Mississauga, Mississauga, ON, Canada; Spacco, J., Knox College, Galesburg, IL, United States; Bunde, D.P., Knox College, Galesburg, IL, United States; Liao, S.N., University of California at San Diego, San Diego, CA, United States; Porter, L., University of California at San Diego, San Diego, CA, United States","Peer Instruction (PI) is an active learning pedagogy that has been shown to improve student outcomes in computing, including lower failure rates, higher exam scores, and better retention in the CS major. PI’s key classroom mechanism is the PI question: a formative multiple choice question on which students vote, then discuss, then vote again. While research indicates that PI questions lead to learning gains for students, relatively little is known about the questions themselves and how faculty employ them. Additionally, much of the work has examined PI data collected by researchers operating in a quasi-experimental setting. We examine data collected incidentally by multiple instructors using PI as a pedagogical technique in their classroom. We look at how many questions instructors use in their courses, the difficulty level of the questions, and normalized gain, a metric that looks at increases in student correctness between individual and group votes. We find normalized gain levels similar to those in existing literature, indicating that students are learning, and that most questions, even those developed by instructors new to PI, fall within recommended difficulty levels, indicating instructors can create good PI questions with little training. We also find that instructors add PI questions over the first several iterations of a new PI course, showing that they find PI questions valuable and suggesting that full development of PI materials for a course may take multiple semesters. © 2018 Association for Computing Machinery.",Active Learning; Clicker Questions; CS Education; Peer Instruction,Artificial intelligence; Curricula; Education computing; Engineering education; Engineering research; Failure analysis; Teaching; Active Learning; Clicker Questions; CS education; Experimental settings; Multiple choice questions; Pedagogical technique; Peer instruction; Student outcomes; Students,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), p. 31. , https://doi.org/10.1119/1.2121753arXiv:physics/0508114, 2006; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics AIP Conference Proceedings, 69 (9), pp. 970-977. , https://doi.org/10.1119/1.1374249, 2001; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Research-Based Reform of University Physics, 1 (1), pp. 40-95. , 2007; Esper, S., Simon, B., Cutts, Q., Exploratory homeworks: An active learning tool for textbook reading (2012) Proceedings of The Ninth Annual International Conference on International Computing Education Research, pp. 105-110; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4 (4), pp. 298-310. , 2005; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46 (4), pp. 242-244. , 2008; Lasry, N., Mazur, E., Watkins, J., Peer instruction: From Harvard to the two-year college (2008) American Journal of Physics, 76 (11), pp. 1066-1069. , 2008; Liao, S.N., Griswold, W.G., Porter, L., Impact of class size on student evaluations for traditional and peer instruction classrooms (2017) Proceedings of The ACM SIGCSE Technical Symposium on Computer Science Education, pp. 375-380; Liao, S.N., Zingaro, D., Laurenzano, M.A., Griswold, W.G., Porter, L., Lightweight, early identification of at-Risk CS1 students (2016) Proceedings of The 2016 ACM Conference on International Computing Education Research, pp. 123-131; Marx, J.D., Cummings, K., Normalized change (2007) American Journal of Physics, 75 (1), pp. 87-91. , 2007; Pargas, R.P., Shah, D.M., Things are clicking in computer science courses (2006) ACM SIGCSE Bulletin, 38, pp. 474-478; Porter, L., Lee, C.B., Simon, B., Halving fail rates using peer instruction: A study of four computer science courses (2013) Proceedings of The 44th ACM Technical Symposium on Computer Science Education, pp. 177-182; Porter, L., Lee, C.B., Simon, B., Cutts, Q., Zingaro, D., Experience report: A multi-classroom report on the value of peer instruction (2011) Proceedings of The 16th Annual Joint Conference on Innovation and Technology in Computer Science Education, pp. 138-142; Porter, L., Bouvier, D., Cutts, Q., Grissom, S., Lee, C., McCartney, R., Zingaro, D., Simon, B., A Multi-institutional Study of Peer Instruction in Introductory Computing (2016) Proceedings of The 47th ACM Technical Symposium on Computing Science Education, pp. 358-363; Porter, L., Garcia, S., Glick, J., Matusiewicz, A., Taylor, C., Peer instruction in computer science at small liberal arts colleges (2013) Proceedings of The 18th ACM Conference on Innovation and Technology in Computer Science Education, pp. 129-134; Porter, L., Lee, C.B., Simon, B., Zingaro, D., Peer instruction: Do students really learn from peer discussion in computing? (2011) Proceedings of The Seventh International Workshop on Computing Education Research, pp. 45-52. , 2011; Porter, L., Simon, B., Retaining nearly one-third more majors with a trio of instructional best practices in CS1 (2013) Proceedings of The 44th ACM Technical Symposium on Computer Science Education, pp. 165-170; Porter, L., Zingaro, D., Lister, R., Predicting student success using fine grain clicker data (2014) Proceedings of The Tenth Annual Conference on International Computing Education Research, pp. 51-58; Simon, B., Cutts, Q., CS principles pilot at University of California, San Diego (2012) ACM Inroads, 3 (2), pp. 61-63. , 2012; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., Experience report: Peer instruction in introductory computing (2010) Proceedings of The 41st ACM Technical Symposium on Computer Science Education, pp. 341-345; Simon, B., Parris, J., Spacco, J., How we teach impacts student learning: Peer instruction vs. Lecture in CS0 (2013) Proceeding of The 44th ACM Technical Symposium on Computer Science Education, pp. 41-46; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE-Life Sciences Education, 10 (1), pp. 55-63. , 2011; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124. , 2009; Zingaro, D., Experience report: Peer instruction in remedial computer science (2010) Proceedings of World Conference on Educational Multimedia, Hypermedia & Telecommunications, , Ed-Media). University of Toronto; Zingaro, D., Peer instruction contributes to self-efficacy in CS1 (2014) Proceedings of The 45th ACM Technical Symposium on Computer Science Education, pp. 373-378; Zingaro, D., Lee, C.B., Porter, L., Peer instruction in computing: The role of reading quizzes (2013) Proceedings of The 44th ACM Technical Symposium on Computer Science Education, pp. 47-52; Zingaro, D., Porter, L., Peer instruction in computing: The value of instructor intervention (2014) Computers & Education, 71, pp. 87-96. , 2014; Zingaro, D., Porter, L., Tracking student learning from class to exam using isomorphic questions (2015) Proceedings of The 46th ACM Technical Symposium on Computer Science Education, pp. 356-361",,Andreou P.Armoni M.Read J.C.Polycarpou I.,ACM SIGCSE,Association for Computing Machinery,"23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018",2 July 2018 through 4 July 2018,,138031.0,1942647X,9781450357074,,,English,Annu. Conf. Innov. Technol. Comput. Sci. Educ. ITiCSE,Conference Paper,Final,,Scopus,2-s2.0-85052027400
Jordaan D.B.,38361803000;,Board games in the Computer Science Class to Improve Students' Knowledge of the Java Programming Language: A lecturer's perspective,2018,ACM International Conference Proceeding Series,,,,1,4,,,10.1145/3206129.3239425,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056628110&doi=10.1145%2f3206129.3239425&partnerID=40&md5=3538aa887a6c22d259ac51fe4b5ff19f,"School of Computer Science and Information Systems, North-West University, South Africa","Jordaan, D.B., School of Computer Science and Information Systems, North-West University, South Africa","A rapidly changing information technology industry and the economy are challenging educators to select and competently use the most appropriate learning resources. Many research studies report on the way we learn best, but most professional educators are generally uninformed concerning both the results of such studies and the value of heads-on and hands-on learning. Wasted resources, learner apathy, and discouragement are often experienced when suitable, interactive teaching methods are not appropriately applied. The challenge is to retain the student's attention, while communicating subject related information. In recent years, board games have been used to a limited extend in corporate settings, but most educators are not aware of the value and the effect of board games designed for learning. Interactive and engaging learning methods like board games provide immediate feedback through discussion with other players with emphasis on hands-on and heads-on activities. The aim of this study is to investigate board games as a method to improve students' knowledge about the Java programming language as seen from the lecturer's viewpoint. This study claims that board games can be used as inexpensive, interactive engagement learning methods to stimulate hands-on and heads-on activities. The results of this study are very important especially for developing countries that cannot afford expensive materials to make students mentally and physically active. © 2018 Association for Computing Machinery.",Board games; Computer science; Java programming,Computer games; Computer science; Developing countries; Learning systems; Multimedia systems; Students; Board games; Hands-on learning; Immediate feedbacks; Information technology industry; Interactive engagements; Java programming; Learning resource; Teaching methods; Java programming language,,,,,,,,,,,"Annetta, L.A., Minogue, J., Holmes, S.Y., Cheng, M.T., Investigating the impact of video games on high school students' engagement and learning about genetics (2009) Computers & Education, 53, pp. 74-85; Attia, P., (2016) The Full History of Board Games, , https://medium.com/swlh/the-full-history-of-board-games5e622811ce89; Bidarra, J., Figueiredo, M., Natálio, C., Interactive design and gamification of eBooks for mobile and contextual learning (2015) International Journal of Interactive Mobile Technologies (iJIM), pp. 24-32; (2018) Board Games, , https://dictionary.cambridge.org/dictionary/english/, Cambridge University Press; Conneely, C., Girvan, C., Tangney, B., (2012) Case Study Report for The NCCA; Coughlin, E.C., Lemke, C., (1999) Professional Competency Continuum: Professional Skills for The Digital Age Classroom; Creswell, J.W., Clark, V.L.P., (2007) Designing and Conducting Mixed Methods Research; Cunningham, M., Factors impacting on adoption of Technology-enhanced Learning techniques by universities in Nairobi, Kenya (2015) Technology and Society (ISTAS), 2015 IEEE International Symposium on, pp. 1-7. , IEEE; De Villiers, P.T., Blignaut, A.S., (2016) Design Evaluation of A Forklift Serious Game; Dictionary.com ""board game (2018) Dictionary.Com Unabridged, , http://www.dictionary.com/, com. Source location: Random House, Inc; Djaouti, D., Alvarez, J., Jessel, J.-P., Classifying serious games: The G/P/S model (2011) Handbook of Research on Improving Learning and Motivation Through Educational Games: Multidisciplinary Approaches, 2, pp. 118-136; George, M.E., (2003) Action Research: A Guide for The Teacher Researcher, , New Jersey: Prentice Hall; Heersink, D., Moskal, B.M., Measuring high school students' attitudes toward computing (2010) SIGCSE, 10, pp. 10-13; Heintz, S., Law, E.L.-C., Evaluating design elements for digital educational games on programming: A pilot study (2012) Proceedings of The 26th Annual BCS Interaction Specialist Group Conference on People and Computers, pp. 245-250. , British Computer Society; Husain, L., (2011) Getting Serious About Math: Serious Game Design Framework & An Example of Educational Game, pp. 1-34; Joseph, S., Diack, L., Playing interprofessional games: Reflections on using the Interprofessional Education Game (iPEG) (2014) Journal of Interprofessional Care, Informa UK Ltd, 29, p. 2; Kaiser, C.M., Wisniewski, M.A., Enhancing student learning and engagement using student response systems (2012) Social Studies Research and Practice, 7, pp. 137-149; Khaleel, F.L., Ashaari, N.S., Meriam, T.S., Wook, T., Ismail, A., The study of gamification application architecture for programming language course (2015) Proceedings of The 9th International Conference on Ubiquitous Information Management and Communication, p. 17. , ACM; Krassmann, A.L., Paschoal, L.N., Falcade, A., Medina, R.D., Evaluation of game-based learning approaches through digital serious games in computer science higher education: A systematic mapping (2015) Computer Games and Digital Entertainment (SBGames), 2015 14th Brazilian Symposium on, pp. 43-51. , IEEE; Mbogo, C., Blake, E., Suleman, H., Initial evaluation of a mobile scaffolding application that seeks to support novice learners of programming (2014) International Association for Development of The Information, , Society; (2018) Merriam Webster Dictionary, , Merriam-Webster; Ozsoy, S., Ozsoy, G., Kuruyer, H.G., Turkish pre-service primary school teachers' environmental attitudes: Effects of gender and grade level (2011) Asia-Pacific Forum on Science Learning & Teaching; Peters, A., Pears, A., Students' experiences and attitudes towards learning computer science (2012) Frontiers in Education Conference (FIE), pp. 1-6. , 2012, IEEE; Prensky, M., The games generations: How learners have changed (2001) Digital Game-Based Learning, pp. 1-26; Rooney, P., A theoretical framework for serious game design: Exploring pedagogy, play and fidelity and their implications for the design process (2012) International Journal of Game-Based Learning, 2, pp. 41-60; Schwabe, G., Göth, C., Mobile learning with a mobile game: Design and motivational effects (2005) Journal of Computer Assisted Learning, 21, pp. 204-216; Squire, K., Jenkins, H., Harnessing the power of games in education (2003) Insight, 33, p. 28; Su, C.H., Cheng, C.H., A mobile gamification learning system for improving the learning motivation and achievements (2015) Journal of Computer Assisted Learning, 31, pp. 268-286; Susi, T., Johannesson, M., Backlund, P., (2007) Serious Games: An Overview; Treher, N., (2011) Learning with Board Games, , https://www.thelearningkey.com/.../Board_Games_TLKWhitePaper_May16_2011.pdf, The Learning Key, Inc; Vogel, J.J., Greenwood-Ericksen, A., Cannon-Bowers, J., Bowers, C.A., Using virtual reality with and without gaming attributes for academic achievement (2006) Journal of Research on Technology in Education, 39, pp. 105-118; Wang, T., Tseng, Y., An empirical study: Develop and evaluation a mobile serious game on environmental education (2014) Computer Science & Education (ICCSE), 2014 9th International Conference on, 4; Wrzesien, M., Alcañiz Raya, M., Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the e-junior project (2010) Computers & Education, 55, pp. 178-187; Zeeman, M.J., (2014) Modelling The Factors That Influence Computer Science Students' Attitude Towards Serious Games in Class, , Unpublished dissertation, NWU; Zyda, M., From visual simulation to virtual reality to games (2005) Computer, 38, pp. 25-32","Jordaan, D.B.; School of Computer Science and Information Systems, North-West UniversitySouth Africa; email: dawid.jordaan@nwu.ac.za",,,Association for Computing Machinery,"2nd International Conference on Education and Multimedia Technology, ICEMT 2018",2 July 2018 through 4 July 2018,,140774.0,,9781450365253,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-85056628110
"Huda T.M., Alam A., Tahsina T., Hasan M.M., Khan J., Rahman M.M., Siddique A.B., El Arifeen S., Dibley M.J.",37088471400;55601351800;56054094000;57209334305;26666779800;57195130647;35454070200;6602420780;57203177032;,Mobile-based nutrition counseling and unconditional cash transfers for improving maternal and child nutrition in Bangladesh: Pilot study,2018,Journal of Medical Internet Research,20,7, e156,,,,2.0,10.2196/mhealth.8832,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052021884&doi=10.2196%2fmhealth.8832&partnerID=40&md5=694d69345c0984b0cd531676232ab6c0,"Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Sydney School of Public Health, University of Sydney, Edward Ford Building (A27), Sydney, Australia","Huda, T.M., Sydney School of Public Health, University of Sydney, Edward Ford Building (A27), Sydney, Australia; Alam, A., Sydney School of Public Health, University of Sydney, Edward Ford Building (A27), Sydney, Australia; Tahsina, T., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Hasan, M.M., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Khan, J., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Rahman, M.M., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Siddique, A.B., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; El Arifeen, S., Maternal and Child Health Division, International Center for Diarrhoeal Diseases Research, Dhaka, Bangladesh; Dibley, M.J., Sydney School of Public Health, University of Sydney, Edward Ford Building (A27), Sydney, Australia","Background: Inappropriate feeding practices, inadequate nutrition knowledge, and insufficient access to food are major risk factors for maternal and child undernutrition. There is evidence to suggest that the combination of cash transfer and nutrition education improves child growth. However, a cost-effective delivery platform is needed to achieve complete, population-wide coverage of these interventions. Objective: This study aimed to assess the feasibility, acceptability, and perceived appropriateness of an intervention package consisting of voice messaging, direct counseling, and unconditional cash transfers all on a mobile platform for changing perceptions on nutrition during pregnancy and the first year of a child’s life in a poor rural community in Bangladesh. Methods: We conducted a mixed-methods pilot study. We recruited 340 pregnant or recently delivered, lactating women from rural Bangladesh. The intervention consisted of an unconditional cash transfer combined with nutrition counseling, both delivered on a mobile platform. The participants received a mobile phone and BDT 787 per month (US $10). We used a voice messaging service to deliver nutrition-related messages. We provided additional nutrition counseling through a nutrition counselor from a call center. We carried out cross-sectional surveys at baseline and at the end of the study, focus group discussions, and in-depth interviews with participants and their family members. Results: Approximately 89% (245/275) of participants reported that they were able to operate the mobile phones without much trouble. Charging of the mobile handsets posed some challenges since only approximately 45% (124/275) households in our study had electricity at home. Approximately 26% (72/275) women reported they had charged their mobile phones at their neighbor’s house, while 34% (94/275) reported that they charged it at a marketplace. Less than 10% (22/275) of women reported difficulties understanding the voice messages or direct counseling through mobile phones, while only 3% (8/275) of women reported they had some problems withdrawing cash from the mobile bank agent. Approximately 87% (236/275) women reported spending the cash to purchase food for themselves and their children. Conclusions: The nature of our study precludes any conclusion about the effectiveness of the intervention package. However, the high coverage of our intervention and the positive feedback from the mothers were encouraging and support the feasibility, acceptability, and appropriateness of this program. Further research is needed to determine the efficacy and cost-effectiveness of mobile-based nutrition counseling and unconditional cash transfers in improving maternal and child nutrition in Bangladesh. © Tanvir M Huda, Ashraful Alam, Tazeen Tahsina, Mohammad Mehedi Hasan, Jasmin Khan, Mohammad Masudur Rahman, Abu Bakkar Siddique, Shams El Arifeen, Michael J Dibley.",MHealth; Unconditional cash transfer; Undernutrition; Voice message,,,,,,Bill and Melinda Gates Foundation,The authors received funding from Bill and Melinda Gates Foundation through the Grand Challenges Explorations grant program to conduct the pilot study.,,,,,"Bhutta, Z.A., Das, J.K., Rizvi, A., Gaffey, M.F., Walker, N., Horton, S., Evidence-based interventions for improvement of maternal and child nutrition: What can be done and at what cost? (2013) Lancet, 382 (9890), pp. 452-477. , Aug 03; Medline: 23746776; Black, R.E., Allen, L.H., Bhutta, Z.A., Caulfield, L.E., De, O.M., Ezzati, M., Maternal and child undernutrition: Global and regional exposures and health consequences (2008) Lancet, 371 (9608), pp. 243-260. , Jan 19; Medline: 18207566; Black, R.E., Alderman, H., Bhutta, Z.A., Gillespie, S., Haddad, L., Maternal and child nutrition: Building momentum for impact (2013) Lancet, 382 (9890), pp. 372-375. , Aug 03; Medline: 23746778; Stevens, G., Finucane, M.M., Paciorek, C.J., Flaxman, S.R., White, R.A., Donner, A.J., Trends in mild, moderate, and severe stunting and underweight, and progress towards mdg 1 in 141 developing countries: A systematic analysis of population representative data (2012) Lancet, 380 (9844), pp. 824-834. , Sep 01; FREE Full _text Medline: 22770478; (2014) Bangladesh DEMOGRAPHIC AND HEALTH SURVEY 2014, , https://dhsprogram.com/pubs/pdf/FR311/FR311.pdf, accessed 2018-06-14 WebCite Cache ID -70APgrB5n; Huda, T., Hayes, A., El, A.S., Dibley, M.J., Social determinants of inequalities in child undernutrition in Bangladesh: A decomposition analysis (2018) Matern Child Nutr, 14 (1). , Jan; Medline: 28271627; (2015) Bangladesh National Nutrition Services Assessment Of Implementation Status, , https://openknowledge.worldbank.org/bitstream/handle/10986/22377/9781464806407.pdf?sequence=1, accessed 2018-06-14 WebCite Cache ID -70AQBg4cb; Celik, Y., Hotchkiss, D.R., The socio-economic determinants of maternal health care utilization in Turkey (2000) Soc Sci Med, 50 (12), pp. 1797-1806. , Jun; Medline: 10798333; Gwatkin, D.R., Bhuiya, A., Victora, C.G., Making health systems more equitable (2004) Lancet, 364 (9441), pp. 1273-1280. , Medline: 15464189; Ruel, M., Alderman, H., Nutrition-sensitive interventions and programmes: How can they help to accelerate progress in improving maternal and child nutrition? (2013) Lancet, 382 (9891), pp. 536-551. , Aug 10; Medline: 23746780; Mujeri, M.K., Azam, S.E., Interoperability of Digital Finance in Bangladesh: Challenges and Taking-Off Options, , http://inm.org.bd/wp-content/uploads/2018/06/Working-Paper-54.pdf, Dhaka, Bangladesh: Institute for Inclusive Finance and Development (InM); Apr 2018; Liao, Y., Wu, Q., Tang, J., Zhang, F., Wang, X., Qi, C., The efficacy of mobile phone-based text message interventions ('happy quit') for smoking cessation in China (2016) BMC Public Health, 16 (1), p. 833. , Dec 19; FREE Full _text Medline: 27543164; Zhao, J., Freeman, B., Li, M., Can mobile phone apps influence people's health behavior change? an evidence review (2016) J Med Internet Res, 18 (11), p. e287. , Oct 31; FREE Full _text Medline: 27806926; Rasella, D., Aquino, R., Santos, C.A.T., Paes-Sousa, R., Barreto, M.L., Effect of a conditional cash transfer programme on childhood mortality: A nationwide analysis of Brazilian municipalities (2013) Lancet, 382 (9886), pp. 57-64. , Jul 06; Medline: 23683599; Fernald, L., Gertler, P.J., Neufeld, L.M., 10-year effect of oportunidades, Mexico's conditional cash transfer programme, on child growth, cognition, language, and behaviour: A longitudinal follow-up study (2009) Lancet, 374 (9706), pp. 1997-2005. , Dec 12; Medline: 19892392; Leroy, J.L., García-Guerra, A., García, R., Dominguez, C., Rivera, J., Neufeld, L.M., The oportunidades program increases the linear growth of children enrolled at young ages in urban Mexico (2008) J Nutr, 138 (4), pp. 793-798. , Apr; Medline: 18356337; Fernald, L., Gertler, P.J., Neufeld, L.M., Role of cash in conditional cash transfer programmes for child health, growth, and development: An analysis of Mexico's oportunidades (2008) Lancet, 371 (9615), pp. 828-837. , Mar 08; FREE Full _text Medline: 18328930; Manley, J., Gitter, S., Slavchevska, V., How effective are cash transfers at improving nutritional status? (2013) World Development, 48, pp. 133-155; Robertson, L., Mushati, P., Eaton, J.W., Dumba, L., Mavise, G., Makoni, J., Effects of unconditional and conditional cash transfers on child health and development in Zimbabwe: A cluster-randomised trial (2013) Lancet, 381 (9874), pp. 1283-1292. , Apr 13; FREE Full _text Medline: 23453283; Bangladesh - Household Income and Expenditure Survey 2010, , http://catalog.ihsn.org/index.php/catalog/2257, of Statistics, Dhaka, Bangladesh. accessed 2018-06-14 WebCite Cache ID -70ASjE4jQ; Alam, M., D'Este, C., Banwell, C., Lokuge, K., The impact of mobile phone based messages on maternal and child healthcare behaviour: A retrospective cross-sectional survey in Bangladesh (2017) BMC Health Serv Res, 17 (1), p. 434. , Dec 24; FREE Full text Medline: 28645278; Vyas, S., Kumaranayake, L., Constructing socio-economic status indices: How to use principal components analysis (2006) Health Policy Plan, 21 (6), pp. 459-468. , Nov; Medline: 17030551; Household Food Insecurity Access Scale (HFIAS) for Measurement of Household Food Access: Indicator Guide, , http://www.fao.org/fileadmin/user_upload/eufao-fsi4dm/doc-training/hfias.pdf, accessed 2018-06-14 WebCite Cache ID -70AT33E0T; Ahmed, A.U., Hoddinott, J.F., Roy, S., Sraboni, E., Quabili, W.R., Margolies, A., Which kinds of social safety net transfers work best for the ultra poor in Bangladesh? (2016) Operation and Impacts of The Transfer Modality Research Initiative, , https://catalog.princeton.edu/catalog/10397293, Dhaka, Bangladesh: International Food Policy Research Institute and UN World Food Program; Ferre, C., Sharif, I., Can conditional cash transfers improve education and nutrition outcomes for poor children in Bangladesh? evidence from a pilot project (2014) Policy Research Working Paper, , 7077. Washington, DC: World Bank Group; Fernald, L., Gertler, P.J., Neufeld, L.M., Role of cash in conditional cash transfer programmes for child health, growth, and development: An analysis of Mexico's oportunidades (2008) Lancet, 371 (9615), pp. 828-837. , Mar 08; FREE Full _text Medline: 18328930; Leroy, J.L., García-Guerra, A., García, R., Dominguez, C., Rivera, J., Neufeld, L.M., The oportunidades program increases the linear growth of children enrolled at young ages in urban Mexico (2008) J Nutr, 138 (4), pp. 793-798. , Apr; Medline: 18356337; Fernald, L.C.H., Gertler, P.J., Neufeld, L.M., 10-year effect of oportunidades, Mexico's conditional cash transfer programme, on child growth, cognition, language, and behaviour: A longitudinal follow-up study (2009) Lancet, 374 (9706), pp. 1997-2005. , Dec 12; Medline: 19892392; Paxson, C., Schady, N., Does money matter? the effects of cash transfers on child development in rural Ecuador (2010) Econ Dev Cult Change, 59 (1), pp. 187-229. , Medline: 20821896; Segura-Pérez, S., Grajeda, R., Pérez-Escamilla, R., Conditional cash transfer programs and the health and nutrition of Latin American children (2016) Rev Panam Salud Publica, 40 (2), pp. 124-137. , Aug; FREE Full _text Medline: 27982370; Baird, S., McIntosh, C., Özler, B., Cash or condition? evidence from a cash transfer experiment (2011) The Quarterly Journal of Economics, 126 (4), pp. 1709-1753; Lester, R., Mills, E.J., Kariri, A., Ritvo, P., Chung, M., Jack, W., The haart cell phone adherence trial (weltel Kenya1): A randomized controlled trial protocol (2009) Trials, 10, p. 87. , Sep 22; FREE Full _text Medline: 19772596; Aker, J., Boumnijel, R., McClelland, A., Tierney, N., Payment mechanisms and antipoverty programs: Evidence from a mobile money cash transfer experiment in Niger (2016) Economic Development and Cultural Change, 65 (1), pp. 1-37. , Oct; Parvez, J., Islam, A., Woodard, J., (2015) Mobile Financial Services in Bangladesh A Survey of Current Services, Regulations, and Usage in Select USAID Projects, , Dhaka, Bangladesh: USAID; Apr","Huda, T.M.; Sydney School of Public Health, University of Sydney, Edward Ford Building (A27)Australia; email: huda.tanvir@gmail.com",,,Journal of Medical Internet Research,,,,,14388871,,,,English,J. Med. Internet Res.,Conference Paper,Final,Open Access,Scopus,2-s2.0-85052021884
"Fu Z., Lin Z., Zhang T., Zhao Z., Wu T., Zhang H., Zhang J., Zhang C., Xu Y.",57203303138;57203310124;57203303408;57193775152;57190816549;57190810096;57203310877;57203308375;57203307096;,Assessing the active learning in engineering education based on BOPPPS model,2018,"ASEE Annual Conference and Exposition, Conference Proceedings",2018-June,,,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051203394&partnerID=40&md5=47541d5504de0e402bbd75857ecb7ed7,"Center for National Security and Strategic Studies (CNSSS), National University of Defense Technology (NUDT), China; Changsha SunVote Limited, China","Fu, Z., Center for National Security and Strategic Studies (CNSSS), National University of Defense Technology (NUDT), China; Lin, Z., Center for National Security and Strategic Studies (CNSSS), National University of Defense Technology (NUDT), China; Zhang, T., Center for National Security and Strategic Studies (CNSSS), National University of Defense Technology (NUDT), China; Zhao, Z., Center for National Security and Strategic Studies (CNSSS), National University of Defense Technology (NUDT), China; Wu, T., Center for National Security and Strategic Studies (CNSSS), National University of Defense Technology (NUDT), China; Zhang, H., Center for National Security and Strategic Studies (CNSSS), National University of Defense Technology (NUDT), China; Zhang, J., Changsha SunVote Limited, China; Zhang, C., Center for National Security and Strategic Studies (CNSSS), National University of Defense Technology (NUDT), China; Xu, Y., Changsha SunVote Limited, China","This evidence-based paper examines the forms of student engagement in learning as is measured based on BOPPPS model. Various approaches have been used to estimate engineering education quality. Student engagement is generally considered as a better predictor of learning and personal development. The premise is deceptively simple, perhaps self-evident: The more students study or practice a subject, the more they tend to learn about it (Carini and Kuh, 2006). To adopt the active learning in engineering education process, it is essential to follow the initiative and directional principles and combine with the advent of technology enhanced learning. The main proposal of this paper is to grasp the connotation and construction of the active learning with the adoption of new information technology and establish framework in application. This paper studies three engineering courses and compares the student responses in traditional and active learning based on BOPPPS framework. (BOPPPS is the acronym of bridge-in, objective, pre-assessment, participatory learning, post-assessment and summary. In the later passage, the author uses BOPPPS instead.) These courses will be referred to as ""traditional"", ""general active"" and ""BOPPPS active."" By Using Kruskal-Wallis test, this study conducts quantitative analysis to determine whether there were statistically significant differences between student responses in the three courses. Post-hoc (Steel-Dwass test) is used to find which courses are significantly different from each other in statistics. Quantitative analysis on data was performed in software R version 3.4.4. Each survey item was preliminarily achieved by utilizing products of SunVote Audience Response System, which was conducted in National University of Defense Technology. This paper also develops the framework of assessment taking the following four areas into consideration: analysis; design; evaluation; implementation. At last, the prospect for the future development is put forward. In the future work, we will focus our work on two research questions. How could we further build mature model and useful information technology? How could we constantly enrich the content and methods of active learning? © American Society for Engineering Education, 2018.",,,,,,,Philosophy and Social Science Foundation of Hunan Province: XJK014AGF001,The design and impact resulting from the increased scale of this initiative have required supports from both students and the instructor as well as significant assistance from Changsha SunVote Limited. The 2014 Education Science Foundation Project of Hunan Province (Item number: XJK014AGF001) provided financial support for this project.,,,,,"Alfieri, L., Brooks, P.J., Aldrich, N.J., Does discovery-based instruction enhance learning? (2011) Journal of Educational Psychology Advance, 103 (1), pp. 1-18; Banchi, H., Bell, R., The many levels of inquiry (2008) Science and Children, 46 (2), pp. 26-29; Barron, B., Darling-Hammond, L., (2008) Teaching for Meaningful Learning: A Review of Research on Inquiry-based and Cooperative Learning, , San Francisco, CA: Jossey-Bass; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) ASHEERIC Higher Education Report No. 1, , George Washington University, Washington, DC; Boud, D., Feletti, G., (1997) The Challenge of Problem-based Learning, , London: Kogan Page; Bruffee, K., (1995) S Aring our Toys: Cooperative Learning Versus Collaborative Learning, p. 12. , Change, January/February; Carini, R.M., Kuh, G.D., Klein, S.P., Student engagement and student learning: Testing the linkages[J] (2006) Research in Higher Education, 47 (1), pp. 1-32; Carson, R.N., (1995) Active Learning, , 15 Aug. Montana State University, Bozeman, Montana; La Rocca, C., Margottini, M., Capobianco, R., (2018) Collaborative Learning in Higher Education, , http://file.scirp.org/pdf/_2014010917212860.pdf, accessed 1/25; Daniel, K.L., Impacts of active learning on student outcomes in large-lecture biology courses (2016) The American Biology Teacher, 78, pp. 651-655; Designing and Conducting Mixed Methods Research, , (2nd Ed.). Thousand Oaks, CA: Sage; Dodge, B., (1996) Active Learning on the Web (K-12 Version), , http://edweb.sdsu/people/bdodge/active/ActiveLearningk-12.html, Aug. San Diego State Univ. 20 13 March; Elgin, G., Insights from a convocation: Integrating discovery-based research into the undergraduate curriculum (2016) Cell Biology Education, p. 15; Ewing, A.T., (2006) Increasing Classroom Engagement Through the use of Technology, , http://www.mcli.dist.maricopa.edu/mil/fcontent/2005-2006/ewingrpt.pdf, Retrieved feburaty 24, 2017; Fern, V., (1995) Active Learning and the Limited English Proficient Student, , https://files.eric.ed.gov/fulltext/ED394299.pdf, Others accessed 1/25/2018; Finelli, C.J., Richardson, K.M., Daly, S.R., Factors that influence faculty motivation to adopt effective teaching practices in engineering (2013) The 2013 ASEE Annual Conference & Exposition, , Atlanta, GA; Freeman, S., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Sciences of the United States of America, 111, pp. 8410-8415; Froyd, J.E., Borrego, M., Cutler, S., Henderson, C., Prince, M., Estimates of use of researchbased instructional strategies in core electrical or computer engineering courses (2013) IEEE Transactions on Education, 56 (4), pp. 393-399; Henderson, C., Dancy, M.H., Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics (2007) Physical Review Special Topics: Physics Education Research, 3 (2), p. 020102. , to 020102-020114; Hutchison, M., Follman, D.K., Sumpter, M., Bodner, G.M., Factors influencing the self-efficacy beliefs of first-year engineering students (2006) Journal of Engineering Education, 95, pp. 39-47; (2015) ISW Around the World[EB/OL], , http://iswnetwork.ca, 12-15; Johnson, J., (2006) Instructional Skills Workshop (ISW) Manual, , http://www.iswnetwork.ca/, MAY; Johnson, D., Johnson, R., Smith, K., Cooperative learning returns to college: What evidence is there that it orks? (1998) Change, 30 (4), pp. 26-35. , July/Aug; Johnson, D., Johnson, R., Smith, K., (1998) Active Learning: Cooperation in the College Classroom, , 2nd ed., Interaction Book Co., Edina, MN; Cattaneo, K.H., Telling active learning pedagogies apart: From theory to practice (2017) Journal of New Approaches in Educational Research, 6 (2), pp. 144-152. , July; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes [Electronic version] (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Lee, J.B., Bainum, C.K., Do clickers depersonalize the classroom? An evaluation by shy students (2006) The 86th Annual Convention of the Western, , April; Maudsley, G., Do we all mean the same thing by 'Problem-based learning'? A review of the concepts and a formulation of the ground rules (1999) Academic Medicine, 74 (2), pp. 178-185; Active Learning Classrooms (ALCs), , https://www.mcgill.ca/tls/spaces/alc; McLoughlin, E., En ancing the learning environment using classroom response systems (2008) Intermational Symposium for Engineering Education; Prince, M., Does active learning work? A review of the research (2004) J. Engr. Education, 93 (3), pp. 223-231; Michael, J., Were's the evidence that active learning works? (2006) Advance in Physiology Education, 30, pp. 159-167; Norman, G.R., Schmidt, H.G., The psychological basis of problem-based learning: A review of the evidence (1992) Academic Medicine, 67 (9), pp. 557-565; Norman, G.R., Schmidt, H.G., The psychological basis of problem-based learning: A review of the evidence (1992) Academic Medicine, 67 (9), pp. 557-565; Owens, R.F., Hester, J.L., Teale, W.H., Where do you want to go today/inquiry-based learning and technology integration? (2002) The Reading Teacher, 55 (7), pp. 616-625; Pattison, P., Russell, D., (2006) Instructional Skills Workshop Handbook[M], , Vancouver: UBC Centre for Teaching and Academic Growth Psychological Association, Palm Springs, CA; Active Learning at Queens, , http://queensu.ca/activelearningspaces/activelearning/active-learning-queens; Pekrun, R., Goetz, T., Titz, W., Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research (2002) Educational Psychologist, 37, pp. 91-105; Sanders, W.L., Horn, S.P., The Tennessee value-added assessment system (TVAAS): Mixed-model methodology in educational assessment[J] (1994) Journal of Personnel Evaluation in Education, 8 (3), pp. 299-311; Savery, J.R., Overview of problem-based learning: Definitions and dis-tinctions (2006) Interdisciplinary Journal of Problem-based Learning, 1 (1), pp. 9-20; Savery, J.R., Overview of problem-based learning: Definitions and distinctions (2006) Interdisciplinary Journal of Problem-based Learning, 1 (1), pp. 9-20; Shekhar, P., Demonbrun, M., Borrego, M., Finelli, C., Prince, M., Henderson, C., Waters, C., Development of an observation protocol to study undergraduate engineering student resistance to active learning (2015) International Journal of Engineering Education, 31 (2), pp. 597-609; Thistlethwaite, J.E., Davies, D., Ekeocha, S., Kidd, J.M., MacDougall, C., Matthews, P., Purkis, J., Clay, D., The effectiveness of case-based learning in health professional education (2012) A BEME Systematic Review: BEME Guide, 34 (6), pp. 421-444; Teaching and Learning Projects in the Taylor Institute, , http://ucalgary.ca/taylorinstitute/learning-spaces; SCALEUP and Active Learning Classrooms, , http://www.uleth.ca/teachingcentre/lee/activelearning; Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., Papademetriou, E., Designing learning environments to promote conceptual change in science (2001) Learning and Instruction, 11, pp. 381-419",,,,American Society for Engineering Education,125th ASEE Annual Conference and Exposition,23 June 2018 through 27 December 2018,,138114.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85051203394
"Baghdadchi S., Hardesty R.A., Hadjipieris P.A., Hargis J.",56197981900;57203300003;57203299013;24070715300;,Active techniques implemented in an introductory signal processing course to help students achieve higher levels of learning,2018,"ASEE Annual Conference and Exposition, Conference Proceedings",2018-June,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051228956&partnerID=40&md5=562a2f71e20553f06b5fab76224ab31a,"University of California, San Diego, United States","Baghdadchi, S., University of California, San Diego, United States; Hardesty, R.A., University of California, San Diego, United States; Hadjipieris, P.A., University of California, San Diego, United States; Hargis, J., University of California, San Diego, United States","Holding students to high standards and assessing, measuring and evaluating their learning with challenging, authentic problems in the midterm and final exams is the goal of the professors who teach core signal processing concepts. However, the heavy reliance of these subjects on mathematics makes it difficult for students to genuinely grasp the concepts and relate to a conceptual framework. Specifically, analyzing the signals and the functionality of systems in Fourier domain; separating the system level analysis from signal level analysis; and understanding how they are related in time domain and frequency domain are among the most challenging concepts. Students' lower grades observed over past years in the introductory signal processing course exposed a potential disconnect between the actual level of learning and the high expectations set by the professors. In this paper, we present the active learning techniques that we implemented in one of the summer session offerings of this course in our department. The research explored Peer Instruction, pre-class reading quizzes and post-lecture quizzes. In addition to the mid and end of the quarter survey results, the comparison analysis of the grades students achieved in the active learning integrated course in the second summer session and the standard course offered in first summer session is discussed. According to our results, the developed techniques helped students in the active classroom perform significantly better than their peers participating in standard lectures when tested by challenging questions in their exams. © American Society for Engineering Education, 2018.",Active learning; Electrical engineering; Formative assessment; Information processing; Peer instruction; Signal processing; Student response systems,,,,,,,,,,,,"Atkinson, R.C., Shiffrin, R.M., Chapter: Human memory: A proposed system and its control processes (1968) The Psychology of Learning and Motivation, 2, pp. 90-93. , Spence, K. W., & Spence, J. T. New York: Academic Press; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Choudhury, A., Hargis, J., THE confusion button: A formative assessment to identify real-time student misconceptions (2017) Turkish Online Journal of Distance Education, 3 (2), pp. 1-16; Beichner, R., Cevetello, J., (2013) Things You Should Know About Collaborative Learning Spaced, , https://library.educause.edu/resources/2013/1/7-things-you-should-know-about-collaborative-learning-spaces, Retrieved September 29, 2017; Blackwell, L., Trzesniewski, K., Dweck, C.S., Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention (2007) Child Development, p. 78; Davison, J., Hargis, J., The challenges of determining student engage in a digital, mobile learning age. Special edition on mobile learning as a scholarship for teaching and learning (2016) Glokalde EJournal, 2 (4); Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okorafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Sciences (PNAS), 111 (23), p. 841; Gunn, E., Using clickers to collect formative feedback on teaching: A tool for faculty development (2014) International Journal for the Scholarship of Teaching and Learning, 8 (1); Marotta, S., Hargis, J., Active learning strategies for mathematical classes (2011) Problems, Resources, and Issues in Mathematics Undergraduate Studies, 21 (4), pp. 377-392; Hattie, J., (2007) The Power of Feedback, , http://journals.sagepub.com/doi/abs/10.3102/003465430298487, Retrieved October 16, 2017; Iwamoto, D., Hargis, J., Taitano, E., Vuong, K., Analyzing the efficacy of the testing effect using kahoot on student performance (2017) The Turkish Online Journal of Distance Education, 18 (2); Mueller, C., Dweck, C., Praise for intelligence can undermine children's motivation and performance (1998) Journal of Personality and Social Psychology, 75, pp. 33-52; Puentedura, R.R., (2006) Transformation, Technology, and Education, , http://hippasus.com, Retrieved on September 2, 2016; Zimmerman, B.J., Bandura, A., Martinez-Pons, M., Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting (1992) American Educational Research Journal, 29 (3), pp. 663-676",,,,American Society for Engineering Education,125th ASEE Annual Conference and Exposition,23 June 2018 through 27 December 2018,,138114.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85051228956
"Leung E., Pluskwik E.",57205932242;57203306899;,Effectiveness of gamification activities in a project-based learning classroom,2018,"ASEE Annual Conference and Exposition, Conference Proceedings",2018-June,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051165113&partnerID=40&md5=e76b5cf457b24a84b5e314a4a18cc053,"Minnesota State University Mankato, Iron Range Engineering, United States","Leung, E., Minnesota State University Mankato, Iron Range Engineering, United States; Pluskwik, E., Minnesota State University Mankato, Iron Range Engineering, United States","The purpose of this research is to analyze the effectiveness, and student's self-reported engagement with gamification tools on a student's learning of technical concepts when used in a project-based learning (PBL) engineering classroom environment. Gamification, as defined in this study, is the use of game-based elements such as online audience response systems with automated feedback in non-game situations. By adding gamification to the classroom, we hope to further build on the active and collaborative learning environment that our PBL program already provides. Five gamification activities were implemented during the Fall 2017 semester with junior and senior student engineers enrolled in Iron Range Engineering, a program of Minnesota State University, Mankato. The Iron Range Engineering (IRE) model is a project-based-learning program in which students work closely with industry on design projects throughout their 3rd and 4th years. The goal of this program's approach is to prepare and produce graduates with significant integrated technical and professional knowledge and skills to enter the engineering workforce. The three game-based online platforms along with two hands-on activities were used in six technical courses: Signals & Systems, Engineering Economics, Statistics, Linear Control Systems, Lean Principles, and Electric Machines. All five gamification tools allowed for real-time assessment, so students were given instant feedback from the game on their level of understanding of a technical concept. The in-class gaming activities were used in approximately five instances within the six courses; with about 8-12 participants in each class (n is approx 300 student gaming interaction instances). Feedback was collected via student surveys, student and faculty reflections and data received automatically by the game programs. Preliminary analysis of student feedback and faculty reflections indicates increased learner motivation, enhanced review of technical content and an upbeat atmosphere to the classroom. Faculty reflections also noted that the use of games that allow learners to answer the questions individually helped faculty identify those students who had successfully mastered the concepts, which allowed the instructor to structure peer-to-peer active learning opportunities during class more effectively. Future work includes analyzing test scores, and other measures of long-term retention of concepts. Overall, use of these gamification tools was found to be a significant addition to the project-based learning environment at Iron Range Engineering, bringing value to the overall learning process and will continue to be used to improve our teaching and student learning. © American Society for Engineering Education, 2018.",,,,,,,,,,,,,"Kapp, K., (2012) The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education, , Pfeiffer; Kapp, K., Blair, L., Mesch, R., (2014) The Gamification of Learning and Instruction: Fieldbook, , Wiley; Gee, J., (2003) What Video Games Have to Teach Us About Learning and Literacy, , Palgrave Macmillan; Salen, K., Zimmerman, E., (2003) Rules of Play: Game Design Fundamentals, , The MIT Press; (2014) Gabe Zichermann: The Future of Creativity and Innovation is Gamification, , https://www.youtube.com/watch?v=ZZvRw71Slew, TED Talks [Accessed: Jan 30, 2018]; Cutri, P., Marim, L., Cordeiro, J., Gil, H., Guerald, C., Kahoot, A new and cheap way to get classroom-response instead of using clickers (2016) Proceedings of ASEE Annual Conference and Expo; Tan, P., Saucerman, J., Enhancing learning and engagement through gamification of student response systems (2017) Proceedings of ASEE Annual Conference and Expo; Mahmud, Z., Weber, P., Moening, J., Gamification of engineering courses (2017) Proceedings of ASEE Annual Conference and Expo; Fu, Y., Clarke, P., Gamification-based cyber-enabled learning environment of software testing (2016) Proceedings of ASEE Annual Conference and Expo; (2018) Problem Based Project Work at Aalborg University, , http://www.en.aau.dk/education/problem-based-learning/project-work/, Aalborg University, Denmark Accessed: Jan 30; Ulseth, R., Johnson, B., Iron range engineering PBL experience (2015) PAEE 2015 International Symposium on Project Approaches in Engineering Education, International Joint Conference on the Learner in Engineering Education, , Donostia-San Sebastian, Spain, 6-9 July; (2018), https://plickers.com/, Accessed: Jan 30; (2018), https://kahoot.com/, Accessed: Jan 30; (2018), https://quizlet.com/, Accessed: Jan 30; (2018) Immediate Feedback Assessment Technique (IF-AT), , http://www.epsteineducation.com/home/about/, Accessed: Jan 30; (2018) What is Gallery Walk?, , http://serc.carleton.edu/introgeo/gallerywalk/what.html, Accessed: Jan 30",,,,American Society for Engineering Education,125th ASEE Annual Conference and Exposition,23 June 2018 through 27 December 2018,,138114.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85051165113
"Braun I., Hara T., Kapp F., Braeschke L., Schill A.",10738827700;55813968900;55503241000;57204390140;7004418075;,Technology-Enhanced Self-Regulated Learning: Assessment Support Through an Evaluation Centre,2018,Proceedings - International Computer Software and Applications Conference,1,, 8377805,1032,1037,,2.0,10.1109/COMPSAC.2018.00180,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055450207&doi=10.1109%2fCOMPSAC.2018.00180&partnerID=40&md5=b9e2e116bf2dec302727a9081952c4d0,"Department of Computer Networks, School of Engineering Sciences, Germany; Department of Learning and Instruction, School of Science, Germany; Graduate Studen. at School of Engineering Sciences, Technische Universitat Dresden, Dresden, 01062, Germany","Braun, I., Department of Computer Networks, School of Engineering Sciences, Germany; Hara, T., Department of Computer Networks, School of Engineering Sciences, Germany; Kapp, F., Department of Learning and Instruction, School of Science, Germany; Braeschke, L., Graduate Studen. at School of Engineering Sciences, Technische Universitat Dresden, Dresden, 01062, Germany; Schill, A., Department of Computer Networks, School of Engineering Sciences, Germany","Learning in universities can be characterised as self-regulated learning [1]: students have to set learning goals, apply learning strategies, assess their progress, correct their strategies and redefine goals in cyclic phases. IT-based educational tools enhance lectures and provide numerous opportunities to support students in mastering the demands of self-regulated learning (e.g., by providing quizzes). The data basis of such tools can be utilised in order to support students during the phases of (self-)assessment and correction. Additionally, teachers can benefit from fine-grained analysis of individual lectures and assessments of the student group's conduct in order to improve their lectures. Both, teachers and students directly benefit from structured feedback on individual as well as group performance. However, the information required for beneficiary feedback to students and teachers must be presented in an ordered and well-prepared fashion. Evaluation centres can offer an automated extraction of important information based on the underlying data stored by the IT-based educational tools. In this short position paper we present a prototypical evaluation centre and discuss how it can assist teachers in improving their lectures, while it provides students with required information for correct self-assessment at the same time. The proposed evaluation centre was tested in different settings and preliminary results based on subjective user feedback can be extracted. © 2018 IEEE.",AMCS; Audience Response Systems; Evaluation Center; Self regulated Learning,Application programs; Teaching; AMCS; Audience response systems; Automated extraction; Evaluation Center; Feedback to students; Fine-grained analysis; Learning strategy; Self-regulated learning; Students,,,,,,,,,,,"Zimmerman, B.J., Boekarts, M., Pintrich, P.R., Zeidner, M., Attaining self-regulation: A social cognitive perspective (2000) Handbook of Self-regulation, 13, pp. 13-39; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Weber, K., Becker, B., (2013) Formative Evaluation des Mobilen Classroom-Response-Systems SMILE, Ser. E-Learnng Zwischen Vision und Alltag. Waxmann; Kirkpatrick, D., The four levels of evaluation (2007) American Society for Training and Development, 701; Friedrich, H.F., Mandl, H., Analyse und Förderung selbstgesteuerten Lernens (1997) Psychologie der Erwachsenenbildung, pp. 237-276. , Enzyklopädie für Psychologie, Themenbereich D, Pädagogische Psychologie, Bd. 4, H. Mandl and H. F. Friedrich, Eds. Göttingen: Hogrefe; Winne, P.H., Hadwin, A.F., Studying as self-regulated learning (1998) Metacognition in Educational Theory and Practice, 93, pp. 27-30; Kapp, F., Braun, I., Körndle, H., Schill, A., Metacognitive support in university lectures provided via mobile devices-how to help students to regulate their learning process during a 90-minute class (2014) Proceedings of the 6th International Conference on Computer Supported Education (CSEdu 2014), pp. 194-199. , Scite Press; Hara, T., Kapp, F., Braun, I., Schill, A., Comparing tool-supported lecture readings and exercise tutorials in classic university settings (2015) Proceedings of the 7th International Conference on Computer Supported Education (CSEdu 2015), pp. 244-252. , ScitePress; Kapp, F., Braun, I., Hara, T., Evaluating lectures through the use of mobile devices-auditorium mobile classroom service (AMCS) as a means to bring evaluation to the next level (2016) Proceedings of the 8th International Conference on Computer Supported Education (CSEdu 2016), pp. 251-257. , Scite Press; Wahl, D., (2013) Lernumgebungen Erfolgreich Gestalten, , Julius Klinkhardt; Mazur, E., (1997) Peer Instruction: A User's Manual, Series in Educational Innovation, , ed. Upper Saddle River, NJ: Prentice Hall; Spates, C.R., Kanfer, F.H., Self-monitoring, self-evaluation, and self-reinforcement in children's learning: A test of a multistage selfregulation model (1977) Behavior Therapy, 8 (1), pp. 9-16; Bouffard-Bouchard, T., Parent, S., Larivee, S., Influence of selfefficacy on self-regulation and performance among junior and senior high-school age students (1991) International Journal of Behavioral Development, 14 (2), pp. 153-164; Bauer, H.G., Individuellen Lernbedarf feststellen"" und Lernziele klären""-der 1. Schritt der Lernprozessbegleitung (2007) Berufsbildung-Zeitschrift Für Praxis und Theorie in Betrieb und Schule, (107-108), pp. 70-74. , Dez; Hattie, J., (2009) Visible Learning: A Synthesis of Meta-analyses in Education, , Routledge; Hattie, J., Yates, G.C., (2013) Visible Learning and the Science of How We Learn, , Routledge; Narciss, S., Conditions and effects of feedback viewed through the lens of the Interactive Tutoring Feedback Model (2017) Scaling Up Assessment for Learning in Higher Education, pp. 173-189. , D. Carless, S. Bridges, C. Chan, and R. Glofcheski, Eds. Springer; Brooke, J., SUS-A quick and dirty usability scale (1996) Usability Evaluation in Industry, 189 (194), pp. 4-7",,Lung C.-H.Conte T.Liu L.Akiyama T.Hasan K.Tovar E.Takakura H.Claycomb W.Cimato S.Yang J.-J.Zhang Z.Ahamed S.I.Reisman S.Demartini C.Nakamura M.,,IEEE Computer Society,"42nd IEEE Computer Software and Applications Conference, COMPSAC 2018",23 July 2018 through 27 July 2018,,140235.0,07303157,9781538626665,PSICD,,English,Proc Int Comput Software Appl Conf,Conference Paper,Final,,Scopus,2-s2.0-85055450207
"Zhai H., Liu Q., Feng X.",57203092714;8923858000;57203089190;,A comparative study of classroom response systems in China and Abroad,2018,ACM International Conference Proceeding Series,,,,69,73,,,10.1145/3231848.3231863,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054800158&doi=10.1145%2f3231848.3231863&partnerID=40&md5=157b3d8992d80c62deef2b4df3583b13,"School of Educational Information Technology, Central China Normal University, No. 152, Luoyu road, Hongshan district, Wuhan city, Hubei province, China","Zhai, H., School of Educational Information Technology, Central China Normal University, No. 152, Luoyu road, Hongshan district, Wuhan city, Hubei province, China; Liu, Q., School of Educational Information Technology, Central China Normal University, No. 152, Luoyu road, Hongshan district, Wuhan city, Hubei province, China; Feng, X., School of Educational Information Technology, Central China Normal University, No. 152, Luoyu road, Hongshan district, Wuhan city, Hubei province, China","The improvement of the quality of higher education lies in the cultivation of talents. Classroom instruction is the primary way to cultivate talents in higher education. There are many problems in classroom instruction, such as the activity lacks in efficiency, the interactive effects are always not obvious. The ""13th Five-Year"" education informatization planning pointed out that relying on information technology to create a new information teaching environment. The third generation of Classroom Response Systems arises at the history. This paper firstly summarizes the history of the development of the Classroom Response Systems. And then we get to make a comparative study of the third generation of Classroom Response Systems, from the design concept, product features, and system operation mode and ease of use. Finally, we put forward the suggestion of the design of the classroom response system, hoping to provide a reference for the follow-up progress and research. © 2018 Association for Computing Machinery.",Classroom Interaction; Classroom Response System; Comparative Study,Distance education; Product design; Classroom instruction; Classroom interaction; Classroom response systems; Comparative studies; Cultivation of talents; Education informatization; Quality of higher educations; System operation modes; Teaching,,,,,,,,,,,"National Medium and Long-Term Education Reform and Development Plan (2010-2020, , http://www.moe.edu.cn/srcsite/A01/s7048/201007/t20100729_171904.html, Ministry of Education, 2010-07- 29; Yongan, L., China's university classroom teaching reform strategy [J] (2013) China Higher Education, (5), pp. 33-35; Songlin, L., Implement in-depth teaching to promote the reform of classroom teaching [J] (2012) China Higher Education, (22), pp. 36-38; Jing, L., (2015) Based on The Classroom Response System of High School Information Technology Classroom Teaching [D], , Hunan Normal University; Fies, C., Marshall, J., Classroom response systems: A review of the literature [J] (2006) Journal of Science Education & Technology, 15 (1), pp. 101-109; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls [J] (2002) Journal of Computers, 21, pp. 167-181; Beatty, I.D., Transforming student learning with classroom communication systems [J] (2005) Physics; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Classtalk: A classroom communication system for active learning [J] (1996) Journal of Computing in Higher Education, 7 (2), pp. 3-47; Caron, P.L., Gely, R., Taking back the law school classroom: Using technology to foster active student learning [J] (2004) Journal of Legal Education, 54 (4), pp. 551-569; Jianli, J., Kahoot: A game-based evaluation platform [J] (2015) China Information Technology Education, (19), pp. 29-30; Zhenzhen, C., Design and practice of college english teaching based on classroom response system - A case study of web-based socrative classroom response system [J] (2013) Modern Education Technology, 23 (10), pp. 87-91; Kahoot! | Learning Games | Make Learning Awesome, , https://kahoot.com/welcomeback/; UMU Interactive Learning Platform, , https://www.umu.cn/index; Rain Classroom - Free Wisdom Teaching Solution, , http://ykt.io/; Micro-Teaching Assistant • Wonderful Classroom Is A Good Helper, , http://portal.teachermate.com.cn/; https://baike.baidu.com/item/%E6%8A%80%E6%9C%AF%E6%8E%A5%E5%8F%97%E6%A8%A1%E5%9E%8B/2184121; https://www.zhihu.com/question/23067655",,,East China Normal University,Association for Computing Machinery,"2018 International Conference on Distance Education and Learning, ICDEL 2018",26 May 2018 through 28 May 2018,,139683.0,,9781450364317,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-85054800158
Ingalls V.,56076777500;,Students Vote: A Comparative Study of Student Perceptions of Three Popular Web-Based Student Response Systems,2018,"Technology, Knowledge and Learning",,,,1,11,,,10.1007/s10758-018-9365-0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047270153&doi=10.1007%2fs10758-018-9365-0&partnerID=40&md5=4838093137a430b22ec6d0b608c6b9c1,"Mathematics Department, Tiffin University, 155 Miami Street, Tiffin, OH  44883, United States","Ingalls, V., Mathematics Department, Tiffin University, 155 Miami Street, Tiffin, OH  44883, United States","One way to use formative feedback to increase student engagement is through a student response system (SRS). Originally appearing as classroom “clickers,” very little literature exists concerning the ease of use, usefulness and integration, and overall satisfaction of current SRS software smartphone applications. Using the technology acceptance model as a guide, this study uses a mixed methods approach concerning student perceptions of three distinct SRS used in multiple sections of a university undergraduate statistics course. The quantitative results demonstrated significant differences between SRS, while follow-up qualitative questions clarified the Likert-scale data. “All else being equal, the easier system is to interact with, the less effort needed to operate it, the more effort one can allocate the other activities” (Davis 1989, p. 334). With all data considered, students preferred the Socrative app over both TopHat and Learning Catalytics. © 2018 Springer Science+Business Media B.V., part of Springer Nature",Clickers; Learning Catalytics; Socrative; Student response system; TopHat,Application programs; Interactive computer systems; Teaching; Clickers; Learning Catalytics; Socrative; Student-response system; TopHat; Students,,,,,,,,,,,,"Ingalls, V.; Mathematics Department, Tiffin University, 155 Miami Street, United States; email: ingallsv@tiffin.edu",,,Springer Netherlands,,,,,22111662,,ICMLF,,English,Tech. Knowl. Learn.,Article in Press,Article in Press,,Scopus,2-s2.0-85047270153
"Sharma L., Prabhakaran B., Jin R., Gans M.",57202573517;6603723328;57195394170;56779785600;,LearnDNA: An interactive VR application for learning DNA structure,2018,ACM International Conference Proceeding Series,,,,80,87,,,10.1145/3191801.3191810,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048817192&doi=10.1145%2f3191801.3191810&partnerID=40&md5=6b2aaf897d2c6590efcb51c27053030e,"University of Texas at Dallas, Richardson, TX, United States; Eastfield College, Dallas County Community College District, Mesquite, TX, United States","Sharma, L., University of Texas at Dallas, Richardson, TX, United States; Prabhakaran, B., University of Texas at Dallas, Richardson, TX, United States; Jin, R., University of Texas at Dallas, Richardson, TX, United States; Gans, M., Eastfield College, Dallas County Community College District, Mesquite, TX, United States","Understanding complex concepts is known to be difficult and tedious. This complexity is very often due to lack of visual representation of abstract concepts, that cannot be easily observed. Representing these ideas in a visual Virtual Environment (VE) is a very important application of Virtual Reality (VR). This paper presents an immersive VR application for teaching students about one such complex concept of DNA structure. Building virtual environments that show the double helix structure of DNA and allowing students to interact with it, provides an illustrative and engaging experience. A crucial factor that determines usability of such systems is the correlation between actual concept and its virtual representation. Our virtual DNA structure is very similar to the actual structure, thus highlighting its complexity. This VE is built for Oculus Rift with simple clicker based manipulation and travel, to allow easy portability to other VR devices. The system also provides test based assessment to gauge students' understanding. The evaluation of this VE was carried out with the help from a group of Subject Matter Experts (SMEs). Through their feedback, we refined system design and subject content, as well as survey questionnaires. A subsequent user study was conducted in a local community college. Students were recruited from two biology classes and offered extra credit based on results recorded by this system. The study gave pre-test prior to virtual experiment, post-test following virtual experiment and survey session after post-test. All SMEs felt that the application was useful for learning about DNA. Comparing the pre-test and post-test performance of the students, there was an average of 40% improvement in the scores, indicating that LearnDNA was able to facilitate learning the concepts. Most students also felt that the application was engaging and fun to use. © 2018 Association for Computing Machinery.",DNA structure; Education; Virtual reality,Education; Felt; Students; Surveys; Testing; Virtual reality; Abstract concept; DNA structure; Double helix structure; Local community; Subject matter experts; Virtual experiments; Virtual representations; Visual representations; DNA,,,,,"National Science Foundation, NSF: 1012975

Army Research Office, ARO: W911NF-17-1-0299, ARO","This material is based upon work supported by the National Science Foundation (NSF) under Grant No. 1012975 and US Army Research Office (ARO) Grant W911NF-17-1-0299. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NSF and ARO.",,,,,"Desai, K., Belmonte, U.H.H., Jin, R., Prabhakaran, B., Diehl, P., Ramirez, V.A., Johnson, V., Gans, M., Experiences with multi-modal collaborative virtual laboratory (mmcvl) (2017) 2017 IEEE Third International Conference on Multimedia Big Data (BigMM), pp. 376-383. , Laguna Hills, CA; Desai, K., Raghuraman, S., Jin, R., Prabhakaran, B., QoE studies on interactive 3d tele-immersion (2017) 2017 IEEE International Symposium on Multimedia (ISM), , Taichung, Taiwan; Pantelidis, V.S., Reasons to use virtual reality in education and training courses and a model to determine when to use virtual reality Themes In Science And Technology Education, pp. 59-70. , Klidarithmos Computer Books. Special; Bailenson, J.N., Yee, N., The use of immersive virtual reality in the learning sciences: Digital transformations of teachers, students, and social context (2008) The Journal Of The Learning Sciences, 17. , 102âAS141; Woodfield, B., (2005) Virtual Chemlab Getting Started, , http://www.mypearsontraining.com/pdfs/VCL_getting_started.pdf, Pearson Education. Retrieved May 25; Brewer, D.N., Wilson, T.D., Eagleson, R., De Ribaupierre, S., Evaluation of neuroanatomical training using a 3d visual reality model (2012) Studies in Health Technology and Informatics, 173, pp. 85-91; HorvÂtath, I., Innovative engineering education in the cooperative vr environment (2016) Cognitive Infocommunications (CogInfoCom 2016), 7th IEEE International Conference on; Tan, S., Waugh, R., Use of virtual-reality in teaching and learning molecular biology (2013) 3D Immersive and Interactive Learning, , Cai Y. eds Springer, Singapore; http://livitstudios.com/portfolio/dna-protein-structure/; Hamdi, M., Ferreira, A., DNA-based bio-nanorobotic components using vr-enhanced cad design (2006) Intelligent Robots and Systems, Proceedings of The 2006 IEEE/RSJ International Conference on; Salzman, M.C., Dede, C., Loftin, R.B., Chen, J., A model for understanding how virtual reality AIDS complex conceptual learning (1999) Presence, 8 (3), pp. 293-316. , June; http://www.csynth.org/; Yoon, I., Iterative design and development of the'world of balance' game: From ecosystem education to scientific discovery (2013) 2013 IEEE International Games Innovation Conference (IGIC), pp. 283-290. , Vancouver, BC; Azer, S.A., Azer, S., 3D anatomy models and impact on learning: A review of the quality of the literature (2016) Health Professions Education, 2 (2), pp. 80-98. , December; Ling, H., Rui, L., VR glasses and leap motion trends in education (2016) Computer Science & Education, The 11th International Conference on; Mathew, N.G., Alidmat, A.O.H., A study on the usefulness of audio-visual AIDS in EFL classroom: Implications for effective instruction (2013) International Journal of Higher Education",,,,Association for Computing Machinery,"3rd International Workshop on Interactive and Spatial Computing, IWISC 2018",12 April 2018 through 13 April 2018,,136845.0,,9781450354394,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-85048817192
Iskander M.,55998642500;,Systematic review of the implementation of audience response systems and their impact on participation and engagement in the education of healthcare professionals,2018,BMJ Simulation and Technology Enhanced Learning,4,2,,47,50,,,10.1136/bmjstel-2017-000245,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063273018&doi=10.1136%2fbmjstel-2017-000245&partnerID=40&md5=02ee8f78a3bf099752a802d2723d9a0d,"Department of Urology, Whiston Hospital, Health Education North West, Prescot Merseyside, L35 5DR, United Kingdom; Department of Educational Research, Faculty of Social Sciences, Lancaster University, Lancaster, United Kingdom","Iskander, M., Department of Urology, Whiston Hospital, Health Education North West, Prescot Merseyside, L35 5DR, United Kingdom, Department of Educational Research, Faculty of Social Sciences, Lancaster University, Lancaster, United Kingdom","Background Audience response system provides a mechanism to engage larger groups as active participants in teaching sessions. However, they are traditionally based on â € fixed' closed loop system, which limits their functionality to a single geographical location, thus has the effect of confining their use to universities and other larger institutions, with a primary focus on education. Conversely, in the healthcare education context, the majority of formal education is undertaken through postgraduate training programmes, largely conducted in smaller cohorts in clinical settings. Objective The purpose of this review is to evaluate audience response systems in terms of feasibility of implementation and the impact on participation within the field of education of healthcare professionals, in comparison to the non-healthcare education. Study selection Therefore, systematic structured searches of PubMed and Medline databases for healthcare education were conducted, and Scopus, Education Resources Information Center, British Education Index, Education Abstracts, Education Administration Abstracts and PsycINFO databases for non-healthcare education databases. Findings and conclusions Consistent and fundamental differences were found in the studies evaluating healthcare education compared with other fields, with more difficulties encountered in implementation and a less significant impact on engagement seen. Here we discuss the consequences of these findings on the use of audience response systems and beyond. © 2018 Article author(s) (or their employer(s) unless otherwise stated in the text of the article). All rights reserved.",audience response systems; classroom response systems; clickers; review,,,,,,,,,,,,"Beard, J., Strachan, A., Davies, H., Developing an education and assessment framework for the Foundation Programme (2005) Med Educ, 39, pp. 841-851; Bloom, B.S., (1974) Taxonomy of Educational Objectives: The Classification of Educational Goals Handbook 1: Cognitive Domain [S.l.]; Luscombe, C., Montgomery, J., Exploring medical student learning in the large group teaching environment: Examining current practice to inform curricular development (2016) BMC Med Educ, 16, p. 184; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments. 1st Edn, , San Francisco, Calif: Jossey-Bass; Chichester: John Wiley [distributor]; Gubbiyappa, K.S., Barua, A., Das, B., Effectiveness of flipped classroom with Poll Everywhere as a teaching-learning method for pharmacy students (2016) Indian J Pharmacol, 48, pp. S41-S46; Moher, D., Liberati, A., Tetzlaff, J., Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement (2009) BMJ, 339, p. b2535; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Student evaluation of audience response technology in large lecture classes (2008) Educ Technol Res Dev, 56, pp. 125-145; Walklet, E., Davis, S., Farrelly, D., The impact of Student Response Systems on the learning experience of undergraduate psychology students (2016) Psychology Teaching Review, 22, pp. 35-48; Bunz, U., Using scantron versus an audience response system for survey research: Does methodology matter when measuring computer-mediated communication competence? (2005) Comput Human Behav, 21, pp. 343-359; Smith, L.A., Shon, H., Santiago, R., Audience response systems: Using ""clickers"" to enhance bsw education (2011) J Technol Hum Serv, 29, pp. 120-132; Graham, C.R., Tripp, T.R., Seawright, L., Empowering or compelling reluctant participators using audience response systems (2007) Activ Learn High Educ, 8, pp. 233-258; Shon, H., Smith, L., A review of poll everywhere audience response system (2011) J Technol Hum Serv, 29, pp. 236-245; Dunn, P.K., Richardson, A., Oprescu, F., Mobile-phone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course (2013) Int J Math Educ Sci Technol, 44, pp. 1160-1174; Green, A.J., Chang, W., Tanford, S., Student perceptions towards using clickers and lecture software applications in hospitality lecture courses (2015) Journal of Teaching in Travel & Tourism, 15, pp. 29-47; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learn Media Technol, 32, pp. 21-40; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teach Psychol, 34, pp. 253-258; King, S.O., Robinson, C.L., 'Pretty Lights' and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Comput Educ, 53, pp. 189-199; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learn Media Technol, 33, pp. 329-341; Smith, M.K., Trujillo, C., Su, T.T., The benefits of using clickers in small-enrollment seminar-style biology courses (2011) CBE Life Sci Educ, 10, pp. 14-17; Laxman, K., A study on the adoption of clickers in higher education (2011) Australas J Educ Technol, 27, pp. 1291-1303; Oigara, J., Keengwe, J., Students' perceptions of clickers as an instructional tool to promote active learning (2013) Educ Inf Technol, 18, pp. 15-28; Williamson Sprague, E., Dahl, D.W., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2009) J Mark Educ, 32, pp. 93-103; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Activ Learn High Educ, 15, pp. 11-24; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: A randomised trial (2007) BMC Med Educ, 7, p. 25; De Gagne, J.C., The impact of clickers in nursing education: A review of literature (2011) Nurse Educ Today, 31, pp. e34-40; Arneja, J.S., Narasimhan, K., Bouwman, D., Qualitative and quantitative outcomes of audience response systems as an educational tool in a plastic surgery residency program (2009) Plast Reconstr Surg, 124, pp. 2179-2184; Filer, D., Everyone's answering: Using technology to increase classroom participation (2010) Nurs Educ Perspect, 31, pp. 247-250; Jensen, J.V., Ostergaard, D., Faxholt, A.K., Good experiences with an audience response system used in medical education (2011) Dan Med Bull, 58, p. A4333; Llena, C., Forner, L., Cueva, R., Student evaluation of clickers in a dental pathology course (2015) J Clin Exp Dent, 7, pp. e369-373; Stevens, N.T., McDermott, H., Boland, F., A comparative study: Do ""clickers"" increase student engagement in multidisciplinary clinical microbiology teaching? (2017) BMC Med Educ, 17, p. 70; Satheesh, K.M., Saylor-Boles, C.D., Rapley, J.W., Student evaluation of clickers in a combined dental and dental hygiene periodontology course (2013) J Dent Educ, 77, pp. 1321-1329; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Educ Today, 30, pp. 603-607; De Oliveira-Santos, C., Tirapelli, C., Rodrigues, C.T., Interactive audience response systems in oral and maxillofacial radiology undergraduate lectures (2017) Eur J Dent Educ, 31; Pettit, R.K., McCoy, L., Kinney, M., Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology (2015) BMC Med Educ, 15, p. 92; Sternberger, C.S., Interactive learning environment: Engaging students using clickers (2012) Nurs Educ Perspect, 33, pp. 121-124; Rahman, A., Jacker-Guhr, S., Staufenbiel, I., Use of elaborate feedback and an audience-response-system in dental education (2013) GMS Z Med Ausbild, 30, p. Doc35; Cleveland, L.M., Olimpo, J.T., DeChenne-Peters, S.E., Investigating the relationship between instructors' use of active-learning strategies and students' conceptual understanding and affective changes in introductory biology: A comparison of two active-learning environments (2017) CBE Life Sci Educ, 16, p. ar19; Torre, D., Manca, A., Durning, S., Learning at large conferences: From the 'sage on the stage' to contemporary models of learning (2017) Perspect Med Educ, 6, pp. 205-208; Benè, K.L., Bergus, G., When learners become teachers: A review of peer teaching in medical student education (2014) Fam Med, 46, pp. 783-787; Glynn, L.G., MacFarlane, A., Kelly, M., Helping each other to learn-a process evaluation of peer assisted learning (2006) BMC Med Educ, 6, p. 18; Secomb, J., A systematic review of peer teaching and learning in clinical education (2008) J Clin Nurs, 17, pp. 703-716; LaCosse, J., Ainsworth, S.E., Shepherd, M.A., An active-learning approach to fostering understanding of research methods in large classes (2017) Teach Psychol, 44, pp. 117-123; Erickson, S.A., (2016) Empowering Students in Science Through Active Learning: Voices from Inside the Classroom, , US: ProQuest Information & Learning; Keith, N., Wolff, C., Learning, E., (2015) The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement. Wiley Blackwell Handbooks in Organizational Psychology, pp. 92-116. , Kraiger K, Passmore J, dos Santos NR, eds, Wiley-Blackwell; Niemi, H., Nevgi, A., Research studies and active learning promoting professional competences in finnish teacher education (2014) Teach Teach Educ, 43, pp. 131-142; Kilgour, J.M., Grundy, L., Monrouxe, L.V., A Rapid review of the factors affecting healthcare students' satisfaction with small-group, active learning methods (2016) Teach Learn Med, 28, pp. 15-25; Schmidt, H.G., Cohen-Schotanus, J., Arends, L.R., Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students (2009) Med Educ, 43, pp. 211-218","Iskander, M.; Department of Urology, Whiston Hospital, Health Education North WestUnited Kingdom; email: morkos.iskander@doctors.org.uk",,,BMJ Publishing Group,,,,,20566697,,,,English,BMJ Simul. Technol. Enhanc. Learning,Review,Final,,Scopus,2-s2.0-85063273018
"Chen P.-Y., Hwang G.-J.",57194468154;7202677655;,Learners' Self-Regulation in an Interactive Response System-Aided Flipped Classroom,2018,"Proceedings - 6th International Conference of Educational Innovation Through Technology, EITT 2017",2018-March,,,55,56,,,10.1109/EITT.2017.21,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85050587308&doi=10.1109%2fEITT.2017.21&partnerID=40&md5=33b724ea61512f56100573da421a861b,"Department of Tourism and Travel Management, Chungyu University of Film and Arts, Keelung, Taiwan; Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan","Chen, P.-Y., Department of Tourism and Travel Management, Chungyu University of Film and Arts, Keelung, Taiwan, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan; Hwang, G.-J., Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan","The flipped classroom approach is one of the prominent pedagogical methods that have drawn much attention from educators and researchers. More and more educational institutions are integrating new technologies into this learning approach to help students get better learning achievements. However, without proper educational tools to support students' engagement during the flipped learning process, the learning outcomes might not be as good as expected. Therefore, the purpose of this study was to investigate the effectiveness of interactive response system with mobile clickers (i.e., IRS's on mobile devices) on students' online self-regulation in the flipped classroom approach. A quasi-experimental design was conducted in a college Internet marketing course in north Taiwan. The study applied the quantitative method by using a survey of online self-regulation. From the experimental result, it was found that among the six subscales of self-regulation, the experimental group who learned with clickers had significant higher ratings in three subscales, that is, environment, task strategies, and help seeking. With the clicker-aided flipped classroom learning approach, the experimental group showed higher concerned on their learning environment, task strategies and help seeking in terms of self-regulation. Based on the finding, the benefits of applying mobile clickers in the flipped classroom as well as the conception of how clicker-aided flipped classroom approach influences on students' online self-regulation are highlighted. © 2017 IEEE.",flipped classroom; higher education; interactive response system using mobile clickers; self-regulation,Computer aided instruction; Curricula; Deregulation; Engineering research; Learning systems; Marketing; Teaching; Educational institutions; Flipped classrooms; Higher education; Interactive response systems; Online self regulation; Quasi-experimental designs; Self regulation; Students' engagements; Students,,,,,Ministry of Science and Technology of the People's Republic of China: MOST-105-2511-S-011 -008 -MY3,"To conclude, the mobile clicker plays an important role in facilitating the flipped learning. The finding of this paper can be a good reference for school teachers and researchers of educational technology. Based on the finding, the benefits of applying mobile clickers in the flipped classroom as well as the conception of how clicker-aided flipped classroom approach influences on students’ online self-regulation are highlighted. For the future studies, we plan to develop effective learning strategies and scaffolding to help students organize what they have learned as well as promote their participation in before-class and in-class discussion. Moreover, the group collaboration related issue could also be included in the future since the flipped classroom approach emphasizes in-class interactions. ACKNOWLEDGMENT This study is supported in part by the Ministry of Science and Technology of the Republic of China under contract number MOST-105-2511-S-011 -008 -MY3. REFERENCES [1] C. Mortensen and A. Nicholson, ""The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates"", Journal ofAnimal Science, vol. 93, no. 7, p.3722, 2015. [2] C.Moran,Changing paradigms:Amixed methodsstudy of flipping the English language arts classroom, 1st ed. North Carolina State University, 2014. [3] J. Khanova, M. Roth, J. Rodgers and J. McLaughlin, ""Student experiences across multiple flipped courses in a single curriculum"", Medical Education, vol. 49, no. 10, pp. 1038-1048, 2015. [4] L. Blasco-Arcas, I. Buil, B. Hernández-Ortega and F. Sese, ""Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance"", Computers & Education, vol. 62, pp. 102-110, 2013. [5] R. Kay and A. LeSage, ""Examining the benefits and challenges of using audience response systems: A review of the literature"", Computers & Education, vol. 53, no. 3, pp. 819-827, 2009. [6] L. Barnard, W. Lan, Y. To, V. Paton and S. Lai, ""Measuring self-regulation in online and blended learning environments"", The Internet and Higher Education, vol. 12,no. 1, pp. 1-6, 2009. [7] Y. Kuo, A. Walker, K. Schroder and B. Belland, ""Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses"", The Internet and Higher Education, vol. 20, pp. 35-50, 2014. [8] S. Liaw and H. Huang, ""Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments"", Computers & Education, vol. 60, no. 1, pp. 14-24, 2013. [9] J. Sun, Y. Wu and W. Lee, ""The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation"", British Journal of Educational Technology, vol. 48, no. 3, pp. 713-729, 2016.",,,,,"Mortensen, C., Nicholson, A., The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates (2015) Journal of Animal Science, 93 (7), p. 3722; Moran, C., (2014) Changing Paradigms: A Mixed Methods Study of Flipping the English Language Arts Classroom, , 1st ed. North Carolina State University; Khanova, J., Roth, M., Rodgers, J., McLaughlin, J., Student experiences across multiple flipped courses in a single curriculum (2015) Medical Education, 49 (10), pp. 1038-1048; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F., Using clickers in class. the role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Kay, R., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Barnard, L., Lan, W., To, Y., Paton, V., Lai, S., Measuring self-regulation in online and blended learning environments (2009) The Internet and Higher Education, 12 (1), pp. 1-6; Kuo, Y., Walker, A., Schroder, K., Belland, B., Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses (2014) The Internet and Higher Education, 20, pp. 35-50; Liaw, S., Huang, H., Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments (2013) Computers & Education, 60 (1), pp. 14-24; Sun, J., Wu, Y., Lee, W., The effect of the flipped classroom approach to OpenCourseWare instruction on students' self-regulation (2016) British Journal of Educational Technology, 48 (3), pp. 713-729",,Liu J.C.Nishimura S.Jin Q.Zhang H.,,Institute of Electrical and Electronics Engineers Inc.,"6th International Conference of Educational Innovation Through Technology, EITT 2017",7 December 2017 through 9 December 2017,,135246.0,,9781538606292,,,English,"Proc. - Int. Conf. Educ. Innov. Through Technol., EITT",Conference Paper,Final,,Scopus,2-s2.0-85050587308
"Wong A.K.L., Ng A.",57193788587;57191854171;,Design of blended mobile learning in an urban environment,2018,"Online Course Management: Concepts, Methodologies, Tools, and Applications",2,,,796,817,,,10.4018/978-1-5225-5472-1.ch041,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046841933&doi=10.4018%2f978-1-5225-5472-1.ch041&partnerID=40&md5=eda2a5153dbfd49df899f93682c0e338,"The Hong Kong Polytechnic University, Hong Kong","Wong, A.K.L., The Hong Kong Polytechnic University, Hong Kong; Ng, A., The Hong Kong Polytechnic University, Hong Kong","As mobile phones become more and more common, the term mobile learning has received a lot of attention in recent years. Although teachers at educational institutions and managers in companies are aware of this new learning mode, many are uncertain if such adoption of technology is suitable for them. They are also puzzled by the various forms of e-learning, including Learning Management System (LMS), Massive Open Online Courses (MOOC), Augmented Reality (AR) and Student Response Systems (SRS). This aim of this chapter is to provide educators and managers with an overview of the different forms of e-learning. It begins by reviewing LMS and MOOC, and then it focuses on SRS and AR. The following three types of SRSs are discussed - Clicker-based, Mobile phone-based and Game-based. Exemplars are described to show the benefits of mobile learning when it is properly designed and well-implemented by the educators in an urban environment. The chapter concludes by stating the implications of mobile learning technologies for working professionals. © 2018, IGI Global. All rights reserved.",,,,,,,,,,,,,"Ashley, C., Kibbe, S., Thornton, S., Experiential Learning in Second Life: A Simulation in Retail Management (2014) Atlantic Marketing Journal, 3 (2), p. 8; Bentz, M., (2014) New Trends in Instructional Design and E-Learning, , Paper presented at the Conference: The Future of Education; Burns, S.M., Lohenry, K., Cellular Phone Use In Class: Implications For Teaching And Learning A Pilot Study (2010) College Student Journal, 44 (3), pp. 805-810; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73 (2), p. 21. , PMID: 19513159; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , PMID: 17339389; Carnaghan, C., Edmonds, T.P., Lechner, T.A., Olds, P.R., Using student response systems in the accounting classroom: Strengths, strategies and limitations (2011) Journal of Accounting Education, 29 (4), pp. 265-283; Cerezo, R., Sánchez-Santillán, M., Paule-Ruiz, M.P., Núñez, J.C., Students LMS interaction patterns and their relationship with achievement: A case study in higher education (2016) Computers & Education, 96, pp. 42-54; Cheong, C., Filippou, J., Cheong, F., Towards the Gamification of Learning: Investigating Student Perceptions of Game Elements (2014) Journal of Information Systems Education, 25 (3), pp. 233-244; Cortizo, J.L., Rodríguez, E., Vijande, R., Sierra, J.M., Noriega, A., Blended learning applied to the study of Mechanical Couplings in engineering (2010) Computers & Education, 54 (4), pp. 1006-1019; Fleming, N.D., (2001) Teaching and learning styles: VARK strategies, , IGI Global; Gikas, J., Grant, M.M., Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media (2013) The Internet and Higher Education, 19, pp. 18-26; Martín Gutiérrez, J., Meneses Fernández, M.D., (2014) Augmented Reality Environments in Learning, Communicational and Professional Contexts in Higher Education, , Digital Education Review, (26), 22-35; Hwang, G.-J., Wu, C.-H., Tseng, J.C.R., Huang, I., Development of a ubiquitous learning platform based on a real-time help-seeking mechanism (2011) British Journal of Educational Technology, 42 (6), pp. 992-1002; Israel, M.J., Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students (2015) International Review of Research in Open and Distributed Learning, 16 (5), pp. 102-118; Jungsun, K., Kizildag, M., M-learning: Next generation hotel training system (2011) Journal of Hospitality and Tourism Technology, 2 (1), pp. 6-33; Kirk, J., (2002) E-Learning: An Executive Summary, , Academic Press; Lee, A.W.M., Ng, J.K.Y., Wong, E.Y.W., Tan, A., Lau, A.K.Y., Lai, S.F.Y., Lecture Rule No. 1: Cell Phones ON, Please! A Low-Cost Personal Response System for Learning and Teaching (2013) Journal of Chemical Education, 90 (3), pp. 388-389; Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., Ryu, H., Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game (2016) Computers & Education, 97, pp. 97-115; Li, Y., (2016) CityU committee begins probe into rooftop garden collapse, , China Daily Hong Kong, p. 1; Lin, W.-S., Wang, C.-H., Antecedences to continued intentions of adopting e-learning system in blended learning instruction: A contingency framework based on models of information system success and task-technology fit (2012) Computers & Education, 58 (1), pp. 88-99; Lindquist, D., Denning, T., Kelly, M., Malani, R., Griswold, W.G., Simon, B., (2007) Exploring the potential of mobile phones for active learning in the classroom, , http://cseweb.ucsd.edu/~wgg/Abstracts/fp142-lindquist.pdf, Paper presented at the 38th SIGCSE Technical Symposium on Computer Science Education, Covington, KY; Liu, P.-L., Chen, C.-J., Learning English through actions: A study of mobile-assisted language learning (2015) Interactive Learning Environments, 23 (2), pp. 158-171; McLean, M., Brazil, V., Johnson, P., How we breathed life into problem-based learning cases using a mobile application (2014) Medical Teacher, 36 (10), pp. 849-852. , PMID: 24571614; McLoone, S., Villing, R., O'Keeffe, S., A Novel Smart Device Student Response System For Supporting High Quality Active Learning In The Engineering And Science Disciplines (2015) AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 7 (2); Micheletto, M.J., Using Audience Response Systems To Encourage Student Engagement And Reflection On Ethical Orientation And Behavior (2011) Contemporary Issues in Education Research, 4 (10), pp. 9-17; Monk, S., Campbell, C., Smala, S., Aligning pedagogy and technology: A case study using clickers in a first-year university education course (2013) International Journal of Pedagogies & Learning, 8 (3), pp. 229-241; (2015) Learning Management Systems UserView, , Software Advice; Olsson, M., Mozelius, P., Collin, J., Visualisation and Gamification of e-Learning and Programming Education (2015) Electronic Journal of e-Learning, 13 (6), pp. 441-454; Pappas, C., (2015) Top eLearning Statistics And Facts For 2015: eLearning Industry, , Academic Press; Park, S.Y., Nam, M.-W., Cha, S.-B., University students behavioral intention to use mobile learning: Evaluating the technology acceptance model (2012) British Journal of Educational Technology, 43 (4), pp. 592-605; Sad, S.N., Göktas, Ö., Preservice teachers perceptions about using mobile phones and laptops in education as mobile learning tools (2014) British Journal of Educational Technology, 45 (4), pp. 606-618; Shon, H., Smith, L., A Review of Poll Everywhere Audience Response System (2011) Journal of Technology in Human Services, 29 (3), pp. 236-245; Solak, E., Cakir, R., Exploring the Effect of Materials Designed with Augmented Reality on Language Learners' Vocabulary Learning (2015) Journal of Educators Online, 12 (2), pp. 50-72; Su, C.H., Cheng, C.H., A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements (2015) Journal of Computer Assisted Learning, 31 (3), pp. 268-286; Technologies, T., (2015) Corporate/Government Starter Kit, , http://www.turningtechnologies.com/interactive-response-system-starter-kit, Retrieved 11th October 2015; Thornton, P., Houser, C., Using Mobile Phones in English Education in Japan (2005) Journal of Computer Assisted Learning, 21 (3), pp. 217-228; Valle, M., Douglass, C., Clicking For Health: Use Of A Student Response System In A Large Interdisciplinary Health Class (2014) Academy of Educational Leadership Journal, 18 (3), pp. 87-92; Wang, M., Shen, R., Novak, D., Pan, X., The impact of mobile learning on students learning behaviours and performance: Report from a large blended classroom (2009) British Journal of Educational Technology, 40 (4), pp. 673-695; Withey, C., (2010) Engaging students through electronic voting-clickers and mobile phone systems, , PollEverywhere; Wu, H.-K., Lee, S.W.-Y., Chang, H.-Y., Liang, J.-C., Current status, opportunities and challenges of augmented reality in education (2013) Computers & Education, 62, pp. 41-49; Yeung, C., (2016) Nurse trio punished over patient's death, p. 1. , June 14 The Standard; Yu, A., (2015) A brief history of Hong Kong's medical blunders, , July 22 South China Morning Post","Wong, A.K.L.; The Hong Kong Polytechnic UniversityHong Kong",,,IGI Global,,,,,,9781522554745; 1522554726; 9781522554721,,,English,"Online Course Manag.: Concepts, Methodol., Tools, and Appl.",Book Chapter,Final,,Scopus,2-s2.0-85046841933
"Kiy A., Strickroth S.",56132003500;55336504600;,Audience response systems as an example for cross-university cooperation,2018,CEUR Workshop Proceedings,2092,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048120240&partnerID=40&md5=84c0b5ac28ae46a10507f9515d6b99f9,"Institut für Informatik und Computational Science, Universität Potsdam, August-Bebel-Str. 89, Potsdam, 14482, Germany","Kiy, A., Institut für Informatik und Computational Science, Universität Potsdam, August-Bebel-Str. 89, Potsdam, 14482, Germany; Strickroth, S., Institut für Informatik und Computational Science, Universität Potsdam, August-Bebel-Str. 89, Potsdam, 14482, Germany","Audience Response Systems (ARS) are an enhancement to teaching in higher education with the aim to strengthen participant activation and the involvement of students directly in lectures. There is a wide range of different solutions available. However, these solutions either rely on personal devices of students (so-called software clicker) or require the purchase of mostly commercial hardware solutions. Here, the presented Hands.UP approach tries to bridge these two complementary concepts. Based on a cost and effort estimation of selected ARS, the necessity of inter-university cooperation with regard to adequate further development and the use of ARS in teaching are motivated. © 2018 CEUR-WS. All rights reserved.",Audience Response System; Classroom Response System; Clicker; COCOMO; Cost estimation; Personal Response System,E-learning; Hardware; Purchasing; Teaching; Audience response systems; Classroom response systems; Clicker; COCOMO; Cost estimations; Personal response systems; Cost estimating,,,,,,,,,,,"Boehm, B., (1995) COCOMO II Model Definition Manual, , Boe00 Technical report. Ver. 2.1. Center for Software Engineering, USC; Frenger, F., Bernhardt, S., (2015) Abschlussbericht Audience‐ Response‐ Systeme An Der JLU, , http://www.uni-giessen.de/fbz/svc/hrz/org/mitarb/abt/3/Archiv/projekte/mob-abst-projekt-bericht, FB15; Keough, S.M., Clickers in the Classroom: A Review and a Replication (2012) Journal of Management Education, 36 (6), pp. 822-847. , Keo12 S; Krüger, M., Schmees, M., (2013) E-Assessments in Der Hochschullehre: Einführung, Positionen & Einsatzbeispiele, Psychologie und Gesellschaft, , KS13 Hrsg; Kundisch, D., Classroom response systems (2013) Informatik-Spektrum, 36 (4), pp. 389-393. , Kun13 S; Morin, D., The “Clicker” project: A scholarly approach to technology integration (2009) Real Learning Opportunities at Business School and Beyond, pp. 97-107. , Mor09 S; Oigara, J., Keengwe, J., Students' perceptions of clickers as an instructional tool to promote active learning (2013) J. Educ Inf Technol, 18 (1), pp. 15-28. , OK13 S; Zender, R., Haucke, P., Lucke, U., Click2Vote - Systematische Integration heterogener Clicker-Lösungen (2014) Proc. DeLFI 2014, pp. 163-168. , ZHL14 S",,Ullrich C.Wessner M.,,CEUR-WS,"Joint Pre-Conference Workshops of the 15th e-Learning Conference of the German Computer Society, DeLFI and the 25th Annual Conference of the Gesellschaft fur Medien in der Wissenschaft-Society for Media in Science, GMW, DeLFI-GMW-WS 2017",5 September 2017,,136374.0,16130073,,,,English,CEUR Workshop Proc.,Conference Paper,Final,,Scopus,2-s2.0-85048120240
Rao M.,55466208200;,Enhancing student engagement and immediate feedback with clickers and response cards,2018,International Journal of Innovation and Learning,24,1,,81,97,,1.0,10.1504/IJIL.2018.092924,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049861273&doi=10.1504%2fIJIL.2018.092924&partnerID=40&md5=1b5af5eedcb4b06155e09ff5e8061e29,"College of Business, Texas A and M University-Corpus Christi, 6300 Ocean Drive, Corpus Christi, TX  78412-5808, United States","Rao, M., College of Business, Texas A and M University-Corpus Christi, 6300 Ocean Drive, Corpus Christi, TX  78412-5808, United States","Engaging students with immediate feedback demonstrates improvement in student learning and success. There are both high-tech and low-tech strategies to enhance student engagement and learning. The study focuses on the effectiveness of clickers and response cards. The effectiveness of clickers in the classroom is done by implementing the device in operations management (OM) classes. Clickers are very effective with the exception of a few drawbacks. Response cards are limited in capabilities but are effective for immediate feedback and student engagement. Since the use of response cards in higher education is almost non-existent, this study fills the gap and proposes more studies. Copyright © 2018 Inderscience Enterprises Ltd.",Audience response systems; Classroom response systems; Clickers; Feedback; Immediate feedback; Innovation; Learning; Operations management; Polling instruments; Response cards; Student engagement; Student response systems,higher education; learning; management; student,,,,,,,,,,,"Abate, L.E., Gomes, A., Linton, A., Engaging students in active learning: Use of a blog and audience response system (2011) Medical Reference Services Quarterly, 30 (1), pp. 12-18; Barkley, E.F., (2009) Student Engagement Techniques: A Handbook for College Faculty, pp. 79-357. , 1st ed., 2 November,. Wiley/Jossey-Bass, USA, ISBN ISBN; Barr, M., Encouraging college student active engagement in learning: The influence of response methods (2014) Innovative Higher Education, 39 (4), pp. 307-319; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nursing Education Perspectives, 30 (5), pp. 295-298; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers and Education, 62, pp. 102-110. , March; Bregman, R.L., Measuring and motivating student effort in an online version of the core class in operations management (2012) International Journal of Innovation and Learning, 11 (4), pp. 369-385; Cakiroglu, O., Effects of preprinted response cards on rates of academic response, opportunities to respond, and correct academic responses of students with mild intellectual disability (2014) Journal of Intellectual and Developmental Disability, 39 (1), pp. 73-85; Chan, C.K.Y., Tam, V.W.L., Li, C.Y.V., A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in- Class formative assessment (2011) International Journal of Electrical Engineering Education, 48 (3), pp. 323-337; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) Journal of Engineering Education, 99 (2), pp. 159-168; Cross, A., Cutrell, E., Thies, W., Low-cost audience polling using computer vision (2012) Proceedings of The 25th Annual ACM Symposium User Interface Software and Technology, p. 45; Drabinski, E., Clark, J.E., Roberts, S.T., Introduction: Shaped or shaping? The role for radical teachers in teaching with technology (2011) Radical Teacher, (90), pp. 3-8; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Duchaine, E.L., Green, K.B., Jolivette, K., Using response cards as a class-wide intervention to decrease challenging behavior (2011) Beyond Behavior, 20 (1), pp. 3-10; (2016) Learner Response System, , https://educationendowmentfoundation.org.uk/our-work/projects/learner-response-system/, Education Endowment Foundation, 26 May online accessed 3 June 2017; Feedback: High impact for very low cost, based on moderate evidence (2017) Teaching & Learning Toolkit, , https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit/feedback/, Education Endowment Foundation, 2 May online accessed 3 June 2017; Elicker, J.D., McConnell, N.L., Interactive learning in the classroom: Is student response method related to performance? (2011) Teaching of Psychology, 38 (3), pp. 147-150; Filer, D., Everyone's answering: Using technology to increase classroom participation (2010) Nursing Education Perspectives, 31 (4), pp. 247-250; Fortner-Wood, C., Armistead, L., Marchand, A., Morris, F.B., The effects of student response systems on student learning and attitudes in undergraduate psychology courses (2013) Teaching of Psychology, 40 (1), pp. 26-30; Fraij, F., Al-Quraan, M., Al-Dababseh, A., Al-Obaidy, S., The impact of employing technology in teaching a mathematics course (2010) International Journal of Innovation and Learning, 8 (2), pp. 170-188; George, C.L., Effects of response cards on performance and participation in social studies for middle school students with emotional and behavioral disorders (2010) Behavioral Disorders, 35 (3), pp. 200-213; Hardesty, S.L., McIvor, M.M., Wagner, L.L., Hagopian, L.P., Bowman, L.G., A further evaluation of response cards: Teaching direct care staff basic behavioral principles (2014) Journal of Organizational Behavior Management, 2, p. 156; Hatch, J., Murray, J., Moore, R., Manna from heaven or 'clickers' from hell: Experiences with an electronic response system (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Hedgcock, W.H., Rouwenhorst, R.M., Clicking their way to success: Using student response systems as a tool for feedback (2014) Journal for Advancement of Marketing Education, 22 (2), pp. 16-25; Helf, S., Increasing opportunities for student responding: Response cards in the classroom (2015) Clearing House, 88 (6), pp. 182-184; Ioannou, A., Artino, A.R., Using a classroom response system to support active learning in an educational psychology course: A case study (2010) International Journal of Instructional Media, 37 (3), pp. 315-325; Keough, S.M., Clickers in the classroom: A review and a replication (2012) Journal of Management Education, 36 (6), pp. 822-847; Kolikant, Y.B., Drane, D., Calkins, S., Clicker's as catalysts for transformation of teachers (2010) College Teaching, 58 (4), pp. 127-135; Kuh, G.D., The national survey of student engagement: Conceptual and empirical foundations (2009) New Directions for Institutional Research, 2009 (141), pp. 5-20; Larsgaard, J., Clickers in the classroom: Do they enhance good pedagogy or just patch a problem? (2011) Journal of Research in Business Information Systems, 4 (4), pp. 69-79; Lincoln, D., Student response systems adoption and use in marketing education: A status report (2009) Marketing Education Review, 19 (3), pp. 25-40; Michael, J., Where's the evidence that active learning works? (2006) Advances in Physiology Education, 30 (4), pp. 159-167; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) E-Journal of Business Education and Scholarship of Teaching, 3 (1), pp. 1-17; Nelson, M.L., Hauck, R.V., Clicking to learn: A case study of embedding radio-frequency based clickers in an introductory management information systems course (2008) Journal of Information Systems Education, 19 (1), pp. 55-64; Rana, N.P., Dwivedi, Y.K., Al-Khowaiter, W.A., Research notes: A review of literature on the use of clickers in the business and management discipline (2016) International Journal of Management Education, 14 (2), pp. 74-91; Randolph, J.J., Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior (2007) Journal of Positive Behavior Interventions, 9 (2), pp. 113-128; Reyerson, K., Mummey, K., Higdon, J., Medieval cities of Europe: Click, tweet, map and present (2011) History Teacher, 44 (3), pp. 353-367. , May; Schnorr, C.I., Freeman-Green, S., Test, D.W., Response cards as a strategy for increasing opportunities to respond: An examination of the evidence (2016) Remedial and Special Education, 37 (1), pp. 41-54; Shabani, D.B., Carr, J.E., An evaluation of response cards as an adjunct to standard instruction in university classrooms: A systematic replication and extension (2004) North American Journal of Psychology, 6 (1), pp. 85-100; Shapiro, A., An empirical study of personal response technology for improving attendance and learning in a large class (2009) Journal of Scholarship of Teaching and Learning, 9 (1), pp. 13-26; Sprague, E., Dahl, D., Learning to click: An evaluation of the personal response clicker technology in introductory marketing courses (2010) Journal of Marketing Education, 32 (1), pp. 93-103; Trew, L.J., Nelsen, J., Getting the most out of audience response systems: Predicting student reactions (2012) Learning, Media and Technology, 37 (4), pp. 379-394; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88; Zhang, J.L., A study on effective hybrid math teaching strategies (2013) International Journal of Innovation and Learning, 13 (4), pp. 451-466","Rao, M.; College of Business, Texas A and M University-Corpus Christi, 6300 Ocean Drive, United States; email: mohan.rao@tamucc.edu",,,Inderscience Enterprises Ltd.,,,,,14718197,,,,English,Int. J. Innov. Learn.,Conference Paper,Final,,Scopus,2-s2.0-85049861273
Slominski K.L.,57190588247;,Teaching religion with Clickers,2018,Teaching Religion using Technology in Higher Education,,,,44,56,,,10.4324/9781315110615,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049626864&doi=10.4324%2f9781315110615&partnerID=40&md5=ab5735adb47f9ccda05f27004c98fd4d,"University of Mississippi, United States","Slominski, K.L., University of Mississippi, United States","Student response systems such as clickers can be used to address various challenges of teaching religious studies. These multiple-choice remotes or mobile apps encourage students to take stances on complex religious issues and to acknowledge the diverse perspectives on religion present within a classroom. This chapter focuses on how discussions can be prompted and enhanced using clicker remotes within religious studies classrooms at public colleges and universities. Student response systems fit the general preferences of Millennial students for instantaneous feedback, personalization and opportunities to share opinions using technology. Clickers offer a means of expression for those uncomfortable raising their hands and provide variation to traditional lecture formats. The student-generated data can be applied to lectures to make material about religion more relevant to student experiences. Questions asked prior to a topic pique students’ interest and alert them to critical issues, while those asked after a lesson allow them to further process the material. For the teaching of religious studies, clickers provide an opportunity to integrate students’ assumptions and stances about religion without putting individuals on the spot for their beliefs. At state-funded institutions, where professors might be cautious about students sharing personal beliefs in the classroom, this controlled form of data is especially useful. Clickers transform deeply personal viewpoints into indirect data, providing distance and a level of anonymity that can aid critical analysis. © 2018 Taylor & Francis.",,,,,,,,,,,,,"Berry, M.J., Westfall, A., Dial D for Distraction: The Making and Breaking of Cell Phone Policies in the College Classroom (2015) College Teaching, 63 (2), pp. 62-71; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco: Jossey-Bass; Bunce, D.M., Flens, E.A., Neiles, K.Y., How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers (2010) Journal of Chemical Education, 87 (12), pp. 1438-1443. , December; Cole, S., Kosc, G., Quit Surfing and Start Clicking: One Professor’s Effort to Combat the Problems of Teaching the U.S. Survey in a Large Lecture Hall (2010) History Teacher, 43 (3), pp. 397-410; DeRogatis, A., Honerkamp, K., McDaniel, J., Medine, C., Nyitray, V.-L., Pearson, T., Teaching Very Large Classes (2014) Teaching Theology and Religion, 17 (4), pp. 352-368; Duncan, D.K., Hoekstra, A.R., Wilcox, B.R., Digital Devices, Distraction, and Student Performance: Does In-Class Cell Phone Use Reduce Learning? (2012) Astronomy Education Review, 11 (1), pp. 1-4; Immerwahr, J., Engaging the ‘Thumb Generation’ with Clickers (2009) Teaching Philosophy, 32 (3), pp. 233-245; Medine, J., Carolyn, M., Penner, T., Lehman, M., Forum: Teaching With, Against, and To Faith (2015) Teaching Theology & Religion, 18 (4), pp. 363-386. , October; Kolikant, Y.B.-D., Drane, D., Calkins, S., ‘Clickers’ as Catalysts for Transformation of Teachers (2010) College Teaching, 58 (4), pp. 127-135; Kuznekoff, J.H., Titsworth, S., The Impact of Mobile Phone Usage on Student Learning (2013) Communication Education, 62 (3), pp. 233-252; Mollborn, S., Hoekstra, A., ‘A Meeting of Minds’: Using Clickers for Critical Thinking and Discussion in Large Sociology Classes (2010) Teaching Sociology, 38 (1), pp. 18-27; Patry, M., Clickers in Large Classes: From Student Perceptions Towards an Understanding of Best Practices (2009) International Journal for the Scholarship of Teaching and Learning, 3 (2), pp. 1-11; Sevian, H., Robinson, W.E., Clickers Promote Learning in All Kinds of Classes- Small and Large, Graduate and Undergraduate, Lecture and Lab (2011) Journal of College Science Teaching, 40 (3), pp. 14-18. , January; Smith, B.H., Teaching the Devout Student: Faith and Scholarship in the Classroom (2013) Teaching Theology and Religion, 16 (2), pp. 132-149. , April; Stowell, J.R., Oldham, T., Bennett, D., Using Student Response Systems (‘Clickers’) to Combat Conformity and Shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140. , April; Sullivan, R., Principles for Constructing Good Clicker Questions: Going Beyond Rote Learning and Stimulating Active Engagement with Course Content (2009) Journal of Educational Technology Systems, 37 (3), pp. 335-347. , March; Zapf, J.A., Garcia, A.J., The Influence of Tech-Savvyness and Clicker Use on Student Learning (2011) International Journal for the Scholarship of Teaching and Learning, 5 (1), pp. 1-11","Slominski, K.L.; University of MississippiUnited States",,,Taylor and Francis,,,,,,9781351616591; 9781138087224,,,English,Teach. Religion using Technology in High. Education,Book Chapter,Final,,Scopus,2-s2.0-85049626864
"Josse-De La Gorce H., Riou M., Beaupoil-Hourdel P., Bouquet-Ysos C.",57200634984;57194500844;57074811200;57200635976;,"Grammar, care and personal response systems: Analysing the renovation of an english grammar course in a French University [Grammaire, bienveillance et boîtiers de vote: A nalyse d'une rénovation pédagogique]",2018,Recherche et Pratiques Pedagogiques en Langues de Specialite - Cahiers de l'APLIUT,37,1,,,,,,10.4000/apliut.5845,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042003693&doi=10.4000%2fapliut.5845&partnerID=40&md5=166383e35c237c425ad42f5fa879a1f3,"Université Sorbonne Nouvelle (USPC), France; Université Curtin, Perth, Austria; SeSyLiA (Semantics and Syntax - Language in Action), PRISMES - EA 4398 à la Sorbonne Nouvelle, ESPE de l'Académie de Paris, France; Université Sorbonne Nouvelle, France","Josse-De La Gorce, H., Université Sorbonne Nouvelle (USPC), France; Riou, M., Université Curtin, Perth, Austria; Beaupoil-Hourdel, P., SeSyLiA (Semantics and Syntax - Language in Action), PRISMES - EA 4398 à la Sorbonne Nouvelle, ESPE de l'Académie de Paris, France; Bouquet-Ysos, C., Université Sorbonne Nouvelle, France","The notion of care in education cannot be reduced to the teacher's intent. It should also translate into concrete implementations in teaching choices. This paper investigates the way students perceive teachers' goodwill towards them as well as the pedagogical choices that best support its development in the classroom. Our analysis is based on an experiment in course renovation carried in 2015-2016 on a cohort of 264 second year English majors enrolled in a compulsory English grammar course in a French university. We suggest that care on the part of the teachers is a major preoccupation for students and that personal response systems may help nurture a caring atmosphere in the classroom. However, using personal response systems can merely transform the nature of the stress that students may experience in the classroom, especially when the introduction of this device coincides with the disappearance of more traditional written material to which students are accustomed. © 2018 APLIUT.",Audience response systems (ARS); Care; Course renovation; English grammar; English learning and teaching; Personal response systems (PRS); Student feedback; Teacher-centered approach,,,,,,,,,,,,"Anthony, L., Antconc: Design and development of a freeware corpus analysis toolkit for the technical writing classroom (2005) Proceedings of the International Professional Communication Conference, pp. 729-737; Anthony, L., (2010) AntConc (Version 3.2.1), , http://www.laurenceanthony.net/software.html, Waseda University; Anthony, L., Concordancing with AntConc: An introduction to tools and techniques in corpus linguistics (summary of jACET 2006 workshop) (2006) JACET Newsletter, (55), p. 2085; Blasco-Arcas, L., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Bloom, B., Krathwohl, D., (1956) The Classification of Educational Goals, by a Committee of College and University Examiners, , Longmans; Boimare, S., (2008) Les Enfants Empêchés de Penser, , Dunod; Crouch, C.H., Peer instruction: Engaging students one-on-one, all at once (2007) Physics Education Research, 1 (1), p. 4095. , édité par Edward F. Redish et Patrick Cooney; D'Inverno, R., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and its Applications, 22 (4), pp. 163-169; Deslauriers, J.-P., (1991) Recherche Qualitative: Guide Pratique, , Chenelière/McGraw-hill; Gimonnet, B., De la bienveillance éducative (2016) Les Cahiers Pédagogiques, 532; Goodwin, C., (2017) Co-operative Action, , Cambridge University Press; Heutte, J., (2011) La Part du Collectif dans la Motivation et Son Impact sur le Bien-être Comme Médiateur de la Réussite des Étudiants: Complémentarités et Contributions Entre l'Autodétermination, l'Auto-efficacité et l'Autotélisme, , Thèse de doctorat, Université de Nanterre - Paris X; Houssaye, J., (2000) Le Triangle Pédagogique. Théorie et Pratiques de l'Éducation Scolaire, , Peter Lang; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Keller, C., Research-based practices for effective clicker use (2007) AIP Conference Proceedings, 951, pp. 128-131. , AIP; Le Berre, T., Paillat, C., (2016) La Bienveillance, une Posture Professionnelle au Service des Apprentissages, , Mémoire de Master MEEF, ESPE de Bretagne; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 30 (2), p. 71; Loi No 2013-595 du 8 Juillet 2013 d'Orientation et de Programmation pour la Refondation de l'École de la République, , https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000027677984, Ministère de l'Éducation nationale, Consulté le 3 septembre 2017; Martyn, M., (2014) Circulaire No2014-068, , http://www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=79642, Consulté le 3 septembre 2017; Martyn, M., Conforter une École Bienveillante et Exigeant, , https://www.reseau-canope.fr/educationprioritaire/agir/priorite/conforter-une-ecole-bienveillante-et-exigeante.html, Consulté le 3 septembre 2017; Mukamera, J., Des avancées en analyse qualitative: Pour une transparence et une systématisation des pratiques (2006) Recherches Qualitatives, 26 (1), pp. 110-138; Narcy-Combes, J.-P., (2005) Didactique des Langues et TIC: Vers une Recherche-action Responsable, , Ophrys; Negura, L., L'analyse de contenu dans l'étude des représentations sociales (2006) Sociologies; Osgood, C.E., The representational model and relevant research (1959) Trends in Content Analysis, pp. 33-88. , édité par Ithiel De Sola Pool, University of Illinois Press; Roux-Lafay, C., L'éthique du care dans le champ éducatif ou le nouveau paradigme de la bienveillance (2016) Éducation et Socialisation, les Cahiers du CERFEE, 42. , http://edso.revues.org/1857, Consulté le 17 août 2017; Russell, M., Using an electronic voting system to enhance learning and teaching (2008) Engineering Education, 3, pp. 58-65; Smith, M.K., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Tronto, J., (1993) Un Monde Vulnérable. Pour une Politique du « Care », , Traduit de l'anglais par Hervé Maury. La Découverte; Van Den Branden, K., Task-based language teaching (2016) The Routledge Handbook of English Language Teaching, pp. 238-251. , édité par Graham Hall, Routledge; Zhu, E., Teaching with clickers (2007) Center of Research on Learning and Teaching Occasional Paper, 22, p. 18",,,,APLIUT,,,,,22575405,,,,French,Rech. Prat. Pedagogiques Lang. Spec. Cah. APLIUT,Review,Final,,Scopus,2-s2.0-85042003693
Mayhew E.,57194551224;,No Longer a Silent Partner: How Mentimeter Can Enhance Teaching and Learning Within Political Science,2018,Journal of Political Science Education,,,,,,,1.0,10.1080/15512169.2018.1538882,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059891666&doi=10.1080%2f15512169.2018.1538882&partnerID=40&md5=6b712ddafc83cdb2330afb97f5c0d7d2,"University of Reading, United Kingdom","Mayhew, E., University of Reading, United Kingdom","New cohorts of students expect universities to meaningfully incorporate the use of technology-enhanced learning within their provision and they respond particularly well to an active approach to learning. One response has been for colleagues to make use of audience-response systems. The existing literature suggests that the use of these platforms allows for the adoption of active, student-driven pedagogy which creates a significantly enhanced environment in which to learn. This review explores one example of a new generation of fully online audience-response systems—Mentimeter. It outlines the range of new functionality offered by this new web-based platform which takes a significant step beyond existing card-based or clicker-based systems. It explores both the practical and pedagogical thinking necessary to optimize the introduction and use of Mentimeter, particularly surrounding the construction of pedagogically sound, higher order questions and impact of shifting away from instructor-focused to student-focused learning on the teaching session itself. © 2018, © 2018 Taylor & Francis Group, LLC.",Audience-response systems; interactive teaching; technology-enhanced learning,,,,,,,,,,,,"Beatty, I., Transforming Student Learning with Classroom Communication Systems (2004) Educause Research Bulletin, 3, pp. 1-13. , http://www.educause.edu/ir/library/pdf/ERB0403.pdf, Accessed 8th June 2018; Brewer, C., Near Real-Time Assessment of Student Learning and Understanding in Biology Courses (2004) Bioscience, 54 (11), pp. 1034-1039. , https://doi.org/10.1641/0006-3568(2004)054[1034:NRAOSL]2.0.CO;2, (Accessed 8th June 2018); Caldwell, J., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9.pdf, (Accessed 8th June 2018); El-Rady, J., To Click or Not to Click: That’s the Question (2006) Innovate: Journal of Online Education, 2 (4). , https://nsuworks.nova.edu/cgi/viewcontent.cgi?referer=https://www.google.co.uk/&httpsredir=1&article=1139&context=innovate, (Accessed 8th June 2018); Elliot, C., Using a Personal Response System in Economics Teaching (2003) International Review of Economics Education, 1 (1), pp. 80-86. , http://www.economicsnetwork.ac.uk/iree/i1/elliott.htm, Assessed 8th June 2018; Gauci, S., Dantas, D., Williamskemm, R., Promoting Student-Centered Active Learning in Lectures with a Personal Response System (2009) Advances in Physiology Education, 33 (1), pp. 60-71. , https://pdfs.semanticscholar.org/b906/e5fc3ddc5e4a08a29a5237f02e7f31f6dcb2.pdf, (Accessed 8th June 2018); Hillfielden, D., Using Mentimeter to Promote Student Engagement and Inclusion (2017) Pedagogy in Practice Seminar, , http://insight.cumbria.ac.uk/id/eprint/3473/, 18 December 2017, Fusehill Street, Carlisle, UK. (Unpublished), (Accessed 8th June 2018); Hung, H.-T., “Clickers in the Flipped Classroom: Bring Your Own Device (BYOD) to Promote Student Learning.” (2016) Interactive Learning Environments, 25 (8), pp. 983-995; Knight, J., Wood, W., Teaching More by Lecturing Less (2005) Cell Biology Education, 4 (4), pp. 298-310. , http://doi.org/10.1187/05-06-0082, Accessed 8th June 2018, and; Little, C., Technological Review: Mentimeter Smartphone Student Response Systems (2016) Compass: Journal of Learning and Teaching, 9 (13). , https://journals.gre.ac.uk/index.php/compass/article/view/328/pdf, Assessed 8th June 2018; Interactive Presentations, Workshops and Meetings, , https://www.mentimeter.com/, (Accessed 8th June 2018); Michael, J., Where’s the Evidence that Active Learning Works? (2006) Advances in Physiology Education, 30, pp. 159-167. , https://www.physiology.org/doi/abs/10.1152/advan.00053.2006?url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed, Accessed 8th June 2018; Welcome to Nearpod!, , https://nearpod.com/, Nearpod, (Accessed 8th June 2018); Skoylesbloxsidge, A., Have you Voted? Teaching OSCOLA with Mentimeter (2017) Legal Information Management, 17, pp. 232-238. , https://www.cambridge.org/core/journals/legal-information-management/article/have-you-voted-teaching-oscola-with-mentimeter/96552E8A42F8CB853BC2DD16A9759947/core-reader, (Accessed 8th June 2018)","Mayhew, E.; Department of Politics and International Relations, University of Reading, PO Box 217, United Kingdom; email: e.a.mayhew@reading.ac.uk",,,Routledge,,,,,15512169,,,,English,J. Polit. Sci. Educ.,Article in Press,Article in Press,,Scopus,2-s2.0-85059891666
Jančařík A.,6508329988;,Response devices in tertiary education,2018,"17th Conference on Applied Mathematics, APLIMAT 2018 - Proceedings",2018-February,,,500,506,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048798605&partnerID=40&md5=ab7c58fb8a3f29fbc44bc0a03a9d477f,"Institute of Mathematics and Physics, Faculty of Education Charles University, M.Rettigové 4, Praha, 116 39, Czech Republic","Jančařík, A., Institute of Mathematics and Physics, Faculty of Education Charles University, M.Rettigové 4, Praha, 116 39, Czech Republic","The goal of this paper is to introduce the potential of the use of response devices in teaching at university level. The research question of this study is how response devices can be used in teaching at university level, what advantages and disadvantages its use brings and how pre-service teachers feel about the use of this technology both during their pre-service training and in their future teaching practice. © 2018 Slovak University of Technology in Bratislava. All rights reserved.",Clickers; Discrete mathematics; Experiences; Response devices; Teacher training; Tertiary education,Personnel training; Clickers; Discrete mathematics; Experiences; Response devices; Teacher training; Tertiary education; Teaching,,,,,,,,,,,"Robová, J., Vondrová, N., Missed learning opportunities in the teaching of mathematics with netbooks (2013) Proceedings of the 10th International Conference on Efficiency and Responsibility in Education (ERIE 2013), pp. 524-533. , Prague; Novotná, J., Multimedia teaching materials for development of pupils' culture of problem Solving (2014) Proceedings of the 13th European Conference on E-Learning ECEL2014, pp. 370-377. , Copenhagen: Aalborg University; Jančařík, A., Novotná, J., For show"" or efficient use of ict in mathematics teaching? (2011) Proceedings of the 10th International Conference on Technology in Mathematics Teaching, pp. 166-171. , University of Portsmouth. Portsmouth; Moraová, H., Going interactive and multicultural in clil (2015) Proceedings of the 12th International Conference Efficiency and Responsibility in Education 2015, pp. 377-384. , Praha: Česká zemědělská univerzita; Mishra, P., Kohler, M., Technological pedagogical content knowledge: A framework for teacher knowledge (2006) The Teacher College Record, 108 (6), pp. 1017-1054; Adamec, M., Jančařík, A., Stehlíková, N., Podpora ICT v přípravě budoucích učitelů (2009) APLIMAT 2009: 8th International Conference, Proceedings, pp. 637-643. , Bratislava: Slovak university of technology; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogicaldevelopment with clicker Assessment and Feedback technologies and the impact onstudents' engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Suurtamm, C., Koch, M., Arden, A., Teachers' assessment practices inmathematics: Classrooms in the context of reform (2010) Assessment in Education: Principles,Policy & Practice, 17 (4), pp. 399-417; Simelane, S., Skhosana, P.M., Impact of clicker technology in a mathematicscourse. Knowledge management & e-Learning (2012) An International Journal(KM&EL), 4 (3), pp. 279-292; Strasser, N., Who wants to pass math? Using clickers in calculus (2010) Journal of CollegeTeaching and Learning, 7 (3), p. 49; Liu, W.C., Stengel, D.N., Improving student retention and performance inquantitative courses using clickers (2011) International Journal for Technology InMathematics Education, 18 (1); Bennett, S., Barker, T., Thomas, P., Lilley, M., Modelling and motivatinghigh quality academic work with live peer evaluation (2015) Proceedings of the 14thEuropean Conference on E-Learning (Ecel 2015), pp. 57-64. , NR Reading; Stav, J., Nielsen, K., Hansen-Nygard, G., Thorseth, T., Experiencesobtained with integration of student response systems for ipod touch and iPhone intoe-learning environments (2010) Electronic Journal of E-learning, 8 (2), pp. 179-190; Kundisch, D., Herrmann, P., Whittaker, M., Magenheimj, N.J., Reinhardt, W., Zoyke, A., Designing a web-based classroom response system (2013) International Conference on Design Science Research in Information Systems, pp. 425-431. , Berlin,Heidelberg: Springer","Jančařík, A.; Institute of Mathematics and Physics, Faculty of Education Charles University, M.Rettigové 4, Czech Republic; email: antonin.jancarik@pedf.cumi.cz",Letavaj P.Richtarikova D.Szarkova D.Gabkova J.,,Slovak University of Technology in Bratislava,"17th Conference on Applied Mathematics, APLIMAT 2018",6 February 2018 through 8 February 2018,,135345.0,,9788022747653,,,English,"Conf. Appl. Math., APLIMAT - Proc.",Conference Paper,Final,,Scopus,2-s2.0-85048798605
Woldemichael D.E.,51666075500;,Enhancing active learning in large classes using web clicker,2018,Pertanika Journal of Social Sciences and Humanities,26,January,,111,120,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047471884&partnerID=40&md5=a1d1868e10be5e66ae32a149e159f73f,"Universiti Teknologi PETRONAS, Mechanical Engineering Department, Centre for Excellence in Teaching and Learning (CETaL), Seri Iskandar, Perak, 32610, Malaysia","Woldemichael, D.E., Universiti Teknologi PETRONAS, Mechanical Engineering Department, Centre for Excellence in Teaching and Learning (CETaL), Seri Iskandar, Perak, 32610, Malaysia","This paper presents the use of free web clicker (webclicker.org) to enhance active learning in large classroom. Web clicker platform works on any internet accessible device such as phones, pads, PCs, and laptops, without the need to purchase the clicker (hardware). The author used web clicker as pre/during/post lecture activity through concept questions. This helped to conduct formative assessment and identify misconceptions. The students also responded without peer pressure. To assess the effectiveness of using web clicker in enhancing active learning, surveys on two batches of students taking the same course in different time frame was conducted. An online survey with questionnaire consisting of five items on five-point Likert scale was used for which there were 47 respondents out of 127 students in the first batch and 76 respondents out of 151 students in the second batch. In addition, surveys through open-ended questions to get students' perception about the overall teaching and learning process were conducted. The overall result of the surveys was positive and in line with what was reported in literature. Web clicker encourages students to participate in the learning activity and motivates them to study. © Universiti Putra Malaysia Press.",Active learning; Clickers; Engagement; Web clicker,,,,,,Universiti Teknologi Petronas,"This research was supported by scholarship of teaching and learning (SOTL) grant from Centre for Excellence in Teaching and Learning (CETaL), Universiti Teknologi PETRONAS. The author would like to thank Mr. Asrar Ahmad Sabir for assistance in data analysis.",,,,,"Bao, L., (2012) WebClicker.org, , http://www.WebClicker.org; Beard, K.V., Morote, E.S., Volcy, K., Effects of a student response system on preclass preparation, learning, and class participation in a diverse classroom (2013) Teaching and Learning in Nursing, 8 (4), pp. 136-139; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers and Education, 62, pp. 102-110; Brady, M., Seli, H., Rosenthal, J., ""Clickers"" and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers and Education, 65, pp. 56-63; Cotes, S., Cotuá, J., Using audience response systems during interactive lectures to promote active learning and conceptual understanding of stoichiometry (2014) Journal of Chemical Education, 91 (5), pp. 673-677; Efstathiou, N., Bailey, C., Promoting active learning using Audience Response System in large bioscience classes (2012) Nurse Education Today, 32 (1), pp. 91-95; Felder, R.M., Brent, R., Active learning: An introduction (2009) ASQ Higher Education Brief, 2 (4); Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Sciences, 111 (23), pp. 8410-8415; Gachago, D., Morris, A., Simon, E., Engagement levels in a graphic design clicker class: Students' perceptions around attention, participation and peer learning (2011) Journal of Information Technology Education:Research, 10 (1), pp. 253-269; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogical development with Clicker Assessment and Feedback technologies and the impact on students' engagement and learning in higher education (2013) Computers and Education, 65, pp. 64-76; King, D.B., Using clickers to identify the muddiest points in large chemistry classes (2011) Journal of Chemical Education, 88 (11), pp. 1485-1488; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Prince, M., Does active learning work? A Review of the Research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Richardson, A., Dunn, P., McDonald, C., Oprescu, F., CRiSP: An instrument for assessing student perceptions of classroom response systems (2015) Journal of Science Education and Technology, 24 (4), pp. 432-447; Smith, K.A., Sheppard, S.D., Johnson, D.W., Johnson, R.T., Pedagogies of engagement: Classroom-based practices (2005) Journal of Engineering Education, 94 (1), pp. 87-101; Tlhoaele, M., Hofman, A., Naidoo, A., Winnips, K., Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students (2014) Innovations in Education and Teaching International, 51 (5), pp. 497-509","Woldemichael, D.E.; Universiti Teknologi PETRONAS, Mechanical Engineering Department, Centre for Excellence in Teaching and Learning (CETaL)Malaysia; email: dereje.woldemichael@utp.edu.my",,,Universiti Putra Malaysia,,,,,01287702,,,,English,Pertanika J. Soc. Sci. Humanit.,Review,Final,,Scopus,2-s2.0-85047471884
"Archila P.A., Molina J., de Mejía A.-M.T.",56427978100;14827033500;55598504700;,Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy: Socrative® as an immersive participation tool,2018,International Journal of Bilingual Education and Bilingualism,,,,,,,,10.1080/13670050.2018.1522293,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053526245&doi=10.1080%2f13670050.2018.1522293&partnerID=40&md5=724d36df675954627e3a080b8ac038bc,"School of Education, Universidad de los Andes, Bogotá, Colombia; Department of Biological Sciences, Universidad de los Andes, Bogotá, Colombia","Archila, P.A., School of Education, Universidad de los Andes, Bogotá, Colombia; Molina, J., Department of Biological Sciences, Universidad de los Andes, Bogotá, Colombia; de Mejía, A.-M.T., School of Education, Universidad de los Andes, Bogotá, Colombia","A key goal of university bilingual science courses is to enrich undergraduates’ bilingual scientific literacy (BSL). However, very little is known about how to foster BSL. This study aimed to provide research evidence to explore the possibility that BSL can be promoted by using bilingual written argumentation when Socrative® is treated as an immersive participation tool. To test our hypothesis, we intervened a university Spanish–English bilingual Biology course. Fifty-two undergraduates (25 females and 27 males, 16–25 years old) were: (1) presented with argumentative questions requiring application of concepts covered in lectures, (2) asked to write a Spanish–English bilingual argumentative paragraph individually, and (3) polled for the most reasonable answer. A histogram of class responses was displayed, and undergraduates were encouraged to: (4) discuss the question in pairs, (5) write a Spanish–English bilingual argumentative paragraph in pairs, and (6) be polled for the most reasonable answer. Undergraduates’ paragraphs were the subject of peer critique and useful feedback throughout the Spanish–English bilingual science course. The findings suggest significant benefits for providing undergraduates with opportunities and support to written argumentation in both English and Spanish. The outcomes of this study carry important policy implications in light of the growing university bilingual practices around the world. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.",bilingual scientific literacy; Bilingual written argumentation; clickers; smartphone-based classroom response systems; Socrative®; university science education,,,,,,,,,,,,"Ai, B., Becoming a Bilingual Teacher in a Chinese University: A Case Study (2016) Reflective Practice, 17 (5), pp. 605-620; Airey, J., Larsson, J., Developing Students’ Disciplinary Literacy? The Case of University Physics (2018) Global Developments in Literacy Research for Science Education, pp. 357-376. , Tang K.-S., Danielsson K., (eds), Cham: Springer, and,. edited by; Airey, J., Linder, C., Bilingual Scientific Literacy? 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A Teaching–Learning Sequence Based on the Discovery of Oxygen (2015) Science & Education, 24 (9), pp. 1201-1226; Archila, P.A., Using Drama to Promote Argumentation in Science Education: The Case of ‘Should’ve’ (2017) Science & Education, 26 (3-4), pp. 345-375; Archila, P.A., Evaluating Arguments From a Play About Ethics in Science: A Study with Medical Learners (2018) Argumentation, 32 (1), pp. 53-76; Archila, P.A., Molina, J., Truscott de Mejía, A.-M., Fostering Bilingual Scientific Writing Through a Systematic and Purposeful Code-Switching Pedagogical Strategy (2018) International Journal of Bilingual Education and Bilingualism, 21, pp. 1-19. , https://doi.org/10.1080/13670050.2018.1516189; Archila, P.A., Molina, J., Truscott de Mejía, A.-M., Using Formative Assessment to Promote Argumentation in a University Bilingual Science Course (2018) International Journal of Science Education, 40 (13), pp. 1669-1695. , https://doi.org/10.1080/09500693.2018.1504176; Archila, P.A., Truscott de Mejía, A.-M., Bilingual University Science Courses: A Questionnaire on Professors’ Practices and Espoused Beliefs (2017) International Journal of Bilingual Education and Bilingualism, 21, pp. 1-21. , https://doi.org/10.1080/13670050.2017.1334756; Ardasheva, Y., Tretter, T.R., Developing Science-Specific, Technical Vocabulary of High School Newcomer English Learners (2017) International Journal of Bilingual Education and Bilingualism, 20 (3), pp. 252-271; Awedh, M., Mueen, A., Zafar, B., Manzoor, U., Using Socrative and Smartphones for the Support of Collaborative Learning (2014) International Journal on Integrating Technology in Education, 3 (4), pp. 17-24; Bacha, N.N., Developing Learners’ Academic Writing Skills in Higher Education: A Study for Educational Reform (2002) Language and Education, 16 (3), pp. 161-177; Baker, C., Wright, W.E., (2017) Foundations of Bilingual Education and Bilingualism, , 6th ed., Bristol: Multilingual Matters; Balta, N., Güvercin, S., Increasing Undergraduate Students’ Exam Performances in Statistics Course Using Software Socrative (2016) The Turkish Online Journal of Educational Technology, Special Issue of July, pp. 314-321; Balta, N., Perera-Rodríguez, V.H., Hervás-Gómez, C., Using Socrative as an Online Homework Platform to Increase Students’ Exam Scores (2017) Education and Information Technologies, 23, pp. 837-850. , https://doi.org/10.1007/s10639-017-9638-6, doi:, and; Belancic, K., Lindgren, E., Discourses of Functional Bilingualism in the Sami Curriculum in Sweden (2017) International Journal of Bilingual Education and Bilingualism, 114, pp. 1-16. , https://doi.org/10.1080/13670050.2017.1396283, doi:, and; Bravo-Torija, B., Martínez-Peña, B., Embid, B., Carcelén, N., Gil-Quílez, M.J., El Reto Actual del Bilingüismo en Educación Primaria. ¿Cómo Conseguir que los Alumnos Aprendan Ciencias y Aprendan Inglés? (2016) Campo Abierto, 35 (1), pp. 173-187; Bryman, A., (2012) Social Research Methods, , 4th ed., Oxford: Oxford University Press; Cahyani, H., de Courcy, M., Barnett, J., Teachers’ Code-Switching in Bilingual Classrooms: Exploring Pedagogical and Sociocultural Functions (2018) International Journal of Bilingual Education and Bilingualism, 21 (4), pp. 465-479; Cummins, J., Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education (2008) Encyclopedia of Language and Education, pp. 1528-1538. , Hornberger, (ed), New York: Springer,. edited by; de Mejía, A.-M., (2002) Power, Prestige and Bilingualism. International Perspectives on Elite Bilingual Education, , Clevedon: Multilingual Matters; de Mejía, A.-M., Bilingual Education in Colombia: Towards an Integrated Perspective (2005) Bilingual Education in South America, pp. 48-64. , de Mejía A.M., (ed), Clevedon: Multilingual Matters,. edited by; de Mejía, A.-M., Language Education and Multilingualism in Colombia: Crossing the Divide (2017) Language and Education, 31 (3), pp. 249-262; Eliasson, N., Karlsson, K.G., Sørensen, H., The Role of Questions in the Science Classroom–How Girls and Boys Respond to Teachers’ Questions (2017) International Journal of Science Education, 39 (4), pp. 433-452; Floyd, C.B., Critical Thinking in a Second Language (2011) Higher Education Research and Development, 30 (3), pp. 289-302; Garrity, S., Aquino-Sterling, C.R., Van Liew, C., Day, A., Beliefs About Bilingualism, Bilingual Education, and Dual Language Development of Early Childhood Preservice Teachers Raised in a Prop 227 Environment (2018) International Journal of Bilingual Education and Bilingualism, 21 (2), pp. 179-196; Guarascioa, A.J., Nemecek, B.D., Zimmerman, D.E., Evaluation of Students’ Perceptions of the Socrative Application Versus a Traditional Student Response System and Its Impact on Classroom Engagement (2017) Currents in Pharmacy Teaching and Learning, 9 (5), pp. 808-812; Haar, M., Increasing Sense of Community in Higher Education Nutrition Courses Using Technology (2018) Journal of Nutrition Education and Behavior, 50 (1), pp. 96-99; Huang, Y.-P., Resistance to English-Medium Instruction Practices: A Qualitative Case Study (2018) Teaching in Higher Education, 23, pp. 435-449. , https://doi.org/10.1080/13562517.2017.1421629; Jorba, J., Gómez, I., Prat, A., (2000) Uso de la Lengua en Situación de Enseñanza Aprendizaje Desde las Áreas Curriculares, , Madrid: Síntesis; Levesque, A.A., Using Clickers to Facilitate Development of Problem-Solving Skills (2011) CBE—Life Sciences Education, 10 (4), pp. 406-417; Liwanag, M.H.C., Labor, J.S.J., Mother or Adapted Tongue: The Discursive and Pragmatic Effects of Code-Switching in Content-Based Learning (2016) International Journal of Education and Research, 4 (11), pp. 31-46; Ma, S., Steger, D.G., Doolittle, P.E., Stewart, A.C., Improved Academic Performance and Student Perceptions of Learning Through Use of a Cell Phone-Based Personal Response System (2018) Journal of Food Science Education, 17 (1), pp. 27-32; Mavrou, K., Douglas, G., Lewis, A., The Use of Transana as a Video Analysis Tool in Researching Computer–Based Collaborative Learning in Inclusive Classrooms in Cyprus (2007) International Journal of Research & Method in Education, 30 (2), pp. 163-178; Mazak, C.M., Introduction: Theorizing Translanguaging Practices in Higher Education (2017) Translanguaging in Higher Education: Beyond Monolingual Ideologies, pp. 1-10. , Mazak C.M., Carroll K.S., (eds), Bristol: Multilingual Matters,. edited by; Mazak, C.M., Herbas-Donoso, C., Translanguaging Practices and Language Ideologies in Puerto Rican University Science Education (2014) Critical Inquiry in Language Studies, 11 (1), pp. 27-49; Mazak, C.M., Herbas-Donoso, C., Translanguaging Practices at a Bilingual University: A Case Study of a Science Classroom (2015) International Journal of Bilingual Education and Bilingualism, 18 (6), pp. 698-714; Mazak, C.M., Herbas-Donoso, C., Living the Bilingual University: One Student’s Translanguaging Practices in a Bilingual Science Classroom (2015) Transcultural Interaction and Linguistic Diversity in Higher Education, pp. 255-277. , Fabricius A.H., Preisler B., (eds), Houndmills: Palgrave Macmillan, and,. edited by; Msimanga, A., Erduran, S., Language, Literacy and Science Learning for English Language Learners: Teacher Meta Talk Vignettes From a South African Science Classroom (2018) Global Developments in Literacy Research for Science Education, pp. 97-111. , Tang K.-S., Danielsson K., (eds), Cham: Springer, and,. edited by; Nawani, J., Rixius, J., Neuhaus, B.J., Influence of Using Challenging Tasks in Biology Classrooms on Students’ Cognitive Knowledge Structure: An Empirical Video Study (2016) International Journal of Science Education, 38 (12), pp. 1882-1903; (2017) PISA 2015 Results (Volume V): Collaborative Problem Solving, , Paris: OECD Publishing; Plantin, C., (2016) Dictionnaire de L’Argumentation. Une Introduction Conceptuelle aux Études D’Árgumentation, , Lyon: ENS Éditions; Quílez, J., (2017) X Congreso Internacional sobre Investigación en Didáctica de las Ciencias, , Facilitando la Capacidad del Alumnado de Argumentar Científicamente en Inglés. El Caso de los ‘Logical Connectives’. A paper presented at the. Seville, Spain. (Also available the proceeding of that congress; Rudwick, S., Language, Africanisation, and Identity Politics at a South African University (2018) Journal of Language, Identity & Education, 17, pp. 255-269. , https://doi.org/10.1080/15348458.2018.1460207; Ruiz-Primo, M.A., Cognitive Labs (2015) Encyclopedia of Science Education, pp. 167-171. , Gunstone R., (ed), Dordrecht: Springer,. edited by; Stowell, J.R., Nelson, J.M., Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Tong, F., Shi, Q., Chinese–English Bilingual Education in China: A Case Study of College Science Majors (2012) International Journal of Bilingual Education and Bilingualism, 15 (2), pp. 165-182; Van der Walt, C., Bi/Multilingual Higher Education: Perspectives and Practices (2015) The Handbook of Bilingual and Multilingual Education, pp. 354-371. , Wright W.E., Boun S., García O., (eds), Chichester: John Wiley & Sons,. edited by; Van der Walt, C., Dornbrack, J., Academic Biliteracy in South African Higher Education: Strategies and Practices of Successful Students (2011) Language, Culture and Curriculum, 24 (1), pp. 89-104; Wash, P.D., Taking Advantage of Mobile Devices: Using Socrative in the Classroom (2014) Journal of Teaching and Learning with Technology, 3 (1), pp. 99-101; Yacoubian, H.A., Scientific Literacy for Democratic Decision-Making (2018) International Journal of Science Education, 40, pp. 308-327. , https://doi.org/10.1080/09500693.2017.1420266","Archila, P.A.; School of Education, Universidad de los AndesColombia; email: pabloantonioarchila@yahoo.fr",,,Routledge,,,,,13670050,,,,English,Int. J. Biling. Educ. Bilingualism,Article in Press,Article in Press,,Scopus,2-s2.0-85053526245
"Bakonyi V.H., Illés Z.",57193157787;6701865392;,Real time classroom systems in teachers training,2018,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),11169 LNCS,,,206,215,,,10.1007/978-3-030-02750-6_16,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059692185&doi=10.1007%2f978-3-030-02750-6_16&partnerID=40&md5=4ed622d06dc5136ea7852d5aaf431c37,"Eötvös Loránd University, Budapest, Hungary","Bakonyi, V.H., Eötvös Loránd University, Budapest, Hungary; Illés, Z., Eötvös Loránd University, Budapest, Hungary","Nowadays students are surrounded by plenty of information resources and they use these multimedia streams parallel. This multitask working environment appears during lessons as well. This hyper attention symptom blocks students in the effective participating of the common work. Therefore more and more ICT tools appear and are used in schools from elementary schools to higher education. One of these possibilities is CRS (Classroom Response System) of which benefits are undoubted. Their usage makes lessons more diversified, more motivating for students who are used to and prefer to use applications and smart devices, more interactive. However we must not forget about the disadvantages either so in this paper we should like to give a look around this topic, present our own newly developed CRS system and speak about how we can use it in teachers training. © Springer Nature Switzerland AG 2018.",CRS; Higher education; Real-time; Teachers training,Chromium; Multimedia systems; Personnel training; Real time systems; Software engineering; Classroom response systems; Elementary schools; Higher education; Information resource; Multimedia stream; Real time; Teachers trainings; Working environment; Students,,,,,European Social Fund,Supported by organization EFOP-3.6.3-VEKOP-16-2017-00001: Talent Management in Autonomous Vehicle Control Technologies The Project is supported by the Hungarian Government and co-financed by the European Social Fund.,,,,,"Rausch, A., Pasztor, A., Exploring the possibilities of online assessment of early numeracy in kindergarten (2017) Proceedings of the 41St Conference of the International Group for the Psychology of Mathematics Education, 4. , PME; https://bit.ly/2rK0hM8, Accessed 29 May 2018; 70 Million Unique Users on the Kahoot! Platform We are Stoked!, , https://bit.ly/2k1yAdn, Accessed 29 May 2018; 6 Ways BYOD Technology in the Classroom Affects Students, , https://bit.ly/2wO5uHE, Accessed 29 May 2018; Center for Teaching, Classroom Response Systems (Clickers), , https://bit.ly/2vxtWeJ, Accessed 29 May 2018; Kos, B., The Most Effective Way to Learn New Things, , https://agileleanlife.com/the-most-effective-way-to-learn-new-things/J, Accessed 29 May 2018; Bunce, D., Flens, E.A., Neiles, K.Y., How Long can students pay attention in class? A study of student attention decline using clickers (2010) J. Chem. Educ., 87 (12), pp. 1438-01443; Wiggins, G., Seven Keys to Effective Feedback, 70 (1), pp. 10-16. , https://bit.ly/1bcgHKS, September 2012, Feedback for Learning, Accessed 29 May 2018; The Pros and Cons of Technology in the Classroom, , https://bit.ly/2IvQLXw, Accessed 29 May 2018; Ortiz, M., (2014) The Effects of Student Response Systems Students Achievement and Engagement, , https://bit.ly/2KtE8K32A5Jhlq, thesis, Accessed 29 May 2018; Zitny, R., Education using mobile technologies (2016) ICETA, pp. 115-120. , 24-25 November 2016, Stary Smokovec IEEE; Illés, Z., Bakonyi, V.H., Illés, Z., Jr., Supporting dynamic, bi-directional presentation management in real-time (2016) CEUR Workshop Proceedings, 2016, pp. 113-118. , Proceedings of the 11th Joint Conference on Mathematics and Computer Science (MaCS 2016). Eger, Magyarország: 20-22 May 2016; Bakonyi, V.H., Illés, Z., Real-time tool integration for lectures (2017) 15Th IEEE International Conference on Emerging Elearning Technologies and Applications: ICETA 2017, pp. 31-36. , Star Smokovec, Slovakia, 26-27 October 2017, IEEE Computer Society Press, Denver, ISBN 978-1-5386-3294-9","Bakonyi, V.H.; Eötvös Loránd UniversityHungary; email: hbv@inf.elte.hu",Pozdniakov S.N.Dagiene V.,,Springer Verlag,"11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018",10 October 2018 through 12 October 2018,,219579.0,03029743,9783030027490,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85059692185
"Collier R., Kawash J.",7202591972;6506154431;,Effectively using classroom response systems for improving student content retention,2018,Communications in Computer and Information Science,865,,,3,21,,,10.1007/978-3-319-94640-5_1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85051141771&doi=10.1007%2f978-3-319-94640-5_1&partnerID=40&md5=234b1b442ffde3b473603e36cf3ea004,"Department of Computer Science, Carleton University, 1125 Colonel by Dr., Ottawa, ON, Canada; Department of Computer Science, University of Calgary, 2500 University Dr. NW, Calgary, AB, Canada","Collier, R., Department of Computer Science, Carleton University, 1125 Colonel by Dr., Ottawa, ON, Canada; Kawash, J., Department of Computer Science, University of Calgary, 2500 University Dr. NW, Calgary, AB, Canada","Classroom response systems are widely recognized as an effective tool for providing formative feedback and engaging students, but our research supports the hypothesis that these systems also provide opportunities for improving content retention. This is evidenced by an experiment we conducted on two distinct sections of an introductory course in computer science, wherein large collections of classroom response system questions were presented to different sections at different stages. Questions that were offered immediately after the corresponding material had the express purpose of providing an opportunity for formative feedback, while questions that were presented later were expected to improve content retention. The performance of participants on the corresponding questions of the final examination was then reviewed, and statistical analyses indicate that participants performed better on those questions that corresponded to the classroom response system questions provided for content retention. © Springer International Publishing AG, part of Springer Nature 2018.",,Teaching; Classroom response systems; Different stages; Effective tool; Engaging students; Final examinations; Formative feedbacks; Introductory course; Research support; Students,,,,,,,,,,,"Collier, R.D., Kawash, J., Improving student content retention using a classroom response system (2017) CSEDU 2017-Proceedings of the 9Th International Conference on Computer Supported Education, 1, pp. 17-24. , Porto, Portugal, 21–23 April 2017; Boscardin, C., Penuel, W., Exploring benefits of audience-response systems on learning: A review of the literature (2012) Acad. Psychiatry, 36, pp. 401-407; Moss, K., Crowley, M., Effective learning in science: the use of personal response systems with a wide range of audiences (2011) Comput. Educ., 56, pp. 36-43; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput. Educ., 53, pp. 819-827; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , Jossey-Bass, San Francisco; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educ, 32, pp. 113-116; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Comput. Educ., 62, pp. 102-110; Webb, A., Carnaghan, C., Investigating the effects of group response systems on student satisfaction, learning and engagement in accounting education (2006) Issues Acc. Educ., 22, pp. 391-409; Liao, S.N., Zingaro, D., Laurenzano, M.A., Griswold, W.G., Porter, L., Lightweight, early identification of at-risk CS1 students (2016) Proceedings of the 2016 ACM Conference on International Computing Education Research, ICER 2016, pp. 123-131. , ACM, New York; Porter, L., Zingaro, D., Lister, R., Predicting student success using fine grain clicker data (2014) Proceedings of the Tenth Annual Conference on International Computing Education Research, ICER 2014, pp. 51-58. , ACM, New York; Draper, S.W., Brown, I.M., Increasing interactivity in lectures using an electronic voting system (2004) J. Comput. Assist. Learn., 20, pp. 81-94; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) J. Comput. Math. Sci. Teach., 21, pp. 167-181; Brewer, C.A., Near real-time assessment of student learning and understanding in biology courses (2004) Bioscience, 54, pp. 1034-1039; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci. Educ., 6, pp. 9-20; Simon, B., Kinnunen, P., Porter, L., Zazkis, D., Experience report: CS1 for majors with media computation (2010) Proceedings of the Fifteenth Annual Conference on Innovation and Technology in Computer Science Education, Iticse 2010, pp. 214-218. , ACM, New York; Porter, L., Simon, B., Retaining nearly one-third more majors with a trio of instructional best practices in CS1 (2013) Proceeding of the 44Th ACM Technical Symposium on Computer Science Education, SIGCSE 2013, pp. 165-170. , ACM, New York; Tew, A.E., Dorn, B., The case for validated tools in computer science education research (2013) Computer, 46, pp. 60-66; Cukierman, D., Predicting success in university first year computing science courses: The role of student participation in reflective learning activities and in i-clicker activities (2015) Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education, Iticse 2015, pp. 248-253. , ACM, New York; Vinaja, R., The use of lecture videos, ebooks, and clickers in computer courses (2014) J. Comput. Sci. Coll., 30, pp. 23-32; Simon, B., Parris, J., Spacco, J., How we teach impacts student learning: Peer instruction vs. lecture in CS0 (2013) Proceeding of the 44Th ACM Technical Symposium on Computer Science Education, SIGCSE 2013, pp. 41-46. , ACM, New York; Zingaro, D., Peer instruction contributes to self-efficacy in CS1 (2014) Proceedings of the 45Th ACM Technical Symposium on Computer Science Education, SIGCSE 2014, pp. 373-378. , ACM, New York; Zingaro, D., Porter, L., Tracking student learning from class to exam using isomorphic questions (2015) Proceedings of the 46Th ACM Technical Symposium on Computer Science Education, SIGCSE 2015, pp. 356-361. , ACM, New York; Huss-Lederman, S., The impact on student learning and satisfaction when a CS2 course became interactive (Abstract only) (2016) Proceedings of the 47Th ACM Technical Symposium on Computing Science Education, SIGCSE 2016, p. 687. , ACM, New York; Bloom, B.S., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, , Longmans, Green","Collier, R.; Department of Computer Science, Carleton University, 1125 Colonel by Dr., Canada; email: robert.collier@scs.carleton.ca",Costagliola G.Zvacek S.Uhomoibhi J.Escudeiro P.McLaren B.M.,,Springer Verlag,"9th International Conference on Computer Supported Education, CSEDU 2017",21 April 2017 through 23 April 2017,,216609.0,18650929,9783319946399,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85051141771
"Braun I., Kapp F., Hara T., Kubica T., Schill A.",10738827700;55503241000;55813968900;57201065966;7004418075;,"AMCS (Auditorium Mobile Classroom Service) - An ARS with learning questions, push notifications, and extensive means of evaluation [AMCS (Auditorium Mobile Classroom Service) - ein ARS mit Lernaufgaben, Push-Notifications und umfangreichen Evaluationsmöglichkeiten]",2018,CEUR Workshop Proceedings,2092,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048074494&partnerID=40&md5=9b60b46707f61d19cea4880b152044df,"Technische Universität Dresden, Fakultät Informatik, Dresden, 01062, Germany","Braun, I., Technische Universität Dresden, Fakultät Informatik, Dresden, 01062, Germany; Kapp, F., Technische Universität Dresden, Fakultät Informatik, Dresden, 01062, Germany; Hara, T., Technische Universität Dresden, Fakultät Informatik, Dresden, 01062, Germany; Kubica, T., Technische Universität Dresden, Fakultät Informatik, Dresden, 01062, Germany; Schill, A., Technische Universität Dresden, Fakultät Informatik, Dresden, 01062, Germany","How can students be motivated to actively engage learning contents? How can teachers and students be encouraged to discuss contents of lectures and seminars, or to exchange problems and ideas with respect to material? Audience Response Systems (ARS) enable more interactive lectures. This paper provides a brief overview and preliminary research results of Auditorium Mobile Classroom Service (AMCS), an ARS developed at TU Dresden. AMCS' functionality is based on an establish didactics concept. © 2018 CEUR-WS. All rights reserved.",AMCS; Audience Response System; Interaktive Vorlesung; Selbstreguliertes Lernen,Auditoriums; E-learning; AMCS; Audience response systems; Exchange problems; Interactive lecture; Interaktive Vorlesung; Learning contents; Push notifications; Selbstreguliertes Lernen; Teaching,,,,,,,,,,,"Kapp, F., Interaktive Lernaufgaben als Erfolgsfaktor für E-Learning (2011) Zeitschrift Für E-Learning, 6 (1), pp. 21-32. , Ka11 S; Kapp, F., Metacognitive support in university lectures provided via mobile devices - How to help students to regulate their learning process during a 90-minute class (2014) Proc. CSEDU 2014, pp. 194-199. , Ka14 S; Kirkpatrick, D.L., Techniques for evaluating training programs (1979) Training and Development Journal, 33. , Ki79; Kubica, T., Geführte Auswahl von IT-basierten Lehr-/Lern-Werkzeugen (2017) Proc. DeLFI 2017, , Ku17 Druck; Mayer, R.E., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57. , Ma09 S; Seel, N.M., (2003) Psychologie Des Lernens (2. Aufl.), , Se03 München: Ernst Reinhardt UTB; Weber, K., Becker, B., Formative evaluation des mobilen classroom-response-systems SMILE (2013) E-Learning Zwischen Vision und Alltag, pp. 277-289. , WB13 Bremer, Claudia; Krömker, Detlef, Hrsg: S",,Ullrich C.Wessner M.,,CEUR-WS,"Joint Pre-Conference Workshops of the 15th e-Learning Conference of the German Computer Society, DeLFI and the 25th Annual Conference of the Gesellschaft fur Medien in der Wissenschaft-Society for Media in Science, GMW, DeLFI-GMW-WS 2017",5 September 2017,,136374.0,16130073,,,,German,CEUR Workshop Proc.,Conference Paper,Final,,Scopus,2-s2.0-85048074494
"Batsila M., Tsihouridis C.",54394919000;53265123400;,“Let’s Go… Kahooting” – Teachers’ Views on C.R.S. for Teaching Purposes,2018,Advances in Intelligent Systems and Computing,715,,,563,571,,1.0,10.1007/978-3-319-73210-7_66,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85040164186&doi=10.1007%2f978-3-319-73210-7_66&partnerID=40&md5=35f3039b817418d88c5c14cd59fcabfe,"Ministry of Education, Larissa, Greece; University of Thessaly, Volos, Greece","Batsila, M., Ministry of Education, Larissa, Greece; Tsihouridis, C., University of Thessaly, Volos, Greece","The present study constitutes the first part of a study about the use of the online game-based of Kahoot as a tool for teaching practices and ways to do this. This first part, described in this paper, focuses on investigating teachers’ views on the use of Kahoot. A number of 149 secondary education teachers participated for this reason in workshops where they were introduced to Kahoot and were asked to design their own tasks. Upon completion of the workshops a questionnaire was delivered to them to evaluate the tool and focus group discussions were conducted to detect their in-depth thoughts. The teachers’ opinions were positive as they considered Kahoot a motivating tool for teaching and assessment purposes which can make learning fun and a creative process. The teachers revealed their intention to use the tool in their future teaching practices with their classes to a great extent. © Springer International Publishing AG 2018.",Classroom Response Systems (C.R.S.); Game-based learning; ICT; Kahoot,Education; Classroom response systems; Creative process; Education teachers; Game-based Learning; Intention to use; Kahoot; Teaching and assessments; Teaching practices; Teaching,,,,,,,,,,,"Mumtaz, S., Children’s enjoyment and perception of computer use in the home and the school (2001) Comput. Educ., 36, pp. 347-362; Leone, S., The use of new technologies in advanced Italian classes (2008) Proceedings of Emerging Technologies Conference, pp. 18-21. , University of Wollongong; Muncy, J.A., Eastman, J.K., Using classroom response technology to create an active learning environment in marketing classes (2012) Am. J. Bus. Educ., 2 (2), pp. 213-218; Siau, K., Sheng, H., Nah, F.F.-H., Use of a classroom response system to enhance classroom interactivity (2006) Manag. Dep. Fac. Publ., 49 (3), pp. 398-403; Milner-Bolotin, M., Fisher, H., Macdonald, A., Modeling active engagement pedagogy through classroom response systems in a teacher education course (2013) LUMAT, 1 (5), pp. 523-542; Heiss, B.M., The effectiveness of implementing classroom response systems in the corporate environment (2009) A Thesis Submitted to the Graded College of Bowling Green; Abramson, D., Pietroszek, K., Chinaei, L., Lank, E., Terry, M., Classroom response systems in higher education: Meeting user needs with NetClick (2013) EEE Global Engineering Education Conference (EDUCON), pp. 840-846. , March 2013; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am. J. Phys., 74 (1), pp. 31-39; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Pearson/Addison Wesley, San Francisco; Lucke, Τ., Keyssner, U., Dunn, P., The use of a classroom response system to more effectively flip the classroom (2013) In: IEEE Frontiers in Education Conference, October, 2013, pp. 491-495; Eastman, J.K., Enhancing classroom communication with interactive technology: How faculty can get started (2007) Coll. Teach. Methods Styles J. – First Quart., 3 (1), pp. 31-38; Owusu, A., Weatherby, N., Otto, S., Kang, M., Validation of a classroom response system for use with a health risk assessment survey (2007) Poster Session at 2007 AAHPERD National Convention and Exposition, Baltimore, Maryland; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J. Sci. Educ. Technol., 15 (1), pp. 101-109; Siau, K., Sheng, H., Nah, F., Use of classroom response system to enhance classroom interactivity (2006) IEEE Trans. Educ., 49 (3), pp. 398-403; Diaz, C., Trejo, C., (2015) Kahoot: The Student-Teacher Interactive Classroom Tool; Meijen, C., (2015) Kahoot: Using a Game Based Classroom Response System in Teaching, , School of Sport and Exercise Science, University of Kent","Batsila, M.; Ministry of EducationGreece; email: marbatsila@gmail.gr",Guralnick D.Simonics I.Auer M.E.,,Springer Verlag,"20th International Conference on Interactive Collaborative Learning, ICL 2017",27 September 2017 through 29 September 2017,,209209.0,21945357,9783319732091,,,English,Adv. Intell. Sys. Comput.,Conference Paper,Final,,Scopus,2-s2.0-85040164186
"Justice P., Marshman E., Singh C.",57206481487;57015197600;7401801404;,Development and validation of a sequence of clicker questions for helping students learn addition of angular momentum in quantum mechanics,2018,Physics Education Research Conference Proceedings,2018,,,,,4.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061757190&partnerID=40&md5=fb77d1434e7687db32b074067c0f72c3,"Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States","Justice, P., Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States; Marshman, E., Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States; Singh, C., Department of Physics and Astronomy, University of Pittsburgh, Pittsburgh, PA  15260, United States","Engaging students with well-designed clicker questions is one of the commonly used research-based instructional strategy in physics courses partly because it has a relatively low barrier to implementation. Moreover, validated robust sequences of clicker questions are likely to provide better scaffolding support and guidance to help students build a good knowledge structure of physics than an individual clicker question on a particular topic. Here we discuss the development, validation and in-class implementation of a clicker question sequence (CQS) for helping advanced undergraduate students learn about addition of angular momentum, which takes advantage of the learning goals and inquiry-based guided learning sequences in a previously validated Quantum Interactive Learning Tutorial (QuILT). The in-class evaluation of the CQS using peer instruction is discussed by comparing upper-level undergraduate students' performance after engaging with the CQS with previous published data from the QuILT pertaining to these concepts. © American Association of Physics Teachers.",,,,,,,,,,,,,"Henderson, C., Dancy, M., (2007) PRSTPER, 3, p. 020102; Mazur, E., (1997) Peer Instruction, , Prentice Hall, N.J; Sayer, R., (2016) PRPER, 12, p. 020133; Ding, L., (2009) Am. J. Phys., 77, p. 2; Zhu, G., Singh, C., (2013) Phys. Rev. STPER, 9, p. 010101; Hake, R., (1998) Am. J. Phys., 66, p. 64; Cohen, J., (1988) Statistical Power Analysis, , Routledge",,,,American Association of Physics Teachers,"Physics Education Research Conference, PERC 2018",1 August 2016 through 2 August 2016,,140748.0,15399028,,,,English,Phys. Educ. Res. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85061757190
"Ranieri M., Raffaghelli J.E., Bruni I.",35180289700;55246100800;55711396700;,Game-based student response system: Revisiting its potentials and criticalities in large-size classes,2018,Active Learning in Higher Education,,,,,,,1.0,10.1177/1469787418812667,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058644172&doi=10.1177%2f1469787418812667&partnerID=40&md5=12ec6d07090a131253ed218036214eed,"University of Florence, Italy; Open University of Catalonia, Spain","Ranieri, M., University of Florence, Italy; Raffaghelli, J.E., Open University of Catalonia, Spain; Bruni, I., University of Florence, Italy","Instructor–student interaction and regular feedback are seen as teaching strategies designed to support effective learning. These days, there is increasing reliance on technology to support this in the classroom; one such technology is a student response system or its more recent development of this, that is, a game-based one. This study investigates the potential of using game-based student response systems for formative assessment through the analysis of learning outcomes and students’ perceptions of the gamified experience in terms of engagement and pleasantness. A quasi-experiment was conducted within an undergraduate course on educational technologies, involving about 400 students. Learning improvements were measured through a pre- and posttest, and students’ perceptions were elicited through a questionnaire. Data analysis showed a high level of student satisfaction and an overall improvement of learning outcomes due to the use of game-based student response systems. However, differences in terms of effectiveness were found according to the nature of the topics dealt with in the course, that is, whether or not they were used in the development of theoretical knowledge rather than the use of that knowledge in a more practical context. © The Author(s) 2018.",feedback; formative evaluation; game-based student response system; higher education; large-size classes,,,,,,,,,,,,"Andres, B., Sanchis, R., Poler, R., Quiz game applications to review the concepts learnt in class: An application at the University context (2015) INTED 2015 Proceedings, pp. 5654-5662. , Chova L.G., Martinez A.L., Torres I.C., (eds), 2–4, March, Valencia, IATED, In:, (ed,), Madrid; Arthur, J., Waring, M., Coe, R., (2012) Research Methods and Methodologies in Education, , Thousand Oaks, CA, SAGE; Attewell, J., (2015) A Guide for School Leaders, , Brussels, European Schoolnet, (ed.) —; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE: Life Sciences Education, 6 (1), pp. 1-20; Barrera Gomez, M.A., Experiencia de la clase inversa en didáctica de las lenguas extranjeras (2016) Educatio Siglo XXI, 34 (1), pp. 173-196; Bian, W., Wang, A.I., Børresen, E.A., (2011) Improvement of a lecture game concept—implementing lecture quiz 2.0. CSEDU 2011, 2, pp. 26-35. , Proceedings of the 3rd international conference on computer suorted education, Noordwijkerhout, Netherlands, Portugal, SCITEPRESS,. In; Brady, B.M., Seli, H., Rosenthal, J., Clickers” and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers & Education, 65 (1), pp. 56-63; Bruff, D., (2014) Classroom response system (“clickers”) bibliography, , https://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE: Life Sciences Education, 6 (1), pp. 9-20; Castillo-Manzano, J.I., Castro-Nuño, M., López-Valpuesta, L., Measuring the effect of ARS on academic performance: A global meta-analysis (2016) Computers & Education, 96 (1), pp. 109-121; Cohen, L., Manion, L., Morrison, K., (2007) Research Methods in Education, , 6th edn., London, Routledge; Cubric, M., Jefferies, A., The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups (2015) Computers & Education, 87 (1), pp. 98-111; Fotaris, P., Mastoras, T., Leinfellner, R., Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class (2016) Electronic Journal of E-learning, 14 (2), pp. 94-110; Gee, J.P., (2003) What Video Games Have to Teach Us about Learning and Literacy, , New York, Palgrave/Macmillan; Gilbert, L., Whitelock, D., Gale, V., (2011) Synthesis Report on Assessment and Feedback with Technology Enhancement, , Southampton, Electronics and Computer Science; Hammersley, M., Methodological paradigms in educational research (2012) British Educational Research Association, , https://www.bera.ac.uk/researchers-resources/publications/methodological-paradigms-in-educational-research; Han, J.H., Closing the missing links and opening the relationships among the factors: A literature review on the use of clicker technology using the 3P model (2014) Educational Technology and Society, 17 (4), pp. 150-168; Han, J.H., Finkelstein, A., Understanding the effects of professors’ pedagogical development with clicker assessment and feedback technologies and the impact on students’ engagement and learning in higher education (2013) Computers & Education, 65 (1), pp. 64-76; Hattie, J., (2009) Visible Learning: A Synthesis of Over 800 Meta-analyses Relating to Achievement, , London; New York, Routledge; Hattie, J., Yates, G.C.R., (2013) Visible Learning and the Science of How We Learn, , Abingdon, Routledge; Hunsu, N.J., Adescope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94 (1), pp. 102-119; Hussein, B.A., A blended learning approach to teaching project management: A model for active participation and involvement: Insights from Norway (2015) Education Sciences, 5 (2), pp. 104-125; Ismail, M.A., Mohammad, J.A., Kahoot: A promising tool for formative assessment in medical education (2017) Education in Medicine Journal, 9 (2), pp. 19-26; Johnson, S., Applying the seven principles of good practice: Technology as a lever—In an online research course (2014) Journal of Interactive Online Learning, 13 (2), pp. 41-50; Katz, L., Hallam, M.C., Duvall, M.M., Considerations for using personal Wi-Fi enabled devices as “clickers” in a large university class (2017) Active Learning in Higher Education, 18 (1), pp. 25-35; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lantz, M.E., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Computers in Human Behavior, 31 (1), pp. 280-286; Lemley, D., Sudweeks, R., Howell, S., The effects of immediate and delayed feedback on secondary distance learners (2007) Quarterly Review of Distance Education, 8 (3), pp. 251-260; Mayer, R.E., Stull, A., DeLeeuw, K., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Papastergiou, M., Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation (2009) Computers & Education, 52 (1), pp. 1-12; Premarathne, P.B.T.K., A study on incorporating gamification into ESL classroom via Kahoot! (2017) International conference on the humanities (ICH), p. 54. , http://repository.kln.ac.lk/handle/123456789/18084, Faculty of Humanities, University of Kelaniya, Colombo, Sri Lanka, 2017, In:, p; Stowell, J.R., Use of clickers vs. mobile devices for classroom polling (2015) Computers & Education, 82 (1), pp. 329-334; Sweller, J., Cognitive load theory, learning difficulty and instructional design (1994) Learning and Instruction, 4 (4), pp. 295-312; Traxler, J., Students and mobile devices (2010) ALT-J: Research in Learning Technology, 18 (2), pp. 149-160; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82 (3), pp. 217-227; Wang, A.I., Lieberoth, A., (2016) The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot!, pp. 737-748. , Connolly T., Boyle L., (eds), Proceedings from the 10th European Conference of Game Based Learning, Reading: Academic Conferences and Publishing International Limited, In:, (eds; Wang, A.I., Zhu, M., Saetre, R., (2016) The effect of digitizing and gamifying quizzing in classrooms, pp. 729-737. , Connolly T., Boyle L., (eds), Proceedings of the 10th European Conference on Games Based Learning, Reading: Academic Conferences and Publishing International Limited, In:, (eds; Way, A., The use of e-assessments in the Nigerian higher education system (2012) Turkish Online Journal of Distance Education, 13 (1), pp. 140-152; Wilson, K., Boyd, C., Chen, L., Improving student performance in a first-year geography course: Examining the importance of computer assisted formative assessment (2011) Computers & Education, 57 (2), pp. 1493-1500","Ranieri, M.; University of FlorenceItaly; email: maria.ranieri@unifi.it",,,SAGE Publications Ltd,,,,,14697874,,,,English,Act. Learn. High. Educ.,Article in Press,Article in Press,,Scopus,2-s2.0-85058644172
Hood R.,57202870635;,Who do you vote that i am?: Using student response systems in religion courses,2018,Teaching Religion using Technology in Higher Education,,,,34,43,,,10.4324/9781315110615,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049634353&doi=10.4324%2f9781315110615&partnerID=40&md5=1ea215a44f0cbbebfd488b65a14d54dc,"University of Mary Hardin-Baylor, United States","Hood, R., University of Mary Hardin-Baylor, United States","Student response systems are effective technological teaching resources for use in religious education. Using traditional or web-based response tools when addressing both the cognitive and affective learning domains in introductory and advanced religion courses renders effective means for increasing student motivation and classroom engagement. Response activities facilitated through systems such as Kahoot, Quizizz, Poll Everywhere, AnswerGarden, iClickers and Socrative can lower subject-matter anxiety, create safe learning environments for shy or apprehensive students and create an open atmosphere for discussing religious subject matter. When implemented with practical matters in mind, such as effective formulation of questions, a focus on learning course objectives, answer timing of response activities, intentionality in development of answer options and post-polling clarification of all answers, the pedagogical benefits of using student response systems in teaching religion are manifold. © 2018 Taylor & Francis.",,,,,,,,,,,,,"Bergtrom, G., Clicker Sets as Learning Objects (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2, pp. 105-110; Boyle, J.T., Nicol, D.J., Using Classroom Communication Systems to Support Interaction and Discussion in Large Class Settings (2003) Association for Learning Technology Journal, 3, pp. 43-57; Bridge, P., Carmichael, M.-A., Audience Response Systems Can Facilitate Communal Course Feedback (2015) Focus on Health Professional Education: A Multi-Disciplinary Journal, 16 (3), pp. 73-85; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Clark, R.E., Reconsidering Research on Learning from Media (1983) Review of Educational Research, 52, pp. 445-459; Crouch, C.H., Mazur, E., Peer Instruction: Ten Years of Experience and Results (2001) American Journal of Physics, 69, pp. 970-978; Draper, S., Brown, M.I., Increasing Interactivity in Lectures Using an Electronic Voting System (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Farwell, K., Keeping an Online Class Interesting and Interactive (2013) Distance Learning, 10, pp. 27-32; Garcia, T., Pintrich, P.R., The Effects of Autonomy on Motivation and Performance in the College Classroom (1994) Contemporary Educational Psychology, 21, pp. 477-486; Gupta, M.L., Interactive Teaching and Learning by Using Student Response Systems (2010) The International Journal of Learning, 17, pp. 371-384; Hanley, M., Feature Phone Versus Smartphone Usage and Advertising Acceptance Among College Students: A Six-Year Analysis.” Unpublished manuscript, 2010. Cited in Herb Shon and Laurie Smith. “A Review of Poll Everywhere Audience Response System (2011) Journal of Technology in Human Service, 29, p. 237; Karaman, S., Effects of Audience Response Systems on Student Achievement and Long-Term Retention (2011) Social Behaviour and Personality, 39, pp. 1431-1440. , Cited in; Bridge, Carmichael, Audience Response Systems Can Facilitate Communal Course Feedback (2015) Focus on Health Professional Education: A Multi-Disciplinary Journal, 16 (3), pp. 73-85; Kay, R.H., LeSage, A., Examining the Benefits and Challenges of Using Audience Response Systems: A Review of the Literature (2009) Computers and Education, 53, pp. 819-827; Masikunas, G., Panayiotidis, A., Burke, L., The Use of Electronic Voting Systems in Lectures Within Business and Marketing: A Case Study of Their Impact on Student Learning (2007) Research in Learning Technology, 15, pp. 3-20; Nielsen, K.L., Hansen, G., Stav, J.B., Teaching with Student Response Systems (SRS): Teacher-Centric Aspects That Can Negatively Affect Students’ Experience of Using SRS (2013) Research in Learning Technology, 21, pp. 1-13; Rao, S.P., DiCarlo, S.E., Peer Instruction Improves Performance on Quizzes (2000) Advances in Physiology Education, 24, pp. 51-55; Sellahewa, H., Using an Online Student Response System in Small Group Teaching: A Pilot Study (2011) ITALICS: Innovations in Teaching & Learning in Information & Computer Sciences, 10, pp. 1-5; Walton, A., Homan, S., Naimi, L., Tomovic, C., Student Perceptions of a Wireless Audience Response System (2008) Interactive Technology and Smart Education, 5, pp. 214-229","Hood, R.; University of Mary Hardin-BaylorUnited States",,,Taylor and Francis,,,,,,9781351616591; 9781138087224,,,English,Teach. Religion using Technology in High. Education,Book Chapter,Final,,Scopus,2-s2.0-85049634353
"Al Mamun M.R., Kim D.J.",57204051401;23394997600;,The effect of perceived innovativeness of student response systems (SRSs) on classroom engagement,2018,"Americas Conference on Information Systems 2018: Digital Disruption, AMCIS 2018",,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054199301&partnerID=40&md5=7039ba2a3857da23b1614c9fad028e25,"University of North Texas, United States","Al Mamun, M.R., University of North Texas, United States; Kim, D.J., University of North Texas, United States","Students' engagement in classes, especially in the large classes, is a challenge. Information technology (IT) is changing the way of learning in a classroom and use of IT in the education sector has significantly improved effective teaching and the learning process. Student response systems (SRSs) are one of such technologies that can enhance students' engagement in the classroom environment. The purpose of this study is to understand how SRSs affect students' motivation to engage in classroom activities. We hypothesized that innovativeness of SRSs, enjoyment and attitude toward SRSs can enhance students' engagement in classrooms. We will empirically test the hypotheses. The study will help IS researchers and instructors to understand better how students' engagement in the classroom environment can be augmented using SRSs. The findings of this study will also help in technological solution of SRSs. © 2018 Association for Information Systems. All rights reserved.",Classroom environment; Engagement intention; Student response systems; Theory of innovation diffusion,Information systems; Information use; Interactive computer systems; Teaching; Classroom activity; Classroom environment; Effective teaching; Engagement intention; Innovation diffusion; Student-response system; Students' engagements; Technological solution; Students,,,,,,,,,,,"Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Chui, L., Martin, K., Pike, B., A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance (2013) Journal of Accounting Education, 31 (1), pp. 17-30; Cohn, S.T., Fraser, B.J., Effectiveness of student response systems in terms of learning environment, attitudes and achievement (2016) Learning Environments Research, 19 (2), pp. 153-167; Cullen, J.G., The writing skills course as an introduction to critical practice for larger business undergraduate classes (2011) International Journal of Management Education, 9 (4); Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24; Hooker, J., Denker, K., Summers, M., Parker, M., The development and validation of the student response system benefit scale (2016) Journal of Computer Assisted Learning, 32 (2), pp. 120-127; Kim, J., Kizildag, M., M-learning: Next generation hotel training system (2011) Journal of Hospitality and Tourism Technology, 2 (1), pp. 6-33; Kumar, A., Mukherjee, A., Shop while you talk: Determinants of purchase intentions through a mobile device (2013) International Journal of Mobile Marketing, 8 (1), pp. 23-37; Lean, O.K., Zailani, S., Ramayah, T., Fernando, Y., Factors influencing intention to use e-government services among citizens in Malaysia (2009) International Journal of Information Management, 29 (6), pp. 458-475; Liu, P.-L., Chen, C.-J., Learning English through actions: A study of mobile-assisted language learning (2015) Interactive Learning Environments, 23 (2), pp. 158-171; Praveena, K., Thomas, S., Continuance intention to use facebook: A study of perceived enjoyment and TAM (2014) Bonfring International Journal of Industrial Engineering and Management Science, 4 (1), p. 24; Rogers, E.M., (1995) Diffusion of Innovation Theory, , New York: Free Press; Seliaman, M.E., Al-Turki, M., Mobile learning adoption in Saudi Arabia (2012) World Academy of Science, Engineering and Technology, 69 (9), pp. 293-391; Talukder, M., Factors affecting the adoption of technological innovation by individual employees: An Australian study (2012) Procedia-Social and Behavioral Sciences, 40, pp. 52-57; Tornatzky, L.G., Klein, K.J., Innovation characteristics and innovation adoption-implementation: A meta-analysis of findings (1982) IEEE Transactions on Engineering Management, (1), pp. 28-45",,,"Louisiana State University (LSU), College of Business",Association for Information Systems,"24th Americas Conference on Information Systems 2018: Digital Disruption, AMCIS 2018",16 August 2018 through 18 August 2018,,139332.0,,9780996683166,,,English,"Am. Conf. Info. Syst.: Digit. Disrupt., AMCIS",Conference Paper,Final,,Scopus,2-s2.0-85054199301
"Antwi V., Savelsbergh E., Eijkelhof H.",57204889235;6602896615;24476955700;,"Understanding kinematics graphs using MBL tools, simulations and graph samples in an interactive engagement context in a Ghanaian university",2018,Journal of Physics: Conference Series,1076,1, 012002,,,,,10.1088/1742-6596/1076/1/012002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069514371&doi=10.1088%2f1742-6596%2f1076%2f1%2f012002&partnerID=40&md5=104446e2970e1692036d6d5a0476e1fd,"Department of Physics Education, University of Education, Winneba, Ghana; Freudenthal Institute for Science and Mathematics Education, Utrecht University, Netherlands","Antwi, V., Department of Physics Education, University of Education, Winneba, Ghana; Savelsbergh, E., Freudenthal Institute for Science and Mathematics Education, Utrecht University, Netherlands; Eijkelhof, H., Freudenthal Institute for Science and Mathematics Education, Utrecht University, Netherlands","Many students have problems when it comes to describing the shapes of displacement, velocity and acceleration-time graphs (x, v, a-t graphs), conversion of graphs from one form into another, and calculating and getting the meaning of slopes and areas under kinematics graphs. They often describe shapes of graphs as pictures and give interpretation without taking into cognizance of the type of graph being considered. In this study, 37 first year university physics students (Group One: 17 students and Group Two: 20 students) at the University of Education in Winneba (Ghana) in two consecutive years, were introduced to the use of microcomputer based laboratory (MBL) tools; simulations and graph samples to practice and describe the shapes of kinematics graphs; conversion of graphs from one form to the other; calculation of slopes and areas under kinematics graphs, and their meanings, all in an interactive engagement teaching. Students were made to answer the ""Test of Understanding Graphs in Kinematics"" (TUG-K) before and after the introduction of the use of MBL tools, simulations and graph samples. Students' scores were compiled and converted to mean proportion scores and average normalized gain g, under the four concepts ""Area under the graph (meaning and calculation); Slope (meaning and calculation); Graph description; and Graph transformation"". The results indicate that the first year university students in the two groups all did better in describing the shapes of kinematics graphs, transforming kinematics graphs, calculating and getting the meaning of slopes and areas under kinematics graphs when they were tested with the same instrument after instruction in kinematics. This goes to show that MBL tools, simulations and graph samples when used in an interactive engagement manner can improve the teaching and learning of kinematics graphs in physics. © Published under licence by IOP Publishing Ltd.",,Kinematics; Students; Acceleration time; First year; Graph Transformation; Interactive engagements; Normalized gains; T-graph; Teaching and learning; University students; Graphic methods,,,,,,,,,,,"Beichner, R.J., Testing student interpretation of kinematics graphs (1994) American Journal of Physics, 62 (8), pp. 750-762; Blume, G.W., Heckman, D.S., Silver, E.A., Kenny, P.A., (2000) Results from the Seventh Mathematics Assessment of the National Assessment of Educational Progress, pp. 269-300. , Blume G.W. and Heckman D.S. ed E.A Silver and P.A Kenny (Reston, VA: NCTM) Algebra and functions; Bollen, L., De Cock, M., Zuza, K., Guisasola, J., Van Kampen, P., Generalizing a categorization of students' interpretations of linear kinematics graphs (2016) Physical Review Physics Education Research, 12 (1), pp. 1-10; Chambers, J.M., Cleveland, W.S., Kleiner, B., Tukey, P.A., (1983) Graphical Methods for Data Analysis, , (Belmont, CA: Wadsworth International Group); Donnelly, J.F., Welford, A.G., Assessing pupils' ability to generalize (1989) International Journal of Science Education, 11 (2), pp. 161-171; Eraslan, A., The notion of reducing abstraction in quadratic functions (2008) International Journal of Mathematical Education in Science and Technology, 39 (8), pp. 1051-1060; Hake, R.R., Interactive engagements versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics course, submitted to (1998) American Journal of Physics, 66 (1), pp. 64-74; Kedzierska, E., Dorenbos, V., (2007) Guide to Coach 6, , (Foundation CMA/AMSTEL Institute, Universiteit van Amsterdam); McDermott, C.L., Rosenquist, M.L., Van Zee, E.H., Student difficulties in connecting graphs and physics: Examples from kinematics (1987) American Journal of Physics, 55 (6), pp. 503-513; McKenzie, D.L., Padilla, M.J., The construction and validation of the Test of Graphing in Science (TOGS) (1986) Journal of Research in Science Teaching, 23 (7), pp. 571-579; Mokros, J.R., Tinker, R.F., The impact of microcomputer based labs on children's ability to interpret graphs (1987) Journal of Research in Science Teaching, 24 (4), pp. 369-383; Murphy L.D. (1999) Graphing misinterpretations and microcomputer-based laboratory instruction, with emphasis on kinematics. Retrieved from http://www.mste.uiuc.edu/Murphy/Papers/GraphinterpPaper.html; Planinic, M., Milin-Sipus, Z., Katic, H., Susac, A., Ivanjek, L., Comparison of student understanding of line graph slope in physics and mathematics (2012) International Journal of Science and Mathematics Education, 10 (6), pp. 1393-1414; Swafford, J.O., Brown, C.A., Lindquist, M.M., (1989) Results from the Fourth Mathematics Assessment of the National Assessment of Educational Progress, pp. 55-63. , Swafford J.O. and Brown C.A. ed M.M Lindquist (Reston, VA: NCTM) Variables and relations; Swatton, P., Taylor, R.M., Pupil performance in graphical tasks and its relationship to the ability to handle variables (1994) British Educational Research Journal, 20 (2), pp. 227-243; Thornton, R.K., Sokoloff, D.R., Learning motion concepts using real time microcomputer-based laboratory tools (1990) American Journal Physics, 58 (9), pp. 858-867; Wainer, H., Understanding graphs and tables (1992) Educational Researcher, 21 (1), pp. 14-23",,Sokolowska D.,,Institute of Physics Publishing,International Conference on GIREP Seminar 2016,30 August 2016 through 3 September 2016,,141752.0,17426588,9788394593742,,,English,J. Phys. Conf. Ser.,Conference Paper,Final,Open Access,Scopus,2-s2.0-85069514371
"Koval P.G., Kim J.J., Makhlouf T.",7003278601;35792828900;57200553170;,Pharmacist Perception of a Mobile Application Audience Response System for Remote Pharmacy Continuing Education Participants,2018,Journal of Pharmacy Practice,,,,,,,,10.1177/0897190018792391,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052555735&doi=10.1177%2f0897190018792391&partnerID=40&md5=31a2489b10978e2bc68ffe9181a1805f,"Area Health Education Center, Greensboro, NC, United States; University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, United States; Cone Health, Greensboro, NC, United States","Koval, P.G., Area Health Education Center, Greensboro, NC, United States, University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, United States, Cone Health, Greensboro, NC, United States; Kim, J.J., Area Health Education Center, Greensboro, NC, United States, University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, United States, Cone Health, Greensboro, NC, United States; Makhlouf, T., University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, United States","Introduction: Interactive audience response during continuing education (CE) in pharmacy practice increases audience involvement. However, remote-site participants may not have access to interactive technology. This study explores the perceptions of a mobile application audience response system (ARS) by remote pharmacy CE participants. Secondarily, we evaluatedinterest in continued use of ARS, as well as willingness to use as an assessment tool for CE effectiveness. Methods: Pharmacists participating in CE sessions remotely within a health system were provided a unique ARS session code to enter into a free mobile application. Participants then responded to ARS presentation questions. An online survey link was e-mailed to all potential remote participants inquiring about perceptions of ARS use. Results: Of the 52 potential remote users, 28 (53.8%) responded to the survey. The top 3 positive responses included the availability of free software (71.4%), anonymity (57.1%), and ease of use (53.6%). Top 2 barriers included slowing the process down (14.3%) and requiring the use of application software (14.3%). Discussion: Interactive software during pharmacy CE lectures for participants at remote locations within a health system was well accepted. ARS should be considered and further studied for CE lectures at institutions with remote participants. © The Author(s) 2018.",audience involvement; continuing education; pharmacy continuing education; remote,adult; article; continuing education; female; human; human experiment; male; mobile application; perception; pharmacist; pharmacy,,,,,,,,,,,"(2017) Accreditation Standards for Continuing Pharmacy Education, , https://www.acpe-accredit.org/pdf/CPE_Standards_Final.pdf, Accessed July 26, 2018; Cain, J., Robinson, E., A primer on audience response systems: current applications and future considerations (2008) Am J Pharm Educ, 72 (4), p. 77; Grzeskowiak, L.E., Thomas, A.E., To, J., Enhancing education activities for health care trainees and professionals using audience response systems: a systematic review (2015) J Contin Educ Health Prof, 35 (4), pp. 261-269; Grzeskowiak, L.E., Thomas, A.E., To, J., Enhancing continuing education activities using audience response systems: a single-blind controlled trial (2015) J Contin Educ Health Prof, 35 (1), pp. 38-45; Grzeskowiak, L.E., To, J., Thomas, A.E., An innovative approach to enhancing continuing education activities for practicing pharmacists using clicker technology (2014) Int J Pharm Pract, 22 (6), pp. 437-439; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23 (2), pp. 109-115; Clauson, K.A., Alkhateeb, F.M., Singh-Franco, D., Concurrent use of an audience response system at a multi-campus college of pharmacy (2012) Am J Pharm Educ, 76 (1), p. 6; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Comp Ed, 94, pp. 102-119; Nulty, D.D., The adequacy of response rates to online and paper surveys: what can be done? (2008) Assess Evaluat Higher Education, 33 (3), pp. 301-314; (2018) Poll Everywhere, , https://www.polleverywhere.com/vs/turning-technologies, Accessed July 26, 2018; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: an application to resident education (2005) Am J Obstet Gynecol, 193 (5), pp. 1827-1830","Makhlouf, T.; University of North Carolina Eshelman School of PharmacyUnited States; email: tkmakhlo@email.unc.edu",,,SAGE Publications Inc.,,,,,08971900,,JPPRE,,English,J. Pharm. Pract.,Article in Press,Article in Press,,Scopus,2-s2.0-85052555735
"Dolezal D., Posekany A., Motschnig R., Pucher R.",57200201855;57193910196;6506184257;8226901100;,"Effects of Introducing a Game-Based Student Response System into a Flipped, Person-Centered Classroom on Object-Oriented Design",2018,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),11007 LNCS,,,132,139,,,10.1007/978-3-319-96565-9_13,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052671263&doi=10.1007%2f978-3-319-96565-9_13&partnerID=40&md5=f6e4c4acd8d1d60881ee9385e47dc683,"Department of Computer Science, University of Applied Sciences Technikum Wien, Vienna, Austria; IT Department, TGM – Vienna Institute of Technology, Vienna, Austria; Department for Clinical Neurosciences and Preventive Medicine, Danube University Krems, Vienna, Austria; Faculty of Computer Science, University of Vienna, Vienna, Austria","Dolezal, D., Department of Computer Science, University of Applied Sciences Technikum Wien, Vienna, Austria, IT Department, TGM – Vienna Institute of Technology, Vienna, Austria; Posekany, A., IT Department, TGM – Vienna Institute of Technology, Vienna, Austria, Department for Clinical Neurosciences and Preventive Medicine, Danube University Krems, Vienna, Austria; Motschnig, R., Faculty of Computer Science, University of Vienna, Vienna, Austria; Pucher, R., Department of Computer Science, University of Applied Sciences Technikum Wien, Vienna, Austria","Gamification and flipped classrooms are popular concepts in the educational sector, especially in engineering education. We introduced the gamified student response system Kahoot! to a flipped undergraduate computer science course on object-oriented design. The 25 students took part in interactive quizzes during class. Data was collected from nine quizzes consisting of 227 questions, six surveys, as well as a final course feedback. The students experienced a higher learning effect, were more motivated, would like to have more face-to-face lessons with a quiz, and were overall satisfied with the quizzes. A significant correlation between quiz performance and grades on the exam, which tested higher-level competencies, was proven. The grades for the exercises and the exam showed a direct relationship in a homogenous linear regression. The overall course feedback and grades were improved. Evidence therefore suggests that gamified student response systems may improve student engagement, motivation, and learning effect in flipped classrooms. © 2018, Springer International Publishing AG, part of Springer Nature.",Engineering education; Flipped classrooms; Gamification; Kahoot!; Object-oriented design; Person-centered learning,Computer aided instruction; Curricula; E-learning; Engineering education; Interactive computer systems; Teaching; Websites; Flipped classrooms; Gamification; Kahoot; Object oriented design; Person centered learning; Students,,,,,,,,,,,"Zichermann, G., Cunningham, C., Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. O’Reilly Series (2011) O’Reilly Media, Sebastopol; Kumar, J.M., Herger, M., (2017) Gamification at Work: Designing Engaging Business Software. the Interaction Design Foundation, , Aarhus; Brusilovsky, P., Sosnovsky, S., Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK (2005) J. Educ. Res. Comput., 5 (3), pp. 91-111; Gamification Market by Solution & Applications Type, January 2016, , https://www.marketsandmarkets.com/Market-Reports/gamification-market-991.html, Accessed 5 Jan 2017; Banville, L., (2016) Education Gamification Markets Expected to Grow Globally, , http://www.gamesandlearning.org/2016/12/14/gamification-elements-continue-to-draw-dollars/, January, Accessed 5 Jan 2017; Brusilovsky, P., Sosnovsky, S., Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK (2005) J. Educ. Res. Comput., 5 (3), pp. 91-111; Brusilovsky, P., Sosnovsky, S., Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK (2005) J. Educ. Res. Comput., 5 (3), pp. 91-111; Brusilovsky, P., Sosnovsky, S., Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK (2005) J. Educ. Res. Comput., 5 (3), pp. 91-111; Brusilovsky, P., Sosnovsky, S., Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK (2005) J. Educ. Res. Comput., 5 (3), pp. 91-111; Wang, A.I., Zhu, M., Sætre, R., The effect of digitizing and gamifying quizzing in classrooms (2016) 10Th European Conference on Game Based Learning (ECGBL), Pp. 729–737. Academic Conferences and Publishing International, Sonning Common; Brusilovsky, P., Sosnovsky, S., Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK (2005) J. Educ. Res. Comput., 5 (3), pp. 91-111; Brusilovsky, P., Sosnovsky, S., Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK (2005) J. Educ. Res. Comput., 5 (3), pp. 91-111; Rogers, C.R., A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework (1959) Psychol.: Study Sci., 3, pp. 184-256; Brusilovsky, P., Sosnovsky, S., Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK (2005) J. Educ. Res. Comput., 5 (3), pp. 91-111; Rogers, C.R., Freiberg, J.H., Freedom to Learn, 3rd edn (1994) Merrill Publishing, Columbus; Brusilovsky, P., Sosnovsky, S., Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK (2005) J. Educ. Res. Comput., 5 (3), pp. 91-111; Bergmann, J., Sams, A., (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day, , International Society for Technology in Education, Arlington; Kanelopoulos, J., Papanikolaou, K.A., Zalimidis, P., Flipping the classroom to increase students’ engagement and interaction in a mechanical engineering course on machine design (2017) Int. J. Eng. Pedag., 7 (4), pp. 19-34; Brusilovsky, P., Sosnovsky, S., Individualized exercises for self-assessment of programming knowledge: An evaluation of QuizPACK (2005) J. Educ. Res. Comput., 5 (3), pp. 91-111; Standl, B., (2013) Conceptual Modeling and Innovative Implementation of Person-Centered Computer Science Education at Secondary School Level. Ph.D. Thesis, University of Vienna, , Vienna, Austria; Pearson, K., Note on regression and inheritance in the case of two parents (1895) Proc. R. Soc. London, 58, pp. 240-242","Dolezal, D.; Department of Computer Science, University of Applied Sciences Technikum WienAustria; email: dominik.dolezal@technikum-wien.at",Klamma R.Spaniol M.Hancke G.Osathanunkul K.Unankard S.,,Springer Verlag,"17th International Conference on Web-based Learning, ICWL 2018",22 August 2018 through 24 August 2018,,217129.0,03029743,9783319965642,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85052671263
[No author name available],[No author id available],CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education,2018,CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education,2,,,,,1162.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047748219&partnerID=40&md5=16930bd1f1502d79dd7d0b3643ddc199,,,"The proceedings contain 125 papers. The topics discussed include: impact of artificial intelligence and automation on the future of education; standardization of online laboratories for education - why and how?; technology-enhanced informal learning: bringing advanced learning technologies into museums and out-of-school settings; social network characteristics of learners in a course forum and their relationship to learning outcomes; on the use of classroom response systems as an integral part of the classroom; a model-driven engineering process to support the adaptive generation of learning game scenarios; a core ontology for Brazilian higher education institutions; identifying the roots of lifelong mathematic difficulties: first experiment, first results; orthographic educational game for Portuguese language countries; and a new technique for education process optimization via the dual control approach.",,,,,,,,,,,,,,,Reilly R.McLaren B.M.Zvacek S.Uhomoibhi J.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",SciTePress,"10th International Conference on Computer Supported Education, CSEDU 2018",15 March 2018 through 17 March 2018,,135926.0,,9789897582912,,,English,CSEDU - Proc. Int. Conf. Comput. Supported Educ.,Conference Review,Final,,Scopus,2-s2.0-85047748219
[No author name available],[No author id available],CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education,2018,CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education,1,,,,,1162.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047642660&partnerID=40&md5=2a6c4893618576358c2df4a10c36c37e,,,"The proceedings contain 125 papers. The topics discussed include: impact of artificial intelligence and automation on the future of education; standardization of online laboratories for education - why and how?; technology-enhanced informal learning: bringing advanced learning technologies into museums and out-of-school settings; social network characteristics of learners in a course forum and their relationship to learning outcomes; on the use of classroom response systems as an integral part of the classroom; a model-driven engineering process to support the adaptive generation of learning game scenarios; a core ontology for Brazilian higher education institutions; identifying the roots of lifelong mathematic difficulties: first experiment, first results; orthographic educational game for Portuguese language countries; and a new technique for education process optimization via the dual control approach.",,,,,,,,,,,,,,,Zvacek S.Uhomoibhi J.McLaren B.M.Reilly R.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",SciTePress,"10th International Conference on Computer Supported Education, CSEDU 2018",15 March 2018 through 17 March 2018,,135926.0,,9789897582912,,,English,CSEDU - Proc. Int. Conf. Comput. Supported Educ.,Conference Review,Final,,Scopus,2-s2.0-85047642660
"Álvarez-González L.A., Villarroel E.H.",56022838000;57203166767;,Supporting formative assessment using a class response system FAMA,2018,"Proceedings of the International Conference on e-Learning, ICEL",2018-July,,,10,20,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85050816095&partnerID=40&md5=1db9c5501bdeda324783fe4815a689eb,"Instituto de Informática, Universidad Austral de Chile, Valdivia, Chile","Álvarez-González, L.A., Instituto de Informática, Universidad Austral de Chile, Valdivia, Chile; Villarroel, E.H., Instituto de Informática, Universidad Austral de Chile, Valdivia, Chile","Formative assessments improve the education, because with this type of assessment, teachers can know in real time the learning process of each student or a group of students. With this information, teachers can do personalized education. However, to know the learning process at any moment of any student inside of a classroom, it’s beneficial to have Classroom Response Systems (CRSs). The paper starts with the literature review about formative assessments, which is oriented to content objectives and process objectives. After the literature review, a brief analysis of several free CRSs is presented. There are some limitations of existed CRSs: Most of them only allow three or fewer types of questions; all of them only support English except Socrative which also supports Spanish (important for us); the questions can’t be shared with other applications; none of them allow tracking students. For this reason, we developed a new CRS, FAMA (Formative Assessments with Mobile Accessories). FAMA has following features: (1) it supports seven types of questions, (2) it supports Spanish language, (3) it is developed under IMS-QTI specification to share questions with different LMSs, and (4) it allows to do a tracking of the students, because it stores the answers of the students of past lectures. We evaluated FAMA in real classrooms from three aspects. Firstly, we used Evidence-Based Teaching (EBT) methodology where a pre-test was taken at the beginning of the lecture and the results were known in real time for the teacher to adapt the lecture accordingly. At the end, we deployed a survey examining the student acceptance of FAMA and found out that FAMA has a 64.3 of acceptability on a scale of 0-100. Secondly, we provided FAMA for students as a voluntary assessment system before summative assessments and found out that students who used FAMA in their study had higher summative assessment scores. Thirdly, we conducted a usability test and found out that in general FAMA has good usability, but it could be further improved. © Academic Conferences Limited. All rights reserved.",Classroom Response System; Evidence Based Teaching; Formative assessment; IMS-QTI specification; Question Drive Instruction,E-learning; Learning systems; Specifications; Teaching; Classroom response systems; Evidence-based; Formative assessment; IMS QTI; Question Drive Instruction; Students,,,,,"Stockholm Environment Institute

Institute for Molecular Science

Universidad Austral de Chile: DID S 2015-20","The authors wish to thank the Research and Development Office of the Universidad Austral de Chile project DID S 2015-20 entitled SEI: Interactive Evaluation System under the IMS QTI Specification. Additional gratitude for the teachers Sandra Bucarey (Faculty of Medicine), Tania Letelier (Informatics Institute) for her collaboration, and Yun Huang (Ph.D. students University of Pittsburgh) for her unevaluable collaboration in writing.",,,,,"Alsop, G., Annesley, J., Zhen Cai, C.A., Colbert, M., Orwell, J., (2008) JISC Final Report: AQuRate Final Report, , http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/aquratefinalreport.pdf, 23 January 2018; Álvarez-González, L., ‘Learning traces (2008) Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 2509-2516. , https://www.learntechlib.org/p/28712/, J. Luca and E. Weippl (Eds.), Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved December 27, 2017; Álvarez-González, L.A., González Sáez, G., Huenumán, E., Designing question to teach python with a classroom response system (2016) eLmL 2016, The Eighth International Conference on Mobile, Hybrid, and On-Line Learning, pp. 36-42; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction: Teaching science (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 96-113; Beck, K., Beedle, M., Bennekum, A., Cockburn, A., Cunningham, W., Fowler, M., Kern, J., (2001) Manifest for Agile Software Development, , http://agilemanifesto.org/, Ward Cunningham) viewed 30 July 2017; Bell, B., Cowie, B., The characteristics of formative assessment in science education’ (2001) Science Education, 85 (5), pp. 536-553; Black, P., Wiliam, D., Developing the theory of formative assessment (2009) Educational Assessment, Evaluation and Accountability’ (Formerly: Journal of Personnel Evaluation in Education), 21 (1), pp. 5-31; Boston, C., The concept of formative assessment (2002) ERIC Clearning House on Assessment and Evaluation College Park MD’, , https://eric.ed.gov/?id=ED470206, 23 January 2018; Brooke, J., Sus-a quick and dirty usability scale (1996) Usability Evaluation In Industry, pp. 189-194. , TaylorandFrancis, Londres; Chaiyo, Y., Nokham, R., The effect of kahoot, quizizz and google forms on the student's perception in the classrooms response system (2017) 2017 International Conference on Digital Arts, Media and Technology (ICDAMT), pp. 178-182; Chun, A.H., The agile teaching/learning methodology and its e-learning platform (2004) Advances in Web-Based Learning ‘. ICWL 2004, pp. 11-18. , Springer Berlin Heidelberg; Foreman, J., Next-generation educational technology versus the lecture’ (2013) EDUCAUSE Review Magazine, 38 (4), pp. 12-22; Fuad, M.M., Debzani, D., Evidence-based teaching with the help of mobile response system (MRS) (2016) Proceedings of The 2016 ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE’16), pp. 242-243; Fuad, M.M., Deb, D., Etim, J., Gloster, C., Using interactive exercise in mobile devices to support evidence-based teaching and Learning (2016) Conference on Innovation and Technology in Computer Science Education (ITiCSE '16), pp. 17-22; Ian, C., Formative assessment: Assessment is for self-regulated learning (2012) Education Psychology Review, 24 (2), pp. 205-249; (2009) Content Packaging Specification, , https://www.imsglobal.org/content/packaging/index.html, 23 January 2018; (2010) AQuRAte Authoring Tool, , http://www.jisc.ac.uk/whatwedo/programmes/elearningcapital/eassessment/aqurate.aspx, Kingston University Viewed 23 January 2018; Lim, W.N., Improving student engagement in higher education through mobile-based interactive teaching model using Socrative (2017) Global Engineering Education Conference (EDUCON), 2017 IEEE, pp. 404-412; Mariz, C., Stephenson, J., Carter, M., Interactive whiteboards in education: A literature scoping survey (2017) Australian Educational Computing, 32 (1); (2000) How People Learn: Brain, Mind, Experience, and School’, , National Research Council Expanded Edition. National Academies Press; Qti, I., (2012) IMS Question and Test Interoperability Specification, , https://www.imsglobal.org/question/qtiv2p1/imsqti_oviewv2p1.html, Version 2.0-Final Specification. Viewed 23 January; Stewart, J.C., DeCusatis, C.S., Kidder, K., Massi, J.R., Anne, K.M., Evaluating agile principles in active and cooperative learning (2009) Proceedings of Student-Faculty Research Day, p. B3; Stowell, J.R., Use of clickers vs. mobile devices for classroom polling (2015) Computers & Education, 82, pp. 329-334; Woan Ning, L., Improving student in higher education through mobile-based interactive teaching model using socrative (2017) 2017 IEEE Global Engineering Education Conference (EDUCON), pp. 404-412",,Ivala E.,,Academic Conferences Limited,"13th International Conference on e-Learning, ICEL 2018",5 July 2018 through 6 July 2018,,138027.0,20488882,9781911218906,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Paper,Final,,Scopus,2-s2.0-85050816095
"Karkouch A., Mousannif H., Al Moatassime H.",56349911400;36802403100;6507216948;,A ubiquitous students responses system for connected classrooms,2018,Lecture Notes in Networks and Systems,37,,,528,537,,,10.1007/978-3-319-74500-8_49,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070319391&doi=10.1007%2f978-3-319-74500-8_49&partnerID=40&md5=5eb86f2e58b04a29f584efa557364b5a,"FSTG, Cadi Ayyad University, Marrakech, Morocco; FSSM, Cadi Ayyad University, Marrakech, Morocco","Karkouch, A., FSTG, Cadi Ayyad University, Marrakech, Morocco; Mousannif, H., FSSM, Cadi Ayyad University, Marrakech, Morocco; Al Moatassime, H., FSTG, Cadi Ayyad University, Marrakech, Morocco","Receiving feedbacks from students about their learning experience is a key part of any pedagogical approach. Students’ feedbacks could be retrieved in a variety of ways using various Students Response Systems (SRS). A major drawback of existing SRS is their lack of seamless integration into learning environments. As such, they become a potential source of distraction for the learning process. We believe technology should blind seamlessly and provide support for pedagogy, thus, we propose a Ubiquitous Students Responses System (U-SRS) that is capable of continuously and seamlessly monitoring various students’ learning performances features, making sense of them and providing insights for teachers, enabling them to adapt their pedagogical approach according to their students immediate needs. The proposed U-SRS takes advantages of machine learning and the Internet of Things paradigm to enable its services in connected classrooms. We present our solution’s design and describe its architecture. We select a subset of relevant features, collected by connected objects, and used by machine learning algorithms to build learning performance predictive models. Finally, we highlight the advantages of U-SRS over exiting SRS solutions. © Springer International Publishing AG, part of Springer Nature 2018.",Machine learning; Students feedback Internet of Things; Students Responses System,,,,,,N° 18UCA2015,Acknowledgments. The work of A. Karkouch leading to these results has received funding from the Moroccan National Center for Scientific and Technical Research under the grant N° 18UCA2015.,,,,,"Mory, E.H., Feedback research revisited (2004) Handb. Res. Educ. Commun. Technol, 2, pp. 745-784; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J. Comput. Assist. Learn, 20 (2), pp. 81-94; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Adv. Physiol. Educ, 33 (1), pp. 60-71; Beatty, I.D., Transforming student learning with classroom communication systems (2005) Educ. Appl. Res, 2004 (3), pp. 1-13; Fitzpatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Adv. Physiol. Educ, 35 (3), pp. 280-289; Kort, B., Reilly, R., Picard, R.W., An affective model of interplay between emotions and learning: Reengineering educational pedagogy-building a learning companion (2001) Proceedings of the IEEE International Conference on Advanced Learning Technologies, ICALT 2001, pp. 43-46; Denker, K.J., Student response systems and facilitating the large lecture basic communication course: Assessing engagement and learning (2013) Commun. Teach, 27 (1), p. 50; Teevan, J., Liebling, D., Paradiso, A., Suarez, C.G.J., Von Veh, C., Gehring, D., Displaying mobile feedback during a presentation (2012) Proceedings of the 14Th International Conference on Human-Computer Interaction with Mobile Devices and Services – Mobile HCI 2012, p. 379; Leong, C.K., Lee, Y.H., Mak, W.K., Mining sentiments in SMS texts for teaching evaluation (2012) Expert Syst. Appl, 39 (3), pp. 2584-2589; Altrabsheh, N., Cocea, M., Fallahkhair, S., Predicting learning-related emotions from students’ textual classroom feedback via Twitter (2015) 8Th International Conference on Educational Data Mining, pp. 436-439; Altrabsheh, N., Gaber, M.M., Cocea, M., SA-E: Sentiment analysis for education (2013) Front. Artif. Intell. Appl, 255, pp. 353-362; Calvo, R.A., Kim, S.M., Sentiment analysis in student experiences of learning (2010) Third International Conference on Educational Data Mining, pp. 111-120; Feng, T., Qinghua, Z., Ruomeng, Z., Tonghao, C., Xinyan, J., Can E-learner’s emotion be recognized from interactive Chinese texts? (2009) Proceedings of the 13Th International Conference on Computers Supported Cooperative Work in Design, CSCWD 2009, pp. 546-551; Pekrun, R., Goetz, T., Titz, W., Perry, R.P., Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research (2007) Adult Learn, 18 (2), p. 19; Craig, S., Graesser, A., Sullins, J., Gholson, B., Affect and learning: An exploratory look into the role of affect in learning with Auto Tutor (2004) J. Educ. Media, 29 (3), pp. 241-250; D’Mello, S., Graesser, A., Picard, R.W., Toward an affect-sensitive autotutor (2007) IEEE Intell. Syst, 22 (4), pp. 53-61; Stein, N.L., Levine, L.J., Stein, N.L., Leventhal, B., Trabasso, T., Making sense out of emotion: The representation and use of goal-structured knowledge (1990) Psychol. Biol. Approach. Emot, pp. 45-73","Karkouch, A.; FSTG, Cadi Ayyad UniversityMorocco; email: aimad.karkouch@ced.uca.ac.ma",,,Springer,,,,,23673370,,,,English,Lect. Notes Networks Syst.,Book Chapter,Final,,Scopus,2-s2.0-85070319391
"Flores M., Garzon A., Arce V., Plaza D.",57204394758;57204395874;57204395885;57208037818;,Integration of open source tools in IoT education: Case study of personal response systems in a basic mathematics course in university,2018,CEUR Workshop Proceedings,2231,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055456816&partnerID=40&md5=678e74476075a8e96449ddc8a396e2ad,"Universidad de Especialidades Espíritu Santo, km 2.5 Vía Samborondón, Guayaquil, Ecuador; Escuela Superior Politécnica Del Litoral, Km. 30.5 Vía Perimetral, Guayaquil, Ecuador","Flores, M., Universidad de Especialidades Espíritu Santo, km 2.5 Vía Samborondón, Guayaquil, Ecuador; Garzon, A., Escuela Superior Politécnica Del Litoral, Km. 30.5 Vía Perimetral, Guayaquil, Ecuador; Arce, V., Universidad de Especialidades Espíritu Santo, km 2.5 Vía Samborondón, Guayaquil, Ecuador; Plaza, D., Universidad de Especialidades Espíritu Santo, km 2.5 Vía Samborondón, Guayaquil, Ecuador","The objective of this research is to compare the knowledge and learning of students through traditional formative tests and with an IoT device. For that, the IoTlicker is developed, it is a device that uses an Arduino that allows the students to answer by a keypad to questions entered by the teacher shown on the LED screen and sends them via Wi-Fi to the database connected with a router. A platform is created with Google Dashboard in which the answers can be shown in real time in order to give the students an instant feedback that helps the teacher to know the results as soon as possible to improve the learning and knowledge. As a result, it is obtained that the IoTlicker helps math students improve their knowledge and learning, with an average of answers with traditional tests is 5.6% and with the IoTlicker it is 7.3%, which has a difference of 1.7%. © 2018 CEUR-WS. All rights reserved.",Formative Tests; IoT; IoT device,Open systems; Students; Teaching; Arduino; Basic mathematics; Iot devices; Led screens; Open source tools; Personal response systems; Real time; Internet of things,,,,,,,,,,,"Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., (2013) Using Clickers in Class. The Role of Interactivity, Active Collaborative Learning and Engagement in Learning Performance, Computers & Education, 62, pp. 102-110; Google Analitics. Condiciones de Servicio de Google Analytics, , https://www.google.com/analytics/terms/es.html, último acceso2018/02/15; Hall, R., Collier, H., Thomas, M., Hilgers, M., A student response system for increasing engagement, motivation, and learning in high enrollment lectures Americas Conference on Information Systems, pp. 621-626. , http://aisel.aisnet.org/amcis2005, último acceso2018/02/03; Roth, K.A., Assessing clicker examples versus board examples in calculus (2012) PRIMUS, 22 (5), pp. 353-364; Lyubartseva, G., Influence of audience response system technology on student performance in organic chemistry lecture class (2013) Education, 133 (4), pp. 439-443; Liu, F., Gettig, J., Fjortoft, N., Impact of a student response system on short-And longterm learning in a drug literature evaluation course (2010) American Journal of Pharmaceutical Education, 74 (1), pp. 1-5; Simelane, S., Skhosana, P., Impact of clicker technology in a mathematics course. Knowledge Management & E-Learning (2012) An International Journal, 4 (3), pp. 279-292; Crossgrove, K., Curran, K., Using clickers in nonmajors-And majors-level biology courses: Student opinion, learning, and long-Term retention of course material (2008) Cell Biology Education, 7 (1), pp. 146-154; Rubin, J., Rajakaruna, M., Teaching and assessing higher order thinking in the mathematics classroom with clickers (2014) Mathematics Education, 10 (1), pp. 37-51; Bousbahi, F., Use of i-Clickers to enhance learning outcomes assessment in classroom: A case study in King Saud University (2014) Proceedings of the 14th International Academic Conference, pp. 92-98; Rana, N., Dwivedi, Y., Al-Khowaiter, W., A review of literature on the use of clickers in the business and management discipline (2016) The International Journal of Management Education, 14 (2), pp. 74-91; Starichenko, B., Egorov, A., Yavich, R., Feautures of application of classroom response system at the lectures in Russia and Israel (2013) International Journal of Higher Education, 2, p. 3; Simelane, S., Mji, A., Impact of technology-engagement teaching strategy with the aid of clickers on student's learning style (2014) Procedia-Social and Behavioral Sciences, 136, pp. 511-521; Stowell, J.R., Use of clickers vs. mobile devices for classroom polling (2015) Computers & Education, 82, pp. 329-334; Deal, A., A teaching with technology white paper classroom response systems Teaching with Technology, , http://www.cmu.edu/teaching/ultimo, acceso 2018/01/03; Boyle, J., Nicol, D., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association of Learning Technology Journal, 11 (3), pp. 43-57; Wilson, M., (2006) Evaluation of Classroom Response Systems /Voting Tools Falkirk Council Education Services; Vinacur, T., (2009) La Evaluación Formativa. Buenos Aires: Ministerio de Educación. Gobierno de la Ciudad de Buenos Aires; Google Data Studio What's New in Data Studio, , https://support.google.com/datastudio/answer/6311467?utm_source=inproduct&utm_medium=feature-panel&utm_campaign=whats-new, último acceso 2018/02/15; Put the Power of Your Marketing Data in Everyones Hands. Google Inc, , http://services.google.com/fh/files/misc/data_studio_productoverview_081817.pdf, último acceso 2018/03/4 Google Data Studio; Flores, A.V., González, J.M., Plaza, V., (2017) Diseño e Implementación de un Sistema de Respuesta Personal Empleando Tecnología IoT. LACCEI. ISBN: 978-0-9993443-0-9, , http://dx.doi.org/10.18687/LACCEI2017.1.1.87, Boca Ratón",,del Mar Perez Sanagustin M.Ochoa X.,,CEUR-WS,"1st Latin American Workshop on Learning Analytics, LALA 2018",9 July 2018,,140382.0,16130073,,,,Spanish,CEUR Workshop Proc.,Conference Paper,Final,,Scopus,2-s2.0-85055456816
"Devers C.J., Panke S.",55868679100;16638902300;,Learning with mobile devices: An overview,2018,Journal of Interactive Learning Research,29,3,,257,269,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058619210&partnerID=40&md5=b97fa3000cf4abd7dd146101cb97d3d3,"Johns Hopkins University, United States; University of North Carolina, Chapel Hill, United States","Devers, C.J., Johns Hopkins University, United States; Panke, S., University of North Carolina, Chapel Hill, United States","The purpose of this article is not to provide an exhaustive literature review of learning with mobile devices, but rather offer an overview of learning with mobile devices that provides context for this special issue and its manuscripts. Methodologically, we placed more emphases on experimental or quasiexperimental design when possible, as we felt that it was important to offer the readers data and evidence on learning with mobile devices. We provide a condensed overview of learning with mobile devices in K-12 and higher education, and offer summaries of the relevant research for ebooks, podcasts, audience response systems, and augmented reality, as related to mobile devices. Last, we suggest that technology is simply a medium or tool, and that future research should explore how mobile devices can support learning with evidence-based practices and Mayer's 13 principles of multimedia learning. © 2018 Association for the Advancement of Computing in Education. All rights reserved.",,,,,,,,,,,,,"Abt, G., Barry, T., The quantitative effect of students using podcasts in a first-year undergraduate exercise physiology module (2007) Bioscience Education, 70 (1), pp. 1-9; Ainsworth, S., Burcham, S., The impact of text coherence on learning by self-explanation (2007) Learning and Instruction, 17, pp. 286-303; Bacca, J., Baldiris, S., Fabregat, R., Graf, S., Augmented reality trends in education: A systematic review of research and applications (2014) Journal of Educational Technology & Society, 17 (4), p. 133; Beatty, I., Transforming student learning with classroom communication systems (2004) Educause, 2004 (3), pp. 1-13; Bennett, S., Maton, K., Kervin, L., The 'digital natives' debate: A critical review of the evidence (2008) British Journal of Educational Technology, 39 (5), pp. 775-786; Berry, D.C., Metacognitive experience and transfer of logical reasoning (1983) Quarterly Journal of Experimental Psychology, 35 A, pp. 39-49; Bookman, S., 15 huge supercomputers that were less powerful than your smartphone (2017) The Clever, , http://www.theclever.com/15-huge-supercornputers-that-were-less-powerful-than-your-smartphone/; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How People Learn: Brain, Mind, Experience, and School, , Washington, DC: National Academy Press; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6, pp. 9-20; Carpenter, S.K., DeLosh, E.L., Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect (2006) Memory & Cognition, 34 (2), pp. 268-276; Chi, M.T.H., Self-explaining expository texts: The dual processes of generating inferences and repairing mental models (2000) Advances in Instructional Psychology, pp. 161-238. , In R. Glaser (Ed.) Hillsdale, NJ: Lawrence Erlbaum Associates; Chi, M.T.H., De Leeuw, N., Chiu, M.-H., LaVancher, C., Eliciting self-explanations improves understanding (1994) Cognitive Science, 18, pp. 439-477; Chiang, T.H., Yang, S.J., Hwang, G.J., An augmented reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities (2014) Journal of Educational Technology & Society, 17 (A), p. 352; Chu, H.C., Hwang, G.J., Tsai, C.C., A knowledge engineering approach to developing mindtools for context-aware ubiquitous learning (2010) Computers & Education, 54 (1), pp. 289-297; Crompton, H., A historical overview of mobile learning: Toward learner-centered education (2013) Handbook of Mobile Learning, p. 83. , In Z. L. Berge, & L. Y. Muilenburg (Eds.), Florence: Routledge; Crompton, H., Burke, D., Gregory, K.H., The use of mobile learning in PK-12 education: A systematic review (2017) Computers & Education, 110, pp. 51-63; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), p. 970; Daniel, D.B., Willingham, D.T., Electronic textbooks: Why the rush? (2012) Science, 335 (6076), pp. 1569-1571; Daniel, D.B., Woody, W.D., They hear, but do not listen: Retention for podcasted material in a classroom context (2010) Teaching of Psychology, 57 (3), pp. 199-203; De Bruin, A.B.H., Rikers, R.M.J.P., Schmidt, H.G., The effect of self-explanation and prediction on the development of principled understanding of chess in novices (2007) Contemporary Educational Psychology, 32, pp. 188-205; DeStefano, D., LeFevre, J.-A., Cognitive load in hypertext reading: A review (2007) Computers in Human Behavior, 23 (3), pp. 1616-1641; Dillon, A., Reading from paper versus screens: A critical review of the empirical literature (1992) Ergonomics, 55 (10), pp. 1297-1326; Dretzin, R., Digital nation (2010) Frontline, , http://www.pbs.org/wgbh/pages/frontline/digitalnation/view/; Dunlosky, J., Rawson, K., Marsh, E.J., Nathan, M.J., Willingham, D.T., Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology (2013) Psychological Science in the Public Interest, 14 (1), pp. 4-58; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Sciences, 111 (22), pp. 8410-8415; Fried, C.B., In-class laptop use and its effects on student learning (2008) Computers & Education, 50 (3), pp. 906-914; Glover, J.A., The ""testing"" phenomenon: Not gone but nearly forgotten (1989) Journal of Educational Psychology, 81 (3), pp. 392-399; Goodwin, B., One-to-one laptop programs are no silver bullet (2011) Educational Leadership, 68 (5), pp. 78-79. , http://www.ascd.org/pub-lications/educationaI_leadership/febll/vol68/num05/One-to-One_Laptop_Programs_Are_No_Silver_Bullet.aspx; Griffin, T.D., Wiley, J., Thiede, K.W., Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy (2008) Memory & Cognition, 36, pp. 93-103; Grimes, D., Warschauer, M., Learning with laptops: A multi-method case study (2008) Journal of Educational Computing Research, 38 (3), pp. 305-332; 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Interact. Learn. Res.,Review,Final,,Scopus,2-s2.0-85058619210
Nicolaidou I.,38961666100;,Turn your classroom into a gameshow with a game-based student response system,2018,Proceedings of the European Conference on Games-based Learning,2018-October,,,487,494,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058972705&partnerID=40&md5=84a51596e4f9391709251c2692aa9d02,"Cyprus University of Technology, Department of Communication and Internet Studies, Limassol, Cyprus","Nicolaidou, I., Cyprus University of Technology, Department of Communication and Internet Studies, Limassol, Cyprus","In accordance with game-based learning principles, Game-based Student Response Systems (GSRS) can temporarily turn the classroom into a gameshow by allowing students to use mobile devices to answer multiple-choice questions projected on a big screen. Automatically collected learners’ answers are presented anonymously in the form of a histogram, after each question is answered. Previous studies supported that incorporating GSRS in higher education can positively impact student engagement and learning. However, empirical studies evaluating GSRSs are limited and do not typically use reliable measurement tools nor do they associate game performance with academic performance. This study evaluated a GSRS (kahoot!) to examine: a) students' perceptions for the game’s impact on their engagement and learning (measured with a valid and reliable instrument), b) the association between students’ game performance (captured automatically by the GSRS) and academic performance (measured with course-exams) and c) the relationship between students’ perceptions of the game’s impact on their learning and actual learning (measured with course final grades). Participants were 137 undergraduates (Μ=19.56 years-old, SD=1.2) of a public university, who attended four courses and participated to 32 multiplayer Kahoot! games (418 questions) using smart phones. With respect to the first research question, the study documented students’ positive perceptions for the GSRS. Students reported the game’s positive impact on their engagement (M=4.21, max=5, SD=0.55) and learning (M=4.27, SD=0.38). With respect to the second research question, a statistically significant, strong or moderate positive correlation (ranging from r=0.37 to r=0.79, p<0.05) was found between students’ game performance and academic performance in all four courses, indicating that students who score high in classroom games also perform better in courses. With respect to the third research question, students’ perceptions of the game’s impact on their learning positively correlated with course grades (r=0.18, p=0.047), indicating that the higher the students’ perceptions on the impact of the game on their learning the higher their academic performance. Findings are useful for university professors, who would potentially benefit from having students use their mobile devices as student response-systems in course-related games to increase engagement and academic performance. Future research studies can validate these findings using experimental designs. © 2018, Dechema e.V. All rights reserved.",Game and academic performance; Game-based student response systems (GSRS); Higher education; Mobile devices; Student perceptions,Interactive computer systems; Mobile devices; Smartphones; Academic performance; Game-based Learning; Higher education; Multiple choice questions; Positive correlations; Reliable measurement; Student perceptions; Student-response system; Students,,,,,,,,,,,"Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochemistry and Molecular Biology Education, 37 (2), pp. 84-91. , ), pp; Auras, R., Bix, L., Wake up! The effectiveness of a student response system in large packaging classes (2007) Packaging Technology and Science, 20 (3), pp. 183-195. , ), pp; Bachman, L., Bachman, C., A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research (2011) Journal of Interactive Learning Research, 22 (1), pp. 5-21. , ), pp; Blood, E., Neel, R., Using student response systems in lecture-based instruction: Does it change student engagement and learning? (2008) Journal of Technology and Teacher Education, 16 (3), p. 375. , ), p; Bojinova, E., Oigara, J., Teaching and Learning with Clickers in Higher Education (2013) International Journal of Teaching and Learning in Higher Education, 25 (2), pp. 154-165. , ), pp; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , Hillsdale, N.J.: Lawrence Erlbaum. 2nd edn; Dahlstrom, E., Walker, J.D., Dziuban, C., (2013) ECAR Study of Undergraduate Students and Information Technology., p. 2013; Dakka, S.M., Using Socrative to enhance in-class student engagement and collaboration (2015) International Journal on Integrating Technology in Education (IJITE), 4 (3), pp. 13-19. , ), p; Dunn, P.K., Richardson, A., Oprescu, F., McDonald, C., Mobile-phone-based classroom response systems: Students’ perceptions of engagement and learning in a large undergraduate course (2013) International Journal of Mathematical Education in Science and Technology, 44 (8), pp. 1160-1174. , ), pp; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1 (1), pp. 80-86. , ), pp; Freeman, M., Blayney, P., Ginns, P., Anonymity and in class learning: The case for electronic response systems (2006) Australasian Journal of Educational Technology, 22 (4); Graham, K., TechMatters: Getting into Kahoot!(s): Exploring a game-based learning system to enhance student learning (2015) LOEX Quarterly, 42 (3), p. 4. , ), p; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351. , ), pp; Grevisse, C., Botev, J., Rothkugel, S., (2017) Yactul: An Extensible Game-Based Student Response Framework for Active Learning. Ponencias Del XVIII Encuentro Internacional Virtual Educa, p. 2017. , Colombia; Keough, S.M., Clickers in the Classroom: A Review and a Replication (2012) Journal of Management Education, 36 (6), pp. 822-847. , ), pp; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827. , ), pp; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57. , ), pp; Méndez, D., Slisko, J., Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers (2013) European Journal of Physics Education, 4 (2); Morrell, L.J., Joyce, D.A., Interactive lectures: Clickers or personal devices? (2015) F1000research, 4; Or-Bach, R., Use of personal response systems in higher education–A case study (2014) International Journal of Higher Education, 3 (3), p. 134. , ), p; Richardson, A.M., Dunn, P.K., McDonald, C., Oprescu, F., CRiSP: An instrument for assessing student perceptions of classroom response systems (2015) Journal of Science Education and Technology, 24 (4), pp. 432-447. , ), pp; Thomas, C.N., Pinter, E.B., Carlisle, A., Goran, L., Student Response Systems: Learning and Engagement in Preservice Teacher Education (2015) Journal of Special Education Technology, 30 (4), pp. 223-237. , ), pp; Voelkel, S., Bennett, D., New uses for a familiar technology: Introducing mobile phone polling in large classes (2014) Innovations in Education and Teaching International, 51 (1), pp. 46-58. , ), pp; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227. , pp; Wash, P.D., Taking advantage of mobile devices: Using Socrative in the classroom (2014) Journal of Teaching and Learning with Technology, pp. 99-101. , pp","Nicolaidou, I.; Cyprus University of Technology, Department of Communication and Internet StudiesCyprus; email: Iolie.nicolaidou@cut.ac.cy",Ciussi M.,,Dechema e.V.,"12th European Conference on Game Based Learning, ECGBL 2018",4 October 2018 through 5 October 2018,,142835.0,20490992,9781911218999,,,English,Proc. European Conf. Games-based Learn.,Conference Paper,Final,,Scopus,2-s2.0-85058972705
"Karkoub M., Abdulla S.",7004328699;55485939100;,Transformative learning experiences in mechanical engineering through mechatronics: From high school to college,2018,International Journal of Mechanical Engineering Education,,,,,,,,10.1177/0306419018781532,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049697868&doi=10.1177%2f0306419018781532&partnerID=40&md5=b1f7970b550bc3593844c4f50651ac1c,"Mechanical Engineering Program, Texas A&M University at Qatar, Doha, Qatar","Karkoub, M., Mechanical Engineering Program, Texas A&M University at Qatar, Doha, Qatar; Abdulla, S., Mechanical Engineering Program, Texas A&M University at Qatar, Doha, Qatar","For many years, educators at all levels have been trying to revamp their teaching styles to optimize the learning process. The availability of new virtual and technical instructional tools has led to significant increase in research in teaching methodologies whose outcome can be split into three categories: (1) lecture delivery, e.g. flipped classroom; (2) interactivity, e.g. instantaneous gathering of students’ feedback; and (3) technology in the classroom, e.g. using clickers and other gadgets. The focus of this article is on the latter; particularly, the use of technology in teaching concepts that are hard to grasp by mechanical engineering students. These include electromagnetism, semiconductors, design, controls, and system dynamics. The work presented here is based on data collected from activities with 10th and 11th graders, college sophomores, and seniors. The activities include two-week long Science, Technology, Engineering and Mathematics course and a regular semester long mechanical engineering technical elective. A remarkable level of engagement and participation was observed from the students which led to the successful design and construction of interesting devices and systems which earned them recognition by their colleagues, administrators, and industry visitors. In addition, the student enrollment in the mechanical engineering program has increased by 44% since the start of the Science, Technology, Engineering and Mathematics event for high school students in 2013. © 2018, The Author(s) 2018.",Arduino; Engineering and Mathematics; Instructional technology; mechatronics; Science; Technology,"Mechatronics; STEM (science, technology, engineering and mathematics); Students; Teaching; Technical presentations; Arduino; Engineering and mathematics; Instructional technology; Mechanical engineering program; Mechanical engineering students; Science; Science , Technology , Engineering and Mathematics; Technology in the classroom; Engineering education",,,,,,,,,,,,"Karkoub, M.email: mansour.karkoub@tamu.edu",,,SAGE Publications Inc.,,,,,03064190,,IMEEB,,English,Int. J. Mech. Eng. Educ.,Article in Press,Article in Press,,Scopus,2-s2.0-85049697868
Jarosievitz B.,57189575495;,Enjoy physics classes with your own devices,2018,Journal of Physics: Conference Series,1076,1, 012014,,,,,10.1088/1742-6596/1076/1/012014,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069195987&doi=10.1088%2f1742-6596%2f1076%2f1%2f012014&partnerID=40&md5=32118ca912f9cdb2d5e14a6bd89cd209,"Dennis Gabor College, Hungary","Jarosievitz, B., Dennis Gabor College, Hungary","Introducing the latest educational technology trends has accelerated enormously in the past few years; therefore, the use of personal devices, especially smart phones, tablets, laptops has increased considerably also in the educational processes. Many researchers used M-learning for different purposes (Hsu & Ching, 2013), but only a few of them used it for physics teaching experiments (Crompton, Burke, Gregory & Gräbe, 2016; Jarosievitz, 2016; Kuhn & Vogt, 2013). The use of M-learning devices in experiments is based on the rich set of built-in sensors in smart phones (Kuhn & Vogt 2013; Staacks, 2016). However, beside the devices themselves, also free applications and teachers' (instructors') expertise is required. In this work some meaningful use of M-learning during physics lectures will be presented. Some of the key terms describing the quality of the measurement have also been discussed with the students, and will be presented here. After the conclusion of the measurements, students used their own devices as clickers, and answered the questions synchronously and anonymously through an on-line assessment system. © Published under licence by IOP Publishing Ltd.",,E-learning; Smartphones; Built-in sensors; Educational process; M-Learning; Meaningful use; On-line assessment; Personal devices; Physics teaching; Teachers'; Students,,,,,,,,,,,"Brame, C.J., Biel, R., (2015) Using Cooperative Learning Groups Effectively, , https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/; Graham, E., (2017) Using Smartphones in the Classroom, Tired of Telling Students to Put Away Their Phones? A Veteran Teacher Shares Tips for Using Mobile Devices As Learning Tools, , http://www.nea.org/tools/56274.htm; Crompton, H., Burke, D., Gregory, K.H., Gräbe, C., The Use of Mobile Learning in Science: A Systematic Review (2016) Journal of Science Education and Technology, 25 (2), pp. 149-160; Jarosievitz, B., (2005) Opportunities of Information Technology and Multimedia in Education, Abstract, , http://www.sukjaro.eu/sites/default/files/JB/letoltheto/jb_kivonat_ang.pdf, PhD Thesis; Jarosievitz, B., ICT, Multimedia used in the national and international educational projects (2011) Informatika, 38, p. 22. , http://www.sukjaro.eu/JBea/pdf/informatika_38_6.pdf; Jarosievitz, B., (2012) Unique Activities Organised for the Researchers' Night in Hungary, , http://blog.scientix.eu/2015/03/16/unique-activities-organised-for-the-researchers-night-in-hungary; Jarosievitz, B., (2016) Studies from Education and Society, pp. 67-72. , ed Tibor Jaacute;nos Karlovitz (International Research Institute) BYOD and Turn to your Neighbours; Bae, J.-H., Kim, S.-K., (2013) Advances in Computer Science and Its Applications. Lecture Notes in Electrical Engineering, 279, pp. 597-602. , (Berlin, Heidelberg: Springer) Research on Educational Use of Smart-Phone Applications with Smart Clicker Technique; Juhász, A., (2015) A Fizika Tanítása A Középiskolában, pp. 702-706. , (ELTE 2015) M5. Audacity akusztikus meacute;rodblac;program alkalmazaacute;sa fizikaoacute;raacute;n; Turner, K., (2015) Should We Care if Students Enjoy Lessons?, , https://eic.rsc.org/opinion/should-we-care-if-students-enjoy-lessons/2010071.article; Kuhn, J., Vogt, P., Applications and examples of experiments with mobile phones and smartphones in physics lessons (2013) Frontiers in Sensors, 1, pp. 67-73; Lestik, M., Plous, S., (2012) Jigsaw Classroom, , https://en.wikipedia.org/wiki/Jigsaw_(teaching_technique), Retrieved October 24, 2012; Lyman, F., (1981) The Inclusion of All Students, pp. 109-113. , ed A Anderson (College Park: University of Maryland Press) The Responsive Classroom Discussion Main-streaming Digest; Staacks, S., (2016) Phyphox - RWTH Scientists Turn Your Smartphone into A Physics Lab, , https://www.rwth-aachen.de/go/id/lwwh?lidx=1#aaaaaaaaaaalwwj, the 2nd Institute of Physics of the RWTH Aachen University 12 September 2016; Mazur, E., (1997) Prentice Hall, Upper Saddle River, , (NJ) Peer Instruction: A User's Manual Series in Educational Innovation; Foti, M.K., Mobile Learning: How Students Use Mobile Devices to Support Learning (2014) Journal of Literacy and Technology, 15, pp. 58-78; Oecd, (2000) Measuring Student Knowledge and Skills. the PISA 2000 Assessment on Reading, Mathematical and Scientific Literacy, , (Paris: OECD); (2001) Learning to Change: ICT in Schools, , OECD (Paris: OECD) Physics Teaching/Learning at Primary Level and Teacher Education; (2005) Are Students Ready for A Technology-rich World? What PISA Studies Tell Us, , OECD (Paris: OECD); Grazier, R., (2016) How Can We Teach Students Not to Be Digitally Illiterate?, , https://www.linkedin.com/pulse/how-can-we-teach-students-digitally-illiterate-richard-grazier; Guido, R.M., Attitude and Motivation towards Learning Physics (2013) International Journal of Engineering Research & Technology (IJERT), 2, pp. 2087-2093; Sadowska, M., Kamińska, A., Problems in teaching physics in primary and secondary school, as seen by young Polish she-teachers (2010) Proceedings of Selected Papers of the GIREP - ICPE-MPTL International Conference Teaching and Learning Physics Today: Challenges? Benefits? Reims, pp. 180-185. , (France, August 22-27, 2010); Wexler, J., Brown, J., Metcalf, D., Rogers, D., Wagner, E., (2008) ELearning Guild Research 360 Report: Mobile Learning, , http://www.cedma-europe.org/newsletter%20articleseLearning%20Guild/360%20Report%20on%20Mobile%20Learning%20(Jul%2008).pdf, Santa Rosa, CA: eLearning Guild; (2017) Working Hypothesis, from Wikipedia, the Free Encyclopaedia, , https://en.wikipedia.org/wiki/Working_hypothesis, Wikipedia; Hsu, Y.-Ch., Ching, Y.-H., Mobile computer-supported collaborative learning: A review of experimental research (2013) British Journal of Educational Technology, 44, pp. E111-E114. , 2014","Jarosievitz, B.; Dennis Gabor CollegeHungary",Sokolowska D.,,Institute of Physics Publishing,International Conference on GIREP Seminar 2016,30 August 2016 through 3 September 2016,,141752.0,17426588,9788394593742,,,English,J. Phys. Conf. Ser.,Conference Paper,Final,Open Access,Scopus,2-s2.0-85069195987
"Tsihouridis C., Vavougios D., Ioannidis G.S.",53265123400;53264968000;7006515288;,Assessing the Learning Process Playing with Kahoot – A Study with Upper Secondary School Pupils Learning Electrical Circuits,2018,Advances in Intelligent Systems and Computing,715,,,602,612,,2.0,10.1007/978-3-319-73210-7_70,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85040199811&doi=10.1007%2f978-3-319-73210-7_70&partnerID=40&md5=de360a9a3896ec3b86708b7ca5bccad6,"University of Thessaly, Volos, Greece; University of Patras, Patras, Greece","Tsihouridis, C., University of Thessaly, Volos, Greece; Vavougios, D., University of Thessaly, Volos, Greece; Ioannidis, G.S., University of Patras, Patras, Greece","The present study investigates the extent to which the popular game-based online platform of Kahoot can be used as a creative and effective tool in the teaching practice and specifically in the teaching of basic concepts of electric circuits. A comparative study was conducted for this reason with two groups of 67 learners in total, where the experimental group participated in the design of their own questions within the framework of formative assessment with the use of Kahoot, whereas the second group followed a traditional way for their assessment. According to the results, the integration of Kahoot in the teaching process improved learners’ understanding of certain concepts on electric circuits, enhanced their active participation in the lesson, motivated them towards learning and constituted a creative and fun-tool to use for teaching purposes. © Springer International Publishing AG 2018.",Classroom Response Systems; ICT; Kahoot; Teaching electric circuits,Electric network analysis; Electric network parameters; Learning systems; Networks (circuits); Teaching; Timing circuits; Classroom response systems; Comparative studies; Electrical circuit; Experimental groups; Formative assessment; Kahoot; Secondary schools; Teaching practices; Education,,,,,,,,,,,"Sharma, A., Gandhar, K., Sharma, S., Seema, S., Role of ICT in the process of teaching and learning (2011) J. Educ. Pract., 2 (5), pp. 1-5; Wendy, M., Not just tools: The role of E-technologies in culture of learning. Educ (2001) Commun. Inf, 1 (2), pp. 229-235; Lucke, Τ., Keyssner, U., Dunn, P., The use of a classroom response system to more effectively flip the classroom (2013) In: IEEE Frontiers in Education Conference, October, 2013, pp. 491-495; Duncan, D., (2004) Clickers in the Classroom, , Pearson, San Francisco; Owusuweatherbyottokang, A.N.S.M., Validation of a classroom response system for use with a health risk assessment survey (2007) Poster Session at the 2007 AAHPERD National Convention and Exposition, Baltimore, Maryland; Abramson, D., Pietroszek, K., Chinaei, L., Lank, E., Terry, M., Classroom response systems in higher education: Meeting user needs with NetClick (2013) IEEE Global Engineering Education Conference (EDUCON), March 2013, pp. 840-846; Collins, K., (2015) Kahoot! is Gamifying the Classroom, , http://www.wired.co.uk/article/kahoot-gaming-education-platform-norway; Diaz, C., Trejo, C., (2015) Kahoot: The Student-Teacher Interactive Classroom Tool; Meijen, C., (2015) Kahoot: Using a Game Based Classroom Response System in Teaching, , School of Sport and Exercise Science, University of Kent; Sunde, M.T., Underdal, A.G., (2014) Investigating Qoe in a Cloud-Based Classroom Response System, a Real-Life Longitudinal and Cross-Sectional Study of Kahoot, , Master of Science in Communication Technology, Norwegian University of Science and Technology, Norway; Fotaris, P., Mastoras, T., Leinfellner, R., Rosunally, Y., Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class (2016) Electron. J. E-Learn., 14 (2), pp. 94-110; Wang, A.I., The wear out effect of a game-based student response system (2015) Comput. Educ., 82, pp. 1-24; Driver, R., Students’ conceptions and the learning of science (1989) Int. J. Sci. Educ, 11 (5), pp. 481-490; Shipstone, D.M., A study of children’s understanding of electricity in simple DC circuits (1984) Eur. J. Sci. Educ., 6 (2), pp. 185-198; Psillos, D., Koumaras, P., Valassiades, O., Pupils’ representations of electric current before, during, and after instruction on DC circuits (1987) Res. Sci. Technol. Educ., 5 (2), pp. 185-199; Engelhardt, P.V., Beichner, R.J., Students’ understanding of direct current resistive electrical circuits (2003) Am. J. Phys, 72 (1), pp. 98-115; Baser, M., Effects on conceptual change and traditional confirmatory simulations on preservice teachers’ understanding of direct current circuits (2006) J. Sci. Educ. Technol., 15 (5), pp. 367-381; Moore, C.J., Rubbo, L.J., Scientific reasoning abilities of non-science majors in physics-based courses (2011) Phys. Rev. STPER, 8 (1), pp. 1-18","Ioannidis, G.S.; University of PatrasGreece; email: gsioanni@upatras.gr",Guralnick D.Simonics I.Auer M.E.,,Springer Verlag,"20th International Conference on Interactive Collaborative Learning, ICL 2017",27 September 2017 through 29 September 2017,,209209.0,21945357,9783319732091,,,English,Adv. Intell. Sys. Comput.,Conference Paper,Final,,Scopus,2-s2.0-85040199811
"Bujacz M., Szyrman M., Górski G., Charłampowicz R., Strugarek S., Bancarewicz A., Trzmiel A., Nelec A., Witek P., Waszkielewicz A.",24174091900;57202916247;57202915372;57202911748;57202918040;57202911010;57202912244;57202910803;57190273651;57202917913;,EchoVis: Training echolocation using binaural recordings – initial benchmark results,2018,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),10897 LNCS,,,102,109,,1.0,10.1007/978-3-319-94274-2_15,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049773029&doi=10.1007%2f978-3-319-94274-2_15&partnerID=40&md5=1e29fd487f640bc516585d461cdc2376,"Lodz University of Technology, Lodz, Poland; Transition Technologies S.A., Warsaw, Poland; Utilitia/Fundacja Instytut Rozwoju Regionalnego, Cracow, Poland","Bujacz, M., Lodz University of Technology, Lodz, Poland; Szyrman, M., Lodz University of Technology, Lodz, Poland; Górski, G., Transition Technologies S.A., Warsaw, Poland; Charłampowicz, R., Transition Technologies S.A., Warsaw, Poland; Strugarek, S., Transition Technologies S.A., Warsaw, Poland; Bancarewicz, A., Transition Technologies S.A., Warsaw, Poland; Trzmiel, A., Utilitia/Fundacja Instytut Rozwoju Regionalnego, Cracow, Poland; Nelec, A., Utilitia/Fundacja Instytut Rozwoju Regionalnego, Cracow, Poland; Witek, P., Utilitia/Fundacja Instytut Rozwoju Regionalnego, Cracow, Poland; Waszkielewicz, A., Utilitia/Fundacja Instytut Rozwoju Regionalnego, Cracow, Poland","In this paper, we describe a recently begun project aimed at teaching of echolocation using a mobile game. The presented research concerns initial echolocation tests with real world obstacles and similar tests performed using binaural recordings. Tests that included detection and recognition of large obstacles in various environments (padded room, non-padded room, outdoors) were performed by three groups 10 persons each: blind children, blind adults and sighted adults. A mixed group of volunteers also tested binaural recordings of the same environments using a mobile application for Android and iOS devices. The presented preliminary research shows a large variance in echolocation ability of the participants. Less than 20% of the 30 volunteers could reliably (with >80% certainty) localize 1 m and 2 m wide walls at distances 1 to 3 m, while about as many showed no echolocation skills and answered at a random level. On average sighted adults performed better in echolocation tests than blind children, but worse than blind adults. Tests in outdoor environments showed much better results than indoors and a padded room was marginally better for echolocation than the non-padded room. Performance with recordings was generally worse than in analogous real tests, but the same trends could be clearly observed, e.g. a proportional drop-off of correctness with distance. The tests with recordings also demonstrated that a repeatable pre-recorded or synthesized clicker originating from a loudspeaker was a better solution than recordings with live clicker sounds. © The Author(s) 2018.",Binaural recordings; Blindness; Echolocation; Obstacle detection,Audio recordings; Obstacle detectors; Testing; Binaural recordings; Blind children; Blindness; Echolocation; Mobile applications; Mobile games; Obstacle detection; Outdoor environment; Sonar,,,,,,Acknowledgments. The project is financed by the Polish Ministry of Progress grant for the Sectoral Programme GAMEINN (gaming innovations) no. POIR.01.02.00-00-0137/16.,,,,,"Arias, C., Bermejo, F., Hüg, M.X., Venturelli, N., Rabinovich, D., Skarp, A.O., Echolocation: An action-perception phenomenon (2012) N. Z. Acoust., 25 (2), pp. 20-27; Arias, C., Ramos, O.A., Psychoacoustic tests for the study of human echolocation (1997) Appl. Acoust., 51 (4), pp. 399-419; Bereda, H., (2012) Niech Cię Słuch Prowadzi (Polish, “Let Hearing Guide you”), Biblioteka Centralna Polskiego Związku Niewidomych; Brogaard, B., Marlow, K., Sonic vision (2015) Discov. Mag., , http://discovermagazine.com/2015/july-aug/27-sonic-vision; Ekkel, M.R., van Lier, R., Steenbergen, B., Learning to echolocate in sighted people: A correlational study on attention, working memory and spatial abilities (2017) Exp. Brain Res., 235, pp. 809-818; Kolarik, A.J., Cirstea, S., Pardhan, S., Moore, B.C., A summary of research investigating echolocation abilities of blind and sighted humans (2014) Hearing Res, 310, pp. 60-68; Nilssona, M.E., Schenkman, B.N., Blind people are more sensitive than sighted people to binaural sound-location cues, particularly inter-aural level differences (2015) Hearing Res, 332, pp. 223-232; Papadopoulos, T., Edwards, D.S., Rowan, D., Allen, R., (2009) Identification of Auditory Cues Utilized in Human Echolocation, , Information Technology and Applications in Biomedicine, (2009); Parker, C., Smith, G., Aspects of cognition and echolocation (2012) Animal Sonar, pp. 683-690; Smith, G.E., Baker, C.J., Human echolocation waveform analysis (2012) IET International Conference on Radar Systems; Teng, S., Whitney, D., The acuity of echolocation: Spatial resolution in sighted persons compared to the performance of an expert who is blind (2011) J. Vis. Impair. Blind., 105 (1), pp. 20-32; Thaler, L., Arnott, S.R., Goodale, M.A., Neural correlates of natural human echolocation in early and late blind echolocation experts (2011) Plos ONE, 6 (5); Thaler, L., Castillo-Serrano, J., People’s ability to detect objects using clickbased echolocation: A direct comparison between mouth-clicks and clicks made by a loudspeaker (2016) Plos ONE, 11 (5); Thaler, L., Reich, G.M., Zhang, X., Wang, D., Smith, G.E., Mouth-clicks used by blind expert human echolocators – signal description and model based signal synthesis (2017) Plos Comput. Biol., 13 (8); Tonelli, A., Brayda, L., Gori, M., Depth echolocation learnt by novice sighted people (2016) Plos ONE, 11 (6); Vercillo, T., Milne, J.L., Gori, M., Goodale, M.A., Enhanced auditory spatial localization in blind echolocators (2014) Neuropsychologia, 67, pp. 35-40; Wu, W., EchoExplorer: A game app for understanding echolocation and learning to navigate using echo cues (2017) International Conference on Auditory Display (ICAD 2017)","Bujacz, M.; Lodz University of TechnologyPoland; email: bujaczm@p.lodz.pl",Miesenberger K.Kouroupetroglou G.,,Springer Verlag,"16th International Conference on Computers Helping People with Special Needs, ICCHP 2018",11 July 2018 through 13 July 2018,,215549.0,03029743,9783319942735,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,Open Access,Scopus,2-s2.0-85049773029
"Pak A., Mangini M., Green C., Sikorski T.-R.",57206474347;57206477052;57206483043;55800529700;,"Talk moves, argumentation, and questioning patterns in LA-supported group problem solving",2018,Physics Education Research Conference Proceedings,2018,,,,,4.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061725086&partnerID=40&md5=baf289072d4ffe4edd18d1e57120599d,"The George Washington University, Washington, DC  20052, United States","Pak, A., The George Washington University, Washington, DC  20052, United States; Mangini, M., The George Washington University, Washington, DC  20052, United States; Green, C., The George Washington University, Washington, DC  20052, United States; Sikorski, T.-R., The George Washington University, Washington, DC  20052, United States","There has been a growing push in universities to increase student participation and discussion as an integral part of the learning process. At least 77 universities have adopted the Colorado-Boulder Learning Assistant Program which trains undergraduate students to facilitate group problem-solving and discussion during class. Prior research on LA-supported clicker question discussions found that when LAs explained answers to students, as they did in 50% of interactions, group discussion ended. This study further examines LA-student interactions in the context of an introductory physics course. Analysis of LAs' talk moves and questioning patterns revealed that although LAs did not explain answers to students, they favored asking for evidence or reasoning and funneling; these strategies direct students to particular answers as opposed to encourage collaborative sensemaking. © American Association of Physics Teachers.",,,,,,,,,,,,,"Valerie, O., Pollock, S., Finkelstein, N., (2010) Am J of Phy, 78 (11), pp. 1218-1224; Talbot Robert, M., Laurel, M., Marzetta, H.K., Wee, B.S., (2015) J of Coll Sci Teach, 44 (5), pp. 24-30; Knight, J.K., Wise, S.B., Rentsch, J., Furtak, E.M., (2015) CBE Life Sci. Educ., 14 (4); Checklist: Goals for Productive Discussions and Nine Talk Moves (2012); Herbal-Eisenmann, B.A., Breyfogle, M.L., (2005) Mathematics Teaching in the Middle School, 10 (9); Michaels, S., O'Connor, C., (2015) Socializing intelligence through talk and dialogue, pp. 347-362",,,,American Association of Physics Teachers,"Physics Education Research Conference, PERC 2018",1 August 2016 through 2 August 2016,,140748.0,15399028,,,,English,Phys. Educ. Res. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85061725086
"Sardinha L., Almeida A.M.P., Barbas M.P.",57194784711;24173189000;56244947400;,The classroom physical space as a learning ecosystem - Bridging approaches: Results from a web survey,2018,"Smart Innovation, Systems and Technologies",80,,,39,50,,,10.1007/978-3-319-61322-2_5,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85022222929&doi=10.1007%2f978-3-319-61322-2_5&partnerID=40&md5=debc583b0c64cc80fbb6d83c3d442aa5,"CIC.Digital/DigiMedia, University of Aveiro, Aveiro, Portugal; Santarém Higher School of Education, Santarém, Portugal","Sardinha, L., CIC.Digital/DigiMedia, University of Aveiro, Aveiro, Portugal; Almeida, A.M.P., CIC.Digital/DigiMedia, University of Aveiro, Aveiro, Portugal; Barbas, M.P., Santarém Higher School of Education, Santarém, Portugal","The classroom physical space enfolds several dimensions such as the social, cultural, architectural and technological. The current scenario of digitally equipped classrooms in which new pedagogical approaches based on collaborative learning, project-based learning and personalized learning are being used, call for the need to rethink the classroom physical space. Despite of the existence of some new classroom physical spaces aiming to answer this new reality, like the Future Classroom Lab, we argue that there might be lacking an innovative interior design strategy encompassing these aspects and fulfilling all the classroom physical space dimensions. Thus, this paper aims to present the perspective the authors have concerning the classroom physical space as a learning ecosystem and to start building the bridges between different approaches to space and relating them to the classroom physical space, in order to create an innovative interior design strategy that will improve the use of classroom physical space in its different dimensions. We also present the first results of an European web survey applied to the European Schoolnet Future Classroom network members that aimed at understanding how their spaces were thought and how they are being perceived; a brief discussion of the results, which, overall, are positive, is also presented. The paper ends with some references to the future work. © Springer International Publishing AG 2018.",Classroom orchestration; Classroom physical space; Enabling spaces; Human-building interaction; Smart classroom; Smart learning ecosystems; Spatial pedagogy; Spatial semiotics,Architectural design; Ecology; Ecosystems; Interiors (building); Regional planning; Surveys; Teaching; Classroom orchestration; Classroom physical space; Enabling spaces; Human-building interaction; Learning ecosystems; Smart classroom; Spatial pedagogy; Education,,,,,,,,,,,"Alavi, H.S., Churchill, E., Kirk, D., Deconstructing human-building interaction (2016) Interactions, 23, pp. 60-62; Alavi, H.S., Lalanne, D., Nembrini, J., Future of human-building interaction (2016) Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems - CHI EA 2016, pp. 3408-3414. , ACM Press, New York; (2016) TIMISOARA DECLARATION Better Learning for a Better World through People Centred Smart Learning Ecosystems; Bautista, G., Borges, F., Smart classrooms: Innovation in formal learning spaces to transform learning experiences (2013) Bull IEEE Tech Committeee Learn Technol, 15, pp. 18-21. , http://lttf.ieee.org/; Burke, D.D., Scale-Up! classroom design and use can facilitate learning (2015) Law Teach, 49, pp. 189-205; Dillenbourg, P., Fischer, F., Asics of computer-supported collaborative learning (2007) Zeitschrift für Berufs- Und Wirtschaftspädagogik, 21, pp. 111-130; Dillenbourg, P., Jermann, P., (2007) Scripting Computer-Supported Collaborative Learning, , Springer, Boston; Dillenbourg, P., Sharples, M., Fischer, F., (2011) Trends in Orchestration, , Second research and technology scouting report; (2016) Future Classroom Lab Learning Zones, pp. 1-10; Galego, D., Giovannella, C., Mealha, Ó., An investigation of actors’ differences in the perception of learning ecosystems’ smartness: The Aveiro University case (2016) Interact Des Archit -Proc 1St Smart Learn Ecosyst Reg Dev Conf, 31, pp. 1-13; Giovannella, C., Smart learning eco-systems: ‘fashion’ or ‘beef’? (2014) J E-Learning Knowl Soc, 10, pp. 15-23; Giovannella, C., (2014) Where’s the Smartness of Learning in Smart Territories, , Smart city learn oppor challenges - EC-TEL 2014 work 1–6; Hall, E.T., (1959) The Silent Language, , Double & Day Company, Inc., Garden City; Hall, E.T., (1990) The Hidden Dimension, Reprint, , AnchorBooks; Hillier, B., (2007) Space is the Machine, Electronic, , Space Syntax, London; Lim, F.V., O’Halloran, K.L., Podlasov, A., Spatial pedagogy: Mapping meanings in the use of classroom space (2012) Cambridge J Educ, 42, pp. 235-251; Park, E.L., Choi, B.K., Transformation of classroom spaces: Traditional versus active learning classroom in colleges (2014) High Educ, 68, pp. 749-771; Perolini, P.S., (2011) Interior Spaces and the Layers of Meaning; Peschl, M.F., Bottaro, G., Hartner-Tiefenthaler, M., Katharina, R., Learning how to innovate as a socio-epistemological process of co-creation. Towards a constructivist teaching strategy for innovation (2014) Constr Found, 9, p. 27; Peschl, M.F., Fundneider, T., Spaces enabling game-changing and sustaining innovations: Why space matters for knowledge creation and innovation (2012) J Organ Transform Soc Chang, 9, pp. 41-61; Sardinha, L., Almeida, A.M.P., Barbas, M.P., Digital future classroom: The physical space and the inclusion of the NEET/Refugee population - Conceptual and theoretical frameworks and methodology (2017) INTED 2017 - 11Th Annual International Technology, Education and Development Conference, pp. 2396-2405. , IATED, Valencia, Spain; Stenglin, M.K., Space odyssey: Towards a social semiotic model of three-dimensional space (2009) Vis Commun, 8, pp. 35-64; Van Assche, F., Anido-Rifón, L., Griffiths, D., (2015) E-Engineering the Uptake of ICT in Schools, , Springer International Publishing, Cham","Sardinha, L.; CIC.Digital/DigiMedia, University of AveiroPortugal; email: larasardinha@ua.pt",Mealha O.Divitini M.Rehm M.,,Springer Science and Business Media Deutschland GmbH,"2nd International Conference on Smart Learning Ecosystems and Regional Developments, SLERD 2017",22 June 2017 through 23 June 2017,,193649.0,21903018,9783319613215,,,English,Smart Innov. Syst. Technol.,Conference Paper,Final,,Scopus,2-s2.0-85022222929
"Zheng Q., Chen L., Burgos D.",56580998400;57022298700;8937994100;,Instructional interaction of MOOCs in China,2018,Lecture Notes in Educational Technology,,,,167,205,,1.0,10.1007/978-981-10-6586-6_9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041225967&doi=10.1007%2f978-981-10-6586-6_9&partnerID=40&md5=2405001c14f019345bc94a39f43d141d,"Beijing Normal University, Beijing, China; Universidad Internacional de La Rioja (UNIR), Logroño, La Rioja, Spain","Zheng, Q., Beijing Normal University, Beijing, China; Chen, L., Beijing Normal University, Beijing, China; Burgos, D., Universidad Internacional de La Rioja (UNIR), Logroño, La Rioja, Spain","MOOCs’ interaction has the great impact on the quality of the courses. The purpose of this study is to analyze the interaction of MOOCs and to compare the differences in the interaction among different types of courses. In this study, we selected 622 accessible courses of 14 MOOC platform in China and discussed the student levels, teaching models, video types, learning support, and evaluation methods, etc., by comparing the number of posts, the time characteristics of the posts, and the interactive engagement of the teachers of different MOOCs. The study found that MOOCs interaction level was generally low and imbalance in China. Analysis showed that 20% of the courses produced about 90% of the interaction. Teaching model had a great impact on the level of interaction. The inquiry-based courses had the higher level of interaction. MOOCs with flipped-classroom model had better interaction level. Courses with Khan Academy style video had the higher level of interaction. Rich learning support and well-designed certification system were also important to achieve the higher level of interaction. Based on research results, we suggest that MOOCs construction and application in China need to explore the teaching model in depth, design the whole process of learning support, carry out the process-based evaluation, and establish a sound certification system. © 2018, Springer Nature Singapore Pte Ltd.",,,,,,,,,,,,,"(2012) ACE to Assess Potential of Moocs, Evaluate Courses for Credit-Worthiness [DB/OL] [2012-11-13], , http://www.acenet.edu/news-room/Pages/ACE-to-Assess-Potential-of-MOOCs-Evaluate-Courses-for-Credit-Worthiness.aspx; Bates, T., (2012) What’s Right and what’s Wrong about Coursera-Style Moocs? [DB/OL] [2012-09-20], , http://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-MOOCs/; Beaven, T., Hauck, M., Comas-Quinn, A., Lewis, T., De Los Arcos, B., MOOCs: Striking the right balance between facilitation and self-determination (2014) MERLOT Journal of Online Learning and Teaching, 10 (1), pp. 31-43; Guo, P.J., Kim, J., Rubin, R., How video production affects student engagement: An empirical study of MOOC Videos (2014) Proceedings of the First ACM Conference on Learning @ Scaleconference, pp. 41-50. , Atlanta, GA, USA: ACM; Margaryan, A., Bianco, M., Littlejohn, A., Instructional quality of massive open online courses (MOOCs) (2015) Computers & Education, 80, pp. 77-83; Muñoz-Merino, P.J., Ruipérez-Valiente, J.A., Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado Kloos, C., Precise Effectiveness Strategy for analyzing the effectiveness of students with educational resources and activities in MOOCs (2015) Computers in Human Behavior, 47, pp. 108-118; Shen, C.W., Kuo, C.J., Learning in massive open online courses: Evidence from social media mining (2015) Computers in Human Behavior, 51, pp. 568-577; Sun, H., Chen, L., A framework for analysing the social affordance of Web 2.0 tools (2014) International Journal of Social Media and Interactive Learning Environments, 2 (1), pp. 37-59","Zheng, Q.; Beijing Normal UniversityChina; email: zhengqinhua@bnu.edu.cn",,,Springer International Publishing,,,,,21964963,,,,English,Lect. Notes Educ. Technol.,Book Chapter,Final,,Scopus,2-s2.0-85041225967
[No author name available],[No author id available],"17th International Conference on Web-based Learning, ICWL 2018",2018,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),11007 LNCS,,,,,153.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052717781&partnerID=40&md5=ac9c0645426a5d65094794f5aa993040,,,"The proceedings contain 15 papers. The special focus in this conference is on Web-based Learning. The topics include: Making Understandable Game Learning Analytics for Teachers; authoring Adaptive Digital Computational Thinking Lessons Using vTutor for Web-Based Learning; effects of Introducing a Game-Based Student Response System into a Flipped, Person-Centered Classroom on Object-Oriented Design; a Semantic Graph-Based Japanese Vocabulary Learning Game; support for Overcoming Pedagogical Issues in Primary School Tablet-Based Classroom Environments; a Badge for Reducing Open Answers in Peer Assessment; leverage the Learning Behaviour of Students in Online Courses with Personalised Interventions; technology Enhanced Learning for Senior Citizens; a Study of Students’ Conception of Problem Situations: Using Conceptualization in Scenario-Based Learning; investigating Users’ Decision-Making Process While Searching Online and Their Shortcuts Towards Understanding; an Augmented Reality Framework for Gamified Learning; A Collaborative STEM Project with Educational Mobile Robot on Escaping the Maze: Prototype Design and Evaluation; collaborative Non-linear Storytelling Around 3D Objects.",,,,,,,,,,,,,,,Klamma R.Spaniol M.Hancke G.Osathanunkul K.Unankard S.,,Springer Verlag,"17th International Conference on Web-based Learning, ICWL 2018",22 August 2018 through 24 August 2018,,217129.0,03029743,9783319965642,,,English,Lect. Notes Comput. Sci.,Conference Review,Final,,Scopus,2-s2.0-85052717781
"Delzanno G., Guerrini G., Leotta M., Ribaudo M.",56261525500;7003908669;37104276100;55912502000;,Physical web for smart campus management,2018,WEBIST 2018 - Proceedings of the 14th International Conference on Web Information Systems and Technologies,,,,277,284,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059023652&partnerID=40&md5=2819e6784a1284fff9091e45539c2727,"Dipartimento di Informatica, Bioingegneria, Robotica e Ingegneria dei Sistemi (DIBRIS), Università di Genova, Italy","Delzanno, G., Dipartimento di Informatica, Bioingegneria, Robotica e Ingegneria dei Sistemi (DIBRIS), Università di Genova, Italy; Guerrini, G., Dipartimento di Informatica, Bioingegneria, Robotica e Ingegneria dei Sistemi (DIBRIS), Università di Genova, Italy; Leotta, M., Dipartimento di Informatica, Bioingegneria, Robotica e Ingegneria dei Sistemi (DIBRIS), Università di Genova, Italy; Ribaudo, M., Dipartimento di Informatica, Bioingegneria, Robotica e Ingegneria dei Sistemi (DIBRIS), Università di Genova, Italy","Physical Web enables smartphone users to interact with physical objects and locations through the use of beacon technology. Beacons are small devices placed on physical objects or at specific places that can be detected by users' smartphones when within a range of up to some tens of meters. In this way, users can receive notifications on their handset or associate their presence with a specific place, enabling indoor localization. In this paper, we present the design and the prototype development of a platform for Smart Campus management based on the Physical Web metaphor. This beacon-enabled platform provides services for the registration and analysis of student attendance and for the scheduling of lectures, classrooms allocation, and event notifications (e.g., notify students when teachers are in their office). The software prototype has been implemented using state-of-the-practice technologies such as Node.js, Android, and MySQL and has been preliminary tested in real setting in the context of the Computer Science Bachelor degree at the University of Genova obtaining encouraging results. Copyright © 2018 by SCITEPRESS - Science and Technology Publications, Lda. All rights reserved",Beacon Technology; Database Security; Indoor Location; Internet of Things; Physical Web,Information systems; Information use; Internet of things; Smartphones; Software testing; Students; Database security; Event notification; Indoor localization; Indoor locations; Physical Web; Prototype development; State of the practice; Student attendances; Software prototyping,,,,,,,,,,,"Anderson, J., (2017) The Icon of Modern Art Puts Estimote Beacons on Display, , https://blog.estimote.com/post/157200820650/theicon-of-modern-art-puts-estimote-beacons-on; Chen, X., Santos-Neto, E., Ripeanu, M., Crowd-sourcing for on-street smart parking (2012) Proceedings of the 2nd ACM International Symposium on Design and Analysis of Intelligent Vehicular Networks and Applications, DIVANet 2012, pp. 1-8. , New York, NY, USA. ACM; Cianciulli, D., Canfora, G., Zimeo, E., Beacon-based context-aware architecture for crowd sensing public transportation scheduling and user habits (2017) Pro-Cedia Computer Science, 109, pp. 1110-1115; Delzanno, G., Guerrini, G., An IoT framework for context-aware role based access control (2018) Proc. of the 26th Italian Symp. on Advanced Database Systems, , SEBD 2018; Düüna, K., (2016) Secure Your Node.Js Web Application: Keep Attackers Out and Users Happy, , The Pragmatic Bookshelf; (2018), https://estimote.com; Gast, M., (2014) Building Applications with IBeacon: Proximity and Location Services with Bluetooth Low Energy, , O'Reilly; He, W., Ho, P.H., Tapolcai, J., Beacon deployment for unambiguous positioning (2017) IEEE Internet of Things Journal, 4 (5), pp. 1370-1379; Huh, J.-H., Seo, K., An indoor location-based control system using bluetooth beacons for IoT systems (2017) Sensors, 17 (12), p. 2917; Ito, A., Hatano, H., Fujii, M., Sato, M., Watanabe, Y., Hira-Matsu, Y., Sato, F., Sasaki, A., A trial of navigation system using ble beacon for sightseeing in traditional area of Nikko (2015) Proceedings of IEEE International Conference on Vehicular Electronics and Safety, ICVES 2015, pp. 170-175; Jeon, K.E., She, J., Soonsawad, P., Ng, P.C., BLE beacons for internet of things applications: Survey, challenges, and opportunities (2018) IEEE Internet of Things Journal, 5 (2), pp. 811-828; Kang, S.C., (2017) Apple Daily Launches in-App, Beacon-Based Targeting, , http://www.campaignasia.com/article/apple-dailylaunches-in-app-beacon-based-targeting/441080; Kashimoto, Y., Morita, T., Fujimoto, M., Arakawa, Y., Suwa, H., Yasumoto, K., Sensing activities and locations of senior citizens toward automatic daycare report generation (2017) Proceedings of 31st IEEE International Conference on Advanced Information Networking and Applications, AINA 2017, pp. 174-181; Kaulich, T., Heine, T., Kirsch, A., Indoor loca-lisation with beacons for a user-friendly mobile tour guide (2017) KI - Künstliche Intelligenz - German Journal on Artificial Intelligence, 31 (3), pp. 239-248; Leotta, M., Ancona, D., Franceschini, L., Olianas, D., Ribaudo, M., Ricca, F., Towards a runtime verification approach for Internet of Things systems (2018) Proceedings of 2nd International Workshop on Engineering the Web of Things (EnWoT 2018), , LNCS. Springer; Leotta, M., Clerissi, D., Olianas, D., Ricca, F., Ancona, D., Delzanno, G., Franceschini, L., Ribaudo, M., (2018) An Acceptance Testing Approach for Internet of Things Systems, , IET Software; Mackey, A., Spachos, P., Performance evaluation of beacons for indoor localization in smart buildings (2017) Proceedings of the 5th IEEE Global Conference on Signal and Information Processing, GlobalSIP 2017, pp. 823-827; Ng, P.C., She, J., Park, S., Notify-and-interact: A beacon-smartphone interaction for user engagement in galleries (2017) Proceedings of IEEE International Conference on Multimedia and Expo, ICME 2017, pp. 1069-1074; Purta, R., Striegel, A., Estimating dining hall usage using bluetooth low energy beacons (2017) 2017 ACM International Joint Conference on Pervasive and Ubiquitous Computing and Proceedings of the 2017 ACM International Symposium on Wearable Computers, UbiComp 2017, pp. 518-523. , Proceedings of the; Sato, G., Hirakawa, G., Shibata, Y., Push typed tourist information system based on beacon and au-gumented reality technologies (2017) 31st IEEE International Conference on Advanced Information Networking and Applications, AINA 2017, pp. 298-303. , Proceedings of the; Statler, S., (2016) Beacon Technologies: The Hitchhiker's Guide to The Beacosystem, , Apress; Thomson, D., (2014) Ibeacon Auto: Your Car is a Beacon, , http://beekn.net/2014/02/ibeacon-auto/; (2018), https://www.wiliot.com; Zhu, J., Zeng, K., Kim, K.H., Mohapatra, P., Improving crowd-sourced Wi-Fi localization systems using Bluetooth beacons (2012) Proc. of the 9th Annual IEEE Communications Society Conference on Sensor, Mesh and Ad Hoc Communications and Networks, pp. 290-298",,Escalona M.J.Monfort V.Majchrzak T.A.Mayo F.J.D.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",SciTePress,"14th International Conference on Web Information Systems and Technologies, WEBIST 2018",18 September 2018 through 20 September 2018,,142997.0,,9789897583247,,,English,WEBIST - Proc. Int. Conf. Web Inf. Syst. Technol.,Conference Paper,Final,,Scopus,2-s2.0-85059023652
[No author name available],[No author id available],"2nd International Conference on Advances in Computing and Data Sciences, ICACDS 2018",2018,Communications in Computer and Information Science,905,,,,,1125.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060368285&partnerID=40&md5=bd5ac226b7f67029ce0c21f7f0373dc0,,,The proceedings contain 110 papers. The special focus in this conference is on Advances in Computing and Data Sciences. The topics include: Parallelization of protein clustering algorithm using OpenMP; intelligent face recognition system for visually impaired; Ranking of cancer mediating genes: A novel approach using genetic algorithm in DNA microarray gene expression dataset; Hand gesture recognition using Gaussian threshold and different SVM kernels; Using concept map network based CLE for teaching learning and evaluating the knowledge acquired by learners; go-Park: A parking lot allocation system in smart cities; a question answering model based on semantic matcher for support ticketing system; Multiple CAs based framework to provide remote palliative care for patients undergoing chemotherapy; a collaborative filtering approach for movies recommendation based on user clustering and item clustering; glacier terminus position monitoring and modelling using remote sensing data; investigations of optimized optical network performance under different traffic models; deployment consideration on secure computation for Radix-16 scalar multiplication; clustering of social networking data using SparkR in big data; impact of disruptive technology on juvenile disruptive behavior in classroom; learners’ satisfaction analysis using machine learning approaches; data analysis: Opinion mining and sentiment analysis of opinionated unstructured data; mobile handset selection using evolutionary multi-objective optimization considering the cost and quality parameters; an adaptive feature dimensionality reduction technique based on random forest on employee turnover prediction model; a comparative evolution of unsupervised techniques for effective network intrusion detection in Hadoop; effective traffic management to avoid traffic congestion using recursive re-routing algorithm.,,,,,,,,,,,,,,,Singh M.Tyagi V.Oren T.Gupta P.K.Flusser J.,,Springer Verlag,"2nd International Conference on Advances in Computing and Data Sciences, ICACDS 2018",20 April 2018 through 21 April 2018,,220269.0,18650929,9789811318092,,,English,Commun. Comput. Info. Sci.,Conference Review,Final,,Scopus,2-s2.0-85060368285
[No author name available],[No author id available],"2nd International Conference on Advances in Computing and Data Sciences, ICACDS 2018",2018,Communications in Computer and Information Science,906,,,,,573.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056476936&partnerID=40&md5=9b39ad48bfd7411679a5dff83b4009a7,,,The proceedings contain 56 papers. The special focus in this conference is on Advances in Computing and Data Sciences. The topics include: Parallelization of protein clustering algorithm using OpenMP; intelligent face recognition system for visually impaired; Ranking of cancer mediating genes: A novel approach using genetic algorithm in DNA microarray gene expression dataset; Hand gesture recognition using Gaussian threshold and different SVM kernels; Using concept map network based CLE for teaching learning and evaluating the knowledge acquired by learners; go-Park: A parking lot allocation system in smart cities; a question answering model based on semantic matcher for support ticketing system; Multiple CAs based framework to provide remote palliative care for patients undergoing chemotherapy; a collaborative filtering approach for movies recommendation based on user clustering and item clustering; glacier terminus position monitoring and modelling using remote sensing data; investigations of optimized optical network performance under different traffic models; deployment consideration on secure computation for Radix-16 scalar multiplication; clustering of social networking data using SparkR in big data; impact of disruptive technology on juvenile disruptive behavior in classroom; learners’ satisfaction analysis using machine learning approaches; data analysis: Opinion mining and sentiment analysis of opinionated unstructured data; mobile handset selection using evolutionary multi-objective optimization considering the cost and quality parameters; an adaptive feature dimensionality reduction technique based on random forest on employee turnover prediction model; a comparative evolution of unsupervised techniques for effective network intrusion detection in Hadoop; effective traffic management to avoid traffic congestion using recursive re-routing algorithm.,,,,,,,,,,,,,,,Oren T.Gupta P.K.Flusser J.Tyagi V.Singh M.,,Springer Verlag,"2nd International Conference on Advances in Computing and Data Sciences, ICACDS 2018",20 April 2018 through 21 April 2018,,220269.0,18650929,9789811318122,,,English,Commun. Comput. Info. Sci.,Conference Review,Final,,Scopus,2-s2.0-85056476936
"Jørgensen C.M., Khalid S., Elbæk L.",57201507060;57205184934;55321659200;,When game-based learning technology becomes the users' obstacle and not a ‘co-player’,2018,Proceedings of the European Conference on Games-based Learning,2018-October,,,396,403,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058949420&partnerID=40&md5=c5727b33b0e4da678214e736362a0015,"Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark","Jørgensen, C.M., Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark; Khalid, S., Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark; Elbæk, L., Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark","Engaging children to become physically active has become an agenda in Danish schools. So, integrating physical movement with subject-matter learning is one of the ways of addressing this agenda. Traditional quizzes have proven successful in various learning contexts when game elements are included. A light-weight box with sensor-integrated component has been designed as a physical-movement enabling leg-less and rocking stool, which can also be used as a responder of a cloud-based quiz application. Thereby, instead of a clicker, the stool is shaken and rotated to answer the questions and to engage in gamified learning activities. The hardware component senses the orientation of the stool and sends a signal to the computer. The artefact is also designed for enabling movement (that is, analogue) with the artefact irrespective of the digitally enhanced learning activity. The goal of this empirical study is to investigate the classroom experience of the interactive furniture in three Danish elementary schools, focusing on contributing to game-based learning and movement in the classrooms. Data collection and analysis involved method triangulation and thematic analysis of 22 observations, nine group-based post-teaching students’ reflections and 19 teachers’ logbook reflection. The findings indicate that the artefact (i.e. analogue) influence the students’ learning due to built-in problem-solving, encouraging, and engaging activities in the use of the furniture. The artefact with the digital (game) component, did not function desirably due to two main reasons. Firstly, creating gamified learning content was not easy for teachers. Secondly, frequent occurrences of errors demotivated teachers, causing to give up. In conclusion, analogue game-based elements influenced students’ attitude towards physical activity and engage in the learning activities. When the game function desirably, it was perceived as a co-player in the learning environment. Conversely, the digital game-based learning acted as an obstacle due to its complexity and errors, which influenced the teachers substantially by causing more frustration and being more time-consuming. However, the teachers’ express positive expectations to the digital game-elements when the game-functionality is running smooth. © 2018, Dechema e.V. All rights reserved.",Designs for human movement; Educational technology; Elementary school; Game-based learning; Multifunctional furniture; Physical activity,Computer games; Computer hardware; Educational technology; Problem solving; Students; Elementary schools; Game-based Learning; Human movements; Multifunctional furniture; Physical activity; Computer aided instruction,,,,,,,,,,,"Åberg, M.A., Pedersen, N.L., Torén, K., Svartengren, M., Bäckstrand, B., Johnsson, T., Cooper-Kuhn, C.M., Kuhn, H.G., Cardiovascular fitness is associated with cognition in young adulthood (2009) Proceedings of the National Academy of Sciences, 106 (49), pp. 20906-20911; Bingimlas, K.A., Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature (2009) Eurasia Journal of Mathematics, Science & Technology Education, 5 (3); Block, B.A., Weatherford, G.M., Embodied identities: Using kinesiology programming methods to diminish the hegemony of the normal (2013) Quest, 65 (1), pp. 31-43; Braun, V., Clarke, V., Weate, P., (2016) Using Thematic Analysis in Sport and Exercise Research. Routledge Handbook of Qualitative Research in Sport and Exercise, pp. 191-205; Åberg, M.A., Pedersen, N.L., Torén, K., Svartengren, M., Bäckstrand, B., Johnsson, T., Cooper-Kuhn, C.M., Kuhn, H.G., Cardiovascular fitness is associated with cognition in young adulthood (2009) Proceedings of the National Academy of Sciences, 106 (49), pp. 20906-20911; Chaddock, L., Hillman, C.H., Pontifex, M.B., Johnson, C.R., Raine, L.B., Kramer, A.F., Childhood aerobic fitness predicts cognitive performance one year later (2012) Journal of Sports Sciences, 30 (5), pp. 421-430; Chang, Y.-K., Labban, J., Gapin, J., Etnier, J.L., The effects of acute exercise on cognitive performance: a meta-analysis (2012) Brain Research, 1453, pp. 87-101; Donnelly, J.E., Hillman, C.H., Castelli, D., Etnier, J.L., Lee, S., Tomporowski, P., Lambourne, K., Szabo-Reed, A.N., Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review (2016) Medicine and Science in Sports and Exercise, 48 (6), p. 1197; Elbæk, L., (2013) Knowledge and Results in the Development of Imo Learn, , https://prezi.com/gwinsegudnjc/knowledge-and-results-in-the-development-of-imo-learn/, Retrieved from; Ertmer, P.A., Addressing first-and second-order barriers to change: Strategies for technology integration (1999) Educational Technology Research and Development, 47 (4), pp. 47-61; Fedewa, A.L., Erwin, H.E., Stability balls and students with attention and hyperactivity concerns: Implications for on-task and in-seat behavior (2011) American Journal of Occupational Therapy, 65 (4), pp. 393-399; Have, M., Nielsen, J.H., Gejl, A.K., Ernst, M.T., Fredens, K., Støckel, J.T., Wedderkopp, N., Grøntved, A., Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement (2016) BMC Public Health, 16 (1), p. 304; Hodge, K., Sharp, L.-A., (2016) Case Studies. in B. Smith & A. C. Sparkes (Have Et Al., 2016)(Eds.), Routledge Handbook of Qualitative Research in Sport and Exercise (Vol. 1, pp. 62-74. , pp., New York: Taylor & Francis; Jaggi, P., Bakhshi, R., Sandhu, P.K., Classroom Furniture: How Suitable for Students (2013) Journal of Human Ecology, 43 (3), pp. 267-272; Jørgensen, C.M., Elbæk, L., (2017) The Worst Thing is When We Do Not Use It: Developing an Approach to Study the Impact of Imo-Learn in Danish Schools, , Paper presented at the European Conference on Games Based Learning; Khalid, M.S., Nyvang, T., (2014) From Change Agent to Sustainable Scaffolding? Participation and Power, p. 74; Pelgrum, W.J., Obstacles to the integration of ICT in education: Results from a worldwide educational assessment (2001) Computers & Education, 37 (2), pp. 163-178; Roley, S.S., Mailloux, Z., Parham, L.D., Schaaf, R.C., Lane, C.J., Cermak, S., Sensory integration and praxis patterns in children with autism (2015) American Journal of Occupational Therapy, 69 (1); Schaaf, R.C., Benevides, T., Mailloux, Z., Faller, P., Hunt, J., van Hooydonk, E., Freeman, R., Kelly, D., An intervention for sensory difficulties in children with autism: A randomized trial (2014) Journal of Autism and Developmental Disorders, 44 (7), pp. 1493-1506; Tomporowski, P.D., Effects of acute bouts of exercise on cognition (2003) Acta Psychologica, 112 (3), pp. 297-324",,Ciussi M.,,Dechema e.V.,"12th European Conference on Game Based Learning, ECGBL 2018",4 October 2018 through 5 October 2018,,142835.0,20490992,9781911218999,,,English,Proc. European Conf. Games-based Learn.,Conference Paper,Final,,Scopus,2-s2.0-85058949420
"Elbæk L., Hjort A., Khalid S.",55321659200;57198358060;57205184934;,Designing an interactive wall for movement: For-and with-intellectual disabled people,2018,Proceedings of the European Conference on Games-based Learning,2018-October,,,62,71,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058929501&partnerID=40&md5=bcc0055cd8cc7433cd96dda892b952ae,"Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark","Elbæk, L., Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark; Hjort, A., Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark; Khalid, S., Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark","Health sciences has established that a minimum amount of average daily physical movement is a pre-requisite for human health, including Intellectually Disabled (ID). To integrate physical movement in schools a digital interactive gamified ‘Wall’ named e-Wall was developed by the company PlayAlive. Firstly, e-Wall contains built-in physical reaction games, involving touch, light, and sound. Secondly, an iOS-based quiz-like system connects the e-Wall, which have a clicker like function. As part of an EU-funded development project, ID and staff from three institutions in Denmark tried out the e-Wall and agreed to participate in redesigning functionalities and activities into the HandiWall — and thereby adapting it to the needs of the users. The researchers, as the human movement domain experts and interaction designer were responsible for facilitation of design activities. This paper attempts to contribute in two ways. First, identifying the factors in redesigning a physical activity integrated learning technology for the intellectually disabled using an existing product, which was originally designed for public schools. Second, the considerations in involving the ID and staff in a human-centred design process. In the redesign process the qualitative data collection were conducted by applying observation, interviews, and log-book notes as part of the four activities of a participatory design process. The four activities were: Obtaining insights of user requirements by observing daily life of the institutions. User involvement in local design workshops. Creating an interactive mock-up of the App interface. Testing and gaining expectation insights in using the mock-up of the App interface. A thematic analytical method was applied to categorize the insights of data according design activities and decision-making factors: user requirements, involving participants, interface design and expectation mapping. The HandyWall has the potential of promoting regular physical activity by game-based learning activities, which can thereby enhance healthy living and increase psychosocial health among the ID. It might be appropriate to claim that the system design is novel as it integrates physical activities and game-based learning, which attempt to realize the Danish government’s requirements for supporting the ID. This was attempted through the game elements designed for physical, cognitive, social, and emotional training. We recommend that the institutions employing diverse support staff and hosting diverse groups of ID to develop apps and movement-enhancing interactive systems that are appropriate for diverse age-groups, intellectual capacity, and user-friendly. Designing for and designing with both the support staff and the ID are essential to identify the requirements, selecting suitable functionalities, and ensuring adoption in the contexts of both independent and collaborative use. © 2018, Dechema e.V. All rights reserved.",Adapted physical activity; Adjustable; Game-functions; Gamification; Human movement; Intellectual disabled,Behavioral research; Decision making; E-learning; Health; Mockups; Systems analysis; Walls (structural partitions); Adapted physical activities; Adjustable; Gamification; Human movements; Intellectual disabled; Design,,,,,European Regional Development Fund,The business innovation project forming HandiWall was founded by the European Regional Development Fund. The research activities analyzing the data were accomplished after the developmental process and not part of the founded project.,,,,,"Benyon, D., Designing Interactive systems. A comprehensive guide to HCI and interaction design (2010) Harlow, , England: Addison Wesley; Bergström, H., Hagströmer, M., Hagberg, J., Elinder, L.S., A multi-component universal intervention to improve diet and physical activity among adults with intellectual disabilities in community residences: A cluster randomised controlled trial (2013) Research in Developmental Disabilities, 34 (11), pp. 3847-3857; Bertelsen, O.W., Hedvall, P.-O., (2009) New Challenges for Participation in Participatory Design in Family, Clinical and Other Asymmetrical, Non-Work Settings, , Springer; Blick, R.N., Saad, A.E., Goreczny, A.J., Roman, K., Sorensen, C.H., Effects of declared levels of physical activity on quality of life of individuals with intellectual disabilities (2015) Research in Developmental Disabilities, 37, pp. 223-229; Bruun, L.M., Straarup, K.N., (2008) NÂr opmÊrksomheden Svigter: Kognitive Vanskeligheder Ved Depression Og Bipolar Lidelse; Caltenco, H.A., Larsen, H., Hedvall, P., (2012) Enhancing Multisensory Environments with Design Artifacts for Tangible Interaction; Darcy, S., Maxwell, H., Green, J., Disability citizenship and independence through mobile technology? A study exploring adoption and use of a mobile technology platform (2016) Disability & Society, 31 (4), pp. 497-519; de Urturi Breton, Z.S., Hernández, F.J., Zorrilla, A.M., Zapirain, B.G., Mobile communication for intellectually challenged people: A proposed set of requirements for interface design on touch screen devices (2012) Communications in Mobile Computing, 1 (1), p. 1; Dekelver, J., Kultsova, M., Shabalina, O., Borblik, J., Pidoprigora, A., Romanenko, R., Design of mobile applications for people with intellectual disabilities (2015) Communications in Computer and Information Science, 535, pp. 823-836; Blick, R.N., Saad, A.E., Goreczny, A.J., Roman, K., Sorensen, C.H., Effects of declared levels of physical activity on quality of life of individuals with intellectual disabilities (2015) Research in Developmental Disabilities, 37, pp. 223-229; Gustafsson, J., (2017) Single Case Studies Vs. Multiple Case Studies: A Comparative Study; Hutzler, Y., Korsensky, O., Motivational correlates of physical activity in persons with an intellectual disability: A systematic literature review (2010) Journal of Intellectual Disability Research, 54 (9), pp. 767-786; Keskinen, T., Heimonen, T., Turunen, M., Rajaniemi, J.-P., Kauppinen, S., SymbolChat: A flexible picture-based communication platform for users with intellectual disabilities (2012) Interacting with Computers, 24 (5), pp. 374-386; King, G., Rigby, P., Batorowicz, B., Conceptualizing participation in context for children and youth with disabilities: An activity setting perspective (2013) Disability and Rehabilitation, 35 (18), pp. 1578-1585; Marks, D.F., Yardley, L., (2004) Research Methods for Clinical and Health Psychologysage; Mirenda, P., Beukelman, D., (2005) Augmentative & Alternative Communication: Supporting Children & Adults with Complex Communication Needs, , Baltimore: Paul H. Brookes; Ogilvie, T., Liedtka, J., (2011) Designing for Growth: A Design Thinking Toolkit for Managerscolumbia University Press; Preece, J., Rogers, Y., Sharp, H., (2015) Interaction Design: Beyond Human-Computer Interactionjohn, , Wiley & Sons; Smith, B., Sparkes, A.C., (2016) Routledge Handbook of Qualitative Research in Sport and Exercisetaylor & Francis; Tuffrey-Wijne, I., McEnhill, L., Communication difficulties and intellectual disability in end-of-life care (2008) International Journal of Palliative Nursing, 14 (4), pp. 189-194; Vogt, T., Schneider, S., Abeln, V., Anneken, V., Strüder, H.K., Exercise, mood and cognitive performance in intellectual disability—A neurophysiological approach (2012) Behavioural Brain Research, 226 (2), pp. 473-480; (2010) Global Resources for Persons with Intellectual Disabilities., p. 2007",,Ciussi M.,,Dechema e.V.,"12th European Conference on Game Based Learning, ECGBL 2018",4 October 2018 through 5 October 2018,,142835.0,20490992,9781911218999,,,English,Proc. European Conf. Games-based Learn.,Conference Paper,Final,,Scopus,2-s2.0-85058929501
Trenshaw K.F.,55615921100;,The curmudgeon counterexample: Seeking sustainable STEM transformation,2017,"Proceedings - Frontiers in Education Conference, FIE",2017-October,,,1,3,,,10.1109/FIE.2017.8190637,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85043226543&doi=10.1109%2fFIE.2017.8190637&partnerID=40&md5=918577850bbe038016edc1155fb66bad,"Science Center, Brown University, Providence, RI, United States","Trenshaw, K.F., Science Center, Brown University, Providence, RI, United States","When it comes to evidence-based practices (EBPs) such as interactive engagement, collaborative problem solving, and project-based learning, the proof is in the name. These pedagogies are called ""evidence-based"" because there is little conflicting evidence about their efficacy. Yet, discipline-based education research still tends to focus on students' outcomes from EBPs, rather than on how to successfully sustain the use of those EBPs. Because of students' transient engagement with STEM higher education (i.e., a four-to five-year window), STEM education reformers should not rely on them as the primary change agents for sustained transformation of the culture in STEM fields, especially when instructors can spend decades in the STEM higher education context and touch the lives of thousands of students. That is, rather than asking about students' outcomes from EBPs, the truly transformative questions are a) given all of the evidence that EBPs are effective, why are so many instructors still unwilling to abandon straight didactic lecture, and b) why are EBP-supportive instructors still referred to as the ""choir,"" rather than the norm? This work-in-progress begins with the hypothesis that instructors' own mental processes around teaching and learning may be the most important and least explored aspects of the slow progress in transforming the culture in STEM fields. Through the development of a brief (less than 15 question) survey, this work seeks to answer three important questions related to why instructors choose to implement EBPs (or not) in their teaching: 1. What psychological attributes correlate with sustained implementation of EBPs? 2. Are there ""counterexample"" instructors who successfully implement EBPs when their psychological attributes predict that they would not? 3. What factors contribute to counterexample instructors' success in implementing EBPs? By drawing out themes from the answers to these questions, this work proposes to operationalize instructors' experiences into actionable methods of helping reluctant instructors with higher psychological tolls for implementing EBPs overcome those tolls. © 2017 IEEE.",Evidence-based practices; Faculty survey; STEM culture; Sustainable change,"Occupational therapy; Problem solving; Students; Surveys; Teaching; Collaborative problem solving; Conflicting evidence; Education research; Evidence-based practices; Interactive engagements; Project based learning; Sustainable change; Teaching and learning; STEM (science, technology, engineering and mathematics)",,,,,"College of Science, Technology, Engineering, and Mathematics, Youngstown State University

AAUP Foundation

Brown University

Association of American Colleges and Universities",ACKNOWLEDGMENT The proposal for this project was developed with the support of James Valles and David Targan in the Department of Physics at Brown University and is informed by project work undertaken through the Association of American Universities (AAU) Undergraduate STEM Education Initiative also at Brown University.,,,,,"Herman, G.L., Goldberg, D.E., Trenshaw, K.F., Somerville, M., Stolk, J., The intrinsic-motivation course design method International Journal of Engineering Education, , in press; Dweck, C., (2006) Test Your Mindset, , https://mindsetonline.com/testyourmindset/step1.php; (2015) Growth Mindset Assessment, , https://survey.perts.net/take/toi; Altemeyer, B., (2006) The Authoritarians, pp. 10-15. , Winnipeg, CA: University of Manitoba ch. 1; Stenner, K., (2005) The Authoritarian Dynamic, , Cambridge, UK: Cambridge University Press; Rotter, J.B., Generalized expectancies for internal versus external control of reinforcement Psychological Monographs: General and Applied, 80 (1). , whole no. 609; Rose, J.S., Medway, F.J., Measurement of teachers' beliefs in their control over student outcome (1981) The Journal of Education Research, 74 (3), pp. 185-190; AAU Faculty Survey, , AAU unpublished","Trenshaw, K.F.; Science Center, Brown UniversityUnited States; email: k.f.trenshaw@gmail.com",,"American Society for Engineering Education (ASEE), Educational Research Methods (ERM) Division;IEEE Computer Society;IEEE Education Society;Institute of Electrical and Electronics Engineers (IEEE)",Institute of Electrical and Electronics Engineers Inc.,"47th IEEE Frontiers in Education Conference, FIE 2017",18 October 2017 through 21 October 2017,,133822.0,15394565,9781509059195,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-85043226543
Parent D.W.,7005635427;,Novel gateway stay/add policy used to increase student success rates in an introductory circuits class,2017,"Proceedings - Frontiers in Education Conference, FIE",2017-October,,,1,8,,2.0,10.1109/FIE.2017.8190600,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85043301937&doi=10.1109%2fFIE.2017.8190600&partnerID=40&md5=ee84cacff05402be6e68dc2fc8270882,"Electrical Engineering, SJSU University, San Jose, CA  95138, United States","Parent, D.W., Electrical Engineering, SJSU University, San Jose, CA  95138, United States","Students were made to earn at least 90% on eight automatically graded (using MyOpenMath) online homework assignments to either remain enrolled (stay) or get permission to enroll (add) in a blended-instruction introduction to circuit analysis class. While this stay/add policy has caused some controversy, it was the only effective treatment to decrease the DFW rate (percentage of students who earn a D, F, unauthorized withdrawal or authorized withdrawal in one section of a course) in the regular semester offerings of the course. The DFW rate before this treatment was typically around 35% and as high as 53%. The DFW rate dropped to 17% for the same instructor after the gateway assignment policy was implemented. The DFW rate remained lower (19% and 26%) even when new (no prior teaching experience), part time faculty taught the class with the same materials, and stay/add policy. While other treatments that were tried such as making the class activities more realistic, flipped classroom, I-clickers, changing the pre-requisite from D-to C for the pre-requisite physics course, enforcing the differential equation co/prerequisite, and switching the flow of the course to ""impedance first"", did not decrease the DFW rate, they did lead to increased student learning. © 2017 IEEE.",Active learning; Circuits; Entry behaviors; Flipped classroom; I-clickers,C (programming language); Differential equations; Networks (circuits); Teaching; Timing circuits; Active Learning; Entry behaviors; Flipped classrooms; On-line homeworks; Pre-requisites; Student learning; Student success; Teaching experience; Students,,,,,,This work was supported by a 2015 First in the World Grant from the US department of Education,,,,,"Reisslein, J., Atkinson, R.K., Seeling, P., Reisslein, M., Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis (2006) Learning and Instruction, 16 (2), pp. 92-103; Weyten, L., Rombouts, P., De Maeyer, J., Web-based trainer for electrical circuit analysis (2009) Education, IEEE Transactions On, 52 (1), pp. 185-189; Hoic-Bozic, N., Mornar, V., Boticki, I., A blended learning approach to course design and implementation (2009) Education, IEEE Transactions On, 52 (1), pp. 19-30; Johnson, A.M., Butcher, K.R., Ozogul, G., Reisslein, M., Introductory circuit analysis learning from abstract and contextualized circuit representations: Effects of diagram labels (2014) Education, IEEE Transactions On, 57 (3), pp. 160-168; Reisslein, J., Johnson, A.M., Reisslein, M., (2014) Color Coding of Circuit Quantities in Introductory Circuit Analysis Instruction; Kim, G.J., Patrick, E.E., Srivastava, R., Law, M.E., Perspective on flipping circuits I (2014) Education, IEEE Transactions On, 57 (3), pp. 188-192; Sangam, D., Jesiek, B.K., Conceptual gaps in circuits textbooks: A comparative study (2015) IEEE Transactions on Education, 58 (3), pp. 194-202; Everett, J., Teeter, J., Vasquez, P., (2013) Guidance Using Photoresistor Circuit, , https://dl.dropboxusercontent.com/u/35091424/EE98/P2followtheline.pdf; Berhane, A., Rodriguez, N., (2014) Mercury Tilt Switch Circuit Board Design, , https://dl.dropboxusercontent.com/u/35091424/EE98/P1Mercury%20Tilt%20Switch%20Circuit%20Board%20Design.pdf; Tran, T., Mathew, B., (2014) Audio Amplifier, , https://dl.dropboxusercontent.com/u/35091424/EE98/P5audioamp.pdf, LM 386; Chen, C., Gomez, A., (2013) Capacitive Touch Sensor, , https://dl.dropboxusercontent.com/u/35091424/EE98/P6capacitivetouch.pdf; Nguyen, A., Martinez, J., (2013) Cost-Effective Shock Detector, , https://dl.dropboxusercontent.com/u/35091424/EE98/P3shockdetector.pdf; MaGee, R., Maack, B., Asilo, A., (2014) Heart Rate Pulse Monitor (Blinking Led), , https://dl.dropboxusercontent.com/u/35091424/EE98/P4heartrate.pdf; Correia, J., Tozer, L., (2014) Pulse Width Modulation Digital to Analog Converter (PWM DAC), , https://dl.dropboxusercontent.com/u/35091424/EE98/P7PWM%20DAC.pdf; Forer, S., Al-Hadher, M., (2014) Pocket Sized Adjustable Power Supply, , https://dl.dropboxusercontent.com/u/35091424/EE98/P9_stepdown.pdf; Cruz, B., Lozada, J., (2013) LM317 Pocket-sized Adjustable Power Supply, , https://dl.dropboxusercontent.com/u/35091424/EE98/P13_LM317_pocket%20power%20supply.pdf; Bishop, J.L., Verleger, M.A., The flipped classroom: A survey of the research (2013) ASEE National Conference Proceedings, pp. 1-18. , Atlanta, GA; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Comput. Educ., 94, pp. 102-119; Lucke, T., Keyssner, U., Dunn, P., The use of a classroom response system to more effectively flip the classroom Frontiers in Education Conference, 2013 IEEE, 2013, pp. 491-495; Faber, J.M., Luyten, H., Visscher, A.J., The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment (2017) Comput. Educ., 106, pp. 83-96; Buil, I., Catalán, S., Martínez, E., Do clickers enhance learning? A control-value theory approach (2016) Comput. Educ., 103, pp. 170-182; Lippman, D., Math in society (2012) Creative Commons BY-SA; Platz, M., Niehaus, E., Dahn, I., Dreyer, U., IMathAS & automated assessment of mathematical proof (2014) Beiträge Zum Mathematikunterricht 2014, 48. , Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 10.03.2014 bis 14.03.2014 in Koblenz; Sarmiento, C.P., Student perceptions of online homework in mathematics of accounting and finance (2017) Advanced Science Letters, 23 (2), pp. 1122-1125; Gaudet, D., Volpe, A., Bohart, J., Basic arithmetic workbook (2013) Basic Arithmetic Workbook; Ironstrack, T., Waller, J., Cochrane, B., Bazeley, J.W., Shoemaker, K., Diekman, A., Fowler, K., Dahlman, C., (2015) Open Educational Resources and their Implementation at Miami University; Ben-Jacob, M.G., Technology: The key to the reformation of developmental mathematics pedagogy (2016) J. Educ. Technol. Syst., 44 (3), pp. 362-369; Bogarra Rodriguez, S., Corbalan Fuertes, M., Font Piera, A., Plaza Garcia, I., Solsona, F.J.A., Lessons learned in the use of WIRIS quizzes to upgrade moodle to solve electrical circuits (2012) Education, IEEE Transactions On, 55 (3), pp. 412-417; Sarmiento, C.P., Student perceptions of online homework in mathematics of accounting and finance (2017) Advanced Science Letters, 23 (2), pp. 1122-1125; Skromme, B., Seetharam, V., Gao, X., Korrapati, B., McNamara, B., Huang, Y., Robinson, D., Impact of step-based tutoring on student learning in linear circuit courses (2016) Frontiers in Education Conference (FIE), 2016 IEEE, pp. 1-9; Becker, J.P., Plumb, C., Revia, R.A., Project circuits in a basic electric circuits course (2014) Education, IEEE Transactions On, 57 (2), pp. 75-82; Samson, P.J., Can student engagement be measured? And, if so, does it matter? (2015) Frontiers in Education Conference (FIE), 2015, pp. 1-4. , 32614 IEEE, 2015; Phillips, D.C., The good, the bad, and the ugly: The many faces of constructivism (1995) Educational Researcher, 24 (7), pp. 5-12; Costa, L.R., Honkala, M., Lehtovuori, A., Applying the problem-based learning approach to teach elementary circuit analysis (2007) Education, IEEE Transactions On, 50 (1), pp. 41-48; Zingaro, D., Porter, L., Peer instruction in computing: The value of instructor intervention (2014) Comput. Educ., 71, pp. 87-96; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proc. Natl. Acad. Sci. U.S.A., 111 (23), pp. 8410-8415. , Jun 10; Sweller, J., Kirschner, P.A., Clark, R.E., Why minimally guided teaching techniques do not work: A reply to commentaries (2007) Educational Psychologist, 42 (2), pp. 115-121","Parent, D.W.; Electrical Engineering, SJSU UniversityUnited States; email: David.Parent@sjsu.edu",,"American Society for Engineering Education (ASEE), Educational Research Methods (ERM) Division;IEEE Computer Society;IEEE Education Society;Institute of Electrical and Electronics Engineers (IEEE)",Institute of Electrical and Electronics Engineers Inc.,"47th IEEE Frontiers in Education Conference, FIE 2017",18 October 2017 through 21 October 2017,,133822.0,15394565,9781509059195,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-85043301937
"Ahmed F., Erman J., Ge Z., Liu A.X., Wang J., Yan H.",55419740500;16306997100;14019371000;8339909200;56323985400;36687705200;,Detecting and Localizing End-to-End Performance Degradation for Cellular Data Services Based on TCP Loss Ratio and Round Trip Time,2017,IEEE/ACM Transactions on Networking,25,6,,3709,3722,,1.0,10.1109/TNET.2017.2761758,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032704543&doi=10.1109%2fTNET.2017.2761758&partnerID=40&md5=fd559fe0852e685474345cfa9ca1565a,"Department of Computer Science and Engineering, Michigan State University, East Lansing, MI  48824-1226, United States; ATandT Laboratories-Research, Bedminster, NJ  07921, United States","Ahmed, F., Department of Computer Science and Engineering, Michigan State University, East Lansing, MI  48824-1226, United States; Erman, J., ATandT Laboratories-Research, Bedminster, NJ  07921, United States; Ge, Z., ATandT Laboratories-Research, Bedminster, NJ  07921, United States; Liu, A.X., Department of Computer Science and Engineering, Michigan State University, East Lansing, MI  48824-1226, United States; Wang, J., ATandT Laboratories-Research, Bedminster, NJ  07921, United States; Yan, H., ATandT Laboratories-Research, Bedminster, NJ  07921, United States","Providing high end-to-end E2E performance experienced by users is critical for cellular service providers to best serve their customers. This paper focuses on the detection and localization of E2E performance degradation such as slow webpage page loading and unsmooth video playing at cellular service providers. Detecting and localizing E2E performance degradation is crucial for cellular service providers, content providers, device manufactures, and application developers to jointly troubleshoot root causes. To the best of our knowledge, the detection and localization of E2E performance degradation at cellular service providers has not been previously studied. In this paper, we propose a holistic approach to detecting and localizing E2E performance degradation at cellular service providers across the four dimensions of user locations, content providers, device types, and application types. Our approach consists of three steps: Modeling, detection, and localization. First, we use training data to build models that can capture the normal performance of every E2E instance, which means the flows corresponding to a specific location, content provider, device type, and application type. Second, we use our models to detect performance degradation for each E2E instance on an hourly basis. Third, after each E2E instance has been labeled as non-degrading or degrading, we use association rule mining techniques to localize the source of performance degradation. Our system detected performance degradation instances over a period of one week. In 80 of the detected degraded instances, content providers, device types, and application types were the only factors of performance degradation. © 2017 IEEE.",cellular data networks; measurement and modeling; Quality-of-experience,Content based retrieval; Data structures; Degradation; Electronic mail; Mobile telecommunication systems; Servers; Transmission control protocol; Cellular data networks; Cellular network; Mobile handsets; Performance evaluation; Quality of experience (QoE); Quality of service,,,,,"National Science Foundation: CNS-1524698, CNS-1421407, CNS-1318563, IIP-1632051

National Natural Science Foundation of China: 61321491, 61472184","Manuscript received February 22, 2016; revised October 28, 2016 and July 12, 2017; accepted September 6, 2017; approved by IEEE/ACM TRANS-ACTIONS ON NETWORKING Editor H. Zheng. Date of publication October 20, 2017; date of current version December 15, 2017. This work was supported in part by the National Science Foundation under Grant CNS-1318563, Grant CNS-1524698, Grant CNS-1421407, and Grant IIP-1632051, in part by the National Natural Science Foundation of China under Grant 61472184 and Grant 61321491, and in part by the Jiangsu Innovation and Entrepreneurship (Shuangchuang) Program. The preliminary version of this paper titled “Detecting and Localizing End-to-End Performance Degradation for Cellular Data Services” was published in the proceedings of the 35th Annual IEEE International Conference on Computer Communications (INFOCOM), San Francisco, CA, April, 2016. (Corresponding author: Alex X. Liu.) F. Ahmed and A. X. Liu are with the Department of Computer Science and Engineering, Michigan State University, East Lansing, MI 48824-1226 USA (e-mail: farazah@cse.msu.edu; alexliu@cse.msu.edu).",,,,,"Amrutkar, C., Why is my smartphone slow On the fly diagnosis of underperformance on the mobile Internet (2013) Proc. 43rd Annu. IEEE/IFIP Int. Conf. Dependable Syst. Netw. (DSN), pp. 1-8. , Jun; Bahl, P., Towards highly reliable enterprise network services via inference of multi-level dependencies (2007) Proc. ACM SIGCOMM, pp. 13-24; Chen, M.Y., Kiciman, E., Fratkin, E., Fox, A., Brewer, E., Pinpoint: Problem determination in large, dynamic Internet services (2002) Proc. Int. Conf. Dependable Syst. Netw., pp. 595-604. , Jun; Dumouchel, W., O'Brien, F., Integrating a robust option into a multiple regression computing environment (1991) Proc. 21st Symp. Interface Comput. Sci. Stat., pp. 41-48; Finamore, A., Mellia, M., Munafò, M.M., Torres, R., Rao, S.G., You Tube Everywhere: Impact of device and infrastructure synergies on user experience (2011) Proc. ACM IMC, pp. 345-360; Gestner, B., Persson, B., RNC3810-Ericsson's first WCDMA radio network controller (2002) Ericsson Rev, 79 (2), pp. 62-67; Holland, P.W., Welsch, R.E., Robust regression using iteratively reweighted least-squares (1977) Commun. Stat.-Theory Methods, 6 (9), pp. 813-827; Huang, J., A close examination of performance and power characteristics of 4G LTE networks (2012) Proc. 10th Int. Conf. MobiSys, pp. 225-238; Huang, J., An in-depth study of LTE: Effect of network protocol and application behavior on performance (2013) Proc. ACM SIGCOMM, pp. 363-374; Huang, J., Anatomizing application performance differences on smartphones (2010) Proc. 8th Int. Conf. Mobile Syst., Appl., Services, pp. 165-178; Kandula, S., Katabi, D., Vasseur, J.-A., Shrink tool for failure diagnosis in IP networks (2005) Proc. ACM SIGCOMM Workshop Mining Netw. Data, pp. 173-178; Kandula, S., Detailed diagnosis in enterprise networks (2009) Proc. ACM SIGCOMM, pp. 243-254; Kay, S.M., (1993) Fundamentals of Statistical Signal Processing: Estimation Theory, 1. , Upper Saddle River, NJ, USA: Prentice-Hall; Kompella, R.R., Yates, J., Greenberg, A., Snoeren, A.C., Detection and localization of network black holes (2007) Proc. IEEE INFOCOM, pp. 2180-2188. , May; Kompella, R.R., Yates, J., Greenberg, A., Snoeren, A.C., IP fault localization via risk modeling (2005) Proc. NSDI, pp. 57-70; Mahimkar, A.A., Towards automated performance diagnosis in a large IPTV network (2009) Proc. ACM SIGCOMM, pp. 231-242; Mahimkar, A.A., Detecting the performance impact of upgrades in large operational networks (2010) Proc. ACM SIGCOMM, pp. 303-314; Nikravesh, A., Choffnes, D.R., Katz-Bassett, E., Mao, Z.M., Welsh, M., Mobile network performance from user devices: A longitudinal, multidimensional analysis (2014) Proc. Int. Conf. Passive Active Netw. Meas., pp. 12-22; (2015) Android Fragmentation Visualized, , http://opensignal.com/reports/2015/08/androidfragmentation/, Open Signal Aug. Accessed: Nov. 10 2017. [Online]; Qian, F., Profiling resource usage for mobile applications: A crosslayer approach (2011) Proc. 9th MobiSys, pp. 321-334; Shafiq, M.Z., Ji, L., Liu, A.X., Wang, J., Characterizing and modeling Internet traffic dynamics of cellular devices (2011) Proc. ACM SIGMETRICS, pp. 305-316. , San Jose, CA, USA, Jun","Liu, A.X.; Department of Computer Science and Engineering, Michigan State UniversityUnited States; email: alexliu@cse.msu.edu",,,Institute of Electrical and Electronics Engineers Inc.,,,,,10636692,,IEANE,,English,IEEE ACM Trans Networking,Conference Paper,Final,,Scopus,2-s2.0-85032704543
"Rad A.M., Popa T.H., Mihon V.-D., Iancu B.",57200410053;57200418370;36675403400;24474903200;,Problem-based learning and project-based learning concepts and their applications to engineering education,2017,"16th Networking in Education and Research RoEduNet International Conference, RoEduNet 2017 - Proceedings",,, 8123746,,,,4.0,10.1109/ROEDUNET.2017.8123746,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041171939&doi=10.1109%2fROEDUNET.2017.8123746&partnerID=40&md5=43ed216d0f452bcba3dac8cef7af0fbf,"Faculty of Automation and Computer Science, Computer Science Department, Technical University of Cluj-Napoca, Cluj-Napoca, Romania","Rad, A.M., Faculty of Automation and Computer Science, Computer Science Department, Technical University of Cluj-Napoca, Cluj-Napoca, Romania; Popa, T.H., Faculty of Automation and Computer Science, Computer Science Department, Technical University of Cluj-Napoca, Cluj-Napoca, Romania; Mihon, V.-D., Faculty of Automation and Computer Science, Computer Science Department, Technical University of Cluj-Napoca, Cluj-Napoca, Romania; Iancu, B., Faculty of Automation and Computer Science, Computer Science Department, Technical University of Cluj-Napoca, Cluj-Napoca, Romania","Several technical challenges should be taken into consideration when setting up hands-on laboratories, workshops and projects while the educational service providers need powerful, effective, stable and easy-to-use systems. In order to meet those requirements, such systems are designed and deployed as affordable services that request stability, reliability, availability, autonomy and resilience. This article presents an interactive learning system that complies with microservices architecture and supports individual study and collaborative learning approaches aiming at involving learners in solving problems on their own, then developing complex team projects based on individual contributions. © 2017 IEEE.",Blended learning; cloud; continuous integration; microservices; PBL; PjBL; virtualization,Clouds; Learning systems; Virtualization; Blended learning; Collaborative learning; Continuous integrations; Interactive learning systems; microservices; PjBL; Problem based learning; Project based learning; Education,,,,,,,,,,,"Porumb, C., Porumb, S., Orza, B., Aurel, V., Blended learning concept and its applications to engineering education (2013) Advanced Engineering Forum, 8-9; Touimi, Y.B., Faddouli, N., Bennani, S., Idrissi, M.K., Peer assessment in the context of Project-Based learning online, world academy of science (2013) Engineering and Technology International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 7 (1); Moldovan, R., Orza, B., Vlaicu, A., Porumb, C., Advanced humancomputer interaction in external resource annotation Automation, Quality and Testing, Robotics 2014 IEEE International Conference On, pp. 1-6. , IEEE; Xiao, L., Wang, Z., Cloud Computing: A new business paradigm for elearning (2011) Third International Conference On Measuring Technology and Mechatronics Automation; Brewster, C., O'Hara, K., Fuller, S., Wilks, Y., Franconi, E., Musen, M.A., Ellman, J., Buckingham Shum, S., Knowledge representation with ontologies: The present and future (2004) IEEE Intelligent Systems, 19 (1), pp. 72-81; Sterbini, A., Temperini, M., OpenAnswer, a framework to support teacher's management of open answers through peer assessment (2013) Proc. 43th ASEE/IEEE Frontiers in Education, FIE, , October 23-26 2013, Oklahoma City, OK. IEEE Computer Society; Castellanos-Nieves, D., Fernández-Breis, J.T., Valencia-Garciá, R., Martínez-Béjar, R., Iniesta, M., Semantic web technologies for supporting learning assessment (2011) Information Sciences, 181 (9), pp. 1517-1537; Romero, L., North, M., Gutiérrez, M., Caliusco, M.L., Pedagogically-Driven ontology network for conceptualizing the e-learning assessment domain (2015) Educational Technology & Society, 18 (4), pp. 312-330; Rupere, T., Chaka, P., Zanamwe, N., Mavhemwa, P., An Evaluation of language ontology web based assessment system (2013) International Journal of Evaluation and Research in Education (IJERE), 2 (3), pp. 112-121; Rani, M., Nayak, R., Vyas, O.P., An ontology-based adaptive personalized e-learning system, assisted by software agents on cloud storage (2015) Knowledge-Based Systems, 90, pp. 33-48; Arif, M., Illahi, M., Karim, A., Shamshirband, S., Alam, K.A., Farid, S., Iqbal, S., Balas, V.E., An architecture of agent-based multi-layer interactive e-learning and e-testing platform (2015) Quality & Quantity, 49 (6), pp. 2435-2458; Chen, J.-Y., Lee, M.-C., Lee, H.-S., Wang, Y.-C., Lin, L.-Y., Yang, J.-H., An online evaluation of Problem-based Learning (PBL) in Chung Shan Medical University, Taiwan-A Pilot Study (2006) Anals Academy of Medicine, 35 (9); Samaka, M., Miao, Y., Wang, D., Support peer assessment processes in online problem-based learning (2016) Proceedings of 2016 IEEE Global Eucation Conference (EDUCON), , April",,,,Institute of Electrical and Electronics Engineers Inc.,"16th RoEduNet Conference: Networking in Education and Research, RoEduNet 2017",21 September 2017 through 23 September 2017,,132802.0,,9781538634103,,,English,"Netw. in Educ. Res. RoEduNet Int. Conf., RoEduNet - Proc.",Conference Paper,Final,,Scopus,2-s2.0-85041171939
[No author name available],[No author id available],ACM International Conference Proceeding Series,2017,ACM International Conference Proceeding Series,,,,,,501.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049949876&partnerID=40&md5=3b23325317a11c2155175fa24f048a08,,,"The proceedings contain 86 papers. The topics discussed include: a 28 GHz rectangular patch antenna with parasitic element for small satellite applications; a novel design of a miniature low cost planar antenna for ISM band applications; miniature microstrip patch antenna array based on defected ground structure for ISM band applications; a new design of a microstrip microwave power amplifier for PCS BAND; design of a wideband patch antenna for THz photonic transmitter; user profiling and RSS feeds recommendation based on the ontological approach; compact PIFA antenna with H-tree fractal for mobile handset applications; multiband fractal CPW antenna for GPS, WLAN and IMT applications; a new design of UHF RFID tag antenna based on negative index metamaterial; overview of positive train control (PTC) and railway collision avoidance system (RCAS); a novel design of a compact microstrip band-stop filter based on CSRR; our architecture of an adaptive learning system based on the dynamic case-based reasoning and the learner traces; Hadoop and MapReduce technology as a solution for wireless body area networks in e-health; effect of negative and positive emotions on the fundamental frequency and formants; and automatic detection and evaluation of geological linear features from remote sensing data using the Hough transform algorithm in eastern anti-atlas (Morocco).",,,,,,,,,,,,,,,,,Association for Computing Machinery,"2nd International Conference on Computing and Wireless Communication Systems, ICCWCS 2017",14 November 2017 through 16 November 2017,,133173.0,,9781450353069,,,English,ACM Int. Conf. Proc. Ser.,Conference Review,Final,,Scopus,2-s2.0-85049949876
"Cook A.S., Dow S.P., Hammer J.",57197773636;7005959715;56597500700;,Towards designing technology for classroom role-play,2017,CHI PLAY 2017 - Proceedings of the Annual Symposium on Computer-Human Interaction in Play,,,,241,251,,,10.1145/3116595.3116632,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034649938&doi=10.1145%2f3116595.3116632&partnerID=40&md5=c9ae4ea1492d7bb32ae025f3711be427,"Carnegie Mellon University, Pittsburgh, United States; University of California San Diego, San Diego, United States","Cook, A.S., Carnegie Mellon University, Pittsburgh, United States; Dow, S.P., University of California San Diego, San Diego, United States; Hammer, J., Carnegie Mellon University, Pittsburgh, United States","Classroom role-play is an interactive learning technique with a long history of success, but current attempts to augment it with technology limit the very interactions that make this technique successful. For example, digital role-play games often engage individual students at a computer, rather than creating rich social interactions among students. In order to design interactions that better support the core aspects of classroom role-play, we conducted interviews with teachers; we also interviewed role-play gamers to discover how traditional RPG techniques and technology can be used to enhance classroom role-play. In this paper we 1) explore the reasons instructors choose role-play for learning, such as giving students practice opportunities; 2) identify barriers to instructors using classroom role-play activities, such as time constraints and student discomfort; 3) report issues around integrating technology, such as the benefit of reducing cognitive load and the threat of distraction; and 4) highlight two areas where insights from role-playing games can inform the design of interactive learning systems for classroom role-play: by providing methods for emphasizing group success over individual achievement and by preserving the spirit of the experience. © 2017 Copyright is held by the owner/author(s). Publication rights licensed to ACM.",Classroom role-play activities; Educational technology design; Interactive learning; Role-play games,Cognitive systems; Computer games; Education; Educational technology; Human computer interaction; Interactive computer systems; Learning systems; Teaching; Integrating technology; Interactive learning; Interactive learning systems; Role play; Role-playing game; Social interactions; Technology limit; Time constraints; Students,,,,,Institute of Education Sciences: R305B150008,The research reported here was supported in part by a training grant from the Institute of Education Sciences (R305B150008). Opinions expressed do not represent the views of the U.S. Department of Education.,,,,,"Alder, A., (2013) The Quiet Year, , http://buriedwithoutceremony.com/the-quiet-year/; Applications of role-playing in tourism management teaching: An evaluation of a learning method (2003) Journal of Hospitality, Leisure, Sport and Tourism, , http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.603.1204&rep=rep1&type=pdf, EK Armstrong. Retrieved March 19, 2016 from; Baumer, A., Magerko, B., Narrative development in improvisational theatre (2009) Joint International Conference on Interactive Digital Storytelling, pp. 140-151. , http://link.springer.com/chapter/10.1007/978-3-642-10643-9_19, Retrieved April 14, 2017 from; Blau, I., Caspi, A., What type of collaboration helps? Psychological ownership, perceived learning and outcome quality of collaboration using google docs (2009) Proceedings of the Chais Conference on Instructional Technologies Research, , http://telem-pub.openu.ac.il/users/chais/2009/noon/1_1.pdf, Retrieved February 6, 2017 from; Buchenau, M., Fulton Suri, J., Experience prototyping (2000) Proceedings of the Conference on Designing Interactive Systems Processes, Practices, Methods, and Techniques-DIS '00, pp. 424-433. , http://doi.org/10.1145/347642.347802, ACM Press; Chi, M., Wylie, R., The icap framework: Linking cognitive engagement to active learning outcomes (2014) Educational Psychologist, , http://www.tandfonline.com/doi/abs/10.1080/00461520.2014.965823, Retrieved March 19, 2016 from; Delwiche, A., (2006) Massively Multiplayer Online Games (MMOs) in the New Media Classroom, , http://scholar.google.com/scholar?cluster=5832740351102013769&hl=en&oi=scholarr#0, Retrieved September 16, 2014 from; Easterday, M.W., Lewis, D.R., Fitzpatrick, C., Gerber, E.M., Computer supported novice group critique (2014) Proceedings of the 2014 Conference on Designing Interactive Systems-DIS '14, pp. 405-414. , http://doi.org/10.1145/2598510.2600889, ACM Press; Hammer, J., Heller, K., Playing history: How ars magica players develop historical literacy (2012) Meaningful Play, , http://meaningfulplay.msu.edu/proceedings2012/mp2012_submission_7.pdf, Retrieved October 29, 2016 from; Hammer, J., To, A., Schrier, K., Bowman, S., Kaufman, G., Role-playing games and learning The Handbook of RPG Studies; Klimick, C., Bettocchi, E., Rezende, R., (2016) The Incorporeal Project: Teaching Through Tabletop RPGs in Brazil, , Analog Game Studies; Kourilsky, M., Economic education and a generative model of mislearning and recovery (1993) The Journal of Economic Education, 24 (1), pp. 23-33. , http://doi.org/10.1080/00220485.1993.10844776; Ku, H., Wei Tseng, H., Akarasriworn, C., Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning (2013) Computers in Human Behavior, 29 (3), pp. 922-929. , http://doi.org/10.1016/j.chb.2012.12.019; Lean, J., Moizer, J., Towler, M., Abbey, C., Simulations and games: Use and barriers in higher education (2006) Active Learning in Higher Education, 7 (3), pp. 227-242. , http://doi.org/10.1177/1469787406069056; Lehman, B., (2011) These Are Our Games: Polaris, , http://www.tao-games.com/polaris/, Retrieved March 25, 2016 from; Montola, M., The invisible rules of role-playing: The social framework of role-playing process (2009) International Journal of Role-playing, , http://www.ijrp.subcultures.nl/wp-content/uploads/2009/01/montola_the_invisible_rules_of_role_playing.pdf, Retrieved November 7, 2016 from; Paschall, M., Wüstenhagen, R., More than a game: Learning about climate change through role-play (2012) Journal of Management Education, 36 (4), pp. 510-543. , http://journals.sagepub.com/doi/abs/10.1177/1052562911411156, Retrieved April 14, 2017 from; Pearl, M., At this danish school LARPing Is the Future of Education, , http://www.vice.com/read/at-this-danish-school-larping-is-the-future-of-education-482, VICE. Retrieved March 1, 2016 from; Schleicher, D., Jones, P., Kachur, O., Bodystorming as embodied designing (2010) Interactions, 17 (6), p. 47. , http://doi.org/10.1145/1865245.1865256; Sheldon, L., The multiplayer classroom: Designing coursework as a game (2011) Cengage Learning, , https://books.google.com/books?hl=en&lr=&id=qYMLAAAAQBAJ&pgis=1, Retrieved March 1, 2016 from; Short, E., San tilapian studies (a casual narrative entertainment for 30-40 players (2012) Wordpress, , https://emshort.wordpress.com/2012/08/30/san-tilapian-studies-a-casual-narrative-entertainment-for-30-40-players/, Retrieved March 24, 2016 from; Simsarian, K.T., Take it to the next stage: The roles of role playing in the design process (2003) CHI '03 Extended Abstracts on Human Factors in Computing Systems-CHI '03, pp. 1012-1013. , http://doi.org/10.1145/765891.766123, ACM Press; Slota, S., Ballestrini, K., Pearsall, M., Learning through operation lapis- a game-based approach to the language classroom (2013) The Language Educator, pp. 36-38. , http://practomime.com/pdf/tle_art.pdf; Steinkuehler, C., The mangle of play (2006) Games and Culture, 1 (3), pp. 199-213. , http://journals.sagepub.com/doi/abs/10.1177/1555412006290440, Retrieved April 14, 2017 from; Tuckman, B.W., Personality structure, group composition, and group functioning (1964) Sociometry, , http://www.jstor.org/stable/2785659, Retrieved March 24, 2016 from; Turkington, M., (2016) War Birds, , Game; Wilson, M., (2004) Primetime Adventures | Dog Eared Designs, , http://www.dog-eared-designs.com/primetime-adventures/, Retrieved March 25, 2016 from; Yen, Y., Hou, H., En Chang, K., Applying role-playing strategy to enhance learners' writing and speaking skills in efl courses using facebook and skype as learning tools: A case study in Taiwan (2015) Computer Assisted Language Learning, 28 (5), pp. 383-406. , http://doi.org/10.1080/09588221.2013.839568; Zins, J.E., (2004) Building Academic Success on Social and Emotional Learning: What Does the Research Say?, , https://books.google.com/books?hl=en&lr=&id=MuDGDHCb_iwC&oi=fnd&pg=PR7&dq=student+emotion+learning&ots=oGcyn8OEA_&sig=nMY95f5g-BkM1DW7up9Hplq1aHo, Retrieved March 24, 2016 from",,,ACM SIGCHI,"Association for Computing Machinery, Inc","4th ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play, CHI PLAY 2017",15 October 2017 through 18 October 2017,,131204.0,,9781450348980,,,English,CHI PLAY - Proc. Annu. Symp. Comput.-Hum. Interact. Play,Conference Paper,Final,,Scopus,2-s2.0-85034649938
Germany D.,57190073117;,Assessment driven blended learning,2017,"Blended Learning: Principles, Challenges and Impact on Student Performance",,,,125,143,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047652031&partnerID=40&md5=e10e079bdcf64e98ff3a715d79c8c9c6,"School of Engineering and Technology, University of Hertfordshire, Hatfield, United Kingdom","Germany, D., School of Engineering and Technology, University of Hertfordshire, Hatfield, United Kingdom","Advancements in information technology have transformed Higher Education over the past 25 years. The role of the lecturer has changed from being the primary teacher to being a facilitator of learning experiences both face to face and online. Coming from an industrial background, the author of this chapter is always striving for efficiency in learning, improving the quality of graduates whilst not overloading the student with unnecessary tasks. This is particularly important in the UK today with the government actively encouraging industry to take on more degree apprentices who will be working for their company at the same time as studying for a degree. As an advocate of ""Blended Learning"" in the field of Engineering Education since before the phrase become popular, the author has been instrumental in the development of Virtual Learning Environments and exploring new ways to motivate students to learn for over 25 years. However, the learning opportunities Blended Learning provides are too frequently seen by students as ""alternatives,"" opting out of anything they do not particularly like or they find difficult. Whilst such students may believe this leads to an efficient learning process, all too often it leads to underachievement. Like it or not, assessment drives learning. So to facilitate an efficient learning strategy, assessment must be an integral part of the learning process rather than a simple monitoring process tagged on the end. To encourage students to engage in all the learning opportunities ""Blended Learning"" provides means we must have a ""Blended Assessment"" strategy. Critics frequently claim that using assessment in such a way leads to over assessment, being too time consuming for both the student and the assessor. However careful selection of computer aided and peer assessment methods can avoid this. This chapter documents a selection of Blended Learning activities the author has developed to support engineering students along with assessment methods to ""encourage"" student engagement in such activities. © 2017 Nova Science Publishers, Inc. All rights reserved.",Assessment strategy; Automated assessment; Computer aided assessment; Electronic voting systems; Peer assessment,,,,,,,,,,,,"Gibbs, G., Simpson, C., Conditions under which Assessment Supports Students' Learning (2004) Learning and Teaching in Higher Education, (1); Joughin, G., The hidden curriculum revisited: a critical review of research into the influence of summative assessment on learning (2010) Assessment & Evaluation in Higher Education, 35 (3), pp. 335-345. , May 2010; Honey, P., Mumford, A., The manual of learning styles (1982) Peter Honey, , Maidenhead; Arora, D., Lihitkar, S.R., Lihitkar, R.S., Creating blended learning with virtual learning environment: A comparative study of open source virtual learning software (2015) International Journal of Information Dissemination and Technology, 5 (2), pp. 87-95; Feisel, L., Rosa, A., The Role of the Laboratory in Undergraduate Engineering Education (2005) Journal of Engineering Education; Matlab Website, , https://uk.mathworks.com/products/matlab.html; Abdulwahed, M., Nagy, Z., Crawford, A., Development & implementation of teaching aids to enhance the understanding of control systems (2012) Enhancing Engineering Higher Education: Outputs of the National HE STEM Programme; Russell, M., Evaluating the Weekly Assessed Tutorials Sheet approach to assessment: Background, pedagogy and impact (2005) Journal for the Enhancement of Learning and Teaching, 2 (1); Russell, M., Evaluating the Weekly Assessed Tutorials Sheet approach to assessment: The students' experience (2006) Journal for the Enhancement of Learning and Teaching, 3 (1); Russell, M., Using an electronic voting system to enhance learning and teaching (2008) Engineering Education, 3 (2); http://www.turningtechnologies.co.uk; Xiao, S., Germany, D., Russell, M., Re-engineering assessment for engineering education (2012) Enhancing Engineering Higher Education: Outputs of the National HE STEM Programme; William, D., What is assessment for learning? (2011) Studies in Educational Evaluation, 2011, 37 (1)","Germany, D.; School of Engineering and Technology, University of HertfordshireUnited Kingdom; email: d.a.germany@herts.ac.uk",,,"Nova Science Publishers, Inc.",,,,,,9781536125788; 9781536125511,,,English,"Blended Learn.: Princ., Chall. and Impact on Stud. Perform.",Book Chapter,Final,,Scopus,2-s2.0-85047652031
"Medina-Medina N., Paderewski P., Padilla-Zea N., López-Arcos R., Gutiérrez-Vela F.",6507993057;6507856106;35111666200;55971766200;55377129100;,The graphic adventure as an instrument to assist comprehensive reading,2017,ACM International Conference Proceeding Series,Part F131194,, 13,,,,,10.1145/3123818.3123823,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85033500927&doi=10.1145%2f3123818.3123823&partnerID=40&md5=8a4db109d285c81fce9d22463a911297,"University of Granada, Spain; Universidad Internacional de la Rioja (UNIR), Spain","Medina-Medina, N., University of Granada, Spain; Paderewski, P., University of Granada, Spain; Padilla-Zea, N., Universidad Internacional de la Rioja (UNIR), Spain; López-Arcos, R., University of Granada, Spain; Gutiérrez-Vela, F., University of Granada, Spain","Video games are interactive applications aimed at entertainment that, practically since its inception, has been tested in order to exploit their properties in other areas. In this line, the educational extrapolation has revealed a collection of benefits of the video games as pedagogical tools [1, 2], including: the potential to assist students who lack motivation, the possibility of performing a multi-modal learning process or the promotion of autonomous learning. The particular case of adventure video games offers an artificial environment in which the player has to interact to solve problems [3]. This means that the game provides a model of the world where the active participation of the player configures the interactive fiction as he/she performs actions in the game and interacts with the characters. Within this process, reading is a key process. As a result, this paper defines a basic model to represent educational graphic adventures, based in three structural elements: narrative, reading process and acquisition of competences. Narrative wraps the game to tell the story, to describe the scenarios and objects and to allow communication with the characters. Thus, the reading of the discontinuous texts narrated in the adventure is the main mechanism of interaction and the catalyst for the rest of interactions (movements, actions, etc.) to achieve the educational competences. © 2017 Association for Computing Machinery.",Adventure game; Educational video game; Interactive learning system; Reading comprehension,Education; Interactive computer graphics; Learning systems; Adventure games; Artificial environments; Educational video games; Interactive applications; Interactive learning systems; Multi-modal learning; Reading comprehension; Structural elements; Human computer interaction,,,,,"Junta de Andalucía

Federación Española de Enfermedades Raras, FEDER",This work is supported by the TIN2015-67149-C3-3-R project (Spanish National R&D&I Plan) and the P11-TIC-7486 project (financed by the Junta de Andalucía and FEDER funds).,,,,,"Alshammari, S.H., Ali, M.B., Rosli, M.S., The effectiveness of video games in enhancing students' learning (2015) Res J Appl Sci, 10 (8), pp. 311-316; Granic, I., Lobel, A., Engels, R.C., The benefits of playing video games (2014) American Psychologist, 69 (1), p. 66; Papadimitriou, S., Virvou, M., An online adventure game for teaching math (2016) Information, Intelligence, Systems & Applications (IISA), 2016 7th International Conference on, pp. 1-5. , IEEE; Aarseth, E.J., (1997) Cybertext: Perspectives on Ergodic Literature, , JHU Press; Jenkins, H., Game design as narrative architecture (2004) Computer, 44 (3), pp. 118-130; Padilla-Zea, N., Implementation of continuous assessment in educational video games what, how and where to evaluate (2014) Computers in Education (SIIE), 2014, pp. 163-168",,Gonzalez-Calleros J.M.Guerrero-Garcia J.Ordonez C.A.C.,AIPO;Benemerita Universidad Autonoma de Puebla;CHISPA (Spanish Chapter of ACM SIGCHI);et al.;Universidad Autonoma de Aguascalientes;Universidad del Cauca,Association for Computing Machinery,"18th International Conference on Human Computer Interaction, Interaccion 2017",25 September 2017 through 27 September 2017,,131194.0,,9781450352291,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-85033500927
"Wei K.C., Singh M.M., Osman H.M.B.",56970491500;56595362300;57196223184;,Near Field Communication Interactive Learning System (NILES) for Blended Learning: A Pervasive Social Networking Services,2017,"Proceedings - 2017 Palestinian International Conference on Information and Communication Technology, PICICT 2017",,, 8038326,71,77,,1.0,10.1109/PICICT.2017.29,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032307126&doi=10.1109%2fPICICT.2017.29&partnerID=40&md5=7ac92e389bc5631f51d3e3fce955cc8a,"School of Computer Sciences, University of Science Malaysia, Gelugor, Penang, 11800, Malaysia","Wei, K.C., School of Computer Sciences, University of Science Malaysia, Gelugor, Penang, 11800, Malaysia; Singh, M.M., School of Computer Sciences, University of Science Malaysia, Gelugor, Penang, 11800, Malaysia; Osman, H.M.B., School of Computer Sciences, University of Science Malaysia, Gelugor, Penang, 11800, Malaysia","Nowadays, e-learning has emerged as a prospective solution to the learning process. E-learning is known as a learning tool which based on technology to deliver learning material electronically through computer network. The involvement of the students and the lecturers in the existing learning system is not interactive as they use it as a medium to deliver notes and receive notes only. The traditional attendance system which passes the attendance sheet around the class or by calling names is also not productive and time consuming to process the data into attendance statistics. Therefore, an interactive learning system embedded with NFC attendance system using NFC enabled smartphone known as NFC Interactive LEarning System (NILES) is proposed to take attendances and lecturers can conduct their classes in a more interactive way in school, college or university through the usage of social media and blended learning tools. The proposed solution can provide a convenient and portable classroom learning system to the universities and colleges to improve the interaction learning process among students and reduce the workload of lecturers in processing the attendance statistics. This becomes the characteristics of Pervasive Social Networking (PSN). © 2017 IEEE.",Blended Learning; Cloud Services; Near Field Communication (NFC); Pervasive Social Networking (PSN); Sensor-Attendance System; Ubiquitous,E-learning; Educational technology; Learning systems; Near field communication; Social networking (online); Students; Teaching; Attendance systems; Blended learning; Cloud services; Pervasive social networkings; The near field communication (NFC); Ubiquitous; Education,,,,,,,,,,,"Eady, M.J., Lockyer, L., (2013) Tools for Learning: Technology and Teaching Strategies, p. 71. , Learning to Teach in the Primary School, Queensland University of Technology, Australia; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Hoic-Bozic, N., Vornar, V., Boticki, I., A blended learning approach to course design and implementation (2009) IEEE Transactions on Education, 52 (1), pp. 19-30; Kösea, U., (2009) A Blended Learning Model Supported by Web 2.0 Technologies; Cope, B., Kalantzis, M., Ubiquitous learning: An agenda for educational transformation (2009) Ubiquitous Learning, pp. 3-14; Jones, V., Jo, J.H., Ubiquitous learning environment: An adaptive teaching system using ubiquitous technology (2004) Beyond the Comfort Zone: Proceedings of the 21st ASCILITE Conference, 468, p. 474. , December; Johnson, S., My Favorite Technology Tools, , http://technology-and-education.weebly.com/favoritetechnology-tools.html, Accessed: 3/10/2015; https://docs.moodle.org/29/en/Activities, Moodle Pty Ltd Accessed: 3/10/2015; Google for Education, , https://www.google.com/intl/en_uk/edu/classroom/, Google Inc, Accessed: 3/10/2015; Haselsteiner, E., KlemensBreitfu, Security in Near Field Communication (NFC) Philips Semiconductors Mikronweg, 1, p. 8101. , Gratkorn, Austria; Chew, C.B., Wei, K.C., Sheng, T.W., Husin, M.H., Malim, N.A., Sensors-Enabled smart attendance systems using nfc and RFID technologies (2015) International Journal of New Computer Architectures and Their Applications, 5 (1), pp. 19-28; Papadopoulou, E., Gallacher, S., Taylor, N.K., Williams, M.H., Blackmun, F.R., Ibrahim, I.S., Whyte, S., Combining pervasive computing with social networking for a student environment (2014) Proceedings of the Twelfth Australasian Symposium on Parallel and Distributed Computing, 152, pp. 11-19. , January). Australian Computer Society, Inc; Microsoft Cognitive Services, , https://www.microsoft.com/cognitive-services/, Accessed: 19/4/2016",,,European Institute for Training and Development (EUTD),Institute of Electrical and Electronics Engineers Inc.,"2nd Palestinian International Conference on Information and Communication Technology, PICICT 2017",8 May 2017 through 9 May 2017,,130885.0,,9781509065387,,,English,"Proc. - Palest. Int. Conf. Inf. Commun. Technol., PICICT",Conference Paper,Final,,Scopus,2-s2.0-85032307126
"Altrabsheh N., Cocea M., Fallahkhair S., Dhou K.",56082097200;23090077000;6504804919;57195941176;,Evaluation of the SA-E System for Analysis of Students' Real-Time Feedback,2017,"Proceedings - IEEE 17th International Conference on Advanced Learning Technologies, ICALT 2017",,, 8001716,60,61,,4.0,10.1109/ICALT.2017.57,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030262670&doi=10.1109%2fICALT.2017.57&partnerID=40&md5=0c86babbd3a783f78d394dc7186e742f,"College of Business and Economics, Qatar University, Doha, Qatar; School of Computing, University of Portsmouth, United Kingdom; School of Computing, University of Brighton, United Kingdom; Department of Software and Information Systems, UNC Charlotte, Charlotte, United States","Altrabsheh, N., College of Business and Economics, Qatar University, Doha, Qatar; Cocea, M., School of Computing, University of Portsmouth, United Kingdom; Fallahkhair, S., School of Computing, University of Brighton, United Kingdom; Dhou, K., Department of Software and Information Systems, UNC Charlotte, Charlotte, United States","Students' real-time feedback is acknowledged as an important source of information for teachers/lecturers to improve their teaching and address issues students may have, such as going deeper in some of the materials covered or providing more examples to understand an abstract concept. Previous applications collecting real-time feedback from students through clickers and mobiles typically collect limited information with pre-defined questions, while more recent applications using social media collect such a large volume of information that a lecturer cannot manually process it in real time. We developed the SA-E system for analysing students' real-time feedback provided via social media, and, in this paper, we present the evaluation of this system in real settings with lecturers and students. The results show that lecturers are highly satisfied with the proposed system. In contrast, although the participation of students in providing feedback was high, the students' opinions of the system were between neutral and dislike. © 2017 IEEE.",Sentiment Analysis; Students' Feedback; Technology Enhanced Learning,Social networking (online); Students; Teaching; Abstract concept; Large volumes; Limited information; Real time; Real-time feedback; Sentiment analysis; Social media; Technology enhanced learning; Education,,,,,,,,,,,"Novak, J., Cowling, M., The implementation of social networking as a tool for improving student participation in the classroom (2011) ISANA Int. Academy Association Conf. Proceedings, pp. 1-10; Altrabsheh, N., Cocea, M., Fallahkhair, S., Sentiment analysis: Towards a tool for analysing real-time students feedback (2014) IEEE Int. Conf. on Tools with Artificial Intelligence (ICTAI), pp. 419-423; Altrabsheh, N., Cocea, M., Fallahkhair, S., Predicting learning-related emotions from students textual classroom feedback via twitter (2015) The 8th Int. Conf. on Educational Data Mining (EDM), pp. 436-440",,Huang R.Vasiu R.KinshukSampson D.G.Chen N.-S.Chang M.,,Institute of Electrical and Electronics Engineers Inc.,"17th IEEE International Conference on Advanced Learning Technologies, ICALT 2017",3 July 2017 through 7 July 2017,,129793.0,,9781538638705,,,English,"Proc. - IEEE Int. Conf. Adv. Learn. Technol., ICALT",Conference Paper,Final,,Scopus,2-s2.0-85030262670
"Wang S.-M., Chu L.-Y., Wang J.-H., Chang Y.-H.S., Liao Y.-F., Hong X.-R.",52964857500;57195503910;7701308504;56223891800;55838259700;57195505625;,An interactive learning system incorporated application to the educational radio station website,2017,"2017 IEEE International Conference on Consumer Electronics - Taiwan, ICCE-TW 2017",,, 7991180,431,432,,,10.1109/ICCE-China.2017.7991180,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028514871&doi=10.1109%2fICCE-China.2017.7991180&partnerID=40&md5=6df9fe2ef05a39b225ddda11444af27f,"National Taipei University of Technology, Taiwan","Wang, S.-M., National Taipei University of Technology, Taiwan; Chu, L.-Y., National Taipei University of Technology, Taiwan; Wang, J.-H., National Taipei University of Technology, Taiwan; Chang, Y.-H.S., National Taipei University of Technology, Taiwan; Liao, Y.-F., National Taipei University of Technology, Taiwan; Hong, X.-R., National Taipei University of Technology, Taiwan","This paper presents a new mechanism of reusing and value-added mechanism to the digital archived contents of the National Education Radio, as its interactive nature diffuses it from traditional attempts in the past. Aiming to improve the quality of user experiences, relevance of their content and expand on their target audience, our research team mediates by incorporating the design thinking method of cross-domain integration, along with a service design approach, in creating a new interactive learning platform for the current radio station website. Acting as a new, integrated source of knowledge for both listeners as teachers and learners, it allows for the huge amount of high quality content produced by the station over the years to inculcate by a broader audience in the future, with both more efficiency and value-added. © 2017 IEEE.",,Digital radio; Educational technology; Learning systems; Radio stations; Teaching; Web Design; Websites; Design thinking; Integrated sources; Interactive learning; Interactive learning systems; Research teams; Service design; Target audience; User experience; Education,,,,,"Ministry of Education

Ministry of Science and Technology: 103-2218-E-027 -006 -MY3

National Taiwan University

Ministry of Education","This work is supported by Ministry of Education and made possible with contents contributed by National Education Radio, Taiwan. This work is also partly supported by the MOST project (103-2218-E-027 -006 -MY3).",,,,,"Larrondo, A., Opportunities and limitations of newsroom convergence: A comparative study on European public service broadcasting organisations (2016) Journalism Studies, 17, pp. 277-300; Paule-Ruiz, M., Voice interactive learning: A framework and evaluation (2013) Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education, pp. 34-39; Yoo, J., Pan, Y., Expanded customer journey map: Interaction mapping framework based on scenario (2014) International Conference on Human-Computer Interaction, pp. 550-555; Cai, G.-L., Based on solr distributed classification algorithm of system design for science and technology plan projects (2016) Computer Science, Technology and Application: Proceedings of the 2016 International Conference on Computer Science, Technology and Application (CSTA2016), p. 256; Navarro, A., Da Silva, A., A metamodel-based definition of a conversion mechanism between SOAP and RESTful web services (2016) Computer Standards & Interfaces, 48, pp. 49-70; Peruri, A., Using the system usability scale in a classification learning environment (2016) International Conference on Interactive Collaborative Learning, pp. 167-176",,,"Bureau of Foreign Trade, Ministry of Economic Affairs;Department of Information and Tourism, Taipei City Government;et al.;IEEE Signal Processing Society Taipei Chapter;Ministry of Education;Ministry of Science and Technology",Institute of Electrical and Electronics Engineers Inc.,"4th IEEE International Conference on Consumer Electronics - Taiwan, ICCE-TW 2017",12 June 2017 through 14 June 2017,,129627.0,,9781509040179,,,English,"IEEE Int. Conf. Consumer Electron. - Taiwan, ICCE-TW",Conference Paper,Final,,Scopus,2-s2.0-85028514871
"McLoone S.C., Kelly C.",8378880700;57195411545;,An evaluation of the UniDoodle student reponse system in a first year systems and control module,2017,"2017 28th Irish Signals and Systems Conference, ISSC 2017",,, 7983610,,,,,10.1109/ISSC.2017.7983610,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027870643&doi=10.1109%2fISSC.2017.7983610&partnerID=40&md5=129e101729cf7caef747fc2cea08400c,"Dept. of Electronic Engineering, Maynooth University Maynooth, Co Kildare, Ireland","McLoone, S.C., Dept. of Electronic Engineering, Maynooth University Maynooth, Co Kildare, Ireland; Kelly, C., Dept. of Electronic Engineering, Maynooth University Maynooth, Co Kildare, Ireland","UniDoodle is a multi-platform, smart device based student response system that provides a freeform-style input using sketch capabilities. This offers significant advantages over existing student response systems, such as Clickers, which are limited in their input capabilities and generally only allow for a multiple-choice selection. In contrast, UniDoodle caters for writing equations, drawing diagrams, annotating figures or any form of graphical input. The key focus of this paper is to evaluate the use of this response system in an active classroom environment over an extended period of time. Fundamentally, we wish to address the following key questions in relation to UniDoodle: Do students find it easy to use; do they find it beneficial to their own learning; does the lecturer find the sketch-based student responses beneficial; and how does the use of this response system affect the typical classroom lecture? Here, UniDoodle was used in a first year Systems and Control module, in the Dept. of Electronic Engineering in Maynooth University, for the duration of an entire semester. This paper will present an outline of the UniDoodle system and its key features, details of the actual evaluation with some sample questions, and a summary of the student and lecturer feedback obtained. © 2017 IEEE.",Classroom response systems; formative feedback; real-time feedback; UniDoodle,Education; Feedback; Interactive computer systems; Real time systems; Teaching; Classroom environment; Classroom response systems; Formative feedbacks; Input capabilities; Real-time feedback; Student-response system; Systems and control; UniDoodle; Students,,,,,,,,,,,"Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) The American Society for Cell Biology, 6, pp. 1-20; Reay, N.W., Bao, L., Pengfei, L., Warnakulasooriya, R., Baugh, G., Towards an effective use of voting machines in physics lectures (2005) American Journal of Physics, 73, pp. 554-558; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response systemfor the continuing education of health professionals (2003) Journal of Continuing Education in the Health Professions, 23, pp. 109-115; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22, pp. 474-494; Beatty, I., Transforming student learning with classroom communication systems (2004) Education Center for Applied Research, 3, pp. 1-13; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogical development with Clicker Assessment and Feedback technologies and the impact on students' engagement and learning in higher education (2013) Computers and Education, 65, pp. 64-76; Roschelle, J., Penuel, W.R., Abrahamson, A.L., Classroom response and communications systems; Research review and theory (2004) American Educational Research Association Proceedings, , San Diego, CA, April; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62 (1), pp. 102-110; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments (1st Edition), , Jossey-Bass San Francisco, CA; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6, pp. 9-20; Auras, R., Bix, L., Wake up! the effectiveness of a student response system in large packaging classes (2007) Packaging Technology and Science, 20 (3), pp. 183-195; Moredich, C., Moore, E., Engaging student through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116; Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: A Handbook for College Teachers (2nd Edition), , Jossey-Bass Publishers San Francisco; McLoone, S., Villing, R., O'Keeffe, S., Using mobile touch devices to provide flexible classroom assessment techniques (2015) International Journal of Mobile Human Computer Interaction, 7 (4), pp. 1-15. , Oct-Dec; Sarason, Y., Banbury, C., Active learning facilitated by using a game-show format or who doesn't want to be a millionaire (2004) Journal of Management Education, 28, pp. 509-519; McLoone, S., Villing, R., O'Keeffe, S., A novel smart device student response system for supporting high quality active learning in the engineering and science disciplines (2015) All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 7 (2), pp. 2071-20718; McLoone, S., Kelly, C., Brennan, C., UniDoodle: A multi-platform smart device student response system-evaluated in an engineering mathematics classroom (2016) The 18th SEFI Mathematics Working Group Seminar, , Gothenburg, Sweden, 27-29th June; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or merely an amusing novelty (2010) Computers & Education, 26 (4), pp. 556-561; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G.L., (2007) Empowering Orcompelling Reluctant Participators using Audience Response Systems, 8 (3), pp. 233-258. , Sage Publications",,,,Institute of Electrical and Electronics Engineers Inc.,"28th Irish Signals and Systems Conference, ISSC 2017",20 June 2017 through 21 June 2017,,129350.0,,9781538610466,,,English,"Ir. Signals Syst. Conf., ISSC",Conference Paper,Final,,Scopus,2-s2.0-85027870643
"Mandic T., Baric A.",14009632000;6603915373;,Active-learning implementation proposal for course Electronics at undergraduate level,2017,"2017 40th International Convention on Information and Communication Technology, Electronics and Microelectronics, MIPRO 2017 - Proceedings",,, 7973382,13,16,,2.0,10.23919/MIPRO.2017.7973382,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027719180&doi=10.23919%2fMIPRO.2017.7973382&partnerID=40&md5=64985b1b3ae1bb1cae89587ff098f91d,"University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia","Mandic, T., University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia; Baric, A., University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia","The course Electronics 1 is taught at undergraduate level and covers broad area of electronics starting from the physics of semiconductors to the complex electronic system such as operational amplifier. This course is obligatory for sophomore students enrolled in Electrical Engineering and Information Technology undergraduate program as well as in Computing undergraduate program. Due to the course comprehensiveness and recognised lack of interest, students tend to study without understanding the studied concepts and their practical application. This paper presents the proposal to increase the interest in electronics by introduction of the active learning (AL) process. This AL process is supported by the developed AL module, i.e. clicker, which provides the hands-on experience of the topics studied throughout the course. We provide questionnaire proposal that will be given to groups of students and the results will be compared to the control group to assess the usefulness of the proposed approach. © 2017 Croatian Society MIPRO.",active-learning; electronics; hardware development; questionnaire proposal,Aluminum; Artificial intelligence; Curricula; Education; Electronic equipment; Microelectronics; Operational amplifiers; Students; Surveys; Active Learning; Broad areas; Complex electronic systems; Control groups; Hardware development; questionnaire proposal; Undergraduate program; E-learning,,,,,,,,,,,"Brent, R., Felder, R., How learning works (2011) Chemical Engineering Education, 45 (4), pp. 257-258. , Fall; Jagar, M., Petrovic, J., Pale, P., (2012) AuResS: The Audience Response System, pp. 171-174. , Sept; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124. , http://science.sciencemag.org/content/323/5910/122; Budimir, N., Mandic, T., Baric, A., (2017) Yawn-your Autonomous Wireless Node, , http://github.com/tmandic/YAWN/; Fry, B., Reas, C., (2017) A Short Introduction to the Processing Software and Projects from the Community, , https://www.processing.org/overview/; Mazur, E., Confessions of coverted lecturer (2007) Lecture Materials (Oporto Portugal), pp. 1-29. , May",,Cicin-Sain M.Hormot F.Grbac T.G.Vrdoljak B.Tijan E.Skala K.Ribaric S.Gros S.Sruk V.Mauher M.Biljanovic P.Koricic M.,City of Opatija;Ericsson Nikola Tesla;et al.;HEP - Croatian Electricity Company;Koncar-Electrical Industries;T-Croatian Telecom,Institute of Electrical and Electronics Engineers Inc.,"40th International Convention on Information and Communication Technology, Electronics and Microelectronics, MIPRO 2017",22 May 2017 through 26 May 2017,,129137.0,,9789532330922,,,English,"Int. Conv. Inf. Commun. Technol., Electron. Microelectron., MIPRO - Proc.",Conference Paper,Final,,Scopus,2-s2.0-85027719180
"Abidin H.Z., Zaman F.H.K.",52165115900;36602458000;,Students' perceptions on game-based classroom response system in a computer programming course,2017,"Proceedings of the 2017 IEEE 9th International Conference on Engineering Education, IEEE ICEED 2017",2018-January,,,254,259,,5.0,10.1109/ICEED.2017.8251203,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049573049&doi=10.1109%2fICEED.2017.8251203&partnerID=40&md5=9983a392fa6f4d07dc1feaf68ddee59d,"Faculty of Electrical Engineering, Universiti Teknologi MARA, Shah Alam, Selangor, 40450, Malaysia","Abidin, H.Z., Faculty of Electrical Engineering, Universiti Teknologi MARA, Shah Alam, Selangor, 40450, Malaysia; Zaman, F.H.K., Faculty of Electrical Engineering, Universiti Teknologi MARA, Shah Alam, Selangor, 40450, Malaysia","The use of game-based learning in the classroom has turned out to be a trend nowadays. Most game-based learning tools and platforms are based on a quiz concept where the students can score points if they can choose the correct answer among multiple answers. Based on our experience in Faculty of Electrical Engineering, Universiti Teknologi MARA, most undergraduate students have difficulty to appreciate the Computer Programming course thus demotivating them in learning any programming related courses. Game-based learning approach using a Game-based Classroom Response System (GCRS) tool known as Kahoot is used to address this issue. This paper presents students' perceptions on Kahoot activity that they experienced in the classroom. The study was carried out by distributing a survey form to 120 students. Based on the feedback, majority of students enjoyed the activity and able to attract their interest in computer programming. © 2017 IEEE.",active learning; Class Response System; game-based learning; gamification; Kahoot; programming,Computer games; Computer systems programming; Engineering education; Mathematical programming; Teaching; Active Learning; Game-based Learning; Gamification; Kahoot; Response systems; Students,,,,,,,,,,,"Wang, A.I., Zhu, M., Sætre, R., (2016) The Effect of Digitizing and Gamifying Quizzing in Classrooms; Chaiyo, Y., Nokham, R., The effect of Kahoot, Quizizz and Google Forms on the student's perception in the classrooms response system (2017) 2017 International Conference on Digital Arts, Media and Technology (ICDAMT), pp. 178-182; Tsai, H.-H., Peng, J.-Y., Chang, C.-T., Yu, P.-T., Chiou, K.-C., Applying an eBook tool with lecturing function and a game-based student response system in flipped classroom for a seminar course (2016) 2016 International Symposium on Educational Technology (ISET), pp. 75-79; Fotaris, P., Mastoras, T., Leinfellner, R., Rosunally, Y., (2015) From Hiscore to High Marks: Empirical Study of Teaching Programming Through Gamification, pp. 8-9; Fotaris, Y.R.P., Mastoras, T., Leinfellner, R., Climbing up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class (2016) Electron. J. E-Learning, 14 (2), pp. 94-110; Jordine, T., Liang, Y., Ihler, E., A mobile-device based serious gaming approach for teaching and learning Java programming (2014) 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, pp. 1-5; Zhang, J., Atay, M., Smith, E., Caldwell, E.R., Jones, E.J., Using a game-like module to reinforce student understanding of recursion (2014) 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, pp. 1-7; Shelly Christian, A.M., Play2Learn: A case of game based learning approach in ICT education (2014) 25th Australasian Conference on Information Systems; Xie, T., Tillmann, N., De Halleux, J., Educational software engineering: Where software engineering, education, and gaming meet (2013) 2013 3rd International Workshop on Games and Software Engineering: Engineering Computer Games to Enable Positive, Progressive Change (GAS), pp. 36-39; Tillmann, N., De Halleux, J., Xie, T., Gulwani, S., Bishop, J., Teaching and learning programming and software engineering via interactive gaming (2013) 2013 35th International Conference on Software Engineering (ICSE), pp. 1117-1126","Abidin, H.Z.; Faculty of Electrical Engineering, Universiti Teknologi MARAMalaysia; email: husnaza@salam.uitm.edu.my",,,Institute of Electrical and Electronics Engineers Inc.,"9th IEEE International Conference on Engineering Education, IEEE ICEED 2017",9 November 2017 through 10 November 2017,,134160.0,,9781467369558,,,English,"Proc. IEEE Int. Conf. Eng. Educ., IEEE ICEED",Conference Paper,Final,,Scopus,2-s2.0-85049573049
"Tan P.M., Saucerman J.J.",34977616600;6506778323;,Enhancing learning and engagement through gamification of student response systems,2017,"ASEE Annual Conference and Exposition, Conference Proceedings",2017-June,,,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030570588&partnerID=40&md5=0eb0b5419b2cd0aff8deadfcd37a2398,"University of Virginia, United States","Tan, P.M., University of Virginia, United States; Saucerman, J.J., University of Virginia, United States","Structuring classroom activities around games has been shown to increase student motivation and enjoyment. Less work has been done evaluating whether gamification benefits students in the particular context of a student response system (SRS). This evidence-based practice paper compares two SRSs, SurveyMonkey and Kahoot, to quantify the added value of gamification in enhancing student engagement during in-class problem sessions in a numerical methods course for biomedical engineering undergraduates. Students reported that both the traditional and gamified systems encouraged collaboration and made them more likely to complete the problems and to achieve the correct answer than if there had been no SRS. The gamified response system, however, resulted in significantly higher student motivation, enjoyment, and encouragement to collaborate than the non-gamified version. Students also indicated that gamification helped increase learning during the problem session, although it did not make them significantly more likely to complete the problems and achieve the correct answers. Our results suggest that by enhancing aesthetics and letting students compete as teams, gamification can boost the appeal and efficacy of SRSs. © American Society for Engineering Education, 2017.",,Biomedical engineering; Education; Engineering education; Motivation; Numerical methods; Students; Teaching; Added values; Classroom activity; Engineering undergraduates; Evidence-based practices; Response systems; Student engagement; Student motivation; Student-response system; Interactive computer systems,,,,,,,,,,,"Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) Phys. Teach., 39, pp. 8-11. , Jan; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sci. Educ., 6 (1); Haintz, C., Pichler, K., Ebner, M., Developing a web-based question-driven audience response system supporting BYOD (2014) J. Univers. Comput. Sci., 20 (1); Wang, A.I., Øfsdahl, T., Mørch-Storstein, O.K., Lecture Quiz - A mobile game concept for lectures (2007) The 11th IASTED International Conference on Software Engineering and Application (SEA 2007), , Cambridge, MA; Deterding, S., Dixon, D., Khaled, R., Nacke, L., From game design elements to gamefulness: Defining 'gamification' (2011) Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9-15. , New York, NY, USA; Hamari, J., Koivisto, J., Sarsa, H., Does gamification work? - A literature review of empirical studies on gamification (2014) System Sciences (HICSS), 2014 47th Hawaii International Conference on; Cheong, C., Cheong, F., Filippou, J., Quick Quiz: A gamified approach for enhancing learning (2013) PACIS 2013 Proceedings; Cutri, R., Marim, L.R., Cordeiro, J.R., Gil, H.A.C., Guerald, C.C.T., Kahoot, a new and cheap way to get classroom-response instead of using clickers (2016) The 2016 ASEE Annual Conference & Exposition, , New Orleans, LA; Wang, A.I., Zhu, M., Sætre, R., The effect of digitizing and gamifying quizzing in classroms (2016) The 10th European Conference on Game Based Learning (ECGBL 2016), , Paisley, Scotland; Wang, A.I., Lieberoth, A., The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! (2016) The 10th European Conference on Game Based Learning (ECGBL 2016), , Paisley, Scotland; Papastergiou, M., Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation (2009) Comput. Educ., 52 (1). , Jan; Janne, T., Juho, H., Meta-synthesis of player typologies (2012) DiGRA Nord. 12 Proc. 2012 Int. DiGRA Nord. Conf., 10; Hamari, J., Tuunanen, J., Player types: A meta-synthesis (2014) Trans. Digit. Games Res. Assoc., 1 (2); Squire, K., Changing the game: What happens when video games enter the classroom? (2005) Innov. J. Online Educ., 1 (6); Mollick, E.R., Rothbard, N., Mandatory fun: Consent, gamification and the impact of games at work (2014) Social Science Research Network, , Rochester, NY, SSRN Scholarly Paper ID, Sep; Charles, D., Charles, T., McNeill, M., Bustard, D., Black, M., Game-based feedback for educational multi-user virtual environments (2011) Br. J. Educ. Technol., 42 (4). , Jul; Christy, K.R., Fox, J., Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women's math performance (2014) Comput. Educ., 78, pp. 66-77. , Sep; Hanus, M.D., Fox, J., Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance (2015) Comput. Educ., 80. , Jan; Deci, E.L., Koestner, R., Ryan, R.M., Extrinsic rewards and intrinsic motivation in education: Reconsidered once again (2001) Rev. Educ. Res., 71 (1). , Mar; Wang, A.I., The wear out effect of a game-based student response system (2015) Comput. Educ., 82. , Mar",,,,American Society for Engineering Education,124th ASEE Annual Conference and Exposition,25 June 2017 through 28 June 2017,,129594.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85030570588
"Karimi A., Manteufel R.D.",7102385217;6603864845;,Use of adaptive questions and electronic pooling to promote mastery of fundamental thermal science concepts,2017,"ASEE Annual Conference and Exposition, Conference Proceedings",2017-June,,,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030557669&partnerID=40&md5=eeabd35d9819918f0ea4d0b94338b147,"University of Texas, San Antonio, United States","Karimi, A., University of Texas, San Antonio, United States; Manteufel, R.D., University of Texas, San Antonio, United States","Personal student response systems have been used in large classes which allows instructors to propose questions during a lecture and gain feedback on student understanding of the material. Electronic pooling is helpful in measuring the understanding of the fundamental concepts in challenging thermal science courses like thermodynamics, heat transfer and fluid mechanics. Focused true/false and multiple choice questions have been used. Because the feedback is from all respondents and nearly instantaneous, it has been found that adaptive questions are a good way to focus instruction in the areas of students' difficulties. An effective practice is to rephrase and repeat questions at the end of a lecture or the start of the next lecture. The technique of adaptive questioning is effective at addressing common persistent misunderstandings. Examples of the sequence of questions are described. Student feedback shows the use of frequent and persistent questions which focus on fundamental concepts are effective at improving student mastery of fundamental concepts. © American Society for Engineering Education, 2017.",,Engineering education; Fluid mechanics; Heat transfer; Thermodynamics; Effective practices; Fundamental concepts; Gain feedbacks; Multiple choice questions; Student feedback; Student-response system; Thermal science; Students,,,,,,,,,,,"Prince, M., Vigeant, M., Nottis, K., Development of the heat and energy concept inventory: Preliminary results on the prevalence and persistence of engineering students' misconceptions (2012) Journal of Engineering Education, 101 (3), pp. 412-438; Ngothai, Y., Davis, M.C., Implementation and analysis of a Chemical Engineering, Fundamentals Concept Inventory (CEFCI (2012) Journal of Education for Chemical Engineers, 7, pp. e32-e40. , Elsevier; Dukhan, N., Mark Schumack, M., Understanding the continued poor performance in thermodynamics as a first step toward an instructional strategy ASEE-2013-8096, Proceedings of the 2013 ASEE Annual Conference, pp. 23-26. , June Atlanta, Georgia; Karimi, A., Manteufel, R., Reinforcement of the understanding of fundamental concepts in a thermodynamics course ASEE-2014-10626, Proceedings of the 2014 ASEE Annual Conference, pp. 15-18. , June Indianapolis, IN; Karimi, A., Manteufel, R., Assessment of student learning outcome in an introductory thermodynamics course ASEE-2012-5503, Proceedings of the 2012 ASEE Annual Conference, pp. 10-13. , June San Antonio, Texas; Karimi, A., An approach in teaching applied thermodynamics IMECE2008-6812, Proceedings of ASME International Mechanical Engineering Congress and Exposition, November, pp. 2-6. , Boston, MA; Karimi, A., Manteufel, R., Does student access to solution manual pose a challenge? ASEE-2011-2753, Proceedings of the 2011 ASEE Annual Conference, pp. 26-29. , June Vancouver BC, Canada; Peuker, J.M., Brock, J.M., Peuker, S., Effect of multiple choice testing on student performance in an introductory engineering course Proceedings of the 2013 ASEE Annual Conference & Exposition, June, pp. 23-26. , ASEE 2013-5889, Atlanta, Georgia; Biggerstaff, A.O., Wambeke, B., Investigation of Probabilistic Multiple-Choice in a Structural Design Course ASEE 2016- 14674, Proceedings of the 2016 ASEE Annual Conference & Exposition, pp. 26-27. , June New Orleans, Louisiana; Aden-Buie, G.A., Kaw, A., Yalcin, A., Pendyala, R., Are multiple-choice questions suitable for a final examination in a stem course? Proceedings of the 2014 ASEE Annual Conference & Exposition, pp. 15-18. , ASEE-2014-9042 June Indianapolis, IN; Timmermann, D., Kautz, C.H., Multiple choice questions that test conceptual understanding: A proposal for qualitative two-tier exam questions ASEE-2014-13350, Proceedings of the 2016 ASEE Annual Conference & Exposition, pp. 14-17. , June Seattle, Washington; Wertz, R., Ross, M.C., Purzer, S., Fosmire, M., Cardella, M.E., Assessing engineering students' information literacy skills: An alpha version of a multiple-choice instrument ASEE-AC 2011-1273, Proceedings of 2011 ASEE Annual Conference & Exposition, pp. 26-29. , June Vancouver, BC; Manteufel, R., Active learning using a classroom response system in thermodynamics (2016) Proceedings of 2016 ASEE-GSW Section Conference, pp. 6-8. , paper number 111, March Fort Worth, TX; Kowalski, F., Kowalski, S., Understanding and overcoming student based difficulties when transitioning from multiple choice (clicker) to open ended questions for real time formative assessment ASEE-AC- 2007-2643, Proceedings of the 2007 ASEE Annual Conference & Exposition, pp. 24-27. , June Honolulu; Hung, W.P., Clicker clicks it (2011) ASEE AC- 2011-1273, Proceedings of the 2011 ASEE Annual Conference, pp. 26-29. , June Vancouver BC, Canada; Everett, J., Chen, J., Farrell, S., Kadlowec, J., Clickers and freshman engineering clinic ASEE-AC-2008- 1157, Proceedings of ASEE 2008 Annual Conference & Exposition, pp. 22-25. , June Pittsburgh, Pennsylvania; Lapp, M., Ringenberg, J., Summers, K.J., Chivukula, A.S., Fleszar, J., The mobile participation system: Not just another clicker (2011) ASEE-2011-2121, Proceedings of 2011 ASEE Annual Conference & Exposition, pp. 26-29. , June Vancouver, BC; Falconer, J.L., DeGrazia, J., Weimer, A., The use of clickers in the engineering classroom Proceedings of 2005 Annual Conference & Exposition, pp. 12-15. , June Portland, Oregon; Michalaka, D., Davis, W.J., Application of active learning techniques in undergraduate civil engineering curriculum 2015 ASEE Annual Conference & Exposition, pp. 14-17. , June Seattle, Washington; Michalaka, D., Davis, W.J., Application of active learning techniques in undergraduate civil engineering curriculum Proceedings of 2015 ASEE Annual Conference & Exposition, pp. 14-17. , ASEE-2015-12271, June Seattle, Washington; Bursic, K.M., Does the use of clickers increase conceptual understanding in the engineering economy classroom? ASEE-2012-3403, Proceedings of 2012 ASEE Annual Conference & Exposition, pp. 10-13. , June San Antonio, Texas; Van Den Einde, L., Lee, S.H., Le, J.L., Incorporating clickers and peer instruction into large structural engineering classrooms Proceedings of 2012 ASEE Annual Conference & Exposition, pp. 10-13. , ASEE-2012-4477, June San Antonio, Texas; Karimi, A., Manteufel, R., Use of true-false or multiple choice questions student knowledge of fundamental concepts in thermal science courses (2017) Proceedings of the 2017-ASEE-GSW Section Conference, pp. 12-14. , Paper ID number 110, March Dallas, Texas; Cengel, Y.A., Boles, M.B., (2011) Thermodynamics, An Engineering Approach, 7th Edition, , McGraw Hill, New York; Moran, M.J., Shapiro, H.N., Boettner, D.D., Bailey, M.B., (2014) Fundamentals of Engineering Thermodynamics, 8th Edition, , John Wiley and Sons, Inc., New York; Holman, J.P., (2011) Heat Transfer, Tenth Edition, , McGraw Hill, New York; Bergman, L.B., Lavine, A.S., Incropera, F.P., Dewitt, D.P., (2011) Introduction to Heat Transfer, Sixth Edition, , John Wiley & Sons, Inc",,,,American Society for Engineering Education,124th ASEE Annual Conference and Exposition,25 June 2017 through 28 June 2017,,129594.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85030557669
"Haase E., Goldberg H.",7006284089;7202600549;,Molecules and Cells: A model for addressing the needs of students with varied backgrounds and diverse learning styles,2017,"ASEE Annual Conference and Exposition, Conference Proceedings",2017-June,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030553360&partnerID=40&md5=c9a98b35845a993f196a92e82c4f8d79,"Johns Hopkins University, Department of Biomedical Engineering, United States","Haase, E., Johns Hopkins University, Department of Biomedical Engineering, United States; Goldberg, H., Johns Hopkins University, Department of Biomedical Engineering, United States","Students in ""Molecules and Cells"" completed a survey to assess their learning preferences. Almost two-thirds of the students were multimodal, learning through a combination of visual, aural, read/write, or kinesthetic modes. This supported our view that a diverse learning environment with a variety of learning modalities would make a significant contribution to the students' understanding and retention of the material. These methods included: lectures with class demonstrations, team based learning, formative assessments through ""clicker questions"", simulations, peer instruction, informal and formal group discussion, case studies, and a variety of online resources. A majority (93%) of students believed they benefitted from this approach, a view that was supported quantitatively: 90% of the 126 students enrolled in the course attended class even though each lecture was available on-line. © American Society for Engineering Education, 2017.",,Computer aided instruction; Engineering education; Molecules; Students; Formative assessment; Group discussions; Learning environments; Learning modalities; Learning preferences; Online resources; Peer instruction; Team-based learning; Education,,,,,"Arthritis Center, Johns Hopkins University",We would like to thank the Johns Hopkins University Center for Educational Resources for their financial support through multiple Technology Fellowships to develop online resources for Molecules and Cells.,,,,,"http://vark-learn.com/; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20. , http://www.lifescied.org/content/6/1/9.full.pdf+html; Mains, T.E., Cofrancesco, J., Jr., Milner, S.M., Shah, N.G., Goldberg, H., Do questions help? The impact of audience response systems on medical student learning (2015) Postgraduate Medical Journal; Michaelsen, L.K., Watson, W.E., Cragin, J.P., Fink, L.D., Team-based learning: A potential solution to the problems of large classes (1982) Exchange: The Organizational Behavior Teaching Journal, 7 (4), pp. 18-33; Kinemage, , http://kinemage.biochem.duke.edu/, Richardson Lab; Alberts, B., Bray, D., Johnson, A., Lewis, J., Raff, M., Roberts, K., Walter, P., (2009) Essential Cell Biology, , Garland Publishing, Inc., USA (3rd edition); Lodish, H., Berk, A., Zipursky, S.L., Matsudaira, P., Baltimore, D., Darnell, J., (2009) Molecular Cell Biology, , W. H. Freeman and Co, USA, (6th edition); http://panopto.com/; https://peerwise.cs.auckland.ac.nz/; Kabalan, A., (2014), https://www.asee.org/documents/sections/middle-atlantic/fall-2014/Think_Pair_Share_A_Case_Study_in_an_Electrical_Engineering_Class.pdf; Koles, P.G., The impact of team-based learning on medical students' academic performance (2010) Academic Medicine, 85 (11), pp. 1739-1745. , November 2010; Epstein, M.L., Brosvic, G.M., Students prefer the immediate feedback assessment technique (2002) Psychological Reports, 90, pp. 1136-1138",,,,American Society for Engineering Education,124th ASEE Annual Conference and Exposition,25 June 2017 through 28 June 2017,,129594.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85030553360
"Kuchnicki S.N., Kiefer S.F.",6508076236;7005209687;,Frequency of exams and student performance in solid mechanics courses,2017,"ASEE Annual Conference and Exposition, Conference Proceedings",2017-June,,,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030560052&partnerID=40&md5=3d2a55b8d362db8623b61ced7e365275,"York College of Pennsylvania, United States","Kuchnicki, S.N., York College of Pennsylvania, United States; Kiefer, S.F., York College of Pennsylvania, United States","This study compares several methods of examinations given in both an introductory solid mechanics course and a follow-up machine component design course. To help determine the best frequency of evaluating student performance, several examination schedules are compared for each course. For the introductory solid mechanics course, three exam schedules were used: Three equally-distributed 75 minute exams with a 120 minute final exam; two 75-minute midterms, daily five-minute clicker quizzes and a 120 minute final exam; and six or seven shorter 40 minute exams in addition to the final exam. The machine component design course used two different schedules: Two equally-distributed 120 minute exams; and six or seven equally-distributed 50-minute exams. Neither exam schedule for the machine component design course used a final exam. Typically, the longer exams (75 minutes and longer) each had three or four problems, while the shorter 40 or 50 minute exams had two problems each. The relative effectiveness of each method is evaluated using outcomes assessment data from the exam questions given and via student self-assessment. From the instructor point of view, it is found that offering what amounts to twelve to fifteen midterm problems over the course of the semester instead of nine to twelve allowed for finer evaluation of student outcomes. That is, a problem could be given early in the semester that tests stress transformations explicitly via a predetermined set of axial and shear stresses. Later in the term, a more complex problem requiring students to evaluate these stresses and then find the appropriate principal stresses could be offered, allowing the instructor to assess each of these steps in a more straightforward manner. Performance on midterm and final examinations using each schedule is compared. Both methods are tested for students' ability to demonstrate knowledge of new concepts as they are taught via midterm performance, and ability to retain these concepts on a cumulative final exam. It is found that student performance on these midterms is improved when more midterms are offered rather than fewer. Further, the data show comparable final exam performance regardless of the number of midterm exams offered. Lastly, students' self-assessment of learning is improved when there are more midterms in the course; students feel that they have learned concepts more thoroughly when there are more exams. The data show a similar understanding at the end of the course no matter which schedule is used. © American Society for Engineering Education, 2017.",,Education; Engineering education; Mechanics; Shear stress; Students; Component design; Final examinations; Outcomes assessment; Principal stress; Stress transformation; Student outcomes; Student performance; Student self assessments; Curricula,,,,,,,,,,,"Roediger, H.L., Putnam, A.L., Smith, M.A., Ten benefits of testing and their applications to educational practice (2011) Psychology of Learning and Motivation, 44, pp. 1-36; Cotton, K., Monitoring student learning in the classroom (1988) School Improvement Research Series, , Close-up #4; Kuchnicki, S.N., Frequency of exams and student performance in a solid mechanics course (2015) Proceedings of the ASEE Mid-Atlantic Section Spring 2015 Conference; Estell, J.K., Yoder, J.-D., Morrison, B.B., Mak, F.K., Improving upon best practices: FCAR 2.0 (2012) Proceedings of the ASEE 2012 Annual Conference and Exposition",,,,American Society for Engineering Education,124th ASEE Annual Conference and Exposition,25 June 2017 through 28 June 2017,,129594.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85030560052
Lim W.N.,57194852248;,Improving student engagement in higher education through mobile-based interactive teaching model using socrative,2017,"IEEE Global Engineering Education Conference, EDUCON",,, 7942879,404,412,,7.0,10.1109/EDUCON.2017.7942879,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85023615210&doi=10.1109%2fEDUCON.2017.7942879&partnerID=40&md5=2e0b3c9bc1140b7f2451055974905122,"Department of Computing and Information Systems, School of Science and Technology, Sunway University, Bandar Sunway, Malaysia","Lim, W.N., Department of Computing and Information Systems, School of Science and Technology, Sunway University, Bandar Sunway, Malaysia","One of the main problem in higher education teaching is low students' levels of engagement leading to poor learning performance. Broad teaching strategies, methods and tools are developed over the years to address this concern. In recent years, with the increasing numbers of students accessing the internet using mobile devices, there has been growing interest in embracing the mobile technology in teaching to improve the student participation in the classroom. This research describes the design and implementation of a mobile-based interactive teaching model with in-class and off-class components aided by Socrative online audience response system to improve students' engagement in a private university in Malaysia. A total of 45 students from undergraduate computing course had participated in this experimental study. The activities such as polls, exercises, quizzes and games was used to stimulate the discussion and encourage two ways communication between instructor and students. Both qualitative and quantitative data comprises of students' feedbacks, academic results, attendance records and instructor's teaching evaluation scores are analyzed. The results show that students were strongly positive with the use of Socrative and felt that they were more engaged. This interactive model has successfully enhanced students' learning experience and improved students' academic performance. The outcome of this study would contributes to current evidence of the efficacy of using mobile technology in higher education teaching. © 2017 IEEE.",Interactive teaching model; Mobile learning; Mobile teaching tool; Student engagement,Education; Education computing; Educational technology; Engineering education; Teaching; Telecommunication equipment; Design and implementations; Mobile Learning; Mobile teaching; Student engagement; Student participation; Students' engagements; Students' learning experiences; Teaching model; Students,,,,,,,,,,,"Taylor, L., Parsons, J., Improving student engagement (2011) Curr. Issues Eudcation, 14 (1), pp. 1-33; Poll, H., (2015) Pearson Student Mobile Device Survey 2015; Onyechere Ugochukwu, F., Ismail, M.Z., The future of BYOD in organizations and higher institution of learning (2015) Int. Journals Accounting, Bus. Manag, 1 (1), pp. 1-5; Pogar, I., Gligora, M., Davidovi, V., BYOD : A challenge for the future digital generation (2013) 36th International Convention on Information and Communication Technology, Electronics and Microelectronics, MIPRO 2013-Proceedings, pp. 748-752; Martinez, B., Seli, H., Just-in-time or plenty-of-time teaching different electronic feedback devices and their effect on student engagement (2014) J. Educ. Technol. Soc, 17 (2), pp. 234-244; Agbatogun, A.O., Developing learners' second language communicative competence through active learning: Clickers or communicative approach (2014) Educ. Technol. Soc, 17 (2), pp. 257-269; Bojinova, E., Oigara, J., Teaching and learning with Clickers in higher education (2013) Int. J. Teach. Learn. High. Educ, 25 (2), pp. 154-165; Simelane, S., Mji, A., Impact of technology-engagement teaching strategy with the aid of Clickers on student's learning style (2014) Procedia-Soc. Behav. Sci, 136, pp. 511-521; Bojinova, E.D., Oigara, J.N., Teaching and learning with Clickers: Are Clickers good for students (2011) Interdiscip. J. E-Learning Learn. Objects, 7, pp. 169-184; Dervan, P., Increasing in-class student engagement using Socrative (an online student response system) (2014) All Irel. J. Teach. Learn. High, 6 (2), p. 1977; Kastner, M., The use of an audience response system to monitor students' knowledge level in real-time, its impact on grades, and students' experiences (2016) Proceedings of the Annual Hawaii International Conference on System Sciences, pp. 104-113. , March; Surentheran, T., Use of an electronic voting system to facilitate interactive engagement and enhance active learning of undergraduate students in biomedical science (2014) Investig. Univ. Teach. Learn, 9, pp. 111-121. , spring; About Poll Everywhere, , https://www.polleverywhere.com/about, [Accessed: 06-Oct-2016]; Kappers, W.M., Poll everywhere even in the classroom: An investigation into the impact of using polleverywhere in a large-lecture classroom (2014) 121st ASEE Annual Conference and Exposition; Grégory, R., (2013) How Technology Breeds Innovation in the Educational Systems, , https://www.pentalog.com/blog/itservices/socrative-startup-boston-usa/, [Accessed: 28-Sep-2016]; Tretinjak, M.F., Bednjanec, A., Tretinjak, M., Interactive teaching with Socrative (2015) 38th International Convention on Information and Communication Technology, Electronics and Microelectronics, MIPRO 2015-Proceedings, pp. 848-851. , May; Coca, D.M., Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom : An initial feasibility study with prospective teachers (2013) Eur. J Phys. Educ, 4 (2), pp. 17-28; Wash, P., Taking advantage of mobile devices: Using Socrative in the classroom (2014) J. Teach. Learn. with Technol, 3 (1), pp. 99-101; Altaany, F.H., Alsoudani, K.A., Impact of using socrative for student in Irbid national university (2015) Proceeding of the 3rd Global Summit on Education GSE 2015, pp. 223-230. , March; Ooms, A., Linsey, T., Webb, M., Panayiotidis, A., The in-classroom use of mobile technologies to support diagnostic and formative assessment and feedback (2008) 7th London International Scholarship of Teaching and Learning Conference, p. 9; Stuart, J., Rutherford, R.J.D., Medical student concentration during lectures (1978) Lancet, 312 (8088), pp. 514-516; Viegas, C., Alves, G., Lima, N., Formative assessment diversity to foster students engagement (2015) 2015 Int. Conf. Interact. Collab. Learn, pp. 929-935. , September; Malandrino, D., Manno, I., Palmieri, G., Scarano, V., Filatrella, G., How quiz-based tools can improve students' engagement and participation in the classroom (2014) 2014 International Conference on Collaboration Technologies and Systems (CTS), pp. 379-386; Sprint, G., Cook, D., Enhancing the CS1 student experience with gamification (2015) ISEC 2015-5th IEEE Integrated STEM Education Conference, pp. 94-99; Herbert, B., Charles, D., Moore, A., Charles, T., An investigation of gamification typologies for enhancing learner motivation (2014) 2014 International Conference on Interactive Technologies and Games ( ITAG), pp. 71-78; Bartel, A., Hagel, G., Engaging students with a mobile game-based learning system in university education (2014) Global Engineering Education Conference (EDUCON), 2014 IEEE, pp. 957-960; Jacobs, C., Wilson, M., Barker, C., Using the latest developments in mobile technology to improve students' engagement with assessment feedback (2015) 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL), pp. 124-126. , November; Price, M., Handley, K., Millar, J., O'Donovan, B., Feedback : All that effort, but what is the effect (2010) Assess. Eval. High. Educ, 35 (3), pp. 277-289; Parkin, H.J., Hepplestone, S., Holden, G., Irwin, B., Thorpe, L., Helen, S.H., Parkin, J., Thorpe, L., A role for technology in enhancing students' engagement with feedback (2012) Assess. Eval. High. Educ, 37 (8), pp. 963-973","Lim, W.N.; Department of Computing and Information Systems, School of Science and Technology, Sunway UniversityMalaysia; email: woanningl@sunway.edu.my",,,IEEE Computer Society,"8th IEEE Global Engineering Education Conference, EDUCON 2017",25 April 2017 through 28 April 2017,,128153.0,21659559,9781509054671,,,English,"IEEE Global Eng. Edu. Conf., EDUCON",Conference Paper,Final,,Scopus,2-s2.0-85023615210
Bollen K.,24167612400;,Training and behavior modification for shelter cats,2017,Animal Behavior for Shelter Veterinarians and Staff,,,,250,266,,1.0,10.1002/9781119421313.ch13,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85010888311&doi=10.1002%2f9781119421313.ch13&partnerID=40&md5=94aa7b7a0a391fc119a726a7beb5842b,"Animal Alliances, LLC, Northampton, United States","Bollen, K., Animal Alliances, LLC, Northampton, United States","This chapter discusses both training techniques and behavior modification procedures that can improve the welfare and adoptability of shelter cats. To improve adoption chances for the shelter cats, efforts need to be made to employ behavior modification procedures to reduce stress so that the cats are more comfortable and relaxed and thus able to demonstrate a friendly demeanor. It is also important to increase activity levels through environmental and behavioral enrichment. Training-specific behaviors that encourage cats to interact with adopters could also increase adoption rates. Recognizing and reducing the stress and fear that cats experience in the shelter environment is the first form of behavior modification that needs to be considered. The type of social interaction provided should be geared toward the preferences of each individual cat. Marker-based training is the most effective way to train animals to perform behavior because it involves precise communication to the animal. © 2015 by John Wiley & Sons, Inc. All rights reserved.",Behavior modification; Behavioral training; Confinement; Fearful behavior; Human interaction; Marker-clicker training; Shelter cats; Stress reduction,,,,,,,,,,,,"Pet statistics (2014) www.aspca.org/about-us/faq/ pet-statistics.html [accessed May, 30, p. 2014]; Bernstein, P.L., The human-cat relationship (2007) The Welfare of Cats, pp. 47-89. , I. Rochlitz(ed).,Springer, Dordrecht; Bradshaw, J., (2013) Cat Sense How the New Feline Science Can Make You a Better Friend to Your Pet, pp. 76-122. , Basic Books, New York; Carlstead, K., Brown, J.L., Stawn, W., Behavioral and physiological correlates of stress in laboratory cats (1993) Applied Animal Behaviour Science, 38, pp. 143-158; Casey, R.A., Bradshaw, J.W.S., The assessment of welfare in cats (2007) The Welfare of Cats, pp. 23-46. , I. Rochlitz(ed).,Springer, Dordrecht; Crowell-Davis, S.L., Cat behaviour: Social organization, communication and development (2007) The Welfare of Cats, pp. 1-22. , I. Rochlitz(ed).,Springer, Dordrecht; Dybdall, K., Strasser, R., Katz, T., Behavioral differences between owner surrender and stray domestic cats after entering an animal shelter (2007) Applied Animal Behaviour Science, 104, pp. 85-94; Ellis, S.L.H., Environmental enrichment: Practical strategies for improving feline welfare (2009) Journal of Feline Medicine & Surgery, 11 (11), pp. 901-912; Ellis, S.L.H., Wells, D.L., The influence of olfactory stimulation on the behavior of cats housed in a rescue shelter (2010) Applied Animal Behaviour Science, 123, pp. 56-62; Fantuzzi, J.M., Miller, K.A., Weiss, E., Factors relevant to adoption of cats in an animal shelter (2010) Journal of Applied Animal Welfare Science, 13, pp. 174-179; Feaver, J., Mendl, M., Bateson, P., A method for rating the individual distinctiveness of domestic cats (1986) Animal Behaviour, 34, pp. 1016-1025; Gourkow, N., Fraser, D., The effect of housing and handling practices on the welfare behavior and selection of domestic cats (Felis sylvestris catus) by adopters in an animal shelter (2006) Animal Welfare, 15, pp. 371-377; Gouveia, K., Magalhaes, A., de Sousa, L., The behaviour of domestic cats in a shelter: Residence time, density and sex ratio (2011) Applied Animal Behaviour Science, 130, pp. 53-59; Grandin, T., Mental well-being in farm animals: How they think and feel (2005) Mental Health and Wellbeing in Animals, pp. 245-257. , F.D. McMillan(ed).,Blackwell Publishing, Ames; Hennessy, M.B., Davis, H.N., Williams, M.T., Mellott, C., Douglas, C.W., Plasma cortisol levels of dogs at county animal shelters (1997) Physiological Behaviour, 21, pp. 295-297; Hoskins, C.M., (1995) The effects of positive handling on the behaviour of domestic cats in rescue centers. M.Sc. Thesis, p. 191. , University of Edinburgh, Edinburgh. Cited in Rochlitz, I. (2007). In: Rochlitz I (ed) The Welfare of Cats,. Springer, Dordrecht; Pet overpopulation estimates (2009), www.humanesociety.org/issues/pet_overpopulation/facts/overpopulation_estimates.html, [accessed June 10 2014]; Karsh, E.B., Turner, D.C., The human-cat relationship (1998) The Domestic Cat: The Biology of its Behaviour, pp. 67-81. , D.C. Turner & P. Bateson(eds).,Cambridge University Press, Cambridge; Kass, P.H., Cat overpopulation in the United Sates (2007) The Welfare of Cats, pp. 119-139. , I. Rochlitz(ed).,Springer, Dordrecht; Kessler, M., Turner, D., Stress and adaptation of cats (Felis silvestris catus) housed singly, in pairs and in groups in boarding catteries (1997) Animal Welfare, 6, pp. 243-254; Kessler, M.R., Turner, D.C., Socialization and stress in cats (Felis silvestris catus) housed singly and in groups in animal shelters (1999) Animal Welfare, 8, pp. 15-26; King, L., Rowan, A.N., The mental health of laboratory animals (2005) Mental Health and Well-being in Animals, pp. 259-276. , F.D. McMillan(ed).,Blackwell, Ames; Kry, K., Casey, R., The effects of hiding enrichment on stress levels and behavior of domestic cats (Felis sylvestris catus) in a shelter setting and the implications for adoption potential (2007) Animal Welfare, 16, pp. 375-383; Lepper, M., Kass, P.H., Hart, L.A., Predictions of adoption versus euthanasia among dogs and cats in a California animal shelter (2002) Journal of Applied Animal Welfare Science, 5 (1), pp. 29-42; Luescher, A.U., Medlock, R.T., The effects of training and environmental alterations on adoption success of shelter dogs (2009) Applied Animal Behaviour Science, 117 (1-2), pp. 63-68; Marder, A., Behavioral pharmacotherapy in the animal shelter (2013) Shelter Medicine for Veterinarians and Staff, 2nd edn, pp. 569-576. , M. Miller & S. Zawistowski(eds).,Wiley-Blackwell, Ames; Marder, A., Posage, M., Behavioral pharmacotherapy in the animal shelter (2004) Shelter Medicine for Veterinarians and Staff, pp. 333-335. , M. Miller & S. Zawistowski(eds).,Blackwell, Ames; Marston, L., Bennett, P.C., Admission of cats to animal welfare shelters in Melbourne, Australia (2009) Journal of Applied Animal Welfare Science, 12, pp. 198-213; McCobb, E.C., Patronek, G.J., Marder, A., Dinnage, J.D., Stone, M.S., Assessment of stress levels among cats in four animal shelters (2005) Journal of the American Veterinary Medical Association, 226, pp. 548-555; McCune, S., (1992) Temperament and the welfare of caged cats. PhD Thesis, p. 191. , University of Cambridge, Cambridge. Cited in Rochlitz, I. (2007) Housing and welfare. In: Rochlitz I(ed) The Welfare of Cats,. Springer, Dordrecht; McCune, S., Caged cats: Avoiding problems and providing solutions (1994) Newsletter of the Companion Animal Study Group, 7, pp. 1-9; McCune, S., The impact of paternity and early socialization on the development of cat's behaviour to people and novel objects (1995) Applied Animal Behaviour Science, 45, pp. 109-124; McMillan, F.D., Development of a mental well-being program for animals (2002) Journal of the American Veterinary Medical Association, 220, p. 965; McMillan, F.D., Stress, distress, and emotions: Distinctions and implications for mental well-being (2005) Mental Health and Well-being in Animals, pp. 93-111. , F.D. McMillan(ed).,Blackwell, Iowa; Mertens, P.A., Fractious or feral-Assessing the adoptability of cats in an animal shelter setting (2012) In: Proceedings of the 2012 ACVB-AVSAB Conference, , American Veterinary Society of Animal Behavior (avsabonline.org), San Diego, August 3; Miller, L., Dog and cat care in the animal shelter (2004) Shelter Medicine for Veterinarians and Staff, pp. 95-119. , M. Miller & S. Zawistowski(eds).,Blackwell, Ames; Morgan, K.N., Tromborg, C.T., Sources of stress in captivity (2007) Applied Animal Behaviour Science, 102, pp. 262-302; Newbury, S., Blinn, M.K., Bushby, P.A., (2010) Guidelines for Standards of Care in Animal Shelters, , The Association of Shelter Veterinarians, Camas; Patronek, G.J., Sperry, G., Quality of life in long-term confinement (2001) Consultations in Feline Internal Medicine, 4th edn, pp. 621-634. , J.R. August(ed).,W.B. Saunders Company, Philadelphia; Peterson, N., The way to tame a feral kitten's heart. A step-by-step approach to getting feral furballs ready for adoption (2008) Animal Sheltering, pp. 59-63. , November/December; Phillips, M., (2005) Urban Cat League Guide to Socializing Feral Kittens, , Urban Cat League, Times Square Station; Pryor, K., Clicking with cats in the shelter environment (2002) Click! For Life, Clicker Training for the Shelter Environment, A Working Guide, , K. Pryor (ed),. Karen Pryor Clicker Training, Boston; Ramirez, K., (1999) Animal Training-Successful Animal Management through Positive Reinforcement, , Shedd Aquarium, Chicago; Reid, P., Goldman, J., Zawistowski, S., Animal shelter behavior programs (2004) Shelter Medicine for Veterinarians and Staff, pp. 95-119. , M. Miller & S. Zawistowski(eds).,Blackwell Publishing, Ames; Rentfro, A.D., (2013) Fearful to friendly (F2F): A constructional fear treatment for domestic cats using a negative reinforcement shaping procedure in a home setting, , PhD Thesis, University of North Texas, Denton; Rochlitz, I., Recommendations for the housing of cats in the home, in catteries and animals shelters, in laboratories and in veterinary surgeries (1999) Journal of Feline Medicine and Surgery, 1, pp. 181-191; Rochlitz, I., Feline welfare issues (2000) The Domestic Cat: The Biology of its Behaviour, pp. 207-226. , D.C. Turner & P. Bateson(eds).,Cambridge University Press, Cambridge; Rochlitz, I., Housing and welfare (2007) The Welfare of Cats, pp. 177-203. , I. Rochlitz(ed).,Springer, Dordrecht; Sinn, L.C., Factors contributing to the selection and nonselection of cats by potential adopters: A pilot study (N=97) (2012) In: Proceedings of the 2012 ACVB-AVSAB Conference, American Veterinary Society of Animal Behavior (avsabonline.org), , San Diego, August 3; Slater, M.R., Miller, K.A., Weiss, E., Makolinski, K.V., Weisbrot, L.A., A survey of the methods used in shelter and rescue programs to identify feral and frightened pet cats (2010) Journal of Feline Medicine and Surgery, 12, pp. 592-600; Slater, M., Garrison, L., Miller, K., Weiss, E., Makolinski, K., Drain, N., (2013) Reliability and validity of a survey of cat caregivers on their cats' socialization level in the cat's normal environment. Animals, 3, pp. 1194-1214; Slater, M., Garrison, L., Miller, K., Weiss, E., Makolinski, K., Drain, N., (2013) Practical physical and behavioral measures to assess the socialization spectrum of cats in a shelter-like setting during a three day period. Animals, 3, pp. 1162-1193; Slater, M., Garrison, L., Miller, K., Weiss, E., Makolinski, K., Drain, N., (2013) Physical and behavioral measures that predict cats' socialization in an animal shelter environment during a three day period. Animals, 3, pp. 1215-1228; Soules, C., Improving cat welfare (2002) Animal Sense, 3 (1), p. 15; Spindel, M., Strategies for management of infectious diseases in a shelter (2013) Shelter Medicine for Veterinarians and Staff, 2nd edn, pp. 281-286. , M. Miller & S. Zawistowski(eds).,Wiley-Blackwell, Ames; Turner, D.C., The human-cat relationship (2000) The Domestic Cat: The Biology of Its Behaviour, pp. 193-206. , D.C. Turner & P. Bateson(eds).,Cambridge University Press, Cambridge; Weiss, E., Miller, K., Mohan-Gibbons, H., Vela, C., Why did you choose this pet? (2012) Adopters and pet selection preferences in five animal shelters in the United States. Animals, 2, pp. 144-159; Wells, D.L., Hepper, P.G., The influence of environmental change on behaviour of sheltered dogs (2000) Applied Animal Behaviour Science, 68 (2), pp. 151-162","Bollen, K.; Animal Alliances, LLCUnited States",,,Wiley Blackwell,,,,,,9781119421313; 9781118711118,,,English,Anim. Behav. for Shelter Vet. and Staff,Book Chapter,Final,,Scopus,2-s2.0-85010888311
"Chaiyo Y., Nokham R.",55837838100;57194203345;,"The effect of Kahoot, Quizizz and Google Forms on the student's perception in the classrooms response system",2017,"2nd Joint International Conference on Digital Arts, Media and Technology 2017: Digital Economy for Sustainable Growth, ICDAMT 2017",,, 7904957,178,182,,16.0,10.1109/ICDAMT.2017.7904957,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019251582&doi=10.1109%2fICDAMT.2017.7904957&partnerID=40&md5=e8d559d3a37a32f1ae985f74cf414195,"Department of Computer Engineering, Faculty of Engineering, Chiang Rai College, Thailand","Chaiyo, Y., Department of Computer Engineering, Faculty of Engineering, Chiang Rai College, Thailand; Nokham, R., Department of Computer Engineering, Faculty of Engineering, Chiang Rai College, Thailand","Kahoot, Quizizz, and Google Forms are learning technology opens for new ways of teaching in the classroom. The teachers' laptops connected to a video projector, access to wireless network and the students smartphones, tablets or laptops can be utilized to enhance the interaction between the teacher and students, as well as boost the students motivation, engagement and learning. This paper shows the results from investigating the effect of using Kahoot, Quizizz, and Google Forms in classroom on how the students' perception of concentration, engagement, enjoyment, perceived learning, motivation, and satisfaction. The results show that students learned something from doing the quiz via Kahoot, Quizizz and Google Forms. But, there are significant differences in the concentration, engagement, enjoyment, motivation, and satisfaction. Kahoot and Quizizz has presented a lot of positives over Google forms when used in the classroom. © 2017 IEEE.",Active learning; Classrooms Response System; Google Forms; Kahoot; Quizizz,Education; Laptop computers; Motivation; Teaching; Active Learning; Kahoot; Learning technology; Perceived learning; Quizizz; Response systems; Teachers'; Video projectors; Students,,,,,,,,,,,"Bellanca, J., Brendt, R., (2010) 21st Century Skills: Rethinking How Students Learn, , Bloomington: Solution Tree Press; Masters, K., Edgar dale's pyramid of learning in medical education: A literature review (2013) Medical Teacher, 35 (11), pp. e1584-e1593; Baid, H., Lambert, N., Enjoyable learning: The role of humour, games, and fun activities in nursing and midwifery education (2010) Nurse Education Today, 30, p. 548e552; Boyle, J., Nicol, D., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association of Learning Technology Journal, 11 (3), pp. 43-57. , http://dx.doi.org/10.1080/096877603011030; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109. , http://dx.doi.org/10.1007/s10956-006-0360-1; Deal, A., (2007) A Teaching with Technology White Paper Classroom Response Systems, , http://www.cmu.edu/teaching; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class the role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers &Education, 62, pp. 102-110; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers &Education, 82, pp. 217-227; Heckman, S., Gehringer, E.F., Google Forms As An Enhanced Classroom Response System; Caldiera, V.R.B.G., Rombach, H.D., Goal question metric paradigm (1994) Encyclopedia of Software Engineering, 1, pp. 528-532; Wang, A.I., Lieberoth, A., The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! (2016) Proceedings from the 10th European Conference of Game Based Learning. Academic Conferences and Publishing International Limited, , http://learninginhand.com/blog/quizizz; Haddad, R.J., Kalaani, Y., (2014) 2014 ASEE Annual Conference &Exposition, , https://peer.asee.org/20540, June, Indianapolis, Indiana; Kruskal, W.H., Wallis, W.A., Use of ranks in one-criterion variance analysis (1952) Journal of the American Statistical Association, 47 (260), pp. 583-621",,,,Institute of Electrical and Electronics Engineers Inc.,"2nd Joint International Conference on Digital Arts, Media and Technology 2017, ICDAMT 2017",1 March 2017 through 4 March 2017,,127447.0,,9781509052097,,,English,"Jt. Int. Conf. Digit. Arts, Media Technol.: Digit. Econ. Sustain. Growth, ICDAMT",Conference Paper,Final,,Scopus,2-s2.0-85019251582
"Wilson J., Walker S.",7406638429;57192276559;,Turning a crisis into an interactive drama: An introductory paper of a ‘clickers theatre’ in nurse education,2017,Nurse Education Today,51,,,109,111,,1.0,10.1016/j.nedt.2016.11.023,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85007477398&doi=10.1016%2fj.nedt.2016.11.023&partnerID=40&md5=dce26f8a25e5d283574b09d5aea27c84,"Faculty of Health Sciences, University of SouthamptonSouthampton, United Kingdom","Wilson, J., Faculty of Health Sciences, University of SouthamptonSouthampton, United Kingdom; Walker, S., Faculty of Health Sciences, University of SouthamptonSouthampton, United Kingdom",[No abstract available],,"clinical decision making; human; literature; nursing education; nursing process; Clinical Decision-Making; Drama; Education, Nursing; Humans; Nursing Process",,,,,,,,,,,"Banning, M., A review of clinical decision making: models and current research (2007) J. Clin. Nurs., , (Feb 28); Boal, A., Games for Actors and Non-actors (2002), second ed. Routledge London; Crawford, M., Rutter, D., Manley, C., Systematic review of involving patients in the planning and development of health care (2002) Br. Med. J., 325, pp. 1263-1265; Crookes, K., Crookes, P., Walsh, K., Meaningful and engaging teaching techniques for student nurses: a literature review (2013) Nurse Educ. Today, 13, pp. 239-243; D'Ardis, M., Forum theatre for practice simulation and skills development in nurse education: a student's perspective (2014) Nurse Educ. Today, 34 (8), pp. 1136-1137; Day, L., ‘Putting yourself in other peoples shoes’: the use of forum theatre to explore refugee and homeless issues in schools (2002) J. Moral Educ., 31 (1), pp. 21-34; Deloney, L.A., Graham, C.J., Wit: using drama to teach first-year medical students about empathy and compassion (2003) Teach. Learn. Med., 15 (4), pp. 247-251; Edmiston, B., Drama as ethical education (2000) Res. Drama Educ., 5 (1), pp. 63-84; Ekebergh, M., Lepp, M., Dahlberg, K., Reflective learning with drama in nursing education–a Swedish attempt to overcome the theory praxis gap (2004) Nurse Educ. Today, 24 (8), pp. 622-628; Fifer, P., Student perception of clicker usage in nursing education (2012) Teach. Learn. Nurs., 7, pp. 6-9; Freire, P., Education for Critical Consciousness (1983), Continuum New York; Dont Judge a Book by Its Cover (2016), http://humanlibrary.org/], (Available from:); Krych, A., March, C., Ross, B., Peake, P., Carmichael, S., Reciprocal peer teaching: students teaching students in the gross anatomy laboratory (2005) Clin. Anat., 18, pp. 296-301; Lepp, M., Rinsberg, K., Holm, A., Sellersjo, G., Dementia – involving patients and their caregivers in a drama programme: the caregivers’ experiences (2003) J. Clin. Nurs., 12, pp. 873-881; McAlinden, O., Explaining suicide the role of drama (2010) Ment. Health Pract., 15 (5), pp. 14-17; McClimens, A., Scott, R., Lights, camera, education! The potentials of forum theatre in a learning disability nursing program (2007) Nurse Educ. Today, 27 (3), pp. 203-209; Middlewick, Y., Kettle, T.J., Wilson, J.J., Curtains up! Using forum theatre to rehearse the art of communication in healthcare education (2012) Nurse Educ. Pract., 12 (3), pp. 139-142; National Leadership and Innovation Agency for Healthcare, Guidance on Involving Adult NHS Service Users and Carers (2010), National Leadership and Innovation Agency for Healthcare Llanharan; Oflaz, F., Meric, M., Yuksel, C., Ozcan, C.T., Psychodrama: an innovative way of improving self-awareness of nurses (2011) J. Psychiatr. Ment. Health Nurs., 18 (7), pp. 569-575; Porter, A., Tousman, S., Evaluating the effect of interactive audience response systems on the perceived learning experience of nursing students (2010) J. Nurs. Educ., 49 (9), pp. 523-527; Tevendale, F., Using patient storytelling in nurse education (2015) Nurs. Times, 111 (6), pp. 15-17; Van Ments, M., The Effective Use of Role Play (1999), Kogan Page London; Walker, S., Assessment and Decision Making in Mental Health Nursing (2013), Learning Matters London; Welsh Assembly Government, Stronger in Partnership 2: Involving Service Users and Carers in the Design, Planning, Delivery and Evaluation of Mental Health Services in Wales (2008), Welsh Assembly Government; Wilson, J.J., Let's all play ‘stigma’! Learning together using forum theatre in collaboration with mental health service users and nurse lecturers (2013) Work. Pap. Health Sci., 1 (4), pp. 1-5","Wilson, J.; Faculty of Health Sciences, University of SouthamptonUnited Kingdom; email: j.wilson@soton.ac.uk",,,Churchill Livingstone,,,,,02606917,,,27923512.0,English,Nurse Educ. Today,Letter,Final,,Scopus,2-s2.0-85007477398
"Webb A.T., Reddy A.L.N.",57193706449;36934972300;,Finding proxy users at the service using anomaly detection,2017,"2016 IEEE Conference on Communications and Network Security, CNS 2016",,, 7860473,82,90,,,10.1109/CNS.2016.7860473,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016012293&doi=10.1109%2fCNS.2016.7860473&partnerID=40&md5=c3cbeec0dcd1d7c2a9a492dbdca200fd,"Dept. of ECE, Texas AandM University, College Station, TX  77843, United States","Webb, A.T., Dept. of ECE, Texas AandM University, College Station, TX  77843, United States; Reddy, A.L.N., Dept. of ECE, Texas AandM University, College Station, TX  77843, United States","Compromised machines or handsets can be used by attackers as stepping stones for accessing sensitive or protected information. We propose a class of detection methods based on anomaly detection at the service and present two lightweight methods of detecting proxies at the service: one for TCP and one for the application layer. These methods can potentially be deployed to monitor connections in real time so attackers may be stopped before accessing sensitive data. We evaluate these methods on local and wide area networks, with different proxy applications, and under different load conditions to show that the proposed techniques can provide high detection rates at low false positive rates. Our techniques are effective even when the client to proxy connections are out of scope of surveillance and resilient to attacks even during training. © 2016 IEEE.",,Wide area networks; Anomaly detection; Application layers; Detection methods; False positive rates; High detection rate; Load condition; Local and wide-area networks; Sensitive datas; Network security,,,,,,,,,,,"Leech, M., Ganis, M., Lee, Y., Kuris, R., KobIas, D., Jones, L., SOCKS protocol version 5 (1996) RFC 1928, , Mar; (2015) The Open SOCKS Proxy Server, , http://www.dnsbl.sorbs.netlinformation/proxy.shtml; Dusi, M., Crotti, M., Gringoli, F., Salgarelli, L., Tunnel hunter: Detecting application-Iayer tunnels with statistical fingerprinting (2009) Comput. Netw., 53 (1). , Jan; Crotti, M., Dusi, M., Gringoli, F., Salgarelli, L., Detecting httptunnelswithstatisticalmechanisms (2007) ICC, , June; Chen, Y., (2007) Protection of Database Security Via Collaborative Inference Detection, , Ph.D. dissertation, UCLA; Baracaldo, N., Joshi, J., A trust-and-risk aware RBAC framework: Tackling insider threat (2012) SACMAT ACM; Sarkar, P.G., Fitzgerald, S., Attacks o n SSL a comprehensive study of BEAST, CRIME, TIME, BREACH, Lucky 13 & RC4 biases (2013) ISEC Partners, Tech. Rep., , Aug; Lin, J., Divergence measures based o n the shannon entropy (2006) IEEE Trans. In! Theor., 37 (1). , Sep; Kunegis, J., Lommatzsch, A., Bauckhage, C., Alternative similarity functions for graph kerneis (2008) ICPR, pp. 1-4. , Dec; Breunig, M.M., Kriege, H.-P., Ng, R.T., Sander, J., Lof: Identifying density-based local outliers (2000) SIGMOD Rec., 29 (2). , May; Chun, B., Culler, D., Roscoe, T., Bavier, A., Peterson, L., Wawrzoniak, M., Bowman, M., Planetlab: An overlay testbed for broad-coverage services (2003) SIGCOMM Comput. Commun. Rev., 33 (3). , Jul; (2015) Socat-multipurpose Relay, , http://www.dest-unreach.org/socatl; Ylonen, T., Lonvick, C., The Secure Shell (SSH) Protocol Architecture (2006) RFC, 4251. , Jan; (2015) iperf3, , http://software.es.netliperfl; Lin, R.-M., Chou, Y.-C., Chen, K.-T., Stepping stone detection at the server side (2011) FOCOMW, , April; Aghaei-Foroushani, Y., Zincir-Heywood, A., A proxy identifier based on patterns in traffic flows (2015) HASE, , Jan; Staniford-Chen, S., Heberlein, L.T., Holding intruders accountable on the internet (1995) SP; Zhang, Y., Paxson, Y., (2000) Detecting Stepping Stones, , SSYM. USENIX Association; Blum, A., Song, D.X., Venkataraman, S., Detection of interactive stepping stones: Aigorithms and confidence bounds (2004) RAID, 3224. , E. Jonsson, A. Val des, and M. Almgren, Eds. Springer; Kuo, Y.-W., Huang, S.-H., An algorithm to detect stepping-stones in the presence of chaff packets (2008) ICPADS, , Dec; Di Crescenzo, G., Ghosh, A., Kampasi, A., Talpade, R., Zhang, Y., Detecting anomalies in active insider stepping stone attacks (2011) Journal of Wireless Mobile Networks, Ubiquitous Computing, and Dependable Applications, 2 (1); Wang, X., Chen, S., Jajodia, S., Tracking anonymous peer-to-peer voip calls on the internet (2005) CCS, , New York, NY, USA : ACM; Houmansadr, A., Kiyavash, N., Borisov, N., Non-blind watermarking of network flows (2014) IEEE/A CM Trans. Netw., 22 (4). , Aug; Song, D.X., Wagner, D., Tian, X., (2001) Timing Analysis of Keystrokes and Timing Attacks on SSH, , SSYM. USENIX A ssociation; Xie, G., He, T., Zhang, G., Rogue access point detection using segmental TCP jitter (2008) WWW ACM; Abdou, A., Matrawy, A., Van Oorschot, P., Cpv: Delay-based location verification for the internet (2015) Dependable and Secure Computing, IEEE Transactions on, 99; Bissias, G.D., Liberatore, M., Jensen, D., Levine, B.N., Privacy vulnerabilities in encrypted HTTPstreams (2005) PET, , Springer; Bernaille, L., Teixeira, R., Akodkenou, I., Soule, A., Salamatian, K., Traffic c1assification on the fly (2006) SIGCOMM Comput. Commun. Rev., 36 (2). , Apr; Lee, W., Xiang, D., Information-theoretic measures for anomaly detection (2001) SP IEEE Computer Society; Bi, J., Zhang, M., Zhao, L., (2006) Security Enhancement B y Detecting Network Address Translation Based on Instant Messaging, , EUC. Springer-Verlag; (2014) Tracetcp: Traceroute Utility That Uses TCP Syn Packets to Trace Network Routes, , https://simulatedsimian.github.io/tracetcp.html; Borders, K., Prakash, A., Web tap : Detecting covert web traffic (2004) CCS ACM; (2014) Device Tracking Add-on for Minfraud and Proxy Detection Services, , http://dev.maxmind.com/minfraud/device/; (2015) HTTPclientfingerprintingusingSSLhandshakeanalysis, , https://www.ssllabs.com/projects/client-fingerprinting/; Nikiforakis, N., Kapravelos, A., Joosen, W., Kruegel, C., Piessens, F., Vigna, G., (2013) Cookieless Monster: Exploring the Ecosystem of Web-based Device Fingerprinting, , SP IEEE Computer Society; Kent, S., Seo, K., Security architecture for the internet protocol (2005) RFC 4301, , Dec",,,,Institute of Electrical and Electronics Engineers Inc.,"2016 IEEE Conference on Communications and Network Security, CNS 2016",17 October 2016 through 19 October 2016,,126591.0,,9781509030651,,,English,"IEEE Conf. Commun. Netw. Secur., CNS",Conference Paper,Final,,Scopus,2-s2.0-85016012293
"Selvi R.T., Chandramohan G.",57193353722;57193358755;,Peer Assessment of Oral Presentation: An Investigative Study of Using Clickers in First-Year Civil Engineering Class of a Reputed Engineering Institution,2017,"Proceedings - IEEE 8th International Conference on Technology for Education, T4E 2016",,, 7814809,132,135,,1.0,10.1109/T4E.2016.034,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013345343&doi=10.1109%2fT4E.2016.034&partnerID=40&md5=0bd9d41e4a3b34bf1d2facf696d1834f,"PSG Institute of Technology and Applied Research, Coimbatore, India","Selvi, R.T., PSG Institute of Technology and Applied Research, Coimbatore, India; Chandramohan, G., PSG Institute of Technology and Applied Research, Coimbatore, India","Oral presentation skill is a key characteristic of modern engineers and that is why it is an essential component in engineering education. According to the social cognitive perspective, feedback and assessment play an important role in teaching and learning. This study describes the implementation and evaluation of oral presentation for a class of 56 students (both male and female) of First-year Civil Engineering. An innovative instruction format that builds on the integrated use of a Student Response System (SRS) for peer assessment of oral presentations of First-year Engineering students has been implemented. Oral presentations for about 56 students were conducted and assessed where in the participants played both the role of assessor and assesse. Further, this paper also throws light on the certain investigative methods of using clickers in the classroom to enhance students' participation. Results mirror a very positive student attitude towards SRS. The SRS was reported as an effective way of producing feedback for presenters, assessors and educators. © 2016 IEEE.",clickers; feedback; oral presentation skills; peer assessment; Student Response System; students' participation,Education; Engineering education; Feedback; Interactive computer systems; Teaching; Technical presentations; clickers; Cognitive perspectives; Engineering institutions; First-year engineering; Oral presentations; Peer assessment; Student-response system; Teaching and learning; Students,,,,,,,,,,,"Banks, D.A., Using keypad-based group process support systems to facilitate student reflection (2003) Interact, Integrate, Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, pp. 37-46. , G. Crisp, D. Thiele, I. Scholten, S. Barker and J. Baron (Eds). Adelaide: ASCILITE; Banks, D.A., (2006) Audience Response Systems in Higher Education: Applications and Cases, , Hershey, PA: Information Science Publishing; Cheng, W., Warren, M., Peer assessment of language proficiency (2005) Language Testing, 22 (1), pp. 93-121; De Grez, L., Valcke, M., Roozen, I., The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills (2009) European Journal of Psychology of Education, 24 (3), pp. 293-306; Falchikov, N., (2005) Improving Assessment Through Student Involvement. Practical Solutions for Aiding Learning in Higher and Further Education, , New York: Routledge Falmer; Hattie, J., (2009) Visible Learning. A Synthesis of over 800 Metaanalyses Relating to Achievement, , London/New York: Routledge",,Kumar V.KinshukMurthy S.,Educational Initiatives Pvt. Ltd. (EI);IEEE Computer Society;Ministry of Human Resources and Development (MHRD) Government of India;Next Education India Pvt. Ltd.,Institute of Electrical and Electronics Engineers Inc.,"8th IEEE International Conference on Technology for Education, T4E 2016",2 December 2016 through 4 December 2016,,125986.0,,9781509061150,,,English,"Proc. - IEEE Int. Conf. Technol. Educ., T4E",Conference Paper,Final,,Scopus,2-s2.0-85013345343
King S.O.,26031541900;,Investigating the correlation between clicker usage and learning gains in university mathematics: The influence of metacognitive growth,2017,Metacognition and Successful Learning Strategies in Higher Education,,,,219,238,,1.0,10.4018/978-1-5225-2218-8.ch011,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027492754&doi=10.4018%2f978-1-5225-2218-8.ch011&partnerID=40&md5=d10e838e757488eac21201e0d4219d6c,"Coventry University, United Kingdom","King, S.O., Coventry University, United Kingdom","The first section of this chapter focuses on a review of the literature on the correlation between the use of interactive polling and student learning gains. In the second section, recent research models on pedagogically effective clicker usage are then extended, conceptually, through the application of the Conversational Framework, and in a specific disciplinary context, university mathematics, so as to illuminate the influence of teacher or instructor's practice, and learner's practice, on associated student learning outcomes. Specifically, there is an illustration of how what instructors know and do (Teacher's Ideas and Practice), and what students know and do (Learner's Ideas and Practice), need to undergo iterative adaptive change and practice (Metacognitive Growth), in response to learner needs and the demand of the instructional environment, for there to be corresponding increases in student learning gains. © 2017 by IGI Global. All rights reserved.",,,,,,,,,,,,,"Abrahamson, L.A., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 1-25. , D. A. Banks (Ed.), Hershey, PA: Idea Group Inc; Bandura, A., Barbaranelli, C., Caprara, G.V., Pastorelli, C., Multifaceted Impact of selfefficacy beliefs on academic functioning (1996) Child Development, 67 (3), pp. 1206-1222; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction:Teaching science (Well) with an Audience Response System (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 96-115. , D. A. Banks (Ed.), Hershey, PA: Idea Group Inc; Boyle, J., Eight years of asking questions (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 289-304. , D. A. Banks (Ed.), Hershey, PA: Idea Group Inc; Boyle, J., Nicol, D., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association of Learning Technology Journal, 11 (1), pp. 43-57; Boyle, J., Nicol, D., Hamilton, B., Dempster, B., (2001) The use of classroom feedback systems to enable active learning in large engineering mechanics classes. The International Conference on Engineering Education, , Oslo, Norway; Brady, M., Seli, H., Rosenthal, J., Clickers and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers & Education, 65, pp. 56-63; Bransford, J.D., Brown, A., Cocking, R., (2000) How people learn: Mind, brain, experience and school (Expanded Edition), , Washington, DC: National Academy Press; Brookfield, S.D., (1995) Becoming a critically reflective teacher, , San Francisco, CA: Jossey-Bass; Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments, , San Francisco, CA: Jossey-Bass; Bugeja, M., Classroom clickers and the cost of technology (2008) The Chronicle of Higher Education, 55 (15); Byrne-Davis, L., Dexter, H., Hart, J., Cappelli, T., Byrne, G., Sampson, I., Lumsden, C., Just-in-time research: A call to arms for research into mobile technologies in higher education (2015) Research in Learning Technology, p. 23; Clark, R.E., Media will never influence learning (1994) Educational Technology Research and Development, 50 (3), pp. 43-59; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Cubric, M., Jefferies, A., The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups (2015) Computers & Education, 87, pp. 98-111; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics class (2011) Science, 332 (6031), pp. 862-864; Di Blas, N., Fiore, A., Mainetti, L., Vergallo, R., Paolini, P., A portal of educational resources:Providing evidence for matching pedagogy with technology (2014) Research in Learning Technology, p. 22; Draper, S.W., Catalytic assessment: Understating how MCQ and EVS can foster deep learning (2009) British Journal of Educational Technology, 40 (2), pp. 285-293; Draper, S.W., (2015) UK handset users and sites, , http://www.psy.gla.ac.uk/~steve/ilig/people.html, Retrieved from; Eagan, M.K., Stolzenberg, E.B., Berdan Lozano, J., Aragon, M.C., Suchard, M.R., Hurtado, S., (2014) Undergraduate teaching faculty: The 2013-2014 HERI Faculty Survey, , Los Angeles, CA: Higher Education Research Institute, UCLA; Evans, C., Making sense of assessment feedback in higher education (2013) Review of Educational Research, 83 (1), pp. 70-120; Flavell, J.H., Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry (1979) The American Psychologist, 34 (10), pp. 906-911; Glavanis, P., (2005) Learning technologies: passport to the land of significant learning., , http://www.aucegypt.edu/llt/clt/ChalkTalk/Documents/V5Issue6.pdf, Retrieved from; Goodband, J., Using electronic voting systems to increase engagement in the teaching of engineering mathematics at university (2009) CETL-MSOR Conference Proceedings, pp. 37-42; Groveman, A., (2008) Clickers, pedagogy and edtechtainment, , https://www.insidehighered.com/views/2008/06/20/groveman#Comments2009, Retrieved from; Habel, C., Stubbs, M., Mobile phone voting for participation and engagement in a large compulsory law course (2014) Research in Learning Technology, p. 22; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Han, J.H., Closing the missing links and opening the relationships among the factors: A literature review on the use of clicker technology using the 3P model (2014) Journal of Educational Technology & Society, 17 (4), pp. 150-168; Han, J.H., Finkelstein, A., Understanding the effects of professors pedagogical development with clicker assessment and feedback technologies and the impact on students engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Jaschik, S., Lederman, D., (2014) The 2014 Inside Higher Ed survey of faculty attitudes on technology, , Washington, DC: Inside Higher Ed; Johnson, M., Robson, D., Clickers, student engagement and performance in an introductory economics course: A cautionary tale (2008) Computers in Higher Education Economics Review, 20 (1), pp. 4-12; Jones, M., Marsden, G., 'Please turn ON your mobile phone': First impression on text-messaging in lectures (2004) MobileHCI, pp. 436-440. , S. Brewster & M. Dunlop (Eds.), Berlin: Springer-Verlag; Kay, R., LeSage, A., A strategic assessment of student response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 235-249; Keppell, M., Suddaby, G., Hard, N., Assuring best practice in technology-enhanced learning environments (2015) Research in Learning Technology, p. 23; King, S.O., Robinson, C.L., Pretty lights and maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Computers & Education, 53 (1), pp. 189-199; King, S.O., Robinson, C.L., Staff perspectives on the use of technology for enabling formative assessment and automated feedback (2009) Innovation in Teaching and Learning in Information and Computer Sciences, 8 (2), pp. 24-35; King, S.O., Robinson, C.L., Formative teaching: A Conversational Framework for evaluating the impact of Response Technology on student experience, engagement and achievement (2009) 2009 39th IEEE Frontiers in Education Conference, pp. 1-6; Kozma, R.B., Will media influence learning? Reframing the debate (1994) Educational Technology Research and Development, 42 (2), pp. 7-19; Lasry, N., Mazur, E., Watkins, J., Peer Instruction: From Harvard to Community Colleges (2008) American Journal of Physics, 76 (11), pp. 1066-1069; Laurillard, D., (2002) Rethinking university teaching: A conversational framework for the effective use of learning technologies, , (2nd ed.). London: RoutledgeFalmer; Laurillard, D., (2008) Evolving a vision for technology-enhanced learning. Keynote Presentation, Networked Learning Conference, , Halkidiki, Greece; Laurillard, D., (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology, , Routledge; Laurillard, D., Oliver, M., Wasson, B., Hoppe, U., Implementing technology-enhanced learning (2009) Technology-Enhanced Learning, pp. 289-306. , N. Balacheff, S. Ludvigsen, T. De Jong, A. Lazonder, & S. Barnes (Eds.), Dordrect, The Netherlands: Springer; Merrill, D.M., First principles of instruction (2002) Educational Technology Research and Development, 42 (2), pp. 21-29; Miller, R.L., Santana-Vega, E., Terrell, M.S., Can good questions and peer discussion improve calculus instruction? (2006) PRIMUS (Terre Haute, Ind.), 16 (3), pp. 1-9; Nguyen, K., McDaniel, M.A., Using quizzing to assist student learning in the classroom: The good, the bad, and the ugly (2015) Teaching of Psychology, 42 (1), pp. 87-92; Russell, M., Using an electronic voting system to enhance learning and teaching (2008) Engineering Education. Journal of the Higher Education Academy Engineering Subject Centre, 3 (2); Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Socol, I.D., (2008) Who's behind the curtain?, , http://speedchange.blogspot.com/2008/12/whos-behind-curtain.html, Retrieved from; Somekh, B., Haldane, M., Jones, K., Lewin, C., Steadman, S., Scrimshaw, P., Woodrow, D., (2007) Evaluation of the Primary Schools Whiteboard Expansion Project, , Coventry, UK: Becta-DfES; Stover, S., Noel, D., McNutt, M., Heilmann, S.G., Revisiting use of real-time polling for learning transfer (2015) Journal of Teaching and Learning with Technology, 4 (1), pp. 40-60; van der Kleij, F.M., Feskens, R.C., Eggen, T.J., Effects of feedback in a computer-based learning environment on students learning outcomes a meta-analysis (2015) Review of Educational Research, 85 (4), pp. 475-511; Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., Stains, M., Research-based implementation of peer instruction: A literature review (2015) CBE Life Sciences Education, 14 (1), p. es3; Voelkel, S., Bennett, D., New uses for a familiar technology: Introducing mobile phone polling in large classes (2014) Innovations in Education and Teaching International, 51 (1), pp. 46-58; Chick, N., Karris, T., Kernahan, C., Learning from their own learning: How metacognitive and meta-affective reflections enhance learning in race-related courses (2009) International Journal for the Scholarship of Teaching and Learning, 3 (1), pp. 1-28; Chism, V.V.N., (1999) Peer review of teaching: A sourcebook, , Bolton, MA: Anker; Pintrich, P.R., (2002) The role of metacognitive knowledge in learning, teaching, and assessing, , New York, NY: Pearson-Longman; Salvatori, M.R., Donahue, P., (2004) The elements (and pleasures) of difficulty, , New York, NY:Pearson-Longman; Scharff, L., Draeger, J., Thinking about metacognitive instruction (2015) National Teaching and Learning Forum, 24 (5), pp. 4-6; Zohar, A., David, A.B., Paving a clear path in a thick forest: A conceptual analysis of a metacognitive component (2009) Metacognition and Learning, 4 (3), pp. 177-195","King, S.O.; Coventry UniversityUnited Kingdom",,,IGI Global,,,,,,9781522522195; 1522522182; 9781522522188,,,English,Metacognition and Success. Learn. Strateg. in High. Educ.,Book Chapter,Final,,Scopus,2-s2.0-85027492754
"Vasconcelos S.V., Balula A.",57193807983;55332971600;,Socrative: Using mobile devices to promote language learning,2017,Empowering Learners With Mobile Open-Access Learning Initiatives,,,,242,264,,1.0,10.4018/978-1-5225-2122-8. ch012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016736384&doi=10.4018%2f978-1-5225-2122-8.+ch012&partnerID=40&md5=b85f6a1a11d7b1c28924810391ee5aca,"Polytechnic Institute of Viana do Castelo, Portugal; University of Aveiro, Portugal","Vasconcelos, S.V., Polytechnic Institute of Viana do Castelo, Portugal; Balula, A., University of Aveiro, Portugal","Focusing on the use mobile devices to promote language learning, this chapter documents the use of the student response system Socrative in two German courses taking place at two different Portuguese higher education institutions. It is divided into three different sections. After establishing the project's theoretical framework, the authors analyse its implementation and present findings, based on users' perceptions and test results. Aiming at understanding the role mobile devices can play in promoting students' long-term content retention, this research achieved promising results, not only by confirming students' expectations towards mlearning, but also by suggesting that mobile initiatives can have a positive effect in motivating students and promoting engagement, change and innovation. Overall, students achieved positive results, with data providing educators with indicators and insights on learner's learning strategies and progress. © 2017 by IGI Global.",,,,,,,,,,,,,"Alexander, B., Web 2.0: A New Wave of Innovation for Teaching and Learning? (2006) EDUCAUSE Review, 41 (2), pp. 32-44; Beatty, I., Gerace, W., Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162; Boticki, I., Baksa, J., Seow, P., Looi, C.-K., Usage of a mobile social learning platform with virtual badges in a primary school (2015) Computers & Education, 86, pp. 120-136; Dahlstrom, E., (2012) ECAR Study of Undergraduate Students and Information Technology, , 2012. Academic Press; Dahlstrom, E., Walker, J.D., Dziuban, C., (2013) ECAR Study of Undergraduate Students and Information Technology, , 2013. Academic Press; Dervan, P., (2014) Enhancing In-class Student Engagement Using Socrative (an Online Student Response System): A Report, , Academic Press; Deterding, S., Dixon, D., Khaled, R., Nacke, L., From Game Design Elements to Gamefulness: Defining ""Gamification"" (2011) Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9-15. , New York, NY, USA: ACM; Godwin-Jones, R., Emerging Technologies Mobile Apps for Language Learning (2011) Language Learning & Technology, 15 (2), pp. 2-11; Hendron, J.G., (2008) RSS for Educators-Blogs, , Newsfeeds, Podcasts, and Wikis in the Classroom. Academic Press; Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., Robison, A., (2009) Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, , MIT Press; Johnson, L., Adams Becker, S., Estrada, V., Freeman, A., (2014) The NMC Horizon Report: 2014 Higher Education Edition, , Austin, TX: Academic Press; Keegan, D., (2002) The Future of Learning: From eLearning to mLearning, , http://files.eric.ed.gov/fulltext/ED472435.pdf, ERIC. Retrieved from; Kukulska-Hulme, A., Will mobile learning change language learning? (2009) Re-CALL, 21 (2), pp. 157-165; Kukulska-Hulme, A., Shield, L., An Overview of Mobile Assisted Language Learning: From content delivery to supported collaboration and interaction (2008) ReCALL, 20 (3), pp. 249-252; Lan, Y.-J., Sung, Y.-T., Chang, K.-E., From Particular to Popular: Facilitating EFL Mobile-Supported Cooperative Reading (2013) Language Learning & Technology, 17 (3), pp. 23-38; O'Keefe, M., (2011) Enhancement of Learning with Classroom Response Systems (clickers), , Academic Press; Palalas, A., Preparing Mobile Learning Strategy for Your Institution (2013) Proceedings of the12th World Conference on Mobile and Contextual Learning; Richardson, W., (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms, , Corwin Press; Riemer, C., Althaus, H.-J., New Goals for German Teaching (2015) Redaktion Magazin Sprache, , https://www.goethe.de/en/spr/mag/20463342.html; Sharples, M., Taylor, J., Vavoula, G., A theory of learning for the mobile age (2010) Medienbildung in neuen Kulturräumen, pp. 87-99. , Springer; Viberg, O., Grönlund, Å., Mobile assisted language learning: A literature review (2012) 11th World Conference on Mobile and Contextual Learning","Vasconcelos, S.V.; Polytechnic Institute of Viana do CasteloPortugal",,,IGI Global,,,,,,9781522521235; 9781522521228,,,English,Empower. Learn. With Mob. Open-Access Learn. Initiat.,Book Chapter,Final,,Scopus,2-s2.0-85016736384
Medina M.S.,15058293500;,Making students’ thinking visible during active learning,2017,American Journal of Pharmaceutical Education,81,3, 41,,,,1.0,10.5688/ajpe81341,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018761455&doi=10.5688%2fajpe81341&partnerID=40&md5=964da565a04f796ae69856be639fccd4,"University of Oklahoma, Oklahoma City, OK, United States","Medina, M.S., University of Oklahoma, Oklahoma City, OK, United States",[No abstract available],Active learning; Audience response systems; Clickers; Feedback; Metacognition,"education; human; pharmacy school; pharmacy student; physiology; problem based learning; procedures; thinking; Education, Pharmacy, Graduate; Faculty, Pharmacy; Humans; Problem-Based Learning; Students, Pharmacy; Thinking",,,,,,,,,,,"https://www.acpeaccredit.org/pdf/FinalS2007Guidelines2.0.pdf, Accreditation standards and guidelines for the professional program in pharmacy leading to the doctor of pharmacy degree. 2007, AccessedMarch 30, 2017; https://www.acpe-accredit.org/pdf/Standards2016FINAL.pdf, Accreditation standards and guidelines for the professional program in pharmacy leading to the doctor of pharmacy degree. Standards 2016, Accessed August 9, 2016; American Journal of Pharmacy Education, , https://www.ajpe.org, Accessed August 9, 2016; Medina, M.S., Medina, P.J., Wanzer, D., Wilson, J.E., Nelson, E.R., Use of an audience response system (ARS) in a dual campus classroom environment (2008) Am J Pharm Educ, 72 (2). , Article 38; Medina, M.S., Relationship between case question prompt format and the quality of responses (2010) Am J Pharm Educ, 74 (2). , Article 29; Letassy, N.A., Fugate, S.E., Medina, M.S., Stroup, J.S., Britton, M.L., Using team-based learning in an endocrine module across two campuses (2008) Am J Pharm Educ, 72 (5). , Article 103; Medina, M.S., Conway, S.E., Davis-Maxwell, T.S., Webb, R., The impact of problem-solving feedback on team-based learning case responses (2013) Am J Pharm Educ, 77 (9). , Article 189; Stewart, D.W., Brown, S.D., Clavier, C.W., Wyatt, J., Active-learning processes used in US pharmacy education (2011) Am J Pharm Educ, 75 (4). , Article 68; Howard, M., Persky, A.M., Helpful tips for new users of active learning (2015) Am J Pharm Educ, 79 (4). , Article 46; Prince, M., Does active learning work? A review of the research (2004) J Engineering Educ, 93 (3), pp. 223-231; Medina, M.S., Avant, N.D., Delivering an effective presentation (2015) Am J Health Syst Pharm, 72 (13), pp. 1019-1024; Bransford, J.D., Brown, A.L., Cocking, R.R., How People Learn: Brain, Mind, Experience, and School. Washington (2000) DC: National Academy Press, 35 (55), p. 128; Flavell, J.H., Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry (1979) Am Psychol, 34 (10), pp. 906-911; Medina, M.S., Castleberry, A.N., Persky, A.M., Strategies to improving metacognition in health professional education Am J Pharm Educ; Schneider, E.F., Castleberry, A.N., Vuk, J., Stowe, C.D., Pharmacy students’ ability to think about thinking (2014) Am J Pharm Educ, 78 (8). , Article 148; Tanner, K.D., Promoting student metacognition (2012) CBE – Life Sciences Educ, 11 (2), pp. 113-120; Medina, M.S., Providing feedback to enhance pharmacy students’ performance (2007) Am J Health Syst Pharm, 64 (24), pp. 2542-2545; Lyman, F.T., The responsive classroom discussion: Inclusion of all students (1981) Mainstreaming Digest, pp. 109-113. , Anderson AS, ed, College Park, MD: University of Maryland Press","Medina, M.S.; Department of Pharmacy, Clinical and Administrative Sciences, University of Oklahoma College of Pharmacy, PO Box 26901, 1110 N. Stonewall, CPB 225, United States; email: melissa-medina@ouhsc.edu",,,American Association of Colleges of Pharmacy,,,,,00029459,,,28496261.0,English,Am. J. Pharm. Educ.,Note,Final,,Scopus,2-s2.0-85018761455
"Phan K.T., Ewing R., Starobinski D., Xin L.",57196349246;57196326700;6602842479;56701930500;,Brief announcement: Passive and active attacks on audience response systems using software defined radios,2017,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),10616 LNCS,,,405,409,,,10.1007/978-3-319-69084-1_30,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032695496&doi=10.1007%2f978-3-319-69084-1_30&partnerID=40&md5=83848de3f7a9e789e0c0f1d93c709b0a,"Boston University, Boston, MA  02115, United States","Phan, K.T., Boston University, Boston, MA  02115, United States; Ewing, R., Boston University, Boston, MA  02115, United States; Starobinski, D., Boston University, Boston, MA  02115, United States; Xin, L., Boston University, Boston, MA  02115, United States","Audience response systems, also known as clickers, are used at many academic institutions to offer active learning environments. Since these systems are used to administer graded assignments, and sometimes even exams, it is crucial to assess their security. Our work seeks to exploit and document potential vulnerabilities of clickers. For this purpose, we use software defined radios to perform jamming, sniffing and spoofing attacks on an audience response system in production, which provide different possible methods of cheating. The results of our study demonstrate that clickers are easily exploitable. We build a prototype and show that it is practically possible to covertly steal or forge answers of a peer or even an entire classroom, with high levels of confidence. Additionally, we find that the receivers software of the system lacks protection against unexpected answers, which allows our spoofer to submit any ASCII character and opens the receiver up to possible fuzzing attacks. As a result of this study, we discourage using clickers for high-stake assessments, unless they provide proper security protection. © Springer International Publishing AG 2017.",,Character sets; Computer aided instruction; Education; Network security; Radio; Radio receivers; Stabilization; Academic institutions; Active learning environment; Audience response systems; Graded assignments; Passive and active attacks; Security protection; Software-defined radios; Spoofing attacks; Software radio,,,,,"National Sleep Foundation: CNS-1409053, CNS-1717858, CNS-1563753","Acknowledgments. The authors thank Prof. Ari Trachtenberg for his suggestion to investigate fuzzing attacks. This work was supported in part by NSF under grants CNS-1409053, CNS-1563753 and CNS-1717858. The views expressed in this paper are those of the authors only, and do not necessarily reflect the views of NSF.",,,,,"(2014), http://my.umbc.edu/groups/doit/posts/44012; (2016), https://greatscottgadgets.com/hackrf/; Radio Foundation (2017) Inc.: GNU Radio, , http://gnuradio.org/; Han, J.H., Finkelstein, A., Understanding the effects of professors’ pedagogical development with clicker assessment and feedback technologies and the impact on students’ engagement and learning in higher education (2013) Comput. Educ., 65, pp. 64-76. , http://www.sciencedirect.com/science/article/pii/S0360131513000237; Kastner, M., The use of an audience response system to monitor students’ knowledge level in real-time, its impact on grades, and students’ experiences (2016) 2016 49Th Hawaii International Conference on System Sciences (HICSS), January, pp. 104-113; Kulatunga, U., Rameezdeen, R., Use of clickers to improve student engagement in learning: Observations from the built environment discipline (2014) Int. J. Constr. Educ. Res., 10 (1), pp. 3-18; (2017), https://www.turningtechnologies.com/response-solutions/responsecard-rf; Valerio, D., (2008) Open Source Software-Defined Radio: A Survey on Gnuradio and Its Applications, , http://www.astro.square7.ch/Datenblaetter/SDRreport.pdf, Technical report FTW-TR-2008-002","Ewing, R.; Boston UniversityUnited States; email: rjewing@bu.edu",Tsigas P.Spirakis P.,,Springer Verlag,"19th International Symposium on Stabilization, Safety, and Security of Distributed Systems, SSS 2017",5 November 2017 through 8 November 2017,,201409.0,03029743,9783319690834,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85032695496
"Lim T.Y., Khor C.Y., Oon Y.B.",35759105400;55935006900;55445162300;,Measuring user engagement in mobile classroom response system: A case study,2017,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),10295 LNCS,,,375,388,,1.0,10.1007/978-3-319-58509-3_30,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032093474&doi=10.1007%2f978-3-319-58509-3_30&partnerID=40&md5=1c8523adb092c4ad38de56b5e48725e6,"Multimedia University, Cyberjaya, Malaysia; Universiti Malaysia Sarawak, Kota Samarahan, Malaysia","Lim, T.Y., Multimedia University, Cyberjaya, Malaysia; Khor, C.Y., Multimedia University, Cyberjaya, Malaysia; Oon, Y.B., Universiti Malaysia Sarawak, Kota Samarahan, Malaysia","Mobile classroom response system, formerly known as clicker, is a promising technology to engage students in a lecture hall. Previous studies reported the positive effects of clickers on student engagement. However, most studies focused on patterns of cohort transitions using clickers during peer-instruction activities. This paper describes a mixed method approach to explore the dynamic of user engagement among undergraduate students in a local Malaysian university. Both interaction log and diary study were selected to track the pattern of ninety five registered students using mobile classroom response system across seven lecture weeks. Interaction logs were used to profile user type, participation type and submission type. The analysis of interaction logs revealed that seven visitors participated during lecture, only around 18% of registered students participated actively, registered students were more likely to answer all questions at the end of lecture compared to the beginning of lecture and middle of lecture. On the other hand, the analysis of diary entries provided qualitative information about user engagement attributes such focused attention, felt involvement, endurability, perceived usability and novelty. Both interaction log and students diary indicated that two registered students had positive engagement using mobile classroom response system during lecture. © Springer International Publishing AG 2017.",Diary study; Interaction log; Mobile classroom response system; User engagement,Education; Human computer interaction; Classroom response systems; Diary study; Interaction log; Perceived usability; Qualitative information; Student engagement; Undergraduate students; User engagement; Students,,,,,,,,,,,"Cuban, L., (1986) Teachers and Machines: The Classroom Use of Technology since 1920, , Teachers College Press, New York; Dunn, P.K., Richardson, A., Oprescu, F., McDonald, C., Mobile-phone-based classroom response systems: Students’ perceptions of engagement and learning in a large undergraduate course (2013) Int. J. Math. Educ. Sci. Technol., 44, pp. 1160-1174; Caldwell, J.E., (2007) Clickers in the Large Classroom: Current Research and Best-Practice Tips, , http://www.lifescied.org/content/6/1/9.short; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Adv. Physiol. Educ., 33, pp. 60-71; Aljaloud, A., Gromik, N., Billingsley, W., Kwan, P., Research trends in student response systems: A literature review (2015) Int. J. Learn. Technol., 10, p. 313; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam. Med., 36 (4), pp. 496-504; Draper, S.W., Brown, M.I., (2004) Increasing Interactivity in Lectures Using an Electronic Voting System, , http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2004.00074.x/full; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) Phys. Teach., 39, p. 8; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) J. Comput. High. Educ., 7, pp. 3-47; Deal, A., Classroom Response Systems: A Teaching with Technology White Paper; Fies, C., Marshall, J., (2006) Classroom Response Systems: A Review of the Literature, , http://link.springer.com/article/10.1007/s10956-006-0360-1; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Australas. J. Educ. Technol, 25, pp. 235-249; Debourgh, G., Use of classroom “clickers” to promote acquisition of advanced reasoning skills (2008) Nurse Educ. Pract., 8 (2), pp. 76-87; Greer, L., Heaney, P., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) J. Geosci. Educ., 52, pp. 345-351; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teach. Psychol., 34, pp. 253-258; Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., School engagement: Potential of the concept, state of the evidence (2004) Rev. Educ. Res., 74, pp. 59-109; O’Brien, H.L., Maclean, K.E., Measuring the user engagement process (2009) Engagement by Design, Pre-Conference Work, CHI, 2009, pp. 1-7; Lagun, D., Lalmas, M., Understanding user attention and engagement in online news reading (2016) Proceedings of the Ninth ACM International Conference on Web Search and Data Mining - WSDM 2016, pp. 113-122. , ACM Press, New York; Liu, M., Calvo, R.A., Pardo, A., Martin, A., Measuring and visualizing students’ behavioral engagement in writing activities (2015) IEEE Trans. Learn. Technol., 8, pp. 215-224; Hernandez, J., Liu, Z., Hulten, G., Debarr, D., Krum, K., Zhang, Z., Measuring the engagement level of TV viewers (2013) 2013 10Th IEEE International Conference and Workshops on Automatic Face and Gesture Recognition, FG 2013; Henrie, C.R., Bodily, R., Manwaring, K.C., Graham, C.R., Exploring intensive longitudinal measures of student engagement in blended learning (2015) Int. Rev. Res. Open Distrib. Learn., 16, pp. 131-155; Lane, B.E.S., Harris, S.E., A new tool for measuring student behavioral engagement in large university classes (2015) J. Coll. Sci. Teach, 44, pp. 83-91; Majumdar, R., Iyer, S., (2015) Beyond Clickers: Tracing Patterns in students’ Response through Isat; Kushnir, L.P., The clicker way to an “A”! New evidence for increased student learning and engagement: Understanding the pedagogy behind the technology (2013) World Conf. Educ. Multimedia, Hypermedia Telecommun, 2013, pp. 2212-2221; O’Brien, H., Theoretical perspectives on user engagement (2016) Why Engagement Matters: Cross-Disciplinary Perspectives of User Engagement in Digital Media, pp. 1-26; Roto, V., Law, E., Vermeeren, A., Hoonhout, J., User experience white paper: Bringing clarity to the concept of user experience (2010) Semin. Demarcating User Exp., 12, pp. 1-12; Wheeler, L., Reis, H.T., Self-recording of everyday life events: Origins, types, and uses (1991) J. Pers., 59, pp. 339-354; Portugal, R.L.Q., Engiel, P., Pivatelli, J., Do Prado Leite, J.C.S., Facing the challenges of teaching requirements engineering (2016) Proceedings of the 38Th International Conference on Software Engineering Companion - ICSE 2016, pp. 461-470. , ACM Press, New York; Brien, H.L.O., Toms, E.G., The development and evaluation of a survey to measure user engagement (2010) J. Am. Soc. Inf. Sci. Technol, 61, pp. 50-69","Lim, T.Y.; Multimedia UniversityMalaysia; email: tylim@mmu.edu.my",Zaphiris P.Ioannou A.,,Springer Verlag,"4th International Conference on Learning and Collaboration Technologies, LCT 2017, held as part of the 19th International Conference on Human-Computer Interaction, HCI 2017",9 July 2017 through 14 July 2017,,193939.0,03029743,9783319585086,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85032093474
Mizutani K.,16022369300;,System architecture and predictive experiment for an automatic learning support function on classroom response systems,2017,"Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings",,,,520,528,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053898340&partnerID=40&md5=80aa241c3cc16b6da9567a368825f515,"Department of Information and Electronic Engineering, School of Science and Engineering, Teikyo University, Japan","Mizutani, K., Department of Information and Electronic Engineering, School of Science and Engineering, Teikyo University, Japan","The Classroom Response System (CRS) was developed as a tool for enhancing interactivity between teachers and students in the classroom. Many studies have revealed the effectiveness of using CRS in educational environments. However, the popularity of CRS has not increased sufficiently. This study aims to implement an automatic learning support function on CRS to improve conventional systems. In this regard, I considered applying the concept of an agent-oriented system (AOS) to realize the implementation of this support function on web-based CRS. In addition, I examined the feasibility of applying the concept of an automatic learning support function by examining the prediction of student responses by using student activity logs. This paper describes the model on which the application of an AOS is based and the result of the prediction examination. © 2017 Asia-Pacific Society for Computers in Education. All rights reserved.",Classroom Response System; Clicker; Learning Analytics; Multi-Agent System,Education computing; Multi agent systems; Teaching; Agent-oriented systems; Automatic-learning; Classroom response systems; Clicker; Conventional systems; Educational environment; Learning analytics; System architectures; Students,,,,,Japan Society for the Promotion of Science: JP15K16262,This work was supported by JSPS KAKENHI Grant Number JP15K16262.,,,,,"Barth-Cohen, L.A., Smith, M.K., Capps, D.K., Lewin, J.D., Shemwell, J.T., Stetzer, M.R., What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems (2016) Journal of Science Education and Technology, 25 (1), pp. 50-60; Bellifemine, F., Poggi, A., Rimassa, G., JADE - A FIPA-compliant agent framework (1999) Proceedings of The Practical Applications of Intelligent Agents, pp. 97-108; (1998) FIPA 98 Specification Agent Management Support for Mobility, , FIPA Foundation for Intelligent Physical Agents; Fujita, H., Hirata, K., Sato, T., Theoretical investigation on the response analyzer for group education (1969) Trans. Inst. Electron. Commun. Eng. Japan, 52-C, pp. 820-826; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect (2016) Computers & Education, 94, pp. 102-119; Jose, C., Goyal, P., Aggrwal, P., Varma, M., Local deep kernel learning for efficient non-linear SVM prediction (2013) JMLR W&CP, 28 (3), pp. 486-494; Karakostas, A., Adam, D., Kioutsiouki, D., Demetriadis, S., A pilot study of QuizIt: The new android classroom response system (2014) 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL2014), pp. 147-151; Lantz, E.M., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Computers in Human Behavior, 31, pp. 280-286; Liu, C., Chen, S., Chi, C., Chien, K., Liu, Y., Chou, T., The effects of clickers with different teaching strategies (2016) Journal of Educational Computing Research; Majumdar, R., Iyer, S., Beyond clickers: Tracing patterns in students' response through iSAT (2015) Proceedings of The 23rd International Conference on Computers in Education, pp. 612-621; Mizutani, K., Development of Response Analyzer Systems improving scalability and real-time processing (2013) Proceedings of The 38th Annual Conference of Japanese Society for Information and Systems in Education, TE2-3, pp. 323-324; Mizutani, K., A Study for Using Sensors of a Smart Device on Web Based Classroom Response Systems (2016) Proceedings of The 15th Forum on Information Thechnoogy Japan, , N-021; Mizutani, K., A Study of Student Behavior in Classroom Response Systems (2014) Proceedings of The 22nd International Conference on Computers in Education, pp. 483-488; Premkumar, K., Use of Student Response Systems for Summative Assessments (2016) Creative Education, 7, pp. 1851-1860; Richardson, A.M., Dunn, P.K., McDonald, C., Oprescu, F., CRiSP: An Instrument for Assessing Student Perceptions of Classroom Response Systems (2015) Journal of Science Education and Technology, 24 (4), pp. 432-447","Mizutani, K.; Department of Information and Electronic Engineering, School of Science and Engineering, Teikyo UniversityJapan; email: mizutani@ics.teikyo-u.ac.jp",Mohd Ayub A.F.Mitrovic A.Yang J.-C.Wong S.L.Chen W.,Allied Telesis;UC Engineering;Unitec;University of Canterbury,Asia-Pacific Society for Computers in Education,"25th International Conference on Computers in Education, ICCE 2017",4 December 2017 through 8 December 2017,,139620.0,,9789869401265,,,English,"Proc. Int. Conf. Comput. Educ., ICCE - Main Conf. Proc.",Conference Paper,Final,,Scopus,2-s2.0-85053898340
"Álvarez C., Baloian N., Zurita G., Guarini F.",36728934600;6507063425;13105847600;57195199856;,Promoting active learning in large classrooms: Going beyond the clicker,2017,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),10391 LNCS,,,95,103,,,10.1007/978-3-319-63874-4_8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026233879&doi=10.1007%2f978-3-319-63874-4_8&partnerID=40&md5=46babbeacb292bb5f7682ff9db6e9753,"Facultad de Ingeniería y Ciencias Aplicadas, Universidad de los Andes, Santiago, Chile; Department of Computer Sciences, Universidad de Chile, Beaucheff 851, Santiago, Chile; Department of Information Systems and Management Control, Faculty of Economics and Business, Universidad de Chile, Diagonal Paraguay 257, Santiago, Chile","Álvarez, C., Facultad de Ingeniería y Ciencias Aplicadas, Universidad de los Andes, Santiago, Chile; Baloian, N., Department of Computer Sciences, Universidad de Chile, Beaucheff 851, Santiago, Chile; Zurita, G., Department of Information Systems and Management Control, Faculty of Economics and Business, Universidad de Chile, Diagonal Paraguay 257, Santiago, Chile; Guarini, F., Facultad de Ingeniería y Ciencias Aplicadas, Universidad de los Andes, Santiago, Chile","Teaching and learning in most current university lectures has remained unchanged for centuries and nowadays, large lecture classes are a fact at universities. Technologies such as Classroom Response Systems have been designed to ease the adoption of new pedagogical practice in these contexts; however, these pose technological, economic and pedagogical limitations to teachers, students and institutions. In this paper, we present a feasibility study of a system that allows students to take snapshots of paper-based, handwritten solutions to a given task with their devices, and then converts this input to vector graphics that are automatically hosted in a cloud-based storage service, such as Google Drive. The teacher can then discuss students’ solutions and provide elaborate formative feedback in class. We report on the findings of a feasibility study with engineering students in Chile, which validate the practicality of the approach. After this validation we plan to integrate optical character recognition capabilities in the system, in order to support programming and physics education. © Springer International Publishing AG 2017.",Active learning; BYOD; Classroom response system (CRS),Artificial intelligence; Character recognition; Optical character recognition; Planning; Students; Teaching; Active Learning; BYOD; Classroom response systems; Feasibility studies; Formative feedbacks; Pedagogical practices; Physics education; Teaching and learning; Education,,,,,"Chongqing Science and Technology Commission

Comisión Nacional de Investigación Científica y Tecnológica, CONICYT: FI-11160211",This research has been partially funded by the Chilean Science and Technology Commission (CONICYT) through grant FI-11160211.,,,,,"Biggs, J.B., (2011) Teaching for Quality Learning at University: What the Student Does, , McGraw-Hill Education, Maidenhead; Freeman, S., Active learning increases student performance in science, engineering, and mathematics (2014) Proc. Natl. Acad. Sci, 111 (23), pp. 8410-8415; Black, P., Wiliam, D., Developing the theory of formative assessment (2009) Educ. Assess. Eval. Account, 21 (1), p. 5; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics class (2011) Science, 332 (6031), pp. 862-864; Baloian, N., Pino, J.A., Hoppe, H.U., Dealing with the students’ attention problem in computer supported face-to-face lecturing (2008) Educ. Technol. Soc, 11 (2), pp. 192-205; Baloian, N., Pino, J.A., Hardings, J., Hoppe, H.U., Monitoring student activities with a querying system over electronic worksheets (2014) CRIWG 2014. LNCS, 8658, pp. 38-52. , Baloian, N., Burstein, F., Ogata, H., Santoro, F., Zurita, G. (eds.), Springer, Cham; Yoon, S.A., Koehler-Yom, J., Anderson, E., Lin, J., Klopfer, E., Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science (2015) Res. Sci. Technol. Educ, 33 (2), pp. 237-251; Herreid, C.F., Clicker” cases: Introducing case study teaching into large classrooms (2006) J. Coll. Sci. Teach, 36 (2), p. 43; Chien, Y.T., Chang, Y.H., Chang, C.Y., Do we click in the right way? A meta-analytic review of clicker-integrated instruction (2016) Educ. Res. Rev, 17, pp. 1-18. , http://doi.org/10.1016/j.edurev.2015.10.003; Blasco-Arcas, L., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Comput. Educ, 62, pp. 102-110; Mazur, E., (1997) Peer Instruction: A User’s Manual, , Prentice-Hall, Prentice-Hall; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys, 69 (9), pp. 970-977; Camacho-Miñano, M.-D.-M., Del Campo, C., Useful interactive teaching tool for learning: Clickers in higher education (2016) Interact. Learn. Environ, 24 (4), pp. 706-723; Liu, C., The effects of clickers with different teaching strategies (2016) J. Educ. Comput. Res; Deal, A., (2007) Classroom Response Systems, a Teaching with Technology, , White Paper, Office of Technology for Education, Carnegie Mellon University; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learn. Media Technol, 32 (1), pp. 21-40; Adams Becker, S., (2016) Nmc/Cosn Horizon Report: 2016K","Baloian, N.; Department of Computer Sciences, Universidad de Chile, Beaucheff 851, Chile; email: nbaloian@dcc.uchile.cl",Vassileva J.Ochoa S.F.Inoue T.Gutwin C.,,Springer Verlag,"23rd International Conference on Collaboration Technologies, CRIWG 2017",9 August 2017 through 11 August 2017,,195149.0,03029743,9783319638737,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85026233879
"Simelane-Mnisi S., Mji A.",57190073080;6602521951;,Students' perspective on technology-engagement teaching strategy using clickers in a mathematics course,2017,"Proceedings of the International Conference on e-Learning, ICEL",,,,205,212,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027846541&partnerID=40&md5=275d18f5ef1836efcead3990569297db,"Teaching and Learning with Technology, HEDS, Tshwane University of Technology, South Africa; Faculty of Humanities, Tshwane University of Technology, South Africa","Simelane-Mnisi, S., Teaching and Learning with Technology, HEDS, Tshwane University of Technology, South Africa; Mji, A., Faculty of Humanities, Tshwane University of Technology, South Africa","The purpose of this study is to investigate students' perspective on the use of Technology-engagement Teaching Strategy using clickers in a mathematics course. The mixed method was used. Participants were 105 students registered for Mathematics I at a study university of technology in South Africa. The Technology-engagement Teaching Strategy (TETS) using clickers was implemented. Its aim was to better prepare students for success in today's global economy and improve the skills required in the 21st century. Mathematics exercises were used during the intervention to assist students to improve higher order learning and active learning as well as to make sure that students engage with the work and interact with each other and the lecturer. Creativity, critical thinking, collaboration as well as communication skills were promoted during the intervention. Weekly tests were conducted in order to establish whether students mastered the concepts and improve their academic performance. After the intervention data was collected by means of a survey questionnaire as well as students' summary report. The results showed that more than three in four (77.4%) ofthe students indicated that they liked using clickers in class. Also 68% indicated that clickers were effective in the learning process. Findings also revealed that students changed in thinking, understanding, or behaviour after the incorporation of TETS using clickers. It is recommended that lecturers adopt the interactive teaching strategy using various latest technology in order to assist students to acquire necessary skills required in the 21st century.",Clickers; Higher education; Mathematics; Students' perspective; Technology-engagement teaching strategy,E-learning; Education; Mathematical techniques; Surveys; Teaching; Academic performance; Clickers; Communication skills; Higher education; Higher-order learning; Mathematics course; Students' perspectives; Teaching strategy; Students,,,,,,,,,,,"Beatty, I., Transforming student learning with classroom communication system (2004) Educause Centerforapplied Research: Research Bulletin, 3, pp. 1-13. , http://www4.uwm.edu/ltc/srs/faculty/docs/TransformingStudentLearning.pdf; Beatty, I., Gerace, W., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal OfScience Education and Technology, 18 (2), pp. 146-162; Brouhle, K., Exploring strategic behavior in an oligopoly market using classroom clickers (2011) The Journal of Economic Education, 42 (4), pp. 395-404; Chen, C.Y., Pedersen, S., Learners' internal management of cognitive processing in online learning (2012) Innovations in Education and Teaching International, 49 (4), pp. 363-373; Cronbach, L.J., Coefficient alpha and the internal structure oftests (1951) Psychometrika, 16, pp. 297-334; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., (2009) Peer Instruction: Engaging Students One-on-one, All at Once, , Cmbridge: Harvard University: Research-Based Reform of University Physics; Denker, K.J., Student response systems and facilitating the large lecture basic communication course: Assessing engagement and learning (2013) Communication Teacher, 27 (1), pp. 50-69; Gallagher, S., (2011) What Is Learning Experience?, , https://sites.google.eom/a/adlnet.gov/future-learning-experience-proiect/proiect-updates/whatisalearningexperience; Hooker, J., Denker, K., Summers, M., Parker, M., The development and validation ofthe student response system benefit scale (2015) Journal of Computer Assisted Learning; Kolikant, Y.B., Drane, D., Calkins, S., Clickers as catalysts for transformation ofteachers (2010) College Teaching, 58 (4), pp. 127-135; Kulatunga, U., Rameezdeen, R., Use of clickers to improve student engagement in learning: Observations from the built environment discipline (2013) International Journal OfConstruction Education and Research, 10 (1), pp. 3-18; Lockard, S.R., Metealf, R.C., Clickers and classroom voting in a transition to advanced mathematics course (2014) PRIMUS, pp. 1-22; Mazur, E., (1997) Peerlnstruction:A user'Smanual, , UpperSaddle River, NJ: Prentice Hall; Mishra, P., Koehler, M.J., Technological pedagogical content knowledge: A new framework for teacher knowledge (2006) Teacher College Records, 106 (6), pp. 1017-1054; Mnisi, S., (2015) Exploring A Teaching Strategy for Active Learning: Using Clicker Mobile Technology, , Doctoral Thesis, Tshwane University of Technology; O'Donoghue, M., O'Steen, B., Clicking on or off? Lecturers'rationale for using student response systems (2007) Proceedings Ofthe Ascilite Singapore 2007, pp. 771-779; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Association of Physics Teachers, 76 (2), pp. 171-178; Rich, J.D., Arabia, N.C., Mines, D., Kimberly, L.J., Creating learner-centered assessment strategies for promoting greater student retention and class participation (2014) Frontiers in Psychology, 5, pp. 1-3; Simelane, S., Dimpe, D.M., Clickertechnology: The tool to promote active learning in the classroom (2011) Education in A Technological World: Communicating Current and Emerging Research and Technological Efforts, pp. 83-98. , R. Corchero (Ed.) Spain: Formatex Research Center; Simelane, S., Mji, A., Mwambakana, J., Clicker-technology teaching strategy and students approaches to learning in syncronized activities (2011) Proceedings Ofthe World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011, Honolulu, AACE, pp. 1708-1713; Simelane, S., Skhosana, P., Impact of clickertechnology in a mathematics course (2012) Knowledge Management & E-Learning: An International Journal (KM&EL, 4 (3), pp. 279-292; Simelane-Mnisi, S., Mji, A., Active learning and heutagogy using clickertechnologyto enhance student learning and improve pass rate (2015) Proceedings Ofthe EDULEARN15, pp. 1654-1663. , Barcelona; Simelane-Mnisi, S., Mji, A., Efficacy of live interaction to promote student engagement in the flipped classroom (2016) Proceedings Ofthe EDULEARN16, Barcelona; Stewart, S., Stewart, W., Taking clickers to the next level: A contingent teaching model (2013) International Journal of Mathematical Education in Science and Technology, 44 (8), pp. 1093-1106; Stowell, J.R., Use of clickers vs. Mobile devices for classroom polling (2015) Computers & Education, 82, pp. 329-334; Walklet, E., Davis, S., Farrelly, D., Muse, K., The impact ofstudent response systems on the learning experience of undergraduate psychology students (2016) Psychology Teaching Review, 22 (1); Wong, A., Student perception on a student response system formed by combining mobile phone and a polling website (2016) International Journal of Education and Development Using Information and Communication Technology, 12 (1), p. 144",,Hartshorne R.Campbel L.,,Academic Conferences Limited,"12th International Conference on e-Learning, ICEL 2017",1 June 2017 through 2 June 2017,,129465.0,20488882,9781911218357,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Paper,Final,,Scopus,2-s2.0-85027846541
Iitaka T.,55803988000;,An analysis of the note-taking function of the audience response system,2017,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),10295 LNCS,,,364,374,,,10.1007/978-3-319-58509-3_29,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85025140122&doi=10.1007%2f978-3-319-58509-3_29&partnerID=40&md5=c84678feb4f7509d143182384c92a98b,"Kumamoto Gakuen University, 2-5-1 Oe, Chuo-ku, Kumamoto, 862-8680, Japan","Iitaka, T., Kumamoto Gakuen University, 2-5-1 Oe, Chuo-ku, Kumamoto, 862-8680, Japan",This paper analyzes the note-taking function of the Audience Response System. The analysis shows the positive effects of the note-taking function and it shows that the note-taking function interacts with other ARS functions. Studying these features will help design more interactive lectures. © Springer International Publishing AG 2017.,ARS; Digital-note-taking; E-learning,Argon; E-learning; Human computer interaction; Audience response systems; Interactive lecture; Note taking; Education,,,,,Japan Society for the Promotion of Science: JP 15K12175,This work was supported by JSPS KAKENHI Grant Number JP 15K12175.,,,,,"Iitaka, T., Hirai, A., CMS module for online testing (2008) IEICE Technical Report, Tokyo, 107 (462), pp. 25-29; Iitaka, T., Mobile practice system using web item databank (2011) IEICE Technical Report, Tokyo, 111 (237), pp. 31-36; Iitaka, T., ARS module of contents management system using cell phones (2013) DUXU 2013. LNCS, 8015, pp. 682-690. , Marcus, A; Iitaka, T., On the note-taking function of ARS module (2015) IEICE Technical Report, Tokyo, ET2014-74, 114 (441), pp. 11-16; Iitaka, T., An analysis on note making function of a system for interactive lectures (2016) IEICE Technical Report, Osaka, ET2015-90, 115 (444), pp. 29-34; Nakayama, M., Mutsuura, K., Yamamoto, H., Impact of note-taking activity for a performance in online learning (2010) IEICE Technical Report, Tokyo, ET2010-88, 110 (405); Nakayama, M., Mutsuura, K., Yamamoto, H., Relationship between factors of note-taking activity and student notes assessment in fully online learning environment (2011) IEICE Technical Report, Tokyo, ET2011-49, 111 (237); Weener, P., Note taking and student verbalization as instrumental learning activities (1974) Instr. Sci., 3, pp. 51-74; Ito, K., Okamoto, T., Isomoto, I., Watanabe, N., Fukuhara, M., Nagaoka, K., (2008) IEICE Technical Report, Tokyo, 107 (462), pp. 25-29; http://xoopscube.jp/, XoopsCube Web Page; http://iitaka.no-ip.info, Xoops Module E-frit Web Page; http://iitaka.no-ip.info/norm/, Xoops Module Nome Web Page","Iitaka, T.; Kumamoto Gakuen University, 2-5-1 Oe, Chuo-ku, Japan; email: iitaka2@yahoo.co.jp",Zaphiris P.Ioannou A.,,Springer Verlag,"4th International Conference on Learning and Collaboration Technologies, LCT 2017, held as part of the 19th International Conference on Human-Computer Interaction, HCI 2017",9 July 2017 through 14 July 2017,,193939.0,03029743,9783319585086,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85025140122
Svetlana T.,57208625848;,Mobile voting tools for creating a new educational design of the traditional university lecture in Russia,2017,Education in the Asia-Pacific Region,40,,,401,420,,,10.1007/978-981-10-4944-6_20,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065306216&doi=10.1007%2f978-981-10-4944-6_20&partnerID=40&md5=86fdfcc11d0fe1b4934b9b65598919f5,"Far Eastern Federal University, Vladivostok, Russian Federation","Svetlana, T., Far Eastern Federal University, Vladivostok, Russian Federation","Mobile voting tools can enhance learning and teaching experiences in many ways, by providing instant feedback, better diagnosis of learning problems and creating new formats of enquiry-based activities. Mobile voting apps, also known as mobile clickers, which directly introduce dialogue and interactivity between teacher and student, have been used successfully within the context of the university classroom for the last decade. The objective of the international study Enhancing Technology Awareness and Usage of m-Learning in Russia and Norway was to evaluate the impact of a mobile voting tool student response system (SRS) on creating a collaborative environment for university lecture courses. As part of a comparative experimental study, this research quantitatively compares student’s test scores across two groups (56 students) of Lomonosov Moscow State University (Russia). This data was combined with that from a qualitative attitudinal student survey. Research indicates that an SRS-supported approach influenced important aspects of lecture design such as time management, the mode of material presentation and activity switch patterns. In addition, SRS was also found to impact on learner-teacher interactions, student collaboration and motivation and formats of activities. © Springer Nature Singapore Pte Ltd. 2017.",,,,,,,,,,,,,"Arnesen, K., Experiences with use of various pedagogical methods using student response system (2012) From the 11Th European Conference on E-Learning, pp. 20-27. , (pp., Reading: Academic Publishing Limited; Arnesen, K., Talmo, T., Stav, J., (2013) Implementation of Mobile Response Technology and Activity Based Training in a University College, pp. 4655-4658. , Proceedings from the International Technology, Education and Development Conference (INTED 2013), 4–6 March 2013, Valencia, Spain; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Research Bulletin, 3. , http://net.educause.edu/ir/library/pdf/ERB0403.pdf, Retrieved from; Berns, A., Palomo-Duarte, M., Dodero, J.M., Ruiz-Ladrón, J.M., Calderón Márquez, A., (2015) Mobile Apps to Support and Assess Foreign Language Learning, , F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 51–56). Dublin: Research-publishing.net. http://dx.doi. org/10.14705/rpnet.2015.000309; Bolona Lopez, M.D.C., Ortiz, M.E., Allen, C., Using mobile devices and the Adobe Connect web conferencing tool in the assessment of EFL student teacher performance (2015) Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy, pp. 77-83. , http://dx.doi.org/10.14705/rpnet.2015.000313, F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), (pp., Dublin: Research-publishing.net; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco: Jossey-Bass; Bruff, D., Multiple-choice questions you wouldn’t put on a test: Promoting deep learning using clickers (2010) Essays on Teaching Excellence, 21 (3), pp. 25-34. , http://www.pod-network.org/publications/teachingexcellence/09-10/V21,%20N3%20Bruff.pdf, Retrieved from; Cavallo, D., (2012) Liberating Learning: How Ubiquitous Access to Connected Computational Devices Releases Education from the Tyranny of Information Recall, Program of the 7Th IEEE International Conference on Wireless, and Ubiquitous Technologies in Education (P. 2). Kagawa: Kagawa, , University Press; Clough, G., (2016) Mobile Informal Learning through Geocatching, pp. 43-66. , J. Traxler & A. Kukulska-Hulme (Eds.), Mobile learning – The next generation (pp., New York: Routledge; (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment, , http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf, Cambridge University Press. Retrieved from; Cook, J., (2010) Mobile Phones as Mediating Tools within Augmented Contexts for Development, , E. Brown (Ed.), Education in the wild: Contextual and location-based mobile learning in action (pp. 23–26). Nottingham: University of Nottingham, Learning Sciences Research Institute; Danaher, P.A., Gururajan, R., Hafeez-Baig, A., Transforming the practice of mobile learning: Promoting pedagogical innovation through educational principles and strategies that work (2009) Innovative Mobile Learning: Techniques and Technologies, pp. 21-46. , H. Ryu & D. P. Parsons (Eds.), (pp., Hershey: Information Science Reference/IGI Global; Dangel, H.L., Wang, C.X., Student response systems in higher education: Moving beyond linear teaching and surface learning (2008) Journal of Educational Technology Development and Exchange, 1 (1), pp. 93-104; Degani, A., Martin, G., Stead, G., Wade, F., E-learning standards for an M-learning world – Informing the development of e-learning standards for the mobile web (2010) Research in Learning Technologies, 25 (3), pp. 181-185. , http://www.researchinlearningtech-nology.net/index.php/rlt/article/view/19153, Retrieved from; Demouy, V., Eardley, A., Shrestha, P., Kukulska-Hulme, A., The interactive oral assessment project: Using Talkback® for practice and assessment of listening and speaking skills in languages (2011) ICL 2011 Interactive Collaborative Learning. Pieštany, Slovakia, , http://oro.open.ac.uk; Driver, P., Pervasive games and mobile technologies for embodied language learning (2012) International Journal of Computer-Assisted Language Learning and Teaching, 2 (4), pp. 23-37; Dudeney, G., Hockly, N., Pegrum, M., (2013) Digital Literacies: Research and Resources in Language Learning, , Oxford: Pearson; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Hodges, L., (2010) Engaging Students, Assessing Learning: Just a Click Away, 21, pp. 18-24. , http://cft.vanderbilt.edu/library/articles-and-essays/essays-on-teaching-excellence/http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19153http://www.sicet.org/journals/jetde/jetde08/paper08.pdf, Essays on Teaching Excellence, Retrieved from; Johnson, L., Adams, S., Cummins, M., (2012) The NMC Horizon Report: 2008 Australia-New Zealand Edition. Austin: The New Media Consortium, , http://nmc.org/pdf/2008-Horizon-Report-ANZ.pdf; (2005) Guidetocurriculumdesign:Enquiry-Basedlearning, , https://www.academia.edu/460509/Guide_to_Curriculum_Design_Enquiry-Based_Learning, Kahn,P., & O’Rourke, K; Kearney, M., Schuck, S., Burden, K., Aubusson, P., Viewing mobile learning from a pedagogical perspective (2012) Research in Learning Technology Journal, 20 (1), pp. 21-34. , http://www.researchinlearningtechnology.net/index.php/rlt/article/view/14406/html#AF0001, Retrieved from; Kukulska-Hulme, A., Jones, C., The next generation: Design and the infrastructure for learning in a mobile and networked world (2011) Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching, pp. 57-78. , A. D. Olofsson & J. Ola Lindberg (Eds.), Hershey: Information Science Reference (an Imprint of IGI Global); Kukulska-Hulme, A., Pettit, J., Bradley, L., Carvalho, A., Herrington, A., Kennedy, D., Walker, A., Mature students using mobile devices in life and learning (2011) International Journal of Mobile and Blended Learning, 3 (1), pp. 18-52; Lammons, E., Momata, Y., Mynard, J., Noguchi, J., Watkins, S., Developing and piloting an app for managing self-directed language learning: An action research approach (2015) Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy, pp. 342-347. , http://dx.doi.org/10.14705/rpnet.2015.000356, F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), (pp., Dublin: Research-publishing.net; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 2, pp. 71-74. , http://net.educause.edu/ir/library/pdf/EQM0729.pdf, Retrieved from; Nicol, D., Macfarlane-Dick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Nielsen, K., How the initial thinking period affects student argumentation during peer instruction: Students’ experiences versus observations (2012) Student Response Systems in Science and Engineering Education. Unpublished Doctoral Thesis, Norwegian University of Science and Technology (NTNU), Trondheim; Oberg, A., Daniels, P., Analysis of the effect a student-centred mobile learning instructional method has on language acquisition (2013) Computer Assisted Language Learning, 26 (2), pp. 177-196. , http://www.tandfonline.com; Pallof, R., Pratt, K., (2009) Assessing the Online Learner: Resources and Strategies for Faculty, , San Francisco: Jossey-Bass; Pemberton, L., Winter, M., Fallahkhair, S., Collaborative mobile knowledge sharing for language learners (2010) Journal of the Research Center for Educational Technology, 6 (1), pp. 144-148. , http://www.rcetj.org; Rubner, G., (2012) Mbclick: An Electronic Voting System that Returns Individual Feedback, , http://www.heacademy.ac.uk/assets/documents/stem-conference/gees/Geoff_Rubner.pdf, Retrieved from; Sadler, D.R., Formative assessment: Revisiting the territory (1998) Assessment in Education: Principles, Policy & Practice, 5 (1), pp. 77-84; Sambell, K., Enquiry-based learning and formative assessment environments: Student perspectives (2010) Practitioner Research in Higher Education. University of Cambria, 4 (1), pp. 52-61. , http://194.81.189.19/ojs/index.php/prhe/article/view/34, Retrieved from; Sambell, K., Hubbard, A., The role of formative ‘low-stakes’ assessment in supporting nontraditional students’ retention and progression in higher education: Student perspectives (2004) Widening Participation and Lifelong Learning, 6 (2), pp. 25-36. , http://www.ingen-taconnect.com/content/openu/jwpll/2004/00000006/00000002/art00004, Retrieved from; Sato, T., Murase, F., Burden, T., Is mobile-assisted language learning really useful? An examination of recall automatization and learner autonomy (2015) Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy, pp. 495-501. , http://dx.doi.org/10.14705/rpnet.2015.000382, F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), (pp., Dublin: Research-publishing.net; Tapscott, D., (2009) Grown up Digital: How the Net Generation is Changing Your World, , New York: McGraw-Hill; Tarr, T., Beasley, J., (2012) Tips for Using Clickers in the Classroom, , http://ctl.iupui.edu/Resources/Teaching-Strategies/Tips-for-Using-Clickers-in-the-Classroom, Retrieved from; Titova, S., (2012) Developing of ICT Competence of Language Teachers through an Online Professional Development Course in Moodle, , http://library.iated.org/view/TITOVA2012DEV, In 6th International Technology, Education and Development Conference Proceedings (pp. 4739–4746). Valencia, Spain. Retrieved December 15, 2015, from; Titova, S., Talmo, T., Mobile voting systems for creating collaboration environment and getting immediate feedback: A new curriculum model of the university lecture (2014) International Journal of Mobile and Blended Learning, 6 (3), pp. 18-34; Titova, S., Talmo, T., Avramenko, A., (2013) Language Acquisition through Mobile Technologies: A New Fad Or an Unavoidable Necessity? Proceedings of EDULEARN13, , http://library.iated.org/view/TITOVA2013LAN, Conference (pp. 5046– 5050). Spain, Barcelona. Retrieved from; Traxler, J., The ‘learner experience’ of mobiles, mobility and connectedness (2010) Background Paper to Presentation ELESIG Symposium: Digital Futures. Reading: University of Reading, , http://cloudworks.ac.uk/cloud/view/3472, Retrieved from; Tucker, B., The flipped classroom (2012) Education NEXT, 12 (1), pp. 82-83. , http://educationnext.org/the-flipped-classroom/, Retrieved from; Voelkel, S., Bennett, D., Combining the formative with the summative: The development of a two-stage online test to encourage engagement and provide personal feedback in large classes (2013) Research in Learning Technology, 21 (1), pp. 75-92. , http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19153, Retrieved from","Svetlana, T.; Far Eastern Federal UniversityRussian Federation; email: Stitova3@gmail.com",,,Springer Nature,,,,,15735397,,,,English,Educ. Asia-Pacific Reg.,Book Chapter,Final,,Scopus,2-s2.0-85065306216
"Collier R., Kawash J.",7202591972;6506154431;,Improving student content retention using a classroom response system,2017,CSEDU 2017 - Proceedings of the 9th International Conference on Computer Supported Education,1,,,17,24,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85023771594&partnerID=40&md5=f8291f1ce72aca91987f98335705f193,"Department of Computer Science, Carleton University, 1125 Colonel By Dr., Ottawa, ON, Canada; Department of Computer Science, University of Calgary, 2500 University Dr. NW, Calgary, AB, Canada","Collier, R., Department of Computer Science, Carleton University, 1125 Colonel By Dr., Ottawa, ON, Canada; Kawash, J., Department of Computer Science, University of Calgary, 2500 University Dr. NW, Calgary, AB, Canada","The most typical uses of a classroom response system are to improve student engagement and to provide opportunities for immediate feedback. For our introductory course in computer science we sought to investigate whether the content and format typically associated with a classroom response system could be adapted from a feedback tool into an approach for improving content retention. We devised an experiment wherein different sections would be presented with complementary sets of questions presented either immediately after the corresponding material (i.e., for feedback) or at the beginning of the following lecture, with the express purpose of reminding and reinforcing material (i.e., to improve content retention). In every case, the participants that encountered an item in the following lecture exhibited relatively better performance on the corresponding items of the final exam. Thus our evidence supports the hypothesis that, with no significant additional investment of preparation or lecture time (beyond that associated with all classroom response systems), questions can be presented in such a way as to engage students while simultaneously improving content retention. Copyright © 2017 by SCITEPRESS - Science and Technology Publications, Lda. All rights reserved.",Classroom response system; Computer literacy; Content retention; Student engagement,Curricula; Teaching; Classroom response systems; Complementary sets; Computer literacy; Content retention; Immediate feedbacks; Introductory course; Reinforcing materials; Student engagement; Students,,,,,,,,,,,"Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Boscardin, C., Penuel, W., Exploring benefits of audience-response systems on learning: A review of the literature (2012) Academic Psychiatry, 36 (5), pp. 401-407; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , Jossey-Bass; Cukierman, D., Predicting success in university first year computing science courses: The role of student participation in reflective learning activities and in iclicker activities (2015) Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE '15, pp. 248-253. , New York, NY, USA. ACM; Huss-Lederman, S., The impact on student learning and satisfaction when a cs2 course became interactive (abstract only) (2016) Proceedings of the 47th ACM Technical Symposium on Computing Science Education, SIGCSE '16, p. 687. , New York, NY, USA. ACM; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Liao, S.N., Zingaro, D., Laurenzano, M.A., Griswold, W.G., Porter, L., Lightweight, early identification of at-risk cs1 students (2016) Proceedings of the 2016 ACM Conference on International Computing Education Research, ICER '16, pp. 123-131. , New York, NY, USA. ACM; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Education, 32 (3), pp. 113-116; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56 (1), pp. 36-43; Porter, L., Zingaro, D., Lister, R., Predicting student success using fine grain clicker data (2014) Proceedings of the Tenth Annual Conference on International Computing Education Research, ICER '14, pp. 51-58. , New York, NY, USA. ACM; Simon, B., Parris, J., Spacco, J., How we teach impacts student learning: Peer instruction vs. Lecture in cs0 (2013) Proceeding of the 44th ACM Technical Symposium on Computer Science Education, SIGCSE '13, pp. 41-46. , New York, NY, USA. ACM; Vinaja, R., The use of lecture videos, ebooks, and clickers in computer courses (2014) J. Comput. Sci. Coll, 30 (2), pp. 23-32; Webb, A., Carnaghan, C., Investigating the effects of group response systems on student satisfaction, learning and engagement in accounting education (2006) Issues in Accounting Education, 22, p. 3; Zingaro, D., Peer instruction contributes to selfefficacy in cs1 (2014) Proceedings of the 45th ACM Technical Symposium on Computer Science Education, SIGCSE '14, pp. 373-378. , New York, NY, USA. ACM; Zingaro, D., Porter, L., Tracking student learning from class to exam using isomorphic questions (2015) Proceedings of the 46th ACM Technical Symposium on Computer Science Education, SIGCSE '15, pp. 356-361. , New York, NY, USA. ACM",,Escudeiro P.Zvacek S.McLaren B.M.Uhomoibhi J.Costagliola G.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",SciTePress,"9th International Conference on Computer Supported Education, CSEDU 2017",21 April 2017 through 23 April 2017,,128072.0,,9789897582394,,,English,CSEDU - Proc. Int. Conf. Comput. Support. Educ.,Conference Paper,Final,,Scopus,2-s2.0-85023771594
"Beaumont A., Gousseau M., Sommerfeld C., Leitao D., Gooi A.",56654003800;56381583900;57188963201;8557224300;6506989639;,Mobile audience response systems at a continuing medical education conference,2017,Studies in Health Technology and Informatics,234,,,24,28,,1.0,10.3233/978-1-61499-742-9-24,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85012267380&doi=10.3233%2f978-1-61499-742-9-24&partnerID=40&md5=91d0ec3fb56396a580e6c1ea5859240e,"University of Manitoba, Canada; University of Alberta, Canada","Beaumont, A., University of Manitoba, Canada; Gousseau, M., University of Manitoba, Canada; Sommerfeld, C., University of Alberta, Canada; Leitao, D., University of Manitoba, Canada; Gooi, A., University of Manitoba, Canada","Background: Mobile audience response systems (mARS) are electronic systems allowing speakers to ask questions and audience members to respond anonymously and immediately on a screen which enables learners to view their peers' responses as well as their own. mARS encourages increased interaction and active learning. Objectives: This study aims to examine the perceptions of audience members and speakers towards the implementation of mARS at a national medical conference. Methods: MARS was implemented at the CSO Annual Meeting in Winnipeg 2015. Eleven presenters agreed to participate in the mARS trial. Both audience and presenters received instructions. Five-point Likert questions and short answer questions were emailed to all conference attendees and the data was evaluated. Results: Twenty-seven participants responded, 23 audience members and 4 instructors. Overall, responders indicated improved attention, involvement, engagement and recognition of audience's understanding of topics with the use of mARS. mARS was perceived as easy to use, with clear instructions, and the majority of respondents expressed an interest in using mARS in more presentations and in future national medical conferences. Most respondents preferred lectures with mARS over lectures without mARS. Some negative feedback on mARS involved dissatisfaction with how some presenters implemented mARS into the workshops. Conclusion: Overall mARS was perceived positively with the majority of respondents wanting mARS implemented in more national medical conferences. Future studies should look at how mARS can be used as an educational tool to help improve patient outcomes. © 2017 The authors and IOS Press.",audience response system; CME; conference; medical education; technology,"attention; clinical article; controlled study; human; medical education; negative feedback; perception; interpersonal communication; Manitoba; medical education; organization; procedures; teaching; telemedicine; Communication; Congresses as Topic; Education, Medical, Continuing; Humans; Manitoba; Teaching; Telemedicine",,,,,,,,,,,"Grzeskowiak, L.E., Thomas, A.E., To, J., Phillips, A.J., Reeve, E., Enhancing education activities for health care trainees and professionals using audience response systems: A systematic review (2015) JCEHP, 35, pp. 261-269; Miller, M., Hartung, S.Q., Evidence-based clicker use: Audience response systems for rehabilitation nurses (2012) Rehabil. Nurs, 37, pp. 151-159; Thampy, H., Ahmad, Z., How to Use audience response systems (2014) Educ. Prim. Care, 25, pp. 294-296; Zafar, S., Safdar, S., Zafar, A.N., Evaluation of use of e-Learning in undergraduate radiology education: A review (2014) Eur. J. Radiol, 83, pp. 2277-2287; Grzeskowiak, L.E., Thomas, A.E., To, J., Reeve, E., Phillips, A., Enhancing continuing education activities using audience response systems: A single-blind controlled trial (2015) J. Contin. Educ. Health Prof, 35, pp. 38-45; Lenz, P.H., Mccallister, J.W., Luks, A.M., Le, T.T., Fessler, H.E., Practical strategies for effective lectures (2015) Semin. Educ, 12, pp. 561-566; Mains, T.E., Milner, S.M., Shah, N.G., Goldberg, H., Do questions help ? the impact of audience response systems on medical student learning: A randomised controlled trial (2015) BMJ, 91, pp. 361-367. , Jr J.C; Wait, K.R., Cloud, B.A., Forster, L.A., Jones, T.M., Nokleby, J.J., Wolfe, C.R., Youdas, J.W., Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: Perceptions of peer teachers and students (2009) Anat. Sci. Educ, 293, pp. 286-293; Leung, C.P., Klausner, A.P., Habibi, J.R., King, A.B., Feldman, A.S., Audience response system: A new learning tool for urologic conferences (2013) Can. J. Urol, 20, pp. 7042-7045; Miller, C.J., Metz, M.J., A comparison of professional-level faculty and student perceptions of active learning: Its current use, effectiveness, and barriers (2014) Am. Physiol. Soc, 38, pp. 246-252; Kuhbeck, F., Engelhardt, S., Sarikas, A., OnlineTED . Com - A novel web-based audience response system for higher education . A pilot study to evaluate user acceptance (2014) GMS Z. Med. Ausbild, 31, pp. 1-13","Gooi, A.; University of ManitobaCanada",Kuo A.Borycki E.Lau F.Bliss G.Courtney K.Bartle-Clar J.B-C.,,IOS Press,,,,,09269630,9781614997412,,28186010.0,English,Stud. Health Technol. Informatics,Conference Paper,Final,,Scopus,2-s2.0-85012267380
"Mangalaraj D., Subramanian S.",57203978906;57203978853;,Study on implementing automated classroom performance system for recording student attendance,2017,"Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings",,,,724,726,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053867323&partnerID=40&md5=3cbe300facb3a6e638f1519a8b275ccf,"UNITEC, Auckland, New Zealand","Mangalaraj, D., UNITEC, Auckland, New Zealand; Subramanian, S., UNITEC, Auckland, New Zealand",We explore and study the implementation of an automated classroom performance system for recording student attendance. Classroom attendance is closely linked to student success. The traditional method of recording student attendance by signing on paper or by calling students names is time consuming and since it has the human intervention element it is insecure and hence inefficient. This paper introduces the replacement of manual registry system with automated computer based smart tag and reader. These customized tags and receivers are used to register a student's presence in class. This information is later passed on to the administrator's for admin follow up. The collected and stored data can be analyzed along with other student data using predictive analytics methodologies to predict student's success in the program and also intervene at an earlier stage to help towards the success of the student. © 2017 Asia-Pacific Society for Computers in Education. All rights reserved.,Automated attendance; Monitoring attendance; Predictive analytics; Student journey,Automation; Predictive analytics; Automated attendance; Classroom performance systems; Follow up; Human intervention; Student attendances; Student success; Students,,,,,,,,,,,"Kassem, A., Hamad, M., Chalhoub, Z., El Dahdaah, S., An RFID attendance and monitoring system for university applications (2010) Electronics, Circuits, and Systems (ICECS), 17th IEEE Int. Conf., pp. 851-854; Nagothu, S.K., Kumar, O.P., Anitha, G., Autonomous monitoring and attendance system using inertial navigation system and GPRS in predefined locations (2014) Eco-Friendly Computing and Communication Systems (ICECCS), 2014 3rd Int. Conf., pp. 261-265. , December. IEEE",,Mohd Ayub A.F.Mitrovic A.Yang J.-C.Wong S.L.Chen W.,Allied Telesis;UC Engineering;Unitec;University of Canterbury,Asia-Pacific Society for Computers in Education,"25th International Conference on Computers in Education, ICCE 2017",4 December 2017 through 8 December 2017,,139620.0,,9789869401265,,,English,"Proc. Int. Conf. Comput. Educ., ICCE - Main Conf. Proc.",Conference Paper,Final,,Scopus,2-s2.0-85053867323
"Li B., Li L.-M., Luo Y.",56640008600;56640288700;57207408357;,A quantitative analysis on interactive method makes teaching more scientific,2017,"ICCE 2017 - 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, Workshop Proceedings",,,,529,535,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054181845&partnerID=40&md5=43974329e986ed6b5a03d23d1e6f7592,"Information Technology Center, Tsinghua University, China; Department of Physics, Tsinghua University, China; Department of Physics, Beijing Normal University, China","Li, B., Information Technology Center, Tsinghua University, China; Li, L.-M., Department of Physics, Tsinghua University, China; Luo, Y., Department of Physics, Beijing Normal University, China","Some researches showed that, comparing the teaching experience and style of teacher, interactive teaching method, which could help teachers to collect and analyze feedback data regarding students' misconceptions or difficulties, was the key factor of improving the student learning outcomes. Interactive-engagement method makes teaching activities more scientific. In the study, we developed an interactive teaching approach with quantitative analysis for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities both in the classroom and on a designated web site. An experimental study with control groups evaluated the effectiveness of this teaching method. The results indicated that the method is an effective way to improve students' understanding of physics concepts, develop students' problem-solving abilities, and identify students' misconceptions. © 2017 Asia-Pacific Society for Computers in Education. All rights reserved.",Art; Interactive teaching; Quantitative analysis; Science; Web-based teaching,Chemical analysis; E-learning; Educational technology; Engineering research; Problem solving; Students; Websites; Interactive engagements; Interactive methods; Problem-solving abilities; Science; Student learning outcomes; Teaching activities; Teaching experience; Web-based teaching; Teaching,,,,,,,,,,,"Gavrin, A., Watt, J.X., Marrs, K., Blake, R.E., Just-in-Time Teaching (JiTT): Sing the web to enhance classroom learning (2004) Computers in Education Journal / Computers in Education Division of ASEE, 14, p. 51; Marrs Kathleen, A., Gregor, N., Just-in-Time Teaching in biology: Creating an active learner classroom using the Internet (2004) Cell Biology Education, 3 (1), pp. 49-61; Sorensen, C.M., Churukian, A.D., Maleki, S., Zollman, D.A., The new studio format for instruction of introductory physics (2006) American Journal of Physics, 74 (12), pp. 1077-1082; Midkiff, K.C., Litzinger, T.A., Evans, D.L., Development of engineering thermodynamics concept inventory instruments (2001) Impact on Engineering and Science Education, 2, p. F2A; Bao, L., Learning and scientific reasoning (2009) Science, 323, p. 586; Shi, L.-F., Wang, J.-J., The debate of teaching about science or art (1996) Curriculum, Teaching Material and Method, 9, pp. 57-59; Makedon, A., Is teaching a science or an art (1990) The Annual Conference of The Midwest Philosophy of Education Society, , Chicago, IL, November 10, 1990; Hake, R.R., Interactive-engagement vs. Traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74","Li, B.; Information Technology Center, Tsinghua UniversityChina; email: binli@tsinghua.edu.cn",Hayashi Y.Supnithi T.Mathews M.Wong S.L.Mohd Ayub A.F.Mitrovic A.Chen W.Yang J.-C.,,Asia-Pacific Society for Computers in Education,"25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, ICCE 2017",4 December 2017 through 8 December 2017,,139641.0,,9789869401227,,,English,"ICCE - Int. Conf. Comput. Educ.: Technol. Innov.: Comput.-Based Educ. Syst. 21st Century, Workshop Proc.",Conference Paper,Final,,Scopus,2-s2.0-85054181845
"Cartwright B., Fabian S.",57192311828;57194874078;,Researching student perceptions of and experiences with alternative learning technologies: Replacing traditional tutorials with i<clicker tutorials and online tutorials,2017,CSEDU 2017 - Proceedings of the 9th International Conference on Computer Supported Education,1,,,226,233,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85023741413&partnerID=40&md5=d9e4391e5e59a0eb4f1711803dd0decf,"Simon Fraser University, Burnaby, Canada","Cartwright, B., Simon Fraser University, Burnaby, Canada; Fabian, S., Simon Fraser University, Burnaby, Canada","The researchers invited university students enrolled in two different offerings of a large introductory course which had recently transitioned from traditional tutorials to student response system (i>clicker) tutorials, four different offerings of two courses which had recently transitioned from traditional tutorials to online tutorials, plus two different upper division courses which continued to employ traditional tutorials to participate in an online survey regarding their experiences with traditional tutorials, fully online tutorials, and tutorials that employed student response systems. The purpose of this study was to evaluate student perceptions of and experiences with alternative learning technologies, and to determine whether these alternative technologies improved learning outcomes when compared to more traditional teaching methods. This paper reports on the design and implementation of the i>clicker and online tutorials, the design and administration of the online survey, and strategies employed to enhance student participation in the survey. While there was no measurable difference in terms of learning outcomes, the survey results indicate that students prefer online tutorials over i>clicker and traditional tutorials, and that there is generally a high level of student satisfaction when it comes to alternative learning technologies. The researchers were able to identify which facets of traditional, i>clicker and online tutorials the students found most appealing (and/or useful), and which facets they did not find appealing and/or useful. Copyright © 2017 by SCITEPRESS - Science and Technology Publications, Lda. All rights reserved.",Alternative learning technologies; Blended learning; Hybrid learning; i>clicker tutorials; Learning outcomes; Online learning; Online surveys; Online tutorials; Student response systems; Traditional tutorials,Education; Engineering education; Interactive computer systems; Online systems; Students; Surveys; Teaching; Blended learning; Hybrid learning; Learning outcome; Learning technology; Online learning; Online surveys; Online tutorials; Student-response system; Traditional tutorials; E-learning,,,,,,,,,,,"Adams, J.D., Umbach, P.D., Nonresponse and online student evaluations of teaching: Understanding the influence of salience, fatigue and academic environments (2012) Research in Higher Education, 53 (4), pp. 576-591; Alammary, A., Sheard, J., Carbone, A., Blended learning in higher education: Three different design approaches (2014) Australasian Journal of Educational Technology, 30 (4), pp. 440-454; Anderson, T., Kanuka, H., (2003) E-Research: Methods, Strategies, and Issues, , Pearson Education, Inc., Boston; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) Life Sciences Education, 6 (1), pp. 1-20; Best, S.J., Krueger, B.S., (2004) Internet Data Collection, , Sage Publications, Thousand Oaks, CA; Bolliger, D.U., Erichsen, E.A., Student satisfaction with blended and online courses based on personality type (2013) Canadian Journal of Learning and Technology, 39 (10), pp. 1-23; Cole, M.T., Shelley, D.J., Swartz, L.B., Online instruction, e-learning, and student satisfaction: A three year study (2014) The International Review of Research in Open and Distance Education Learning, 15 (6), pp. 111-131; Comer, D.R., Lenaghan, J.A., Enhancing discussions in the asynchronous classroom: The lack of face-to-face interaction does not lessen the lesson (2012) Journal of Management Education, 37 (2), pp. 261-294; Evans, R.R., Burnett, D.O., Kendrick, O.W., MacRina, D.M., Synder, S.W., Roy, J.P.L., Stephens, B.C., Developing valid and reliable online survey instruments using commercial software programs (2009) Journal of Consumer Health on the Internet, 13 (1), pp. 42-52; FitzPatrick, K.A., Finn, K.E., Campisi, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Advances in Physiology Education, 35 (3), pp. 280-289; Grimley, M., Green, R., Nilsen, T., Thompson, D., Tomes, R., Using computer games for instruction: The student experience (2011) Active Learning in Higher Education, 12 (1), pp. 45-56; Handelsman, J., Miller, S., Pfund, C., (2007) Scientific Teaching, , Roberts and Company, Englewood, CO; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24; Hood, M., Bricks or clicks? Predicting student intentions in a blended learning buffet (2013) Australasian Journal of Educational Technology, 29 (6), pp. 762-776; Hwang, I., Wong, K., Lam, S.L., Lam, P., Student response (clicker) systems: Preferences of biomedical physiology students in asian classes (2015) The Electronic Journal of E-Learning, 13 (5), pp. 319-330; Joinson, A.N., Reips, U., Personalized salutation, power of sender, and response rates to web-based surveys (2007) Computers in Human Behavior, 23 (3), pp. 1372-1383; Kaplowitz, M.D., Lupi, F., Couper, M.P., Thorp, L., The effect of invitation design on web survey responses (2012) Social Science Computer Review, 30 (3), pp. 339-349; Kirkwood, A., Price, L., Technology-enhanced learning and teaching in higher education: What is 'enhanced' and how do we know? A critical literature review (2013) Learning, Media and Technology, 39 (1), pp. 6-36; Laguilles, J.S., Williams, E.A., Saunders, D.B., Can lottery incentives boost web survey response rates? Findings from four experiments (2011) Research in Higher Education, 52 (2), pp. 537-553; Larreamendy-Joerns, J., Leinhardt, G., Going the distance with online education (2006) Review of Educational Research, 76 (4), pp. 567-605; MacKenzie, L., Ballard, K., Can using individual online interactive activities enhance exam results? (2015) MERLOT Journal of Online Learning and Teaching, 1 (2), pp. 262-266; Mathaisen, H., Digital voting systems and communication in classroom lectures: An empirical study based around physics teaching at bachelor level at two danish universities (2015) Journal of Interactive Media in Education, 1 (1), pp. 1-8; Means, B., Toyama, Y., Murphy, R., Bakia, M., Jones, K., (2010) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, , U.S. Department of Education, Washington, D.C; Nguyen, T., The effectiveness of online learning: Beyond no significant difference and future horizons (2015) MERLOT Journal of Online Learning and Teaching, 2, pp. 309-319; Pan, B., Woodside, A.G., Meng, F., How contextual cues impact response and conversion rates of online surveys (2013) Journal of Travel Research, 53 (1), pp. 58-68; Rademacher, J.D., Lippke, S., Dynamic online surveys and experiments with the free open-source software dynaquest (2007) Behavior Research Methods, 39 (3), pp. 415-426; Sax, L.J., Gilmartin, S.K., Bryant, A.N., Assessing response rates and nonresponse bias in web and paper surveys (2003) Research in Higher Education, 44 (4), pp. 409-432; Steer, D.N., Gray, K., Personal response systems and learning: It is the pedagogy that matters, not the technology (2012) Journal of College Science Teaching, 41 (5), pp. 80-89; Sue, V.M., Ritter, L.A., (2007) Conducting Online Surveys, , Sage Publications, Thousand Oaks, CA; Turney, C.S.M., Robinson, D., Lee, M., Soutar, A., Using technology in higher education: The way forward? (2009) Active Learning in Higher Education, 10 (1), pp. 71-83; Ulbig, S.G., I like the way this feels: Using classroom response system technology to enhance tactile learners' introductory American government experience (2016) Journal of Political Science Education, 12 (1), pp. 41-57; Webber, M., Lynch, S., Oluku, J., Enhancing student engagement in student experience surveys (2013) Educational Research, 1, pp. 71-86",,Escudeiro P.Zvacek S.McLaren B.M.Uhomoibhi J.Costagliola G.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",SciTePress,"9th International Conference on Computer Supported Education, CSEDU 2017",21 April 2017 through 23 April 2017,,128072.0,,9789897582394,,,English,CSEDU - Proc. Int. Conf. Comput. Support. Educ.,Conference Paper,Final,,Scopus,2-s2.0-85023741413
"Frick H., Birt J., Waters J.",36456780100;39060996500;57199499946;,Enhancing student engagement in large management accounting lectures,2017,Accounting and Finance,,,,,,,,10.1111/acfi.12318,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85038086654&doi=10.1111%2facfi.12318&partnerID=40&md5=1752e792ffd98724378848f576062a0c,"The University of Queensland Brisbane, QLD Australia, Australia","Frick, H., The University of Queensland Brisbane, QLD Australia, Australia; Birt, J., The University of Queensland Brisbane, QLD Australia, Australia; Waters, J., The University of Queensland Brisbane, QLD Australia, Australia","The education literature suggests a student-focused teaching strategy to improve students' engagement in a lecture. However, in traditional accounting lectures students take the role of passive and anonymous recipients of knowledge. This paper reports on two cycles of an action research project, developing and refining a blended learning model, with the purpose of enhancing students' engagement in the lectures of a large management accounting course. Results of our study find that engagement was enhanced with the implementation of this model. This study contributes to the accounting education literature through reporting evidence from action research and the effective implementation of a blended learning model that accounting educators can use. © 2017 AFAANZ.",Action research; Audience response system; Blended learning; Prelecture material; Students' engagement,,,,,,,,,,,,,,,,Blackwell Publishing,,,,,08105391,,,,English,Account. Financ.,Article in Press,Article in Press,Open Access,Scopus,2-s2.0-85038086654
"Licorish S.A., George J.L., Owen H.E., Daniel B.",35085392600;57203993789;57057130700;7102039840;,"“Go kahoot!” Enriching classroom engagement, motivation and learning experience with games",2017,"Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings",,,,755,764,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053918470&partnerID=40&md5=3e44ab8d1ae09da755f8585732af7e95,"Department of Information Science, University of Otago, Dunedin, New Zealand; Department of Psychology, University of Otago, Dunedin, New Zealand; Higher Education Development Centre, University of Otago, Dunedin, New Zealand","Licorish, S.A., Department of Information Science, University of Otago, Dunedin, New Zealand; George, J.L., Department of Information Science, University of Otago, Dunedin, New Zealand; Owen, H.E., Department of Psychology, University of Otago, Dunedin, New Zealand; Daniel, B., Higher Education Development Centre, University of Otago, Dunedin, New Zealand","Technology is being increasingly integrated as a part of teaching in view of enhancing students' engagement and motivation. Game-based student response systems in particular can motivate engagement, and ultimately, improve students' learning experience. In this paper we report on the outcomes of employing a game-based student response system, Kahoot!, in an Information Systems Strategy and Governance course at a research-intensive teaching university in New Zealand. In order to examine the efficacy of the system in engaging students during lectures, we conducted semi-structured interviews with students to learn about the extent to which Kahoot! contributed to better engagement and enhanced learning experience. We also explored students' views about Kahoot!'s influence on classroom dynamics, motivation and the learning process. Overall findings reveal that the deployment of Kahoot! enriches the quality of student learning in the classroom, with the highest influence reported on classroom dynamics, engagement, motivation and improved learning experience. We also learned that the use of games in the classroom can largely minimise distracting classroom behaviours and activities, and improve the quality of teaching and learning beyond what is provided in conventional classrooms (e.g., normal PowerPoint slides and chalk and talk). © 2017 Asia-Pacific Society for Computers in Education. All rights reserved.",Classroom Dynamics; Engagement; Game-based Student Response Systems; Kahoot!; Learning; Motivation,Dynamics; Interactive computer systems; Motivation; Teaching; Classroom dynamics; Engagement; Kahoot; Learning; Student-response system; Students,,,,,,"We would like to thank the students for their participation in the interviews, and Dr Sander Zwanenburg and Dr Grant Dick for designing and planning lessons around Kahoot!s during INFO322. This work is funded by a University of Otago Teaching Development Grant.",,,,,"Braun, V., Clarke, V., Using thematic analysis in psychology (2006) Qualitative Research In Psychology, 3 (2), pp. 77-101; Cardwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE - Life Sciences Education, 6 (1), pp. 9-20; Cope, D., Methods and meanings: Credibility and trustworthiness of qualitative research (2014) Oncology Nursing Forum, 41 (1), pp. 89-91; El-Nasr, M.S., Smith, B.K., Learning through game modding (2006) Computer Entertainment, 4 (1), pp. 1-20. , Art. 3B; Ke, F., A qualitative meta-analysis of computer games as learning tools (2009) Handbook of Research on Effective Electronic Gaming in Education, pp. 1-32. , R. E. Ferdig Ed, New York: Hershey; Kiili, K., Digital game-based learning: Towards an experiential gaming model (2005) Internet and Higher Education, 8 (1), pp. 13-24; Marshall, M.N., Sampling for qualitative research (1996) Family Practice, 13 (6), pp. 522-525; McFarlane, A., Sparrowhawk, A., Heald, Y., (2002) Report on The Educational Use of Games, , http://www.teem.org.uk/publications/teem_gamesined_full.pdf, Retrieved 18 April 2017 from; Nacke, L.E., Drachen, A., Göbel, S., Methods for evaluating gameplay experience in a serious gaming context (2010) International Journal of Computer Science in Sport, 9 (2), pp. 1-12; Papastergiou, M., Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation (2009) Computers & Education, 52 (1), pp. 1-12; Patton, M.Q., (1990) Qualitative Evaluation and Research Methods, , 2nd ed.). Newbury Park, CA: Sage. Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill; Randel, J., Morris, B., Wetzel, C., Whitehill, B., The effectiveness of games for educational purposes: A review of recent research (1992) Simulation and Gaming, 23 (3), pp. 261-276; Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., Beyond nintendo: Design and assessment of educational video games for first and second grade students (2003) Computers and Education, 40 (1), pp. 71-94; Squire, K., Changing the game: What happens when video games enter the classroom? (2005) Innovate, 1 (6). , http://www.innovateonline.info/index.php?view=article&id=82, Retrieved 20 April 2017 from; Squire, K., Video games and learning: Teaching and participatory culture in the digital age (2011) Technology, Education-Connections (The TEC Series), p. 1234. , Teachers College Press. Amsterdam Avenue, New York, NY 10027; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227; White, M., Dorman, S.M., Receiving social support online: Implications for health education (2001) Health Education Research, 16 (6), pp. 693-707; Yin, R.K., (2013) Case Study Research: Design and Methods, , Sage publications",,Mohd Ayub A.F.Mitrovic A.Yang J.-C.Wong S.L.Chen W.,Allied Telesis;UC Engineering;Unitec;University of Canterbury,Asia-Pacific Society for Computers in Education,"25th International Conference on Computers in Education, ICCE 2017",4 December 2017 through 8 December 2017,,139620.0,,9789869401265,,,English,"Proc. Int. Conf. Comput. Educ., ICCE - Main Conf. Proc.",Conference Paper,Final,,Scopus,2-s2.0-85053918470
"Simon J., Schneider G.J.",57194868001;56979805000;,Gamification under the hood: Using game technology for building an interactive math learning system,2017,CSEDU 2017 - Proceedings of the 9th International Conference on Computer Supported Education,1,,,411,417,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85023752787&partnerID=40&md5=a0d18dee839c1431baf2735a157b8b90,"Department of Computer Sciences, University of Applied Sciences Trier, Schneidershof, Trier, 54293, Germany","Simon, J., Department of Computer Sciences, University of Applied Sciences Trier, Schneidershof, Trier, 54293, Germany; Schneider, G.J., Department of Computer Sciences, University of Applied Sciences Trier, Schneidershof, Trier, 54293, Germany","The papers describes the implementation of an interactive math learning system using the game engine Unity3D. We will focus on the implementation aspects of interactive learning systems using this game engine, since the game development approach as well as the use of this specific game engine bring along several benefits, like device independence and reactivity. Copyright © 2017 by SCITEPRESS-Science and Technology Publications, Lda. All rights reserved.",Children's education using computer support and K12 students; Cross-platform development; e-learning hardware and software; Game engines; Mobile learning (M-learning),Computer games; Computer hardware; E-learning; Learning systems; Software design; Computer support; Cross platform development; Game Engine; Hardware and software; M-Learning; Education,,,,,,,,,,,"Blanke, D., Schneider, G., TOm a multi-touch system for learning math (2011) Proceedings CSEDU 2011, 6.-9. 5 2011, , Noordwijkerhout, The Netherlands; Escuder, A., Furner, J.M., The impact of geogebra in math teacher's professional development (2011) International Conference on Technologies in Collegiate Mathematics, pp. 76-84. , edited by P. Bogacki et al. (Department of Mathematics and Statistics Old Dominion University, Norfolk, USA, 2011); French, A.M., Guo, C., Shim, J.P., Current status, issues, and future of bring your own device (byod) (2014) Communications of the Association for Information Systems, 35; Ng, W., Mobile learning: Byod and personalised learning (2015) New Digital Technology in Education, pp. 171-189. , Springer International Publishing, 2015; Potts, J., Hildebrandt, N., Gordon, J., Castillo, C., Javafx, getting started with javafx, oracle corporation (2014) Release, 8, pp. E50607-E50702; Schneider, G., Ubl, I., Suremath, user study and related (re-)implementation of a multitouch application for learning math (2016) Proceedings: CSEDU 2016-8th International Conference on Computer Supported Education, , Rome, Italy, 21.-23. 4 2016; Song, Y., Bring your own device (byod) for seamless science inquiry in a primary school (2014) Computers & Education, Elsevier, 74, pp. 50-60. , https://unity3d.comdownload19.12.2016, May 2014. Unity, 2016",,Escudeiro P.Zvacek S.McLaren B.M.Uhomoibhi J.Costagliola G.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",SciTePress,"9th International Conference on Computer Supported Education, CSEDU 2017",21 April 2017 through 23 April 2017,,128072.0,,9789897582394,,,English,CSEDU - Proc. Int. Conf. Comput. Support. Educ.,Conference Paper,Final,,Scopus,2-s2.0-85023752787
"Yajima K., Takahashi S.",36635097000;57196248020;,Development of Evaluation System of AL Students,2017,Procedia Computer Science,112,,,1388,1395,,1.0,10.1016/j.procs.2017.08.056,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032394649&doi=10.1016%2fj.procs.2017.08.056&partnerID=40&md5=b56f3130338ecd531927e69a3848e8b5,"National Institute of Technolgy, Sendai College, 4-16-1 Ayashichuou, Aoba-ku, Sendai Miyagi, 989-3128, Japan","Yajima, K., National Institute of Technolgy, Sendai College, 4-16-1 Ayashichuou, Aoba-ku, Sendai Miyagi, 989-3128, Japan; Takahashi, S., National Institute of Technolgy, Sendai College, 4-16-1 Ayashichuou, Aoba-ku, Sendai Miyagi, 989-3128, Japan","In recent years, Active Leaning (AL) has been attracting attention as a method of education. AL is different from the education of the traditional lectures method which is center of teachers. And usually teachers perform the Active Teaching for the students. So students wait to teach knowledge, that style is passive and students not learn by themselves using their knowledge. Now a general public is requesting the human resources who can come into action voluntarily. So we need to change the leaning style to AL which center of students and they are active. However, there are some problems such that effective evaluation method of AL in the practice of AL has not been established. In general, evaluate of AL, we use the questionnaire and reflection card. Those are the average evaluation value of the AL lecture. And it's the value after the lecture and strong in student's subjective element. So there are a lot of cases using Clicker (Hard Clicker and Soft Clicker) to visualize the reaction which is student's real time. We could get the response from students, but that is strong subjectivity like a questionnaire. Our previous projects, we propose the system to distinguish between the degree of concentration from biological information1,2. This system use for evaluation of the educational video contents, it was analyzed whether students concentrated which part and were watching the contents. That also emphasized objectivity and used biological information. Therefore, in this study, for the purpose of improving the quality of AL, we develop the evaluating system of AL students. As a method, we propose to evaluate the student by measuring the degrees of concentration or activity using biometric information. The biological information we use are considering combining several such eye blinking or Galvanic Skin Response(GSR). To develop the evaluating system is to reduce the burden of teachers, and, since it is possible to carry out an objective evaluation of students, it is possible to contribute to the improvement of the quality of AL. © 2017 The Authors. Published by Elsevier B.V.",Active learing; biological-informaiton; Evaluating system; Eye blinking; GSR,Aluminum; Education; Electrophysiology; Knowledge based systems; Quality control; Surveys; Teaching; Active learing; Biological information; biological-informaiton; Biometric informations; Evaluating systems; Eye-blinking; Galvanic skin response; Objective evaluation; Students,,,,,Japan Society for the Promotion of Science: m16K00436,This work was supported by JSPS KAKENHI Grant Number m16K00436,,,,,"Yajima, K., Iwatsuki, R., Takahashi, S., Development of Measurement of Degree of Concentration Using BIO-information (2016) Procedia Computer Science, 96, pp. 1447-1453; Isao, N., Sadanao, B., Person Authentication Using Brain Wave. Examination of Eye-Blink (2010) IEICE Technical Report, 109 (436), pp. 245-246. , CS; Culture. Sports. Science and Technology, , http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/1325047.html, The Ministry of Education Glossary; Culture. Sports. Science and Technology, , https://www.nucba.ac.jp/archives/151/201507/ALshippaiJireiHandBook.pdf, The Ministry of Education Active learning failed case handbook; Adachi, Y., Analysis of stress due to various stimuli by a variety of different ways (2013) Journal of Information Science, 20, pp. 65-76; Yatani, Y., (2012) Chapter2. Conventional Research Work about Evaluation Method and Way of Thinking of Evaluation Method of Brain Fag; Kazuyuki, S., Several understandings and practical tasks of active learning (2010) Focusing on the Concept ""activeness"", pp. 1-11. , Kansai University high education research (1]); Tetsuya, O., Mitsuhiro, K., Hironobu, T., Kiyomi, N., Evaluation of Doze Detection Criterion by Blink Obtained by the Correlation Analysis with EE G and SPL (2007) IEICE Technical Report.MBE, 107 (72), pp. 17-20; Shin, W., Michiaki, S., Comparison of improving effect of concentration in biofeedback of visual and auditory (2016) Studies in Science and Technology, 5 (1), pp. 41-46; Yajima, K., Ogawa, N., Takatsuki, Y., Nomura, S., Fukumura, Y., Experimental about Evaluation of the Quality of the e-leaning Contents Using by Student's Biological Information (2012) IPSJ SIG Technical Report, CLE (6), pp. 1-6. , 20127; Tomono, S., With the ""active learning"" which connects with ""deep learning (2013) Career Guidance, 45, pp. 2-4; JIS MEME, , https://jins-meme.com/en/products/es/; Yajima, K., Takeichi, Y., Sato, J., Detecting Concentration Condition by Analysis System of BIO Signals for Effective Learning (2016) International Congress on Information and Communication Technology (ICICT 2016), pp. 12-13","Yajima, K.; National Institute of Technolgy, Sendai College, 4-16-1 Ayashichuou, Japan; email: yajima@sendai-nct.ac.jp",Toro C.Hicks Y.Howlett R.J.Zanni-Merk C.Toro C.Frydman C.Jain L.C.Jain L.C.,,Elsevier B.V.,"21st International Conference on Knowledge - Based and Intelligent Information and Engineering Systems, KES 2017",6 September 2017 through 8 September 2017,,131164.0,18770509,,,,English,Procedia Comput. Sci.,Conference Paper,Final,Open Access,Scopus,2-s2.0-85032394649
"Webb L., Clough J., O'Reilly D., Wilmott D., Witham G.",7103362708;57191823851;57191829983;26032465800;8585580300;,The utility and impact of information communication technology (ICT) for pre-registration nurse education: A narrative synthesis systematic review,2017,Nurse Education Today,48,,,160,171,,12.0,10.1016/j.nedt.2016.10.007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84993999119&doi=10.1016%2fj.nedt.2016.10.007&partnerID=40&md5=8017076b47057ffc00e4f31cc9da1096,"Dept of Nursing, Manchester Metropolitan University, Manchester, M15 6GX, United Kingdom","Webb, L., Dept of Nursing, Manchester Metropolitan University, Manchester, M15 6GX, United Kingdom; Clough, J., Dept of Nursing, Manchester Metropolitan University, Manchester, M15 6GX, United Kingdom; O'Reilly, D., Dept of Nursing, Manchester Metropolitan University, Manchester, M15 6GX, United Kingdom; Wilmott, D., Dept of Nursing, Manchester Metropolitan University, Manchester, M15 6GX, United Kingdom; Witham, G., Dept of Nursing, Manchester Metropolitan University, Manchester, M15 6GX, United Kingdom","Objectives To evaluate and summarise the utility and impact of information communication technology (ICT) in enhancing student performance and the learning environment in pre-registration nursing. Design A systematic review of empirical research across a range of themes in ICT health-related education. Data Sources Science Direct, Cinahl, AMED, MEDLINE, PubMed, ASSIA, OVID and OVID SP (2008–2014). Further date parameters were imposed by theme. Review Methods Evidence was reviewed by narrative synthesis, adopting Caldwell's appraisal framework and CASP for qualitative methods. Selection and inclusion was grounded in the PICOS structure, with language requirements (English), and further parameters were guided by theme appropriateness. Results Fifty studies were selected for review across six domains: reusable learning objects, media, audience response systems, e-portfolios, computer-based assessment and faculty adoption of e-learning. Educational ICT was found to be non-inferior to traditional teaching, while offering benefits to teaching and learning efficiency. Where support is in place, ICT improves the learning environment for staff and students, but human and environmental barriers need to be addressed. Conclusion This review illuminates more advantages for ICT in nurse training than previously. The key advantage of flexibility is supported, though with little evidence for effect on depth of learning. © 2016",Electronic resources; Information technology; Learning resources; Literature review; Nurse education; Online learning; Systematic review,"adoption; Cinahl; doctor patient relation; empirical research; human; information technology; language; learning environment; Medline; narrative; nurse training; nursing education; qualitative analysis; registration; ScienceDirect; synthesis; systematic review; teaching; clinical competence; education; Internet; learning; medical informatics; nursing education; nursing student; procedures; teaching; Clinical Competence; Computer-Assisted Instruction; Education, Distance; Education, Nursing, Baccalaureate; Faculty, Nursing; Humans; Internet; Learning; Medical Informatics; Students, Nursing",,,,,Manchester Metropolitan University,"This review has been supported by Manchester Metropolitan University , Department of Nursing.",,,,,"Abate, K.S., The effect of podcast lectures on nursing students’ knowledge retention and application (2013) Nurs. Educ. Perspect., 34 (3), pp. 182-185; Aleman, J.L.F., Carrillo de Gea, J.M., Mondejar, J.J.R., Effects of competitive computer-assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students (2011) Nurse Educ. Today, 31, pp. 866-871; Allan, H.T., O'Driscoll, M., Simpson, V., Shawe, J., Teachers’ views of using e-learning for non-traditional students in higher education across three disciplines [nursing, chemistry and management] at a time of massification and increased diversity in higher education (2013) Nurse Educ. Today, 33, pp. 1068-1073; Anderson, L.S., Healy, A.F., Kole, J.A., Bourne, L.E., Conserving time in the classroom: the clicker technique (2011) Q. J. Exp. Psychol., 64, pp. 1457-1462; Anderson, L.S., Healy, A.F., Kole, J.A., Bourne, L.E., The Clicker Technique: cultivating efficient teaching and successful learning (2013) Appl. Cogn. 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Educ., 99 (2), pp. 158-169; DeBate, R., Severson, H., Cragun, D., Bleck, J., Gau, J., Merrell, L., Cantwell, C., Taris, M., Randomised trial of two e-learning programs for oral health students on secondary prevention of eating disorders (2014) J. Dent. Educ., 78 (1), pp. 5-15; DeBourgh, G.A., Use of classroom “Clickers” to promote acquisition of advanced reasoning skills (2008) Nurse Educ. Pract., 8 (2), pp. 76-87; Deutsch, T., Herrmann, K., Frese, T., Sandholzer, H., Implementing computer-based assessment – a web-based mock examination changes attitudes (2012) Comput. Educ., 58, pp. 1068-1075; Doucet, M., Vrins, A., Harvey, D., Effect of using an audience response system on learning environment, motivation and long-term retention during case-discussions in a large group of undergraduate veterinary clinical pharmacology students (2009) Med. Teach., 31, pp. e570-e579; Elashvili, A., Denehy, G.E., Dawson, D.V., Cunningham, M.A., Evaluation of an audience response system in a preclinical Operative Dentistry Course (2008) J. Dent. Educ., 72 (11), pp. 1296-1303; Feng, J.-Y., Chang, Y.-T., Chang, H.-Y., Erdley, W.S., Lin, C.-H., Chang, Y.-J., Systematic review of effectiveness of situated e-learning on medical and nursing education (2013) Worldviews Evid.-Based Nurs., 10 (3), pp. 174-183; Garrett, B., MacPhee, M., Jackson, C., Evaluation of an e-portfolio for the assessment of clinical competence in a baccalaureate nursing programme (2013) Nurse Educ. Today, 33 (10), pp. 1207-1213; Gipson, M., Richards, J., Student engagement through podcasting (2011) Nurse Educ., 36 (4), pp. 161-164; Green, J., Wyllie, A., Jackson, D., Electronic portfolios in nursing education: a review of the literature (2014) Nurse Educ. Pract., 14 (2014), pp. 4-8; Griff, E.R., Matter, S.E., Evaluation of an adaptive online learning system (2013) Br. J. Educ. Technol., 44 (1), pp. 170-176; Holland, A., Smith, F., McCrossan, G., Adamson, E., Watt, S., Penny, K., Online video in clinical skills education of oral medication administration for undergraduate student nurses: a mixed methods, propsective cohort study (2013) Nurse Educ. Today, 33, pp. 663-670; Hurst, K., Using video podcasting to enhance the learning of clinical skills: a qualitative study of physiotherapy students’ experiences (2016) Nurse Educ. Today, 45, pp. 206-211; Hutton, M., Coben, D., Hall, C., Rowe, D., Sabin, M., Weeks, K., Woolley, N., Numeracy for nursing, report of a pilot study to compare outcomes of two practical simulation tools: an online medication dosage assessment and practical assessment in the styles of objective structured clinical examination (2010) Nurse Educ. 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Technol., 43 (2), pp. 321-330; Keefe, G., Wharrad, H.J., Using e-learning to enhance nursing students’ pain management education (2012) Nurse Educ. Today, 32, pp. e66-e72. , (doi: 10.1016.j.nedt.2012.2.02.018); Keough, S.M., Clickers in the classroom: a review and a replication (2012) J. Manag. Educ., 36 (6), pp. 822-847; King, S.O., Robinson, C.L., ‘Pretty Lights’ and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Comput. Educ., 53 (1), pp. 189-199; Koch, F.K., The nursing educator's role in e-learning: a literature review (2014) Nurse Educ. Today, 34 (11), pp. 1382-1387; Lancaster, J., Wong, A., Roberts, S., ‘Tech’ versus ‘Talk’: a comparison study of two different lecture styles within a Master of Science nurse practitioner course (2012) Nurse Educ. Today, 32, pp. e14-e18; Lantz, M.E., The use of ‘clickers’ in the classroom: teaching innovation or merely an amusing novelty? (2010) Comput. Hum. Behav., 26, pp. 556-561; Lantz, M.E., Stawiski, A., Effectiveness of clickers: effect of feedback and the timing of questions on learning (2014) Comput. Hum. Behav., 31, pp. 280-286; Lin, Z.-C., Comparison of technology-based cooperative learning with technology-based individual learning in enhancing fundamental nursing proficiency (2013) Nurse Educ. Today, 33, pp. 546-551; Liu, F.C., Gettig, J.P., Fjortoft, N., Impact of a student response system on short-and long-term learning in a drug literature evaluation course (2010) Am. J. Pharm. Educ., 74 (1). , 6; Lu, F., Lemonde, M., A comparison of online versus fact-to-face teaching delivery in statistics instruction for undergraduate health science students (2013) Adv. Health Sci. Educ., 18, pp. 963-973; Mareno, N., Bremner, M., Emerson, C., The use of audience response systems in nursing education: best practice guidelines (2010) Int. J. Nurs. Educ. Scholarsh., 7 (1); Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: fostering learning with questioning methods in large lecture classes (2009) Contemp. Educ. Psychol., 34 (1), pp. 51-57; Mayne, L.A., Wu, Q., Creating and measuring social presence in online graduate nursing courses (2011) Nurs. Educ. Perspect., 32 (2), pp. 110-114; McCready, T., Portfolios and the assessment of competence in nursing: a literature review (2006) Int. J. Nurs. Stud., 44, pp. 143-151; Mehrdad, N., Zolfaghari, M., Bahrani, N., Eybpoosh, S., Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture (2011) Acta Med. 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A randomized crontrolled trial in respiratory physiology and pulmonology (2013) PLoS ONE, 8 (9). , e73336; Zvanut, B., Pucer, P., Licen, S., Trobec, I., Plazar, N., Vavpotic, D., The effect of voluntariness on the acceptance of e-learning by nursing students (2011) Nurse Educ. Today, 31, pp. 350-355","Webb, L.; Dept of Nursing, Manchester Metropolitan UniversityUnited Kingdom; email: L.webb@mmu.ac.uk",,,Churchill Livingstone,,,,,02606917,,,27816862.0,English,Nurse Educ. Today,Review,Final,,Scopus,2-s2.0-84993999119
"von Solms S., Nel H.",57198395128;57193013278;,Cyber safety awareness for first time Wi-Fi users in Urban communities,2017,Proceedings of the International Conference on Industrial Engineering and Operations Management,,,,1164,1173,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018985588&partnerID=40&md5=88ca5bdcd5565e8853a394962d8b845f,"Faculty of Engineering and the Built Environment, Department of Electrical Engineering Science, University of Johannesburg, Auckland Park, South Africa","von Solms, S., Faculty of Engineering and the Built Environment, Department of Electrical Engineering Science, University of Johannesburg, Auckland Park, South Africa; Nel, H., Faculty of Engineering and the Built Environment, Department of Electrical Engineering Science, University of Johannesburg, Auckland Park, South Africa","Africa has a fast growing information technology market where the rapid growth of mobile internet is aided by a drop in the cost of mobile handsets and wireless technologies. Improved wireless internet connectivity has enabled the use of mobile applications in assisting community members in banking, business, farming and healthcare. The City of Johannesburg provides free Wi-Fi to its residents in an attempt to build the capabilities of its residents and to train them to utilize and benefit from the broadband connections in their community areas. The Digital Ambassadors Programme is an initiative that employs Digital Ambassadors to train entrepreneurial youth in digital, business and life skills. These ambassadors then train residents in to access online services including banking, email, Facebook and job-search tools. However, it is important to educate people on cyber safety when teaching people to use technology for the first time given that people are naturally trusting and unaware of the dangers of the Internet. This paper discusses the cyber safety training material developed for the Digital Ambassadors and why cyber safety training is critically important when introducing residents to the advantages of the Internet. © IEOM Society International.",Cyber safety; Digital activation; Education,,,,,,,,,,,,"Gillwald, A., Moyo, M., Stork, C., (2012) Understanding what is happening in ICT in South Africa, , Research ICT Africa; Pule, A., Free Wi-Fi to keep city residents connected, , http://www.vukuzenzele.gov.za/free-wi-fi-keep-city-residents-connected, Accessed April 2016; http://joburg.org.za/index.php?option=com_content&view=article&id=9916:residents-to-join-joburgs-digital-revolution&catid=88:news-update&Itemid=266, Accessed April 2016; Braamfontein officially free wi-fi zone, , https://www.enca.com/south-africa/joburg%E2%80%99s-braamfontein-officially-free-wifi-zone, Accessed April 2016; WhatsApp takes SA by storm, worldwideworx, , http://www.worldwideworx.com/whatsapp/, Accessed March 2016; Raborife, M., City of Johannesburg to help unemployed youth, , http://mg.co.za/article/2015-05-06-city-of-johannesburg-to-help-unemployed-youth, Accessed April 2016; http://www.ilo.org/dyn/migpractice/migmain.showPractice?p_lang=en/&p_practice:id=70, 2013, Accessed November 2013; (2012) Telecoms in Africa: innovating and inspiring, Communications Review; http://community.standardbank.co.za/t5/Blog/Future-of-banking-in-Africa-is-mobile/ba-p/921, Accessed May 2016",,,ATTADAMOUNE MICRO - FINANCE;EATON Powering Business world wide;informs;LINDO SYSTEMS INC;SIEMENS,IEOM Society,"7th Annual Conference on Industrial Engineering and Operations Management, IEOM 2017",11 April 2017 through 13 April 2017,,135618.0,21698767,9780985549763,,,English,Proc. Int. Conf. Ind. Eng. Oper. Manage.,Conference Paper,Final,,Scopus,2-s2.0-85018985588
Herda D.,37057295500;,Correcting misperceptions: An in-class exercise for reducing population innumeracy using student response systems and a test of its effectiveness,2017,Teaching Sociology,45,2,,152,160,,,10.1177/0092055X16681647,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018309899&doi=10.1177%2f0092055X16681647&partnerID=40&md5=62b2252649be3b014590292ad73988d7,"Merrimack College, North Andover, MA, United States","Herda, D., Merrimack College, North Andover, MA, United States","The current analysis examines the degree to which a classroom activity using student response systems (SRS) can improve the accuracy of commonly held demographic misperceptions. Overestimation of religious, racial, and immigrant minority population sizes is pervasive in the United States and Western Europe, and such inaccuracies predict more negative intergroup attitudes. This study introduces an interactive SRS-based activity designed to teach students about demographic realities and then tests its effectiveness for correcting misperceptions. Experimental results indicate greater accuracy in students’ estimates of the Jewish and Muslim population sizes five weeks after taking part in the activity. Their perceptions were improved significantly relative to peers who participated in a non-SRS version of the exercise and to those who were absent on the day of the exercise. Overall, the results indicate that the sociology classroom, aided with SRS, can be an effective arena through which to combat demographic misperceptions and improve intergroup understanding. © American Sociological Association 2016.",Classroom-based exercises; Misperceptions; Population innumeracy; Student response systems (SRS); Technology,,,,,,,,,,,,"Alba, R., Rumbaut, R.G., Marotz, K., A Distorted Nation: Perceptions of Racial/Ethnic Group Sizes and Attitudes toward Immigrants and Other Minorities. (2005) Social Forces, 84 (2), pp. 901-919; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Javier Sese, F., Using Clickers in Class. The Role of Interactivity, Active Collaboration and Engagement in Learning Performance. (2013) Computers & Education, 62, pp. 102-110; Cossgrove, K., Curran, K.L., Using Clickers in Nonmajors- and Majors-level Biology Courses: Student Opinion, Learning, and Long-term Retention of Course Material. (2007) CBE - Life Sciences Education, 7 (1), pp. 146-154; Efron, B., Nonparametric Estimates of Standard Error: The Jackknife, the Bootstrap and Other Methods. (1981) Biometrika, 68 (3), pp. 589-599; Freeman, S., O’Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M.P., Prescribed Active Learning Increases Performance in Introductory Biology. (2007) CBE - Life Sciences Education, 6 (2), pp. 132-139; Gallagher, C.A., Miscounting Race: Exploring Whites’ Misperceptions of Racial Group Size. (2003) Sociological Perspectives, 46 (3), pp. 381-396; Herda, D., ‘How Many Immigrants?' Foreign Born Population Innumeracy in Europe. (2010) Public Opinion Quarterly, 74 (4), pp. 674-695; Herda, D., Too Many Immigrants?: Examining Alternative Forms of Immigrant Population Innumeracy (2013) Sociological Perspectives, 56 (2), pp. 213-240; Herda, D., Innocuous Ignorance?: Perceptions of the American Jewish Population Size (2013) Contemporary Jewry, 33 (3), pp. 241-245; Hjerm, M., Do Numbers Really Count? Group Threat Theory Revisited. (2007) Journal of Ethnic and Migration Studies, 33 (8), pp. 1253-1275; Hoekstra, A., Because You Don’t Realize How Many People Have Different Experiences Than You: Effects of Clicker Use for Class Discussions in Sociology. (2015) Teaching Sociology, 43 (1), pp. 53-60; Perils of Perceptions: A Fourteen Country Study (2014) Ipsos MORI, , http://www.slideshare.net/IpsosMORI/, Retrieved August 27, 2015; Keough, S.M., Clickers in the Classroom: A Review and a Replication. (2012) Journal of Management Education, 36 (6), pp. 822-847; Lantz, M.E., The Use of ‘Clickers’ in the Classroom: Teaching Innovation or Merely an Amusing Novelty. (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Levesque, A.A., Kalumuck, K., Using Clickers to Facilitate Development of Problemsolving Skills. (2011) CBE - Life Sciences Education, 10 (4), pp. 406-417; Lichtblau, E., Hate Crimes against American Muslims Most Since Post-9/11 Era. (2016) The New York Times, , http://www.nytimes.com/2016/09/18/us/politics/hate-crimesamerican-muslims-rise.html?_r=0, Retrieved November 1, 2016; Mahler, J., Anti-Semitic Posts, Many from Trump Supporters, Surge on Twitter. (2016) The New York Times, , http://www.nytimes.com/2016/10/19/us/politics/anti-semitismtrump-supporters-twitter.html, Retrieved November 1, 2016; Mollborn, S., Hoekstra, A., ‘A Meeting of Minds’: Using Clickers for Critical Thinking and Discussion in Large Sociology Classes. (2010) Teaching Sociology, 38 (1), pp. 18-27; Morling, B., McAuliffe, M., Cohen, L., DiLorenze, T., Efficacy of Personal Response Systems (‘Clickers’) in Large, Introductory Psychology Classes. (2008) Teaching of Psychology, 35 (1), pp. 45-50; Nadeau, R., Niemi, R.G., Levine, J., Innumeracy about Minority Populations. (1993) The Public Opinion Quarterly, 57 (3), pp. 332-347; (2008) U.S. Religious Landscape Survey: Religious Affiliation; Diverse and Dynamic., , http://www.pewforum.org/files/2013/05/report-religious-landscape-study-full.pdf, Retrieved June 6, 2016; (2014) How Americans Feel about Religious Groups, , http://www.pewforum.org/2014/07/16/how-americans-feel-about-religious-groups/, Retrieved November 3, 2016; Semyonov, M., Raijman, R., Gorodzeisky, A., Foreigners’ Impact on European Societies: Public Views and Perceptions in a Crossnational Comparative Perspective. (2008) International Journal of Comparative Sociology, 49 (1), pp. 5-29; Semyonov, M., Rebeca Raijman, R., Tov, A.Y., Schmidt, P., Population Size, Perceived Threat and Exclusion: A Multipleindicators Analysis of Attitudes toward Foreigners in Germany. (2004) Social Science Research, 33 (4), pp. 681-701; Sides, J., Citrin, J., European Opinion about Immigration: The Role of Identities, Interests and Information. (2007) British Journal of Political Science, 37 (3), pp. 477-504; Sigelman, L., Niemi, R.G., Innumeracy about Minority Populations: African Americans and Whites Compared. (2001) The Public Opinion Quarterly, 65 (1), pp. 86-94; Smith, M.K., Trujillo, C., Su, T.T., The Benefits of Using Clickers in Small-enrollment Seminar-style Biology Courses. (2010) CBE - Life Sciences Education, 10 (1), pp. 14-17; Townsley, E., The Social Construction of Social Facts: Using the U.S. Census to Examine Race as a Scientific and Moral Category. (2007) Teaching Sociology, 35 (3), pp. 233-238; Wong, C.J., ‘Little’ and ‘Big’ Pictures in Our Heads Race, Local Context, and Innumeracy About Racial Groups in the United States. (2007) Public Opinion Quarterly, 71 (3), pp. 392-412","Herda, D.; Merrimack College, Sociology S6, 315 Turnpike Street, United States; email: herdad@merrimack.edu",,,SAGE Publications Inc.,,,,,0092055X,,,,English,Teach. Sociol.,Note,Final,,Scopus,2-s2.0-85018309899
[No author name available],[No author id available],"4th International Conference on HCI in Business, Government and Organizations, HCIBGO 2017, held as part of the 19th International Conference on Human-Computer Interaction , HCI 2017",2017,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),10295 LNCS,,,1,504,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85025175075&partnerID=40&md5=e8a41b5d925bc9e7a14942e2be317046,,,"The proceedings contain 75 papers. The special focus in this conference is on HCI in Business, Government and Organizations. The topics include: Immersive visualization technologies to facilitate multidisciplinary design education; peacemaking affordances of shareable interfaces; new virtual reality audio format pretends to enhance immersive experience; gesture deviation in interactive communication; analytical steps for the validation of a natural user interface; monitoring cognitive workload in online videos learning through an eeg-based brain-computer interface; lessons learned from evaluating an authoring tool for learning objects; a cooperative system to improve training processes; a metamodel proposal for developing learning ecosystems; design considerations for competency functionality within a learning ecosystem; integrated learning environment for blended oriented course; the development of a mediation artifact for representing teaching practices; on the potential of using virtual reality for teacher education; a case study in a university environment; using phenomenography to understand cultural values in Facebook; exploring the determinants affecting the adoption of social web applications used in massive online open courses; pedagogical voice in an e-learning system; e-learning supported martial-arts-training; outdoor studying system using Bluetooth low energy beacon; measuring usability of the mobile learning app for the children and measuring user engagement in mobile classroom response system.",,,,,,,,,,,,,,,Zaphiris P.Ioannou A.,,Springer Verlag,"4th International Conference on Learning and Collaboration Technologies, LCT 2017, held as part of the 19th International Conference on Human-Computer Interaction, HCI 2017",9 July 2017 through 14 July 2017,,193939.0,03029743,9783319585086,,,English,Lect. Notes Comput. Sci.,Conference Review,Final,,Scopus,2-s2.0-85025175075
"Orjuela-Laverde M., Yargeau V., Smilovic M.",57197737347;24402338400;56703113200;,Engaging students in a non-technical engineering course through active learning strategies: An exploratory case study,2017,"2017 Research in Engineering Education Symposium, REES 2017",,,,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85034263307&partnerID=40&md5=07dc57c3aa572945f9f848f2504ad295,"McGill University, Montreal, Canada","Orjuela-Laverde, M., McGill University, Montreal, Canada; Yargeau, V., McGill University, Montreal, Canada; Smilovic, M., McGill University, Montreal, Canada",Active Learning strategies were implemented in a large enrolment Professional Practice engineering course. Short in-class group discussions and questions via a web based students' response system were used during the lecture portion of the course. Tutorials were designed using group presentations of current engineering case studies as its main instructional strategy. Students completed a peer and self-evaluation form that assessed performance on professional skills. This study presents results of a content analysis conducted on students' comments provided in the self-assessment form. The content analysis was done using Kearsley & Shneiderman (1998) Engagement Theory as a conceptual framework. Results suggest that the use of authentic case studies were the most valuable element to engage students. The results also provide insights for the implementation of activities that promote peer interactions during the case study presentations. Ideas and lessons learned on the use of group presentations in large enrolment classes will be provided. Copyright © 2017 McGill University.,,Artificial intelligence; Education; Engineering education; Engineering research; Learning systems; Teaching; Technical presentations; Active learning strategies; Conceptual frameworks; Engineering course; Exploratory case studies; Instructional strategy; Professional practices; Professional skills; Technical engineering; Students,,,,,"Faculty of Engineering, McGill University",We wish to thank the Faculty of Engineering at McGill University for the financial support provided to this project through a Gerald W. Farnell Teaching Scholar awarded to Prof. Viviane Yargeau.,,,,,"Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman, M.K., (2010) How Learning Works: Seven Research-based Principles for Smart Teaching, , John Wiley & Sons; Dickey, M.D., Engaging by design: How engagement strategies in popular computer and video games can inform instructional design (2005) Educational Technology Research and Development, 53 (2), pp. 67-83; Kearsley, G., Shneiderman, B., Engagement theory: A framework for technology-based teaching and learning (1998) Educational Technology, 38 (5), pp. 20-23; Krippendorff, K., Content analysis (1989) International Encyclopedia of Communication, 1, pp. 403-407. , http://repository.upenn.edu/asc_papers/226, E. Barnouw, G. Gerbner, W. Schramm, T. L. Worth, & L. Gross (Eds.). New York, NY: Oxford University Press; Miliszewska, I., Horwood, J., Engagement theory: A framework for supporting cultural differences in transnational education (2004) Higher Education Research Society of Australasia; Shneiderman, B., Educational journeys on the web frontier (1998) Educom Review, 33, p. 6; Tlhoaele, M., Suhre, C., Hofman, A., Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance (2016) European Journal of Engineering Education, 41 (3), pp. 263-278; White, M.D., Marsh, E.E., Content analysis: A flexible methodology (2006) Library Trends, 55 (1), pp. 22-45",,,,Research in Engineering Education Network,"2017 Research in Engineering Education Symposium, REES 2017",6 July 2017 through 8 July 2017,,131170.0,,,,,English,"Res. Eng. Educ. Symp., REES",Conference Paper,Final,,Scopus,2-s2.0-85034263307
"Wang A.I., Hoang T.T.",7404619969;57198358926;,Reaction vs. Completeness in game-based learning: Comparing two game modes in a game-based student response system,2017,"Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017",,,,736,743,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85036466447&partnerID=40&md5=bd50a6976c8e25cc947f52a978d03a96,"Dept. of Computer Science, Norwegian University of Science and Technology, Norway","Wang, A.I., Dept. of Computer Science, Norwegian University of Science and Technology, Norway; Hoang, T.T., Dept. of Computer Science, Norwegian University of Science and Technology, Norway","This paper describes the results of an experiment comparing two game modes in the game-based response system Quiz-a-tron. The goal of the experiment was to investigate how two different game modes affected the players' engagement, perceived learning, concentration, motivation, and social experience. In the game mode Reaction, your score depends on how quickly you give one correct answer. In the game mode Completeness, your score depends on how complete you answer is with a score multiplier for giving correct answers in a row. In the experiment, 30 students were randomly chosen. The subjects first played Quiz-a-tron in one game mode, then filled out a questionnaire, and then played the game in the other game mode and filled out the questionnaire comparing both game modes. Half of the subjects started with the Reaction game mode, while the other half started with the Completeness game mode. The results show that both game modes were perceived as fun, engaging, motivating, educational, stimulated to concentration, and provided a good social experience. Further, Completeness was perceived as more fun, motivating and a better social experience, and the students perceived that they learned more. The observations showed very different student behavior in the two game modes. The Reaction game mode was characterized by more students guessing answers, also for questions requiring mental calculations. In this game mode, most students gave their answer within the first 3 seconds when the time limit was 30 seconds. The ""dead time"" after giving answers was used to social bonding discussing questions and answers. The Completeness game mode made the students think more carefully about their answers and the pace of the game was slower. There was noticeably less frustration in this game mode. Also it was easier to fight you way back to the top of the scoreboard if the multiplayer was not lost. The observations also showed also the Completeness game mode produced less social interaction during the game.",Evaluation; Game mode; Game-based student response system; Student engagement,Interactive computer systems; Motivation; Students; Surveys; Evaluation; Game mode; Game-based Learning; Mental calculations; Perceived learning; Social interactions; Student engagement; Student-response system; Education,,,,,,,,,,,"Attali, Y., Arieli-Attali, M., Gamification in assessment: Do points affect test performance? (2015) Computers & Education, 83, pp. 57-63; Bartle, R., Hearts, clubs, diamonds, spades: Players who suit MUDs (1996) Journal of MUD Research, 1 (1), p. 19; Basili, V.R., (1992) Software Modeling and Measurement: The Goal/Question/Metric Paradigm, University of Maryland for Advanced Computer Studies; Bessler, W.C., Nisbet, J.J., The use of an electronic response system in teaching biology (1971) Science Education, 55 (3), pp. 275-284; Brooke, J., SUS-A quick and dirty usability scale (1996) Usability Evaluation in Industry, 189, p. 194; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Carnevale, D., Run a class like a game show:'Clickers' keep students involved (2005) Chronicle of Higher Education, 51 (42), p. B3; Casanova, J., An instructional experiment in organic chemistry. The use of a student response system (1971) Journal of Chemical Education, 48 (7), p. 453; Coca, D.M., Slisko, J., Software socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers (2013) European Journal of Physics Education, 4 (2); Deterding, S., Dixon, D., Khaled, R., Nacke, L., From game design elements to gamefulness: Defining gamification (2011) Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, , ACM; Gee, J.P., Learning by design: Good video games as learning Machines (2005) E-Learning, 2 (1), pp. 5-16; Gruenstein, A., McGraw, I., Sutherland, A., (2009) A Self-transcribing Speech Corpus: Collecting Continuous Speech With an Online Educational Game, , SLaTE Workshop; Judson, E., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Lieberoth, A., Shallow gamification testing psychological effects of framing an activity as a game (2015) Games and Culture, 10 (3), pp. 229-248; Likert, R., A technique for the measurement of attitudes (1932) Archives of Psychology; Lucas, A., Using peer instruction and i-clickers to enhance student participation in calculus (2009) Primus, 19 (3), pp. 219-231; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 30 (2), p. 71; Mekler, E.D., Brühlmann, F., Tuch, A.N., Opwis, K., Towards understanding the effects of individual gamification elements on intrinsic motivation and performance (2015) Computers in Human Behavior; Méndez, D., Slisko, J., Software socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers (2013) European Journal of Physics Education, 4 (2); Pettit, R.K., McCoy, L., Kinney, M., Schwartz, F.N., Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology (2015) BMC Medical Education, 15 (1), p. 92; Schell, J., Lukoff, B., Mazur, E., Catalyzing learner engagement using cutting-edge classroom response systems in higher education (2013) Cutting-edge Technologies in Higher Education, 6, pp. 233-261; Sellar, M., Poll everywhere (2011) The Charleston Advisor, 12 (3), pp. 57-60; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers & Education, 82, pp. 217-227; Wang, A.I., Lieberoth, A., The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using kahoot! (2016) Proceedings from the 10th European Conference of Game Based Learning, Academic Conferences and Publishing International Limited; Wang, A.I., Øfsdal, T., Mørch-Storstein, O.K., Lecture quiz - A mobile game concept for lectures (2007) IASTED International Conference on Software Engineering and Application (SEA 2007), p. 6. , Cambridge, MA, USA, Acta Press; Wang, A.I., Øfsdal, T., Mørch-Storstein, O.K., An evaluation of a mobile game concept for lectures (2008) Proceedings of the 2008 21st Conference on Software Engineering Education and Training IEEE Computer Society; Wang, A.I., Zhu, M., Sætre, R., (2016) The Effect of Digitizing and Gamifying Quizzing in Classrooms, , Academic Conferences and Publishing International; Wu, B., Wang, A.I., Børresen, E.A., Tidemann, K.A., Improvement of a lecture game concept - Implementing lecture quiz 2.0 (2011) Proceedings of the 3rd International Conference on Computer Supported Education",,Pivec M.Grundler J.,,Academic Conferences and Publishing International Limited,"11th European Conference on Games Based Learning, ECGBL 2017",5 October 2017 through 6 October 2017,,131756.0,,9781911218562,,,English,"Proc. Eur. Conf. Games Based Learn., ECGBL",Conference Paper,Final,,Scopus,2-s2.0-85036466447
"Nishiura K., Ouchi S., Usui K.",7003356057;56318808300;57195274759;,Analysis of the use of teaching materials generated by KeTCindy as an aid to the understanding of mathematics,2017,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),10407 LNCS,,,216,227,,,10.1007/978-3-319-62401-3_16,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026769785&doi=10.1007%2f978-3-319-62401-3_16&partnerID=40&md5=0a1a89c59da21a51eed2fc478a12c831,"National Institute of Technology, Fukushima College, Taira, Iwaki-shi, 970-8034, Japan; Shimonoseki City University, Daigaku-cho, Shimonoseki-shi, 751-8510, Japan; National Institute of Technology, Kisarazu College, Kiyomidai-higashi, Kisarazu-shi, 292-0041, Japan","Nishiura, K., National Institute of Technology, Fukushima College, Taira, Iwaki-shi, 970-8034, Japan; Ouchi, S., Shimonoseki City University, Daigaku-cho, Shimonoseki-shi, 751-8510, Japan; Usui, K., National Institute of Technology, Kisarazu College, Kiyomidai-higashi, Kisarazu-shi, 292-0041, Japan","In this paper, we analyze how the accurate use of mathematical graphics in teaching materials contributes to an understanding of mathematics. We describe an experimental study used to verify the educational effect of teaching materials including mathematical graphics, and outline a method to analyze the experimental results. The mathematical software KeTCindy was used to make the teaching materials including mathematical artworks, and to process data collected using a cognitive detection clicker system which we created. The results suggest that careful use of mathematical artworks produced with a system such as KeTCindy can help improve student understanding of mathematical problems. © Springer International Publishing AG 2017.",,Artificial intelligence; Computer science; Computers; Cognitive detections; Mathematical problems; Mathematical software; Process data; Teaching materials; Graphic methods,,,,,,,,,,,"(2012) Zenkoku Gakuryoku·Gakusyu Jyoukyo Chosa No 4Nenkan No Chosa Kekka Kara Kongo No Torikumi Ga Kitaisareru Naiyou No Matome ∼Jido-Seito Eno Gakushu Sidou No Kaizenjujitu Ni Mukete∼, Tokyo Kyoiku Shuppan; Sekiguchi, M., Kaneko, M., Tadokoro, Y., Yamashita, S., Takato, S., A new application of CAS to LATEX plottings (2007) ICCS 2007. LNCS, 4488, pp. 178-185. , Shi, Y., Albada, G.D., Dongarra, J., Sloot, P.M.A. (eds.), Springer, Heidelberg; Ouchi, S., Maeda, Y., Kitahara, K., Hamaguchi, N., Creating interactive graphics for mathematics education utilizing KETpic (2014) ICMS 2014. LNCS, 8592, pp. 607-613. , Hong, H., Yap, C. (eds.), Springer, Heidelberg; Kaneko, M., Yamashita, S., Kitahara, K., Maeda, Y., Nakamura, Y., Kortenkamp, U., Takato, S., KETpic collaboration of Cinderella and KETpic reports on CADGME 2014 conference working group (2015) Int. J. Technol. Math. Educ, 22 (4), pp. 179-185; Kaneko, M., Yamashita, S., Makishita, H., Nishiura, K., Takato, S., Collaborative use of KETCindy with other small tools Electron. J. Math. Technol., , (in press); Kitahara, K., Usui, K., Kaneko, M., Takato, S., Neuroscientific consideration of the educational effect achieved using illustrated course materials (2014) Scientiaemathematicaejaponicae, pp. 205-315; (2017) Icoda-Video Analysis Software Open Coding Framework, , https://vosaic.com/products/vosaic-icoda, Accessed 8 May","Nishiura, K.; National Institute of Technology, Fukushima College, Taira, Japan; email: nishiura@fukushima-nct.ac.jp",Torre C.M.Taniar D.Murgante B.Apduhan B.O.Gervasi O.Stankova E.Rocha A.M.A.C.Misra S.Borruso G.Cuzzocrea A.,,Springer Verlag,"17th International Conference on Computational Science and Its Applications, ICCSA 2017",3 July 2017 through 6 July 2017,,195069.0,03029743,9783319624006,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85026769785
"Contla P.X., Kamada H., Takago D.",57193057192;37661396100;6504691633;,Visual interactive learning system using image processing about multiple programming languages,2016,"2016 IEEE 5th Global Conference on Consumer Electronics, GCCE 2016",,, 7800475,,,,4.0,10.1109/GCCE.2016.7800475,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85010424672&doi=10.1109%2fGCCE.2016.7800475&partnerID=40&md5=117c8602ce26bd9443f09f0360d6bffe,"Department of Media Informatics, Kanazawa Institute of Technology, Ishikawa, Japan; Department of Information and Computer Science, Kanazawa Institute of Technology, Ishikawa, Japan","Contla, P.X., Department of Media Informatics, Kanazawa Institute of Technology, Ishikawa, Japan; Kamada, H., Department of Media Informatics, Kanazawa Institute of Technology, Ishikawa, Japan; Takago, D., Department of Information and Computer Science, Kanazawa Institute of Technology, Ishikawa, Japan","In the early years of college, students have the need to learn how to program in any programming language. It is important to see the differences between programming languages and their rules. We are proposing an interactive and self-study system for students to acquire the knowledge they need, from data structures to algorithms using multiple programming languages. The system gives the students some exercises that outputs an image. The student's image will be compared with the correct image that is in the system and the system judges the student's image will is correct or not. The students will program the exercises in the selected programming languages. Eventually the system will help students learn multiple programming languages, especially, how to solve problems regardless of programming language. © 2016 IEEE.",educational system; image processing; multiple programming languages,Computer programming languages; Education; Learning systems; Students; Visual languages; Educational systems; Interactive learning systems; Image processing,,,,,,,,,,,"Beck, R., (2009) The Three Rsplus: What Today's Schools Are Trying to Do and Why, pp. 3-6. , U of Minnesota Press; Kamada, H., Nishikawa, K., Okui, Y., The visual interactive programing learning system using image processing (2016) Proceedings of CMCSN-2016, pp. 158-161; Sabinas, Y., Kamada, H., Interactive education system about image processing (2015) Proceeingsof2015 Joint Conference of Hokuriku Chapters of Electrical Societies, pp. F2-3",,,,Institute of Electrical and Electronics Engineers Inc.,"5th IEEE Global Conference on Consumer Electronics, GCCE 2016",11 October 2016 through 14 October 2016,,125686.0,,9781509023332,,,English,"IEEE Glob. Conf. Consum. Electron., GCCE",Conference Paper,Final,,Scopus,2-s2.0-85010424672
"Zhu X., Sun B., Luo Y.",55696685000;56416899900;8410343300;,"Interactive learning system ""visMis"" for scientific visualization course",2016,"Proceedings of the 3rd Asia-Europe Symposium on Simulation and Serious Gaming - 15th ACM SIGGRAPH Conference on Virtual-Reality Continuum and Its Applications in Industry, VRCAI 2016",,,,177,184,,,10.1145/3014033.3014038,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009738463&doi=10.1145%2f3014033.3014038&partnerID=40&md5=1cc7d046691a744758311acb40d54ba2,"College of Information Science and Technology, Beijing Normal University, Beijing, China","Zhu, X., College of Information Science and Technology, Beijing Normal University, Beijing, China; Sun, B., College of Information Science and Technology, Beijing Normal University, Beijing, China; Luo, Y., College of Information Science and Technology, Beijing Normal University, Beijing, China","Now visualization courses have been taught at universities around the world. Keeping students motivated and actively engaged in this course can be a challenging task. In this paper we introduce our developed interactive learning system called VisMis for postgraduate scientific visualization course at Beijing Normal University. We develop it following the Great Didactic from Comenius and the theory of constructivism on constructing the visual and interactive learning environment to support and challenge the student's learning. We give a report on our proprietary system including its educational objective, volume visualization module, multi-modal interaction module, and CUDA implementation etc. By way of educational practices, we conclude that the VisMis not only aids the student to better understand the core algorithms of the scientific visualization course such as volume rendering, volume illustration and volume interaction so on, but also as a good experiment platform helps them develop the visual programing skills based on its framework.",Constructivism; Interactive learning; Multi-modal interaction; Scientific visualization; Volume visualization,Computer aided instruction; Data visualization; Education; Educational technology; Interactive computer graphics; Learning systems; Virtual reality; Visualization; Volume rendering; Constructivism; Educational objectives; Experiment platforms; Interactive learning; Interactive learning environment; Interactive learning systems; Multi-Modal Interactions; Volume visualization; Students,,,,,,,,,,,"Chen, W., Data Visualization Course, , http://www.cad.zju.edu.cn/home/vagblog/?page_id=1302, Last updated: July 31, 2013; Christopher, R.J., Scientific Visualization Course, , http://www.cs.utah.edu/~crj/cs523/, Last updated: 2016; Shiaofen, F., Data Visualization Course, , http://cs.iupui.edu/~sfang/cs552/cs552.html, Last updated: November 2016; Comenius, J.A., Introduction from Wikipedia, , https://en.wikipedia.org/wiki/John_Amos_Comenius, Last updated: Sep.2.2016; Comenius, J.A., The great didactic (1967) Translated into English and Edited with Biographical, Historical and Critical Introductions, , M. W. Keatinge, M.A. New York: Russell & Russell; Introduction from Wikipedia, , https://en.wikipedia.org/wiki/Constructivism, CONSTRUCTIVISM, (philosophy-of-education) Last updated: Aug.20, 2016; Grossman, T., Wigdor, D., Balakrishnan, R., Multi-finger gestural interaction with 3d volumetric displays (2004) Proceedings of the 17th Annual ACM Symposium on User Interface Software and Technology, pp. 61-70. , Santa Fe; Hauser, T., Scientific Visualization Course, , https://www.rc.colorado.edu/training/classes/sciviz-2016, Last updated: 2016; Hu, S., Data Visualization Course, , http://www.doc88.com/p-2708217445456.html, Last updated: July 12, 2015; Jalaliniya, S., Smith, J., Sousa, M., Büthe, L., Pederson, T., Touchless interaction with medical images using hand & foot gestures (2013) Proceedings of the 2013 ACM Conference on Pervasive and Ubiquitous Computing Adjunct Publication, pp. 1265-1274. , Zurich; Laha, B., Bowman, D.A., Volume cracker: A bimanual 3D interaction technique for analysis of raw volumetric data (2013) Symposium on Spatial User Interaction, pp. 147-148; Laidlaw, D., Scientific Visualization Course, , http://cs.brown.edu/courses/cs237/2014/, Last updated: 2014; Luo, Y.L., Murayama, J., Akahane, K., Hasegawa, S., Sato, M., Development of new force feedback interface for two-handed 6DOF manipulation SPIDARG-G system (2003) ICAT, pp. 6-172; Luo, Y.L., An interactive molecular visualization system for education in immersive mult-projection virtual environment (2004) Proceedings of the Third International Conference on Image and Graphics, pp. 485-488. , Hong Kong, 18-20 December, published by the IEEE Computer Society Press (USA); Levoy, M., Display of surfaces from volume data (1988) IEEE Computer Graphics and Applications, 8 (3), pp. 29-37; Luo, Y.L., Distance-based focus+context models for exploring large volumetric medical datasets (2012) IEEE COMPUT SCI ENG (IEEE Computing in Science and Engineering), 14 (5), pp. 63-71; Luo, Y.H., Tian, J., Luo, Y.L., Interactively inspection layers of CT, datasets on CUDA-based volume rendering (2015) Chinese Journal of Electronics, 24 (2), pp. 355-360; Luo, Y.L., Effectively visualizing the spatial structure of cerebral blood vessels (2013) IEEE COMPUT SCI ENG (Computing in Science and Engineering), 15 (2), pp. 41-46; Interactive Scientific Visualization Application, , http://www.paraview.org/, PARAVIEW. Last updated: Mar.30, 2016; Peikert, R., Scientific Visualization Course, , https://www.ljll.math.upmc.fr/~frey/visu.html, Last updated: Jul. 25, 2014; Stivers, T., Sidnell, J., Introduction: Multimodal interaction (2005) Semiotica, 156 (1-4), pp. 1-20; Shen, J.C., Luo, Y.L., Wu, Z.K., Tian, Y., Deng, Q.Q., CUDA-based realtime hand gesture interaction and volume data visualization using leap motion (2015) The Visual Computer, 32 (3), pp. 359-370; Song, P., Goh, W.B., Hutama, W., Fu, C., Liu, X.A., Handle bar metaphor for virtual object manipulation with mid-air interaction (2012) Proceedings of the SIGCHI Conference on Human Factors Incomputing Systems, pp. 1297-1306. , Austin; Tierny, J., Scientific Visualization Course, , http://www-pequan.lip6.fr/~tierny/visualizationClass.html, Last updated: Sep.26, 2016; Visualization Tookit, , http://public.kitware.com/VTK/, VTK. Last updated: February, 2016; Interactive, Visualization, Animation and Analysis Tool, , https://wci.llnl.gov/simulation/computer-codes/visit/, VISIT. Last updated: 2016; Scientific Workflow Management System, , http://www.vistrails.org/index.php/Vistrails_and_Teaching, VISTRAILS. Last updated: Sep. 28, 2010; Wössner, U., Scientific Visualization Course, , https://www.hlrs.de/training/2014-04-16-vis1/, Last updated: Apr. 16, 2014; Yuan, X., Visualization and Visual Computing Course, , http://vis.pku.edu.cn/wiki/public_course/visclass_f16/start, Last updated: Sep.15, 2016",,Spencer S.N.,ACM SIGGRAPH,"Association for Computing Machinery, Inc","3rd Asia-Europe Symposium on Simulation and Serious Gaming - 15th ACM SIGGRAPH Conference on Virtual-Reality Continuum and Its Applications in Industry, VRCAI 2016",3 December 2016 through 4 December 2016,,125520.0,,9781450346931,,,English,"Proc. Asia-Europe Symp. Simul. Serious Gaming - ACM SIGGRAPH Conf. Virtual-Real. Contin. Its Appl. Ind., VRCAI",Conference Paper,Final,,Scopus,2-s2.0-85009738463
"Tarimo W.T., Hickey T.J.",48361632800;7005100186;,Fully integrating remote students into a traditional classroom using live-streaming and TeachBack,2016,"Proceedings - Frontiers in Education Conference, FIE",2016-November,, 7757746,,,,3.0,10.1109/FIE.2016.7757746,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006791724&doi=10.1109%2fFIE.2016.7757746&partnerID=40&md5=92a92681ce29869014b840410bd3eb6e,"Computer Science Department, Brandeis University, 415 South Street - MS018, Waltham, MA  02453, United States","Tarimo, W.T., Computer Science Department, Brandeis University, 415 South Street - MS018, Waltham, MA  02453, United States; Hickey, T.J., Computer Science Department, Brandeis University, 415 South Street - MS018, Waltham, MA  02453, United States",This paper proposes a simple method to add optional live-streaming to a highly interactive class in a way that reduces the number of students physically present in the classroom and doesn't hurt student performance. The effect of allowing live-streaming was analyzed by running an experiment where partway through the semester students in a flipped advanced level Computer Graphics class were given the option to attend the class remotely using a live-stream of the class with required use of a multi-featured audience response system (TeachBack). The results show that allowing remote attendance with TeachBack decreased the number of students attending physically from 93% to 75% of registered students and had no effect on unexcused absences. Students believed that their remote attendance was just as effective for their learning as attending classes face-to-face and analysis of the data confirmed their beliefs; they did however generally prefer being physically present in class. Our results suggest that appropriate use of live-streaming coupled with an Audience Response System can reduce some of the demand for large lecture halls by allowing a self-selected subset of students to attend some or all of the classes remotely. A large percentage of the students in the class felt that a live-streaming option should be added to most classes and this paper demonstrates that this goal is feasible and pedagogically justifiable. © 2016 IEEE.,Absenteeism; Blended learning; Computer-based instruction; Distance learning; Flipped classroom; Instructional change; Learning management systems; Online discussions; Personal response system; Streaming media; Supplemental instruction,Computer graphics; Computer hardware description languages; Distance education; E-learning; Education; Media streaming; Multimedia services; Online systems; Teaching; Video streaming; Absenteeism; Blended learning; Computer based instruction; Flipped classroom; Instructional change; Learning management system; Online discussions; Personal response systems; Streaming media; Supplemental instructions; Students,,,,,,,,,,,"Hickey, T.J., Tarimo, W.T., The affective tutor (2014) Journal of Computing Sciences in Colleges, 29 (6), pp. 50-56; Tarimo, W.T., Deeb, F.A., Hickey, T.J., A flipped classroom with and without computers (2015) Computer Supported Education, pp. 333-347. , Springer; Early detection of at-risk students in cs1 using teachback/spinoza (2016) Journal of Computing Sciences in Colleges, 31 (6), pp. 105-111; Pale, P., Petrovic, J., Jeren, B., Assessing the learning potential and students' perception of rich lecture captures (2014) Journal of Computer Assisted Learning, 30 (2), pp. 187-195; Bacro, T.R., Gebregziabher, M., Fitzharris, T.P., Evaluation of a lecture recording system in a medical curriculum (2010) Anatomical Sciences Education, 3 (6), pp. 300-308; Karnad, A., Student use of recorded lectures: A report reviewing recent research into the use of lecture capture technology in higher education, and its impact on teaching methods and attendance (2013) Learning Technology and Innovation (LTI; Marchand, J.-P., Pearson, M.L., Albon, S.P., Student and faculty member perspectives on lecture capture in pharmacy education (2014) American Journal of Pharmaceutical Education, 78 (4); Massingham, P., Herrington, T., Does attendance matter? An examination of student attitudes, participation, performance and attendance (2006) Journal of University Teaching & Learning Practice, 3 (2), p. 3; Von Konsky, B.R., Ivins, J., Gribble, S.J., Lecture attendance and web based lecture technologies: A comparison of student perceptions and usage patterns (2009) Australasian Journal of Educational Technology, 25 (4), pp. 581-595; Drouin, M.A., If you record it, some wont come using lecture capture in introductory psychology (2013) Teaching of Psychology, , 0098628313514172; Gorissen, P., Van Bruggen, J., Jochems, W., Students and recorded lectures: Survey on current use and demands for higher education (2012) Research in Learning Technology, 20; Johnston, A.N., Massa, H., Burne, T.H., Digital lecture recording: A cautionary tale (2013) Nurse Education in Practice, 13 (1), pp. 40-47; Traphagan, T., Kucsera, J.V., Kishi, K., Impact of class lecture webcasting on attendance and learning (2010) Educational Technology Research and Development, 58 (1), pp. 19-37; Leadbeater, W., Shuttleworth, T., Couperthwaite, J., Nightingale, K.P., Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students (2013) Computers & Education, 61, pp. 185-192; Franklin, D.S., Gibson, J.W., Samuel, J.C., Teeter, W.A., Clarkson, C.W., Use of lecture recordings in medical education (2011) Medical Science Educator, 21 (1), pp. 21-28; Phillips, R., Maor, D., Cumming-Potvin, W., Roberts, P., Herrington, J., Preston, G., Moore, E., Perry, L., Learning analytics and study behaviour: A pilot study (2011) Changing Demands, Changing Directions. Proceedings Ascilite Hobart, 2011, pp. 997-1007; Arbaugh, J.B., Virtual classroom characteristics and student satisfaction with internet-based mba courses (2000) Journal of Management Education, 24 (1), pp. 32-54; De Verneil, M., Berge, Z.L., Going online: Guidelines for faculty in higher education (2000) Educational Technology Review, pp. 13-18; Kearsley, G., (1995) The Nature and Value of Interaction in Distance Learning; Mandernach, B.J., Donnelli, E., Dailey, A., Schulte, M., A faculty evaluation model for online instructors: Mentoring and evaluation in the online classroom (2005) Online Journal of Distance Learning Administration, 8 (3); Cao, Q., Griffin, T.E., Bai, X., The importance of synchronous interaction for student satisfaction with course web sites (2009) Journal of Information Systems Education, 20 (3), p. 331; Rowe, L.A., Harley, D., Pletcher, P., Lawrence, S., Bibs: A lecture webcasting system (2001) Center for Studies in Higher Education; Martin, F., Parker, M.A., Deale, D.F., Examining interactivity in synchronous virtual classrooms (2012) The International Review of Research in Open and Distributed Learning, 13 (3), pp. 228-261; Ullrich, C., Shen, R., Tong, R., Tan, X., A mobile live video learning system for large-scale learningsystem design and evaluation (2010) Learning Technologies, IEEE Transactions on, 3 (1), pp. 6-17; Latchman, H., Salzmann, C., Gillet, D., Bouzekri, H., Information technology enhanced learning in distance and conventional education (1999) Education, IEEE Transactions on, 42 (4), pp. 247-254; He, W., Using text mining to uncover students' technologyrelated problems in live video streaming (2011) British Journal of Educational Technology, 42 (1), pp. 40-49; Garrison, D.R., Arbaugh, J.B., Researching the community of inquiry framework: Review, issues, and future directions (2007) The Internet and Higher Education, 10 (3), pp. 157-172; Swan, K., Shea, P., Richardson, J., Ice, P., Garrison, D., Cleveland-Innes, M., Arbaugh, J., Validating a measurement tool of presence in online communities of inquiry (2008) E-mentor, 2 (24), pp. 1-12; Garrison, D.R., Self-directed learning: Toward a comprehensive model (1997) Adult Education Quarterly, 48 (1), pp. 18-33; Self-directed learning and distance education (2003) Handbook of Distance Education, pp. 161-168; Gunawardena, C.N., McIsaac, M.S., Distance education (2004) Handbook of Research on Educational Communications and Technology, 2, pp. 355-395; Song, L., Hill, J.R., A conceptual model for understanding selfdirected learning in online environments (2007) Journal of Interactive Online Learning, 6 (1), pp. 27-42; Dolnicar, S., Kaiser, S., Matus, K., Vialle, W., Can australian universities take measures to increase the lecture attendance of marketing students? (2009) Journal of Marketing Education, 31 (3), pp. 203-211; Kelly, G.E., Lecture attendance rates at university and related factors (2012) Journal of Further and Higher Education, 36 (1), pp. 17-40; (2009) H. G. from MIT, , http://nb.mit.edu/about, Nota Bene (NB) about nb. Accessed: 2016-02-18; Farrington, S., Tarr, J., Douglas, T., Bird, M.-L., Pittaway, J., Hoffman, K., Beh, C.-L., This place or any place: Student preferences for lecture places in a blended learning environment in bioscience (2014) Teaching Matters 2014 Conference",,,American Society for Engineering Education (ASEE) - Educational Research Methods (ERM) Division;IEEE Computer Society;IEEE Education Society;Institute of Electrical and Electronics Engineers (IEEE),Institute of Electrical and Electronics Engineers Inc.,"46th Annual Frontiers in Education Conference, FIE 2016",12 October 2016 through 15 October 2016,,125116.0,15394565,9781509017904,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-85006791724
"Minkovska D., Ivanova M., Yordanova M.",57192676311;16032945800;57189371843;,Didactic principles of eLearning -Design and implementation of an interactive adaptive learning system,2016,"2016 15th International Conference on Information Technology Based Higher Education and Training, ITHET 2016",,, 7760709,,,,,10.1109/ITHET.2016.7760709,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85007293272&doi=10.1109%2fITHET.2016.7760709&partnerID=40&md5=d075a373c7596a59f368c0668b1ecb71,"Technical University of Sofia, Sofia, Bulgaria; Teza EOOD, Sofia, Bulgaria","Minkovska, D., Technical University of Sofia, Sofia, Bulgaria; Ivanova, M., Technical University of Sofia, Sofia, Bulgaria; Yordanova, M., Teza EOOD, Sofia, Bulgaria",The paper discusses the main didactical principles and problems related to the interactive eLearning. The important stages at designing of multimedia adaptive eLearning systems are presented and they are used as a bases for realization of an adaptive eLearning system. The prototype is piloted with undergraduate students enrolled in the Informatics course. The solution improves students' concepts understanding and theory implementation at deciding real engineering problems. At the same time it assists educators in teaching and assessment processes. © 2016 IEEE.,adaptivity; design principles; didactics; interactive learning system; multimedia,E-learning; Education; Learning systems; Students; Teaching; Adaptivity; Design Principles; didactics; Interactive learning systems; multimedia; Engineering education,,,,,,,,,,,"Malinka, I., Nakayama, M., Analysis of a personal learning environment from multimedia perspective. (2014) Proceedings of the International Conference on Information Technologies (InfoTech-2014); Dongsong, Z., Interactive multimedia-based e-learning: A study of effectiveness (2005) The American Journal of Distance Education, 19 (3), pp. 149-162; Clark Ruth, C., Richard, E.M., (2016) E-learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, , John Wiley & Sons; Marshall, D., Characteristics of a Multimedia System (2001) Lecture Notes, , https://www.cs.cf.ac.uk/Dave/Multimedia/node13.html, Accessed 30.07.2016; Tchoshanov Mourat, A., (2014) Engineering of Learning: Conceptualizing E-Didactics; (2012) E-Learning: Didactical Recommendations and Quality Assurance-An Overview, , https://www.uni-hohenheim.de/fileadmin/einrichtungen/ells/QA-documents/ELLS-eLearning-Didactical-Recommendation-final-version.pdf, Euroleague for Life Sciences Accessed 30.07.2016; Serdalina, A.K., (2013) DIDACTIC PRINCIPLES of E-LEARNING TECHNOLOGIES; Marjolein, C., Anke, C.J., Smeets-Verstraeten, H.J., (2004) How to Integrate Didactic Principles in An E-learning Environment, pp. 2004-2101. , Retrieved May 7.2008; Rositsa, D., Denev, D., Totkov, G., On the didactic principles, models and e-learning (2007) International Journal of Information Techonologies and Knowledge, 50, pp. 13-18; Hathaway Karen, L., An application of the seven principles of good practice to online courses (2013) Research in Higher Education Journal, 22, p. 1; Carter, M., Donovan, M., Levels of Interactivity and Determining What's Appropriate (2007) The ELearning Guild's Online Forums, 201; Mayer Richard, E., Research-based principles for designing multimedia instruction (2014) Acknowledgments and Dedication, 59; Camillan, H., Designing high-quality interactive multimedia learning modules (2005) Computerized Medical Imaging and Graphics, 29 (2), pp. 223-233; Belinda Soo-Phing, T., Tse-Kian, N.E.O., Interactive multimedia learning: Students' attitudes and learning impact in an animation course (2007) TOJET: The Turkish Online Journal of Educational Technology, 6 (4); Steffi, D., Schwartz, R.N., Plass, J.L., Interactivity in multimedia learning: An integrated model (2010) Computers in Human Behavior, 26 (5), pp. 1024-1033; Mai, N., Neo, T., Yap, W., Students' perceptions of interactive multimedia mediated web-based learning: A Malaysian perspective (2008) Proceedings of ASCILITE 2008 Conference, , Melbourne; Sandra, C., Mannion, M., Interactive multimedia and learning: Realizing the benefits (2001) Innovations in Education and Teaching International, 38 (2), pp. 156-164; (2012) ToolBook 11.5 User Guide, , http://tb.sumtotalsystems.com/documents/TB11-5_user_guide.pdf, Accessed 30.07.2016",,,,Institute of Electrical and Electronics Engineers Inc.,"15th International Conference on Information Technology Based Higher Education and Training, ITHET 2016",8 September 2016 through 10 September 2016,,125053.0,,9781509007783,,,English,"Int. Conf. Inf. Technol. Based Higher Educ. Train., ITHET",Conference Paper,Final,,Scopus,2-s2.0-85007293272
"Mebarkia M.K., Cap C.H., Akhrouf S., Belayadi Y., Boubetra D.",57192649003;6603657241;57188711928;57188703145;24066421400;,A modern classroom response system for Bordj Bou Arreridj University,2016,"Proceedings of 2016 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2016",,, 7753761,5,9,,,10.1109/IMCTL.2016.7753761,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85007044623&doi=10.1109%2fIMCTL.2016.7753761&partnerID=40&md5=f84e8732bc92102d9dde4b6075671362,"Faculty of Mathematics and Computer Science, University of Bordj Bou Arreridj, Bordj Bou Arreridj, Algeria; Faculty of Computer Science and Electrical Engineering, University of Rostock, Rostock, Germany; University of Continuing Education, University of Bordj Bou Arreridj, Bordj Bou Arreridj, Algeria; Faculty of Science and Technology, University of Bordj Bou Arreridj, Bordj Bou Arreridj, Algeria","Mebarkia, M.K., Faculty of Mathematics and Computer Science, University of Bordj Bou Arreridj, Bordj Bou Arreridj, Algeria; Cap, C.H., Faculty of Computer Science and Electrical Engineering, University of Rostock, Rostock, Germany; Akhrouf, S., Faculty of Mathematics and Computer Science, University of Bordj Bou Arreridj, Bordj Bou Arreridj, Algeria; Belayadi, Y., University of Continuing Education, University of Bordj Bou Arreridj, Bordj Bou Arreridj, Algeria; Boubetra, D., Faculty of Science and Technology, University of Bordj Bou Arreridj, Bordj Bou Arreridj, Algeria","One of the biggest challenges teachers are facing is the inability of students to interact with each other. The instructor may ask for students' opinion, their ideas and whether they agree or disagree on a given problem or statement, without getting any feedback. However, some students have communication difficulties, and those who can have the correct answer may feel uncomfortable, and therefore the class will miss a good learning opportunity. Our objective is to create real-time multiple choice question system with an interactive and fun learning environment to increase the productivity of the maximum number of students. © 2016 IEEE.",Classroom Response System; Feedback; Mobile Devices; Real-time Multiple Choice Questions; Student Response System,Computer aided instruction; Education; Engineering education; Feedback; Mobile devices; Mobile telecommunication systems; Teaching; Classroom response systems; Learning environments; Learning opportunity; Multiple choice questions; Real time; Student-response system; Students,,,,,,,,,,,"Schwennigcke, B., Communication with Social Classr S., and ALL, 510, p. 201. , Computer Suppo International Publishing; Kaleta, R., Joosten, T., (2007) Stud Wisconsin System: Study of Clicke Research, pp. 1-12; Martyn, M., Clickers in the Cla EDUCAUSE Quarterly, pp. 71-74; Flint, J., Altiner, A., Cap, C., (2014) Revision Course with Moder International Conference on Mob Medicine and Health, , Prague; Murphy, B., Smark, C.J., Usin the Net-Generation of Univers Symposium, , http://tinyurl.com/7, University of the W 2006 Retrieved from; Albon, R.J., Jewels, T., The im multicultural Asian context Proce 2007, , http://www.ascilite.org.au/conferenc; Vetterick, J., Garbe, M., Ca system for large audiences 5th Int Supported Education (CSEDU201 LEDGEMENT Dge the Support and Funding y of Bordj Bou Arreridj. in the Following Those Who Made Have Otherwise Contributed to e Team at University of Rostock, Elp in Order to Accomplish This Innovating Academic Knowledge Room Response Systems, 15, pp. 160-178","Mebarkia, M.K.; Faculty of Mathematics and Computer Science, University of Bordj Bou ArreridjAlgeria; email: mebarkiakhalil@gmail.com",,,Institute of Electrical and Electronics Engineers Inc.,"2016 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2016",17 October 2016 through 19 October 2016,,125084.0,,9781509030637,,,English,"Proc. Int. Conf. Interact. Mob. Commun. Technol. Learn., IMCL",Conference Paper,Final,,Scopus,2-s2.0-85007044623
"Wong A.K.L., Ng A.",57193788587;57191854171;,Design of blended mobile learning in an urban environment,2016,Managerial Strategies and Solutions for Business Success in Asia,,,,102,123,,,10.4018/978-1-5225-1886-0.ch006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016550414&doi=10.4018%2f978-1-5225-1886-0.ch006&partnerID=40&md5=e901e3ea668a08a9fa23775bbb6a508a,"School of Professional Education and Executive Development (SPEED), The Hong Kong Polytechnic University, Hong Kong","Wong, A.K.L., School of Professional Education and Executive Development (SPEED), The Hong Kong Polytechnic University, Hong Kong; Ng, A., School of Professional Education and Executive Development (SPEED), The Hong Kong Polytechnic University, Hong Kong","As mobile phones become more and more common, the term mobile learning has received a lot of attentionin recent years. Although teachers at educational institutions and managers in companies are awareof this new learning mode, many are uncertain if such adoption of technology is suitable for them. Theyare also puzzled by the various forms of e-learning, including Learning Management System (LMS),Massive Open Online Courses (MOOC), Augmented Reality (AR) and Student Response Systems (SRS).This aim of this chapter is to provide educators and managers with an overview of the different forms ofe-learning. It begins by reviewing LMS and MOOC, and then it focuses on SRS and AR. The followingthree types of SRSs are discussed - Clicker-based, Mobile phone-based and Game-based. Exemplarsare described to show the benefits of mobile learning when it is properly designed and well-implementedby the educators in an urban environment. The chapter concludes by stating the implications of mobilelearning technologies for working professionals. © 2017 by IGI Global. All rights reserved.",,,,,,,,,,,,,"Ashley, C., Kibbe, S., Thornton, S., Experiential Learning in Second Life: A Simulation in Retail Management (2014) Atlantic Marketing Journal, 3 (2), p. 8; Bentz, M., (2014) New Trends in Instructional Design and E-Learning, , Paper presented at the Conference: The Future of Education; Burns, S.M., Lohenry, K., Cellular Phone Use In Class: Implications For Teaching And Learning A Pilot Study (2010) College Student Journal, 44 (3), pp. 805-810; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73 (2), p. 21. , PMID:19513159; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , PMID:17339389; Carnaghan, C., Edmonds, T.P., Lechner, T.A., Olds, P.R., Using student response systems in the accounting classroom: Strengths, strategies and limitations (2011) Journal of Accounting Education, 29 (4), pp. 265-283; Cerezo, R., Sánchez-Santillán, M., Paule-Ruiz, M.P., Núñez, J.C., Students LMS interaction patterns and their relationship with achievement: A case study in higher education (2016) Computers & Education, 96, pp. 42-54; Cheong, C., Filippou, J., Cheong, F., Towards the Gamification of Learning: Investigating Student Perceptions of Game Elements (2014) Journal of Information Systems Education, 25 (3), pp. 233-244; Cortizo, J.L., Rodríguez, E., Vijande, R., Sierra, J.M., Noriega, A., Blended learning applied to the study of Mechanical Couplings in engineering (2010) Computers & Education, 54 (4), pp. 1006-1019; Fleming, N.D., (2001) Teaching and learning styles: VARK strategies, , IGI Global; Gikas, J., Grant, M.M., Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media (2013) The Internet and Higher Education, 19, pp. 18-26; Martín Gutiérrez, J., Meneses Fernández, M.D., Augmented Reality Environments in Learning, Communicational and Professional Contexts in Higher Education (2014) Digital Education Review, (26), pp. 22-35; Hwang, G.-J., Wu, C.-H., Tseng, J.C.R., Huang, I., Development of a ubiquitous learning platform based on a real-time help-seeking mechanism (2011) British Journal of Educational Technology, 42 (6), pp. 992-1002; Israel, M.J., Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students (2015) International Review of Research in Open and Distributed Learning, 16 (5), pp. 102-118; Jungsun, K., Kizildag, M., M-learning: Next generation hotel training system (2011) Journal of Hospitality and Tourism Technology, 2 (1), pp. 6-33; Kirk, J., (2002) E-Learning: An Executive Summary, , Academic Press; Lee, A.W.M., Ng, J.K.Y., Wong, E.Y.W., Tan, A., Lau, A.K.Y., Lai, S.F.Y., Lecture Rule No. 1: Cell Phones ON, Please! A Low-Cost Personal Response System for Learning and Teaching (2013) Journal of Chemical Education, 90 (3), pp. 388-389; Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., Ryu, H., Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game (2016) Computers & Education, 97, pp. 97-115; Li, Y., CityU committee begins probe into rooftop garden collapse (2016) China Daily Hong Kong, p. 1; Lin, W.-S., Wang, C.-H., Antecedences to continued intentions of adopting e-learning system in blended learning instruction: A contingency framework based on models of information system success and task-technology fit (2012) Computers & Education, 58 (1), pp. 88-99; Lindquist, D., Denning, T., Kelly, M., Malani, R., Griswold, W.G., Simon, B., (2007) Exploring the potential of mobile phones for active learning in the classroom, , http://cseweb.ucsd.edu/~wgg/Abstracts/fp142-lindquist.pdf, Paper presented at the 38th SIGCSE Technical Symposium on Computer Science Education, Covington, KY; Liu, P.-L., Chen, C.-J., Learning English through actions: A study of mobile-assisted language learning (2015) Interactive Learning Environments, 23 (2), pp. 158-171; McLean, M., Brazil, V., Johnson, P., How we breathed life into problem-based learning cases using a mobile application (2014) Medical Teacher, 36 (10), pp. 849-852. , PMID:24571614; McLoone, S., Villing, R., O'Keeffe, S., A Novel Smart Device Student Response System For Supporting High Quality Active Learning In The Engineering And Science Disciplines (2015) AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 7 (2); Micheletto, M.J., Using Audience Response Systems To Encourage Student Engagement And Reflection On Ethical Orientation And Behavior (2011) Contemporary Issues in Education Research, 4 (10), pp. 9-17; Monk, S., Campbell, C., Smala, S., Aligning pedagogy and technology: A case study using clickers in a first-year university education course (2013) International Journal of Pedagogies & Learning, 8 (3), pp. 229-241; O'Loughlin, (2015) Learning Management Systems UserView, , Software Advice; Olsson, M., Mozelius, P., Collin, J., Visualisation and Gamification of e-Learning and Programming Education (2015) Electronic Journal of e-Learning, 13 (6), pp. 441-454; Pappas, C., (2015) Top eLearning Statistics And Facts For 2015: eLearning Industry, , Academic Press; Park, S.Y., Nam, M.-W., Cha, S.-B., University students behavioral intention to use mobile learning: Evaluating the technology acceptance model (2012) British Journal of Educational Technology, 43 (4), pp. 592-605; Sad, S.N., Göktas, O., Preservice teachers perceptions about using mobile phones and laptops in education as mobile learning tools (2014) British Journal of Educational Technology, 45 (4), pp. 606-618; Shon, H., Smith, L., A Review of Poll Everywhere Audience Response System (2011) Journal of Technology in Human Services, 29 (3), pp. 236-245; Solak, E., Cakir, R., Exploring the Effect of Materials Designed with Augmented Reality on Language Learners' Vocabulary Learning (2015) Journal of Educators Online, 12 (2), pp. 50-72; Su, C.H., Cheng, C.H., A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements (2015) Journal of Computer Assisted Learning, 31 (3), pp. 268-286; Technologies, T., (2015) Corporate/Government Starter Kit, , http://www.turningtechnologies.com/interactive-response-system-starter-kit, Retrieved 11th October, 2015; Thornton, P., Houser, C., Using Mobile Phones in English Education in Japan (2005) Journal of Computer Assisted Learning, 21 (3), pp. 217-228; Valle, M., Douglass, C., Clicking For Health: Use Of A Student Response System In A Large Interdisciplinary Health Class (2014) Academy of Educational Leadership Journal, 18 (3), pp. 87-92; Wang, M., Shen, R., Novak, D., Pan, X., The impact of mobile learning on students learning behaviours and performance: Report from a large blended classroom (2009) British Journal of Educational Technology, 40 (4), pp. 673-695; Withey, C., (2010) Engaging students through electronic voting-clickers and mobile phone systems, , PollEverywhere; Wu, H.-K., Lee, S.W.-Y., Chang, H.-Y., Liang, J.-C., Current status, opportunities and challenges of augmented reality in education (2013) Computers & Education, 62, pp. 41-49; Yeung, C., Nurse trio punished over patient's death (2016), p. 1. , June 14, The Standard; Yu, A., A brief history of Hong Kong's medical blunders (2015) South China Morning Post, , July 22","Wong, A.K.L.; School of Professional Education and Executive Development (SPEED), The Hong Kong Polytechnic UniversityHong Kong",,,IGI Global,,,,,,9781522518877; 152251886X; 9781522518860,,,English,Manag. Strateg. and Solutions for Bus. Success in Asia,Book Chapter,Final,,Scopus,2-s2.0-85016550414
[No author name available],[No author id available],"Proceedings of 2016 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2016",2016,"Proceedings of 2016 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2016",,,,,,114.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85007045352&partnerID=40&md5=8526414c269df7b7df456eeabe3b5f4d,,,The proceedings contain 22 papers. The topics discussed include: beyond android: an essential integration for better utilization; towards the development of smart parking system using mobile and web technologies; studying the effectiveness of using mobile cloud computing applications in learning; a modern classroom response system for Bordj Bou Arreridj University; grading vs scientific publications: data envelopment analysis as a method of teacher assessment; a software architecture to support an ubiquitous delivery of online laboratories; and automated testing physical models in remote laboratories by control event streams.,,,,,,,,,,,,,,,,,Institute of Electrical and Electronics Engineers Inc.,"2016 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2016",17 October 2016 through 19 October 2016,,125084.0,,9781509030637,,,English,"Proc. Int. Conf. Interact. Mob. Commun. Technol. Learn., IMCL",Conference Review,Final,,Scopus,2-s2.0-85007045352
Zhonggen Y.,57205552263;,The influence of clickers use on metacognition and learning outcomes in college English classroom,2016,Exploring the New Era of Technology-Infused Education,,,,158,171,,,10.4018/978-1-5225-1709-2.ch010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85016505758&doi=10.4018%2f978-1-5225-1709-2.ch010&partnerID=40&md5=0e00960bad7926b739f7ea4d8805a71b,"Hohai University, China","Zhonggen, Y., Hohai University, China","Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the data obtained from three questionnaires and an IELTS test instructed via Clickers and traditional multimedia at the end of corresponding semesters, it is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia. Limitations of this study are also discussed, coupled with recommendations for future research. © 2017 by IGI Global. All rights reserved.",,,,,,,,,,,,,"Armstrong, N., Chang, S.M., Brickman, M., Cooperative learning in industrial-sized biology classes (2007) CBE Life Sciences Education, 6 (2), pp. 163-171. , PMID:17548878; Beatty, I.D., Grace, W.J., Leonard, W.J., Dufense, R.J., Designing effective questions for classroom response systems teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Brady, M., Seli, H., Rosenthal, J., ""Clickers"" and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers & Education, 65, pp. 56-63; Brown, W.J., Kinshuk, (2016) Influencing Metacognition in a Traditional Classroom Environment Through Learning Analytics. State-of-the-Art and Future Directions of Smart Learning, , Springer Singapore; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) American Journal of Pharmaceutical Education, 72 (4), p. 77. , PMID:19002277; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20. , PMID:17339389; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance students' learning and satisfaction (2010) The Journal of Engineering Education, 99 (2), pp. 158-169; Chi, M.T.H., De Leeuw, N., Chiu, M., Lavancher, C., Eliciting self explanations improves understanding (1994) Cognitive Science, 18, pp. 439-477; Coleman, E.B., Using explanatory knowledge during collaborative problem solving in science (1998) Journal of the Learning Sciences, 7 (3-4), pp. 387-427; Coleman, E.B., Brown, A.L., Rivkin, I.D., The effect of instructional explanations on learning from scientific texts (1997) Journal of the Learning Sciences, 6 (4), pp. 347-365; Collins, J., Audience response systems: Technology to engage learners (2008) Journal of the American College of Radiology, 5 (9), pp. 993-1000. , PMID:18755440; Collins, L.J., Livening up the classroom: Using audience response systems to promote active learning (2007) Medical Reference Services Quarterly, 26 (1), pp. 81-88. , PMID:17210552; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and longterm retention of course material (2008) CBE Life Sciences Education, 7 (1), pp. 146-154. , PMID:18316817; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students oneon-one, all at once (2007) Reviews in Physics Education Research, pp. 1-55. , E. F. Redish & P. Cooney (Eds.), College Park, MD: American Association of Physics Teachers; Dembo, M., Seli, H., (2007) Motivation and learning strategies for college success: A self-management approach, , (3rd ed.). New York: Taylor & Francis; Draper, S.W., Brown, M.K., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astronomy Education Review, 5 (1), pp. 70-88; Flavell, J.H., Metacognitive aspects of problem solving (1976) The nature of intelligence, pp. 231-236. , L. B. Resnick (Ed.), Hillsdale, NJ: Erlbaum; Flavell, J.H., Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry (1979) The American Psychologist, 34 (10), pp. 906-911; Flavell, J.H., Speculation about the nature and development of metacognition (1987) Metacognition, motivation, and understanding, pp. 21-29. , F. Weinert & R. Kluwe (Eds.), Hillsdale, NJ: Lawrence Erlbaum; Herreid, C.F., It's all their fault (2010) Journal of Microbiology & Biology Education, 11 (1), pp. 34-36. , PMID:23653695; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4 (4), pp. 298-310. , PMID:16341257; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46 (4), p. 242; Livingstone, J.A., (1997) Metacognition an overview, , http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm, Available at; McGeorge, E.L., Homan, S.R., Dunning, J.B., Jr., Elmore, D., Bodie, G.D., Evans, E., Geddes, B., Student evaluation of audience response technology (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; Mayer, R.E., (2008) Learning and instruction, , Pearson Education, Inc; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Meltzer, D., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) American Journal of Physics, 70 (6), pp. 639-654; Pintrich, P.R., Smith, D.A.F., Garcia, T., McKeachie, W.J., Reliability and predictive validity of the motivated strategies for learning questionnaire (1993) Educational and Psychological Measurement, 53 (3), pp. 801-813; Preszler, R.W., Replacing lecture with peer-led workshops improves student learning (2009) CBE Life Sciences Education, 8 (3), pp. 182-192. , PMID:19723813; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sciences Education, 6 (1), pp. 29-41. , PMID:17339392; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76 (2), pp. 171-178; Schraw, G., Dennison, R.S., Assessing metacognitive awareness (1994) Contemporary Educational Psychology, 19 (4), pp. 460-475; Tanner, K., Chatman, L.S., Allen, D., Approaches to cell biology teaching: Cooperative learning in the science classroom-beyond students working in groups (2003) Cell Biology Education, 2 (1), pp. 1-5. , PMID:12822033; Tanner, K.D., Talking to learn: Why biology students should be talking in classrooms and how to make it happen (2009) CBE Life Sciences Education, 8 (2), pp. 89-94. , PMID:19487494; Van Dijk, L., Van Der Berg, G., Van Keulen, H., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26 (1), pp. 15-28; Veenman, M.V.J., Elshout, J.J., Differential effects of instructional support on learning in simulation environments (1995) Instructional Science, 22 (5), pp. 363-383; Wolters, C.A., Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning (2010) Educational Psychologist, 38 (4), pp. 189-205; Yu, Z., Adopting digital technologies in the classroom: The impact of use of clickers on cognitive loads and listening in China (2014) Effects of information capitalism and globalization on teaching and learning, , IGI Global; Yu, Z., Blended learning over two decades (2015) International Journal of Information and Communication Technology Education, 11 (3), pp. 1-19; Zimmerman, B.J., Attaining self-regulation: A social cognitive perspective (2000) Handbook of self-regulation, pp. 13-19. , M. Boekaertz, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press","Zhonggen, Y.; Hohai UniversityChina",,,IGI Global,,,,,,9781522517108; 152251709X; 9781522517092,,,English,Explor. the New Era of Technology-Infused Educ.,Book Chapter,Final,,Scopus,2-s2.0-85016505758
"Karachristos C.V., Stavropoulos E.C., Verykios V.S., Lazarinis F., Sakkopoulos E., Androulakis G.",57076800000;6603340696;6602452651;22035147400;8977391600;57194876277;,Promoting Active Learning using a web-based Audience Response System,2016,ACM International Conference Proceeding Series,,, a38,,,,,10.1145/3003733.3003753,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014866407&doi=10.1145%2f3003733.3003753&partnerID=40&md5=e8ed3411a508a652cc136f858f3cd457,"Hellenic Open University, Educational Content, Methodology and Technology Laboratory, 278, Patron-Claus Str., Patras, GR-263 35, Greece; Hellenic Open University, School of Science and Technology, 18, Parodos Aristotelous Str., Patras, GR-263 35, Greece","Karachristos, C.V., Hellenic Open University, Educational Content, Methodology and Technology Laboratory, 278, Patron-Claus Str., Patras, GR-263 35, Greece; Stavropoulos, E.C., Hellenic Open University, School of Science and Technology, 18, Parodos Aristotelous Str., Patras, GR-263 35, Greece; Verykios, V.S., Hellenic Open University, School of Science and Technology, 18, Parodos Aristotelous Str., Patras, GR-263 35, Greece; Lazarinis, F., Hellenic Open University, Educational Content, Methodology and Technology Laboratory, 278, Patron-Claus Str., Patras, GR-263 35, Greece; Sakkopoulos, E., Hellenic Open University, School of Science and Technology, 18, Parodos Aristotelous Str., Patras, GR-263 35, Greece; Androulakis, G., Hellenic Open University, School of Science and Technology, 18, Parodos Aristotelous Str., Patras, GR-263 35, Greece",In This Paper We Present A. Perception Analyzer That Incorporates Computational Intelligence In Order To Adapt To The Audience's Needs. It Consists Of A. Web-Based Audience Response System (ars) Which Provides Synchronous Communication Services For The Students Of The Hellenic Open For The Development Of The Proposed Ars Tool University.,Active learning; Audience Response System; Distance education; Learning technologies; Perception analyzer,Distance education; E-learning; Websites; Active Learning; Audience response systems; Learning technology; Synchronous communications; Web based; Artificial intelligence,,,,,,,,,,,"Antonelou, G.E., Verykios, V.S., Kalantzi, R.G., Panagiotakopoulos, C.T., Stavropoulos, E.C., Supporting Face-to-Face Live Sessions in Hellenic Open University Based on Blended Learning Approaches and ICT Tools, 8th International Conference in Open and Distance Learning 2015 (ICODL2015), pp. 72-81. , Section A: theoretical papers, original research and scientific articles, October 2015, Athens; Chuang, Y.T., SSCLS: A smartphone-supported collaborative learning system (2015) Telematics and Informatics, 32 (3), pp. 463-474; Clauson, K.A., Alkhateeb, F.M., Singh-Franco, D., Concurrent use of an audience response system at a multi-campus college of pharmacy (2012) American Journal of Pharmaceutical Education, 76 (1), p. 6; Efstathiou, N., Bailey, C., Promoting active learning using audience response system in large bioscience classes (2012) Nurse Education Today, 32 (1), pp. 91-95. , January; (2015) Foreverjs, Forever Deamon, , https://github.com/foreverjs/forever, GitHub repository; Linstone, H.A., Turoff, M., Helmer, O., (2002) The Delphi Method: Techniques and Applications, , Addison-Wesley; Llamas-Nistal, M., Caeiro-Rodriguez, M., Gonzalez-Tato, J., Web-based audience response system using the educational platform called bea (2012) 2012 International Symposium on Computers in Education (SIIE), pp. 1-6. , October 29-31; Mantoro, T., Ayu, M.A., Habul, E., Khasanah, A.U., Survnvote: A free web based audience response system to support interactivity in the classroom in 2010 (2010) IEEE Conference on Open Systems (ICOS2010), pp. 34-39. , December 5-7; (2016) Node.js., , https://nodejs.org/en/, (July 29). Retrieved from the official Node.js website; (2016) Socket.io., , http://socket.io/, (July 29). Retrieved from the official Node.js website; Zhang, E., (2014) Nunchuck.js, , https://github.com/ehzhang/nunchuck, GitHub repository",,,Greek Computer Society (GCS);Technological Educational Institution of Athens (TEI),Association for Computing Machinery,"20th Pan-Hellenic Conference on Informatics, PCI 2016",10 November 2016 through 12 November 2016,,126223.0,,9781450347891,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-85014866407
Horowitz G.,7101601760;,"Comment on ""beyond Clickers, Next Generation Student Response Systems for Organic Chemistry""",2016,Journal of Chemical Education,93,11,,1829,,,1.0,10.1021/acs.jchemed.6b00466,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994745712&doi=10.1021%2facs.jchemed.6b00466&partnerID=40&md5=14bc545a0bbe644317fba10eb8c41792,"Chemistry Department, Brooklyn College, Brooklyn, NY  11210, United States","Horowitz, G., Chemistry Department, Brooklyn College, Brooklyn, NY  11210, United States","This Letter is in response to a 2016 Technology Report regarding the use of web-enabled devices (e.g., cell phones) as student response systems. The letter argues that sometimes old-fashioned ""technologies"" (like whiteboards) can accomplish effective instructor-student communication as well, if not better than, some modern devices. © 2016 The American Chemical Society and Division of Chemical Education, Inc.",Collaborative/Cooperative Learning; First-Year Undergraduate/General; Organic Chemistry,,,,,,,,,,,,"Shea, K.M., Beyond Clickers, Next Generation Student Response Systems for Organic Chemistry (2016) J. Chem. Educ., 93 (5), pp. 971-974; Smithrud, D.B., Pinhas, A.R., Pencil-Paper Learning Should Be Combined with Online Homework Software (2015) J. Chem. Educ., 92 (12), pp. 1965-1970; (2016), http://www.theanswerpad.com/, Answerpad Homepage. (accessed Sep)","Horowitz, G.; Chemistry Department, Brooklyn CollegeUnited States; email: GHorowitz@brooklyn.cuny.edu",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Review,Final,,Scopus,2-s2.0-84994745712
"Petrović J., Tralić D., Pale P.",35366823500;35176668700;7003351980;,Time Aspects of using audience response systems,2016,Proceedings Elmar - International Symposium Electronics in Marine,2016-November,, 7731804,273,276,,,10.1109/ELMAR.2016.7731804,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84996644261&doi=10.1109%2fELMAR.2016.7731804&partnerID=40&md5=ce38f35dfb3bfe6ba8699ea73324caf5,"Department of Electronic Systems and Information Processing, University of Zagreb, Faculty of Electrical Engineering and Computing, Unska 3, Zagreb, Croatia; Department of Wireless Communications, University of Zagreb, Faculty of Electrical Engineering and Computing, Unska 3, Zagreb, Croatia","Petrović, J., Department of Electronic Systems and Information Processing, University of Zagreb, Faculty of Electrical Engineering and Computing, Unska 3, Zagreb, Croatia; Tralić, D., Department of Wireless Communications, University of Zagreb, Faculty of Electrical Engineering and Computing, Unska 3, Zagreb, Croatia; Pale, P., Department of Electronic Systems and Information Processing, University of Zagreb, Faculty of Electrical Engineering and Computing, Unska 3, Zagreb, Croatia","Audience response systems represent an important class of tools for improving lecture interactivity. Although they can provide a lecturer with valuable and timely data about his audience's opinions and understanding of the lecture, one of their main disadvantages reported in the literature is the additional time required for their usage within a time-constrained lecture. In this paper, the time aspects of using an audience response system are investigated. Using the data obtained through the usage of AuResS, a web-based audience response system, we investigated the time needed for the audience to answer questions posed by a lecturer on a live lecture, as well as audiences' general perception of the audience response system's advantages, disadvantages, and influence on the course of a lecture. © 2016 Croatian Society Electronics in Marine - ELMAR.",Audience Response System; AuResS; Lecture Interactivity; Lecture Time Constraints,Electronics engineering; Marine signal systems; Audience response systems; AuResS; Interactivity; nocv1; Time constraints; Web based; Teaching,,,,,,,,,,,"Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J. Sci. Educ. Techno!., 15 (1), pp. 101-109. , Mar; Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Resoponse Systems in Higher Education; Petrovic, J., Pale, P., Students' perception of live lectures' inherent disadvantages (2015) Teach. High. Educ., 20 (2), pp. 143-157. , Feb; Jagar, M., Petrovic, J., Pale, P., AuResS: The audience response system (2012) ELMAR, 2012 Proceedings, pp. 171-174; Levesque, A.A., Using clickers to facilitate development of problemsolving skills (2011) Cbe-Life Sci. Educ., 10 (4), pp. 406-417. , Dec; Kowalski, F.V., Kowalski, S.E., Embedded formative assessment in the undergraduate engineering classroom (2014) 20141nternationai Conference on Teaching. Assessment and Learning (TALE), pp. 457-461; Pettit, R.K., McCoy, L., Kinney, M., Schwartz, F.N., (2015) Student Perceptions of Gamified Audience Response System Interactions in Large Group Lectures and Via Lecture Capture Technology; Crowther, E., Baillie, S., (2015) A Method of Developing and Introducing Case-based Learning to A Preclinical Veterinary Curriculum; Karpicke, J.D., Retrieval-based learning: Active retrieval promotes meaningful learning (2012) Curro Dir. Psycho!. Sci., 21 (3), pp. 157-163. , Jun; Hatch, J., Jensen, M., Moore, R., (2005) Manna from Heaven or 'Clickers' from Hell: Experiences with An Electronic Response System, 34 (7); Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) Am. J. Phys., 73, pp. 554-558. , Jun",,Zovko-Cihlar B.Tralic D.Mustra M.,,Croatian Society Electronics in Marine - ELMAR,"58th International Symposium ELMAR, ELMAR 2016",12 September 2016 through 14 September 2016,,124723.0,13342630,9789531842211,,,English,Proc. Elmar Int. Symp. Electron. Mar.,Conference Paper,Final,,Scopus,2-s2.0-84996644261
"Hrishikesh N., Nair J.J.",57192678152;37049291400;,Interactive learning system for the hearing impaired and the vocally challenged,2016,"2016 International Conference on Advances in Computing, Communications and Informatics, ICACCI 2016",,, 7732188,1079,1083,,2.0,10.1109/ICACCI.2016.7732188,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85007370525&doi=10.1109%2fICACCI.2016.7732188&partnerID=40&md5=a77f83e08673107475689d0747ebd7fe,"Department of Computer Science and Engineering, Amrita School of Engineering, Amrita University, Kerala, 690525, India","Hrishikesh, N., Department of Computer Science and Engineering, Amrita School of Engineering, Amrita University, Kerala, 690525, India; Nair, J.J., Department of Computer Science and Engineering, Amrita School of Engineering, Amrita University, Kerala, 690525, India","In our existing education system, teachers primarily engage students verbally in what we call 'chalk and talk' approach. Occasionally, certain learning models are also made use of for the purpose of teaching specific concepts. Smart classroom systems employ PowerPoint presentations, videos and the like. However, lack of sufficient self-interactive models and/or inadequate interaction with them, cause students lose focus. Young children, particularly with disabilities such as those with hearing impairment and vocal dysfunction are prone to it. Our studies showed that students experienced enhanced attentiveness in an environment conducive to self-interactive learning. The word interaction here does not refer to just teacher-student communication rather; it places greater emphasis on interactive self-learning. The student is utmost comfortable when he/she feels to be the center of attention or the teaching is exclusive to him/her. We propose a novel learning system in order to kindle the innate curiosity of students. This article presents an application of the ongoing research on interactive learning. Our system employs both Virtual Reality (VR) and Augmented Reality (AR) to bring about a deeper immersive and effective interactive learning experience to the students. This Interactive VR-AR Learning System (IVRARLS) provides a learning environment with each student being able to independently interact to learn with his or her own virtual learning models in real time. In our scheme, Microsoft Kinect is used for the extraction of interactive gestures of the participant(s). This approach is better suited particularly for the hearing impaired and/or vocally challenged children nevertheless it does not exclusively target them. © 2016 IEEE.",Augmented reality; Fiducial marker; hearing impaired; immersion; interactive learning classrooms; Kinect; virtual reality; vocally challenged,Augmented reality; Computer aided instruction; Education; Education computing; Educational technology; Information science; Learning systems; Students; Teaching; Virtual reality; Fiducial marker; Hearing impaired; immersion; Interactive learning; Kinect; vocally challenged; Audition,,,,,,,,,,,"Van Krevelen, D.W.F., Poelman, R., A survey of augmented reality technologies, applications and limitations (2010) The International Journal of Virtual Reality, pp. 10-14; Garrido-Jurado, S., Munõz-Salinas, R., Madrid-Cuevas, F.J., Marn-Jiménez, M.J., Automatic generation and detection of highly reliable ducial markers under occlusion (2014) Pattern Recognition, 47 (6), pp. 2280-2292; Kaufmann, H., (2003) Collaborative Augmented Reality in Education, , Institute of Software Technology and Interactive Systems, Vienna University of Technology; Yuen, S.C.-Y., Yaoyuneyong, G., Johnson, E., Augmented reality: An overview and five directions for ar in education (2011) Journal of Educational Technology Development and Exchange, 4 (1), pp. 119-140; Milgram, P., Kishino, F., A taxonomy of mixed reality visual displays (1994) IEICE Transactions on Information Systems; Gobbetti, E., Scateni, R., Virtual reality: Past, present, and future (1998) Virtual Environments in Clinical Psychology and Neuroscience: Methods and Techniques in Advanced Patient-Therapist Interaction, pp. 5-6; Hirzer, M., Marker detection for augmented reality applications (2008) Seminar/Project Image Analysis Graz, pp. 1-2; Farhah Saidin, N., Dayana Abd Halim, N., Yahaya, N., A review of research on augmented reality in education (2015) Advantages and Application, pp. 1-2; Shetty, M., Lasrado, V., Mohammed, R., (2015) Marker Based Application in Augmented Reality Using Android, pp. 149-150; Silva, R., Oliveira, J.C., Giraldi, G.A., (2003) Introduction to Augmented Reality, pp. 1-2; Giraldi, G., Silva, R., Oliveira De, J.C., (2003) Introduction to Virtual Reality, pp. 1-2",,Rodrigues J.J.P.C.Siarry P.Perez G.M.Tomar R.Pathan A.-S.K.Mehta S.Thampi S.M.Berretti S.Gorthi R.P.Pathan A.-S.K.Wu J.Li J.Jain V.Rodrigues J.J.P.C.Atiquzzaman M.Rodrigues J.J.P.C.Bedi P.Kammoun M.H.,,Institute of Electrical and Electronics Engineers Inc.,"5th International Conference on Advances in Computing, Communications and Informatics, ICACCI 2016",21 September 2016 through 24 September 2016,,124693.0,,9781509020287,,,English,"Int. Conf. Adv. Comput., Commun. Inf., ICACCI",Conference Paper,Final,,Scopus,2-s2.0-85007370525
"Murphy T.M., Matusky R.",8703384300;56444408200;,Choosing a classroom polling vendor,2016,Proceedings ACM SIGUCCS User Services Conference,06-09-November-2016,,,109,110,,,10.1145/2974927.2974944,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84999036748&doi=10.1145%2f2974927.2974944&partnerID=40&md5=4ae92e676d8e1f349c8fb13be4b43d6e,"Williams College, 56 Hopkins Hall Drive, Williamstown, MA  01267, United States; Lyndon College, 1001 College Road, Lyndonville, 05851, United States","Murphy, T.M., Williams College, 56 Hopkins Hall Drive, Williamstown, MA  01267, United States; Matusky, R., Lyndon College, 1001 College Road, Lyndonville, 05851, United States","Classroom polling at Williams College is infrequent and sporadic occurring in classes only when they are most pedagogically appropriate for the content. Some courses use classroom polling once a semester. Other courses use classroom polling often, but the data is not used in grading or stored for future analysis. Flexibility and portability make classroom polling an easy tool to apply when the anonymous collection of class input serves a teaching purpose. Recently, classroom polling vendors have moved to a subscription model where classroom polling users have cloud accounts that require monthly fees. This new subscription model does not match with the use of classroom polling at Williams College. Students do not purchase accounts with monthly fees to participate in classroom polling that may or may not be used in classes. This paper follows Williams College as it creates and follows a new process for finding the right classroom polling vendor for its campus.",Classroom polling; Hardware selection; Software selection,Computer software selection and evaluation; Education; Grading; Teaching; Classroom polling; Hardware selection; Software selection; Subscription models; Williams; Students,,,,,,,,,,,"Murphy, T., Success and failure of audience response systems in the classroom (2008) Proceedings of the 36th Annual ACM SIGUCCS Fall Conference: Moving Mountains, Blazing Trails(SIGUCCS '08), pp. 33-38. , ACM, New York, NY, USA",,,ACM SIGUCCS,Association for Computing Machinery,"44th Annual ACM Special Interest Group on University and College Computing Services Conference, SIGUCCS 2016",6 November 2016 through 9 November 2016,,124752.0,,9781450340953,,,English,Proc ACM SIGUCCS Serv Conf,Conference Paper,Final,,Scopus,2-s2.0-84999036748
"Tsai H.-H., Peng J.-Y., Chang C.-T., Yu P.-T., Chiou K.-C.",7402649611;57192173854;57013549800;7403598575;57147281700;,Applying an eBook Tool with Lecturing Function and a Game-Based Student Response System in Flipped Classroom for a Seminar Course,2016,"Proceedings - 2016 International Symposium on Educational Technology, ISET 2016",,, 7685598,75,79,,3.0,10.1109/ISET.2016.21,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84999232325&doi=10.1109%2fISET.2016.21&partnerID=40&md5=b669e40708da21cab0241a9c8b40fb39,"Dept. of Information Management, N. Formosa University, Yun-Lin, Taiwan; Dept. of Computer Science and Information Engineering, N. Chung Cheng University, Chiayi, Taiwan; Dept. of Finance Chaoyang University of Technology, Taichung, Taiwan","Tsai, H.-H., Dept. of Information Management, N. Formosa University, Yun-Lin, Taiwan; Peng, J.-Y., Dept. of Information Management, N. Formosa University, Yun-Lin, Taiwan; Chang, C.-T., Dept. of Computer Science and Information Engineering, N. Chung Cheng University, Chiayi, Taiwan; Yu, P.-T., Dept. of Computer Science and Information Engineering, N. Chung Cheng University, Chiayi, Taiwan; Chiou, K.-C., Dept. of Finance Chaoyang University of Technology, Taichung, Taiwan","The paper presents a teaching model using an ebook tool with lecturing function and a game-based student response system in flipped classroom for a seminar course for graduate students. The ebook tool with lecturing function helps presenters (students) to easily display their multimedia materials by dual-codes mode and to interact their presentation with students (audience) by handwriting, a screen including video and powerpoint slides, two-pages swapping, etc. The Game-based Student Response System is utilized in the teaching model to increase more interactions among presenter and audience by answering questions using mobile devices in a game-like fashion. © 2016 IEEE.",eBook; flipped classroom; game-based student response system; Kahoot,Display devices; Education; Educational technology; Electronic publishing; Interactive computer systems; Teaching; eBook; flipped classroom; Graduate students; Kahoot; Multimedia materials; Powerpoint; Student-response system; Teaching model; Students,,,,,,,,,,,"Gilboy, M.B., Heinerichs, S., Pazzaglia, G., Enhancing student engagement using the flipped classroom (2015) J Nutr Educ Behav, 47 (1), pp. 109-114; Obradovich, A., Canuel, R., Duffy, E.P., A survey of online library tutorials: Guiding instructional video creation to use in flipped classrooms (2015) The Journal of Academic Librarianship, 41 (6), pp. 751-757; Diller, D., TF6 implementation of the flipped classroom model using virtualacep to teach a cardiology curriculum to emergency medicine residents (2015) Ann Emerg Med, 66 (4), pp. 157-158; Evseeva, A., Use of flipped classroom technology in language learning (2015) Procedia-Social and Behavioral Sciences, 206, pp. 205-209; Sohrabi, B., Iraj, H., Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions (2016) Computers in Human Behavior, 60, pp. 514-524; Lai, Y.S., Tsai, H.H., Yu, P.T., Screen-capturing system with two-layer display for powerpoint presentation to enhance classroom education (2011) Educational Technology & Society, 14 (3), pp. 69-81; Wang, A.I., The wear out effect of a game-based student response system (2015) Comput Educ, 82, pp. 217-227; Yeh, H.L., CloudBook: Implementing an E-book reader on a cloud platform by an optimized vector graphic library (2016) Comput Stand Inter, 43, pp. 68-78; Chen, Y., Wang, Y., Chen, N.S., Is FLIP enough or should we use the FLIPPED model instead (2014) Comput Educ, 79, pp. 16-27; Kim, M.K., Kim, S.M., Khera, O., Getman, J., The experience of three flipped classrooms in an urban university: An exploration of design principles (2014) The Internet and Higher Education, 22, pp. 37-50; O'Flaherty, J., Phillips, C., The use of flipped classrooms in higher education: A scoping review (2015) The Internet and Higher Education, 25, pp. 85-95; Shaw, G., Marlowb, N., The role of student learning styles, gender, attitudes and perceptions on information and communication technology assisted learning (1999) Comput Educ, 33 (4), pp. 223-234; Shih, J.L., Chu, H.C., Hwang, G.J., Kinshuk, An investigation of attitudes of students and teachers about participating in a contextaware ubiquitous learning activity (2010) British Journal of Educational Technology; Hwang, G.J., Chang, H.F., A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students (2011) Comput Educ, 56 (4), pp. 1023-1031; Moore, M.G., Three type of interaction (1989) The American Journal of Distance Education, 3 (2), pp. 1-6; Bergmann, J., Sams, A., Before you flip, consider this (2012) Phi Delta Kappan, 94 (2), p. 25",,Wang F.L.Au O.Ma W.W.-K.Miao R.,,Institute of Electrical and Electronics Engineers Inc.,"2016 International Symposium on Educational Technology, ISET 2016",19 July 2016 through 21 July 2016,,124477.0,,9781509016501,,,English,"Proc. - Int. Symp. Educ. Technol., ISET",Conference Paper,Final,,Scopus,2-s2.0-84999232325
[No author name available],[No author id available],"Proceedings - 2016 International Symposium on Educational Technology, ISET 2016",2016,"Proceedings - 2016 International Symposium on Educational Technology, ISET 2016",,,,,,134.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84999293274&partnerID=40&md5=5b87c8e87bfff4503186957091873775,,,The proceedings contain 23 papers. The topics discussed include: a social network analysis of online collaborative learning aspects in an online course; an empirical study on the management of teachers' curriculum knowledge in virtual learning community; the acceptance of WeChat questionnaire function for data collection: a study in postgraduate students in Macau; developing a central repository for capturing extracurricular activities and achievements associated with learning outcomes; automatic recommendation technology for learning resources with convolutional neural network; exploring different types of interaction on collaborative learning in online platforms; an empirical study on developing higher-order thinking skills of primary students with e-schoolbag; the design and implementation of the 3D educational game based on VR headsets; online judge system and its applications in C language teaching; attentiveness and self-studying are keys to academic performance; being well-prepared for regular pair-programming helps at-risk students; applying an ebook tool with lecturing function and a game-based student response system in flipped classroom for a seminar course; and exploration and practice of blended learning in HVAC course based on flipped classroom.,,,,,,,,,,,,,,,Wang F.L.Au O.Ma W.W.-K.Miao R.,,Institute of Electrical and Electronics Engineers Inc.,"2016 International Symposium on Educational Technology, ISET 2016",19 July 2016 through 21 July 2016,,124477.0,,9781509016501,,,English,"Proc. - Int. Symp. Educ. Technol., ISET",Conference Review,Final,,Scopus,2-s2.0-84999293274
"Choudhari N., Pathak-Ray V., Kaushik S., Vyas P., George R.",24178517400;6507712207;29767666300;7005285911;7402637163;,Prevalent practice patterns in glaucoma: Poll of Indian ophthalmologists at a national conference,2016,Indian Journal of Ophthalmology,64,10,,715,721,,2.0,10.4103/0301-4738.195004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85004091940&doi=10.4103%2f0301-4738.195004&partnerID=40&md5=39d7d522a65fb8a3f466c9a37cf63468,"VST Glaucoma Centre, Dr. Kallam Anji Reddy Campus, L. V. Prasad Eye Institute, Hyderabad, India; Advanced Eye Center, Postgraduate Institute of Medical Education and Research, India; Centre for Sight, Indore, India; Department of Glaucoma, Jadhavbhai Nathamal Singhvi, Medical Research Foundation, Sankara Nethralaya, Tamil Nadu, Chennai, India","Choudhari, N., VST Glaucoma Centre, Dr. Kallam Anji Reddy Campus, L. V. Prasad Eye Institute, Hyderabad, India; Pathak-Ray, V., VST Glaucoma Centre, Dr. Kallam Anji Reddy Campus, L. V. Prasad Eye Institute, Hyderabad, India; Kaushik, S., Advanced Eye Center, Postgraduate Institute of Medical Education and Research, India; Vyas, P., Centre for Sight, Indore, India; George, R., Department of Glaucoma, Jadhavbhai Nathamal Singhvi, Medical Research Foundation, Sankara Nethralaya, Tamil Nadu, Chennai, India","Purpose: The aim of this study is to explore and compare the prevailing practice patterns in the diagnosis and management of glaucoma among subspecialists and general ophthalmologists in India. Materials and Methods: This is an interactive audience response system (ARS) based poll of ophthalmologists attending the annual conference of the Glaucoma Society of India in 2013. Results: The information was obtained from 379 ophthalmologists (146 glaucoma specialists, 54 nonglaucoma subspecialists, and 179 general ophthalmologists). The majority of polled ophthalmologists (236; 62%) had 10 or more years of experience in ophthalmology. The glaucoma specialists differed from nonglaucomatologists in their preference for Goldmann applanation tonometer (P < 0.01), four-mirror gonioscope (P < 0.01), Humphrey perimeter (P < 0.01), laser peripheral iridotomy in primary angle closure disease (P = 0.03), postiridotomy gonioscopy (P < 0.01), and usage of antifibrotic agents during filtering surgery (P < 0.01). Optical coherence tomography was the most preferred imaging modality and was utilized more often by the subspecialists than general ophthalmologists. The ophthalmologists also differed in their choice of antiglaucoma medications. More glaucoma specialists were performing surgery on children with congenital glaucoma (P < 0.01), implanting glaucoma drainage devices (P < 0.01), and using scientific journals to upgrade knowledge (P = 0.03) than the other ophthalmologists. Conclusions: This poll is the first of its kind in India, in its usage of the ARS, and in comparing the practice patterns of care for glaucoma among subspecialists and general ophthalmologists. It has revealed substantial diversity in a few areas among those who did and did not receive specialty training in glaucoma.",General ophthalmologists; glaucoma practice patterns; glaucoma preferred practice; glaucoma subspecialists,"clinical practice; female; glaucoma; health survey; human; India; intraocular pressure; male; ophthalmologist; prevalence; retrospective study; standards; trends; visual system examination; Diagnostic Techniques, Ophthalmological; Female; Glaucoma; Health Surveys; Humans; India; Intraocular Pressure; Male; Ophthalmologists; Practice Patterns, Physicians'; Prevalence; Retrospective Studies",,,,,,,,,,,"George, R., Ve, R.S., Vijaya, L., Glaucoma in India: Estimated burden of disease (2010) J Glaucoma, 19, pp. 391-397; Desai, M.A., Gedde, S.J., Feuer, W.J., Shi, W., Chen, P.P., Parrish, R.K., II, Practice preferences for glaucoma surgery: A survey of the American Glaucoma Society in 2008 (2011) Ophthalmic Surg Lasers Imaging, 42, pp. 202-208; Joshi, A.B., Parrish, R.K., II, Feuer, W.F., 2002 survey of the American Glaucoma Society: Practice preferences for glaucoma surgery and antifibrotic use (2005) J Glaucoma, 14, pp. 172-174; Reynolds, A.C., Skuta, G.L., Monlux, R., Johnson, J., Management of blebitis by members of the American Glaucoma Society: A survey (2001) J Glaucoma, 10, pp. 340-347; Johnstone, M.A., Shingleton, B.J., Crandall, A.S., Brown, R.H., Robin, A.L., Glaucoma surgery treatment patterns of ASCRS members-2000 survey (2001) J Cataract Refract Surg, 27, pp. 1864-1871; Brown, R.H., Shingleton, B.J., Johnstone, M., Crandall, A., Robin, A., Glaucoma laser treatment parameters and practices of ASCRS members-1999 survey (2000) American Society of Cataract and Refractive Surgery. J Cataract Refract Surg, 26, pp. 755-765; Shingleton, B.J., Crandall, A., Johnstone, M., Robin, A., Brown, R., Medical treatment patterns of ASCRS members for primary open-angle glaucoma-1998 survey (1999) J Cataract Refract Surg, 25, pp. 118-127; Gordon-Bennett, P.S., Ioannidis, A.S., Papageorgiou, K., Andreou, P.S., A survey of investigations used for the management of glaucoma in hospital service in the United Kingdom (2008) Eye, 22, pp. 1410-1418. , Lond; Siriwardena, D., Edmunds, B., Wormald, R.P., Khaw, P.T., National survey of antimetabolite use in glaucoma surgery in the United Kingdom (2004) Br J Ophthalmol, 88, pp. 873-876; Gaskin, B.J., Carroll, S.C., Gamble, G., Goldberg, I., Danesh-Meyer, H.V., Glaucoma management trends in Australia and New Zealand (2006) Clin Exp Ophthalmol, 34, pp. 208-212; Schertzer, R.M., Orton, T., Pratt, D., Practice patterns of Canadian glaucoma specialists: Planning for the next generation (2007) Can J Ophthalmol, 42, pp. 580-584; Chandran, P., Choudhari, N.S., Pathak-Ray, V., Dave, P., Glaucoma Practice Patterns (2013) E Poster (Poster No.: EP-0514) Presented at the Congress of the Asia-Pacific Academy of Ophthalmology Held in Conjunction with the 71st Annual Conference of the All India Ophthalmological Society at Hyderabad, , http://www.aios.org/aioc13abstractbook.pdf, India in January, Last accessed on 2015 Apr 29; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53, pp. 819-827; South East Asia Glaucoma Interest Group, , http://www.apglaucomasociety.org/toc/APGG2fullversionNMview.pdf, Asia Pacific Glaucoma Guidelines Last accessed on 2015 Mar 27; Garway-Heath, T., Kotecha, A., Lerner, F., Dayanir, V., Brandt, J., Pepose, J., Measurement of intraocular pressure (2007) World Glaucoma Association: Intraocular Pressure: Consensus Series-4, pp. 45-90. , Amsterdam: Kugler Publications In: Weinreb RN, Brandt JD, Garway-Heath DF, Leung C, editors; Ang, M.H., Baskaran, M., Kumar, R.S., Chew, P.T., Oen, F.T., Wong, H.T., National survey of ophthalmologists in Singapore for the assessment and management of asymptomatic angle closure (2008) J Glaucoma, 17, pp. 1-4; Sheth, H.G., Goel, R., Jain, S., UK national survey of prophylactic YAG iridotomy (2005) Eye, 19, pp. 981-984. , Lond; Thomas, R., George, R., Parikh, R., Muliyil, J., Jacob, A., Five year risk of progression of primary angle closure suspects to primary angle closure: A population based study (2003) Br J Ophthalmol, 87, pp. 450-454; Lim, L.S., Husain, R., Gazzard, G., Seah, S.K., Aung, T., Cataract progression after prophylactic laser peripheral iridotomy: Potential implications for the prevention of glaucoma blindness (2005) Ophthalmology, 112, pp. 1355-1359; Lim, L.S., Ho, C.L., Ang, L.P., Aung, T., Tan, D.T., Inferior corneal decompensation following laser peripheral iridotomy in the superior iris (2006) Am J Ophthalmol, 142, pp. 166-168; Chen, P.P., Yamamoto, T., Sawada, A., Parrish, R.K., II, Kitazawa, Y., Use of antifibrosis agents and glaucoma drainage devices in the American and Japanese Glaucoma Societies (1997) J Glaucoma, 6, pp. 192-196; Liu, L., Siriwardena, D., Khaw, P.T., Australia and New Zealand survey of antimetabolite and steroid use in trabeculectomy surgery (2008) J Glaucoma, 17, pp. 423-430; Gedde, S.J., Schiffman, J.C., Feuer, W.J., Herndon, L.W., Brandt, J.D., Budenz, D.L., Treatment outcomes in the tube versus trabeculectomy study after one year of follow-up (2007) Am J Ophthalmol, 143, pp. 9-22; Chow, K., Mora, J., Practice preferences for glaucoma drainage device implantation and cyclodestruction in Australia and New Zealand (2012) J Glaucoma, 21, pp. 199-205","Pathak-Ray, V.; VST Glaucoma Centre, Dr. Kallam Anji Reddy Campus, L. V. Prasad Eye InstituteIndia; email: docvanita@lvpei.org",,,Medknow Publications,,,,,03014738,,IJOMB,27905331.0,English,Indian J. Ophthalmol.,Conference Paper,Final,Open Access,Scopus,2-s2.0-85004091940
"Abe K., Kittipanyangam S., Eguchi K., Pongswatd S.",56898359900;57190748840;7401565164;24178370000;,Performance analysis of a handmade clicker for active learning,2016,"2016 13th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology, ECTI-CON 2016",,, 7561276,,,,,10.1109/ECTICon.2016.7561276,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988867543&doi=10.1109%2fECTICon.2016.7561276&partnerID=40&md5=df455aa8390d2264d96551e8e216242f,"Graduate School of Information Electronics, Fukuoka Institute of Technology, Japan; Department of Instrumentation Engineering, King Mongkut's Institute of Technology Ladkrabang, Bangkok, Thailand","Abe, K., Graduate School of Information Electronics, Fukuoka Institute of Technology, Japan; Kittipanyangam, S., Graduate School of Information Electronics, Fukuoka Institute of Technology, Japan; Eguchi, K., Graduate School of Information Electronics, Fukuoka Institute of Technology, Japan; Pongswatd, S., Department of Instrumentation Engineering, King Mongkut's Institute of Technology Ladkrabang, Bangkok, Thailand","In this paper, a novel handmade clicker and its analysis software are proposed to support active learning. The proposed clicker can offer not only simple assembling but also low cost, because the proposed clicker consists of only nine circuit components. In the proposed analysis software, student's answers are stored in a teacher's computer by an Excel VBA program. By utilizing the learning results, teachers can improve their lecture. To clarify the efficacy of the proposed system, the experiments are performed. Furthermore, the questionnaire results of experimental classes show the effectiveness of the proposed system. © 2016 IEEE.",Active learning; Handmade clickers; Interactive Education; Teaching materials,Artificial intelligence; Active Learning; Analysis softwares; Circuit components; Excel-VBA; Handmade clickers; Interactive education; Performance analysis; Teaching materials; Teaching,,,,,,,,,,,"Yamada, K., Effectiveness of clicker and attempt toward extending the effect (In Japanese) (2011) Japan Journal of Physics Education, 59 (1), pp. 40-43; Yamada, K., Development of a class with a real-time correction by using pen-type clickers (In Japanese) (2012) Proceedings of Physics Education Society of Japan, 29, pp. 82-83; Nekoda, Y., Use of clickers in an epidemiology lecture and the students' reactions (In Japanese) (2012) Journal of Japan Society of Nursing Research, 35 (1), pp. 137-143; Kawabata, A., Ueki, K., Gotoh, M., Watanabe, S., Effect of Clinical observation training utilizing clicker (In Japanese) in teacher training graduate school (2012) Japan Journal of Educational Technology, 36 (3), pp. 251-260; Ohmi, Y., Mizutani, M., Nagai, Y., (2014) Proposal and Trial Implementation of Open Source Clicker System (In Japanese), , DP-11, SSS2014; Yamada, K., Hand-made clickers in the class room (In Japanese) (2008) J. Higher Education and Lifelong Learning, 16, pp. 19-29",,,,Institute of Electrical and Electronics Engineers Inc.,"13th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology, ECTI-CON 2016",28 June 2016 through 1 July 2016,,123682.0,,9781467397490,,,English,"Int. Conf. Electr. Eng./Electron., Comput., Telecommun. Inf. Techn., ECTI-CON",Conference Paper,Final,,Scopus,2-s2.0-84988867543
"Liao S.N., Zingaro D., Laurenzano M.A., Griswold W.G., Porter L.",57192187289;36024592100;57205699112;7006192093;24081364400;,"Lightweight, early identification of at-risk CS1 students",2016,ICER 2016 - Proceedings of the 2016 ACM Conference on International Computing Education Research,,,,123,131,,18.0,10.1145/2960310.2960315,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85000416324&doi=10.1145%2f2960310.2960315&partnerID=40&md5=cd11e86d4ad00969d67fef167953fd67,"University of California, San Diego, United States; University of Toronto, Mississauga, Canada; University of Michigan, United States","Liao, S.N., University of California, San Diego, United States; Zingaro, D., University of Toronto, Mississauga, Canada; Laurenzano, M.A., University of Michigan, United States; Griswold, W.G., University of California, San Diego, United States; Porter, L., University of California, San Diego, United States","Being able to identify low-performing students early in the term may help instructors intervene or differently allocate course resources. Prior work in CS1 has demonstrated that clicker correctness in Peer Instruction courses correlates with exam outcomes and, separately, that machine learning models can be built based on early-term programming assessments. This work aims to combine the best elements of each of these approaches. We offer a methodology for creating models, based on in-class clicker questions, to predict cross-term student performance. In as early as week 3 in a 12-week CS1 course, this model is capable of correctly predicting students as being in danger of failing, or not, for 70% of the students, with only 17% of students misclassified as not at-risk when at-risk. Additional measures to ensure more broad applicability of the methodology, along with possible limitations, are explored. © 2016 ACM.",Clickers; CS1; Peer Instruction; Prediction,Artificial intelligence; Education; Education computing; Forecasting; Learning systems; Clickers; Cross-terms; Machine learning models; Peer instruction; Student performance; Students,,,,,National Science Foundation: 1140731,Thank you to the anonymous reviewers for their helpful feedback on this work. This work was supported by NSF grant 1140731.,,,,,"(2013) Peer Instruction for Computer Science, , peerinstruction4cs.org; Ahadi, A., Lister, R., Haapala, H., Vihavainen, A., Exploring machine learning methods to automatically identify students in need of assistance (2015) Proceedings of the Eleventh International Conference on Computing Education Research, pp. 121-130; Bergin, S., Mooney, A., Ghent, J., Quille, K., Using machine learning techniques to predict introductory programming performance (2015) International Journal of Computer Science and Software, 4 (12), pp. 323-328; Danielsiek, H., Vahrenhold, J., Stay on these roads: Potential factors indicating students' performance in a CS2 course (2016) Proceedings of the 47th ACM Technical Symposium on Computer Science Education, pp. 12-17; De Raadt, M., Hamilton, M., Lister, R., Tutty, J., Baker, B., Box, I., Cutts, Q., Tolhurst, D., Approaches to learning in computer programming students and their effect on success (2005) Higher Education in A Changing World: Research and Development in Higher Education, 28, pp. 407-414; Goldman, K., Gross, P., Heeren, C., Herman, G.L., Kaczmarczyk, L., Loui, M.C., Zilles, C., Setting the scope of concept inventories for introductory computing subjects (2010) Transactions on Computing Education, 10 (2), pp. 1-29; Ihantola, P., Vihavainen, A., Ahadi, A., Butler, M., Börstler, J., Edwards, S.H., Isohanni, E., Toll, D., Educational data mining and learning analytics in programming: Literature review and case studies (2015) Working Group Report of the 20th Annual Conference on Innovation and Technology in Computer Science Education, pp. 41-63; Kuhn, M., Building predictive models in R using the caret package (2008) Journal of Statistical Software, 28 (1); Lee, C., Garcia, S., Porter, L., Can peer instruction be effective in upper-division computer science courses? (2013) Transactions on Computing Education, pp. 12-22; Porter, L., Bailey-Lee, C., Simon, B., Zingaro, D., Peer instruction: Do students really learn from peer discussion in computing? (2011) Proceedings of the Seventh International Conference on Computing Education Research, pp. 45-52; Porter, L., Bouvier, D., Cutts, Q., Grissom, S., Lee, C., McCartney, R., Zingaro, D., Simon, B., A multi-institutional study of peer instruction in introductory computing (2016) Proceedings of the 47th ACM Technical Symposium on Computing Science Education, pp. 358-363; Porter, L., Zingaro, D., Lister, R., Predicting student success using fine grain clicker data (2014) Proceedings of the Tenth Annual Conference on International Computing Education Research, pp. 51-58; Robins, A., Learning edge momentum: A new account of outcomes (2010) Computer Science Education, 20 (1), pp. 37-71; Robins, A., Haden, P., Garner, S., Problem distributions in a CS1 course (2006) Proceedings of the 8th Australian Conference on Computing Education, pp. 165-173; Su, Y.-S., Gelman, A., Hill, J., Yajima, M., Multiple imputation with diagnostics (mi) in R: Opening windows into the black box (2011) Journal of Statistical Software, 45 (1), pp. 1-31; Vihavainen, A., Predicting students' performance in an introductory programming course using data from students' own programming process. in (2013) IEEE 13th International Conference on Advanced Learning Technologies, pp. 498-499; Watson, C., Li, F.W., Godwin, J.L., No tests required: Comparing traditional and dynamic predictors of programming success (2014) Proceedings of the 45th ACM Technical Symposium on Computer Science Education, pp. 469-474; Wilson, B.C., Shrock, S., Contributing to success in an introductory computer science course: A study of twelve factors (2001) SIGCSE Bulletin, 33, pp. 184-188; Zingaro, D., Peer instruction contributes to self-efficacy in CS1 (2014) Proceedings of the 45th ACM Technical Symposium on Computer Science Education, pp. 373-378",,,ACM Special Interest Group on Computer Science Education (SIGCSE),"Association for Computing Machinery, Inc","12th Annual International Computing Education Research Conference, ICER 2016",8 September 2016 through 12 September 2016,,124617.0,,9781450344494,,,English,ICER - Proc. ACM Conf. Int. Comput. Educ. Res.,Conference Paper,Final,,Scopus,2-s2.0-85000416324
Nam Liao S.,57192187766;,Identify and help at-risk students before it is late,2016,ICER 2016 - Proceedings of the 2016 ACM Conference on International Computing Education Research,,,,295,296,,1.0,10.1145/2960310.2960355,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85000788728&doi=10.1145%2f2960310.2960355&partnerID=40&md5=991b030ef1ef35467b50ece5ad9d3a2d,"University of California at San Diego, 9500 Gilman Drive, San Diego, CA  92093-0404, United States","Nam Liao, S., University of California at San Diego, 9500 Gilman Drive, San Diego, CA  92093-0404, United States","Identifying at-risk students early in the term is valuable. It is because an instructor can have more time to provide extra support, and students can also estimate how much extra effort they should put on to succeed in class. Prior work showed it is possible to predict at-risk students, but they either did not provide a specific prediction method or are too onerous to implement. Thus, my dissertation will develop and evaluate more robust, universal, and simple prediction methodology to classify at-risk students and propose how to automatically generate customized practice materials for early intervention. Once the methodology becomes robust, I will implement publicly accessible educational software application so that other CS instructors can easily adopt this method. © Copyright is held by the owner/author(s).",At-risk students; Clicker data; Early-intervention; Final exam scores,Application programs; Education; Forecasting; Clicker data; Early intervention; Educational software; Final exam scores; Prediction methodology; Prediction methods; Publicly accessible; Students,,,,,,,,,,,"Ahadi, A., Lister, R., Haapala, H., Vihavainen, A., Exploring machine learning methods to automatically identify students in need of assistance (2015) Proceedings of the Eleventh International Conference on Computing Education Research, pp. 121-130; Lee, C., Garcia, S., Porter, L., Can peer instruction be effective in upper-division computer science courses? (2013) Transactions on Computing Education, pp. 12-22; Porter, L., Bouvier, D., Cutts, Q., Grissom, S., Lee, C., McCartney, R., Zingaro, D., Simon, B., A multi-institutional study of peer instruction in introductory computing (2016) Proceedings of the 47th ACM Technical Symposium on Computing Science Education, pp. 358-363; Porter, L., Zingaro, D., Lister, R., Predicting student success using fine grain clicker data (2014) Proceedings of the Tenth Annual Conference on International Computing Education Research, pp. 51-58. , ACM","Nam Liao, S.; University of California at San Diego, 9500 Gilman Drive, United States; email: snam@ucsd.edu",,ACM Special Interest Group on Computer Science Education (SIGCSE),"Association for Computing Machinery, Inc","12th Annual International Computing Education Research Conference, ICER 2016",8 September 2016 through 12 September 2016,,124617.0,,9781450344494,,,English,ICER - Proc. ACM Conf. Int. Comput. Educ. Res.,Conference Paper,Final,,Scopus,2-s2.0-85000788728
"Ahuja K., Bose A., Nagar S., Dey K., Barbhuiya F.",57192554466;57192541059;25825414900;56350361100;36170279600;,ISURE: User authentication in mobile devices using ocular biometrics in visible spectrum,2016,"Proceedings - International Conference on Image Processing, ICIP",2016-August,, 7532374,335,339,,7.0,10.1109/ICIP.2016.7532374,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006699503&doi=10.1109%2fICIP.2016.7532374&partnerID=40&md5=5103b98737710f2ec603990b9c6d9334,"Indian Institute of Information Technology Guwahati, India; IBM Research India, India","Ahuja, K., Indian Institute of Information Technology Guwahati, India; Bose, A., Indian Institute of Information Technology Guwahati, India; Nagar, S., IBM Research India, India; Dey, K., IBM Research India, India; Barbhuiya, F., Indian Institute of Information Technology Guwahati, India","In this paper, we propose a supervised learning based model for ocular biometrics. Using Speeded-Up Robust Features (SURF) for detecting local features of the eye region, we create a local feature descriptor vector of each image. We cluster these feature vectors, representing an image as a normalized histogram of membership to various clusters, thereby creating a bag-of-visual-words model. We conduct a multiphase training, first performing a fast Multinomial Naïve Bayes learning, and subsequently using a pyramid-up topology to use the top k% results (based upon confidence scores) thus predicted and perform Dense SIFT for nearest neighbor matching. Contrary to traditional ocular biometric systems, our proposed approach does not rely highly accurate iris pattern segmentation, allowing less constrained image acquisition conditions such as from mobile devices. Our method identifies the individuals with an identification accuracy varying from 48.76% to 79.49%, across different lighting conditions and phone handset data sources, while testing on the given data. © 2016 IEEE.",Mobile biometrics; Ocular biometrics; Periocular biometrics; Visible spectrum; VISOB database,Authentication; Biometrics; Image acquisition; Image segmentation; Telephone sets; Topology; Identification accuracy; Local feature descriptor; Mobile biometrics; Nearest neighbor matching; Ocular biometrics; Periocular; Speeded up robust features; Visible spectra; Image processing,,,,,,,,,,,"Reddy Jillela, R., Ross, A., Segmenting iris images in the visible spectrum with applications in mobile biometrics (2015) Pattern Recognition Letters, 57, pp. 4-16; Jain, A., Hong, L., Pankanti, S., Biometric identification (2000) Communications of the ACM, 43 (2), pp. 90-98; Trokielewicz, M., Bartuzi, E., Michowska, K., Andrzejewska, A., Selegrat, M., Exploring the feasibility of iris recognition for visible spectrum iris images obtained using smartphone camera (2015) XXXVI Symposium on Photonics Applications in Astronomy, Communications, Industry, and High-Energy Physics Experiments (Wilga 2015)., pp. 96622C-96622C. , International Society for Optics and Photonics; Yldrm, N., Varol, A., Mobile biometric security systems for today and future 2nd International Symposium on Digital Forensics and Security; De Marsico, M., Galdi, C., Nappi, M., Riccio, D., Firme: Face and iris recognition for mobile engagement (2014) Image and Vision Computing, 32 (12), pp. 1161-1172; Park, U., Jillela, R., Ross, A., Jain, A.K., Periocular biometrics in the visible spectrum (2011) Information Forensics and Security, IEEE Transactions on, 6 (1), pp. 96-106; Gottemukkula, V., Kanth Saripalle, S., Pavan Tankasala, S., Derakhshani, R., Pasula, R., Ross, A., Fusing iris and conjunctival vasculature: Ocular biometrics in the visible spectrum (2012) Homeland Security (HST), 2012 IEEE Conference on Technologies For. IEEE, pp. 150-155; Liu, C., Yuen, J., Torralba, A., Sift flow: Dense correspondence across scenes and its applications (2011) Pattern Analysis and Machine Intelligence, IEEE Transactions on, 33 (5), pp. 978-994; Torr, P.H.S., Murray, D.W., Outlier detection and motion segmentation (1993) Optical Tools for Manufacturing and Advanced Automation. International Society for Optics and Photonics, pp. 432-443; Bay, H., Tuytelaars, T., Van Gool, L., Surf: Speeded up robust features (2006) Computer Vision-ECCV 2006, pp. 404-417. , Springer; Pedro Coelho, L., Kangas, J.D., Naik, A.W., Osuna-Highley, E., Glory-Afshar, E., Fuhrman, M., Simha, R., Murphy, R.F., Determining the subcellular location of new proteins from microscope images using local features (2013) Bioinformatics, 29 (18), pp. 2343-2349; Bhosale Swapnali, B., Kayastha Vijay, S., HarpaleVarsha, K., Feature Extraction Using Surf Algorithm for Object Recognition; Csurka, G., Dance, C., Fan, L., Willamowski, J., Bray, C., Visual categorization with bags of keypoints (2004) Workshop on Statistical Learning in Computer Vision, ECCV. Prague, 1, pp. 1-2; Willamowski, J., Arregui, D., Csurka, G., Dance, C.R., Fan, L., Categorizing nine visual classes using local appearance descriptors (2004) Illumination, 17, p. 21; Wang, J., Li, J., Yee Lee, C., Yau, W., Dense sift and gabor descriptors-based face representation with applications to gender recognition (2010) Control Automation Robotics & Vision (ICARCV), 2010 11th International Conference On. IEEE, pp. 1860-1864; Alonso-Fernandez, F., Tome-Gonzalez, P., Ruiz-Albacete, V., Ortega-Garcia, J., Iris recognition based on sift features (2009) Biometrics, Identity and Security (BIdS), 2009 International Conference On. IEEE, pp. 1-8; Tron, R., Vidal, R., A benchmark for the comparison of 3-d motion segmentation algorithms (2007) Computer Vision and Pattern Recognition, 2007. CVPR'07. IEEE Conference On. IEEE, pp. 1-8",,,The Institute of Electrical and Electronics Engineers Signal Processing Society,IEEE Computer Society,"23rd IEEE International Conference on Image Processing, ICIP 2016",25 September 2016 through 28 September 2016,,125190.0,15224880,9781467399616,,,English,Proc. Int. Conf. Image Process. ICIP,Conference Paper,Final,,Scopus,2-s2.0-85006699503
"Feng L.C., Howell T.J., Bennett P.C.",57189664646;37107867200;8068208100;,"How clicker training works: Comparing Reinforcing, Marking, and Bridging Hypotheses",2016,Applied Animal Behaviour Science,181,,,34,40,,7.0,10.1016/j.applanim.2016.05.012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84973867641&doi=10.1016%2fj.applanim.2016.05.012&partnerID=40&md5=819f0dbd0161dd79ad45854d8bbf9aae,"School of Psychology and Public Health, La Trobe University, P.O. Box 199, Bendigo, Victoria  3552, Australia","Feng, L.C., School of Psychology and Public Health, La Trobe University, P.O. Box 199, Bendigo, Victoria  3552, Australia; Howell, T.J., School of Psychology and Public Health, La Trobe University, P.O. Box 199, Bendigo, Victoria  3552, Australia; Bennett, P.C., School of Psychology and Public Health, La Trobe University, P.O. Box 199, Bendigo, Victoria  3552, Australia","Clicker training is a popular technique used in companion animal training. It employs a handheld signalling device called a clicker, which emits an audible “click” noise when pressed. Trainers press the clicker when an animal performs a desired behaviour, usually following the click with presentation of a food reward. The clicker is purported to facilitate learning, but scientific evidence to support this claim is limited. Of five studies comparing a clicker-type signal + food group with a food-only control group, only one found that animals in the signal + food group learned faster. Further investigation is therefore required to better understand the circumstances under which clickers might help or hinder learning. To inform future studies, it is important to consider mechanisms by which the clicker may function. In this paper three proposed mechanisms are presented, which we term the Reinforcing Hypothesis, Marking Hypothesis, and Bridging Hypothesis. To begin understanding which (if any) of these three mechanisms is the means by which clickers may operate, we evaluate relevant laboratory animal studies. Based on available behavioural and neuropsychological evidence, it is concluded that clickers and other clicker-like stimuli likely function as conditioned reinforcers, but may also have marking and bridging properties. Ways to investigate how this translates to clicker use in applied settings are identified. © 2016 Elsevier B.V.",Bridging stimulus; Clicker training; Dog training; Event marker; Secondary reinforcer,behavioral response; biomarker; canid; equipment; laboratory method; learning; methodology; training; Animalia; Canis familiaris,,,,,La Trobe University,This review was carried out with the support of a La Trobe University Postgraduate Research Scholarship and a La Trobe University Full Fee Research Scholarship.,,,,,"Bailey, R., Bailey, M., Patient like the Chipmunks (1996), Eclectic Science Productions Hot Springs, AR; Bailey, R.E., Bailey, M.B., Patient like the Chipmunks (1996), Eclectic Science Productions Hot Springs, AR; Berridge, K.C., Kringelbach, M.L., Neuroscience of affect: brain mechanisms of pleasure and displeasure (2013) Curr. Opin. Neurobiol., 23, pp. 294-303; Berridge, K.C., From prediction error to incentive salience: mesolimbic computation of reward motivation (2012) Eur. J. Neurosci., 35, pp. 1124-1143; Blandina, A.G., n.d. To click or not to click: Positive reinforcement methods on the acquisition of behavior, Unpublished honours thesis, University of Florida; Brown, P.L., Jenkins, H.M., Auto-shaping of the pigeon's key-peck (1968) J. Exp. Anal. Behav., 11, pp. 1-8; Bugelski, R., Extinction with and without sub-goal reinforcement (1938) J. Comp. Psychol., 26, pp. 121-134; Colombo, M., Deep and beautiful. The reward prediction error hypothesis of dopamine (2014) Stud. Hist. Philos. Biol. Biomed. Sci., 45, pp. 57-67; Davis, W.M., Smith, S.G., Role of conditioned reinforcers in the initiation, maintenance and extinction of drug-seeking behavior (1976) Pavlovian J. Biol. Sci., 11, p. 222; Domjan, M., The Principles of Learning and Behavior (2003), 5th ed. Thomson Brooks/Cole Publishing Co Belmont, CA, US; Egger, M.D., Miller, N.E., Secondary reinforcement in rats as a function of information value and reliability of the stimulus (1962) J. Exp. Psychol., 64, pp. 97-104; Gaffan, D., Harrison, S., Amygdalectomy and disconnection in visual learning for auditory secondary reinforcement by monkeys (1987) J. Neurosci., 7, pp. 2285-2292; Gillaspy, J.A., Brinegar, J.L., Bailey, R.E., Operant psychology makes a splash—in marine mammal training (1955–1965) (2014) J. Hist. Behav. Sci., 50, pp. 231-248; Grice, G.R., The relation of secondary reinforcement to delayed reward in visual discrimination learning (1948) J. Exp. Psychol., 38, pp. 1-16; Halford, G.S., Halford, J.M., Secondary reinforcement: signal or substitute reward? A preliminary investigation (1969) Aust. J. Psychol., 21, p. 145; Hollerman, J.R., Schultz, W., Dopamine neurons report an error in the temporal prediction of reward during learning (1998) Nat. Neurosci., 1, pp. 304-309; Kaplan, P.S., Hearst, E., Bridging temporal gaps between CS and US in autoshaping: insertion of other stimuli before, during, and after CS (1982) J. Exp. Psychol. Anim. B, 8, pp. 187-203; Kopp, B., A simple hypothesis of executive function (2012) Front. Hum. Neurosci., 6; Langbein, J., Siebert, K., Nuernberg, G., Manteuffel, G., The impact of acoustical secondary reinforcement during shape discrimination learning of dwarf goats (Capra hircus) (2007) Appl. Anim. Behav. Sci., 103, pp. 35-44; Lattal, K.A., Delayed reinforcement of operant behavior (2010) J. Exp. Anal. Behav., 93, pp. 129-139; Lieberman, D.A., McIntosh, D.C., Thomas, G.V., Learning when reward is delayed: a marking hypothesis (1979) J. Exp. Psychol. Anim. B, 5, pp. 224-242; Martin, S., Friedman, S.G., Blazing clickers (2011) Conference Paper at Animal Behavior Management Allicance; McCall, C.A., Burgin, S.E., Equine utilization of secondary reinforcement during response extinction and acquisition (2002) Appl. Anim. Behav. Sci., 78, pp. 253-262; McCulloch, M., Jezierski, T., Broffman, M., Hubbard, A., Turner, K., Janecki, T., Diagnostic accuracy of canine scent detection in early- and late-stage lung and breast cancers (2006) Integr. Cancer Ther., 5, pp. 30-39; Miller, G.A., Galanter, E., Pribram, K.H., Plans and the Structure of Behavior (1960), Holt Rinchart and Winston, Inc; Numan, R., Banerjee, U., Smith, N., Lal, H., Secondary reinforcement property of a stimulus paired with morphine administration in the rat (1976) Pharmacol. Biochem. Behav., 5, pp. 395-399; Pryor, K., Don't Shoot the Dog! The New Art of Teaching and Training (1999), 2nd ed. Bantam Books, New York New York; Pryor, K., Getting Started: Clicker Training for Dogs (2005), Sunshine Books; Pryor, K., What Is Clicker Training?, Karen Pryor Clicker Training, (Web page) Accessed August 20, 2015, Retrieved from http://www (2006), clickertraining.com/what_is_clicker_training; Pryor, K., Reaching the Animal Mind: Clicker Training and what it Teaches us About all Animals (2009), Scribner, New York New York; Ramirez, K., Animal Training: Successful Animal Management Through Positive Reinforcement (1999), Shedd Aquarium Society Chicago, Illinois; Rescorla, R.A., Effect of a stimulus intervening between CS and US in autoshaping (1982) J. Exp. Psychol. Anim. B, 8, pp. 131-141; Robinson, T.E., Berridge, K.C., The neural basis of drug craving: an incentive-sensitization theory of addiction (1993) Brain Res. Rev., 18, pp. 247-291; Saltzman, I.J., Maze learning in the absence of primary reinforcement: a study of secondary reinforcement (1949) J. Comp. Physiol. Psychol., 42, pp. 161-173; Schultz, W., Predictive reward signal of dopamine neurons (1998) J. Neurophysiol., 80, pp. 1-27; Schultz, W., Dopamine reward prediction-error signalling: a two-component response (2016) Nat. Rev. Neurosci.; Skinner, B., The abolishment of a discrimination (1933) Proc. Natl. Acad. Sci. U. S. A., 19, pp. 825-828; Skinner, B.F., The Behavior of Organisms: An Experimental Analysis (1938), Appleton-Century Oxford, England; Slawecki, C.J., Samson, H.H., Chappell, A., Presentation of an ethanol-paired stimulus complex alters response patterns during extinction (1999) Pharmacol. Biochem. Behav., 62 (1), pp. 127-135; Smith, S.M., Davis, E.S., Clicker increases resistance to extinction but does not decrease training time of a simple operant task in domestic dogs (Canis familiaris) (2008) Appl. Anim. Behav. Sci., 110, pp. 318-329; Smith, J.D., Couchman, J.J., Beran, M.J., The highs and lows of theoretical interpretation in animal-metacognition research (2012) Philos. Trans. R. Soc. Lond. B Biol. Sci., 367, pp. 1297-1309; Spence, K.W., The role of secondary reinforcement in delayed reward learning (1947) Psychol. Rev., 54, pp. 1-8; Stauffer, W.R., Lak, A., Kobayashi, S., Schultz, W., Components and characteristics of the dopamine reward utility signal (2015) J. Comp. Neurol., 524, pp. 1699-1711; Thomas, G.V., Lieberman, D.A., McIntosh, D.C., Ronaldson, P., The role of marking when reward is delayed (1983) J. Exp. Psychol. Anim. B, 9, pp. 401-411; Tombaugh, T.N., Grandmaison, L.J., Zito, K.A., Establishment of secondary reinforcement in sign tracking and place preference tests following pimozide treatment (1982) Pharmacol. Biochem. Behav., 17, pp. 665-670; Williams, J.L., Friend, T.H., Nevill, C.H., Archer, G., The efficacy of a secondary reinforcer (clicker) during acquisition and extinction of an operant task in horses (2004) Appl. Anim. Behav. Sci., 88, pp. 331-341; Williams, B.A., Marking and bridging versus conditioned reinforcement (1991) Anim. Learn. Behav., 19, pp. 264-269; Williams, B.A., Conditioned reinforcement: experimental and theoretical issues (1994) Behav. Analyst, 17, pp. 261-285; Willis, C., Church, S., Guest, C., Olfactory detection of human bladder cancer by dogs: proof of principle study (2004) BMJ, 329, pp. 712-714; Zimmerman, J., Hanford, P.V., Sustaining behavior with conditioned reinforcement as the only response-produced consequence (1966) Psychol. Rep., 19, pp. 391-401; Zimmerman, D.W., Durable secondary reinforcement: method and theory (1957) Psychol. Rev., 64, pp. 373-383; Zimmerman, D.W., Sustained performance in rats based on secondary reinforcement (1959) J. Comp. Physiol. Psychol., 52, pp. 353-358; Zimmerman, J., Hanford, P.V., Brown, W., Effects of conditioned reinforcement frequency in an intermittent free-feeding situation (1967) J. Exp. Anal. Behav., 10, pp. 331-340","Feng, L.C.; School of Psychology and Public Health, La Trobe University, P.O. Box 199, Australia; email: l.feng@latrobe.edu.au",,,Elsevier B.V.,,,,,01681591,,AABSE,,English,Appl. Anim. Behav. Sci.,Review,Final,,Scopus,2-s2.0-84973867641
"Catton K.B., Galang A., Bulk A.T.",15847951800;57189300155;57190805908;,Disruption in large classes during active learning sessions,2016,"ASEE Annual Conference and Exposition, Conference Proceedings",2016-June,,,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983316604&partnerID=40&md5=3af40a5071d9651f997dd0860f98c67d,"Deparment of Practice Mechanical Engineering, Colorado State University, United States; Dept. of Mechanical Engineering, Colorado State University, United States","Catton, K.B., Deparment of Practice Mechanical Engineering, Colorado State University, United States; Galang, A., Deparment of Practice Mechanical Engineering, Colorado State University, United States; Bulk, A.T., Dept. of Mechanical Engineering, Colorado State University, United States","Large class sizes are increasingly common in mechanical engineering undergraduate courses due to increased enrollments of undergraduate students with a disproportional investment to faculty numbers. Simultaneously, active learning is promoted to faculty members over traditional lectures due to published findings of improved student learning. Active learning typically involves a break in the lecture to allow for problem solving, discussion, or other activities. One common type of active learning in large classes is classroom response systems (e.g. clickers). Based on classroom experience, the use of active learning with classroom response systems in large classes, particularly in the first year, can lead to a disruptive learning environment. In this preliminary study, a 1st year course and a 4th year course (n=120 and 135, respectively) were surveyed in Fall of 2015 to quantify student's ratings of active learning with classroom response systems and disruption. The student's impressions of active learning (e.g., interactive clicker problem solving) were assessed using a survey at the end of the course. Students were overwhelmingly positive about the advantages of active learning (&gt;80% responded favorably) in the both courses. However, the students in the 1st year course had less positive feedback on active learning and higher ratings of disruption in the classroom than the students in the 4th year course (34% rated as disruptive in 1st year, 14% rated disruptive in the 4th year). The class rank, where higher values represented a greater number of years past secondary school, was positively correlated with rankings of a more disruptive environment suggesting that nontraditional students may find active learning more disruptive. This preliminary study suggests that using classroom response systems (clickers) in the 1st year curriculum with large class sizes may lead students to feel that the class was disruptive and that active learning was not as positive of an experience as active learning environments later in the curriculum. © American Society for Engineering Education, 2016.",,,,,,,,,,,,,"(2012) Fact Sheet: Engage to Excel: Producing One Million Additional College Graduates With Degrees in Science, Technology, Engineering, and Mathematics; (2013) Digest of Education Statistics; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering and mathematics (2014) Proceedings of the National Academy of Sciences of the United States of America, 111 (23), pp. 8410-8415; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Watts, M., Shauer, G., Teaching and assessment methods in undergraduate economics: A fourth national quinquennial survey (2011) Journal of Economics Education, 39, pp. 273-286; Goffe, W.L., Kauper, D., A survey of principles instructors: Why lecture prevails (2014) The Journal of Economic Education, 45 (4), pp. 360-375; Mayer, R.E., Stull, A., DeLeewu, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; Caldwell, J., Clickers in the large classroom: Current research and best practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Chen, J., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) Journal of Engineering Education, pp. 159-168; Welch, S., Effectiveness of classroom response systems within an active learning environment (2013) Journal of Nursing Education, 52 (11), pp. 653-656; Hunsu, N.J., Adesope, O., Bayly, D.J., A meta-analysis of the effects of audience response systems (clicker based technologies) on cognition and affect (2016) Computers and Education, 94, pp. 102-119; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-472; Sher, K.J., Wood, P.K., Gotham, H., The course of psychological distress in college: A prospective high-risk study (1996) Journal of College Student Development, 37, pp. 42-51; Higher Education Research Institute, University of California Los Angeles (HERI, UCLA), (2000) The American Freshman: National Norms for Fall 2000, , Los Angeles: HERI, UCLA; Boice, B., Classroom incivilities (1996) Research in Higher Education, 37, pp. 453-486; Nordstrom, C.R., Bartels, L.K., Bucy, J., Predicting and curbing classroom incivility in higher education (2009) College Student Journal, 43 (1); Graham, C., Tripp, T., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8 (3), pp. 233-258; Hussar, W.J., Bailey, T.M., (2009) Projections of Education Statistics to 2018 (NCES 2009-062), , National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC; Provasnik, S., Planty, M., (2008) Community College: Special Supplement to the Condition of Education 2008, , Washington, DC: National Center for Education Statistics, Institute of Educational Sciences, U.S. Department of Education; Knowles, M.S., (1980) The Modern Practice of Adult Education: From Pedagogy to Andragogy, , 2nd ed. New York: Cambridge Books; Candy Philip, C., (1991) Self-direction for Lifelong Learning, , San Francisco: Jossey-Bass; Maurer, T.W., Sturges, D., Averette, D., Lee, S., Allen, D., Perceptions of disruptive classroom behavior (2009) SoTL Common Conferences, , Paper 24",,,,American Society for Engineering Education,123rd ASEE Annual Conference and Exposition,26 June 2016 through 29 June 2016,,123120.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84983316604
"Cutri R., Marim L.R., Cordeiro J.R., Gil H.A.C., Guerald C.C.T.",8413278900;56764342800;57190805224;57190810061;57190806876;,"Kahoot, a new and cheap way to get classroom-response instead of using clickers",2016,"ASEE Annual Conference and Exposition, Conference Proceedings",2016-June,,,,,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983371431&partnerID=40&md5=bb86aecb44c3d6dbf1137fb53ec5341f,"Maua Institute of Techonology, United States","Cutri, R., Maua Institute of Techonology, United States; Marim, L.R., Maua Institute of Techonology, United States; Cordeiro, J.R., Maua Institute of Techonology, United States; Gil, H.A.C., Maua Institute of Techonology, United States; Guerald, C.C.T., Maua Institute of Techonology, United States","This evidence based practice paper describes a study about an immediate feedback system using Internet and students' own cell phones: Kahoot (getkahoot.com), also a comparison between implementing clickers and mobile participation systems is analyzed. Immediate feedback enhances students' learning. For students, it's a chance to go further by breaking misconceptions and changing learning routes. For teachers, it's a practical opportunity to feel the ""temperature"" of the classroom in order to decide to either review some concepts or move forward to another subject. There are many cases in literature about the use of clickers as an immediate feedback system. The clicker itself is neither a tool to directly teach concepts, nor it is meant to replace quality lesson preparation and planning. The clicker is a powerful tool to augment and enhance active learning in classroom, and most importantly, it is a mean to provide accurate situational awareness to the instructor. However, implementing this solution is usually expensive, since it costs about US$ 50 each one. Kahoot is an online classroom-response system that eliminates the need to give students handheld clickers. Through Kahoot, teachers create online quizzes or surveys and mirror the questions on a big screen or interactive whiteboard; it's also possible to embed videos. Students respond to the quiz items on any Internet-connected device, including their smartphones. During this session, participants take Kahoot quizzes as students. Participants may also create Kahoot quizzes as teachers, share their quizzes with other participants, and analyze quizzes results. It's worth to mention that the result of every quiz played over the platform can be saved for further analysis. When learners start playing, they need to enter a nickname, which allows students to stay anonymous, and their recorded scores are saved in their profile. This unique feature makes Kahoot an engaging platform. In order to present students and teachers perception about this new methodology, Kahoot system is presented in five different approaches: Introduction of a new concept or topic; Reinforcement of knowledge; Encouragement of reflection and peer-led discussion; Connection of classrooms and Challenge for learners to make their own Kahoot quizzes. Some of these purposes presented were studied in Physics I and Chemistry courses for freshman students and Physics II course for sophomore students in an Engineering School. © American Society for Engineering Education, 2016.",,,,,,,,,,,,,"Degrazia, J., Weimer, A., Falconer, J.L., (2005) The use of Clickers in the Engineering Classroom Paper Presented at 2005 Annual Conference, , https://peer.asee.org/15116, June Portland, Oregon; Eschenbach, T., Lewis, N., Nicholls, G.M., Pallis, J.M., The impact of clickers on your classroom and your career (2013) Paper Presented at 2013 ASEE Annual Conference, , https://peer.asee.org/22590, June Atlanta, Georgia; Hung, W.P., (2011) Clicker Clicks It Paper Presented at 2011 Annual Conference & Exposition, , https://peer.asee.org/17611, June Vancouver, BC; Probst, D., Effectiveness of using personal response systems (2009) A Conceptual Physics Course Paper Presented at 2009 Annual Conference & Exposition, Austin, , https://peer.asee.org/4798, June Texas; Roux, D., Czekanski, A., (2009) A Revisited Study on the use of Clicker Technology to Evaluate Short Term Concept Retention Paper Presented at 2009 Annual Conference & Exposition, , https://peer.asee.org/5044, June Austin, Texas; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) Journal of Engineering Education, 99, pp. 159-168; Connor, E., Using cases and clickers in library instruction: Designed for science undergraduates (2011) Science & Technology Libraries, 30 (3), p. 244; Brady, M., Seli, H., Rosenthal, J., (2013) ""Clickers"" and Metacognition: A Quasi-experimental Comparative Study About Metacognitive Self-regulation and use of Electronic Feedback Devices, 65, p. 56. , Computers & Education; Clicker Cost, , http://www.bkstr.com/Home/10001-95404-1?demoKey=d; Kahoot Website, , https://getkahoot.com/tutorials/Kahoot_Tutorials.pdf; Van Den Einde, L., Lee, S.H., Le, J.L., Incorporating clickers and peer instruction into large structural engineering classrooms (2012) Paper Presented at 2012 ASEE Annual Conference, , https://peer.asee.org/21516, June San Antonio, Texas; Lapp, M., Ringenberg, J., Summers, K.J., Chivukula, A.S., Fleszar, J., (2011) The Mobile Participation System: Not Just Another Clicker Paper Presented at 2011 Annual Conference & Exposition, , https://peer.asee.org/18437, June Vancouver, BC; Alf Inge Wang, Terje Øfsdahl and Ole Kristian Mørch-Storstein (2008) An Evaluation of a Mobile Game Concept for Lectures, , Dept. of Computer and Information Science Norwegian University of Science and Technology Conference: Software Engineering Education and Training; (2007) Alf Inge Wang, Terje Øfsdahl and Ole Kristian MØrch-Storstein, Lecture Quiz - A Mobile Game Concept for Lectures, pp. 305-310. , Dept. of Computer and Information Science Norwegian University of Science and Technology - SEA '07 Proceedings of the 11th IASTED International Conference on Software Engineering and Applications; Bodnar, C.A., Anastasio, D., Enszer, J.A., Burkey, D.D., Engineers at play: Games as teaching tools for undergraduate engineering students (2016) Journal of Engineering Education, 105, pp. 147-200; Stacy, G.U., I like the way this feels: Using classroom response system technology to enhance tactile learners' introductory American government experience (2016) Journal of Political Science Education, 12 (1), p. 41",,,,American Society for Engineering Education,123rd ASEE Annual Conference and Exposition,26 June 2016 through 29 June 2016,,123120.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84983371431
"Hilpert J.C., Husman J., Stump G.S.",23094433400;6603173959;26030694300;,Developing the innovative engagement scale (IES): An instrument for the study of interactive engagement,2016,"ASEE Annual Conference and Exposition, Conference Proceedings",2016-June,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983372745&partnerID=40&md5=59f5e17470aa758e0b128f82b9a73cd2,"Georgia Southern University, Department of Educational Psychology, United States; Arizona State University, United States; Massachusetts Institute of Technology, United States","Hilpert, J.C., Georgia Southern University, Department of Educational Psychology, United States; Husman, J., Arizona State University, United States; Stump, G.S., Massachusetts Institute of Technology, United States","This paper summarizes the development of the Innovative Engagement Scale (IES; TUES Type 1 DUE 1245018). The IES is an assessment instrument designed for researchers to gather evidence for how innovative instructional strategies impact student interactive engagement and classroom innovation. The instrument contains open ended and Likert scale items organized into five subsections that can be used to gather evidence for three constructs: a) innovative instructional strategies, b) interactive engagement, and c) student innovation. The items are designed to be administered online. The instrument was developed and tested over the course of three data collections (N = 1365) in post-secondary energy science engineering courses. Reliability and validity evidence as well key findings from analysis of student responses to the instrument are summarized. This material is based upon work supported by the National Science Foundation under Grant No. 1245018. © American Society for Engineering Education, 2016.",,,,,,,,,,,,,"Bjorklund, S.A., Fortenberry, N.L., (2005) Final Report: Measuring Student and Faculty Engagement in Engineering Education, , Center for the Advancement of Scholarship on Engineering Education, Washington, DC: National Academy of Engineering; Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., School engagement: Potential of the concept, state of the evidence (2004) Review of Educational Research, 74 (1), pp. 59-109; Henderson, C., Beach, A., Finkelstein, N., Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature (2011) Journal of Research in Science Teaching, 48 (8), pp. 952-984; Hilpert, J., Husman, J., Instruction and engagement in post-secondary engineering classrooms: The complexity underlying small effect sizes Educational Psychology, , (in press) Empirical article accepted for publication to; Hilpert, J., Husman, J., (2015) A Group-level Framework for Emergent Properties of Interactive Learning, , Proceeding published from the invited NSF grantees session of the American Society of Engineering Educators annual conference to be held in Seattle, WA; Hilpert, J., Holiday, R., Using havel-hakimi to graph classroom networks (2015) Proceeding Published in the Annual Proceedings of the American Society of Engineering Educators Annual Conference, , Seattle, WA; Sawyer, R.K., The mechanisms of emergence (2004) Philosophy of the Social Sciences, 34 (2), pp. 260-282; Frenken, K., Technological innovation and complexity theory (2006) Economics of Innovation and New Technology, 15 (2), pp. 137-155; EAC, (2011) Criteria for Accrediting Engineering Programs: Effective for Reviews During the 2012-2013 Accreditation Cycle, , http://www.abet.org/, May 16th, 2012; Hilpert, J., Husman, J., A systems approach to a self-report measure of interactive student engagement (2016) The Envisioning the Future of Undergraduate STEM Education: Research and Practice Symposium, , Abstract accepted to Washington DC; Borrego, M., Karlin, J., McNair, L.D., Beddoes, K., Team effectiveness theory from industrial and organizational psychology applied to engineering student project teams: A research review (2013) Journal of Engineering Education, 102 (4), pp. 472-512; Davis, B., Sumara, D.J., (2006) Complexity and Education: Inquiries into Learning, Teaching, and Research, , Psychology Press; Dillenbourg, P., (1999) Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series, , Elsevier Science, Inc., PO Box 945, Madison Square Station, New York, NY 10160-0757; Mitchell, M., (2009) Complexity: A Guided Tour, , Oxford University Press; Pentland, A., (2014) Social Physics: How Good Ideas Spread-The Lessons from a New Science, , Penguin; Watts, D.J., (1999) Small Worlds: The Dynamics of Networks between Order and Randomness, , Princeton university press; Wang, Z., Bergin, C., Bergin, D.A., Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement inventory (2014) School Psychology Quarterly, 29 (4), pp. 517-525; Borrego, M., Froyd, J.E., Hall, T.S., Diffusion of engineering education innovations: A survey of awareness and adoption rates in US engineering departments (2010) Journal of Engineering Education, 99 (3), pp. 185-207; Hilpert, J., A multivariate examination of active and interactive learning and student engagement in post-secondary engineering energy science classrooms: The impact of instructional strategy use (2016) Proceeding Accepted to the American Society of Engineering Educators, , New Orleans, LA; Hilpert, J., Husman, J., Student perceptions of the emergent properties of interactive learning during classroom group work (2016) Paper Accepted as Poster to the Annual Meeting of the American Education Research Association, , Washington, DC",,,,American Society for Engineering Education,123rd ASEE Annual Conference and Exposition,26 June 2016 through 29 June 2016,,123120.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84983372745
"Ganago A., Kim H.J., Kotrba J.A., Rasouli M.",36946671100;57190808618;57190805701;57194450170;,Teaching electrical engineering to non-EE majors in a flipped or blended classroom,2016,"ASEE Annual Conference and Exposition, Conference Proceedings",2016-June,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983268983&partnerID=40&md5=faac01a631a2578c6f6080673836dae2,"Department of Electrical Engineering and Computer Science, University of Michigan, Ann Arbor, MI  48109, United States; University of Michigan, EE:SYS Department, United States","Ganago, A., Department of Electrical Engineering and Computer Science, University of Michigan, Ann Arbor, MI  48109, United States; Kim, H.J., Department of Electrical Engineering and Computer Science, University of Michigan, Ann Arbor, MI  48109, United States; Kotrba, J.A., University of Michigan, EE:SYS Department, United States; Rasouli, M., University of Michigan, EE:SYS Department, United States","We report the experience of teaching a large service course in Electrical Engineering (EE) for non-EE majors in a flipped, or blended classroom format, for five consecutive semesters during 2014 and 2015 (total, ∼650 students). In order to engage students in active learning outside the classroom we created a large number of online self-assessments; in the terms of Bloom's taxonomy, they belong to the lower levels of learning - remembering and understanding. During the lecture time, we engage students in activities focused on the higher levels of learning - applying, analyzing, and evaluating. Our main research tools include the official end-of-semester course evaluations, which included both standard (University-wide) questions and the questions specially designed for the assessment of our course. We also used the statistics of students' votes with clickers during the lectures. The results reveal positive attitude of students to the online self-assessments and to active learning during the lecture time. The students' feedback has guided some of the adjustments of our teaching/learning strategies and indicated the need for minilectures in the blended classroom. © American Society for Engineering Education, 2016.",,,,,,,,,,,,,"Bishop, J.L., Verleger, M.A., The flipped classroom: A survey of research (2013) ASEE Conference, , Atlanta, GA; Shekhar, P., DeMonburn, M., Borrego, M., Finelli, C., Prince, M., Henderson, C., Waters, C., Development of an observation protocol to study undergraduate engineering student resistance to active learning (2015) International Journal of Engineering Education, 31 (2), pp. 597-609; Borrego, M., Prince, M., Shekhar, P., Waters, C., Finelli, C., Student perceptions of instructional change in engineering courses: A pilot study (2014) ASEE Conference, , Indianapolis, IN; (2015) Flipped Classroom Trends: A Survey of College Faculty, , http://www.facultyfocus.com/wp-content/uploads/images/Flipped-Classroom-Trends_FF-Report-2015.pdf, Magna Publication; Ambrose, S.A., (2010) How Learning Works, , Jossey-Bass; Csikszentmihalyi, M., (1990) Flow: The Psychology of Optimal Experience, , Harper and Row; Csikszentmihalyi, M., (2014) Applications of Flow in Human Development and Education, , Springer; Deci, E.L., Ryan, R.M., (2002) Handbook of Self-determination Research, , The University of Rochester Press; Bain, K., (2004) What the Best College Teachers Do, , Harvard University Press; Mazur, E., (1997) Peer Instruction, , Prentice-Hall; Mazur, E., (2009) Farewell, Lecture? Science, 323, pp. 50-51; Mazur, E. (2014) personal communication; Bland, L., Applying flipped/inverted classroom model in electrical engineering to establish life-long learning (2006) ASEE Conference, , Chicago, IL; Mason, G., Shuman, T.R., Cook, K.E., Inverting (flipping) classrooms - Advantages and challenges (2013) ASEE Conference, , Atlanta, GA; Bligh, D.A., (2000) What's the use of Lectures, , Jossey-Bass; Leonard, W.J., Hollot, C.V., Gerace, W.J., Mastering circuit analysis: An innovative approach to a foundational sequence (2008) 38th ASEE/IEEE Frontiers in Education Conference, , Saratoga Springs, NY",,,,American Society for Engineering Education,123rd ASEE Annual Conference and Exposition,26 June 2016 through 29 June 2016,,123120.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84983268983
Palmer J.D.,7403311105;,Google sheets for realtime assessment and analysis of less-structured problems,2016,"ASEE Annual Conference and Exposition, Conference Proceedings",2016-June,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983354542&partnerID=40&md5=a178510aadff73cbee6420a5916b3188,"Department of Biomedical and Chemical Engineering, Louisiana Tech. University, United States","Palmer, J.D., Department of Biomedical and Chemical Engineering, Louisiana Tech. University, United States","Universities are under increasing pressures for efficiencies in education with declining budgets, increasing enrollments, and increasing expectations/accountability by students. A traditional approach with engineering or science computations is to parse the answers into a multiple choice selection. Grading of these problems is efficient and has evolved from Scantron systems to Clickers, to open source online solutions such as Moodle, Google Forms, or WebWORK. This method does have its limitations. An investment of time is required in identifying the array of possible answers. In addition, multiple choice questions allow a student to provide guesses when they might not have an idea how to approach the problem. In the grading that is performed as a batch, the instructor loses the temporal resolution which is most helpful in determining which areas are giving students particular issues. The controlled sharing and import of individual data through Google Sheets provides educators an opportunity to utilize a spreadsheet for collecting and assessing answers real-time. This is easy to do in a manner where all students see all answers, but individual shared sheets can be setup to provide a private interaction with each student. There are several advantages to this system over many current approaches: students can continue to change their answers until the time that the instructor ""grades"" the assignment, the instructor has a real-time view of the student's answers and grades at any instant (with the opportunity to provide direction), tolerance values can be built in along with a median value of student answers, and sort features in Google provide real-time information on the students and concepts that are having the most issues. This approach has been piloted in a Capstone Senior Design class for Chemical Engineering where structured concepts were taught and assessed (economics, relief sizing, etc.) and open-ended designs were utilized (where the instructor did not have a ""right""/""wrong"" answer, but significant deviations could be discerned). © American Society for Engineering Education, 2016.",,,,,,,National Science Foundation: 1151019,"This material is based upon work supported by the National Science Foundation under Grant No. 1151019. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. We would also like to acknowledge the contributions of the MEDLEE research group.",,,,,"Alaeddine, N., Parsaei, H., Kakosimos, K., Guo, B., Mansoor, B., Teaching innovation with technology to accelerate engineering students' learning 2015 ASEE Annual Conference & Exposition, , Seattle, WA; Hogan, J., Cernusca, D., Millennials perception of using cliker to support an active classroom environment: An early adoption perspective 2012 ASEE Annual Conference & Exposition, , San Antonio TX; http://www.scantron.com/scanners-forms/scanners/all-scanners, [Accessed January 29, 2016]; Bursic, K., Does the use of clickers increase conceptual understanding in the engineering economy classroom? 2012 ASEE Annual Conference & Exposition, , San Antonio TX; Graham, G., Fidan, I., Innovative applications of classroom response devices in manufacturing education 2012 ASEE Annual Conference & Exposition, , San Antonio TX; Frank, B., Web-based response system for quality feedback in first year engineering 2013 ASEE Annual Conference & Exposition, , Atlanta GA; Dunning, S., Evaluation of an interactive classroom tool applied in an introductory electric circuits course 2014 ASEE Annual Conference & Exposition, , Indianapolis IN; Sun, L., Tang, Y., Work-in-progress: Enhancing conceptual understanding by using a realtime online class response system in engineering courses 2015 ASEE Annual Conference & Exposition, , Seattle WA; Popescu, O., Chezan, L., Jovanovic, V., Ayala, O., The use of polleverywhere in engineering technology classes to stimulate student critical thinking and motivation 2015 ASEE Annual Conference & Exposition, , Seattle WA; Evans, K., Hummel, P., Assessing the effect of online homework on student learning in a first circuits course 2015 ASEE Annual Conference & Exposition, , Seattle WA; Vandenbussche, J., Griffiths, W., Scherrer, C., A study of students' perceptions of mathematics homework policies, with emphasis on engineering undergraduates 2013 ASEE Annual Conference & Exposition, , Atlanta, GA","Palmer, J.D.; Department of Biomedical and Chemical Engineering, Louisiana Tech. UniversityUnited States",,,American Society for Engineering Education,123rd ASEE Annual Conference and Exposition,26 June 2016 through 29 June 2016,,123120.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84983354542
"Edgcomb A., Vahid F., Edgcomb A.D.",54892063500;7005720760;57201244952;,Simplifying a course to reduce student stress so students can focus again on learning,2016,"ASEE Annual Conference and Exposition, Conference Proceedings",2016-June,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983243114&partnerID=40&md5=5bd56f78602b857f85a30ef229719ce6,"ZyBooks, Los Gatos, CA, United States; UC Riverside, United States; Computer Science and Engin., Univ. of California, Riverside, United States; ZyBooks, United States; University of California, Riverside, United States","Edgcomb, A., ZyBooks, Los Gatos, CA, United States, UC Riverside, United States; Vahid, F., Computer Science and Engin., Univ. of California, Riverside, United States, ZyBooks, United States, University of California, Riverside, United States; Edgcomb, A.D., University of California, Riverside, United States","The integration of digital and Internet resources has led to class resource clutter: online announcements, discussion boards, posted slides and additional readings, Google docs folders, online textbooks, online homework systems with separate subscription and login, class calendars, posted solutions, lengthened syllabi, surveys, clickers, lecture videos, and more. Students struggle to find and focus on the core academic content through the clutter. As one student said, ""I have to open 10 tabs every day for this class."" Students are distracted by the time needed to install and learn how to use each class resource. Beyond the time and technical barriers, such context switches impose significant cognitive load that detracts from core learning. We conducted a cross-semester study to determine whether aggressively focusing a class' resources can improve student performance. We note that the focus of this paper is in simplifying the class resource structure, rather than modifying the underlying academic content. The study observed a total of four courses with a total of 528 students. The first study considered two offerings of the same course (an online CS1 Introduction to C++), with the same content coverage and university. The first course offering contained traditional resources, while the second course aggressively simplified and focused class resources. The same study was again conducted for two in-person CS1 offerings: One offering with traditional resources? a second with simplified class resources. The participants were blind to the conditions of the study. We surveyed the students to measure stress with agreeability questions on a 6-points scale (6 = Strongly agree, 0 = Strongly disagree). We found that students preferred the focused resources, enjoying the class more and experiencing less stress, than students in a class with traditional resources. For example, students with the focused resources reported a 4.9 of 6.0 for enjoying the class, which was significantly higher (p-value < 0.001) than students with the traditional resources reporting 4.1 of 6.0. Further, this paper includes concrete suggestions for focusing class resources, including a curated list of suggestions from a few dozen instructors and course designers, and a step-by-step process. © American Society for Engineering Education, 2016.",,,,,,,,,,,,,"Carter, J.F., Lines of communication: Using a wiki in a mathematics course (2009) Primus, 19 (1), pp. 1-17; Cowan, N., Alloway, T.P., The development of working memory (1997) The Development of Memory in Childhood, pp. 163-199; Edgcomb, A., Vahid, F., Simplify! Simplifying College Course Organization So Students can Get Back to Learning, , https://docs.google.com/document/d/1CEQAq4HNJNUNLvX3_VaXuz40dWiGTjmFTmzu-IwPbWM/pub, accessed: April 2016; Gliem, R.R., Gliem, J.A., Calculating, interpreting, and reporting cronbach's alpha reliability coefficient for likert-type scales (2003) Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education; Harrington, C.M., Gabert-Quillen, C.A., Syllabus length and use of images: An empirical investigation of student perceptions (2015) Scholarship of Teaching and Learning in Psychology, 1 (3); Mayer, R.E., Moreno, R., Nine ways to reduce cognitive load in multimedia learning (2003) Educational Psychologist, 38 (1), pp. 43-52; Paas, F., Renkl, A., Sweller, J., Cognitive load theory and instructional design: Recent developments (2003) Educational Psychologist, 38 (1), pp. 1-4; Ross, S.E., Niebling, B.C., Heckert, T.M., Sources of stress among college students (1999) Social Psychology, 61 (5), pp. 841-846; Sweller, J., Cognitive load during problem solving: Effects on learning (1988) Cognitive Science, 12 (2), pp. 257-285; Sweller, J., Cognitive load during problem solving: Effects on learning (1988) Cognitive Science, 12 (2), pp. 257-285; Sweller, J., Van Merrienboer, J.J.G., Paas, F.G.W.C., Cognitive architecture and instructional design (1998) Educational Psychology Review, 10 (3), pp. 251-296",,,,American Society for Engineering Education,123rd ASEE Annual Conference and Exposition,26 June 2016 through 29 June 2016,,123120.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84983243114
"Torres A., Sriraman V., Ortiz A.M.",35303974600;6602679072;36465318000;,Considering the effectiveness of comprehensive assessment and the impact of PBL implementation in a concrete industry project management course,2016,"ASEE Annual Conference and Exposition, Conference Proceedings",2016-June,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983364566&partnerID=40&md5=6410926279493f0972d5f4ec480b5ae9,"Texas State University, Department of Engineering Technology, San Marcos, United States","Torres, A., Texas State University, Department of Engineering Technology, San Marcos, United States; Sriraman, V., Texas State University, Department of Engineering Technology, San Marcos, United States; Ortiz, A.M., Texas State University, Department of Engineering Technology, San Marcos, United States","The objectives of this study were two-fold: first, to assess the effectiveness of using Project Based Learning (PrBL) pedagogy and second, to determine the efficacy of a comprehensive set of assessment methods from the standpoint of assessing learning in a PrBL implementation. The project used in this study incorporates actual, in-the-field projects that represent real-life scenarios that the students will encounter once they graduate. Various direct assessment methods were implemented in this study. These assessment methods included a pre and post questionnaire of student beliefs and opinions, homework grades, in-class 'clicker' quiz grades, overall project grades, embedded test question grades, a video lecture project, and short answer case study questions on exams. The data sets collected with these assessment methods were compared to data taken from the past two offerings of the same course and with data from a similar course taught by the same professor in the same department. The analysis reshowed that the students favored both the actual concrete construction project and the milestone deliverable method. The particular assessment methods that provided the most feedback were the embedded test questions and the case study section of the exam. Since students had to work with an individual real-world case study on the exam, the individual student's effort, understanding, and ability to solve technical problems from the milestone project were quantified through the exam. The overall grade assessment method revealed an average of 4.5 percentage point increase in grades from past offerings of the course and a similar course that does not include the PrBL pedagogy. © American Society for Engineering Education, 2016.",,,,,,,,,,,,,"Savage, R.N., Chen, K.C., Vanasupa, L., Integrating project-based learning throughout the undergraduate engineering curriculum (2007) Journal of STEM Education: Innovation and Research, 8 (3); Macdonald, R., Savin-Baden, M., (2004) A Briefing on Assessment in Problem-based Leaning, , LTSN Generic Center Assessment Series No. 13, Heslington, York, U.K; Biggs, J., (2003) Teaching for Quality Learning at University, , SHRE/Open University Press, Buckingham, U.K; Macdonald, R., Assessment strategies for enquiry and problem-based learning (2005) Handbook of Enquiry and Problem Based Learning, , CELT: Galway; Caroll, C., Assessing project-based learning: A case study of an undergraduate selling and sales management module at the university of limerick (2005) Handbook of Enquiry and Problem Based Learning, , CELT: Galway; Solomon, G., Project-based learning: A primer (2003) Technology & Learning, 23; Gulbahar, Y., Tinmaz, H., Implementing project-based learning and E-portfolio assessment in an undergraduate course (2006) Journal of Research on Technology in Education, 38 (3); Torres, A., Sriraman, V., Project based learning in concrete industry project management (2015) 2015 ASEE Annual Conference and Exposition, Construction Division, pp. 2612621-26126210; Brown, D., A span in time DLB Films",,,,American Society for Engineering Education,123rd ASEE Annual Conference and Exposition,26 June 2016 through 29 June 2016,,123120.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84983364566
"Favaloro T., Ball T., Graham Z.W., Isaacson M.S.",55192469300;30367472400;29467464100;7103350731;,Facilitating learner self-efficacy through interdisciplinary collaboration in sustainable systems design,2016,"ASEE Annual Conference and Exposition, Conference Proceedings",2016-June,,,,,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983283332&partnerID=40&md5=749f1955b00c82a81f6e64bc6571ab29,"University of California, Santa Cruz, United States","Favaloro, T., University of California, Santa Cruz, United States; Ball, T., University of California, Santa Cruz, United States; Graham, Z.W., University of California, Santa Cruz, United States; Isaacson, M.S., University of California, Santa Cruz, United States","An educational partnership between a minority-serving community college and a research university has been offering STEM students an eight-week summer internship in sustainable energy systems with the goal of providing applied research experiences while strengthening community and institutional bonds. In 2015, the interns' involvement in the successful design, development, and implementation of an innovative testbed for assessment of grid supporting ""smart"" technology was facilitated by early preparations for self-directed learning. Here, we provide detailed descriptions of a phased pedagogical approach that was instrumental in enabling participants from multidisciplinary and diverse backgrounds to effectively communicate, contribute, and innovate. Heavy scaffolding through a series of controlled yet experiential learning activities targeted key engineering content and process skills, while positioning learners to be efficacious during the research and development phase. Participants formed transitional development teams that restructured based on current project needs; each group member took responsibility for becoming an ""expert"" in self-prescribed roles: wireless communication protocol, residential electrical wiring, embedded systems design and programming, construction technique, research and characterization of ""smart"" loads, among others. This paper presents evidence of a) group interaction and individual participation in practices facilitating the collaborative emergence of innovation and b) learner self-efficacy, which we postulate are correlated. Exit interviews, audio diaries, and a survey instrument assessing interactive engagement in learners were used in analyses of the learning processes and learning outcomes of this case study. Findings point to the importance of allowing participants to identify and take ownership of a discrete set of tasks while expanding skillsets and building peripheral knowledge through facilitated collaboration across domain-specific working groups. This case study culminates in a discussion of four constitutive processes of innovation: choice, challenge, accountability, and cross-disciplinary synergy, as being predictive of the learner's ability to participate in collaborative, group-level innovation. © American Society for Engineering Education, 2016.",,,,,,,,,,,,,"(2015) National Solar Jobs Census 2014, , http://www.thesolarfoundation.org/national-solar-jobs-census-2014, Accessed; (2015) Fact Sheet: Jobs in Renewable Energy and Energy Efficiency, , http://www.eesi.org/papers/view/fact-sheet-jobs-in-renewable-energy-and-energy-efficiency-2015; (2008) Skills Needs in the Energy Industry, , A report on the initial findings of the three surveys conducted by the Energy Institute, Deloitte and Norman Broadbent; (2013) Renewing Futures: A National Human Resources Strategy for Renewable Electricity, , Electricity Human Resources Canada; (2009) Task Force on America's Future Energy Jobs, , National Commission on Energy Policy; DuPuis, E.M., Ball, T., How not what: Teaching sustainability as process (2013) Sustainability: Science, Practice, & Policy, 9 (1); Wertsch, J.V., (1998) Mind as Action, , New York, NY: Oxford University Press; Cole, M., Engeström, Y., A cultural-historical approach to distributed cognition (1993) Distributed Cognitions: Psychological and Educational Considerations, pp. 1-46; Engeström, Y., (2014) Learning by Expanding, , Cambridge University Press; Biological Sciences Curriculum Study., & National Institute of General Medical Sciences (U.S.), Aclufi, A., (2005) Doing Science: The Process of Scientific Inquiry, , Colorado Springs, CO: BSCS; Hofstein, A., Lunetta, V.N., The laboratory in science education: Foundations for the twenty-first century (2004) Science Education, 88 (1), pp. 28-54; Petersen, S., The General Practice of Engineering Notes, , Unpublished; (2015) California Independent Systems Operator (ISO), , http://www.caiso.com/Pages/TodaysOutlook.aspx, June; Douglass, P.J., Garcia-Valle, R., Nyeng, P., Østergaard, J., Togeby, M., Demand as frequency controlled reserve: Implementation and practical demonstration (2011) Innovative Smart Grid Technologies (ISGT Europe), 2011 2nd IEEE PES International Conference and Exhibition On, pp. 1-7. , December IEEE; Douglass, P.J., Garcia-Valle, R., Nyeng, P., Ostergaard, J., Togeby, M., Smart demand for frequency regulation: Experimental results (2013) Smart Grid, IEEE Transactions On, 4 (3), pp. 1713-1720; Kondoh, J., Lu, N., Hammerstrom, D.J., An evaluation of the water heater load potential for providing regulation service (2011) Power and Energy Society General Meeting, 2011 IEEE, pp. 1-8. , July IEEE; Hilpert, J.C., Husman, J., A group-level framework for emergent properties of interactive learning (2015) 2015 ASEE Annual Conference and Exposition, , June Paper presented at Seattle, Washington; Hilpert, J.C., Husman, J., Stump, G., (2015) A Manual for the use of the Innovative Engagement Scale (IES), , Unpublished (personal communication); (2016) ABET, Criteria for Accrediting Engineering Programs, , Jan; http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2016-2017/#outcomes; Bandura, A., Self-efficacy: Toward a unifying theory of behavior change (1977) Psychological Review, 84, pp. 191-215; Zimmerman, B.J., Self-efficacy: An essential motive to learn (2000) Contemporary Educational Psychology, 25 (1), pp. 82-91; Betz, N.E., Assessment of self-efficacy (2013) APA Handbook of Testing and Assessment in Psychology, 2, pp. 379-391. , Geisinger, K. F., et. al. (Eds.) Testing and assessment in clinical and counseling psychology. APA handbooks in psychology Washington, DC, US: American Psychological Association; Bandura, A., (1994) Self-efficacy, , John Wiley & Sons, Inc; Jernigan, C.G., What do students expect to learn? The role of learner expectancies, beliefs, and attributions for success and failure in student motivation (2004) Current Issues in Education, 7 (4); Lave, J., Wenger, E., Legitimate peripheral participation in communities (2009) Strategic Learning in a Knowledge Economy, , 167",,,,American Society for Engineering Education,123rd ASEE Annual Conference and Exposition,26 June 2016 through 29 June 2016,,123120.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84983283332
Reckinger S.M.,56300686400;,Implementation and evaluation of different types of peer learning instruction in a MATLAB programming course,2016,"ASEE Annual Conference and Exposition, Conference Proceedings",2016-June,,,,,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84983315961&partnerID=40&md5=f6c49d6311bdf11e16767417c675df0d,"Department of Mechanical and Industrial Engineering, Montana State University (MSU), United States","Reckinger, S.M., Department of Mechanical and Industrial Engineering, Montana State University (MSU), United States","Programming continues to be one of the most difficult skills to master in the early stages of the mechanical engineering curriculum. The disparity between students' incoming and potential skills in a typical ""introductory to programming course"" is large. This bimodal population creates a huge challenge for designing programming curriculum and instruction methods. The techniques presented here are all themed around employing peer learning inside and outside the classroom. Peer learning has been shown to help both the peer leader and the peer learner1. With such a wide range of abilities among the students, peer learning serves as a way to enhance the learning environment for both modes of students. Three forms of research-based peer learning were implemented in the design of a MATLAB programming course for mechanical engineering undergraduate students. This is a follow-up from the work presented previously on the backward course design which shaped this curriculum2. First, a peer learning program was initiated. These undergraduate peer learning leaders played two roles in the course, (I) they were in the classroom helping students' with their work, and, (II) they led optional two hour helps sessions outside of the class time. The second form of peer learning was implemented through the inclusion of a peer discussion period following in class clicker quizzes3. The third form of peer learning had the students creating video project assignments and posting them on YouTube to explain course topics to their peers. Several other more informal techniques were used to encourage peer learning, which will also be discussed in this paper. This paper will explain some of the details of how these peer learning techniques were implemented. Examples and sample student work will be provided. Student feedback in the form of both instructor-designed survey responses and formal course evaluations (quantitative and narrative) will be presented. Finally, effectiveness will be measured by formal assessment, direct and indirect to these peer learning methods. This will include both academic data/grades and pre/post test scores. Overall, the course design and its inclusion of these peer learning techniques demonstrate effectiveness. The PLG program and peer discussions will be included in all future iterations of this course, while the student created video content will need further exploration. © American Society for Engineering Education, 2016.",,,,,,,,,,,,,"Otero, V., Pollock, S., Finkelstein, N., A physics department's role in preparing physics teachers: The Colorado learning assistant model (2010) American Journal of Physics, 78 (11), pp. 1218-1224; Reckinger, S.M., Reckinger, S.J., An interactive programming course model for mechanical engineering students (2014) Proceedings of the American Society of Engineering Education Annual Conference, , http://www.asee.org/public/conferences/32/papers/9, Indianapolis, IN, June 15-18; Smith, M.K., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Bergmann, J., Sams, A., Flip your classroom: Reach every student in every class every day (2012) International Society for Technology in Education; Farrell, J.J., Moog, R.S., Spencer, J.N., A guided inquiry chemistry course (1999) J. Chem. Educ, 76, pp. 570-574; Sivilotti, P.A.G., Pike, S.M., The suitability of kinesthetic learning activities for teaching distributed algorithms (2007) ACM SIGCSE Bulletin, 39 (1), pp. 362-366; (2014) Northeast Regional Learning Assistant Workshop, pp. 21-22. , Boston University, March; Greene, H., Crespi, C., The value of student created videos in the college classroom - An exploratory study in marketing and accounting (2012) International Journal of Arts and Sciences, 5 (1), pp. 273-283; Benedict, L., Pence, H.E., Teaching chemistry using student-created videos and photo blogs accessed with smartphones and two-dimensional barcodes (2012) Journal of Chemical Education, 89 (4), pp. 492-496; Bates, S.P., Galloway, R.K., Karon, L., McBride, N., Rebello, S., Engelhardt, P.V., Singh, C., Student-generated content: Using PeerWise to enhance engagement and outcomes in introductory physics courses (2012) AIP Conference Proceedings-American Institute of Physics, 1413 (1), p. 123; Wheeler, S., Yeomans, P., Wheeier, D., The good, the bad and the wiki: Evaluating student-generated content for collaborative learning (2008) British Journal of Educational Technology, 39 (6), pp. 987-995; Guo, P.J., Kim, J., Rubin, R., How video production affects student engagement: An empirical study of mooc videos (2014) Proceedings of the First ACM Conference on Learning@ Scale Conference, pp. 41-50. , ACM; (2014) Interpretative Guide: IDEA Diagnostic Form Report, , http://www.theideacenter.org/DiagnosticGuide; Ringenberg, J., Lapp, M., Bansal, A., Shah, P., The programming performance prophecies: Predicting student achievement in a first-year introductory programming course (2011) American Society of Engineering Education Annual Conference and Exposition, , Vancouver, B.C. Canada; http://www.piazza.com","Reckinger, S.M.; Department of Mechanical and Industrial Engineering, Montana State University (MSU)United States",,,American Society for Engineering Education,123rd ASEE Annual Conference and Exposition,26 June 2016 through 29 June 2016,,123120.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84983315961
"Mondal R.U., Ristaniemi T., Turkka J.",55961324700;35617583200;26422705400;,Cluster-based RF fingerprint positioning using LTE and WLAN outdoor signals,2016,"2015 10th International Conference on Information, Communications and Signal Processing, ICICS 2015",,, 7459987,,,,2.0,10.1109/ICICS.2015.7459987,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84973643582&doi=10.1109%2fICICS.2015.7459987&partnerID=40&md5=b477e447443b8503161597df5c14b99c,"Department of Mathematical Information Technology, University of Jyvaskyla, Jyvaskyla, Finland; Magister Solutions Ltd, Tampere, Finland","Mondal, R.U., Department of Mathematical Information Technology, University of Jyvaskyla, Jyvaskyla, Finland; Ristaniemi, T., Department of Mathematical Information Technology, University of Jyvaskyla, Jyvaskyla, Finland; Turkka, J., Magister Solutions Ltd, Tampere, Finland",In this paper we evaluate user-equipment (UE) positioning performance of three cluster-based RF fingerprinting methods using LTE and WLAN signals. Real-life LTE and WLAN data were collected for the evaluation purpose using consumer cellular-mobile handset utilizing 'Nemo Handy' drive test software tool. Test results of cluster-based methods were compared to the conventional grid-based RF fingerprinting. The cluster-based methods do not require grid-cell layout and training signature formation as compared to the grid-based method. They utilize LTE cell-ID searching technique to reduce the search space for clustering operation. Thus UE position estimation is done in short time with less computational cost. Among the cluster-based methods Agglomerative Hierarchical Cluster based RF fingerprinting provided best positioning accuracy using a single LTE and six WLAN signal strengths. This method showed an improvement of 42.3 % and 39.8 % in the 68th percentile and 95th percentile of positioning error (PE) over the grid-based RF fingerprinting. © 2015 IEEE.,Fuzzy C-means; Grid-based RF fingerprinting; Hierarchical Clustering; K-Nearest Neighbor; LTE cell-ID; Minimization of Drive Tests,Digital storage; Hierarchical systems; Mobile telecommunication systems; Nearest neighbor search; Signal processing; Software testing; Cell-ID; Fuzzy C mean; Grid-based; Hier-archical clustering; K-nearest neighbors; Minimization of drive tests; Wireless telecommunication systems,,,,,,,,,,,"Li, K., Bigham, J., Tokarchuk, L., Bodanese, E.L., A probabilistic approach to outdoor localization using clustering and principal component transformations (2013) 9th International Wireless Communications and Mobile Computing Conference, pp. 1-5. , July; Mazuelas, S., Lago, F., Blas, J., Bahillo, A., Fernandez, P., Lorenzo, R., Abril, E., Prior NLOS measurement correction for positioning in cellular wireless networks (2009) IEEE Trans. Veh. Technol., 58 (5), pp. 2585-2591. , Jun; Bshara, M., Orguner, U., Gustafsson, F., Van Biesen, L., Fingerprinting localization in wireless networks based on receivedsignal-strength measurements: A case study on WiMAX networks (2010) IEEE Trans. Veh. Technol., 59 (1), pp. 283-294. , Jan; Youssef, M., Agrawala, A., Shankar, A.U., WLAN location determination via clustering and probability distributions (2003) 1st IEEE Int. Conf. on Pervasive Computing and Commun., pp. 143-150. , Texas, USA; Kushki, A., Plataniotis, K.N., Venetsanopoulos, A.N., Kernel-based positioning in wireless local area networks (2007) IEEE Trans. on Mobile Computing, 6 (6), pp. 689-705. , June; http://www.skyhookwireless.com/about-skyhook; Li, B., Quader, I.J., Dempster, A.G., On outdoor positioning with Wi-Fi (2008) Journal of Global Positioning Systems, 7 (1), pp. 18-26; Liu, X., Zhang, S., Quan, J., Lin, X., The experimental analysis of outdoor positioning system based on fingerprint approach (2010) 12th IEEE International Conference on Communication Technology, pp. 369-372. , China, Nov; Johansson, J., Hapsari, W.A., Kelley, S., Bodog, G., Minimization of drive tests in 3GPP release 11 (2012) IEEE Communications Magazine, 50 (11), pp. 36-43. , November; Chen, Y., Yang, Q., Yin, J., Chai, X., Power-efficient access-point selection for indoor location estimation (2006) IEEE Trans. Knowledge and Data Eng., 18 (7), pp. 877-888. , July; Laitinen, E., Lohan, E.S., Talvitie, J., Shrestha, S., Access point significance measures in WLAN-based location (2012) Proc Of. Workshop on Positioning, Navigation and Communication, Germany, pp. 24-29. , March; Kaemarungsi, K., Krishnamurthy, P., Modeling of indoor positioning systems based on location fingerprinting (2004) Proc. INFOCOM, 2, pp. 1012-1022. , March; Mondal, R.U., Turkka, J., Ristaniemi, T., An efficient grid-based rf fingerprint positioning algorithm for user location estimation in heterogeneous small cell networks (2014) International Conference on Localization and GNSS (ICL-GNSS), , Helsinki, Finland, June; Johansson, J., Hapsari, W.A., Kelley, S., Bodog, G., Minimization of drive tests in 3GPP release 11 (2012) IEEE Communications Magazine, 50 (11), pp. 36-43. , November; Hiltunen, T., Mondal, R.U., Turkka, J., Ristaniemi, T., Generic architecture for minimizing drive tests in heterogeneous networks (2015) IEEE 82nd Vehicular TechnologyConference (VTC-fall), , USA, 6-9 September; Weblink, , http://www.anite.com/businesses/networktesting/products/nemo-handy-world's-most-widely-used-handheld-drivetest-tool#.Vc8nPmqpBd; Feng, C., Au, W.S.A., Valaee, S., Tan, Z., Received-signalstrengthbased indoor positioning using compressive sensing (2012) IEEE Transactions OnMobile Computing, 11 (12), pp. 1983-1993; Bahl, P., Padmanabhan, V.N., RADAR: An in-building RFbased user location and tracking system (2000) Proc. of IEEE Infocom, 2, pp. 775-784. , Tel Aviv, Israel, March 2000; Li, B., Wang, Y., Lee, H.K., Dempster, A.G., Rizos, C., Method for yielding a database of location fingerprints in WLAN (2005) IEE Proceedings-Communications, 152 (5), pp. 580-586. , October; Davies, D.L., Bouldin, D.W., A cluster separation measure (1979) IEEE Trans. on Pattern Analysis and Machine Intelligence, (2 PAMI-1), pp. 224-227; Zhou, H., Van, N.N., Indoor fingerprint localization based on fuzzy c-means clustering (2014) 6th International Conference on Measuring Technology and Mechatronics Automation, China, pp. 337-340. , 10-11 Jan; Bezdec, J.C., (1981) Pattern Recognition with Fuzzy Objective Function Algorithms, , Plenum Press, New York",,,,Institute of Electrical and Electronics Engineers Inc.,"10th International Conference on Information, Communications and Signal Processing, ICICS 2015",2 December 2015 through 4 December 2015,,121516.0,,9781467372183,,,English,"Int. Conf. Inf., Commun. Signal Process., ICICS",Conference Paper,Final,,Scopus,2-s2.0-84973643582
"Hara T., Braun I., Kapp F., Schill A.",55813968900;10738827700;55503241000;7004418075;,Toward a second screen peer discussion derivative,2016,ISEC 2016 - Proceedings of the 6th IEEE Integrated STEM Education Conference,,, 7457540,235,240,,1.0,10.1109/ISECon.2016.7457540,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84969931185&doi=10.1109%2fISECon.2016.7457540&partnerID=40&md5=fa4e9ae3b63233976341576960b2998d,"Technische Universität Dresden, Dresden, Germany","Hara, T., Technische Universität Dresden, Dresden, Germany; Braun, I., Technische Universität Dresden, Dresden, Germany; Kapp, F., Technische Universität Dresden, Dresden, Germany; Schill, A., Technische Universität Dresden, Dresden, Germany","Peer Instruction is a teaching concept conceived to increase students' success in STEM courses (science technology engineering, and mathematics). The concept has been successfully applied to non-STEM courses, however it is more or less limited to on-site courses. Extending courses into the online medium allows students to design their learning based on their interests and demand while maintaining structured presentation and/or discussion of learning material. Peer Instruction's 'peer discussion' phase cannot be non-trivially transferred into the online medium. Such transfer would allow for added value to on-site classes, especially for GEMS (girls in engineering, mathematics, and science) as well as challenged students as barriers keeping them from participating in discussion can be significantly reduced. Potential solutions to facilitate the transfer lie in heavily investigated solutions like clickers, or audience response systems. However, these solutions primarily aim at large audiences, namely readings. Our research investigates transferability of concepts into smaller on-site classes, namely tutorials. It discusses experimental results and concepts for a tech-enhanced peer discussion derivative utilisable in tutorials while providing anonymity and barrier-free access to discussions. At the same time, cognisant incidental utilisation (CIU) is impelled in order to maintain a focus on the actual on-site activities, only providing added value. This added value of tutorials is presented to the students by means of a second screen experience. © 2016 IEEE.",Cognisant Incidental Utilisation; Peer Discussion; Second Screen; Tech-enhanced Education,"Curricula; Education; Students; Teaching; Audience response systems; Cognisant Incidental Utilisation; Learning materials; Peer discussions; Science technologies; Second screens; Structured presentations; Teaching concepts; STEM (science, technology, engineering and mathematics)",,,,,,,,,,,"Lee, H.J., Andrejevic, M., Second-screen theory (2013) Connected Viewing: Selling, Streaming & Sharing Media in the Digital Age, p. 40; Chen, K.-C., Jang, S.-J., Motivation in online learning: Testing a model of self-determination theory (2010) Computers in Human Behavior, 26 (4), pp. 741-752; Law, K.M., Lee, V.C., Yu, Y.-T., Learning motivation in elearning facilitated computer programming courses (2010) Computers & Education, 55 (1), pp. 218-228; Schulmeister, R., Lernplattformen für das virtuelle Lernen: Evaluation und Didaktik (2005) 2. Auflage Vom 17. August 2005 Hrsg., Oldenbourg: Oldenbourg Wissenschaftsverlag GmbH; Mazur, E., Peer instruction: A user's manual (1997) Series in Educational Innovation, , ed., Upper Saddle River, NJ: Prentice Hall; Zimmerman, B.J., Boekarts, M., Pintrich, P., Zeidner, M., Attaining self-regulation: A social cognitive perspective (2000) Handbook of Selfregulation, pp. 13-39; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astronomy Education Review, 5 (1), pp. 70-88; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Brady, M., Seli, H., Rosenthal, J., Clickers and metacognition: A quasi-experimental comparative study about metacognitive selfregulation and use of electronic feedback devices (2013) Computer & Education, 65, pp. 56-63; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers \& Education, 56 (1), pp. 36-43; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Kapp, F., Braun, I., Körndle, H., Schill, A., Metacognitive support in university lectures provided via mobile devices (2014) INSTICC; Proceedings of CSEDU 2014; Kapp, F., Damnik, G., Braun, I., Körndle, H., AMCS: A tool to support SRL in university lectures based on information from learning tasks (2014) Summerschool Dresden 2014, , Dresden, Germany; Kapp, F., Braun, I., Körndle, H., Aktive beteiligung studierender in der vorlesung durch den einsatz mobiler endgeräte mit hilfe des auditorium mobile classroom services (AMCS) (2014) Symposium Auf Dem 49. Kongress der Deutschen Gesellschaft Für Psychologie; Verbesserung von Hochschullehre: Beiträge der Pädagogischpsychologischen Forschung; Hara, T., Kapp, F., Braun, I., Schill, A., Comparing tool-supported lecture readings and exercise tutorials in classic university setting (2015) Proceedings of the 7th International Conference on Computer Supported Education (CSEDU 2015), , Lisbon, Portugal",,,"AT and T;MathWorks;Science Cosmos;University of Cincinnati;University of Waterloo, Knowledge Integration",Institute of Electrical and Electronics Engineers Inc.,"6th IEEE Integrated STEM Education Conference, ISEC 2016",5 March 2016,,121307.0,,9781467397735,,,English,ISEC - Proc. IEEE Integr. STEM Educ. Conf.,Conference Paper,Final,,Scopus,2-s2.0-84969931185
Kastner M.,37053878200;,"The use of an audience response system to monitor students' knowledge level in real-time, its impact on grades, and students' experiences",2016,Proceedings of the Annual Hawaii International Conference on System Sciences,2016-March,, 7427196,104,113,,2.0,10.1109/HICSS.2016.21,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84975469198&doi=10.1109%2fHICSS.2016.21&partnerID=40&md5=45b18105a0b9fcf40688a8613f344d5c,"Vienna University of Economics and Business, Austria","Kastner, M., Vienna University of Economics and Business, Austria","In an effort to evaluate the effectiveness of an audience response system (ARS), a mixed methods approach was developed using qualitative and quantitative questionnaire data together with direct measures such as exam and ARS performance scores. The results reveal that students' exam scores are higher for those students who answer ARS questions and that ARS performance scores are an indicator of how well a student will do in the final exam. Furthermore, perceived usefulness and perceived enjoyment matters for the grade, while anxiety and self-efficacy do not have an impact on students' achievement. Qualitative data on students' ARS experiences provide even deeper insights into the ARS itself and its implementation in the course, ARS questions and their benefits, and students' emotional associations. Finally, students who did not answer ARS questions had the opportunity to comment on their reasons for non-participation. © 2016 IEEE.",,Education; Audience response systems; Direct measures; Knowledge level; Perceived enjoyment; Perceived usefulness; Qualitative data; Questionnaire data; Self efficacy; Students,,,,,,,,,,,"Andergassen, M., Development of a browser-based mobile audience response system for large classrooms (2013) International Journal of Mobile and Blended Learning, 5 (1), pp. 58-76; Artino, A.R., Jr., Online military training: Using a social cognitive view of motivation and self-regulation to understand students' satisfaction, perceived learning, and choice (2007) Quarterly Review of Distance Education, 8 (3), pp. 191-202; Bagozzi, R.P., Assessing construct validity in organizational research (1991) Administrative Science Quarterly, 36 (3), pp. 421-458; Bain, L.Z., Przybyla, J., The impact of student response systems on student behavior and performance in a management information systems course (2009) Issues in Information Systems, 10 (1), pp. 1-12; Bandura, A., (1997) Self-Efficacy: The Expercise of Control, , Freeman, New York; Biggs, J., Tang, C., (2011) Teaching for Quality Learning at University: What the Student Does, , McGraw-Hill Education, Berkshire (UK); Cain, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73 (2), pp. 2121-2127; Colquitt, J.A., Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research (2000) Journal of Applied Psychology, 85 (5), pp. 678-707; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) The Management Information Systems Quarterly, 13 (3), pp. 319-340; Dawson, D.L., The effect of performance feedback on student help-seeking and learning strategy use: Do clickers make a difference (2010) The Canadian Journal for the Scholarship of Teaching and Learning, 1 (1), pp. 20-61; Debourgh, G.A., Use of classroom clickers to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8 (2), pp. 76-87; Driscoll, R., Westside Test Anxiety Scale, , http://www.testanxietycontrol.com/downloads/scale.pdf, accessed 10. 02. 2014; Dufresne, R.J., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7 (2), pp. 3-47; Efstathiou, N., Bailey, C., Promoting active learning using audience response system in large bioscience classes (2012) Nurse Education Today, 32 (1), pp. 91-95; Field, A., (2009) Discovering Statistics Using SPSS, , Sage, Thousand Oaks, CA; Fornell, C., Larcker, D.F., Evaluating structural equation models with unobservable variables and measurement error (1981) Journal of Marketing Research, 18 (1), pp. 39-50; Freeman, S., Active learning increases student performance in science, engineering, and mathematics (2014) PNAS, 111 (23), pp. 8410-8415; Gauci, S.A., Promoting student-centered active learning in lectures with a personal response system (2009) Advances in Physiology Education, 33 (1), pp. 60-71; Grzeskowiak, L.E., Enhancing continuing education activities using audience response systems: A single-blind controlled trial (2015) Journal of Continuing Education in the Health Professions, 35 (1), pp. 38-45; Hair, J.F., (1998) Multivariate Data Analysis, , London; Han, J.H., Closing the missing links and opening the relationships among the factors: A literature review on the use of clicker technology using the 3p model (2014) Educational Technology & Society, 17 (4), pp. 150-168; Hu, L.T., Bentler, P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999) Structural Equation Modeling: A Multidisciplinary Journal, 6 (1), pp. 1-55; Huang, W., A preliminary validation of attention, relevance, confidence and satisfaction model-based instructional material motivational survey in a computer-based tutorial setting (2006) British Journal of Educational Technology, 37 (2), pp. 243-259; Igbaria, M., Why do individuals use computer technology a finnish case study (1995) Information & Management, 29 (5), pp. 227-238; Kastner, M., Incorporating students' self-efficacy and subject value in the evaluation of audience response systems (2015) HICSS 48, pp. 81-90; Kastner, M., Stangl, B., Mapping learning AIDS and introducing learning styles as a moderator (2011) HICSS, 44, pp. 1-10; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kay, R.H., Lesage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 235-249; King, S.O., Robinson, C.L., 'Pretty lights' and maths! increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Computers & Education, 53 (1), pp. 189-199; Lim, D.H., Cross cultural differences in online learning motivation (2004) Academy of Human Resource Development International Conference, pp. 863-870; Lymn, J.S., Mostyn, A., Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning (2010) BMC Medical Education, 10 (1), p. 73. , 71-10; Macqueen, K.M., Guest, G., (2008) Handbook for Team-Based Qualitative Research, , Altamira Press, Plymouth, UK; Mayring, P., (2010) Qualitative Inhaltsanalyse-Grundlagen und Techniken, , Beltz, 11th edn, Weinheim/Basel; Mclaughlin, J.E., Pharmacy student engagement, performance, and perception in a flipped satellite classroom (2013) American Journal of Pharmaceutical Education, 77 (9), p. 196. , 191-198; Nungester, R.J., Duchastel, P.C., Testing versus review: Effects on retention (1982) Journal of Educational Psychology, 74 (1), pp. 18-22; Nunnally, J., Bernstein, I., (1994) Psychometric Theory, , McGraw-Hill, 3rd edn, New York; Onga, C.-S., Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies (2004) Information & Management, 41 (6), pp. 795-804; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2009) International Journal for the Scholarship of Teaching and Learning, 3 (2), p. 17. , 11-13; Patterson, B., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30 (7), pp. 603-607; Pintrich, P.R., De Groot, E.V., Motivational and self-regulated learning components of classroom academic performance (1990) Journal of Educational Psychology, 82 (1), pp. 33-40; Pintrich, P.R., (1991) A Manual for the Use of the Motivated Strategies for Learning Questionnaire (Mslq), , University of Michigan; Podsakoff, P.M., Organ, D.W., Self-reports in organizational research: Problems and prospects (1986) Journal of Management, 12 (4), pp. 531-544; Spielberger, C.D., (1995) Test Anxiety: Theory, Assessment, and Treatment, , Taylor & Francis, Washington; Sprague, E.W., Dahl, D.W., Learning to click an evaluation of the personal response system clicker technology in introductory marketing courses (2010) Journal of Marketing Education, 32 (1), pp. 93-103; Stajkovic, A.D., Luthans, F., Self-efficacy and work-related performance: A meta-analysis (1998) Psychological Bulletin, 124 (2), pp. 240-261; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Ten Cate, O., Durning, S., Peer teaching in medical education: Twelve reasons to move from theory to practice (2007) Medical Teacher, 29 (6), pp. 591-599; Venkatesh, V., Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model (2000) Information Systems Research, 11 (4), pp. 342-365; Voelkel, S., Bennett, D., New uses for a familiar technology: Introducing mobile phone polling in large classes (2014) Innovations in Education and Teaching International, 51 (1), pp. 46-58; Walton, A., Student perceptions of a wireless audience response system (2008) Interactive Technology and Smart Education, 5 (4), pp. 217-229","Kastner, M.; Vienna University of Economics and BusinessAustria; email: margit.kastner@wu.ac.at",Sprague R.H.Bui T.X.,,IEEE Computer Society,"49th Annual Hawaii International Conference on System Sciences, HICSS 2016",5 January 2016 through 8 January 2016,,120046.0,15301605,9780769556703,,,English,Proc. Annu. Hawaii Int. Conf. Syst. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84975469198
"Kojima T., Hiyama A., Kobayashi K., Kamiyama S., Ishii N., Hirose M., Akiyama H.",56263456900;8866503200;57191037730;56086458700;7402368413;7403221405;35745668400;,EXILE: Experience based interactive learning environment,2016,ACM International Conference Proceeding Series,25-27-February-2016,, a37,,,,,10.1145/2875194.2875206,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84985910539&doi=10.1145%2f2875194.2875206&partnerID=40&md5=f908d4f968a4c65d1a304315b4f6431e,,"Kojima, T.; Hiyama, A.; Kobayashi, K.; Kamiyama, S.; Ishii, N.; Hirose, M.; Akiyama, H.","In a hyper- Aged society, health promotive activities for senior people became important social issues. In this paper, we propose an interactive virtual learning environment for health promotive exercises. It is designed for self- Training at a standard home environment and to providetrainingeffectswithout an informed training instructor. Proposed system consists of 3 items; a PC, a Kinect camera, and a display. Inexercises, trainee posturesand ideal postures which traineesshould imitate are visualizedsimultaneously in a 3D virtual environment.A traineeobserves the differences in postures which are emphasizedby real time feedback system and correctsown training postures. © 2016 ACM.",Elderly; Interactive learning system; Resistance training with slow movement; Virtual reality; Visualization,Educational technology; Flow visualization; Learning systems; Virtual reality; Aged societies; Elderly; Home environment; Interactive learning environment; Interactive learning systems; Kinect cameras; Real-time feedback; Virtual learning environments; Computer aided instruction,,,,,,,,,,,"Hirayama, T., Sato, K., Takada, K., Ohta, T., Impact of exercise, nutrition, and social participation on deathbased on the shizuoka prefecture elderly cohort study (2012) 58thTokai Public Health Conference; Watanabe, Y., Madarame, H., Ogasawara, R., Nakazato, K., Ishii, N., Effect of very low-intensity resistance training with slow movement on muscle size and strength in healthy older adults (2013) Clinical Physiology and Functional Imaging, pp. 463-470; Anderson, F., Grossman, T., Matejka, J., Fitzmaurice, G., Youmove: Enhancing movement training with an augmented reality mirror (2013) Proceedings of the 26th Annual ACM Symposium on User Interface Software and Technology -UIST '13, pp. 311-320; Kojima, T., Hiyama, A., Miura, T., Hirose, M., Training archived physical skill through immersive virtual environment (2014) Human Interface and the Management of Information, 8522, pp. 51-58. , Information and Knowledge in Applications and Services SE -6",,,Google;Swiss National Science Foundation,Association for Computing Machinery,"7th Augmented Human International Conference, AH 2016",25 February 2016 through 27 February 2016,,119565.0,,9781450336802,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-84985910539
"Ito M., Miura M.",57189053414;8892578400;,Portable vision-based response analyzer with sheet bending recognition,2016,"2015 IEEE 4th Global Conference on Consumer Electronics, GCCE 2015",,, 7398602,143,144,,,10.1109/GCCE.2015.7398602,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964940241&doi=10.1109%2fGCCE.2015.7398602&partnerID=40&md5=afdc70ad74926660ecf2d7f9ba49a5e0,"Department of Integrated System Engineering, Kyushu Institute of Technology, 1-1 Sensui, Tobata, Kitakyushu, Fukuoka, 804-8550, Japan; Faculty of Engineering, Kyushu Institute of Technology, 1-1 Sensui, Tobata, Kitakyushu, Fukuoka, 804-8550, Japan","Ito, M., Department of Integrated System Engineering, Kyushu Institute of Technology, 1-1 Sensui, Tobata, Kitakyushu, Fukuoka, 804-8550, Japan; Miura, M., Faculty of Engineering, Kyushu Institute of Technology, 1-1 Sensui, Tobata, Kitakyushu, Fukuoka, 804-8550, Japan","Device-free response analyzer system, which employs fiducial marker sheets and its recognition technologies, has been proposed to reduce the management tasks of student devices such as clickers and smartphones. Conventional device-free response analyzer systems utilize a PC and cameras to realize the recognition of the fiducial markers. However, the installation of the PC and cameras requires additional burdens for teachers. We have implemented the function of device-free response analyzer on a tablet OS. Thanks to the portability of the tablets, the teachers can easily conduct the response analyzer lecture. We have also implemented a sheet bending recognition, which enhances the modality of the marker-based response analyzer, to our system. © 2015 IEEE.",,Cameras; Consumer electronics; Analyzer system; Device-free; Fiducial marker; Management tasks; Sheet bending; Vision based; Teaching,,,,,,,,,,,"Huang, C.W., Liang, J.K., Wang, H.Y., EduClick: A computer-supported formative evaluation system with wireless devices in ordinary classroom (2001) Proc. of Int. Conference on Computers in Education, pp. 1462-1469; Miura, M., Nakada, T., Device-free personal response system based on fiducial markers Proceedings of the 7th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education (WMUTE2012); Cross, A., Cutrell, E., Thies, W., Low-cost audience polling using computer vision (2012) Proceedings of the 25th Annual ACM Symposium on User Interface Software and Technology, pp. 45-54. , http://doi.acm.org/10.1145/2380116.2380124, ser. UIST '12. New York, NY, USA: ACM; Miura, M., Sui, T., A simple sheet bending recognition for augmenting a two-dimensional marker-based response analyzer Proceedings of 4th Int. Conference on Informatics, Electronics &Vision (ICIEV15); Suzuki, A., Manabe, Y., Yata, N., 7-1 design of ar marker for cylindrical surface (2012) ITE Winter Annual Convention, (2012), pp. 7-11. , http://ci.nii.ac.jp/naid/110009669654/en, dec , in Japanese",,,"et al.;The Information Processing Society of Japan (IPSJ);The Institute of Electrical Engineers of Japan (IEEJ);The Institute of Electronics, Information and Communication Engineers (EiC);The Institute of Image Electronics Engineers of Japan (IIEEJ);The Institute of Image Information and Television Engineers (ITE)",Institute of Electrical and Electronics Engineers Inc.,"4th IEEE Global Conference on Consumer Electronics, GCCE 2015",27 October 2015 through 30 October 2015,,119290.0,,9781479987511,,,English,"IEEE Glob. Conf. Consum. Electron., GCCE",Conference Paper,Final,,Scopus,2-s2.0-84964940241
Green A.,56413778900;,Significant returns in engagement and performance with a free teaching app,2016,Journal of Economic Education,47,1,,1,10,,3.0,10.1080/00220485.2015.1106359,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959304081&doi=10.1080%2f00220485.2015.1106359&partnerID=40&md5=582d796c7a4fe6d16f8f7289ed28e2b2,"Department of Economics, Stetson University, 421 N. Woodland Blvd., DeLand, FL  32720, United States","Green, A., Department of Economics, Stetson University, 421 N. Woodland Blvd., DeLand, FL  32720, United States","Pedagogical research shows that teaching methods other than traditional lectures may result in better outcomes. However, lecture remains the dominant method in economics, likely due to high implementation costs of methods shown to be effective in the literature. In this article, the author shows significant benefits of using a teaching app for clicker questions and exit tickets (a digital one-minute paper) in lectures with minimal time commitment and outside preparation. The use of the teaching app improved exam performance by over 8 percent, on average, compared to a control section of traditional lecture and discussion in principles classes. © 2016 Taylor & Francis.",Active learning; clickers; student performance; teaching apps,,,,,,,,,,,,"Allgood, S., Bosshardt, W., Van Der Klaauw, W., Watts, M., What students remember and say about college economics years later (2004) American Economic Review, 94 (2), pp. 259-265; Becker, W.E., Watts, M., Teaching economics at the start of the 21st century: Still chalk-and-talk (2001) American Economic Review, 91 (2), pp. 446-451; Bergstrom, T.C., Teaching economic principles interactively:Acannibal's dinner party (2009) Journal of Economic Education, 40 (4), pp. 366-384; Bosshardt, W., Kennedy, P.E., Data resources and econometric techniques (2012) International Handbook on Teaching and Learning Economics, pp. 373-383. , ed. G. M. Hoyt and K. McGoldrick. Cheltenham, UK and Northampton, MA, USA: Edward Elgar; Bostian, A.J.A., Holt, C.A., Veconlab classroom clicker games: The wisdom of crowds and the winner's curse (2013) Journal of Economic Education, 44 (3), pp. 217-229; Brouhle, K., Exploring strategic behavior in an oligopoly market using classroom clickers (2011) Journal of Economic Education, 42 (4), pp. 395-404; Chizmar, J.F., Ostrosky, A.L., The one-minute paper: Some empirical findings (1998) Journal of Economic Education, 29 (1), pp. 3-10; Deslauriers, L., Schelew, E., Weiman, C., Improved learning in a large-enrollment physics class (2011) Science, 332 (6031), pp. 862-864; Dustmann, C., Rochina-Barrachina, M.E., Selection correction in panel data models: An application to the estimation of females' wage equations (2007) Econometrics Journal, 10, pp. 263-293; Emerson, T.L.N., Taylor, B.A., Comparing student achievement across experimental and lecture-oriented sections of a principles of microeconomics course (2004) Southern Economic Journal, 70 (3), pp. 672-693; Ghosh, S., Renna, F., Using electronic response systems in economics classes (2009) Journal of Economic Education, 40 (4), pp. 354-365; Goffe, W.L., Kauper, D., A survey of principles instructors:Why lecture prevails (2014) Journal of Economic Education, 45 (4), pp. 360-375; Green, A., The case for the traditional classroom (2014) International Review of Economics Education, 16, pp. 87-99; Green, A., The classroom as policy laboratory: Using a classroom simulation to experience macroeconomic policy (2014) Journal of Finance and Economics Education, 14 (1), pp. 64-78; Halpern, D.F., Hakel, M.D., Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer (2003) Change, 35 (4), pp. 35-61; Mazur, E., Farewell, lecture? (2009) Science, 323 (5910), pp. 50-51; Salemi, M.K., Clickenomics:Using a classroomresponse system to increase student engagement in a large-enrollment principles of economics course (2009) Journal of Economic Education, 40 (4), pp. 385-404; Scott, F., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Sciences of the United States of America (PNAS), 111 (23), pp. 8410-8415. , http://dx.doi.org/10.1073/pnas.1319030111; Watts, M., Schaur, G., Teaching and assessment methods in undergraduate economics: A fourth national quinquennial survey (2011) Journal of Economic Education, 42 (3), pp. 294-309; Wooldridge, J.M., (2002) Econometric Analysis of Cross Section and Panel Data, , Cambridge, MA: MIT Press","Green, A.; Department of Economics, Stetson University, 421 N. Woodland Blvd., United States; email: amg84@cornell.edu",,,Routledge,,,,,00220485,,,,English,J. Econ. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84959304081
"Faasen M., Fourie-Malherbe M.",57193402812;57193401602;,Pitfalls in introducing audience response activities for teaching and learning: Case studies from a south African university,2016,"IMSCI 2016 - 10th International Multi-Conference on Society, Cybernetics and Informatics, Proceedings",,,,111,116,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013651842&partnerID=40&md5=19146e312c6303b60d7cc9d64c6f0c62,"Department: Learning Technologies, Moonstone Business School Stellenbosch, Western Cape, South Africa; Department of Curriculum Studies, Stellenbosch University Stellenbosch, Western Cape, South Africa","Faasen, M., Department: Learning Technologies, Moonstone Business School Stellenbosch, Western Cape, South Africa; Fourie-Malherbe, M., Department of Curriculum Studies, Stellenbosch University Stellenbosch, Western Cape, South Africa","This paper reports on the implementation of audience response activities in five academic contexts at a higher education institution, and highlights some pitfalls in the introduction of this kind of technology for teaching and learning purposes. The paper firstly gives an overview of audience response technology, before contextualising the study. The study followed a mixed methods approach, and data collection included both quantitative and qualitative data in the form of observations of lessons, interviews with lecturers, student surveys and artefact analysis. This is followed by an analysis of the five cases. Pitfalls in integrating audience response technology in teaching and learning included the inefficient use of the aggregated feedback produced by the audience response system; technical difficulties encountered with the audience response system itself; drawbacks related to the size of the mobile device, and lack of motivation by students to participate in the activity. The paper concludes that the strength of audience response technology is the aggregated feedback given by the system, but for lecturers and students to benefit from this, lecturers need to redesign their current pedagogical practices. However, in order to do this they need sufficient technological and pedagogical support from the institution.",Audience response technology; Case study; Clickers; Mixed methods research; Mobile devices,Agglomeration; Cybernetics; Education; Mobile devices; Students; Audience response systems; Clickers; Higher education institutions; Mixed-methods research; Pedagogical practices; Teaching and learning; Technical difficulties; Technology for teachings; Teaching,,,,,,,,,,,"Anderson, L.S., Healy, A.F., Kole, J.A., Bourne, L.E., Jr., The clicker technique: Cultivating efficient teaching and successful learning (2013) Applied Cognitive Psychology, 27, pp. 222-234; Arya, H.K., (2015) Teachers Will Not Be Replaced by Technology, But Teachers Who do Not use Technology will be Replaced by Those who do, , http://dailyedventures.com/index.php/2015/03/12/harikrishna-arya, Online 2015, October, 9; Ayu, M.A., Taylor, K., Mantoro, T., Active learning: Engaging students in the classroom using mobile phones (2009) Proceedings of the Industrial Electronics and Applications Symposium on Industrial Electronics and Applications, , Kuala Lumpur, Malaysia. 4-6 October; Barbour, J., Consider clicking in: Using audience response systems to spark discussion (2013) Communication Teacher, 27 (1), pp. 38-44; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 1-17; Beatty, I.D., Transforming student learning with classroom communication systems (2004) Research Bulletin, 2004 (3), pp. 1-13; Bower, M., Hedberg, J.G., Kuswara, A., A framework for Web 2.0 learning design (2010) Educational Media International, 47 (3), pp. 177-198; Campbell, C., Monk, S., Introducing a learner response system to pre-service education students: Increasing student engagement (2015) Active Learning in Higher Education, 16 (1), pp. 25-36; Dabbagh, N., Pedagogical models for e-learning: A theory-based design framework (2010) International Journal of Technology in Teaching and Learning, 1 (1), pp. 25-44; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Duncan, D., ARSs: A new teaching aid with exceptional promise (2006) Astronomy Education Review, 5 (1), pp. 70-88; (2013) Institutional Intent and Strategy, , http://www.sun.ac.za/english/management/rector/Documents/InstitutionalIntentandStrategy2013-2018.pdf, Online, 2014, January, 25; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., Research-based practices for effective clicker use (2004) PERC Proceedings; (2014) Policy for the Provision of Distance Education in South African Universities in the Context of an Integrated Postschool System, , http://www.gpwonline.co.za/Gazettes/Gazettes/37811_7-7_HighEducationTrain.pdf, Online, 2016, April, 25; Simons, H., Listen, look, document: Methods in case study research (2009) Case Study Research in Practice, pp. 43-67. , London: SAGE Publications, Ltd; Tamrakar, B., (2008) Modern Approaches to Digital Learning Dll Project's Results, , Hämeenlinna: Julkaisija; Twetten, J., Smith, M.K., Julius, J., Murphy-Boyer, L., Successful clicker standardization (2007) Educause Quarterly, 4, pp. 63-67",,Tremante A.Sanchez B.Callaos N.Welsch F.,International Institute of Informatics and Systemics (IIIS),"International Institute of Informatics and Systemics, IIIS","10th International Multi-Conference on Society, Cybernetics and Informatics, IMSCI 2016",5 July 2016 through 8 July 2016,,126193.0,,9781941763483,,,English,"IMSCI - Int. Multi-Conf. Soc., Cybern. Inform., Proc.",Conference Paper,Final,,Scopus,2-s2.0-85013651842
"Schön D., Klinger M., Kopf S., Weigold W., Effelsberg W.",55232690300;56504765300;6701530095;57142391600;7004873520;,Customizable learning scenarios for students’ mobile devices in large university lectures: A next generation audience response system,2016,Communications in Computer and Information Science,583,,,189,207,,1.0,10.1007/978-3-319-29585-5_11,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959190815&doi=10.1007%2f978-3-319-29585-5_11&partnerID=40&md5=eadd75b1c60b03354cb51e30dc599853,"University of Mannheim, Mannheim, Germany","Schön, D., University of Mannheim, Mannheim, Germany; Klinger, M., University of Mannheim, Mannheim, Germany; Kopf, S., University of Mannheim, Mannheim, Germany; Weigold, W., University of Mannheim, Mannheim, Germany; Effelsberg, W., University of Mannheim, Mannheim, Germany","Audience Response Systems are a common sight in today’s university lectures. They are used to increase student’s motivation, self reflection and activation during large lectures with up to hundreds of students. The wide distribution of mobile devices supports this development, as teachers no longer have to hand out special hardware clickers, but can build on a variety of mobile web applications, which are able to perform classroom activities, like quizzes, lecture feedback and brainstorming. Therefore, most systems do either support a reasonable amount of basic scenarios or are very specialized in a few less common scenarios. But teachers often want to customize an established scenario for their own needs. This could be a small variation like an additional information text to a multiple choice question up to a more complex background logic to perform live experiments. Therefore, we developed a model and wrote a prototype which enables the users to customize their established learning scenarios or even build novel ones. Our teachers are now able to design and customize their own in-class learning scenarios, fill them with their content, use them in their lectures and reflect the results with their students. But besides the technological capabilities, designing a well-founded learning scenario still needs a certain amount of time and didactic experience. © Springer International Publishing Switzerland 2016.",Audience response systems; Clickers; Learning scenarios; Lecture feedback; Peer instruction; Quizzes,Distance education; E-learning; Education; Education computing; Mobile devices; Reconfigurable hardware; Teaching; Audience response systems; Clickers; Learning scenarios; Peer instruction; Quizzes; Students,,,,,,,,,,,"Kopf, S., Effelsberg, W., New teaching and learning technologies for interactive lectures (2007) Adv. Technol. Learn. (ATL) J, 4, pp. 60-67; Schön, D., Klinger, M., Kopf, S., Effelsberg, W., MobileQuiz - a lecture survey tool using smartphones and QR tags (2012) Int. J. Digit. Inf. Wirel. Commun. (IJDIWC), 2, pp. 231-244; Schön, D., Klinger, M., Kopf, S., Effelsberg, W., A model for customized in-class learning scenarios an approach to enhance audience response systems with customized logic and interactivity benefits of audience response (2015) 7Th International Conference on Computer Supported Education, CSEDU, , SCITEPRESS - Science and Technology Publications, Lissabon; Schön, D., Yang, L., Klinger, M., On the effects of different parameters in classroom interactivity systems on students (2015) Edmedia: World Conference on Educational Media and Technology, Montreal, pp. 721-729. , In: Carliner, S., Fulford, C., Ostashewski, N. (eds.), Quebec, Canada; Ehlers, J.P., Möbs, D., Vor Dem Esche, J., Blume, K., Bollwein, H., Halle, M., Einsatz von formativen, elektronischen testsystemen in der präsenzlehre (2010) GMS Zeitschrift Fur Medizinische Ausbildung, 27; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med. Educ, 3, p. 12; Rascher, W., Ackermann, A., Knerr, I., Interaktive kommunikationssysteme im kurrikurlaren unterricht der pädiatrie für medizinstudierende (2003) Monatsschrift Kinderheilkunde, 152, pp. 432-437; Tremblay, E., Educating the mobile generation - using personal cell phones as audience response systems in post-secondary science teaching (2010) J. Comput. Math. Sci. Teach, 29, pp. 217-227; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) J. Eng. Educ, 99, pp. 159-168; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) J. Comput. High. Educ, 7, pp. 3-47; Dawabi, P., Dietz, L., Fernandez, A., Wessner, M., ConcertStudeo: Using PDAs to support face-to-face learning (2003) International Conference on Computer Support for Collaborative Learning 2003 - Community Events, pp. 235-237. , In: Wasson, B., Baggetun, R., Hoppe, U., Ludvigsen, S. (eds.), Bergen, Norway; Scheele, N., Wessels, A., Effelsberg, W., Hofer, M., Fries, S., Experiences with interactive lectures: Considerations from the perspective of educational psychology and computer science (2005) Proceedings of The 2005 Conference on Computer Support for Collaborative Learning: Learning 2005: The Next 10 Years! CSCL 2005, pp. 547-556. , International Society of the Learning Sciences; Murphy, T., Fletcher, K., Haston, A., Supporting clickers on campus and the faculty who use them (2010) Proceedings of the 38Th Annual ACM SIGUCCS Fall Conference: Navigation and Discovery, SIGUCCS 2010, pp. 79-84. , ACM, New York; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput. Educ, 53, pp. 819-827; Vinaja, R., The use of lecture videos, ebooks, and clickers in computer courses (2014) J. Comput. Sci. Coll, 30, pp. 23-32; Teel, S., Schweitzer, D., Fulton, S., Braingame: A web-based student response system (2012) J. Comput. Sci. Coll, 28, pp. 40-47; Llamas-Nistal, M., Caeiro-Rodriguez, M., Gonzalez-Tato, J., Web-based audience response system using the educational platform called bea (2012) 2012 International Symposium on Computers in Education (SIIE), pp. 1-6; Jagar, M., Petrovic, J., Pale, P., Auress: The audience response system (2012) 2012 Proceedings ELMAR, pp. 171-174; Jackowska-Strumillo, L., Nowakowski, J., Strumillo, P., Tomczak, P., Interactive question based learning methodology and clickers: Fundamentals of computer science course case study (2013) 2013 the 6Th International Conference on Human System Interaction (HSI), pp. 439-442; Kundisch, D., Herrmann, P., Whittaker, M., Beutner, M., Fels, G., Magenheim, J., Sievers, M., Zoyke, A., Desining a web-based application to support peer instruction for very large groups (2012) Proceedings of the International Conference on Information Systems, pp. 1-12. , AIS Electronic Library, Orlando; Schön, D., Klinger, M., Kopf, S., Effelsberg, W., Homequiz: Blending paper sheets with mobile self-assessment tests (2013) Proceedings of Edmedia: World Conference on Educational Media and Technology 2013, pp. 1446-1454. , In: Herrington, J., Couros, A., Irvine, V. (eds.), Association for the Advancement of Computing in Education (AACE), Victoria; Chabi, M., Ibrahim, S., The impact of proper use of learning system on students’ performance - case study of using mymathlab (2014) 6Th International Conference on Computer Supported Learning, pp. 551-554; Seemann, E., Teaching mathematics in online courses - an interactive feedback and assessment tool (2014) Proceedings of the 6Th International Conference on Computer Supported Education, pp. 415-420. , SCITEPRESS - Science and Technology Publications; Veeramachaneni, K., Dernoncourt, F., MOOCdb: Developing data standards for mooc data science (2013) AIED 2013 Workshops, pp. 1-8","Schön, D.; University of MannheimGermany; email: schoen@informatik.uni-mannheim.de",Uhomoibhi J.Restivo M.T.Zvacek S.Helfert M.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",Springer Verlag,"7th International Conference on Computer Supported Education, CSEDU 2015",23 May 2015 through 25 May 2015,,164529.0,18650929,9783319295848,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84959190815
"Cheung G., Chan K., Brown I., Wan K.",24471344400;7406035235;57209541194;56814366900;,Teachers' knowledge and technology acceptance: A study on the adoption of clickers,2016,"Proceedings of the International Conference on e-Learning, ICEL",2016-January,,,46,51,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979207949&partnerID=40&md5=716c0459e6f2755022c3ebced40cbc73,"Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong","Cheung, G., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong; Chan, K., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong; Brown, I., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong; Wan, K., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong","Teacher acceptance is the key for the successful implementation of a new technology in education settings. While the Unified Theory of Acceptance and Use of Technology (UTAUT) offers a well-validated solution in explaining the behavioral intention of adopting an emerging technology, there are research gaps in understanding the determinants of the components in the model. Extending the previous model and applying it in the context of adoption of student response system (a.k.a. clickers), the current study explored the underlying factors that influence the core components of UTAUT - effort expectancy, performance expectancy, social influence, and facilitating conditions. In particular, the study examined the impact of teachers' knowledge on the evaluation of those components. Incorporating the concepts of Technological Pedagogical Content Knowledge (TPACK), the study attempted to investigate the association of teachers' knowledge and the major components in UTAUT. Fifty two teachers from 7 faculties at the Hong Kong Polytechnic University participated in our teacher survey between May and July 2015. Pearson's correlation analysis reveals that technological knowledge was positively correlated with effort expectancy (p<.01), performance expectancy (p<.01), and behavioral intention (p<.01). Further, there were positive associations between TPACK and performance expectancy (p<.01), effort expectancy (p<.01), facilitating conditions (p<.01), as well as behavioral intention (p<.01). Findings supported the hypothesis that teachers' knowledge is relevant to the perception on performance expectancy, effort expectancy, and facilitating conditions. In terms of theoretical implication, the current study extends the UTAUT by integrating the key concepts of TPACK in explaining the adoption of an emerging technology. As for practical implication, the study sheds light on strategies for successful implementation of clickers in university settings.",Clickers; Student response system; Teaching with technology; TPACK; Unified theory of acceptance and use of technology,Correlation methods; E-learning; Education; Education computing; Interactive computer systems; Clickers; Student-response system; Teaching with technology; TPACK; Unified theory of acceptance and use of technology; Teaching,,,,,,,,,,,"Agarwal, R., Karahanna, E., Time flies when you're having fun: Cognitive absorption and beliefs about information technology usage (2000) MIS Quarterly, 24, pp. 665-694; Ajzen, I., The theory of planned behavior (1991) Organizational Behavior and Human Decision Processes, 50 (2), pp. 179-211; Bandura, A., (1986) Social Foundations of Thought and Action: A Social Cognitive Theory, , Englewood Cliffs, NJ: Prentice-Hall; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Campbell, J., Mayer, R.E., Questioning as an instructional method: Does it affect learning from lectures? (2009) Applied Cognitive Psychology, 23 (6), pp. 747-759; Chau, P.Y., Influence of computer attitude and self-efficacy on IT usage (2001) Journal of End User Computing, 13 (1), pp. 26-33; Cleary, A.M., Using wireless response systems to replicate behavioral research findings in the classroom (2008) Teaching of Psychology, 35 (1), pp. 42-44; Coffman, A.C., (2015) Teacher Acceptance of Web-Based E-learning Technology, , Doctoral dissertation; Compeau, D.R., Higgins, C.A., Computer self-efficacy: Development of a measure and initial test (1995) MIS Quarterly, 19 (2), pp. 189-211; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quarterly, 13 (3), pp. 319-339; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quart., 13 (3), pp. 319-339; Davis, F.D., Bagozzi, R.P., Warshaw, P.R., Extrinsic and intrinsic motivation to use computers in the workplace (1992) Journal of Applied Social Psychology, 22 (14), pp. 1111-1132; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Ekman, K., Lundin, J., Svensson, L., Attitudes towards IT and use of LMS in teacher education: A swedish case study (2015) Society for Information Technology & Teacher Education International Conference, 2015 (1), pp. 8410-8416; Fishbein, M., Ajzen, I., (1975) Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research, , Reading, MA: Addison-Wesley; Fishbein, M., Ajzen, I., (1975) Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research, , Reading, Addison-Wesley, MA; Gok, T., An evaluation of student response systems from the viewpoint of instructors and students (2011) The Turkish Online Journal of Educational Technology, 10 (4), pp. 67-83; Hepplestone, S., Holden, G., Irwin, B., Parkin, H.J., Thorpe, L., Using technology to encourage student engagement with feedback: A literature review (2011) Research in Learning Technology, 19 (2), pp. 117-127; Hsu, M.K., Wang, S.W., Chiu, K.K., Computer attitude, statistics anxiety and self-efficacy on statistical software adoption behaviour: An empirical study of online MBA learners (2009) Computers in Human Behaviour, 25, pp. 412-420; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lai, M.L., Technology readiness, internet self-efficacy and computing experience of professional accounting students (2008) Campus-Wide Information Systems, 25 (1), pp. 18-29; Lin, P.C., Lu, H.K., Liu, C.H.I.A., Towards an education behavioral intention model for e-learning systems: An extension of UTAUT (2013) Journal of Theoretical and Applied Information Technology, 47 (3), pp. 1120-1127; Macharia, J.K.N., Pelser, T.G., Key factors that influence the diffusion and infusion of information and communication technologies in Kenyan higher education (2012) Studies in Higher Education; Marchewka, J.T., Kostiwa, K., An application of the UTAUT model for understanding student perceptions using course management software (2014) Communications of the IIMA, 7 (2), p. 10; Mishra, P., Koehler, M., Technological pedagogical content knowledge: A framework for teacher knowledge (2006) The Teachers College Record, 108 (6), pp. 1017-1054; Mishra, P., Koehler, M.J., Kereluik, K., The song remains the same: Looking back to the future of educational technology (2009) Techtrends, 53 (5), pp. 48-53; Moore, G.C., Benbasat, I., Development of an instrument to measure the perceptions of adopting an information technology innovation (1991) Information Systems Research, 2 (3), pp. 192-222; Novak, G.M., Just-in-time teaching (2011) New Directions for Teaching and Learning, 2011 (128), pp. 63-73; Padilla-Melendez, A., Garrido-Moreno, A., Aguila-Obra, A.R.D., Factors affecting e-collaboration technology use among management students (2008) Computers and Education, 51, pp. 609-623; Rogers, E., (1995) Diffusion of Innovations, , New York: Free Press; Stols, G., Ferreira, R., Pelser, A., Olivier, W.A., Van Der Merwe, A., De Villiers, C., Venter, S., Perceptions and needs of South African Mathematics teachers concerning their use of technology for instruction (2015) South African Journal of Education, 35 (4); Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (""Clickers"") to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Taylor, S., Todd, P.A., Assessing IT usage: The role of prior experience (1995) MIS Quarterly, 19 (4), pp. 561-570; Thompson, R.L., Higgins, C.A., Howell, J.M., Personal computing: Toward a conceptual model of utilization (1991) MIS Quarterly, 15 (1), pp. 125-143; Venkatesh, V., Morris, M.G., Davis, G.B., Davis, F.D., User acceptance of information technology: Toward a unified view (2003) MIS Quarterly, pp. 425-478",,Idrus R.M.Zainuddin N.,,Academic Conferences Limited,"11th International Conference on e-Learning, ICEL 2016",2 June 2016 through 3 June 2016,,122452.0,20488882,9781910810910,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Paper,Final,,Scopus,2-s2.0-84979207949
"Schön D., Kopf S., Klinger M., Guthier B.",55232690300;6701530095;56504765300;25928365700;,New scenarios for audience response systems in university lectures,2016,"Proceedings of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2016",,,,361,364,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009063575&partnerID=40&md5=1d88d986d7d97d14879e7d18ec34ee2d,"University of Mannheim, Germany","Schön, D., University of Mannheim, Germany; Kopf, S., University of Mannheim, Germany; Klinger, M., University of Mannheim, Germany; Guthier, B., University of Mannheim, Germany","Mobile devices like smartphones and tablet PCs are widely used among university students and can be used for audience response systems (clicker systems) to improve teaching. Modern implementations of these systems are no longer limited to plain multiple-choice questions, but enable the lecturers to perform a variety of teaching scenarios. We present and discuss two novel extensions for audience response systems, namely message boards and teacher controlled self-learning tasks. In the former, students can use their mobile device to make comments and ask questions related to a lecture, which are then discussed directly during class. The second extension can be used to build multi -stage learning and exercise scenarios that accompany the lecture. These two techniques bring new pedagogical and technical questions with them. We discuss their large potential and point out some pitfalls we have encountered in our experiments.",Audience Feedback; Audience Response Systems; Mobile Devices; Self-Learning,Education; Mobile devices; Personal computers; Teaching; Audience response systems; Message boards; Multi stage; Multiple choice questions; Self-learning; Tablet PCs; University students; E-learning,,,,,,,,,,,"Abramson, D., Classroom response systems in higher education: Meeting user needs with NetClick (2013) 2013 IEEE Global Engineering Education Conference (EDUCON), pp. 840-846. , Berlin, Germany; Adam, D., Do Your Students Get It? Quiz It! the Android Classroom Response System (2014) 2014 IEEE 14th International Conference on Advanced Learning Technologies, pp. 168-170. , Athens, Greek; Buchholz, A., Smartphone use and perceptions among medical students and practicing physicians (2016) Journal of Mobile Technology in Medicine, 5 (1), pp. 27-32; Kundisch, D., 2013, Classroom Response Systems Informatik-Spektrum, 36 (4), pp. 389-393; Llamas-Nistal, M., 2012, Web-based Audience Response System using the educational platform called BeA 2012 International Symposium on Computers in Education (SIIE), pp. 1-6. , Andorra la Vella, Andorra; Jagar, M., AuResS: The audience response system (2012) ELMAR, 2012 Proceedings, pp. 171-174. , Zadar, Croatia; Rajavel, D., Kushalkar, R., Clicker: Device Independent Student Response System, Developed for Classroom and Remote Learning to Provide Instant Response and Feedback (2014) 2014 IEEE Sixth International Conference on Technology for Education, pp. 62-65. , Clappana, India; Scheele, N., Experiences with Interactive Lectures: Considerations from the Perspective of Educational Psychology and Computer Science (2005) Proceedings of the 2005 Conference on Computer Support for Collaborative Learning: Learning 2005: The Next 10 Years!, pp. 547-556. , CSCL '05; Schön, D., A lightweight mobile quiz application with support for multimedia content (2012) E-Learning and E-Technologies in Education (ICEEE), 2012, pp. 134-139. , 2012 International Conference on, Lodz; Schön, D., Customizable Learning Scenarios for Students' Mobile Devices in Large University Lectures: A Next Generation Audience Response System (2016) Computer Supported Education: 7th International Conference, pp. 189-207. , CSEDU 2015, Lisbon, Portugal, May 23-25, 2015, Revised Selected Papers, Springer International Publishing, Cham; Vinaja, R., The Use of Lecture Videos, eBooks, and Clickers in Computer Courses (2014) Journal of Computing Sciences in Colleges, 30 (2), pp. 23-32",,,,International Conference on Cognition and Exploratory Learning in Digital Age,"13th International Conference on Cognition and Exploratory Learning in Digital Age 2016, CELDA 2016",28 October 2016 through 30 October 2016,,125287.0,,,,,English,"Proc. Int. Conf. Cogn. Explor. Learn. Digit. Age, CELDA",Conference Paper,Final,,Scopus,2-s2.0-85009063575
Soult A.S.,6508112811;,"Experiences in Flipping a Large Lecture Course for General, Organic, and Biological Chemistry",2016,ACS Symposium Series,1223,,,135,145,,1.0,10.1021/bk-2016-1223.ch010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85002889749&doi=10.1021%2fbk-2016-1223.ch010&partnerID=40&md5=c32511cebe197b889c191cab54cf2528,"Department of Chemistry, University of Kentucky, 505 Rose Street, Lexington, KY  40506-0055, United States","Soult, A.S., Department of Chemistry, University of Kentucky, 505 Rose Street, Lexington, KY  40506-0055, United States","After years of using clickers in the classroom and seeing how even small amounts of active learning improved the classroom, flipping a class seemed to be the next step. To make the changes more manageable for me and for the students, I introduced weekly group activities into the course along with some on-line content to prepare them for the activity. I maintained half of my in-class time in a more traditional format with questions using a classroom response system. This encouraged students to think about the topic and work with neighbors to solve problems. This combination of teaching formats provides variety in the classroom, accommodates different types of learners, and allows me to teach the best way for a given topic. © 2016 American Chemical Society.",,Artificial intelligence; Biochemistry; Curricula; Active Learning; Biological chemistry; Classroom response systems; Group activities; Large lecture; On-line contents; Teaching,,,,,,,,,,,"(2016), http://www.uky.edu/nursing/academic-programs-ce/undergraduate/medvet-bsn, Information about the University of Kentucky Med-Vet Program. (accessed March 1); (2016), www.zaption.com, Zaption (accessed May 24); (2016), http://zapt.io/twdb8vfs, Zaption Lesson ""Electron arrangements"" (accessed March 1); (2016), http://zapt.io/tmn4w3va, Zaption Lesson ""Ion formation"" (accessed March 1); (2016) Explain Everything, , www.explaineverything.com, (accessed May 24); (2016) CATME, , www.catme.org; Ohland, M.W., Loughry, M.L., Woehr, D.J., Bullard, L.G., Felder, R.M., Finelli, C.J., Layton, R.A., Schmucker, D.G., The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self and peer evaluation (2012) Acad. Manage. Learn. Educ., 11, pp. 609-630; (2016) Piazza, , www.piazza.com, (accessed May 24)","Soult, A.S.; Department of Chemistry, University of Kentucky, 505 Rose Street, United States; email: soult@uky.edu",Luker C.S.Muzyka J.L.,,American Chemical Society,,,,,00976156,9780841231436,ACSMC,,English,ACS Symp. Ser.,Book Chapter,Final,,Scopus,2-s2.0-85002889749
"Wang A.I., Zhu M., Sætre R.",7404619969;36133896300;16040259600;,The effect of digitizing and gamifying quizzing in classrooms,2016,Proceedings of the European Conference on Games-based Learning,2016-January,,,729,737,,11.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84996964939&partnerID=40&md5=1cc663236f5af01fb7e17b68112e0104,"Norwegian University of Science and Technology, Trondheim, Norway","Wang, A.I., Norwegian University of Science and Technology, Trondheim, Norway; Zhu, M., Norwegian University of Science and Technology, Trondheim, Norway; Sætre, R., Norwegian University of Science and Technology, Trondheim, Norway","The use of game-based learning in the classroom has become more common in recent years. Many game-based learning tools and platforms are based on a quiz concept where the students can score points if they can choose the correct answer among multiple answers. The article describes an experiment where the game-based student response system Kahoot! was compared to a traditional non-gamified student response system, as well as the usage of paper forms for formative assessment. The goal of the experiment was to investigate whether gamified formative assessments improve the students' engagement, motivation, enjoyment, concentration, and learning. In the experiment, the three different formative assessment tools/methods were used to review and summarize the same topic in three parallel lectures in an IT introductory course. The first method was to have the students complete a paper quiz, and then review the results afterwards using hand raising. The second method was to use the non-gamified student response system Clicker where the students gave their response to a quiz through polling. The third method was to use the game-based student response system Kahoot!. All three lectures were taught in the exact same way, teaching the same syllabus and using the same teacher. The only differences were the lecture hall and the method use to summarize the lecture. A total of 384 students participated in the experiment, where 127 subjects did the paper quiz, 175 used the non-gamified student response system, and 82 students using the gamified approach. The gender distribution was 48% female students and 52% male students. Pre- and a post-test were used to assess the learning outcome of the lectures, and a questionnaire was used to get data on the students' engagement and motivation. The results show significant improvement in motivation, engagement, enjoyment, and concentration for the gamified approach, but we did not find significant learning improvement. © The Authors, 2016. All Rights Reserved.",Clickers; Formative assessment; Game-based learning; Kahoot!; Student engagement; Student response system,Interactive computer systems; Motivation; Teaching; Clickers; Formative assessment; Game-based Learning; Kahoot; Student engagement; Student-response system; Students,,,,,,,,,,,"Anderson, J., Barnett, M., Using video games to support pre-service elementary teachers learning of basic physics principles (2011) Journal of Science Education and Technology, 20 (4), pp. 347-362; Basili, V.R., (1992) Software modeling and measurement: the Goal/Question/Metric paradigm, , University of Maryland for Advanced Computer Studies; Bessler, W.C., Nisbet, J.J., The use of an electronic response system in teaching biology (1971) Science Education, 55 (3), pp. 275-284; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39 (1), pp. 8-11; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Carnevale, D., Run a class like a game show:'Clickers' keep students involved (2005) Chronicle of Higher Education, 51 (42), p. B3; Carr, D., Bossomaier, T., Relativity in a rock field: A study of physics learning with a computer game (2011) Australasian Journal of Educational Technology, 27 (6), pp. 1042-1067; Carver, C.A., Jr., Enhancing student learning through hypermedia courseware and incorporation of student learning styles (1999) Education, IEEE Transactions on, 42 (1), pp. 33-38; Casanova, J., An instructional experiment in organic chemistry. The use of a student response system (1971) Journal of Chemical Education, 48 (7), p. 453; Coca, D.M., Slisko, J., Software Socrative and Smartphones as Tools For Implementation of Basic Processes of Active Physics Learning in Classroom: An Initial Feasibility Study With Prospective Teachers (2013) European Journal of Physics Education, 4 (2); Cutts, Q.I., (2004) Maximising Dialogue in Lectures using Group Response Systems, , CATE; Gee, J.P., What video games have to teach us about learning and literacy (2003) Comput. Entertain, 1 (1), pp. 20-20; Gruenstein, A., (2009) A self-transcribing speech corpus: collecting continuous speech with an online educational game, , SLaTE Workshop; Judson, E., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kebritchi, M., The effects of modern mathematics computer games on mathematics achievement and class motivation (2010) Computers & Education, 55 (2), pp. 427-443; Kirriemuir, J., McFarlane, A., (2004) Literature Review in Games and Learning, , NESTA Futurelab Research report; Lepper, M.R., Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates (2005) Journal of educational psychology, 97 (2), p. 184; Liao, C.C., My-Mini-Pet: a handheld pet-nurturing game to engage students in arithmetic practices (2011) Journal of Computer Assisted Learning, 27 (1), pp. 76-89; Lucas, A., Using peer instruction and i-clickers to enhance student participation in calculus (2009) Primus, 19 (3), pp. 219-231; Malone, T.W., What Makes Things Fun to Learn? Heuristics for designing Instructional Computer Games (1980) The 3rd ACM SIGSMALL symposium and the first SIGPC symposium on Small systems, , Palo Alto, California, United States, ACM Press; Miller, L., Teaching neuroscience through web adventures: adolescents reconstruct the history and science of opioids (2002) The Neuroscientist, 8 (1), pp. 16-21; Papastergiou, M., Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation (2009) Computers & Education, 52 (1), pp. 1-12; Pintrich, P.R., (1991) A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).; Prensky, M., Computer games and learning: Digital game-based learning (2005) Handbook of computer game studies, 18, pp. 97-122; Rosas, R., Beyond Nintendo: design and assessment of educational video games for first and second grade students (2003) Computer Education, 40 (1), pp. 71-94; Schell, J., Catalyzing learner engagement using cutting-edge classroom response systems in higher education (2013) Cutting-edge Technologies in Higher Education, 6, pp. 233-261; Sellar, M., Poll everywhere (2011) The Charleston Advisor, 12 (3), pp. 57-60; Sharples, M., The design of personal mobile technologies for lifelong learning (2000) Comput. Educ, 34 (3-4), pp. 177-193; Squire, K., Changing the game: What happens when video games enter the classroom (2005) Innovate: Journal of online education, 1 (6); Tüysüz, C., Effect of the computer based game on pre-service teachers' achievement, attitudes, metacognition and motivation in chemistry (2009) Sci Res Essays, 4 (8), pp. 780-790; Wang, A.I., Lecture Quiz-A Mobile Game Concept for Lectures (2007) IASTED International Conference on Software Engineering and Application (SEA 2007), p. 6. , Cambridge, MA, USA, Acta Press; Wang, A.I., An Evaluation of a Mobile Game Concept for Lecture (2008) Proceedings of the 2008 21st Conference on Software Engineering Education and Training, , IEEE Computer Society; Wu, B., Improvement of a Lecture Game Concept-Implementing Lecture Quiz 2.0 (2011) Proceedings of the 3rd International Conference on Computer Supported Education",,Boyle L.Boyle L.Connolly T.M.Connolly T.M.,,Dechema e.V.,"10th European Conference on Games Based Learning, ECGBL 2016",6 October 2016 through 7 October 2016,,115065.0,20490992,9781911218098,,,English,Proc. European Conf. Games-based Learn.,Conference Paper,Final,,Scopus,2-s2.0-84996964939
"Bennett S., Barker T., Lilley M.",57198384580;7103052182;8883316100;,An EVS clicker-based assessment for radical transparency in marking criteria,2016,"Competencies in Teaching, Learning and Educational Leadership in the Digital Age: Papers from CELDA 2014",,,,183,195,,,10.1007/978-3-319-30295-9_11,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017645958&doi=10.1007%2f978-3-319-30295-9_11&partnerID=40&md5=9079277909bf181e1a1dff640d796547,"Department of Computer Science, University of Hertfordshire, College Lane, Hatfield, AL10 9AB, United Kingdom","Bennett, S., Department of Computer Science, University of Hertfordshire, College Lane, Hatfield, AL10 9AB, United Kingdom; Barker, T., Department of Computer Science, University of Hertfordshire, College Lane, Hatfield, AL10 9AB, United Kingdom; Lilley, M., Department of Computer Science, University of Hertfordshire, College Lane, Hatfield, AL10 9AB, United Kingdom","Over four iterations of a large course (>180 students) in introductory e-media design in a first year computer science course, we have seen a year-on-year improvement. We believe this is done to the use of EVS clickers for feed-forward assessment: that is to say, a method of getting the whole class to evaluate previous cohorts’ submissions in public and discussing them, bringing to light the various properties they possess and how this maps to the marking rubric. This is what we mean by radical transparency-making the criteria by which academic work is judged radically transparent. This impacts on the students practices as they attempt their assignment. Over time, the practice has become more refined, principally through a rewritten criteria sheet, better training samples, and finally the development of a hybrid in-class assessment: an assessment combining both formative and summative practices and relying on its visibly social nature for its transformative power. This involves (a) evaluating previous submissions (in a non-graded way)-allowing for the free exercise of subjective judgment not measured against any “authoritative” standard, but also (b) answering a set of objective questions about the work being assessed (what techniques were used to realize various effects). It ensures full cohort coverage together with engagement with the marking criteria. © Springer International Publishing Switzerland 2016.",Classroom response systems; Clickers; Exemplars; Feed-forward; Peer-assessment; Self-regulation,,,,,,,,,,,,"Banks, D., Using keypad-based group process support systems to facilitate student reflection (2003) Interact, integrate, impact: Proceedings of the 20th annual conference of the Australasian society for computers in learning in tertiary education, Adelaide, Australia; Bennett, S., Barker, T., Using Peer Assessment and Electronic Voting to Improve Practical Skills in Masters Students (2012) Proceedings of the 11th European Conference on e-Learning 53; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) AAHE bulletin, 3, p. 7; Falchikov, N., Goldfinch, J., Student peer assessment in higher education: A metaanalysis comparing peer and teacher marks (2000) Review of Educational Research, 70 (3), pp. 287-322; Hendry, G.D., Bromberger, N., Armstrong, S., Constructive guidance and feedback for learning: The usefulness of exemplars, marking sheets and different types of feedback in a first year law subject (2011) Assessment & Evaluation in Higher Education, 36 (1), pp. 1-11; O’donovan, B., Price, M., Rust, C., Know what I mean? Enhancing student understanding of assessment standards and criteria (2004) Teaching in Higher Education, 9 (3), pp. 325-335; Räihä, K.J., Ovaska, S., Ferro, D., Observations on peer evaluation using clickers (2008) IxD&A, 3, pp. 127-134; Sadler, D.R., Specifying and promulgating achievement standards (1987) Oxford Review of Education, 13 (2), pp. 191-209; Stetsenko, A., Teaching-learning and development as activist projects of historical Becoming: Expanding Vygotsky’s approach to pedagogy (2009) Pedagogies: An International Journal, 5 (1), pp. 6-16; Topping, K., Peer assessment between students in colleges and universities (1998) Review of Educational Research, 68 (3), pp. 249-276; Van Zundert, M., Sluijsmans, D., Van Merriënboer, J., Effective peer assessment processes: Research findings and future directions (2010) Learning and Instruction, 20 (4), pp. 270-279; Wenger, E., (1999) Communities of practice: Learning, meaning, and identity, , Cambridge, MA: Cambridge University Press; Wimshurst, K., Manning, M., Feed-forward assessment, exemplars and peer marking: Evidence of efficacy (2013) Assessment & Evaluation in Higher Education, 38 (4), pp. 451-465","Bennett, S.; Department of Computer Science, University of Hertfordshire, College Lane, United Kingdom; email: S.J.Bennett@herts.ac.uk",,,Springer International Publishing,,,,,,9783319302959; 9783319302935,,,English,"Competencies in Teach., Learning and Educational Leadersh. in the Digital Age: Papers from CELDA 2014",Book Chapter,Final,,Scopus,2-s2.0-85017645958
Majima Y.,23498106200;,Development and evaluation for active learning instructional design of epidemiology in nursing informatics field,2016,Studies in Health Technology and Informatics,225,,,319,323,,2.0,10.3233/978-1-61499-658-3-319,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84978670460&doi=10.3233%2f978-1-61499-658-3-319&partnerID=40&md5=6fb13f19b1dfd8a48e64b7969f0774b0,"Graduate School of Engineering, Osaka Prefecture University, 1-1 Gakuencho, Nakaku, Sakaishi, Osaka, Japan","Majima, Y., Graduate School of Engineering, Osaka Prefecture University, 1-1 Gakuencho, Nakaku, Sakaishi, Osaka, Japan","Nursing education classes are classifiable into three types: lectures, classroom practice, and clinical practice. In this study, we implemented a class that incorporated elements of active learning, including clickers, minutes papers, quizzes, and group work and presentation, in the subject of ""epidemiology"", which is often positioned in the field of nursing informatics and which is usually taught in conventional knowledge-transmission style lectures, to help students understand knowledge and achieve seven class goals. Results revealed that the average scores of the class achievement (five levels of evaluation) were 3.6-3.9, which was good overall. The highest average score of the evaluation of teaching materials by students (five levels of evaluation) was 4.6 for quizzes, followed by 4.2 for announcement of test statistics, 4.1 for clickers, and 4.0 for news presentation related to epidemiology. We regard these as useful tools for students to increase their motivation. One problem with the class was that it took time to organize the class: creation of tests, class preparation and marking, such as things to be returned and distribution of clickers, and writing comments on small papers. © 2016 IMIA and IOS Press.",Active learning; Clicker; Epidemiology; Instruction design,human; human experiment; learning; motivation; nursing informatics; statistics; teaching; writing; education; epidemiology; nursing informatics; Educational Measurement; Epidemiology; Humans; Nursing Informatics; Teaching; Teaching Materials,,,,,,,,,,,"Russell, J.S., McWilliams, M., Chasen, L., Farley, J., Using clickers for clinical reasoning and problem solving (2011) Nurse Educator, 36 (1), pp. 13-15; Nekota, Y., Use of clickers in an epidemiology lecture and the students' reactions (2012) Journal of Japan Society of Nursing Research, 35 (1), pp. 137-143. , Japanese; Mizokami, S., Practical issues of active learning introduction (2012) Nagoya Journal of Higher Education, 7, pp. 269-287. , Japanese; Susono, H., Shimomura, T., Oda, K., Koyama, H., Paper-based and electronic daifuku-cho (shuttle card) for future teachers and elementary and secondary students (2005) Proceedings of SITE 2005, pp. 215-220","Majima, Y.; Graduate School of Engineering, Osaka Prefecture University, 1-1 Gakuencho, Japan; email: majima@kis.osakafu-u.ac.jp",Sermeus W.Weber P.Procter P.M.,,IOS Press,"13th International Conference on Nursing Informatics, NI 2016",25 June 2016 through 29 June 2016,,122431.0,09269630,9781614996576,,27332214.0,English,Stud. Health Technol. Informatics,Conference Paper,Final,,Scopus,2-s2.0-84978670460
"Schön D., Klinger M., Kopf S., Effelsberg W.",55232690300;56504765300;6701530095;7004873520;,Customized teaching scenarios for smartphones in university lecture settings experiences with several teaching scenarios using the MobileQuiz2,2016,CSEDU 2016 - Proceedings of the 8th International Conference on Computer Supported Education,1,,,441,448,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979619281&partnerID=40&md5=da06c727601d7a7f95993394b3e041c5,"Department of Computer Science IV, University of Mannheim, Mannheim, A5 6, Germany; Educational Developement, University of Mannheim Castle, Mannheim, Germany","Schön, D., Department of Computer Science IV, University of Mannheim, Mannheim, A5 6, Germany; Klinger, M., Educational Developement, University of Mannheim Castle, Mannheim, Germany; Kopf, S., Department of Computer Science IV, University of Mannheim, Mannheim, A5 6, Germany; Effelsberg, W., Department of Computer Science IV, University of Mannheim, Mannheim, A5 6, Germany","Many teachers use Audience Response Systems (ARS) in lectures to re-activate their listeners and to get an insight in students' knowledge of the current lecture contents. Plenty of such applications have been developed in recent years, they provide a high variety of different teaching scenarios with the use of the students' smartphones, including quizzes, lecture feedback and dynamic message boards. We developed a novel application based on an abstract model to enable this variety of customizable teaching scenarios within one application. After presenting the application to the first charge of lecturers, the responses were quite good, and several new teaching scenarios were created and used. This paper presents first experiences when using a variety of customizable teaching scenarios, the special opportunities and challenges as well as the opinions of lecturers and students, which we collected with a survey at the end of the semester. Copyright © 2016 by SCITEPRESS - Science and Technology Publications, Lda. All rights reserved.",ARS evaluation; Audience Response System; Lecture feedback; Mobile devices; Peer instruction,Distance education; Education; Education computing; Mobile devices; Smartphones; Students; Teaching; Variable message signs; Abstract modeling; Audience response systems; Customizable; Lecture setting; Message boards; New teaching; Novel applications; Peer instruction; E-learning,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18, pp. 146-162; Biggs, J., (2003) Teaching for Quality Learning at University, , Maidenhead: The society for Research into Higher Education & Open Press University; Brophy, K., Gamification and mobile teaching and learning (2015) Handbook of Mobile Teaching and Learning, pp. 91-105; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) Journal of Engineering Education, pp. 159-168; Dawabi, P., Dietz, L., Fernandez, A., Wessner, M., ConcertStudeo: Using PDAs to support face-to-face learning (2003) International Conference on Computer Support for Collaborative Learning 2003 - Community Events, pp. 235-237. , Wasson, B., Baggetun, R., Hoppe, U., and Ludvigsen, S., editors Bergen, Norway; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Jackowska-Strumillo, L., Nowakowski, J., Strumillo, P., Tomczak, P., Interactive question based learning methodology and clickers: Fundamentals of computer science course case study (2013) Human System Interaction (HSI), 2013 the 6th International Conference On, pp. 439-442; Jagar, M., Petrovic, J., Pale, P., Auress: The audience response system (2012) ELMAR, 2012 Proceedings, pp. 171-174; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput. Educ., 53 (3), pp. 819-827; Kopf, S., Scheele, N., Winschel, L., Effelsberg, W., Improving activity and motivation of students with innovative teaching and learning technologies (2005) Methods and Technologies for Learning, pp. 551-556; Kundisch, D., Herrmann, P., Whittaker, M., Beutner, M., Fels, G., Magenheim, J., Sievers, M., Zoyke, A., Desining a web-based application to support peer instruction for very large groups (2012) Proceedings of the International Conference on Information Systems, pp. 1-12. , Orlando, USA. AIS Electronic Library; Llamas-Nistal, M., Caeiro-Rodriguez, M., Gonzalez-Tato, J., Web-based audience response system using the educational platform called bea (2012) Computers in Education (SIIE), 2012 International Symposium On, pp. 1-6; Murphy, T., Fletcher, K., Haston, A., Supporting clickers on campus and the faculty who use them (2010) Proceedings of the 38th Annual ACM SIGUCCS Fall Conference: Navigation and Discovery, SIGUCCS '10, pp. 79-84. , New York, NY, USA. ACM; Reay, N.W., Li, P., Bao, L., Testing a new voting Machine question methodology (2008) American Journal of Physics, 76, pp. 171-178; Scheele, N., Wessels, A., Effelsberg, W., Hofer, M., Fries, S., Experiences with interactive lectures: Considerations from the perspective of educational psychology and computer science (2005) Computer Support for Collaborative Learning: Learning 2005: The Next 10 Years!, pp. 547-556. , International Society of the Learning Sciences; Schön, D., Klinger, M., Kopf, S., Effelsberg, W., A model for customized in-class learning scenarios - An approach to enhance audience response systems with customized logic and interactivity (2015) Proceedings of the 7th International Conference on Computer Supported Education, pp. 108-118; Schön, D., Kopf, S., Effelsberg, W., A lightweight mobile quiz application with support for multimedia content (2012) 2012 International Conference on E-Learning and E-Technologies in Education (ICEEE), pp. 134-139. , IEEE; Schön, D., Kopf, S., Schulz, S., Effelsberg, W., Integrating a lightweight mobile quiz on mobile devices into the existing University infrastructure (2012) World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) 2012, , Denver, Colorado, USA. AACE; Teel, S., Schweitzer, D., Fulton, S., Braingame: A web-based student response system (2012) J. Comput. Sci. Coll., 28 (2), pp. 40-47; Treesa, A.R., Jacksona, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large Universitylevel courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40; Tremblay, E., Educating the mobile generation using personal cell phones as audience response systems in post-secondary science teaching (2010) J. of Computers in Mathematics and Science Teaching, 29, pp. 217-227; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3, p. 12; Vinaja, R., The use of lecture videos, ebooks, and clickers in computer courses (2014) J. Comput. Sci. Coll., 30 (2), pp. 23-32",,McLaren B.M.Costagliola G.Uhomoibhi J.Zvacek S.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",SciTePress,"8th International Conference on Computer Supported Education, CSEDU 2016",21 April 2016 through 23 April 2016,,122373.0,,9789897581793,,,English,CSEDU - Proc. Int. Conf. Comput. Support. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84979619281
"Lehtovuori A., Wallén H., Honkala M., Hänninen J.J.",6508078474;57193455849;55928869900;57153779500;,Embedding interaction in traditional mass teaching,2016,"44th Annual Conference of the European Society for Engineering Education - Engineering Education on Top of the World: Industry-University Cooperation, SEFI 2016",,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85014083188&partnerID=40&md5=4f2cc6599749f63cd650b9e998fd94bd,"Aalto University, Espoo, Finland","Lehtovuori, A., Aalto University, Espoo, Finland; Wallén, H., Aalto University, Espoo, Finland; Honkala, M., Aalto University, Espoo, Finland; Hänninen, J.J., Aalto University, Espoo, Finland",[No abstract available],Clickers; E-learning; Feedback; Interaction,,,,,,,,,,,,"Smith, K.A., Sheppard, S.D., Johnson, D.W., Johnson, R.T., Pedagogies of Engagement: Classroom-Based Practices (2005) European Journal of Engineering Education, 94 (1), pp. 87-101; Kujala, S., Lehtovuori, A., Honkala, M., Promoting positive start of electrical engineering studies - A teacher's perspective (2014) Frontiers in Education Conference, pp. 1-8. , IEEE, Madrid; Wanous, M., Procter, B., Murchid, K., Assessment for learning and skills development: The case of large classes (2009) Journal of Engineering Education, 34 (1), pp. 77-85; Lopez Arteaga, I., Vinken, E., Example of good practice of a learning environment with a classroom response system in a mechanical engineering bachelor course (2013) European Journal of Engineering Education, 38 (6), pp. 652-660; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, New Jersey; Terenzini, P.T., Cabrera, A.F., Colbeck, C.L., Parente, J.M., Bjorklund, S.A., Collaborative Learning vs. Lecture/Discussion: Students' Reported Learning Gains (2001) Journal of Engineering Education, 90 (1), pp. 123-130; Fransescato, D., Porcelli, R., Mebane, M., Cuddetta, M., Klobas, J., Renzi, P., Evaluation of the efficacy of collaborative learning in face-to-face and computer-supported university contexts (2006) Computers in Human Behavior, 22 (2), pp. 163-170; Wu, J.-H., Tennyson, R.D., Hsia, T.-L., A study of student satisfaction in a blended e-learning system environment (2010) Computers & Education, 55 (1), pp. 155-164; Hassan, O.A.B., Learning theories and assessment methodologies - An engineering educational perspective (2011) European Journal of Engineering Education, 36 (4), pp. 327-339; Ludvigsen, K., Krumsvik, R., Furnes, B., Creating formative feedback spaces in large lectures (2015) Computers & Education, 88 (1), pp. 48-63; Hattie, J., Timberley, H., The Power of Feedback (2007) Review of Educational Research, 77 (1), pp. 81-112","Lehtovuori, A.; Aalto UniversityFinland; email: anu.lehtovuori@aalto.fi",,CD-adapco;Dassault Systemes;MathWorks,European Society for Engineering Education (SEFI),"44th Annual Conference of the European Society for Engineering Education - Engineering Education on Top of the World: Industry-University Cooperation, SEFI 2016",12 September 2016 through 15 September 2016,,126220.0,,,,,English,"Annu. Conf. Eur. Soc. Eng. Educ. - Eng. Educ. Top World: Ind.-Univ. Coop., SEFI",Conference Paper,Final,,Scopus,2-s2.0-85014083188
"Redd G.P., Redd T.C., Lewis T.O., Gravely E.C.",57192163702;26635956300;8507375400;56877310300;,Combining Educational Technologies for Student Engagement in the Chemistry Classroom,2016,ACS Symposium Series,1235,,,67,81,,,10.1021/bk-2016-1235.ch004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84998980893&doi=10.1021%2fbk-2016-1235.ch004&partnerID=40&md5=97ebde6708d0c365f26f50ab41864576,"Department of Chemistry, North Carolina Agricultural and Technical State University, 1601 East Market Street, Greensboro, NC  27411, United States; Department of Mathematics, North Carolina Agricultural and Technical State University, 1601 East Market Street, Greensboro, NC  27411, United States; Instructional Technology Services and Distance Education, North Carolina Agricultural and Technical State University, 1601 East Market Street, Greensboro, NC  27411, United States","Redd, G.P., Department of Chemistry, North Carolina Agricultural and Technical State University, 1601 East Market Street, Greensboro, NC  27411, United States; Redd, T.C., Department of Mathematics, North Carolina Agricultural and Technical State University, 1601 East Market Street, Greensboro, NC  27411, United States; Lewis, T.O., Instructional Technology Services and Distance Education, North Carolina Agricultural and Technical State University, 1601 East Market Street, Greensboro, NC  27411, United States; Gravely, E.C., Department of Chemistry, North Carolina Agricultural and Technical State University, 1601 East Market Street, Greensboro, NC  27411, United States","There is a surge in the implementation of educational technologies for improving student learning in STEM. The use of classroom response systems and content authoring software are examples of the latest technologies for student engagement. Combined, these tools can transform lessons into engaging student-centered, active learning experiences. We present an implementation strategy, in the pedagogical context of improving learning in the chemistry classroom. © 2016 American Chemical Society.",,Artificial intelligence; Educational technology; Engineering education; Teaching; Active Learning; Classroom response systems; Engaging students; Implementation strategies; Improving learning; Latest technology; Student engagement; Student learning; Students,,,,,,,,,,,"Abdullah, K., Clark, T., Nasereddin, M., Using Kolb's experiential learning cycle to improve student learning in virtual computer laboratories (2014) Comp. Educ., 72, pp. 11-22; Pinheiro, M., Simões, D., Constructing knowledge: An experience of active and collaborative learning in ICT classrooms (2012) Proc. Soc. Behav. 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Alexandria, VA; Student centered activities for large enrollment undergraduate programs (SCALE-UP) project (2007) Research-Based Reform of University Physics, pp. 1-42. , Beichner, R. J. Saul, J. M. Abbot, D. S. Morse, J. J. Deardorff, D. L. Allain, R. J. Risley, J. S. In; Reddish, E. Clooney, P. American Association of Physics Teachers: College Park, MD; Davies, R.S., Dean, D.L., Ball, N., Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course (2013) Educ. Technol. Res. Dev., 61, pp. 563-580; Baepler, P., Walker, J.D., Active learning classrooms and educational alliances: Changing relationships to improve learning (2014) New Direc. Teach. Learn., 2014, pp. 27-40; Stage, F., Kinzie, J., Reform in undergraduate science, technology, engineering, and mathematics: The classroom context (2009) J. Gen. Educ., 58, pp. 85-105; Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E., Sendurur, P., Teacher beliefs and technology integration practices: A critical relationship (2012) Comp. Educ., 59, pp. 423-435; Drent, M., Meelissen, M., Which factors obstruct or stimulate teacher educators to use ICT innovatively? (2008) Comp. Educ., 51, pp. 187-199; Pelgrum, W.J., Obstacles to the integration of ICT in education: Results from a worldwide educational assessment (2001) Comp. Educ., 37, pp. 163-178; Shieh, R.S., The impact of technology-enabled active learning (TEAL) implementation on student learning and teachers' teaching in a high school context (2012) Comp. Educ., 59, pp. 206-214; Committee on Risk-Based Approaches for Securing the DOE Nuclear Weapons Complex, a. N. R. C. N. N. Systemic Change: Barriers and Opportunities (2011) Promising Practices in Undergraduate Science Technology Engineering and Mathematics Education Summary of Two Workshops, pp. 60-68. , National Academies Press: Washington, DC; Merç, A., Using technology in the classroom: A study with Turkish pre-service EFL teachers (2015) Turk. Onl. J. Educ. Technol., 14, pp. 229-240; Baek, Y., Jung, J.K.B., What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample (2008) Comp. Technol., 50, pp. 224-234; Kim, C., Kim, M.K., Lee, C., Spector, J.M., DeMeester, K., Teacher beliefs and technology integration (2012) Teach. Teach Educ., 29, pp. 76-85; Harewood, E., (2012) Static Instruction Is Just That - Static, , http://evolllution.com/opinions/static-instruction-is-just-that-static/, accessed March 28, 2016; Adams, C., PowerPoint, habits of mind, and classroom culture (2006) J. Curric. Stud., 38, pp. 398-411; Tuovinen, J.E., Multimedia distance education interactions (2000) Educ. Media Intern., 37, pp. 16-24; Zimmer, T., (2014) Rethinking Higher Ed: A Case for Adaptive Learning, , http://www.forbes.com/sites/ccap/2014/10/22/rethinking-higher-ed-a-case-for-adaptive-learning/2418d5386293, Forbes. (accessed July 14, 2016); Levin, B., Putting students at the centre in education reform (2000) J. Educ. Change, 1, pp. 155-172; Kramer, S., Kai, J., Merline, F.J., A lesson for the common core standards era from the NCTM standards era: The importance of considering school-level buy in when implementing and evaluating standards based instructional materials (2015) Large Scale Studies Math. Educ., pp. 17-44; Henderson, C., Beach, A., Finkelstein, N., Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature (2011) J. Res. Sci. Teach., 48, pp. 952-984; Haydn, T., Barton, R., €First do no harm': Factors influencing teachers' ability and willingness to use ICT in their subject teaching (2008) Comp. Educ., 51, pp. 439-447; Heffernan, T., Morrison, M., Basu, P., Sweeney, A., Cultural differences, learning styles and transnational education (2010) J. Higher Educ. Pol. Manag., 32, pp. 27-39; Smith, M., Darfler, A., An exploration of teachers' efforts to understand identity work and its relevance to science instruction (2012) J. Sci. Teach. Educ., 23, pp. 347-365. , March; (2016) North Carolina Agricultural and Technical State University, , http://www.ncat.edu/about/index.html, (accessed July 11); (2016) U.S. News and World Reports Best Colleges, , http://colleges.usnews.rankingsandreviews.com/best-colleges, (accessed July); (2016) North Carolina Agricultural and Technical State University, Department of Chemistry Homepage, , http://www.ncat.edu/cost/departments/chem/, (accessed July); (2016) North Carolina a&t State University Fact Book, , ir.ncat.edu, (accessed July 5); (2016) Diverse Issues in Higher Education, , http://diverseeducation.com/article/32493/, (accessed July 11); Christ, F.L.H., (1997) Seven Steps to Better Management of Your Study Time, pp. 1-8. , H Publishing: Clearwater, FL; McGuire, S., (2016) Teach Students How to Learn: Metacognition Is the Key, , https://www.alabamacca.org/pdfs/2-ACCA-Birmingham-2012-Metacognition.pdf, 2012. Louisiana State University, Center for Academic Excellence. (accessed July 20); (2015) Qualtrics, , http://www.qualtrics.com, (accessed December 15)",,Schultz M.Holme T.Schmid S.,,American Chemical Society,,,,,00976156,9780841231818,ACSMC,,English,ACS Symp. Ser.,Book Chapter,Final,,Scopus,2-s2.0-84998980893
"Rivero C., Chavez A., Vasquez A., Blumen S.",57190404799;57190404664;57190401578;55949272200;,Information technology (IT) in college formation: Achievements and challenges in psychology and education [Las TIC en la formación universitaria. Logros y desafíos para la formación en psicología y educación],2016,Revista de Psicologia (Peru),34,1,,185,199,,5.0,10.18800/psico.201601.007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979754038&doi=10.18800%2fpsico.201601.007&partnerID=40&md5=810651bf368a153db4745886fcf40dd9,"Departamento de Educacion de la, Pontificia Universidad Catolica del Perú, Av. Universitaria 1801, San Miguel, Lima-Peru, Peru; Universidad de Bath Reino Unido, United Kingdom; Pontificia Universidad Catolica del Perú, Peru; Departamento de Psicologia, Pontificia Universidad Catolica del Perú, Peru","Rivero, C., Departamento de Educacion de la, Pontificia Universidad Catolica del Perú, Av. Universitaria 1801, San Miguel, Lima-Peru, Peru; Chavez, A., Universidad de Bath Reino Unido, United Kingdom; Vasquez, A., Pontificia Universidad Catolica del Perú, Peru; Blumen, S., Departamento de Psicologia, Pontificia Universidad Catolica del Perú, Peru","The present study aims to develop significant learning in college students through active and participative learning methods that promote autonomy and self-reflection. Study 1 aims to explore studentś perceptions of the use of clickers in Psychology students. Participants were 60 college students ages 19 to 26 (M = 21.12, SD = 1.47) who answered a 40-item multiple alternative likert-scale with additional open-ended questions. Results revealed perceived benefits (class dynamic, theory review and reinforcement), and perceived uses (debates, experiments, evaluations with immediate reinforcement, and knowledge verification). It is concluded that the use of clickers in undergraduate formation in Psychology is an effective tool to introduce IT to support studentś learning process. Study 2 is an exploratory study using flipped classroom with 5th semester preschool and primary education students, using active methods inside, and outside the classroom. Results revealed that college students tend to internalize better the theoretical concepts, and display better levels of motivation, as well as satisfaction with their achievements.",College formation; Competencies; Curriculum; IT; Learning strategies,,,,,,,,,,,,"(2007) College Learning for the New Global Century, , Association of American Colleges and Universities . Washington, DC: Association of American Colleges and Universities; Beard, C., (2010) The Experiential Learning Toolkit: Blending Practice with Concepts; Beard, C., Wilson, J., McCarter, R., Towards a theory of e-learning: Experiential e-learning (2007) Journal of Hospitality, Leisure, Sport, and Tourism Education, 6 (2), pp. 3-15. , http://dx.doi.org/10.3794/johlste.62.127; Beatty, I., Transforming student learning with classroom communication systems. Educause center for applied research (2004) Research Bulletin, 3, pp. 1-13; Bixio, C., Cómo planificar y evaluar en el aula (2004) Propuestas Y Ejemplos, , Buenos Aires: Area de Apoyo Documental - Comision de Educacion; Blumen, S., Chavez, A., Vasquez, A., El uso de los dispositivos de respuesta inmediata, clickers, en la formación del psicólogo. Ponencia presentada en el xxxiv congreso interamericano de psicologia (2013) Brasilia, pp. 15-19. , Julio; Bransford, J.D., Brown, A., Cocking, R., (1999) How People Learn: Brain, Mind, Experience, and School, , Eds.) . Washington, DC: National Academies; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , Hoboken, NJ: Jossey-Bass; Bunce, D.M., VandenPlas, J.R., Havanki, L.L., Comparing the effectiveness on student achievement of a student response system versus online webct quizzes (2006) Journal of Chemical Education, 83, pp. 488-493. , http://dx.doi.org/10.1021/ed083p488; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Science Education, 6, pp. 9-20. , http://dx.doi.org/10.1187/cbe.06-12-0205; Castells, M., (2014) El Impacto de Internet en la Sociedad: Una Perspectiva Global, pp. 127-148. , https://www.bbvaopenmind.com/wp-content/uploads/2014/04/BBVA-OpenMind-libro-Cambio-19-ensayos-fundamentalessobre-c%C3%B3mo-internet-est%C3%A1-cambiando-nuestras-vidas-Tecnolog%C3%ADa-Interent-Innovaci%C3%B3n.pdf, Recuperado de; Clark, J., White, G., Experiential learning: A definitive edge in the job market (2010) American Journal of Business Education, 3 (2), pp. 115-118; Cliff, W., Freeman, S., Hansen, P.A., Kibble, J., Peat, M., Wenderoth, M.P., Is formative assessment an effective way to improve learning? (2008) A Symposium at Experimental Biology, 32, pp. 337-338. , http://dx.doi.org/10.1152/advan.90175.2008, Advance Physiology education; Coll, C., (2008) Aprender Y Enseñar Con Las TIC: Expectativas, Realidad Y Potencialidades, , http://bibliotecadigital.educ.ar/uploads/contents/aprender_y_ensenar_con_tic0.pdf, Recuperado de; Crossgrove, K., Curran, K.L., Using clickers in non-majors- And majors-level biology courses: Student opinion, learning, and longterm retention of course material (2008) CBE Life Science Education, 7, pp. 146-154. , http://dx.doi.org/10.1187/cbe.07-08-0060; Crouch, C., Mazul, E., Peer instruction: Ten years of experience and results (2001) American Journal of Psysiology, 69, pp. 970-977. , http://dx.doi.org/10.1119/1.1374249; Ferro, C., Martinez, A.I., Otero, M.C., Ventajas del uso de las tic en el proceso de ensenanza- Aprendizaje desde la optica de los docentes universitarios espanoles (2009) EDUTEC, Revista Electrónica de Tecnología Educativa, , http://edutec.rediris.es/revelec2/revelec29/, 29. Recuperado de; Felicia, P., (2011) Handbook of Research on Improving Learning and Motivation, , http://dx.doi.org/10.4018/978-1-60960-495-0; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R., Promoting student-centered active learning in lectures with a personal response system (2009) Advance Physiology Education, 33, pp. 60-71. , http://dx.doi.org/10.1152/advan.00109.2007; Gibson, J.L., Ivancevich, J.M., Donnelly, J.H., (1985) Organizations: Behaviour, Structures, Processes, , Plano, Texas: Business Publications Inc; Hake, R.R., Interactive-engagement versus traditional methods: A six- Thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74. , http://dx.doi.org/10.1119/1.18809; Hamdan, N., McKnight, P., McKnight, K., Arfstrom, K., (2013) A Review of Flipped Learning, , http://www.flippedlearning.org/review, Recuperado de; Hernandez, R., Fernandez, C., Baptista, P., (2003) Metodología de la Investigación, , Mexico D. F.: McGraw Hill; Kolb, D., (1984) Experiential Learning: Experience as the Source of Learning and Development, , Englewood Cliffs, NJ: Prentice Hall; Massaro, D.W., Cowan, N., Information processing models: Microscopes of the mind (1993) Annual Review of Applied Psychology, 44, pp. 383-425. , http://dx.doi.org/10.1146/annurev.ps.44.020193.002123; Nichols, M., A theory for elearning (2003) Educational Technology and Society, 6 (2), pp. 1-10; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2010) International Journal of Scholar Teaching Learning, 3, pp. 1-11; Prensky, M., (2010) Nativos E Inmigrantes Digitales, , http://www.marcprensky.com/writing/Prensky-NATIVOS%20E%20INMIGRANTES%20DIGITALES%20%28SEK%29.pdf, Recuperado de; Ravenscroft, A., Designing elearning interactions in the 21st century: Revisiting and rethinking the role of theory (2001) European Journal of Education, 36 (2), pp. 133-156. , http://dx.doi.org/10.1111/1467-3435.00056",,,,Pontificia Universidad Catolica del Peru,,,,,22233733,,,,Spanish,Rev. Psicol.,Review,Final,Open Access,Scopus,2-s2.0-84979754038
"Bodnar C.A., Bongiorni W.M., Jr., Clark R.",13007966300;57148482700;24342833300;,Evaluating the effectiveness of game-based learning on improvement of student learning outcomes within a sophomore level chemical product design class,2016,International Journal of Engineering Education,32,1,,448,456,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959422104&partnerID=40&md5=716ec72e8ddbcb637b7adfa4e32de013,"Henry M. Rowan College of Engineering, Rowan University, 201 Mullica Hill Road, Glassboro, NJ, United States; Swanson School of Engineering, Department of Chemical and Petroleum Engineering, University of Pittsburgh, 3700 O'Hara Street, Pittsburgh, PA  15261, United States; Engineering Education Research Center, University of Pittsburgh, 3700 O'Hara Street, Pittsburgh, PA  15261, United States","Bodnar, C.A., Henry M. Rowan College of Engineering, Rowan University, 201 Mullica Hill Road, Glassboro, NJ, United States; Bongiorni, W.M., Jr., Swanson School of Engineering, Department of Chemical and Petroleum Engineering, University of Pittsburgh, 3700 O'Hara Street, Pittsburgh, PA  15261, United States; Clark, R., Engineering Education Research Center, University of Pittsburgh, 3700 O'Hara Street, Pittsburgh, PA  15261, United States","Recently, several studies have been published that have shown the need for greater student engagement within engineering education. These studies indicate that when students are exposed to pedagogies that stimulate student engagement, such as active learning, student performance is better than with more traditional forms of instruction. One form of active learning that is starting to grow within engineering education is the use of games and gamification. In the spring of 2014, we were able to compare two sections of a sophomore Introduction to Chemical Product Design class to determine the effectiveness of game-based learning on student learning outcomes. The first section received content delivered utilizing active learning techniques. The second section received content utilizing the same form of delivery but included classroom based games and a game-based portal for homework assignments. Each section was evaluated in the same manner, and the instruction in each section was provided by the same two faculty members. Throughout the course, students completed clicker questions on class content, and at the end, they reviewed content in a class session administered using the clickers. Students were also responsible for completing a semester design project that included both a written and oral component. Analysis of the clicker responses demonstrated that the students in the game-based class performed statistically similar to or better than those in the control group throughout the semester. In the last class review session, retention of material appears to have been better in the game-based class, where several learning objectives demonstrated a significantly higher outcome. Student performance on the semester design project also exhibited similar trends. As the sample sizes are relatively small in this study, the results are preliminary but do demonstrate a trend towards enhanced learning outcomes when content is delivered utilizing game-based pedagogy. © 2016 TEMPUS Publications.",Engineering education; Game-based learning; Games; Student learning outcomes,Artificial intelligence; Curricula; Design; Education; Product design; Students; Teaching; Chemical product design; Game-based Learning; Games; Homework assignments; Learning objectives; Student engagement; Student learning outcomes; Student performance; Engineering education,,,,,,,,,,,"Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering and mathematics (2014) Of the National Academies of Science, 111 (23), pp. 8410-8415. , Proceedings; Whitton, N., Moseley, A., (2012) Using Games to Enhance Learning and Teaching a Beginner's Guide, , Routledge, New York, NY; Kapp, K.M., (2012) The Gamification of Learning and Instruction, Game-Based Methods and Strategies for Training and Education, , John Wiley & Sons Inc. San Francisco, CA; McGonigal, J., (2011) Reality is Broken, Why Games MakeUs Better and How They Can Change the World, Penguin Books, p. 33. , New York, New York, 302-313; Minovic, M., Starcevic, D., Trends in educational games development (2011) Journal of Information Technology and Applications, 1 (1), pp. 41-53; Jovanovic, M., Starcevic, D., Minovic, M., Stavljanin, V., (2011) Motivation and Multimodal Interaction in Model-Driven Educational Game Design, IEEE Transactions on Systems, Man, and Cybernetics-Part A: Systems and Humans, 41 (4), pp. 817-824; Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., Berta, R., (2013) Assessment in and of Serious Games: An Overview, Advances in Human-Computer Interaction, , http://dx.doi.org/10.1155/2013/136864; Ritterfeld, U., Cody, M., Vorderer, P., (2009) Serious Games: Mechanisms and Effects, , Routledge, NewYork, NY; Bodnar, C.A., Anastasio, D., Enszer, J.A., Burkey, D.D., Engineers at play: Games as teaching tools for undergraduate engineering students Journal of Engineering Education, 105 (1). , press; Chang, Y., Aziz, E.S., Esche, S.K., Chassapis, C., (2011) Agamebased Laboratory for Gear Design. ASEE 2011 Annual Conference, , June 26-29th, Vancouver, British Columbia, Canada; Ebner, M., Holzinger, A., Successful implementation of user-centered game based learning in higher education: An example from civil engineering (2007) Computers and Education, 49 (3), pp. 873-890; Sancho, P., Fuentes-Fernandez, R., Gomez-Martin, P.P., Fernandez-Manjon, B., Applying multiplayer role-based learning in engineering education: Three case studies to analyze the impact on students' performance (2009) International Journal of Engineering Education, 25 (4), pp. 665-679; Hauge, J.B., Riedel, J.K.C.H., Evaluation of simulation games for teaching engineering and manufacturing (2012) Procedia Computer Science, 15, pp. 210-220; 3D Game Lab, , http://3dgamelab.com/, Accessed on January 20, 2015; Chaffin, A., Doran, K., Hicks, D., Barnes, T., Experimental evaluation of teaching recursion in a video game Proceedings of the 2009 ACM SIGGRAPH Symposium on Video Games, , August 3-7, 2009, New Orleans, Louisiana; Chesler, N., Arastoopour, G., D'Angelo, C., Bagley, E., Shaffer, D.W., Design of a professional practice simulator for educating and motivating first-year engineering students (2013) Advances in Engineering Education, 3 (3), pp. 1-29; Coller, B.D., A video game for teaching Dynamic Systems & Control to mechanical engineering undergraduates 2010 American Control Conference, , June 30th-July 2nd, 2010, Baltimore, Maryland; De Vera, J.C.C., Lopez-Malo, A., Palou, E., An initial analysis of student engagement while learning food analysis by means of a video game (2012) ASEE 2012 Annual Conference, , June 10-13th, San Antonio, Texas; O'Brien, J.G., Sirokman, G., Teaching vectors to engineering students through an interactive vector based game ASEE 2014 Annual Conference, , June 15-18, 2014, Indianapolis, Indiana; Bodnar, C.A., Clark, R.M., Exploring the Impact Game- Based Learning Has on ClassroomEnvironment and Student Engagement within An Engineering Product Design Class, Technological Ecosystems for Enhancing Multiculturality. TEEM'14, , October 1-3, 2014. Salamanca, Spain; Fraser, B., Treagust, D., (1986) Validity and Use of An Instrument for Assessing Classroom Psychosocial Environment in Higher Education, Higher Education, 15, pp. 37-57; Newstetter, W.C., Svinicki, M.D., (2014) Learning Theories for Engineering Education Practice. Cambridge Handbook of Engineering Education Research, pp. 29-46. , Cambridge University Press. New York, NY",,,,Tempus Publications,,,,,0949149X,,,,English,Int. J. Eng. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84959422104
"Baldeón J., Lopez-Sanchez M., Rodríguez I., Puig A.",57190662770;23005319800;34875589300;7005116801;,Gamification design framework to support multi-agent systems theory classes,2016,Communications in Computer and Information Science,677,,,136,155,,1.0,10.1007/978-3-319-52039-1_9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85010949203&doi=10.1007%2f978-3-319-52039-1_9&partnerID=40&md5=22eab7c03c03c675aae4cf4434399748,"WAI Research Group, Department of Mathematics and Computer Science, IMUB and UBICS Research Institutes, University of Barcelona, Gran via, 585, Barcelona, 08007, Spain; Avatar Group, Informatic Section, Engineering Department, Pontificia Universidad Católica del Perú, Av. Universitaria, Lima, 1801, Peru","Baldeón, J., WAI Research Group, Department of Mathematics and Computer Science, IMUB and UBICS Research Institutes, University of Barcelona, Gran via, 585, Barcelona, 08007, Spain, Avatar Group, Informatic Section, Engineering Department, Pontificia Universidad Católica del Perú, Av. Universitaria, Lima, 1801, Peru; Lopez-Sanchez, M., WAI Research Group, Department of Mathematics and Computer Science, IMUB and UBICS Research Institutes, University of Barcelona, Gran via, 585, Barcelona, 08007, Spain; Rodríguez, I., WAI Research Group, Department of Mathematics and Computer Science, IMUB and UBICS Research Institutes, University of Barcelona, Gran via, 585, Barcelona, 08007, Spain; Puig, A., WAI Research Group, Department of Mathematics and Computer Science, IMUB and UBICS Research Institutes, University of Barcelona, Gran via, 585, Barcelona, 08007, Spain","Nowadays, gamification, or the use of game elements in serious activities, is applied to enhance engagement and to improve user’s outcomes. On another note, the teaching of core concepts about Multi-Agent Systems (MAS) - such as distribution, autonomy, and interaction -is mostly performed by means of traditional theory classroom dynamics. Our claim is that MAS theory classes could be enhanced with gamified activities so that students can experience theoretical concepts in fun hands-on activities. Nevertheless, the design of the gamified classes requires the support of a suitable Gamification Design Framework (GDF) oriented to learning. This work analyses different GDFs and proposes an extension of one of the most widely used. This extension provides further support because it considers social computing in education when proposing an additional design stage along with alternative technologies such as ARS (Audience Response Systems) and LSP (Lego Serious Play). Furthermore, we illustrate its applicability by means of a case study of gamified activities in a multi-agent systems classroom. © Springer International Publishing AG 2016.",ARS; Gamification; LEGA; LSP; Teaching MAS,Argon; Autonomous agents; Computation theory; E-learning; Education; Serious games; Teaching; Alternative technologies; Audience response systems; Classroom dynamics; Design frameworks; Gamification; Hands-on activities; LEGA; Social computing; Multi agent systems,,,,,Foundation for the Carolinas,"We thank projects TIN2012-38876-C02-02, 2014SGR623, TIN2015-66863-C2-1-R (MINECO/FEDER), Carolina Foundation, and contribution of members Avatar Group of the Pontificia Universidad Cat?lica del Per? for supporting the development of this research.",,,,,"Baldeón, J., Rodríguez, I., Puig, A., LEGA: A LEarner-centered GAmification design framework (2016) Proceedings of the 17Th International Conference on HCI. ACM; Barreteau, O., Bousquet, F., Attonaty, J.M., Role-playing games for opening the black box of multi-agent systems: Method and lessons of its application to senegal river valley irrigated systems (2001) J. Artif. Soc. Soc. Simul, 4 (2), p. 5; Bartle, R., Hearts, clubs, diamonds, spades: Players who suit MUDs (1996) J. MUD Res, 1 (1), p. 19; Beer, M., (2010) Multi-Agent Systems for Education and Interactive Entertainment: Design, , Use and Experience: Design. IGI Global, Hershey; Bellanca, J.A., (2011) 21St Century Skills: Rethinking How Students Learn, , Solution Tree Press, Bloomington; Brand, J., Brooker, J., Versvik, M., (2016) Kahoot!, , https://getkahoot.com/; Burke, B., (2014) Gamify: How Gamification Motivates People to Do Extraordinary Things, , Bibliomotion Inc., Brookline; Casasola, E., De, V., Cliffe, O., Padget, J., (2005) Teaching MAS in the UK and in Latin America, , Innov. Teach. Learn. Inf. CS; Chou, Y.K., Actionable Gamification: Beyond Points, Badges, and Leaderboards (2015) Createspace Independent Publishing Platform; Deterding, S., Dixon, D., Khaled, R., Nacke, L., From game design elements to gamefulness: Defining gamification (2011) International Academic Mindtrek Conference: Envisioning Future Media Environments, pp. 9-15. , ACM; Domínguez, A., Saenz-De Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., Martínez-Herráiz, J.J., Gamifying learning experiences practical implications and outcomes (2013) Comput. Educ, 63, pp. 380-392; Escribano, F., Moretón, J., Jiménez, S., (2016) Gamification Model Canvas Framework Evolution, , http://gecon.es/gamification-model-canvas-framework-evolution-1; Fasli, M., Michalakopoulos, M., Teaching e-markets through simulation games (2005) AAMAS 2005 Teaching MAS Workshop; Francisco-Aparicio, A., Gutiérrez-Vela, F.L., Isla-Montes, J.L., Sanchez, J.L.G., Gamification: Analysis and application (2013) New Trends in Interaction, Virtual Reality and Modeling, pp. 113-126. , Penichet, V.M.R., Peñalver, A., Gallud, J.A. (eds.), Springer, Heidelberg; Gauntlett, D., (2007) Creative Explorations: New Approaches to Identities and Audiences, , Routledge, Abingdon; Hunicke, R., Leblanc, M., Zubek, R., MDA: A formal approach to game design and game research (2004) AAAI Workshop on Challenges in Game AI, 4; Huotari, K., Hamari, J., Defining gamification: A service marketing perspective (2012) Proceeding of the 16Th International Academic Mindtrek Conference, pp. 17-22. , ACM; Ibanez, M.B., Di-Serio, A., Delgado-Kloos, C., Gamification for engaging computer science students in learning activities: A case study (2014) IEEE Trans. Learn. Technol, 7 (3), pp. 291-301; Iosup, A., Epema, D., An experience report on using gamification in technical higher education (2014) Proceeding of the 45Th ACM Technical Symposium on Computer Science Education, pp. 27-32. , ACM; Kapp, K.M., (2012) The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education, , Wiley, Hoboken; Kay, R.H., Lesage, A., Examining the benefits and challenges of using ARS: A review of the literature (2009) Comput. Educ, 53 (3), pp. 819-827; Klopfer, E., Scheintaub, H., Huang, W., Wendel, D., Starlogo TNG: Making agent based modeling accessible and appealing to novices (2009) Artificial Life Models in Software, pp. 151-182. , Komosinski, M., Adamatzky, A. (eds.), Springer, Heidelberg; Kurkovsky, S., Teaching software engineering with lego serious play: Conference workshop (2015) J. Comput. Sci. Coll, 30 (6), pp. 13-15; Lee, J.J., Hammer, J., Gamification in education: What, how, why bother? (2011) Acad. Exch. Q, 15 (2), p. 146; Levy, H.P., (2015) Five Key Trends in Gartner’s 2015 Digital Marketing Hype Cycle, , http://www.gartner.com/smarterwithgartner/five-key-trends-in-gartners-2015-digital-marketing-hype-cycle; Li, C., Dong, Z., Untch, R.H., Chasteen, M., Engaging computer science students through gamification in an online social network based collaborative learning environment (2013) J. Inf. Educ. Technol, 3 (1), pp. 72-77; Marache-Francisco, C., Brangier, E., Process of gamification from the consideration of gamification to its practical implementation (2013) Proceeding of the CENTRIC 2013, pp. 126-131. , IARIA; Marczewski, A.C., Even Ninja Monkeys Like to Play (2015) Createspace Independent Publishing Platform; De Melo, C., Prada, R., Raimundo, G., Pardal, J.P., Pinto, H.S., Paiva, A., Mainstream games in the multi-agent classroom (2006) Proceeding of the IEEE/WIC/ACM International Conference on Intelligent Agent Technology, pp. 757-761. , IEEE Computer Society; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J. Contin. Educ. Health Prof, 23 (2), pp. 109-115; Mora, A., Riera, D., González, C., Arnedo-Moreno, J., A literature review of gamification design frameworks (2015) IEEE, pp. 1-8. , 2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games; Mora, A., Zaharias, P., González, C., Arnedo-Moreno, J., FRAGGLE: A FRamework for AGile Gamification of Learning Experiences (2016) LNCS, 9599, pp. 530-539. , De Gloria, A., Veltkamp, R. (eds.)GALA 2015., Springer, Heidelberg; Nicholson, S., A user-centered theoretical framework for meaningful gamification (2012) Proceedings of GLS 8.0 Games+Learning+Society Conference, pp. 223-229; Papert, S., Harel, I., Situating constructionism (1991) Constructionism, 36, pp. 1-11; Pettit, R.K., McCoy, L., Kinney, M.B., Schwartz, F.N., Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology (2015) BMC Med. Educ, 15 (1), p. 92; Rasmussen, R., When you build in the world, you build in your mind (2006) Des. Manag. Rev, 17 (3), pp. 56-63; Richter, G., Raban, D.R., Rafaeli, S., Studying gamification: The effect of rewards and incentives on motivation (2015) Gamification in Education and Business, pp. 21-46. , Reiners, T., Wood, L.C. (eds.), Springer, Heidelberg; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Med. Teach, 22 (3), pp. 237-239; Sakellariou, I., Kefalas, P., Stamatopoulou, I., (2008) Teaching Intelligent Agents Using Netlogo, , ACM-IFIP IEEIII; Sheldon, L., (2011) The Multiplayer Classroom: Designing Coursework as a Game, , Cengage Learning, Boston; Soh, L.K., Using game days to teach a multiagent system class (2004) SIGCSE Bull, 36 (1), pp. 219-223; Werbach, K., Hunter, D., (2012) For the Win: How Game Thinking Can Revolutionize Your Business, , Wharton Digital Press, Philadelphia","Baldeón, J.; WAI Research Group, Department of Mathematics and Computer Science, IMUB and UBICS Research Institutes, University of Barcelona, Gran via, 585, Spain; email: johan.baldeon@ub.edu",Koch F.Guttmann C.Koch F.Guttmann C.Primo T.Koster A.,,Springer Verlag,"2nd International Workshop on Social Computing in Digital Education, SocialEdu 2016, Revised Selected Papers",6 June 2016 through 10 June 2016,,188529.0,18650929,9783319520384,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85010949203
"Radebe F.M., Nel L.",57191838251;36992875700;,Effective integration of a student response system in an undergraduate computer science classroom: An active-engagement instructional strategy,2016,Communications in Computer and Information Science,642,,,95,103,,,10.1007/978-3-319-47680-3_9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994193599&doi=10.1007%2f978-3-319-47680-3_9&partnerID=40&md5=1c5cebd943b78d0a0f24d2356f0e49e0,"Department of Computer Science and Informatics, University of the Free State, Phuthaditjhaba, South Africa; Department of Computer Science and Informatics, University of the Free State, Bloemfontein, South Africa","Radebe, F.M., Department of Computer Science and Informatics, University of the Free State, Phuthaditjhaba, South Africa; Nel, L., Department of Computer Science and Informatics, University of the Free State, Bloemfontein, South Africa","Classroom learning experiences are often hindered by a lack of student participation and superficial interactions with the course content. Student engagement is essential in ensuring that students take an active role in their own learning experiences. A student response system (SRS) is an educational technology that has proven valuable in increasing student engagement. In this study, an active-engagement instructional strategy was devised to guide the effective integration of an SRS as part of classroom activities. A case study was then conducted to investigate the impact of the instructional strategy on student engagement in an undergraduate Computer Science classroom. Analysis of the collected data indicates that the integration of the SRS supported active learning and increased students’ motivation to participate in classroom activities. The instructional strategy served as an effective guide for instructional activities and helped to identify instances that could sabotage the facilitation of student engagement. © Springer International Publishing AG 2016.",Active learning; Motivation; Student engagement; Student response system; Teaching practices,Artificial intelligence; Curricula; Education; Integration; Interactive computer systems; Motivation; Teaching; Active Learning; Instructional activities; Instructional strategy; Learning experiences; Student engagement; Student participation; Student-response system; Teaching practices; Students,,,,,,,,,,,"Allen, D., Tanner, K., Infusing active learning into the large-enrollment Biology class: Seven strategies, from the simple to complex (2005) Cell Biol. Educ, 4 (4), pp. 262-268; Barkley, E., (2010) Student Engagement Techniques, , Jossey-Bass, San Francisco; Bergtrom, G., Content vs. Learning: An old dichotomy in science courses (2011) J. Asynchronous Learn. Netw, 15 (1), pp. 33-44; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am. J. Pharm. Educ, 73 (2), p. 21; Cubric, M., Jefferies, A., The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups (2015) Comput. Educ, 87, pp. 98-111; Efstathiou, N., Bailey, C., Promoting active learning using audience response system in large bioscience classes (2012) Nurse Educ. Today, 32 (1), pp. 91-95; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proc. Natl. Acad. Sci, 111 (23), pp. 8410-8415; Gagné, R., (1985) The Conditions of Learning and the Theory of Instruction, , 4th edn. Holt, Rinehart and Winston, New York; Gleason, B.L., Peeters, M.J., Resman-Targoff, B.H., Karr, S., McBane, S., Kelley, K., Thomas, T., Denetclaw, T.H., An active-learning strategies primer for achieving ability-based educational outcomes (2011) Am. J. Pharm. Educ, 75 (9), p. 186; Green, M., Sulbaran, T., Motivation assessment instrument for virtual reality scheduling simulator (2006) Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, pp. 45-50. , Reeves, T., Yamashita, S. (eds.), Association for the Advancement of Computing in Education (AACE), Chesapeake; Greenstein, T.N., (2006) Methods of Family Research, , Sage Publications, Thousand Oaks; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) Proceedings of the Eleventh Americas Conference on Information Systems (AMCIS), 255p. , Curran Associates Inc., Omaha; Han, J.H., Closing the missing links and opening the relationships among the factors: A Literature review on the use of clicker technology using the 3P model (2014) Educ. Technol. Soc, 17 (4), pp. 150-168; Hwang, I., Wong, K., Lam, S.L., Lam, P., Student response (Clicker) systems: Preferences of Biomedical Physiology students in Asian classes (2015) Electron. J. E-Learn, 13 (5), pp. 347-356; Kolb, A.Y., Kolb, D., (2005) The Kolb Learning Style Inventory-Version 3.1, , http://learningfromexperience.com/media/2010/08/techspeclsi.pdf, Technical Specifications; Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K., Hayek, J.C., (2007) Piecing Together the Student Success Puzzle, , Wiley Subscription Services at Jossey-Bass, San Francisco; Lee, J.W., Shih, M., Teaching practices for the student response system at National Taiwan University (2015) Int. J. Autom. Smart Technol, 5 (3), pp. 145-150; Linnenbrink, E.A., Pintrich, P.R., Role of affect in cognitive processing in academic contexts (2004) Motivation, Emotion, and Cognition, pp. 57-87. , Dai, D., Sternburg, R. (eds.), Lawrence Erlbaum Associates, Mahwah; Lopresto, M.C., Slater, T.F., A new comparison of active learning strategies to traditional lectures for teaching college Astronomy (2016) J. Astronom. Earth Sci. Educ, 3 (1), pp. 59-76; Morice, J., Michinov, N., Delaval, M., Sideridou, A., Ferrières, V., Comparing the effectiveness of peer instruction to individual learning during a chromatography course (2015) J. Comput. Assist. Learn, 31 (6), pp. 722-733; Stefani, L., Engaging our students in the learning process: Some points for consideration (2008) Int. J. Scholarsh. Teach. Learn, 2 (1), pp. 1-6; Ulbig, S., Engaging the unengaged: Using visual images to enhance students’ “Poli Sci 101” experience (2009) Polit. Sci. Polit, 42 (2), pp. 385-391; Williams, M., Burden, R.L., (1997) Psychology for Language Teachers, , Cambridge University Press, Cambridge; Wodi, S.W., The concept of educational technology: Problems and prospects of information and communication technology (ICT) in Nigeria (2009) Int. J. Afr. Stud, 2009 (1), pp. 4-10; Yin, R., (1994) Case Study Research: Design and Methods, , Sage Publishing, Beverly Hills","Radebe, F.M.; Department of Computer Science and Informatics, University of the Free StateSouth Africa; email: radebefm@ufs.ac.za",Gruner S.,Department of Computer Science of the University of Pretoria (Andries Engelbrecht);IITPSA (Tony Parry);Springer,Springer Verlag,"45th Annual Conference of the Southern African Computer Lecturers’ Association, SACLA 2016",5 July 2016 through 6 July 2016,,185639.0,18650929,9783319476797,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84994193599
[No author name available],[No author id available],"Proceedings of the International Conference on e-Learning, ICEL",2016,"Proceedings of the International Conference on e-Learning, ICEL",2016-January,,,,,308.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979222101&partnerID=40&md5=720dee87f5ae65868dd12272fe0caab1,,,"The proceedings contain 37 papers. The topics discussed include: ICT tools usage's effectiveness by communities of practice in promoting knowledge management innovation; invisible pedagogy: developing learners' self-responsibility in digital environments through problem-based learning; exploring the experiences of learners in a large scale distance language learning program offered in countries across Latin America; teachers' knowledge and technology acceptance: a study on the adoption of clickers; support for lifelong learning at the university of west Bohemia; peer interaction and students' perceptions towards constructivist-collaborative learning environment: motivation and affective factor; a semantic web solution for circumventing disparities between electronic-learning systems and mobile-learning systems; robotic workmates: hybrid human-robot-teams in the Industry 4.0; cultivating problem-solving skills in Malaysian undergraduates: an authentic blended learning approach; transforming from conventional teaching environment to learner-centered teaching environment with the use of interactive multimedia module in tertiary education; effects of the design factors of skill training game on learning performance and emotion; and an optimized group formation scheme considering knowledge level, learning roles, and interaction relationship for promoting collaborative problem-based learning performance.",,,,,,,,,,,,,,,Idrus R.M.Zainuddin N.,,Academic Conferences Limited,"11th International Conference on e-Learning, ICEL 2016",2 June 2016 through 3 June 2016,,122452.0,20488882,9781910810910,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Review,Final,,Scopus,2-s2.0-84979222101
"Ruvini W.M., Hamada R.",57202164178;57192098942;,Usage of active learning strategies in engineering education: An example from Sri Lanka,2016,BMEiCON 2016 - 9th Biomedical Engineering International Conference,,, 7859629,,,,2.0,10.1109/BMEiCON.2016.7859629,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85015908751&doi=10.1109%2fBMEiCON.2016.7859629&partnerID=40&md5=26009852138e307da695360ae7b28b3e,"School of Management Technology, Sirindhorn International Institute of Technology (SIIT), Thammasat University, Pathum Thani, Thailand","Ruvini, W.M., School of Management Technology, Sirindhorn International Institute of Technology (SIIT), Thammasat University, Pathum Thani, Thailand; Hamada, R., School of Management Technology, Sirindhorn International Institute of Technology (SIIT), Thammasat University, Pathum Thani, Thailand","Engineering is a dynamic discipline which needs people to work across other disciplines. Engineers have to adapt to new challenges day by day. Technical know-how, as well as other competencies, such as communication skills, leadership skills, and interpersonal skills are needed for engineers to perform well in this industry. Academic institutions, such as universities hold the main responsibility to produce qualified graduates who are equipped with the necessary knowledge and skills expected by industry. Active Learning (AL) is a technique which helps students to acquire skills which are necessary to perform their work successfully. Though it is well accepted, the usage of Active Learning Strategies (ALSs) depends on many factors, such as availability of resources, class size, attitude of instructors, and much more. This study assesses cross disciplinary variations, and variations of different dimensions of ALSs used in a selected state university of Sri Lanka. Discussions and presentations were most popular among the respondents. Project Based Learning (PBL), and case study method are the other popular ALSs. However, educational games and the use of clickers seem to be least important strategies. © 2016 IEEE.",Active Learning Strategies; Engineering Education,Artificial intelligence; Biomedical engineering; Engineering education; Learning systems; Technology transfer; Academic institutions; Active learning strategies; Case study methods; Communication skills; Cross-disciplinary; Interpersonal skills; Project based learning; Technical know hows; Students,,,,,,,,,,,"Felder, R.M., Silverman, L.K., Learning and teaching styles in engineering education (1988) Engineering Education, 78 (7), pp. 674-681; Weimer, M., Students and attention: An interesting analysis in teaching and learning (2014) Faculty Focus, Higher Ed. Teaching & Learning, , http://www.facultyfocus.com/articles/teaching-Andlearning/students-Attention-interesting-Analysis/, Accessed: July.30, 2016; Masters, K., Edgar dale's pyramid of learning in medical education: A literature review (2013) Medical Teacher, 35 (11), pp. e1584-e1593; Bean, J.C., (2011) Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, , John, Wiley & Sons; Felder, R.M., Woods, D.R., Stice, J.E., Rugarcia, A., The future of engineering education II. Teaching methods that work (2000) Chemical Engineering Education, 34 (1), pp. 26-39; Freeman, S., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Sciences, 111 (23), pp. 8410-8415; Anitha, H.M., Rao, A.N., Active learning techniques in engineering education (2014) International Journal of Research in Engineering and Technology, 3 (11), pp. 462-465; Hall, S.R., Waitz, I., Brodeur, D.R., Soderholm, D.H., Nasr, R., Adoption of active learning in a lecture-based engineering class (2002) Frontiers in Education, , FIE, 2002; Yadav, A., Subedi, D., Lundeberg, M.A., Bunting, C.F., Problembased learning: Influence on students' learning in an electrical engineering course (2011) Journal of Engineering Education, 100 (2), p. 253; McKeachie, W., Svinivki, M., (2013) McKeachie's Teaching Tips, , Cengage Learning; Bell, S., Project-based learning for the 21st century: Skills for the future (2010) The Clearing House A Journal of Educational Strategies, Issues and Ideas, 83 (2), pp. 39-43; Mills, J.E., Treagust, D.F., Engineering education-Is problem-based or project-based learning the answer (2003) Australasian Journal of Engineering Education, 3 (2), pp. 2-16; Bodnar, C.A., Anastasio, D., Enszer, J.A., Burkey, D.D., Engineers at play: Games as teaching tools for undergraduate engineering students (2016) Journal of Engineering Education, 105 (1), pp. 147-200",,,,Institute of Electrical and Electronics Engineers Inc.,"9th Biomedical Engineering International Conference, BMEiCON 2016",7 December 2016 through 9 December 2016,,126586.0,,9781509039401,,,English,BMEiCON - Biomed. Eng. Int. Conf.,Conference Paper,Final,,Scopus,2-s2.0-85015908751
"Montpetit C., Sabourin S.",6602189644;57210929676;,Assessing the impact of an “Echo360-Active Learning Platform - Enabled classroom in a large enrolment blended learning undergraduate course in genetics,2016,"ASCILITE 2016 - Conference Proceedings - 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Show Me the Learning",,,,440,445,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071912178&partnerID=40&md5=ebfd85b6800d0600e90ed2498a718f7b,"Department of Biology, University of Ottawa, Canada","Montpetit, C., Department of Biology, University of Ottawa, Canada; Sabourin, S., Department of Biology, University of Ottawa, Canada","In response to calls from the higher education science community to increase student engagement in learning, scientific teaching (reflecting the true nature of science by capturing the process of discovery in the classroom) and reflective teaching (or scholarly teaching), a genetics course was redesigned as a blended learning course. The new course model has provided several opportunities to engage students in the 5E learning cycle and to redefine the classroom experience. Despite the growing literature on effective design of blended courses, very little research has been conducted and very little is known about the impact of components of blended courses for large enrolment courses in relation to student learning outcomes. The goal of this investigation was to assess the impact of an Echo360-ALP enabled classroom on learning gains in a large enrolment blended learning course. © 2016 Deakin University. All Rights Reserved.",Blended learning; Echo360-active learning platform; Learning analytics; Learning gains; Learning outcomes; Pedagogy; Scientific teaching; Student response system,Artificial intelligence; Chromosomes; Curricula; E-learning; Education computing; Educational technology; Learning systems; Teaching; Active Learning; Blended learning; Learning analytics; Learning gain; Learning outcome; Pedagogy; Student-response system; Students,,,,,,,,,,,"Anderson, T., Getting the mix right again: An updated and theoretical rationale for interaction (2003) The International Review of Research in Open and Distance Learning, 4 (2). , http://www.irrodl.org/index.php/irrodl/article/viewArticle/149/230; Bradforth, S., Miller, E.R., Improve undergraduate science education (2015) Nature, 523, pp. 282-284. , http://www.nature.com/news/university-learning-improve-undergraduate-science-education1.17954; Caulfield, J., (2011) How to Design and Teach A Hybrid Course – Achieving Student-Centered Learning through Blended Courseroom, Online, and Experiential Activities, , Stylus Publishing, Virginia; Chickering, A.W., Gamson, Z.F., Seven principles for good teaching in undergraduate education (1987) American Association for Higher Education & Accreditation Bulletin, 39, pp. 3-7. , http://www.aahea.org/articles/sevenprinciples1987.htm; Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Wood, W.B., Scientific teaching (2004) Science, 304, pp. 521-522. , http://www.jstor.org/stable/3836701?origin=JSTOR-pdf&seq=1#page_scan_tab_contents; Herreid, C.F., Clicker” cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47. , http://sciencecases.lib.buffalo.edu/cs/pdfs/Clicker%20Cases-XXXVI-2.pdf; Lundeberg, M.A., Kang, H.K., Wolter, B., DelMas, R., Armstrong, N., Borsari, B., Boury, N., Herreid, C.F., Context matters: Increasing understanding with interactive clicker case studies (2011) Education Technology Research Development, 59, pp. 645-671. , http://link.springer.com/article/10.1007/s11423-010-9182-1; Piaget, J., (1950) The Psychology of Intelligence, , New York, Harcourt Base; Smith, M.K., Wood, W.B., Knight, J.K., The genetics concept assessment: A new concept inventory for gauging student understanding of genetics (2008) Life Sciences Education, 7, pp. 422-430. , http://www.lifescied.org/content/7/4/422.full.pdf+html",,,,Australasian Society for Computers in Learning in Tertiary Education (ASCILITE),"33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, ASCILITE 2016",27 November 2016 through 30 November 2016,,149693.0,,,,,English,"ASCILITE - Conf. Proc. - Int. Conf. Innov., Pract. Res. Use Educ. Technol. Tert. Educ.: Show Me Learn.",Conference Paper,Final,,Scopus,2-s2.0-85071912178
[No author name available],[No author id available],"7th International Conference on Computer Supported Education, CSEDU 2015",2016,Communications in Computer and Information Science,583,,,1,635,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959248281&partnerID=40&md5=53380bce55b60ddea54c4217c676652f,,,"The proceedings contain 35 papers. The special focus in this conference is on Computer Supported Education. The topics include: Open education practices as answer to new demands of training in entrepreneurship competences; identification and formalization of LMS instructional design languages; agents for personalized learning in distance learning; recognition of reading activities and reading profile of user on Japanese text presentation system; linguistic features extraction and automatic readability classifier; a framework for designing on-line listening activities for postsecondary music courses; dynamic adaptive activity planning in education; a meta-modeling approach for capturing recurrent uses of moodle tools into pedagogical activities; a critical literature review; a next generation audience response system; learning Arabic through play games on tabletop surface computers in early childhood; how revealing rankings affects student attitude and performance in a peer review learning environment; a longitudinal survey of teacher training in federal programs; verifying the stability and sensitivity of learning analytics based prediction models; gamification behind the scenes; project-based learning emphasizing open resources and student ideation; continuous assessment in the evolution of a CS1 course; a flipped classroom with and without computers; a tool to motivate understanding in elementary school teachers; analyzing the academic approaches to learning of Portuguese college students through the psychometric study of a questionnaire; adapting learning paths in serious games; a content analysis of internal stakeholder perspectives and an interplay of learning preference, teaching philosophy, and perception of technology.",,,,,,,,,,,,,,,Uhomoibhi J.Restivo M.T.Zvacek S.Helfert M.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",Springer Verlag,"7th International Conference on Computer Supported Education, CSEDU 2015",23 May 2015 through 25 May 2015,,164529.0,18650929,9783319295848,,,English,Commun. Comput. Info. Sci.,Conference Review,Final,,Scopus,2-s2.0-84959248281
"Baldeón J., Lopez-Sanchez M., Rodríguez I., Puig A.",57190662770;23005319800;34875589300;7005116801;,Gamification of multi-agent systems theory classes,2016,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),10003 LNAI,,,172,183,,,10.1007/978-3-319-46840-2_11,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84989927035&doi=10.1007%2f978-3-319-46840-2_11&partnerID=40&md5=4a3b1a21108d8dafc4bde4bd65eb2527,"Faculty of Mathematics, Applied Mathematics and Analysis Department, University of Barcelona, Gran Via, 585, Barcelona, 08007, Spain","Baldeón, J., Faculty of Mathematics, Applied Mathematics and Analysis Department, University of Barcelona, Gran Via, 585, Barcelona, 08007, Spain; Lopez-Sanchez, M., Faculty of Mathematics, Applied Mathematics and Analysis Department, University of Barcelona, Gran Via, 585, Barcelona, 08007, Spain; Rodríguez, I., Faculty of Mathematics, Applied Mathematics and Analysis Department, University of Barcelona, Gran Via, 585, Barcelona, 08007, Spain; Puig, A., Faculty of Mathematics, Applied Mathematics and Analysis Department, University of Barcelona, Gran Via, 585, Barcelona, 08007, Spain","Traditional theory classroom dynamics suffer from student feedback and interaction. Unfortunately, attendance rates also represent a common problem. In order to mitigate these issues, we propose the inclusion of novel teaching resources. On the one hand, Multi-Agent Systems (MAS) core concepts of distribution, autonomy and interaction can be mapped into collaborative classes, where students can experience theoretical concepts in hands-on activities. On the other hand, class gamification can help to enhance students motivation and engagement. Nevertheless, applying gamification requires the usage of a suitable framework. This paper proposes an extension of the Gamification Model Canvas. This extension includes MAS principles as well as those of Lego Serious Play and Audience Response Systems. Additionally, we illustrate its applicability by means of a case study that designs and gamifies a multi-agent systems class, which has been positively evaluated by students. © Springer International Publishing AG 2016.",ARS; Gamification; LSP; Teaching MAS,Argon; Autonomous agents; Students; Teaching; Audience response systems; Classroom dynamics; Gamification; Hands-on activities; Motivation and engagements; Student feedback; Teaching resources; Multi agent systems,,,,,,,,,,,"Barreteau, O., Bousquet, F., Attonaty, J.M., Role-playing games for opening the black box of multi-agent systems: Method and lessons of its application to senegal river valley irrigated systems (2001) J. Artif. Soc. Soc. Simul, 4 (2), p. 5; Bartle, R., Hearts, clubs, diamonds, spades: Players who suit MUDs (1996) J. MUD Res, 1 (1), p. 19; Beer, M., (2010) Multi-Agent Systems for Education and Interactive Entertainment: Design, Use and Experience: Design, Use and Experience, , IGI Global, Hershey; Bellanca, J.A., (2011) 21St Century Skills: Rethinking How Students Learn, , Solution Tree Press, Bloomington; Casasola, E., De, V., Cliffe, O., Padget, J., Teaching MAS in the UK and in latin America (2005) Innov. Teach. Learn. Inf. Comput. Sci; Deterding, S., Dixon, D., Khaled, R., Nacke, L., From game design elements to gamefulness: Defining gamification (2011) International Academic Mindtrek Conference: Envisioning Future Media Environments, pp. 9-15. , ACM; Domínguez, A., Saenz-De Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., Martínez-Herráiz, J.J., Gamifying learning experiences: Practical implications and outcomes (2013) Comput. Educ, 63, pp. 380-392; Gauntlett, D., (2007) Creative Explorations: New Approaches to Identities and Audiences, , Routledge, London; Hunicke, R., Leblanc, M., Zubek, R., MDA: A formal approach to game design and game research (2004) AAAI Workshop on Challenges in Game AI, 4; Ibanez, M.B., Di-Serio, A., Delgado-Kloos, C., Gamification for engaging computer science students in learning activities: A case study (2014) IEEE Trans. Learn. Technol, 7 (3), pp. 291-301; Iosup, A., Epema, D., An experience report on using gamification in technical higher education (2014) Proceedings of 45Th ACM Technical Symposium on Computer Science Education, pp. 27-32. , ACM; Kapp, K.M., (2012) The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education, , Wiley, New York; Kay, R.H., Lesage, A., Examining the benefits and challenges of using ARS: A review of the literature (2009) Comput. Educ, 53 (3), pp. 819-827; Kurkovsky, S., Teaching software engineering with Lego Serious Play: Conference workshop (2015) J. Comput. Sci. Coll, 30 (6), pp. 13-15; Li, C., Dong, Z., Untch, R.H., Chasteen, M., Engaging computer science students through gamification in an online social network based collaborative learning environment (2013) J. Inf. Educ. Technol, 3 (1), pp. 72-77; Marczewski, A.C., Even Ninja Monkeys Like to Play (2015) Createspace Independent Publishing Platform; Mora, A., Riera, D., González, C., Arnedo-Moreno, J., A literature review of gamification design frameworks (2015) 2015 7Th International Conference on Games and Virtual Worlds for Serious Applications (Vs-Games), pp. 1-8. , IEEE; Nicholson, S., A user-centered theoretical framework for meaningful gamification (2012) Proceedings of GLS 8.0 Games+Learning+Society Conference, pp. 223-229; Richter, G., Raban, D.R., Rafaeli, S., Studying gamification: The effect of rewards and incentives on motivation (2015) Gamification in Education and Business, pp. 21-46. , Reiners, T., Wood, L.C. (eds.), Springer, Switzerland; Sakellariou, I., Kefalas, P., Stamatopoulou, I., Teaching intelligent agents using NetLogo (2008) ACM-IFIP IEEIII","Baldeón, J.; Faculty of Mathematics, Applied Mathematics and Analysis Department, University of Barcelona, Gran Via, 585, Spain; email: johan.baldeon@ub.edu",Osman N.Sierra C.,,Springer Verlag,"International Foundation for Autonomous Agents and Multiagent Systems, IFAAMAS 2016",9 May 2016 through 10 May 2016,,184669.0,03029743,9783319468396,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84989927035
"Zhang X.-Y., Zhang P.-Y.",57209624846;57190963772;,Mobile technology in health information systems-A review,2016,European Review for Medical and Pharmacological Sciences,20,10,,2140,2143,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84984860967&partnerID=40&md5=1cf56f47956c1dd197fee8b8929973ea,"Nanjing University of Chinese Medicine, Information Institute, Bai Xia Qu, Nanjing, Jiangsu, China; Xuzhou Central Hospital, Xuzhou, Jiangsu Province, China; Affiliated XuZhou Hospital of Medical College of Southeast University, Xuzhou, Jiangsu, China; Xuzhou Clinical School of Xuzhou Medical College, Xuzhou, Jiangsu, China; Xuzhou Clinical Medical College of Nanjing University of Chinese Medicine, Xuzhou, Jiangsu, China","Zhang, X.-Y., Nanjing University of Chinese Medicine, Information Institute, Bai Xia Qu, Nanjing, Jiangsu, China; Zhang, P.-Y., Xuzhou Central Hospital, Xuzhou, Jiangsu Province, China, Affiliated XuZhou Hospital of Medical College of Southeast University, Xuzhou, Jiangsu, China, Xuzhou Clinical School of Xuzhou Medical College, Xuzhou, Jiangsu, China, Xuzhou Clinical Medical College of Nanjing University of Chinese Medicine, Xuzhou, Jiangsu, China",Mobile technology is getting involved in every sphere of life including medical health care. There has been an immense upsurge in mobile phone-based health innovations these days. The expansion of mobile phone networks and the proliferation of inexpensive mobile handsets have made the digital information and communication technology capabilities very handy for the people to exploit if for any utility including health care. The mobile phone based innovations are able to transform weak and under performing health information system into more modern and efficient information system. The present review article will enlighten all these aspects of mobile technology in health care.,Health care systems.; Information technology; Mobile technology,decision support system; health care access; health care quality; health care utilization; health promotion; human; medical education; medical information system; mobile application; mobile phone; online system; patient compliance; personalized medicine; quality of life; Review; smoking cessation; telemonitoring; weight reduction; workflow; Cell Phones; Health Information Systems,,,,,,,,,,,"Germanakos, P., Mourlas, C., Samaras, G., A mobile agent approach for ubiquitous and personalized ehealth information systems (2005) Proceedings of the Workshop on 'Personalization for E-Health' of the X.-Y. Zhang P.-Y. Zhang 10th International Conference on User Modeling (UM'05), pp. 67-70; Sood, S.P., Nwabueze, S.N., Vwa, M., Prakash, N., Chatterjee, S., Ray, P., Mishra, S., Electronic medical records a review comparing the challenges in developed and developing countries (2008) 41st Hawaii International Conference on Systems Sciences; (2008) The Opportunity of Mobile Technology for Healthcare in the Developing World, , VI TAL-WAVE-CONSULT ING MHEALTH FOR DEVELOPMENT. Washington, D.C. 4) ITU Implementing e-health in Developing Countries Department, P. a. S. (ed) Geneva; (2010) Measuring the Information Society 2010, , IN ITU-D (Ed) ITU; Raa, J., Sahay, S., Health Information Systems Programme: Participatory Design within the Hisp Network (2013) Routledge International Handbook of Participatory Design, , Simonsen J. and Robertson T. Routledge; Krouse, A., IPads, iPhones, Androids, and Smartphones: FDA regulation of mobile phone applications as medical devices (2012) Ind. Health L. 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(2011) Transl Behav Med, 1, pp. 53-71; Martínez-Pérez, B., De La Torre-Díez, I., Candelasplasencia, S., López-Coronado, M., Development and evaluation of tools for measuring the quality of experience (QoE) in mHealth applications (2013) J Med Syst, 37, p. 9976; Corral, E., (2012) Comprehensive & Seamless MHealth Best Practices; Derballa, V., Pousttchi, K., Extending knowledge management to mobile workplaces (2004) Proceedings of the 6th International Conference, p. 3616. , http://dl.acm.org/citation.cfm?id=1052294; Free, C., Phillips, G., Felix, L., Galli, L., Patel, V., Edwards, P., The effectiveness of M-health technologies for improving health and health services: A systematic review protocol (2010) BMC Res Notes, 3, p. 250; Kallander, K., Tibenderana, J.K., Akpogheneta, O.J., Strachan, D.L., Hill, Z., Ten Asbroek, A.H., Conteh, L., Meek, S.R., Mobile health (mHealth) approaches and lessons for increased performance and retention of community health workers in lowand middle-income countries: A review (2013) J Med Internet Res, 15, p. e17; ICTFACTSFIGURES2013-E.PDF, , [Internet]. cited 3/1/ 2015]; Bastawrous, A., Armstrong, M.J., Mobile health use in low-And high-income countries: An overview of the peer-reviewed literature (2013) J R Soc Med, 106, pp. 130-142; Fiordelli, M., Diviani, N., Schulz, P.J., Mapping mHealth research: A decade of evolution (2013) J Med Internet Res, 15, p. e95; Steinhubl, S.R., Muse, E.D., Topol, E.J., Can mobile health technologies transform health care? (2013) JAMA, 310, pp. 2395-2396; Gurol-Urganci, I., De Jongh, T., Vodopivec-Jamsek, V., Car, J., Atun, R., Mobile phone messaging for communicating results of medical investigations (2012) Cochrane Database Syst Rev, 6, p. CD007456; De Jongh, T., Gurol-Urganci, I., Vodopivec-Jamsek, V., Car, J., Atun, R., Mobile phone messaging for facilitating self-management of long-Term illnesses (2012) Cochrane Database Syst Rev, 12, p. CD007459","Zhang, X.-Y.; Nanjing University of Chinese Medicine, Information InstituteChina; email: xiaoyingzhang08@163.com",,,Verduci Editore,,,,,11283602,,RESFD,27249615.0,English,Eur. Rev. Med. Pharmacol. Sci.,Review,Final,,Scopus,2-s2.0-84984860967
"Simelane-Mnisi S., Mji A.",57190073080;6602521951;,Clicker technology with learning styles in assessment for learning to encourage academic performance and increase pass rate in mathematics,2016,"Learning Styles and Strategies: Assessment, Performance and Effectiveness",,,,87,122,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85022097700&partnerID=40&md5=dd05d4c336a76512213e2e6a42671a81,"Tshwane University of Technology, South Africa","Simelane-Mnisi, S., Tshwane University of Technology, South Africa; Mji, A., Tshwane University of Technology, South Africa","The challenges in this chapter were the lack of understanding student learning styles, lack of activities that promotes participation and interaction, insufficient time for regular formative assessment and lack of immediate feedback on student learning throughout the lesson. In fact, lecturer-centred approach was dominant; as a result this led to the low pass rate and lack of interest in the mathematics amongst students. The purpose of this chapter was to investigate whether assessment for learning using clicker technology with learning styles encourages academic performance and increase pass rate in mathematics II. To establish student’s academic performance, students’ learning styles were determined using Kolb’s Learning Style Inventory version 3.1, so that the researchers could develop a Technology Engagement Teaching Strategy (TETS) that would give learning opportunities to all the students and accommodate different learning styles. The results showed that the students’ learning styles were of the order, Diverging → Assimilating → Converging → Accommodating, with most of the participants following diverging learning styles. It is recommended that the reliability and validity of scores from the Kolb’s Learning Style Inventory version 3.1 be determined in variable settings within the South African context. Such a determination should add to the body of knowledge relating to the utilization of these questionnaires in different parts of the world. © 2016 Nova Science Publishers, Inc.",Assessment for learning; Clicker technology; Learning styles; Mathematics; Pass rate; Students academic performance,,,,,,,,,,,,"Agbatogun, A.O., Improving communicative competence with ‘clickers’: Acceptance/attitudes among Nigerian primary school teachers (2012) Education, 42 (1), pp. 39-53. , 3-13; Alison, J., Green, E., Gail, E., Sammons, Student learning styles: Assessing active learning in the hospitality learners model (2014) Journal of Hospitality and Tourism Education, 26 (1), pp. 29-38; Awedh, M., Mueen, A., Zafar, B., Manzoor, U., (2015) Using Socrative and Smartphones for the support of collaborative learning, , arXiv preprint arXiv: 1501.01276; Beaumont, C., O’Doherty, M., Shannon, L., Reconceptualising assessment feedback: A key to improving student learning? (2011) Studies in Higher Education, 36 (6), pp. 671-687; Brouhle, K., Exploring Strategic Behavior in an Oligopoly Market Using Classroom Clickers (2011) The Journal of Economic Education, 42 (4), pp. 395-404; Creswell, J.W., Plano Clark, V.L., (2007) Designing and conduction mixed method research, , London: Sage; Eaves, M., The relevance of learning styles for international pedagogy in higher education (2011) Teachers and Teaching, 17 (6), pp. 677-691; Denker, K.J., Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning (2013) Communication Teacher, 27 (1), pp. 50-69; (2005) 7 Things you should know about clickers, , http://net.educause.edu/ir/library/pdf/ELI7002.pdf, Retrieved from; Egemen, E., Edwards, F., Nirmalakhandan, N., Computer simulation models in environmental engineering education (1998) Water Science and Technology, 38 (11), pp. 295-302; Felder, M., (1996) Matters of style. ASEE, 6 (4), pp. 18-24; Felder, M.R., Are learning styles invalid? (Hint: No!) (2010) On-Course Newsletter, , http://www.Oncourseworkshop.com/learning046.htm, Retrieved from; Felder, M., Brent, R., Understanding student differences (2005) Journal of Engineering Education, 94 (1), pp. 57-72. , http://www4.ncsu.edu/unity/lockers/users/f/felder/public/papers, Retrieved from; Flores, M.A., Simão, A.M.V., Barros, A., Pereira, D., Perceptions of effectiveness, fairness and feedback of assessment methods: A study in higher education (2014) Studies in Higher Education, pp. 1-12; Gerber, L.N., Ward, D.D., Classrooms for the Millennials: An Approach for the Next Generation (2016) Benefits of the NADE Certification Process: Self-Knowledge, Informed Choices and Programmatic Strength, p. 23; Green, A.J., Sammons, G.E., Student Learning Styles: Assessing Active Learning in the Hospitality Learners Model (2014) Journal of Hospitality and Tourism Education, 26 (1), pp. 29-38; Grzeskowiaka, E.L., Toc, J., Thomasd, A.E., Phillipse, A.J., An innovative approach to enhancing continuing education activities for practising pharmacists using clicker technology (2014) International Journal of Pharmacy Practice, 22, pp. 437-439; King, E., Joy, M., Foss, J., Sinclair, J., Sitthiworachart, J., Exploring the impact of a flexible, technology-enhanced teaching space on pedagogy (2014) Innovations in Education and Teaching International, pp. 1-14; Kolb, D.A., (1984) Experiential learning, , Englewoods Cliffs: NJ: Prentice Hall; Kolb, A.C., (1993) Experiential learning systems, , Boston, MA: Hay Group; Kolb, A.C., Kolb, D.A., (2005) The Kolb learning style inventory-Version 3.1, 2005 Technical specifications Hay Group, , http://www.haygroup.com, Retrieved from; Kolb, D.A., Boyatzis, R.E., Mainemelis, C., Experential learning theory: Previous research and new directions (2000) Perspectives on cognitive, learning, and thinking styles, pp. 1-40. , R. J. Sternberg and L. F. Zhang (Eds.), NJ: Lawrence Erlbaum; Loo, R., Issues in factor-analyzing ipsative measures: The learning style inventory (LSI-1985) example (1999) Journal of Business Psychology, 14 (1), pp. 149-154; McCoog, I.J., 21st Century teaching and learning (2008) Education Resource Center, , eric.ed.gov/PDFS/ED502607.pdf, Retrieved from; McDonnell, J., Curtis, W., Making space for democracy through assessment and feedback in higher education: Thoughts from an action research project in education studies (2014) Assessment and Evaluation in Higher Education, 39 (8), pp. 932-948; Medland, E., Assessment in higher education: Drivers, barriers and directions for change in the UK (2014) Assessment and Evaluation in Higher Education, pp. 1-16; Mnisi, S., (2015) Exploring a teaching strategy using clicker mobile technology for active learning in undergraduate mathematics classes. Doctoral in Education, , Tshwane university of Technology, Pretoria; Norton, L., Aiyegbayo, O., Harrington, K., Elander, J., Reddy, P., New lecturers’ beliefs about learning, teaching and assessment in higher education: The role of the PGCLTHE programme (2010) Innovations in Education and Teaching International, 47 (4), pp. 345-356; Quinn, A., An Exploratory Study of Opinions on Clickers and Class Participation From Students of Human Behavior in the Social Environment (2010) Journal of Human Behavior in the Social Environment, 20 (6), pp. 721-731; Rich, J.D., Arabia, N.C., Mines, D., Kimberly, L.J., Creating learner-centered assessment strategies for promoting greater student retention and class participation (2014) Frontiers in Psychology, 5, pp. 1-3; Simelane-Mnisi, S., Mji, A., Assessment for learning using TETS with the aid of clicker mobile technology (2014) Proceedings of the SAICE; Simelane-Mnisi, S., Mji, A., Impact of feedback on assessment using clicker emerging technology to enhance learning (2014) Proceedings of the 6th International Conference on Education and New Learning Technologies, IATED, pp. 5344-5353; Simelane, S., Mji, A., Impact of Technology-engagement Teaching Strategy with the Aid of Clickers on Student’s Learning Style (2014) Procedia - Social and Behavioral Sciences, 136, pp. 511-521; Simelane-Mnisi, S., Mji, A., Active learning and heutagogy using clicker technology to enhance student learning and improve pass rate (2015) Proceedings of the 7th International Conference on Education and New Learning Technologies, IATED; Smith, M.K., (2001) David A. Kolb on experiential learning. The encyclopedia of informal education, , http://www.infed.org/biblio/b-explrn.htm, Retrieved from; Sprague, E.W., Dahl, D.W., Learn to click: An evaluation of a personal response systen clicker technology in introductory marketing course (2010) Journal of Marketing Education, 32 (1), pp. 93-103; Stewart, S., Stewart, W., Taking clickers to the next level: A contingent teaching model (2013) International Journal of Mathematical Education in Science and Technology, 44 (8), pp. 1093-1106; Wash, P.D., Taking advantage of mobile devices: Using Socrative in the classroom (2014) Journal of Teaching and Learning with Technology, 3 (1), pp. 99-101; Weurlander, M., Söderberg, M., Scheja, M., Hult, H., Wernerson, A., Exploring formative assessment as a tool for learning: Students’ experiences of different methods of formative assessment (2011) Assessment and Evaluation in Higher Education, 37 (6), pp. 747-760","Simelane-Mnisi, S.; Tshwane University of technology, TLwT Building 5, P/Bag X680, South Africa; email: simelanes@tut.ac.za",,,"Nova Science Publishers, Inc.",,,,,,9781634856690; 9781634856553,,,English,"Learning Styles and Strategies: Assess., Perform. and Effectiveness",Book Chapter,Final,,Scopus,2-s2.0-85022097700
"Coupland M., Dunn P.K., Galligan L., Oates G., Trenholm S.",57062250900;7401710282;24831428900;10242620800;53864502700;,Tertiary mathematics education,2016,Research in Mathematics Education in Australasia 2012-2015,,,,187,211,,2.0,10.1007/978-981-10-1419-2_10,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018933926&doi=10.1007%2f978-981-10-1419-2_10&partnerID=40&md5=ace838f08be88bba7fb56739accb5311,"University of Technology Sydney, Broadway, Australia; University of the Sunshine Coast, Maroochydore, Australia; University of Southern Queensland, Toowoomba, Australia; University of Tasmania, Launceston, Australia; University of South Australia, Adelaide, Australia","Coupland, M., University of Technology Sydney, Broadway, Australia; Dunn, P.K., University of the Sunshine Coast, Maroochydore, Australia; Galligan, L., University of Southern Queensland, Toowoomba, Australia; Oates, G., University of Tasmania, Launceston, Australia; Trenholm, S., University of South Australia, Adelaide, Australia","Mathematical and statistical education research relevant to students in tertiary settings is reviewed. This is an expanding field and is evolving as researchers shift their attention from the reporting of innovations in lecturing practice and course design to include a deeper consideration of the experiences of educators and learners in this space. The purposeful inclusion of group work and discussion, focus on concepts, authentic problem solving, interactions in lectures with student response systems and online learning are all changing the way mathematics and statistics are taught at this level. The authors note that traditional measures of achievement in the form of exam marks are still relied upon, and call for theory-based and theory-building research including investigations of depth of understanding, and of transfer of knowledge and skills to new situations. An emphasis on the learner’s experience and the employment of cross-disciplinary teams of researchers are further suggestions. © 2016 Springer Science+Business Media Singapore.",Digital technology in learning mathematics and statistics; Undergraduate mathematics and statistics education,,,,,,,,,,,,"Abdulla, S., Dalby, T., Robinson, C., Galligan, L., Frederiks, A., Pigozzo, R., Wandel, A., Students’ mathematical preparation Part B: Students’ perceptions (2013) Proceedings of the 9th DELTA Conference on Teaching and Learning of Undergraduate Mathematics and Statistics, pp. 30-39. , D. King, B. Loch, & L. Rylands (Eds.), Melbourne: University of Western Sydney; Artigue, M., The future of teaching and learning mathematics with digital technologies (2010) Mathematics education and technology-Rethinking the terrain. The 17th ICMI study, pp. 463-475. , C. Hoyles & J.-B. 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Bardini (Eds.), Melbourne: MERGA; Wood, L.N., Mather, G., Petocz, P., Reid, A., Engelbrecht, J., Harding, A., University students’ views of the role of mathematics in their future (2012) International Journal of Science and Mathematics Education, 10 (1), pp. 99-109; Wood, L.N., Reid, A., Petocz, P., (2012) Becoming a mathematician: An international perspective, , Dordrecht, The Netherlands: Springer; Worsley, S., (2014) Students’ attitudes, learning behaviours and achievement in undergraduate mathematics: A longitudinal study (Unpublished doctoral dissertation), , Brisbane: The University of Queensland; Zhang, L., Govindaraju, K., Sensitivity analysis in statistics teaching (2012) Teaching Statistics, 34 (1), pp. 38-40","Coupland, M.; University of Technology Sydney, Broadway, Australia; email: Mary.Coupland@uts.edu.au",,,Springer Singapore,,,,,,9789811014192; 9789811014178,,,English,Research in Mathematics Education in Australasia 2012-2015,Book Chapter,Final,,Scopus,2-s2.0-85018933926
"Junokas M., Linares N., Lindgren R.",57126190300;57201226681;25621716400;,Developing gesture recognition capabilities for interactive learning systems: Personalizing the learning experience with advanced algorithms,2016,"Proceedings of International Conference of the Learning Sciences, ICLS ",2,,,1271,1272,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988000505&partnerID=40&md5=09170dabadb35a014c4c1e2cd3fa7fb0,"University of Illinois, Urbana-Champaign, United States","Junokas, M., University of Illinois, Urbana-Champaign, United States; Linares, N., University of Illinois, Urbana-Champaign, United States; Lindgren, R., University of Illinois, Urbana-Champaign, United States","We describe a novel approach to developing a gesture recognition system that accommodates the adaptability and low training requirements of interactive educational simulation environments. Hidden Markov Models allow us to make robust representations of learners' movement in real time, and adapt to their personal style of enacting simulation operations. The context is a project in which gesture-controlled simulations are being built to facilitate the use of crosscutting concepts (e.g., scale and magnitude) across science topics. © ISLS.",Embodied learning; Hierarchal hidden markov models; Learning gestures; Motion sensors; Quantitative reasoning; Scale; Simulation,Gesture recognition; Hidden Markov models; Markov processes; Embodied learning; Learning gestures; Motion sensors; Quantitative reasoning; Scale; Simulation; Learning systems,,,,,National Science Foundation: IIS-1441563,For this work was provided by the National Science Foundation (IIS-1441563).,,,,,"Abrahamson, D., Lindgren, R., Embodiment and embodied design (2014) The Cambridge Handbook of the Learning Sciences, pp. 358-376. , R. K. Sa wyer Ed., 2nd ed., Cambridge, UK: Cambridge University Press; Alibali, M.W., Nathan, M.J., Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures (2012) Journal of the Learning Sciences, 21 (2), pp. 247-286; Johnson-Glenberg, M.C., Birchfield, D.A., Tolentino, L., Koziupa, T., Collaborative embodied learning in mixed reality motion-capture environments: Two science studies (2014) Journal of Educational Psychology, 106 (1), p. 86; Rabiner, L.R., Juang, B.H., An introduction to hidden Markov models (1986) ASSP Magazine, IEEE, 3 (1), pp. 4-16",,Looi C.-K.Polman J.L.Reimann P.Cress U.,,International Society of the Learning Sciences (ISLS),"12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016",20 June 2016 through 24 June 2016,,123414.0,18149316,9780990355083,,,English,"Proc. Int. Conf. Learn. Sci., ICLS",Conference Paper,Final,,Scopus,2-s2.0-84988000505
"Lin T.-C., Tsai C.-C.",55293327000;7404967011;,Innovative technology for science learning and instruction: Innovative technology-assisted science learning in Taiwan,2016,Science Education Research and Practices in Taiwan: Challenges and Opportunities,,,,189,209,,3.0,10.1007/978-981-287-472-6_10,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84942862087&doi=10.1007%2f978-981-287-472-6_10&partnerID=40&md5=a9e1bc04b63427d56fc4bcdc84438795,"National Taiwan University of Science and Technology, Taipei, Taiwan","Lin, T.-C., National Taiwan University of Science and Technology, Taipei, Taiwan; Tsai, C.-C., National Taiwan University of Science and Technology, Taipei, Taiwan","The utilization of technology for enhancing science learning has gradually become one of the major trends in science education. This chapter first describes the background of technology-assisted science learning research in Taiwan. Then, it reviews the journal publications of technology-assisted science learning by Taiwan researchers in the last 10 years (2003–2012). The usage of innovative technologies (such as virtual reality, mobile learning, ubiquitous learning, augmented learning, or game-based learning), research methodologies, and research topics is analyzed. With regard to the studies conducted in Taiwan during the period 2003–2012, the researchers placed more emphasis on mobile technologies to strengthen the webbased learning of science. Educational games, augmented reality (AR) technologies, and audience response systems (ARS) have gradually been utilized to support interactive learning environments. The selected studies preferred to adopt a quantitative approach with (quasi-) experimental settings in the design of their research. As for the research topics, the researchers showed major interest in the learning environment and students’ motivation. The derived suggestions and potential implications for future implementations are discussed. © Springer Science+Business Media Singapore 2016.",,,,,,,,,,,,,"Chang, C.Y., Comparison of Taiwan science students’ outcomes with inquiry-group versustraditional instruction (1999) Journal of Educational Research, 92 (6), pp. 340-346; Chang, C.Y., Teaching earth sciences: Should we implement teacher-directed or studentcontrolledCAI in the secondary classroom? (2003) International Journal of Science Education, 25 (4), pp. 427-438; Chang, C.Y., Could a laptop computer plus the liquid crystal display projector amount toimproved multimedia geoscience instruction? 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Clark, D.B., Nelson, B.C., Chang, H.Y., Martinez-Garza, M., Slack, K., D’Angelo, C.M., Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparisonof learning and affective outcomes for students in Taiwan and the United States (2011) Computers, 57 (3), pp. 2178-2195; Dillon, A., Gabbard, R., Hypermedia as an educational technology: A review of thequantitative research literature on learner comprehension, control, and style (1998) Review Of, 68 (3), pp. 322-349; Dringus, L.P., Ellis, T., Using data mining as a strategy for assessing asynchronousdiscussion forums (2005) Computers and Education, 45 (1), pp. 141-160; Govindasamy, T., Successful implementation of e-learning pedagogical considerations (2002) The Internet and Higher Education, 4 (3), pp. 287-299; Guan, Y.H., Tsai, C.C., Hwang, F.K., Content analysis of online discussion on a seniorhigh-school discussion forum of a virtual physics laboratory (2006) Instructional Science, 34 (4), pp. 279-311; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30 (3), pp. 141-158; Hoffman, J.L., Wu, H.K., Krajcik, J.S., Soloway, E., The nature of middle schoollearners’ science content understandings with the use of on-line resources (2003) Journal of Research, 40 (3), pp. 323-346; Hou, H.T., Exploring the behavioral patterns of learners in an educational massivelymultiple online role-playing game (MMORPG) (2012) Computers and Education, 58 (4), pp. 1225-1233; Hsiao, K.F., Chen, N.S., Huang, S.Y., Learning while exercising for science educationin augmented reality among adolescents (2012) Interactive Learning Environments, 20 (4), pp. 331-349; Hsieh, S.W., Jang, Y.R., Hwang, G.J., Chen, N.S., Effects of teaching and learningstyles on students’ reflection levels for ubiquitous learning (2011) Computers and Education, 57 (1), pp. 1194-1201; Hsu, Y.S., Cheng, Y.J., Chiou, G.F., Internet use in a senior high school: A case study (2003) Innovations in Education and Teaching International, 40 (4), pp. 356-368; Hsu, Y.C., Ho, H.N.J., Tsai, C.C., Hwang, G.J., Chu, H.C., Wang, C.Y., Researchtrends in technology-based learning from 2000 to 2009: A content analysis of publications inselected journals (2012) Educational Technology and Society, 15 (2), pp. 354-370; Huang, Y.M., Lin, Y.T., Cheng, S.C., Effectiveness of a mobile plant learning systemin a science curriculum in Taiwanese elementary education (2010) Computers and Education, 54 (1), pp. 47-58; Hung, J.L., Trends of e-learning research from 2000 to 2008: Use of text mining andbibliometrics (2012) British Journal of Educational Technology, 43 (1), pp. 5-16; Hung, C.M., Hwang, G.J., Huang, I., A project-based digital storytelling approachfor improving students’ learning motivation, problem-solving competence and learningachievement (2012) Educational Technology and Society, 15 (4), pp. 368-379; Hwang, G.J., Chu, H.C., Shih, J.L., Huang, S.H., Tsai, C.C., A decision-tree-orientedguidance mechanism for conducting nature science observation activities in a context-awareubiquitous learning environment (2010) Educational Technology and Society, 13 (2), pp. 53-64; Jang, S.J., The effects of incorporating web-assisted learning with team teaching inseventh-grade science classes (2006) International Journal of Science Education, 28 (6), pp. 615-632; Jang, S.J., Integrating the interactive whiteboard and peer coaching to develop the TPACKof secondary science teachers (2010) Computers and Education, 55 (4), pp. 1744-1751; Jang, S.J., Tsai, M.F., Exploring the TPACK of Taiwanese elementary mathematicsand science teachers with respect to use of interactive whiteboards (2012) Computers and Education, 59 (2), pp. 327-338; Lawless, K.A., Pellegrino, J.W., Professional development in integrating technologyinto teaching and learning: Knowns, unknowns, and ways to pursue better questions andanswers (2007) Review of Educational Research, 77 (4), pp. 575-614; Lee, M.H., Wu, Y.T., Tsai, C.C., Research trends in science education from 2003 to2007: A content analysis of publications in selected journals (2009) International Journal of Science, 31 (15), pp. 1999-2020; Lee, S.W.Y., Tsai, C.C., Wu, Y.T., Tsai, M.J., Liu, T.C., Hwang, F.K., Internetbasedscience learning: A review of journal publications (2011) International Journal of Science, 33 (14-15), pp. 1893-1925; Linn, M.C., Clark, D., Slota, J.D., WISE design for knowledge integration (2003) Science Education, 87 (4), pp. 517-538; Liu, T.Y., Tan, T.H., Chu, Y.L., Outdoor natural science learning with an RFIDsupportedimmersive ubiquitous learning environment (2009) Educational Technology and Society, 12 (4), pp. 161-175; Marbach-Ad, G., Rotbain, Y., Stavy, R., Using computer animation and illustrationactivities to improve high school students’ achievement in molecular genetics (2008) Journal Of, 45 (3), pp. 273-292; Martinez, A., Dimitriadis, Y., Rubia, B., Gomez, E., De La Fuente, P., Combiningqualitative evaluation and social network analysis for the study of classroom social interactions (2003) Computers and Education, 41 (4), pp. 353-368; Shieh, R.S., The impact of technology-enabled active learning (TEAL) implementationon student learning and teachers’ teaching in a high school context (2012) Computers and Education, 59 (2), pp. 206-214; Shih, M.L., Feng, L., Tsai, C.C., Research and trends in the field of e-learning from2001 to 2005: A content analysis of cognitive studies in selected journals (2008) Computers And, 51 (2), pp. 955-996; Smith, M.C., Plant, M., Carney, R.N., Arnold, C.S., Jackson, A., Johnson, L.S., Productivity of educational psychologists in educational psychology journals, 1997–2001 (2003) Contemporary Educational Psychology, 28 (3), pp. 422-430; Suther, D.D., Technology affordances for intersubjective meaning making: A researchagenda for CSCL (2006) International Journal of Computer-Supported Collaborative Learning, 1 (3), pp. 315-337; Tan, T.H., Liu, T.Y., Chang, C.C., Development and evaluation of an RFID-basedubiquitous learning environment for outdoor learning (2007) Interactive Learning Environments, 15 (3), pp. 253-269; Tao, Y.H., Cheng, C.J., Sun, S.Y., What influences college students to continueusing business simulation games? The Taiwan experience (2009) Computers and Education, 53 (3), pp. 929-939; Taylor, E.W., Adult education quarterly from 1989 to 1999: A content analysis of allsubmissions (2001) Adult Education Quarterly, 51 (4), pp. 322-340; Tsai, C.C., Relationships between student scientific epistemological beliefs and perceptionsof constructivist learning environments (2000) Educational Research, 42 (2), pp. 193-205; Tsai, C.C., Conceptions of learning science among high school students in Taiwan: Aphenomenographic analysis (2004) International Journal of Science Education, 26 (14), pp. 1733-1750; Tsai, C.C., Preferences toward internet-based learning environments: High school students’perspectives for science learning (2005) Educational Technology and Society, 8 (2), pp. 203-213; Tsai, C.C., Kuo, P.C., Cram school students’ conceptions of learning and learningscience in Taiwan (2008) International Journal of Science Education, 30 (3), pp. 353-375; Tsai, C.C., Liu, S.Y., Developing a multi-dimensional instrument for assessing students’epistemological views toward science (2005) International Journal of Science Education, 27 (13), pp. 1621-1638; Tsai, C.C., Wen, M.C.L., Research and trends in science education from 1998 to2002: A content analysis of publication in selected journals (2005) International Journal of Science, 27 (1), pp. 3-14; Tsai, P.S., Tasi, C.C., Huang, G.H., Elementary school students’ attitudes and self-efficacyof using PDAs in a ubiquitous learning context (2010) Australasian Journal of Educational, 26 (3), pp. 297-308; Tsai, M.J., Hou, H.T., Lai, M.L., Liu, W.Y., Yang, F.Y., Visual attention for solvingmultiple-choice science problem: An eye-tracking analysis (2012) Computers and Education, 58 (1), pp. 375-385; Tuan, H.L., Chin, C.C., Shieh, S.H., The development of a questionnaire to measurestudents’ motivation towards science learning (2005) International Journal of Science Education, 27 (6), pp. 639-654; Van Aalst, J., Distinguishing knowledge-sharing, knowledge-construction, and knowledgecreationdiscourses (2009) International Journal of Computer-Supported Collaborative Learning, 4 (3), pp. 259-287; Wentling, T.L., Waight, C., Gallaher, J., Fleur, J.L., Wang, C., Kanfer, A., (2000) Elearning: Areview of literature, , Knowledge and learning systems group, University of Illinois at Urbana-Champaign; Wu, H.K., Huang, Y.L., Ninth-grade student engagement in teacher-centered andstudent-centered technology-enhanced learning environments (2007) Science Education, 91 (5), pp. 727-749; Wu, H.K., Krajcik, J.S., Soloway, E., Promoting conceptual understanding of chemicalrepresentations: Students’ use of a visualization tool in the classroom (2001) Journal of Research In, 38 (7), pp. 821-842; Wu, W.S., Chang, H.P., Guo, C.J., The development of an instrument for a technologyintegratedscience learning environment (2009) International Journal of Science and Mathematics, 7 (1), pp. 207-233; Yang, J.C., Chen, C.H., Jeng, M.C., Integrating video-capture virtual reality technologyinto a physically interactive learning environment for English learning (2010) Computers And, 55 (3), pp. 1346-1356; Yang, K.T., Wang, T.H., Kao, Y.C., How an interactive whiteboard impacts a traditionalclassroom (2012) Education as Change, 16 (2), pp. 313-332; Yeh, C.R., Tao, Y.H., Effectiveness of a mobile plant learning system in a sciencecurriculum in Taiwanese elementary education (2013) Educational Technology and Society, 16 (2), pp. 257-270","Tsai, C.-C.; National Taiwan University of Science and TechnologyTaiwan",,,Springer Singapore,,,,,,9789812874726; 9789812874719,,,English,Science Education Research and Practices in Taiwan: Challenges and Opportunities,Book Chapter,Final,,Scopus,2-s2.0-84942862087
[No author name available],[No author id available],CEUR Workshop Proceedings,2016,CEUR Workshop Proceedings,1830,,,,,264.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85019439878&partnerID=40&md5=ab376a45feb5be220e20ffab99dc1074,,,The proceedings contain 40 papers. The topics discussed include: a review on integration of usability and agile methods in software development practice; enhanced select and test (eST) algorithm: framework for diagnosing and monitoring related ailments; competencies needed by automobile technology teachers towards the development of ICT for teaching-learning purposes; students' perception of online student evaluation of teaching (SET) in Nigeria; development of an Android app for monitoring PMS in gas stations; a framework for pre and post vote cast audit to enhanced electronic voting systems' credibility (PsVCF); big data: a computing model for knowledge extraction on insurgency management; a multilingual translation system for enhancing agricultural eExtension services delivery; SIM cards forensic capability and evaluation of extraction tools; threat modeling of electronic health systems and mitigating countermeasures; securing file on cloud computing system using encryption software: a comparative analysis; a secure method to hide confidential data using cryptography and steganography; an infallible technique for hiding confidential data in compressed video using LSB and RSA algorithm; and online social networks: a survey of usage and risks experience among university students in north-central Nigeria.,,,,,,,,,,,,,,,Osho O.Babalola G.A.Zubairu H.Salami H.O.Onumanyi A.Ikuesan R.A.Abdulhamid S.M.Ahmad S.M.Mikail O.Okwori M.,,CEUR-WS,"2016 International Conference on Information and Communication Technology and its Applications, ICTA 2016",28 November 2016 through 30 November 2016,,127527.0,16130073,,,,English,CEUR Workshop Proc.,Conference Review,Final,,Scopus,2-s2.0-85019439878
"Singer E., Campbell T., Reynolds D.",7102634242;57191863048;7401431586;,Data selection for within-class covariance estimation,2016,"Proceedings of the Annual Conference of the International Speech Communication Association, INTERSPEECH",08-12-September-2016,,,1805,1809,,1.0,10.21437/Interspeech.2016-1282,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84994372726&doi=10.21437%2fInterspeech.2016-1282&partnerID=40&md5=8a05e39b523477098dec21f6cb96940e,"Massachusetts Institute of Technology, Lincoln Laboratory, United States; Rensselaer Polytechnic Institute, United States","Singer, E., Massachusetts Institute of Technology, Lincoln Laboratory, United States; Campbell, T., Rensselaer Polytechnic Institute, United States; Reynolds, D., Massachusetts Institute of Technology, Lincoln Laboratory, United States","Methods for performing channel and session compensation in conjunction with subspace techniques have been a focus of considerable study recently and have led to significant gains in speaker recognition performance. While developers have typically exploited the vast archive of speaker labeled data available from earlier NIST evaluations to train the withinclass and across-class covariance matrices required by these techniques, little attention has been paid to the characteristics of the data required to perform the training efficiently. This paper focuses on within-class covariance normalization (WCCN) and shows that a reduction in training data requirements can be achieved by proper data selection. In particular, it is shown that the key variables are the total amount of data and the degree of handset variability, with total calls per handset playing a smaller role. The study offers insight into efficient WCCN training data collection in real world applications. Copyright © 2016 ISCA.",Channel compensation; Hyperparameter training; i-vectors; Within-class covariance,Covariance matrix; Speech communication; Speech processing; Speech recognition; Telephone sets; Data reduction; Channel compensation; Covariance matrices; Data Selection; Hyper-parameter; I vectors; Speaker recognition; Subspace techniques; Within-class covariance; Data reduction; Speech communication,,,,,,,,,,,"Dehak, N., Kenny, P., Dehak, R., Dumouchel, P., Ouellet, P., Front-end factor analysis for speaker verification (2010) IEEE Transactions on Audio, Speech and Language Processing, 19 (4), pp. 788-798. , May; Furui, S., Cepstral analysis technique for automatic speaker verification (1981) IEEE Transactions on Acoustics, Speech and Signal Processing, 29, pp. 254-272; Hermanksy, H., Morgan, N., RASTA processing of speech (1994) IEEE Transactions on Speech and Audio Processing, 2 (4), pp. 578-589; Koolwaaij, J., Boves, L., Local normalization and delayed decision making in speaker detection and tracking (2000) Digital Signal Processing, 10 (1-3), pp. 113-132; Reynolds, D.A., Channel robust speaker verification via feature mapping (2003) Proc. Int. Conf. Acoust., Speech, and Signal Process., pp. II53-56. , 06-10 April; Pelecanos, J., Sridharan, S., Feature warping for robust speaker verification (2001) Proc. IEEE Odyssey: Speaker Lang. Recognition Workshop, pp. 213-218. , Crete, Greece; Campbell, W.M., Sturim, D.E., Reynolds, D.A., Solomonoff, A., SVM based speaker verification using a GMM supervector kernel and NAP variability compensation (2006) Proc. IEEE Int. Conf. Acoust., Speech, Signal Process., 1, pp. 97-100; Hatch, A., Kajarekar, S., Stolcke, A., Within-class covariance normalization for SVM-based speaker recognition (2006) Proc. Int. Conf. Spoken Lang. Process., pp. 1471-1474. , Sep; Kenny, P., Bayesian speaker verification with heavy tailed priors (2010) Odyssey 2010 the Speaker and Language Recognition Workshop, , Brno, Czech Republic; Garcia-Romero, D., Espy-Wilson, C.Y., Analysis of i-vector length normalization in speaker recognition systems (2011) Proceedings of Interspeech, pp. 249-252. , Florence, Italy; Davis, S., Mermelstein, P., Comparison of parametric representations for monosyllabic word recognition in continuously spoken sentences (1980) IEEE Transactions on Acoustics Speech and Signal Processing, ASSP-28, pp. 357-366; Switchboard, , http://catalog.ldc.upenn.edu/LDC97S62; NIST SRE, , http://www.itl.nist.gov/iad/mig//tests/sre",,Morgan N.Georgiou P.Morgan N.Narayanan S.Metze F.,Amazon Alexa;Apple;eBay;et al.;Google;Microsoft,International Speech and Communication Association,"17th Annual Conference of the International Speech Communication Association, INTERSPEECH 2016",8 September 2016 through 16 September 2016,,124342.0,2308457X,,,,English,"Proc. Annu. Conf. Int. Speech. Commun. Assoc., INTERSPEECH",Conference Paper,Final,,Scopus,2-s2.0-84994372726
"Ito M., Miura M.",57189053414;8892578400;,Evaluation of Stationary Colour AR Markers for Camera-based Student Response Analyser,2016,Procedia Computer Science,96,,,904,911,,,10.1016/j.procs.2016.08.269,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988883128&doi=10.1016%2fj.procs.2016.08.269&partnerID=40&md5=3b431e71f787c6aca38a022b75bd6971,"Department of Applied Science for Integrated System Engineering, Kyushu Institute of Technology, 1-1 Sensui, Tobata, Kitakyushu Fukuoka, 804-8550, Japan; Faculty of Basic Sciences, Kyushu Institute of Technology, 1-1 Sensui, Tobata, Kitakyushu Fukuoka, 804-8550, Japan","Ito, M., Department of Applied Science for Integrated System Engineering, Kyushu Institute of Technology, 1-1 Sensui, Tobata, Kitakyushu Fukuoka, 804-8550, Japan; Miura, M., Faculty of Basic Sciences, Kyushu Institute of Technology, 1-1 Sensui, Tobata, Kitakyushu Fukuoka, 804-8550, Japan","Camera-based response analysers are classroom enhancement tools like clicker tools that teachers can use to collect students' answers. A camera-based response analyser can reduce the cost of such student devices because it recognises AR marker sheets to collect students' responses. However, conventional camera-based response analysers are sensitive to occlusion. In addition, holding markers while capturing is troublesome. To mitigate these issues, we have developed a response analyser system that employs recognition of random dot (RD) and stationary markers. We have improved the performance of the system to recognise the RD markers using a typical background colour. We confirmed the basic performance of the modified response analyser system and the proposed stationary markers experimentally. © 2016 The Authors. Published by Elsevier B.V.",Active learning; Interactive,Artificial intelligence; Cameras; Knowledge based systems; Teaching; Active Learning; Camera-based; Conventional camera; Interactive; Student response; Students,,,,,"Telecommunications Advancement Foundation

Japan Society for the Promotion of Science: 15K00485",The part of this research was supported by the fund of Telecommunication Advancement Foundation and JSPS KAKENHI Grant-in-Aid for Scientific Research (C): Grant Number 15K00485.,,,,,"Liang Huang, J., Chi-Wei, Wang, H.-Y., Educlick, A computer-supported formative evaluation system with wireless devices in ordinary classroom (2001) Proceedings of ICCE, 2001, pp. 1462-1469; Jane, E., Caldwell, Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education 6., 1, pp. 9-20; Cross, A., Cutrell, E., Thies, W., Low-cost audience polling using computer vision (2012) Proceedings of the 25th Annual ACM Symposium on User Interface Software and Technology, p. 4554. , UIST ""12 New York, NY, USA ACM; Miura, M., Toyohisa, Nakada, Device-Free Personal Response System based on Fiducial Markers. in Proceedings of the 7th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education (WMUTE2012) (2012) Takamatsu, Kagawa, pp. 87-91; Uchiyama, H., Saito, H., (2011) Random Dot Markers. in Virtual Reality Conference (VR) IEEE., pp. 35-38","Ito, M.; Department of Applied Science for Integrated System Engineering, Kyushu Institute of Technology, 1-1 Sensui, Japan; email: ito@ist.mns.kyutech.ac.jp",Howlett R.J.Gabrys B.Jain L.C.Toro C.Lim C.P.,,Elsevier B.V.,"20th International Conference on Knowledge Based and Intelligent Information and Engineering Systems, KES 2016",5 September 2016 through 7 September 2016,,131578.0,18770509,,,,English,Procedia Comput. Sci.,Conference Paper,Final,Open Access,Scopus,2-s2.0-84988883128
"Brooks B.J., Demaree D.N., Koretsky M.D.",36800022700;15069985400;6602313976;,Student response times to in-class thermodynamics concept questions: A window into students' thinking processes,2016,International Journal of Engineering Education,32,1,,30,38,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959356015&partnerID=40&md5=496b71f82084ef53ff3dca4fce078a42,"School of Chemical, Biological, and Environmental Engineering, Oregon State University, Corvallis, OR  97331-2702, United States; Center for New Designs in Learning and Scholarship, Georgetown University, 3520 Prospect St.NW#314, Washington, DC  20057, United States","Brooks, B.J., School of Chemical, Biological, and Environmental Engineering, Oregon State University, Corvallis, OR  97331-2702, United States; Demaree, D.N., Center for New Designs in Learning and Scholarship, Georgetown University, 3520 Prospect St.NW#314, Washington, DC  20057, United States; Koretsky, M.D., School of Chemical, Biological, and Environmental Engineering, Oregon State University, Corvallis, OR  97331-2702, United States","In this study, we measured chemical engineering students' response times to multiple choice thermodynamics concept questions while the students were engaged in technology-facilitated active learning in class. We examine response time differences for over 12,000 responses: between correct and incorrect answers, with and without written explanations to justify the answers, and as a function of question difficulty. For students who wrote a written explanation, we also investigated the length of explanation. We are interested in both implementation issues for the practitioner and in contributing to the extant understanding of the ways in which these type of question influence student thinking processes. Our findings show that students who answer correctly take less time to answer easy questions than those who answer incorrectly, but more time for more difficult questions. Response times are correlated with question difficulty when the correct answer is chosen, but not for incorrect answers. Moreover, for easy questions, explanations that are correct are likely to contain more words whereas for more difficult questions explanations associated with incorrect answers contain more words. When accounting for difficulty, it takes students about 100 seconds longer to provide a written explanation justifying their answer choice. However, differences in response data suggest that students who justify their answers in writing also more commonly activate thinking processes that focus on domain-specific knowledge. When possible, we advocate using written explanations in conjunction with multiple-choice concept questions during active learning in class, arguing that the short additional time needed to allow students to type explanations activates more deliberate thinking processes. © 2016 TEMPUS Publications.",Clicker questions; Misconceptions; Peer instruction; Thermodynamics,Artificial intelligence; Education; Thermodynamics; Chemical engineering students; Clicker questions; Concept questions; Domain-specific knowledge; Misconceptions; Peer instruction; Student response; Thinking process; Students,,,,,,,,,,,"Böckenholt, U., The cognitive-miser response model: Testing for intuitive and deliberate reasoning (2012) Psychometrika, 77 (2), pp. 388-399; Koriat, A., Subjective confidence in one's answers: The consensuality principle (2008) Journal of Experimental Psychology: Learning, Memory, and Cognition, 34 (4), pp. 945-959; Abdelfattah, F.A., (2007) Response Latency Effects on Classical and Item Response Theory Parameters Using Different Scoring Procedures, , MS Thesis, Ohio University; Maas Der Van, H.L., Molenaar, D., Maris, G., Kievit, R.A., Borsboom, D., Cognitive psychology meets psychometric theory: On the relation between process models for decision making and latent variable models for individual differences (2011) Psychological Review, 118 (2), pp. 339-356; Wise, S.L., DeMars, C.E., An application of item response time: The effort-moderated IRT model (2006) Journal of Educational Measurement, 43 (1), pp. 19-38; Wise, S.L., Kong, X., Response time effort: A new measure of examinee motivation in computer-based tests (2005) Applied Measurement in Education, 18 (2), pp. 163-183; Mislevy, R.J., Foundations of a new test theory (1993) Test Theory for A New Generation of Tests, pp. 19-39. , eds. N. Frederiken, R. Mislevy and I. Bejar, Eds; Miller, K., Lasry, N., Lukoff, B., Schell, J., Mazur, E., Conceptual question response times in Peer Instruction classrooms (2014) Physical Review Special Topics-Physics Education Research, 10 (2), p. 020113; Richardson, C.T., O'Shea, B.W., Assessing gender differences in response system questions for an introductory physics course (2013) Am. J. Phys., 81 (3), pp. 231-236; Lasry, N., Watkins, J., Mazur, E., Ibrahim A, A., Response times to conceptual questions (2013) Am. J. Phys, 81 (9), pp. 703-706; Heckler, A.F., Scaife, T.M., Patterns of response times and response choices to science questions: The influence of relative processing time (2014) Cognitive Science, 39 (3), pp. 1-42; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; Lasry, N., Mazur, E., Watkins, J., Peer instruction: From Harvard to the two-year college (2008) Am. J. Phys, 76 (11), pp. 1066-1069; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experienceandresults (2001) Am.J. Phys., 69 (9), pp. 970-977; Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., Stains, M., Research-based implementation of peer instruction: A literature review (2015) CBE-Life Sciences Education, 14 (1), p. es3; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chem. Educ. Res. Prac., 9 (3), pp. 187-195; Fortenberry, N.L., Sullivan, J.F., Jordan, P.N., Knight, D.W., Engineering education research AIDS instruction (2007) Science, 317 (5842), pp. 1175-1176; Litzinger, T., Lattuca, L.R., Hadgraft, R., Newstetter, W., Engineering education and the development of expertise (2011) Journal of Engineering Education, 100 (1), pp. 123-150; Schmidt, B., Teaching engineering dynamics by use of peer instruction supported by an audience response system (2011) European Journal of Engineering Education, 36 (5), pp. 413-423; Steif, P.S., Dollar, A., Reinventing the teaching of statics (2005) International Journal of Engineering Education, 21 (4), pp. 723-729; Koretsky, M.D., Brooks, B.J., A comparison of student responses to easy and difficult thermodynamics conceptual questions during peer instruction (2011) International Journal of Engineering Education, 27 (4), pp. 897-908; Dancy, M., Henderson, C., Pedagogical practices and instructional change of physics faculty (2010) Am. J. Phys., 78 (10), pp. 1056-1063; Wainer, H., Thissen, D., Combining multiple-choice and constructed-response test scores: Toward a Marxist theory of test construction (1993) Applied Measurement in Education, 6 (2), pp. 103-118; Emenike, M.E., Holme, T.A., Classroom response systems have not ""crossed the chasm"": Estimating numbers of chemistry faculty who use clickers (2012) Journal of Chemical Education, 89 (4), pp. 465-469; Koretsky, M.D., Brooks, B.J., Higgins, A.Z., Promoting Scientific Reasoning Through Written Explanations to Multiple-Choice Concept Questions, , preparation; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) Howpeople Learn, , National Academy Press, Washington, DC; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Clark, D.B., Longitudinal conceptual change in students' understanding of thermal equilibrium: An examination of the process of conceptual restructuring (2006) Cognition and Instruction, 24 (4), pp. 467-563; Chi, M.T., Feltovich, P.J., Glaser, R., Categorization and representation of physics problems by experts and novices (1981) Cognitive Science, 5 (2), pp. 121-152; Evans, J.S.B., In two minds: Dual-process accounts of reasoning (2003) Trends in Cognitive Sciences, 7 (10), pp. 454-459; Stanovich, K.E., West, R.F., Advancing the rationality debate (2000) Behavioraland Brain Sciences, 23 (3), pp. 701-717; Frederick, S., Cognitive reflection and decision making (2005) Journal of Economic Perspectives, 19 (4), pp. 25-42; Kahneman, D., A perspective on judgment and choice: Mapping bounded rationality (2003) American Psychologist, 58 (9), pp. 697-720; Talanquer, V., Chemistry education: Ten heuristics to tame (2014) J. Chem. Educ, 91 (8), pp. 1091-1097; Graulich, N., Intuitive judgments govern students' answering patterns in multiple-choice exercises in organic chemistry (2015) J. Chem. Educ., 92 (2), pp. 205-211; Koretsky, M., Falconer, J., Brooks, B., Gilbuena, D., Silverstein, D., Smith, C., Miletic, M., The AIChE concept warehouse: A tool to promote conceptual learning (2014) Advances in Engineering Education, 4 (1), pp. 1-27; Taylor, C., Nolen, S., (2007) Classroom Assessment: Supporting Teaching and Learning in Real Classrooms, , Pearson-Merrill-Prentice Hall, Upper Saddle River, NJ; Linn, M.C., Chiu, J., Combining learning and assessment to improve science education (2011) Research and Practice in Assessment, 6, pp. 5-14; Falconer, J.L., Conceptests for a Chemical Engineering Thermodynamics Course (2007) Chemical Engineering Education, 41 (2), pp. 107-114","Koretsky, M.D.; School of Chemical, Biological, and Environmental Engineering, Oregon State UniversityUnited States; email: milo.koretsky@oregonstate.edu",,,Tempus Publications,,,,,0949149X,,,,English,Int. J. Eng. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84959356015
Preston N.,57194763181;,"Learning styles and strategies: Assessment, performance and effectiveness",2016,"Learning Styles and Strategies: Assessment, Performance and Effectiveness",,,,1,147,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85022014092&partnerID=40&md5=53ee88b0d82575375a539f4c1b2cd083,,"Preston, N.","The concept of learning style may include more than 70 different models with conflicting assumptions about learning and with different designs and starting points (Coffield et al., 2004). There are many different theories and models of learning styles with varying dimensions and variables (Evans & Graff, 2008). They focus on different aspects of cognitive processes, skills, sensory modalities, the process of learning, and thinking styles. Theories of learning styles assume that anyone can learn, albeit in different ways and on different levels. In this book, Chapter One sets out to explore research and outcomes into learning styles, which refer to the broadest range of preferred modes and environment for learning. Chapter Two identifies, describes, and examines the need for structure among teachers and students, as well as to understand students’ perceptions of this need. Chapter Three analyses the way students explain their academic results, by ordering six factors (effort, luck, knowledge bases or previous necessary knowledge, abilities, studying methods, and teacher) according to their degree of importance. Chapter Four combines knowledge from pedagogy and recommendation systems, and analyzes how combining four different learning style models (cognitive styles, epistemic styles, hemispheric styles, and perceiving styles) influences the choosing of preferred types of multimedia materials. Chapter Five investigates whether learning using clicker technology with learning styles encourages academic performance and increases pass rate in mathematics. Chapter Six reanalyzes previous research on learning styles in the Scandinavian context in relation to international research. © 2016 Nova Science Publishers, Inc.",,,,,,,,,,,,,,,,,"Nova Science Publishers, Inc.",,,,,,9781634856690; 9781634856553,,,English,"Learning Styles and Strategies: Assess., Perform. and Effectiveness",Book,Final,,Scopus,2-s2.0-85022014092
"Herman G.L., Mena I.B.",25921416900;27467584700;,Tracking the spread of research-based instructional strategies,2015,"Proceedings - Frontiers in Education Conference, FIE",2015,, 7344218,,,,1.0,10.1109/FIE.2015.7344218,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960337396&doi=10.1109%2fFIE.2015.7344218&partnerID=40&md5=5583e08d818fa5e50a942c6b010528b4,"Illinois Foundry for Innovation in Engineering Education, University of Illinois at Urbana-Champaign, Urbana, IL  61801, United States; Physics Department, University of Illinois at Urbana-Champaign, Urbana, IL  61801, United States","Herman, G.L., Illinois Foundry for Innovation in Engineering Education, University of Illinois at Urbana-Champaign, Urbana, IL  61801, United States; Mena, I.B., Physics Department, University of Illinois at Urbana-Champaign, Urbana, IL  61801, United States","The adoption of research-based instruction strategies (RBIS) by faculty is generally perceived as being slow. Faculty resist change, reject data that demonstrates the effectiveness of RBIS, and prioritize research over teaching. Even when faculty attempt to use RBIS, they often do so with poor fidelity to the original design of the RBIS. By organizing faculty into communities of practice, we are observing a sudden surge in the adoption of RBIS across STEM departments. Through this work in progress we present preliminary data that we have collected to understand exactly why many faculty are now adopting RBIS. While this effort has led to the adoption of many RBIS, we focus on the adoption of personal response systems (clickers) and Peer Instruction. Preliminary data suggests that faculty adoption is being driven by community and collaborative instruction. © 2015 IEEE.",change; clickers; communities of practice; research-based instructional strategies,Adoption of researches; change; clickers; Communities of Practice; Faculty adoption; Instructional strategy; Peer instruction; Personal response systems; Teaching,,,,,,,,,,,"Henderson, C., Beach, A., Finkelstein, N., Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature (2011) Journal of Research in Science Teaching, 48, pp. 952-984; Beach, A., Henderson, C., Finkelstein, N., Facilitating change in undergraduate STEM education: Implications from an analytic review of literature (2012) Change: The Magazine of Higher Learning, 44, pp. 52-59; Borrego, M., Henderson, C., Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies (2014) Journal of Engineering Education, 103, pp. 220-252; Henderson, C., Dancy, M., The impact of phyiscs education research on the teaching of introductory physics in the United States (2009) Physical Review Special Topics: Physics Education Research, 5; Brownell, S., Tanner, K., Barriers to faculty pedagogical change: Lack of training, time, incentives, and tensions with professional identity (2012) CBE-Life Sciences Education, 11, pp. 339-346; Borrego, M., Cutler, S., Prince, M., Henderson, C., Froyd, J.E., Fidelity of implementation of research-based instructional strategies (RBIS) in engineering science courses (2013) Journal of Engineering Education, 102, pp. 397-425; Heller, P., Hollanbaugh, M., Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups (1992) American Journal of Physics, 60, pp. 637-644; West, M., Herman, G.L., Mapping the spread of collaborative learnig methods in Gateway STEM courses via Communities of Practice (2015) Presented at the 2015 American Society for Engineering Education Annual Conference and Exposition, , Seattle, WA; Wenger, E., McDermott, R., Snyder, W.M., (2002) Cultivating Communities of Practice, , Cambridge, MA: Harvard Business Press; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddly River, NJ: Prentice Hall; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Mezirow, J., (2000) Learning As Transformation, , San Francisco: Jossey-Bass; Yorks, L., Marsick, V.J., Organizational learning and transformation (2000) Learning As Transformation: Critical Perspectives on A Theory in Progress, pp. 253-281. , J. Mezirow, Ed., ed San Francisco, CA: Jossey-Bass; Wenger, E., (1998) Communities of Practice: Learning, Meaning, and Identity, , Cambridge: Cambridge University Press; Tsai, C., Nested epistemologies: Science teachers' beliefs of teaching, learning, and science (2002) International Journal of Science Education, 24, pp. 771-783; Reeve, J., Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive (2009) Educational Psychologist, 44, pp. 159-175; Hasweh, M.Z., Effects of science teachers' epistemological beliefs in teaching (1996) Journal of Research in Science Teaching, 33, pp. 47-64; Kegan, R., (2002) How the Way We Talk Can Change the Way We Work: Seven Languages for Transformation, , Jossey-Bass; Kegan, R., Lahey, L.L., (2009) Immunity to Change: How to Overcome It and Unlock the Potential in Yourself and Your Organization, , Cambridge, MA: Harvard Business Review Press; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46, pp. 242-244; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, 40, pp. 206-209",,,ASEE Educational Research and Methods Division;IEEE Computer Society;IEEE Education Society;New Mexico State University;University of Texas,Institute of Electrical and Electronics Engineers Inc.,"2015 IEEE Frontiers in Education Conference, FIE 2015",21 October 2015 through 24 October 2015,,118740.0,15394565,9781479984534,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84960337396
Shryock K.J.,8609891300;,Engaging students inside the classroom to increase learning,2015,"Proceedings - Frontiers in Education Conference, FIE",2015,, 7344076,,,,6.0,10.1109/FIE.2015.7344076,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960382685&doi=10.1109%2fFIE.2015.7344076&partnerID=40&md5=d4a45269a28f9caa0c20e551c3dfda5c,"Department of Aerospace Engineering, Texas AandM University, College Station, TX, United States","Shryock, K.J., Department of Aerospace Engineering, Texas AandM University, College Station, TX, United States","From overhead transparencies to interactive documents, teaching and learning engineering has changed dramatically over the years. A flipped or hybrid course is a pedagogical model that reverses typical lecture and homework elements of a course. Class time is used for discussions and group activities with lecture materials being introduced in an on-line format. As research has shown, this model allows students to typically demonstrate higher levels of learning. This paper will detail the associated learning by students through the author's transition from a typical lecture-based sophomore-level engineering class to a hybrid model. The author will address how learning can be increased through the use of active engagement tools, such as iClickers. To address this question and gauge the overall impact on student learning, a post-course survey was used to measure the perceived value for students. In addition, evidence for improved student engagement was gathered qualitatively to compare with previous experiences. Results show that active engagement tools helped students become active learners, increased interaction with peers and instructor, and helped them evaluate whether material was understood to motivate further learning. Moreover, students benefitted from the instructor being able to pinpoint misconceptions earlier due to instant feedback from students in the class. © 2015 IEEE.",active learning; audience response system; classroom engagement tool; clickers; flipped; hybrid; iClickers; inverted,Education computing; Teaching; Active Learning; Audience response systems; clickers; flipped; hybrid; iClickers; inverted; Students,,,,,,,,,,,"Jaasma, M., Kope, R., The relationships of student-faculty out-of-class communication to instructor immediacy and trust and to student motivation (1999) Communication Education, 48, pp. 41-47; Nadler, M.K., Nadler, L.B., Out-of-class communications between faculty and students: A faculty perspective (2000) Communication Studies, 51 (2), pp. 176-188; Van Den Einde, L., Lee, S., Le, J., Incorporating clickers and peer instruction into large structural engineering classrooms (2012) Proceedings, ASEE Annual Conference and Exposition; Czekanski, A., Rou, D., A revisited study on the use of clicker technology to evaluate short-term concept retention (2009) Proceedings, ASEE Annual Conference and Exposition; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhan, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Schmidt, K., Garcia, J., Webbe, M., Creators, participants, and observers: Clickers, blogs, and podcasting offer students more than just a seat in the classroom (2009) Proceedings, ASEE Annual Conference and Exposition; Hea, M., Use of clickers for real-time assessment in an introduction to the civil engineering profession course (2010) Proceedings, ASEE Annual Conference and Exposition; Talber, R., (2012) Flipped Classroom, , Presentation accessed July 2012 from talbertr@gvsu. edu; Cannod, G., Burge, J., Helmic, M., Using the Inverted Classroom to Teach Software Engineering, , http://drcmia.ohiolink.edu/bitstream/handle/2374.MIA/206/fulltext.pdf, Accessed July 2012; Lage, M.J., Platt, G.J., Tregli, M., Inverting the classroom: A gateway to creating an inclusive learning environment (2000) Journal of Economic Education, 30 (1); McShe, J., The Inverted Classroom, , http://www.hg2s.com/blog/tag/inverted-classroom/, Accessed July 2012; Talber, R., Learning matlab in the inverted classroom (2012) Proceedings, ASEE Annual Conference and Exposition; Bloom, B.S., Taxonomy of educational objectives: Handbook i (1956) The Cognitive Domain, , New York: David McKay; Anderson, L.R., Krathwohl, D.R., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , Longman, New York; Krathwohl, D.R., A revision of bloom's taxonomy: An overview (2002) Theory into Practice, 41 (4); (2012) 7 Things You Should Know AboutFlipped Clasrsrooms, , Educause. February; Hogan, J.P., Cernusc, D., Millennials perception of using clicker to support an active classroom environment: An early adoption prospective (2012) Proceedings, ASEE Annual Conference and Exposition","Shryock, K.J.; Department of Aerospace Engineering, Texas AandM UniversityUnited States; email: kshryock@tamu.edu",,ASEE Educational Research and Methods Division;IEEE Computer Society;IEEE Education Society;New Mexico State University;University of Texas,Institute of Electrical and Electronics Engineers Inc.,"2015 IEEE Frontiers in Education Conference, FIE 2015",21 October 2015 through 24 October 2015,,118740.0,15394565,9781479984534,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84960382685
"Lo D.C.-T., Qian K., Chen W.",49663466400;7102668427;57202930731;,Mobile security education on portable labs,2015,"Proceedings - Frontiers in Education Conference, FIE",2014,, 7344089,,,,1.0,10.1109/FIE.2015.7344089,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960348780&doi=10.1109%2fFIE.2015.7344089&partnerID=40&md5=277ef761c09aad0a13e0604dbd453ce1,"Computer Science and Software Engineering, Southern Polytechnic State University, 1100 S. Marietta Pkwy, Marietta, GA  30060, United States; Department of Computer Science, College of Engineering, Tennessee State University, 3500 John A Merritt Blvd, Nashville, TN  37209, United States","Lo, D.C.-T., Computer Science and Software Engineering, Southern Polytechnic State University, 1100 S. Marietta Pkwy, Marietta, GA  30060, United States; Qian, K., Computer Science and Software Engineering, Southern Polytechnic State University, 1100 S. Marietta Pkwy, Marietta, GA  30060, United States; Chen, W., Department of Computer Science, College of Engineering, Tennessee State University, 3500 John A Merritt Blvd, Nashville, TN  37209, United States","Mobile computing has become extremely popular in our daily lives [1] and hence it is an important platform for software developers. Mobile platforms enable students to learn in a modern context when they are used as teaching tools in Computer Science (CS) or Information Technology (IT) education. Meanwhile, mobile security is an important topic in security curricula partly due to the popularity of consumer mobile devices and a shift in computing landscape towards mobile devices' apps development. Due to the rapid demand and popularity of mobile devices [2-3], the security of mobile computing is vital to the growing army of users and for the future of our social, economic and political systems. Hence, it is important and needed to develop hands-on learning materials on mobile security that produce a well-educated and trained workforce, who understands the many concerns of security, privacy, integrity and reliability, and is able to develop strong protection mechanisms and apply fundamental principles and best practices in solving real world problems [4-6]. Many colleges and universities are developing and offering courses on mobile programming and development. However, pedagogical materials based on real world applications running on a portable isolated network are still in infant stage. © 2015 IEEE.",Communication networks; Education; Mobile communication; Mobile handsets; Programming; Security,Curricula; Education; Education computing; Engineering education; Mathematical programming; Mobile computing; Mobile devices; Mobile security; Mobile telecommunication systems; Teaching; Telecommunication networks; Colleges and universities; Fundamental principles; Information technology education; Mobile communications; Mobile handsets; Protection mechanisms; Security; Security education; Network security,,,,,,,,,,,"(2014) Explosion of Wireless Devices Strains Campus Networks, , http://chronicle.com/article/Explosion-of-Wireless-Devices/142277/, accessed on Jan 30; (2014) Android to Surpass One Billion Users Across All Devices in 2014, , http://www.gartner.com/newsroom/id/2645115, accessed on Jan 30; (2014) Gartner's Mobile App Store Forecast Predicts $26B in Sales, 102B Downloads in 2013, , http://www.forbes.com/sites/louiscolumbus/2013/09/21/gartners-mobile-app-store-forecast-predicts-26b-in-sales-102bdownloads-in-2013/, accessed on Jan 30; (2014) Mobile Application Developer Named Best Computer Job for the Future, , http://www.prweb.com/releases/bestcomputer-jobs/mobile-developer/prweb9551422.htm, accessed on Jan 30; (2014) The Shortage of Developer Talent is Crushing Mobile, , http://www.forbes.com/sites/ayoomojola/2013/07/15/theshortage-of-developer-talent-is-crushing-mobile/, accessed on Jan 30; (2014) Report: Global Mobile Payment Transactions to Hit $1 Trillion by 2015, , http://www.mobilepaymentstoday.com/article/209617/Report-global-mobile-payment-transactions-to-hit-1-trillion-by-2015, accessed on Jan 30; Lombardi, M.M., Authentic learning for the 21st century: An overview (2014) ELI Papers and Reports, EDUCAUSE Learning Initiative (ELI), , http://www.educause.edu/library/resources/authenticlearning-21st-century-overview, accessed on Jan 30; Carlso, A., (2002) Authentic Learning: What Does It Really Mean?, , http://pandora.cii.wwu.edu/showcase2001/authentic_learning.htm, Western Washington University, accessed on Jan 21 2014; (2014) IEEE/ACM Computer Science 2013: Curriculum Guidelines for Undergraduate Programs in Computer Science, , http://www.acm.org/education/CS2013-final-report.pdf, accessed on Feb 3, December, 2013; https://sites.google.com/site/iasoncs/home/plab-setup, Dan Lo, PLab Setup; Yang, L., Kizza, J., (2013) NSF CCLI #0942581: Collaborative Project: Teaching Cryptography Through Hand-on Learning and Case Studies, , Aug. 1, 2010-July 31; Fu, H., Deng, X., Corbett, P., (2011) NSF CCLI #0736877: CCLI-Phase 1: Information Assurance and Security Education with A Multidisciplinary Collaborative Approach in A Realistic Environment, , Sept. 1, 2008-Aug. 31; Taylor, B., Hochheiser, H., Azadegan, S., O'Leary, M., Turner, C., Kaza, S., (2012) NSF CCLI #0817267: Building Security In: Injecting Security Throughout the Undergraduate Computing Curriculum, , Sep. 15, 2008-Aug. 31; Guha, R., Bassiouni, M., (2012) NSF CCLI #0837320: Undergraduate Computer Security Course Enhancment, , May 15, 2009-Apr. 30; Du, W., Chapin, S., (2005) NSF CCLI #0231122: Developing An Instructional Operating System for Computer Security Course Laboratories, , Jan. 1, 2003-Dec. 31; Qin, X., Chang, K., Hamilton, J., Ku, W., (2013) NSF CCLI #0837341: QoSec: A Novel Middleware-Based Approach to Teaching Computer Security Courses, , Jun. 1, 2009-May 31; Lincke, S., (2013) NSF CCLI #0837574: Information Security: Audit, Case Study, and Service Learning, , Jun. 1, 2009-May 31; Smith, C., (2013) NSF TUES #1044921: ZagApps: Mobile Device Applications Laboratory, , Jun. 1, 2011-May 31; Sellman, G., Loveland, S., (2013) NSF CCLI #094138: Improving the Computer Science Curriculum with Mobile Technology, , May 15, 2010-Apr. 30; Wagner, P., Tan, J., (2013) NSF CCLI #0817295: MOBILE-A MOBile Instructional Laboratory Environment for Hands-On Computer Science Education, , Aug. 1, 2008-Jul. 31; Caltagirone, S., Ortman, P., Melton, S., Manz, D., King, K., Oman, P.W., RADICL: A reconfigurable attack-defend instructional computing laboratory (2005) Security and Management, pp. 97-103. , Las Vegas, Nevada, USA, Jun. 20-23; Guo, M., Bhattacharya, P., Qian, K., Yang, L., Work in progress: Real world relevant security labware for mobile threat analysis and protection experience The 2012 ASEE/IEEE Frontiers in Education Conference; Reisigner, D., (2012) Android Security is A Major Threat: 10 Reasons Why, , http://mobile.eweek.com/c/a/Mobile-and-Wireless/Android-Security-Is-a-Major-Threat-10-Reasons-Why-148798, Apr. 04, Apr. 06, 2012; Ramamurthy, Synergistic, B., Undergraduate research model leveraging capstone-style projects and grid computing (2006) FIE Conf; Jimene, M., Integrating fundamental and advanced concepts in a rounded capstone design experience in computer engineering (2007) FIE; Meyer, D., Capstone design outcome assessment: Instruments for quantitative evaluation (2005) 35th ASEE/IEEE FIE Conference; Clark, R., Transitioning lab-in-a-box (LiaB) to the community college setting (2009) 39th ASEE/IEEE FIE; Chang, N., Kim, Y., Capstone design project for a ubiquitous sensor network (2007) Proceedings of the 2007 IEEE International Conference on Microelectronic Systems Education, pp. 21-22; Mercado, R., Helvick, D., Rover, D., Zhang, Z., Reflections on implementing and teaching an advanced undergraduate course in embedded systems (2007) Proc. of International Conference on Microelectronics System Education, MSE; Hurtig, J.K., Estell, J.K., A common framework for diverse capstone experiences, Session T2F: New Ideas in Teaching Capstone Design (2009) IEEE FIE; Ikonen, M., Kurhila, J., Discovering highimpact success factors in capstone software projects (2009) ACM Special Interest Group on Information Technology Education (SIGITE); Dascalu, S.M., Computer science capstone course senior projects: From project idea to prototype implementation (2005) ASEE/IEEE FIE; Virtual Router-Wifi Host Spot for Windows 8, , http://virtualrouter.codeplex.com/, Windows 7 and 2008 R2; Yang, L., Qian, K., Bhattacharya, P., Kizza, J., Project: Capacity Building in Mobile Security Through Curriculum and Faculty Development Award Number: 1241651; Principal Investigator, , Organization: University of Tennessee Chattanooga;NSF Organization: DUE Award Date: 11/01/2012; Award Amount: $209, 981. 00; Wagner, P., MOBILE-A MOBile Instructional Laboratory Environment for Hands-On Computer Science Education, Award Number: 0817295; Principal Investigator, , Co-Principal Investigator: Jack Tan; Organization: University of Wisconsin-Eau Claire;NSF Organization: DUE Award Date: 08/01/2008; Award Amount: $404, 305. 00; Qian, K., Franco, J., Collaborative Research: Real World Relevant Security Labware for Mobile Threat Analysis and Protection Experience Award Number: 1244697, , Principal Investigator: Prabir Bhattacharya; Co-Principal Investigator; Organization: University of Cincinnati Main Campus;NSF Organization: DUE Award Date: 09/15/2013; Award Amount: $140, 002. 00; Liaw, M., Yue, K., Collins, G., Collaborative Research: Module-Based Computer Security Courses and Laboratory for Small and Medium Sized Universities Award Number: 0311592, , Principal Investigator: Toneluh Yang; Co-Principal Investigator; Organization: University of Houston-Clear Lake;NSF Organization: DUE Award Date: 06/15/2003; Award Amount: $149, 669. 00; Collaborative Project: Building An Innovative Smartphone Virtual Laboratory Environment for Cyber-security Education and Training Award Number: 1303365, , Principal Investigator: Sachin Shetty; Co-Principal Investigator:; Organization: Tennessee State University;NSF Organization: DUE Award Date: 08/01/2013; Award",,,ASEE Educational Research and Methods Division;IEEE Computer Society;IEEE Education Society;New Mexico State University;University of Texas,Institute of Electrical and Electronics Engineers Inc.,"2015 IEEE Frontiers in Education Conference, FIE 2015",21 October 2015 through 24 October 2015,,118740.0,15394565,9781479984534,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84960348780
"Ling S.S., Saffre F., Gater D.L., Halim L.B., Isakovic A.F.",57162269300;6603644733;55777590900;14624924300;6603004841;,Experimental development and implementation of computer-based quiz games in general chemistry for engineering,2015,"Proceedings - Frontiers in Education Conference, FIE",2015,, 7344267,,,,,10.1109/FIE.2015.7344267,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960344934&doi=10.1109%2fFIE.2015.7344267&partnerID=40&md5=a2a71a06c762f3375378153d24e95216,"Department of Applied Mathematics and Sciences, P.O. Box 127788, Abu Dhabi, United Arab Emirates; Department of Preparatory Program, Khalifa University of Science, Technology and Research, P.O. Box 127788, Abu Dhabi, United Arab Emirates; BT Research and Innovation, Ipswich, United Kingdom; Science Department, Faculty of Education, National University of Malaysia, Bangi, Malaysia; Khalifa Semiconductor Research Center, P.O. Box 127788, Abu Dhabi, United Arab Emirates","Ling, S.S., Department of Applied Mathematics and Sciences, P.O. Box 127788, Abu Dhabi, United Arab Emirates, Department of Preparatory Program, Khalifa University of Science, Technology and Research, P.O. Box 127788, Abu Dhabi, United Arab Emirates; Saffre, F., BT Research and Innovation, Ipswich, United Kingdom; Gater, D.L., Department of Applied Mathematics and Sciences, P.O. Box 127788, Abu Dhabi, United Arab Emirates; Halim, L.B., Science Department, Faculty of Education, National University of Malaysia, Bangi, Malaysia; Isakovic, A.F., Department of Applied Mathematics and Sciences, P.O. Box 127788, Abu Dhabi, United Arab Emirates, Khalifa Semiconductor Research Center, P.O. Box 127788, Abu Dhabi, United Arab Emirates","Interactive learning through computer quiz games has been introduced to improve teaching and learning in a freshman engineering chemistry course. This is accomplished through a series of JAVA-based, weekly general chemistry quiz games, developed and implemented as a supplemental and augmentative tool in delivering freshmen chemistry for engineering majors. The introduction of quiz game is anticipated to increase the engagement of students in chemistry classes by improving their attitudes towards chemistry and their overall chemistry achievements. Kolb's four-stage learning cycle is introduced as a possible model for a role the computer quiz games could have in the overall learning process, where the games are anticipated to serve as alternate mode of learning and as an additional motivational tool. In addition to introducing weekly computer quiz games, we report on the effort made to assess their effectiveness. For this purpose, we propose a novel chemistry achievement test developed in this study, Freshman Engineering Chemistry Aptitude Test (FECAT), which aims to comprehensively cover the freshmen engineering chemistry course. Additionally, we implemented an attitude questionnaire. The findings of this pilot study help to advance our understanding of the practical contribution of game-based learning to students' achievement in chemistry and also their attitudes towards learning chemistry at university. At the time of the pilot implementation, we hypothesized that the major benefit of the interactive game would be an increase in students' overall interest in chemistry, with an associated improvement in achievements in the course. © 2015 IEEE.",computer games; Dellwo's gain; freshmen science courses; game based learning; Hake's gain; interactive engagement; Kolb's learning cycle,Curricula; Education computing; Engineering education; Learning systems; Students; Teaching; Dellwo's gain; Game-based Learning; Hake's gain; Interactive engagements; Kolb's learning cycle; Science course; Computer games,,,,,,,,,,,"García-Martínez, J., Serrano-Torregrosa, E., (2015) Chemistry Education: Best Practices, Opportunities and Trends, , Wiley-VCH Verlag GmbH & Co. KGaA; Foster, A., Games and motivation to learn science: Personal identity, applicability, relevance and meaningfulness (2008) Journal of Interactive Learning Research, 19 (4), pp. 597-614; Alessi, M.S., Trollip, R.S., (2001) Multimedia for Learning: Methods and Development, , London: Allyn and Bacon; Ulrich, D., Glendon, K., (2005) Interactive Group Learning: Strategies for Nurse Educators, pp. 338-339. , 2nd ed. New York, NY: Springer; Bragg, L., Students' conflicting attitudes towards games as a vehicle for learning mathematics: A methodological dilemma (2007) Mathematics Education Research Journal, 19 (1), pp. 29-44; Annetta, L.A., Cheng, M.-T., Holmes, S., Assessing twenty-first century skills through a teacher created video game for high school biology students (2010) Research in Science & Technological Education, 28 (2), pp. 101-114; Kablan, Z., (2010) The Effect of Using Exercise-based Computer Games during the Process of Learning on Academic Achievement among Education Major, , http://www.readperiodicals.com/201001/1993569021.html; Paraskeva, F., Mysirlaki, S., Papagianni, A., Multiplayer online games as educational tools: Facing new challenges in learning (2010) Computers & Education, 54, pp. 498-505; Afari, E., (2012) Investigating the Effectiveness of Mathematics Games on Students' Attitudes and the Learning Environment, , Ph. D. Thesis, Curtin University, Perth, Australia; Kiili, K., (2005) On Educational Games Design: Building Blocks of Flow Experience, , Ph. D. Thesis, Tampere University of Technology, Finland; Persky, A.M., Stegall-Zanation, J., Dupuis, R.E., Students' perceptions of the incorporation of games into classroom instruction for basic and clinical pharmacokinetics (2007) American Journal of Pharmaceutical Education, 71 (2), pp. 1-9; Kebritchi, M., Hirumi, A., Bai, H., The effects of modern mathematics computer games on mathematics, achievement and class motivation (2010) Computer & Education, 55, pp. 427-443; Moore, L.S., Detlaff, A.J., Using educational games as a form of teaching in social work (2005) Arete, 29 (1), pp. 58-72; Nicks-McCaleb, L., The impact of state funded higher education on neighbourhood and community in the United Arab Emirates (2005) International Education Journal, 6, pp. 322-334; (2015) UAE Society: Education-UAEinteract, , http://www.uaeinteract.com/society/education.asp, Unknown author. April 22; Kolb, D.A., (1984) Experiential Learning: Experience As the Source of Learning and Development, , Englewood Cliffs, NJ: Prentice-Hall; Hake, R.R., Interactive enganement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74; Dellwo, D.R., Course assessment using multi-stage pre/post testing and the components of normalized change (2010) Journal Scholarship of Teaching and Learning, 10 (1), pp. 55-67; Ling, S.S., (2015) Computer Quiz Games in Intriductory General Chemistry for Engineering Majors-an Early Exploratory Study of Effectiveness in English As A Second Language Environment, , unpublished; Fraenkel, J.R., Wallen, N.E., Hyun, H.H., (2011) How to Design and Evaluate Research in Education, , 8th ed. New York: McGraw-Hill; Johnson, B., Christensen, L., (2008) Educational Research: Quantitative, Qualitative, and Mixed Approaches, , United Kingdom: Sage Publications Ltd; Dunn, T.J., Baguley, T., Brunsden, V., From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation (2013) British Journal of Psychology; George, D., Mallery, P., (2003) SPSS for Windows Step by Step: A Simple Guide and Reference, , 11. 0 update, 4th ed. Boston: Allyn & Bacon; Glynn, S.M., Koballa, T.R., Jr., Motivation to Learn College Science (2006) Handbook of College Science Teaching, pp. 25-32. , In J. J. Mintzes, and W. H. Leonard, Eds., Arlington, VA: National Science Teachers Association Press; Nowosielski, D.A., Use of a concentration game for environmental chemistry class review (2007) Journal of Chemical Education, 84 (2), pp. 239-240; Morris, T.A., Go chemistry: A card game to help students learn chemical formulas (2011) Journal of Chemical Education, 88, pp. 1397-1399; Capps, K., Chemistry taboo: An active learning game for the general chemistry classroom (2008) Journal of Chemical Education, 85 (4), p. 518","Isakovic, A.F.; Department of Applied Mathematics and Sciences, P.O. Box 127788, United Arab Emirates; email: abdel.isakovic@kustar.ac.ae",,ASEE Educational Research and Methods Division;IEEE Computer Society;IEEE Education Society;New Mexico State University;University of Texas,Institute of Electrical and Electronics Engineers Inc.,"2015 IEEE Frontiers in Education Conference, FIE 2015",21 October 2015 through 24 October 2015,,118740.0,15394565,9781479984534,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84960344934
[No author name available],[No author id available],"European Microwave Week 2015: ""Freedom Through Microwaves"", EuMW 2015 - Conference Proceedings; 2015 10th European Microwave Integrated Circuits Conference Proceedings, EuMIC",2015,European Microwave Week 2015: ,,,,,,616.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962486968&partnerID=40&md5=ecce44e2867909c91745d95a6f054639,,,The proceedings contain 115 papers. The topics discussed include: high-sensitivity wideband THz detectors based on GaN HEMTs with integrated bow-tie antennas; miniaturized broadband up-converter MMIC; an E-band SiGe power amplifier with 28db gain and 19.2dBm output power utilizing an on-chip differential power combiner; reduced-size E-band GaAs power amplifier MMIC; monolithic three-stage 6-18GHz high power amplifier with distributed interstage in GaN technology; GaN MMICs for microwave backhaul: Doherty vs. combined class-AB power amplifier; compact design of linear Doherty power amplifier with harmonic control for handset applications; closed-form noise parameters of a transmission line under thermal gradients; analytical response characterization of high mobility transistor channels; and selection of compressed training data for RF power amplifier behavioral modeling.,,,,,,,,,,,,,,,,Electron Devices Society (EDS);GAAS,Institute of Electrical and Electronics Engineers Inc.,"10th European Microwave Integrated Circuits Conference, EuMIC 2015",7 September 2015 through 8 September 2015,,118412.0,,9782874870408,,,English,Eur. Microw. Week,Conference Review,Final,,Scopus,2-s2.0-84962486968
"Mondal R.U., Turkka J., Ristaniemi T.",55961324700;26422705400;35617583200;,An efficient cluster-based outdoor user positioning using LTE and WLAN signal strengths,2015,"IEEE International Symposium on Personal, Indoor and Mobile Radio Communications, PIMRC",2015-December,, 7343659,2182,2186,,1.0,10.1109/PIMRC.2015.7343659,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958047328&doi=10.1109%2fPIMRC.2015.7343659&partnerID=40&md5=40d0492448f74ceaa5abbcd6df076979,"Department of Mathematical Information Technology, University of Jyvaskyla, Jyvaskyla, Finland; Magister Solutions Ltd, Tampere, Finland","Mondal, R.U., Department of Mathematical Information Technology, University of Jyvaskyla, Jyvaskyla, Finland; Turkka, J., Magister Solutions Ltd, Tampere, Finland; Ristaniemi, T., Department of Mathematical Information Technology, University of Jyvaskyla, Jyvaskyla, Finland",In this paper we propose a novel cluster-based RF fingerprinting method for outdoor user-equipment (UE) positioning using both LTE and WLAN signals. It uses a simple cost effective agglomerative hierarchical clustering with Davies-Bouldin criterion to select the optimal cluster number. The positioning method does not require training signature formation prior to UE position estimation phase. It is capable of reducing the search space for clustering operation by using LTE cell-ID searching criteria. This enables the method to estimate UE positioning in short time with less computational expense. To validate the cluster-based positioning real-time field measurements were collected using readily available cellular mobile handset equipped with Nemo Handy software. Output results of the proposed method were compared with a single grid-cell layout based RF fingerprinting method. Simulation results show that if a single LTE and six WLAN signal strengths are used then the proposed method can improve positioning accuracy of 35% over the grid-based RF fingerprinting. © 2015 IEEE.,Grid-based RF fingerprinting; Hierarchical Clustering; LTE cell-ID; Minimization of Drive Tests,Cost effectiveness; Radio communication; Agglomerative hierarchical clustering; Cell-ID; Computational expense; Fingerprinting methods; Grid-based; Hier-archical clustering; Minimization of drive tests; Optimal cluster number; Mobile telecommunication systems,,,,,,,,,,,"Rappaport, T.S., Reed, J.H., Woerner, D., Position location using wireless communications on highways of the future (1996) IEEE Communications Magazine, 34 (10), pp. 33-41; Son, H.C., Lee, J.G., Jee, G.I., Mobile station location using hybrid GPS and a wireless network (2003) The 57th IEEE Semiannual Vehicular Technology Conference 2003, 4, pp. 2716-2720. , VTC 2003-Spring, April; Yeh, S., Hsu, W., Chen, C., Liang, R., A context-aware blogging and learning service in mobile ipv6 networks (2007) IEEE Wireless Communications and Networking Conference, , March; Li, B., Quader, I.J., Dempster, A.G., On outdoor positioning with Wi-Fi (2008) Journal of Global Positioning Systems, 7 (1), pp. 18-26; Liu, X., Zhang, S., Quan, J., Lin, X., The experimental analysis of outdoor positioning system based on fingerprint approach (2010) 12th IEEE International Conference on Communication Technology (ICCT); Mengual, L., Marbán, O., Eibe, S., Clustering-based location in wireless networks (2010) Expert Systems with Applications, 37, pp. 6165-6175; Wigren, T., Clustering and polygon merging algorithms for fingerprinting positioning in LTE (2011) 5th International Conference on Signal Processing and Communication Systems (ICSPCS), , December; Johansson, J., Hapsari, W.A., Kelley, S., Bodog, G., Minimization of drive tests in 3GPP release 11 (2012) IEEE Communications Magazine, 50 (11), pp. 36-43. , November; Wuri, A., Minimization of drive tests solution in 3gpp (2012) IEEE Communications Magazine, 50 (6). , June; Mondal, R., Turkka, J., Ristaniemi, T., Henttonen, T., Performance evaluation of mdt rf fingerprinting framework (2014) Proc. of 7th International Conference on Mobile Computing and Ubiquitous Networking (ICMU2014), , Singapore, January; Mondal, R., Turkka, J., Ristaniemi, T., Henttonen, T., Positioning in heterogeneous small cell networks using mdt rf fingerprints (2013) Proc. of the First IEEE International Black Sea Conference on Communications and Networking, , Batumi, Georgia, July; Mondal, R.U., Turkka, J., Ristaniemi, T., An efficient grid-based rf fingerprint positioning algorithm for user location estimation in heterogeneous small cell networks (2014) International Conference on Localization and GNSS (ICL-GNSS), , Helsinki, Finland, June; http://www.anite.com/businesses/networktesting/products/nemo-handy-world%E2%80%99s-most-widely-usedhandheld-drive-test-tool#.VT_jNSGeDRY, Web-link; Laitinen, E., Lohan, E.S., Talvitie, J., Shrestha, S., Access point significance measures in WLAN-based location (2012) Proc Of. Workshop on Positioning, Navigation and Communication, , March; Youssef, M., Agrawala, A., Shankar, A.U., WLAN location determination via clustering and probability distributions (2003) Pervasive Computing and Communications, pp. 143-150; Kim, J.-H., SikMin, K., Yeo, W.Y., A design of irregular grid map for large-scale wi-fi lan fingerprint positioning systems (2014) The Scientific World Journal, 2014; Davies, D.L., Bouldin, D.W., A cluster separation measure (1979) IEEE Transactions on Pattern Analysis and Machine Intelligence, PAMI-1 (2), pp. 224-227",,,,Institute of Electrical and Electronics Engineers Inc.,"26th IEEE Annual International Symposium on Personal, Indoor, and Mobile Radio Communications, PIMRC 2015",30 August 2015 through 2 September 2015,,118401.0,,9781467367820,,,English,IEEE Int Symp Person Indoor Mobile Radio Commun PIMRC,Conference Paper,Final,,Scopus,2-s2.0-84958047328
"Tang S., Zhang Y.-D., Chen H.",8982960500;55902721000;57192534677;,Scalable logo recognition based on compact sparse dictionary for mobile devices,2015,"2015 IEEE 17th International Workshop on Multimedia Signal Processing, MMSP 2015",,, 7340863,,,,5.0,10.1109/MMSP.2015.7340863,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960376240&doi=10.1109%2fMMSP.2015.7340863&partnerID=40&md5=7dd7a5334bf98e148ca7e7981a0a35f5,"Key Laboratory of Intelligent Information Processing, Institute of Computing Technology, Chinese Academy of Sciences, No.6, Kexueyuan South Road, Zhongguancun, Haidian District, Beijing, 100190, China","Tang, S., Key Laboratory of Intelligent Information Processing, Institute of Computing Technology, Chinese Academy of Sciences, No.6, Kexueyuan South Road, Zhongguancun, Haidian District, Beijing, 100190, China; Zhang, Y.-D., Key Laboratory of Intelligent Information Processing, Institute of Computing Technology, Chinese Academy of Sciences, No.6, Kexueyuan South Road, Zhongguancun, Haidian District, Beijing, 100190, China; Chen, H., Key Laboratory of Intelligent Information Processing, Institute of Computing Technology, Chinese Academy of Sciences, No.6, Kexueyuan South Road, Zhongguancun, Haidian District, Beijing, 100190, China","In this paper, we present a novel scalable logo recognition system which can recognize a large number of logo categories locally on mobile devices. The system is unsupervised without any supervised training procedure, and very time efficient at low memory cost. It is also robust against challenging conditions such as noise addition, different image scale, rotation, etc. To achieve this goal, we propose an efficient segmental quantization approach for generation of large visual words over one million size with a very compact vocabulary. The vocabulary consists of two small dictionaries learned through sparse non-negative matrix factorization (NMF) of local SIFT descriptors. With an inverted index structure built through the large visual words, query images containing logos can be recognized through efficient retrieval of K-nearest neighbors (K-NN) of logo instances in the dataset. Our vocabulary size is very small, only one thousandth of that of traditional Approximate K-Means (AKM) method, which is of great importance for mobile devices with limited memory. Furthermore, based on the compact dictionary, we present a promising verification way of filtering false positives via sparse reconstruction of SIFT descriptors with a very few number of sparse codes due to the sparsity's property of lowest reconstruction error. Experiments on our dataset with 400 logo classes show that our system is very efficient and effective. © 2015 IEEE.",Dictionaries; Image reconstruction; Indexes; Mobile handsets; Quantization (signal); Visualization; Vocabulary,Factorization; Flow visualization; Glossaries; Image reconstruction; Matrix algebra; Mobile devices; Nearest neighbor search; Quantization (signal); Signal processing; Indexes; Inverted index structures; Mobile handsets; Quantization approach; Sparse non-negative matrix factorizations; Sparse reconstruction; Supervised trainings; Vocabulary; Multimedia signal processing,,,,,,,,,,,"Nguyen, P., Dinh, T., Dinh, T., Local logo recognition system for mobile devices (2013) Proc. of International Conference on Computational Science and Its Applications (ICCSA), pp. 558-573; Taylor, S., Rosten, E., Drummond, T., Robust feature matching in 2. 3ms (2009) Proc. of IEEE CVPR Workshop on Feature Detectors and Descriptors: The State of the Art and beyond, , June; Girod, B., Chandrasekhar, V., Chen, D.M., Cheung, N.M., Grzeszczuk, R., Reznik, Y., Takacs, G., Vedantham, R., Mobile visual search (2011) IEEE Signal Processing Magazine, Special Issue on Media Search in Mobile Devices, 28 (4), pp. 61-76. , July; Kesidis, A., Karatzas, D., Logo and trademark recognition (2014) Handbook of Document Image Processing and Recognition, pp. 591-646. , D. Doermann and K. Tombre, Eds; Gao, K., Lin, S., Zhang, Y., Tang, S., Zhang, D., Logo detection based on spatial-spectral saliency and partial spatial context (2009) Proc. of International Conference on Multimedia and Expo (ICME); Romberg, S., Pueyo, L.G., Lienhart, R., Van Zwol, R., Scalable logo recognition in real-world images (2011) Proc. of International Conference on Multimedia Retrieval (ICMR); Kalantidis, Y., Pueyo, L.G., Trevisiol, M., Van Zwol, R., Avrithis, Y., Scalable triangulation-based logo recognition (2011) Proc. of ICMR; Romberg, S., Lienhart, R., Bundle min-hashing for logo recognition (2013) Proc. of ICMR; Felzenszwalb, P.F., Girshick, R.B., McAllester, D., Ramanan, D., Object detection with discriminatively trained part based models (2010) IEEE Transactions on PAMI, 32 (9), pp. 1627-1645; Krizhevsky, A., Sutskever, I., Hinton, G.E., Imagenet classification with deep convolutional neural networks (2012) Advances in Neural Information Processing Systems, pp. 1097-1105; Doermann, D.S., Rivlin, E., Weiss, I., Logo recognition using geometric invariants (1993) Proc. of the Second International Conference on Document Analysis and Recognition, pp. 894-897; Folkers, A., Content-based image retrieval using fourier descriptors on a logo database (2002) Proc. of International Conference on Pattern Recognition (ICPR), pp. 521-524; Chattopadhyay, T., Kolkata, I., Sinha, A., Recognition of trademarks from sports videos for channel hyperlinking in consumer end (2009) Proc. of IEEE International Symposium on Consumer Electronics (ISCE), pp. 943-947; Bagdanov, A.D., Ballan, L., Bertini, M., Bimbo, A.D., Trademark matching and retrieval in sports video databases (2007) Proc. of International Workshop on Multimedia Information Retrieval; Joly, A., Buisson, O., Logo retrieval with a contrario visual query expansion (2009) Proc. of ACM Multimedia 2009; Kleban, J., Xie, X., Ma, W., Spatial pyramid mining for logo detection in natural scenes (2008) Proc. of ICME; Revaud, J., Schmid, C., Douze, M., Schmid, C., Correlation-based burstiness for logo retrieval (2012) Proc. of ACM Multimedia 2012; Sivic, J., Zisserman, A., Video google: A text retrieval approach to object matching in videos (2003) Proc. of ICCV, pp. 1470-1477; Jegou, H., Douze, M., Schmid, C., Improving bag-of-features for large scale image search (2010) IJCV, (87), pp. 316-336; Mikulik, A., Perdoch, M., Chum, O., Matas, J., Learning vocabularies over a fine quantization (2013) IJCV, 103 (1), pp. 163-175; Nister, D., Stewenius, H., Scalable recognition with a vocabulary tree (2006) Proc. of CVPR, pp. 2161-2168; Philbin, J., Chum, O., Isard, M., Sivic, J., Zisserman, A., Object retrieval with large vocabularies and fast spatial matching (2007) Proc. of CVPR; Li, D., Yang, L., Hua, X., Zhang, H., Large-scale robust visual codebook construction (2010) ACM Multimedia '10; Avrithis, Y., Kalantidis, Y., Approximate Gaussian mixtures for large scale vocabularies (2012) Proc. of ECCV; Yang, J., Yu, K., Gong, Y., Huang, T., Linear spatial pyramid matching using sparse coding for image classification (2009) CVPR; Lee, D.D., Seung, H.S., Learning the parts of objects by nonnegative matrix factorization (1999) Nature, 401 (6755), pp. 788-791. , Oct; Mairal, J., Bach, F., Ponce, J., Sapiro, G., Online learning for matrix factorization and sparse coding (2010) J. Mach. Learn. Res., 11, pp. 19-60. , March; Efron, T.J.I., Bradley, H., Tibshirani, R., Least angle regression (2004) Annals of Statistics, 32 (2), pp. 407-499; Wu, C., (2007) SiftGPU: A GPU Implementation of Scale Invariant Feature Transform (SIFT), , http://cs.unc.edu/ccwu/siftgpu; Petitcolas, F.A.P., Watermarking schemes evaluation (2000) IEEE Signal Processing, 17 (5), pp. 117-128; Muja, M., Lowe, D.G., Scalable nearest neighbor algorithms for high dimensional data (2014) IEEE Transactions on PAMI, 36",,,,Institute of Electrical and Electronics Engineers Inc.,"17th IEEE International Workshop on Multimedia Signal Processing, MMSP 2015",19 October 2015 through 21 October 2015,,118404.0,,9781467374781,,,English,"IEEE Int. Workshop Multimed. Signal Process., MMSP",Conference Paper,Final,,Scopus,2-s2.0-84960376240
"Tront J.G., Prey J.C.",7003535524;6603953435;,Tablet PCs and slate devices can improve active learning classroom experiences,2015,"Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015",,, 7318211,1216,,,2.0,10.1109/ICL.2015.7318211,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964699527&doi=10.1109%2fICL.2015.7318211&partnerID=40&md5=11e05462521e629ec9588476b5f371dd,"Dept. of Electrical and Computer Engineering, Virginia Tech, Blacksburg, VA  24061, United States; NSF, Ft. Myers, FL  33912, United States","Tront, J.G., Dept. of Electrical and Computer Engineering, Virginia Tech, Blacksburg, VA  24061, United States; Prey, J.C., NSF, Ft. Myers, FL  33912, United States","Tablet PCs and the electronic inking capabilities they afford facilitate better presentations by classroom teachers. With reduction in pricing and greater availability, these device are becoming more broadly used in classroom environments to help support classroom response systems and more natural note-taking. Using Tablet PCs and a nominal amount of effort, teachers have been able to increase and enrich the student-teacher and student-student interaction that takes place in a classroom. Educational research has shown that understanding and information retention increases when classroom sessions are interactive rather than more traditional passive lectures. © 2015 IEEE.",active learning; classroom interaction; electronic ink; electronic slate; Tablet PCs,Artificial intelligence; Education; Personal computers; Slate; Teaching; Active Learning; Classroom environment; Classroom interaction; Classroom response systems; Electronic ink; Information retention; Student-student interaction; Tablet PCs; Students,,,,,,,,,,,"Facilitating pedagogical practices through a large-scale tablet pc deployment (2007) IEEE Computer, pp. 62-68. , September; Amelink, C.T., Scales, G.R., Tront, J.G., Student use of the tablet pc: Impact on student learning behaviors (2012) Journal of Advances in Engineering Education Winter 2012, 3 (1), p. 10; Cristy, J.O., Tront, J.G., (2013) VTEXT: A Tablet-based E-Textbook Framework, Workshop on the Impact of Pen and Touch Technology on Education, , Los Angeles, CA, March 21-23",,,,Institute of Electrical and Electronics Engineers Inc.,"International Conference on Interactive Collaborative Learning, ICL 2015",20 September 2015 through 24 September 2015,,118627.0,,9781479987078,,,English,"Proc. Int. Conf. Interact. Collab. Learn., ICL",Conference Paper,Final,,Scopus,2-s2.0-84964699527
"Ozdemir T., Goykhman Y.M., Brown A.R., Crowgey B., Rothwell E.J., Chahal P.",7003792158;57194241632;56994066400;35089954800;7006894465;6603925476;,Frequency tunable antenna for LTE (4G) handsets operating in the 2.3-2.7GHz global roaming band,2015,"IEEE Antennas and Propagation Society, AP-S International Symposium (Digest)",2015-October,, 7304955,1134,1135,,2.0,10.1109/APS.2015.7304955,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84953737541&doi=10.1109%2fAPS.2015.7304955&partnerID=40&md5=42d8743bebc053c6db34ef5371f02531,"Monarch Antenna, Inc., Ann Arbor, MI, United States; A. Brown Design, Northville, MI, United States; Dept. of Electrical and Computer Engineering, Michigan State University, East Lansing, MI, United States","Ozdemir, T., Monarch Antenna, Inc., Ann Arbor, MI, United States; Goykhman, Y.M., Monarch Antenna, Inc., Ann Arbor, MI, United States; Brown, A.R., A. Brown Design, Northville, MI, United States; Crowgey, B., Dept. of Electrical and Computer Engineering, Michigan State University, East Lansing, MI, United States; Rothwell, E.J., Dept. of Electrical and Computer Engineering, Michigan State University, East Lansing, MI, United States; Chahal, P., Dept. of Electrical and Computer Engineering, Michigan State University, East Lansing, MI, United States","A frequency tunable antenna for 4G global roaming devices operating in the 2.3-2.7GHz band is presented. Both the design and manufacturing methods are described and measured data are provided. Antenna is a half-patch with a reconfigurable aperture realized by a collection of shorting pins that are controlled by DC signals. The design follows the teachings of the patented self-structuring antenna technology and can be operated either in open or closed loop fashion. The frequency tunable feature of the antenna also makes it immune to detuning when used in a closed loop control system. Though the design is compatible with a multitude of manufacturing and embedding methods, the particular prototype was built by wire-bonding bare-die SPST switches onto the antenna board. © 2015 IEEE.",,,,,,,,,,,,,"RF Front-End Architectures for 2. 3-2. 7 GHz 4G Global Roaming Devices (2013) White Paper from the 2. 3-2. 7GHz Band Project Working Group of the IWPC, , February; Rothwell, E.J., (2001) Self-structuring Antenna System with A Switchable Antenna Array and An Optimizing Controller, , US Patent Jan 16; Ozdemir, T., (2014) A Patch Antenna and Method for Impedance, Frequency, and Pattern Tuning, , US Patent Application, October 30 2014/0320376A1; Greetis, L., Ouedraogo, R., Greetis, B., Rothwell, E.J., A self-structuring patch antenna (2010) IEEE Antennas and Propagation Magazine, 52 (1), pp. 114-123. , February",,,IEEE Antennas and Propagation Society;The Institute of Electrical and Electronics Engineers,Institute of Electrical and Electronics Engineers Inc.,"IEEE Antennas and Propagation Society International Symposium, APS 2015",19 July 2015 through 24 July 2015,,117292.0,15223965,9781479978151,IAPSB,,English,IEEE Antennas Propag Soc AP S Int Symp,Conference Paper,Final,,Scopus,2-s2.0-84953737541
"Sun J.C.-Y., Chen A.Y.-Z., Yeh K.P.-C., Cheng Y.-T., Lin Y.-Y.",37065367600;57150753800;57150101700;57149128900;57112811200;,A comparison of individual and group polling strategies on students' academic performance and attention level,2015,"2015 8th International Conference on Ubi-Media Computing, UMEDIA 2015 - Conference Proceeedings",,, 7297456,208,211,,,10.1109/UMEDIA.2015.7297456,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959495787&doi=10.1109%2fUMEDIA.2015.7297456&partnerID=40&md5=2b21d183322d4e3c3affa9c131aee25d,"Institute of Education, National Chiao Tung University, Hsinchu, Taiwan","Sun, J.C.-Y., Institute of Education, National Chiao Tung University, Hsinchu, Taiwan; Chen, A.Y.-Z., Institute of Education, National Chiao Tung University, Hsinchu, Taiwan; Yeh, K.P.-C., Institute of Education, National Chiao Tung University, Hsinchu, Taiwan; Cheng, Y.-T., Institute of Education, National Chiao Tung University, Hsinchu, Taiwan; Lin, Y.-Y., Institute of Education, National Chiao Tung University, Hsinchu, Taiwan","The purpose of the study was to investigate the effect of polling technologies integrating with strategies on students' academic performance and related brainwave signals. The participants were 34 students who registered in the educational research methodology course in a national university in Taiwan. The pre-class quiz, in-class quiz, brainwave of attention levels, open-ended questionnaires, and the 20-minute structured interview were used in this study. This study was conducted over a period of three weeks. Over the three weeks, the teacher conducted 'three types of polling activities.' Week 1 was devoted to individual clicker polling, Week 2 to group polling on tablets, and Week 3 to group polling on tablets with a competition game. The results showed that polling systems help promote learning outcomes, and if a team was given an opportunity to discuss a topic after it was announced, this would help to increase attention levels. This study suggests that future researchers could design team polling activities in which students can take turns acting as a group leader in order to help build a team consensus and to avoid passive group member participation. © 2015 IEEE.",attention; IRS; polling strategies; teaching strategies,Iridium; Students; Surveys; Teaching; Academic performance; attention; Educational research; Learning outcome; Open-ended questionnaire; polling strategies; Polling technology; Teaching strategy; Education,,,,,,,,,,,"Roschelle, J., Schank, P., Brecht, J., Tatar, D., Chaudhury, S.R., From response systems to distributed systems for enhanced collaborative learning (2005) Towards Sustainable and Scalable Educational Innovations Informed by Learning Sciences, Frontiers in Artificial Intelligence and Applications, pp. 363-370. , C. K. Looi, D. Jonassen and M. Ikeda, eds, Amsterdam: I O S Press; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE Quarterly, 30 (2), pp. 71-74; Zhu, E., Teaching with clickers (2007) Center for Research on Learning and Teaching Occasional Papers, 22, pp. 1-8; Smith, M.K., Annis, S.L., Kaplan, J.J., Drummond, F., Using peer discussion facilitated by clicker questions in an informal education setting: Enhancing farmer learning of science (2012) PloS One, 7 (10), pp. 1-9; Cohen, M.M., Tottenham, N., Casey, B., Translational developmental studies of stress on brain and behavior: Implications for adolescent mental health and illness? (2013) Neuroscience, 249, pp. 53-62; Li, X., Hu, B., Dong, Q., Campbell, W., Moore, P., Peng, H., EEG-based Attention Recognition, pp. 196-201; Li, X., Zhao, Q., Liu, L., Peng, H., Qi, Y., Mao, C., Fang, Z., Hu, B., Improve affective learning with EEG approach (2012) Computing and Informatics, 29 (4), pp. 557-570; Crowley, K., Sliney, A., Pitt, I., Murphy, D., Evaluating a brain-computer interface to categorise human emotional response (2010) 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT), pp. 276-278. , Sousse, Tunisia; Rothkrantz, L.J., Wiggers, P., Wees, J.-W.A., Vark, R.J., (2004) Voice Stress Analysis, pp. 449-456. , Text, Speech and Dialogue, P. Sojka, I. Kope?ek and K. Pala, eds. New York: Springer Berlin Heidelberg; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Zingaro, D., Porter, L., Peer Instruction in computing: The value of instructor intervention (2014) Computers & Education, 71, pp. 87-96; Sun, J.C.-Y., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computers & Education, 72, pp. 80-89",,,,Institute of Electrical and Electronics Engineers Inc.,"8th International Conference on Ubi-Media Computing, UMEDIA 2015",24 August 2015 through 26 August 2015,,117247.0,,9781467382700,,,English,"Int. Conf. Ubi-Media Comput., UMEDIA - Conf. Proc.",Conference Paper,Final,,Scopus,2-s2.0-84959495787
"Van Do T., Feng B., Swafford C., Do V.T., Khuong L.H.",14632609000;7202087522;57188574342;56940332800;55814400900;,Mobile identity as a tool to develop society,2015,"2015 5th International Conference on IT Convergence and Security, ICITCS 2015 - Proceedings",,, 7292997,,,,1.0,10.1109/ICITCS.2015.7292997,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84961683105&doi=10.1109%2fICITCS.2015.7292997&partnerID=40&md5=aaef0c72a3eef83e4b6d118661294d15,"Telenor and Norwegian University of Science and Technology, Oslo, Norway; University College of Applied Sciences, Oslo, Akershus, Norway; DeVry University, Keller Graduate School of Management, Irving, TX  75063, United States; Linus AS, Oslo, Norway","Van Do, T., Telenor and Norwegian University of Science and Technology, Oslo, Norway; Feng, B., University College of Applied Sciences, Oslo, Akershus, Norway; Swafford, C., DeVry University, Keller Graduate School of Management, Irving, TX  75063, United States; Do, V.T., Linus AS, Oslo, Norway; Khuong, L.H., DeVry University, Keller Graduate School of Management, Irving, TX  75063, United States","Mobile communication, as its name says, is intended primarily for human to human communication e.g. telephony, SMS, IM, etc. but could be used as a direct active tool in the development of the society. In developing countries, especially in rural areas, where there is still very limited or non- existent administration infrastructure mobile communication could play a more important role. This paper presents the Mobile Identity concept, which makes use of mobile communication in the establishment and development of the citizen identity and hence paving the way for other societal services like government, education, health, finance, etc. Use cases such as Mobile Birth registration, mobile phone as identification and authentication token are described to illustrate the Mobile Identity concept. Value propositions for governments and mobile operators and the social benefit are demonstrated. The future financial feasibility Studies are also recommended. © 2015 IEEE.",Authentication; Government; Mobile communication; Mobile computing; Mobile handsets; Registers,Authentication; Cellular telephone systems; Developing countries; Mobile computing; Telephone sets; Authentication token; Feasibility studies; Government; Human communications; Mobile communications; Mobile handsets; Registers; Value proposition; Mobile telecommunication systems,,,,,,,,,,,"http://www.gsma.com/, The GSM Association; http://www.telenor.com, Telenor ASA; http://www.orange.com/en_EN/, France Telecom-Orange; http://www.unicef.org/; http://plan-international.org/about-plan; Van Thanh, D., Jørstad, I., (2008) The Ambiguity of Identity-Telektronikk, 103 (3-4), p. 20057. , Identity Management, published in Jan; Papadopouli, M., (2010) European Network and Information Security Agency (ENISA): Mobile Identity Management, , University of Crete, GreeceApril 13; E-Estonia Mobile ID, , http://e-estonia.com/components/mobile-id; (2005) Unicef: The 'Rights' Start to Life: A Statistical Analysis of Birth Registration, , Feb",,,,Institute of Electrical and Electronics Engineers Inc.,"5th International Conference on IT Convergence and Security, ICITCS 2015",24 August 2015 through 27 August 2015,,118426.0,,9781467365376,,,English,"Int. Conf. IT Convergence Secur., ICITCS - Proc.",Conference Paper,Final,,Scopus,2-s2.0-84961683105
"Green B.L., Kennedy I., Hassanzadeh H., Sharma S., Frith G., Darling J.C.",56282403000;56712414500;56712512300;55574195718;55996823500;7006888647;,A semi-quantitative and thematic analysis of medical student attitudes towards M-Learning,2015,Journal of Evaluation in Clinical Practice,21,5,,925,930,,13.0,10.1111/jep.12400,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84944164214&doi=10.1111%2fjep.12400&partnerID=40&md5=3a758facac6ac87a95543bbef8a5bf7d,"Leeds Teaching Hospitals Trust, Leeds, United Kingdom; Belfast Health and Social Care Trust, Belfast, United Kingdom; Maidstone and Tunbridge Wells NHS Trust, Tunbridge Wells, Kent, United Kingdom; Faculty of Medicine and Health, University of Leeds, Leeds, United Kingdom; Department of Paediatrics, Leeds Teaching Hospitals Trust, Leeds, United Kingdom","Green, B.L., Leeds Teaching Hospitals Trust, Leeds, United Kingdom; Kennedy, I., Belfast Health and Social Care Trust, Belfast, United Kingdom; Hassanzadeh, H., Maidstone and Tunbridge Wells NHS Trust, Tunbridge Wells, Kent, United Kingdom; Sharma, S., Leeds Teaching Hospitals Trust, Leeds, United Kingdom; Frith, G., Faculty of Medicine and Health, University of Leeds, Leeds, United Kingdom; Darling, J.C., Department of Paediatrics, Leeds Teaching Hospitals Trust, Leeds, United Kingdom","Rationale, aims and objectives Smartphone and mobile application technology have in recent years furthered the development of novel learning and assessment resources. 'MBChB Mobile' is a pioneering mobile learning (M-Learning) programme at University of Leeds, United Kingdom and provides all senior medical students with iPhone handsets complete with academic applications, assessment software and a virtual reflective environment. This study aimed to evaluate the impact of MBChB Mobile on student learning. Methods Ethical approval was granted to invite fourth and fifth year medical students to participate in a semi-quantitative questionnaire: data were collected anonymously with informed consent and analysed where appropriate using chi-squared test of association. Qualitative data generated through focus group participation were subjected to both content and thematic analysis. Results A total of 278 of 519 (53.6%) invited participants responded. Overall, 72.6% of students agreed that MBChB Mobile enhanced their learning experience; however, this was significantly related to overall usage (P < 0.001) and self-reported mobile technology proficiency (P < 0.001). Qualitative data revealed barriers to efficacy including technical software issues, non-transferability to different mobile devices, and perceived patient acceptability. Conclusions As one of the largest evaluative and only quantitative study of smartphone-assisted M-Learning in undergraduate medical education, MBChB Mobile suggests that smartphone and application technology enhances students' learning experience. Barriers to implementation may be addressed through the provision of tailored learning resources, along with user-defined support systems, and appropriate means of ensuring acceptability to patients. © 2015 John Wiley & Sons, Ltd.",iPhone; M-Learning; smartphone,"adult; Conference Paper; content analysis; cross-sectional study; female; human; learning curve; male; medical education; medical student; mobile application; mobile learning; priority journal; prospective study; qualitative analysis; quantitative study; self report; student attitude; thematic analysis; health personnel attitude; information processing; learning; medical education; perception; procedures; psychology; smartphone; utilization; Adult; Attitude of Health Personnel; Cross-Sectional Studies; Education, Medical; Female; Focus Groups; Humans; Learning; Male; Perception; Prospective Studies; Smartphone; Students, Medical",,,,,,,,,,,"Kukulska-Hulme, A., M obile learning as a catalyst for change (2010) OpenLearning, 25 (3), pp. 181-185; Sharples, M., The design of personal mobile technologies for lifelong learning (2000) Computers & Education, 34, pp. 177-193; Kurth, R.J., Silenzio, V., Irigoyen, M.M., Use of personal digital assistants to enhance educational evaluation in a primary care clerkship (2002) Medical Teacher, 24, pp. 488-490; Farrell, M.J., Rose, L., Use of mobile handheld computers in clinical nursing education (2008) Journal of Nursing Education, 47, pp. 13-19; Wallace, S., Clark, M., White, J., 'It's on my iPhone': Attitudes to the use of mobile computing devices in medical education, a mixed-methods study (2012) BMJ Open, p. e001099; Luanrattana, R., Win, K.T., Fulcher, J., Iverson, D., Mobile technology use in medical education (2012) Journal of Medical Systems, 36, pp. 113-122; Norcini, J.J., The mini clinical evaluation exercise (mini-CEX) (2005) The Clinical Teacher, 2 (1), pp. 25-30; Cavanagh, S., Content analysis: Concepts, methods and applications (1997) Nurse Researcher, 4 (3), pp. 5-16; Integrated and Holistic Perspectives on Learning (2000) Instruction and Technology: Understanding Complexity, pp. 103-128. , Spector, J. M. & Anderson, T. M. (eds), Dordrecht: Kluwer; Bullock, A., Dimond, R., Webb, K., Lovatt, J., Hardyman, W., Stacey, M., How a mobile app supports the learning and practice of newly qualified doctors in the UK: An intervention study (2015) BMC Medical Education, 15, p. 71; Morrow, G., Johnson, N., Burford, B., Preparedness for practice: The perceptions of medical graduates and clinical teams (2012) Medical Teacher, 34 (2), pp. 123-135; Davies, B.S., Rafique, J., Vincent, T.R., Fairclough, J., Packer, M.H., Vincent, R., Haq, I., Mobile Medical Education (MoMEd)-How mobile information resources contribute to learning for undergraduate clinical students-A mixed methods study (2012) BMC Medical Education, 12, p. 1; Kaufman, D.M., Mann, K.V., Teaching and learning in medical education: How theory can inform practice (2010) Understanding Medical Education: Evidence, Theory and Practice, pp. 16-36. , In (ed. T. Swanwick), Oxford: Wiley Blackwell; Fuller, R., Joynes, V., Should mobile learning be compulsory for preparing students for learning in the workplace? (2015) British Journal of Educational Technology, 46 (1), pp. 153-158; Shaffer, K., Small, J.E., Blended learning in medical education: Use of an integrated approach with web-based small group modules and didactic instruction for teaching radiologic anatomy (2004) Academic Radiology, 11 (9), pp. 1059-1070; (2013) Communications Market Report 2013, , http://stakeholders.ofcom.org.uk/binaries/research/cmr/cmr13/2013_UK_CMR.pdf, Ofcom. London: Office of Communications. Available at: (last accessed June 2014); Hardyman, W., Bullock, A., Brown, A., Carter-Ingram, S., Stacey, M., Mobile technology supporting trainee doctors' workplace learning and patient care: An evaluation (2013) BMC Medical Education, 21 (13), p. 6; Pinnock, H., Slack, R., Pagliari, C., Price, D., Sheikh, A., Professional and patient attitudes to using mobile phone technology to monitor asthma: Questionnaire survey (2006) Primary Care Respiratory Journal: Journal of the General Practice Airways Group, 15 (4), pp. 237-245; Illeris, K., (2009) Contemporary Theories of Learning: Learning Theorists ... in Their Own Words, , London: Routledge, Taylor & Francis Group; Sharples, M., Taylor, J., Vavoula, G., Towards a theory of mobile learning (2005) Proceedings of MLearn, 1 (1), pp. 1-9; Holzinger, A., Searle, G., Wernbacher, M., The effect of previous exposure to technology on acceptance and its importance in usability and accessibility engineering (2011) Universal Access in the Information Society, 10, pp. 245-260","Green, B.L.; Leeds Teaching Hospitals TrustUnited Kingdom; email: blgreen@doctors.org.uk",,,Blackwell Publishing Ltd,,,,,13561294,,JECPF,26153482.0,English,J. Eval. Clin. Pract.,Conference Paper,Final,,Scopus,2-s2.0-84944164214
"Silvestre F., Vidal P., Broisin J.",56414470400;57194293526;16229264400;,Online tests based on contributions provided by teachers and students during face to face lectures,2015,"Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015",,, 7265254,29,33,,,10.1109/ICALT.2015.146,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84961718096&doi=10.1109%2fICALT.2015.146&partnerID=40&md5=74bd243be06166c43ebb80aadc0fc0df,"Institut de Recherche en Informatique de Toulouse, University of Toulouse III, Toulouse, France","Silvestre, F., Institut de Recherche en Informatique de Toulouse, University of Toulouse III, Toulouse, France; Vidal, P., Institut de Recherche en Informatique de Toulouse, University of Toulouse III, Toulouse, France; Broisin, J., Institut de Recherche en Informatique de Toulouse, University of Toulouse III, Toulouse, France","Our previous work has introduced the 'Tsaap-Notes' platform to increase the motivation and engagement of students in the process of collaborative note taking during lectures. In this paper, we introduce the approach 'Notes as Feedback' which consists of recycling interactive questions asked during a lecture in order to semi-automatically build computer based self-assessment tests where feedback provided to students is based on the notes taken by students. A first experimentation on a group of 54 students enrolled in a computer science Master course helped to highlight the benefits of this work: increased participation in note-taking, a massive engagement of students to play the self-assessment tests, and improved student results at the final exam. © 2015 IEEE.",Audience response system; Collaborative note taking; Computer based assessment; Feedback; Self-assessment,Engineering education; Feedback; Students; Teaching; Audience response systems; Computer-based assessments; Face to face; Master course; Motivation and engagements; Note taking; On-line tests; Self assessment; Education,,,,,,,,,,,"Black, P., Wiliam, D., Assessment and classroom learning (1998) Assess. Educ. Princ. Policy Pract., 5 (1), pp. 7-74. , Mar; Bull, J., McKenna, C., (2004) Blueprint for Computer-assisted Assessment; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sci. Educ.; Chanock, K., (2000) Comments on Essays: Do Students Understand What Tutors Write?; Ebner, M., Lienhardt, C., Rohs, M., Meyer, I., Microblogs in Higher Education-A chance to facilitate informal and processoriented learning? (2010) Comput. Educ.; Gauci, S., Dantas, A., Promoting student-centered active learning in lectures with a personal response system (2009) Adv.; Hattie, J., Jaeger, R., Assessment and classroom learning: A deductive approach (1998) Assess. Educ.; Higgins, R., (2000) Be More Critical: Rethinking Assessment Feedback; Higgins, R., Hartley, P., Skelton, A., The conscientious consumer: Reconsidering the role of assessment feedback in student learning (2002) Stud. High. Educ., 27 (1); (2012) IMS Question & Test Interoperability Specification, , IMS Global Learning Consortium; Junco, R., Heiberger, G., Loken, E., The effect of Twitter on college student engagement and grades (2011) J. Comput. Assist.; Kam, M., Wang, J., Iles, A., Tse, E., Chiu, J., Livenotes: A system for cooperative and augmented note-taking in lectures (2005) Proc.; Kwak, H., Lee, C., Park, H., Moon, S., What is Twitter, a social network or a news media? (2010) 19th Int. Conf.; Lea, M., Computer conferencing and assessment: New ways of writing in higher education (2001) Stud. High. Educ.; Miller, T., Formative computer-based assessment in higher education: The effectiveness of feedback in supporting student learning (2009) Assess. Eval. High. Educ.; Nicol, D., Boyle, J., Peer Instruction versus Class-wide Discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Stud. High. Educ., 28, pp. 458-473; Nicol, D., Macfarlanedick, D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice (2006) Stud. High. Educ., pp. 1-19; Ricketts, C., Wilks, S., Improving student performance through computer-based assessment: Insights from recent research (2002) Assess. Eval. High. Educ., 27 (5); Silvestre, F., Vidal, P., Broisin, J., Tsaap-notes-an open micro-blogging tool for collaborative notetaking during faceto-face lectures (2014) Learn. Technol. (ICALT); Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med. Educ.",,Chen N.-S.Liu T.-C.KinshukHuang R.Hwang G.-J.Sampson D.G.Tsai C.-C.,,Institute of Electrical and Electronics Engineers Inc.,"15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015",6 July 2015 through 9 July 2015,,118173.0,,9781467373333,,,English,"Proc. - IEEE Int. Conf. Adv. Learn. Technol.: Adv. Technol. Support. Open Access Formal Informal Learn., ICALT",Conference Paper,Final,,Scopus,2-s2.0-84961718096
"Hassan M.A., Wei Q., Chen S.",57207837311;35779375700;9338029700;,Elicit: Efficiently identify computation-intensive tasks in mobile applications for offloading,2015,"Proceedings of the 2015 IEEE International Conference on Networking, Architecture and Storage, NAS 2015",,, 7255215,12,22,,2.0,10.1109/NAS.2015.7255215,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960883035&doi=10.1109%2fNAS.2015.7255215&partnerID=40&md5=5542fd68a9c7d7e31134dc37237eb0df,"NetApp Inc., United States; Department of Computer Science, George Mason University, United States","Hassan, M.A., NetApp Inc., United States, Department of Computer Science, George Mason University, United States; Wei, Q., NetApp Inc., United States, Department of Computer Science, George Mason University, United States; Chen, S., NetApp Inc., United States, Department of Computer Science, George Mason University, United States","As mobile devices are battery powered and have less computing resources, plenty of research has been conducted on how to efficiently offload computing-intensive tasks in a mobile application to more powerful counterpart. However, prior research either implicitly assumes that the computing-intensive tasks are known in advance or the application developers will make special notations about them. In this paper, we design a framework Elicit to efficiently identify the computation-intensive tasks in mobile applications for offloading. Furthermore, we also consider the response time savings dynamically when deciding whether to offload a task based on the runtime system resources. A prototype of Elicit is built based on the Dalvik VM. Our evaluation with some popular Android applications from Google Play shows that Elicit can efficiently find an application's computing-intensive task and save response time and energy consumption when these tasks are offloaded. © 2015 IEEE.",Mobile applications; Mobile handsets; Performance gain; Servers; Support vector machines; Time factors; Training,Energy utilization; Mobile computing; Mobile devices; Personnel training; Servers; Support vector machines; Android applications; Application developers; Computation-intensive task; Computing resource; Mobile applications; Mobile handsets; Performance Gain; Time factors; Mobile telecommunication systems,,,,,,,,,,,"http://amazonsilk.wordpress.com; http://wiki.cyanogenmod.org/w/Buildforpassion; http://code.google.com/p/droidslator; https://github.com/kc1212/matcalc; https://play.google.com/store/apps/details?id=org.jessies.mathdroidandhl=en; http://code.google.com/p/picaso-eigenfaces; www.powertutor.org; https://www.virtualbox.org; http://www.cs.waikato.ac.nz/ml/weka; Balan, R.K., Gergle, D., Satyanarayanan, M., Herbsleb, J., Simplifying cyber foraging for mobile devices (2007) Proc. of Mobisys, , San Juan, Puerto Rico, June; Bonomi, F., Milito, R., Zhu, J., Addepalli, S., Fog computing and its role in the internet of things (2012) Proceedings of the First Edition of the MCC Workshop on Mobile Cloud Computing, pp. 13-16. , ACM; Chun, B.G., Ihm, S., Maniatis, P., Naik, M., Patti, A., Clonecloud: Elastic execution between mobile device and cloud (2011) Proc. of EuroSys, pp. 301-314; Cuervo, E., Balasubramanian, A., Cho, D., Wolman, A., Saroiu, S., Chandra, R., Bahl, P., MAUI: Making smartphones last longer with code offload (2010) Proc. of MobiSys, , San Francisco, CA, USA, June; Gordon, M.S., Anoushe Jamshidi, D., Mahlke, S., Morley Mao, Z., Chen, X., Comet: Code offload by migrating execution transparently (2012) OSDI; Anowarul Hassan, M., Bhattarai, K., Wei, Q., Chen, S., Pomac: Properly offloading mobile applications to clouds (2014) Workshop on Hot Topics in Cloud Computing (HotCloud), , Philadelphia, PA, June; Kleinberg, J., Tardos, E., (2006) Algorithm Design, , Pearson Education India; Kosta, S., Aucinas, A., Hui, P., Mortier, R., Zhang, X., Thinkair: Dynamic resource allocation and parallel execution in the cloud for mobile code offloading (2012) INFOCOM, 2012 Proceedings IEEE, pp. 945-953. , IEEE; Kwon, Y.W., Tilevich, E., Power-efficient and fault-tolerant distributed mobile execution (2012) Proc. of ICDCS; Octeau, D., Jha, S., McDaniel, P., Retargeting android applications to Java bytecode (2012) Proceedings of the ACM SIGSOFT 20th International Symposium on the Foundations of Software Engineering, p. 6. , ACM; Ra, M.R., Sheth, A., Mummert, L., Pillai, P., Wetherall, D., Govindan, R., Odessa: Enabling interactive perception applications on mobile devices (2011) Proc. of Mobisys, pp. 43-56. , ACM; Satyanarayanan, M., Bahl, P., Caceres, R., Davies, N.L., The case for VM-based cloudlets in mobile computing (2009) IEEE Pervasive Computing, 8 (4). , October; Tarjan, R., Depth-first search and linear graph algorithms (1972) SIAM Journal on Computing, 1 (2), pp. 146-160; Zhang, W., Wen, Y., Oliver Wu, D., Energyefficient scheduling policy for collaborative execution in mobile cloud computing (2013) INFOCOM, 2013 Proceedings IEEE, pp. 190-194. , IEEE; Zhang, Y., Huang, G., Liu, X., Zhang, W., Mei, H., Yang, S., Refactoring android Java code for on-demand computation offloading (2012) ACM SIGPLAN Notices, 47, pp. 233-248. , ACM",,,IEEE Computer Society;IEEE Technical Committees on Computer Architecture (TCCA);IEEE Technical Committees on Distributed Processing (TCDP);IEEE Technical Committees on Parallel Processing (TCPP),Institute of Electrical and Electronics Engineers Inc.,"10th IEEE International Conference on Networking, Architecture and Storage, NAS 2015",6 August 2015 through 7 August 2015,,118115.0,,9781467378918,,,English,"Proc. IEEE Int. Conf. Netw., Archit. Storage, NAS",Conference Paper,Final,,Scopus,2-s2.0-84960883035
"Jiugen Y., Zhiguo L., Ruonan X.",53263770000;57112262000;53264949900;,Research of flipped classroom network application system,2015,"10th International Conference on Computer Science and Education, ICCSE 2015",,, 7250368,863,866,,,10.1109/ICCSE.2015.7250368,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957894930&doi=10.1109%2fICCSE.2015.7250368&partnerID=40&md5=fd3333c777a98f38286419841ab5d08d,"Education School, Jiangxi Science and Technology Normal University, Nanchang, China; Communication School, Jiangxi Normal University, Nanchang, Nanchang, China","Jiugen, Y., Education School, Jiangxi Science and Technology Normal University, Nanchang, China; Zhiguo, L., Communication School, Jiangxi Normal University, Nanchang, Nanchang, China; Ruonan, X., Communication School, Jiangxi Normal University, Nanchang, Nanchang, China","Based on the B/S three layers architecture, I'll design network teaching system to support the flipped classroom model and then expatriate the teaching process in flipped classroom based on this system model, which provides a strong information technology support for the flipped classroom teaching, and is helpful to reduce the difficulty of implementing flip classroom, to improve learning efficiency and teaching effect. © 2015 IEEE.",design; flipped classroom; Network application system,Design; Education computing; Engineering education; Classroom teaching; flipped classroom; Information technology support; Learning efficiency; Network applications; Network teaching; Teaching effects; Teaching process; Teaching,,,,,,,,,,,"Xinming, Z., Wenta, H., Research on network teaching system model based on the flipped classroom (2013) Modern Educational Technology, 23 (8), pp. 21-25. , (references); Hongmin, L., (2013) Design and Development of Curriculum Based on the Flip Classroom Teaching Philosophy, , Guangxi normal university; Talbert, R., Inverting the Linear Algebra Classroom, , http://prezi.com/dzOrby6tam/inverting-the-linear-algebraclassroom, 2014-11-21; Qianwen, W., Bin, Z., Jian, H., Improvement on three layers architecture based on. Net framework Modern Computer; Graham, R.P., Commentary: The khan academy and the daynight flipped classroom (2012) Biochemistry and Molecular Biology Education, (5), pp. 337-338; (2012) Kathleenpf. 10 Reasons to Flip. New Styles of Instruction, (2), pp. 20-24",,,"Cambridge University, Institute of Electrical and Fitzwilliam College;Department of Mechanical Engineering;National Research Council of Computer Education in Colleges and Universities, China (CRC-CE)",Institute of Electrical and Electronics Engineers Inc.,"10th International Conference on Computer Science and Education, ICCSE 2015",22 July 2015 through 24 July 2015,,118050.0,,9781479965984,,,English,Int. Conf. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84957894930
Mahmood Z.,7003694000;,Cloud computing technologies for connected government,2015,Cloud Computing Technologies for Connected Government,,,,1,416,,2.0,10.4018/978-1-4666-8629-8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957639534&doi=10.4018%2f978-1-4666-8629-8&partnerID=40&md5=cf71407b486d4eb6a4960b00b4bb507e,"University of Derby, United Kingdom; North West University, South Africa","Mahmood, Z., University of Derby, United Kingdom, North West University, South Africa","In the developed world, there is an increasing trend towards the use of e-government to further involve citizens in the maintenance of their country. This is not only an improved way to promote existing methods of citizen engagement such as voting or taxation; it also makes information more accessible and increases opportunities for average citizens to make their voices heard. Cloud Computing Technologies for Connected Government explores the latest research on the use of e-government for enhancing the effectiveness and transparency of public institutions. Featuring coverage on cloud-related frameworks and strategies, barriers to e-government development and practice, and case studies revealing the best guidelines for efficient technology use, this timely publication is indispensable for students, educators, information system specialists, technology experts, and anyone involved in public administration or the management of government departments. This book highlights chapters on a broad scope of topics including, but not limited to, citizen empowerment, collaborative public service, communication through social media, cost benefits of the Cloud, electronic voting systems, identity management, legal issues, and security and privacy for e-government users. © 2016 by IGI Global. All rights reserved.",,Cloud computing; Data privacy; Engineering education; Information management; Public administration; Taxation; Voting machines; Citizen engagements; Cloud computing technologies; Efficient technology; Electronic voting systems; Government departments; Identity management; Public institution; Security and privacy; Government data processing,,,,,,,,,,,,"Mahmood, Z.; University of DerbyUnited Kingdom",,,IGI Global,,,,,,9781466686304; 1466686294; 9781466686298,,,English,Cloud Comput. Technol. for Connect. Gov.,Book,Final,,Scopus,2-s2.0-84957639534
"Manh H.-N., Huang C.-C., Lee H.-Y.",56622868400;34769873500;57149009700;,Auto-calibration for device-diversity problem in an indoor localization system,2015,"2015 IEEE International Conference on Consumer Electronics - Taiwan, ICCE-TW 2015",,, 7217040,78,79,,4.0,10.1109/ICCE-TW.2015.7217040,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959504925&doi=10.1109%2fICCE-TW.2015.7217040&partnerID=40&md5=f99ce3e17e3cb1704aad02bdd199b7da,"National Kaohsiung University of Applied Sciences, Taiwan; National Chung Cheng University, Taiwan","Manh, H.-N., National Kaohsiung University of Applied Sciences, Taiwan; Huang, C.-C., National Chung Cheng University, Taiwan; Lee, H.-Y., National Kaohsiung University of Applied Sciences, Taiwan","Recently, the techniques for indoor localization have become more and more important and play a critical role in many mobile applications. Among them, the fingerprint-based indoor localization system has been recognized as a possible right way toward success. However, some challenges still remain. One issue should be addressed is the device diversity problem, where different devices would receive different radio signal strengths (RSS) at the same location. This problem breaks the fingerprint assumption - each location has its singular RSS. Conventional calibration methods require manually collecting pair-wise RSS data among devices to train the calibration model. To reduce human load, we proposed a method that could automatically calibrate the device diversity problem in an efficient way. © 2015 IEEE.",Calibration; Fingerprint recognition; IEEE 802.11 Standard; Mobile handsets; Sensors; Testing; Training,Calibration; Consumer electronics; Mobile telecommunication systems; Pattern recognition; Personnel training; Sensors; Standards; Testing; Calibration method; Device diversities; Fingerprint Recognition; IEEE 802.11 standards; Indoor localization; Indoor localization systems; Mobile applications; Mobile handsets; Indoor positioning systems,,,,,,,,,,,"Liu, H., Darabi, H., Banerjee, P., Liu, J., Survey of wireless indoor positioning techniques and systems (2007) IEEE Transactions on Systems, Man and Cybernetics, Part C, pp. 1067-1080; Haeberlen, A., Flannery, E., Ladd, A.M., Rudys, A., Wallach, D.S., Kavraki, L.E., Practical robust localization over large-scale 802.11 wireless networks (2004) Proc. Annual International Conference on Mobile Computing and Networking, Philadelphia, pp. 70-84. , Sep; Tsui, A.W., Chuang, Y.-H., Hao-Hua, M.C., Unsupervised learning for solving RSS hardware variance problem in wifi localization (2009) Mobile Networks and Applications, 14 (5), pp. 677-691; Park, J.-G., Curtis, D., Teller, S., Ledlie, J., Implications of device diversity for organic localization (2011) International Conference on Computer Comunication, pp. 3182-3190; Shen, G., Chen, Z., Zhang, P., Moscibroda, T., Zhang, Y., Walkie-markie: Indoor pathway mapping made easy (2013) Proc. of Conference on Networked Systems Design and Implementation, pp. 85-98",,,IEEE Consumer Electronics Society,Institute of Electrical and Electronics Engineers Inc.,"2nd IEEE International Conference on Consumer Electronics - Taiwan, ICCE-TW 2015",6 June 2015 through 8 June 2015,,116941.0,,9781479987443,,,English,"IEEE Int. Conf. Consum. Electron. - Taiwan, ICCE-TW",Conference Paper,Final,,Scopus,2-s2.0-84959504925
Forbringer L.L.,57095950800;,Do your classes click?: Interactive remotes foster effective pedagogy,2015,Handbook of Research on Teacher Education in the Digital Age,,,,164,194,,,10.4018/978-1-4666-8403-4.ch007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957056882&doi=10.4018%2f978-1-4666-8403-4.ch007&partnerID=40&md5=91d6a7c846affe6626fac6ea9e6f7efe,"Southern Illinois University, Edwardsville, United States","Forbringer, L.L., Southern Illinois University, Edwardsville, United States","This chapter describes a study that examined the use of interactive remotes (clickers) in teacher education courses. In previous studies, interactive technology has been shown to increase student interest, participation, and learning in a variety of other disciplines. This study replicated those findings with pre-service and practicing teachers, but also investigated the clickers' effects on teachers' developing understanding of three Evidence-Based pedagogical practices: (1) active participation, (2) providing students with opportunities for frequent review and feedback, and (3) using formative assessment to guide instructional decisions. Results were overwhelmingly positive. Participants reported that using the technology developed their understanding of the targeted pedagogical practices, and this growth was reflected in their discussion of effective pedagogy after having used the interactive remotes. The chapter includes a review of the supporting pedagogical foundations, a discussion of the limitations of the current study and implications for further research. © 2015, IGI Global. All rights reserved.",,,,,,,,,,,,,"Abrahamson, A.L., (2002) An overview of teaching and learning research with classroom communication systems, , http://www.bedu.com/Publications/Samos.html, Retrieved from; Albion, P., Graduating teachers' dispositions for integrating information and communications technologies into their teaching (2003) Proceedings of Society for Information Technology & Teacher Education International Conference 2003, 2003 (1), pp. 1592-1599. , C. Crawford et al. (Eds.), Chesapeake, VA: AACE; Angelo, T.A., Cross, K.P., (1993) Classroom assessment techniques: A handbook for college teachers, , (2nd ed.). San Francisco, CA: Jossey Bass; (2006) Preparing teachers to use technology to enhance the learning of mathematics, , http://www.amte.net/, Retrieved December 13, 2014 from; Bangert-Drowns, R.L., Kulik, J.A., Morgan, T.M., The instructional effect of feedback in test-like events (1991) Review of Educational Research, 61 (2), pp. 213-238; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Beatty, I., Transforming student learning with classroom communication systems (2004) Educause Center for Applied Research: Research Bulletin, p. 3; Beatty, I.D., Gerace, W.J., Technologyenhanced formative assessment: A research based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162; Beekes, W., The 'Millionaire' Method for encouraging participation (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Black, P., Formative assessment: Raising standards inside the classroom (1998) The School Science Review, 80, pp. 39-46; Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D., (2002) Working inside the black box: Assessment for learning in the classroom, , London: King's College; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education: Principles, Policy & Practice, 5 (1), pp. 7-74; Black, P., Wiliam, D., Inside the black box: Raising standards through classroom assessment (1998) Phi Delta Kappan, 80 (2), pp. 139-148; Black, P., Wiliam, D., Developing a theory of formative assessment (2005) Assessment and learning, pp. 81-100. , J. Gardner (Ed.), London: Sage Books; Bogdan, R.C., Biklen, S.K., (2006) Qualitative research in education: An introduction to theory and methods, , Boston, MA: Allyn & Bacon; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Research in Learning Technology, 11 (3); Bransford, J.D., Brown, A.L., Cocking, R.P., (1999) How people learn: Brain, mind, experience, and school, , Washington, DC: National Academy Press; Bruff, D., (2009) Teaching with classroom response systems: Creating active learning environments, , San Francisco, CA: Jossey-Bass; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20. , PMID:17339389; (1998) Staying ahead: In-service training and teacher professional development, , Australia: OECD Publishing; Cohen, L., Manion, L., (2000) Research methods in education, , New York: Routledge; Colbert, J.A., Brown, R.S., Choi, S.H., Thomas, S., An investigation of the impacts of teacher-driven professional development on pedagogy and student learning (2008) Teacher Education Quarterly, 35 (2), pp. 135-154; Dawson, D.L., Meadows, K.N., Haffie, T., The effect of performance feedback on student help-seeking and learning strategy: Do clickers make a difference? (2010) The Canadian Journal for the Scholarship of Teaching and Learning, 1 (1). , http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss1/6, Article 6, Retrieved from; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7 (2), pp. 3-47; Dufresne, R.J., Gerace, W.J., Mestre, J.P., Leonard, W.J., (2000) Assessing student knowledge with instructional technology: Technical Report, , http://umperg.physics.umass.edu/gemsFolder/umperg2/umperg_2000_09.pdf, Retrieved December 13, 2014 from; Dufresne, R.J., Thaden-Koch, T., Gerace, W.J., Leonard, W.J., Knowledge representation and coordination in the transfer process (2005) Transfer of learning from a modern multi-disciplinary perspective, pp. 89-119. , J. P. 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Heid (Eds.), Cases and perspectives, Charlotte, NC: Information Age Publishing; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Freeman, M., Bell, A., Comerton-Forde, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) Australasian Journal of Educational Technology, 23 (2), pp. 149-170; III, G.R., Heward, W.L., Grossi, T.A., Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during wholeclass science instruction (1994) Journal of Applied Behavior Analysis, 27 (1), pp. 63-71. , PMID:16795826; Ghatala, E.S., Levin, J.R., Pressley, M., Goodwin, D., A componential analysis of the effects of derived and supplied strategy-utility information on strategy selections (1986) Journal of Experimental Child Psychology, 41 (1), pp. 76-92; Glesne, C., Peshkin, A., (1992) Becoming qualitative researchers: An introduction, , New York: Longman; Goldstein, A.P., McGinnis, E., (1997) Skillstreaming the adolescent: New strategies and perspectives for teaching prosocial skills, , Champaign, IL: Research Press; Grady, M.P., (1998) Qualitative action research: A practitioner handbook, , Bloomington, IN: Phi Delta Kappa Educational Foundation; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351; Hake, R.R., Interactive engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-67; Hammer, D., Elby, A., Scherr, R.E., Redish, E.F., Resources, framing and transfer (2004) Transfer of learning from a modern multi-disciplinary perspective, pp. 89-119. , J. P. Mestre (Ed.), Greenwich, CT: Information Age Publishing; Heward, W.L., Gardner, R.I.I.I., Cavanaugh, R.A., Courson, F.H., Grossi, T.A., Barbetta, P.M., Everyone participates in this class: Using response cards to increase active student response (1996) Teaching Exceptional Children, 28 (2), pp. 4-10; Hogg, L., Yates, A., Walking the talk in initial teacher education: Making teacher education modeling more effective (2013) Studying Teacher Education, 9 (3), pp. 311-328; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Koehler, M.J., Mishra, P., What is technological pedagogical content knowledge? (2009) Contemporary Issues in Technology & Teacher Education, 9 (1), pp. 60-70; Kolikant, Y., Drane, D., Calkins, S., Clickers as catalysts for transformation of teachers (2010) College Teaching, 58 (4), pp. 127-135; Lincoln, Y.S., Guba, E.G., (1985) Naturalistic inquiry, , Newbury Park, CA: Sage; Lopez-Herrejon, R., Schulman, M., (2004) Using interactive technology in a short Java course: An experience report, , http://www.ph.utexas.edu/%7Ectalk/bulletin/1ticse17.pdf, Retrieved from; Loucks-Horsley, S., Hewson, P., Love, N., Stiles, K., (1998) Designing professional development for teachers of science and mathematics, , Thousand Oaks, CA: Corwin; Mishra, P., Koehler, M.J., Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge (2006) Teachers College Record, 108 (6), pp. 1017-1054; Narayan, J.S., Heward, W.L., Gardner, R., Courson, F.H., Omness, C.K., Using response cards to increase student participation in an elementary classroom (1990) Journal of Applied Behavior Analysis, 23 (4), pp. 483-490. , PMID:16795735; (2007) Assessment research clips, , Reston, VA: Author; (2008) Foundations for success: The final report of the national mathematics advisory panel, , http://www.ed.gov.MathPanel, Washington, DC: U.S. Department of Education, Retrieved December 13, 2014 from; Nelson-LeGal, S., Kratzer, L., Jones, E., DeCooke, P., Children's self-assessment of performance and task-related help-seeking (1990) Journal of Experimental Child Psychology, 49 (2), pp. 245-263. , PMID:2332723; Niess, M.L., Ronau, R.N., Shafer, K.G., Driskell, S.O., Harper, S.R., Johnston, C., Kersaint, G., Mathematics teacher TPACK standards and development model (2009) Contemporary Issues in Technology & Teacher Education, 9 (1), pp. 4-24; Nist, S.L., Simpson, M.L., Olejnik, S., Mealey, D.L., The relation between self-selected study processes and test performance (1991) American Educational Research Journal, 28 (4), pp. 849-874; O'Donoghue, T., Punch, K., (2003) Qualitative educational research in action: Doing and reflecting, , London: Routledge; Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., Metcalfe, J., (2007) Organizing instruction and study to improve student learning (NCER 2007-2004), , http://ies.ed.gov/ncee/wwc/practicequide.aspx?sid-1, Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education, Retrieved from; Pressley, M., McCormick, C., (1995) Cognition, teaching and assessment, , HarperCollins, Allyn & Bacon; Reay, N.W., Bao, L., Warnakulasooriya, R., Bough, G., Toward the effective use of voting machines in physics lectures (2005) American Journal of Physics, 73 (6), pp. 554-558; Roethlisberger, F.J., Dickson, W.J., (1939) Management and the worker, pp. 14-18. , Cambridge, MA: Harvard University Press; Roschelle, J., Penuel, W.R., Abrahamson, L., (2004) Classroom response and communication systems: Research review and theory, , http:www.ubiqcomputing.org/CATAALYST_AERA_Proposal.pdf, Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, Retrieved December 13, 2014 from; Scherr, R.E., Modeling student thinking: An example from special relativity (2007) American Journal of Physics, 75 (3), pp. 272-280; Sharma, M.D., Khachan, J., Chan, B., O'Byrne, J., An investigation of the effectiveness of electronic classroom communication systems in large lecture classes (2005) Australasian Journal of Educational Technology, 21 (2), pp. 137-154. , http://www.ascilite.org.au/ajet/ajet21/shara.html, Retrieved December 13, 2014; Shulman, L., Those who understand: Knowledge growth in teaching (1986) Educational Researcher, 15 (2), pp. 4-14; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208. , http://www.ascilite.org.au/ajet/ajet23/simpson.html, Retrieved December 13, 2104 from; Steketee, C., Integrating ICT as an integral teaching and learning tool into pre-service teacher training courses (2005) Issues in Educational Research, 15 (1), pp. 101-113. , http://www.iier.org.au/iier15/steketee.html, Retrieved from; Stiggins, R.J., Assessment crisis: The absence of assessment for learning (2002) Phi Delta Kappan, 83 (10), pp. 758-765; Stuart, S.A., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Wiliam, D., Keeping learning on track: Classroom assessment and the regulation of learning (2007) Second handbook of mathematics teaching and learning, pp. 151-190. , R. K. Lester (Ed.), Greenwich, CT: Information Age Publishing; Wiliam, D., (2011) Embedded formative assessment, , Bloomington, IN: Solution Tree Press; Wiliam, D., Lee, C., Harrison, C., Black, P.J., Teachers developing assessment for learning: Impact on student achievement (2004) Assessment in Education: Principles, Policy & Practice, 1 (1), pp. 49-65; Wolfe, P., (2001) Brain matters: Translating research into classroom practice, , Alexandria, VA: Association for Supervision & Curriculum Development; Banks, D.A., (2006) Audience response systems in higher education: Applications and cases, , Hershey, PA: Information Science Publishing; Bonwell, C.C., Eison, J.A., ASHE-ERIC Higher Education Report: Vol. 1 (1991) Active learning: Creating excitement in the classroom, , Washington, D.C.: The George Washington University; Brookhart, S.M., (2008) How to give feedback to your students, , Alexandria, VA: ASCD; Bruff, D., Clickers: A classroom innovation (2007) National Education Association Advocate, 25 (1), pp. 5-8; Bruff, D., Multiple-choice questions you wouldn't put on a test: Promoting deep learning using clickers (2010) Essays on Teaching Excellence, 21 (3), pp. 1-6; Case, S.M., Swanson, D.B., (2002) Constructing written test questions for the basic and clinical sciences, , Philadelphia: National Board of Medical Examiners; Deal, A., (2007) Classroom response systems: A teaching with technology white paper, , http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/ClassroomResponse_Nov07.pdf, Retrieved from; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , San Francisco: Pearson Education; Hattie, J., (2008) Visible learning: A synthesis of over 800 meta-analyses relating to achievement, , New York: Routledge; Hattie, J., Timperly, H., The power of feedback (2007) Review of Educational Research, 77 (1), pp. 81-112. , http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf, RetrievedDecember132014; Hodges, L., Engaging students, assessing learning: Just a click away (2010) Essays on Teaching Excellence, 21 (3); Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kluger, A.N., DeNisi, A., The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory (1996) Psychological Bulletin, 119 (2), pp. 254-284; Marzano, R., Pickering, D., Pollock, J., (2001) Classroom instruction that works: Research-based strategies for increasing student achievement, , Alexandria, VA: ASCD; Mason, B.J., Bruning, R., (2001) Providing feedback in computer-based instruction: What the research tells us, , http://dwb4.unl.edu/dwb/Research/MB/MasonBruning.html, Retrieved December 13, 2014 from; Mazur, E., Farewell, lecture? (2009) Science, 323 (5910), pp. 50-51. , PMID:19119207; McKeachie, W.J., (1994) Teaching tips, , (9th ed.). Lexington, MA: D.C. Heath; McKeachie, W.J., Pintrich, P.R., Lin, Y.G., Smith, D.A., (1987) Teaching and learning in the college classroom: A review of the literature, , Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning, The University of Michigan; Morgan, A., (2006) Feedback: Assessment for rather than of learning, , http://riel.bangor.ac.uk/the/documents/FEEDBACKJanuary06.ppt, Retrieved from; Mory, E.H., Feedback research review (2004) Handbook of research on educational communications and technology, pp. 745-783. , D. Jonassen (Ed.), Mahwah, NJ: Erlbaum Associates; Prince, M., Does active learning work? A review of the research (2004) The Journal of Engineering Education, 93 (3), pp. 223-231; Shute, V.J., (2007) Focus on formative feedback. Princeton, NJ: ETS, , http://www.ets.org/Media/Research/pdf/RR-07-11.pdf, Retrieved from; Silberman, M., (1996) Active Learning, , Boston: Allyn and Bacon; Sutherland, T.E., Bonwell, C.C., (1996) Using active learning in college classes: A range of options for faculty, , Jossey-Bass; Wiggins, G., Seven keys to effective feedback (2012) Feedback for Learning, 70 (1), pp. 10-16","Forbringer, L.L.; Southern Illinois UniversityUnited States",,,IGI Global,,,,,,9781466684041; 1466684038; 9781466684034,,,English,Handb. of Res. on Teach. Educ. in the Digit. Age,Book Chapter,Final,,Scopus,2-s2.0-84957056882
Ebling M.R.,6602643170;,Digitally Enhanced Learning?,2015,IEEE Pervasive Computing,14,3, 7140691,2,4,,,10.1109/MPRV.2015.52,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962291919&doi=10.1109%2fMPRV.2015.52&partnerID=40&md5=5d6454c6f530e573d80fc6f178943762,"IBM T.J. Watson Research Center, IBM Academy of Technology, United States","Ebling, M.R., IBM T.J. Watson Research Center, IBM Academy of Technology, United States","Are pervasive technologies reaching their potential in the classroom? Maria Ebling discusses the use of smart boards, clickers, smart pens, tablets, and smartphones, considering their current use in higher education. © 2015 IEEE.",education; pervasive computing; smart boards; Smart pens,Computer applications; Education; Software engineering; Enhanced learning; Higher education; Pervasive technologies; smart boards; Smart pens; Ubiquitous computing,,,,,,,,,,,"Okasaki, C., (2008) Why i Don't Use Power-Point for Teaching Blog, , http://okasaki.blogspot.com/2008/01/why-i-dont-use-powerpoint-forteaching.html, 18 Jan; Ebling, M., The importance of being. Bored (2015) IEEE Pervasive Computing, 14 (2), pp. 5-8; Henkel, L.A., Point-and-Shoot Memories: The influence of taking photos on memory for a museum tour (2013) Psychological Science, , http://pss.sagepub.com/content/early/2013/12/04/0956797613504438.full.pdf+html, Dec; Fiesler, C., Barbie really is a computer engineer (2014) Slate, , www.slate.com/articles/technology/futuretense/2014/11/barbieisacomputerengineertheterriblebookgetsremixed.html, 21 Nov","Ebling, M.R.; IBM T.J. Watson Research Center, IBM Academy of TechnologyUnited States; email: ebling@us.ibm.com",,,Institute of Electrical and Electronics Engineers Inc.,,,,,15361268,,,,English,IEEE Pervasive Comput.,Review,Final,,Scopus,2-s2.0-84962291919
"Cestnik B., Bohanec M., Urbančič T.",8860413100;57193396518;6603759803;,QTvity: Advancing students' engagement during lectures by using mobile devices,2015,ACM International Conference Proceeding Series,1008,,,334,341,,1.0,10.1145/2812428.2812467,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957686131&doi=10.1145%2f2812428.2812467&partnerID=40&md5=57e0ee719dad904f8056f7df341a0f70,"Temida d.o.o., Jožef Stefan Institute, Ljubljana, Slovenia; Jožef Stefan Institute, University of Nova Gorica, Slovenia","Cestnik, B., Temida d.o.o., Jožef Stefan Institute, Ljubljana, Slovenia; Bohanec, M., Jožef Stefan Institute, University of Nova Gorica, Slovenia; Urbančič, T., Jožef Stefan Institute, University of Nova Gorica, Slovenia","Our aim was to motivate and support more active student-teacher collaboration by using the students' mobile devices in class activities. We designed a mobile application called QTvity that can be used by the lecturer to prepare questions related to the lecture contents. During the lectures, the application allows the lecturer to interactively display each question on the students' mobile devices and to designate the time period in which the students can submit their answers. The answers are then projected on the screen and discussed by the lecturer and students. Our experience of using QTvity indicates that the majority of students accept it as a motivating challenge, especially when their participation is stimulated with additional scoring that can improve their final grades. Among many benefits of such lectures compared to traditional ones we found out that the students not only pay more attention to the topics discussed during the lectures, but also tend to use their devices less for other distracting purposes (e.g. browsing social networks and writing messages to their friends). While both students and lecturers reported about improved studentteacher interaction, students appreciated also better peer-to-peer communication in the learning process. Analysis of students' feed-back revealed some subtle issues that contribute to better understanding of students' behaviour and indicate directions for further improvements of the system.",Audience response system; Educational software; M-learning; Mobile devices; Student-teacher interaction,Display devices; Distance education; Mobile devices; Students; Teaching; Audience response systems; Educational software; Learning process; M-Learning; Mobile applications; Peer-to-peer communications; Student teachers; Students' engagements; Education,,,,,,,,,,,"Scornavacca, E., Huff, S., Marshall, S., Mobile phones in the classroom: If you can't beat them, join them (2009) Communications of the ACM, 52 (4), pp. 142-146; Chen, B.A., (2013) Denoyelles: Exploring Student's Mobile Learning Practices in Higher Education, , http://www.educause.edu/ero/article/exploring-students-mobile-learning-practices-higher-education, EDUCAUSEreview online, October, Downloaded from, on 17 July 2014; Achermann, S., (2012) Mind the Future. WIRE, Web for Interdisciplinary Research & Expertise, , Zürich; Orlič, D., Cestnik, B., Urbančič, T., What can videolectures. Net and translectures do for opening higher education to the multicultural world (2014) CompSysTech'14: Proceedings of the 15th International Conference on Computer Systems and Technologies, , B. Rachev ed., Ruse, Bulgaria, June 27-28, New York: ACM, 2014; Cestnik, B., Urbančič, T., Teaching supply chain management with the beer distribution game on mobile devices (2014) Proceedings, E-learning Conference, pp. 111-117. , Caballero-Gil, P. ed; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of literature (2009) Computers & Education, 53, pp. 819-827; Socrative, http://www.socrative.com; Llamas-Nistal, M., Caeiro-Rodriguez, M., Gonzalez-Tato, J., Web-based audience response system using the educational platform called bea, "" (2012) Computers in Education (SIIE), 2012, International Symposium, pp. 1-6. , http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=6403205&isnumber=6403152, 29-31 Oct; Forrester, J.W., Industrial Dynamics. A major breakthrough for decision makers (1957) Harvard Business Review, 36 (4), pp. 37-66; Riemer, K., The Beergame in business-to-business eCommerce courses - A teaching report (2008) 21st Bled EConference, Overcoming Boundaries Through Multi-channel Interaction, pp. 588-606. , June 15-18, Bled, Slovenia; MIT forum for supply chain innovation, http://supplychain.mit.edu/games/beer-game, Downloaded from, on 17 July, 2014; Reeves, T., Herrington, J., Oliver, R., Authentic activities and online learning, in Quality Conversations (2002) Proceedings of the 25th HERDSA Annual Conference, pp. 562-567. , http://www.ecu.edu.au/conferences/herdsa/main/papers/ref/pdf/Reeves.pdf, Perth, Western Australia, 7-10 July, Retrieved from; Lombardi, M., Authentic learning for the 21st century: An overview (2007) Educause, Learning Initiative; Sousa, S., Lamas, D., (2012) Leveraging Trust to Support Online Learning Creativity - A Case Study, ELearning Papers, 30, pp. 1-10. , http://www.openeducationeuropa.eu/en/article/Leveraging-Trust-to-Support-Online-Learning-Creativity-A-Case-Study?paper=120943; Embarcadero HTML5 Builder, http://www.embarcadero.com/products/HTML5-Builder; PHP, http://www.w3schools.com/php/php_intro.asp; Welch, B.L., The generalization of ""Student's"" problem when several different population variances are involved (1947) Biometrika, 34 (1-2), pp. 28-35. , MR 19277; Kahn, P., O'Rourke, K., (2004) Guide to Enquiry-based Learning, , University of Manchester",,Rachev B.Smrikarov A.,,Association for Computing Machinery,"16th International Conference on Computer Systems and Technologies, CompSysTech 2015",25 June 2015 through 26 June 2015,,117906.0,,9781450333573,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-84957686131
Cukierman D.,6603278347;,Predicting success in university first year computing science courses: The role of student participation in reflective learning activities and in I-clicker activities,2015,"Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE",2015-June,,,248,253,,9.0,10.1145/2729094.2742623,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951924506&doi=10.1145%2f2729094.2742623&partnerID=40&md5=7b0b095fa86f62a1c728973849d92bd0,"Simon Fraser University, Burnaby, BC, Canada","Cukierman, D., Simon Fraser University, Burnaby, BC, Canada","Educators find that many students have difficulty succeeding in first-year university Computing Science (CS) courses. Initiatives are pursued to address this challenge and to support students' academic success. Instructors and institutions have reported providing different forms of academic support with programs where learning strategies are discussed with students, such as the Academic Enhancement Program (AEP). The AEP is a student focused proactive intervention developed and run by the School of Computing Science and the Student Learning Commons at Simon Fraser University, providing opportunities for self-reflection and exposure to study strategies activities, incorporated within and tailored to selected first year CS university courses, since 2006. To further enhance the students' learning experience, instructors also incorporate novel activities in class, such as peer instruction and active learning aided with the use of audience response systems (i-clickers). Experimental studies to determine whether the incorporation of these activities in a course cause a variation in some outcome measures (such as final exam scores) may be not feasible to do. In this paper we present instead results from performing statistical studies on course evaluation data, which even if they cannot prove causality, they may allow to determine if these activities are statistically significant predictors of course success. © 2015 ACM.",Class active participation; CS education research; Experience report; I-clickers; Predictors of course success; Study strategies,Artificial intelligence; Education; Education computing; Engineering research; Students; Class active participation; CS education research; Experience report; Predictors of course success; Study strategies; Engineering education,,,,,,,,,,,"Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C., (2001) A Taxonomy for Learning and Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , Addison Wesley Longman, Inc; Biggers, M., Brauer, A., Yilmaz, T., Student perceptions of computer science: A retention study comparing graduating seniors with CS leavers (2008) ACM SIGCSE Bulletin, 40 (1), pp. 402-406; Bloom, B.S., (1956) Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, , NY: D. McKay Co Inc; Byrne, P., Lyons, G., The effect of student attributes on success in programming (2001) Proceedings from ITICSE 2001: Innovation and Technology in Computer Science Education Conference, pp. 49-52. , Canterbury, UK: ACM; Cantwell Wilson, B., Shrock, S., Contributing to success in an introductory computer science course: A study of twelve factors (2001) Proceedings from SIGCSE 2001: ACM Technical Symposium on Computer Science Education, pp. 184-188. , Charlotte, NC, USA: ACM; Cohen, J., Cohen, P., West, S.G., Aiken, L.S., (2003) Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences, , 3rd ed. Mahwah, NJ: Lawrence Erlbaum Associates; Cukierman, D., McGee Thompson, D., Guloy, S., Salimi, F., Karpilovsky, M., Challenges students face in first-year university computing science and engineering courses: Overview of a needs assessment and workshop (2014) Proceedings of WCCCE 2014 Western Canadian Conference on Computing Science Education, , Vancouver, Canada: ACM; Cukierman, D., McGee Thompson, D., The academic enhancement program: Encouraging students to learn about learning as part of their computing science courses (2009) ACM SIGCSE Bulletin, 41 (3), pp. 171-175. , September 2009. Also Proceedings of and presentation at ITICSE 2009, 14th Annual Conference on Innovation and Technology in Computer Science Education, Paris, France, July 2009: ACM; Egan, R., Cukierman, D., McGee Thompson, D., The academic enhancement program in introductory CS: A workshop framework description and evaluation (2011) Proceedings of Iticse 2011, 16th Annual Conference on Innovation and Technology in Computer Science Education, pp. 278-282. , Darmstadt, Germany: ACM; Mohr, T.M., I-clickers and student performance (2013) International Review of Economics Education, 14, pp. 16-23. , Elsevier; Piaget, J., (1985) The Equilibration of Cognitive Structures, , Chicago: University of Chicago Press; Polya, G., (1957) How to Solve It, , 2nd ed., Princeton University Press; Porter, L., Bayley-Lee, C., Simon, B., Halving fail rates using peer instruction: A study of four computer science courses (2013) Proceedings from SIGCSE 2013: ACM Technical Symposium on Computer Science Education, pp. 177-182. , Denver, CO, USA: ACM; Rountree, N., Rountree, J., Robins, A., Hanna, R., Interacting factors that predict success and failure in a CS1 course (2004) INROADS, the SIGCSE Bulletin, 36 (4), pp. 101-104. , ACM; Simon, Fincher, S., Robins, A., Baker, B., Box, I., Cutts, Q., De Raadt, M., Tutty, J., Predictors of success in a first programming course (2006) Proceedings of ACE 2006, Australasian Computing Education Conference, Conferences in Research and Practice in Information Technology, 52. , Australian Computer Society, Inc; Simon, B., Cutts, Q., Peer instruction: A teaching method to foster deep understanding (2012) Communications of the ACM, 55 (2). , ACM; Watkins, J., Mazur, E., Retaining students in science, technology, engineering and mathematics (STEM) majors (2013) Journal of College Science and Teaching, 42 (5), pp. 36-41. , 2013; Zingaro, D., Peer instruction contributes to self-efficacy in CS1 (2014) Proceedings from SIGCSE 2014: ACM Technical Symposium on Computer Science Education, , Atlanta, GA, USA: ACM","Cukierman, D.; Simon Fraser UniversityCanada; email: diana@cs.sfu.ca",,ACM SIGCSE,Association for Computing Machinery,"20th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2015",4 July 2015 through 8 July 2015,,116837.0,1942647X,9781450334402,,,English,Annu. Conf. Innov. Technol. Comput. Sci. Educ. ITiCSE,Conference Paper,Final,,Scopus,2-s2.0-84951924506
"Lenz P.H., McCallister J.W., Luks A.M., Le T.T., Fessler H.E.",55891026300;13404989000;7006611614;36086202900;7005799530;,Practical strategies for effective lectures,2015,Annals of the American Thoracic Society,12,4,,561,566,,11.0,10.1513/AnnalsATS.201501-024AR,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928711999&doi=10.1513%2fAnnalsATS.201501-024AR&partnerID=40&md5=757a917fccb5cdbe7e7dd01b0539d1ec,"Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, University of Cincinnati, United States; Division of Pulmonary, Allergy, Critical Care, and Sleep Medicine, Department of Medicine, Ohio State University Wexner Medical Center, Columbus, OH, United States; Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of Washington, Seattle, WA, United States; Section of Allergy and Immunology, University of Louisville, Louisville, KY, United States; Division of Pulmonary and Critical Care, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, United States","Lenz, P.H., Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, University of Cincinnati, United States; McCallister, J.W., Division of Pulmonary, Allergy, Critical Care, and Sleep Medicine, Department of Medicine, Ohio State University Wexner Medical Center, Columbus, OH, United States; Luks, A.M., Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of Washington, Seattle, WA, United States; Le, T.T., Section of Allergy and Immunology, University of Louisville, Louisville, KY, United States; Fessler, H.E., Division of Pulmonary and Critical Care, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, United States","Lecturing is an essential teaching skill for scientists and health care professionals in pulmonary, critical care, and sleep medicine. However, few medical or scientific educators have received training in contemporary techniques or technology for large audience presentation. Interactive lecturing outperforms traditional, passive-style lecturing in educational outcomes, and is being increasingly incorporated into large group presentations. Evidence-based techniques range from the very simple, such as inserting pauses for audience discussion, to more technologically advanced approaches such as electronic audience response systems. Alternative software platforms such as Prezi can overcome some of the visual limits that the ubiquitous PowerPoint imposes on complex scientific narratives, and newer technology formats can help foster the interactive learning environment. Regardless of the technology, adherence to good principles of instructional design, multimedia learning, visualization of quantitative data, and informational public speaking can improve any lecture. The storyline must be clear, logical, and simplified compared with how itmight be prepared for scienti fic publication. Succinct outline and summary slides can provide a roadmap for the audience. Changes of pace, and summaries or other cognitive breaks inserted every 15-20 minutes can renew attention. Graphics that emphasize clear, digestible data graphs or images over tables, and simple, focused tables over text slides, are more readily absorbed. Text slides should minimize words, using simple fonts in colors that contrast to a plain background. Adherence to these well-established principles and addition of some new approaches and technologies will yield an engaging lecture worth attending. Copyright © 2015 by the American Thoracic Society.",Audiovisual aids; Educational technology; Learning; Lectures; Teaching/methods,"audiovisual aid; computer program; Conference Paper; educational technology; human; learning environment; medical education; narrative; public speaking; teaching; educational technology; medical education; problem based learning; procedures; teaching; Audiovisual Aids; Education, Medical; Educational Technology; Humans; Problem-Based Learning; Teaching",,,,,,,,,,,"White, G., Interactive lecturing (2011) Clin Teach, 8, pp. 230-235; Michael, J., Where's the evidence that active learning works? (2006) Adv Physiol Educ, 30, pp. 159-167; Gulpinar, M.A., Yegen, B.C., Interactive lecturing for meaningful learning in large groups (2005) Med Teach, 27, pp. 590-594; Prince, M., Does active learning work? A review of the research (2004) J Eng Educ, 93, pp. 223-231; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69, pp. 970-977; Davis, D., O'Brien, M.A., Freemantle, N., Wolf, F.M., Mazmanian, P., Taylor-Vaisey, A., Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? (1999) JAMA, 282, pp. 867-874; Miller, C.J., McNear, J., Metz, M.J., A comparison of traditional and engaging lecture methods in a large, professional-level course (2013) Adv Physiol Educ, 37, pp. 347-355; Redish, E.F., Saul, J.M., Steinberg, R.N., On the effectiveness of active-engagement microcomputer-based laboratories (1997) Am J Phys, 65, pp. 45-54; Malik, A.S., Malik, R.H., Twelve tips for effective lecturing in a PBL curriculum (2012) Med Teach, 34, pp. 198-204; Ruhl, K.L., Hughes, C.A., Schloss, P.J., Using the pause procedure to enhance lecture recall (1987) Teacher Educ Special Educ, 10, pp. 14-18; Mazur, E., (2013) Peer Instruction: Pearson New International Edition: A User's Manual, , Harlow, UK: Pearson Education; Lyman, F., Think-pair-share: An expanding teaching technique (1987) MAACIE Coop News, 1, pp. 1-2; (2013) Think-Pair-Share, , http://serc.carleton.edu/introgeo/interactive/tpshare.html, [accessed 2015 Jan 12]. 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Available from; Thalheimer, W., (2009) Questioning Strategies for Audience Response Systems: How to Use Questions to Maximize Learning, Engagement, and Satisfaction, , http://willthalheimer.typepad.com/files/questioning_for_audience_response_systems_jan2009.pdf, [accessed 2014 Sep 16]. Available from; Wagoner, B., Narrative form and content in remembering (2008) Integr Psychol Behav Sci, 42, pp. 315-323; Harolds, J.A., Tips for giving a memorable presentation. III. Composing an important formal presentation (2012) Clin Nucl Med, 37, pp. 872-873; Collins, J., Education techniques for lifelong learning: Giving a PowerPoint presentation: The art of communicating effectively (2004) Radiographics, 24, pp. 1185-1192; Kosslyn, S.M., Kievit, R.A., Russell, A.G., Shephard, J.M., PowerPoint presentation flaws and failures: A psychological analysis (2012) Front Psychol, 3, p. 230; Mayer, R.E., (2001) Multimedia Learning, , New York: Cambridge University Press; Collins, J., Education techniques for lifelong learning: Making a PowerPoint presentation (2004) Radiographics, 24, pp. 1177-1183; Arditi, A., Cho, J., Serifs and font legibility (2005) Vision Res, 45, pp. 2926-2933; Mackiewicz, J., Audience perceptions of fonts in projected PowerPoint test slides (2007) Tech Commun, 54, pp. 295-307; Jones, A.M., The use and abuse of PowerPoint in teaching and learning in the life sciences: A personal overview (2003) Biosci Educ, 2; Tufte, E.R., (1983) The Visual Display of Quantitative Information, , Cheshire, CT: Graphics Press; Alley, M.S.M., Ramsdell, K., Muffo, J., How the design of headlines in presentation slides affects audience retention (2006) Tech Commun, 53, pp. 225-234; Tufte, E.R., (2006) The Cognitive Style of PowerPoint: Pitching out Corrupts Within, , Cheshire, CT: Graphics Press; Craig, R.J., Amernic, J.H., PowerPoint presentation technology and the dynamics of teaching (2006) Innovative High Educ, 31, pp. 147-160; Bumiller, E., We have met the enemy and he is PowerPoint (2010) New York Times, , http://www.nytimes.com/2010/04/27/world/27powerpoint.html?_r=0, April 27, [accessed 2015 Mar 2]. Available from; Casteleyn, J., Mottart, A., Presenting material via graphic organizers in science classes in secondary education (2012) Procedia Soc Behav Sci, 69, pp. 458-466; Potter, N., Your Essential ""How-To"" Guide to Using Prezi in an Academic Environment, , http://blogs.lse.ac.uk/impactofsocialsciences/2013/06/07/prezi-in-the-academic-environment, [accessed 2014 Dec 3]. Available from; Duffy, R.M., Guerandel, A., Casey, P., Malone, K., Kelly, B.D., Experiences of using Prezi in psychiatry teaching Acad Psychiatry, , In press; Burkhardt, A., Cohen, S.F., ""Turn your cell phones on"": Mobile phone polling as a tool for teaching information literacy (2013) Commun Inf Lit, 6, pp. 191-201; Stoneking, L.R., Grall, K.H., Min, A., Dreifuss, B., Spear Ellinwood, K.C., Role of an audience response system in didactic attendance and assessment (2014) J Grad Med Educ, 6, pp. 335-337; Kern, D.E., Thomas, P.A., Hughes, M.T., (2010) Curriculum Development for Medical Education: A Six-Step Approach, , Baltimore, MD: Johns Hopkins University Press","Lenz, P.H.231 Albert Sabin Way ML 0564, United States",,,American Thoracic Society,,,,,23256621,,,25746051.0,English,Ann. Am. Thorac. Soc.,Conference Paper,Final,,Scopus,2-s2.0-84928711999
"Valenzuela-Valdés J.F., de la Torre P.P., de la Torre J.L.P.",16025891200;57091380100;57091233500;,PBL with m-learning,2015,"Project Based Learning on Engineering: Foundations, Applications and Challenges",,,,133,153,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84956745037&partnerID=40&md5=7334be67b4ea471c0bbf49bacb93edf0,"Department of Computing and Telematics System Engineering, Universidad de Extremadura, Centro Universitario de Mérida, Mérida, Spain; Signal Theory, Telematics and Communications Department, University of Granada-CITIC, Spain; Nanolab, Ecole Polytechnique Fédérale de Lausanne, Switzerland","Valenzuela-Valdés, J.F., Department of Computing and Telematics System Engineering, Universidad de Extremadura, Centro Universitario de Mérida, Mérida, Spain; de la Torre, P.P., Signal Theory, Telematics and Communications Department, University of Granada-CITIC, Spain; de la Torre, J.L.P., Nanolab, Ecole Polytechnique Fédérale de Lausanne, Switzerland","This chapter is centered in the innovations of mobile learning (m-learning) and ubiquitous learning (u-learning) related to problem based learning (PBL). First, a literature review of works related to m-learning and u-learning is done. Then, it is presented one m-learning experience implemented in a telecommunication degree regarding the radio navigation course. Finally, it is shown an innovative experience on u-learning. This u-learning experience goes further in the use of mobile devices as a measurement tool for students, providing a great level of practical contact and interaction with the handset, with benefits in the meaningful learning. In addition, the device capabilities let generate a ""ubiquitous learning environment"" to interact with real world and learn the main concepts regarding wireless networks. © 2015 by Nova Science Publishers, Inc. All rights reserved.",,Computer aided instruction; E-learning; Radio navigation; Device capabilities; Literature reviews; Measurement tools; Mobile Learning; Problem based learning; Real-world; Ubiquitous learning; Ubiquitous learning environment; Education,,,,,,,,,,,"Liaw, S.S., Hatala, M., Huang, H.M., Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach (2010) Computers & Education, 54 (2), pp. 446-454; Evans, C., The effectiveness of m-learning in the form of podcast revision lectures in higher education (2008) Computers & education, 50 (2), pp. 491-498; Marwan, M.E., Madar, A.R., Fuad, N., An overview of mobile application in learning for student of Kolej Poly-Tech Mara (KPTM) by using mobile phone (2013) Journal of Asian Scientific Research, 3 (6), pp. 527-537; Martin, F., Ertzberger, J., (2013) Here and now mobile learning: An experimental study on the use of mobile technology Computers & Education, 68, pp. 76-85; Jones, A.C., Scanlon, E., Clough, G., Mobile learning: Two case studies of supporting inquiry learning in informal and semiformal settings (2013) Computers & Education, 61, pp. 21-32; Abachi Hamid, R., Ghulam, M., The impact of m-learning technology on students and educators (2014) Computers in Human Behavior, 30, pp. 491-496. , January; Furió, D., Gonz ález-Gancedo, S., Juan, M.-C., Segui, I., Costa, M., The effects of the size and weight of a mobile device on an educational game (2013) Computers & Education, 64, pp. 24-41. , May; Molina, A.I., Redondo, M.A., Lacave, C., Ortega, M., Assessing the effectiveness of new devices for accessing learning materials: An empirical analysis based on eye tracking and learner subjective perception (2014) Computers in Human Behavior, 31, pp. 475-490. , February; Yang, G., Chen, N.-S., Kinshuk Sutinen, E., Anderson, T., Wen, D., The effectiveness of automatic text summarization in mobile learning contexts (2013) Computers & Education, 68, pp. 233-243. , October; Wu, W.-H., Jim Wu, Y.-C., Chen, C.-Y., Kao, H.-Y., Lin, C.-H., Huang, S.-H., Review of trends from mobile learning studies: A meta-analysis (2012) Computers & Education, 59, pp. 817-827. , September; Chen, C.-C., Huang, T.-C., Learning in a u-Museum: Developing a context-aware ubiquitous learning environment (2012) Computers & Education, 59, pp. 873-883. , November; Hwang, G.J., Yang, T.C., Tsai, C.C., Yang, S.J.H., A context-aware ubiquitous learning environment for conducting complex experimental procedures (2009) Computers & Education, 53 (2), pp. 402-413; Chiou, C.K., Tseng, J.C.R., Hwang, G.J., Heller, S., An adaptive navigation support system for conducting context-aware ubiquitous learning in museums (2010) Computers & Education, 55, pp. 834-845; (2014) Nav Trainer Basic, , https://play.google.com/store/apps/details?id=com.fleminger.navtrainerBasic&hl=es, (Accessed: 10 Feb.); (2014) Nav Trainer Pro for Pilots, , https://play.google.com/store/apps/details?id=com.pilotscafe.apps.navtrainer&hl=es, (Accessed: 10 Feb.); (2014) Wifi Scanner & Net Discovery, , https://play.google.com/store/apps/details?id=com.nutsaboutnets.wifiexplorer, Available: (Accessed: 5 Sep., ); (2014) WiFi Analyzer, , https://play.google.com/store/apps/details?id=com.farproc.wifi.analyzer, Available: (Accessed: 5 Sep); (2014) Speed test, , https://play.google.com/store/apps/details?id=org.zwanoo.android.speedtestl, Available: (Accessed: 5 Sep.); (2014) Open Signal-mapas 3G/4G/WiFi, , https://play.google.com/store/apps/details?id=com.staircase3.opensignal, Available: (Accessed: 5 Sep.); (2014) GSM Signal Monitoring, , https://play.google.com/store/apps/details?id=com.signalmonitoring.gsmsignalmonitoringl, Available: (Accessed: 5 Sep.); (2014) G-Net Track, , https://play.google.com/store/apps/details?id=com.gyokovsolutions.gnettrack&hl=es, (Online). Available: (Accessed: 5 Sep.)","Valenzuela-Valdés, J.F.; Department of Computing and Telematics System Engineering, Universidad de Extremadura, Centro Universitario de MéridaSpain; email: juanvalenzuela@unex.es",,,"Nova Science Publishers, Inc.",,,,,,9781634822343; 9781634822176,,,English,"Proj. Based Learn. on Eng.: Found., Appl. and Challenges",Book Chapter,Final,,Scopus,2-s2.0-84956745037
"Moral F.J.M., De Marcos Ortega L.",56801625900;24490856200;,Perceptions and attitudes toward Interactive Whiteboards and Classroom Response Systems,2015,"IEEE International Conference on Adaptive Science and Technology, ICAST",2015-January,, 7068132,,,,,10.1109/ICASTECH.2014.7068132,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940121429&doi=10.1109%2fICASTECH.2014.7068132&partnerID=40&md5=36c07d6e8bf0944cdf028386da45fe60,"Computer Science Department, University of Alcalá, Alcalá de Henares, Spain","Moral, F.J.M., Computer Science Department, University of Alcalá, Alcalá de Henares, Spain; De Marcos Ortega, L., Computer Science Department, University of Alcalá, Alcalá de Henares, Spain","Interactive Whiteboards and Classroom Response Systems (CRS) are utilizing for improvement the lectures. Study goals are the utility of these devices in the university, and to know the teacher's opinions. We used a questionnaire to obtain feedback from teachers, who also has open fields for some questions. The results show a low utilization for both devices, but these could increase participation, interactivity and motivation. © 2014 IEEE.",Classroom; Classroom Response System; Interactivity; Interactivity Whiteboard; Mobile Device,Educational technology; Mobile devices; Classroom; Classroom response systems; Interactive whiteboards; Interactivity; White board; Teaching,,,,,,,,,,,"Kervin, L., Verenikina, I., Wrona, K., Jones, P., Interactive whiteboards: Interactivity, activity and literacy teaching (2010) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 2605-2614. , In J.Herrington & B. Hunter (Eds.); Wilson, M., (2006) Evaluation of Classroom Response Systems/Voting Tools Falkirk Council Education Services; Berte, B., Maimon, A., West, M., Student Response System, Audience Response System. Socrative, , http://www.socrative.com; Kim, S., Gandomi, N., Smith, K., (2010) Students on the Move: A Tangible Classroom Response System, , Berkeley University.. Not yet published; Jain, A., Farley, A., Mobile phone-based audience response system and student engagement in large-group teaching (2012) Economic Papers, 31 (4), pp. 428-439. , December; Bär, H., Tews, E., Röbling, G., (2005) Improving Feedback and Classroom Interaction Using Mobile Phones, , IADIS International Conference Mobile Learning; Siau, K., Sheng, H., Fui-Hoon, F., (2006) Use of A Classroom Response System to Enhance Classroom Interactivity, , Management Department Faculty Publications",,Ayo C.K.Misra S.Omoregbe N.Adewumi A.Odusote B.,Covenant University;Ghana ICT Research Institute;Joint IEEE Communications and Computer Chapter;Joint IEEE Nigeria Section and Computer Society Chapter,IEEE Computer Society,"2014 6th IEEE International Conference on Adaptive Science and Technology, ICAST 2014",29 October 2014 through 31 October 2014,,113661.0,23269413,9781479949984,,,English,"IEEE Int. Conf. Adapt. Sci. Technol., ICAST",Conference Paper,Final,,Scopus,2-s2.0-84940121429
"Kowalski F.V., Kowalski S.E.",6701497713;8577043300;,Embedded formative assessment in the undergraduate engineering classroom,2015,"Proceedings of IEEE International Conference on Teaching, Assessment and Learning for Engineering: Learning for the Future Now, TALE 2014",,, 7062618,457,461,,5.0,10.1109/TALE.2014.7062618,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928248329&doi=10.1109%2fTALE.2014.7062618&partnerID=40&md5=7381c63c2c5e2b31f1125b42f3c3476f,"Department of Physics, Colorado School of Mines, Golden, CO, United States","Kowalski, F.V., Department of Physics, Colorado School of Mines, Golden, CO, United States; Kowalski, S.E., Department of Physics, Colorado School of Mines, Golden, CO, United States","This paper first provides an overview of the pedagogical role of formative assessment in the undergraduate engineering classroom. In the last decade, technology-facilitated implementation of the collection and analysis of student responses has reduced the clerical burden on educators, making the practice more widespread. We discuss some of the reasons why this practice may not have yet reached its full potential in undergraduate engineering classrooms, as well as some available solutions. © 2014 IEEE.",clickers; engineering education; formative assessment; InkSurvey; open format questions; technology-facilitated formative assessment,Teaching; clickers; Formative assessment; InkSurvey; open format questions; Pedagogical role; Student response; Undergraduate engineering; Engineering education,,,,,,,,,,,"Shepard, L., Formative assessment: Caveat emptor (2005) ETS Invitational Conference, the Future of Assessment: Shaping Teaching and Learning, , New York, NY, Oct; Black, P.J., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education: Principles, Policy & Practice, 5 (1), pp. 7-73. , (p. 7); Heritage, M., (2010) Formative Assessment: Making It Happen in the Classroom, , Thousand Oaks, CA: Corw in Press; Vygotsky, L.S., (1986) Thought and Language, p. 188. , Cambridge MA: The MIT Press; Bransford, J., Brown, A.L., Cocking, R.R., (2000) How People Learn: Brain, Mind, Experience, and School, p. 24. , National Research Council, expanded ed. Washington DC: National Academy Press; Wiliam, D., Embedded Formative Assessment, p. 79. , Bloomington IN: Solution Tree Press; Guzzetti, B.J., Snyder, T.E., Glass, G.V., Gamas, W.S., Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. (1993) Reading Research Quarterly, 28 (2), pp. 116-159; Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: A Handbook for College Teachers, , San Francisco CA: Jossey-Bass Publishers; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction. (2010) Journal of Engineering Education, 99 (2), pp. 159-168; Lucke, T., Keyssner, U., Dunn, P., The use of a classroom response system to more effectively flip the classroom. (2013) 2013 IEEE Frontiers in Education Conference, , Oklahoma City OK; Donohue, S., Supporting active learning in an undergraduate geotechnical engineering course using group-base audience response systems quizzes. (2014) European Journal of Engineering Education, 39 (1), pp. 45-54; Bursic, K.M., Does the use of clickers increase conceptual understanding in the engineering economy classroom? 2012 American Society for Engineering Education (ASEE) Conference & Exposition, , San Antonio, TX; Kappers, W.M., Cutler, S., Poll everywhere! even in the classroom: An investigation into the impact of using polleverywhere in a large lecture classroom. 2014 American Society for Engineering Education (ASEE) Conference & Exposition, , Indianapolis, IN; Eschenbach, T., Lewis, N., Nicholls, G.M., Pallis, J.M., The impact of clicerson your classroom and your career 2013 American Society for Engineering Education (ASEE) Conference & Exposition, , Atlanta, GA; http://www.scieng.ed.ac.uk/LTStrategy/clickers_effectiveUse.html, Webpage of College of Science and Engineering, University of Edinburgh; http://www.engineering.pitt.edu/eerc/clickers/, Webpage of Engineering Education Research Center, Swanson School of Engineering, University of Pittsburg; Brookhart, S.M., Moss, C.M., Long, B.A., Teacher inquiry into formative assessment practices in remedial reading classrooms. (2010) Assessment in Education: Principles, Policy and Practice, (17), pp. 41-58. , (p. 41); Furtak, E.M., Ruiz-Primo, M.A., Shemwell, J.T., Ayala, C.C., Brandon, P.R., Shavelson, R.J., Yin, Y., On the fidelity of implementing embedded formative assessments and its relation to student learning. (2008) Applied Measurement in Education, 21 (4), pp. 360-389; Trumbull, E., Lash, A., Understanding formative assessment: Insights from learning theory and measurement theory (2013) WestEd, , http://www.wested.org/wpcontent/files_mf/1370912451resource13071.pdf, April; Pryor, J., Crossouard, B., A sociocultural theorization of formative assessment. (2005) Sociocultural Theory in Educational Research and Practice Conference, , Sept. Manchester, England; Trumbull, E., Lash, A., Understanding formative assessment: Insights from learning theory and measurement theory (2013) WestEd, p. 2. , http://www.wested.org/wpcontent/files_mf/1370912451resource13071.pdf, April; Goodspeed, T., (2010) Reversing An RF Clicker, , http://travisgoodspeed.blogspot.com/2010/07/reversing-rf-clicker.html, July, accessed 21 Aug. 2014; Birenbaum, M., Tatsuoka, K., Gutvirtz, Y., Effects of response format on diagnostic assessment of scholastic achievement (1992) Applied Psychological Measurement, 16 (4), pp. 353-363; Emig, J., Writing as a mode of learning (1977) College Composition and Communication, 28, pp. 122-128; Kowalski, F.V., Kowalski, S.E., Hoover, E., (2007) Using InkSurvey: A Free Web-based Tool for Open-ended Questioning to Promote Active Learning and Real-time Formative Assessment of Tablet PC-equipped Engineering Students., , American Society for Engineering Education (ASEE) Conference & Exposition, Honolulu, HI; Erwin, T.D., (2000) The NPEC Sourcebook on Assessment, Volume 1: Definitions and Assessment Methods for Critical Thinking, Problem Solving, and Writing, , Harrisonburg, VA: Center for Assessment and Research Studies, James Madison University; Prevost, L.B., Haudek, K.C., Henry, E.N., Berry, M.C., Urban-Lurain, M., Automated text analysis facilitates using written formative assessments for just-in-time teaching in large enrollment courses 2013 American Society for Engineering Education (ASEE) Conference & Exposition, , Atlanta, GA; Herr, N., Foley, B., Rivas, M., D'Alessio, M., Vandergon, V., Simila, G., Nguyen-Graff, D., Postma, H., Employing collaborative online documents for continuous formative assessments (2012) Proceedings of the Society for Information Technology and Teacher Education (SITE), , March, Austin, TX",,,,Institute of Electrical and Electronics Engineers Inc.,"2014 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2014",8 December 2014 through 10 December 2014,,111644.0,,9781479976720,,,English,"Proc. IEEE Int. Conf. Teach., Assess. Learn. Eng.: Learn. Future Now, TALE",Conference Paper,Final,,Scopus,2-s2.0-84928248329
"Vickrey T., Rosploch K., Rahmanian R., Pilarz M., Stains M.",57199081869;56644739200;57190621337;16432921000;16176531300;,Research-based implementation of peer instruction: A literature review,2015,CBE Life Sciences Education,14,1,,,,,48.0,10.1187/cbe.14-11-0198,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84981191129&doi=10.1187%2fcbe.14-11-0198&partnerID=40&md5=f22a8e226af81b17e6db60f1c9ed50bc,"Department of Chemistry, University of Nebraska–Lincoln, Lincoln, NE  68588, United States","Vickrey, T., Department of Chemistry, University of Nebraska–Lincoln, Lincoln, NE  68588, United States; Rosploch, K., Department of Chemistry, University of Nebraska–Lincoln, Lincoln, NE  68588, United States; Rahmanian, R., Department of Chemistry, University of Nebraska–Lincoln, Lincoln, NE  68588, United States; Pilarz, M., Department of Chemistry, University of Nebraska–Lincoln, Lincoln, NE  68588, United States; Stains, M., Department of Chemistry, University of Nebraska–Lincoln, Lincoln, NE  68588, United States","Current instructional reforms in undergraduate science, technology, engineering, and mathematics (STEM) courses have focused on enhancing adoption of evidence-based instructional practices among STEM faculty members. These practices have been empirically demonstrated to enhance student learning and attitudes. However, research indicates that instructors often adapt rather than adopt practices, unknowingly compromising their effectiveness. Thus, there is a need to raise awareness of the research-based implementation of these practices, develop fidelity of implementation protocols to understand adaptations being made, and ultimately characterize the true impact of reform efforts based on these practices. Peer instruction (PI) is an example of an evidence-based instructional practice that consists of asking students conceptual questions during class time and collecting their answers via clickers or response cards. Extensive research has been conducted by physics and biology education researchers to evaluate the effectiveness of this practice and to better understand the intricacies of its implementation. PI has also been investigated in other disciplines, such as chemistry and computer science. This article reviews and summarizes these various bodies of research and provides instructors and researchers with a research-based model for the effective implementation of PI. Limitations of current studies and recommendations for future empirical inquiries are also provided. © 2015 T. Vickrey et al.",,"biology; chemistry; education; educational model; female; human; information science; learning; male; physics; problem solving; teaching; thinking; university; Biology; Chemistry; Female; Humans; Informatics; Learning; Male; Models, Educational; Physics; Problem Solving; Teaching; Thinking; Universities",,,,,"National Science Foundation, NSF: 1347814, 1256003",We acknowledge the financial support from the Department of Chemistry and the University of Nebraska–Lincoln. T.V. was funded by the National Science Foundation through grants 1256003 and 1347814.,,,,,"Andrews, T.M., Leonard, M.J., Colgrove, C.A., Kalinowski, S.T., Active learning not associated with student learning in a random sample of college biology courses (2011) CBE Life Sci Educ, 10, pp. 394-405; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am J Phys, 74, p. 31; Borrego, M., Cutler, S., Froyd, J., Prince, M., Henderson, C., Faculty use of research based instructional strategies (2011) Proceedings of the Australasian Association for Engineering Education Conference 2011: Developing Engineers for Social Justice: Community Involvement, pp. 448-453. , Ethics & Sustainability 5–7 December 2011, Fremantle, Western Australia. Barton, ACT: Engineers Australia; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Assoc Learn Technol J, 11, pp. 343-357; Brady, M., Seli, H., Rosenthal, J., Clickers and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Comput Educ, 65, pp. 56-63; Brooks, B., Koretsky, M., The influence of group discussion on students’ responses and confidence during peer instruction (2011) J Chem Educ, 88, pp. 1477-1484; Bruck, A.D., Towns, M.H., Analysis of classroom response system questions via four lenses in a general chemistry course (2009) Chem Educ Res Pract, 10, pp. 291-295; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Chase, A., Pakhira, D., Stains, M., Implementing process-oriented, guided-inquiry learning for the first time: Adaptations and short-term impacts on students’ attitude and performance (2013) J Chem Educ, 90, pp. 409-416; Cortright, R.N., Collins, H.L., Dicarlo, S.E., Peer instruction enhanced meaningful learning: Ability to solve novel problems (2005) Adv Physiol Educ, 29, pp. 107-111; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sci Educ, 7, pp. 146-154; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am J Phys, 69, p. 970; Crouch, C., Watkins, J., Peer instruction: Engaging students one-on-one, all at once (2007) Reviews of Research-Based Reform Curricula in Introductory Physics, pp. 1-55. , ed. EF Redish and P Cooney, College Park, MD: American Association of Physics Teachers; Duncan, D.K., Hoekstra, A.R., Wilcox, B.R., Digital devices, distraction, and student performance: Does in-class cell phone use reduce learning? (2012) Astron Educ Rev, 11, p. 1; Fagen, A.P., (2003) Assessing and Enhancing the Introductory Science Course in Physics and Biology: Peer Instruction, Classroom Demonstrations, and Genetics Vocabulary, , http://mazur.harvard.edu/sentFiles/Mazurpubs_537.pdf; Fagen, A.P., Crouch, C., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Phys Teach, 40, p. 206; Felder, R.M., Brent, R., Navigating the bumpy road to student-centered instruction (1996) Coll Teach, 44, pp. 43-47; Ghosh, S., Renna, F., Technology in Support of Good Pedagogy: Electronic Response Systems and Peer Instruction in an Economics Classroom, 22 (2006) Http://Ssrn.Com/Abstract=888544 Or, , http://dx.doi.org/10.2139/ssrn.888544; Giuliodori, M.J., Lujan, H.L., Dicarlo, S.E., Peer instruction enhanced student performance on qualitative problem-solving questions (2006) Adv Physiol Educ, 30, pp. 168-173; Gok, T., The effects of peer instruction on student’s conceptual learning and motivation (2012) Asia-Pacific Forum Sci Learn Teach, 13; Gray, K., Owens, K., Liang, X., Steer, D., Assessing multimedia influences on student responses using a personal response system (2011) J Sci Educ Technol, 21, pp. 392-402; Hake, R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am J Phys, 66, pp. 64-74; Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., Dehaan, R., Gentile, J., Tilghman, S.M., Scientific teaching (2004) Science, 304, pp. 521-522; Henderson, C., Dancy, M., Niewiadomska-Bugaj, M., Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? (2012) Phys Rev Spec Top Phys Educ Res, 8; Hestenes, D., Wells, M., Swackhamer, G., Force Concept Inventory (1992) Phys Teach, 30, pp. 141-158; James, M.C., The effect of grading incentive on student discourse in peer instruction (2006) Am J Phys, 74, p. 689; James, M.C., Barbieri, F., Garcia, P., What are they talking about? Lessons learned from a study of peer instruction (2008) Astron Educ Rev, 7, pp. 37-43; James, M.C., Willoughby, S., Listening to student conversations during clicker questions: What you have not heard might surprise you! (2011) Am J Phys, 79, p. 123; Jones, M.E., Antonenko, P.D., Greenwood, C.M., The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer (2012) J Comput Assist Learn, 28, pp. 477-487; Knight, J.K., Wise, S.B., Southard, K.M., Understanding clicker discussions: Student reasoning and the impact of instructional cues (2013) CBE Life Sci Educ, 12, pp. 645-654; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) Phys Teach, 46, p. 242; Lasry, N., Charles, E., Whittaker, C., Lautman, M., When talking is better than staying quiet (2009) In: Physics Education Research Conference, pp. 181-184. , ed. M Sabella, C Henderson, and C Singh, Melville, NY: American Institute of Physics; Lasry, N., Mazur, E., Watkins, J., Peer instruction: From Harvard to the two-year college (2008) Am J Phys, 76, p. 1066; Libarkin, J.C., Erson, S.W., Assessment of learning in entry-level geoscience courses: Results from the Geoscience Concept Inventory (2005) J Geosci Educ, 53, pp. 394-401; Lorenzo, M., Crouch, C.H., Mazur, E., Reducing the gender gap in the physics classroom (2006) Am J Phys, 74, p. 118; Lucas, A., Using peer instruction and i-clickers to enhance student participation in calculus (2009) Primus, 19, pp. 219-231; Macarthur, J., Jones, L., Suits, J., Faculty viewpoints on teaching large-enrollment science courses with clickers (2011) J Comput Math Sci Teach, 30, pp. 251-270; Mazur, E., Peer Instruction: A User’s Manual (1997) Upper Saddle River, , NJ: Prentice Hall; McConnell, D.A., Steer, D.N., Owens, K.D., Knott, J.R., Dick, J., Heaney, P.J., Using ConcepTests to assess and improve student conceptual understanding in introductory geoscience courses (2006) J Geosci Educ, 54, pp. 61-68; Miller, K., Lasry, N., Lukoff, B., Schell, J., Mazur, E., Conceptual question response times in peer instruction classrooms (2014) Phys Rev Spec Top Phys Educ Res, 10; Miller, R., Santana-Vega, E., Terrell, M.S., Can good questions and peer discussion improve calculus instruction? (2006) Probl Resour Issues Math Undergrad Stud, 16, pp. 193-203; Mora, G., Peer instruction and lecture tutorials equally improve student learning in introductory geology classes (2010) J Geosci Educ, 58, p. 286; Promising Practices in Undergraduate Science, Technology, Engineering (2011) And Mathematics Education: Summary of Two Workshops, , Washington, DC: National Academies Press; (2012) Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, , Washington, DC: National Academies Press; (2010) Preparing the Next Generation of STEM Innovators: Identifying and Developing Our Nation’s Human Capital, , Arlington, VA; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Stud High Educ, 28, pp. 458-473; Nielsen, K.L., Hansen, G., Stav, J.B., Teaching with student response systems (SRS): Teacher-centric aspects that can negatively affect students’ experience of using SRS (2013) Res Learn Technol, 21, p. 18989; Nielsen, K.L., Hansen, G., Stav, J.B., How the initial thinking period affects student argumentation during peer instruction: Students’ experiences versus observations (2014) Stud High Educ, 3, pp. 1-15; Nielsen, K.L., Hansen-Nygård, G., Stav, J.B., Investigating peer instruction: How the initial voting session affects students’ experiences of group discussion (2012) ISRN Educ 2012, Article; Novak, G.M., (1999) Just-In-Time Teaching: Blending Active Learning with Web Technology, p. 188. , Prentice Hall Series in Educational Innovation, Upper Saddle River, NJ: Prentice Hall; Perez, K.E., Strauss, E.A., Downey, N., Galbraith, A., Jeanne, R., Cooper, S., Madison, W., Does displaying the class results affect student discussion during peer instruction? (2010) CBE Life Sci Educ, 9, pp. 133-140; Pilzer, S., Peer Instruction in physics and mathematics (2001) Probl Resour Issues Math Undergrad Stud, 11, pp. 185-192; Porter, L., Bailey-Lee, C., Simon, B., Halving fail rates using peer instruction: A study of four computer science courses (2013) SIGCSE’13: Proceedings of the 44Th ACM Technical Symposium on Computer Science Education, pp. 177-182. , New York: ACM Press; Porter, L., Bailey-Lee, C., Simon, B., Cutts, Q., Zingaro, D., Experience report: A multi-classroom report on the value of peer instruction (2011) Proceedings of the 16Th Annual Joint Conference on Innovation and Technology in Computer Science Education, pp. 138-142. , New York: ACM Press; Porter, L., Bailey-Lee, C., Simon, B., Zingaro, D., Peer instruction: Do students really learn from peer discussion in computing? (2011) In: ICER’11: Proceedings of the Seventh International Workshop on Computing Education Research, , New York: ACM Press; Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America’s Future, Washington, DC: Executive Office of the President (2010) President’s Council of Advisors on Science and Technology; (2012) Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics, , Washington, DC: U.S. Government Office of Science and Technology; Ramalingam, V., Wiedenbeck, S., Development and validation of scores on a computer programming self-efficacy scale and group analyses of novice programmer self-efficacy (1999) J Educ Comput Res, 19, pp. 367-381; Rao, S.P., Dicarlo, S.E., Peer instruction improves performance on quizzes (2000) Adv Physiol Educ, 24, pp. 51-55; Richardson, J., Concept inventories: Tools for uncovering STEM students’ misconceptions (2005) Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education, pp. 19-25. , Washington, DC: American Association for the Advancement of Science; Simkins, S., Maler, M., (2009) Just in Time Teaching: Across the Disciplines, and Across the Academy, Sterling, p. 224. , VA: Stylus; Simon, B., Esper, S., Porter, L., Cutts, Q., (2013) Student Experience in a Student-Centered Peer Instruction Classroom, p. 129. , Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research—ICER’13, New York: ACM Press; Simon, B., Kohanfars, M., Lee, J., Experience report: Peer instruction in introductory computing (2010) SIGCSE’10: Proceedings of the 41St ACM Technical Symposium on Computer Science Education, pp. 341-345. , New York: ACM Press; Simon, B., Parris, J., Spacco, J., (2013) How We Teach Impacts Student Learning: Peer Instruction Vs. Lecture in CS0, p. 41. , SIGCSE’13: Proceedings of the 44th ACM Technical Symposium on Computer Science Education, New York: ACM Press; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K., Combining peer discussion with instructor explanation increases student learning from in-class concept questions (2011) CBE Life Sci Educ, 10, pp. 55-63; Steer, D., McConnell, D., Gray, K., Kortz, K., Liang, X., Analysis of student responses to peer-instruction conceptual questions answered using an electronic response system: Trends by gender and ethnicity (2009) Sci and Educ, 18, pp. 30-38; Theobald, R., Freeman, S., Is it the intervention or the students? Using linear regression to control for student characteristics in undergraduate stem education research (2014) CBE Life Sci Educ, 13, pp. 41-48; Turpen, C., Finkelstein, N., Not all interactive engagement is the same: Variations in physics professors’ implementation of peer instruction (2009) Phys Rev Spec Top Phys Educ Res, 5; Turpen, C., Finkelstein, N.D., The construction of different classroom norms during peer instruction: Students perceive differences (2010) Phys Rev Spec Top Phys Educ Res, 6; Williams, K., (2014) Concept Inventories/Conceptual Assessments in Biology San Diego State University Center for Teaching and Learnin, , http://go.sdsu.edu/dus/ctl/cabs.aspx; Zingaro, D., Peer instruction contributes to self-efficacy in CS1 (2014) SIGCSE’14: Proceedings of the 45Th ACM Technical Symposium on Computer Science Education, pp. 373-378. , New York: ACM Press; Zingaro, D., Porter, L., Peer instruction in computing: The value of instructor intervention (2014) Comput Educ, 71, pp. 87-96; Zingaro, D., Porter, L., Peer instruction: A link to the exam (2014) Proceedings of the 19Th Annual Conference on Innovation and Technology in Computer Science Education, pp. 255-260. , New York: ACM Press","Stains, M.; Department of Chemistry, University of Nebraska–LincolnUnited States; email: mstains2@unl.edu",,,American Society for Cell Biology,,,,,19317913,,,25713095.0,English,CBE Life Sci. Educ.,Review,Final,,Scopus,2-s2.0-84981191129
"Mani M., Alkabour N., Alao D.",14028654300;56741266300;56741143100;,Evaluating effectiveness of active learning in computer science using metacognition,2015,"Proceedings - Frontiers in Education Conference, FIE",2015-February,February, 7044226,,,,,10.1109/FIE.2014.7044226,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84938149302&doi=10.1109%2fFIE.2014.7044226&partnerID=40&md5=a52919b080559a6b11262e8dd847d6f8,"CSEP, University of Michigan-Flint, Flint, MI, United States","Mani, M., CSEP, University of Michigan-Flint, Flint, MI, United States; Alkabour, N., CSEP, University of Michigan-Flint, Flint, MI, United States; Alao, D., CSEP, University of Michigan-Flint, Flint, MI, United States","Active learning refers to instruction where the learners play an active role in learning and has been found to increase student retention, improve acquisition of higher order thinking and reasoning skills, and improve performance in STEM courses. Two main active learning techniques: student response systems (aka. clickers) and flipped classroom assignments, were incorporated in University of Michigan-Flint computer science (CS) courses. This paper describes how clickers have been incorporated in CS courses and their impact on student learning. There are several ways of evaluating student learning, and tests have traditionally been considered an incomplete and limited reflection of the students' knowledge. In our prior work [11], students' metacognitive knowledge has been used as an effective measure of students' learning. Metacognitive knowledge can be considered to include knowledge of the person, the task, and the available strategies. In this work, we want our students to be aware of their level of understanding of the topics in a course. A student can use this knowledge along with knowledge of the task and available strategies to achieve the cognitive goals. This paper studies how clickers participation impacts student learning as measured by metacognitive knowledge. © 2014 IEEE.",Active learning; Clickers; Metacognition,Artificial intelligence; Cognitive systems; Education; Engineering education; Learning systems; Teaching; Active Learning; Clickers; Higher-order thinkings; Improve performance; Metacognition; Metacognitive knowledge; Student-response system; University of Michigan; Students,,,,,,,,,,,"Brown, A.L., Metacognition, executive control, self-regulation and other mysterious mechanisms (1987) Metacognition, Motivation and Understanding, pp. 65-116. , F. E. Weinart and R. H. Kluwe (Eds. ); Baker, J., The classroom flip: Using web course management tools to become the guide by the side (2000) International Conference on College Teaching and Learning, Center for the Advancement of Teaching and Learning, , Florida Community College, Jacksonville, Florida; Borkowski, J., Carr, M., Pressley, M., Spontaneous strategy use: Perspectives from metacognitive theory (1987) Intelligence; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1); Chew, S., How to Get the Most out of Studying: A Video Series, , http://www.samford.edu/how-to-study/, Accessed: December 11 2012; Flavell, J.H., Metacognitive aspects of problem solving (1976) The Nature of Intelligence, pp. 231-236; Flavell, J.H., Metacognition and cognitive monitoring: A new area of cognitive-developmental enquiry (1979) American Psychologist, 34; Lang, J.M., Metacognition and student learning (2012) The Chronicle of Higher Education; Livingston, J., (1997) Metacognition: An Overview, , http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm, Accessed: December 11, 2012; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall; Mani, M., Mazumdar, Q., Incorporating metacognition into learning (2013) ACM Technical Symposium on Computer Science Education (SIGCSE, pp. 53-58. , Denver, CO, March; Peirce, W., Metacognition: Study strategies, monitoring and motivation 2004, Workshop Presented at Price George's Community College, , http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm, Accessed: Dec 11 2012; Prince, M., Does active learning work A review of the research (2004) Journal of Engineering Education; Svinicki, M., McKeachie, W.J., (2011) Teaching Tips: Strategies, Research, and Theory for College and University Teachers, , Thirteenth Edition, Wadsworth; (2012) Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering and Mathematics, , President's Council of Advisors on Science and Technology; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7; Active learning Webpage at Center for Research on Learning and Teaching, , http://www.crlt.umich.edu/tstrategies/tsal, Web Article, University of Michigan",,,ASEE Educational Research and Methods Division;et al.;IEEE Computer Society;IEEE Education Society;Madrid Technical University;Spanish University of Distance Education,Institute of Electrical and Electronics Engineers Inc.,"44th Annual Frontiers in Education Conference, FIE 2014",22 October 2014 through 25 October 2014,,113076.0,15394565,,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84938149302
"Gordillo A., Barra E., Quemada J.",56023218000;55092424400;6602586267;,Enhancing web-based learning resources with quizzes through an authoring tool and an audience response system,2015,"Proceedings - Frontiers in Education Conference, FIE",2015-February,February, 7044188,,,,1.0,10.1109/FIE.2014.7044188,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84938152637&doi=10.1109%2fFIE.2014.7044188&partnerID=40&md5=f4215f7ef90e1e87c11a5d2ab1e31cba,"Escuela Técnica Superior de Ingenieros de Telecomunicación, Universidad Politécnica de Madrid, Avenida Complutense 30, Madrid, 28040, Spain","Gordillo, A., Escuela Técnica Superior de Ingenieros de Telecomunicación, Universidad Politécnica de Madrid, Avenida Complutense 30, Madrid, 28040, Spain; Barra, E., Escuela Técnica Superior de Ingenieros de Telecomunicación, Universidad Politécnica de Madrid, Avenida Complutense 30, Madrid, 28040, Spain; Quemada, J., Escuela Técnica Superior de Ingenieros de Telecomunicación, Universidad Politécnica de Madrid, Avenida Complutense 30, Madrid, 28040, Spain","Quizzes are among the most widely used resources in web-based education due to their many benefits. However, educators need suitable authoring tools that can be used to create reusable quizzes and to enhance existing materials with them. On the other hand, if teachers use Audience Response Systems (ARSs) they can get instant feedback from their students and thereby enhance their instruction. This paper presents an online authoring tool for creating reusable quizzes and enhancing existing learning resources with them, and a web-based ARS that enables teachers to launch the created quizzes and get instant feedback from the class. Both the authoring tool and the ARS were evaluated. The evaluation of the authoring tool showed that educators can effectively enhance existing learning resources in an easy way by creating and adding quizzes using that tool. Besides, the different factors that assure the reusability of the created quizzes are also exposed. Finally, the evaluation of the developed ARS showed an excellent acceptance of the system by teachers and students, and also it indicated that teachers found the system easy to set up and use in their classrooms. © 2014 IEEE.",assessment; audience response system; authoring tool; quiz,Computer aided instruction; Education; Reusability; Social networking (online); Students; Teaching; Websites; assessment; Audience response systems; Authoring tool; Learning resource; quiz; Web based; Web based education; Web based learning; E-learning,,,,,,,,,,,"Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Yuuichi, S., Toshihiro, K., Seisuke, Y., Hiroshi, N., Web-based rapid authoring tool for lms quiz creation (2006) Proceedings of the 7th International Conference on Information Technology Based Higher Education and Training (ITHET'06); Barra, E., Gordillo, A., Quemada, J., Virtual science hub: An open source platform to enrich science teaching (2014) Proceedings of the International Conference on Educational Sciences and Technology (ICEST 2014); Gordillo, A., Barra, E., Gallego, D., Quemada, J., An online e-Learning authoring tool to create interactive multi-device learning objects using e-Infrastructure resources (2013) Proceedings of the 2013 Frontiers in Education Conference (FIE 2013), pp. 1914-1920; Preclík, J., Authoring tools (2000) The 9th Annual Conference of Doctoral Students; Murray, T., Stephen, B., Ainsworth, S., (2003) Authoring Tools for Advanced Technology Learning Environments: Toward Cost-effective Adaptive, Interactive and Intelligent Educational Software, , Springer; Articulate Quizmaker, , http://articulate.com/products/quizmaker.php; Rodrigues, J.R.A., Brandäo, L.O., Nascimento, M., Rodrigues, P., IQUIZ: Integrated assessment environment to improve moodle quiz (2013) Proceedings of the 2013 Frontiers in Education Conference (FIE 2013), pp. 13-15; Johnson, K., Hall, T., O'keeffe, D., Generation of quiz objects (QO) with a quiz engine developer (QED) (2005) Proceedings of the 2005 IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2005), pp. 5-7; (2004) Advanced Distributed Learning (ADL), SCORM 2004 4th Edition, , http://www.adlnet.gov/capabilities/scorm/scorm-2004-4th; Poltrack, J., Hruska, N., Johnson, A., Haag, J., The next generation of SCORM: Innovation for the global force (2012) Proceedings of the Interservice/Industry Training, Simulation, and Education Conference (I/ITSEC) 2012, pp. 1-9; Miriada X, , http://www.miriadax.net; IMS Question & Test Interoperability Specification, , http://www.imsglobal.org/question; (2002) Draft Standard for Learning Object Metadata (IEEE LOM), , IEEE LTSC; Chang, W.C., Hsu, H.H., Smith, T.K., Wang, C.C., Enhancing SCORM metadata for assessment authoring in e-Learning (2004) Journal of Computer Assisted Learning, 20 (4), pp. 305-316; Romero, C., Ventura, S., Hervás, C., De Bra, P., An authoring tool for building both mobile adaptable tests and web-based adaptive or classic tests (2006) Adaptive Hypermedia and Adaptive Web-Based Systems, pp. 203-212. , Springer Berlin Heidelberg; Articulate Presenter, , http://articulate.com/products/presenter.php; Ainsworth, S., Fleming, P., Evaluating authoring tools for teachers as instructional designers (2006) Computers in Human Behavior, 22 (1), pp. 131-148; Litzkow, M., Moses, G., An easy to use tool for augmenting multi-media lectures with accessible self-assessment exercises (2005) Proceedings of the 2005 Frontiers in Education Conference (FIE 2005), pp. 1-6; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) Life Sciences Education, 6 (1), pp. 29-41; Bartsch, R.A., Murphy, W., Examining the effects of an electronic classroom response system on student engagement and performance (2011) Journal of Educational Computing Research, 44 (1), pp. 25-33; http://www.iclicker.com, iClicker; Bakrania, S., A study on the influence of rich versus traditional classroom response system (CRS) questions on concept retention (2012) Proceedings of the 2012 Frontiers in Education Conference (FIE 2012), pp. 1-6; Poll Everywhere, , http://www.polleverywhere.com; Caeiro-Rodriguez, M., Gonzalez-Tato, J., Llamas-Nistal, M., Experiencing a Web-based Audience Response System in engineering lectures (2013) Proceedings of the 2013 IEEE Global Engineering Education Conference (EDUCON 2013), pp. 513-519; http://iqpolls.com, IQPolls; Richardson, M.L., (2013) ARSenic: A Free, Open-Source, Web-based Audience Response System Instructor's Guide, , http://uwmsk.org/arsenic; Schluep, S., (2005) Modularization and Structured Markup for Web-based Learning Content in An Academic Environment; Gordillo, A., Barra, E., Quemada, J., Enhancing K-12 science education through a multi-device web tool to facilitate content integration and e-Infrastructure access (2013) Proceedings of the 7th International Technology, Education and Development Conference (INTED 2013); HTML5 Specification, , http://www.w3.org/html/wg/drafts/html/master/Overview.html, W3C; Learning Resource Exchange (LRE), , http://lre.eun.org; McAuley, A., Stewart, B., Siemens, G., Cormier, D., (2010) The MOOC Model for Digital Practice; Leacock, T.L., Nesbit, J.C., A framework for evaluating the quality of multimedia learning resources (2007) Educational Technology and Society, 10, pp. 44-59; Vargo, J., Nesbit, J.C., Belfer, K., Archambault, A., Learning object evaluation: Computer-mediated collaboration and inter-rater reliability (2003) International Journal of Computers and Applications, 25 (3); Krauss, F., Ally, M., A study of the design and evaluation of a learning object and implications for content development (2005) Interdisciplinary Journal of E-Learning and Learning Objects, 1, pp. 1-22; Cohen, J., A power primer (1992) Psychological Bulletin, 112 (1), pp. 155-159",,,ASEE Educational Research and Methods Division;et al.;IEEE Computer Society;IEEE Education Society;Madrid Technical University;Spanish University of Distance Education,Institute of Electrical and Electronics Engineers Inc.,"44th Annual Frontiers in Education Conference, FIE 2014",22 October 2014 through 25 October 2014,,113076.0,15394565,,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84938152637
"Reinert A., Vollmann N., Heyder M., Krautschneider W.",56740760600;56741276700;56741107600;6701427476;,New teaching approaches and student motivation lead to documented gains in engineering education,2015,"Proceedings - Frontiers in Education Conference, FIE",2015-February,February, 7044398,,,,1.0,10.1109/FIE.2014.7044398,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84938125032&doi=10.1109%2fFIE.2014.7044398&partnerID=40&md5=d9fd70c2663c8d334abce5c8f6c0fdac,"Institute of Nanoelectronics, Hamburg University of Technology, Hamburg, Germany; Center for Teaching and Learning, Hamburg University of Technology, Hamburg, Germany","Reinert, A., Institute of Nanoelectronics, Hamburg University of Technology, Hamburg, Germany; Vollmann, N., Institute of Nanoelectronics, Hamburg University of Technology, Hamburg, Germany; Heyder, M., Center for Teaching and Learning, Hamburg University of Technology, Hamburg, Germany; Krautschneider, W., Institute of Nanoelectronics, Hamburg University of Technology, Hamburg, Germany","The paper presents an integrated design for the undergraduate course Semiconductor Circuit Design of the Hamburg University of Technology (TUHH). This course lays the foundations for understanding new technologies which are increasingly present in everyday life. To ensure that graduates in electrical engineering are well trained in this area, it is particularly important to understand the concepts and relationships introduced in this course. A study of the exam results identified basic mathematical problems as hindering student performance. In the spirit of constructive alignment the course's learning objectives were reviewed and teaching methods were selected to address these deficiencies, to which end new didactic concepts have been introduced in lecture and tutorials. A novel aspect of the course design has been the integration of lecture and tutorial sessions. Homework assignments have been designed to support continuous learning using two components: One part being a review of previous tutorial sessions and the other part preparing the forthcoming lectures. The goals of these innovations are: • Students learn continuously throughout the semester • Students obtain a deep and sustained understanding of the concepts introduced in the course • Students can explain the working principles of various MOS (Metal-Oxide-Semiconductor) devices in different circuits Lectures were expanded by the introduction of concept questions using an audience response systems (ARS) in combination with Peer Instruction periods. This way students and teachers engaged in a feedback loop providing both, students and instructors, information about the learning status of the students. In addition, attention of students during the lectures increased. Furthermore video recordings of the lecture, student discussion forums and additional exercises and tests were made available. The new teaching methods were evaluated by monitoring results of the written examination and student satisfaction. Both have improved significantly. The examination results improved in particular for problems probing concept understanding. Participation in some of the optional offers made to students was very high. © 2014 IEEE.",,Curricula; Education; Engineering education; Integrated circuit manufacture; Metal working; Metals; MOS devices; Semiconductor devices; Teaching; Video recording; Audience response systems; Constructive alignments; Homework assignments; Mathematical problems; Metal oxide semiconductor; Semiconductor circuits; Student satisfaction; Undergraduate Courses; Students,,,,,,,,,,,"Bruff, D., (2009) Teaching with Classroom Response Systems : Creating Active Learning Environments, , Wiley, Vanderbuilt University; Mazur, E., (1997) Peer Intruction : A User's Manual Guide, , Prentice Hall, Inc, New Jersey; Macgregor Et. Al, J., (2002) Strategies for Energizing Large Classes: From Small Groups to Learning Communities, , Jossey-Bass Publishers, San Francisco; Kautz, C., (2014) Verstaendnisschwierigkeiten und Fehlvorstellungen in Grundlagenfaechern des Ingenieurwissenschaftlichen Studiums, 44. , Lehre an Hochschulen fr Angewandte Wissenschaften Herausforderungen und Loesungsansaetze Report Beitraege zur Hochschuldidaktik. Hochschule Karlsruhe; Eichler, A., Design of tutorial activities and homework assignments for a large-enrollment introductory course in control systems (2013) Advances in Control Education, 10, p. 4348",,,ASEE Educational Research and Methods Division;et al.;IEEE Computer Society;IEEE Education Society;Madrid Technical University;Spanish University of Distance Education,Institute of Electrical and Electronics Engineers Inc.,"44th Annual Frontiers in Education Conference, FIE 2014",22 October 2014 through 25 October 2014,,113076.0,15394565,,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84938125032
"Deb D., Fuad M.M., Farag W.",9334473500;9336648600;6602879989;,Developing interactive classroom exercises for use with mobile devices to enhance class engagement and problem-solving skills,2015,"Proceedings - Frontiers in Education Conference, FIE",2015-February,February, 7044043,,,,,10.1109/FIE.2014.7044043,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84938118052&doi=10.1109%2fFIE.2014.7044043&partnerID=40&md5=2686f5b5c78cf9b79105007cefd08bf2,"Department of Computer Science, Winston-Salem State University, Winston-Salem, NC  27110, United States; Department of Computer Science, Indiana University of Pennsylvania, Indiana, PA  15705, United States","Deb, D., Department of Computer Science, Winston-Salem State University, Winston-Salem, NC  27110, United States; Fuad, M.M., Department of Computer Science, Winston-Salem State University, Winston-Salem, NC  27110, United States; Farag, W., Department of Computer Science, Indiana University of Pennsylvania, Indiana, PA  15705, United States","A recent Pew research center study of mobile device usage revealed that, African American and Latinos are the most active users of the Internet from mobile devices. The study also revealed that minority cell phone owners take advantage of a much greater range of their phone's features compared with people of other ethnicities. At Winston Salem State University (WSSU), it is common for students to multitask and use their mobile devices while in class for studying, or performing other activities. This paper reports our ongoing experiences running a National Science Foundation (NSF)-sponsored targeted Infusion Project (TIP) in Computer Science Department that aims to leverage this situation by developing a mobile classroom response system (MRS) to allow students solve interactive problems in their mobile devices in order to improve their class engagement and problem solving skills. By allowing them to solve problems in their preferred devices, the project expects to create a friendly learning environment where the students want to retain, be active and skillful. © 2014 IEEE.",Active learning; Evidence-based teaching; Interactive exercises; Mobile application; Problem solving,Artificial intelligence; Computer aided instruction; Education; Mobile devices; Mobile phones; Mobile telecommunication systems; Students; Teaching; Telephone sets; Active Learning; Classroom response systems; Evidence-based; Interactive classroom; Interactive exercise; Mobile applications; National Science Foundations; Problem solving skills; Problem solving,,,,,"National Science Foundation, NSF: 1332531",,,,,,"Zweben, S., Computing Degree and Enrollment Trends from the 2010-2011 CRA Taulbee Survey, , http://cra.org/uploads/documents/resources/aulbee/CS_Degree_and_Enrollment_Trends_2010-11.pdf; (2012) 10 Startling Stats about Minorities in STEM, , http://www.onlineuniversities.com/blog/2012/06/10-startling-statsabout-minorities-stem/, published at OnlineUniversities. com on June 17; Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education, , National Center for Education Statistics (2009). NCES 2009-161. Washington, DC: U. S Department of Education, Institute for Education Sciences; Cometa, M., (2011) Use of Technology-Rich Learning Environment Reveals Improved Retention Rates, , http://www.rit.edu/news/story.php?id=48699, Rochester University of Technology, Nov 16; Romney, C.A., Tablet PC use in freshman mathematics classes promotes STEM retention (2011) FIE; Kowalski, S.E., Inksurvey tool: Probing student understanding and encouraging active learning with open-ended questions and tablet technology (2006) Invited Presentation for HP Online Speakers Series, , October 6; Tront, J., Eligete, V., Prey, J., Effective classroom presentations using writeon (2006) ASEE Annual Conference, , June, Chicago; Avery, C.Z., Guo, M., Guo, H., Warter-Perez, J., Won, N., Dong J, D.S., Implementing collaborative project-based learning using the tablet pc to enhance student learning in engineering and computer science courses (2010) FIE; Smith, A., Mobile access 2010 (2010) Pew Internet and American Life Project, , http://www.pewinternet.org/Reports/2010/Mobile-Access-2010.aspx; Fuad, M.M., Dennis, E., Mobile application for active learning and student participation in the classroom: Issues and challenges Proceedings of the 28th International Conference on Computers and Their Applications, 28, pp. 307-312. , L. Miller (Ed. ) ISCA Press; Malmi, L., Visual algorithm simulation exercise system with automatic assessment: TRAKLA2 (2004) Informatics in Education, 3 (2), pp. 267-288. , September; Naps, T.L., Jhave: Supporting algorithm visualization (2005) IEEE Computer Graphics and Applications, 25, pp. 49-55. , September; Hall, S., Breakiron, E., Elshehaly M, D., Shaffer, C.A., Evaluating online tutorials for data structures and algorithms courses (2013) Proceedings of the 2013 ASEE Annual Conference & Exposition",,,ASEE Educational Research and Methods Division;et al.;IEEE Computer Society;IEEE Education Society;Madrid Technical University;Spanish University of Distance Education,Institute of Electrical and Electronics Engineers Inc.,"44th Annual Frontiers in Education Conference, FIE 2014",22 October 2014 through 25 October 2014,,113076.0,15394565,,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84938118052
"Martinel N., Piciarelli C., Micheloni C., Foresti G.L.",52463990900;9039137600;6507976201;7006427233;,A Structured Committee for Food Recognition,2015,Proceedings of the IEEE International Conference on Computer Vision,2015-February,, 7406419,484,492,,9.0,10.1109/ICCVW.2015.70,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962018301&doi=10.1109%2fICCVW.2015.70&partnerID=40&md5=3f8d0002d8c5faae1018cd8258809b2d,"University of Udine, Department of Mathematics and Computer Science, Udine, Italy","Martinel, N., University of Udine, Department of Mathematics and Computer Science, Udine, Italy; Piciarelli, C., University of Udine, Department of Mathematics and Computer Science, Udine, Italy; Micheloni, C., University of Udine, Department of Mathematics and Computer Science, Udine, Italy; Foresti, G.L., University of Udine, Department of Mathematics and Computer Science, Udine, Italy","Food recognition is an emerging computer vision topic. The problem is characterized by the absence of rigid structure of the food and by the large intra-class variations. Existing approaches tackle the problem by designing ad-hoc feature representations based on a priori knowledge of the problem. Differently from these, we propose a committee-based recognition system that chooses the optimal features out of the existing plethora of available ones (e.g., color, texture, etc.). Each committee member is an Extreme Learning Machine trained to classify food plates on the basis of a single feature type. Single member classifications are then considered by a structural Support Vector Machine to produce the final ranking of possible matches. This is achieved by filtering out the irrelevant features/classifiers, thus considering only the relevant ones. Experimental results show that the proposed system outperforms state-of-the-art works on the most used three publicly available benchmark datasets. © 2015 IEEE.",Diseases; Feature extraction; Image color analysis; Kernel; Mobile handsets; Support vector machines; Training,Diseases; Feature extraction; Learning systems; Personnel training; Support vector machines; Extreme learning machine; Feature representation; Image color analysis; Intra-class variation; Kernel; Mobile handsets; Recognition systems; Structural support; Computer vision,,,,,,,,,,,"Bertelli, L., Yu, T., Vu, D., Gokturk, B., Kernelized structural SVM learning for supervised object segmentation (2011) CVPR, pp. 2153-2160; Bosch, A., Zisserman, A., Munoz, X., Image classification using random forests and ferns (2007) ICCV, pp. 1-8. , IEEE; Bossard, L., Guillaumin, M., Van Gool, L., Food-101 mining discriminative components with random forests (2014) ECCV; Breiman, L., Random forests (2001) Machine Learning, 45 (1), pp. 5-32; Carter, M.C., Burley, V.J., Nykjaer, C., Cade, J.E., Adherence to a smartphone application for weight loss compared to website and paper diary: Pilot randomized controlled trial (2013) Journal of Medical Internet Research, 15 (4); Chen, M., Dhingra, K., Wu, W., Yang, L., Sukthankar, R., Yang, J., PFID: Pittsburgh fast-food image dataset (2009) ICPR; Farinella, G.M., Allegra, D., Stanco, F., A benchmark dataset to study the representation of food images (2014) ECCV Workshops; Farinella, G.M., Moltisanti, M., Battiato, S., Classifying food images represented as bag of textons (2014) ICIP, pp. 5212-5216; Gehler, P., Nowozin, S., On feature combination for multiclass object classification (2009) ICCV; Guo, Y., Zhao, G., Pietikäinen, M., Texture classification using a linear configuration model based descriptor (2011) BMVC; Huang, G., Huang, G.-B., Song, S., You, K., Trends in extreme learning machines: A review (2015) Neural Networks, 61, pp. 32-48; Huang, G., Song, S., Gupta, J.N.D., Wu, C., Semi-supervised and unsupervised extreme learning machines (2014) IEEE TCYB, p. 1; Huang, G.B., Chen, L., Siew, C.K., Universal approximation using incremental constructive feedforward networks with random hidden nodes (2006) IEEE TNN, 17 (4), pp. 879-892; Huang, G.-B., Zhou, H., Ding, X., Zhang, R., Extreme learning machine for regression and multiclass classification (2012) IEEE TSMC-B, 42 (2), pp. 513-529. , Apr; Huang, G.-B., Zhu, Q.-Y., Siew, C.-K., Extreme learning machine: Theory and applications (2006) Neurocomputing, 70 (1-3), pp. 489-501. , Dec; Joachims, T., A support vector method for multivariate performance measures (2005) ICML, 440, pp. 377-384; Joachims, T., Finley, T., Yu, C.N.J., Cutting-plane training of structural SVMs (2009) Machine Learning, 77 (1); Kasun, L.L.C., Zhou, H., Huang, G.-B., Vong, C.-M., Representational learning with ELMs for big data (2013) IEEE Intelligent Systems, 28 (6), pp. 30-59. , Nov; Kawano, Y., Yanai, K., FoodCam: A real-time mobile food recognition system employing Fisher Vector (2014) Multimedia Tools and Applications, pp. 369-373; Kong, F., Tan, J., DietCam: Automatic dietary assessment with mobile camera phones (2012) Pervasive and Mobile Computing, 8 (1), pp. 147-163; Li, M.-B., Huang, G.-B., Saratchandran, P., Sundararajan, N., Fully complex extreme learning machine (2005) Neurocomputing, 68, pp. 306-314. , Oct; Liang, N.-Y., Huang, G.-B., Saratchandran, P., Sundararajan, N., A fast and accurate online sequential learning algorithm for feedforward networks (2006) IEEE TNN, 17 (6), pp. 1411-1423. , Nov; Liu, X., Wang, L., Huang, G.-B., Zhang, J., Yin, J., Multiple kernel extreme learning machine (2015) Neurocomputing, 226 (2012), pp. 63-69; Luo, J., Vong, C.-M., Wong, P.-K., Sparse Bayesian extreme learning machine for multi-classification (2014) IEEE TNNLS, 25 (4), pp. 836-843. , Apr; Martinel, N., Piciarelli, C., Micheloni, C., Foresti, G.L., On filter banks of texture features for mobile food classification (2015) ICDSC, pp. 11-16; Matsuda, Y., Hoashi, H., Yanai, K., Recognition of multiple-food images by detecting candidate regions (2012) ICME, pp. 25-30; Ojala, T., Pietikainen, M., Maenpaa, T., Multiresolution gray-scale and rotation invariant texture classification with local binary patterns (2002) IEEE TPAMI, 24 (7), pp. 971-987. , July; Oliva, A., Torralba, A., Modeling the shape of the scene: A holistic representation of the spatial envelope (2001) IJCV, 42 (3), pp. 145-175; Organization, W.H., (2015) Obesity and Overweight-fact Sheet N 311; Perronnin, F., Sánchez, J., Mensink, T., Improving the Fisher kernel for large-scale image classification (2010) ECCV, pp. 143-156; Qi, X., Xiao, R., Li, C.-G., Qiao, Y., Guo, J., Tang, X., Pairwise rotation invariant co-occurrence local binary pattern (2014) IEEE TPAMI, 36 (11), pp. 2199-2213; Rahtu, E., Heikkilä, J., Ojansivu, V., Ahonen, T., Local phase quantization for blur-insensitive image analysis (2012) Image and Vision Computing, 30 (8), pp. 501-512. , Aug; Razavian, A.S., Azizpour, H., Sullivan, J., Carlsson, S., CNN features off-the-shelf: An astounding baseline for recognition (2014) CVPRW; Schwaighofer, A., Tresp, V., The Bayesian committee support vector machine (2001) ICANN, pp. 411-417; Sermanet, P., Eigen, D., Zhang, X., Mathieu, M., Fergus, R., Le-Cun, Y., OverFeat: Integrated recognition, localization and detection using convolutional networks (2014) ICLR, pp. 1-15; Shotton, J., Johnson, M., Cipolla, R., Semantic texton forest for image categorization and segmentation (2008) CVPR, pp. 1-8; Tresp, V., A Bayesian committee machine (2000) Neural Computation, 12, pp. 2719-2741; Tresp, V., Committee machines (2001) Handbook for Neural Network Signal Processing, pp. 1-21; Tsochantaridis, I., Hofmann, T., Joachims, T., Altun, Y., Support vector machine learning for interdependent and structured output spaces (2004) ICML, p. 104; Tsochantaridis, I., Joachims, T., Hofmann, T., Altun, Y., Large margin methods for structured and interdependent output variables (2005) JMLR, 6, pp. 1453-1484; De Van Sande, K.E.A., Gevers, T., Snoek, C.G.M., Evaluating color descriptors for object and scene recognition (2010) IEEE TPAMI, 32 (9), pp. 1582-1596. , Sept; Varma, M., Zisserman, A., A statistical approach to texture classification from single images (2005) IJCV, 62; Yang, S., Chen, M., Pomerleau, D., Sukthankar, R., Food recognition using statistics of pairwise local features (2010) CVPR, pp. 2249-2256; Zhang, L., Zhou, Z., Li, H., Binary Gabor pattern: An efficient and robust descriptor for texture classification (2012) ICIP; Zhu, F., Bosch, M., Woo, I., Kim, S., Boushey, C.J., Ebert, D.S., Delp, E.J., The use of mobile devices in aiding dietary assessment and evaluation (2010) JSTSP, 4 (4), pp. 756-766; Zhu, L., Chen, Y., Yuille, A., Freeman, W., Latent hierarchical structural learning for object detection (2010) CVPR",,,,Institute of Electrical and Electronics Engineers Inc.,"15th IEEE International Conference on Computer Vision Workshops, ICCVW 2015",11 December 2015 through 18 December 2015,,119420.0,15505499,9781467383905,PICVE,,English,Proc IEEE Int Conf Comput Vision,Conference Paper,Final,,Scopus,2-s2.0-84962018301
"Gupta P.K., Madan M., Puri K., Gulati A.",57194214206;56712436000;56712494800;56712383600;,Student oriented mobile based examination process,2015,"Proceedings of 2014 3rd International Conference on Parallel, Distributed and Grid Computing, PDGC 2014",,, 7030756,280,284,,2.0,10.1109/PDGC.2014.7030756,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84936092507&doi=10.1109%2fPDGC.2014.7030756&partnerID=40&md5=22b1d941a7cba30c0f1581e6fbd1837a,"South Asian University, India; Bharati Vidyapeeth's College of Engineering, New Delhi, India; G.G.S.I.P. University, New Delhi, India","Gupta, P.K., South Asian University, India; Madan, M., Bharati Vidyapeeth's College of Engineering, New Delhi, India, G.G.S.I.P. University, New Delhi, India; Puri, K., Bharati Vidyapeeth's College of Engineering, New Delhi, India, G.G.S.I.P. University, New Delhi, India; Gulati, A., Bharati Vidyapeeth's College of Engineering, New Delhi, India, G.G.S.I.P. University, New Delhi, India","The industry that has been benefitted the most by the developments in VLSI technology is that of mobile phones. Modern day mobile handsets are referred to as smartphones and have reached to the hands of every person even in the remote corners of the world. Yet another revolutionary research was the development of the Android open source mobile OS which has made the mobile phones smarter. So, we decided to develop a mobile based examination system to reach the population even at the most remote areas. An Android driven examination system that we have designed and implemented is made with an intent to serve the education industry and provide efficient and reliable result along with powerful user interface. Our system aims at making the examination system a lot more convenient for the students as well as the faculty members and reducing the manual headache required in the traditional process. Google's Android is the most popular OS globally including India [2]. Android being so popular can be considered an OS that the masses have used in their smart phones; hence our system is designed considering the convenience of the faculty and the student taking the examination. Using the impeccable UI functionalities that have been provided using the Android Development Kit we have designed and implemented our system. © 2014 IEEE.",ADK; mobile examination system; online examination system; SQLite,Android (operating system); Cellular telephones; E-learning; Grid computing; Mobile devices; Mobile phones; Smartphones; Students; Telephone sets; User interfaces; ADK; Education industry; Examination process; Examination system; On-line examinations; Reliable results; SQLite; Student-oriented; Cellular telephone systems,,,,,,,,,,,"Gupta, P.K., Mobile examination system (2012) IEEE International Conference on Parallel, Distributed and Grid Computing; http://exam.unipune.ac.in; http://jntuh.ac.in/new/examination/examinations.html; http://www.nielit.gov.in/education/exam/pdf/140916_sep_2014.pdf; http://www.technologyreview.com/news/427787/are-smart-phonesspreading-faster-than-any-technology-in-human-history/; http://www.bluestacks.com/; https://play.google.com/store/apps/collection; http://developer.nokia.com; http://www.android.com/; http://www.sqlite.org/",,Ghrera S.P.NitinSingh Y.Sehgal V.,Jaypee Group;Jaypee University of Information Technology (JUIT),Institute of Electrical and Electronics Engineers Inc.,"2014 3rd IEEE International Conference on Parallel, Distributed and Grid Computing, PDGC 2014",11 December 2014 through 13 December 2014,,112440.0,,9781479976836,,,English,"Proc. Int. Conf. Parallel, Distrib. Grid Comput., PDGC",Conference Paper,Final,,Scopus,2-s2.0-84936092507
"Seery M.K., O'Connor C.",8283488300;7202906810;,E-Learning and Blended Learning in Chemistry Education,2015,"Chemistry Education: Best Practices, Opportunities and Trends",,,,651,670,,4.0,10.1002/9783527679300.ch26,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018206476&doi=10.1002%2f9783527679300.ch26&partnerID=40&md5=e61c581e10eef90287d6020361bc7d04,"School of Chemical and Pharmaceutical Sciences, Dublin Institute of Technology, DIT Kevin Street, Dublin 8, Ireland","Seery, M.K., School of Chemical and Pharmaceutical Sciences, Dublin Institute of Technology, DIT Kevin Street, Dublin 8, Ireland; O'Connor, C., School of Chemical and Pharmaceutical Sciences, Dublin Institute of Technology, DIT Kevin Street, Dublin 8, Ireland","If the last decade was of the rise of online content, the coming one is likely going to focus on how best to use this content in the teaching and learning of the chemistry curriculum. The boundary between online material and the content as delivered in the lecture hall is becoming increasingly blurred, as educators seek to use the online space to support and supplement their in-class teaching. Online materials can be used to prepare for lectures or laboratories and supplement lecture content with additional explanatory material. Classroom conversation can move online to discussion boards, and there is a diversity in assessment methods available, often automated, which allows students to get immediate feedback on their understanding of a topic. The lecturer's toolkit has expanded enormously, and the difficulty is likely to center on how best to design the curriculum delivery to meaningfully incorporate learning technologies so that they enhance learning in and out of the classroom. In this chapter, we present a series of learning technologies, some better known than others, with an emphasis on how they may be usefully incorporated into the twenty-first century classroom. We advocate these technologies by basing them on what is known about how people learn. In order to be useful to practitioners in higher education, we supplement them with examples from the chemistry practice literature. © 2015 Wiley-VCH Verlag GmbH & Co. KGaA. All rights reserved.",Blended learning; Clickers; Cognitive load theory; Content-authoring tools; Discussion boards; E-learning; Facebook; Feedback; Flipped lectures; Gamification; Learning technologies; Online communities; Online quizzes; PeerWise; Podcasts; Pre-lab activities; Pre-lecture activities; Screencasts; Social networking; Technology enhanced learning; Twitter; Virtual learning environments,Computer aided instruction; Curricula; Engineering education; Feedback; Online systems; Social networking (online); Social sciences computing; Students; Teaching; Blended learning; Clickers; Cognitive load theory; Content authoring tools; Discussion boards; Facebook; Flipped lectures; Gamification; Learning technology; On-line communities; Online quizzes; PeerWise; Podcasts; Pre-lab activities; Pre-lectures; Screencasts; Technology enhanced learning; Twitter; Virtual learning environments; E-learning,,,,,,,,,,,"Pachler, N., Daly, C., (2011) Key Issues in e-Learning: Research and Practice, , Continuum International, London; Amiel, T., Reeves, T.C., Design-based research and educational technology: rethinking technology and the research agenda (2008) Educ. Technol. Soc, 11 (4), pp. 29-40; Gagné, R.M., (1985) The Conditions of Learning and Theory of Instruction, , 4th edn, Holt, Rinehart & Winston, New York; Morrison, G.R., Ross, S.M., Kemp, J.E., Kalman, H., (2010) Designing Effective Instruction, , 6th edn, John Wiley & Sons, Ltd, Chichester; Salmon, G., (2011) E-Moderating: The Key to Teaching and Learning Online, , 3rd edn edn, Routledge, New York; Sweller, J., Human Cognitive Architecture (2008) Handbook of Research on Educational Communications and Technology, , 3rd edn (eds J.M. Spector, M.D. Merrill, J. van Merrienboer, and M.P. Driscoll), Routledge, New York; Clarke, R.C., Mayer, R.E., (2008) E-Learning and the Science of Instruction, , 2nd edn, Pfeiffer (Wiley), San Francisco, CA; McGarr, O., A review of podcasting in higher education: its influence on the traditional lecture (2009) Australas. J. Educ. Technol, 25 (3), pp. 309-321; Revell, K.D., A comparison of the usage of tablet PC, lecture capture, and online homework in an introductory chemistry course (2014) J. Chem. Educ; Seery, M., Podcasting: support and enrich chemistry education (2012) Educ. Chem, 49 (2), pp. 19-22; Salmon, G., Edirisingha, P., (2008) Podcasting for Learning in Universities, , Open University Press, Maidenhead; http://audacity.sourceforge.net/, accessed 20 November 2013; Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., Sakhnini, S., Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs (2013) Chem. Educ. Res. Pract, 14 (3), pp. 269-285; http://www.echo360.com/, accessed 20 November 2013; http://www.techsmith.com/camtasia.html, accessed 20 November 2013; http://www.profcast.com, accessed 20 November 2013; He, Y., Swenson, S., Lents, N., Online video tutorials increase learning of difficult concepts in an undergraduate analytical chemistry course (2012) J. Chem. Educ, 89 (9), pp. 1128-1132; http://www.rsc.org/learn-chemistry/resource/res00001339/chemistry-vignettes; Read, D., Lancaster, S., Unlocking video: 24/7 learning for the iPod generation (2012) Educ. Chem, 49 (4), pp. 13-16; Haxton, K.J., McGarvey, D.J., Screencasting as a means of providing timely, general feedback on assessment (2011) New Dir, 7, pp. 18-21; http://www.educanon.com/, accessed 20 November 2013; http://www.edpuzzle.com/, accessed 20 November 2013; Wong, A., Leahy, W., Marcus, N., Sweller, J., Cognitive load theory, the transient information effect and e-learning (2012) Learn. Instr, 2012 (22), pp. 449-475; Johnstone, A.H., Teaching of chemistry - logical or psychological (2000) Chem. Educ. Res. Pract. Eur, 1 (1), pp. 9-15; Taber, K.S., Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education (2013) Chem. Educ. Res. Pract, 14 (2), pp. 156-168; Kristine, F.J., Developing study skills in the context of the general chemistry course: the prelecture assignment (1985) J. Chem. Educ, 62 (6), pp. 509-510; Seery, M., Jump-starting lectures (2012) Educ. Chem, 49 (5), pp. 22-25; Collard, D.M., Girardot, S.P., Deutsch, H.M., From the textbook to the lecture: improving prelecture preparation in organic chemistry (2002) J. Chem. Educ, 79 (4), pp. 520-523; Sirhan, G., Gray, C., Johnstone, A.H., Reid, N., Preparing the mind of the learner (1999) Univ. Chem. Educ, 3 (2), pp. 43-47; Seery, M.K., Donnelly, R., The implementation of pre-lecture resources to reduce in-class cognitive load: a case study for higher education chemistry (2012) Br. J. Educ. Technol, 43 (4), pp. 667-677; Hofstein, A., Lunetta, V.N., The laboratory in science education: foundations for the twenty-first century (2004) Sci. Educ, 88 (1), pp. 28-54; Bennett, S.W., Seery, M.K., Sovegjarto-Wigbers, D., Practical work in higher level chemistry education (2009) Innovative Methods in Teaching and Learning Chemistry in Higher Education, , (eds I. Eilks and B. Byers), Royal Society of Chemistry, London; Sweller, J., Cognitive load during problem solving: effects on learning (1988) Cogn. Sci, 12, pp. 257-285; Johnstone, A.H., Chemistry teaching - Science or alchemy? (1997) J. Chem. Educ, 74, pp. 262-268; Chittleborough, G.D., Mocerino, M., Treagust, D.F., Achieving greater feedback and flexibility using online pre-laboratory exercises with non-major students (2007) J. Chem. Educ, 84 (5), pp. 884-888; Supasorn, S., Suits, J.P., Jones, L.L., Vibuljan, S., Impact of a pre-laboratory organic-extraction simulation on comprehension and attitudes of undergraduate chemistry students (2008) Chem. Educ. Res. Pract, 9 (2), pp. 169-181; Avramiotis, S., Tsaparlis, G., Using computer simulations in chemistry problem solving (2013) Chem. Educ. Res. Pract, 14 (3), pp. 297-311; van Merrienboer, J.J.G., Kirschner, P.A., Kester, L., Taking the load off a learner's mind: instructional design for complex learning (2003) Educ. Psychol, 38 (1), pp. 5-13; Winberg, T.M., Berg, C.A.R., Students' cognitive focus during a chemistry laboratory exercise: effect of a computer-simulated prelab (2007) J. Res. Sci. Teach, 44, pp. 1108-1133; Powell, C.B., Mason, D.S., Effectiveness of podcasts delivered on mobile devices as a support for student learning during general chemistry laboratories (2013) J. Sci. Educ. Technol, 22 (2), pp. 148-170; Ashworth, S.H., Generating large question banks of graded questions with tailored feedback and its effect on student performance (2013) New Dir, 9 (1), pp. 55-59; Freasier, B., Collins, G., Newitt, P., A web-based interactive homework quiz and tutorial package to motivate undergraduate chemistry students and improve learning (2003) J. Chem. Educ, 80 (11), pp. 1344-1347; Richards-Babb, M., Jackson, J.K., Gendered responses to online homework use in general chemistry (2011) Chem. Educ. Res. Pract, 12 (4), pp. 409-419; Eichler, J.F., Peeples, J., Online homework put to the test: a report on the impact of two online learning systems on student performance in general chemistry (2013) J. Chem. Educ, 90 (9), pp. 1137-1143; http://peerwise.cs.auckland.ac.nz/, accessed 20 November 2013; Bates, S., Galloway, R., Student-generated assessment (2013) Educ. Chem, 50 (1), pp. 18-21; Bottomley, S., Denny, P., A participatory learning approach to biochemistry using student authored and evaluated multiple-choice questions (2011) Biochem. Mol. Biol. Educ, 39 (5), pp. 352-361; Ryan, B.J., Line up, line up: using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module (2013) Chem. Educ. Res. Pract, 14 (3), pp. 229-238; Crippen, K.J., Brooks, D.W., Applying cognitive theory to chemistry instruction: the case for worked examples (2009) Chem. Educ. Res. Pract, 10 (1), pp. 35-41; Crippen, K.J., Earl, B.L., Impact of web-based worked examples and self-explanation on performance, problem-solving, and self-efficacy (2007) Comput. Educ, 49, pp. 809-821; Behmke, D.A., Atwood, C.H., Implementation and assessment of Cognitive Load Theory (CLT) based questions in an electronic homework and testing system (2013) Chem. Educ. Res. Pract, 14 (3), pp. 247-256; Sevian, H., Robinson, W.E., Clickers promote learning in all kinds of classes-small and large, graduate and undergraduate, lecture and lab (2011) J. Coll. Sci. Teach, 40, pp. 14-18; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chem. Educ. Res. Pract, 9 (3), pp. 187-195; MacArthur, J.R., How will classroom response systems ""cross the chasm""? (2013) J. Chem. Educ, 90 (3), pp. 273-275; King, D.B., Using clickers to identify the muddiest points in large chemistry classes (2008) J. Chem. Educ, 88 (11), pp. 1485-1488; Wagner, B.D., A variation on the use of interactive anonymous quizzes in the chemistry classroom (2009) J. Chem. Educ, 86 (11), pp. 1300-1303; http://online.cofa.unsw.edu.au/learning-to-teach-online/lttoepisodes?view=video&video=265, accessed 20 November 2013; Chandrasegaran, A.L., Treagust, D.F., Mocerino, M., The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students' ability to describe and explain chemical reactions using multiple levels of representation (2007) Chem. Educ. Res. Pract, 8 (3), pp. 293-307; Flynn, A.B., Developing problem-solving skills through retrosynthetic analysis and clickers in organic chemistry (2011) J. Chem. Educ, 88 (11), pp. 1496-1500; Ruder, A.R., Straumanis, S.M., A method for writing open-ended curved arrow notation questions for multiple-choice exams and electronic-response systems (2009) J. Chem. Educ, 86 (12), pp. 1392-1396; Gebru, M.T., Phelps, A.J., Wulfsberg, G., Effect of clickers versus online homework on students' long-term retention of general chemistry course material (2012) Chem. Educ. Res. Pract, 13 (3), pp. 325-329; http://www.socrative.com/, accessed 20 November 2013; http://www.rwpoll.com/, accessed 20 November 2013; http://bit.ly/evotapedia, accessed 10 December 2013; www.plickers.com, accessed 10 December 2013; Dori, Y.J., Barak, M., A Web-based chemistry course as a means to foster freshman learning (2003) J. Chem. Educ, 80 (9), pp. 1084-1092; Paulisse, K.W., Polik, W.F., Use of WWW discussion boards in chemistry education (1999) J. Chem. Educ, 76 (5), pp. 704-707; Markwell, J., Using the discussion board in the undergraduate biochemistry classroom (2005) Biochem. Mol. Biol. Educ, 33 (4), pp. 260-264; Slocum, L.E., Towns, M.H., Zielinski, T.J., Online chemistry modules: interaction and effective faculty facilitation (2004) J. Chem. Educ, 81 (7), pp. 1058-1065; Cole, M.L., Hibbert, D.B., Kehoe, E.J., Students' perceptions of using Twitter to interact with the course instructor during lectures for a large enrolment chemistry course (2013) J. Chem. Educ, 90 (5), pp. 671-672; (2007) Creating and Connecting: Research and Guidelines on Online Social-and Educational-Networking, , National School Boards Association; Martinez, J.C., Chemistry 2.0: xreating online communities (2010) Chem. Int, 32, p. 4","Seery, M.K.; School of Chemical and Pharmaceutical Sciences, Dublin Institute of Technology, DIT Kevin Street, Ireland",,,wiley,,,,,,9783527679300; 9783527336050,,,English,"Chem. Educ.: Best Pract., Oppor. and Trends",Book Chapter,Final,,Scopus,2-s2.0-85018206476
"Karakostas A., Adam D., Kioutsiouki D., Demetriadis S.",25122845000;56414194900;56415107200;6506681303;,A pilot study of QuizIt: The new android classroom response system,2015,"Proceedings of 2014 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2014",,, 7011122,147,151,,5.0,10.1109/IMCTL.2014.7011122,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922822036&doi=10.1109%2fIMCTL.2014.7011122&partnerID=40&md5=8ee9b7e6c69730859fae0eef35847289,"Department of Informatics, Aristotle University of Thessaloniki, Greece","Karakostas, A., Department of Informatics, Aristotle University of Thessaloniki, Greece; Adam, D., Department of Informatics, Aristotle University of Thessaloniki, Greece; Kioutsiouki, D., Department of Informatics, Aristotle University of Thessaloniki, Greece; Demetriadis, S., Department of Informatics, Aristotle University of Thessaloniki, Greece","QuizIt is a new prototype real-time response system for Android mobile devices that enhance active learning methods and assess students' understanding. This paper presents a) the main elements of the system and b) the results from a pilot study concerning students' opinions on using the system. QuizIt system consists of three parts: a lecturer mobile application, a student mobile application and a lecturer administration web environment. In order to evaluate the efficacy of QuizIt, we conducted a pilot study with 23 students who used the application during a laboratory lecture. The results of a questionnaire-based evaluation showed that the students were quite positive about the use of QuizIt as a supporting system to the laboratory course. © 2014 IEEE.",classroom response system; clickers; mobile learning,Mobile computing; Mobile devices; Students; Surveys; Teaching; Active learning methods; Classroom response systems; clickers; Laboratory course; Mobile applications; Mobile Learning; Real time response; Supporting systems; Android (operating system),,,,,,,,,,,"Abramson, D., Pietroszek, K., Chinaei, L., Lank, E., Terry, M., Classroom response systems in higher education: Meeting user needs with netclick (2013) IEEE Global Engineering Education Conference (EDUCON), 846, p. 840. , March; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Javier Sese, F., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Brady, M., Seli, H., Rosenthal, J., Clickers and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers & Education, 65, pp. 56-63; Caldwell, J.E., Clickers in the large classroom: Current research and beast-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Cutrim Schmid, E., Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the english language classroom (2008) Computers & Education, 50, pp. 338-356; Jackowska-Strumillo, L., Nowakowski, J., Strumillo, P., Tomczak, P., Interactive question based learning methodology and clickers: Fundamentals of computer science course case study (2013) 6th International Conference on Human System Interaction (HSI), pp. 439-442. , June; Jagar, M., Petrovic, J., Pale, P., AuResS: The audience response system (2012) ELMAR, pp. 171-174. , Sept; Lantz, M.E., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Computers in Human Behavior, 31, pp. 280-286; Leung Lam, S., Wong, K., Mohan, J., Xu, D., Lam, P., Classroom communication on mobile phones-first experiences with web-based 'clicker' system (2011) Ascilite; Llamas-Nistal, M., Caeiro-Rodriguez, M., Gonzalez-Tato, J., Web-based audience response system using the educational platform called bea (2012) International Symposium on Computers in Education (SIIE), p. 1. , Oct. 6, 29-31; Lu, J., Pein, R.P., Hansen, G., Nielsen, K.L., Stav, J.B., User centred mobile aided learning system: Student response system (srs) (2010) IEEE 10th International Conference on Computer and Information Technology (CIT), pp. 2970-2975. , July; Lucke, T., Keyssner, U., Dunn, P., The use of a classroom response system to more effectively flip the classroom (2013) IEEE Frontiers in Education Conference, pp. 491-495. , Oct; Lunden, I., Android, Led by Samsung, Continues to Storm the Smartphone Market, Pushing A Global 70% Market Share, , TechCrunch. AOL Inc. Retrieved January 25, 2014; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; McLoone, C.S., O'Keeffe, S., Villing, R., Design, implementation and evaluation of a tablet-based student response system for an engineering classroom (2013) 24th IET Signals and Systems Conference (ISSC), pp. 1-7. , June; Mikkonen, T., Taivalsaari, A., Apps vs. Open web: The battle of the decade (2011) 2nd Annual Workshop on Software Engineering for Mobile Application Development; Huy, N.P., Thanh, D.V., Evaluation of mobile app paradigms (2012) 10th International Conference on Advances in Mobile Computing & Multimedia (ACM), pp. 25-30; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30, pp. 603-607; Putra, A.S., Jun Jie, N., Kok Kiong, T., Enhancing student involvement in a class using real-time response system (2012) International Conference on Information Technology Based Higher Education and Training (ITHET), pp. 1-4. , June; Ruiz, S., Urretavizcaya, M., Fernandez-Castro, I., Monitoring f2f interactions through attendance control"" (2013) IEEE Frontiers in Education Conference, pp. 226-232. , Oct; Serrano, N., Hernantes, J., Gallardo, G., Mobile web apps (2013) IEEE Software, 30 (5), pp. 22-27. , Sept.-Oct; Sievers, M., Reinhardt, W., Kundisch, D., Herrmann, P., Developing electronic classroom response apps for a wide variety of mobile devices-lessons learned from the pingo project (2012) 11th World Conference on Mobile and Contextual Learning (MLearn; Stav, J., Nielsen, K., Hansen-Nygård, G., Thorseth, T., Experiences obtained with integration of student response systems for ipod touch and iphone into e-learning environments (2010) Electronic Journal of E-Learning, 8 (2), pp. 179-190; Wieman, C., Why not try a scientific approaches to science education? (2010) Taking Stock: Research on Teaching and Learning in Higher Education, pp. 175-190. , J. C. Hughes, & J. Mighty (Eds.) McGill-Queen's University Press; Yongbin, H., Ronghuai, H., The effects of ipad-based classroom response system in secondary school (2013) IEEE 13th International Conference on Advanced Learning Technologies (ICALT), pp. 477-478. , July; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1)",,,Carinthia Tech Institute (CTI);IEEE;IGIP;Research Committee - Aristotle University of Thessaloniki,Institute of Electrical and Electronics Engineers Inc.,"2014 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2014",13 November 2014 through 14 November 2014,,110165.0,,9781479947423,,,English,"Proc. Int. Conf. Interact. Mob. Commun. Technol. Learn., IMCL",Conference Paper,Final,,Scopus,2-s2.0-84922822036
"Borchardt U., Vetterick J., Cap C.H.",33567482700;55918461100;6603657241;,Determining the benefits of social media support in lecturing,2015,"Proceedings of 2014 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2014",,, 7011098,24,29,,,10.1109/IMCTL.2014.7011098,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922781582&doi=10.1109%2fIMCTL.2014.7011098&partnerID=40&md5=5cb0ed15ee85e7037016bb31ef7d6111,"Business Information Systems, University of Rostock, Germany; Information-and Communication-Services, University of Rostock, Germany","Borchardt, U., Business Information Systems, University of Rostock, Germany; Vetterick, J., Information-and Communication-Services, University of Rostock, Germany; Cap, C.H., Information-and Communication-Services, University of Rostock, Germany","Having implemented a Classroom Response System (CRS) Tweedback in style of Social Media, this instrument was supposed to be evaluated for further rework and refinements. However, systematic evaluation of such applications is rarely done and demands a determination of the issues to be considered within the evaluation. The scope of the approach presented in this paper is the evaluation with regard to the perceived benefit, showing the problems in usage among the students as well as their intention on further usage of Tweedback. We therefore present our systematic methodical approach using an operationalization of the KMS (Knowledge Management System) Success Model of Jennex and Olfman to show the effects of the usage of Tweedback for the perceived by the students, lacking for the effects on the lecture. © 2014 IEEE.",Classroom Response System; Perceived Benefit Determination; Social Media,Knowledge based systems; Knowledge management; Social networking (online); Teaching; Classroom response systems; KMS (knowledge management system); Methodical approach; Perceived benefits; Social media; Success models; Systematic evaluation; Economic and social effects,,,,,,,,,,,"Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Vetterick, J., Garbe, M., Dähn, A., Cap, C.H., Classroom response systems in the wild:technical and non-technical observations (2014) International Journal of Interactive Mobile Technologies (IJIM), 8 (1), pp. 21-25; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23. , http://www.ascilite.org.au/ajet/ajet18/draper.html, (12.05.2014); Elliott, C., Case study: Economics lectures using a personal response system The Economics Centre of the Learning and Teaching Support Network, 2002. , http://www.economics.ltsn.ac.uk/showcase/elliott_prs.htm, (11.01.2014); Jenkins, A., Technique and technology: Electronic voting systems in an english literature lecture (2007) Pedagogy, 7 (3), pp. 526-533; Crouch, C., Mazur, E., Peer instruction. Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977. , http://web.mit.edu/jbelcher/www/TEALref/Crouch_Mazur.pdf, (11.01.2014); Vetterick, J., Garbe, M., Cap, C.H., Tweedback: A live feedback system for large audiences (2013) 5th International Conference on Computer Supported Education (CSEDU2013), pp. 194-198; Feiten, L., Buehrer, M., Sester, S., Becker, B., SMILE-smartphones in lectures-initiating a smartphone-based audience response system as a student project (2012) 4th International Conference on Computer Supported Education (CSEDU2012, pp. 288-293; Kundisch, D., Sievers, M., Zoyke, A., Herrmann, P., Whittaker, M., Beutner, M., Fels, G., Magenheim, J., Designing a web-based application to support peer instruction for very large groups (2012) International Conference on Information Systems (ICIS2012); Ferguson, R., (2012) The State of Learning Analytics in 2012: A Review and Future Challenges, , Knowledge Media Institute, Technical Report KMI-2012-01; Jennex, M.E., Olfman, L., A model of knowledge management success (2006) International Journal of Knowledge Management (IJKM), 2 (3), pp. 51-68; Jennex, M.E., Smolnik, S., Croasdell, D., Knowledge management success in practice (2014) System Sciences (HICSS 2014 47th Hawaii International Conference on System Sciences, pp. 3615-3624. , IEEE; Ong, C.S., Lai, J.Y., Measuring user satisfaction with knowledge management systems: Scale development, purification, and initial test (2007) Computers in Human Behavior, 23 (3), pp. 1329-1346; Delone, W.H., McLean, E.R., Information systems success: The quest for the dependent variable (1992) Information Systems Research, 3 (1), pp. 60-95; Delone, W.H., The delone and mclean model of information systems success: A ten-year update (2003) Journal of Management Information Systems, 19 (4), pp. 9-30; Urbach, D., Smolnik, S., Riempp, G., The state of research on information systems success (2009) Business & Information Systems Engineering, 1 (4), pp. 315-325; Rao, L., Osei-Bryson, K.M., Towards defining dimensions of knowledge systems quality (2007) Expert Systems with Applications, 33 (2), pp. 368-378; Reisberger, T., Smolnik, S., (2008) Modell Zur Erfolgsmessung von Social-Software-Systemen"", Multikonferenz Wirtschaftsinformatik, pp. 565-577; Maier, R., Hädrich, T., (2011) Knowledge Management Systems, , Springer Berlin Heidelberg",,,Carinthia Tech Institute (CTI);IEEE;IGIP;Research Committee - Aristotle University of Thessaloniki,Institute of Electrical and Electronics Engineers Inc.,"2014 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2014",13 November 2014 through 14 November 2014,,110165.0,,9781479947423,,,English,"Proc. Int. Conf. Interact. Mob. Commun. Technol. Learn., IMCL",Conference Paper,Final,,Scopus,2-s2.0-84922781582
"Etxegarai A., Fernandez E., Eguia P., Torres E., Buigues G.",55229336100;8407002100;6505764271;56277691300;24779529300;,Work in progress: TwittING project. Using Twitter in engineering education,2015,"IEEE Global Engineering Education Conference, EDUCON",2015-April,, 7096057,768,770,,,10.1109/EDUCON.2015.7096057,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946091739&doi=10.1109%2fEDUCON.2015.7096057&partnerID=40&md5=203f9455d6effe9cc55990247fc7e05c,"Dept. of Electrical Engineering, Faculty of Engineering of Bilbao, University of the Basque Country UPV/EHU, Alda. Urquijo s/n, Bilbao, 48013, Spain","Etxegarai, A., Dept. of Electrical Engineering, Faculty of Engineering of Bilbao, University of the Basque Country UPV/EHU, Alda. Urquijo s/n, Bilbao, 48013, Spain; Fernandez, E., Dept. of Electrical Engineering, Faculty of Engineering of Bilbao, University of the Basque Country UPV/EHU, Alda. Urquijo s/n, Bilbao, 48013, Spain; Eguia, P., Dept. of Electrical Engineering, Faculty of Engineering of Bilbao, University of the Basque Country UPV/EHU, Alda. Urquijo s/n, Bilbao, 48013, Spain; Torres, E., Dept. of Electrical Engineering, Faculty of Engineering of Bilbao, University of the Basque Country UPV/EHU, Alda. Urquijo s/n, Bilbao, 48013, Spain; Buigues, G., Dept. of Electrical Engineering, Faculty of Engineering of Bilbao, University of the Basque Country UPV/EHU, Alda. Urquijo s/n, Bilbao, 48013, Spain","This paper presents TwittING project, which aims to use Twitter as an educational tool for engineering students. The background of the project was the positive experience of a lecturer team with a Classroom Response System (CRS) based on clickers. TwittING aims to use Twitter as a question-based learning tool, but also as a dynamic platform for the peer-to-peer communication and learning assessment. Preliminary results regarding the experience of both students and lecturers are presented in this paper. © 2015 IEEE.",Classroom Response System (CSR); clicker; learning assessment; question based learning; Social Networking Services (SNS); Twitter,Education; Social networking (online); Students; Teaching; Classroom response systems; clicker; Learning assessment; question based learning; Social networking services; Twitter; Engineering education,,,,,,,,,,,"Treepuech, W., The application of using social networking Sites with available online tools for teaching and learning management (2011) En 2011 International Symposium on IT in Medicine and Education (ITME), 1, pp. 326-330; Elogia, V estudio anual de redes sociales (2014) IAB Estudio, , abr; https://twitter.com, twitter, Inc. (US), [En línea]. Disponible en; Elham, A., Hamidreza, A., Hossein, Y.M., The power of ICT-based social networks in higher education (2013) En 2013 Fourth International Conference on E-Learning and E-Teaching (ICELET), pp. 76-80; Karaoglan, B., Candemir, C., Haytaoglu, E., Algin, G.B., Demirci, Y.S., Using Twitter as a diagnostic teaching and learning assessment tool (2014) En EAEEIE (EAEEIE), 2014 25th Annual Conference, pp. 73-76; Kim, Y., Jeong, S., Ji, Y., Lee, S., Kwon, K.H., Jeon, Y.J.W., Smartphone response system using twitter to enable effective interaction and improve engagement in large classrooms (2014) IEEE Trans. Educ, (99), pp. 1-1; http://www.educlick.es, www. interact. com. es, «Bienvenido a EduClick». [En línea]. Disponible en: . [Accedido: 06-nov-2014]; González, J.R.H., Barreiro, M.A., Zamalloa, G.A., Arrue, Y.F.U., Can a remote control response system improbe students' performance in group problem solving? (2012) EDULEARN12 Proc, pp. 6025-6032; Jackowska-Strumillo, L., Nowakowski, J., Strumillo, P., Tomczak, Y.P., Interactive question based learning methodology and clickers: Fundamentals of computer science course case study (2013) En 2013 the 6th International Conference on Human System Interaction (HSI), pp. 439-442",,,,IEEE Computer Society,"IEEE Global Engineering Education Conference, EDUCON 2015",18 March 2015 through 20 March 2015,,115721.0,21659559,9781479919086,,,English,"IEEE Global Eng. Edu. Conf., EDUCON",Conference Paper,Final,,Scopus,2-s2.0-84946091739
"Grzeskowiak L.E., Thomas A.E., To J., Phillips A.J., Reeve E.",24168596600;55586537800;55962629800;24491041900;55372109200;,Enhancing education activities for health care trainees and professionals using audience response systems: A systematic review,2015,Journal of Continuing Education in the Health Professions,35,4,,261,269,,9.0,10.1097/01.CEH.0000473130.55806.87,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84976346949&doi=10.1097%2f01.CEH.0000473130.55806.87&partnerID=40&md5=2ba04638de7443bd94128280cbf584e4,"Postdoctoral Research Fellow, The Robinson Research Institute, The University of Adelaide, Adelaide, Australia; Pharmacist, SA Pharmacy, Flinders Medical Centre, Bedford Park, SA, Australia; Pharmacist, SA Pharmacy, Repatriation General Hospital, Adelaide, Australia; School of Pharmacy and Medical Sciences, University of South Australia, Adelaide, Australia; Pharmacist, Good Health Choices, Chemplus Pty Ltd, Adelaide, Australia; Department of Clinical Pharmacology, Royal Adelaide Hospital, Adelaide, Australia","Grzeskowiak, L.E., Postdoctoral Research Fellow, The Robinson Research Institute, The University of Adelaide, Adelaide, Australia, Pharmacist, SA Pharmacy, Flinders Medical Centre, Bedford Park, SA, Australia; Thomas, A.E., Pharmacist, SA Pharmacy, Repatriation General Hospital, Adelaide, Australia; To, J., School of Pharmacy and Medical Sciences, University of South Australia, Adelaide, Australia; Phillips, A.J., Pharmacist, Good Health Choices, Chemplus Pty Ltd, Adelaide, Australia; Reeve, E., School of Pharmacy and Medical Sciences, University of South Australia, Adelaide, Australia, Department of Clinical Pharmacology, Royal Adelaide Hospital, Adelaide, Australia","Introduction: This review examines the effect of incorporating clickers within practice-based education sessions on educational outcomes of health care trainees and professionals. Methods: A systematic literature review was conducted on primary research studies published up until August 2014. Studies were identified by database searching (Ovid MEDLINE, EMBASE, CINAHL, Scopus, Web of Science, and PsychInfo), citation searching, and reference list checking. Studies were restricted to those evaluating the use of clickers as part of the provision of postgraduate education or continuing education programs and were evaluated according to Kirkpatrick’s four levels of training evaluation (reaction, learning, behavior, and results). Results: Seventeen studies met the eligibility criteria. Twelve studies assessed learner and/or speaker reactions, with feedback overwhelmingly positive in all studies. Reported learner benefits included increased attentiveness, engagement, and enjoyment of presentations. Speakers reported that using clickers engaged the audience and assisted in assessing audience comprehension. Eight studies assessed learning outcomes. Higher level evidence obtained from four randomized studies demonstrated significant improvements in knowledge with the use of clickers compared with traditional didactic presentations, but no differences when clickers were compared with an interactive lecture with integrated questions. No studies adequately assessed higher level educational outcomes (behavior and results). Conclusion: Although the use of clickers improves learning environment and learner satisfaction, the limited high-quality data for improvements in learning and behavior outcomes make it uncertain whether the acceptance and implementation of clickers within routine practice-based education programs are warranted at this stage. © 2015 The Alliance for Continuing Education in the Health Professions.",Audience response system; Clickers; Continuing education; Evaluation-educational intervention; Innovative educational interventions; Medical education; Research training-educational; Review-Cochrane/meta-analysis,"attention; behavior; Cinahl; comprehension; controlled clinical trial; education program; Embase; human; learning environment; Medline; postgraduate education; PsycINFO; randomized controlled trial; satisfaction; Scopus; student; systematic review; Web of Science; academic achievement; continuing education; education; educational technology; health care personnel; learning; trends; Education, Continuing; Education, Graduate; Educational Measurement; Educational Technology; Health Personnel; Humans; Learning",,,,,,,,,,,"Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comp Educ, 53, pp. 819-827; Davis, D., O’Brien, M.A., Freemantle, N., Impact of formal continuing medical education (1999) JAMA, 282, pp. 867-874; Lymn, J., Mostyn, A., Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning (2010) BMC Med Educ, 10, p. 73; Debourgh, G.A., Use of classroom “clickers” to promote acquisition of reasoning skills (2008) Nurse Educ Pract, 8, pp. 76-87; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) AAHE Bull, 39, pp. 3-7; Nelson, C., Hartling, L., Campbell, S., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21 (2012) Med Teach, 34, pp. e386-e405; Miller, M., Hartung, S.Q., Evidence-based clicker use: Audience response systems for rehabilitation nurses (2012) Rehabil Nurs, 37, pp. 151-159; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am J Pharm Educ, 72, p. 77; Kirkpatrick, D., Great ideas revisited. Techniques for evaluating training programs. Revisiting Kirkpatrick’s four-level model (1996) Train Dev J, 50, pp. 54-59; Higgins, J., Altman, D.G., Chapter 8: Assessing risk of bias in included studies (2014) Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0, , http://www.cochrane-handbook.org/, Higgins JPT, Green S, eds, The Cochrane Collaboration; 2008. Available at, Accessed September 9; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Rubio, E.I., Bassignani, M.J., White, M.A., Effect of an audience response system on resident learning and retention of lecture material (2008) Am J Roentgenol, 190, pp. W319-W322; Schackow, T.E., Chavez, M., Loya, L., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Arneja, J.S., Narasimhan, K., Bouwman, D., Qualitative and quantitative outcomes of audience response systems as an educational tool in a plastic surgery residency program (2009) Plast Reconstr Surg, 124, pp. 2179-2184; Sharma, M., Use of an audience response system improves the retention of presented material and increases overall satisfaction of the text review experience by emergency medicine residents (2010) Ann Emerg Med, 56, p. 40; Hettinger, A., Spurgeon, J., El-Mallakh, R., Using audience response system technology and PRITE questions to improve psychiatric residents’ medical knowledge (2014) Acad Psychiatry, 38, pp. 205-208; Kung, J.W., Slanetz, P.J., Chen, P.H., Resident and attending physician attitudes regarding an audience response system (2012) J am Coll Radiol, 9, pp. 828-831; Hajjar, I., Simpson, D., Duthie, E., Structured interactive teaching sessions using the audience response system for GRS can improve geriatric medical knowledge (2003) J am Geriatr Soc, 51, p. 64; Turpin, D.L., Enhance learning with an audience response system (2003) Am J Orthod Dentofacial Orthop, 124, p. 607; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Med Educ, 38, p. 575; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, pp. 12-14; Trapskin, P., Smith, K., Armitstead, J., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) Am J Pharm Educ, 69, p. 28; McRae, M., Elgie-Watson, J., Using audience response technology in hospital education programs (2010) J Contin Educ Nurs, 41, pp. 323-328; Ramoska, E.A., Saks, M., Implementation of an audience response system improves residents’ attitudes toward required weekly conference (2011) Med Teach, 33, p. 861; Kadir, R.A., Siddiq, A.N., Yahya, N.A., Audience Response System (ARS) technology and dentist attendance in smoking cessation workshop (2013) Sains Malays, 42, pp. 1-5; Grzeskowiak, L.E., To, J., Thomas, A.E., An innovative approach to enhancing continuing education activities for practising pharmacists using clicker technology (2014) Int J Pharm Pract, 22, pp. 437-439; Brezis, M., Cohen, R., Interactive learning with voting technology (2004) Med Educ, 38, pp. 574-575","Grzeskowiak, L.E.; The Robinson Research Institute, The University of Adelaide, Lyell McEwin Hospital, Haydown Road, Australia; email: Luke.Grzeskowiak@adelaide.edu.au",,,John Wiley and Sons Inc.,,,,,08941912,,JCHPE,26953857.0,English,J. Cont. Educ. Health Prof.,Review,Final,,Scopus,2-s2.0-84976346949
"Lakshminarayanan V., McBride A.C.",7004723358;56468951100;,The use of high technology in STEM education,2015,Proceedings of SPIE - The International Society for Optical Engineering,9793,, 97930C,,,,1.0,10.1117/12.2223062,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84963543099&doi=10.1117%2f12.2223062&partnerID=40&md5=a02d291422d4000237487fd67f455589,"School of Optometry and Vision Science, University of Waterloo, Waterloo, ON  N2L3G1, Canada; Department of Physics, University of Michigan, Ann Arbor, MI  48109, United States; 3509 Edgewood Drive, Ann Arbor, MI  48104, United States","Lakshminarayanan, V., School of Optometry and Vision Science, University of Waterloo, Waterloo, ON  N2L3G1, Canada, Department of Physics, University of Michigan, Ann Arbor, MI  48109, United States; McBride, A.C., 3509 Edgewood Drive, Ann Arbor, MI  48104, United States","There has been a huge increase in the use of high technology in education. In this paper we discuss some aspects of technology that have major applications in STEM education, namely, (a) virtual reality systems, (b) personal electronic response systems aka ""clickers"", (c) flipped classrooms, (d) mobile learning ""m-Learning"", (e) massive open online courses ""MOOCS"", (f) internet-of-things and (g) cloud computing. © COPYRIGHT SPIE.",education; high technology; information technology; STEM education,"Distributed computer systems; Education; Engineering education; Information technology; Online systems; STEM (science, technology, engineering and mathematics); Teaching; Virtual reality; High technology; M-Learning; Massive open online course; Mobile Learning; Personal electronic response systems; STEM education; Virtual reality system; E-learning",,,,,,,,,,,"Uvalic-Trubic, S., (2011) UNESCO Global Forum on Rankings and Accountability in Higher Education, , www.col.org/resources/speeches/2011presentations/Pages/2011-05-16.aspx; Maslen, G., Worldwide student numbers forecast to double by 2025 (2012) University World News, , http://www.universityworldnews.com/article.php?story=20120216105739999, Issue #202; (2015), wdl.worldbank.org/table/2.11; Alberts, B., Restoring science to science education (2009) Issues in Science and Technology, 25 (4). , http://issues.org/25-4/alberts-2/, Summer; Felder, R.M., Reading the second tier: Learning and teaching styles in college science teaching (1993) J.College Science Teach, 23, pp. 286-290; Kuhn, T., The structure of scientific revolutions: Postscript 1969 (1991) The Philosophy of Science, pp. 174-210. , eds. 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Learning by Technology, , http://tech.ed.gov/wp-content/uploads/2013/10/netp2010.pdf, Office of Educational Technology, U.S. Department of Education, Washington D.C; Toyama, K., (2015) Why Technology Will Never fix Education, , http://chronicle.com/article/Why-Technology-Will-Never-Fix/230185/?cid=gn&utm_source=gn&utm_medium=en; Toyoma, K., Geek heresy: Rescuing social change from the cult of technology (2015) Public Affairs, , NY",,Cormier E.Sarger L.,"EPIC;et al.;Micro-Controle Spectra-Physics SAS;Ocean Optics, Inc.;PI Micos GmbH;Route des Lasers",SPIE,"Education and Training in Optics and Photonics, ETOP 2015",29 June 2015 through 2 July 2015,,117484.0,0277786X,9781510600287,PSISD,,English,Proc SPIE Int Soc Opt Eng,Conference Paper,Final,Open Access,Scopus,2-s2.0-84963543099
"Hara T., Kapp F., Braun I., Schill A.",55813968900;55503241000;10738827700;7004418075;,Comparing tool-supported lecture readings and exercise tutorials in claßic university settings,2015,"CSEDU 2015 - 7th International Conference on Computer Supported Education, Proceedings",2,,,244,252,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84943531919&partnerID=40&md5=fcae531decb26057776cb08525e5efee,"Department of Computer Networks, Faculty of Computer Science, Technische Universität Dresden, Dresden, Germany; Department of Learning and Instruction, Department of Psychology, Faculty of Science, Technische Universität Dresden, Dresden, Germany","Hara, T., Department of Computer Networks, Faculty of Computer Science, Technische Universität Dresden, Dresden, Germany; Kapp, F., Department of Learning and Instruction, Department of Psychology, Faculty of Science, Technische Universität Dresden, Dresden, Germany; Braun, I., Department of Computer Networks, Faculty of Computer Science, Technische Universität Dresden, Dresden, Germany; Schill, A., Department of Computer Networks, Faculty of Computer Science, Technische Universität Dresden, Dresden, Germany","Teaching in claßic courses offers too little interaction between docents and students and should be improved. Addreßed approaches include a range from Simple Voting Systems to Clickers and Audience Response Systems, and interaction and Student motivation may be improved in them. However, different university course settings are affected in different ways by these systems. Therefore, this paper presents a comparison of a selected range of these systems (implemented as tool kits) within two course settings, namely readings and tutorials. These tools are Audience Response Systems, Question and Answer Systems (Q&A Systems), Discußion Systems (Panels), as well as Virtual Whiteboard Feedback Systems. A synopsis of feasibility for different settings is provided and concluded with important results on the distinguishability of Q&A Systems and Panels.",AMCS; Audience Response System; Auditorium; Comparison; Discußion System; Exercise Tutorial; Lecture Reading; Panel; Q&A System; Virtual Whiteboard,Auditoriums; Education; Students; Teaching; Voting machines; AMCS; Audience response systems; Comparison; Exercise Tutorial; Ion systems; Lecture Reading; Panel; White board; E-learning,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for claßroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Beier, L., (2014) Evaluating the Use of Gamification in Higher Education to Improve Students Engagement, , Diploma thesis, Technische Universität Dresden; Beier, L., Braun, I., Hara, T., Auditorium-frage, diskutiere und teile dein wißen! (2014) GeNeMe 2014-Gemeinschaften in Neuen Medien. GeNeMe; Brady, M., Seli, H., Rosenthal, J., Clickers"" and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers & Education, 65, pp. 56-63; Caldwell, J.E., Clickers in the large claßroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) The Astronomy Education Review, 5 (1), pp. 70-88; Feiten, L., Weber, K., Becker, B., Smile: Smartphones in der lehre-ein rück-und Uberblick (2013) Informatik, P, 220, pp. 255-269; Kapp, F., Braun, I., Körndle, H., Aktive beteiligung studierender in der vorlesung durch den einsatz mobiler endgeräte mit hilfe des auditorium mobile claßroom services (AMCS) (2014) Symposium Auf Dem 49. Kongreß der Deutschen Gesellschaft für Psychologie; Verbeßerung von Hochschullehre: Beiträge der Pädagogischpsychologischen Forschung, , E. Seifried, C. Eckert, B. Spinath & K.-P.Wild (Chairs); Kapp, F., Braun, I., Körndle, H., Schill, A., Metacognitive support in university lectures provided via mobile devices (2014) INSTICC; Proceedings of CSEDU 2014; Kapp, F., Damnik, G., Braun, I., Körndle, H., AMCS: A tool to support SRL in university lectures based on information from learning tasks (2014) Summerschool Dresden 2014; Lantz, M.E., The use of clickers in the claßroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college claßrooms: Fostering learning with questioning methods in large lecture claßes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ, series in educational innovation edition; Moß, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56 (1), pp. 36-43; Prather, E.E., Brißenden, G., Clickers as data gathering tools and students attitudes, motivations, and beliefs on their use in this application (2009) Astronomy Education Review, 8 (1); Seel . N, M., (2003) Psychologie des Lernens: Lehrbuch für Pädagogen und Psychologen, 8198. , UTB, München, 2 edition; Weber, K., Becker, B., Formative evaluation des mobilen claßroom-response-systems SMILE (2013) E-Learning Zwischen Vision und Alltag (GMW2013 ELearning)",,Helfert M.Restivo M.T.Zvacek S.Uhomoibhi J.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",SciTePress,"7th International Conference on Computer Supported Education, CSEDU 2015",23 May 2015 through 25 May 2015,,112656.0,,9789897581083,,,English,"CSEDU - Int. Conf. Comput. Support. Educ., Proc.",Conference Paper,Final,,Scopus,2-s2.0-84943531919
"Aljaloud A., Gromik N., Billingsley W., Kwan P.",38361027200;49961483900;14031227700;7004369297;,Research trends in student response systems: A literature review,2015,International Journal of Learning Technology,10,4,,313,325,,7.0,10.1504/IJLT.2015.074073,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964727220&doi=10.1504%2fIJLT.2015.074073&partnerID=40&md5=50de26476cd5de3cd51bccdd18755e18,"School of Science and Technology, University of New England, Armidale, NSW  2351, Australia","Aljaloud, A., School of Science and Technology, University of New England, Armidale, NSW  2351, Australia; Gromik, N., School of Science and Technology, University of New England, Armidale, NSW  2351, Australia; Billingsley, W., School of Science and Technology, University of New England, Armidale, NSW  2351, Australia; Kwan, P., School of Science and Technology, University of New England, Armidale, NSW  2351, Australia","In recent years, the use of student response systems (SRS, also known as clickers) in the classroom setting has increased considerably, and researchers have developed a growing interest in their effect on learning and student engagement. This review analyses trends in SRS research by providing a brief history of SRS technology and usage as well as a detailed review of research in this field. In addition, this review focuses on the pedagogical implications of SRSs for education and analyses common criticisms of this emerging educational technology. Finally, research identifying common trends in SRS development is compiled and areas for future research are identified. The outcome of this leads to an understanding of best practices for this technology in a university setting. Copyright © 2015 Inderscience Enterprises Ltd.",Clicker; SRS; Student engagement; Student learning; Student response system,,,,,,,,,,,,"Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education, pp. 1-25. , Banks, D.A. (Ed.): Information Science Publishing, Hershey; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Center for Analysis and Research (ECAR), (3), pp. 1-13; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in class: The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers and Education, 62, pp. 102-110; Bojinova, E.D., Oigara, J.N., Teaching and learning with clickers: Are clickers good for students? (2011) Interdisciplinary Journal of E-learning and Learning Objects, 7 (1), pp. 169-184; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Chen, T., Lan, Y., Using a personal response system as an in-class assessment tool in teaching of basic college chemistry (2013) Australian Journal of Educational Technology, 29 (1), pp. 32-40; Cubric, M., Jefferies, A., The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups (2015) Computers and Education, 87, pp. 98-111; Dunn, P.K., Richardson, A., McDonald, C., Oprescu, F., Mobile-phone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course (2013) International Journal of Mathematical Education in Science and Technology, 44 (8), pp. 1160-1174; Green, A., Significant returns in engagement and performance with a free clicker app (2014) Social Science Research Network, , http://ssrn.com/abstract=2447848, accessed 10 July 2015; Habel, C., Stubbs, M., Mobile phone voting for participation and engagement in a large compulsory law course (2014) Research in Learning Technology, 22, pp. 1-15; Han, J.H., Closing the missing links and opening the relationships among the factors: A literature review on the use of clicker technology using the 3P model (2014) Educational Technology and Society, 17 (4), pp. 150-168; Han, J.H., Unpacking and repacking the factors affecting students' perceptions of the use of classroom communication systems (CCS) technology (2014) Computers and Education, 79, pp. 159-176; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogical development with clicker assessment and feedback technologies and the impact on students' engagement and learning in higher education (2013) Computers and Education, 65, pp. 64-76; Hedgcock, W.H., Rouwenhorst, R.M., Clicking their way to success: Using student response systems as a tool for feedback (2014) Journal for Advancement of Marketing Education, 22 (2), pp. 16-25; Hoekstra, A.R., (2009) A Socio-Cultural Analysis of the Use of Clickers in Higher Education, , University of Colorado Boulder, Boulder, USA; Jain, A., Farley, A., Mobile phone-based audience response system and student engagement in large-group teaching (2012) Economic Papers: A Journal of Applied Economics and Policy, 31 (4), pp. 428-439; Jalali, S., Wohlin, C., Systematic literature studies: Database searches vs backward snowballing (2012) ESEM '12: Proceedings from International Conference on Empirical Software Engineering and Measurement, , ACM, Lund, Sweden; Johnson, K., Lillis, C., Clickers in the laboratory: Student thoughts and views (2010) Interdisciplinary Journal of Information, Knowledge, and Management, 5, pp. 139-151; Judson, E., Sawada, D., Audience response systems: Insipid contrivances or inspiring tools? (2006) Audience Response Systems in Higher Education, pp. 26-39. , Banks, D.A. (Ed.): Information Science Publishing, Hershey; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers and Education, 53 (3), pp. 819-827; Kendrick, R.A., (2010) Using An Audience Response System (ARS) Aka 'Clicker' to Do Attention Research, , University of Nebraska at Lincoln, Lincoln, USA; Koenig, K., Building acceptance for pedagogical reform through wide-scale implementation of clickers (2010) Journal of College Science Teaching, 39 (3), pp. 46-50; Koppen, E., Langie, G., Bergervoet, B., Replacement of a clicker system by a mobile device audience response system' (2013) 41st European Society for Engineering Education Conference, , Paper presented at 16-20 September, Leuven, Belgium; Lam, S.L., Wong, K., Mohan, J., Xu, D., Lam, P., Classroom communication on mobile phones-first experiences with web-based 'clicker' system (2011) Proceedings from ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference, pp. 763-777. , Chicago, USA; Lantz, M.E., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Computers in Human Behavior, 31, pp. 280-286; Latham, A., Hill, N.S., Preference for anonymous classroom participation: Linking student characteristics and reactions to electronic response systems (2013) Journal of Management Education, 38 (2), pp. 192-215; Laxman, K., A study on the adoption of clickers in higher education (2011) Australasian Journal of Educational Technology, 27 (8), pp. 1291-1303; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) E-Journal of Business Education and Scholarship of Teaching, 3 (1), pp. 1-17; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response systems on learning outcomes in health professions education: A BEME systematic review (2012) BEME Guide 21. Medical Teacher, 34 (6), pp. e386-e405; Nielsen, K.L., Hansen, G., Stav, J.B., Teaching with student response systems (SRS): Teacher-centric aspects that can negatively affect students' experience of using SRS (2013) Research in Learning Technology, 21 (3), pp. 1-13; Richardson, A.M., Dunn, P.K., McDonald, C., Oprescu, F., CRiSP: An instrument for assessing student perceptions of classroom response systems (2014) Journal of Scientific Education Technology, 24 (4), pp. 1-17; Shieh, R.S., Chang, W., Implementing the interactive response system in a high school physics context: Intervention and reflections (2013) Australasian Journal of Educational Technology, 29 (5), pp. 748-761; Smith, A., (2013) Smartphone Ownership-2013 Update, 12. , Pew Research Center, Washington, DC; Stowell, J.R., Use of clickers vs mobile devices for classroom polling (2015) Computers and Education, 82, pp. 329-334; Titman, A., Lancaster, G., Personal response systems for teaching postgraduate statistics to small groups (2011) Journal of Statistics Education, 19 (2), pp. 1-20; Wang, A.I., The wear out effect of a game-based student response system (2015) Computers and Education, 82, pp. 217-227","Aljaloud, A.; School of Science and Technology, University of New EnglandAustralia; email: aaljalou@myune.edu.au",,,Inderscience Enterprises Ltd.,,,,,14778386,,,,English,Int. J. Learn. Technol.,Review,Final,,Scopus,2-s2.0-84964727220
"Simelane-Mnisi S., Mji A.",57190073080;6602521951;,Assessment for learning to flipped classroom using clickers,2015,"Proceedings of the European Conference on e-Learning, ECEL",,,,560,567,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84977142300&partnerID=40&md5=60a505ac31127e5c108cf04d68116aff,"Teaching and Learning with Technology, HEDS, Tshwane University of Technology, Pretoria, South Africa; Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa","Simelane-Mnisi, S., Teaching and Learning with Technology, HEDS, Tshwane University of Technology, Pretoria, South Africa; Mji, A., Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa","The flipped classroom is currently the popular trend in education where content delivery is assigned as homework or pre-classwork and assignments are completed as classroom activities in-class as well as after-class activities. Clicker technology when used for assessment for learning has the powerful potential to flipped the classroom in a pedagogical approach. To investigate whether assessment for learning using clicker technology could flipped mathematic course. Participants were enrolled for flipped undergraduate mathematics II course at a study university of technology in South Africa. In order to establish the changes in students' academic performance, Technology Engagement Teaching Strategy (TETS) was used in the classroom and weekly clicker continuous assessments were conducted. A semester test results were used to established the significant difference between clicker test and semester test. Finally, a survey questionnaire was administered. Students' perspectives and their experiences of using clickers in a flipped mathematics course were also surveyed. The results showed that assessment for learning to flipped classroom using clickers tends to enhance students' mathematical communication skills, and help to develop the skills needed to write as well as read mathematical proofs. This suggests that clicker assessment activities have the ability to assist students to grasp the content and enabled them to apply it in practical situations. An advantage of a mathematics flipped classroom was that students who understand mathematical content are neither likely to guess nor memorise the subject but strive to understand. It is recommended that higher education institutions support the flipped classroom approach as well as assessment for learning and provide appropriate technology for positive outcomes.",Assessment for learning; Clicker technology; Flipped classroom; Student-centred approach and just-in-time teaching,E-learning; Education; Engineering education; Surveys; Teaching; Appropriate technologies; Assessment activities; Assessment for learning; Flipped classroom; Higher education institutions; Just in time teachings; Mathematical communication; Students' perspectives; Students,,,,,,,,,,,"Agbatogun, A.O., Improving communicative competence with 'clickers': acceptance/attitudes among Nigerian primary school teachers (2012) Education 3-13, 42 (1), pp. 39-53; Beatty, I., Transforming student learning with classroom communication system (2004) Educause Center for applied research: Research bulletin, 3, pp. 1-13. , http://www4.uwm.edu/ltc/srs/faculty/docs/TransformingStudentLearning.pdf; Beatty, I., Gerace, W., Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18 (2), pp. 146-162; Bishop, J.L., Verleger, M.A., The flipped classroom: A survey of the research (2013) Proceedings of the 120 ASEE annual Conference & Exposion, American Society for Engineering Education; Connor, E., Using cases and clickers in library instruction: designed for science undergraduates (2011) Science & Technology Libraries, 30 (3), pp. 244-253; Cronbach, L.J., Coeffiecient alpha and the internal structure of tests (1951) Psychometrika, 16, pp. 297-334; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material (2008) CBE-Life Sciences Education, 7, pp. 146-156; 7 things you should know about flipped classrooms (2012), https://net.educause.edu/ir/library/pdf/eli7081.pdf; Gayan, J., Effective online instructional and assessment strategies (2007) American Journal of Distance Education, 21 (3), pp. 117-132; Hamdan, N., McKnight, P.E., McKnight, K., Arfstrom, K.M., A review of a flipped learning (2013), http://www.flippedlearning.org/review; Herreid, C.F., Schiller, N.A., Case study: Case studies and the flipped classroom (2013) Journal of College Science Teaching, 42 (5), pp. 62-66; Katz, R.N., Dancing with the devil: Information technology and the new competition in higher education (1999), (1st ed.). San Francisco: Jossey-Bass; Kolikant, Y.B., Drane, D., Calkins, S., Clickers as catalysts for transformation of teachers (2010) College Teaching, 58 (4), pp. 127-135; Kulatunga, U., Rameezdeen, R., Use of clickers to improve student engagement in learning: observations from the built environment discipline (2013) International Journal of Construction Education and Research, 10 (1), pp. 3-18; Lockard, S.R., Metcalf, R.C., Clickers and classroom voting in a transition to advanced mathematics course (2014) PRIMUS, pp. 1-22; Mazur, E., Peer Instruction: A user's manual (1997), Upper Saddle River, NJ: Prentice Hall; Medland, E., Assessment in higher education: drivers, barriers and directions for change in the UK (2014) Assessment & Evaluation in Higher Education, pp. 1-16; Miller, A., Five best practices for the flipped classroom (2012) [Online], http://www.edutopia.org/blog/flippedclassroom- best-practices-andrew-miller Quinn, A. (2010) ""An exploratory study of opinions on clickers and class participation from students of human behavior in the social environment"", Journal of Human Behavior in the Social Environment, 20 (6), pp. 721-731; Rich, J.D., Arabia, N.C., Mines, D., Kimberly, L.J., Creating learner-centered assessment strategies for promoting greater student retention and class participation (2014) Frontiers in Psychology, 5, pp. 1-3; Schell, J., Mazur, E., Flipping the chemistry classroom with peer instruction (2015) Chemistry education: Best practices, opportunities and trends (1 ed.), pp. 319-344. , In Javier García-Martínez & E. Serrano-Torregrosa (Eds.) Wiley- VCH Verlag GmbH & Co. KGaA; Simelane-Mnisi, S., Mji, A., Impact of feedback on assessment using clicker emerging technology to enhance learning (2014) Proceedings of the 6th International Conference on Education and New Learning Technologies, IATED, pp. 5344-5353; Simelane, S., Dimpe, D.M., Clicker technology: The tool to promote active learning in the classroom (2011) Education in a technological world: communicating current and emerging research and technological efforts, pp. 83-98. , In R. Corchero (Ed.). Spain: Formatex Research Center; Simelane, S., Mji, A., Mwambakana, J., Clicker-technology teaching strategy and students approaches to learning in syncronized activities (2011) Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011, pp. 1708-1713. , Honolulu, AACE; Simelane, S., Skhosana, P., Impact of clicker technology in a mathematics course (2012) Knowledge Management & e- Learning: An International Journal (KM & EL), 4 (3), pp. 279-292; Simkins, S., Novak, G., Clerici-Arias, M., Goodman, K., Just in time teaching http://serc.carleton.edu/itrogeo/justintime/; Sletten, S.R., Investigating self-regulated learning strategies in the flipped classroom (2015) SITE, p. 497; Stewart, S., Stewart, W., Taking clickers to the next level: a contingent teaching model. International (2013) Journal of Mathematical Education in Science and Technology, 44 (8), pp. 1093-1106",,Cubric M.Jefferies A.,,Academic Conferences Limited,"14th European Conference on e-Learning, ECEL 2015",29 October 2015 through 30 October 2015,,129578.0,20488637,9781910810712; 9781910810729,,,English,"Proc. Eur. Conf. e-Learn., ECEL",Conference Paper,Final,,Scopus,2-s2.0-84977142300
"Cheung G., Chan K., Wan K., Ng O.",24471344400;7406035235;56814366900;56814648000;,Understanding the adoption of a student response system from an integrated approach,2015,"Proceedings of the International Conference on e-Learning, ICEL",2015-January,,,74,82,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940651629&partnerID=40&md5=da1a8709d6fee77d45177954a1b18c81,"Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong","Cheung, G., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong; Chan, K., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong; Wan, K., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong; Ng, O., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong","The purpose of this study is to explore teacher usage and student attitude on student response system with emphasis on integration of information and communication technology (ICT) with pedagogy and subject content. Most research explains the intentions to adopt new information technologies in higher education settings with the vocabulary of technology acceptance, such as ease of use and usefulness of an innovation (Davis, 1989; Marchewka and Kostiwa, 2014; Lin, Lu and Liu, 2013), but not many employ an integrated approach incorporating other important parameters of education. This study investigates the relationships among technological-pedagogical-content knowledge (TPACK) (Mishra & Koehler, 2006; Koehler & Mishra, 2009), teacher usage and student attitude on SRS. TPACK, a term first coined by Mishra and Koehler (2006), is a framework underscoring the interaction of technology, pedagogy and content knowledge in education. Previous study demonstrated there is a significant difference between technological-pedagogical knowledge competencies and usage level of ICT (Yurdakul, 2011). Adopting the TPACK framework, the current study determines the parameters of technologicalpedagogical- content knowledge that contribute to the successful integration of SRS in tertiary education. The participants of the current study consist of 18 teachers and 553 students from various disciplines at the Hong Kong Polytechnic University. The 34 items on competencies of technological-pedagogical-content knowledge were adapted from the TPACK survey developed by Schmidt et al. (2009). Teacher usage on SRS were obtained from the session files of SRS implementation, whereas student behavioral intention on using SRS were collected and summarized from the self-report student survey launched on the Learning Management System (LMS). Pearson's correlation analysis reveals that technological knowledge was positively correlated with the actual usage of SRS. Teachers who were more competent in technology adopted SRS more frequently in their classes. Furthermore, findings supported the hypothesis on the associations among technologicalpedagogical- content knowledge and student attitude of using SRS. Results of the independent sample t-test suggested that students in classes of teachers with high levels of technological-pedagogical-content knowledge would like to use SRS more. Findings in the current study suggested that to promote SRS in university settings, besides enhancing technological knowledge of teachers, various aspects of technological-pedagogical-content knowledge need to be determined. The competencies of integrating technology, pedagogy and subject contents are all important components for the successful implementation of SRS in university.",Clickers; Hong Kong; Student response system; TAM; Technology in education; TPACK,Correlation methods; E-learning; Education; Educational technology; Engineering education; Integrated control; Students; Surveys; Teaching; Clickers; Hong-kong; Student-response system; TAM; Technology in educations; TPACK; Interactive computer systems,,,,,,,,,,,"Angeli, C., Valanides, N., Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge (2005) Journal of Computer Assisted Learning, 21 (4), pp. 292-302; Bunce, D.M., Van Den Plas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online webct quizzes (2006) Journal of Chemical Education, 83 (3), p. 488; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Campbell, J., Mayer, R.E., Questioning as an instructional method: Does it affect learning from lectures? (2009) Applied Cognitive Psychology, 23 (6), pp. 747-759; Chai, C.S., Koh, J.H.L., Tsai, C.-C., Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (tpack) (2010) Educational Technology & Society, 13 (4), pp. 63-73; Chan, K., Brown, I., Chung, I.C.B., Lu, H.-J., Luk, G.W.-T., (2013) Using Students Response System Via Mobile Devices in Large Introductory Psychology Classes, , June 27-28, 2013, Paper presented at the International Conference on eLearning, Cape Peninsula University of Technology, Cape Town, South Africa; Cleary, A.M., Using wireless response systems to replicate behavioral research findings in the classroom (2008) Teaching of Psychology, 35 (1), pp. 42-44; Davis, F.D., Perceived usefulness, perceived ease of use, and user acceptance of information technology (1989) MIS Quart, 13 (3), pp. 319-339; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and Its Applications, 22 (4), pp. 163-169; Draper, S., Evaluating effective use of prs: Results of the evaluation of the use of prs in glasgow university (2002) Retrieved January, 27, p. 2010; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1 (1), pp. 80-86; Fishbein, M., Ajzen, I., (1975) Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research, , Reading, Addison-Wesley, MA; Gok, T., An evaluation of student response systems from the viewpoint of instructors and students (2011) The Turkish Online Journal of Educational Technology, 10 (4), pp. 67-83; Graham, C.R., Burgoyne, N., Cantrell, P., Smith, I., Clair, I., Harris, R., TPACK development in science teaching: Measuring the tpack confidence of inservice science teachers (2009) Teachtrends, 53, pp. 70-79; Hepplestone, S., Holden, G., Irwin, B., Parkin, H.J., Thorpe, L., Using technology to encourage student engagement with feedback: A literature review (2011) Research in Learning Technology, 19 (2), pp. 117-127; Hatch, J., Jensen, M., Moore, R., Manna from heaven or "" clickers"" from hell: Experiences with an electronic response system (2005) Journal of College Science Teaching, 34 (7), p. 36; Hsu, P.S., Sharma, P., A systemic plan to technology integration (2006) Educational Technology & Society, 9 (4), pp. 173-184; Jonassen, D., Howland Marra J, R., Crismond, D., (2008) Meaningful Learning with Technology (3rd Ed.), , Upper Saddle River, NJ: Pearson; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kline, R.B., (2008) Becoming A Behavioral Science Researcher: A Guide to Producing Research That Matters, , Guilford Press; Koehler, M., Mishra, P., What is technological pedagogical content knowledge (tpack)? (2009) Contemporary Issues in Technology and Teacher Education, 9 (1), pp. 60-70; Koppen, E., Langie, G., Bergervoet, B., (2013) Replacement of A Clicker System by A Mobile Device Audience Response System, , Paper presented at the Proceeding of the 40th SEFI annual conference 2013: Engineering Education Fast Forward; Lam, S.L., Wong, K., Mohan, J., Xu, D., Lam, P., (2011) Classroom Communication on Mobile Phones-first Experiences with Web-based 'Clicker'system, , Paper presented at the ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference; Lin, P.C., Lu, H.K., Liu, C.H.I.A., Towards an education behavioral intention model for e-learning systems: An extension of utaut (2013) Journal of Theoretical and Applied Information Technology, 47 (3), pp. 1120-1127; Marchewka, J.T., Kostiwa, K., An application of the utaut model for understanding student perceptions using course management software (2014) Communications of the IIMA, 7 (2), p. 10; Mishra, P., Koehler, M., Technological pedagogical content knowledge: A framework for teacher knowledge (2006) The Teachers College Record, 108 (6), pp. 1017-1054; Mishra, P., Koehler, M.J., Kereluik, K., The song remains the same: Looking back to the future of educational technology (2009) Techtrends, 53 (5), pp. 48-53; Novak, G.M., Just-in-time teaching (2011) New Directions for Teaching and Learning, 2011 (128), pp. 63-73; Payne, J.W., Bettman, J., Johnson, E.J., (1993) The Adaptive Decision-Maker, , Cambridge University Press, New York; (2014), http://www.pewinternet.org/data-trend/mobile/cell-phone-andsmartphone-ownership-demographics/, Pew Research Center, Washington D.C., Accessed on December, 2014; Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., Shin, T.S., Technological pedagogical content knowledge (tpack) the development and validation of an assessment instrument for preservice teachers (2009) Journal of Research on Technology in Education, 42 (2), pp. 123-149; Steketee, C., Integrating ict as an integral teaching and learning tool into pre-service teacher training courses (2005) Issues in Educational Research, 15 (1), pp. 101-113; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (""clickers"") to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Todd, P., Benbasat, I., An experimental investigation of the impact of computer based decision AIDS on decision making strategies (1991) Information Systems Research, 2 (2), pp. 87-115; Todd, P., Benbasat, I., The use of information in decision making: An experimental investigation of the impact of computer-based decision AIDS (1992) Mis Quarterly, pp. 373-393; Todd, P., Benbasat, I., An experimental investigation of the relationship between decision-makers, decision AIDS and decision-making effort (1993) Infor, 31 (2), pp. 80-100; Venkatesh, V., Determinants of perceived ease of use: Integrating perceived behavioral control, computer anxiety and enjoyment into the technology acceptance model (2000) Information Systems Research, 11 (4), pp. 342-365; Venkatesh, V., Bala, H., Technology acceptance model 3 and a research agenda on interventions (2008) Decision Sciences, 39 (2), pp. 273-315; Yurdakul, I.K., Examining technopedagogical knowledge competencies of preservice teachers based on ict usage (2011) Hacettepe University Journal of Education, 40, pp. 397-408",,Watson C.,,Academic Conferences Limited,"10th International Conference on e-Learning, ICEL 2015",25 June 2015 through 26 June 2015,,113636.0,20488882,9781910810255,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Paper,Final,,Scopus,2-s2.0-84940651629
"Stehling V., Schuster K., Richert A., Isenhardt I.",55795623000;55347475500;36176257900;15829855500;,Please vote now! Evaluation of audience response systems - First results from a flipped classroom setting,2015,"Proceedings of the International Conference on e-Learning, ICEL",2015-January,,,287,295,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940667206&partnerID=40&md5=04ffa811e3b5bd51dc00a43f9ee74e8e,"IMA - Institute of Information Management in Mechanical Engineering, ZLW - Center for Learning and Knowledge Management, IfU - Institute for Management Cybernetics, Faculty of Mechanical Engineering RWTH Aachen University, Aachen, Germany","Stehling, V., IMA - Institute of Information Management in Mechanical Engineering, ZLW - Center for Learning and Knowledge Management, IfU - Institute for Management Cybernetics, Faculty of Mechanical Engineering RWTH Aachen University, Aachen, Germany; Schuster, K., IMA - Institute of Information Management in Mechanical Engineering, ZLW - Center for Learning and Knowledge Management, IfU - Institute for Management Cybernetics, Faculty of Mechanical Engineering RWTH Aachen University, Aachen, Germany; Richert, A., IMA - Institute of Information Management in Mechanical Engineering, ZLW - Center for Learning and Knowledge Management, IfU - Institute for Management Cybernetics, Faculty of Mechanical Engineering RWTH Aachen University, Aachen, Germany; Isenhardt, I., IMA - Institute of Information Management in Mechanical Engineering, ZLW - Center for Learning and Knowledge Management, IfU - Institute for Management Cybernetics, Faculty of Mechanical Engineering RWTH Aachen University, Aachen, Germany","Many University lecturers in Germany face the challenge of teaching very large classes, sometimes including 1000 or even more students. They often have to cope with a very high level of noise, bad room conditions, an extremely low level of participation as well as interaction and feedback. Some lecturers therefore try to overcome these challenges by using technology in their classroom. Previous research has already focused on evaluating the use of audience response systems (ARS) in a traditional but very large engineering lecture. This sort of technology has proven to be an effective tool in order to e.g. increase student motivation, give them additional support in the learning process and on the other hand give the lecturer feedback about the students' learning progress as well as possible crucial points of the lecture. This paper, however, goes one step further. It analyzes the use of ARS in a flipped classroom setting of a large engineering lecture for first-year-students. After having completed almost two thirds of the flipped classroom lecture, students were being questioned about their experiences and opinions about the use of ARS in this particular educational setting. The standardized questionnaire included questions issuing e.g. comprehension, motivation, frequency, enjoyment, interaction, involvement as well as usability aspects. First results show that e.g. The majority of the students feel that clicker questions foster their comprehension, motivate them to be attentive and increase the quality of the lecture. When comparing the results to findings from previous research in a traditional lecture, however, one thing becomes apparent: The evaluation of the use of ARS in the in a flipped classroom setting has turned out to be slightly less positive than that of the traditional lecture. This finding will be particularly discussed and may even call for further research in the designated field of interest. In a first step, the lecture itself will be described considering content, background and general settings. Subsequently, the survey instrument and methodology will be presented. In a third step, the results of the survey will be presented and discussed. Finally, further research fields will be identified.",Clicker questions; Flipped classroom; Large classes,E-learning; Education; Engineering education; Motivation; Surveys; Teaching; Audience response systems; Clicker questions; Educational settings; Engineering lecture; First year students; Flipped classroom; Large classes; Student motivation; Students,,,,,,,,,,,"Anderson Richard, J., Promoting interaction in large classes with computer-mediated feedback (2003) Computer Supported Collaborative Learning Proceedings; Beatty Ian, D., Transforming student learning with classroom communication systems (2004) EDUCAUSE, Research Bulletin, 2004 (3); Crews Tena, B., Clickers in the classroom: Transforming students into active learners (2011) ECAR Research Bulletin, 9; Davis, B., (1993) Tools for Teaching, , Jossey Bass, San Francisco; Hasler, B., ""Annotated lectures"": Student-instructor interaction in large-scale global education (2009) Journal of Systemics, Cybernetics and Informatics, 7 (5); Kay Robin, H., Ann, L., A strategic assessment of audience response systems used in higher education (2009) Australian Journal of Educational Technology, 25 (2), pp. 235-249; Kerres, M., ""wirkungen und Wirksamkeit neuer Medien in der Bildung (2003) Education Quality Forum, , R. Keill-Slawik & Kerres (Eds), Wirkungen und Wirksamkeit neuer Medien, Waxmann, Münster; Koettgen, L., Schröder, S., Borowski, E., Richert, A., Isenhardt, I., Flipped classroom on top-excellent teaching through a method-mix, in proceedings of the 8th international technology (2014) Education and Development Conference (INTED 2014), pp. 40-49. , Valencia, Spain, Valencia: IATED; Scheele, N., ""die interaktive Vorlesung in der Praxis (2004) DeLFI 2004: Die 2. E-Learning Fachtagung Informatik, Tagung der Fachgruppe E-Learning der Gesellschaft für Informatik E.V. (GI), pp. 283-294. , 6.-8. September 2004 in Paderborn. P-52; Stehling, V., Bach, U., Richert, A., Jeschke, S., Teaching professional knowledge to xl-classes with the helph of digital technologies (2012) The First International ProPEL Conference 2012-Professions and Professional Learning in Troubling Times: Emerging Practices and Transgressive Knowledges, p. 55. , Stirling, UK, 9-11 May 2012, RWTH Aachen Hochschulbibliothek; Stehling, V., Bach, U., Vossen, R., Jeschke, S., Chances and risks of using clicker software in xl engineering classes-from theory to practice (2013) Proceedings of the Interdisciplinary Engineering Design Education Conference (IEDEC 2013), pp. 23-27. , Santa Clara, CA USA, Piscataway, NJ IEEE; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; (2008) Large Classes: A Teaching Guide. Center for Teaching Excellence, , http://www.cte.umd.edu/library/teachingLargeClass/guide/index.html, University of Maryland",,Watson C.,,Academic Conferences Limited,"10th International Conference on e-Learning, ICEL 2015",25 June 2015 through 26 June 2015,,113636.0,20488882,9781910810255,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Paper,Final,,Scopus,2-s2.0-84940667206
"Schön D., Klinger M., Kopf S., Effelsberg W.",55232690300;56504765300;6701530095;7004873520;,A model for customized in-class learning scenarios: An approach to enhance audience response systems with customized logic and interactivity,2015,"CSEDU 2015 - 7th International Conference on Computer Supported Education, Proceedings",1,,,108,118,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84943405163&partnerID=40&md5=ceb6bdd55716cc59e35938f873afca0f,"Department of Computer Science IV, University of Mannheim, A5 6, Mannheim, Germany; Referat Hochschuldidaktik, University of Mannheim, Castle-Mannheim, Germany","Schön, D., Department of Computer Science IV, University of Mannheim, A5 6, Mannheim, Germany; Klinger, M., Referat Hochschuldidaktik, University of Mannheim, Castle-Mannheim, Germany; Kopf, S., Department of Computer Science IV, University of Mannheim, A5 6, Mannheim, Germany; Effelsberg, W., Department of Computer Science IV, University of Mannheim, A5 6, Mannheim, Germany","Audience Response Systems (ARS) are quite common nowadays. With a very high smart phone availability among students, the usage of ARS within classroom settings has become quite easy. Together with the trend for developing web applications, the number of ARS implementations grew rapidly in recent years. Many of these applications are quite similar to each other, and fit into many classroom learning scenarios like test questions, self-assessment and audience feedback. But they are mostly limited to their original purpose. Using another question types or little differences in the existing quiz logic cause considerable effort to develop as they have to be implemented separately. We searched for similarities between the different ARS implementations, matched them to a universal process and present a generalized model for all of them. We implemented a prototype that serves many known scenarios ranging from simple knowledge feedback questions up to complex marketplace simulations. A first evaluation in different course types with up to fifty students showed, that the model satisfies our expectations and offers a lot of new opportunities for classroom learning scenarios.",Audience response system; Lecture feedback; Mobile devices; Peer instruction,Distance education; Education; Education computing; Mobile devices; Smartphones; Students; Teaching; Audience response systems; Classroom learning; Classroom settings; Generalized models; In-class learning; Peer instruction; Self assessment; WEB application; E-learning,,,,,,,,,,,"Al-Smadi, M., Wesiak, G., Guetl, C., Assessment in serious games: An enhanced approach for integrated assessment forms and feedback to support guided learning (2012) Interactive Collaborative Learning (ICL), 2012 15th International Conference on, pp. 1-6; Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., Berta, R., Assessment in and of serious games:an overview (2013) Advances in Human-Computer Interaction Volume 2013; Chabi, M., Ibrahim, S., The impact of proper use of learning system on students performance case study of using mymathlab (2014) 6th International Conference on Computer Supported Learning, pp. 551-554; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) Journal of Engineering Education, pp. 159-168; Dawabi, P., Dietz, L., Fernandez, A., Wessner, M., ConcertStudeo: Using PDAs to support face-to-face learning (2003) International Conference on Computer Support for Collaborative Learning 2003-Community Events, pp. 235-237. , In Wasson, B., Baggetun, R., Hoppe, U., and Ludvigsen, S., editors, Bergen, Norway; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., AndWenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Dunwell, I., Petridis, P., Hendrix, M., Arnab, S., Al-Smadi, M., Guetl, C., Guiding intuitive learning in serious games: An achievement-based approach to externalized feedback and assessment (2012) Complex, Intelligent and Software Intensive Systems (CISIS), 2012 Sixth International Conference on, pp. 911-916; Ehlers, J.P., Mbs, D., Vor Dem Esche, J., Blume, K., Bollwein, H., Halle, M., Einsatz von formativen, elektronischen testsystemen in der prsenzlehre (2010) GMS Zeitschrift fur Medizinische Ausbildung, 27; Jackowska-Strumillo, L., Nowakowski, J., Strumillo, P., Tomczak, P., Interactive question based learning methodology and clickers: Fundamentals of computer science course case study (2013) Human System Interaction (HSI), 2013 the 6th International Conference on, pp. 439-442; Jagar, M., Petrovic, J., Pale, P., Auress: The audience response system (2012) ELMAR, 2012 Proceedings, pp. 171-174; Kapralos, B., Haji, F., Dubrowski, A., A crash course on serious games design and assessment: A case study (2013) Games Innovation Conference (IGIC), 2013 IEEE International, pp. 105-109; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput. Educ., 53 (3), pp. 819-827; Kelleher, C., Pausch, R., Using storytelling to motivate programming (2007) Commun. ACM, 50 (7), pp. 58-64; Kopf, S., Effelsberg, W., New teaching and learning technologies for interactive lectures (2007) Advanced Technology for Learning (ATL) Journal, 4 (2), pp. 60-67; Kundisch, D., Herrmann, P., Whittaker, M., Beutner, M., Fels, G., Magenheim, J., Sievers, M., Zoyke, A., Desining a web-based application to support peer instruction for very large groups (2012) Proceedings of the International Conference on Information Systems, pp. 1-12. , Orlando, USA. 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Coll., 30 (2), pp. 23-32",,Uhomoibhi J.Helfert M.Restivo M.T.Zvacek S.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",SciTePress,"7th International Conference on Computer Supported Education, CSEDU 2015",23 May 2015 through 25 May 2015,,112656.0,,9789897581076,,,English,"CSEDU - Int. Conf. Comput. Support. Educ., Proc.",Conference Paper,Final,,Scopus,2-s2.0-84943405163
Kastner M.,37053878200;,Incorporating students' self-efficacy and subject value in the evaluation of audience response systems,2015,Proceedings of the Annual Hawaii International Conference on System Sciences,2015-March,, 7069668,81,90,,3.0,10.1109/HICSS.2015.20,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84944206648&doi=10.1109%2fHICSS.2015.20&partnerID=40&md5=c1accf213da8aeb01675dd2d97519db4,"Vienna University of Economics and Business, Austria","Kastner, M., Vienna University of Economics and Business, Austria","An audience response system (ARS) enables students to answer questions presented in class and thereby, it promotes active learning. For this reason, ARSs gained instructors' attention and a considerable amount of literature has been published on the benefits of ARSs. However, prior studies lack a suitable methodology. The current paper seeks to remedy this problem and develops a conceptual framework which proposes that besides the user-friendliness of an ARS, students self-efficacy, and subject value are key underlying forces that explain the perceived effects and benefits of ARS in enhancing students' learning performance and attitude towards using the system. The empirical test of the proposed framework attests to the importance of self-efficacy and subject value in the context of ARS and confirms the impact on learning, engagement, and enjoyment which in turn, promotes ARS usage and/or learning enhancement. © 2015 IEEE.",Audience response system; Benefits; Self-efficacy; Subject value,Artificial intelligence; Students; Audience response systems; Benefits; Conceptual frameworks; Learning enhancements; Learning performance; Self efficacy; Subject value; User friendliness; Education,,,,,,,,,,,"Clancy, P., Goastellec, G., Exploring access and equity in higher education: Policy and performance in a comparative perspective (2007) Higher Education Quarterly, 61 (2), pp. 136-154; (2013), http//www.statistik.At/web_de/statistiken/bildung_und_kultur/formales_bildungswesen/universitaetenstudium/, Statistik Austria,Universitäten, Studium, Retrieved 24. 05. 2014; Bates, A.W.T., (2003) Managing Technological Change, , San Francisco: Jossey-Bass; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33 (4), pp. 329-341; Buck, H.J., Maximizing student learning with the use of random oral questioning in the college classroom (1997) Florida Journal of Educational Research, 37 (1). , http//www.coedu.usf.edu/fjer/1997/1997Buck.htm, Retrieved 10. 06. 2014; McConnell, J.J., Active learning and its use in computer science (1996) Proceedings of the 1st Conference on Integrating Technology into Computer Science Education, pp. 52-54. , Barcelona, Spain; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) ASHE-ERIC Higher Education Reports, ERIC; Gardner, R., Heward, W.L., Grossi, T.A., Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction (1994) Journal of Applied Behavior Analysis, 27 (1), pp. 63-71; Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P., Active learning increases student performance in science, engineering, and mathematics (2014) Proceedings of the National Academy of Sciences, , http//www.pnas.org/content/early/2014/05/08/1319030111.Abstract, Retrieved 12. 05. 2014; Meltzer, D.E., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) American Journal of Physics, 70 (6), pp. 639-654; DeBourgh, G.A., Use of classroom""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8 (2), pp. 76-87; Anderson, R.J., Anderson, R., VanDeGrift, T., Wolfman, S., Yasuhara, K., Promoting interaction in large classes with computer-mediated feedback (2003) Designing for Change in Networked Learning Environments, pp. 119-123. , Netherlands: Springer; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Cutrim, E.S., Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the english language classroom (2008) Computers & Education, 50 (1), pp. 338-356; Judson, E., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56 (1), pp. 36-43; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30 (7), pp. 603-607; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Robinson, E.T., Survey of technology use at colleges and schools of pharmacy in 2006: An exploratory study (2007) Journal of Pharmacy Teaching, 14 (2), pp. 105-118; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Penuel, W.R., Roschelle, J., Abrahamson, L., Research on classroom networks for whole-class activities (2005) Proceedings of the IEEE International Workshop on Wireless and Mobile Technologies in Education, pp. 222-229; Judson, E., Sawada, D., Audience response systems: Insipid contrivances or inspiring tools (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 26-39. , Hershey, PA: Information Science Publishing; Ward, C.R., Reeves, J.H., Heath, B.P., Encouraging active student participation in chemistry classes with a web-based, instant feedback, student response system (2003) Proceedings of the CONFCHEM: Non-Traditional Teaching Methods, , http//confchem.ccce.us/sites/default/files/2003SpringConfChemP2.pdf, Retrieved 31. 05. 2014; Andergassen, M., Guerra, V., Ledermüller, K., Neumann, G., Development of a browser-based mobile audience response system for large classrooms (2013) International Journal of Mobile and Blended Learning (IJMBL), 5 (1), pp. 58-76; Freeman, M., Bell, A., Comerton-Forde, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) AustralAsian Journal of Educational Technology, 23 (2), pp. 149-170; (2014) Key ICT Indicators for Developed and Developing Countries and the World (Totals and Penetration Rates), , http//www.itu.int/en/ITU-D/Statistics/Documents/statistics/2014/ITU_Key_2005-2014_ICT_data.xls, ITU World Telecommunication,Retrieved 01. 06. 2014; (2013) IKT-Einsatz in Haushalten, , http//www.statistik.At/web_de/statistiken/informationsgesellschaft/ikt-einsatz_in_haushalten/022210.html, Statistik Austria,Retrieved 01. 06. 2014; Scornavacca, E., Huff, S., Marshall, S., Mobile phones in the classroom: If you can't beat them, join them (2009) Communications of the ACM, 52 (4), pp. 142-146; Markett, C., Sánchez, I.A., Weber, S., Tangney, B., Using short message service to encourage interactivity in the classroom (2006) Computers & Education, 46 (3), pp. 280-293; Pintrich, P.R., Groot, E.V.D., Motivational and self-regulated learning components of classroom academic performance (1990) Journal of Educational Psychology, 82 (1), pp. 33-40; Bandura, A., (1997) Self-Efficacy: The Expercise of Control, , NY: W. 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A finnish case study (1995) Information & Management, 29 (5), pp. 227-238; Nysveen, H., Pedersen, P.E., Thorbjørnsen, H., Intentions to use mobile services: Antecedents and cross-service comparisons (2005) Journal of the Academy of Marketing Science, 33 (3), pp. 330-346; Sprague, E.W., Dahl, D.W., Learning to click an evaluation of the personal response system clicker technology in introductory marketing courses (2010) Journal of Marketing Education, 32 (1), pp. 93-103; Podsakoff, P.M., Organ, D.W., Self-reports in organizational research: Problems and prospects (1986) Journal of Management, 12 (4), pp. 531-544; Rosseel, Y., Lavaan: An r package for structural equation modeling (2012) Journal of Statistical Software, 48 (2), pp. 1-36; Campbell, D.T., Fiske, D.W., Convergent and discriminant validation by the multitrait-multimethod matrix (1959) Psychological Bulletin, 56 (2), pp. 81-105; Hooper, D., Coughlan, J., Mullen, M.R., Structural equation modelling: Guidelines for determining model fit (2008) The Electronic Journal of Business Research Methods, 6 (1), pp. 53-60; Anderson, J.C., Gerbing, D.W., Structural equation modeling in practice: A review and recommended two-step approach (1988) Psychological Bulletin, 103 (3), pp. 411-423; Fornell, C., Larcker, D.F., Evaluating structural equation models with unobservable variables and measurement error (1981) Journal of Marketing Research, 18 (1), pp. 39-50; Nunnally, J.C., Bernstein, I.H., (1994) Psychometric Theory, , 3 ed., New York: McGraw-Hill; Suki, N.M., Suki, N.M., Exploring the relationsship between perceived usefulness, perceived ease of use, perceived enjoyment, attitude and subscribers intention towards using 3G mobile services (2011) Journal of Information Technology Management, 22 (1); Hu, L.T., Bentler, P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999) Structural Equation Modeling, 6 (1), pp. 1-55; Marks, H.M., Student engagement in instructional activity: Patterns in the elementary, middle, and high school years (2000) American Educational Research Journal, 37 (1), pp. 153-184","Kastner, M.; Vienna University of Economics and BusinessAustria",Sprague R.H.Bui T.X.,"AFOSR;et al.;ONR;Shidler College of Business, University of Hawai'i at Manoa;University of Hawai'i, Department of EE;University of Hawai'i, Information Sciences Program",IEEE Computer Society,"48th Annual Hawaii International Conference on System Sciences, HICSS 2015",5 January 2015 through 8 January 2015,,113651.0,15301605,9781479973675,,,English,Proc. Annu. Hawaii Int. Conf. Syst. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84944206648
"Bennett S., Barker T., Thomas P., Lilley M.",57198384580;7103052182;57199507760;8883316100;,Modelling and motivating high quality academic work with live peer evaluation,2015,"Proceedings of the European Conference on e-Learning, ECEL",,,,57,64,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84977107139&partnerID=40&md5=472fe99b383a9d4268abb87e9b50e308,"University of Hertfordshire, Hatfield, United Kingdom","Bennett, S., University of Hertfordshire, Hatfield, United Kingdom; Barker, T., University of Hertfordshire, Hatfield, United Kingdom; Thomas, P., University of Hertfordshire, Hatfield, United Kingdom; Lilley, M., University of Hertfordshire, Hatfield, United Kingdom","On a number of new media related courses led by the authors, significant gains in student attainment and motivation have been witnessed. One factor in this has been the use of EVS clickers for feed-forward exercises, peer assessment and as aids to class discussion. Alongside these courses we have also ran a number of focus groups where students have been asked to share their experiences of these techniques. This paper seeks to share this practice and ponder the principal factors of the live peer evaluation experience which leads to these learning and motivational gains. We believe them to be metacognition, granularity of focus, open communication and self- efficacy.",Clickers; Exemplars; Feed-forward; Peer evaluation; Self-efficacy,E-learning; Education; Motivation; Clickers; Exemplars; Feed forward; Peer evaluations; Self efficacy; Quality control,,,,,,,,,,,"Barwell, G., Walker, R., 'Peer assessment of oral presentations using clickers: the student experience' (2009) Higher Education Research and Development Society of Australasia, Milperra, Australia, pp. 23-32. , in Wozniak, H & Bartoluzzi, S (eds), 32nd HERDSA Annual Conference: the student experience; Bennett, S., Barker, T., ""Live peer marking for HCI design education"", Teaching, Assessment and Learning for Engineering (TALE) (2012) 2012 IEEE International Conference, , H4C-4; Bennett, S., Barker, T., Using Peer Assessment and Electronic Voting to Improve Practical Skills in Masters Students (2012) Proceedings of the 11th European Confernece on e-Learning, 53; Bennett, S., Barker, T., ""Helping students self monitor through EVS based feed-forward exercises"". (2013) In e-Learning and e-Technologies in Education (ICEEE) 2013 Second International Conference, pp. 1-6; Newlyn, D., Providing Exemplars in the Learning Environment: the Case for and against (2013) Universal Journal of Educational Research, 1 (1), pp. 26-32. , 2013; David, N., Spencer, L., Improving Student Performance in Interdisciplinary Law Unit Assessment by Providing Annotated Exemplars. (2010) Journal of the Australasian Law Teachers Association, 3 (1), pp. 67-75; Kari-Jouko, R., Ovaska, S., Ferro, D., Observations on Peer Evaluation using Clickers. (2008) Clickers, Interaction Design and Architecture(s) Journal, 3, pp. 127-134; Sadler, D.R., Specifying and promulgating achievement standards. (1987) Oxford Review of Education, 13 (2), pp. 191-209; O'Donovan, B., Price, M., Rust, C., Know what I mean? Enhancing student understanding of assessment standards and criteria. (2004) Teaching in Higher Education, 9 (3), pp. 325-335; Percy, C., ""Critical absence versus critical engagement (2004) Problematics of the crit in design learning and teaching"". Art, Design & Communication in Higher Education, 2 (3), pp. 143-154; Schön, D.A., Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. (1987), San Francisco ; Scoles, J., Huxham, M., McArthur, J., No longer exempt from good practice: using exemplars to close the feedback gap for exams. (2013) Assessment & Evaluation in Higher Education, 38 (6), pp. 631-645; Smith, C., Understanding Students' Views of the Crit Assessment (2011) Journal for Education in the Built Environment, 6 (1), pp. 44-67; Ellen, V., What if pupils can assess their peers anonymously? A quasi-experimental study. (2015) Computers & Education, 81, pp. 123-132; Weekley, J.A., Joseph, A.G., Ceilings in the reliability and validity of performance ratings: The case of expert raters. (1989) Academy of Management Journal, 32 (1), pp. 213-222; Kerry, W., Manning, M., Feed-forward assessment, exemplars and peer marking: evidence of efficacy. (2013) Assessment & Evaluation in Higher Education, 38 (4), pp. 451-465; Zimmerman, B.J., Self-regulated learning and academic achievement: An overview. (1990) Educational psychologist, 25 (1), pp. 3-17. , 64",,Cubric M.Jefferies A.,,Academic Conferences Limited,"14th European Conference on e-Learning, ECEL 2015",29 October 2015 through 30 October 2015,,129578.0,20488637,9781910810712; 9781910810729,,,English,"Proc. Eur. Conf. e-Learn., ECEL",Conference Paper,Final,,Scopus,2-s2.0-84977107139
"Dhaliwal H.K., Allen M., Kang J., Bates C., Hodge T., Flannigan N.",56770932300;57188577314;56770450500;56165236700;24464361200;55544255200;,"The effect of using an audience response system (ARS) on learning, motivation and information retention in the orthodontic teaching of undergraduate dental students: A cross-over trial",2015,Journal of Orthodontics,42,2,,93,94,,8.0,10.1179/1465312515Z.000000000220,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84938922194&doi=10.1179%2f1465312515Z.000000000220&partnerID=40&md5=db16849fa040df65fd3f2bb57d21945f,"University of Liverpool, United Kingdom","Dhaliwal, H.K.; Allen, M.; Kang, J.; Bates, C.; Hodge, T.; Flannigan, N., University of Liverpool, United Kingdom",[No abstract available],,"adult; attention; attitude; comparative study; comprehension; controlled study; crossover procedure; dental education; dental student; education; feedback system; human; learning; long term memory; motivation; orthodontics; psychology; public relations; randomized controlled trial; teaching; Adult; Attention; Attitude; Comprehension; Computer-Assisted Instruction; Cross-Over Studies; Education, Dental; Educational Measurement; Feedback; Humans; Interprofessional Relations; Learning; Motivation; Orthodontics; Retention (Psychology); Students, Dental; Teaching",,,,,,,,,,,"Blue, A.V., Griffithiii, C.H., Wilson, J.F., Lang, N.P., An Assessment of surgical education (2002) Am J Surg, 183, pp. 106-109; Costa, M.L., Van Rensburg, L., Rushton, N., Does teaching style matter? A randomised trial of group discussion versus lectures in orthopaedic undergraduate teaching (2007) Med Educ, 41, pp. 214-217; Nayak, L., Erinjeri, J.P., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Peyton, R., Fry, H., Hadfield-law, L., Harris, D., Walker, M., (2003) Training the Trainers: Learning and Teaching, , London: Royal College of Surgeons of England; Plant, J.D., Incorporating an audience response system into veterinary dermatology lectures: Effect on student knowledge retention and satisfaction (2007) J Vet Med Educ, 34, pp. 674-677; Steinert, Y., Snell, L.S., Interactive lecturing: Strategies for increasing participation in large group presentations (1999) Med Teach, 21, pp. 37-42",,,,Maney Publishing,,,,,14653125,,,25849094.0,English,J. Orthod.,Note,Final,,Scopus,2-s2.0-84938922194
"Honkala M., Heikkinen S., Lehtovuori A., Leppävirta J.",55928869900;56769290100;6508078474;35746700700;,Do autonomously motivated students benefit from collaborative learning methods?,2015,"IEEE Global Engineering Education Conference, EDUCON",2015-April,, 7095986,297,300,,,10.1109/EDUCON.2015.7095986,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946090484&doi=10.1109%2fEDUCON.2015.7095986&partnerID=40&md5=ce830f846d5fd486862bd4bc9d2d6a8f,"Aalto University, School of Electrical Engineering, Espoo, Finland; Outotec Oyj, Espoo, Finland","Honkala, M., Aalto University, School of Electrical Engineering, Espoo, Finland; Heikkinen, S., Aalto University, School of Electrical Engineering, Espoo, Finland; Lehtovuori, A., Aalto University, School of Electrical Engineering, Espoo, Finland; Leppävirta, J., Outotec Oyj, Espoo, Finland","The purpose of this study was to analyze the factors affecting motivation and whether these factors support students' autonomy. Students were interviewed in order to study the impact of collaborative learning study arrangements on the their motivation. The data was then analyzed using self-determination theory. The study showed that it is possible to build structured courses utilizing collaborative learning and interactive engagement methods such that autonomy is supported. The interviews showed that if there is room for autonomously motivated students to choose their approach to work in the groups, the group work engages students through social relatedness. © 2015 IEEE.",collaborative learning; Motivation; self-determination theory,Education; Engineering education; Motivation; Collaborative learning; Group work; Interactive engagements; Self-determination theories; Students,,,,,,,,,,,"Prince, M., Does active learning work? A review of research (2004) Journal of Engineering Education, 93, pp. 1-9; Lehtovuori, A., Honkala, M., Kettunen, H., Leppävirta, J., Promoting active learning in electrical engineering basic studies (2013) International Journal of Engineering Pedagogy, 3, pp. 5-12. , June; Law, Y.-K., The effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals, autonomous motivation and reading proficiency (2001) Journal of Research in Reading, 34, pp. 1467-9817; Sobhan, K., An, E., Sherman, R.A., Exploring the disconnect between self determination theory (SDT) and the engineering classroom environment (2014) ASEE Annual Conference; Guzdial, M., Ludovice, P., Realff, M., Morley, T., Carroll, K., Ladak, A., The challenge of collaborative learning in engineering and math (2001) Proceedings of IEEE/ASEE Frontiers in Education (FIE) 2001 Conference, pp. 3-23; Deci, E.L., Ryan, R.M., (2002) Handbook of Self-Determination Research, , Rochester, NY, USA: University of Rochester Press; Black, A.E., Deci, E.L., The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective (2000) Science Education, 84, pp. 740-756; Hagger, M.S., Chatzisarantis, N.L.D., (2007) Intrinsic Motivation and Selfdetermination in Exercise and Sport, , Human Kinetics; Losier, F.G., Perreault, S., Koestner, R., Vallerand, R.J., Examining individual differences in the internalization of political values: Validation of the self-determination scale of political motivation (2001) Journal of Research in Personality, 35, pp. 41-61; Ryan, R.M., Patrick, H., Deci, E.L., Williams, G.C., Facilitating health behaviour change and its maintenance: Interventions based on self-determination theory (2008) The European Health Psychologist, 10, pp. 2-5; Gagné, M., Deci, E.L., Self determination theory and work motivation (2005) Journal of Organizational Behavior, 26, pp. 331-362; Savage, N., Birch, R., Noussi, E., Motivation of engineering students in higher education (2011) Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre, 6, pp. 39-46; Vanasupa, L., Stolk, J., Harding, T., Application of self-determination and self-regulation theories to course design: Planting the seeds for adaptive expertise (2010) International Journal of Engineering Education, 26, pp. 914-929",,,,IEEE Computer Society,"IEEE Global Engineering Education Conference, EDUCON 2015",18 March 2015 through 20 March 2015,,115721.0,21659559,9781479919086,,,English,"IEEE Global Eng. Edu. Conf., EDUCON",Conference Paper,Final,,Scopus,2-s2.0-84946090484
Liu J.,57157521800;,The study of marketing tactics for SoLoMo-mode-based handset banks,2015,"Engineering Technology, Engineering Education and Engineering Management - International Conference on Engineering Technology, Engineering Education and Engineering Management, ETEEEM 2014",,,,503,505,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960079194&partnerID=40&md5=e314a9732226f909e7d5b1702bfa42f0,"College of Public Administration, Huazhong University of Science and Technology, Wuhan, Hubei, China","Liu, J., College of Public Administration, Huazhong University of Science and Technology, Wuhan, Hubei, China","In financial services, handset bank is known as one of major channels and this is the way to go in the future and a key way for banks to compete with mobile internet. Handset bank allows clients to make trades when and where they choose. In this way, fast and easy banking is available to clients. This paper centers on the marketing tactics of handset bank and thus present a SoLoMo-based handset bank marketing mode, in order to provide a reference to the innovation and practice of handset bank marketing principles and means. © 2015 Taylor & Francis Group, London.",Handset bank; Marketing tactics; SoLoMo mode,Commerce; Marketing; Telephone sets; Banking IS; Financial service; Handset bank; Mobile Internet; Mode-based; SoLoMo mode; Engineering education,,,,,,,,,,,"He, X., SOLOMO: The Path of Spatial Marketing for Firms[J] (2011) Online Marketing Mode, p. 12; Liu, D., Fang, B., SoLoMo: Firms Enter the Era of Online Marketing[J] (2012) Corporate Research, p. 1; Kotler, P., Armstrong, G., (2010) Marketing Principles[M], , Beijing: China Renmin University Press; http://www.cnnic.net.cn, The 33rd Statistical Report on Internet Development in China.[EB/0L]; http://bank.hexun.com/2013/sjbank/, The Survey Report on China’s Handset Bank Users of 2003 Year.[EB/0L]","Liu, J.; College of Public Administration, Huazhong University of Science and TechnologyChina",Tan D.,,CRC Press/Balkema,"International Conference on Engineering Technology, Engineering Education and Engineering Management, ETEEEM 2014",15 November 2014 through 16 November 2014,,142859.0,,9781138027800,,,English,Eng. Technol. Eng. educ. Eng. Manag. - int. Conf. eng. Technol. Eng. educ. Eng. Manag.,Conference Paper,Final,,Scopus,2-s2.0-84960079194
"Hu Y., Huang R.",55876777900;7402950187;,Effects of clicker and peer discussion on learning performance in a secondary biology course,2015,Lecture Notes in Educational Technology,,9783662444467,,111,125,,,10.1007/978-3-662-44447-4_7,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85031727809&doi=10.1007%2f978-3-662-44447-4_7&partnerID=40&md5=df6025103f87a7e7cda0696344994841,"School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, China","Hu, Y., School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, China; Huang, R., School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, China","From the reports of previous studies, clickers have been recognized as an effective strategy that has a positive impact on learning performance, comparing to lecture. However, it is uncertain that whether it is the clickers themselves or the more general active learning strategies that influences learning performance. The purpose of this study was to compare the effects of the two different strategies (clicker vs. peer discussion) that support active learning on learning performance of secondary students. It focused on eighty-eight secondary school female students from four classes who participated in a biology course taught by the same teacher with the same learning content, schedule, presentation slides, and questions. This research randomly selected two classes as the experimental group and the other two classes as the control group. The students in the experimental group were taught with clickers along with lecture, while those in the control group were taught with peer discussion along with lecture. Both groups completed the same tasks. Four lessons were selected in a biology course with the duration of each class about 45 min. The experiment lasted for 4 weeks. Four data collection instruments were used to compare the students’ learning achievements, learning interests, learning attitudes, and cognitive levels. The results showed that (a) there was no significant difference in students’ learning achievements; (b) the experimental group showed higher learning interests than the control group; meanwhile, there was no significant difference in terms of the learning attitudes in between the two groups; and (c) the experimental group showed lower cognitive level than the control group. © Springer-Verlag Berlin Heidelberg 2015.",Active learning; Active pedagogical approaches; Clickers; Peer discussion; Secondary biology class,,,,,,,,,,,,"Abdu-Raheem, B.O., (2010) Relative Effects of Problem-Solving and Discussion Methods on Secondary School students’ Achievements in Social Studies, , Unpublished Ph.D thesis, University of Ado-Ekiti, Ado-Ekiti; Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochemistry and Molecular Biology Education: A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology, 37 (2), pp. 84-91; Auster, E.R., Wylie, K.K., Creating active learning in the classroom: A systematic approach (2006) Journal of Management Education, 30, pp. 333-354; Beatty, I.D., Transforming student learning with classroom communication systems (2005) Arxiv Preprint Physics/0508129; Beatty, I.D., Grace, W.J., Leonard, W.J., Dufense, R.J., Designing effective questions for classroom response systems teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Beekes, W., The ‘millionaire’ method for encouraging participation (2006) Active Learning for Higher Education, 7, pp. 25-36. , http://alh.sagepub.com/cgi/reprint/771/25, Retrieved on September 10, 2013; Bergtrom, G., Clicker sets as learning objects (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2, , http://ijklo.org/Volume2/v2p105-110Bergtrom.pdf; Bonwell, C., Eison, J., Active learning: Creating excitement in the classroom, ASHEERIC Higher Education Report No. 1. Washington, DC: The George Washington University (1991) School of Education and Higher Education; Brady, M., Seli, H., Rosenthal, J., Clickers and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers & Education, 65 (1), pp. 56-63; Bullock, D.W., Labella, V.P., Clingan, T., Ding, Z., Stewart, G., Thibado, P.M., Enhancing the student-instructor interaction frequency (2002) The Physics Teacher, 40, pp. 535-541; Caldwell, J.E., Clickers in the large classroom: Current research and beast-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance students’ learning and satisfaction (2010) Journal of Engineering Education, 99 (2), pp. 158-169; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , 2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates; D’inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and Its Applications, 22, pp. 163-169; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astronomy Education Review, 5, p. 70; Hazel, S.J., Heberle, N., Mc Ewen, M.M., Adams, K., Team-based learning increases active engagement and enhances development of teamwork and communication skills in a first-year course for veterinary and animal science undergraduates (2013) Journal of Veterinary Medical Education, 40 (4), pp. 333-341; Herrmann, A., Reinicke, B., Vetter, R., Yaylacicegi, U., Grove, N., URespond: A classroom response system on the iPad (2012) Annals of the Master of Science in Computer Science and Information Systems at UNC Wilmington, 6 (1); Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Medical Education, 38 (5), p. 575; Hunsinger, M., Poirier, C.R., Feldman, R.S., The roles of personality and class size in student attitudes toward individual response technology (2008) Computers in Human Behavior, 24, pp. 2792-2798. , (Jones, C., Connolly, M., Gear, A., & Read, M. (2001). Group); Hwang, G.-J., Chang, H.-F., A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students (2011) Computers & Education, 56 (4), pp. 1023-1031; Kay, R.-H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4 (4), pp. 298-310; Knight, J.K., Wise, S.B., Southard, K.M., Understanding clicker discussions: Student reasoning and the impact of instructional cues (2013) Cbe-Life Sciences Education, 12 (4), pp. 645-654; Krathwohl, D.R., A revision of bloom’s taxonomy: An overview (2002) Theory into Practice, 41 (4), pp. 212-218; Lee, J.B., Bainum, C.K., Do clickers depersonalize the classroom? An evaluation by shy students (2006) 86Th Annual Convention of the Western Psychological Association, Palm Springs, CA, , April; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 30 (2), p. 71; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; Mc Keachie, W.J., Svinicki, M., (2006) Teaching Tips: Strategies, Research, and Theory for College and University Teachers, , Belmont, CA: Wadsworth; Meyers, C., Jones, T.B., (1993) Promoting Active Learning, Strategies for College Classroom, , San Francisco: Jossey-Bass Publishers; Morling, B., Mc Auliffe, M., Cohen, L., D’lorenzo, T., Efficacy of personal response systems (“clickers”) in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34, pp. 194-196; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sciences Education, 6 (1), pp. 29-41; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Roblyer, M.D., Wiencke, W.R., Design and use of a rubric to assess and encourage interactive qualities in distance courses (2003) American Journal of Distance Education, 17 (2), pp. 77-98; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Tai, L.Y., (2011) Integrating the Technological Dimension into Teaching and Learning: A Sociocultural Perspective, , http://www.cdtl.nus.edu.sg/tech-in-he/pdf/Section2-Article6.pdf, Retrieved July 31, 2013; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7, pp. 796-798; Yen, J.-C., Lee, C.-Y., Chen, I.-J., The effects of image-based concept mapping on the learning outcomes and cognitive processes of mobile learners (2012) British Journal of Educational Technology, 43 (2), pp. 307-320; Zhu, E., Teaching with clickers (2007) Center for Research on Learning and Teaching Occasional Papers, 22, pp. 1-8","Huang, R.; School of Educational Technology, Faculty of Education, Beijing Normal UniversityChina; email: huangrh@bnu.edu.cn",,,Springer International Publishing,,,,,21964963,,,,English,Lect. Notes Educ. Technol.,Book Chapter,Final,,Scopus,2-s2.0-85031727809
"Majumdar R., Iyer S.",26638963500;56071467500;,Beyond clickers: Tracing patterns in students' response through iSAT,2015,"Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015",,,,612,621,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030104096&partnerID=40&md5=5a4f63a99ac12bc207b7f31ecf07a0ff,"IDP in Educational Technology, Indian Institute of Technology, Bombay, India; Computer Science and Engineering, Indian Institute of Technology, Bombay, India","Majumdar, R., IDP in Educational Technology, Indian Institute of Technology, Bombay, India; Iyer, S., Computer Science and Engineering, Indian Institute of Technology, Bombay, India","Interactive Stratified Attribute Tracking (iSAT) diagram is a visual analytics tool for cohort analysis. Instructors can use it to visualize transitions of group of students during teaching-learning activities. In this paper we show how iSAT can be used to analyze clicker responses during a Peer Instruction (PI) activity. PI is an active learning strategy where instructor poses a deep conceptual multiple-choice question that the students have to first answer individually. It is followed by a peer discussion phase after which they re-vote their answer. Clickers are often used to collect those votes and histograms visualize the distribution of responses in the pre and post phases of voting. PI is analyzed by its learning gain across these phases. We show the use of iSAT to analyse clicker data and in real-time elaborate the transitions of participants' responses during various voting phases. Such transition patterns are neither available in multiple histograms of individual voting phase nor generated in real time to be visualized as a flow diagram. It is also cumbersome to analyze learning patterns for more than two phases of voting from any static diagram. We believe that interactive visual analytics gives the instructor the affordance of understanding the dynamics of the class during a PI session and thereby engage in informed planning for the next activity. We consider reported data from an Introduction to Computer Architecture course where PI was conducted as our working example. We regenerate the data and visualized it as an iSAT diagram. We further categorize the various transition patterns of PI clicker responses which emerge with the help of that example and classify them into Aligned, Returns, Starburst, Slide, Attractor, Switching and Void. We conclude by highlighting the power of iSAT for instructors to do cohort analysis in their teaching learning practice.",Active Learning; Cohort Analysis; iSAT; Learning Analytics; Peer Instruction; Visual Analytics,Artificial intelligence; Computer architecture; Graphic methods; Students; Teaching; Visualization; Active Learning; Cohort analysis; iSAT; Learning Analytics; Peer instruction; Visual analytics; Education,,,,,,,,,,,"Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Duval, E., Attention please!: Learning analytics for visualization and recommendation (2011) Proceedings of the ACM 1st International Conference on Learning Analytics and Knowledge (LAK 2011), pp. 9-17. , February; Fagen, A.P., Crouch, C., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, 40 (4), pp. 206-209; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30 (3), pp. 141-158; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Kothiyal, A., Majumdar, R., Murthy, S., Iyer, S., Effect of Think-Pair-Share in a large CS1 class: 83% sustained engagement (2013) Proceedings of the ACM 9th Annual International Conference on International Computing Education Research (ICER 2013), pp. 137-144. , August; Majumdar, R., Iyer, S., Using stratified attribute tracking (SAT) diagrams for learning analytics (2014) Proceedings of the IEEE 14th International Conference on Advanced Learning Technologies (ICALT 2014), pp. 386-387. , July; Majumdar, R., Alse, K., Iyer, S., Interactive stratified attribute tracking diagram for learning analytics (2014) Proceedings of the IEEE 6th International Conference on Technology for Education (T4E 2014), pp. 138-139. , www.et.iitb.ac.in/-rwito/iSAT.resourcesforiSATtoolandthediscusseddatasetisavailableasdemo, December; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Porter, L., Bailey Lee, C., Simon, B., Zingaro, D., Peer instruction: Do students really learn from peer discussion in computing? (2011) Proceedings of the ACM 7th International Workshop on Computing Education Research (ICER 2011), pp. 45-52. , August; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124; Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., Stains, M., Research-based implementation of peer instruction: A literature review (2015) CBE-Life Sciences Education, 14 (1), p. es3; Wittmann, M.C., Katrina, E.B., Visualizing changes in pretest and post-test student responses with consistency plots (2014) Physical Review Special Topics-Physics Education Research, 10 (1), pp. 0101141-01011412",,Lan Y-J.Shyu H.-Y.Yin C.Ogata H.Chen W.Jan M.-F.Murthy S.Wu Y.-T.Kong S.C.Gu X.Kim B.Miao Y.Srisawasdi N.Wang Y.Lin C.P.Chu C.H.C.Laru J.Nussbaum M.Rodrigo M.M.T.Shih J.-L.Weerasinghe A.Chen W.Qiu F.Dimitrova V.Hsu C.-K.Wong L.H.Chang M.Hoel T.Li Y-H.A.Mason J.Sasaki H.Zhang L.,,Asia-Pacific Society for Computers in Education,"23rd International Conference on Computers in Education, ICCE 2015",30 November 2015 through 4 December 2015,,131815.0,,9784990801458,,,English,"Proc. Int. Conf. Comput. Educ., ICCE",Conference Paper,Final,,Scopus,2-s2.0-85030104096
"Schwennigcke B., Vetterick J., Marquitz K., Cap C.H., Sucharowski W.",56203969100;55918461100;57006746100;6603657241;56203545300;,Innovating academic knowledge communication with social classroom response systems,2015,Communications in Computer and Information Science,510,,,160,178,,1.0,10.1007/978-3-319-25768-6_11,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84950138588&doi=10.1007%2f978-3-319-25768-6_11&partnerID=40&md5=3f8f45b8b0ca53bb5fdb0fb832dbffbf,"Department of Humanities, University of Rostock, Rostock, Germany; Department of Computer Science, University of Rostock, Rostock, Germany; Department of Mechanical Engineering and Shipbuilding, University of Rostock, Rostock, Germany","Schwennigcke, B., Department of Humanities, University of Rostock, Rostock, Germany; Vetterick, J., Department of Computer Science, University of Rostock, Rostock, Germany; Marquitz, K., Department of Mechanical Engineering and Shipbuilding, University of Rostock, Rostock, Germany; Cap, C.H., Department of Computer Science, University of Rostock, Rostock, Germany; Sucharowski, W., Department of Humanities, University of Rostock, Rostock, Germany","Classroom Response Systems (CRS) support teachers getting feedback from their students during their lessons, mostly in lessons with large audiences. While this technology is used more and more, it is less known how students really use CRS for feedback. Moreover the aspect of social communication is mostly underestimated. Our research focus on the social communication in modern CRS and provides grounding in the combination of them. We will show how social communication influences learning and feedback. Furthermore we present a classification of CRS learner types based on the results of an evaluation, including the answer which learner type benefits the most of a CRS. In Addition we present a conceptual and technical design of a Social CRS, which is aware of social communication and these learner types. © Springer International Publishing Switzerland 2015.",Class-wide discussion; Classroom response systems; CRS; Live feedback; Social communication; Social learning,Chromium; E-learning; Education; Teaching; Class-wide discussion; Classroom response systems; Knowledge communication; Research focus; Social communications; Social learning; Technical design; Students,,,,,,,,,,,"Baecker, D., The network synthesis of social action ii: Understanding catjects (2008) Cybern. Human Knowing, 15 (1), pp. 45-65; Baecker, D., Systems, network, and culture (2009) Soziale Systeme, 15, pp. 271-287; Baecker, D., A systems primer on universities (2010) Soziale Systeme, 16, pp. 356-367; Baecker, D., Observing networks: A note on asymmetrical social forms (2012) Cybern. Human Knowing, 19 (4), pp. 9-25; Bateson, G., (1979) Mind and Nature: A Necessary Unity, , Dutton, New York; Bateson, G., (2000) Steps to an Ecology of Mind: Collected Essays in Anthropology, Psychiatry, Evolution and Epistemology, , 5th edn. University of Chicago Press, Chicago; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys, 69, p. 970; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Aust. J. Educ. Technol, 18 (1), pp. 13-23; Feiten, L., Buehrer, M., Sester, S., Becker, B., Smile-smartphones in lecturesinitiating a smartphone-based audience response system as a student project (2012) CSEDU, 1, pp. 288-293; Ferguson, R., (2012) The State of Learning Analytics in 2012: A Review and Future Challenges, , Knowledge Media Institute, Technical Report KMI-2012-01; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) J. Sci. Educ. Technol, 15 (1), pp. 101-109; Jenkins, A., Technique and technology: Electronic voting systems in an English literature lecture (2007) Pedagogy, 7 (3), pp. 526-533; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput. Educ, 53 (3), pp. 819-827; Kundisch, D., Sievers, M., Zoyke, A., Herrmann, P., Whittaker, M., Beutner, M., Fels, G., Magenheim, J., Designing a web-based application to support peer instruction for very large groups (2012) International Conference on Information Systems; Laurillard, D., A conversational framework for individual learning applied to the ‘learning organisation’ and the ‘learning society’ (1999) Syst. Res. Behav. Sci, 16 (2), pp. 113-122; Laurillard, D., (2002) Rethinking University Teaching: A Framework for the Effective Use of Learning Technologies, , 2nd edn. RoutledgeFalmer, London; Laurillard, D., Digital Technologies and Their Role in Achieving Our Ambitions for Education (2008) ERIC, , ISBN: 978-0-8547-3797-0; Laurillard, D., (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology, , Routledge, New York; Masschelein, J., Simons, M., (2013) The University in the Ears of Its Students: On the Power, Architecture and Technology of University Lectures, pp. 173-192. , In: Ricken, N., Koller, H.-C., Keiner, E. (eds.) Die Idee der Universität - revisited, Springer Fachmedien, Wiesbaden; Ruesch, J., Bateson, G., (1951) Communication: The Social Matrix of Psychiatry, 114. , The Norton Library, Norton, New York; Shannon, C.E., A mathematical theory of communication (1948) Bell Syst. Tech. J, 27 (3), pp. 379-423; De Smet, A., (2007) Multistability, , Wikipedia, June; Vetterick, J., Garbe, M., Cap, C.H., Tweedback: A live feedback system for large audiences (2013) 5Th International Conference on Computer Supported Education (CSEDU); Vetterick, J., Garbe, M., Daehn, A., Cap, C.H., Classroom response systems in the wild: Technical and non-technical observations (2014) Int. J. Interact. Mob. Technol, 8 (1), pp. 21-25; Weimer, M., (2013) Learner-Centered Teaching: Five Key Changes to Practice, , 2nd edn. Jossey-Bass, San Francisco; White, H.C., (2012) Identity and Control: How Social Formations Emerge, , 2nd edn. Princeton University Press, Princeton","Vetterick, J.; Department of Computer Science, University of RostockGermany; email: jonas.vetterick@uni-rostock.de",Uhomoibhi J.Restivo M.T.Zvacek S.Helfert M.,"Institute for Systems and Technologies of Information, Control and Communication, INSTICC",Springer Verlag,"6th International Conference on Computer Supported Education, CSEDU 2014",1 April 2014 through 3 April 2014,,154579.0,18650929,9783319257679,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84950138588
Brown O.,7102010712;,Enriching the synergetic instructor-student assessments with a web-based audience response system,2015,"ASEE Annual Conference and Exposition, Conference Proceedings",122nd ASEE Annual Conference and Exposition: Making Value for Society,122nd ASEE Annual Conference and Exposition: Making Value for Society,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941997685&partnerID=40&md5=e5ade33b7fe140b15a4a8439830b3963,"Statler College of Engineering and Mineral Resources, West Virginia University, United States","Brown, O., Statler College of Engineering and Mineral Resources, West Virginia University, United States","In recent years, higher education has experienced a rapid increase in the use of audience response systems. This is primarily due to their ability to actively enhance individual and group engagement and learning by providing critical and instant feedback. This instant feedback is critical to both students and instructors. Drawbacks of traditional feedback through homework and tests/quizzes include the slow response rate for students and the tediousness for instructors. Summative assessments in the form of tests and exams are not sufficient measures of students' understanding and application of knowledge 1-2. Students need continuous formative assessments to monitor their learning by actively evaluating their level of understanding. Additionally, there is the present need to satisfy the dynamic technology-based demands of current engineering students. In an attempt to address these challenges, a web-based audience response system was employed in an introductory engineering course at a large, land-grant university in the mid-Atlantic region. This introductory course is offered in multiple sections in the first-year engineering program. It is the second in a two-semester, two-course sequence and a prerequisite for all the majors in the engineering college. The web-based audience response system was employed over multiple years in multiple sections of the course. This paper outlines the multi-year application of the system with an approach that can be utilized in any class size. An assessment of the impact on student learning, level of interest and satisfaction with the course are presented. It also discusses students overall assessment of the course. Finally, the strengths and limitations of the system's implementation are discussed with recommendations for first-time users of the technology. © American Society for Engineering Education, 2015.",,,,,,,,,,,,,"Roselli, R.J., Brophy, S.P., Experiences with formative assessment in engineering classrooms (2006) Journal of Engineering Education, 95 (4), pp. 311-324; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) Journal of Engineering Education, 99 (2), pp. 159-168; Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience, and School, , Washington, DC: National Academies Press; Black, P., Wiliams, D., Assessment and classroom learning (1998) Assessment and Education: Principles, Policy and Practice, 5 (1), pp. 7-75. , C'arfax Pub. Co; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11 (3), pp. 43-57; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances in Physiology Education, 26 (4), pp. 299-308; Roschelle, J., Pea, R., A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning (2002) International Journal of Cognition and Technology, 1, pp. 145-168; Roschelle, J., Penuel, W.R., Abrahamson, A.L., Classroom response and communication systems: Research review and theory (2004) The Annual Meeting of the American Educational Research Association, , Paper presented at San Diego, CA; Roschelle, J., Penuel, W.R., Abrahamson, A.L., The networked classroom (2004) Educational Leadership, 61, pp. 50-54; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39, pp. 8-11; Burnstein, R.A., Lederman, L.M., Comparison of different commercial wireless keypad systems (2003) The Physics Teacher, 41, pp. 272-275; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Medical Teacher, 22, pp. 237-239; Naismith, L., Lonsdale, P., Vavoula, G., Sharples, M., (2004) Literature Review in Mobile Technologies and Learning, , NESTA (National Endowment for Science Technology and the Arts), Bristol, UK; Dufresne, R.J., Wenk, L., Mestre, J.P., Gerace, W.J., Leonard, W.J., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Roselli, R.J., Brophy, S.P., Exploring an electronic polling system for the assessment of student progress in two biomedical engineering courses (2002) Proceedings: ASEE Annual Conference and Exposition, Session 26CN; Brosvic, G.M., Epstein, M.L., Cook, M.L., Dihoff, R.E., Efficacy of error for the correctness of initially incorrect assumptions and of feedback for the affirmation of correct responding: Learning in the classroom (2005) The Psychological Record, 55, pp. 401-418; DeWinstanley, P.A., Bjork, R.A., Successful lecturing: Presenting information in ways that engage effective processing (2002) New Direction for Teaching and Learning; Special Issue: Applying the Science of Learning to University Teaching and Beyond, (89), pp. 19-31. , eds.D.F. Halpern and M.D. Hakel San Francisco, CA: Jossey-Bass; Atkinson, R.C., Shiffrin, R.M., The control of short-term memory (1971) Scientific American, 225 (2), pp. 82-90; Atkinson, R.C., Shiffrin, R.M., Human memory: A proposed system and its control processes (1968) The Psychology of Learning Andmotivation, 2, pp. 89-195. , eds. K.W. Spence and J.T. Spence New York: Academic Press; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124","Brown, O.; Statler College of Engineering and Mineral Resources, West Virginia UniversityUnited States",,,American Society for Engineering Education,2015 122nd ASEE Annual Conference and Exposition,14 June 2015 through 17 June 2015,,113020.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84941997685
"Falconer J.L., Nicodemus G.",57204111232;8873462800;,Interactive mathematica simulations for chemical engineering,2015,"ASEE Annual Conference and Exposition, Conference Proceedings",122nd ASEE Annual Conference and Exposition: Making Value for Society,122nd ASEE Annual Conference and Exposition: Making Value for Society,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941994438&partnerID=40&md5=379f9188c961900b05a04e0efa5c6c60,"University of Colorado Boulder, Department of Chemical and Biological Engineering, United States","Falconer, J.L., University of Colorado Boulder, Department of Chemical and Biological Engineering, United States; Nicodemus, G., University of Colorado Boulder, Department of Chemical and Biological Engineering, United States","More than 75 interactive Mathematica simulations have been prepared for four chemical engineering courses: kinetics/reactor design, thermodynamics, fluid mechanics, and heat transfer. These simulations, which do not require Mathematica to use, are located on the Wolfram Demonstration Project website. They allow the user to change parameters and see how the system responds. Short screencasts that demonstrate how to use the simulations were also prepared for many of the kinetics and thermodynamics simulations. These simulations have been used in class as part of ConcepTests with clickers, and they have also been used as part of homework assignments. © American Society for Engineering Education, 2015.",,,,,,,,,,,,,"Beaulieu, J.R., (2012) A Dynamic, Interactive Approach to Learning Engineering and Mathematics; Wieman, C.E., Adams, W.K., Perkins, K.K., PhET: Simulations that enhance learning (2008) Science., 322, pp. 682-683; Wieman, C.E., Perkins, K.K., A powerful tool for teaching science (2006) Nat. Phys., 2, pp. 290-292; Bodemer, D., Ploetzner, R., Feuerlein, I., Spada, H., The active integration of information during learning with dynamic and interactive visualisations (2004) Learn. Instr., 14, pp. 325-341; Van Der Meij, J., De Jong, T., Supporting students' learning with multiple representations in a dynamic simulation-based learning environment (2006) Learn. Instr., 16, pp. 199-212; Kadiyala, M., Crynes, B.L., A review of literature on effectiveness of information techonology in education (2000) J. Eng. Educ., 89, pp. 33-37; Podolefsky, N.S., Perkins, K.K., Adams, W.K., Factors promoting engaged exploration with computer simulations (2010) Phys. Rev. Spec. Top. Phys. Educ. Res., 6; Rieber, L.P., Tzeng, S.C., Tribble, K., Discovery learning, representation, and explanation within a computer-based simulation: Finding the right mix (2004) Learn. Instr., 14, pp. 307-323; Bodemer, D., Ploetzner, R., Bruchmuller, K., Hacker, S., Supporting learning with interactive multimedia through active integration of representations (2005) Instr. Sci., 33, pp. 73-95",,,,American Society for Engineering Education,2015 122nd ASEE Annual Conference and Exposition,14 June 2015 through 17 June 2015,,113020.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84941994438
Agnes R.H.J.,56893604300;,The efficacy of clickers in second language classroom: Promoting interaction in Korean as a foreign language,2015,"CSEDU 2015 - 7th International Conference on Computer Supported Education, Proceedings",1,,,323,327,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84943428572&partnerID=40&md5=2f1e8b853326d1e0b3df1928782677ed,"Nanyang Technological University, 14 Nanyang Avenue, S-Nanyang, Singapore; School of Humanities and Social Sciences, Centre for Modern Languages, S-Nanyang, Singapore","Agnes, R.H.J., Nanyang Technological University, 14 Nanyang Avenue, S-Nanyang, Singapore, School of Humanities and Social Sciences, Centre for Modern Languages, S-Nanyang, Singapore","In second language acquisition active interaction in classroom plays an important role. In light of this, L2 classroom would benefit with the help of learning tools which helps learners to express their level of understanding during the process of learning itself. This study introduced LRSs as an effective tool in prompting learners' output during classroom interactions and ultimately promoting foreign language learning. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. The learning achievement of learners in the experimental group was found higher than the learners' in a control group. This study also explores the adult Korean language learners' perceptions of the use of LRSs in learning languages using a combination of quantitative and qualitative research instrument.",Clickers; Interaction; Korean as a foreign language; Learner response system; Second language acquisition,Computational linguistics; E-learning; Semantics; Teaching; Clickers; Foreign language; Interaction; Response systems; Second language acquisition; Learning systems,,,,,,,,,,,"Agbatogun, A.O., Exploring the efficacy of student response system: A Socio cultural perspective (2012) Journal of Information Technology Education, 11, pp. 249-267; Brown, H.D., (1994) Principles of Language Learning and Teaching, , Pearson Hall Regents; Brown, H.D., (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy, , (SecondEdition). Essex: Longman; Cardoso, W., Learning a foreign language with a learner response system: The students' perspective (2012) Computer Assisted Language Learning, 24 (5), pp. 393-417; Cutrim Schmid, E., Enhancing perfomance knowledge and self-esteem in classroom language learning: The potential of the ACTIVote component of interactie whiteboard technology (2007) System, 35, pp. 338-356; Doughty, C., Williams, J., (1998) Focus on Form in Classroom Second Language Acquisition., , New York: Cambridge University Press; Doughty, C., Long, M.H., (2003) The Handbook of Second Language Acquisition, , Blackwell; Ellis, R., (1995) Understanding Second Language Acquisition, , Oxford University Press; Ellis, R., (2012) Language Teaching Research & Language Pedagogy, , Wiley-Blackwell; Gok, T., Using the Classroom response system to enhance students' learning and classroom interactivity (2011) Eurasian Journal of Educational Research, 45, pp. 49-68; Hinkel, E., Fotos, S., (2002) New Perspectives on Grammar Teaching in Second Language Classroom, , (Eds.) Lawrence Erlbaum Associates Inc; Krashen, S.D., (1981) Second Language Acquisition and Sedong Language Learning, , Pergamon Press; Krashen, S.D., (1985) Inquiries and Insights., , Hayward, CA: Alemany Press; Larsen-Freeman, The grammar of choice (2002) New Perspectives on Grammar Teaching in Second Language Classroom, , In Hinkel, E. & Fotos, S. (Eds), LEA Inc; Larsen-Freeman, (2003) Teaching Language: From Grammar to Grammaring, , Heinle; Richards, J.C., Accuracy and fluency revisited (2002) New Perspectives on Grammar Teaching in Second Language Classrom, , In Hinkel, E. & Fotos, S. (Eds), LEA Inc; Rodriguez, L.A., Adult English Language learners'perceptions of Audience response systems as communication aides (2013) TESOL Journal, 4 (1), pp. 182-293; Swain, M., Communicative competence: Some roles of comprehensible input and comprehensible output in its development (1985) Input in Second Language Acquisition, , In S. Gass & C. Madden (Eds.), Newbury House Publishers; Swain, M., The output hypothesis: Just speaking and writing aren't enough (1993) The Canadian Modern Language Review, 50, pp. 158-164; Swain, M., Output hypothesis theory and research (2005) Handbook of Research in Second Language Teaching and Learning, , In E. Hinkel (2005), (Eds,) Lawrence Erlbaum Associates, Publishers; Thornbury, S., (1999) How to Teach Grammar, , LongmanPress; Vygotsky, L.S., (1978) Mind in Society: The Development of Higher Psychological Processes, , Cambridge, Harvard University Press","Agnes, R.H.J.; Nanyang Technological University, 14 Nanyang Avenue, Singapore",Uhomoibhi J.Helfert M.Restivo M.T.Zvacek S.,"Institute for Systems and Technologies of Information, Control and Communication (INSTICC)",SciTePress,"7th International Conference on Computer Supported Education, CSEDU 2015",23 May 2015 through 25 May 2015,,112656.0,,9789897581076,,,English,"CSEDU - Int. Conf. Comput. Support. Educ., Proc.",Conference Paper,Final,,Scopus,2-s2.0-84943428572
"Refai W.Y., Davis W.A.",57193177713;56760475400;,"A linear, highly-efficient, class-J handset power amplifier utilizing GaAs HBT technology",2015,"2015 IEEE 16th Annual Wireless and Microwave Technology Conference, WAMICON 2015",,, 7120353,,,,1.0,10.1109/WAMICON.2015.7120353,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84942626339&doi=10.1109%2fWAMICON.2015.7120353&partnerID=40&md5=4615a3e8307172af26bb4f2cb1ff7461,"Dep. of Electrical and Computer Engineering, Virginia Polytechnic Institute and State University, Blacksburg, VA  24061, United States","Refai, W.Y., Dep. of Electrical and Computer Engineering, Virginia Polytechnic Institute and State University, Blacksburg, VA  24061, United States; Davis, W.A., Dep. of Electrical and Computer Engineering, Virginia Polytechnic Institute and State University, Blacksburg, VA  24061, United States","This paper reports design techniques for a linear handset PA with high efficiency, representing a novel solution for the converged PA module architecture, allowing it to achieve a better performance than the hybrid architecture while reducing the cost and size. The techniques enable a single PA to operate in multiple modes (2G/GSM, 2.5G/EDGE, 3G/W-CDMA and 4G/LTE) with no reconfiguration, combining the operation of at least two PAs from the hybrid architecture (one for 2G/2.5G and another for 3G/4G). The solution applies class-J, to achieve higher efficiency and maintain linearity at the linear modes (2.5G/EDGE, 3G/W-CDMA and 4G/LTE), integrated with the utilization of GaAs HBT technology to allow more linearity enhancements. This work introduces the first application of class-J using GaAs HBT in a handset PA. © 2015 IEEE.",Broadband; Class-J; Converged PA module; Efficiency; GaAs HBT; Linearity; PAE; Power amplifier; Wireless handset,Efficiency; Gallium arsenide; Microwave devices; Power amplifiers; Semiconducting gallium; Telephone sets; Broadband; Class J; Converged PA module; GaAs HBT; Linearity; PAE; Wireless handsets; Engineering education,,,,,,,,,,,"Cheng, N., Young, J.P., Challenges and requirements of multimode multiband power amplifiers for mobile applications (2011) Compound Semiconductor Integrated Circuit Symposium (CSICS), 201J IEEE, pp. 1-4; Cripps, S.C., (2006) RF Power Amplifiers for Wireless Communications, , 2nd ed. Boston: Artech House; Cripps, S.C., Tasker, P.J., Clarke, A.L., Lees, J., Benedikt, J., On the continuity of high efficiency modes in linear RF power amplifiers (2009) Microwave and Wireless Components Letters, IEEE, 19, pp. 665-667; Refai, W.Y., (2014) A Linear RF Power Amplifier with High Efficiency for Wireless Handsets, , Ph.D. Dissertation, Dep. Electrical &Computer Eng., Virginia Polytechnic Institute and State University, Blacksburg, VA; Cripps, S.C., (2002) Advanced Techniques in RF Power Amplifier Design, , Boston: Artech House; Clarke, K.K., Hess, D.T., (1971) Communication Circuits: Analysis and Design, , Reading, Mass.: Addison-Wesley Pub. Co; Noh, Y.-S., Park, C.-S., PCS/w-cdma dual-band MMIC power amplifier with a newly proposed linearizing bias circuit (2002) Solid-State Circuits, IEEE Journal of, 37, pp. 1096-1099; http://www,rfind.com/store/catalog/category/view/s/high-efficiency-power-amplifiers/id/18, Qorvo/RFMD. RF2173, RF3183-Power Amplifier Module; Qorvo/RFMD. RF7202, RF7201-Power Amplifier Module [Online]. Available: amplifiers.html",,,,Institute of Electrical and Electronics Engineers Inc.,"2015 16th IEEE Annual Wireless and Microwave Technology Conference, WAMICON 2015",13 April 2015 through 15 April 2015,,112824.0,,9781479975211,,,English,"IEEE Annu. Wirel. Microw. Technol. Conf., WAMICON",Conference Paper,Final,,Scopus,2-s2.0-84942626339
"Zingaro D., Porter L.",36024592100;24081364400;,Tracking student learning from class to exam using isomorphic questions,2015,SIGCSE 2015 - Proceedings of the 46th ACM Technical Symposium on Computer Science Education,,,,356,361,,4.0,10.1145/2676723.2677239,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84942446822&doi=10.1145%2f2676723.2677239&partnerID=40&md5=8686a9bd268b8405206fa60c8b33676d,"University of Toronto Mississauga, Mississauga, ON, Canada; University of California, San Diego, San Diego, CA, United States","Zingaro, D., University of Toronto Mississauga, Mississauga, ON, Canada; Porter, L., University of California, San Diego, San Diego, CA, United States","Recent computer science education research using isomorphic questions in Peer Instruction (PI) classes demonstrates that students learn from talking to their peers and listening to the instructor's follow-up explanation. These results provide evidence of the effectiveness of the PI process but are limited to what happens in a single class session. The present work extends the use of isomorphic questions to investigate how in-class learning translates to success on the final exam. Despite considerable time between in-class questions and the final exam, we find that students who learn in class are shown to retain that learning and to perform better than students who did not learn in class. In addition, compared to students already understanding the material, those who learned the material in class are almost (87%) as likely to correctly answer isomorphic exam questions. Our results have implications for the value of difficult PI questions and the meaning of in-class response graphs. Copyright © 2015 ACM.",Clickers; Final exam; Peer instruction,Education; Education computing; Students; Clickers; Computer science education research; Exam questions; Final exam; In-class learning; Peer instruction; Response graphs; Student learning; Engineering education,,,,,"National Science Foundation, NSF: 1140731",,,,,,"(2013) Peer Instruction for Computer Science, , peerinstruction4cs.org; Bennedsen, J., Caspersen, M.E., Failure rates in introductory programming (2007) SIGCSE Bulletin, 39, pp. 32-36; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Research-Based Reform of University Physics, , E. F. Redish and P. J. Cooney, editors. American Association of Physics Teachers, College Park, MD; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Seppälä, O., A multi-national study of reading and tracing skills in novice programmers (2004) ACM SIGCSE Bulletin, 36 (4), pp. 119-150; Porter, L., Bailey-Lee, C., Simon, B., Zingaro, D., Peer instruction: Do students really learn from peer discussion in computing? (2011) Proceedings of the Seventh International Conference on Computing Education Research, pp. 45-52; Porter, L., Lee, C.B., Simon, B., Halving fail rates using peer instruction: A study of four computer science courses (2013) Proceedings of the 44th ACM Technical Symposium on Computer Science Education, pp. 177-182; Porter, L., Zingaro, D., Importance of early performance in CS1: Two conflicting assessment stories (2014) Proceedings of the 45th ACM Technical Symposium on Computer Science Education, pp. 295-300; Porter, L., Zingaro, D., Lister, R., Predicting student success using fine grain clicker data (2014) Proceedings of the Tenth International Conference on Computing Education Research, pp. 51-58; Simon, B., Parris, J., Spacco, J., How we teach impacts student learning: Peer instruction vs lecture in CS0 (2013) Proceedings of the 44th ACM Technical Symposium on Computer Science Education, pp. 41-46; Slotta, J.D., (2013) Knowledge Community and Inquiry: New Opportunities for Scripting and Orchestration, , OISE - University of Toronto; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Soloway, E., Bonar, J., Ehrlich, K., Cognitive strategies and looping constructs: An empirical study (1983) Communications of the ACM, 26 (11), pp. 853-860; Watson, C., Li, F.W., Failure rates in introductory programming revisited (2014) Proceedings of the 19th Annual Conference on Innovation and Technology in Computer Science Education, pp. 39-44; Zingaro, D., Peer instruction contributes to self-efficacy in CS1 (2014) Proceedings of the 45th ACM Technical Symposium on Computer Science Education, pp. 373-378; Zingaro, D., Porter, L., Peer instruction: A link to the exam (2014) Proceedings of the 19th Annual Conference on Innovation and Technology in Computer Science Education, pp. 255-260; Zingaro, D., Porter, L., Peer instruction in computing: The value of instructor intervention (2014) Computers & Education, 71, pp. 87-96",,Alphonce C.Decker A.Eiselt K.Tims J.,ACM Special Interest Group on Computer Science Education (SIGCSE),"Association for Computing Machinery, Inc","46th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2015",4 March 2015 through 7 March 2015,,113354.0,,9781450329668,,,English,SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84942446822
Shaikh F.,56763739800;,In-class anonymous student feedback and interactivity at the speed of light!,2015,"ASEE Annual Conference and Exposition, Conference Proceedings",122nd ASEE Annual Conference and Exposition: Making Value for Society,122nd ASEE Annual Conference and Exposition: Making Value for Society,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941993110&partnerID=40&md5=6dda003a89ab3e467d95d82328bec287,"Milwaukee School of Engineering, United States","Shaikh, F., Milwaukee School of Engineering, United States","Despite their utility, traditional approaches to gauge student understanding and collecting their responses in class have multiple shortcomings. This paper discusses the shortfalls of these traditional methods (student raising hand, use of clickers, etc) and compares them with a new method (laser pointers used by students) that aims to solve the shortcomings of these popular methods. I have used this method in some of my classes with largely positive results. I will discuss how this can been used and how it compliments many of the common methods currently in use, while providing superior functionality. © American Society for Engineering Education, 2015.",,,,,,,,,,,,,"Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4); Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am J Pharm Educ, 72 (4), p. 7. , Aug 15; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chem. Educ. Res. Pract., 9, pp. 187-195; Gardner, R., Heward, W.L., Grossi, T.A., Effects of response cards on student participation and academic achievement: A systematic replication with innercity students during whole-class science instruction (1994) Journal of Applied Behavior Analysis, 27, pp. 63-71","Shaikh, F.; Milwaukee School of EngineeringUnited States",,,American Society for Engineering Education,2015 122nd ASEE Annual Conference and Exposition,14 June 2015 through 17 June 2015,,113020.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84941993110
Byrne E.P.,7102853381;,High or low tech approaches to teaching and learning?: The value of pedagogical soundness,2015,"6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015",,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962675879&partnerID=40&md5=01e1369a888eedfe2a6a60e3749a8be8,"University College Cork, Ireland","Byrne, E.P., University College Cork, Ireland","This paper looks at the application of peer instruction via in-class concept questions, an approach based on a constructivist conception of learning (as opposed to a 'transmissionist' model) that facilitates the engagement of learners through active learning opportunities (Smith et al, 2009). This approach has been adopted using both 'high tech' (clickers) and 'low tech' (flashcards) approaches (Mazur, 1997, 2009), whereby crucially, 'no significant differences were found in conceptual learning gains' between either approach (Lasry, 2008). The current paper considers the use of flashcards to facilitate peer discussion and learning in a fluid mechanics module and elicits learner reflections on how this approach better facilitates learning relative to a 'traditional' lecturing approaches. It also reflects on how this approach compares with other technological innovations aimed at supporting learning. Conclusions are drawn around the need to place the pedagogical horse ahead of the technological cart when considering teaching approaches.",,Artificial intelligence; Education; Engineering research; Fluid mechanics; Learning systems; Teaching; Active Learning; Concept questions; Conceptual learning; Peer discussions; Peer instruction; Teaching and learning; Teaching approaches; Technological innovation; Engineering education,,,,,,,,,,,"Felder, R.M., Brent, R., FAQS II: (A) Active learning vs. Covering the syllabus; (B) Dealing with large classes (1999) Chemical Engineering Education, 33 (4), pp. 276-277; Felder, R.M., Brent, R., Learning by doing (2003) Chemical Engineering Education, 37 (4), pp. 282-283; Kinchin, I., Avoiding technology-enhanced non-learning (2012) British Journal of Educational Technology, 43 (2), pp. E43-E48; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46, pp. 242-244; Laurillard, D.M., (2002) Rethinking University Teaching, , 2nd Ed., London: RoutledgeFalmer; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River: Prentice Hall; Mazur, E., Farewell, lecture? (2009) Science, 323 (5910), pp. 50-51; Mazur, E., Educating the Innovators of the 21st Century (2012) 4th International Symposium for Engineering Education (ISEE 2012), , Sheffield: ISEE, 19 July 2012; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Schell, J., How to transform learning-with teaching (2012) Leaders of Learners, pp. 3-6. , June 2012; Ramsden, P., (2003) Learning to Teach in Higher Education, , 2nd Ed. Oxon: RoutledgeFalmer; Säljö, R., Digital tools and challenges to institutional traditions of learning: Technologies, social memory and the performative nature of learning (2010) Journal of Computer Assisted Learning, 26, pp. 53-64; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (5910), pp. 122-124. , 1","Byrne, E.P.; University College CorkIreland; email: e.byrne@ucc.ie",,,Dublin Institute of Technology,"6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015",13 July 2015 through 15 July 2015,,118101.0,,,,,English,"Res. Eng. Educ. Symp.: Transl. Res. Pract., REES",Conference Paper,Final,,Scopus,2-s2.0-84962675879
"Khalil L.I., Chahine K.M., Kaafarani B.R.",56543070600;56543171400;6603501404;,"International organic chemistry competition: A thrilling, unique experience",2015,Journal of Chemical Education,92,3,,401,404,,5.0,10.1021/ed500574s,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924407694&doi=10.1021%2fed500574s&partnerID=40&md5=03cdf9aa96e3f606a271eb4a1c2c68a1,"Department of Chemistry, American University of Beirut, Beirut, 1107-2020, Lebanon","Khalil, L.I., Department of Chemistry, American University of Beirut, Beirut, 1107-2020, Lebanon; Chahine, K.M., Department of Chemistry, American University of Beirut, Beirut, 1107-2020, Lebanon; Kaafarani, B.R., Department of Chemistry, American University of Beirut, Beirut, 1107-2020, Lebanon","The introduction of clickers into the learning environment evolved significantly reflecting major developments in student academic performance. From simple in-class, multiple-choice questions to global international competitions, this innovative tool has managed to combine both education and entertainment into an intuitive and positively reinforcing learning experience. In 2011, the PI was appointed by the International Union of Pure and Applied Chemistry (IUPAC) to represent and coordinate the activities in Lebanon in celebration of the International Year of Chemistry (IYC2011). The first seed of organic chemistry competition (OC) was thus planted, sparking a series of more successful events promoting a fun and proactive educational environment that recognized the participants' mastery of essential concepts of organic chemistry. As such, the OC has since became a platform for higher education and student-based academic involvement joining students from all around the world and different walks of life to experience and share a common interest: organic chemistry. © 2015 The American Chemical Society and Division of Chemical Education, Inc.",Collaborative/Cooperative Learning; General Public; Humor/Puzzles/Games; Organic Chemistry; Second-Year Undergraduate,,,,,,,,,,,,"Watkins, E.P., Sabella, M.S., Examining the Effectiveness of Clickers on Promoting Learning by Tracking the Evolution of Student Responses (2008) AIP Conf. Proc., 1064, p. 223; Sawdon, M., Improving Knowledge Retention Using KEEpad (2009) Med. Educ., 43, p. 487; Liao, S.-C., Chen, W., Tai, C.-J., Enhancing Medical Ethics Instruction with a Classroom Response System (2009) Med. Educ., 43, p. 487; Asirvatham, M.R., (2009) Clickers in Action: Increasing Student Participation in General Chemistry, , W.W. Norton & Co. New York; Morrison, R.W., Caughran, J.A., Sauers, A.L., Classroom Response Systems for Implementing Interactive Inquiry in Large Organic Chemistry Classes (2014) J. Chem. Educ., 91, p. 1838; Macarthur, J.R., Jones, L.L., A Review of Literature Reports of Clickers Applicable to College Chemistry Classrooms (2008) Chem. Educ. Res. Pract., 9, p. 187; Paiva, J.C., Morais, C., Moreira, L., Specialization, Chemistry, and Poetry: Challenging Chemistry Boundaries (2013) J. Chem. Educ., 90, p. 1577; King, D.B., Using Clickers to Identify the Muddiest Points in Large Chemistry Classes (2011) J. Chem. Educ., 88, p. 1485; Murphy, K., Using a Personal Response System to Map Cognitive Efficiency and Gain Insight into a Proposed Learning Progression in Preparatory Chemistry (2012) J. Chem. Educ., 89, p. 1229; Flynn, A.B., Developing Problem-Solving Skills through Retrosynthetic Analysis and Clickers in Organic Chemistry (2011) J. Chem. Educ., 88, p. 1496; (2015), http://www.aub.edu.lb/news/2014/Pages/oc3.aspx, OC3 was covered on the AUB Web site. (accessed Feb); (2015), http://youtu.be/eWuj_x3tbvE, Video of Organic Chemistry Style. (accessed Feb); (2015), https://www.youtube.com/user/BilalRKaafarani, Prof. R. Bilal Kaafarani's YouTube channel, featuring videos of all three competitions. (accessed Feb); (2015), http://www.aub.edu.lb/fas/chemistry/oc, Web page for the Organic Chemistry Competition. (accessed Feb)","Kaafarani, B.R.; Department of Chemistry, American University of BeirutLebanon",,,American Chemical Society,,,,,00219584,,JCEDA,,English,J Chem Educ,Review,Final,,Scopus,2-s2.0-84924407694
Morisse K.,14054642400;,Inverted classroom: From experimental usage to curricular anchorage,2015,"Proceedings of the International Conference on e-Learning, ICEL",2015-January,,,218,226,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940662476&partnerID=40&md5=05a8dd78ba828daf813f6627932e5fd3,"Faculty of Engineering and Computer Science, University of Applied Sciences Osnabrück, Germany","Morisse, K., Faculty of Engineering and Computer Science, University of Applied Sciences Osnabrück, Germany","The article describes the evolutionary development of an inverted classroom concept for a higher education course in a computer science curriculum at a German university. By the increased use of new media, a key requirement for the development of university teaching is to improve the service offer for the students with regard to the teaching quality, possibility of individualization and flexibility of studying. Especially for large courses (i.e. more than 100 students) where direct communication and interaction is very limited, the new media can provide advantages. We report here on a Inverted Classroom (ICM) course concept, which combines various electronically supported teaching modules (video podcast, live coaching, online curriculum, internship, audience response systems, final examination) to provide as much individual support for students as possible and to encourage them to a continuous learning process. After a stepwise refinement over several semesters the ICM concept was anchored within the curriculum after thorough qualitative evaluation. Video lectures replaces the classical frontal lecture and are now an integral part of the course. Other electronic media support learners within their learning process. We share our several years of experience in the development of the concept, which was evaluated in a qualitative evaluation. We try to reflect added values and dangers of the concept in the context of other course and learning settings.",Flipped classroom; Implementation course concept; Inverted classroom,Curricula; E-learning; Education; Education computing; Learning systems; Online systems; Students; Audience response systems; Computer science curricula; Direct communications; Evolutionary development; Flipped classroom; Implementation course concept; Inverted classroom; Qualitative evaluations; Teaching,,,,,,,,,,,"Bachmann, G., Dittler, M., Lehmann, T., Glatz, D., Rösel, F., (2001) Das Internetportal LearnTechNet der Uni Basel: Ein Online-Supportsystem für Hochschuldozierende im Rahmen der Integration von ELearning in Die Präsenzuniversität, , In Haefeli, O., Bachmann, G. & Kindt, M. (Hrsg.), Campus 2002-Die Virtuelle Hochschule in der Konsolidierungsphase (S. 87-97), Münster: Waxmann-Verlag; Baker, J., (2000) The ""classroom Flip"": Using Web Course Management Tools to Become the Guide by the Side, pp. 9-17. , Selected Papers from the 11th International Conference on College Teaching and Learning (2000); Ballstaedt, S., (1997) Wissensvermittlung, Beötz Psychologie Verlags Union, , Weinheim, 1997; Bergmann, J., Sams, A., (2012) Flip Your Classroom, , International Society for Technology in Education, 2012; Bishop, J., Verleger, M., (2013) The Flipped CLassroom: A Survey of the Research, , 120th ASEE Annual Conference & Exposition, June, 2013; Braun, I., Ritter, S., Vasko, M., Inverted classroom by topic-a study in mathematics for electrical engineering students (2014) International Journal of Engineering Pedagogy, 4 (3), p. 2014. , http://dx.doi.org/10.3991/ijep.v4i3.3299; Engelbert, B., Greweling, C., Morisse, K., The use and benefit of a xbox kinect based tracking system in a lecture recording service (2013) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013, pp. 179-184. , In: Jan Herrington et al. (Eds.), Chesapeake, VA:AACE; (2006) Empfehlung des Europäischen Parlaments und des Rates zu Schlüsselkompetenzen für Lebensbegleitendes Lernen, , EU, Amtsblatt der Europäischen Union, (2006/962/EG), 30.12.2006; Hener, Y., Handel, K., Voegelin, L., (2005) Teaching Points Als Maßstab für Die Lehrverpflichtung und Lehrplanung, , CHE Arbeitspapier Nr. 69, Gütersloh; (2005) Entschließung des 204, , http://www.hrk.de/de/beschluesse/109_2628.php?datum=204.+HRK-Plenum+am+14.+Juni+2005, Plenums der HRK vom 14.06.2005. Empfehlungen zur Sicherung der Qualität von Studium und Lehre in Bachelor-und Masterstudiengängen, (4.8. 2008); Hermann Lauer C, T., Trahasch, S., (2006) Eine Lernerzentrierte Evaluation des Einsatzes von Vorlesungsaufzeichnungen Zur Unterstützung der Präsenzlehre, , In M. Mühlhäuser, G. Rößling, R. Steinmetz (Hrsg.), DeLFI 2006 4. e-Learning Fachtagung Informatik (S. 39-50). Bonn: Köllen Verlag; Hermann, C., Welte, M., Latocha, J., Wolk, C., Huerst, W., (2007) Eine Logfilebasierte Evaluation des Einsatzes von Vorlesungsaufzeichungen, , In C. Eibl, J. Magenheim, S. Schubert, M. Wessner (Hrsg.), DeLFI 2007 5. e-Learning Fachtagung Informatik (S. 151-160). Bonn: Köllen Verlag; Kerres, M., (2012) Mediendidaktik, , 3.Oldenbourg Verlag München, 3. Aufl., 2012; Ketterl, M., Mertens, R., Morisse, K., Vornberger, O., Studying with mobile devices: Workflow and tools for automatic content distribution (2006) Proceedings of Ed-Media 2006 World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2006, pp. 2082-2088. , Chesapeake, VA: AACE; Ketterl, M., Schmidt, T., Mertens, R., Morisse, K., Techniken und einsatzszenarien für podcasts in der universitären lehre (2006) Proceedings der Pre-Conference Workshops der 4, , In: C. Rensing (Hrsg.), e-Learning Fachtagung der GI (DeLFI) (S. 81-90). Berlin: Logos-Verlag; Krüger, M., Vortragsaufzeichnungen-ein querschnitt über die pädagogischen forschungsergebnisse (2005) ELectures-Einsatzmöglichkeiten, Herausforderungen und Forschungsperspektiven (S. 25-30), , In H. Horz, W. Huerst, T. Ottmann, C. Rensing, S. Trahasch (Hrsg.), Workshop im Rahmen der GMW und DeLFI Jahrestagung 2005. Berlin: Logos-Verlag; Lage, M.J., Platt, G.J., Treglia, M., Inverting the classroom: A gateway to creating an inclusive learning environment (2000) Journal of Economic Education, 31, pp. 30-43; Mazur, E., (1997) Peer Instruction: A User's Manual, Series in Educational Innovation, , Prentice Hall, Upper Saddle River, NJ, 1997; Mertens, R., Ketterl, M., Vornberger, O., The virtpresenter lecture recording system: Automated production of web lec-tures with interactive content overviews (2007) International Journal of Interactive Technology and Smart Education (ITSE), 4 (1), pp. 55-66. , February 2007. Troubador publishing, UK. S; Morisse, K., Ramm, M., Teaching via podcasting: One year of one year of experience with workflows, tools and usage in higher education (2007) Proceedings of ED-Media 2007, World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2007, pp. 2081-2088. , Chesapeake, VA: AACE; Morisse, K., (2013) Playlist Theoretische Informatik, , http://bit.ly/1abFjuL, (30.03.2015); (2015) Matterhorn Lecture Capture & Video Management for Education, , http://opencast.org/matterhorn/, (30.03.2015); Persike, M., (2015) Inverted Classroom Unter der Lupe, , https://www.youtube.com/watch?v=Wy99mbVOmdI, ICM and Beyond-Lehren und Lernen im 21. Jahrhundert. Februar, 2015., (Access: 30.03.2015); Strayer, J., (2007) The Effects of the Classroom Flip on the Learning Environment: A Comparison of Learning Activity in A Traditional Classroom and A Flip Classroom That Used An Intelligent Tutoring System, , Ph.D. Dissertation, Ohio State University, Columbus, OH, USA, 2007; Wichelhaus, S., Schüler, T., Ramm, M., Morisse, K., More than podcasting: An evaluation of an integrated blended learning scenario (2008) Proceedings of ED-Media 2008, World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2008, pp. 4468-4475. , Chesapeake, VA: AACE; Wichelhaus, S., Schüler, T., Ramm, M., Morisse, K., (2008) Weg von der Klassischen Frontalveranstaltung-Podcasts, Live-Coaching und Onlinetests Als Integrale Veranstaltungselemente in der Lehre, , Delfi 2008-6. e-Learning Fachtagung der GI, S. 209-220, Lecture Notes in Informatics, Vol. 132, Gesellschaft für Informatik, Bonn, 2008; Wichelhaus, S., Schüler, T., Ramm, M., Morisse, K., (2008) Medienkompetenz und Selbstorganisiertes Lernen-Ergebnisse Einer Evaluation, , In S. Zauchner, P. Baumgartner, E. Blaschitz, A. Weissenbäck (Hrsg.): Offener Bildungsraum Hochschule, S. 124-133, Waxmann-Verlag, Münster, 2008; Zappe, S., Leicht, R., Messner, J., Litzinger, T., Lee, H.W., Flip-ping"" the classroom to explore active learning in a large undergraduate course (2009) Proc. ASEE Conf, , Austin, TX, 2009, p. AC 2009-92","Morisse, K.; Faculty of Engineering and Computer Science, University of Applied Sciences OsnabrückGermany",Watson C.,,Academic Conferences Limited,"10th International Conference on e-Learning, ICEL 2015",25 June 2015 through 26 June 2015,,113636.0,20488882,9781910810255,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Paper,Final,,Scopus,2-s2.0-84940662476
"Olwagen A., Swart J.",57188744939;57188747100;,Student perspectives of practical work done in a laboratory - A case study from Mechanical Engineering,2015,"6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015",,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962696809&partnerID=40&md5=194ae39c13767a7af8aec703c369614b,"Central University of Technology, Bloemfontein, South Africa","Olwagen, A., Central University of Technology, Bloemfontein, South Africa; Swart, J., Central University of Technology, Bloemfontein, South Africa","Students can validly comment on the quality of teaching as they directly experience it and their comments are important to evaluate the nature and quality of educational interventions. The purpose of this paper is to present student perceptions of practical instruction offered in a Mechanical Engineering laboratory, as this may indicate student satisfaction with the course material. An exploratory study is employed along with descriptive statistics involving quantitative analysis of the collected data. The target population is restricted to undergraduate engineering students enrolled during 2014, who completed a questionnaire survey using an electronic response system. Results indicate that the students perceived the practical experiments conducted in a laboratory to be enjoyable, beneficial, challenging and relevant to the theory covered in a classroom. These results further suggest that students are being exposed to practical work that may contribute to the development of practical skills and graduate attributes required of students to add value to the socio-economic development of South Africa.",Graduate attributes; Perspectives; Practical work; Student satisfaction,Economics; Education; Engineering education; Engineering research; Laboratories; Quality control; Surveys; Teaching; Electronic response systems; Graduate attributes; Mechanical engineering laboratories; Perspectives; Practical works; Socio-economic development; Student satisfaction; Undergraduate engineering students; Students,,,,,,,,,,,"Bell, L.M., Aldridge, J.M., Discussion, limitations and future directions Student voice (2014) Teacher Action Research and Classroom Improvement, pp. 117-131. , Springer; Boekaerts, M., Cascallar, E., How far have we moved toward the integration of theory and practice in self-regulation? (2006) Educational Psychology Review, 18 (3), pp. 199-210; Den Brok, P., Brekelmans, M., Wubbels, T., Interpersonal teacher behaviour and student outcomes (2004) School Effectiveness and School Improvement, 15 (3), pp. 407-442; Easa, S.M., Framework and guidelines for graduate attribute assessment in engineering education (2013) Canadian Journal of Civil Engineering, 40 (6), pp. 547-556; ECSA, (2012) Qualification Standard for Diploma in Engineering, , NQF Level 6, Standards and Procedures System; ECSA, (2014) Home Page, , http://www.ecsa.co.za, Retrieved 14 August, 2014, from; Eldridge, D., A novel approach to photosynthesis practicals (2004) School Science Review, pp. 37-46; Fagette, P., Chen, S.-J., Baran, G.R., Samuel, S.P., Kiani, M.F., Engineering a general education program: Designing mechanical engineering general education courses (2013) Innovative Higher Education, 38 (2), pp. 117-128; Freeman, J.P., Hall, E.E., Bresciani, M.J., What leads students to talk to someone about, and take steps to leave their institution? (2007) College Student Journal, 41 (4), pp. 755-771; Grinter, L.E., Responsibility in engineering education (1954) The Journal of Higher Education, 25 (5), pp. 258-261; International Engineering Alliance, (2014) Homepage, , http://www.ieagreements.org/GradProfiles.cfm, Retrieved 12 December 2014, from; Kuh, G.D., Cruce, T.M., Shoup, R., Kinzie, J., Gonyea, R.M., Unmasking the effects of student engagement on first-year college grades and persistence (2008) The Journal of Higher Education, 79 (5), pp. 540-563; Letelier, M., Carrasco, R., Matamala, D., Oliva, C., Rodés, D., Sandoval, M.J., Advances in engineering education in Chile using student feedback (2012) Enhancing Learning and Teaching Through Student Feedback in Engineering, p. 25. , C. S. Nair, A. Patil & P. Mertova Eds., Oxford: Chandos Publishing; Liao, H., Ganago, A., Work in progress - A new laboratory project in a required electrical Engineering course for non-majors: Design, survey, and analysis of Student feedback (2011) At the Frontiers in Education Conference (FIE), , 2011; Loes, C.N., Salisbury, M.H., Pascarella, E.T., Student perceptions of effective instruction and the development of critical thinking: A replication and extension (2014) Higher Education, pp. 1-16; Ludtke, O., Trautwein, U., Kunter, M., Baumert, J., Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data (2006) Learning Environments Research, 9 (3), pp. 215-230; Martin, R., Maytham, B., Case, J., Fraser, D., Engineering graduates? Perceptions of how well they were prepared for work in industry (2005) European Journal of Engineering Education, 30 (2), pp. 167-180; Medrano, L.A., Liporace, M.F., Pérez, E., Computerized assessment system for academic satisfaction (ASAS) for first-year university student (2014) Electronic Journal of Research in Educational Psychology, 12 (2); Mosterman, P.J., Dorlandt, M.A., Campbell, J.O., Burow, C., Bouw, R., Brodersen, A.J., Virtual engineering laboratories: Design and experiments (1994) Journal of Engineering Education, 83 (3), pp. 279-285; Nair, C.S., Mertova, P., Patil, A., Trends, issues and the future of student feedback in engineering (2012) Enhancing Learning and Teaching Through Student Feedback in Engineering, p. 131. , C. S. Nair, A. Patil & P. Mertova Eds., Oxford: Chandos Publishing; Porter De Cusati, C.L., Johnson, J.E., Parents as classroom volunteers and kindergarten students' emergent reading skills (2004) The Journal of Educational Research, 97 (5), pp. 235-247; Poulos, A., Mahony, M.J., Effectiveness of feedback: The students? Perspective (2008) Assessment & Evaluation in Higher Education, 33 (2), pp. 143-154; Reddy, W., Higgins, D., Wakefield, R., An investigation of property-related decision practice of Australian fund managers (2014) Journal of Property Investment & Finance, 32 (3), pp. 282-305; Richardson, J.T., Conceptions of learning and approaches to studying among White and ethnic minority students in distance education (2010) British Journal of Educational Psychology, 80 (4), pp. 535-556; Seidman, A., Minority student retention: Resources for practitioners (2005) New Directions for Institutional Research, 2005 (125), pp. 7-24; Siu, K.W.M., Formative student feedback: Enhancing the quality of learning and teaching (2012) Enhancing Learning and Teaching Through Student Feedback in Engineering, p. 43. , C. S. Nair, A. Patil & P. Mertova Eds., Oxford: Chandos Publishing; Steele, E.M., (2013) The Impact of Instructor Intention for Student Learning and Implementation of Undergraduate Science Education Reform on Student Perception of the Learning Environment, , The University of Alabama, TUSCALOOSA; Swart, A.J., Does it matter which comes first in a curriculum for engineering students - Theory or practice? (2010) IJEEE, International Journal of Electrical Engineering Education, 47 (2), pp. 189-199; Swart, A.J., Enhancing students? Perception of single-sideband suppressed-carrier principles by using cooperative and computer-based learning (2012) CAEE, Computer Applications in Engineering Education, 20 (2), pp. 332-338; Swart, A.J., Practical workshops arranged at a contracted residential university by an open distance learning institute: Evaluating the quality of teaching (2014) At the ICEIM 2014, International Conference on Education and Information Management; Swart, A.J., Using problem-based learning to stimulate entrepreneurial awareness among senior African undergraduate students (2014) EJMSTE, Eurasia Journal of Mathematics, Science and Technology Education, 10 (2), pp. 125-134; Swart, A.J., Using problem-based learning to stimulate entrepreneurial awareness among senior African undergraduate students (2014) EJMST, Eurasia Journal of Mathematics, Science and Technology, 10 (2), pp. 125-134; Taylor, R., Creating a connection: Tackling student attrition through curriculum development (2005) Journal of Further and Higher Education, 29 (4), pp. 367-374; Thyse, E., Eksteen, J., Bepswa, P., Deglon, D., An integrated mineral processing pilot plant practical programme designed for heavy mineral sands beneficiation (2007) At the the 6th International Heavy Minerals Conference ""Back to Basics?; Wilson, K.L., Lizzio, A., Ramsden, P., The development, validation and application of the course experience questionnaire (1997) Studies in Higher Education, 22 (1), pp. 33-53",,,,Dublin Institute of Technology,"6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015",13 July 2015 through 15 July 2015,,118101.0,,,,,English,"Res. Eng. Educ. Symp.: Transl. Res. Pract., REES",Conference Paper,Final,,Scopus,2-s2.0-84962696809
"Michalaka D., Davis W.J.",56088757600;7402801368;,Application of active learning techniques in undergraduate civil engineering curriculum,2015,"ASEE Annual Conference and Exposition, Conference Proceedings",122nd ASEE Annual Conference and Exposition: Making Value for Society,122nd ASEE Annual Conference and Exposition: Making Value for Society,,,,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941996572&partnerID=40&md5=95ff3eeda977ece9e461b58d3b99018c,"Department of Civil and Environmental Engineering, Citadel, United States","Michalaka, D., Department of Civil and Environmental Engineering, Citadel, United States; Davis, W.J., Department of Civil and Environmental Engineering, Citadel, United States","Engineering educators are charged with the responsibility of developing future engineers whom are prepared to lead societal change in the built environment. To best prepare engineering graduates to rise to the occasion of such complex demands necessitates use of new approaches in classroom instruction and innovative methods based on active learning concepts. This paper describes application of active learning techniques, predicated primarily on the use clicker quizzes, and additional student enrichment activities used to engage students, improve academic instruction, and enhance the learning environment. Instructional methods used in undergraduate civil engineering courses at The Citadel are presented and discussed. Active learning techniques and student enrichment activities include: clicker quizzes, in-class group activities, class examples, application of technology, hands-on field experiences, community service projects, and professional skills development. Student performance data and results from semester-long active learning applications are tabulated and analyzed to explore effectiveness and application insights. In addition, use of structured student enrichment activities are reviewed and tabulated with regard to purpose, use, relevance, and outcomes. © American Society for Engineering Education, 2015.",,,,,,,,,,,,,"(2006) The Vision for Civil Engineering in 2025, , American Society of Civil Engineers, Reston, VA, June; Achieving the vision for civil engineering in 2025: A roadmap for the profession (2009) American Society of Civil Engineers, , Reston, VA, Aug; Graham, R., The one less traveled by: The road to lasting, systemic change in engineering education (2012) Journal of Engineering Education, 101 (4), pp. 596-600; Crismond, D.P., Adams, R.S., The informed design, teaching and learning matrix (2012) Journal of Engineering Education, 101 (4), pp. 738-797; Diefes-Dux, H.A., Hjalmarson, M.A., Zawojewski, J.S., Student team solutions to an open-ended mathematical modeling problem: Gaining insights for educational improvement (2013) Journal of Engineering Education, 102 (1), pp. 179-216; Weir, J.A., (2004) Active Learning in Transportation Engineering Education, , http://www.wpi.edu/Pubs/ETD//etd-12214-155616/unrestricted/1jweir-final.pdf, Dissertation, Worcester Polytechnic Institute (accessed 09.15.2013); Cosgrove, T., Phillips, D., Quilligan, M., Educating engineers as if they were human: Pbl in civil engineering at the University of limerick (2010) Proceedings of 3rd International Symposium for Engineering Education, , http://www.ucc.ie/ucc/depts/foodeng/isee2010/pdfs/Papers/Cosgrove%20et%20al.pdf, 2010, University College Cork, Ireland (accessed 09.15.2013); Neto, P., Williams, B., Carvalho, I.S., Cultivating active learning during and outside class (2009) Proceedings of 37th Annual SEFI Conference, , http://www.sefi.be/wp-content/abstracts2009/Neto.pdf, Rotterdam, The Netherlands 1-4 de July (accessed 09.15.2013); Incorporating Active Learning Strategies, , https://polkadjunctcentral.files.wordpress.com/2012/01/alhandout.pdf, (accessed 03.13.2015); Brigham Young University, Center for Teaching and Learning, Active Learning Techniques, , http://ctl.byu.edu/tip/active-learning-techniques, (accessed 03.13.2015); Active Learning, , https://tle.wisc.edu/category/solutions/active-learning, (accessed 03.13.2015); Bishop, J.L., Verleger, M.A., The flipped classroom: A survey of the research 120th ASEE Annual Conference &amp; Exposition, , file:///C:/Users/dmichala/Downloads/6219.pdf, Atlanta, GA (accessed 03.13.2015); Paulson, D.R., Faust, J.L., Active Learning for the College Classroom, , http://web.calstatela.edu/dept/chem/chem2/Active/#authors, (accessed 03.13.2015); Center for Teaching and Learning. Some Basic Active Learning Techniques, , http://www1.umn.edu/ohr/teachlearn/tutorials/active/strategies/index.html, (accessed 03.13.2015); Office of Instructional Consulting, School of Education, Indiana University Bloomington, Active Learning Techniques, , http://www.Indiana.edu/~icy/document/active_learning_techniques.pdf, (accessed 03.13.2015); Active Learning, , http://cit.duke.edu/get-ideas/teaching-strategies/active-learning/, (accessed 03.13.2015); Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, (2); Crews, T.B., Ducate, L., Rather, J.M., Heid, K., Bishoff, S.T., Clickers in the classroom: Transforming students into active learners (2011) ECAR Research Bulletin 9, , http://www.educause.edu/ecar, Boulder, CO: EDUCAUSE Center for Applied Research, available from; Eschenbach, T., Lewis, N., Nicholls, G., Pallis, J., The impact of clickers on your classroom and your career (2013) Proceedings of the American Society for Engineering Education 120th Annual Conference, , Atlanta, GA; Diefes-Dux, H.A., Hjalmarson, M.A., Zawojewski, J.S., Student team solutions to an open-ended mathematical modeling problem: Gaining insights for educational improvement (2013) Journal of Engineering Education, 102 (1), pp. 179-216; Bloom, B., Englehart, M., Furst, E., Hill, W., Krathwohl, D., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain, , New York, Toronto: Longmans, Green; Anderson, L.W., Krathwohl, D., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , New York: Longman",,,,American Society for Engineering Education,2015 122nd ASEE Annual Conference and Exposition,14 June 2015 through 17 June 2015,,113020.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84941996572
"Hricaj S., Iacono L.L., Nguyen H.V., Skutnik M., Ricke A., Wagner S.",57194088855;24775991600;57199967174;57190404867;57194088975;57194090954;,WHELP: Web-based holistic e-learning platform,2015,"Lecture Notes in Informatics (LNI), Proceedings - Series of the Gesellschaft fur Informatik (GI)",247,,,317,319,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018704019&partnerID=40&md5=29c9a11280ba8b0dc60b0916a3fccbc4,"Cologne University of Applied Sciences, Germany; University of Cologne, Germany","Hricaj, S., Cologne University of Applied Sciences, Germany; Iacono, L.L., Cologne University of Applied Sciences, Germany; Nguyen, H.V., Cologne University of Applied Sciences, Germany; Skutnik, M., Cologne University of Applied Sciences, Germany; Ricke, A., University of Cologne, Germany; Wagner, S., Cologne University of Applied Sciences, Germany","In education, finding the appropriate learning pace that fits to the members of a large group is a challenging task. This becomes especially evident when teaching multidisciplinary subjects such as epidemiology in medicine or computer science in most study programs, since lecturers have to face a very heterogeneous state of previous knowledge. Approaching this issue requires an individual supervision of each and every student, which is obviously bounded by the available resources. Moreover, when referring back to the second example, writing computer programs requires a complex installation and configuration of development tools. Many beginning programmers already become stuck at this entry stage. This paper introduces WHELP, a Web-based Holistic E-Learning Platform, which provides an integrated environment enabling the learning and teaching of computer science topics without the need to install any software. Moreover, WHELP includes an interactive feedback system for each programming exercise, where lecturers or tutors can supply comments, improvements, code assistance or tips helping the students to accomplish their tasks. Furthermore, WHELP offers a statistical analysis module as well as a real-time classroom polling system both promoting an overview of the state of knowledge of a course. In addition to that, WHELP enables collaborative working including code-sharing and peer-to-peer learning. This feature enables students to work on exercises simultaneously at distinct places. WHELP has been successfully deployed in the winter term 2013 at the Cologne University of Applied Sciences supporting the 120 students and 3 lecturers to learn and teach basic topics of computer science in an engineering study program.",Collaborative/peer-to-peer learning; E-learning; Real-time feedback,Distributed computer systems; E-learning; Education; Medical education; Students; Teaching; Technical presentations; Websites; Collaborative working; Collaborative/peer-to-peer learning; Engineering study programs; Integrated environment; Interactive feedback; Learning and teachings; Programming exercise; Real-time feedback; Engineering education,,,,,,,,,,,"Khan, A., You only have to know one thing: You can learn anything (2014) Website, , https://www.khanacademy.org/, [Ac14] Available online at; Frank, S., (2012) ELearning und Kompetenzentwicklung - Ein Unterrichtsorientiertes Didaktisches Modell., , Verlag Julius Klinkhardt; Reinhardt, W., Sievers, M., Magenheim, J., Kundisch, D., Herrmann, P., Beutner, M., Zoyke, A., PINGO: Peer instruction for very large groups (2012) 21st Century Learning for 21st Century Skills, pp. 507-512. , [Re12] Springer; Zach, S., Ryan, B., (2015) Codecademy - Learn to Code Interactively, for Free, , http://www.codecademy.com/, [SB15] Website,Available online at; Walber, M., Konstruktionen virtueller Lernräume (2015) Lernräume - Gestaltung von Lernumgebungen für die Weiterbildung, pp. 219-230. , [Wa15]",,Pongratz H.Keil R.,,Gesellschaft fur Informatik (GI),"13. E-Learning Fachtagung Informatik, DeLFI 2015 - 13th E-Learning Discovery Computer Science Conference, DeLFI 2015",1 September 2015 through 4 September 2015,,126676.0,16175468,9783885796411,,,English,"Lect. Notes Informatics (LNI), Proc. - Series Ges. Inform. (GI)",Conference Paper,Final,,Scopus,2-s2.0-85018704019
"Fotaris P., Mastoras T., Leinfellner R., Rosunally Y.",8681925900;8681926200;57070318500;35790542600;,From hiscore to high marks: Empirical study of teaching programming through gamification,2015,Proceedings of the European Conference on Games-based Learning,2015-January,,,186,194,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84955153086&partnerID=40&md5=fc4c062ac0e4f91c8935052f2e7b6ca0,"University of East London, London, United Kingdom; University of Macedonia, Thessaloniki, Greece; University of West London, London, United Kingdom","Fotaris, P., University of East London, London, United Kingdom; Mastoras, T., University of Macedonia, Thessaloniki, Greece; Leinfellner, R., University of East London, London, United Kingdom; Rosunally, Y., University of West London, London, United Kingdom","Unlike conventional taught learning, video games are very successful at keeping players constantly motivated and engaged on a set of tasks for many hours without apparent loss of focus. Additionally, when playing, gamers solve complex problems without experiencing the fatigue or frustration, which would normally accompany a comparable learning task. Any methods able to deliver deep learner engagement are naturally of interest to the academic community, thus resulting in an increasing interest in adopting gamification - the integration of gaming elements, mechanics, and frameworks into nongame situations and scenarios - as a means to drive student engagement and improve information retention. However, its application to education has been a challenging task, as attempts have generally been restricted to a one-dimensional approach, such as transposing a trivial reward system onto existing teaching material. The empirical evidence presented in this paper suggests that a gamified, multi-dimensional, problem-based learning approach may yield improved outcomes even when applied to a very complex and traditionally dry task like the teaching of computer programming. This quasiexperimental study employed a real time sequence of scored quizzes, instructor feedback, and live coding to deliver a fully interactive learning experience. By using a combination of the classroom version of the TV game show ""Who Wants To Be A Millionaire?"", the ""Kahoot!"" Classroom Response System (CRS), and Codecademy's online interactive platform on a Python programming course, students were allowed to experience multiple interlocking methods similar to what would be found in a top quality game experience. Empirical data on learning outcomes from the gamified group were compared with a control group that followed a traditional learning path, which had been used during previous cohorts. Whilst this was a relatively small study, the results were quite interesting in a number of key metrics, including attendance, downloading of course material, and final grades.",Classroom response system; Game-based learning; Gamification; Learning and teaching; Technology enhanced learning; Virtual learning environment,Computer aided instruction; Computer programming; Digital storage; Human computer interaction; Learning systems; One dimensional; Online systems; Students; Teaching; Classroom response systems; Game-based Learning; Gamification; Learning and teachings; Technology enhanced learning; Virtual learning environments; E-learning,,,,,,,,,,,"Annetta, L.A., Minogue, J., Holmes, S.Y., Cheng, M.T., Investigating the impact of video games on high school students' engagement and learning about genetics (2009) Computers & Education, 53, pp. 74-85; Barata, G., Gama, S., Jorge, J., Goncalves, D., Engaging Engineering Students with Gamification (2013) 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), pp. 1-8. , Bournemouth, UK, Sep 11-13 2013; Blythe, M., Hassenzahl, M., Wright, P., Introduction: Beyond fun (2004) Interactions, 11 (5), pp. 36-37; Borys, M., Laskowski, M., Implementing game elements into didactic process: A case study (2013) Management, Knowledge and Learning International Conference, pp. 819-824. , Croatia, 19-21 Jun 2013; Deterding, S., Dixon, D., Khaled, R., Nacke, L., From game design elements to gamefulness: defining ""gamificatio (2011) Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (MindTrek '11), pp. 9-15. , Tampere, Finland, Sep 28-30, 2011, ACM Press; Franklin, E.E., Assessing teaching artists through classroom observation (2005) Teaching Artist Journal, 3, pp. 148-157; Gee, J.P., Learning and games (2008) The ecology of games: Connecting youth, games, and learning, , Katie Salen (ed.). (John D. and Catherine T. MacArthur Foundation series on digital media and learning), The MIT Press, Cambridge, USA; Green, C.S., Bavelier, D., Effect of action video games on the spatial distribution of visuospatial attention (2006) Journal of Experimental Psychology: Human Perception and Performance, 32 (6), pp. 1465-1478; Hartley, J., Davies, K., Note Taking: A Critical Review (1978) Programmed Learning and Educational Technology, 15, pp. 207-224; Hassenzahl, M., The Thing and I: Understanding the Relationship Between User and Product (2003) Funology: From Usability to Enjoyment, pp. 31-41. , M.A. Blythe, K. Overbeeke, A.F. Monk and P.C. Wright (eds.), Kluwer, New York, USA; Huang, W.H.-Y., Soman, D., (2013) A Practitioner's Guide To Gamification Of Education, , http://inside.rotman.utoronto.ca/behaviouraleconomicsinaction/files/2013/09/GuideGamificationEducationDec2013.pdf; Jennings, J.M., Angelo, T., Student engagement: Measuring and enhancing engagement with learning (2006) Proceedings of a symposium, , Universities Academic Audit Unit, New Zealand; Jordan, P.W., (2002) Designing Pleasurable Products, An introduction to the new human factors, , Taylor & Francis, London, UK; Mandernach, B.J., Donnelli-Sallee, E., Dailey-Hebert, A., Assessing course student engagement (2011) Promoting Student Engagement, 1; McGonical, J., (2010) Gaming can make a better world, , http://www.youtube.com/watch?v=dE1DuBesGYM; McKeachie, W.J., (1999) McKeachie's Teaching Tips: Strategies, , Research, And Theory For College And University Teachers, Houghton-Mifflin, Boston, USA; Middendorf, J., Kalish, A., The ''change-up'' in lectures (1996) Natl Teach Learn Forum, 5 (2); (2014) NMC Horizon Report> Higher Education Edition, , http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf; Prensky, M., (2001) Digital Game-Based Learning, , McGraw-Hill; Premkumar, K., Coupal, C., Rules of engagement-12 tips for successful use of ""clickers"" in the classroom (2008) Medical Teacher, 30 (2), pp. 146-149; Robins, A., Rountree, J., Rountree, N., Learning and Teaching Programming: A Review and Discussion (2003) Computer Science Education, 13 (2), pp. 137-172; Ruth, R., (2015) 'Codecademy is teaching the world programming, for free', , http://startuphook.com/employment-2/codecademy-teaching-world-programming-free/498/, Startup Hook; Ryan, R., Deci, E.L., Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000) Contemporary Educational Psychology, 25 (1), pp. 54-67; Wigfield, A., Guthrie, J.T., Tonks, S., Perencevich, K.C., Children's motivation for reading: Domain specificity and instructional influences (2004) Journal of Educational Research, 97, pp. 299-309; Zaha, A., Nichols, J., Deichman, A., (2014) Gaming and Gamification in Education (K-12), Emerging Technologies for Education Change (EDPE640)-Gaming Newsletter, , https://edpe640.wikispaces.com/file/view/EDPE640%20-%20Gaming%20Newsletter.pdf/530585356/EDPE640%20-%20Gaming%20Newsletter.pdf; Zhang, P., Motivational Affordances: Reasons for ICT Design and Use (2008) Communications of the ACM, 51 (11), pp. 145-147",,Kolas L.Munkvold R.,,Dechema e.V.,,,,,20490992,9781910810583,,,English,Proc. European Conf. Games-based Learn.,Conference Paper,Final,,Scopus,2-s2.0-84955153086
Johnson L.,56754503200;,Ghana classroom interactions evaluated through networks and simulation,2015,"15th Middle Eastern Simulation and Modelling Multiconference, MESM 2015 and 5th Gameon-Arabia Conference, GAMEON-ARABIA 2015",,,,5,19,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84964408731&partnerID=40&md5=183d78ceeb3eedb6afcd7fb16872c3fb,"Complex Systems Institute, University of North Carolina at Charlotte, 8813 Covey Rise Court, Charlotte, NC  28226, United States","Johnson, L., Complex Systems Institute, University of North Carolina at Charlotte, 8813 Covey Rise Court, Charlotte, NC  28226, United States","Ghana faces daunting challenges in education with a national focus to improve achievement despite high drop out rates and lack of resources. Identifying the characteristics of various classroom network structures and corresponding processes can serve as the means to determine the ideal relationships and balance between classroom environment, educational opportunity, and achievement. The classroom environment survey CES was administered to six Ghanaian classrooms, as well as observations on climate conducted in 4 of the classrooms. A network analysis approach and assessments of classroom climate provided the means to map and determine conditions and processes. This research presents a comprehensive methodological approach of qualitative, quantitative, network analysis, and agent- based model. The model provided the means to unravel classroom interactions and processes into fundamental relational properties of learning environments, which include instructional, emotional, and behavioral interactions. The classroom network structures supported a positive environment and high number of instructional and emotionally supportive interactions in all the classrooms. Overall, the research contributes to the knowledge about the structure, interdependencies, and complexity of interaction processes in classrooms that impact achievement.",ABM; Classroom climate; Ghana education; Interactions; Network analysis,Autonomous agents; Beam plasma interactions; Computational methods; Computer aided instruction; Electric network analysis; Modal analysis; Behavioral interactions; Classroom climate; Classroom environment; Classroom interaction; Educational opportunities; Learning environments; Methodological approach; Relational properties; Complex networks,,,,,,,,,,,"Akyeampong, K., Ananga, E., (2014) Reducing School Dropouts through Inclusive Approaches to Education in Ghana, , http://www.eldis.org/index,cfm?objectid=132A5AA5-9E0B-0456-5BB24B4C5495B04E#.VKluimTF_0Q, Retrieved from; (2005) Biology Online, , http://www.biology-online.org/dictionary/Interaction, Interaction, from; Brophy, J.E., Everston, C.M., Teaching young children effectively (2010) Journal of Classroom Interactions, (45), p. 1; CASTL, (2013) Measuring and Improving Teacher- Student Interactions in PK-12 Setting to Enhance Students' Learning, , http://curry.virginia.edu/uploads/resourceLibrary/CLASS-MTPPK-12_brief.pdf, Retrieved November 20, 2013, 2013, from; Dickerson, A., Mcintosh, S., Valente, C., (2012) An Analysis of the Gender Gap in Mathematics in Africa, , Mimeograph, University of Bristol and University of Sheffield; (2015) Federal Ministry for Economic Cooperation and Development, , http://www.bmz.de/en/what_we_do/countries_regions/subsahara/Other-key-sectors-education-health-rural-development/index.html, Ghana, from; Ghana is producing quantity education - Educationist (2014) Regional News, , http://www.ghanaweb.com/GhanaHomePage/regional/artikel.php?ID=327679, GhanaWeb. (, September 26)., 327679. Retrieved from; Glewwe, P., Jacoby, H., Student achievement and schooling choice in low- income countries evidence from Ghana (2003) The Journal of Human Resources, 38, pp. 591-661; Hadzikadic, M., (2014) Network Science Lectures, , Charlotte, NC: University of North Carolina Charlotte; Johnson, L., A network context for observing and mapping of Ghana mathematics classroom (2015) International Journal of Humanities and Social Science, (5), p. 2; Johnson, L., Complexity modelling and application to policy research (2015) Handbook on Complexity and Public Policy, , R. Geyer & P. Cairney (Eds.), Cheltenham Glos, UK: Edward El gar; (2015) Merriam Webster Online, , http://www.merriam-webster.com/dictionary/interaction, Interaction [Dcf. 1 J. (n.d.)., Retrieved January 4, from; O'Sullivan, E., Rassel, G.R., Berner, M., (2008) Research Methods for Public Administrators, , New York, NY: Pearson; Scott, J., (2009) Social Network Analysis a Handbook, , (2nd ed.). Thousand Oaks, CA: Sage; Solomon, W., (1984) Scientific Explanation and the Causal Structure of the World, , Princeton, NJ: Princeton University Press; (2012) Secondary CLASS Master Code Justifications, , Teachstone Training LLC. . Charlottesville, VA: Teachstone; (2012) A Brief History of the Ghanaian Educational System, , http://www.tobevvorIdwide.org/index.php/component/rsfi1es/downIoad?path^General/history.pdf&ltemid=169, To Be Worldwide. Retrieved from; Trickett, E.J., Moos, R.H., (2002) A Social Climate Scale, , (3rd cd.). Menlo Park. CA: Mind Garden, Inc; Westaby, J.D., (2012) Dynamic Network Theory How Social Networks Goal Pursuit, , Washington, DC: American Psychological Association","Johnson, L.; Complex Systems Institute, University of North Carolina at Charlotte, 8813 Covey Rise Court, United States; email: Ljohnsonl@carolina.rr.com",Al-Akaidi M.,Arab Open University (AOU);et al.;EUROSIS;Ghent University;IEEE - UKRI-SPC;University of Skovde,EUROSIS,"15th Middle Eastern Simulation and Modelling Multiconference, MESM 2015 and 5th Annual Pan-Arabic Gameon-Arabia Conference, GAMEON-ARABIA 2015",2 March 2015 through 4 March 2015,,118091.0,,9789077381878,,,English,"Middle East. Simul. Model. Multiconference, MESM Gameon-Arab. Conf., GAMEON-ARABIA",Conference Paper,Final,,Scopus,2-s2.0-84964408731
[No author name available],[No author id available],"Proceedings of the International Conference on e-Learning, ICEL",2015,"Proceedings of the International Conference on e-Learning, ICEL",2015-January,,,,,363.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940668388&partnerID=40&md5=1465780bf99d6de56cb44943711dcaf8,,,The proceedings contain 43 papers. The topics discussed include: a stocktake of the big five personality traits of UAE university students; using online feedback: time investment/quality?; building community in flipped classrooms: a narrative exploration of digital moments in online learning; the effects of Wiley plus web-based homework system on student performance in the chemical engineering extended curriculum program: introductory physics course; 21st century learning: community of practice for students in higher education; an additional content development methodology in an adaptive agent based e-learning environment; synthesizing technology adoption and learners' approaches towards active learning in higher education; and understanding the adoption of a student response system from an integrated approach.,,,,,,,,,,,,,,,Watson C.,,Academic Conferences Limited,"10th International Conference on e-Learning, ICEL 2015",25 June 2015 through 26 June 2015,,113636.0,20488882,9781910810255,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Review,Final,,Scopus,2-s2.0-84940668388
"Hung W.P., Farmer A.",49861418900;55858895300;,Effective manufacturing laboratory arrangement for large classes,2015,"ASEE Annual Conference and Exposition, Conference Proceedings",122nd ASEE Annual Conference and Exposition: Making Value for Society,122nd ASEE Annual Conference and Exposition: Making Value for Society,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941992947&partnerID=40&md5=40510e667f1c52f42cacd5d8245f5847,"Texas A and M University, United States","Hung, W.P., Texas A and M University, United States; Farmer, A.","Manufacturing requires collective knowledge of material, metrology, and processes. Hands-on laboratory and lecture helps students to learn, appreciate, and be motivated for further study. Learning effectiveness in a large class, however, is reduced due to limited interaction, delaying feedback until after an exam, and tediousness of many repeating laboratory sessions. We are implementing steps to teach manufacturing laboratory to a large class of 250 students each semester. Complementary online instructional videos and class lectures, Clicker assessment, regular grade feedback, and cellular manufacturing laboratory exercises are utilized. Laboratory exercises are grouped into cellulars to save resources, space, and are synchronized with relevant lectures to facilitate students' understanding. For each laboratory exercise, the overall lab objectives are covered in class, but details of tooling and machine operation are shown using online professional videos so that students can view and learn at their own paces before going to their laboratory. A clicker quiz is conducted at the beginning of a lab session to gage students' understanding while encouraging them to be punctual. This online lab instruction approach allows more hands-on time for students in a lab while reducing communication gaps from lab instructors who English is not their native language. A student would have access to handouts, announcement, and cumulative grades via individual password-protected eCampus account so he/she can easily monitor the progress and know his/her ranking in class. Despite teething problems when implementing these steps, very positive student feedback, less tedious work for laboratory assistants, punctual laboratory schedule, and better exam outcomes prove the success of this approach. © American Society for Engineering Education, 2015.",,,,,,,,,,,,,"Leighbody, G.B., Kidd, D.M., (1966) Methods of Teaching Shop and Technical Subjects, , Delmar publisher; Nowak, M.L., (1988) Identification of Teaching Strategies and Leaning Activities for Manufacturing Technology Education Programs, , Dissertation, Texas A&M University; Miller, M.R., (1993) Strategies for Developing an Exemplary Program in Manufacturing Engineering Technology, , Dissertation, Texas A&M University; Nelson, M.S., (1992) Technical Competencies for Entry-Level Manufacturing Engineering Technologists for the Year, 2000. , Dissertation, Texas A&M University; Baird, R.J., (1972) Contemporary Industrial Teaching, , Goodheart-Willcox publisher; Bugeja, M., Classroom clickers and the cost of technology (2008) The Chronicle of Higher Education, 55 (15), p. 1D5; Kay, R.H., Ann, L.S., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Keller, C., Finkestein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., Research-based practices for effective clicker use (2007) Proceedings, pp. 128-131. , Physics Education Research Conference; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1); Fang, N., Electronic classroom response system for an engineering dynamics course: Student satisfaction and learning outcomes (2009) J. Engineering Education, 25 (5), pp. 1059-1067; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; King, D.B., Joshi, S., Gender differences in the use and effectiveness of personal response devices (2008) J. Science and Education Technology, 17 (6), pp. 544-552; Klaus, W., Optimizing the use of personal response devices (Clickers) in large-enrollment introductory courses (2008) J. Chemical Education, 85 (10), pp. 1400-1405; King, S.O., 'Pretty lights' and maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Computers & Education, 53 (1), pp. 189-199; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) J. Engineering Education, 99 (2), pp. 159-168; Kautz, C.H., Probing student understanding of basic concepts and principles in introductory engineering thermodynamics (2008) Proceedings, ASME International Mechanical Engineering Congress and Exposition, 6, pp. 473-480; DeBourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8 (2), pp. 76-87; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; (2009) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, , Washington, D.C; Meyer, K.A., The web's impact on student learning (2003) T.H.E. Journal, 30 (10), pp. 14-19. , May; Garrison, D.R., Cleveland-Innes, M., Facilitating cognitive presence in online learning: Interaction is not enough American Journal of Distance Education, 19 (3), pp. 133-148; Garrison, D.R., Anderson, T., (2003) E-Learning in the 21st Century: A Framework for Research and Practice, , London: Routledge Falmer",,,,American Society for Engineering Education,2015 122nd ASEE Annual Conference and Exposition,14 June 2015 through 17 June 2015,,113020.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84941992947
Germany D.,57190073117;,Blended assessment -4- blended learning,2015,"Proceedings of the European Conference on e-Learning, ECEL",,,,223,229,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84977117700&partnerID=40&md5=7f382331db7e20d28f14f974090934bf,"University of Hertfordshire, Hatfield, United Kingdom","Germany, D., University of Hertfordshire, Hatfield, United Kingdom","This paper is a reflection of over 25 years experience in teaching; from a purely classroom based learning environment, through the development of e-learning to a fully engaging blended learning environment that I provide my students today. Coming from an industrial background a driving force behind all my developments has been efficiency; helping students to develop their knowledge and understanding, their skills and attributes as quickly and effectively as possible, but at the same time acknowledging that my time is precious. In my early teaching I was heavily influenced by Honey and Mumford, recognising that we are all different and prefer to learn in different styles. As such I adapted my teaching styles to suite the students' preferred learning style. Later I became one of the pioneers of e-learning, helping to develop a virtual learning environment to support the students' learning outside the classroom through the internet. This naturally extended to the use of e-assessment and computer aided marking. More recently I have been advocating the use of Electronic Voting Systems to encourage greater engagement by students in the classroom through both summative and formative assessment. Whilst I have been a proponent of ""Blended Learning"" since before the phrase became popular, many students often see the variety of learning opportunities as ""alternatives"", opting out of anything they do not particularly like. Whilst this may lead to an efficient learning process in the students mind, it can also lead to an ineffective learning experience with students underachieving. Like it or not, assessment drives learning (Gibbs & Simpson, 2004), however by using a variety of appropriate assessment methods students are encouraged to actively engage in all the learning opportunities we offer them. If you want to change student learning then change the methods of assessment (Brown, Bull & Pendlebury, 1997). The key to this is selecting assessment methods that will not bury the academic in unassailable mountains of marking. This paper charts the development of my initiatives in teaching, learning and assessment, with tips and warnings coming from my experience for anyone wishing to adopt any of my methods.",Blended learning; Computer aided assessment; Electronic voting systems; Learning styles; Peer assessment; Virtual learning environment,E-learning; Education; Online systems; Students; Teaching; Voting machines; Blended learning; Computer-aided assessment; Electronic voting systems; Learning Style; Peer assessment; Virtual learning environments; Computer aided instruction,,,,,,,,,,,"Abdulwahed, M., Nagy, Z., Crawford, A., Development & implementation of teaching aids to enhance the understanding of control systems (2012), Enhancing Engineering Higher Education: Outputs of the National HE STEM Programme; Brown, G., Bull, J., Pendlebury, M., Assessing Student Learning in Higher Education (1997), Routledge, Oxford, UK; Gibbs, G., Simpson, C., Conditions under which Assessment Supports Students' Learning (2004) Learning and Teaching in Higher Education, (1); Honey, P., Mumford, A., The manual of learning styles (1982), Peter Honey, Maidenhead; Russell, M., Evaluating the Weekly Assessed Tutorials Sheet approach to assessment: Background, pedagogy and impact (2005) Journal for the Enhancement of Learning and Teaching, 2 (1); Russell, M., Evaluating the Weekly Assessed Tutorials Sheet approach to assessment: The students' experience (2006) Journal for the Enhancement of Learning and Teaching, 3 (1); Russell, M., Using an electronic voting system to enhance learning and teaching (2008) Engineering Education, 3 (2); Xiao, S., Germany, D., Russell, M., Re-engineering assessment for engineering education (2012) Enhancing Engineering Higher Education: Outputs of the National HE STEM Programme","Germany, D.; University of HertfordshireUnited Kingdom; email: d.a.germany@herts.ac.uk",Cubric M.Jefferies A.,,Academic Conferences Limited,"14th European Conference on e-Learning, ECEL 2015",29 October 2015 through 30 October 2015,,129578.0,20488637,9781910810712; 9781910810729,,,English,"Proc. Eur. Conf. e-Learn., ECEL",Conference Paper,Final,,Scopus,2-s2.0-84977117700
"Ghanat S.T., Brannan K., Welch R.W., Bower K.C.",55377483000;6603590514;7201914207;7006377581;,Comparison of direct and indirect assessment of a summer engineering economy course taught with active learning techniques,2015,"ASEE Annual Conference and Exposition, Conference Proceedings",122nd ASEE Annual Conference and Exposition: Making Value for Society,122nd ASEE Annual Conference and Exposition: Making Value for Society,,,,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941997692&partnerID=40&md5=2ecca8a9d75ec41d7b487997fe23a2a4,"Department of Civil and Environmental Engineering, Citadel, Charleston, SC, United States","Ghanat, S.T., Department of Civil and Environmental Engineering, Citadel, Charleston, SC, United States; Brannan, K., Department of Civil and Environmental Engineering, Citadel, Charleston, SC, United States; Welch, R.W., Department of Civil and Environmental Engineering, Citadel, Charleston, SC, United States; Bower, K.C., Department of Civil and Environmental Engineering, Citadel, Charleston, SC, United States","The abbreviated summer class schedule, which results in longer class times, can present several barriers to learning. One significant factor is the lack of time needed for knowledge construction. As students stretch and reform their schemas to synthesize new material, they often generate inappropriate perceptions of critical class material. An effective strategy for addressing this is to provide a variety of active learning techniques that engage students and focus on their different learning styles. In this paper, data from two class sections of engineering economy taught in a compressed summer term were examined to see how well the student's self-assessment of the course objectives compared to direct assessment measures. Teaching techniques used in these classes include incorporating learning objectives directly into the teaching of course material, both student and instructor-generated crossword puzzles, student-generated Pictionary, clickers, starting each class with a song about money, using real money and magnets to illustrate applications of different interest factors, Muddiest Point paper, think-pair-share, individual and group problem solving, brainstorming, case studies, debates, and a number of other useful techniques. The student's self-assessment of learning objectives was measured through a survey and the direct assessment was done through the use of mid-term and final exam questions. To assess the correlation between self-assessment and direct assessment, one-tailed tests at a level of significance of 0.05 with 50 degrees of freedom were performed. A correlation was found to be significant at the 0.01 level and so overall, it appears that the students had an accurate perception of their own course performance. The paper will discuss the student self-assessment of the course objectives, the direct assessment of course objectives, and some of the teaching and learning techniques used to enhance the course. © American Society for Engineering Education, 2015.",,,,,,,,,,,,,"Ressler, S.J., Welch, R.W., Meyer, K.F., Organizing and delivering classroom instruction (2004) Teaching Lessons Learned. Journal of Professional Issues in Engineering Education and Practice, 130 (3), pp. 103-120. , ASCE July; Estes, A.C., Welch, R.W., Ressler, S.J., Teaching lessons earned: Questioning: Bringing your students along on the journey (2004) J. Surv. Eng., 130 (4), pp. 237-242; Welch, R.W., Ressler, S.J., Estes, A.C., A model instructional strategy (2005) Teaching Lessons Learned. Journal of Professional Issues in Engineering Education and Practice, 131 (2). , ASCE April; Estes, A.C., Welch, R.W., Ressler, S.J., Teaching lessons learned: The ExCEEd teaching model (2005) J. Surv, Eng., 131 (4), pp. 218-222; Estes, A.C., Welch, R.W., Ressler, S.J., The assessment of teaching (2006) J. Prof. Issues Eng. Educ. Pract., 132 (1), pp. 2-10; Lynch, P.C., Wilck, J., Bober, C.A., Mines, J.L., A new look at involving undergraduate students, real life applications, and active learning activities in the industrial engineering undergraduate course delivery process (2014) 121st ASEE Annual Conference & Exposition, , June 15-18; Lynch, P.C., Bober, C.A., Mines, J.L., Designing industrial engineering course content and delivery with an understanding of the learning preferences and factors driving satisfaction of undergraduate industrial engineering students (2014) 121st ASEE Annual Conference & Exposition, , June 15-18; Felder, R.M., Brent, R., Understanding student differences (2005) Journal of Engineering Education, 94 (1), pp. 52-72; Felder, R.M., Matters of style (1996) ASEE Prism, 6 (4), pp. 18-23. , December; Lowman, J., (1995) Mastering the Techniques of Teaching, pp. 129-159. , 2nd edition, John Wiley and Sons, Chapter 5; Felder, R.M., Reaching the second tier: Learning and teaching styles in college science education (1993) Journal of College Science Teaching, 23 (5), pp. 286-290; Felder, R.M., Silverman, L.K., Learning and teaching styles in engineering education (1988) Engineering Education, 78 (7), pp. 74-681; Ambrose, S.A., Bridges, M.W., Di Petro, M., Lovett, M.C., Norman, M.K., How learning works (2010) Research-Based Principles for Smart Teaching, , San Francisco: John Wiley & Sons; Rogers, G., (2006) Community Matters Newsletter, , http://www.abet.org/, August; Yamayee, Z.A., Albright, R.J., Direct and indirect assessment methods: Key ingredients for continuous quality improvement and ABET accreditation (2008) International Journal of Engineering Education, 24 (5), pp. 877-833. , (7), Sept",,,,American Society for Engineering Education,2015 122nd ASEE Annual Conference and Exposition,14 June 2015 through 17 June 2015,,113020.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84941997692
"Chan K., Cheung G., Brown I., Luk G.",7406035235;24471344400;57209541194;56290240700;,Synthesizing technology adoption and learners' approaches towards active learning in higher education,2015,"Proceedings of the International Conference on e-Learning, ICEL",2015-January,,,66,73,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84940649602&partnerID=40&md5=bac11f2a68f84d29a84bd6fa36c3c3d4,"Department of Applied Social Sciences, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong; Educational Development Centre, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong","Chan, K., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong; Cheung, G., Department of Applied Social Sciences, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong; Brown, I., Educational Development Centre, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong; Luk, G., Educational Development Centre, Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong","In understanding how active and blended learning approaches with learning technologies engagement in undergraduate education, current research models tend to undermine the effect of learners' variations, particularly regarding their styles and approaches to learning, on intention and use of learning technologies. This study contributes to further examine a working model for learning outcomes in higher education with the Unified Theory of Acceptance and Use of Technology (UTAUT) on SRS adoption attitude, and the Study Process Questionnaire (SPQ) on students' approach to learning. Adopting a cross-section observational design, the current study featured an online survey incorporating items UTAUT and SPQ. The survey was administered to 1627 undergraduate students at a large comprehensive university in Hong Kong. Relationships between SRS adoption attitude, learning approaches, and learning outcomes in higher-order thinking & learning and collaborative learning were analyzed with a structural equation model (SEM). A total of 3 latent factors, including four factors from UTAUT in Performance Expectancy, Effort Expectancy, and Deep Learning Approach from the SPQ, were identified in the structural model on students' intention to adopt SRS in classes. Current results suggested that a model of active learning outcomes comprising both UTAUT constructs and deep learning approach. Model presented in the present study supported the UTAUT in predicting both behavioral intention and in adopting SRS in large classes of undergraduate education. Specifically, positive attitudes towards SRS use measured with the UTAUT, via a learning approach towards deep learning, accounted for variation on high-impact learning including higher-order thinking and collaborative learning. Results demonstrated that the process of technology adoption should be conceptualized in conjunction with learners' diversity for explaining variation in adoption of technologies in the higher education context.",Higher education; Learning approaches; Students response system (SRS); Technology adoption,Artificial intelligence; Behavioral research; E-learning; Education; Education computing; Interactive computer systems; Learning systems; Students; Surveys; Higher education; Learning approach; Response systems; Structural equation modeling; Technology adoption; The unified theory of acceptance and use of technology(UTAUT); Undergraduate education; Undergraduate students; Engineering education,,,,,,,,,,,"Al-Hujran, O., Al-Lozi, E., Al-Debei, M.M., Get ready to mobile learning"": Examining factors affecting college students' behavioral intentions to use m-learning in Saudi Arabia (2014) Jordan Journal of Business Administration, 10, pp. 111-128; Biggs, J., Kember, D., Leung, D.Y.P., The revised two-factor study process questionnaire: R-spq-2f (2001) British Journal of Educational Psychology, 71, pp. 133-149; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Bollen, K.A., (1989) Structural Equations with Latent Variables, , New York, NY, Wiley; Brady, M., Seli, H., Rosenthal, J., Clickers"" and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers & Education, 65, pp. 56-63; Brady, M., Seli, H., Rosenthal, J., Metacognition and the influence of polling systems: How do clickers compare with low technology systems (2013) Educational Technology Research and Development, 61, pp. 885-902; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco, CA, Jossey-Bass; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6, pp. 9-20; Chan, K., Brown, I., Chung, I.C.B., Lu, H.-J., Luk, G.W.-T., Using Students Response System Via Mobile Devices in Large Introductory Psychology Classes, p. 539. , (Year) Published, In: IVALA, E., ed. International Conference on eLearning, June 27-28, 2013 2013 Cape Peninsula University of Technology, Cape Town, South Africa. Academic Conferences and Publishing International Limited; Cobb, S., Heaney, R., Corcrcoran, O., Henderson-Begg, S., Using mobile phones to increase classroom interaction (2010) Journal of Educational Multimedia and Hypermedia, , pp; D'lima, G.M., Winsler, A., Kitsantas, A., Ethnic and gender differences in first-year college students' goal orientation, self-efficacy, and extrinsic and intrinsic motivation (2014) The Journal of Educational Research, 107, pp. 341-356; Davis, F.D., Bagozzi, R.P., Warshaw, P.R., User acceptance of computer technology: A comparison of two theoretical models (1989) Management Science, 35, pp. 982-1003; Dwivedi, Y.K., Rana, N.P., Chen, H., Williams, M.D., A meta-analysis of the unified theory of acceptance and use of technology (utaut) (2011) Governance and Sustainability in Information Systems. Managing the Transfer and Diffusion of IT, , Springer; Exeter, D.J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., Jackson, R., Student engagement in very large classes: The teachers' perspective (2010) Studies in Higher Education, 35, pp. 761-775; Hu, L.T., Bentler, P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives"", structural equation modeling (1999) A Multidisciplinary Journal, 6, pp. 1-55; (2013) Indiana University Center for Postsecondary Research, , http://nsse.iub.edu/2013_Institutional_Report/data_codebooks/NSSE2013Codebook.pdf, National Survey of Student Engagement (NSSE) 2013 Codebook. Available; Jones, M.E., Antonenko, P.D., Greenwood, C.M., The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer (2012) Journal of Computer Assisted Learning, 28, pp. 477-487; Justicia, F., Pichardo, M.C., Cano, F., Berbén, A.B.G., De La Fuente, J., The revised two-factor study process questionnaire (r-spq-2f): Exploratory and confirmatory factor analyses at item level (2008) European Journal of Psychology of Education, 23, pp. 355-372; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Kerr, A., (2011) Teaching and Learning in Large Classes at Ontario Universities: An Exploratory Study, , Toronto, Higher Education Quality Council of Ontario; Kilgo, C., Ezell Sheets, J., Pascarella, E., The link between high-impact practices and student learning: Some longitudinal evidence (2014) Higher Education, pp. 1-17; King, W.R., He, J., A meta-analysis of the technology acceptance model (2006) Information & Management, 43, pp. 740-755; Koh, C.E., Prybutok, V.R., Ryan, S.D., Wu, Y., A model for mandatory use of software technologies: An integrative approach by applying multiple levels of abstraction of informing science (2010) Informing Science, 13. , pp; Lee, Y., Kozar, K.A., Larsen, K.R.T., The technology acceptance model: Past, present, and future (2003) Communications of the Association for Information Systems, 12, pp. 752-780; Lidia, O., Paul, C., Harold, T., Validating the unified theory of acceptance and use of technology (utaut) tool crossculturally (2007) Proceedings of the 21st British HCI Group Annual Conference on People and Computers: HCI...But Not As We Know It-Volume 2, , University of Lancaster, United Kingdom: British Computer Society; Morling, B., Mcauliffe, M., Cohen, L., Dilorenzo, T.M., Efficacy of personal response systems ('clickers') in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50; Nistor, N., Lerche, T., Weinberger, A., Ceobanu, C., Heymann, O., Towards the integration of culture into the unified theory of acceptance and use of technology (2014) British Journal of Educational Technology, 45, pp. 36-55; Schell, J., Lukoff, B., Mazur, E., (2013) Catalyzing Learner Engagement Using Cutting-Edge Classroom Response Systems in Higher Education, , In: CHARLES, W. (ed.) Increasing Student Engagement and Retention Using Classroom Technologies Classroom Response Systems and Mediated Discourse Technologies. Bingley: Emerald; Shapiro, A.M., An empirical study of personal response technology for improving attendance and learning in a large class (2009) Journal of Scholarship of Teaching and Learning, 9, pp. 13-26; Terzis, V., Economides, A.A., The acceptance and use of computer based assessment (2011) Computers & Education, 56, pp. 1032-1044; Tlhoaele, M., Hofman, A., Winnips, K., Beetsma, Y., Exploring the relationship between factors that contribute to interactive engagement and academic performance (2015) Journal of Education and Training, 2, pp. 61-80; Vaterlaus, J.M., Beckert, T.E., Fauth, E., Teemant, B., An examination of the influence of clicker technology on college student involvement and recall (2012) International Journal of Teaching and Learning in Higher Education, 24, pp. 293-300; Velasco, M., Çavdar, G., Teaching large classes with clickers: Results from a teaching experiment in comparative politics (2013) PS: Political Science & Politics, 46, pp. 823-829; Venkatesh, V., Bala, H., Technology acceptance model 3 and a research agenda on interventions (2008) Decision Sciences, 39, pp. 273-315; Venkatesh, V., Morris, M.G., Gordon, B.D., Davis, F.D., User acceptance of information technology: Toward a unified view (2003) MIS Quarterly, 27, pp. 425-478; Wang, X., Su, Y., Cheung, S., Wong, E., Kwong, T., An exploration of biggs' constructive alignment in course design and its impact on students' learning approaches (2012) Assessment & Evaluation in Higher Education, 38, pp. 477-491",,Watson C.,,Academic Conferences Limited,"10th International Conference on e-Learning, ICEL 2015",25 June 2015 through 26 June 2015,,113636.0,20488882,9781910810255,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Paper,Final,,Scopus,2-s2.0-84940649602
"White R.M., Brooks B.J., Koretsky M.",56301358100;36800022700;6602313976;,Development and usability testing of a student mobile application for the AIChE concept warehouse,2015,"ASEE Annual Conference and Exposition, Conference Proceedings",122nd ASEE Annual Conference and Exposition: Making Value for Society,122nd ASEE Annual Conference and Exposition: Making Value for Society,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941992853&partnerID=40&md5=cd95dcdcd272e1661260304bfc2a8f36,"Oregon State University, School of Chemical, Biological, and Environmental Engineering, United States","White, R.M., Oregon State University, School of Chemical, Biological, and Environmental Engineering, United States; Brooks, B.J., Oregon State University, School of Chemical, Biological, and Environmental Engineering, United States; Koretsky, M., Oregon State University, School of Chemical, Biological, and Environmental Engineering, United States","Incorporating user feedback is imperative for the adoption and continued usage of educational innovations in the classroom. We report on the development of an Android-based student mobile application, a user-suggested improvement for the AIChE Concept Warehouse. An Apple-based mobile application is also in development. Our intent is to share the applications' development and improvement process in the hopes that other innovators can benefit from the lessons learned through our experience. The AIChE Concept Warehouse was developed with the intent of fostering a community of learning within chemical engineering. The Concept Warehouse is a web-enabled database infrastructure that is designed to promote concept-based instruction through the use of concept questions. These concept questions are used in core curriculum courses like Material/Energy Balances, Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science. Availability of high quality concept questions can lower the barrier for faculty to use concept-based instruction and assessment. This software allows the instructor to engage students and evaluate student learning in real-time. The instructor is then able to adjust the pace of lecture in response to student understanding. The Concept Warehouse also allows for reflective assessments such as ""the muddiest point."" The student mobile application was developed to make it easier for students to submit answers and written explanations to these assessments using mobile devices. Originally, students could submit their answers to conceptual questions using clickers, mobile browsers on smartphones, and laptops. Input via smartphones, however, proved cumbersome because it depended on the quality of the student's mobile browser and utilized the full-size webpage interface. The improved mobile student interface facilitates participation by making responses via smartphone more user-friendly. After the development of the application, we conducted initial usability tests with students who had previously used the web-based options for answer submission. In order to gauge usability, we collected usage statistics from student responses to a usability survey. Survey responses were used to identify student likes and dislikes as well as to compare different available options for answer submission. These results will be used to improve the design of the current application as well as guide our design decisions for the development of the iOS version of the student app. © American Society for Engineering Education, 2015.",,,,,,,,,,,,,"Educating the engineer of 2020: Adapting engineering education to the new century (2005) The National Academies Press: Washington DC; Elby, A., Another reason that physics students learn by rote (1999) American Journal of Physics; Felder, R.M., Brent, R., Understanding student differences (2005) Journal of Engineering Education, pp. 57-72; Crouch, C., Watkins, J., Fagen, A., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Research-Based Reform of University Physics; Yorke, M., Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003) Higher Education, pp. 477-501; Kowalski, S.E., Kowalski, F.V., Hoover, E., Using InkSurvey: A free web-based tool for open-ended questioning to promote active learning and real-time formative assessment of tablet PC-equipped engineering students (2007) Proceedings of the 2007 ASEE Conference and Exposition, , Honolulu, HI, June; Koretsky, M.D., Brooks, B., Student attitudes in the transition to an active-learning technology (2012) Chemical Engineering Education, pp. 41-49; Bakrania, S., A rubric-based grading app for iPads (2013) Proceedings of the 2013 ASEE Conference and Exposition, , Atlanta, GA, June; Bakrania, S., Getting students involved in a classroom with an iPhone app (2012) Proceedings of the 2012 ASEE Conference and Exposition, , San Antonio, TX, June; Kowalski, F.V., Kowalski, S.E., Gardner, T.Q., Using mixed mobile computing devices for real-time formative assessment (2013) Proceedings of the 2013 ASEE Conference and Exposition, , Atlanta, GA, June; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, pp. 66-74; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, pp. 439-441; Brooks, B.J., Gilbuena, D., Falconer, J.L., Silverstein, D.L., Miller, R.L., Koretsky, M.D., Preliminary development of the AIChE concept warehouse (2012) Proceedings of the 2012 ASEE Conference and Exposition, , San Antonio, TX",,,,American Society for Engineering Education,2015 122nd ASEE Annual Conference and Exposition,14 June 2015 through 17 June 2015,,113020.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84941992853
Raditloaneng W.N.,56052032300;,Selected African universities community engagement work for poverty reduction,2015,Lifelong Learning for Poverty Eradication,,,,197,219,,,10.1007/978-3-319-10548-2_11,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84943799920&doi=10.1007%2f978-3-319-10548-2_11&partnerID=40&md5=bd1cacd94fe25c293dd6d55d8f4ec9c4,"Department of Adult Education, University of Botswana, Gaborone, Botswana","Raditloaneng, W.N., Department of Adult Education, University of Botswana, Gaborone, Botswana","In this chapter we discuss two projects that typify community service and engagement for poverty reduction. First is the experience of Ba Isago University College training project in partnership with Kellogg Foundation in the implementation of the Community Based Planning Programme that was based on the Zooming Approach in the DKAR Community and its surrounding resettlement areas, which are occupied by the minority San Tribe. The Zooming Approach is a participatory and interactive engagement approach to local development, developed and refined by the WKKF’s Africa Programme on the basis of lessons and experience from its work in the region. Another project given as an example of best practice is the ITMUA project which studied two cases of community engagement. The main argument posed in this chapter, using the two university projects mentioned above, is that community service is, compared to teaching and research, (first and second missions) expected of university academics. However, this third mission of universities and their engagement with communities is usually underdeveloped because of the growing attention paid to teaching and research in promotion applications. To revitalize this mission the project built on and adapted the framework so it more effectively addressed the MDGs and African contexts. The ITMUA project was the brainchild of a desire to understand how selected African Universities were engaging with communities, with the ultimate motive of illuminating and promoting best practice in community service and engagement. The ITMUA regional collaborative project consisted of an African partnership network of four universities. © Springer International Publishing Switzerland 2015.",Engagement; Interactive; Participatory; Regional collaborative project; Resettlement areas,,,,,,,,,,,,"Bringle, R.G., Hatcher, J.A., Civic engagement and service learning: Implications for higher education in America and South Africa (2007) Education as Change, 11 (3), pp. 79-89; Charles, D., Benneworth, P., (2009) Benchmarking the regional contribution of universities, , Newcastle University: HEFCE; Hall, M., (2010) Community engagement in South African higher education in Kagisano no. 6 Community Engagement in South African Higher Education, pp. 1-52. , Auckland Park: Jacana Media; Inman, P., Schuetze, H.G., Introduction (2010) The Community Engagement and Service Mission of Universities, pp. 2-12. , P. Inman & H. G. Schuetze (Eds.) Leicester: NIACE; Keith, N.Z., Community service learning (2005) Michigan Journal of Community Service Learning, pp. 5-24. , the face of globalization: rethinking theory and practice Spring; Lazarus, J., Erasmus, M., Hendricks, D., Nduna, J., Slamat, J., Embedding community engagement in south african higher education (2008) Education, Citizenship And Social Justice, 3, pp. 57-83; Lulat, Y.G.M., (2005) A history of African higher education from antiquity to the present, , Santa Barbara CA: Greenwood Publishing Group; Nampota, D., Emerging issues on the 'process' and 'outcomes' of community service from the experiences of the eight country case studies (2011) Community service and community engagement in four African universities, pp. 107-120. , J. Preece (Ed.), (2011) Gaborone: Lentswe La Lesedi; NUL, (2007) National university of Lesotho strategic plan 2007-2012, , Roma: NUL; Oyewole, O., Africa and the global knowledge domain (2010) Higher education and Globalisation: Challenges, threats and opportunities for Africa, pp. 19-32. , D. Teferra & H. Greijn (Eds.) Maastricht, Maastricht University Centre for International Cooperation in Academic Development (MUNDO); Preece, J., Universities, community service and African Contexts (2011) Community Service and community engagement in four African Universities, pp. 37-48. , Preece (Eds.) Gaborone: Lentswe la Lesedi; Schuetze, H.G., The third mission of universities: Community engagement and service (2010) The Community Engagement and Service Mission of Universities, pp. 13-32. , P. Inman & H. G. Schuetze (Eds.) Leicester: NIACE; Sen, A., (1999) Development as Freedom, , Oxford: Oxford University Press; Stringer, E., (2004) Action Research in Education, , Columbus: Pearson; UNESCO, (2009) World Conference on Higher Education, , http://www.unesco.org/en/higher-education/; University of Botswana, (2007) Strategic Plan 2007-2012, , Gaborone: UB; Wade, A., Demb, A., A conceptual model to explore faculty community engagement (2009) Michigan Journal of Community Service Learning, , Spring 5-16; Government of Botswana (GOB), (2004) Poverty reduction strategy, , Gaborone: Government printers; Government of Nigeria, (2004) National policy on education, , Abuja: Federal Government of Nigeria Press; University of Calabar, (2002) Strategic Plan 2007-2012, , Calabar: UNICAL Press; University of Malawi, (2004) University of Malawi Strategic Plan, , Zomba: University of Malawi","Raditloaneng, W.N.; Department of Adult Education, University of BotswanaBotswana",,,Springer International Publishing,,,,,,9783319105482; 9783319105475,,,English,Lifelong Learning for Poverty Erad.,Book Chapter,Final,,Scopus,2-s2.0-84943799920
"Sharpe T., Qin G., Recktenwald G.W.",56763757000;56763393500;6602207073;,A compact device for inductive instruction in general physics,2015,"ASEE Annual Conference and Exposition, Conference Proceedings",122nd ASEE Annual Conference and Exposition: Making Value for Society,122nd ASEE Annual Conference and Exposition: Making Value for Society,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84941997896&partnerID=40&md5=a89b6462b150ffec4f1fef4ca64b2eda,"Portland State University, Mechanical and Materials Engineering Department, United States","Sharpe, T., Portland State University, Mechanical and Materials Engineering Department, United States; Qin, G., Portland State University, Mechanical and Materials Engineering Department, United States; Recktenwald, G.W., Portland State University, Mechanical and Materials Engineering Department, United States","Research from the past three decades has found that an interactive engagement approach to teaching the sciences which involves physical interaction with systems helps students build effective mental models. Our team of engineering students has developed a novel tabletop teaching device called the Touchstone Model 1 (TM1) designed to help incoming students solidify and retain knowledge of first-term General Physics in an iterative manner. The device is a combination of classic physics models: a pendulum of adjustable length, a rail system including an incline plane, a rolling ball/weight, and a ball launcher. An integrated microcontroller combines these conceptual models, and allows the difficulty of the problem to be adjusted by including or excluding new physics concepts in tandem with the lecture curriculum. The design is informed by a pedagogical model based on giving students open-ended problems that require a network of conceptual knowledge. This hybrid hands-on and inductive model could increase student motivation to more deeply understand concepts that have often been difficult to learn. A prototype device has been partially integrated into Portland State University's existing Physics with Calculus Workshop curriculum, being used in three of nine weekly sessions. At the end of the term, anonymous questionnaires were used to gauge student interest in the device as a learning and motivation tool in the workshop environment, informing future research and development of the device. The data from the student surveys was also used to create a more formal assessment of student knowledge gains. Positive results were seen in both categories, with unanimous student approval and a small median increase in test scores. A second prototype is under development, and could be more fully integrated into the workshop model in the future. Precision machining and an integrated microcontroller could build on the initial prototype and can be thought of as a modular, highly-predictable Rube Goldberg machine. A novel aspect of this work is that the device was conceived, developed, fabricated and tested entirely by undergraduate engineering students. Another distinctive feature is that an Arduino microcontroller provides the data collection and control of the apparatus, allowing for great curriculum mobility. © American Society for Engineering Education, 2015.",,,,,,,,,,,,,"Hake, R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66 (1), pp. 64-74; McDermott, L., Oersted medal lecture 2001: Physics education research - The key to student learning (2001) Am. J. Phys, 69 (11), pp. 1127-1137; Prince, M., Felder, R., The many face of inductive teaching and learning (2007) J. of Coll. Sci. Teaching, 36 (5), pp. 14-20; Halloun, I.A., Hestenes, D., The initial knowledge state of college physics students (1985) Am. J. Phys, 53 (11), pp. 1043-1055; Redish, E.F., Implications of cognitive studies for teaching physics (1994) Am. J. Phys, 62 (9), pp. 796-803; Crouch, C., Fagen, A., Callahan, J., Mazur, E., Classroom demonstrations: Learning tools or entertainment? (2004) Am. J. Phys, 72 (6), pp. 385-388",,,,American Society for Engineering Education,2015 122nd ASEE Annual Conference and Exposition,14 June 2015 through 17 June 2015,,113020.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84941997896
"Yamaguchi T., Nishimura T., Takadama K.",35306143500;25655272500;35496082000;,Awareness-based recommendation toward a new preference: Evaluation of the awareness effect,2014,Handbook of Research on Advancements in Robotics and Mechatronics,,,,219,241,,1.0,10.4018/978-1-4666-7387-8.ch009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957076951&doi=10.4018%2f978-1-4666-7387-8.ch009&partnerID=40&md5=471a34fb4c0bc9093078b39c674d596f,"Nara National College of Technology, Japan; NTT Neomeit, Japan; The University of Electro-Communications, Japan","Yamaguchi, T., Nara National College of Technology, Japan; Nishimura, T., NTT Neomeit, Japan; Takadama, K., The University of Electro-Communications, Japan","In mechatronics and robotics, one of the important issues is to design human interface. There are two issues on interaction design research. One is the way to education and training to adapt humans for operating the robots or interaction systems. Another one is the way to make interaction design adaptable for humans. This chapter research at the latter issue. This chapter describes the interactive learning system to assist positive change in the preference of a human toward the true preference; then evaluation of the awareness effect is discussed. The system behaves passively to reflect the human intelligence by visualizing the traces of his/her behaviors. Experimental results showed that subjects are divided into two groups, heavy users and light users, and that there are different effects between them under the same visualizing condition. They also showed that the system improves the efficiency for deciding the most preferred plan for both heavy users and light users. © 2015, IGI Global. All rights reserved.",,Learning systems; Different effects; Education and training; Human intelligence; Interaction design; Interaction systems; Interactive learning systems; Mechatronics and robotics; Positive changes; Human robot interaction,,,,,,,,,,,"Adomavicius, G., Tuzhilin, A., Toward The Next Generation of Recommender Systems: A Survey of The Stateof-the-art and Possible Extensions (2005) IEEE Transactions on Knowledge and Data Engineering, 17 (6), pp. 734-749; Anderson, N.H., Butzin, C.A., Performance = motivation x ability: An integration-theoretical analysis (1974) Journal of Personality and Social Psychology, 30 (5), pp. 598-604; Balabanovic, M., Shoham, Y., Fab: Content-based, collaborative recommendation (1997) Communications of the ACM, 40 (3), pp. 66-72; Boud, D., Keogh, R., Walker, D., Reflection (1985) Turning experience into learning, , Routledge; Bridge, D., Goker, M.H., McGinty, L., Smyth, B., Case-based recommender systems (2005) The Knowledge Engineering Review, 20 (3), pp. 315-320; Buckler, B., A learning process model to achieve continuous improvement (1996) The Learning Organization, 3 (3), pp. 31-39; Griffith, S., Subramanian, K., Scholz, J., Isbell, C.L., Thomaz, A., Policy shaping: Integrating human feedback with reinforcement learning (2013) Proceedings of Advances in Neural Information Processing Systems 26, pp. 2625-2633. , Neural Information Processing Systems Foundation, Inc; Habib, M.K., Mechatronics engineering: The evolution, the needs and the challenges (2006) Proceedings of the 32nd Annual Conference of the IEEE Industrial Electronics Society, pp. 4510-4515. , IEEE; Habib, M.K., Mechatronics: A unifying interdisciplinary and intelligent engineering paradigm (2007) IEEE Industrial Electronics Magazine, 1 (2), pp. 12-24; Hijikata, Y., Iwahama, K., Takegawa, K., Nishida, S., Content-based Music Filtering System with Editable User Profile (2006) Proceedings of the 21st Annual ACM Symposium on Applied Computing (ACM SAC 2006), pp. 1050-1057. , New York, NY, USA: ACM; Kaelbling, L.P., Littman, M.L., Cassandra, A.R., Planning and acting in partially observable stochastic domains (1998) Artificial Intelligence, 101 (1-2), pp. 99-134; Kaplan, F., Oudeyer, P.-Y., Kubinyi, E., Miklosi, A., Robotic clicker training (2002) Robotics and Autonomous Systems, 38 (3-4), pp. 197-206; Konda, T., Tensyo, S., Yamaguchi, T., LC-learning: Phased method for average reward reinforcement learning - Analysis of optimal criteria (2002) PRICAI2002: Trends in Artificial Intelligence (LNAI), 2417, pp. 198-207. , Berlin: Springer; Konda, T., Tensyo, S., Yamaguchi, T., Learning: Phased method for average reward reinforcement learning - Preliminary results (2002) PRICAI2002: Trends in Artificial Intelligence (LNAI), 2417, pp. 208-217. , Berlin: Springer; Konidaris, G., Barto, A., Automonous shaping: Knowledge transfer in reinforcement learning (2006) Proceedings of the 23rd International Conference on Machine Learning, pp. 489-496. , New York, NY: ACM; Kravcik, M., Krogstie, B., Moore, A., Pammer, V., Pannese, L., Prilla, M., Ullmann, T., (2013) Proceedings of the 3rd workshop on awareness and reflection in technology enhanced learning (ARTEL2013), in conjunction with the 8th european conference on technology enhanced learning(ECTEL2013), , http://ceur-ws.org/Vol-1103/; Krogstie, B., Prilla, M., Tool support for reflection in the workplace in the context of reflective learning cycles (2012) Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL 2012), pp. 57-72. , Academic Press; Krogstie, B., Prilla, M., Pammer, V., Understanding and supporting reflective learning processes in the workplace (2013) Proceedings of the Eigth European Conference on Technology Enhanced Learning (EC-TEL 2013), 8095, pp. 151-164. , (LNCS), Springer; Kurapati, S., Kolfschoten, G.L., Verbraeck, A., Drachsler, H., Specht, M., Brazier, F.M.T., A theoretical framework for shared situational awareness in sociotechnical systems (2012) Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning (ARTEL 2012), pp. 47-53. , Academic Press; Linden, G., Smith, B., York, J., Amazon.com Recommendations: Item-to-item Collaborative Filtering (2003) IEEE Internet Computing, 7 (1), pp. 76-80; Mahadevan, S., Average reward reinforcement learning: Foundations, algorithms, and empirical results (1996) Machine Learning, 22 (1-3), pp. 159-195; Mahmood, T., Ricci, F., Adapting the interaction state model in conversational recommender systems (2008) Proceedings of the 10th international conference on Electronic commerce, pp. 1-10. , New York, NY, USA: ACM; Mahmood, T., Ricci, F., Improving recommender systems with adaptive conversational strategies (2009) Proceedings of the 20th ACM conference on Hypertext and hypermedia, pp. 73-82. , New York, NY, USA: ACM; Mahmood, T., Ricci, F., Venturini, A., Improving Recommendation Effectiveness by Adapting the Dialogue Strategy in Online Travel Planning (2009) International Journal of Information Technology and Tourism, 11 (4), pp. 285-302; Mahmood, T., Ricci, F., Venturini, A., Hopken, W., Adaptive Recommender Systems for Travel Planning (2008) Information and Communication Technologies in Tourism 2008: Proceedings of ENTER 2008 International Conference in Innsbruck, pp. 1-11. , O'Connor, P., Hopken, W., & Gretzel, U. (Eds.), New York, NY, USA: Springer; Marthi, B., Automatic shaping and decomposition of reward functions (2007) Proceedings of the 24th International Conference on Machine Learning, pp. 601-608. , ACM; Moore, A., Pammer, V., Pannese, L., Prilla, M., Rajagopal, K., Reinhardt, W., Voigt, C., (2012) Proceedings of the 2nd workshop on awareness and reflection in technology enhanced learning (ARTEL2012), in conjunction with the 8th european conference on technology enhanced learning(ECTEL2012), , http://ceur-ws.org/Vol-931/; Murakami, T., Mori, K., Orihara, R., Metrics for Evaluating the Serendipity of Recommendation Lists (2007) New Frontiers in Artifical Intelligence, Lecture notes in Artificial Intelligence 4914, pp. 40-46. , Satoh, K. et al. (Eds.), Berlin: Springer; Ng, A.Y., Harada, D., Russell, S.J., Policy invariance under reward transformations: Theory and application to reward shaping (1999) Proceedings of the 16th International Conference on Machine Learning, pp. 278-287. , New York, NY: ACM; Ng, A.Y., Russell, S., Algorithms for inverse reinforcement learning (2000) Proceedings of the Seventeenth International Conference on Machine Learning (ICML2000), pp. 663-670. , Morgan Kaufmann Publishers Inc; Peterson, G.B., The discovery of shaping or B.F. Skinner's big surprise (2000) The Clicker Journal:The Magazine for Animal Trainers, 43, pp. 6-13. , July/August; Peterson, G.B., The world's first look at shaping: B. F. Skinner's gutsy gamble (2001) The Clicker Journal: The Magazine for Animal Trainers, pp. 14-21; Preda, M., Mirea, A.M., Teodorescu-Mihai, C., Preda, D.L., Adaptive Web Recommendation Systems (2009) Annals of University of Craiova. Math. Comp. Sci. Ser, 36 (2), pp. 25-34; Pryor, K., (2006) Don't shoot the dog!: The new art of teaching and training, , Ringpress Books., (3rd ed.); Puterman, M.L., (1994) Markov decision processes: Discrete stochastic dynamic programming, , New York, NY: John Wiley & Sons, Inc; Reinhardt, W., Christian, M., Awareness in learning networks (2011) Proceedings of the The PLE Conference 2011 (ARTEL2011), pp. 12-20. , PLE; Resnick, P., Iacovou, N., Suchak, M., Bergstrom, P., Riedl, J., GroupLens: An Open Architecture for Collaborative Filtering of Netnews (1994) Proceedings of the 1994 ACM Conference on Computer Supported Cooperative Work, pp. 175-186. , New York, NY, USA: ACM; Riecken, D., Introduction: Personalized views of personalization (2000) Communications of the ACM, 43 (8), pp. 26-28; Sarwar, B., Karypis, G., Konstan, J., Reidl, J., Item-Based Collaborative Filtering Recommendation Algorithms (2001) Proceedings of the 10th International Conference on World Wide Web, pp. 285-295. , New York, NY, USA: ACM; Satoh, K., Yamaguchi, T., Preparing various policies for interactive reinforcement learning (2006) Proceedings of the SICE-ICASE International Joint Conference 2006 (SICE-ICASE 2006), pp. 2440-2444. , New York, NY: Institute of Electrical and Electronics Engineers (IEEE); Schafer, J.B., Konstan, J.A., Riedl, J., E-commerce recommendation applications (2001) Journal of Data Mining and Knowledge Discovery, 5 (1-2), pp. 115-153; Takadama, K., Sato, F., Otani, M., Hattori, K., Sato, H., Yamaguchi, T., Preference clarification recommender system by searching items beyond category (2012) Proceedings of IADIS (International Association for Development of the Information Society) International Conference Interfaces and Human Computer Interaction 2012, pp. 3-10. , Lisbon, Portugal: IADIS Press; Yamaguchi, T., Nishimura, T., How to recommend preferable solutions of a user in interactive reinforcement learning? (2008) Proceedings of the International Conference on Instrumentation, Control and Information Technology, pp. 2050-2055. , SICE2008, Tokyo, Japan: The Society of Instrument and Control Engineers; Yamaguchi, T., Nishimura, T., Sato, K., How to recommend preferable solutions of a user in interactive reinforcement learning? (2011) Advances in reinforcement learning, pp. 137-156. , A. Mellouk (Ed.), Rijeka, Croatia: InTech Open Access Publisher; Yamaguchi, T., Nishimura, T., Takadama, K., Awareness based filtering - Toward the cooperative learning in human agent interaction (2009) Proceedings of the ICROS-SICE International Joint Conference (ICCAS-SICE 2009), pp. 1164-1167. , Tokyo, Japan: The Society of Instrument and Control Engineers; Yamaguchi, T., Nishimura, T., Takadama, K., (2012) Awareness based recommendation - Toward the cooperative learning in human agent interaction, , Paper presented at the International Conference on Humanized Systems 2012 (OS02_1003), Daejeon, Korea; Yamaguchi, T., Takemori, K., Takadama, K., Modeling a human's learning processes toward continuous learning support system (2013) Mechatronics engineering, pp. 69-94. , M. K. Habib & J. Paulo Davim (Eds.), Wiley-ISTE; Yamaguchi, T., Takemori, K., Takadama, K., Visualizing mental learning processes with invisible mazes for continuous learning (2014) HIMI 2014, Part II (LNCS), 8522, pp. 137-148. , S. Yamamoto (Ed.), Springer; Ziegler, C.N., Mcnee, S.M., Konstan, J.A., Lausen, G., Improving Recommendation Lists Through Topic Diversification (2005) Proceedings of the 14th international conference on World Wide Web (WWW2005), pp. 22-32. , New York, NY, USA: ACM","Yamaguchi, T.; Nara National College of TechnologyJapan",,,IGI Global,,,,,,9781466673885; 1466673877; 9781466673878,,,English,Handb. of Res. on Adv. in Robot. and Mechatronics,Book Chapter,Final,,Scopus,2-s2.0-84957076951
"Polly D., Rodgers E., Little M.",27467665600;56926429300;56926110500;,Leveraging interactive clickers as a tool for formative assessment,2014,Cases on Technology Integration in Mathematics Education,,,,330,350,,2.0,10.4018/978-1-4666-6497-5.ch016,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84945337440&doi=10.4018%2f978-1-4666-6497-5.ch016&partnerID=40&md5=ea9b6f669a28f2b43ca3f343173b73a2,"Department of Reading and Elementary Education, University of North Carolina at Charlotte, United States; Shady Brook Elementary School, Kannapolis City Schools, Kannapolis, NC, United States","Polly, D., Department of Reading and Elementary Education, University of North Carolina at Charlotte, United States; Rodgers, E., Shady Brook Elementary School, Kannapolis City Schools, Kannapolis, NC, United States; Little, M., Shady Brook Elementary School, Kannapolis City Schools, Kannapolis, NC, United States","This chapter provides an overview of interactive remote clickers and how they can be used in an elementary school classroom as a tool for formative assessment in mathematics. The authors share the perspective of a university professor, two teachers, and an elementary school student about the benefits of these types of devices in mathematics classrooms. To this end, they present two vignettes from two fourth grade classrooms and findings from an exploratory study that examined the influence of clickers on teaching and learning in classrooms. Implications and recommendations for using these devices in elementary mathematics classrooms are also provided. © 2015 by IGI Global. All rights reserved.",,,,,,,,,,,,,"Alexander, P.A., Murphy, P.K., The research base for APA's learnercentered psychological principles (1998) Issues in school reform: A sampler of psychological perspectives on learner-centered schools, pp. 33-60. , N. M. Lambert, & B. L. McCombs (Eds.), Washington, DC: American Psychological Association; Black, P.J., Wiliam, D., Developing the theory of formative assessment (2009) Educational Assessment, Evaluation and Accountability, 21 (1), pp. 5-31; Joyner, J., Muri, M., (2011) Informative Assessment: Formative Assessment to Improve Math Achievement, , Jefferson City, MO: Math Solutions; Lawless, K.A., Pellegrino, J.W., Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers (2007) Review of Educational Research, 77 (4), pp. 575-614; McCombs, B.L., A framework for the redesign of K-12 education in the context of current educational reform (2003) Theory into Practice, 42 (2), pp. 163-167; McCombs, B.L., Whisler, J.S., (1997) The learner-centered classroom and school: Strategies for increasing student motivation and achievement, , San Francisco: Jossey-Bass; Orrill, C.H., Hannafin, M.J., Glazer, E.R., Research on and research with emerging technologies revisited: The role of disciplined inquiry in the study of technology innovation (2003) Handbook of research for educational communications and technology, , D. H. Jonassen (Ed.), (2nd ed.). Mahwah, NJ: Erlbaum; Polly, D., Modeling the influence of calculator use and teacher effects on first grade students' mathematics achievement (2008) Journal of Technology in Mathematics and Science Teaching, 27 (3), pp. 245-263; Polly, D., Developing teachers' technological, pedagogical, and content knowledge (TPACK) through mathematics professional development (2011) The International Journal for Technology in Mathematics Education, 18 (2), pp. 83-96; Polly, D., Hannafin, M.J., Reexamining technology's role in learner-centered professional development (2010) Educational Technology Research and Development, 58 (5), pp. 557-571; Polly, D., Little, M., Leveraging professional learning communities and collaborative team meetings to address student achievement in mathematics (2012) PDS Partners, 8 (1), pp. 10-11; Polly, D., McGee, J.R., Martin, C.S., Employing technology-rich mathematical tasks to develop teachers' technological, pedagogical, and content knowledge (TPACK) (2010) Journal of Computers in Mathematics and Science Teaching, 29 (4), pp. 455-472; Polly, D., Wang, C., Martin, C.S., Lambert, R.G., Pugalee, D.K., (2014) Examining the influence of professional development on primary students' mathematics achievement., , Paper presented at the Annual Meeting of the American Educational Research Association. Philadelphia, PA; Smith, M.S., Stein, M.K., Selecting and creating mathematical tasks: From research to practice (1998) Mathematics Teaching in the Middle School, 3 (5), pp. 344-350; Stein, M.K., Grover, B.W., Henningsen, M., Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms (1996) American Educational Research Journal, 33 (2), pp. 455-488; (2008) Foundations for success: The final report of the National Mathematics Advisory Panel, , Washington, DC: Author; Learner-centered psychological principles: A framework for school reform and redesign (1997), Washington, DC: Author","Polly, D.; Department of Reading and Elementary Education, University of North Carolina at CharlotteUnited States",,,IGI Global,,,,,,9781466665002; 1466664975; 9781466664975,,,English,Cases on Technol. Integr. in Math. Educ.,Book Chapter,Final,,Scopus,2-s2.0-84945337440
Iraki F.K.,14017953800;,Opportunities and challenges of mobile technologies in higher education pedagogy in Africa: A case study,2014,"Advancing Higher Education with Mobile Learning Technologies: Cases, Trends, and Inquiry-Based Methods",,,,170,178,,,10.4018/978-1-4666-6284-1.ch009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949908245&doi=10.4018%2f978-1-4666-6284-1.ch009&partnerID=40&md5=e2973f33d2551064cf2f93854bcaa9a3,"United States International University, Nairobi, United States","Iraki, F.K., United States International University, Nairobi, United States","Since the late 1990s, Kenya has undergone a real technological revolution, especially in the domain of mobile telephony and Internet connectivity. From a negligible number of handsets in the hands of the political elites, today almost every adult Kenyan has a mobile phone, or access to one. This is thanks to reduced costs following expansion and diversification of the market niche. Despite this remarkable progress, research has shown that cell phones are used mainly for financial transactions, social communication, and entertainment, but hardly for learning purposes. This means that despite the impressive number of smartphone owners in the university, for example, the devices are not used for enhancing student learning or teaching. In Kenya, more than 60% of the population employs mobile banking, thus underscoring the immense potential that the cell phones have for education. This chapter explores the benefits and challenges in employing mobile telephony to improve the quality of teaching and learning. © 2015, IGI Global. All rights reserved.",,,,,,,,,,,,,"Attewell, J., (2005) Mobile technologies and learning: a technology update and m-learning project summary, , London: Learning and Skills Development Agency; Dunn, J., (2011) How should Students Use Cell Phones In School?, , http://www.edudemic.com/phones-in-classroom/, Retrieved from; Egbunike, N.A., New Media and Health Communication: Communication Strategies in Malaria Control in Nigeria (2011) Cultural Identity and New Communication Technologies, pp. 197-213. , D. Ndirangu Wachanga (Ed.), Hershey, PA: IGI Global; Ferriter, W.M., (2010) Digitally Speaking/Cell phones as Teaching Tools, , http://www.ascd.org/publications/educational-leadership/oct10/vol68, Retrieved from; Gathura, G., (2014) eHealth poses risks, says Kemri, , January 27, The Standard; Iraki, F.K., The Cultural, Economic and Political Implications of New Media: A Case Study on Mobile Telephony among University Students in Kenya (2011) Cultural Identity and New Communication Technologies, pp. 90-110. , D. Ndirangu Wachanga (Ed.), Hershey, PA: IGI Global; Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I., Vavoula, G., Innovation in Mobile Learning: a European Perspective (2005) International Journal of Mobile and Blended Learning, 1, p. 1; Maria, M., Muyinda, P.B., (2013) A Ubiquitous Method for Sustainable Use of Mobile Learning in the Classroom, , Paper presented at the e-learning Innovations Conference & Expo. Nairobi, Kenya; Mitra, S., (2011) Can Mobile phones be used to Improve The Quality of Learning, , https://www.google.com/search?q=n+Mobile+Phones+Be+Used+To+Improve+The+Quality+Of+Learning++In+Open+Schooling%3F&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox, Retrieved from; Murungi, C.G., Gitonga, R.K., (2013) Are lecturers and Students in Our Public Universities Interacting with Technology in the Blended/Hybrid Classes?, , Paper presented at the e-learning Innovations Conference & Expo. Nairobi, Kenya; Ormiston, M., (2013) How to Use Cell Phones as Learning Tools, , http://www.teachhub.com/how-use-cell-phones-learning-tools, Retrieved from; Saran, M., Use of Mobile Phones in Language Learning: Developing Effective Instructional Materials (2008) Proceedings of Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education (wmute 2008), pp. 39-43. , IEEE; Spindler, G., (1963) Education and Culture: Anthropological Approaches, , New York, NY: Holt, Rinehart and Wilson; Wycliff, O., (2013) Developing Human Capital Through e-learning and Mobile Technologies, , Paper presented at the e-learning Innovations Conference & Expo. Nairobi, Kenya; Xia, F., (2011) Research on the Use of Mobile Devices in Distance EFL Learning, , http://link.springer.com/chapter/10.1007%2F978-3-642-23321-0_16#page-1, Retrieved from","Iraki, F.K.; United States International UniversityUnited States",,,IGI Global,,,,,,9781466662858; 1466662840; 9781466662841,,,English,"Adv. High. Educ. with Mob. Learn. Technol.: Cases, Trends, and Inq.-Based Methods",Book Chapter,Final,,Scopus,2-s2.0-84949908245
Cook D.A.,35233076600;,Teaching with technological tools,2014,An Introduction to Medical Teaching,,,,123,146,,,10.1007/978-94-017-9066-6_10,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84930896902&doi=10.1007%2f978-94-017-9066-6_10&partnerID=40&md5=6add6987f3e4a49f783ce2ca76e620d7,"Division of General Internal Medicine, Mayo Clinic, College of Medicine, 200 First St. SW, Rochester, MN  55905, United States","Cook, D.A., Division of General Internal Medicine, Mayo Clinic, College of Medicine, 200 First St. SW, Rochester, MN  55905, United States","Computer-based instructional tools are just the latest in a long line of educational technologies that probably started when someone picked up a piece of cinder and wrote on a cave wall. It is common to become fascinated-or infatuated-with new technologies, but it is important to remember that these technologies are simply tools to support learning. No technology, no matter how sophisticated, will supplant a skilled teacher, effective instructional methods and designs, or-most importantly-the central role of the student in the learning process. This chapter will discuss how tools such as computer-based tutorials, virtual patients, just-in-time learning, presentation software, audience response systems, and videos can be used to effectively enhance learning. © 2014 Springer Science+Business Media Dordrecht. All rights reserved.",,,,,,,,,,,,,"Bordage, G., Elaborated knowledge: A key to successful diagnostic thinking (1994) Acad Med, 69, pp. 883-885; Clark, R.C., Mayer, R.E., (2007) E-learning and the Science of Instruction, 2nd Edn, , Pfeiffer, San Francisco; Dewey, J., (1913) Interest and Effort in Education, , Houghton Miffl in, Boston; Jonassen, D.H., (2000) Computers As Mindtools for Schools: Engaging Critical Thinking, 2nd Edn, , Merrill Prentice Hall Upper Saddle River; Jones, C., Shao, B., (2011) The Net Generation and Digital Natives: Implications for Higher Education, , Higher Education Academy, York; Merrill, M.D., First principles of instruction (2002) Educ Technol Res Dev, 50 (3), pp. 43-59; (2007) Summary Report of the 2006 AAMC Colloquium on Educational Technology, , https://services.aamc.org/publications, Effective use of educational technology in medical education Association of American Medical Colleges Washington, DC","Cook, D.A.; Division of General Internal Medicine, Mayo Clinic, College of Medicine, 200 First St. SW, United States",,,Springer Netherlands,,,,,,9789401790666; 9401790655; 9789401790659,,,English,An Introduction to Med. Teach.,Book Chapter,Final,,Scopus,2-s2.0-84930896902
"Houpt K.A., Wickens C.L.",7006392256;16317988100;,Handling and transport of horses,2014,Livestock Handling and Transport: Fourth Edition,,,,315,341,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84927957360&partnerID=40&md5=c4d457722c193162fa2fd5740fd0680f,"Department of Clinical Sciences, College of Veterinary Medicine, Cornell University, Ithaca, NY  14853, United States; Department of Animal Sciences, University of Florida, Gainesville, FL, United States","Houpt, K.A., Department of Clinical Sciences, College of Veterinary Medicine, Cornell University, Ithaca, NY  14853, United States; Wickens, C.L., Department of Animal Sciences, University of Florida, Gainesville, FL, United States","This chapter reviews various horse handling methods, including imprint training and positive methods of training, horse transport and issues related to horse slaughter. The review of imprint training studies indicates that there have been mixed positive and negative results, and that the process may interfere with foal bonding with the mare. Brushing and stroking the mare will facilitate approaching and handling the foal. Positive methods of training, such as clicker training, are very helpful for training horses to enter a trailer. Horses can become stressed when they travel alone, and the position facing rear to the direction of travel may be less stressful. Stalls in horse trailers should be designed so that horses can see each other. During transport, horses will drink less water and there should be stops every 16 to 24 h for feed and water. Since the US horse slaughter plants were closed, horse rescue groups are overwhelmed. In Europe, transport laws are not enforced, and one-third of the slaughter horses that arrive in Italy are not fit for transport. Cortisol levels are higher after transport than after stunning at slaughter. © CAB International 2014. All rights reserved.",Equine; Horses; Social behaviour; Trailer; Training,,,,,,,,,,,,"Anderson, N.V., DeBowes, R.M., Nyrop, K.A., Dayton, A.D., Mononuclear phagocytes of transport-stressed horses with viral respiratory tract infection (1985) American Journal of Veterinary Research, 46, pp. 2272-2277; Arnold, G.W., Comparison of the time budgets and circadian patterns of maintenance activities in sheep, cattle and horses grouped together (1984) Applied Animal Behaviour Science, 13, pp. 19-30; Austin, N.P., Rogers, L.J., Asymmetry of flight and escape turning responses in horses (2007) Laterality, 12, pp. 464-474; Baer, K.L., Potter, G.D., Friend, T.H., Beaver, B.V., Observational effects on learning in horses (1983) Applied Animal Ethology, 11, pp. 123-129; Baker, A.E.M., Crawford, B.H., Observational learning in horses (1986) Applied Animal Behaviour Science, 15, pp. 7-13; Baucus, K.L., Ralston, S.L., Nockels, C.F., McKinnon, A.O., Squires, E.L., Effects of transportation on early embryonic death in mares (1990) Journal of Animal Science, 68, pp. 345-351; Baucus, K.L., Squires, E.L., Ralston, S.L., McKinnon, A.O., Nett, T.M., Effect of transportation in the estrous cycle and concentrations of hormones in mares (1990) Journal of Animal Science, 68, pp. 419-426; Beaunoyer, D.E., Chapman, J.D., Trailering stress on subsequent submaximal exercise performance (1987) Proceedings of the 11th Equine Nutrition and Physiology Symposium, May 18-20, 1989, Oklahoma State University, Stillwater, Oklahoma, pp. 379-384. , Equine Nutrition and Physiology Society, Savoy, Illinois; Birke, L., Hockenhull, J., Creighton, E., Pinno, L., Mee, J., Mills, D., Horses' responses to variation in human approach (2011) Applied Animal Behaviour Science, 134, pp. 56-63; Calabrese, R., Friend, T.H., Effects of density and rest stops on movement rates of unrestrained horses during transport (2009) Journal of Equine Veterinary Science, 29, pp. 782-785; Casella, S., Fazio, F., Giannetto, E., Giudice, C., Piccione, G., Influence of transportation on serum concentrations of acute phase proteins in horses (2012) Research in Veterinary Science, 93, pp. 914-917; Christensen, J.W., Zharkikh, T., Ladewig, J., Do horses generalize between objects during habituation (2008) Applied Animal Behaviour Science, 114, pp. 509-520; Christensen, J.W., Søndergaard, E., Thodberg, K., Halekoh, K., Effects of repeated regrouping on horse behaviour and injuries (2011) Applied Animal Behaviour Science, 133, pp. 199-206; Clark, D.K., Dellmeier, G.R., Friend, T.H., Effect of the orientation of horses during transportation on behaviour and physiology (1988) Journal of Animal Science, 66, p. 239. , abstract; Clark, D.K., Friend, T.H., Dellmeier, G.R., The effect of orientation during trailer transport on heart rate, cortisol and balance in horses (1993) Applied Animal Behaviour Science, 38, pp. 179-189; Clarke, J.V., Nicol, C.J., Jones, R., McGreevy, P.D., Effects of observational learning on food selection in horses (1996) Applied Animal Behaviour Science, 50, pp. 177-184; Covalesky, M., Russoniello, C., Malinowski, K., Effects of show-jumping performance stress on plasma cortisol and lactate concentrations and heart rate and behavior in horses (1992) Journal of Equine Veterinary Science, 12, pp. 244-251; Cregier, S.E., Transporting the horse: from BC to AD (1989) Live Animal Trade and Transport Magazine, p. 39. , April 1989; Creighton, E., Hockenhull, J., Equipment and training risk factors associated with ridden behaviour problems in UK leisure horses (2012) Applied Animal Behaviour Science, 137, pp. 36-42; Dougherty, D.M., Lewis, P., Generalization of a tactile stimulus in horses (1993) Journal of the Experimental Analysis of Behaviour, 59, pp. 521-528; Doyle, K.A., The horse in international commerce -regulatory considerations in an Australian perspective (1988) Journal of Equine Veterinary Science, 8, pp. 227-232; Falewee, C., Gaultier, E., Lafont, C., Bougrat, L., Pageat, P., Effect of a synthetic equine maternal pheromone during a controlled fear-eliciting situation (2006) Applied Animal Behaviour Science, 101, pp. 144-153; Register, F., Part II Department of Agriculture Animal and Plant Health Inspection Service 9 CFR Parts 70 and 88 Commercial Transportation of Equines to Slaughter; Final Rule Commercial Transportation of Equines to Slaughter (2001) Federal Register, 66 (236). , http://www.aphis.usda.gov/animal_health/animal_dis_spec/horses/downloads/cfr9_01-9.pdf, Friday, December 7, 2001, Rules and Regulations 63588-63617. 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I. Heart rate, respiration rate and behavioural observations (1988) Applied Animal Behaviour Science, 19, pp. 201-214; McCann, J.S., Bell, R.W., Lutherer, L.O., Normal and more highly reactive horses. II. The effect of handling and reserpine on the cardiac response to stimuli (1988) Applied Animal Behaviour Science, 19, pp. 215-226; McClintock, S.A., Hutchins, D.R., Laing, E.A., Brownlow, M.A., Pulmonary changes associated with flotation techniques in the treatment of skeletal injuries in the horse (1986) Equine Veterinary Journal, 18, pp. 462-466; McLean, A., McGreevy, P., Training (2004) Equine Behavior: A Guide for Veterinarians and Equine Scientists, pp. 291-311. , McGreevy, P. (ed.), Saunders (Elsevier), Philadelphia, Pennsylvania; Medica, P., Giacoppo, E., Fazio, E., Aveni, F., Pellizzotto, R., Ferlazzo, A., Cortisol and haematochemical variables of horses during a two day trekking (2010) Equine Veterinary Journal, 42, pp. 167-170; Miller, R.M., (1991) Imprint Training of the Newborn Foal, , Western Horsemen, Colorado Springs, Colorado; Miller, R.W., (1975) Western Horse Behaviour and Training, , Doubleday (of Bantam Doubleday Dell), New York; Munsters, C.C.B.M., de Gooijer, T.-W., van den Broek, J., Sluit van Oldruitenborgh-Oosterbaan, M.M., Heart rate, heart rate variability and behavior of horses during air transport (2013) Veterinary Record, 172, p. 15; Nestved, A., Evaluation of an immunostimulant in preventing shipping stress-related respiratory disease (1996) Journal of Equine Veterinary Science, 16, pp. 78-82; Ohmura, H., Hobo, S., Hiraga, A., Jones, J.H., Changes in heart rate and heart rate variability during transportation of horses by road and air (2012) American Journal of Veterinary Research, 73, pp. 515-521; Partaino, B., Maggianno, B., Teteo, A., Effects of different positions during transport on physiological and behavioral changes in the horse (2012) Journal of Veterinary Behavior: Clinical Applications and Records, 7, pp. 135-141; Purswell, J.L., Gates, R.S., Lawrence, L.M., Davis, J.D., Thermal environment in a four horse slant load trailer (2010) Transactions of the ASABE, 53, pp. 1885-1894; Racklyeft, D.J., Love, D.N., Influence of head posture on the respiratory tract of healthy horses (1990) Australian Veterinary Journal, 67, pp. 402-405; Robinson, N.E., Sprayberry, K.A., (2009) Current Therapy in Equine Medicine, , 6th edn. Saunders (Elsevier), St Louis, Missouri; Russoniello, C., Racis, S.P., Ralston, S.L., Malinowski, K., Effects of show-jumping performance stress on hematological parameters and cell-mediated immunity in horses (1991) Proceedings of 12th Equine Nutrition and Physiology Symposium, June 6-8, 1991, University of Calgary, Calgary, Canada, pp. 145-147. , Equine Nutrition and Physiology Society, Savoy, Illinois; Sankey, C., Richard-Yris, M.-A., Leroy, H., Henry, S., Hausberger, M., Positive interactions lead to lasting positive memories in horses, Equus caballus (2010) Animal Behaviour, 79, pp. 869-875; Sankey, C., Henry, S., Clouard, C., Richard-Yris, M.-A., Hausberger, M., Asymmetry of behavioral responses to a human approach in young naïve vs. trained horses (2011) Physiology and Behavior, 104, pp. 464-468; Schmidt, A., Möstl, E., Wehnert, C., Aurich, J., Müller, J., Aurich, C., Cortisol release and heart rate variability in horses during road transport (2010) Hormones and Behavior, 57, pp. 209-215; Shanahan, S., Trailer loading stress in horses: behavioural and physiological effects of nonaversive training (TTEAM) (2003) Journal of Applied Animal Welfare Science, 6, pp. 263-274; Simpson, B.S., Neonatal foal handling (2002) Applied Animal Behaviour Science, 78, pp. 303-317; Slater, C., Dymond, S., Using differential reinforcement to improve equine welfare: shaping appropriate truck loading and feet handling (2011) Behavioural Processes, 86, pp. 329-339; Smith, B.L., Jones, J.H., Carlson, G.P., Pascoe, J.R., Body position and direction preferences in horses during road transport (1994) Equine Veterinary Journal, 26, pp. 374-377; Smith, B.L., Miles, J.A., Jones, J.H., Willits, N.H., Influence of suspension, tires, and shock absorbers on vibration in a two-horse trailer (1996) Transactions of the ASAE, 39, pp. 1083-1092; Smith, B.L., Jones, J.H., Hornof, W.J., Miles, J.A., Longworth, K.E., Willits, N.H., Effects of road transport on indices of stress in horses (1996) Equine Veterinary Journal, 28, pp. 446-454; Søndergaard, E., Jago, J., The effect of early handling of foals in their reaction to handling humans and novelty and the foal-mare relationship (2010) Applied Animal Behaviour Science, 123, pp. 93-100; Søndergaard, E., Jensen, M.B., Nicol, C.J., Motivation for social contact in horses measured by operant conditioning (2011) Applied Animal Behaviour Science, 132, pp. 131-137; Spier, S.J., Pusterla, J.B., Villarroel, A., Pusterla, N., Outcome of tactile condition of neonates, or ""imprint training"" on selected handling measures in foals (2004) The Veterinary Journal, 168, pp. 252-258; Stull, C.L., Health and welfare parameters of horses commercially transported to slaughter (1998) Journal of Animal Science, 76, p. 88. , https://asas.org/docs/publications/98ci.pdf?sfvrsn=0, abstract 344. Available at, accessed 11 November; Tellington-Jones, L., Bruns, U., (1985) An Introduction to the Tellington-Jones Equine Awareness Method, , Breakthrough Publications, Milwood, New York; Traub-Dargatz, J.L., McKinnon, A.O., Bruyninckx, W.J., Thrall, M.A., Jones, R.L., Blancquaert, A.M.B., Effect of transportation stress on bronchoalveolar lavage fluid analysis in female horses (1988) American Journal of Veterinary Research, 49, pp. 1026-1029; Tyler, S.J., The behaviour and social organization of the New Forest Ponies (1972) Animal Behaviour Monographs, 5, pp. 85-196; Verrill, S., McDonnell, S., Equal outcomes with and without human-to-horse eye contact when catching horses and ponies in an open pasture (2008) Journal of Equine Veterinary Science, 28, pp. 309-312; von Borstel, U.U., Duncan, I.J.H., Shoveller, A.K., Merkies, K., Keeling, L.J., Millman, S.T., Impact of riding in a coercively obtained Rollkur posture on welfare and fear of performance horses (2009) Applied Animal Behaviour Science, 116, pp. 228-236; Waran, N.K., Robertson, V., Cuddeford, D., Kokoszko, A., Marlin, D.J., Effects of transporting horses facing either forwards or backwards on their behaviour and heart rate (1996) Veterinary Record, 139, pp. 7-11; Weeks, C.A., McGreevy, P., Waran, N.K., Welfare issues related to transport and handling of both trained and unhandled horses and ponies (2011) Equine Veterinary Education, 24, pp. 423-430; Werner, M., Gallo, C., Effects of transport, lairage and stunning on the concentrations of some blood constituents in horses destined for slaughter (2008) Livestock Science, 115, pp. 94-98; White, A., Reyes, A., Godoy, A., Martínez, R., Effects of transport and racing on ionic changes in thoroughbred race-horses (1991) Comparative Biochemistry and Physiology Part A: Physiology, 99, pp. 343-346; Williams, J.L., Friend, T.H., Toscano, M.J., Collins, M.N., Sisto-Burt, A., Nevill, C.H., The effects of early training sessions on the reactions of foals at 1, 2, and 3 months of age (2002) Applied Animal Behaviour Science, 77, pp. 105-114; Williams, J.L., Friend, T.H., Nevill, C.H., Archer, G., The efficacy of a secondary reinforcer (clicker) during acquisition and extinction of an operant task in horses (2004) Applied Animal Behaviour Science, 88, pp. 331-341; Wright, M., (1973) The Jeffery Method of Horse Handling, , Griffin Press, Netley, South Australia","Houpt, K.A.; Department of Clinical Sciences, College of Veterinary Medicine, Cornell UniversityUnited States",,,CABI International,,,,,,9781780643212,,,English,Livest. Handl. and Transp.: Fourth Ed.,Book Chapter,Final,,Scopus,2-s2.0-84927957360
"Pettit R.K., McCoy L., Kinney M., Schwartz F.N.",7005250845;56689540200;55937073000;56689386500;,A Multimedia Audience Response Game Show for Medical Education,2014,Medical Science Educator,24,2,,181,187,,5.0,10.1007/s40670-014-0038-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84934954454&doi=10.1007%2fs40670-014-0038-x&partnerID=40&md5=b3c1f1e29719dfde153d5c25fcd3a62b,"School of Osteopathic Medicine in Arizona, A. T. Still University, 5850 E. Still Circle, Mesa, AZ  85206, United States","Pettit, R.K., School of Osteopathic Medicine in Arizona, A. T. Still University, 5850 E. Still Circle, Mesa, AZ  85206, United States; McCoy, L., School of Osteopathic Medicine in Arizona, A. T. Still University, 5850 E. Still Circle, Mesa, AZ  85206, United States; Kinney, M., School of Osteopathic Medicine in Arizona, A. T. Still University, 5850 E. Still Circle, Mesa, AZ  85206, United States; Schwartz, F.N., School of Osteopathic Medicine in Arizona, A. T. Still University, 5850 E. Still Circle, Mesa, AZ  85206, United States","Games are increasingly popular in medical education. However, there is a need for games that target today’s learners, including their preferences for active participation, social interaction, immediate feedback, and multimedia formats. With these preferences in mind, a commercially available game show template was used to develop a game show for review of medical microbiology. The game show was combined with an audience response system (“clickers”) to enable participation of all students in a large group setting. A 19-item questionnaire was used to measure students’ perceptions of the game. The questionnaire was administered after participants had played the games on three separate occasions during their first year of medical school. The response of medical students to the game shows was overwhelmingly positive. Students valued the ability of the game shows to engage them, to provide a positive learning environment, to clarify concepts, and to develop clinical thinking. The game software combined with an audience response system provides a visually rich, engaging format that could be used for a review of any basic science discipline. © 2014, International Association of Medical Science Educators.",Bravo C3 Softworks™; Clicker; Game show; Medical microbiology,,,,,,Health Resources and Services Administration,This research was supported by HRSA grant no.,,,,,"Oblinger, D.G., Oblinger, J.L., (2005) Educating the Net Generation, , www.educause.edu/educatingthenetgen, Accessed 2 Jul 2013; Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Wood, W.B., Scientific teaching (2004) Science, 304, pp. 521-522; Michael, J., Where’s the evidence that active learning works? (2006) Adv Physiol Educ, 30, pp. 159-167; Prince, M., Does active learning work? A review of the research (2004) J Engr Educ., 93, pp. 223-231; Wood, W., Clickers: A teaching gimmick that works (2004) Dev Cell, 7, pp. 796-798; Akl, E.A., Gunukula, S., Mustafa, R., Wilson, M.C., Symons, A., Moheet, A., Schunemann, H.J., Support for and aspects of use of educational games in family medicine and internal medicine residency programs in the US: a survey (2010) BMC Med Educ., 10, pp. 1-5; Beylefeld, A.A., Struwig, M.C., A gaming approach to learning medical microbiology: student’s experiences of flow (2007) Med Teach., 29, pp. 933-940; Valente, P., Lora, P.S., Landell, M.F., Schiefelbein, C.S., Girardi, F.M., Souza, L.R., Zonanto, A., Scroferneker, M.L., A game for teaching antimicrobial mechanisms of action (2009) Med Teach., 31, pp. e383-e392; Zakaryan, V., Bliss, R., Sarvazyan, N., Non-trivial pursuit of physiology (2005) Adv Physiol Educ, 1, pp. 11-14; Da Rosa, A.C., Moreno Fde, L., Mezzomo, K.M., Scroferneker, M.L., Viral hepatitis: an alternative teaching method (2006) Educ Health, 19, pp. 14-21; Graafland, M., Schraagen, J.M., Schijven, M.P., Systematic review of serious games for medical education and surgical skills training (2012) Br J Surg, 99, pp. 1322-1330; Akl, E.A., Mustafa, R., Slomka, T., Alawneh, A., Vedavalli, A., Schunemann, H.J., An educational game for teaching clinical practice guidelines to internal medicine residents: development, feasibility and acceptability (2008) BMC Med Educ., 8, pp. 1-9; Hudson, J.N., Bristow, D.R., Formative assessment can be fun as well as educational (2006) Adv Physiol Educ, 30, pp. 33-37; Jirasevijinda, T., Brown, L.C., Jeopardy! An innovative approach to teach psychosocial aspects of pediatrics (2010) Patient Educ Couns, 80, pp. 333-336; Moy, J.R., Rodenbaugh, D.W., Collins, H.L., DiCarlo, S.E., Who wants to be a physician? An educational tool for reviewing pulmonary physiology (2000) Adv Physiol Educ, 24, pp. 30-37; O’Leary, S., Diepenhorst, L., Churley-Strom, R., Magrane, D., Educational games in an obstetrics and gynecology core curriculum (2005) Am J Obst Gynec., 193, pp. 1848-1851; Schuh, L., Burdette, D.E., Schultz, L., Silver, B., Learning clinical neurophysiology: gaming is better than lectures (2008) J Clin Neurophysiol, 25, pp. 167-169; Shiroma, P.R., Massa, A.A., Alarcon, R.D., Using game format to teach psychopharmacology to medical students (2011) Med Teach., 33, pp. 156-160; Rajasekaran, S.K., Senthilkumar, U., Gowda, V., A PowerPoint game format to teach prescription writing (2008) Med Teach., 30, pp. 717-718; Akl, E.A., Pretorius, R.W., Sackett, K., Erdley, S., Bhoopathi, P.S., Alfarah, Z., Schunemann, H.J., The effect of educational games on medical students’ learning outcomes: a systemic review. BEME Guide No. 14 (2010) Med Teach., 32, pp. 16-27; Glaser, B.G., Strauss, A.L., (1967) The discovery of grounded theory: strategies for qualitative research, , Aldine Transaction, New Brunswick, USA; Rolfe, I., McPherson, J., Formative assessment: how am I doing? (1995) Lancet, 345, pp. 837-839; Pettit, R.K., Kuo, Y.P., Mapping of medical microbiology content in a clinical presentation curriculum (2013) Med Sci Educ., 23, pp. 201-211; Schwartz, F.N., Hover, M.L., Kinney, M., McCoy, L., Student assessment of an innovative approach to medical education (2012) Med Sci Educ., 22, pp. 102-107; Schwartz, F.N., Hover, M.L., Kinney, M., McCoy, L., Faculty assessment of an innovative approach to medical education (2012) Med Sci Educ., 22, pp. 108-116","Pettit, R.K.; School of Osteopathic Medicine in Arizona, A. T. Still University, 5850 E. Still Circle, United States; email: rpettit@atsu.edu",,,Springer,,,,,21568650,,,,English,Med. Sci. Educ.,Review,Final,,Scopus,2-s2.0-84934954454
"Beebe C.R.R., Gurenlian J.R., Rogo E.J.",56236834100;6602149553;6506199352;,Educational technology for millennial dental hygiene students: A survey of U.S. dental hygiene programs,2014,Journal of Dental Education,78,6,,838,849,,12.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84903460081&partnerID=40&md5=0415ac5c3fcd14f7d5d4114891ac424e,"Dental Hygiene, Bellingham Technical College, United States; Dental Hygiene, Idaho State University, Mail Stop 8048, Pocatello, ID 83209, United States","Beebe, C.R.R., Dental Hygiene, Bellingham Technical College, United States; Gurenlian, J.R., Dental Hygiene, Idaho State University, Mail Stop 8048, Pocatello, ID 83209, United States; Rogo, E.J., Dental Hygiene, Idaho State University, Mail Stop 8048, Pocatello, ID 83209, United States","A growing body of literature suggests that today's learners have changed and education must change as well since Millennial generation students expect technology to be used in their coursework. This study sought to determine what educational technology is being used in U.S. dental hygiene programs, what student and faculty perceptions are of the effectiveness of technology, and what barriers exist to implementing educational technology. A stratified random sample of 120 entry-level dental hygiene programs nationwide were invited to participate in a survey. Fourteen programs participated, yielding a pool of 415 potential individual participants; out of those, eighty-four student and thirty-eight faculty respondents were included in the analysis, a total of 122. Results were analyzed using descriptive statistics and a Mann-Whitney U test (p>0.05). Faculty and student respondents agreed on the effectiveness of educational technology in all areas except clickers and wikis. The faculty members tended to rate the effectiveness of educational technology higher than did the students. The greatest perceived barrier to implementing technology was technical difficulties. This study suggests that support services should be available to faculty and students to ensure successful implementation of technology. Dental hygiene educators have adopted many types of educational technology, but more data are needed to determine best practices.",Computers; Dental hygiene education; E-learning; Educational technology; Millennials,adolescent; adult; article; cohort analysis; computer; computer simulation; dental assistant; dental hygiene education; e-learning; education; educational technology; health personnel attitude; human; human relation; Internet; learning; methodology; middle aged; Millennials; motor performance; online system; social media; student; teaching; thinking; United States; university; videorecording; young adult; computers; dental hygiene education; e-learning; educational technology; Millennials; Adolescent; Adult; Attitude of Health Personnel; Cohort Studies; Computer Simulation; Computer-Assisted Instruction; Dental Hygienists; Educational Technology; Faculty; Humans; Internet; Interpersonal Relations; Learning; Middle Aged; Motor Skills; Online Systems; Social Media; Students; Teaching; Thinking; United States; Video Recording; Young Adult,,,,,,,,,,,"Dahlstrom, E., Deboor, T., Grunwald, P., Vockley, M., ECAR national study of undergraduate students and information technology (2011) Boulder CO: Educause Center for Applied Research; McCann, A., Schneiderman, E., Hinton, R., E-teaching and learning preferences of dental and dental hygiene students (2010) J Dent Educ, 74 (1), pp. 65-78; Prensky, M., Digital natives, digital immigrants, part 1 (2001) On the Horizon, 9 (5), pp. 1-6; Selwyn, N., The digital native: Myth and reality (2009) Aslib Proc, 61 (4), pp. 364-379; Debate, R.D., Cragun, D., Severson, H.H., Factors for increasing adoption of e-courses among dental and dental hygiene faculty members (2011) J Dent Educ, 75 (5), pp. 589-597; Baird, D., Fisher, M., Neomillennial user experience design strategies: Utilizing social networking media to support ""always on"" learning styles (2005) J Educ Tech Syst, 34 (1), pp. 5-32; Wetmore, A.O., Boyd, L.D., Bowen, D.M., Pattillo, R.E., Reflective blogs in clinical education to promote critical thinking in dental hygiene students (2010) J Dent Educ, 74 (12), pp. 1337-1350; Allen, K.L., Katz, R.V., Comparative use of podcasts vs. Lecture transcripts as learning aids for dental students (2011) J Dent Educ, 75 (6), pp. 817-822; Pedro, F., (2006) The New Millennium Learners: Challenging Our Views on ICT and Learning, , Paris: OECD-CERI; Atherton, J.S., Learning and Teaching: Knowless Andragogy-an Angle on Adult Learning, , www.learningandteaching.info/learning/knowlesa.htm, Accessed: October 16, 2013; Holyoke, L., Larson, E., Engaging the adult learner generational mix (2009) J Adult Educ, 38 (1), pp. 12-21; Bennet, S., The Beyond, M.K., Digital natives debate: Towards a more nuanced understanding of students technology experiences (2010) J Comput Assist Learn, 26 (5), pp. 321-331; Roberts, G., (2005) Technology and Learning Expectations of the Net Generation, pp. 31-37. , Oblinger D, Oblinger J, eds. Educating the net generation. Boulder, CO: Educause; Berman, N.B., Fall, L.H., Maloney, C.G., Levine, D.A., Computer-assisted instruction in clinical education: A roadmap to increasing CAI implementation (2006) Adv Health Sci Educ, 13 (3), pp. 373-383; Kennedy, G., Dalgarno, B., Bennett, S., (2009) Educating the Net Generation: A Handbook of Findings for Practice and Policy, , Strawberry Hills NSW: Australian Learning and Teaching Council; Polit, D.F., Beck, C.T., Owen, S.V., Is the CVI an acceptable indicator of content validity? Appraisal and recommendations (2007) Res Nurs Health, 30 (4), pp. 459-467; Nakagawa, S., A farewell to Bonferroni: The problems of low statistical power and publication bias (2004) Behav Ecol, 15 (6), pp. 1044-1045; Revell, S., McCurry, M., Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms (2010) J Nurs Educ, 49 (5), pp. 272-275; Dahlstrom, E., (2012) ECAR Study of Undergraduate Students and Information Technology, , Boulder CO: Educause Center for Applied Research; Selwyn, N., Undergraduates use of the internet for academic information (2009) Active Learn Higher Educ, 9 (1), pp. 11-22; Hanson, K., Alexander, S., The influence of technology on reflective learning in dental hygiene education (2010) J Dent Educ, 74 (6), pp. 644-653; Yun, G.W., Trumbo, C.W., Comparative response to a survey executed by post, email, and web form (2000) J Comput Mediat Comm, 6 (1)","Gurenlian, J.R.; Dental Hygiene, Idaho State University, Mail Stop 8048, Pocatello, ID 83209, United States; email: gurejoan@isu.edu",,,American Dental Education Association,,,,,00220337,,,24882769.0,English,J. Dent. Educ.,Review,Final,,Scopus,2-s2.0-84903460081
"Avdic A., Grönberg P., Olsson J., Riveros F.G.",36660572700;56719679100;56719177000;56719620300;,Student and Teacher Response System,2014,"2013 3rd World Congress on Information and Communication Technologies, WICT 2013",,, 7113103,25,30,,,10.1109/WICT.2013.7113103,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84936970626&doi=10.1109%2fWICT.2013.7113103&partnerID=40&md5=03ed52f26d5c76bcc2d7f37277c0c0b6,"Örebro University, Dalarna University, Sweden; Örebro University School of Business, Örebro, Sweden","Avdic, A., Örebro University, Dalarna University, Sweden; Grönberg, P., Örebro University School of Business, Örebro, Sweden; Olsson, J., Örebro University School of Business, Örebro, Sweden; Riveros, F.G., Örebro University School of Business, Örebro, Sweden","This paper is focusing IT-supported real-time formative feedback in a classroom context. The development of a Student and Teacher Response System (STRS) is described. Since there are a number of obstacles for effective interaction in large classes IT can be used to support the teachers aim to find out if students understand the lecture and accordingly adjust the content and design of the lecture. The system can be used for formative assessment before, during, and after a lecture. It is also possible for students to initiate interaction during lectures by posing questions anonymously. The main contributions of the paper are a) the description of the interactive real-time system and b) the development process behind it. © 2013 IEEE.",agile development; formative feedback; interaction; SRS; STRS; Student Response System,Real time systems; Strontium; Students; Teaching; Agile development; Formative feedbacks; interaction; STRS; Student-response system; Interactive computer systems,,,,,,,,,,,"Bangert-Drowns, R.L., Kulik, C.C., Kulik, J.A., Morgan, M.T., The instructional effects of feedback in test-like events Review of Educational Research, 61 (2), pp. 213-238; Biggs, J., (2003) Teaching for Quality Learning at University, , (2nd Ed.) Buckingham: Society for Research Into Higher Education and Open University Press; Cole, S., Kosc, G., Quit surfing and start ""clicking"": One professor's effort to combat the problems of teaching the US survey in a large lecture hall (2010) The History Teacher, 43 (3), pp. 397-410. , May; Ekeler, W.J., The lecture method (1994) Handbook of College Teaching: Theory and Applications, pp. 85-98. , K. W. Prichard and R M. Sawyer, Eds. Westport, CT: Greenwood Press; (2013) Feedback to Improve Student Learning, , http://www.flinders.edu.au/teachinglteaching-strategies/assessment/feedback/, Retrieved 2013-08-05; Geski, J., Overcoming the drawbacks of the large lecture class (1992) College Teaching, 40, pp. 151-155; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) Proceedings of the Eleventh Americas Conference on Information Systems, pp. 1-7. , Omaha, NE, USA August 11th-14th; Johnson, J., Individualization of Instruction (1996) Faculty Focus, , Fall; Kaleta, J., Joosten, T., Student response system: A University of Wisconsin system study of clickers (2007) Educause Center for Applied Research Bulletin, 10, pp. 1-12; Leung, H.K.N., Quality metrics for Intranet applications (2001) Information & Management, 38 (3), pp. 137-152; (2013), http://wwwmerriam-webster.com/dictionary/feedback, Retrieved 2013-08-05; Narciss, S., Huth, K., How to design Informative tutoring feedback for multimedia learning Instructional Design for Multimedia Learning, pp. 181-195. , H. M.Niegemann, D. Leutner & R. BrUnken ( Eds.). Münster, Germany: Waxmann; Nielsen, J., (2013) 10 Usability Heuristics for User Interface Design, , http://wwwnngroup.com/articles/ten-usability-heuristics/, Retrieved 2013-08-05; Oates, B.J., (2006) Researching Information Systems and Computing, , London: SAGE; Ramsden, P., (2003) Learning to Teach in Higher Education, , 2nd ed. London: Routledge Falmer; Sadler, D.R., Formative assessment: Revisiting the territory (1998) Assessment in Education, 5 (1), pp. 77-84; Schwaber, K., Beedle, M., (2001) Agile Software Development with Scrum, , Upper Saddle River New Jersey: Prentice Hall; Shute, V.J., Focus on formative feedback (2008) Review of Educational Research, 78 (1), pp. 153-189. , Mar; Zeist, R.H.J., Hendriks, P.R.H., Specifying software quality with the extended ISO model (1996) Software Quality Management IV - Improving Quality, pp. 145-160. , BCS; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems Learning, Media and Technology, 32 (1), pp. 21-40; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Brownell, S.E., Tanner, K.D., Barriers to faculty pedagogical change: Lack of training, time, Incentives, and ... Tensions with professional identity? (2012) CBE-Life Scinces Education, 11, pp. 339-346. , Winter",,,,Institute of Electrical and Electronics Engineers Inc.,"2013 3rd World Congress on Information and Communication Technologies, WICT 2013",15 December 2013 through 18 December 2013,,112526.0,,9781479932306,,,English,"World Congr. Inf. Commun. Technol., WICT",Conference Paper,Final,,Scopus,2-s2.0-84936970626
"McVicar A., Andrew S., Kemble R.",7003853435;14422149800;55848138400;,Biosciences within the pre-registration (pre-requisite) curriculum: An integrative literature review of curriculum interventions 1990-2012,2014,Nurse Education Today,34,4,,560,568,,25.0,10.1016/j.nedt.2013.08.012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84895100018&doi=10.1016%2fj.nedt.2013.08.012&partnerID=40&md5=d4fb3ab7be684705fe8c33aa24e57aab,"Faculty of Health, Social Care and Education, Anglia Ruskin University, Chelmsford, Essex, United Kingdom; Lord Ashcroft International Business School, Anglia Ruskin University, Chelmsford, Essex, United Kingdom","McVicar, A., Faculty of Health, Social Care and Education, Anglia Ruskin University, Chelmsford, Essex, United Kingdom; Andrew, S., Faculty of Health, Social Care and Education, Anglia Ruskin University, Chelmsford, Essex, United Kingdom; Kemble, R., Lord Ashcroft International Business School, Anglia Ruskin University, Chelmsford, Essex, United Kingdom","Background: The learning of biosciences is well-documented to be problematic as students find the subjects amongst the most difficult and anxiety-provoking of their pre-registration programme. Studies suggest that learning consequently is not at the level anticipated by the profession. Curriculum innovations might improve the situation but the effectiveness of applied interventions has not been evaluated. Objective: To undertake an integrative review and narrative synthesis of curriculum interventions and evaluate their effect on the learning of biosciences by pre-registration student nurses.Review methodsA systematic search of electronic databases CINAHL, Medline, British Nursing Index and Google Scholar for empirical research studies was designed to evaluate the introduction of a curriculum intervention related to the biosciences, published in 1990-2012. Studies were evaluated for design, receptivity of the intervention and impact on bioscience learning. Results: The search generated fourteen papers that met inclusion criteria. Seven studies introduced on-line learning packages, five an active learning format into classroom teaching or practical sessions, and two applied Audience Response Technology as an exercise in self-testing and reflection. Almost all studies reported a high level of student satisfaction, though in some there were access/utilization issues for students using on-line learning. Self-reporting suggested positive experiences, but objective evaluation suggests that impacts on learning were variable and unconvincing even where an effect on course progress was identified. Adjunct on-line programmes also show promise for supporting basic science or language acquisition. Conclusions: Published studies of curriculum interventions, including on-line support, have focused too heavily on the perceived benefit to students rather than objective measures of impact on actual learning. Future studies should include rigorous assessment evaluations within their design if interventions are to be adopted to reduce the 'bioscience problem'. © 2013 Elsevier Ltd.",Baccalaureate nursing education; Biological sciences; Biosciences; Integrative literature review; Nursing students; On-line learning; Pre-registration; Teaching methods,"biology; curriculum; education; human; nursing education; Biology; Curriculum; Education, Nursing, Baccalaureate; Humans",,,,,,,,,,,"Akinsanya, J., The life sciences in nurse education (1987) Nursing Education: Research and Developments, pp. 38-71. , Croom Helm, London, B. Davis (Ed.); al-Modhefer, A.-K.J.A., Roe, S.M., Tutorials for large classes of Common Foundation program biomedical science students: successes and challenges (2010) Nurse Educ. Today, 30, pp. 365-369; Andrew, S., Self-efficacy as a predictor of academic performance in science (1998) J. Adv. Nurs., 27, pp. 596-603; Campbell, J., Leathard, H., Nurses' knowledge of biological and related science (2000) NT Res., 5 (5), pp. 372-380; Chapple, M., Allcock, N., Wharrad, J., Bachelor of Nursing students' experiences of learning biological sciences alongside medical students (1993) Nurse Educ. Today, 13, pp. 426-434; Clancy, J., McVicar, A.J., Bird, D., Getting it right? An exploration of issues relating to the biological sciences in nurse education and nursing practice (2000) J. Adv. Nurs., 32, pp. 1522-1532; Davies, S., Murphy, F., Jordan, S., Bioscience in the pre-registration curriculum: finding the right teaching strategy (2000) Nurse Educ. Today, 20, pp. 123-135; Davis, G., What is provided and what the registered nurse needs - bioscience learning through the pre-registration curriculum (2010) Nurse Educ. Today, 30, pp. 707-712; Dixon-Woods, M., Shaw, R.L., Agarwal, S., Smith, J.A., The problem of appraising qualitative research (2004) Qual. Saf. Health Care, 13, pp. 223-225; Efstathiou, N., Bailey, C., Promoting active learning using Audience Response System in large bioscience classes (2012) Nurse Educ. Today, 32, pp. 91-95; Friedel, J.M., Treagust, D.F., Learning bioscience in nursing education: perceptions of the intended and the prescribed curriculum (2005) Learn. Health Soc. Care, 4 (4), pp. 203-216; Green, B., Jenkins, D., Potter, N., Davies, S., Information technology in nurse education: a multimedia approach to teaching biological sciences (2000) Health Informatics J., 6, pp. 86-89; Green, S.M., Weaver, M., Voegeli, D., Fitzsimmons, D., Knowles, J., Harrison, M., Shephard, K., The development and evaluation of the use of a virtual learning environment (Blackboard 5) to support the learning of pre-qualifying nursing students undertaking a human anatomy and physiology module (2006) Nurse Educ. Today, 26, pp. 388-395; Gresty, K.A., Cotton, D.R., Supporting biosciences in the nursing curriculum: development and evaluation of an on-line resource (2003) J. Adv. Nurs., 44, pp. 339-349; Hofsten, A., Gustafsson, C., Haggstrom, E., Case seminars open doors to deeper understanding - nursing students' experiences of learning (2010) Nurse Educ. Today, 30, pp. 533-538; Johnston, A., Anatomy for nurses: providing students with the best learning experience (2010) Nurse Educ. Today, pp. 223-236; Johnston, A.N.B., McAllister, M., Back to the future with hands-on science: students' perceptions of learning anatomy and physiology (2008) J. Nurs. Educ., 47, pp. 417-421; Jordan, S., Davies, S., Green, B., The biosciences in the pre-registration nursing curriculum: staff and students' perceptions of difficulties and relevance (1999) Nurse Educ. Today, 19, pp. 215-226; Kmet, L.M., Lee, R.C., Cook, L.S., (2004) Standard Quality Assessment Criteria for Evaluating Primary Research Papers from a Variety of Fields, , www.ihe.ca/documents/HTA-FR13.pdf, Alberta Heritage Foundation for Medical Research, (Available at last accessed October 2012); Koch, J., Andrew, S., Salamonson, Y., Everett, B., Davidson, P.M., Nursing students' perception of a web based intervention to support learning (2010) Nurse Educ. Today, 30, pp. 584-590; Lowe, P.B., Kerr, C.M., Learning by reflection: the effect on educational outcomes (1998) J. Adv. Nurs., 27, pp. 1030-1033; McKee, G., Why is biological science difficult for first-year nursing students? (2002) Nurse Educ. Today, 22, pp. 251-257; McVicar, A.J., Clancy, J., The biosciences and Fitness for Practice: a time for review? (2001) Br. J. Nurs., 10 (21), pp. 1415-1420; McVicar, A., Clancy, J., Mayes, N., An exploratory study of the application of biosciences in practice, and implications for pre-qualifying education (2010) Nurse Educ. Today, 30, pp. 615-622; Meehan-Andrews, T.A., Teaching mode efficiency and learning preferences of first year nursing students (2009) Nurse Educ. Today, 29, pp. 24-32; Michael, J., Where's the evidence that active learning works? (2006) Adv. Physiol. Educ., 30, pp. 159-167; Nicoll, L., Butler, M., The study of biology as a cause of anxiety in student nurses undertaking the common foundation programme (1996) J. Adv. Nurs., 24, pp. 615-624; Nursing and Midwifery Council Standards for pre-registration nursing education, , http://www.nmc-uk.org/Educators/Standards-for-education/, Available from, (last accessed Aug 2012); Palese, A., Saiani, L., Brugnolli, A., Regattin, L., The impact of tutorial strategies on student nurses' accuracy in diagnostic reasoning in different educational settings: a double pragmatic trial in Italy (2008) Int. J. Nurs. Stud., 45, pp. 1285-1298; Prowse, M.A., Heath, V., Working collaboratively in health care contexts: the influence of bioscientific knowledge on patient outcomes (2005) Nurse Educ. Today, 25, pp. 132-139; Race, A., Holloway, D., An innovatory honours degree programme for nurse teacher preparation: development and evaluation (1992) Nurse Educ. Today, 12, pp. 266-273; Rangel, E.M.L., Mendes, I.A.C., Carbnio, E.C., Alves, L.M.M., de Godoy, S., de Almeida Crispim, J., Development, implementation, and assessment of a distance module in endocrine physiology (2010) Adv. Physiol. Educ., 34, pp. 70-74; Raynor, M., Iggulden, H., Online anatomy and physiology: piloting the use of an anatomy and physiology e-book-VLE hybrid in pre-registration and post-qualifying nursing programmes at the University of Salford (2008) Health Info. Libr. J., 25, pp. 98-105; Salamonson, Y., Koch, J., Weaver, R., Everett, B., Jackson, D., Embedded academic writing support for nursing students with English as a second language (2009) J. Adv. Nurs., 66, pp. 413-421; Shuldham, C., Fleming, S., Yorke, J., Undertaking a systematic review: the road to successful completion (2008) J. Res. Nurs., 13, pp. 282-298; Smith, L., Coleman, V., Student nurse transition from traditional to problem-based learning (2008) Learn. Health Soc. Care, 7 (2), pp. 114-123; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) J. Nurs. Educ., 45, pp. 469-473; Torrance, C., Jordan, S., Bionursing: putting science into practice (1995) Nurs. Stand., 9, pp. 25-27; Trnobranski, P.H., Biological sciences and the nursing curriculum: a challenge for educationalists (1993) J. Adv. Nurs., 18, pp. 493-499; (1999) United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) Fitness for Practice, Nursing and Midwifery Education, , http://www.nmc-uk.org/Publications-/Archived-publications/UKCC-Archived-publications/, (London, Available at last accessed Aug 2012); Wharrad, H.J., Kent, C., Allcock, N., Wood, B., A comparison of CAL with a conventional method of delivery of cell biology to undergraduate nursing students using an experimental design (2001) Nurse Educ. Today, 21, pp. 579-588; Whittemore, R., Knafl, K., The integrative review: updated methodology (2005) J. Adv. Nurs., 52, pp. 546-553; Whyte, D.C., Madigan, V., Drinkwater, E.J., Predictors of academic performance of nursing and paramedic students in first year bioscience (2011) Nurse Educ. Today, 31, pp. 849-854; Windle, R.J., McCormick, D., Dandrea, J., Wharrad, H., The characteristics of reusable learning objects that enhance learning: a case-study in health-science education (2011) Br. J. Educ. Technol., 42 (5), pp. 811-823; Wolowitz, A.A., Kelley, J.A., Academic predictors of success in a nursing program (2010) J. Nurs. Educ., 49 (5), pp. 498-503; Wong, J., Wong, S., Contribution of basic sciences to academic success in nursing education (1999) Int. J. Nurs. Stud., 36, pp. 345-354; Wynne, N., Brand, S., Smith, R., Incomplete holism in pre-registration nurse education: the position of the biological sciences (1997) J. Adv. Nurs., 26, pp. 470-474","McVicar, A.; Faculty of Health, Social Care and Education, Anglia Ruskin University, Chelmsford, Essex, United Kingdom; email: Andy.McVicar@anglia.ac.uk",,,,,,,,02606917,,,24035012.0,English,Nurse Educ. Today,Review,Final,,Scopus,2-s2.0-84895100018
[No author name available],[No author id available],"2013 International Conference on Manufacture Engineering and Environment Engineering, MEEE 2013",2014,WIT Transactions on Engineering Sciences,84 VOLUME 2,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897750661&partnerID=40&md5=ce2e96d8ebeaa222dd744b018e0e79f4,,,"The proceedings contain 216 papers. The special focus in this conference is on New Materials and Advanced Materials, Material Processing Technology, Product Design and Manufacturing Technology, Automation and Mechatronics and Environment Energy. The topics include: Analysis of energy investment efficiency; pedestrian delay at signal intersections; selection and construction of a mathematical model for heat-pump drying of tilapia fillets; the system development of quality information management in tower sampling of geometry dimension; CPU scheduling visualization; design method of phase transition at signalized intersection; a new intelligent proportion integration differentiation controller using neural network; safety analysis and assessment for complicated aircraft system based on formal model; locating technology for life-searching ball in earthquake rescue; large ship's turning test and its security; design and application of fiber handset control system; lightweight design of frame based on orthogonal test; based on stirling engine car exhaust heat recovery system modeling simulation; research of the heat treatment process to solve the wear problem of lathe tailstock; technical feature and process of MPM3 type mica paper; smart grid design of meter reading system based on wireless sensor networks; study on the soil stabilization capability of three ornamental grasses growing on the gravel slope; study on compensation effects of nitrogen and water stress duration in the yield of soybean; the research and application of TCA2003 total station on foundation pit deformation monitoring; application of optimization method in atmospheric pollutant amount control; preparative technique of ZnO thin film and application research in solar cell; the study on electrical power load-frequency control system using fuzzy logic controller; application of integrated geophysical exploration on oil-gas exploration; dynamic false contour in LED display; 3D reverse from line drawings; hardware design of motion control card based on CAMAC bus; research on city intelligent transport cloud; time series analysis algorithm with probabilistic finite automata; a low-light-level CCD camera design and implementation of low cost and large field; a new kind of transportation mode for grate cooler; numerical study on the seakeeping prediction of the wave-piercing catamaran; study on an improved ART algorithm; studies on China's tax policies on new energy industries; incentive policy for the implementation of energy-saving buildings; analysis on environmental risk of liquid ammonia leakage in panjin coproduction power plant; low carbon economy inevitability research based on the ecological thermodynamics and behavioral economics; carbon tax or carbon emissions trading; regulation and guarantee computation analysis of junshan hydropower station; Analysis on static heat transfer characteristics of U-tube natural circulation steam generator; the study of using waste organic silk to manufacture activated carbon fiber; the influence of difference in urban underlying surface on air quality; prediction of domestic wastewater discharge volume in china; study on the effect of the Liao river wetland on removal nitrogen; research on core talents development in new energy enterprises; a discussion about the influence factors of producing stable methane; study on initial accounting recognition of carbon emissions rights; study on relationship between China's energy consumption and economic growth; research on regulation of new energy industry in China; an analysis of the effectiveness of China's environmental financial policy; empirical analysis on low-carbon agriculture development status quo in China; study on regional differences and countermeasures in energy efficiency; study on removal mechanisms on humic acid of drinking source water with Fenton reagent; study on industrial energy saving index decomposition in Hebei province; empirical analysis of carbon emissions decomposition for china; on low-carbon transformation of Zhengzhou in central plain economic zone establishment; study on adsorption of Cr (VI) with natural zeolite modified by hydrotalcite; the effect of water environment subjected to global warming; hydropower development and its negative effects on water quality; empirical study on the environmental Kuznets curve for CO2 in China; an energy-saving drying treatment method for municipal sewage sludge; energy consumption elasticity analysis based on translog production function in Shaanxi; low-carbon patented technology licensing in China; the barriers and countermeasures for the development of new energy industry in China; calculation of emission reduction on integrated gasification combined cycle power project; water environmental protection strategy of Dagu river basin in Qingdao, China; the exploration about the path of carbon emission reduction in China; lines design research on environmental protection NOBS; enterprise green development index evaluation model in low-carbon; the low carbonization of high-carbon industry based on tripartite game; study on the path of low-carbon eco-city construction in Guangzhou in post-crisis era; phosphorus fractions in sediments from rivers around Chaohu Lake; research on the environmental education of university students; case study and countermeasures on commercial building energy saving renovation; experimental study on high-density precipitation technology in advanced wastewater treatment; research on exploration deployment of China's coal resources; the reform of China's energy price in the process of RMB appreciation; the practical significance of ecological literature in environment protection; the study of expressway freight efficiency and fuel consumption; study on incentives mechanism of developing low-carbon economy for the enterprises; legal regulation on low-carbon enterprises and ecological industrial parks; the enlightenment of U.S. energy strategy for China; treatment of piperazine wastewater by preoxidant of Fenton reagent and activated sludge; research on carbon footprint of urban settlement in China; Human exposure to phthalate esters from indoor air and dust in China; low-carbon economy modes in some typical countries and the relevance to China; a study on the establishment and development strategies of low-carbon tourism; study of negative air ion concentration in various environments in summer; the regression analysis of the carbon emissions and economic growth of Tianjin; energy efficient server consolidation for cloud data center Study on the relationship between Shandong FDI and energy consumption based on grey correlation model; leaching vanadium from extracted vanadium residue of vanadium titanomagnetite; some major technical problems and countermeasures for deep mining; bootstrap method and control charts in environment inspection and monitoring; comprehensive evaluation of tourist destinations for low-carbon economy; the research on rural domestic sewage treatment technology in Ningbo; policy trend of environment in the transition of economic development pattern; a study on the status of energy conservation and emission reduction in Beijing; research on measures and actions of energy conservation and emission reduction; relations between green packaging and stage of economic development; the optimal timing of manufacturers adopting pollution abatement technology under tradable emissions permits; adsorption of recalcitrant compounds from pesticide wastewater using granular activated carbon; analysis and research on Lijiang ecological reservoir construction program; a framework for the analysis of the economic-environment system in coal city based on material and energy flow; the environmental carrying capacity for tourism of Karst mountain area; developing circular economy and protecting the ecological environment of scenic spot; the empirical study of carbon leakage between China and America; analysis on the land use structure variation in Qingdao; research on new electric power and the sustainable development; research on the development strategies of china's new energy cars and effect of land-use change on ecosystem service value in Hefei, china.",,,,,,,,,,,,,,,,WIT Transactions on Engineering Sciences,,"2013 International Conference on Manufacture Engineering and Environment Engineering, MEEE 2013",27 June 2013 through 28 June 2013,,103185.0,17433533,9781845648244,,,English,WIT Trans. Eng. Sci.,Conference Review,Final,,Scopus,2-s2.0-84897750661
[No author name available],[No author id available],"2013 International Conference on Manufacture Engineering and Environment Engineering, MEEE 2013",2014,WIT Transactions on Engineering Sciences,84 VOLUME 1,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897772383&partnerID=40&md5=23b45b2677fbad7828ae39fc919d2e26,,,"The proceedings contain 216 papers. The special focus in this conference is on New Materials and Advanced Materials, Material Processing Technology, Product Design and Manufacturing Technology, Automation and Mechatronics and Environment & Energy. The topics include: Analysis of energy investment efficiency; pedestrian delay at signal intersections; selection and construction of a mathematical model for heat-pump drying of tilapia fillets; the system development of quality information management in tower sampling of geometry dimension; CPU scheduling visualization; design method of phase transition at signalized intersection; a new intelligent proportion integration differentiation controller using neural network; safety analysis and assessment for complicated aircraft system based on formal model; locating technology for life-searching ball in earthquake rescue; large ship's turning test and its security; design and application of fiber handset control system; lightweight design of frame based on orthogonal test; based on stirling engine car exhaust heat recovery system modeling simulation; research of the heat treatment process to solve the wear problem of lathe tailstock; technical feature and process of MPM3 type mica paper; smart grid design of meter reading system based on wireless sensor networks; study on the soil stabilization capability of three ornamental grasses growing on the gravel slope; study on compensation effects of nitrogen and water stress duration in the yield of soybean; the research and application of TCA2003 total station on foundation pit deformation monitoring; application of optimization method in atmospheric pollutant amount control; preparative technique of ZnO thin film and application research in solar cell; the study on electrical power load-frequency control system using fuzzy logic controller; application of integrated geophysical exploration on oil-gas exploration; dynamic false contour in LED display; 3D reverse from line drawings; hardware design of motion control card based on CAMAC bus; research on city intelligent transport cloud; time series analysis algorithm with probabilistic finite automata; a low-light-level CCD camera design and implementation of low cost and large field; a new kind of transportation mode for grate cooler; numerical study on the seakeeping prediction of the wave-piercing catamaran; study on an improved ART algorithm; studies on China's tax policies on new energy industries; incentive policy for the implementation of energy-saving buildings; analysis on environmental risk of liquid ammonia leakage in panjin coproduction power plant; low carbon economy inevitability research based on the ecological thermodynamics and behavioral economics; carbon tax or carbon emissions trading; regulation and guarantee computation analysis of junshan hydropower station; Analysis on static heat transfer characteristics of U-tube natural circulation steam generator; the study of using waste organic silk to manufacture activated carbon fiber; the influence of difference in urban underlying surface on air quality; prediction of domestic wastewater discharge volume in china; study on the effect of the Liao river wetland on removal nitrogen; research on core talents development in new energy enterprises; a discussion about the influence factors of producing stable methane; study on initial accounting recognition of carbon emissions rights; study on relationship between China's energy consumption and economic growth; research on regulation of new energy industry in China; an analysis of the effectiveness of China's environmental financial policy; empirical analysis on low-carbon agriculture development status quo in China; study on regional differences and countermeasures in energy efficiency; study on removal mechanisms on humic acid of drinking source water with Fenton reagent; study on industrial energy saving index decomposition in Hebei province; empirical analysis of carbon emissions decomposition for china; on low-carbon transformation of Zhengzhou in central plain economic zone establishment; study on adsorption of Cr (VI) with natural zeolite modified by hydrotalcite; the effect of water environment subjected to global warming; hydropower development and its negative effects on water quality; empirical study on the environmental Kuznets curve for CO2 in China; an energy-saving drying treatment method for municipal sewage sludge; energy consumption elasticity analysis based on translog production function in Shaanxi; low-carbon patented technology licensing in China; the barriers and countermeasures for the development of new energy industry in China; calculation of emission reduction on integrated gasification combined cycle power project; water environmental protection strategy of Dagu river basin in Qingdao, China; the exploration about the path of carbon emission reduction in China; lines design research on environmental protection NOBS; enterprise green development index evaluation model in low-carbon; the low carbonization of high-carbon industry based on tripartite game; study on the path of low-carbon eco-city construction in Guangzhou in post-crisis era; phosphorus fractions in sediments from rivers around Chaohu Lake; research on the environmental education of university students; case study and countermeasures on commercial building energy saving renovation; experimental study on high-density precipitation technology in advanced wastewater treatment; research on exploration deployment of China's coal resources; the reform of China's energy price in the process of RMB appreciation; the practical significance of ecological literature in environment protection; the study of expressway freight efficiency and fuel consumption; study on incentives mechanism of developing low-carbon economy for the enterprises; legal regulation on low-carbon enterprises and ecological industrial parks; the enlightenment of U.S. energy strategy for China; treatment of piperazine wastewater by preoxidant of Fenton reagent and activated sludge; research on carbon footprint of urban settlement in China; Human exposure to phthalate esters from indoor air and dust in China; low-carbon economy modes in some typical countries and the relevance to China; a study on the establishment and development strategies of low-carbon tourism; study of negative air ion concentration in various environments in summer; the regression analysis of the carbon emissions and economic growth of Tianjin; energy efficient server consolidation for cloud data center Study on the relationship between Shandong FDI and energy consumption based on grey correlation model; leaching vanadium from extracted vanadium residue of vanadium titanomagnetite; some major technical problems and countermeasures for deep mining; bootstrap method and control charts in environment inspection and monitoring; comprehensive evaluation of tourist destinations for low-carbon economy; the research on rural domestic sewage treatment technology in Ningbo; policy trend of environment in the transition of economic development pattern; a study on the status of energy conservation and emission reduction in Beijing; research on measures and actions of energy conservation and emission reduction; relations between green packaging and stage of economic development; the optimal timing of manufacturers adopting pollution abatement technology under tradable emissions permits; adsorption of recalcitrant compounds from pesticide wastewater using granular activated carbon; analysis and research on Lijiang ecological reservoir construction program; a framework for the analysis of the economic-environment system in coal city based on material and energy flow; the environmental carrying capacity for tourism of Karst mountain area; developing circular economy and protecting the ecological environment of scenic spot; the empirical study of carbon leakage between China and America; analysis on the land use structure variation in Qingdao; research on new electric power and the sustainable development; research on the development strategies of china's new energy cars and effect of land-use change on ecosystem service value in Hefei, china.",,,,,,,,,,,,,,,,WIT Transactions on Engineering Sciences,,"2013 International Conference on Manufacture Engineering and Environment Engineering, MEEE 2013",27 June 2013 through 28 June 2013,,103185.0,17433533,9781845648244,,,English,WIT Trans. Eng. Sci.,Conference Review,Final,,Scopus,2-s2.0-84897772383
"Sung T.-W., Yang C.-S., Wu T.-T.",35212113800;13405682600;35286115600;,Using personal smart devices as user clients in a classroom response system,2014,Lecture Notes in Electrical Engineering,260 LNEE,,,291,297,,,10.1007/978-94-007-7262-534,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893778119&doi=10.1007%2f978-94-007-7262-534&partnerID=40&md5=b91f9708ce0fa0abd637ab1e85ce1ae8,"Institute of Computer and Communication Engineering, Department of Electrical Engineering, National Cheng Kung University, Tainan, Taiwan; Department of Information Management, Chia-Nan University of Pharmacy and Science, Tainan, Taiwan","Sung, T.-W., Institute of Computer and Communication Engineering, Department of Electrical Engineering, National Cheng Kung University, Tainan, Taiwan; Yang, C.-S., Institute of Computer and Communication Engineering, Department of Electrical Engineering, National Cheng Kung University, Tainan, Taiwan; Wu, T.-T., Department of Information Management, Chia-Nan University of Pharmacy and Science, Tainan, Taiwan","This study proposed a classroom response system (CRS) different from existing commercial product. Modern and widespread used personal smart devices are utilized as the teacher-side controller and student-side response devices in the CRS instead of early infrared or radio frequency-based remote control. A prototype was developed for the proposed CRS, and it will be kept developing for further full functionality in CRS with the advantages and features of smart devices and modern network technologies. © Springer Science+Business Media Dordrecht 2014.",Classroom response system; E-learning; Smart device,Classroom response systems; Commercial products; Network technologies; Smart devices; E-learning; Teaching,,,,,,,,,,,"Siau, K., Sheng, H., Nah, F.F., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Trans Educ, 49 (3), pp. 398-403; Liu, T.C., Liang, J.K., Wang, H.Y., Chan, T.W., Wei, L.H., Embedding EduClick in classroom to enhance interaction (2003) 11th International Conference on Computers in Education, pp. 117-125. , Hong Kong; Petr, D.W., Experience with a multiple-choice audience response system in an engineering classroom (2005) 35th Annual Conference on Frontiers in Education, Indianapolis, pp. S3G1-S3G6; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) 7th Americas Conference on Information Systems, pp. 1-7. , Omaha; Nelson, M., Hauck, R.V., Clicking to learn: A case study of embedding radio-frequency based clickers in an introductory management information systems course (2008) J Inf Syst Educ, 19 (1), pp. 55-64; Mantoro, T., Ayu, M.A., Habul, E., Khasanah, A.U., Survnvote: A free web based audience response system to support interactivity in the classroom (2010) IEEE Conference on Open Systems, pp. 34-39. , Malaysia; Costa, J.C., Ojala, T., Korhonen, J., Mobile lecture interaction: Making technology and learning click (2008) IADIS International Conference Mobile Learning, pp. 119-124. , Portugal; Scornavacca, E., Marshall, S., TXT-2-LRN: Improving students' learning experience in the classroom through interactive SMS (2007) The 40th Annual Hawaii International Conference on System Sciences, pp. 1-8. , Hawaiipp; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53, pp. 819-827; Lin, J., Rivera-Sanchez, M., Testing the information technology continuance model on a mandatory sms-based student response system (2012) Commun Educ, 61 (2), pp. 89-110","Sung, T.-W.; Institute of Computer and Communication Engineering, Department of Electrical Engineering, National Cheng Kung University, Tainan, Taiwan; email: tienwen.sung@gmail.com",,,,"Advanced Technologies, Embedded and Multimedia for Human-Centric Computing, HumanCom and EMC 2013",23 August 2013 through 25 August 2013,,102587.0,18761100,9789400772618,,,English,Lect. Notes Electr. Eng.,Conference Paper,Final,,Scopus,2-s2.0-84893778119
Kootsookos A.,6506080765;,Assessment practices using online tools in undergraduate programs,2014,"Using Technology Tools to Innovate Assessment, Reporting, and Teaching Practices in Engineering Education",,,,259,273,,,10.4018/978-1-4666-5011-4.ch019,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84945407008&doi=10.4018%2f978-1-4666-5011-4.ch019&partnerID=40&md5=b23377c53630651f56ccd3592dadf662,"RMIT University, Australia","Kootsookos, A., RMIT University, Australia","This chapter provides an overview of the use of online and Web-based learning technologies as formative and summative assessment. Peer learning and assessment, provision of feedback to students, online tests and quizzes, plagiarism detection systems, and audience response systems are all examined with a view to highlighting best practice and demonstrating that online assessment must still follow sound pedagogy to be both valid and valued by instructors and students alike. © 2014, IGI Global.",,Computer aided instruction; Online systems; Assessment practices; Audience response systems; Feedback to students; Formative and summative assessments; On-line assessment; Plagiarism detection; Undergraduate program; Web based learning; Education,,,,,,,,,,,"Benson, R., Issues in peer assessment and e-learning (2009) Elearning technologies and evidence-based assessment approaches, pp. 117-135. , C. Pratt, & P. Lajbcygier (Eds.), Hershey, PA: IGI Global; Brack, C., Collaborative e-learning using wikis: A case report (2009) E-learning technologies and evidencebased assessment approaches, pp. 37-54. , C. Pratt, & P. Lajbcygier (Eds.), Hershey, PA: IGI Global; Brad, S., Competitive design of webbased courses in engineering education (2010) Web-based engineering education: Critical design and effective tools, pp. 119-148. , D. L. Russell, & A. K. Haghi (Eds.), Hershey, PA: IGI Global; (2008) Gauging audience feedback via mobile phones, , http://www.csiro.au/Outcomes/ICT-and-Services/Gauging-audience-feedbackvia-mobile-phones.aspx, Retrieved August 15, 2013 from; Deutsch, T., Implementing computerbased assessment - A web-based mock examination changes attitudes (2012) Computers & Education, 58, pp. 1068-1075; Gikandi, D., On formative assessment in higher education: A review of the literature (2011) Computers & Education, 57, pp. 2333-2357; Haghi, A., Noroozi, B., Adapting engineering education to the new century (2010) Web-based engineering education: Critical design and effective tools, pp. 30-41. , D. L. Russell, & A. K. Haghi (Eds.), Hershey, PA: IGI Global; Hakkarainen, P., Assessing, teaching and students' meaningful learning processes in an e-learning course (2009) E-learning technologies and evidencebased assessment approaches, pp. 20-36. , C. Pratt, & P. Lajbcygier (Eds.), Hershey, PA: IGI Global; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogical development with clicker assessment and feedback technologies and the impact on students' engagement and learning in higher education (2013) Computers & Education, (64), pp. 64-76; Hewson, C., Can online course-based assessment methods be fair and equitable? Relationships between students' preferences and performance within online and offline assessments (2012) Journal of Computer Assisted Learning, 28, pp. 488-498; Hobbs, M., Learning and assessment with virtual worlds (2009) E-learning technologies and evidencebased assessment approaches, pp. 55-75. , C. Spratt, & P. Lajbcygier (Eds.), Hershey, PA: IGI Global; Holton, D.L., Verma, A., Designing animated simulations and web-based assessments to improve electrical engineering education (2010) Web-based engineering education: Critical design and effective tools, pp. 77-95. , D. L. Russell, & A. K. Haghi (Eds.), Hershey, PA: IGI Global; Horspool, A., Lange, C., Applying the scholarship of teaching and learning: Student perceptions, behaviours and success online and face-to-face (2012) Assessment & Evaluation in Higher Education, 37 (1), pp. 73-88; Huffman, A.H., Using technology in higher education: The influence of gender roles on technology self-efficacy (2013) Computers in Human Behaviour, (29), pp. 1779-1786; Jones, R., Future challenges of mobile learning in web-based instruction (2010) Web-based engineering education: Critical design and effective tools, pp. 63-76. , D. L. Russell, & A. K. Haghi (Eds.), Hershey, PA: IGI Global; Juang, Y., WIRE: A highly interactive blended learning for engineering education (2010) Web-based engineering education: Critical design and effective tools, pp. 149-159. , D. L. Russell, & A. K. Haghi (Eds.), Hershey, PA: IGI Global; Mahdari, M., Khoolbar, M.H., Effective design and delivery of learning materials in learning management systems (2010) Web-based engineering education: Critical design and effective tools, pp. 175-185. , D. L. Russell, & A. K. Haghi (Eds.), Hershey, PA: IGI Global; Manalo, A., Aravinthan, T., Peer assisted learning in an online postgraduate course on engineered fibre composites (2012) Proceedings of the AAEE 2012 Conference, pp. 799-807. , L. Mann & S. Daniel (Eds.), Melbourne, Australia:Australasian Association of Engineering Education; Markham, S., Hart, J., Re-assessing validity and reliability in the e-learning environment (2009) E-learning technologies and evidence-based assessment approaches, pp. 1-19. , C. Pratt, & P. Lajbcygier (Eds.), Hershey, PA: IGI Global; Mazzolini, A., A comparison of on-line and 'in-class' student feedback surveys:Some unexpected results (2012) Proceedings of the AAEE 2012 Conference, pp. 644-652. , L. Mann & S. Daniel (Eds.), Melbourne, Australia: Australasian Association of Engineering Education; Mostert, M., Snowball, J.D., Where angels fear to tread: Online peer-assessment in a large first-year class (2013) Assessment & Evaluation in Higher Education, 38 (6), pp. 674-686; Pothast, (2012) Overview of the 4th international competition on plagiarism detection, , Paper presented at CLEF 2012, Evaluation Labs and Workshop - Working Notes Papers. Rome, Italy; Stödberg, U., A research review of eassessment (2012) Assessment & Evaluation in Higher Education, 37 (5), pp. 591-604; (2012) PRAZE, , http://www.lms.unimelb.edu.au/teaching/assessment/praze/, Retrieved August 15, 2013 from; (2011) SPARK plus: Self and peer assessment resource kit, , http://spark.uts.edu.au/, Retrieved August 15, 2013, from; Vie, S., A pedagogy of resistance toward plagiarism detection technologies (2013) Computers and Composition, (30), pp. 3-15; White, P., Duncan, G., A faculty approach to implementing advanced e-learning dependent formative and summative assessment practices (2009) E-learning technologies and evidence-based assessment approaches, pp. 76-96. , C. Spratt, & P. Lajbcygier (Eds.), Hershey, PA: IGI Global; Wu, C., Implementation and outcomes of online self and peer assessment on group based honours research projects (2013) Assessment & Evaluation in Higher Education","Kootsookos, A.; RMIT UniversityAustralia",,,IGI Global,,,,,,9781466650121; 1466650117; 9781466650114,,,English,"Using Technol. Tools to Innov. Assess., Report., and Teach. Pract. in Eng. Educa.",Book Chapter,Final,,Scopus,2-s2.0-84945407008
"Mantikayan J.M., Abdullah L.M., Abdulgani M.A.",49663815800;35067887400;49663050400;,Audience response system utilization outcome in secondary school environment,2014,"2014 the 5th International Conference on Information and Communication Technology for the Muslim World, ICT4M 2014",,, 7020639,,,,,10.1109/ICT4M.2014.7020639,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946689083&doi=10.1109%2fICT4M.2014.7020639&partnerID=40&md5=cb4c4034dd0553e52953d31b42638038,"Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University Malaysia, Kuala Lumpur, Malaysia","Mantikayan, J.M., Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University Malaysia, Kuala Lumpur, Malaysia; Abdullah, L.M., Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University Malaysia, Kuala Lumpur, Malaysia; Abdulgani, M.A., Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University Malaysia, Kuala Lumpur, Malaysia","It is not about the tools, it's using the tools to facilitate learning. This research explores the nature of the outcomes experienced by students for using audience response system technology in the classroom. Specifically, this study answers the question 'What are the impacts of ARS on performance outcomes in secondary level education?' A personally administer questionnaire and quasi-experimental method was used. Kirkpatrick's four-level model was used to measure the performance outcome of the student in computer studies class at Adni International Islamic School. The finding shows that, student reaction outcome was positive. Student learning outcome improved but student behavior slightly changes due to the utilization of ARS. The post-test result outcome shows that there is no significant difference between students who received instruction through the audience response system and students who received instruction through non-technology based methods. © 2014 IEEE.",audience response system; instructional technology; performance outcome,Education; Education computing; Audience response systems; Experimental methods; Instructional technology; Performance outcome; Secondary schools; Student behavior; Student learning outcomes; Technology in the classroom; Students,,,,,,,,,,,"Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977. , 15 March; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Elsevier, pp. 819-827; Mantikayan, J.M., Ayu, M.A., Exploring audience response system: Impacts in learning institutions (2010) Information and Communication Technology for the Muslim World (ICT4M), pp. A13-A17. , 13-14 December; Nelson, C., The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide 21 (2012) Medical Teacher, 34, pp. e386-e405; Mantikayan, J.M., Ayu, M.A., Assessing audience response systems using task-technology fit (2013) Proceedings of the 5th Information and Communication Technology for the Muslims World (ICT4M 2013), Rabat, Morocco, pp. 1-6; Kirkpatrick, D., (1996) Great Ideas Revisited, pp. 54-59. , Traing and Development, EBSCO Publishing; Field, A., (2007) Discovering Statistics Using SPSS (and Sex, Drugs and Rock 'n' Roll) Second Edition, , Sage Publication Los Angeles; George, D., Mallery, P., (2003) SPSS for Windows Step by Step: A Simple Guide and Reference, 11. 0 Update 4th Edition, p. 231. , Boston: Allyn & Bacon; Mantikayan, J., Abdullah, L., Ayu, M., Abubakar, A., Montadzah, M., An empirical investigation on the factors that influence the use of audience response system (2014) Journal of Theoretical and Applied Information Technology, 62 (1)",,,,Institute of Electrical and Electronics Engineers Inc.,"2014 5th International Conference on Information and Communication Technology for the Muslim World, ICT4M 2014",17 November 2014 through 18 November 2014,,110287.0,,9781479962426,,,English,"Proc. - IEEE Int. Conf. Solid-State Integr. Circuit Technol., ICSICT",Conference Paper,Final,,Scopus,2-s2.0-84946689083
"Kalavally V., Chan C.L., Khoo B.H.",14031684600;56517323700;26321681600;,Technology in learning and teaching: Getting the right blend for first year engineering,2014,"Proceedings of 2014 International Conference on Interactive Collaborative Learning, ICL 2014",,, 7017834,565,570,,4.0,10.1109/ICL.2014.7017834,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922876429&doi=10.1109%2fICL.2014.7017834&partnerID=40&md5=85bf026a04360e152bc18168c1fe1517,"School of Engineering, Monash University, Bandar Sunway, Malaysia","Kalavally, V., School of Engineering, Monash University, Bandar Sunway, Malaysia; Chan, C.L., School of Engineering, Monash University, Bandar Sunway, Malaysia; Khoo, B.H., School of Engineering, Monash University, Bandar Sunway, Malaysia","This paper investigates the efficacy of a blend of technology-based teaching pedagogies in enhancing the teaching and learning experience through increased interactivity. A web-based audience response system, flipped classroom and virtual reality program are integrated in a selected first year engineering course, the impacts of which are measured by trilateration between student performance, surveys and a focus group discussion. We show that although the integration of technology complements the learning experience overall, getting the right blend is dependent on several factors. Through our investigations, we implicitly provide a framework for testing future technology-based pedagogies. © 2014 IEEE.",flipped classroom; teaching pedagogy; virtual reality; Web-based audience response system,Engineering education; Students; Virtual reality; Websites; Audience response systems; First year engineering course; First-year engineering; Flipped classrooms; Learning and teachings; Learning experiences; Teaching and learning; Teaching pedagogy; Teaching,,,,,,,,,,,"Beauchamp, G., Kennewell, S., Interactivity in the classroom and its impact on learning (2010) Computers & Education, 54, pp. 759-766. , Apr; Kirkwood, A., Price, L., Technology-enhanced learning and teaching in higher education: What is 'enhanced' and how do we know? A critical literature review (2014) Learning Media and Technology, 39, pp. 6-36. , Jan; Gebre, E., Saroyan, A., Bracewell, R., Students' engagement in technology rich classrooms and its relationship to professors' conceptions of effective teaching (2014) British Journal of Educational Technology, 45, pp. 83-96. , Jan; Selwyn, N., The use of computer technology in university teaching and learning: A critical perspective (2007) Journal of Computer Assisted Learning, 23, pp. 83-94. , Apr; McKechnie, D., Kalavally, V., Revitalizing first year electrical engineering (2009) 20th Annual Conference for the Australasian Association for Engineering Education: Engineering the Curriculum., pp. 563-568; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827. , Nov; Trew, J.L., Nelsen, J.L., Getting the most out of audience response systems: Predicting student reactions (2012) Learning Media and Technology, 37, pp. 379-394; Schmid, E.C., Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom (2008) Computers & Education, 50, pp. 338-356. , Jan; Alexiadis, D.S., Mitianoudis, N., MASTERS: A virtual lab on multimedia systems for telecommunications, medical, and remote sensing applications (2013) Ieee Transactions on Education, 56, pp. 227-234. , May; Jara, C.A., Candelas, F.A., Puente, S.T., Torres, F., Handson experiences of undergraduate students in Automatics and Robotics using a virtual and remote laboratory (2011) Computers & Education, 57, pp. 2451-2461. , Dec",,,,Institute of Electrical and Electronics Engineers Inc.,"2014 International Conference on Interactive Collaborative Learning, ICL 2014",3 December 2014 through 6 December 2014,,110201.0,,9781479944378,,,English,"Proc. Int. Conf. Interact. Collab. Learn., ICL",Conference Paper,Final,,Scopus,2-s2.0-84922876429
Schmidt B.,55213985100;,Improving motivation and learning outcome in a flipped classroom environment,2014,"Proceedings of 2014 International Conference on Interactive Collaborative Learning, ICL 2014",,, 7017854,689,690,,9.0,10.1109/ICL.2014.7017854,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922900820&doi=10.1109%2fICL.2014.7017854&partnerID=40&md5=d1405898b9b3301e8924722a262b699a,"Mads Clausen Institute, University of Southern Denmark, Sonderborg, Denmark","Schmidt, B., Mads Clausen Institute, University of Southern Denmark, Sonderborg, Denmark",A successful flipped classroom teaching highly depends on the students' capacity for studying new material on their own in order to attend classes well-prepared. In a first year engineering course pencasts were used to help students with this task. Compared to video lectures this is a low cost and easy to use technology. Combined with an enquiry based teaching at class the proposed learning strategy was well-received by students indicating an increase in motivation as well as in learning outcome. © 2014 IEEE.,active learning; clickers; engineering dynamics; peer instruction; Pencasts,Motivation; Teaching; Active Learning; clickers; Engineering Dynamics; Peer instruction; Pencasts; Students,,,,,,,,,,,"McGivney-Burelle, J., Xue, F., Flipping calculus (2013) PRIMUS, 23, pp. 477-486; Lord, S.M., Camacho, M.M., Effective teaching practices: Preliminary analysis of engineering educators (2007) 37th ASEE/IEEE Frontiers in Education Conference, F3C-7, Milwaukee, WI; Echo Smartpen, , by Livescribe Inc., Oakland, California, U. S; Schmidt, B., Teaching engineering dynamics by use of peer instruction supported by an audience response system (2011) European Journal of Engineering Education, 36, pp. 413-423","Schmidt, B.; Mads Clausen Institute, University of Southern DenmarkDenmark; email: bschmidt@mci.sdu.dk",,,Institute of Electrical and Electronics Engineers Inc.,"2014 International Conference on Interactive Collaborative Learning, ICL 2014",3 December 2014 through 6 December 2014,,110201.0,,9781479944378,,,English,"Proc. Int. Conf. Interact. Collab. Learn., ICL",Conference Paper,Final,,Scopus,2-s2.0-84922900820
Yamamoto N.,54379465800;,An interactive learning system using smartphone: Improving students learning motivation and self-learning,2014,"Proceedings - 2014 9th International Conference on Broadband and Wireless Computing, Communication and Applications, BWCCA 2014",,, 7016109,428,431,,12.0,10.1109/BWCCA.2014.125,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946690342&doi=10.1109%2fBWCCA.2014.125&partnerID=40&md5=d4a4ab685b9cca63d9cb0373be5c4918,"Department of Information and Communication Engineering, Fukuoka Institute of Technology, 3-30-1 Wajiro-Higashi, Higashi-Ku, Fukuoka, 811-0295, Japan","Yamamoto, N., Department of Information and Communication Engineering, Fukuoka Institute of Technology, 3-30-1 Wajiro-Higashi, Higashi-Ku, Fukuoka, 811-0295, Japan","In this paper, we present a method of acquiring / utilizing the study records using smartphone for improving the students learning motivation for learning. During the lecture, the students use the smartphone for learning. The results showed that the proposed study record system has a good effect for improving students' motivation for learning. For the professors of the university, it is difficult to offer all necessary information to the students. In addition, they cannot provide the information to satisfy all students because the quantity of knowledge of each student attending a lecture is different. Therefore, for the lectures of a higher level than intermediate level, the students should study the learning materials by themslef. In this study, we show that our method of acquiring / utilizing the study record promotes the self-learning of the student. In this research, we carried experiments during real lectures at the intermediate level. The results showed that the proposed study record system can improve the degree of self-learning after the lecture. © 2014 IEEE.",Learning Log; Learning System; Leraning Motivation; Smartphone,Education; Learning systems; Motivation; Signal encoding; Smartphones; Interactive learning systems; Intermediate level; Learning Log; Learning materials; Motivation for learning; Self-learning; Students learning; Students,,,,,,,,,,,"Underwood, J., Szabo, A., Academic offences and e-learning: Individual propensities in cheating (2003) British Journal of Educational Technology, 34 (4), pp. 467-477; Harashima, H., Creating a blended learning environment using moodle (2004) The Proceedings of the 20th Annual Conference of Japan Society of Educational Technology, pp. 241-242. , September 23-25; Brandl, K., Are you ready to ""moodle""? (2005) Language Learning and Technology, 9 (2), pp. 16-23; Dagger, D., Connor, A., Lawless, S., Walsh, E., Wade, V.P., Service-oriented e-learning platforms: From monolithic systems to flexible services (2007) Internet Computing, IEEE, 11 (3), pp. 28-35; Patcharee, B., Achmad, B., Achmad, H.T., Okawa, K., Murai, J., Collaborating remote computer laboratory and distance learning approach for hands-on it education (2013) Journal of Information and Processing, 22 (1), pp. 67-74; Emi, K., Okuda, S., Kawachi, Y., Building of an e-learning system with interactive whiteboard and with smartphones and/or tablets through electronic textbooks (2013) Information Processing Society of Japan (IPSJ), IPSJ SIG Notes 2013-CE-118(3), pp. 1-4; Yamaguchi, S., Ohnichi, Y., Nichino, K., An efficient high resolution video distribution system for the lecture using blackboard description (2013) Technical Report of IEICE, 112 (190), pp. 115-119; Hirayama, Y., Hirayama, S., An analysis of the two-factor model of learning motivation in university students (2001) Bulletin of Tokyo Kasei University, 1, Cultural and Social Science, 41, pp. 101-105; Ichihara, M., Arai, K., Moderator effects of meta-cognition: A test in math of a motivational model (2006) Japanese Journal of Educational Psychology, 54 (2), pp. 199-210; Yamamoto, N., Wakahara, T., An interactive learning system using smartphone for improving students learning motivation (2013) Information Technology Convergence, Lecture Notes in Electrical Engineering, 253, pp. 305-310","Yamamoto, N.; Department of Information and Communication Engineering, Fukuoka Institute of Technology, 3-30-1 Wajiro-Higashi, Japan",Chen X.Ikeda M.Barolli L.Xhafa F.,,Institute of Electrical and Electronics Engineers Inc.,"9th IEEE International Conference on Broadband and Wireless Computing, Communication and Applications, BWCCA 2014",8 November 2014 through 10 November 2014,,110213.0,,9781479941735,,,English,"Proc. - Int. Conf. Broadband Wirel. Comput., Commun. Appl., BWCCA",Conference Paper,Final,,Scopus,2-s2.0-84946690342
"Rajavel D., Kushalkar R.",55314683500;56565626200;,"Clicker: Device independent student response system, developed for classroom and remote learning to provide instant response and feedback",2014,"Proceedings - IEEE 6th International Conference on Technology for Education, T4E 2014",,, 7009538,62,65,,2.0,10.1109/T4E.2014.4,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946689581&doi=10.1109%2fT4E.2014.4&partnerID=40&md5=ae0a07599adf778c4cec089916f580f0,"Indian Institute of Technology, Bombay, Mumbai, India","Rajavel, D., Indian Institute of Technology, Bombay, Mumbai, India; Kushalkar, R., Indian Institute of Technology, Bombay, Mumbai, India","Boosting interactions and engagement of students in a classroom and remote learning is the major focus of our research. The software that has been developed named as Clicker is an android and web based system, designed to aid the teacher and the students to perform assessment, instant feedback and raise anonymous doubts. The software has been specifically designed for two distinct environments, viz., classroom and remote learning environment. Newly added features in Student Response System (SRS) are raising doubts remote learning and make the SRS more interactive. We have conducted two surveys in the remote learning mode with 5882 engineering faculty across India. The results of the survey indicate the better features and acceptance of the developed software. © 2014 IEEE.",anonymous doubts; classroom engagement; Clicker; distance learning; instant feedback; instant quiz; raise hand; random shuffling of question and options; remote learning; student response system,Computer aided instruction; Distance education; Education; Engineering education; Social networking (online); Students; Surveys; Teaching; anonymous doubts; classroom engagement; Clicker; instant quiz; raise hand; random shuffling of question and options; Remote learning; Student-response system; Interactive computer systems,,,,,,,,,,,"Amemado, D., Integrating technologies in higher education: The issue of recommended educational features still making headline news (2014) Open Learning: The Journal of Open, Distance and E-Learning, 29 (1); Hall Richard, H., Collier Harvest, L., Thomas Marcie, L., Hilgers Michael, G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) AMCIS 2005 Proceedings, , Paper 255; Lu, J., Pein, R.P., Hansen, G., Nielsen, K.L., Stav, J.B., User centred mobile aided learning system: Student response system (srs) (2010) Computer and Information Technology (CIT), 2010 IEEE 10th International Conference on, pp. 2970-2975. , June 29 2010-July 1; Yungwei, H., Explore the relationship of student engagement and personal characteristics in use of the instant response system in higher education (2013) Educational Media (ICEM), 2013 IEEE 63rd Annual Conference International Council for, pp. 1-6. , 1-4 Oct; Putra, A.S., Jun Jie, N., Kok Kiong, T., Enhancing student involvement in a class using real-time response system (2012) Information Technology Based Higher Education and Training (ITHET), 2012 International Conference on, pp. 1-4. , 21-23 June; McLoone, S.C., O'Keeffe, S., Villing, R., Design, implementation and evaluation of a tablet-based student response system for an engineering classroom (2013) Signals and Systems Conference (ISSC 2013), 24th IET Irish, pp. 1-7. , 20-21 June; Gray, K., Owens, K., Liang, X., Steer, D., Assessing multimedia influences on student responses using a personal response system (2012) Journal of Science Education and Technology, 21, pp. 392-402; Davison, M., Mupinga, Distance education in high schools: Benefits, challenges, and suggestions (2005) TheClearing House: A Journal of Educational Strategies, Issues and Ideas, 78 (3), pp. 105-109; Kirkup, G., Challenges to producing high-quality distance learning, open learning (2014) The Journal of Open, Distance and E- Learning, 29 (1), pp. 1-4; Tiwari, D., Sehgal, R., Bansal, J., Murthy, S., Clicking away the distance from education (2010) Technology for Education (T4E), 2010 International Conference on, pp. 17-23. , 1-3 July",,Murthy S.Kinshuk,IEEE Computer Society,Institute of Electrical and Electronics Engineers Inc.,"6th IEEE International Conference on Technology for Education, T4E 2014",18 December 2014 through 21 December 2014,,110131.0,,9781479964895,,,English,"Proc. - IEEE Int. Conf. Technol. Educ., TE",Conference Paper,Final,,Scopus,2-s2.0-84946689581
"Sharma A., Dhivya S., Durga N., Arun Raj Kumar P.",56564512500;56674465300;55420222400;55376213800;,Web portal for Quassi Classe' in android,2014,"Proceedings - IEEE 6th International Conference on Technology for Education, T4E 2014",,, 7009585,261,262,,,10.1109/T4E.2014.17,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946688317&doi=10.1109%2fT4E.2014.17&partnerID=40&md5=e4c91be4782175f68c2c7db312657584,"Department of Computer Science and Engineering, National Institute of Technology Puducherry, Karaikal, India","Sharma, A., Department of Computer Science and Engineering, National Institute of Technology Puducherry, Karaikal, India; Dhivya, S., Department of Computer Science and Engineering, National Institute of Technology Puducherry, Karaikal, India; Durga, N., Department of Computer Science and Engineering, National Institute of Technology Puducherry, Karaikal, India; Arun Raj Kumar, P., Department of Computer Science and Engineering, National Institute of Technology Puducherry, Karaikal, India","Interactive question based learning method is widely used in academic institutions in order to teach effectively in large classrooms and to manage responses from the audience. Clicker is one such software developed by Vanderbilt University suitable for desktops. Another type of clicker, Crick software, is dependent on the operating system and need specific software to run and thus, did not allow the application to run in all systems. But, our proposed Quassi Classe' is web based and is independent of operating system and software. It just requires a browser, from where we can access it through an URL and will be more user-friendly and easier to access and process. Quassi Classe' is used in a classroom to teach the students effectively and to evaluate performance of the students by keeping records of quizzes, generating reports and solving doubts. It provides the facility to the instructor to interact with students by conducting quiz, collecting answers of individual students, and evaluating each student in that session. The application is easy-to-adopt and enhances the learning experience and helps the student to have a better understanding and by virtue of its simplicity, can be of great application in a classroom session and it can be deployed in different colleges. © 2014 IEEE.",Android; Clicker; Quassi Classe'; Web Portal,Android (operating system); Application programs; Education; Portals; Social networking (online); Teaching; Websites; Academic institutions; Android; Class E; Clicker; Learning experiences; Learning methods; User friendly; Vanderbilt University; Students,,,,,,,,,,,"Jackowska-Strumillo, L., Interactive question based learning methodology and clickers (2013) Proceedings of 6th International Conference on Human System Interaction (HSI), , Sopot; Andergassen, M., Guerra, V., Ledermüller, K., Neumann, G., Development of a browser-based mobile audience response system for large classrooms (2013) International Journal of Mobile and Blended Learning (IJMBL), 5 (1), pp. 58-76. , April; Jagar, M., Petrovic, J., Pale, P., Auress: The audience response system (2012) ELMAR, 2012 Proceedings, pp. 171-174; Cai, T., The effective use of clickers in freshman classrooms (2011) Proceedings of IEEe Conference on e - Business and e - Government (ICEE), , China; Lantz, M., The use of clickers in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behaviour, 26 (4), pp. 556-561; Mantoro, T., Ayu, M.A., Habul, E., Khasanah, A.U., A web based audience response system to support interactivity in a classroom (2013) Open Systems(ICOS), 2010 IEEE Conference on, pp. 34-39",,Murthy S.Kinshuk,IEEE Computer Society,Institute of Electrical and Electronics Engineers Inc.,"6th IEEE International Conference on Technology for Education, T4E 2014",18 December 2014 through 21 December 2014,,110131.0,,9781479964895,,,English,"Proc. - IEEE Int. Conf. Technol. Educ., TE",Conference Paper,Final,,Scopus,2-s2.0-84946688317
"Ohene-Djan J., Jones M.",6508300037;12760532600;,Recovery spaces: An enhanced learning technology for treatment and rehabilitation centres,2014,"Proceedings - IEEE 6th International Conference on Technology for Education, T4E 2014",,, 7009574,212,213,,,10.1109/T4E.2014.15,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946688630&doi=10.1109%2fT4E.2014.15&partnerID=40&md5=d9ebea4cb49578b067e7e62571e925e8,"Department of Computing Goldsmiths, University of London, New CrossSE14 6NW, United Kingdom","Ohene-Djan, J., Department of Computing Goldsmiths, University of London, New CrossSE14 6NW, United Kingdom; Jones, M., Department of Computing Goldsmiths, University of London, New CrossSE14 6NW, United Kingdom","A commonly recognised and significant problem faced by those suffering from addiction to drugs and alcohol and other substances (or repetitive patterns of behaviour) is the lack of easily accessed, educational technologies currently available to them. Recovery based material exists but there is no cohesive option which is able to offer a fully multi-media opportunity for: self-reflection, communication with counsellors/therapists and ease of access to therapeutic material specific to particular addictive disorders. This paper presents an enhanced, unique, learning technology for treatment and rehabilitation centres. The technology is designed to bring together, in one self contained area, the use of self reflective space in conjunction with communication options, both through and beyond treatment and for those at every stage of their journey of recovery from addictive disorders. It is hoped that by bringing this interactive learning system to the Addiction Sector, those working their way through addictive issues, either in treatment centres or the community (and in rehabilitation or aftercare), will be given improved and increased opportunities to build on their recovery using a very specific set of novel, learning technologies, significantly, those clinicians working with them will have their practice enhanced by access to, and use of, these technologies. © 2014 IEEE.",,Educational technology; Learning systems; Recovery; Enhanced learning; Interactive learning systems; Learning technology; Multi-Media; Repetitive pattern; Self reflection; Therapeutic materials; Engineering education,,,,,,,,,,,"Kritzenberger, H., Herczeg, M., Ruhl, U., Utilizing the new media to provide mental health services to young people (2000) Technology and Society, 2000. University As A Bridge from Technology to Society. IEEE International Symposium on, pp. 137-142; England, P.H., (2013) Drug Statistics from the National Drug Treatment Monitoring System (Ndtms) 1 April 2012 to 31 March 2013, 1, pp. 1-37. , Department of Health Publication, November; Copello, G., Lage, F., Cataldi, A., Wip: Web and education: The effects of the work in ""protected environments (2001) Frontiers in Education Conference, 2001 31st Annual, 3, pp. F4F-12",,Murthy S.Kinshuk,IEEE Computer Society,Institute of Electrical and Electronics Engineers Inc.,"6th IEEE International Conference on Technology for Education, T4E 2014",18 December 2014 through 21 December 2014,,110131.0,,9781479964895,,,English,"Proc. - IEEE Int. Conf. Technol. Educ., TE",Conference Paper,Final,,Scopus,2-s2.0-84946688630
Yan T.,56438741400;,Distance learning classroom communication system based on cloud computing,2014,Applied Mechanics and Materials,644-650,,,1813,1816,,,10.4028/www.scientific.net/AMM.644-650.1813,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84915748955&doi=10.4028%2fwww.scientific.net%2fAMM.644-650.1813&partnerID=40&md5=210d36ca382c021ed979bb45293f7e26,"College of Computer Science and Technology of Southwest University of Science and Technology, MianYang, Sichuan  621010, China","Yan, T., College of Computer Science and Technology of Southwest University of Science and Technology, MianYang, Sichuan  621010, China","The centralized model of B / S structure is adopted in the current distance education learning classroom, there are some drawbacks of this model, like the resource duplication, crowded user access, poor system scalability and so on. Adoption of cloud computing technology can collect all the distance learning classroom resources to build a ""cloud"" platform, students can easily access the resources they need by using different terminal devices locally. By analyzing the meaning of cloud computing, application mode and characteristics of cloud computing, the building contents and methods of distance classroom ""cloud"" is proposed. © (2014) Trans Tech Publications, Switzerland.",Cloud computing; Communication system; Distance education,Cloud computing; Communication systems; Distance education; Education computing; Machine tools; Students; Application modes; Centralized models; Classroom communication systems; Cloud computing technologies; System scalability; Terminal devices; User access; Distributed computer systems,,,,,,,,,,,"Wang, L., Huang, Y., Chen, X., Zhang, C., Task Scheduling of ParallelProcessing in CPU-GPU Collaborative Environment (2008) International Conference OnComputer Science and Information Technology, pp. 228-232; Stratton, J.A., Stone, S.S., Hwu, W.W., MCUDA: An EfficientImplementation of CUDA Ke rnels for Multi-Core CPUs [A] (2008) Proceedings of The21st International Workshop on Languages an D Compilers For Parallel Computin(LCPC) [C], pp. 16-30; Hermenier, F., Lorca, X., Menaud, J.M., Entropy: A consolidation manager forclusters [C] (2009) Procee Dings of the 2009 ACM SIGPLAN/SIGOPS International Conference on Virtual Execution Environ Ments, pp. 41-50. , ACM; Van, H.N., Tran, F.D., Menaud, J.M., SLA-aware virtual resource management for cloud infrastructur es [C]//Computer and Information Technology, 2009 (2009) CIT09. Ninth IEEE International Conference On. IEEE, 1, pp. 357-362; ZhuJuan, L., Optimization Method With Cluster Server Of Micro-Video Network In Cloud Comp uting Environmet [J] (2013) BULLETIN OF SCIENCE AND TECHNOLOGY, 29 (12), pp. 175-177","Yan, T.; College of Computer Science and Technology of Southwest University of Science and TechnologyChina",Wang Z.Guo L.Tan T.Yang D.Yang D.Yang K.Yang D.Yang D.Yang D.,,Trans Tech Publications Ltd,"International Conference on Machine Tool Technology and Mechatronics Engineering, ICMTTME 2014",22 June 2014 through 23 June 2014,,107729.0,16609336,9783038352464,,,English,Appl. Mech. Mater.,Conference Paper,Final,,Scopus,2-s2.0-84915748955
"Hatziapostolou T., Pupovci T., Dranidis D., Paraskakis I., Ntika M.",24824589500;56414846100;24767583900;24385774100;56022679400;,Boosting the pedagogical value of classroom clicker systems via the provision of formative feedback,2014,"Proceedings - IEEE 14th International Conference on Advanced Learning Technologies, ICALT 2014",,, 6901427,165,167,,2.0,10.1109/ICALT.2014.56,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84910031163&doi=10.1109%2fICALT.2014.56&partnerID=40&md5=ba05c67e52149734f373bfa3144a28a6,"International Faculty, University of Sheffield City College, Thessaloniki, Greece; South East European Research Center (SEERC), International Faculty of the University of Sheffield, Thessaloniki, Greece","Hatziapostolou, T., International Faculty, University of Sheffield City College, Thessaloniki, Greece; Pupovci, T., International Faculty, University of Sheffield City College, Thessaloniki, Greece; Dranidis, D., International Faculty, University of Sheffield City College, Thessaloniki, Greece; Paraskakis, I., South East European Research Center (SEERC), International Faculty of the University of Sheffield, Thessaloniki, Greece; Ntika, M., South East European Research Center (SEERC), International Faculty of the University of Sheffield, Thessaloniki, Greece","Clicker systems are gradually becoming pervasive within high school and university classrooms. The specific educational technology successfully addresses student engagement in the classroom by promoting active learning methods. While the pedagogical values of clickers are indisputable, one aspect in which clicker systems can be improved is the provision of formative feedback to students. This paper briefly evaluates popular software-based clicker systems and suggests a method for providing students with feedback that can enable them to reflect on their learning. © 2014 IEEE.",classroom response systems; clickers; formative feedback; student engagement; technology-enhanced learning,Artificial intelligence; Engineering education; Teaching; Classroom response systems; clickers; Formative feedbacks; Student engagement; Technology enhanced learning; Students,,,,,,,,,,,"Boyle, J., Nicol, D., Using classroom communication systems to support interaction and discussion in large class settings (2003) Res. Learn. Technol., 11 (3), pp. 43-57. , Jan; Barr, M.L., Encouraging college student active engagement in learning: The influence of response methods (2013) Innov. High. Educ., , Oct; Beatty, I.D., (2005) Transforming Student Learning with Classroom Communication Systems, 2004 (3). , arXiv Prepr. physics/0508129; Bullock, D., Labella, V., Clingan, T., Enhancing the studentinstructor interaction frequency (2002) Phys. Teach., 40; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am. J. Pharm. Educ., 73 (2), p. 21. , Apr; Levine, A.E., Correlation between clicker scores and examination performance in dental biochemistry (2011) J. Int. Assoc. Med. Sci. Educ., 21 (4), pp. 326-329; Mostyn, A., Meade, O., Lymn, J.S., Using audience response technology to provide formative feedback on pharmacology performance for non-medical prescribing students-a preliminary evaluation (2012) BMC Med. Educ., 12, p. 113. , Jan; Carini, R.M., Kuh, G.D., Klein, S.P., Student engagement and student learning: Testing the linkages (2006) Res. High. Educ., 47 (1), pp. 1-32. , Feb; Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., School engagement: Potential of the concept, state of the evidence (2004) Rev. Educ. Res., 74 (1), pp. 59-109. , Jan; Prince, M., Does active learning work? A review of the research (2004) J. Eng. Educ., 93 (3), pp. 223-231; Weaver, R., Qi, J., Classroom organization and participation: College students' perceptions (2005) J. Higher Educ., 76 (5), pp. 570-601; Howard, J., Henney, A., Student participation and instructor gender in the mixed age college classroom (1998) J. Higher Educ., 69 (4), pp. 384-405; Johnson, M., Robson, D., Engagement and performance in an introductory economics course: A cautionary tale (2008) Comput. High. Educ. Econ. Rev., 20, pp. 4-12; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , John Wiley & Sons; Freeman, M., Blayney, P., Ginns, P., Anonymity and in class learning: The case for electronic response systems (2006) Australas. J. Educ. Technol., 22 (4), pp. 568-580; Stowell, J., Oldham, T., Bennett, D., Using student response systems ('clickers') to combat conformity and shyness (2010) Teach. Psychol., 37 (2), pp. 135-140. , Apr; Oigara, J., Keengwe, J., Students' perceptions of clickers as an instructional tool to promote active learning (2011) Educ. Inf. Technol., 18 (1), pp. 15-28. , Aug; Harper, B.E., I've never seen or heard it this way! increasing student engagement through the use of technology-enhanced feedback (2009) Teach. Educ. Psychol., 3 (3), pp. 1-8; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am. J. Pharm. Educ., 73 (2), p. 21. , Apr; Smith, A., Smartphone Ownership - 2013 Update (2013) Pew Research Center, , Washington DC. Pew Research Center, Washington, DC; Costello, P., A cost-effective classroom response system (2010) British Journal of Educational Technology, 41 (6), pp. E153-E154; Hyland, P., Learning from feedback on assessment (2000) The Practice of University History Teaching, pp. 233-247. , P. Hyland and A. Booth, Eds., Manchester: Manchester University Press; Brown, G., Bull, J., Pendlebury, M., (1997) Assessing Student Learning in Higher Education, , Routledge, London: Routledge","Hatziapostolou, T.; International Faculty, University of Sheffield City CollegeGreece",Huang R.KinshukSampson D.G.Spector M.J.Chen N.-S.,,Institute of Electrical and Electronics Engineers Inc.,"14th IEEE International Conference on Advanced Learning Technologies, ICALT 2014",7 July 2014 through 9 July 2014,,114639.0,,9781479940387,,,English,"Proc. - Int. Conf. Adv. Learn. Technol., ICALT",Conference Paper,Final,,Scopus,2-s2.0-84910031163
"Malandrino D., Manno I., Palmieri G., Scarano V., Filatrella G.",7801383595;16230643300;7201631225;7004638056;6701681825;,How quiz-based tools can improve students' engagement and participation in the classroom,2014,"2014 International Conference on Collaboration Technologies and Systems, CTS 2014",,, 6867592,379,386,,8.0,10.1109/CTS.2014.6867592,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84906221008&doi=10.1109%2fCTS.2014.6867592&partnerID=40&md5=165507b0ddf9c0d03a9053cc32e183e0,"ISISLab, Dipartimento di Informatica, Università Degli Studi di Salerno, Via Giovanni Paolo II, Fisciano (SA), Italy; Dipartimento di Scienze e Tecnologie, Universitàdegli Studi Del Sannio, Via Port' Arsa, Benevento, Italy","Malandrino, D., ISISLab, Dipartimento di Informatica, Università Degli Studi di Salerno, Via Giovanni Paolo II, Fisciano (SA), Italy; Manno, I., ISISLab, Dipartimento di Informatica, Università Degli Studi di Salerno, Via Giovanni Paolo II, Fisciano (SA), Italy; Palmieri, G., ISISLab, Dipartimento di Informatica, Università Degli Studi di Salerno, Via Giovanni Paolo II, Fisciano (SA), Italy; Scarano, V., ISISLab, Dipartimento di Informatica, Università Degli Studi di Salerno, Via Giovanni Paolo II, Fisciano (SA), Italy; Filatrella, G., Dipartimento di Scienze e Tecnologie, Universitàdegli Studi Del Sannio, Via Port' Arsa, Benevento, Italy","Student Response Systems exhibit a long usage history, begun with clickers and recently evolved toward Web-based systems. Several studies show that they improve students' engagement and participation, but also show some drawbacks (clickers costs, distraction and equity in Web-based systems). In this paper, we present our implementation of a Student Response System integrated within a collaborative application. Our approach does not require an Internet connection, has no cost, is flexible, and includes the possibility of arranging a Student Response Systems with a wide set of collaborative tools. We also present an evaluation study involving teachers and students from a high school. Results show improvements in students' participation and engagement. Finally we found some differences between the teachers and students groups with regard to user experience, usefulness, and long-term behaviors. © 2014 IEEE.",collaboration; engagement; Quiz-based Tools; Student Response Systems,Interactive computer systems; Teaching; World Wide Web; collaboration; Collaborative application; Collaborative tools; engagement; Internet connection; Long-term behavior; Student-response system; Students' engagements; Students,,,,,,,,,,,"De Chiara, R., Di Matteo, A., Manno, I., Scarano, V., CoFFEE: Cooperative face2face educational environment (2007) Proceedings of the 3rd International Conference on Collaborative Computing: Networking, Applications and Worksharing; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computer &education, 53 (3), pp. 819-827. , Nov; Dangel, H.L., Wang, C.X., Student response systems in higher education: Moving beyond linear teaching and surface learning (2008) Journal of Educational Technology Development and Exchange, 1 (1), pp. 93-104; Greer, P.J., Lisa, H., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), p. 345; Kelly, C., Mark, P., Holly, Z., Ann, S., Addressing common student errors with classroom voting in multivariable calculus (2012) PRIMUS, 23 (1), pp. 60-75; Kelly, C., Holly, Z., Lahna, V., Classroom voting patterns in differential calculus (2012) PRIMUS, 22 (1), pp. 43-59; Terrion, J.L., Aceti, V., Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen chemistry students (2012) Research in Learning Technology, 20. , Mar; Cole, S., Kosc, G., Quit surfing and start 'clicking': One professor's effort to combat the problems of teaching the U.S. Survey in a large lecture hall (2010) The History Teacher, 43 (3), pp. 397-410. , May; Schultz, M., Use of an on-line student response system: An analysis of adoption and continuance (2013) International Journal of Innovation in Science and Mathematics Education, 21 (5); Koppen, E., Langie, G., Bergervoet, B., Replacement of a clicker system by a mobile device audience response system (2013) Proceeding of the 40th SEFI Annual Conference 2013: Engineering Education Fast Forward, p. 200; Abramson, D., Pietroszek, K., Chinaei, L., Lank, E., Terry, M., Classroom response systems in higher education: Meeting user needs with netclick (2013) Global Engineering Education Conference (EDUCON). IEEE, pp. 840-846; Jordan, S., E-Assessment: Past, present and future (2013) New Directions, 9 (1), pp. 87-106. , Oct; De Chiara, R., Manno, I., Scarano, V., In educational technologies for teaching argumentation skills Bentham EBooks, 2012, Ch. CoFFEE: An Expandable and Rich Platform for Computer-Mediated, Face-to-Face Argumentation in Classroom; Belgiorno, F., De Chiara, R., Manno, I., Overdijk, M., Scarano, V., Van Diggelen, W., Face to face cooperation with coffee (2008) Proc. of 3rd European Conference on Technology-Enhanced Learning (ECTEL 08); Belgiorno, F., Malandrino, D., Manno, I., Palmieri, G., Scarano, V., Computer-supported webquests (2009) Learning in the Synergy of Multiple Disciplines, Proceedings of the 4th European Conference on Technology Enhanced Learning, EC-TEL, 5794, pp. 712-718; Manno, I., Belgiorno, F., Malandrino, D., Palmieri, G., Pirozzi, D., Scarano, V., Introducing collaboration in single-user applications through the centralized control architecture (2010) 6th International Conference on Collaborative Computing: Networking, Applications and Worksharing, pp. 1-10; Erra, U., Portnova, A., Scanniello, G., Comparing two communication media in use case modeling: Results from a controlled experiment (2010) Proc. of ESEM 2010, , 16-17 September, Bolzano, Italy, 2010; Grieco, R., Malandrino, D., Palmieri, G., Scarano, V., Face2face social bookmarking with recommendations: Webquests in the classrooms (2007) 3rd International Conference on Collaborative Computing: Networking, Applications and Worksharing, pp. 223-232. , Nov; Stuart, J., Rutherford, J., Medical student concentration during lectures (1978) The Lancet, 312, pp. 514-516; Malandrino, D., Manno, I., Palmieri, G., Scarano, V., Face-to-Face vs. Computer-Mediated: Analysis of Collaborative Programming Activities and Outcomes (2012) IEEE International Conference on Advanced Learning Technologies, (ICALT), pp. 329-331; Malandrino, D., Scarano, V., Spinelli, R., How increased awareness can impact attitudes and behaviors toward online privacy protection (2013) 2013 International Conference on Social Computing (SocialCom), pp. 57-62. , September; Erra, U., Iaccarino, G., Malandrino, D., Scarano, V., Personalizable edge services forweb accessibility (2007) Universal Access in the Information Society, 6 (3), pp. 285-306; Iaccarino, G., Malandrino, D., Scarano, V., Personalizable edge services for web accessibility (2006) Proceedings of the 2006 International Cross-disciplinary Workshop on Web Accessibility (W4A), pp. 23-32. , ser. W4A '06; Iaccarino, G., Malandrino, D., Del Percio, M., Scarano, V., Efficient edge-services for colorblind users (2006) Proceedings of the 15th International Conference on World Wide Web, pp. 919-920. , ser. WWW '06",,,"Adventium Labs;et al.;Honeywell International Inc.;Intelligence Advanced Res. Projects Activity (IARPA);Intelligent Automation, Inc. (IAI);Knowledge Based Systems, Inc. (KBSI)",IEEE Computer Society,"2014 15th International Conference on Collaboration Technologies and Systems, CTS 2014",19 May 2014 through 23 May 2014,"Minneapolis, MN",106976.0,,9781479951567,,,English,"Int. Conf. Collab. Technol. Syst., CTS",Conference Paper,Final,,Scopus,2-s2.0-84906221008
Mizutani K.,16022369300;,A study of student behavior in classroom response systems,2014,"Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014",,,,483,488,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84923918837&partnerID=40&md5=07e30028d27b64c3ad732fb907b9f5ef,"Department of Human Information Systems, Faculty of Science and Engineering, Teikyo University, Japan","Mizutani, K., Department of Human Information Systems, Faculty of Science and Engineering, Teikyo University, Japan","The Classroom Response System (CRS) is a useful tool for enhancing interactivity between teachers and students in the classroom. Through its use of smart devices and PCs, CRS is expected to effective at aiding both classroom interaction and learning. However, these devices can be used for more than CRS; they may also serve as entertainment tools. This study investigates the behavior of students who use CRS on such devices. Specifically, it analyzes log data of student behavior, focusing on student responses and their behavior of switching application programs on CRS. The results of analysis show a trend that students who immediately switch applications after answering a question on CRS have a low correct answer rate.",Classroom response system; Clicker; Smart devices; Student behavior,Application programs; Education; Teaching; Classroom interaction; Classroom response systems; Clicker; Interactivity; Smart devices; Student behavior; Student response; Switching applications; Students,,,,,,,,,,,"Alpaydin, E., (2004) Introduction to Machine Learning, , Cambridge, MA: MIT Press; Andergassen, M., Guerra, V., Ledermüller, K., Neumann, G., Browser-based mobile clickers: Implementation and challenges (2012) Proceedings IADIS International Conference-Mobile Learning; Andergassen, M., Guerra, V., Ledermüller, K., Neumann, G., Development of a browser-based mobile audience response system for large classrooms (2013) International Journal of Mobile and Blended Learning (IJMBL), 5 (1), pp. 58-76; Crews, T.B., Ducate, L., Rathel, J.M., Heid, K., Bishoff, S.T., Clickers in the classroom: Transforming students into active learners (2011) EDUCAUSE Center for Analysis and Research (ECAR), Research Bulletins; Dunn, P.K., Richardson, A., McDonald, C., Oprescu, F., Instructor perceptions of using a mobile-phone-based free classroom response system in first-year statistics undergraduate courses (2012) International Journal of Mathematical Education in Science and Technology, 43 (8), pp. 1041-1056; (2013) Children's Use of Mobile Phones 2012: An International Comparison, , GSM Association; Han, J.H., Finkelstein, A., Understanding the effects of professors' pedagogical development with Clicker assessment and feedback technologies and the impact on students' engagement and learning in higher education (2013) Computers & Education, 65, pp. 64-76; Kulesza, A.E., Clawson, M.E., Ridgway, J.S., Student success indicators associated with clicker-administered quizzes in an honors introductory biology course (2014) Journal of College Science Teaching, 43 (4), pp. 73-79; Mizutani, K., Development of Response Analyzer Systems improving scalability and real-time processing (2013) Proceedings of the 38th Annual Conference of Japanese Society for Information and Systems in Education. TE2-3, pp. 323-324; Nielsen, K.L., Stav, J.B., Hansen-Nygard, G., Thorseth, T.M., Designing and developing a student response system for mobile internet devices (2012) Learning with Mobile Technologies, Handheld Devices, and Smart Phones: Innovative Methods, p. 56; Raes, A., Vanderhoven, E., Schellens, T., Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education (2013) 9th International Conference on Computer Supported Collaborative Learning, 2, pp. 922-923; Robbins, S., Beyond clickers: Using ClassQue for multidimensional electronic classroom interaction (2011) Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, pp. 661-666. , ACM","Mizutani, K.; Department of Human Information Systems, Faculty of Science and Engineering, Teikyo UniversityJapan",Ogata H.Lomicka-Anderson L.Chai C.-S.Hampel R.Hayashi Y.Vassileva J.Liu C.-C.Chen W.Hsu J.Lan Y.-J.Mason J.Yamada M.Shyu H.-Y.Weerasinghe A.Wu Y.-T.Zhang L.KinshukMatsubara Y.Miao Y.Ogata H.Kong S.C.Chang M.Jong M.S.Y.Kuo R.Robson R.Wasson B.Kashihara A.Cress U.Jansen M.Oshima J.Yin C.Zhang J.Chinn C.,"et al.;KANSAI-OSAKA 21st Century Association;KDDI Foundation;Support Center for Advanced Telecommunications Technology Research, Foundation;Tateisi Science and Technology Foundation;The Telecommunications Advancement Foundation",Asia-Pacific Society for Computers in Education,"22nd International Conference on Computers in Education, ICCE 2014",30 November 2014 through 4 December 2014,,110495.0,,9784990801410,,,English,"Proc. Int. Conf. Comput. Educ., ICCE",Conference Paper,Final,,Scopus,2-s2.0-84923918837
"Jefferies A., Cubric M., Vuolo J.",7003338101;23984145600;16403750300;,The long march or bold strokes: Comparing strategies for adopting EVS learning technology at a UK university,2014,"Proceedings of the European Conference on e-Learning, ECEL",2014-January,,,256,263,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84921633825&partnerID=40&md5=e3ab4858126ba35d43fb42501d28e631,"University of Hertfordshire, Hatfield, United Kingdom","Jefferies, A., University of Hertfordshire, Hatfield, United Kingdom; Cubric, M., University of Hertfordshire, Hatfield, United Kingdom; Vuolo, J., University of Hertfordshire, Hatfield, United Kingdom","In recent years there has been much encouragement to investigate the use of classroom technologies to enhance the student learning experience especially in the STEM subjects but now extending across other subject areas as well. A typical classroom technology is electronic voting system (EVS) handsets which allow a lecturer to invite students to vote for their choice from a selection of given answers. Recently, a medium-size UK University has purchased over 9000 EVS handsets for use across the academic Schools as an innovative means for supporting formative and summative testing. Numerous training and support sessions have been provided to staff with the intention of supporting new and experienced users and increasing the take up by academics. As noted in earlier research reported at ECEL 2013, the student feedback was very positive for the use of EVS for formative activities, and less so, for its use in summative assessment. A recent review of the trends of EVS adoption at the University has been undertaken to inform decision-making and future use and support for the technology. One aspect of this review has considered the effectiveness of the strategies adopted by different academic Schools. EVS adoption and use across the University has been compared and placed within Rogers' theory of the diffusion of innovation. This paper further considers a set of six different strategies adopted for EVS use by academic Schools. They have been categorised according to several variables, including their choice of speed of uptake and the number of handsets in use. The inherent strengths and possible weaknesses of the approaches adopted are considered. Among the questions raised were, does a strategy of large-scale technology adoption over a short time period indicate a greater likelihood of long term engagement and ultimate adoption of the technology? Or, does a longer elapsed time taken for a gradual purchase and adoption of EVS technology suggest a greater inclination for the embedding of technology for enhancing learning? What other success factors should be considered alongside the training and support provided for technology adoption to enhance the likelihood of long term adoption of classroom technologies? The discussion provides a comparison of six different strategies identified across the university and the rationale behind them and then proposes a set of strategy choices which can lead to a greater likelihood of successful adoption of classroom technology.",Academic choices; Classroom technologies; Clickers; EVS; HE learning; Institutional strategy,Behavioral research; Decision making; E-learning; Education; Educational technology; Personnel training; Societies and institutions; Students; Teaching; Telephone sets; Voting machines; Academic choices; Classroom technology; Clickers; EVS; Institutional strategy; Engineering education,,,,,,,,,,,"Alltree, J., Jefferies, A., Russell, M., The Blended Learning Unit (2010), http://www.herts.ac.uk/fms/documents/teaching-and-learning/Hertfordshire-CETL-Evaluation-Report-March-2010-Final.pdf, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE, March 2010, available online at; Anderson, T., Varnhagen, S., Campbell, K., Faculty Adoption of Teaching and Learning Technologies: Contrasting Earlier Adopters and Mainstream Faculty (1998) The Canadian Journal of Higher Education, 28 (2-3), p. 19; Beatty, I., Transforming Student Learning with Classroom Communication Systems (2004) EDUCAUSE Research Bulletin, (3), pp. 1-13. , http://www.educause.edu/ir/library/pdf/ERB0403.pdf, available online at; Draper, S.W., Brown, M.I., (2002) Use of the PRS handsets at Glasgow University, , Interim Evaluation Report: March 2002; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: a classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2014) Active Learning in Higher Education, 15 (1), pp. 11-24; Jefferies, A., Cubric, M., Evaluating Electronic Voting Systems (EEVS) (2012), http://jiscdesignstudio.pbworks.com/w/page/48734953/EEVS%20Project, Briefing Paper for JISC Assessment and Feedback Programme, Strand B available online at; Jefferies, A., Introducing and Using Electronic Voting Systems in a Large Scale Project With Undergraduate Students: Reflecting on the Challenges and Successes (2011) Proceedings of 10th European Conference for E-Learning, pp. 319-325. , In Greener, S.& Rospiglio, A. (Eds), Brighton, UK, API; Jefferies, A., Cubric, M., Planning for Success in Introducing and Embedding Technology to Enhance Learning (2013), pp. 156-163. , In Ciussi, M. & Augier, M. (EdS), Proceedings of 12th European Conference for E-Learning, Sophia Antipolis, France, API; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Lorimer, J., Hilliard, A., Use of an Electronic Voting System (EVS) to Facilitate Teaching and Assessment of Decision Making Skills in Undergraduate Radiography Education (2008) Proceedings of 8th European Conference on e-Learning, pp. 351-357. , In: Remenyi, D., (Ed), 2009 Bari, Italy. ACI; Manley, T.R., Martin-Vega, L., Shaw, W.H., Mighdoll, P., Understanding organizational culture and its role in organization transformation and development (1998), pp. 342-349. , International Conference on Engineering and Technology Management. Pioneering New Technologies: Management Issues and Challenges in the Third Millennium. IEMC '98 Proceedings.1998 San Juan, PR IEEE; Mazur, E., Hilborn, R.C., Peer instruction: A user's manual (1997) Physics Today, 50 (4), pp. 68-69; Moss Kanter, R., Stein, B.A., Jick, T.D., (1992) The challenge of organizational change: How companies experience it and leaders guide it, , New York; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6 (1), pp. 29-41; Rogers, E., (1995) Diffusion of innovations, , 4th ed.)The Free Press, New York; Schell, J., Lukoff, B., Mazur, E., Catalyzing Learner Engagement using Cutting-Edge Classroom Response Systems in Higher Education (2013), 6, pp. 233-261. , in Wankel,C.& Blessinger,P. (ed.), Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies (Cutting-edge Technologies in Higher Education, Emerald Group Publishing Limited; Shaffer, D.M., Collura, M.J., Evaluating the Effectiveness of a Personal Response System in the Classroom (2009) Teaching of Psychology, 36 (4), pp. 273-277; Shapiro, A.M., Gordon, L.T., Classroom clickers offer more than repetition: Converging evidence for the testing effect and confirmatory feedback in clicker-assisted learning (2013) Journal of Teaching and Learning with Technology, 2 (1), pp. 15-30; Thornton, M., Alltree, J., Jefferies, A., Jones, I., Introducing Web-based learning: An investigation into its Impact on University Lecturers and their Pedagogy (2005) Journal of Information Technology Impact, 4, pp. 91-98; Wenger, E., (1998) Communities of Practice: Learning, Meaning, and Identity, , Cambridge, Cambridge University Press",,Levinsen K.T.Orngreen R.,,Academic Conferences Limited,"13th European Conference on e-Learning, ECEL 2014",30 October 2014 through 31 October 2014,,108962.0,20488637,9781910309674,,,English,"Proc. Eur. Conf. e-Learn., ECEL",Conference Paper,Final,,Scopus,2-s2.0-84921633825
"Adam D., Kioutsiouki D., Karakostas A., Demetriadis S.N.",56414194900;56415107200;25122845000;6506681303;,Do your students get it? Quiz it! the android classroom response system,2014,"Proceedings - IEEE 14th International Conference on Advanced Learning Technologies, ICALT 2014",,, 6901428,168,170,,8.0,10.1109/ICALT.2014.57,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84910071758&doi=10.1109%2fICALT.2014.57&partnerID=40&md5=5369a4fb97cde2f0471aebb99577edc4,"Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece","Adam, D., Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece; Kioutsiouki, D., Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece; Karakostas, A., Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece; Demetriadis, S.N., Department of Informatics, Aristotle University of Thessaloniki, Thessaloniki, Greece","This paper presents the design and a pilot study of a real-time response system for Android mobile devices, created to enhance active learning methods and assess students' understanding. The prototype system named Quiz It, consists of a lecturer mobile application, a student mobile application and a supportive lecturer administration web environment. Quiz It can be used by Android mobile phones or tablets with access to the Internet. In order to investigate whether Quiz It responds sufficiently under real conditions and get an overview about students' attitude towards its use, we conducted a pilot study with 23 students who used the application during a laboratory lecture. The results indicated that no problems were encountered in use and students reported that they had a positive experience with the application. © 2014 IEEE.",classroom response system; clickers; mobile learning,Artificial intelligence; E-learning; Mobile computing; Mobile devices; Students; Teaching; Active learning methods; Classroom response systems; clickers; Mobile applications; Mobile Learning; Positive experiences; Prototype system; Real-time response; Android (operating system),,,,,,,,,,,"Abramson, D., Pietroszek, K., Chinaei, L., Lank, E., Terry, M., Classroom response systems in higher education: Meeting user needs with NetClick (2013) IEEE Global Engineering Education Conference (EDUCON), pp. 840-846. , March; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Javier Sese, F., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110; Brady, M., Seli, H., Rosenthal, J., Clickers and metacognition: A quasi-experimental comparative study about metacognitive selfregulation and use of electronic feedback devices (2013) Computers & Education, 65, pp. 56-63; Caldwell, J.E., Clickers in the large classroom: Current research and beast-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Cutrim Schmid, E., Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom (2008) Computers & Education, 50, pp. 338-356; Jackowska-Strumillo, L., Nowakowski, J., Strumillo, P., Tomczak, P., Interactive question based learning methodology and clickers: Fundamentals of computer science course case study (2013) 6th International Conference on Human System Interaction (HSI), pp. 439-442. , June; Jagar, M., Petrovic, J., Pale, P., AuResS: The audience response system (2012) ELMAR, pp. 171-174. , Sept; Lantz, M.E., Stawiski, A., Effectiveness of clickers: Effect of feedback and the timing of questions on learning (2014) Computers in Human Behavior, 31, pp. 280-286; Leung Lam, S., Wong, K., Mohan, J., Xu, D., Lam, P., (2011) Classroom Communication on Mobile Phones-first Experiences with Web-based 'Clicker' System, , ascilite; Llamas-Nistal, M., Caeiro-Rodriguez, M., Gonzalez-Tato, J., Webbased Audience Response System using the educational platform called BeA (2012) International Symposium on Computers in Education (SIIE), pp. 1-6. , Oct., 29-31; Lu, J., Pein, R.P., Hansen, G., Nielsen, K.L., Stav, J.B., User centred mobile aided learning system: Student response system (SRS) (2010) IEEE 10th International Conference on Computer and Information Technology (CIT), pp. 2970-2975. , July; Lucke, T., Keyssner, U., Dunn, P., The use of a classroom response system to more effectively flip the classroom (2013) IEEE Frontiers in Education Conference, pp. 491-495. , Oct; Lunden, I., (2014) Android, Led by Samsung, Continues to Storm the Smartphone Market, Pushing A Global 70% Market Share, , TechCrunch. AOL Inc. Retrieved January 25; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; McLoone, C.S., O'Keeffe, S., Villing, R., Design, implementation and evaluation of a tablet-based student response system for an engineering classroom (2013) 24th IET Signals and Systems Conference (ISSC), pp. 1-7. , June; Mikkonen, T., Taivalsaari, A., Apps vs. Open Web: The battle of the decade (2011) 2nd Annual Workshop on Software Engineering for Mobile Application Development; Huy, N.P., Thanh, D.V., Evaluation of mobile app paradigms (2012) 10th International Conference on Advances in Mobile Computing & Multimedia (ACM), pp. 25-30; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30, pp. 603-607; Putra, A.S., Jun Jie, N., Kok Kiong, T., Enhancing student involvement in a class using real-time response system (2012) International Conference on Information Technology Based Higher Education and Training (ITHET), pp. 1-4. , June; Ruiz, S., Urretavizcaya, M., Fernandez-Castro, I., Monitoring F2F interactions through attendance control (2013) IEEE Frontiers in Education Conference, pp. 226-232. , Oct; Serrano, N., Hernantes, J., Gallardo, G., Mobile web apps IEEE Software, 30 (5), pp. 22-27. , Sept.-Oct. 2013","Adam, D.; Department of Informatics, Aristotle University of ThessalonikiGreece",Huang R.KinshukSampson D.G.Spector M.J.Chen N.-S.,,Institute of Electrical and Electronics Engineers Inc.,"14th IEEE International Conference on Advanced Learning Technologies, ICALT 2014",7 July 2014 through 9 July 2014,,114639.0,,9781479940387,,,English,"Proc. - Int. Conf. Adv. Learn. Technol., ICALT",Conference Paper,Final,,Scopus,2-s2.0-84910071758
"Caceffo R., Azevedo R.",55646150900;7005372641;,LSQuiz: A collaborative classroom response system to support active learning through ubiquitous computing,2014,"11th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2014",,,,63,70,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925070523&partnerID=40&md5=8e11663ed9eda163d6697ea7f0f978f4,"Institute of Computing, UNICAMP, Brazil","Caceffo, R., Institute of Computing, UNICAMP, Brazil; Azevedo, R., Institute of Computing, UNICAMP, Brazil","The constructivist theory indicates that knowledge is not something finished and complete. However, the individuals must construct it through the interaction with the physical and social environment. The Active Learning is a methodology designed to support the constructivism through the involvement of students in their learning process, allowing them to make analysis, synthesis and evaluations, therefore developing their thinking and reasoning abilities. The technology supports active learning through Classroom Response Systems (CRSs), which usually use clickers devices to allow students to submit answers to a questionnaire proposed by the teacher. However, these systems have some drawbacks, for example not considering the students' individualities, personal characteristics and needs. In this way, this study describes the creation of the LSQuiz, a CRS that implements a collaborative process that allows teachers to propose questions to students, who may choose to solve them individually or ask colleagues to help solve them. The LSQuiz applies concepts related to ubiquitous computing, such as context awareness and the analysis of the interactions among students to determine which student is the most suitable at a given moment to provide help. The system validation indicates wide acceptance by students, who consider the possibility of classroom collaboration an important element to support their learning process. The experiment indicates that adopting a CRS associated with ubiquitous computing features is a valid and effective way to promote active learning. © 2014 IADIS.",Active learning; Collaborative learning; Ubiquitous computing,Artificial intelligence; Computation theory; Education; Learning systems; Teaching; Ubiquitous computing; Active Learning; Classroom response systems; Collaborative learning; Collaborative process; Context- awareness; Personal characteristics; Social environment; Technology support; Students,,,,,,,,,,,"Caceffo, R., Rocha, H., Ubiquitous classroom response system: An innovative approach to support the active learning model (2011) Ubiquitous Learning: An International Journal, 3, pp. 43-55; Caceffo, R., Rocha, H., Design and model of a ubiquitous classroom response system through context factors (2012) Ubiquitous Learning an International Journal, 4, pp. 61-77; Caceffo, R., Rocha, H.V., Azevedo, R., A ubiquitous pen-based and touch classroom response system supported by learning styles, 03/2013 (2013) Workshop for Pen and Touch Technology in Education (WIPTTE), 1, pp. 1-4. , Los Angeles, CA, USA; Becker, F., O que é construtivismo? Em Revista de Educação AEC (1992) Ano, 21 (23). , Abril/Junho de 1992; Bonwell, C., Eison, J., Active learning: Creating excitement in the classroom (1991) ASHEERIC Higher Education Report, , George Washington University, Washington, DC, 1991; Prince, M., Does active learning work? A review of the research (2004) Journal Engineering Education, 93 (3), pp. 223-231. , American Society for Engineering Education ASEE. 2004; Morable, L., Using active learning techniques (2000) Techniques to Enhance Adult Learning (TEAL) Compendium: Texas Higher Education Coordinating Board, , Technical Education Division, Richland College, Dallas, Texas, 2000; Chickering, A., Gamson, Z., Seven principles for good practice (1987) AAHE (American Association for Health Education) Bulletin, 39, pp. 3-7. , Ed 282491.6, 1987; Collins, J., O'Brien, N., (2012) Greenwood Dictionary of Education, , Westport, CT: Greenwood Press. Second Edition. 2012; Beck, L., Chizhik, A., Cooperative learning instructional methods for CS1: Design, implementation, and evaluation (2013) ACM Transactions on Computing Education (TOCE) - Special Issue on Alternatives to Lecture in the Computer Science Classroom, 13 (3). , August 2013; Schneider, B., Designing tabletop activities for inquiry-based learning: Lessons from phylogenetics, neuroscience and logistics (2012) ACM Interactive Tabletops and Surfaces (ITS), pp. 289-294. , ACM, 2012; Vosinakis, S., Course lectures as problem-based learning interventions in virtual worlds (2013) Transactions on Edutainment, 9, pp. 81-96. , Springer-Verlag Berlin, Heidelberg © 2013; Holmgreen, R., ICT as a catalyst in problem-based learning processes?: A comparison of online and campus-based PBL in swedish fire-fighter training (2013) International Journal of Adult Vocational Education and Technology, 4 (2), pp. 1-14. , April 2013, IGI Publishing Hershey, PA, USA; Watkins, J., Mazur, E., Retaining students in science, technology, engineering, and mathematics (STEM) majors (2013) Journal of College Science Teaching, 42 (5). , 2013; Zingaro, D., Porter, L., Peer Instruction in computing: The value of instructor intervention (2014) Journal of Computers & Education, 71, pp. 87-96. , February, 2014, Elsevier Science Ltd. Oxford, UK; Levis, D., Aperfeiçoamento Automático do Perfil do Aprendiz em Ambientes de Educação Ubíqua (2008) Em Revista Brasileira de Informática na Educação, 16 (1). , Janeiro a Abril de 2008; Idol, R., (2013) Looking Beyond HTTP: The Future of Web Application Protocols, , http://cs.unc.edu/~mxrider/papers/idol-looking-beyond-http.pdf, University of North Carolina at Chapel Hill. White Paper. Disponível em:, Acesso em: 20/01/2014; Rocha, H., Baranauskas, M., (2003) Design e Avaliação de Interfaces Humano-computador, , http://www.nied.unicamp.br/?q=content/download-heloisa-cecilia-2003, Editora Unicamp, Acesso em: 06/02/2014; Felder, M., Silverman, K., Learning and teaching styles in engineering education (1988) Journal of Engineering Education, 78 (7), pp. 674-681",,,,IADIS,"11th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2014",25 October 2014 through 27 October 2014,,111006.0,,9789898533234,,,English,"Int. Conf. Cogn. Explor. Learn. Digit. Age, CELDA",Conference Paper,Final,,Scopus,2-s2.0-84925070523
"Boonmee C., Sugandhajati J.",56012694800;57192428742;,E-SmartBox: A decent software and hardware tool to enhance public service efficiency and sustainability,2014,"Proceedings of the European Conference on e-Government, ECEG",2014-January,,,51,58,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006380043&partnerID=40&md5=4150072a8aab1f55e19eac3cfb643006,"Thammasat University, Klong Luang Pathumthani, Thailand; Ministry of Labour, Thailand","Boonmee, C., Thammasat University, Klong Luang Pathumthani, Thailand; Sugandhajati, J., Ministry of Labour, Thailand","The Ministry of Labour (MOL) is responsible for labour-related public services. The services include employment promotion, skill development, social security, the worker compensation fund, labour protection and welfare. These various services have been mandated to several departments and divisions under the MOL. Service receivers must know where to access a specific service since each service is provided in a different location. Especially in the countryside this becomes a significant difficulty since people do not know where to access a specific labour service. To enhance labour service accessibility MOL service counters had been established. The counters perform as a single window to access all kinds of labour-related public services. The service procedure starts from the service request, filling out a request form, providing required documents, finishing the service, and a satisfaction survey. This procedure takes averagely 20 - 30 minutes for each service access. Additionally, since more than 130 types of labour-related services have to be delivered, working staff have to be intensively trained to be able to deliver these services. Unfortunately, some working staff do not stay in their jobs long. They tend to quit their jobs for better ones. Training new staff to provide such a wide variety of services becomes an obstacle to delivering continual good services. E-SmartBox is a new concept designed by the MOL to solve the problems. It consists of two parts: a hardware part and a software part. The hardware part is a plastic box with a smartcard reader, a web camera and a key pad inside, and can be procured anywhere at low cost. All Thai people aged from 7 to 70 have citizen ID cards which are electronic smartcards. The software has been designed to retrieve personal data from the ID card, to fill and print request forms automatically and to provide a rapid satisfaction survey via the key pad. This greatly reduces the service procedure to less than five minutes. Additionally the software has been designed to assist the staff by providing the knowledge required. They can search for information from the database of more than three hundred frequently asked questions (FAQ) and more than six hundred knowledge items. Presently more than 50 MOL service counters have been established for provinces around the country. The e-SmartBox has been deployed to all service counters since August 2013. After using this tool, service access time has been shortened greatly and the satisfaction increased to 95 percent. The MOL plans to improve this technique for more services in a pilot project of 37 districts in the southern part of Thailand. As regards sustainability, since only widely procurable standard computer accessories have been used, it is easy to maintain at a total cost of less than 50 US$. The software has been developed using the java web start technique; it is easy to be distributed and deployed. This technique can be expanded to other types of service delivery as well. © 2014 The Authors.",Efficiency; Labour-related public service; One stop service; Service counter; Smart card; Sustainability; Web cam,Computer hardware; Efficiency; Government data processing; Hardware; Personnel training; Plastic containers; Reconfigurable hardware; Smart cards; Surveys; Sustainable development; Transportation; Frequently asked questions; Labour protection; One stop; Public services; Service counter; Skill development; Software and hardwares; WebCams; Computer software,,,,,,,,,,,"Andersen, K.V., Henriksen, H.Z., E-Government maturity models: Extension of the Layne and Lee model (2006) Government Information Quarterly, 23 (2), pp. 236-248; Avgerou, C., Walsham, G., IT in developing countries (2000) Information Technology in Context, , eds. C. Avgerou and G. Walsham. Aldershot, UK: Ashgate, p1; Fang, Z., E-Government in digital era, concept, practice and development (2002) The Internet andManagement, 10 (2), pp. 1-22; Grimsley, M., Meehan, A., ""e-Government information systems: Evaluation-led design for public value and client trust,"" (2007) European Journal of Information Systems, 16 (2), pp. 134-148; Grimsley, M., Meehan, A., Tan, A., ""Evaluative design of e-Government projects,"" (2007) Transforming Government: People, Process and Policy, 1 (2), pp. 174-193; Heeks, R., (2008) Success and failure rates of eGovernment in developing/transitional countries: Overview, , www.egov4dev.org/sfoverview.htm, E-Government for Development; Helbig, N., Gil-Garcia, R., Ferro, E., ""Understanding the complexity of electronic government: Implications from the digital divide literature "" (2009) Government Information Quarterly, 26 (1), pp. 89-97; James, G., IT fiascos and how to avoid them (1997) Datamation, pp. 84-88; Khampachua, T., Boonmee, C., ""Participation Framework for ICT development: A Method to Achieve Acceptance and to Realize Benefit from ICT"" (2012) The Proceedings of the 11th European Conference on eGovernment, ESADE Barcelona-Campus Sant Cugat, , Barcelona, 14-15 June 2012; Kitiyadisai, K., The implementation of IT in reengineering the Thai Revenue Department (2000) Information Flows, Local Improvisations and Work Practices, Proceedings of the IFIP WG9.4 Conference 2000, , Cape Town: IFIP; Kolsaker, A., Lee-Kelley, L., ""Citizens' attitudes towards e-Government and e-governance: a UK study"" (2008) International Journal of Public Sector Management, 21 (7), pp. 723-738; Korac-Boisvert, N., Kouzmin, A., Transcending soft-core IT disasters in public sectororganizations (1995) Information Infrastructure and Policy, 4 (2), pp. 131-161; Reicheld, F.F., Sasser, W.E., (1990) Zero defections: quality comes to service, pp. 105-111. , Harvard Business Review, September-October; Richard, M.D., Allaway, A.W., Service quality attribute and choice behavior (1993) Journal of Service Marketing, 7 (1), pp. 59-68; Srivastava, S.C., Teo, T.S.H., ""Electronic government as a guided evolution in Singapore:Vision for the world in the 21st century"" (2005) Best Paper Proceedings of the Sixty-Fifth Academy of Management Annual Meeting, , Hawaii; Stiles, T.A.A., Herhalt, J., Maxwel, S., (2013) ""2012 Change Readiness Index"", , www.egov4dev.org/sfoverview.htm, KPMG International; (2000) No gain without pain, pp. S9-S14. , Government and the Internet Survey; Ward, J., Daniel, E., (2006) Benefit Management Delivering Value from IS/IT Investments, , John Wiley and Sons, Chichester",,Ionas A.,,Academic Conferences Limited,,,,,20491034,9781909507326,,,English,"Proc. European Conf. on e-Gov., ECEG",Conference Paper,Final,,Scopus,2-s2.0-85006380043
"Ma Q.-K., Li Z.-H.",56077985600;55833115900;,The intelligent evaluation model for mathematics learning ability based on BP neural network and the application in the interactive learning system,2014,"Computer, Intelligent Computing and Education Technology - Selected Peer Reviewed Papers From 2014 International Conference on Computer, Intelligent Computing and Education Technology, CICET 2014",1,,,241,247,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896597785&partnerID=40&md5=50dfc503fed23d122166fbad00f06f93,"School of Mathematical, Beijing Normal University, Beijing, China; School of Automation, Shenyang Aerospace University, Shenyang, China","Ma, Q.-K., School of Mathematical, Beijing Normal University, Beijing, China; Li, Z.-H., School of Automation, Shenyang Aerospace University, Shenyang, China","The existing network interactive learning system lacks of intelligence and feedback information. This paper designs the learning ability evaluation model by use of the ability to process information of BP neural network, and establishes test questions and knowledge base based on the network interactive mathematics learning system, determines the corresponding level according to the time of solving question and correct rate, Then designs the two neural networks for used time analysis and error feedback, and reasons out student's learning situation. Finally, proves the accuracy of the determination by experiment. © 2014 Taylor & Francis Group, London, UK.",BP neural network; Intelligent learning; Interactive learning system; Mathematics learning ability,Educational technology; Intelligent computing; Knowledge based systems; Mathematical techniques; Neural networks; Education; Education computing; Educational technology; Intelligent computing; Knowledge based systems; Learning systems; Neural networks; BP neural networks; Feed back information; Intelligent evaluation; Intelligent learning; Interactive learning systems; Learning abilities; Mathematics learning; Process information; Learning systems; Engineering education,,,,,,,,,,,"Stathacopoulou, R., Magoulas, G.D., Grigoriadou, M., Samarakou, M., Neuro-fuzzy knowledge rocessing in intelligent learning environments for improved student diagnosis [J] (2005) Information Sciences, 170, pp. 273-307; Moons, J., De Backer, C., The design and pilot evaluation of an interactive learning environment for introductory programming influenced by cognitive load theory and constructivism [J] (2012) Computers & Education, 60, pp. 368-384; Zhao, Y., (2007) Based on the Case Study Teaching Network Interactive Learning Environment [D], , The northeast normal university; Busstra, M.C., Hulshof, P.J.M., Houwen, J., Elburg, L., Hollman, P.C.H., Nutrient analysis explained for non-chemists by using interactive e-learning material [J] (2012) Journal of Food Composition and Analysis, 25, pp. 88-95; Li, M., Interactive learning method in the mathematics teaching implementation strategy [J] (2006) Science and Education Wenhui, 3, p. 105; Jin, X., Mathematics interactive learning practice and research [J] (2010) China's Education Technology and Equipment, 22, p. 56; Wang, M., Guan, Y., The application of artificial intelligence technology in computer assisted instruction [J] (2006) Micro Computer Information, 5, pp. 257-260",,,Control Engineering and Information Science;International Frontiers of Science and;Research Association;Technology Research Association,shers,"2014 International Conference on Computer, Intelligent Computing and Education Technology, CICET 2014",27 March 2014 through 28 March 2014,Hong Kong,103312.0,,9781138026391,,,English,"Comput., Intell. Comput. Educ. Technol. - Sel. Peer Rev. Pap. Int. Conf. Comput., Intell. Comput. Educ. Technol., CICET",Conference Paper,Final,,Scopus,2-s2.0-84896597785
"Kappers W.M., Cutler S.",26648238500;36569950300;,Poll everywhere! even in the classroom: An investigation into the impact of using polleverywhere in a large-lecture classroom,2014,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905176820&partnerID=40&md5=0e8cc1dbdcd77413dae1bb6f60dbdc45,"Rothwell Center for Teaching and Learning Excellence Worldwide Campus (CTLE - W), Embry-Riddle Aeronautical University, United States; Embry-Riddle Aeronautical Univ., Daytona Beach, United States","Kappers, W.M., Rothwell Center for Teaching and Learning Excellence Worldwide Campus (CTLE - W), Embry-Riddle Aeronautical University, United States; Cutler, S., Embry-Riddle Aeronautical Univ., Daytona Beach, United States","Over the past several years, there has been a call in higher education to move from traditional lecturing to a more active classroom. However, many faculty members face multiple challenges when attempting to make a large lecture (over 100 students) an active learning environment1. One way researchers have suggested engaging a large lecture is through Concept Tests and Peer Instruction2, 3, which can require additional resources to be purchased by the students, such as electronic response systems or ""clickers""4-6. This study will investigate the applicability of utilizing the free software PollEverywhere, which can be accessed using student cell phones (Text messages and Twitter) or personal laptop computers (www.pollev.com), as a potential method to improve student engagement by open-ended, reflective, multiple-choice, and content specific questions in a more efficient manner as perceived by students in a large-lecture classroom. The purpose of this study is to investigate the impact of implementing polling software (PollEverywhere) on student engagement in an introductory computer science large lecture classroom (n = 291). The ease of use of this technology can help with the adoption of this active learning strategy. Research needs to be done to measure the impact of this software. During the fall semester of 2013, a pilot study was completed in an introductory computing course for noncomputer science majors. During lecture, students were regularly asked to use the PollEverywhere software to respond to open-ended, reflective, multiple-choice, and content specific questions. At the end of the semester, students were asked to complete the survey to gauge if using the PollEverywhere software specifically changed their views of the course or about using response systems in the class. The results were generally positive with many of the students stating they enjoyed using PollEverywhere and felt more engaged when PollEverywhere was used. More students felt more engaged with the open-ended questions than with multiple choice questions. Being able to ask open-ended questions is a benefit of using PollEverywhere over a traditional clicker system as well. The pilot study results uncovered a number of supportive elements for using PollEverywhere which will be investigated further in the next stage of the study. © American Society for Engineering Education, 2014.",,Artificial intelligence; Engineering education; Felt; Laptop computers; Surveys; Teaching; Active learning strategies; Electronic response systems; Introductory computer science; Introductory computing course; Multiple choice questions; Open-ended questions; Potential methods; Student engagement; Students,,,,,,,,,,,"Felder, R.M., Brent, R., Active learning: An introduction (2009) ASQ Higher Education Brief, 2 (4). , http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/ ALpaper%28ASQ%29.pdf, Retrieved from; Prince, M., Felder, R., The many faces of inductive teaching and learning (2007) Journal of College Science Teaching, 36 (5), pp. 14-20; Meltzer, D.E., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) American Journal of Physics, 70 (6), pp. 639-654. , doi:10.1119/1.1463739; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977. , doi:10.1119/1.1374249; Greer, L., Heaney, P.J., Real- Time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), p. 345; Mazur, E., (1997) Peer Instruction: A User's Manual, , Englewood Cliffs, NJ: Prentice-Hall; Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B., Sese, F.J., Using clickers in the class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110. , doi:10.1016/j.compedu.2012.10.019; Blood, E., Neel, R., Using student response systems in lecture-based instruction: Does it change student engagement and learning (2008) Journal of Technology and Teacher Education, 16 (3), pp. 375-383; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409. , doi:10.2308/iace.2007.22.3.391; Cutler, S.L., Borrego, M., An analysis of the fidelity of implementation of research-based instructional strategies in the statics classroom (2013) 120th ASEE Annual Conference & Exposition, , Atlanta, GA. T225; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Edmonds, C.T., Edmonds, T.P., An empirical investigation of the effects of srs technology on introductory managerial accounting students (2008) Issues in Accounting Education, 23 (3), pp. 421-434. , doi:10.2308/iace.2008.23.3.421; Hall, S.R., Waitz, I., Brodeur, D.R., Soderholm, D.H., Nasr, R., Adoption of active learning in a lecture-based engineering class (2002) 32nd ASEE/IEEE Frontiers in Education Conference, , Boston, MA; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9, pp. 187-195. , doi:10.1039/b812407h; Mazur, E., (2009) Peer Instruction: An Overview, , http://www.turningtalk.com/mazur/article-intro-jun09, Retrieved from; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBELife Sciences Education, 6, pp. 9-20. , (Spring), doi:10.1187/cbe.06-12-0205; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of literature (2009) Computers & Education, 53, pp. 819-827. , doi:10.1016/j.compedu.2009.05.001; Chui, L., Martin, K., Pike, B., A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance (2013) Journal of Accounting Education, 31, pp. 17-30. , doi:10.1016.j.jaccedu.2013.01.002; Mula, J.M., Kavanagh, M., (2009) Click Go the Students, Click-click-click: The Efficacy of A Student Response System for Engaging Students to Improve Feedback and Performance; Parker, J.M., Canfield, S.L., Ghafoor, S.K., Lum, K.M., Work-in-progress: Using hardware-based programming experiences to enhance student learning in a senior feedback controls lecture course (2013) 120th ASEE Annual Conference & Exposition, , Atlanta, GA; Koretsky, M., Brooks, B., Comparison of student responses to easy and difficult thermodynamics conceptual questions during peer instruction (2011) International Journal of Engineering Education, 27 (4), pp. 897-908; Fan, K.D., Van Den Blink, C., A comparison and evaluation of personal response systems in introductory computer programming (2006) American Society for Engineering Education Annual Meeting and Conference, , Chicago; Bibles, B.D., Use of classroom response systems for formative assessment in natural resource courses (2011) Journal of Forestry, 103 (7), pp. 417-420; FitzPatrick, K.A., Finn, K.E., Compisis, J., Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum (2011) Advanced Physiological Education, 35, pp. 280-289. , doi:10.1152/advan.00036.2011; Patterson, B., Kilpartick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30, pp. 603-607. , doi:10.1016/j.nedt.2009.12.2008; Fredericksen, E.E., Ames, M., Can $30 piece of plastic improve learning? An evaluation of personal response systems in large classroom settings (2006) National Learning Infrastructure Initiative Annual Conference; Berk, R.A., Powerpoint engagement, techniques to foster deep learning (2011) Journal of Faculty Development, 25 (2), pp. 45-48; Cotner, S.H., Fall, B.A., Wick, S.M., Walker, J.D., Baepler, P.M., Rapid feedback assessment methods: Can we improve engagement and preparation for exams in large-enrollment courses? (2008) Journal of Science Education and Technology, 17, pp. 437-443. , doi:10.1007/s10986-008-9112- 8; MacGeorge, E.L., Homan, S.R., Dunning, Jr.J.B., Elmore, D., Bodie, G.D., Evan, E., Geddes, B., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56, pp. 125-145. , doi:10.1007/s11423-007-9053-6; Zhu, E., (2007) Teaching with Clickers?, p. 22. , Center for Research on Learning and Teaching Occasional Papers; Ackerman, A.S., Krupp, M.L., (2012) Five Components to Consider for BYOT/BYOD, , International Association for the Development of the Information Society; Miller, K.W., Voas, J., Hurlburt, G.F., Byod: Security and privacy considerations (2012) IT Professional, 14 (5), pp. 53-55. , doi:10.1109/MITP.2012.93; Woodburn, D., Young turks shun BYOD (2012) Computer Reseller News, p. 5. , UK; Thomson, G., Byod: Enabling the chaos (2012) Network Security, 2012, (2), pp. 5-8. , doi:10.1016/S1353- 4858(12)70013-2; Pogarcic, I., Gligora Markovic, M., Davidovic, V., (2013) BYOD: A Challenge for the Future Digital Generation, pp. 748-752. , Paper presented at the; Caldwell, C., Zeltmann, S., Griffin, K., BYOD (bring your own device) (2012) Competition Forum, 10 (2), p. 117; Bowen, J.A., (2012) Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning, , 1st ed. San Fransico: Jossey-Bass; Byod one year later (2013) Tech & Learning, 33 (7), p. 36. , Anonymous; Ullman, E., (2011) BYOD and Security: How do You Protect Students from Themselves?, , NewBay Media LLC; Dobson, S., Avoiding perils of BYOD (2012) Canadian HR Reporter, 25 (17), p. 15; BYOD strategies (2012) Technology & Learning, 32 (7), p. 34. , Anonymous; Farkas, M., Click here to engage (2012) American Libraries, 43, p. 27; Grasman, K., Long, S., Hybrid delivery of engineering economy to large classes (2012) 2012 American Society for Engineering Education Annual Meeting & Exposition, , San Antonio, TX; Conner, N.W., Interactive polling through text messages (2012) The Agricultural Education Magazine, 85 (1), p. 21",,,Dassault Systemes (DS);et al.;Kaplan;National Instruments;NCEES;Quanser,American Society for Engineering Education,121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education,15 June 2014 through 18 June 2014,"Indianapolis, IN",106581.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84905176820
"Steventon B., Panesar S., Wood J.",55948271300;25028387800;55464346900;,Moving the law school into the twenty-first century - embedding technology into teaching and learning,2014,Journal of Further and Higher Education,38,1,,107,128,,2.0,10.1080/0309877X.2012.706803,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84889014284&doi=10.1080%2f0309877X.2012.706803&partnerID=40&md5=d3bbf480d5712d2e988b4754a91a17e1,"Coventry University Law School, Coventry University, Coventry, United Kingdom","Steventon, B., Coventry University Law School, Coventry University, Coventry, United Kingdom; Panesar, S., Coventry University Law School, Coventry University, Coventry, United Kingdom; Wood, J., Coventry University Law School, Coventry University, Coventry, United Kingdom","Over the past twenty years phenomenal developments in technology have changed the nature of education. Students now have access to a vast range of resources 24/7. This instant access has created a certain expectation on the part of the student and there must now be very few, if any, courses taught in higher education where the lecturer does not maintain a virtual learning environment (VLE). This VLE will be used to communicate with the students and will commonly provide access to significant resources supporting teaching. A review of teaching and learning at Coventry Law School indicated that, although all staff used the VLE in this way, the extent to which technology was embedded into our pedagogy was limited and consisted, primarily, of a small number of online quizzes. As a Law School we had not taken the step of moving from using technology to deliver resources to embedding technology-enhanced learning into our pedagogy. A recent JISC Report (2009) defines technology-enhanced learning and provides examples of some excellent projects that have integrated technology into learning and teaching. This paper looks to evaluate our experience in further embedding technology into our pedagogy with specific reference to the use of multiple-choice questions, clickers and peer review. © 2013 © 2013 UCU.",clickers and peer review using turnitin; e-learning; legal education; multiple choice questions,,,,,,,,,,,,"Alldridge, P., Multiple-choice examining in law (1997) Law Teacher, 31, pp. 167-179; Anderson, L., Sosniak, L., (1994) Bloom's taxonomy: A forty-year perspective, , Chicago,: Chicago University Press; Making peer feedback work in three easy steps (2007) Assessment standards knowledge exchange, , http://www.brookes.ac.uk/aske/documents/PeerFback.pdf, ASKe; Bloom, B.S., (1956) Taxonomy of educational objectives. Handbook 1. The cognitive domain, , New York: McKay; Brown, S., Rust, C., Gibbs, G., Involving students in the assessment process (1994) Strategies for diversifying assessment in higher education, , Oxford, UK: Oxford Centre for Staff Development; Brown, S., (1996) Assessment, , http://www.londonmet.ac.uk/deliberations/assessment/brown.cfm; Bull, J., McKenna, C., (2004) Blueprint for computer-assisted assessment, , London,: Routledge; Butler, S., Question: When is a comment not worth the paper it's written on? Answer: When it is accompanied by a grade mark! (2004) Teaching History, 115, pp. 37-41; Dancer, D., Kamvounias, P., Student involvement in assessment: A project designed to assess class participation fairly and reliably (2005) Assessment & Evaluation in Higher Education, 30 (4), pp. 445-454; Draper, S., Catalytic assessment: Understanding how MCQs and EVS can foster deep learning (2009) British Journal of Education and Technology, 40 (2), pp. 285-293; Easton, C., An examination of clicker technology use in legal education (2009) Journal of Information, Law and Technology 3; Ertmer, P.A., Richardson, J.C., Belland, B., Camin, D., Connolly, P., Coulthard, G., Using peer feedback to enhance the quality of student online postings: An exploratory study (2007) Journal of Computer-Mediated Communication, 12 (2), p. 15; Guardado, M., Shi, L., ESL students' experiences of online peer feedback (2007) Computers and Composition, 24, pp. 443-461; (2010) Student perspectives on technology - Demand, perceptions and training needs, , http://www.hefce.ac.uk/pubs/rdreports/2010/rd18_10/, HEFCE; Higgins, E., Tatham, L., Exploring the potential of multiple-choice questions in assessment (2003) Learning and Teaching in Action 2, no. 1, , www.celt.mmu.ac.uk/tla/issue4/index/shtml; Hounsell, D., (2008) The trouble with feedback: New challenges, emerging strategies, , http://www.tla.ed.ac.uk/interchange/spring2008/hounsell2.htm, TLA Interchange no.2; (2009) Effective practice in a digital age, , http://www.jisc.ac.uk/media/documents/publications/effectivepracticedigitalage.pdf, JISC; Kay, R., Sage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers and Technology, 53, pp. 819-823; Levine, H., McGuire, G., Nattress, L., The validity of multiple-choice achievement tests as measures of competence in medicine (1970) American Education Research Journal, 7 (1), pp. 66-82; Mazur, E., (1997) Peer instruction: A user's manual, , New Jersey,: Prentice Hall; Nicol, D., E-assessment by design: Using multiple-choice tests to good effect (2007) Journal of Further and Higher Education, 31 (1), p. 53; Palloff, R., Pratt, K., (2001) Lessons from the cyberspace classroom: The realities of online teaching, , San Francisco,: Jossey-Bass Inc; Scouller, K., The influence of assessment method on students' learning approaches: Multiple-choice questions examination versus assignment essay (1998) Higher Education, 35, pp. 453-472; Selby, J., Blazey, P., Quilter, M., The relevance of multiple-choice assessment in large business law units (2008) Journal of Australasian Law Teachers Association, 19, p. 205; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australian Journal of Educational Technology, 23, pp. 187-208; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; How do I introduce reflective practice into my teaching? (2010), http://www.ukcle.ac.uk/resources/personal-development-planning/teaching/, UKCLE; Williams, J., Kane, D., Exploring the national student survey: Assessment and feedback issues Centre for Research Quality (2008) Higher Education Academy; Woodford, K., Bancroft, P., Using multiple-choice questions effectively in information technology education (2004), http:/www.ascilite.org.au/conferences/perth04/procs/pdf/woodford.pdf","Panesar, S.; Coventry University Law School, Coventry University, Coventry, United Kingdom; email: s.panesar@coventry.ac.uk",,,,,,,,0309877X,,,,English,J. Furth. High. Educ.,Review,Final,,Scopus,2-s2.0-84889014284
"Fuad M.M., Deb D., Etim J.",9336648600;9334473500;56415000100;,An evidence based learning and teaching strategy for computer science classrooms and its extension into a mobile classroom response system,2014,"Proceedings - IEEE 14th International Conference on Advanced Learning Technologies, ICALT 2014",,, 6901423,149,153,,7.0,10.1109/ICALT.2014.52,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84910024876&doi=10.1109%2fICALT.2014.52&partnerID=40&md5=8a1ee8c2f0e1e6ac93c535730a3a186b,"Department of Computer Science, Winston-Salem State University, Winston-Salem, NC  27110, United States; Department of Education, Winston-Salem State University, Winston-Salem, NC  27110, United States","Fuad, M.M., Department of Computer Science, Winston-Salem State University, Winston-Salem, NC  27110, United States; Deb, D., Department of Computer Science, Winston-Salem State University, Winston-Salem, NC  27110, United States; Etim, J., Department of Education, Winston-Salem State University, Winston-Salem, NC  27110, United States","Evidence-based instructional practices were incorporated in class, which gave immediate indication on student's problem solving skills and class participation information. This pedagogy showed positive results and broader acceptance by students in several semesters of intervention. Significant usage of mobile devices during class motivates the extension of this pedagogical approach of asynchronous problem solving using mobile devices. We believe that use of such devices in the classroom for solving interactive problems will enhance student's abilities to solve problems by using their preferred interaction mode. This paper presents the results of the evidence based pedagogy and development of a mobile classroom response system that extends this pedagogy to help student solve interactive problems in their mobile devices to improve their class engagement and problem solving skills. © 2014 IEEE.",active learning; evidence based learning; Mobile application,Engineering education; Mobile devices; Students; Teaching; Active Learning; Class participations; Classroom response systems; Evidence-based; Instructional practices; Learning and teachings; Mobile applications; Problem solving skills; Problem solving,,,,,"National Science Foundation, NSF: #1332531",,,,,,"Perry, D., How the brain learns best (2000) Instructor Magazine, pp. 34-37; Kazdin, A.E., Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance knowledge base, and improve patient care (2008) American Psychologist, 63, pp. 146-159; Saville, B.K., Using evidence-based teaching methods to improve education (2010) Excellence in Teaching, 9, pp. 48-54; Fairweather, J., (2010) Linking Evidence and Promising Practices in Science, Technology, Engineering, and Mathematics (STEM) Undergraduate Education: A Status Report for the National Academies Research Council Board of Science Education, , Washington, DC; Mitchell, D., (2010) Education That Fits: Review of International Trends in the Education of Students with Special Educational Needs, , http://www.educationcounts.govt.nz/publications/specialeducation; Craft, H., (2009) Using Pop-Quizzes As An Assessment, , https://suite.io/harvey-craft/2skn2a6; Forti, M., (2012) Pop Quiz: How Can Measurement Improve Student Learning?, , Bridgespan Group, March; Everding, G., (2006) Repeated Test-taking Better for Retention Than Repeated Studying, , http://news.wustl.edu/news/Pages/6715.aspx; Cometa, M., (2011) Use of Technology-Rich Learning Environment Reveals Improved Retention Rates, , http://www.rit.edu/news/story.php?id=48699, Rochester Uni. of Tech; Romney, C.A., Tablet PC use in freshman mathematics classes promotes STEM retention (2011) Frontiers in Education Conference, pp. F1J11-F1J7; Kowalski, S.E., Inksurvey tool: Probing student underst anding and encouraging active learning with open-ended questions and tablet technology (2006) HP Online Speakers Series, , October 6; Avery, Z., Castillo, M., Implementing collaborative project-based learning using the tablet pc to enhance student learning in engineering and computer science courses (2010) Frontiers in Education Conference (FIE), pp. F1E1-F1E7; Smith, A., Mobile access 2010 (2010) Pew Internet and American Life Project; Campbell, S.W., Perceptions of mobile phones in college classrooms: Ringing, cheating, and classroom policies (2006) Communication Education, 55 (3), pp. 280-294. , July; Hu, W., Seeing no progress, some schools drop laptops (2007) New York Times, , May 4; Caldwell, J., Zelkowski, J., Butler, M., Using personal response systems in the classroom (2006) WVU Technology Symposium, , April 11, Morgantown, WV; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) Annual Meeting of the American Educational Research Association, , San Diego, CA; Caldwell, J.E., Clickers in the large classroom: Current research & best-practice tips Life Sciences Education, 6 (1), pp. 9-20; Bugeja, M., Classroom clickers and the cost of technology (2008) Chronicle of Higher Education, , December; Mockus, L., Edel-Malizia, S., The impact of mobile access on motivation: Distance education student perceptions (2011) 17th Annual Sloan Consortium International Conference on Online Learning, , November 9-11, Orl ando, FL; Jones, A., Issroff, K., Motivation and mobile devices: Exploring the role of appropriation and coping strategies Research in Learning Technology, 15 (3), pp. 247-258; Roberts, J., Harvesting fragments of time Mobile Learning Pilot Project, , Technical report, McGraw-Hill; Young, J.R., Mobile college app: Turning iphones into 'super-clickers' for classroom feedback (2008) Chronicle of Higher Education, , December; Ketamo, H., Learning for kindergarten's mathematics teaching (2002) Proc. IEEE International Workshop on Wireless and Mobile Technologies in Education, pp. 167-168. , Växjö, Sweden; (2013) Top Hat Monocle, , https://www.tophatmonocle.com; (2013), http://m.socrative.com; (2013) E-Clicker, , http://www.bignerdranch.com/apps","Fuad, M.M.; Department of Computer Science, Winston-Salem State UniversityUnited States",Huang R.KinshukSampson D.G.Spector M.J.Chen N.-S.,,Institute of Electrical and Electronics Engineers Inc.,"14th IEEE International Conference on Advanced Learning Technologies, ICALT 2014",7 July 2014 through 9 July 2014,,114639.0,,9781479940387,,,English,"Proc. - Int. Conf. Adv. Learn. Technol., ICALT",Conference Paper,Final,,Scopus,2-s2.0-84910024876
"Bae J.-H., Kim S.-K.",36900464100;55862419400;,Research on educational use of smart-phone applications with smart clicker technique,2014,Lecture Notes in Electrical Engineering,279 LNEE,,,597,602,,8.0,10.1007/978-3-642-41674-3_85,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898420397&doi=10.1007%2f978-3-642-41674-3_85&partnerID=40&md5=8e28d809e4d844265d763d714680b8a7,"Divison of Information Technology Education, Sun Moon University, 100 Kalsan-ri, Tangjeong-myeon, Asan-si 336-708, South Korea","Bae, J.-H., Divison of Information Technology Education, Sun Moon University, 100 Kalsan-ri, Tangjeong-myeon, Asan-si 336-708, South Korea; Kim, S.-K., Divison of Information Technology Education, Sun Moon University, 100 Kalsan-ri, Tangjeong-myeon, Asan-si 336-708, South Korea","Advancement of smart-phone and its market expansion according to the era of rapidly changing ubiquitous, led to the development of numerous educational applications. The biggest advantage of smart-phone is that learning can be achieved anywhere and at any time without limit, and it can create an effective learning environment for instructors and students. In this research, we developed instructional strategies for learning and interactive communications by utilizing smart clicker applied apps on smart-phone for effective communications between instructors and students, and with satisfied educational results, as well as the attempt to measure the students' studying results by using such strategies in actual education fields. As a result, educational effects can be obtained for the usefulness of learning, motivation, and interactivity. © 2014 Springer-Verlag Berlin Heidelberg.",Educational Effects; Instructional Strategy; Learning; Smart Clicker App; Smart-phone,Computer aided instruction; Computer science; Smartphones; Educational Applications; Educational Effects; Effective Learning Environment; Instructional strategy; Interactive communications; Learning; Smart Clicker App; Smart-phone applications; Students,,,,,,,,,,,"Kim, E.-S., Park, J.-S., A study on educational app development using the app authoring tool (2012) The Journal of Digital Policy &Management, 10 (5), pp. 1-6; Lee, J., Choi, J., Implementation of application for vocabulary learning through analysis of users needs using smart phone (2012) The Journal of Korean Association of Computer Education, 15 (1), pp. 43-53; Si, J., Park, D., Chae, A., Kim, D., Discussion-based interface design research on the smart phone at cyber universities (2011) The Journal of Korean Association of Computer Education, 14 (5), pp. 81-96; Lee, H., Jung, E., A design and implementation of a smartPhone app providing the sCAMPER method (2011) The Journal of Korean Association of Computer Education, 14 (5), pp. 29-37; Kim, I.-M., Android phone app (2011) Development for Large Scale Classes the Journal of Digital Policy &Management, 9 (6), pp. 343-354; Cha, H., Ahn, M.-L., New design of a smart-phone version of pAL tool (2011) The Journal of Educational Information and Media, 17 (1), pp. 91-108; Lee, M.-S., Son, Y.-E., Design and implementation of android-based cooperative learning system using social network service (2011) The Journal of Korean Association of Computer Education, 14 (5), pp. 71-79; http://www.socrative.com; IOS human interface guidelines (2011) Apple Inc., , Apple Inc",,,,Springer Verlag,"5th FTRA International Conference on Computer Science and its Applications, CSA 2013",18 December 2013 through 21 December 2013,Danang,104420.0,18761100,9783642416736,,,English,Lect. Notes Electr. Eng.,Conference Paper,Final,,Scopus,2-s2.0-84898420397
"Al-Muaythir A., Alnafjan K., Al-Kwai L.",57189239438;55090110500;57189241813;,Interactive engagment capabilities as an indicator of E-learning systems' usability,2014,ACHI 2014 - 7th International Conference on Advances in Computer-Human Interactions,,,,121,126,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84966599748&partnerID=40&md5=cb6ac49449c6ba9d19c94b41741c48ed,"Software Engineering Department, Collage of Computer Science, King Saud University, Riyadh, Saudi Arabia","Al-Muaythir, A., Software Engineering Department, Collage of Computer Science, King Saud University, Riyadh, Saudi Arabia; Alnafjan, K., Software Engineering Department, Collage of Computer Science, King Saud University, Riyadh, Saudi Arabia; Al-Kwai, L., Software Engineering Department, Collage of Computer Science, King Saud University, Riyadh, Saudi Arabia","Interactive engagement is easier to achieve in traditional learning environments (where face-to-face interaction is assured) than in e-learning environments. Therefore, a set of functionalities should be supported in elearning systems to allow an acceptable level of interactive engagement, such as whiteboards, chartrooms, discussion boards, etc. In this study, some analysis and evaluation was conducted for a number of open source e-learning systems regarding their support for functionalities that aids in creating an interactively engaging learning environment. The evaluation included ATutor, Claroline, Dokeos, Integrated Learning, Information and Work Cooperation System (ILIAS), Modular Object-Oriented Dynamic Learning Environment (Moodle), Online Learning and Training (OLAT), and Sakai. The evaluation result showed that Moodle and Dokeos achieved the best coverage of all possible interactive engagement-supporting capabilities available, thus proving its superiority over other e-learning systems included in this study in providing an interactively engaging learning environment. Copyright © IARIA, 2014.",E-learning; Interactive Engagment; Open source; Usability,Computer aided instruction; Human computer interaction; Interactive computer systems; Learning systems; Online systems; Open systems; Analysis and evaluation; E-learning environment; Face-to-face interaction; Interactive engagements; Interactive Engagment; Modular object oriented dynamic learning environments; Open sources; Usability; E-learning,,,,,,,,,,,"Bouhnik, D., Marcus, T., Interaction in distance-learning courses (2006) Journal of the American Society for Information Science and Technology, 57 (3), pp. 299-305; Capper, J., E-learning growth and promise for the developing world (2001) TechKnowLogia, 2 (2), pp. 7-10; Junk, V., Deringer, N., Junk, W., Techniques to engage the online learner (2007) Proceedings of Hawaii International Conference on Education, pp. 1-27. , Honolulu, Hawaii, 6, Jan; Wong, S.K.B., Nguyen, T.T., Chang, E., Jayaratna, N., Usability metrics for e-learning (2003) On the Move to Meaningful Internet Systems 2003: OTM 2003 Workshops, pp. 235-252. , Jan., Springer Berlin Heidelberg; Roffe, I., E-learning: Engagement, enhancement and execution (2002) Quality Assurance in Education, 10 (1), pp. 40-50; https://moodle.org/, (retreived: November, 2013); http://www.ilias.de/docu/goto.php?target=root_1, (retreived: November, 2013); https://sakaiproject.org, (retreived: December, 2013); http://atutor.ca, (retreived: November, 2013); http://www.claroline.net/short-presentation/?lang=en, (retreived: December, 2013); http://www.dokeos.com, (retreived: November, 2013); https://www.olat.uzh.ch/olat/dmz/, (retreived: November, 2013); Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 64, p. 66; Moore, M.G., (1989) Editorial: Three Types of Interaction, pp. 1-7; Christensen, C.R., Education for Judgment: The Artistry of Discussion Leadership (1991) Harvard Business School Press, , Boston, MA 02163; Smith, K.A., Sheppard, S.D., Johnson, D.W., Johnson, R.T., Pedagogies of engagement: Classroom-based practices (2005) Journal of Engineering Education, 94 (1), pp. 87-101; Triacca, L., Bolchini, D., Botturi, L., Inversini, A., MiLE: Systematic usability evaluation for e-learning Web applications (2004) World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2004 (1), pp. 4398-4405; Bonk, C.J., (2002) Online Training in An Online World, , Bloomington, IN: CourseShare. Com; Benson, L., Usability and instructional design heuristics for e-learning evaluation (2002) World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2002 (1), pp. 1615-1621; Lohr, L.L., Eikleberry, C., Learner-centered usability. Tools for creating a J learner-friendly instructional environment (2001) Performance Improvement, 40 (4), pp. 24-27; Zaharias, P., Usability in the Context of e-Learning: A Framework Augmenting 'Traditional'Usability Constructs with Instructional Design and Motivation to Learn (2009) International Journal of Technology and Human Interaction (IJTHI), 5 (4), pp. 37-59; Berking, P., Gallagher, S., (2012) Choosing A Learning Management System; Aydin, C.C., Tirkes, G., Open source learning management systems in e-learning and Moodle (2010) Education Engineering (EDUCON), April, pp. 593-600. , IEEE; Al-Ajlan, A., Zedan, H., Why moodle (2008) Future Trends of Distributed Computing Systems, 2008. FTDCS'08. 12th IEEE International Workshop on, pp. 58-64. , Oct., IEEE; (2010) Open-source Learning Management Systems:Sakai and Moodle, , www.Monarchmedia.com, Monarch Media Inc. Business white paper, (retreived: December, 2013); Ardito, C., Usability of e-learning tools (2004) Proceedings of the Working Conference on Advanced Visual Interfaces, pp. 80-84. , May. ACM; Hallinen, N., Walker, E., Wylie, R., Ogan, A., Jones, C., I was playing when i learned: A narrative game for French aspectual distinctions (2009) Proceedings of the Workshop on Intelligent Educational Games at the 14th International Conference on Artificial Intelligence in Education, pp. 117-120. , Brighton, UK; Allen, M.W., (2003) Michael Allen's Guide to E-learning: Building Interactive, Fun, and Effective Learning Programs for Any Company, , Wiley. Com; Conole, G., (2007) Describing Learning Activities. Rethinking Pedagogy for A Digital Age, p. 81; Alexander, S., E-learning developments and experiences (2007) Education+ Training, 43 (4-5), pp. 240-248",,Miller L.Culen A.L.,,"International Academy, Research and Industry Association, IARIA","7th International Conference on Advances in Computer-Human Interactions, ACHI 2014",23 March 2014 through 27 March 2014,,113093.0,,9781612083254,,,English,ACHI - Int. Conf. Adv. Comput.-Hum. Interactions,Conference Paper,Final,,Scopus,2-s2.0-84966599748
"Vetterick J., Schwennigcke B., Langfeld A., Cap C.H., Sucharowski W.",55918461100;56203969100;56203921200;6603657241;56203545300;,Making classroom response systems more social,2014,CSEDU 2014 - Proceedings of the 6th International Conference on Computer Supported Education,1,,,153,161,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84902305222&partnerID=40&md5=9d7e94e3a75c98bb7fb6f96a37d97d77,"Department of Computer Science, University of Rostock, Rostock, Germany; Department of Humanities, University of Rostock, Rostock, Germany","Vetterick, J., Department of Computer Science, University of Rostock, Rostock, Germany; Schwennigcke, B., Department of Humanities, University of Rostock, Rostock, Germany; Langfeld, A., Department of Humanities, University of Rostock, Rostock, Germany; Cap, C.H., Department of Computer Science, University of Rostock, Rostock, Germany; Sucharowski, W., Department of Humanities, University of Rostock, Rostock, Germany","Classroom Response Systems (CRS) have been used in the last years to support teachers getting feedback from their students, especially in lessons with large audiences. Whereas CRS become more and more popular it is less known how students really use CRS for providing feedback and if social communication on CRS - and as a consequence in the classroom itself - can increase the benefit of CRS. Our research aims to open the discussion for more social communication on courses and lessons on CRS-usage by providing grounding of social communication with CRS. Moreover we outline conceptual and technical insights on an Social CRS implementation.",Class-wide discussion; Classroom response systems; CRS; Live feedback; Social communication; Social learning,Communication; Students; Class-wide discussion; Classroom response systems; CRS; Social communications; Social learning; Teaching,,,,,,,,,,,"Baecker, D., The network synthesis of social action ii: Understanding catjects (2008) Cybernetics and Human Knowing, 15 (1), pp. 45-65; Baecker, D., Systems, network, and culture (2009) Soziale Systeme, 15, pp. 271-287; Baecker, D., A systems primer on universities (2010) Soziale Systeme, 16, pp. 356-367; Baecker, D., Observing networks: A note on asymmetrical social forms (2012) Cybernetics and Human Knowing, 19 (4), pp. 9-25; Bateson, G., (2000) Steps to An Ecology of Mind: Collected Essays in Anthropology, Psychiatry, Evolution and Epistemology, , University of Chicago Press, Chicago, 5 edition; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, p. 970; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Feiten, L., Buehrer, M., Sester, S., Becker, B., Smile-smartphones in lectures-initiating a smartphone-based audience response system as a student project (2012) CSEDU, (1), pp. 288-293; Ferguson, R., The state of learning analytics in 2012: A review and future challenges (2012) Knowledge Media Institute, , Technical Report KMI-2012-01; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Jenkins, A., Technique and technology: Electronic voting systems in an english literature lecture (2007) Pedagogy, 7 (3), pp. 526-533; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kundisch, D., Sievers, M., Zoyke, A., Herrmann, P., Whittaker, M., Beutner, M., Fels, G., Magenheim, J., Designing a web-based application to support peer instruction for very large groups (2012) International Conference on Information Systems; Laurillard, D., A conversational framework for individual learning applied to the 'learning organisation' and the 'learning society' (1999) Systems Research and Behavioral Science, 16 (2), pp. 113-122; Laurillard, D., Rethinking university teaching: A framework for the effective use of learning technologies (2002) RoutledgeFalmer, , London, 2 edition; Laurillard, D., Digital technologies and their role in achieving our ambitions for education (2008) ERIC, , ISBN 978-0-8547-3797-0; Laurillard, D., Teaching as a design science: Building pedagogical patterns for learning and technology (2012) Routledge, , New York; Masschelein, J., Simons, M., The university in the ears of its students: On the power, architecture and technology of university lectures (2013) Die Idee der Universität-revisited, pp. 173-192. , In Ricken, N., Koller, H.-C., and Keiner, E., editors, Springer Fachmedien Wiesbaden, Wiesbaden; Vetterick, J., Garbe, M., Cap, C.H., Tweedback: A live feedback system for large audiences (2013) 5th International Conference on Computer Supported Education (CSEDU2013); Vetterick, J., Garbe, M., Daehn, A., Cap, C.H., Classroom response systems in the wild: Technical and non-technical observations (2014) International Journal of Interactive Mobile Technologies, 8 (1), pp. 21-25; Weimer, M., (2013) Learner-Centered Teaching: Five Key Changes to Practice, , Jossey-Bass, San Francisco, 2 edition; White, H.C., (2012) Identity and Control: How Social Formations Emerge, , Princeton University Press, Princeton, 2 edition",,,"Control and Communication (INSTICC);Institute for Systems and Technologies of Information,",SciTePress,"6th International Conference on Computer Supported Education, CSEDU 2014",1 April 2014 through 3 April 2014,Barcelona,105596.0,,9789897580208,,,English,CSEDU - Proc. Int. Conf. Comput. Supported Educ.,Conference Paper,Final,,Scopus,2-s2.0-84902305222
Rossiter J.A.,7103035939;,Using clickers in lectures to help identify and teach the control topics students find difficult,2014,"2014 UKACC International Conference on Control, CONTROL 2014 - Proceedings",,, 6915198,543,548,,2.0,10.1109/CONTROL.2014.6915198,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84921482485&doi=10.1109%2fCONTROL.2014.6915198&partnerID=40&md5=a5d51e524da6972b9b5831fb60d7a644,"Department of Automatic Control and Systems Engineering, University of Sheffield, Mappin Street, S. Yorks, S1 3JD, United Kingdom","Rossiter, J.A., Department of Automatic Control and Systems Engineering, University of Sheffield, Mappin Street, S. Yorks, S1 3JD, United Kingdom",It is important that academic staff have a good awareness of the preparedness of their classes for new learning. This papers shows how clicker technology has been used both to help staff learn about student preparedness but also to encourage better engagement with learning of control related topics. Some of the data produced will be of generic interest to the community as it gives hard evidence of what is often suspected anecdotally. © 2014 IEEE.,interactive lectures; learning of prerequisites; student learning of control,Academic staff; Interactive lecture; learning of prerequisites; Student learning; Students,,,,,,,,,,,"Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system"" (2004) Journal of Computer Assisted Learning, 20, p. 8194; Kay, R.H., Le Sage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Mazur, E., (2012) Plenary Lecture, Educating the Innovators of the 21st Century Lecture, , ISEE; Murray, P.B.K., Rossiter, J.A., Panoutsos, G., Promoting the use of clickers across a whole engineering faculty: How, why and is it worth it? (2012) Engineering Education Conference; Rossiter, J.A., Giaouris, D., Mitchell, R., McKenna, P., Typical control curricula and using software for teaching/assessment: A UK perspective (2008) IFAC World Congress; Rossiter, J.A., Lecture flipping for control engineers (2014) Appear IFAC World Congress; Rossiter, J.A., Gray, L., Rossiter, D., Case studies of the resources students use (2005) IFAC World Congress","Rossiter, J.A.; Department of Automatic Control and Systems Engineering, University of Sheffield, Mappin Street, United Kingdom",,Institute of Measurement and Control;Institution of Engineering and Technology;Institution of Mechanical Engineering;MathWorks,Institute of Electrical and Electronics Engineers Inc.,"10th UKACC International Conference on Control, CONTROL 2014",9 July 2014 through 11 July 2014,,109875.0,,9781479950119,,,English,"UKACC Int. Conf. Control, CONTROL - Proc.",Conference Paper,Final,,Scopus,2-s2.0-84921482485
[No author name available],[No author id available],ICER 2014 - Proceedings of the 10th Annual International Conference on International Computing Education Research,2014,ICER 2014 - Proceedings of the 10th Annual International Conference on International Computing Education Research,,,,,,181.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905845521&partnerID=40&md5=c9e4e7f73a0428b729cfe73eb6665f21,,,The proceedings contain 35 papers. The topics discussed include: eye tracking in computing education; in-flow peer-review of tests in test-first programming; a systematic review of approaches for teaching introductory programming and their influence on success; theoretical underpinnings of computing education research - what is the evidence?; the recurring rainfall problem; investigating novice programming mistakes: educator beliefs vs student data; predicting student success using fine grain clicker data; a structured approach to teaching recursion using cargo-bot; exploring variation in students' correct traces of linear recursion; diversifying high school students' views about computing with electronic textiles; and new enactments of mentoring and activism: US women of color in computing education and careers.,,,,,,,,,,,,,,,,ACM Special Interest Group on Computer Science Education (SIGCSE),Association for Computing Machinery,"10th Annual International Conference on International Computing Education Research, ICER 2014",11 August 2014 through 13 August 2014,Glasgow,106888.0,,9781450327558,,,English,ICER - Proc. Annu. Int. Conf. Int. Comput. Educ. Res.,Conference Review,Final,,Scopus,2-s2.0-84905845521
"Alvarez-Gonzalez L.A., Campos A., De La Maza M.E., Ojeda D.",56022838000;56883832500;56884297100;8647246400;,Interactive assessment learning environment system under IMS-QTI specification,2014,"2014 International Conference on Education Technologies and Computers, ICETC 2014",,, 6998894,7,11,,,10.1109/ICETC.2014.6998894,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84942937586&doi=10.1109%2fICETC.2014.6998894&partnerID=40&md5=a815459bd4c69988e32a2b2f85dbb52b,"Universidad Austral de Chile, Valdivia, Chile","Alvarez-Gonzalez, L.A., Universidad Austral de Chile, Valdivia, Chile; Campos, A., Universidad Austral de Chile, Valdivia, Chile; De La Maza, M.E., Universidad Austral de Chile, Valdivia, Chile; Ojeda, D., Universidad Austral de Chile, Valdivia, Chile","This paper shows a prototype software to ask and answer question in an interactive learning environment. The set of software is composed by an interactive web editor based on IMS-QTI specifications, an interactions player, and a web repository. The interactive web editor and the interaction player were designed to be used in smartphones, tablet or laptop. To build questions, the AquRate authoring tool also can be used. The repository verifies the IMS-QTI specification, when the question is storing. Any user can ask or store question on repository; however, the user needs the authoring tool to build questions under the specifications and then the player can display the question on Mobile QTI. The interactive learning system gives detailed information about the answer each student and also a summary of the class. This way, the teacher knows whether the students understand the topic. The set of prototype software is available for free on web, and can be used to test the students or to hold interactive classes. © 2014 IEEE.",Assessment Software Tools Mobile learning; IMS QTI; Interactive learning,Computer aided instruction; Computer software; Education; Educational technology; Learning systems; Software prototyping; Software testing; Specifications; Students; Teaching; IMS QTI; Interactive learning; Interactive learning environment; Interactive learning systems; Learning environments; Mobile Learning; Prototype software; Web repositories; Engineering education,,,,,,,,,,,"Bork, A., Interactive learning (1980) The Computer in School: Tutor, Tool, Tutee, pp. 53-66. , http://www.citejournal.org/vol2/iss4/seminal/CITEBorkSeminal1.pdf, R. Taylor (Ed.), New York: Teachers College Press [last access: 01.08. 2014]; What is Learning Technology, , http://www.alt.ac.uk/about-alt/whatlearning-technology, Association for Learning Tecnologies. (n.d.). [last access: 01.08. 2014]; http://www.imsglobal.org/question/, IMS Question & Test Interoperability™ Specification [last access: 01.08. 2014]; Morales, R., QUIZ: una funcionalidad para AquRate (2008) Tesis de Titulación Ingeniería en Informática, , http://cybertesis.uach.cl/tesis/uach/2008/bmfcim828q/doc/bmfcim828.q.pdf, Universidad Austral de Chile [last access: 01.08. 2014]; Luis, A.-G., Araya, E., Nuñez, R., Cárdenas, F., Blue-QTI: A mobile learning system using bluetooth and IMS QTI specification (2011) Proceedings of the Third International Conference on Mobile, pp. 63-67. , http://www.thinkmind.org/index.php?view=article&articleid=elml_2011_3_40_50059, Hybrid, and On-line Learning eL&mL 2011; Vargas, M., Editor Web de Interacciones bajo el Estándar IMS-QTI (2013) Tesis de Titulación Ingeniería Civil en Informática, , Universidad Austral de Chile; Krause, R., Mobile QTI: Una Herramienta para Interacciones Gráficas en el Aula, Basado en el Estándar IMS QTI, y su Uso en Dispositivos Móviles con Pantallas Táctiles (2013) Tesis de Titulación Ingeniería Civil en Informática, , Universidad Austral de Chile; Alsop, G., Annesley, J., Cai, Z., Campos, A., Colbert, M., Orwell, J., (2008) AQuRate Final Report. JISC Capital Programme, , http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/aquratefinalreport.pdf, [last access: 01.08. 2014]; Bernstein, P.A., Dayal, U., An overview of repository technology (1994) VLDB, 94, pp. 705-713. , September",,,,Institute of Electrical and Electronics Engineers Inc.,"International Conference on Education Technologies and Computers, ICETC 2014",22 September 2014 through 24 September 2014,,113990.0,,9781479962488,,,English,"Int. Conf. Educ. Technol. Comput., ICETC",Conference Paper,Final,,Scopus,2-s2.0-84942937586
"Yun Y.H., Allen P.A., Chaumpanich K., Xiao Y.",7201731098;7403500261;56646585800;56839304200;,Interactive learning to stimulate the brain's visual center and to enhance memory retention,2014,"Proceedings of the International Conference e-Learning 2014 - Part of the Multi Conference on Computer Science and Information Systems, MCCSIS 2014",,,,394,398,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84929428913&partnerID=40&md5=2a50dc82c3216188ef25e9ba2a4f896b,"Department of Biomedical Engineering, University of Akron, Akron, OH  44325, United States; Department of Psychology, University of Akron, Akron, OH  44325, United States; Department of Computer Science, University of Akron, Akron, OH  44325, United States","Yun, Y.H., Department of Biomedical Engineering, University of Akron, Akron, OH  44325, United States; Allen, P.A., Department of Psychology, University of Akron, Akron, OH  44325, United States; Chaumpanich, K., Department of Computer Science, University of Akron, Akron, OH  44325, United States; Xiao, Y., Department of Computer Science, University of Akron, Akron, OH  44325, United States","This short paper describes an ongoing NSF-funded project on enhancing science and engineering education using the latest technology. More specifically, the project aims at developing an interactive learning system with Microsoft Kinect™ and Unity3D game engine. This system promotes active, rather than passive, learning by employing embodied cognition with interactive visual/spatial information, in which human movements could impact a lasting effect on both the short-term episodic and long-term memories of students. Two groups of Biomedical Engineering students at The University of Akron participated in a study of the four educational modules (Cell, DNA, Immune System, and Gene Therapy) and were tested after the conclusion of each educational session. The preliminary results show a trend toward better performance with the system compared to traditional instruction in second-year college students. However, more studies with a larger group and with a younger population, such as K-12, need to be evaluated since these students have a less developed visuo-spatial sketchpad relative to the sophomores in college. Copyright © 2014 IADIS Press All rights reserved.",Embodied cognition; Interactive learning; Natural user interface; Visuo-spatial sketchpad,Biomedical engineering; Cell engineering; E-learning; Education; Educational technology; Engineering education; Gene therapy; Learning systems; User interfaces; Educational sessions; Embodied cognition; Interactive learning; Interactive learning systems; Natural user interfaces; Science and engineering; Traditional instruction; Visuo-spatial sketchpad; Students,,,,,,,,,,,"Kraemer, D.J., Rosenberg, L.M., Thompson-Schill, S.L., The neural correlates of visual and verbal cognitive styles (2009) J Neurosci., 29 (12), pp. 3792-3798; Baddeley, A.D., Hitch, G., (1974) Working Memory, 8. , New York: Academic Press, Inc; Damasio, A.R., (1999) The Feeling of What Happens: Body and Emotion in the Making of Consciousness, , London: William Heinemann; Damasio, A.R., (1994) Decartes' Error: Emotion, Reason, and the Human Brain, , NewYork: G.P. Putnam's Sons; Bechara, A., Damasio, H., Damasio, A.R., Emotion, decision making and the orbit of frontal cortex (2000) Cereb Cortex, 10 (3), pp. 295-307; Baddeley, A., Working memory (1992) Science, 255 (5044), pp. 556-559; Sung, K., Recent videogame console technologies (2011) Computer, 44 (2), pp. 91-93; Allen, P.A., Kaut, K.P., Baena, E., Lieu, M.C., Ruthruff, E., Individual differences in positive affect moderate age-related declines in episodic long-term memory (2014) Journal of Cognitive Psychology, p. 397. , Press. International Conference e-Learning; Allen, P.A., Kaut, K.P., Lord, R.G., Hall, R.J., Grabbe, J.W., Bowie, T., An emotional mediation theory of differential age effects in episodic and semantic memories (2005) Exp Aging Res, 31 (4), pp. 355-391; Wigdor, D., Wixon, D., (2011) Raer Designing Natural User Interfaces for Touch and Gesture, , MK Publications; Kean, S., Hall, J., Perry, P., Wigdor, D., Wixon, D., (2011) Meet the Kinect An Introduction to Programming Natural User Interfaces, , Apress; Wilson, A.D., (2010) Using a Depth Camera as a Touch Sensor, , Paper presented at ITS2010: Devices & Algorithms, Saarbrücken, Germany; Xbox, , http://www.xbox.com:80/en-US/kinect; Carmody, T., How Motion Detection Works in Xbox Kinect, , http://gizmodo.com/5681078/how-motiondetection-works-in-xbox-kinect; Shotton, J., Fibzgibbon, A., Cook, M., Sharp, T., Finocchio, M., Moore, R., Kipman, A., Blake, A., Real-time human pose recognition in parts from single depth images Microsoft Research, Cambridge., , http://research.microsoft.com/pubs/145347/BodyPartRecognition.pdf; Unity3D, , http://unity3d.com; OpenNI., , http://structure.io/openni; Zigfu, , http://zigfu.com",,Nunes M.B.McPherson M.,,IADIS,International Conference e-Learning 2014,15 July 2014 through 18 July 2014,,111971.0,,9789898704085,,,English,"Proc. Int. Conf. e-Learning - Part Multi Conf. Comput. Sci. Inf. Syst., MCCSIS",Conference Paper,Final,,Scopus,2-s2.0-84929428913
"Cooper M.M., Underwood S.M., Bryfczynski S.P., Klymkowsky M.W.",35766303800;36440303100;24821953500;7004889703;,A short history of the use of technology to model and analyze student data for teaching and research,2014,ACS Symposium Series,1166,,,219,239,,14.0,10.1021/bk-2014-1166.ch012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84927127204&doi=10.1021%2fbk-2014-1166.ch012&partnerID=40&md5=f2ae7dab7179208873c9c3b5ac7ffbbf,"Department of Chemistry, Michigan State University, East Lansing, MI  48824, United States; Department of Molecular, Cellular and Developmental Biology, University Colorado Boulder, Boulder, CO  80309, United States","Cooper, M.M., Department of Chemistry, Michigan State University, East Lansing, MI  48824, United States; Underwood, S.M., Department of Chemistry, Michigan State University, East Lansing, MI  48824, United States; Bryfczynski, S.P., Department of Chemistry, Michigan State University, East Lansing, MI  48824, United States; Klymkowsky, M.W., Department of Molecular, Cellular and Developmental Biology, University Colorado Boulder, Boulder, CO  80309, United States","The use of technology for teaching, learning and research has become almost ubiquitous in the chemistry classroom from student response systems, simulations and virtual environments, to online courses complete with assessments. The data generated by such activities can provide insight into how students learn and how we might provide environments that support learning. However, to take full advantage of the affordances of technology, the activities that students perfom must be meaningful and must generate useful data that can shed light on student learning and trajectories towards competence. In this paper we present examples from our work describing how we have used technology to investigate and assess student learning with large enrollment courses. © 2014 American Chemical Society.",,Education; Engineering education; Online systems; Teaching; Virtual reality; Affordances; Online course; Short history; Student learning; Student-response system; Support learning; Teaching and researches; Technology for teachings; Students,,,,,,,,,,,"Blackboard, , http://www.blackboard.com/, (accessed September 1, 2013); MasteringChemistry., , http://masteringchemistry.com/site/index.html, (accessed September 1, 2013); The Purdue Online Writing Lab (OWL), , http://owl.english.purdue.edu/, (accessed September 1, 2013); PhET., , http://phet.colorado.edu/, (accessed September 1, 2013); (2011) Learning Science Through Computer Games and Simulations, , Honey, M. A., Hilton, M. L., Eds. National Research Council, National Academies Press: Washington, DC; I>clicker., , http://www1.iclicker.com/, (accessed September 1, 2013); Turning Technologies., , http://www.turningtechnologies.com/, (accessed September 1, 2013); MOOC Madness, The Chronicle of Higher Education, , http://chronicle.com/section/Online-Learning/623/, (accessed January 4, 2013); Pappano, L., The year of the MOOC (2012) The New York Times, , November 2; Arasasingham, R.D., Martorell, I., McIntire, T.M., (2011) J. Coll. Sci. Teach., 40, pp. 70-79; Bonham, S.W., Deardorff, D.L., Beichner, R.J., (2003) J. Res. Sci. Teach., 40, pp. 1050-1071; Cole, R.S., Todd, J.B., (2003) J. Chem. Educ., 80, pp. 1338-1343; Eichler, J.F., Peeples, J., (2013) J. Chem. Educ., 90, pp. 1137-1143; Caldwell, J.E., (2007) Cell Biol. Educ., 6, pp. 9-20; Macarthur, J.R., Jones, L.L., (2008) Chem. Educ. Res. Pract., 9, pp. 187-195; Lack, K.A., (2013) Current Status of Research on Online Learning in Postsecondary Education, p. 72. , Ithaka S+R: New York; (2012) Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, , National Research Council, The National Academies Press: Washington, DC; Lajoie, S.P., (2003) Educ. Res., 32, pp. 21-25; Manyika, J., Chui, M., Brown, B., Bughin, J., Dobbs, R., Roxburgh, C., Byers, A.H., (2011) Big Data: The Next Frontier for Innovation, Competition, and Productivity, , McKinsey Global Institute: Atlanta; Aleven, V., McLaren, B., Roll, I., Koedinger, K., (2006) Int. J. Artif. Intell. Educ., 16, pp. 101-128; Murray, T., (2003) Authoring Tools for Advanced Technology Learning Environments, pp. 493-546. , Murray, T., Blessing, S., Ainsworth, S., Eds. Kluwer Academic Publishers: Dordrecht; (2012) A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, , National Research Council, National Academies Press: Washington, DC; Herrington, D.G., Daubenmire, P.L., Using interviews in CER projects: Options, considerations, and limitations (2014) Tools of Chemistry Education Research, , Bunce, D. M., Cole, R. S., Eds.; ACS Symposium Series 1166 American Chemical Society: Washington, DC, ; Chapter 3; Linenberger, K.J., Bretz, S.L., (2012) J. Coll. Sci. Teach., 42, pp. 45-49; Talanquer, V., Using qualitative analysis software to facilitate qualitative data analysis (2014) Tools of Chemistry Education Research, , Bunce, D. M., Cole, R. S., Eds.; ACS Symposium Series 1166 American Chemical Society: Washington, DC, ; Chapter 5; Stevens, R., Soller, A., Cooper, M.M., Sprang, M., (2004) Proceedings of the Intelligent Tutoring Systems 7th International Conference, Maceió, Alagoas, Brazil, pp. 580-591. , Lester, J. C., Vicari, R. M., Paraguaçu, F., Eds. Springer: Berlin; Soller, A., (2004) J. Comput. Assist. Learn., 20, pp. 212-223; Soller, A., Lesgold, A., (2003) Proceedings of the Conference on Artificial Intelligence in Education: Shaping the Future of Learning Through Intelligent Technologies, pp. 253-260. , Hoppe, U., Verdejo, F., Kay, J., Eds.; IOS Press: Amsterdam; Case, E., Stevens, R.H., Cooper, M.M., (2007) J. Coll. Sci. Teach., 36, pp. 42-47; Rabiner, L.R., (1989) Proceedings of the IEEE, pp. 257-286; Cooper, M.M., Cox, C.T., Nammouz, M., Case, E., Stevens, R., (2008) J. Chem. Educ., 85, pp. 866-872; Sandi-Urena, S., Cooper, M.M., Stevens, R., (2012) J. Chem. Educ., 89, pp. 700-706; Stevens, R., Johnson, D.F., Soller, A., (2005) Cell Biol. Educ., 4, pp. 42-57; Roadrangka, V., (1985) The Construction and Validation of the Group Assessment of Logical Thinking (GALT), , Doctoral Dissertation, University of Georgia; Cooper, M.M., Grove, N.P., Pargas, R., Bryfczynski, S.P., Gatlin, T., (2009) Chem. Educ. Res. Pract., 10, pp. 296-301; Cooper, M.M., Underwood, S.M., Grove, N., Bryfczynski, S.P., Pargas, R., (2010) Proccedings of ConfChem; Underwood, S.M., (2011) Bridging the Gap between Structures and Properites: An Investigation and Evaluation of Students' Representational Competence, , Doctoral Dissertation, Clemson University; Cooper, M.M., Grove, N., Underwood, S.M., Klymkowsky, M.W., (2010) J. Chem. Educ., 87, pp. 869-874; Cooper, M.M., Corley, L.M., Underwood, S.M., (2013) J. Res. Sci. Teach., 50, pp. 699-721; Corcoran, T., Mosher, F.A., Rogat, A., (2009) Learning Progressions in Science: An Evidence Based Approach to Reform, RR-63. , Consortium for Policy Research in Education: Teachers College, Columbia University; Krajcik, J.S., Sutherland, L.M., Drago, K., Merritt, J., (2012) Making It Tangible: Learning Outcomes in Science Education, pp. 261-284. , Bernholt, S., Neumann, K., Nentwig, P., Eds.; Waxmann: Münster; Schwarz, C.V., Reiser, B.J., Davis, E.A., Kenyon, L., Achér, A., Fortus, D., Shwartz, Y., Krajcik, J.S., (2009) J. Res. Sci. Teach., 46, pp. 632-654; Smith, C.L., Wiser, M., Anderson, C.W., Krajcik, J.S., (2006) Meas. Interdiscip. Res. Perspect., 4, pp. 1-98; Cooper, M.M., Underwood, S.M., Hilley, C.Z., Klymkowsky, M.W., (2012) J. Chem. Educ., 89, pp. 1351-1357; Cooper, M.M., Klymkowsky, M.W., (2013) J. Chem. Educ., 90, pp. 1116-1122; Grinstead, C.M., Snell, L.J., (2006) Grinstead and Snell's Introduction to Probability, , July 4, ed.; The CHANCE Project; American Mathematical Society: Providence, RI, 2006; Grove, N.P., Cooper, M.M., Rush, K.M., (2012) J. Chem. Educ., 89, pp. 844-849; Grove, N.P., Cooper, M.M., Cox, E.L., (2012) J. Chem. Educ., 89, pp. 850-853; (2013) Next Generation Science Standards: For States, by States, , National Research Council, The National Academies Press: Washington, DC; Science: College Board Standards for College Success, College Board, , http://professionals.collegeboard.com/profdownload/cbscs-sciencestandards-2009.pdf, (accessed June 29, 2012); Forbus, K., Usher, J., Lovett, A., Lockwood, K., Wetzel, J., (2011) Top. Cogn. Sci., 3, pp. 648-666; BeSocratic., , http://besocratic.chemistry.msu.edu/, (accessed January 21, 2014); Bryfczynski, S., Pargas, R., Cooper, M.M., Klymkowsky, M.W., (2012) IADIS International Conference Mobile Learning, , Berlin; Bryfczynski, S.P., (2012) BeSocratic: An Intelligent Tutoring System for the Recognition, Evaluation, and Analysis of Free-Form Student Input, , Doctoral Dissertation, Clemson University; Novak, G.M., (1999) Am. J. Phys., 67, pp. 937-938; Maeyer, J., Talanquer, V., (2010) Sci. Educ., 94, pp. 963-984; Boo, H.K., (1998) J. Res. Sci. Teach., 35, pp. 569-581; Teichert, M.A., Stacy, A.M., (2002) J. Res. Sci. Teach., 39, pp. 464-496; Cooper, M.M., Klymkowsky, M.W., (2013) CBE Life Sci. Educ., 12, pp. 306-312; Automated Analysis of Constructed Response (AACR), , Research Group. create4stem.msu.edu/project/aacr (accessed September 1, 2013)",,,,American Chemical Society,,,,,00976156,9780841229402,ACSMC,,English,ACS Symp. Ser.,Conference Paper,Final,,Scopus,2-s2.0-84927127204
"Alvarez C., Milrad M., Borie F., Luna M.",36728934600;6507974606;56592347500;56591874800;,CollPhoto: A paper + smartphone problem solving environment for science and engineering lectures,2014,Communications in Computer and Information Science,460,,,1,15,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84927646025&partnerID=40&md5=255cfa42d958d014dc8688c79dd2e1a9,"Universidad de los Andes, Venezuela; Department of Media Technology, Linnaeus University, Växjö, Sweden","Alvarez, C., Universidad de los Andes, Venezuela; Milrad, M., Department of Media Technology, Linnaeus University, Växjö, Sweden; Borie, F., Universidad de los Andes, Venezuela; Luna, M., Universidad de los Andes, Venezuela","Recent studies in science and engineering education support that inductive learning activities encouraging active student involvement may improve students' motivation, development of soft skills and academic performance, compared to traditional lectures. Until recently, several technology-enhanced learning environments have been proposed to facilitate such activities in classrooms. However, these commonly depend on dedicated hardware devices, such as clickers or tablet PCs. Contrastingly, smartphones are being massively adopted by society as these become increasingly powerful and inexpensive. Even so, the use of smartphones as learning tools in lecture halls has still not been widely adopted. In this paper we present CollPhoto, a paper-plussmartphone environment that supports face-to-face problem solving activities in the classroom. CollPhoto provides the instructor with instant visibility of students' work, and facilitates him/her conducting discussions, based on a selection of students' responses. We report on the design and initial validation of CollPhoto in the context of two computer science courses. © Springer-Verlag Berlin Heidelberg 2014.",Face-to-face problem solving; Paper-plussmartphone environment; STEM education,Computer aided instruction; Curricula; Personal computers; Smartphones; Students; Teaching; Academic performance; Computer Science course; Face to face; Problem solving environments; Science and engineering; STEM education; Student involvements; Technology enhanced learning; Problem solving,,,,,,,,,,,"Alvarez, C., Alarcon, R., Nussbaum, M., Implementing collaborative learning activities in the classroom supported by one-to-one mobile computing: A design-based process (2011) The Journal of Systems &Amp; Software, 84 (11), pp. 1961-1976; Alvarez, C., Salavati, S., Milrad, M., Nussbaum, M., Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards (2013) Computers &Amp; Education, 63, pp. 368-379; Baloian, N., Zurita, G., Mc-supporter: Flexible mobile computing supporting learning though social interactions (2009) Journal of Universal Computer Science, 15 (9), pp. 1833-1851; Bannan-Ritland, B., The role of design in research: The integrative learning design framework (2003) Educational Researcher, 32 (1), pp. 21-24; Coumoyer, M.-A., (2014), http://code.macournoyer.com/thin/usage, Thin: A fast and very simple Ruby web server, accessed April 17; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Research-Based Reform of University Physics, 1 (1), pp. 40-95; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics class (2011) Science, 332, pp. 862-864; (2014), http://disqus.com/, accessed April 20, 2014; (2014), http://dev.evernote.com/doc/, accessed April 20, 2014; Dillenbourg, P., (2002), pp. 61-91. , Kirschner, P.A., Open Universiteit Nederland, Heerlen; Felder, R.M., Brent, R., Prince, M.J., Engineering instructional development: Programs, best practices, and recommendations (2011) Journal of Engineering Education, 100 (1), pp. 89-122; Huang, H.-W., Wu, C.-W., Chen, N.-S., The effectiveness of using procedural scaffoldings in a paper-plus-smartphone collaborative learning context (2012) Computers &Amp; Education, 59 (2), pp. 250-259; Looi, C.-K., Chen, W., Ng, F.-K., Collaborative activities enabled by groupscribbles (Gs): An exploratory study of learning effectiveness (2010) Computers &Amp; Education, 54 (1), p. 1426; Miura, M., Kunifuji, S., Sakamoto, Y., Practical environment for realizing augmented classroom with wireless digital pens (2007) KES 2007, Part III. LNCS (LNAI), pp. 777-785. , Apolloni, B., Howlett, R.J., Jain, L., Springer, Heidelberg; Novak, G.M., Gavrin, A., Wolfgang, C., Just-in-time teaching: Blending active learning with web technology (1999) Prentice Hall PTR; Nussbaum, M., Alvarez, C., McFarlane, A., Gomez, F., Claro, S., Radovic, D., Technology as small group face-to-face collaborative scaffolding (2009) Computers &Amp; Education, 52 (1), pp. 147-153; Plomp, T., Educational design research: An introduction (2009) An Introduction to Educational Design Research, pp. 9-35; Prince, M.J., Felder, R.M., Inductive teaching and learning methods: Definitions, comparisons, and research bases (2006) Journal of Engineering Education, pp. 123-138; Pundak, D., Rozner, S., Empowering engineering college staff to adopt active learning methods (2008) Journal of Science Education and Technology, 17 (2), pp. 152-163; Wieman, C., Why not try a scientific approach to science education? (2007) Change: The Magazine of Higher Learning, 39 (5), pp. 9-15; Zurita, G., Nussbaum, M., Computer supported collaborative learning using wirelessly interconnected handheld computers (2004) Computers and Education, 42 (3), pp. 289-314",,Ogata H.Zurita G.Baloian N.Ogata H.Yuizono T.Inoue T.Yuizono T.Inoue T.Zurita G.Baloian N.,,Springer Verlag,"7th International Conference on Collaboration Technologies and Social Computing, CollabTech 2014",8 September 2014 through 10 September 2014,,117139.0,18650929,9783662446508; 9783662446508,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84927646025
"Chen K.-W., Hsu F.-C., Hsieh Y.-Z., Chou C.-H.",56237346100;56236977400;16031160700;35315497800;,To design an interactive learning system for child by integrating blocks with Kinect,2014,"IEEE Global Engineering Education Conference, EDUCON",,, 6826061,20,22,,5.0,10.1109/EDUCON.2014.6826061,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84903436424&doi=10.1109%2fEDUCON.2014.6826061&partnerID=40&md5=eec550e85f48c1797d929cee831c7616,"Department of Electrical Engineering, Tamkang University, Taiwan; Institute for Information Industry, Taipei, Taiwan","Chen, K.-W., Department of Electrical Engineering, Tamkang University, Taiwan; Hsu, F.-C., Department of Electrical Engineering, Tamkang University, Taiwan; Hsieh, Y.-Z., Institute for Information Industry, Taipei, Taiwan; Chou, C.-H., Department of Electrical Engineering, Tamkang University, Taiwan","In this study, an interactive block-building system named as e-Block system is developed for children to learn the concepts of geometric structures and space. First, the system displays a picture (e.g., car or house) of the target object intended for the child to assemble. The child then follows the instructions provided by the system and uses various blocks to build the object. After the child has completed the task, the system employs a pattern recognition algorithm to automatically compare the assembled object with the picture and determine whether the shape is identical. The experimental results show that the proposed system achieves high accuracy rate, and children in testing are enjoy this system and have more motivation to play with building blocks. © 2014 IEEE.",Building block; Interactive learning; Kinect; Pattern recognition,Educational technology; Engineering education; Pattern recognition; Sustainable development; Accuracy rate; Building blockes; Geometric structure; Interactive learning; Interactive learning systems; Kinect; Pattern recognition algorithms; System displays; Learning systems,,,,,,,,,,,"Jota, R., Benko, H., Constructing virtual 3D models with physical building blocks (2011) Proceeding of CHI EA'11, pp. 2173-2178; Miller, A., White, B., Charbonneau, E., Kanzler, Z., Laviola, J.J., Interactive 3d model acquisition and tracking of building block structures (2012) IEEE Transactions on Visualization and Computer Graphics, 18 (4), pp. 651-659; Giovannella, C., Iosue, A., Moggio, F., Rinaldi, E., Schiattarella, M., User experience of kinect based applications for smart city scenarios integrating tourism and learning (2013) 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT), pp. 459-460; Tam, V., Li, L.-S., Integrating the Kinect camera, gesture recognition and mobile devices for interactive discussion (2012) 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), pp. H4C11-H4C13; Hsu, H.M., The potential of kinect in education (2011) International Journal of Information and Education Technology, 1 (5), pp. 365-370; Lin, S., Real-Time Reconstruction of Textured 3D Models Using A Single Kinect Camera, , Master thesis, National Chung Cheng University, Taiwan; http://pointclouds.org, PCL-Point Cloud Library (PCL); Rusu, R.B., (2009) Semantic 3D Object Maps for Everyday Manipulation in Human Living Environments, , Technische Universitaet Muenchen PhD Thesis",,,,IEEE Computer Society,"2014 4th IEEE Global Engineering Education Conference: Engineering Education Towards Openness and Sustainability, IEEE EDUCON 2014",3 April 2014 through 5 April 2014,Istanbul,105856.0,21659559,9781479931910,,,English,"IEEE Global Eng. Edu. Conf., EDUCON",Conference Paper,Final,,Scopus,2-s2.0-84903436424
Shoop B.L.,7003990272;,"Developing critical thinking, creativity and innovation skills",2014,Digest of Technical Papers - InnoTek 2014: 2014 IEEE Innovations in Technology Conference,,, 6877362,,,,4.0,10.1109/InnoTek.2014.6877362,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84906766328&doi=10.1109%2fInnoTek.2014.6877362&partnerID=40&md5=dc5d8e4c8babf40acef14a6da75c8231,"Department of Electrical Engineering and Computer Science, United States Military Academy, West Point, NY, United States","Shoop, B.L., Department of Electrical Engineering and Computer Science, United States Military Academy, West Point, NY, United States","A desirable goal of engineering education is to teach students how to think critically and be creative and innovative. However, the speed of technological innovation and the continual expansion of disciplinary knowledge leave little time in the curriculum for students to formally study innovation, particularly at the undergraduate level. At West Point we have developed a novel upper-division interdisciplinary undergraduate engineering course that simultaneously develops the critical thinking, creativity and innovation of our students. This course is structured as a deliberate interactive engagement between students and faculty that employs the Socratic Method to develop an understanding of disruptive and innovative technologies and a historical context of how social, cultural, and religious factors impact the acceptance or rejection of innovation. The course begins by developing the background understanding of what disruptive technology is and a historical context about successes and failures of social, cultural, and religious acceptance of technological innovation. To develop this framework, students read The Innovator's Dilemma by Clayton M. Christensen, The Structure of Scientific Revolutions by Thomas S. Kuhn, The Discoverers by Daniel J. Boorstin, and The Two Cultures by C.P. Snow. For each class meeting, students also read current scientific and technical literature and come prepared to discuss current events related to technological innovation. Each student researches potential disruptive technologies and prepares a compelling argument of why the specific technologies are disruptive so they can defend their choice and rationale. During course meetings students discuss the readings and specific technologies found during their independent research. As part of this research, each student has the opportunity to interview forward thinking technology leaders in their respective fields of interest. © 2014 IEEE.",creativity; Critical thinking; disruptive innovation; education,Curricula; Education; Engineering education; Innovation; Teaching; creativity; Critical thinking; Disruptive innovations; Interactive engagements; Scientific and technical literatures; Scientific revolutions; Technological innovation; Undergraduate engineering course; Students,,,,,,,,,,,"De Simone, D.V., Education for innovation (1968) IEEE Spectrum, 5 (1), pp. 83-89; Splitt, F., Systemic engineering education reform: A grand challenge (2003) The Bent of Tau Beta Pi, pp. 29-34; Moore, D.J., Voltmer, D.R., Curriculum for an engineering renaissance (2003) IEEE Transactions on Education, 46 (4), pp. 452-455; Shoop, B.L., Ressler, E.K., Developing the critical thinking, creativity and innovation skills of undergraduate engineering students (2011) International Journal of Engineering Education, 27 (5), pp. 1072-1080; Shoop, B.L., Developing the critical thinking, creativity and innovation skills of undergraduate students (2013) Proceedings of the 2013 Education and Training in Optics and Photonics (ETOP) Conference, , (Invited Paper), Porto, Portugal; Saran, R., Neisser, B., (2004) Enquiring Minds, Socratic Dialogue in Education, , Sterling, VA, Trentham Books Ltd; Christensen, C.M., (1997) The Innovator's Dilemma, , Boston, MA, Harvard Business School Press; Kuhn, T.S., (1996) The Structure of Scientific Revolutions, , Chicago, IL, University of Chicago Press; Boorstin, D.J., (1985) The Discoverers - A History of Man's Search to Know His World and Himself, , New York, NY, Random House, Inc; Snow, C.P., (1998) The Two Cultures, , Cambridge, UK, Cambridge University Press; Bower, J.L., Christensen, C.M., Disruptive technologies: Catching the wave (1995) Harvard Business Review, 73 (1), pp. 43-53; (2010) Operating System Share for 06/2010 | TOP500 Supercomputer Sites, , http://www.top500.org/stats/list/35/os, (4 October); Snow, C.P., The two cultures (1956) New Statesman and Nation, 52, pp. 413-414; Snow, C.P., The two cultures (1956) New Statesman and Nation, 52, p. 3; Snow, C.P., The two cultures (1956) New Statesman and Nation, 52, p. 4; Utterback, J.M., Acee, H.J., Disruptive technologies: An expanded view (2005) International Journal of Innovation Management, 9 (1), pp. 1-17; Friedman, G., (2009) The Next 100 Years, , A Forecast for the 21st Century, New York, NY, Doubleday; Rogers, E.M., (1995) Diffusion of Innovations, , New York, NY, Free Press; Friedman, T.L., (2005) The World Is Flat: A Brief History of the Twenty-First Century, , New York, NY, Farrar, Straus, and Giroux; Friedman, T.L., (2008) Hot, Flat and Crowded, Why We Need A Green Revolution - And How It Can Renew America, , New York, NY, Farrar, Straus, and Giroux; Taleb, N.N., (2007) The Black Swan: The Impact of the Highly Improbable, , New York, NY, Random House","Shoop, B.L.; Department of Electrical Engineering and Computer Science, United States Military Academy, West Point, NY, United States; email: b.shoop@ieee.org",,,IEEE Computer Society,"2014 IEEE Innovations in Technology Conference, InnoTek 2014",16 May 2014 through 16 May 2014,"Warwick, RI",107185.0,,9781479938421,,,English,Dig. Tech. Pap. - InnoTek: IEEE Innovations Technol. Conf.,Conference Paper,Final,,Scopus,2-s2.0-84906766328
"West M., Herman G.L.",36867775200;25921416900;,Sustainable reform of introductory dynamics driven by a community of practice,2014,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,,9.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905191934&partnerID=40&md5=8c5411540470a71d8c59ba6804a22350,"Department of Mechanical Science and Engineering, University of Illinois, Urbana-Champaign, United States; Department of Electrical and Computer Engineering, University of Illinois, Urbana-Champaign, United States","West, M., Department of Mechanical Science and Engineering, University of Illinois, Urbana-Champaign, United States; Herman, G.L., Department of Electrical and Computer Engineering, University of Illinois, Urbana-Champaign, United States","The Strategic Instructional Initiatives Program (SIIP) is a college-wide effort to promote the sustainable adoption of evidence-based pedagogies in the College of Engineering. Rather than rely on solitary faculty champions to initiate reforms, SIIP aims to improve the sustainability of reforms by forming Communities of Practice (CoPs) consisting of instructors who are committed to the reform effort. This model of collaborative development provides avenues to secure faculty buy-in, organically spread effective practices, facilitate evaluation, and provide just-in-time training for faculty. This paper describes the rationale for the CoP-based reform model and presents a case study for how this model was used to drive the reform of the course Introductory Dynamics. This course was redesigned to achieve three goals: (1) improve students' low engagement and enthusiasm, (2) improve instructors' experience and reduce their high workload, and (3) maintain and elevate the current standards for content. Introductory Dynamics is one of the core second-year mechanics courses in our engineering curriculum, serving approximately 800 students per year. Course revisions have led to the adoption of a spectrum of evidence-based practices such as context-rich, collaborative problem-solving sessions, and classroom response systems. These efforts have improved student satisfaction with the course and have stimulated additional reform efforts of other high-enrollment mechanics courses. © American Society for Engineering Education, 2014.",,Curricula; Dynamics; Engineering education; Knowledge acquisition; Students; Classroom response systems; Collaborative development; Communities of Practice; Community of practice; Engineering curriculum; Evidence-based practices; Problem-solving sessions; Student satisfaction; Teaching,,,,,,,,,,,"Beach, A., Henderson, C., Finkelstein, N., Facilitating change in undergraduate STEM education: Implications from an analytic review of literature (2012) Change: The Magazine of Higher Learning, 44, pp. 52-59; Brownell, S., Tanner, K., Barriers to faculty pedagogical change: Lack of training, time, incentives, and tensions with professional identity (2012) CBE-Life Sciences Education, 11, pp. 339-346; Graham, C.R., Blended learning systems: Definition, current trends, and future directions (2006) The Handbook of Blended Learning, pp. 3-21. , C. J. Bonk and C. R. Graham, editors, chapter 1, Pfeiffer, San Franciso, CA; Hargittai, E., Digital na(t)ives? Variation in internet skills and uses among members of the ""net generation"" (2010) Sociological Inquiry, 80 (1), pp. 92-113; Hargittai, E., Walejko, G., The participation divide: Content creation and sharing in the digital age (2008) Information, Communication & Society, 11 (2), pp. 239-256; Hasweh, M.Z., Effects of science teachers' epistemological beliefs in teaching (1996) Journal of Research in Science Teaching, 33, pp. 47-64; Heath, C., Heath, D., (2010) Switch: How to Change Things When Change is Hard, , Crown Business; Henderson, C., Dancy, M., Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics (2007) Physical Review Special Topics: Physics Education Research, 3, p. 020102; Henderson, C., Beach, A., Famiano, M., Promoting instructional change via co-teaching (2009) American Journal of Physics (Physics Education Research Section), 77, pp. 274-283; Kegan, R., Lahey, L.L., (2009) Immunity to Change: How to Overcome It and Unlock the Potential in Yourself and your Organization, , Harvard Business Review Press, Cambridge, MA; Luft, J.A., Roehrig, G.H., Capturing science teachers' epistemological beliefs: The development of the teacher beliefs interview (2007) Electronic Journal of Science Education, 11, pp. 38-63; Reeve, J., Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive (2009) Educational Psychologist, 44, pp. 159-175; Schoenfeld, A.H., (2010) How We Think: A Theory of Goal-Oriented Decision Making and its Educational Applications, , Studies in Mathematical Thinking and Learning Series. Routledge, New York, NY; Tsai, C., Nested epistemologies: Science teachers' beliefs of teaching, learning, and science (2002) International Journal of Science Education, 24, pp. 771-783; Wallace, C.S., Kang, N., An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets (2004) Journal of Research in Science Teaching, 41, pp. 936-960; Yerrick, R., Parke, H., Nugent, J., Struggling to promote deeply rooted change: The ""filtering effect"" of teachers' beliefs on understanding transformational views of teaching science (1997) Science Education, 81, pp. 137-159",,,Dassault Systemes (DS);et al.;Kaplan;National Instruments;NCEES;Quanser,American Society for Engineering Education,121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education,15 June 2014 through 18 June 2014,"Indianapolis, IN",106581.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84905191934
[No author name available],[No author id available],"2014 IEEE Global Engineering Education Conference: Engineering Education Towards Openness and Sustainability, IEEE EDUCON 2014",2014,"IEEE Global Engineering Education Conference, EDUCON",,,,,,1155.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84903452840&partnerID=40&md5=c6c05c51ff0ec3da6f8eb6575ed82ca0,,,"The proceedings contain 196 papers. The topics discussed include: a new hardware-in-the-loop simulator for control engineering education; use computer game to learn object-oriented programming in computer science courses; to develop the mandarin-phonetic-symbol communication aid for high-functioning autism children; to design an interactive learning system for child by integrating blocks with kinect; integration of laboratory experiments into introductory electrical engineering courses: concept, implementation and competence-based evaluation; a field experiment with an animated intelligent tutor in Portugal; organization of a Lego-robots contest offered to high school kids by engineering students within a project based learning environment; student interactions with e-learning systems: user and topic analysis; and a human-like embodied agent learning tour guide for e-learning systems.",,,,,,,,,,,,,,,,,IEEE Computer Society,"2014 4th IEEE Global Engineering Education Conference: Engineering Education Towards Openness and Sustainability, IEEE EDUCON 2014",3 April 2014 through 5 April 2014,Istanbul,105856.0,21659559,9781479931910,,,English,"IEEE Global Eng. Edu. Conf., EDUCON",Conference Review,Final,,Scopus,2-s2.0-84903452840
"Nicholls G.M., Lewis N., Eschenbach T.",15080993100;15020902800;7003607457;,Teaching time value of money: A Few winning strategies from the front lines,2014,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905178055&partnerID=40&md5=b873fbca4b68fce06f6e8c5bc0bd39bc,"Gray Faculty Fellow, University of Alabama, Huntsville, United States; School of Engineering, University of Bridgeport, United States; University of Alaska, Anchorage, United States","Nicholls, G.M., Gray Faculty Fellow, University of Alabama, Huntsville, United States; Lewis, N., School of Engineering, University of Bridgeport, United States; Eschenbach, T., University of Alaska, Anchorage, United States","Like most professors, we are constantly making changes to our classes by using new texts, trying new teaching techniques, and experimenting with new modes of instruction. Sometimes these changes do not work very well, and we discontinue or revise them until they work. Sometimes they work so well that we would like to share our experience with others to repay the debt we owe to the many who have described what has or has not worked for them. This paper captures some of our more successful examples in teaching courses about the time value of money. Each of the authors has tried to improve student engagement. We believe that this contributes to improved learning in subjects that many students consider boring. Each author teaches at a different university with varying class sizes and diverse student groups. Each of the three perspectives shared here is therefore unique, and each offers a different set of ideas for engineering economics and finance instructors. Strategies include the use of memorable metaphors, spreadsheet based learning, clickers, online homework, teaching in computer labs or with a student laptop requirement, and assignments with high relevance to students. Recommendations for application in a variety of settings are discussed. © American Society for Engineering Education, 2013.",,Engineering education; Teaching; Computer lab; Engineering economics; On-line homeworks; Student engagement; Student groups; Teaching time; Time value of money; Winning strategy; Students,,,,,,,,,,,"(2007) Rising above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, , Committee on Science Engineering and Public Policy, National Academies Press; (2013) Quarterly Report on Household Debt and Credit - Q4 2013, p. 31. , Federal Reserve Bank of New York, Federal Reserve Bank of New York; Wittrock, M.C., Learning as a generative process (1974) Educational Psychologist, 11 (2), p. 87; Wittrock, M.C., A generative model of mathematics learning (1974) Journal for Research in Mathematics Education, (4), p. 181; Bruner, J.S., Watson, R., (1983) Child's Talk: Learning to Use Language/Jerome Bruner, with the Assistance of Rita Watson, , New York: W.W. Norton, c1983. 1st ed; Lee, H.W., Lim, K.Y., Grabowski, B.L., Generative learning: Principles and implications for making meaning (2008) Handbook of Research on Educational Communications and Technology, pp. 111-124. , 3rd edition. J. M. Spector, Taylor & Francis; Taraban, R., Anderson, E.E., Hayes, M.W., Sharma, M.P., Developing on-line homework for introductory thermodynamics (2005) Journal of Engineering Education, 94 (3), pp. 339-342; Bennett, A.G., Lawrence, E., Neumann, G., Verbych, E., Warren, S., Data-mining an online homework system (2007) American Society for Engineering Education, , Honolulu, Hawaii; Nicholls, G., Lewis, N., Componation, P., Eschenbach, T., Time to transition: Financial calculators and clickers in the classroom (2011) Proceedings of the 2011 American Society of Engineering Education Conference, , Vancouver, BC, Canada, June; Bessler, W.C., (1969) The Effectiveness of An Electronic Student Response System in Teaching Biology to the Non-Major Utilizing Nine Groups-Paced, Linear Programs, , unpublished doctoral dissertation, Ball State University, Muncie, IN; Cassanova, J., An instructional experiment in organic chemistry. The use of a student response system (1971) Journal of Chemical Education, 48 (7), pp. 453-455; Brown, J.D., An evaluation of the Spitz student response system in teaching a course in logical and mathematical concepts (1972) The Journal of Experimental Education, 40 (3), pp. 12-20; Sullivan, R., Principles for constructing good clicker questions: Going beyond rote learning and stimulating active engagement with course content (2008) Journal of Educational Technology Systems, 37 (3), p. 347; Liu, W.C., Stengel, D.N., Improving student retention and performance in quantitative courses using clickers (2011) International Journal for Technology in Mathematics Education, 18 (1), pp. 51-58; Mayer, R.E., Forward transfer of different reading strategies due to test-like events in mathematics text (1975) Journal of Educational Psychology, 67, pp. 165-169; Sagerman, N., Mayer, R.E., Forward transfer of different reading strategies evoked by adjunct questions in science text (1987) Journal of Educational Psychology, 79, pp. 189-191; Ozungor, S., Guthrie, J.T., Interactions among elaborative interrogation, knowledge, and interest in the process of constructing knowledge from text (2004) Journal of Educational Psychology, 96, pp. 437-443; Dornisch, M., Sperling, R.A., Facilitating learning from technology enhanced text: Effects of prompted elaborative interrogation (2006) Journal of Educational Research, 99, pp. 156-165; Dawson, D.L., Meadows, K.N., Haffie, T., The effects of performance feedback on student help-seeking and learning strategy use: Do clickers make a difference? (2010) The Canadian Journal for the Scholarship of Teaching and Learning, 1 (1), pp. 1-20. , Article 6; Seymour, E., Hewitt, N.M., (1997) Talking about Leaving: Why Undergraduates Leave the Sciences, , Boulder, CO, Westview Press; Eschenbach, T., (1989) Cases in Engineering Economy, , Ted Eschenbach, New York: Wiley, c1989; Kahl, A.L., Rentz, W.F., (1992) Spreadsheet Applications in Engineering Economics, , St. Paul, MN, West Pub. Co; Park, C.S., (2010) Contemporary Engineering Economics, , 5th edition. Essex, England, U.K. Pearson Education Limited; Eschenbach, T.G., (2003) Engineering Economy: Applying Theory to Practice, , 3rd edition. New York City, NY, USA, Oxford University Press; Eschenbach, T.G., Wiebe, H., Yazici, H., Spreadsheets vs. Formulas for engineering economy instruction (1991) ASEE Proceedings, pp. 530-534. , June; Eschenbach, T., White, R., Using spreadsheets to teach engineering economy (1992) Proceedings of the 1992 American Society for Engineering Education Conference, , Toledo, OH, June; Needy, K.L., Nachtmann, H., Lavelle, J.P., Eschenbach, T., An empirical analysis of engineering economy pedagogy (2000) The Engineering Economist, 45 (1), pp. 74-92; Nachtmann, H., Needy, K.L., Lavelle, J.P., Eschenbach, How do engineering managers teach engineering economy? (2008) Proceedings of the 2008 ASEM National Conference, , West Point, November, CD; Letter to the editor: Proposition on using tabulated factors (2011) The Engineering Economist, 56 (4), pp. 281-282. , October-December; Eschenbach, T., Lewis, N., The roles of tabulated factors, financial calculators, and spreadsheets in engineering economy teaching (2011) The Engineering Economist, 56 (4), pp. 283-294. , October-December; Newnan, D.G., Lavelle, J.P., Eschenbach, T., (2014) Engineering Economic Analysis 12th, , Oxford University Press; Peterson, W.R., Eschenbach, T.G., (2009) Cases in Engineering Economy, , 2nd edition, New York: Oxford University Press; Eschenbach, T., Lewis, N., Zhang, Y., When to start collecting social security: Designing a case study (2012) 2012 National Conference, American Society for Engineering Education, , San Antonio, Texas, June; Lewis, N., Eschenbach, T., Extending the case study of when to collect social security: Economic decision making for couples (2013) 2013 National Conference, American Society for Engineering Education, , Atlanta, Georgia, June; Knight, A., Nicholls, G.M., Componation, P.J., (2012) Measuring the Effect of On-Line Homework Procedures on Student Exam Performance, , American Society for Engineering Education, San Antonio, TX; Knight, A., Nicholls, G.M., Componation, P.J., (2012) Measuring the Effect of On-Line Homework Procedures on Student Exam Performance, , American Society for Engineering Education, San Antonio, TX; Lewis, N., Nicholls, G., Eschenbach, T., Synergy from teaching with clickers and financial calculators (2011) Proceedings of the 2011 Academy of Business Education Conference, , Lake Buena Vista, FL, September",,,Dassault Systemes (DS);et al.;Kaplan;National Instruments;NCEES;Quanser,American Society for Engineering Education,121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education,15 June 2014 through 18 June 2014,"Indianapolis, IN",106581.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84905178055
"Gehlen-Baum V., Weinberger A., Pohl A., Bry F.",54415746700;9038208700;35218322300;22333353700;,Technology use in lectures to enhance students' attention,2014,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),8719 LNCS,,,125,137,,4.0,10.1007/978-3-319-11200-8_10,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84906348056&doi=10.1007%2f978-3-319-11200-8_10&partnerID=40&md5=ee4049f91b4e65d832d9d3887573a357,"Department of Educational Technology, Saarland University, Saarbrücken, Germany; Institute for Informatics, Ludwig-Maximilians-University, Germany","Gehlen-Baum, V., Department of Educational Technology, Saarland University, Saarbrücken, Germany; Weinberger, A., Department of Educational Technology, Saarland University, Saarbrücken, Germany; Pohl, A., Institute for Informatics, Ludwig-Maximilians-University, Germany; Bry, F., Department of Educational Technology, Saarland University, Saarbrücken, Germany","Mobile devices, such as laptops, smartphones and tablets, are ubiquitous in lectures. Students report to use their mobile devices for lecture-related activities (e.g. taking notes). Observational data shows, that students use mobile device mainly for lecture-unrelated activities, like Facebook or playing games. So currently, mobile devices seem to distract learners from the lecture and ultimately hinder student-teacher interaction. In this study, we investigated how students (n = 75) use their mobile devices (N = 80) in a traditional lecture setting when supported with the technological support system ""Backstage"" or not. Backstage entails functions for quizzing students (Audience-Response-System) and a backchannel allowing students to interact with each other, commenting on slides, asking questions, and providing feedback to lecturers. The results show that this technology increases students' focus on lecture-related activities. © 2014 Springer International Publishing Switzerland.",ARS; backchannel; lectures; related-activities; unrelated-activities,Engineering education; Mobile devices; Students; Teaching; ARS; Back channels; lectures; related-activities; unrelated-activities; Distance education,,,,,,,,,,,"Gehlen-Baum, V., Weinberger, A., Notebook or Facebook? How students actually use mobile devices in large lectures (2012) EC-TEL 2012. LNCS, 7563, pp. 103-112. , In Ravenscroft A. Lindstaedt S. Kloos C.D. Hernández-Leo D. (eds Springer Heidelberg; Gehlen-Baum, V., Weinberger, A., Teaching learning and media use in today's lectures (2014) Computers in Human Behavior, 37 (171-182); Fried, C.B., In-class laptop use and its effects on student learning (2008) Computers & Education, 50 (3), pp. 906-914; Kraushaar, J.M., Novak, D.C., Examining the affects of student multitasking with laptops during the lecture (2010) Journal of Information Systems Education, 21 (2), pp. 241-251; Junco, R., The relationship between frequency of Facebook use participation in Facebook activities and student engagement (2012) Computers & Education, 58 (1), pp. 162-171; Faust, J., Paulson, D., Active learning in the college classroom (1998) Journal on Excellence in College Teaching, 9 (2), pp. 3-24; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Ebner, M., Schiefner, M., (2008) Microblogging-more Than Fun? In: IADIS Mobile Learning Conference, pp. 155-159; Renkl, A., Aktives lernen: von sinnvollen und weniger sinnvollen theoretischen perspektiven zu einem schillernden konstrukt (2011) Unterrichtswissenschaft, 3, pp. 197-212; Stuart, J., Rutherford, R., Medical student concentration during lectures (1978) The Lancet, pp. 514-516; Kirschner, P.A., Karpinski, A.C., Facebook and academic performance (2010) Computers in Human Behavior, 26 (6), pp. 1237-1245; Mazur, W., Farewell lecture? (2009) Science, 323, pp. 50-51; Gao, F., Luo, T., Zhang, K., Microblogging in education published in 2008-2011 (2012) British Journal of Educational Technology, 43 (5), pp. 783-801; Simon, B., Davis, K., Griswold, W., Noteblogging: Taking note taking public (2008) ACM SIGCSE Bulletin, pp. 417-421; Yardi, S., Whispers in the classroom (2008) Digital Media, pp. 143-164; Holt, L., Kysilka, M., (2006) Instructional Patterns. Strategies for Maximizing Student Learning, , Sage Publications Ltd. Thousand Oaks; Hattie, J., (2009) Visible Learning, , Routledge Milton Park; Heaslip, G., Donovan, P., Cullen, J.G., Student response systems and learner engagement in large classes (2013) Active Learning in Higher Education, 15 (1), pp. 11-24; Campbell, J., Mayer, R., Questioning as an instructional method: Does it affect learning from lectures? (2009) Applied Cognitive Psychology, 759, pp. 747-759; Gehlen-Baum, V., Weinberger, A., (2013) Question Asking in Large Lectures, , Presented at the EARLI 2013; Fransen, J., Kirschner, P.A., Erkens, G., Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness (2011) Computers in Human Behavior, 27 (3), pp. 1103-1113; Junco, R., Heiberger, G., Loken, E., The effect of Twitter on college student engagement and grades (2011) Journal of Computer Assisted Learning, 27 (2), pp. 119-132; Wessels, A., Fries, S., Horz, H., Scheele, N., Effelsberg, W., Interactive lectures: Effective teaching and learning in lectures using wireless networks (2007) Computers in Human Behavior, 23 (5), pp. 2524-2537; Griswold, W., Simon, B., Ubiquitous presenter: Fast scalable active learning for the whole classroom (2006) ACM SIGCSE Bulletin; Hokanson, B., Hooper, S., Integrating technology in classrooms (2011) Instructional Technology. Past Present and Future, pp. 137-143. , In Anglin J. Gary E. (eds; Pohl, A., Gehlen-Baum, V., Bry, F., Enhancing the digital backchannel Backstage on the basis of a formative user study (2012) International Journal of Emerging Technologies in Learning, 7 (1), pp. 33-41; Brophy, J.E., Good, T., Teacher behavior and student achievement (1986) Handbook of Research on Teaching. Collier, , In Wittrock M. (ed. Macmillan Publishers London; Turban, G., Mühlhäuser, M., A framework for the development of educational presentation systems and its application (2007) Proceedings of the International Workshop on Educational Multimedia and Multimedia Education, pp. 115-118; Barnett, J.E., Francis, A.L., Using higher order thinking questions to foster critical thinking: A classroom study (2012) Educational Psychology, 32 (2), pp. 201-211; King, A., Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain (1994) American Educational Research Journal, 31 (2), pp. 338-368; Becker, G.E., (2007) Unterricht Planen, , Beltz Weinheim; Nassaji, H., Wells, G., What' s the use of 'triadic dialogue'? An investigation of teacher-student interaction (2000) Applied Linguistics, 21 (3), pp. 376-406; Winne, P.H., Experiments relating teachers' use of higher cognitive questions to student achievement (1979) Review of Educational Research, 49 (1), pp. 13-50; Brady, M., Seli, H., Rosenthal, J., Clickers' and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices (2013) Computers & Education, 65 (56-63); Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Gehlen-Baum, V., Pohl, A., Bry, F., Assessing Backstage-A backchannel for collaborative learning in large classes (2011) Proceedings of the Internation Conference ICL; Jackson, T., Dawson, R., Wilson, D., The cost of email interruption (2001) Journal of Systems and Information Technology, 5 (1), pp. 81-92; Fischer, F., Kollar, I., Stegmann, K., Wecker, C., Toward a script theory of guidance in computer-supported collaborative learning (2013) Educational Psychologist, 48 (1), pp. 56-66",,,,Springer Verlag,"9th European Conference on Technology Enhanced Learning, EC-TEL 2014",16 September 2014 through 19 September 2014,Graz,107010.0,03029743,9783319111995,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84906348056
"Annan-Coultas D.L., Kazley A.S., Seif G.A.",55322182900;19639178700;54403871800;,Effectiveness of audience response-enhanced case learning activities in graduate health professions education,2014,Journal of Allied Health,43,3,,e53,e58,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908105620&partnerID=40&md5=f80e251d45dd3d5e7c35fe119e5549e4,"College of Health Professions, Medical University of South Carolina (MUSC), 151A Rutledge Avenue, Charleston, SC  29425, United States","Annan-Coultas, D.L., College of Health Professions, Medical University of South Carolina (MUSC), 151A Rutledge Avenue, Charleston, SC  29425, United States; Kazley, A.S., College of Health Professions, Medical University of South Carolina (MUSC), 151A Rutledge Avenue, Charleston, SC  29425, United States; Seif, G.A., College of Health Professions, Medical University of South Carolina (MUSC), 151A Rutledge Avenue, Charleston, SC  29425, United States","Few studies have investigated the use of audience response systems (ARS) to facilitate case teaching methods in graduate health professions education. The purpose of this paper is to report on the results of focus groups to evaluate the use of ARS-facilitated case activities in two graduate health professions courses. TEACHING METHOD: ARS, in conjunction with case scenarios, were used in Master's of Health Administration (MHA) and Doctor of Physical Therapy (DPT) courses. In the MHA course, the scenarios related to problem-solving and ethics, taught earlier. In the DPT course, scenarios related to treating patients with hip, knee, and foot pain. Students used ARS to respond to decisions regarding the scenarios. ASSESSMENT: Students' perceptions of activities were evaluated using focus groups. CONCLUSION: ARS-enhanced case activities were valuable for applying and reinforcing course concepts, allowing anonymity, and allowing peer comparison to gauge individual progress of course concepts. At the same time, nuances to benefits per student group were revealed. © 2014 Association of Schools of Allied Health Professions, Wash., DC.",,"education; female; hospital management; human; information processing; male; occupation; peer group; physiotherapist; procedures; teaching; vocational education; Allied Health Occupations; Education, Professional; Female; Focus Groups; Health Facility Administration; Humans; Male; Peer Group; Physical Therapists; Teaching",,,,,,,,,,,"Galbraith, M.W., (2004) Adult Learning Methods, pp. 383-403. , 3rd ed. Malabar, FL: Krieger Publishing Comp., Chapter 19, Case study; Herreid, C.F., (2006) Start with a Story: The Case Study Method of Teaching College Science, , National Science Teachings Association Press; Reynolds, R.I., (1980) Case Method in Management Development: Guide for Effective Use, , Geneva, Switzerland: Management Development Series; Oakes, C., De Maio, D., I was able to have a voice without being self-conscious"": Students' perspectives of audience response systems in the health sciences curriculum (2013) J Allied Health, 42 (3), pp. e75-e80; Efstathiou, N., Bailey, C., Promoting active learning using audience response system in large bioscience classes (2012) Nurse Educ Today, 32 (1), pp. 91-95; Beard, K.V., Morote, E., Volcy, K., Effects of a student response system on preclass preparation, learning, and class participation in a diverse classroom (2013) Teach Learn Nurs., 8 (4), pp. 136-139; Thomas, C.M., Monturo, C., Conroy, K., Experiences of faculty and students using an audience response system in the classroom (2011) Comput Inform Nurs., 29 (7), pp. 396-400; Sternberger, C.S., Interactive learning environment: Engaging students using clickers (2012) Nurs Educ Perspect., 33 (2), pp. 121-124; Satheesh, K.M., Saylor-Boles, C.D., Rapley, J.W., Student evaluation of clickers in a combined dental and dental hygiene periodontology course (2013) J Dent Educ., 77 (10), pp. 1321-1329; Klein, K., Kientz, M., A model for successful use of student response systems (2013) Nurs Educ Perspect., 34 (5), pp. 334-338; Broussard, B.B., To click or not to click: Learning to teach to the microwave generation (2012) Nurse Educ Pract., 12 (1), pp. 3-5; Bright, D.R., Kroutos, K.R., Kinder, D.H., Audience response systems during case-based discussions: A pilot study of student perceptions (2013) Curr Pharm Teach Learn, 5 (5), pp. 410-416; Russell, J.S., McWilliams, M., Chasen, L., Farley, J., Using clickers for clinical reasoning and problem solving (2011) Nurse Educ., 36 (1), pp. 13-15; Welch, S., Effectiveness of classroom response systems within an active learning environment (2013) J Nurs Educ., 52 (11), pp. 653-656; (2013) Physical Therapy Education: Evaluative Criteria for PT Programs, , http://www.capteonline.org/uploadedFiles/CAPTEorg/About_CAPTE/Resources/Accreditation_Handbook/EvaluativeCriteria_PT.pdf, Commission on Accreditation, Nov, Available at:, Retrieved Apr 6, 2014; Clark, R.E., Media will never influence learning (1994) Educ Technol Res Dev., 42 (2), pp. 21-29","Annan-Coultas, D.L.; College of Health Professions, Medical University of South Carolina (MUSC), 151A Rutledge Avenue, United States",,,Association of Schools of Allied Health Professions,,,,,00907421,,,25194068.0,English,J. Allied Health,Review,Final,,Scopus,2-s2.0-84908105620
Shoop B.L.,7003990272;,"Developing critical thinking, creativity and innovation skills of undergraduate students",2014,Proceedings of SPIE - The International Society for Optical Engineering,9289,, 928904,,,,3.0,10.1117/12.2068495,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84923923597&doi=10.1117%2f12.2068495&partnerID=40&md5=5bd96ce79780741a5eac66e5fb105e82,"Department of Electrical Engineering and Computer Science, U.S. Military Academy, West Point, NY  10996, United States","Shoop, B.L., Department of Electrical Engineering and Computer Science, U.S. Military Academy, West Point, NY  10996, United States","A desirable goal of engineering education is to teach students how to be creative and innovative. However, the speed of technological innovation and the continual expansion of disciplinary knowledge leave little time in the curriculum for students to formally study innovation. At West Point we have developed a novel upper-division undergraduate course that develops the critical thinking, creativity and innovation of undergraduate science and engineering students. This course is structured as a deliberate interactive engagement between students and faculty that employs the Socratic method to develop an understanding of disruptive and innovative technologies and a historical context of how social, cultural, and religious factors impact the acceptance or rejection of technological innovation. The course begins by developing the background understanding of what disruptive technology is and a historical context about successes and failures of social, cultural, and religious acceptance of technological innovation. To develop this framework, students read The Innovator's Dilemma by Clayton M. Christensen, The Structure of Scientific Revolutions by Thomas S. Kuhn, The Discoverers by Daniel J. Boorstin, and The Two Cultures by C.P. Snow. For each class meeting, students survey current scientific and technical literature and come prepared to discuss current events related to technological innovation. Each student researches potential disruptive technologies and prepares a compelling argument of why the specific technologies are disruptive so they can defend their choice and rationale. During course meetings students discuss the readings and specific technologies found during their independent research. As part of this research, each student has the opportunity to interview forward thinking technology leaders in their respective fields of interest. In this paper we will describe the course and highlight the results from teaching this course over the past five years. © 2014 SPIE, OSA, IEEE, ICO.",Creativity; Critical thinking skills; Disruptive technology; Innovation,Curricula; Education; Engineering education; Innovation; Photonics; Teaching; Creativity; Critical thinking skills; Disruptive technology; Interactive engagements; Science and engineering; Scientific and technical literatures; Technological innovation; Upper division undergraduate; Students,,,,,,,,,,,"De Simone, D.V., Education for innovation (1968) IEEE Spectrum, 5 (1), pp. 83-89; Splitt, F., Systemic engineering education reform: A grand challenge (2003) The Bent of Tau Beta Pi, 29-34; Moore, D.J., Voltmer, D.R., Curriculum for an engineering renaissance (2003) IEEE Transactions on Education, 46 (4), pp. 452-455; Shoop, B.L., Ressler, E.K., Developing the critical thinking, creativity and innovation skills of undergraduate engineering students (2011) International Journal of Engineering Education, 27 (5), pp. 1072-1080; Saran, R., Neisser, B., (2004) Enquiring Minds, Socratic Dialogue in Education, , Trentham Books Ltd., Sterling, VA; Christensen, C.M., (1997) The Innovators Dilemma, , Harvard Business School Press, Boston, Massachusetts; Kuhn, T.S., (1996) The Structure of Scientific Revolutions, , University of Chicago Press, Chicago, Illinois; Boorstin, D.J., (1985) The Discoverers-A History of Mans Search to Know His World and Himself, , Random House, Inc., New York; Snow, C.P., (1998) The Two Cultures, , Cambridge University Press, Cambridge, UK; Bower, J.L., Christensen, C.M., Disruptive technologies: Catching the wave (1995) Harvard Business Review, 73 (1), pp. 43-53; Operating System Share for 06/2010|TOP500 Supercomputer Sites, , http://www.top500.org/stats/list/35/os, 4 October 2010; Snow, C.P., The two cultures (1956) New Statesman and Nation, 52, pp. 413-414; Snow, C.P., (1998) The Two Cultures, 3. , Cambridge University Press, Cambridge, UK; Snow, C.P., (1998) The Two Cultures, 4. , Cambridge University Press, Cambridge, UK; Friedman, G., The next 100 years (2009) A Forecast for the 21st Century, , Doubleday, New York; Rogers, E.M., (1995) Diffusion of Innovations, , Free Press, New York; Friedman, T.L., (2005) The World Is Flat: A Brief History of the Twenty-First, , Century, Farrar, Straus, and Giroux, New York; Friedman, T.L., (2008) Hot, Flat and Crowded, , Why We Need a Green Revolution-and How it Can Renew America, Farrar, Straus, and Giroux, New York; Taleb, N.N., (2007) The Black Swan: The Impact of the Highly Improbable, , Random House, New York","Shoop, B.L.; Department of Electrical Engineering and Computer Science, U.S. Military AcademyUnited States",Costa M.F.P.C.M.Zghal M.,IEEE - The Photonics Society;International Commission for Optics (ICO);The Optical Society;The Society of Photo-Optical Instrumentation Engineers (SPIE),SPIE,12th Education and Training in Optics and Photonics Conference,23 July 2013 through 26 July 2013,,110990.0,0277786X,9781628413649,PSISD,,English,Proc SPIE Int Soc Opt Eng,Conference Paper,Final,Open Access,Scopus,2-s2.0-84923923597
Remy S.L.,23980969400;,A human-like approach to learning from examples,2014,"4th Annual IEEE International Conference on Cyber Technology in Automation, Control and Intelligent Systems, IEEE-CYBER 2014",,, 6917432,37,42,,,10.1109/CYBER.2014.6917432,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84910614858&doi=10.1109%2fCYBER.2014.6917432&partnerID=40&md5=296454564f035ffbe138eba82fc76c4e,"Clemson University, Clemson, SC  29634, United States","Remy, S.L., Clemson University, Clemson, SC  29634, United States","In this paper, we describe the system components, present the implemented architecture, and show the effect of an interactive learning system in action. We evaluate the system's ability to learning with two datasets, one synthetic and the other from writing samples gathered from human subjects. With both datasets, the respective test and training sets are the same so as to permit the process of interactive learning to be observed as it occurs. At it's core, this learning approach transforms sensory input and actuator output into rank P = 1 spaces, and uses learn a probabilistic mapping between these two 'states' to perform the target task. In the future P >1 will be used internally, and we conclude this work with a brief treatment on why we believe this to be a useful trajectory. © 2014 IEEE.",,Educational technology; Intelligent systems; Human subjects; Implemented architectures; Interactive learning; Interactive learning systems; Learning approach; Learning from examples; Sensory input; System components; Learning systems,,,,,,,,,,,"Krding, K.P., Wolpert, D.M., Bayesian decision theory in sensorimotor control (2006) Trends in Cognitive Sciences, 10 (7), pp. 319-326. , http://www.sciencedirect.com/science/article/pii/S1364661306001276, ce:title¿Special issue: Probabilistic models of cognition¡/ce:title¿; Hayes-Roth, F., Rule-Based systems (1985) Commun. ACM, 28 (9), pp. 921-932. , http://doi.acm.org/10.1145/4284.4286, Sept; Feldman, J., Ballard, D., Connectionist models and their properties (1982) Cognitive Science, 6 (3), pp. 205-254. , http://www.sciencedirect.com/science/article/pii/S0364021382800013; Georgeff, M., Pell, B., Pollack, M., Tambe, M., Wooldridge, M., The belief-desire-intention model of agency (1999) Intelligent Agents V: Agents Theories, Architectures, and Languages, Ser. Lecture Notes in Computer Science, 1555, pp. 1-10. , http://dx.doi.org/10.1007/3-540-49057-41, J. Mller, A. Rao, and M. Singh, Eds. Springer Berlin / Heidelberg; Goldberg, A.V., Harrelson, C., Computing the shortest path: A search meets graph theory (2005) Proceedings of the Sixteenth Annual ACM-SIAM Symposium on Discrete Algorithms, Ser. SODA '05, pp. 156-165. , http://dl.acm.org/citation.cfm?id=1070432.1070455, Philadelphia, PA, USA: Society for Industrial and Applied Mathematics; Abbeel, P., Coates, A., Ng, A.Y., Autonomous helicopter aerobatics through apprenticeship learning (2010) I. J. Robotic Res, 29 (13), pp. 1608-1639; Scholtz, J., Theory and evaluation of human robot interactions (2003) Hawaii International Conference on System Sciences, 5, p. 125a; Goodrich, M.A., Schultz, A.C., Human-robot interaction: A survey (2007) Found. Trends Hum.-Comput. Interact, 1 (3), pp. 203-275. , http://dx.doi.org/10.1561/1100000005, Jan; Grollman, D.H., Jenkins, O.C., Dogged learning for robots (2007) Robotics and Automation, 2007 IEEE International Conference on, pp. 2483-2488. , Roma, Italy; Nicolescu, M.N., Mataric, M.J., Natural methods for robot task learning: Instructive demonstrations, generalization and practice (2003) Proceedings of the Second International Joint Conference on Autonomous Agents and Multi-Agent Systems, pp. 241-248. , Melbourne, VIC, Australia; Kim, E., Scassellati, B., Learning to refine behavior using prosodic feedback (2007) Development and Learning, 2007. ICDL 2007. IEEE 6th International Conference on, pp. 205-210. , London, England, Jul; Kohonen, T., Schroeder, M.R., Huang, T.S., (2001) Self-Organizing Maps, , 3rd ed. Secaucus, NJ, USA: Springer-Verlag New York, Inc; Lecun, Y., Cortes, C., (2010) MNIST Handwritten Digit Database, , http://yann.lecun.com/exdb/mnist, http://yann. lecun. com/exdb/mnist; Hinton, G.E., Learning to represent visual input (2010) Philosophical Transactions of the Royal Society B: Biological Sciences, 365 (1537), pp. 177-184. , http://dx.doi.org/10.1098/rstb.2009.0200, Jan","Remy, S.L.; Clemson UniversityUnited States",,Centre for Robotics and Automation (CRA);Chiba Institute of Technology;City University of Hong Kong;IEEE Future Directions;Shenyang Institute of Automation Chinese Academy of Sciences,Institute of Electrical and Electronics Engineers Inc.,"4th Annual IEEE International Conference on Cyber Technology in Automation, Control and Intelligent Systems, IEEE-CYBER 2014",4 June 2014 through 7 June 2014,,114760.0,,9781479936687,,,English,"Annu. IEEE Int. Conf. Cyber Technol. Autom., Control Intelligent Syst., IEEE-CYBER",Conference Paper,Final,,Scopus,2-s2.0-84910614858
"Rahman R.A., Ismail M.N., Mohd N.",14026205300;24372977800;41762349100;,Real time interactive learning systems over SSL IPv6 for next generation network,2014,"2013 IEEE 5th International Conference on Engineering Education: Aligning Engineering Education with Industrial Needs for Nation Development, ICEED 2013",,, 6908306,72,77,,1.0,10.1109/ICEED.2013.6908306,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908658337&doi=10.1109%2fICEED.2013.6908306&partnerID=40&md5=7c6c923e6628ffc2b32f8c6149f3e71c,"Faculty of Electrical Engineering, Universiti Teknologi Mara, Shah Alam, Malaysia; FSTP, National Defence University of Malaysia (UPNM), Kuala Lumpur, Malaysia; MIIT, University of Kuala Lumpur, Malaysia","Rahman, R.A., Faculty of Electrical Engineering, Universiti Teknologi Mara, Shah Alam, Malaysia; Ismail, M.N., FSTP, National Defence University of Malaysia (UPNM), Kuala Lumpur, Malaysia; Mohd, N., MIIT, University of Kuala Lumpur, Malaysia","This paper presents the development of next generation e-learning systems for real-time video, voice conferencing and streaming technology over secure socket layer (SSL) IPv6 in campus environment. Development of the V2oIP e-learning systems has contributed a significant value to distance learning. The aim of this study is to design real time interactive learning systems with security over SSL IPv6 for next generation network. This study shows the process and development of e-learning systems with V2oIP technology. Based on the results of this study, it is successfully develop e-learning systems with V2oIP technology over SSL IPv6 for distance learning system. From the result analysis, there is no significant difference between V2oIP SSL IPv6 and V2oIP SSL IPv4 performance issues. It also shows that IPv6 with difference Operating System (OS) has generated low usage RAM and CPU performance. Therefore, implementation of V2oIP e-learning system over SSL IPv6 (next generation network) is able to create mobility and a secure environment for undergraduate and postgraduate students. © 2013 IEEE.",CPU; Delay; e-learning; IPv6; jitter; RAM; SSL; V2oIP; voice over IP,E-learning; Educational technology; Engineering education; Internet telephony; Jitter; Learning systems; Mobile telecommunication systems; Multimedia systems; Random access storage; Real time systems; Students; Video conferencing; Voice/data communication systems; CPU; Delay; IPv6; SSL; V2oIP; Voice over IP; Next generation networks,,,,,,,,,,,"Ismail, M.N., A case study: Server performance measurement for E-learning system in campus environment (2011) Journal Annals. Computer Science Series, IX, pp. 9-30. , Romania, Fascicula I-a; Andrusyszyn, M.A., Soeren, M.V., Laschinger, H.S., Goldenberg, D., Di Censo, A., Evaluation of distance education delivery methods for a primary care nurse practitioner (1999) Program. J. Dist. Edu, , http://cade.athabascau.ca/vol14.1/andrusyszyn_et_al.html, Retrieved from; (1999) The Rights Stuff: Ownership in the Digital Academy, , http://thenode.org/ltreport/ip, Retrieved March 5, 2003 from; Thompson, H., (1999) The Impact of Technology and Distance Education: A Classical Learning Theory Viewpoint, , http://ifets.ieee.org/periodical/vol_3_99/herb_thompson.pdf, Education Technology & Society, Retrieved from; (1997) Models of Distance Education, , http://www.umuc.edu/ide/modlmenu.html, University System of Maryland, Institute for Distance Education Web site; (2003) Distance Education at A Glance, , http://www.uidaho.edu/eo/distglan.html, University of Idaho, Engineering Outreach Web site; Koppelman, H., Vranken, H., Experiences with a synchronous virtual classroom in distance education (2008) ITiCSE '08: Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education, 4 (3), pp. 194-198; Massoth, M., Korn, R., The IP multimedia subsystem with an e-learning management system and integrated video conferencing (2008) Proceeding IiWAS '08 Proceedings of the 10th International Conference on Information Integration and Web-based Applications & Services, pp. 655-658; Roesler, V., Husemann, R., Costa, C.H., A new multimedia synchronous distance learning system: The IVA study case (2009) SAC '09: Proceedings of the 2009 ACM Symposium on Applied Computing, pp. 1765-1770; Sawai, S., Donyaprueth, K., Nicholas, J.D., Paul, H., The study of elearning technology implementation: A preliminary investigation of universities in thailand (2006) Education and Information Technologies, 11 (2), pp. 137-160","Rahman, R.A.; Faculty of Electrical Engineering, Universiti Teknologi MaraMalaysia",,,Institute of Electrical and Electronics Engineers Inc.,"2013 IEEE 5th International Conference on Engineering Education, ICEED 2014",4 December 2013 through 5 December 2013,,114654.0,,9781479923328,,,English,"IEEE Int. Conf. Eng. Educ.: Aligning Eng. Educ. Ind. Needs Nation Dev., ICEED",Conference Paper,Final,,Scopus,2-s2.0-84908658337
"Buskulic D., Maurin G., Taillet R.",56234741900;8914339300;56088771400;,No magic wand for teaching physics,2014,Proceedings of Science,15-18-July-2014,, 226,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85005822637&partnerID=40&md5=2cc3af5870ff98945d847f97b28f5e76,"LAPP, CNRS/IN2P3, Université Savoie Mont Blanc, Annecy-le-Vieux, France; LAPTh, Univ. Savoie Mont Blanc, CNRS, BP 110, Annecy-le-Vieux, F-74941, France","Buskulic, D., LAPP, CNRS/IN2P3, Université Savoie Mont Blanc, Annecy-le-Vieux, France; Maurin, G., LAPP, CNRS/IN2P3, Université Savoie Mont Blanc, Annecy-le-Vieux, France; Taillet, R., LAPTh, Univ. Savoie Mont Blanc, CNRS, BP 110, Annecy-le-Vieux, F-74941, France","Teaching physics is about pedagogy, didactics, but mainly physics. The university physics teacher, being most of the time also a researcher, devotes a large fraction of his time to preparation of courses, exercises, lab work. The pedagogical questions are often felt as the realm of specialists, or too time consuming, leading to the easy option of leaving those questions implicit. Is it possible to improve our teaching without becoming experts in didactics ? At the physics group of the Université de Savoie, we experimented a few techniques and options, with the help of experts in pedagogy. Among others, we will describe the use of the online teaching platform WIMS that allows random exercises, has a large choice of interaction methods and a formal engine; the use of videos of physics courses to be viewed online; experiments in tutorial classes; the use of audience response devices (clickers), in connection to active learning. We are also experimenting some efficiency measuring tools (concept inventories). Finally, we started recently experimenting a flipped classroom. We hope that each and everyone of our colleagues will find a set of tools that suits his/her sensitivity. © Copyright owned by the author(s) under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike Licence.",,Artificial intelligence; Education; Active Learning; Concept inventories; Interaction methods; Measuring tools; Online teaching; Use of video; Teaching,,,,,,,,,,,"Biggs, J.B., Tang, C., (2011) Teaching for Quality Learning at University, , McGraw-Hill and Open University Press, Maidenhead; Mazur, E., (1997) Peer Instruction: A User's Manual Series in Educational Innovation, , Prentice Hall, Upper Saddle River, NJ; Mazur, E., (2014) Peer Instruction: Une Méthode éProuvée D'enseignement Interactif, , Presses polytechniques et universitaires romandes, Lausanne; http://podcast.grenet.fr; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69, pp. 970-977; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30, pp. 141-158. , March; Maloney, D., O'Kuma, T., Hieggelke, C., Heuvelen, A.V., Surveying students conceptual knowledge of electricity and magnetism (2001) Am. J. Phys., 69, p. S12; Ding, L., Chabay, R., Sherwood, B., Beichner, R., Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment (2006) Phys. Rev. ST Phys. Educ. Res., 2, p. 010105; WIMS, , http://wims.univ-savoie.fr/wims/, some, servers :, https://wims.auto.u-psud.fr/wims/, http://wims.unice.fr/wims/; WIMSEDU, , http://wimsedu.info/, The web site of an association of teachers for the development of WIMS",,,,Proceedings of Science (PoS),"14th Annual International Symposium on Frontiers of Fundamental Physics, FFP 2014",15 July 2014 through 18 July 2014,,124995.0,18248039,,,,English,Proc. Sci.,Conference Paper,Final,,Scopus,2-s2.0-85005822637
Hilliard A.,26039244400;,Reflections on the use of a personal response system (PRS) for summative assessment in an undergraduate taught module,2014,CSEDU 2014 - Proceedings of the 6th International Conference on Computer Supported Education,2,,,288,291,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84902334319&partnerID=40&md5=e04dc91ad3c2b3553ec82e710bcf8324,"School of Health and Social Work, University of Hertfordshire, College Lane, Hatfield, United Kingdom","Hilliard, A., School of Health and Social Work, University of Hertfordshire, College Lane, Hatfield, United Kingdom","This paper outlines the author's experience of using a Personal Response System (PRS) for summative assessment in a 3rd year undergraduate taught module, over a 2 year period. The rationale for implementation of this method of assessment was a relatively high failure rate in the previous written examination (37%), and to reduce the marking burden for the teaching team. Key challenges identified with the implementation of the assessment process were reliability of the hardware/software, and student and staff confidence with the PRS and assessment process. Following the introduction of the new assessment method, the assessment failure rate was reduced to 9%. The PRS was seen as a good tool for summative assessment and received very positive student feedback comments. The PRS proved to be reliable, and with support and guidance, both students and staff felt confident with the process.",Assessment Software Tools; Computer-aided Assessment; Technology Enhanced Learning,Failure analysis; Assessment process; Computer-aided assessment; Hardware/software; Personal response systems; Student feedback; Summative assessments; Teaching teams; Technology enhanced learning; Students,,,,,,,,,,,"Chen, T., Lan, Y., Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry (2013) Australasian Journal of Educational Technology, 29 (1), pp. 32-40; Jefferson, W., Spiegel, D., Implementation of a university standard for personal response systems (2009) Association for the Advancement of Computing in Education Journal, 17 (1), pp. 1-9; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Lorimer, J., Hilliard, A., Net gen or not gen? Student and staff evaluations of the use of podcasts/audio files and an electronic voting system (evs) in a blended learning module (2007) Conference Proceedings: 6th European Conference on E-Learning, pp. 407-414; Roe, H.M., Robinson, D.P., The use of personal response systems (PRS) in multiple-choice assessment: Benefits and pitfalls over traditional, paper-based approaches (2010) Planet, (23), pp. 54-62","Hilliard, A.; School of Health and Social Work, University of Hertfordshire, College Lane, Hatfield, United Kingdom; email: a.p.hilliard@herts.ac.uk",,"Control and Communication (INSTICC);Institute for Systems and Technologies of Information,",SciTePress,"6th International Conference on Computer Supported Education, CSEDU 2014",1 April 2014 through 3 April 2014,Barcelona,105596.0,,9789897580215,,,English,CSEDU - Proc. Int. Conf. Comput. Supported Educ.,Conference Paper,Final,,Scopus,2-s2.0-84902334319
"Bennett S., Barker T., Lilley M.",57198384580;7103052182;8883316100;,An EVS clicker based hybrid assessment to engage students with marking criteria,2014,"11th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2014",,,,143,149,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925091570&partnerID=40&md5=3033b5966700f31773f23981a805e37a,"University of Hertfordshire, United Kingdom","Bennett, S., University of Hertfordshire, United Kingdom; Barker, T., University of Hertfordshire, United Kingdom; Lilley, M., University of Hertfordshire, United Kingdom","Over 4 iterations of a large course (>180 students) in introductory emedia design in a first year computer science course we have seen a year on year improvement. We believe this is down to the use of evs clickers for feed-forward assessment: that is to say a method of getting the whole class to evaluate previous cohorts' submissions in public and discussing them, bringing to light the various properties they posess and how this maps to the marking rubric. This impacts on the students practices as they attempt their assignment. Over time, the practice has become more refined, principally through a rewritten criteria sheet, better training samples, and finally the development of a hybrid in-class assessment: the swarmative assessment combining both formative and summative practices and relying on its visibly social nature for its transformative power. This involves (a) evaluating previous submissions (in a non-graded way) - allowing for the free exercise of discriminative judgment not measured against any ""authoritative"" standard, but also (b) answering a set of objective questions about the work being assessed (what techniques were used to realize various effects). It ensures full cohort coverage together with engagement with the marking criteria. © 2014 IADIS.",EVS; Feed-forward; Peer asessment,Curricula; Computer Science course; EVS; Feed forward; First year; Marking criteria; Peer asessment; Training sample; Students,,,,,,,,,,,"O'Donovan, B., Price, M., Rust, C., Know what I mean? Enhancing student understanding of assessment standards and criteria (2004) Teaching in Higher Education, 9 (3), pp. 325-335; Hendry, G.D., Bromberger, N., Armstrong, S., Constructive guidance and feedback for learning: The usefulness of exemplars, marking sheets and different types of feedback in a first year law subject (2011) Assessment & Evaluation in Higher Education 36, 1, pp. 1-11; Wimshurst, K., Manning, M., Feed-forward assessment, exemplars and peer marking: Evidence of efficacy (2013) Assessment & Evaluation in Higher Education, 38 (4), pp. 451-465; Sadler, D.R., Specifying and promulgating achievement standards (1987) Oxford Review of Education, 13 (2), pp. 191-209; Keith, T., Peer assessment between students in colleges and universities (1998) Review of Educational Research, 68 (3), pp. 249-276; Falchikov, N., Goldfinch. Judy, Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks (2000) Review of Educational Research, 70 (3), pp. 287-322; Van Zundert, M., Dominique, S., Van Jeroen, M., Effective peer assessment processes: Research findings and future directions (2010) Learning and Instruction, 20 (4), pp. 270-279; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) AAHE Bulletin, 3, p. 7; Wenger, E., (1998) Communities of Practice: Learning, Meaning, and Identity, , Cambridge university press",,,,IADIS,"11th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2014",25 October 2014 through 27 October 2014,,111006.0,,9789898533234,,,English,"Int. Conf. Cogn. Explor. Learn. Digit. Age, CELDA",Conference Paper,Final,,Scopus,2-s2.0-84925091570
"Smalls D.A., Matusovich H.M., McCord R.",56300985400;24492167900;55616815400;,Wanna take a survey? Exploring tools to increase undergraduate student response rates to real-time experience surveys,2014,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905165388&partnerID=40&md5=9512c01ea73a2423ed01d8136294c70d,"Engineering Education Department, Virginia Tech, United States; Virginia Tech, United States","Smalls, D.A., Engineering Education Department, Virginia Tech, United States; Matusovich, H.M., Engineering Education Department, Virginia Tech, United States; McCord, R., Virginia Tech, United States","Our study explores the student perspective on approaches to real-time data collection surveys intended to be completed during classes. Real-time data collection means in the moment, while learning is happening. In focus group sessions with undergraduate students, we used semistructured questions to gather information about a series of proposed survey tools including social media (e.g., Facebook and Twitter), standard survey software (e.g., SurveyMonkey), and classroom technologies (e.g., such as clickers or tablet computers and interactive software). Focus groups were recorded, transcribed verbatim and coded to identify patterns in preferences and underlying reasons for these preferences with regard to structuring the survey to increase the likelihood of completion of the survey by participants. The primary outcome of this study was that students suggested pen/pencil and paper as a top choice over electronic methods, even though this approach was not among our suggested options. They preferred pen/pencil and paper because the format offers space for free expression and ease of access. They also suggested the impetus to take the survey is greater with pen/pencil and paper. We believe our study makes an important contribution to educational research methods literature by offering research-based design considerations for increasing response rates in real-time data collection. © American Society for Engineering Education, 2014.",,Data acquisition; Engineering education; Social networking (online); Students; Classroom technology; Design considerations; Educational research; Interactive software; Semi-structured; Student perspectives; Tablet computer; Undergraduate students; Surveys,,,,,,,,,,,"Peltz, J., (2012) For Some Consumers, Surveys Breed Feedback Fatigue, , http://www.mercurynews.com/rss/ci_19696221, January 4, 2013; Hektner, J.M., Schmidt, J.A., Csikszentmihalyi, M., (2006) Experience Sampling Method: Measuring the Quality of Everyday Life, , eds., Sage Publications, Inc.: Thousand Oaks, CA; Pintrich, P.R., (1991) A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ), , Ann Arbor, Mich. [Washington, DC]: University of Michigan; U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center; Weinstein, C.E., Palmer, D.R., (2002) User's Manual for Those Administering the Learning and Study Strategies Inventory, , H&H Publishing Company, Inc; Fowler, F.J., (2013) Survey Research Methods, 1. , Sage; Sheehan, K.B., E-mail survey response rates: A review (2001) Journal of Computer-Mediated Communicatiwon, 6 (2); Hopkins, K.D., Gullickson, A.R., Response rates in survey research: A meta-analysis of the effects of monetary gratuities (1992) The Journal of Experimental Education, 61 (1), pp. 52-62; Scollon, C.N., Kim-Prieto, C., Diener, E., Experience, Sampling: Promises and pitfalls, strengths and weaknesses (2009) Assessing Well-Being, pp. 157-180. , E. Diener, Editor., Springer Netherlands; Csikszentmihalyi, M., Abuhamdeh, S., Nakamura, J., (2005) Flow in Handbook of Competence and Motivation, , A.J.D.C.S. Elliot, Editor., Guilford Press: New York; Schunk, D.H., Pintrich, P.R., Meece, J.L., (2008) Motivation in Education: Theory, Research, and Applications, , 3 ed., Upper Saddle River, NJ: Pearson; Csikszentmihalyi, M., (1990) Flow: The Psychology of Optimal Experience, pp. 43-93. , Harper Perennial: New York; Coller, B., Shernoff, D., (2010) An Initial Analysis of Student Engagement While Learning Engineering via Video Game, , Louisville, KY, United states: American Society for Engineering Education; Froehlich, J., (2007) Increasing the Breadth: Applying Sensors, Inference and Self-report in Field Studies with the MyExperience Tool, , San Juan, Puerto rico: Association for Computing Machinery; Stone, A., Shiffman, S., Capturing momentary, self-report data: A proposal for reporting guidelines (2002) Annals of Behavioral Medicine, 24 (3), pp. 236-243; Patton, M.Q., (2002) Qualitative Research & Evaluation Methods, , 3rd ed., Thousand Oaks: SAGE Publications; Tophat, (2014) Tophat Monacle Cellphone Example; Miles, M.B., Huberman, A.M., (1994) Qualitative Data Analysis : An Expanded Sourcebook, , 2nd ed., Thousand Oaks, CA: Sage",,,Dassault Systemes (DS);et al.;Kaplan;National Instruments;NCEES;Quanser,American Society for Engineering Education,121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education,15 June 2014 through 18 June 2014,"Indianapolis, IN",106581.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84905165388
"McLoone S., O'Keeffe S., Villing R., Brennan C.",8378880700;56912010400;8450195000;7102931414;,Evaluation of a smartphone-based student response system for providing high quality real-time responses in a distributed classroom,2014,IET Conference Publications,2014,CP639,,210,215,,1.0,10.1049/cp.2014.0687,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946047847&doi=10.1049%2fcp.2014.0687&partnerID=40&md5=be8d376a12622d1fa2e208b4e3377a47,"Callan Institute, Department of Electronic Engineering, NUI, Maynooth, Co. Kildare, Ireland; School of Electronic Engineering, DCU, Dublin, Ireland","McLoone, S., Callan Institute, Department of Electronic Engineering, NUI, Maynooth, Co. Kildare, Ireland; O'Keeffe, S., Callan Institute, Department of Electronic Engineering, NUI, Maynooth, Co. Kildare, Ireland; Villing, R., Callan Institute, Department of Electronic Engineering, NUI, Maynooth, Co. Kildare, Ireland; Brennan, C., School of Electronic Engineering, DCU, Dublin, Ireland","Student response systems (SRSs) have increased in popularity over the past decade, with their use in the classroom steadily increasing. They offer several important pedagogical benefits including improved student learning, increased student interaction, improved student attendance, better student satisfaction and the creation of an enjoyable learning atmosphere. Most notably, they provide a mechanism for anonymous submission, thus allowing students to respond without the fear of being identified. While several different types of such systems exist, most of them have several drawbacks associated with them. These include (i) limited input capabilities, as the SRSs typically only offer a multiple-choice option and/or a numerical and textual based submission, (ii) practical issues in terms of portability, as the lecturer is typically responsible for having to carry a large number of devices to the classroom, and (iii) lack of suitability for distributed classrooms, as most SRSs employ short range infra-red communication that restricts their use to the physical classroom. In this paper, we propose the use of a smart phone based student response system that overcomes these issues. This new system builds upon existing work by the authors, whereby a tablet-based system was developed for in-class use. This paper has two key aspects - the first relates to modifications to the existing tablet-based solution and the second is the evaluation of the new system in a distributed classroom setting. Details of the modifications and the results of the evaluation are both presented within.",Smart devices; Smart phones; Student response systems; Technology in the classroom,Interactive computer systems; Quality control; Smartphones; Teaching; Telephone sets; Classroom settings; Real time response; Smart devices; Student attendances; Student interactions; Student satisfaction; Student-response system; Technology in the classroom; Students,,,,,,,,,,,"Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) Journal of Continuing Education in the Health Professions, 23, pp. 109-115; Roschelle, J., Penuel, W.R., Abrahamson, A.L., Classroom response and communications systems; research review and theory (2004) Annual Meeting of the American Educational Research Association, pp. 1-8. , San Diego, CA; Reay, N.W., Bao, L., Pengfei, L., Warnakulasooriya, R., Baugh, G., Towards an effective use of voting machines in physics lectures (2005) American Journal of Physics, 73, pp. 554-558; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) The American Society for Cell Biology, 6, pp. 1-20; Bunstein, R.A., Lederman, L.M., Comparison of different commercial wireless keypad systems (2003) The Physics Teacher, 41, pp. 272-275; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6, pp. 9-20; Moredich, C., Moore, E., Engaging student through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116; Auras, R., Bix, L., Wake up! The effectiveness of a student response system in large packaging classes (2007) Packaging Technology and Science, 20 (3), pp. 183-195; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nursing Edu. Perspectives, 27 (5), pp. 278-280; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G.L., Empowering or compelling reluctant participators using audience response systems Sage Publications, 8 (3), pp. 233-258; McLoone, S.C., O'Keeffe, S., Villing, R., Design, implementation and evaluation of a tablet-based student response system for an engineering classroom (2013) Proc. IET Irish Signals and Systems Conference, , LYIT Letterkenny, June 20-21",,,,Institution of Engineering and Technology,"25th IET Irish Signals and Systems Conference, ISSC 2014 and China-Ireland International Conference on Information and Communications Technologies, CIICT 2014",26 June 2014 through 27 June 2014,,115950.0,,,,,English,IET Conf Publ,Conference Paper,Final,,Scopus,2-s2.0-84946047847
[No author name available],[No author id available],"6th International Conference on Computer Supported Education, CSEDU 2014",2014,Communications in Computer and Information Science,510,,,1,388,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84950105356&partnerID=40&md5=b09be7f3392a73abae4ca22921ab4902,,,"The proceedings contain 29 papers. The special focus in this conference is on Information Technologies Supporting Learning, Learning/Teaching Methodologies and Assessment. The topics include: Removing the barriers to adoption of social OER environments; vygotsky based sequencing without domain information; the temporal change of attentional levels under different music environments; an evaluation methodology for concept maps mined from lecture notes; an exercise assistant for practical networking and IT security courses in higher education; toward an adaptive gamification system for learning environments; comparing multiple-choice and constructed response questions applied to engineering courses; design guidelines for technology-enhanced learning via mobile devices in a tertiary education context in south Africa; innovating academic knowledge communication with social classroom response systems; question and solution generation, validation and user evaluation; an analysis of courses evaluation through clustering; competence assessment framework for project management learners and practitioners; learning about the semantic web in an information systems oriented curriculum; extending the database curriculum; mathematical machines and integrated stem; structuring collaboration scripts; technological imagination for accessible design; designing, implementing and sustaining a technology-rich stem classroom using participatory design practices; fostering information literacy in german psychology students and recommendations for mobile virtual campus design based on student feedback.",,,,,,,,,,,,,,,Uhomoibhi J.Restivo M.T.Zvacek S.Helfert M.,"Institute for Systems and Technologies of Information, Control and Communication, INSTICC",Springer Verlag,"6th International Conference on Computer Supported Education, CSEDU 2014",1 April 2014 through 3 April 2014,,154579.0,18650929,9783319257679,,,English,Commun. Comput. Info. Sci.,Conference Review,Final,,Scopus,2-s2.0-84950105356
"Coopey E., Benjamin Shapiro R., Danahy E.",55270491100;55551608600;9038628400;,Collaborative spatial classification,2014,ACM International Conference Proceeding Series,,,,138,142,,3.0,10.1145/2567574.2567611,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898813311&doi=10.1145%2f2567574.2567611&partnerID=40&md5=72997a377c9f0d41efd9c2216c5f1b14,"Tufts University, United States","Coopey, E., Tufts University, United States; Benjamin Shapiro, R., Tufts University, United States; Danahy, E., Tufts University, United States","Interactive technologies have become an important part of teaching and learning. However, the data that these systems generate is increasingly unstructured, complex, and therefore difficult of which to make sense of. Current computationally driven methods (e.g., latent semantic analysis or learning based image classifiers) for classifying student contributions don't include the ability to function on multi- modal artifacts (e.g., sketches, videos, or annotated images) that new technologies enable. We have developed and implemented a classification algorithm based on learners' interactions with the artifacts they create. This new form of semi-automated concept classification, coined Collaborative Spatial Classification, leverages the spatial arrangement of artifacts to provide a visualization that generates summary level data about about idea distribution. This approach has two benefits. First, students learn to identify and articulate patterns and connections among classmates ideas. Second, the teacher receives a high-level view of the distribution of ideas, enabling them to decide how to shift their instructional practices in real-time. Copyright © 2014 by the Association for Computing Machinery, Inc.",Audience response system; Clustering; Interaction techniques; Minimum spanning tree,Semantics; Audience response systems; Classification algorithm; Clustering; Instructional practices; Interaction techniques; Latent Semantic Analysis; Minimum spanning trees; Spatial classification; Data visualization,,,,,,,,,,,"Meyer, Y.B., Meyer, J., Flascher, O.M., Prospect theory analysis of guessing in multiple choice tests (2002) Journal of Behavioral Decision Making, 15 (4), pp. 313-327; Boiman, O., Shechtman, E., Irani, M., In defense of nearest-neighbor based image classification (2008) Computer Vision and Pattern Recognition, 2008. CVPR 2008. IEEE Conference on, pp. 1-18; Bosch, A., Zisserman, A., Munoz, X., Representing shape with a spatial pyramid kernel (2007) Proceedings of the 6th ACM International Conference on Image and Video Retrieval, pp. 401-408; Coopey, E., Danahy, E., Schneider, L., Inter LACE: Interactive learning and collaboration environment (2013) Proceedings of the 2013 Conference on Computer Supported Cooperative Work Companion, CSCW '13, pp. 11-14. , New York, NY, USA, ACM; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Duval, E., Attention please!: Learning analytics for visualization and recommendation (2011) Proceedings of the 1st International Conference on Learning Analytics and Knowledge, LAK '11, pp. 9-17. , New York, NY, USA, ACM; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., (2007) AIP Conference Proceedings, 951 (1), pp. 128-131. , Nov; Knowlton, D.S., A theoretical framework for the online classroom: A defense and delineation of a student-centered pedagogy (2000) New Directions for Teaching and Learning, 2000 (84), pp. 5-14; Landauer, T.K., Foltz, P.W., Laham, D., An introduction to latent semantic analysis (1998) Discourse Processes, 25 (2-3), pp. 259-284; (2013) Next Generation Science Standards: for States, by States, , NGSS. The National Academies Press; Rand, W.M., Objective criteria for the evaluation of clustering methods (1971) Journal of the American Statistical Association, 66 (336), pp. 846-850. , Dec; Scardamalia, M., Bereiter, C., Knowledge building: Theory, pedagogy, and technology (2006) The Cambridge Handbook of the Learning Sciences, pp. 97-115; Sha, L., Teplovs, C., Van Aalst, J., A visualization of group cognition: Semantic network analysis of a cscl community (2010) Proceedings of the 9th International Conference of the Learning Sciences ICLS '10, 1, pp. 929-936. , International Society of the Learning Sciences; Sherin, M., Jacobs, V., Philipp, R., (2010) Mathematics Teacher Noticing: Seeing through Teachers' Eyes, , Taylor & Francis US; Ventouras, E., Triantis, D., Tsiakas, P., Stergiopoulos, C., Comparison of oral examination and electronic examination using paired multiple-choice questions (2011) Computers & Education, 56 (3), pp. 616-624. , Apr; Zahn, C., Graph-theoretical methods for detecting and describing gestalt clusters (1971) IEEE Transactions on Computers, C-20 (1), pp. 68-86",,,John N. Gardner Inst. for Excellence in Undergraduate Education;Purdue University;The Society for Learning Analytics Research (SoLAR);University of Wisconsin-Madison,Association for Computing Machinery,"4th International Conference on Learning Analytics and Knowledge, LAK 2014",24 March 2014 through 28 March 2014,"Indianapolis, IN",104558.0,,1595930361; 9781595930361,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-84898813311
Garrison T.J.,36720170000;,"Student performance enhancements via an active, integrated engineering physics course",2014,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905172549&partnerID=40&md5=7f0ba50dcc4fc7f4a3ece335e2215000,"York College, PA, United States","Garrison, T.J., York College, PA, United States","Incrementally, over the past five years, an engineering physics (mechanics) course has been completely restructured by combining the previously separate lecture, laboratory, and recitation components into a single, integrated learning environment. Moreover, many active learning components have been incorporated into the class. These include interactive laboratories, peer instruction, and use of electronic clickers. These changes have been made in phases over several years and each change was assessed using the Force Concept Inventory (FCI) assessment test, given on the first and last days of class. Results from the Force Concept Inventory test show that the overall gain in performance has tripled as a result of the combined effects of these changes. Additionally, course grades show that the overall pass rate for the course has increased by over ten percentage points. This paper describes the restructuring of the course to integrate the lecture, lab, and recitation components. It also covers how the traditional laboratories have been replaced with interactive laboratories and includes methodologies and best practices. The paper addresses the peer instruction method (also known as think-pair-share) including formation of concept questions and best practices. Five years worth of pre- And post-class assessment data are presented and show that significant performance gains were achieved as each of the elements (blended lecture and lab, interactive laboratories, and peer instruction) were incorporated. Lastly, the paper describes the current initiative to remove the remaining lecture component from the course, making the class completely active. This will be accomplished through the creation of videos covering the day's technical content that students must watch prior to class. © American Society for Engineering Education, 2014.",,Artificial intelligence; Engineering education; Students; Concept questions; Engineering physics; Force concept inventory; Integrated engineering; Integrated learning; Interactive laboratories; Student performance; Technical content; Laboratories,,,,,,,,,,,"Halloun, I.A., Hestenes, D., The initial knowledge state of college physics students (1985) Am. J. Phys., 53, pp. 1055-1056; Halloun, I.A., Hestenes, D., Common-sense concepts about motion (1985) Am.J. Phys., 53, pp. 1056-1065; Tobias, S., (1992) Revitalizing Undergraduate Science; Why Some Things Work and Most Don't, , Tucson, AZ: Research Corporation; Tobias, S., (1990) They're Not Dumb, They're Different: Stalking the Second Tier, , Tucson, AZ: Research Corporation; Laws, P., Calculus-based physics without lectures (1991) Phys. Today, 44 (12), pp. 24-31; Laws, P., (2004) Workshop Physics, , J. Wiley; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall; Sokoloff, D., Thornton, R., (2004) Interactive Lecture Demonstrations, , J. Wiley; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Phys. Teach., 30, pp. 141-158; Redish, E., (2003) Teaching Physics with the Physics Suite, , J. Wiley; Knight, R., (2004) Five Easy Lessons: Strategies for Successful Physics Teaching, , Addison Wesley; Wankat, P., (2002) The, Effective Efficient Professor: Teaching, Scholarship, and Service, , Allyn and Bacon, Boston, MA; Garrison, T., (2014) Exploratory Physics: An Active Approach to Learning Physics, 2014 Version, , currently self- published; Hake, R., A six thousand student study of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66 (1), pp. 64-74","Garrison, T.J.; York College, PA, United States",,Dassault Systemes (DS);et al.;Kaplan;National Instruments;NCEES;Quanser,American Society for Engineering Education,121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education,15 June 2014 through 18 June 2014,"Indianapolis, IN",106581.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84905172549
"Price J.K., Light D., Pierson E.",7404020685;14060630000;55924697300;,Classroom assessment: A key component to support education transformation,2014,Lecture Notes in Educational Technology,,9783662439265,,31,46,,,10.1007/978-3-662-43927-2_3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85031714777&doi=10.1007%2f978-3-662-43927-2_3&partnerID=40&md5=58c7bfb55c8567723403db2c8b11899a,"Intel Corporation, 1600 Rio Rancho Blvd. S.E., Rio Rancho, NM  87124, United States; Education Development Center, 96 Morton Street, 7th Floor, New York, NY  10014, United States","Price, J.K., Intel Corporation, 1600 Rio Rancho Blvd. S.E., Rio Rancho, NM  87124, United States; Light, D., Education Development Center, 96 Morton Street, 7th Floor, New York, NY  10014, United States; Pierson, E., Education Development Center, 96 Morton Street, 7th Floor, New York, NY  10014, United States","Through global assessment reform initiatives like the Assessment and Teaching of twenty-first century Skills (ATC21S) and the Collaborative Assessment Alliance, Intel® has been working alongside governments and policy-makers to create new national standards and national assessments. But understanding how classroom assessment can support education transformation is also the result of research on how Intel’s professional development (PD) programs help teachers use assessment for learning as part of a twenty-first century learning environment. In this paper, we highlight the research on six assessment strategies that should be part of a twenty-first century learning environment and encourage ministries to consider how these strategies may play a role in their own reform efforts: (1) Rubrics, (2) Performance-based assessments (PBAs), (3) Portfolios, (4) Student self-assessment, (5) Peer-assessment, and (6) Student response systems (SRS). © Springer-Verlag Berlin Heidelberg 2014.",Assessment; Classroom; Reform,,,,,,"Intel Corporation

Inter-American Development Bank

International Business Machines Corporation","Elizabeth Pierson A Research Associate at EDC’s Center for Children and Technology, has worked both internationally and in US on a variety of projects related to education technology and development. These projects, funded by Cisco, IBM, Intel, and the Inter-American Development Bank, have focused on understanding the role of technology in supporting twenty-first century school and system reform. Her other area of expertise focuses on evaluating the effectiveness of educational technology interventions, such as 1 to 1 laptop programs, K-12 blended learning classes, and online teacher professional development. Prior to joining EDC, she worked at a school principal leadership development academy in New York City, directed youth-led community development projects in Panama and Costa Rica, coached high-school field hockey, and taught science and English to elementary students at a bilingual school in Quito, Ecuador. Elizabeth holds an M.A. in International Education Development from Columbia University’s Teachers College and a B.A. in Environmental Studies from Vassar College.",,,,,"Anderson, J.O., Bachor, D.G., A Canadian perspective on Portfolio use in student assessment (1998) Assessment in Education: Principles, Policy and Practice, 5, pp. 353-379; Andrade, H., Valtcheva, A., Promoting learning and achievement through self-assessment (2009) Theory into Practice, 48, pp. 12-19; Andrade, H.L., Ying, D., Xiaolei, W., Putting Rubrics to the test: The effect of a model, criteria generation, and Rubric-referenced self-assessment on elementary school students’ writing (2008) Educational Measurement: Issues and Practice, 27, pp. 3-13; (2002) Assessment for Learning: 10 Principals, , London: British Educational Research Association (BERA); (2013), http://atc21s.org/; Barootchi, N., Keshavarz, M.H., Assessment of achievement through portfolios and teacher-made tests (2002) Educational Researcher, 44, pp. 279-288; Beatty, I.D., Gerace, W.J., Technology-enhanced formative assessment: A research-based Pedagogy for teaching science with classroom response technology (2009) Journal of Science Education and Technology, 18, pp. 146-162; Black, P., William, D., Inside the black box: Raising standards through classroom assessment (1998) Phi Delta Kappan, 80, pp. 1-13; Bransford, J., National Research Council (U.S.). Comittee on Developments in The Science of Learning & National Research Council (U.S.). Committee on Learning Research And Educational Practice (2000) How People Learn: Brain, Mind, Experience, and School., , Washington, D.C.: National Academy Press; Braun, H., Kanjee, A., Bettinger, E., Kremer, M., (2006) Improving Education through Assessment, Innovation, and Evaluation, , Cambridge: American Academy of Arts and Sciences; Bruff, D., Clickers: A classroom innovation (2007) National Education Association Advocate, 25, pp. 5-8; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE—Life Sciences Education, 6, pp. 9-20; Chang, C.-C., Portfolio assessment system for various student motivation levels (2009) Journal of Educational Computing Research, 41, pp. 391-405; Chisholm, L., The Quality of primary education in South Africa; Background paper for the Education for all global monitoring report 2005: The quality imperative; 2004 (2004) Education for All Global Monitoring Report 2005, , Paris: UNESCO; Cho, M., Portfolio development in a secondary teaching credential art programme (1999) Journal of Art and Design Education, 18 (2), pp. 207-212; (2013), http://www.caa21.org/, Retrieved December 4, 2013, from; Darling-Hammond, L., Pecheone, R., Reframing Accountability: Using Performance Assessments to Focus Learning on Higher-Order Skills (2009) Meaningful Measurement: The Role of Assessments in Improving High School Education in The Twenty-First Century, , L. M. PINKUS (Ed.), Washington, DC: Alliance for Excellent Education; Dikli, S., Assessment at a distance: Traditional vs. Alternative assessments (2003) The Turkish Online Journal of Educational Technology, 2, pp. 13-19; Dochy, F., Segers, M., Sluijsmans, D., The use of self-, peer and co-assessment in higher education: A review (1999) Studies in Higher Education, 24, p. 331; (2004) Education for All: The Quality Imperative; EFA Global Monitoring Report, 2005, , Paris: UNESCO; Fok, P.-K., Kennedy, K., Chan, K.-S.J., Yu, W.-M.F., Integrating assessment of learning and assessment for learning in Hong Kong public examinations: Rationales and realities of introducing school-based assessment (2006) 32Nd Annual Conference of the International Association for Education Assessment, , Singapore; Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 77, pp. 81-112; Heritage, M., (2010) Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity? Formative Assessment for Students and Teachers, , Washington, DC: Council of Chief State School Officers; Hume, A., Coll, R.K., Assessment of learning, for learning, and as learning: New Zealand case studies (2009) Assessment in Education: Principles, Policy and Practice, 16, pp. 269-290; Jacobs, H.H., Upgrading the Curriculum: 21st Century Assessment Types and Skills (2010) Curriculum 21: Essential Education for a Changing World, , H. H. Jacobs (Ed.), ASCD: Alexandria, VA; Kellaghan, T., Greaney, V., (2003) Monitoring Performance: Assessment and Examinations in Africa, , Mauritius: Association for the Development of Education in Africa (ADEA) Biennial Meeting; (2005) REDAL (Redes Escolares De America Latina): Una Investigation De Las Mejores Practicas, , Montevideo: IDRC-Canada; Light, D., Rockman, C., (2008) The Emerging Paradigm of Teaching and Learning in Discovery Schools, Evaluation of the Jordan Education Initiative, , Washington, D.C.: Education Development Center; Light, D., Mc Millan Culp, K., Menon, R., Shulman, S., (2006) Preparing Teachers for the 21St Century Classroom: Current Findings from Evaluations of the Intel Teach to the Future Essentials Course, , New York: EDC/Center for Children and Technology; Light, D., Strother, S., Polin, D., (2009) Emerging Changes in Ict-Rich Learning Environments: The Intel® Teach Essentials Course and Changing Teacher Practice in India, Turkey, and Chile., , http://download.intel.com/education/EvidenceOfImpact/Role_of_ICT.pdf, New York: Center for Children and Technology Education Development Center, Inc. Retrieved from; Mc Millan, J.H., Hearn, J., Student self-assessment: The key to stronger student motivation and higher achievement (2008) Educational Horizons, 87, pp. 40-49; Nenty, H.J., Adedoyin, O.O., Odili, J.N., Major, T.E., Primary teacher’s perceptions of classroom assessment practices as means of providing quality primary/basic education by Botswana and Nigeria (2007) Educational Research and Reviews, 2, pp. 074-081; Nunes, A., Portfolios in the EFL classroom: Disclosing an informed practice (2004) English Language Teachers Journal, 58, pp. 327-335; (2005) Formative Assessment: Improving Learning in Secondary Classrooms, , Paris: OECD; Otiato Ojiambo, P.C., Quality of education as a tool for development: A case study of Kenya’s educational reforms (2008) The African Symposium: An on Line Journal of African Educational Research Network, 8, pp. 102-108; Palm, T., Performance assessment and authentic assessment: A conceptual analysis of the literature (2008) Practical Assessment, Research & Evaluation, , http://pareonline.net/getvn.asp?v=13&n=4, [Online], 13. Retrieved from; Popham, J.W., What’s wrong-and what’s right-with Rubrics (1997) Educational Leadership, 55 (2), pp. 72-75; Popham, W.J., (2008) Transformative Assessment, Association for Supervision and Curriculum Development, , http://www.ascd.org, 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-9332723; Tel: 703-578-9600; Fax: 703-575-5400; Price, J., Light, D., Michalchik, V., (2011) Ten Years of Evaluation within Intel Education Initiatives, , https://www-ssl.intel.com/content/www/us/en/education/evaluations/ten-years-of-evaluation-within-intel-education-initiatives.html, Retrieved December 5, 2013, from; Prieto, M., Contreras, G., Las concepciones que orientan las practicas evaluativas de los profesores: Un problema a develar (2008) Estudiospedagugicos (Valdivia), 34, pp. 245-262; Reeves, S., Stanford, B., (2009) Rubrics for the Classroom: Assessments for Students and Teachers, pp. 24-27. , Fall: The Delta Kappa Gamma Bulletin; Rochelle, J., Penuel, W.R., Abrahamson, L., (2004) Classroom Response and Communication Systems: Research Review and Theory, , Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA; Ross, J.A., The reliability, validity, and utility of self-assessment (2006) Practical Assessment, Research & Evaluation, , http://pareonline.net/pdf/v11n10.pdf, Retrieved January 11, from; Sadler, D.R., Formative assessment and the design of instructional systems (1989) Instructional Science, 18, pp. 119-144; Saldanha, J.L., Talim, S.L., Avaliafao da Aprendizagem na Escola Plural: O que Ocorre na Pratica? (2007) Revista Electronica Iberoamericana Sobre Calidad, Eficacia Y Cambio En Education, 52, pp. 84-99; Shepard, L.A., Flexer, R.J., Hiebert, E.H., Mario, S.F., Mayfield, V., Weston, T.J., Effects of introducing classroom performance assessments on student learning (1995) Boulder: National Center for Research on Evaluation, , Standards and Student Testing, University of Colorado at Boulder; Sluijsmans, D., Brand-Gruwel, S., Van Merrienboer, J., Martens, R., Training teachers in peer-assessment skills: Effects on performance and perceptions (2004) Innovations in Education and Teaching International, 41, pp. 59-78; Stein, B., Haynes, A., Engaging faculty in the assessment and improvement of students’ critical thinking using the critical thinking assessment test (2011) Change: The Magazine of Higher Learning, 43 (2), pp. 44-49; Sweet, D., Student Portfolios: Classroom uses (1993) O. O. E. R. A. I, , (OERI) (Ed.). Washington, D.C.: Office of Educational Research and Improvement (OERI); Taylor, M.J., Mc Cormack, C., Effective verbal feedback for project-based assessment: A case study of the graphic design critique (2007) Enhancing Teaching and Learning through Assessment: Deriving an Appropriate Model, pp. 52-61. , S. Frankland (Ed.); Topping, K., Peer assessment between students in colleges and universities (1998) Review of Educational Research, 68, pp. 249-276; Topping, K.J., Trends in peer learning (2005) Educational Psychology, 25, pp. 631-645; Topping, K.J., Peer assessment (2009) Theory into Practice, 48, pp. 20-27; Topping, K.J., Methodological quandaries in studying process and outcomes in peer assessment (2010) Learning and Instruction, 20, pp. 339-343; Tsuneyoshi, R., The new Japanese educational reforms and the achievement “crisis” Debate (2004) Educational Policy, 18, pp. 364-394; Valdes Veloz, H., Trevino, E., Castro, M., Costilla, R., Acevedo, C.G., (2009) Reporte Tecnico Del Segundo Estudio Regional Comparativo Y Explicativo (SERCE): Los Aprendizajes De Los Estudiantes De America Latina Y El Caribe, , (Eds.), Santiago: Oficina Regional de Education de la UNESCO para America Latina y el Caribe; Vandeyar, S., Killen, R., Educators’ conceptions and practice of classroom assessment in post-apartheid South Africa (2007) South African Journal of Education, 27, pp. 472-482; Wiggins, G.P., Mc Tighe, J., (2005) Understanding by Design, , Alexandria: Association for Supervision and Curriculum Development; Wiliam, D., Keeping learning on track: Classroom assessment and the regulation of learning (2007) Making Mathematics Vital: Proceedings of the Twentieth Biennial Conference of the Australian Association of Mathematics Teachers; Wood, G.H., Darling-Hammond, L., Neill, M., Roschewski, P., (2007) Refocusing Accountability: Using Local Performance Assessments to Enhance Teaching and Learning for Higher Order Skills. Washington, , D.C.: Forum for Education and Democracy; Wren, D.G., (2009) Performance Assessment: A Key Component of Balanced Assessment System. Research Brief, , Virginia Beach: Virginia Beach City Public Schools, Department of Research, Evaluation, and Assessment; Zamora Hernandez, M., Moreno Olivos, T., Para muestra un boton: La evaluation en las aulas de secundaria (2009) Revista Del Centro De Investigation Universidad La Salle, 8, pp. 99-100","Price, J.K.; Intel Corporation, 1600 Rio Rancho Blvd. S.E., United States; email: Jon.k.price@intel.com",,,Springer International Publishing,,,,,21964963,,,,English,Lect. Notes Educ. Technol.,Book Chapter,Final,,Scopus,2-s2.0-85031714777
"Jotwani P., Srivastav V., Tripathi M., Deo R.C., Baby B., Damodaran N., Singh R., Suri A., Bettag M., Roy T.S., Busert C., Mehlitz M., Lalwani S., Garg K., Paul K., Prasad S., Banerjee S., Kalra P., Kumar S., Sharma B.S., Mahapatra A.K.",56372392500;56372591200;51864890400;54911813100;56372268800;56372381000;7407266914;35466515500;6602136007;7202953212;6507879199;56372176000;7003448881;37037334200;14825636700;34880783600;35562797100;7103054422;55500561500;48663071800;7102332391;,Free-access open-source e-learning in comprehensive neurosurgery skills training,2014,Neurology India,62,4,,352,361,,12.0,10.4103/0028-3886.141208,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84907451203&doi=10.4103%2f0028-3886.141208&partnerID=40&md5=e063fdbbd7b20b9ab0ed260100519cc9,"Department of Neurosurgery, All India Institute of Medical Sciences, New Delhi, 110 029, India; Neurosurgery Education and Training School, India; Department of Biomedical Engineering, India; Department of Neurosurgery, Barmherzige Bruder Hospital, Trier, Germany; Department of Anatomy, India; Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, India; Department of Computer Science and Engineering, Indian Institute of Technology Delhi, New Delhi, India","Jotwani, P., Department of Neurosurgery, All India Institute of Medical Sciences, New Delhi, 110 029, India, Neurosurgery Education and Training School, India; Srivastav, V., Department of Neurosurgery, All India Institute of Medical Sciences, New Delhi, 110 029, India, Neurosurgery Education and Training School, India; Tripathi, M., Department of Neurosurgery, All India Institute of Medical Sciences, New Delhi, 110 029, India; Deo, R.C., Department of Neurosurgery, All India Institute of Medical Sciences, New Delhi, 110 029, India; Baby, B., Department of Neurosurgery, All India Institute of Medical Sciences, New Delhi, 110 029, India, Neurosurgery Education and Training School, India; Damodaran, N., Department of Neurosurgery, All India Institute of Medical Sciences, New Delhi, 110 029, India; Singh, R., Department of Biomedical Engineering, India; Suri, A., Department of Neurosurgery, All India Institute of Medical Sciences, New Delhi, 110 029, India; Bettag, M., Department of Neurosurgery, Barmherzige Bruder Hospital, Trier, Germany; Roy, T.S., Department of Anatomy, India; Busert, C., Department of Neurosurgery, Barmherzige Bruder Hospital, Trier, Germany; Mehlitz, M., Department of Neurosurgery, Barmherzige Bruder Hospital, Trier, Germany; Lalwani, S., Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, India; Garg, K., Department of Neurosurgery, All India Institute of Medical Sciences, New Delhi, 110 029, India; Paul, K., Department of Computer Science and Engineering, Indian Institute of Technology Delhi, New Delhi, India; Prasad, S., Department of Computer Science and Engineering, Indian Institute of Technology Delhi, New Delhi, India; Banerjee, S., Department of Computer Science and Engineering, Indian Institute of Technology Delhi, New Delhi, India; Kalra, P., Department of Computer Science and Engineering, Indian Institute of Technology Delhi, New Delhi, India; Kumar, S., Department of Computer Science and Engineering, Indian Institute of Technology Delhi, New Delhi, India; Sharma, B.S., Department of Neurosurgery, All India Institute of Medical Sciences, New Delhi, 110 029, India; Mahapatra, A.K., Department of Neurosurgery, All India Institute of Medical Sciences, New Delhi, 110 029, India","Background: Since the end of last century, technology has taken a front seat in dispersion of medical education. Advancements of technology in neurosurgery and traditional training methods are now being challenged by legal and ethical concerns of patient safety, resident work-hour restriction and cost of operating-room time. To supplement the existing neurosurgery education pattern, various e-learning platforms are introduced as structured, interactive learning system.Materials and Methods: This study focuses on the concept, formulation, development and impact of web based learning platforms dedicated to neurosurgery discipline to disseminate education, supplement surgical knowledge and improve skills of neurosurgeons. ′Neurosurgery Education and Training School (NETS), e-learning platform′ has integration of web-based technologies like ′Content Management System′ for organizing the education material and ′Learning Management System′ for updating neurosurgeons. NETS discussion forum networks neurosurgeons, neuroscientists and neuro-technologists across the globe facilitating collaborative translational research.Results: Multi-authored neurosurgical e-learning material supplements the deficiencies of regular time-bound education. Interactive open-source, global, free-access e-learning platform of NETS has around 1) 425 visitors/month from 73 countries; ratio of new visitors to returning visitors 42.3; 57.7 (2); 64,380 views from 190 subscribers for surgical videos, 3-D animation, graphics based training modules (3); average 402 views per post.Conclusion: The e-Learning platforms provide updated educational content that make them ""quick, surf, find and extract"" resources. e-Learning tools like web-based education, social interactive platform and question-answer forum will save unnecessary expenditure of time and travel of neurosurgeons seeking knowledge. The need for free access platforms is more pronounced for the neurosurgeons and patients in developing nations.",E-Learning; education; internet; neurosurgery; open-source; skills training,access to information; computer; computer graphics; content management system; curriculum development; e learning; education program; human; information dissemination; Internet; learning environment; learning management system; learning style; medical information system; mobile phone; neurosurgeon; neurosurgery; professional knowledge; Review; school; skill; social interaction; social network; surgical training; tele education; telehealth; three dimensional imaging; translational research; videorecording; education; neurosurgery; Humans; Internet; Neurosurgery; Neurosurgical Procedures,,,,,"Indian Council of Medical Research, ICMR

Ministry of Science and Technology, MOST",,,,,,"Carbonaro, M., King, S., Taylor, E., Satzinger, F., Snart, F., Drummond, J., Integration of e-learning technologies in an interprofessional health science course (2008) Med Teach, 30, pp. 25-33; Mumcu, G., Köksal, L., Man, N., Çatar, O., Continuing medical education and e-learning for health professionals (2011) J Marmara Ins Heal Sci, 1, pp. 74-78; Wong, G., Greenhalgh, T., Pawson, R., Internet-based medical education: A realist review of what works, for whom and in what circumstances (2010) BMC Med Educ, 10, p. 12; Park, N., Kim, H., Kim, K., Park, H., Chun, J., Hwang, Y., An e-learning Activity Control Model for SCORM (2008) Proc. at Fourth International Conference on Semantics, Knowledge and Grid, pp. 322-329. , http://www.computer.org/csdl/proceedings/skg/2008/3401/00/3401a322-abs.html, Beijing. [Last cited on 2013 Dec 10]; Suri, A., Bettag, M., Tripathi, M., Deo, R.C., Roy, T.S., Lalwani, S., Simulation in neurosurgery in India-NETS (2014) CNS Congr Q, 3, pp. 23-26; Suri, A., Tripathi, M., Baby, B., Banerji, S., Beyond the Lenses: Development of hands-on and virtual neuroendoscopy skills training (2013) Clinical Neuroendoscopy Current Status-by Neuroendoscopy Study Group of India, 1, pp. 139-149. , Deopujari CE, Venkataramanaa NK, Suri A, editors. 1st ed. New Delhi: Thieme Publishers; Kubben, P.L., Twitter for neurosurgeons (2011) Surg Neurol Int, 2, p. 28; Ruiz, J.G., Mintzer, M.J., Leipzig, R.M., The impact of e-learning in medical education (2006) Acad Med, 81, pp. 207-212; Walker, R., Dieter, M., Panko, W., Valenta, A., What it will take to create new Internet initiatives in health care (2003) J Med Syst, 27, pp. 95-103; Ruiz, J.G., Candler, C., Teasdale, T.A., Peer reviewing e-learning: Opportunities, challenges, and solutions (2007) Acad Med, 82, pp. 503-507; Ward, J.P., Gordon, J., Field, M.J., Lehmann, H.P., Communication and information technology in medical education (2001) Lancet, 357, pp. 792-796; Alur, P., Fatima, K., Joseph, R., Medical teaching websites: Do they reflect the learning paradigm (2002) Med Teach, 24, pp. 422-424; Nagunwa, T., Edda, L., Developing e-learning technologies to implement competency based medical education, experiences from Muhimbili University of Health and Allied Sciences (2012) Int J Educ Dev Inf Commun Technol, 8, pp. 7-21; Finley, J.P., Beland, M.J., Boutin, C., Duncan, W.J., Dyck, J.D., Hosking, M.C., A national network for the tele-education of Canadian residents in pediatric cardiology (2001) Cardiol Young, 11, pp. 526-531; Smith, S.R., Is there a virtual medical school on the horizon (2003) Med Health R i, 86, pp. 272-275; Harden, R.M., Hart, I.R., An international virtual medical school (IVIMEDS): The future for medical education (2002) Med Teach, 24, pp. 261-267; Franklin, S., Peat, M., Managing change: The use of mixed delivery modes to increase learning opportunities (2001) Aust J Edu Tech, 17, pp. 37-49; Kubben, P.L., Online conferencing: Less CO (2), more effective (2012) Surg Neurol Int, 3, p. 115; Lionel, P.R., Alan, R.D., Paradox of richness: A cognitive model of media choice (2005) IEEE Trans Prof Commu, 48, pp. 10-21; Ned, K., Media richness or media naturalness-The evolution of our biological communication apparatus and its influence on our behavior toward e-communication tools (2005) IEEE Trans Prof Commun, 48, pp. 117-130; Pareras, L.G., Martin-Rodriguez, J.G., Neurosurgery and the Internet: A critical analysis and a review of available resources (1996) Neurosurgery, 39, pp. 216-232; Blankstein, U., Dakurah, T., Bagan, M., Hodaie, M., Structured online neurosurgical education as a novel method of education delivery in the developing world (2011) World Neurosurg, 76, pp. 224-230; Prince, N.J., Cass, H.D., Klaber, R.E., Accessing e-learning and e-resources (2010) Med Educ, 44, pp. 436-437","Suri, A.; Department of Neurosurgery, All India Institute of Medical SciencesIndia",,,Medknow Publications,,,,,00283886,,NURYA,25237938.0,English,Neurol. India,Review,Final,,Scopus,2-s2.0-84907451203
"Yamamoto T., Okunuki M., Hwang W.-Y., Kobayashi K.",55358159500;55893331200;55703771100;56532791500;,An interactive tool to increase the value of learning,2014,"Work-In-Progress Poster - Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014",,,,43,46,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84923914242&partnerID=40&md5=1da31520750558907f18598e8d750fd2,"Center for Teaching and Learning, Kansai University A, Japan; Graduate Institute of Network Learning Technology, National Central University, Taiwan; Researcher, Taisho University, Japan","Yamamoto, T., Center for Teaching and Learning, Kansai University A, Japan; Okunuki, M., Center for Teaching and Learning, Kansai University A, Japan; Hwang, W.-Y., Graduate Institute of Network Learning Technology, National Central University, Taiwan; Kobayashi, K., Researcher, Taisho University, Japan","In this paper, it is extended that the value of interaction in education is fortified in a large-size classroom as well as in an international graduate classroom, in terms of the instant poll, understanding monitor, and the text message system, so as to initiate dialogs in learning in and outside classroom. It is our goal here that the interactive tool such as Clica can trigger the initiation for collaborative and deeper learning by learners. This paper is a report of an active learning project in progress for the interactivity in such challenged learning environments.",Clicker; ICT tool; Interactivity; PBL; Poll; TBL; Text message; Understanding monitor; Value in Learning,Artificial intelligence; Surveys; Text messaging; Clicker; ICT-tools; Interactivity; PBL; Poll; TBL; Value in Learning; Computer aided instruction,,,,,,,,,,,"Anderson, J.E., Clickers in the large classroom: Current research and best-Practice Tips (2007) CBE Life Sciences Education, 6. , http://www.lifescied.org/, Spring 2007; Martyn, M., (2007) Clickers in the Classroom: An Active Learning Approach EDUCAUSE Quarterly, 2. , http://net.educause.edu/ir/library/pdf/EQM0729.pdf, Further research will determine whether clickers complement or surpass other active learning approaches in improving learning outcomes; Yamamoto, T., Make a wish upon ict (2013) Japan Universities for Computer Education Journal, 2013","Yamamoto, T.; Center for Teaching and Learning, Kansai University AJapan",Mohd Ayub A.F.Kashihara A.Matsui T.Liu C.-C.Ogata H.Kong S.C.,,Asia-Pacific Society for Computers in Education,"22nd International Conference on Computers in Education, ICCE 2014",30 November 2014 through 4 December 2014,,110501.0,,9784990801441,,,English,"Proc. Int. Conf. Comput. Educ., ICCE",Conference Paper,Final,,Scopus,2-s2.0-84923914242
"Rodríguez V.G., Berriel I.S., García J.L.R., De Antonio L.M.M., Quintana C.R.",55877391600;6503845752;25930899700;56405652100;56405275200;,M-learning project and M-EANor: Two teaching projects from the Degree in Computer Science and Engineering,2014,"Proceedings of XI Tecnologias Aplicadas a la Ensenanza de la Electronica (Technologies Applied to Electronics Teaching), TAEE 2014",,, 6900170,,,,,10.1109/TAEE.2014.6900170,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908636668&doi=10.1109%2fTAEE.2014.6900170&partnerID=40&md5=ab2b7bb24e05bb43d253d74b93a27c43,"Computer Engineering Department, University of la Laguna, La Laguna, Spain; Didactics and Educational Research Department, University of la Laguna, La Laguna, Spain","Rodríguez, V.G., Computer Engineering Department, University of la Laguna, La Laguna, Spain; Berriel, I.S., Computer Engineering Department, University of la Laguna, La Laguna, Spain; García, J.L.R., Computer Engineering Department, University of la Laguna, La Laguna, Spain; De Antonio, L.M.M., Computer Engineering Department, University of la Laguna, La Laguna, Spain; Quintana, C.R., Didactics and Educational Research Department, University of la Laguna, La Laguna, Spain","In the context of the so-called knowledge society, learning-oriented information and communication technologies (ICT) are increasingly becoming an essential element of the teaching-learning process. The University of La Laguna (ULL) is currently carrying out several m-learning experiences aimed at fostering exploratory, interactive learning in classroom settings. This paper lays out the inner workings and results of the M-Learning Project and M-EANor 1 teaching initiatives, two apps designed to increase student motivation, engagement and feedback. The use of mobile devices provides a creative, flexible methodology with no time/space restrictions, which helps to overcome learning difficulties. © 2014 IEEE.",clicker; database; gamification; M-Learning; satisfaction survey,Database systems; Engineering education; Learning systems; Mobile devices; Teaching; clicker; Computer science and engineerings; Gamification; Information and Communication Technologies; Interactive learning; Learning difficulties; M-Learning; Teaching-learning process; E-learning,,,,,,,,,,,"Martín, F., Santos, A., M-Learning Encuestas. Introducción a las tecnologías móviles en las aulas (2011) Project-oriented Study under the Supervision of Drs. José Luis Roda García and Isabel Sánchez Berriel from the Technical School in Computer Science, , La Laguna: Universidad de La Laguna; Delgado, C., M-EANOR Aplicación para la resolución de ejercicios de normalización de bases de datos en dispositivos móviles Android (2012) Undergraduate Thesis under the Supervision of Drs. Virginia Gutiérrez Rodríguez and Isabel Sánchez Berriel from the Degree in Computer Science, , La Laguna: Universidad de La Laguna; Corlett, D., Sharples, M., Bull, S., Chan, T., Evaluation of a mobile learning organiser for university students (2005) Journal of Computer Assisted Learning, ISSN: 1365-2729, 21 (3), pp. 162-170; Isea, S., MOBILE learning, análisis prospectivo de las potencialidades asociadas al mobile learning (2009) PLAN AVANZA, , Coop Ministerio de Industria, Turismo y Comercio; Deterding, S., Dixon, D., Khaled, R., Nacke, L.E., Gamification: Toward a definition (2011) CHI 2011 Workshop Gamification: Using Game Design Elements in Non-Game Contexts, , Vancouver (Canada); Zapata, S., Lund, M., Herrera, M., Recabarren, M., Elaboración de un cuestionario fiable para medir la satisfacción de alumnos en cursos universitarios de Ingeniería del Software (2002) Proceedings of the Seventh International Conference on Engineering and Technology Education (Intertech 2002), , Santos, Brasil; Marrero, I., Los clickers en el aula de matemáticas (2011) Números. Revista de Didáctica de Las Matemáticas, ISSN: 1887-1984, 76, pp. 157-166; Llamas-Nistal, M., Caeiro-Rodríguez, M., González-Tato, J., Webbased audience response system using the educational platform calles bea (2012) SIIE2012 International Symposium on Computers in Education, , Andorra; Gutiérrez, V., Sánchez, I., Moreno, L., Corujo, R., Aplicación web de enseñanza-aprendizaje en el diseño de bases de datos (2009) Congreso Internacional Sobre Uso y Buenas Prácticas Con TIC la Web 2.0, , Málaga: Universidad de Málaga; (2014) ReNo UCLM-EIS Bases de Datos. Universidad de Castilla-La Mancha, , http://alarcos-esi.uclm.es/doc/bda/software.htm#Reno, (accessed March); Mitrovic, A., NORMIT: A web-enabled tutor for database normalization (2002) International Conference on Computers in Education (ICCE'02), p. 1276. , New Zealand; (1998) ISO/IEC, 9241-11 Ergonomic Requirements for Office Work with Visual Display Terminals (VDT)s-Part 11 Guidance on Usability., , ISO/IEC 9241-11: 1998 (E); Krug, S., (2006) Don't Make Me Think! A Common Sense Approach to Web Usability, , Berkeley: Pearson Education, , ISBN 0-321-34475-8","Rodríguez, V.G.; Computer Engineering Department, University of la LagunaSpain",,BizkaiLab;Eusko Jaurlaritza - Gobierno Vasco,Institute of Electrical and Electronics Engineers Inc.,"11th Technologies Applied to Electronics Teaching, TAEE 2014",11 June 2014 through 13 June 2014,,114618.0,,9781479960026,,,English,"Proc. Tecnol. Apl. Ensen. Electr. (Technol. Appl. Electr. Teach.), TAEE",Conference Paper,Final,,Scopus,2-s2.0-84908636668
"Benedict L.A., Ford J.R.",8956928200;56660676100;,Flipping crazy: The large lecture flipped classroom model at the University of Southern Maine,2014,ACS Symposium Series,1180,,,59,70,,,10.1021/bk-2014-1180.ch005,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84927518121&doi=10.1021%2fbk-2014-1180.ch005&partnerID=40&md5=ed77b2c06050d36f2acb28270dd4eb84,"Chemistry, University of Southern Maine, PO Box 9300, Portland, ME  04103, United States","Benedict, L.A., Chemistry, University of Southern Maine, PO Box 9300, Portland, ME  04103, United States; Ford, J.R., Chemistry, University of Southern Maine, PO Box 9300, Portland, ME  04103, United States","While the flipped classroom model has really taken off in high school and smaller undergraduate classrooms, it has been slow to develop into a model that can be utilized in a large lecture classroom. Starting in the fall of 2012 we decided to ""flip"" the general chemistry classroom at the University of Southern Maine (USM). By creating YouTube videos and assigning online pre-class quizzes, we were able to move much of the content delivery outside the classroom. A classroom response system allowed us to quickly gauge the level of student understanding of the assigned material, and to focus on problem areas. Online homework, a Google+ community, and a new course web space provided additional student support. During the first year, we found we were able to have students work in groups, complete more practice problems, build problem-solving skills, and have more in-depth class discussions. While these changes made appreciable improvements on student engagement and learning, we realized many students were still unsuccessful in the class due to underdeveloped math and study skills. In the second year of the flipped classroom, we added a recitation session with undergraduate teaching assistants, focusing this extra hour on math, study, and problem solving skills. These course changes had a major impact on student success and retention in the general chemistry course at the University of Southern Maine. Our D, F, W rates significantly dropped while the number of students passing the course significantly increased. Student responses to an end of semester survey found that many of the students found the course structure extremely beneficial to their learning and helped to alleviate many of the pressures (anxiety, and under-developed math and study skills) of the course. © 2014 American Chemical Society.",,Education; Problem solving; Social networking (online); Teaching; Classroom response systems; General chemistry; General chemistry course; On-line homeworks; Problem solving skills; Student engagement; Student supports; Undergraduate teaching assistants; Students,,,,,,,,,,,"Berrett, D., How 'Flipping' the classroom can improve the tradition lecture The Chronicle of Higher Education, , http://chronicle.com/article/How-Fhpping-the-Classroom/130857/, [online] (Accessed February 19, 2012); Christiansen, M.A., Inverted teaching: Applying a new pedagogy to a university organic chemistry class J. Chem. Educ.; Schultz, D., Duffield, S., Rasmussen, S.C., Wageman, J., Effects of the flipped classroom model on student performance for advanced placement high school chemistry (2014) J. Chem. Educ., 91, pp. 1334-1339; Benedict, L.A., Champlin, D.T., Exploring transmedia: The rip-mix-learn classroom (2013) J. Chem. Educ., 90, pp. 1172-1176; Benedict, L.A., Pence, H.E., Teaching chemistry using student-created videos and photo blogs accessed with smartphones and two-dimensional barcodes (2012) J. Chem. Educ., 89, pp. 492-496; Farrell, J.J., Moog, R.S., Spencer, J.N., A guided inquiry general chemistry course (1999) J. Chem. Educ., 76, pp. 570-574; https://sites.google.com/site/quickpltl/, (Accessed September 22, 2014); Ford, J.R., Kuech, R.K., McCormick, K.K., USM Robert Noyce Teacher Scholarship Program, , NSF-DUE Robert Noyce Scholarship Program #0833291, start date 9/01/2008",,,,American Chemical Society,,,,,00976156,9780841230125,ACSMC,,English,ACS Symp. Ser.,Conference Paper,Final,,Scopus,2-s2.0-84927518121
"McAleavy G., Parr G.",7801433159;7103326639;,Technologies to extend out-reach,2014,Open and Distance Learning: Case Studies from Education Industry and Commerce,,,,158,170,,2.0,10.4324/9781315042237-24,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84993704271&doi=10.4324%2f9781315042237-24&partnerID=40&md5=4bfea5d9d1f71449dec0004c228bb3b3,"Further Education Training and Research Unit at the University of Ulster, Shore Road, Newtownabbey, BT37 OQB, United Kingdom; Telecommunications and Distributed Systems Group at the University of Ulster, Coleraine, United Kingdom","McAleavy, G., Further Education Training and Research Unit at the University of Ulster, Shore Road, Newtownabbey, BT37 OQB, United Kingdom; Parr, G., Telecommunications and Distributed Systems Group at the University of Ulster, Coleraine, United Kingdom","The ACTOR project (Application of ISDN Technologies to Extend Out-Reach) is designed to make use of advanced telecommunications systems and services to address the challenges of extended access to the university's courses, to assist with the transfer of technology to business in Northern Ireland and to improve the competitiveness of local economies by the further development of higher education and vocational training. The project is therefore targeted at client groups such as women in rural areas, post-16 trainers, teachers converting to technology teaching, staff currently in employment in the computer software industry and other training providers. The project employs a PC Videophone (VC8000), which comprises a small video camera that sits on top of a monitor, a video graphics card, a telephone handset and connection unit. Software that runs on Windows can then be used across this extended classroom or office environment. © Stephen C. Brown, 1997, 1999. All rights reserved.",,,,,,,,,,,,,"McAleavy, G., Parr, G., Telecommunications: Routes for the information superhighway (1995) Border Crossings: Developing Ireland's Island Economy, pp. 186-193. , M D'Arcy, and T Dickson, Gill & Macmillan, Dublin; (1995) Reforming the Education System in Northern Ireland, , NIEC, Belfast; Roper, S., Hoffman, H., (1993) Training Skills and Company Competitiveness: A Comparison of Matched Plants in Northern Ireland and Germany, , NIEC, Belfast","McAleavy, G.; Further Education Training and Research Unit at the University of Ulster, Shore Road, United Kingdom; email: gj.mcaleavy@ulst.ac.uk",,,Taylor and Francis,,,,,,9781135374228; 9780749429348,,,English,Open and Distance Learning: Case Stud. From Education Industry and Commerce,Book Chapter,Final,,Scopus,2-s2.0-84993704271
Zingaro D.,36024592100;,Peer Instruction contributes to self-efficacy in CS1,2014,SIGCSE 2014 - Proceedings of the 45th ACM Technical Symposium on Computer Science Education,,,,373,378,,33.0,10.1145/2538862.2538878,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899723142&doi=10.1145%2f2538862.2538878&partnerID=40&md5=1064de96a0f0a4f1d5a31247e07f0043,"OISE, University of Toronto, Toronto, ON, Canada","Zingaro, D., OISE, University of Toronto, Toronto, ON, Canada","Recent work in computing suggests that Peer Instruction (PI) is a valuable interactive learning pedagogy: it lowers fail rates, increases retention, and is enjoyed by students and instructors alike. While these findings are promising, they are somewhat incidental if our goal is to understand whether PI is ""better"" than lecture in terms of student outcomes. Only one recent study in computing has made such a comparison, finding that PI students outperform traditionally-taught students on a CS0 final exam. That work was conducted in a CS0, where the same instructor taught both courses, and where the only outcome measure was final exam grade. Here, I offer a study that complements their work in two ways. First, I argue for and measure self-efficacy as a valued outcome, in addition to that of final exam grade. Second, I offer an inter-instructor CS1 study, whose biases differ from those of intra-instructor studies. I find evidence that PI significantly increases self-efficacy and suggestively increases exam scores compared to a traditional lecture-based CS1 class. I note validity concerns of such an in-situ study and offer a synthesis of this work with the extant PI literature.",Classroom response; Clickers; CS1; Out-comes; Peer instruction,Teaching; Classroom response; Clickers; CS1; Out-comes; Peer instruction; Students,,,,,,,,,,,"Bandura, A., Self-Ecacy: Toward a unifying theory of behavioral change (1977) Psychological Review, 84 (2). , 191-215; Bennedsen, J., Caspersen, M.E., An investigation of potential success factors for an introductory model-Driven programming course (2005) Proceedings of the Rst International Workshop on Computing Education Research, pp. 155-163. , ACM; Bennedsen, J., Caspersen, M.E., Failure rates in introductory programming (2007) SIGCSE Bulletin, 39, pp. 32-36; Byrne, P., Lyons, G., Thee Ect of student attributes on success in programming (2001) SIGCSE Bulletin, 33, pp. 49-52; Chi, M.T.H., Active-Constructive-Interactive: A conceptual framework for di erentiating learning activities (2009) Topics in Cognitive Science, 1 (1), pp. 73-105; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students One-On-One, all at once (2007) American Association of Physics Teachers, College Park, , E. F. Redish and P. J. Cooney, editors, Research-Based Reform of University Physics., MD, USA; Dehnadi, S., Bornat, R., Adams, R., Meta-Analysis of the eect of consistency on success in early learning of programming (2009) 21st Annual Workshop of the Psychology of Programming Interest Group; Evans, G.E., Simkin, M.G., What best predicts computer prociency? (1989) Communications of the ACM, 32, pp. 1322-1327; Fisher, A., Margolis, J., Miller, F., Undergraduate women in computer science: Experience, motivation and culture (1997) SIGCSE Bulletin, 29, pp. 106-110; Hagan, D., Markham, S., Does it help to have some programming experience before beginning a computing degree program? (2000) SIGCSE Bulletin, 32, pp. 25-28; Holden, E., Weeden, E., The impact of prior experience in an information technology programming course sequence (2003) Proceedings of the 4th Conference on Information Technology Curriculum, pp. 41-46. , ACM; Hudak, M.A., Anderson, D.E., Formal operations and learning style predict success in statistics and computer science courses (1990) Teaching of Psychology, 17 (4), pp. 231-234; Jenkins, T., The Motivation of students of programming (2001) SIGCSE Bulletin, 33 (3), pp. 53-56; Margolis, J., Fisher, A., (2002) Unlocking the Clubhouse: Women in Computing, , The MIT Press, Cambridge, MA, USA; Morrison, M., Newman, T.S., A study of the impact of student background and preparedness on outcomes in CS I (2001) SIGCSE Bulletin, 33 (1), pp. 179-183; Petersen, A., Craig, M., Zingaro, D., Reviewing CS1 exam question content (2011) Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, pp. 631-636. , ACM; Porter, L., Lee, C.B., Simon, B., Cutts, Q., Zingaro, D., Experience report: A multi-Classroom report on the value of peer instruction (2011) Proceedings of the 16th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, pp. 138-142. , ACM; Porter, L., Bailey-Lee, C., Simon, B., Zingaro, D., Peer instruction: Do students really learn from peer discussion in computing? (2011) Proceedings of the Seventh International Workshop on Computing Education Research, , ACM; Porter, L., Lee, C.B., Simon, B., Halving fail rates using peer instruction: A study of four computer science courses (2013) Proceedings of the 44th ACM Technical Symposium on Computer Science Education, pp. 177-182. , ACM; Porter, L., Simon, B., Retaining Nearly one-Third more majors with a trio of instructional best practices in CS1 (2013) Proceedings of the 44th ACM Technical Symposium on Computer Science Education, pp. 165-170. , ACM; Ramalingam, V., Labelle, D., Wiedenbeck, S., Self-Ecacy and mental models in learning to program (2004) SIGCSE Bulletin, 36, pp. 171-175; Ramalingam, V., Wiedenbeck, S., Development and validation of scores on a computer programming self-Ecacy scale and group analyses of novice programmer self-Ecacy (1998) Journal of Educational Computing Research, 19, pp. 365-379; Robins, A., Learning edge momentum: A new account of outcomes (2010) Computer Science Education, 20 (1), pp. 37-71; Simon, B., Esper, S., Porter, L., Cutts, Q., Student experience in a student-Centered peer instruction classroom (2013) Proceedings of the Ninth International Workshop on Computing Education Research, , ACM; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., Experience report: Peer instruction in introductory computing (2010) Proceedings of the 41st SIGCSE Technical Symposium on Computer Science Education, pp. 341-345. , ACM; Simon, B., Parris, J., Spacco, J., How we teach impacts student learning: Peer instruction vs. Lecture in CS0 (2013) Proceedings of the 44th ACM Technical Symposium on Computer Science Education, pp. 41-46. , ACM; Ventura, P., (2003) On the Origins of Programmers: Identifying Predictors of Success for An Objects Rst CS1, , PhD thesis, SUNY at Bualo; Zingaro, D., Bailey-Lee, C., Porter, L., Peer instruction in computing: The role of reading quizzes (2013) Proceedings of the 44th ACM Technical Symposium on Computer Science Education, pp. 47-52. , ACM; Zingaro, D., Petersen, A., Craig, M., Stepping up to integrative questions on CS1 exams (2012) Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, pp. 253-258. , ACM","Zingaro, D.; OISE, University of Toronto, Toronto, ON, Canada; email: daniel.zingaro@utoronto.ca",,ACM Special Interest Group on Computer Science Education (SIGCSE),Association for Computing Machinery,"45th ACM Technical Symposium on Computer Science Education, SIGCSE 2014",5 March 2014 through 8 March 2014,"Atlanta, GA",104898.0,,,,,English,SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84899723142
"Zafar S., Safdar S., Zafar A.N.",16023339500;56432677200;55620646900;,Evaluation of use of e-Learning in undergraduate radiology education: A review,2014,European Journal of Radiology,83,12,,2277,2287,,26.0,10.1016/j.ejrad.2014.08.017,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84913572987&doi=10.1016%2fj.ejrad.2014.08.017&partnerID=40&md5=a0b539081bf8989268903ff411529f59,"Riphah International University, Islamabad, Pakistan; Radiology Department, Senior Registrar Shifa College of Medicine, Assistant Consultant Shifa International Hospital, Islamabad, Pakistan","Zafar, S., Riphah International University, Islamabad, Pakistan; Safdar, S., Riphah International University, Islamabad, Pakistan; Zafar, A.N., Radiology Department, Senior Registrar Shifa College of Medicine, Assistant Consultant Shifa International Hospital, Islamabad, Pakistan","Purpose The aim of this review is to investigate the evaluative outcomes present in the literature according to Kirkpatrick's learning model and to examine the nature and characteristics of the e-Learning interventions in radiology education at undergraduate level.Materials and methods Four databases (PubMed, MEDLINE, Embase, Eric) are searched for publications related to the application of e-Learning in undergraduate radiology education. The search strategy is a combination of e-Learning and Mesh and non Mesh radiology and undergraduate related terms. These search strategies are established in relation to experts of respective domains. The full text of thirty pertinent articles is reviewed. Author's country and study location data is extracted to identify the most active regions and year's are extracted to know the existing trend. Data regarding radiology subfields and undergraduate year of radiology education is extracted along with e-Learning technologies to identify the most prevalent or suitable technologies or tools with respect to radiology contents. Kirkpatricks learning evaluation model is used to categorize the evaluative outcomes reported in the identified studies.Results The results of this analysis reveal emergence of highly interactive games, audience response systems and designing of wide range of customized tools according to learner needs assessment in radiology education at undergraduate level. All these initiatives are leading toward highly interactive self directed learning environments to support the idea of life-long independent learners. Moreover, majority of the studies in literature regarding e-Learning in radiology at undergraduate level are based on participant satisfaction followed by participant results or outcomes either before or after an intervention or both. There was no research particularly demonstrating performance change in clinical practice or patient outcome as they may be difficult to measure in medical education. Thus clinical competences and performances are highly affected by pretentious learning environments. © 2014 Elsevier Ireland Ltd. All rights reserved.",e-Learning; Education; Medical education; Radiology; Undergraduate,"clinical competence; clinical practice; educational technology; evaluation study; human; learning; learning environment; learning style; medical education; medical research; needs assessment; Review; self-directed learning; student satisfaction; study design; undergraduate radiology education; undergraduate student; education; educational model; Internet; medical education; procedures; radiology; teleradiology; Clinical Competence; Education, Medical, Undergraduate; Humans; Internet; Models, Educational; Radiology; Teleradiology",,,,,Chettinad Academy of Research and Education,"This study was fully supported by Riphah International University and was conducted as a collaborative research between Riphah Institute of Systems Engineering, Riphah Academy of Research and Education and a volunteer consultant and senior registrar at Shifa College of Medicine, Islamabad. The study is part of an ongoing research project on integration of e-Learning in Medical Education. No direct funding for the study was allocated. We would also like to acknowledge feedback from an anonymous expert in Medical Education from the United Kingdom for finalizing the research methodology and search keywords. Appendix A . Figs. A1–A6 Appendix B",,,,,"Garrison, D.R., (2011) E-learning in the 21st Century: A Framework for Research and Practice, , Taylor & Francis London; Guliato, D., Boaventura, R.S., Maia, M.A., Rangayyan, R.M., Simedo, M.S., MacEdo, T.A., Indiaman e-learning system for the interpretation of mammograms (2009) J Digit Imaging, 22 (4), pp. 405-420; Nyhsen, C.M., Lawson, C., Higginson, J., Radiology teaching for junior doctors: Their expectations, preferences and suggestions for improvement (2011) Insights Imaging, 2 (3), pp. 261-266; Undergraduate education in radiology. A white paper by the European Society of Radiology (2011) Insights Imaging, 2 (4), p. 363. , E.s. Of Radiology (esr); Oris, E., Verstraete, K., Valcke, M., Results of a survey by the European Society of Radiology (ESR): Undergraduate radiology education in Europe-influences of a modern teaching approach (2012) Insights Imaging, 3 (2), pp. 121-130; Kourdioukova, E.V., Valcke, M., Derese, A., Verstraete, K.L., Analysis of radiology education in undergraduate medical doctors training in Europe (2011) Eur J Radiol, 78 (3), pp. 309-318; Bhargava, P., Dhand, S., Lackey, A.E., Pandey, T., Moshiri, M., Jambhekar, K., Radiology education 2.0 - On the cusp of change: Part 2 eBooks; File sharing and synchronization tools; Websites/teaching files; Reference management tools and note taking applications (2013) Acad Radiol, 20 (3), pp. 373-381; Bhargava, P., Lackey, A.E., Dhand, S., Moshiri, M., Jambhekar, K., Pandey, T., Radiology education 2.0 - On the cusp of change: Part 1. Tablet computers, online curriculums, remote meeting tools and audience response systems (2013) Acad Radiol, 20 (3), pp. 364-372; Pinto, A., Brunese, L., Pinto, F., Acampora, C., Romano, L., E-learning and education in radiology (2011) Eur J Radiol, 78 (3), pp. 368-371; Moher, D., Liberati, A., Tetzlaff, J., Altman, D.G., Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement (2009) Ann Intern Med, 151 (4), pp. 264-269; Scheiner, J.D., Mainiero, M.B., Effectiveness and student perceptions of standardized radiology clerkship lectures: A comparison between resident and attending radiologist performances (2003) Acad Radiol, 10 (1), pp. 87-90; Pusic, M.V., Leblanc, V.R., Miller, S.Z., Linear versus web-style layout of computer tutorials for medical student learning of radiograph interpretation (2007) Acad Radiol, 14 (7), pp. 877-889; Howlett, D., Vincent, T., Watson, G., Owens, E., Webb, R., Gainsborough, N., Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content (2011) Eur J Radiol, 78 (3), pp. 334-341; Sendra-Portero, F., Torales-Chaparro, O.E., Ruiz-Gomez, M.J., Martinez-Morillo, M., A pilot study to evaluate the use of virtual lectures for undergraduate radiology teaching (2013) Eur J Radiol, 82 (5), pp. 888-893; Chou, M.T., McGinnis, P., Tello, R., A web based video tool for MR arthrography (2003) Comput Biol Med, 33 (2), pp. 113-117; Leong, S., Mc Laughlin, P., O'Connor, O.J., O'Flynn, S., Maher, M.M., An assessment of the feasibility and effectiveness of an e-learning module in delivering a curriculum in radiation protection to undergraduate medical students (2012) J Am Coll Radiol, 9 (3), pp. 203-209; Marshall, N.L., Spooner, M., Galvin, P.L., Ti, J.P., McElvaney, N.G., Lee, M.J., Informatics in radiology: Evaluation of an e-learning platform for teaching medical students competency in ordering radiologic examinations (2011) Radiographics, 31 (5), pp. 1463-1474; Van Ooijen, P.M., Broekema, A., Oudkerk, M., Design and implementation of I2Vote-an interactive image-based voting system using windows mobile devices (2011) Int J Med Inf, 80 (8), pp. 562-569; Shanahan, M.C., Information literacy skills of undergraduate medical radiation students (2007) Radiography, 13 (3), pp. 187-196; Silveira, H.L.D., Gomes, M.J., Silveira, H.E.D., Dalla-Bona, R.R., Evaluation of the radiographic cephalometry learning process by a learning virtual object (2009) Am J Orthod Dentofacial Orthop, 136 (1), pp. 134-138; Grunewald, M., Heckemann, R.A., Gebhard, H., Lell, M., Bautz, W.A., Compare radiology: Creating an interactive web-based training program for radiology with multimedia authoring software (2003) Acad Radiol, 10 (5), pp. 543-553; Foran, D.J., Nosher, J.L., Siegel, R., Schmidling, M., Raskova, J., Dynamic quiz bank: A portable tool set for authoring and managing distributed, web-based educational programs in radiology (2003) Acad Radiol, 10 (1), pp. 52-57; Gotthardt, M., Siegert, M.J., Schlieck, A., Schneider, S., Kohnert, A., Gross, M.W., How to successfully implement e-learning for both students and teachers (2006) Acad Radiol, 13 (3), pp. 379-390; Soman, S., Amorosa, J.K., Mueller, L., Hu, J., Zou, L., Masand, A., Evaluation of medical student experience using medical student created studentpacs ash based pacs simulator tutorials for learning radiological topics (2010) Acad Radiol, 17 (6), pp. 799-807; Diessl, S., Verburg, F.A., Hoernlein, A., Schumann, M., Luster, M., Reiners, C., Evaluation of an internet-based e-learning module to introduce nuclear medicine to medical students: A feasibility study (2010) Nucl Med Commun, 31 (12), pp. 1063-1067; Vandeweerd, J.-M.E., Davies, J.C., Pinchbeck, G.L., Cotton, J.C., Teaching veterinary radiography by e-learning versus structured tutorial: A randomized, single-blinded controlled trial (2007) J Vet Med Educ, 34 (2), pp. 160-167; Röhrig, B., Du Prel, J.B., Blettner, M., Study design in medical research: Part 2 of a series on evaluation of scientific publications (2009) Dtsch Arztebl Int, 106 (11), pp. 184-189; Chumley-Jones, H.S., Dobbie, A., Alford, C.L., Web-based learning: Sound educational method or hype? A review of the evaluation literature (2002) Acad Med, 77 (10), pp. 86-S93; Zeiler, C., Mangel, E., Schenk, F., Pfeifer, K.-J., Do computers teach better? A media comparison study for case-based teaching in radiology (2001) Radiographics, 21, pp. 1025-1032; Kavadella, A., Tsiklakis, K., Vougiouklakis, G., Lionarakis, A., Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students (2012) Eur J Dent Educ, 16 (1), pp. 1600-2579; Kourdioukova, E.V., Verstraete, K.L., Valcke, M., The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning (2011) Eur J Radiol, 78 (3), pp. 353-362; Su, T.J., Shaffer, K., Reinventing the apprenticeship: The hot seat in the digital era (2004) Acad Radiol, 11 (11), pp. 1300-1307; Ruiz, J.G., Mintzer, M.J., Leipzig, R.M., The impact of e-learning in medical education (2006) Acad Med, 81 (3), pp. 207-212; Al-Rawi, W.T., Jacobs, R., Hassan, B.A., Sanderink, G., Scarfe, W.C., Evaluation of web-based instruction for anatomical interpretation in maxillofacial cone beam computed tomography (2007) Evaluation, 36 (8), pp. 459-464; Kourdioukova, E.V., Valcke, M., Verstraete, K.L., The perceived long-term impact of the radiological curriculum innovation in the medical doctors training at Ghent University (2011) Eur J Radiol, 78 (3), pp. 326-333; Mahnken, A.H., Baumann, M., Meister, M., Schmitt, V., Fischer, M.R., Blended learning in radiology: Is self-determined learning really more effective? (2011) Eur J Radiol, 78 (3), pp. 384-387; Khalil, M.K., Paas, F., Johnson, T.E., Su, Y.K., Payer, A.F., Effects of instructional strategies using cross sections on the recognition of anatomical structures in correlated CT and MR images (2008) Anat Sci Educ, 1 (2), pp. 75-83; Petty, R.E., Wegener, D.T., Fabrigar, L.R., Attitudes and attitude change (1997) Annu Rev Psychol, 48 (1), pp. 609-647; Ajzen, I., The theory of planned behavior (1991) Organ Behav Hum Decis Process, 50 (2), pp. 179-211; Newble, D., Assessing clinical competence at the undergraduate level (1992) Med Educ, 26 (6), pp. 503-511; Roubidoux, M.A., Breast cancer detective: A computer game to teach breast cancer screening to native American patients (2005) J Cancer Educ, 20 (S1), pp. 87-91; Lieberman, D.A., Management of chronic pediatric diseases with interactive health games: Theory and research findings (2001) J Ambul Care Manage, 24 (1), pp. 26-38; Cohen, H.B., Walker, S.R., Tenenbaum, H.C., Spero, L., Interdisciplinary, web-based, self-study, interactive programs in the dental undergraduate program: A pilot (2003) J Dent Educ, 67 (6), pp. 661-667; Navarro-Sanchis, E.L., Sendra-Portero, F., Informatics in radiology (infoRAD): Album of radiologic signs: A useful tool for training in radiologic semiology (2005) Radiographics, 25 (1), pp. 257-262; Roth, C.J., Weadock, W.J., Dipietro, M.A., A novel application of the MIRC repository in medical education (2005) J Digit Imaging, 18 (2), pp. 85-90; Lewis, P.J., Chen, J.Y., Lin, D.J., McNulty, N.J., Radiology ExamWeb: Development and implementation of a national web-based examination system for medical students in radiology (2013) Acad Radiol, 20 (3), pp. 290-296; Thurley, P., Dennick, R., Problem-based learning and radiology (2008) Clin Radiol, 63 (6), pp. 623-628","Safdar, S.; Riphah International UniversityPakistan",,,Elsevier Ireland Ltd,,,,,0720048X,,EJRAD,25242658.0,English,Eur. J. Radiol.,Review,Final,,Scopus,2-s2.0-84913572987
"White R.M., Brooks B.J., Gilbuena D.M., Koretsky M.",56301358100;36800022700;15750492200;6602313976;,Work-in-progress: Development of an android-based student mobile application for the AIChE concept warehouse,2014,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905157977&partnerID=40&md5=d3a536e7e37a758d4b9c02db04da55a5,"Dept. of Chemical Engineering, Oregon State University, United States; Dept. of Biological, and Environmental Engineering, School of Chemical, Oregon State University, United States","White, R.M., Dept. of Chemical Engineering, Oregon State University, United States; Brooks, B.J., Dept. of Biological, and Environmental Engineering, School of Chemical, Oregon State University, United States; Gilbuena, D.M., Dept. of Biological, and Environmental Engineering, School of Chemical, Oregon State University, United States; Koretsky, M., Dept. of Chemical Engineering, Oregon State University, United States","Incorporating user feedback to continually improve educational innovations is imperative for the adoption and sustained use of those innovations. We report on the development of a usersuggested improvement to the AIChE Concept Warehouse: incorporation of an Android operating system based Student Mobile Application. Our intent is to share what we have learned through our improvement process, such that other innovators can benefit from the lessons learned through our experience. The AIChE Concept Warehouse was developed with the goal of fostering a community of learning within chemical engineering. The Concept Warehouse's cyber-enabled database infrastructure is designed to promote concept-based instruction through the use of concept questions in core curriculum courses like Material/Energy Balances, Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science. Concept questions, both as Concept Inventories and as ConcepTests, are available to help lower the barrier of using conceptbased instruction and assessment. This instruction and these assessments can be used to promote and evaluate student learning in real-time. The instructor can then adjust the pace of lecture in response to student understanding, spending more time on more difficult concepts. This tool also allows for reflective assessments such as the ""muddiest point."" A Student Mobile Application is being developed to make it easier for students to submit answers and written explanations to these assessments using mobile devices. Previously, students could input their answers to conceptual questions using clickers, smartphones, and laptops. However, input via smartphones was cumbersome because it depended on a student's web browser and the full size web page. The improved student interface will facilitate student participation by making it easier for them to submit responses via smartphone. Once the application is developed, we will conduct initial usability testing with students who have been using the previous web-based options for answer submissions. In order to assess the usability, usage statistics from student responses to usability surveys will be collected. Survey responses will be used to identify student likes and dislikes and compare the different available options for answer submission. Results from usage statistics will be used to improve the design of the application. © American Society for Engineering Education, 2014.",,Android (operating system); Curricula; Engineering education; Mobile computing; Mobile devices; Smartphones; Surveys; Thermodynamics; Warehouses; Websites; Android operating systems; Concept inventories; Concept-based instruction; Conceptual questions; Educational innovations; Mobile applications; Student participation; Transport phenomena; Students,,,,,,,,,,,"(2005) Adapting Engineering Education to the New Century, , Educating the engineer of 2020:, The National Academies Press: Washington, DC; Elby, A., Another reason that physics students learn by rote (1999) American Journal of Physics, pp. S52; Felder, R.M., Brent, R., Understanding student differences (2005) Journal of Engineering Education, pp. 57-72; Crouch, C., Watkins, J., Fagen, A., Mazur, E., (2007) Peer Instruction: Engaging Students One-on-One, All at Once, , Research-Based Reform of University Physics; Bakrania, S., Getting students involved in a classroom with an iPhone app (2012) Proceedings of the 2012 ASEE Conference and Exposition, , San Antonio, TX, June; Bakrania, S., A rubric-based grading app for iPads (2013) Proceedings of the 2013 ASE Conference and Exposition, , Atlanta, GA, June; Kowalski, F.V., Kowalski, S.E., Gardner, T.Q., Using mixed mobile computing devices for real-time formative assessment (2013) Proceedings of the 2013 ASEE Conference and Exposition, , Atlanta, GA, June; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, pp. 64-74; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66, pp. 439-441; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, pp. 141-158; Fagen, A., Crouch, C., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, pp. 206-209; Dancy, M., Henderson, C., Pedagogical practices and instructional change of physics faculty (2010) American Journal of Physics, 78, p. 1056; Yorke, M., Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003) Higher Education, 45, pp. 477-501; Kowalski, S.E., Kowalski, F.V., Hoover, E., Using ink survey: A free web-based tool for open-ended questioning to promote active learning and real-time formative assessment of tablet Pc-Equipped engineering students (2007) Proceedings of the 2007 ASEE Conference and Exposition, , Honolulu, HI, June; Koretsky, M.D., Brooks, B.J., Student attitudes in the transition to an active-learning technology (2012) Chemical Engineering Education, 46 (1), pp. 41-49; Brooks, B.J., Gilbuena, D., Falconer, J.L., Silverstein, D.L., Miller, R.L., Koretsky, M.D., Preliminary development of the AIChE concept warehouse (2012) Proceedings of the 2012 ASEE Conference and Exposition, , San Antonio, TX, June",,,Dassault Systemes (DS);et al.;Kaplan;National Instruments;NCEES;Quanser,American Society for Engineering Education,121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education,15 June 2014 through 18 June 2014,"Indianapolis, IN",106581.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84905157977
Hardy L.,56425440800;,Networked handhelds for collaborative sense-making in undergraduate physics,2014,Proceedings of the International ACM SIGGROUP Conference on Supporting Group Work,,,,252,254,,,10.1145/2660398.2660432,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84911862060&doi=10.1145%2f2660398.2660432&partnerID=40&md5=a5198352d81125bbbd00260f50ec0235,"University of California, Davis School of Education, One Shields Ave., Davis, CA  95616, United States","Hardy, L., University of California, Davis School of Education, One Shields Ave., Davis, CA  95616, United States","Classroom networks of handheld devices have the potential to support a new genre of collaborative learning activities, enabling complex small group tasks that encourage and support the simultaneous engagement of all students. At the same time, one-to-one personal computing with intuitive touchscreen interfaces offers engaging simulations and visualization aids to individual learners. However, it is not well understood how to design effective simulations to be used by and to engage groups of students in a collaborative setting. My dissertation work is an exploration of the collaborative physics activity design space opened up by networked handheld devices. Specifically, I study the design of networked simulations with the aim of engaging students in high-level discourse about physics concepts. Copyright © 2014 ACM.",Handhelds; Mechanical waves; Physics education; Simulations; Small group collaboration,Complex networks; Design; Hand held computers; Mechanical waves; Personal computing; Collaborative learning activities; Collaborative settings; Group collaboration; Handhelds; Networked simulation; Physics education; Simulations; Touchscreen interfaces; Students,,,,,"National Science Foundation, NSF: 1252508",,,,,,"Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, p. 64; Cohen, E., Restructuring the classroom: Conditions for productive small groups (1994) Review of Educational Research, 64 (1), pp. 1-35; Barron, B., When smart groups fail (2003) Journal of the Learning Sciences, 12, pp. 307-359; Zurita, G., Nussbaum, M., Computer supported collaborative learning using wirelessly interconnected handheld computers (2004) Computers & Education, 42 (3), pp. 289-314; White, T., Pea, R., Distributed by design: On the promises and pitfalls of collaborative learning with multiple representations (2011) Journal of the Learning Sciences, 20 (3), pp. 489-547; Adams, W.K., Reid, S., LeMaster, R., McKagan, S.B., Perkins, K.K., Dubson, M., Wieman, C.E., A study of educational simulations Part I-engagement and learning (2008) Journal of Interactive Learning Research, 19 (3), pp. 397-419; Potter, W., Webb, D., West, E., Paul, C., Bowen, M., Weiss, B., De Leone, C., Sixteen years of collaborative learning through active sense-making in physics (CLASP) at UC davis (2012) American Journal of Physics, 82, pp. 153-163. , http://dx.doi.org/10.1119/1.4857435, (2014)","Hardy, L.; University of California, Davis School of Education, One Shields Ave., United States",,ACM SIGCHI;Microsoft Research,Association for Computing Machinery,"18th ACM International Conference on Supporting Group Work, GROUP 2014",9 November 2014 through 12 November 2014,,109154.0,,9781450330435,,,English,Proc Int ACM SIGGROUP Conf Support Group Work,Conference Paper,Final,,Scopus,2-s2.0-84911862060
"Ono Y., Ishihara M., Hirokawa S., Yamashiro M.",36634663200;36867488000;7005278047;56529136100;,Real-time feedback systems in a foreign language teaching: A case of presentation course,2014,"Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014",,,,779,784,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84923923881&partnerID=40&md5=79481fdcc72c748c817f1b04702f46b9,"Foreign Language Center, University of Tsukuba, Japan; Department of Electrical and Information Engineering, Oyama National College of Technology, Japan; Research Institute for Information Technology, Kyushu University, Japan; Department of Systems and Information Engineering, Ashikaga Institute of Technology, Japan","Ono, Y., Foreign Language Center, University of Tsukuba, Japan; Ishihara, M., Department of Electrical and Information Engineering, Oyama National College of Technology, Japan; Hirokawa, S., Research Institute for Information Technology, Kyushu University, Japan; Yamashiro, M., Department of Systems and Information Engineering, Ashikaga Institute of Technology, Japan","This paper is concerned with a new type of real-time feedback system in a classroom based on the text data collected from the audience. After reviewing two traditional approaches to real-time feedback; the Clicker Approach and the Forum Approach, it will be suggested that either of them is insufficient as a tool to motivate the learners in a case of presentation course. Instead, we propose two systems on the basis of text-mining technique to compensate for these insuffiencies. The first is a ""Keyword and Frequency"" system and the other is ""Mind-mapping"" system. In this paper, we describe the details of the systems. By being presented the keywords and data on frequency, the presenters can easily understand about the general feedback tendencies. In addition, the mind-map picture gives the presenters the opportunities of promoting a new awareness, various kinds of discoveries, and a deeper reflection about their works. Totally, our system can be incorporated into Learning Management System (LMS), and it has a large potential for further use in a distant learning environment to capture an overall reaction from the audience all over the world.",Keyword and frequency; Mind-mapping; Presentation course; Real-time feedback; Text-mining,Computer aided instruction; Data mining; Distance education; Feedback control; Mapping; Real time systems; Keyword and frequency; Mind-mapping; Presentation course; Real-time feedback; Text mining; Teaching,,,,,"Japan Society for the Promotion of Science, JSPS",,,,,,"Flanagan, B., Yin, C., Inokuchi, Y., Hirokawa, S., Supporting interpersonal communication using mind maps (2013) Information and Systems in Education, 12 (1), pp. 13-18; Hasegawa, S., Yasui, A., Yamagucgu, M., (2013) Educational Use of the Social Networking Service and Social Learning, 13, pp. 51-58. , Research Report of Nagoya Bunri University; Hentea, M., Shea, M.J., Pennington, L., A perspective on fulfilling the expectations of distance education (2003) Proceedings of the 4th Conference on Information Technology Curriculum, pp. 160-167. , Lafayette, Indiana, USA: ACM; Ono, Y., Ishihara, M., Yamashiro, M., Instant text-based feedback systems: The development of a text-based feedback system and its potential use in foreign language teaching (2014) Journal of Information Technology and Application in Education (JITAE), 3 (1), pp. 1-8; Salton, G., McGill, M.J., (1983) Introduction to Modern Information Retrieval, , McGraw-Hill; Schmieder, E., Communication: The tool to interact with and control your online classroom environment (2008) International Journal of Instructional Technology and Distance Learning, 5 (3), pp. 39-50; Yorke, M., Formative assessment and its relevance to retention (2001) Higher Education Research and Development, 20 (2), pp. 115-126",,Ogata H.Lomicka-Anderson L.Chai C.-S.Hampel R.Hayashi Y.Vassileva J.Liu C.-C.Chen W.Hsu J.Lan Y.-J.Mason J.Yamada M.Shyu H.-Y.Weerasinghe A.Wu Y.-T.Zhang L.KinshukMatsubara Y.Miao Y.Ogata H.Kong S.C.Chang M.Jong M.S.Y.Kuo R.Robson R.Wasson B.Kashihara A.Cress U.Jansen M.Oshima J.Yin C.Zhang J.Chinn C.,"et al.;KANSAI-OSAKA 21st Century Association;KDDI Foundation;Support Center for Advanced Telecommunications Technology Research, Foundation;Tateisi Science and Technology Foundation;The Telecommunications Advancement Foundation",Asia-Pacific Society for Computers in Education,"22nd International Conference on Computers in Education, ICCE 2014",30 November 2014 through 4 December 2014,,110495.0,,9784990801410,,,English,"Proc. Int. Conf. Comput. Educ., ICCE",Conference Paper,Final,,Scopus,2-s2.0-84923923881
"Khogali S., Smithies A., Gray A., Manca A., Lafferty N.",6602861981;35146700900;7402170178;56492508400;36666433800;,Team-based learning in a UK medical school: Using mobile- friendly technology to support the in-class individual readiness assurance test,2014,"Proceedings of the European Conference on e-Learning, ECEL",2014-January,,,273,280,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84921683862&partnerID=40&md5=2141c2113fdd0afe15e9b62614f082f2,"University of Dundee School of Medicine, Dundee, United Kingdom","Khogali, S., University of Dundee School of Medicine, Dundee, United Kingdom; Smithies, A., University of Dundee School of Medicine, Dundee, United Kingdom; Gray, A., University of Dundee School of Medicine, Dundee, United Kingdom; Manca, A., University of Dundee School of Medicine, Dundee, United Kingdom; Lafferty, N., University of Dundee School of Medicine, Dundee, United Kingdom","Team-based learning (TBL) provides opportunities for application of knowledge and problem-solving. The TBL strategy incorporates structured individual and teamwork activities and multiple small groups in a single classroom setting. Students are required to prepare individually before attending in-class sessions during which they take an individual readiness assurance test (iRAT) followed by team readiness assurance test (tRAT), based on the same set of questions. The TBL process culminates in student teams engaging in face-to-face problem-solving activities. Traditionally, iRAT responses may be captured by clickers or on paper processed by optical-mark-reader systems, which can be difficult to process for a large class size. This paper describes a case study, in which mobile online assessment technology was successfully applied to support automated capture and processing of iRAT responses during TBL. An open-source online learning platform, Moodle (version 2.6), was accessed by students in a state-of-the art lecture theatre with WiFi provisioning for 900 simultaneous connections, to deliver iRATs for 195 Year 3 medical students. During each TBL module, individual students were presented with a set of iRAT multiple-choice questions in-class and required to respond within ten minutes. Students were asked to use their own devices (mobile or laptop) in-class to enter responses for iRAT questions. More than 95% of students were able to access the platform in-class without problems. With the assessments taking place at the beginning of an in-class session, the results can be compiled and presented to the facilitator whilst the student teams were discussing the questions to complete the tRAT. Individual students were unable to identify which questions they answered incorrectly before the teams completed the tRAT. Facilitators were able to use the information provided from the iRAT platform together with that from the tRAT to inform focused explanation of concepts, before student teams engage in the problemsolving activities of TBL. Moodle (version 2.6) fulfilled our functional requirements for an iRAT assessment platform during in-class TBL sessions, demonstrating usability, accessibility, validity and accuracy.",Formative assessment; Mobile devices; Open source; Team-based learning,E-learning; Education; Mobile devices; Social networking (online); Students; Classroom settings; Formative assessment; Functional requirement; Multiple choice questions; On-line assessment; Open sources; Optical mark reader systems; Team-based learning; Problem solving,,,,,,,,,,,"Baker, E.L., Herman, J.L., A distributed evaluation model (2003) Evaluating educational technology: Effective research designs for improving learning, , In: G. D. Haertel & B. Means (Eds.), New York, NY: Teachers College Press; Baker, E.L., (2005) Improving accountability models by using technology- enabled knowledge systems (TEKS), , CSE Report No. 656). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California, Los Angeles; Gomez, E.A., Wu, D., Passerini, K., Computer-supported team-based learning: The impact of motivation, enjoyment and team contributions on learning outcomes (2010) Computers & Education, (55), pp. 378-390; Hattie, J.A., Brown, G.T.L., Ward, L., Irving, S.E., Keegan, P.J., Formative Evaluation of an Educational Assessment Technology Innovation: Developers' Insights into Assessment Tools for Teaching and Learning (asTTle) (2006) Journal of MultiDisciplinary Evaluation, (5). , http://journals.sfu.ca/jmde/index.php/jmde_1/article/viewFile/50/57, Online, Available at, Accessed: 10 June 2014; Koivunen, M., May, M., Exploring Usability Enhancements in W3C Process (2002), http://www.w3.org/2002/09/usabilityws.html, Position paper for W3C Usability workshop in Washington DC. [Online]. Available at, Accessed: 10 June 2014; Michaelsen, L.K., Knight, A.B., Fink, L.D., Team-Based Learning: A Transformative Use of Small Groups in College Teaching. New York: Greenwood Publishing Group (2002) Moodle Accessibility Statement, , http://docs.moodle.org/27/en/Accessibility, moodle.org Web-based community. [Online]. Available at, Accessed 15 June 2014; Palsolé, S., Awalt, C., Team-Based Learning in Asynchronous Online Settings (2008) Team-Based Learning: Small-Group Learning's Next Big Step, pp. 87-95. , In: L. Michaelsen, M. Sweet, & D.Parmelee (Eds.), San-Francisco, CA: Jossey-Bass; Parmelee, D., Michaelsen, L.K., Twelve tips for doing effective Team-Based Learning (TBL) (2010) Medical Teacher, 32 (2), pp. 118-122; Parmelee, D., Michaelsen, L.K., Cook, S., Hudes, P.D., Team-based learning: A practical guide: AMEE guide no. 65 (2012) Medical Teacher, 34 (5), pp. 275-287; Robinson, D.H., Walker, J.D., Technological Alternatives to Paper-Based Components of Team-Based Learning (2008) New Directions for Teaching and Learning, (116); Team Based Learning, Readiness Assurance Process: Classroom Logistics, , www.teambasedlearning.org, [Online]. Available at, Accessed: 1 April 2014",,Levinsen K.T.Orngreen R.,,Academic Conferences Limited,"13th European Conference on e-Learning, ECEL 2014",30 October 2014 through 31 October 2014,,108962.0,20488637,9781910309674,,,English,"Proc. Eur. Conf. e-Learn., ECEL",Conference Paper,Final,,Scopus,2-s2.0-84921683862
"Ono Y., Hirokawa S., Ishihara M., Yamashiro M.",36634663200;7005278047;36867488000;56529136100;,Real time text-based feedback systems: From frequency-based feedback to mindmap feedback in foreign language teaching,2014,"Conference Proceedings - IEEE International Conference on Systems, Man and Cybernetics",2014-January,January, 6974240,2150,2153,,,10.1109/smc.2014.6974240,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84938056753&doi=10.1109%2fsmc.2014.6974240&partnerID=40&md5=178e198778e62b4fef11a4b44b230f81,"Foreign Language Center, University of Tsukuba, Tsukuba, Japan; Research Institute for Information Technology, Kyushu University, Fukuoka, Japan; Department of Electrical and Information Engineering, Oyama National College of Technology, Oyama, Japan; Department of Systems and Information Engineering, Ashikaga Institute of Technology, Ashikaga, Japan","Ono, Y., Foreign Language Center, University of Tsukuba, Tsukuba, Japan; Hirokawa, S., Research Institute for Information Technology, Kyushu University, Fukuoka, Japan; Ishihara, M., Department of Electrical and Information Engineering, Oyama National College of Technology, Oyama, Japan; Yamashiro, M., Department of Systems and Information Engineering, Ashikaga Institute of Technology, Ashikaga, Japan","This paper is concerned with the implementation of text-based feedback system. Quantitative feedback approach like ""Clicker"" has been common to enhance participants' involvement in the classroom and improve the quality of interactivity. On the other hand, there is a common approach to text-based feedback like the use of social networks and bulletin-boards installed in Learning Management Systems. After reviewing limitations of these two approaches, we would like to propose a real time text-based feedback system with focus on the frequency of keywords used by the audience. This paper further proposes ""Mind Mapping"" feedback approach on the basis of the dictionary used in the system. It is suggested that the implementation of the system in foreign language presentation course in Japan had an effect on awareness and motivation of Japanese learners of English. © 2014 IEEE.",Foreign language teaching; Mind map; Text-based feedback; Text-mining,Computational linguistics; Cybernetics; Data mining; Feedback control; Real time systems; Feedback approach; Foreign language; Foreign language teaching; Japanese learners of English; Learning management system; Mind maps; Quantitative feedbacks; Text mining; Teaching,,,,,,,,,,,"Suzuki, H., Takesada, M., Hikihara, T., Yamada, K., Hosokawa, T., Onodera, A.A., (2007) Active Learning in the Classroom Using the Response System Clicker, pp. 1-17. , Report of a Physics Class in Hokkaido University in 2007; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., Research-based practices for effective clicker use (2007) Physics Education Research Conference AIP Conference Proceedings, pp. 128-131. , 2007; Banks, D.A., (2006) Audience Response Systems in Higher Education: Applications and Cases, , Information Science Publishing; Ono, Y., Ishihara, M., Yamashiro, M., Instant text-based feedback systems: The development of a text-based feedback system and its potential use in foreign language teaching (2014) Journal of Information Technology and Application in Education, 3 (1), pp. 1-8; Ono, Y., Ishihara, M., Yamashiro, M., The instant qualitative feedback system: Practice in a foreign language presentation course in Japan (2013) Proceedings of IEEE R10-HTC2013, pp. 327-331; Ono, Y., Ishihara, M., Yamashiro, M., Preliminary construction of instant qualitative feedback system in foreign language teaching (2013) IIAI International Conference on Advanced Applied Informatics 2013, pp. 178-182. , Tokuro Matsuo, Kiyota Hashimoto and Sachio Hirokawa (Eds.):, IEEE Computer Society Conference Publishing Service; Flanagan, B., Yin, C., Inokuchi, Y., Hirokawa, S., Supporting interpersonal communication using mind maps (2013) Information and Systems in Education, 12 (1), pp. 13-18; Salton, G., McGill, M.J., (1983) Introduction to Modern Information Retrieval, , McGraw-Hill",,,,Institute of Electrical and Electronics Engineers Inc.,"2014 IEEE International Conference on Systems, Man, and Cybernetics, SMC 2014",5 October 2014 through 8 October 2014,,113064.0,1062922X,,PICYE,,English,Conf. Proc. IEEE Int. Conf. Syst. Man Cybern.,Conference Paper,Final,,Scopus,2-s2.0-84938056753
"Ruiz M.S., Ruiz M.R., Ruiz L.I.R., Kniess C.T., Cortes P.L.",36729301000;55972956500;55972920800;6508007833;35785686600;,"After use management of mobile phones: An analysis of the existing take back initiatives in Rio Claro - SP, Brazil",2013,2013 Proceedings of PICMET 2013: Technology Management in the IT-Driven Services,,, 6641597,1138,1155,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890865815&partnerID=40&md5=59e645726d1c83447177e342bf472988,"Uninove, Av. Dr. Adolpho Pinto, 109, Barra Funda, 01156-050, São Paulo, Brazil; Institute for Technological Research of Sao Paulo State, Cidade Universitaria, Av. Prof. Almeida Prado, 532, São Paulo - SP, 05508-901, Brazil; Koelle High School, Rua Cinco, 1827, Rio-Claro - SP, Brazil; Politechnical School, São Paulo University, Av. Prof. Luciano Gualberto, Travessa 3, Butantã - São Paulo, 05508-010, Brazil; University of São Paulo, Cidade Universitária, Butantã, São Paulo, 05508-900, Brazil","Ruiz, M.S., Uninove, Av. Dr. Adolpho Pinto, 109, Barra Funda, 01156-050, São Paulo, Brazil, Institute for Technological Research of Sao Paulo State, Cidade Universitaria, Av. Prof. Almeida Prado, 532, São Paulo - SP, 05508-901, Brazil; Ruiz, M.R., Koelle High School, Rua Cinco, 1827, Rio-Claro - SP, Brazil; Ruiz, L.I.R., Politechnical School, São Paulo University, Av. Prof. Luciano Gualberto, Travessa 3, Butantã - São Paulo, 05508-010, Brazil; Kniess, C.T., Uninove, Av. Dr. Adolpho Pinto, 109, Barra Funda, 01156-050, São Paulo, Brazil; Cortes, P.L., Uninove, Av. Dr. Adolpho Pinto, 109, Barra Funda, 01156-050, São Paulo, Brazil, University of São Paulo, Cidade Universitária, Butantã, São Paulo, 05508-900, Brazil","Management of e-waste has been an issue of growing concern in the last decade. The EEC approved the RoHS directive setting up limits for hazardous substances (heavy metals and brominated flame retardants) used in the manufacturing of electrical and electronic devices exported to European countries. In Brazil this issue is regulated by the National Policy on Solid Waste that demands that e-waste encompassing hazardous substances are required to be returned to the manufacturer for further remanufacturing or recycling. This paper is aimed to analyze all the existing initiatives for mobile phone take back in Rio Claro city, Brazil, from the standpoint of their organization and efficiency in furthering these devices to remanufacturing and recycling industrial plants. Interviews were carried out with managers of three public ecopoints, four mobile phone stores (Vivo, Oi, Clar, Tim), the local Planning and Development Agency (Sepladema), one department store (C&A), one mobile phone servicing company (Gouveia and Gouveia), and a logistic company (GM&C) that transports and distributes the collected handsets and accessories to companies that perform remanufacture (Suzaquim) and recycling (Umicore, Belmont). The Brazilian Association of Electrical and Electronic Industry (ABINEE) that presently is starting an e-waste take back program in several states were also interviewed. As a result of this study a bill on management of e-waste was submitted to the Board of Alderman and an environmental education program is presently underway on public and private schools. © 2013 PICMET.",,Brominated flame retardants; Electronic device; Electronic industries; Environmental education; European Countries; Hazardous substances; National policies; Private schools; Cellular telephones; Heavy metals; Industrial plants; Manufacture; Recycling; Wastes; Mobile phones,,,,,,,,,,,"Esty, D.C., Winston, A.S., (2006) The Environmental Lens. Green to Gold: How Smart Companies Use Environmental Strategy, pp. 1-4. , Yale University Press: New Haven and London; Hu, A.H., Hsu, C.W., Critical factors for implementing green supply chain management practice: An empirical study of electrical and electronics industries in Taiwan (2010) Management Research Review, 6 (33), pp. 586-608; Nawrocka, D., Environmental supply chain management, ISO 14001 and RoHS How are small companies in the electronics sector managing (2008) Corporate Social Responsibility and Environmental Management, 6 (15), pp. 349-360; IEC-International Electrotechnical Commission. Procedures for the determination of levels of regulated substances in electrotechnical products. Genebra: IEC, 2007; Brazil. Ministry of Environment, National Council on Environment. CONAMA Resolution No. 401 passed in November 4, 2008. It establishes limits for lead, cadmium and mercury batteries sold in the country and also the criteria and standards for their environmentally safe management. Official Gazette n. 215, Brasilia vember 5, 2008; Brazil. Federal Law No. 12, 305, passed in 2 August 2010. It established the National Policy on Solid Waste, amending Law No. 9605 of February 12, 1998, and other provisions. Brasília, August 2, 2010; http://www.ibge.gov.br/cidadesat/painel/painel.php?codmun=354390&ran g, BRAZILIAN INSTITUTE OF GEOGRAPHY AND STATISTICS. Cities. available at 〈. Retrieved in October 2, 2011; Zancheta, J.G., Analysis of the conditions of urban sanitation in the city of Rio Claro-SP (2011) Workshop Paths for Urban Sustainability: Discussing the City Rio Claro; Koga, G.A., (2011) Evaluation of Consumer Perception As Regards to Disposal and Recycling of Handsets in Brazil, p. 68. , New York: Institute of Directors,. (monograph; Lima, M.C.F., (2008) The Reverse Logistics As A Mean of Management of Postconsumer Waste: An Analysis of the Mobile Phone Sector, , Sao Paulo: Uninove; Brescansin, A., (2012) A Survey on the Segment of Mobile Phones and Accessories, , Uninove. São Paulo, 24 January Interviewed by Mauro Silva Ruiz; Ozolins, A.L., (2012) Lecture at the National Meeting on Business Management and Environment, , Session on Waste Management. Uninove. São Paulo vember 27; Ruiz, M.S., (2012) Solid Waste Management: Proposition of A Bill on E-waste in the City of Rio Claro-SP, , Brazilian Science and Engineering Fair. 10. São Paulo; Silveira, G.T.R., Chang, S.Y., (2010) Cell Phone Recycling Experiences in the United States and Potential Recycling Options in Brazil, pp. 2278-2291. , Waste Management, n. 30","Uninove, Av. Dr. Adolpho Pinto, 109, Barra Funda, 01156-050, São Paulo, Brazil",,,,"2013 Portland International Conference on Management of Engineering and Technology, PICMET 2013",28 July 2013 through 1 August 2013,"San Jose, CA",101418.0,,9781890843274,,,English,Proc. PICMET: Technol. Manage. IT-Driven Serv.,Conference Paper,Final,,Scopus,2-s2.0-84890865815
McGrath O.G.,6505877209;,Mixing and matching usage data: Techniques for mining varied activity data sources,2013,Proceedings ACM SIGUCCS User Services Conference,,,,119,121,,1.0,10.1145/2504776.2504806,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890082395&doi=10.1145%2f2504776.2504806&partnerID=40&md5=cc5f5881f900560f701369b85144d897,"Educational Technology Services, University of California, Berkeley, United States","McGrath, O.G., Educational Technology Services, University of California, Berkeley, United States","Digital systems underlie a wide range of teaching and learning activities in higher education today. The scope and reach of digital systems now increasingly extend to activities as they occur even inside lecture halls, classrooms, and informal study areas. Learning management systems, interactive student response systems, lecture capture systems, and digitally controlled smart classrooms are examples of technology trends that bring along with them an unprecedented amount of instrumentation quietly collecting lots of data about teacher and learner activities in and across these various spaces. In snapshots, these usage streams offer data that can be helpful for understanding and supporting a particular service. If combined across time and location, the varied data sources potentially open windows onto even more interesting activity patterns and relations. These mosaics, however, can be somewhat difficult to analyze due to the dimensionality of the combined data. Matrix techniques can ease the difficulties of exploring and discovering user activity patterns in such situations. This paper surveys commonly implemented matrix techniques that can be used to enable data mining of user activity information when temporal and spatial data sets are mixed and matched from varied sources. Copyright © 2013 ACM.",Matrix techniques; Usage analytics; Usage data mining,Digitally controlled; Learning management system; Lecture capture systems; Matrix technique; Student-response system; Teaching and learning; Temporal and spatial; Usage analytics; Data mining; Teaching; Matrix algebra,,,,,,,,,,,"Welser, H.T., Smith, M.A., Gleave, E., Fisher, D., Distilling digital traces: Computational social science approaches to studying the internet (2008) Handbook of Online Research Methods, pp. 116-140. , N. Fielding, R. L. Lee and G. Grant (Eds.) London: Sage Publications; Cadez, I., Heckerman, D., Meek, C., Smyth, P., White, S., Matrix of navigation patterns on a web site using model-based clustering (2000) Proceedings of the Sixth ACM SIGKDD International Conference on Knowledge Discovery and Data Mining, pp. 280-284. , (Boston, Massachusetts, United States, August 20-23, 2000). KDD '00. ACM, New York, NY; Kolda, T.G., Bader, B.W., Tensor decompositions and applications (2009) SIAM Review, 51 (3), pp. 455-500; Bader, B.W., Kolda, T.G., Efficient MATLAB computations with sparse and factored tensors (2007) SIAM Journal on Scientific Computing, 30 (1), pp. 205-231; Romero, C., Mining and visualizing visited trails in web-based educational systems (2008) Educational Data Mining 2008: 1st International Conference on Educational Data Mining, , Montreal, Quebec, Canada; Mazza, R., Dimitrova, V., Generation of graphical representations of student tracking data in course management systems (2005) Proceedings of the Ninth International Conference on Information Visualisation, pp. 253-258. , (July 06-08, 2005). IV. IEEE Computer Society, Washington, DC; Skillicorn, D.B., (2007) Understanding Complex Datasets: Data Mining with Matrix Decompositions, , Chapman & Hall/CRC; Sun, Y., Janeja, V.P., Mcguire, M.P., Gangopadhyay, A., Tnet: Tensor-based neighborhood discovery in traffic networks (2012) Data Engineering Workshops (ICDEW), pp. 331-336. , April 2012 IEEE 28th International Conference on IEEE; http://cran.r-project.org/web/packages/ptak; Dogan, B., Yilmaz Camurcu, A., Visual clustering of multidimensional educational data from an intelligent tutoring system (2010) Journal of Computer Applications in Engineering Education, 18 (2), pp. 375-382. , Wiley Publishing Company February 2009; Romero, C., Ventura, S., Educational data mining: A survey from 1995 to 2005 (2007) Expert Syst. Appl., 33 (1), pp. 135-146. , (Jul. 2007); Stenmark, D., Identifying clusters of user behavior in intranet search engine log files (2008) J. Am. Soc. Inf. Sci. Technol., 59 (14), pp. 2232-2243. , (Dec. 2008); Markov, Z., Larose, D.T., (2007) Data Mining the Web: Uncovering Patterns in Web Content, Structure, and Usage, Wiley-Interscience; Mcgrath, O., Data mining user activity in free and open source software (FOSS)/Open learning management systems (2010) International Journal of Open Source Software and Processes (IJOSSP), 2 (1), pp. 65-75","McGrath, O.G.; Educational Technology Services, University of California, Berkeley, United States; email: omcgrath@berkeley.edu",,ACM SIGUCCS,,"50th ACM Annual Conference on Special Interest Group on University and College Computing Services, SIGUCCS 2013",3 November 2013 through 8 November 2013,"Chicago, IL",101177.0,,9781450323185,,,English,Proc ACM SIGUCCS Serv Conf,Conference Paper,Final,,Scopus,2-s2.0-84890082395
"Ono Y., Ishihara M., Yamashiro M.",36634663200;36867488000;56529136100;,Preliminary construction of instant qualitative feedback system in foreign language teaching,2013,"Proceedings - 2nd IIAI International Conference on Advanced Applied Informatics, IIAI-AAI 2013",,, 6630340,178,182,,1.0,10.1109/IIAI-AAI.2013.70,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84890030969&doi=10.1109%2fIIAI-AAI.2013.70&partnerID=40&md5=874a4a53ec86da5f006a654009fd2e41,"University of Tsukuba, Foreign Language Center, Tsukuba, Japan; Oyama National College of Technology, Department of Electrical and Information Engineering, Oyama, Japan; Ashikaga Institute of Technology, Department of Systems and Information Engineering, Ashikaga, Japan","Ono, Y., University of Tsukuba, Foreign Language Center, Tsukuba, Japan; Ishihara, M., Oyama National College of Technology, Department of Electrical and Information Engineering, Oyama, Japan; Yamashiro, M., Ashikaga Institute of Technology, Department of Systems and Information Engineering, Ashikaga, Japan","This paper reports on our attempt to construct a new type of feedback system on the basis of text mining method. The novelty of our attempt is to utilize text mining technology to produce instant feedback in the foreign language presentation course. Our system is designed to collect all the open-ended text data and derive high-quality information on their feedback from the collected text data. The system enables the students to reflect themselves on their own presentation in a deeper sense. The system is incorporated into the learning management system, Moodle, so that every learner can get access to the system under network environment. Starting with the review of another popular instant feedback using clicker, this paper describes how the system was constructed and carried out. © 2013 IEEE.",Instant feedback; Moodle; Presentation course; Textmining,Feedback systems; Foreign language teaching; Learning management system; Moodle; Network environments; Presentation course; Qualitative feedback; Text-mining; Information science; Data mining,,,,,,,,,,,"Suzuki, H., Takesada, M., Hikihara, T., Yamada, K., Hosokawa, T., Onodera, A.A., Active learning in the classroom using the response system clicker (2007) Report of A Physics Class in Hokkaido University in 2007, pp. 1-17; Keller, C., Finkelstein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., Research-based practices for effective clicker use (2007) 2007 Physics Education Research Conference AIP Conference Proceedings, pp. 128-131; Banks, D.A., (2006) Audience response systems in higher education: Applications and cases, , Information Science Publishing; Ono, Y., Ishihara, M., Yamashiro, M., The construction of instant feedback system with the use of text-mining in english teaching settings (2013) Research Repots Ashikaga Institute of Technology, (47), pp. 20-27; Ono, Y., Ishihara, M., Yamashiro, M., Technology enhanced movie presentation with focus on foreign language anxiety and PBL Skills (2013) Proceedings of the 20th International Conference on Computers in Education, pp. 584-588","University of Tsukuba, Foreign Language Center, Tsukuba, Japan",,International Institute of Applied Informatics;Kyushu University;Research Institute for Information Technology of;Kyushu University,,"2nd IIAI International Conference on Advanced Applied Informatics, IIAI-AAI 2013",31 August 2013 through 4 September 2013,Matsue,101118.0,,9780769550718,,,English,"Proc. - IIAI Int. Conf. Adv. Appl. Informatics, IIAI-AAI",Conference Paper,Final,,Scopus,2-s2.0-84890030969
"Rodríguez-Conde M.-J., Fraile F.J.C., Hernández A.C., Méndez J.J., Sánchez J.B., García-Riaza B.",15036681200;26029387700;57199074687;56703576100;56013989900;55830034800;,Assessment-oriented Java development vs. Clickers' use in formal assessment of basic principles of dental radiology: The opinion of dentistry students,2013,ACM International Conference Proceeding Series,,,,9,13,,,10.1145/2536536.2536538,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892943031&doi=10.1145%2f2536536.2536538&partnerID=40&md5=9420dba6fdc8f3708d4de7b126ba991b,"Research Institute for Educational Sciences (IUCE), University of Salamanca, Paseo de Canalejas 169th, 37008, Salamanca, Spain; Department of Physics, Engineering and Medical Radiology, University of Salamanca, Avda. Alfonso X El Sabio, 37007 Salamanca, Spain; INSA - Ingeniería de Software, Avanzado S.A. Avda. de Extremadura s/n, 37187, Aldeatejada, Salamanca, Spain; Department of Human Anatomy and Histology, University of Salamanca, Avda. Alfonso X El Sabio, 37007 Salamanca, Spain","Rodríguez-Conde, M.-J., Research Institute for Educational Sciences (IUCE), University of Salamanca, Paseo de Canalejas 169th, 37008, Salamanca, Spain; Fraile, F.J.C., Department of Physics, Engineering and Medical Radiology, University of Salamanca, Avda. Alfonso X El Sabio, 37007 Salamanca, Spain; Hernández, A.C., INSA - Ingeniería de Software, Avanzado S.A. Avda. de Extremadura s/n, 37187, Aldeatejada, Salamanca, Spain; Méndez, J.J., Department of Human Anatomy and Histology, University of Salamanca, Avda. Alfonso X El Sabio, 37007 Salamanca, Spain; Sánchez, J.B., Department of Physics, Engineering and Medical Radiology, University of Salamanca, Avda. Alfonso X El Sabio, 37007 Salamanca, Spain; García-Riaza, B., Research Institute for Educational Sciences (IUCE), University of Salamanca, Paseo de Canalejas 169th, 37008, Salamanca, Spain","The integration of Information and Communication Technologies (ICTs) has generated a change in teaching methodologies au university level. The objective of this study is to check the effectiveness of interactive processes in summative assessment or learning-oriented assessment contexts using electronic self-assessment processes (Java application) versus the use of audience response systems (ARS) or ""clickers"" in the classroom, from the point of view of students' satisfaction measurement. The sample for this study is composed by the students of the first year of the Degree on Dentistry of the School of Medicine of the University of Salamanca, and which was carried out by means of a questionnaire, where 1 stood for total disagreement and 7 for absolute agreement; together with an statistical analysis (Conbach alpha) that allows us to value the reliability of the answers obtained. Results reflect the students' answers to the questionnaire, as well as the relationship between the two systems. To conclude, there are certain coincidences when judging both assessment tools, but we also observe that there is a better predisposition towards Java system rather than to clickers. The job done by a coordinated interdisciplinary team formed by members of different areas has made it possible to build and validate interesting pedagogical materials, as well as to develop formative assessment strategies that could be generalized to other subjects in different degrees.",Audience Response System; Clickers; Computers-assisted Instruction; Dental Radiology; Educational Technology; Formative Assessment; Java; Teaching Methods,Audience response systems; Clickers; Computers-assisted Instruction; Dental radiology; Formative assessment; Java; Teaching methods; Dentistry; Ecosystems; Educational technology; Information technology; Java programming language; Radiation; Radiology; Surveys; Teaching; Students,,,,,,,,,,,"Olmos, S., Rodríguez, M.J., Perspectiva tecnológic de la evaluación educativa en la universidad (2011) Teor Educ, 23 (1), pp. 131-157; Lukas, J.F., Santiago, K., (2004) Evaluación Educativa, , Madrid: Alianza; What is Java, , http://www.java.com/en/download/faq/whatis_java.xml, Oracle; De Gagne, J.C., The impact of clickers in nursing education: A review of literature (2011) Nurs Educ Today, 31, pp. e34-e40; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: A randomized trial (2007) BMC Medical Education, 7, p. 25; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurs Educ Today, 30, pp. 603-607; Nelson, C., Hartling, L., Campbell, S., Oswald, A.E., The effects of audience response system on learning outcomes in health professions education. A BEME systematic review: Beme guide no. 21 (2012) Med Teach, 34, pp. e386-e405; Tregonning, A.M., Doherty, D.A., Hornbuckle, J., Dickinson, J.E., The audience response system and knowledge gain: A prospective study (2012) Med Teach, 34, pp. e269-e274; Kenwright, K., Clickers in the classroom (2009) TechTrends, 53, pp. 74-77; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73, p. 2. , Article 21; Cain, J., Robinson, E., A primer on audience response system: Current applications and future considerations (2008) Am J Pharm Educ, 72, p. 4. , Article 77; Pileggi, R., O'Neill, P.N., Team-based learning using an audience response system: An innovative method of teaching diagnosis to undergraduate dental students (2008) J Dent Educ, 72, pp. 1182-1188; Stoddard, H.A., Piquette, C.A., A controlled study of improvements in student exam performance with the use of an audience response system during medical school lectures (2010) Acad Med, 85 (10 SUPPL.), pp. s37-s40; Thomas, C.M., Monturo, C., Conroy, K., Experiences of faculty and students using an audience response system in the classroom (2011) CIN-Comput Inform Nu, 29, pp. 396-400; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput Educ, 53, pp. 819-827; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6, pp. 9-19; Blasco, L., Buil, I., Hernández, B., Sese, F.J., Percepciones y resultados del estudiante derivados del uso de los sistemas de mandos de respuesta en clase (2012) Edutec, Revista Electrónica de Tecnología Educativa, 40. , http://edutec.rediris.es/Revelec2/Revelec40/ percepciones_resultados_estudiantes_sistemas_mandos_respuestas_clase.html; Bruff, D., Multiple-choice questions you wouldn't put on a test: Promoting deep learning using clickers (2009) Essays on Teaching Excellence, 21, p. 3","Research Institute for Educational Sciences (IUCE), University of Salamanca, Paseo de Canalejas 169th, 37008, Salamanca, Spain",,University of Salamanca,,"1st International Conference on Technological Ecosystem for Enhancing Multiculturality, TEEM 2013",14 November 2013 through 15 November 2013,Salamanca,102069.0,,9781450323451,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-84892943031
"Altrabsheh N., Gaber M.M., Cocea M.",56082097200;8927664800;23090077000;,SA-E: Sentiment analysis for education,2013,Frontiers in Artificial Intelligence and Applications,255,,,353,362,,19.0,10.3233/978-1-61499-264-6-353,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896826496&doi=10.3233%2f978-1-61499-264-6-353&partnerID=40&md5=035018cd8a065a0e365d61a64685bd81,"School of Computing, Buckingham Building, Lion Terrace, Portsmouth, Hampshire, PO1 3HE, United Kingdom","Altrabsheh, N., School of Computing, Buckingham Building, Lion Terrace, Portsmouth, Hampshire, PO1 3HE, United Kingdom; Gaber, M.M., School of Computing, Buckingham Building, Lion Terrace, Portsmouth, Hampshire, PO1 3HE, United Kingdom; Cocea, M., School of Computing, Buckingham Building, Lion Terrace, Portsmouth, Hampshire, PO1 3HE, United Kingdom","Educational data mining (EDM) is an important research area that is used to improve education by monitoring students performance and trying to understand the students' learning. Taking feedback from students at the end of the semester, however, has the disadvantage of not benefitting the students that have already taken the course. To benefit the current students, feedback should be given in real time and addressed in real time. This would enable students and lecturers to address teaching and learning issues in the most beneficial way for the students. Analysing students' feedback using sentiment analysis techniques can identify the students' positive or negative feelings, or even more refined emotions, that students have towards the current teaching. Feedback can be collected in a variety of ways, with previous research using student response systems such as clickers, SMS and mobile phones. This paper will discuss how feedback can be collected via social media such as Twitter and how using sentiment analysis on educational data can help improve teaching. The paper also introduces our proposed system Sentiment Analysis for Education (SA-E). © 2013 The authors and IOS Press.",Education Data Mining; Naive Bayes; Sentiment Analysis; Student Response Systems; SVM,Educational data minings (EDM); Naive bayes; Real time; Sentiment analysis; Social media; Student-response system; SVM; Teaching and learning; Data mining; E-learning; Interactive computer systems; Teaching; Students,,,,,,,,,,,"Jeremy, N., Cowling, M., (2011) The Implementation of Social Networking As A Tool for Improving Student Participation in the Classroom; Litman Diane, J., Kate, F.-R., Predicting student emotions in computer-human tutoring dialogues (2004) Proceedings of the 42nd Annual Meeting on Association for Computational Linguistics. Association for Computational Linguistics; Cummins, S., Liz, B., Andrew, H., Using feedback tags and sentiment analysis to generate sharable learning resources investigating automated sentiment analysis of feedback tags in a programming course (2010) Advanced Learning Technologies (ICALT), 2010 IEEE 10th International Conference On. IEEE; Agrawal, R., Data mining for improving textbooks (2012) ACM SIGKDD Explorations Newsletter 13.2, pp. 7-19; Poulos, A., Mary, J.M., Effectiveness of feedback: The students perspective (2008) Assessment and Evaluation in Higher Education 33.2, pp. 143-154; Denker Katherine, J., Student response systems and facilitating the large lecture basic communica-Tion course: Assessing engagement and learning Communication Teacher 27.1, p. 2013; Padhy, N., Pragnyaban, M., Rasmita, P., The survey of data mining applications and feature scope (2012) International Journal of Computer Science; Gehringer Edward, F., (2012) Ac 2012-4769: Applications for Supporting Collaboration in the Classroom; Gauci Sally, A., Promoting student-centered active learning in lectures with a personal response system (2009) Advances in Physiology Education 33.1, pp. 60-71; Poulis, J., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66, p. 439; Scornavacca, E., Sid, H., Stephen, M., Mobile phones in the classroom: If you can't beat them, join them (2009) Communications of the ACM, 524, pp. 142-146; Br, H., Erik, T., Guido, R., Improving feedback and classroom interaction using mobile phones (2005) Proceedings of Mobile Learning, pp. 55-62; Teevan, J., (2012) Displaying Mobile Feedback during A Presentation; Leong, C.K., Yew, H.L., Wai, K.M., Mining sentiments in SMS texts for teaching evaluation (2012) Expert Systems with Applications 39.3, pp. 2584-2589; Kinsella, S., Many to one: Using the mobile phone to interact with large classes (2009) British Journal of Educational Technology 40, 5, p. 956; Pang, B.O., Lillian, L., Opinion mining and sentiment analysis (2008) Now Pub; Prabowo, R., Mike, T., Sentiment analysis: A combined approach (2009) Journal of Informet-rics 3, 2, pp. 143-157; Tian, F., Can e-Learner's emotion be recognized from interactive Chinese texts? (2009) Computer Supported Cooperative Work in Design 2009. CSCWD 2009. 13th International Conference On. IEEE; Rahayu, D.A., Rnr: Extracting rationale from online reviews and ratings (2010) Data Mining Workshops (ICDMW 2010 IEEE International Conference On. IEEE; Binali Haji, H., Chen, W.U., Vidyasagar, P., A new significant area: Emotion detection in E-learning using opinion mining techniques (2009) Digital Ecosystems and Technologies 2009. DEST'09. 3rd IEEE International Conference On. IEEE; Mejova, Y., Sentiment analysis: An overview comprehensive exam paper (2009) Computer Science Department; De Groot, R., (2012) Data Mining for Tweet Sentiment Classification; Go, A., Richa, B., Lei, H., Twitter sentiment classification using distant supervision (2009) CS224N Project Report, Stanford, pp. 1-12; Taboada, M., Lexicon-based methods for sentiment analysis (2011) Computational Linguistics 37.2, pp. 267-307; Zuo, M., Data mining strategies and techniques of internet education public sentiment monitoring and analysis system (2010) Future Computer and Communication (ICFCC), 2010 2nd International Conference O.n., 2. , IEEE; Sriram, B., Short text classification in twitter to improve information filtering (2010) Proceeding of the 33rd International ACM SIGIR Conference on Research and Development in Information Retrieval. ACM; Prasad, S., Micro-blogging sentiment analysis using bayesian classification methods (2010) Technical Report; Cummings Richard, G., Maxwell, H., The effects of student response systems on performance and satisfaction: An investigation in a tax accounting class (2011) Journal of College Teaching and Learning (TLC 4.12; Bifet, A., Eibe, F., Sentiment knowledge discovery in twitter streaming data (2010) Discovery Science, , Springer Berlin/Heidelberg; Bhargavi, P., Jyothi, S., Applying Naive Bayes data mining technique for classification of agricul-Tural land soils (2009) International Journal of Computer Science and Network Security 9, 8, pp. 117-122; Pang, B.O., Lillian, L., Shivakumar, V., Thumbs up?: Sentiment classification using machine learning techniques (2002) Proceedings of the ACL-02 Conference on Empirical Methods in Natural Language Processing, 10. , Association for Computational Linguistics","School of Computing, Buckingham Building, Lion Terrace, Portsmouth, Hampshire, PO1 3HEUnited Kingdom",Neves-Silva R.Watada J.Gloria P.Jain L.Howlett R.J,,,,,,,09226389,9781614992639,,,English,Front. Artif. Intell. Appl.,Conference Paper,Final,,Scopus,2-s2.0-84896826496
[No author name available],[No author id available],Proceedings - TEEM 2013: 1st International Conference on Technological Ecosystem for Enhancing Multiculturality,2013,ACM International Conference Proceeding Series,,,,,,589.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892909043&partnerID=40&md5=241ca41b311acce17352e0aee61fbc9d,,,The proceedings contain 94 papers. The topics discussed include: technological advances and teaching innovation applied to health science education; assessment-oriented java development vs. clickers' use in formal assessment of basic principles of dental radiology: the opinion of dentistry students; advanced neuroimage processing for the study of the neurovascular system; building 3D models for reconstructing a virtual cataract surgery haptic simulation; visualization and interactive systems applied to health science education; advances in assessment methodologies for basic clinical and surgical skills in medical school; teaching the eloquent areas of the brain by neuroimaging: functional magnetic resonance and diffusion tensor tractography; design of a haptic simulator framework for modeling surgical learning systems; and a process model for the generative production of interactive simulations in engineering education.,,,,,,,,,,,,,,,,University of Salamanca,,"1st International Conference on Technological Ecosystem for Enhancing Multiculturality, TEEM 2013",14 November 2013 through 15 November 2013,Salamanca,102069.0,,9781450323451,,,English,ACM Int. Conf. Proc. Ser.,Conference Review,Final,,Scopus,2-s2.0-84892909043
"Schröder S., Janßen D., Leisten I., Vossen R., Isenhardt I.",7101689473;56023211500;56021858300;36176436400;15829855500;,On-professional competences in engineering education for XL-classes,2013,"Proceedings - Frontiers in Education Conference, FIE",,, 6684783,29,34,,1.0,10.1109/FIE.2013.6684783,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893338700&doi=10.1109%2fFIE.2013.6684783&partnerID=40&md5=ff2e499019a616e6223f021d83e84ae7,"Center for Learning and Knowledge Management (ZLW), IfU, RWTH Aachen University, Aachen, Germany","Schröder, S., Center for Learning and Knowledge Management (ZLW), IfU, RWTH Aachen University, Aachen, Germany; Janßen, D., Center for Learning and Knowledge Management (ZLW), IfU, RWTH Aachen University, Aachen, Germany; Leisten, I., Center for Learning and Knowledge Management (ZLW), IfU, RWTH Aachen University, Aachen, Germany; Vossen, R., Center for Learning and Knowledge Management (ZLW), IfU, RWTH Aachen University, Aachen, Germany; Isenhardt, I., Center for Learning and Knowledge Management (ZLW), IfU, RWTH Aachen University, Aachen, Germany","Far reaching changes in university higher education have taken place in the last ten years. Different factors, e.g. necessity of on-professional competences in engineering education, rising or vast student numbers and new technical possibilities, have influenced the academic teaching and learning process. Therefore interdependence between requirements and didactical- educational possibilities is given. Because of changed circumstances an adaption of teaching methods and concepts is required. At the same time Bologna arrogates students to be placed in the centre of the teaching and learning process and claims on-professional competences for today's students. Especially for XL-Classes this is a specific challenge. One of the questions ensuing is how to increase learning success by the use of specific didactical methods? With a research approach connecting different proven didactical concepts and considering the previously shown conditions, the concept of the lecture ""communication and organizational development"" (KOE) at RWTH Aachen University has been redesigned. This lecture, organized by the Institute Cluster IMA/ZLW & IfU at RWTH Aachen University, is mainly frequented by up to nearly 1.300 students of the faculty of mechanical engineering and inherent part of the bachelor-curriculum. The following practical example prospects the multi-angulation of didactical concepts and shows up innovative educational teaching. © 2013 IEEE.",Audience response system; Best-practice; Engineering education; On-professional competences,Audience response systems; Best-practice; Didactical concepts; Faculty of mechanical engineerings; On-professional competences; Organizational development; Research approach; Teaching and learning; Curricula; Engineering education; Learning systems; Professional aspects; Teaching; Students,,,,,,,,,,,"Flechsig, K.-H., (1996) Kleines Handbuch Didaktischer Modelle, , Neuland; (1999) The Bologna Declaration, p. 4; (2012) Zahlenspiegel 2011, , RWTH Aachen University, Aachen; (2013) Ingenieurmotor-der Arbeitsmarkt für Ingenieure im Februar 2013, , VDI, 03; Wildt, J., 'The Shift from Teaching to Learning'-Thesen zum Wandel der Lernkultur in modularisierten Studienstrukturen (2003) Fraktion Bündnis 90/Die Grünen im Landtag NRW, pp. 14-18. , Unterwegs zu einem europäischen Bildungssystem; (2010) Union, Student-centred Learning-Toolkit for Students, Staff and Higher Education Institutions, p. 5. , The European Students Brüssel; (2007) VDI-Ingenierustudie-Studie der VDI Wissensforum GmbH, , VDI, Mainz; Pankow, F., (2008) Die Studienreform Zum Erfolg Machen! Erwartungen der Wirtschaft An Hochschulabsolventen, , Deutscher Industrie-und Handelskammertag; Jungmann, T., Müller, K., Schuster, K., Shift from teaching to learning. Anforderungen an die ingenieurausbildung in deutschland (2010) Journal Hochschuldidaktik, 2 (7); Paetz, N.-V., Ceylan, F., Fiehn, J., Schworm, S., Harteis, C., (2011) Kompetenz in der Hochschuldidaktik-Ergebnisse Einer Delphi-Studie Über Die Zukunft der Hochschullehre, , Wiesbaden; MacKe, G., Hanke, U., Viehmann, P., (2008) Hochschuldidaktik-Lehren, Vortragen, Prüfen, , Freiburg; Böss-Ostendorf, A., Senft, H., (2010) Einführung in Die Hochschul-Lehre, , Regensburg; Kerres, M., (2012) Mediendidaktik-Konzeption und Entwicklung Mediengestützter Lernangebote, , München; Leisten, I., Brall, S., Hees, F., Everyone wants them-we enable them: Communicative engineers (2008) TIC Konferenz Beiträge: Enhancing Learning and Teaching in Higher Education, , Kuala Lumpur; Oechsle, M., Hessler, G., Praxis einbeziehen-Berufsorientierung und Studium (2010) HDS Journal, ""Perspektiven Guter Lehre"", pp. 11-22. , 02/2010; Winter, M., Praxis des Studierens und Praxisbezug im Studium. Ausgewählte Befunde der Hochschulfoschung zum ""neuen"" und ""alten"" Studieren (2011) Nach Bologna: Praktika im Studium-Pflicht Oder Kür? Empirische Analysen und Empfehlungen für Die Hochschulpraxis, pp. 7-44. , in W. Schubarth, K. Speck, A. Seidel, Potsdam; Wegner, E., Nückels, M., Die Wirkung hochschuldidaktischer Weiterbildung auf den Umgang mit widersprüchlichen Handlungsanforderungen (2011) ZFHE, 6 (3), pp. 171-188; Prensky, M., Digital natives, digital immigrants (2011) On the Horizon, 9 (5). , MCB: University Press; Stehling, V., Bach, U., Richert, A., Jeschke, S., Teaching professional knowledge to XL-classes with the help of digital technologies (2012) Hrsg. V. ProPEL Conference Proceedings; Brinker, T., Schumacher, E.-M., Geben Sie regelmäßig Rückmeldung (2007) Lehridee-Ideen und Konzepte für das Lernen und Lehren, pp. 1-7; Anderson, L.W., (2011) A Taxonomy of Learning, Teaching, and Assessing-A Revision of Bloom's Taxonomy of Educational Objektives, , New York; Bloom, B., (1976) Taxonomie von Lernzielen im Kognitiven Bereich, , Weinheim; Möhrle, M., Qualitätsverbesserung interaktiver Lehre durch das Lead-Learner-Konzept (1994) Hochschuldidaktik und Hochschulökonomie. Neue Konzepte und Erfahrungen, pp. 41-52. , in H. Albach, P. Mertens, Wiesbaden; Kundisch, D., Herrmann, P., Wittaker, M., Fels, G., Reinhardt, W., Sievers, M., Magenheim, J., Zoyke, A., Designing a web-based application to support peer instruction for very large groups (2012) Proceedings of the International Conference on Information Systems, , Orlando; Reglin, T., Speck, C., Zur Kosten-Nutzen-Analyse von eLearning (2003) Leitfaden E-Learning, pp. 221-235. , in VBM e.V., München; Seufert, S., Euler, D., (2004) Nachhaltigkeit von E-Learning-Innovationen. Ergebnisse Einer Delphi-Studie, , St. Gallen; Ferstel, O.K., Schmitz, K., Integrierte Lernumgebungen für virtuelle Hochschulen (2001) Wirtschaftsinformatik, 1; Handke, J., Schäfer, A.M., (2012) E-Learning, E-Teaching und E-Assessment in der Hochschule, , München; Dyckhoff, A., Rohde, P., Stalljohann, P.W., An integrated web-based exercise module (2008) Proceedings of the 11th IASTED International Conference on Computers and Advanced Technology in Education, , in V. Uskov, Sep; Palloff, R.M., Pratt, K., (2001) Lessons from the Cyberspace Classroom: The Realities of Online Teaching, , Jossey-Bass; Schulmeister, R., Zur Didaktik des Einsatzes von Lernplattformen (2005) Lernplattformen. Web-based Training. Empka-Akademie, pp. 11-19. , in M. Franzen, Dübendorf; Leisten, I., Brall, S., Hees, F., Fosterin entrepreneurship in engineering education at RWTH aachen university (2008) Global Cooperation in Engineering Education: Innovative Technologies, Studies and Professional Development, , Kaunas; MacK, P., (2009) Understanding Simulation-Based Learning, , SGH-Life Support Training Centre, Singapore; Gaba, D.M., The future vision of simulation in health care (2004) Qual Saf Health Care, 13 (SUPPL. 1), pp. i2-i10; Castronova, J., Discovery learning for the 21st century: What is it and how does it compare to traditional learning in effectiveness in the 21st century (2002) Action Research Exchange, (1); Hees, F., Hermanns, A., Huson, A., Prüfungserstellung mit total quality management (TQM) (2008) Prüfungen Auf Die Agenda! Hochschuldidaktische Perspektiven Auf Reformen im Prüfungswesen. Blickpunkt Hochschuldidaktik, pp. 129-141. , band 118; Blum, P., (2005) Ein Inter-/intranetbasiertes System Zur Erstellung, Durchführung und Automatisierten Bewertung von Dynamischen Leistungstest in der Medizinischen Lehre, , Aachen; Sitte, W., Wohlschlägl, H., (2006) Beiträge Zur Didaktik des ""Geographie und Wirtschaftskunde""-Unterrichts, , 4 Aufl., Wien; Bruckmann, F., Reis, O., Scheidler, M., (2011) Kompetenzorientierte Lehre in der Theologie, Konkretion-Reflexion- Perspektiven, , Berlin; (2013), http://mazur.harvard.edu/sentFiles/Mazur_263828.pdf, on 25.03. abstracted from","Center for Learning and Knowledge Management (ZLW), IfU, RWTH Aachen University, Aachen, Germany",,Institute of Electrical and Electronics Engineers;(IEEE) Computer Society;American Society for Engineering Education (ASEE) -;Educational Research Methods (ERM) Division;Institute of Electrical and Electronics Engineers;(IEEE) Education Society,,"43rd IEEE Annual Frontiers in Education Conference, FIE 2013",23 October 2013 through 26 October 2013,"Oklahoma City, OK",102392.0,15394565,9781467352611,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84893338700
"Skibba K., Moore D., Herman J.H.",56110775500;56110894000;55503969800;,Pedagogical and technological considerations designing collaborative learning using educational technologies,2013,Research Perspectives and Best Practices in Educational Technology Integration,,,,1,27,,,10.4018/978-1-4666-2988-2.ch001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898352100&doi=10.4018%2f978-1-4666-2988-2.ch001&partnerID=40&md5=803b2fd59be4d64754f4ac35c54119ce,"University of Wisconsin-Madison, United States; Niagara University, United States","Skibba, K., University of Wisconsin-Madison, United States; Moore, D., Niagara University, United States; Herman, J.H., Niagara University, United States","Digital educational technologies can be used by instructors to help students create collaborative knowledge in the higher education classroom. This chapter describes six case studies, based on a mixed-methods research approach, that demonstrate the use of a specific digital educational technology. These technologies, which include social media, collaboratively written online documents, webinars, clickers, simulation games, and Web technologies, have been integrated into a course for the purpose of enhancing both learning and collaboration among students. The instructors explained how these technologies improved student learning and fostered collaboration. Each case study provides technical, epistemological, cognitive, and social design features and suggestions for other instructors who are considering applying these technologies to their own courses. © 2013, IGI Global.",,,,,,,,,,,,,"Arbaugh, J.B., Cleveland-Innes, M., Diaz, S.R., Garrison, D.R., Ice, P., Richardson, J.C., Swan, K.P., Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample (2008) The Internet and Higher Education, 11 (34), pp. 133-136. , doi, 10.1016/j.iheduc.2008.06.003; Brett, P., Students' experiences and engagement with SMS for learning in higher education (2011) Innovations in Education and Teaching International, 48 (2), pp. 137-147. , doi:10.1080/14703297.2011.564008; Chong, E.K.M., Using blogging to enhance the initiation of students into academic research (2010) Computers & Education, 55, pp. 798-807. , doi, 10.1016/j.compedu.2010.03.012; Diaz, V., Web 2.0 and emerging technologies in online learning (2010) New Directions for Community Colleges, 150, pp. 57-66. , doi, 10.1002/cc.405; Downing, K., Ning, F., Shin, K., Impact of problem-based learning on student experience and metacognitive development (2011) Multicultural Education & Technology Journal, 5 (1), pp. 55-69. , doi, 10.1108/17504971111121928; Dressel, P.L., Marcus, D., (1982) On Teaching and Learning in College, , San Francisco, CA, Jossey-Bass; Ibanez, M.B., Garcia, J.J., Galan, S., Maroto, D., Morillo, D., Kloos, C.D., Design and implementation of a 3D multi-user virtual world for language learning (2011) Journal of Educational Technology & Society, 14 (4), pp. 2-10; Lakkala, M., Ilomäki, L., Kosonen, K., From instructional design to setting up pedagogical infrastructures: Designing technology-enhanced knowledge creation (2010) Technologies and Practices for Constructing Knowledge in Online Environments: Advancements in Learning, pp. 169-185. , In Ertl, B. (Ed.), New York, NY: Information Science Reference. doi:10.4018/978-1-61520-937-8. ch008; Merriam, S.B., (1998) Qualitative Research and Case Study Applications in Education, , San Francisco, CA, Jossey-Bass; Parisot, A.H., Distance education as a catalyst for changing teaching in the community college: Implications for institutional policy (1997) New Directions for Community Colleges, 99, p. 5. , doi, 10.1002/cc.9901; Patton, M., (2001) Qualitative Research and Evaluation Methods, , Thousand Oaks, CA, Sage; Salaway, G., Caruso, J.B., Nelson, M.R., (2008) The ECAR Study of Undergraduate Students and Information Technology, , Boulder, CO: EDUCAUSE Center for Applied Research; Songhao, H., Saito, K., Maeda, T., Kubo, T., Evolution from collaborative learning to symbiotic e-learning creation of new e-learning environment for knowledge society (2011) US-China Education Review, 8 (1), pp. 46-53; Vesisenaho, M., Valtonen, T., Kukkonen, J., Havunuutinen, S., Hartikainen, A., Karkkainen, S., Blended learning with everyday technologies to activate students' collaborative learning (2010) Science Education International, 21 (4), pp. 272-283; Viilo, M., Seitamaa-Hakkarainen, P., Hakkarainen, K., Supporting the technologyenhanced collaborative inquiry and design project: A teacher's reflections on practices (2011) Teachers and Teaching: Theory and Practice, 17 (1), pp. 51-72. , doi, 10.1080/13540602.2011.538497; Weimer, M., (2002) Learner-center Teaching: Five Key Changes to Practice, , San Francisco, CA, Jossey-Bass",University of Wisconsin-MadisonUnited States,,,IGI Global,,,,,,9781466629882,,,English,Res. Perspectives and Best Practices in Educ. Technol. Intgn.,Book Chapter,Final,,Scopus,2-s2.0-84898352100
"Zarraonandia T., Aedo I., Diáz P., Montero A.",12238771800;6603683704;7103221225;56354879800;,A case of use of augmented reality for supporting communication in presentations,2013,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),8276 LNCS,,,102,110,,,10.1007/978-3-319-03176-7_14,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893027796&doi=10.1007%2f978-3-319-03176-7_14&partnerID=40&md5=012207ad9410408a7514beb08a017019,"Computer Science Department, Universidad Carlos III de Madrid, Leganés (Madrid), Spain","Zarraonandia, T., Computer Science Department, Universidad Carlos III de Madrid, Leganés (Madrid), Spain; Aedo, I., Computer Science Department, Universidad Carlos III de Madrid, Leganés (Madrid), Spain; Diáz, P., Computer Science Department, Universidad Carlos III de Madrid, Leganés (Madrid), Spain; Montero, A., Computer Science Department, Universidad Carlos III de Madrid, Leganés (Madrid), Spain","The Augmented Reality (AR) technology provides unique affordances for education that are only yet started to be explored. In this work the benefits and potential uses of AR technology for supporting communication in presentations are explored. An Augmented Presentation Feedback System (APFs) is presented, which allows a speaker equipped with a pair of Augmented Reality goggles to visualize visual cues depicted over the listeners' heads. These can be used as a way to provide the speaker with feedback on his/her explanations. The results of a case study conducted showed that the system not only assists the speaker in adapting the content and pace of the explanation to the listener, but also helps to better manage their interventions and improve the flow of the presentation. © Springer International Publishing 2013.",Augmented reality; Classroom response system,Affordances; Classroom response systems; Feedback systems; Visual cues; Affordances; Classroom response systems; Feedback systems; Visual cues; Artificial intelligence; Communication; Ubiquitous computing; Artificial intelligence; Bioinformatics; Augmented reality; Augmented reality,,,,,,,,,,,"Chen, G.D., Chao, P.Y., Augmenting Traditional Books with Context-Aware Learning Supports from Online Learning Communities (2008) Educational Technology & Society, 11, pp. 27-40; Priestnall, G., Brown, E., Sharpless, M., Polmear, G., (2009) A Student-Led Comparison of Techniques for Augmenting the Field Experience; Zarraonandia, T., Aedo, I., Díaz, P., Montero, A., An Augmented Lecture Feedback System to Support Learner and Teacher Communication (2013) Journal of British Educational Technology, 44 (4); Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE-Life Sciences Education, p. 6; Yin, R.K., (2008) Case Study Research: Design and Methods, 5. , Sage Publications, Incorporated; Hevner, A.R., March, S.T., Park, J., Ram, S., Design Science in Information Systems Research (2004) MIS Quarterly, 28, pp. 75-105; Lazer, J., Fenq, J.H., Hochheiser, H., (2010) Research Methods in Human-Computer Interaction, , Wiley; Glaser, B.G., Strauss, A.L., (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research, , Aldine de Gruyter","Computer Science Department, Universidad Carlos III de Madrid, Leganés (Madrid), Spain",,,,"7th International Conference on Ubiquitous Computing and Ambient Intelligence, UCAmI 2013",2 December 2013 through 6 December 2013,Carrillo,102301.0,03029743,9783319031750,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84893027796
Currie E.,56037185700;,"Applying technology in a classroom setting, where procedural learning is the focus",2013,Cases on Quality Teaching Practices in Higher Education,,,,96,105,,,10.4018/978-1-4666-3661-3.ch006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898371882&doi=10.4018%2f978-1-4666-3661-3.ch006&partnerID=40&md5=bd3da5920532b7a842e5f8fb7613449f,"Department of Business, College of Management and Economics, University of Guelph, Canada","Currie, E., Department of Business, College of Management and Economics, University of Guelph, Canada","This chapter explores the use of Lecture Capture Technology in accounting courses that are taught using a five-stage learning model based on aviation training. The implementation of the technology in large classes exceeding 250 students is complicated by lack of attendance; this is addressed through technology by implementing an electronic Classroom Response System. Both systems have been further improved to effectively and efficiently provide readily accessible lecture videos and increase the rigour of the graded response system. Additional research is warranted to substantiate the anecdotal findings and research conducted in other arenas of education. © 2013, IGI Global.",,,,,,,,,,,,,"Bollmeier, G., Wenger, P.J., Forinash, A.B., Impact of online lecturecapture on student outcomes in a therapeutics course (2010) American Journal of Pharmaceutical Education, 74 (7), pp. 1-6. , doi:10.5688/aj7407127; Copley, J., Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use (2007) Innovations In Education and Teaching International, 44 (4), pp. 387-399. , doi:10.1080/14703290701602805; Deal, A., (2007) Teaching With Technology White Paper: Podcasting, , http://www.cmu.edu/teaching/technology/whitepapers/Podcasting_Jun07.pdf, Educause CONNECT. Retrieved from; Embi, P.J., Biddinger, P.W., Goldenhar, L.M., Schick, L.C., Kaya, B., Held, J.D., Preferences regarding the computerized delivery of lecture content: A survey of medical students (2006) In Proceedings of the AMIA Annual Symposium, p. 916. , pp., AMIA; Heppner, F., (2007) Teaching the Large College Class, , San Francisco, CA: John Wiley & Sons, Inc; McGarr, O., A review of podcasting in higher education: Its influence on the traditional lecture (2009) Australasian Journal of Educational Technology, 25 (3), pp. 309-321; Scutter, S., Stupans, I., Sawyer, T., King, S., How do students use podcasts to support learning? (2010) Australasian Journal of Educational Technology, 26 (2), pp. 180-191; Taylor, M.Z., Podcast lectures as a primary teaching technology: Results of a one-year trial (2009) Journal of Political Science Education, 5 (2), pp. 119-137. , doi:10.1080/15512160902816249; Vajoczki, S., Watt, S., Marquis, N., Holshausen, K., Podcasts: Are they an effective tool to enhance student learning? A case study from McMaster University, Hamilton, Canada (2010) Journal of Educational Multimedia and Hypermedia, 19 (3), pp. 349-362; Willingham, D.T., (2009) Why Don't Students Like School, , San Francisco, CA, Jossey - Bass","Currie, E.; Department of Business, College of Management and Economics, University of GuelphCanada",,,IGI Global,,,,,,9781466636613,,,English,Cases on Qual. Teach. Practices in Higher Educ.,Book Chapter,Final,,Scopus,2-s2.0-84898371882
"Lucke T., Keyssner U., Dunn P.",26534790900;56022496700;7401710282;,The use of a Classroom Response System to more effectively flip the classroom,2013,"Proceedings - Frontiers in Education Conference, FIE",,, 6684872,491,495,,17.0,10.1109/FIE.2013.6684872,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893271536&doi=10.1109%2fFIE.2013.6684872&partnerID=40&md5=c9e1cef2698d7a6effbb94115a459471,"Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, QLD, Australia","Lucke, T., Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, QLD, Australia; Keyssner, U., Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, QLD, Australia; Dunn, P., Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, QLD, Australia","Classroom Response Systems (CRS) have been shown to improve student learning outcomes by encouraging student engagement with the course content, instructors and student peers. The system's ability to provide immediate and quality feedback to both students and instructors, particularly in large classes, is highly desirable. While CRS has been used for well over a decade and been shown to successfully improve student engagement and participation, a number of studies have also identified that its use could potentially mean that less material is able to be covered in lectures. Clearly, the approach of cramming CRS into already content-heavy class time does not embrace the potential for CRS to improve student engagement and student learning. The use of CRS should be planned as an integral component of the course which enhances and reinforces the learning outcomes. The effectiveness of CRS depends strongly on the quality and variety of the questions, and the design of the activities to encourage students to engage with the questions. This case study explores the use of a new, low-cost, state-ofthe-art CRS (Top Hat Monocle) which allows students to use their mobile devices (phones, tablets, laptops) to respond to a variety of numerical, multiple-choice, short-answer and open-ended discussion questions posed during face-to-face workshops. In order to allow sufficient time to fully engage with the workshop activities traditional lectures were revised and the classroom lecture was flipped. Students worked through narrated lecture material (hand-e-lectures) online, prior to attending the workshops. CRS was included as part of the e-lecture content and feedback from this was incorporated into the workshops. Workshops extended the e-lecture content by including a variety of carefully designed, engaging activities (many were group activities) that used CRS questions to facilitate discussions, problem solving and case study analysis to enhance student cognition. Overall, the new flipped lecture and CRS teaching format demonstrated a substantial increase in the level of student engagement, motivation and attendance compared to previous cohorts. © 2013 IEEE.",Classroom response systems (CRS); Engagement; Flipped classroom; Hand-e-lecture; Top Hat Monocle,Classroom response systems; Engagement; Flipped classroom; Hand-e-lecture; Top hat; Curricula; Mobile devices; Teaching; Students,,,,,,,,,,,"Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , Jossey-Bass, San Francisco, CA; Brown, S., Assessment for learning (2004) Learning and Teaching in Higher Education, 1, pp. 81-89; Dunn, P.K., Richardson, A., Oprescu, F., McDonald, C., Mobilephone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course (2013) Int. J. of Math. Edu. in Science and Tech, 0, pp. 1-15. , http://dx.doi.org/10.1080/0020739X.2012.756548, (In Press); Gibbs, G., Simpson, C., Conditions under which assessment supports students' learning (2004) Learn. Teach. Higher Educ, 1, pp. 3-31; Bartsch, R.A., Murphy, W., Examining the effects of an electronic classroom response system on student engagement and performance (2011) Journal of Edu. Computing Research, 44, pp. 25-33; Dunn, P.K., Richardson, A., McDonald, C., Oprescu, F., Instructor perceptions of using a mobile-phone-based free classroom response system in first-year statistics undergraduate courses (2012) Int. J. of Math. Edu. in Science and Technology, 43 (8), pp. 1041-1056. , 2012; Bakrania, S., A study on the influence of rich versus traditional classroom response system (CRS) questions on concept retention (2012) 42nd ASEE/IEEE Frontiers in Education Conference, pp. 629-634. , October 3-6, Seattle, Washington; Toto, R., Nguyen, H., Flipping the work design in an industrial engineering course (2009) 39th ASEE/IEEE Frontiers in Education Conference, , October 18-21, San Antonio, TX; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Demetry, C., Work in progress: ""An innovation merging ""classroom flip"" and team-based learning (2010) 40th ASEE/IEEE Frontiers in Education Conf, , October 27-30, Washington, DC; Carberry, A.R., Amresh, A., Work in Progress: Teaching game design and robotics together: A natural marriage of computing and engineering design in a first-year engineering course (2012) 42nd ASEE/IEEE Frontiers in Education Conf, , October 3-6, Washington; Tucker, B., (2012) The Flipped Classroom - Online Instruction at Home Frees Class Time for Learning, , http://educationnext.org/files/ednext_20121_BTucker.pdf; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin system study of clickers (2007) ECAR Res. Bull, pp. 2-12; Crossgrove, K., Curran, K.L., Using clickers in nonmajors-and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) Life Sci. Educ, 7, pp. 146-154; Ash, K., (2011) Educators Evaluate 'Flipped Classrooms' - Benefits and Drawbacks Seen in Replacing Lectures with On-demand Video, , http://216.78.200.159/Documents/RandD/Education%20Week/ Flipped%20Classrooms.pdf; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Javier Sese, F., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110","Lucke, T.; Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, QLD, Australia; email: tlucke@usc.edu.au",,Institute of Electrical and Electronics Engineers;(IEEE) Computer Society;American Society for Engineering Education (ASEE) -;Educational Research Methods (ERM) Division;Institute of Electrical and Electronics Engineers;(IEEE) Education Society,,"43rd IEEE Annual Frontiers in Education Conference, FIE 2013",23 October 2013 through 26 October 2013,"Oklahoma City, OK",102392.0,15394565,9781467352611,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84893271536
"Triglianos V., Pautasso C.",22959162500;7801368483;,ASQ: Interactive web presentations for hybrid MOOCs,2013,WWW 2013 Companion - Proceedings of the 22nd International Conference on World Wide Web,,,,209,210,,10.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893138622&partnerID=40&md5=d7761bedecac9a8070ef718583cc64f1,"University of Lugano, Switzerland","Triglianos, V., University of Lugano, Switzerland; Pautasso, C., University of Lugano, Switzerland","ASQ is a Web application for creating and delivering in- teractive HTML5 presentations. It is designed to support teachers that need to gather real-time feedback from the stu- dents while delivering their lectures. Presentation slides are delivered to viewers that can answer the questions embed- ded in the slides. The objective is to maximize the efficiency of bi-directional communication between the lecturer and a large audience. More specifically, in the context of a hybrid MOOC classroom, a teacher can use ASQ to get feedback in real time about the level of comprehension of the presented material while reducing the time for gathering survey data, monitoring attendance and assessing solutions.",HTML5; Impress.js; Software clicker,Bi-directional communication; HTML5; Impress.js; Presentation slides; Real-time feedback; Survey data; WEB application; Web presentations; HTML; Teaching; World Wide Web,,,,,,,,,,,"Andrade, H., The effects of instructional rubrics on learning to write (2001) Current Issues in Education, 4 (4). , April; Hauswirth, M., Adamoli, A., Solve and evaluate with informa: A java-based classroom response system for teaching java (2009) Proc. of PPPJ '09, pp. 1-10; Martin, F.G., Will massive open online courses change how we teach? (2012) CACM, 55 (8), pp. 26-28. , August; Mcauley, A., Stewart, B., Siemens, G., Cormier, D., The MOOC Model for Digital Practice, , http://www.elearnspace.org/,2007",University of LuganoSwitzerland,,Comite Gestor da Internet no Brazil (CGI.BR);Nucleo de Informatcao e Coordenacao do Ponto BR (NIC.BR);BR PETROBRAS;Banco do Brasil;Microsoft,,"22nd International Conference on World Wide Web, WWW 2013",13 May 2013 through 17 May 2013,Rio de Janeiro,102216.0,,9781450320382,,,English,WWW Companion - Proc. Int. Conf. World Wide Web,Conference Paper,Final,,Scopus,2-s2.0-84893138622
Enström E.,36195616800;,"Dynamic programming - Structure, difficulties and teaching",2013,"Proceedings - Frontiers in Education Conference, FIE",,, 6685158,1857,1863,,2.0,10.1109/FIE.2013.6685158,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84893295842&doi=10.1109%2fFIE.2013.6685158&partnerID=40&md5=2a2979ccba35841787d0768f81eee7b4,"School of Computer Science and Communication, School of Education and Communication in Engineering Science, Royal Institute of Technology, Lindstedtsvägen 3, SE-100 44 Stockholm, Sweden","Enström, E., School of Computer Science and Communication, School of Education and Communication in Engineering Science, Royal Institute of Technology, Lindstedtsvägen 3, SE-100 44 Stockholm, Sweden","In this paper we describe action research on our third year Algorithms, Data structures and Complexity course, in which students have considered dynamic programming hard in comparison to the other topics. Attempting to amend this, we wanted to know which difficulties the students encountered, where they gained their knowledge, and which tasks they were most certain that they could perform after the course. Such work resides in the didactics of the subject taught, but the general methods of attacking perceived difficulties in a course can be tried on any course. We identified subtasks that could be taught separately, and adapted the lectures to Pattern Oriented Instruction in order to help students cope with the cognitive complexity of solving problems using dynamic programming. For this, we prepared new clicker questions, visualisations and a lab assignment. We also constructed self-efficacy items on the course goals for dynamic programming, and administered them before and after the teaching and learning activities. Among the self-efficacy items, determining the evaluation order and solving a problem with dynamic programming with no hints had the lowest score after the course. As for the activities, arguing correctness of a solution was something many students claimed that they did not learn anywhere. Students considered the lab exercise most useful, but they also learned a lot from the other activities. © 2013 IEEE.",,Action research; Cognitive complexity; Evaluation order; General method; Perceived difficulties; Self efficacy; Teaching and learning; Visualisations; Dynamic programming; Students,,,,,,,,,,,"Kahney, H., Eisenstadt, M., Programmers' mental models of their programming tasks: The interaction of real-world knowledge and programming knowledge (1982) Proceedings of the Fourth Annual Conference of the Cognitive Science Society, 4, pp. 143-145; Kahney, H., What do novice programmers know about recursion (1983) Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 235-239. , http://doi.acm.org/10.1145/800045.801618, ser. CHI '83. New York, NY, USA: ACM. [Online]; Ford, G., A framework for teaching recursion (1982) SIGCSE Bull, 14 (2), pp. 32-39. , http://doi.acm.org/10.1145/989314.989320, Jun. [Online]; Turbak, F., Royden, C., Stephan, J., Herbst, J., (1999) Teaching Recursion before Loops in cs1; Scholtz, T.L., Sanders, I., Mental models of recursion: Investigating students' understanding of recursion (2010) Proceedings of the Fifteenth Annual Conference on Innovation and Technology in Computer Science Education, pp. 103-107. , http://doi.acm.org/10.1145/1822090.1822120, ser. ITiCSE '10. New York, NY, USA: ACM. [Online]; Haberman, B., Averbuch, H., The case of base cases: Why are they so difficult to recognize? Student difficulties with recursion (2002) Proceedings of the 7th Annual Conference on Innovation and Technology in Computer Science Education, pp. 84-88. , http://doi.acm.org/10.1145/544414.544441, ser. ITiCSE '02. New York, NY, USA: ACM. [Online]; Ginat, D., Shifroni, E., Teaching recursion in a procedural environment-how much should we emphasize the computing model? (1999) The Proceedings of the Thirtieth SIGCSE Technical Symposium on Computer Science Education, pp. 127-131. , http://doi.acm.org/10.1145/299649.299718, ser. SIGCSE '99. New York, NY, USA: ACM. [Online]; Bellman, R., (1957) Dynamic Programming, , 1st ed. Princeton, NJ, USA: Princeton University Press; Muller, O., Pattern oriented instruction and the enhancement of analogical reasoning (2005) Proceedings of the First International Workshop on Computing Education Research, pp. 57-67. , http://doi.acm.org/10.1145/1089786.1089792, ser. ICER '05. New York, NY, USA: ACM. [Online]; Muller, O., Haberman, B., Supporting abstraction processes in problem solving through pattern-oriented instruction (2008) Computer Science Education, 18 (3), pp. 187-212. , http://www.tandfonline.com/doi/abs/10.1080/08993400802332548, Online]; Haberman, B., Muller, O., Teaching abstraction to novices: Patternbased and adt-based problem-solving processes (2008) Frontiers in Education Conference, 2008. FIE 2008. 38th Annual, pp. 7-12; Muller, O., Ginat, D., Haberman, B., Pattern-oriented instruction and its influence on problem decomposition and solution construction (2007) SIGCSE Bull, 39 (3), pp. 151-155. , http://doi.acm.org/10.1145/1269900.1268830, Jun. [Online]; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20; Randolph, J.J., Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and offtask behavior (2007) Journal of Positive Behavior Interventions, 9 (2), pp. 113-128. , April; Bandura, A., (1986) Social Foundations of Thought and Action: A Social Cognitive Theory, , ser. Prentice-Hall series in social learning theory. Englewood Cliffs, New Jersey: Prentice-Hall; Pajares, F., Miller, M.D., Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis (1994) Journal of Educational Psychology, 86 (2), pp. 193-203. , http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ490260, Online]; Iannone, P., Inglis, M., Self efficacy and mathematical proof: Are undergraduate students good at assessing their own proof production ability? (2010) Proceedings of the 13th Conference on Research in Undergraduate Mathematics Education. Conference Proceedings, 2010, , https://ueaeprints.uea.ac.uk/16104/, february. [Online]; Ramalingan, V., Wiedenbeck, S., Development and validation of scores on a computer programming self-efficacy scale and group analyses of novice programmer self-efficacy (1998) Journal of Educational Computing Research, 19 (4), pp. 367-381; Askar, P., Davenport, D., An investigation of factors related to selfefficacy for java parogramming among engineering students (2009) Turkish Online Journal of Educational Technology, 8, pp. 26-32; Enström, E., Kreitz, G., Niemelä, F., Söderman, P., Kann, V., Five years with kattis-using an automated assessment system in teaching (2011) Proceedings of the41st ASEE/IEEE Frontiers in Education Conference, , Rapid City, SD, ser. Frontiers in Education, IEEE, Ed. IEEE, ISBN: 978-1-61284-467-1; Bandura, A., (2006) Self-Efficacy Beliefs of Adolescents, pp. 307-337. , ser. Adolescence and Education. Information Age Publishing, ch. 14: Guide for constructing self-efficacy scales; Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Kratwohl, D.R., (1956) Taxonomy of Educational Objectives Handbook 1: Cognitive Domain, , London: Longman Group Ltd; Crescenzi, P., Enström, E., Kann, V., From theory to practice: Npcompleteness for every cs student (2013) ITiCSE '13: Proceedings of the Eighteenth Annual Conference on Innovation and Technology in Computer Science Education, , New York, NY, USA: ACM","Enström, E.; School of Computer Science and Communication, School of Education and Communication in Engineering Science, Royal Institute of Technology, Lindstedtsvägen 3, SE-100 44 Stockholm, Sweden; email: emmaen@csc.kth.se",,Institute of Electrical and Electronics Engineers;(IEEE) Computer Society;American Society for Engineering Education (ASEE) -;Educational Research Methods (ERM) Division;Institute of Electrical and Electronics Engineers;(IEEE) Education Society,,"43rd IEEE Annual Frontiers in Education Conference, FIE 2013",23 October 2013 through 26 October 2013,"Oklahoma City, OK",102392.0,15394565,9781467352611,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84893295842
"Brannock E., Lutz R., Napier N.",16306348200;57196820233;25655428300;,Integrating authentic learning into a software development course: An experience report,2013,SIGITE 2013 - Proceedings of the 2013 ACM SIGITE Annual Conference on Information Technology Education,,,,195,199,,4.0,10.1145/2512276.2512297,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84887281003&doi=10.1145%2f2512276.2512297&partnerID=40&md5=971addc1e3eb814051fd00aadc5f91d0,"1000 University Center Lane, Lawrenceville, GA 30043, United States","Brannock, E., 1000 University Center Lane, Lawrenceville, GA 30043, United States; Lutz, R., 1000 University Center Lane, Lawrenceville, GA 30043, United States; Napier, N., 1000 University Center Lane, Lawrenceville, GA 30043, United States","This paper describes our experience integrating an authentic learning project into a junior-level software development course. During the course, students applied full software development life cycle processes to meet a campus need - providing classroom clicker support without purchasing additional hardware. The paper provides the motivation for this approach, summarizes relevant developments in classroom response systems, details the design of the class project, and shares our results. Finally, we offer reflections describing both intended and unintended outcomes of this experiment. © 2013 ACM.",curriculum innovation; software development life cycle; software engineering course,Authentic learning; Class projects; Classroom response systems; Curriculum innovations; Experience report; Software development life cycle; Software engineering course; Curricula; Information technology; Life cycle; Software design; Teaching,,,,,,,,,,,"Pinkett, R.D., Strategies for motivating minorities to engage computers Carenegie Mellon Symposium on Minorities and Computer Science 1999, , MIT Media Laboratory; Schwartz, D., Towards the development of flexibly adaptive instructional design (1999) Instructional-design Theories and Models: A New Paradigm of Instructional Theory, pp. 183-213. , C. Reigeluth, Editor Erlbaum: Mahwah, NJ; Preston, J.A., Utilizing authentic, real-world projects in information technology education (2005) SIGITE Newsl., 2 (1), pp. 1-10; Reeves, T.C., Herrington, J., Oliver, R., Authentic activities and online learning (2002) Higher Education Research and Development Society of Australasia, , Perth, Australia; Burns, R., Pollock, L., Harvey, T., Integrating hard and soft skills: Software engineers serving middle school teachers Proceedings of the 43rd ACM Technical Symposium on Computer Science Education2012, pp. 209-214. , ACM: Raleigh, North Carolina, USA; Cicirello, V.A., Experiences with a real projects for real clients course on software engineering at a liberal arts institution (2013) J. Comput. Sci. Coll., 28 (6), pp. 50-56; Liu, C., Enriching software engineering courses with service-learning projects and the open-source approach Proceedings of the 27th International Conference on Software Engineering2005, pp. 613-614. , ACM: St. Louis, MO, USA; Polack-Wahl, J.A., Incorporating the client's role in a software engineering course (1999) SIGCSE Bull., 31 (1), pp. 73-77; Lambright, K.T., Alden, A.F., Voices from the Trenches: Faculty Perspectives on Support for Sustaining Service-Learning (2012) Journal of Higher Education Outreach and Engagement, 16 (2), pp. 9-45; Liu, J., Marsaglia, J., Olson, D., Teaching software engineering to make students ready for the real world (2002) J. Comput. Sci. Coll., 18 (2), pp. 43-50; Tan, J., Phillips, J., Incorporating service learning into computer science courses (2005) J. Comput. Small Coll., 20 (4), pp. 57-62; Ikonen, M., Kurhila, J., Discovering high-impact success factors in capstone software projects Proceedings of the 10th ACM Conference on SIG-information Technology Education2009, pp. 235-244. , ACM: Fairfax, Virginia, USA; GGC Connect Application, , https://play.google.com/store/apps/details?id=edu.ggc.it&hl=en, Available from; Tsoi, M.Y., Dekhane, S., TsoiChem: A Mobile Application To Facilitate Student Learning in Organic Chemistry International Conference on Advanced Learning Technologies. 2011, , Athens, GA: IEEE Computer Society; (2001) Extreme Chaos, , The Standish Group; Murphy, T., Success and failure of audience response systems in the classroom Proceedings of the 36th Annual ACM SIGUCCS Fall Conference: Moving Mountains, Blazing Trails2008, pp. 33-38. , ACM: Portland, OR, USA; Taneja, A., The influence of personal response systems on students' perceived learning outcomes and course satisfaction (2009) J. Comput. Small Coll., 25 (2), pp. 5-11",,,Special Interest Group for Information Technology Education (ACM SIGITE),,"2013 13th ACM SIGITE Annual Conference on Information Technology Education, SIGITE 2013",10 October 2013 through 12 October 2013,"Orlando, FL",100776.0,,9781450322393,,,English,SIGITE - Proc. ACM SIGITE Annu. Conf. Inf. Technol. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84887281003
Schmidt B.,55213985100;,Learning strategy and students' perception of different learning options in a blended learning environment: A case study of a first year engineering course,2013,CSEDU 2013 - Proceedings of the 5th International Conference on Computer Supported Education,,,,321,330,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84887158117&partnerID=40&md5=45a32d52e637b34a1f0c802310be228c,"Mads Clausen Institute, University of Southern Denmark, Alsion 2, 6400 Sonderborg, Denmark","Schmidt, B., Mads Clausen Institute, University of Southern Denmark, Alsion 2, 6400 Sonderborg, Denmark","This case study presents a teaching strategy for an engineering dynamics course using a range of different learning options supporting different learning styles. The teaching strategy was implemented in a blended learning environment by combining traditional lectures with online resources. A set of questionnaire was given to evaluate the students' perception of the different learning options. The study shows that the students found online pencasts very useful as a means to increase the outcome of studying a traditional textbook. In addition, the implementation of an electronic audience response system to enhance active learning by peer instruction in combination with traditional lecturing was highly appreciated by the students. Finally, the study indicates that according to the students the proposed teaching strategy leads to increased motivation and engagement in their study.",Active Learning; Blended Learning; Engineering Dynamics; Learning Styles; Students' Satisfaction,Active Learning; Blended learning; Engineering Dynamics; Learning Style; Students' satisfaction; Computer aided instruction; Engineering education; Teaching; Students,,,,,,,,,,,"Bourne, J., Harris, D., Mayadas, F., Online engineering education: Learning anywhere, anytime (2005) Journal of Engineering Education, 94 (1), pp. 131-146; Boyle, T., A dynamic systematic method for developing blended learning (2005) Education, Communication & Information, 5 (3), pp. 221-232; Brodie, L.M., EProblem-based learning: Problem-based learning using virtuel teams (2009) European Journal of Engineering Education, 34 (6), pp. 497-509; Cortizo, J.L., Blended learning applied to the study of mechanical couplings in engineering (2010) Computers & Education, 54 (4), pp. 1006-1019; Dzakiria, H., Che, S.M., Bakar, H.A., Moving forward with blended learning as a pedagogical alternative to traditional classroom learning (2006) Malaysian Online Journal of Intsructional Technology, 3 (1), pp. 11-18; El-Zein, A., Langrish, T., Ballam, N., Blended teaching and learning of computer programming skills in engineering curricula (2009) Advances in Engineering Education, 1 (3), pp. 1-18; Fang, N., Electronic classroom response system for an engineering dynamics course: Student satisfaction and learning outcomes (2009) International Journal of Engineering Education, 25 (5), pp. 1059-1067; Felder, R.M., Brent, R., Understanding student differences (2005) Journal of Engineering, 94 (1), pp. 57-72; Fies, C., Marshall, J., Classroom response system: A review of the literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; Fitzpatrick, J., Cronin, K., Byrne, E., Is attending lectures still relevant in engineering education? (2010) European Journal of Engineering Education, 36 (3), pp. 301-312; Graham, C.R., Allen, S., Ure, D., Benefits and challenges of blended learning environments (2005) Encyclopedia of Information Science and Technology, pp. 263-259. , M. Khosrow-Pour, ed., Hershey, PA: Idea Group; Granic, A., Mifsud, C., Cukusic, M., Design, implementation and validation of a europe-wide pedagogical framework for e-learning (2009) Computers & Education, 53 (4), pp. 1052-1081; Groen, L., Carmody, G., Blended learning in a first year mathematics subject (2005) Proceedings of UniServe Science Blended Learning Symposium, pp. 50-55; Kerres, M., De Witt, C., A didactical framework for the design of blended learning arrangements (2003) Journal of Educational Media, 28 (2-3), pp. 101-113; Limniou, M., Smith, M., Teachers' and students' perspectives on teaching and learning through virtual learning environments (2010) European Journal of Engineering Education, 35 (6), pp. 645-653; Lux, J.R., Davidson, B.D., Guidelines for the development of computer-based instruction modules for science and engineering (2003) Educational Technology & Society, 6 (4), pp. 124-133; Marino, T.A., Learning online: A view from both sides (2000) The National Teaching & Learning Forum, 9 (4), pp. 4-6; Markvorsen, S., Schmidt, K., Online mathematics education - E-math for first year engineering students (2012) International Conference on Computer Supported Education (CSEDU 2012), , Porto, Portugal; Martínez-Caro, E., Campuzano-Bolarín, F., Factors affecting students' satisfaction in engineering disciplines: Traditional vs. Blended approaches (2011) European Journal of Engineering Education, 36 (5), pp. 473-483; Mazur, E., (1997) Peer-Instruction: A User's Manual, , Upper Saddle River, NJ, Prentice Hall; Meriam, J.L., Craige, L.G., (2008) Engineering Mechanics, Dynamics, , 6.th edn., Hoboken, NJ: Wiley & Sons; Moebs, S., Weibelzahl, S., Towards a good mix in blended learning for small and medium sized enterprises - Outline of a delphi study (2006) Proceedings of the Workshop on Blended Learning and SMEs, 1 stEuropean Conference on Technology Enhanced Learning Crete, , Greece; Nagy-Shadman, E., Desrochers, C., Student response technology: Empirically grounded or just a gimmick? (2008) International Journal of Science Education, 30, pp. 2023-2066; Oliver, M., Trigwel, K., Can 'Blended learning' be redeemed? (2005) E-learning, 2 (1), pp. 17-26; Osguthorpe, R.T., Graham, C.R., Blended learning environments: Definitions and directions (2003) The Quarterly Review of Distance Education, 4 (3), pp. 227-233; Peercy, P.S., Cramer, S.M., Redefining quality in engineering education through hybrid instruction (2011) Journal of Engineering Education, 100 (4), pp. 625-629; Schmidt, B., Teaching engineering dynamics by use of peer instruction supported by an audience response system (2011) European Journal of Engineering Education, 36 (5), pp. 413-423; Schmidt, B., Skip lecturing - Let the students talk! (2012) Proceedings of the 12th International Conference on Engineering and Technology Education (INTERTECH 2012), , ed. by Claudio da Rocha Brito and Melany M. Ciampi, ISBN 978-85-89120-89-0; Wan Ahmad, W.F., Shafie, A., Janier, J.B., Students' perceptions towards blended learning in teaching and learning mathematics: Application of integration (2008) Proccedings of the 13th Asian Technology Conference in Mathematics","Schmidt, B.; Mads Clausen Institute, University of Southern Denmark, Alsion 2, 6400 Sonderborg, Denmark; email: bschmidt@mci.sdu.dk",,"Institute for Systems and Technologies of;Information, Control and Communication (INSTICC)",,"5th International Conference on Computer Supported Education, CSEDU 2013",6 May 2013 through 8 May 2013,Aachen,100625.0,,9789898565532,,,English,CSEDU - Proc. Int. Conf. Comput. Supported Educ.,Conference Paper,Final,,Scopus,2-s2.0-84887158117
"Hunter Revell S.M., McCurry M.K.",36052772500;8883073500;,Effective pedagogies for teaching math to nursing students: A literature review,2013,Nurse Education Today,33,11,,1352,1356,,12.0,10.1016/j.nedt.2012.07.014,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884292430&doi=10.1016%2fj.nedt.2012.07.014&partnerID=40&md5=54028dd6d02e1d610772dea4041f036f,"University of Massachusetts Dartmouth, College of Nursing, 285 Old Westport Road, North Dartmouth, MA 02747-2300, United States","Hunter Revell, S.M., University of Massachusetts Dartmouth, College of Nursing, 285 Old Westport Road, North Dartmouth, MA 02747-2300, United States; McCurry, M.K., University of Massachusetts Dartmouth, College of Nursing, 285 Old Westport Road, North Dartmouth, MA 02747-2300, United States","Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction. © 2012 Elsevier Ltd.",Mathematics; Nursing students; Teaching methods; Technology,"education; human; mathematics; nursing education; procedures; teaching; Education, Nursing, Baccalaureate; Humans; Mathematics; Teaching",,,,,,,,,,,"Allen, S., Pappas, A., Enhancing math competency of baccalaureate students (1999) Journal of Professional Nursing, 15 (2), pp. 123-129; Bath, J.B., Blais, K., Learning style as a predictor of drug dosage calculation ability (1993) Nurse Educator, 18 (1), pp. 33-36; Berry, J., Technology support in nursing education: clickers in the classroom (2009) Nursing Education Research, 30 (5), pp. 295-298; Blais, K., Bath, J.B., Drug calculation errors of baccalaureate nursing students (1992) Nurse Educator, 17 (1), pp. 12-15; Brown, D., Does 1+1 still equal 2? A study of the mathematic competencies of associate degree nursing students (2002) Nurse Educator, 27 (3), pp. 132-135; Brown, D.L., Can you do the math? Mathematical competencies of baccalaureate degree nursing students (2006) Nurse Educator, 31 (3), pp. 98-100; Butler, M., Pyzdrowski, L., Walker, V.L., Yoho, S., Studying person response systems in a college algebra course (2010) Investigators in Mathematics Learning, 2 (2), pp. 1-17; Costello, M., Predictors of success on medication calculation tests (2011) Nurse Educator, 36 (1), pp. 11-12; Cummings, K.E., Back to basics: building math competency in nursing students (2011) The Canadian Nurse, 107 (7), pp. 22-23; Elliott, M., Joyce, J., Mapping drug calculation skills in an undergraduate nursing curriculum (2005) Nurse Education in Practice, 5 (4), pp. 225-229; Ellis-Monaghan, J., Considering the chalkless classroom (2010) PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 20 (4), pp. 332-343; Fosnot, C.T., Constructivism: a psychological theory of learning (1996) Constructivism: Theory, Perspectives, and Practice, , Teachers College Press, New York, C.T. Fosnot (Ed.); Fotoples, R., In my view. Overcoming math anxiety (2000) Kappa Delta Pi Record, 36 (4), pp. 149-151; Glaister, K., Exploring the impact of instructional approaches on the learning and transfer of medication dosage calculation competency (2005) Contemporary Nurse: A Journal for the Australian Nursing Profession, 20 (1), pp. 3-13; Glaister, K., The presence of mathematics and computer anxiety in nursing students and their effects on medication dosage calculations (2007) Nurse Education Today, 27 (4), pp. 341-347; Grandell-Niemi, H., Hupli, M., Puukka, P., Leino-Kilpi, H., Finnish nurses' and nursing students' mathematical skills (2006) Nurse Education Today, 26, pp. 151-161; Greenfield, S., Whelan, B., Cohn, E., Use of dimensional analysis to reduce medication errors (2006) Journal of Nursing Education, 45 (2), pp. 91-94; Hall, C., Calculated to succeed (2010) Nursing Standard, 24 (30), p. 69; Harne-Britner, S., Kreamer, C., Frownfelter, P., Helmuth, A., Lutter, S., Schafer, D., Wilson, C., Improving medication calculation skills of practicing nurses and senior nursing students: a pilot study (2006) Journal for Nurses in Staff Development, 22 (4), pp. 190-195; Heinzer, M., Beitz, J., Dreher, H., Ambrose, M., Flynn, E., Lauterbach, S., A program evaluation approach to drug administration education (1997) Nurse Educator, 22 (4), pp. 25-31; Hodge, M., News, notes tips. Do anxiety, math self-efficacy, and gender affect nursing students' drug dosage calculations? (1999) Nurse Educator, 24 (4), p. 36; Hunter Revell, S.M., McCurry, M.K., Engaging millennial learners: effectiveness of personal response system technology with student nurses in small and large classrooms (2010) Journal of Nursing Education, 29 (5), pp. 272-275; Hutton, M., Nursing mathematics: the importance of application (1998) Nursing Standard, 13 (11), pp. 35-38; Hutton, M., Coben, D., Hall, C., Rowe, D., Sabin, M., Weeks, K., Woolley, N., Numeracy for nursing, report of a pilot study to compare outcomes of two practical simulation tools - an online medication dosage assessment and practical assessment in the style of objective structured clinical examination (2010) Nurse Education Today, 30 (7), pp. 608-614; Jackson, N.V., De Carlo, J.J., Problem solved: dosage calculation in a nursing program (2011) Nurse Educator, 36 (2), pp. 80-83; Jeffries, P., Computer versus lecture: a comparison of two methods of teaching oral medication administration in a nursing skills laboratory (2001) Journal of Nursing Education, 40 (7), pp. 323-329; Johnson, S., Johnson, L., The 4 Cs: a model for teaching dosage calculation (2002) Nurse Educator, 27 (2), pp. 79-83; Jukes, L., Gilchrist, M., Concerns about numeracy skills of nursing students (2006) Nurse Education in Practice, 6, pp. 192-198; Kapborg, I., Rosander, R., Swedish student nurses solving mathematical items with or without help of a hand-held calculator - a comparison of results (2001) Nurse Education in Practice, 1 (2), pp. 80-84; Kohtz, C., Gowda, C., Teaching drug calculation in nursing education: a comparison study (2010) Nurse Educator, 35 (2), pp. 83-86; Krautscheid, L.C., Orton, V.J., Chorpenning, L., Ryerson, R., Student nurse perceptions of effective medication administration education (2011) International Journal of Nursing Education Scholarship, 8 (1), pp. 1-15; Liu, W.C., Stengel, D.N., Improving student retention and performance in quantitative courses using clickers (2011) International Journal for Technology in Mathematics Education, 18 (1), pp. 51-58; Maag, M., The effectiveness of an interactive multimedia learning tool on nursing students' math knowledge and self-efficacy (2004) CIN: Computers, Informatics, Nursing, 22 (1), pp. 26-33; McCurry, M.K., Hunter Revell, S.M., Evaluating the effectiveness of personal response system technology on millennial student learning (2011) Journal of Nursing Education, 50 (8), pp. 471-475; McMullan, M., Jones, R., Lea, S., Patient safety: numerical skills and drug calculations abilities of nursing students and registered nurses (2010) Journal of Advanced Nursing, 66 (4), pp. 891-899; Core competencies of nurse educators with task statements, , http://www.nln.org/facultydevelopment/pdf/corecompetencies.pdf, Retrieved September 2011 from; Newton, S.E., Harris, M., Pittilgio, L., Moore, G., Nursing student math aptitude and success on a medication calculation assessment (2009) Nurse Educator, 34 (2), pp. 80-83; Polifroni, E., McNulty, J., Allchin, L., Medication errors: more basic than a system issue (2003) Journal of Nursing Education, 42 (10), pp. 455-458; Polifroni, E., Allchin, L., McNulty, J., Limited math skills: a prescription for change (2005) Journal for Nurses in Staff Development, 21 (2), pp. 79-81; Pozehl, B., Mathematical calculation ability and mathematical anxiety of baccalaureate nursing students (1996) Journal of Nursing Education, 35 (1), pp. 37-39; Rice, J.N., Bell, M.L., Using dimensional analysis to improve drug dosage calculation ability (2005) Journal of Nursing Education, 44 (7), pp. 315-318; Roykenes, K., Larsen, T., The relationship between nursing students' mathematics ability and their performance in a drug calculation test (2010) Nurse Education Today, 30, pp. 697-701; Smith, D.A., Rosenkoetter, M.M., Effectiveness, challenges, and perceptions of classroom participation systems (2009) Nurse Educator, 34 (4), pp. 156-161; Sturdivant, R., Dunham, P., Jardine, R., Preparing mathematics teachers for technology-rich environments (2009) PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 19 (2), pp. 161-173; Walsh, K., The relationship among mathematics anxiety, beliefs about mathematics, mathematics self-efficacy, and mathematics performance in associate degree nursing students (2008) Nursing Education Perspectives, 29 (4), pp. 226-229; Weeks, K., Lyne, P., Torrance, C., Written drug dosage errors made by students: the threat to clinical effectiveness and the need for a new approach (2000) Clinical Effectiveness in Nursing, 4 (1), pp. 20-29; Weeks, K.W., Lyne, P., Mosely, L., Torrance, C., The strive for clinical effectiveness in medication dosage calculation problem-solving skills: the role of constructivist learning theory in the design of a computer-based 'authentic world' learning environment (2001) Clinical Effectiveness in Nursing, 5, pp. 18-25; Wright, K., An investigation to find strategies to improve student nurses' maths skills (2004) British Journal of Nursing, 13 (2), pp. 1280-1284; Wright, K., An exploration into the most effective way to teach drug calculation skills to nursing students (2005) Nurse Education Today, 25, pp. 430-436; Wright, K., Barriers to accurate drug calculations (2006) Nursing Standard, 20, pp. 41-45; Wright, K., Student nurses need more than maths to improve their drug calculating skills (2007) Nurse Education Today, 27, pp. 278-285; Wright, K., Drug calculations part 1: a critique of the formula used by nurses (2008) Nursing Standard, 22 (36), pp. 40-42; Wright, K., Developing methods for solving drug dosage calculations (2009) British Journal of Nursing, 18 (11), pp. 685-689; Wright, K., Resources to help solve drug calculation problems (2009) British Journal of Nursing, 18 (14), pp. 878-883","Hunter Revell, S.M.; University of Massachusetts Dartmouth, College of Nursing, 285 Old Westport Road, North Dartmouth, MA 02747-2300, United States; email: susan.hunterrevell@umassd.edu",,,,,,,,02606917,,,22922029.0,English,Nurse Educ. Today,Review,Final,,Scopus,2-s2.0-84884292430
Gain J.,6603243958;,Using poll sheets and computer vision as an inexpensive alternative to clickers,2013,ACM International Conference Proceeding Series,,,,60,63,,2.0,10.1145/2513456.2513468,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84886261821&doi=10.1145%2f2513456.2513468&partnerID=40&md5=d03238d3cf5aed1d9323999962b232e0,"Computer Science Department, University of Cape Town, South Africa","Gain, J., Computer Science Department, University of Cape Town, South Africa","Classroom Response Systems, colloquially known as Clickers after the predominant hand-held input device, are widely used because they allow students to respond in class to questions posed by the lecturer. This improves active learning and interaction in large classes-students are more involved, and lecturers can assess understanding and even take remedial action. Unfortunately, Clicker systems are relatively expensive, particularly in a developing-world context. They typically cost $200-700 for a base station and $30-50 per Clicker. In this paper we present an inexpensive alternative to Clickers. Poll sheets with coloured blocks printed on a white background are held up by the students and a camera-phone is used in panoramic mode to photograph the class. This image is then processed using computer vision to count and classify the students' responses. While the 85%recognition rate we achieve is certainly not as accurate as Clickers, this approach nevertheless has many of the same benefits for active learning at a fraction of the cost: $0.20 per poll sheet, assuming a laptop and camera-phone are already available. Copyright 2013 ACM.",Active learning; Classroom response system; Clickers; ICT4D,Active Learning; Classroom response systems; Clickers; ICT4D; Input devices; Remedial actions; Cameras; Computer science; Engineers; Information technology; Students; Surveys; Telephone sets; Teaching,,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Cross, A., Cutrell, E., Thies, W., Low-cost audience polling using computer vision (2012) Proceedings of the 25th Annual ACM Symposium on User Interface Software and Technology, pp. 45-54. , ACM; Heward, W.L., Everyone participates in this class: Using response cards to increase active student response (1996) Teaching Exceptional Children, 28 (2), pp. 4-10; Johnson, D., McLeod, S., Get answers: Using student response systems to see students' thinking (2005) Learning & Leading with Technology, 32 (4), pp. 18-23; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4 (4), pp. 298-310; Miura, M., Nakada, T., Device-free personal response system based on fiducial markers (2012) Wireless, Mobile and Ubiquitous Technology in Education (WMUTE), pp. 87-91. , 2012 IEEE Seventh International Conference on IEEE; Roschelle, J., Penuel, W.R., Abrahamson, L., The networked classroom (2004) Educational Leadership, 61 (5), pp. 50-53; Scornavacca, E., Marshall, S., Txt-2-lrn: Improving students' learning experience in the classroom through interactive SMS (2007) System Sciences, 2007. HICSS 2007, pp. 1-8. , 40th Annual Hawaii International Conference on IEEE; White, P.J., Delaney, D.G., Syncox, D., Akerberg, O.A., Alters, B., Clicker implementation models (2011) EDUCAUSE Quarterly, 34 (4), pp. 1-4","Gain, J.; Computer Science Department, University of Cape TownSouth Africa; email: jgain@cs.uct.ac.za",,Amazon;IBM;Rhodes University;Korbitech;KPMG;Microsoft,,"South African Institute for Computer Scientists and Information Technologists: A Connected Society, SAICSIT 2013",7 October 2013 through 9 October 2013,East London,100358.0,,9781450321129,,,English,ACM Int. Conf. Proc. Ser.,Conference Paper,Final,,Scopus,2-s2.0-84886261821
"Samarakou M., Fylladitakis E.D., Tsaganou G., Gelegenis J., Karolidis D., Prentakis P., Papadakis A.",6602934830;55671260500;6507313319;6603190661;8659492600;8659492400;6602750301;,Adaptation of educational text to an open interactive learning system: A case study for retudis,2013,Proceedings of the International Conference e-Learning 2013,,,,296,302,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84886918785&partnerID=40&md5=347c3a711c47c1fc69828ac935696695,"Department of Energy Technology, Technological Educational Institute (T.E.I.) of Athens, Ag. Spyridonos, 12210, Aegaleo, Greece","Samarakou, M., Department of Energy Technology, Technological Educational Institute (T.E.I.) of Athens, Ag. Spyridonos, 12210, Aegaleo, Greece; Fylladitakis, E.D., Department of Energy Technology, Technological Educational Institute (T.E.I.) of Athens, Ag. Spyridonos, 12210, Aegaleo, Greece; Tsaganou, G., Department of Energy Technology, Technological Educational Institute (T.E.I.) of Athens, Ag. Spyridonos, 12210, Aegaleo, Greece; Gelegenis, J., Department of Energy Technology, Technological Educational Institute (T.E.I.) of Athens, Ag. Spyridonos, 12210, Aegaleo, Greece; Karolidis, D., Department of Energy Technology, Technological Educational Institute (T.E.I.) of Athens, Ag. Spyridonos, 12210, Aegaleo, Greece; Prentakis, P., Department of Energy Technology, Technological Educational Institute (T.E.I.) of Athens, Ag. Spyridonos, 12210, Aegaleo, Greece; Papadakis, A., Department of Energy Technology, Technological Educational Institute (T.E.I.) of Athens, Ag. Spyridonos, 12210, Aegaleo, Greece","Theoretical education is mainly based on university text-books, which usually include texts not structured according to any theory of text comprehension. Structuring a text is a demanding process. Text should be organized and structured in order to include descriptions on micro and macro-level representation of the knowledge domain. Since this is difficult, diagnosis of text comprehension can lie heavily on the construction of the appropriate questions and dialogue structure about a not structured text. This may also affect students' performance on laboratory education. Whereas traditional educational systems infer the reasons for the student's behavior without directly involving the student, current educational systems, supported by interactive learning programs, attempt to involve students in the process of diagnosis. This paper presents the adaptation process of a non-structured text to ReTuDiS, an open interactive learning system which is being experimentally used today as an diagnostic, profiling and support system for undergraduate students.",Cognitive theory; Computer-assisted education; Interactive learning environment; Student profiling; Text adaptation,Cognitive theory; Computer-assisted education; Interactive learning; Interactive learning environment; Interactive learning systems; Laboratory education; Text adaptation; Undergraduate students; Computer aided instruction; E-learning; Educational technology; Learning systems; Program diagnostics; Students,,,,,,,,,,,"Bull, S., Nghiem, T., Helping learners to understand themselves with a learner model open to students, peers and instructors (2002) Workshop on Individual and Group Modelling Methods That Help Learners Understand Themselves, ITS, pp. 5-13; Caillies, S., Denhire, G., Kintsch, W., The effect of prior knowledge on understanding from text: Evidence from primed recognition (2002) European Journal of Cognitive Psychology, 14 (2), pp. 267-286; Collins, A., Beranek, B., (1986) A Sample Dialogue Based on A Theory of Inquiry Teaching, , University of Illinois at Urbana-Champaign; Denhire, G., Baudet, S., (1992) Lecture, Compréhension de Texte et Science Cognitive, , Presses universitaires de France; Grigoriadou, M., Tsaganou, G., Authoring tools for structuring text-based activities (2007) Universal Access in Human-Computer Interaction. Applications and Services, pp. 319-328. , in Stephanidis, C, ed. Springer Berlin Heidelberg; Self, J., Model-based cognitive diagnosis (1993) User Modeling and User-Adapted Interaction, 3 (1), pp. 89-106; Tsaganou, G., Grigoriadou, M., Design of text comprehension activities with retudisauth (2008) Advances in Human Computer Interaction","Department of Energy Technology, Technological Educational Institute (T.E.I.) of Athens, Ag. Spyridonos, 12210, Aegaleo, Greece",,,,"International Conference e-Learning 2013, Part of the IADIS Multi Conference on Computer Science and Information Systems 2013, MCCSIS 2013",23 July 2013 through 26 July 2013,,100176.0,,9789728939885,,,English,Proc. Int. Conf. e-Learn.,Conference Paper,Final,,Scopus,2-s2.0-84886918785
"Montero A., Zarraonandia T., Aedo I., Diaz P.",56354879800;12238771800;6603683704;7103221225;,Uses of augmented reality for supporting educational presentations,2013,"Proceedings - 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013",,, 6601972,426,428,,5.0,10.1109/ICALT.2013.130,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84885214110&doi=10.1109%2fICALT.2013.130&partnerID=40&md5=4faee37f22afe3a511b920fbf5c0c4a9,"Computer Science Department, Universidad Carlos III, Madrid, Spain","Montero, A., Computer Science Department, Universidad Carlos III, Madrid, Spain; Zarraonandia, T., Computer Science Department, Universidad Carlos III, Madrid, Spain; Aedo, I., Computer Science Department, Universidad Carlos III, Madrid, Spain; Diaz, P., Computer Science Department, Universidad Carlos III, Madrid, Spain","This work aims to explore the benefits and potential uses of Augmented Reality technology for supporting communication in lectures and presentations. In this paper we present the architecture and implementation of an Augmented Presentation Feedback System (APFs). The system allows a speaker equipped with an Augmented Reality Head-Mounted Display to visualize visual cues depicted over the listeners' heads. These can be used as a way of providing the speaker with continuous, private and immediate feedback on her explanations, so she can adapt the content and pace of the explanation to the specific needs of the listener and improve the flow of the presentation. © 2013 IEEE.",Augmented Reality; Classroom Communication System,Augmented reality technology; Classroom communication systems; Educational presentations; Feedback systems; Head mounted displays; Immediate feedbacks; Visual cues; Engineering education; Augmented reality,,,,,,,,,,,"Feiner, S., Macintyre, B., Höllerer, T., Webster, A., A touring machine: Prototyping 3D mobile augmented reality systems for exploring the urban environment (1997) Personal and Ubiquitous Computing, 1, pp. 208-217; Cheok, A.D., Human pacman: A mobile, wide-area entertainment system based on physical, social, and ubiquitous computing (2004) Personal and Ubiquitous Computing, 8, pp. 71-81; Chen, G.D., Chao, P.Y., Augmenting traditional books with context-aware learning supports from online learning communities (2008) Educational Technology & Society, 11, pp. 27-40; Priestnall, G., Brown, E., Sharpless, M., Polmear, G., (2009) A Student-Led Comparison of Techniques for Augmenting the Field Experience; Zarraonandia, T., Díaz, P., Aedo, I., Foreseeing the transformative role of it in lectures (2011) Proc. The 11th IEEE International Conference on Advanced Learning Technologies (ICALT), pp. 634-635; Zarraonandia, T., Montero, A., Aedo, I., Díaz, P., An augmented lecture feedback system to support learner and teacher communication Journal of British Educational Technology, , in press; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6; Litchfield, A., Raban, R., Dyson, L.E., Leigh, E., Tyler, J., Using students' devices and a no-to-low cost online tool to support interactive experiential mlearning (2009) Proc. The 9th IEEE International Conference on Advanced Learning Technologies (ICALT), pp. 674-678; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre L W, J.P., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Brown, J.S., Collins, A., Duguid, P., Situated cognition and the culture of learning (1989) Educational Researcher, 18, pp. 32-41; Dede, C., Immersive interfaces for engagement and learning (2009) Science, 323, pp. 66-69; Abas, H., Zaman, H.B., Scaffolding models for remedial students in using augmented reality storybook (2011) Proc ICEEI","Computer Science Department, Universidad Carlos III, Madrid, Spain",,,,"2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013",15 July 2013 through 18 July 2013,Beijing,99877.0,,9780769550091,,,English,"Proc. - IEEE Int. Conf. Adv. Learn. Technol., ICALT",Conference Paper,Final,,Scopus,2-s2.0-84885214110
"Hu Y., Huang R.",55876777900;7402950187;,The effects of iPad-based classroom response system in secondary school,2013,"Proceedings - 2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013",,, 6601993,477,478,,2.0,10.1109/ICALT.2013.150,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84885235123&doi=10.1109%2fICALT.2013.150&partnerID=40&md5=d3aa6067337b6b1b65d783a4783a8010,"RandD Center for Knowledge Engineering, Beijing Normal University, Beijing, China","Hu, Y., RandD Center for Knowledge Engineering, Beijing Normal University, Beijing, China; Huang, R., RandD Center for Knowledge Engineering, Beijing Normal University, Beijing, China","Presenter is an app for iOS, with the help of this app, teachers, instructors-anyone who gives presentations and wants to know if their students is grasping the content-on the spot-needs this app. The purpose of this study is to investigate the effects of this app on the learning achievement of students. In order to evaluate the efficacy of this app, an experiment was conducted to compare the performance of the students' learning via this app via those learning with the traditional approach. © 2013 IEEE.",classroom response systems; learning outcomes; Presenter; Students Response Systems,Classroom response systems; Learning achievement; Learning outcome; Presenter; Response systems; Secondary schools; Traditional approaches; Students; Teaching; Engineering education,,,,,,,,,,,"Boyles, J.L., Smith, A., Madden m. Privacy and data management on mobile devices (2012) Pew Internet & American Life Project, p. 6. , September; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Moraveji, N., Kim, T., Ge, J., Singh Pawar, U., Inkpen, K., Mulcahy, K., Mischief:Supporting remoteteaching in developing regions (2008) ACM Transactions on Compater-Human Interaction; Van Lier, R., Wagemans, J., Effects of physical connectivity on the representational unity of multi-part configurations (1998) Cognition; (2013) Big Nerd Ranch, , http://www.bignerdranch.com/apps/eclicker-presenter-ios, [Online]Available:; Glen, J.A., Walker, L.J., Software development of interactive microcomputer programs used in teaching mathematics: A case history (1985) Computers & Education, 9 (3), pp. 183-193; Hutton, D.V., Gary, R., WeberInteractive software for machine tool programming (1987) Computers & Education, 11 (2), pp. 135-141; Blandford, A.E., Interactive computer programs for education: Jay nievergelt andrea ventura and hans hinterberger (1987) Addison-Wesley, Reading, Mass. 190 Computers & Education, 11 (3), pp. 230-231. , (paperback) 14-95","Huang, R.; RandD Center for Knowledge Engineering, Beijing Normal University, Beijing, China; email: huangrh@bnu.edu.cn",,,,"2013 IEEE 13th International Conference on Advanced Learning Technologies, ICALT 2013",15 July 2013 through 18 July 2013,Beijing,99877.0,,9780769550091,,,English,"Proc. - IEEE Int. Conf. Adv. Learn. Technol., ICALT",Conference Paper,Final,,Scopus,2-s2.0-84885235123
Frank B.M.,7101673676;,Web-based audience response system for quality feedback in first year engineering,2013,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,21.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884299277&partnerID=40&md5=209fb5adb89f9a1f4068dd9711477122,"Department of Electrical and Computer Engineering, Queen's University, Canada","Frank, B.M., Department of Electrical and Computer Engineering, Queen's University, Canada","The paper will describe the pilot of a commercial web-based audience response system to enhance feedback between course instructor and students in a first year engineering course. Students were simultaneously using a clicker based system in other courses, so perceptions about the two systems are reported. In addition to functions provided by most response systems, the web-based system allows open-text response to questions, allows student to initiate questions to the instructor, and allows students to flag when they are confused using either a smartphone or laptop. Students generally felt that the system is more engaging, and that being able to respond to questions in open-text form, and see other students' responses, is useful. Sporadic problems with WiFi access prevented some students from accessing the system, and many students felt that the advantages of the system were offset by the network access problems and the need to carry a laptop to class. The instructor's perspective is that these kinds of systems offer possibilities for enhancing the quality and quantity of feedback between students and the instructor, but will require adaptation in teaching style and student perceptions about lectures, and reliable technical systems. © American Society for Engineering Education, 2013.",,Audience response systems; First year engineering course; First-year engineering; Quality feedbacks; Response systems; Student perceptions; Technical systems; Web-based system; Engineering education; Felt; Laptop computers; Websites; Wi-Fi; Students,,,,,,,,,,,"Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online webct quizzes (2006) Journal of Chemical Education, 83 (3), p. 488; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Frank, B., Kaupp, J., Evaluating integrative model eliciting activities in first year engineering (2012) Proceedings of the 2012 Canadian Engineering Education Association (CEEA2012) Conference, , Winnipeg, MB; Frank, B., Strong, D., Sellens, R., Clapham, L., Progress with the professional spine: A four-year engineering design and practice sequence (2012) Presented at the 2012 International CDIO Conference, , Brisbane, Australia; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, p. 64; Hattie, J., (2008) Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement, , Routledge; Hattie, J., The black box of tertiary assessment: An impending revolution (2009) Tertiary Assessment & Higher Education Student Outcomes: Policy, Practice & Research, pp. 259-275. , Ako Aotearoa, Wellington, New Zealand; I>clicker Classroom Response System, , http://www.iclicker.com/, Retrieved January 3, 2013, from; Jordan, S., Mitchell, T., E-Assessment for learning? The potential of short-Answer free-text questions with tailored feedback (2009) British Journal of Educational Technology, 40 (2), pp. 371-385. , doi:10.1111/j.1467- 8535.2008.00928.x; Kluger, A.N., DeNisi, A., The effects of feedback interventions on performance: A historical review, a meta-Analysis, and a preliminary feedback intervention theory (1996) Psychological Bulletin, 119 (2), p. 254; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4 (4), pp. 298-310; Shuman, L.J., Besterfield-Sacre, M., Bursic, K.M., Vidic, N., Sieworiek, N., CCLI: Model eliciting activities (2012) CD Proceedings: 2012 ASEE Annual Conference and Exposition, , http://www.asee.org/file_server/papers/attachment/file/0002/3592/ ASEE-_Pitt_-_CCLINSF_-_2012-3.pdf, San Antonio, TX. Retrieved from; Classroom Response System - Home - Top Hat Monocle, , http://tophatmonocle.com/, Retrieved January 2, 2013, from; ResponseCard RF, , http://www.turningtechnologies.com/response-solutions/responsecard-rf, Retrieved January 2, 2013, from; Van Dijk, L.A., Van Der Berg, G.C., Van Keulen, H., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26 (1), pp. 15-28; Wood, D., A scaffolded approach to developing students' skills and confidence to participate in self and peer assessment (2009) ATN Assessment Conference 2009: Assessment in Different Dimensions, p. 374. , http://www.postgradolinguistica.ucv.cl/dev/documentos/90,903, Perceptions_technologies_gruba_2009.pdf#page=374, Retrieved from","Frank, B.M.; Department of Electrical and Computer Engineering, Queen's UniversityCanada",,,,120th ASEE Annual Conference and Exposition,23 June 2013 through 26 June 2013,"Atlanta, GA",99351.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84884299277
"Eschenbach T., Lewis N., Nicholls G.M., Pallis J.M.",7003607457;15020902800;15080993100;6508319838;,The impact of clickers on your classroom and your career,2013,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,14.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884308457&partnerID=40&md5=58cbfb2debea46ef841e907d2f93f6ec,"Department of Engineering Management, University of Alaska Anchorage, United States; School of Engineering, University of Bridgeport, United States; Department of Industrial and Systems Engineering and Engineering Management, University of Alabama, Huntsvill, United States; Department of Mechanical and Aeronautical Engineering, University of California, Davis, United States","Eschenbach, T., Department of Engineering Management, University of Alaska Anchorage, United States; Lewis, N., School of Engineering, University of Bridgeport, United States; Nicholls, G.M., Department of Industrial and Systems Engineering and Engineering Management, University of Alabama, Huntsvill, United States; Pallis, J.M., Department of Mechanical and Aeronautical Engineering, University of California, Davis, United States","Student response units or clickers enhance student learning by providing immediate feedback to both students and the instructor. This feedback can be an extremely valuable resource for teaching. In addition clickers increase student engagement with all the material within a class. Not surprisingly, every year there is more quantitative evidence of the value of clickers and richer descriptions of how clickers can be used. This presentation adds to that evidence and those descriptions, but the paper's focus is a broader perspective. First, the paper discusses how and why clickers can qualitatively change the classroom. Second, how the change can positively impact an academic's career including the promotion and tenure process. These points are supported with anecdotal evidence gathered by professors with a range of clicker experience from first usage in a course to 25 years of use in a variety of classes. Much of our past work has been in the context of quantitative courses. Clicker use was recently expanded to qualitative courses with very similar results. While some of the details are somewhat different between the two types of courses, student support remained very strong. Finally, we suggest that one of the best reasons to use clickers is that they can make teaching a lot more fun. Instead of focusing on covering a chapter's worth of material, it is possible to focus on maximizing what students learn in the classroom and the course. © American Society for Engineering Education, 2013.",,Anecdotal evidences; Immediate feedbacks; Quantitative course; Student engagement; Student learning; Student response; Student supports; Engineering education; Students; Teaching,,,,,,,,,,,"Nicholls, G., Lewis, N., Componation, P., Eschenbach, T., Time to transition: Financial calculators and clickers in the classroom (2011) Proceedings of the 2011 American Society of Engineering Education Conference, , Vancouver, BC, Canada, June; Bessler, W.C., (1969) The Effectiveness of An Electronic Student Response System in Teaching Biology to the Non-Major Utilizing Nine Groups-Paced, Linear Programs, , unpublished doctoral dissertation, Ball State University, Muncie, IN; Cassanova, J., An instructional experiment in organic chemistry, the use of a student response system (1971) Journal of Chemical Education, 48 (7), pp. 453-455; Brown, J.D., An evaluation of the spitz student response system in teaching a course in logical and mathematical concepts (1972) The Journal of Experimental Education, 40 (3), pp. 12-20; Jenkins, M., Goo, E.K., Concept-based instruction and personal response systems (PRS) as an assessment method for introductory materials science and engineering (2005) Proceedings of the 2005 ASEE Annual Conference; DeGrazia, J., Falconer, J.L., Weimer, A., The use of clickers in engineering classrooms (2005) Proceedings of the 2005 ASEE Annual Conference; Fan, K.D., Van Den Blink, C., A comparison and evaluation of personal response systems in introductory computer programming (2006) Proceedings of the 2006 ASEE Annual Conference; Urban-Lurain, M., Sticklen, J., Buch, N., High enrollment, early engineering courses and the personal response system (2006) Proceedings of the 2006 ASEE Annual Conference; Vernaza, K., Aggarwal, M., Advantages of using personal response system technology to evaluate abet and mechanical engineering program outcomes (2007) Proceedings of the 2007 ASEE Annual Conference; Everett, J., Chen, J., Farrell, S., Kadlowec, J., Clickers and freshman engineering clinic (2008) Proceedings of the 2008 ASEE Annual Conference; Probst, D., Waterman, M., Preliminary results of using personal response systems (clickers) in a conceptual physics course (2008) Proceedings of the 2008 ASEE Annual Conference; Probst, D., Effectiveness of using personal response systems in a conceptual physics course (2009) Proceedings of the 2009 ASEE Annual Conference; Guilford, W., Use of an audience response system for continuous summative assessment (2010) Proceedings of the 2010 ASEE Annual Conference; Head, M., Use of clickers for real-time assessment in an introduction to the civil engineering profession course (2010) Proceedings of the 2010 ASEE Annual Conference; Louie, H., Using interactive audience response systems to enrich engineering education (2010) Proceedings of the 2010 ASEE Annual Conference; Silliman, S.E., McWilliams, L., Observations on benefits/limitations of an audience response system (2004) Proceedings of the 2004 ASEE Annual Conference; Nachtmann, H., Needy, K.L., Lavelle, J., Eschenbach, T., How do engineering managers teach engineering economy? (2008) Proceedings of the 2008 American Society for Engineering Management Annual Conference; Eschenbach, T., Lewis, N., Updating the engineering economy and engineering management lecture hall (2010) Proceedings of the 2010 American Society for Engineering Management Annual Conference; Sullivan, R., Principles for constructing good clicker questions: Going beyond rote learning and stimulating active engagement with course content (2008) Journal of Educational Technology Systems, 37 (3), pp. 335-347. , Robin, 2008-2009; Liu, W.C., Stengel, D.N., Improving student retention and performance in quantitative courses using clickers (2011) International Journal for Technology in Mathematics Education, 18 (1), pp. 51-58; Rothkopf, E.Z., Learning from written materials: An exploration of the control of inspection of test-like events (1966) American Educational Research Journal, 3, pp. 241-249; Rothkopf, E.Z., Bisbicos, E., Selective facilitative effects of interspersed questions on learning from written material (1967) Journal of Educational Psychology, 58, pp. 56-61; Rickards, J.P., Divesta, F.J., Type and frequency of questions in processing textual material (1974) Journal of Educational Psychology, 66, pp. 354-362; Anderson, R.G., Biddle, W.B., On asking people questions about what they are reading (1975) Psychology of Learning and Motivation, 9, pp. 90-132; Mayer, R.E., Forward transfer of different reading strategies due to test-like events in mathematics text (1975) Journal of Educational Psychology, 67, pp. 165-169; Andre, T., Does answering high level questions while reading facilitate productive learning? (1979) Review of Educational Research, 59, pp. 280-318; Duchastel, P., Nungester, R.J., Adjunct question effects with review (1984) Contemporary Educational Psychology, 9, pp. 97-103; Andre, T., Theiman, A., Level of adjunct questions, type of feedback, and learing concepts by reading (1988) Contemporary Educational Psychology, 13, pp. 296-307; Rothkopf, E.Z., Learning from written materials: An exploration of the control of inspection of test-like events (1966) American Educational Research Journal, 3, pp. 241-249; Rothkopf, E.Z., Bisbicos, E., Selective facilitative effects of interspersed questions on learning from written material (1967) Journal of Educational Psychology, 58, pp. 56-61; Mayer, R.E., Forward transfer of different reading strategies due to test-like events in mathematics text (1975) Journal of Educational Psychology, 67, pp. 165-169; Sagerman, N., Mayer, R.E., Forward transfer of different reading strategies evoked by adjunct questions in science text (1987) Journal of Educational Psychology, 79, pp. 189-191; Ozungor, S., Guthrie, J.T., Interactions among elaborative interrogation, knowledge, and interest in the process of constructing knowledge from text (2004) Journal of Educational Psychology, 96, pp. 437-443; Dornisch, M., Sperling, R.A., Facilitating learning from technology enhanced text: Effects of prompted elaborative interrogation (2006) Journal of Educational Research, 99, pp. 156-165; Foos, P.W., Fisher, R.P., Using tests as learning opportunities (1988) Journal of Educational Psychology, 80, pp. 179-183; Roediger, H.L., Karpicke, J., The power of testing memory: Basic research and implications for educational practice (2006) Perspectives on Psychological Science, 1, pp. 181-210; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; Dawson, D.L., Meadows, K.N., Haffie, T., The effects of performance feedback on student help-seeking and learning strategy use: Do clickers make a difference? (2010) The Canadian Journal for the Scholarship of Teaching and Learning, 1 (1), pp. 1-20. , Article 6; Bojinova, E.D., Oigara, J.N., Teaching and learning with clickers: Are clickers good for students? (2011) Interdisciplinary Journal of E-Learning and Learning Objects, 7, pp. 169-184; Zapf, J.A., Garcia, A.J., The influence of tech-savvyness and clicker use on student learning (2011) International Journal for the Scholarship of Teaching & Learning, 5 (1), pp. 1-11; Levesque, A.A., Using clickers to facilitate development of problem-solving skills (2011) CBE-Life Sciences Education, 10, pp. 406-417. , Winter 2011; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE Quarterly, (2), pp. 71-74; Anthis, K., Is it the clicker, or is it the question: Untangling the effects of student response system use (2011) Teaching of Psychology, 38 (3), pp. 189-193. , July 2011; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Fang, N., Electronic classroom response system for an engineering dynamics course: Student satisfaction and learning outcomes (2009) International Journal of Engineering Education, 25 (5), pp. 1059-1067; Zapf, J.A., Garcia, A.J., The influence of tech-savvyness and clicker use on student learning (2011) International Journal for the Scholarship of Teaching & Learning, 5 (1), pp. 1-11; Fike, D., Fike, R., Lucio, K., Does clicker technology improve student learning? (2012) Journal of Technology and Teacher Education, 20 (2), pp. 113-126. , April 2012; Lennox Terrion, J., Aceti, V., Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen chemistry students (2012) Research in Learning Technology, 20, pp. 1-11; Dallaire, D.H., Effective use of personal response ""clicker"" systems in psychology courses (2011) Teaching of Psychology, 38 (3), pp. 199-204. , 07/01/2011; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco: Pearson Education; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media, & Technology, 33 (4), pp. 329-341; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE Quarterly, (2), pp. 71-74; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco, Jossey-Bass; Lewis, N., Nicholls, G., Eschenbach, T., Synergy from teaching with clickers and financial calculators (2011) Proceedings of the 2011 Academy of Business Education Conference, , Lake Buena Vista, FL, September; White, P., Syncox, D., Alters, B., Clicking for grades? Really? Investigating the use of clickers for awarding grade-points in post-secondary education (2011) Interactive Learning Environments, 19 (5), pp. 551-561. , Dec. 2011","Department of Engineering Management, University of Alaska AnchorageUnited States",,,,120th ASEE Annual Conference and Exposition,23 June 2013 through 26 June 2013,"Atlanta, GA",99351.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84884308457
"Elmore M., Gieskes K.E.",49861335500;35931762800;,Attendance in large engineering classes and its effect on student performance,2013,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,18.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884324235&partnerID=40&md5=65ff2b004a6dd13c8717fe885c7797aa,"Engineering Design Division, Watson School of Engineering and Applied Science, Binghamton University, Binghamton NY, United States; Binghamton University, United States","Elmore, M., Engineering Design Division, Watson School of Engineering and Applied Science, Binghamton University, Binghamton NY, United States; Gieskes, K.E., Binghamton University, United States","In large engineering classes one of the more practical methods of delivering the material to students is through the use of a traditional lecture style class. However, in such a setting, keeping a large class engaged in the material can present quite a challenge. This challenge can be partly met through the use of technology, student response devices, and/or carefully crafted lectures. Even so, some students will remain unengaged due to other factors like physical/mental exhaustion or the many distractions a large room full of over 300 students can present. This becomes an even larger challenge in the case of a first-year introductory engineering course due to the varied backgrounds of the students; some of whom have completed high-school engineering programs and might have experienced similar subject matter previously. This paper presents the culmination of a two-year study of an alternative for freshman engineering students to attending a large lecture in their introductory engineering course1. During the course of this study, in the fall semester, students were required to be physically present in lecture. Following this, in the spring semester, students were given the choice of either: (1) being physically present, when the lecture was given, or (2) viewing the recorded lecture. The student's in-class attendance was recorded via the iClicker™ classroom response system. Students who chose to not attend lecture could access the video recording via the Blackboard™ course management system during the same week the lecture was given. This paper consists of several parts. First a description of the freshman engineering program, as well as the methods used to track student progress is provided. Then, a comparison of student performance on exams, administered during each semester is presented. Finally, this paper includes a discussion of the effect that lecture attendance has on student learning. It is concluded that providing students with the option of either attending lecture or viewing a video recording of the lecture does not negatively affect student performance. In fact this option may even improve the performance of some students. © American Society of Engeneering Education, 2013.",,Classroom response systems; Course management systems; Engineering program; Freshman engineering; Freshman engineering students; Introductory engineering course; Large engineering class; Lecture attendances; Engineering; Students; Teaching; Technical presentations; Video recording; Engineering education,,,,,,,,,,,"Elmore, M., Gieskes, K., Work in progress - student learning as a function of attendance in large engineering classes (2011) Frontiers in Education Conference, pp. F1D1-F1D3. , October 12-15, Proceedings of the 41st ASEE/IEEE Frontiers in Education Conference. Rapid City, South Dakota; Felder, R.M., Silverman, L.K., Learning and teaching styles in engineering education (1988) Engineering Education, 78 (7), pp. 674-681; Massingham, P., Does attendance matter? An examination of student attitudes, participation, performance and attendance (2006) Journal of University Teaching and Learning Practice, 3 (2), pp. 82-103; Purcell, P., Engineering student attendance at lectures: Effect on examination performance International Conference on Engineering Education, Proceedings of the International Conference on Engineering Education, , September 3-7, 2003. Coimbra, Portugal; Lockwood, P., Guppy, C., Smyth, R., Should lectures be compulsory? (2006) UniServe Science Assessment Symposium, pp. 178-218. , UniServe Science Assessment Symposium Proceedings.3; Mellon, C., Lecture webcasting: A teaching with technology white paper (2007) Teaching with Technology, , Office of Technology for Education. January; Pinder-Grover, T., Millunchick, J.M., Bierwert, C., Work in progress - using screencasts to enhance student learning in a large lecture material science and engineering course (2008) Frontiers in Education Conference, pp. F1A13-F1A14. , October 22-25, Proceedings of the 38th ASEE/IEEE Frontiers in Education Conference. Saratoga Springs, New York; Ho, W., Hogan, D., Wise, J., Litzinger, T., Work in progress - from 'live' to 'online: A feasibility study (2004) Frontiers in Education Conference, pp. S1F22-FC323. , October 20-23, Proceedings of the 34th ASEE/IEEE Frontiers in Education Conference. Savannah, Georgia; Grabe, M., Voluntary use of online lecture notes: Correlates of note use and note use as an alternative to class attendance (2004) Computers & Education, 44, pp. 409-421; Bell, C., (2011) Assistant Director, , University Center for Training & Development. Binghamton University. February 24, Email to authors","Engineering Design Division, Watson School of Engineering and Applied Science, Binghamton University, Binghamton NY, United States",,,,120th ASEE Annual Conference and Exposition,23 June 2013 through 26 June 2013,"Atlanta, GA",99351.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84884324235
"Krause S.J., Baker D.R., Carberry A.R., Koretsky M., Brooks B.J., Gilbuena D., Waters C., Ankeny C.J.",7102583958;7404140464;23093156400;6602313976;36800022700;15750492200;8454474500;55858155200;,Just-in-time-teaching with interactive frequent formative feedback (JiT-TIFFF or JTF) for cyber learning in core materials courses,2013,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,8.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884344875&partnerID=40&md5=9a1164030b069a5867edcc0343b76aac,"Materials Science Program, Fulton School of Engineering, Arizona State University, United States; American Association for the Advancement of Science, United States; Department of Engineering, College of Technology and Innovation, Arizona State University, United States; Chemical Engineering, Oregon State University, United States; School of Chemical, Biological and Environmental Engineering, Oregon State University, United States; North Carolina A and T State University, United States; Arizona State University, United States","Krause, S.J., Materials Science Program, Fulton School of Engineering, Arizona State University, United States; Baker, D.R., American Association for the Advancement of Science, United States; Carberry, A.R., Department of Engineering, College of Technology and Innovation, Arizona State University, United States; Koretsky, M., Chemical Engineering, Oregon State University, United States; Brooks, B.J., School of Chemical, Biological and Environmental Engineering, Oregon State University, United States; Gilbuena, D., School of Chemical, Biological and Environmental Engineering, Oregon State University, United States; Waters, C., North Carolina A and T State University, United States; Ankeny, C.J., Arizona State University, United States","In this new NSF-sponsored Type 2 TUES (Transformation of Undergraduate Engineering in STEM) project, we are using engagement, assessment, and reflection tools developed in a successful CCLI Phase 1 project and are adapting them to the internet as tools for an interactive cyber-enabled web learning environment. They include: 1) Blackboard, 2) Concept Warehouse (cw.edudiv.org), 3) Concept Inventory Hub (ciHub) (dev.cihub.org/), 4) YouTube Video Tutorial Screencasts for Materials Concepts (www.youtube.com/user/MaterialsConcepts), Google.docs Survey (docs.google.com), and a vocabulary building site, Quizlet (http://quizlet.com/matsciasu). Blackboard is a web-based, class management system for education organizations that has a wide variety of tools available including: class note distribution; quiz and survey administration; communication; and grade recording, tracking and analysis. The Concept Warehouse is a cyberenabled site for facilitating conceptual learning in Chemical Engineering with large sets of concept-based clicker questions (or ConcepTests) for core chemical engineering classes. An instructor can immediately access results to from Concept Warehouse to address student-learning issues by adjusting teaching strategy and instruction. The ciHub is a cyber-enabled site for the administration and analysis of Concept Inventories for engineering education. The Materials Concepts YouTube site is the location of a series of Muddiest Point YouTube Tutorials as well as an Interactive Quick Quiz on Eutectic Phase Diagram Calculations and Microstructures. It uses short screencast tutorials to address students' Muddiest Points, i.e. content that is still unclear from class. Using these cyber-enabled tools in and out of class has potential to increase effectiveness and efficiency of learning using frequent formative feedback to students. Innovations from CCLI 1 are reflected in a new project title, Just-in-Time-Teaching (JiTT) with Interactive Frequent Formative Feedback (JiTTIFFF or JTF). The approach is being implemented in four settings that have diverse populations: Arizona State University, North Carolina A&T State University, Oregon Institute of Technology, and Oregon State University. The CCLI 1 showed strongly positive student outcomes when new strategies and tools were used for instruction informed by a multi-level, assessment-driven frequent formative feedback loops and contextualization of activities and assessments with real-world applications. Compared to lecture-based pedagogy, constructivist pedagogy showed greater conceptual learning gains, improved student attitude, and increased class persistence. In this paper we are reporting on the benefits and issues of implementing classroom change using the JTF strategies with a particular emphasis on the different methods of using cyber-enabled web tools to provide frequent formative feedback to students. The methodology and impact of implementing frequent formative feedback in the JTF project is discussed along with the impact on student's attitude, achievement and persistence. Overall, innovative new approaches to providing feedback to students are being employed including: Clicker Questions (ConcepTests and Socrative.com); Muddiest Point YouTube Video Tutorial Screencasts; Muddiest Point restructured slide sets and consolidated lecture-by-lecture course materials on Blackboard; and Homework Preview Problems. Results have shown very positive reactions by students to such strategies, as well as improved learning and retention. © American Society of Engeneering Education, 2013.",,Arizona state university; Education organizations; Effectiveness and efficiencies; Feedback to students; Oregon institute of technologies; Oregon State University; Strategies and tools; Undergraduate engineering; Chemical engineering; Computer aided instruction; Coremaking; Engineering education; Students; Surveys; Tools; Warehouses; Teaching,,,,,,,,,,,"Hattie, J., Timperly, H., The power of feedback (2007) Review of Educational Res., 77 (1), pp. 81-112; Schute, V.J., Focus on formative feedback (2008) Review of Educational Research, 78, pp. 153-189; Streveler, R.A., Litzinger, T.A., Miller, R.L., Steif, P.S., Learning conceptual knowledge in the engineering sciences: Overview and future research directions (2008) J. of Engineering Education, 97 (3), pp. 279-294; Vygotsky, L., (1962) Thought and Language, , T. E. Hanfmann & G. Vaka (Eds.), Cambridge, MA: MIT Press; Donovan, M.S., Bransford, J.D., Pellegrino, J.W., (1999) How People Learn: Bridging Research and Practice, , (Eds.) . National Academy Press, Washington, DC; Norman, D., Some observations on mental models (1983) Mental Models, , D. Gentner and A. Stevens (Eds.), Hillsdale, NJ, Erlbaum; Gilbert, J., The role of models and modeling in some narratives in science learning (1995) 1995 Annual Meeting of the American Educational Research Association, , San Francisco, CA; Kelly, J., Graham, A., Eller, A., Baker, D., Tasooji, A., Krause, S., Supporting student learning, attitude, and retention through critical class reflections (2010) 2010 ASEE Annual Conference Proceedings; Krause, S., Kelly, J., Triplett, J., Eller, A., Baker, D., Uncovering and addressing some common types of misconceptions in introductory materials science and engineering courses (2010) Journal of Materials Education, 32 (5-6), pp. 255-272; Ericsson, K.A., Cramped, R.T., Tesch-Römer, C., The role of deliberate practice in the acquisition of expert performance (1993) Psychological Review, 100, pp. 363-406; Marrs, K.A., Blake, R., Gavrin, A., Use of warm up exercises in just in time teaching: Determining students prior knowledge and misconceptions in biology, chemistry, and physics (2003) Journal of College Science Teaching, 32, pp. 42-47; Pintrich, P.R., Schunk, D.H., (2002) Motivation in Education: Theory, Research, and Practice, , Englewood Cliffs, NJ: Merrill; Pajares, F., Self-efficacy beliefs in academic settings (1996) Review of Educational Res., 66 (4), pp. 543-578; Malka, A., Covington, M.V., Perceiving school performance as instrumental to future goal attainment: Effects on graded performance (2005) Contemporary Educational Psychology, 30 (1), pp. 60-80; Wigfield, A., Why should I learn this? Adolescents' achievement values for different activities (1993) Advances in Motivation and Achievement: Motivation and Adolescent Development, 8. , P. R. Pintrich & M. L. Maehr (Eds.), . Greenwich, Conn.: JAI Press","Materials Science Program, Fulton School of Engineering, Arizona State UniversityUnited States",,,,120th ASEE Annual Conference and Exposition,23 June 2013 through 26 June 2013,"Atlanta, GA",99351.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84884344875
"Krause S.J., Baker D.R., Carberry A.R., Koretsky M., Brooks B.J., Gilbuena D., Waters C., Ankeny C.J.",7102583958;7404140464;23093156400;6602313976;36800022700;15750492200;8454474500;55858155200;,"Muddiest point formative feedback in core materials classes with youtube, blackboard, classwarm-ups andword clouds",2013,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,13.0,10.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884296791&partnerID=40&md5=29816050c83ba05153a6189dbf1072ca,"School of Engineering, Arizona State University, United States; Arizona State University, United States; Department of Engineering, College of Technology and Innovation, Arizona State University, United States; Chemical Engineering, Oregon State University, United States; School of Chemical, Biological, and Environmental Engineering, Oregon State University, United States; North Carolina A and T State University, United States","Krause, S.J., School of Engineering, Arizona State University, United States; Baker, D.R., Arizona State University, United States; Carberry, A.R., Department of Engineering, College of Technology and Innovation, Arizona State University, United States; Koretsky, M., Chemical Engineering, Oregon State University, United States; Brooks, B.J., School of Chemical, Biological, and Environmental Engineering, Oregon State University, United States; Gilbuena, D., School of Chemical, Biological, and Environmental Engineering, Oregon State University, United States; Waters, C., North Carolina A and T State University, United States; Ankeny, C.J., Arizona State University, United States","Critical class reflections on ""Muddiest Points"", I.e. the content students struggle to grasp most, provide formative feedback to an instructor who can strategize to adjust his/her teaching and pedagogy to address issues specific to a given class. In a Muddiest Point Reflection, an instructor solicits from students a brief, anonymous written comment about difficult concepts or other issues that arose during the class. It is also possible now to easily and efficiently collect and review Muddiest Point reflection responses via the web on the cyber-enabled Concept Warehouse web site http://cw.edudiv. org, which also has large sets of concept-based clicker questions (or ConcepTests) for core chemical engineering classes as well as a set of clicker questions for an introductory materials science class. The Muddiest Point method allows students to reflect on their own learning over a whole class and highlight difficulty with specific issues or concepts. Self-efficacy of students can also increase because a class can be designed so that new information is based on students' prior knowledge, in which they hopefully have confidence, and can potentially motivate them to better learn. The critical class reflections also provide a clear and easy way to track the attitudes, understanding, and learning approaches of the students in the class. Addressing learning issues as quickly as possible with rapid feedback is an important part of effective teaching and consists of first assessing and evaluating students' knowledge and understanding of a topic. Feedback directed toward learning goals which are valued by students has the potential to increase motivation and persistence in achieving the goals. The collective set of responses from a given class can be evaluated by an instructor and synthesized into feedback to be delivered to students in different ways. In this research project on more effective teaching in core materials classes, the research question here is, ""What is the effect on student learning and attitude of differing modes of feedback from students' Muddiest Point reflections?"" One method is to restructure the notes from a given class and place the set on Blackboard so the new notes respond to student issues raised in Muddiest Points. This can reinforce class learning, clarify muddy points, and potentially assist in solving homework problems. A second method is with Class Warm-ups, which consist of a slide or two for discussion at the beginning of the next class which can help clarify confusing or difficult-tograsp concepts. Another method is to create Muddiest Point YouTube tutorial screencasts, such as the ones at www.youtube.com/user/ MaterialsConcepts, which can be viewed by students to help resolve difficult concepts and also assist in solving homework problems. Preliminary results here show possible impact on student achievement in terms of significant gains with test results much higher than trend lines for upper, median and lower quartiles (over seven semesters) on content for which a Muddiest Point YouTube Tutorial screencast had been created. A final supplemental approach is to incorporate Word Clouds in any of the feedback methods. This allows students to visually assess and share what their most significant issues may be, with the Muddiest Point frequency of a given word from an issue revealed by the size of its word in the Word Cloud. Results show continuous improvement for positive gains on student attitude, achievement and retention. ©American Society for Engineering education, 2013.",,Continuous improvements; Difficult concepts; Effective teaching; Feedback directed; Formative feedbacks; Research questions; Student achievement; Student attitudes; Coremaking; Data mining; Engineering education; Research; Teaching; Students,,,,,,,,,,,"Pintrich, P.R., Schunk, D.H., (2002) Motivation in Education: Theory, Research, and Applications, , 2nd edition, Upper Saddle River, NJ: Merrill, Prentice Hall; Pajares, F., Self-efficacy beliefs in achievement settings (1996) Rev. of Educational Res., 66, pp. 543-578; Malka, A., Covington, M.V., Perceiving school performance as instrumental to future goal attainment: Effects on graded performance (2005) Contemporary Educational Psychology, 30, pp. 60-80; Wigfield, A., The role of children's achievement values in the self-regulation of their learning outcomes (1994) Self-regulation of Learning and Performance: Issues and Educational Applications, pp. 101-124. , D. H. Schunk & B. J. Zimmerman (Eds.), Mahwah, NJ: Erlbaum; Miller, R.B., DeBacker, T., Greene, B., Perceived instrumentality and the incentive value of academic tasks (1999) Journal of instructional Psychology, 26, pp. 250-260; Wigfield, A.L., Eccles, J.S., Motivational beliefs, values, and goals (2002) Annual Review of Psychology, 53, pp. 109-132; VanderStoep, S., Pintrich, P.R., Fagerlin, A., Disciplinary differences in self-regulated learning in college students (1996) Contemporary Educational Psychology, 21, pp. 345-362; Simons, J., Dewitte, S., Lens, W., Wanting to have versus wanting to be: The influence of instrumentality on goal orientation (2000) British Journal of Psychology, 91, pp. 335-351; Bandura, A., (1977) Social Learning Theory, , Englewood Cliffs, NJ: Prentice-Hall; Yasar, S., (2008) Discourse in Freshman Engineering Teams: The Relationship between Verbal Persuasions, Self-Efficacy, and Achievement, , Unpublished dissertation, Arizona State Univ. Tempe; Baumert, J., Evans, B., Geiser, H., Technical problem solving among 10-year-old students as related to science achievement, out-of-school experience, domain-specific control beliefs, and attribution patterns (1998) Journal of Research in Science Teaching, 35 (9), pp. 987-1013; Grandy, J., (1994) Gender and Ethnic Differences among Science and Engineering Majors: Experiences, Achievements, and Expectations, , Educational Testing Services, Princeton, NJ; LeBold, W.K., Ward, S.K., Engineering retention: National and institutional perspectives (1998) Proceedings, 1988 ASEE Annual Conference, pp. 843-851. , ASEE, 1988; Zhang, Z., RiCharde, R.S., Prediction and analysis of freshman retention (1998) AiR 1998 Annual Forum Paper, , Minneapolis, MN; Zhang, G., Anderson, T., Ohland, M., Carter, R., Thorndyke, B., Identifying factors influencing engineering student graduation and retention: A longitudinal and cross-institutional study (2003) American Society for Engineering Education Annual Conference, , Nashville, Tennessee, USA; Betz, N.E., Hackett, G., The relationship of career-related self-efficacy expectation to perceived career options in college women and men (1981) Journal of Counseling Psychology, 28, pp. 399-410; Bandura, A., The psychology of chance encounters and life paths (1982) American Psychologist, 37, pp. 747-755; Stamper, C., (1996) Fostering Reflective Thinking through Computer Mediated Journaling, , Unpublished Doctoral Dissertation, Tempe: Arizona State University; Yinger, R., Clark, M., (1981) Reflective Journal Writing: Theory and Practice, , Occasional Paper No. 50, East Lansing, M: Michigan State University. institute for Research on Teaching; Green, K.R., Pinder-Grover, T., Mirecki-Millunchick, J., Impact of screencast technology: Connecting the perception of usefulness and the reality of performance (2012) Journal of Engineering Education, 101 (4), pp. 717-737. , October, (2012); Traphagan, T., Kucsera, J., Kishi, K., Impact of class lecture webcasting on attendance and learning (2010) Educational Technology Research and Development, 58 (1), pp. 19-37; Falconer, J.L., Nicodemus, G.D., DeGrazia, J., Medlin, J.W., (2012) Chemical Engineering Screencasts, Chemical Engineering Education, 46, p. 58","School of Engineering, Arizona State UniversityUnited States",,,,120th ASEE Annual Conference and Exposition,23 June 2013 through 26 June 2013,"Atlanta, GA",99351.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84884296791
"De Grez L., Valcke M.",26433002900;6602535826;,Student response system and how to make engineering students learn oral presentation skills,2013,International Journal of Engineering Education,29,4,,940,947,,12.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884201262&partnerID=40&md5=0ffc2751beeba3766d9ea627778b0227,"Hogeschool Universiteit Brussel, Warmoesberg 26, 1000 Brussels, Belgium; KU Leuven, Belgium, Dekenstraat 2, 3000 Leuven, Belgium; Universiteit Gent, Belgium, Dunantlaan 2, 9000 Gent, Belgium","De Grez, L., Hogeschool Universiteit Brussel, Warmoesberg 26, 1000 Brussels, Belgium, KU Leuven, Belgium, Dekenstraat 2, 3000 Leuven, Belgium; Valcke, M., Universiteit Gent, Belgium, Dunantlaan 2, 9000 Gent, Belgium","Feedback and assessment play an important role in teaching and learning. This study describes the implementation and evaluation of an innovative instruction format that builds on the integrated use of a Student Response System (SRS) for peer assessment of oral presentations of third-year engineering students. A large number of oral presentations were assessed and participants played both the role of assessor and assessee. First, the analysis results demonstrate that the psychometric qualities of the peer assessment approach supported by SRS are acceptable. Secondly, students' learning process and their perceptions about the learning process in this particular instructional setting were investigated. Results mirror a very positive student attitude towards SRS. The SRS was reported as an effective way of producing feedback for presenters, assessors and educators. The learning effect concerning assessment remained rather limited. Lastly, the relationship between personal characteristics, performance and assessment was studied. Results point to a significant positive correlation between self-efficacy and oral presentation performance. © 2013 TEMPUS Publications.",Feedback; Higher education; Learning from assessment; Oral presentation skills; Peer assessment; Self-efficacy; Student Response System,Higher education; Learning from assessment; Oral presentations; Peer assessment; Self efficacy; Student-response system; Feedback; Learning systems; Quality control; Students; Technical presentations; Interactive computer systems,,,,,,,,,,,"Riemer, M., Communication skills for the 21st century engineer (2007) Global Journal of Engineering Education, 11 (1), pp. 89-100; Bandura, A., (1997) Self-efficacy: The Exercise of Control, , Freeman, New York; Van Gennip, N., Segers, M., Tillema, H., Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features (2009) Educational Research Review, 4, pp. 41-54; Chen, C., The implementation and evaluation of a mobile self- and peer-assessment system (2010) Computers & Education, 55, pp. 229-236; Falchikov, N., (2005) Improving Assessment Through Student Involvement. Practical Solutions for Aiding Learning in Higher and Further Education, , RoutledgeFalmer, New York; Ballantyne, R., Hughes, K., Mylonas, A., Developing procedures for implementing peer assessment in large classes using an action research process (2002) Assessment & Evaluation in Higher Education, 27 (5), pp. 427-441; Kollar, I., Fischer, F., Peer assessment as collaborative learning: A cognitive perspective (2010) Learning and Instruction, 20 (4), pp. 344-348; Sadler, D., Formative assessment and the design of instructional systems (1989) Instructional Science, 18, pp. 119-144; De Grez, L., Valcke, M., Berings, D., Peer assessment of oral presentation skills (2010) Procedia-Social and Behavioral Sciences, 2 (2), pp. 1776-1780. , World Conference on Educational Sciences, Istanbul, February 4-8, 2010; Liow, J., Peer assessment in thesis oral presentation (2008) European Journal of Engineering Education, 33 (5-6), pp. 525-537; Gielen, S., Peeters, E., Dochy, F., Onghena, P., Struyven, K., Improving the effectiveness of peer feedback for learning (2010) Learning and Instruction, 20 (4), pp. 304-315; Cho, K., Schunn, C., Wilson, R., Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives (2006) Journal of Educational Psychology, 98 (4), pp. 891-901; Ainsworth, S., Gelmini-Hornsby, G., Threapleton, K., Crook, C., O'malley, C., Buda, M., Anonymity in classroom voting and debating (2011) Learning and Instruction, 21, pp. 365-378; Stowell, J., Nelson, J., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Kay, R., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Macarthur, J., Jones, L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9, pp. 187-195; Premkumar, K., Coupal, C., Twelve tips. Rules of engagement- 12 tips for successful use of 'clickers' in the classroom (2008) Medical Teacher, 30, pp. 146-149; De Grez, L., Valcke, M., Berings, D., Student response system and learning oral presentation skills (2010) Procedia- Social and Behavioral Sciences, 2 (2), pp. 1786-1789. , World Conference on Educational Sciences. Istanbul, February 4-8, 2010; Nicol, D., Milligan, C., (2006) Rethinking Technology-Supported Assessment Practices in Relation to the Seven Principles of Good Feedback Practice, , in C. Bryan and K. Clegg (Eds), Innovative assessment in higher education, Taylor and Francis Group, London; Gibbs, G., Simpson, C., Conditions under which assessment supports students' learning (2004) Learning and Teaching in Higher Education, 1, pp. 3-31; Marin-Garcia, J., Miralles, C., Marin, M., Oral presentation and assessment skills in engineering education (2008) International Journal of Engineering Education, 24 (5), pp. 926-935; Casteleyn, J., Mottart, A., Visual rhetoric enhancing students' ability to communicate effectively (2008) International Journal of Engineering Education, 24 (6), pp. 1130-1138; Hattie, J., (2009) Visible Learning. A Synthesis of over 800 Meta- Analyses Relating to Achievement, , Routledge, London/New York; Briggs, C., Keyek-Franssen, D., Clickers and CATs: Using learner response systems for formative assessments in the classroom (2010) Educause Quarterly, 33 (4); Zimmerman, B., Self-efficacy: An essential motive to learn (2000) Contemporary Educational Psychology, 25, pp. 82-91; Linnenbrink, E., Pintrich, P., Motivation as an enabler for academic success (2002) School Psychology Review, 31 (3), pp. 313-327; Kruger, J., Dunning, D., Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments (1999) Journal of Personality and Social Psychology, 77 (6), pp. 1121-1134; Lowyck, J., Elen, J., Clarebout, G., Instructional conceptions: Analysis from an instructional design perspective (2004) International Journal of Educational Research, 41, pp. 429-444; Kenwright, K., Clickers in the classroom (2009) TechTrends, 53 (1), pp. 74-77; Cheng, W., Warren, M., Peer assessment of language proficiency (2005) Language Testing, 22 (1), pp. 93-121; De Grez, L., Valcke, M., Roozen, I., The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills (2009) European Journal of Psychology of Education, 24 (3), pp. 293-306; Bandura, A., Guide for constructing self-efficacy scales (2006) Self-efficacy Beliefs of Adolescents, pp. 307-337. , Information Age Publishing, Greenwich, CT, F. Pajares and T. Urdan (Eds); Sluijsmans, D., Brand-Gruwel, S., Van Merrien̈boer, J., Peer assessment training in teacher education: Effects on performance and perceptions (2002) Assessment & Evaluation in Higher Education, 27 (5), pp. 443-454; De Grez, L., Valcke, M., Roozen, I., The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education (2009) Computers & Education, 53, pp. 112-120; Carlson, R., Smith-Howell, D., Classroom public speaking assessment: Reliability and validity of selected evaluation instruments (1995) Communication Education, 44, pp. 87-97; Gibbs, G., How assessment frames student learning (2006) Innovative Assessment in Higher Education, pp. 23-36. , C Bryan and K. Clegg (Eds), Routledge, London; Boud, D., Molloy, E., Rethinking models of feedback for learning: The challenge of design (2012) Assessment & Evaluation in Higher Education, pp. 1-15; Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 77 (1), pp. 81-112; Kim, M., The impact of an elaborated assessee's role in peer assessment (2009) Assessment & Evaluation in Higher Education, 34 (1), pp. 105-114; Fang, N., Electronic classroom response system for an engineering dynamics course: Student satisfaction and learning outcomes (2009) International Journal of Engineering Education, 25 (5), pp. 1059-1067; Linnenbrink-Garcia, L., Pekrun, R., Students' emotions and academic engagement: Introduction to the special issue (2011) Contemporary Educational Psychology, 36, pp. 1-3; Pekrun, R., Goetz, T., Frenzel, A., Barchfeld, P., Perry, R., Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ) (2011) Contemporary Educational Psychology, 36, pp. 36-48; Morling, B., McAuliffe, M., Cohen, L., Dilorenzo, T., Efficacy of personal response systems ('clickers') in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50; Shaw, V., Training in presentation skills: An innovative method for college instruction (2001) Education, 122 (1), pp. 140-144","Hogeschool Universiteit Brussel, Warmoesberg 26, 1000 Brussels, Belgium",,,,,,,,0949149X,,,,English,Int. J. Eng. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84884201262
"Jackowska-Strumillo L., Nowakowski J., Strumillo P., Tomczak P.",6602073873;24178319200;6602080015;55848418900;,Interactive question based learning methodology and clickers: Fundamentals of computer science course case study,2013,"2013 6th International Conference on Human System Interactions, HSI 2013",,, 6577862,439,442,,16.0,10.1109/HSI.2013.6577862,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883684592&doi=10.1109%2fHSI.2013.6577862&partnerID=40&md5=7960fa685dc46979e031edc24ccea490,"Institute of Applied Computer Science, Lodz University of Technology, ul. Stefanowskiego 18/22, 90-924 Lodz, Poland; Institute of Electronics, Lodz University of Technology, Lodz, Poland","Jackowska-Strumillo, L., Institute of Applied Computer Science, Lodz University of Technology, ul. Stefanowskiego 18/22, 90-924 Lodz, Poland; Nowakowski, J., Institute of Applied Computer Science, Lodz University of Technology, ul. Stefanowskiego 18/22, 90-924 Lodz, Poland; Strumillo, P., Institute of Electronics, Lodz University of Technology, Lodz, Poland; Tomczak, P., Institute of Applied Computer Science, Lodz University of Technology, ul. Stefanowskiego 18/22, 90-924 Lodz, Poland","Audience response systems (ARS) or 'clickers' are becoming more and more popular tools for managing audience response or voting feedback for certain questions. Currently, they are more commonly used in education, mostly to engage students during lectures in large classrooms and give the lecturer prompt anonymous response from the audience. The article presents a concept of using a clickers software, which can run on a mobile, tablet, PDA or PC. Such a solution offers flexible student-lecturer interaction. The article compares results of students' learning outcomes for the students taught with and without question based learning methodology. © 2013 IEEE.",Audience response systems (ARS); clickers software; interactive lecturing; question based learning,Audience response systems; Computer Science course; interactive lecturing; Learning outcome; question based learning; Students; Teaching,,,,,,,,,,,"Halloran, L., A comparison of two methods of teaching: Computer managed instruction and keypad questions versus traditional classroom lecture (1995) Comput. Nursing, 13 (6), pp. 285-288; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol. Educ., 4, pp. 298-310; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Aust. J. Educ. Technol., 18 (1), pp. 13-23; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2006) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Jackowska-Strumiłło, L., Nowakowski, J., Kvadsheim, R., Strumiłło, P., Do ""clickers"" enhance teaching of introduction to computer science (2012) The 3rd International Conference NOTICE 2012, , Romanowski A, Sankowski D (ed) , Słok, Poland, ISBN: 978-83-7283-509-3 (CD ROM); Beekes, W., The ""millionaire"" method for encouraging participation (2006) Active Learn. Higher Educ., 7 (1), pp. 25-36; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , New York: Addison Wesley and Benjamin Cummings; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Morling, B., McAuliffe, M., Cohen, L., Dilorenzo, T., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30 (7), pp. 603-607; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88; Carnaghan, C., Edmonds, T.P., Lechner, T.A., Olds, P.R., Using student response systems in the accounting classroom: Strengths, strategies and limitations (2011) J. of Acc. Ed., 29 (4), pp. 265-283; Jackowska-Strumiłło, L., Bieniecki, W., Brozyński, T., Interactive computer system for checking students' knowledge in the intranet (2002) X International Conference on Information Technology Systems SIS 2002, Lodz, Poland, pp. 84-89","Institute of Applied Computer Science, Lodz University of Technology, ul. Stefanowskiego 18/22, 90-924 Lodz, Poland",,,,"2013 6th International Conference on Human System Interactions, HSI 2013",6 June 2013 through 8 June 2013,"Gdansk, Sopot",99083.0,,9781467356374,,,English,"Int. Conf. Hum. Syst. Interact., HIS",Conference Paper,Final,,Scopus,2-s2.0-84883684592
Priss U.,6505849896;,Using FCA to analyse how students learn to program,2013,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),7880 LNAI,,,216,227,,4.0,10.1007/978-3-642-38317-5_14,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883333613&doi=10.1007%2f978-3-642-38317-5_14&partnerID=40&md5=413e92caf25c5a723037a0a762d8dbf6,"Zentrum für Erfolgreiches Lehren und Lernen, Ostfalia University of Applied Sciences, Wolfenbüttel, Germany","Priss, U., Zentrum für Erfolgreiches Lehren und Lernen, Ostfalia University of Applied Sciences, Wolfenbüttel, Germany","In computer science and mathematics education, universities often observe high failure rates among students if they are taught in a traditional, lecture-centric manner. Interactive engagement teaching methods are more successful but in order to develop suitable teaching materials, lecturers must be aware of potential conceptual difficulties of a domain in advance, for example, by analysing the data of student-submitted work from previous sessions. In computer science education, the data collected from computer-based assessment tools provides a possible source for analysing conceptual difficulties students encounter. The data can be analysed with data mining techniques and in particular with FCA as discussed in this paper. © 2013 Springer-Verlag.",,Computer Science Education; Computer-based assessments; Failure rate; Interactive engagements; Mathematics education; Teaching materials; Teaching methods; Education computing; Formal concept analysis; Information analysis; Students,,,,,,,,,,,"Ben-Ari, M., Constructivism in computer science education (1998) SIGCSE Bull, 30 (1), pp. 257-261; Binkley, D., Source Code Analysis: A Road Map (2007) Future of Software Engineering, FOSE 2007, pp. 104-119; Ganter, B., Wille, R., Formal Concept Analysis (1999) Mathematical Foundations, , Springer, Heidelberg; Leron, U., Dubinsky, E., An Abstract Algebra Story (1995) American Mathematical Monthly, 102 (3), pp. 227-242; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Hestenes, D., Wells, M., Swackhamer, G., Force Concept Inventory (1992) Phys. Teach., 30, pp. 141-158; Keeler, M., Priss, U., Toward a Peircean Theory of Human Learning: Revealing the Misconception of Belief Revision (2013) LNCS (LNAI), 7735, pp. 193-209. , Pfeiffer, H.D., Ignatov, D.I., Poelmans, J., Gadiraju, N. (eds.) ICCS 2013. Springer, Heidelberg; McDermott, L.C., Oersted Medal Lecture 2001: Physics Education Research-The Key to Student Learning (2001) American Journal of Physics, 69 (11), pp. 1127-1137; Novak, M., Binas, M., Michalko, M., Jakab, F., Student's progress tracking on programming assignments (2012) IEEE 10th International Conference on Emerging ELearning Technologies & Applications (ICETA), pp. 279-282; Priss, U., Riegler, P., Jensen, N., Using FCA for Modelling Conceptual Difficulties in Learning Processes (2012) ICFCA 2012, pp. 161-173. , Domenach, Ignatov, Poelmans (eds.); Priss, U., Jensen, N., Rod, O., Software for E-Assessment of Programming Exercises (2012) Lecture Notes in Informatics, 208, pp. 1786-1791. , Goltz, et al. (eds.) Informatik 2012, Proceedings of the 42. Jahrestagung der Gesellschaft für Informatik, GI-Edition; Priss, U., Jensen, N., Rod, O., Software for Formative Assessment of Programming Exercises (2012) Proceedings of the 5th International ELBa Science Conference on ELearning Baltics 2012, Fraunhofer, pp. 63-72. , Urban, Müsebeck (eds.); Spacco, J., Strecker, J., Hovemeyer, D., Pugh, W., Software repository mining with Marmoset: An automated programming project snapshot and testing system (2005) ACM SIGSOFT Software Engineering Notes, 30 (4), pp. 1-5","Priss, U.; Zentrum für Erfolgreiches Lehren und Lernen, Ostfalia University of Applied Sciences, Wolfenbüttel, Germany",,,,"11th International Conference on Formal Concept Analysis, ICFCA 2013",21 May 2013 through 24 May 2013,Dresden,99228.0,03029743,9783642383168,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84883333613
"Muzyk A.J., White C.D., Kinghorn W.A., Thrall G.C.",35786346700;55843875200;8362472300;16640706900;,A psychopharmacology course for psychiatry residents utilizing active-learning and residents-as-teachers to develop life-long learning skills,2013,Academic Psychiatry,37,5,,332,335,,5.0,10.1176/appi.ap.12060124,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883358460&doi=10.1176%2fappi.ap.12060124&partnerID=40&md5=8209994b7b0c6d52bfa0c88ff22dcad9,"Dept. of Pharmacy Practice, Campbell University School of Pharmacy and Health Sciences, Durham, NC, United States; Dept. of Psychiatry and Behavioral Sciences, Duke University Medical Center, Durham, NC, United States","Muzyk, A.J., Dept. of Pharmacy Practice, Campbell University School of Pharmacy and Health Sciences, Durham, NC, United States, Dept. of Psychiatry and Behavioral Sciences, Duke University Medical Center, Durham, NC, United States; White, C.D., Dept. of Pharmacy Practice, Campbell University School of Pharmacy and Health Sciences, Durham, NC, United States, Dept. of Psychiatry and Behavioral Sciences, Duke University Medical Center, Durham, NC, United States; Kinghorn, W.A., Dept. of Pharmacy Practice, Campbell University School of Pharmacy and Health Sciences, Durham, NC, United States, Dept. of Psychiatry and Behavioral Sciences, Duke University Medical Center, Durham, NC, United States; Thrall, G.C., Dept. of Pharmacy Practice, Campbell University School of Pharmacy and Health Sciences, Durham, NC, United States, Dept. of Psychiatry and Behavioral Sciences, Duke University Medical Center, Durham, NC, United States","Objective: The authors describe the implementation and evaluation of a 1-year psychopharmacology course using residentsas- teachers and active-learning exercises intended to improve understanding of current psychopharmacology and its evidence base, and skills for life-long learning. Method: Weekly classes were devoted to psychotropic medications, treating specific disorders, and use of psychotropics in special patient populations. Each class was divided into three sections: a pharmacology review, a literature review and a faculty-led discussion of clinical questions. Each class included residents as teachers, an audience response system and questions for self-assessment. Resident and faculty presenters evaluated the course weekly and all residents were given a yearend evaluation Results: Resident and faculty evaluations indicated an overall positive response. The residents reported improved perception of knowledge and engagement with this interactive format. Conclusion: The course was well received, demonstrating the viability and value of residents taking a more active role in their own learning. Copyright © 2013 Academic Psychiatry.",,article; clinical competence; curriculum; education; human; medical education; methodology; problem based learning; psychiatry; psychopharmacology; teaching; medical education; problem based learning; procedures; psychopharmacology; teaching; Clinical Competence; Curriculum; Humans; Internship and Residency; Problem-Based Learning; Psychiatry; Psychopharmacology; Teaching; Clinical Competence; Curriculum; Humans; Internship and Residency; Problem-Based Learning; Psychiatry; Psychopharmacology; Teaching,,,,,,,,,,,"Osser, D.N., Patterson, R.D., Levitt, J.J., Guidelines, algorithms, and evidence-based psychopharmacology training for psychiatric residents (2005) Acad Psychiatry, 29, pp. 180-186; Balon, R., Teaching psychopharmacology: Introduction (2005) Acad Psychiatry, 29, pp. 116-119; Glick, I.D., Zisook, S., The challenge of teaching psychopharmacology in the new millennium: The role of curricula (2005) Acad Psychiatry, 29, pp. 134-140; Brookfield, S.D., (1986) Understanding and Facilitating Adult Learning, , San Francisco, CA, Jossey-Bass; Zisook, S., Benjamin, S., Balon, R., Alternate methods of teaching psychopharmacology (2005) Acad Psychiatry, 29, pp. 141-154; Zisook, S., Glick, I.D., Jefferson, J.W., Teaching psychopharmacology: What works and what doesn't (2008) J Clin Psychopharmacol, 28, pp. 96-100; Naranjo, C.A., Shulman, R.W., Ozdemir, V., Development and evaluation of a clinical psychopharmacology educational curriculum (1997) J Clin Pharmacol, 37, pp. 474-479; Glick, I.D., Salzman, C., Cohen, B.M., Improving the pedagogy associated with the teaching of psychopharmacology (2007) Acad Psychiatry, 31, pp. 211-217; Deligiannidis, K.M., Girgis, R.R., Lau, A., Psychiatry resident/fellow-initiated and -designed multi-modal psychopharmacology curriculum for major depression (2012) Acad Psychiatry, 36, pp. 414-418; Hill, A.G., Yu, T.C., Barrow, M., A systematic review of resident-as-teacher programmes (2009) Med Educ, 43, pp. 1129-1140; Knowles, M., (1990) The Adult Learner: A Neglected Species, , 4th Edition Houston, TX, Gulf Publishing Company","Muzyk, A.J.; Dept. of Pharmacy Practice, Campbell University School of Pharmacy and Health Sciences, Durham, NC, United States; email: Andrew.Muzyk@duke.edu",,,,,,,,10429670,,ACPSF,24026374.0,English,Acad. Psychiatry,Review,Final,,Scopus,2-s2.0-84883358460
"Lehtovuori A., Honkala M., Kettunen H., Leppavirta J.",6508078474;55928869900;20734383700;35746700700;,Interactive engagement methods in teaching electrical engineering basic courses,2013,"IEEE Global Engineering Education Conference, EDUCON",,, 6530089,75,84,,5.0,10.1109/EduCon.2013.6530089,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880977462&doi=10.1109%2fEduCon.2013.6530089&partnerID=40&md5=9aa82fc74be59ecabe1e841ee8e3c384,"Aalto University School of Electrical Engineering, Department of Radio Science and Engineering, Finland","Lehtovuori, A., Aalto University School of Electrical Engineering, Department of Radio Science and Engineering, Finland; Honkala, M., Aalto University School of Electrical Engineering, Department of Radio Science and Engineering, Finland; Kettunen, H., Aalto University School of Electrical Engineering, Department of Radio Science and Engineering, Finland; Leppavirta, J., Aalto University School of Electrical Engineering, Department of Radio Science and Engineering, Finland","Active learning, project-based teaching, and student collaboration are current trends in engineering education. Incorporating these have also been the goal of the basic studies development project EPOP started at the Aalto University School of Electrical Engineering in 2011. In the project, two obligatory basic courses in circuit analysis and electromagnetic field theory have been taught using interactive engagement during the spring of 2012. This paper presents the implementation of the teaching, including methods and evaluation with several concrete examples. As a result of the novel teaching, motivation and the engagement of students were at a high level during the whole course and learning results were better than those of the students participating the traditional lecture course. © 2013 IEEE.",group work; interactive engagement; motivation; peer instruction,Active Learning; Basic course; Development project; Group work; Interactive engagements; Peer instruction; Project-based; Student collaboration; Electromagnetic field theory; Engineering education; Motivation; Students; Electrical engineering,,,,,,,,,,,"Guzdial, M., Ludovice, P., Realff, M., Morley, T., Carroll, K., Ladak, A., The challenge of collaborative learning in engineering and math (2001) Proc. IEEE of Frontiers in Education Conference 2001, , Reno, Nevada, oct; Stump, G.S., Hilpert, J.C., Husman, J., Chung, W.-T., Kim, W., Collaborative learning in engineering students: Gender and achievements (2011) Journal of Engineering Education, 100 (3), pp. 475-497; Besterfield-Sacre, M.E., Atman, C.J., Shuman, L.J., Characteristics of freshman engineering students: Models for determining student attrition and success in engineering (1997) Journal of Engineering Education, 86 (2), pp. 139-149; Knight, D.W., Carlson, L.E., Sullivan, J.F., Improving engineering Student Retention through Hands-On, Team Based, First-Year Design Projects (2007) Proceedings 31st International Conference on Research in Engineering Education, , ASEE, June 22-24 Honolulu, HI; Yokomoto, C.F., Rizkalla, M.E., O'Loughlin, C.L., Lamm, N.P., Developing a Motivational Freshman Course Using the Principle of Attached Learning (1999) Journal of Engineering Education, 88 (1), pp. 99-106; Smith, K.A., Sheppard, S.D., Johnson, D.W., Johnson, R.T., Pedagogies of engagement: Classroom-based practices (2005) Journal of Engineering Education, 94 (1), pp. 87-101; Costa, L.R.J., Honkala, M., Lehtovuori, A., Applying the problem-based learning approach to teach elementary circuit analysis (2007) IEEE Tran. Edu, 50 (1), pp. 41-48. , Feb; Wanous, M., Procter, B., Murshid, K., Assessment for learning and skills development: The case of large classes (2009) European Journal of Engineering Education, 34 (1), pp. 77-85; Astin, A., (1993) What Matters in College?, , Four Critical Years Revisited, San Francisco, Cal, Jossey-Bass; Barron, B., When smart groups fail (2003) The Journal of the Learning Sciences, 12 (3), pp. 307-359; Leppävirta, J., (2011) Engineering Students' Proficiency in Electromagnetic, , Doctoral Dissertation, Aalto University; Hake, R.R., Interactive-engagement versus traditional methods: A sixthousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Prince, M.J., Felder, R.M., Inductive teaching and learning methods: Definitions, comparisons, and research bases (2006) J. Engr. Education, 95, pp. 123-138; Sihvola, A., Leppävirta, J., Kettunen, H., Sign, curls, and time variations: Learning to appreciate faraday's law (2012) Advanced Electromagnetics, 1 (1), pp. 1-5; MacLatchy, C.S., Backman, P., Bogan, L., A quantitative magnetic braking experiment (1993) Am. J. Phys., 61, pp. 1096-1101. , December; Chiaverina, C., The simplest motor? (2004) Phys. Teach., 42, p. 552. , December; Mazur, E., (1997) Peer Instruction: A User's Manual, , New Jersey: Prentice Hall; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69, pp. 970-977. , September; Bruff, D., (2009) Teaching with Classroom Response Systems, , San Francisco, CA: Jossey-Bass; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Comput. Educ., 53, pp. 819-827. , November; Notaroš, B.M., (2011) Electromagnetics, , Upper Saddle River, NJ: Pearson; Concept Tests and Course Materials from CU Boulder, , http://www.colorado.edu/physics/EducationIssues/cts/index.htm; http://web.awrcorp.com; Keiner, L.E., Burns, T.E., Interactive engagement: How much is enough? (2010) The Physics Teacher, 48, pp. 108-111; Oakley, B., Felder, R.M., Brent, R., Elhajj, I., Turning student groups into effective teams (2004) Journal of Student Centered Learning, 2 (1), pp. 9-34; Felder, R.M., Brent, R., Effective strategies for cooperative learning (2001) Journal of Cooperation and Collaboration in College Teaching, 10 (2), pp. 69-75","Aalto University School of Electrical Engineering, Department of Radio Science and EngineeringFinland",,,,"2013 IEEE Global Engineering Education Conference, EDUCON 2013",13 March 2013 through 15 March 2013,Berlin,98110.0,21659559,9781467361101,,,English,"IEEE Global Eng. Edu. Conf., EDUCON",Conference Paper,Final,,Scopus,2-s2.0-84880977462
"Abramson D., Pietroszek K., Chinaei L., Lank E., Terry M.",55329424800;18037978700;55810151000;8224503900;18937795900;,Classroom response systems in higher education: Meeting user needs with NetClick,2013,"IEEE Global Engineering Education Conference, EDUCON",,, 6530204,840,846,,8.0,10.1109/EduCon.2013.6530204,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880990608&doi=10.1109%2fEduCon.2013.6530204&partnerID=40&md5=c31a3cc1bc352d0bf1a91ee66265336a,"David R. Cheriton School of Computer Science, University of Waterloo, Waterloo, ON, Canada","Abramson, D., David R. Cheriton School of Computer Science, University of Waterloo, Waterloo, ON, Canada; Pietroszek, K., David R. Cheriton School of Computer Science, University of Waterloo, Waterloo, ON, Canada; Chinaei, L., David R. Cheriton School of Computer Science, University of Waterloo, Waterloo, ON, Canada; Lank, E., David R. Cheriton School of Computer Science, University of Waterloo, Waterloo, ON, Canada; Terry, M., David R. Cheriton School of Computer Science, University of Waterloo, Waterloo, ON, Canada","Classroom response systems (CRS) have been shown to dramatically improve a variety of learning outcomes in science and engineering education. Their adoption in research university classrooms has been very slow. This paper postulates a contributing factor to the lack of widespread adoption of CRS in that context and introduces a new CRS designed to mitigate the identified factor. The CRS, NetClick, is built on the premise that the requirement of authoring new content prevents many Professors from using existing CRS. After describing the operation and advantages of NetClick to other CRS, we describe initial feedback from Computer Science Professors on its use for converting existing teaching slides into interactive content. © 2013 IEEE.",,Classroom response systems; Contributing factor; Higher education; Initial feedback; Interactive contents; Learning outcome; Research universities; Science and engineering; Engineering; Industrial engineering; Engineering education,,,,,,,,,,,"Prince, M., Does active learning work? A review of the research (2004) J. Engr. Education, pp. 223-231; Freeman, J., Dobbie, A., Use of an audience response system to augment interactive learning (2005) Fam Med, 37 (1), pp. 12-14; Mateo, Z., Creating active learning in a large introductory statistics class using clicker technology (2010) Data and Context in Statistics Education: Towards an Evidence-based Society. Proceedings of the 8th International Conference on Teaching Statistics, , http://www.stat.auckland.ac.nz/~iase/publications/icots8/ICOTS89E4MATEO. pdf, Ljubljana, Slovenia. Retrieved from; Serow, R., Research and teaching at a research university (2000) Higher Education, 40 (4), pp. 449-463; Dahlstrom, E., The ECAR study of undergraduate students and information technology, 2012 (2012) ECAR; Chinaei, L., Lank, E., A study on the use of clickers in classroom (2012) Under Review; Hembrooke, H., Gay, G., The laptop and the lecture: The effects of multitasking in learning environments (2003) Journal of Computing in Higher Education, 15, pp. 46-64. , http://dx.doi.org/10.1007/BF02940852; Fried, C.B., In-class laptop use and its effects on student learning (2008) Comput. Educ., 50 (3), pp. 906-914. , Apr. http://dx.doi.org/10.1016/j.compedu.2006.09.006; Thagard, P., Banning laptops in classrooms: Can students multitask effectively? (2010) Psychology Today, , July ed","David R. Cheriton School of Computer Science, University of Waterloo, Waterloo, ON, Canada",,,,"2013 IEEE Global Engineering Education Conference, EDUCON 2013",13 March 2013 through 15 March 2013,Berlin,98110.0,21659559,9781467361101,,,English,"IEEE Global Eng. Edu. Conf., EDUCON",Conference Paper,Final,,Scopus,2-s2.0-84880990608
"Caeiro-Rodriguez M., Gonzalez-Tato J., Llamas-Nistal M.",9270485300;55091136000;9270485400;,Experiencing a Web-based Audience Response System in engineering lectures,2013,"IEEE Global Engineering Education Conference, EDUCON",,, 6530154,513,519,,1.0,10.1109/EduCon.2013.6530154,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881004175&doi=10.1109%2fEduCon.2013.6530154&partnerID=40&md5=f03b4c823a45449a35e90f504cb22996,"IEEE Education Society Spanish Chapter, Spain","Caeiro-Rodriguez, M., IEEE Education Society Spanish Chapter, Spain; Gonzalez-Tato, J., IEEE Education Society Spanish Chapter, Spain; Llamas-Nistal, M., IEEE Education Society Spanish Chapter, Spain","Currently, Audience Response Systems (ARS) are integrated widespread on face-to-face classes to improve the attendance and engagement of the students. In this paper, we present the current trend of using Web 2.0 to provide ARSs and our efforts to create a complete ARS over a proprietary platform. We created a dedicated gadget to be used by the students as the traditional remote control system, which can be operated from any device with a Web browser (e.g. laptops, tablets or smartphones). With our approach, teachers can use gadgets to compose and make in-class polls or questionnaires and check the responses on-the-fly. © 2013 IEEE.",Audience Response Systems; gadget,Audience response systems; Engineering lecture; gadget; On-the-fly; Web 2.0; Engineering education; World Wide Web; Surveys,,,,,,,,,,,"Kay, R.H., Lesage, A.A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Caldwell, J.E., Clickers in the large classroom: Current research and best practice tips (2007) CBE Life Sciences Education, 6 (1), p. 920; Text Message (SMS) Polls and Voting, Audience Response System, Poll Everywhere, , http://www.polleverywhere.com, Retrieved from Visited: 2012/11/30; Classroom Response System - Top Hat Monocle, , http://www.tophatmonocle.com/, Visited: 2012/11/30; My Answer Your Answer, , http://mayaars.tumblr.com/, Visited: 2012/11/30; Audience Response System - Turning Technologies, , http://www.tumingtechnologies.com/, Visited: 2012/11/30; Web>chcker Mobile Audience Response System, , http://www.ichcker.com/Products/webclicker/, Visited: 2012/11/30; Clicker School - Interactive Activities Using Clickers, Smartphones, and Laptops, , http://www.clickerschool.com, Visited: 2012/11/30; Socrative - As Easy as Raising Your Hand, , http://www.socrative.com, Visited: 2012/11/30; Llamas-Nistal, M., Caeiro-Rodríguez, M., González-Tato, J., Álvarez-Osuna, J., Towards a collection of gadgets for an iGoogle e-leaming platform (2012) Global Engineering Education Conference (EDUCON 12), 17, p. 20; Llamas-Nistal, M., Femández-Iglesias, M.J., González-Tato, J., Mikic-Fonte, F., Blended e-assessment: Migrating exams to the digital World (2012) Computers & Education, , (publication pending)",IEEE Education Society Spanish ChapterSpain,,,,"2013 IEEE Global Engineering Education Conference, EDUCON 2013",13 March 2013 through 15 March 2013,Berlin,98110.0,21659559,9781467361101,,,English,"IEEE Global Eng. Edu. Conf., EDUCON",Conference Paper,Final,,Scopus,2-s2.0-84881004175
[No author name available],[No author id available],"2013 IEEE Global Engineering Education Conference, EDUCON 2013",2013,"IEEE Global Engineering Education Conference, EDUCON",,,,,,1367.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880977083&partnerID=40&md5=3a2904972edc87b1e4cfe1fec0b69764,,,"The proceedings contain 189 papers. The topics discussed include: functional dissection of electronic power systems as learning technique; a novel FPGA educational paradigm using the next generation programming languages, case of an embedded systems course; a reusable remote lab infrastructure for teaching electronics with a self-configurable user-interface; quality function deployment application in the accreditation of engineering programs; teaching information security courses in regular and distance learning programs; using learning methodology that promotes portable interdisciplinary accountability in engineering education; from boxes to bees: active learning in freshmen calculus; interactive engagement methods in teaching electrical engineering basic courses; the teaching of logic as a tool to enhance mathematics learning in technical courses for workers; and teaching strategies for undergraduate laboratories with heterogeneous prior knowledge of students.",,,,,,,,,,,,,,,,,,"2013 IEEE Global Engineering Education Conference, EDUCON 2013",13 March 2013 through 15 March 2013,Berlin,98110.0,21659559,9781467361101,,,English,"IEEE Global Eng. Edu. Conf., EDUCON",Conference Review,Final,,Scopus,2-s2.0-84880977083
"Gonzílez-Tato J., Llamas-Nistal M., Caeiro-Rodríguez M., Mikic-Fonte F.A.",57189758498;9270485400;9270485300;32367791000;,Web-based audience response system using the educational platform called BeA,2013,Journal of Research and Practice in Information Technology,45,3-4,,251,265,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84975154467&partnerID=40&md5=25645554daeef54eeeeb182e6f803463,"Departamento de Enxéeŕa Telemítica, E.E. de Telecomunicación, Universidade de Vigo, Vigo, Spain","Gonzílez-Tato, J., Departamento de Enxéeŕa Telemítica, E.E. de Telecomunicación, Universidade de Vigo, Vigo, Spain; Llamas-Nistal, M., Departamento de Enxéeŕa Telemítica, E.E. de Telecomunicación, Universidade de Vigo, Vigo, Spain; Caeiro-Rodríguez, M., Departamento de Enxéeŕa Telemítica, E.E. de Telecomunicación, Universidade de Vigo, Vigo, Spain; Mikic-Fonte, F.A., Departamento de Enxéeŕa Telemítica, E.E. de Telecomunicación, Universidade de Vigo, Vigo, Spain","Currently Audience Response Systems (ARS) can easily be used in classes enabling students to participate in questionnaires and polls. The literature about ARSs shows their benefi ts, highlighting as the most important the student engagement and classroom att endance. Several companies provide solutions to support ARS functionalities by using dedicated systems (e.g. remote control devices and dedicated receivers) or more generally available web technologies. In this paper, we review web-based solutions and introduce our own ARS development. We have created a web-based system that enables students to answer in-class questions using their own devices. This system can be operated from devices running a web browser (e.g. laptop, tablet or smart phone). Our approach allows poll creation and management through web interfaces and it is focused on two of the main needs that are not covered by other services. The fi rst need is to facilitate students access and the second is to provide more question types. © 2013, Australian Computer Society Inc.",Audience response system; Educational technology; Formative learning; In-class participation; Learning platform,Education; Educational technology; Remote control; Smartphones; Surveys; User interfaces; Websites; World Wide Web; Audience response systems; Class participations; Dedicated systems; Educational platforms; Formative learning; Learning platform; Student engagement; Web-based solutions; Students,,,,,,,,,,,"Ayu, M.A., Taylor, K., Mantoro, T., Active learning: Engaging students in the classroom using mobile phones (2009) IEEE Symposium on Industrial Electronics & Applications-ISIEA 2009, 2, pp. 711-715; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE Life Sciences Education, 6, pp. 1-8; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing eff ective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), p. 31; (2012) Big Nerd Ranch, , http://www.bignerdranch.com, BIG NERD RANCH. Accessed 9-May-2013; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6, pp. 9-20; (2012) Interactive Activities Using Clickers, Smartphones, and Laptops, , http://www.clickerschool.com, CLICKER SCHOOL. Accessed 9-May-2013; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; González-Tato, J., Llamas-Nistal, M., Caeiro-Rodríguez, M., Álvarez-Osuna, J., Towards a collection of gadgets for an igoogle e-learning platform (2012) Global Engineering Education Conference (EDUCON), 2012 IEEE, pp. 1-9. , http://www.google.com/ig, 17-20, April. GOOGLE (2012): iGoogle. Accessed 9-May-2013; (2012) Google Offi Cial Blog-Spring Cleaning in Summer, , http://googleblog.blogspot.com.es/2012/07/spring-cleaning-in-summer.html, GOOGLE. Accessed 9-May-2013; (2012) I>clicker Classroom Response System, , http://www.iclicker.com, Accessed 9-May-2013; (2012) Web>clicker Mobile Students Response System, , http://www.iclicker.com/Products/webclicker, Accessed 9-May-2013; (2012) IMS QTI, , http://imsglobal.org/question, IMS. Accessed 9-May-2013; Kay, R.H., Lesage, A., Examining the benefi ts and challenges of using students response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Llamas-Nistal, M., Fernández-Iglesias, M.J., González-Tato, J., Mikic-Fonte, F., Blended e-assessment: Migrating classical exams to the digital world (2012) Computers & Education, 62, pp. 72-87. , http://www.sciencedirect.com/science/article/pii/S0360131512002497, Accessed 9-May-2012); Llamas-Nistal, M., Caeiro-Rodríguez, M., González-Tato, J., Álvarez-Osuna, J., Work in progress: Using mobile phones to accomplish an audience response system with igoogle home page (2012) Frontiers in Education Conference (FIE), 2012, pp. 1-2; Marston, S., Li, Z., Bandyopadhyay, S., Zhang, J., Ghalsasi, A., Cloud computing-The business perspective (2011) Decision Support Systems, 51 (1), pp. 176-189; (2012) My Answer Your Answer, , http://mayaars.tumblr.com, MAYA. Accessed 9-May-2013; Mayer, R.E., Stull, A., Deleeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; (2012) Opensocial Foundation, , http://docs.opensocial.org/display/OS/Home, Accessed 9-May-2013; (2012) Text Message (SMS) Polls and Voting, Students Response System, , http://www.polleverywhere.com, POLL EVERYWHERE. Accessed 9-May-2013; (2012) ROLE Widget Store, , http://www.role-widgetstore.eu, Accessed 9-May-2013; (2013) Classroom Interaction Shakespeak, , http://www.shakespeak.com, Accessed 9-May-2013; (2012) Text Messages Students Polling, , http://www.smspoll.net, Accessed 9-May-2013; (2012) As Easy As Raising Your Hand, , http://www.socrative.com, Accessed 9-May-2013; (2012) Classroom Response System-Top Hat Monocle, , http://www.tophatmonocle.com, TOP HAT MONOCLE. Accessed 9-May-2013; (2012) Students Response System-Turning Technologies, , http://www.turningtechnologies.com, TURNING TECHNOLOGIES. Accessed 9-May-2013; WORLD WIDE WEB CONSORTIUM. Same Origin Policy-Web Security, , http://www.w3.org/Security/wiki/Same_Origin_Policy, Accessed 9-May-2013",,,,Australian Computer Society,,,,,1443458X,,JRPTF,,English,J. Res. Pract. Inf. Technol.,Conference Paper,Final,,Scopus,2-s2.0-84975154467
"Ebner M., Wachtler J., Holzinger A.",9638772000;55804471600;23396282000;,Introducing an information system for successful support of selective attention in online courses,2013,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),8011 LNCS,PART 3,,153,162,,2.0,10.1007/978-3-642-39194-1-18,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880720639&doi=10.1007%2f978-3-642-39194-1-18&partnerID=40&md5=7e33e6fcf520fa3d9649a2a0eb91c606,"Institute for Information System and Computer Media, Graz University of Technology, Austria","Ebner, M., Institute for Information System and Computer Media, Graz University of Technology, Austria; Wachtler, J., Institute for Information System and Computer Media, Graz University of Technology, Austria; Holzinger, A., Institute for Information System and Computer Media, Graz University of Technology, Austria",Human learning processes are strongly depending on attention of each single learner. Due to this fact any measurement helping to increase students' attention is from high importance. Till now there are some developments called Audience-Response-Systems only available for face-to-face education even for masses. In this publication we introduce a web-based information system which is also usable for online-systems. Students' attention will be conserved based on different interaction forms during the live stream of a lecture. The evaluation pointed out that the system helps to enlarge the attention of each single participant. © 2013 Springer-Verlag Berlin Heidelberg.,,Face-to-face education; Human learning; Online course; Selective attention; Web based information systems; Human computer interaction; Online systems; Education,,,,,,,,,,,"Shiffrin, R.M., Gardner, G.T., Visual processing capacity and attentional control (1972) Journal of Experimental Psychology, 93 (1), pp. 72-82; Moran, J., Desimone, R., Selective attention gates visual processing in the extrastriate cortex (1985) Science, 229, pp. 782-784; Heinze, H.J., Mangun, G.R., Burchert, W., Hinrichs, H., Scholz, M., Munte, T.F., Gos, A., Hillyard, S.A., Combined spatial and temporal imaging of brain activity during visual selective attention in humans (1994) Nature, 372, pp. 543-546; Spitzer, H., Desimone, R., Moran, J., Increased attention enhances both behavioral and neuronal performance (1988) Science, 240, pp. 338-340; Carr-Chellman, A., Duchastel, P., The ideal online course (2000) British Journal of Educational Technology, 31 (3), pp. 229-241; Tobin, B., Audience Response Systems, Stanford University School of Medicine 2005, , http://med.stanford.edu/irt/edtech/contacts/documents/ 2005-11AAMCtobinaudienceresponsesystems.pdf, accessed October 9, 2012; Ebner, M., Introducing live microblogging: How single presentations can be enhanced by the mass (2009) Journal of Research in Innovative Teaching, 2 (1), pp. 91-100; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Silliman, S.E., McWilliams, L., Observations on benefits/limitations of an audience response system (2004) Proceedings of the American Society for Engineering Education Annual Conference, pp. 20-23. , Salt Lake City, Utah, June; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14; Yu, Y., Crumiller, M., Knight, B., Kaplan, E., Estimating the amount of information carried by a neuronal population (2010) Frontiers in Computational Neuroscience, 4 (10); Broadbent, D.E., A mechanical model for human attention and immediate memory (1957) Psychological Review, 64 (3), pp. 205-215; Broadbent, D.E., (1958) Perception and Communication; Atkinson, R.C., Shiffrin, R.M., The control processes of short-term memory (1971) Institute for Mathematical Studies in the Social Sciences, , Stanford University; Moreno, R., Mayer, R.E., Cognitive principles of multimedia learning: The role of modality and contiguity (1999) Journal of Educational Psychology, 91 (2), p. 358; Holzinger, A., Multimedia basics (2002) Learning, Cognitive Fundamentals of Multimedial Information Systems, 2. , Laxmi, New Delhi; Holzinger, A., Kickmeier-Rust, M., Albert, D., Dynamic media in computer science education; Content complexity and learning performance: Is less more (2008) Educational Technology & Society, 11 (1), pp. 279-290; Wickens, C., Lee, J., Liu, Y., Gordon-Becker, S., (2004) Introduction to Human Factors Engineering, , 2nd edn. Prentice-Hall, Upper Saddle River; Holzinger, A., (2012) Biomedical Informatics: Computational Sciences Meets Life Sciences, , BoD, Norderstedt; https://docs.djangoproject.com/en/1.4, Django Team: Django documentation; Holovaty, A., Kaplan-Moss, J., The Django Book, , http://www.djangobook.com","Institute for Information System and Computer Media, Graz University of TechnologyAustria",,,,"7th International Conference on Universal Access in Human-Computer Interaction: Design Methods, Tools, and Interaction Techniques for eInclusion, UAHCI 2013, Held as Part of 15th International Conference on Human-Computer Interaction, HCI 2013",21 July 2013 through 26 July 2013,"Las Vegas, NV",97948.0,03029743,9783642391934,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84880720639
"Stehling V., Bach U., Vossen R., Jeschke S.",55795623000;36536585600;36176436400;23093981800;,Chances and risks of using clicker software in XL engineering classes - From theory to practice,2013,"Proceedings of the 3rd Interdisciplinary Engineering Design Education Conference, IEDEC 2013",,, 6526753,23,27,,2.0,10.1109/IEDEC.2013.6526753,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880313418&doi=10.1109%2fIEDEC.2013.6526753&partnerID=40&md5=c1e963887e1c4c360ce8e2ac87500fb6,"IMA - Institute of Information Management in Mechanical Engineering, ZLW - Center for Learning and Knowledge Management, Faculty of Mechanical Engineering RWTH Aachen University, Germany","Stehling, V., IMA - Institute of Information Management in Mechanical Engineering, ZLW - Center for Learning and Knowledge Management, Faculty of Mechanical Engineering RWTH Aachen University, Germany; Bach, U., IMA - Institute of Information Management in Mechanical Engineering, ZLW - Center for Learning and Knowledge Management, Faculty of Mechanical Engineering RWTH Aachen University, Germany; Vossen, R., IMA - Institute of Information Management in Mechanical Engineering, ZLW - Center for Learning and Knowledge Management, Faculty of Mechanical Engineering RWTH Aachen University, Germany; Jeschke, S., IMA - Institute of Information Management in Mechanical Engineering, ZLW - Center for Learning and Knowledge Management, Faculty of Mechanical Engineering RWTH Aachen University, Germany","Teaching and learning in XL-classes is a huge challenge to both lecturers as well as students. While lecturers face the difficulty of speaking to a mostly loud and very heterogenic audience, students often lack the opportunity of being an active participant in class. To counteract these difficulties and give the opportunity of immediate feedback, an audience response system has been introduced in the class of information technology in mechanical engineering at RWTH Aachen University. © 2013 IEEE.",clicker software; Large classes,Audience response systems; Engineering class; Immediate feedbacks; Large classes; Teaching and learning; Engineering; Industrial engineering; Information technology,,,,,,,,,,,"Stehling, V., Bach, U., Richert, A., Jeschke, S., Teaching professional knowledge to xl-classes with the help of digital technologies (2012) ProPEL Conference Proceedings; http://master-mechanicalengineering.com/content/rankings-accreditation, See e.g http://tinyurl.com/aec84xr; Rosenberg, J.L., Lorenzo, M., Mazur, E., Peer instruction: Making science engaging (2008) Handbook of College Science Teaching, p. 78. , Ed. Joel J. Mintzes and William H. Leonard; Sievers, M., Reinhardt, W., Kundisch, D., Herrmann, P., Developing electronic classroom response apps for a wide variety of mobile devices-Lessons learned from the PINGO project (2012) Proceedings of the 11th World Conference on Mobile and Contextual Learning (MLearn), p. 1; Mazur, E., Farewell, lecture? (2009) Science, 323. , S. 51; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Scheele Et Al, N., Die interaktive Vorlesung in der Praxis (2004) DeLFI 2004: Die 2. E-Learning Fachtagung Informatik, Tagung der Fachgruppe E-Learning der Gesellschaft Für Informatik E.V. (GI), pp. 283-294. , 6.-8. September in Paderborn. P-52; Teaching professional knowledge to xl-classes with the help of digital technologies (2012) ProPEL Conference Proceedings, , For further information see: V. Stehling, U. Bach, A. Richert, S. Jeschke; Watkins, J., Mazur, E., Using jitt with peer instruction Just in Time Teaching Across the Disciplines, pp. 39-62; Smith, M.K., Woo, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323 (2), p. 122; Crouch, C., Watkins, J., Fagen, A., Mazur, E., Peer instruction: Engaging students one-on-one (2007) All at Once, p. 11. , (Reviews in Physics Education Research); Beatty, I.D., Transforming student learning with classroom communication systems (2004) EDUCAUSE, 2004 (3). , Research Bulletin","IMA - Institute of Information Management in Mechanical Engineering, ZLW - Center for Learning and Knowledge Management, Faculty of Mechanical Engineering RWTH Aachen UniversityGermany",,IEEE Advancing Technology;International Society for Quality Electronic Design,,"3rd Interdisciplinary Engineering Design Education Conference, IEDEC 2013",4 March 2013 through 5 March 2013,"Santa Clara, CA",97798.0,,9781467351126,,,English,"Proc. Interdiscip. Eng. Des. Educ. Conf., IEDEC",Conference Paper,Final,,Scopus,2-s2.0-84880313418
[No author name available],[No author id available],"Proceedings of the 3rd Interdisciplinary Engineering Design Education Conference, IEDEC 2013",2013,"Proceedings of the 3rd Interdisciplinary Engineering Design Education Conference, IEDEC 2013",,,,,,204.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880284770&partnerID=40&md5=599999ecef9074e5f7b6c32cd215ba2b,,,"The proceedings contain 37 papers. The topics discussed include: fun based education for ages from 3 to 100: lighting the candle of learning passion; chances and risks of using clicker software in XL engineering classes - from theory to practice; low power design flow based on unified power format and synopsys tool chain; teaching IC design with the ARM cortex-M0 DesignStart processor and synopsys 90nm educational design kit; virtual labs for electronics engineering using cloud computing; incorporating development for mobile devices when teaching software engineering; object oriented design through game development in XNA; on interdisciplinary student background: a successful course integrating teaching and research; applied cryptography for computer science programs: a practitioner's approach; capacitive accelerometer laboratory using polymer-film rapid prototyping technology; and teaching embedded programming to electrical engineers, bioengineers, and mechanical engineers via the escape platform.",,,,,,,,,,,,,,,,IEEE Advancing Technology;International Society for Quality Electronic Design,,"3rd Interdisciplinary Engineering Design Education Conference, IEDEC 2013",4 March 2013 through 5 March 2013,"Santa Clara, CA",97798.0,,9781467351126,,,English,"Proc. Interdiscip. Eng. Des. Educ. Conf., IEDEC",Conference Review,Final,,Scopus,2-s2.0-84880284770
"Bajwa H., Wu Z.",15764341100;37062574400;,Active and interactive cloud-based learning environment,2013,ISEC 2013 - 3rd IEEE Integrated STEM Education Conference,,, 6525193,,,,2.0,10.1109/ISECon.2013.6525193,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879946353&doi=10.1109%2fISECon.2013.6525193&partnerID=40&md5=fe1bb0ee0848209292b93a6b14fb363c,"University of Bridgeport, United States","Bajwa, H., University of Bridgeport, United States; Wu, Z., University of Bridgeport, United States","The biggest challenge in developing an effective online learning environment is to map new technologies to proven teaching pedagogies and learning objectives. Pedagogies of engagement, such as discussions, debates, peer interaction, laboratories and other formats fostering student opinions, are often easily implemented in the classroom environment, but such interactive engagement techniques are rarely implemented in online courses. An effective e-learning platform should be able to promote interactive activities and collaborative learning by engaging students in the learning process. In this paper we will discuss the functionalities of some state of art online learning platforms. We will identify some shortcomings of current e-learning platforms. We also present the architecture of cloud based active and interactive learning platforms that supports problem based learning (PBL) and active learning strategies. © 2013 IEEE.",cloud computing; OCW; Online Active Learning; problem based learning (PBL),Active Learning; Active learning strategies; Collaborative learning; Interactive activities; Interactive engagements; OCW; Online learning environment; Problem based learning; Cloud computing; Computer aided instruction; Knowledge acquisition; Learning systems; Online systems; Teaching; E-learning,,,,,,,,,,,"Means, B., Toyama, Y., Murphy, R., Bakia, M., Jones, K., Evaluation of Evidence-based Practices in Online Learning: A Metaanalysis and Review of Online Learning Studies; Benson, A.D., Johnson, S.D., Taylor, G.D., Treat, T., Shinkareva, O.N., Duncan, J., Achievement in online and campusbased career and technical education (CTE) courses (2005) Community College Journal of Research and Practice, 29, pp. 369-394; Dantas, A.M., Kemm, R.E., A blended approach to active learning in a physiology laboratory-based subject facilitated by an elearning component (2008) Advances in Physiology Education, 32, pp. 65-75; www.coursera.org; George, K.T., Accelerating Learning with Distance Education and Open Courseware, 14, pp. 4-5; Hedberg, J.G., E-learning futures? Speculations for a time yet to come (2006) Studies in Continuing Education, 28, pp. 171-183; Lowes, S., Online teaching and classroom change: The trans-classroom teacher in the age of the internet (2008) Innovate: Journal of Online EducationAssociates, 4; Grandzol, C.J., Grandzol, J.R., Interaction in online courses: More is not always better Online Journal of Distance Learning Administration, 13, p. 2; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom. eric digest (1991) ASHE-ERIC Higher Education Reports, , The George Washington University; Wickersham, L.E., McGee, P., Perceptions of satisfaction and deeper learning in an online course (2008) Quarterly Review of Distance Education, 9, pp. 73-83; Deslauriers, L., Schelew, E., Wieman, C., Improved learning in a large-enrollment physics class (2011) Science, 332, pp. 862-864. , May 13; Swan, K., Shen, J., Hiltz, S.R., Assessment and collaboration in online learning (2006) Journal of Asynchronous Learning Networks, 10, pp. 45-62; Brindley, L.M., Blaschke, J., Walti, C., (2009) Creating Effective Collaborative Learning Groups in An Online Environment, 10; Chiong, R., Jovanovic, J., Collaborative learning in online study groups: An evolutionary game theory perspective Journal of Information Technology Education: Research, 11, pp. 81-101; Gaytan, J., McEwen, B.C., Effective online instructional and assessment strategies (2007) The American Journal of Distance Education, 21, pp. 117-132; Smith, K.A., Sheppard, S.D., Ju, D.W., Johnson, R.T., Pedagogies of engagement: Classroom-based practice (2005) Journal of Engineering Eductaion, pp. 87-101; Woolfolk, A., (2010) Educational Psychology, , Columbus, OH: Merrill; Ellis, R.A., Ginns, P., Piggott, L., E-learning in higher education: Some key aspects and their relationship to approaches to study (2009) Higher Education Research & Development, 28, pp. 303-318; Hemmi, A., Bayne, S., Land, R., The appropriation and repurposing of social technologies in higher education (2009) Journal of Computer Assisted Learning, 25, pp. 19-30; http://www.ocwconsortium.org; Ruth, S., Is e-learning really working? the trillion-dollar question Internet Computing, IEEE, 14, pp. 78-82; Li, Q., Lau, R.W.H., Wah, B.W., Ashman, H., Leung, E.W.C., Li, F., Lee, V., Guest editors' introduction: Emerging internet technologies for e-learning (2009) Internet Computing, IEEE, 13, pp. 11-17; Fomani, A.A., Mansour, R.R., Fabrication and characterization of the flexible neural microprobes with improved structural design Sensors and Actuators A: Physical, 168, pp. 233-241; Felder, R.M., Silverman, L.K., Learning and teaching styles in engineering education (1988) Journal of Engineering Education, 78, pp. 674-681; Krathwohl, D.R., A revision of bloom's taxonomy: An overview (2002) Theory into Practice, 41, pp. 212-218",University of BridgeportUnited States,,IEEE Princeton / Central Jersey Section;IEEE Region 1;IEEE Education Society;IEEE MGA - Pre-University,,"3rd IEEE Integrated STEM Education Conference, ISEC 2013",9 March 2013 through 9 March 2013,"Princeton, NJ",97639.0,,9781467356244,,,English,ISEC - IEEE Integr. STEM Educ. Conf.,Conference Paper,Final,,Scopus,2-s2.0-84879946353
"Kundisch D., Herrmann P., Whittaker M., Neumann J., Magenheim J., Reinhardt W., Beutner M., Zoyke A.",6507197389;35931987400;55785187300;55785384500;15019343800;24341601100;55785549400;55785298500;,Designing a web-based classroom response system,2013,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),7939 LNCS,,,425,431,,7.0,10.1007/978-3-642-38827-9_32,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879833357&doi=10.1007%2f978-3-642-38827-9_32&partnerID=40&md5=ebcd63f240124433b6de9d3315cc05a2,"Universität Paderborn, Warburger Straße 100, D-33098 Paderborn, Germany","Kundisch, D., Universität Paderborn, Warburger Straße 100, D-33098 Paderborn, Germany; Herrmann, P., Universität Paderborn, Warburger Straße 100, D-33098 Paderborn, Germany; Whittaker, M., Universität Paderborn, Warburger Straße 100, D-33098 Paderborn, Germany; Neumann, J., Universität Paderborn, Warburger Straße 100, D-33098 Paderborn, Germany; Magenheim, J., Universität Paderborn, Warburger Straße 100, D-33098 Paderborn, Germany; Reinhardt, W., Universität Paderborn, Warburger Straße 100, D-33098 Paderborn, Germany; Beutner, M., Universität Paderborn, Warburger Straße 100, D-33098 Paderborn, Germany; Zoyke, A., Universität Paderborn, Warburger Straße 100, D-33098 Paderborn, Germany","It is well-established in the literature that active participation vitalizes and supports the students' learning process much better than a traditional lecture style. One way of fostering participation in lectures is through pedagogical designs that stimulate cooperative activities among students, using classroom response systems. In this paper we present a prototypical implementation of a classroom response system called PINGO (Peer Instruction for very large groups). PINGO is offered to all instructors worldwide as a hosted service free of charge. © 2013 Springer-Verlag.",Class-wide Discussion; Classroom Response System; Learner-centered Pedagogical Design; Live Feedback; Peer Instruction; Teaching; Three-Questions Sequence Approach,Class-wide Discussion; Classroom response systems; Pedagogical designs; Peer instruction; Three-Questions Sequence Approach; Design; Learning systems; Teaching,,,,,,,,,,,"Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11, pp. 43-57; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) The Physics Teacher, 69, pp. 970-977; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Fies, C., Marshall, J., Classroom Response Systems: A Review of the Literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; Judson, E., Sawada, D., Learning from Past and Present: Electronic Response Systems in College Lecture Halls (2002) Journal of Computers in Mathematics and Science Teaching, 21, pp. 167-181; Kay, R., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Kundisch, D., Herrmann, P., Whittaker, M., Fels, G., Reinhardt, W., Sievers, M., Magenheim, J., Zoyke, A., Designing a web-based application to support Peer Instruction for very large Groups Proceedings of the International Conference on Information Systems (ICIS), Orlando, USA (2012); Magenheim, J., Reinhardt, W., Kundisch, D., Herrmann, P., Whittaker, M., Beutner, M., Zoyke, A., Einsatz mobiler Endgeräte zur Verbesserung der Lehrqualität in universitären Großveranstaltungen Proceedings of the E-Learning Symposium, Potsdam, Germany (2012); Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice-Hall, Englewood Cliffs; Pries-Heje, J., Baskerville, R., Venable, J.R., Strategies for Design Science Research Evaluation Proceedings of the 16th European Conference on Information Systems (ECIS), Galway, Ireland (2008); Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) American Journal of Physics, 73, pp. 554-558; Reinhardt, W., Sievers, M., Magenheim, J., Kundisch, D., Herrmann, P., Beutner, M., Zoyke, A., PINGO: Peer Instruction for Very Large Groups Proceedings of the Seventh European Conference on Technology Enhanced Learning (EC-TEL), Saarbrücken, Germany (2012); Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom Response and Communication Systems: Research Review and Theory Annual Meeting of the American Educational Research Association, San Diego, USA (2004)","Universität Paderborn, Warburger Straße 100, D-33098 Paderborn, Germany",,,,"8th International Conference on Design Science at the Intersection of Physical and Virtual Design, DESRIST 2013",11 June 2013 through 12 June 2013,Helsinki,97739.0,03029743,9783642388262,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84879833357
"Rice M.L., Bain C.",56096553100;56912968900;,Planning and implementation of a 21st century classroom project,2013,"Cases on Educational Technology Planning, Design, and Implementation: A Project Management Perspective",,,,76,92,,12.0,10.4018/978-1-4666-4237-9.ch005,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84944732578&doi=10.4018%2f978-1-4666-4237-9.ch005&partnerID=40&md5=e95ca682c9266a3e1475cd30e6543440,"University of Alabama, United States; Vestavia Hills City Schools, Alabama, United States","Rice, M.L., University of Alabama, United States; Bain, C., Vestavia Hills City Schools, Alabama, United States","A southeastern school district technology committee was tasked with designing and implementing a project to develop 21st century classrooms throughout the school district. After research, it was determined classrooms would include interactive whiteboards, slates that interact with whiteboards from anywhere in the room, mounted projectors, teacher laptops, document cameras, classroom sets of student response systems (clickers), podiums for the laptops and storage, and sound systems with voice enhancers. Project challenges included updating the school district's infrastructure, training teachers, designing and remodeling classrooms in terms of electrical outlets and data drops, and ensuring equity for all the district's schools. The district used a project-planning model that included research, collaboration, prioritizing, implementation (divided into four phases-infrastructure, teacher laptops, interactive classroom, equipment replacement), and evaluation. All phases were completed in two years and one cycle of Phase 4 (equipment replacement) was completed prior to a severe budget crisis in the state. © 2013, IGI Global.",,Budget control; Digital storage; Educational technology; Laptop computers; Personnel training; Students; Zoning; Electrical outlets; Equipment replacement; Interactive classroom; Interactive whiteboards; Project planning; Sound systems; Student-response system; White board; Teaching,,,,,,,,,,,"Cunningham, M., Kerr, K., McEune, R., Smith, P., Harris, S., Laptops for teachers: An evaluation of the first year of the initiative. (2003) Becta/National Foundation for Educational Research (NFER)., , http://dera.ioe.ac.uk/5247/1/Becta%20paper%2019%20%20Laptops%20for%20Teachers.pdf, Retrieved March 17, 2013 from; Falba, C.J., Grove, K.J., Anderson, D.G., Putney, L.G., Benefits of laptop computers for elementary teachers (2001) Journal of Research on Computing in Education,, 33 (5), pp. 1-9; Gold, R., Leadership, learning and laptops: How one district brought everyone on board (1999) Multimedia Schools,, 6, pp. 32-37; Hill, I., Palmer, A., Klein, A., Howell, E., Pelletier, J., (2010) Assessing the trainthe- trainer model: An evaluation of the data & democracy II project., , http://www.urban.org/uploadedpdf/412174-assessing-the-train.pdf, Retrieved March 17, 2013 from; Marzano, J., Haystead, M., (2009) Evaluation study of the effects of promethean ActivClassroom on student achievement., , www.marzanoresearch.com/documents/Preliminary%20Report%20on%20ActivClassroom.pdf, Retrieved November 15, 2012 from; http://office.microsoft.com/en-us/project/, Microsoft Project. (n.d.). Retrieved from; Pancucci, S., Train the trainer: The bricks in the learning community scaffold of professional development. (2007) International Journal of Social Sciences, 2 (1), p. 14. , http://go.galegroup.com.libdata.lib.ua.edu/ps/i.do?id=GALE%7CA176459503&v=2.1&u=tusc49521&it=r&p=AONE&sw=w, Retrieved March 17, 2013 from; Phillips, R.R., Bailey, M.M., Fisher, T.T., Harrison, C.C., Questioning teachers about their use of portable computers (1999) Journal of Computer Assisted Learning,, 15 (2), p. 149","Rice, M.L.; University of AlabamaUnited States",,,IGI Global,,,,,,9781466642393; 9781466642379,,,English,"Cases on Educ. Technol. Plan., Des., and Implement.: A Proj. Manag. Perspect.",Book Chapter,Final,,Scopus,2-s2.0-84944732578
"Yamaguchi T., Nishimura T., Takadama K.",35306143500;25655272500;35496082000;,Awareness-based recommendation: Toward the human adaptive and friendly interactive learning system,2013,Engineering Creative Design in Robotics and Mechatronics,,,,86,100,,,10.4018/978-1-4666-4225-6.ch006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84944724854&doi=10.4018%2f978-1-4666-4225-6.ch006&partnerID=40&md5=ca8574d7cfcef04f06053c26bd870bf3,"Nara National College of Technology, Japan; The University of Electro-Communications, Japan","Yamaguchi, T., Nara National College of Technology, Japan; Nishimura, T., Nara National College of Technology, Japan; Takadama, K., The University of Electro-Communications, Japan","This chapter describes the interactive learning system to assist positive change in the preference of a human toward the true preference. First, an introduction to interactive reinforcement learning with human in robot learning is given; then, the need to estimate the human's preference and to consider its changes by interactive learning system is described. Second, requirements for interactive system as being human adaptive and friendly are discussed. Then, the passive interaction design of the system to assist the awareness for a human is proposed. The system behaves passively to reflect the human intelligence by visualizing the traces of his/her behaviors. Experimental results show that subjects are divided into two groups, heavy users and light users, and that there are different effects between them under the same visualizing condition. They also show that the system improves the efficiency for deciding the most preferred plan for both heavy users and light users. © 2013 by IGI Global. All rights reserved.",,Educational technology; Learning systems; Reinforcement learning; Different effects; Heavy users; Human intelligence; Interactive learning systems; Interactive Reinforcement Learning; Interactive system; Passive interactions; Positive changes; Education,,,,,,,,,,,"Anderson, N.H., Butzin, C.A., Performance = motivation x ability: An integrationtheoretical analysis (1974) Journal of Personality and Social Psychology, 30 (5), pp. 598-604; Balabanovic, M., Shoham, Y., Fab: Content-based, collaborative recommendation (1997) Communications of the ACM, 40 (3), pp. 66-72; Kaplan, F., Oudeyer, P.-Y., Kubinyi, E., Miklosi, A., Robotic clicker training (2002) Robotics and Autonomous Systems, 38 (3-4), pp. 197-206; Konda, T., Tensyo, S., Yamaguchi, T., LC-learning: Phased method for average reward reinforcement learning-Analysis of optimal criteria (2002) PRICAI2002: Trends in Artificial Intelligence (LNCS), 2417, pp. 198-207. , In Ishizuka & Sattar (Eds.), Berlin: Springer; Konda, T., Tensyo, S., Yamaguchi, T., Learning: Phased method for average reward reinforcement learning-Preliminary results (2002) PRICAI2002: Trends in Artificial Intelligence (LNAI), 2417, pp. 208-217. , Ishizuka & Sattar (Eds.), Berlin: Springer; Konidaris, G., Barto, A., Automonous shaping: Knowledge transfer in reinforcement learning. (2006) Proceedings of the 23rd International Conference on Machine Learning, pp. 489-496. , New York: ACM; Mahadevan, S., Average reward reinforcement learning: Foundations, algorithms, and empirical results (1996) Machine Learning, 22 (1-3), pp. 159-195; Marthi, B., Automatic shaping and decomposition of reward functions. (2007) Proceedings of the 24th International Conference on Machine Learning. ACM.; Ng, A.Y., Harada, D., Russell, S.J., Policy invariance under reward transformations: Theory and application to reward shaping. (1999) Proceedings of the 16th International Conference on Machine Learning, pp. 278-287. , New York, NY: ACM; Puterman, M.L., (1994) Markov decision processes: Discrete stochastic dynamic programming, , New York, NY: John Wiley & Sons, Inc; Riecken, D., Introduction: Personalized views of personalization (2000) Communications of the ACM, 43 (8), pp. 26-28; Satoh, K., Yamaguchi, T., Preparing various policies for interactive reinforcement learning. (2006) Proceedings of the SICE-ICASE International Joint Conference 2006 (SICE-ICASE 2006), pp. 2440-2444. , New York: Institute of Electrical and Electronics Engineers (IEEE); Schafer, J.B., Konstan, J.A., Riedl, J., E-commerce recommendation applications (2001) Journal of Data Mining and Knowledge Discovery, 5, pp. 115-153; Takadama, K., Sato, F., Otani, M., Hattori, K., Sato, H., Yamaguchi, T., Preference clarification recommender system by searching items beyond category. (2012) Proceedings of IADIS (International Association for Development of the Information Society) International Conference Interfaces and Human Computer Interaction 2012, pp. 3-10. , Lisbon, Portugal: IADIS Press; Yamaguchi, T., Nishimura, T., How to recommend preferable solutions of a user in interactive reinforcement learning? (2008) Proceedings of the International Conference on Instrumentation, Control and Information Technology (SICE2008), pp. 2050-2055. , Tokyo, Japan: The Society of Instrument and Control Engineers; Yamaguchi, T., Nishimura, T., Sato, K., How to recommend preferable solutions of a user in interactive reinforcement learning? (2011) Advances in Reinforcement Learning, pp. 137-156. , Mellouk, A. (Ed.), Rijeka, Croatia: InTech Open Access Publisher; Yamaguchi, T., Nishimura, T., Takadama, K., Awareness based filtering-Toward the cooperative learning in human agent interaction. (2009) Proceedings of the ICROS-SICE International Joint Conference (ICCAS-SICE 2009), pp. 1164-1167. , Tokyo, Japan: The Society of Instrument and Control Engineers; Yamaguchi, T., Nishimura, T., Takadama, K., (2012) Awareness based recommendation - Toward the cooperative learning in human agent interaction, , Paper presented at the International Conference on Humanized Systems 2012 (OS02_1003). Daejeon, Korea; Adomavicius, G., Tuzhilin, A., Toward the next generation of recommender systems: A survey of the stateof-the-art and possible extensions (2005) IEEE Transactions on Knowledge and Data Engineering, 17 (6), pp. 734-749; Bridge, D., Goker, M.H., McGinty, L., Smyth, B., Case-based recommender systems (2005) The Knowledge Engineering Review, 20 (3), pp. 315-320; Hijikata, Y., Iwahama, K., Takegawa, K., Nishida, S., Content-based music filtering system with editable user profile. (2006) Proceedings of the 21st Annual ACM Symposium on Applied Computing (ACM SAC 2006), pp. 1050-1057. , New York: ACM; Linden, G., Smith, B., York, J., Amazon.com recommendations: Item-to-item collaborative filtering. (2003) IEEE Internet Computing, 7 (1), pp. 76-80; Mahmood, T., Ricci, F., Adapting the interaction state model in conversational recommender systems. (2008) Proceedings of the 10th International Conference on Electronic Commerce, pp. 1-10. , New York: ACM; Mahmood, T., Ricci, F., Improving recommender systems with adaptive conversational strategies. (2009) Proceedings of the 20th ACM Conference on Hypertext and Hypermedia, pp. 73-82. , New York: ACM; Mahmood, T., Ricci, F., Venturini, A., Improving recommendation effectiveness by adapting the dialogue strategy in online travel planning (2009) International Journal of Information Technology and Tourism, 11 (4), pp. 285-302; Mahmood, T., Ricci, F., Venturini, A., Hopken, W., Adaptive recommender systems for travel planning. (2008) Information and Communication Technologies in Tourism 2008: Proceedings of ENTER 2008 International Conference in Innsbruck, pp. 1-11. , O'Connor, Hopken, & Gretzel (Eds.), New York: Springer; Murakami, T., Mori, K., Orihara, R., Metrics for evaluating the serendipity of recommendation lists (2007) New Frontiers in Artifical Intelligence (LNAI), 4914, pp. 40-46. , Satoh, et al. (Eds.), Berlin: Springer; Preda, M., Mirea, A.M., Teodorescu-Mihai, C., Preda, D.L., Adaptive web recommendation systems (2009) Annals of University of Craiova, 36 (2), pp. 25-34; Resnick, P., Iacovou, N., Suchak, M., Bergstrom, P., Riedl, J., GroupLens: An open architecture for collaborative filtering of netnews. (1994) Proceedings of the 1994 ACM Conference on Computer Supported Cooperative Work, pp. 175-186. , New York, NY: ACM; Sarwar, B., Karypis, G., Konstan, J., Reidl, J., Item-based collaborative filtering recommendation algorithms. (2001) Proceedings of the 10th International Conference on World Wide Web, pp. 285-295. , New York: ACM; Yamaguchi, T., Nishimura, T., Takadama, K., Awareness based filtering-Toward the cooperative learning in human agent interaction. (2009) Proceedings of the ICROS-SICE International Joint Conference (ICCAS-SICE 2009), pp. 1164-1167. , Tokyo, Japan: The Society of Instrument and Control Engineers; Ziegler, C.N., Mcnee, S.M., Konstan, J.A., Lausen, G., Improving recommendation lists through topic diversification. (2005) Proceedings of the 14th International Conference on World Wide Web (WWW2005), pp. 22-32. , New York: ACM","Yamaguchi, T.; Nara National College of TechnologyJapan",,,IGI Global,,,,,,9781466642263; 9781466642256,,,English,Eng. Creat. Des. in Robot. and Mechatronics,Book Chapter,Final,,Scopus,2-s2.0-84944724854
"Mantikayan J.M., Ayu M.A.",49663815800;35589381300;,Assessing audience response systems using task-technology fit,2013,"2013 5th International Conference on Information and Communication Technology for the Muslim World, ICT4M 2013",,, 6518915,,,,2.0,10.1109/ICT4M.2013.6518915,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879043231&doi=10.1109%2fICT4M.2013.6518915&partnerID=40&md5=76cbcad48dd16e1173afe73ae227a89e,"Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University Malaysia, Malaysia","Mantikayan, J.M., Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University Malaysia, Malaysia; Ayu, M.A., Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University Malaysia, Malaysia","In order for the information technology to have a positive impact, the technology must be utilized and must be a good fit with the tasks it supports. Audience response systems (ARS) are a tool to increase active learning and gather immediate feedback from the audience in real time. The aim of this paper is to explore the perceptions on the leading pedagogy and practices for using ARS technology in the classroom. This study also highlights the importance of the fit between technology and users' task. The sample learning institution is Adni International Islamic School. This research used survey method to determine the perceived fit of ARS in secondary computer studies class. The Task-Technology Fit [1] theoretical model was used to assess ARS technology. The finding from the study suggest that, the data presented by the audience response system technology is current, right type and level of data, understands the meaning of the data, perceives the systems as working and reliable, easy to use, well trained to use the system, use the system for ambiguous tasks, and feels that the system positively impacts the students. As a result, the students believed that ARS have high perceived fit in the classroom. © 2013 IEEE.",audience response system; class-wide discussion; clicker; pedagogy; peer instruction; task-technology fit,Audience response systems; class-wide discussion; clicker; pedagogy; Peer instruction; Task technology fit; Communication; Information technology; Teaching,,,,,,,,,,,"Goodhue, D.L., Thompson, R.L., Task-technology fit and individual performance (1995) ABI/INFORM Global, 19; Mantikayan, J.M., Ayu, M.A., Exploring audience response system: Impacts in learning institutions (2010) Information and Communication Technology for the Muslim World (ICT4M), pp. A13-A17. , 13-14 December; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94+26. , January; Woods, H.A., Chiu, C., (2003) Wireless Response Technology in College Classrooms, , Retrieved August 20, 2010; (2012) Student Response System for K12, , http://www.polleverywhere.com/k12-student-response-system, polleverywhere.com, Retrieved: 28 May 2012 from; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977. , 15 March; Dangel, H.L., Wang, C.X., Student Response Systems in Higher Education: Moving Beyond Linear Teaching and Surface Learning (2008) Journal of Educational Technology Development and Exchange, 1, pp. 93-104. , November; Cotner, S.H., Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-enrollment Courses? (2008) J Sci Educ Technol, 17, pp. 437-443. , 28 May; Bergtrom, G., Clicker Sets as Learning Objects (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2, pp. 105-110; Mazur, E., (1997) Peer Instruction: A User's Manual, , New Jersey: Prentice Hall; Dufresne, R.J., Classtalk: A Classroom Communication System for Active Learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Boyle, J.T., Nicol, D.J., Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom (2003) Society for Research into Higher Education, 28, pp. 457-473. , October; Field, A., (2007) Discovering Statistics Using SPSS (And Sex, Drugs and Rock 'N' Roll) Second Edition, , Sage Publication, Los Angeles; George, D., Mallery, P., (2003) SPSS for Windows Step by Step: A Simple Guide and Reference, 11.0 Update 4th Edition, p. 231. , Boston: Allyn & Bacon","Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University MalaysiaMalaysia",,,,"2013 5th International Conference on Information and Communication Technology for the Muslim World, ICT4M 2013",26 March 2013 through 27 March 2013,Rabat,97383.0,,9781479901340,,,English,"Int. Conf. Inf. Commun. Technol. Muslim World, ICT4M",Conference Paper,Final,,Scopus,2-s2.0-84879043231
Das S.K.,35479684000;,Mobile Handset Design,2013,Mobile Handset Design,,,,,,561.0,12.0,10.1002/9780470824696,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84891584897&doi=10.1002%2f9780470824696&partnerID=40&md5=e3b5229fd5ccf8556ef18b1cfaac08e6,"Nokia R and D Center, India","Das, S.K., Nokia R and D Center, India","The evolution of mobile communication standards presents numerous challenges in mobile handset design. Designers must continue to turn out handsets that maintain high device performance and air interface compatibility, while at the same time shrink power consumption, form factors, and costs. Mobile Handset Design is uniquely written to equip professionals and students with a complete understanding of how a mobile phone works, and teaches the skills to design the latest mobile handsets. Das walks readers through mobile phone operating principles, system infrastructure, TDMA-FDMA-CDMA-OFDMA techniques, hardware anatomy, software and protocols, and internal modules, components, and circuits. He presents all problems associated with mobile wireless channels and recommends corresponding design solutions to overcome those issues. Mobile RF front-end, digital baseband design techniques, and associated trade-offs are also covered. Das also discusses the productization aspects and reviews new research developments for different mobile phone systems over generations. Teaches basic working principles of legacy and 4G mobile systems. Vividly illustrates and explains all key components and the anatomy of mobile phones. Explains all hardware and software blocks, from principle to practice to product. Discusses key design attributes such as low power consumption and slim form factors. Moves through all topics in a systematic fashion for easy comprehension. Presentation files with lecture notes available for instructor use. This book is essential for practicing software, hardware and RF design engineers and product managers working to create innovate, competitive handsets. Mobile Handset Design is also ideal for fresh graduates or experienced engineers who are new to the mobile industry, and is well-suited for industry veterans as a handy reference. Lecture materials for instructors available at www.wiley.com/go/dasmobile. © 2010 John Wiley & Sons (Asia) Pte Ltd.",,,,,,,,,,,,,"Das, S.K., Microwave Signals and Systems Engineering (2000), Khanna Publishers, Delhi; Haykin, S., Communication Systems (2005), John Wiley & Sons Inc., Hoboke; Proakis, J.G., Salehi, M., Fundamentals of Communication Systems (2005), Pearson Prentice Hall, Englewood Cliffs, NJ; Tse, D., Viswanath, P., Fundamentals of Wireless Communication (2005), Cambridge University Press, Cambridge; Goldsmith, A., Wireless Communications (2005), Cambridge University Press, Cambridge; Rappaport, T.S., Wireless Communications: Principles and Practice (1996), Prentice Hall, Englewood, NJ, ISBN 9780133755367; Tse, D., Viswanath, P., Fundamentals of Wireless Communication (2005), Cambridge University Press, Cambridge; Doelz, M.L., Heald, E.H., Collins Radio Co. 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Retrieved 2008-02-04; Radio Transmission and Reception (1998), GSM Technical Specification, 05.05, ETS 300 , 577, European Digital Cellular Telecommunications System (Phase 2), ETSI TC-SMG, Sophia-Antipolis Cedex; Albrecht, S., Sigma-Delta Based Techniques for Future Multi-Standard Wireless Radios (2005), Doctoral Thesis. KTH Library. ISBN 91-7178-170-6; Eskelinen, P., Mobile antenna systems handbook (2001) Aerospace and Electronic Systems Magazine, IEEE, 16 (10), pp. 20-21; Proakis, J.G., Digital Communications (1995), 3rd edn, McGraw-Hill, New York; Steele, R., Whitehead, J., Wong, W.C., System aspects of cellular radio (1995) IEEE Communications Magazine, 33 (1), pp. 80-86; 3GPP TS 45.002. GPRS Logical Channels and Mapping to Physical Channels. ETSI TC-SMG, Sophia-Antipolis Cedex; 3GPP TS 45.003. Specifies the Channel-Coding Rules for Different Logical Channels. ETSI TC-SMG, Sophia-Antipolis Cedex; 3GPP TS 45.004. 8-PSK Modulation for EDGE. ETSI TC-SMG, Sophia-Antipolis Cedex; 3GPP TS 45.008. Radio Sub-System Link Control. ETSI TC-SMG, Sophia-Antipolis Cedex; 3GPP TS 44.060. RLC/MAC layer and Signaling Pprocedures. ETSI TC-SMG, Sophia-Antipolis Cedex; 3GPP TS 43.064. GPRS/EDGE air Interface and RLC/MAC Procedures. ETSI TC-SMG, Sophia-Antipolis Cedex; Grant, S.J., Cavers, J.K., Performance enhancement through joint detection of cochannel signals using diversity arrays (2008) IEEE Trans. Commun., 46, pp. 1038-1049; Klang, G., Ottersten, B., Space-time interference rejection cancellation in transmit diversity systems (2002) Paper presented at The 5th International Symposium on Wireless Personal Multimedia Communications, 2, pp. 706-710; 3GPP TS 23.002. Network Architecture. ETSI TC-SMG, Sophia-Antipolis Cedex; 3GPP TS 23.101, General UMTS Architecture. ETSI TC-SMG, Sophia-Antipolis Cedex; 3GPP TS 25.301, Radio Interface Protocol Architecture. ETSI TC-SMG, Sophia-Antipolis Cedex; www.3gpp.org, 3GPP TS 25.401, UTRAN Overall Description. ETSI TC-SMG, Sophia-Antipolis Cedex. Release information; 3GPP Technical Specification Group Radio Access Network. Physical Channels and Mapping of Transport Channels (FDD), 3GPP, TS 25.211, Version 3.0.0. ETSI TC-SMG, Sophia-Antipolis Cedex; 3GPP Technical Specification Group Radio Access Network. Spreading and Modulation (FDD), 3GPP, TS 25.213, Version 3.0.0. ETSI TC-SMG, Sophia-Antipolis Cedex; www.3gpp.org/Specifications, 3GPP Technical Specification Group (TSG) RAN WG4 UTRA (BS) FDD. 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Manifestations of Hand-over and SRNS Relocation http://www.3gpp.org/Specifications; Das, S., Sengupta, C., Cavallaro, J.R., Hardware design issues for a mobile unit for next generation CDMA communication system (1998), pp. 476-487. , SPIE, Advanced Signal Processing Algorithms, Architectures, and Implementations VIII, July 1998, San Diego, CA, pp; 3GPP TS 25.211 V2.1.0 (June 1999) Physical Channels and Mapping of Transport Channels Onto Physical Channels (FDD) http://www.3gpp.org/Specifications; 3GPP TS 25.212 V2.0.0 (June 1999) Multiplexing and Channel Coding (FDD) http://www.3gpp.org/Specifications; 3GPP TS 25.213 V2.1.0 (June 1999) Spreading and Modulation (FDD) http://www.3gpp.org/Specifications; 3GPP TS 25.401 V1.0.0 UTRAN Overall Description http://www.3gpp.org/Specifications; 3GPP TS 25.430 V0.1.0 UTRAN Iub Interface: General Aspects and Principles http://www.3gpp.org/Specifications; 3GPP TS 26.071. AMR Speech Codec; General Description http://www.3gpp.org/Specifications; 3GPP TS 26.090. AMR Speech Codec; Transcoding Functions http://www.3gpp.org/Specifications; 3GPP TS 26.092. AMR Speech Codec; Comfort Noise Aspects http://www.3gpp.org/Specifications; 3GPP TS 26.093. AMR Speech Codec; Source Controlled Rate Operation http://www.3gpp.org/Specifications; 3GPP TS 26.094. AMR Speech Codec; Voice Activity Detector (VAD) http://www.3gpp.org/Specifications; 3GPP TS 26.101. AMR Speech Codec; Frame Structure http://www.3gpp.org/Specifications; 3GPP LTE Standards http://www.3gpp.org/ftp/Specs/html-info/36-series.htm; Bryan, A., Ivan, S., High Performance Cognitive Radio Platform with Integrated Physical & Network Layer Capabilities www.winlab.rutgers.edu, WINLAB, Rutgers University; Guo, Y., Advanced MIMO-CDMA Receiver for Interference Suppression: Algorithms (2005) System-on-Chip Architectures and Design Methodology. Thesis submitted in partial fulfillment of the requirements for the degree doctor of philosophy., , Houston, Texas; A Technical Overview of the Wireless MANTM Air Interface for Broadband Wireless Access (2002), IEEE Broadband Wireless Access Working Group, June, 802.16, Carl Eklund, Nokia Research Center, Roger B. Marks, National Instituteof Standards andTechnology, KennethL. Stanwoodand StanleyWang, Ensemble Communications Inc., IEEE Communications Magazine; Koutsopoulos, I., Resource Allocation Issuesin BroadbandWireless Networks with OFDM Signaling (2002), Doctor of philosophy thesis. University of Maryland; Krenik, W., Batra, A., Cognitive Radio Techniques for Wide Area Networks (2005), Texas Instruments Incorporated, Dallas, Texas. 214-480-6448; Lawrey, E., The suitability of OFD Masa modulation technique for Wireless telecommunications (1997), with a CDMA comparison. Thesis. James Cook University; Mitola, J.I.I.I., Cognitive Radio: An Integrated Agent Architecture for Software Defined Radio (2000), May 8, Dissertation. Royal Institute of Technology (KTH); Sahai, A., Some fundamental limits on cognitive radios and their implications (2005), May 15, Wireless Foundations, UC Berkeley EECS; Cognitive Radio, Spectrum and Radio Resource Management (2004), Working Group 6 White Paper, Wireless World Research Forum; Younus, A., WiMAX-Broadband Wireless Access (2006), June, Technical University of Munich, Germany; Goodenough, J., Bruce, A., Nightingle, A., A unified validation methodology for system level co-design and co-implementation. Paper presented at ASIC/SOC Conference (2001), 2001. Proceedings. 14th Annual IEEE International, ARM IP Solution Division. ISBN 0-7803-6741-3; Wallance, D.R., Fugii, R.U., Software verification and validation: an overview (1989) IEEE Software; Zurawski, R., Embedded Systems Handbook (2009), 2nd edn, CRC Press, Boca Raton, ISBN 978-1-4398-0755-2","Das, S.K.; Nokia R and D CenterIndia",,,John Wiley and Sons,,,,,,9780470824672,,,English,Mobile Handset Des.,Book,Final,,Scopus,2-s2.0-84891584897
J Hashim M.,36491426100;,Standard setting using an audience response system with 'clickers',2013,Medical Education,47,5,,530,,,2.0,10.1111/medu.12164,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876314927&doi=10.1111%2fmedu.12164&partnerID=40&md5=3b1c17029fe63637402fbf3de92ed652,"Department of Family Medicine, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain 17666, United Arab Emirates","J Hashim, M., Department of Family Medicine, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain 17666, United Arab Emirates",[No abstract available],,"article; education; educational technology; medical education; methodology; Education, Medical; Educational Measurement; Educational Technology",,,,,,,,,,,"Norcini, J.J., Setting standards on educational tests (2003) Med Educ, 37, pp. 464-469","J Hashim, M.; Department of Family Medicine, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain 17666, United Arab Emirates; email: jhashim@uaeu.ac.ae",,,,,,,,03080110,,MEDUD,23574088.0,English,Med. Educ.,Note,Final,,Scopus,2-s2.0-84876314927
"Hauswirth M., Adamoli A.",6701681841;35174281700;,Teaching java programming with the Informa clicker system,2013,Science of Computer Programming,78,5,,499,520,,15.0,10.1016/j.scico.2011.06.006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875224264&doi=10.1016%2fj.scico.2011.06.006&partnerID=40&md5=6b55d3ecd6f64e181683c9ac59309773,"Faculty of Informatics, University of Lugano, Lugano, Switzerland","Hauswirth, M., Faculty of Informatics, University of Lugano, Lugano, Switzerland; Adamoli, A., Faculty of Informatics, University of Lugano, Lugano, Switzerland","This paper describes the use of clickers in a Java programming course. However, instead of using ordinary hardware clickers, we use software clickers, implemented in Java, that allow for much richer problem types than the traditional multiple-choice question. The problem types we introduce in this paper give students a much higher degree of freedom in solving a problem, and thus more opportunities for making mistakes. We look at mistakes as learning opportunities, and we introduce a pedagogical approach that allows students to learn from mistakes of their peers. We finish with a case study and an evaluation of our approach based on the detailed analysis of its use in two semesters of an undergraduate Java programming course. © 2013 Elsevier B.V. All rights reserved.",Java; Learning; Programming skills; Teaching,Degree of freedom; Java; Java programming; Learning; Learning opportunity; Multiple-choice questions; Pedagogical approach; Programming skills; Computer programming; Computer software; Teaching; Problem solving,,,,,,,,,,,"Abrahamson, A.L., An overview of teaching and learning research with classroom communication systems (CCSs) Proceedings of the International Conference of the Teaching of Mathematics, June 1998; Barkley, E.F., Cross, K.P., Howell Major, C., (2005) Collaborative Learning Techniques, , Jossey-Bass; Barnes, D.J., Kölling, M., (2006) Objects First with Java: A Practical Introduction Using BlueJ, , 3rd ed. Prentice Hall/Pearson Education; Bligh, D.A., (2000) What's the Use of Lectures, , Jossey-Bass; Carreras, M.A.M., Skarmeta, A.F.G., Gracia, E.M., Designing collaborative environments and their application in learning (2005) International Conference on Collaborative Computing: Networking, Applications and Worksharing, p. 10. , December 2005; De Chiara, R., Di Matteo, A., Manno, I., Scarano, V., Coffee: Cooperative face2face educational environment (2007) International Conference on Collaborative Computing: Networking, Applications and Worksharing, pp. 243-252. , CollaborateCom 2007, November 2007; Dijkstra, E., (1979) Structured Programming, , Yourdon Press Upper Saddle River, NJ, USA pp. 41-48; Dillenbourg, P., (2002) Over-scripting CSCL: The Risks of Blending Collaborative Learning with Instructional Design, pp. 61-91. , Open Universiteit Nederland, Heerlen; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Duncan, D., (2005) Clickers in the Classroom, , Pearson Education; Fies, C., Marshall, J., Classroom Response Systems: A Review of the Literature, 15 (1), pp. 101-109. , (March 2006); Hauswirth, M., Informa: An extensible framework for group response systems Proceedings of the 4th International Conference on Collaborative Computing, CollaborateCom'08, November 2008; Koile, K., Singer, D., Development of a tablet-pc-based system to increase instructor-student classroom interactions and student learning Workshop on the Impact of Pen-based Technology on Education, , April 2006; Koile, K., Singer, D., Improving learning in CS1 via tablet-PC-based in-class assessment (2006) Proceedings of the Second International Workshop on Computing Education Research, ICER '06, pp. 119-126. , ACM New York, NY, USA 10.1145/1151588.1151607; Kölling, M., Quig, B., Patterson, A., Rosenberg, J., The BlueJ system and its pedagogy (2003) Learning and Teaching Object Technology, 13 (4). , Journal of Computer Science Education (special issue); Pargas, R., Shah, D., Things are clicking in CS4 Proceedings of the ACM Technical Symposium on Computer Science Education, SIGCSE, March 2006; Penner, J.G., (1984) Why Many College Teachers Cannot Lecture: How to Avoid Communication Breakdown in the Classroom, , Charles C. Thomas; Roschelle, J., Vahey, P., Tatar, D., Kaput, J., Hegedus, S., Five key considerations for networking in a handheld-based mathematics classroom Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education, July 2003; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory Annual Meeting of the American Educational Research Association, April 2004; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Waite, W.M., Jackson, M.H., Diwan, A., The conversational classroom (2003) Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education","Adamoli, A.; Faculty of Informatics, University of Lugano, Lugano, Switzerland; email: Andrea.Adamoli@usi.ch",,,,,,,,01676423,,SCPGD,,English,Sci Comput Program,Conference Paper,Final,Open Access,Scopus,2-s2.0-84875224264
"Zingaro D., Cherenkova Y., Karpova O., Petersen A.",36024592100;55652490400;55651942300;15127790100;,Facilitating code-writing in PI classes,2013,SIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education,,,,585,590,,26.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876268699&partnerID=40&md5=db8549b2169ec4bd5d3ae178107e068b,"Ontario Institute for Studies in Education, University of Toronto, Canada; University of Toronto Mississauga, Canada","Zingaro, D., Ontario Institute for Studies in Education, University of Toronto, Canada; Cherenkova, Y., University of Toronto Mississauga, Canada; Karpova, O., University of Toronto Mississauga, Canada; Petersen, A., University of Toronto Mississauga, Canada","We present the Python Classroom Response System, a webbased tool that enables instructors to use code-writing and multiple choice questions in a classroom setting. The system is designed to extend the principles of peer instruction, an active learning technique built around discussion of multiplechoice questions, into the domain of introductory programming education. Code submissions are evaluated by a suite of tests designed to highlight common misconceptions, so the instructor receives real-time feedback as students submit code. The system also allows an instructor to pull specific submissions into an editor and visualizer for use as in-class examples. We motivate the use of this system, describe its support for and extension of peer instruction, and offer use cases and scenarios for classroom implementation. Copyright © 2013 ACM.",Active learning; CS1; Pair programming; Peer investigation,Active Learning; Classroom implementation; Classroom response systems; CS1; Introductory programming; Multiple-choice questions; Pair-programming; Peer investigation,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74, pp. 31-39; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Research-Based Reform of University Physics. American Association of Physics Teachers, , In E. F. Redish and P. J. Cooney, editors; Cutts, Q., Esper, S., Fecho, M., Foster, S.R., Simon, B., The abstraction transition taxonomy: Developing desired learning outcomes through the lensof situated cognition (2012) Proceedings of the Eighth International Workshop on Computing Education Research, , New York, NY; Cutts, Q., Kennedy, G., Mitchell, C., Draper, S., Maximising dialogue in lectures using group response systems (2004) 7th IASTED International Conference on Computers and Advanced Technology in Education., , www.dcs.gla.ac.uk/quintin/papers/cate2004.pdf, (accessed August 19, 2011); Fuller, U., Johnson, C.G., Ahoniemi, T., Cukierman, D., Hernan-Losada, I., Jackova, J., Lahtinen, E., Thompson, E., Developing a computer science-specific learning taxonomy (2007) SIGCSE Bulletin, 39 (4), pp. 152-170. , Dec; Guo, P.J., Online Python Tutor: Embeddable web-based program visualization for CS education (2013) Proceedings of the 44th SIGCSE Technical Symposium on Computer Science Education; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4, pp. 298-310; Lasry, N., Clickers or ashcards: Is there really a diffierence? (2008) The Physics Teacher, 46, pp. 242-244; Lasry, N., Mazur, E., Watkins, J., Peer instruction: From harvard to the two-year college (2008) American Journal of Physics, 76, pp. 1066-1069; Naps, T.L., Rossling, G., Almstrum, V., Dann, W., Fleischer, R., Hundhausen, C., Korhonen, A., Velazquez-Iturbide, J.A., Exploring the role of visualization and engagement in computer science education (2002) SIGCSE Bulletin, 35 (2), pp. 131-152. , June; Pargas, R.P., Shah, D.M., Things are clicking in computer science courses (2006) Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, pp. 474-478. , New York, NY; Petersen, A., Craig, M., Zingaro, D., Reviewing CS1 exam question content (2011) Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, pp. 631-636. , New York, NY; Porter, L., Bailey Lee, C., Simon, B., Cutts, Q., Zingaro, D., Experience report: A multi-classroom report on the value of peer instruction (2011) Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education, pp. 138-142. , New York, NY; Ragonis, N., Ben-Ari, M., On understanding the statics and dynamics of object-oriented programs (2005) Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education, pp. 226-230. , New York, NY; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., Experience report: Peer instruction in introductory computing (2010) Proceedings of the 41st SIGCSE Technical Symposium on Computer Science Education, pp. 341-345. , New York, NY; Whalley, J.L., Lister, R., Thompson, E., Clear, T., Robbins, P., Kumar, P.K.A., Prasad, C., An australasian study of reading and comprehension skills in novice programmers, using the bloom and solo taxonomies (2006) Proceedings of the 8th Australasian Conference on Computing Education, pp. 243-252. , Darlinghurst, Australia; Zingaro, D., Experience report: Peer instruction in remedial computer science (2010) Proceedings of the 22nd World Conference on Educational Multimedia, Hypermedia & Telecommunications, pp. 5030-5035. , AACE; Zingaro, D., Petersen, A., Craig, M., Stepping up to integrative questions on CS1 exams (2012) Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, pp. 253-258. , New York, NY","Zingaro, D.; Ontario Institute for Studies in Education, University of TorontoCanada; email: daniel.zingaro@utoronto.ca",,ACM Special Interest Group on Computer Science Education (SIGCSE),,"44th ACM Technical Symposium on Computer Science Education, SIGCSE 2013",6 March 2013 through 9 March 2013,"Denver, CO",96559.0,,9781450320306,,,English,SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84876268699
"Zingaro D., Lee C.B., Porter L.",36024592100;55652742100;24081364400;,Peer instruction in computing: The role of reading quizzes,2013,SIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education,,,,47,52,,14.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876278321&partnerID=40&md5=a565ed68cb85d081e254020494952a86,"Department of Computer Science, University of Toronto, Toronto, ON, Canada; Computer Science and Engineering Department, University of California, San Diego, CA, United States; Department of Mathematics and Computer Science, Skidmore College, Saratoga Springs, NY, United States","Zingaro, D., Department of Computer Science, University of Toronto, Toronto, ON, Canada; Lee, C.B., Computer Science and Engineering Department, University of California, San Diego, CA, United States; Porter, L., Department of Mathematics and Computer Science, Skidmore College, Saratoga Springs, NY, United States","Peer Instruction has recently gained interest in computing as an effective active learning pedagogy. The general focus of PI research has been on the in-class portion of PI: mul-tiple choice questions and group discussion. Here, our focus is the reading quizzes completed by students for purposes of class preparation. These quizzes contain content questions but also ask for dificulties or confusion with course ma-terial. Consistent with expectations, we demonstrate that providing correct responses to quiz questions positively cor-relates with other course assessments. Somewhat counter-intuitively, wefind that identifying confusions, noting prob-lematic sections, or asking questions about the reading are also correlated with lab grades. Copyright © 2013 ACM.",Active learning; Classroom response; Clickers; CS1; Peer instruction,Active Learning; Classroom response; Clickers; CS1; Peer instruction; Curricula; Teaching,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74, pp. 31-39; Carter, J., (2008) Introduction to Computer Science Using C, , McGraw-Hill Ryerson; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) American Association of Physics Teachers, , In E. F. Redish and P. J. Cooney, editors, Research-Based Reform of University Physics; Cutts, Q., Esper, S., Fecho, M., Foster, S.R., Simon, B., The abstraction transition taxonomy: Developing desired learning outcomes through the lens of situated cognition (2012) ICER '12: Proceedings of the Eighth International Workshop on Computing Education Research, , New York, NY, USA,. ACM; Cutts, Q., Kennedy, G., Mitchell, C., Draper, S., Maximising dialogue in lectures using group response systems (2004) 7th IASTED International Conference on Computers and Advanced Technology in Education, , www.dcs.gla.ac.uk/quintin/papers/cate2004.pdf, (accessed August 19, 2011); Ericsson, K.A., Krampe, R.T., Tesch-Roemer, C., The role of deliberate practice in the acquisition of expert performance (1993) Psychological Review, 100 (3), pp. 363-406; Esper, S., Simon, B., Cutts, Q., Exploratory homeworks: An active learning tool for textbook reading (2012) ICER '12: Proceedings of the Eighth International Workshop on Computing Education Research, , New York, NY, USA,. ACM; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4, pp. 298-310; Lasry, N., Clickers or ashcards: Is there really a diffierence? (2008) The Physics Teacher, 46, pp. 242-244; Lasry, N., Mazur, E., Watkins, J., Peer instruction: From Harvard to the two-year college (2008) American Journal of Physics, 76, pp. 1066-1069; Mazur, E., (2011) ICER 2011 Keynote Address; Pargas, R.P., Shah, D.M., Things are clicking in computer science courses (2006) SIGCSE '06: Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, pp. 474-478. , New York, NY, USA,. ACM; Porter, L., Bailey-Lee, C., Simon, B., Zingaro, D., Peer instruction: Do students really learn from peer discussion in computing? (2011) ICER '11: Proceedings of the Seventh International Workshop on Computing Education Research, , New York, NY, USA,. ACM; Simon, B., Cutts, Q., (2012) CS Principles Pilot at University of California, 3 (2), pp. 61-63. , San Diego. ACM Inroads, June; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., Experience report: Peer instruction in introductory computing (2010) SIGCSE '10: Proceedings of the 41st SIGCSE Technical Symposium on Computer Science Education, pp. 341-345. , New York, NY, USA,. ACM; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Zingaro, D., Experience report: Peer instruction in remedial computer science (2010) Ed-Media 2010: Proceedings of the 22nd World Conference on Educational Multimedia, Hypermedia & Telecommunications, pp. 5030-5035. , AACE; Zingaro, D., (2012) Pi-cs Resource Page, , www.danielzingaro.com/pics.php","Zingaro, D.; Department of Computer Science, University of Toronto, Toronto, ON, Canada; email: daniel.zingaro@utoronto.ca",,ACM Special Interest Group on Computer Science Education (SIGCSE),,"44th ACM Technical Symposium on Computer Science Education, SIGCSE 2013",6 March 2013 through 9 March 2013,"Denver, CO",96559.0,,9781450320306,,,English,SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84876278321
Lee C.B.,55652742100;,"Experience report: CS1 in MATLAB for non-majors, with media computation and peer instruction",2013,SIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education,,,,35,40,,8.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876260319&partnerID=40&md5=40f933532f41dd0771dc14f3d845676b,"Department of Computer Science and Engineering, University of California, San Diego, San Diego, CA, United States","Lee, C.B., Department of Computer Science and Engineering, University of California, San Diego, San Diego, CA, United States","As computer programming is increasingly considered an essential literacy skill for all students, MATLAB courses in particular can play a role in introducing non-major students to a tool commonly used in many of their fields. This paper reports on our department's experience introducing a CS1 in MATLAB for nonmajors course. The course assumed no prior programming experience and no training in linear algebra. Without linear algebra and without the ability to do domain-specific tailoring, we turned to Media Computation to contextualize the skills and motivate students. Media Computation is an approach to programming instruction that focuses on manipulation of visual, audio, and video media. The course design also featured the Peer Instruction lecture format, in which lectures are punctuated by frequent questions that students answer individually and in small groups. To our knowledge, this represents the first time that Media Computation and Peer Instruction pedagogies have been comprehensively adapted to a MATLAB course. This work shares selected materials designed for this course, and reports outcomes of the two terms the course has been offered. Copyright © 2013 ACM.",Active learning; Classroom response; Clickers; CS1; MATLAB; Media Computation; Peer Instruction,Active Learning; Classroom response; Clickers; CS1; Peer instruction; Computer programming; Curricula; Linear algebra; MATLAB; Personnel training; Teaching; Students,,,,,,,,,,,"Carter, P., An experiment with online instruction and active learning in an introductory computing course for engineers: JiTT meets CS (2009) 14th Western Canadian Conference on Computing Education; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. Journal of Physics, 69; Cutts, Q., Carbone, A., Van Haaster, K., Using an electronic voting system to promote active reflection on coursework feedback (2004) Proceedings of International Conference on Computers in Education; Dann, W.P., Cooper, S.P., Ericson, B., (2009) Exploring Wonderland: Java Programming Using Alice and Media Computation, , Prentice Hall; Greenberger, M., Computers and the world of the future (1961) Transcribed Recordings of Lectures Held at the Sloan School of Business Administration, , April,. MIT Press, Cambridge, MA, 1962; Guzdial, M., A media computation course for non-majors (2003) Proceedings of the 8th Conference on Innovation and Technology in Computer Science Education (ITiCSE); Guzdial, M., Ericson, B., (2006) Introduction to Computing and Programming in Java: A Multimedia Approach, , Prentice Hall; Guzdial, M., Ericson, B., (2009) Introduction to Computing and Programming in Python: A Multimedia Approach, , Prentice Hall; Guzdial, M., Forte, A., Design process for a non-majors computing course (2005) SIGCSE Bulletin, 37, p. 1; Guzdial, M., Soloway, E., Computer science is more important than calculus: The challenge of living up to our potential (2003) SIGCSE Bulletin, 35. , 2. June; Hake, R.R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. of Physics, 66; Kaplan, D.T., (2003) Introduction to Scientific Computation and Programming, , Cengage Learning; Mazur, E., (1996) Peer Instruction: A User's Manual, , Benjamin Cummings; Pargas, R.P., Shah, D.M., Things are clicking in computer science courses (2006) Proceedings of the 37th SIGCSE; Porter, L., Lee, C.B., Simon, B., Cutts, Q., Zingaro, D., Experience report: A multi-classroom report on the value of peer instruction (2011) Proceedings of the 16th ITICSE; Porter, L., Lee, C.B., Simon, B., Zingaro, D., Peer instruction: Do students really learn from peer discussion in computing? (2011) Proceedings of 7th ICER; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., Experience report: Peer instruction in introductory computing (2010) Proceedings of the 41st SIGCSE; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Su, T., Why peer discussion improves student performance on in-class concept questions (2009) Science; Wiedenbeck, S., Factors affecting the success of non-majors in learning to program (2005) Proceedings of the 1st ICER; Zingaro, D., Experience report: Peer instruction in remedial computer science (2010) Proceedings of the 22nd World Conference on Educational Multimedia, Hypermedia & Telecommunications","Lee, C.B.; Department of Computer Science and Engineering, University of California, San Diego, San Diego, CA, United States; email: clbailey@ucsd.edu",,ACM Special Interest Group on Computer Science Education (SIGCSE),,"44th ACM Technical Symposium on Computer Science Education, SIGCSE 2013",6 March 2013 through 9 March 2013,"Denver, CO",96559.0,,9781450320306,,,English,SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84876260319
[No author name available],[No author id available],"Lecture Notes in Informatics (LNI), Proceedings - Series of the Gesellschaft fur Informatik (GI)",2013,"Lecture Notes in Informatics (LNI), Proceedings - Series of the Gesellschaft fur Informatik (GI)",P-218,,,309p,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922547067&partnerID=40&md5=eb852ab3bf973539307cc0fdb12eae34,,,The proceedings contain 33 papers. The topics discussed include: twelve tips for using a computerized interactive audience response system. in medical teacher; and experiences with online SQL environments. Journal of Computing Sciences in Colleges.,,,,,,,,,,,,,,,Rensing C.Breiter A.,,Gesellschaft fur Informatik (GI),"11. e-Learning Fachtagung Informatik der Gesellschaft fur Informatik e.V. (GI), DeLFI 2013 - 11th e-Learning Conference on Informatics of the German Informatics Society (GI), DeLFI 2013",8 September 2013 through 11 September 2013,,110411.0,16175468,9783885796121,,,English; German,"Lect. Notes Informatics (LNI), Proc. - Series Ges. Inform. (GI)",Conference Review,Final,,Scopus,2-s2.0-84922547067
Hoanca B.,6603939197;,How well do clicker scores correlate with course performance? A case study in two MIS courses,2013,"2013 Proceedings ISECON: Information Systems Educators Conference and CONISAR 2013, Conference on Information Systems Applied Research",,,,,,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072955358&partnerID=40&md5=6920e1d122e93a37ad0b861cc1893c82,"Computer Information Systems, University of Alaska Anchorage, Anchorage, AK  99508, United States","Hoanca, B., Computer Information Systems, University of Alaska Anchorage, Anchorage, AK  99508, United States","Using real time student response systems (clickers) in Management Information Systems classes (as well as in other disciplines) has previously been shown to lead to better student engagement and better student performance. This paper considers how the students’ overall performance in the class correlates with the students’ performance on various assessment tools used in the class. For medium sized classes (20-30 students) as taught by the author of this paper, the correlation coefficient varies across the various assessment tools, and it also varies for any given assessment tool from section to section of the same class. The main result in this paper is that the correlation coefficient for the clicker score is one of the highest among the various assessment tools, for both graduate and undergraduate classes. This correlation coefficient is also more stable from section to section than the correlation coefficient for most other assessment tools. A possible explanation for this higher stability of the correlation coefficient for clicker scores is that clickers are particularly good at averaging student performance over the entire semester, more accurately than most other assessment methods. Finally, the correlation coefficient does not appear to depend on whether the clicker use is mandated or left optional (for extra credit points). A possible explanation is that clickers engage students in a healthy competition with the rest of the class as well as with themselves. The positive outcomes arising from the use of clickers make them a highly effective classroom tool. ©2013 EDSIG (Education Special Interest Group of the AITP).",Classroom response systems; Clickers,Information use; Real time systems; Students; Assessment tool; Classroom response systems; Clickers; Correlation coefficient; Course performance; Student engagement; Student performance; Student-response system; Information management,,,,,,,,,,,"Anderson, L.S., Healy, A.F., Kole, J.A., Bourne, L.E., Conserving time in the classroom: The clicker technique (2013) The Quarterly Journal of Experimental Psychology, 64 (8), pp. 1457-1462. , May 20; Beatty, I., Transforming student learning with classroom communication systems (2004) Educause Research Bulletin, pp. 2-13. , February 3; Beckert, T.E., Fauth, E., Olsen, K., Clicker satisfaction for students in human development: Differences for class type, prior exposure, and student talkativity (2009) North American Journal of Psychology, 11 (3), pp. 599-611; Cutts, Q., Practical lessons from four years of using an ARS in every lecture of a large class (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 65-79. , D. A. Banks, Hershey, PA: Information Science Publishing; Keough, S.M., Clickers in the classroom: A review and a replication (2012) Journal of Management Education, pp. 1-26. , August 18; Koppel, N., Berenson, M., Ask the audience (2009) Using Clickers to Enhance Introductory Business Statistics Courses, 7 (92), pp. 3-18. , September 17; Lincoln, D.J., Teaching with clickers in the large-size principles of marketing class (2008) Marketing Education Review, 18 (1), pp. 39-45; Matus, J., Summa, K., Kuschke, R., An analysis of technology-enhanced pedagogy and learning: Student response systems (clickers) - Tool or toy? (2011) International Journal of Business and Social Science, 2 (12), pp. 6-13. , July; Nelson, M.L., Hauck, R.V., Clicking to learn: A case study of embedding Radio-Frequency based clickers in an introductory management information systems course (2008) Journal of Information Systems Education, 19 (1), pp. 55-64; Premuroso, R.F., Tong, L., Beed, T.K., Does using clickers in the classroom matter to student performance and satisfaction when taking the introductory financial accounting course? (2011) Issues in Accounting Education, 26 (4), pp. 701-723. , November; Sprague, E.W., Dahl, D.W., Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses (2009) Journal of Marketing Education, pp. 1-11. , September 8; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, pp. 75-88. , January","Hoanca, B.; Computer Information Systems, University of Alaska AnchorageUnited States; email: afbh@uaa.alaska.edu",,EMC2;ICCP;NetApp,Association of Information Technology Professionals,"30th Information Systems Educators Conference, ISECON 2013 and 5th Conference on Information Systems Applied Research, CONISAR 2013",7 November 2013 through 9 November 2013,,150082.0,,,,,English,"Proc. ISECON: Inf. Syst. Educ. Conf. CONISAR , Conf. Inf. Syst. Appl. Res.",Conference Paper,Final,,Scopus,2-s2.0-85072955358
Fryling M.,36602535800;,Click it and ticket: Extending the benefits of clickers in small classrooms to increase non-anonymous class participation,2013,"2013 Proceedings ISECON: Information Systems Educators Conference and CONISAR 2013, Conference on Information Systems Applied Research",,,,,,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84959222194&partnerID=40&md5=4d9b346e083b1c42e40062dc657ede14,"Computer Science, Siena College, Loudonville, NY  12211, United States","Fryling, M., Computer Science, Siena College, Loudonville, NY  12211, United States","This is an exploratory study that investigates the use of student response systems (clickers), as well as additional reward tactics, in small classroom environments to increase non-anonymous student participation, increase overall engagement, and improve comprehension of course material. The tools were introduced in six undergraduate information systems and computer science courses over three semesters, all taught by the same instructor. Data were collected regarding actual student participation as well as student perceptions regarding participation, engagement, and course content comprehension. The resulting data supports previous research on the benefits of clicker use to increase class participation. It also supports the use of a reward ticketing system to enhance an active learning environment by encouraging non-anonymous student contributions. Student feedback showed that the students overwhelmingly supported the use of both the clickers and the ticket system. Furthermore, the students reported that they believe these tools increase engagement, participation, and course comprehension. The preliminary data supports that these tools both add value to the classroom but that the ticket system has the greatest positive impact on non-anonymous class participation. ©2013 EDSIG (Education Special Interest Group of the AITP).",Active Learning; Classroom Technology; Clickers; Interactive Techniques; Student Engagement; Student Response Systems,Artificial intelligence; Computer aided instruction; Curricula; Information systems; Information use; Interactive computer systems; Learning systems; Active Learning; Classroom technology; Clickers; Interactive techniques; Student engagement; Student-response system; Students,,,,,,,,,,,"Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Belenky, M.F., Clinchy, B., Goldberger, N., Tarule, J., (1986) Women's Ways of Knowing: The Development of Self, Voice, and Mind, , New York: Basic; Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., Sese, F.J., Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013) Computers & Education, 62, pp. 102-110. , http://dx.doi.org/10.1016/j.compedu.2012.10.019, 0; Butler, A., Phillmann, K.-B., Smart, L., Active learning within a lecture: Assessing the impact of short, in-class writing exercises (2001) Teaching of Psychology, 28, pp. 257-259; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion (2008) Learning, and Long-Term Retention of Course Material Life Sciences Education, 7, pp. 146-154; Cunningham, B., Using action research to improve learning and the classroom learning environment (2008) Issues in Accounting Education, 23 (1), pp. 1-30; Essid, J., Disengaged students are the victims, not the culprits (2006) Chronicle of Higher Education, 52 (25); Fassinger, P.A., Understanding classroom interaction: Students' and professors' contributions to students' silence (1995) The Journal of Higher Education, 66 (1), pp. 82-96; Freeman, S., O'Connor, E., Parks, J.W., Cunningham, M., Hurley, D., Haak, D., Wenderoth, M.P., Prescribed active learning increases performance in introductory biology (2007) CBE Life Science Education, 6, pp. 132-139; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (9-10), pp. 422-433; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Knight, J., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4, pp. 298-310; Koppel, N., Berenson, M., Ask the audience...using clickers to enhance introductory (2009) Business Statistics Courses Information Systems Education Journal, 7 (92); MacGeorge, E., Homan, S., Dunning, J., Elmore, D., Bodie, G., Evans, E., Student evaluation of audience response technology in large lecture classes (2008) Education Technology Research Development, 56, pp. 125-145. , al., e; McKeachie, W.J., Research on college teaching: The historical background (1990) Journal of Educational Psychology, 82, pp. 189-200; McKeachie, W.J., (2002) McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers (11 Ed.), , Boston: Houghton-Mifflin; Nelson, M., Hauck, R., Clicking to learn: A case study of embedding radio-frequency based clickers in an introductory management information systems course (2008) Journal of Information Systems Education, 19 (1), pp. 55-64; Powner, L.C., Allendoerfer, M.G., Evaluating hypotheses about active learning (2008) International Studies Perspectives, 9, pp. 75-89; Shaffer, D., Collura, M., Evaluating the effectiveness of a personal response system in the classroom (2009) Teaching of Psychology, 36 (4), pp. 273-277; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Slauson, G.J., Using easy excel tools with clickers to make large or small classes on any subject immediately engaging (2011) Information Systems Educators Conference, , Paper presented at the Wilmington, North Carolina, USA; Smith, D.G., College classroom interactions and critical thinking (1977) Journal of Educational Psychology, 69, pp. 180-190; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (“clickers”) to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Udovic, D., Morris, D., Dickman, A., Postlethwait, J., Wetherwax, P., Workshop biology: Demonstrating the effectiveness of active learning in an introductory biology course (2002) Bioscience, 52, pp. 272-281; White, P.J., Delaney, D.G., Syncox, D., Akerberg, O.A., Alters, B., Clicker implementation models (2011) EDUCAUSE Quarterly, 34 (4); Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88","Fryling, M.; Computer Science, Siena CollegeUnited States; email: mfryling@siena.edu",,EMC2;ICCP;NetApp,Association of Information Technology Professionals,"30th Information Systems Educators Conference, ISECON 2013 and 5th Conference on Information Systems Applied Research, CONISAR 2013",7 November 2013 through 9 November 2013,,150082.0,,,,,English,"Proc. ISECON: Inf. Syst. Educ. Conf. CONISAR , Conf. Inf. Syst. Appl. Res.",Conference Paper,Final,,Scopus,2-s2.0-84959222194
"Pollock S.J., Finkelstein N.",7102975994;8988635800;,Impacts of curricular change: Implications from 8 years of data in introductory physics,2013,AIP Conference Proceedings,1513,,,310,313,,6.0,10.1063/1.4789714,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897900180&doi=10.1063%2f1.4789714&partnerID=40&md5=e6779c9bafe969c367937bed4a5e2062,"Department of Physics, University of Colorado, Boulder, CO  80309, United States","Pollock, S.J., Department of Physics, University of Colorado, Boulder, CO  80309, United States; Finkelstein, N., Department of Physics, University of Colorado, Boulder, CO  80309, United States","Introductory calculus-based physics classes at the University of Colorado Boulder were significantly transformed beginning in 2004. They now regularly include: interactive engagement using clickers in large lecture settings, Tutorials in Introductory Physics with use of undergraduate Learning Assistants in recitation sections, and a staffed help-room setting where students work on personalized CAPA homework. We compile and summarize conceptual (FMCE and BEMA) pre-and post-data from over 9,000 unique students after 16 semesters of both Physics 1 and 2. Within a single institution with stable pre-Test scores, we reproduce results of Hake's 1998 study that demonstrate the positive impacts of interactive engagement on student performance. We link the degree of faculty's use of interactive engagement techniques and their experience levels on student outcomes, and argue for the role of such systematic data collection in sustained course and institutional transformations. © 2013 American Institute of Physics.",assessment.; course reform; physics education research,,,,,,,,,,,,"Meltzer, D., Thornton, R., (2012) Am. J. Phys, 80, p. 478; Mcdermott, L., Schaffer, P., (2002) Tutorials in Introductory Physics, , Prentice-Hall, Upper Saddle River, NJ; Otero, V., (2010) Am J. Phys, 78, p. 1218; CAPA, , http://www.lon-capa.org/; Finkelstein, N., Pollock, S., (2005) Phys Rev STPER, 1, p. 010101; Pollock, S., Finkelstein, N., (2008) PR STPER, 4, p. 010110; Kost-Smith, L., (2010) PR STPER, 6 (2), p. 020112; (2009) PR STPER, 5 (1), p. 010101; Turpen, C., Finkelstein, N., (2009) PR STPER, 5, p. 020101; Crouch, C., Mazur, E., (2001) Am. J. Phys, 69, p. 970; Ericsson, K., (1993) Psychological Rev, 100 (3), p. 363; Mazur, E., (1997) Peer Instruction: A Users Manual, , Prentice Hall: Upper Saddle River NJ; Lorenzo, M., (2006) Am. J. Phys, 74, p. 118; Thornton, R., Sokoloff, D., (1998) Am. J. Phys, 66, p. 228; Ding, L., (2006) PR STPER, 2, p. 010105; Kohlmyer, M., (2009) PR STPER, 5, p. 020105; Chabay, R., Sherwood, B., (2006) Am. J. Phys, 74, p. 329; Hake, R.R., (1998) Am. J. Phys, 66, p. 64; Thornton, R., (2009) PR STPER, 5, p. 010105; Knight, R., (2003) Physics for Scientists and Engineers, , Addison Wesley, Boston, MA; Steltzer, T., (2009) Am. J. Phys, 77 (2), p. 184. , www.smartphysics.com; Henderson, C., (2011) JRST, 48 (8), pp. 952-984",,Rebello N.S.Engelhardt P.V.Churukian A.D.,American Association of Physics Teachers,American Institute of Physics Inc.,"2012 Physics Education Research Conference, PERC 2012",1 August 2012 through 2 August 2012,,130271.0,0094243X,9780735411340,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84897900180
"Bennett S., Barker T.",57198384580;7103052182;,Helping students self monitor through EVS based feed-forward exercises,2013,"2013 2nd International Conference on E-Learning and E-Technologies in Education, ICEEE 2013",,, 6644338,1,6,,1.0,10.1109/ICeLeTE.2013.6644338,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898626477&doi=10.1109%2fICeLeTE.2013.6644338&partnerID=40&md5=e6bb3361e8e8fc5b82b119820a74b8a9,"University of Hertfordshire, College Lane, Hatfield, United Kingdom","Bennett, S., University of Hertfordshire, College Lane, Hatfield, United Kingdom; Barker, T., University of Hertfordshire, College Lane, Hatfield, United Kingdom","This paper describes using EVS clicker technology for engaging students with assignment criteria on a first year Multimedia course. This is done through in-class evaluations of items of previous cohorts' work as well as through an online web application where students can compare previously submitted work side by side and establish a ranking of assignment quality. Finally, we report the opinions of a focus group concentrating the benefits of these approaches as well as discussing the issues of how to evaluate student evaluations and whether grading the participation in such activity helps or hinders the development of student conceptions of quality. © 2013 IEEE.",Assignment Criteria; Clicker; Electronic Voting Systems; Feed-Forward; Peer Assessment; Rubrics,E-learning; Educational technology; Engineering education; Grading; Quality control; Voting machines; Assignment Criteria; Clicker; Electronic voting systems; Feed-Forward; Peer assessment; Rubrics; Students,,,,,,,,,,,"O'Donovan, B., Price, M., Rust, C., Know what i mean? Enhancing student understanding of assessment standards and criteria (2004) Teaching in Higher Education, 9 (3), pp. 325-335; Hendry, G.D., Bromberger, N., Armstrong, S., Constructive guidance and feedback for learning: The usefulness of exemplars, marking sheets and different types of feedback in a first year law subject (2011) Assessment & Evaluation in Higher Education, 36 (1), pp. 1-11; Wimshurst, K., Manning, M., Feed-forward assessment, exemplars and peer marking: Evidence of efficacy (2013) Assessment & Evaluation in Higher Education, 38 (4), pp. 451-465; Sadler, D.R., Specifying and promulgating achievement standards (1987) Oxford Review of Education, 13 (2), pp. 191-209; Topping, K., Peer assessment between students in colleges and universities (1998) Review of Educational Research, 68 (3), pp. 249-276; Falchikov, N., Goldfinch, J., Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks (2000) Review of Educational Research, 70 (3), pp. 287-322; Van Zundert, M., Sluijsmans, D., Van Merriënboer, J., Effective peer assessment processes: Research findings and future directions (2010) Learning and Instruction, 20 (4), pp. 270-279; Bennett, S., Barker, T., Live peer marking for HCI design education (2012) Teaching, Assessment and Learning for Engineering (TALE), 2012 IEEE International Conference on, pp. H4C4-H4C10. , 20-23 Aug; Bennett, S., Barker, T., Using Peer Assessment and Electronic Voting to Improve Practical Skills in First Year Undergraduates, Computer Aided Assessment 2012 Conference, , Southampton; Bennett, S., Barker, T., The Use of Electronic Voting to Encourage the Development of Higher Order Thinking Skills in Learners, Computer Aided Assessment 2011 Conference, , Southampton; Sadler, D.R., Indeterminacy in the use of preset criteria for assessment and grading (2009) Assessment & Evaluation in Higher Education, 34 (2), pp. 159-179; The Social Network, Dir: David Fincher, Columbia Pictures, 2010; http://http://mostawesomestthingever.com/, Most Awesomest Thing Ever, Big Spaceship LLC, 2013, 07/08/2013",,,,IEEE Computer Society,"2013 2nd International Conference on E-Learning and E-Technologies in Education, ICEEE 2013",23 September 2013 through 25 September 2013,Lodz,101425.0,,,,,English,"Int. Conf. E-Learn. E-Technol. Educ., ICEEE",Conference Paper,Final,,Scopus,2-s2.0-84898626477
"Hao J.-X., Yu Y., Kwok R.C.-W.",23667233000;55775161900;7103363146;,The learning impacts of a concept map based classroom response system,2013,"Proceedings - Pacific Asia Conference on Information Systems, PACIS 2013",,,,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928492180&partnerID=40&md5=ab4ba18a70f87ba58524cf1b798c5027,"School of Economics and Management, Key Laboratory of Complex System Analysis and Managerial Decisions (MOE), Beihang University, China; School of Hotel and Tourism Management, Hong Kong Polytechnic University, Hong Kong, Hong Kong; School of Information, Key Laboratory of Data Engineering and Knowledge Engineering (MOE), Renmin University of China, Beijing, China; Department of Information Systems, City University of Hong Kong, Hong Kong","Hao, J.-X., School of Economics and Management, Key Laboratory of Complex System Analysis and Managerial Decisions (MOE), Beihang University, China, School of Hotel and Tourism Management, Hong Kong Polytechnic University, Hong Kong, Hong Kong; Yu, Y., School of Information, Key Laboratory of Data Engineering and Knowledge Engineering (MOE), Renmin University of China, Beijing, China; Kwok, R.C.-W., Department of Information Systems, City University of Hong Kong, Hong Kong","Concept map is a powerful tool to achieve meaningful learning. In order to improve the capabilities of traditional classroom response systems to foster students' higher-order thinking, in this study we propose an innovative Concept Map based Classroom Response System characterized by interactivity, diagnosticity and enjoyment, and empirically evaluate its effectiveness on improving students' cognitive and affective levels in learning. This research entails important pedagogical implications and demonstrates the appropriateness of applying the system into higher education.",Classroom response system; Concept map; Higher-order thinking; Meaningful learning,Cognitive systems; Education; Teaching; Classroom response systems; Concept maps; Higher education; Higher-order thinkings; Interactivity; Meaningful learning; Students,,,,,,,,,,,"Anderson, L.W., Krathwohl, D.R., (2000) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , (1st Revised edition ed.): Pearson; Ausubel, D.P., (1968) Educational Psychology: A Cognitive View, , New York: Holt, Rinehart and Winston; Barclay, D., Thompson, R., Higgins, C., The partial least squares (pls) approach to causal modelling: Personal computer adoption and use an illustration (1995) Technology Studies: Special Issue on Research Methodology, 2 (2), pp. 285-324; Cain, J., Robinson, E., An audience response system strategy to improve student motivation, attention, and feedback (2008) American Journal of Pharmaceutical Education, 73 (2), p. 21; Cotteman, W., Senn, J., (1992) Challenges and Strategies for Research in Systems Development, , Chichester: Wiley; Darmofal, D.L., Soderholm, D.H., Brodeur, D.R., Using concept maps and concept questions to enhance conceptual understanding (2002) 32nd ASEE/lEEE Frontiers in Education Conference, , Paper presented at the Boston, MA; Du, H., Hao, J.X., Kwok, C.W.R., Wagner, C., Can a lean medium enhance large-group communication? Examining the impact of interactive mobile learning (2010) Journal of the American Society for Information Science and Technology, 61 (10), pp. 2122-2137; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Fornell, C., A second generation in multivariate analysis: Classification of methods and implications for marketing research (1987) Review of Marketing 1988, pp. 407-450. , M. Houston (Ed. Chicago: American Marketing Association; Hair, J.F., Anderson, R.E., Tatham, R.L., Black, W.C., (1998) Multivariate Data Analysis, , Englewood Cliffs, NJ: Prentice Hall; Hulland, J.S., Use of partial least squares (pls) in strategic management research: A review of four recent studies (1999) Strategic Management Journal, 20 (2), pp. 195-204; Jiang, Z.H., Benbasat, I., Investigating the influence of the functional mechanisms of online product presentations (2007) Information Systems Research, 18 (4), pp. 454-470; Karpicke, J.D., Blunt, J.R., Retrieval practice produces more learning than elaborative studying with concept mapping (2011) Science, 331 (6018), pp. 772-775; Kettanurak, V.N., Ramamurthy, K., Haseman, W.D., User attitude as a mediator of learning performance improvement in an interactive multimedia environment: An empirical investigation of the degree of interactivity and learning styles (2001) International Journal of Human-Computer Studies, 54 (4), pp. 541-583; Novak, J.D., Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners (2002) Science Education, 86, pp. 548-571; Novak, J.D., Gowin, B., (1984) Learning How to Learn, , London: Cambridge University Press; Novak, J.D., Moon, B.M., Hoffman, R.R., Canas, A.J., (2011) Applied Concept Mapping: Capturing, Analyzing, and Organizing Knowledge, , CRC Press; Nunnally, J.C., (1978) Psychometric Theory, , New York: McGraw Hill; Podsakoff, P.M., Mackenzie, S.B., Podsakoff, N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies (2003) Journal of Applied Psychology, 88 (5), pp. 879-903; Qiu, L.Y., Benbasat, I., A study of demographic embodiments of product recommendation agents in electronic commerce (2010) International Journal of Human-Computer Studies, 68, pp. 669-688; Wolfinbarger, M., Gilly, M., Shopping online for freedom, control and fun (2001) California Management Review, 43 (2), pp. 34-55",,,,Pacific Asia Conference on Information Systems,"17th Pacific Asia Conference on Information Systems, PACIS 2013",18 June 2013 through 22 June 2013,,111845.0,,,,,English,"Proc. - Pac. Asia Conf. Inf. Syst., PACIS",Conference Paper,Final,,Scopus,2-s2.0-84928492180
"Gerhardt D., Kammer J., Knapp D., Quibeldey-Cirkel K., Thelen C., Volkmer P.-C.",56505004400;56505147500;56504753200;55338368200;55338647400;56505371800;,ARSnova: An audience response system for inverted classroom scenarios with support from just-in-time teaching and peer instruction [ARSnova: Ein audience response system für inverted-classroom-szenarien mit unterstützung von just-in-time teaching und peer instruction],2013,"Lecture Notes in Informatics (LNI), Proceedings - Series of the Gesellschaft fur Informatik (GI)",P-218,,,297,300,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922329064&partnerID=40&md5=17e5cab881f2b7707602a8e3bd367d4d,"Technische Hochschule Mittelhessen, THM, Fachbereich MNI, Gießen, D-35390, Germany","Gerhardt, D., Technische Hochschule Mittelhessen, THM, Fachbereich MNI, Gießen, D-35390, Germany; Kammer, J., Technische Hochschule Mittelhessen, THM, Fachbereich MNI, Gießen, D-35390, Germany; Knapp, D., Technische Hochschule Mittelhessen, THM, Fachbereich MNI, Gießen, D-35390, Germany; Quibeldey-Cirkel, K., Technische Hochschule Mittelhessen, THM, Fachbereich MNI, Gießen, D-35390, Germany; Thelen, C., Technische Hochschule Mittelhessen, THM, Fachbereich MNI, Gießen, D-35390, Germany; Volkmer, P.-C., Technische Hochschule Mittelhessen, THM, Fachbereich MNI, Gießen, D-35390, Germany",[No abstract available],,,,,,,,,,,,,"Becker, B., SMILE+: Technologiegestützte Optimierung der Betreuung und des Selbstlernprozesses in Massenlehrveranstaltungen, , http://www.stifterverband.info/wissenschaft_und_hochschule/lehre/fellowships/fellows_2012/pdf/becker.pdf, Abruf: 29.06.2013; Magenheim, J., E-Learning Symposium 2012: Aktuelle Anwendungen Innovative Prozesse und Neueste Ergebnisse Aus der E-Learning-Praxis; Mazur, E., Watkins, J., Just in Time Teaching Across the Disciplines; http://wiwi.uni-paderborn.de/dep3/winfo2/forschung/projekte/peer-instruction-for-very-large-groups/, PINGO: Peer Instruction for very large groups, Abruf: 29.06 2013","Quibeldey-Cirkel, K.; Technische Hochschule Mittelhessen, THMGermany; email: klaus.quibeldey-cirkel@mni.thm.de",Rensing C.Breiter A.,,Gesellschaft fur Informatik (GI),"11. e-Learning Fachtagung Informatik der Gesellschaft fur Informatik e.V. (GI), DeLFI 2013 - 11th e-Learning Conference on Informatics of the German Informatics Society (GI), DeLFI 2013",8 September 2013 through 11 September 2013,,110411.0,16175468,9783885796121,,,English; German,"Lect. Notes Informatics (LNI), Proc. - Series Ges. Inform. (GI)",Conference Paper,Final,,Scopus,2-s2.0-84922329064
Landrum R.E.,55664406200;,The Ubiquitous Clicker: SoTL Applications for Scientist–Educators,2013,Teaching of Psychology,40,2,,98,103,,5.0,10.1177/0098628312475028,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878331585&doi=10.1177%2f0098628312475028&partnerID=40&md5=dbfe94fa69b7a5b5b3e1465606b59d25,"Department of Psychology, Boise State University, Boise, ID, United States","Landrum, R.E., Department of Psychology, Boise State University, Boise, ID, United States","Over 5 semesters and 10 sections, students in a 300-level research methods course used clickers to respond to knowledge-based and opinion/attitude questions about clicker use, the effectiveness of assignments, self-confidence regarding skills and abilities, and more. Changes during the semester and student answers to questions about pedagogy and the execution of the course were compared to course grades (total points earned). Students perceive clicker use positively, reporting that they attend more, pay better attention, and participate more than they normally would due to clicker use. Other positive indicators do emerge linking the achievement of course goals to student performance. Outcomes are discussed in the context of how scientist–educators are encouraged to study scholarship of teaching and learning-type questions in order to be effective teachers. © 2013, SAGE Publications. All rights reserved.",clickers; course performance; scientist–educator model; SoTL,,,,,,,,,,,,"Principles for quality undergraduate education in psychology (2011) American Psychologist, , August 29, Advance online publication. doi:10.1037/a0025181; Anthis, K., Is it the clicker, or is it the question? Untangling the effects of student response system use (2011) Teaching of Psychology, 38, pp. 189-193. , doi:10.1177/0098628311411895; Bernstein, D.J., Addison, W., Altman, C., Hollister, D., Komarraju, M., Prieto, L., Shore, C., Toward a scientist-educator model of teaching psychology (2010) Undergraduate education in psychology: A blueprint for the future of the discipline, pp. 29-45. , …, In Halpern D. F. (ed.), Washington, DC: American Psychological Association; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE—Life Sciences Education, 6, pp. 9-20. , doi:10.1187/cbe.06-12-0205; Christopherson, K.M., Hardware or wetware: What are the possible interactions of pedagogy and technology in the classroom? (2011) Teaching of Psychology, 38, pp. 288-292. , doi:10.1177/0098628311421332; Cleary, A.M., Using wireless response systems to replicate behavioral research findings in the classroom (2008) Teaching of Psychology, 35, pp. 42-44. , doi:10.1080/00986280701826642; Craig, R.J., On the rocks (Boulder) and under cover (VAIL): Models of training and psychodiagnostic assessment (1992) Journal of Training & Practice in Professional Psychology, 6, pp. 7-13; Dallaire, D.H., Effective use of personal response “clicker” systems in psychology courses (2011) Teaching of Psychology, 38, pp. 199-204. , doi:10.1177/0098628311411898; Elicker, J.D., McConnell, N.L., Interactive learning in the classroom: Is student response method related to performance? (2011) Teaching of Psychology, 38, pp. 147-150. , doi:10.1177/0098628311411789; Fallon, M., Forrest, S.L., High-tech versus low-tech instructional strategies: A comparison of clickers and handheld response cards (2011) Teaching of Psychology, 38, pp. 194-198. , doi:10.1177/0098628311411896; Gosling, S.D., Sandy, C.J., John, O.P., Potter, J., Wired but not WEIRD: The promise of the Internet in reaching more diverse samples (2010) Behavioral and Brain Sciences, 33, pp. 94-95. , doi:10.1017/S0140525X10000300; Gosling, S.D., Vazire, S., Srivastava, S., John, O.P., Should we trust web-based studies? A comparative analysis of six preconceptions about Internet questionnaires (2004) American Psychologist, 59, pp. 93-104. , doi:10.1037/0003-066X.59.2.93; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G.L., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8, pp. 233-258. , III. (, doi:10.1177/1469787407081885; (2010) Undergraduate education in psychology: A blueprint for the future of the discipline, , Halpern D. F. (ed.), Washington, DC: American Psychological Association; Hill, B., Smith, R.A., Engaging students through e-polling (2011) Promoting student engagement: Volume 1: Programs, techniques and opportunities, pp. 145-149. , http://teachpsych.org/ebooks/pse2011/index.php, Miller R. L. Amsel E. Kowalewski B. M. Beins B. C. Keith K. D. Peden B. F. (eds.), Retrieved from; Hoekstra, A., Vibrant student voices: Exploring effects of the use of clickers in large college courses (2008) Learning, Media and Technology, 33, pp. 329-341. , doi:10.1080/17439880802497081; Langley, M.M., Cleary, A.M., Kostic, B., On the use of wireless response systems in experimental psychology: Implications for the behavioral researcher (2007) Behavior Research Methods, 39, pp. 816-823; Lenth, R.V., (2009) Java applets for power and sample size, , http://www.stat.uiowa.edu/~rlenth/Power, [Computer software]. Retrieved from; Magyar-Moe, J.L., Becker, K., Burek, C., McDougal, A., McKeel, A., (2008) Effectiveness of clicker classroom response systems in small college courses, , August, Poster presented at the American Psychological Association annual convention Boston, MA; Morgan, R.K., Eckerd, L.M., Morgan, D.L., (2007) Clickers: A fun toy or valid pedagogical tool?, , August, Presented at the American Psychological Association annual meeting San Francisco, CA; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (“clickers”) in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50. , doi:10.1080/00986280701818516; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34, pp. 194-196; Pusateri, T.P., The ethics of effective teaching (2012) Teaching ethically: Challenges and opportunities, pp. 9-29. , Landrum R. E. McCarthy M. A. (eds.), Washington, DC: American Psychological Association; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) Teaching of Psychology, 36, pp. 273-277. , doi:10.1080/00986280903175749; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258. , doi:10.1080/00986280701700391; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (“clickers”) to combat conformity and shyness (2010) Teaching of Psychology, 37, pp. 135-140. , doi:10.1080/00986281003626631; Tomcho, T.J., Foels, R., Assessing effective teaching in psychology: A meta-analytic integration of learning outcomes (2008) Teaching of Psychology, 35, pp. 286-296. , doi:10.1080/00986280802374575; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40. , doi:10.1080/17439880601141179","Landrum, R.E.; Department of Psychology, Boise State University, Boise, ID, United States",,,,,,,,00986283,,,,English,Teach. Psychol.,Review,Final,,Scopus,2-s2.0-84878331585
"Jou M., Wu Y.-S.",35327095800;8857506900;,Designing a web-based VR machine for learning of packaging and testing skills,2013,Communications in Computer and Information Science,278,,,567,573,,,10.1007/978-3-642-35879-1_72,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880386723&doi=10.1007%2f978-3-642-35879-1_72&partnerID=40&md5=6476f7ef2fb52c1d4892ba35b4f4e1e7,"Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan; China University of Science and Technology, Taiwan","Jou, M., Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan; Wu, Y.-S., China University of Science and Technology, Taiwan","This research designed and implemented an interactive learning system to support self-directed learning of microfabrication technology from both technical and functional viewpoints, along with end-user evaluation results. The current study applied virtual technology to design virtual machines with online interaction, to acquaint students with microfabrication facilities, learn how to operate machines, and practice the microfabrication process through the internet. This study incorporated the microfabrication technology courses with the developed web-based learning system. © Springer-Verlag Berlin Heidelberg 2013.",Interactive learning system; Technical skills; Virtual reality environments,Computer aided instruction; E-learning; Educational technology; Knowledge management; Learning systems; Microanalysis; Microfabrication; Virtual reality; Interactive learning systems; Micro-fabrication technology; Microfabrication process; On-line interactions; Self-directed learning; Technical skills; Virtual-reality environment; Web-based learning systems; Engineering education,,,,,,,,,,,"Abdullah, M.H., (2001) Self-directed Learning, , [ERIC digest No. 169]. ERIC Clearinghouse on Reading, English, and Communication (ERIC Document Reproduction Service No. ED459458), Bloomington, IN; Akyildiz, I.F., Su, W., Sankarasubramaniam, Y., Cayirci, E., A survey on sensor networks (2002) IEEE Communications Magazine, 40 (8), pp. 102-114; Barbour, N., Brown, E., Connelly, J., Dowdle, J., Brand, G., Nelson, J., O'Bannon, Micromachined Inertial Sensors for Vehicles (1997) IEEE Conference On Intelligent Transportation System, ITSC 1997, pp. 1058-1063. , November 9-12; Bhaskar, A.K., Menaka, S., (2007) The State of MEMS In Automation, , http://www.isa.org/, retrieved May 20, 2010; Borkholder, D.A., (1998) Cell-Based Biosensors Using Microelectrodes, , Ph.D. Thesis, Electrical Engineering Department, Stanford University, Stanford, CA; Bouras, C., Philopoulos, A., Tsiatsos, T., E-learning through distributed virtual environments (2001) J. Netw. Comput. Appl, 24 (3), pp. 175-199; Caliano, G., Lamberti, N., Iula, A., Pappalardo, M., A piezoelectric bimorph static pressure sensor (1995) Sensors and Actuators A, 46-47, pp. 176-178; Craig, A.B., Sherman, W.R., (2003) Understanding Virtual Reality - Interface, Application, and Design, , Elsevier Science, Morgan Kaufmann Publishers, Calif., USA; Creswell, J.W., (1994) Research Design: Qualitative and Quantitative Approaches, , Sage Publication, California; Desikan, P., Delong, C., Beemanapalli, K., Bose, A., Srivastava, J., Web Mining For Self Directed E-Learning Data Mining For E-Learning, , WIT Press, also available as AHPCRC Technical Report -TR # 2005-030; Dong, M., Tong, L., Sadler, B.M., Information Retrieval and Processing in Sensor Networks: Deterministic Scheduling Versus Random Access (2007) IEEE Transactions On Signal Processing, 55 (12), pp. 5806-5820; Elliott, J., (1991) Action Research For Education Change, , Open University Press, Philadelphia; Garrison, D.R., Self-directed Learning: Toward a comprehensive model (1997) Adult Education Quarterly, 48 (1), pp. 18-33; Grayson, A.C.R., Shawgo, R.S., Johnson, A.M., Flynn, N.T., Li, Y., Cima, M.J., Langer, R., A BioMEMS Review: MEMS Technology for Physiologically Integrated Devices (2004) Proc of the IEEE, 92 (1), pp. 6-21; Gripton, A., The application and future development of a MEMS SiVS/spl reg/ for commercial vehicles (2002) Position Location and Navigation Symposium, , April 15-18. IEEE; Huang, L.H., Lee, S.S., Motamedi, S.S., Wu, E., Kim, C.J., MEMS packaging for micro mirror switches (1998) 48th IEEE Electronic Components and Technology Conference, pp. 592-597. , May 25-28; Idros, S.N.S., Mohamed, A.R., Esa, N., Samsudin, M.A., Daud, K.A.M., Enhancing selfdirected learning skills through e-SOLMS for Malaysian learners (2010) Procedia Social and Behavioral Sciences, 2, pp. 698-706; Long, H.B., (2010) Skills For Self-directed Learning, , http://faculty-staff.ou.edu/L/Huey.B.Long-1/articles.html, retrieved May 20, 2010; Lott, G.W., The effect of inquiry teaching and advance organizers upon student outcomes in science education (1983) Journal of Research In Science Teaching, 20 (5), p. 437; (2005), http://www.enablingmnt.com/html/nexus_market_report.html, NEXUS MST/MEMS Market Analysis III, retrieved May 20, 2010; Okandan, M., Galambos, P., Mani, S., Jakubczak: BioMEMS and microfluidics applications of surface micromachining technology (2001) Microelectromechanical Systems Conference, pp. 1-3. , August; Paquette, G., Ricciardi-Rigault, C., Paquin, C., Liegeois, S., Bleicher, E., Developing the Virtual Campus Environment (1996) Proceedings of Ed-Media, pp. 244-249; Paris, S.G., Ayres, L.R., (1994) Becoming Reflective Students and Teaching, , American Psychological Association; Pardo, F., Simon, M.E., Design for reliability of MEMS/MOEMS for lightwave telecommunications (2002) The 15th Annual Meeting of the IEEE Lasers and Electro-Optics Society, LEOS 2002, 2, pp. 418-419. , November 10-14; Shea, H.R., Arney, S., Gasparyan, A., Haueis, M., Aksyuk, V.A., Bolle, C.A., Frahm, R.E., Stieve, H., Sensors of Biological Organisms-Biological Transducers (1983) Sensors and Actuators, 4 (4), pp. 689-704; Sung, W.T., Ou, S.C., Using Virtual Reality Technologies for Manufacturing Applications (2003) Int. J. Com. Applications Tech, 17 (4), pp. 213-219; Shymansky, J., Hedges, L., Woodworth, G., A reassessment of the effects of inquiry-based science curricula of the 60's on student performance (1990) Journal of Research In Science Teaching, 27 (2), pp. 127-144; Shymansky, J., Kyle, W., Alport, J., The effects of new science curricula on student performance (1983) Journal of Research In Science Teaching, 20 (5), pp. 387-404; Tseng, F.G., Linder, C., Kim, C.J., Ho, C.M., Control of Mixing with Micro Injectors for Combustion Application (1996) 1996 ASME IMECE, Micro-Electro-Mechanical Systems (MEMS), 59, pp. 183-187. , DSC, Atlanta; Tubaishat, M., Madria, S., Sensor networks: An overview (2003) IEEE Potentials, 22 (2), pp. 20-23; Turunen, H., Taskinen, H., Voutilainen, U., Tossavainen, K., Sinkkonen, S., Nursing and social work students' initial orientation towards their studies (1997) Nurse Education Today, 17, pp. 67-71; Wu, M.C., Solgaard, O., Ford, J.E., Optical MEMS for Lightwave Communication (2006) J. of Lightwave Tech, 24 (12)",,,,Springer Verlag,,,,,18650929,9783642358784,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84880386723
"Chan K., Brown I., Chung I.C.B., Lu H.-J., Luk G.W.-T.",7406035235;57209541194;56289815700;26657477400;56290240700;,Using students response system via mobile devices in large introductory psychology classes,2013,"Proceedings of the International Conference on e-Learning, ICEL",,,,76,81,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84904740893&partnerID=40&md5=af22bc8af615dfda8bb8981be6d130aa,"Development of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong; Educational Development Centre, Hong Kong Polytechnic University, Hong Kong","Chan, K., Development of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong; Brown, I., Educational Development Centre, Hong Kong Polytechnic University, Hong Kong; Chung, I.C.B., Development of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong; Lu, H.-J., Development of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong; Luk, G.W.-T., Educational Development Centre, Hong Kong Polytechnic University, Hong Kong","Introduction: Students Response System (SRS), also known as ""Clickers"", is a powerful tool to engage students' active learning, particularly in large class size environments. In recent years, implementation of SRS has shifted from disseminating designated devices to encouraging students to respond with their own mobile devices. SRS with mobile devices, in which students use their own devices to submit responses in real-time, allows instructors to facilitate active learning by registering aggregated student responses while displaying such responses during class for discussion and illustration. The current study explored implementation of Students Response System (SRS) via mobile devices embedded in a blended learning environment in a series of large introductory psychology classes with 640 students. Methods: Implementation of SRS in the current study was evaluated with an online quantitative 36-item instrument on various aspects of SRS implementation with 5-point Likert-type and non-Likert type questions. Regarding the ease of use and usefulness on classroom engagement and learning, students reported their attitude towards the SRS implementation in terms of their self-reported efficacy and barriers in operating the SRS, perceived integration with pedagogy, quality of SRS delivery in class, students' engagement in class and course effort, and the perceived benefit of SRS on learning. Quantitative data derived from this instrument was analyzed with factor analysis for the aligning the SRS attitude constructs and bivariate correlations for association between perceived effectiveness and attitudes towards SRS implementation. Results: The SRS assessment instrument was administered to 636 First-Year students at a university in Hong Kong, with a return rate of 73%. From the 466 responding students, about 82% of the respondents reported ownership of mobile devices (i.e. smartphone or tablet) for active blended learning with students' own devices. Results from student data suggested that perceived effectiveness of the SRS implementation was correlated with the seamless administration and integration of SRS with lecture content, students' efficacy in logging into and operating the SRS, perceived benefits in enhancing course material understanding, and perceived classroom engagement through SRS activities. Implication: Results from this study suggested that students related the effectiveness of SRS implementation with mobile devices in large classes to enhancement in classroom engagement, mastery of course content, and elevated interested in the subject matter. Effectiveness of delivering SRS appeared to be contingent upon students' ease of accessing the SRS system software and hardware, rather than perceived usefulness or positive attitude toward SRS.",Active learning; E-learning adoption; E-learning implementation and cognitive styles; Mobile learning; Students response system (SRS),Artificial intelligence; Computer aided instruction; Curricula; E-learning; Mobile devices; Students; Teaching; Active Learning; Assessment instruments; Bivariate correlations; Blended learning environments; Cognitive styles; Mobile Learning; Response systems; Students' engagements; Interactive computer systems,,,,,,,,,,,"Acuña, S., García, R.H., Sánchez, E., Fostering active processing of instructional explanations of learners with high and low prior knowledge (2011) European Journal of Psychology of Education, 26 (4), pp. 435-452; Agbatogun, A.O., Improving communicative competence with 'clickers' acceptance/attitudes among Nigerian primary school teachers (2012) Education 3-13: International Journal of Primary, Elementary and Early Years Education, pp. 1-15; Ajzen, I., Fishbein, M., (1980) Understanding Attitude and Predicting Social Behavior, , NJ: Englewood Cliffs, Prentice Hall; Anthis, K., Is It the clicker, or is it the question? Untangling the effects of student response system use (2011) Teaching of Psychology, 38 (3), pp. 189-193; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Campbell, J., Mayer, R.E., Questioning as an instructional method: Does it affect learning from lectures? (2009) Applied Cognitive Psychology, 23 (6), pp. 747-759; Cleary, A.M., Using wireless response systems to replicate behavioral research findings in the classroom (2008) Teaching of Psychology, 35 (1), pp. 42-44; Dahlstrom, E., (2012) ECAR Study of Undergraduate Students and Information Technology 2012, , Louisville, CO, Educause Center for Applied Research; Davis, F.D., Bagozzi, R.P., Warshaw, P.R., User acceptance of computer technology: A comparison of two theoretical models (1989) Management Science, 35 (8), pp. 982-1003; Davis, F.D., Bagozzi, R.P., Warshaw, P.R., Extrinsic and intrinsic motivation to use computers in the workplace (1992) Journal of Applied Social Psychology, 22 (14), pp. 1111-1132; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Gok, T., An evaluation of student response systems from the viewpoint of instructors and students (2011) The Turkish Online Journal of Educational Technology, 10 (4), pp. 67-83; Hepplestone, S., Holden, G., Irwin, B., Parkin, H.J., Thorpe, L., Using technology to encourage student engagement with feedback: A literature review (2011) Research in Learning Technology, 19 (2), pp. 117-127; Holden, H., Rada, R., Understanding the influence of perceived usability and technology self-efficacy on teachers' technology acceptance (2011) Journal of Research on Technology in Education, 43 (4), pp. 343-367; Karpicke, J., Grimaldi, P., Retrieval-based learning: A perspective for enhancing meaningful learning (2012) Educational Psychology Review, pp. 1-18; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers &Education, 53 (3), pp. 819-827; Morling, B., McAuliffe, M., Cohen, L., Dilorenzo, T.M., Efficacy of personal response systems ('clickers') in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Novak, G.M., Just-in-time teaching (2011) New Directions for Teaching and Learning, 2011 (128), pp. 63-73; Park, S.Y., An analysis of the technology acceptance model in understanding university students' behavioral intention to use e-learning (2009) Educational Technology &Society, 12 (3), pp. 150-162; Park, S.Y., Nam, M.-W., Cha, S.-B., University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model (2012) British Journal of Educational Technology, 43 (4), pp. 592-605; Pituch, K.A., Lee, Y.-K., The influence of system characteristics on e-learning use (2006) Computers &Education, 47 (2), pp. 222-244; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34 (3), pp. 194-196; Shapiro, A.M., Gordon, L.T., A Controlled study of clicker-Assisted memory enhancement in college classrooms (2012) Applied Cognitive Psychology, 26 (4), pp. 635-643; Song, Y.-S., Lee, J.-M., Mobile device ownership among international business students: A road to the ubiquitous library (2012) Reference Services Review, 40 (4), pp. 574-588; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (""clickers"") to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Turning Technologies (2012) ResponseWare. Youngstown, Ohio; Wu, X.-Y., Gao, Y., Applying the extended technology acceptance model to the use of clickers in student learning: Some evidence from macroeconomics classes (2011) American Journal of Business Education, 4 (7), pp. 43-50; Zhang, W., Xu, P., Do i have to learn something new? (2010) Mental Models and the Acceptance of Replacement Technologies. Behaviour &Information Technology, 30 (2), pp. 201-211; Zhao, C.-M., Kuh, G.D., Carini, R.M., A Comparison of international student and american student engagement in effective educational practices (2005) The Journal of Higher Education, 76 (2), pp. 209-231",,,,Academic Conferences Limited,"8th International Conference on e-Learning, ICEL 2013",27 June 2013 through 28 June 2013,Cape Town,106522.0,20488882,9781627486064,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Paper,Final,,Scopus,2-s2.0-84904740893
"Andergassen M., Guerra V., Ledermüller K., Neumann G.",55575874000;57197162369;55800949300;7202631028;,Development of a browser-based mobile audience response system for large classrooms,2013,International Journal of Mobile and Blended Learning,5,1,,58,76,,6.0,10.4018/jmbl.2013010104,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880536564&doi=10.4018%2fjmbl.2013010104&partnerID=40&md5=1922c6db1d5d1721a7b03b2d3133aefb,"Institute of Information Systems and New Media, Vienna University of Economics and Business, Vienna, Austria; Evaluation and Quality Enhancement, Vienna University of Economics and Business, Vienna, Austria","Andergassen, M., Institute of Information Systems and New Media, Vienna University of Economics and Business, Vienna, Austria; Guerra, V., Institute of Information Systems and New Media, Vienna University of Economics and Business, Vienna, Austria; Ledermüller, K., Evaluation and Quality Enhancement, Vienna University of Economics and Business, Vienna, Austria; Neumann, G., Institute of Information Systems and New Media, Vienna University of Economics and Business, Vienna, Austria","Didactical advantages of audience response systems (ARS) have been discussed extensively ever since they have been used in classes. However, conventional ARS bear some drawbacks, such as requiring specific hardware, generating costs (text messaging based and web service fees) and creating a dependency on external hosts. In this paper we present a browser-based ARS, which provides a platform-independent channel for the interaction between students and teachers. The authors provide a solution of an ARS for potentially large and spatially distributed classes, where the audience can provide feedback via PCs and mobile devices such as smart phones and tablets. The proposed system has been integrated into the e-learning system of the Vienna University of Economics and Business (WU), one of the largest business universities worldwide. The server side implementation of an ARS brings some challenges, such as the integration into an e-learning environment, the technical feasibility due to a broad variety of possible end user devices, and user acceptance issues. This paper documents the experiences and findings of the stepwise development and deployment in large classrooms. This resulted in an enhancement of the information policy with students and an optimization of the WLAN network settings. Finally, a new, unanticipated usage scenario emerged for mobile, browser-based response systems. Copyright © 20103, IGI Global.",Audience Response System; Mixed Methods; Mobile Audience Response; Mobile Learning; Wireless Local Area Network Test (WLAN Test); Workflow,Audience response systems; Mixed method; Mobile Audience Response; Mobile Learning; Workflow; Computer aided instruction; E-learning; Mobile devices; Web services; Wireless local area networks (WLAN); Teaching,,,,,,,,,,,"Altbach, P.G., Reisberg, L., Rumbley, L.E., Trends in global higher education: Tracking an academic revolution (2009) Proceedings of the World Conference on Higher Education 2009, , Paris, France: UNESCO; Andergassen, M., Guerra, V., Ledermüller, K., Neumann, G., Browser-based mobile clickers: Implementation and challenges (2012) Proceedings of the IADIS International Conference Mobile Learning 2012, pp. 189-196. , Sanchez, I. A. & Isaias, P. (Eds.). IADIS Press; (2010) High-density Wireless Networks for Auditoriums Validated Reference Design, , Aruba Networks. Sunnyvale, CA: Aruba Networks; Caldwell, J.E., Audience responses in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9.pdf, Retrieved June 14, 2012; (2012) 2012 Mobile Future in Focus. Key Insights from 2011 and What They Mean for the Coming Year, , http://www.mchn.com/sites/default/files/ comScore%202012%20Mobile%20Future%20in%20Focus.pdf, ComScore; Creswell, J.W., Plano Clark, V.L., (2006) Designing and Conducting Mixed Methods Research, , Thousand Oaks, CA: SAGE; Cross, J., An in formal history of elearning (2004) Horizon, 12 (3), pp. 103-110. , doi:10.1108/10748120410555340; Deci, E.L., Ryan, R.M., Williams, G.C., Need satisfaction and the self-regulation of learning (1996) Learning and Individual Differences, 8 (3), pp. 165-183. , doi:10.1016/S1041-6080(96)90013-8; Demetriou, N., Koch, S., Neumann, G., The development of the OpenACS community (2006) Open Source for Knowledge and Learning Management: Strategies beyond Tools, , M. Lytra, & A. Naeve (Eds.). Hershey, PA: IGI Global. doi:10.4018/978-1-59904-117-9.ch010; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Dunn, W., Programmed learning news, feedback devices in university lectures (1969) New University, 3 (4), pp. 21-22; Ebner, M., Schiefner, M., Nagler, W., Has the net-generation arrived at the university? -oder der Student von Heute, ein Digital Native? (2008) Offener Bildungsraum Hochschule. Medien in der Wissenschaft, 48, pp. 113-123. , S. Zauchner, P. Baumgartner, E. Blaschitz, & A. Weissenbäck (Eds.), s) Waxmann; Edens, K., The interaction of pedagogical approach, gender, self-regulation, and goal orientation using student response system technology (2006) Journal of Research on Technology in Education, 41 (2), pp. 161-177; Elliot, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1 (1), pp. 80-86; Gamma, E., Helm, R., Johnson, R., Vlissides, J., (1994) Design Patterns: Elements of Reusable Objectoriented Software, , Reading, MA: Addison-Wesley; Harden, R.M., Wayne, E., Donald, G., An audio-visual technique for medical teaching (1968) Journal of Medical and Biological Illustration, 18 (1), pp. 29-32; Hernandez, R., Grumet, A., OpenACS: Robust web development framework (2005) Proceedings of the Tcl/Tk 2005 Conference, , http://openacs.org/storage/view/openacs%5C/OpenACS-full-paper.1.5.pdf, Portland, Oregon. Retrieved June 14, 2012; Jansen, B.J., Spink, A., (2009) Handbook of Research on Web Log Analysis, , Hershey, PA: IGI Global; Jorgensen, D.L., Applied social research methods series (1989) Participant Observation: A Methodology for Human Studies, 15. , Thousand Oaks, CA: SAGE; Joyce, S., (2011) IVoted - Web Based Audience Response System, , http://startuplift.com/ivoted/, Retrieved October 21, 2012; Kay, R.H., Lesage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 235-249. , http://www.ascilite.org.au/ajet/ajet25/kay.html, Retrieved June 14, 2012; Lorenz, A., Universities on Air FNMA working group 'streaming technology and learning innovation' (2011) Proceedings of the 14th International Conference on Interactive Collaborative Learning (ICL), pp. 656-665. , IEEE Conference Publications; Markett, C., Sánchez, I.A., Weber, S., Tangney, B., Using short message service to encourage interactivity in the classroom (2006) Computers & Education, 46 (3), pp. 280-293. , doi:10.1016/j.compedu. 2005.11.014; Mobile (2011) Communication Reports, , Mobile Marketing Association Austria, 2011; Internet trends (2010) Proceedings of the CM Summit, , Morgan Stanley Research, New York City, NY; Neumann, G., XoWiki - Towards a generic tool for web 2.0 applications and social software (2007) Proceedings of the OpenACS And. LRN Spring Conference, International Conference and Workshops on Community Based Environments, , Vienna, Austria; Neumann, G., XoWiki content flow - From a wiki to A simple workflow system? (2008) Proceedings of 7th OpenACS/DotLRN Conference, , Valencia, Spain; (2011) Education at A Glance 2011: OECD Indicators, , OECD. Paris, France: OECD PUBLICATIONS; Perry, N.E., Vandekamp, K.O., Mercer, L., Nordby, C.J., Investigating teacher-student interactions that foster self-regulated learning (2002) Educational Psychologist, 37 (1), pp. 5-15; Pintrich, P.R., A motivational science perspective on the role of student motivation in learning and teaching contexts (2003) Journal of Educational Psychology, 95 (4), pp. 667-668. , doi:10.1037/0022-0663.95.4.667; Scornavacca, E., Huff, S., Marshall, S., Mobile phones in the classroom: If you can't beat them, join them (2009) Communications of the ACM, 52 (4), pp. 142-146. , doi:10.1145/1498765.1498803; Shon, H., Smith, L., A review of poll everywhere audience response system (2011) Journal of Technology in Human Services, 29 (3), pp. 236-245. , doi:10.1080/15228835.2011.616475; Teichler, U., Massification: A challenge for institutions of higher education (1998) Tertiary Education and Management, 4 (1), pp. 17-27. , doi:10.1080/13583 883.1998.9966942; (2012) Canvass, , http://docs.medinfo.ufl.edu/docs/web-basedaudience-response-system/, University of Florida & Shands. Retrieves Octover 21, 2012; Ward, C.R., Reeves, J.H., Heath, B.P., Encouraging active student participation in chemistry classes with a web-based, instant feedback, student response system (2003) Proceedings of the CONFCHEM, , http://aa.uncw.edu/chemed/papers/srs/confchem/confchem_srs.htm, (March 28 - May 9). Retrieved October 14, 2012","Institute of Information Systems and New Media, Vienna University of Economics and Business, Vienna, Austria",,,,,,,,19418647,,,,English,Int. J. Mob. Blended Learn.,Conference Paper,Final,,Scopus,2-s2.0-84880536564
"Lui A.K., Ng V.S.C., Chan C.-H.",12807551500;42861904800;56289657700;,Gesture-Based Interaction for Seamless Coordination of Presentation Aides in Lecture Streaming,2013,Communications in Computer and Information Science,407 CCIS,,,108,119,,2.0,10.1007/978-3-642-45272-7_11,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84904763874&doi=10.1007%2f978-3-642-45272-7_11&partnerID=40&md5=54dfcae8a40a07987d7bcda04c748b53,"School of Science and Technology, The Open University of Hong Kong, Good Shepherd Street, Ho Man Tin, Kowloon, Hong Kong SAR, China","Lui, A.K., School of Science and Technology, The Open University of Hong Kong, Good Shepherd Street, Ho Man Tin, Kowloon, Hong Kong SAR, China; Ng, V.S.C., School of Science and Technology, The Open University of Hong Kong, Good Shepherd Street, Ho Man Tin, Kowloon, Hong Kong SAR, China; Chan, C.-H., School of Science and Technology, The Open University of Hong Kong, Good Shepherd Street, Ho Man Tin, Kowloon, Hong Kong SAR, China","This paper describes a novel lecture streaming system that has integrated gesture based interaction with a flexible coordination of presentation tools. The system aims to facilitate instructors giving a seamless lecture delivery that can focus more on engaging students. With simple to learn gestures, the instructors can conveniently call upon presentation tools such as presentation slides, student response system, and electronic whiteboard. The system can be used in an office with minimum hardware and no technical staff support, allowing the arrangement of impromptu lectures at a distance to promptly share any inspiration thought about an emerging influential event. The paper also reports some positive evaluation results. © Springer-Verlag Berlin Heidelberg 2013.",direct manipulation; distance learning; gesture; kinect; Lecture streaming; natural interaction,Distance education; Direct manipulation; Evaluation results; gesture; Gesture-based interaction; kinect; Natural interactions; Presentation slides; Student-response system; Teaching,,,,,,,,,,,"Andersen, J., Andersen, P., Jensen, A., The measurement of nonverbal immediacy (1979) Journal of Applied Communication Research, 7, pp. 153-180; Arnold, L., Dialogic embodied action: Using gesture to organize sequence and participation in instructional interaction (2012) Research On Language & Social Interaction, 45 (3), pp. 269-296; Bosetti, M., Pilolli, P., Ruffoni, M., Ronchetti, M., Interactive whiteboards based on the WiiMote: Validation on the field (2011) Proceedings of 14th International Conference On Interactive Collaborative Learning (ICL), pp. 269-273. , IEEE; Boster, F.J., Meyer, G.S., Roberto, A.J., Inge, C., Strom, R.E., Some effects of video streaming on educational achievement (2006) Communication Education, 55, pp. 46-62; Buhagiar, T., Potter, R., To stream or not to stream in a quantitative business course (2010) Journal of Instructional Pedagogies, 3, pp. 1-6; Flower, E., Sawa, S., Synchronous streaming video from the classroom to the remote student's desktop: Report of a distributed education project (2005) World Conference On ELearning In Corporate, Government, Healthcare, and Higher Education, (1), pp. 654-665; Ford, C.E., Collaborative construction of task activity: Coordinating multiple resources in a high school physics lab (1999) Research On Language and Social Interaction, 32, pp. 369-408; Lang, S., Block, M., Rojas, R., Sign language recognition using kinect (2012) ICAISC 2012, 7267, pp. 394-402. , In: Rutkowski, L., Korytkowski, M., Scherer, R., Tadeusiewicz, R., Zadeh, L.A., Zurada, J.M. (eds.), Part I. LNCS, Springer, Heidelberg; Lanir, J., Booth, K.S., Findlater, L., Observing presenters' use of visual aids to inform the design of classroom presentation software (2008) Proceedings of the SIGCHI Conference On Human Factors In Computing Systems, pp. 695-704. , ACM; Lui, A.K.F., Wong, K.F., Ng, S.C., Law, K.H., Development of a mental stress relaxation tool based on guided imagery and Microsoft Kinect (2012) Proceedings Sixth International Conference On Distributed Smart Cameras (ICDSC), pp. 1-6. , IEEE (October; McKeachie, W.J., (2002) McKeachie's Teaching Tips: Strategies, Research, and Theory For College and University Teachers, , 11th edn. Houghton Mifflin, Boston; McNeill, D., (1992) Hand and Mind: What Gestures Reveal About Thought, , University of Chicago Press, Chicago; Pogrzeba, L., Wacker, M., Jung, B., Potentials of a low-cost motion analysis system for exergames in rehabilitation and sports medicine (2012) Edutainment 2012/GameDays 2012, 7516, pp. 125-133. , In: Göbel, S., Müller, W., Urban, B., Wiemeyer, J. (eds.), LNCS, Springer, Heidelberg; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Ronchetti, M., Avancini, M., (2011) Using Kinect to Emulate An Interactive Whiteboard, , http://latemar.science.unitn.it/segue_userFiles/LITSA/Avancini_Mattia_138793_Thesis.pdf, MS Thesis in Computer Science, University of Trento, (retrieved); Roth, W.M., Gestures: Their role in teaching and learning (2001) Review of Educational Research, 71 (3), pp. 365-392; Shephard, K., Questioning, promoting and evaluating the use of streaming video to support student learning (2003) British Journal of Educational Technology, 34 (3), pp. 295-308; Smorkalov, A., Fominykh, M., Prasolova-Førland, E., Virtualizing real-life lectures with vAcademia and Kinect (2013) Presented At the 2nd Workshop On Off-The-Shelf Virtual Reality At the International Conference On Virtual Reality (VR), p. 16. , Orlando, FL, USA, March; Wachs, J.P., Kölsch, M., Stern, H., Edan, Y., Vision-based hand-gesture applications (2011) Communications of the ACM, 54 (2), pp. 60-71; Wang, F., Ngo, C.W., Pong, T.C., Gesture tracking and recognition for lecture video editing (2004) Proceedings of the 17th International Conference On Pattern Recognition, ICPR 2004, 3, pp. 934-937. , IEEE; Zarraonandia, T., Aedo, I., Díaz, P., Envisioning the transformative role of IT in lectures (2012) Interaction Design and Architecture(s) Journal - IxD&A, (15), pp. 7-17",,,,Springer Verlag,"8th International Conference on Information and Communication Technology in Teaching and Learning, ICT 2013",10 July 2013 through 11 July 2013,Hong Kong,106559.0,18650929,9783642452710,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84904763874
"Baily C., Dubson M., Pollock S.J.",25722995000;36935743200;7102975994;,Research-based course materials and assessments for upper-division electrodynamics (E&M II),2013,AIP Conference Proceedings,1513,,,54,57,,12.0,10.1063/1.4789650,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018080235&doi=10.1063%2f1.4789650&partnerID=40&md5=69892374148f788c14729e1eabefc3e0,"Department of Physics, University of Colorado, Boulder, CO  80309-0390, United States","Baily, C., Department of Physics, University of Colorado, Boulder, CO  80309-0390, United States; Dubson, M., Department of Physics, University of Colorado, Boulder, CO  80309-0390, United States; Pollock, S.J., Department of Physics, University of Colorado, Boulder, CO  80309-0390, United States","Favorable outcomes from ongoing research at the University of Colorado Boulder on student learning in junior-level electrostatics (E&M I) have led us to extend this work to upper-division electrodynamics (E&M II). We describe here our development of a set of research-based instructional materials designed to actively engage students during lecture (including clicker questions and other in-class activities); and an instrument for assessing whether our faculty-consensus learning goals are being met. We also discuss preliminary results from several recent implementations of our transformed curriculum, plans for the dissemination and further refinement of these materials, and offer some insights into student difficulties in advanced undergraduate electromagnetism. © 2013 American Institute of Physics.",active learning; course transformation.; physics education research; upper-division electrodynamics,,,,,,"1023028

University of Colorado Colorado Springs","We gratefully acknowledge the contributions of the many students and faculty who participated in this project, particularly: B. Ambrose, P. Beale, E. Kinney, F. Kontur, T. Munsat, S. Ragole, D. Rehn, A. M. Rey, C. Rogers, E. Zimmerman and the members of the PER@C group. This work supported by the University of Colorado and NSF-CCLI grant #1023028.",,,,,"Meltzer, D., Thornton, R., (2012) AJP, 80, p. 478; Pollock, S., (2009) PRST-PER, 5, p. 020110; http://stemclickers.colorado.edu/; Pollock, S., Chasteen, S., (2009) PERC Proc, 2009, p. 237. , AIP, Melville NY; Singh, C., (2008) AJP, 76, p. 400; Ambrose, B., (2004) AJP, 72, p. 453; Pollock, S., (2012) PERC Proc 2011, p. 307. , AIP, Melville NY; (2011) PRST-PER (Submitted); Pepper, R., (2012) PRST-PER, 8, p. 010111; Wallace, C., Chasteen, S., (2010) PRST-PER, 6, p. 020115; http://per.colorado.edu/Electrodynamics; Chasteen, S., Perkins, K., Beale, P., Pollock, S., Wieman, C., (2011) J. Coll. Sci. Teaching, 40, p. 70; Griffiths, D., (1999) Introduction to Electrodynamics, , 3rd Ed Prentice-Hall, Upper-Saddle River NJ; Novak, G., (1999) Just-in-Time Teaching, , Prentice-Hall, Englewood Cliffs NJ; Otero, V., (2010) AJP, 78, p. 1218; Galilia, I., Goihbarg, E., (2005) AJP, 73, p. 141; Pepper, R., (2012) PERC Proc 2011, p. 291. , AIP, Melville NY",,Rebello N.S.Engelhardt P.V.Churukian A.D.,American Association of Physics Teachers,American Institute of Physics Inc.,"2012 Physics Education Research Conference, PERC 2012",1 August 2012 through 2 August 2012,,130271.0,0094243X,9780735411340,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85018080235
"Lu Y., Huang Y.",7405481054;55328486200;,Why headache using GSM cellular phones?,2013,"2013 IEEE MTT-S International Microwave Workshop Series on RF and Wireless Technologies for Biomedical and Healthcare Applications, IMWS-BIO 2013 - Proceedings",,, 6756166,,,,,10.1109/IMWS-BIO.2013.6756166,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897492784&doi=10.1109%2fIMWS-BIO.2013.6756166&partnerID=40&md5=27d11c2429120a5274275df62f1f901f,"School of Electrical and Electronic Engineering, Nanyang Technological University, 50 Nanyang Avenue, Singapore 639798, Singapore","Lu, Y., School of Electrical and Electronic Engineering, Nanyang Technological University, 50 Nanyang Avenue, Singapore 639798, Singapore; Huang, Y., School of Electrical and Electronic Engineering, Nanyang Technological University, 50 Nanyang Avenue, Singapore 639798, Singapore",Many research results on biological effects of cellular phone radiations agree that the main possible hazards are the thermal effects while some other results reveal that the thermal effects due to handsets radiation are negligible. Few can deny the fact and puzzle that some users did suffer from such symptoms as headaches due to cellular phones. This paper provides a potential cause or possible answer to the puzzle through analysis and understanding of GSM standards. We can also reveal that the low power low duty cycle pulsed train amplitude envelop modulation of GSM uplink signals is the main cause of such non-thermal biological effect for non-ionizing radiation. © 2013 IEEE.,biological effects; Cellular phone radiation; non-ionizing radiation; non-thermal effect,Cellular telephones; Health care; Ionizing radiation; Mobile phones; Radiation hazards; Radiation shielding; Wireless telecommunication systems; Biological effects; Cellular Phone; Cellular phone radiations; GSM standards; Non thermal effect; Nonionizing radiation; Research results; Up-link signals; Biological radiation effects,,,,,,,,,,,"Ionizing Radiation, , http://en.wikipedia.org/wiki/Ionizing_radiation; Non-ionizing Radiation, , http://en.wikipedia.org/wiki/Nonionizing_radiation; Ng, K.H., Non-ionizing radiations-sources, biological effects, emissions and exposures.pdf (2003) Intl. Conf. on Non-Ionizing Radiation at UNITEN, pp. 1-16. , in; Ylli, F., Non-ionizing radiation: Evaluation of General Public's Exposures in Greece and Albania (2010) 7th Intl. Conf. of the Balkan Physical Union, , presented at Alexandroupolis, Greece; Allen, S.G., 1998 ICNIRP guidelines for limiting exposure to time-varying electric, magnetic and electromagnetic fields (up to 300 GHz) (1999) Documents of the NRPB, 10, pp. 5-9; Hoshina, S., A numerical study on the measurement region of an open-ended coaxial probe used for complex permittivity measurement (2001) IEEE CEFC, 4-7 June 2000, pp. 3311-3314. , in 9th USA; Afsar, M.N., The measurement of the properties of materials (1986) Proceedings of the IEEE, 74, pp. 183-199; Lin, J.C., Safety standards for human exposure to radio frequency radiation and their biological rationale (2003) IEEE Microwave Magazine, 4, pp. 22-26; (2010) IEEE Standard for Safety Levels with Respect to Human Exposure to Radio Frequency Electromagnetic Fields, 3 KHz to 300 GHz. Amendment 1: Specifies Ceiling Limits for Induced and Contact Current, Clarifies Distinctions between Localized Exposure and Spatial Peak Power, pp. xiii+9. , IEEE Std C95.1a-2010; Okonigene, R.E., Siting of GSM base station antenna and its health consequences (2010) 2010 Seventh Intl. Conf. on Information Technology, pp. 613-618. , in; Bansal, R., (2006) Engineering Electromagnetics: Applications, pp. 194-195. , CRC Taylor & Francis; Lu, Y.L., Ying, J.L., Tan, T.K., Arichandran, K., Electromagnetic and thermal simulation of 3-D human head model under RF radiation by using the FDTD and FD approaches (1996) IEEE Trans. on Magnetics, 32 (3), pp. 1653-1656. , May; Roje, V., Safety aspects of the GSM base station radiation concerning human health (2003) 2003 IEEE Intl. Symp. on EMC, pp. 720-723. , 11-16 May 2003, Piscataway, NJ, USA; Tuschi, H., In vitro effects of GSM modulated radiofrequency fields on human immune cells (2006) Bioelectromagnetics, 27, pp. 188-196; Angelo, G.C., Health and penetration issues in buildings with GSM base station antennas on top (1998) VTC '98. 48th IEEE Vehicular Technology Conf., Pathway to A Global Wireless Revolution, pp. 450-454. , 18-21 May 1998, New York, NY, USA; Lin, J.C., Studies on tumor incidence in mice exposed to GSM cell-phone radiation (2008) IEEE Microwave Magazine, 9, pp. 48-54; Ibrani-Pllana, M., Human exposure assessment in the vicinity of 900 MHz GSM base station antenna (2008) WSEAS Trans. on Communications, 7, pp. 229-234; Barker, A.T., The effect of GSM and TETRA mobile handset signals on blood pressure, catechol levels and heart rate variability (2007) Bioelectromagnetics, 28, pp. 433-438; Tan, D.K.P., Sun, H.B., Lu, Y.L., Lesturgie, M., Chan, H.L., Passive radar using Global System for Mobile communication signal: Theory, implementation and measurements (2005) IEE Proc. on RSN, 152 (3), pp. 116-123. , Jun; Sun, H.B., Tan, D.K.P., Lu, Y.L., Lesturgie, M., Applications of passive surveillance radar system using cellphone base station illuminators (2010) IEEE AES Magazine, 25 (3), pp. 10-18. , Mar; Harris, J., GSM basics: An introduction (1996) Microwave Journal, Euro-Global Edition, 39, p. 84. , 86, 88, 90, 92; Penafiel, M., Litovitz, T., An assessment of potential bioeffects from exposure to cellular phone RF signals using TDMA, in particular GSM-type RF signals (1998) Proc. of Intl. Conf. on MMWT, pp. 799-802. , in Beijing, China; Tisal, J., (2001) The GSM Network : GPRS Evolution : One Step Towards UMTS, pp. 14-38. , 2nd ed.: John Wiley; Rappaport, T.S., (2002) Wireless Communications: Principles and Practices, pp. 553-554. , 2nd Ed. : Upper Saddle River, NJ: Prentice Hall; Hietanen, M., Hypersensitivity symptoms associated with exposure to cellular telephones: No causal link (2002) Bioelectromagenetics, 23, pp. 264-270; Waldmann, P., Influence of GSM signals on human peripheral lymphocytes: Study of genotoxicity (2013) Radiation Research, 179 (2), pp. 243-253. , Feb; Loughran, S.P., No increased sensitivity in brain activity of adolescents exposed to mobile phone-like emissions (2013) Clinical Neurophysiology, 124 (7), pp. 1303-1308. , Jul; Lustenberger, C., Stimulation of the brain with radiofrequency electromagnetic field pulses affects sleep-dependent performance improvement (2013) Brain Stimulation, 6 (5), pp. 805-811. , Sep",,,,IEEE Computer Society,"2013 IEEE MTT-S International Microwave Workshop Series on RF and Wireless Tecbhnologies for Biomedical and Healthcare Applications, IMWS-BIO 2013",9 December 2013 through 11 December 2013,Singapore,103474.0,,,,,English,"IEEE MTT-S Int. Microw. Workshop Ser. RF Wirel. Technol. Biomed. Healthc. Appl., IMWS-BIO - Proc.",Conference Paper,Final,,Scopus,2-s2.0-84897492784
[No author name available],[No author id available],"8th International Conference on e-Learning, ICEL 2013",2013,"Proceedings of the International Conference on e-Learning, ICEL",,,,,,557.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84904757718&partnerID=40&md5=f2bff15ae4f53b987c44a1995e24f491,,,"The proceedings contain 70 papers. The topics discussed include: e-learning in Obafemi Awolowo university, Ile-Ife, Nigeria distance learning centre: an evaluation of opportunities and challenges; learner support in context of open distance and e-learning for adult students using new technologies; extending technology acceptance model in mobile learning adoption: South African university of technology students' perspectives; using students response system via mobile devices in large introductory psychology classes; applying system theory to develop a mobile learning pedagogical framework; leapfrogging pedagogy: a design approach to transforming learning in challenging contexts; could institutional virtual learning environments be stifling the possibilities of learning?; and an inter-independence collaborative strategy for sustainable transnational higher education in the info-global age: a new science of e-learning in the making.",,,,,,,,,,,,,,,,,Academic Conferences Limited,"8th International Conference on e-Learning, ICEL 2013",27 June 2013 through 28 June 2013,Cape Town,106522.0,20488882,9781627486064,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Review,Final,,Scopus,2-s2.0-84904757718
"Benatan M., Ng K.",55838932900;15848728000;,Mobile Motion: Multimodal Device Augmentation for Musical Applications,2013,Springer Series on Cultural Computing,,,,183,195,,,10.1007/978-1-4471-5406-8_13,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067981318&doi=10.1007%2f978-1-4471-5406-8_13&partnerID=40&md5=3633505512b53d77b8ef0a8ea89469f2,"School of Computing, School of Electronic and Electrical Engineering & School of Music, ICSRiM – University of Leeds, Leeds, LS2 9JT, United Kingdom; School of Computing & School of Music, ICSRiM – University of Leeds, Leeds, LS2 9JT, United Kingdom","Benatan, M., School of Computing & School of Music, ICSRiM – University of Leeds, Leeds, LS2 9JT, United Kingdom; Ng, K., School of Computing, School of Electronic and Electrical Engineering & School of Music, ICSRiM – University of Leeds, Leeds, LS2 9JT, United Kingdom","Mobile devices have become an integral part of the twenty-first century lifestyle. From social networking and business to day-to-day scheduling and multimedia applications, smart-phones and other portable handsets are now the go-to devices for interaction in the digital world. Currently, mobile devices typically utilise direct user interfaces, such as touch screens or keyboards, where interactions are performed directly by controlling graphical elements or controls on the interface. This project looks to bring device interaction out of the virtual world and into the physical world. Through augmenting existing mobile technologies with custom electronic hardware, it is possible to create a system that can incorporate free gestures within a portable context. With this approach, portable applications can break away from the virtual world and enable the mobile platform to be harnessed as a physical augmented interface. This concept can be exploited for applications within a wide range of contexts including musical performance, games, learning and teaching, and beyond. © 2013, Springer-Verlag London.",Android Device; Gesture Recognition; Mobile Device; Ultrasonic Sensor; Ultrasonic Signal,,,,,,,,,,,,"Borgman, C.L., From acting locally to thinking globally: A brief history of library automation (1997) The Library Quarterly, 67 (3), pp. 215-249; Micah, M., (2010) Playstation Move Explained: An Interview with Anton Mikhailov, , http://www.gamexplain.com/article-72-1272999307-playstation-move-xplained-an-interview-with-anton-mikhailov.html.Accessed18May2013; Borgman, C.L., From acting locally to thinking globally: A brief history of library automation (1997) The Library Quarterly, 67 (3), pp. 215-249; Gruenstein, A., A multimodal home entertainment interface via a mobile device Proceedings of the 9Th Sigdial Workshop on Discourse and Dialogue, Columbus, 19–20 June 2008, pp. 11-29. , (pp., Stroudsburg: Association for Computational Linguistics; Young, D., (2003) Wireless Sensor System for Measurement of Violin Bowing Parameters, , In Proceedings of Stockholm Music Acoustics Conference, Stockholm, 6–9 August 2003. KTH Speech, Music and Hearing; Wilson, F., (2000) The Hand, , New York: Vintage Books; Jensenius, A.R., Musical gestures: Concepts and methods in research. In R. I. Godøy, & M. Leman (Eds.), Musical gestures: Sound, movement, and meaning. London: Routledge (2010) ISBN 978-0-415-99887-1, , Chapter 2; Baillie, L., Schatz, R., Simon, R., Grassner, A., Designing Mona: User interactions with multimodal mobile applications (2005) Human Computer Interaction, , Las Vegas; Kopp, S., Wachsmuth, I., Gesture in embodied communication and human-computer interaction (2010) 8Th International Gesture Workshop, GW 2009, Bielefeld, Germany, 25–27 February 2009, Revised Selected Papers. Lecture Notes in Computer Science, 5934. , S. Kopp, & I. Wachsmuth (Eds.), vol., Berlin: Springer; Wachsmuth, I., Sowa, T., Gesture and sign languages in human-computer interaction (2002) International Gesture Workshop, GW 2001, London, 18–20 April 2001, Revised Papers. Berlin, , New York: Springer; Junker, H., (2005) Human Activity Recognition and Gesture Spotting with Body-Worn Sensors, , Konstanz: Hartung-Gorre; Yang, M.-H., Ahuja, N., (2001) Face Detection and Gesture Recognition for Human-Computer Interaction, , Boston: Kluwer; Müller, M., (2007) Information Retrieval for Music and Motion, , Berlin: Springer; Bradshaw, D., Ng, K., Tracking conductors hand movements using multiple Wiimotes (2008) International Conference on Automated Solutions for Cross Media Content and Multi-Channel Distribution, , Florence; Bradshaw, D., Ng, K., Motion capture, analysis and feedback to support learning conducting (2009) International Computer Music Conference, , Montreal, Quebec; Leonard, J., Ng, K., Music via motion: A distributed framework for interactive multimedia performance (2011) Distributed Multimedia Systems, , Florence; (2013) Android. Android Developers, , http://developer.android.com; (2013) Apple. Apple Developer, , http://developer.apple.com; (2013) Apple. Ipod Touch, , http://www.apple.com/ipodtouch; Keene, T., The Apple barrier: An open source interface to the iPhone (2011) Proceedings of Electronic Visualisation and the Arts (EVA 2011), EVA London, , http://ewic.bcs.org/content/ConWebDoc/40651, Accessed 18 May 2013; Borgman, C.L., From acting locally to thinking globally: A brief history of library automation (1997) The Library Quarterly, 67 (3), pp. 215-249; Borgman, C.L., From acting locally to thinking globally: A brief history of library automation (1997) The Library Quarterly, 67 (3), pp. 215-249; Borgman, C.L., From acting locally to thinking globally: A brief history of library automation (1997) The Library Quarterly, 67 (3), pp. 215-249; Bezdicek, M., Portable absolute position tracking system for human hand fingertips (2006) Proceedings of Virtual Concept; Borgman, C.L., From acting locally to thinking globally: A brief history of library automation (1997) The Library Quarterly, 67 (3), pp. 215-249; Leadbetter, R., (2010) Tech Analysis: Kinect, Eurogamer.Net, 15, , http://www.eurogamer.net/articles/digitalfoundry-kinect-tech-analysis.Accessed12May2013, June; Borgman, C.L., From acting locally to thinking globally: A brief history of library automation (1997) The Library Quarterly, 67 (3), pp. 215-249","Ng, K.; School of Computing, School of Electronic and Electrical Engineering & School of Music, ICSRiM – University of LeedsUnited Kingdom; email: http://www.icsrim.org.uk",,,Springer,,,,,21959056,,,,English,Springer Ser. Cultural Comput.,Book Chapter,Final,,Scopus,2-s2.0-85067981318
"Wittich C.M., Szostek J.H., Reed D.A., Kiefer J.L., Mueller P.S., Mandrekar J.N., Beckman T.J.",6506098180;36089132900;8710792600;55660057200;7401687879;7801482469;7003776603;,"Measuring faculty reflection on medical grand rounds at mayo clinic: Associations with teaching experience, clinical exposure, and presenter effectiveness",2013,Mayo Clinic Proceedings,88,3,,277,284,,6.0,10.1016/j.mayocp.2012.11.014,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84876519023&doi=10.1016%2fj.mayocp.2012.11.014&partnerID=40&md5=7c2a96fda06b51773ac0040854a77d0d,"Division of General Internal Medicine, Mayo Clinic, 200 First St SW, Rochester, MN 55905, United States; Division of Primary Care Internal Medicine, Mayo Clinic, Rochester, MN, United States; Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN, United States","Wittich, C.M., Division of General Internal Medicine, Mayo Clinic, 200 First St SW, Rochester, MN 55905, United States; Szostek, J.H., Division of General Internal Medicine, Mayo Clinic, 200 First St SW, Rochester, MN 55905, United States; Reed, D.A., Division of Primary Care Internal Medicine, Mayo Clinic, Rochester, MN, United States; Kiefer, J.L., Division of General Internal Medicine, Mayo Clinic, 200 First St SW, Rochester, MN 55905, United States; Mueller, P.S., Division of General Internal Medicine, Mayo Clinic, 200 First St SW, Rochester, MN 55905, United States; Mandrekar, J.N., Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN, United States; Beckman, T.J., Division of General Internal Medicine, Mayo Clinic, 200 First St SW, Rochester, MN 55905, United States","Objectives: To develop and validate a new instrument for measuring participant reflection on continuing medical education (CME) and determine associations between the reflection instrument scores and CME presenter, participant, and presentation characteristics. Participants and Methods: This was a prospective validation study of presenters and faculty at the weekly medical grand rounds at Mayo Clinic in Rochester, Minnesota, from January 1, 2011, through June 30, 2011. Eight items (5-point Likert scales) were developed on the basis of 4 reflection levels: habitual action, understanding, reflection, and critical reflection. Factor analysis was performed to account for clustered data. Interrater and internal consistency reliabilities were calculated. Associations between reflection scores and characteristics of presenters, participants, and presentations were determined. Results: Participants completed a total of 1134 reflection forms. Factor analysis revealed a 2-dimensional model (eigenvalue; Cronbach α): minimal reflection (1.19; 0.77) and high reflection (2.51; 0.81). Item mean (SD) scores ranged from 2.97 (1.17) to 4.01 (0.83) on a 5-point scale. Interrater reliability (intraclass correlation coefficient) for individual items ranged from 0.58 (95% CI, 0.31-0.78) to 0.88 (95% CI, 0.80-0.94). Reflection scores were associated with presenters' speaking effectiveness (P<.001) and prior CME teaching experience (P=.02), participants' prior clinical experiences (P<.001), and presentations that were case based (P<.001) and used the audience response system (P<.001). Conclusion: We report the first validated measure of reflection on CME at medical grand rounds. Reflection scores were associated with presenters' effectiveness and prior teaching experience, participants' clinical exposures, and presentations that were interactive and clinically relevant. Future research should determine whether reflection on CME leads to better patient outcomes. © 2013 Mayo Foundation for Medical Education and Research.",,adult; calculation; conference paper; controlled study; factorial analysis; female; human; job experience; Likert scale; male; medical education; prospective study; reliability; scoring system; speech; teaching; United States; validation study,,,,,,,,,,,"Mansouri, M., Lockyer, J., A meta-analysis of continuing medical education effectiveness (2007) J Contin Educ Health Prof, 27 (1), pp. 6-15; Davis, D., O'Brien, M.A.T., Freemantle, N., Wolf, F.M., Mazmanian, P., Taylor-Vaisey, A., Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? (1999) Journal of the American Medical Association, 282 (9), pp. 867-874. , DOI 10.1001/jama.282.9.867; Davis, D.A., Thomson, M.A., Oxman, A.D., Haynes, R.B., Changing physician performance: A systematic review of the effect of continuing medical education strategies (1995) JAMA, 274 (9), pp. 700-705; Forsetlund, L., Bjorndal, A., Rashidian, A., Continuing education meetings and workshops: Effects on professional practice and health care outcomes (2009) Cochrane Database Syst Rev, 2, pp. CD003030; Mamede, S., Schmidt, H.G., The structure of reflective practice in medicine (2004) Med Educ, 38 (12), pp. 1302-1308; Van Hoof, T.J., Monson, R.J., Majdalany, G.T., Giannotti, T.E., Meehan, T.P., A case study of medical grand rounds: Are we using effective methods? (2009) Acad Med, 84 (8), pp. 1144-1151; Mezirow, J., Transformative learning: Theory to practice (1997) For Adult and Continuing Education, 74, pp. 5-12. , In: Cranton P, ed. New Directions San Francisco, CA: Jossey-Bass; Wittich, C.M., Reed, D.A., McDonald, F.S., Varkey, P., Beckman, T.J., Transformative learning: A framework using critical reflection to link the improvement competencies in graduate medical education (2010) Acad Med, 85 (11), pp. 1790-1793; Moon, J., Using reflective learning to improve the impact of short courses and workshops (2004) J Contin Educ Health Prof, 24 (1), pp. 4-11; Lockyer, J., Gondocz, S.T., Thivierge, R.L., Knowledge translation: The role and place of practice reflection (2004) J Contin Educ Health Prof, 24 (1), pp. 50-56; Armson, H., Kinzie, S., Hawes, D., Roder, S., Wakefield, J., Elmslie, T., Translating learning into practice: Lessons from the practice-based small group learning program (2007) Canadian Family Physician, 53 (9), pp. 1477-1485. , http://www.cfp.ca/cgi/reprint/53/9/1477; Sandars, J., The use of reflection in medical education: Amee guide no 44 (2009) Med Teach, 318, pp. 685-695; Kember, D., Leung, D., Jones, A., Development of a questionnaire to measure the level of reflective thinking (2000) Assess Eval Higher Educ, 25 (4), pp. 381-395; Kirkpatrick, D., Revisiting kirkpatrick's four-level model (1996) Training Dev, 50, pp. 54-59; Beckman, T.J., Cook, D.A., Developing scholarly projects in education: A primer for medical teachers (2007) Medical Teacher, 29 (2-3), pp. 210-218. , DOI 10.1080/01421590701291469, PII 779501932; Mann, K., Gordon, J., MacLeod, A., Reflection and reflective practice in health professions education: A systematic review (2009) Adv Health Sci Educ, 14 (4), pp. 595-621; Wittich, C., Lopez-Jiminez, F., Decker, L., Measuring faculty reflection on adverse patient events: Development and initial validation of a case-based learning system (2010) J Gen Int Med, 26 (3), pp. 293-298; Boud, D., Keogh, R., Walker, D., (1985) Reflection: Turning Experience Into Learning, , London England: Kogan Page; Landis, J.R., Koch, G.G., The measurement of observer agreement for categorical data (1977) Biometrics, 33 (1), pp. 159-174; DeVellis, R.F., (1991) Scale Development: Theory And Applications, , Newbury Park CA: Sage; Beckman, T.J., Determining the validity and reliability of clinical assessment scores (2007) A Textbook for Internal Medicine Education Programs, pp. 139-146. , In: Henderson M, ed. Washington, DC: Association of Program Directors in Internal Medicine and Association of Specialty Professors; Accreditation Council for Continuing Medical Education, , www.accme.org, Accessed October 5, 2012; Wittich, C.M., Mauck, K.F., Mandrekar, J.N., Improving participant feedback to continuing medical education presenters in internal medicine: A mixed-methods study (2012) J Gen Int Med, 27 (4), pp. 425-431; Leung, K.H., Pluye, P., Grad, R., Weston, C., A reflective learning framework to evaluate cme effects on practice reflection (2010) J Contin Educ Health Prof, 30 (2), pp. 78-88; Lowe, M., Rappolt, S., Jaglal, S., Macdonald, G., The role of reflection in implementing learning from continuing education into practice (2007) J Contin Educ Health Prof, 27 (3), pp. 143-148; Beckman, T.J., Cook, D.A., Mandrekar, J.N., Factor instability of clinical teaching assessment scores among general internists and cardiologists (2006) Medical Education, 40 (12), pp. 1209-1216. , DOI 10.1111/j.1365-2929.2006.02632.x","Wittich, C.M.; Division of General Internal Medicine, Mayo Clinic, 200 First St SW, Rochester, MN 55905, United States; email: Wittich.Christopher@mayo.edu",,,Elsevier Ltd,,,,,00256196,,MACPA,,English,Mayo Clin. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84876519023
[No author name available],[No author id available],ITS 2013 - Proceedings of the 2013 ACM International Conference on Interactive Tabletops and Surfaces,2013,ITS 2013 - Proceedings of the 2013 ACM International Conference on Interactive Tabletops and Surfaces,,,,,,497.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897369975&partnerID=40&md5=a480b291cc0ae89b42929e7380e32210,,,"The proceedings contain 85 papers. The topics discussed include: the Cube: a very large-scale interactive engagement space; SkyHunter: a multi-surface environment for supporting oil and gas exploration; the effect of egocentric body movements on users' navigation performance and spatial memory in zoomable user interfaces; perceptual grouping: selection assistance for digital sketching; the fun.tast.tisch. project - a novel approach to neuro-rehabilitation using an interactive multiuser multitouch tabletop; PUCs: detecting transparent, passive untouched capacitive widgets on unmodified multi-touch displays; activity pad: teaching tool combining tangible interaction and affordance of paper; AquaTop display: interactive water surface for viewing and manipulating information in a bathroom; and the sound of touch: on-body touch and gesture sensing based on transdermal ultrasound propagation.",,,,,,,,,,,,,,,,ACM SIGCHI;Grand;Scottish Informatics and Computer Science Alliance (SICSA);SMART Technologies;Visit Scotland;Wacom,Association for Computing Machinery,"2013 8th ACM International Conference on Interactive Tabletops and Surfaces, ITS 2013",6 October 2013 through 9 October 2013,St. Andrews,100777.0,,9781450322713,,,English,ITS - Proc. ACM Int. Conf. Interact. Tabletops Surfaces,Conference Review,Final,,Scopus,2-s2.0-84897369975
"Norris C.A., Soloway E.",7202617633;7005901938;,"A conclusive thought: The opportunity to change education is, literally, at hand",2013,Using Network and Mobile Technology to Bridge Formal and Informal Learning,,,,209,220,,4.0,10.1016/B978-1-84334-699-9.50008-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84903653695&doi=10.1016%2fB978-1-84334-699-9.50008-2&partnerID=40&md5=6f0227596e00f4265cd3a8065cbd3bd4,"College of Information, Department of Learning Technologies, University of North Texas, United States; Department of Computer Science and Engineering, School of Education and School of Information, University of Michigan, United States","Norris, C.A., College of Information, Department of Learning Technologies, University of North Texas, United States; Soloway, E., Department of Computer Science and Engineering, School of Education and School of Information, University of Michigan, United States","We have known for more years than we might care to admit what a classroom should look like in order for substantive learning to take place. But instead of a learn-by-doing (also known as project-based learning, inquiry-based learning, active learning, etc.) didactic pedagogy/direct instruction still rules the land. Whether it is a teacher at the front of the room expounding or a Khan Academy video expounding or an electronic whiteboard instead of a blackboard at the place of the expounding or if the students can immediately respond to expounding with a clicker - that is still direct instruction pedagogy and we all know that direct instruction pedagogy, while useful in places, ought not to be the overwhelmingly dominant pedagogy. So, why has this pedagogy not been replaced by the better pedagogy? The truth is this: enacting a learn-by-doing pedagogy (or project-based learning, inquiry-based learning, active learning, etc.) is really difficult to do; it requires considerable time on the teacher's part as well as deep content knowledge in order to tailor the learning experiences to the particular strengths and weaknesses of the student. © 2013 Woodhead Publishing Limited All rights reserved.",Age of mobilism; Learning-by-doing pedagogy; Mobile computing,,,,,,,,,,,,"Dewey, J., Democracy and Education (1916) An Introduction to the Philosophy of Education, , Free Press, New York","Norris, C.A.; College of Information, Department of Learning Technologies, University of North TexasUnited States",,,Elsevier Ltd,,,,,,9781843346999,,,English,Using Netw. and Mob. Technol. to Bridge Form. and Informal Learn.,Book Chapter,Final,,Scopus,2-s2.0-84903653695
"Sprawls P., Frey G., Breckenridge D.",6603743534;7101773568;41660987400;,TU‐C‐116‐01: The Elements of a Highly Effective Educational Session,2013,Medical Physics,40,6,,439,,,,10.1118/1.4815403,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85024792171&doi=10.1118%2f1.4815403&partnerID=40&md5=46bd596ff8f739c9804349059f365b4e,"Sprawls Educational Foundation, Montreat, NC, United States; Medical, University of South Carolina, Charleston, SC, United States; The American Board of Radiology, Tucson, AZ, United States","Sprawls, P., Sprawls Educational Foundation, Montreat, NC, United States; Frey, G., Medical, University of South Carolina, Charleston, SC, United States; Breckenridge, D., The American Board of Radiology, Tucson, AZ, United States","The class or conference room is the common setting for educational sessions in both academic institutions and continuing education conferences and programs such as those sponsored by the AAPM. A major value of a class/conference room program is one of efficiency by bringing a group of learners together to share in a common learning experience under the guidance of one or more learning facilitators (lecturers or presenters). The challenge is providing truly effective learning, especially in the field of medical physics. An effective learning activity is one which enables an individual to perform specific functions or tasks. The design of an educational activity needs to take into consideration the desired outcomes with respect to what the learners should be able to do. The distinction is that of being able to apply the knowledge to perform specific physics functions rather than just knowing and being able to recall facts, and perhaps do well on written examinations. These are two different types of knowledge structures within the human brain and distinctly different learning activities to develop each. Much of medical physics education, especially at the postgraduate and continuing education level, is for the purpose of enhancing the ability of physicists and other related professionals to perform applied procedures and tasks. An example we will use in this session is optimizing CT image quality and dose. The knowledge structure for this is best developed by observing and interacting with the physics activities that are being studied by working directly in the laboratory, clinic, or other real‐world environment under the direction of a knowable leader.The major limitation of the class/conference room is its physical separation from the applied physics activities taking place elsewhere and the limitation on one‐to‐one or small group activities. In this session we will focus on five initiatives that will consider these limitations and contribute to more effective class/conference room activities. They are:• Effective representations of the physics reality in the classroom • Development of useful knowledge structures in the human brain• Efficient utilization of class/conference room time and resources• Guided interactions, feedback, and real time assessment• Testing and verification of achievement. The function of the human brain will be considered with respect to learning experiences that contribute to effective medical physics knowledge structures. The characteristics of various types of educational activities will be compared with respect to their effectiveness for producing desired outcomes along with their limitations. The design of highly‐effective classroom/conference presentations and activities will be demonstrated with an emphasis of using technology to enhance human performance of both learners and the learning facilitators. The value and process of assessment for both the learners and facilitators/instructors during class activities will be described along with techniques to improve the use of audience response systems. There are many issues associated with the design of effective testing and question writing. This session will discuss effective test design which includes determining the best form of testing to use. Forms of testing will be discussed. Planning tests to assure reliability and effectiveness will be considered. Item writing requires knowledge of effective techniques to make sure questions are clear and unambiguous. Learning Objectives: 1. Develop and provide highly effective medical physics educational sessions. 2. Use technology to enhance human performance in the educational process. 3. Integrate audience response systems into their presentations. 4. Understand various types of testing and determine which should be used in various circumstances 5. Write questions that are clear and effective. © 2013, American Association of Physicists in Medicine. All rights reserved.",,,,,,,,,,,,,,,,,,,,,,00942405,,,,English,Med. Phys.,Conference Paper,Final,,Scopus,2-s2.0-85024792171
"Gillespie D., La Pensée A., Cooper M.",57196703413;56085184700;7404410801;,USER-appropriate viewer for high resolution interactive engagement with 3D digital cultural artefacts,2013,"International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences - ISPRS Archives",40,5W2,,271,276,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924286351&partnerID=40&md5=c7d8ba055d35536d6ca3449fa638756f,"Conservation Technologies, National Museums Liverpool, Conservation Centre, 1 Peter Street, Liverpool, L1 6BL, United Kingdom; Centre for Digital Entertainment, Bournemouth University, Bournemouth, Poole, DorsetBH12 5BB, United Kingdom","Gillespie, D., Conservation Technologies, National Museums Liverpool, Conservation Centre, 1 Peter Street, Liverpool, L1 6BL, United Kingdom, Centre for Digital Entertainment, Bournemouth University, Bournemouth, Poole, DorsetBH12 5BB, United Kingdom; La Pensée, A., Conservation Technologies, National Museums Liverpool, Conservation Centre, 1 Peter Street, Liverpool, L1 6BL, United Kingdom; Cooper, M., Conservation Technologies, National Museums Liverpool, Conservation Centre, 1 Peter Street, Liverpool, L1 6BL, United Kingdom","Three dimensional (3D) laser scanning is an important documentation technique for cultural heritage. This technology has been adopted from the engineering and aeronautical industry and is an invaluable tool for the documentation of objects within museum collections (La Pensée, 2008). The datasets created via close range laser scanning are extremely accurate and the created 3D dataset allows for a more detailed analysis in comparison to other documentation technologies such as photography. The dataset can be used for a range of different applications including: documentation; archiving; surface monitoring; replication; gallery interactives; educational sessions; conservation and visualization. However, the novel nature of a 3D dataset is presenting a rather unique challenge with respect to its sharing and dissemination. This is in part due to the need for specialised 3D software and a supported graphics card to display high resolution 3D models. This can be detrimental to one of the main goals of cultural institutions, which is to share knowledge and enable activities such as research, education and entertainment. This has limited the presentation of 3D models of cultural heritage objects to mainly either images or videos. Yet with recent developments in computer graphics, increased internet speed and emerging technologies such as Adobe's Stage 3D (Adobe, 2013) and WebGL (Khronos, 2013), it is now possible to share a dataset directly within a webpage. This allows website visitors to interact with the 3D dataset allowing them to explore every angle of the object, gaining an insight into its shape and nature. This can be very important considering that it is difficult to offer the same level of understanding of the object through the use of traditional mediums such as photographs and videos. Yet this presents a range of problems: this is a very novel experience and very few people have engaged with 3D objects outside of 3D software packages or games. This paper presents results of research that aims to provide a methodology for museums and cultural institutions for prototyping a 3D viewer within a webpage, thereby not only allowing institutions to promote their collections via the internet but also providing a tool for users to engage in a meaningful way with cultural heritage datasets. The design process encompasses evaluation as the central part of the design methodology; focusing on how slight changes to navigation, object engagement and aesthetic appearance can influence the user's experience. The prototype used in this paper, was created using WebGL with the Three. Js (Three. JS, 2013) library and datasets were loaded as the OpenCTM (Geelnard, 2010) file format. The overall design is centred on creating an easy-to-learn interface allowing non-skilled users to interact with the datasets, and also providing tools allowing skilled users to discover more about the cultural heritage object. User testing was carried out, allowing users to interact with 3D datasets within the interactive viewer. The results are analysed and the insights learned are discussed in relation to an interface designed to interact with 3D content. The results will lead to the design of interfaces for interacting with 3D objects, which allow for both skilled and non skilled users to engage with 3D cultural heritage objects in a meaningful way.",Computer graphics; Dissemination; HCI; Laser scanning; Scanning heritage; WebGL,Computer graphics; Content based retrieval; Design; Human computer interaction; Internet; Laser applications; Museums; Photography; Scanning; Societies and institutions; Surface analysis; Websites; Cultural heritage objects; Cultural institutions; Dissemination; Emerging technologies; Interactive engagements; Laser scanning; Threedimensional (3-d); WebGL; Three dimensional computer graphics,,,,,,,,,,,"(2013) 3D Content, , http://www.3d-coform.eu/index.php/3d-content, (16 Jun. 2013); (2013) 3D Data Record, , http://www.3dcoform.eu/x3domCatalogue, (15 Jun. 2013); (2013) Stage3D, , http://www.adobe.com/devnet/flashplayer/stage3d.html, (10 Apr. 2013); Behr, J., Jung, Y., Keil, J., Drevensek, T., Zoellner, M., Eschler, P., Fellner, D., A scalable architecture for the HTML5/X3D integration model X3DOM (2010) Proceedings of the 15th International Conference on Web 3D Technology, , Los Angeles, California: ACM; (2013) Explore Europe's Cultural Collection, , http://www.europeana.eu/portal/search.html?query=3d&qf=TYPE:3D, (15 Jun. 2013); Geelnard, M., (2010) OpenCTM, , http://openctm.sourceforge.net, (9 Apr. 2013); Gentner, D., Nielsen, J., The anti-mac interface (1996) Communications of the ACM, 39 (8), pp. 70-82; (2013) Chrome Experiments, , http://www.chromeexperiments.com, (15 Jun. 2013); Hess, M., Millar, F., Robson, S., MacDonald, S., Were, G., Brown, I., Well connected to your digital object? E-curator: A web-based e-science platform for museum artefacts (2011) Literary and Linguistic Computing, 26 (2), pp. 193-215; Honderich, T., (1995) The Oxford Companion to Philosophy, , Oxford University Press, Oxford, UK; Jung, Y., Behr, J., Graf, H., X3Dom as carrier of the virtual heritage (2012) ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 38 (5 W16), pp. 475-482; (2013) WebGL - OpenGL ES 2.0 for the Web, , http://www.khronos.org/webgl, (11 Apr. 2013); La Pensée, A., 3D laser scanning in 3D documentation and digital reconstruction of cultural heritage (2008) JISC 3D Visualisation in the Arts Network - 3DVisA Bulletin, (4); Levoy, M., Hanrahan, P., Light field rendering (1996) Proceedings of the 23Rd Annual Conference: Computer Graphics & Interactive Techniques, p. 31; Mudge, M., Schroer, C., Earl, G., Martinez, K., Pagi, H., Toler-Franklin, C., Rusinkiewicz, S., Dellepian, M., Principles and practices of robust, photography-based digital imaging techniques for museums (2010) 11th VAST International Symposium on Virtual Reality, Archaeology and Cultural Heritage; Ngo, D., Byrne, J., Application of an aesthetic evaluation model to data entry screen (2001) Computers in Human Behaviour, 17, pp. 149-185; Oon-Seng, T., Problem-based learning approach to human computer interaction (2011) World Academy of Science, Engineering & Technology, pp. 462-465; Piazza, J., Bering, J.M., Evolutionary cyber-psychology: Applying an evolutionary framework to internet behavior (2009) Computers in Human Behavior, 25, pp. 1258-1269; Rainie, L., How users of social media have changed the ecology of information (2011) Vala Libraries 2010 Conference, , Melbourne, Australia; Schifferstein, H., Zwartkruis-Pelgrim, E., Consumer-product attachment: Measurement and design implications (2008) International Journal of Design, 2 (3), pp. 1-13; Schwartz, C., Ruiters, R., Weinmann, M., Klein, R., (2011) WebGL-based Streaming and Presentation Framework for Bidirectional Texture Functions, p. 2312; Sverdlov, G., Reitsma, R., Jaddou, S., Understanding the changing needs of US online consumers 2012 (2012) North American Consumer Technographics; Three, J.S., (2013) Three. JS 3D JavaScript 3D Library, , https://github.com/mrdoob/three.js, (10 Apr. 2013); Wood, D.N., Azuma, D.I., Aldinger, K., Curless, B., Duchamp, T., Salesin, D.H., Stuetzle, W., Surface light fields for 3D photography (2000) Proceedings of the 27th Annual Conference on Computer Graphics and Interactive Techniques, , ACM Press/Addison-Wesley Publishing Co; Zayas, B., Bustos, J.V., Designing a 3D desktop virtual environment for teaching (2011) Proceedings of the 2011 International Conference on Computers and Computing, pp. 125-130. , Bangkok","Gillespie, D.; Conservation Technologies, National Museums Liverpool, Conservation Centre, 1 Peter Street, United Kingdom",Grussenmeyer P.,,International Society for Photogrammetry and Remote Sensing,24th International CIPA Symposium,2 September 2013 through 6 September 2013,,111162.0,16821750,,,,English,"Int. Arch. Photogramm., Remote Sens. Spat. Inf. Sci. - ISPRS Arch.",Conference Paper,Final,,Scopus,2-s2.0-84924286351
"Rittenbruch M., Sorensen A., Donovan J., Polson D., Docherty M., Jones J.",6505859363;23026332800;36616825200;12239219600;54890114500;57196738277;,The cube: A very large-scale interactive engagement space,2013,ITS 2013 - Proceedings of the 2013 ACM International Conference on Interactive Tabletops and Surfaces,,,,1,10,,23.0,10.1145/2512349.2512814,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84887279522&doi=10.1145%2f2512349.2512814&partnerID=40&md5=06e6e835235d00cbce2ed5313b15cf87,"Queensland University of Technology, 2 George Street, Brisbane, QLD 4001, Australia","Rittenbruch, M., Queensland University of Technology, 2 George Street, Brisbane, QLD 4001, Australia; Sorensen, A., Queensland University of Technology, 2 George Street, Brisbane, QLD 4001, Australia; Donovan, J., Queensland University of Technology, 2 George Street, Brisbane, QLD 4001, Australia; Polson, D., Queensland University of Technology, 2 George Street, Brisbane, QLD 4001, Australia; Docherty, M., Queensland University of Technology, 2 George Street, Brisbane, QLD 4001, Australia; Jones, J., Queensland University of Technology, 2 George Street, Brisbane, QLD 4001, Australia","""The Cube"" is a unique facility that combines 48 large multi-touch screens and very large-scale projection surfaces to form one of the world's largest interactive learning and engagement spaces. The Cube facility is part of the Queensland University of Technology's (QUT) newly established Science and Engineering Centre, designed to showcase QUT's teaching and research capabilities in the STEM (Science, Technology, Engineering, and Mathematics) disciplines. In this application paper we describe, the Cube, its technical capabilities, design rationale and practical day-to-day operations, supporting up to 70,000 visitors per week. Essential to the Cube's operation are five interactive applications designed and developed in tandem with the Cube's technical infrastructure. Each of the Cube's launch applications was designed and delivered by an independent team, while the overall vision of the Cube was shepherded by a small executive team. The diversity of design, implementation and integration approaches pursued by these five teams provides some insight into the challenges, and opportunities, presented when working with large distributed interaction technologies. We describe each of these applications in order to discuss the different challenges and user needs they address, which types of interactions they support and how they utilise the capabilities of the Cube facility. © 2013 ACM.",interactive wall displays; multi-touch; very large displays,"Facilities; Interactive devices; Interactive applications; Large displays; Multi-touch; Queensland university of technologies; Science , technology , engineering , and mathematics; Teaching and researches; Technical infrastructure; Wall displays; Geometry",,,,,,,,,,,"Anshus, O., Stødle, D., Hagen, T., Fjukstad, B., Bjørndalen, J., Bongo, L., Liu, Y., Tiede, L., (2013) NineYears of the Tromsø Display Wall, , http://www.powerwall.mdx.ac.uk/papers/POWERWALL-Anshus.pdf, Available from; Humphreys, G., Houston, M., Ng, R., Frank, R., Ahern, S., Kirchner, P.D., Klosowski, J., Chromium: A stream-processing framework for interactive rendering on clusters (2002) ACM Trans. Graph., 21 (3), pp. 693-702; Kim, H., Snow, S., Collaboration on a large-scale, multi-touch display: Asynchronous interaction and multiple-input use (2013) Proc. CSCW 2013 Companion, pp. 165-168. , ACM Press; Morris, M., Web on the wall: Insights from a multimodal interaction elicitation study (2012) Proc. ITS 2012, pp. 95-104. , ACM Press; Peltonen, P., Kurvinen, E., Salovaara, A., Jacucci, G., Ilmonen, T., Evans, J., Oulasvirta, A., Saarikko, P., It's Mine, Don't Touch!: Interactions at a large multi-touch display in a city centre (2008) Proc. CHI 2008, pp. 1285-1294. , ACM Press; Qin, Y., Yu, C., Liu, J., Wang, Y., Shi, Y., Su, Z., Shi, Y., uTable: A seamlessly tiled, very large interactive tabletop system (2011) Proc. ITS 2011, pp. 244-245. , ACM Press; Sorensen, A., Gardner, H., Programming with time: Cyber-physical programming with impromptu (2010) Proc. OOPSLA 2010, pp. 822-834. , ACM Press",,,ACM SIGCHI;Grand;Scottish Informatics and Computer Science Alliance (SICSA);SMART Technologies;Visit Scotland;Wacom,Association for Computing Machinery,"2013 8th ACM International Conference on Interactive Tabletops and Surfaces, ITS 2013",6 October 2013 through 9 October 2013,St. Andrews,100777.0,,9781450322713,,,English,ITS - Proc. ACM Int. Conf. Interact. Tabletops Surfaces,Conference Paper,Final,,Scopus,2-s2.0-84887279522
"Sun H., Ma B.",7404826942;56411458000;,Improved unsupervised NAP training dataset design for speaker recognition,2013,"Proceedings of the Annual Conference of the International Speech Communication Association, INTERSPEECH",,,,1991,1995,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84906226300&partnerID=40&md5=1ed25a5aa00c2f525ff24808e7b340f9,"Institute for Infocomm Research (I2R), ASTAR, Singapore 138632, Singapore","Sun, H., Institute for Infocomm Research (I2R), ASTAR, Singapore 138632, Singapore; Ma, B., Institute for Infocomm Research (I2R), ASTAR, Singapore 138632, Singapore","The Nuisance Attribute Project (NAP) with labeled data provides an effective approach for improving the speaker recognition performance in the state-of-art speaker recognition system by removing unwanted channel and handset variation. However, the requirement for the labeled NAP training data may limit its practical application. In our previous study, a simple unsupervised clustering algorithm based on dot products between supervectors was introduced for designing NAP training dataset without a prior knowledge about channel and speaker information. Using such clustering results as the initial training dataset, in this paper, we make a further improvement of the training dataset by enhancing similarity measurement of supervectors via NAP projection and score normalization. The effectiveness of this unsupervised NAP training dataset design strategy has been verified in the experiments using the in-house development dataset of IIR submission for the 2012 NIST SRE. Copyright © 2013 ISCA.",Nuisance attribute projection; Speaker clustering; Speaker recognition,Clustering algorithms; Product design; Effective approaches; In-house development; Nuisance attribute projection; Similarity measurements; Speaker clustering; Speaker recognition; Speaker recognition system; Unsupervised clustering algorithm; Speech recognition,,,,,,,,,,,"Solomonoff, A., Quillen, C., Campbell, W.M., Channel compensation for svm speaker recognition (2004) Proc. Odyssey: The Speaker and Language Recognition Workshop in Toledo, pp. 41-44. , Spain, ISCA; Campbell, W.M., Solomonoff, A., Boardman, I., Advances in channel compensation for SVM speaker recognition (2005) Proc. ICASSP, pp. 18-23. , Philadelphia; Campbell, W.M., Sturim, D.E., Reynolds, D.A., Solomonoff, A., SVM based speaker verification using a GMM supervector kernel and NAP variability compensation (2006) Proc. ICASSP, pp. 97-100; NIST 2004 Speaker Recognition Evaluation Plan, , http://www.itl.nist.gov/iad/mig/tests/sre/2004/SRE-04_evalplanv1a.pdf; NIST 2006 Speaker Recognition Evaluation Plan, , http://www.itl.nist.gov/iad/mig/tests/sre/2006/sre-06_evalplan-v9.pdf; NIST 2008 Speaker Recognition Evaluation Plan, , http://www.itl.nist.gov/iad/mig//tests/sre/2008/sre08_evalplan_release4. pdf; NIST 2012 Speaker Recognition Evaluation Plan, , http://nist.gov/itl/iad/mig/upload/NIST_SRE12_evalplan-v17-r1.pdf; Sun, H., Ma, B., Unsupervised NAP training data design for speaker recognition (2012) Proc. Interspeech 2012, , Portland; Sun, H., Lee, K., Ma, B., Anti-model KL-SVM-NAP system for NIST SRE 2012 evaluation ICASSP 2013, , accept for, Vancouver, Canada; Sun, H., Ma, B., Swe, Z., Li, H., Speaker diarization system for FT07 and RT09 meeting room audio (2010) Proc. ICASSP, pp. 4982-4985; Nwe, T.L., Sun, H., Ma, B., Li, H., Speaker clustering and cluster purification methods for RT07 and RT09 evaluation meeting data (2012) IEEE Transactions on Speech, Language Processing, 20 (2), pp. 461-473; Spring 2007 (RT-07) Rich Transcription Meeting Recognition Evaluation Plan, , http://www.nist.gov/speech/tests/rt/rt2007/docs/rt07-meetingeval-plan-v2. pdf; Boll, S.F., Suppression of acoustic noise in speech using spectral subtraction (1979) IEEE. Trans. Acoustics, Speech, Signal Processing, 27, pp. 113-120; Martin, R., Spectral subtraction based on minimum statistics (1994) Proc. EUSPICO, 2, pp. 1182-1185; Sun, H., Ma, B., Li, H., An efficient feature selection method for speaker recognition (2008) Proc. ISCSLP, pp. 181-184; Hermansky, H., Morgan, N., RASTA processing of speech (1994) IEEE Transactions on Speech and Audio Processing, 2 (4), pp. 578-589; Reynolds, D.A., Quatieri, T.F., Dunn, R.B., Speaker verification using adapted gaussian mixture models (2000) Digital Signal Processing, 10 (1), pp. 19-41; Auckenthaler, R., Carey, M., Lloyd-Thomas, H., Score normalization for text-independent speaker verification systems (2000) Digital Signal Processing, 10 (1-3), pp. 42-54. , Jan",,,Amazon;et al.;European Language Resources Association (ELRA);Google;Microsoft;Sytral,International Speech and Communication Association,"14th Annual Conference of the International Speech Communication Association, INTERSPEECH 2013",25 August 2013 through 29 August 2013,Lyon,106915.0,2308457X,,,,English,"Proc. Annu. Conf. Int. Speech. Commun. Assoc., INTERSPEECH",Conference Paper,Final,,Scopus,2-s2.0-84906226300
"Pelton J.N., Camacho-Lara S.",7006602637;55811771200;,Introduction to satellite navigation systems,2013,Handbook of Satellite Applications,1,,,561,615,,,10.1007/978-1-4419-7671-0_10,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026718771&doi=10.1007%2f978-1-4419-7671-0_10&partnerID=40&md5=91e91abc5338d5c73a2c5f80f7c2edb1,"Centro Regional de Enseuanza de Ciencia y Tecn. del Espacio para Am. Latina y el Caribe (CRECTEALC), Luis Enrique Erro 1, Santa María Tonantzintla, Puebla, Mexico","Pelton, J.N.; Camacho-Lara, S., Centro Regional de Enseuanza de Ciencia y Tecn. del Espacio para Am. Latina y el Caribe (CRECTEALC), Luis Enrique Erro 1, Santa María Tonantzintla, Puebla, Mexico","The ""youngest"" of the major satellite applications is the field of satellite navigation. This field of measurement and ranging through the use of satellite positioning systems first started in the context of scientific research. This initial use of satellites was simply for positioning and location. These activities, that were first based on using Doppler frequency shifts as a satellite orbited above, were largely scientific and not strategic. These types of activities included geodetics (i.e., such as the measurement of continental drift over time) or the collection of scientific information and data from atmospheric land- or ocean-based sensors where the specific locations of the sensors were important. The real strides in the development of satellite navigation however came when space systems were developed for the specific purpose of precise targeting of missiles and various other types of weapon systems. The Soviet Union/Russian Federation satellite navigation system, known as GLONASS, and the US-based Navstar system - with its Global Positioning Satellite (GPS) network - developed space-based systems that provided unprecedented capabilities to determine locations on the ground or oceans with great accuracy. Early systems such as Argos that relied on Doppler shift technology were only accurate within a precision of hundreds of meters. Today's advanced satellite navigation systems, however, are accurate for measurements that can be indicated with a precision only a few meters, and within centimeters if utilizing reference stations. The fact that GPS and GLONASS satellite signals are freely available in space for all to use has spurred the development of low cost receivers for much more than strategic or military usage. Today, various types of civilian use of navigational and positioning satellites have become popular on a global basis. The latest development in application-specific integrated circuit (ASIC) chip technology has fueled the growth of applications based on the use of these precise space-based navigational and positioning systems. The availability of these highly capable but increasingly low cost chips - small enough that they could be included in handsets such as cell phones or included with the electronics available on various types of vehicles (i.e., cars, trucks, buses, trains, airplanes, ships, etc.) represented a real breakthrough. The development of specialized computer chips to perform satellite navigation calculations has increased the number of users of this technology from a relatively small population of several thousands to tens of millions. In the coming decade, the proliferation of international satellite navigation systems in orbit (i.e., US, Russian Federation, China, India, Europe, Japan) plus the continued development of ever lower cost of satellite navigation chips for receivers will continue the popular expansion of these increasingly ""easy to use"" and versatile systems. Wide and easy access to low cost consumer receivers for satellite navigation services strongly suggests that this trend of expanded use will continue to surge. Thus, within a decade, use of these devices will increase to the hundreds of millions if not billions of people. Atomic clocks with incredible temporal precision today allow satellite navigation systems to be used by military organization, governmental geospatial scientists, and scientists to determine locations with great accuracy. But these applications are now just a small fraction of total usage. The deployment of the new international satellite navigational systems and smaller and lower cost ground receivers, will support an ever- increasing civilian consumer market for an ever-expanding range of everyday applications. These consumer applications include driving a vehicle to a desired location, safely sailing a boat, going mountain climbing or hiking without getting lost, or simply finding out where you are within a city. The precise time keeping ability of today's satellite navigation systems also means that these spacecraft can also serve as a global timekeeper for computers and scientific experiments. The time stamp from a satellite navigation satellite can also be used not only for scientific or regulatory purposes but for other applications such as security and banking systems as well. These satellites are also used to support the synchronization needs of communications satellites. In short, navigation and positioning satellites have also become in many ways the world's timekeeper.1 The official US discontinuation of the so-called ""selective availability"" feature for the Navstar satellite system has accelerated the use of the GPS network for highly sensitive applications such as assisting in the takeoff and landing of aircraft. The fact that selective availability could be reactivated has nevertheless been one of the concerns and invoked reasons why other countries have now proceeded to develop and launch their own satellite navigation systems. In short, when nations believe that certain space infrastructure represents a strategic asset, there is a strong motivation to deploy such a system rather than depending on other nations to own and operate such networks. © Springer Science+Business Media New York 2013.",Argos; Chinese BeiDou navigation satellite system; Chinese compass navigation satellite; Doppler shift; European galileo navigation satellite system; European space agency; Global navigation satellite system (GLONASS); Global navigation satellite system (GNSS); Global positioning satellite system (GPS); Indian regional navigation satellite system (IRNSS); International committee on GNSS (ICG); Japan aerospace exploration agency (JAXA); Japanese quasi-zenith satellite system; Japanese regional navigation satellite system; National aeronautical and space administration (NASA); Navstar; Ranging; Selective availability; UNISPACE III,Air navigation; Communication satellites; Costs; Doppler effect; Fighter aircraft; Location; Mobile phones; NASA; Orbits; Radio navigation; Range finding; Satellite communication systems; Satellites; Space flight; Telemedicine; Telephone sets; Tracking (position); Argos; Beidou navigation satellite systems; European Space Agency; Global Navigation Satellite Systems; Global positioning satellite systems; International committee on GNSS (ICG); Japan Aerospace Exploration Agency; National aeronautical and space administrations; Navigation satellites; Navigation-satellite systems; Navstar; Quasi zenith satellite system; Selective availabilities; UNISPACE III; Global positioning system,,,,,,,,,,,,"Pelton, J.N.email: peltonjoe@gmail.com",,,Springer New York,,,,,,9781441976710; 9781441976703,,,English,Handb. of Satell. Appl.,Editorial,Final,,Scopus,2-s2.0-85026718771
"Bennett S., Barker T.",57198384580;7103052182;,Live peer marking for HCI design education,2012,"Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012",,, 6360361,H4C1,H4C10,,1.0,10.1109/TALE.2012.6360361,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84871509793&doi=10.1109%2fTALE.2012.6360361&partnerID=40&md5=044038917d53b9010b3b63aaaf79c333,"Department of Computer Science, University of Hertfordshire, Hatfield, United Kingdom","Bennett, S., Department of Computer Science, University of Hertfordshire, Hatfield, United Kingdom; Barker, T., Department of Computer Science, University of Hertfordshire, Hatfield, United Kingdom","The authors describe the use of Electronic Voting Systems for peer assessment of multimedia artifacts in order that students internalize the criteria for good visual design, usability, robustness and information architecture. Students present their artifacts, and mark each other's and previous cohorts' artifacts. We argue that the ""live"" nature of such peer evaluation causes a profound level of reflection in the understanding of the criteria as well as calibrating individuals' responses to those of their tutors and peers. We therefore believe it is likely to be even more effective than traditional peer assessment. We make tentative conclusions in terms of effect on student attainment as well as some suggestions of the cognitive processes triggered by such methods. © 2012 IEEE.",electronic voting systems; multimedia design; peer assessment,Cognitive process; Electronic voting systems; HCI design; Information architectures; Peer assessment; Peer evaluations; Visual design; Engineering education; Knowledge management; Students; Voting machines,,,,,,,,,,,"Topping, K., Peer assessment between students in colleges and universities (1998) Review of Educ. Research, 68 (3), pp. 249-276. , Fall; Falchikov, N., Goldfinch, J., Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks (2000) Review of Educ. Research, 70 (3), pp. 287-322. , Fall; Hamer, J., Peer assessment using Aropä Proc. 9th Australasian Conf. Comp. Educ., Ballarat, Australia, 2007, pp. 43-54; Sitthiworachart, J., Joy, M., Computer support of effective peer assessment in an undergraduate programming class (2008) J. Comput. Assisted Learning, 24 (15), pp. 217-231. , Jun; Walker, R., Barwell, G., Click or clique? Using educational technology to address students' anxieties about peer evaluation (2009) Int. J. Scholarship of Teaching & Learning, 3 (1). , Jan; Räihä, K.J., Observations on peer evaluation using clickers (2007) Interaction Design and Architecture(s) J., 3-4, pp. 127-134. , Winter Spring; Orsmond, P., The importance of marking criteria in peer assessment (1996) Assessment and Evaluation in Higher Educ., 21 (3), pp. 239-249; Stefani, L., Assessment in partnership with learners (1998) Assessment & Evaluation in Higher Educ., 23 (4), pp. 339-350; Bennett, S., Barker, T., Using peer assessment and electronic voting to improve practical skills in first year undergraduates Int. Conf. Computer Aided Assessment, Southampton, UK, 2012, , presented at","Bennett, S.; Department of Computer Science, University of Hertfordshire, Hatfield, United Kingdom; email: s.j.bennett@herts.ac.uk",,IEEE Education Society,,"1st IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2012",20 August 2012 through 23 August 2012,Hong Kong,94597.0,,9781467324182,,,English,"Proc. IEEE Int. Conf. Teach., Assess., Learn. Eng., TALE",Conference Paper,Final,,Scopus,2-s2.0-84871509793
"Wuryandari A.I., Wijaya R.",35175115400;55386772200;,Gathering information realtime and anywhere (GIRA) using an ANN algorithm,2012,"Proceedings of the 2012 International Conference on System Engineering and Technology, ICSET 2012",,, 6339331,,,,1.0,10.1109/ICSEngT.2012.6339331,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84871140703&doi=10.1109%2fICSEngT.2012.6339331&partnerID=40&md5=30609b9bc373cb125fb245480650c002,"School of Electrical Engineering and Informatics, Bandung Institute of Technology, Ganesa Street 10, Bandung 40132, Indonesia","Wuryandari, A.I., School of Electrical Engineering and Informatics, Bandung Institute of Technology, Ganesa Street 10, Bandung 40132, Indonesia; Wijaya, R., School of Electrical Engineering and Informatics, Bandung Institute of Technology, Ganesa Street 10, Bandung 40132, Indonesia","By using mobile technology applications and content based image retrieval are integrated with Location Based Services, created an app called ""Actual Mobile Application for Tourist Guide"" that can be used as a guide in realtime and actual tourists and can also be used as an alternative media for the promotion or advertisements from companies engaged in tourism, such as hotels, restaurants, or travel agent. This application has the potential to be a killer application in the world of mobile applications. The handset is a smart phone that is used with the Windows Phone OS. On the handset will be there making frames for processing in realtime using the SIFT algorithm is then processed using an algorithm ANN (Artificial Neural Network) to finally matching it with the existing ANN results on mobile phones as well as on the server. First Mobile will detect its presence by using GPS. Once detected the place, it will be given training outcomes data from the database to the phone, according to the radius of the place of its existence. © 2012 IEEE.",content-based image retrieval; Location Based Services; mobile application; realtime; smart phone,ANN (artificial neural network); ANN algorithm; Content based image retrieval; Killer-application; Mobile applications; Mobile Technology; Real time; Tourist guides; Travel agents; Content based retrieval; Location based services; Mobile devices; Neural networks; Smartphones; Systems engineering; Telephone sets; Algorithms,,,,,,,,,,,"Wuryandari, A.I., Prihatmanto, A.S., Gathering Information Realtime and Anywhere (GIRA) (2011) Proceeding of the 2011 International Conference on Electrical Engineering and Informatics (ICEEI 2011), , IEEE, Bandung, Indonesia, 17-19 July; Braitner, M., Market Development of Mobile Device Classes and Operating Systems (2006) Seminar on Mobile Business, Institute for Information Systems Research, , LV 71407 Winter term; Grün, C., Assisting Tourists on the Move - An Evaluation of Mobile Tourist Guides 7th International Conference on Mobile Business, 2008; Cena, F., Integrating Heterogeneous Adaptation Techniques to Build A Flexible and Usable Mobile Tourist Guide, , Universita' di Torino,Torino, Italy; Ramkumar, G.D., Image recognition as a Method for Opt-in and Applications for Mobile Marketing SnapTell White Paper; Axup, J., Viller, S., (2005) Augmenting Travel Gossip: Design for Mobile Communitie, , ITEE, University of Queensland, Australasian CRC for Interaction Design (ACID), Queensland, Australia; Mooser, J., Wang, L., You, S., Neumann, U., An Augmented Reality Interface for Mobile Information; Lowe, D.G., Object Recognition Using SIFT Proc. of the International Conference on Computer Vision, Corfu, Sept. 1999; Buriano, L., Exploiting Social Context Information in Context-Aware Mobile Tourism Guides, , Telecom Italia - Innovation & Engineering Services, Torino, Italy; Biuk-Aghai, R.P., (2004) MacauMap: Next Generation Mobile Traveling Assistant, , Department of Computer and Information Science, Faculty of Science and Technology, University of Macau, Macau S.A.R., China; Bakken, T., An evaluation of the SIFT algorithm for CBIR (2007) Telenor R&I Research Note 30","Wuryandari, A.I.; School of Electrical Engineering and Informatics, Bandung Institute of Technology, Ganesa Street 10, Bandung 40132, Indonesia; email: aciek@lskk.ee.itb.ac.id",,IEEE Computer Society - Indonesian Chapter;IEEE Electron Devices Education Signal Processing and;Power and Energy System,,"2012 International Conference on System Engineering and Technology, ICSET 2012",11 September 2012 through 12 September 2012,Bandung,94443.0,,9781467323765,,,English,"Proc. Int. Conf. Syst. Eng. Technol., ICSET",Conference Paper,Final,,Scopus,2-s2.0-84871140703
"Jagar M., Petrović J., Pale P.",55522660100;35366823500;7003351980;,AuResS: The audience response system,2012,Proceedings Elmar - International Symposium Electronics in Marine,,, 6338498,171,174,,10.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84871092241&partnerID=40&md5=c7d03e53216e77043fbaf96215f65814,"Department of Electronic Systems and Information Processing, University of Zagreb, Faculty of Electrical Engineering and Computing, Unska 3, HR-10000 Zagreb, Croatia","Jagar, M., Department of Electronic Systems and Information Processing, University of Zagreb, Faculty of Electrical Engineering and Computing, Unska 3, HR-10000 Zagreb, Croatia; Petrović, J., Department of Electronic Systems and Information Processing, University of Zagreb, Faculty of Electrical Engineering and Computing, Unska 3, HR-10000 Zagreb, Croatia; Pale, P., Department of Electronic Systems and Information Processing, University of Zagreb, Faculty of Electrical Engineering and Computing, Unska 3, HR-10000 Zagreb, Croatia","Classroom response systems (CRSs) present a class of tools which can enhance interactivity not just during the process of classroom teaching, but during lecturing in general. CRSs can provide the lecturer with valuable information about how the audience is following his lecture, based on which he can adapt the course of the lecture or correct misunderstood concepts as they are detected. AuResS, a web-based audience response system designed to be simple, yet maximize the amount of information obtained by the lecturer and enable its export for later analysis, is presented in this paper. © 2012 ELMAR (Electronics in Marines).",Assessment; Audience Response System; Classroom Interactivity; Classroom Response System; Educational Technology,Amount of information; Assessment; Classroom teaching; Educational technology; Interactivity; Response systems; Teaching,,,,,,,,,,,"Murphy, E., Has the mass lecture still got a place in university teaching? (1998) Proceedings of the 7th Annual Teaching Learning Forum, the University of Western Australia, pp. 228-232. , Black, B. and Stanley, N. (Eds), Teaching and Learning in Changing Times, 228232. Perth: UWA., February; Su, B., Bonk, C., Magjuka, R., Liu, X., Lee, S.-H., The importance of interaction in web-based education: A program-level case study of online MBA courses (2005) Journal of Interactive Online Learning, 4 (1), pp. 1-19; Dennen, V.P., Aubteen Darabi, A., Smith, L.J., Instructor-Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction (2007) Distance Education, 28 (1), pp. 65-79; Markett, C., Sánchez, I.A., Weber, S., Tangney, B., Using short message service to encourage interactivity in the classroom (2006) Computers & Education, 46 (3), pp. 280-293. , April; Siau, K., Sheng, H., Nah, F.F.-H., (2006) Use of A Classroom Response System to Enhance Classroom Interactivity, , Management Department Faculty Publications, August; Wang, M.C., Haertel, G.D., Walberg, H.J., What Influences Learning? A Content Analysis of Review Literature (1990) Journal of Educational Research, 84 (1), pp. 30-38; Haseman, W.D., Nuipolatoglu, V., Ramamurthy, K., An Empirical Investigation of the Influences of the Degree of Interactivity on User-Outcomes in a Multimedia Environment (2002) Information Resources Management Journal, 15 (2), pp. 31-48; Black, P., Wiliam, D., Inside the Black Box: Raising Standards Through Classroom Assessment (1998) Phi Delta Kappan, 80 (2), pp. 139-144; Steinert, L.S., Snell, Y., Interactive lecturing: Strategies for increasing participation in large group presentations (1999) Medical Teacher, 21 (1), pp. 37-42. , January; Wessels, A., Fries, S., Horz, H., Scheele, N., Effelsberg, W., Interactive lectures: Effective teaching and learning in lectures using wireless networks (2007) Comput. Hum. Behav., 23 (5), pp. 2524-2537. , September; VanDeGrift, T., Wolfman, S.A., Yasuhara, K., Anderson, R.J., (2002) Promoting Interaction in Large Classes with A Computer-Mediated Feedback System, , University of Washington, CS&E; Fies, C., Marshall, J., Classroom Response Systems: A Review of the Literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109. , March; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827. , November; DeBourgh, G.A., Use of classroom 'clickers' to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8 (2), pp. 76-87. , March; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-20. , March; Martyn, M., Clickers in the Classroom: An Active Learning Approach (2007) EDUCAUSE Quarterly, 30 (2), pp. 71-74; Efstathiou, N., Bailey, C., Promoting active learning using Audience Response System in large bioscience classes (2012) Nurse Education Today, 32 (1), pp. 91-95. , January; Clauson, K.A., Alkhateeb, F.M., Singh-Franco, D., Concurrent Use of an Audience Response System at a Multi-Campus College of Pharmacy (2012) Am J Pharm Educ, 76 (1). , February; Scornavacca, E., Marshall, S., TXT-2-LRN: Improving students' learning exper ience in the classroom through interactive SMS (2007) 40th Annual Hawaii International Conference on System Sciences, 2007. HICSS 2007, pp. 5-5; Scornavacca, E., A Two-Year Analysis of Students' Learning Experience Using Interactive SMS in the Classroom (2009) Eighth International Conference on Mobile Business, pp. 110-114; Narayanan, S., Musthafa, Y.B., (2006) Question SMS - SMS Based Student Feedback System, , National University of Singapore; E Costa, J.C., Ojala, T., Korhonen, J., Mobile lecture integration: Making technology and learning click (2008) IADIS International Conference Mobile Learning 2008, pp. 119-124; Lam, S.L., Wong, K., Mohan, J., Dongyan, X., Lam, P., Classroom communication on mobile phones - First experiences with web-based 'clicker' system (2011) Proceedings Ascilite 2011 Hobart, pp. 763-777. , December; Maier, H.R., Student participation in lectures using mobile phones (2009) Proceedings of the 20th AAEE Australasian Association for Engineering Education Conference: Engineering the Curriculum, Held at Adelaide University, pp. 43-48. , December; Mantoro, T., Ayu, M.A., Habul, E., Khasanah, A.U., Survnvote: A free web based audience response system to support interactivity in the classroom (2010) IEEE Conference on Open Systems, pp. 34-39; (2012) Mobile Internet & Smartphone Adoption New Insights into Consumer Usage of Mobile Devices, the Shift to Smartphones & the Emergence of Tablets, , Ipsos MediaCT Germany, January","Jagar, M.; Department of Electronic Systems and Information Processing, University of Zagreb, Faculty of Electrical Engineering and Computing, Unska 3, HR-10000 Zagreb, Croatia",,TANKERSKA PLOVIDBA;OiV - Transmitters and Communications;HRT - Croatian Radio and Television;IEEE Region 8;IEEE Croatia Section,,54th International Symposium ELMAR-2012,12 September 2012 through 14 September 2012,Zadar,94435.0,13342630,9789537044138,,,English,Proc. Elmar Int. Symp. Electron. Mar.,Conference Paper,Final,,Scopus,2-s2.0-84871092241
"Miller F., Desilva E.H., Liang J.",53880299200;55617193900;55531250100;,Will texting help student learning? A case study of using mobile devices in university classrooms,2012,"Proceedings - Frontiers in Education Conference, FIE",,, 6462273,,,,,10.1109/FIE.2012.6462273,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874727129&doi=10.1109%2fFIE.2012.6462273&partnerID=40&md5=84b8758208c89ebef40c2112efe1948c,"School of Business, Worcester Polytechnic Institute, Worcester, MA 01609, United States; Academic Technology Center, Worcester Polytechnic Institute, Worcester, MA 01609, United States; Department of Mechanical Engineering, Worcester Polytechnic Institute, Worcester, MA 01609, United States","Miller, F., School of Business, Worcester Polytechnic Institute, Worcester, MA 01609, United States; Desilva, E.H., Academic Technology Center, Worcester Polytechnic Institute, Worcester, MA 01609, United States; Liang, J., Department of Mechanical Engineering, Worcester Polytechnic Institute, Worcester, MA 01609, United States","The use of Student Response Systems (SRS) has been shown to increase student attendance, participation, and learning. Prevailing systems at universities are typically SRS that require installation of software by the university and purchasing of 'clickers'. Thus, the adoption of SRS usually requires a sizable initial investment. Given the diffusion of mobile phones and wide-spread use of mobile technology by students, the possibility of using them as a cost-effective alternative to clickers is attracting more attention. The emergence of audience response systems hosted in the cloud instead of being physically connected to a computer triggered WPI faculty and staff to explore the use of mobile technology as a response tool through Poll Everywhere. First, we present our motivations for adopting this technology (limited clicker supply, desire for open-ended response option, etc.). Second, using our experience in the classroom and findings from extant literature, we make suggestions related to course design to enable faculty to take full advantage of cloud-based SRS. We evaluate whether students concur with our perceived benefits of Poll Everywhere in terms of ease of use and facilitation of learning. We close with discussion and suggestions for future research. © 2012 IEEE.",clickers; feedback; mobile devices; mobile learning; Student response systems,Audience response systems; clickers; Cloud-based; Course design; Ease-of-use; Mobile Learning; Mobile Technology; Open-ended response; Perceived benefits; Student attendances; Student learning; Student-response system; Texting; University classrooms; Curricula; Distributed computer systems; E-learning; Feedback; Mobile devices; Students; Surveys; Teaching; Interactive computer systems,,,,,,,,,,,"Chen, J.C., Whittinghall, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) Journal of Engineering Education, 99, pp. 159-168; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys, 69, pp. 970-977; Mehta, S.I., A method for instant assessment and active learning (1995) Journal of Engineering Education, 84, pp. 295-298; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6, pp. 9-20; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers and Education, 53, pp. 819-827; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) Annual Meeting of the American Educational Research Association, , San Diego, CA; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11, pp. 43-57; (2012) Millenials: Confident. Connected. Open to Change, , http://pewresearch.org/millennials/, Pew Research 2010 Center. Pew Internet & American Life Project. Accessed: February 10; Dahlstrom, E., De Boor, T., Grunwald, P., Vockley, M., National study of undergraduate students and information technology (2012) Educause Center for Applied Research, , http://www.educause.edu/ecar, Accessed: March 27 2011; Jones, C., Shao, B., The net generation and digital natives: Implications for higher education (2011) Higher Education Academy, , York, UK; Churches, A., (2009) Bloom's Digital Taxonomy, , http://edorigami.wikispaces.com/Bloom%27s+-+Introduction, Accessed: March 5; (2012) Designing Good Questions, , http://ocio.osu.edu/elearning/toolbox/depth/clickers/teaching-with- clickers/designing-good-questions/, The Ohio State University Accessed: March 28; Cummings, R.J., Hsu, M., The effects of student response systems on performance and satisfaction: An investigation in a tax accounting class (2007) Journal of Teaching and Learning, 4, pp. 21-26; Kaleta, R., Joosten, T., Student response systems: A university of wisconsin system study of clickers (2007) EDUCAUSE Research Bulletin, 2007, pp. 1-12; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6, pp. 29-41; Crews, T.B., Ducate, L., Rathel, J.M., Heid, K., Bishoff, S.T., Clickers in the classroom: Transforming students into active learners (2011) EDUCAUSE Research Bulletin, 9; Markett, C., Sanchez, I.A., Weber, S., Tangney, B., Using short message service to encourage interactivity in the classroom (2006) Computers and Education, 46, pp. 280-293","Miller, F.; School of Business, Worcester Polytechnic Institute, Worcester, MA 01609, United States",,IEEE Education Society;ASEE Educational Research and Methods Division;IEEE Computer Society,,"42nd Annual Frontiers in Education Conference, FIE 2012",3 October 2012 through 6 October 2012,"Seattle, WA",95878.0,15394565,9781467313513,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84874727129
"Riehl J., Hamlin B.",18038367800;6603153422;,Work in progress: Who answered first? - A trivia game utilizing timed electronic classroom response systems,2012,"Proceedings - Frontiers in Education Conference, FIE",,, 6462440,,,,,10.1109/FIE.2012.6462440,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874744102&doi=10.1109%2fFIE.2012.6462440&partnerID=40&md5=e4d090fadd0920f1995f57ef2b471dea,"Engineering Fundamentals, Michigan Technological University, Houghton, MI, United States","Riehl, J., Engineering Fundamentals, Michigan Technological University, Houghton, MI, United States; Hamlin, B., Engineering Fundamentals, Michigan Technological University, Houghton, MI, United States","Currently, classroom response systems (CRS) are being integrated into an increasing number of university courses. One of the least pursued usages of CRS is the ability to capture speed of student responses. Many of these systems produce a dynamic comma-separated value (CSV) file that presents all of this information in a database that can then be tapped for various uses. The system described in this paper combines the i>Clicker CRS, Mathworks MATLAB, and Microsoft PowerPoint to create an interactive trivia game for use in the classroom. The current implementation is used as an exam review in two first-year fundamentals of engineering courses at the university level. © 2012 IEEE.",classroom applications; classroom games; classroom response systems; classroom technology; clickers; trivia,classroom games; Classroom response systems; Classroom technology; clickers; trivia; Technical presentations; Teaching,,,,,,,,,,,"(2011) Natick, , MATLAB version 7.13 (R2011b) Massachusetts: The MathWorks Inc; (2010) Microsoft PowerPoint Version 14, , Redmond, Washington: Microsoft Corporation; (2011) Clicker Version 6.1, , Lundon, England Macmillan Publishers Ltd","Riehl, J.; Engineering Fundamentals, Michigan Technological University, Houghton, MI, United States; email: riehlj@mtu.edu",,IEEE Education Society;ASEE Educational Research and Methods Division;IEEE Computer Society,,"42nd Annual Frontiers in Education Conference, FIE 2012",3 October 2012 through 6 October 2012,"Seattle, WA",95878.0,15394565,9781467313513,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84874744102
"Murray P.B., Rossiter J.A., Panoutsos G.",55552196500;7103035939;24448658400;,"Promoting the use of clickers across a whole engineering faculty: How, why and is it worth it?",2012,"EE 2012 - International Conference on Innovation, Practice and Research in Engineering Education, Conference Proceedings",,,,,,9.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872125625&partnerID=40&md5=2f35a9a9228bd6aaaf667632fbe34a48,"University of Sheffield, United Kingdom","Murray, P.B., University of Sheffield, United Kingdom; Rossiter, J.A., University of Sheffield, United Kingdom; Panoutsos, G., University of Sheffield, United Kingdom","The use of electronic response systems (ERS) in lectures is well publicised and the benefits are well known. However, this technology is rarely used in day to day lecturing because the logistical obstacles such as booking response devices, distribution and collection during lectures and software availability in standard lecture theatres, outweigh the benefits for all but exceptional circumstances. Consequently, the faculty of engineering at Sheffield undertook a project with the main aim of removing these obstacles and thus obtain the advantages of ERS across the whole curriculum. This paper will consider several linked aspects and offers differing insights from authors covering different departments and roles. First, how to ensure that all students have a clicker, or response device, with them during lectures. Second, how to support staff so that they can use the technology with the minimum of preparation or forward planning; this includes issues such as availability of software and hardware receivers. Finally, it will evaluate the project in terms of its impact on the student experience, student learning and staff perceptions. Copyright © 2012, September.",,Electronic response systems; Engineering faculty; Sheffield; Software availability; Staff perceptions; Student learning; Support staff; Availability; Curricula; Students; Teaching; Engineering education,,,,,,,,,,,"Rogers Model for the Adoption and Diffusion of Innovations, , http://www.valuebasedmanagement.net/ methods_rogers_innovation_adoption_curve.html, [Accessed 04/04/2012]; Cranston, G., Lock, G., Who wants to be an aerospace engineer? Use of an audience response system to stimulate student learning in engineering lectures (2010) Engineering Education, 5 (1), pp. 23-29; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, p. 8194; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Laws, E., Motivating students using in-class question sessions (2007) International Conference on Engineering Education, , Coimbra; Nortcliffe, A.L., Middleton, A., Blending the engineer's learning environment through the use of audio (2008) Engineering Education 2008 Conference; Ramachandran, J., Haas, O.C.L., Improving the learning experience for the first year engineering students using technology enabled activity led learning (2010) Engineering Education Conference; Rossiter, J.A., Barriers and enablers to implementing mathematics and statistics support (2008) MSOR Connections, 8 (2), pp. 33-37; Rossiter, J.A., Gray, L., Using teamwork to engage students and manage transition (2012) Engineering Education Journal, , to appear; Russell, M., Using an electronic voting system to enhance learning and teaching (2008) Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre, 3 (2), pp. 58-65; Thorton, H., Groefsema, M., Students perceptions on the use of an electronic voting system (2006) HEA Annual Conference","Murray, P.B.; University of SheffieldUnited Kingdom; email: p.b.murray@shef.ac.uk",,,,"International Conference on Innovation, Practice and Research in Engineering Education, EE 2012",18 September 2012 through 20 September 2012,Coventry,94845.0,,9781907632167,,,English,"EE - Int. Conf. Innov., Pract. Res. Eng. Educ., Conf. Proc.",Conference Paper,Final,,Scopus,2-s2.0-84872125625
"Llamas-Nistal M., Caeiro-Rodriguez M., Gonzalez-Tato J.",9270485400;9270485300;55091136000;,Web-based Audience Response System using the educational platform called BeA,2012,"2012 International Symposium on Computers in Education, SIIE 2012",,, 6403205,,,,15.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873201645&partnerID=40&md5=bbc60fd2ce63b6812df0066a6f3f8a3a,"Departamento de Enxeñería de Telemática, E.E. de Telecomunicación, Universidade de Vigo, Spain","Llamas-Nistal, M., Departamento de Enxeñería de Telemática, E.E. de Telecomunicación, Universidade de Vigo, Spain; Caeiro-Rodriguez, M., Departamento de Enxeñería de Telemática, E.E. de Telecomunicación, Universidade de Vigo, Spain; Gonzalez-Tato, J., Departamento de Enxeñería de Telemática, E.E. de Telecomunicación, Universidade de Vigo, Spain","Nowadays, the Audience Response Systems (ARS or Classroom Response Systems) are integrated in classes in order to improve attendance and student participation. This article presents the current trend of using Web 2.0 to provide ARS systems and our efforts to create an ARS on our learning platform. We have created a dedicated Web form for use by students as a remote control device, which can be operated from an electronic device with a Web browser (eg, laptops, tablets or smart phones). With our approach, teachers can create and control the questions from their session on the learning platform and make in-class surveys or questionnaires and check the answers on the spot. © 2012 UOLS.",audience response system; educational technology; formative learning; in-class participation; learning platform,Educational technology; formative learning; in-class participation; Learning platform; Response systems; Laptop computers; Surveys; World Wide Web; Students,,,,,,,,,,,"Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-101; Audience Response System, Poll Everywhere, , http://www.polleverywhere.com, Text Message (SMS) Polls and Voting, Visited: 2012/05/07; Classroom Response System-Top Hat Monocle, , http://www.tophatmonocle.com/, Visited: 2012/05/07; My Answer Your Answer, , http://mayaars.tumblr.com/, Visited: 2012/05/07; Audience Response System-Turning Technologies, , http://www.turningtechnologies.com/, Visited: 2012/05/07; http://www.iclicker.com/, Visited: 2012/05/07; http://www.iclicker.com/Products/webclicker/, Visited: 2012/05/07; Interactive Activities Using Clickers, Smartphones, and Laptops, , http://www.clickerschool.com, Visited: 2012/05/07; http://www.google.com/ig, Visited: 2012/05/07; Llamas-Nistal, M., Caeiro-Rodríguez, M., González-Tato, J., Álvarez-Osuna, J., Towards a Collection of Gadgets for an iGoogle e-learning platform (2012) EDUCON 2012, , Marrakesh, Marocco 17-20 April; http://www.role-widgetstore.eu, Visited: 2012/05/07; González-Tato, J., Llamas-Nistal, M., Caeiro-Rodríguez, M., Álvarez-Osuna, J., Implementando un PLE con gadgets de iGoogle ICEM-SIIE 2011 Old Meets New-Media in Education, , ISBN: 978-972-789-347-8; http://imsglobal.org/question/, Visited: 2012/05/07; http://docs.opensocial.org/display/OS/Home, Visited: 2012/05/07; Estévez-Villaverde, D., Llamas-Nistal, M., Sistema de Edición y Evaluación de ExÁmenes Conference Proceedings TICAI 2007-TICs Para El Aprendizaje de la Ingeniería, pp. 101-108. , ISBN: 978-84-8158-380-9; Llamas-Nistal, M., Caeiro-Rodríguez, M., González-Tato, J., Álvarez-Osuna, J., Work in progress: Using mobile phones to accomplish an audience response system with igoogle home page (2012) Frontiers in Education Conference FIE 2012-Soaring to New Heights in Engineering Education, , Seattle, Washington-October 3-6; Same Origin Policy-Web Security, , http://www.w3.org/Security/wiki/Same-Origin-Policy, Visited: 2012/06/0","Llamas-Nistal, M.; Departamento de Enxeñería de Telemática, E.E. de Telecomunicación, Universidade de Vigo, Spain; email: martin@det.uvigo.es",,,,"2012 International Symposium on Computers in Education, SIIE 2012",29 October 2012 through 31 October 2012,Andorra la Vella,95181.0,,9788493981471,,,English,"Int. Symp. Comput. Educ., SIIE",Conference Paper,Final,,Scopus,2-s2.0-84873201645
"Neves R.G., Teodoro V.D.",7006779895;36100866500;,Improving science and mathematics education with computational modelling in interactive engagement environments,2012,AIP Conference Proceedings,1479,1,,1806,1809,,3.0,10.1063/1.4756529,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84883107602&doi=10.1063%2f1.4756529&partnerID=40&md5=026cf08386040f95bd79dd408f9dfdb1,"Unidade de Investigação Educação e Desenvolvimento (UIED), Departamento de Ciências Sociais Aplicadas (DCSA), Universidade Nova de Lisboa (FCT/UNL), Portugal","Neves, R.G., Unidade de Investigação Educação e Desenvolvimento (UIED), Departamento de Ciências Sociais Aplicadas (DCSA), Universidade Nova de Lisboa (FCT/UNL), Portugal; Teodoro, V.D., Unidade de Investigação Educação e Desenvolvimento (UIED), Departamento de Ciências Sociais Aplicadas (DCSA), Universidade Nova de Lisboa (FCT/UNL), Portugal","A teaching approach aiming at an epistemologically balanced integration of computational modelling in science and mathematics education is presented. The approach is based on interactive engagement learning activities built around computational modelling experiments that span the range of different kinds of modelling from explorative to expressive modelling. The activities are designed to make a progressive introduction to scientific computation without requiring prior development of a working knowledge of programming, generate and foster the resolution of cognitive conflicts in the understanding of scientific and mathematical concepts and promote performative competency in the manipulation of different and complementary representations of mathematical models. The activities are supported by interactive PDF documents which explain the fundamental concepts, methods and reasoning processes using text, images and embedded movies, and include free space for multimedia enriched student modelling reports and teacher feedback. To illustrate, an example from physics implemented in the Modellus environment and tested in undergraduate university general physics and biophysics courses is discussed. © 2012 American Institute of Physics.",computational modelling; Interactive engagement environments; Learning and teaching; Science and mathematics education,,,,,,,,,,,,"McDermott, L., Redish, E., (1999) American Journal of Physics, 67, pp. 755-767; Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., Dehaan, R., Gentile, J., Wood, W., (2005) Science, 304, pp. 521-522; Blum, W., Galbraith, P., Henn, H.-W., Niss, M., (2007) Modelling and Applications in Mathematics Education, , Springer, New York; Meltzer, D., Thornton, R., (2012) American Journal of Physics, 80, pp. 478-496; Mintzes, J., Wandersee, J., Novak, J., (2005) Teaching Science for Understanding: A Human Constructivist View, , Elsevier Academic Press, Burlington; Neves, R., Teodoro, V., (2010) Journal Mathematical Modelling and Application, 1, pp. 2-15; Neves, R., Silva, J., Teodoro, V., Improving learning in science and mathematics with exploratory and interactive computational modelling (2011) International Perspectives on the Teaching and Learning of Mathematical Modelling, 1, pp. 331-341. , ICTMA14-Trends in Teaching and Learning of Mathematical Modelling, edited by G. Kaiser, W. Blum, R. Borromeo-Ferri, and G. Stillman, Springer, Dordrecht; Teodoro, V., Neves, R., (2011) Computer Physics Communications, 182, pp. 8-10; Bliss, J., Ogborn, J., (1989) Journal of Computer Assisted Learning, 5, pp. 37-50; Schwartz, J., (2007) Models, Simulations, and Exploratory Environments: A Tentative Taxonomy, pp. 161-172. , Foundations for the Future in Mathematics Education, edited by R. Lesh, E. Hamilton, and J. Kaput, Lawrence Erlbaum Associates, Mahwah; Gould, H., Tobochnik, J., Christian, W., (2007) An Introduction to Computer Simulation Methods: Applications to Physical Systems, , Addison-Wesley, San Francisco; Chabay, R., Sherwood, B., (2008) American Journal of Physics, 76, pp. 307-313; Papert, S., (1980) Computers and Powerful Ideas, Basic Books, , Mindstorms: Children, New York; Disessa, A., (2000) Changing Minds: Computers, Learning and Literacy, , MIT Press, Cambridge; Christian, W., Belloni, M., (2004) Physlet Physics: Interactive Illustrations, Explorations, and Problems for Introductory Physics, , Prentice Hall, Upper Saddle River; Christian, W., Esquembre, F., (2007) The Physics Teacher, 45, pp. 475-480; Wieman, C., Perkins, K., Adams, W., (2008) American Journal of Physics, 76, pp. 393-399; Heck, A., Kadzierska, E., Ellermeijer, T., (2009) Journal of Computers in Mathematics and Science Teaching, 28, pp. 147-161","Unidade de Investigação Educação e Desenvolvimento (UIED), Departamento de Ciências Sociais Aplicadas (DCSA), Universidade Nova de Lisboa (FCT/UNL)Portugal",,"Eur. Soc. Comput. Methods Sci., Eng. Technol. (ESCMSET);The R. M. Santilli Foundation",,"International Conference of Numerical Analysis and Applied Mathematics, ICNAAM 2012",19 September 2012 through 25 September 2012,Kos,,0094243X,9780735410916,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84883107602
Krumsvik R.,15062963800;,Feedback clickers in plenary lectures: A new tool for formative assessment?,2012,Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms: Future Proofing Education,9789400726420,,,191,216,,3.0,10.1007/978-94-007-2642-0_12,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84931462662&doi=10.1007%2f978-94-007-2642-0_12&partnerID=40&md5=161cb173bf1ee1f53cd31ba9ef63c82a,"Department of Education, Faculty of Psychology, University of Bergen, Bergen, Norway","Krumsvik, R., Department of Education, Faculty of Psychology, University of Bergen, Bergen, Norway","This article focuses on if, and eventually how, feedback clickers (TurningPoint®) can be used to overcome some of the challenges lecturers have in large plenary lectures. The Bologna-process, new standards for national curricula, increasing diversity among university students and the digital revolution have changed some of the underlying premises for teaching and learning in today's universities. New policy documents, research and experiences from the university field suggest that there is a potential to develop plenary lectures in light of new technology and more updated teaching methods. A new concept, digital didactics, is underpinning this time of upheaval and this explorative case study describes how bachelor students in large plenary lectures experience the use of feedback clickers from their points of view. This explorative case study consist of surveys, live surveys, observations and document studies and shows that the students feel quite positively towards several of the areas focused on in the study. In particular, the feedback clickers have the potential to enhance interactivity, attention and reflection, as well as provide feedback, which seem to be of great value for the students in the study. One of the implications of this article is that good planning, the use of feedback clickers and multimodality in plenary lectures seem to overcome some of the well-known challenges in plenary lectures and strengthen the possibility for formative assessment. © 2012 Springer Science +Business Media B.V. All rights reserved.",,,,,,,,,,,,,"Almås, A.G., Krumsvik, R., Digital literate teachers in leading edge schools in Norway (2007) Journal of In-service Education, 33 (4), pp. 479-497; Almås, A.G., Krumsvik, R., Teaching in technology-rich classrooms: Is there a gap between teachers' intentions and ICT practices? (2008) Research in Comparative and International Education, 3 (2), pp. 103-121; Bologna process, (1998) Ministerial Declarations and Communiqués: Sorbonne Joint Declaration, , http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/declarations_communiques.htm, Paris; Bologna process, (2005) Standards and Guidelines for Quality Assurance in the European Higher Education Area, , http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents, Helsinki: European Association for Quality Assurance in Higher Education; Bologna process, (2007) A Framework for Qualifications in the European Higher Education Area: Background Report, , http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents, Copenhagen: Ministry of Science, Technology and Innovation; Burns, R.A., Information impact and factors affecting recall (1985) The Annual National Conference on Teaching Excellence and Conference of Administrators, , May 22-25, Austin, TX; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39, pp. 8-11; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Caldwell, J., Zelkowski, J., Butler, M., Using personal response systems in the classroom (2006) WVU Technology Symposium. Morgantown, , www.math.wvu.edu/_mbutler/CompAndTechSymp.pdf, April WV; Common, E., (2008) The European Qualifications Framework for Lifelong Learning (EQF), , Luxembourg: European Common; Cue, N., A universal learning tool for classrooms? (1998) Proceedings of the First Quality in Teaching and Learning Conference, , http://celt.ust.hk/ideas/prs/pdf/Nelsoncue.pdf, December 10-12, Hong Kong SAR, China; Cutts, Q., Kennedy, G., Mitchell, C., Draper, S., Maximizing dialogue in lectures using group response systems (2004) 7th IASTED International Conference on Computer and Advanced Technology in Education, , www.dcs.gla.ac.uk/_quintin/papers/cate2004.pdf, August 16-18, Hawaii; Geertz, C., (1976) From the Native's Point of View: On the Nature of Anthropological Understanding Local Knowledge, , New York: Basic books; Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 1 (77), pp. 81-112; Hopmann, S., Riquarts, K., Starting a dialogue: A beginning conversation between didaktik and the curriculum traditions (2000) Teaching as a Reflective Practice: The German Didaktikk Tradition, pp. 3-11. , I. Westbury, S. Hopmann, & K. Riquarts Eds., London: Lawrence Erlbaum Associates; Jackson, M.H., Trees, A.R., (2003) Clicker Implementation and Assessment, , www.comm.colorado.edu/mjackson/clickerreport.htm; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4, pp. 298-310; Krumsvik, R., (2006) ICT-initiated School Development in Lower Secondary School, , Doctoral dissertation. The University of Bergen, Bergen: Allkopi; Krumsvik, R., The digital challenges of school and teacher education in Norway: Some urgent questions and the search for answers (2006) Education and Information Technologies, 3-4 (11), pp. 239-256; Krumsvik, R., (2007) Ein Modell for Digital Kompetanse for Lœrarar [A Model of Digital Competence for teachers], , Unpublished Doctoral dissertation. Bergen: UoB; Krumsvik, R., (2007) Skulen Og den Digitale Lœringsrevolusjon [The School and the Digital Learning Revolution; in Norwegian], , Oslo: Universitetsforlaget; Krumsvik, R., The emerging digital literacy among teachers in Norway: The story of one digital literate teacher (2008) New Educational Technology, pp. 105-125. , R. Kobayashi Ed., New York: Nova Science; Krumsvik, R., (2008) Teach as We Preach: Teacher Educators Professional Development in Relation to Digital Competence, , PEK-project, University of Bergen; Krumsvik, R., Almås, A.G., The digital didactic (2009) Learning in the Network Society and Digitized School, , R. Krumsvik Ed., New York: Nova; Krumsvik, R., Digital competence in the Norwegian teacher education and school (2011) Högre Utbildning, 1 (1), pp. 39-51; Kvale, S., (1996) Interviews: An Introduction to Qualitative Research Interviewing, , Thousand Oaks: Sage; Laursen, P.F., Teacher thinking and didactics: A prescriptive, rationalistic and reflective approach (1994) Teachers' Minds and Actions: Research on Teachers' Thinking and Practice, pp. s125-s136. , I. Carlgren, G. Handal, & S. Vaage Red., London: Falmer Press; Mathison, S., Why triangulate? (1988) Educational Researcher, 17 (3), pp. 13-17; Mayer, R., (2009) Multimedia Learning, , 2nd ed.. New York: Cambridge University Press; Merriam, S., (1998) Qualitative Research and Case Study Applications in Education, , San Fransisco: Jossey-Bass Publishers; Middendorf, J., Kalish, A., The ""change-up"" in lectures (1996) National Teaching and Learning Forum, 5 (2), pp. 1-5; MOK, (2006) Og Ingen Sto Igjen: Tidlig Innsats for Livslang Læring. Stortingsmelding Nr. 16, 2006-2007, , Oslo: Statens Forvaltningsteneste; MOK, (2007) Statusrapport for Kvalitetsreformen i Høgre Utdanning, , Stortingsmelding nr.7 2007-2008. Oslo: Statens forvaltningsteneste; MOK, (2010) Kvalifikasjonsrammeverket for Høgere Utdanning, , http://www.regjeringen.no/nb/dep/kd/tema/hoyere_utdanning/nasjonaltkvalifikasjonsrammeverk.html?id=564809, Oslo: Statens Forvaltningsteneste; NIFU-Step, (2007) Evaluering Av Kvalitetsreformen. Revidert Prosjektbeskrivelse, , Oslo: NIFU-Step; NOKUT, (2005) Forskrift Om Akkreditering, Evaluering Og Godkjenning Etter Lovom Universiteter og Høyskoler, , http://www.lovdata.no/for/sf/kd/kd-20050908-1040.html, Oslo: NOKUT; Norweigion Quality Reform, (2007) The Quality Reform of Higher Education in Norway: A National Reflection of the Bologna Process, , http://www.see-educoop.net/education_in/pdf/q-reform-he-in-norway-oth-enl-t02.pdf; Organisation for Economic Co-operation and Development (OECD), (2001) Understanding the Digital Divide, , http://www.oecd.org/dataoecd/38/57/1888451.pdf; Organisation for Economic Co-operation and Development (OECD), (2003) Education at a Glance, , http://www.oecd.org/document/52/0,2340,en_2649_34515_13634484_1_1_1_1,00.html; Organisation for Economic Co-operation and Development (OECD), (2010) Technology use and Educational Performance in PISA, , Paris: OECD; Pedro, F., (2006) The New Millennium Learners: Challenging Our Views on ICT and Learning, , Paris: OECD-CERI; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) The Annual Meeting of the American Educational Research Association, , www.ubiqcomputing.org/CATAALYST_AERA_Proposal.pdf, San Diego, CA; Roschelle, J., Penuel, W.R., Abrahamson, L., The networked classroom (2004) Educational Leadership, 61 (5), pp. 50-54; Schnack, K., (2004) Didaktik På Kryds og Tvœrs, , Copenhagen: Danmarks Pædagogiske, Universitets Forlag; Simpson, V., Oliver, M., (2006) Using Electronic Voting Systems in Lectures, , www.ucl.ac.uk/learningtechnology/examples/ElectronicVotingSystems.pdf; Tuning, (2009) Tuning Educational Structures in Europe: Universities Contribution to the Bologna Process, , http://www.tuning.unideusto.org/tuningeu/index.php?option=content&task=view&id=174, Spain; Tyler, R.W., (1949) Basic Principles of Curriculum and Instruction, , Chicago: The University of Chicago Press; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7 (6), pp. 796-798; Yin, R.K., (1994) Case Study Research: Design and Methods, , Beverly Hills: Sage","Krumsvik, R.; Department of Education, Faculty of Psychology, University of BergenNorway",,,Springer Netherlands,,,,,,9789400726420; 9400726414; 9789400726413,,,English,Transformative Approaches to New Technol. and Student Diversity in Fut. Oriented Classrooms: Fut. Proofing Educ.,Book Chapter,Final,,Scopus,2-s2.0-84931462662
[No author name available],[No author id available],"EE 2012 - International Conference on Innovation, Practice and Research in Engineering Education, Conference Proceedings",2012,"EE 2012 - International Conference on Innovation, Practice and Research in Engineering Education, Conference Proceedings",,,,,,727.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872137049&partnerID=40&md5=e980cee24ead1987c0e19e28037a9bd0,,,"The proceedings contain 83 papers. The topics discussed include: experiences of setting up student-led, extra-curricular, employer-focused activity; efficient and effective teaching assessment with MATLAB; developing tools for teaching chemical engineering unit operation design; Jaguar land rover learning resource leaders: a pilot scheme to improve the learning space and environment of STEM students; is less more? a cross-faculty evaluation of student attitudes to lectures; promoting the use of clickers across the whole engineering faculty: how, why and is it worth it?; using the DYD stakeholder consultation process to define graduate capabilities for programs in your discipline; are students competent, active and constructive partners in the improvement of teaching and learning? a text analysis of contributions to idea contests; and richness, responsiveness and relationship: using rich media materials to enhance the teaching of core concepts.",,,,,,,,,,,,,,,,,,"International Conference on Innovation, Practice and Research in Engineering Education, EE 2012",18 September 2012 through 20 September 2012,Coventry,94845.0,,9781907632167,,,English,"EE - Int. Conf. Innov., Pract. Res. Eng. Educ., Conf. Proc.",Conference Review,Final,,Scopus,2-s2.0-84872137049
"Nguyen S.M., Oudeyer P.-Y.",54387384600;6507418132;,Interactive learning gives the tempo to an intrinsically motivated robot learner,2012,IEEE-RAS International Conference on Humanoid Robots,,, 6651588,645,652,,3.0,10.1109/HUMANOIDS.2012.6651588,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84891055996&doi=10.1109%2fHUMANOIDS.2012.6651588&partnerID=40&md5=62d89caabca1d2a725bd910b49402901,"Flowers Team, INRIA, ENSTA ParisTech, France","Nguyen, S.M., Flowers Team, INRIA, ENSTA ParisTech, France; Oudeyer, P.-Y., Flowers Team, INRIA, ENSTA ParisTech, France","This paper studies an interactive learning system that couples internally guided learning and social interaction for robot learning of motor skills. We present Socially Guided Intrinsic Motivation with Interactive learning at the Meta level (SGIM-IM), an algorithm for learning forward and inverse models in high-dimensional, continuous and non-preset environments. The robot actively self-determines: at a meta level a strategy, whether to choose active autonomous learning or social learning strategies; and at the task level a goal task in autonomous exploration. We illustrate through 2 experimental set-ups that SGIM-IM efficiently combines the advantages of social learning and intrinsic motivation to be able to produce a wide range of effects in the environment, and develop precise control policies in large spaces, while minimising its reliance on the teacher, and offering a flexible interaction framework with humans. © 2012 IEEE.",,Autonomous exploration; Autonomous learning; High-dimensional; Interaction framework; Interactive learning; Interactive learning systems; Intrinsic motivation; Social interactions; Anthropomorphic robots; Motivation; Robot learning; Educational technology,,,,,,,,,,,"Weng, J., McClelland, J., Pentland, A., Sporns, O., Stockman, I., Sur, M., Thelen, E., Autonomous mental development by robots and animals (2001) Science, 291 (599-600); Asada, M., Hosoda, K., Kuniyoshi, Y., Ishiguro, H., Inui, T., Yoshikawa, Y., Ogino, M., Yoshida, C., Cognitive developmental robotics: A survey (2009) IEEE Trans. Autonomous Mental Development, 1 (1); Whiten, A., Primate culture and social learning (2000) Cognitive Science, 24 (3), pp. 477-508; Tomasello, M., Carpenter, M., Shared intentionality (2007) Developmental Science, 10 (1), pp. 121-125; Billard, A., Calinon, S., Dillmann, R., Schaal, S., (2007) Handbook of Robotics, (59). , MIT Press, ch. Robot Programming by Demonstration; Deci, E., Ryan, R.M., (1985) Intrinsic Motivation and Self-determination in Human Behavior, , New York: Plenum Press; Oudeyer, P.-Y., Kaplan, F., Hafner, V.V., Intrinsic motivation systems for autonomous mental development (2007) IEEE Transactions on Evolutionary Computation, 11 (2), pp. 265-286. , DOI 10.1109/TEVC.2006.890271, Convergent Approached to the Understanding of Autonomous Metal Development; Schmidhuber, J., Formal theory of creativity, fun, and intrinsic motivation (1990-2010) (2010) IEEE Transactions on Autonomous Mental Development, 2 (3), pp. 230-247; Schmidhuber, J., Curious model-building control systems (1991) Proc. Int. Joint Conf. Neural Netw., 2, pp. 1458-1463; Nehaniv, C.L., Dautenhahn, K., (2007) Imitation and Social Learning in Robots, Humans and Animals: Behavioural, Social and Communicative Dimensions, , Cambridge: Cambridge Univ. Press, March; Thomaz, A.L., Breazeal, C., Experiments in socially guided exploration: Lessons learned in building robots that learn with and without human teachers (2008) Connection Science, Vol. 20 Special Issue on Social Learning in Embodied Agents, (2-3), pp. 91-110; Peters, J., Schaal, S., Reinforcement learning of motor skills with policy gradients (2008) Neural Networks, 21 (4), pp. 682-697; Lopes, M., Melo, F., Montesano, L., Active learning for reward estimation in inverse reinforcement learning (2009) European Conference on Machine Learning; Thomaz, A.L., (2006) Socially Guided Machine Learning, 5. , Ph.D. dissertation, MIT; Da Silva, B., Konidaris, G.B.A., Learning parameterized skills (2012) 29th International Conference on Machine Learning (ICML 2012); Kober, J., Wilhelm, A., Oztop, E., Peters, J., Reinforcement learning to adjust parametrized motor primitives to new situations (2012) Autonomous Robots, pp. 1-19. , http://dx.doi.org/10.1007/s10514-012-9290-3, 10.1007/s10514-012-9290-3. [Online]. Available; Baranes, A., Oudeyer, P.-Y., Active learning of inverse models with intrinsically motivated goal exploration in robots Robotics and Autonomous Systems, , in press; Nguyen, S.M., Baranes, A., Oudeyer, P.-Y., Bootstrapping intrinsically motivated learning with human demonstrations (2011) Proceedings of the IEEE International Conference on Development and Learning, , Frankfurt, Germany; Nguyen, S.M., Oudeyer, P.-Y., Properties for efficient demonstrations to a socially guided intrinsically motivated learner (2012) 21st IEEE International Symposium on Robot and Human Interactive Communication; Chernova, S., Veloso, M., Interactive policy learning through confidence-based autonomy (2009) Journal of Artificial Intelligence Research, 34; Nicolescu, M., Mataric, M., Natural methods for robot task learning: Instructive demonstrations, generalization and practice (2003) Proceedings of the Second International Joint Conference on Autonomous Agents and Multiagent Systems, pp. 241-248. , ACM; Grollman, D.H., Jenkins, O.C., (2010) Incremental Learning of Subtasks from Unsegmented Demonstration; Cakmak, M., Chao, C., Thomaz, A.L., Designing interactions for robot active learners (2010) Autonomous Mental Development, IEEE Transactions on, 2 (2), pp. 108-118; Baranes, A., Oudeyer, P.-Y., Riac: Robust intrinsically motivated active learning (2009) Proceedings of the IEEE International Conference on Development and Learning, , Shanghai, China; Lagarias, J.C., Reeds, J.A., Wright, M.H., Wright, P.E., Convergence properties of the nelder-mead simplex method in low dimensions (1998) SIAM Journal of Optimization, 9 (1), pp. 112-147; Atkeson, C.G., Moore, A.W., Schaal, S., Locally Weighted Learning (1997) Artificial Intelligence Review, 11 (1-5), pp. 11-73","Flowers Team, INRIA, ENSTA ParisTechFrance",,,,"2012 12th IEEE-RAS International Conference on Humanoid Robots, Humanoids 2012",29 November 2012 through 1 December 2012,Osaka,101508.0,21640572,9781467313698,,,English,IEEE-RAS Int. Conf. Humanoid Rob.,Conference Paper,Final,,Scopus,2-s2.0-84891055996
"Li X., Ortiz P., Kuczenski B., Franklin D., Chong F.T.",56111630200;56350444900;8652033100;57194251888;7006555837;,Mitigating the environmental impact of smartphones with device reuse,2012,Sustainable ICTs and Management Systems for Green Computing,,,,252,282,,7.0,10.4018/978-1-4666-1839-8.ch011,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898173329&doi=10.4018%2f978-1-4666-1839-8.ch011&partnerID=40&md5=ab8dcdf13d70b8366be291abaf6e9313,"UCSB, Santa Barbaraa, United States; Center for Computing Education and Diversity, UCSB, Santa Barbaraa, United States","Li, X., UCSB, Santa Barbaraa, United States; Ortiz, P., UCSB, Santa Barbaraa, United States; Kuczenski, B., UCSB, Santa Barbaraa, United States; Franklin, D., Center for Computing Education and Diversity, UCSB, Santa Barbaraa, United States; Chong, F.T., UCSB, Santa Barbaraa, United States","The rapid growth of information technology has not only brought substantial economic and societal benefit but also led to an unsustainable disposable model in which mobile devices are replaced in a matter of months. The environmental impact of this stream of handsets in terms of manufacturing energy, materials, and disposal costs is alarming. This chapter aims at raising today's environmental issues of the increasing smartphone market, as well as providing a quantitative analysis on the environmental impact of different life-cycle stages of the smartphones, including the manufacturing stage, using stage, and recycling. To achieve sustainable computing and best utilize the energy consumed during manufacturing the large number of devices, this chapter demonstrates the methodology and techniques towards reusing smartphones by presenting a case study on reusing smartphones for elementary school education. © 2012, IGI Global.",,,,,,,,,,,,,"Andrae, A.S.G., Anderson, O., Life cycle assessments of consumer electronics - Are they consistent? (2010) International Journal of Life Cycle Assessment, 15, pp. 827-836. , doi:10.1007/s11367-010-0206-1; (2010) IPhone 4 Environmental Report. 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CIOL: Information Technology News, , http://www.ciol.com/Biz-Watch/News-Reports/Smartphonesring-in-healthy-growth-in-2009/53091168230/, CIOL, Retrieved May 15, 2011 from; Cuervo, E., Balasubramanian, A., Cho, D., Wolman, A., Saroiu, S., Chandra, R., Bahl, P., MAUI: Making smartphones last longer with code offload (2010) In Proceedings of the 8th International Conference on Mobile Systems, Applications, and Services, pp. 49-62. , New York, NY: ACM Press; Dalrymple, J., Apple: Over 300,000 iPads sold on first day (2010) CNET News, , http://news.cnet.com/8301-13579_310472602-37.html, Retrieved May 62011 from; Deng, L., Babbitt, C.W., Williams, E.D., Economic-balance hybrid LCA extended with uncertainty analysis: Case study of a laptop computer (2011) Journal of Cleaner Production, 19 (11), pp. 1198-1206. , doi:10.1016/j.jclepro.2011.03.004; Elbatt, T., Goel, S.K., Holland, G., Krishnan, H., Parikh, J., Cooperative collision warning using dedicated short range wireless communications (2006) In Proceedings of the 3rd International Workshop on Vehicular Ad Hoc Networks, pp. 1-9. , New York, NY: ACM Press; 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Lim, S.E., Schoenung, J.M., Toxicity potentials from waste cellular phones, and a waste management policy integrating consumer, corporate, and government responsibilities (2010) Waste Management (New York, N.Y.), 30, pp. 1653-1660. , doi:10.1016/j.wasman.2010.04.005; Lin, K., Kansal, A., Lymberopoulous, D., Zhao, F., Energy-accuracy trade-off for continuous mobile device location (2010) In Proceedings of the 8th ACM/USENIX Annual International Conference on Mobile Systems, Applications and Services (MobiSys 2010), pp. 285-298. , New York, NY: ACM Press; Malmodin, J., (2004) Summary of the Study, ""life Cycle Assessment of a Third Generation (3G) System at Ericsson, , Ericsson; Murph, D., (2010) Study: We're Keeping Our Mobiles Longer, Despite Sinking Prices, , http://www.engadget.com/2010/09/27/study-were-keeping-ourmobiles-longer-despite-sinking-prices/, Engadget, Retrieved May 6, 2011 from; Myslewski, R., iPhone conquers half the (smartphone) world (2009) The Register: Sci/Tech News for the World, , http://www.theregister.co.uk/2009/11/24/admob_mobile_metrics_report/, Retrieved May 6, 2011 from; Notter, D.A., Gauch, M., Widmer, R., Wagner, P., Stamp, A., Zah, R., Althaus, H.-J., Contribution of li-ion batteries to the environmental impact of electric vehicles (2010) Environmental Science & Technology, 44, pp. 6550-6556. , doi:10.1021/es903729a; Olson, A.R., Langois, D.J., Solid state drives data reliability and lifetime (2008) Imitation, , http://www.imation.com/PageFiles/83/SSD-Reliability-LifetimeWhite-Paper.pdf, Retrieved May 10, 2011 from; Ortiz, C., Worldwide and US mobile subscriber penetration (2008) About Mobility, , http://weblog.cenriqueortiz.com/mobility/2008/12/29/worldwide-and-usmobile-subscriber-penetration-dec-2008/, Retrieved May 15, 2011 from; Osman, S., Subhraveti, D., Su, G., Nieh, J., The design and implementation of zap: A system for migrating computing environments (2002) In Proceedings of the Fifth Symposium on Operating Systems Design and Implementation (OSDI), pp. 361-376. , New York, NY: ACM Press; Owens, J.D., Luebke, D., Govindaraju, N., Harris, M., Krüger, J., Lefohn, A.E., Purcell, T.J., A survey of general-purpose computation on graphics hardware (2007) Computer Graphics Forum, 26 (1), pp. 80-113. , doi:10.1111/j.14678659.2007.01012.x; Power, J.D., Reports, A., Average length of time wireless customers keep their mobile phones increases notably (2010) JD Power and Associates; Ra, M., Paek, J., Sharma, A.B., Govindan, R., Krieger, M.H., Neely, M.J., Energydelay tradeoffs in smartphone applications (2010) In Proceedings of the 8th International Conference on Mobile Systems, Applications, and Services, pp. 255-270. , New York, NY: ACM Press; Rassweiler, A., (2010) Google Nexus One Carries $174.15 Materials Cost, ISuppli Teardown Reveals, , http://www.isuppli.com/Teardowns/News/Pages/Google-Nexus-One-Carries-$17415-MaterialsCost-iSuppli-Teardown-Reveals.aspx, Press Release. Retrieved May 15, 2011 from; Rebitzer, G., Ekvall, T., Frischknecht, R., Hunkeler, D., Norris, G., Rydberg, T., Life cycle assessment: Part 1: Framework, goal and scope definition, inventory analysis, and applications (2004) Environment International, 30 (5), pp. 701-720. , doi:10.1016/j.envint.2003.11.005; Research, I.M.S., Smartphone shipments to quadruple in Asia by 2015 (2010) IMS Research: Excellence in Market Intelligence, , http://imsresearch.com/news-events/press-template.php?pr_id=1350, Retrieved May 6, 2011 From; Robinson, B.H., E-waste: An assessment of global production and environmental impacts (2009) The Science of the Total Environment, 408, pp. 183-191. , doi:10.1016/j.scitotenv.2009.09.044; Saha, A.K., Johnson, D.B., Modeling mobility for vehicular ad-hoc networks (2004) In Proceedings of the 1st ACM International Workshop on Vehicular Ad Hoc Networks, pp. 91-92. , New York, NY: ACM Press; Scharnhorst, W., Life cycle assessment in the telecommunication industry: A review (2008) International Journal of Life Cycle Assessment, 13, pp. 75-86; Sheriff, I., Acharya, P.A.K., Sampath, A., Zhao, B.Y., Belding, E.M., Integrated data location in multihop wireless networks (2007) In Proceedings of the 2nd International Conference on Communication Systems Software and Middleware, pp. 1-10. , IEEE Press; Shye, A., Scholbrock, B., Memik, G., Into the wild: Studying real user activity patterns to guide power optimizations for mobile architectures (2009) In Proceedings of the 42nd Annual IEEE/ACM International Symposium on Microarchitecture, pp. 168-178. , New York, NY: ACM Press; Shye, A., Scholbrock, B., Memik, G., Dinda, P.A., Characterizing and modeling user activity on smartphones: SUMMARY (2010) In Proceedings of the ACM SIGMETRICS International Conference on Measurement and Modeling of Computer Systems, pp. 375-376. , New York, NY: ACM Press; Silveira, G.T.R., Chang, S.-Y., Cell phone recycling experiences in the United States and potential recycling options in Brazil (2010) Waste Management (New York, N.Y.), 30, pp. 2278-2291. , doi:10.1016/j.wasman.2010.05.011; Singhal, P., (2004) Stage I Final Report: Life Cycle Environmental Issues of Mobile Phones. Integrated Product Policy Pilot Project, , Espoo, Finland, Nokia Corporation; Socolof, M.L., Overly, J.G., Geibig, J.R., Desktop computer displays- A life-cycle assessment (2005) Journal of Cleaner Production, 13, pp. 13-14. , doi:10.1016/j.jclepro.2005.05.014; Sullivan, D., Recycled cell phones - A treasure trove of valuable metals (2006) US Geological Survey, , http://pubs.usgs.gov/fs/2006/3097/, Retrieved May 7, 2011 from; Sullivan, J.L., Gaines, L., A review of battery life-cycle analysis: State of knowledge and critical needs (2010) Argonne National Laboratory Technical Report ANL/ESD/10-7, , http://www.ipd.anl.gov/anlpubs/2010/11/68455.pdf, Retrieved from; Technical bulletin: General information about TFT-LCD displays (2007) TAMUZ Broadcast Monitors, , http://www.tamuz.tv/manuals/tamuz-tblcd-effects.pdf, TAMUZ, Retrieved May 10, 2011 from; Wang, Y., Pang, S., Cheng, K., A GPU-accelerated face annotation system for smartphones (2010) In Proceedings of the International Conference on Multimedia, pp. 1667-1668. , New York, NY: ACM Press; Whitney, L., Jobs: Over 1 million new iPhones sold (2009) CNET News, , http://news.cnet.com/8301-13579_310269991-37.html, Retrieved May 6, 2011 from; Williams, E.D., Ayres, R.U., Heller, M., The 1.7 kilogram microchip: Energy and material use in the production of semiconductor devices (2002) Environmental Science & Technology, 36, pp. 5504-5510. , doi:10.1021/es025643o; Zhuang, Z., Kim, K., Singh, J.P., Improving energy efficiency of location sensing on smartphones (2010) In Proceedings of the 8th International Conference on Mobile Systems, Applications, and Services, pp. 315-330. , New York, NY: ACM Press; Zoeteman, B.C.J., Krikke, H.R., Venselaar, J., Handling WEEE waste flows: On the effectiveness of producer responsibility in a globalizing world (2009) International Journal of Advanced Manufacturing Technology, 47, pp. 415-436. , doi:10.1007/s00170-009-2358-3","UCSB, Santa Barbaraa, United States",,,IGI Global,,,,,,9781466618398,,,English,Sustainable ICTs and Mgmt. Syst. for Gn. Comp.,Book Chapter,Final,,Scopus,2-s2.0-84898173329
"Silverstein L D.L., Vigeant M.A.S.",55062128400;6602596990;,Results of the 2010 survey on teaching chemical reaction engineering,2012,Chemical Engineering Education,46,1,,31,40,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857862192&partnerID=40&md5=e87aa978e4d65bae6d6c9d315ce8ad85,"University of Kentucky, Paducah, KY 42002, United States; Bucknell University, Lewisburg, PA 17837, United States","Silverstein L, D.L., University of Kentucky, Paducah, KY 42002, United States; Vigeant, M.A.S., Bucknell University, Lewisburg, PA 17837, United States","A study was conducted to discuss the results of the 2010 survey on teaching chemical reaction engineering (CRE) in university. The survey was conducted through Internet server hosted by the University of Kentucky running an open source software package, known as LimeSurvey. E-mail invitations to participate were initially sent to all department chairs in the US and Canada requesting participation from the faculty members teaching the relevant course(s). The findings revealed that commonly accepted and literature-proven methods of instruction were commonly applied within the course. Use of 'clickers' was common both as formative assessment and as a teaching tool. Resources supporting an emphasis on conceptual learning, such as publication of conceptual questions online, were increasing, while problem-based learning approaches and laboratories were available.",,,,,,,,,,,,,"Fogler, H.S., Cutlip, M.B., Chemical reaction engineering (cre) education: From the era of slide rule to the digital age (2008) Proceedings of the 2008 AIChE Centennial Topical Conference on Education, , American Institute of Chemical Engineers; November; Silverstein, D.L., Vigeant, M., How we teach: Kinetics and reactor design (2011) Proceedings of the 2011 Annual Meeting of the American Society for Engineering Education, , American Society for Engineering Education; June; Eisen, E.O., (1974) Summary Report: Teaching of Undergraduate Kinetics, , American Institute of Chemical Engineers; Dec. 4; Eisen, E.O., (1984) Summary Report: Teaching of Undergraduate Reactor Design, , American Institute of Chemical Engineers; Nov. 28; Eisen, E.O., Ragsdale, M.C., (1991) The Teaching of Undergraduate Kinetics/Reactor Design, , American Institute of Chemical Engineers; Nov. 14; Silverstein, D.L., Vigeant, M., Visco, D., Woods, D., How we teach: Freshman introduction to chemical engineering (2010) Proceedings of the 2010 Annual Meeting of the American Society for Engineering Education; (2011) Engineering College Profiles and Statistics 2010, , http://profiles.asee.org/(accessiondate, American Society for Engineering Education July 8","Silverstein L, D.L.; University of Kentucky, Paducah, KY 42002, United States",,,,,,,,00092479,,CHEDA,,English,Chem Eng Educ,Review,Final,,Scopus,2-s2.0-84857862192
"Kundisch D., Herrmann P., Whittaker M., Beutner M., Fels G., Magenheim J., Reinhardt W., Sievers M., Zoyke A.",6507197389;35931987400;55785187300;55785549400;6701855123;15019343800;24341601100;57196805898;55785298500;,Designing a web-based application to support Peer Instruction for very large groups,2012,"International Conference on Information Systems, ICIS 2012",3,,,2361,2372,,12.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84886501488&partnerID=40&md5=4545045debb883faf702ff5e988d746d,"University of Paderborn, Warburger Str. 100, D-33098 Paderborn, Germany","Kundisch, D., University of Paderborn, Warburger Str. 100, D-33098 Paderborn, Germany; Herrmann, P., University of Paderborn, Warburger Str. 100, D-33098 Paderborn, Germany; Whittaker, M., University of Paderborn, Warburger Str. 100, D-33098 Paderborn, Germany; Beutner, M., University of Paderborn, Warburger Str. 100, D-33098 Paderborn, Germany; Fels, G., University of Paderborn, Warburger Str. 100, D-33098 Paderborn, Germany; Magenheim, J., University of Paderborn, Warburger Str. 100, D-33098 Paderborn, Germany; Reinhardt, W., University of Paderborn, Warburger Str. 100, D-33098 Paderborn, Germany; Sievers, M., University of Paderborn, Warburger Str. 100, D-33098 Paderborn, Germany; Zoyke, A., University of Paderborn, Warburger Str. 100, D-33098 Paderborn, Germany","In this research, we introduce a web-based open source solution that enables the transfer of the widely established Peer Instruction approach to lectures with in excess of 350 participants. The proposed solution avoids several existing technical flaws that currently hinder the further adoption of Peer Instruction. We test our solution in a series of lectures with over 500 participants. Within these tests, we evaluate our prototype using the Technology Acceptance Model, the System Usability Scale, as well as qualitative interviews. Both the evaluation results and the feedback from course participants indicate that our new solution is a useful artifact for implementing Peer Instruction in lectures with very large groups.",Classroom response system; Information system design; Interaction; Open teaching concept; Peer instruction; Student activation,Classroom response systems; Interaction; Open-source solutions; Peer instruction; Qualitative interviews; Teaching concepts; Technology acceptance model; Web-based applications; Teaching; Information systems,,,,,,,,,,,"Bangor, A., Kortum, P., Miller, J., Determining What Individual SUS Scores Mean: Adding an Adjective Rating Scale (2009) Journal of Usability Studies, 4 (3), pp. 114-123; Barber, M., Njus, D., Clicker Evolution: Seeking Intelligent Design (2007) CBE-Life Sciences Education, (6), pp. 1-20; Bearden, W., Netemeyer, R., Teel, J., Measurement of Consumer Susceptibility to Interpersonal Influence (1989) Journal of Consumer Research, 15 (4), pp. 473-481; Beichner, R.J., Saul, J.M., Allain, R.J., Deardorff, D.L., Abbott, D.S., Introduction to SCALEUP: Student-centered activities for large enrollment university physics (2000) Proceedings of the 2000 Annual Meeting of the American Society for Engineering Education, , Session 2380, in; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11 (3), pp. 43-57; Brooke, J., SUS: A 'quick and dirty' usability scale (1996) Usability Evaluation in Industry, , P. W. Jordan, B. Thomas, B. A. Weerdmeester, and A. L. McClelland (eds.), London: Taylor and Francis, in; Brooks, B., Koretsky, M., The Influence of Group Discussion on Students' Responses and Confidence during Peer Instruction (2011) Journal of Chemical Education, (88), pp. 1477-1484; Butchart, S., Handfield, T., Restall, G., Teaching Philosophy, Logic and Critical Thinking using Peer Instruction (2009) Teaching Philosophy, 32 (1), pp. 1-40; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Cleary, A., Using Wireless Response Systems to Replicate Behavioral Research Findings in the Classroom (2008) Teaching of Psychology, (35), pp. 42-44; Cortright, R.N., Collins, H.L., DiCarlo, S.E., Peer instruction enhanced meaningful learning: Ability to solve novel problems (2005) Advances in Physiology Education, (29), pp. 107-111; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, (69), pp. 970-977; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer Instruction: Engaging Students Oneon-One, All At Once (2007) Reviews of Research-Based Reform Curricula in Introductory Physics, 1. , in, E. F. Redish, and P. Cooney (eds.) Reviews in PER; Davis, F.D., Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989) MIS Quarterly, 13 (3), pp. 319-340; DeCorte, E., New perspectives on learning and teaching in higher education (1996) Goals and Purposes of Higher Education, , Burgen, A. (ed.), London: Jessica, in; Kingsley Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, (20), pp. 81-94; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, (7), pp. 3-47; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Physics Teacher, (40), pp. 206-209; Fagen, A.P., (2003) Assessing and Enhancing the Introductory Science Course in Physics and Biology: Peer Instruction, Classroom Demonstrations, and Genetics Vocabulary, , Thesis, Harvard University Cambridge, Massachusetts; Feeley, M., The Impact of Peer Instruction Pedagogy and Clicker Technology On Student Learning and Attitudes Toward Learning in a Large Upper-Division Political Science Course (2012) APSA Teaching and Learning Conference, , Washington, D.C., USA; Fies, C., Marshall, J., Classroom Response Systems: A Review of the Literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Fornell, C., Larcker, D., Evaluating Structural Equation Models with Unobservable Variables and Measurement Errors (1981) Journal of Marketing Research, 18 (1), pp. 39-51; Gerbing, D., Anderson, J., An Updated Paradigm for Scale Development Incorporating Unidimensionality and Its Assessment (1988) Journal of Marketing Research, 25 (2), pp. 186-192; Giuliodori, M.J., Lujan, H.L., DiCarlo, S.E., Peer instruction enhanced student performance on qualitative problem-solving questions (2006) Advances in Physiology Education, (30), pp. 168-173; Grainger, S., Kestell, C., Willis, C., Staff and student perceptions of the effective use of contemporary lecture theatre technology (2011) Proceedings of the 22nd Annual Conference for the Australasian Association for Engineering Education, pp. 607-611. , 5-7 December 2011, Fremantle, Australia; Hake, R.R., Interactive engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, (66), pp. 64-74; Herreid, C.F., 'Clicker' Cases: Introducing Case Study Teaching Into Large Classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; Hevner, A.R., March, S.T., Park, J., Ram, S., Design science in information systems research (2004) MIS Quarterly, 28 (1), pp. 75-105; Judson, E., Sawada, D., Learning from Past and Present: Electronic Response Systems in College Lecture Halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 235-249; Kennedy, M., (2010) MongoDB vs. SQL Server 2008 Performance Showdown, , http://blog.michaelckennedy.net/2010/04/29/mongodb-vs-sql-server-2008-performanceshowdown/, available at; Koufaris, M., Applying the technology acceptance model and flow theory to online consumer behavior (2002) Information Systems Research, 13 (2), pp. 205-223; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Lasry, N., Clickers or Flashcards: Is There Really a Difference? (2008) The Physics Teacher, (46), pp. 242-244; Lasry, N., Mazur, E., Watkins, J., Peer Instruction: From Harvard to the Two-year College (2008) American Journal of Physics, 76 (11), pp. 1066-1069; McArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9 (3), pp. 187-195; Mazur, E., (1997) Peer Instruction: A User's Manual., , Englewood Cliffs, NJ: Prentice-Hall; Mazur, E., Peer instruction: Getting student to think in class (1997) The Changing Role of Physics Departments in Modern Universities, pp. 981-988. , E. F. Redish, and J. S. Rigden. Buenos Aires, Argentina, in; Miller, R.L., Santana-Vega, E., Terrell, M.S., Can Good Questions and Peer Discussion Improve Calculus Instruction? (2006) PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 16 (3), pp. 193-203; Moss, K., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56 (1), pp. 36-43; Nicol, D.J., Boyle, J.T., Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Nunally, J., (1978) Psychometric Theory., , 2nd Edition, McGraw Hill, New York; Ong, C., Lai, J., Wang, Y., Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies (2004) Information & Management, 41 (6), pp. 795-804; Patry, M., Clickers in Large Classes: From Student Perceptions Towards an Understanding of Best Practices (2009) International Journal for the Scholarship of Teaching and Learning, 3 (2), pp. 1-11; Pilzer, S., Peer instruction in physics and mathematics (2001) PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 11 (2), pp. 185-192; Porter, L., Lee, C., Simon, B., Zingaro, D., Peer Instruction: Do Students Really Learn from Peer Discussion in Computing? (2011) Proceedings of the 7th International Workshop on Computing Education Research, , ICER'11, Providence, USA; Porter, L., Lee, C., Simon, B., Cutts, Q., Zingaro, D., Experience Report: A Multi-classroom Report on the Value of Peer Instruction (2011) Proceedings of the 16th Annual Conference on Innovation and Technology in Computer Science Education, , ITiCSE'11, Darmstadt, Germany; Pyarali, I., Harrison, T., Schmidt, D., Jordan, T., Proactor: An Object Behavioral Pattern for Demultiplexing and Dispatching Handlers for Asynchronous Events (1997) 4th Annual Pattern Languages of Programming Conference, , Allerton Park, Illinois; Rao, S.P., DiCarlo, S.E., Peer Instruction improves Performance on Quizzes (2000) Advances in Physiology Education, 24 (1), pp. 51-55; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom Response and Communication Systems: Research Review and Theory (2004) Annual Meeting of the American Educational Research Association, , San Diego, CA, 2004; Salemi, M.K., Clickenomics: Using a Classroom Response System to Increase Student Engagement in a Large-Enrollment Principles of Economics Course (2009) Journal of Economic Education, 40 (4), pp. 385-404; Schmidt, B., Teaching engineering dynamics by use of peer instruction supported by an audience response system (2011) European Journal of Engineering Education, 36 (5), pp. 413-423; Sievers, M., Reinhardt, W., Kundisch, D., Herrmann, P., Developing electronic classroom response apps for a wide variety of mobile devices-Lessons learned from the PINGO project (2012) Proceedings of the 11th World Conference on Mobile and Contextual Learning, , mLearn, 16-18th October, Helsinki, Finland; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., Experience report: Peer instruction in introductory computing (2010) Proceedings of the 41st ACM Technical Symposium on Computer Science Education, pp. 341-345. , SIGCSE '10, ACM, New York, NY, USA; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on inclass concept questions (2009) Science, (323), pp. 122-124; Stowell, J.R., Nelson, J.R., Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, (20), pp. 95-102; Szajna, B., Empirical evaluation of the revised technology acceptance model (1996) Management Science, 42 (1), pp. 85-92; Turpen, C., Finkelstein, N.D., Not all interactive engagement is the same: Variations in physics professors' implementation of Peer Instruction (2009) Physical Review Special Topics-Physics Education Research, 5 (2), pp. 0201011-0201018; Turpen, C., Finkelstein, N.D., The construction of different classroom norms during Peer Instruction: Students perceive differences (2010) Physical Review Special Topics-Physics Education Research, 6 (2), pp. 020123.1-020123.22; Venkatesh, V., Morris, M.G., Davis, G.B., Davis, F.D., User Acceptance of Information Technology: Toward a Unified View (2003) MIS Quarterly, 27 (3), pp. 425-478; Witzel, A., The Problem-centered Interview (2000) Forum Qualitative Social Research, 1 (1). , Art 22; Zingaro, D., Experience report: Peer instruction in remedial computer science (2010) Proceedings of the 22nd World Conference on Educational Multimedia, Hypermedia & Telecommunications, , Toronto, Canada; Zviran, M., Glezer, C., Avni, I., User Satisfaction from Commercial Web Sites: The Effect of Design and Use (2006) Information and Management, 43 (2), pp. 157-178","University of Paderborn, Warburger Str. 100, D-33098 Paderborn, Germany",,SAP University Alliances;IBM;ACM SIGMIS;National Science Council;HP;et al,,"International Conference on Information Systems, ICIS 2012",16 December 2012 through 19 December 2012,"Orlando, FL",100462.0,,9781627486040,,,English,Internat. Conf. Inf. Syst. ICIS 2012,Conference Paper,Final,,Scopus,2-s2.0-84886501488
"Luo H., Lei J.",55454102300;27368136500;,Emerging technologies for interactive learning in the ICT age,2012,Educational Stages and Interactive Learning: From Kindergarten to Workplace Training,,,,73,91,,2.0,10.4018/978-1-4666-0137-6.ch005,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897479250&doi=10.4018%2f978-1-4666-0137-6.ch005&partnerID=40&md5=f49794c5bfd15a47299f792e2c7d046e,"Department of Instructional Design, Development, and Evaluation, Syracuse University, United States; School of Education, Syracuse University, United States","Luo, H., Department of Instructional Design, Development, and Evaluation, Syracuse University, United States; Lei, J., School of Education, Syracuse University, United States","Based on the review of educational technology research, this chapter describes and discusses how emerging technologies are integrated into the teaching and learning process to facilitate the learner-content, learner-learner, learner-instructor, and learner-interface interactions, as well as the new opportunities and challenges brought by them. Technologies discussed in this chapter are categorized into four types based on their distinct interactive features. Guidelines for applying them to facilitate interactive learning are proposed at the end of the chapter, based on the case studies of four interactive learning systems selected from the literature. © 2012, IGI Global.",,,,,,,,,,,,,"Anderson, T., Kanuka, H., (2003) E-research: Methods, Strategies, and Issues, , Boston, MA: Allyn and Bacon; Barker, P., Designing interactive learning (1994) Design and Production of Multimedia and Simulation-Based Learning Material, , In de Jong, T., & Sarti, L. (Eds.), Dordrecht, The Netherlands: Kluwer Academic Publishers. doi:10.1007/978-94-011-0942-0_1; Betcher, C., Lee, M., (2009) The Interactive Whiteboard Revolution: Teaching With IWBs, , Victoria, Australia: ACER Press; Blurton, C., (1999) New Directions of ICT-use In Education, , http://www.unesco.org/education/educprog/lwf/dl/edict.pdf, UNESCO's World Communication and Information Report, Retrieved from; Brown, A., Hobbs, M., Gordon, M., A virtual world environment for group work (2008) International Journal of Web-Based Learning and Teaching Technologies, 3 (1), pp. 1-12. , doi:10.4018/jwltt.2008010101; Chow, A., Andrews, S., Trueman, R., A ""second life"": Can this online, virtual reality world be used to increase the overall quality of learning and instruction in graduate distance learning programs? (2007) Proceedings of Association For Educational Communications and Technology 2007, 2, pp. 86-94. , In Simonson, M. (Eds.), Anaheim, CA: AECT; Clark, R.E., Reconsidering research on learning from media (1983) Review of Educational Research, 53 (4), pp. 445-459; Clark, R.E., Media will never influence learning (1994) Educational Technology Research and Development, 42 (2), pp. 21-29. , doi:10.1007/BF02299088; Clark, R.E., (2001) Learning From Media: Arguments, Analysis and Evidence, , Greenwich, CT, Information Age Publishing; Cooper, T., Nutrition game (2007) Proceedings of the Second Life Education Workshop Community Convention, 2007, pp. 47-50. , In D. Livingstone & J. Kemp (Eds.), Chicago, IL: AECT; Dejoie, J., Truelove, E., The StarChild Site, , http://starchild.gsfc.nasa.gov/, (n.d.), Retrieved from; Delwiche, A., Massively multiplayer online games (MMOs) in the new media classroom (2006) Journal of Educational Technology & Society, 9 (3), pp. 160-172; (2010) Digest of Education Statistics, 2009 (NCES 2010-013), , Department of Education, Washington, DC: USA Department of Education; Draves, W.A., (2000) Teaching Online, , River Falls, WI, LERN Books; Fitzgibbon, A., Oldham, E., Johnston, K., Are Irish student-teachers prepared to be agents of change in using IT in education? (2008) Proceedings of Society For Information Technology and Teacher Education International Conference 2008, pp. 1397-1404. , In K. McFerrin et al. (Eds.), Chesapeake, VA: AACE; Gerlach, J.M., Is this collaboration? (1994) Collaborative Learning: Underlying Processes and Effective Techniques, pp. 5-14. , In Bosworth, K., & Hamilton, S. J. (Eds.), San Francisco, CA: Jossey-Bass; Gillen, J., Littleton, K., Twiner, A., Staarman, J.K., Mercer, N., Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom (2008) Journal of Computer Assisted Learning, 24 (4), pp. 348-358. , doi:10.1111/j.1365-2729.2007.00269.x; Greenfield, P.M., Cocking, R.R., (1996) Interacting With Video, , (Eds.), Greenwich, CT: Ablex; Hart, J., (2007) Top 100 Tools For Learning, 2007, , http://www.elearnmag.org/subpage.cfm?section=articles&&article=56-1, Retrieved from; Hart, J., (2008) A Guide to Social Learning: How to Use Social Media For Formal and Informal Learning, , http://c4lpt.co.uk/handbook/index.html, Retrieved from; Hillman, D.C., Willis, D.J., Gunawardena, C.N., Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners (1994) American Journal of Distance Education, 8 (2), pp. 31-42. , doi:10.1080/08923649409526853; Hoffman, E., Evaluating social networking tools for distance learning (2009) Proceedings of Technology, Colleges & Community Worldwide Online Conference, 1, pp. 92-100. , http://etec.hawaii.edu/proceedings/2009/hoffman.pdf, Retrieved from; Horton, W., (2000) Designing Web-based Training, , New York, NY, John Wiley; John, P., Sutherland, R., Affordance, opportunity and the pedagogical implications of ICT (2005) Educational Review, 57, pp. 405-413. , doi:10.1080/00131910500278256; Johnson, R.T., Johnson, D.W., Action research: Cooperative learning in the science classroom (1986) Science and Children, 24, pp. 31-32; Jonassen, D.H., Peck, K.L., Wilson, B.G., (1999) Learning With Technology: A Constructivist Perspective, , Upper Saddle River, NJ: Merrill; Kafai, Y.B., (1995) Minds In Play: Computer Game Design As a Context For Children's Learning, , Hillsdale, NJ, Erlbaum; Kennewell, S., Tanner, H., Jones, S., Beauchamp, G., Analysing the use of interactive technology to implement interactive teaching (2007) Journal of Computer Assisted Learning, 24, pp. 61-73. , doi:10.1111/j.1365-2729.2007.00244.x; Kirschner, P., Strijbos, J.W., Kreijns, K., Beers, P.J., Designing electronic collaborative learning environments (2004) Educational Technology Research and Development, 52 (3), pp. 47-66. , doi:10.1007/BF02504675; Klassen, J., Vogel, D.R., Moody, E., Interactive learning: Design and evaluation (2001) Proceedings of the 34th Hawaii International Conference On System Sciences, , Maui, HI: ACM Press; Klopfer, E., Squire, K., Environmental detectives: The development of an augmented reality platform for environmental simulations (2008) Educational Technology Research and Development, 56 (2), pp. 203-228. , doi:10.1007/s11423-007-9037-6; Kozma, R., Learning with media (1991) Review of Educational Research, 61 (2), pp. 179-212; Kozma, R., Will media influence learning? Reframing the debate (1994) Educational Technology Research and Development, 42 (2), pp. 7-19. , doi:10.1007/BF02299087; Linn, M.C., Songer, N.B., Eylon, B.S., Shifts and convergences in science learning and instruction (1996) Handbook of Educational Psychology, pp. 438-490. , In Calfee, R., & Berliner, D. (Eds.), Riverside, NJ: Macmillan; Mandell, S., Sorge, D.H., Russell, J.D., Tips for technology integration (2002) TechTrends, 46 (5), pp. 39-43. , doi:10.1007/BF02818307; McKay, S., van Schie, J., Headley, S., Embarking on an educational journey in second life (2008) Proceedings of Society For Information Technology and Teacher Education International Conference 2008, pp. 1762-1766. , In K. McFerrin et al. (Eds.), Chesapeake, VA: AACE; Moore, M.G., Three types of interaction (1989) American Journal of Distance Education, 3 (2), pp. 1-6. , doi:10.1080/08923648909526659; Moore, M.G., Kearsley, G., (1996) Distance Education: A Systems View, , Belmont, MA, Wadsworth Publishing; Sabry, K., Barker, J., Dynamic interactive learning systems (2009) Innovations In Education and Teaching International, 46 (2), pp. 185-197. , doi:10.1080/14703290902843836; Sims, R., Interactivity: A forgotten art? (1997) Computers In Human Behavior, 13 (2), pp. 157-180. , doi:10.1016/S0747-5632(97)00004-6; Sims, R., Interactivity for effective educational communication and engagement during technology based and online learning (1998) Planning For Progress, Partnership and Profit: Proceedings EdTech 1998, , http://www.aset.org.au/confs/edtech98/pubs/articles/sims1.html, In C. McBeath & R. Atkinson (Eds.), Perth, Australia: Australian Society for Educational Technology. Retrieved from; Smith, B.L., Macgregor, J.T., What is collaborative learning? (1992) Collaborative Learning: A Sourcebook For Higher Education, , In Goodsell, A. S., Maher, M. R., & Tinto, V. (Eds.), Syracuse, NY: National Center on Postsecondary Teaching, Learning, & Assessment; Somekh, B., Haldane, M., Jones, K., Lewin, C., Steadman, S., Scrimshaw, P.D., (2007) Evaluation of the Primary Schools Whiteboard Expansion Project, , Coventry, UK: Becta; Street, S., Goodman, A., (1998) Some Experimental Evidence On the Educational Value of Interactive Java Applets In Web-based Tutorials, , http://www.deakin.edu.au/~agoodman/publications/acse98.pdf, Retrieved from; Vrasidas, C., Constructivism versus objectivism: Implications for interaction, course design, and evaluation in distance education (2000) International Journal of Educational Telecommunications, 6 (4), pp. 339-362; Wang, Q.Y., Woo, H.L., Systematic planning for ICT integration in topic learning (2007) Journal of Educational Technology & Society, 10 (1), pp. 148-156; Young, S., On-campus and distance teaching: How do student ratings differ and what does that mean for improving instruction? (2007) Paper Presented At the American Educational Research Association Annual Meeting, , http://www.uwyo.edu/edleadsupport/docs/YoungAERA07.pdf, Chicago, IL. Retrieved from","Department of Instructional Design, Development, and Evaluation, Syracuse UniversityUnited States",,,IGI Global,,,,,,9781466601376,,,English,Educational Stages and Interact. Learning: From Kindergart. to Workplace Train.,Book Chapter,Final,,Scopus,2-s2.0-84897479250
"Neilsen T.B., Gee K.L.",6506328689;10141271600;,Use of a Just-in-Time Teaching technique in an introductory acoustics class,2012,Proceedings of Meetings on Acoustics,18,, 025001,,,8.0,3.0,10.1121/1.4770083,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878999001&doi=10.1121%2f1.4770083&partnerID=40&md5=c163ca49dfbb3533d62d97e5de767eb1,"Physics and Astronomy, Brigham Young University, Provo, UT 84602, United States","Neilsen, T.B., Physics and Astronomy, Brigham Young University, Provo, UT 84602, United States; Gee, K.L., Physics and Astronomy, Brigham Young University, Provo, UT 84602, United States","The goal of active-learning techniques is to encourage the students to become involved with the material and take ownership for their learning, which fosters long-term knowledge and enjoyment of the subject. In this era of student-based learning outcomes, an active-learning approach is important because it focuses on what the students are doing to facilitate learning instead of what the instructor is trying to teach. To benefit most from class time, the students need to have the opportunity to actively engage with the material beforehand. If meaningful pre-class activities are required, it is easier to interact with the students during class. Some key methods for encouraging active learning during class include incorporating their pre-class experiences, conducting discussions, encouraging student participation, and evaluating student understanding with a response system, such as i-clickers. After the class time, students need apply what they have learned in answering additional questions on homework assignments and in hands-on laboratory experiences. Lessons learned after several years' worth of step-by-step efforts to approach these goals in an introductory acoustics class, which serves a wide range of majors as a general science elective, are presented. © 2012 Acoustical Society of America.",,Active Learning; Hands-on laboratories; Homework assignments; Just-in-Time Teaching; Learning outcome; Lessons learned; Response systems; Student participation; Students,,,,,,,,,,,"Strong, W.J., Plitnik, G.R., (2007) Music Speech Audio, pp. 1-566. , 3rd Edition (BYU Academic Publishing,); Neilsen, T.B., Strong, W.J., Anderson, B.E., Gee, K.L., Sommerfeldt, S.D., Leishman, T.W., Creating an active-learning environment in an introductory acoustics course (2012) J. Acoust. Soc. Am., 131, pp. 2500-2509; Neilsen, T.B., Gee, K.L., Application of active-learning techniques to enhance student-based learning objectives (2012) Proc. Mtgs. Acoust., 14, p. 025001; Novak, G., Patterson, E.T., Gavrin, A.D., Christian, W., Just in time teaching (1999) American Journal of Physics, 67, pp. 937-938; http://learningoutcomes.byu.edu, Brigham Young University has placed a great deal of emphasis on learning outcomes as can be seen at (Viewed 21 March 2011.) Guidelines for writing learning outcomes can also be found at this page; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) Am. J. Phys., 69, pp. 97-977; McDermott, L.C., (1996) Physics Education Group, Physics by Inquiry, 1, pp. 1-373. , (Wiley and Sons, Hoboken, NJ; Novak, G., Patterson, E.T., Gavrin, A.D., Christian, W., Just in time teaching (1999) American Journal of Physics, 67, pp. 937-938; Christian, W., Belloni, M., (2004) Physletphyics: Interactive Illustrations, Explorations, and Problems for Introductory Physics, pp. 1-326. , (Prentice Hall, Upper Saddle River, NJ; Sokoloff, D.R., Thornton, R.K., (2004) Interactive Lecture Demonstrations: Active Learning in Introductory Physics, pp. 1-374. , (Wiley & Sons, Hoboken, NJ,); Gee, K.L., Neilsen, T.B., Application of just-in-time teaching to advanced acoustics courses (2012) Proc. Mtgs. Acoust, p. 18. , submitted; http://phet.colorado.edu/en/simulations/category/physics/sound-and-waves, The PhEt team, (Viewed on 1 October 2011.); (2011) Education Math and Physics Applets, , http://falstad.com/mathphysics.html, (Viewed on 1 October","Neilsen, T.B.; Physics and Astronomy, Brigham Young University, Provo, UT 84602, United States; email: tbn@byu.edu",,,,164th Meeting of the Acoustical Society of America 2012,22 October 2012 through 26 October 2012,"Kansas City, MO",97378.0,1939800X,,,,English,Proc. Meet. Acoust.,Conference Paper,Final,,Scopus,2-s2.0-84878999001
"Sun H., Ma B.",7404826942;56411458000;,Unsupervised NAP training data design for speaker recognition,2012,"13th Annual Conference of the International Speech Communication Association 2012, INTERSPEECH 2012",2,,,1098,1101,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878401366&partnerID=40&md5=e0c54fa77d5a94d4999d2f81188def0e,"Institute for Infocomm Research (I2R), ASTAR, Singapore 138632, Singapore","Sun, H., Institute for Infocomm Research (I2R), ASTAR, Singapore 138632, Singapore; Ma, B., Institute for Infocomm Research (I2R), ASTAR, Singapore 138632, Singapore","The Nuisance Attribute Projection (NAP) with labeled data provides an effective approach for improving the speaker recognition performance in the state-of-art speaker recognition system by removing unwanted speaker channel and handsets variation. However, the requirement for the labeled NAP training data may limit its practical application. In this paper, we propose an unsupervised clustering strategy to design NAP training data without a priori knowledge about channel and speaker information. A fast clustering and purifying algorithm is introduced to group the unlabeled NAP training data into speaker dependent clusters to drive the NAP training data. The GMMSVM based speaker recognition system is adopted to evaluate the performance. The system with the unsupervised NAP training data design achieves a similar performance with that using labeled NAP training data on both SRE06 1conv-1conv all English trials and SRE08 short2-short3 Tel-Tel All English trials subtasks.",Nuisance Attribute Projection; Speaker cluster; Speaker diarization; Speaker Recognition,Effective approaches; Nuisance Attribute Projection; Speaker cluster; Speaker dependents; Speaker diarization; Speaker recognition; Speaker recognition system; Unsupervised clustering; Clustering algorithms; Design; Speech recognition; Digital storage,,,,,,,,,,,"Solomonoff, A., Quillen, C., Campbell, W.M., Channel compensation for svm speaker recognition (2004) Proc. Odyssey: The Speaker and Language Recognition Workshop in Toledo, pp. 41-44. , Spain, ISCA; Campbell, W.M., Solomonoff, A., Boardman, I., Advances in channel compensation for svm speaker recognition (2005) Proc. ICASSP, pp. 18-23. , Philadelphia; Campbell, W.M., Sturim, D.E., Reynolds, D.A., Solomonoff, A., SVM based speaker verification using a GMM supervector kernel and NAP variability compensation (2006) Proc. ICASSP, pp. 97-100; http://www.itl.nist.gov/iad/mig/tests/sre/2006/sre-06_evalplan-v9.pdf, NIST 2006 Speaker Recognition Evaluation Plan; http://www.itl.nist.gov/iad/mig//tests/sre/2008/sre08_evalplan_release4. pdf, NIST 2008 Speaker Recognition Evaluation Plan; Sun, H., Ma, B., Swe, Z., Li, H., Speaker diarization system for ft07 and rt09 meeting room audio (2010) Proc. ICASSP, pp. 4982-4985; Nwe, T.L., Sun, H., Ma, B., Li, H., Speaker clustering and cluster purification methods for rt07 and rt09 evaluation meeting data (2012) IEEE Transactions on Speech, Language Processing, 20 (2), pp. 461-473; http://www.nist.gov/speech/tests/rt/rt2007/docs/rt07-meeting-evalplan-v2. pdf, Spring 2007 (RT-07) Rich Transcription meeting recognition evaluation plan; http://www.itl.nist.gov/iad/mig//tests/rt/2009/docs/rt09-meeting- evalplan-v2.pdf, 2009 (RT-09) Rich Transcription meeting recognition evaluation plan; Boll, S.F., Suppression of acoustic noise in speech using spectral subtraction (1979) IEEE. Trans. Acoustics, Speech, Signal Processing, 27, pp. 113-120; Martin, R., Spectral subtraction based on minimum statistics (1994) Proc. EUSPICO, 2, pp. 1182-1185; Sun, H., Ma, B., Li, H., An efficient feature selection method for speaker recognition (2008) Proc. ISCSLP, pp. 181-184; Hermansky, H., Morgan, N., RAsta processing of speech (1994) IEEE Transactions on Speech and Audio Processing, 2 (4), pp. 578-589; Reynolds, D.A., Quatieri, T.F., Dunn, R.B., Speaker verification using adapted gaussian mixture models (2000) Digital Signal Processing, 10 (1), pp. 19-41; Collobert, R., Bengio, S., SVMTorch: Support vector machines for large-scale regression problems (2001) Journal of Machine Learning Research, 1, pp. 143-160; Auckenthaler, R., Carey, M., Lloyd-Thomas, H., Score normalization for text-independent speaker verification systems (2000) Digital Signal Processing, 10 (1-3), pp. 42-54. , Jan","Institute for Infocomm Research (I2R), ASTAR, Singapore 138632, Singapore",,,,"13th Annual Conference of the International Speech Communication Association 2012, INTERSPEECH 2012",9 September 2012 through 13 September 2012,"Portland, OR",97207.0,,9781622767595,,,English,"Annu. Conf. Int. Speech Commun. Assoc., INTERSPEECH",Conference Paper,Final,,Scopus,2-s2.0-84878401366
Wise A.,7102520879;,Information technology in tertiary level nutrition education,2012,Nutritional Education,,,,137,150,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84895296537&partnerID=40&md5=89489775566019540a3d737f95246a97,"The Robert Gordon University, St Andrew St, Aberdeen, United Kingdom","Wise, A., The Robert Gordon University, St Andrew St, Aberdeen, United Kingdom","The paper reviews methods for enhancing learning at tertiary level by using information technology, including published examples relevant to nutrition education of adults in other contexts. Teaching may include animations that enhance understanding and personal response systems that provide immediate feedback about student comprehension. Tutorials, practical classes and self-study materials can incorporate a wide range of computer programs. These have been used for many years to permit students to analyse their own diets, which is known to provide useful feedback to enable changes to be made. Students learn from exercises in which they have to improve diets and they can become more familiar with food composition using computer-generated bar charts in a quiz format. Programs can integrate energy expenditure with different levels of activity to energy intake with different diets. Students may learn how vitamins are involved in metabolism by exploring pathways using an interactive program. Student research projects can be enhanced by using a program that helps them write a protocol and the output of statistical programs can be interpreted by a program that reads the screen and explains what it means. Computers can be used as vehicles for simulations of practical situations such as client interviews and they can provide discussion forums for students on placement. Whilst revising before assessments, students may benefit from a variety of testing programs; for example crossword puzzles test their knowledge in an enjoyable way and construction of sentences using words from a list tests their understanding of concepts. © 2010 by Nova Science Publishers, Inc. All rights reserved.",,,,,,,,,,,,,"(1991) Dietary Reference Values for Food Energy and Nutrients for the United Kingdom, , Department of Health, London: HMSO; (2009) Interwrite responses assessment made simple, , http://www.interwritelearning.com/products/response/benefits.html, eInstruction; Frey, B.A., Birnbaum, D.J., (2002) Learners' perceptions o n the value of PowerPoint in Y lectures, , ED467192 Education Resources Information Center; Gachago, D., (2008) Feedback on Personal Response Systems (=Clickers39)-lecturers' perspective, , http://www.scieng.ed.ac.uk/LTStrategy/resources/Clicker_feedback_v0_7_incl_exec_summary.pdf; Garrow, J.S., (1978) Energy Balance and Obesity in Man, pp. 119-121. , 2nd edn, Amsterdam: Elsevier/North-Holland Biomedical Press; (2002) Kyoto encyclopedia of genes and genomes, , http://www.genome.ad.jp/kegg/metabolism.html, GenomeNet; Heath, D., (1995) An Introduction to Experimental Design and Statistics for Biology, , London: UCL Press; Herriot, A.M., Bishop, J.A., Truby, H., The development and evaluation of Student Training, Education and Practice for Dietetics CD-ROM: a computer-assisted instruction programme for dietetic students (2004) Journal of Human Nutrition and Dietetics, 17, pp. 35-41; (2009) Reward and recognition of teaching in higher education, , http://www.heacademy.ac.uk/assets/York/documents/resources/publications/Reward_and_Recognition_Interim.pdf, Higher Education Academy; Huck, S.W., Cormier, W.H., (1996) Reading Statistics and Research, , New York: Harper Collins Publishers Inc; Kolasa, K.M., Daugherty, J.E., Jobe, A.C., Miller, M.G., Virtual seminars for medical nutrition education: case example (2001) Journal of Nutrition Education, 33, pp. 347-351; Kroeze, W., Werkma, A., Brug, J., A systematic review of randomized trials on the effectiveness of computer-tailored education on physical activity and dietary behaviors (2006) Annals of Behavioural Medicine, 31, pp. 205-223; Litchfield, R.E., Oakland, M.J., Anderson, J., Promoting and evaluating competence in on-line dietetics education (2002) Journal of the American Dietetic Association, 102, pp. 1455-1458; Maiburg, B.H.J., Rethans, J.J.E., Schuwirth, L.W.T., Mathus-Vliegen, L.M.H., Van Ree, J.W., Controlled trial of effect of computer-based nutrition course on knowledge and practice of general practitioner trainees (2003) American Journal of Clinical Nutrition, 77, pp. 1019S-1024S; McGugan, S., Peacock, S., (2003) Research and evaluation into the role of computer-mediated conferencing and virtual learning environments to improve hospitality and tourism student supervision and peer support whilst on industrial placement, , http://www.heacademy.ac.uk/assets/hlst/documents/projects/round_2/mcgugan_report.pdf; Nicholson, D., (2008) Making metabolism meaningful, 25, p. 8. , Centre for Bioscience Bulletin; Society, N., (2005) Professional nutrition education, , http://www.nutritionsociety.org/documents/20060629nssubmissiontonutritio%20trainingreview.pdf; (2009) Biochemical pathways, , http://www.expasy.ch/cgi-bin/searchbiochem-index, Roche Applied Science; Turner, R.E., Evers, W.D., Bennett Wood, O., Lehman, J.D., Peck, L.W., Computer-based simulations enhance clinical experience of dietetics interns (2000) Journal of the American Dietetic Association, 100, pp. 183-190; Wang, T.H., What strategies are effective for formative assessment in an e-learning environment? (2007) Journal of Computer Assisted Learning, 23 (17), pp. 1-186; Wise, A., Web-based crossword puzzles support revision (2001) Active Learning in Higher Education, 2, pp. 180-188; Wise, A., (2002) Web-based program to illustrate metabolic pathways to students, pp. 24-26. , CALlaborate (June); Wise, A., (2002) Web-based program to teach food composition, 61, pp. 54A. , Proceedings of the Nutrition Society; Wise, A., A program to help students of life sciences prepare a research protocol (2002) Association of Learning Technology Journal, 10, pp. 83-89; Wise, A., Web-based puzzle programS to assist students' understanding of research methods (2003) Active Learning in Higher Education, 4, pp. 193-202; Wise, A., Enhancement of a dietary analysis program to facilitate education (2006) Current Developments in Technology Assisted Education (2006), pp. 816-820. , A. Méndez-Vilas, A. Solano Martin, J. Mesa González and J.A. Mesa González, editors, Badajoz, Spain: Formatex; Wise, A., Transcriptional switches in the control of macronutrient metabolism (2008) Nutrition Reviews, 66, pp. 321-325; Wise, A., Developments in nutritional programming illustrated by WinDiets (2008) BNF Nutrition Bulletin, 33, pp. 55-57; Wise, A., Cowie, E., Activity diary program to enhance teaching of energy balance (2005) Proceedings of the Science Learning and Teaching Conference 2005, pp. 176-177. , 27-28 June 2005, University of Warwick","Wise, A.; The Robert Gordon University, St Andrew St, Aberdeen, United Kingdom",,,"Nova Science Publishers, Inc.",,,,,,9781608760787,,,English,Nutr. Educ.,Book Chapter,Final,,Scopus,2-s2.0-84895296537
"Chakraborty T., Samanta D.",57209847083;24069596900;,BlindGuide: An audio based eyes-free caller guide for people with visual impairment,2012,"4th International Conference on Intelligent Human Computer Interaction: Advancing Technology for Humanity, IHCI 2012",,, 6481788,,,,5.0,10.1109/IHCI.2012.6481788,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875691792&doi=10.1109%2fIHCI.2012.6481788&partnerID=40&md5=f700691e48f250259ef83b66db337e93,"Indian Institute of Technology Kharagpur, Kharagpur 721302, India","Chakraborty, T., Indian Institute of Technology Kharagpur, Kharagpur 721302, India; Samanta, D., Indian Institute of Technology Kharagpur, Kharagpur 721302, India","BlindGuide is a caller system for mobile phone devices designed to provide sightless access to the blind people. Blind people can enter any phone number and also can search any name from contact list to make call to other person. Users interact to the system using five physical keys present in phone keypad. We provide an audio guideline to use BlindGuide and an auditory feedback against each unit interaction to ensure users about their inputs. BlindGuide does not require touch screen so, it can save the extra cost added for handset due to touch-screen device. BlindGuide requires less number of physical keys (with respect to QWERTY keypad or traditional telephone keypad) which favors to provide higher tactile sensitivity. We present our design rationale followed by an explorative evaluation of BlindGuide with experienced trainer of visually impaired students. © 2012 IEEE.",accessibility; blindness; eyes-free interaction; mobile devices; tactile sensitivity,accessibility; Auditory feedback; blindness; Design rationale; eyes-free interaction; Tactile sensitivities; Visual impairment; Visually impaired students; Handicapped persons; Human computer interaction; Mobile devices; Telephone sets; Touch screens; Telephone systems,,,,,,,,,,,"Bonner, M., Brudvik, J., Abowd, G., Edwards, W., No-look notes: Accessible eyes-free multi-touch text entry (2010) Proc. Pervasive '10, pp. 409-427. , Springer; Guerreiro, T., Lagoa, P., Nicolau, H., Gonalves, D., Jorge, J., From tapping to touching: Making touch screens accessible to blind users (2008) IEEE Multimedia, 15 (4), pp. 48-50. , 2008; Snchez, J., Aguayo, F., Mobile messenger for the blind (2006) Proc. ECRIM '06, Springer, pp. 369-385; Kane, S., Wobbrock, J., Ladner, R., Usable gesture for blind people: Understanding preference performance (2011) Proc. CHI '11, pp. 413-422; McGookin, D., Brewster, S., Jiang, W., Investigating touch screen accessibility for people with visual impairment (2008) Proc. NordiCHI, pp. 298-307; Buxton William, Hill Ralph, Rowley Peter, Issues and techniques in touch-sensitive tablet input (1985) Computer Graphics (ACM), 19 (3), pp. 215-224; Yin, M., Zhai, S., The benefits of augmenting telephone voice menu navigation with visual browsing and search (2006) Conference on Human Factors in Computing Systems - Proceedings, 1, pp. 319-328. , CHI 2006: Conference on Human Factors in Computing Systems, Conference Proceedings SIGCHI; Marics, M., Engelbeck, G., Designing voice menu applications for telephones (1997) Handbook of Human-Computer Interaction, , M. Helander, T. Landauer, and P. Prab-hu, Eds Elsevier; Kane, S., Bigham, J., Wobbrock, J., Slide rule: Making mobile touch screens accessible to blind people using multi-touch interaction techniques (2008) Proc. ASSETS '08, pp. 73-80. , ACM; Benedito, J., Guerreiro, T., Nicolau, H., Gonalves, D., The key role of touch in non-visual mobile interaction (2010) MobileHCI'10, pp. 379-380; Li, K., Baudisch, P., Hinckley, K., Blindsight: Eyes-free access to mobile phones (2008) Proc. CHI '08, pp. 1389-1398. , ACM Press; Wu, M., Balakrishnan, R., Multi-finger and whole hand gestural interaction techniques for multi-user tabletop displays (2003) UIST: Proceedings of the Annual ACM Symposium on User Interface Softaware and Technology, pp. 193-202. , UIST'03: Proceedings of the 16th Annual ACM Symposium on User Interface Software and Technology; Vanderheiden, G., Use of audio-haptic interface techniques to allow nonvisual access to touchscreen appliances (1996) Human Factors and Ergonomics Society Annual Meeting Proceedings, 40, p. 1266; Pirhonen, A., Brewster, S., Holguin, C., Gestural and audio metaphors as a means of control for mobile devices (2002) Proc. CHI '02, pp. 291-298. , ACM Press; Blickenstorfer, C.H., Graffiti: Wow! (1995) Pen Computing Magazine, pp. 30-31. , January; MacKenzie, I.S., Zhang, S.X., The immediate usability of graffiti (1997) Proc. GI '97, Canadian Information Processing Society, pp. 129-137; Goldberg, D., Richardson, C., Touch-typing with a stylus (1993) Proc. Interact '93 and CHI '93, pp. 80-87. , ACM Press; Tinwala, H., MacKenzie, I.S., Eyes-free text entry on a touchscreen phone (2009) Proceedings of the IEEE Toronto International Conference Science and Technology for Humanity TIC-STH 2009, pp. 83-89; Castellucci, S., MacKenzie, I.S.P.A.P., Graffiti vs. Unistrokes: An empirical comparison (2008) Proceedings of CHI 2008, pp. 305-308. , ACM Press, New York; Wobbrock, J.O., Myers, B.A., Kembel, J.A., EdgeWrite: A stylus-based text entry method designed for high accuracy and stability of motion (2003) UIST: Proceedings of the Annual ACM Symposium on User Interface Softaware and Technology, pp. 61-70. , UIST'03: Proceedings of the 16th Annual ACM Symposium on User Interface Software and Technology; Zhao, S., Dragicevic, P., Chignell, M., Balakrishnan, R., Baudisch, P., Earpod: Eyes-free menu selection using touch input and reactive audio feedback (2007) Conference on Human Factors in Computing Systems - Proceedings, pp. 1395-1404. , DOI 10.1145/1240624.1240836, Proceedings of the SIGCHI Conference on Human Factors in Computing Systems 2007, CHI 2007; Callahan, J., Hopkins, D., Weiser, M., Shneiderman, B., An empirical comparison of pie vs. Linear menus (1988) ACM CHI Conference on Human Factors in Computing Systems, pp. 95-100; Kurtenbach, G., (1993) The Design and Evaluation of Marking Menus, , Ph. D. Thesis, University of Toronto; Zhao, S., Agrawala, M., Hinckley, K., Zone and Polygon menus: Using relative position to increase the breadth of multi-stroke marking menus (2006) Conference on Human Factors in Computing Systems - Proceedings, 2, pp. 1077-1086. , CHI 2006: Conference on Human Factors in Computing Systems, Conference Proceedings SIGCHI; Zhao, S., Balakrishnan, R., Simple vs. Compound mark hierarchical marking menus (2004) UIST: Proceedings of the Annual ACM Symposium on User Interface Softaware and Technology, pp. 33-42. , UIST: Proceedings of the Annual ACM Symposium on User Interface Software and Technology; Frey, B., Southern, C., Romero, M., Brailletouch: Mobile texting for the visually impaired (2011) Proc. HCII, , Springer Berlin / Heidelberg; Romero, M., Frey, B., Southern, C., Abowd, G., Brailletouch: Designing a mobile eyes-free soft keyboard (2011) MobileHCI 2011, pp. 707-709. , Stockholm, Sweden; Braille, L., Procedure for writing words, music and plain song using dots for the use of the blind and made available to them (1829) Royal Institution of Blind Youth, , Paris; Bhattacharya, S., Basu, A., Samanta, D., Computational modeling of user errors for the design of virtual scanning keyboards (2008) IEEE Transactions on Neural Systems and Rehabilitation Engineering, 16 (4), pp. 400-409. , AUGUST","Chakraborty, T.; Indian Institute of Technology Kharagpur, Kharagpur 721302, India; email: tuhin.babai@gmail.com",,"Microsoft Research;Government of India, Department of Information Technology;Gov. India, Dep. Sci. Technol., Minist. Sci. Technol.;Gov. India, Counc. Sci. Ind. Res. (CSIR);Gov. India, Dep. Def. Res. Dev. Organ. (DRDO)",,"4th International Conference on Intelligent Human Computer Interaction: Advancing Technology for Humanity, IHCI 2012",27 December 2012 through 29 December 2012,Kharagpur,96335.0,,9781467343695,,,English,"Int. Conf. Intelligent Hum. Comput. Interact.: Adv. Technol. Humanit., IHCI",Conference Paper,Final,,Scopus,2-s2.0-84875691792
Mehta A.,55486128300;,Yes you can: Offer a comprehensive set of technologies to enhance teaching and learning,2012,SIGUCCS'12 - ACM Proceedings of the SIGUCCS Annual Conference,,,,23,28,,1.0,10.1145/2382456.2382462,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869194033&doi=10.1145%2f2382456.2382462&partnerID=40&md5=0d3920c90205487777b59cf8eb07105e,"University of Massachusetts Boston, 100 Morrissey Blvd, Boston, MA 02125, United States","Mehta, A., University of Massachusetts Boston, 100 Morrissey Blvd, Boston, MA 02125, United States","The wide array of educational technologies available today has evolved substantially in the past few years. Tools which had been released just a few years back, are now more feature rich, easier to use, are able to integrate into campus portals. More importantly the systems have become more affordable - in that most are now hosted in the cloud, not needing developers and technical staff to maintain; thereby allowing instructional designers, media and content specialists to concentrate their work on assisting faculty to use these technologies. UMass Boston has over the past 4 years, has taken advantage of these developments and is able to offer the community a wide variety of options for engaging students. The presentation will show how a public university like UMass Boston has been able to offer a wide variety of systems, extended hours support, Wiki's, Blogs, classroom capture systems, iTunes U, personal response systems and other services with a small staff and limited budgets. Offering wide choices allows faculty to teach with tools that suit their teaching styles, but more importantly allows students who become aware of these tools to demand that their faculty adopt them, because the way students learn today has changed dramatically. It is our obligation to meet their learning needs. Copyright © 2012 ACM.",Blog; Budget; Instructional technology; Itunes; Learning; Lecture capture; Open courseware; Personal response system; Support; Teaching; Wiki,Blog; Budget; Courseware; Instructional technology; Itunes; Learning; Lecture capture; Personal response systems; Wiki; Budget control; Internet; Students; Supports; Teaching; Technology; Engineering education,,,,,,,,,,,"Dean, G.A., Freshman Success Community Project, , http://intrd187s-f11-grosovsky.wikispaces.umb.edu/; Educational Technology Newsletter, , http://umbedtech.wordpress.com/category/wikis/, Website; Blogs Website - Transfer Students, , http://blogs.umb.edu/transferadmissions/; Friedman, T.L., The World is Flat; Camtasia relay and beyond (2011) Educational Technology Conference, , http://www.screencast.com/t/56qpA41MTRFR, Prof. Ackerman; Apple, , http://www.apple.com/education/ipad/, Website; Rickman, J.T., Holzen, R.V., Klute, P.G., Tobin, T., A Campus-Wide E-Textbook Initiative - Educase, , http://www.educause.edu/ero/article/campus-wide-etextbook-initiative, Webiste","Mehta, A.; University of Massachusetts Boston, 100 Morrissey Blvd, Boston, MA 02125, United States; email: apurva.mehta@umb.edu",,ACM SIGUCCS,,"40th Annual ACM Management Symposium and Service and Support Conference, SIGUCCS 2012",15 October 2012 through 19 October 2012,"Memphis, TN",93837.0,,9781450314947,,,English,SIGUCCS - ACM Proc. SIGUCCS Annu. Conf.,Conference Paper,Final,,Scopus,2-s2.0-84869194033
"Cogdell B., Torsney B., Stewart K., Smith R.A.",6603200350;6602379742;57197073866;35397840000;,Technological and traditional drawing approaches encourage active engagement in histology classes for science undergraduates,2012,Bioscience Education,19,,,,,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869175024&partnerID=40&md5=d6e571199db6b742802c0839c15bfaf9,"School of Life Sciences, University of Glasgow, United Kingdom; School of Mathematics and Statistics, University of Glasgow, United Kingdom","Cogdell, B., School of Life Sciences, University of Glasgow, United Kingdom; Torsney, B., School of Mathematics and Statistics, University of Glasgow, United Kingdom; Stewart, K., School of Mathematics and Statistics, University of Glasgow, United Kingdom; Smith, R.A., School of Life Sciences, University of Glasgow, United Kingdom","In order to promote more active engagement of science undergraduates in histology practical classes some technology-based innovations were introduced. First, an interactive pre-lab tutorial was set up using an electronic handset voting system, where guidance on tissue analysis was given. Second, a web-based resource where students could access photomicrographs of tissues, practice formative assessment tasks and review the information from the pre-lab was produced. When the impact of the innovations was evaluated. Both were received very favourably by the students and they improved the general perceptions of the course. In both the pre-lab and web resource it was emphasised to the students that they should make sketches of the photomicrographs. Our hypothesis was that drawing would strongly enhance the students' engagement with the practical material and that they would observe the photomicrographs more thoroughly if they drew them. This idea was confirmed as the students who drew achieved significantly higher scores (p-values in all cases <0.05) in their subsequent practical assessments. In 2004, for example, their percentage scores exceeded those of the students who did not draw by between 5.9% and 18.6%. Drawing was always a part of histological courses in the past and our study illustrates that, although introducing new technology may be beneficial, traditional teaching methods should not be rejected without careful consideration.",Based resource; Computer assisted learning; Education; Evaluation; Histology; Personal Response System; Web,,,,,,,,,,,,"Bloodgood, R.A., Ogilvie, R.W., Trends in histology laboratory teaching in United States medical schools (2006) Anatomical Record Part B: The New Anatomist, 289 (5), pp. 169-175; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Science Education, 6 (1), pp. 9-20; Cogdell, B., Smith, R.A., Enhancing student learning in basic histology programmes for science undergraduates with diverse backgrounds and needs (2004) Journal of Anatomy, 204, pp. 228-229; Cotter, J.R., Laboratory instruction in histology at the University at Buffalo: Recent replacement of microscope exercises with computer applications (2001) Anatomical Record, 265 (5), pp. 212-221; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Freeman, J.G., McPhail, J.C., Berndt, J.A., Sixth graders' views of activities that do and do not help them learn (2002) Elementary School Journal, 102 (4), pp. 335-347; Glatz-Krieger, K., Spornitz, U., Spatz, A., Mihatsch, M.J., Glatz, D., Factors to keep in mind when introducing virtual microscopy (2006) Virchows Archiv, 448 (3), pp. 248-255; Harris, T., Leaven, T., Heidger, P., Kreiter, C., Duncan, J., Dick, F., Comparison of a virtual microscope laboratory to a regular microscope laboratory for teaching histology (2001) Anatomical Record, 265 (1), pp. 10-14; Heidger, P.M., Dee, F., Consoer, D., Leaven, T., Duncan, J., Kreiter, C., Integrated approach to teaching and testing in histology with real and virtual imaging (2002) Anatomical Record, 269 (2), pp. 107-112; Husmann, P.R., O'Loughlin, V.D., Braun, M.W., Quantitative and Qualitative Changes in Teaching Histology by Means of Virtual Microscopy in an Introductory Course in Human Anatomy (2009) Anatomical Sciences Education, 2 (5), pp. 218-226; Jacyna, L.S., ""A host of experienced microscopists"": The establishment of histology in nineteenth-century Edinburgh (2002) Bulletin of the History of Medicine, 75 (2), pp. 225-253; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Koch, L.H., Lampros, J.N., Delong, L.K., Chen, S.C., Woosley, J.T., Hood, A.F., Randomized comparison of virtual microscopy and traditional glass microscopy in diagnostic accuracy among dermatology and pathology residents (2009) Human Pathology, 40 (5), pp. 662-667; Krippendorf, B.B., Lough, J., Complete and rapid switch from light microscopy to virtual microscopy for teaching medical histology (2005) Anatomical Record Part B: The New Anatomist, 285 (1), pp. 19-25; Kumar, R.K., Freeman, B., Velan, G.M., de Permentier, P.J., Integrating histology and histopathology teaching in practical classes using virtual slides (2006) Anatomical Record Part B: The New Anatomist, 289 (4), pp. 128-133; Kumar, R.K., Velan, G.M., Korell, S.O., Kandara, M., Dee, F., Wakefield, D., Virtual microscopy for learning and assessment in pathology (2004) Journal of Pathology, 204 (5), pp. 613-618; Longcamp, M., Boucard, C., Gilhodes, J.C., Anton, J.L., Roth, M., Nazarian, B., Velay, J.L., Learning through hand-or typewriting influences visual recognition of new graphic shapes: Behavioral and functional imaging evidence (2008) Journal of Cognitive Neuroscience, 20 (5), pp. 802-815; Longcamp, M., Zerbato-Poudou, M.T., Velay, J.L., The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing (2005) Acta Psychologica, 119 (1), pp. 67-79; Mills, P.C., Bradley, A.P., Woodall, P.F., Wildermouth, M., Teaching histology to first-year veterinary science students using virtual microscopy and traditional microscopy: A comparison of student responses (2007) Journal of Veterinary Medical Education, 34 (2), pp. 177-182; Naka, M., Repeated writing facilitates children's memory for pseudocharacters and foreign letters (1998) Memory & Cognition, 26 (4), pp. 804-809; Naka, M., Naoi, H., The effect of repeated writing on memory (1995) Memory & Cognition, 23 (2), pp. 201-212; Paulsen, F.P., Eichhorn, M., Brauer, L., Virtual microscopy-the future of teaching histology in the medical curriculum (2010) Annals of Anatomy-Anatomischer Anzeiger, 192 (6), pp. 378-382; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Sandberg, G., Computer aided interactive histology-summary of 10 years (2003) CAL-laborate, , http://sydney.edu.au/science/uniserve_science/pubs/callab/vol10/sandberg.html, 10 available at, (accessed 8 November 2011); Scoville, S.A., Buskirk, T.D., Traditional and virtual microscopy compared experimentally in a classroom setting (2007) Clinical Anatomy, 20 (5), pp. 565-570; Smith, R.A., Cogdell, B., The use of handset technology in an interactive lecture setting enhances the learning of histology (2006) The Effective Use of Technology in the Teaching of Bioscience, pp. 26-28. , Teaching Bioscience Enhancing Learning Series. The Higher Education Academy, Centre for Bioscience; Triola, M.M., Holloway, W.J., Enhanced virtual microscopy for collaborative education (2011) BMC Medical Education, , www.biomedcentral.com/1472-6920/11/4, 11-4 available at, (accessed 8 November 2011) doi:10.1186/1472-6920-11-4; Wood, W.B., Innovations in teaching undergraduate biology and why we need them (2009) Annual Review of Cell and Developmental Biology, 25, pp. 93-112","Cogdell, B.; School of Life Sciences, College of Medical, Veterinary and Life Sciences, University of Glasgow, West Medical Building University Avenue, Glasgow G12 8QQ, United Kingdom; email: Barbara.Cogdell@glasgow.ac.uk",,,,,,,,14797860,,,,English,Biosci. Educ.,Review,Final,,Scopus,2-s2.0-84869175024
"Cross A., Cutrell E., Thies W.",56803238000;57203053744;7005832437;,Low-cost audience polling using computer vision,2012,UIST'12 - Proceedings of the 25th Annual ACM Symposium on User Interface Software and Technology,,,,45,54,,12.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869077286&partnerID=40&md5=1911fb2414023b79eb899ab8bfdf74aa,"Microsoft Research India, India","Cross, A., Microsoft Research India, India; Cutrell, E., Microsoft Research India, India; Thies, W., Microsoft Research India, India","Electronic response systems known as ""clickers"" have demonstrated educational benefits in well-resourced classrooms, but remain out-of-reach for most schools due to their prohibitive cost. We propose a new, low-cost technique that utilizes computer vision for real-time polling of a classroom. Our approach allows teachers to ask a multiple-choice question. Students respond by holding up a qCard: a sheet of paper that contains a printed code, similar to a QR code, encoding their student IDs. Students indicate their answers (A, B, C or D) by holding the card in one of four orientations. Using a laptop and an off-the-shelf webcam, our software automatically recognizes and aggregates the students' responses and displays them to the teacher. We built this system and performed initial trials in secondary schools in Bangalore, India. In a 25-student classroom, our system offers 99.8% recognition accuracy, captures 97% of responses within 10 seconds, and costs 15 times less than existing electronic solutions. Copyright 2012 ACM.",Audience polling; Clickers; Education; Electronic response system; ICT4D; Low-cost,Audience polling; Clickers; Electronic response systems; ICT4D; Low-cost; Computer vision; Education; Laptop computers; Students; User interfaces; Costs,,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE- Life Sciences Education, 6 (1), pp. 9-20; Cramer, M., Beauregard, R., Sharma, M., An investigation of purpose built netbooks for primary school education (2009) 8th International Conference on Interaction Design and Children; Crozier, W., The influence of shyness on children's test performance (2003) British Journal of Educational, 73 (3), pp. 317-328; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; De Gagne, J.C., The impact of clickers in nursing education: A review of literature (2011) Nurse Education Today, 31 (8), pp. e34-e40; Hawkey, K., Kellar, M., MacKay, B., Parker, K., Reilly, D., From cookies to puppies to athletes: Designing a visual audience voting system (2004) CHI; Kay, R.H., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Looi, C.-K., Chen, W., Ng, F.-K., Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness (2010) Computers & Education, 54 (1), pp. 14-26; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9 (3), p. 187; Maynes-Aminzade, D., Pausch, R., Seitz, S., Techniques for interactive audience participation (2002) 4th International Conference on Multimodal Interfaces, pp. 15-20. , IEEE Comput. Soc; Nussbaum, M., Alvarez, C., McFarlane, A., Gomez, F., Claro, S., Radovic, D., Technology as small group face-to-face Collaborative Scaffolding (2009) Computers & Education, 52 (1), pp. 147-153; Schalleck, R., Bober, M., Drewes, H., Design of an audience voting system for the Olympic games (2004) CHI EA; Shams, R., Bar code recognition in highly distorted and low resolution images (2007) Acoustics, Speech and Signal Processing; Sieber, J., McCallum, S., Wyvill, G., BallBouncer: Interactive games for theater audiences (2009) Crowd Computer Interaction (Workshop at CHI); Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (""clickers"") to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Unger, P., Forsberg, K., Jacobsen, J.H., PHOTOVOTE: Olympic judging system (2004) CHI Extended Abstracts; (2012), http://www.iclicker.com/Products/iclicker/; (2012), http://usa.cinematrix.info/","Cross, A.; Microsoft Research IndiaIndia; email: t-across@microsoft.com",,ACM Special Interest Group on Computer-Human Interaction (SIGCHI);ACM Special Interest Group on Computer Graphics (SIGGRAPH),,"25th Annual ACM Symposium on User Interface Software and Technology, UIST 2012",7 October 2012 through 10 October 2012,"Cambridge, MA",93771.0,,9781450315807,,,English,UIST - Proc. Annu. ACM Symp. User Interface Softw. Technol.,Conference Paper,Final,,Scopus,2-s2.0-84869077286
"Sklar E., Azhar M.Q.",7003818615;15055219300;,Toward the application of argumentation to interactive learning systems,2012,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),7543 LNAI,,,213,230,,,10.1007/978-3-642-33152-7_13,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84868222733&doi=10.1007%2f978-3-642-33152-7_13&partnerID=40&md5=3549484a1ed4b02f3516079e2a2856a6,"Dept. of Computer and Information Science, Brooklyn College, City University of New York, 2900 Bedford Avenue, Brooklyn, NY 11210, United States; Dept. of Computer Science, Graduate Center, City University of New York, 365 Fifth Avenue, New York, NY 10016, United States","Sklar, E., Dept. of Computer and Information Science, Brooklyn College, City University of New York, 2900 Bedford Avenue, Brooklyn, NY 11210, United States, Dept. of Computer Science, Graduate Center, City University of New York, 365 Fifth Avenue, New York, NY 10016, United States; Azhar, M.Q., Dept. of Computer Science, Graduate Center, City University of New York, 365 Fifth Avenue, New York, NY 10016, United States","This paper explores the application of argumentation dialogues to an Interactive Learning System (ILS). The goal of an ILS is to provide an adaptive learning experience for a student within a particular domain, where the system adjusts dynamically as the student makes mistakes and learns from them. The system needs to be able to represent beliefs about the student's knowledge, and to update these beliefs as the student learns. The system also needs to have models of the domain and of an expert's actions within the domain, in order to compare and evaluate the student's actions. Finally, the system needs to provide appropriate feedback to the student, in such a way as to encourage learning. The work presented here describes a framework for such a system, built upon our earlier work on education dialogues. © 2012 Springer-Verlag.",,Adaptive learning; Interactive learning systems; Learning systems; Multi agent systems; Students; Education computing,,,,,,,,,,,"Amgoud, L., Maudet, N., Parsons, S., Modelling dialogues using argumentation Proceedings of the 4th Conference on Multi-Agent Systems, Boston (2000); Anderson, J.R., (1983) The Architecture of Cognition, , Harvard University Press; Anderson, J.R., Skarecki, E., The automated tutoring of introductory programming (1986) Communications of the ACM, 29 (9), pp. 842-849; Azhar, M.Q., Goldman, R., Sklar, E.I., An agent-oriented behavior-based interface framework for educational robotics Agent-Based Systems for Human Learning (ABSHL) Workshop at Autonomous Agents and Multi Agent Systems, AAMAS (2006); Beck, J., Stern, M., Haugsjaa, E., Applications of AI in Education (1996) Crossroads, 3 (1), pp. 11-15; Beck, J.E., Chang, K.-M., Mostow, J., Corbett, A., Does Help Help? Introducing the Bayesian Evaluation and Assessment Methodology (2008) LNCS, 5091, pp. 383-394. , Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds.) ITS 2008. Springer, Heidelberg; Conati, C., Gertner, A., VanLehn, K., Using Bayesian Networks to Manage Uncertainty in Student Modeling (2002) User Modeling and User-Adapted Interaction, 12 (4); Corbett, A.T., Anderson, J.R., (1992) The LISP Intelligent Tutoring System: Research in Skill Acquisition, pp. 73-109. , Lawrence Erlbaum, Hillsdale; Erwin, B., Cyr, M., Rogers, C.B., LEGO Engineer and ROBOLAB: Teaching Engineering with LabVIEW from Kindergarten to Graduate School (2000) International Journal of Engineering Education, 16 (3); Gertner, A.S., Conati, C., VanLehn, K., Procedural help in Andes: Generating hints using a Bayesian network student model (1998) Proceedings of the National Conference on Artificial Intelligence (AAAI), pp. 106-111. , AAAI Press; Girle, R., Commands in Dialogue Logic (1996) LNCS, 1085, pp. 246-260. , Gabbay, D.M., Ohlbach, H.J. (eds.) FAPR 1996. Springer, Heidelberg; Johnson, W.L., Rickel, J.W., Lester, J.C., Animated pedagogical agents: Faceto- Face interaction in interactive learning environments (2000) International Journal of Artificial Intelligence in Education, 11; Kasurinen, J., Nikula, U., Estimating programming knowledge with bayesian knowledge tracing (2009) Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE), pp. 313-317. , ACM, New York; Lane, H.C., VanLehn, K., A dialogue-based tutoring system for beginning programming (2004) Proceedings of the Seventeenth International Florida Artificial Intelligence Research Society Conference (FLAIRS), pp. 449-454. , American Association for Artificial Intelligence Press; Lane, H., VanLehn, K., Coached program planning: Dialogue-based support for novice program design (2003) Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education, pp. 148-152. , ACM; Lazarus, R.S., Cognition and Motivation in Emotion (1991) American Psychologist, 45 (4), pp. 352-367; http://www.legomindstorms.com/; Martin, J., Vanlehn, K., Student assessment using bayesian nets (1995) International Journal of Human-Computer Studies, 42, pp. 575-591; McBurney, P., Parsons, S., Agent ludens: Games for agent dialogues Proceedings of the AAAI Spring Symposium on Game Theoretic and Decision Theoretic Agents, Stanford, CA, USA (2001); McBurney, P., Parsons, S., Chance discovery using dialectical argumentation Proceedings of the Workshop on Chance Discovery, Fifteenth Annual Conference of the Japanese Society for Artificial Intelligence, Matsue, Japan (2001); McCalla, G.I., Greer, J.E., Granularity-based reasoning and belief revision in student models (1994) Student Models: The Key to Individualized Educational Systems, pp. 39-62. , Springer, New York; Parsons, S., Wooldridge, M., Amgoud, L., Properties and complexity of formal inter-agent dialogues (2003) Journal of Logic and Computation, 13 (3), pp. 347-376; Parsons, S., Sklar, E., How Agents Alter Their Beliefs after an Argumentation-Based Dialogue (2006) LNCS (LNAI), 4049, pp. 297-312. , Parsons, S., Maudet, N., Moraitis, P., Rahwan, I. (eds.) ArgMAS 2005. Springer, Heidelberg; Robolab, , http://www.ceeo.tufts.edu/robolabatceeo/; Sklar, E.I., Richards, D., Agent-based systems for human learners (2010) Knowledge Engineering Review, 25 (2), pp. 111-135; Sklar, E., (2000) CEL: A Framework for Enabling An Internet Learning Community, , Ph.D. thesis, Department of Computer Science, Brandeis University,Waltham, MA, USA; Sklar, E., Davies, M., Multiagent simulation of learning environments Fourth International Conference on Autonomous Agents and Multi Agent Systems, AAMAS (2005); Sklar, E., Parsons, S., Towards the Application of Argumentation-based Dialogues for Education (2004) Proceedings of the Third International Conference of Autonomous Agents and Multi Agent Systems (AAMAS), pp. 1420-1421; Sklar, E., Richards, D., The use of agents in human learning systems Fifth International Conference on Autonomous Agents and Multi Agent Systems, AAMAS (2006); Spoelstra, M., Sklar, E., Using simulation to model and understand group learning (2008) Agent Based Systems for Human Learning, International Transactions on Systems Science and Applications, 4 (1); VanLehn, K., Lynch, C., Schulze, K., Shapiro, J.A., Shelby, R., Taylor, L., Treacy, D., Wintersgill, M., The Andes Physics Tutoring System: Lessons Learned (2005) International Journal of Artificial Intelligence and Education, 15 (3); VanLehn, K., Niu, Z., Siler, S., Gertner, A.S., Student Modeling from Conventional Test Data: A Bayesian Approach without Priors (1998) LNCS, 1452, pp. 434-443. , Goettl, B.P., Halff, H.M., Redfield, C.L., Shute, V.J. (eds.) ITS 1998. Springer, Heidelberg; Walton, D.N., Krabbe, E.C.W., (1995) Commitment in Dialogue: Basic Concepts of Interpersonal Reasoning, , State University of New York Press, Albany; Wei, F., Moritz, S.H., Parvez, S.M., Blank, G.D., A student model for objectoriented design and programming (2005) Journal of Computing Sciences in Colleges, 20 (5), pp. 260-273","Sklar, E.; Dept. of Computer and Information Science, Brooklyn College, City University of New York, 2900 Bedford Avenue, Brooklyn, NY 11210, United States; email: sklar@sci.brooklyn.cuny.edu",,,,"8th International Workshop on Argumentation in Multi-Agent Systems, ArgMAS 2011",3 May 2011 through 3 May 2011,Taipei,93406.0,03029743,9783642331510,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84868222733
"Antony J., Ramakrishnan S., Joy M.T., Thottupuram R.",55436742800;57193998513;55437127600;55437724600;,"SMS based E-assessments enabling better student engagement, evaluation and recommendation services in E-learning making use of fuzzy rules and course ontologies",2012,"Proceedings - 2012 IEEE 4th International Conference on Technology for Education, T4E 2012",,, 6305952,119,125,,2.0,10.1109/T4E.2012.9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867931630&doi=10.1109%2fT4E.2012.9&partnerID=40&md5=64113e19d0c74fdb3a561a768bbcd320,"Department of Information Technology, Amal Jyothi College of Engineering, Kottayam-686518, India; Department of Computer Science and Engineering, Amal Jyothi College of Engineering, Kottayam-686518, India","Antony, J., Department of Information Technology, Amal Jyothi College of Engineering, Kottayam-686518, India; Ramakrishnan, S., Department of Information Technology, Amal Jyothi College of Engineering, Kottayam-686518, India; Joy, M.T., Department of Computer Science and Engineering, Amal Jyothi College of Engineering, Kottayam-686518, India; Thottupuram, R., Department of Computer Science and Engineering, Amal Jyothi College of Engineering, Kottayam-686518, India","Considering the exponential growth in communication, network and web technology areas, Innovative E-Learning practices are gaining importance. This paper proposes a model for meaningful interactive engagement of teachers and learners in classrooms or in distant mode. Here we make use of short message services for conducting quizzes pertaining to a concept in a course. Electronic Clickers which were extensively used in this regard have a number of limitations. In this context it is possible to make use of mobile phones to our advantage. The scores obtained can be considered as a student state variable which can possibly belong to a certain fuzzy set. This way we can identify more state variables belonging to student/teacher domains and based on certain fuzzy rules, we can classify the students. Now it is possible to provide personalized recommendations based on a course ontology which is used to connect different concepts in a course. © 2012 IEEE.",Clickers; Course Ontologies; Fuzzy rules; Semantic Web; Short Message Sevices,Clickers; Course ontology; Exponential growth; Interactive engagements; Personalized recommendation; Short message; Short message services; State variables; Student engagement; Web technologies; Education computing; Engineering education; Fuzzy rules; Semantic Web; Students; Teaching; E-learning,,,,,,,,,,,"Hanson, C.M., Graham, C.R., Seawright, L., An evaluation of the effectiveness of the instructional methods used with a student response system at a large university (2008) Interactive Educational Multimedia - An Online Journal, , published at the university of barcelona; Caldwel, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Science Education; Yang, Q., Sun, J., Wang, J., Semantic web-based personalized recommendation system of courses knowledge research (2010) International Conference on Intelligent Computing and Cognitive Informatics; Scornavacca, E., Marshall, S., TXT-2-LEARN: Improving students learning experience in the classroom through interactive SMS (2007) 40th Hawaii International Conference on System Sciences; Dubois, D., Prade, H., (1980) Fuzzy Sets and Systems: Theory and Applications, , Academic Press, New York; Jang, J.-S.R., ANFIS: Adaptive-network-based fuzzy inference systems (1993) IEEE Transactions on Systems, Man, and Cybernetics, 23 (3), pp. 665-685. , May; Sevarac, Z., Neuro fuzzy reasoner for student modeling (2006) Sixth IEEE International Conference on Advanced Learning Technologies; Bloom, Engelhart, Furst, Hill, Krathwohl, Taxonomy of educational objectives: The classification of educational goals (1956) Handbook I: Cognitive Domain, , New York, Longmans, Green; Boyce, P., Developing domain ontologies for course content (2007) Educational Technology and Society; Min, W.X., Research of ontology-based adaptive learning system (2008) International Symposium on Computational Intelligence and Design","Antony, J.; Department of Information Technology, Amal Jyothi College of Engineering, Kottayam-686518, India; email: jomsantony@amaljyothi.ac.in",,IEEE;IEEE Computer Society,,"2012 IEEE 4th International Conference on Technology for Education, T4E 2012",18 July 2012 through 20 July 2012,"Hyderabad, Andhra Pradesh",93543.0,,9780769547596,,,English,"Proc. - IEEE Int. Conf. Technol. Educ., T4E",Conference Paper,Final,,Scopus,2-s2.0-84867931630
"Feng X., Pi Y., Wang J., Zhou X., Zhou S.",53363351100;55383327700;37036676500;47661860900;55383518800;,Physics teaching based on the in-class interaction system,2012,Applied Mechanics and Materials,195-196,,,916,921,,,10.4028/www.scientific.net/AMM.195-196.916,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867244936&doi=10.4028%2fwww.scientific.net%2fAMM.195-196.916&partnerID=40&md5=9539e4e7633907c3122256b929dcbf0d,"College of Physical Science and technology, HuaZhong Normal University, Wuhan, 430079, China","Feng, X., College of Physical Science and technology, HuaZhong Normal University, Wuhan, 430079, China; Pi, Y., College of Physical Science and technology, HuaZhong Normal University, Wuhan, 430079, China; Wang, J., College of Physical Science and technology, HuaZhong Normal University, Wuhan, 430079, China; Zhou, X., College of Physical Science and technology, HuaZhong Normal University, Wuhan, 430079, China; Zhou, S., College of Physical Science and technology, HuaZhong Normal University, Wuhan, 430079, China","The in-class interaction system (clicker) has been used in the physics class recently in China. It dramatically changes the normal lectures in large classes and enhances the class interaction. In this paper the improvements of this system on the traditional physics teaching are summarized. We illustrate how to integrate this system to the physics class to design teaching process. Some suggestions about teaching effectively and assessment of this system are also given. © (2012) Trans Tech Publications, Switzerland.",Clicker; In-class interaction system; Physics teaching,Class interaction; Clicker; Design teaching; Interaction systems; Physics teaching; Intelligent systems; Mechanical engineering; Soil structure interactions,,,,,,,,,,,"Chen, Y., Yu, M., Lv, Y., Liang, R., Wang, X., (2008) The Education Foundation and Effect of Adopting Clicker At Elementary 3rd-grade Science Classroom, , The 3rd Ubiquitous Technologies Enhanced Learning Conference, Ubilearn, May 2008; Duncan, D., (2005) Clickers In the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco: Pearson Education; Herreid, C.F., Clicker cases: Introducing case study teaching into large classrooms Journal of College Science Teaching, 63 (2), pp. 43-47. , Octobor 2006; Cai, T., Zhao, H., Han, J., The study and practice of the wireless response system in the class by inquiry (2010) Physics and Engineer, 20 (2), pp. 51-53; Lee, A.H., (2009) Development and Evaluation of Clicker Methodology For Introductory Physics Courses, Doctor Dissertation, p. 86. , The Ohio State University, npublished; http://www.msnbc.msn.com/id/7844477/, Interactive 'Clickers' changing classrooms, Originally from the Associated Press, 2005.5.17; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66 (1), pp. 64-74; Lorenzo, M., Crouch, C.H., Mazur, E., Reducing the Gender Gap In the Physics Classroom American Journal of Physics, 74 (2), pp. 118-122. , Feb. 2006; Smith, M.K., Why Peer Discussion improves student performance on In-Class Concept Questions Science, 323, pp. p122-124. , Jan. 2009; Lasry, N., Mazur, E., Watkins, J., Peer Instruction: From Harvard to the two-year college (2008) American Journal of Physics, 76 (11), pp. 1066-1069; http://ctld.ntu.edu.tw/epaper; Zhang, Y., Yun, Y., Zhu, M., Zhou, Y., Study and practice on the construction of a research and interaction class with Voting Machine (2008) College Physics, 27 (2), pp. 254-257; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results Am. J. Phys, 69 (9), pp. 970-976. , Sep. 2001; http://www.turning-talk.com/mazur/article-intro-jun09","Feng, X.; College of Physical Science and technology, HuaZhong Normal University, Wuhan, 430079, China; email: fengxm@phy.ccnu.edu.cn",,Research Association of Modern Education and Computer Science;Huazhong University of Science and Technology;National University of Defense Technology;Ternopil National Economic University,,"2012 International Conference on Mechanical Engineering and Intelligent Systems, ICMEIS 2012",25 August 2012 through 26 August 2012,Beijing,92995.0,16609336,9783037854693,,,English,Appl. Mech. Mater.,Conference Paper,Final,,Scopus,2-s2.0-84867244936
"Belski I., Belski R.",6508316849;35197883900;,Clickers: Enabling valuable diagnostic feedback to both students and instructors in real time,2012,"Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education, CATE 2012",,,,29,34,,,10.2316/P.2012.774-020,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84866687476&doi=10.2316%2fP.2012.774-020&partnerID=40&md5=cec4de2f883781651bbefe2097661c22,"Royal Melbourne Institute of Technology, School of Electrical and Computer Engineering, Melbourne, Australia; Department of Dietetics and Human Nutrition, La Trobe University, Melbourne, Australia","Belski, I., Royal Melbourne Institute of Technology, School of Electrical and Computer Engineering, Melbourne, Australia; Belski, R., Department of Dietetics and Human Nutrition, La Trobe University, Melbourne, Australia",This paper is devoted to the investigation of the capability of classroom response systems (clickers) in enabling real-time diagnostic assessment during tutorial sessions. The study involved two hundred and seven students who were divided into five tutorial groups. Clickers were used to conduct the Task Evaluation and Reflection Instrument for Student Self-Assessment (TERISSA) procedure in order to anonymously reveal students' individual evaluations and reflections to the whole class. It was discovered that 62% of the surveyed participants were able to clearly identify the study areas that required their immediate attention and that 54% of the surveyed addressed these learning needs. It was also found that the use of clickers with TERISSA enabled tutors to obtain a real-time evaluation of students' prior knowledge and their misconceptions. Differences in prior knowledge and misconceptions between five tutorial groups were also established.,Clickers; Diagnostic assessment; Feedback; TERISSA,Clickers; Diagnostic assessment; Diagnostic feedback; Prior knowledge; Real time; Real-time diagnostics; Response systems; Self-assessment; Study areas; TERISSA; Engineering education; Feedback; Surveys; Teaching; Students,,,,,,,,,,,"Levesque, A.A., Using clickers to facilitate development of problem-solving skills (2011) CBE-Life Sciences Education, 10, pp. 406-417; Micheletto, M.J., Using audience response systems to encourage student engagement and reflection on ethical orientation and behavior (2011) Contemporary Issues in Education Research (CIER), 4, pp. 9-18; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Lincoln, D.J., Teaching with clickers in the large-size principles of marketing class (2008) Marketing Education Review, 18, p. 39; Crews, T.B., Ducate, L., Rathel, J.M., Heid, K., Bishoff, S.T., Clickers in the classroom: Transforming students into active learners (2011) ECAR Research Bulletin, , Boulder, CO; Draper, S.W., Brown, M., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Belski, I., Improving student satisfaction with feedback by engaging them in self-assessment and reflection (2009) ATN Assessment Conference, pp. 179-193. , Melbourne, Australia; Belski, I., The impact of self-assessment and reflection on student learning outcomes (2010) 21st Annual Conference for the Australasian Association for Engineering Education, pp. 216-221. , Sydney, Australia; Bhaskar, R., Simon, H.A., Problem solving in semantically rich domains: An example from engineering thermodynamics (1977) Cognitive Science, 1, pp. 193-215; Belski, I., TERISSA: 'Plug and Play' to improve assessment and feedback (2009) 20th Annual Conference for the Australasian Association for Engineering Education, pp. 747-752. , Adelaide, Australia; Dochy, F., Segers, M., Sluijsmans, D.M.A., The use of self-, peer and co-assessment in Higher Education: A review (1999) Studies in Higher Education, 24","Belski, I.; Royal Melbourne Institute of Technology, School of Electrical and Computer Engineering, Melbourne, Australia; email: iouri.belski@rmit.edu.au",,,,"IASTED International Conference on Computers and Advanced Technology in Education, CATE 2012",25 June 2012 through 27 June 2012,Napoli,92888.0,,9780889869233,,,English,"Proc. IASTED Int. Conf. Comput. Adv. Technol. Educ., CATE",Conference Paper,Final,,Scopus,2-s2.0-84866687476
[No author name available],[No author id available],"Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education, CATE 2012",2012,"Proceedings of the IASTED International Conference on Computers and Advanced Technology in Education, CATE 2012",,,,,,285.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84866698378&partnerID=40&md5=717f516633645f02b8f5a5a66c837703,,,"The proceedings contain 41 papers. The topics discussed include: from traditional lecture to video-podcast based lecture, case studies; from course design to critical thinking: a case study; clickers: enabling valuable diagnostic feedback to both students and instructors in real time; flexible curricula based on educational thesaurus; plagiarism detection system for reports based on large-scale distributed environment using idle computers; the application of advanced technology to education: the aviation inspection example; a searching image based knowledge memory system by using colors; finding patterns of students from activity data; web-based statics course with learning dashboard for instructors; an empirical research on the influencing factors of spatial learning effect; simultaneous classroom and online course delivery using open source software; computer educational games in practice; and BADA internship: developing learners skills through problem-based learning and agile methods within a work environment.",,,,,,,,,,,,,,,,,,"IASTED International Conference on Computers and Advanced Technology in Education, CATE 2012",25 June 2012 through 27 June 2012,Napoli,92888.0,,9780889869233,,,English,"Proc. IASTED Int. Conf. Comput. Adv. Technol. Educ., CATE",Conference Review,Final,,Scopus,2-s2.0-84866698378
"Garcia Sanchez C., Castro F., Gomez J.I., Tenllado C., Chaver D., Lopez-Orozco J.A.",55328676100;26658904200;9740379700;9042819400;6506277764;6602561219;,OpenIRS-UCM: An open-source multi-platform for interactive response systems,2012,"Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE",,,,232,237,,1.0,10.1145/2325296.2325352,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84864643807&doi=10.1145%2f2325296.2325352&partnerID=40&md5=31f1b343c66b7e915676b095b6d95727,"Dpto. Arquitectura de Computadores, Univ. Complutense Madrid, Madrid, Spain","Garcia Sanchez, C., Dpto. Arquitectura de Computadores, Univ. Complutense Madrid, Madrid, Spain; Castro, F., Dpto. Arquitectura de Computadores, Univ. Complutense Madrid, Madrid, Spain; Gomez, J.I., Dpto. Arquitectura de Computadores, Univ. Complutense Madrid, Madrid, Spain; Tenllado, C., Dpto. Arquitectura de Computadores, Univ. Complutense Madrid, Madrid, Spain; Chaver, D., Dpto. Arquitectura de Computadores, Univ. Complutense Madrid, Madrid, Spain; Lopez-Orozco, J.A., Dpto. Arquitectura de Computadores, Univ. Complutense Madrid, Madrid, Spain","Interactive Response Systems (IRS) have been gaining acceptance within the educational community in recent years and a clear proof is the growing number of commercial systems available today in the market. However, most solutions are based on systems which are closed, rigid and dependent on proprietary keypad or platform. We have developed OpenIRS-UCM, a free teaching tool for interactive polling that solves these drawbacks. It is an open source software so it allows the development of new functions by anybody. It has a friendly interface that anyone without high computer skills can use. It enables the coexistence of several commercial clickers simultaneously with smart-phones, tablets or other modern electronic devices. It is developed in Java, thus its use is not restricted to systems based on Microsoft Windows and it is independent of any proprietary software. The excellent acceptance of this teaching tool at University Complutense of Madrid has encouraged the creation of a repository that holds all the source code and executables files, in order to facilitate its widespread use. © 2012 ACM.",educational technology; free student response systems; multi-clickers; virtual polling,Commercial systems; Computer skill; Educational community; Educational technology; Electronic device; Executables; Microsoft windows; multi-clickers; Multi-platform; Open Source Software; Open-source; Proprietary software; Response systems; Source codes; Student-response system; Teaching tools; virtual polling; Computer software; Engineering research; Innovation,,,,,,,,,,,"OpenIRS-UCM, , http://sourceforge.net/projects/openirs-ucm; Anthis, K., Is it the clicker, or is it the question?. Untangling the effects of student response system use (2011) Teaching of Psychology, 38 (3), pp. 189-193. , July; Dennis, M.J.C., Shaffer, M., Evaluating the effectiveness of a personal response system in the classroom (2009) ACM Teaching of Psychology, 36 (4), pp. 273-277; Doe, C., Student response systems (2010) Multimedia and Internet@Schools [Online], 17 (4), pp. 32-35. , July-Aug; Flynn, J., Russell, J., Personal response systems: Is success in learning just a click away? (2008) Educational Technology, 48 (6), pp. 20-23. , November; Stav, G.H.-N.J., Nielsen, K., Thorseth, T., Experiences obtained with integration of student response systems for ipod touch and iphone into e-learning environments (2010) Electronic Journal of E-Learning, 8 (2), pp. 179-190. , January; Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561. , July; Liu, T.-C., The features and potential of interactive response systems International Conference on Computers in Education. Hong Kong, 2003, , Presented at the; Lowery, R.C., Teaching and learning with interactive student response systems: A comparison of commercial products in the higher-education market Annual Meeting of the Southwestern Social Science Association and Its Affiliates, March 2005, , Prepared for Presentation at the; Purvis, B.S.M.A., Purvis, M., Architecture for active and collaborative learning in a distributed classroom environment (2006) ACM Advanced Technology for Learning, 3 (4), pp. 225-232. , January; Moss, K.M., Crowley, M., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers and Education, 56 (1), pp. 36-43. , January; Yue Suo, H.M., Miyata, N., Ishida, T., Shi, T.Y., Open smart classroom: Extensible and scalable learning system in smart space using web service technology (2009) IEEE Transactions on Knowledge and Data Engineering, 21 (6), pp. 814-828. , June; Yuji Tokiwa, K.N., Iwatsuki, M., Web-based tools to sustain the motivation of students in distance education (2009) Proceedings of the 39th IEEE International Conference on Frontiers in Education Conference. FIE'09, pp. 1438-1442. , IEEE Press, October; Zualkernan, I., Infocoral: Open-source hardware for low-cost, high-density concurrent simple response ubiquitous systems (2011) 11th IEEE International Conference on Advanced Learning Technologies (ICALT), pp. 638-639. , IEEE Comput. Soc., July","Garcia Sanchez, C.; Dpto. Arquitectura de Computadores, Univ. Complutense Madrid, Madrid, Spain; email: garsanca@dacya.ucm.es",,ACM SIGCSE,,"17th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE'12",3 July 2012 through 5 July 2012,Haifa,91621.0,1942647X,9781450312462,,,English,Annu. Conf. Innov. Technol. Comput. Sci. Educ. ITiCSE,Conference Paper,Final,,Scopus,2-s2.0-84864643807
"Hemmige V., McFadden R., Cook S., Tang H., Schneider J.A.",15735660600;40462048600;36954824200;36676629700;35396524200;,HIV prevention interventions to reduce racial disparities in the United States: A systematic review,2012,Journal of General Internal Medicine,27,8,,1047,1067,,29.0,10.1007/s11606-012-2036-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84864444307&doi=10.1007%2fs11606-012-2036-2&partnerID=40&md5=69750050dd00294cd5aee6794475c895,"Department of Medicine, University of Chicago, Chicago, IL, United States; Center for Health and the Social Sciences, University of Chicago, Chicago, IL, United States; Department of Health Studies, University of Chicago, 5841 S. Maryland Ave., Chicago, IL 60637, United States","Hemmige, V., Department of Medicine, University of Chicago, Chicago, IL, United States; McFadden, R., Department of Medicine, University of Chicago, Chicago, IL, United States; Cook, S., Center for Health and the Social Sciences, University of Chicago, Chicago, IL, United States; Tang, H., Center for Health and the Social Sciences, University of Chicago, Chicago, IL, United States; Schneider, J.A., Department of Medicine, University of Chicago, Chicago, IL, United States, Department of Health Studies, University of Chicago, 5841 S. Maryland Ave., Chicago, IL 60637, United States","Racial and ethnic minorities are disproportionately affected by HIV/AIDS in the United States despite advances in prevention methodologies. The goal of this study was to systematically review the past 30 years of HIV prevention interventions addressing racial disparities. We conducted electronic searches of Medline, PsycINFO, CINAHL, and Cochrane Review of Clinical Trials databases, supplemented by manual searches and expert review. Studies published before June 5, 2011 were eligible. Prevention interventions that included over 50 % racial/ethnic minority participants or sub-analysis by race/ethnicity, measured condom use only or condom use plus incident sexually transmitted infections or HIV as outcomes, and were affiliated with a health clinic were included in the review. We stratified the included articles by target population and intervention modality. Reviewers independently and systematically extracted all studies using the Downs and Black checklist for quality assessment; authors crosschecked 20 % of extractions. Seventy-six studies were included in the final analysis. The mean DB score was 22.44 - high compared to previously published means. Most of the studies were randomized controlled trials (87 %) and included a majority of African-American participants (83 %). No interventions were designed specifically to reduce disparities in HIV acquisition between populations. Additionally, few interventions targeted men who have sex with men or utilized HIV as a primary outcome. Interventions that combined skills training and cultural or interactive engagement of participants were superior to those depending on didactic messaging. The scope of this review was limited by the exclusion of non-clinic based interventions and intermediate risk endpoints. Interactive, skills-based sessions may be effective in preventing HIV acquisition in racial and ethnic minorities, but further research into interventions tailored to specific sub-populations, such as men who have sex with men, is warranted. © Society of General Internal Medicine 2012.",Disparities; HIV/AIDS; Interventions; Minorities; Prevention,acquired immune deficiency syndrome; African American; ethnicity; health disparity; high risk population; Hispanic; human; Human immunodeficiency virus infection; infection prevention; male homosexual; review; United States; Continental Population Groups; Healthcare Disparities; HIV Infections; Humans; Patient Education as Topic; Randomized Controlled Trials as Topic; Safe Sex; United States,,,,,Robert Wood Johnson Foundation,Funding Source: Support for this publication was provided by a grant from the Robert Wood Johnson Foundation’s Finding Answers: Disparities Research for Change program.,,,,,"Pneumocystis pneumonia-los angeles (1981) MMWR., 30 (21), pp. 250-252. , MMWR; (2003) Drug use Among Racial/Ethnic Minorities, , http://archives.drugabuse.gov/pdf/minorities03.pdf, NIDA, Bethesda, MD: NIH; Available from: Accessed Feb 14 2012; Santibanez, S.S., Garfein, R.S., Swartzendruber, A., Purcell, D.W., Paxton, L.A., Greenberg, A.E., Update and overview of practical epidemiologic aspects of HIV/AIDS among injection drug users in the United States (2006) Journal of Urban Health, 83 (1), pp. 86-100. , DOI 10.1007/s11524-005-9009-2; CDC health disparities and inequalities report-United States, 2011 (2011) MMWR, 60 (SUPPL.), pp. 1-113. , Centers for Disease C, Prevention; HIV Surveillance Report 2008, , http://www.cdc.gov/hiv/topics/surveillance/resources/reports, CDC. 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Hobfoll, S.E., Jackson, A.P., Lavin, J., Britton, P.J., Shepherd, J.B., Reducing inner-city women's AIDS risk activities: A study of single, pregnant women (1994) Health Psychol., 13 (5), pp. 397-403; Jemmott, L.S., Jemmott III, J.B., O'Leary, A., Effects on sexual risk behavior and STD rate of brief HIV/STD prevention interventions for African American women in primary care settings (2007) American Journal of Public Health, 97 (6), pp. 1034-1040. , http://www.ajph.org/cgi/reprint/97/6/1034, DOI 10.2105/AJPH.2003.020271; Kelly, J.A., Murphy, D.A., Washington, C.D., The effects of HIV/AIDS intervention groups for high-risk women in urban clinics (1994) Am J Public Health., 84 (12), pp. 1918-1922; Lindenberg, C.S., Solorzano, R.M., Bear, D., Strickland, O., Galvis, C., Pittman, K., Reducing substance use and risky sexual behavior among young, low-income, mexican-american women: Comparison of two interventions (2002) Applied Nursing Research, 15 (3), pp. 137-148. , DOI 10.1053/apnr.2002.34141; Peragallo, N., DeForge, B., O'Campo, P., Lee, S.M., Kim, Y.J., Cianelli, R., Ferrer, L., A randomized clinical trial of an HIV-risk-reduction intervention among low-income Latina women (2005) Nursing Research, 54 (2), pp. 108-118; St. Lawrence, J.S., Wilson, T.E., Eldridge, G.D., Brasfield, T.L., O'Bannon III, R.E., Community-based interventions to reduce low income, African American women's risk of sexually transmitted diseases: A randomized controlled trial of three theoretical models (2001) American Journal of Community Psychology, 29 (6), pp. 937-964. , DOI 10.1023/A:1012919700096; Alemagno, S.A., Stephens, R.C., Stephens, P., Shaffer-King, P., White, P., Brief motivational intervention to reduce HIV risk and to increase HIV testing among offenders under community supervision (2009) J Correct Health Care., 15 (3), pp. 210-221; Nyamathi, A., Flaskerud, J.H., Leake, B., Dixon, E.L., Lu, A., Evaluating the impact of peer, nurse case-managed, and standard HIV risk-reduction programs on psychosocial and health-promoting behavioral outcomes among homeless women (2001) Research in Nursing and Health, 24 (5), pp. 410-422. , DOI 10.1002/nur.1041; El-Bassel, N., Jemmott, J.B., Landis, J.R., National Institute of Mental Health Multisite Eban HIV/STD Prevention Intervention for African American HIV Serodiscordant Couples: A cluster randomized trial (2010) Arch Intern Med., 170 (17), pp. 1594-1601; Linn, J.G., Neff, J.A., Theriot, R., Harris, J.L., Interrante, J., Graham, M.E., Reaching impaired populations with HIV prevention programs: A clinical trial for homeless mentally ill African-American men (2003) Cell Mol Biol (Noisy-le-grand)., 49 (7), pp. 1167-1175; Nyamathi, A., Flaskerud, J., Keenan, C., Leake, B., Effectiveness of a specialized vs. traditional AIDS education program attended by homeless and drug-addicted women alone or with supportive persons (1998) AIDS Education and Prevention, 10 (5), pp. 433-446; Otto-Salaj, L.L., Kelly, J.A., Stevenson, L.Y., Hoffmann, R., Kalichman, S.C., Outcomes of a randomized small-group HIV prevention intervention trial for people with serious mental illness (2001) Community Mental Health Journal, 37 (2), pp. 123-144. , DOI 10.1023/A:1002709715201; El-Bassel, N., Witte, S.S., Gilbert, L., Wu, E., Chang, M., Hill, J., Steinglass, P., Long-term effects of an HIV/STI sexual risk reduction intervention for heterosexual couples (2005) AIDS and Behavior, 9 (1), pp. 1-13. , DOI 10.1007/s10461-005-1677-0; Harvey, S.M., Henderson, J.T., Thorburn, S., Beckman, L.J., Casillas, A., Mendez, L., Cervantes, R., A randomized study of a pregnancy and disease prevention intervention for Hispanic couples (2004) Perspectives on Sexual and Reproductive Health, 36 (4), pp. 162-169. , DOI 10.1363/3616204","Schneider, J.A.; Department of Health Studies, University of Chicago, 5841 S. Maryland Ave., Chicago, IL 60637, United States; email: jschnei1@medicine.bsd.uchicago.edu",,,,,,,,08848734,,JGIME,22798215.0,English,J. Gen. Intern. Med.,Review,Final,,Scopus,2-s2.0-84864444307
"Parkinson A., Chew L., Miller R.",57198364670;55241112200;57199446267;,Student perceptions of e-learning components within a Masters level accounting module,2012,"2012 2nd International Conference on Consumer Electronics, Communications and Networks, CECNet 2012 - Proceedings",,, 6202242,3517,3521,,,10.1109/CECNet.2012.6202242,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84861895041&doi=10.1109%2fCECNet.2012.6202242&partnerID=40&md5=0926be1eb067adb719cafdda033baeaf,"Department of Management Science and Innovation, University College London (UCL), London, United Kingdom; School of Business and Management, Queen Mary, University of London, London, United Kingdom","Parkinson, A., Department of Management Science and Innovation, University College London (UCL), London, United Kingdom, School of Business and Management, Queen Mary, University of London, London, United Kingdom; Chew, L., Department of Management Science and Innovation, University College London (UCL), London, United Kingdom, School of Business and Management, Queen Mary, University of London, London, United Kingdom; Miller, R., Department of Management Science and Innovation, University College London (UCL), London, United Kingdom, School of Business and Management, Queen Mary, University of London, London, United Kingdom","This paper is located in the arena of Masters-level accounting module with sixty seven registered students in England. It is concerned with identifying and exploring students' perceptions of influences, both positive and negative, of three specific e-learning components upon their learning experiences. The components are vote clickers, digital ink applications, and lecturecasts. The findings inform educators and module designers in the pursuit of the development of new blended learning modules, against a backdrop of increasing student expectations, and particularly so in the context of the high level of fees for post-graduate programmes. Students surveyed total sixty seven with forty five responses (67.2%). Data are collected through an on-line survey. The survey questions are derived from two focus groups using semi-structured interviews, with the interview themes informed from a literature review. The students in the focus groups are also stratified representatively. Data are analyzed and explored using absolute and relative frequencies. The exploration generates findings suggesting the vote clickers and digital ink innovations are perceived as enhancing the learning experience, but with mixed perceptions regarding lecturecasts, with lessons for educators. © 2012 IEEE.",Accounting education; blended learning; curriculum evaluation; e-learning,Blended learning; Curriculum evaluation; Digital inks; e-Learning components; England; Focus groups; Learning experiences; Literature reviews; Online surveys; Relative frequencies; Semi structured interviews; Student expectations; Student perceptions; Consumer electronics; Curricula; E-learning; Surveys; Students,,,,,,,,,,,"Dewey, J., (1933) How We Think. A Restatement of the Relation of Reflective Thinking to the Educative Process, , Boston: D.C.Heath; Stenhouse, L., (1975) An Introduction to Curriculum Research and Development, , London: Heineman; Schon, D., (1983) The Reflective Practitioner: How Professionals Think in Action, , NY: Basic Books; Mezirow, J., (1991) Transformative Dimensions of Adult Learning, , San Francisco: Jossey-Bass; Day, C., Pennington, A., Conceptualising professional development planning: A multidimensional model (1993) International Analysis of Teacher Education, Journal of Education for Teaching, , Papers One. Oxford: Carfax; Edmunds, M., West, A., Involving part-time tutors in reflective practice (2005) Reflective Practice in Open and Distance Learning: How Do We Improve? 11th Cambridge Conference on Open and Distance Learning, , Gaskell, A. and Tait, A. (eds). Open University; Light, G., Cox, R., (2001) Learning & Teaching in Higher Education: The Reflective Professional, , London: Paul Chapman; Barnett, R., (1997) Higher Education: A Critical Business, , Buckingham: SHRE and OU Press; Janet, M., Erica, M., New approaches to supporting students: Strategies for blended learning in distance and campus based environments (2003) Journal of Educational Media, 28 (2-3), pp. 129-146; Garrison, D.R., Kanuka, H., Blended learning: Uncovering its transformative potential in higher education (2004) The Internet and Higher Education, 7 (2), pp. 95-105; Dziuban, C., Moskal, P., Hartman, J., Higher education, blended learning and the generations: Knowledge is power-no more (2005) Elements of Quality Online Education: Engaging Communities, , J. Bourne & J. C. Moore (Eds.). Needham, MA: Sloan Center for Online Education; Oliver, M., Trigwell, K., Can 'blended learning' be redeemed? (2005) E-learning, 2 (1), pp. 17-26; Dowling, G., Godfrey, J., Gyles, N., Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes? (2003) Accounting Education: An International Journal, 12 (4), pp. 373-391; Armellini, A., Salmon, G., Hawkridge, D., The Carpe Diem journey: Designing for learning transformation (2009) Transforming Higher Education Through Technology-enhanced Learning, pp. 135-148. , ed. T. Mayes, D. Morrison, H. Mellar, B. Peter, and O. Martin. York: The Higher Education Academy; Johnson, J., Reflections on teaching a large enrollment course using a hybrid format (2002) Teaching with Technology Today, 8 (6); Durbridge, N., (1984) Media in Course Design, No.9, Audio Cassettes. The Role of Technology in Distance Education, pp. 99-108. , ed. A.W. Bates. Beckenham, UK: CroomHelm; Armellini, A., Salmon, G., Hawkridge, D., (2009) The Carpe Diem Journey: Designing for Learning Transformation. Transforming Higher Education Through Technology-enhanced Learning, pp. 135-148. , ed. T. Mayes, D. Morrison, H. Mellar, B. Peter, and O. Martin. York: The Higher Education Academy; Andrews, M.L., Becker, W.E., (2004) Scholarship of Teaching and Learning in Higher Education, , Bloomington, IN: Indiana University Press; Smart, K.A., Meyer, K.A., Changing course management systems: Lessons learned (2005) Educause Quarterly, 28 (2), pp. 68-70; Robert, K., Tanya, J., Student response systems: A university of wisconsin system study of clickers (2007) Educause Center for Applied Research Research Bulletin, 2007 (10), pp. 4-8. , May 8, 2007; Crouch, Catherine, H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69 (9), pp. 971-972; Johnson, A.E., Digital ink: In-class annotation of powerpoint lectures (2008) J. Chem. Educ, 2008, 85 (5), p. 655. , Publication Date (Web): May 1, 2008; Kimberle, K., Chevalier, K., Rbeiz, M., Rogal, A., Singer, D., Sorensen, J., Smith, A., Tay, K.S., Supporting feedback and assessment of digital ink answers to in-class exercises (2007) Proceedings of the Nineteenth Conference on Innovative Applications of AI, , July 22-29, 2007; Miles, M., Huberman, A., (1994) Qualitative Data Analysis: An Expanded Sourcebook, , 2nd ed. Thousand Oaks, CA: Sage Publications Inc; Robson, C., (2011) Real World Research, , 3rd ed. Oxford: Blackwell Publishing; Bryman, A., Bell, E., (2007) Business Research Methods, , 2nd Ed, Oxford: Oxford University Press","Parkinson, A.; Department of Management Science and Innovation, University College London (UCL), London, United Kingdom; email: a.t.parkinson@ucl.ac.uk",,IEEE,,"2012 2nd International Conference on Consumer Electronics, Communications and Networks, CECNet 2012",21 April 2012 through 23 April 2012,Three Gorges,90025.0,,9781457714153,,,English,"Int. Conf. Consum. Electron., Commun. Networks, CECNet - Proc.",Conference Paper,Final,,Scopus,2-s2.0-84861895041
"Nelson C., Hartling L., Campbell S., Oswald A.E.",57199851718;7003502722;54944849400;12765750100;,The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21,2012,Medical Teacher,34,6,,e386,e405,,45.0,10.3109/0142159X.2012.680938,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84861050689&doi=10.3109%2f0142159X.2012.680938&partnerID=40&md5=52c330e178b1b478d4f433953290ab31,"562 Heritage Medical Research Centre, University of Alberta, Edmonton, AB T6G 2S2, Canada","Nelson, C., 562 Heritage Medical Research Centre, University of Alberta, Edmonton, AB T6G 2S2, Canada; Hartling, L., 562 Heritage Medical Research Centre, University of Alberta, Edmonton, AB T6G 2S2, Canada; Campbell, S., 562 Heritage Medical Research Centre, University of Alberta, Edmonton, AB T6G 2S2, Canada; Oswald, A.E., 562 Heritage Medical Research Centre, University of Alberta, Edmonton, AB T6G 2S2, Canada","Background: Audience response systems (ARS) represent one approach to make classroom learning more active. Although ARS may have pedagogical value, their impact is still unclear. This systematic review aims to examine the effect of ARS on learning outcomes in health professions education. Methods: After a comprehensive literature search, two reviewers completed title screening, full-text review and quality assessment of comparative studies in health professions education. Qualitative synthesis and meta-analysis of immediate and longer term knowledge scores were conducted. Results: Twenty-one of 1013 titles were included. Most studies evaluated ARS in lectures (20 studies) and in undergraduates (14 studies). Fourteen studies reported statistically significant improvement in knowledge scores with ARS. Meta-analysis showed greater differences with non-randomised study design. Qualitative synthesis showed greater differences with non-interactive teaching comparators and in postgraduates. Six of 21 studies reported student reaction; 5 favoured ARS while 1 had mixed results. Conclusion: This review provides some evidence to suggest the effectiveness of ARS in improving learning outcomes. These findings are more striking when ARS teaching is compared to non-interactive sessions and when non-randomised study designs are used. This review highlights the importance of having high quality studies with balanced comparators available to those making curricular decisions. © 2012 Informa UK Ltd.",,"clinical competence; education; health care personnel; health personnel attitude; human; learning; methodology; review; self concept; vocational education; Attitude of Health Personnel; Clinical Competence; Education, Professional; Health Personnel; Humans; Learning; Self Efficacy",,,,,University of Alberta,"CODY NELSON, BSc, is a second-year medical student and a summer studentship recipient through a Faculty Evaluation and Assessment Committee grant at the University of Alberta. He has earned a Degree with honours in Physiology and Developmental Biology. LISA HARTLING, MSc, PhD, is an Assistant Professor, Department of Paediatrics, University of Alberta, Director of the Alberta Research Centre for Health Evidence and Director of the University of Alberta Evidence-Based Practice Center. She is a Cochrane Collaboration reviewer and has co-authored over 20 systematic reviews including one on problem-based learning and a recent BEME on musculoskeletal Clinical Skills. SANDRA CAMPBELL, BA, MLS, AALIA (CP), is a Public Services Librarian and library liaison to the Faculty of Medicine and Dentistry. She is also an expert database searcher and information literacy instructor. She has coauthored and provided librarian support and consultation on a recent BEME on musculoskeletal Clinical Skills. ANNA E. OSWALD, BMSc, MD, MMEd, FRCPC, is an Assistant Professor, consultant rheumatologist and Clinician Education for the RCPSC. She has a Master’s degree in Medical Education from the University of Dundee. She has co-authored a systematic review on problem-based learning and was the team lead for a BEME on musculoskeletal Clinical Skills.",,,,,"Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education: Applications and Cases, p. 25. , Banks DA, editor. Hershey, PA: Information Science Publishing; Alexander, C.J., Crescini, W.M., Juskewitch, J.E., Lachman, N., Pawlina, W., Assessing the integration of audience response system technology in teaching of anatomical sciences (2009) Anat. Sci. 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Educ. Technol., 23 (2), pp. 187-208; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) American Journal of Pharmaceutical Education, 68 (5), pp. 1-9. , 117; Stein, P.S., Challman, S.D., Brueckner, J.K., Using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (11), pp. 469-473; Tamblyn, R., Abrahamowicz, M., Dauphinee, D., Girard, N., Bartlett, G., Grand'Maison, P., Effect of a community oriented problem based learning curriculum on quality of primary care delivered by graduates: Historical cohort comparison study (2005) BMJ, 331 (7523), p. 1002; Vernon, D.T.A., Blake, R.L., Does problem-based learning work? A meta-analysis of evaluative research (1993) Academic Medicine, 68 (7), pp. 550-563; Wells, G.A., Shea, B., O'Connell, D., Peterson, J., Welch, V., Losos, M., Tugwell, P., (2011) Newcastle-Ottawa Scale (NOS) for Assessing the Quality of Nonrandomised Studies in Meta-Analyses, , http://www.ohri.ca/programs/clinical-epidemiology/oxford.asp, Ottawa: Ottawa Hospital Research Institute, [Accessed 26 April 2010","Oswald, A.E.; 562 Heritage Medical Research Centre, University of Alberta, Edmonton, AB T6G 2S2, Canada; email: oswald@ualberta.ca",,,,,,,,0142159X,,MEDTD,22578049.0,English,Med. Teach.,Review,Final,Open Access,Scopus,2-s2.0-84861050689
Rubner G.,55212821600;,Mbclick - An electronic voting system that returns individual feedback,2012,"Proceedings 2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012",,, 6185033,221,222,,5.0,10.1109/WMUTE.2012.53,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860832646&doi=10.1109%2fWMUTE.2012.53&partnerID=40&md5=c8ff19d3addcf1e149529bd61a1e0241,"School of Electrical and Electronic Engineering, University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom","Rubner, G., School of Electrical and Electronic Engineering, University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom","mbclick is a new electronic voting system that emphasizes the return of individual feedback. It uses students' own mobile phones, and works with both 'smart' and ordinary types. It is web-based, thereby removing the need to install any dedicated application software to make it work. It is easy to learn and use, and integrates with Microsoft PowerPoint. mbclick does away with the need to purchase and distribute traditional handheld clickers, freeing the institution and the teacher from the associated overheads. The system has been successfully piloted and tested at the University of Manchester. © 2012 IEEE.",mbclick electronic voting system mobile phones individual feedback,Application softwares; Electronic voting systems; Handhelds; Microsoft PowerPoint; University of Manchester; Cellular telephones; Engineering education; Mobile devices; Mobile phones; Voting machines,,,,,,,,,,,"Kennedy, G.E., Cuts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco: Jossey-Bass; Jardine, R., O'donoghue, M., Rubner, G., Developing a hierarchy of clicker use for teaching and learning from models of dialogue analysis (2010) EDMEDIA Conference, , Paper presented at, Toronto, Canada 2010; Rubner, G., (2011) Internal TESS Report, , Faculty of Engineering and Physical Science, University of Manchester","Rubner, G.; School of Electrical and Electronic Engineering, University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom; email: G.Rubner@manchester.ac.uk",,IEEE Computer Society;IEEE Japan Council;Tateisi Science and Technology Foundation;Support Cent. Adv. Telecommun. Technol. Res. Found. (SCAT);Kayamori Foundation of Informational Science Advancement,,"2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012",27 March 2012 through 30 March 2012,"Takamatsu, Kagawa",89674.0,,9780769546629,,,English,"Proc. IEEE Int. Conf. Wirel., Mobile Ubiquitous Technol. Educ., WMUTE",Conference Paper,Final,,Scopus,2-s2.0-84860832646
"Miura M., Nakada T.",8892578400;7201996317;,Device-free personal response system based on fiducial markers,2012,"Proceedings 2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012",,, 6185003,87,91,,5.0,10.1109/WMUTE.2012.22,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860810087&doi=10.1109%2fWMUTE.2012.22&partnerID=40&md5=dd7da2f9ed33a38cb684fb884e4db337,"Faculty of Engineering, Kyushu Institute of Technology, 1-1 Sensui, Tobata-ku, Kitakyushu, Fukuoka, 804-8550, Japan; Department of Information Systems, Niigata University of International and Information Studies, 3-1-1 Mizukino, Nishi-ku, Niigata, 950-2292, Japan","Miura, M., Faculty of Engineering, Kyushu Institute of Technology, 1-1 Sensui, Tobata-ku, Kitakyushu, Fukuoka, 804-8550, Japan; Nakada, T., Department of Information Systems, Niigata University of International and Information Studies, 3-1-1 Mizukino, Nishi-ku, Niigata, 950-2292, Japan","Conventional student response systems require electronic devices for collecting personal responses, such as, wireless RF remote keypads, portable hand helds, PDAs, tablets, and cell phones. Although these devices are becoming inexpensive and popular, their management causes additional burdens for teachers and students. We propose a method of collecting student responses by means of printed fiducial markers and tracking technology based on computer vision. Students can submit a response by holding up their marker sheets. Teachers can continuously track and record the responses using personal IDs in real time. Multiple choice question and 2D positioning implementations are presented. We confirmed the tracking capacity of our system through an experiment with 19 participants. © 2012 IEEE.",2D matrix code; clicker; response system; visual tag,Cell phone; clicker; Electronic device; Fiducial marker; Handhelds; Matrix codes; Multiple choice questions; Personal response systems; Real time; Response systems; Student response; Student-response system; Tracking capacity; Tracking technology; visual tag; Computer vision; Engineering education; Students,,,,,,,,,,,"Kato, H., Billinghurst, M., Marker tracking and HMD calibration for a video-based augmented reality conferencing system (1999) Proc. of the 2nd IEEE and ACM International Workshop on Augmented Reality '99, pp. 85-94. , Oct; Fiala, M., ARTag, a fiducial marker system using digital techniques (2005) Computer Vision and Pattern Recognition (CVPR 05), 2, pp. 590-596; Wagner, D., Schmalstieg, D., ARToolKitPlus for pose tracking on mobile devices (2007) Proc. of 12th Computer Vision Winter Workshop (CVWW 07); Asai, K., Kondo, T., Kobayashi, H., Mizuki, A., Tangible navigation system for learning the lunar surface (2006) Proc. International Conference on Interactive Computer Aided Learning (ICL 06), , CDROM; Asai, K., Kobayashi, H., Takase, N., Palm-on haptic environment in augmented reality (2008) Proc. International Conference on Human Computer Interaction (IASTED-HCI 08), pp. 68-73; Carmen Juan, M., Toffetti, G., Abad, F., Cano, J., Tangible cubes used as the user interface in an augmented reality game for edutainment (2010) Proc. of IEEE 10 th International Conference on Advanced Learning Technologies (ICALT 10), pp. 599-603. , Jul; Martín-Gutiérrez, J., Luis Saorín, J., Contero, M., Alcañiz, M., AR Dehaes: An educational toolkit based on augmented reality technology for learning engineering graphics (2010) Proc. of IEEE 10 th International Conference on Advanced Learning Technologies (ICALT 10), pp. 133-137. , Jul; Chang, B., Chen, C.W., Students' competitive preferences on multiuser wireless sensor classroom interactive environment (2010) Proc. of IEEE 10 th International Conference on Advanced Learning Technologies (ICALT 10), pp. 570-572. , Jul; Moraveji, N., Kim, T., Ge, J., Pawar, U.S., Mulcahy, K., Inkpen, K., Mischief: Supporting remote teaching in developing regions (2008) Proc. of the Twenty-sixth Annual SIGCHI Conference on Human Factors in Computing Systems (CHI 08), pp. 353-362. , Apr; Saga, M., Ikeda, K., Mori, M., Uehara, T., Kita, H., Naya, Y., Nagata, N., Ohno, T., Development of a multiple user quiz system on a shared display (2009) Proc. of Creating, Connecting and Collaborating Through Computing (C5 09), pp. 103-110. , Jan; Liu, T.C., Wang, H.Y., Liang, J.K., Chan, T.W., Ko, H.W., Yang, J.C., Wireless and mobile technologies to enhance teaching and learning (2003) Journal of Computer Assisted Learning, 19 (3), pp. 371-382. , Sep; Wei, H.C., Liang, J.K., Wang, H.Y., EduClick: A computer-supported formative evaluation system with wireless devices in ordinary classroom (2001) Proc. of Int. Conference on Computers in Education, pp. 1462-1469; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Carpenter, L., (1994) Cinematrix, video imaging method and apparatus for audience participation, , US Patents #5210604 (1993) and #5365266; Cinematrix Interactive Entertainment Systems®, , http://www.cinematrix.com/whatis.html; Maynes-Aminzade, D., Pausch, R., Seitz, S., Techniques for interactive audience participation (2002) Proc. of Fourth IEEE International Conference on Multimodal Interfaces (ICMI 02), p. 15; Domingo, M.G., Gweon, G., Kanarek, J., Rangos, J., Shake it! (2004) CHI '04 Extended Abstracts on Human Factors in Computing Systems (CHI EA 04), pp. 1675-1679; Hashimoto, S., http://kougaku-navi.net/QPToolkit/; Roschelle, J., Pea, R., A walk on the WILD side: How wireless handhelds may change CSCL (2002) Proc. of CSCL 2002, pp. 51-60. , Jan; Miura, M., Sugihara, T., Effect of seat location on programming course achievement (2011) Proc. of the 15th International Conference on Knowledge-Based and Intelligent Information and Engineering Systems (KES 11) Part III, LNAI, 6883, pp. 539-547. , Sep","Miura, M.; Faculty of Engineering, Kyushu Institute of Technology, 1-1 Sensui, Tobata-ku, Kitakyushu, Fukuoka, 804-8550, Japan; email: miuramo@mns.kyutech.ac.jp",,IEEE Computer Society;IEEE Japan Council;Tateisi Science and Technology Foundation;Support Cent. Adv. Telecommun. Technol. Res. Found. (SCAT);Kayamori Foundation of Informational Science Advancement,,"2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012",27 March 2012 through 30 March 2012,"Takamatsu, Kagawa",89674.0,,9780769546629,,,English,"Proc. IEEE Int. Conf. Wirel., Mobile Ubiquitous Technol. Educ., WMUTE",Conference Paper,Final,,Scopus,2-s2.0-84860810087
"Kohen-Vacs D., Ronen M., Bar-Ness O.",35728847700;23470872200;55212165600;,Integrating SMS components into CSCL scripts,2012,"Proceedings 2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012",,, 6185007,107,111,,3.0,10.1109/WMUTE.2012.26,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860791510&doi=10.1109%2fWMUTE.2012.26&partnerID=40&md5=6e1fb11a183caa6980d6bf15b907b339,"Department of Instructional Systems Technologies, Holon Institute of Technology Holon, Israel; CeLeKT, Linnaeus University, VÄXJÖ, Sweden","Kohen-Vacs, D., Department of Instructional Systems Technologies, Holon Institute of Technology Holon, Israel, CeLeKT, Linnaeus University, VÄXJÖ, Sweden; Ronen, M., Department of Instructional Systems Technologies, Holon Institute of Technology Holon, Israel; Bar-Ness, O., Department of Instructional Systems Technologies, Holon Institute of Technology Holon, Israel","This paper presents an effort to enrich and expand the potential of CSCL scripts by combining different technologies. We introduce and describe a dedicated SMS-personal response system designed to support class activities and its integration with CeLS, an environment used to design and enact online collaboration scripts. © 2012 IEEE.",clickers; CSCL script; PRS; SMS,clickers; CSCL script; Online collaboration; PRS; Response systems; SMS; Engineering education,,,,,,,,,,,"Dillenbourg, P., Over-scripting CSCL: The risks of blending collaborative learning with instructional design (2002) Three Worlds of CSCL: Can We Support CSCL?, pp. 61-91. , Kirschner P. (Ed.), Heerlen, The Netherlands: Open University of the Netherlands; Dansereau, D., Cooperative learning strategies (1988) Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation, pp. 103-120. , C. E. Weinstein, E. T. Goetz, and P. A. Alexander (Eds.), New York, NY: Academic Press; King, A., Scripting collaborative learning process: A cognitive perspective (2007) Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives, Computer-Supported Collaborative Learning Series, 6, pp. 13-37. , F. Fischer, I. Kollar, H. Mandl and J. M. Haake (Eds.), New York, NY: Springer; Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., Fischer, F., Specifying computer-supported collaboration scripts (2007) International Journal of Computer-Supported Collaborative Learning, 2 (2-3), pp. 211-224; Ronen, M., Kohen-Vacs, D., Modeling, enacting sharing and reusing online collaborative pedagogy with CeLS (2010) Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives, pp. 319-339. , Persico, D. & Pozzi, F. (Eds.), IGI Global; Zurita, G., Nussbaum, M., A conceptual framework based on activity theory for mobile CSCL (2007) British Journal of Educational Technology, 38 (2), pp. 211-235; Kohen-Vacs, D., Ronen, M., Ben-Aharon, O., Milrad, M., Incorporating mobile elements in collaborative pedagogical scripts (2011) The 19th International Conference on Computers in Education (ICCE 2011), pp. 357-364; Milrad, M., Kohen-Vacs, D., Vogel, B., Ronen, M., Kurti, A., An integrated approach for the enactment of collaborative pedagogical scripts using mobile technologies (2011) Proc. Computer Support for Collaborative Learning (CSCL 2011), pp. 681-685; Chan, T.W., Roschelle, J., His, S., Sharples, K.M., Brown, T., Patton, C., Cherniavsky, J., Hoppe, U., One-to-one technology-enhanced learning: An opportunity for global research collaboration (2006) Research and Practice in Technology Enhanced Learning, 1 (1), pp. 3-29; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astronomy Education Review, 5 (1), pp. 70-88; Waite, W.M., Jackson, M.H., Diwan, A., The conversational classroom (2003) Proc. 34rd ACM Technical Symposium on Computer Science Education (SIGCSE 03), pp. 127-131. , University of Chicago Press; Geske, J., Overcoming the drawbacks of the large lecture class (1992) College Teaching, 40, pp. 151-154; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) Physics Teacher, 46 (4), pp. 242-244; Mayer, R.A., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Ratto, M., Shapiro, R., Troung, T., Griswold, W., The ActiveClass project: Experiments in ecouraging classroom participation (2003) Proc. Computer Support for Collaborative Learning (CSCL 03), pp. 477-486. , Kluwer; Cheboldaeff, M., Service charging challenges in converged networks (2011) Communications Magazine, IEEE, 49 (1), pp. 118-123; Kuo, C., Walker, J., Perrig, A., Low-cost manufacturing, usability, and security: An analysis of Bluetooth simple pairing and Wi-Fi protected setup (2007) Proc. Usable Security Workshop (USEC), , Lowlands, Scarborough, Trinidad/Tobago, Feb; 11th Conference on Financial Cryptography and Data Security, 2007, pp. 325-340. , Springer-Verlag, Berlin, Heidelberg; (2006) ITU Internet Reports 2006: Digital.life, , International Telecommunication Union, Geneva, Switzerland, December; Mphahlele, M.L., Mashamaite, K., The impact of short message service (SMS) language on language proficiency of learners and the sms dictionaries: A challenge for educators and lexicographers (2005) IADIS International Conference Mobile Learning, pp. 161-168; Mantoro, T., Ayu, M.A., Habul, E., Khasanah, A.U., Survnvote: A free web based audience response system to support interactivity in the classroom (2010) Open Systems (ICOS), 2010 IEEE Conference, pp. 34-39; Tretiakov, A., Kinshuk, K., Creating a pervasive testing environment by using SMS messaging (2005) IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'05), pp. 62-66; Ronen, M., Kohen-Vacs, D., Designing and applying adaptation patterns embedded in the script (2010) 2009 int'L. Conf. on Intelligent Networking and Collaborative Systems (INCoS 2009) - Workshop on ""adaptive Systems for Collaborative Learning"" (IWASCL-2009), pp. 306-310. , Barcelona, Spain, 4-9; Rahim, M.A., A measure of styles of handling interpersonal conflict (1983) Academy of Management Journal, 26 (2), pp. 368-376; Thomas, K.W., Conflict and conflict management (1976) Handbook of Industrial and Organizational Psychology, pp. 889-935. , Dunnette M. D. (Ed.), Chicago: Rand McNally; Bobot, L., Conflict management in buyer-seller relationships (2010) Conflict Resolution Quarterly, 27 (3), pp. 291-319","Kohen-Vacs, D.; Department of Instructional Systems Technologies, Holon Institute of Technology HolonIsrael; email: mrkohen@hit.ac.il",,IEEE Computer Society;IEEE Japan Council;Tateisi Science and Technology Foundation;Support Cent. Adv. Telecommun. Technol. Res. Found. (SCAT);Kayamori Foundation of Informational Science Advancement,,"2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012",27 March 2012 through 30 March 2012,"Takamatsu, Kagawa",89674.0,,9780769546629,,,English,"Proc. IEEE Int. Conf. Wirel., Mobile Ubiquitous Technol. Educ., WMUTE",Conference Paper,Final,,Scopus,2-s2.0-84860791510
[No author name available],[No author id available],"Proceedings 2012 7th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012",2012,"Proceedings 2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012",,,,,,355.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860794303&partnerID=40&md5=c29e69e329216e88622971a355ad26e5,,,The proceedings contain 73 papers. The topics discussed include: enculturing self-directed seamless learners: towards a facilitated seamless learning process framework mediated by mobile technology; mobile digital storytelling for promoting creative collaborative learning; multimodal analysis of spatial characteristics of a real-world learning field; outdoor activities for the learning of mathematics: designing with mobile technologies for transitions across learning contexts; personalization in context-aware ubiquitous learning-log system; an architecture for supporting heterogeneous multi-device learning environments; designing better mobile collaborative laboratories for ecology field work for upper secondary schools; device-free personal response system based on fiducial markers; evaluating interaction with mobile devices in mobile inquiry-based learning; and folksonomy-based indexing for retrieving tutoring resources.,,,,,,,,,,,,,,,,IEEE Computer Society;IEEE Japan Council;Tateisi Science and Technology Foundation;Support Cent. Adv. Telecommun. Technol. Res. Found. (SCAT);Kayamori Foundation of Informational Science Advancement,,"2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012",27 March 2012 through 30 March 2012,"Takamatsu, Kagawa",89674.0,,9780769546629,,,English,"Proc. IEEE Int. Conf. Wirel., Mobile Ubiquitous Technol. Educ., WMUTE",Conference Review,Final,,Scopus,2-s2.0-84860794303
"Ram A.R., Chaudhuri S.",35230927300;7402977965;,Video analysis and repackaging for distance education,2012,Video Analysis and Repackaging for Distance Education,9781461438373,,,1,175,,3.0,10.1007/978-1-4614-3837-3_1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84930424318&doi=10.1007%2f978-1-4614-3837-3_1&partnerID=40&md5=6476cd750ed4620e385619a2ddfed376,"Government College of Engineering, Kannur, Kerala, India; Indian Institute of Technology, Bombay, Powai, Maharashtra, India","Ram, A.R., Government College of Engineering, Kannur, Kerala, India; Chaudhuri, S., Indian Institute of Technology, Bombay, Powai, Maharashtra, India","This book presents various video processing methodologies that are useful for distance education. The motivation is to devise new multimedia technologies that are suitable for better representation of instructional videos by exploiting the temporal redundancies present in the original video. This solves many of the issues related to the memory and bandwidth limitation of lecture videos. The various methods described in the book focus on a key-frame based approach which is used to time shrink, repackage and retarget instructional videos. All the methods need a preprocessing step of shot detection and recognition, which is separately given as a chapter. We find those frames which are well-written and distinct as key-frames. A super-resolution based image enhancement scheme is suggested for refining the key-frames for better legibility. These key-frames, along with the audio and a meta-data for the mutual linkage among various media components form a repackaged lecture video, which on a programmed playback, render an estimate of the original video but at a substantially compressed form. The book also presents a legibility retentive retargeting of this instructional media on mobile devices with limited display size. All these technologies contribute to the enhancement of the outreach of distance education programs. Distance education is now a big business with an annual turnover of over 10-12 billion dollars. We expect this to increase rapidly. Use of the proposed technology will help deliver educational videos to those who are less endowed in terms of network bandwidth availability and to those everywhere who are even on a move by delivering it effectively to mobile handsets (including PDAs). Thus, technology developers, practitioners, and content providers will find the material very useful. © 2012 Springer Science+Business Media New York. All rights are reserved.",,Bandwidth; Display devices; Distance education; Education; Multimedia systems; Bandwidth limitation; Distance education programs; Educational videos; Instructional media; Instructional videos; Multimedia technologies; Pre-processing step; Temporal redundancy; Video signal processing,,,,,,,,,,,"Ahmad, I., Wei, X., Sun, Y., Zhang, Y.-Q., Video transcoding: An overview of various techniques and research issues (2005) IEEE Transactions on Multimedia, 7 (5), pp. 793-804. , October; Ahmidi, N., Safabakhsh, R., A novel dct-based approach for secure color image watermarking (2004) Proceedings of the International Conference on Information Technology: Coding and Computing, 2, pp. 709-713. , April; Al-Gindy, A., Al-Ahmad, H., Qahwaji, R., Tawfik, A., Watermarking of colour images in the dct domain using y channel (2009) Proceedings of the IEEE/ACS International Conference on Computer Systems and Applications, pp. 1025-1028. , May; Alattar, A.M., Reversible watermark using the difference expansion of a generalized integer transform (2004) IEEE IEEE Transactions on Image Processing, 13 (8), pp. 1147-1156. , August; Anandan, P., Irani, M., Kumar, R., Bergen, J., Video as an image data source: Efficient representations and applications (1995) Proceedings of the International Conference on Image Processing, 1, pp. 318-321. , October; Avanindra, Chaudhuri, S., Robust detection of skew in document images (1997) IEEE Transactions on Image Processing, 6 (2), pp. 344-349. , February; Barni, M., Bartolini, F., Cappellini, V., Piva, A., A dct-domain system for robust image watermarking (1998) Signal Processing, 66 (3), pp. 357-372. , May; Barni, M., Bartolini, F., Piva, A., Multichannel watermarking of color images (2002) IEEE Transactions on Circuits and Systems for Video Technology, 12 (3), pp. 142-156. , March; Bassia, P., Pitas, I., Nikolaidis, N., Robust audio watermarking in the time domain (2001) IEEE Transactions on Multimedia, 3 (2), pp. 232-241. , June; Bassia, P., Pitas, I., Nikolaidis, N., Robust audio watermarking in the time domain (2001) IEEE Transactions on Multimedia, 3 (2), pp. 232-241. , June; Bender, W., Gruhl, D., Morimoto, N., Lu, A., Techniques for data hiding (1996) IBM Systems Journal, 35 (3-4), pp. 313-336; Bjork, N., Christopoulos, C., Video transcoding for universal multimedia access (2000) Proceedings of the ACM International Conference on Multimedia, 1, pp. 75-79; Bonuccellit, M., Lonetti, F., Martelli, F., Temporal transcoding for mobile video communication (2005) Proceedings of the Second Annual International Conference on Mobile and Ubiquitous Systems: Networking and Services, pp. 502-506. , July; Boreczky, J., Wilcox, L., A hidden markov model framework for video segmentation using audio and image features (1998) Proceedings of IEEE International Conference on Acoustics, Speech and Signal Processing, 6, pp. 3741-3744; Brand, M., Kettnaker, V., Discovery and segmentation of activities in video (2000) IEEE Transactions on Pattern Analysis and Machine Intelligence, 22 (8), pp. 844-851. , August; Brandt, J., Wolf, L., Adaptive video streaming for mobile clients (2008) Proceedings of the 18th International Workshop on Network and Operating System Support for Digital Audio and Video, pp. 113-114; Brandt, J., Wolf, L., Halvorsen, P., Multidimensional transcoding for adaptive video streaming (2009) ACM SIGMultimedia, 1 (4), pp. 16-17. , December; Carson, B., Greenspan, H., Malik, J., Blobworld: Image segmentation using expectation-maximization and its application to image querying (2002) IEEE Transactions on Pattern Analysis and Machine Intelligence, 24 (8), pp. 1026-1038. , August; Cernekova, Z., Pitas, I., Nikou, C., Information theory-based shot cut/fade detection and video summarization (2006) IEEE Transactions on Circuits and Systems for Video Technology, 16 (1), pp. 82-91. , January; Chang, H.S., Sull, S., Lee, S.U., Efficient video indexing scheme for content-based retrieval (1999) IEEE Transactions on Circuits and Systems for Video Technology, pp. 1269-1279. , December; Chang, P., Han, M., Gong, Y., Extract highlights from baseball game video with hmm (2002) Proceedings of the IEEE International Conference on Image Processing; Chasanis, V.T., Likas, A.C., Galatsanos, N.P., Scene detection in videos using shot clustering and sequence alignment (2009) IEEE Transactions on Multimedia, 11 (1), pp. 89-100. , January; Chaudhuri, S., Joshi, M.V., (2005) Motion-free super-resolution, , Springer Publishers, New York, USA; Chen, H.-Y., Chen, G.-Y., Hong, J.-S., Design of a web-based synchronized multimedia lecture system for distance education (1999) Proceedings of the IEEE International Conference on Multimedia Computing and Systems, 2, pp. 887-891. , July; Chen, M., Wong, E.K., Memon, N., Adams, S., Recent developments in document image watermarking and data hiding (2001) Proceedings of the SPIE Conference on Multimedia Systems and Applications, 4, pp. 1025-1028; Choudary, C., Liu, T., Summarization of visual content in instructional videos (2007) IEEE Transactions on Multimedia, 9 (7), pp. 1443-1455. , November; Clark, P., Mirmehdi, M., Finding text regions using localised measures (2000) Proceedings of the 11th British Machine Vision Conference; Coll, D.C., Choma, G.H., Image activity characteristics in broadcast television (1976) IEEE Transactions on Communications, pp. 1201-1206. , Ocober; Cox, I.J., Kilian, J., Leighton, F.T., Shamoon, T., Secure spread spectrum watermarking for multimedia (1997) IEEE Transactions on Image Processing, 6 (12), pp. 1673-1687. , December; 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"Burhansstipanov L., Krebs L.U., Watanabe-Galloway S., Petereit D.G., Pingatore N.L., Eschiti V.",7003296569;7006160230;16240502900;7003391481;26428301400;6507951452;,Preliminary lessons learned from the native navigators and the cancer continuum (NNACC),2012,Journal of Cancer Education,27,SUPPL. 1,,S57,S65,,8.0,10.1007/s13187-012-0316-5,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863724937&doi=10.1007%2fs13187-012-0316-5&partnerID=40&md5=69d7a2f19a4a1a6654431c8f5a8214fe,"Native American Cancer Research Corporation (NACR), 3022 South Nova Road, Pine, CO 80470-7830, United States; College of Nursing, University of Colorado Denver, 13120 East 19th Avenue, Aurora, CO 80045, United States; Epidemiology Department, University of Nebraska Medical Center, College of Public Health, Omaha, NE 68198-4395, United States; Department of Radiology Oncology, Rapid City Regional Hospital, John T. Vucurevich Cancer, 353 Fairmont Blvd, Rapid City, SD 57701, United States; Inter-Tribal Council of Michigan, Inc., 2956 Ashmun St., Marie, MI 49783, United States; OUHSC College of Nursing, 1100 North Stonewall Ave, Oklahoma City, OK 73117, United States","Burhansstipanov, L., Native American Cancer Research Corporation (NACR), 3022 South Nova Road, Pine, CO 80470-7830, United States; Krebs, L.U., College of Nursing, University of Colorado Denver, 13120 East 19th Avenue, Aurora, CO 80045, United States; Watanabe-Galloway, S., Epidemiology Department, University of Nebraska Medical Center, College of Public Health, Omaha, NE 68198-4395, United States; Petereit, D.G., Department of Radiology Oncology, Rapid City Regional Hospital, John T. Vucurevich Cancer, 353 Fairmont Blvd, Rapid City, SD 57701, United States; Pingatore, N.L., Inter-Tribal Council of Michigan, Inc., 2956 Ashmun St., Marie, MI 49783, United States; Eschiti, V., OUHSC College of Nursing, 1100 North Stonewall Ave, Oklahoma City, OK 73117, United States","This community-based participatory research (CBPR) study was based on patient navigation (Navigator) among three original sites: Colorado, Michigan, and South Dakota. During 2010, the study added two sites: the Comanche Nation and the Muscogee (Creek) Nation (Oklahoma). The intervention includes 24-h of a Navigator-implemented cancer education program that addresses the full continuum of cancer care. The partners include agreements with up to two local Native American organizations each year, called Memorandum Native Organizations, who have strong relationships with local American Indians. Family fun events are used to initiate the series of workshops and to collect baseline data and also to wrap up and evaluate the series 3 months following the completion of the workshop series. Evaluation data are collected using an audience response system (ARS) and stored using an online evaluation program. Among the lessons learned to date are: the Institutional Review Board processes required both regional and national approvals and took more than 9 months. All of the workshop slides were missing some components and needed.",American indian; Cancer; Native american; Navigator; Patient navigation,"American Indian; article; education; ethnology; health education; human; methodology; minority health; neoplasm; online system; participatory research; psychological aspect; time; United States; videorecording; Community-Based Participatory Research; Education; Health Education; Humans; Indians, North American; Minority Health; Neoplasms; Online Systems; Time Factors; United States; Videotape Recording",,,,,,,,,,,"Burhansstipanov, L., Bad, W.D., Capelouto, N., Goldfarb, F., Harjo, L., Hatathlie, L., Vigil, G., White, M., Culturally relevant ""Navigator"" patient support: The native sisters (1998) Cancer Pract, 6 (3), pp. 191-194. , PMID: 9652252; Burhansstipanov, L., Dignan, M.B., Bad, W.D., Tenney, M., Vigil, G., Native American recruitment into breast cancer screening: The NAWWA project (2000) J Cancer Educ, 15, pp. 29-33. , PMID:10730800; Burhansstipanov, L., Native American community-based cancer projects: Theory versus reality (1999) Cancer Control: Journal of the Moffitt Cancer Center, 6 (6), pp. 620-626. , PMID: 10756397; Dignan, M.B., Burhansstipanov, L., Hariton, J., Harjo, L., Rattler, T., Lee, R., Mason, M., A comparison of two Native American Navigator formats: Face-to-face and telephone (2005) Cancer Control: Journal of the Moffitt Cancer Center, pp. 28-33. , Grant [NCI R25 CA77665] PMID: 16327748; Burhansstipanov, L., Dignan, M.B., Schumacher, A., Krebs, L.U., Alfonsi, G., Apodaca, C., Breast screening navigator programs within three settings that assist underserved women (2010) J Cancer Educ. PMID, p. 20300914; Burhansstipanov, L., Krebs, L.U., Seals, B.F., Bradley, A.A., Kaur, J.S., Iron, P., Dignan, M.B., Gamito, E., Native American breast cancer survivors' physical conditions and quality of life (2010) Cancer PMID, p. 20120031","Burhansstipanov, L.; Native American Cancer Research Corporation (NACR), 3022 South Nova Road, Pine, CO 80470-7830, United States; email: LindaB@NatAmCancer.net",,,,,,,,08858195,,JCEDE,22410710.0,English,J. Cancer Educ.,Conference Paper,Final,,Scopus,2-s2.0-84863724937
Carter P.,36093896400;,An experience report: On the use of multimedia pre-instruction and just-in-time teaching in a CS1 course,2012,SIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education,,,,361,366,,14.0,10.1145/2157136.2157244,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858963654&doi=10.1145%2f2157136.2157244&partnerID=40&md5=87edd6b73e6ec5b8f887ff8944e036bf,"Department of Computer Science, University of British Columbia, Vancouver, BC, Canada","Carter, P., Department of Computer Science, University of British Columbia, Vancouver, BC, Canada","We describe an experience using online multimedia instruction and just-in-time teaching in an introductory programming course. Survey data has shown that students are strongly in favour of the approach. A series of screencasts was developed to replace the traditional lecture component of the course. Students were asked to review a small number of screencasts before each class and were assessed on their comprehension at the start of class using a series of ""clicker"" questions. A just-in-time mini-lecture was provided in response to the initial assessment, on an as-needed basis. The remaining class time was devoted to small-group exercises. © 2012 ACM.",CS1; JITT; multimedia instruction; pedagogy; peer instruction; screencasts,CS1; JITT; Multimedia instruction; pedagogy; Peer instruction; screencasts; Teaching,,,,,,,,,,,"Astrachan, O., Non-competitive programming contest problems as the basis for just-in-time teaching (2004) Frontiers in Education, 2004. FIE 2004. 34th Annual, 1, pp. T3H/20-T3H/24. , Oct; Bailey, T., Forbes, J., Just-in-time teaching for CS0 (2005) SIGCSE '05: Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education, pp. 366-370. , New York, NY, USA, ACM; Carter, P., An experiment with online instruction and active learning in an introductory computing course for engineers: JiTT meets CS1 (2009) Proceedings of the 14th Western Canadian Conference on Computing Education, WCCCE '09, pp. 103-108. , New York, NY, USA, ACM; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977. , September; Davis, J., Experiences with just-in-time teaching in systems and design courses (2009) Proceedings of the 40th ACM Technical Symposium on Computer Science Education, SIGCSE '09, pp. 71-75. , New York, NY, USA, ACM; Lister, R., Fidge, C., Teague, D., Further evidence of a relationship between explaining, tracing and writing skills in introductory programming (2009) Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE '09, pp. 161-165. , New York, NY, USA, ACM; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, New Jersey; Novak, G.M., Patterson, E.T., Gavrin, A.D., Christian, W., (1999) Just-In-Time Teaching: Blending Active Learning with Web Technology, , Prentice Hall, New Jersey; Pargas, R.P., Reducing lecture and increasing student activity in large computer science courses (2006) ITICSE '06: Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, pp. 3-7. , New York, NY, USA, ACM; Porter, L., Bailey Lee, C., Simon, B., Cutts, Q., Zingaro, D., Experience report: A multi-classroom report on the value of peer instruction (2011) Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education, ITiCSE '11, pp. 138-142. , New York, NY, USA, ACM; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., Experience report: Peer instruction in introductory computing (2010) Proceedings of the 41st ACM Technical Symposium on Computer Science Education, SIGCSE '10, pp. 341-345. , New York, NY, USA, ACM; Stelzer, T., Brookes, D.T., Gladding, G., Mestre, J.P., Impact of multimedia learning modules on an introductory course on electricity and magnetism (2010) American Journal of Physics, 78 (7), pp. 755-759; Stelzer, T., Gladding, G., Mestre, J.P., Brookes, D.T., Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content (2009) American Journal of Physics, 77 (2), pp. 184-190","Carter, P.; Department of Computer Science, University of British Columbia, Vancouver, BC, Canada; email: pcarter@cs.ubc.ca",,ACM Special Interest Group on Computer Science Education (SIGCSE),,"43rd ACM Technical Symposium on Computer Science Education, SIGCSE'12",29 February 2012 through 3 March 2012,"Raleigh, NC",89144.0,,9781450310987,,,English,SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84858963654
"Chasteen S.V., Pepper R.E., Pollock S.J., Perkins K.K.",12140078800;36994815700;7102975994;7102535975;,But does it last? Sustaining a research-based curriculum in upper-division electricity & magnetism,2012,AIP Conference Proceedings,1413,,,139,142,,14.0,10.1063/1.3680014,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857477203&doi=10.1063%2f1.3680014&partnerID=40&md5=092844eba906e7fad308b267e58d7a1c,"Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States","Chasteen, S.V., Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States; Pepper, R.E., Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States; Pollock, S.J., Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States; Perkins, K.K., Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States","We report on the process and outcomes from a four-year, eight-semester project to develop, establish, and maintain a new course approach in junior-level electricity and magnetism (E&M). Almost all developed materials (i.e., clicker questions, tutorials, homework, and student difficulties) were used successfully by several subsequent instructors, indicating a high rate of sustainability over time and between instructors. We describe the factors related to successful transfer and to decisions not to adopt the materials, based on observations, instructor interviews, and student data. © 2012 American Institute of Physics.",assessment; course reform; electricity and magnetism; physics education research,,,,,,,,,,,,"Redish, E.F., (2003) Teaching Physics with the Physics Suite, , Maryland, John Wiley & Sons; Chasteen, S.V., Perkins, K.K., Beale, P., Pollock, S.J., Wieman, C.E., (2011) J. College Sci. Teach, pp. 70-76. , March/April, and references within; http://www.colorado.edu/sei/departments/physics.htm; Instructor's Guide, , http://STEMclickers.colorado.edu; note; Chasteen, S.V., PERC Proceedings 2011, , submitted; Pollock, PERC Proceedings 2011, , See also submitted, for complete data in graphical form; Rogers, E.M., (2003) Diffusion of Innovations, , New York: Free Press; Henderson, C., Dancy, M., (2008) Am. J. Phys., 76 (1), pp. 79-91; Henderson, C.A., Beach, A., Famanio, M., (2009) Am. J. Phys., 77 (3), pp. 274-283; Tobias, S., (1992) Revitalizing Undergraduate Science: Why Some Things Work and Most Don't, , Series editor, W.W. Bacon. Tucson: Research Corporation; http://stem.colorado.edu/la-program, E.g., an LA","Chasteen, S.V.; Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States",,American Association of Physics Teachers,,2011 Physics Education Research Conference,3 August 2011 through 4 August 2011,"Omaha, NE",,0094243X,9780735409903,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84857477203
"Pollock S., Pepper R., Chasteen S., Perkins K.",7102975994;36994815700;12140078800;7102535975;,Multiple roles of assessment in upper-division physics course reforms,2012,AIP Conference Proceedings,1413,,,307,310,,2.0,10.1063/1.3680056,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857493590&doi=10.1063%2f1.3680056&partnerID=40&md5=faafe0e55245152075b565a1d58259cd,"Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States","Pollock, S., Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States; Pepper, R., Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States; Chasteen, S., Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States; Perkins, K., Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States","The University of Colorado at Boulder has been involved in a systematic program of upper-division undergraduate course transformations. The role of assessment has been critical at multiple, interconnected scales: (1) formative evaluation focused on the course itself in the design phase; (2) formative assessment focused on students in the instructional phase and (3) summative assessment to determine student performance and the success of course design. We summarize the role and nature of assessments at each of these levels. At the design scale, investigative measures include observations and surveys of students and student work. In the classroom, assessments to determine and address student difficulties include clicker questions and tutorials. At the summative scale, assessments include faculty interviews and course and tutorial-scale posttests. We discuss examples, affordances, outcomes, and challenges associated with these different layers of assessments at the upper-division level. © 2012 American Institute of Physics.",assessment; course reform; physics education research; upper-division,,,,,,,,,,,,"Chasteen, S., (2011) J. Coll. Sci. Teach, 40 (4), p. 70; Chasteen, S., Pollock, (2008) PERC Proc., AIP, 1064, p. 911; Chasteen, S., Pollock, (2009) PERC Proc., AIP, 1179, p. 7; Chasteen, S., Pollock, (2009) PERC Proc. AIP, 1179, p. 109; Pollock, S., (2010) PERC Proc. AIP, 1289, p. 261; Goldhaber, S., (2009) PERC Proc. AIP, 1179, p. 145; Chasteen, S., PERC 2011, , submitted to; www.colorado.edu/sei/departments/physics.htm, For a full set of course materials and learning goals, see; Redish, E.F., (2003) Teaching Physics with the Physics Suite, , Maryland, John Wiley & Sons, and refs therein; Wiliam, D., (2007) Second Handbook of Research on Mathematics Teaching and Learning, p. 1053. , ed. F. Lester Information Age Publishing, Greenwich, CT; Mazur, E., (1997) Peer Instruction, , Prentice Hall; McDermott, L., (2002) Tutorials in Introductory Physics, , Prentice Hall; Otero, V., (2010) Am. J. Phys, 78 (11), p. 1218; Pepper, R., PERC 2011, , submitted to; Perkins, K., Turpen, (2009) PERC Proc., AIP, 1179, p. 225; Henderson, C., Dancy, M., (2008) Am. J. Phys, 76 (1), p. 79; Ambrose, B., (2004) Am. J. Phys., 72, p. 453; Intermediate Mechanics Tutorials, , perlnet.umaine.edu/imt/, see also at; Novak, G., (1999) JITT, , Benjamin Cummings; Novak, G., Novotny, S., private communications; Manogue, C., (2006) Am. J. Phys., 74, p. 344. , See e.g; Bilak, J., Singh, C., (2007) PERC Proc. AIP, 951, p. 49; Bing, T., Redish, E., (2006) PERC Proc AIP, 883, p. 26","Pollock, S.; Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States",,American Association of Physics Teachers,,2011 Physics Education Research Conference,3 August 2011 through 4 August 2011,"Omaha, NE",,0094243X,9780735409903,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84857493590
Chasteen S.V.,12140078800;,Teasing out the effect of tutorials via multiple regression,2012,AIP Conference Proceedings,1413,,,143,146,,3.0,10.1063/1.3680015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857485881&doi=10.1063%2f1.3680015&partnerID=40&md5=23bfe607575e71121c0682f9bdddc4ea,"Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States","Chasteen, S.V., Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States","We transformed an upper-division physics course using a variety of elements, including homework help sessions, tutorials, clicker questions with peer instruction, and explicit learning goals. Overall, the course transformations improved student learning, as measured by our conceptual assessment. Since these transformations were multi-faceted, we would like to understand the impact of individual course elements. Attendance at tutorials and homework help sessions was optional, and occurred outside the class environment. In order to identify the impact of these optional out-of-class sessions, given self-selection effects in student attendance, we performed a multiple regression analysis. Even when background variables are taken into account, tutorial attendance is positively correlated with student conceptual understanding of the material - though not with performance on course exams. Other elements that increase student time-on-task, such as homework help sessions and lectures, do not achieve the same impacts. © 2012 American Institute of Physics.",assessment; course reform; electricity and magnetism; physics education research,,,,,,,,,,,,"Chasteen, S.V., Pollock, S.J., (2009) PERC Proceedings 2009, 1179, pp. 109-112. , See, for example; Ambrose, B., (2004) Am. J. Phys., 72 (4), pp. 453-459. , and references within; www.colorado.edu/sei/departments/physics_3310.htm, The full set of course materials are available at; Chasteen, S.V., Pepper, R.E., Pollock, S.J., Perkins, K.K., PERC Proceedings 2011, , submitted; Chasteen, S.V., Perkins, K.K., Beale, P., Pollock, S.J., Wieman, C.E., (2011) J. College Sci. Teach, pp. 70-76. , March/April; http://colorado.edu/sei; Chasteen, S.V., Pollock, S.J., (2009) PERC Proceedings 2009, AIP Conference Proceedings, 1179, pp. 109-112; Ding, L., Chabay, R., Sherwood, B., (2006) Phys. Rev. ST Physics Ed. Research, 2 (1), pp. 1-7; Pollock, S.J., (2009) Phys. Rev. ST Physics Ed. Research, 5 (2), pp. 020110-020117; Hoellwarth, C., Moelter, M.J., Knight, R.D., (2005) Am. J. Phys., 73 (5), pp. 459-462","Chasteen, S.V.; Science Education Initiative, Department of Physics, University of Colorado, Boulder, CO 80309, United States",,American Association of Physics Teachers,,2011 Physics Education Research Conference,3 August 2011 through 4 August 2011,"Omaha, NE",,0094243X,9780735409903,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-84857485881
Rubner G.,55212821600;,Mbclick - An electronic voting system that returns individual feedback,2012,"Proceedings of the IADIS International Conference Mobile Learning 2012, ML 2012",,,,302,306,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84944096832&partnerID=40&md5=c19aab917868603ad79f8dfd963d2077,"School of Electrical and Electronic Engineering, University of Manchester, Oxford Road, Manchester, M13 9PL, United Kingdom","Rubner, G., School of Electrical and Electronic Engineering, University of Manchester, Oxford Road, Manchester, M13 9PL, United Kingdom","mbclick is a new electronic voting system that emphasizes the return of individual feedback. It uses students' own mobile phones, and works with both 'smart' and ordinary types. It is web-based, thereby removing the need to install any dedicated application software to make it work. It is easy to learn and use, and integrates with Microsoft PowerPoint. mbclick does away with the need to purchase and distribute traditional handheld clickers, freeing the institution and the teacher from the associated overheads. The system has been successfully trialed at the University of Manchester. © 2012 IADIS.",Mbclick electronic voting system mobile phones individual feedback,Application programs; Cellular telephone systems; Cellular telephones; E-learning; Mobile devices; Mobile phones; Teaching; Telephone sets; Electronic voting systems; Handhelds; Mbclick electronic voting system mobile phones individual feedbacks; Microsoft PowerPoint; University of Manchester; Web based; Voting machines,,,,,,,,,,,"(2011), http://tltt.strath.ac.uk/REAP/public/Resources/DN_SHE_Final.pdf, accessed: June; Kennedy, G.E., Cuts, Q.I., The association between student's use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco Jossey-Bass; Fies, C., Marshall, J., Classroom response systems : A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Beatty, I., (2004) Transforming Student Learning with Classroom Communication Systems, , http://net.educause.edu/ir/library/pdf/ERB0403.pdf, accessed: August 2011; Draper, S.W., Brown, M.I., (2004) Increasing Interactivity in Lectures Using An Electronic Voting System, , http://www.psy.gla.ac.uk/~steve/evs/papers/draperbrown.pdf, accessed: September 2011; Nicol, D.J., Increasing success in first year courses: Assessment re-design, self-regulation and learning technologies (2006) Paper Presented at ASCILITE Conference, , Sydney, Dec 3-6, 2006; TurningPoint and EInstruction, , http://www.turningtechnologies.co.uk, (http://www.einstruction.com) (accessed: September 2011); TurningTechnologies Responseware, , http://www.turningtechnologies.com/studentresponsesystems/mobiledistancelearning/higheredresponseware/, accessed: September 2011); Poll Everywhere, , http://www.polleverywhere.com/, accessed: September 2011; Dyson, L.E., Litchfield, A., Lawrence, E., Raban, R., Leijdekkers, P., Advancing the m-learning research agenda for active,experiential learning: Four case studies (2009) Australasian Journal of Educational Technology, 25 (2), pp. 250-267; Mundy, D.P., Proctor, J., Getting W.I.L.D in the classroom (2008) 3rd Practice Based and Practitioner Research Conference, , Bergen, Norway, November 26th - 28th; http://www.campus.manchester.ac.uk/tlso/newsbulletins/mle/, accessed: June 2011; Rubner, G., (2010) Internal TESS Report, Faculty of EPS, University of Manchester","Rubner, G.; School of Electrical and Electronic Engineering, University of Manchester, Oxford Road, United Kingdom",Isaias P.Sanchez I.A.Rodrigues L.,,IADIS,"IADIS International Conference on Mobile Learning 2012, ML 2012",11 March 2012 through 13 March 2012,,114437.0,,9789728939663,,,English,"Proc. IADIS Int. Conf. Mob. Learn., ML",Conference Paper,Final,,Scopus,2-s2.0-84944096832
"Hogan J.P., Cernusca D.",7202270673;6507313269;,Millennials perception of using clicker to support an active classroomenvironment: An early adoption perspective,2012,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,21.0,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029124595&partnerID=40&md5=a9ad272de19636dc6fee9bf1e47627c6,"Department of Geological Sciences and Engineering, Missouri University of Science and Technology, United States; Department of Global Learning, Missouri University of Science and Technology, United States","Hogan, J.P., Department of Geological Sciences and Engineering, Missouri University of Science and Technology, United States; Cernusca, D., Department of Global Learning, Missouri University of Science and Technology, United States","This paper presents a multi-year study of students' perception associated with the introduction of a technology tool, personal response systems, starting from its initial stage to date. The goal is to provide a reflective perspective of this topic that intertwines the instructor's and students' views associated with the adoption of a technology tool that addresses Millennia's need for quick feedback and active engagement into their learning experience. The results of the data collected with an in-class clicker survey for six semesters indicated that it took students on average two semesters to significantly shift their perception and view clickers supporting both classroom and outside classroom activities. The study indicates that both a well-crafted strategy to introduce innovative technology tools at the organizational level and the instructor's clear focus on using clickers as a tool to increase and support active learning will reduce students' resistance to the tool itself at the course levels. © 2012 American Society for Engineering Education.",,Education; Engineering education; Teaching; Active Learning; Classroom activity; Innovative technology; Learning experiences; Millennials; Organizational levels; Personal response systems; Students' views; Students,,,,,,,,,,,"Berk, R.A., Teaching strategies for net generation (2009) Teaching and Learning Journal, 3 (2), pp. 2-24; Ng, E.S.W., Schweizer, L., Lyons, S.T., New generation, great expectations: A field study of the millennial generation (2010) Journal of Business Psychology, 25, pp. 281-292; Stewart, K.D., Bernhardt, P.C., Comparing millennials to pre-1987 students and with one another (2010) North American Journal of Psychology, 12 (3), pp. 579-602; Wilson, W., Gerber, L.E., How generational theory can improve teaching: Strategies for working with the millennials (2008) Currents in Teaching and Learning, 1 (1), pp. 29-44; Twenge, J.M., (2006) Generation Me. Why Today's Young Americans Are More Confident, Assertive, Entitled -and More Miserable Than Ever before, , New York, NY: Free Press. A Division of Simon and Schuster, Inc; Twenge, J.M., Generational changes and their impact in the classroom: Teaching generation me (2009) Medical Education, 43, pp. 398-405; Grace, S.L., Cramer, K.L., Sense of self in the new millennium: Male and female student responses to the TST (2002) Social Behavior and Personality, 30 (3), pp. 271-280; Little, T.D., The millennial challenge: Modeling the agentic self in context (2000) International Journal of Behavioral Development, 24 (2), pp. 149-152; Deal, J.J., Altman, D.G., Rogelberg, S.G., Millennials at work: What we know and what we need to do (if anything) (2010) Journal of Business Psychology, 25, pp. 191-199; Gorman, P., Nelson, T., Glassman, A., The millennial generation: A strategic opportunity (2004) Organizational Analysis, 12 (3), pp. 255-270; Kali, Y., Orion, N., Spatial abilities of high-school students in the perception of geologic structures (1996) Journal of Research in Science Teaching, 33 (4), pp. 369-391; Piburn, M.D., Reynolds, S.J., Leedy, D.E., McAuliffe, C.M., Birk, J.P., Johnson, J.K., The hidden earth: Visualization of geologic features and their subsurface geometry (2002) The Annual Meeting of the National Association for Research in Science Teaching, pp. 7-10. , http://geology.isu.edu/topo/pubs/NARST_final.pdf, New Orleans, LA: April. Retrieved online on January 2012; Carbone, E., Greenberg, J., Teaching large classes: Unpacking the problem and responding creatively (1998) To Improve the Academy, 17. , M. Kaplan (Ed.),l Stillwater, OK: New Forums Press and The Professional and Organizational Development Network in Higher Education; MacGregor, J., Cooper, J.L., Smith, K.A., Robinson, P., Editor's notes (2000) Strategies for Energizing Large Classes: From Small Groups to Learning Communities, (81). , J. MacGregor, J. L.Cooper, K. A. Smith, & P. Robinson (Eds.). New Directions for Teaching and Learning. San Francisco, CA: Jossey-Bass; Cuseo, J., The empirical case against large class size: Adverse effects on the teaching, leaning, retention of first-year students (2007) Journal of Faculty Development, 21 (1), pp. 5-21. , http://steenbock.library.wisc.edu/instruct/class_support/imd/Week13Cuseo. pdf, Retrieved online on Dec. 2011; (2011) From College Major to Career, , http://graphicsweb.wsj.com/documents/NILF1111/#term=, Accessed online in December 2011; MacGeorge, E.L., Homan, S.R., Student evaluation of audience response technology in large lecture classes (2008) Educational Technology Research and Development, 56 (2), pp. 125-145; Sharma, M.D., Chan, B., O'byme, J., An investigation of the effectiveness of electronic classroom communication systems in large lecture classes (2005) Australian Journal of Educational Technology, 21 (2), pp. 137-154; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student process of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Bunce, D.M., Vandenplas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a response system versus online WebCT quizzes (2006) Journal of Chemical Education, 83 (3), pp. 488-493; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 341-409; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: A randomized trial (2007) BMC Medical Education, 7 (25); Cline, K.S., Classroom voting in mathematics (2006) Mathematics Teacher, 100 (2), pp. 100-104; Miller, R.L., Santana-Vega, E., Terrel, M.S., Can good questions and peer discussion improve calculus instruction? (2006) Problems, Resources, and Issues in Mathematics Undergraduate Studies, 16, pp. 1-9; Woelk, K., Optimizing the use of personal response devices (clickers) in large-enrollment introductory courses (2008) Journal of Chemical Education, 85 (10), pp. 1400-1405; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE-Life Science Education, 6, pp. 1-20; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Science Education, 6 (1), pp. 9-20; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australian Journal of Educational Technology, 23 (2), pp. 187-208; (2011) Classroom Response Systems (""Clickers"") Bibliography, , http://cft.vanderbilt.edu/docs/classroom-response-system-clickers- bibliography/, Accessed on 12/28/ 2011; Fredericksen, E.E., Ames, M., Can a $30 piece of plastic improve learning? An evaluation of personal responses systems in large classroom settings (2009) Educause - Community Contributions, , http://net.educause.edu/ir/library/pdf/csd2690.pdf, Accessed on 12/27/ 2011; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Advances in Physiology Education, 33, pp. 60-71; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2009) International Journal for the Scholarship of Teaching and Learning, 3 (2); Rogers, E.M., (2003) Diffusion of Innovation, , Fifth Edition. New York, NY: Free Press. A Division of Simon and Schuster, Inc","Hogan, J.P.; Department of Geological Sciences and Engineering, Missouri University of Science and TechnologyUnited States",,,American Society for Engineering Education,119th ASEE Annual Conference and Exposition,10 June 2012 through 13 June 2012,"San Antonio, TX",91898.0,21535965,9780878232413,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029124595
"Andergassen M., Guerra V., Ledermüller K., Neumann G.",55575874000;57197162369;55800949300;7202631028;,Browser-based mobile clickers: Implementation and challenges,2012,"Proceedings of the IADIS International Conference Mobile Learning 2012, ML 2012",,,,189,196,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84944032181&partnerID=40&md5=f572e2c6f751c5da0bd551cb4f9907b4,"WU - Vienna University of Economics and Business, Austria","Andergassen, M., WU - Vienna University of Economics and Business, Austria; Guerra, V., WU - Vienna University of Economics and Business, Austria; Ledermüller, K., WU - Vienna University of Economics and Business, Austria; Neumann, G., WU - Vienna University of Economics and Business, Austria","Didactic strategies in the classroom are influenced by factors like class size, prior class knowledge and level of class attention. In large classes, student activation has to follow different didactic approaches in order to obtain ad-hoc feedback from individual students than in small classes. One approach to increase class attention are classroom voting tools (known from quiz show formats for real-time audience feedback) that provide the teacher with feedback about the students' prior knowledge and learning progress. Additionally, feedback and attention increasing systems seem to be essential within spatially distributed classes (following the lecturer via web streaming), due to the fact that two-way communication is limited in these cases. Supporting the demanded didactic functions, we developed a browser-based mobile clicker application within Learn@WU, the large-scale online learning environment of the WU (Vienna University of Economics and Business). We introduced and evaluated the application in lectures of the introductory study period. The integration into the established online environment shall support teacher acceptance and usability. © 2012 IADIS.",Activation; Classroom response system; Mobile clicker; Mobile learning; Student feedback,Chemical activation; Computer aided instruction; E-learning; Education; Online systems; Teaching; Classroom response systems; Learning progress; Mobile clicker; Mobile Learning; Online environments; Online learning environment; Student feedback; Two way communications; Students,,,,,,,,,,,"Creswell, J.W., Plano Clark, V.L., (2006) Designing and Conducting Mixed Methods Research, , SAGE; Cross, J., An informal history of eLearning (2004) On the Horizon, 12 (3), pp. 103-110; Deci, E.L., Need satisfaction and the self-regulation of learning (1996) Learning and Individual Differences, 8 (3), pp. 165-183; Draper, S., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Dunn, W., Programmed learning news, feedback devices in university lectures (1969) New University, 3 (4), pp. 21-22; Ebner, M., Has the net-generation arrived at the University? -oder der Student von heute, ein digital native? (2008) Offener Bildungsraum Hochschule, pp. 113-123. , Zauchner, S., Baumgartner, P., Blaschitz. E., Weissenbäck, A. (eds) . Medien in der Wissenschaft (48), Waxmann; Gamma, E., (1994) Design Patterns: Elements of Reusable Object-Oriented Software, , Addison-Wesley; Harden, R., An audio-visual technique for medical teaching (1968) Journal of Medical and Biological Illustration, 18 (1), pp. 29-32; Jorgensen, D.L., Participant observation. A methodology for human studies (1989) Applied Social Research Methods Series, 15. , SAGE, Thousand Oaks; Lorenz, A., Universities on air. FNMA working group 'streaming technology and learning innovation' (2011) 14th International Conference on Interactive Collaborative Learning, pp. 656-665. , Piestany, Slovakia; Mobile Marketing Association Austria, (2011) Mobile Communications Report 2011; Neumann, G., XoWiki - Towards a generic tool for web 2.0 applications and social software (2007) OpenACS and .LRN Spring Conference, International Conference and Workshops on Community Based Environments, , Vienna, Austria; Neumann, G., XoWiki content flow - From a wiki to a simple workflow system? (2008) Proceedings of 7th OpenACS / DotLRN Conference, , Valencia, Spain; OECD, (2011) Education at A Glance 2011: OECD Indicators, , OECD Publishing; Perry, N.E., Investigating teacher-student interactions that foster self-regulated learning (2002) Educational Psychologist, 37 (1), pp. 5-15; Pintrich, P.R., A motivational science perspective on the role of student motivation in learning and teaching contexts (2003) Journal of Educational Psychology, 95 (4), pp. 667-668; Reid, J., (2011) JQuery Mobile, , O'Reilly Media, Sebastopol",,Isaias P.Sanchez I.A.Rodrigues L.,,IADIS,"IADIS International Conference on Mobile Learning 2012, ML 2012",11 March 2012 through 13 March 2012,,114437.0,,9789728939663,,,English,"Proc. IADIS Int. Conf. Mob. Learn., ML",Conference Paper,Final,,Scopus,2-s2.0-84944032181
"Sievers M., Reinhardt W., Kundisch D., Herrmann P.",57196805898;24341601100;6507197389;35931987400;,Developing electronic classroom response apps for a wide variety of mobile devices - Lessons learned from the PINGO project,2012,CEUR Workshop Proceedings,955,,,248,251,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84922711367&partnerID=40&md5=72a69e72982e571f3c0591c1f6c7f9c5,"University of Paderborn, Computer Science Education Group, Fürstenallee 11, Paderborn, 33102, Germany; University of Paderborn, Information Management and E-Finance, Warburger Str. 100, Paderborn, 33098, Germany","Sievers, M., University of Paderborn, Computer Science Education Group, Fürstenallee 11, Paderborn, 33102, Germany; Reinhardt, W., University of Paderborn, Computer Science Education Group, Fürstenallee 11, Paderborn, 33102, Germany; Kundisch, D., University of Paderborn, Information Management and E-Finance, Warburger Str. 100, Paderborn, 33098, Germany; Herrmann, P., University of Paderborn, Information Management and E-Finance, Warburger Str. 100, Paderborn, 33098, Germany","Classroom response systems (CRSs) have proven to turn students into active participants in lectures. Thus, these systems help to improve the students' learning performance in traditional head-on lectures. Peer Instruction is a teaching and learning approach that makes very specific use of Classroom Response Systems elements: similar to the ask-the-audience lifeline in Who Wants to Be a Millionaire?, students get involved in the lecture by using clickers to answer multiplechoice questions posed by the instructor. Depending on the answer distribution the students are encouraged to discuss their answers with their peers. After some time of peer discussion the instructor poses the question again. In our efforts to develop a web-based application to support Peer Instruction in very large groups, we have faced several issues that we did not take into consideration in the initial design phase of the application. In this paper we share some lessons learned from the development process and report about some oddities found.",Classroom response systems; Development issues; Lessons learned; Mobile development; Peer instruction; Platform independence,Beryllium; Education; Mobile devices; Social networking (online); Teaching; Web Design; Classroom response systems; Development issues; Lessons learned; Mobile development; Peer instruction; Platform independence; Students,,,,,,,,,,,"Beichner, R.J., Saul, J.M., Allain, R.J., Deardorff, D.L., Abbott, D.S., Introduction to SCALE-UP: Studentcentered activities for large enrollment university physics (2000) Proceedings of the 2000 Annual Meeting of the American Society for Engineering Education, , Session 2380; Cleary, A., Using wireless response systems to replicate behavioral research findings in the classroom (2008) Teaching of Psychology, (35), pp. 42-44; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, (69), pp. 970-977; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Reviews of Research-Based Reform Curricula in Introductory Physics, 1. , E. F. Redish, and P. Cooney (eds.) Reviews in PER; Davis, F.D., Bagozzi, R.P., Warshaw, P.R., User acceptance of computer technology: A comparison of two theoretical models (1989) Management Science, 35 (8), pp. 982-1003; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, (20), pp. 81-94; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Hake, R.R., Interactive engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, (66), pp. 64-74; Herreid, C.F., 'Flicker' cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; Kundisch, D., Herrmann, P., Whittaker, M., Beutner, M., Magenheim, J., Reinhardt, W., Sievers, M., Zoyke, A., Designing a web-based application to support Peer Instruction for very large Groups (2012) Submitted to International Conference on Information Systems 2012; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, (46), pp. 242-244; Mazur, E., (1997) Peer Instruction: A User's Manual, , Englewood Cliffs, NJ: Prentice-Hall; Patry, M., Clickers in large classes: From student perceptions towards an understanding of best practices (2009) International Journal for the Scholarship of Teaching and Learning, 3 (2), pp. 1-11; Reinhardt, W., Sievers, M., Magenheim, J., Kundisch, D., Herrmann, P., Beutner, M., Zoyke, A., PINGO: Peer instruction for very large groups (2012) Proceedings of the 7th European Conference on Technology Enhanced Learning, pp. 507-512; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) Annual Meeting of the American Educational Research Association, , San Diego, CA, 2004; Salemi, M.K., Clickenomics: Using a classroom response system to increase student engagement in a large-enrollment principles of economics course (2009) The Journal of Economic Education, 40 (4), pp. 385-404; Stowell, J.R., Nelson, J.R., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, (20), pp. 95-102",,Multisilta J.Specht M.Sharples M.,,CEUR-WS,"11th International Conference on Mobile and Contextual Learning, mLearn 2012",16 October 2012 through 18 October 2012,,110586.0,16130073,,,,English,CEUR Workshop Proc.,Conference Paper,Final,,Scopus,2-s2.0-84922711367
"Graham G.M., Fidan I.",57196791864;7003941672;,Innovative applications of classroom response devices in manufacturing education,2012,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,13.0,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029118416&partnerID=40&md5=34df4a273f247363af140799a37902fc,"Wacker Institute, Department of Chemical, Manufacturing, and Industrial and Systems Engineering Technology, Chattanooga State Community College, United States; College of Engineering, Tennessee Tech University, United States","Graham, G.M., Wacker Institute, Department of Chemical, Manufacturing, and Industrial and Systems Engineering Technology, Chattanooga State Community College, United States; Fidan, I., College of Engineering, Tennessee Tech University, United States","Classroom response devices (clickers) are now extensively used in all types of courses. The authors have introduced clickers into undergraduate manufacturing courses. Due to the fast-paced nature of manufacturing courses today, content that formerly spanned up to four courses is combined into a single course. This consolidation made student involvement more difficult as the amount of information covered in the course has greatly increased. Course consolidation is also found to encourage traditional lecture-based approaches and rote learning. The use of clickers encourages a more active learning environment where student engagement is increased and where the instructor may immediately evaluate the comprehension of specific concepts in real-time and immediately discuss any misconceptions which are discovered with the class resulting in an ideal formative assessment tool. This technical paper reports the findings collected from various manufacturing technology courses which intensively used clickers as an assessment tool. © 2012 American Society for Engineering Education.",Active learning; Classroom response devices; Clickers; Engineering technology; Formative assessment; Industrial technology; Manufacturing; Summative assessment,Artificial intelligence; Computer aided instruction; Curricula; Education; Engineering technology; Manufacture; Teaching; Active Learning; Classroom response devices; Clickers; Formative assessment; Industrial technology; Summative assessments; Engineering education,,,,,,,,,,,"Hung, W.P., Clicker clicks it (2011) ASEE Annual Conference & Exposition; Black, P., Wiliams, D., Assessment and classroom learning (1998) Assessment and Education, 5 (1), pp. 7-75; McLoughlin, E., Enhancing the learning environment using classroom response systems (2008) Intermational Symposium for Engineering Education; Roselli, R.J., Brophy, S.P., Experiences with formative assessment in engineering classrooms (2006) J. Engineering Education, pp. 325-333. , Oct; Brosvic, G.M., Epstein, M.L., Cook, M.L., Dihoff, R.E., Efficacy of error for the correctness of initially incorrect assumptions and of feedback for the affirmation of correct responding: Learning in the classroom (2005) The Psychological Record, 55, pp. 401-418; Dawson, D.L., Meadows, K.N., Haffie, T., The effect of performance feedback on student help-seeking and learning strategy use: Do clickers make a difference? (2010) The Canadian Journal for the Scholarship of Teaching and Learning, 1 (1). , http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss1/6; http://www.turningtechnologies.com/, © 2002-2011, Turning Technologies, LLC. Images and descriptions of Turning Technologies hardware and software used by permission; http://www.theideacenter.org/node/28","Graham, G.M.; Wacker Institute, Department of Chemical, Manufacturing, and Industrial and Systems Engineering Technology, Chattanooga State Community CollegeUnited States",,,American Society for Engineering Education,119th ASEE Annual Conference and Exposition,10 June 2012 through 13 June 2012,"San Antonio, TX",91898.0,21535965,9780878232413,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029118416
"Van Den Einde L., Lee S.H., Le J.L.",8383380100;55618677100;55336383700;,Incorporating clickers and peer instruction into large structural engineering classrooms,2012,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,13.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029101646&partnerID=40&md5=aa9019c20b5bbd80396efa77875e88e1,"University of California, San Diego, United States","Van Den Einde, L., University of California, San Diego, United States; Lee, S.H., University of California, San Diego, United States; Le, J.L., University of California, San Diego, United States","Interaction and feedback are particularly challenging in large lecture environments where class size limits student-faculty interaction. Clickers can be used to ensure students understand fundamental concepts by providing instant feedback to the instructor about student knowledge gaps or misconceptions [1]. The use of clickers also helps maintain students' motivation and engagement in what's going on in class, and provides an opportunity for Peer Instruction (PI). Clickers have been used since the 1980's in many science and humanities courses such as physics, biology, chemistry, history, mathematics, political science, law and psychology [2]. But based on current literature the use of clickers has only recently been implemented in large engineering courses. This paper demonstrates the use of clickers in two large introductory Structural Engineering courses at the University of California, San Diego (UCSD). Implementation details and best practices are highlighted. The assessment of overall impact on student learning using clickers will be presented through results a summative assessment of a post-course student survey. Additional evidence for improved student achievement will be presented qualitatively, including descriptions of student engagement in the material presented during lectures. Finally, the use of clickers to achieve Peer Instruction will be discussed in terms of its implementation, strengths, and limitations in the context of a large lecture hall environment. This paper asserts that the use of clickers supports an effective learning process that provides greater opportunity for students to get feedback from their peers and from the expert professor. © 2012 American Society for Engineering Education.",,Education; Engineering education; Structural design; Teaching; Technical presentations; Effective learning; Engineering course; Fundamental concepts; Motivation and engagements; Student achievement; Student engagement; Summative assessments; University of California; Students,,,,,,,,,,,"Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6 (1), pp. 9-20; Zhu, E., Teaching with clickers CRLT Occasional Papers, (22). , Center for Research on Learning and Teaching, The University of Michigan; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; MacArthur, J., Jones, L., A review of literature reports of clickers applicable to college chemistry classrooms Chemistry Education Research and Practice; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) Phys. Teach., 39, pp. 8-11; April, T.R., Michele, J.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, and Technology, 32 (1), pp. 21-40; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Van Dijk, L., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26 (1), pp. 15-28; Simon, B., Experience report: Peer instruction in introductory computing (2010) SIGCSE '10 Proceedings of the 41st ACM Technical Symposium on Computer Science Education, , Milwaukee, WI, March 10-13; Mazur, E., (1997) Peer Instruction, A User's Manual, , Upper Saddle River, NJ: Prentice-Hall; Eugene, J., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Creswell, J., (2003) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, , Sage Publications, Inc., Thousand Oaks, CA; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Wieman, C., http://cwsei.ubc.ca/resources/clickers.htm; Falconer, J., User of conceptests and instant feedback in thermodynamics (2004) Chemical Engineering Education, 38 (1), pp. 64-67","Van Den Einde, L.; University of California, San DiegoUnited States",,,American Society for Engineering Education,119th ASEE Annual Conference and Exposition,10 June 2012 through 13 June 2012,"San Antonio, TX",91898.0,21535965,9780878232413,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029101646
Bursic K.M.,6603484500;,Does the use of clickers increase conceptual understanding in the engineering economy classroom?,2012,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,10.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029047281&partnerID=40&md5=e748b450266b7baa293958b785f246c0,"University of Pittsburgh, United States","Bursic, K.M., University of Pittsburgh, United States","Response devices or ""clickers"" are seeing increased use in many engineering classrooms. These devices allow students to anonymously respond to a question posed by the instructor and then compare their response to the rest of the class. They are an active learning tool that can be used to increase student engagement in the classroom and assist both students and instructors in assessing what students know and don't know. But do they increase conceptual understanding of course concepts (that is, do they improve learning)? This paper reports on an experiment in which several sections of an engineering economy course at the University of Pittsburgh are compared. Each section was taught by the same instructor, who used the same lecture notes, homework, quizzes, projects and so forth. The only difference was the use of clickers in the classroom in the experimental section. To assess learning, an engineering economics concept inventory was given to all students in all sections of the course both at the beginning (pre) and end of the semester (post). While a gain in the average concept inventory score is certainly expected in any section of the course, this paper reports on whether a larger gain is seen in the experimental section (using clickers). In addition, the evaluation of teaching survey is also used to determine if other differences are apparent between the sections. Findings in this study are consistent with the literature. That is, that the use of clickers in the engineering economy classroom can improve the learning environment and student perceptions of learning and do not negatively impact learning outcomes. © 2012 American Society for Engineering Education.",,Computer aided instruction; Economics; Education; Engineering education; Teaching; Conceptual understanding; Engineering classrooms; Engineering economics; Engineering economy; Experimental section; Learning environments; Student perceptions; University of Pittsburgh; Students,,,,,,,,,,,"Kay, R.H., Lesage, A., Examining the benefits and challenges or using audience response systems: A review of the literature (2009) Computers and Education, 53, pp. 819-827; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Patterson, B., Kilpatrick, J., Woebkenberg, E., Evidence for teaching practice: The impact of clickers in a large classroom environment (2010) Nurse Education Today, 30 (7), pp. 603-607; Karaman, S., Effects of audience response systems on student achievement and long-term retention (2011) Social Behavior and Personality, 39 (10), pp. 1431-1440; Black, E.P., Cain, J., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73, p. 2; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) Journal of Engineering Education, 99 (2), pp. 159-168; Fang, N., Electronic classroom response system for an engineering dynamics course: Student satisfaction and learning outcomes (2009) International Journal of Engineering Education, 25 (5), pp. 1059-1067; Chan, C.K.Y., Tam, V.W.L., Li, C.Y.V., A comparison of MCQ assessment delivery methods for student engagement and interaction used as an in-class formative assessment (2011) International Journal of Electrical Engineering Education, 48 (3), pp. 323-337; Nicholls, G.M., Lewis, N., Componation, P.J., Eschenbach, T., Time to transition: Financial calculators and clickers in the classroom (2011) Proceedings of the 2011 ASEE Annual Conference and Exposition, , Vancouver, B.C., June 26-29; Hung, W.P., Clickers clicks it (2011) Proceedings of the 2011 ASEE Annual Conference and Exposition, , Vancouver, B.C., June 26-29; Head, M., Use of clickers for real-time assessment in an introduction to the civil engineering profession course (2010) Proceedings of the 2010 ASEE Annual Conference and Exposition, , Louisville, KY, June 20-23; Guilford, W., Use of an audience response system for continuous summative assessment (2010) Proceedings of the 2010 ASEE Annual Conference and Exposition, , Louisville, KY, June 20-23; Bursic, K.M., Shuman, L.J., Besterfield-Sacre, M., Yildirim, T.P., Siewiorek, N., Improving conceptual learning in engineering economy using Model Eliciting Activities (MEAs) (2010) 2010 Industrial Engineering Research Conference, , Cancun, Mexico, June 5-9; Vidic, N., Shuman, L.J., Besterfield-Sacre, M., Bursic, K.M., Yildirim, T.P., Siewiorek, N., Learning impacts gained from introducing Model Eliciting Activities (MEAs) in an introductory statistics course (2011) 2011 Industrial Engineering Research Conference, , Reno, Nevada, May 21-25; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , (2nd Ed.). Hillsdale, NJ: Lawrence Earlbaum Associates; Patterson, (2010) Statistical Power Analysis for the Behavioral Sciences; Chen, (2010) Statistical Power Analysis for the Behavioral Sciences","Bursic, K.M.; University of PittsburghUnited States",,,American Society for Engineering Education,119th ASEE Annual Conference and Exposition,10 June 2012 through 13 June 2012,"San Antonio, TX",91898.0,21535965,9780878232413,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029047281
Campbell C.,55464275900;,Implementing a learner response system in one university,2012,ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education,,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84912569874&partnerID=40&md5=c35ab2eb27cb4b6b1ee4568ac3ed68f9,"School of Education, The University of Queensland, Australia","Campbell, C., School of Education, The University of Queensland, Australia","Although students expect to be engaged in lectures, it has been acknowledged that this can be challenging at universities across the world. When students lack engagement, attendance at lectures can be affected and students can become disengaged from the course. For these reasons and more it was decided by academics who lecture at one Australian university to implement a learner response system (LRS) for their large first year Education cohort. This paper investigates the literature and focuses on this implementation as well as initial data obtained by a group of first year students. © 2012 Chris Campbell.",Clickers; Higher education; Learning response system (LRS); Teacher education,Learning systems; Teaching; Clickers; First year education; First year students; Higher education; Response systems; Teacher education; Students,,,,,,,,,,,"Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Campbell, C., Monk, S., How do we get students talking in first year courses? Engaging students using learner response systems (2012) Society for Information Technology & Teacher Education International Conference 2012, , http://www.editlib.org/, Paper presented at the; Cheesman, E.A., Winograd, G.R., Wehrman, J.D., Clickers in teacher education: Student perceptions by age and gender (2010) Journal of Technology and Teacher Education, 18 (1), pp. 35-55; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) AMCIS 2005, 255p. , http://aisel.aisnet.org/amcis2005/255, Paper presented at the; Koenig, K., Building acceptance for pedagogical reform through wide-scale implementation of clickers (2010) Journal of College Science Teaching, 39 (3), p. 46; Kolikant, Y.B., Drane, D., Calkins, S., Clickers” as catalysts for transformation of teachers (2010) College Teaching, 58 (4), pp. 127-135; Lantz, M.E., The use of „Clickers‟ in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26, pp. 556-561; Massingham, P., Herrington, T., Does attendance matter? An examination of student attributes, participation, performance and attendance (2006) The Journal of University Teaching & Learning Practice, 3 (2), pp. 83-103; Milner-Bolotin, M., Antimirova, T., Petrov, A., Clickers beyond the first-year science classroom (2010) Journal of College Science Teaching, 40 (2), p. 14; Strasser, N., Who wants to pass Math? Using clickers in calculus (2010) Journal of College Teaching and Learning, 7 (3), pp. 49-52; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88","Campbell, C.; School of Education, The University of QueenslandAustralia",Brown M.Hartnett M.Stewart T.M.,Ako Aotearoa;Blackboard;Desire2Learn;echo;Massey University;mediasite;NET SPOT;PEARSON,ASCILITE,"Annual conference of the Australian Society for Computers in Tertiary Education, ASCILITE 2012",25 November 2012 through 28 November 2012,,110439.0,,9780473229894,,,English,ASCILITE - Annu. Conf. Aust. Soc. Comput. Tert. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84912569874
Broussard B.B.,6603524134;,To click or not to click: Learning to teach to the microwave generation,2012,Nurse Education in Practice,12,1,,3,5,,6.0,10.1016/j.nepr.2011.03.013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-82755187344&doi=10.1016%2fj.nepr.2011.03.013&partnerID=40&md5=9e668881ec17e38868ec9e2a5cbce5b1,"Seattle University, College of Nursing, 901 12th Avenue, P.O. Box 222000, Seattle, WA 98122-1090, United States","Broussard, B.B., Seattle University, College of Nursing, 901 12th Avenue, P.O. Box 222000, Seattle, WA 98122-1090, United States","Teachers in higher education are faced with unique challenges associated with contemporary learners. Students entering college today have enjoyed a technology rich environment that has socialized them towards expectations of rapid information exchange, instant gratification, and a tendency towards reduced or non-textbook reading. Furthermore, the No Child Left Behind Act of 2001 in the USA has imprinted the notion that education should be directed towards teaching to the examination. Advances in technology have also provided educators with a host of gadgets to augment instruction. However, the majority of nursing faculty members are from a generation that may be resistant to welcoming newfangled electronic tools. The purpose of this article is to discuss the pedagogical method of using clicker technology in theory courses to achieve desired learning outcomes. A paradigm case and narrative are included to describe a resulting effect on teaching. © 2011 Elsevier Ltd.",Clickers; Nursing education; Technology,"educational technology; human; information dissemination; methodology; note; nursing education; nursing student; psychological aspect; teaching; telecommunication; utilization review; Education, Nursing, Baccalaureate; Educational Technology; Humans; Information Dissemination; Students, Nursing; Teaching; Telecommunications",,,,,,,,,,,"(2010) Faculty Shortage, , http://www.aacn.nche.edu/Media/Factsheets/facultyshortage.htm, American Association of Colleges of Nursing, Retrieved from:; Berry, J., Technology support in nursing education: clickers in the classroom (2009) Nursing Education Perspectives, 30 (5), pp. 295-298; Deal, A., (2007) Classroom Response Systems, , http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/ClassroomResponse_Nov07.pdf, Retrieved from:; DeBourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8 (2), pp. 76-87; Meedzan, N., Fisher, K.L., Clickers in nursing education: an active learning tool in the classroom (2009) Online Journal of Nursing Informatics, 13 (2). , http://ojni.org/13%255f2/Meedzan%255fFisher.pdf, Retrieved from:; Porter, A.G., Tousman, T., Evaluating the effect of interactive audience response systems on the perceived learning experiences of nursing students (2010) Journal of Nursing Education, 49 (9), pp. 523-527; Revell, S.M., McCurray, M.K., Engaging millennial learners: effectiveness of personal response system technology with nursing students in small and large classrooms (2010) Journal of Nursing Education, 49 (5), pp. 272-275; Valli, L., Buese, D., The changing roles of teachers in an era of high-stakes accountability (2007) American Educational Research Journal, 44 (3), pp. 519-558; Zurmehly, J., Leadingha, C., Exploring student response systems in nursing education (2008) CIN: Computers, Informatics, Nursing, 26 (5), pp. 265-270","Broussard, B.B.; Seattle University, College of Nursing, 901 12th Avenue, P.O. Box 222000, Seattle, WA 98122-1090, United States; email: broussab@seattleu.edu",,,,,,,,14715953,,,21470911.0,English,Nurse Educ. Pract.,Note,Final,,Scopus,2-s2.0-82755187344
"Caeiro-Rodríguez M., González-Tato J., Llamas-Nistal M.",9270485300;55091136000;9270485400;,An audience response system with iGoogle gadgets using mobile devices,2012,"Proceedings of the 20th International Conference on Computers in Education, ICCE 2012",,,,435,437,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896333177&partnerID=40&md5=342414c63f886c84238208766cd6f35f,"Department of Telematics Engineering, University of Vigo, Spain","Caeiro-Rodríguez, M., Department of Telematics Engineering, University of Vigo, Spain; González-Tato, J., Department of Telematics Engineering, University of Vigo, Spain; Llamas-Nistal, M., Department of Telematics Engineering, University of Vigo, Spain","Currently, Audience Response Systems (ARS) are integrated widespread on face-to-face classes to improve the attendance and engagement of the students. In this paper, we present the current trend of using Web 2.0 to provide ARSs and our efforts to create a complete ARS over the iGoogle platform. We created a dedicated gadget to be used by the students as the traditional remote control system, which can be operated from any device with a Web browser (e.g. laptops, tablets or smartphones). With our approach, teachers can use gadgets to compose and make in-class polls or questionnaires and check the responses on-the-fly.",Audience response systems; Gadget; IGoogle; Web 2.0,Mobile devices; Surveys; World Wide Web; Audience response systems; Gadget; IGoogle; On-the-fly; Web 2.0; Students,,,,,,,,,,,"http://www.google.com/ig, Visited: 2012/05/07; Llamas-Nistal, M., Caeiro-Rodríguez, M., González-Tato, J., Álvarez-Osuna, J., Towards a collection of gadgets for an iGoogle e-learning platform (2012) EDUCON 2012 Marrakesh, , Marocco 17-20 April; http://www.role-widgetstore.eu, Visited: 2012/05/07; González-Tato, J., Llamas-Nistal, M., Caeiro-Rodríguez, M., Álvarez-Osuna, J., Implementando un PLE con gadgets de iGoogle ICEM-SIIE 2011 ""Old Meets New - Media in Education"", , ISBN: 978-972-789-347-8; http://imsglobal.org/question/, Visited: 2012/05/07",,,,"National Institute of Education, Nanyang Technological University","20th International Conference on Computers in Education, ICCE 2012",26 November 2012 through 30 November 2012,Singapore,100957.0,,,,,English,"Proc. Int. Conf. Comput. Educ., ICCE",Conference Paper,Final,,Scopus,2-s2.0-84896333177
"Settles B., Zhu X.",8960993000;55696704600;,Behavioral factors in interactive training of text classifiers,2012,"NAACL HLT 2012 - 2012 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, Proceedings of the Conference",,,,563,567,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84926203121&partnerID=40&md5=b8ee8916334b084de2a4975d086e8644,"Machine Learning Department, Carnegie Mellon University, Pittsburgh, PA  15213, United States; Computer Sciences Department, University of Wisconsin, Madison, WI  53715, United States","Settles, B., Machine Learning Department, Carnegie Mellon University, Pittsburgh, PA  15213, United States; Zhu, X., Computer Sciences Department, University of Wisconsin, Madison, WI  53715, United States","This paper describes a user study where humans interactively train automatic text classifiers. We attempt to replicate previous results using multiple ""average"" Internet users instead of a few domain experts as annotators. We also analyze user annotation behaviors to find that certain labeling actions have an impact on classifier accuracy, drawing attention to the important role these behavioral factors play in interactive learning systems. © 2012 Association for Computational Linguistics.",,Classification (of information); Computational linguistics; Learning systems; Behavioral factors; Domain experts; Interactive learning systems; Interactive training; Internet users; Text classifiers; User annotations; User study; Behavioral research,,,,,"Defense Advanced Research Projects Agency, DARPA

Google

National Science Foundation, NSF: IIS-0953219

National Science Foundation, NSF: IIS-0968487",,,,,,"Attenberg, J., Melville, P., Provost, F., A unified approach to active dual supervision for labeling features and examples (2010) Proceedings of the European Conference on Machine Learning and Principles and Practice of Knowledge Discovery in Databases (ECML PKDD), pp. 40-55. , Springer; Bengio, Y., Louradour, J., Collobert, R., Weston, J., Curriculum learning (2009) Proceedings of the International Conference on Machine Learning (ICML), pp. 119-126. , Omnipress; Cleveland, W.S., Grosse, E., Shyu, W.M., Local regression models (1992) Statistical Models in S. Wadsworth & Brooks/Cole, , J. M. Chambers and T.J. Hastie, editors; Druck, G., Mann, G., McCallum, A., Learning from labeled features using generalized expectation criteria (2008) Proceedings of the ACM SIGIR Conference on Research and Development in Information Retrieval, pp. 595-602. , ACM Press; Druck, G., Settles, B., McCallum, A., Active learning by labeling features (2009) Proceedings of the Conference on Empirical Methods in Natural Language Processing (EMNLP), pp. 81-90. , ACL Press; Khan, F., Zhu, X., Mutlu, B., How do humans teach: On curriculum learning and teaching dimension (2012) Advances in Neural Information Processing Systems (NIPS), 24, pp. 1449-1457. , Morgan Kaufmann; Melville, P., Gryc, W., Lawrence, R.D., Sentiment analysis of blogs by combining lexical knowledge with text classification (2009) Proceedings of the International Conference on Knowledge Discovery and Data Mining (KDD), pp. 1275-1284. , ACM Press; Nigam, K., McCallum, A.K., Thrun, S., Mitchell, T., Text classification from labeled and unlabeled documents using em (2000) Machine Learning, 39, pp. 103-134; Settles, B., Closing the loop: Fast, interactive semi-supervised annotation with queries on features and instances (2011) Proceedings of the Conference on Empirical Methods in Natural Language Processing (EMNLP), pp. 1467-1478. , ACL Press",,,Appen ButlerHill;at and t;et al.;Google;Microsoft Research;Nuance,Association for Computational Linguistics (ACL),"2012 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, NAACL HLT 2012",3 June 2012 through 8 June 2012,,111456.0,,1937284204; 9781937284206,,,English,"NAACL HLT - Conf. North Am. Chapter Assoc. Comput. Linguist.: Hum. Lang. Technol., Proc. Conf.",Conference Paper,Final,,Scopus,2-s2.0-84926203121
Bakrania S.,6507001390;,Getting students involved in a classroom with an iPhone app,2012,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,13.0,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029059265&partnerID=40&md5=e883bbfbb2996b81fcbde2ac782fa855,"Department of Mechanical Engineering, Rowan University, United States","Bakrania, S., Department of Mechanical Engineering, Rowan University, United States","A common approach to assess comprehension during lecturing is to regularly interrupt the lectures with questions addressed to the audience. In its basic form, the questions are open for anyone to respond and are often answered by the selected few who are inherently able to respond - a situation that naturally leads to a false generalization of learning in progress. A better approach involves randomly selecting a student to answer the questions or using a classroom response system to gain feedback from the whole class. The later typically requiring more preparation from instructors while questions are limited to true/false and multiple choice formats. For random selection, instructors often rely on 'picking-out-of-a-hat' method which like the classroom response system has the added benefit of keeping the class attentive. To automate this activity an Apple iOS App, called Pikme, was developed that can be operated on an iPhone or an iPod Touch devices for instructional use. Pikme was designed to allow instructors to randomly select a student from the class and be able to quickly assess their response for latter evaluation. The app enables instructors to generate a photo-roster that can be shuffled through by shaking the device. This approach was utilized in two different courses on regular basis to gauge understanding and simultaneously improve class participation. The paper highlights the features of Pikme, presents the key outcomes of this implementation from the instructor's perspective, and discusses a survey of student responses to the use of such a technology in classrooms. Overall the students felt the app provided an opportunity for everyone to contribute and as a result improved their comfort towards voluntary class participation. © 2012 American Society for Engineering Education.",,E-learning; Engineering education; Smartphones; Teaching; Class participations; Classroom response systems; Gain feedbacks; Multiple-choice formats; Random selection; Student response; Students,,,,,,,,,,,"National Survey of Student Engagement (NSSE), Annual Results, 2011; Wilson, S., George, D., Bruni, J., Cambron, M., Algorithm for defining student engagement (2008) Proceedings of the ASEE Annual Conference and Exposition, , June, Pittsburg, PA; Rocca, K.A., Student participation in the college classroom: An extended multidisciplinary literature review (2010) Communication Education, 59; McDonald, K., Increasing the class participation experience for engineers (2006) Proceedings of the ASEE Annual Conference and Exposition, , June, Chicago, IL; Hartman, J., Does class size matter? Reflections on teaching engineering economy to small and large classes (2008) Proceedings of the ASEE Annual Conference and Exposition, , June, Pittsburg, PA; Dail, P.R., Techniques for teaching large classes (1997) Proceedings of the ASEE Annual Conference and Exposition; Felder, R.M., Beating the numbers game: Effective teaching in large classes (1997) Proceedings of the ASEE Annual Conference and Exposition; Montgomery, S., A secret to large classes - Showing you care (1997) Proceedings of the ASEE Annual Conference and Exposition; Allred, C.R., Swenson, M., Using technology to increase student preparation for and participation in marketing courses: The random selector model (2006) Marketing Education Review, 16; Li, H., Setoodehnia, A., Wheel of students - An innovative method used in classroom teaching (2008) Proceedings of the ASEE Annual Conference and Exposition, , June, Pittsburg, PA; Cooney, J., (2011) New App Provides Help for Teachers, , South Jersey Courier Post, May 25th; Jones, J.B., The pikme app for class discussions (2011) ProfHacker Blog, the Chronicle of Higher Education, , http://chronicle.com/blogs/profhacker/, June 8","Bakrania, S.; Department of Mechanical Engineering, Rowan UniversityUnited States",,,American Society for Engineering Education,119th ASEE Annual Conference and Exposition,10 June 2012 through 13 June 2012,"San Antonio, TX",91898.0,21535965,9780878232413,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029059265
"Knight A.M., Nicholls G.M., Componation P.J.",56351889800;15080993100;6602389707;,Measuring the effect of on-line homework procedures on student exam performance,2012,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,18.0,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029073902&partnerID=40&md5=75fd55232d5952f47d085972f45b3dda,"Health Systems Engineering Analyst, Mayo Clinic, Rochester, MN, United States; Department of Industrial and Systems Engineering and Engineering Management, University of Alabama, Huntsville, United States; Department of Industrial and Management Systems, University of Alabama in Huntsville (UAHuntsville), United States","Knight, A.M., Health Systems Engineering Analyst, Mayo Clinic, Rochester, MN, United States; Nicholls, G.M., Department of Industrial and Systems Engineering and Engineering Management, University of Alabama, Huntsville, United States; Componation, P.J., Department of Industrial and Management Systems, University of Alabama in Huntsville (UAHuntsville), United States","One of the consistent challenges in education is finding the right mix of assessment tools to both encourage learning and provide an accurate evaluation of students. This challenge becomes even more acute in quantitative courses where students often are tasked to complete a significant number of problem sets to develop their skills. The use of course management software has provided a new method to address some of these challenges. On-line assessments can provide learning and assessment tools that are less labor intensive for the instructors and provide quicker feedback for the students. Using on-line assessments as direct replacements for traditional pencil and paper homework assignments may not, however, take full advantage of the technology. The purpose of this research effort is to explore whether on-line homework procedures and other background data about the students had a measurable effect on student exam performance. To improve the sampling for the study, multiple sections of an undergraduate Engineering Economy course were studied over multiple semesters. This paper discusses preliminary results obtained from analysis through Exam #1 for 140 students across three sections of Engineering Economy from a single semester. The variables studied include the number of attempts at an assignment, time between attempts, time between first attempt and the deadline, performance on individual homework attempts, first attempt score, maximum score achieved, and average score achieved. Student demographic data, such as total credit loads, number of semesters at the university, transfer student status, current college major, and prior GPA were also reviewed. Other confounding factors were also reviewed, such as attendance at problem solving and recitation sessions. These variables are then compared with student performance on individual exams. The goal of this research is to determine which, if any on-line homework variables have a positive impact on student exam performance. It is hoped that the results of this research, along with parallel efforts to evaluate the impact of other technologies, such as clickers and financial calculators, can be combined to provide a more effective educational experience to prepare students to become practicing engineers. The preliminary results using logistic regression found that the probability of a student earning an Exam #1 score of 80% or higher was negatively affected by transfer student status and positively affected by recitation attendance and the first attempt score for the fourth homework assignment. © 2012 American Society for Engineering Education.",,Education; Engineering education; Problem solving; Direct replacements; Educational experiences; Homework assignments; Logistic regressions; Practicing engineers; Quantitative course; Student performance; Undergraduate engineering; Students,,,,,,,,,,,"Peters, M., Kethley, B., Bullington, K., The relationship between homework and performance in an introductory operations management course (2002) Journal of Education for Business, pp. 340-344. , July/August. Print; Fernandez, A., Saviz, C., Burmeister, J., Homework as an outcome assessment: Relationships between homework and test performance (2006) ASEE Annual Conference and Proceedings, , American Society for Engineering Education. Engineering Village. Web. 2 Feb; Lass, D., Morzuch, B., Rogers, R., Teaching with technology to engage students and enhance learning University of Massachusetts Amherst: Working Paper No. 2007-1, , http://people.umass.edu/resec/workingpapers/documents/ ResEcWorkingPaper2007-1.pdf, Web; Taraban, R., Anderson, E., Hayes, M., Sharma, M.P., Developing on-line homework for introductory thermodynamics (2005) Journal of Engineering Education, pp. 339-342. , July. Print; Bennett, A., Lawrence, E., Neumann, G., Verbych, E., Warren, S., Data-Mining an online homework system (2007) ASEE Annual Conference and Proceedings, , American Society for Engineering Education. Engineering Village. Web. 2 Feb; Biktimirov, E., Klassen, K., Relationship between use of online support materials and student performance in an introductory finance course (2008) Journal of Education for Business, pp. 153-158. , January/February; ANGEL Learning [Computer Software], , http://www.angellearning.com/community/higher_ed.html, Blackboard; BANNER [Computer Software], , http://www.sungardhe.com/; Peng, C.-Y.J., Lee, K.L., Ingersoll, G., An Introduction to logistic regression analysis and reporting (2002) Journal of Educational Research, 96 (1), pp. 3-14. , Sept/Oct; Hosmer, D., Lemeshow, S., (2000) Applied Logistic Regression Second Edition, , New York: John Wiley and Sons, Inc. Print","Knight, A.M.; Health Systems Engineering Analyst, Mayo Clinic, Rochester, MN, United States",,,American Society for Engineering Education,119th ASEE Annual Conference and Exposition,10 June 2012 through 13 June 2012,"San Antonio, TX",91898.0,21535965,9780878232413,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029073902
"Vigeant M.A., Prince M.J., Nottis K.E.K.",6602596990;7101821188;57203108982;,Making their brains hurt: Quick and effective activities for thermodynamics,2012,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,12.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029115269&partnerID=40&md5=bc233f175a9186f881fd831d56a64787,"Bucknell University, United States","Vigeant, M.A., Bucknell University, United States; Prince, M.J., Bucknell University, United States; Nottis, K.E.K., Bucknell University, United States","Nearly half of the students starting engineering thermodynamics believe that the thermal efficiency of a typical engine is nearly 100%. This belief is challenging to displace, even for students who demonstrate faculty with mathematical descriptions of efficiency. While traditional lecture is not highly effective at reversing students' misconceptions, several supporting approaches such as clicker-questions and inquiry-based activities have been demonstrated to be effective in changing students' minds. In this work, we developed two inquiry-based activities to address each of five areas identified as important yet challenging for students: Entropy, Reversibility, Confusion between Enthalpy and Internal energy, Confusion between Equilibrium and Steady State, and Confusion over factors impacting Chemical Equilibrium and Reaction Rate. The activities each start by setting up a situation where students' most common misconceptions lead them astray, and ask them to make a prediction. This is followed by a hands-on experiment (when possible) or an interactive simulation (when not) in which students directly interact with the situation that provoked their prediction. These situations are designed so that the predictions based upon the most common misconceptions fail to explain what is observed. Students are allowed and encouraged to ""mess with"" the experiment to verify that the surprising result isn't a trick. Finally a series of follow-up and reflection questions encourages students to incorporate the new information into their existing understanding. Each activity is designed to take about 15 minutes and use materials found commonly in chemical engineering laboratories or available at Wal-Mart. These activities have been shown to improve students' concept inventory scores another 10 percentage points over lecture alone. In the following paper, we will present a summary of each activity and its implementation, as well as further evidence for the effectiveness of the approach. © 2012 American Society for Engineering Education.",,Education; Engineering education; Forecasting; Laboratories; Thermodynamics; Chemical equilibriums; Concept inventories; Engineering laboratories; Engineering thermodynamics; Interactive simulations; Mathematical descriptions; Percentage points; Thermal efficiency; Students,,,,,,,,,,,"Bransford, J., Brown, A., Cocking, R., (2000) How People Learn: Brain, Mind, Experience and School, , Commission on Behavioral and Social Science and Education, National Research Council: Washington, D.C; Chi, M.T.H., (2006) The Cambridge Handbook of Expertise and Expert Performance, pp. 167-184; Hake, R., (2002) Conservation Ecology, 5, p. 28; Hake, R.R., (1998) American Journal of Physics, 66, pp. 64-74; Baser, M., (2006) Australasian Journal of Educational Technology, 22, pp. 336-354; Bryce, T., MacMillan, K., (2005) International Journal of Science Education, 27 (6), pp. 737-763. , May 2005; Deslauriers, L., Schelew, E., Wieman, C., (2011) Science, 332, pp. 862-864; Henderson, C., Dancy, M., Niewiadomska-Bugaj, M., (2011) Under Review; Laws, P., Sokoloff, D., Thornton, R., (1999) UniServe Science News, 13; Wieman, C., Perkins, K., (2005) Physics Today; Evans, D., Gray, G., Krause, S., Martin, J., Midkiff, C., Notaros, B., Pavelich, M., Wage, K., (2003) Frontiers in Education; Foundation-Coalition. 2001; Gray, G.L., Constanzo, F., Evans, D., Corwell, P., Self, B., Lane, J., (2005) Presented at ASEE Annual Conference; Jacobi, A., Martin, J., Mitchell, J., Newell, T., (2003) Frontiers in Education; Jacobi, A., Martin, J., Mitchell, J., Newell, T., (2004) Frontiers in Education; Krause, S., Decker, J., Griffin, R., (2003) Frontiers in Education Conference; Midkiff, K., Litzinger, T., Evans, D., (2001) Frontiers in Education; Miller, R.; Streveler, R.; Olds, B.; Slotta, J. D. 2011; Prince, M., Vigeant, M., Nottis, K., (2009) Presented at ASEE Annual Conference; Shallcross, D., (2010) Education for Chemical Engineers, 5, pp. e1-e12; Vigeant, M., Prince, M., Nottis, K., (2011) Hawaii International Conference on Education; Prince, M., Vigeant, M., (2007) Presented at ASEE Annual Conference; Prince, M., Vigeant, M., Nottis, K., (2011) Research in Engineering Education Symposium; Prince, M., Vigeant, M., Nottis, K., (2012) Journal of Engineering Education, , Accepted; Vigeant, M., Prince, M., Nottis, K., (2011) Chemical Engineering Education, 45. , In press; Vigeant, M., Prince, M., Nottis, K., (2009) AIChE Annual Meeting","Vigeant, M.A.; Bucknell UniversityUnited States",,,American Society for Engineering Education,119th ASEE Annual Conference and Exposition,10 June 2012 through 13 June 2012,"San Antonio, TX",91898.0,21535965,9780878232413,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029115269
"Krause S.J., Kelly J.E., Baker D.R.",7102583958;34872384100;7404140464;,Strategies and tools for engaging and assessing students with Cyber Learning by Interactive Frequent Formative Feedback (CLIFF) in core materials classes,2012,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,13.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029111281&partnerID=40&md5=e87d54294f9e888c514697d9c4ab1728,"School of Materials, Fulton School of Engineering, Arizona State University, United States; Science Education, Arizona State University, United States; Learning Sciences Institute, Arizona State University, United States","Krause, S.J., School of Materials, Fulton School of Engineering, Arizona State University, United States; Kelly, J.E., Science Education, Arizona State University, United States; Baker, D.R., Learning Sciences Institute, Arizona State University, United States","In this paper we are first reporting on the effects on student attitude, learning, and persistence of an active learning project, Just-in-Time-Teaching with Interactive Learning (JiTTIL). We will then discuss how the associated strategies and tools used in the JiTTIL project will be adapted to an interactive cyber-enabled web environment. In the web environment real-time data on student understanding can be collected in the classroom followed by fast formative feedback to students to promote their learning. In the JiTTIL project strategies and tools were developed to promote student engagement in introductory materials classes based on three major principles from the book, How People Learn. The first principle is that instructors should be aware of and utilize students' prior knowledge to inform instruction. Prior knowledge and misconceptions are assessed at semester beginning with a Materials Concept Inventory (MCI) while conceptual change is assessed at semester end by giving the MCI again and calculating conceptual gains. More detail on misconceptions and conceptual gain for five specific topics was determined with pre-post topical concept quizzes. The second principle is for instructors to actively engage students with one another to promote development of their own deep conceptual of content and a framework for understanding, recalling, and using that knowledge. One tool for this is clicker questions, for which 104 multiple-choice questions were created that cover the nine course topics. Another tool to promote conceptual development is a set of Homework Preview Problem Concept Map Quizzes where students must fill in blanks on diagrams of conceptual connections of materials structure and properties. Also, to engage students in content from mini-lectures, engagement activities were created for every class. Finally, the third principle is for instructors to foster student metacognition. This was done with an end-of-class Reflection Points question set that requests students to briefly describe (anonymously) their own class points of: interest; muddiness; and learning about learning. An instructor can use responses to give feedback immediately at the beginning of the next class to address students' muddy points or other issues. Compared to lecture-based pedagogy, the JiTTIL constructivist pedagogy: increased average conceptual gain (measured by the Materials Concept Inventory) from 18% to 42%; increased class persistence from 85% to 95%; and decreased female withdrawal rate from 40% to 10%. A fall 2011 exit survey found 80% to 90% of students felt their learning was supported by teaching strategies of team-based problem solving, discussions, and hands-on activities. Affective factor survey results found that: 1) 88% of the students felt the class increased their interest in continuing in their own major; 2) 65% felt instructional strategies were more motivating than those in other classes; 2) 77% felt material learned will be of value to them after graduation in career or grad school; 3) 92% felt the course helped them see the relevance of engineering to real-world needs; and 4) 84% would recommend the course to a friend. This paper then describes how strategies and tools of the JiTTIL project will be implemented via the web in a Cyber Learning with Interactive Frequent Formative Feedback (CLIFF) project. After implementation, the effectiveness of the cyber-enabled web pedagogy will be studied and compared with the JiTTIL approach to determine the impact on student outcomes and on the ease of implementation and use of the strategies and tools by the instructor. © 2012 American Society for Engineering Education.",,Coremaking; Curricula; Education; Engineering education; Felt; Felts; Problem solving; Professional aspects; Surveys; Teaching; Web crawler; Conceptual development; Instructional strategy; Interactive learning; Just in time teachings; Materials concept inventory; Materials structure; Multiple choice questions; Strategies and tools; Students,,,,,,,,,,,"Krause, S., Kelly, J., Triplett, J., Eller, A., Baker, D., Uncovering and addressing some common types of misconceptions in introductory materials science and engineering courses (2010) Journal of Materials Education, 32 (5-6), pp. 255-272; Hattie, J., Timperly, H., The power of feedback (2007) Review of Educational Res., 77 (1), pp. 81-112; Schute, V.J., Focus on formative feedback (2008) Review of Educational Research, 78, pp. 153-189; Krause, S., Decker, J., Niska, J., Alford, T., A materials concept inventory for introductory materials engineering courses (2002) National Educators Workshop Update 2002, 17, pp. 1-8; Streveler, R.A., Litzinger, T.A., Miller, R.L., Steif, P.S., Learning conceptual knowledge in the engineering sciences: Overview and future research directions (2008) J. of Engineering Education, 97 (3), pp. 279-294; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30 (3), pp. 141-151; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Donovan, M.S., Bransford, J.D., Pellegrino, J.W., (1999) How People Learn: Bridging Research and Practice, , National Academy Press, Washington, DC; Krause, S., Kelly, J., Triplett, J., Eller, A., Baker, D., Uncovering and addressing some common types of misconceptions in introductory materials science and engineering courses (2010) Journal of Materials Education, 32 (5-6), pp. 255-272; Kelly, J., Graham, A., Eller, A., Baker, D., Tasooji, A., Krause, S., Supporting student learning, attitude, and retention through critical class reflections (2010) 2010 ASEE Annual Conference Proceedings; Ericsson, K.A., Cramped, R.T., Tesch-Römer, C., The role of deliberate practice in the acquisition of expert performance (1993) Psychological Review, 100, pp. 363-406; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Beichner, R., Bernold, L., Burniston, E., Dail, P., Felder, R., Gastineau, J., Gjertson, M., Risley, J., Case study of the physics component of an integrated curriculum (1999) Am J Phys, 67 (SUPPL.), pp. S16-S24; Marrs, K.A., Blake, R., Gavrin, A., Use of warm up exercises in Just in Time Teaching: Determining students' prior knowledge and misconceptions in biology, chemistry, and physics (2003) Journal of College Science Teaching, 32, pp. 42-47; Pintrich, P.R., Schunk, D.H., (2002) Motivation in Education: Theory, Research, and Practice, , Englewood Cliffs, NJ: Merrill; Pajares, F., Self-efficacy beliefs in academic settings (1996) Review of Educational Res., 66 (4), pp. 543-578; Malka, A., Covington, M.V., Perceiving school performance as instrumental to future goal attainment: Effects on graded performance (2005) Contemporary Educational Psychology, 30 (1), pp. 60-80; Wigfield, A., Why should i learn this? Adolescents' achievement values for different activities (1993) Advances in Motivation and Achievement: Motivation and Adolescent Development, 8. , P. R. Pintrich & M. L. Maehr (Eds.). Greenwich, Conn.: JAI Press; Lee, O., Fradd, S., Sutman, F., Science knowledge and cognitive strategy use among culturally and linguistically diverse students (1995) Journal of Research in Science Teaching, 32, pp. 797-816; Busch-Vishniac, I., Jarosz, J., Can diversity in the undergraduate engineering population be enhanced through curricular change? (2004) Journal of Women and Minorities in Sci. and Engineering, 10, pp. 255-281; Tannen, D., (1994) Gender and Discourse, , Oxford, Oxford University Press; Baker, D., Krause, S., Yasar, S., Roberts, C., Robinson Kurpius, S., An intervention on tinkering and technical self-confidence, and the understanding of the social relevance of science and technology (2004) Mini Symposium Session, Bridging Engineering and Education: The Role of Design, Engineering & Technology (DET) in Science Education 2004 National Association for Research in Science Teaching, , presented at; Lord, S., Camacho, M., Layton, R., Long, R., Ohland, M., Wasburn, M., Who's persisting in engineering? A comparative analysis of female and male Asian, Black, Hispanic, Native American and White students (2009) Journal of Women and Minorities in Science and Engineering, 15 (2), pp. 167-190; Cohen, E., Lotan, R., Producing equal-status interaction in the heterogeneous classroom (1995) American Educational Research Journal, 32, pp. 99-120; Chen, H.L., Lattuca, L.R., Hamilton, E.R., Conceptualizating engagement: Contributions of faculty to student engagement in engineering (2008) Journal of Engineering Education, 97 (3), pp. 339-353; Ohland, M.W., Sheppard, S.D., Lichtenstein, G., Eris, O., Chachra, D., Layton, R.A., Persistence, engagement, and migration in engineering (2008) Journal of Engineering Education, 97 (3), pp. 259-278; O'hara, S., Freshman women in engineering: Comparison of their backgrounds, abilities, values, and goals with science and humanities majors (1995) Journal of Women & Minorities in Sci. and Engineering, 2, pp. 33-47; Grandee, J., Gender differences in the experiences, achievements, and expectations of science and engineering majors (1997) Journal of Women and Minorities in Science and Engineering, 3, pp. 119-143","Krause, S.J.; School of Materials, Fulton School of Engineering, Arizona State UniversityUnited States",,,American Society for Engineering Education,119th ASEE Annual Conference and Exposition,10 June 2012 through 13 June 2012,"San Antonio, TX",91898.0,21535965,9780878232413,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029111281
"Czapracki A., Burrows C.",54583393300;54583098200;,Bringing students and faculty together through mobile devices,2011,Proceedings ACM SIGUCCS User Services Conference,,,,215,218,,1.0,10.1145/2070364.2070420,https://www.scopus.com/inward/record.uri?eid=2-s2.0-83155182507&doi=10.1145%2f2070364.2070420&partnerID=40&md5=cc3471e45626e89700fbebdd0fce9273,"University of San Diego, 5998 Alcalá Park, San Diego, CA 92109, United States","Czapracki, A., University of San Diego, 5998 Alcalá Park, San Diego, CA 92109, United States; Burrows, C., University of San Diego, 5998 Alcalá Park, San Diego, CA 92109, United States","The ubiquity of mobile devices such as the iPad and smartphones on the University of San Diego (USD) campus inspired the iTeam to identify a need to get faculty on the same wavelength as their students, who are leading mobile, digital lives. The team's goals included promoting awareness of mobile apps they support and teaching faculty how to meet students where they are - constantly plugged in to mobile devices - and to promote a more mobilely fluent campus. Because digital natives tend to be fluent in the language of social media but often lack expertise in knowing how to efficiently use productivity and academic applications, the iTeam strove to expand students' technical skill sets through devices they were already familiar with, and engage students and faculty with the iTeam and its services. Through this workshop, they wanted to collaborate with faculty, teach them how to use mobile devices to reach their students, and connect them with the real skill sets of digital natives. In response, the iTeam designed and delivered a mobile-device workshop for both faculty and students that promotes apps with the goals of encouraging academic collaboration, keeping learners connected to their coursework even outside of class, and helping students feel less detached and more immersed in their learning. Featured apps included: MySanDiego Mobile, Blackboard Mobile Learn, iClicker, eBook apps, and apps for note-taking such as Evernote. In this session, the iTeam will discuss the workshop format, its impact on and future potential for USD students and faculty, and reactions to the workshop. © 2011 ACM.",Apps; Clickers; Collaboration; Faculty; IPads; Learning; Mobile initiatives; Technology workshops,Apps; Clickers; Collaboration; Faculty; IPads; Learning; Mobile initiatives; Digital devices; Equipment; Mobile devices; Teaching; Students,,,,,,,,,,,"Burrows, C., Allison, C., (2011) Instructional Support and Training at the University of San Diego, , http://usditeam.wordpress.com, 24 March Retrieved 8 June 2011; http://my.sandiego.edu/mobile/, Retrieved 8 June 2011; Instructional Support and Training at the University of San Diego, , http://usditeam.wordpress.com/sta/, Student Technology Assistant Program Retrieved 8 June 2011","Czapracki, A.; University of San Diego, 5998 Alcalá Park, San Diego, CA 92109, United States; email: allison@sandiego.edu",,SIGUCCS,,"39th Annual ACM SIGUCCS Conference, SIGUCCS'11",12 November 2011 through 17 November 2011,"San Diego, CA",87671.0,,9781450310239,,,English,Proc ACM SIGUCCS Serv Conf,Conference Paper,Final,,Scopus,2-s2.0-83155182507
"Gerval J.-P., Le Ru Y.",6506439149;54412757300;,Express survey with real time feedback,2011,"Proceedings of the 14th IASTED International Conference on Computers and Advanced Technology in Education, CATE 2011",,,,134,139,,,10.2316/P.2011.734-033,https://www.scopus.com/inward/record.uri?eid=2-s2.0-82455172251&doi=10.2316%2fP.2011.734-033&partnerID=40&md5=b86ca9f2e84675bdfb52ede457b16bf7,"Institut Supérieur de L'Electronique et du Numérique - Brest, 20 rue Cuirassé Bretagne, CS 42807 - 29228 Brest Cedex, France","Gerval, J.-P., Institut Supérieur de L'Electronique et du Numérique - Brest, 20 rue Cuirassé Bretagne, CS 42807 - 29228 Brest Cedex, France; Le Ru, Y., Institut Supérieur de L'Electronique et du Numérique - Brest, 20 rue Cuirassé Bretagne, CS 42807 - 29228 Brest Cedex, France","This paper sets out a System that enables a teacher to get a real time feedback from a large group of students' understanding. A teacher can quickly set up a question and submit this question to his students. The server implements a LAMP (Linux, Apache, MySQL and PHP) architecture. We propose different types of clients that are targeting most of equipments available today: computers, mobile phone, smartphone... Thus, any student may easily find a tool to answer to any question. This System implements various types of technologies: databases, web technologies, object oriented programming...",Databases; Mobile Phone; Object Oriented Programming; Personal Response Systems; Smartphone; Web Technologies,Large groups; Object oriented; Personal response systems; Real-time feedback; Smart phones; Web technologies; Computer operating systems; Database systems; Mobile phones; Object oriented programming; Personal computers; Signal encoding; Technology; Telephone sets; Students,,,,,,,,,,,"http://moodle.org/, Retrieved on January 2011; http://www.limesurvey.org/, Retrieved on January 2011; Crawford, E., Davies, N., Marriott, J., A dynamic in-class survey tool with real time data retrieval for teaching and learning statistics (2010) Connections, 10 (3). , Autumn Term; http://courses.csusm.edu/resources/clickers/index.htm, Retrieved on April 2011; Iqbal, J., Interactive Teaching: Use of 'Clickers' (PRS) in the Classroom, , http://www.educause.edu/Resources/InteractiveTeachingUseofClicke/160050, Retrieved on April 2011; Wrzesniewski, T., (2008) Use of PRS Clickers and Computer Animation in Large Introductory Physics Classes, IASTED International Conference on Computers and Advanced Technology in Education (CATE 2008, , Crete, Greece; http://www.einstruction.com/products/studentresponse-systems/ vclicker-mobile-edition, Retrieved on April 2011; Mercier, F., René, B.D., Berthet, C.J.-P., (2004) Amphithéâtres Interactifs dans L'enseignement Supérieur, 4ème Colloque International sur les Technologies de l'Information et de la Connaissance dans l'Enseignement Supérieur et l'Industrie (TICE 2004, , Compiègne, France, 20-22 octobre; Leclercq, D., (1999) Votes en Amphithéâtre Électronique Pour Animer de Grands Auditoires Universitaires Selon 6 Paradigmes D'apprentissage / Enseignement, 2, pp. 567-578. , Actes du 16ième colloque international de l'AIPU, Montréal : HEC, tome; Deficall, Quizz Via SMS, , http://demo.deficall.be/qcm.htm, Retrieved on April 2011; Truong, T.M., Griswold, W.G., Ratto, M., Star, S.L., (2002) The ActiveClass Project Experiments in Encouraging Classroom Participation, Technical Report CS2002 -0715, , UC San Diego, Department of CSE; Oliver, K.M., Eckel, C.C., Ball, S.B., (2002) Wireless Interactive Teaching Simulations, , Syllabus Conference, Santa Clara, CA; Miyata, H., (2005) Improvement of Classroom Communication in Large-scale Remote Lecture Classes Utilizing A Cell Phone - Compatible Comment Card System, , IASTED International Conference on Computers and Advanced Technology in Education (CATE 2005), Oranjestad, Aruba; http://www.jasig.org/cas, Retrieved on January 2011; http://www.enough.de/products/j2me-polish/, Retrieved on April 2011; http://www.flexycore.com/ispectrum-overview.html, Retrieved on April 2011; http://skp.mvps.org/liveweb.htm, Retrieved on January 2011","Gerval, J.-P.; Institut Supérieur de L'Electronique et du Numérique - Brest, 20 rue Cuirassé Bretagne, CS 42807 - 29228 Brest Cedex, France; email: jean-pierre.gerval@isen.fr",,Int. Assoc. Sci. Technol. Dev. (IASTED),,"14th IASTED International Conference on Computers and Advanced Technology in Education, CATE 2011",11 July 2011 through 13 July 2011,Cambridge,87511.0,,9780889868885,,,English,"Proc. IASTED Int. Conf. Comput. Adv. Technol. Educ., CATE",Conference Paper,Final,,Scopus,2-s2.0-82455172251
"Lam S.L., Wong K., Mohan J., Xu D., Lam P.",26534321900;55515630900;55515590800;55683662900;56664617600;,Classroom communication on mobile phones - first experiences with web-based 'clicker' system,2011,ASCILITE 2011 - The Australasian Society for Computers in Learning in Tertiary Education,,,,763,777,,9.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870769095&partnerID=40&md5=dd192d569d7fc185670684bff12cb557,"Centre for Learning Enhancement And Research, The Chinese University of Hong Kong, Hong Kong; Division of Commerce, Commercial College of City University of Hong Kong, Hong Kong; Department of Mechanical and Automation Engineering, The Chinese University of Hong Kong, Hong Kong","Lam, S.L., Centre for Learning Enhancement And Research, The Chinese University of Hong Kong, Hong Kong; Wong, K., Centre for Learning Enhancement And Research, The Chinese University of Hong Kong, Hong Kong; Mohan, J., Division of Commerce, Commercial College of City University of Hong Kong, Hong Kong; Xu, D., Department of Mechanical and Automation Engineering, The Chinese University of Hong Kong, Hong Kong; Lam, P., Centre for Learning Enhancement And Research, The Chinese University of Hong Kong, Hong Kong","Thanks to the advancement in technology, web-based classroom response system is available in leveraging mobile phones to perform function in similar to that of traditional 'clickers. Mobile phones can be used to enrich communication in classroom. Teachers do not need to hand over the clicker devices to students anymore. Individual students can respond to teachers' questions right on their mobile devices. The paper reports two pilot cases in which teachers at two universities in Hong Kong adopted the web-based classroom response system. The primary objective of the study was to evaluate the feasibility of such practice in real classroom situation. However, the results have not been all promising. The success of web-based classroom response system was dependent on the possession of high-end mobile devices and skills to maneuver these devices. © 2011 Shun Leung Lam, Kevin Wong, Joseph Mohan, Dongyan Xu, Paul Lam.",Audience response; Clicker; Interaction; Mobile phone; Student response,Audience response; Classroom communication; Clicker; Hand over; Hong-kong; Interaction; Primary objective; Response systems; Student response; Cellular telephones; Communication; E-learning; Mobile devices; Mobile phones; Websites; Students,,,,,,,,,,,"Ayu, M.A., Taylor, K., Mantoro, T., (2009) Active Learning: Engaging Students In the Classroom Using Mobile Phones, , http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=5356379, Paper presented in 2009 IEEE Symposium on Industrial Electronics and Applications (ISIEA 2009), October 4-6, 2009, Kuala Lumpur, Malaysia. Retrieved June 27, 2011, from; Banky, G.P., The carrot without the stick: A case study of encouraging post-event student engagement with mobile phone technologies (2010) Proceedings of the 2010 AaeE Conference, , Sydney, Australia; Buskes, G., Shen, B., Shallcross, D., Promoting student engagement in lectures through a trial use of response clickers (2010) Proceedings of the 2010 AaeE Conference, , Sydney; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) The Wingspread Journal, 9 (2), pp. 1-16; (2011) Wireless LAN Access Services, , http://www.cityu.edu.hk/csc/deptweb/facilities/ctnet/wlan/wlanmain.htm, City University of Hong Kong, Retrieved June 27, 2011, from; Freeman, M., Bell, A., Comerton-Forde, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) Australasian Journal of Educational Technology, 23 (2), pp. 149-170; Habel, C., VotApedia for student engagement in academic integrity education (2011) The Journal of the Education Research Group of Adelaide, 2 (1), pp. 15-25; Jones, M., Marsden, G., Gruijters, D., Using mobile phones and PDAs in ad hoc audience response systems (2006) Audience Response Systems In Higher Education: Applications and Cases, pp. 359-372. , D. A. Banks (Ed.), Hershey PA: Idea Group Inc; Judson, E., Sawada, D., Learning from past and present: Electronic response system in college lecture halls (2002) Journal of Computers In Mathematics and Science Teaching, 21 (2), pp. 167-181; Lizzio, A., Wilson, K., Simons, R., University students' perceptions of the learning environment and academic outcomes: Implications for theory and practice (2002) Studies In Higher Education Volume, 27 (1), pp. 27-52; Maier, H., Student participation in lectures using mobile phone (2009) 20th Australasian Association For Engineering Education Conference University of Adelaide, , December 6-9, 2009; Mantoro, T., Ayu, M.A., Habul, E., Khasanah, A.U., Survnvote: A free web based audience response system to support interactivity in the classroom (2010) 2010 IEEE Conference On Open Systems (ICOS 2010), , http://ieeexplore.ieee.org/Xplore/login.jsp?url=http%3A%2F%2Fieeexplore.ieee.org%2Fiel5%2F5714409%2F5719958%2F05720060.pdf%3Farnumber%3D5720060&authDecision=-203, December 5-7, 2010, Kuala Lumpur, Malaysia. Retrieved June 27, 2011, from; Moore, M.G., Three types of interaction (1993) Distance Education: New Perspectives, pp. 19-24. , K. Harry, M. John & D. Keegan (Eds.), London, UK: Routledge; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance (2009) E-Journal of Business Education & Scholarship of Teaching, 3 (1), pp. 1-17; (2010) Smartphone Usage Set to Dominate Hong Kong Mobile Market, , http://www.tnsglobal.com/news/news-DB5EF16289044655A787385A433A896F.aspx, Taylor Nelson Sofres Limited, Retrieved June 27, 2011, from; Tremblay, E.A., Educating the mobile generation - using personal cell phones as audience response systems in postsecondary science teaching (2010) Journal of Computers In Mathematics and Science Teaching, 29 (2), pp. 217-227; (2010) Coverage of Wireless LAN In the Campus Area, , http://www.cuhk.edu.hk/itsc/network/wlan/coverage.html, The Chinese University of Hong Kong, Retrieved June 27, 2011, from","Lam, S. L.; Centre for Learning Enhancement And Research, The Chinese University of Hong Kong, Rm 302, Academic Building No. 1, Shatin, Hong Kong",,,,"Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - ""Changing demands, changing directions"", ASCILITE 2011",4 December 2011 through 7 December 2011,"Hobart, TAS",94320.0,,9781862956445,,,English,ASCILITE 2011 - The Aust. Soc. for Comp. in Learn. in Ter. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84870769095
"Tabata Y., Yin C., Chen A.Y.-F.",35191316000;15847172300;55447351100;,Utilizing the HTML5 to build a Classroom Response System,2011,"Proceedings of the 19th International Conference on Computers in Education, ICCE 2011",,,,337,344,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860490048&partnerID=40&md5=8204d5a1570ec2056f242a7d762ccc09,"Research Institute for Information Technology, Kyushu University, Fukuoka, Japan; Dept. of Computer Science Information Engineering, National Central University, Taiwan","Tabata, Y., Research Institute for Information Technology, Kyushu University, Fukuoka, Japan; Yin, C., Research Institute for Information Technology, Kyushu University, Fukuoka, Japan; Chen, A.Y.-F., Dept. of Computer Science Information Engineering, National Central University, Taiwan","Until recently, there have been many studies which confirmed the effectiveness of the Classroom Response System (CRS). However, many of the existing CRSs use multiple-choice questions. In this paper, utilizing HTML5 technologies, we proposed a short answer collaborative learning CRS, called CLARES, to support group discussion. By the manner which the teacher determines right and wrong answers on-site, we propose that utilization of the CLARES may raise students to a sense of excitement and encourage a sense of expectancy and raise motivation.",Classroom Response System; Collaborative learning; Group discussion; Smart phone,Collaborative learning; Group discussions; Multiple-choice questions; Response systems; HTML; Education,,,,,,,,,,,"Yin, C., Ogata, H., Yano, Y., Participatory simulation fremework to support learning computer science (2007) Int. J. Mobile Learning and Organisation, 1 (3), pp. 288-304; Yoshiyuki, T., Chengjiu, Y., Hiroaki, O., Yano, Y., Mobile phone-based quiz system for learning foreign culture (2009) ICCE2009, pp. 603-607. , Hongkong, China, Nov.30-Dec.4, 2009; Yoshiyuki, T., The functions and characteristics of WebDrill - A web-based system to build and manage teaching materials (2009) Language Sciences, 43, pp. 95-105. , 2008.03 (in Japanese); Caldwell, J.E., Clickers in the large classroom: Current research and best practice tips (2007) CBE, Life Sciences Education, 6, pp. 8-20. , Spring","Tabata, Y.; Research Institute for Information Technology, Kyushu University, Fukuoka, Japan",,,,"19th International Conference on Computers in Education, ICCE 2011",28 November 2011 through 2 December 2011,Chiang Mai,89492.0,,9786161201883,,,English,"Proc. Int. Conf. Comput. Educ., ICCE",Conference Paper,Final,,Scopus,2-s2.0-84860490048
"Gehringer E.F., Narang M.B.",7003875222;55090784500;,Accountability and the use of classroom response devices,2011,"Proceedings - Frontiers in Education Conference, FIE",,, 6142866,,,,1.0,10.1109/FIE.2011.6142866,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858163215&doi=10.1109%2fFIE.2011.6142866&partnerID=40&md5=110ec007647bfa902fe6d3d5c2ac3d1f,"Computer Science, North Carolina State University, United States","Gehringer, E.F., Computer Science, North Carolina State University, United States; Narang, M.B., Computer Science, North Carolina State University, United States","Classroom response devices, such as clickers, have proved effective in improving student engagement during class time. We performed a study to investigate how much of this improvement was due to heightened accountability, either because students were required to take and pass a pre-quiz over the lecture material, or because students were given credit for each answer submitted. We found that the presence of a pre-quiz was associated with a much higher response rate, 38.5% vs. 29.3%. Giving credit for answering questions also boosted the response rate, from 30.3% to 43.2%. We also found that asking more questions during class tended was associated with a lower response rate. When only one question was asked, the response rate was above 60%, but if more than five questions were asked, the response rate was barely 30%. These findings suggest that accountability is important in making effective use of classroom response devices. © 2011 IEEE.",Classroom response systems; Google forms; laptops in lectures; pre-quizzes; student engagement,Google forms; laptops in lectures; pre-quizzes; Response systems; student engagement; Laptop computers; Surveys; Teaching; Students,,,,,,,,,,,"Jackson, M.H., Trees, A.R., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40. , March; Seletsky, O.B., Smith, S.W., Developing an Improved, Web-Based Classroom Response System with Web Services (2009) Dartmouth Computer Science Technical Report TR2009-651; Sellar, M., PollEverywhere Review (2010) The Charleston Advisor, pp. 57-60. , November; http://www.polleverywhere.com/, accessed 3/2011; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , Jossey-Bass; Siau, K., Sheng, H., Nah, F.F.-H., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49 (3), pp. 398-403. , DOI 10.1109/TE.2006.879802; Gehringer, E.F., Daily Course Evaluation with Google Forms ASEE, American Society for Engineering Education Annual Conference & Exposition. 2010; Miller, S., Connor, J., Student use of technology in a large lecture Proc. 2010 American Society on Engineering Education Annual Conference, , http://www.asee.org/search/proceedings?search= Scott+Miller+laptop+2010&commit=Search, Paper 2010-563; Kay, R., Lauricella, S., Exploring the Benefits and Challenges of Using Laptops in Higher Education Classrooms Global Learn Asia Pacific 2010, Penang, Malaysia; Fink, L.D., Kolar, R.L., Sabatini, D.A., Laptops in the Classroom: Do They Make a Difference? (2002) J. Engineering, pp. 397-401. , October; Cole, D., (2007) Laptops Vs. Learning, , Washington Post. 6 April; Fried, C.B., In-class laptop use and its effects on student learning (2008) J. Science Direct: Computer & Education, 50, pp. 906-914; Porter, S.R., Whitcomb, M.E., Weitzer, W.H., Multiple surveys of students and survey fatigue (2004) New Directions for Institutional Research, 121, pp. 63-73; Backor, K., Golde, S., Nie, N., (2007) Estimating Survey Fatigue in Time Use Study, , http://www.stanford.edu/~sgolde/Papers/Survey_Fatigue.pdf, accessed 4/2011; Lojo, M., A comparison of clicker effectiveness for multiple choice and quantitative questions (2009) California Journal of Operations Management, 7 (1), pp. 130-135. , Feb; Brooks, C., Ammons, J., Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer assessments (2003) J. Education for Business, 78 (5), pp. 268-272. , May; Ohland, M.W., Loughry, M.L., Carter, R.L., Bullard, L.G., Felder, R.M., Finelli, C.J., Layton, R.A., Schmucker, D.G., The comprehensive assessment of team-member effectiveness (CATME): A new peer-evaluation instrument Proceedings of the 2006 ASEE Annual Conference","Gehringer, E.F.; Computer Science, North Carolina State UniversityUnited States; email: efg@ncsu.edu",,"Am. Soc. Eng. Educ. (ASEE), Educ. Res. Methods (ERM) Div.;Inst. Electr. Electron. Eng. (IEEE), Comput. Soc.;Inst. Electr. Electron. Eng. (IEEE), Educ. Soc.;South Dakota School of Mines and Technology",,"41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011",12 October 2011 through 15 November 2011,"Rapid City, SD",88890.0,15394565,9781612844671,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-84858163215
"Kim D.J., Hisham A.-M., Yue K.B., Rizk N.",23394997600;55507445400;57202488492;7006537359;,From expectation to actual perception after experience: A longitudinal study of the perceptions of student response systems,2011,"17th Americas Conference on Information Systems 2011, AMCIS 2011",5,,,3574,3584,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870328558&partnerID=40&md5=8665eb9467488c63c3484879154fe500,"University of Houston-Clear Lake, United States; University of Houston, United States","Kim, D.J., University of Houston-Clear Lake, United States; Hisham, A.-M., University of Houston-Clear Lake, United States; Yue, K.B., University of Houston-Clear Lake, United States; Rizk, N., University of Houston, United States","Interactive student response systems (SRSs) are becoming popular as many instructors at the tertiary level education institutions adopt the systems to transform traditional passive lectures into interactive classes. Despite the popularity and numerous benefits of SRSs, there is conflicting evidence regarding the current levels of perceptions and actual performances before and after use the systems. We believe the inconsistent result stems from the differences between the level of expectation and the level of actual perceptions after they use the systems. Students' beliefs and attitudes are key perceptions toward the information technology (i.e., SRSs) usage. However, these perceptions may change over time as they gain direct experience with the technology. In this study, therefore, we test students' expectations and perceptions of the technology and provide a comparative result from a longitudinal perspective. More specifically, in this study, we examine students' perceptional differences in terms of well-known technology acceptance constructs such as perceived usefulness, ease of use, enjoyment, and intention to use the systems before and after they actually use the systems. The results confirm that there are differences between the levels of expectations and actually perceptions of cognitive beliefs across three-stage of experience. However, there are no differences of students' perceptions between initial usage and second-time usage. In other words, the very first direct experience of students will become a salient determinant of their perception of cognitive beliefs and behavioral intention, but the second experience does not provide the same level of impact as much the first one does. We believe that the result of the study will provide solid understanding of the gap between the levels of expectations and actual perceptions of a technology before and after usage, which will explain the inconsistent results related to the SRSs. Limitations and future directions are discussed.",Expectation; Perception; Student response systems; Technology acceptance model; Three-stage study,Behavioral intention; Conflicting evidence; Current levels; Direct experience; Ease-of-use; Education institutions; Expectation; Longitudinal study; Perceived usefulness; Student-response system; Technology acceptance; Technology acceptance model; Tertiary levels; Three-stage study; Information systems; Sensory perception; Students; Interactive computer systems,,,,,,,,,,,"Agarwal, R., Karahanna, E., Time Flies When You're Having Fun: Cognitive Absorption and Beliefs About Information Technology Usage (2000) MIS Quarterly, 24 (4), pp. 665-694. , Dec; Agarwal, R., Prasad, J., The Antecedents and Consequents of User Perceptions in Information Technology Adoption (1998) Decision Support Systems, 22 (1), pp. 15-29. , Jan; Beatty, I., (2004) Transforming Student Learning with Classroom Communication Systems, , in: 3. EDUCAUSE Center for Applied Research; Bentler, P.M., Chou, C.P., Practical Issues in Structural Modeling (1987) Sociological Methods & Research, 16 (1), pp. 78-117; Bhattacherjee, A., Understanding Information Systems Continuance: An Expectation-Confirmation Model (2001) MIS Quarterly, 25 (3), pp. 351-370. , Sep; Bhattacherjee, A., Premkumar, G., Understanding Changes in Belief and Attitude toward Information Technology Usage: A Theoretical Model and Longitudinal Test (2004) MIS Quarterly, 28 (2), pp. 229-254; Cain, J., Black, E.P., Rohr, J., Instructional Design and Assessment: An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback (2009) American Journal of Pharmaceutical Education, 73 (2); Carnaghan, C., Webb, A., Investigating the Effects of Group Response Systems on Student Satisfaction, Learning, and Engagement in Accounting Education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Chau, P.Y.K., An Empirical Assessment of a Modified Technology Acceptance Model (1996) Journal of Management Information Systems, 13 (2), p. 185. , Fall 1996; Chen, L.D., Gillenson, M.L., Sherrell, D.L., Enticing Online Consumers: An Extended Technology Acceptance Perspective (2002) Information & Management, 39 (8), pp. 705-719. , Sep; Cutts, Q., Practical Lessons from Four Years of Using an Ars in Every Lecture of a Large Class (2006) Audience Response Systems in Higher Education: Applications and Cases, , in:, D.A. Banks (ed.). Hershey, PA: Information Science Publishing; Dasgupta, S., Granger, M., McGarry, N., User Acceptance of E-Collaboration Technology: An Extension of the Technology Acceptance Model (2002) Group Decision and Negotiation, 11 (2), pp. 87-100. , Mar; Davis, F.D., Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989) MIS Quarterly, 13 (3), pp. 319-340. , Sep; Davis, F.D., User Acceptance of Information Technology-System Characteristics, User Perceptions and Behavioral Impacts (1993) International Journal of Man-Machine Studies, 38 (3), pp. 475-487. , Mar; Davis, F.D., Bagozzi, R., Warshaw, P.R., User Acceptance of Computer Technology: A Comparison of Two Theoretical Models (1989) Management Science, 35 (8), pp. 982-1003; Davis, F.D., Bagozzi, R.P., Warshaw, P.R., Extrinsic and Intrinsic Motivation to Use Computers in the Workplace (1992) Journal of Applied Social Psychology, 22 (14), pp. 1111-1132. , Jul 16; Duncan, T., (2002) Imc: Using Advertising and Promotion to Build Brands, , McGraw-Hill; Fornell, C., Larcker, D., Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981) Journal of Marketing Research, 18 (2), pp. 39-50; Gefen, D., E-Commerce: The Role of Familiarity and Trust (2000) Omega: The International Journal of Management Science, 28 (6), pp. 725-737; Gefen, D., Karahanna, E., Straub, D.W., Trust and Tam in Online Shopping: An Integrated Model (2003) MIS Quarterly, 27 (1), pp. 51-90. , Mar; Gefen, D., Straub, D., The Relative Importance of Perceived Ease of Use in Is Adoption: A Study of E-Commerce Adoption (2000) Journal of the Association for Information Systems, 1 (8), pp. 1-30. , October; Ghorab, K.E., The Impact of Technology Acceptance Considerations on System Usage, and Adopted Level of Technological Sophistication: An Empirical Investigation (1997) International Journal of Information Management, 17 (4), pp. 249-259. , Aug; Goodhue, D., Thompson, R., Task-Technology Fit and Individual Performance (1995) MIS Quarterly, 19 (2), pp. 213-236; Grant, D.M., Malloy, A.D., Murphy, M.C., A Comparison of Student Perceptions of Their Computer Skills to Their Actual Abilities (2009) Journal of Information Technology Education, (8), pp. 141-160; Hackbarth, G., Grover, V., Yi, M.Y., Computer Playfulness and Anxiety: Positive and Negative Mediators of the System Experience Effect on Perceived Ease of Use (2003) Information & Management, 40 (3), pp. 221-232. , Jan; Hinde, K., Hunt, A., (2006) Using the Personal Response System to Enhance Student Learning: Some Evidence from Teaching Economics, , in: Audience Response Systems in Higher Education: Applications and Cases, D.A. Banks (ed.). Hershey, PA: Information Science Publishing; Hong, S., Thong, J.Y.L., Tam, K.Y., Understanding Continued Information Technology Usage Behavior: A Comparison of Three Models in the Context of Mobile Internet (2006) Decision Support Systems, 42 (3), pp. 1819-1834; Johnson, C., (2004) Clickers in Your Classroom Wakonse-Arizona E-Newsletter; Kaleta, R., Joosten, T., (2007) Student Response Systems: A University of Wisconsin Study of Clickers, , EDUCAUSE Center for Applied Research, Boulder, CO; Karahanna, E., Straub, D.W., Chervany, N.L., Information Technology Adoption across Time: A Cross-Sectional Comparison of Pre-Adoption and Post-Adoption Beliefs (1999) MIS Quarterly, 23 (2), pp. 183-213; Keil, M., Beranek, P.M., Konsynski, B.R., Usefulness and Ease of Use-Field-Study Evidence Regarding Task Considerations (1995) Decision Support Systems, 13 (1), pp. 75-91. , Jan; Lantz, M.E., The Use of 'Clickers' in the Classroom: Teaching Innovation or Merely an Amusing Novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561; Lee, Y., Kozar, K.A., Larsen, K.R.T., The Technology Acceptance Model: Past, Present, and Future (2003) Communications of the AIS, 12 (50), pp. 752-780; Lee, Y., Lee, J., Lee, Z., Social Influence on Technology Acceptance Behavior: Self-Identity Theory Perspective (2006) ACM SIGMIS Database, 37 (2-3), pp. 60-75; Martyn, M., Clickers in the Classroom: An Active Learning Approach (2007) Educause Quarterly, 30 (2), pp. 71-74; McCabe, M., (2006) Live Assessments by Questioning in an Interactive Classroom, , in: Audience Response Systems in Higher Education: Applications and Cases, D.A. Banks (ed.). Hershey, PA: Information Science Publishing; Mollborn, S., Hoekstra, A., A Meeting of Minds: Using Clickers for Critical Thinking and Discussion in Large Sociology Courses (2010) Teaching Sociology, 38 (1), pp. 18-27; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T., Efficacy of Personal Response Systems ('Clickers') in Large, Introductory Psychology Classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Nunnally, J.C., (1978) Psychometric Theory, , (2nd ed.). New York: McGraw-Hill; Nunnally, J.C., Bernstein, I.H., (1994) Psychometric Theory, , (3rd ed.). New York: McGraw-Hill; Patry, M., Clickers in Large Classes: From Student Perceptions Towards an Understanding of Best Practices (2009) International Journal for the Scholarship of Teaching & Learning, 3 (2), pp. 1-11; Saade, R., Bahli, B., The Impact of Cognitive Absorption on Perceived Usefulness and Perceived Ease of Use in on-Line Learning: An Extention of the Technology Acceptance Model (2005) Information & Management, 42 (2), pp. 317-327; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why Peer Discussion Improves Student Performance on in-Class Concept Questions (2009) Science, 323 (5910), pp. 122-124. , January 2, 2009; Subramanian, G.H., A Replication of Perceived Usefulness and Perceived Ease of Use Measurement (1994) Decision Sciences, 25 (5-6), pp. 863-874. , Sep-Dec; Sun, H., Zhang, P., Causal Relationships between Perceived Enjoyment and Perceived Ease of Use: An Alternative Approach (2006) Journal of the Association of Information Systems, 7 (9), pp. 618-645; Swaminathan, V., Lepkowska-White, E., Rao, B.P., Browsers or Buyers in Cyberspace? An Investigation of Factors Influencing Electronic Exchange (1999) Journal of Computer Mediated Communications, 5 (2); Szajna, B., Empirical Evaluation of the Revised Technology Acceptance Model (1996) Management Science, 42 (1), pp. 85-92. , Jan; Szajna, B., Scamell, R.W., The Effects of Information System User Expectations on Their Performance and Perceptions (1993) MIS Quarterly, 17 (4), pp. 493-514; Taylor, S., Todd, P., Assessing It Usage: The Role of Prior Experience (1995) MIS Quarterly, 19 (4), pp. 561-570. , Dec; Teo, T.S.H., Lim, V.K.G., Lai, R.Y.C., Intrinsic and Extrinsic Motivation in Internet Usage (1999) Omega-International Journal of Management Science, 27 (1), pp. 25-37. , Feb; van der Heijden, H., Verhagen, T., Creemers, M., Understanding Online Purchase Intentions: Contributions from Technology and Trust Perspectives (2003) European Journal of Information Systems, (12), pp. 41-48; Venkatesh, V., Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model (2000) Information Systems Research, 11 (4), pp. 342-365. , Dec; Venkatesh, V., Bala, H., Technology Acceptance Model 3 and a Research Agenda on Interventions (2008) Decision Sciences, 39 (2), pp. 273-315; Venkatesh, V., Davis, F.D., A Model of the Antecedents of Perceived Ease of Use: Development and Test (1996) Decision Sciences, 27 (3), pp. 451-481. , Sum; Venkatesh, V., Davis, F.D., A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies (2000) Management Science, 46 (2), pp. 186-204. , Feb; Venkatesh, V., Morris, M.G., Why Don't Men Ever Stop to Ask for Directions? Gender, Social Influence, and Their Role in Technology Acceptance and Usage Behavior (2000) MIS Quarterly, 24 (1), pp. 115-139. , Mar; Venkatesh, V., Morris, M.G., Davis, F.D., Davis, G.B., User Acceptance of Information Technology: Toward a Unified View (2003) MIS Quarterly, 27 (3), pp. 425-478; Walton, A., Homan, S., Naimi, L., Tomovic, C., Student Perceptions of a Wireless Audience Response System (2008) Interactive Technology and Smart Education, 5 (4), pp. 217-229; Webking, R., Valenzuela, F., (2006) Using Audience Response Systems to Develop Critical Thinking, , in: Audience Response Systems in Higher Education: Applications and Cases, D.A. Banks (ed.). Hershey, PA: Information Science Publishing; West, J., (2005) Learning Outcomes Related to the Use of Personal Response Systems in Large Science Courses, , in: Academic Commons; Wixom, B.H., Todd, P.A., A Theoretical Integration of User Satisfaction and Technology Acceptance (2005) Information Systems Research, 16 (1), pp. 88-102; Yi, M.Y., Hwang, Y., Predicting the Use of Web-Based Information Systems: Self-Efficacy, Enjoyment, Learning Goal Orientation, and the Technology Acceptance Model (2003) International Journal of Human-Computer Studies, 59 (4), pp. 431-449","Kim, D. J.; University of Houston-Clear LakeUnited States; email: kimdan@uhcl.edu",,,,"17th Americas Conference on Information Systems 2011, AMCIS 2011",4 August 2011 through 8 August 2011,"Detroit, MI",92985.0,,9781618390981,,,English,"Amer. Conf. Inf. Sys., AMCIS",Conference Paper,Final,,Scopus,2-s2.0-84870328558
"Rodríguez D., Caballé S.",56239773500;57210953378;,Towards an electronic voting system in support for consensus in on-line learning discussions,2011,"Proceedings of the 2011 World Congress on Information and Communication Technologies, WICT 2011",,, 6141271,350,356,,,10.1109/WICT.2011.6141271,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857146381&doi=10.1109%2fWICT.2011.6141271&partnerID=40&md5=19a6bebd360f22664a9bb2254c97b9dd,"Open University of Catalonia, Dept. of Computer Science, Multimedia, and Telecommunication, Rambla. Poblenou, 156, 08018 Barcelona, Spain","Rodríguez, D., Open University of Catalonia, Dept. of Computer Science, Multimedia, and Telecommunication, Rambla. Poblenou, 156, 08018 Barcelona, Spain; Caballé, S., Open University of Catalonia, Dept. of Computer Science, Multimedia, and Telecommunication, Rambla. Poblenou, 156, 08018 Barcelona, Spain","Many e-learning tools have been widely used in online learning settings to support on-line classroom discussions. A typical discussion and reasoning process is based on three stages or types of generic contributions, namely specification, elaboration and consensus. While the two first stages are fully supported by current e-learning tools and systems, the consensus stage is usually neglected. To overcome this deficiency, in this paper we propose an electronic voting system to support on-line discussions and in particular the consensus stage as part of collaborative learning practices. For validation purposes we test a proof of concept of our application in order to validate the notion and nature of the EVS. The results show that our application enhances and improves the user's experience in on-line discussions and during the consensus stage. Furthermore, it is shown that innovative uses of this application can meet new pedagogical needs in an e-learning context. © 2011 IEEE.",,Collaborative learning; E-learning tool; Electronic voting systems; Online learning; Proof of concept; Reasoning process; Three stages; Information technology; Teaching; Voting machines; E-learning,,,,,,,,,,,"Salomon, G., No distribution without individual's cognition: A dynamic interactional view (1993) Distributed Cognitions, , G. Solomon (Ed.), Cambridge University Press; Stahl, G., (2006) Group Cognition: Computer Support for Building Collaborative Knowledge, , Acting with Technology Series, MIT Press; Bates, S.P., Howie, K., Murphy, A., The use of electronic voting systems in large group lectures: Challenges and opportunities (2006) New Directions-The Journal of the Higher Education Academy Physical Sciences Centre, (2); Nunamaker, J.F., Dennis, A.R., Valacich, J.S., Vogel, D.R., George, J.F., Electronic Meetings to Support Group Work (1991) Communications of the ACM, 34 (7), pp. 40-61; Buchsbaum, T., E-voting: International developments and lessons learnt (2004) Proceedings of Electronic Voting in Europe Technology, , Law, Politics and Society; Rodriguez, D., Caballé, S., (2011) Electronic Voting System for Computer Supported Collaborative Learning, , http://hdl.handle.net/10609/7971, Master's thesis in Computer Science. Available at: as for June 2011; Koschmann, T., Paradigm shifts and instructional technology (1996) CSCL: Theory and Practice of An Emerging Paradigm, (1-23). , T. Koschmann (Ed.), Mahwah, New Jersey, Lawrence Erlbaum Associates; Dillenbourg, P., Introduction; What do you mean by ""Collaborative Learning""? (1999) Collaborative Learning. Cognitive and Computational Approaches, pp. 1-19. , P. Dillenbourg (Ed.), Ox-ford: Elsevier Science; Caballé, S., Xhafa, F., CLPL: Providing Software Infrastructure for the Systematic and Effective Construction of Complex Collaborative Learning Systems (2010) Journal of Systems and Software, 83 (11), pp. 2083-2097. , Elsevier; Caballé, S., Daradoumis, T., Xhafa, X., Juan, A., Providing Effective Feedback, Monitoring and Evaluation to On-line Collaborative Learning Discussions (2011) Computers in Human Behavior, 27 (4), pp. 1372-1381. , Elsevier; De Vos, M., (2010) Using Electronic Voting Systems with ResponseWare to Improve Student Learning and Enhance the Student Learning Experience - Final Report, , Department of Computer Science University of Bath, UK; Clariana, R., Wallace, P., Paper-based versus computer-based assessment: Key factors associated with the test mode effect (2002) British Journal of Educational Technology, 33, pp. 593-602. , doi: 10.1111/1467-8535.00294; Williams, J.B., Learning by Romote Control: Exploring the Use of An Audience Response System as a Vehicle for Content Delivery (2003) 20th Annual Conference of the Australiasian Socitey for Computers in Learning in Tertiary Exucation (ASCILITE), 7-10 December 2003, Adelaide, South Australia; Sharpe, R., Benfield, G., Roberts, G., Francis, R., (2006) Experience of Online Communication and Collaboration from the Undergraduate Experience of Blended E-learning: A Review of UK Literature and Practice, pp. 63-65; Hammond, M., (2005) A Review of Recent Papers on Online Discussion in Teaching and Learning in Higher Education, , University of Warwick; Zimmerman, B.J., Blom, D.E., (1983) Toward An Empirical Test of the Role of Cognitive Conflict in Learning, Developmental Review, 3 (1), pp. 18-38. , March ISSN 0273-2297, DOI: 10.1016/0273-2297(83)90005-9","Rodríguez, D.; Open University of Catalonia, Dept. of Computer Science, Multimedia, and Telecommunication, Rambla. Poblenou, 156, 08018 Barcelona, Spain; email: drodriguezca@uoc.edu",,Machine Intelligence Research Labs (MIR Labs),,"2011 World Congress on Information and Communication Technologies, WICT 2011",11 December 2011 through 14 December 2011,Mumbai,88545.0,,9781467301251,,,English,"Proc. World Congr. Inf. Commun. Technol., WICT",Conference Paper,Final,,Scopus,2-s2.0-84857146381
"Charles E.S., Park J., Whittaker C., Lasry N.",35217622000;55286016500;35218597300;24450806900;,Exploring the role of technology-supported peer instruction in student understanding and interaction in college physics classrooms,2011,"Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conf.",2,,,866,867,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863375129&partnerID=40&md5=83081767f727b64195fd483784ac42a8,"Dawson College, 3040 de Maisonneuve W., Montreal, H3Z1A4, Canada; John Abbot College, 21275 Rue Lakeshore, H9X 3L9, Canada","Charles, E.S., Dawson College, 3040 de Maisonneuve W., Montreal, H3Z1A4, Canada; Park, J., Dawson College, 3040 de Maisonneuve W., Montreal, H3Z1A4, Canada; Whittaker, C., Dawson College, 3040 de Maisonneuve W., Montreal, H3Z1A4, Canada; Lasry, N., John Abbot College, 21275 Rue Lakeshore, H9X 3L9, Canada","Growing numbers of studies report positive gains in knowledge and conceptual understanding related to using Clickers as part of collaborative approaches to instruction. Our study examined the implications of modifying how students are encouraged to collaborate during such instruction. We present results of an ethnographic study involving two collegelevel physics classes. Using discourse analysis techniques, our results indicate that requiring different goals for clicker-mediated questioning produced differential student interactions and outcomes. Implications will be discussed. © ISLS.",,Collaborative approach; Conceptual understanding; Discourse analysis; Ethnographic study; Peer instruction; Student interactions; Teaching; Students,,,,,,,,,,,"Clark, H.H., Schaefer, E.F., Contributing to discourse (1989) Cognitive Science, 13, pp. 259-294; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30, pp. 141-158; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46, p. 242; Mazur, E., (1997) Peer Instruction : A User's Manual, , Upper Saddle River NJ: Prentice Hall; Scriven, M., Chasteen, S., Duncan, D., A 'strong case' exists for classroom clickers, letters to the editor (2009) Chronicle of Higher Education, 55, p. 21; Stahl, G., (2006) Group Cognition: Computer Support for Building Collaborative Knowledge, , Cambridge, MA: MIT Press; Vygotsky, L.S., (1978) Mind in Society: The Development of Higher Psychological Processes, , Cambridge, MA: Harvard University Press","Charles, E.S.; Dawson College, 3040 de Maisonneuve W., Montreal, H3Z1A4, Canada; email: echarles@dawsoncollege.qc.ca",,"Univ. Hong Kong, Strateg. Res. Theme (SRT) Sci. Learn.;Hong Kong Applied Science and Technology Research Institute;Sunny Interactive;Bank of East Asia",,"9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011",4 July 2011 through 8 July 2011,Hong Kong,88986.0,,9780578091532,,,English,"Connecting Comput.-Supported Collab. Learn. Policy Pract.: CSCL Conf. Proc. - Short Pap. Posters, Int. Comput.-Supported",Conference Paper,Final,,Scopus,2-s2.0-84863375129
"Winso J., Olivares D., Rolando J.",24484066800;54912355200;24484157900;,Realistic and adaptive interactive learning system (RAILS) exploiting 3D video games,2011,"2011 IEEE International Games Innovation Conference, IGIC 2011",,, 6114950,71,88,,,10.1109/IGIC.2011.6114950,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84856094497&doi=10.1109%2fIGIC.2011.6114950&partnerID=40&md5=1fcd2c6e0a807459e46392712ed5fabb,,"Winso, J.; Olivares, D.; Rolando, J.","RAILS User Interface Program complements the RAILS Game by: Interfacing with the 3D Game Provides instructors with valuable feedback on user's knowledge, skills and abilities Allows instructor to customize training content Facilitates communication with instructors and other trainees Current Status Alpha Release being Tested Beta Release planned for February 2012 Commercial Release planned for July 2012 © 2011 IEEE.",,3D video; Current status; Interactive learning systems; Interface program; Human computer interaction; Learning systems; Software testing; Three dimensional; User interfaces; Three dimensional computer graphics,,,,,,,,,,,,"Winso, J.",,,,"2011 IEEE International Games Innovation Conference, IGIC 2011",2 November 2011 through 3 November 2011,"Orange, CA",88166.0,,9781457702587,,,English,"IEEE Int. Games Innov. Conf., IGIC",Conference Paper,Final,,Scopus,2-s2.0-84856094497
"Raes A., Schellens T., Vanderhoven E.",54785256600;55903456300;54785530000;,Increasing anonymity in peer assessment using classroom response technology,2011,"Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conf.",2,,,922,923,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84858427680&partnerID=40&md5=954a0af04f749a7792b2bd9791340fd5,"Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium","Raes, A., Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium; Schellens, T., Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium; Vanderhoven, E., Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium","This study explores the use of classroom response technology as a tool for anonymous peer assessment in face to face higher education. The technology was positively evaluated by students. They especially liked the immediate visual feedback and anonymity. Moreover, we found that 'the experience of anonymity' significantly predicts a lower 'experience of peer pressure'. These results implicate that the use of a classroom response system can reduce peer pressure by making anonymous assessment possible. © ISLS.",,Face to face; Higher education; Peer assessment; Peer pressure; Response systems; Visual feedback; Visual communication; Rating,,,,,,,,,,,"Bloxham, S., West, A., Understanding the rules of the game: Marking peer assessment as a medium for developing students' conceptions of assessment (2004) Assessment & Evaluation in Higher Education, 29 (6), pp. 721-733; Dochy, F., Segers, M., The use of self-, peer and co-assessment in higher education: A review (1999) Studies in Higher Education, 24 (3), p. 331; Falchikov, N., Involving students in assessment (2003) Psychology Learning and Teaching, 3 (2), pp. 102-108; Falchikov, N., Goldfinch, J., Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks (2000) Review of Educational Research, 70 (3), pp. 287-322; Pope, N.K.L., The impact of stress in self- and peer assessment (2005) Assessment & Evaluation in Higher Education, 30 (1), pp. 51-63; Sluijsmans, D.M.A., Brand-Gruwel, S., Van Merriënboer, J.J.G., Peer Assessment Training in Teacher Education: Effects on performance and perceptions (2002) Assessment & Evaluation in Higher Education, 27 (5), pp. 443-454; Smith, H., Cooper, A., Lancaster, L., Improving the quality of undergraduate peer assessment: A case for student and staff development (2002) Innovations in Education and Teaching International, 39 (1), pp. 71-81; Stepanyan, K., Mather, R., Jones, H., Lusuardi, C., Student engagement with peer assessment: A review of pedagogical design and technologies (2009) Lecture Notes in Computer Science, 5686, pp. 367-375; Sung, Y.-T., Chang, K.-E., Chang, T.-H., Yu, W.-C., How many heads are better than one? the reliability and validity of teenagers' self- and peer assessments (2010) Journal of Adolescence, 33 (1), pp. 135-145; Topping, K.J., Self and peer assessment in school and university: Reliability, validity and utility (2003) Optimizing New Modes of Assessment: In Search of Qualities and Standards, pp. 55-87. , In M. Segers, F. Dochy, & E. Cascallar (Eds.). Dordrecht: Kluwer Academic","Raes, A.; Department of Educational Studies, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium; email: annelies.raes@ugent.be",,"Univ. Hong Kong, Strateg. Res. Theme (SRT) Sci. Learn.;Hong Kong Applied Science and Technology Research Institute;Sunny Interactive;Bank of East Asia",,"9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011",4 July 2011 through 8 July 2011,Hong Kong,88986.0,,9780578091532,,,English,"Connecting Comput.-Supported Collab. Learn. Policy Pract.: CSCL Conf. Proc. - Short Pap. Posters, Int. Comput.-Supported",Conference Paper,Final,,Scopus,2-s2.0-84858427680
Slauson G.J.,55349480700;,Using easy excel tools with clickers to make large or small classes on any subject immediately engaging,2011,Proceedings of ISECON,,,,,,8.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84865632667&partnerID=40&md5=3d6a053cba8aa80d31711e2b216515ac,"Business Department, Colorado Mesa University, Grand Junction, CO, 81501, United States","Slauson, G.J., Business Department, Colorado Mesa University, Grand Junction, CO, 81501, United States","The value of interactivity and enhancing student engagement in the classroom is well established. Using technology to make class more engaging is also widespread and often sought by Information Systems teachers. What this paper offers is three additional interactive techniques that can easily be used to enhance a variety of types of courses and class sizes, using the readily available Excel program found in the Microsoft Office Suite and clickers. Effective teachers are always looking for easy ways to improve the learning effectiveness in the classroom. The tools presented in this paper are easy enough for anyone to use, even those who only use Excel occasionally. Information Systems professors, in particular, could use Excel to improve classroom interaction and to teach productivity tools simultaneously. Each of these tools has been used by the author in an effort to increase student interest and engagement in classes in varying levels of courses with students ranging from freshmen to juniors. © 2011 EDSIG.",Active learning; Classroom technology; Excel tools; Interactive techniques; Student engagement,Active Learning; Class size; Classroom interaction; Classroom technology; Interactive techniques; Interactivity; Learning effectiveness; Microsoft Office; Productivity tools; Student engagement; Information systems; Students; Teaching,,,,,,,,,,,"Bonwell, C., (2000) Active Learning: Creating Excitement in the Classroom Active Learning Workshop, , www.active-learning-site.com, Retrieved June 11, 2011; Bonwell, C., Enhancing the lecture: Revitalizing a traditional format (1996) New Directions for Teaching & Learning, (67), p. 31. , Retrieved from EBSCO host; Brandyberry, A., Pardue, J.H., The effectiveness of computer-based ""Game show"" formats in survey courses: A quasi-experiement (2001) Journal of Information Systems Education, 12 (2), p. 109; Bruff, D., Classroom response systems (Clickers) (2008) Center for Teaching, , www.vanderbilt.edu/cft/resources/teaching_resources, Retrieved June 28, 2010; Butler, A., Phillmann, K., Smart, L., (2001) Teaching of Psychology, 28 (4), pp. 257-259. , Nov2001; Caldwell, J., Clickers in the large classroom: Current research and best practice tips (2007) Life Sciences Education, 6, pp. 9-20. , (Spring 2007); Essid, J., Disengaged students are the victims, not the culprits (2006) Chronicle of Higher Education, 52 (25), pp. B13; Gray, T., Madson, L., Ten easy ways to engage your students (2007) College Teaching, 55 (2), pp. 83-87. , Retrieved from EBSCO host; Kille, K., Krain, M., Lantis, J., Active learning across borders: Lessons from an interactive workshop in Brazil (2007) 48 th Annual Convention of the International Studies Association, , Paper presented at the Chicago, 28 February-3 March, 2007; Krain, M., Lantis, J., Building knowledge? Evaluating the effectiveness of the global problems simulation (2006) International Studies Perspectives, 7 (4), pp. 395-407; Kroenke, D., (2011) Using MIS, , (3rd ed) Pearson Education: NJ; McKeachie, W.J., (2002) McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, , (11 ed.) Boston: Houghton-Mifflin; McGinnis, D., The individual topic expert (2001) Journal of Information Systems Education, 12 (2), p. 55. , Accessed at jise.org/Issues/12/055.pdf; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: The efficacy of a student response system for engaging students, improving feedback and improving performance (2009) E-journal of Business Education & Scholarship of Teaching, 3 (1), pp. 1-17; Murray, J.P., Murray, J.I., How do I lecture thee? (1992) College Teaching, 40 (3), p. 109. , Retrieved from EBSCO host; Nagy-Shadman, E., Desrochers, C., Student response technology: Empirically grounded or just a gimmick? (2008) International Journal of Science Education, 30 (15), pp. 2023-2066; Nelson, M.L., Hauck, R.V., Clicking to learn: A case study of embedding radio frequency-based clickers in an introductory management information systems course (2008) Journal of Information Systems Education, 19 (1), pp. 55-64; Poldrack, R., Novelty and testing: When the brain learns and why it forgets (2010) Nieman Reports, 64 (2), pp. 9-10. , Retrieved from EBSCOhost; Powner, L.C., Allendoerfer, M.G., Evaluating hypotheses about active learning (2008) International Studies Perspectives, 9, pp. 75-89; Shaffer, D., Collura, M., Evaluating the effectiveness of a personal response system in the classroom (2009) Teaching of Psychology, 36 (4), pp. 273-277; Sivan, A., Leung, R.W., Woon, C., Kember, D., An implementation of active learning and its effects on the quality of student learning (2000) Innovations in Education and Training International, 37, pp. 381-389; Smyth, K., Enhancing the agency of the listener: Introducing reception theory in a lecture (2009) Journal of Further & Higher Education, 33 (2), pp. 131-140; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Stowell, J.R., Oldham, T., Bennett, D., Using student response systems (""Clickers"") to combat conformity and shyness (2010) Teaching of Psychology, 37 (2), pp. 135-140; Yoder, J.D., Hochevar, C.M., Encouraging active learning can improve students' performance on examinations (2005) Teaching of Psychology, 32 (2), pp. 91-95","Slauson, G.J.; Business Department, Colorado Mesa University, Grand Junction, CO, 81501, United States; email: gslauson@coloradomesa.edu",,Educ. Spec. Interest Group Assoc. Inf. Technol. Prof. (EDSIG),,"28th Information Systems Educators Conference, ISECON 2011 and 4th Conference on Information Systems Applied Research, CONISAR 2011",3 November 2011 through 6 November 2011,"Wilmington, NC",92114.0,15427382,,,,English,Proc. ISECON,Conference Paper,Final,,Scopus,2-s2.0-84865632667
"Gulland E.-K., Schut A.G.T., Veenendaal B.",14008399100;6701363606;6506055740;,Combining distance and face-to-face teaching and learning in spatial computations,2011,"32nd Asian Conference on Remote Sensing 2011, ACRS 2011",4,,,2802,2807,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84865699714&partnerID=40&md5=74ca693c8fecf5f830bcd8f3b46706d8,"Department of Spatial Sciences, Curtin University Kent, St Bentley, WA 6102, Australia","Gulland, E.-K., Department of Spatial Sciences, Curtin University Kent, St Bentley, WA 6102, Australia; Schut, A.G.T., Department of Spatial Sciences, Curtin University Kent, St Bentley, WA 6102, Australia; Veenendaal, B., Department of Spatial Sciences, Curtin University Kent, St Bentley, WA 6102, Australia","Retention and passing rates as well as student engagement in computer programming and problem solving units are a major concern in tertiary spatial science courses. A number of initiatives were implemented to improve this. A pilot study reviews the changes made to the teaching and learning environment, including the addition of new resources and modifications to assessments, and investigates their effectiveness. In particular, the study focuses on the differences between students studying in traditional, on-campus mode and distance, e-learning mode. Student results and retention rates from 2009-2011, data from in-lecture clicker response units and two anonymous surveys collected in 2011 were analysed. Early results indicate that grades improved for engaged students but pass rates or grades of the struggling cohort of students did not improve significantly.",Distance learning; E-learning; Geographic information science; Gis; Higher education; Problem solving; Programming; Student engagement,Geographic information science; Higher education; Pass rate; Pilot studies; Retention rate; Science course; Spatial computations; Student engagement; Teaching and learning; Teaching and learning environments; Computer programming; Distance education; E-learning; Geographic information systems; Mathematical programming; Problem solving; Remote sensing; Teaching; Students,,,,,,,,,,,"Da Silva, B.K., Wood, D., Menz, R.I., Are the benefits of clickers due to the enforcement of good pedagogy? (2007) Higher Education Research and Development Society of Australasia (HERDSA), , 8-11 Jul 2007, Flinders University, Adelaide, South Australia; Grimm, P.E., Soares, E., Agrawal, J., Law, S., Technology facilitated class participation in a principles of marketing course (2007) ANZMAC 2007: Reputation Responsibility, Relevance, , Dunedin, New Zealand; Hawi, N., Causal attributions of success and failure made by undergraduate students in an introductory-level computer programming course (2010) Computers & Education, 54, pp. 1127-1136; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 235-249. , www.ascilite.org.au/ajet/ajet25/kay.html, (accessed 5 Sep. 2011); Kehrwald, B., Towards community-based learner support: A case study (2008) ASCILITE 2008 Melbourne: Hello! where Are You in the Landscape of Educational Technology?, , 30 Nov - 3 Dec 2008, Melbourne, Australia; Kordaki, M., A drawing and multi-representational computer environment for beginners' learning or programming using C: Design and pilot formative evaluation (2010) Computers & Education, 54, pp. 69-87; Preston, G., Phillips, R., Gosper, M., McNeill, M., Woo, K., Green, D., Web-based lecture technologies: Highlighting the changing nature of teaching and learning (2010) Australasian Journal of Educational Technology, 26 (6), pp. 717-728; Veenendaal, B., Flexible and web-based delivery of GIScience in higher education (2000) Proceedings of the International IT Conference on Geo-spatial Education, , Hong Kong, 6-8 July; Veenendaal, B., Flexible assessment in GIScience education (2001) Expanding Horizons in Teaching and Learning, , http://lsn.curtin.edu.au/tlf/tlf2001/veenendaal.html, A. Herrmann and M. M. Kulski (Eds) Proceedings of the 10th Annual Teaching Learning Forum, 7-9 February 2001. Perth, Western Australia (accessed 5 Sep. 2011); Von Konsky, B., Ivins, R.J., Gribble, S.J., Lecture attendance and web based lecture technologies: A comparison of student perceptions and usage patterns (2009) Australasian Journal of Educational Technology, 25 (4), pp. 581-595","Gulland, E.-K.; Department of Spatial Sciences, Curtin University Kent, St Bentley, WA 6102, Australia; email: e.gulland@curtin.edu.au",,NSC;Astrium;Academia Sinica;Bureau of Foreign Trade;ERDAS,,"32nd Asian Conference on Remote Sensing 2011, ACRS 2011",3 October 2011 through 7 October 2011,Tapei,92409.0,,9781618394972,,,English,"Asian Conf. Remote Sens., ACRS",Conference Paper,Final,,Scopus,2-s2.0-84865699714
"Evans R., Matthew A.",57198969262;55516754400;,"Stop lecturing me, I want to learn",2011,ASCILITE 2011 - The Australasian Society for Computers in Learning in Tertiary Education,,,,374,380,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870801530&partnerID=40&md5=5a293c3466d3fb5e3c9c55b692faac07,"Queensland University of Technology, Australia","Evans, R., Queensland University of Technology, Australia; Matthew, A., Queensland University of Technology, Australia","Re-evaluation of pedagogical practice is driving learning design at Queensland University of Technology. One objective of the design for learning is to support approaches to increase student engagement and attendance in physical and virtual learning spaces through opportunities for active and problem-based learning. This paper provides an overview and preliminary evaluation of the pilot of one of these initiatives, the Open Web Lecture (OWL), a new web-based student response application that seamlessly integrates a virtual learning environment within a physical learning space. © 2011 Richard Evans & Anne Matthew.",Engagement; OWL; Physical virtual learning environments; Student response systems,Engagement; Learning designs; OWL; Pedagogical practices; Problem based learning; Queensland university of technologies; Re-evaluation; Student engagement; Student response; Student-response system; Virtual learning; Virtual learning environments; Web lectures; Computer aided instruction; Students; Teaching; E-learning,,,,,,,,,,,"Amiel, T., Reeves, T.C., Design-based research and educational technology: Rethinking technology and the research agenda (2008) Educational Technology & Society, 11 (4), pp. 29-40. , http://www.uh.cu/static/documents/RDA/Design-Based%20Research%20Edul%20Tech.pdf, Retrieved (n.d.), from; Arulampalam, W., Naylor, R., Smith, J., (2007) Am I Missing Something? the Effects of Absence From Class On Student Performance, , http://wrap.warwick.ac.uk/1396/1/WRAP_Arulampalam_twerp_820.pdf, November), Economic Research Paper No. 820, Coventry, UK: University of Warwick. Retrieved (n.d.), from; Bonwell, C., Eison, J., (1991) Active Learning: Creating Excitement In the Classroom, , AEHE-ERIC Higher Education Report No. 1. Washington, D.C.: Jossey-Bass; Boud, D., Feletti, G.I., (1997) The Challenge of Problem-based Learning, , 2nd ed.). London: Kogan Page; Braxton, J.M., Milem, J.F., Sullivan, A.S., The influence of active learning on the college student departure process: Toward a revision of Tinto's theory (2000) Journal of Higher Education, 71 (5), pp. 569-590; Corbin, L., Burns, K., Chrzanowski, A., If you teach it, will they come? Law students, class attendance and student engagement (2011) Legal Education Review, 20 (1), pp. 19-44; Davies, M., Lee, B., The legal implication of social networking sites in the UK and US: Current concerns and lessons for the future (2008) Education and The Law, 20 (3), pp. 259-288; Dolnicar, S., Should we still lecture or just post examination questions on the web? The nature of the shift towards pragmatism in undergraduate lecture attendance (2005) Quality In Higher Education, 11 (2), pp. 103-115; Dolnicar, S., Vialle, W., Kaiser, S., Matus, K., Can Australian universities take measures to increase the lecture attendance of marketing students? (2009) Journal of Marketing Education, 31 (3), pp. 203-211; Gump, S., Keep students coming by keeping them interested: Motivators for class attendance (2004) College Student Journal, 38 (1), pp. 157-160; Hunter, R.S., McCurry, M., Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms (2010) Journal of Nursing Education, 49 (5), pp. 272-275; (2006) Designing Spaces For Effective Learning: Guide For the 21st Century Learning Design, , http://www.jisc.ac.uk/media/documents/publications/learningspaces.pdf, JISC, Retrieved (n.d.), from; Kardong-Edgren, S., Emerson, R., Student adoption and perception of lecture podcasts in undergraduate bachelor of science in nursing courses (2010) Journal of Nursing Education, 49 (7), pp. 398-401; Laurillard, D., Technology enhanced learning as a tool for pedagogical innovation (2008) Journal of Philosophy of Education, 42 (3-4), pp. 521-533; Laurillard, D., (2008) Digital Technologies and Their Role In Achieving Our Ambitions For Education, , Institute of Education, University of London; Laurillard, D., The pedagogical challenges to collaborative technologies (2009) International Journal of Computer-Supported Collaborative Learning, 5 (4); Massingham, P., Herrington, T., Does attendance matter? An examination of student attitudes, participation, performance and attendance (2006) Journal of University Teaching & Learning Practice, 3 (2), pp. 83-103. , http://ro.uow.edu.au/jutlp/vol3/iss2/3, Retrieved (n.d.), from; Mitchell, G., White, B., (2010) Retrofitting University Learning Spaces, , http://www.altc.edu.au/resource-retrofitting-learning-spaces-cdu-2010, Final report). Retrieved (n.d.), from; Phillips, R., Preston, G., Roberts, P., Cumming-Potvin, W., Herrington, J., Maor, D., Using academic analytic tools to investigate studying behaviours in technology-supported learning environments (2010) Paper Presented At Ascilite 2010 Conference, , http://www.ascilite.org.au/conferences/sydney10/procs/Phillips-full.pdf, Sydney, Australia. Retrieved (n.d.), from; Popkess, A.M., McDaniel, A., Are nursing students engaged in learning? (2011) Nursing Education Perspectives, 32 (2), pp. 89-94; Radcliffe, D., (2009) A Pedagogy-space-technology (PST) Framework For Designing and Evaluating Learning Places, , http://www.uq.edu.au/nextgenerationlearningspace/Chapter1.pdf, Retrieved (n.d.), from; Ramsden, P., (1992) Learning to Teach In Higher Education, , London: Routledge; (2007) E-learning At UCL: A Student Perspective (Report), , http://www.ucl.ac.uk/isd/staff/elearning/tools/webct/migration/Student-survey-report.pdf, University College London, April)., London: Author. Retrieved (n.d.), from; Stacey, E., Gerbic, P., (2009) Effective Blended Learning Practices: Evidence-based Perspectives In Ict-facilitated Education, , Eds.), New York: Premier Reference Source; Westrick, S., Helms, K., McDonough, S., Breland, M., Factors influencing pharmacy students'attendance decisions in large lectures (2009) American Journal of Pharmaceutical Education, 73 (5), pp. 1-9; Williams, R., Karousou, R., Mackness, J., Emergent learning and learning ecologies in web 2.0 (2011) International Review of Research In Open and Distance Learning, 12 (3), pp. 39-59","Evans, R.; Queensland University of TechnologyAustralia; email: richard.evans@qut.edu.au",,,,"Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - ""Changing demands, changing directions"", ASCILITE 2011",4 December 2011 through 7 December 2011,"Hobart, TAS",94320.0,,9781862956445,,,English,ASCILITE 2011 - The Aust. Soc. for Comp. in Learn. in Ter. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84870801530
"Ali I., Saha G.",56400240600;35766944200;,A distance metric based outliers detection for robust automatic speaker recognition applications,2011,"Proceedings - 2011 Annual IEEE India Conference: Engineering Sustainable Solutions, INDICON-2011",,, 6139358,,,,2.0,10.1109/INDCON.2011.6139358,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857196615&doi=10.1109%2fINDCON.2011.6139358&partnerID=40&md5=772d8ccd6aa27ea4a281d4dcee6347f6,"Department of Electronics and Electrical Communication Engineering, Indian Institute of Technology Kharagpur, Kharagpur, 721302, India","Ali, I., Department of Electronics and Electrical Communication Engineering, Indian Institute of Technology Kharagpur, Kharagpur, 721302, India; Saha, G., Department of Electronics and Electrical Communication Engineering, Indian Institute of Technology Kharagpur, Kharagpur, 721302, India","Outlier detection in Automatic Speaker Recognition (ASR) context is a task to detect those points in feature space which are less representative of a speaker. The existence of outliers is related to handset, noise or speaker's non-intrinsic characteristics. So detection and removal of outliers is useful in robust speaker recognition. The detection can be done in training phase or in testing phase or both. In this paper, we try to investigate the outliers in testing phase using three different distance measures with the databases, one is microphone speech, YOHO and the other is telephone speech, POLYCOST. The experiment is conducted on Mel-Frequency Cepstral Coefficients (MFCC) features with Gaussian Mixture Model (GMM) based speaker model. The results show that distance metric based outlier removal can remove maximum 29.43% of outliers in YOHO and 22.86% for POLYCOST while the accuracy improves or remain same as baseline depending on distance metric used. © 2011 IEEE.",City Block Distance; Euclidean Distance; Minkowski Distance; Outliers; Speaker Recognition,City-block distances; Euclidean distance; Minkowski distance; Outliers; Speaker recognition; Image segmentation; Speech recognition; Telephone sets; Statistics,,,,,,,,,,,"Laurikala, J., Juhola, M., Kentala, E., Informal identification of outliers in medical data Fifth International Workshop on Intelligent Data Analysis in Medicine and Pharmacology. 20-24, 2000; Salvador, S., Chan, P., (2003) Learning States and Rules for Time-series Anomaly Detection, , Tech. Rep.CS-2003-05, Department of Computer Science, Florida Institute of Technology Melbourne FL 32901. March; Tsay, R.S., Pea, D., Pankratz, A.E., Outliers in multivariate time series (2000) Biometrika, 87 (4), pp. 789-804; Reynolds, D., Rose, R., Robust text-independent speaker identification using gaussian mixture speaker models (1995) IEEE Trans. Speech Audio Process., 3 (1), pp. 72-83. , Jan; Kinnunen, Y.T., Li, H., An Overview of Text-Independent Speaker Recognition: From Features to Supervectors (2010) Speech Communication, 52 (1), pp. 12-40. , Jan; Campbell, Speaker Recognition: A Tutorial (1997) Proc. of the IEEE, 85 (9), pp. 1437-1462. , Sept; Cha, S.-H., Comprehensive Survey on Distance/Similarity Measures between Probability Density Functions (2007) International Journal of Mathematical Models and Methods in Applied Sciences, 1 (4), pp. 300-307; Xi, J., Outlier Detection Algorithms in Data Mining (2008) Intelligent Information Technology Application, 2008. IITA '08. Second International Symposium on, 1, pp. 94-97. , no., 20-22 Dec. doi: 10.1109/IITA.2008.26; Davis, S.B., Mermelstein, P., Comparison of Parametric Representation for Mono-Syllabic Word Recognition in Continuously Spoken Sentences (1980) IEEE Trans. Audio Speech and Signal Process., ASSP-28 (4), pp. 357-365. , Aug","Ali, I.; Department of Electronics and Electrical Communication Engineering, Indian Institute of Technology Kharagpur, Kharagpur, 721302, India; email: israj.ysb@gmail.com",,"Birla Institute of Technology and Science, Pilani;IEEE;IEEE India Council;IEEE Hyderabad Section;Tata Consultancy Services Limited",,"2011 Annual IEEE India Conference: Engineering Sustainable Solutions, INDICON-2011",16 December 2011 through 18 December 2011,Hyderabad,88548.0,,9781457711091,,,English,"Proc. - Annu. IEEE India Conf.: Eng. Sustainable Solutions, INDICON",Conference Paper,Final,,Scopus,2-s2.0-84857196615
Ciaramitaro B.L.,39861036500;,Introduction to mobile technologies,2011,Mobile Technology Consumption: Opportunities and Challenges,,,,1,15,,7.0,10.4018/978-1-61350-150-4.ch001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898345008&doi=10.4018%2f978-1-61350-150-4.ch001&partnerID=40&md5=c27916b11beec3610171a6bab650ee13,"College of Business, Ferris State University, Big Rapids, MI, United States","Ciaramitaro, B.L., College of Business, Ferris State University, Big Rapids, MI, United States","Mobile devices are no longer simple voice communication devices. They have become a medium to create voice, music, text, video, and image communications. Importantly, these various interactions can be created and shared on demand by the mobile user. In addition to communication methods, mobile devices are also a tool used to access the Internet, view television and movies, interact with GPS (Global Positioning System), play games, and read and respond to barcode and augmented reality messages. The reach and functionality of mobile devices depends on their underlying network infrastructure and the capabilities of the mobile device or handset. Mobile communications also rely on specific access methods which operate on top of the physical wireless architecture. There are generally three types of access methods in use: FDMA, TDMA and GSM, and CDMA. Although mobile devices are most commonly associated with mobile phones, there are many types of mobile devices. Some have broad usage such as smart phones and mobile tablet devices, and some are very specific such as telematic devices in vehicles and devices that monitor vital signs in healthcare. ""It's all about the apps"" is a common refrain we hear in the world of mobile technology. Not only are mobile applications the key to innovation and customer expansion, it is also a high revenue business. There have been over 300,000 mobile applications developed over the last 3 years, and these applications have been downloaded 10.9 billion times. Whether the applications are used for communication, entertainment, socio-economic growth, crowd-sourcing social and political events, monitoring vital signs in patients, helping to drive vehicles, or delivering education, this is where the mobile technology has been transformed from a mode to a medium. © 2012, IGI Global.",,,,,,,,,,,,,"Ahonen, T., (2010) Aninconceivable Truth: MMS is A Global Success At 30B Dollars, , http://communitiesdominate.blogs.com/brands/2010/06/an-inconceivable-truth-mms-is-a-global-success-at-30b-dollars.html, Retrieved on December 16, 2010 from; Becker, M.A., (2010) Mobile Marketing For Dummies, , Wiley Publishing, Inc; Bowser, M., (2009) IVR - a Marketer's Dream, , http://www.mobilemarketingmagazine.co.uk/content/ivr-marketers-dream-no-really, Retrieved on December 18, 2010, from; Butcher, D., (2010) 7 Key Trends Mobil Marketers Need to Know, , http://www.mobilemarketer.com/cms/news/research/7342.html, Retrieved on December 15, 2010 from; Butcher, D., (2010) Snickers Ties First Branded Mobile Game to In-store Marketing, , http://www.mobilemarketer.com/cms/news/gaming/5468.html, Retrieved on December 17, 2010 from; Cassavoy, L., (2007) In Pictures: A History of Cell Phones, , http://www.pcworld.com/article/131450/in_pictures_a_history_of_cell_phones.html, Retrieved on December 16, 2010, from; Cassela, D., (2009) What is Augmented Reality?, , http://www.digitaltrends.com/mobile/what-is-augmented-reality-iphone-apps-games-flash-yelp-androidar-software-and-more/2/, Retrieved on December 16, 2010, from; (2010) Number of Cell Phones Worldwide Hits 4.6B, , http://www.cbsnews.com/stories/2010/02/15/business/main6209772.shtml, CBS News, Retrieved on December 15, 2010, from; (2007) Product Placement In Mobile Phone Advertisement, , http://www.cellphoneadvertising.com/product-placement-in-mobile-phone-advertising/, Cellphone Advertising, Retrieved on December 17, 2010 from; (2010) Salesforce Chatter Social Networking Goes Mobile, , http://www.channelinsider.com/c/a/Cloud-Computing/Salesforce-Chatter-Social-Networking-Goes-Mobile-443229/, Channel Insider, Retrieved on December 16, 2010, from; (2011) Basics of CSC FAQs, , http://www.ctia.org/business_resources/short_code/index.cfm/AID/10341, CTIA, Retrieved on December 16, 2010 from; della Cava, M., (2010) It's An App World, and It Could Swallow All Computing, , http://www.usatoday.com/tech/products/2010-03-31-1Aappworld31_CV_N.htm, Retrieved on February 16, 2011, from; Durrell, J., (2010) Mobile Game Marketing, , http://mmaglobal.com/articles/mobile-game-marketing-greystripe, Retrieved on December 16, 2010 from; Entner, R., (2010) Smartphones to Overtake Feature Phones In U.S. By 2011, , http://blog.nielsen.com/nielsenwire/consumer/smartphones-to-overtake-feature-phones-in-u-s-by-2011/, Retrieved on December 19, 2010 from; Foresman, C., (2009) Apple Responsible For 99.4% of Mobile App Sales In 2009 (Updated), , http://arstechnica.com/apple/news/2010/01/apple-responsible-for-994-of-mobile-app-sales-in-2009.ars, Retrieved on February 16, 2011, from; (2004) Sham Site is A Scam: There Is No National Do Not E-mail Registry, , http://www.ftc.gov/opa/2004/02/spamcam.shtm, Free Trade Commission, Retrieved on December 18, 2010 from; (2010) FTC Testifies On Do Not Track Legislation, , http://www.ftc.gov/opa/2010/12/dnttestimony.shtm, Free Trade Commission, Retrieved on December 18, 2010 from; Fung, L., (2010) Marketing Mobile Games, , http://www.selfgrowth.com/articles/Marketing_Mobile_Games.html, Retrieved on December 17, 2010, from; Grayson, M.S., (2011) Building the Mobile Internet, , Indianoplis, IN, Cisco Press; (2010) European Framework For Safer Mobile Use By Younger Teenagers and Children, , http://www.eubusiness.com/topics/telecoms/gsma.10-06-09/, GSMA, Retrieved on December 18, 2010 from; Gumpert, G.A., Mobile communication in the twenty-first century or everybody, everywhere, at any time (2007) Displacing Space, pp. 7-20. , In Kleinman, S. (Ed.), New York, NY: Peter Lang Publishing; Hager, F., (2006) Mobile Communications, , http://www.fredhager.com/index.asp?CategoryID=67&SubCategoryID=587&ContentID=1047, Retrieved on December 18, 2010 from; Havenstein, M., (2008) LinkedIn Social Networking Goes Mobile, , http://www.cio.com/article/187401/LinkedIn_Social_Networking_Goes_Mobile, Retrieved on December 16, 2010 from; Hollerer, T.A., Mobile augmented reality (2004) Telegeoinformatics: Location-based Computing and Services, , In Karimi, H., & Hammad, A. (Eds.), Taylor and Francis Books Ltd; (2010) QR Codes: The Future of Marketing, , http://interactiveblend.com/blog/interactive/qr-codes/, Interactive Blend, Retrieved on December 16, 2010 from; (2005) Cellular Standards For the Third Generation: The ITU's IMT-200 Family, , http://www.itu.int/osg/spu/imt-2000/technology.html#Cellular%20Standards%20for%20the%20Third%20Generation, International Telecommunications Union, Retrieved on December 15, 2010, from; Jansen, W.A., (2008) Guidelines On Cell Phone and PDA Security. National Institute of Standards and Technology, , US Department of Commerce; Kee, T., (2010) 4 Ways That 4G Will Impact Mobile Marketing In 2011, , http://econsultancy.com/us/blog/6965-4g-or-not-4g-four-ways-it-will-impact-mobile-marketing-in-2011, Retrieved on December 16, 2010 from; Krum, C., (2010) Mobile Marketing: Finding Your Customers No Matter Where They Are, , Indianopolis, IN, Que; (2008) History of Cell Phones, , http://www.historyofcellphones.net/, Membridge, Retrieved on December 16, 2010 from; Miller, B., (2009) RFID Technology Being Added to Mobile Marketing Campaigns, , http://blog.armoryideas.com/2009/06/11/rfid-technology-being-added-to-mobile-marketing-campaigns/, Retrieved on December 16, 2010, from; 7 Viral Marketing Tactics For Mobile Internet Services, , http://blog.mjelly.com/2009/01/viral-marketing-on-mobile.html, MJelly, Retrieved on December 18, 2010 from; (2011) Global Mobile Statistics 2011, , http://mobithinking.com/mobile-marketing-tools/latest-mobile-stats, mobi Thinking, Retrieved on February 16, 2011 from; (2010) The Absolute Latest In Android and IPhone Augmented Reality, , http://www.mobileaugmentedreality.info/, Mobile Augmented Reality, Retrieved on December 16, 2010, from; (2010) Research: Mobile Proximity Marketing to Reach $750M By 2011 and Nearly $6b By 2015, , http://www.mobile-marketingwatch.com/research-mobile-proximity-marketing-to-reach-750m-by-2011-and-nearly-6b-by-2015-10252/, Mobile Market Watch, Retrieved on December 16, 2010, from; (2008) Code of Conduct, , http://www.mmaglobal.com/codeofconduct.pdf, Mobile Marketing Association, Retrieved on December 18, 2010 from; (2010) Consumer Best Practices, , http://www.mmaglobal.com/codeofconduct.pdf, Mobile Marketing Association, Retrieved on December 18, 2010 from; Mohr, W., (2002) Mobile Communications Beyond 3G In the Global Context, , http://www.cu.ipv6tf.org/pdf/werner_mohr.pdf, Retrieved on December 15, 2010 from; Money, C.N.N., (2011) Amazon Sales Pop As Kindle Books Overtake Paperbacks, , http://money.cnn.com/2011/01/27/technology/amazon_earnings/index.htm, Retrieved on February 16, 2011, from; Murphy, D., (2008) It's As Easy As IPTV, , http://www.mobile-marketingmagazine.co.uk/content/its-easy-iptv, Retrieved on December 18, 2010, from; Nations, D., (2010) A List of Mobile Web Browsers, , http://webtrends.about.com/od/mobileweb20/tp/list_of_mobile_web_browsers.htm, Retrieved on December 16, 2010, from; (2010) CSC Implementation: A Mobile Marketing Plan, , http://www.scribd.com/doc/21139025/CSCImplementation-a-Mobile-Marketing-Plan, Neustar, Retrieved on December 16, 2010 from; (2010) Nielsen Unveils Retail 2015 Forecast, , http://www.nielsen.com/us/en/insights/pressroom/2010/nielsen_unveils_retail.html, Nielsen, Retrieved on December 15, 2010, from; Oksman, V., Media content in mobiles (2009) Mobile Technologies: From Telecommunciations to Media, pp. 118-130. , In Goggin, G. A. (Ed.), New York, NY: Routledge; Pollard, S., (2008) Mobile Email Marketing Tips, , http://www.lyris.com/resources/email-marketing/articles/mobile-email-marketing-tips/, Retrieved on December 16, 2010 from; Reisinger, D., (2010) Mobile Game Revenue to Top $11 Billion By 2015, , http://news.cnet.com/8301-13506_320024103-17.html, Retrieved on Decemver 17, 2010 from; Research, A.B.I., (2010) Online Social Networking Goes Mobile: 140 Million Users By 2013, , http://www.abiresearch.com/press/2998-Online+Social+Networking+Goes+Mobile%3A+140+Million+Users+by+2013, Retrieved on December 16, 2010 from; Sacco, A., (2007) A Brief History of the Mobile Phone (1973-2007), , http://advice.cio.com/al_sacco/a_brief_history_of_the_mobile_phone_1973_2007?page=0%2C0, Retrieved on December 16, 2010, from; Sachoff, M., (2010) Mobile Social Networking Grows 240%, , http://www.webpronews.com/topnews/2010/06/02/mobile-social-networkinggrows-240, Retrieved on December 16, 2010, from; (2011) Telematics, , http://searchnetworking.techtarget.com/definition/telematics, SearchNetworking.com, Retrieved on February 16, 2011, from; Singer, P., (2009) Wired For War: The Robotics Revolution and Conflict In the 21st Century, , Penguin; Synder, S., (2009) The New World of Wireless, , Wharton School Publishing; (2007) The History of SMS Messaging, , http://www.tmcsms.com/sms-history.aspx, TMC, Retrieved on December 15, 2010, from; (2010) HTML5 Differences From HTML 4, , http://www.w3.org/TR/html5-diff/, W3, Retrieved on December 18, 2010 from; Wajcman, J.B., Intimite connections: The impact of the mobile phone on work/life boundaries (2009) Mobile Technologies: From Telecommunications to Media, pp. 9-22. , In Goggin, G. A. (Ed.), New York, NY: Routledge; Wallace, L., (2009) Blink-182 Rocks Augmented Reality Show In Doritos Bag, , http://www.wired.com/underwire/2009/07/blink-182-rocks-augmentedreality-show-in-doritos-bag/, Retrieved on December 16, 2010 from; Warren, C., (2010) Mobile Social Networking Usage Soars, , http://mashable.com/2010/03/03/comscoremobile-stats/, Retrieved on December 16, 2010 from; Wauters, R., (2009) There's Money In Mobile Dating, , http://techcrunch.com/2009/01/19/juniper-researchtheres-money-in-mobile-dating-services/, Retrieved on December 16, 2010, from; Wertime, K.A., (2008) DigiMarketing: The Essentail Guide to New Media and Digital Marketing, , John Wiley& Sons; (2010) What's This About 4G?, , http://www.wirelessinternet.org/4G-network.php, Wireless Internet, Retrieved on December 16, 2010 from","Ciaramitaro, B. L.; College of Business, Ferris State University, Big Rapids, MI, United States",,,IGI Global,,,,,,9781613501504,,,English,Mobile Technol. Consumption: Opportunities and Challenges,Book Chapter,Final,,Scopus,2-s2.0-84898345008
Bridgeman A.J.,35740032400;,Language support strategies in first year chemistry,2011,Sustainable Language Support Practices in Science Education: Technologies and Solutions,,,,18,57,,1.0,10.4018/978-1-61350-062-0.ch002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84899388163&doi=10.4018%2f978-1-61350-062-0.ch002&partnerID=40&md5=e33a53ae44b217aba4a7dbbb6a79da14,"School of Chemistry, University of Sydney, Australia","Bridgeman, A.J., School of Chemistry, University of Sydney, Australia","In-class and online active learning strategies, which have been implemented at The University of Sydney, are described to respond to the challenge of teaching chemistry at a first year level, to students with a wide range of abilities and levels of motivations. Core to the design of these activities is the belief that students learn chemical concepts most effectively when they are actively engaged in doing and talking, rather than rote learning and listening. The strategies described have been developed within the context of large classes and limited resources. They are fully adaptable to other topics beyond first chemistry and to other sciences. They are also necessarily designed to be scalable to large or small classes and to be sustainable. Online resources are useful for helping students become familiar with chemical language and symbolism and to provide them with a means of practicing their use. Online quizzes are an invaluable means of students self-assessing their progress and of providing meaningful assessment of their level of mastery. In-class activities involving student response systems and student-centred, inquiry based approaches are built around active learning and on-going formative assessment. To develop language skills, social interaction via peer instruction and group discussions can be utilized to ensure that classes are vibrant and engaging. © 2012, IGI Global.",,,,,,,,,,,,,"Abraham, M., Inquiry and the learning cycle approach (2005) Chemists' Guide to Effective Teaching, , In Pienta, N. J., Cooper, M. M., & Greenbowe, T. J. (Eds.), Upper Saddle River, NJ: Prentice Hall; (2010) Website, , http://www.alius.edu.au/, Active Learning in University Science, Retrieved 11th November 2010, from; Angell, C., Guttersrud, O., Henriksen, E.K., Isnes, A., Physics: Frightful, but fun: Pupils' and teachers' views of physics and physics teaching (2004) Science Education, 88, pp. 683-706. , doi:10.1002/sce.10141; Arons, A.B., (1990) A Guide to Introductory Physics Teaching, , New York, NY, Wiley; Asirvatham, M., (2009) Clickers in Action: Increasing Student Participation in General Chemistry, , New York, NY, W.W. 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(2008) Chemistry in Australia, 11, pp. 22-23; Bedgood Jr., D.R., Yates, B., Buntine, M., Pyke, S., Lim, K., Mocerino, M., Leading change in Australian science teaching (2010) Chemistry in Australia, 7 (5), pp. 18-19; Verbeek, K.V., Louters, L., Chemical language skills (1991) Journal of Chemical Education, 68 (5), pp. 389-392. , doi:10.1021/ed068p389; Ben-Zvi, R., Eylon, B., Silberstein, J., Theories, principles and laws (1988) Education in Chemistry, 5, pp. 89-92; Boud, D., Experience as the base for learning (1993) Higher Education Research & Development, 12 (1), pp. 33-44. , doi:10.1080/0729436930120104; Bowen, C.W., Bunce, D.M., Testing for conceptual understanding in general chemistry (1997) The Chemical Educator, 2 (2); Bradley, J.D., Brand, M., Stamping out misconceptions (1985) Journal of Chemical Education, 62 (4), p. 318; Bridgeman, A.J., Spectroscopy, mechanisms and calculations online (2005) Chemical Reviews, 15 (3); Bridgeman, A.J., (2010) Chemical Games, , http://firstyear.chem.usyd.edu.au/games/index.shtml, Retrieved 11th November, 2010, from; Bridgeman, A.J., Schmid, S., (2010) Collaborative Laboratory for Quantitative Data Analysis, , Paper presented at the Uniserve Science; Brown, D.E., Using examples and analogies to remediate misconceptions in physics: Factors influencing conceptual change (1992) Journal of Research in Science Teaching, 29 (1), pp. 17-34. , doi:10.1002/tea.3660290104; Bruner, J.S., (1986) Actual Minds, Possible Worlds, , Cambridge, MA, Harvard University Press; Bunce, D.M., Flens, E.A., Neiles, K.Y., How long can students pay attention in class? 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J., Gunstone, R. F., & White, R. T. (Eds.), London, UK: Routledge; Halliday, D., Resnick, R., Walker, J., (2008) Fundamentals of Physics, , (8th ed.), Hoboken, NJ, John Wiley & Sons, Inc; Halloun, I.A., Hestenes, D., The initial knowledge state of college physics students (1985) American Journal of Physics, 53 (11), pp. 1043-1055. , doi:10.1119/1.14030; Harris, K.-L., Krause, K., Gleeson, D., Peat, M., Taylor, C., Garnett, R., (2007) Enhancing Assessment in the Biological Sciences: Ideas and Resources for University Educators, , http://www.bioassess.edu.au, Retrieved 1st April, 2007, from; Hestenes, D., Wells, M., A mechanics baseline test (1992) The Physics Teacher, 30 (3), pp. 159-166. , doi:10.1119/1.2343498; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30 (3), pp. 141-158. , doi:10.1119/1.2343497; Hounsell, D., McCune, V., Hounsell, J., Litjens, J., The quality of guidance and feedback to students (2008) Higher Education Research & Development, 27, pp. 55-67. , doi:10.1080/07294360701658765; Itza-Ortiz, S.F., Rebello, N.S., Zollman, D.A., Rodriguez-Achach, M., The vocabulary of introductory physics and its implications for learning physics (2003) The Physics Teacher, 41 (6), pp. 330-336. , doi:10.1119/1.1607802; Jacobs, G., Word usage misconceptions among first-year university physics students (1989) International Journal of Science Education, 11 (4), pp. 395-399. , doi:10.1080/0950069890110404; Kempa, R.F., Ayob, A., Learning from group work in science (1995) International Journal of Science Education, 17 (6), pp. 743-754. , doi:10.1080/0950069950170606; Khodor, J., Halme, D.G., Walker, G.C., A hierarchical biology concept framework: A tool for course design (2004) Cell Biology Education, 3 (2), pp. 111-121. , doi:10.1187/cbe.03-10-0014; Koch, A., Training in metacognition and comprehension of physics texts (2001) Science Education, 85 (6), pp. 758-768. , doi:10.1002/sce.1037; Kolb, D.A., (1984) Experiential Learning: Experience as the Source of Learning and Development, , Englewood Cliffs, NJ, Prentice-Hall; Krause, S., Birk, J., Bauer, R., Jenkins, B., Pavelich, M.J., (2004) Development, Testing, and Application of a Chemistry Concept Inventory, , http://fie-conference.org/fie2004/, Paper presented at the 34th ASEE/IEEE Frontiers in Education Conference. 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Retrieved from; Zhang, F., Lidbury, B., Schulte, J., Bridgeman, A., Yates, B., Rodger, J., (2009) A Cross-disciplinary Approach to Language Support for First Year Students in the Science Disciplines, , Paper presented at the HERDSA 2009; Zhang, F., Lidbury, B.A., (2006) It's All Foreign to Me: Learning through the Language of Genetics and Molecular Biology, , http://sydney.edu.au/, Paper presented at the 2006 National UniServe Science Symposium: Assessment in Science Teaching and Learning. from; Zhang, F., Lidbury, B.A., Schulte, J., Bridgeman, A.J.B.Y., Rodger, J., (2010) Catering for the Language Needs of Diverse First Year Science Students, , Paper presented at the First Year in Higher Education; Zhang, F., Lidbury, B.A., Schulte, J., Bridgeman, A.J., Yates, B., (2008) Language Difficulties in First Year Science, , An interim report, Paper presented at the Uniserve Science; Zhang, F.Z., (2006) The Teaching of Mandarin Prosody: A Somatically-enhanced Approach for Second Language Learners, , Unpublished PhD thesis, University of Canberra, Canberra; Zoller, U., Students' misunderstandings and misconceptions in college freshman chemistry (general and organic) (1990) Journal of Research in Science Teaching, 27 (10), pp. 1053-1065. , doi:10.1002/tea.3660271011","Bridgeman, A. J.; School of Chemistry, University of SydneyAustralia",,,IGI Global,,,,,,9781613500620,,,English,Sustainable Lang. Support Practices in Sci. Educ.: Technol. and Solutions,Book Chapter,Final,,Scopus,2-s2.0-84899388163
"Skilton F., Dugmore P.",55515836200;55516803400;,Start me up! equity & engagement using e-Learning,2011,ASCILITE 2011 - The Australasian Society for Computers in Learning in Tertiary Education,,,,1147,1150,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870794729&partnerID=40&md5=a0ff1559ae8bfdec3d2ab85d7084d8b3,"Unitec Institute of Technology, Australia","Skilton, F., Unitec Institute of Technology, Australia; Dugmore, P., Unitec Institute of Technology, Australia","In 2010 Unitec launched an institution-wide eLearning strategy as part of a reconceptualised approach to teaching and learning. In response the library embarked on two action research projects investigating the effectiveness of library services. One project assessed the efficacy of online information literacy tutorials. Embedding online information literacy into Learning Systems such as Moodle are vital in the increasingly blended learning tertiary environment (Adolphus, 2009) (Bongey, Cizadlo, & Kalnbach, 2006). Considerable time and expertise is going into the development of these tutorials, so we want to ensure optimum use is made of them. What we produce must have value for students with differing learning styles and motivation (Berk, Olsen, Atkinson, & Comerford, 2007). This action research project involved two classes of Diploma in Business students doing a business communications course watched a locally produced online video tutorial showing how to use an academic business journal database. These are typically ""web generation"" students: unfamiliar with academic texts and the reasons for their use (Godwin, 2009). They are often new to academic study and may not have completed secondary schooling, or there has been a gap since studying. The video demonstrated how to search for and save articles relevant to their current assignment. Subsequent to that, students answered a series of questions, using CPS 'clicker' software about how they would prefer to access and use the video tutorial, their comprehension of it, the language used, its technical quality and its relevance to their needs. Other studies have shown that these factors influence students' opinions and use (Jowitt, 2008). In response to their answers, we modified the tutorial and for the implementation phase of the project we showed the new tutorial to the next cohort of business students and questioned them. The other project examined distance students' engagement with library services and resources to determine potential barriers to equity of access. Previously, library services to distance students have been minimal. However, the growth of this section of our client base has increased and we want to meet their needs. Informed by the results of a survey, an intervention incorporating eLearning technology was introduced. The group was re-surveyed and individual interview were conducted to obtain verbatim commentary about the efficacy of the intervention for increased engagement. Our poster will show the results of the action research projects, issues we faced and our future plans. © 2011 Fran Skilton, Penny Dugmore.",Distance students; E-learning; Engagement; Equity; Information literacy,Action research; Blended learning; Business communications; Client base; Distance students; E-learning technology; Engagement; Equity; Information literacy; Learning Style; Library services; On-line information; Online video; Potential barriers; Teaching and learning; Technical quality; E-learning; Information science; Research; Surveys; Teaching; Students,,,,,,,,,,,"Adolphus, M., Using the web to teach information literacy. [Article] (2009) Online, 33 (4), pp. 20-25; Bancroft, D., Lowe, S., Helping users help themselves: Evaluating the off-campus library services web site (2006) Journal of Library Administration, 45 (1-2), pp. 17-35. , doi: 10.1300/J111v45n0102; Berk, J., Olsen, S., Atkinson, J., Comerford, J., Innovation in a podshell: Bringing information literacy into the world of podcasting (2007) The Electronic Library, , http://taslibrary.pbworks.com/f/Podcasting+Curtin.pdf, Retrieved 4, 25, from; Bongey, S.B., Cizadlo, G., Kalnbach, L., Explorations in course-casting: Podcasts in higher education (2006) Campus-Wide Information Services, 23 (5), pp. 350-367; Bower, S.L., Mee, S.A., Virtual delivery of electronic resources and services to off-campus users: A multifaceted approach (2010) Journal of Library Administration, 50 (5-6), pp. 468-483. , doi: 10.1080/01930826.2010.488593; Gall, D., Librarian like a rock star: Using your personal brand to promote your services and reach distant users (2010) Journal of Library Administration, 48 (3-4), pp. 628-637. , doi: 10.1080/01930826.2010.488928; Godwin, P., Information literacy and Web 2.0: Is it just hype? (2009) Program: Electronic Library and Information Systems, 43 (3), pp. 264-274. , doi: 10.1108/00330330910978563; Ismail, L., Revelations of an off-campus user group: Library use and needs of faculty and students at a satellite graduate social work program (2010) Journal of Library Administration, 50 (5-6), pp. 712-736. , doi: 10.1080/01930826.2010.488957; Jowitt, A., Perceptions and usage of library instructional podcasts by staff and students at New Zealand's Universal College of Learning (UCOL) (2008) Reference Services Review, 36 (3), pp. 312-336; Kimok, D., Heller-Ross, H., Visual tutorials for point-of-need instruction in online courses (2008) Journal of Library Administration, 48 (3-4), pp. 527-543. , www.tandf.co.uk/journals/WJLA, Retrieved from; Lee, L.S., Reference services for students tudying by distance: A comparative study of the attitudes distance students have towards phone, email and chat reference services (2008) New Zealand Library & Information Management Journal, 51 (1), pp. 6-21","Skilton, F.; Unitec Institute of TechnologyAustralia",,,,"Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - ""Changing demands, changing directions"", ASCILITE 2011",4 December 2011 through 7 December 2011,"Hobart, TAS",94320.0,,9781862956445,,,English,ASCILITE 2011 - The Aust. Soc. for Comp. in Learn. in Ter. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84870794729
"Huang C.-W., Young S.S.C.",57199003191;12758839000;,Design of an in-classroom interaction system supporting instructor's decision making,2011,"2011 International Conference on Electrical and Control Engineering, ICECE 2011 - Proceedings",,, 6056968,6512,6514,,,10.1109/ICECENG.2011.6056968,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80955129991&doi=10.1109%2fICECENG.2011.6056968&partnerID=40&md5=d0aae78226dac0551ba424713a7c593c,"Institute of Information Systems and Applications, National Tsing Hua University, Hsinchu, Taiwan","Huang, C.-W., Institute of Information Systems and Applications, National Tsing Hua University, Hsinchu, Taiwan; Young, S.S.C., Institute of Information Systems and Applications, National Tsing Hua University, Hsinchu, Taiwan","Mobile learning has always been a hot topic in recent years, and there are a lot of new instructional applications which are developed on hand-held devices. With the maturing development of functions on mobile phone, Clicker, which is used as an interacting tool between teachers and students on tradtional classroom response system can be replaced by mobile phone, PDA, tablet PC. This research aims to design a classroom intercative system which can be used with hand-held devices. This system not only provides students with responsing their learning status immediately, but also supporting instructor's decision making. Furthermore, the conception of Web 2.0 is applied in the system to let student share and exchange learning resources. For the design of classroom interactive system, we suggest that simplizing the operational process, responsing feedback to users instantly, and adding rewarding mechanism in the system. Following the design guidelines, we expect that the system can enhance instruction and make learning more effectively. © 2011 IEEE.",classroom interactive system; decision making; Mobile learning; simplizing; Web 2.0,Design guidelines; Hand-held devices; Interaction systems; Interactive system; Learning resource; Mobile Learning; Operational process; Response systems; simplizing; Tablet PCs; Web 2.0; Decision making; Design; Hand held computers; Mobile phones; School buildings; Students; Teaching; Telecommunication equipment; Telephone; Telephone sets; User interfaces; World Wide Web; Cellular telephone systems,,,,,,,,,,,"Wang, M., Shen, R., Novak, D., Pan, X., The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom (2009) British Journal of Educational Technology, 40 (4), pp. 673-695; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; (2010) The First Quarter of 2010 Observations of Mobile Internet, , http://www.find.org.tw/find/home.aspx?page=many&id=257, NCC FIND, retrieved from, June 22, (In Chinese); Bär, H., Tews, E., Röszlig, G., Ling, Improving feedback and classroom interaction using mobile phones IADIS International Conference Mobile Learning 2005, , Paper presented at the, Qawra, Malta; Chen, Y.-R., (2006) A Study of Implementing An Interactive System Based on Hand-held Learning Devices and It's Instructional Applications, , A Thesis Submitted to Institute of Information Systems and Applications, National Tsing Hua University, unpublished, Hsinchu city, (In Chinese); Young, S.-C., Chen, Y.-R., Exploring the design of classroom response system across wireless learning devices (2005) 2005 International Conference on Education and Information Technology, pp. 19-29. , Keelung ,Taiwan, Dec 9-10(In Chinese); Chen, T.-B., Constructing Mobile Real-Time Interactive Classroom Learning System by Human-Computer Interface Perspective, , A Thesis Submitted to Department of Information Management National Kaohsiung First University of Science and Technology, unpublished,Kaohsiung city (In Chinese); Middendorf, J., Kalish, A., The ""change-up"" in lectures (1996) The National Teaching & Learning Forum, 5, pp. 1-5; D'inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and Its Applications, 22, pp. 163-169; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26, pp. 556-561; Liu, T.C., Liang, J.K., Wang, H.Y., Chan, T.W., Wei, L.H., Embedding EduClick in classroom to enhance interaction (2003) Proceedings of International Conference on Consumer Electronics, pp. 117-125; Hoppe, H.U., Joiner, R., Milrad, M., Sharples, M., Guest editorial: Wireless and mobile technologies in education (2003) Journal of Computer Assisted Learning, 19, pp. 255-259; Peng, H., Su, Y.-J., Chou, C., Tsai, C.-C., Ubiquitous knowledge construction: Mobile learning re-defined and a conceptual framework (2009) Innovations in Education and Teaching International., 46 (2), pp. 171-183; Liu, Z., Zhao, G., Zheng, W., Jin, J., The research and exploration of mobile-learning based on Web2.0 Knowledge Acquisition and Modeling, 2008, KAM '08, pp. 520-524; Scornavacca, E., Huff, S., Marshall, S., Mobile phones in the classroom: If you can't beat them, join them (2009) Communications of the ACM, 52 (4), pp. 142-146","Huang, C.-W.; Institute of Information Systems and Applications, National Tsing Hua University, Hsinchu, Taiwan; email: vitomsn@hotmail.com",,China Three Gorges University;Huazhong University of Science and Technology;Tianjin University;Beihang University;Shanghai University,,"2nd Annual Conference on Electrical and Control Engineering, ICECE 2011",16 September 2011 through 18 September 2011,Yichang,87268.0,,9781424481637,,,Chinese,"Int. Conf. Electr. Control Eng., ICECE - Proc.",Conference Paper,Final,,Scopus,2-s2.0-80955129991
"Xu S.-J., Ren X.-L., Cui J.-Q.",16508422300;16507171500;21734051700;,Multilayer fundamental physics curriculum-group-construction with opening and mutual learning in selective instruction and discussion,2011,Advances in Intelligent and Soft Computing,109,,,481,488,,,10.1007/978-3-642-24772-9_70,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80455156076&doi=10.1007%2f978-3-642-24772-9_70&partnerID=40&md5=2c749fb7d0cb003125b3b03dc0b37a82,"School of Science, Xi'An Technological University, Xi'an 710032, China; School of Computer, Xi'An Polytechnic University, Xi'an 710048, China","Xu, S.-J., School of Science, Xi'An Technological University, Xi'an 710032, China; Ren, X.-L., School of Computer, Xi'An Polytechnic University, Xi'an 710048, China; Cui, J.-Q., School of Science, Xi'An Technological University, Xi'an 710032, China","In common polytechnic universities of China, the curriculum-group- construction of fundamental physics has many difficulties, such as few teaching hours, less interaction between teachers and students, and bad effect etc. A high effective curriculum construction mode was proposed, which core was development of excellent physics course. Based on the excellent course, multilayer fundamental physics curriculum-group-construction mode with opening and mutual learning in selective instruction and discussion was established. In the four-level-course practices in common polytechnic university, we set up a multidimensional physical teaching materials system, an online interactive learning system, a selective instruction mode in class, a discussion-teaching mode, a comprehensive examination pattern, a multi-role demonstration experiment system, and an optimization of modern education technology and multiple teaching resources and means. The multilayer fundamental physics curriculum-group-construction mode has improved learning interest, learning ability and innovation ability for most students. Because of many distinct characters and remarkable achievements, this mode should be popular with other majors or courses. © 2011 Springer-Verlag Berlin Heidelberg.",curriculum construction; discussion; fundamental physics; interaction; multilayer course; science and technology platform,Comprehensive examination; discussion; Education technology; Experiment system; fundamental physics; interaction; Interactive learning systems; Learning abilities; Mutual learning; Science and Technology; Teaching materials; Teaching resources; Learning systems; Multilayers; Students; Teaching; User interfaces; Curricula,,,,,,,,,,,"Li, Y.F., Problems on excellent course construction in university (2007) China Higher Education Research, 1, pp. 91-93; Huang, B.Y., Xiang, G.X., Analysis and consideration on current natural excellent course construction (2007) China Higher Education Research, 9, pp. 72-75. , Chinese; Xu, S.J., Ren, X.L., Multilayer basic physics course-group-construction with selective instruction and discussion and opening and mutual learning (2009) Modern Education Science(Higher Education Research), 6, pp. 105-106. , Chinese; Qian, Y., Consideration to curriculum-group-construction in quality-project background (2008) Modern Education Science(Higher Education Research), 6, pp. 144-145. , Chinese; Li, X.J., Construction and evaluation of teaching material in university (2011) China Electric Power Education, 10, pp. 73-74. , Chinese; Xu, S.J., Ren, X.L., Zhou, J., Classification and comparison of the college physics exercises based on education informatization (2011) Proceedings of 2011 Second ETP/IITA Conference on Telecommunication and Information (TEIN 2011), 4, pp. 277-280. , Phuket Thailand; Xu, S.J., Ren, X.L., Construction of a demonstration and multi-functional opening laboratory of basic physics (2005) Research and Exploration in Laboratory, 24 (8), pp. 112-114","Xu, S.-J.; School of Science, Xi'An Technological University, Xi'an 710032, China; email: xushijun000@sina.com",Wang Y.,,,,,,,18675662,9783642247712,,,English,Adv. Intell. Soft Comput.,Conference Paper,Final,,Scopus,2-s2.0-80455156076
"Porter L., Bailey Lee C., Simon B., Zingaro D.",24081364400;8229722000;57203266732;36024592100;,Peer instruction: Do students really learn from peer discussion in computing?,2011,ICER'11 - Proceedings of the ACM SIGCSE 2011 International Computing Education Research Workshop,,,,45,52,,73.0,10.1145/2016911.2016923,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80053323955&doi=10.1145%2f2016911.2016923&partnerID=40&md5=9655bfbce0eb2d8d2834d9ab17a58e52,"Computer Science and Engr. Dept., University of California, San Diego, San Diego, CA, United States; Dept. of Computer Science, University of Toronto, Toronto, ON, Canada","Porter, L., Computer Science and Engr. Dept., University of California, San Diego, San Diego, CA, United States; Bailey Lee, C., Computer Science and Engr. Dept., University of California, San Diego, San Diego, CA, United States; Simon, B., Computer Science and Engr. Dept., University of California, San Diego, San Diego, CA, United States; Zingaro, D., Dept. of Computer Science, University of Toronto, Toronto, ON, Canada","Peer Instruction (PI) is an instructional approach that engages students in constructing their own understanding of concepts. Students individually respond to a question, discuss with peers, and respond to the same question again. In general, the peer discussion portion of PI leads to an increase in the number of students answering a question correctly. But are these students really learning, or are they just ""copying"" the right answer from someone in their group? In an article in the journal Science, Smith et al. affirm that genetics students individually learn from discussion: having discussed a first question with their peers, students are better able to correctly, individually answer a second, conceptually-related question. We replicate their study, finding that students in upper-division computing courses (architecture and theory of computation) also learn from peer discussions, and explore differences between our results and those of Smith et al. Our work reveals that using raw percentage gains between paired questions may not fully illuminate the value of peer discussion. We define a new metric, Weighted Learning Gain, which better reflects the learning value of discussion. By applying this metric to both genetics and computing courses, we consistently find that 85-89% of ""potential learners"" benefit from peer discussion. © 2011 ACM.",active learning; classroom response; clickers; peer instruction; prs,Active Learning; classroom response; clickers; Peer instruction; prs; Chromosomes; Computation theory; Teaching; Students,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, p. 74; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, p. 6; Carter, P., An experiment with online instruction and active learning in an introductory computing course for engineers: JiTT meets CS 14th Western Canadian Conference on Computing Education, 2009; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, p. 69; Cutts, Q., Carbone, A., Van Haaster, K., Using an Electronic Voting System to Promote Active Reflection on Coursework Feedback Proceedings of Intl. Conf. on Computers in Education, Melbourne, Australia, 2004; Deslauriers, L., Schelew, E., Wieman, C., Improved Learning in a Large-Enrollment Physics Class (2011) Science, p. 332; Hake, R.R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1); James, M.C., Willoughby, S., Listening to student conversations during clicker questions: What you have not heard might surprise you! (2011) American Journal of Physics, p. 79; Jonassen, D.H., Externally modeling mental models (2009) Learning and Instructional Technologies for the 21st Century, , L. Moller, J. B. Huett, and D. M. Harvey, Eds. Springer US; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, p. 4; Kotovsky, K., Hayes, J.R., Simon, H.A., Why Are Some Problems Hard? Evidence from Tower of Hanoi (1985) Cognitive Psychology, p. 17; Lister, R., Adams, E.S., Fitzgerald, S., Fone, W., Hamer, J., Lindholm, M., McCartney, R., Thomas, L., A multi-national study of reading and tracing skills in novice programmers (2004) ACM SIGCSE Bulletin, 36 (4); Ma, L., Ferguson, J., Roper, M., Wood, M., Investigating the viability of mental models held by novice programmers Proceedings of the 38th SIGCSE Technical Symposium on Computer Science Education, 2007; Nicol, D.J., Boyle, J.T., Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4); Pargas, R.P., Shah, D.M., Things are clicking in computer science courses Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, 2006; Porter, L., Bailey-Lee, C., Simon, B., Cutts, Q., Zingaro, D., Experience Report: A Multi-classroom Report on the Value of Peer Instruction Proceedings of the 16th Annual Conference on Innovation and Technology in Computer Science Education, 2011; Reay, N., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, p. 76; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., Experience report: Peer instruction in introductory computing Proceedings of the 41st SIGCSE Technical Symposium on Computer Science Education, 2010; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Su, T., Why Peer Discussion Improves Student Performance on In-Class Concept Questions (2009) Science, p. 323; Smith, M., (2010), Personal Correspondance; Wieman, C., Clicker Resource Guide, , http://cwsei.ubc.ca/resources/clickers.htm, and the staff of the CU and UBC Science Education Initiatives; Zingaro, D., Experience report: Peer instruction in remedial computer science Proceedings of the 22nd World Conference on Educational Multimedia, Hypermedia & Telecommunications, 2010; http://cs.ucsd.edu/~bsimon/ICER2011_PI/","Porter, L.; Computer Science and Engr. Dept., University of California, San Diego, San Diego, CA, United States; email: leporter@ucsd.edu",,ACM Special Interest Group in Computer Science Education (SIGCSE),,"7th International Computing Education Research Workshop, ICER 2011",8 August 2011 through 9 August 2011,"Providence, RI",86734.0,,9781450308298,,,English,ICER - Proc. ACM SIGCSE Int. Comput. Educ. Res. Workshop,Conference Paper,Final,,Scopus,2-s2.0-80053323955
"Huang Z., Sun C., Chen L., Lei D.",8662872400;53265062000;53263425400;56261319700;,The research of clicker application on college physics teaching,2011,"ICEOE 2011 - 2011 International Conference on Electronics and Optoelectronics, Proceedings",1,, 6013119,V1356,V1358,,1.0,10.1109/ICEOE.2011.6013119,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80053253673&doi=10.1109%2fICEOE.2011.6013119&partnerID=40&md5=eb1a22792980b9a23f8be298119a116a,"College of Physical Science and Technology, Huazhong Normal University, Wuhan, China","Huang, Z., College of Physical Science and Technology, Huazhong Normal University, Wuhan, China; Sun, C., College of Physical Science and Technology, Huazhong Normal University, Wuhan, China; Chen, L., College of Physical Science and Technology, Huazhong Normal University, Wuhan, China; Lei, D., College of Physical Science and Technology, Huazhong Normal University, Wuhan, China","As a new Information Technology in Education, Classroom Response System (Clicker) provides an important platform for the interactive classroom teaching, which could lead students participate classroom teaching actively and has a positive influence on the attendance rate and achievements of students. By combining related research results at home and abroad, this article has made brief research about the effect of Clicker in College Physics Class. The result showed that Clicker are helpful to improve the achievements of students, and are more effective to boys than girls. © 2011 IEEE.",Application; Classroom Instruction; Clicker,Classroom instruction; Classroom teaching; Clicker; Interactive classroom; Physics teaching; Research results; Response systems; Applications; Information technology; Optoelectronic devices; Research; School buildings; Students; User interfaces; Teaching,,,,,,,,,,,"Mazur, E., Farewell, lecture? (2009) Science., (2), pp. 50-51; Smith, M.K., Why peer discussion improves student performance on in-class concept questions (2009) Science., (2), pp. 122-124; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Science Education., (6), pp. 9-20; Beatty, I.D., Gerace, W.J., Leonarad, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Reay, N.W., Li, P.F., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics., p. 171; Neville, W.R., Toward the effective use of voting machines in physics lectures (2005) American Journal of Physics, (6), pp. 554-558","Huang, Z.; College of Physical Science and Technology, Huazhong Normal University, Wuhan, China; email: zxhuang@phy.ccnu.edu.cn",,,,"2011 International Conference on Electronics and Optoelectronics, ICEOE 2011",29 July 2011 through 31 July 2011,Dalian,86661.0,,9781612842738,,,English,"ICEOE - Int. Conf. Electron. Optoelectron., Proc.",Conference Paper,Final,,Scopus,2-s2.0-80053253673
"Ramoska E.A., Saks M.",6603770359;14525756400;,Implementation of an audience response system improves residents attitudes toward required weekly conference,2011,Medical Teacher,33,10,,861,,,7.0,10.3109/0142159X.2011.618042,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80053265624&doi=10.3109%2f0142159X.2011.618042&partnerID=40&md5=7d5faa4c453891d2ccc0047152715070,"Department of Emergency Medicine, Drexel University, College of Medicine, Philadelphia, PA, United States","Ramoska, E.A., Department of Emergency Medicine, Drexel University, College of Medicine, Philadelphia, PA, United States; Saks, M., Department of Emergency Medicine, Drexel University, College of Medicine, Philadelphia, PA, United States",[No abstract available],,"adaptive behavior; health personnel attitude; human; learning; letter; medical education; methodology; motivation; teaching; teaching round; Attitude of Health Personnel; Education, Medical, Graduate; Feedback, Psychological; Humans; Internship and Residency; Learning; Motivation; Teaching; Teaching Rounds",,,,,,,,,,,"Nayak, L., Erinjeri, J., Audience response systems in medical student education benefit learners and presenters (2008) Acad Radiol, 15, pp. 383-389; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36 (7), pp. 496-504","Ramoska, E.A.; Department of Emergency Medicine, Drexel University, College of Medicine, Philadelphia, PA, United States; email: Edward.ramoska@drexelmed.edu",,,,,,,,0142159X,,MEDTD,21942484.0,English,Med. Teach.,Letter,Final,,Scopus,2-s2.0-80053265624
"Thomas J.D.E., Morin D., Gagné M.",55493197400;36171675000;7102489016;,Clickers and deep learning in a large undergraduate management course?,2011,CSEDU 2011 - Proceedings of the 3rd International Conference on Computer Supported Education,2,,,123,127,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80053006024&partnerID=40&md5=09583772bef6cf3bffb83650b4c4adae,"Ivan Seidenberg School of CSIS, Pace University, 1Pace Plaza, New York, NY 10038, United States; John Molson School of Business, Concordia University, 1455 de Maisonneuve West, Montreal, QC H3G 1M8, Canada","Thomas, J.D.E., Ivan Seidenberg School of CSIS, Pace University, 1Pace Plaza, New York, NY 10038, United States; Morin, D., John Molson School of Business, Concordia University, 1455 de Maisonneuve West, Montreal, QC H3G 1M8, Canada; Gagné, M., John Molson School of Business, Concordia University, 1455 de Maisonneuve West, Montreal, QC H3G 1M8, Canada","The idea that clicker technology, a type of electronic polling technology, could have any relationship to students'acquisition of higher-order learning skills is seen by many as highly unlikely, especially in large classes. Nonetheless, that is precisely what the results of this study seem to indicate. In a study of a large undergraduate Management course in Organizational Behaviour (OB) which blended clicker technology use, classroom lecture, and online course management content, students'perceptions of the acquisition of higher-order thinking skills and team-building skills from the integration of these various resources in the course were solicited. Clicker technology, the aspect of the course reported in this paper, was favourably rated for the acquisition of critical thinking skills and problem-solving skills; it was somewhat less so for acquisition of research skills and creative idea generation, and the team-building skills. They also reported a preference for learning with clickers than without and felt its use increased student engagement.",Clickers; Critical thinking; Deep learning; Higher-order learning; Technology and learning,Classroom lecture; Clickers; Creative ideas; Critical thinking; Critical thinking skills; Deep learning; Electronic pollings; Higher order; Large class; Learning skills; Management course; Online course; Problem solving skills; Research skills; Student engagement; Team-building skills; Technology use; Thinking skills; Curricula; Engineering education; Mergers and acquisitions; Teaching; Technology; Students,,,,,,,,,,,"Anderson, L., Krathwohl, D.R., (2001) A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives: Complete Edition, , Eds, New York: Longman; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Beckes, W., The ""Millionaire"" method for encouraging participation (2006) Active Learn. Higher Education, 7 (1), pp. 25-36; Bloom, S.B., Krathwohl, D.R., Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners (1956) Handbook 1: Cognitive Domain, , New York: Longman; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, DOI 10.1187/cbe.06-12-0205; Carnagan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Czekanski, A.J., Roux, D.-M.P., The use of clicker technology to evaluate short-and long-term concept retention (2008) American Society for Engineering Education Middle Atlantic Section Spring Conference, , Paper presented at the, Baltimore, Maryland; Dangel, H.L., Wang, C.X., Student response systems in higher education: Moving beyond linear teaching and surface learning (2008) Journal of Educational Technology Development and Exchange, 1 (1), pp. 93-104; Entwistle, N., Promoting deep learning through teaching and assessment: Conceptual frameworks andeducational contexts (2000) TLRP Conference, Leicester, pp. 1-11. , Paper presented at the, England, November; Entwistle, N.J., McCune, V., Walker, P., Conceptions, styles and approaches within higher education: Analytic abstractions and everyday experience (2000) Perspectives on Cognitive, Learning, and Thinking Styles, , R. J. Sternberg & L-F. Zhang (Eds.), Mahwah, N. J.: Lawrence Erlbaum; Facione, P.A., (2004), http://www.insightassessment.com, Retrieved October 31, 2010, from; FirstClass®, , http://www.firstclass.com/, Retrieved October 31, from, 2010; Herreid, C.F., Clicker"" cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (9-10), pp. 422-433. , DOI 10.1108/03074800610702606; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (9-10), pp. 422-433. , DOI 10.1108/03074800610702606; I>clicker®, , http://www.iclicker.com/dnn/, Retrieved October 31, 2010 from; King, S.O., Robinson, C.L., 'Pretty Lights'and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Computers & Education, 53, pp. 189-199; Mayer, R.E., (2001) Multimedia Learning, , New York, Cambridge University Press; Mayer, R.E., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34, pp. 51-57; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall Series in Educational Innovation, Upper Saddle River, NJ, Prentice Hall; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an Audience Response System (ARS) in a dual-campus classroom environment (2008) American Journal of Pharmaceutical Education, 72 (2). , Article 38; Morgan, R.K., Exploring the pedagogical effectiveness of clickers (2008) Insight: A Journal of Scholar Teaching, 3, pp. 31-36; Morin, D., Thomas, J.D.E., Barrington, J., Dyer, L., Boutchkova, M., The'Clicker'Project: A scholarly approach to technology integration (2009) Real Learning Opportunities at Business School and Beyond, pp. 97-108. , 2, Peter Daly and David Gijbels, eds., Springer Publishing, NY, Advances in Business Education and Training; Nelson, M.L., Hauck, R.V., Clicking to learn: A case study of embedding radio-frequency based clickers in an introductory management information systems course (2008) Journal of Information Systems Education, 19 (1), pp. 55-64. , April 1; Pask, G., Learning strategies, teaching strategies and conceptual or learning style (1988) Learning Strategies and Learning Styles, , R.R. R.R. Schmeck (Ed.), New York: Plenum Press; Pask, G., Styles and strategies of learning (1976) British Journal of Educational Psychology, 46, pp. 128-148; Radosevich, D.J., Salomon, R., Radosevich, D.M., Kahn, P., Using student response systems to increase motivation, learning, and knowledge retention (2008) Innovate, 5 (1); Thomas, J.D.E., Morin, D., Cassidy, R., Clickers and critical thinking (2009) Proceedings of the IADIS International CELDA Conference, pp. 20-22. , Rome, Italy, Nov; Thomas, J., Morin, D., Barrington, J., Dyer, L., Boutchkova, M., The'clicker'project: A scholarly approach to technology integration (2008) Proceedings of the 15th Educational Innovation in Economics and Business - EDiNEB Conference, , Malaga, Spain; Thomas, J.D.E., Morin, D., Technological supports and students'perceptions of acquisition of team-building and thinking skills (2006) Proceedings of ELearn 2006-World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, pp. 2436-2441. , Honolulu, Hawaii, USA, October 13-17; Thomas, J.D.E., Support of students'acquisition of knowledge management skills in academia (2005) Proceedings of 5th Annual Hawaii International Conference on Business, pp. 3016-3019. , Honolulu, Hawaii, May 26- 29; Thomas, J.D.E., Technology integration and higher-order learning (2001) Proceedings of Conference in Advanced Technology in Education Conference, , Banff, Calgary, Canada, May; Trees, A.P., Michele, J.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Watkins, E.P., Sabella, M.S., Examining the effectiveness of clickers on promoting learning by tracking the evolution of student responses (2008) Proceedings of Physics Education Research Conference, pp. 223-226. , Eds. C. Henderson, M. Sabella, and L. Hsu","Thomas, J.D.E.; Ivan Seidenberg School of CSIS, Pace University, 1Pace Plaza, New York, NY 10038, United States; email: jthomas@pace.edu",,"Inst. Syst. Technol. Inf., Control Commun. (INSTICC)",,"3rd International Conference on Computer Supported Education, CSEDU 2011",6 May 2011 through 8 May 2011,Noordwijkerhout,86557.0,,9789898425508,,,English,CSEDU - Proc. Int. Conf. Comput. Supported Educ.,Conference Paper,Final,,Scopus,2-s2.0-80053006024
"Martínez H., Abadía D., Sanagustín L.M., Hupont I., Del-Hoyo R., Sagüés C.",56070578300;35100110800;42662034100;14054119500;22733709700;9276097600;,A novel tutor-guided platform for interactive augmented reality learning,2011,CSEDU 2011 - Proceedings of the 3rd International Conference on Computer Supported Education,1,,,88,93,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052997401&partnerID=40&md5=ac9fd437511c52efb1c246745531d181,"Instituto Tecnológico De Aragón, P. T. Walqa Ctra. Zaragoza, N-330a, Km 566, Cuarte, Huesca, Spain; Departamento De Informática E Ingeniería De Sistemas, Universidad De Zaragoza, C/Maria de Luna 1, Zaragoza, Spain","Martínez, H., Instituto Tecnológico De Aragón, P. T. Walqa Ctra. Zaragoza, N-330a, Km 566, Cuarte, Huesca, Spain; Abadía, D., Instituto Tecnológico De Aragón, P. T. Walqa Ctra. Zaragoza, N-330a, Km 566, Cuarte, Huesca, Spain; Sanagustín, L.M., Instituto Tecnológico De Aragón, P. T. Walqa Ctra. Zaragoza, N-330a, Km 566, Cuarte, Huesca, Spain; Hupont, I., Instituto Tecnológico De Aragón, P. T. Walqa Ctra. Zaragoza, N-330a, Km 566, Cuarte, Huesca, Spain; Del-Hoyo, R., Instituto Tecnológico De Aragón, P. T. Walqa Ctra. Zaragoza, N-330a, Km 566, Cuarte, Huesca, Spain; Sagüés, C., Departamento De Informática E Ingeniería De Sistemas, Universidad De Zaragoza, C/Maria de Luna 1, Zaragoza, Spain","Modern education is continuously incorporating new technologies in the learning process. Some of these technologies involve Augmented Reality applications and virtual agents. The proposed architecture aims to offer a novel tutor-guided platform for non-programming experienced users to develop intelligent Augmented Reality e-learning applications. The platform has been used to create a bakery tutorial and some children games with learning purposes as examples of its capabilities. A pilot experience has been carried out, and the feedback has shown good results concerning the usefulness and usability of the platform.",Augmented reality; Intelligent tutoring systems; Interactive learning system; Virtual agents,Augmented reality applications; e-Learning application; Intelligent tutoring systems; Interactive learning systems; Learning process; Proposed architectures; Virtual agent; Augmented reality; Computer aided instruction; E-learning; Intelligent agents; Intelligent virtual agents; Learning systems; User interfaces; Computer systems programming,,,,,,,,,,,"Balog, A., Pribeanu, C., Iordache, D., Augmented reality in schools: Preliminary evaluation results from a summer school (2007) International Journal of Social Sciences, 2 (3), pp. 163-166; Billinghurst, M., Kato, H., Poupyrev, I., The MagicBook-moving seamlessly between reality and virtuality (2001) IEEE Computer Graphics and Applications, 21 (3), pp. 6-8; Chen, C.H., Su, C.C., Lee, P.Y., Wu, F.G., Augmented interface for children Chinese learning (2007) 7th IEEE International Conference on Advanced Learning Technologies, pp. 268-270; Hwa Lee, S., Choi, J., Park, J., Interactive e-learning system using pattern recognition and Augmented Reality (2009) IEEE Transactions on Consumer Electronics, 55 (2), pp. 883-890; Juan, C., Beatrice, F., Cano, J., An augmented reality system for learning the interior of the human body (2008) 8th IEEE International Conference on Advanced Learning Technologies, ICALT, pp. 186-188; Kaufmann, H., Dünser, A., Summary of usability evaluations of an educational augmented reality application (2007) Virtual Reality, pp. 660-669; Lin, C.T., Lee, C.S., (1996) Neural Fuzzy Systems: A Neuro-fuzzy Synergism to Intelligent Systems, , Prentice-Hall, Inc. Upper Saddle; Martínez, H., Del-Hoyo, R., Sanagustín, L.M., Hupont, I., Abadía, D., Sagüés, C., Augmented reality based intelligent interactive e-learning platform (2011) 3rd International Conference on Agents and Artificial Intelligence (ICAART); Sklar, E., Richards, D., The use of agents in human learning systems (2006) Proceedings of the 5th International Joint Conference on Autonomous Agents and Multiagent Systems AAMAS '06, pp. 767-774. , ACM, New York, NY; Sumadio, D.D., Rambli, D.R.A., Preliminary evaluation on user acceptance of the augmented reality use for education (2010) Second International Conference on Computer Engineering and Applications, ICCEA, 2, pp. 461-465; Zadeh, L.A., Fuzzy sets (1965) Information and Control, 8 (3), pp. 338-353","Martínez, H.; Instituto Tecnológico De Aragón, P. T. Walqa Ctra. Zaragoza, N-330a, Km 566, Cuarte, Huesca, Spain; email: hmartinez@ita.es",,"Inst. Syst. Technol. Inf., Control Commun. (INSTICC)",,"3rd International Conference on Computer Supported Education, CSEDU 2011",6 May 2011 through 8 May 2011,Noordwijkerhout,86557.0,,9789898425492,,,English,CSEDU - Proc. Int. Conf. Comput. Supported Educ.,Conference Paper,Final,,Scopus,2-s2.0-80052997401
"Amoia M., Gardent C., Perez-Beltrachini L.",50860935700;14015644100;43061399900;,A serious game for second language acquisition,2011,CSEDU 2011 - Proceedings of the 3rd International Conference on Computer Supported Education,1,,,394,397,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80053033723&partnerID=40&md5=3b81cc415f4da5295a411c1cf697e8b4,"INRIA Nancy Grand Est, 54500 Vandoeuvre-les-Nancy, France","Amoia, M., INRIA Nancy Grand Est, 54500 Vandoeuvre-les-Nancy, France; Gardent, C., INRIA Nancy Grand Est, 54500 Vandoeuvre-les-Nancy, France; Perez-Beltrachini, L., INRIA Nancy Grand Est, 54500 Vandoeuvre-les-Nancy, France","This paper describes an interactive learning system specifically designed for second language acquisition. In order to render the learning experience more fun, to engage the learner and to help him maintaining long-term motivation, the system was implemented as a 3D video game. It brings together the ability of virtual reality environments such as Second Life to reproduce immersive experiences and NLP language technology, thereby providing both situated learning and automatic authoring of training activities in context.",Computer assisted learning; Immersive learning; Intelligent tutoring systems; Virtual learning environments,3D video; Automatic authoring; Computer assisted learning; Immersive; Immersive learning; Intelligent tutoring system; Interactive learning systems; Language technology; Learning experiences; Second language acquisition; Second Life; Serious games; Situated learning; Virtual learning environments; Virtual-reality environment; Computer aided instruction; Three dimensional computer graphics; User interfaces; Virtual reality; Learning systems,,,,,,,,,,,"Amaral, L., Meurers, D., Designing learner models for intelligent language tutors (2007) CALICO 2007; Bick, E., Grammar for fun: IT-based grammar learning with VISL (2005) CALL for the Nordic Languages, Copenhagen Studies in Language, pp. 49-64. , Henriksen, P. Juel, ed; Johnson, W.L., Valente, A., Tactical language and culture training systems: Using AI to teach foreign languages and cultures (2009) AI Magazine, pp. 72-83; Kim, J., Hill, R., Durlach, P., Lane, H.C., Forbell, E., Core, M., Marsella, S., Hart, J., BiLAT: A game-based environment for practicing negotiation in a cultural context (2009) Journal of Artificial Intelligence in Education, 19 (2), pp. 289-308; Krashen, S., The monitor model for adult second language performance (1997) Viewpoints on English as A Second Language, , New York: Regents. Burt, Dulay, Finocchiaro, eds; Metcalf, V., Meurers, D., Generating Webbased English preposition exercises from real-world texts (2006) EUROCALL 2006; Raybourn, E., Deagle, E., Mendini, K., Heneghan, J., Adaptive thinking & leadership simulation game training for Special Forces officers (2005) Proceedings of I/ITSEC (Interservice/Industry Training, Simulation and Education Conference); Rutherford, W., (1987) Second Language Grammar: Learning and Teaching, , Longman; Segond, F., Parmentier, T., Stock, R., Rosner, R., Muela, M.U., Situational language training for hotel receptionists (2005) Proceedings of the 2nd ACL Workshop on Building Educational Applications Using NLP, pp. 85-92. , Ann Arbor, Michigan; Uhl-Chamot, A., O'Malley, J.M., (2009) The Calla Handbook: Implementing the Cognitive Academic Language Learning Approach, , Addison Wesley","Amoia, M.; INRIA Nancy Grand Est, 54500 Vandoeuvre-les-Nancy, France; email: amoia@loria.fr",,"Inst. Syst. Technol. Inf., Control Commun. (INSTICC)",,"3rd International Conference on Computer Supported Education, CSEDU 2011",6 May 2011 through 8 May 2011,Noordwijkerhout,86557.0,,9789898425492,,,English,CSEDU - Proc. Int. Conf. Comput. Supported Educ.,Conference Paper,Final,,Scopus,2-s2.0-80053033723
"Hansen-Nygård G., Nielsen K.L., Stav J.B., Thorseth T.M., Arnesen K.",50861671300;7401572704;6505830380;6507400087;50860989500;,Experiences with online response technologies in education of engineers,2011,CSEDU 2011 - Proceedings of the 3rd International Conference on Computer Supported Education,2,,,383,391,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052971809&partnerID=40&md5=9d1aac1423b849ba9c15365a8724b374,"Sør-Trøndelag Univsity College, Faculty of Technology, E. C. Dahls gt. 2, 7004 Trondheim, Norway","Hansen-Nygård, G., Sør-Trøndelag Univsity College, Faculty of Technology, E. C. Dahls gt. 2, 7004 Trondheim, Norway; Nielsen, K.L., Sør-Trøndelag Univsity College, Faculty of Technology, E. C. Dahls gt. 2, 7004 Trondheim, Norway; Stav, J.B., Sør-Trøndelag Univsity College, Faculty of Technology, E. C. Dahls gt. 2, 7004 Trondheim, Norway; Thorseth, T.M., Sør-Trøndelag Univsity College, Faculty of Technology, E. C. Dahls gt. 2, 7004 Trondheim, Norway; Arnesen, K., Sør-Trøndelag Univsity College, Faculty of Technology, E. C. Dahls gt. 2, 7004 Trondheim, Norway","This article reports experiences achieved during the development of open, online Student Response Services (SRS), and the emerging extension of these SRS into assessment services carried out on modern mobile devices. The evaluation results obtained from engineering classes in Norway that have used the online SRS, show very good results. The online SRS is flexible, intuitive, easy and fast to use. They may be used together with any kind of software. It is also reported how teachers are going to use a forthcoming and extended version of the SRS, as a tool for verification or elaborative feedback immediately after completion of tests and exams. This may be done for single students or groups of students. The development of the SRS and the forthcoming assessment system is co-funded by the EU-Commission through the Lifelong Learning Programme.",Assessment by use of mobile devices; Mobile learning; Mobile technology; Smartphone's; Student response systems,Assessment system; Engineering class; Evaluation results; Extended versions; Life long learning; Mobile learning; Mobile Technology; Smart phones; Student response; Student response systems; Mobile devices; Rating; Students; Teaching; Interactive computer systems,,,,,,,,,,,"Berg, B.L., Chapter 5: Focus group interviewing (2007) Ualitative Research Methods for the Social Sciences, pp. 144-170. , I: Berg, Bruce L. (2007): Q, Pearson Education Inc; Charmaz, K., Grounded theory (2001) Rethinking Methods in Psychology, pp. 27-49. , Smith, J. A. Harre, R, Langenhove, L. (eds). London: Sage Publications; Cozby, P.C., (2003) Methods in Behavioral Research, , 8th ed. McGraw-Hill companies 2003; Johannessen, A., Tufte, P.A., Og Kristoffersen, L., (2004) Introduksjon til samfunnsvitenskapelige metoder, , Abstrakt Forlag as 2004; Stav, J.B., Nielsen, K., Hansen-Nygard, G., Thorseth, T.M., Experiences obtained with integration of Student Response Systems for iPod Touch and iPhone into e-learning environments (2010) Electronic Journal of E- Learning, 8 (2), pp. 179-190. , ISSN 1479-4403; (2011) This Is A LLP KA3-ICT Project, Which Is Cofounded by the European Commission during the Period, , www.histproject.no, The Done-IT project, online at, 2011- 12; (2010) The EduMECCA project, , www.histproject.no, online at, This was a LLP KA3-ICT project, contract 143545-2008-LLP-NO- KA3- KA3MP, which was cofounded by the European Commission during the period 2009-10","Hansen-Nygård, G.; Sør-Trøndelag Univsity College, Faculty of Technology, E. C. Dahls gt. 2, 7004 Trondheim, Norway; email: Gabrielle.Hansen@hist.no",,"Inst. Syst. Technol. Inf., Control Commun. (INSTICC)",,"3rd International Conference on Computer Supported Education, CSEDU 2011",6 May 2011 through 8 May 2011,Noordwijkerhout,86557.0,,9789898425508,,,English,CSEDU - Proc. Int. Conf. Comput. Supported Educ.,Conference Paper,Final,,Scopus,2-s2.0-80052971809
"Naim N.F., Bin Nordin A.H., Rahman H.A.",35975379600;50461135400;35109574600;,Interactive learning software for communication engineering subject,2011,"Proceedings - 2011 IEEE International Conference on System Engineering and Technology, ICSET 2011",,, 5993455,225,230,,,10.1109/ICSEngT.2011.5993455,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052845036&doi=10.1109%2fICSEngT.2011.5993455&partnerID=40&md5=33ab47e43e8934406fc14bfb3cdef440,"Faculty of Electrical Engineeering, Universitit Teknologi MARA (UiTM), Shah Alam, Selangor, Malaysia","Naim, N.F., Faculty of Electrical Engineeering, Universitit Teknologi MARA (UiTM), Shah Alam, Selangor, Malaysia; Bin Nordin, A.H., Faculty of Electrical Engineeering, Universitit Teknologi MARA (UiTM), Shah Alam, Selangor, Malaysia; Rahman, H.A., Faculty of Electrical Engineeering, Universitit Teknologi MARA (UiTM), Shah Alam, Selangor, Malaysia","Learning is becoming more interesting each day. This project highlights an interactive learning system for electromagnetic and communication subjects using MATLAB program and its graphical user interface (GUI). The system needs the user to enter appropriate parameters into blank boxes in the GUI. Then, user can obtain the result by clicking the answer button. The designed program offers varieties of engineering problems such as propagation of waves, electric field intensity, plotting electric field, dot and cross product of vectors for electromagnetic part. While for communication part consists of High Frequency (HF) analysis and digital modulation. In digital modulation, user can generate and observe Amplitude-Shift Keying (ASK) signal and Frequency-Shift Keying (FSK) signal. The programs are user-friendly and have interactive tutorials and can be used as a powerful tool for improving the teaching process. The standalone program for this system has also been developed. Hence, the way of learning will become easier and more interesting. © 2011 IEEE.",Amplitude-Shift Keying (ASK); Electromagnetic; Frequency-Shift Keying (FSK); Graphical User Interface (GUI); High Frequency (HF),Amplitude shift keying; Communication engineering; Cross product; Digital modulations; Electric field intensities; Electromagnetic; Engineering problems; Frequency-Shift Keying (FSK); High frequency; Interactive learning; Interactive learning systems; Interactive tutorials; MATLAB program; Teaching process; Amplitude modulation; Communication; Electric fields; Electromagnetism; Field plotting; Learning systems; MATLAB; Systems engineering; Teaching; Graphical user interfaces,,,,,,,,,,,"Aliane, N., A matlab/simulink-based interactive module for servo systems learning (2010) Education IEEE Transactions, 53 (2), p. 265; Bachiller, C.E., Belenguer, H., Morro, A., Vidal, J.Y., Boria, A., Teaching of advanced wave-propagation phenomena in openspace problems and waveguide devices using MATLAB GUIs (2006) Antennas and Propagation Magazine, 48 (2), p. 128. , IEEE; Gharaibeh, K.M., Computer applications in engineering education (2009) An Interactive Simulation Tool for Image Registration Education, 18 (2), pp. 255-237; McClellan, J., Educational matlab GUIS (2008) Filter Design Demo, , http://users.ece.gatech.edu/mcc1ella/matlabGUIsl; Kleder, M., (2006) Interactive GUI: Animated Conic Section Through Five Points, , http://www.mathworks.comlmatlabcentrallfileexchangeI12981-interactive- gui-animated-conic-section-through-five-points; Rodrguez, M., Development of educational software for the teaching of telecommunication engineering by using MATLAB (2001) European Journal of Engineering Education, 26, pp. 361-374. , December 2001; (2011) Cross Product, , http://en.wikipedia.org/wiki/Crossproduct, 6 April; (2011) Dot Product, , http:/len.wikipedia.org/wikilDotproduct, 20 March; Rahman, H.A., (2008) Electrical Engineering Laboratory III EEE430, , Universiti Teknologi Mara, Report; Yousef, R., Ashi, A., Ameri, A.A., (1996) Introduction to Matlab GUI, , uae University College of Engineering, Electrical engineering department ieee uaeu student branch","Naim, N.F.; Faculty of Electrical Engineeering, Universitit Teknologi MARA (UiTM), Shah Alam, Selangor, Malaysia; email: fadzlina007@yahoo.com",,,,"2011 IEEE International Conference on System Engineering and Technology, ICSET 2011",27 June 2011 through 28 June 2011,Shah Alam,86503.0,,9781457712562,,,English,"Proc. - IEEE Int. Conf. Syst. Eng. Technol., ICSET",Conference Paper,Final,,Scopus,2-s2.0-80052845036
Gao Z.,35731318300;,Discuss on THOEL learning system applied to teaching design in higher education,2011,Communications in Computer and Information Science,233 CCIS,PART 3,,17,21,,,10.1007/978-3-642-24010-2_3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052814730&doi=10.1007%2f978-3-642-24010-2_3&partnerID=40&md5=e1ef07e638363972ce12dafe4141dcb6,"College of Economics and Management, Northeast Agricultural University, Harbin, 150030, China","Gao, Z., College of Economics and Management, Northeast Agricultural University, Harbin, 150030, China","Thoel learning system supports a variety of teaching methods and provides high quality learning environment for learners' self-directed, cooperative and individualized learning. In the paper, learning goals, learning content, learning strategy, learning evaluation and interactive learning system are set up concretely basted on THOEL learning system. © 2011 Springer-Verlag.",learning design; localization; THOEL learning system,High quality; Higher education; Interactive learning systems; Learning contents; Learning designs; Learning goals; Learning strategy; localization; Teaching methods; Intelligent systems; Teaching; User interfaces; Learning systems,,,,,,,,,,,"Hangan, M.T., Cemuth, H.B., (2002) Neural Network Design, 8, pp. 1-11. , China Machine Press & CITIC Publishing House; Li, H., Study of Teaching Model under Internet Digital Learning Enviorment (2009) The 3rd Conference of Cross-Strait Engineering Education and Ceeusro & 1st International Conference on Engineering Technologies and Ceeusro, pp. 52-56; Bruner, J.S., (1960) The Process of Education, , Harvard Univisity Press, Cambridge; Wu, G., Study on New Information Technology Based on Network Teaching Mode (2009) The 3rd Conference of Cross-Strait Engineering Education and Ceeusro & 1st International Conference on Engineering Technologies and Ceeusro, pp. 5-7; Chen, G., Course Design based 4A Network Teaching Platform (2004) Qinghai Normal University (Natural Science), 60","Gao, Z.; College of Economics and Management, Northeast Agricultural University, Harbin, 150030, China; email: Gao_19889@163.com",,,,"2011 International Conference on Computing, Information and Control, ICCIC 2011",17 September 2011 through 18 September 2011,Wuhan,86451.0,18650929,9783642240096,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-80052814730
Zualkernan I.A.,6602818774;,"InfoCoral: Open-source hardware for low-cost, high-density concurrent simple response ubiquitous systems",2011,"Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011",,, 5992255,638,639,,10.0,10.1109/ICALT.2011.198,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052696221&doi=10.1109%2fICALT.2011.198&partnerID=40&md5=54ceaab64035eb477ee1315ab020c117,"Computer Science and Engineering, American University of Sharjah, Sharjah, United Arab Emirates","Zualkernan, I.A., Computer Science and Engineering, American University of Sharjah, Sharjah, United Arab Emirates",A Clicker or a wireless student response system is an example of a high density simple response ubiquitous system that processes real-time simple responses from a large number of students in a controlled environment like a classroom. Currently such systems are expensive and use proprietary hardware which makes it difficult to extend them for novel learning scenarios. This paper presents the design and implementation of a hybrid low-cost open-source hardware platform called InfoCoral that uses the 1-Wire wired protocol in conjunction with Bluetooth or a Zigbee wireless interface. The hardware also employs the open-source Arduino software for ease of programming and customization. A Case study of applying this platform to build a low-cost clicker system for a K-12 classroom is also presented. © 2011 IEEE.,1-Wire; Arduino; Bluetooth; Clickers; Ubiquitous learning; Zigbee,1-Wire; Arduino; Clickers; Ubiquitous learning; Zig-Bee; Bluetooth; School buildings; Teaching; Wire; Real time systems,,,,,,,,,,,"Lantz, M.E., The use of 'clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26, pp. 556-561; McGowan, H.M., Gunderson, B.K., A randomized experiment exploring how certain features of clicker use effect undergraduate students' engagement and learning in statistics (2010) Technology Innovations in Statistics Education, 4 (1), pp. 1-29; Strasser, N., Who wants to pass math? using clickers in calculus (2010) Journal of College Teaching and Learning, 7 (3), pp. 49-52. , March; Imf 2010 World Economic Outlook Database, , http://www.imf.org/external/pubs/ft/weo/2010/02/weodata/download.aspx, October 2010; 8-bit microcontroller with 4/8/16/32k bytes in-system programmable flash (2010) ATMEL Technical Specification - Rev. 8271CS-AVR-08/10; http://www.arduino.cc/; (2010) Ds2480b -serial to 1-wire Line Driver, , Dallas Semiconductor, Tech. Rep; (2010) Ds2408 - 1-wire 8-channel Addressable Switch, , Dallas Semiconductor, Tech. Rep","Zualkernan, I.A.; Computer Science and Engineering, American University of Sharjah, Sharjah, United Arab Emirates; email: izualkernan@aus.edu",,Technical Committee IEEE Learning Technology (LT);IEEE;ICALT;The University of Georgia,,"2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011",6 July 2011 through 8 July 2011,"Athens, GA",86505.0,,9780769543468,,,English,"Proc. IEEE Int. Conf. Adv. Learn. Technol., ICALT",Conference Paper,Final,,Scopus,2-s2.0-80052696221
"Penttinen J.T.J., Calabrese F.D., Valerdi D., Güemes I.",24824888300;57196836994;36992630400;50261500000;,Prediction model for the GSM dual half rate gain in a noise-limited environment based on field measurements and simulations,2011,Proceedings - IEEE Symposium on Computers and Communications,,, 5983903,597,602,,1.0,10.1109/ISCC.2011.5983903,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052740626&doi=10.1109%2fISCC.2011.5983903&partnerID=40&md5=99fe25ee964f8c5546cf1f64aa0d3f95,"Nokia Siemens Networks Innovation Center (NICE), Madrid, Spain; Vodafone Center of Competence (CoC), Madrid, Spain","Penttinen, J.T.J., Nokia Siemens Networks Innovation Center (NICE), Madrid, Spain; Calabrese, F.D., Nokia Siemens Networks Innovation Center (NICE), Madrid, Spain; Valerdi, D., Vodafone Center of Competence (CoC), Madrid, Spain; Güemes, I., Vodafone Center of Competence (CoC), Madrid, Spain","The GSM voice capacity can be enhanced by the OSC (Orthogonal Sub Channel) functionality. It allows the sharing of a Half Rate (HR) channel for two separate HR users. OSC makes the pairing of these HR users by dividing the modulation constellation into two separate parts in downlink, and by utilizing the non-correlating training sequences in uplink. OSC thus doubles the offered capacity in those areas where the network conditions allow the pairing. The pairing can be done if the received power level is high enough. In addition, there are quality triggers for the pairing and un-pairing, according to the applied OSC algorithm. This paper investigates the expected OSC gain by taking into account the typical OSC pairing criteria. The effect is analyzed based on the realistic outdoor field measurement data. Furthermore, a model for the OSC performance is developed. This model is utilized as a basis for the simulations that take into account the relevant parameter behavior of the OSC algorithm. The outcome is an estimate of the achievable OSC capacity gain based on the OSC capable handset penetration and network performance statistics, with an indication of optimal OSC parameter values. © 2011 IEEE.",capacity optimization; Dual Half Rate; GSM voice evolution; OSC; performance; radio network planning,Capacity optimization; Half-rate; OSC; performance; radio network planning; Algorithms; Mathematical models; Network performance; Optimization; Computer simulation,,,,,,,,,,,"(2011) Connections by Bearer Technology. Statistics of the GSM Association, , http://gsmworld.com/newsroom/market-data/market_data_summary.htm, Market Data Summary (Q2 2009). WEB link revised April 7th; Mobility Report, , http://www.delloro.com; Barreto, A.N., Pirhonen, R., Capacity Increase in GSM Networks Using Source-Adaptive AMR Vehicular Technology Conference, 2006. VTC 2006-Spring. IEEE 63 rd, 2, pp. 553-557; Ahmed, M.H., Wei, W., Mahmoud, S.A., Downlink Capacity Enhancement in GSM Systems with Frequency Hopping and Multiple Beam Smart Antennas 2000 IEEE International Conference on Communications (ICC 2000), 2, pp. 1015-1019; Meyer, R., Gerstacker, W.H., Schober, R., Huber, J.B., A single antenna interference cancellation algorithm for increased GSM capacity (2006) IEEE Transactions on Wireless Communications, 5 (7), pp. 1616-1621. , DOI 10.1109/TWC.2006.1673070, 1673070; Mostafa, A., Kobylinski, R., Konstanic, I., Austin, M., Single Antenna Interference Cancellation (SAIC) for GSM Networks IEEE 58thVehicular Technology Conference, 2003. VTC 2003-Fall, pp. 1089-1093; Moisio, M., Nikkarinen, S., Capacity Gains of Single Antenna Interference Cancellation in GSM (2004) Symposium on 15th IEEE International Personal, Indoor and Mobile Radio Communications (PIMRC) 2004, 4, pp. 2700-2704; Penttinen, J., Calabrese, F., Niemelä, K., Valerdi, D., Molina, M., Performance Model for Orthogonal Sub Channel in Noise-Limited Environment IARIA ICWMC 2010. September 20-25, 2010. Valencia, Spain, p. 6; Penttinen, J., Calabrese, F., Niemelä, K., Valerdi, D., Molina, M., Capacity Gain Estimation for Orthogonal Sub Channel IARIA ICWMC 2010. Valencia, Spain, September 20-25, 2010, p. 6; Voice Capacity Evolution with Orthogonal Sub Channels 3GPP Report, , GP-071792. GERAN#36; New WID on Voice services over Adaptive Multiuser Orthogonal Subchannels (VAMOS) 3GPP Report, , GP-081309. GERAN#39; Feasibility Study on Single Antenna Interference Cancellation (SAIC) for GSM Networks, p. 58. , 3GPP TR 45.903. V 8.0.0; Technical Specification Group GSM/EDGE, p. 100. , 3GPP TS 05.05 V8.20.0 (2005-11)","Penttinen, J.T.J.; Nokia Siemens Networks Innovation Center (NICE), Madrid, Spain; email: jyrki.penttinen@nsn.com",,IEEE;IEEE Computer Society;IEEE Communications Society,,"16th IEEE Symposium on Computers and Communications, ISCC'11",28 June 2011 through 1 July 2011,Corfu,86395.0,15301346,9781457706783,,,English,Proc. IEEE Symp. Comput. Commun.,Conference Paper,Final,,Scopus,2-s2.0-80052740626
"Gulland E.-K., Schut A.G.T., Veenendaal B.",14008399100;6701363606;6506055740;,Combining distance and face-to-face teaching and learning in spatial computations,2011,"International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences - ISPRS Archives",38,6W27,,23,28,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84924404418&partnerID=40&md5=f30336bce8da6d0d2cf72f432dec9f59,"Department of Spatial Sciences, Curtin University, Kent-St-Bentley, WA  6102, Australia","Gulland, E.-K., Department of Spatial Sciences, Curtin University, Kent-St-Bentley, WA  6102, Australia; Schut, A.G.T., Department of Spatial Sciences, Curtin University, Kent-St-Bentley, WA  6102, Australia; Veenendaal, B., Department of Spatial Sciences, Curtin University, Kent-St-Bentley, WA  6102, Australia","Retention and passing rates as well as student engagement in computer programming and problem solving units are a major concern in tertiary spatial science courses. A number of initiatives were implemented to improve this. A pilot study reviews the changes made to the teaching and learning environment, including the addition of new resources and modifications to assessments, and investigates their effectiveness. In particular, the study focuses on the differences between students studying in traditional, oncampus mode and distance, e-learning mode. Student results and retention rates from 2009-2011, data from in-lecture clicker response units and two anonymous surveys collected in 2011 were analysed. Early results indicate that grades improved for engaged students but pass rates or grades of the struggling cohort of students did not improve significantly.",Distance learning; E-learning; Geographic information science; Gis; Higher education; Problem solving; Programming; Student engagement,Computer aided instruction; Computer programming; Distance education; E-learning; Education; Geographic information systems; Mathematical programming; Problem solving; Students; Geographic information science; Higher education; Retention rate; Science course; Spatial computations; Student engagement; Teaching and learning; Teaching and learning environments; Teaching,,,,,,,,,,,"Da Silva Burke, K., Wood, D., Menz, R.I., Are the benefits of clickers due to the enforcement of good pedagogy? (2007) Higher Education Research and Development Society of Australasia (HERDSA), , 8-11 Jul. 2007, Flinders University, Adelaide, South Australia; Grimm, P.E., Soares, E., Agrawal, J., Law, S., Technology facilitated class participation in a principles of marketing course (2007) ANZMAC 2007: Reputation Responsibility, Relevance, , Dunedin, New Zealand; Hawi, N., Causal attributions of success and failure made by undergraduate students in an introductory-level computer programming course (2010) Computers & Education, 54, pp. 1127-1136; Kay, R.H., Le Sage, A., A strategic assessment of audience response systems used in higher education (2009) Australasian Journal of Educational Technology, 25 (2), pp. 235-249. , www.ascilite.org.au/ajet/ajet25/kay.html, accessed 5 Sep. 2011; Kehrwald, B., Towards community-based learner support: A case study (2008) ASCILITE 2008 Melbourne: Hello! Where Are You in the Landscape of Educational technology?, , 30 Nov. - 3 Dec. 2008, Melbourne, Australia; Kordaki, M., A drawing and multi-representational computer environment for beginners' learning or programming using C: Design and pilot formative evaluation (2010) Computers & Education, 54, pp. 69-87; Preston, G., Phillips, R., Gosper, M., McNeill, M., Woo, K., Green, D., Web-based lecture technologies: Highlighting the changing nature of teaching and learning (2010) Australasian Journal of Educational Technology, 26 (6), pp. 717-728; Veenendaal, B., Flexible and web-based delivery of GIScience in higher education (2000) Proceedings of the International IT Conference on Geo-spatial Education, , Hong Kong, 6-8 July; Veenendaal, B., Flexible assessment in GIScience education (2001) Proceedings of the 10th Annual Teaching Learning Forum, , http://lsn.curtin.edu.au/tlf/tlf2001/veenendaal.html, A. Herrmann and M. M. Kulski Eds, Expanding Horizons in Teaching and Learning, 7-9 February 2001. Perth, Western Australia, accessed 5 Sep. 2011; Von Konsky, B.R., Ivins, J., Gribble, S.J., Lecture attendance and web based lecture technologies: A comparison of student perceptions and usage patterns (2009) Australasian Journal of Educational Technology, 25 (4), pp. 581-595",,Shih P.,,International Society for Photogrammetry and Remote Sensing,2011 ISPRS Workshop on Commissions VI/1 - VI/2 E-Learning within ACRS,4 October 2011 through 6 October 2011,,111107.0,16821750,,,,English,"Int. Arch. Photogramm., Remote Sens. Spat. Inf. Sci. - ISPRS Arch.",Conference Paper,Final,,Scopus,2-s2.0-84924404418
[No author name available],[No author id available],"The Use of E-Learning in Medical Education An IAMSE Webcast Audio Seminar Series: Spring series, March 8–April 12, 2011",2011,Medical Science Educator,21,3,,242,244,,,10.1007/BF03341715,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061936404&doi=10.1007%2fBF03341715&partnerID=40&md5=f9675172306fd534fbeadfdce0d301f5,,,[No abstract available],Audience Response System; Classroom Technology; Medical Science Educator; Millennial Generation; Social Media Tool,,,,,,,,,,,,,,,,Springer,,,,,21568650,,,,English,Med. Sci. Educ.,Note,Final,,Scopus,2-s2.0-85061936404
[No author name available],[No author id available],"Teaching Biochemistry to Students of Medicine, Dentistry & Pharmacy: 3rd Conference of the Association of Biochemistry Course Directors (ABCD), Myrtle Beach SC, USA, April 30–May 4, 2011",2011,Medical Science Educator,21,3,,245,249,,1.0,10.1007/BF03341716,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061919623&doi=10.1007%2fBF03341716&partnerID=40&md5=5b2cfc847fe8bd205534d4f01c1b9361,,,[No abstract available],Audience Response System; Celiac Disease; Learning Objective; Medical Science Educator; Plenary Session,,,,,,,,,,,,,,,,Springer,,,,,21568650,,,,English,Med. Sci. Educ.,Note,Final,,Scopus,2-s2.0-85061919623
"Hawryluk G.W.J., Furlan J.C., Austin J.W., Fehlings M.G.",15519285400;7005048354;14033738700;7005942578;,Survey of neurosurgical management of central nervous system hemorrhage in patients receiving anticoagulation therapy: Current practice is highly variable and may be suboptimal,2011,World Neurosurgery,76,3-4,,299,303,,11.0,10.1016/j.wneu.2011.03.034,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80053936410&doi=10.1016%2fj.wneu.2011.03.034&partnerID=40&md5=ad4c3748b69fe89a6d2cc7a84aea5357,"Division of Genetics and Development, Toronto Western Research Institute, University Health Network, Toronto, ON, Canada; Institute of Medical Science, University of Toronto, Toronto, ON, Canada; Department of Surgery, Division of Neurosurgery, University of Toronto, Toronto, ON, Canada; Neural Repair and Regeneration and Spinal Program, University Health Network, Toronto, ON, Canada; Department of Medicine, Division of Neurology, University of Toronto, Toronto, ON, Canada; Lyndhurst Centre, Toronto Rehabilitation Institute, University of Toronto, Toronto, ON, Canada","Hawryluk, G.W.J., Division of Genetics and Development, Toronto Western Research Institute, University Health Network, Toronto, ON, Canada, Institute of Medical Science, University of Toronto, Toronto, ON, Canada, Department of Surgery, Division of Neurosurgery, University of Toronto, Toronto, ON, Canada; Furlan, J.C., Division of Genetics and Development, Toronto Western Research Institute, University Health Network, Toronto, ON, Canada, Department of Medicine, Division of Neurology, University of Toronto, Toronto, ON, Canada, Lyndhurst Centre, Toronto Rehabilitation Institute, University of Toronto, Toronto, ON, Canada; Austin, J.W., Division of Genetics and Development, Toronto Western Research Institute, University Health Network, Toronto, ON, Canada, Institute of Medical Science, University of Toronto, Toronto, ON, Canada; Fehlings, M.G., Division of Genetics and Development, Toronto Western Research Institute, University Health Network, Toronto, ON, Canada, Institute of Medical Science, University of Toronto, Toronto, ON, Canada, Department of Surgery, Division of Neurosurgery, University of Toronto, Toronto, ON, Canada, Neural Repair and Regeneration and Spinal Program, University Health Network, Toronto, ON, Canada","BACKGROUND: Patients with central nervous system (CNS) hemorrhage who receive anticoagulation (AC) therapy are at high risk for progressive or recurrent hemorrhagic and thromboembolic (TE) events. The authors conducted a survey at the 2010 American Association of Neurological Surgeons (AANS) annual meeting to determine how these patients are currently being managed by neurosurgeons. METHODS: During plenary session III at the 2010 AANS annual meeting, the audience was presented with an illustrative case and surveyed with an audience response system. The number choosing each response as well as data regarding the level of training of meeting registrants were provided to the authors by the AANS. RESULTS: Approximately 10% of all meeting registrants responded to the questions, 65% of whom were consultant neurosurgeons. The responses showed that 47.7% of respondents face dilemmas regarding AC restart time and intensity at least once per week. The most commonly selected AC restart time was 1 month after the index hemorrhage (43.5%); 8.0% indicated they would not restart AC. In making management decisions in these patients, 59.4% of respondents indicated that they relied predominantly on their own intuition or past experience. CONCLUSIONS: This study is the first to describe how patients with CNS hemorrhage who receive AC therapy are currently being managed by clinicians. An apparent neurosurgical preference to avoid hemorrhagic complications is at odds with a suggested early risk for TE. These data suggest that the neurosurgical management of patients with CNS hemorrhage who receive AC therapy is an area that could benefit from consensus-based practice guidelines and an organized effort at knowledge translation and mobilization. © 2011 Elsevier Inc. All rights reserved.",Anticoagulation; Complication; Intracranial hemorrhage; Management; Survey; Thromboembolism,anticoagulant therapy; bleeding; central nervous system hemorrhage; clinical practice; decision making; health survey; human; neurosurgery; review; surgeon; Anticoagulants; Central Nervous System Diseases; Guidelines as Topic; Health Care Surveys; Humans; Intracranial Hemorrhages; Magnetic Resonance Imaging; Neurosurgical Procedures; Postoperative Complications; Risk; Risk Assessment; Thromboembolism,,Anticoagulants,,,,,,,,,"Babikian, V.L., Kase, C.S., Pessin, M.S., Caplan, L.R., Gorelick, P.B., Resumption of anticoagulation after intracranial bleeding in patients with prosthetic heart valves (1988) Stroke, 19, pp. 407-408; Butler, A.C., Tait, R.C., Restarting anticoagulation in prosthetic heart valve patients after intracranial haemorrhage: A 2-year follow-up (1998) British Journal of Haematology, 103 (4), pp. 1064-1066. , DOI 10.1046/j.1365-2141.1998.01078.x; Claassen, D.O., Kazemi, N., Zubkov, A.Y., Wijdicks, E.F., Rabinstein, A.A., Restarting anticoagulation therapy after warfarin-associated intracerebral hemorrhage (2008) Arch Neurol, 65, pp. 1313-1318; De Vleeschouwer, S., Van Calenbergh, F., Van Loon, J., Nuttin, B., Goffin, J., Plets, C., Risk analysis of thrombo-embolic and recurrent bleeding events in the management of intracranial haemorrhage due to oral anticoagulation (2005) Acta Chirurgica Belgica, 105 (3), pp. 268-274; Diamond, T., Gray, W.J., Chee, C.P., Fannin, T.F., Subdural haematoma associated with long term oral anticoagulation (1988) Br J Neurosurg, 2, pp. 351-356; Elliott, J., Smith, M., The acute management of intracerebral hemorrhage: A clinical review (2010) Anesth Analg, 110, pp. 1419-1427; Fredriksson, K., Norrving, B., Stromblad, L.G., Emergency reversal of anticoagulation after intracerebral hemorrhage (1992) Stroke, 23, pp. 972-977; Goldstein, J.N., Fazen, L.E., Wendell, L., Chang, Y., Rost, N.S., Snider, R., Schwab, K., Rosand, J., Risk of thromboembolism following acute intracerebral hemorrhage (2009) Neurocrit Care, 10, pp. 28-34; Gomez, C.R., Sandhu, J., Mehta, P., Resumption of anticoagulation during hypertensive cerebral hemorrhage with prosthetic heart valve (1988) Stroke, 19, p. 407; Hawryluk, G., Furlan, J., Austin, J., Fehlings, M., Predictors of outcome for anticoagulated patients with intracranial hemorrhage (2010) Stroke, , In review; Hawryluk, G.W., Austin, J.W., Furlan, J.C., Lee, J.B., O'Kelly, C., Fehlings, M.G., Management of anticoagulation following central nervous system hemorrhage in patients with high thromboembolic risk (2010) J Thromb Haemost, 8, pp. 1500-1508; Kase, C.S., Robinson, R.K., Stein, R.W., Anticoagulant-related intracerebral hemorrhage (1985) Neurology, 35 (7), pp. 943-948; Kawamata, T., Takeshita, M., Kubo, O., Izawa, M., Kagawa, M., Takakura, K., Management of intracranial hemorrhage associated with anticoagulant therapy (1995) Surg Neurol, 44, pp. 438-442; Keir, S.L., Wardlaw, J.M., Sandercock, P.A.G., Chen, Z., Antithrombotic therapy in patients with any form of intracranial haemorrhage: A systematic review of the available controlled studies (2002) Cerebrovascular Diseases, 14 (3-4), pp. 197-206. , DOI 10.1159/000065661; Kidane, A.G., Burriesci, G., Cornejo, P., Dooley, A., Sarkar, S., Bonhoeffer, P., Edirisinghe, M., Seifalian, A.M., Current developments and future prospects for heart valve replacement therapy (2009) J Biomed Mater Res B Appl Biomater, 88, pp. 290-303; Lau, C.P., Chang, C.M., Lau, G.K., Wong, C.K., Fong, P.C., Yu, Y.L., Cerebral haemorrhage in anticoagulated patients with non-septic mechanical valvular prosthesis (1991) Int J Cardiol, 30, pp. 289-296; Leker, R.R., Abramsky, O., Early anticoagulation in patients with prosthetic heart valves and intracerebral hematoma (1998) Neurology, 50 (5), pp. 1489-1491; Lieberman, A., Hass, W.K., Pinto, R., Intracranial hemorrhage and infarction in anticoagulated patients with prosthetic heart valves (1978) Stroke, 9 (1), pp. 18-24; Nagano, N., Tabata, H., Hashimoto, K., Anticoagulant-related intracerebral hemorrhage in patients with prosthetic heart valvesreport of two cases (1991) Neurol Med Chir (Tokyo), 31, pp. 743-745; Nakagawa, T., Kubota, T., Handa, Y., Kawano, H., Sato, K., Intracranial hemorrhage due to long-term anticoagulant therapy in patients with prosthetic heart valvesfour case reports (1995) Neurol Med Chir (Tokyo), 35, pp. 156-159; Phan, T.G., Koh, M., Wijdicks, E.F., Safety of discontinuation of anticoagulation in patients with intracranial hemorrhage at high thromboembolic risk (2000) Arch Neurol, 57, pp. 1710-1713; Punthakee, X., Doobay, J., Anand, S.S., Oral-anticoagulant-related intracerebral hemorrhage (2002) Thrombosis Research, 108 (1), pp. 31-36. , DOI 10.1016/S0049-3848(02)00398-5; Romualdi, E., Micieli, E., Ageno, W., Squizzato, A., Oral anticoagulant therapy in patients with mechanical heart valve and intracranial haemorrhage: A systematic review (2009) Thromb Haemost, 101, pp. 290-297; Van Walraven, C., Oake, N., Wells, P.S., Forster, A.J., Burden of potentially avoidable anticoagulant-associated hemorrhagic and thromobembolic events in the elderly (2007) Chest, 131 (5), pp. 1508-1515. , DOI 10.1378/chest.06-2628; Vermeer, S.E., Algra, A., Franke, C.L., Koudstaal, P.J., Rinkel, G.J.E., Long-term prognosis after recovery from primary intracerebral hemorrhage (2002) Neurology, 59 (2), pp. 205-209; Wallentin, L., Yusuf, S., Ezekowitz, M.D., Alings, M., Flather, M., Franzosi, M.G., Pais, P., Connolly, S.J., Efficacy and safety of dabigatran compared with warfarin at different levels of international normalised ratio control for stroke prevention in atrial fibrillation: An analysis of the RE-LY trial (2010) Lancet, 376, pp. 975-983; Wijdicks, E.F.M., Schievink, W.I., Brown, R.D., Mullany, C.J., The dilemma of discontinuation of anticoagulation therapy for patients with intracranial hemorrhage and mechanical heart valves (1998) Neurosurgery, 42 (4), pp. 769-773. , DOI 10.1097/00006123-199804000-00053","Fehlings, M.G.; Division of Genetics and Development, Toronto Western Research Institute, University Health Network, Toronto, ON, Canada; email: michael.fehlings@uhn.on.ca",,,,,,,,18788750,,,21986428.0,English,World Neurosurg.,Review,Final,,Scopus,2-s2.0-80053936410
"Zeng L., Lin L.",36474301100;47761887600;,An interactive vocabulary learning system based on word frequency lists and Ebbinghaus' curve of forgetting,2011,"Proceedings - Workshop on Digital Media and Digital Content Management, DMDCM 2011",,, 5959742,313,317,,7.0,10.1109/DMDCM.2011.71,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80051827207&doi=10.1109%2fDMDCM.2011.71&partnerID=40&md5=796763855938abdce847b2f6614ae1c8,"Zhejiang Normal University, College of Foreign Language, Jinhua, Zhejiang Province, 321004, China; Zhejiang Normal University, Xingzhi College, Jinhua, Zhejiang Province, 321004, China","Zeng, L., Zhejiang Normal University, College of Foreign Language, Jinhua, Zhejiang Province, 321004, China; Lin, L., Zhejiang Normal University, Xingzhi College, Jinhua, Zhejiang Province, 321004, China","This paper proposes an interactive English vocabulary learning system that is geared to individual student's vocabulary learning objectives and vocabulary ability. The system uses a word's rank in the word frequency list as its absolute difficulty level - a higher rank in the list means it is a more common word and therefore should be learned first. The system lowers or raises the difficulty level of the vocabulary items displayed according to real-time assessment of a student's vocabulary ability. Temporarily mastered words re-appear according to Ebbinghaus' forgetting curve so that the learner is prompted whenever she is about to forget the word. A prototype of the system is nicknamed ""the vocabulary treadmill"" and hosted on a website. It can be also be implemented on PDAs, cell phones and tablet PCs. The system has the benefits of a natural vocabulary learning progression, high efficiency, individualized learning sequences, and the capability for parents and teachers to monitor student learning activities and progress. © 2011 IEEE.",Ebbinghaus' forgetting curve; interactive learning system; monitoring of learning progress; vocabulary learning system; word frequency list,Cell phone; Forgetting curve; High efficiency; Interactive learning systems; Learning sequences; Real-time assessment; Student learning; System use; System-based; Tablet PCs; Vocabulary learning; Word frequencies; Data mining; Digital storage; Knowledge engineering; Linguistics; Personal computers; Students; Telecommunication equipment; User interfaces; Learning systems,,,,,,,,,,,"Huckin, T., Haynes, M., Coady, J., (1993) Scond Language Reading and Vocabulary Learning, , Norwood, NJ: Ablex Publishing Corporation; McCarthy, M., Recent directions in vocabulary teaching (1990) The Language Teacher, 14 (12), pp. 9-11; Oxford, R.L., Scarcella, R.C., Second language vocabulary learning among adults: State of the art in vocabulary instruction (1994) System, 22 (2), pp. 231-243. , May; Kukulska-Hulme, A., A computerized interactive vocabulary development system for advanced learners (1988) System, 16, pp. 163-170; Goodfellow, R., Design principles for computer-aided vocabulary learning (1994) Computers and Education, 23, pp. 53-62. , August-September; Lin, B., Hsieh, C., Web-based teaching and learner control: A research review (2001) Computers & Education, 37, pp. 377-386; Chang, C.Y., Sheu, J.P., Chen, T.K., Concept and design of ad hoc and mobile classrooms (2003) Journal of Computer Assisted Learning, 19, pp. 336-346; Wilkerson, M., Griswold, W., Simon, B., Ubiquitous presenter: Increasing student access and control in a digital lecturing environment (2005) The 36th SIGCSE Technical Symposium on Computer Science Education, 36, pp. 116-120; Leech, G., Rayson, P., Wilson, A., (2001) Word Frequencies in Written and Spoken English: Based on the British National Corpus, , London: Longman; Chen, C.M., Chung, C.J., Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle (2008) Computers & Education, 51, pp. 624-645; Wang, T.I., Chiu, T.K., Huang, L.J., Fu, R.X., Hsieh, T.C., An English vocabulary learning system based on fuzzy thoery and memory cycle (2009) Lecture Notes in Computer Science, , Advances in Web-based Learning - ICWL DOI: 10.1007/978-3-642-03426-8-50; Rovai, A.P., Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks (2002) The Internet and Higher Education, 5 (4), pp. 319-332; Tsiriga, V., Virvou, M., A framework for initialization of student models in Web-based intelligent tutoring systems (2004) User Modeling and User-Adpated Interaction, 14, pp. 289-316; Ebbinghaus, H., (1885) Memory: A Contribution to Experimental Psychology, , New York: Teachers College, Columbia University; Arbaugh, J.B., Virtual classroom characteristics and student satisfaction in Internet-based MBA courses (2000) Journal of Management Education, 24 (1), pp. 32-54","Zeng, L.; Zhejiang Normal University, College of Foreign Language, Jinhua, Zhejiang Province, 321004, China; email: benjaminzeng@zjnu.edu.cn",,China Computer Federation;China Society of Image and Graphics;Hangzhou Dianzi University;Zhejiang University;Hangzhou Normal University;VR Committee of the China Society of Image and Graphics,,"International Workshop on Digital Media and Digital Content Management, DMDCM 2011",16 May 2011 through 18 May 2011,Hangzhou,86126.0,,9780769544137,,,English,"Proc. - Workshop Digit. Media Digit. Content Manage., DMDCM",Conference Paper,Final,,Scopus,2-s2.0-80051827207
"Xu L., Li J., Wang K.",57199906978;36844320900;55712748200;,Real-time and multi-view face tracking on mobile platform,2011,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",,, 5946774,1485,1488,,5.0,10.1109/ICASSP.2011.5946774,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80051631672&doi=10.1109%2fICASSP.2011.5946774&partnerID=40&md5=b564bca50bc00983114f87b89f09ac17,"Nokia Research Center, China","Xu, L., Nokia Research Center, China; Li, J., Nokia Research Center, China; Wang, K., Nokia Research Center, China","The development of mobile platform has raised an emergent requirement for face-related multimedia applications. However, as the basis of such applications, face detection and tracking still suffers from large facial pose variation and limited computation resource. In this paper, a multi-view and real-time face tracking system is presented for mobile platform. First, three basic detectors are trained by local binary pattern (LBP) and Boosting algorithm. These detectors are then flexibly expanded for multi-view face detection through the rotation facility of LBP. To further accelerate the face tracking process, a robust facial pose estimation algorithm and the face matrix partition scheme is proposed. The experimental results on handset show the superior performance of the proposed method. © 2011 IEEE.",mobile platform; multi-view; real-time,Boosting algorithm; Computation resources; Face detection and tracking; Face Tracking; Facial pose estimation; Local binary patterns; Matrix partitions; Mobile platform; multi-view; Multi-view face detection; Multi-views; Multimedia applications; Pose variation; real-time; Real-time face tracking; Algorithms; Detectors; Gesture recognition; Mobile phones; Multimedia signal processing; Signal detection; Speech communication; Face recognition,,,,,,,,,,,"Friedman, J., Hastie, T., Tibshirani, R., Additive Logistic Regression: A Statistical View of Boosting (2000) Annals of Statistics, 28, pp. 337-374; Huang, C., Ai, H., Li, Y., Lao, S., High-performance rotation invariant multiview face detection (2007) IEEE Transactions on Pattern Analysis and Machine Intelligence, 29 (4), pp. 671-686. , DOI 10.1109/TPAMI.2007.1011, Special issue on Biometrics: Progress and Directions; Huang, C., Ai, H., Wu, B., Lao, S., Boosting Nested Cascade Detector for Multi-View Face Detection (2004) Proceedings of ICPR, 2, pp. 415-418; Li, S.Z., Zhang, Z., FloatBoost Learning and Statistical Face Detection (2004) IEEE Trans on PAMI, 26 (9), pp. 1112-1123; Ojala, T., Pietikainen, M., Maenpaa, T., Multiresolution gray-scale and rotation invariant texture classification with local binary patterns (2002) IEEE Transactions on Pattern Analysis and Machine Intelligence, 24 (7), pp. 971-987. , DOI 10.1109/TPAMI.2002.1017623; Rahman, M., Ren, J., Kehtarnavaz, N., Real-time Implementation of Robust Face Detection on Mobile Platforms (2009) Proceedings of ICASSP, pp. 1353-1356; Viola, P., Jones, M., Robust Real-Time Face Detection (2004) International Journal of Computer Vision, 57 (2), pp. 137-154; Yan, S., Shan, S., Chen, X., Gao, W., Locally Assembled Binary (LAB) Feature with Feature-centric Cascade for Fast and Accurate Face Detection (2008) Proceedings of CVPR, pp. 1-7; Zhang, H., Gao, W., Chen, X., Shan, S., Zhao, D., Robust Multi-View Face Detection Using Error Correcting Output Codes (2006) Proceedings of ECCV, 4, pp. 1-12","Xu, L.; Nokia Research CenterChina",,Inst. Electr. Electron. Eng. Signal Process. Soc.,,"36th IEEE International Conference on Acoustics, Speech, and Signal Processing, ICASSP 2011",22 May 2011 through 27 May 2011,Prague,85875.0,15206149,9781457705397,IPROD,,English,ICASSP IEEE Int Conf Acoust Speech Signal Process Proc,Conference Paper,Final,,Scopus,2-s2.0-80051631672
"Kim Y., Lee J., Koh Y., Chang N.",7410196546;39361805700;45861426900;7202467837;,Bluetooth wireless handset for people with severe motor disabilities: Capstone design project for rehabilitation technology,2011,"2011 IEEE International Conference on Microelectronic Systems Education, MSE 2011",,, 5937078,5,8,,4.0,10.1109/MSE.2011.5937078,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79961145197&doi=10.1109%2fMSE.2011.5937078&partnerID=40&md5=71786bdf4c8c1c29c283e95c8ec3565d,"Department of EECS/CSE, Seoul National University, Seoul, South Korea","Kim, Y., Department of EECS/CSE, Seoul National University, Seoul, South Korea; Lee, J., Department of EECS/CSE, Seoul National University, Seoul, South Korea; Koh, Y., Department of EECS/CSE, Seoul National University, Seoul, South Korea; Chang, N., Department of EECS/CSE, Seoul National University, Seoul, South Korea","Even common daily-used devices such as a mobile phone or a remote controller can be a big hurdle for disabled people. As the levels and types of disabilities have a wide variety, it is difficult to expect that devices from mass production are tailored for each disabled person. In this paper, we introduce a capstone design project to develop a Bluetooth wireless handset for people with a motor disability. The handset device should be able to interface with a range of input devices such as a chin switch, a tongue switch, a muscle switch, and so forth, and be able to connect any mobile phones that support Bluetooth. The handset supports making and receiving calls, storage and retrieval of call history, and management of a phone book. All these functionalities can be controlled with a single switch input. As people with a motor disability mostly work with a computer, its speaker and microphone are shared with users' remote desktop computer. The outcome of the project is submitted to the nationwide Capstone Design Contest in Korea in 2009, and won the Minister Award from the Ministry of Education, Science and Technology of Korea. © 2011 IEEE.",capstone design; embedded system; rehabilitation,Capstone design; Capstone design projects; Desktop computer; Disabled people; Handset device; Input devices; Mass production; Ministry of Education; Motor disability; Rehabilitation technology; Remote controllers; Science and Technology; Single switch; Storage and retrievals; Wireless handsets; Bluetooth; Cellular telephone systems; Design; Microelectronics; Mobile phones; Telecommunication equipment; Telephone; Telephone sets; Handicapped persons,,,,,,,,,,,"Chang, N., Lee, I., Embedded system hardware design course track for cs students (2003) Proc. of IEEE MSE, pp. 49-50; Chang, N., Kim, Y., Capstone design project for a ubiquitous sensor network (2007) Proceedings - MSE 2007: 2007 IEEE International Conference on Microelectronic Systems Education: Educating Systems Designers for the Global Economy and a Secure World, pp. 21-22. , DOI 10.1109/MSE.2007.27, 4231430, Proceedings - MSE 2007: 2007 IEEE International Conference on Microelectronic Systems Education: Educating Systems Designers for the Global Economy and a Secure World; Liffick, B.W., An adaptive technologies course in a CS curriculum (2005) ASSETS 2005 - The Seventh International ACM SIGACCESS Conference on Computers and Accessibility, pp. 192-193. , DOI 10.1145/1090785.1090825, ASSETS 2005 - The Seventh International ACM SIGACCESS Conference on Computers and Accessibility; Waller, A., Hanson, V.L., Sloan, D., Including accessibility within and beyond undergraduate computing courses (2009) Proc. of ACM ASSETS, pp. 155-162; Poor, G.M., Leventhal, L.M., Barnes, J., Hutchings, D.R., Accessibility: Understanding attitudes of CS students (2009) Proc. of ACM ASSETS, pp. 219-220; Chang, N., Lim, H., Lee, K., Cho, Y., Lee, H.G., Shim, H., Graduate class for system-level low-power design (2005) Proceedings - 2005 IEEE International Conference on Microelectronic Systems Education, MSE '05 - Promoting Excellence and Innovation in Microelectronic Systems Education, 2005, pp. 31-32. , DOI 10.1109/MSE.2005.32, 1509350, Proceedings - 2005 IEEE International Conference on Microelectronic Systems Education, MSE '05 - Promoting Excellence and Innovation in Microelectronic Systems Education; Amelifard, B., Pedram, M., Optimal selection of voltage regulator modules in a power delivery network (2007) Proceedings - Design Automation Conference, pp. 168-173. , DOI 10.1109/DAC.2007.375146, 4261165, 2007 44th ACM/IEEE Design Automation Conference, DAC'07","Kim, Y.; Department of EECS/CSE, Seoul National University, Seoul, South Korea; email: yhkim@elpl.snu.ac.kr",,IEEE Computer Society;Mentor Graphics;Altera;Xilinx;Digilent;The Cypress University Alliance Program,,"2011 IEEE International Conference on Microelectronic Systems Education, MSE 2011",5 June 2011 through 6 June 2011,"San Diego, CA",85928.0,,9781457705489,,,English,"IEEE Int. Conf. Microelectron. Syst. Educ., MSE",Conference Paper,Final,,Scopus,2-s2.0-79961145197
[No author name available],[No author id available],"2011 IEEE International Conference on Microelectronic Systems Education, MSE 2011",2011,"2011 IEEE International Conference on Microelectronic Systems Education, MSE 2011",,,,,,236.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79961157152&partnerID=40&md5=a2b0eae0eb7711f8c1c81e07cb929b40,,,The proceedings contain 34 papers. The topics discussed include: teaching for evolution towards embedded multi-sensor interfaces; industrial inspired just-in-time (JIT) teaching; Bluetooth wireless handset for people with severe motor disabilities: capstone design project for rehabilitation technology; teaching graphics processing and architecture using a hardware prototyping approach; advanced logic design through hands-on digital music synthesis; puzzle solver accelerators make excellent capstone design projects; what to read? with whom to work? where to publish? - scientific techniques for organizing and conducting engineering research; teaching low voltage electronics: the case of the rectifier circuit; a bottom-up approach to digital design with FPGA; a hole in one: a project-based class on mechatronics; introducing hardware emulation in the ECE curriculum; versatile march test generator for hands-on memory testing laboratory; and an undergraduate embedded systems project.,,,,,,,,,,,,,,,,IEEE Computer Society;Mentor Graphics;Altera;Xilinx;Digilent;The Cypress University Alliance Program,,"2011 IEEE International Conference on Microelectronic Systems Education, MSE 2011",5 June 2011 through 6 June 2011,"San Diego, CA",85928.0,,9781457705489,,,English,"IEEE Int. Conf. Microelectron. Syst. Educ., MSE",Conference Review,Final,,Scopus,2-s2.0-79961157152
"Cai T., Qi Y., Cai T., Han J., Yang S., Bao L.",16174613500;7401900600;57206417110;55590492700;45261678600;57203847529;,The effective use of clickers in freshmen classrooms,2011,"2011 International Conference on E-Business and E-Government, ICEE2011 - Proceedings",,, 5887204,8396,8399,,2.0,10.1109/ICEBEG.2011.5887204,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960430009&doi=10.1109%2fICEBEG.2011.5887204&partnerID=40&md5=5823315996bcec897bfd118a66140395,"School of Science, Beijing Jiaotong University, Beijing, 100044, China; School of Science, Communication University of China, Beijing, 100024, China; Canvard College, Beijing Technology and Business University, Beijing, 101118, China; Department of Physics, Ohio States University, Columbus, OH 43210, United States","Cai, T., School of Science, Beijing Jiaotong University, Beijing, 100044, China; Qi, Y., School of Science, Communication University of China, Beijing, 100024, China; Cai, T., Canvard College, Beijing Technology and Business University, Beijing, 101118, China; Han, J., Department of Physics, Ohio States University, Columbus, OH 43210, United States; Yang, S., School of Science, Beijing Jiaotong University, Beijing, 100044, China; Bao, L., Department of Physics, Ohio States University, Columbus, OH 43210, United States","Clickers a wireless-keypad used in class-polling systems that enable students to answer questions during lectures. Such systems provide an interactive teaching environment with real time feedback for students and teachers on the progress of teaching and learning. Clicker use is becoming more widespread amongst faculty as a means of engaging students in US. However, there is few papers report its effectiveness to Chinese students. In this paper, we will introduce our experiment results in using clickers to enhance active learning in introductory physics lectures in China. The effectiveness of this approach at engaging students in class and confronting misconceptions pertaining to Electricity and Magnetism will be discussed. We compared students' performance of clicker sessions with non-clicker sections and we also compared the performance for both US students and Chinese students. The results from post-test indicate that students using clickers achieved a significant gain in conceptual learning. © 2011 IEEE.",Active Class; Clicker; Peer instruction,Active Class; Active Learning; Chinese students; Clicker; Conceptual learning; Engaging students; Interactive teaching environment; Peer instruction; Real-time feedback; Teaching and learning; Electronic commerce; Government data processing; Real time systems; Students; User interfaces; Teaching,,,,,,,,,,,"Fagen, A.P., Crouch, C.H., Mazur, E., Peer Instruction: Results from a range of classroom (2002) Phys.Teach., 40, p. 206; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) Am.J.Phys., 69, p. 970; Clicker Resouse Guide: Carl Wieman Science Education Initiative University of British Columbia, , http://www.cwsei.ubc.ca/resources/instructor_guidance.htm; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) Am.J.Phys., pp. 69-91. , September; Smith, M.K., Wood, W.B., Adams, W.K., (2009) Why Peer Discussion Improves Student Performance on In-Class Concept Questions SCIENCE, 323. , 2 JANUARY; Nicol, D.J., Boyle, J.T., Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), p. 457; Ding, L., Chabay, R., Sherwood, B., Beichner, R., Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment (2006) Phys. Rev. ST Physics Ed. Research, 2, p. 010105; Maloney, D., O'Kuma, T., Hieggelke, C., Van Heuvelen, A., Surveying students' conceptual knowledge of electricity and magnetism (2001) Am. J. Phys., 69, pp. S12; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) Am.J.Phys., 76 (2), p. 171","Cai, T.; School of Science, Beijing Jiaotong University, Beijing, 100044, China",,Shanghai University;Shanghai Business School;Nanjing University of Information Science and Technology;Shanghai Institute of Foreign Trade,,"2nd International Conference on E-Business and E-Government, ICEE 2011",6 May 2011 through 8 May 2011,Shanghai,85405.0,,9781424486946,,,Chinese,"Int. Conf. E-Bus. E-Gov., ICEE - Proc.",Conference Paper,Final,,Scopus,2-s2.0-79960430009
"Campos P., Pessanha S.",8704415100;55958943400;,Designing augmented reality tangible interfaces for kindergarten children,2011,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),6773 LNCS,PART 1,,12,19,,11.0,10.1007/978-3-642-22021-0_2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960417994&doi=10.1007%2f978-3-642-22021-0_2&partnerID=40&md5=ff6e53a77878dbf9d8431aa38b90e755,"University of Madeira, Madeira Interactive Technologies Institute, Campus Universitário Da Penteada, 9000-390 Funchal, Portugal; VIMMI Group, Visualization and Intelligent Multimodal Interfaces, INESC-ID, R. Alves Redol 9, 1000-029 Lisboa, Portugal","Campos, P., University of Madeira, Madeira Interactive Technologies Institute, Campus Universitário Da Penteada, 9000-390 Funchal, Portugal, VIMMI Group, Visualization and Intelligent Multimodal Interfaces, INESC-ID, R. Alves Redol 9, 1000-029 Lisboa, Portugal; Pessanha, S., University of Madeira, Madeira Interactive Technologies Institute, Campus Universitário Da Penteada, 9000-390 Funchal, Portugal","Using games based on novel interaction paradigms for teaching children is becoming increasingly popular because children are moving towards a new level of inter-action with technology and there is a need to children to educational contents through the use of novel, attractive technologies. Instead of developing a computer program using traditional input techniques (mouse and keyboard), this re-search presents a novel user interface for learning kindergarten subjects. The motivation is essentially to bring something from the real world and couple that with virtual reality elements, accomplishing the interaction using our own hands. It's a symbiosis of traditional cardboard games with digital technology. The rationale for our approach is simple. Papert (1996) refers that ""learning is more effective when the apprentice voluntarily engages in the process"". Motivating the learners is therefore a crucial factor to increase the possibility of action and discovery, which in turn increases the capacity of what some researchers call learning to learn. In this sense, the novel constructionist-learning paradigm aims to adapt and prepare tomorrow's schools to the constant challenges faced by a society, which is currently embracing and accelerating pace of profound changes. Augmented reality (Shelton and Hedley, 2002) and tangible user interfaces (Sharlin et al., 2004) fitted nicely as a support method for this kind of learning paradigm. © 2011 Springer-Verlag.",Augmented reality; Interactive learning systems; Tangible Interfaces,Computer program; Digital technologies; Educational contents; Input techniques; Interaction paradigm; Interactive learning systems; Learning paradigms; Learning to learn; Support method; Tangible interfaces; Tangible user interfaces; Constructionist learning; Digital technologies; Educational contents; Interaction paradigm; Interactive learning systems; Learning paradigms; Tangible interfaces; Tangible user interfaces; Augmented reality; Education; Human computer interaction; Mammals; Motivation; User interfaces; Virtual reality; Augmented reality; Human computer interaction; Learning systems; Motivation; Teaching; User interfaces; Virtual reality; Learning systems; Education; Artificial Intelligence; Computer Programs; Education,,,,,,,,,,,"Mayo, M.J., Games for science and engineering education (2007) Communications of the ACM, 50 (7), pp. 30-35; Gibson, J.P., A noughts and crosses Java applet to teach programming to primary school children (2003) Proceedings of the 2nd International Conference on Principles and Practice of Programming in Java, PPPJ, 42, pp. 85-88. , Computer Science Press, New York; Kaufmann, H., Schmalstieg, D., Mathematics and geometry education with collaborative augmented reality (2002) ACM SIGGRAPH 2002 Conference Abstracts and Applications, pp. 37-41. , ACM, New York; Medicherla, P.S., Chang, G., Morreale, P., Visualization for increased understanding and learning using augmented reality (2010) Proceedings of the International Conference on Multimedia Information Retrieval, MIR 2010, pp. 441-444. , ACM, New York; Bellotti, F., Berta, R., Gloria, A.D., Primavera, L., Enhancing the educational value of video games (2009) Computers in Entertainment, 7 (2), pp. 1-18; Shelton, B., Hedley, N., Using Augmented Reality for Teaching Earth-Sun Relationships to Undergraduate Geography Students The First IEEE International Augmented Reality Toolkit Workshop, Darmstadt, Germany (September 2002), , IEEE Catalog Number: 02EX632 ISBN: 0-7803-7680-3; Papert, S., (1996) The Connected Family: Bridging the Digital Generation Gap, , Longstreet Press, Atlanta; Sharlin, E., Watson, B., Kitamura, Y., Kishino, F., Itoh, Y., On tangible user interfaces, humans and spatiality (2004) Personal Ubiquitous Computing, 8 (5), pp. 338-346; Tettegah, S., Taylor, K., Whang, E., Meistninkas, S., Chamot, R., Can virtual reality simulations be used as a research tool to study empathy, problems solving and perspective taking of educators?: Theory, method and application (2006) International Conference on Computer Graphics and Interactive Techniques, ACM SIGGRAPH 2006 Educators Program, , Article No. 35; Schrier, K., Using augmented reality games to teach 21st century skills International Conference on Computer Graphics and Interactive Techniques, ACM SIGGRAPH 2006 Educators Program (2006); Duarte, M., Cardoso, A., Lamounier Jr., E., Using Augmented Reality for Teaching Physics (2005) WRA 2005 - II Workshop on Augmented Reality, pp. 1-4; Kerawalla, L., Luckin, R., Seljeflot, S., Woolard, A., Making it real: Exploring the potential of augmented reality for teaching primary school science (2006) Virtual Reality, 10 (3-4), pp. 163-174; Kannetis, T., Potamianos, A., Towards adapting fantasy, curiosity and challenge in multimodal dialogue systems for preschoolers (2009) Proceedings of the 2009 International Conference on Multimodal Interfaces, ICMI-MLMI 2009, pp. 39-46. , ACM, New York; Africano, D., Berg, S., Lindbergh, K., Lundholm, P., Nilbrink, F., Persson, A., Designing tangible interfaces for children's collaboration (2004) CHI 2004 Extended Abstracts on Human Factors in Computing Systems, CHI 2004, pp. 853-868. , ACM, New York; Brosterman, N., (1997) Inventing Kindergarten, , Harry N. Adams Inc; Sutton-Smith, B., (1986) Toys As Culture, , Gardner Press, New York; Inkpen, K.M., Booth, K.S., Klawe, M., McGrenere, J., The Effect of Turn-Taking Protocols on Children's Learning in Mouse- Driven Collaborative Environments (1997) Proceedings of Graphics Interface (GI 97), pp. 138-145. , Canadian Information Processing Society; Stewart, J., Raybourn, E.M., Bederson, B., Druin, A., When two hands are better than one: Enhancing collaboration using single display groupware (1998) Proceedings of Extended Abstracts of Human Factors in Computing Systems, CHI 1998; Hsieh, M.-C., Lee, J.-S., (2008) AR Marker Capacity Increasing for Kindergarten English Learning, , National University of Tainan, Hong Kong; (2008) Self-Reference","Campos, P.; University of Madeira, Madeira Interactive Technologies Institute, Campus Universitário Da Penteada, 9000-390 Funchal, Portugal; email: pcampos@uma.pt",,,,"4th International Conference on Virtual and Mixed Reality, Held as Part of HCI International 2011",9 July 2011 through 14 July 2011,"Orlando, FL",85616.0,03029743,9783642220203,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-79960417994
"Porter L., Bailey Lee C., Simon B., Cutts Q., Zingaro D.",24081364400;8229722000;57203266732;6506695644;36024592100;,Experience report: A multi-classroom report on the value of peer instruction,2011,ITiCSE'11 - Proceedings of the 16th Annual Conference on Innovation and Technology in Computer Science,,,,138,142,,26.0,10.1145/1999747.1999788,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960336382&doi=10.1145%2f1999747.1999788&partnerID=40&md5=3090cbbe8b74b291c60f0c3ca8f7852c,"Computer Science and Engr. Dept., University of California, San Diego, San Diego, CA, United States; Sch. of Computing Science, University of Glasgow, Glasgow, United Kingdom; Dept. of Computer Science, University of Toronto, Toronto, ON, Canada","Porter, L., Computer Science and Engr. Dept., University of California, San Diego, San Diego, CA, United States; Bailey Lee, C., Computer Science and Engr. Dept., University of California, San Diego, San Diego, CA, United States; Simon, B., Computer Science and Engr. Dept., University of California, San Diego, San Diego, CA, United States; Cutts, Q., Sch. of Computing Science, University of Glasgow, Glasgow, United Kingdom; Zingaro, D., Dept. of Computer Science, University of Toronto, Toronto, ON, Canada","Peer Instruction (PI) has a significant following in physics, biology, and chemistry education. Although many CS educators are aware of PI as a pedagogy, the adoption rate in CS is low. This paper reports on four instructors with varying motivations and course contexts and the value they found in adopting PI. Although there are many documented benefits of PI for students (e.g. increased learning), here we describe the experience of the instructor by looking in detail at one particular question they posed in class. Through discussion of the instructors' experiences in their classrooms, we support educators in consideration of whether they would like to have similar classroom experiences. Our primary findings show instructors appreciate that PI assists students in addressing course concepts at a deep level, assists instructors in dynamically adapting their class to address student misunderstandings and, overall, that PI encourages students to be engaged in conversations which help build technical communication skills. We propose that using PI to engage students in these activities can effectively support training in analysis and teamwork skills. © 2011 ACM.",active learning; classroom response; clickers; cs1; peer instruction; prs,Active Learning; classroom response; clickers; cs1; Peer instruction; prs; Computer science; Education computing; Engineering research; Innovation; School buildings; Students; Teaching,,,,,,,,,,,"Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6; Carter, P., An experiment with online instruction and active learning in an introductory computing course for engineers: JiTT meets CS 14th Western Canadian Conference on Computing Education, 2009; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69; Cutts, Q., Carbone, A., Van Haaster, K., Using an Electronic Voting System to Promote Active Reflection on Coursework Feedback Proceedings of Intl. Conf. on Computers in Education, Melbourne, Australia, 2004; Hake, R.R., Interactive-engagement vs. traditional methods: A sixthousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1); Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biology Education, 4; Ma, L., Ferguson, J., Roper, M., Wood, M., Investigating the viability of mental models held by novice programmers Proceedings of the 38th SIGCSE Technical Symposium on Computer Science Education, 2007; Pargas, R.P., Shah, D.M., Things are clicking in computer science courses Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, 2006; Simon, B., Kohanfars, M., Lee, J., Tamayo, K., Cutts, Q., Experience report: Peer instruction in introductory computing Proceedings of the 41st SIGCSE Technical Symposium on Computer Science Education, 2010; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Su, T., Why Peer Discussion Improves Student Performance on In-Class Concept Questions (2009) Science, 323; Wieman, C., Clicker Resource Guide, , http://cwsei.ubc.ca, and the staff of the CU and UBC Science Education Initiatives; Zingaro, D., Experience report: Peer instruction in remedial computer science Proceedings of the 22nd World Conference on Educational Multimedia, Hypermedia & Telecommunications, 2010","Porter, L.; Computer Science and Engr. Dept., University of California, San Diego, San Diego, CA, United States; email: leporter@ucsd.edu",,ACM SIGCSE,,"16th Annual Conference on Innovation and Technology in Computer Science, ITiCSE'11",27 June 2011 through 29 June 2011,Darmstadt,85531.0,,9781450308878,,,English,ITiCSE - Proc. Annu. Conf. Innov. Technol. Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-79960336382
"Chen K., Pissinou N., Makki K.",57198085965;7004116359;7003460164;,Fast Normalized Cross-Correlation enhanced floating car data estimation,2011,WOCC 2011 - 20th Annual Wireless and Optical Communications Conference,,, 5872282,,,,,10.1109/WOCC.2011.5872282,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79959897595&doi=10.1109%2fWOCC.2011.5872282&partnerID=40&md5=7083e9604dd885afd626af4a843d1509,"Telecommunications and Information Technology Institute, Electrical and Computer Engineering Department, Florida International University, Miami, FL 33174, United States; College of Engineering and Information Technology, Technological University of America, Coconut Creek, FL 33066, United States","Chen, K., Telecommunications and Information Technology Institute, Electrical and Computer Engineering Department, Florida International University, Miami, FL 33174, United States; Pissinou, N., Telecommunications and Information Technology Institute, Electrical and Computer Engineering Department, Florida International University, Miami, FL 33174, United States; Makki, K., College of Engineering and Information Technology, Technological University of America, Coconut Creek, FL 33066, United States","This paper introduces a fast matching algorithm to reduce the computational cost of the matching phase in the correlation algorithm based cellular probe speed estimation [1]. Real-time traffic speed is essential in current intelligent transportation systems for identifying traffic congestion and providing high quality navigation services. The correlation algorithm shows superior performance over the localization algorithm and the handoff algorithm in both highways and local arterial. According to this method, recorded handset's signal strength profiles are compared with training traces at the same road. The speed scale which determined by the stretch or compression rate of the matched training trace is used to identify the speed of the target mobile probe. However, a critical issue of the current correlation algorithm, the time efficiency, was not investigated and discussed. The major contribution of this paper is to provide an efficient way to utilize the Fast Normalized Cross-Correlation (FNCC) algorithm to significantly reduce the computational consumption of the present correlation algorithm based method from 3N(M N) additions/subtractions and 2N(M N) multiplications to 9Mlog(M) additions/subtractions and 6Mlog(M) multiplications. Parameters N and M are size of the testing trace and the training trace, respectively. Experiment results concluded that 97% computational cost of the Pearson product Moment Correlation Co-efficient (PMCC) algorithm based matching method can be saved by implementing the FNCC method. © 2011 IEEE.",,Cellular probe; Compression rates; Computational consumption; Computational costs; Correlation algorithm; Critical issues; Fast matching algorithm; Floating car data; Handoff algorithms; High quality; Intelligent transportation systems; Localization algorithm; Matching methods; Mobile probes; Navigation service; Normalized cross-correlation; Product-moment correlation; Real time traffics; Signal strengths; Speed estimation; Time efficiencies; Algorithms; Computational efficiency; Intelligent systems; Optical communication; Probes; Real time systems; Stress intensity factors; Traffic congestion; Optical correlation,,,,,,,,,,,"Chandrasekaran, G., Varshavsky, T.V., Gruteser, M., Martin, R.P., Yang, J., Chen, Y.Y., Vehicular speed estimation using received signal strength from mobile phones (2010) Proceedings of the 12th ACM International Conference on Ubiquitous Computing, Ubicomp'10; Schrank, D., Lomax, T., (2007) The 2007 Urban Mobility Report, , Texas Transportation Institute The Texas A&M University System; Chen, K., Makki, K., Pissinou, N., A Real-Time wireless route guidance system for urban traffic management and its performance evaluation (2009) 70th IEEE Vehicular Technology Conference; Leduc, G., Road Traffic data: Collection methods and applications (2008) Working Papers on Energy, Transport and Climate Change N.1; Gibson, D., Tweedy, C., An Advanced preformed inductive loop sensor (1998) North American Travel Monitoring Exhibition and Conference (NATMEC) in Charlotte, , North Carolina; Sharma, S.C., Minimizing costs of manual traffic counts: Canadian example (1983) Transportation Research Record, 905, pp. 1-7. , TRB National Research Council, Washington, DC; Skszek, S.L., State-of-the-art report on non-traditional traffic counting methods (2001) Technical Report, FHWA-AZ-01-503, , October; Bahler, S., Minge, E., Kranig, J., Field test of nonintrusive traffic detection technologies (1998) Proc. 77th Annu. Transport. Res. Board Meeting, , Washington. DC, Jan; K̈uhne, R.D., Freeway control using a dynamic traffic flow model and vehicle reidentification techniques (1991) Transportation Research Record, 1320, p. 251; Washburn, S.S., Nihan, N.L., Estimating link travel time with mobilizer video image tracking system (1999) Journal of Transportation Engineering, 125 (1), pp. 15-20. , January; Du, J., Barth, M.J., Next-generation automated vehicle location systems: Positioning at the lane level (2008) IEEE Transactions on Intelligent Transportation Systems, 9 (1); Hellinga, B., Izadpanah, P., (2007) An Opportunity Assessment of Wireless Monitoring of Network-wide Road Traffic Conditions, , Technical report, University of Waterloo; Hellebrandt, M., Mathar, R., Scheibenbogen, M., Estimating position and velocity of mobiles in a cellular radio network (1997) IEEE Transactions on Vehicular Technology, 46 (1), pp. 65-71. , PII S0018954597013121; Gundlegard, D., Karlsson, J.M., Handover location accuracy for travel time estimation in gsm and umts (2009) IEEE ITSC, pp. 87C94; Cui, M., Femiani, J., Hu, J., Wonka, P., Razdan, A., Curve matching for open 2D curves (2009) Pattern Recognition Letters, 30 (1), pp. 1-10. , January; Lewis, J.P., Fast normalized cross-correlation (1995) Vision Interface; Phillips, T., Gauthier Dickey, C., Thurimella, R., Using transitivity to increase the accuracy of sample-based pearson correlation coefficients (2010) Data Warehousing and Knowledge Discovery: 12th International Conference, DaWaK; Chen, M.Y., Sohn, T., Chmelev, D., Haehnel, D., Hightower, J., Hughes, J., LaMarca, A., Varshavsky, A., Practical metropolitan-scale positioning for GSM phones (2006) Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 4206, pp. 225-242. , UbiComp 2006: Ubiquitous Computing - 8th International Conference, UbiComp 2006, Proceedings; Sato, S., Iwasaki, H., A skeletal parallel framework with fusion optimizer for gpgpu programming (2009) APLAS'09: Proceedings of the 7th Asian Symposium on Programming Languages and Systems, pp. 79C94. , Berlin, Heidelberg; Privacy Observant Location System (Pols), , http://pols.sourceforge.net/","Chen, K.; Telecommunications and Information Technology Institute, Electrical and Computer Engineering Department, Florida International University, Miami, FL 33174, United States; email: kchen001@fiu.edu",,,,"20th Annual Wireless and Optical Communications Conference, WOCC 2011",15 April 2011 through 16 April 2011,"Newark, NJ",85347.0,,9781457704543,,,English,WOCC - Annu. Wirel. Opt. Commun. Conf.,Conference Paper,Final,,Scopus,2-s2.0-79959897595
"Smith A.M., Stuart M.J., Greenwald R.M., Benson B.W., Dodick D.W., Emery C.A., Finnoff J.T., Mihalik J.P., Roberts W.O., Sullivan C.-A., Meeuwisse W.H.",7406756857;7202373464;7102717764;12763180400;7005602717;34769706400;6602834981;8428192600;7403316359;42862522200;7003796503;,Proceedings from the ice hockey summit on concussion: A call to action,2011,Clinical Journal of Sport Medicine,21,4,,281,287,,19.0,10.1097/JSM.0b013e318225bc15,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960205512&doi=10.1097%2fJSM.0b013e318225bc15&partnerID=40&md5=7c75ffe33b4ce9d90bd3200fde350a53,"Sports Medicine Center, Mayo Clinic, 200 First St Southwest, Rochester, MN 55905, United States; SIMBEX, LCC, Lebanon, NH, United States; Sport Medicine Centre, University of Calgary, Calgary, AB, Canada; College of Medicine, Mayo Clinic, Scottsdale, AZ, United States; University of North Carolina, Chapel Hill, NC, United States; University of Minnesota, St Paul, MN, United States; Ontario Neurotrauma Foundation, Toronto, ON, Canada","Smith, A.M., Sports Medicine Center, Mayo Clinic, 200 First St Southwest, Rochester, MN 55905, United States; Stuart, M.J., Sports Medicine Center, Mayo Clinic, 200 First St Southwest, Rochester, MN 55905, United States; Greenwald, R.M., SIMBEX, LCC, Lebanon, NH, United States; Benson, B.W., Sport Medicine Centre, University of Calgary, Calgary, AB, Canada; Dodick, D.W., College of Medicine, Mayo Clinic, Scottsdale, AZ, United States; Emery, C.A., Sport Medicine Centre, University of Calgary, Calgary, AB, Canada; Finnoff, J.T., Sports Medicine Center, Mayo Clinic, 200 First St Southwest, Rochester, MN 55905, United States; Mihalik, J.P., University of North Carolina, Chapel Hill, NC, United States; Roberts, W.O., University of Minnesota, St Paul, MN, United States; Sullivan, C.-A., Ontario Neurotrauma Foundation, Toronto, ON, Canada; Meeuwisse, W.H., Sport Medicine Centre, University of Calgary, Calgary, AB, Canada","Objective: The objective of this proceeding is to integrate the concussion in sport literature and sport science research on safety in ice hockey to develop an action plan to reduce the risk, incidence, severity, and consequences of concussion in ice hockey. Methods: A rationale paper outlining a collaborative action plan to address concussions in hockey was posted for review two months prior to the Ice Hockey Summit: Action on Concussion. Focused presentations devoted specifically to concussion in ice hockey were presented during the Summit and breakout sessions were used to develop strategies to reduce concussion in the sport. This proceedings and a detailed scientific review (a matrix of solutions) were written to disseminate the evidencebased information and resulting concussion reduction strategies. The manuscripts were reviewed by the authors, advisors and contributors to ensure that the opinions and recommendations reflect the current level of knowledge on concussion in hockey. Results: Six components of a potential solution were articulated in the Rationale paper and became the topics for breakout groups that followed the professional, scientific lectures. Topics that formed the core of the action plan were: metrics and databases; recognizing, managing, and return to play; hockey equipment and ice arenas; prevention and education; rules and regulations; and expedient communication of the outcomes. The attendees in breakout sessions identified action items for each section. The most highly ranked action items were brought to a vote in the open assembly, using an Audience Response System (ARS). The strategic planning process was conducted to assess: Where are we at?; Where must we get to?; and What strategies are necessary to make progress on the prioritized action items? Conclusions: Three prioritized action items for each component of the solution and the percentage of the votes received are listed in the body of this proceeding. © 2011 Lippincott Williams & Wilkins.",concussion; hockey,concussion; conference paper; disability severity; education; human; ice hockey; incidence; occupational safety; outcome assessment; priority journal; protective equipment; risk reduction; scientific literature; strategic planning; Adolescent; Brain Concussion; Child; Congresses as Topic; Female; Guidelines as Topic; Hockey; Humans; Incidence; Male; Prevalence,,,,,,,,,,,"Visek, A., Watson, J., Ice hockey players' legitimacy of aggression and professionalization of attitudes (2005) Sport Psychologist, 19 (2), pp. 178-192; Gee, C.J., Leith, L.M., Aggressive behavior in professional ice hockey: A cross-cultural comparison of North American and European born NHL players (2007) Psychol Sport Exerc, 8, pp. 567-583; Collins, C.L., Fields, S.K., Comstock, R.D., When the rules of the game are broken: What proportion of high school sports-related injuries are related to illegal activity? (2008) Inj Prev, 14, pp. 34-38; Ijs, W., Goodman, D., Concussion in youth hockey: Prevelance, risk factors, and management across observation strategies (2009) J ASTM Int, 6, p. 3; Aubry, M., Cantu, R., Dvorak, J., Summary and agreement statement of the First International Conference on Concussion in Sport, Vienna 2001. Recommendations for the improvement of safety and health of athletes who may suffer concussive injuries (2002) Br J Sports Med, 36, pp. 6-10; McCrory, P., Johnston, K., Meeuwisse, W., Aubry, M., Cantu, R., Dvorak, J., Graf-Baumann, T., Schamasch, P., Summary and agreement statement of the 2nd International Conference on Concussion in Sport, Prague 2004 (2005) British Journal of Sports Medicine, 39 (4), pp. 196-204. , DOI 10.1136/bjsm.2005.018614; McCrory, P., Meeuwisse, W., Johnston, K., Consensus statement on Concussion in Sport - The 3rd International Conference on Concussion in Sport held in Zurich, November 2008 (2009) J Sci Med Sport., 12, pp. 340-351; Ashare, A., Greenwald, R., (2009) Safety in Ice Hockey, 5. , West Conshohocken, PA: ASTM International; Ashare, A.B., (2000) Safety in Ice Hockey, 3. , West Conshohocken, PA: ASTM International; Castaldi, C.R., Bishop, P.J., Hoerner, E.F., (1993) Safety in Ice Hockey, 2. , West Conshohocken, PA: ASTM International; Castaldi, C.R., Hoerner, E.F., (1989) Safety in Ice Hockey, 1. , West Conshohocken, PA: ASTM International; Pearsall, D.J., Ashare, A.B., (2004) Safety in Ice Hockey, 4. , West Conshohocken, PA: ASTM International; Smith, A.M., Stuart, M.J., Dodick, D., Zero Tolerance for Concussions and Other Neurotrauma in Ice Hockey: Rationale for Collaborative Action, , http://www.mayo.edu/cme/files/dmfile/ Rationale_Collaborative_Action_8_24_10.pdf, [Prereading Prior to Ice Hockey Summit]. Rochester MN: Mayo Clinic Accessed June 15, 2011; Bernard, D., Trudel, P., The values of coaches and players about rule infractions, violence and ethics (2004) Safety in Ice Hockey, 4, pp. 152-163. , Pearsall DJ, Ashare AB, eds West Conshohoken, PA: ASTM International STP 1446; Bernstein, R., (2006) The Code: The Unwritten Rules of Fighting and Retaliation in the NHL, , Chicago, IL: Triumph Books; Bloom, G., Vanier, J., Coaches' perceptions of aggression in elite women's ice hockey (2004) Safety in Ice Hockey, 4, pp. 12-23. , Pearsall DJ, Ashare AB, eds West Conshohoken, PA: ASTM International STP 1446; Brunelle, J.-P., Goulet, C., Arguin, H., Promoting respect for the rules and injury prevention in ice hockey: Evaluation of the Fair-Play program (2005) Journal of Science and Medicine in Sport, 8 (3), pp. 294-304. , DOI 10.1016/S1440-2440(05)80040-4; Crawford, B., Stuart, M.J., Smith, A.M., Intimidation in ice hockey: An exploratory assessment (2004) Safety in Ice Hockey, 4, pp. 26-37. , Pearsall DJ, Ashare AB, eds West Conshohoken, PA: ASTM International STP 1446; Link, A., Stuart, M., Finnoff, J., (2007) Dangers of Helmet (Locker) Boxing, , Hockey Education Program (HEP) Newsletter. November; Link, A., Stuart, M., Finnoff, J., Talk to players about ""locker boxing"" Rochester Youth Hockey Association (RYHA) (2008) Newsletter, , January; Marcotte, G., Simard, D., Fair play: An approach to hockey for the 1990s (1993) Safety in Ice Hockey, 2, pp. 100-108. , Castaldi CR, Bishop PJ, Hoerner EF, eds West Conshohoken, PA: ASTM International STP 1212; Smith, M.D., The legitimization of violence: Hockey player's perceptions of their reference groups' sanctions for assault (1975) Can Rev Sociol Anthropol, 12, pp. 72-80; Dorsch, K., Paskevich, D., Stressful experiences among six certification levels of ice hockey officials (2007) Psychol Sport Exerc, 8, pp. 585-593; Fraser, K., (2010) The Final Call, , Bolton ON Canada: Fenn Publishing Company; Gilbert, W., Trudel, P., A profile of rule infractions in Bantam level ice hockey (2000) Safety in Ice Hockey, 3, pp. 291-301. , STP 1341; Mihalik, J.P., Greenwald, R.M., Blackburn, J.T., Effect of infraction type on head impact severity in youth ice hockey (2010) Med Sci Sports Exerc, 42, pp. 1431-1438; Scapinello, R., Simpson, R., (2006) Between the Lines: Not-So-Tall Tales from Ray""Scampy"" Scapinello's Four Decades in the NHL, , Canada: John Wiley&Sons; Asplund, C., Bettcher, S., Borchers, J., Facial protection and head injuries in ice hockey: A systematic review (2009) Br J Sports Med, 43, pp. 993-999; Benson, B.W., Rose, M.S., Meeuwisse, W.H., The impact of face shield use on concussions in ice hockey: A multivariate analysis (2002) British Journal of Sports Medicine, 36 (1), pp. 27-32. , DOI 10.1136/bjsm.36.1.27; Bishop, P.J., Preliminary evaluation of selected hockey equipment tested according to en TS15256: Protective clothing-hand, arm, leg, genital, and neck protectors for use in ice hockey-protectors for players other than goalkeepers-requirements and test methods (2009) J ASTM Int, 6, p. 5; Halstead, P.D., Alexander, C.F., Cook, E.M., Hockey headgear and the adequacy of current designs and standards (2000) Safety in Ice Hockey, 3, pp. 93-100. , Ashare AB, ed West Conshohoken, PA: ASTM International STP 1341; Laprade, R., Broxterman, J., The single strap helmet fixation system in intercollegiate ice hockey: A source of variable face protection (2000) Safety in Ice Hockey, 3, pp. 124-129. , Ashare AB, ed West Conshohoken, PA: ASTM International; STP 1341; Mihalik, J.P., McCaffrey, M.A., Rivera, E.M., Effectiveness of mouthguards in reducing neurocognitive deficits following sportsrelated cerebral concussion (2007) Dent Traumatol, 23, pp. 14-20; Watson, R.C., Nystrom, M.A., Buckolz, E., Safety in Canadian junior ice hockey: The association between ice surface size and injuries and aggressive penalties in the Ontario hockey league (1997) Clinical Journal of Sport Medicine, 7 (3), pp. 192-195; Wennberg, R., Collision frequency in elite hockey on North American versus international size rinks (2004) Canadian Journal of Neurological Sciences, 31 (3), pp. 373-377; Echemendia, R.J., Herring, S., Bailes, J., Who should conduct and interpret the neuropsychological assessment in sports-related concussion? (2009) Br J Sports Med, 43 (SUPPL. 1), pp. i32-i35; Sye, G., Sullivan, S.J., McCrory, P., High school rugby players' understanding of concussion and return to play guidelines (2006) Br J Sports Med, 40, pp. 1003-1005; Benson, B.W., Hamilton, G.M., Meeuwisse, W.H., Is protective equipment useful in preventing concussion? A systematic review of the literature (2009) Br J Sports Med, 43 (SUPPL. 1), pp. i56-i67; Dick, R.W., Is there a gender difference in concussion incidence and outcomes? 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Flagler Beach, FL: USA Hockey, Athletic Guide Publishing; Smith, A.M., Stuart, M.J., Aml, C., A psychosocial perspective of aggression in ice hockey (2000) Safety in Ice Hockey, 3, pp. 199-215. , Ashare AB, ed West Conshohoken, PA: ASTM International; STP 1341; Rudolph, M., Rule changes: Their effect on the safety in ice hockey (1989) Safety in Ice Hockey, 1, pp. 35-36. , Castaldi CR, Hoerner EF, eds West Conshohoken, PA: ASTM International STP 1050; Watson, R.C., Singer, C.D., Sproule, J.R., Checking from behind in ice hockey: A study of injury and penalty data in the Ontario University Athletic Association hockey league (1996) Clinical Journal of Sport Medicine, 6 (2), pp. 108-111; Klugl, M., Shrier, I., McBain, K., The prevention of sport injury: An analysis of 12 000 published manuscripts (2010) Clin J Sport Med., 20, pp. 407-412; Mariconda, J., Mariconda, A., Rediscovering youth sportsmanship (2004) Safety in Ice Hockey, 4, pp. 135-138. , Pearsall DJ, Ashare AB, eds West Conshohoken, PA: ASTM International STP 1446; Stuart, M.J., Smith, A.M., Malo-Ortiguera, S.A., Fischer, T.L., Larson, D.R., A comparison of facial protection and the incidence of head, neck, and facial injuries in Junior A hockey players: A function of individual playing time (2002) American Journal of Sports Medicine, 30 (1), pp. 39-44; Warsh, J.M., Constantin, S.A., Howard, A., A systematic review of the association between body checking and injury in youth ice hockey (2009) Clin J Sport Med, 19, pp. 134-144","Smith, A.M.; Sports Medicine Center, Mayo Clinic, 200 First St Southwest, Rochester, MN 55905, United States; email: smith.aynsley@mayo.edu",,,,,,,,1050642X,,CJSME,21847809.0,English,Clin. J. Sport Med.,Conference Paper,Final,,Scopus,2-s2.0-79960205512
"Smith A., Stuart M., Greenwald R., Benson B., Dodick D., Emery C., Finnoff J., Mihalik J., Roberts W., Sullivan C.A., Meeuwisse W.",7406756857;7202373464;7102717764;12763180400;7005602717;34769706400;6602834981;8428192600;7403316359;42862522200;7003796503;,Proceedings from the ice hockey summit on concussion: A call to action,2011,Clinical Neuropsychologist,25,5,,689,701,,4.0,10.1080/13854046.2011.586561,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960664780&doi=10.1080%2f13854046.2011.586561&partnerID=40&md5=90b04c6cf5e2f72bf8a00476fd7a46aa,,"Smith, A.; Stuart, M.; Greenwald, R.; Benson, B.; Dodick, D.; Emery, C.; Finnoff, J.; Mihalik, J.; Roberts, W.; Sullivan, C.A.; Meeuwisse, W.","The objective of this proceedings is to integrate the concussion in sport literature and sport science research on safety in ice hockey to develop an action plan to reduce the risk, incidence, severity, and consequences of concussion in ice hockey. A rationale paper outlining a collaborative action plan to address concussions in hockey was posted for review two months prior to the Ice Hockey Summit: Action on Concussion. Focused presentations devoted specifically to concussion in ice hockey were presented during the Summit and breakout sessions were used to develop strategies to reduce concussion in the sport. This proceedings and a detailed scientific review (a matrix of solutions) were written to disseminate the evidence-based information and resulting concussion reduction strategies. The manuscripts were reviewed by the authors, advisors and contributors to ensure that the opinions and recommendations reflect the current level of knowledge on concussion in hockey. Six components of a potential solution were articulated in the Rationale paper and became the topics for breakout groups that followed the professional, scientific lectures. Topics that formed the core of the action plan were: metrics and databases; recognizing, managing and return to play; hockey equipment and ice arenas; prevention and education; rules and regulations; and expedient communication of the outcomes. The attendees in breakout sessions identified action items for each section. The most highly ranked action items were brought to a vote in the open assembly, using an Audience Response System (ARS). The strategic planning process was conducted to assess: Where are we at?; Where must we get to?; and What strategies are necessary to make progress on the prioritized action items? Three prioritized action items for each component of the solution and the percentage of the votes received are listed in the body of this proceedings. © 2011 Psychology Press.",Concussion; Hockey,brain concussion; conference paper; human; injury; practice guideline; safety; sport; standard; Brain Concussion; Guidelines as Topic; Hockey; Humans; Safety,,,,,,,,,,,"Visek, A., Watson, J., Ice hockey players' legitimacy of aggression and professionalization of attitudes (2005) Sport Psychologist, 19 (2), pp. 178-192; Gee, C.J., Leith, L.M., Aggressive behavior in professional ice hockey: A cross-cultural comparison of North American and European born NHL players (2007) Psychology of Sport and Exercise, 8, pp. 567-583; Collins, C.L., Fields, S.K., Comstock, R.D., When the rules of the game are broken: What proportion of high school sports-related injuries are related to illegal activity? 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(2009) British Journal of Sports Medicine, 43, pp. i28-i31; Sandler, S.J., Figaji, A.A., Adelson, P.D., Clinical applications of biomarkers in pediatric traumatic brain injury (2010) Childs Nerv Syst, 26, pp. 205-213; Schatz, P., Pardini, J.E., Lovell, M.R., Collins, M.W., Podell, K., Sensitivity and specificity of the ImPACT Test Battery for concussion in athletes (2006) Archives of Clinical Neuropsychology, 21 (1), pp. 91-99. , DOI 10.1016/j.acn.2005.08.001, PII S0887617705001356; Stalnacke, B.-M., Ohlsson, A., Tegner, Y., Sojka, P., Serum concentrations of two biochemical markers of brain tissue damage S-100B and neurone specific enolase are increased in elite female soccer players after a competitive game (2006) British Journal of Sports Medicine, 40, pp. 313-316; Stalnacke, B.-M., Tegner, Y.M., Sojka, P.M., Playing ice hockey and basketball increases serum levels of S-100B in elite players: A pilot study (2003) Clin J Sport Med, 13, pp. 292-301; Stuart, M.J., Link, A.A., Smith, A.M., Krause, D.A., Sorenson, M.C., Larson, D.R., Skate blade neck lacerations: A survey and case follow-up (2009) Clin J Sport Med, 19, pp. 494-497; Bishop, P.J., The acceleration-axonal strain relationship and MTBI: Future direction for head protection (2009) Safety in Ice Hockey, 5, pp. 3-8; Coulson, N.R., Foreman, S.E., Hoshizaki, T.B., Translational and rotational accelerations generated during reconstructed ice hockey impacts on a Hybrid III head form (2009) Journal of ASTM International (JAI), 6; Rousseau, P., Post, A., Hoshizaki, T.B., A comparison of peak linear and angular headform accelerations using ice hockey helmets (2008) Journal of ASTM International (JAI), 6; St. John, A., Anatomy of a NASCAR Crash (2009) Popular Mechanics., 2010. , Hearst Communication, Inc; (1999) To Err Is Human: Building A Safer Health System., 2010. , Committee on Quality of Health Care in America. 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(2010) Clin J Sport Med, 20, pp. 399-401; Stuart, M.J., Smith, A.M., Malo-Ortiguera, S.A., Fischer, T.L., Larson, D.R., A comparison of facial protection and the incidence of head, neck, and facial injuries in Junior A hockey players: A function of individual playing time (2002) American Journal of Sports Medicine, 30 (1), pp. 39-44; Warsh, J.M., Constantin, S.A., Howard, A., MacPherson, A., A systematic review of the association between body checking and injury in youth ice hockey (2009) Clin J Sport Med, 19, pp. 134-144; Schneider, K.J., Emery, C.A., Kang, J., Schneider, G.M., Meeuwisse, W.H., Examining Sport Concussion Assessment Tool ratings for male and female youth hockey players with and without a history of concussion (2010) British Journal of Sports Medicine, 44, pp. 1112-1117","Smith, A.",,,,,,,,13854046,,CLNEE,21756209.0,English,Clin. Neuropsychol.,Review,Final,,Scopus,2-s2.0-79960664780
"Tse E., Beckwith R., Schöning J., Rogers Y., Huber J., Mühlhäuser M., Marentette L.",15023424100;57196793383;57200009317;7003925319;36096007600;7003434700;22835429200;,Child Computer Interaction: Workshop on UI technologies and educational pedagogy,2011,Conference on Human Factors in Computing Systems - Proceedings,,,,2445,2448,,4.0,10.1145/1979742.1979580,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79957951913&doi=10.1145%2f1979742.1979580&partnerID=40&md5=b0f40ba0d146774b56a8f2e04601b0a8,"SMART Technologies, Calgary, AB, Canada; Intel Corporation, Beaverton, OR, United States; DFKI GmbH, Saarbruecken, Germany; Open University, Milton Keynes, MK7 6AA, United Kingdom; Technische Universität Darmstadt, Darmstadt, Germany; Union County Public Schools, Monroe, NC, United States","Tse, E., SMART Technologies, Calgary, AB, Canada; Beckwith, R., Intel Corporation, Beaverton, OR, United States; Schöning, J., DFKI GmbH, Saarbruecken, Germany; Rogers, Y., Open University, Milton Keynes, MK7 6AA, United Kingdom; Huber, J., Technische Universität Darmstadt, Darmstadt, Germany; Mühlhäuser, M., Technische Universität Darmstadt, Darmstadt, Germany; Marentette, L., Union County Public Schools, Monroe, NC, United States","Given the growth of Child Computer Interaction research and of the rapid adoption of interactive technologies as teaching tools, next generation HCI technologies play an important role in the future of education. Educators rely on technology to improve/adapt learning to the pedagogical needs of learners, thus the HCI community needs to examine how these concepts can be matched to contemporary paradigms in Educational pedagogy. The classroom is a challenging environment for evaluation, thus new interaction techniques need to be established to prove the value of new HCI interactions in the educational space. This workshop provides a forum to discuss key HCI issues facing next generation education ranging from whole class interactive whiteboards, small group interactive multi-touch tables, and individual personal response systems in the classroom and fits into the CHI 2011 featured community Child Computer Interaction.",Child-Computer Interaction; Education; Gestures; Large displays; Multitouch; Next generation HCI; Pedagogy,Child-Computer Interaction; Gestures; Large displays; Multi-touch; Next generation HCI; Pedagogy; Display devices; Engineering education; Human engineering; School buildings; Teaching; Technology; User interfaces; Human computer interaction,,,,,,,,,,,,"Tse, E.; SMART Technologies, Calgary, AB, Canada; email: edwardtse@smarttech.com",,"Assoc. Comput. Mach., Spec. Interest Group;Comput.-Hum. Interact. (ACM SIGCHI)",,"29th Annual CHI Conference on Human Factors in Computing Systems, CHI 2011",7 May 2011 through 12 May 2011,"Vancouver, BC",85042.0,,9781450302289,,,English,Conf Hum Fact Comput Syst Proc,Conference Paper,Final,,Scopus,2-s2.0-79957951913
"Armstrong R.J., Dejong J.T., Yafrate N.J.",26641049400;7005368829;22036879600;,Engaging students with diverse learning styles in large geotechnical engineering classes,2011,Geotechnical Special Publication,,211 GSP,,2857,2866,,,10.1061/41165(397)293,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79956371438&doi=10.1061%2f41165%28397%29293&partnerID=40&md5=752eca5de182d12df2ca5062d5354ec1,"Department of Civil and Environmental Engineering, University of California, Davis, CA 95616, United States; Geosyntec Consultants, Acton, MA 01720 01720, United States","Armstrong, R.J., Department of Civil and Environmental Engineering, University of California, Davis, CA 95616, United States; Dejong, J.T., Department of Civil and Environmental Engineering, University of California, Davis, CA 95616, United States; Yafrate, N.J., Geosyntec Consultants, Acton, MA 01720 01720, United States",A teaching method for large geotechnical engineering classes that integrates a classroom communication system (CCS) and tablet PC (TPC) was developed to create a learning environment in which all student learning styles are engaged and the lecture is seamlessly controlled within a single platform. The teaching method described herein is based on the recognition of the importance of engaging all student learning styles to improve overall student comprehension. The integration of the CCS and TPC in the teaching method presented herein enables all student learners to be engaged while allowing the instructor to present digital information effectively. The teaching method was developed and offered in one large upper-division geotechnical soil mechanics class at UC Davis. The results of the method's implementation are presented in this paper. © 2011 ASCE.,Engineering education; Geotechnical engineering; Students,Classroom communication systems; Digital information; Engaging students; Geotechnical; Learning environments; Learning Style; Single platform; Student learning; Tablet PCs; Teaching methods; UC Davis; Communication systems; Engineering; Geotechnical engineering; Personal computers; Soil mechanics; Students; Teaching; Technical presentations; Engineering education,,,,,,,,,,,"Armstrong, R.J., DeJong, J.T., Yafrate, N.J., Engaging students with diverse learning styles in large, media-intensive engineering classes using an integrated tablet PC - Classroom communication system platform (2010) Electronic Journal of Geotechnical Engineering, 15 H, pp. 773-794; Brophy, S.P., Walker, D.G., Case study of the pedagogical impact of tablet PCs as a presentation medium in large-scale engineering classrooms (2005) ASEE Conference & Exposition; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Enriquez, A., Developing an interactive learning network using tablet PCs in sophomore level engineering courses (2007) ASEE Conference & Exposition; Fan, K.-Y.D., Van Den Blink, C., A comparison and evaluation of personal response system in introductory computer programming (2006) ASEE Conference & Exposition; Felder, R.M., Brent, R., (2000) Effective Teaching, , North Carolina State University; Felder, R.M., Silverman, L.K., Learning and teaching styles in engineering education (1988) Journal of Engineering Education, 78 (7), pp. 674-681; Felder, R.M., Spurlin, J., Applications, reliability and validity of the index of learning styles (2005) International Journal of Engineering Education, 21 (PART 1), pp. 103-112. , Virtual Instrumentation: Intergrating LabVIEW with Modern Engineering Education Tools; Frolik, J., Zurn, J.B., Evaluation of tablet PCs for engineering content development and instruction (2004) ASEE Conference & Exposition; Russell, M., Blended learning: Enriching the class activity with technology (2007) ASEE Conference & Exposition; Sticklen, J., Urban-Lurain, M., Enhancing learning of low ability students in multi-section freshman lecture/laboratory classes (2006) ASEE Conference & Exposition; Toto, R., Wharton, M., Cimbala, J., Wise, J., One step beyond: Lecturing with a tablet PC (2006) ASEE Conference & Exposition","Armstrong, R. J.; Department of Civil and Environmental Engineering, University of California, Davis, CA 95616, United States",,Geo-Institute of ASCE;Industrial Fabrics Association International;North American Geosynthetics Society;Geosynthetics Materials Association,,Geo-Frontiers 2011: Advances in Geotechnical Engineering,13 March 2011 through 16 March 2011,"Dallas, TX",84889.0,08950563,9780784411650,GSPUE,,English,Geotech Spec Publ,Conference Paper,Final,,Scopus,2-s2.0-79956371438
Robbins S.,23031818000;,Beyond clickers: Using classque for multidimensional electronic classroom interaction,2011,SIGCSE'11 - Proceedings of the 42nd ACM Technical Symposium on Computer Science Education,,,,661,666,,9.0,10.1145/1953163.1953347,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79954432642&doi=10.1145%2f1953163.1953347&partnerID=40&md5=8117ce4917a586951a7528d09dde7899,"Department of Computer Science, University of Texas, San Antonio, United States","Robbins, S., Department of Computer Science, University of Texas, San Antonio, United States","ClassQue is a classroom response system that goes beyond clickers to allow a wide selection of classroom interactions: teacher to individual student, teacher to all students, student to teacher and student to student. Questions are not restricted to multiple choice, and multiple questions can be pending at one time. One student can anonymously comment on another student's answer. After the class, students and teachers can receive reports of the classroom interactions. The current version of ClassQue is available for use in an environment in which each student is seated at a computer.",Classroom response system; Clickers; Curriculum,Classroom interaction; Clickers; Electronic classroom; Multiple choice; Response systems; Wide selection; Computer science; Curricula; Education computing; Engineering education; School buildings; Students; Teaching,,,,,,,,,,,"Abrahamson, A.L., An overview of teaching and learning research with classroom communication systems (1998) International Conference on Teaching of Mathematics, (1998). , Village of Pythagorion, Samos, Greece; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, (2002), pp. 13-23; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109. , DOI 10.1007/s10956-006-0360-1; Hake, R.R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1998), pp. 64-74; Hauswirth, M., Adamoli, A., Informa: An extensible framework for group response systems (2008) Proceedings of the 4th International Conference on Collaborative Computing, (2008); Hauswirth, M., Adamoli, A., Solve & evaluate with informa: A java-based classroom response system for teaching java (2009) Principles and Practice of Programming in Java, (2009); Koile, K., Singer, D., Development of a tablet-PC-based system to increase instructor-student interactions and student learning (2006) Workshop on the Impact of Pen-based Technology on Education, , April 2006; Robbins, S., (2010) ClassQue, , http://vip.cs.utsa.edu/classque, Retrieved November 30, 2010 from; Roschelle, J., Vahey, P., Tatar, D., Kaput, J., Hegedus, S., Five key considerations for networking in a hand-held-based mathematics classroom (2003) Proceedings of the 27th Conference of the International Group for Psychology of Mathematics Education, (2003)","Robbins, S.; Department of Computer Science, University of Texas, San Antonio, United States; email: srobbins@cs.utsa.edu",,ACM SIGCSE,,"42nd ACM Technical Symposium on Computer Science Education, SIGCSE 2011",9 March 2011 through 12 March 2011,"Dallas, TX",84535.0,,9781450305006,,,English,SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-79954432642
Chamillard A.T.,6506644031;,Using a student response system in CS1 and CS2,2011,SIGCSE'11 - Proceedings of the 42nd ACM Technical Symposium on Computer Science Education,,,,299,304,,6.0,10.1145/1953163.1953253,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79954427582&doi=10.1145%2f1953163.1953253&partnerID=40&md5=01560d31bacb8498a918478a38599f0b,"Computer Science Department, University of Colorado at Colorado Springs, Colorado Springs, CO 80933-7150, United States","Chamillard, A.T., Computer Science Department, University of Colorado at Colorado Springs, Colorado Springs, CO 80933-7150, United States","Professors are continually exploring ways to increase the engagement of their students, but are sometimes concerned that doing ""fun"" things in class could adversely affect student learning. Over the course of several semesters, we had the same professor teach several CS1 and CS2 courses for computer science and game development majors. As part of his classroom approach, the professor used a student response system to engage the students in the flow of the lecture. In this paper, we examine the relationships between student participation using the student response system and student performance in the course assessments. We also explore the relationship between each student's perceived mastery of course topics and their demonstrated mastery of those topics on the Final Exam. Finally, we explore several differences between the multiple courses included in the study.",Computer science curriculum; Student engagement; Student performance; Student response system,Computer science curricula; Course assessment; CS2 course; Game development; Multiple course; Student engagement; Student learning; Student participation; Student performance; Student response system; Computer science; Curricula; Education computing; Engineering education; Interactive computer systems; Students; Teaching,,,,,,,,,,,"Ayu, M.A., Taylor, K., Mantoro, T., Active learning: Engaging students in the classroom using mobile phones (2009) Proceedings of the 2009 IEEE Symposium on Industrial Electronics & Applications (ISIEA 2009), 2, pp. 711-715. , Kuala Lumpur, Malaysia, October; Chamillard, A.T., Joiner, J.K., Using lab practica to evaluate programming ability (2001) SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education), pp. 159-163; Cutts, Q.I., Kennedy, G.E., Connecting learning environments using electronic voting systems (2005) Proceedings of the 7th Australasian Conference on Computing Education, pp. 181-186. , Newcastle, New South Wales, Australia; Denning, T., Griswold, W.G., Simon, B., Wilkerson, M., Multimodal communication in the classroom: What does it mean for us? (2006) Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, pp. 219-223. , Houston, TX, March; Esponda, M., Electronic voting on-the-fly with mobile devices (2008) Proceedings of the Thirteenth Annual Conference on Innovation and Technology in Computer Science Education, pp. 93-97. , Madrid, Spain; (2010) I>clicker: The Decision Is Simple, , http://www.iclicker.com/dnn/, Iclicker.com Retrieved November 29, 2010 from; Kay, R.H., LeSage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827. , November; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561. , July; Lazar, A., Engaged learning in a computer science course (2007) The Journal of Computing Sciences in Colleges, 23 (1), pp. 38-44. , October; Lichti, S.M., Purdue's system-wide deployment of a classroom response system (2006) Proceedings ACM SIGUCCS User Services Conference, 2006, pp. 196-200. , DOI 10.1145/1181216.1181260, 1181260, Proceedings of the 34th Annual ACM SIGUCCS Conference 2006; Murphy, T., Success and failure of audience response systems in the classroom (2008) Proceedings of SIGUCCS 2008, pp. 33-37. , Portland, Oregon, October; Morgan Robin, K., Exploring the pedagogical effectiveness of clickers (2008) Sight: A Journal of Scholarly Teaching, 3, pp. 31-36; Pargas, R.P., Shah, D.M., Things are clicking in computer science courses (2006) Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, pp. 474-477. , Houston, TX, March 1-5; Sanseverino, M., Pedagogy that clicks: ""Clickers"" in the CSC classroom (2010) Proceedings of the 15th Western Canadian Conference on Computer Education (WCCCE 2010), , Kelowna, British Columbia, Canada; Simon, B., Anderson, R., Hoyer, C., Su, J., Preliminary experiences with a tablet PC based system to support active learning in computer science courses (2004) SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education), 36 (3), pp. 213-217. , DOI 10.1145/1026487.1008053, inroads - SIGCSE Bulletin - ITiCSE 2004 - Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education; Taneja, A., The influence of personal response systems on students' perceived learning outcomes and course satisfaction (2009) The Journal of Computing Sciences in Colleges, 25 (2), pp. 5-11. , December; Tiwari, D., Sehgal, R., Bansal, J., Murthy, S., Clicking away the distance from education (2010) Proceedings of the 2010 International Conference on Technology for Education (T4E), pp. 17-23. , July 1-3; Wilkerson, M., Griswold, W.G., Simon, B., Ubiquitous presenter: Increasing student access and control in a digital lecturing environment (2005) Proceedings of the Thirty-Sixth SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2005, pp. 116-120. , Proceedings of the Thirty-Sixth SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2005","Chamillard, A. T.; Computer Science Department, University of Colorado at Colorado Springs, Colorado Springs, CO 80933-7150, United States; email: chamillard@cs.uccs.edu",,ACM SIGCSE,,"42nd ACM Technical Symposium on Computer Science Education, SIGCSE 2011",9 March 2011 through 12 March 2011,"Dallas, TX",84535.0,,9781450305006,,,English,SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-79954427582
"Solowiej K., Upton D.",36139728700;12788852800;,Using electronic voting systems in wound care conferences,2011,Wounds UK,7,1,,58,60,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955504343&partnerID=40&md5=b2e12e400a5fa8e98cd9dcf62fcb4fd2,"Department of Psychological Sciences, Institute of Health and Society, University of Worcester, United Kingdom; Institute of Health and Society, University of Worcester, United Kingdom","Solowiej, K., Institute of Health and Society, University of Worcester, United Kingdom; Upton, D., Department of Psychological Sciences, Institute of Health and Society, University of Worcester, United Kingdom","There is evidence to suggest that electronic voting systems (EVS) have been successful in facilitating student learning. However, studies that investigate the application of EVS technology in other areas, for example professional conference settings, are limited. Furthermore, little if any research exists that examines the usefulness of EVS in wound care. This article reviews the literature on the use of EVS technology and considers the strengths and weaknesses of implementing EVS in professional wound care conference settings. Recommendations for future use and tips for presentation are also provided.",Audience response; Conferences; Education; Electronic voting systems (EVS),clinical practice; electronic data interchange; learning; review; teaching; technology; wound care,,,,,,,,,,,"Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Assoc Learning Tech J, 11 (3), pp. 43-57; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) Am J Pharm Educ, 73 (2), pp. 1-7; Cain, J., Robinson, E., A primer on audience response systems: Current applications and future considerations (2008) Am J Pharm Educ, 72 (4), pp. 1-6; Collins, L.J., Moore, M.E., Shaw-Kokot, J., Livening up the classroom: Using audience response systems to promote active learning (2007) Med Ref Serv Q, 26 (1), pp. 81-88; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Aust J Educ Tech, 18, pp. 13-23; Duggan, P.M., Palmer, E., Devitt, P., Electronic voting to encourage interactive lectures: A randomised controlled trial (2007) BMC Med Educ, 7 (25), pp. 1-9; Elliot, C., Using a personal response system in economics teaching (2001) Int Rev Econ Educ, 1 (1), pp. 80-86; Kay, R.H., LeSage, A., A strategic assessment of audience response systems used in higher education (2009) Aust J Educ Tech, 25 (2), pp. 235-249; King, S.O., Robinson, C.L., 'Pretty lights' and maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Comput Educ, 53 (1), pp. 189-199; Masikunis, G., Panayiotidis, A., Burke, L., Changing the nature of lectures using a personal response system (2009) Innov Educ Teach Int, 46 (2), pp. 199-212; Palmer, E.J., Devitt, P.G., De Young, N.J., Morris, D., (2005) Assessment of An Electronic Voting System Within the Tutorial Setting: A Randomised Controlled Trial, , http://www.biomedcentral.com/1472-6920/5/24/, Available at: [accessed 9 December, 2010]; Penuel, W.R., Crawford, V., Haydel DeBarger, A., (2009) Teaching with Student Response System Technology, , www.audienceresponseinfo.com/teaching-with-student-response-system- technology/#more-25, Available online at: accessed 9 December, 2010; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830. , DOI 10.1016/j.ajog.2005.07.075, PII S0002937805011609; Robertson, L.J., (2009) Twelve Tips for Using A Computerised Audience Response System, , www.audienceresponseinfo.com/interactive-audience-response-system-twelve- tips, Available online at: accessed 9 December, 2010; Torbeck, L., Enhancing programme evaluation using the Audience Response System (2007) Med Educ, 41, pp. 1088-1089","Solowiej, K.; Institute of Health and Society, University of WorcesterUnited Kingdom",,,,,,,,17466814,,,,English,Wounds UK,Review,Final,,Scopus,2-s2.0-79955504343
"Fischer E.A., Coleman K.J.",56056050400;56055526600;,How local election officials view election reform: Results of three national surveys,2011,Voting and Election Reform,,,,1,95,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84895310471&partnerID=40&md5=851ed1a21ce25fbe29122be2a4f9e8b1,,"Fischer, E.A.; Coleman, K.J.","Local election officials (LEOs) are critical to the administration of federal elections and the implementation of the Help America Vote Act of 2002 (HAVA, P.L. 107-252). Three surveys of LEOs were performed by academic institutions in collaboration with the Congressional Research Service. Although care needs to be taken in interpreting the results, they may have implications for several policy issues, such as how election officials are chosen and trained, the best ways to ensure that voting systems and election procedures are sufficiently effective, secure, and voter-friendly, and whether adjustments should be made to HAVA requirements. Major results include the following: The demographic characteristics of LEOs differ from those of other government officials. Almost three-quarters are women, and 5% are minorities. Most do not have a college degree, and most were elected, although those characteristics appear to be changing. Some results suggest areas of potential improvement such as in training and participation in professional associations. LEOs believed that the federal government has too great an influence on the acquisition of voting systems, and that local elected officials have too little. Their concerns increased from 2004 to 2006 about the influence of the media, political parties, advocacy groups, and vendors. Concern about the influence of these groups increased again, slightly, from 2006 to 2008. LEOs were highly satisfied with whatever voting system they used but were less supportive of other kinds. Their satisfaction declined from 2004 to 2006 for all systems except lever machines, but rebounded in 2008. They also rated their primary voting systems as very accurate, secure, reliable, and voter- and pollworker-friendly, no matter what system they used. However, the most common incident reported by respondents in both the 2006 and 2008 elections was malfunction of a direct recording (DRE) or optical scan (OS) electronic voting system. The incidence of long lines at polling places was highest in jurisdictions using DREs. Most DRE users did not believe that voter-verified paper audit trails (VVPAT) should be required, but nonusers believed they should be. However, the percentage of DRE users who supported VVPAT increased from 2004 to 2008, and more VVPAT users were satisfied with them in 2008 than in 2006. On average, LEOs mildly supported requiring photo identification for all voters and believed it would make elections more secure, even though they strongly believed that it will negatively affect turnout and did not believe that voter fraud is a problem in their jurisdictions. In all three surveys, LEOs believed that HAVA is making moderate improvements in the electoral process. The level of support declined from 2004 to 2006 but increased to its highest point in 2008. LEOs reported that HAVA has increased the accessibility of voting but has made elections more complicated and has increased their cost, though fewer believed so in 2008 than in 2006. LEOs spent much more time preparing for the election in 2008 than in 2004. They also believed that the increased complexity of elections is hindering recruitment of pollworkers. Most found the activities of the Election Assistance Commission (EAC) that HAVA created moderately important, and that its helpfulness improved from 2006 to 2008. Their assessment of the statewide voter-registration database was neutral in 2006 but positive in 2008. They believed that it was more accurate and fair than their previous registration system. © 2011 Nova Science Publishers, Inc. All rights reserved.",,,,,,,,,,,,,"For discussion of results from earlier surveys; http://www.electionline.org, Source: Election Reform Information Project; However, the increase observed in the survey data was not statistically significant; , p. 1. , http://www.eac.gov/assetsThe%20Impact%20of%20the%20National%20Voter%20Registration%20Act%20on%20Federal%20Elections%202007-2008.pdf,http://elections.gmu.edu/Registration_2008G.html, According to one report, the number of registered voters nationwide was 189 million in 2008, an increase of 17.5 million, or 10%, from 2006 (Election Assistance Commission, The Impact of the National Voter Registration Act of 1993 on the Administration of Elections for Federal Office 2007-2008: A Report to the 111th Congress, June 30, 2009 Another study yielded a 7% increase (Michael P. McDonald, ?\2008 General Election Voter Registration Statistics,. United States Elections Project, March 6, 2009; Kimball, D.C., Kropf, M., The Street-Level Bureaucrats of Elections: Selection Methods for Local Election Officials (2006) Review of Policy Research, 23 (6), pp. 1257-1268. , This result is similar to the figure of 61% reported from an independent study; Women make up about 60% of that workforce; Supplementary Survey Summary Table P068 (2000), http://factfinder.census.gov, U.S. Census Bureau available at. Comparable data from the 2010 census were not available for this report; About 53% of the managers are men; Census 2000 EEO Data Tool http://www.census.gov/eeo2000/index.html, U.S. Census Bureau,. available at; Many LEOs, for example, town clerks, have duties other than election administration; These questions were not asked in 2004 or 2008; http://www.edssurvey.com/images/, for example, Election Data Services (EDS), ?Nation Sees Drop in Use of Electronic Voting Equipment for 2008 Election-A First,"" October 17, 2008. While the EDS report showed a similar small decrease in use of DREs by jurisdictions from 2006 to 2008, it also showed a larger decrease in use by voters, because jurisdictions that changed tended to be larger ones. Also, the EDS report provided results from all jurisdictions rather than a sample. However, it did not distinguish between central count and precinct-count optical scan systems; http://www.pewcenteronthestates.org/uploadedFiles/Election%20Preview%20FINAL.pdf, electionline.org, Election Preview 2008 (Pew Center on the States, October 2008); Election Data Services, ?Nation Sees Drop in Use of Electronic Voting."" Most used punchcard, lever machine, and hand-counted paper systems; http://www.itl.nist.gov/lab/specpubs/500-158.htm, This problem had long been recognized. A 1988 National Bureau of Standards report called for the elimination of Votomatic pre-scored punch card voting, still in use in Palm Beach County, FL in the 2000 election. See Roy G. Saltman, Accuracy, Integrity, and Security in Computerized Vote-Tallying, NBS Special Publication 500-158 (National Bureau of Standards, August 1988); Many of the jurisdictions where LEOs chose ?Other? may in fact use one of the three systems specified, but the description provided did not permit that determination (e.g., ?paper? might mean a BMD); Public interest groups/civil rights groups/advocates for the disabled have too great an influence on the process Specifically, LEOs were asked about the statement29 Many respondents commented that they should not have been required by the federal government to change voting systems or to add accessible ones; (2010), http://www.verifiedvoting.org/verifier, Those states include Connecticut, Maine, New Hampshire, Oklahoma, Oregon, and Vermont (CRS analysis of data from Verified Voting, ?\The Verifier, supplemented by state sources; http://www.eac.gov/assets2008%20Election%20Administration%20and%20Voting%20Survey%20EAVS%20Report.pdf, According to the EAC, 21 states used DREs without VVPAT in 2008, and 16 states used DREs with VVPAT (Election Assistance Commission, The 2008 Election Administration and Voting Survey: A Summary of Key Findings, November 2009. However, the EAC report did not present results at the level of local election jurisdictions; Coleman, K.J., Fischer, E.A., CRS Report RS22505, Voter Identification and Citizenship Requirements: Overview and Issues; http://www.pewcenteronthestates.org/uploadedFiles/voterID.laws.6.08.pdf, for example, electionline.org, ?Voter ID Laws,"" April 28, 2008; http://www.votewps/vtp_wp58.pdf, for example, Stephen Ansolabehere, Access versus Integrity in Voter Identification Requirements, VTP Working Paper #58 (Caltech/MIT Voting Technology Project, February 2007); http://www1.american.edu/ia/cfer/report/full_report.pdf, Commission on Federal Election Reform, Building Confidence in U.S. Elections, September 2005; Coleman, K.J., Fischer, E.A., CRS Report RS22505, Voter Identification and Citizenship Requirements: Overview and Issues; http://www.gao.gov/new.items/d08874.pdf, A GAO survey of state election officials found that most states reported problems with voting systems during the 2006 election but that most problems had little impact (Government Accountability Office, States, Territories, and the District Are Taking a Range of Important Steps to Manage Their Varied Voting System Environments, GAO-08-874, September 2008; http://www.eac.gov/News/press/clearinghouse/2006-election-administration-and-voting-survey, Election Assistance Commission, The 2006 Election Administration and Voting Survey: A Summary of Key Findings, December 2007; Helping Americans Vote: Poll Workers http://www.electionline.org/Portals/1/Publications/ERIPBrief19_final.pdf, electionline.org September 2007; Hall, T., Quin Monson, J., Patterson, K.D., Poll Workers and the Vitality of Democracy: An Early Assessment , pp. 647-654. , http://www.vote, PS: Political Science and Politics, Vol. XL(4), October 2007 90 In both surveys, the mean was about 3.25, the median 3, the mode 2, and the maximum 36; Michael Alvarez, R., Rae Atkeson, L., Hall, T.E., The New Mexico Election Administration Report: The 2006 November General Election, August 2, 2007, p. 20, available at http://www.voteNM_Election_Report_8-07.pdf; ","Fischer, E.A.",,,"Nova Science Publishers, Inc.",,,,,,9781613246405,,,English,Voting and Elect. Reform,Book Chapter,Final,,Scopus,2-s2.0-84895310471
Jonassen D.H.,6604051708;,Ask Systems: Interrogative access to multiple ways of thinking,2011,Educational Technology Research and Development,59,1,,159,175,,6.0,10.1007/s11423-010-9179-9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79551685650&doi=10.1007%2fs11423-010-9179-9&partnerID=40&md5=fd1960a87e433b8792fdd9bbb8e782c7,"University of Missouri, 303 Townsend Hall, Columbia, MO 65211, United States","Jonassen, D.H., University of Missouri, 303 Townsend Hall, Columbia, MO 65211, United States","The purpose of this paper is to familiarize instructional designers and researchers with a useful design and research paradigm known as ""Ask Systems."" Ask Systems are interrogative interfaces to information and learning environments that model conversations with a skilled, reflective practitioner (Schön, The reflective practitioner, 1983) or teacher. By selecting questions to answer, users access information or scaffolds that help them to solve a problem, perform a task, or comprehend domain knowledge. Ask Systems are potentially effective for designing interactive learning systems because question asking is one of the most fundamental skills in learning that affects comprehension and problem solving (Graesser et al., in: Britton and Graesser (eds.) Models of understanding text, 1996b; Graesser et al., Journal of Artificial Intelligence in Education, 3:235-241, 1992). By selecting questions to answer, students may also learn how to generate their own meaningful questions, because the quality of student-generated questions is strong predictor of domain knowledge and problem solving (Graesser and Olde, Journal of Educational Psychology, 95(3):524-536, 2003). Ask Systems are demonstrated that represent a variety of learning and task structures, including frequently asked questions, problem solving, metacognition, causal understanding, and multiple perspectives. Although empirical research on Ask Systems is very limited, they appear to represent a potentially effective paradigm for designing instruction and conducting research in a variety of learning environments. © 2010 Association for Educational Communications and Technology.",Ask Systems; Hypermedia learning environments; Information access; Questioning,,,,,,,,,,,,"Bareiss, R., Osgood, R., Applying AI models to the design of exploratory hypermedia systems (1993) Proceedings of the fifth ACM conference on Hypertext, pp. 94-105. , Seattle, Washington; Brown, J.S., Collins, A., Duguid, P., Situated cognition and the culture of learning (1989) Educational Researcher, 18, pp. 32-42; Carey, S., The origin of concepts: Continuing the conversation (2002) Representation, Memory, and Development: Essays in Honor of Jean Mandler, pp. 43-52. , N. L. Stein, P. J. Bauer, and M. Rabinowitz (Eds.), Mahwah, NJ: Lawrence Erlbaum Associates Publishers; Cataldo, M.G., Cornoldi, C., Self-monitoring in good and poor reading comprehension and their use of strategy (1998) British Journal of Developmental Psychology, 16, pp. 155-165; Cleary, C., Bareiss, R., Practical methods for automatically generating typed links (1996) Proceedings of the seventh ACM conference on Hypertext, p. 31. , Maryland: Bethesda; Ericsson, K.A., Simon, H.A., (1993) Protocol Analysis: Verbal Reports as Data, , Cambridge, MA: MIT Press; Feltovich, P.J., Spiro, R.J., Coulson, R.L., The nature of conceptual understanding in biomedicine: The deep structure of complex ideas and the development of misconceptions (1989) The Cognitive Sciences in Medicine, , D. Evans and V. Patel (Eds.), Cambridge, MA: MIT Press; Ferguson, W., Bareiss, R., Birnbaum, L., Osgood, R., Ask systems: An approach to the realization of story-based teachers (1992) Journal of the Learning Sciences, 2 (1), pp. 95-134; Fitzgerald, W., Wisdo, C., Using natural language processing to construct large-scale hypertext systems (1994) Proceedings from 8th knowledge acquisition for knowledge-based systems workshop, , http://www.entish.org/published/fitzgerald-wisdo.pdf, 30 January to 4 February, 23; Flavell, J., Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry (1979) American Psychologist, 34, pp. 906-911; Flavell, J.H., Speculations about the nature and development of metacognition (1987) Metacognition, Motivation, and Understanding, pp. 21-29. , F. E. Weinert and R. H. Kluwe (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates; Ge, X., Land, S.M., Scaffolding students' problem-solving processes in an ill-structured task using question prompts and peer interactions (2003) Educational Technology Research and Development, 51 (1), pp. 21-38; Ge, X., Land, S.M., A conceptual framework for scaffolding ill-structured problem solving using question prompts and peer interactions (2004) Educational Technology Research and Development, 52 (2), pp. 5-22; Graesser, A.C., Baggett, W., Williams, K., Question-driven explanatory reasoning (1996) Applied Cognitive Psychology, 10, pp. S17-S31; Graesser, A.C., Langston, M.C., Lang, K.L., Designing educational software around questioning (1992) Journal of Artificial Intelligence in Education, 3, pp. 235-241; Graesser, A.C., Olde, B.A., How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down (2003) Journal of Educational Psychology, 95 (3), pp. 524-536; Graesser, A.C., Swamer, S.S., Baggett, W.B., Sell, M.A., New models of deep comprehension (1996) Models of Understanding Text, , B. K. Britton and A. C. Graesser (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates; Hartley, J., Designing instructional and informational text (2004) Handbook of Research on Educational Communications and Technology, pp. 9176-9948. , 2nd edn., D. H. Jonassen (Ed.), Mahwah, NJ: Lawrence Erlbaum Associates; Johnson, C., Birnbaum, L., Bareiss, R., Hinrichs, T., Integrating organizational memory and performance support (1998) Proceedings of the 4th international conference on intelligent user interfaces, pp. 127-134. , California: Los Angeles; Johnson, C., Birnbaum, L., Bareiss, R., Hinrichs, T., War stories: Harnessing organizational memories to support task performance (2000) Intelligence, 11 (1), pp. 16-31; Jonassen, D.H., Revisiting activity theory as a framework for designing student-centered learning environments (2000) Theoretical Foundations of Learning Environments, pp. 89-122. , D. H. Jonassen and S. M. Land (Eds.), Mahwah, NJ: Lawrence Erlbaum associates; Jonassen, D.H., (2011) Learning to Solve Problems: A Handbook for Designing Problem-Solving Learning Environments, , New York: Routledge; Jonassen, D.H., Hernandez-Serrano, J., Case-based reasoning and instructional design: Using stories to support problem solving (2002) Educational Technology Research and Development, 50 (2), pp. 65-77; Jonassen, D.H., Ionas, I.G., Designing effective supports for reasoning causally (2008) Educational Technology Research and Development, 56 (3), pp. 287-308; Jonassen, D.H., Schmidt, M.A., Miller, W., Neumeyer, G., A problem-based introduction to nuclear sciences (2005) Proceedings of the annual conference and exposition of the american society of engineering education, , http://www.asee.org/conferences/annual.cfm, June, Portland, OR; Jonassen, D.H., Shen, D., Marra, R.M., Cho, Y.H., Lo, J.L., Lohani, V.K., Engaging and supporting problem solving in engineering ethics (2009) Journal of Engineering Education, 98 (3), pp. 235-254; Jonassen, D.H., Tessmer, M., Hannum, W.H., (1999) Task Analysis Methods for Instructional Design, , Mahwah, NJ: Lawrence Erlbaum Associates; King, A., Effects of self-questioning training on college students' comprehension of lectures (1989) Contemporary Educational Psychology, 14 (4), pp. 366-381; King, A., Effects of training in strategic questioning on children's problem-solving performance (1991) Journal of Educational Psychology, 83 (3), pp. 307-317; King, A., Facilitating elaborative earning through guided student-generated question (1992) Educational Psychologist, 27 (1), pp. 111-126; King, A., Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain (1994) American Educational Research Association, 31 (2), pp. 338-368; Kolodner, J., (1983) Case-Based Reasoning, , New York: Morgan Kauffman; Palinscar, A.S., Brown, A.L., Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities (1984) Cognition and Instruction, 2, pp. 117-175; Rosenshine, B., Meister, C., Chapman, S., Teaching students to generate questions: A review of the intervention studies (1996) Review of Educational Research, 66 (2), pp. 81-221; Schank, R.C., Active learning through multimedia (1994) IEEE Multimedia, 1 (1), pp. 69-78; Schank, R.C., Cleary, C., (1995) Engines for Education, , Mahwah, NJ: Lawrence Erlbaum Associates; Schank, R.C., Ferguson, W., Birnbaum, L., Barger, J., Greising, M., (1991) ASK Tom: An Experimental Interface for Video Case Libraries (Tech. Report No. 10), , Evanston, IL: Institute for the Learning Sciences, Northwester University; Schmidt, M., Easter, M., Jonassen, D., Miller, W., Ionas, G., Preparing the twenty-first century workforce: The case of curriculum change in radiation protection education in the United States (2008) Journal of Vocational Education & Training, 60 (4), pp. 423-439; Schoenfeld, A.H., Beyond the purely cognitive (2008) Cognitive Science, 7, pp. 329-363; Schön, D., (1983) The Reflective Practitioner, , New York: Basic Books; Sembugamoorthy, V., Chandrasekeran, B., Functional representations of devices and compilation of diagnostic problem-solving systems (1986) Experience, Memory, and Reasoning, pp. 47-53. , J. Kolodner and C. K. Riesbeck (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates; Smith, M.K., Donald Schön: Learning, reflection and change (2001) The encyclopedia of informal education, , www.infed.org/thinkers/et-schon.htm; Spiro, R.J., Jehng, J.C., Cognitive flexibility and hypertext: Theory and technology for the non-linear and multi-dimensional traversal of complex subject matter (1990) Cognition, Education, and Multimedia: Explorations in High Technology, , D. Nix and R. J. Spiro (Eds.), Hillsdale, NJ: Lawrence Erlbaum","Jonassen, D. H.; University of Missouri, 303 Townsend Hall, Columbia, MO 65211, United States; email: Jonassen@missouri.edu",,,,,,,,10421629,,,,English,Educ. Technol. Res. Dev.,Review,Final,,Scopus,2-s2.0-79551685650
"Fallon M., Forrest S.L.",7103053194;54395238100;,High-Tech Versus Low-Tech Instructional Strategies:A Comparison of Clickers and Handheld Response Cards,2011,Teaching of Psychology,38,3,,194,198,,12.0,10.1177/0098628311411896,https://www.scopus.com/inward/record.uri?eid=2-s2.0-81355163319&doi=10.1177%2f0098628311411896&partnerID=40&md5=b1823619a24fba2a21b9bd140059eeb4,"Department of Psychology, Stonehill College, Easton, Massachusetts, United States","Fallon, M., Department of Psychology, Stonehill College, Easton, Massachusetts, United States; Forrest, S.L., Department of Psychology, Stonehill College, Easton, Massachusetts, United States","Although the use of clickers (classroom response systems) has been widely investigated, fewer studies directly compared outcomes for clickers with other active response methods, such as handheld response cards. We measured students' test performance and their self-reported anxiety and hope for upcoming tests after attending review sessions for an introductory psychology course. Students alternated using clickers and cards across the semester. Using clickers did not generally enhance test performance, reduce anxiety, or increase hope. However, some students appeared to benefit from using clickers at different points during the semester. Students unanimously preferred clickers to response cards, particularly for the anonymity that clickers afforded. © 2011, SAGE Publications. All rights reserved.",college students; introductory psychology; personal response system; teaching method,,,,,,,,,,,,"Beekes, W., The “millionaire” method for encouraging participation (2006) Active Learning in Higher Education, 7, pp. 25-36; Bobkoff, D., In search of answers, teachers turn to clickers (2009) All Things Considered, , http://www.npr.org/templates/story/story.php?storyId=101343866, (Reporter). (, March, [Radio broadcast] Washington, DC: National Public Radio; Davis, S.M., Observations in classrooms using a network of handheld devices (2003) Journal of Computer Assisted Learning, 19, pp. 298-307; Dufresne, R.J., Gerace, W.J., Mestre, J.P., Leonard, W.J., (2000) ASK-IT/A2L: Assessing student knowledge with instructional technology, , Amherst, MA: University of Massachusetts Physics Education Research Group; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , New York, NY: Pearson Addison Wesley; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15, pp. 101-109; Kennedy, G., Cutts, Q., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46, pp. 242-244; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 2, pp. 71-74; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (“clickers”) in large, introductory psychology class (2008) Teaching of Psychology, 35, pp. 45-50; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28, pp. 457-573; Pekrun, R., Elliot, A.J., Maier, M.A., Achievement goals and discrete achievement emotions: A theoretical model and prospective test (2006) Journal of Educational Psychology, 98, pp. 583-597; Pekrun, R., Goetz, T., Titz, W., Perry, R.P., Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research (2002) Educational Psychologist, 37, pp. 91-105; Shaffer, D.M., Collura, M.J., Evaluating the effectiveness of a personal response system in the classroom (2009) Teaching of Psychology, 36, pp. 273-277; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participant, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258",,,,,,,,,00986283,,,,English,Teach. Psychol.,Review,Final,,Scopus,2-s2.0-81355163319
Hung W.P.,49861418900;,Clicker clicks it!,2011,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,12.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029099161&partnerID=40&md5=2b70ffaee31e703adcfef2bedd35c41c,"Texas A and M University, United States","Hung, W.P., Texas A and M University, United States","Manufacturing requires collective knowledge of material, metrology, and processes. Synchronizing hands-on laboratory with lecture helps students to learn, appreciate, and be motivated for further study. Learning effectiveness in a large class, however, is reduced due to limited interaction, delaying feedback until after an exam, and tediousness of many repeating laboratory sessions. Classroom Performance System (Clicker) has been an educational tool to gauge student comprehension, collect opinions, receive instant feedback, and automate administrative tasks. This paper presents the results of implementing Clickers in two manufacturing classes and laboratories at Texas A&M University. Both class size and class level are considered in the study. Despite teething problems when implementing a new technology, very positive student feedback, less tedious work for laboratory assistants, and better exam outcome prove the success of Clicker implementation. © 2011 American Society for Engineering Education.",,Laboratories; Manufacture; Administrative tasks; Class level; Classroom performance systems; Educational tools; Hands-on laboratories; Laboratory sessions; Learning effectiveness; Student feedback; Students,,,,,,,,,,,"Jacobson, D., Getting students in a technical class involved in the classroom (2002) Engaging Large Classes, pp. 210-220. , Stanley C.A. and Porter M.E. editors, Aiker Publishing; Bugeja, M., Classroom clickers and the cost of technology (2008) The Chronicle of Higher Education, 55 (15), pp. 1D5; Kay, R.H., Ann, L., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53 (3), pp. 819-827; Keller, C., Finkestein, N., Perkins, K., Pollock, S., Turpen, C., Dubson, M., Research-based practices for effective clicker use (2007) Proceedings, Physics Education Research Conference, pp. 128-131; Moss, K., Effective learning in science: The use of personal response systems with a wide range of audiences (2011) Computers & Education, 56 (1), pp. 36-43; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1); Fang, N., Electronic classroom response system for an engineering dynamics course: Student satisfaction and learning outcomes (2009) J. Engineering Education, 25 (5), pp. 1059-1067; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; King, D.B., Joshi, S., Gender differences in the use and effectiveness of personal response devices (2008) J. Science and Education Technology, 17 (6), pp. 544-552; Klaus, W., Optimizing the use of personal response devices (clickers) in large-enrollment introductory courses (2008) J. Chemical Education, 85 (10), pp. 1400-1405; King, S.O., 'Pretty Lights' and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Computers & Education, 53 (1), pp. 189-199; Chen, J.C., Whittinghill, D.C., Kadlowec, J.A., Classes that click: Fast, rich feedback to enhance student learning and satisfaction (2010) J. Engineering Education, 99 (2), pp. 159-168; Kautz, C.H., Probing student understanding of basic concepts and principles in introductory engineering thermodynamics (2008) Proceedings, ASME International Mechanical Engineering Congress and Exposition, 6, pp. 473-480; Debourgh, G.A., Use of classroom ""clickers"" to promote acquisition of advanced reasoning skills (2008) Nurse Education in Practice, 8 (2), pp. 76-87; Lantz, M.E., The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty? (2010) Computers in Human Behavior, 26 (4), pp. 556-561","Hung, W.P.; Texas A and M UniversityUnited States",,,American Society for Engineering Education,,,,,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029099161
"Serros S., Hofacker E., Ernie K.",56560163500;56560175500;56560161600;,Using clickers in professional development workshops,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,83,86,,1.0,10.1017/CBO9781614443018.013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925129304&doi=10.1017%2fCBO9781614443018.013&partnerID=40&md5=5c3381b888b749449907dd9388d50175,"University of Wisconsin Eau Claire, United States; University of Wisconsin River Falls, United States","Serros, S., University of Wisconsin Eau Claire, United States; Hofacker, E., University of Wisconsin River Falls, United States; Ernie, K., University of Wisconsin River Falls, United States","Introduction Much of the existing literature on the use of an electronic personal response system is in the context of increasing participation in a lecture setting. In this paper, we give several examples of using an electronic response system, or clickers, during a workshop for the professional development of in-service teachers. Clickers were used in three distinct settings during the workshop: a) to analyze existing mathematical content knowledge, b) to promote awareness of national mathematics testing data, and c) to conclude a mathematical experiment. In each case, the principal goal of the use of this technology was the promotion of productivemathematical discourse. Participant comments and selfevaluation of clicker use indicate that benefits similar to those found in the lecture setting were also realized in this workshop setting. Background District teams of teachers in grades 3 to 9 including special education teachers participated in an eight-day summer workshop to enhance their mathematical content knowledge. With the disparate mathematical backgrounds of the 48 teachers, ranging from teachers with one undergraduatemathematics course to those with an undergraduatemathematics degree, it was anticipated that strategies would be needed to promote productive discourse between the workshop leaders and the teachers and among the teachers themselves. For this reason, the use of clickers in the workshop was anonymous, that is, teacher identity was not associated with a clicker identification number. Springer and Dick [78] describe a discourse move in a mathematics classroom as ""a deliberate action taken by a teacher to encourage, facilitate, participate in, or influence the discourse."" © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,,,,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book Chapter,Final,,Scopus,2-s2.0-84925129304
Bruff D.,22952695200;,Engaging statistics students with classroom response systems,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,61,70,,,10.1017/CBO9781614443018.010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925108937&doi=10.1017%2fCBO9781614443018.010&partnerID=40&md5=ffb6bd9da879d3d2531e33f9260fca6b,"Vanderbilt University, United States","Bruff, D., Vanderbilt University, United States","Introduction In this paper, I describe my use of a classroom response system to engage students in the probability and statistics course I teach for undergraduate engineering students. The system makes it possible for me to expect each of my students to think about and answer the questions I pose to them in class, leading to greater participation and engagement. The system also provides me with immediate feedback on all of my students' learning, allowingme to tailor my class sessions to the learning needs of my students. Furthermore, I have found that asking multiple-choice questions of my students in this way helps them develop conceptual understanding of important ideas in statistics. Conceptual understanding is the primary learning goal in this course, and it is one that can be difficult to achieve with students who are often focused on procedures and computations. Thus, clickers help me to create an active, responsive learning environment during class in which students are engaged with important course content. Course Overview The one-semester probability and statistics course in which I use a classroom response system is designed to introduce undergraduate engineering students to fundamental concepts and procedures frequently used in engineering applications. The course typically enrolls between forty and sixty students, most of whom are juniors or seniors. Although many of them have taken a probability or statistics course in high school, few of them bring any great interest in probability or statistics to the course. © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,,"Bruff, D.; Vanderbilt UniversityUnited States",,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book Chapter,Final,,Scopus,2-s2.0-84925108937
Samson P.,7102102117;,Deliberate engagement of laptops in large lecture classes to improve attentiveness and engagement,2011,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,19.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029047964&partnerID=40&md5=6156f38e1977cff0184d7dd8535b9e79,"Department of Atmospheric, Oceanic and Space Sciences, University of Michigan, United States","Samson, P., Department of Atmospheric, Oceanic and Space Sciences, University of Michigan, United States","The value of in-class Internet technologies to student attentiveness, engagement, and learning remains both controversial and filled with promising potential. In this study, students were given the option to use LectureTools, an interactive suite of tools designed specifically for larger classes. The availability of these tools dramatically changed the mechanics of the course as over 90% of students attending lecture voluntarily brought their laptops to class. On one hand, surveys over multiple semesters show that students believe the availability of a laptop is more likely to increase their time on tasks unrelated to the conduct of the course. On the other hand, the surveys also ascertained that students felt more attentive with the technology, significantly more engaged, and able to learn more with the technology than in similar classes without it. LectureTools also led to a dramatic increase in the number of students posing questions during class time, with more than half posing at least one question during class over the course of a semester, a percentage far higher than achieved in semesters prior to the use of this technology. These results suggest that while having laptops in the classroom can be a distraction to students, students of today show confidence that they are capable of productive multitasking, showing that they not only can handle this technology when applied through ""deliberate engagement"" using tools like LectureTools, but thrive with it, as seen through improved attentiveness, learning, and overall engagement even in larger classes. © 2011 American Society for Engineering Education.",Clickers; Laptop use; Large classes; LectureTools; Post-secondary education; Student response systems,Education; Engineering education; Laptop computers; Surveys; Teaching; Clickers; Laptop use; Large classes; LectureTools; Postsecondary education; Student-response system; Students,,,,,,,,,,,"Frederick, P.J., Student involvement: Active learning in large classes (2002) Engaging Large Classes : Strategies and Techniques for College Faculty, , Bolton, MA :: Anker Publishing Company; Geske, J., Overcoming the drawbacks of large lecture class (1992) College Teaching, 40 (4), pp. 151-154; Iverson, B.L., What my students have taught me (2002) Engaging Large Classes : Strategies and Techniques for College Faculty, , Bolton, MA :: Anker Publishing Company; Barak, M., Lipson, A., Lerman, S., Wireless laptops as means for promoting active learning in large lecture halls (2006) Journal of Research on Technology in Education, 38 (3), pp. 245-263; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) ASHE-ERIC Higher Education Reports, p. 121. , Washington DC; Prince, M., Does active learning work? A review of the research (2004) J. Engineering Education, 93 (3), pp. 223-231; Addison, S., Wright, A., Milner, R., Using clickers to improve student engagement and performance in an introductory biochemistry class (2009) Biochemistry and Molecular Biology Education, 37 (2), pp. 84-91; Cain, J., Black, E.P., Rohr, J., An audience response system strategy to improve student motivation, attention, and feedback (2009) American Journal of Pharmaceutical Education, 73 (2); Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) Cbe-Life Sciences Education, 7 (1), pp. 146-154; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Advances in Physiology Education, 33 (1), pp. 60-71; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Roberts, T.S., (2005) Computer-supported Collaborative Learning in Higher Education, , Hershey, PA :: Idea Group Pub; Skala, C., Slater, T.F., Adams, J.P., Qualitative analysis of collaborative learning groups in large enrollment introductory astronomy (2000) Publications of the Astronomical Society of Australia, 17 (2), pp. 185-193; Suchman, E., Smith, R., Ahermae, S., McDowell, K., Timpson, W., The use of small groups in a large lecture microbiology course (2000) Journal of Industrial Microbiology & Biotechnology, 25 (3), pp. 121-126; Stephens, B.R., Laptops in psychology: Conducting flexible in-class research and writing laboratories (2005) New Directions for Teaching and Learning, 2005 (101), pp. 15-26; Fitch, J., Student feedback in the college classroom: A technology solution (2004) Educational Technology Research and Development, 52 (1), pp. 71-77; Mazur, E., (1997) Peer Instruction: A User's Manual, , Englewood Cliffs, NJ: Prentice Hall; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Hake, R.R., Design-based research in physics education research: A review (2007) Handbook of Design Research Methods in Mathematics, Science, and Technology Education, , Erlbaum; Fried, C., In-class laptop use and its effects on student learning (2008) Computers & Education, 50 (3), pp. 906-914; Kladko, B., Wireless classrooms: Tool or distraction? (2005) The Record, , Bergen County, NJ; McWilliams, G., The laptop backlash (2005) The Wallstreet Journal, pp. B1. , New York, NY; Anderson, R., Beyond powerpoint: Building a new classroom presenter (2004) Syllabus Magazine; Anderson, R., Anderson, R., McDowell, L., Simon, B., Use of classroom presenter in engineering courses (2005) 35th ASEE/IEEE Frontiers in Education Conference, , Indianapolis, IN: IEEE; Driver, M., Exploring student perceptions of group interaction and class satisfaction in the web-enhanced classroom (2002) The Internet and Higher Education, 5 (1), pp. 35-45","Samson, P.; Department of Atmospheric, Oceanic and Space Sciences, University of MichiganUnited States",,,American Society for Engineering Education,,,,,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029047964
Sharp A.,12807130400;,Enhancing student participation and attitudes in a large-lecture calculus course,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,121,126,,1.0,10.1017/CBO9781614443018.019,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925052593&doi=10.1017%2fCBO9781614443018.019&partnerID=40&md5=965fce645248e2c7659134d5022440f9,"University of Minnesota, Duluth, United States","Sharp, A., University of Minnesota, Duluth, United States","Introduction Good communication is essential in every relationship. This includes the relationship that I cultivate with my students as individuals and with my class as a whole. A personal response system, “clickers,” is a tool that I have employed to aide communication. While there are a variety of options for engaging students in the classroom, I specifically chose this technology because my students are part of the Millennial generation and I believed clickers would be a means to engage them using a digital form of communication. They've grown up with technology playing a role in nearly every facet of their lives, with this likely to increase as time passes. A May 2008 report from In-Stat predicts “a steady growth rate culminating in the number of US millennia's subscribing to mobile social networking reaching nearly 30 million by the year 2012 [46].” Many attributes of the clicker emulate my students' current social networks. At the simplest level, my students become members of a group by enrolling in the course. However, the ability to efficiently ask the entire class for input on a topic, followed with the means to immediately share the overall results with them, actually allows them to communicate with each other, as well as with me. Background I teach at a regional university with an enrollment a little over 10,000 which offers 77 different majors, and graduate programs in 22 different fields. © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,,"Sharp, A.; University of MinnesotaUnited States",,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book Chapter,Final,,Scopus,2-s2.0-84925052593
"Lapp M., Ringenberg J., Summers K.J., Chivukula A.S., Fleszar J.",26031500600;23095428900;49862176500;49860953700;49861149500;,The Mobile Participation system - Not just another clicker,2011,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,10.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029081612&partnerID=40&md5=8fb4201d61f61cd914bd441b2acb81a3,"Industrial and Operations Engineering Department, University of Michigan, United States; College of Engineering, University of Michigan, United States; University of Michigan, United States; University of Michigan, Ross School of Business, United States","Lapp, M., Industrial and Operations Engineering Department, University of Michigan, United States; Ringenberg, J., College of Engineering, University of Michigan, United States; Summers, K.J., College of Engineering, University of Michigan, United States; Chivukula, A.S., University of Michigan, United States; Fleszar, J., University of Michigan, Ross School of Business, United States","Electronic student response systems have become common in institutions of higher education as a means to encourage student engagement, mainly in large lectures. Research has shown that such engagement increases student interest and subsequent learning of the material. To manage this interaction logistically, students use specialized, handheld electronic devices, similar to remote controls, to interact with the instructor. The Mobile Participation System (MPS) is a response system that reinvents student-instructor interaction through a web-based interface, mobile-phone applications, and text messaging, allowing students to respond to questions posed during lecture with cellular/mobile phone devices. The main advantages of the MPS system are: 1) it allows instructors to interact with students during lecture, 2) it allows students to use devices that they already own, 3) it allows students to respond to not just multiple-choice, but also open-ended questions, and finally 4) it can be used to enhance distance-learning classes. The goal of MPS is to both serve as an effective Student Response System (SRS), while also providing a means to analyze SRS use in higher education. The first phase of MPS development studies the student's perception on its use in the classroom. This data is presented in our paper, in addition to the structure of the Mobile Participation System. The paper also includes a data analysis on MPS effectiveness, as well as several case study applications. © 2011 American Society for Engineering Education.",,Cellular telephone systems; Distance education; Education; Interactive computer systems; Multimedia systems; Remote control; Telephone sets; Text messaging; Electronic students; Institutions of higher educations; Mobile phone applications; Open-ended questions; Student engagement; Student-instructor interactions; Student-response system; Web-based interface; Students,,,,,,,,,,,"Cadwell, J., Laurie, E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Science Education, pp. 9-20; Crouch, C.J., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Research-Based Reform of University Physics, , Redish, E. F. and P. Cooney (eds.); Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) Proceedings of the Eleventh Americas Conference on Information Systems; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G.L., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE - Life Sciences Education; Siau, K., Hong, S., Nah, F.F.-H., Use of a class Resposne system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49 (3)","Lapp, M.; Industrial and Operations Engineering Department, University of MichiganUnited States",,,American Society for Engineering Education,,,,,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029081612
Peck R.,7102214456;,Incorporating clicker technology in the introductory statistics course,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,71,76,,,10.1017/CBO9781614443018.011,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925067789&doi=10.1017%2fCBO9781614443018.011&partnerID=40&md5=ef46a0bda8b607c0bd62c1dc62955ff5,"Cal Poly, San Luis Obispo, United States","Peck, R., Cal Poly, San Luis Obispo, United States","Introduction Most introductory statistics instructors consider understanding of important concepts to be one of the course learning goals. Teaching students how to blindly apply statistical methods to obtain results that they do not understand is not usually what instructors are striving for, although that is sometimes the unintended result! It is now understood that the development of conceptual understanding is facilitated by student engagement in class and by meaningful class discussions. This paper describes how the thoughtful use of clicker technology can be employed to enhance student engagement and inform instruction in an introductory statistics course. This paper is organized into sections that address the following: a brief description of the context in which clickers were used (the university and the course), the motivation for incorporating clickers into the introductory statistics course, how the use of clickers was implemented in the course, what was learned about writing effective clicker questions, and the results of an informal experiment to assess the effect of clicker use on student learning and engagement. Description of California Polytechnic State University and of the Course California Polytechnic State University, located in San Luis Obispo, California, is a public, primarily undergraduate, comprehensive universitywith approximately 19,000 students. As a polytechnic university, there are large programs in engineering, agriculture, architecture, mathematics and the sciences, but as a comprehensive university there are also strong programs in business, education and the liberal arts. © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,,"Peck, R.; Cal Poly, San Luis ObispoUnited States",,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book Chapter,Final,,Scopus,2-s2.0-84925067789
Jefferies A.,7003338101;,Introducing and using electronic voting systems in a large scale project with undergraduate students: Reflecting on the challenges and successes,2011,Proceedings of the European Conference on Games-based Learning,1,,,319,325,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84886851865&partnerID=40&md5=1674ee486af23f17d22646fd243f0912,"School of Computer Science, University of Hertfordshire, Hatfield, United Kingdom","Jefferies, A., School of Computer Science, University of Hertfordshire, Hatfield, United Kingdom","Electronic Voting Systems (EVS) have become a popular medium for encouraging student engagement in class-based activities and for managing swift feedback in formative and summative assessments. Since their early days of popularity and introduction some five or more years ago, the author's UK based University has been successful in refining strategies for their use across individual academic Schools and Departments, as previously reported at ECEL (e.g. Lorimer and Hilliard, 2008). The focus of this paper is a reflection on the introduction of EVS with 300 first year undergraduate students in the School of Computer Science, within the context of a wider 'change' project in teaching and learning affecting the whole institution. The author examines what lessons can be learnt following this rapid scaling up of EVS activity both at a local level and more widely across an HE institution and in reflecting on the successes and challenges of this experience provides key indicators for success and useful support for others considering using EVS. The paper first considers the landscape of EVS use within the UK and then the specific introduction of EVS at her own institution, before exploring the issues in her own academic School around the latest phase of their introduction as part of an institution-wide project to review measures to support assessment and feedback.",Assessment; Challenges; Change management; Electronic voting systems; Feedback; Stafftraining; Successes,E-learning; Education; Feedback; Students; Teaching; Assessment; Challenges; Change management; Electronic voting systems; Stafftraining; Successes; Voting machines,,,,,,,,,,,"Anderson, I., Bullen, P., CABLE: an approach to embedding blended learning in the curricula and across the institution (2008) Reflecting Education, 4, pp. 30-41; Bloom, B.S., (1956) Taxonomy of Educational Objectives, Handbook 1: The Cognitive Domain New York, , David McKay Co Inc; Bullen, P., Russell, M., Jefferies, A., Harnessing technology, transforming higher education for the Future (2009), Higher Education Academy Conference, University of Manchester; Chickering, A.W., Gamson, Z.F., Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education (1999) New Directions for Teaching and Learning, 80, pp. 75-81. , 1999; Doolan, M., Pedagogical and Innovative Practice: Using technologies to Support Assessment and Assessment Feedback in Real-Time (2010) Proceedings of 9th European Conference on E-Learning, , Oporto, Portugal, ACI; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Jefferies, A., Oliver, A., Easing through the Pain Barrier-introducing a campus-wide MLE for staffand students (2002), 3rd ILTHE conference, Heriot-Watt University, July 2002; Effective Practice with E-Learning (2004), http://www.jisc.ac.uk/elearning_pedagogy.html, pubd HEFCE; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Lorimer, J., Hilliard, A., Net gen or not gen? Student and staffevaluations of the use of Podcasts/AudioFiles and an Electronic Voting System (EVS) in a Blended Learning module (2007), 6th European Conference on E-Learning, Copenhagen Business School, ACI; Lorimer, J., Hilliard, A., What is your response? It's time to get personal (2008), 7th European Conference on E-Learning, Aghia Napa, Cyprus, ACI; Lorimer, J., Hilliard, A., Use of an Electronic Voting System (EVS) to facilitate Teaching and Assessment of a Decision Making Skills in Undergraduate Radiography Education (2009), 8th European Conference for E-Learning, Bari, Italy, ACI; Masikunas, G., Panayiotidis, P., The use of electronic voting systems in lectures within business and marketing: a case study of their impact on student learning (2007) ALT-J Research in Learning Technology, 15 (1), pp. 3-20; Nichol, D., Laying a Foundation for Lifelong Learning: Case Studies of E-assessment in Large First Year Classes (2007) British Journal of Educational Technology, 38, pp. 668-678; Nichol, D.L., Macfarlane-Dick, D., Formative assessment and self-regulated learning: a model and seven principles of good feedback practice (2006) Studies in Higher Education, 31 (2), pp. 199-218; Russell, M.B., Using an electronic voting system to enhance learning and teaching (2008) Engineering Education, 3 (2); Saward, G., Anderson, I., Macario Rock, Paper, Scissors: Overcoming Barriers to Changing StaffPractice in Technology Enhanced Learning (2010), 9th European Conference on E-Learning, Oporto, Portugal, ACI; Thornton, M., Jefferies, A., How was it for you? An evaluation of Student Learning Experience Following the Introduction of an MLE in one English University (2004), BERA, UMIST, Manchester","Jefferies, A.; School of Computer Science, University of HertfordshireUnited Kingdom",Rospigliosi A.Greener S.,,Dechema e.V.,"10th European Conference on e-Learning, ECEL 2011",10 November 2011 through 11 November 2011,,113213.0,20490992,9781908272225,,,English,Proc. European Conf. Games-based Learn.,Conference Paper,Final,,Scopus,2-s2.0-84886851865
"Nicholls G.M., Lewis N., Componation P.J., Eschenbach T.",15080993100;15020902800;6602389707;7003607457;,Time to transition: Financial calculators and clickers in the classroom,2011,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,10.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029128616&partnerID=40&md5=d77e3a90fe0fa265af810062d929fa26,"Department of Industrial and Systems Engineering and Engineering Management, University of Alabama, Huntsville, United States; University of Bridgeport, United States; University of Alaska Anchorage, United States","Nicholls, G.M., Department of Industrial and Systems Engineering and Engineering Management, University of Alabama, Huntsville, United States; Lewis, N., University of Bridgeport, United States; Componation, P.J., Department of Industrial and Systems Engineering and Engineering Management, University of Alabama, Huntsville, United States; Eschenbach, T., University of Alaska Anchorage, United States","The compound interest tables are a primary teaching tool in the engineering economics classroom. These tables were created nearly a century ago as a time saving device for hand and slide rule calculations. Pocket scientific calculators, which replaced slide rules in the 1970s, are common in the engineering economy classroom. Pocket financial calculators which were also introduced in the 1970s are not. It is still common practice to teach with compound interest tables and scientific calculators in engineering economy classes just as we did over 30 years ago. Similarly, within the last several decades we've added PowerPoint and on-line study aids, yet many of us have left the lecture relatively unchanged. The display may have shifted from blackboards to overhead transparencies to computer projectors; but the lecture structure is often largely unchanged. The last decade has seen the deployment of low cost student response units, and when used these ""clickers"" can radically change what happens in a lecture period. This paper explores the advantages and disadvantages of using financial calculators and clickers in the classroom, along with some of the debate that has appeared in our literature over the past few years. The reasons for current views are explored, and several options that have been tested in the classroom are described. Personal experiences in teaching with these tools are shared. We recommend that it is time for all of us to begin the transition away from reliance on tables, and use the modern tools that new engineers are expected to have already mastered by graduation. © 2011 American Society for Engineering Education.",,Economics; Finance; Teaching; Computer projectors; Engineering economics; Engineering economy; Personal experience; Scientific calculators; Slide rule calculations; Student response; Teaching tools; Mathematical instruments,,,,,,,,,,,"Fish, J.C.L., (1915) Engineering Economics: First Principles, , McGraw-Hill; (2010) HP 12c Financial Calculator 25th Anniversary, , http://h30248.www3.hp.com/offers/12c/index.asp, downloaded 12/23/; Brigham, E.F., Ehrhardt, M.C., (2008) Financial Management, , 12th edition, South-Western, Mason, Ohio; Ross, S.A., Westerfield, R.W., Jordan, B.D., (2011) Essentials of Corporate Finance, , 7th edition, McGraw- Hill, New York; Brigham, E.F., Houston, J.F., (2010) Fundamentals of Financial Management, , 12th edition, South- Western, Mason, Ohio; Besley, S., Brigham, E.F., (2008) Essentials of Managerial Finance, , 14th edition, South-Western, Mason, Ohio; Ross, S.A., Westerfield, R.W., Jaffe, J., (2010) Corporate Finance, , 9th edition, McGraw-Hill, New York; Eschenbach, T.G., (2011) Engineering Economy: Applying Theory to Practice, 3rd Edition, Oxford, , University Press, New York; Newnan, D.G., Eschenbach, T.G., Lavelle, J.P., (2012) Engineering Economic Analysis, , 11th edition, Oxford University Press, New York; Blank, L., Tarquin, A., (2012) Engineering Economy, , 7th edition, McGraw Hill, New York; Arnold, M.J., Geiger, G.H., A new framework for engineering economics (2006) Proceedings of the 2006 American Society for Engineering Management Annual Conference; Eschenbach, T., Lewis, N., Calculators vs. Factor tables and reducing the financial arithmetic? (2010) Proceedings of the 2010 Industrial Engineering Research Conference; Eschenbach, T., Why engineering economy professors should teach introductory corporate finance (2010) Proceedings of the 2010 ASEE Annual Conference; (2010), http://www.ncees.org/Exams/Exam-day_policies/Calculator_policy.php, downloaded 12/23/; Bessler, W.C., (1969) The Effectiveness of An Electronic Student Response System in Teaching Biology to the Non-Major Utilizing Nine Groups-Paced, Linear Programs, , unpublished doctoral dissertation, Ball State University, Muncie, IN; Cassanova, J., An instructional experiment in organic chemistry. the use of a student response system (1971) Journal of Chemical Education, 48 (7), pp. 453-455; Brown, J.D., An evaluation of the spitz student response system in teaching a course in logical and mathematical concepts (1972) The Journal of Experimental Education, 40 (3), pp. 12-20; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) Proceedings of the Eleventh Americas Conference on Information Systems, , Omaha, NE; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Premkumar, K., Coupal, C., ""Rules of engagement - 12 tips for successful use of ""clickers"" in the classroom (2008) Medical Teacher, 30, pp. 146-149; Berry, J., Technology support in nursing education: Clickers in the classroom (2009) Nursing Education Perspectives, 30 (5), pp. 295-298; Kenwright, K., Clickers in the classroom (2009) TechTrends, 53 (1), pp. 74-77; Jenkins, M., Goo, E.K., Concept-based instruction and personal response systems (PRS) as an assessment method for introductory materials science and engineering (2005) Proceedings of the 2005 ASEE Annual Conference; Degrazia, J., Falconer, J.L., Weimer, A., The use of clickers in engineering classrooms (2005) Proceedings of the 2005 ASEE Annual Conference; Fan, K.D., Van Den Blink, C., A comparison and evaluation of personal response systems in introductory computer programming (2006) Proceedings of the 2006 ASEE Annual Conference; Urban-Lurain, M., Sticklen, J., Buch, N., High enrollment, early engineering courses and the personal response system (2006) Proceedings of the 2006 ASEE Annual Conference; Vernaza, K., Aggarwal, M., Advantages of using personal response system technology to evaluate ABET and mechanical engineering program outcomes (2007) Proceedings of the 2007 ASEE Annual Conference; Everett, J., Chen, J., Farrell, S., Kadlowec, J., Clickers and freshman engineering clinic (2008) Proceedings of the 2008 ASEE Annual Conference; Probst, D., Waterman, M., Preliminary results of using personal response systems (clickers) in a conceptual physics course (2008) Proceedings of the 2008 ASEE Annual Conference; Probst, D., Effectiveness of using personal response systems in a conceptual physics course (2009) Proceedings of the 2009 ASEE Annual Conference; Guilford, W., Use of an audience response system for continuous summative assessment (2010) Proceedings of the 2010 ASEE Annual Conference; Head, M., Use of clickers for real-time assessment in an introduction to the civil engineering profession course (2010) Proceedings of the 2010 ASEE Annual Conference; Louie, H., Using interactive audience response systems to enrich engineering education (2010) Proceedings of the 2010 ASEE Annual Conference; Silliman, S.E., McWilliams, L., Observations on benefits/limitations of an audience response system (2004) Proceedings of the 2004 ASEE Annual Conference; Nachtmann, H., Needy, K.L., Lavelle, J., Eschenbach, T., How do engineering managers teach engineering economy? (2008) Proceedings of the 2008 American Society for Engineering Management Annual Conference; Eschenbach, T., Lewis, N., Updating the engineering economy and engineering management lecture hall (2010) Proceedings of the 2010 American Society for Engineering Management Annual Conference","Nicholls, G.M.; Department of Industrial and Systems Engineering and Engineering Management, University of Alabama, Huntsville, United States",,,American Society for Engineering Education,,,,,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029128616
Moldovan L.,35109512300;,Innovative tools and models for e-learning,2011,"Proceedings of the IADIS International Conference WWW/Internet 2011, ICWI 2011",,,,515,519,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84945569763&partnerID=40&md5=7f9df58e6c907c36fa331c23ae66a9c5,"Petru Maior University of Tirgu-Mures, 1 Nicolae Iorga street, Tirgu-Mures, 540088, Romania","Moldovan, L., Petru Maior University of Tirgu-Mures, 1 Nicolae Iorga street, Tirgu-Mures, 540088, Romania","This article reports examples from new, ongoing distance learning activities in Romania that utilize state of the art digital media, tools and methods. Examples include state of the art video tools, design of video infrastructure and training courses employed for classroom modernisation, to address technological and pedagogical innovations in vocational education and training. The objective is to renovate the teaching infrastructure used by specialists in vocational education, and improve vocational training quality by providing more flexible trainings paths to the Romanian labour market. The later includes dissemination of a new model for organizing and delivering professional vocational training comprising of competence transfer, competence export, building networks, and development of contacts with vocational schools within a regional development perspective. The training delivery utilizes state of the art ICT solutions, high definition video services, and blended learning frameworks.",E-learning; Student response systems; Video infrastructure; Virtual classroom; Vocational training network,Apprentices; Computer aided instruction; Curricula; Digital storage; Distance education; E-learning; Education; Education computing; Employment; Regional planning; Students; High definition video; Regional development; Student-response system; Video infrastructure; Virtual Classroom; Vocational education; Vocational education and training; Vocational training; Teaching,,,,,,,,,,,"Moldovan, L., Sustainable development and envised impact of the move-it project (2009) The 4th Edition of the Interdisciplinarity in Engineering, International Conference Inter-Eng 2009, pp. 595-597. , Tirgu-Mures, Romania; Moldovan, L., Design and development of innovative tools and models for e-learning in central and western Romania (2010) The 6th International Seminar Quality Management in Higher Education - QMHE2010, pp. 543-546. , Tulcea, Romania. Book II; Moldovan, L., Innovative tools and models for vocational education and training (2010) Review of Management and Economic Engineering - First Management Conference: Twenty Years after - How Management Theory Works, pp. 282-290. , Technical University of Cluj-Napoca, Romania; Pavlova, M., (2009) Technology and Vocational Education for Sustainable Development. Empowering Individuals for the Future, , Springer; Pein, R.P., Scanlon, S., Lu, J., Thorseth, T.M., Stav, J.B., Moldovan, L., XML-based approach for ubiquitous response systems - A case study in localization and integrity of web services (2010) The 2010 International Conference on Internet Computing, pp. 267-274. , Monte Carlo Resort, Las Vegas, Nevada. Editors Hamid R Arabnia, Victor A. Clincy, Joan Lu. Worldcomp 10, CSREA Press; Penna, M.P., Stara, V., Puliti, P., (2006) The Emergence of E-learning in Systemics of Emergence: Research and Development, pp. 447-451. , Springer US; Stav, J.B., Engh, E., Bergh, R., New models for just-in-time transfer of skills and knowledge to SME (2007) Proceedings from the CELDA 2007 Conference, , Algarve, Portugal; Stav, J.B., Moldovan, L., Instructor training results in the move-it project (2010) Scientific Bulletin of the ""petru Maior"" University of Tirgu-Mures., 7 (1-24), pp. 64-69; Stewart, J., Context perspectives for scenarios and research development in mobile systems (2005) Computer Supported Cooperative Work, Mobile World, 3, pp. 161-194; Tynjälä, P., Välimaa, J., Sarja, A., Pedagogical perspectives on the relationship between higher education and working life (2003) Higher Education, 46 (2), pp. 147-166. , 2003; Zitter, I., De Bruijn, E., Simons, R.J., Ten Cate, Th. J., Adding a design perspective to study learning environments in higher professional education (2010) The International Journal of Higher Education and Educational Planning, , www.moveit.upm.ro, Online First™. Project Move-IT","Moldovan, L.; Petru Maior University of Tirgu-Mures, 1 Nicolae Iorga street, Romania",Rodrigues L.White B.Isaias P.Santoro F.M.,,IADIS,"IADIS International Conference WWW/Internet 2011, ICWI 2011",5 November 2011 through 8 November 2011,,115567.0,,9789898533012,,,English,"Proc. IADIS Int. Conf. WWW/Internet, ICWI",Conference Paper,Final,,Scopus,2-s2.0-84945569763
"Murphy T.J., McKnight C.C., Richman M.B., Terry R.",7401632111;8358467400;7006385928;21637328800;,Clickers in introductory statistics courses,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,43,52,,,10.1017/CBO9781614443018.008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925099268&doi=10.1017%2fCBO9781614443018.008&partnerID=40&md5=fca02ab8b801407da9b20ac8a79a5d42,"Department of Mathematics, Northern Kentucky University, United States; Department of Mathematics, University of Oklahoma, United States; School of Meteorology, University of Oklahoma, United States; Department of Psychology, University of Oklahoma, United States","Murphy, T.J., Department of Mathematics, Northern Kentucky University, United States; McKnight, C.C., Department of Mathematics, University of Oklahoma, United States; Richman, M.B., School of Meteorology, University of Oklahoma, United States; Terry, R., Department of Psychology, University of Oklahoma, United States","Introduction In 2003, the American Statistical Association (ASA) funded the Guidelines for Assessment and Instruction in Statistics Education (GAISE) Project College Report [33]. This report makes recommendations for the teaching of statistics. Examining the evolution of enrollment in statistics courses, the report notes that statistics courses now serve much larger numbers of students with a more diverse set of backgrounds, goals, interests, and attitudes. Courses are now offered in a wide variety of departments including business, economics, educational psychology, engineering, mathematics, psychology, sociology, and statistics. The content and teaching of statistics courses have also evolved in response to the availability of technology as well as advancements in statistics as a field of study. Building on recommendations put forth in Cobb [19], the GAISE report recommends that statistics education (verbatim from p. 1 of [33]): Emphasize statistical literacy and develop statistical thinking; Use real data; Stress conceptual understanding rather than mere knowledge of procedures; Foster active learning in the classroom; Use technology for developing conceptual understanding and analyzing data; Use assessments to improve and evaluate student learning. At the same time that the GAISE report was being completed, the authors of this chapter were teaching introductory statistics courses at the University of Oklahoma and had started talking about how useful it would be to have a set of clicker questions for real-time assessment of student understanding. © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,,,,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book Chapter,Final,,Scopus,2-s2.0-84925099268
Storm C.K.,35485879200;,Integrating classroom voting into your lectures: Some thoughts and examples from a differential equations Course,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,131,140,,,10.1017/CBO9781614443018.021,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925067790&doi=10.1017%2fCBO9781614443018.021&partnerID=40&md5=39a2787579245ab65baf62fa5e1bd93d,"Adelphi University, United States","Storm, C.K., Adelphi University, United States","One of the largest barriers to adopting a new teaching technique is the startup costs in time invested. In this article, I share the ways in which I prepare for a class that uses voting questions as an integral part of the class. I believe it is possible to prepare for class in roughly the same amount of time it would take to prepare a standard lecture for a class that you are teaching for the first time. One of the largest obstacles to overcome in using voting questions in the classroom is preparing a lecture which uses them and works well in the classroom. Effectively using voting requires a serious time investment in the classroom, so it is not possible to take a traditional lecture and simply add voting questions at pertinent points. We must rethink our methods for preparing lectures. The best strategy for me was to start with the voting questions that I wanted to use and then to fill in any additional points. Let me begin by givingmy experience with clickers-clickers add technology to voting, but everything I say seems just as applicable without the technology component. I am a new faculty member and just completed my first year of full-time teaching in the Spring of 2008. I discovered clickers halfway through the Fall semester in 2007 as a way to spice up a linear algebra class that met twice a week for 1 hour and 40 minutes. © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,,"Storm, C.K.; Adelphi UniversityUnited States",,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book Chapter,Final,,Scopus,2-s2.0-84925067790
"Hofacker E., Ernie K., Serros S.",56560175500;56560161600;56560163500;,Using clickers to encourage communication and self-reflection in precalculus,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,107,112,,,10.1017/CBO9781614443018.017,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925146195&doi=10.1017%2fCBO9781614443018.017&partnerID=40&md5=db5c8de4948235288eefd1a68bb1a36e,"University of Wisconsin River Falls, United States; University of Wisconsin Eau Claire, United States","Hofacker, E., University of Wisconsin River Falls, United States; Ernie, K., University of Wisconsin River Falls, United States; Serros, S., University of Wisconsin Eau Claire, United States","Introduction While it is imperative that future teachers of mathematics are able to have a profound understanding of mathematical ideas [53], so they are able to communicate effectively in a K-12 classroom, it is equally important that all college students communicate mathematics in an articulate and proficient manner. Future business leaders or lab technicians may use spreadsheets to do much of the heavy lifting in regards to mathematical computation in the business world, yet must still be able to convey their mathematical understanding of those numeric outputs to others on their team or the clients that employ their services. A common theme among recent documents published by the Mathematical Association of America [54], the National Council of Teachers of Mathematics [62], and the American Mathematical Association of Two-Year Colleges [1], is to provide classroom situations where students have thought-provoking and interesting conversations about mathematical topics and concepts. We have found that clickers allow us to break down some of the invisible classroom walls set up by students' discomfort communicating in front of their peers. In place of these walls, we have found students who are responsive and willing to share their thoughts and feelings about their own personal understanding of a mathematical concept. We attribute this to the fact that each student has taken a personal ownership of an answer, because of the inherent forced participation on the part of the clicker. © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,,,,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book Chapter,Final,,Scopus,2-s2.0-84925146195
"Shon H., Smith L.",46761464900;8852196400;,A Review of Poll Everywhere Audience Response System,2011,Journal of Technology in Human Services,29,3,,236,245,,17.0,10.1080/15228835.2011.616475,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863413432&doi=10.1080%2f15228835.2011.616475&partnerID=40&md5=7fb3baadef4ea2f3b139d89d4f698155,"School of Social Work, California State University, San Bernardino, 5500 University Parkway-SB 423, San Bernardino, CA 92407, United States","Shon, H., School of Social Work, California State University, San Bernardino, 5500 University Parkway-SB 423, San Bernardino, CA 92407, United States; Smith, L., School of Social Work, California State University, San Bernardino, 5500 University Parkway-SB 423, San Bernardino, CA 92407, United States","Poll Everywhere, an audience response system based on cell phone texting technology, was tested in two undergraduate social work classes with very positive results. A survey conducted in one class reveals that two-thirds of the students answered every question and 14% most of the questions; over 90% found text-based polling to be either easy or extremely easy to use; over 90% thought it helped them learn class material; and over 80% would recommend or highly recommend its use. The instructors, too, found many strengths to this system. It is very easy to use, proved to be an effective way to engage students and increase class participation, free for a class size up to 40 students, and free to students with cell phone plans with unlimited text messaging. With the vast majority of college students owning cell phones, and text messaging serving as their primary form of cell phone communication, this technology is an intuitive, cost-effective, user-friendly technology that can enhance students' learning and classroom experience, and instructors' effectiveness in teaching course material and assessing students' command of the same by examining the results of their polls. © 2011 Copyright Taylor and Francis Group, LLC.",poll everywhere audience response system,,,,,,,,,,,,"Smart phones displace computers for more college students (2011) Ball State University, , http://www.bsu.edu/news/article/0,1370,7273-850-64351,00.html, Ball State University Newscenter Latest Campus Headlines, (June 15), Retrieved from; Hanley, M., (2010) Feature phone versus smartphone usage and advertising acceptance among college students: A six-year analysis, , Unpublished manuscript","Shon, H.; School of Social Work, California State University, San Bernardino, 5500 University Parkway-SB 423, San Bernardino, CA 92407, United States; email: hshon@csusb.edu",,,Routledge,,,,,15228835,,,,English,J. Technol. Hum. Serv.,Review,Final,,Scopus,2-s2.0-84863413432
Christopherson K.M.,13103644000;,Hardware or Wetware:What Are the Possible Interactions of Pedagogy and Technology in the Classroom?,2011,Teaching of Psychology,38,4,,288,292,,7.0,10.1177/0098628311421332,https://www.scopus.com/inward/record.uri?eid=2-s2.0-81355123353&doi=10.1177%2f0098628311421332&partnerID=40&md5=ec0992171585a12484f92df1dbfd4135,"Morningside College, Sioux City, IA, United States","Christopherson, K.M., Morningside College, Sioux City, IA, United States","Student response systems have received much attention over the past few years. This easy-to-use technology has been marketed as a great way to enhance the student experience in the classroom through increased engagement and improved course performance. This aim of this study was to demonstrate that the simple addition of a student response system into the classroom does not create these large changes. Rather, these changes are likely due to the pedagogical changes that occur when an instructor implements this technology in the classroom. Student response systems should not be viewed as a magic bullet to improve students' experience; rather, more focus should be placed on how instructors can improve their pedagogy through the use of this tool. © 2011, Society for the Teaching of Psychology. All rights reserved.",academic achievement; student engagement; student response systems,,,,,,,,,,,,"Beekes, W., The “millionaire” method for encouraging participation (2006) Active Learning in Higher Education, 7 (1), pp. 25-36; Davis, S., Observations in classrooms using a network of handheld devices (2003) Journal of Computer Assisted Learning, 19, pp. 298-307; Giorgetti, K., (2009) Using clickers in an educational psychology classroom: Promoting conceptual and positive perceptions of learning, , June, Poster session presented at the Association for Psychological Science Annual Conference San Francisco, CA; Guthrie, R.W., Carlin, A., (2004) Waking the dead: Using interactive technology to engage passive listeners in the classroom, , Paper presented at the Tenth Americas Conference on Information Systems New York; Graham, C.R., Tripp, T.R., Seawright, L., Joeckel, G.L., Empowering or compelling reluctant participators using audience response system (2007) Active Learning in Higher Education, 8 (3), pp. 233-258; Herreid, C.F., Clicker” cases: Introductory case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of personal response systems (“clickers”) in large, introductory psychology classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Ribbens, E., Why I like clicker personal response systems (2007) Journal of College Science Teaching, 37 (2), pp. 60-62; Siciliani, J., (2009) Clickers in the classroom: Fostering student learning outcomes, tolerance, engagement, and insight in the human sexuality classroom using remote response instructional technology, , June, Poster session presented at the Association for Psychological Science Annual Conference San Francisco, CA; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, and Technology, 32 (1), pp. 21-40","Christopherson, K.M.; Morningside College, Sioux City, IA, United States",,,,,,,,00986283,,,,English,Teach. Psychol.,Review,Final,,Scopus,2-s2.0-81355123353
"Guarino J., Chyung S.Y., Adams C., DeLeon R., Scheepers M., Castellon F., Wiedenfeld M.G., Williams P.",7003706700;36887112500;7402376181;49861200800;57194237512;49860920300;49862225700;57187470900;,Creating and implementing Cloud-based simulations to enhance a Multivariable Calculus course,2011,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,11.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029087516&partnerID=40&md5=4ebaa2062abeba25a9d05ec3818014e9,"Department of Mechanical and Biomedical Engineering, Boise State University, Boise, ID, United States; Department of Instructional and Performance Technology, College of Engineering, Boise State University, United States; Department of Mathematics, Boise State University, Boise, ID 83725, United States; Boise State University, United States; Kuna High School, United States","Guarino, J., Department of Mechanical and Biomedical Engineering, Boise State University, Boise, ID, United States; Chyung, S.Y., Department of Instructional and Performance Technology, College of Engineering, Boise State University, United States; Adams, C., Department of Mechanical and Biomedical Engineering, Boise State University, Boise, ID, United States; DeLeon, R., Department of Mechanical and Biomedical Engineering, Boise State University, Boise, ID, United States; Scheepers, M., Department of Mathematics, Boise State University, Boise, ID 83725, United States; Castellon, F., Boise State University, United States; Wiedenfeld, M.G., Kuna High School, United States; Williams, P., Boise State University, United States","A Cloud resource at Boise State University was used to enhance a large section of Multivariable and Vector Calculus (MATH 275) taken by engineering majors. This section was developed to deal with rapidly-increasing engineering enrollment. Our hypothesis was that curricula could be successfully delivered to a very large class (120 students) by augmenting instruction with Cloud resources and Clicker technology. Interactive exercises, hosted on the Cloud, were assigned instead of traditional text-based homework. Exercises were developed by a team of faculty and graduate students funded by a Hewlett-Packard Labs grant1. Exercises were created using MATLAB2 and Working Model3 software. Student satisfaction and perception of learning were measured using Clicker-based surveys associated with each exercise. Cloud computing resources hosted on university workstations provide access to licensed software used by STEM students. University students access our cloud resource using the same user id's and passwords that they use to access other University resources. Remote Graphics Software (RGS)4, available from Hewlett-Packard, enables students to remotely access any software made available to them on the cloud. Moreover, RGS enables the students to work together on the same file. Finally, RGS Sender software enables the host computer to do most of the video processing, so that the remote user can run graphics-intensive software using a low-end PC or thin client without performance impairment. The cloud was hosted on 16 Blade workstations provided by a Hewlett-Packard Innovations in Engineering (IOE) award5. Providing easy access to our cloud resource was fundamental in achieving our goals. We developed a rubric for accessing and using our cloud resource. Clicker surveys conducted during classes at the beginning, middle, and end of the semester provided data elucidating student opinions on accessing and using the cloud resource. Comments were also elicited during the end of semester course evaluation. Results showed students became more comfortable with the cloud resource as the semester progressed. Almost all of the students were comfortable with accessing and using the cloud resource by the end of the semester. Our template for providing cloud resources might be useful for others considering the implementation of cloud technology. © 2011 American Society for Engineering Education.",,Calculations; Education; Surveys; Teaching; Video signal processing; Boise State University; Engineering enrollments; Interactive exercise; Multivariable calculus; Perception of learning; Student satisfaction; University resources; University students; Students,,,,,,,,,,,"Rising cloud project (2010) Hewlett-Packard Labs Innovation Research Program, , May; MATLAB Is Available from MathWorks, , Inc., 3 Apple Hill Drive, Natick, MA, 01760-2098, USA; Working Model Is Available from Design Simulation Technologies, , Inc., 43311 Joy Road, #237, Canton, MI, 48187, USA; Remote Graphics Software (RGS) is available from Hewlett-Packard Company, 3000 Hanover Street, Palo Alto, CA, 94304-1185, USA; Engineering learning community for Idaho (2009) Hewlett-Packard Innovations in Engineering (IOE) Grant, , May; Mell, P., Grance, T., (2009) Draft NIST Working Definition of Cloud Computing, , http://csrc.nist.gov/groupps/SNS/cloud-computing/cloud-def-v15.doc, August; Zhang, Q., Cheng, L., Boutaba, R., Cloud computing: State-of-the-art and research challenges (2010) Journal of Internet Server Applications, , Springer, 1:7-18;; Engineering Learning Community for Idaho Website, , http://coen.boisestate.edu/elci; LabStats Is Available from Computer Lab Solutions, , 255 B St, Suite 207, Idaho falls, ID 83402; MDSolids Is Available from Timothy A. Philpot, , http://www.mdsolids.com/","Guarino, J.; Department of Mechanical and Biomedical Engineering, Boise State University, Boise, ID, United States",,,American Society for Engineering Education,,,,,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029087516
"Cline K., Zullo H.",54993790800;54993924100;,Teaching mathematics with classroom voting with and without clickers,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,1,173,,3.0,10.1017/CBO9781614443018,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925080703&doi=10.1017%2fCBO9781614443018&partnerID=40&md5=32c658facb630702028a006ad77e1bc0,"Carroll College, United States","Cline, K., Carroll College, United States; Zullo, H., Carroll College, United States","Are you looking for new ways to engage your students? Classroom voting can be a powerful way to enliven your classroom, by requiring all students to consider a question, discuss it with their peers, and vote on the answer during class. When used in the right way, students engage more deeply with the material, and have fun in the process, while you get valuable feedback when you see how they voted. But what are the best strategies to integrate voting into your lesson plans? How do you teach the full curriculum while including these voting events? How do you find the right questions for your students? This collection includes papers from faculty at institutions across the country, teaching a broad range of courses with classroom voting, including college algebra, precalculus, calculus, statistics, linear algebra, differential equations, and beyond. These faculty share their experiences and explain how they have used classroom voting to engage students, to provoke discussions, and to improve how they teach mathematics. This volume should be of interest to anyone who wants to begin using classroom voting as well as people who are already using it but would like to know what others are doing. While the authors are primarily college-level faculty, many of the papers could also be of interest to high school mathematics teachers. © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,"(2006) Beyond Crossroads, , Washington DC; Ball, D.L., Hill, H., Bass, H., Knowing mathematics for teaching:Who knowsmathematics well enough to teach third grade and how can we decide? (2005) American Educator, 4, pp. 14-22; Batanero, C., Garfield, J., Ottaviani, M.G., Truran, J., Research in statistical education: Some priority questions (2000) Statistical Education Research Newsletter, 1, pp. 2-6; Beatty, I., Transforming student learning with classroom communication systems (2004) ECAR Center for Applied Research, Research Bulletin, 3, pp. 2-13; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74, pp. 31-39; Blodgett, D.L., (2006) The Effects of Implementing an Interactive Student Response System in a College Algebra Classroom, , MS Thesis, The University of Maine, Orono, ME; Bode, M.D., Drane, D., Kolikant, Y.B.-D., Schuller, M., A clicker approach to teaching calculus (2009) Notices of the AMS, 56, pp. 253-256; Bransford, J.D., Brown, A.L., Cocking, R.R., (2000) How People Learn: Brain, Mind, Experience, and School, , (Eds.), National Academy Press, Washington D.C; Bressoud, D.M., Should students be allowed to vote (2009) MAA Launchings, , www.maa.org/columns/launchings/launchings0309.html; Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , Jossey-Bass, San Francisco; Butler, M., What i learned from using a personal response system (2005) FOCUS, 25, p. 15; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6, pp. 9-20; Chance, B., Delmas, R., Garfield, J., Reasoning about sampling distributions (2004) The Challenge of Developing Statistical Literacy, Reasoning and Thinking, , Dani Ben-Zvi and Joan Garfield, eds., Springer, New York; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) The American Association for Higher Education Bulletin, 39, pp. 3-7; Chickering, A.W., Gamson, Z.F., Seven principles for good practices in undergraduate education (1991) New Directions for Teaching and Learning, p. 47. , Jossey-Bass Inc., San Francisco; Cline, K.S., Classroom voting in mathematics (2006) Mathematics Teacher, 100, pp. 100-104; Cline, K., Zullo, H., Parker, M., Teaching with classroom voting (2007) FOCUS, 27, pp. 22-23; Cline, K., Zullo, H., Parker, M., Using classroom voting in mathematics courses (2007) Proc. 19Th Annual International Conference on Technology in Collegiate Mathematics, , AddisonWesley, New York; Cobb, G., Teaching statistics (1992) Heeding the Call for Change: Suggestions for Curricular Action, , (MAA Notes No. 22), Lynn A. Steen, ed., The Mathematical Association of America, Washington, DC; Cohen, E., (1994) Designing Groupwork: Strategies for Heterogeneous Classrooms, , Second Edition, Teachers College Press, New York; Connally, E., Hughes-Hallett, D., Gleason, A., (2007) Functions Modeling Change: A Preparation for Calculus, , John Wiley & Sons, Inc; College Algebra Guidelines, , www.maa.org/CUPM/crafty/CRAFTYColl-Alg-Guidelines.pdf; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Crouch, C.H., Watkins, J., Fagen, A.P., Mazur, E., Peer instruction: Engaging students one-on-one, all at once (2007) Research-Based Reform of University Physics, , E. F. Redish and P. J. Cooney, eds., American Association of Physics Teachers, College Park, MD; Culin, S., Games of the north america indians volume 1 — games of chance (1992) Twenty-Fourth Annual Report of the Bureau of American Ethnology, p. 244. , Reprint of the 1907 edition published as the, University of Nebraska Press, Lincoln, Nebraska; Culin, S., Hawaiian games (1899) American Anthropologist, 1 (4), pp. 201-247; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Pearson, San Fransisco, CA; Ernie, K., Serros, S., Hofacker, E., Using PRS to Facilitate Reasoning and Representation in Mathematics Content Courses for Future Elementary and Middle School Teachers, , this volume; Fagen, A.P., Couch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Phys. Teacher, 40, pp. 206-209; Garfield, J., The challenge of developing statistical reasoning (2002) Journal of Statistics Education, p. 10; Garfield, J., Assessing statistical reasoning (2003) Statistics Education Research Journal, 2, pp. 22-38; Garfield, J., Aliaga, M., Cobb, G., Cuff, C., Gould, R., Lock, R., Thomasmoore, A.R., Witmer, J., (2005) Guidelines for Assessment and Instruction in Statistics Education (GAISE) Project College Report, , American Statistical Association, Alexandria, VA; Gelman, A., Nolan, D., (2002) Teaching Statistics: A Bag of Tricks, , Oxford University Press, Oxford; Gordon, S., (2005) What's Wrong with College Algebra?, , SUNY/UUP Working Papers series; Graham, C., Tripp, T., Seawright, L., Joeckell, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8, pp. 233-258; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Phyics, 66, pp. 64-74; Hake, R.R., The physics education reform effort: A possible model for higher education The National Teaching and Learning Forum, 15 (1). , www.ntlf.com/html/ti/toc.htm; Hastings, N.B., (2006) A Fresh Start for Collegiate Mathematics: Rethinking the Courses below Calculus, , editor, Springer Monographs in Mathematics, Mathematical Association of America, Washington DC; Hatch, J., Jensen, M., Moore, R., Manna from heaven or clickers from hell (2005) Journal of College Science Teaching, 34, pp. 36-39; Henderson, D., (1996) Experiencing Geometry on Plane and Sphere, Prentice Hall, , Upper Saddle River, New Jersey; Herreid, C., Clicker cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36, pp. 43-47; Hill, H., Rowan, B., Ball, D.L., Effects of teachers’ mathematical knowledge for teaching on student achievement (2005) American Educational Research Journal, 42 (2), pp. 371-406; Johnson, D.W., Johnson, R.T., Smith, K.A., (1991) Active Learning: Cooperation in the College Classroom, , Interaction Book Company, Edina, MN; Johnson, D.W., Johnson, R.T., Smith, K.A., Maximizing instruction through cooperative learning (1998) ASEE Prism, 7, pp. 24-29; Kaleta, R., Joosten, T., Student response systems: A university of wisconsin system study of clickers (2007) Educase Center for Applied Research Bulletin, 10; Kime, L.A., Clark, J., Michael, B.K., (2008) Explorations in College Algebra, , John Wiley & Sons, New York; Krussel, L., Edwards, B., Springer, G.T., The teacher's discourse moves: A framework for analyzing discourse in mathematics classrooms (2004) School Science and Mathematics Journal, 104 (7), pp. 307-312; Lasry, N., Clickers or flashcards: Is there really a difference? (2008) The Physics Teacher, 46, pp. 242-244; Lomen, D.O., Robinson, M.K., (2004) “Using Concep Tests in Single and Multivariable Calculus,” in Proc. 16Th Annual International Conference on Technology in Collegiate Mathematics, , Addison Wesley, New York; Lucas, A., Using peer instruction and iclickers to enhance student participation in calculus (2009) PRIMUS, 19, pp. 219-231; Lyman, F.T., The responsive classroom discussion: The inclusion of all students (1981) Mainstreaming Digest, , A. Anderson, ed., University of Maryland Press, College Park MD; Ma, L., (1999) Knowing and Teaching Elementary Mathematics, Lawrence Erlbaum Associates, , Mahwah, New Jersey; (2004) Committee on the Undergraduate Program in Mathematics Curriculum Guide, , Mathematical Association of America, Washington, DC; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educase Quarterly, 2, pp. 71-74; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; McGivney, R.J., Contemporary Mathematics, , unpublished textbook; Meyers, J., (2008) In-Stat, Press Release, , May 27; Robyn, L., Miller, everilis santana-vega, maria s. Terrell, “can good questions and peer discussion improve calculus instruction? (2006) PRIMUS, 16 (3), pp. 193-203; Moore, T., (2000) Teaching Statistics: Resources for Undergraduate Instructors (MAA Notes #52), , ed., The Mathematical Association of America, Washington, DC; Navidi, W., Statistics for engineers and scientists, mcGraw-hill (2008) New York; (2000) Principles and Standards, National Council of Teachers of Mathematics, , Reston, Virginia; (2000) How People Learn: Brain, Mind, Experience, and School, , Washington, DC; Phillips, B., Statistics education research journal (2002) Newsletter for the Section on Statistical Education of the American Statistical Association, p. 8; Pilzer, S., Peer instruction in physics and mathematics (2001) PRIMUS, 11 (2), pp. 185-192; Pilzer, S., Robinson, M., Lomen, D., Flath, D., Hughes Hallet, D., Lahme, B., Morris, J., Trash, J., (2003) Conceptests—to accompany calculus 3rd edition (hughes hallet et al.), , John Wiley & Sons Inc., New York; Pratton, J., Hales, L.W., The effects of active student participation on student learning (1986) Journal of Educational Research, 79, pp. 210-215; Rasmussen, C., Ruan, W., Teaching for understanding: A case of students learning to use the uniqueness theorem as a tool in differential equations (2008) Making the Connection: Research to Practice in Undergraduate Mathematics Education, , Marilyn Carlson and Chris Rasmussen, eds, MAA Notes; Reay, N.W., Li, P., Bao, L., Testing a new voting machine question methodology (2008) American Journal of Physics, 76, pp. 171-178; Robinson, M.K., Lomen, D., Forgoston, S., Armenta, B., McNicholas, E., Varghese, M., (2009) Concep Tests to Accompany Algebra, , (McCallum et al.), John Wiley & Sons, Inc., New York; Santana-Vega, E., (2004) The Impact of the Good Questions Project on Students Understanding of Calculus Concepts MS Thesis, , Cornell University, Ithaca, NY; Schlatter, M., Writing concep tests for a multivariable calculus course (2002) PRIMUS, 12, pp. 305-314; Schwartz, D.L., Bransford, J.D., A time for telling (1998) Cognition& Instruction, 16, pp. 475-522; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Education Technology, 23, pp. 187-208; Skemp, R., Relational understanding and instrumental understanding (1976) Mathematics Teaching, 77, pp. 44-49; Small, D., An urgent call to improve traditional college algebra programs (2002) MAA FOCUS, , May/June; Smith, M.K., Wood, W.B., Adams, W.K., Wiemen, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Springer, G.T., Dick, T., Making the right (discourse) moves: Facilitating discussion in themathematics classroom (2006) Mathematics Teacher, 100 (2), pp. 105-109; Svinicki, M., (2004) Learning and Motivation in the Postsecondary Classroom, p. 120. , Anker Publishing Company, Inc., Bolton, MA; Terrell, M., Asking good questions in the mathematics classroom (2003) Mathematics and Education Reform Forum Newsletter, 15, pp. 3-5; Trees, A., Jackson, M., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media, and Technology, 32, pp. 21-40; (2008) NAEP Questions, , nces.ed.gov/nationsreportcard/itmrls/, (accessed September 25); Vygotsky, L.S., (1978) Mind in Society: Development of Higher Psychological Processes, , 14th ed., Harvard University Press, Cambridge, MA; Wiggins, G., McTighe, J., (2005) Understanding by Design, , 2nd edition, Association for Supervision and Curriculum Development, Alexandria, VA; Wilkinson, L., Statistical methods in psychology journals: Guidelines and explanations (1999) American Psychologist, 54, pp. 594-604. , the APA Task Force on Statistical Inference; Wood, W., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7, pp. 796-798; Zaslavsky, C., (1999) Africa Counts: Number and Pattern in African Cultures, , 3rd ed., Lawrence Hill Books, Chicago, Illinois",,,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book,Final,,Scopus,2-s2.0-84925080703
Gibson L.R.,56559447400;,An example of multi-purpose use of clickers in college algebra,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,93,100,,1.0,10.1017/CBO9781614443018.015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925141082&doi=10.1017%2fCBO9781614443018.015&partnerID=40&md5=6c791f6958a719b6ebe61efaf3dde6ed,"Indiana University Southeast, United States","Gibson, L.R., Indiana University Southeast, United States","College algebra is a course with a great many and well-documented teaching and learning problems, as well as a great variety of proposed solutions. (See for example [35, 38, 75] and their bibliographies.) In what is likely the most popular model for the course, students listen to the professor lecture and watch the recitation instructorwork exercises. Students, especially underclassmen, often poorly synthesize the information that they see and hear during class. The corresponding failure to transfer knowledge and concepts is not easy for students to recognize - and even when they do, there are often few viable activities available for them to bridge the gap. The bulk of the learning experience becomes memorization of a few techniques which are judged most likely to appear on the exam. My journey toward addressing some of these course issues has been strongly influenced by my involvement with the GoodQuestions for Calculus project [58]. The goals of the course design presented below are to increase student attendance and participation, to provide students and instructors with instantaneous feedback regarding students' basic skills, to address misconceptions by challenging intuition via conceptual questions, to improve reasoning, communications skills and classroom experience by including a peer-learning component to the conceptual questions, to provide external activities which both prepare students before the classroom experience and assist them with knowledge synthesis afterward. To make explicit one final goal, it is crucial for the course design to intrude minimally on the instructor's current time and energy allotment for the course. © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,,"Gibson, L.R.; Indiana University SoutheastUnited States",,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book Chapter,Final,,Scopus,2-s2.0-84925141082
"Ernie K., Serros S., Hofacker E.",56560161600;56560163500;56560175500;,Using clickers in courses for future K-8 teachers,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,77,82,,,10.1017/CBO9781614443018.012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925047372&doi=10.1017%2fCBO9781614443018.012&partnerID=40&md5=2d38a1b7439dcf2fea99c195846e858e,"University of Wisconsin River Falls, United States; University of Wisconsin Eau Claire, United States","Ernie, K., University of Wisconsin River Falls, United States; Serros, S., University of Wisconsin Eau Claire, United States; Hofacker, E., University of Wisconsin River Falls, United States","Introduction It is often the case that beginning K-8 teachers emphasize basic skills and procedures in their classrooms, but rarely probe more deeply for understanding and connections. This is not surprising, considering that this is what they probably experienced in their pre-college courses. Future teachers who themselves were students in classrooms that emphasized skills and procedures often lack deeper understanding or have developed basic misconceptions that make it difficult for them to probe or to answer questions from their own students about concepts and processes. The MAA Committee on the Undergraduate Program in Mathematics' Curriculum Guide [54] and the National Council of Teachers of Mathematics' Principles and Standards [62] recommended goals and objectives include that students develop the skill of understanding, representation, connections, and reasoning. This means that the curriculum should be seen as related ideas and concepts that can be used to solve a variety of problems, not as a set of unrelated facts and algorithms to be memorized. Faculty teaching math content courses for teachers have a short window of opportunity to provide future teachers with experience in a conceptually rich environment. Faculty in these courses should model not only higher levels of questioning, but encourage higher level thinking. Unfortunately, often students find it difficult to know what they do not know. That is, students are not even aware that they do not understand the concept to which they have just been exposed or what they think they understand is actually a misconception. © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,,,,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book Chapter,Final,,Scopus,2-s2.0-84925047372
"Nicodemus G.D., Falconer J.L., DeGrazia J., Will Medlin J.",8873462800;57204111232;6603787183;55064139600;,Not lecturing in a material and energy balances course,2011,Education - Core Programming Topic at the 2011 AIChE Annual Meeting,,,,449,451,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054824449&partnerID=40&md5=1aa7969d234cb8a28306352c73d7421b,"Department of Chemical and Biological Engineering, University of Colorado, Boulder, CO, United States","Nicodemus, G.D., Department of Chemical and Biological Engineering, University of Colorado, Boulder, CO, United States; Falconer, J.L., Department of Chemical and Biological Engineering, University of Colorado, Boulder, CO, United States; DeGrazia, J., Department of Chemical and Biological Engineering, University of Colorado, Boulder, CO, United States; Will Medlin, J., Department of Chemical and Biological Engineering, University of Colorado, Boulder, CO, United States","Wehave replaced 50 minutes of lecturing in our material and energy balancescourse with a more active learning approach that takes advantage of research inlearning1-5 and readily-available technology. Instead of a 50-minuteclass where the instructor writes on the board and students copy what theinstructor writes, we have used the following approach: 1) Studentsare assigned sections from the textbook that are to be read before class starts. 2) Ashort on-line, graded reading quiz (3-5 questions, usually multiple choice),based on the assigned reading, is due 2 -3 hours before class starts. Theinstructor views the student responses before class and adjusts what might bediscussed in class (i.e. just-in-time teaching). 3) Classtime is devoted to students responding to multiple-choice conceptests. Thestudents answer individually using personal response systems (clickers2).The objective is to use conceptests that approximately 30-40% of the studentsanswer correctly on their own. That is, the main objective is not to teststudents but instead spend class time on topics that are confusing to themajority of the class. 4) Studentsthen discuss their answers in small groups (peer instruction1,3,4)and can change their answers. The final answer is graded. 5) Studentsand the instructor discuss the reasons for the correct answer and often themisconceptions students may have when choosing the wrong answers. 6) Studentsthen ask questions related to the concept in the conceptest. The instructormight present additional information related to the concept. 7) Screencastvideos5, many of which are solutions to example problems orexplanations of conceptests, are made available for each chapter to replace/supplementmaterials that might have been used in class. © 2018 Editura Academiei Romane.All Rights Reserved.",,Teaching; Active Learning; Just in time teachings; Material and energy balances; Multiple choice; Peer instruction; Personal response systems; Student response; Wrong answers; Students,,,,,"University of Colorado

DUE-0920640","Wegratefully acknowledge support by NSF-CCLI grant DUE-0920640, by Shell Oil, andby the College of Engineering and Applied Sciences, Engineering Excellence Fundat the University of Colorado.",,,,,"Mazur, E., (1997) PeerInstruction: A User'S Manual, , Prentice Hall, Upper Saddle River, NJ; Caldwell, J.E., Clickers in the large classroom: Current research andbest-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Smith, M.K., Wood, W.B., Adams, W.K., Wieman, C., Knight, J.K., Guild, N., Su, T.T., Why peer discussion improves student performance on in-class conceptquestions (2009) Science, 323, pp. 122-124; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am.J. Phys., 69, pp. 970-977; Falconer, J.L., DeGrazia, J., Medlin, J.W., Holmberg, M., Using screencasts in che courses (2009) ChemicalEngineering Education, 43, pp. 286-289",,,,AIChE,Education - Core Programming Topic at the 2011 AIChE Annual Meeting,16 October 2011 through 21 October 2011,,139223.0,,9781618397256,,,English,Edu. - Core Program. Topic AIChE Annu. Meet.,Conference Paper,Final,,Scopus,2-s2.0-85054824449
"Cline K., Zullo H.",54993790800;54993924100;,Teaching mathematics with classroom voting,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,5,8,,,10.1017/CBO9781614443018.002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925042136&doi=10.1017%2fCBO9781614443018.002&partnerID=40&md5=4ac5f55b4fc06d1f4fa72104b238efa1,"Carroll College, United States","Cline, K., Carroll College, United States; Zullo, H., Carroll College, United States","What is classroom voting? Classroom voting is a powerful new pedagogy that has developed an impressive record of success in mathematics, the sciences, and engineering. In this teaching technique, the instructor poses a multiple-choice question to the class, then gives them a few minutes to work through the question and discuss it in small groups before each student votes on the correct answer, either using a hand-held electronic “clicker,” by a show of hands, or by raising a colored index card (A = red, B = blue, etc.). After the vote, the instructor goes around the class, asking students to explain their vote. The vote gives the instructor immediate feedback as to the state of the students' understanding from each individual in the class. More importantly, the vote requires every single student to play an active role, to grapple with some mathematical issue, to discuss it in a small group, and to register an opinion. Education research shows that classroom voting and other teaching techniques which require students to actively engage in the material during class produce substantial improvements in student comprehension and retention of the concepts when compared to presentation methods that allow themajority of the students to remain as passive observers who are simply taking notes (see, e.g., [11, 19]).History and Evidence of Effectiveness The pedagogy of classroom voting was developed for the physics classroom by Harvard University's Eric Mazur in his influential book Peer Instruction: A User's Manual [15]. © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,,,,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book Chapter,Final,,Scopus,2-s2.0-84925042136
"Winnips K., Heutink J., Beldhuis H.",6506604588;23984477100;6603499876;,Reaction lecture: Text messaging to increase student engagement in large-scale lectures,2011,Proceedings of the European Conference on Games-based Learning,2,,,878,885,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898354937&partnerID=40&md5=0de30d14b7fa0d7353ee72dccd536dd6,"University of Groningen, Netherlands","Winnips, K., University of Groningen, Netherlands; Heutink, J., University of Groningen, Netherlands; Beldhuis, H., University of Groningen, Netherlands","By helping to be active during large scale lectures, students remember better what is presented, and can better connect new knowledge to entry knowledge. In large scale lectures with more than 150 students, it is nearly impossible to manage personal, face-to-face discussions and interaction. Based upon positive experiences with enabling interaction via mobile phones a new form of interaction was tried in a second year Bachelor's course (722 students). Students could send in open comments and questions via SMS, Twitter or via mobile Internet. The lecturer built in blocks of time to respond to these questions and comments. Unanswered but relevant questions are forwarded to the forum of the electronic learning environment (Blackboard), enabling an online response. An experimental design was set up, dividing the lectures of the same lecturer between ""reactionlectures"" and traditional lectures. Three primary questions for this study were defined: Would students learn better in a reactionlecture than in a traditional lecture? What are the opinions of students on giving direct reactions during a lecture? What forms of providing open comments during lectures can be used? A difference in learning results (as perceived by the students) was not found. Although students indicated that by giving open comments, the lecturer could better adapt to their entry knowledge. Further, questionnaires showed that students were happy both with the options for interaction, and with the connection between the lecture and the discussion forum in Blackboard. Students indicated they would like to have more blocks of interaction during the lecture, so that responding via their mobile phone doesn't distract from listening to the lecturer. Contrary to expectations about the ""Facebook generation"", students did not respond or comment often. To make the reactionlecture more effective, blocks of interaction on key lecture topics should be scheduled.",Audience response systems; Backchannel; Large-scale lectures; Student interaction,Cellular telephones; Computer aided instruction; E-learning; Education; Message passing; Mobile devices; Mobile phones; Social networking (online); Surveys; Teaching; Telephone sets; Text messaging; Audience response systems; Back channels; Direct reactions; Electronic learning; Large-scale lectures; Positive experiences; Student engagement; Student interactions; Students,,,,,,,,,,,"Atkinson, C., (2010) The Backchannel: How Audiences are Using Twitter and Social Media and Changing Presentations Forever, , New Riders Press, Berkeley; Brakel, R., Smartphones onder studenten [Students' use of smartphones] (2011), http://onderwijsingrafieken.blogspot.com/2011/05/onderwijsgrafiek-62-smartphones-onder.html, online; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) Life sciences education, 6 (1), pp. 9-20; D'Inverno, R., Davis, H., White, S., Using a Personal Response System for Promoting Student Interaction (2003) Teaching Mathematics and its applications, 22 (4), pp. 163-169; Hancock, T.M., Use of audience response systems for summative assessment in large classes (2010) Australasian Journal of Educational Technology, 26 (2), pp. 226-237; Johnstone, A.H., Percival, F., Attention Breaks in Lectures (1976) Education in Chemistry, 13 (2), pp. 49-50; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441. , http://tinyurl.com/mrmvsb, Online; Kumar, S., An Innovative Method to Enhance Interaction during Lecture Sessions (2003) Advances in Physiology Education, 27 (1), pp. 20-25; Mazur, E., (1997) Peer instruction: a user's manual, , Prentice Hall, Englewood Cliffs NJ; Macmanaway, L.A., Teaching methods in higher education-innovation and research (1970) Universities Quarterly, 24 (3), pp. 321-329; Tlhoaele, M., Hofman, W.H.A., Naidoo, A., Winnips, J.C., Using Information and Communication Technology to support interactive engagement in higher education (2011) Article submitted to South African Journal of Higher Education; Torenbeek, M., Hop, skip and jump? The fit between secondary school and university (2011) Doctoral dissertation, , http://irs.ub.rug.nl/ppn/331690829, online, University of Groningen; Winnips, J.C., Thlaoele, M., Using SMS to increase interaction in large lectures: models and results (2010) Paper read at Online Educa Berlin, , Berlin, Germany, December",,Rospigliosi A.Greener S.,,Dechema e.V.,"10th European Conference on e-Learning, ECEL 2011",10 November 2011 through 11 November 2011,,113213.0,20490992,9781908272225,,,English,Proc. European Conf. Games-based Learn.,Conference Paper,Final,,Scopus,2-s2.0-84898354937
Hoog A.,55825117600;,Android Forensics,2011,Android Forensics,,,,,,372.0,56.0,10.1016/C2010-0-65787-7,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013928069&doi=10.1016%2fC2010-0-65787-7&partnerID=40&md5=084fa50994460c7a2b0c61eac4416e4e,"Innovative computer and mobile forensic firm, viaForensics, United States","Hoog, A., Innovative computer and mobile forensic firm, viaForensics, United States","The open source nature of the platform has not only established a new direction for the industry, but enables a developer or forensic analyst to understand the device at the most fundamental level. ""Android Forensics"" covers an open source mobile device platform based on the Linux 2.6 kernel and managed by the Open Handset Alliance. The Android platform is a major source of digital forensic investigation and analysis. This book provides a thorough review of the Android platform including supported hardware devices, the structure of the Android development project and implementation of core services (wireless communication, data storage and other low-level functions). Finally, it will focus on teaching readers how to apply actual forensic techniques to recover data. Named a 2011 Best Digital Forensics Book by ""InfoSec Reviews""Ability to forensically acquire Android devices using the techniques outlined in the bookDetailed information about Android applications needed for forensics investigationsImportant information about SQLite, a file based structured data storage relevant for both Android and many other platforms. © 2011 Elsevier Inc. All rights reserved.",,,,,,,,,,,,,"Alliance, F.A.Q., Open Handset Alliance, , http://www.openhandsetalliance.com/oha_faq.html, (n.d.). Retrieved January 3, 2011, from; Open Handset Alliance, , http://www.openhandsetalliance.com/oha_members.html, Alliance Members. (n.d.). Retrieved March 9, 2011, from; http://android-developers.blogspot.com/2008/08/android-market-user-driven-content.html, Android developers blog: Android Market: a user-driven content distribution system. (n.d.). Retrieved January 9, 2011, from; http://android-developers.blogspot.com/2010/06/exercising-our-remote-application.html, Android developers blog: Exercising our remote application removal feature. (n.d.). Retrieved January 9, 2011, from; http://www.android.com/us/developer-distribution-agreement.html, Android Market developer distribution agreement. (n.d.). Retrieved January 9, 2011, from; http://www.google.com/mobile/android/market-tos.html, Android Market terms of service. (n.d.). Retrieved January 9, 2011, from; http://www.androlib.com/appstats.aspx, Android Market statistics from AndroLib, Androlib, Android applications and games directory. (n.d.). Retrieved January 9, 2011, from; http://developer.android.com/sdk/android-2.3.html%23locs, Android 2.3 platform, & Android developers. (n.d.). Retrieved January 8, 2011, from; Bort, D., Android is now available as open source. Android Open Source Project., , https://sites.google.com/a/android.com/opensource/posts/opensource, Retrieved January 3, 2011, from.(n.d.); http://www.borqs.com/news.jsp, China's OPhone to find its way to US as Android+. (n.d.). Retrieved January 8, 2011, from; http://www.google.com/corporate/, Corporate information: About. (n.d.). Google. Retrieved January 4, 2011, from; http://www.comscore.com/Press_Events/Press_Releases/2011/1/comScore_Reports_November_, comScore reports November 2010 U.S. mobile subscriber market share. (n.d.). comScore.Inc. Retrieved January 9, 2011, from; http://www.cyanogenmod.com/about, CyanogenMod, About the Rom, CyanogenMod. (n.d.). Retrieved January 8, 2011, from; Technology Research & Business Leader Insight, , http://www.gartner.com/it/page.jsp?id=1466313, Gartner says worldwide mobile phone sales grew 35 percent in third quarter 2010; smartphone sales increased 96 percent. (n.d.). Gartner Inc. Retrieved March 9, 2011, from; http://source.android.com/source/download.html, Get Android source code, Android open source. (n.d.). Retrieved March 9, 2011, from; http://googinvestor.blogspot.com/2011/03/google-android-activations-350k-daily.html, Google Investor: Google android activating 350,000 devices daily (data visualization video) ""Top global smartphone platform."" (n.d.). Retrieved March 9, 2011, from; Krazit, T., Google's Rubin: Android ""a revolution."" Digital MediadCNET News Technology News-CNET News, , http://news.cnet.com/8301-1023_3-10245994-93.html, Retrieved January 5, 2011, from.(n.d.); http://source.android.com/source/licenses.html, Licenses. (n.d.). Android open source. 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Memory technology device (MTD) subsystem for Linux, Retrieved March 13, 2011, from; http://www.kernel.org/pub/linux/kernel/people/mochel/doc/papers/ols-2005/mochel.pdf, The sysfs filesystem. (n.d.), Retrieved February 1, 2011, from; Way, T., Android will be using ext4 starting with Gingerbread Thoughts by Ted, , http://thunk.org/tytso/blog/2010/12/12/android-will-be-using-ext4-starting-with-gingerbread/, (n.d.).Welcome to, Retrieved February 2, 2011, from; http://www.yaffs.net/yaffs-licence-faqs, Licence FAQs, Y. A. F. F. S. (n.d.). YAFFS, Retrieved February 4, 2011, from; http://www.yaffs.net/yaffs-nand-specific-flash-file-system-introductoryarticle, YAFFS: the NAND-specific flash file system-Introductory Article. (n.d.). Retrieved February 2, 2011, from; http://www.hg.org/computer-crime.html, Country. (n.d.). Computer crime law-guide to computer crimes law. Retrieved February 10, 2011, from; http://www.trustmatta.com/advisories/MATTA-2010-001.txt, Cisco unified video conferencing multiple vulnerabilities. (n.d.). Matta Consulting. Retrieved February 11, 2011, from; http://www.cisco.com/en/US/products/products_security_advisory09186a0080, Cisco Security advisory: multiple vulnerabilities in Cisco unified video conferencing products-Cisco Systems. (n.d.). Retrieved February 10, 2011, from; http://code.google.com/apis/accounts/docs/OAuthForInstalledApps.htm, default. (n.d.). OAuth for installed applications-authentication and authorization for Google APIs-Google Code. Retrieved February 12, 2011, from; http://developer.android.com/guide/topics/admin/device-admin.html, Device administration. (n.d.). Android Developers. Retrieved February 11, 2011, from; http://threatpost.com/en_us/blogs/mobile-device-users-more-susceptible-phishing-scams-010511, Donohue, B. (n.d.). Mobile device users more susceptible to phishing scams. 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Retrieved February 23, 2011, from; Gibson, A., Blaze, M., Smith, Smudge attacks on smartphone touch screens, , http://www.usenix.org/events/woot10/tech/full_papers/Aviv.pdf, Retrieved February 21, 2011, from; Cannon, T., Android lock screen bypass, , http://thomascannon.net/blog/2011/02/android-lock-screen-bypass/, (n.d.).Retrieved February 21, 2011, from; http://dc3dd.sourceforge.net/, dc3dd. (n.d.). Retrieved February 22, 2011, from; http://www.census.gov/govs/apes/, Government Employment & Payroll. (n.d.). Retrieved February 19, 2011, from; http://modmymobile.com/forums/8-guides-downloads-forum-suggestions/218651-guide-flashing-linux-motorolas-rsd-lite-versions.html, [Guide] Flashing Linux Motorola's with RSD Lite Versions. (n.d.). Retrieved February 24, 2011, from; http://developer.htc.com/adp.html, HTC-Developer Center. (n.d.). Retrieved February 28, 2011, from; http://standards.ieee.org/findstds/standard/1149.1-1990.html, IEEE SA-1149.1-1990-IEEE Standard Test Access Port and Boundary-Scan Architecture. (n.d.). Retrieved February 23, 2011, from; http://www.rerware.com/, RerWare, LLC: Android Backup and BlackBerry Backup-MyBackup Pro. (n.d.). Retrieved February 22, 2011, from; http://msdn.microsoft.com/en-us/library/ms724290%28VS.85%29.aspx, File times (Windows). (n.d.). Retrieved February 13, 2011, from; Carrier, B., Mactime output-SleuthKitWiki., , http://wiki.sleuthkit.org/index.php%3Ftitle%3DMactime_output, (n.d.).Retrieved February 13, 2011, from; Casey, E., Misinterpretation of file system timestamps, , http://blog.cmdlabs.com/2009/05/08/misinterpretation-of-file-system-timestamps/, (n.d.). Retrieved February 13, 2011, from; http://crazydaks.com/debugging-in-android-with-tombstones.html, Debugging in Android with tombstones. (n.d.). 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Retrieved February 15, 2011, from; http://www.digitalforensicssolutions.com/Scalpel/, Scalpel: a frugal, high performance file carver. (n.d.). Retrieved February 13, 2011, from; http://www.whatismyip.com/, What is my IP address. (n.d.). Retrieved February 19, 2011, from; http://www.yaffs.net/yaffs-debugging, YAFFS debugging. (n.d.). Retrieved February 17, 2011, from","Hoog, A.; Innovative computer and mobile forensic firm, viaForensicsUnited States",,,Elsevier Inc.,,,,,,9781597496513,,,English,Android Forensics,Book,Final,,Scopus,2-s2.0-85013928069
Terrell M.,36465647100;,Good questions for mathematics eduction: An example from multivariable calculus,2011,Teaching Mathematics with Classroom Voting with and Without Clickers,,,,127,130,,,10.1017/CBO9781614443018.020,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84925198029&doi=10.1017%2fCBO9781614443018.020&partnerID=40&md5=07a6cc41e6406154c20a1f84ec434448,"Cornell University, United States","Terrell, M., Cornell University, United States","Mathematics eduction? Aren't I missing an “a” in the middle of that word? No, I mean eduction, a process by which good questions educe, or draw out latent understanding of how the world works lead students to build a deep foundation of fundamental understanding engage students in bringing order to, or making sense of, complex phenomena from basic given facts. In this article I present some examples of educing questions that were developed and tested via clicker technology through the Good Questions Project. I will summarize some of the student feedback, and the research on teaching and learning that provides a framework for understanding why “educing” questions may be effective. The Good Questions project grew out of an effort to introduce young instructors to the benefits of teaching by asking. It was inspired by Cornell mathematician David Henderson's rich knowledge and experience of teaching geometry [40] by posing questions that lead students to construct and refine mathematical concepts based on their own experiences. We were also inspired by the success of Harvard physicist EricMazur [55] in using ConceptTests and peer instruction to teach physics. We wanted to develop questions to stimulate thoughtful discussions of key concepts in calculus, and put them in the hands of instructors in their formative years as TAs and postdoctoral fellows. We wanted to know if discussing the questions would lead to better student understanding and better performance in a traditional freshman calculus course. © 2011 by The Mathematical Association of America (Incorporated).",,,,,,,,,,,,,,"Terrell, M.; Cornell UniversityUnited States",,,Mathematical Association of America,,,,,,9781614443018; 9780883851890,,,English,Teach. Mathematics with Classr. Voting with and Without Clickers,Book Chapter,Final,,Scopus,2-s2.0-84925198029
"Kanal K., Dickinson R., Zamora D., Stewart B.",6601957731;55986630300;55819732000;7202105955;,SU‐E‐E‐06: The New ABR Exam: What Have We Done to Change the Way We Teach Physics to Residents?,2011,Medical Physics,38,6,,3392,,,,10.1118/1.3611560,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85024818192&doi=10.1118%2f1.3611560&partnerID=40&md5=0690036d989e386377ee81df2eda51c3,"University Washington, Seattle, WA, United States","Kanal, K., University Washington, Seattle, WA, United States; Dickinson, R., University Washington, Seattle, WA, United States; Zamora, D., University Washington, Seattle, WA, United States; Stewart, B., University Washington, Seattle, WA, United States","Purpose: Our purpose is to develop a new physics course integrated with radiology clinical content and practice to prepare radiology residents to take the new American Board of Radiology (ABR) diagnostic radiology exam that went into effect on July 2010. Methods: Our old physics course was taught over a period of one year, and consisted mainly of lectures taught from an imaging physics textbook. We now offer a two year course that primarily uses the RSNA/AAPM physics modules supplemented with other resources such as the AAPM physics curriculum and AAPM/RSNA physics tutorials. Various physics topics will be discussed in a non‐serial order so that the residents develop an understanding of a breadth of topics in the first year. Each class session requires assigned reading or review before class. During class, we focus on important and relevant concepts from the assigned reading. We meet with the residents every other week and have one scheduled clinical lecture a month. The clinical lecture may come in the form of a radiologist teaching physics with emphasis on clinical relevance, a lab demonstrating physics concepts, a show and tell of radiology equipment, or a guest speaker from another institution. We are using audience response systems to encourage participation and discussion, and using tag‐team teaching to generate interest and discuss clinically relevant questions and answers. We have also redesigned the physics course website to make it more user‐friendly. Results: We don't know yet. Only time and the success of our residents taking the board exam in 2013 will demonstrate whether the new format is working Conclusions: We anticipate that the new format will work, but this is only possible providing time and effort is expended by physicists in making changes to the old teaching methods to benefit the residents and the radiology community as a whole. © 2011, American Association of Physicists in Medicine. All rights reserved.",,,,,,,,,,,,,,,,,,,,,,00942405,,,,English,Med. Phys.,Conference Paper,Final,,Scopus,2-s2.0-85024818192
Ng'ambi D.,6507800172;,Enhancing student interaction in didactics teaching approaches - The right to text during class,2011,"Proceedings of the International Conference on e-Learning, ICEL",,,,249,257,,7.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878668853&partnerID=40&md5=42afb7140280f05c20eccfce92244c10,"University of Cape Town, South Africa","Ng'ambi, D., University of Cape Town, South Africa","One of the reasons educators discourage students from using mobile phones in class is because of their [mobile phones] disruptive potential. This paper argues that students are most likely to be distracted if they are not actively engaged with a lesson. However, it is difficult to actively engage students when teaching is didactic. The paper exploits students' ability to thumb text on their mobile phones with minimum glances at a handset to develop a delayed interactive model for teaching with mobile phones. The use of mobile phones had potential to enhance student interaction in didactical teaching approaches. Despite its weaknesses, didactic teaching is one of the most used teaching approaches in Universities especially in large classes. Drawing on Moore's theory of Transactional Distance, the paper argues that anonymous texting during class eliminates psychological barriers of shy and low self esteem students, and creates a safe environment in which to clear possible misunderstandings during class. The paper concludes that augmenting pedagogical uses of devices owned by students with anonymity, reduces transactional distance, widens student-learning opportunities, empowers learners, and enhances participation in knowledge production.",Anonymity; Didactic teaching; Short message services - SMS; Texting; Transactional distance,Cellular telephones; E-learning; Mobile devices; Mobile phones; Anonymity; Interactive modeling; Knowledge production; Short message services; Student interactions; Teaching approaches; Texting; Transactional distance; Students,,,,,,,,,,,"Arbaugh, J.B., How classroom environment and student engagement affect learning in internet-based mba courses (2000) Business Communication Quarterly., 63 (4), pp. 9-26; Arrigo, M., Gentile, M., Taibi, D., Chiappone, G., Tegolo, D., MCLT: An application for collaborative learning on mobile telephone (2004) Mobile Learning Anytime Everywhere: A Book of Papers from MLEARN 2004.; Attewell, J.J., Savill-Smith, C., Learning and Skills Development Agency: London, pp. 11-13; Biggs, J., (1999) Teaching for Quality Learning at University, , Open University Press: Buckingham; Burbules, C.N., Bruce, C.B., Theory and research on teaching as dialogue (2001) Handbook of Research on Teaching, pp. 1102-1121. , http://hdl.handle.net/2142/13448, 4th Edition Virginia Richardson (ed.), Washington, DC: American Educational Research Association, 2001. Accessed on: 2011-01-26; Capuano, N., Gaeta, M., Miranda, S., A system for adaptive platform-independent mobile learning (2004) Mobile Learning Anytime Everywhere: A Book of Papers from MLEARN 2004, pp. 53-56. , J. Attewell, J. and C. Savill-Smith (eds). Learning and Skills Development Agency: London; Gorsky, P., Caspi, A., A critical analysis of transactional distance theory (2005) The Quarterly Review of Distance Education., 6 (1), pp. 1-11; Hay, A., Hodgkinson, M., Peltier, J.W., Drago, W.A., Interaction and virtuall learning (2004) Strategic Change, 13 (4), pp. 193-201; Moore, M.G., Theory of transactional distance (1993) Transactional Principles of Distance Education, , D. Keegan, (Ed.), New York: Routledge; Ng'ambi, D., A critical discourse analysis of students' anonymous online postings (2008) International Journal of Information and Communication Technology Education, 4 (3), pp. 40-48. , July-September; Ng'ambi, D., Brown, I., Intended and unintended consequences of student use of an online questioning environment (2009) British Journal of Educational Technology., 40 (2), pp. 316-328. , doi=10.1111/j.1467-8535.2008.00899.x; Riordan, B., Traxler, J., The use of targeted bulk sms texting to enhance student support, inclusion and retention,"" wmte (2005) IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'05), 2005., pp. 257-260; Saba, F., Shearer, L.R., Verifying key theoretical concepts in a dynamic model of distance education (1994) The American Journal of Distance Education, 8 (1). , http://edweb.sdsu.edu/Courses/ET650_OnLine/saba_shearer1994.htm, Pennsylvania State University. Accessed on: 2011-01-26; Stone, A., Blended learning, mobility and retention: Supporting first-year university students with appropriate technology (2004) Mobile Learning Anytime Everywhere: A Book of Papers from MLEARN 2004.; Attewell, J.J., Savill-Smith, C., Learning and Skills Development Agency: London, pp. 183-185; Siemens, G., Tittenberger, P., (2009) Handbook of Emerging Technologies for Learning, , www.umanitoba.ca/learning_technologies/cetl/HETL.pdf, University of Manitoba Accessed on: 2011-05-15; Treviranus, J., Roberts, V., Inclusive e-learning (2006) The International Handbook of Virtual Learning Environments, 1, pp. 469-495. , J. Weiss., J. Nolan, J., Hunsinger., and P. Trifonas (Eds.). Springer","Ng'ambi, D.; University of Cape TownSouth Africa; email: dick.ngambi@uct.ac.za",,,Academic Conferences Limited,"6th International Conference on e-Learning 2011, ICEL 2011",27 June 2011 through 28 June 2011,"Kelowna, BC",106519.0,20488882,9781622766727,,,English,"Proc. Int. Conf. e-Lear., ICEL",Conference Paper,Final,,Scopus,2-s2.0-84878668853
[No author name available],[No author id available],"Proceedings of the 38th Annual Fall Conference on SIGUCCS, SIGUCCS '10",2010,Proceedings ACM SIGUCCS User Services Conference,,,,,,301.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78650598757&partnerID=40&md5=ec4c2d4916285b51e050173615902021,,,"The proceedings contain 56 papers. The topics discussed include: a wider web, a wider world?; campus learning spaces: meeting students' current and future needs; managing professional and personal sensitive information; client research that counts: involve your staff, engage your clients, and improve your services; mentoring, a program for training new it staff; better ways to handle customer support phone calls; deep in the heart of Texas: celebrating 10 years of technology discoveries at the regional conference level; but I wasn't trained on that! the use and abuse of training tools; print centers-navigating the sea of ink; technology based motivation of students to collaborate by digital annotations during real lecture and learning sessions; experience with individual receipt confirmation system and the university primary mail service; sharing the sandbox on an it playground; and supporting clickers on campus and the faculty who use them.",,,,,,,,,,,,,,,,ACM SIGUCCS,,"38th Annual Fall Conference on SIGUCCS, SIGUCCS '10",24 October 2010 through 27 October 2010,"Norfolk, VA",83165.0,,9781450300032,,,English,Proc ACM SIGUCCS Serv Conf,Conference Review,Final,,Scopus,2-s2.0-78650598757
"Graf S., Kinshuk, Holzinger A.",15050609100;16230394700;23396282000;,International Workshop on Enabling User Experience with Future Interactive Learning Systems (UXFUL 2010),2010,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),6389 LNCS,,,318,321,,1.0,10.1007/978-3-642-16607-5_21,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649974229&doi=10.1007%2f978-3-642-16607-5_21&partnerID=40&md5=d7c21959cfc0b9e5bcb4e9da9e5102d3,"Athabasca University, School of Computing and Information Systems, 1100, 10011-109 Street, Edmonton, AB T5J-3S8, Canada; Medical University Graz, Institute for Medical Informatics, Statistics and Documentation (IMI), Research Unit HCI4MED, A-8036 Graz, Austria","Graf, S., Athabasca University, School of Computing and Information Systems, 1100, 10011-109 Street, Edmonton, AB T5J-3S8, Canada; Kinshuk, Athabasca University, School of Computing and Information Systems, 1100, 10011-109 Street, Edmonton, AB T5J-3S8, Canada; Holzinger, A., Medical University Graz, Institute for Medical Informatics, Statistics and Documentation (IMI), Research Unit HCI4MED, A-8036 Graz, Austria","Nowadays most educational institutions use learning systems in order to provide blended or fully online courses in a formal setting with high similarity to learning in a classroom. However, new technologies such as mobile, pervasive and ubiquitous technologies can enable learners to have richer learning experiences through learning that can take place whenever learners are interested in learning, at anytime and anywhere. Multimodal, smart and intelligent devices make the interaction between the learners and the system more natural and intuitive and considering the learners' current situation and characteristics allows the personalization and adaptation of learning material and activities, leading to more effective learning by providing learners with information that is relevant for them. This workshop brings together researchers from Psychology and Computer Science, aiming at discussing research on using and incorporating such new technologies in learning systems and therefore, providing learners with rich learning experiences at anytime and anywhere, in a more intuitive and personalized way. © 2010 Springer-Verlag.",adaptivity & personalization; learning environments/systems; mobile/pervasive/ubiquitous learning; multimodal devices; smart & intelligent technologies; User experience,Intelligent technology; learning environments/systems; mobile/pervasive/ubiquitous learning; Multi-modal; Personalizations; User experience; Engineering education; Human computer interaction; Knowledge management; Online systems; Teaching; Technical presentations; Technology; Usability engineering; Learning systems,,,,,,,,,,,"Stickel, C., Ebner, M., Holzinger, A., Useful Oblivion Versus Information Overload in e-Learning Examples in the Context of Wiki Systems (2008) Journal of Computing and Information Technology (CIT), 16 (4), pp. 271-277; Graf, S., (2007) Adaptivity in Learning Management Systems Focussing on Learning Styles, , Ph.D. thesis, Vienna University of Technology; Graf, S., Kinshuk, I.C., A Flexible Mechanism for Providing Adaptivity Based on Learning Styles in Learning Management Systems (2010) Proceedings of the IEEE International Conference on Advanced Learning Technologies (ICALT 2010), pp. 30-34. , IEEE Computer Society, Sousse; Graf, S., MacCallum, K., Liu, T.-C., Chang, M., Wen, D., Tan, Q., Dron, J., McGreal, R., Kinshuk: An Infrastructure for Developing Pervasive Learning Environments (2008) Proceedings of the IEEE International Workshop on Pervasive Learning (PerEL 2008), pp. 389-394. , IEEE Press, Hong Kong; Graf, S., Kinshuk: Adaptivity and personalization in ubiquitous learning systems (2008) LNCS, 5298, pp. 331-338. , Holzinger, A. (ed.) USAB 2008. Springer, Heidelberg; Holzinger, A., Nischelwitzer, A.K., Kickmeier-Rust, M.D., Pervasive E-Education supports Life Long Learning: Some Examples of X-Media Learning Objects World Conference on Continuing Engineering Education, Vienna (2006), , http://www.wccee2006.org/papers/445.pdf, Paper presented at the; Holzinger, A., Softic, S., Stickel, C., Ebner, M., Debevc, M., Hu, B., Nintendo Wii Remote Controller in Higher Education: Development and Evaluation of a Demonstrator Kit for e- Teaching (2010) Computing & Informatics, 29 (3), pp. 1001-1015; Holzinger, A., Kickmeier-Rust, M.D., Wassertheurer, S., Hessinger, M., Learning performance with interactive simulations in medical education: Lessons learned from results of learning complex physiological models with the HAEMOdynamics SIMulator (2009) Computers & Education, 52 (2), pp. 292-301","Graf, S.; Athabasca University, School of Computing and Information Systems, 1100, 10011-109 Street, Edmonton, AB T5J-3S8, Canada; email: sabineg@athabscau.ca",,,,"6th Symposium of the Workgroup Human-Computer Interaction and Usability Engineering, USAB 2010",4 November 2010 through 5 November 2010,Klagenfurt,82697.0,03029743,3642166067; 9783642166068,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-78649974229
Sokoloff D.R.,36952554600;,Image formation interactive lecture demonstrations using personal response systems,2010,AIP Conference Proceedings,1263,,,16,19,,1.0,10.1063/1.3479860,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649841892&doi=10.1063%2f1.3479860&partnerID=40&md5=8d6bdc84f5f141e737848789500555dd,"Department of Physics, 1274 University of Oregon, Eugene, OR 97403-1274, United States","Sokoloff, D.R., Department of Physics, 1274 University of Oregon, Eugene, OR 97403-1274, United States","The results of physics education research and the availability of microcomputer-based tools have led to the development over a number of years of the activity-based Physics Suite. Most of the Suite materials are designed for hands-on learning, for example student-oriented laboratory curricula like Real Time Physics. One reason for the success of these materials is that they encourage students to take an active role in their learning. More recently, personal response systems (clickers) have become available at many schools and universities around the world, and are used by many educators. This paper describes Suite materials designed to promote active learning in lecture - Interactive Lecture Demonstrations (ILDs) - that have been adapted for implementation with clickers. Image formation ILDs will be presented. Results of studies on the effectiveness of this approach will also be presented. © 2010 American Institute of Physics.",clicker; image formation; Introductory physics; lecture demonstrations; personal response system,,,,,,,,,,,,"Sokoloff, D.R., Thornton, R.K., (2004) Interactive Lecture Demonstrations, , Hoboken, NJ, John Wiley and Sons; Sokoloff, D.R., Thornton, R.K., Using Interactive Lecture Demonstrations to Create an Active Learning Environment (1997) The Physics Teacher, 35 (6), p. 340; Thornton, R.K., Sokoloff, D.R., Assessing Student Learning of Newton's Laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula (1998) American Journal of Physics, 66, pp. 338-352; Sokoloff, D.R., Thornton, R.K., Laws, P.W., RealTime Physics: Active Learning Labs Transforming the Introductory Laboratory (2007) Eur. J. of Phys., 28, pp. S83-S94. , accepted for publication; Sokoloff, D.R., Thornton, R.K., Laws, P.W., (2004) RealTime Physics Module 1: Mechanics, Module 2: Heat and Thermodynamics, Module 3: Electric Circuits and Module 4: Light and Optics, , Hoboken, NJ, John Wiley and Sons; Thornton, R.K., Sokoloff, D.R., RealTime Physics: Active Learning Laboratory (1997) The Changing Role of the Physics Department in Modern Universities, Proceedings of the International Conference on Undergraduate Physics Education, pp. 1101-1118. , American Institute of Physics; Sokoloff, D.R., (2006) Active Learning in Optics and Photonics Training Manual, , Paris, UNESCO; This work was supported by NSF CCLI Phase 1 grant DUE 0633740; http://www.iclicker.com/, For more information see","Sokoloff, D. R.; Department of Physics, 1274 University of Oregon, Eugene, OR 97403-1274, United States; email: sokoloff@uoregon.edu",,"Thai Physics Society;Chulalongkorn University, Faculty of Science;Mahidol University, Institute for Innovative Learning;Institute for the Promotion of Teaching Science and Technology;United Nations Educational Scientific and Cultural Organization",,"International Conference on Physics Education, ICPE-2009",18 October 2009 through 24 October 2009,Bangkok,82661.0,0094243X,9780735408166,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-78649841892
Anada Y.,6602851462;,Practical use of review test in elementary course of physics in university,2010,AIP Conference Proceedings,1263,,,193,196,,,10.1063/1.3479867,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649835572&doi=10.1063%2f1.3479867&partnerID=40&md5=a42012f36bda4dc715f9f1eeee3f65f4,"Faculty of Business Administration and Information Science, Hokkaido Information University, 59-2 Nishi-Nopporo, Ebetsu 069-8585, Japan","Anada, Y., Faculty of Business Administration and Information Science, Hokkaido Information University, 59-2 Nishi-Nopporo, Ebetsu 069-8585, Japan","An evaluation of the original teaching method was carried out in order to find which factors influence on acquisition of the knowledge and a clear comprehension of concept in physics. The course investigated in this study is elementary physics offered to second-year students of one of the regional private universities in Japan. A review test, a quiz with clickers and homework are held in every lecture. As a result of a five year trial, the effect of the review test on the term examination was ascertained. However, the effect of homework is not clear at present contrary to expectations. It is found from replies to a questionnaire that students accept these aids with good intention, especially the quiz. © 2010 American Institute of Physics.",concept of physics; elementary course of physics; equation; review test; term examination; university,,,,,,,,,,,,"http://www.stat.go.jp/data/nihon/22.htm, Ministry of Internal Affairs and Communications of Japan, Statistic Bureau, Director-General for Policy Planning (Statistical Standards) & Statistical Research and Training Institute; http://www.mext.go.jp/b_menu/houdou/18/03/06032718.htm, Ministry of Education, Culture, Sports, Science and Technology of Japan; Boylan, H.R., White Jr., W.G., (1987) Rev. Res. Develop. Educ., 4 (4), pp. 1-4; Van, B., (1992) J. Learn. Improve., 1 (2), pp. 21-28; Higbee, J.L., Dwinell, P.L., Thomas, P.V., (2002) J. College Students Retention, 3, pp. 311-318; Dick, W., Carey, L., Carey, J.O., Chapter 7: Developing Assessment Instruments (2001) The Systematic Design of Instruction, the 5th Edition, pp. 132-134. , Allyn & Bacon (in Japanese Edition); Hiltz, S.R., (1986) J. Commun., 36 (2), pp. 95-104","Anada, Y.; Faculty of Business Administration and Information Science, Hokkaido Information University, 59-2 Nishi-Nopporo, Ebetsu 069-8585, Japan",,"Thai Physics Society;Chulalongkorn University, Faculty of Science;Mahidol University, Institute for Innovative Learning;Institute for the Promotion of Teaching Science and Technology;United Nations Educational Scientific and Cultural Organization",,"International Conference on Physics Education, ICPE-2009",18 October 2009 through 24 October 2009,Bangkok,82661.0,0094243X,9780735408166,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-78649835572
"Zeng Q., Qian X., Chen W.",12795797100;26659193900;12793699900;,Implementations and best practices in interactive learning system,2010,"Proceedings of the International Conference on E-Business and E-Government, ICEE 2010",,, 5592931,5447,5450,,2.0,10.1109/ICEE.2010.1364,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649652091&doi=10.1109%2fICEE.2010.1364&partnerID=40&md5=abb6a11a0a52fdbd77b71dd263a00b40,"School of Quality and Safety Engineering, China Jiliang University, Hangzhou, Zhejiang Province, China; Department of Information Technology, ZheJiang Economic and Trade Polytechnic, Hangzhou, Zhejiang Province, China","Zeng, Q., School of Quality and Safety Engineering, China Jiliang University, Hangzhou, Zhejiang Province, China; Qian, X., School of Quality and Safety Engineering, China Jiliang University, Hangzhou, Zhejiang Province, China; Chen, W., Department of Information Technology, ZheJiang Economic and Trade Polytechnic, Hangzhou, Zhejiang Province, China",Interactive learning system is becoming more and more popular. The seven teaching principles are introduced first. And then the implementations of this seven teaching principles are presented. Finally it is recommended how to practice this interactive learning system effectively. It is concluded that this interactive learning system is good for foster well qualified students after several years of using it. © 2010 IEEE.,Implementation; Interactive learning system; Practice; Web-based sky classroom,Best-practices; Implementation; Interactive learning systems; Practice; Web-based sky classroom; Electronic commerce; Government data processing; School buildings; Teaching; Learning systems,,,,,,,,,,,"Zhang, D.S., Zhou, L.N., Briggs, R.O., Numamaker Jr., J.F., Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness (2006) Info. & Management, 43, pp. 15-27. , Jan; Minka, T.P., Picard, R.W., Interactive learning with a society of models (1997) Pattern Recognition, 30, pp. 565-581. , Aptil; Hough, M., Marlin, T., Web-based interactive learning modules for process control (2000) Computers & Chemical Engineering, 24, pp. 1485-1490. , July; Mcintyre, D.R., Wolff, F.G., An experiment with WWW interactive learning in university education (1998) Computers &Education, 31, pp. 255-264. , Nov; Low, A.L.Y., Low, K.L.T., Koo, V.C., Multimedia learning systems: A future interactive educational tool (2003) The Internet and Higher Education, 6, pp. 25-40. , Jan; Huang, C., Designing high-quality interactive multimedia learning modules (2005) Computerized Medical Imaging and Graphics, 29, pp. 223-233. , March-April","Zeng, Q.; School of Quality and Safety Engineering, China Jiliang University, Hangzhou, Zhejiang Province, China; email: Lightact@163.com",,South China University of Technology,,"1st International Conference on E-Business and E-Government, ICEE 2010",7 May 2010 through 9 May 2010,Guangzhou,82349.0,,9780769539973,,,English,"Proc. Int. Conf. E-Bus. E-Gov., ICEE",Conference Paper,Final,,Scopus,2-s2.0-78649652091
"Murphy T., Fletcher K., Haston A.",8703384300;16307098500;36701355700;,Supporting clickers on campus and the faculty who use them,2010,Proceedings ACM SIGUCCS User Services Conference,,,,79,83,,6.0,10.1145/1878335.1878356,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78650674746&doi=10.1145%2f1878335.1878356&partnerID=40&md5=b4202caac2ea0c8f49681b6b10d9125e,"Williams College, Office of Information Technology, 22 Lab., Campus Drive, Williamstown, MA 01267, United States; West Virginia University, Office of Information Technology, PO Box 6501, Morgantown, WV 26506-6501, United States; Purdue University, Office of Information Technology, 151 S. Grant West, Lafayette, IN 47907, United States","Murphy, T., Williams College, Office of Information Technology, 22 Lab., Campus Drive, Williamstown, MA 01267, United States; Fletcher, K., West Virginia University, Office of Information Technology, PO Box 6501, Morgantown, WV 26506-6501, United States; Haston, A., Purdue University, Office of Information Technology, 151 S. Grant West, Lafayette, IN 47907, United States","Several colleges and universities have implemented standardized audience response systems (also known as ""clickers""), in some cases providing the clickers in large locked boxes for students to use during class. Other campuses have clickers on campus because faculty members require students in their classes to purchase disparate clicker systems based on personal preferences or textbook bundles. Panel members from Williams College, West Virginia University, and Purdue University will present three institutional perspectives on how clickers are used and supported on their campuses. The panel members will present different models of how clickers can be implemented and supported on campus, discuss advantages and disadvantages of the particular clicker system they have selected, and provide advice for those considering implementation of clickers for the first time. © 2010 ACM.",Audience response systems; Classroom polling; Classroom technology; Clickers; EInstruction; I>Clicker; InterWrite PRS; Personal response systems; Support; TurningPoint,Classroom polling; Classroom technology; Clickers; EInstruction; InterWrite PRS; Personal response systems; Response systems; TurningPoint; School buildings; Societies and institutions; Students; Teaching,,,,,,,,,,,"Bruff, D., (2009) Teaching with Classroom Response Systems: Creating Active Learning Environments, , San Francisco: Jossey-Bass; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20. , http://lifescied.org/cgi/reprint/6/1/9.pdf; http://www.einstruction.com/; http://www.einstruction.com/products/assessment/prs/; http://www.iclicker.com/; Murphy, T.M., Success and failure of audience response systems in the classroom (2008) SIGUCCS '08 Fall Conference Proceedings, pp. 33-37. , Portland, Oregon, October 19-22 2008 ACM Press, New York, NY DOI http://doi.acm.org/10.1145/1449956.1449969; http://www.turningtechnologies.com/; Bruff, D., Clickers, , http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/ crs_biblio.htm, Bibliography accessed July 14, 2010; http://oit.wvu.edu/training/classmat/prs/","Murphy, T.; Williams College, Office of Information Technology, 22 Lab., Campus Drive, Williamstown, MA 01267, United States; email: Trevor.M.Murphy@williams.edu",,ACM SIGUCCS,,"38th Annual Fall Conference on SIGUCCS, SIGUCCS '10",24 October 2010 through 27 October 2010,"Norfolk, VA",83165.0,,9781450300032,,,English,Proc ACM SIGUCCS Serv Conf,Conference Paper,Final,,Scopus,2-s2.0-78650674746
"Panke S., Osment J.M.",16638902300;37162034300;,Clicking like clockwork? A pilot study on electronic response systems,2010,"Proceedings of the IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010",1,,,315,322,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955154845&partnerID=40&md5=53639c15bb0004472745f0d44707cf2f,"St. Edward's University, Austin, TX, United States","Panke, S.; Osment, J.M., St. Edward's University, Austin, TX, United States","Handheld electronic response systems (ERS) offer alternative response methods for in class questioning. This paper presents the results of a pilot study in twelve university classroom settings, covering eight different subject areas and a wide range of class sizes (25-130). The study tackles the implementation of electronic response systems in the teaching and learning sphere of the university as a multi perspective phenomenon. Thus, it analyzes the technology from the point of view of students, faculty, instructional design staff and IT-Management. Apart from presenting case study experiences and survey results, the paper also provides an outlook on the university's consolidation strategy after completing the pilot study. © 2010 IADIS.",Clickers; Electronic response system; Electronic voting system; Instructional design; Pilot study,Clickers; Electronic response systems; Electronic voting system; Instructional designs; Pilot study; Computer science; Design; E-learning; Engineering education; Information systems; Spheres; Surveys; Voting machines; Teaching,,,,,,,,,,,"Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, DOI 10.1187/cbe.06-12-0205; Collins, L., Livening up the classroom: Using audience response systems to promote active learning (2007) Medical Reference Services Quarterly, 26 (1), pp. 81-88; Cutrim, E.S., Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom (2008) Computers and Education, 50 (1), pp. 338-356. , DOI 10.1016/j.compedu.2006.07.001, PII S0360131506001084; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94. , DOI 10.1111/j.1365-2729.2004.00074.x; Freeman, M., Blayney, P., Ginns, P., Anonymity and in class learning: The case for electronic response systems (2006) Australasian Journal of Educational Technology, 22 (4), pp. 568-580; Gibbs, G., Simpson, C., Conditions under which assessment supports students' learning (2004) Learning and Teaching in Higher Education, 1, pp. 3-31; Hatch, J., Jensen, M., Moore, R., Manna from heaven or ""clickers"" from hell: Experiences with an electronic response system (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Jenkins, A., Technique and technology: Electronic voting systems in an english literature lecture (2007) Pedagogy, 7 (3), pp. 526-533; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268. , DOI 10.1111/j.1365-2729.2005.00133.x; King, S.O., Davis, L., Robinson, C.L., Ward, J.P., Use of voting systems in lectures at Loughborough University - A review of staff experiences (2008) Proceedings of the Mathematical Education of Engineers (MEE 2008): 14th Joint Conference of Mathematics Working Group (MWG) of the European Society for Engineering Education (SEFI) and the Institute of Mathematics (IMA); Masikunas, G., Panayiotidis, A., Burke, L., The use of electronic voting systems in lectures within business and marketing: A case study of their impact on student learning (2007) ALT-J, 15 (1), pp. 3-20; Mödritscher, F., Sindler, A., Quizzes are not enough to reach high-level learning objectives (2005) Proceedings of the World Conference on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA 2005), pp. 3275-3278. , Montreal, Canada; Russell, M., (2008) Using An Electronic Voting System to Enhance Learning and Teaching, , http://www.engsc.ac.uk/downloads/scholarart/ee2008/p088-russell.pdf, Accessed 11th March 2010 from; Simpson, Oliver, Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Scouller, S., The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay (1998) Higher Education, 35 (4), pp. 453-472","Panke, S., Austin, TX, United States",,,,"IADIS International Conference e-Learning 2010, Part of the IADIS Multi Conference on Computer Science and Information Systems 2010, MCCSIS 2010",26 July 2010 through 29 July 2010,Freiburg,84579.0,,9789728939175,,,English,"Proc. IADIS Int. Conf. e-Learn., Part IADIS Multi Conf. Comput. Sci. Inf. Syst., MCCSIS",Conference Paper,Final,,Scopus,2-s2.0-79955154845
"Slauson G.J., Carpenter D., Snyder J.",55349480700;56182621700;57198785471;,Four systems to initiate in the foundations of information systems course to support the is 2010 model curricula and retain students,2010,Proceedings of ISECON,,,,,,7.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84865661799&partnerID=40&md5=041e0cb7623ddf9d587d236ce34bf586,"Dept. of Business, Mesa State College, Grand Junction, CO 81501, United States","Slauson, G.J., Dept. of Business, Mesa State College, Grand Junction, CO 81501, United States; Carpenter, D., Dept. of Business, Mesa State College, Grand Junction, CO 81501, United States; Snyder, J., Dept. of Business, Mesa State College, Grand Junction, CO 81501, United States","The IS 2010 Model Curricula provides revised guidelines for undergraduate programs in information systems. Since the Foundations of Information Systems course provides initial contact with stu-dents in computer information systems programs, a systematic approach to beginning student re-lationship management in this course is helpful. The authors suggest that four proposed systems be implemented in the Foundations Course and be used throughout the program. These theoretical systems include an overall student relationship management system with subsystems including a personal response system, a student mentoring system, and a knowledge management system. Each proposed system is briefly described with its potential benefits, specific examples of support for the IS 2010 Curricula, possible costs or issues, and suggestions on how to begin. © 2010 EDSIG (Education Special Interest Group of the AITP).",Clickers; Foundations of information systems course; Is 2010 model curricula; Knowledge management systems (KMS); Personal response system (PRS); Student mentoring; Student relationship management (SRM),Clickers; Knowledge management system; Model curriculum; Personal response systems; Relationship management; Foundations; Knowledge acquisition; Knowledge based systems; Management information systems; Students; Curricula,,,,,,,,,,,"Amaral, K., Vala, M., What teaching teaches: Mentoring and the performance gains of mentors (2009) Journal of Chemical Education, 86 (5), pp. 630-633; Bruff, D., Classroom response systems (2008) Center for Teaching, , www.vanderbilt.edu/cft/resources/teaching-resources, Clickers, Retrieved June 28, 2010 from; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, DOI 10.1187/cbe.06-12-0205; Hilbert, A., Schonbrunn, K., Schmode, S., Student relationship management in Germany - Foundation and opportunities (2007) Management Revue, 18 (2), pp. 204-219; Kroenke, D., (2011) Using MIS, , 3 rd ed., Prentice Hall, NJ; Laudon, K., Laudon, J., (2011) Essentials of Management Information Systems, , 9 th ed., Prentice Hall, NJ; Mancilla-Amaya, L., Sanin, C., Szerbicki, E., Smart knowledge-sharing plat-form for E-decisional community (2010) Cybernetics & Systems, 41 (1), pp. 17-30; Marable, T., The role of student mentors in a precollege engineering program (1999) PJE Peabody Journal of Education, 74 (2), p. 44; Mula, J.M., Kavanagh, M., Click go the students, click-click-click: The efficacy of a student response system for engaging students, improving feedback and improving performance (2009) E-Journal of Business Education & Scholarship of Teaching, 3 (1), pp. 1-17; Nelson, M.L., Hauck, R.V., Clicking to learn: A case study of embedding radio frequency-based clickers in an introductory management information systems course (2008) Journal of Information Systems Educaton, 19 (1), pp. 55-64; Pamuk, S., Thompson, A., Development of a technology mentor survey instrument: Understanding student mentors benefits (2009) Computers & Education, 53 (1), pp. 14-23; Petrides, L., Organizational learning and the case for knowledge based systems (2002) New Directions for Institutional Research, 2002 (113), pp. 69-84; Piedade, M.B., (2008) Student Relationship Management: Concept, Practice and Technological Support, Engineering Management Conference2008, IEEE International, , http://ieeexplore.ieee.org, Retrieved on June 30, 2010 from; Pisimisi, S.S., Ioannides, M.G., Developing mentoring relationships to support the careers of women in electrical engineering and computer technologies. An analysis on mentors' competencies (2005) European Journal of Engineering Education, 30 (4), pp. 477-486. , DOI 10.1080/03043790500213193; Santo, S., Knowledge management: An imperative for schools of education (2005) Tech-Trends: Linking Research & Practice to Improve Learning, 49 (6), pp. 42-49; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Terrion, J., Lennox, L., A taxonomy of the characteristics of student peer mentors in higher education: Findings from a literature review (2007) Mentoring & Tutoring: Partnership in Learning, 15 (2), pp. 149-164; Topi, H., Valacich, J., Wright, R., Kaiser, K., Nunamaker, J., Sipior, J., DeVreede, G., IS 2010: Curriculum guidelines for undergraduate degree programs in information systems (2010) Communications of the Association for Information Systems, 26 (18), pp. 359-428","Slauson, G.J.; Dept. of Business, Mesa State College, Grand Junction, CO 81501, United States; email: gslauson@mesastate.edu",,Educ. Spec. Interest Group Assoc. Inf. Technol. Prof. (EDSIG),,"27th Annual Information Systems Educators Conference, ISECON 2010 and 3rd Annual Conference on Information Systems Applied Research, CONISAR 2010",28 October 2010 through 31 October 2010,"Nashville, TN",92113.0,15427382,,,,English,Proc. ISECON,Conference Paper,Final,,Scopus,2-s2.0-84865661799
"Price E., De Leone C., Lasry N.",7203005862;15070187700;24450806900;,Comparing educational tools using activity theory: Clickers and flashcards,2010,AIP Conference Proceedings,1289,,,265,268,,2.0,10.1063/1.3515219,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79951972601&doi=10.1063%2f1.3515219&partnerID=40&md5=b8eac3e9c097122f72791f2cee74bd86,"California State University San Marcos, San Marcos, CA 92096, United States; Center for the Study of Learning and Performance, Montreal, Canada; John Abbott College, Montreal, Canada; School of Engineering and Applied Sciences, Harvard University, Cambridge, MA, United States","Price, E., California State University San Marcos, San Marcos, CA 92096, United States; De Leone, C., California State University San Marcos, San Marcos, CA 92096, United States; Lasry, N., Center for the Study of Learning and Performance, Montreal, Canada, John Abbott College, Montreal, Canada, School of Engineering and Applied Sciences, Harvard University, Cambridge, MA, United States","Physics educators and researchers have recently begun to distinguish between pedagogical approaches and the educational technologies that are used to implement them. For instance, peer instruction has been shown to be equally effective, in terms of student learning outcomes, when implemented with clickers or flashcards. Therefore, technological tools (clickers and flashcards) can be viewed as means to mediate pedagogical techniques (peer instruction or traditional instruction). In this paper, we use activity theory to examine peer instruction, with particular attention to the role of tools. This perspective helps clarify clickers' and flashcards' differences, similarities, impacts in the classroom, and utility to education researchers. Our analysis can suggest improvements and new uses. Finally, we propose activity theory as a useful approach in understanding and improving the use of technology in the physics classroom. © 2010 American Institute of Physics.",Activity Theory; Clickers; Peer Instruction,,,,,,,,,,,,"Finkelstein, N.D., (2005) Phys. Rev. ST Phys. Educ. Res., 1, p. 010103; Dancy, M.H., Beichner, R., (2006) Phys. Rev. ST Phys. Educ. Res., 2, p. 010104; Guelman, C.B., De Leone, C., Price, E., The influence of tablet PCs on students' use of multiple representations in lab reports (2009) Proceedings of the 2009 Physics Education Research Conference, pp. 153-156. , edited by C. Singh, et al. AIP Conference Proceedings 1179, American Institute of Physics, Melville, NY; Lasry, N., (2008) Phys. Teach., 46, pp. 242-244; Engeström, Y., (1987) Learning by Expanding: An Activity- Theoretical Approach to Developmental Research, , Helsinki: Orienta-Konsultit; Cole, M., (1996) Cultural Psychology: A Once and Future Discipline, , Cambridge, MA: Harvard University Press; Nardi, B.A., (1996) Context and Consciousness: Activity Theory and Human-computer Interaction, , Cambridge, MA: MIT Press; Kaptelinin, V., Nardi, B.A., (2006) Acting with Technology: Activity Theory and Interaction Design, , Cambridge: MIT Press; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Norman, D.A., (1988) The Psychology of Everyday Things, , New York: Doubleday; Clicker Resource Guide, , http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI.pdf, CU Science Education Initiative and UBC Carl Wieman Science Education Initiative, Accessed June 28, 2010; Crouch, C., Mazur, E., (2001) Am. J. Phys., 69, pp. 970-977","Price, E.; California State University San Marcos, San Marcos, CA 92096, United States",,American Association of Physics Teachers (AAPT),,"2010 Physics Education Research Conference, PERC",21 July 2010 through 22 July 2010,"Portland, OR",,0094243X,9780735408449,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-79951972601
"Mantikayan J.M., Ayu M.A.",49663815800;35589381300;,Exploring audience response system: Impacts in learning institutions,2010,"Proceeding of the 3rd International Conference on Information and Communication Technology for the Moslem World: ICT Connecting Cultures, ICT4M 2010",,, 5971876,A13,A17,,4.0,10.1109/ICT4M.2010.5971876,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052377120&doi=10.1109%2fICT4M.2010.5971876&partnerID=40&md5=9b125a5f79a14c21089e66b620549c5c,"Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University Malaysia, Malaysia","Mantikayan, J.M., Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University Malaysia, Malaysia; Ayu, M.A., Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University Malaysia, Malaysia","Audience response system is a form of interactive learning that aims to enhance the learning experience by connecting each student to the teacher. In a traditional lecture format class, students use personalized and varying techniques to best absorb the material. It is interesting to explore the impact of audience response system in learning institution. This paper explores audience response system (ARS), benefits, disadvantages and challenges in learning institution environment. The findings shows that majority of the literature encourage the use of audience response system in learning institutions. © 2010 IEEE.",Active Learning; Audience Response System; Learning Management System; Technology Enhance Learning,Active Learning; Interactive learning; Learning experiences; Learning management system; Response systems; Teaching; User interfaces; Information technology,,,,,,,,,,,"Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268. , DOI 10.1111/j.1365-2729.2005.00133.x; Draper, S., Cagill, J., Cutts, Q., Electronically enhanced classromm interaction (2002) Australian Joual of Educational Technology, 18 (1), pp. 13-23; Eison, J.A., (1991) Active Learning: Creating Ecitement in the Classroom, , ERIC Clearinghouse on Higher Education Washington DC; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94. , DOI 10.1111/j.1365-2729.2004.00074.x; Burnstein, R.A., Lederman, L.M., Comparison of Different Commercial Wireless Keypad Systems (2003) Physics Teacher, 41 (5), pp. 272-275. , DOI 10.1119/1.1571261; Lowery, R.C., (2006) Clickers in the Classroom: A Comparison of Interactive Student-Response Keypad Systems, , http://people.uncw.eduilowery/NSSA%20ms.pdf, Retrieved August 23 2010; Ayu, M.A., Taylor, K., Mantoro, T., Active learning: Engaging students in the classroom using mobile phones (2009) IEEE Symposium on Industrial Electronics and Applications (ISIEA 2009), pp. 711-715; Maier, H.R., (2009) Student Participation in Lectures Using Mobile Phones, , 20th Australasian Association for Engineering Education Conference University of Adelaide; Bullock, D.W., Enhancing the student-instructor interaction frequenc (2002) The Physics Teacher, 40, pp. 30-36; Davis, S., Observations in classrooms using a network of handheld devices (2003) Journal of Computer Assisted Learning, 19 (3), pp. 298-307; Hall, S.R., Adoption of active learning in a lecture-based engineering class (2002) 32nd ASEE/IEEE Frontiers in Education Conference; Dufesne, R.J., Classtalk: A classroom communication system for active learning (1996) Joual of Computing in Higher Education, 7, pp. 3-47; Paschal, C.B., Formative assessment in physiolog teaching using a wireless classroom communication system (2002) Advance in Physiology Education, 26 (4), pp. 299-308; Nicol, D.J., Boyle, J.T., Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473. , DOI 10.1080/0307507032000122297; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) American Journal of Physics, 73 (6), pp. 554-558. , DOI 10.1119/1.1862638; Sturges, P.T., (1978) Immediate Vs. Delaed Feedback in A Computer-Managed Test: Efects on Long-Term Retention, , Resources I Education. (ERIC Document Reproduction Service No. EDI60635); Smith, R.A., Wight, R., Student evaluation of friedman's immediate feedback no return test procedure for introductor psycholog (1988) Teaching of Psychology, 15 (4), pp. 209-210; Dibattista, D., Mitterer, L.O., Gosse, L., Acceptance by undergraduates of the immediate feedback assessment technique for multiple-choice testing. (2004) Teaching in Higher Education, 9 (1), pp. 17-28; Mason, B.J., Bruning, R., (2003) Providing Feedback in Computer-based Instruction: What the Research Tells Us, , http://dwb.unI.edulEditlMB/MasonBrunig.html, Retrieved August 20 2010; Dufesne, R.J., (2000) Assessing Student Knowledge with Instructional Technolog, pp. 1-28. , University of Massachusetts Physics Education Research Group UMPERG Technical Report; Kay, R.H., Lesage, A., (2009) Examining the Benefts and Challenges of Using Audience Response Systems: A Review of the Literature, pp. 819-827. , Elsevier; Bustein, R.A., Lederman, L.M., Wireless keypads-a new classroom technolog using enhanced multiple-choice questions (2007) Physics Education, pp. 189-196; Woods, H.A., Chiu, C., Wireless response technolog in college classrooms (2003) Retrieved August, 20, p. 2010; Cue, N., A universal learning tool for classrooms? (1998) First Quality in Teaching and Learing Conference; McLoughlin, E., (2008) Enhancing the Learning Environment Using Classroom Response Systems, pp. 1-6. , Interational Symposium for Engineering Education Dublin City University Ireland; Harris, S.T., Zeng, X., (2010) Using An Audience Response System (ARS) in A Face-to-Face and Distance Education CPTIHCPCS Coding Course, , Perspectives in Health Information Management; McGill, T.J., Klobas, J.E., A task-technolog ft view of learning management system impact (2008) Elsevier Computers & Education, 52, pp. 496-508","Mantikayan, J.M.; Department of Information Systems, Kulliyah of Information and Communication Technology, International Islamic University MalaysiaMalaysia; email: jmantikayan@yahoo.com",,,,"3rd International Conference on Information and Communication Technology for the Moslem World: ICT Connecting Cultures, ICT4M 2010",13 December 2010 through 14 December 2010,Jakarta,86353.0,,9789791948913,,,English,"Proc. Int. Conf. Inf. Commun. Technol. Moslem World: ICT Connecting Cult., ICT4M",Conference Paper,Final,,Scopus,2-s2.0-80052377120
"Mantoro T., Ayu M.A., Habul E., Khasanah A.U.",22735122000;35589381300;37041248000;37041344800;,Survnvote: A free web based audience response system to support interactivity in the classroom,2010,ICOS 2010 - 2010 IEEE Conference on Open Systems,,, 5720060,34,39,,7.0,10.1109/ICOS.2010.5720060,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952842305&doi=10.1109%2fICOS.2010.5720060&partnerID=40&md5=049a59e5fef67b4cca243db31ac7ec0c,"INTEG Research Group, Kulliyyah of Information and Communication Technology, International Islamic University Malaysia, Kuala Lumpur, Malaysia","Mantoro, T., INTEG Research Group, Kulliyyah of Information and Communication Technology, International Islamic University Malaysia, Kuala Lumpur, Malaysia; Ayu, M.A., INTEG Research Group, Kulliyyah of Information and Communication Technology, International Islamic University Malaysia, Kuala Lumpur, Malaysia; Habul, E., INTEG Research Group, Kulliyyah of Information and Communication Technology, International Islamic University Malaysia, Kuala Lumpur, Malaysia; Khasanah, A.U., INTEG Research Group, Kulliyyah of Information and Communication Technology, International Islamic University Malaysia, Kuala Lumpur, Malaysia","Survnvote is a free Audience Response System (ARS) for surveys and voting using the web, sms and mobile devices (PDA or smart phone). This paper proposed some improved features of a web-based ARS which replace the clicker with mobile phone and use the web instead of specialist software and infrastructure. Survnvote solved the main problem of traditional ARS which is high cost and need to physically install the receivers in the room. This system offers a more user friendly approach and improved features, e.g. the introduction of crowd management, Survnvote panel that is easy to use, crowd group voting, and several ways to participate in voting. This system gives a better result representation by providing several data formats such as graph, PowerPoint, Excel. Survnvote also provides data analysis to the user. ARS users will experience valuable services by utilizing this system to support interactivity in their classrooms, seminars and conferences. A test-case of the use of this system in a lecture class is provided in this paper. © 2010 IEEE. © 2010 IEEE.",Audience Response System; Classroom interactivity; Open source system; Web-based survey,AS graph; Classroom interactivity; Data analysis; Data format; High costs; Interactivity; Open source system; Powerpoint; Response systems; Smart phones; User friendly; Web based; Web-based surveys; Cellular telephone systems; Data reduction; Mobile devices; School buildings; Surveys; Teaching; Telephone sets; World Wide Web; Open systems,,,,,,,,,,,"Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Silliman, S.E., McWilliams, L., Observations on benefits/limitations of an audience response system (2004) Proceeding of the 2004 American Society for Engineering Education Annual Conference & Exposition; Freeman, M., Bell, A., Comerton-Forde, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) Australasian Journal of Educational Technology, 23 (2), pp. 149-170; Fies, C., Marshall, J., The C3 framework: Evaluating classroom response system interactions in University classrooms (2008) , Journal of Science Education and Technology, 17 (5), pp. 483-499; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3; Guthrie, R.W., Carlin, A., Waking the Dead: Using interactive technology to engage passive listeners in the classroom (2004) , Proceedings of the Tenth Americas Conference on Information Systems; Ayu, M.A., Taylor, K., Mantoro, T., Active learning: Engaging students in the classroom using mobile phones (2009) Proceedings of ISIEA 2009, , Kuala Lumpur, Malaysia; Maier, H.R., Student participation in lectures using mobile phones (2009) Proceedings of the 20th Annual Conference of the Australasian Association for Engineering Education, , Adelaide, Australia","Mantoro, T.; INTEG Research Group, Kulliyyah of Information and Communication Technology, International Islamic University Malaysia, Kuala Lumpur, Malaysia; email: teddy@kict.iiu.edu.my",,IEEE Malaysia Section;IEEE Malaysia Computer Chapter;IEEE Malaysia PEL/IE/IA Joint Chapter,,"2010 IEEE Conference on Open Systems, ICOS 2010",5 December 2010 through 7 December 2010,Kuala Lumpur,84304.0,,9781424491926,,,English,ICOS - IEEE Conf. Open Syst.,Conference Paper,Final,,Scopus,2-s2.0-79952842305
"Pollock S.J., Chasteen S.V., Dubson M., Perkins K.K.",7102975994;12140078800;36935743200;7102535975;,The use of concept tests and peer instruction in upper-division physics,2010,AIP Conference Proceedings,1289,,,261,264,,14.0,10.1063/1.3515218,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79951992195&doi=10.1063%2f1.3515218&partnerID=40&md5=e840f17a12cf35df275ba6bc3ca6813d,"Department of Physics, Science Education Initiative, University of Colorado, Boulder, United States","Pollock, S.J., Department of Physics, Science Education Initiative, University of Colorado, Boulder, United States; Chasteen, S.V., Department of Physics, Science Education Initiative, University of Colorado, Boulder, United States; Dubson, M., Department of Physics, Science Education Initiative, University of Colorado, Boulder, United States; Perkins, K.K., Department of Physics, Science Education Initiative, University of Colorado, Boulder, United States","Many upper-division courses at the University of Colorado now regularly use peer instruction in the form of clicker questions during lectures. Particular attention has been paid to developing and implementing clicker questions in junior-level E&M and Quantum mechanics. These transformed classes largely follow traditional local norms of syllabus and content coverage, but are designed to address broader learning goals (e.g developing math-physics connections) that our faculty expect from physics majors in these courses. Concept-tests are designed to align with these goals, and have altered the dynamic of our classes. Coupled with other course transformations, we find measurable improvement in student performance on targeted conceptual post-tests. Here, we discuss classroom logistics of upper-division clickers, purposes of clicker questions, aspects of student engagement facilitated by concept-tests, and observations of and challenges to sustainability of this activity. © 2010 American Institute of Physics.",course reform; electricity and magnetism; physics education research; teaching methods and strategies,,,,,,,,,,,,"Hake, R., (1998) Am. J. Phys, 66, p. 750; Mazur, E., (1997) Peer Instruction, , Prentice Hall; Manogue, C.A., (2006) Am. J. Phys., 74, p. 344; Bilak, J., Singh, C., (2007) PERC Proc., 951, p. 49. , AIP, Syracuse, NY; Bing, T.J., Redish, E.F., (2006) PERC Proc., 883, p. 26. , AIP, Syracuse, NY; Redish, E.F., (2005) World View on Physics Education in 2005: Focusing on Change Conf. Proc.; Chasteen, S., Pollock, S., (2008) PERC Proc, 1064, p. 91. , AIP, Edmonton, Canada; Chasteen, S., Pollock, S., (2009) PERC Proc, 1179, p. 7. , AIP, Ann Arbor, MI, and p; Goldhaber, S., (2009) PERC Proc, 1179, p. 145; Chasteen, S., (2010) PERC Proc., , submitted to; Perkins, K., Turpen, C., (2009) PERC Proc, 1179, p. 225. , AIP, Ann Arbor, MI; www.colorado.edu/sei/departments/physics_3310.htm, For a full set of course materials and learning goals; Smith, M., (2009) Science, 323 (5910), p. 122; Griffiths, D.J., (1999) Introduction to Electrodynamics, 3rd Ed., , Upper Saddle River, New Jersey: Prentice Hall; Chasteen, S., J. Coll. Sci. Teaching, , in press","Pollock, S. J.; Department of Physics, Science Education Initiative, University of Colorado, Boulder, United States",,American Association of Physics Teachers (AAPT),,"2010 Physics Education Research Conference, PERC",21 July 2010 through 22 July 2010,"Portland, OR",,0094243X,9780735408449,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-79951992195
"Voigt C., Barker S., King S., Macfarlane K., Sawyer T., Scutter S.",16231931600;55423853600;35090246100;55514835200;36848368700;6701626141;,"Conceptualising social networking capabilities: Connections, objects, power and affect",2010,ASCILITE 2010 - The Australasian Society for Computers in Learning in Tertiary Education,,,,1020,1030,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870728498&partnerID=40&md5=cd22d2d878958ab01324d14e3eb20171,"University of South Australia, Australia","Voigt, C., University of South Australia, Australia; Barker, S., University of South Australia, Australia; King, S., University of South Australia, Australia; Macfarlane, K., University of South Australia, Australia; Sawyer, T., University of South Australia, Australia; Scutter, S., University of South Australia, Australia","The following paper discusses the implications of introducing social networking into a university teaching environment and suggests that further understanding and investigation into the role technology plays in such an environment is needed. In examining in-class technologies such as Clickers, online teaching tools such as Centra and Moodle and social networking sites such as Facebook, the paper considers the benefits for teachers and students, as well as examining the drawbacks that may need to be addressed for successful implementation in relation to learning outcomes. After discussing the growth of networking in an educational setting, the paper presents four major aspects that describe the working of networks, and then applies this discussion to specific examples of Facebook and Clickers. While the move towards technological implementation is supported, it is emphasised here that it cannot be done without in-depth examination of the position of both teachers and students in relation to technological innovation in the classroom. © 2010 Christian Voigt, Sandra Barker, Sharron King, Kit Macfarlane, Tim Sawyer, & Sheila Scutter.",Clickers; Facebook; Object-centred sociality; Social networking,Clickers; Educational settings; Facebook; Learning outcome; Object-centred sociality; Online teaching; Social networking sites; Technological innovation; University teaching; Social networking (online); Social sciences computing; Students; Engineering education,,,,,,,,,,,"Andriani, P., McKelvey, B., Beyond Gaussian Averages: Redirecting organization science toward extreme events and power laws (2007) Journal of International Business Studies, 38 (7), pp. 1212-1230; Attwood, R., The personal touch (2009) Times Higher Education; Barabasi, A.-L., (2002) Linked: The New Science of Networks, , Cambridge, Mass: Perseus Pub; Barabási, A., Albert, R., Emergence of scaling in random networks (1999) Science, 286 (5439), p. 509; Boyd, D.M., Ellison, N.B., Social network sites: Definition, history, and scholarship (2007) Journal of Computer-Mediated Communication, 13 (1). , http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html, article 11; Breslin, J., Decker, S., The future of social networks on the internet: The need for semantics (2007) IEEE Internet Computing, pp. 86-90; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) CBE Life Sci Educ, 6 (1), pp. 9-21; Cecez-Kecmanovic, D., Organisational discourse via CMC: What enables and what prevents knowledge sharing (2001) Journal of Systems and Information Technology, 5 (1), pp. 115-134; Conrad, D., Reflecting on Strategies for a New Learning Culture: Can we do it? (2008) Journal of Distance Education, 22 (3), pp. 157-162; Cranton, P., (2006) Authenticity In Teaching. San Francisco, , Calif: Jossey-Bass; Ellison, N., Steinfield, C., Lampe, C., The benefits of Facebook friends: Social capital and college students' use of online social network sites (2007) Journal of Computer-Mediated Communication, 12 (4), pp. 1143-1168; Engeström, J., (2005) Zengestrom Blog: Why Some Social Network Services Work and Others Don't, , http://www.zengestrom.com/blog/2005/04/why-some-social-network-services-work-and-others-dont-or-the-case-for-object-centered-sociality.html; Goodyear, P., Ellis, R., (2007) Students' Interpretations of Learning Tasks: Implications For Educational Design, , Paper presented at the ICT: Providing choices for learners and learning. Ascilite Conference 2007, Singapore; Goodyear, P., Ellis, R.A., University students' approaches to learning: Rethinking the place of technology (2008) Distance Education, 29 (2), pp. 141-152; Hanson, J., Displaced but not replaced: The impact of e-learning on academic identities in higher education (2009) Teaching In Higher Education, 14 (5), pp. 553-564; Kaptelinin, V., The object of activity: Making sense of the sense-maker (2005) Mind, Culture, and Activity, 12 (1), pp. 4-18; Knorr, C.K., Sociality with objects: Social relations in postsocial knowledge societies (1997) Theory, Culture & Society, 14 (4), p. 1; Krathwohl, D., Bloom, B.S., Masia, B.B., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals; Handbook II: Affective Domain, , London: Longman; Krause, K., Coates, H., Students""engagement in first-year university (2008) Assessment & Evaluation In Higher Education, 33 (5), pp. 493-505; Lampel, J., Bhalla, A., The Role of Status-Seeking in Online Communities: Giving the Gift of Experience (2007) Journal of Computer-Mediated Communication, 13 (1); Lynch, K., Carelessness: A hidden doxa of higher education (2010) Arts and Humanities In Higher Education, 9 (1), p. 54; Maranto, G., Barton, M., Paradox and Promise: MySpace, Facebook, and the Sociopolitics of Social Networking in the Writing Classroom (2010) Computers and Composition, 27; Miller, M.A., Transmitting Passion (2009) Change, 41 (2), pp. 7-8; Motschnig-Pitrik, R., Mallich, K., Effects of Person-Centered Attitudes on Professional and Social Competence in a Blended Learning Paradigm (2004) Educational Technology & Society, 7 (4), pp. 176-192; Pascu, C., (2008) An empirical analysis of the creation, use and adoption of social computing applications, , http://ftp.jrc.es/EURdoc/JRC46431.pdf, Report No. EUR 23415; Perkins, D.N., Person-plus: A distributed view of thinking and learning (1997) Distributed Cognitions: Psychological and Educational Considerations, pp. 88-110. , G. Salomon (Ed, Cambridge; New York: Cambridge University Press; Premkumar, K., Coupal, C., Rules of engagement-12 tips for successful use of ""clickers"" in the classroom (2008) Medical Teacher, 30 (2), pp. 146-149; Prensky, M., Digital Natives, Digital Immigrants Part 1 (2001) On the Horizon, 9 (5), pp. 1-6; Prensky, M., (2010) Teaching Digital Natives: Partnering For Real Learning, , Thousand Oaks, Calif: Corwin Press; Ramsden, P., Managing the effective university (1998) Higher Education Research & Development, 17 (3), pp. 347-370; Sawyer, T., Scutter, S., (2009) Using a Wiki to Develop First Year Engagement, , 6-9 July, Paper presented at the 32nd HERDSA Annual Conference The Student Experience, Darwin; Selwyn, N., Digital division or digital decision? A study of non-users and low-users of computers (2006) Poetics, 34 (4-5), pp. 273-292; Selwyn, N., The use of computer technology in university teaching and learning: A critical perspective (2007) Journal of Computer Assisted Learning, 23 (2), pp. 83-94; Selwyn, N., The digital native-myth and reality (2009) Perspectives, 61 (4), pp. 364-379; Selwyn, N., Looking beyond learning: Notes towards the critical study of educational technology (2010) Journal of Computer Assisted Learning, 26 (1), pp. 65-73; Stupans, I., King, S., Scutter, S., Evaluating the usefulness of an audience response e-tool in the context of teaching tomorrow""s health professionals (2007) Focus On Health Professional Education: A Multidisciplinary Journal, 9 (2), pp. 101-104; Surry, D.W., Farquhar, J.D., Diffusion Theory and Instructional Technology (1997) Journal of Instructional Science and Technology, 2 (1); Wenger, E., Communities of practice and social learning systems (2003) Knowing In Organizations: A Practice-based Approach, pp. 76-99. , D. Nicolini, S. Gherardi & D. Yanow (Eds, ME Sharpe Inc; Wheeler, S., Yeomans, P., Wheeler, D., The good, the bad and the wiki: Evaluating student-generated content for collaborative learning (2008) British Journal of Educational Technology, 39 (6), pp. 987-995; Young, M., (2008) Bringing Knowledge Back In: From Social Constructivism to Social Realism In the Sociology of Education, , Routledge Falmer","Voigt, C.; University of South AustraliaAustralia; email: voigt.cmc@gmail.com",,BlackBoard;LAMS International;Netspot;The Learning Edge;Echo 360;Et al.,,"27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2010",5 December 2010 through 8 December 2010,"Sydney, NSW",94319.0,,9781742720166,,,English,ASCILITE 2010 - The Aust. Soc. for Comp. in Learn. in Ter. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84870728498
"Eschenbach T., Lewis N.",7003607457;15020902800;,Updating the engineering economy and engineering management lecture hall,2010,"31st Annual National Conference of the American Society for Engineering Management 2010, ASEM 2010",,,,126,133,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880491597&partnerID=40&md5=f0e0805650c59efca6e0c3ff1e8d1276,"TGE Consulting, United States; School of Engineering, University of Bridgeport, United States","Eschenbach, T., TGE Consulting, United States; Lewis, N., School of Engineering, University of Bridgeport, United States","Surveys of engineering economy faculty and the contents of the field's texts indicate that tables plus scientific calculators (and spreadsheets for homework and cases) represent typical classroom practice. This paper discusses why we should require students to use a financial calculator; as many finance classes do. We believe that student response units (clickers) are a second update to typical practice that merits widespread adoption. It seems that clicker technology is only slowly penetrating academia, even while financial pressures are forcing more and more classes into large lecture formats. The ability to capture immediate feedback to both the students and the professor supports more student engagement and understanding, and it allows the professor to clarify as needed rather than assuming or guessing at what students understand. Finally we suggest that it is time to shift students and teaching away from individually oriented software to free versions that support more collaborative approaches.",Clickers; Google docs; Student response units; TVM calculators,Clickers; Collaborative approach; Engineering economy; Engineering management; Google docs; Scientific calculators; Student response; TVM calculators; Engineering; Mathematical instruments; Students; Teaching; Engineering education,,,,,,,,,,,"Componation, P., (2010), University of Alabama in Huntsville, personal communication, March; Czekanski, A., Roux, D., A revisited study on the use of clicker technology to evaluate short-term concept retention (2009) Proceedings of the 2009 ASEE Annual Conference, , Austin, June, CD; Doyle, C., Problem-based learning: Using clickers to ensure progress in a learn-by-doing course (2010) Clickers in the Classroom: Innovations and Best Practices, , University of Lousiville, June 4; Eschenbach, T.G., Why engineering economy professors should teach introductory corporate finance (2010) Proceedings of 2010 ASEE Conference, , Louisville, CD; Eschenbach, T.G., Lewis, N.A., Calculators vs, factor tables and reducing the financial arithmetic (2010) Proceedings of the 2010 IERC National Conference, , Cancun, June, CD (submitted; Eschenbach, T.G., (2011) Engineering Economy: Applying Theory to Practice, , 3rd, Oxford University Press, (in press); Eschenbach, T.G., Wiebe, H., Yazici, H., Spreadsheets vs. formulas for engineering economy instruction (1991) ASEE Proceedings, pp. 530-534. , June; Eschenbach, Jang, W.R., Reducing the role of lectures and exams in an em program (1992) Proceedings of the Thirteenth Annual ASEM Conference, American Society for Engineering Management, pp. 243-247. , Eatontown NJ, October; Everett, J., Chen, J., Farrell, S., Kadlowec, J., Clickers and freshman engineering clinic (2008) Proceedings of the 2008 ASEE Annual Conference, , Pittsburgh, June, CD; Fish, J., Lounsbury, C., (1915) Engineering Economics: First Principles, , McGraw-Hill; Foss-Snowden, M., Clicking when you think you can't: Using classroom response systems in unexpected environments (2010) Clickers in the Classroom: Innovations and Best Practices, , University of Lousiville, June 4; Hoekstra, A., Best practices for clicker use in diverse disciplines: Evidence from mixed methods, interdisciplinary research on clicker pedagogy in natural and social science courses (2010) Clickers in the Classroom: Innovations and Best Practices, , University of Lousiville, June 4; Nachtmann, H., Needy, K.L., Lavelle, J.P., Eschenbach, T.G., How do engineering managers teach engineering economy? (2008) Proceedings of the 2008 ASEM National Conference, , West Point, November, CD; Needy, K.L., Nachtmann, H., Lavelle, J.P., Eschenbach, T.G., An empirical analysis of engineering economy pedagogy (2000) The Engineering Economist, 45 (1), pp. 74-92; Newnan, D.G., Eschenbach, T.G., Lavelle, J.P., (2012) Engineering Economic Analysis 11th, , Oxford University Press, (in press); Peterson, W.R., Spreadsheets as the primary means of engineering economy education (2009) Proceedings of the 2009 IERC National Conference, , Miami, June, abstract on CD; Probst, D., Waterman, M., Preliminary results of using personal response systems (Clickers) in a conceptual physics course (2008) Proceedings of the 2008 ASEE Annual Conference, , Pittsburgh, June, CD; Schmidt, K., Garcia, J., Webber, M., Creators, participants, and observers: Clickers, blogs, and podcasting offer students more than just a seat in the classroom (2009) Proceedings of the 2009 ASEE Annual Conference, , Austin, June, CD",TGE ConsultingUnited States,,,,"31st Annual National Conference of the American Society for Engineering Management 2010, ASEM 2010",13 October 2010 through 16 October 2010,"Fayetteville, AR",97599.0,,9781617824449,,,English,"Annu. Natl. Conf. Am. Soc. Eng. Manage., ASEM",Conference Paper,Final,,Scopus,2-s2.0-84880491597
Penuel W.R.,6602520543;,Classroom uses of technology to manage instruction,2010,International Encyclopedia of Education,,,,133,139,,1.0,10.1016/B978-0-08-044894-7.00731-4,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884452668&doi=10.1016%2fB978-0-08-044894-7.00731-4&partnerID=40&md5=cf46484159262501fbcf9815981e82b3,"Center for Technology in Learning, CA, United States","Penuel, W.R., Center for Technology in Learning, CA, United States",[No abstract available],Formative assessment; Graphing calculators; Instruction; Mathematics education; Science education; Student-response systems; Technology; Wireless,,,,,,"National Science Foundation

National Science Foundation","perg.phast.umass.edu http://www-perg.phast.umass.edu – Physics Education Research Group at the University of Massachusetts-Amherst: Includes resources on the assess-to-learn model and findings from research on student-response systems in physics classrooms galileo.harvard.edu http://galileo.harvard.edu – Project Galileo: A resource for instructors on peer instruction, with examples of questions instructors can use to test students’ conceptual understanding ccl.northwestern.edu http://ccl.northwestern.edu – The Center for Connected Learning and Computer-Based Modeling: A research group investigating the use of classroom networks to explore complex systems in science simcalc.umassd.edu http://www.simcalc.umassd.edu – The SimCalc Project: A research group investigating the use of classroom networks to teach the mathematics of change in middle school William Penuel is director of evaluation research at the Center for Technology in Learning at SRI International. His research focuses on teacher professional development in science, mathematics, and technology education and on models to help explain conditions required for the scaling of educational innovations. He has conducted multiple research syntheses on topics within educational technology as part of projects for the US Department of Education, the National Science Foundation (NSF), and commercial clients. At present, he is the principal investigator of an NSF-funded study to examine how schools catalyze networks of teachers to respond to outside pressures placed on them by the No Child Left Behind (NCLB) Act requirements and on a US Department of Education study that is comparing the efficacy of three different approaches to improving teaching quality in middle-school Earth science. Recently completed studies include the evaluation of an international Earth science education program and an evaluation research study of how teacher collaboration supports the diffusion of reforms in a school. Penuel has written numerous peer-reviewed publications and is co-author of the book, The Connected School: Technology and Learning in High School. He earned his PhD from Clark University in developmental psychology and holds an EdM in counseling processes from Harvard University.",,,,,"Anderson, R.J., Anderson, R., VanDeGrift, T., Wolfman, S.A., Yasuhara, K., (2003) Promoting Interaction In Large Classes with a Computer-Mediated Feedback System; Andrews, G., Woodruff, E., MacKinnon, K.A., Yoon, K.S., Concept development for kindergarten children through a health simulation (2003) Journal of Computer Assisted Learning, 19 (2), pp. 209-219; Archibald, D.A., Information technology and the goals of standards-based instruction: Advances and continuing challenges (2001) Education Policy Analysis Archives, 9 (48); Boyle, J., Nicol, D.J., (2002) The Interactive Classroom And Studio (Powerpoint document), , Strathclyde University, Glascow, Scotland; Burnstein, R., Lederman, L.M., Using wireless keypads in lecture classes (2001) Physics Teacher, 39, pp. 8-11; Colella, V., Participatory simulations: Building collaborative understanding through immersive dynamic modeling (2000) Journal of the Learning Sciences, 9 (4), pp. 471-500; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) The Physics Teacher, 69 (9), pp. 970-977; Cue, N., (1998) A Universal Learning Tool for Classrooms?; Davis, S., Observations in classrooms using a network of handheld devices (2003) Journal of Computer Assisted Learning, 19 (3), pp. 298-307; DiGiano, C., Yarnall, L., Patton, C., Conceptual tools for planning for the wireless classroom (2003) Journal of Computer Assisted Learning, 19 (3), pp. 284-297; Draper, S.W., Brown, M., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Dufresne, R.J., Gerace, W.J., (1994) Using ""extended scenario"" to enhance learning during interactive lectures, , Retrieved 3/25/03, 2003 from UMass Physics Education Research Group Website; Dufresne, R.J., Gerace, W.J., Assessing-to-learn: Formative assessment in physics instruction (2004) The Physics Teacher, 42 (7), pp. 428-433; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7 (2), pp. 3-47; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Using the Classtalk classroom communication system for promoting active learning in large lectures (1996) Journal of Computing in Higher Education, 7 (2), pp. 3-47; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Pearson, San Francisco, CA; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, 40 (4), pp. 206-207; Ganger, A.C., Jackson, M., Wireless handheld computers in the preclinical undergraduate curriculum (2003) Medical Education Online, 8 (3), pp. 1-7; Hake, R.R., Interactive-engagement versus traditional methods (1998) American Journal of Physics, 66, pp. 64-74; Hegedus, S., (2003) Improving Algebraic Thinking through A Connected SimCalc Mathworlds Classroom; Hegedus, S., Kaput, J., (2004) An Introduction to the Profound Potential of Connected Algebra Activities: Issues of Representation, Engagement and Pedagogy; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kaput, J., Hegedus, S., (2002) Exploiting Classroom Connectivity by Aggregating Student Constructions to Create New Learning Opportunities; Lonsdale, P., Baber, C., Sharples, M., (2004) Engaging Learners with Everyday Technology: A Participatory Simulation Using Mobile Phones; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ, Prentice Hall; Nicol, D.J., Boyle, J., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Penuel, W.R., Roschelle, J., Crawford, V., Shechtman, N., Abrahamson, A.L., Workshop report: Advancing research on the transformative potential of interactive pedagogies and classroom networks (2004) Menlo Park, , SRI International, CA; Piazza, S., (2002) Peer Instruction Using an Electronic Response System in Large Lecture Classes; Poulis, C., Massen, C., Robens, E., Gilbert, M., Physics learning with audience paced feedback (1998) American Journal of Physics, 66, pp. 439-441; Randolph, J.J., Meta-analysis of the effects of response cards on student achievement, participation, and intervals of off-task behavior (2007) Journal of Positive Behavior Interventions, 9 (2), pp. 113-128; Robinson, S., (2002) Discourse: Decades of Achievement Results, , ETS Technologies, Incorporated, Princeton, NJ; Roschelle, J., Penuel, W.R., Abrahamson, A.L., The networked classroom (2004) Educational Leadership, 61 (5), pp. 50-54; Roselli, R.J., Brophy, S., (2002) Exploring an Electronic Polling System for the Assessment of Student Progress in Two Biomedical Engineering Courses; Sokoloff, D.R., Thornton, R.K., Using interactive lecture demonstrations to create an active learning environment (1997) The Changing Role of Physics Departments in Modern Universities: Proceedings of ICUPE, , The American Institute of Physics, College Park, MD, E.F. Redish, J.S. Rigden (Eds.); Stroup, W.M., Kaput, J., Ares, N., (2002) The Nature and Future of Classroom Connectivity: The Dialectics of Mathematics in the Social Space; Sung, M., Gips, J., Eagle, N., DeVaul, R., Pentland, S., MIT.EDU: System architecture for real-world distributed multi-user applications in classroom settings (2004) Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education, pp. 43-50. , IEEE Computer Society, Los Alomitos, CA, J. Roschelle, T.W. Chan, S. Kinshuk, Yang (Eds.); Truong, T.M., Griswold, W.G., Ratto, M., Star, L., (2002) The Active Class project: Experiments in Encouraging Classroom Participation, , University of California, San Diego, San Diego, CA; Webking, R., (1998) Classtalk in Two Distinctly Different Settings, , University of Texas-El Paso, El Paso, TX; Wilensky, U., Stroup, W.M., (1999) Participatory Simulations: Network-Based Design for Systems Learning In Classrooms; Wilensky, U., Stroup, W.M., (2000) Networked Gridlock: Students Enacting complex dynamic phenomena with the HubNet Architecture; Wit, E., Who wants to be..The use of a personal response system in statistics teaching (2003) MSOR Connections, 3, pp. 5-11; Woods, H.A., Chiu, C., (2003) Wireless response technology in college classrooms. Retrieved June 15, 2005, from, , http://www.audience-response-rentals.com/classroom-response/systems-1.ht m, (accessed October 2009); Penuel, W.R., Roschelle, J., Abrahamson, L., Research on classroom networks for whole-class activities (2005) Proceedings of the IEEE International Workshop on Wireless and Mobile Technologies in Education, pp. 222-229. , IEEE, Los Alamitos, CA; Penuel, W.R., Roschelle, J., Abrahamson, L., http://www-perg.phast.umass.edu, Physics Education Research Group at the University of Massachusetts-Amherst: Includes resources on the assess-to-learn model and findings from research on student-response systems in physics classrooms; Penuel, W.R., Roschelle, J., Abrahamson, L., http://galileo.harvard.edu, Project Galileo: A resource for instructors on peer instruction, with examples of questions instructors can use to test students' conceptual understanding; Penuel, W.R., Roschelle, J., Abrahamson, L., http://ccl.northwestern.edu, The Center for Connected Learning and Computer-Based Modeling: A research group investigating the use of classroom networks to explore complex systems in science; Penuel, W.R., Roschelle, J., Abrahamson, L., http://www.simcalc.umassd.edu, The SimCalc Project: A research group investigating the use of classroom networks to teach the mathematics of change in middle school","Penuel, W.R.; Center for Technology in Learning, CA, United States",,,Elsevier Ltd,,,,,,9780080448947,,,English,Intern. Encyclopedia of Educ.,Book Chapter,Final,,Scopus,2-s2.0-84884452668
Kucharczyk M.,25031885600;,Blind Signatures in Electronic Voting Systems,2010,Communications in Computer and Information Science,79,,,349,358,,10.0,10.1007/978-3-642-13861-4_37,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880491805&doi=10.1007%2f978-3-642-13861-4_37&partnerID=40&md5=a3aeb4156956d7713f71ff0b9079b2be,"Institute of Electronics, Silesian University of Technology, ul. Akademicka 16, 44-100 Gliwice, Poland","Kucharczyk, M., Institute of Electronics, Silesian University of Technology, ul. Akademicka 16, 44-100 Gliwice, Poland","Electronic voting systems are created to facilitate the election, accelerate voting and counting votes and increase turnout for the election. The main problems of the electronic systems are related with the assurance of system security (cryptographic security and protection against frauds) and a guarantee that the voters are anonymous. The authorization of voters and the anonymity of them seem to be contradictory, but it is possible to create such a system where the both requirements are met. Some solutions, the most common e-voting systems, are presented in the paper. These models are adjusted to the demands and implemented in the polls system for quality of teaching evaluation where anonymity is very important. The blind signature protocol, model directed to user's anonymity, is a very good solution of the authorization and anonymity problem in the polls system with remote access only, as it was described in the paper. © Springer-Verlag Berlin Heidelberg 2010.",blind signatures; electronic voting; system authorization; user anonymity,Blind signatures; Cryptographic security; Electronic systems; Electronic voting; Electronic voting systems; Quality of teaching; system authorization; User anonymity; Authentication; Surveys; Voting machines,,,,,,,,,,,"Ansari, N., Sakarindr, P., Haghani, E., Zhang, C., Jain, A.K., Shi, Y.Q., Evaluating Electronic Voting Systems Equipped with Voter-Verified Paper Records (2008) IEEE Security & Privacy, 6 (3), pp. 30-39; Chaum, D., Secret-Ballot Receipts: True Voter-Verifiable Elections (2004) IEEE Security & Privacy, 2 (1), pp. 38-47; Epstein, J., Electronic Voting (2007) Computer, 40 (8), pp. 92-95; Paul, N., Tanenbaum, A.S., Trustworthy Voting: From Machine to System (2009) Computer, 42 (5), pp. 23-29; Dustor, A., Bak, M., Biometryczny system weryfikacji tozsamosci (2006) Nowe Technologie Sieci Komputerowych, 2, pp. 393-400. , Tom, WKiL, Gliwice; Jain, A.K., Ross, A., Pankanti, S., Biometrics: A Tool for Information Security (2006) IEEE Tran, 1 (3), pp. 311-329. , On Information Forensics and Security; http://www.vvk.ee/index.php?id=11178, Estonian National Electoral Committee: Internet Voting in Estonia; Kohnfelder, L.M., Towards a Practical Public-Key Cryptosystem (1978) MIT, Cambridge; Toussaint, M.J., A New Method for Analyzing the Security of Cryptographic Protocols (1993) IEEE Jou, 11 (5), pp. 702-714. , On Selected Areas In Comm; Kucharczyk, M., Internetowy system oceny zajec dydaktycznych (2008) Wspolczesne Aspekty Sieci Komputerowych, 1, pp. 423-432. , Tom, WKiL, Warszawa; Chaum, D., Blind Signatures for Untraceable Payments (1983) Crypto 1982, pp. 199-203. , Plenum Press, New York; Ibrahim, S., Kamat, M., Salleh, M., Aziz, S.R.A., Secure E-voting with Blind Signature (2003) NCTT 2003 Proceedings, , 4th National Conference on Telecommunication Technology, Malaysia; Cetinkaya, O., Doganaksoy, A., Pseudo-Voter Identity (PVID) Scheme for e-Voting Protocols (2007) The Second International Conference On Availability, pp. 1190-1196. , Reliability and Security (ARES 2007), Austria; http://www.openvotingconsortium.org/, Open Voting Consortium: Open Source Voting: Accurate, Accountable","Kucharczyk, M.; Institute of Electronics, Silesian University of Technology, ul. Akademicka 16, 44-100 Gliwice, Poland; email: marcin.kuchraczyk@polsl.pl",Kwiecien A.Gaj P.SteraStera P.,IEEE Poland Section,,"17th Conference on Computer Networks, CN 2010",15 June 2010 through 19 June 2010,Ustron,98054.0,18650929,9783642138607,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84880491805
"Chien C.-H., Chen C.-H., Jeng T.-S.",24775434600;35117425300;26665495400;,An interactive augmented reality system for learning anatomy structure,2010,"Proceedings of the International MultiConference of Engineers and Computer Scientists 2010, IMECS 2010",,,,370,375,,40.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952415952&partnerID=40&md5=ab9a1004bf247265c15f76b34401232a,"Institute of Creative Industry Design, National Cheng Kung University, Tainan, Taiwan","Chien, C.-H., Institute of Creative Industry Design, National Cheng Kung University, Tainan, Taiwan; Chen, C.-H., Institute of Creative Industry Design, National Cheng Kung University, Tainan, Taiwan; Jeng, T.-S., Institute of Creative Industry Design, National Cheng Kung University, Tainan, Taiwan","Anatomy, the study of the structure of the human body, is fundamental to medical education. In recent years, the hours devoted to anatomy are declining from the medical curriculum. This decline includes the reduction of course hours and an emphasis on early clinical experience. To adapt to those changes in anatomy education, various complementary methods with technology of three-dimensional visualization have been tried, and the explosion of image technology during the last few decades and this has brought anatomical education into a new world. In this study, we aim to use augmented reality (AR) technology to create an interactive learning system, which help medical students to understand and memorize the 3D anatomy structure easily with tangible augmented reality support. We speculate that by working directly with 3D skull model with visual support and tangible manipulate, this AR system can help young medical students to learn the complex anatomy structure better and faster than only with traditional methods.",Anatomy; Augmented reality; Spatial memory,Anatomy; AR system; Augmented reality systems; Clinical experience; Complementary methods; Complex anatomy; Human bodies; Image technology; Interactive learning systems; Medical curriculum; Medical students; Skull models; Spatial memory; Three dimensional visualization; Augmented reality; Curricula; Education computing; Engineers; Learning systems; Medical education; Students; Teaching; Three dimensional; Three dimensional computer graphics; Virtual reality; Visualization; Engineering education,,,,,,,,,,,"McCuskey, R.S., Carmichael, S.W., Kirch, D.G., The importance of anatomy in health professions education and the shortage of qualified educators (2005) Academic Medicine, 80 (4), pp. 349-351. , DOI 10.1097/00001888-200504000-00008; Reidenberg, J.S., Laitman, J.T., The new face of gross anatomy (2002) Anatomical Record, 269 (2), pp. 81-88. , DOI 10.1002/ar.10076; Leung, K.K., Lu, K.S., Anatomy instruction in medical schools: Connecting the past and the future (2006) Adv Health Sci Educ Theory Pract, 11 (2), pp. 209-15; McKeown, P.P., Heylings, D.J.A., Stevenson, M., McKelvey, K.J., Nixon, J.R., McCluskey, D.R., The impact of curricular change on medical students' knowledge of anatomy (2003) Medical Education, 37 (11), pp. 954-961. , DOI 10.1046/j.1365-2923.2003.01670.x; Snelling, J., Sahai, A., Ellis, H., Attitudes of medical and dental students to dissection (2003) Clinical Anatomy, 16 (2), pp. 165-172. , DOI 10.1002/ca.10113; Turney, B.W., Anatomy in a modern medical curriculum (2007) Annals of the Royal College of Surgeons of England, 89 (2), pp. 104-107. , DOI 10.1308/003588407X168244; Trelease, R.B., Nieder, G.L., DOrup, J., Hansen, M.S., Going virtual with QuickTime VR: New methods and standardized tools for interactive dynamic visualization of anatomical structures (2000) Anatomical Record, 261 (2), pp. 64-77. , DOI 10.1002/(SICI)1097-0185(20000415)261:2<64::AID-AR6>3.0.CO;2-O; Paalman, M.H., New frontiers in anatomy education (2000) Anatomical Record, 261 (2), pp. 47-47; Maldonado-Zimbron, V.E., Elizondo-Omana, R.E., An interactive tool for the human anatomy laboratory (2006) Int. J. Morphol, 24 (3), pp. 377-382; Petersson, H., Sinkvist, D., Web-based interactive 3D visualization as a tool for improved anatomy learning (2009) Anat Sci Educ, 2 (2), pp. 61-8; McLachlan, J.C., Bligh, J., Bradley, P., Searle, J., Teaching anatomy without cadavers (2004) Medical Education, 38 (4), pp. 418-424. , DOI 10.1046/j.1365-2923.2004.01795.x; Shaffer, K., Teaching anatomy in the digital world (2004) New England Journal of Medicine, 351 (13), pp. 1279-1281. , DOI 10.1056/NEJMp048100; Temkin, B., Acosta, E., Hatfield, P., Onal, E., Tong, A., Web-based three-dimensional virtual body structures: W3D-VBS (2002) Journal of the American Medical Informatics Association, 9 (5), pp. 425-436. , DOI 10.1197/jamia.M1106; Nicholson, D., Chalk, C., A randomized controlled study of a computer-generated three-dimensional model for teaching ear anatomy (2006) Medical Education; Jastrow, H., Hollinderbaumer, A., On the use and value of new media and how medical students assess their effectiveness in learning anatomy (2004) Anatomical Record - Part B New Anatomist, 280 (1), pp. 20-29. , DOI 10.1002/ar.b.20027; Panchaphongsaphak, B., Burgkart, R., Riener, R., Three-dimensional touch interface for medical education (2007) IEEE Transactions on Information Technology in Biomedicine, 11 (3), pp. 251-263. , DOI 10.1109/TITB.2006.884359; Malinowski, R., (2003) 3D K9: Using Quicktime VR to Teach Veterinary Anatomy; Nieder, G.L., Scott, J.N., Anderson, M.D., Using QuickTime virtual reality objects in computer-assisted instruction of gross anatomy: Yorick - The VR skull (2000) Clinical Anatomy, 13 (4), pp. 287-293. , DOI 10.1002/1098-2353(2000)13:4<287::AID-CA9>3.0.CO;2-L; Marmulla, R., Hoppe, H., An augmented reality system for image-guided surgery (2005) Int J Oral Maxillofac Surg, 34 (6), pp. 594-6; Magee, D., Zhu, Y., Ratnalingam, R., Gardner, P., Kessel, D., An augmented reality simulator for ultrasound guided needle placement training (2007) Medical and Biological Engineering and Computing, 45 (10), pp. 957-967. , DOI 10.1007/s11517-007-0231-9; Yao, Y., Pang, X.-X., Augmented reality interactive interface for defective bone repair system (2008) 7th Asian-Pacific Conference on Medical and Biological Engineering, pp. 733-736; Sakellariou, S., Ward, B., Design and implementation of augmented reality environment for complex anatomy training: Inguinal canal case study (2009) Virtual and Mixed Reality, pp. 605-614; Shuhaiber, J.H., Augmented Reality in Surgery (2004) Archives of Surgery, 139 (2), pp. 170-174. , DOI 10.1001/archsurg.139.2.170; Hamza-Lup, F.G., Santhanam, A.P., Imielinska, C., Meeks, S.L., Rolland, J.P., Distributed augmented reality with 3-D lung dynamics - A planning tool concept (2007) IEEE Transactions on Information Technology in Biomedicine, 11 (1), pp. 40-46. , DOI 10.1109/TITB.2006.880552; Felix, G.H.-L., Jannick, P.R., (2008) A Distributed Augmented Reality System for Medical Training and Simulation; Botden, S.M., De Hingh, I.H., Suturing training in Augmented Reality: Gaining proficiency in suturing skills faster (2009) Surg Endosc, 23 (9), pp. 2131-7; Botden, S.M.B.I., Torab, F., Buzink, S.N., Jakimowicz, J.J., The importance of haptic feedback in laparoscopic suturing training and the additive value of virtual reality simulation (2008) Surgical Endoscopy, 22 (5), pp. 1214-1222. , DOI 10.1007/s00464-007-9589-x; Mandler, J.M., Seegmiller, D., Day, J., On the coding of spatial information (1977) Memory and Cognition, 5 (1), pp. 10-16; Belcher, D., Billinghurst, M., Using augmented reality for visualizing complex graphs in three dimensions (2003) Proceedings of the 2nd IEEE/ACM International Symposium on Mixed and Augmented Reality, , IEEE Computer Society; Siegl, H., Hanheide, M., Wrede, S., Pinz, A., An augmented reality human-computer interface for object localization in a cognitive vision system (2007) Image and Vision Computing, 25 (12), pp. 1895-1903. , DOI 10.1016/j.imavis.2006.04.027, PII S0262885606002873, The age of human computer interaction; Cockburn, A., Revisiting 2D vs 3D implications on spatial memory (2004) Proceedings of the Fifth Conference on Australasian User Interface, 28. , Dunedin, New Zealand, Australian Computer Society, Inc; Robertson, G., Czerwinski, M., Data mountain: Using spatial memory for document management (1998) Proceedings of the 11th Annual ACM Symposium on User Interface Software and Technology, , San Francisco, California, United States, ACM; Tavanti, M., Lind, M., 2D vs 3D, implications on spatial memory (2001) Proceedings of the IEEE Symposium on Information Visualization 2001 (INFOVIS'01), , IEEE Computer Society; Sinclair, P., Martinez, K., (2004) Adapting Information Through Tangible Augmented Reality Interfaces; Kim, J.-S., (2005) Tangible User Interface for CAVE Based on Augmented Reality Technique; Gabbard, J., Hix, D., (1997) A Taxonomy of Usability Characteristics in Virtual Environments, , Virginia Polytechnic Institute and State University, november; Boeck, J.D., Weyer, T.D., Using the non-dominant hand for selection in 3D (2006) Proceedings of the 3D User Interfaces, , IEEE Computer Society; Ware, C., Rose, J., Rotating virtual objects with real handles (1999) ACM Trans. Comput.-Hum. Interact., 6 (2), pp. 162-180; Pierce, J.S., Stearns, B.C., Voodoo dolls: Seamless interaction at multiple scales in virtual environments (1999) Proceedings of the 1999 Symposium on Interactive 3D Graphics, , Atlanta, Georgia, United States, ACM","Chien, C.-H.; Institute of Creative Industry Design, National Cheng Kung University, Tainan, Taiwan; email: claymo@gmail.com",,IAENG Society of Artificial Intelligence;IAENG Society of Bioinformatics;IAENG Society of Computer Science;IAENG Society of Data Mining;IAENG Society of Electrical Engineering,,"International MultiConference of Engineers and Computer Scientists 2010, IMECS 2010",17 March 2010 through 19 March 2010,Kowloon,84138.0,,9789881701282,,,English,"Proc. Int. MultiConference Eng. Comput. Sci., IMECS Proc. CD",Conference Paper,Final,,Scopus,2-s2.0-79952415952
"Moghaddam V.H., Kazachkov I.V.",36619939100;7003868535;,Multimedia adaptive interactive teaching-learning environment for energy technology,2010,"International Conference on Circuits, Systems and Signals - Proceedings",,,,64,69,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79959997284&partnerID=40&md5=bf283f1c08b93e674cd6705f1b1ebf50,"National Technical University of Ukraine, KPI, Polytekhnichna, 37, 03056 Kyiv, Ukraine; Royal Institute of Technology, Brinellvägen 68, 10044 Stockholm, Sweden","Moghaddam, V.H., National Technical University of Ukraine, KPI, Polytekhnichna, 37, 03056 Kyiv, Ukraine; Kazachkov, I.V., Royal Institute of Technology, Brinellvägen 68, 10044 Stockholm, Sweden","The computerized educational (CompEdu) platform is based on the multimedia interactive presentation of a slide show of lecturing material in a non-conventional way where instead of classical linear presentations of the important information, the material is presented in a progressive and concise way ensuring the coverage of large portions of material in shortest number of pages. In this paper, some recent results in the development and implementation of the virtual university environment are presented and discussed. Also some prospectives and advantages of this form of teaching-learning, as well as some questions of international collaboration in the field are discussed too.",Computerized education; Interactive learning system; Internet; Network; Virtual university,Computerized education; Energy technologies; Interactive learning systems; Interactive presentation; International collaborations; Prospectives; Slide shows; Teaching-learning; Teaching-learning environment; Virtual university; International cooperation; Learning systems; Teaching; User interfaces,,,,,,,,,,,"Fransson, T.H., Hillion, F.-X., Klein, E., An international, electronic and interactive teaching and life-long learning platform for gas turbine technology in the 21st century ASME Turboexpo 2000 May 8-11, p. 2000. , Munich.- Germany.- Paper 2000-GT-0581; Kazachkov, I.V., Kalion, V.A., Numerical continuum mechanics (2008) Lecture Notes, 1, 273p. , KTH, Stockholm; Kazachkov, I.V., Fransson, T.H., Salomón, M., Kalion, V.A., Interactive teaching and learning platform for numerical methods in energy (2003) Proc. 41st Aerospace Sci. Meeting and Exhibit., , Reno, Nevada 6-9 Jan. - Paper AIAA-2003-0943; Kazachkov, I.V., Geraimchuk, M.D., Fransson, T.H., Development and implementation of multimedia educational systems for universities and secondary schools (2007) IX International Sciencepractical Conference ""creativity and Education in A Modern Intellectual Investigations and Practicalities""., pp. 32-38. , Kyiv.- 18 May. (In Ukrainian); Navarathna, N., Fedulov, V., Martin, A., Fransson, T., Web-based, interactive laboratory experiments in turbomachine aerodynamics (2004) ASME Turbo Expo 2004, Power for Land, Sea and Air, , 14-17 June, 2004, Vienna, Austria; Salomón, M., Savola, T., Kirjavainen, M., Martin, A.R., Fogelholm, C.-J., Distributed combined heat and power generation with small-scale biomass plants (2002) 2nd Int. Symp. on Distributed Generation: Power System and Market Aspects, , Stockholm, Sweden, 2-4 Oct; Bates, A., (1995) Routledge Studies in Distance Education, , Technology Open Learning and Distance Education. ISBN 0-415-12799-8; Benson, T.J., Trefny, C.J., Walker, J.F., (1997) Interactive Design Tool for Turbine Based Combine Cycle Engines, , AIAA 97-3160; Benson, T.J., Using computers in fluids engineering education (1998) NASA TM-1998-208810; Boyle, T., (1997) Design for Multimedia Learning, , Prentice Hall Europe.- ISBN 0-13-242215-8; Davies, C.H.J., Student engagement with simulations: A case study (2002) Computers and Education, 39, pp. 271-282. , Elsevier Science Ltd; Léotard, P., Roy, S., Gaulard, F., Fransson, T.H., (1998) Computerized Educational Program in Turbomachinery, , ASME Paper 98-GT-415; Orlik, Y., Editorial. Quality of science education (III) (2001) J. Science Educ., 2 (2), pp. 72-73; Bodner, G., The role of algorithms in teaching problem solving (1987) J.Chem.Educ., 64 (6), pp. 513-514; De Jong, O., Problem solving in a heuristic way: Learning experiences of chemistry teacher and their students (1996) Chemistry: Expending the Boundaries. 14th International Conference in Chemical Education, 8. , Brisbane; Fridman, L., Turetsky, E., (1989) How to Learn the Problem Solving, , Moscow, Prosveschenie, .in Russian; Hayes, J., (1989) Understanding Problems: The Process of Representation. The Complete Problem Solver, , 2d ed. Hilsdale. NJ; Lederman, N., Niess, M., Problem solving and solving problems: Inquiry about inquiry (2000) School Science and Mathematics, 100 (3), pp. 43-46; Shatalov, V., (1980) Pedagogical Prose, , Pedagogica, Moscow, in Russsian","Moghaddam, V.H.; National Technical University of Ukraine, KPI, Polytekhnichna, 37, 03056 Kyiv, Ukraine",,,,"International Conference on Circuits, Systems, Signals, CSS",15 September 2010 through 17 September 2010,,85416.0,17924324,,,,English,Int. Conf. Circuits Syst. Signals Proc.,Conference Paper,Final,,Scopus,2-s2.0-79959997284
"Ramachandran J., Haas O.C.L.",7005773925;7103157877;,Improving the learning experience for the first year engineering students using technology enabled Activity Led Learning,2010,"Engineering Education 2010: Inspiring the Next Generation of Engineers, EE 2010",,,,,,10.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857679454&partnerID=40&md5=722732861613bd4aa4fe6fba2dcae9b4,"Department of Computing and Digital Environment, Coventry University, Coventry, United Kingdom; Control Theory and Applications Centre, Department of Mathematics Statistics and Engineering Science, Coventry University, Coventry, United Kingdom","Ramachandran, J., Department of Computing and Digital Environment, Coventry University, Coventry, United Kingdom; Haas, O.C.L., Control Theory and Applications Centre, Department of Mathematics Statistics and Engineering Science, Coventry University, Coventry, United Kingdom","Activity Led Learning (ALL) strategies were adopted to improve the students engagement, pass rate and most importantly learning experience for a first year Electrical and Electronic Engineering module which caters for a large mixed student cohort. To implement ALL, a new method of delivery, enabled using three key learning technologies, was adopted. The number of formal lectures was reduced and replaced with interactive tutorials as well as additional computer based laboratory sessions. Tutorial sessions were implemented using Interwrite® Personal Response System (PRS), a commercial Audience Response System (ARS). The Multisim® simulation software was introduced in the laboratory sessions to help students visualise the behaviour of electrical and electronic components and apply circuit laws. The adopted assessment strategy combined problem based laboratory together with on-line assessment, created using RESPONDUS®, and an in-class test. Students satisfaction survey, coursework submission rate, focus group as well as informal feedback were used to evaluate the relative benefits of the introduced technology enabled ALL strategies. Laboratory sessions improved students engagement resulting in increased coursework submission rate. ARS promoted group work and interaction, resulting in greater students learning experience. The variety and division of the assessment into small components promoted regular work and was well received by the students. Overall, the adopted strategy had a positive impact on students learning experience, increased students participation in terms of coursework submission which resulted in improved students achievement. The pass rate of the module increased from 70% to 87% and the student satisfaction improved from adequate to satisfactory. © 2009 Jayaraman Ramachandran and Olivier C.L. Haas.",,Circuit laws; Computer-based laboratory; Electronic component; First year; First-year engineering; Focus groups; Group work; Interactive tutorials; Laboratory sessions; Learning experiences; Learning technology; Method of delivery; Multisim; On-line assessment; Pass rate; Personal response systems; Problem-based; Response systems; Simulation software; Small components; Student satisfaction; Students learning; Students participation; Computer software; Engineering education; Engineers; Laboratories; Rating; Teaching; Students,,,,,,,,,,,"Atherton, J.S., (2009) Learning and Teaching: Forms of Assessment, , http://www.learningandteaching.info/teaching/assess_form.htm, [accessed in March 2010]; Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education, pp. 1-25. , D. A. Banks (Ed.) Hershey, PA: Information Science Publishing; Bligh, D.A., (2000) What is the use of Lectures?, , San Francisco: Jossey-Bass; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE- Life Science Education, 6. , http://www.lifescied.org/cgi/content/abstract/6/1/9, 2007 [accessed in June 2008]; Cantillon, P., (2003) ABC of Learning and Teaching in Medicine: Teaching Large Groups, pp. 326-437. , http://www.bmj.com/cgi/content/full/326/7386/437?etoc, [accessed in March 2008]; Chickering, A., Gamson, Z., Seven principles for good practice in undergraduate education (1987) AAHE Bulletin, No. 39, pp. 3-7. , http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/ teachtip/7princip.htm, 1987 [accessed in May 2008]; D'Inverno, R.A., Davis, H.C., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and its Applications, 22 (4), pp. 163-169; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Bedard, K., Kuhn, P., Where class size really matters: Class size and student ratings of instructor effectiveness (2008) Economics of Education Review, 27, pp. 253-265; Kennedy, G.E., Cutts, Q.I., The association between students use of electronic voting systems and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; MacDonald, M., (2007) The Report of the Student Experience at Coventry University 2007, , CRQ and Coventry University; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCASE Quarterly, 30 (2). , http://connect.educause.edu/Library/EDUCAUSE+Quarterly/ ClickersintheClassroomAnA/40032, November 2007 [accessed in June 2008]; Newby, M., Marcoulides, L.D., Examining student outcomes in university computer laboratory environments: Issues for educational management (2008) International Journal of Educational Management, 22 (5), pp. 371-385; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 458-473. , Published; Oreilly, (2005) Case Studies of Online Assessment, , http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/ 59_OReilly.pdf, [accessed in April 2010]; (2010) Assessment Tools for Learning Systems, , http://www.respondus.com/, [accessed on January 2010]; Kay, R.H., Le Sage, A., Examining the bene.ts and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Wilson-Medhurst, S., Towards sustainable activity led learning innovations in teaching learning and assessment (2008) Proceedings of Engineering Education 2008 International Conference on Innovation, Good Practice and Research in Engineering Education, , http://www.engsc.ac.uk/downloads/scholarart/ee2008/p008-wilson-medhurst. pdf, EE2008, Loughborough University, July 14-16 [accessed in January 2010]","Ramachandran, J.; Department of Computing and Digital Environment, Coventry University, Coventry, United Kingdom; email: j.ramachandran@coventry.ac.uk",,Aston University;engCETL;The Informit Engineering Collection,,"Engineering Education 2010: Inspiring the Next Generation of Engineers, EE 2010",6 July 2010 through 8 July 2010,Birmingham,88736.0,,,,,English,"Eng. Educ.: Inspiring Next Gener. Eng., EE",Conference Paper,Final,,Scopus,2-s2.0-84857679454
Howard A.K.T.,24279715900;,Enhancing student engagement in engineering statics with online tools,2010,"ASME International Mechanical Engineering Congress and Exposition, Proceedings (IMECE)",6,,,59,64,,3.0,10.1115/IMECE2010-38363,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881417792&doi=10.1115%2fIMECE2010-38363&partnerID=40&md5=5b9ac4be087354790aa7adba28b75845,"North Carolina State University, Raleigh, NC, United States","Howard, A.K.T., North Carolina State University, Raleigh, NC, United States","Engineering Statics at North Carolina State University is taught to both distance-education and on-campus sections simultaneously. Statics has been remodeled to include online and in-class tools to encourage all students to stay actively engaged with the material. Seven online tools which have been incorporated into the redesigned course are presented and discussed: review modules, reading introductions and quizzes, class notes with video example problems, recorded lectures, skills quizzes, synchronous office hours and asynchronous message boards, and clickers. Results indicate students come to class consistently, are more likely to complete readings, and appreciate the just-in-time online resources. One faculty member can now supervise larger numbers of students and homework grading has been cut in half. © 2013 ASME.",,Engineering statics; Faculty members; Just in time; Message boards; North Carolina State University; On-line tools; Online resources; Student engagement; Mechanical engineering; Tools; Students,,,,,,,,,,,"Shuman, L.J., Besterfield-Sacre, M., McGourty, J., The ABET 'professional skills' - Can they be taught? Can they be assessed? (2005) J. Eng. Education, 94 (1), pp. 41-55; Pike, G.R., Measuring quality: A comparison of u.s. news rankings and nsse benchmarks (2004) Research in Higher Education, 45 (2), pp. 193-208; Kuh, G.D., Assessing what really matters to student learning: Inside the national survey of student engagement (2001) Change, 33 (3), pp. 10-17. , 66; (2001) Improving the College Experience: National Benchmarks for Effective Educational Practice, , National Survey of Student Engagement (NSSE), Indiana University Center for Postsecondary Research, Bloomington; Carini, R.M., Kuh, G.D., Klein, S.P., Student engagement and student learning: Testing the linkages (2006) Research in Higher Education, 47, pp. 1-32; Ewell, P.T., Jones, D.P., (1996) Indicators of Good Practice in Undergraduate Education: A Handbook for Development and Implementation, , National Center for Higher Education Management Systems, Boulder, CO; Prince, M., Does active learning work? A review of the research (2004) J. Eng. Ed., 93 (3), pp. 223-231; Felder, R., Woods, D., Stice, J., Rugarcia, A., The future of engineering education: Ii.teaching methods that work (2000) Chemical Engineering Education, 34 (1), pp. 26-39; Chickering, A.W., Gamson, Z.F., Seven principles for good practice (1987) AAHE Bulletin, 39, pp. 3-7; (2006) Guidelines for Developing Or Revising Undergraduate Courses, Division of Academic Programs, , http://www.ncsu.edu/uap/academicstandards/courses/crsguidetail.html, retrieved May 31, 2010, from; Prenksy, M., Digital natives, digital immigrants (2001) On the Horizon, 9 (5); Oblinger, D., Oblinger, J., Is it age or IT: First steps towards understanding the net generation (2005) Educating the Net Generation, Educause, Boulder, CO, , http://www.educause.edu/educatingthenetgen, D. Oblinger & J. Oblinger (Eds), 2.1-2.20, Retrieved May 31, 2010, from; National Survey of Student Engagement: The College Student Report, , http://www2.acs.ncsu.edu/UPA/assmt/nsse/nsse01.htm, retrieved May 27, 2010, from; Kuh, G., What we're learning about student engagement from NSSE (2003) Change, , March/April; Howard, A.K.T., Temple, T., STEM example problems on the web using livescribe pulsepen (2010) UNC 11th Annual Teaching and Learning with Technology Conference, , Presented in Second Life by UNC-Pembroke; Beer, F.P., Johnston Jr., E.R., Eisenberg, E.R., (2007) Vector Mechanics for Engineers: Statics, p. 258. , McGraw-Hill Higher Education, New York, NY; Preece, J., Nonneke, B., Andrews, D., The top five reasons for lurking: Improving community experiences for everyone (2004) Computers in Human Behavior, 20, pp. 201-223; Nonnecke, B., Andrews, D., Preece, J., Non-public and public online community participation: Needs, attitudes and behavior (2006) Electronic Commerce Research, 6, pp. 7-20","Howard, A.K.T.; North Carolina State University, Raleigh, NC, United States",,,,"ASME 2010 International Mechanical Engineering Congress and Exposition, IMECE 2010",12 November 2010 through 18 November 2010,"Vancouver, BC",98327.0,,9780791844434,,,English,ASME Int Mech Eng Congress Expos Proc,Conference Paper,Final,,Scopus,2-s2.0-84881417792
"Winso J.H., Rolando J.B., Knight W.H., Ackermann E.S., Wijekumar V.J., Yu H.",24484066800;24484157900;44861436900;24483202700;24443025700;44861863500;,Integration of radiation transport models in an interactive video game to train law enforcement and first responders on preventative RAD/NUC detection (PRND) methods,2010,IEEE Nuclear Science Symposium Conference Record,,, 5873823,560,565,,,10.1109/NSSMIC.2010.5873823,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960340474&doi=10.1109%2fNSSMIC.2010.5873823&partnerID=40&md5=81b86ddc817621ca708de99aecfe02af,"Spectral Labs Incorporated, San Diego, CA 92128, United States; Indiana University of Pennsylvania, Department of Physics, Indiana, PA 15705, United States; Kalloc Studios, Carlsbad, CA 92010, United States","Winso, J.H., Spectral Labs Incorporated, San Diego, CA 92128, United States; Rolando, J.B., Spectral Labs Incorporated, San Diego, CA 92128, United States; Knight, W.H., Spectral Labs Incorporated, San Diego, CA 92128, United States; Ackermann, E.S., Spectral Labs Incorporated, San Diego, CA 92128, United States; Wijekumar, V.J., Indiana University of Pennsylvania, Department of Physics, Indiana, PA 15705, United States; Yu, H., Kalloc Studios, Carlsbad, CA 92010, United States","A novel technique has been developed under a DNDO SBIR Program to improve the quality and availability of law enforcement and first responder training in the use of Preventative Radiological/Nuclear Detection (PRND) equipment. This training method is implemented in a software system designated as RAILS (Realistic and Adaptive Interactive Learning System), which allows trainees to practice finding, identifying, and determining the threat level of radioactive sources in a 3D video game environment. © 2010 IEEE.",,3D video; First responders; Interactive learning systems; Interactive video; Novel techniques; Radiation transport; Radioactive sources; Software systems; Threat levels; Training methods; Gamma rays; Law enforcement; Learning systems; Medical imaging; Radiation detectors; Radioactivity; Systems analysis; User interfaces; Three dimensional computer graphics,,,,,,,,,,,"Knoll, G.F., (1989) Radiation Detection and Measurement, pp. 56-57. , 2nd ed. New York: John Wiley &amp; Sons; ANSI/ANS-6.4.3-1991: Gamma-ray Attenuation Coefficients and Buildup Factors for Engineering Materials, , American Nuclear Society. La Grange Park: American Nuclear Society; (2007), http://moodle.org, version 1.9; Python Programming Language - Official Website, , http://www.python.org","Winso, J.H.; Spectral Labs Incorporated, San Diego, CA 92128, United States; email: winsoj@spectrallabs.com",,Nucl. Plasma Sci. Soc. Inst. Electr. Electron. Eng. (NPSS),,"2010 IEEE Nuclear Science Symposium, Medical Imaging Conference, NSS/MIC 2010 and 17th International Workshop on Room-Temperature Semiconductor X-ray and Gamma-ray Detectors, RTSD 2010",30 October 2010 through 6 November 2010,"Knoxville, TN",85520.0,10957863,9781424491063,85OQA,,English,IEEE Nucl. Sci. Symp. Conf. Rec.,Conference Paper,Final,,Scopus,2-s2.0-79960340474
"DeBarger A.H., Penuel W.R., Harris C.J., Schank P.",45661108400;6602520543;56379481900;6507147517;,Teaching routines to enhance collaboration using classroom network technology,2010,Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives,,,,224,244,,6.0,10.4018/978-1-61692-898-8.ch013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952991565&doi=10.4018%2f978-1-61692-898-8.ch013&partnerID=40&md5=784e5b19afc8ffb365b15e57c93aedbb,"Center for Technology in Learning, SRI International, United States","DeBarger, A.H., Center for Technology in Learning, SRI International, United States; Penuel, W.R., Center for Technology in Learning, SRI International, United States; Harris, C.J., Center for Technology in Learning, SRI International, United States; Schank, P., Center for Technology in Learning, SRI International, United States","This chapter presents an argument for the use of teaching routines (pedagogical patterns) to engage students in collaborative learning activities using the Group Scribbles classroom network technology. Teaching routines are a resource for structuring student opportunities to learn within lessons. They address known challenges associated with making the most of classroom network technology by scaffolding teacher enactment, enabling contingent teaching, and providing an anchor for expanding practice. In this chapter, the authors articulate the theoretical and empirical basis for using teaching routines to support diagnostic interactive formative assessment of student learning. The authors describe the goals and features of routines, types of collaboration instantiated in the routines, technological aspects of Group Scribbles, teachers' perceived utility of the routines, and anticipated implementation challenges of the routines within lessons designed for middle school Earth science. © 2011, IGI Global.",,,,,,,,,,,,,"Alexander, C.N., Ishikawa, S., Silverstein, M., (1977) A Pattern Language: Towns, Buildings, Construction, , New York: Oxford University Press; Bakhtin, M.M., (1981) The Dialogic Imagination: Four Essays, , (Emerson, C., & Holquist, M., Trans.). Austin, TX: University of Texas Press; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39. , doi:10.1119/1.2121753; Black, P., Harrison, C., Feedback in questioning and marking: The science teacher's role in formative assessment (2001) The School Science Review, 82 (301), pp. 55-61; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education, 5 (1), pp. 7-74. , doi:10.1080/0969595980050102; Butler, R., Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance (1987) Journal of Educational Psychology, 79 (4), pp. 474-482. , doi:10.1037/0022-0663.79.4.474; Butler, R., Nisan, M., Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance (1986) Journal of Educational Psychology, 78 (3), pp. 210-216. , doi:10.1037/0022-0663.78.3.210; Calderhead, J., A psychological approach to research on teachers' classroom decision making (1981) British Educational Research Journal, 7 (1), pp. 51-57. , doi:10.1080/0141192810070105; Davis, S., Observations in classrooms using a network of handheld devices (2003) Journal of Computer Assisted Learning, 19 (3), pp. 298-307. , doi:10.1046/j.0266-4909.2003.00031.x; Digiano, C., Yarnall, L., Patton, C., Roschelle, J., Tatar, D., Manley, M., Conceptual tools for planning for the wireless classroom (2003) Journal of Computer Assisted Learning, 19 (3), pp. 284-297. , doi:10.1046/j.0266-4909.2003.00030.x; Dillenbourg, P., Over-scripting CSCL: The risks of blending collaborative learning with instructional design (2002) Three Worlds of CSCL: Can We Support CSCL?, pp. 61-91. , In P. A. Kirschner (Ed.), Heerlen, Nederland: Open University of the Netherlands; Disessa, A.A., Minstrell, J., Cultivating conceptual change with benchmark lessons (1998) Thinking Practices in Mathematics and Science Learning, pp. 155-187. , In Greeno, J. G., & Goldman, S. V. (Eds.), Mahwah, NJ: Lawrence Erlbaum Associates; Dufresne, R.J., Gerace, W.J., Assessing-to-learn: Formative assessment in physics instruction (2004) The Physics Teacher, 42 (7), pp. 428-433. , doi:10.1119/1.1804662; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7 (2), pp. 3-47. , doi:10.1007/BF02948592; Gallagher, L.P., Penuel, W.R., (2009) Preparing Teachers to Design Instruction in Middle School Earth Science: Impacts of Three Professional Development Programs on Student Learning, , April, Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA; Grossman, P., McDonald, M., Back to the future: Directions for research in teaching and teacher education (2008) American Educational Research Journal, 45 (1), pp. 184-205. , doi:10.3102/0002831207312906; Harris, M., (1986) Teaching One-to-one: The Writing Conference, , Urbana, IL, National Council of Teachers of English; Hegedus, S.J., Kaput, J., (2004) An Introduction to the Profound Potential of Connected Algebra Activities: Issues of Representation, Engagement and Pedagogy, , September, Paper presented at the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen, Norway; Hinds, M., (2002) Teaching as a Clinical Profession: A New Challenge for Education, , New York, Carnegie Corporation of New York; Holquist, M., (1990) Dialogism, , London, Routledge, doi:10.4324/9780203330340; Hoppe, U.H., Ploetzner, R., Can analytic models support learning in groups? (1999) Collaborative Learning: Cognitive and Computational Approaches, pp. 147-168. , In Dillenbourg, P. (Ed.), Oxford, UK: Elsevier; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Klahr, D., Nigam, M., The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning (2004) Psychological Science, 15 (10), pp. 661-667. , doi:10.1111/j.0956-7976.2004.00737.x; Koper, R., Combining reusable learning resources and services with pedagogical purposeful units of learning (2003) Reusing Online Resources: A Sustainable Approach to E-learning, pp. 46-59. , In Littlejohn, A. (Ed.), London: Routledge; Krajcik, J.S., Supporting science learning in context: Project-based learning (2001) Portable Technologies, pp. 7-28. , In Tinker, R. F., & Krajcik, J. S. (Eds.), New York: Plenum Publishers; Lemke, J.L., (1990) Talking Science: Language, Learning, and Values, , Norwood, New Jersey, Ablex; Little, J.W., The persistence of privacy: Autonomy and initiative in teachers' professional relations (1990) Teachers College Record, 91 (4), pp. 508-536; Little, J.W., Locating learning in teachers' communities of practice: Opening up problems of analysis in records of everyday work (2002) Teaching and Teacher Education, 18 (8), pp. 917-946. , doi:10.1016/S0742-051X(02)00052-5; Little, J.W., Inside teacher community: Representations of classroom practice (2003) Teachers College Record, 105 (6), pp. 913-945. , doi:10.1111/1467-9620.00273; Lortie, D., (1975) Schoolteacher: A Sociological Study, , Chicago, University of Chicago Press; Maehr, M.L., Midgley, C., Enhancing student motivation: A school-wide approach (1991) Educational Psychologist, 26 (3-4), pp. 399-427. , doi:10.1207/s15326985ep2603&4_9; Mehan, H., (1979) Learning Lessons: Social Organization in the Classroom, , Cambridge, MA, Harvard University Press; Muthukrishna, N., Carnine, D., Grossen, B., Miller, S., Children's alternative frameworks: Should they be directly addressed in science instruction? (1999) Journal of Research in Science Teaching, 30 (3), pp. 233-248. , doi:10.1002/tea.3660300303; (1999) How People Learn: Brain, Mind, Experience, , National Research Council, Washington, D.C: National Academy Press; (2001) Classroom Assessment and the National Science Education Standards, , National Research Council, Washington, D.C, National Academy Press; Nystrand, M., Gamoran, A., Instructional discourse, student engagement, and literature achievement (1991) Research in the Teaching of English, 25 (3), pp. 261-290; Nystrand, M., Wu, L.L., Gamoran, A., Questions in time: Investigating the structure and dynamics of unfolding classroom discourse (2003) Discourse Processes, 32 (5), pp. 135-198. , doi:10.1207/S15326950DP3502_3; O'Day, J.A., Complexity, accountability, and school improvement (2002) Harvard Educational Review, 72 (3), pp. 293-329; Penuel, W.R., Making the most of oneto-one computing in networked classrooms (2008) International Handbook of Information Technology in Primary and Secondary Education, pp. 925-931. , In Voogt, J., & Knezek, G. (Eds.), Dordrecht, The Netherlands: Springer. doi:10.1007/978-0-387-73315-9_59; Penuel, W.R., Classroom uses of technology to manage instruction International Encyclopedia of Education, , in press, Oxford, UK: Elsevier; Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study (2007) Educational Technology Research and Development, 55 (4), pp. 315-346. , doi:10.1007/s11423-006-9023-4; Penuel, W.R., Roschelle, J., Abrahamson, A.L., Research on classroom networks for whole-class activities (2005) IEEE International Workshop on Wireless and Mobile Technologies in Education, pp. 222-229. , Proceedings of the, Los Alamitos, CA: IEEE; Penuel, W.R., Roschelle, J., Shechtman, N., The WHIRL co-design process: Participant experiences (2007) Research and Practice in Technology Enhanced Learning, 2 (1), pp. 51-74. , doi:10.1142/S1793206807000300; Petrosino, A.J., (1998) The Use of Reflection and Revision in Hands-on Experimental Activities By at Risk Children, , Unpublished dissertation. 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(Eds.), New York: Springer; Roschelle, J., Penuel, W.R., Abrahamson, A.L., The networked classroom (2004) Educational Leadership, 61 (5), pp. 50-54; Schroeder, U., Spannagel, C., The role of interaction records in active learning processes (2005) IADIS Virtual Multi Conference on Computer Science and Information Systems (MCCSIS), pp. 99-104. , Proceedings of the, Algarve, Portugal: International Association for Development of the Information Society; Schwartz, D.L., Bransford, J.D., A time for telling (1998) Cognition and Instruction, 16 (4), pp. 475-522. , doi:10.1207/s1532690xci1604_4; Schwartz, D.L., Lin, X., Brophy, S., Bransford, J.D., Toward the development of flexibly adaptive instructional designs (1999) Instructional Design Theories and Models: A New Paradigm of Instructional Theory, 2, pp. 183-214. , In Reigeluth, C. (Ed.), Mahwah, NJ: Earlbaum; Smith III, J.P., Disessa, A.A., Roschelle, J., Misconceptions reconceived: A constructivist analysis of knowledge in transition (1993) Journal of the Learning Sciences, 3 (2), pp. 115-163. , doi:10.1207/s15327809jls0302_1; Solomon, M.Z., Morocco, C., The diagnostic teacher (1999) The Diagnostic Teacher: Constructing New Approaches to Professional Development, pp. 231-246. , In Solomon, M. Z. (Ed.), New York: Teachers College Press; Stroup, W., Ares, N., Hurford, A., A dialectic analysis of generativity: Issues of network supported design in mathematics and science (2005) Journal of Mathematical Thinking and Learning, 7 (3), pp. 181-206. , doi:10.1207/s15327833mtl0703_1; Truong, T.M., Griswold, W.G., Ratto, M., Star, L., (2002) The ActiveClass Project: Experiments in Encouraging Classroom Participation, , San Diego, CA, University of California; Tyack, D., Cuban, L., (1995) Tinkering Toward Utopia: A Century of Public School Reform, , Cambridge, MA, Harvard University Press; van Zee, E.H., Minstrell, J., Using questioning to guide student thinking (1997) Journal of the Learning Sciences, 6 (2), pp. 227-269. , doi:10.1207/s15327809jls0602_3; Vye, N., Schwartz, D., Bransford, J., Barron, B.J.S., Zech, L., SMART environments that support monitoring, reflection, and revision (1998) Metacognition in Educational Theory and Practice, , Cognition and Technology Group at Vanderbilt, In D. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Mahwah, NJ: Erlbaum; Wells, G., Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom (1993) Linguistics and Education, 5 (1), pp. 1-37. , doi:10.1016/S0898-5898(05)80001-4; Wigfield, A., Eccles, J.S., Rodriguez, D., The development of children's motivation in school contexts (1998) Review of Research in Education, 23 (1), pp. 73-118. , doi:10.3102/0091732X023001073; Wilensky, U., Stroup, W.M., (2000) Networked Gridlock: Students Enacting Complex Dynamic Phenomena with the HubNet Architecture, , June, Paper presented at the The Fourth Annual International Conference of the Learning Sciences, Ann Arbor, MI; Zumbach, J., Muhlenbrock, M., Jansen, M., Reimann, P., Hoppe, U.H., Multi-dimensional tracking in virtual learning teams: An exploratory study (2002) Computer Support for Collaborative Learning: Foundations for a CSCL Community, pp. 650-651. , In Stahl, G. (Ed.), Mahwah, NJ: Erlbaum","Center for Technology in Learning, SRI InternationalUnited States",,,IGI Global,,,,,,9781616928988,,,English,Techniques for Fostering Collaboration in Online Lrng. Comm.: Theor. and Pract. Perspectives,Book Chapter,Final,,Scopus,2-s2.0-79952991565
Demetry C.,6603589129;,"Work in progress - An innovation merging ""Classroom flip"" and team-based learning",2010,"Proceedings - Frontiers in Education Conference, FIE",,, 5673617,T1E1,T1E2,,55.0,10.1109/FIE.2010.5673617,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78751473631&doi=10.1109%2fFIE.2010.5673617&partnerID=40&md5=1058756e3c2af6eac72a8fb97628d20c,,"Demetry, C.","This work in progress compares two versions of a ""classroom flip"" instructional strategy in which lectures are moved from inside class to outside class. Class time is then spent on problem solving and feedback. In previous offerings of this materials science course, students were asked to read instructor-supplied lecture notes and complete an on-line warmup assignment prior to class. Informal cooperative learning activities such as think-pair-share were used during class, and clickers provided a mechanism for probing understanding and providing feedback. In the most recent offering, students viewed instructor-prepared multimedia microlectures and took an individual quiz as homework, then repeated the quiz and completed a problem set with an assigned team during class. Thus, the redesigned course delivered multimedia rather than text lectures, and utilized a structured team-based learning strategy rather than informal cooperative learning structures. Moreover, higher level ""material selection challenges"" were added to the redesigned course. This paper summarizes the planned assessment and evaluation methods to compare the two classroom flip models; results and analysis are not yet complete. © 2010 IEEE.",Active learning; Blended learning; Classroom flip,Active Learning; Blended learning; Classroom flip; Cooperative learning; Evaluation Method; Instructional strategy; Lecture Notes; Material selection; Team-based learning; Work in progress; Education computing; School buildings; Students; Teaching,,,,,,,,,,,"Smith, K.A., Sheppard, S.D., Johnson, D.W., Johnson, R.T., Pedagogies of engagement: Classroom-based practices (2005) Journal of Engineering Education, 94 (1), pp. 87-101; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Novak, G., Patterson, E.T., Gavrin, A.D., Christian, W., (1999) Just-in-time Teaching: Blending Active Learning with Web Technology., , Upper Saddle River, NJ: Prentice Hall; Michaelsen, L.K., Knight, A.B., Fink, L.D., (2004) Team-based Learning: A Transformative use of Small Groups in College Teaching, , Sterling, VA: Stylus Publishing; Zappe, S., Leicht, R., Messner, J., Litzinger, T., Lee, H.W., 'Flipping' the classroom to explore active learning in a large undergraduate course (2009) Proceedings, American Society for Engineering Education Annual Conference & Exhibition; Toto, R., Nguyen, H., Flipping the work design in an industrial engineering course (2009) Proceedings, 39th ASEE/IEEE Frontiers in Education Conference; Fink, L.D., (2003) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses., , San Francisco, CA: Jossey-Bass","Demetry, C.email: cdemetry@wpi.edu",,American Society for Engineering Education (ASEE);Educational Research Methods (ERM) Division;Institute of Electrical and Electronics Engineers (IEEE);IEEE Computer Society;IEEE Education Society,,"40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010",27 October 2010 through 30 October 2010,"Arlington, VA",83518.0,15394565,9781424462599,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-78751473631
Wentworth P.,22036563600;,Can computational thinking reduce marginalization in the future Internet?,2010,International Telecommunication Union - Proceedings of the 2010 ITU-T Kaleidoscope Academic Conference: Beyond the Internet? Innovations for Future Networks and Services,,, 5682137,39,44,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79551564497&partnerID=40&md5=9ae6cb2867059741f59f3a67a6c88d8f,"Department of Computer Science, Rhodes University, South Africa","Wentworth, P., Department of Computer Science, Rhodes University, South Africa","Maths is presently regarded as the key driver that underpins Science, Education and Technology (SET) skills. In spite of significant studies, investment and efforts, math skills and widespread enthusiasm for SET remain elusive. In South Africa's disadvantaged communities, poor quality maths teaching and poor maths performance, both legacies of past political engineering, further fuel marginalization. Computational thinking is a new characterization of some specific procedural thinking, abstraction, problem solving and organizational skills that are finding their way from computer science programs into other fields. The paper describes our refocus of content in BingBee, a SET skill-building kiosk project targeting disadvantaged communities. As we shift to emphasize computational thinking more explicitly, we speculate that these skills could complement, and perhaps eventually displace, some elements of maths as the dominant driver of SET. The confluence of better tools, open service interfaces, and the rapid spread of handsets and devices into marginalized communities is an opportunity to build more widespread computational thinking skills. This could in turn facilitate a future Internet which is more inclusive, and in which users are able to create their own services.",Abstraction; Cognitive skills; Computational thinking; Marginalized communities; Problem solving,Abstraction; Cognitive skills; Computational thinking; Computational thinkings; Computer science programs; Future internet; Marginalization; Marginalized communities; Math skills; Open services; Organizational skills; South Africa; Abstracting; Driver training; Internet; Telecommunication; Problem solving,,,,,,,,,,,"(2008) Introducing UK Science, Engineering and Technology (SET), UK Science, and Overview, , http://www.britishcouncil.org/science-gost-introducing-uk-set-2.htm, GOST version February British Council; Moursund, D., Computational Thinking and Math Maturity: Improving Math Education in K-8 Schools, , http://www.uoregon.edu/~moursund/Books/ElMath/K8-Math.pdf; Kilpatrick, J., Swafford, J., Findell, B., (2001) Adding It Up: Helping Children Learn Mathematics, , National Academic Press ISBN: 978-0-309069-95-3; Computing Technology for Math Excellence, , http://www.ct4me.net; (2008) Foundations for Success: The Final Report of the National Mathematics Advisory Panel, , http://www2.ed.gov/about/bdscomm/list/mathpanel, National Mathematics Advisory Panel Washington, DC: U.S. Department of Education. Also at; Wing, J., Computational thinking (2006) Comm. ACM, 49 (3). , http://www.cs.cmu.edu/afs/cs/usr/wing, Viewpoint Article March Also at /www/publications/Wing06.pdf; Denning, P., Beyond computational thinking (2009) Comm. ACM, 52 (6). , http://cs.gmu.edu/cne/pjd/PUBS/CACMcols/cacmJun09.pdf, Viewpoint Article June Also at; Wentworth, P., BingBee@RaglanRoad - A field trial with unattended educational kiosks IST-Africa 2010 Conference Proceedings, , http://www.bingbee.com/?q=pub/ISTAfrica2010, ISBN: 978-1-905824-15-1. Also at; Nievergelt, J., Lecture Notes on Theory of Computation, , http://www.jn.inf.ethz.ch/education/script/chapter2.pdf, (Chapter 2, Finite State Machines), ETH, Zurich; Computer Science Unplugged, , http://www.csunplugged.org, (All web references visited on 2010-08-21)","Wentworth, P.; Department of Computer Science, Rhodes UniversitySouth Africa; email: p.wentworth@ru.ac.za",,,,2010 3rd ITU-T Kaleidoscope Academic Conference: Beyond the Internet? Innovations for Future Networks and Services,13 December 2010 through 15 December 2010,Pune,83694.0,,9781424482726,,,English,Int. Telecommun. Union - Proc. ITU-T Kaleidoscope Acad. Conf.: Beyond Internet? Innovations Future Networks Serv.,Conference Paper,Final,,Scopus,2-s2.0-79551564497
Nwokeocha S.,35737670600;,Elements of Nigeria's preparation towards advanced e-democracy,2010,"Proc. of the IADIS Int. Conf. e-Commerce 2010, Proc. of the IADIS Int. Conf. e-Democracy, Equity and Social Justice 2010, Part of the MCCSIS 2010",,,,45,54,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955130740&partnerID=40&md5=3ebde4436382451bf4891a26c19d21f0,"Teachers Registration Council of Nigeria, Federal Ministry of Education, Aminu Kano Crescent Wuse 2, Abuja, Nigeria","Nwokeocha, S., Teachers Registration Council of Nigeria, Federal Ministry of Education, Aminu Kano Crescent Wuse 2, Abuja, Nigeria","Nigeria is an emerging force in the application of electronic systems in governance, education, commerce and other aspects of life, perhaps second to only South Africa in Sub-Saharan Africa. However, global rankings place the country among the least developed in terms of electronic governance and there is a preponderance of literature articulating the reasons for this low ranking and what the country must do to advance. This paper does not question the ranking but provides materials that give the hope that the country is desirous and serious with the idea of electronic governance, and may indeed, transit faster than estimated to the rank of countries that are advanced in electronic governance. With specific reference to electronic democracy or the participation of citizens in governance aided by information and communication technology (ICT), ""the clouds are gathering and the storm is not far away"" when Nigeria will launch fully into the use of Electronic Voting Systems and other applications that have been used as criteria for the assessment of countries' e-political participation. This paper therefore, looks at some of the foundations currently being laid in Nigeria which promise rapid transformation of the country to advanced electronic society. The foundations include the development of appropriate legal framework for ICT; electoral system reforms; readiness to pass the freedom of information bill; full integration of ICT in the nation's education curriculum and systems; up-scaling of institutional capacity through the establishment of functional national ICT agencies and vanguards; existence of innovative electronic practices some of which have earned world recognition; the spectacular emergence of the GSM in the country and the exploitation of the tool by citizens; among others. The paper further reviews how in March 2010 the citizens effectively used a combination of the ""limited electronic systems"" in Nigeria to peacefully overcome the worst threat to the corporate existence of the country since the return of civil rule in 1999. The paper then points out the lessons that could be drawn from the Nigerian case and makes recommendations for sustaining the march towards e-political participation. © 2010 IADIS.",Democracy; Electronic governance; Nigeria,Democracy; E-democracy; Electoral systems; Electronic democracy; Electronic governance; Electronic systems; Electronic voting systems; Freedom of informations; Full integration; Information and Communication Technologies; Legal frameworks; Nigeria; Nigerians; Other applications; Rapid transformations; South Africa; Sub-Saharan Africa; Upscaling; Curricula; Electronic commerce; Electronics engineering; Laws and legislation; Online systems; Voting machines; Information technology,,,,,,,,,,,"Abati, R., Obasanjo, national assembly and the freedom of information bill (2007) The Nigerian Village Square, , http://www.nigeriavillagesquare.com/articles/reuben-abati/, 06 May. (Accessed 19/03/2010); Akintunde, A., Osinbajo challenges fg on electoral reform (2009) This Day Newspapers, , 1 May; Albert, O.I., Whose E-governance? A critique of online citizen engagement in Africa (2009) African Journal of Political Science and International Relations, 3 (4), pp. 133-141. , April; Alechenu, J., Senate passes final amendments to 1999 constitution (2010) Punch Newspapes, , 26 March; Awoleye, M., Oluwanti, A., Siyanbola, W., Adagunodo, R., Assessment of e-governance resource use in south-western Nigeria (2008) Proceedings of the 2nd International Conference on Theory and Practice of Electronic Governance, 351. , Cairo Egypt, ACM International Conference Proceedings Series; Awowole-Brown, F., Constitution amendment: Senate voting inconclusive (2010) Daily Sun Newspaper, , 25 March; Curtin, G.G., Sommer, M.H., Vissommer, V., Introduction (2003) The World of E-Government, pp. 1-16. , Curtin, Gregory et al (Eds.). The Haworth Political Press New York, USA; (2010) Editorial: The Presidential Advisory Council, , Daily Trust Newspaper. 10 March; The 2006 E-Readiness Rankings: A White Paper from the Economist Intelligence Unit, , http://graphics.eiucom/files/ad_pdfs/2006Ereadiness_Ranking_WP.pdf, Economist Intelligent Unit. (Accessed 01/05/2007); Edirin, E., Yar'Adua's return widens nation's divides (2010) Daily Champion Newspaper, , 28 February; Egwu, S.O., (2009) Address of the Honourable Minister of Education at the Retreat for Chairmen and Members of Governing Boards of Federal Polytechnics and Colleges of Education in Nigeria at Kaduna; (2009) National Information and Communication Technology (ICT) in Education, , Federal Ministry of Education, Author, Abuja; (2008) National Policy on Education, , Federal Republic of Nigeria. NERDC Press, Abuja; (2001) National Policy for Information Technology [IT], , Federal Ministry of Science and Technology Abuja. Total Dominion Ltd., Lagos; note; (1999) Constitution of the Federal Republic of Nigeria, , Federal Republic of Nigeria. Federal Government Press, Lagos; (2010) Activities Carried Out by Freedom of Information Coalition, , http://www.foicoalition.org/activities/index.htm?56,12, Accessed 19/03/2010; (2010) Member Organisations of the Freedom of Information Coalition, , http://www.foicoalition.org/members/index.htm?47,11, Accessed 19/03/2010; Golu, T., Electoral reform - Group adopts uwais report (2009) Leadership Newspaper, , 15 September; Idonor, D., Nigeria: Electoral reform - UWAIS panel recommends independent candidates (2008) Daily Champion Newspaper, , 12 December; (2010) News - Misleading Editorials on the Use of EVS, , http://www.inecnigeria.org/newsview.php?news=15&newsid=116, Accessed 19/03/2010; Iriekpen, D., NBA - Uwais report, key to electoral reform (2009) This Day Newspaper, , 22 August; Leblanc, P., Mbarika, V., Kvasny, L., McCoy, S., Meso, P., TeleDemocracy in developing countries: A focus on sub-saharan Africa (2008) The Cameroon Journal on Democracy and Human Right, , Report of Research Supported by the National Science Foundation, USA under Grant No. IISN 0644305; (2000) Unlocking Nigeria's Closet of Secrecy: A Report on the Campaign for A Freedom of Information Act in Nigeria, , http://www.internews.org/mra, Author, Lagos, Website; (2003) Campaigning for Access to Information in Nigeria: A Report of the Legislative Advocacy Programme for the Enactment of A Freedom of Information Act, , http://www.internews.org/mra, Author, Lagos. Website; (2010) Introducing NIMC, , http://www.nimc.gov.ng/, Accessed 24/03/2010; (2010) Introduction, , http://www.nitda.gov.ng/home.html, Accessed 24/03/2010; Ngulube, P., The nature and accessibility of e-government in sub Saharan Africa (2007) International Review on Information Ethics, 17. , September; (2010) Industry Statistics, , http://www.ncc.gov.ng/aboutis.htm, Accessed 29/03/2010; Nigerian, M., INEC, Computer Society Canvasses E-voting in Future, , http://www.nigerianmuse.com/20090408011537zg/projects/ ElectoralReformProject/inec, Accessed19/03/2010; (2010) Nigerian Television Authority Coverage of the Senate Amendment of the Constitution, , March 25, 9.00 pm National Network News; Nwokeocha, S., The digital divide between students and lecturers: A case study of the access and attitudes towards information and communication technology (ICT) in selected Nigerian Universities (2010) International Conference on Society and Information Technology, , Paper presented at the, at Orlando, Florida, April 6-9; Ogunmade, O., Electoral reform campaign gains grassroots' support (2010) This Day Newspaper, , 2 February; Okoroma, L., Yar'Adua's cabal: Who they are (2010) Leadership Newspaper, , 7 March; Olutokun, A., Seteolu, D., The media and democratic rule in nigeria (2001) Development Policy Management Network Bulletin, 13 (3), pp. 30-34. , September; Oluwole, J., Abuja marches relive protests against military dictatorship (2010) Punch Newspaper, , 20 March; Omowa, J., Nigeria: The fear of the electronic voting system (2006) Daily Champion, , 27 February; (2010) Headline - Ministers: Lobbyists Besiege Senate As Screening Begins, , Punch Newspaper. 29 March; (2010) The Acting President Has Become An ACTION President - R.I.P CABAL, , http://savenigeriagroup.com/, Save Nigeria Group. (Accessed 19/03/2010); (2010) Headline - Constitution: Senate Set to Pass 35 Amendments, , This Day Newspaper. 25 March; Benchmarking E-Government: A Global Perspective - Assessing the Progress of the un Member States, , http://unpan1.un.org/intradoc/groups/public/documents/, Accessed 10/05/2007; World Public Sector Report 2003: E-Government at the Crossroads, , http://unpan1.un.org/intradoc/groups/public/documents/un/, New York: Department of Economic and Social Affairs, United Nations. (Accessed 25/02/2007); Umonbong, O., The voting system in nigeria (2006) Independent National Electoral Commission at the AEA Seminar, , Paper presented on behalf of the, held in Blackpool, England, February; Wokocha, A., Nwokeocha, S., E-governance: Lessons from the capacity building project and online registration of teachers in Nigeria (2009) ICEGOV: Proceedings of the 3rd International Conference on Theory and Practice of Electronic Governance, pp. 265-270. , Janowski, Tomas and Jim Davies (Eds.), Bogota Colombia, November 10-13, New York: The Association for Computing Machinery; (2007) Report on African Region Communications Infrastructure Programme, , World Bank; (2003) The Networked Readiness Index Rankings, , http://www.weforum.org, Accessed 02/11/2008","Nwokeocha, S.; Teachers Registration Council of Nigeria, Federal Ministry of Education, Aminu Kano Crescent Wuse 2, Abuja, Nigeria",,,,"IADIS Int. Conf. e-Commerce 2010,EC, IADIS Int. Conf. e-Democracy, Equity and Social Justice 2010,ED, Part of the MCCSIS 2010",26 July 2010 through 30 July 2010,Freiburg,84577.0,,9789728939243,,,English,"Proc. IADIS Int. Conf. e-Commer., Proc. IADIS Int. Conf. e-Democr., Equity Soc. Justice, Part MCCSIS",Conference Paper,Final,,Scopus,2-s2.0-79955130740
"Pleul C., Terkowsky C., Jahnke I.",36835734200;36835755400;8406169600;,PeTEX - Platform for e-learning and telemetric experimentation: A holistic approach for tele-operated live experiments in production engineering,2010,"Proceedings of the 16th ACM International Conference on Supporting Group Work, GROUP'10",,,,325,326,,5.0,10.1145/1880071.1880132,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78751697026&doi=10.1145%2f1880071.1880132&partnerID=40&md5=2754914eeccc6ffc3256d2295472ee97,"TU Dortmund University, Institute of Forming Technology and Lightweight Construction, Baroper Strasse 301, 44227 Dortmund, Germany; TU Dortmund University, Center for Research on Higher Education and Faculty Development (HDZ), Germany","Pleul, C., TU Dortmund University, Institute of Forming Technology and Lightweight Construction, Baroper Strasse 301, 44227 Dortmund, Germany; Terkowsky, C., TU Dortmund University, Institute of Forming Technology and Lightweight Construction, Baroper Strasse 301, 44227 Dortmund, Germany; Jahnke, I., TU Dortmund University, Center for Research on Higher Education and Faculty Development (HDZ), Germany","Particularly in environments where experiments are the core elements of learning, it is considerably important how experiments are accessible and operable. Especially in the field of production engineering education, real-time remote ""hands on"" laboratories did not exist in the past. During the EU funded project ""Platform for e-learning and Telemetric Experimentation (PeTEX)"", the team has designed and developed a prototype of a networked and distributed learning environment (see figure 1) for individual and cooperative lifelong learning aiming at experiment-based education in production engineering. The distributed prototype consists of three physical real laboratories in the areas of material characterization in forming technology, cutting using a milling machine and joining using friction stir welding. The experiments are holistically integrated into the modularized learning material. The proposed demonstration will focus on the example of material characterization in forming technology and will include the presentation of online learning material and the tele-operated experiment.",distance education; engineering education; interactive learning systems; learning platforms; online engineering; online learning; remote laboratories; socio-technical online learning; tele-operated experiments; workplace learning,interactive learning systems; Learning platform; On-line engineering; Online learning; Remote laboratories; Sociotechnical; Teleoperated; Workplace learning; E-learning; Engineering; Experiments; Friction stir welding; Laboratories; Learning systems; Online systems; Position measurement; Production; Engineering education,,,,,,,,,,,www.dtpm.unipa.it/petex/index.htm; www.adam-europe.eu/adam/project/view.htm?prj=4097,"Pleul, C.; TU Dortmund University, Institute of Forming Technology and Lightweight Construction, Baroper Strasse 301, 44227 Dortmund, Germany; email: christian.pleul@udo.edu",,ACM Special Interest Group on Computer-Human Interaction (SIGCHI),,"16th ACM International Conference on Supporting Group Work, GROUP'10",7 November 2010 through 10 November 2010,"Sanibel Island, FL",83597.0,,9781450303873,,,English,"Proc. ACM Int. Conf. Supporting Group Work, GROUP",Conference Paper,Final,,Scopus,2-s2.0-78751697026
"Alemohammad H.R., Shahini M.",16052163800;19640493000;,"Active learning in mechanical and mechatronics engineering, case study: Computer-based interactive learning in robotics classroom",2010,"ASME International Mechanical Engineering Congress and Exposition, Proceedings (IMECE)",6,,,133,140,,,10.1115/IMECE2010-39430,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84881455973&doi=10.1115%2fIMECE2010-39430&partnerID=40&md5=0293fb8f2ab1764c6ffc8ddacc99f001,"Department of Mechanical and Mechatronics Engineering, University of Waterloo, Waterloo, ON, Canada","Alemohammad, H.R., Department of Mechanical and Mechatronics Engineering, University of Waterloo, Waterloo, ON, Canada; Shahini, M., Department of Mechanical and Mechatronics Engineering, University of Waterloo, Waterloo, ON, Canada","This paper is concerned with the review of active learning methods implemented in Mechanical and Mechatronics Engineering courses. The active learning methods are categorized into two groups of in-class activities without the use of computers and computer-based classrooms. The strategies to encourage university instructors to adopt active learning methods are also discussed. The paper also addresses the pilot project for the implementation of a novel computerbased experiential learning in the course of ""Robot Manipulators: Kinematics, Dynamics, Control"" at the University of Waterloo, Canada. A Student Interactive Learning System (SILS) has been developed for in-class activities in this course. The SILS system has two components: students' mobile devices and a front-end website in which the instructor has control to upload the demonstrations and quizzes and receive students' responses. The students are connected to the website through the WiFi connection. Findings of an initial survey, which was conducted at the start of the semester, revealed that majority of the students find the conventional classroom passive and believe adding interactivity in the lecture enhances their in-class learning experiences. © 2013 ASME.",,Active learning methods; Computer-based interactive learning; Engineering course; Experiential learning; In-class learning; Interactive learning systems; University of Waterloo; Wi-Fi connections; Educational technology; Learning systems; Mechanical engineering; Mobile devices; Robot applications; Students; Websites; Teaching,,,,,,,,,,,"Aziz, E., Teaching and learning enhancement in undergraduate machine dynamics (2008) Computer Applications in Engineering Education, , Article in advance of print; Bermejo, S., Cooperative electronic learning in virtual laboratories through forums (2005) IEEE Transactions on Education, 48 (1), pp. 140-149; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) ASHE-ERIC Higher Education Report No. 1. Washington, DC: The George Washington University, , School of Education and Human Development; Carvalho, I.S., Promoting active learning in mechanical engineering (2006) ASME International Mechanical Engineering Congress and Exposition (IMECE), pp. 259-266. , Chicago, IL; Dennis, S.T., Jensen, D.D., Planetary gear set and automatic transmission simulation for machine design courses (2003) Computer Applications in Engineering Education, 11 (3), pp. 144-155; Duan, S., Ries, A., Promoting active learning in teaching the course of design of machine elements (2007) International Mechanical Engineering Congress and Exposition (IMECE), pp. 173-178. , Seattle, WA; Holbert, K.E., Karady, G.G., Strategies, challenges and prospects for active learning in computer-based classrooms (2009) IEEE Transactions on Education, 52 (1), pp. 31-38; Jensen, D., Wood, J., Dennis, S., Wood, K., Campbell, M., Design implementation and assessment of a suite of multimedia and hands-on active learning enhancements for machine desing (2005) International Mechanical Engineering Congress and Exposition (IMECE), pp. 155-164. , Orlando, FL; Pate, M.B., An active learning approach for teaching undergraduate heat transfer (2008) 2008 ASME Summer Heat Transfer Conference (HT2008), pp. 677-683. , Jacksonville, FL; Pundak, D., Rozner, S., Empowering engineering college staff to adopt active learning methods (2007) Journal of Science Education and Technology, 17 (2), pp. 152-163; Regueras, L.M., Verdu, E., Munoz, M.F., Perez, M.A., De Castro, J.P., Verdu, M.J., Effects of competitive elearning tools on higher education students: A case study (2009) IEEE Transactions on Education, 52 (2), pp. 279-285; Shooter, S., McNeill, M., Interdisciplinary collaborative learning in mechatronics at bucknell university (2003) Journal of Engineering Education, 91 (3), pp. 339-344; Turns, S.R., Pauley, L.L., Zappe, S.E., Active and collaborative learning in a first course in fluid mechanics: Implementation and transfer (2009) International Journal of Engineering Education, 25 (5), pp. 979-997","Department of Mechanical and Mechatronics Engineering, University of Waterloo, Waterloo, ON, Canada",,,,"ASME 2010 International Mechanical Engineering Congress and Exposition, IMECE 2010",12 November 2010 through 18 November 2010,"Vancouver, BC",98327.0,,9780791844434,,,English,ASME Int Mech Eng Congress Expos Proc,Conference Paper,Final,,Scopus,2-s2.0-84881455973
[No author name available],[No author id available],"Information Security and Digital Forensics - First International Conference, ISDF 2009, Revised Selected Papers",2010,"Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering",41 LNICST,,,,,191.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84885888294&partnerID=40&md5=d354863b187d6fcb9d71e71f5796f9a7,,,The proceedings contain 19 papers. The topics discussed include: a semi-fragile watermarking algorithm for authenticating 2D engineering graphics based on log-polar transformation; on the repudiability of device identification and image integrity verification using sensor pattern noise; face recognition using balanced pairwise classifier training; parameter based access control model for mobile handsets; security challenges in multihop wireless mesh networks - a survey; a security architecture to protect against data loss; a simple method for improving intrusion detections in corporate networks; detecting Sybils in peer-to-peer file replication systems; an adaptive fusion framework for fault-tolerant multibiometrics; cross-enterprise policy model for e-business web services security; and challenges of identity management - a context in rural India.,,,,,,,,,,,,,,,,,,"1st International Conference on Information Security and Digital Forensics, ISDF 2009",7 September 2009 through 9 September 2009,London,86064.0,18678211,3642115292; 9783642115295,,,English,Lect. Notes Inst. Comput. Sci. Soc. Informatics Telecommun. Eng.,Conference Review,Final,,Scopus,2-s2.0-84885888294
"Fonner R.E., Funk T.L.",37161283600;7006506611;,The challenge of providing manure management education and keeping it fresh,2010,ASABE - International Symposium on Air Quality and Waste Management for Agriculture 2010,,,,766,773,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955137736&partnerID=40&md5=ceff531fa1d6add5505b56d4ffe567ae,"Department of Agricultural and Biological Engineering, University of Illinois, Urbana-Champaign, IL, United States","Fonner, R.E.; Funk, T.L., Department of Agricultural and Biological Engineering, University of Illinois, Urbana-Champaign, IL, United States","On May 21, 1996, the Illinois General Assembly passed the Livestock Management Facilities Act, and Illinois livestock producers were suddenly faced with a new set of regulations. One of the new requirements was that livestock facilities with capacities of more than 300 animal units (for example, 750 finishing hogs, 214 dairy cows, or 300 beef feeders) were required to have at least one person certified in manure management. The new regulations defined two levels of certification, with requirements graduated by facility size. University of Illinois Extension, through the Department of Agricultural and Biological Engineering, volunteered at the outset to provide the workshop training materials and instruction. This was done via subcontract to the Illinois Department of Agriculture, the agency that was named to manage the various regulations under the Act. Because many of our Illinois producers come back to the workshop series every three years to get re-certified, we (U of I Extension) have attempted to provide new workshop content in each three-year cycle, to avoid recycling the same materials every three years. To get new faces in front of the audience, we have utilized campus faculty and Extension field staff to present current research and information on new resources and tools available to producers. We have created other program refinements: • developed an internet-based quiz program that producers can use to become certified (at the lesser level) or for studying for the written examination that is administered by the Illinois Department of Agriculture. • developed websites on state and federal environmental rules and regulations, develop manure management plans (on-line or downloadable forms). • offered species-specific workshops-some for swine producers, some for beef and dairy farms, and some for poultry growers. • incorporated the use of audience response ""clickers"" into our workshops to get information about specific practices that producers are using, and to determine how well the audience understands key concepts and regulations.",Extension; Manure management; Nutrient management; Training,Biological engineering; Dairy cow; Dairy farms; Environmental rules; Extension; Extension field; General assembly; Illinois; Internet based; Manure management; Nutrient management; Training; Training material; University of Illinois; Agriculture; Air quality; Biological materials; Environmental regulations; Manures; Nutrients; Waste management,,,,,,,,,,,"(2001) Livestock and Poultry Environmental Stewardship National Curriculum, , MidWest Plan Service. Iowa State University, Ames, Iowa","Fonner, R. E.; Department of Agricultural and Biological Engineering, University of Illinois, Urbana-Champaign, IL, United States",,Air Quality Education for Animal Agriculture;United States Dep. Agric. (USDA) Natl. Inst. Food Agric.,,International Symposium on Air Quality and Waste Management for Agriculture 2010,13 September 2010 through 16 September 2010,"Dallas, TX",84633.0,,9781617823572,,,English,ASABE - Int. Symp. Air Qual. Waste Manage. Agric.,Conference Paper,Final,,Scopus,2-s2.0-79955137736
"Kohl P.B., Pearl C., Kuo H.V.",13405406400;36994864200;25723397600;,Direct and indirect approaches to increasing conceptual survey gains,2010,AIP Conference Proceedings,1289,,,193,196,,1.0,10.1063/1.3515196,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79951974771&doi=10.1063%2f1.3515196&partnerID=40&md5=a19b780576a997d2b384c0e55785d3af,"Colorado School of Mines, Department of Physics, 1523 Illinois Street, Golden, CO 80401, United States","Kohl, P.B., Colorado School of Mines, Department of Physics, 1523 Illinois Street, Golden, CO 80401, United States; Pearl, C., Colorado School of Mines, Department of Physics, 1523 Illinois Street, Golden, CO 80401, United States; Kuo, H.V., Colorado School of Mines, Department of Physics, 1523 Illinois Street, Golden, CO 80401, United States","Conceptual surveys like the FCI and CSEM are common, and course reforms often have the goal of improving student gains on these surveys. There exist various approaches to improving said gains, and there is occasionally concern that such methods ""teach to the test"" excessively. To our knowledge, however, there has been little direct experimentation on whether teaching to the test, even intentionally, has the expected result. In this paper, we report on a simple two-semester experiment involving ∼900 students where we tried two different approaches to improving CSEM gains in an introductory E&M class. In the first trial, we gave students many of the questions from the CSEM as Peer Instruction-style clicker questions in lecture. In the second, we redeveloped parts of our Studio physics curriculum to target CSEM concepts without replicating CSEM questions. Comparing the CSEM gains in the experimental sections to the previous year's sections, we find that the first trial resulted in significant (∼0.20) shifts in normalized gains on the relevant questions, while the second trial resulted in minimal or no shifts. © 2010 American Institute of Physics.",Conceptual Surveys; CSEM,,,,,,,,,,,,"Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30 (3), pp. 141-151; Thornton, R.K., Sokoloff, D.R., Assessing student learning of newton's laws: The FMCE and the evaluation of active learning laboratory and lecture curricula (1998) Am. J. Phys., 66 (4), pp. 338-353; Maloney, D.P., O'Kuma, T.L., Hieggelke, C.J., Van Heuvelen, A., Surveying students' conceptual understanding of electricity and magnetism (2001) Am. J. Phys., 69 (S1), pp. S12-S23; Coletta, V.P., Phillips, J.A., Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability (2005) American Journal of Physics, 73 (12), pp. 1172-1182. , DOI 10.1119/1.2117109; Hake, R.R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66 (1), pp. 66-74; Ehrlich, R., (2002) Am. J. Phys., 70 (1), pp. 24-29; Hake, R.R., (2002) Am. J. Phys., 70 (10), pp. 1058-1059; Bell, A., (1994) Teaching Mathematics, pp. 41-46. , M. Selinger ed., Routledge, NY, NY; Wieman, C., Perkins, K., Tranforming physics education Physics Today, 58 (11), pp. 36-41; Kohl, P., Kuo, V., Ruskell, T., Documenting the conversion from traditional to Studio Physics formats at CSM: Process and early results (2008) Proceedings of the 2008 PERC, pp. 135-138; Mazur, E., (1997) Peer Instruction: A Users Manual, , Prentice- Hall, Upper Saddle River, NJ; Lave, J., Wenger, E., (1991) Situated Learning: Legitimate Peripheral Participation, , New York, NY: Cambridge University Press; Brown, J.S., Collins, A., Duguid, P., Situated Cognition and the culture of learning (1989) Educational Researcher, 18 (1), pp. 32-41; Hrepic, Z., Zollman, D., Rebello, N., Students' understanding and perceptions of the content of a lecture Proceedings of the 2003 PERC., 189, p. 2004","Kohl, P. B.; Colorado School of Mines, Department of Physics, 1523 Illinois Street, Golden, CO 80401, United States",,American Association of Physics Teachers (AAPT),,"2010 Physics Education Research Conference, PERC",21 July 2010 through 22 July 2010,"Portland, OR",,0094243X,9780735408449,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-79951974771
"Lu J., Pein R.P., Hansen G., Nielsen K.L., Stav J.B.",16637904100;24825158900;7202191593;7401572704;6505830380;,User centred mobile aided learning system: Student response system - SRS,2010,"Proceedings - 10th IEEE International Conference on Computer and Information Technology, CIT-2010, 7th IEEE International Conference on Embedded Software and Systems, ICESS-2010, ScalCom-2010",,, 5578505,2970,2975,,8.0,10.1109/CIT.2010.499,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78249248378&doi=10.1109%2fCIT.2010.499&partnerID=40&md5=9475ef6fd61a88717b20b7ea0e432ac2,"Department of Informatics, University of Huddersfield, Huddersfield, United Kingdom; Faculty of Technology, Sør-Trøndelag University College, Trondheim, Norway","Lu, J., Department of Informatics, University of Huddersfield, Huddersfield, United Kingdom; Pein, R.P., Department of Informatics, University of Huddersfield, Huddersfield, United Kingdom; Hansen, G., Faculty of Technology, Sør-Trøndelag University College, Trondheim, Norway; Nielsen, K.L., Faculty of Technology, Sør-Trøndelag University College, Trondheim, Norway; Stav, J.B., Faculty of Technology, Sør-Trøndelag University College, Trondheim, Norway","This research develops a new system based on the user centred concepts and applied on the latest mobile devices. XML, database, information retrieval and object oriented technologies are embedded into the system. It is found that the system demonstrates a strong impact on teaching and learning in class activities in comparison with traditional learning environments. Also, the system has achieved that It can be self independent as well as integrated with other learning management environments, such as blackboard, Smartboard as well as subject oriented learning management systems, which makes an additional contribution to the modern pedagogical applications, such as activity based learning. © 2010 IEEE.",iPod/iPhone; Mobile aided learning; Student response system,Activity-based learning; iPod/iPhone; Learning management system; Mobile aided learning; New system; Object oriented technologies; Student response system; Subject-oriented; Teaching and learning; Traditional learning; Embedded software; Embedded systems; Information technology; Mobile devices; Students; Teaching; Interactive computer systems,,,,,,,,,,,"Qadah, G.Z., Taha, R., Electronic voting systems: Requirements, design, and implementation (2007) Computer Standards & Interfaces, 29 (3), pp. 376-386; Gimenez Lópeza, J.L., Royoa, T.M., Labordab, J.G., Calvoa, F.G., Methods of adapting digital content for the learning process via mobile devices (2009) Procedia - Social and Behavioral Sciences, 1 (1), pp. 2673-2677; Seibu Mary, J., Biju, I., Mobile Technologies and its impact - An análisis in higher education context (2008) iJIM, 2 (1), p. 17. , January; Lu, J., Wireless response system (2009) NPL, , presented in, London, 7 October; Stav, J.B., Lu, J., (2009) Presentation in Handheld learning conference, , London, 7 October; (2008) Mobile Web Best Practices 1.0, , W3C, 29 July; Jo, R., Basic Guidelines W3C Recommendation (2008) MTLD Mobile Top Level Domain (dotMobi) Charles McCathie Nevile, , http://www.w3.org/TR/mobile-bp, Editors:, Opera Software [Early Drafts], Date of visit: 14th September; Avgeriou, P., (2003) Management Systems, Educational Technology & Society, 6 (2), pp. 11-24; Moll, C., (2008) A web standards approach for delivering content beyond the desktop, , http://mobilewebbook.com, Date of visit: 12th September; (2010) Qwizdom, , http://www.qwizdom.co.uk, accessed January; Hepworth, S., (2009) Private Conversation, , University of Huddersfield, December; Joan Lu, John Stav and Carl Pain, xxx; Lu, J., Student response system (2009) Demonstrated in the World Largest E-Learning Conference and Selected to Demonstrate in European Commission Stand as One of Four EU Projects in Berlin, , Germany, 2-4 December; Pein, R.P., Lu, J., Stav, J.B., Integrating mobile computing solutions into distance learning environments (2009) Communications of SIWN, 6, pp. 171-177; (2010) SmartTech, , http://smarttech.com/, accessed January; Tunning Technologies, , http://www.turningtechnologies.com/studentresponsesystem/, accessed January 2010-02-03; Lowery, R.C., Teaching and learning with interactive student response systems: A comparison of commercial products in the higher-education market (2005) Computing and Information Science, , Mendeley; Beaty, I., Transforming student learning with classroom communication system Research Bulletin, 3, pp. 2-13; Rice, R.E., Bunz, U., Evaluating a Wireless Course Feedback System: The Role of Demographics, Expertise, Fluency, Competence, and Usage (2006) Studies in Media & Information Literacy Education, 6 (3), pp. 1-32","Lu, J.; Department of Informatics, University of Huddersfield, Huddersfield, United Kingdom; email: z.lu@hud.ac.uk",,University of Bradford;IEEE;IEEE Computer Society;IEEE TCSC;IEEE Industry Applications Society (IAS),,"10th IEEE International Conference on Computer and Information Technology, CIT-2010, 7th IEEE International Conference on Embedded Software and Systems, ICESS-2010, 10th IEEE Int. Conf. Scalable Computing and Communications, ScalCom-2010",29 June 2010 through 1 July 2010,Bradford,82049.0,,9780769541082,,,English,"Proc. - IEEE Int. Conf. Comput. Inf. Technol., CIT, IEEE Int. Conf. Embedded Softw. Syst., ICESS, ScalCom",Conference Paper,Final,,Scopus,2-s2.0-78249248378
"Garcia-Romero D., Espy-Wilson C.Y.",6508188461;6701329317;,Automatic acquisition device identification from speech recordings,2010,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",,, 5495407,1806,1809,,66.0,10.1109/ICASSP.2010.5495407,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78049411993&doi=10.1109%2fICASSP.2010.5495407&partnerID=40&md5=d068c5dd25ae7b1cc8e6ac428995f47f,"Department of Electrical and Computer Engineering, University of Maryland, College Park, MD, United States","Garcia-Romero, D., Department of Electrical and Computer Engineering, University of Maryland, College Park, MD, United States; Espy-Wilson, C.Y., Department of Electrical and Computer Engineering, University of Maryland, College Park, MD, United States","In this paper we present a study on the automatic identification of acquisition devices when only access to the output speech recordings is possible. A statistical characterization of the frequency response of the device contextualized by the speech content is proposed. In particular, the intrinsic characteristics of the device are captured by a template, constructed by appending together the means of a Gaussian mixture trained on the device speech recordings. This study focuses on two classes of acquisition devices, namely, landline telephone handsets and microphones. Three publicly available databases are used to assess the performance of linear- and mel-scaled cepstral coefficients. A Support Vector Machine classifier was used to perform closed-set identification experiments. The results show classification accuracies higher than 90 percent among the eight telephone handsets and eight microphones tested. ©2010 IEEE.",Digital speech forensics; Gaussian supervectors; Intrinsic fingerprint; Non-intrusive forensics,Acquisition device; Automatic acquisition; Automatic identification; Cepstral coefficients; Classification accuracy; Digital speech forensics; Gaussian mixtures; Gaussians; Intrinsic characteristics; Intrinsic fingerprint; Landline; Non-intrusive; Speech content; Speech recording; Statistical characterization; Automation; Electronic data interchange; Frequency response; Gaussian distribution; Mergers and acquisitions; Microphones; Signal processing; Telephone; Telephone sets,,,,,,,,,,,"Burget, L., Matejka, P., Schwarz, P., Glembek, O., Cernocký, J., Analysis of Feature Extraction and Channel Compensation in a GMM Speaker Recognition System (2007) IEEE TASP, 15 (7), pp. 1979-1986. , September; Kraetzer, C., Oermann, A., Dittmann, J., Lang, A., Digital Audio Forensics: A First Practical Evaluation on Microphone and Environment Classification (2007) MMSEC'07, pp. 63-74; Reynolds, D.A., HTIMIT and LLHDB: Speech Corpora for the Study of Handset Transducer Effects (1997) ICASSP, pp. 1535-1538; http://www.nist.gov/speech/, Online; Reynolds, D.A., Quatieri, T.F., Dunn, R.B., Speaker Verification Using Adapted Gaussian Mixture Models (2000) Digital Signal Processing, 10, pp. 19-41; Campbell, W.M., Sturim, D.E., Reynolds, D.A., Support Vector Machines Using GMM Supervectors for Speaker Verification (2006) IEEE Signal Processing Letters, 13 (5), pp. 308-311. , May; Garcia-Romero, D., Espy-Wilson, C., Intersession Variability in Speaker Recognition: A behind the Scene Analysis (2008) Interspeech, pp. 1413-1416; Solomonoff, A., Campbell, W.M., Boardman, I., Advances in Channel Compensation for SVM Speaker Recognition (2005) ICASSP, pp. 629-632","Garcia-Romero, D.; Department of Electrical and Computer Engineering, University of Maryland, College Park, MD, United States; email: dgromero@umd.edu",,The Institute of Electrical and Electronics Engineers;Signal Processing Society,,"2010 IEEE International Conference on Acoustics, Speech, and Signal Processing, ICASSP 2010",14 March 2010 through 19 March 2010,"Dallas, TX",81981.0,15206149,9781424442966,IPROD,,English,ICASSP IEEE Int Conf Acoust Speech Signal Process Proc,Conference Paper,Final,,Scopus,2-s2.0-78049411993
"Akbari M., Böhm G., Schroeder U.",36602041500;36602081700;24434093700;,Enabling communication and feedback in mass lectures,2010,"Proceedings - 10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010",,, 5571294,254,258,,7.0,10.1109/ICALT.2010.76,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78049242063&doi=10.1109%2fICALT.2010.76&partnerID=40&md5=095232a5baf9162c5a8623a90cf5db18,"RWTH Aachen University, Lehr- und Forschungsgebiet Informatik i9, Aachen, Germany","Akbari, M., RWTH Aachen University, Lehr- und Forschungsgebiet Informatik i9, Aachen, Germany; Böhm, G., RWTH Aachen University, Lehr- und Forschungsgebiet Informatik i9, Aachen, Germany; Schroeder, U., RWTH Aachen University, Lehr- und Forschungsgebiet Informatik i9, Aachen, Germany","It is hard to accomplish effective communication and discussions in lectures with many participants. Most of in-class-eLearning systems, which try to facilitate interaction, only provide partial solutions. For instance clicker systems are good for votes and polls, but cannot foster qualified communication between students and lecturers. In this paper, we give reasons to use such a qualified tool and present a microblog system, MiRA, which offers various communication possibilities inside and outside the classroom. MiRA has been developed specifically to support mass lectures and has been tested at NameX University. We present major development steps and the results of surveys and system evaluations. © 2010 IEEE.","Communication, mass lecture; Large classes; Microblogs; Mobile learning",Effective communication; Large class; Micro-blog; Microblogs; Mobile Learning; System evaluation; Surveys; Teaching; Communication,,,,,,,,,,,"Ratto, M., Shapiro, R., Troung, T., Griswold, W., The ActiveClass Project: Experiments in Ecouraging Classroom Participation (2003) Proc. Computer Support for Collaborative Learning (CSCL 03), pp. 477-486. , Kluwer; Von Glasersfeld, E., (1995) Radical Constructivism, a Way of Knowing and Learning, , Falmer Press; Waite, W.M., Jackson, M.H., Diwan, A., The Conversational Classroom (2003) Proc. 34rd ACM Technical Symposium on Computer Science Education (SIGCSE 03), pp. 127-131. , University of Chicago Press; Hall, E.T., (1966) The Hidden Dimension, , New York, Doubleday; Gleason, M., Better Communication in Large Courses (1986) College Teaching, 34, pp. 20-24; Geske, J., Overcoming the Drawbacks of the Large Lecture Class (1992) College Teaching, 40, pp. 151-154; Weisz, E., Energizing the Classroom (1990) College Teaching, 38, pp. 74-76; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40; Van De Grift, T., Wolfman, S.A., Yasuhara, K., Anderson, R.J., (2002) Promoting Interaction in Large Classes with a Computer-Mediated Feedback System, , technical report, Department of Computer Science, University of Washington; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Harry, D., Green, J., Donath, J., Backchan.nl: Integrating backchannels in physical space Proc. 27th International Conference on Human Factors in Computing Systems (CHI 09), 2009, pp. 1361-1370. , doi: 10.1145/1518701.1518907; Litchfield, A., Raban, R., Dyson, L.E., Leigh, E., Tyler, J., Using Students' Devices and a No-to-Low Cost Online Tool to Support Interactive Experiential mLearning Advanced Learning Technologies, Ninth IEEE International Conference on Advanced Learning Technologies, 2009, pp. 674-678; Akbari, M., (2008) User-Centered Design of a Project Management Tool for Successful Study, , diploma thesis, department of computer science, RWTH Aachen University; Akbari, M., Böhm, G., Supporting Lectures in a Blended Learning Scenario via Microblogs Proc. 7th E-Learning Fachtagung Informatik der Gesellschaft für Informatik E.V (DeLFI2009), Workshop Proceedings of Pre-Conference, 2009, pp. 45-52; Ebner, M., Lienhardt, C., Rohs, M., Meyer, I., Microblogs in higher education - A chance to facilitate informal and process oriented learning? (2010) Computers & Education, , in press","Akbari, M.; RWTH Aachen University, Lehr- und Forschungsgebiet Informatik i9, Aachen, Germany; email: akbari@cs.rwth-aachen.de",,IEEE Technical Committee on Learning Technology;IEEE,,"10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010",5 July 2010 through 7 July 2010,Sousse,81977.0,,9780769540559,,,English,"Proc. - IEEE Int. Conf. Adv. Learn. Technol., ICALT",Conference Paper,Final,,Scopus,2-s2.0-78049242063
"Cooper S., Pérez L.C., Rainey D.",7403304883;55343909000;57198027782;,Education: K-12 computational learning,2010,Communications of the ACM,53,11,,27,29,,22.0,10.1145/1839676.1839686,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78149243475&doi=10.1145%2f1839676.1839686&partnerID=40&md5=bdc57c2a53ccb5ec44f6ad3de6a02f35,"Computer Science Department, Stanford University, United States; Department of Electrical Engineering, University of Nebraska-Lincoln, United States; NSF's Division, United States","Cooper, S., Computer Science Department, Stanford University, United States; Pérez, L.C., Department of Electrical Engineering, University of Nebraska-Lincoln, United States; Rainey, D., NSF's Division, United States","A model is developed for K12 science, technology, engineering, and mathematics (STEM) education through computational learning to enhance student learning and understanding by combining theories of learning with the computer's unique attributes. The model is explicit in its use of a computer and specifically excludes non-cognitive uses of technology such as powerpoint, wikis, blogs, and clickers. In developing the model, computational science is viewed as the interaction between the human and the computer. The method allows students to learn to move from concrete representations of images to more abstract representations of those images. A student can also specify an organism, with primitive appendages to accomplish locomotion, and run the simulation to watch how the organism's ability to move evolves over time as a function of its current locomotion capability.",,"Abstract representation; Computational learning; Computational science; Powerpoint; Science , technology , engineering , and mathematics educations; Student learning; Theories of learning; Human computer interaction; Students; Teaching; Education computing",,,,,,,,,,,"(2010) Report of a Workshop on the Scope and Nature of Computational Thinking, , Committee for the Workshops on Computational Thinking, National Research Council, National Academies Press, Washington, D.C; Cuny, J., Finding 10,000 teachers (2010) CSTA Voice, 5 (6), pp. 1-2. , http://www.csta.acm.org/Communications/sub/CSTAVoice_Files/ csta_voice_01_2010.pdf; Cutler, R., Hutton, M., Digitizing data: Computational thinking for middle school students through computer graphics (2010) Proceedings of the 31st Annual Conference of the European Association for Computer Graphics EG 2010-Education Papers, pp. 17-24. , (Norrköping, Sweden, May; Denning, P., Beyond computational thinking (2009) Commun. ACM, 52 (6), pp. 28-30. , (June; Gilbert, J.K., Justi, R., Aksela, M., The visualization of models: A metacognitive competence in the learning of chemistry (2003) Paper Presented at the 4th Annual Meeting of the European Science Education Research Association, , Noordwijkerhout, The Netherlands; Margolis, J., (2008) Stuck in the Shallow End: Education Race and Computing, , The MIT Press; (2001) Molecular Visualization in Science Education, , National Science Foundation. Report from the molecular visualization in science education workshop. NCSA access center, National Science Foundation, Arlington, VA; Newell, A., Simon, H.A., (1972) Human Problem Solving, , Prentice-Hall, Englewood Cliffs, NJ; Rotbain, Y., Marbach-Ad, G., Stavy, R., Using a computer animation to teach high school molecular biology (2008) Journal of Science Education and Technology, 17, pp. 49-58; Sewell, R., Stevens, R., Lewis, D., Multimedia computer technology as a tool for teaching and assessment of biological science (1995) Journal of Biological Education, 29, pp. 27-32; Vygotsky, L.S., (1978) Mind and Society: The Development of Higher Mental Processes, , Harvard University Press, Cambridge, MA; Williamson, V.M., Abraham, M.R., The effects of computer animation on the particulate mental models of college chemistry students (1995) Journal of Research in Science Teaching, 32, pp. 522-534; Windschitl, M.A., A practical guide for incorporating computer-based simulations into science instruction (1998) The American Biology Teacher, 60, pp. 92-97; Wing, J.M., Computational thinking (2006) Commun. ACM, 49 (3), pp. 33-35. , Mar; Wing, J.M., Computational thinking and thinking about computing (2008) Philosophical Transactions of the Royal Society A, 366, pp. 3717-3725","Cooper, S.; Computer Science Department, Stanford UniversityUnited States; email: coopersc@purdue.edu",,,,,,,,00010782,,CACMA,,English,Commun ACM,Review,Final,,Scopus,2-s2.0-78149243475
"García C., García Hidalgo L.",35400444300;6507412447;,Teaching techniques in the classroom [Técnicas de enseñanza en el salón de clases],2010,Dermatologia Revista Mexicana,54,6,,383,388,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79551504503&partnerID=40&md5=f735689fdc663c7ae2de79a0a44ac481,"Departamento de Dermatología, Universidad de Oklahoma, Oklahoma City, OK, United States; Departamento de Dermatología, Instituto Nacional de Ciencias Médicas Y Nutrición Salvador Zubirán, México, DF, Mexico","García, C., Departamento de Dermatología, Universidad de Oklahoma, Oklahoma City, OK, United States; García Hidalgo, L., Departamento de Dermatología, Instituto Nacional de Ciencias Médicas Y Nutrición Salvador Zubirán, México, DF, Mexico","Present-day dermatology teachers must be knowledgeable on teaching techniques. Unfortunately, our literature includes a very limited number of articles on development of faculty as teachers. This paper aims at providing the academic dermatologists with some useful techniques to enhance their classroom teaching. The authors summarize recent literature on teaching techniques for the classroom. Also, they provide techniques and variations based on personal experience. Herein, the following techniques are defined and described: 1. Attention grabbers. 2. Skill builders. 3. Catalysts. 4. Intensifiers. The various techniques recommended by the authors include: 1. Attention grabbers: a) openers; b) videoclips; c) creative thinking; d) closers. 2. Skill builders: a) formal presentations (conferences); b) exchange of roles; c) multiple stations; d) patient-instructors and simulators; e) clinical cases; f) use separate written references or information technology. 3. Catalysts: a) games, quizzes, and audience response systems; b) small group discussion. 4. Intensifiers: a) narrative; b) seminars and workshops based on issues; c) formal presentations of students and residents; d) debriefing (to party or to report). There are many methods and techniques to make classroom instruction effective, interesting and interactive. Academic dermatologists should improve their pedagogical knowledge in order to promote effective learning and medical competency.",Classroom; Dermatologists teachers; Medical competence; Teaching techniques,attention; case report; catalyst; competence; creativity; game; group process; human; information technology; knowledge; learning; medical education; medical specialist; narrative; personal experience; physician; short survey; simulator; skill; teaching; videorecording; workshop,,,,,,,,,,,"Gray, M.T., Beyond content: Generating critical thinking in the classroom (2003) Nurse Educ, 28 (3), pp. 136-140; Gulpinar, M.A., Yegen, B.C., Interactive lecturing for meaningful learning in large groups (2005) Med Teac, 27 (7), pp. 590-594; Huang, C.C., Chan, C.Y., Wu, C.L., Chen, Y.L., Assessment of clinical competence of medical students using the objective structured clinical examination: First 2 years' experience in Taipei Veterans General Hospital (2010) J Chin Med Assoc, 73 (11), pp. 589-595; Rodenbaugh, D.W., Collins, H.I., Dicarlo, S.E., Creating a simple PowerPoint multimedia game (2002) Adv Physiol Edu, 26 (4), pp. 342-343; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830. , DOI 10.1016/j.ajog.2005.07.075, PII S0002937805011609","García, C.; Department of Dermatology, Oklahoma University Health Sciences Center, 619 NE 13th Street, Oklahoma City, OK 73104, United States; email: carlos-garcia@ouhsc.edu",,,,,,,,01854038,,DERMA,,Spanish,Dermatol. Rev. Mex.,Short Survey,Final,,Scopus,2-s2.0-79551504503
"Sun B., Wan Z.",34977797900;7101835861;,Based on Linux school short message system design and implementation,2010,"Proceedings - 2010 3rd IEEE International Conference on Computer Science and Information Technology, ICCSIT 2010",5,, 5563936,552,555,,,10.1109/ICCSIT.2010.5563936,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77958554329&doi=10.1109%2fICCSIT.2010.5563936&partnerID=40&md5=97e76b20b8bc46de810732b1380a9cea,"School of Computer Science and Software Engineering, Tianjin Polytechnic University, Tianjin, 300l60, China","Sun, B., School of Computer Science and Software Engineering, Tianjin Polytechnic University, Tianjin, 300l60, China; Wan, Z., School of Computer Science and Software Engineering, Tianjin Polytechnic University, Tianjin, 300l60, China","In view of the current handset short message service unceasing development, the design development based on Linux platform school short message system, implements between the school, teacher, the guardian the immediate relation and the feedback modern school comprehensive work system. In the article introduced under the Linux platform the short message system development principle and the design proposal. This article proposed an optimized secure access authentication method. © 2010 IEEE.",Authentication; Linux; Short message system,Access authentications; Design development; Design proposal; Linux; Linux platform; Short message services; Short message systems; Work system; Authentication; Computer science; Design; Information technology; Computer operating systems,,,,,,,,,,,"Liu, Y., Yue, H., (2005) Linux Operating System Tutorial, 11, pp. 8-9. , Machinery Industry Press; Wei, H., Li, B., (2002) Cellular Mobile Communications Technology, 8, pp. 1-12. , Xidian University Press; Guthery, S.B., Cronin, M.J., (2003) Mobile Application Development - Short Message Service and the SIM Card Development Kit, 9, pp. 22-35. , Posts & Telecom Press between; Williams, H.E., Lane, D., (2003) PHP & MySQL Web Database Application Development Guide, 3, pp. 20-28. , China Electric Power Press; Haiyan, L., Song, S., Tao, J., (2005) Linux System Application and Development Tutorials, 10, pp. 104-108. , Machinery Industry Press; Gong, X., Li, L., (2004) UNIX-based Database Application System Design, 23, pp. 80-82. , Tianjin Polytechnic University; Holland, O.E., Melhuish, C., Stigmergy, self-organization, and sorting in collective robotics (1999) Artificial Life, 5, pp. 173-202; Middendorf, M., Reischle, P., Schmeck, P., Information exchange in multi colony ant algorithms (2000) Proc. of the Int'l Parallel and Distributed Processing Symp, pp. 645-652. , Rolim IDP, ed. Springer-Verlag","Sun, B.; School of Computer Science and Software Engineering, Tianjin Polytechnic University, Tianjin, 300l60, China; email: sunbaoshan@tjpu.edu.cn",,,,"2010 3rd IEEE International Conference on Computer Science and Information Technology, ICCSIT 2010",9 July 2010 through 11 July 2010,Chengdu,81988.0,,9781424455386,,,English,"Proc. - IEEE Int. Conf. Comput. Sci. Inf. Technol., ICCSIT",Conference Paper,Final,,Scopus,2-s2.0-77958554329
"Ortiz M.C.M., Carvajal D., Coral A.H., Barrios R.P., Henao C.A.J.",56229389500;6602496609;36543494600;36543567100;6507643108;,Implementation of podcast and clickers in two biology courses at Los Andes University and impact evaluation in the teaching-learning process,2010,Procedia - Social and Behavioral Sciences,2,2,,1767,1770,,1.0,10.1016/j.sbspro.2010.03.981,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77957697887&doi=10.1016%2fj.sbspro.2010.03.981&partnerID=40&md5=46b0a7add1ee292888473ce3fae84dc2,"Universidad de Los Andes, Carrera 1 N 18A - 12, Bogotá, Colombia","Ortiz, M.C.M., Universidad de Los Andes, Carrera 1 N 18A - 12, Bogotá, Colombia; Carvajal, D., Universidad de Los Andes, Carrera 1 N 18A - 12, Bogotá, Colombia; Coral, A.H., Universidad de Los Andes, Carrera 1 N 18A - 12, Bogotá, Colombia; Barrios, R.P., Universidad de Los Andes, Carrera 1 N 18A - 12, Bogotá, Colombia; Henao, C.A.J., Universidad de Los Andes, Carrera 1 N 18A - 12, Bogotá, Colombia","Some studies have shown that technology use in education increases motivation and promote interactive learning. Our study was conducted in two science courses during the first academic semester of 2008. Lectures' audio and video were recorded and then published in a course administration tool. To motivate participation an audience response system was used in the classroom. All students used available materials at the course website, at least once a week, and although it is not possible to generate a statistical relation between use and benefits, our results permit to infer that the use of technological tools improve participation and communication. © 2010 Elsevier Ltd. All rights reserved.",audience response system; class recording; learning; MP4; power point; streaming; Technology,,,,,,,,,,,,"Avraamidou, L., Prospects for the use of mobile technologies in science education (2008) AACE Journal, 16 (3), pp. 347-365; González-Espada, W., Bullock, D., Innovative Applications of Classroom Response Systems: Investigating Students' Item Response Times in Relation to Final Course Grade, Gender, General Point Average, and High School ACT Scores (2007) Electronic Journal for the Integration of Technology in Education, 6, pp. 97-108; (2007) Informe Semestral Internet, (9). , http://www.crt.gov.co, Bogotá D.C., mayo; Siau, K., Sheng, H., Nah, F.F., Use of a Classroom Response System to Enhance Classroom Interactivity (2006) IEEE Transactions on Education, 49 (3), pp. 398-403","Henao, C. A. J.; Universidad de Los Andes, Carrera 1 N 18A - 12, Bogotá, Colombia; email: cjaramil@uniandes.edu.co",,,,"2nd World Conference on Educational Sciences, WCES-2010",4 February 2010 through 8 February 2010,Istanbul,,18770428,,,,English,Procedia Soc. Behav. Sci.,Conference Paper,Final,Open Access,Scopus,2-s2.0-77957697887
"De Grez, Valcke, Berings",36543859600;36544558300;36543603300;,Student response system and learning oral presentation skills,2010,Procedia - Social and Behavioral Sciences,2,2,,1786,1789,,6.0,10.1016/j.sbspro.2010.03.985,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77957712551&doi=10.1016%2fj.sbspro.2010.03.985&partnerID=40&md5=662859237c0f02b3f6778bf3f47f8a3b,"University College Brussels, Stormstraat 2, Brussels 1000, Belgium; University of Ghent, Dunanlaan 2, Ghent 9000, Belgium","De Grez, University College Brussels, Stormstraat 2, Brussels 1000, Belgium; Valcke, University of Ghent, Dunanlaan 2, Ghent 9000, Belgium; Berings, University College Brussels, Stormstraat 2, Brussels 1000, Belgium","Feedback and assessment play an important role in teaching and learning of oral presentation skills. This study describes the implementation and evaluation of an innovative instruction that uses a Student Response System for peer assessment of oral presentations. A large number of oral presentations were assessed and students' perceptions and learning progress concerning the particular instructional approach were investigated. Results show that the Student Response System was an effective way to produce feedback for presenters, assessors and educators. Results also revealed a very positive students' attitude towards the instructional format. The learning effect concerning assessment was rather limited. Further research is needed to come to conclusive statements about the latter. © 2010 Elsevier Ltd. All rights reserved.",feedback; higher education; learning from assessment; oral presentation skills; peer assessment; Student response system,,,,,,,,,,,,"Boud, D., (2007) Assessment Design for Learner Responsibility, , http://ewds.strath.ac.uk/public/reap07/Boud-web/img0.html, Retrieved November 3, 2007, from; Cheng, W., Warren, M., Peer assessment of language proficiency (2005) Language Testing, 22 (1), pp. 93-121; De Grez, L., Valcke, M., Roozen, I., The Impact of Goal Orientation, Self-Reflection and Personal Characteristics on the Acquisition of Oral Presentation Skills (2009) European Journal of Psychology of Education, 24 (3), pp. 293-306; Falchikov, N., (2005) Improving Assessment Through Student Involvement. Practical Solutions for Aiding Learning in Higher and Further Education, , New York: RoutledgeFalmer; Hattie, J., (2009) Visible Learning. A Synthesis of over 800 Meta-analyses Relating to Achievement, , London/New York: Routledge; Kay, R., Lesage, A., Examining the benefits and challenges of using audience response systems: A review of the literature (2009) Computers & Education, 53, pp. 819-827; Kenwright, K., Clickers in the classroom (2009) TechTrends, 53 (1), pp. 74-77; Levasseur, D., Dean, K., Pfaff, J., Speech pedagogy beyond the basics: A study of instructional methods in public speaking course (2004) Communication Education, 53 (3), pp. 234-252; Lowyck, J., Elen, J., Clarebout, G., Instructional conceptions: Analysis from an instructional design perspective (2004) International Journal of Educational Research, 41, pp. 429-444; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T., Efficacy of personal response systems (""clickers"") in large, introductory psychology classes (2008) Teaching of Psychology, 35, pp. 45-50; Nicol, D., Milligan, C., Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice (2006) Innovative Assessment in Higher Education, pp. 64-77. , C. Bryan & K. Clegg (Eds.), London: Routledge; Sadler, D., Formative assessment and the design of instructional systems (1989) Instructional Science, 18, pp. 119-144; Zimmerman, B., Attaining self regulation: A social cognitive perspective (2000) Handbook of Self-regulation, pp. 13-39. , M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic press","De Grez; University College Brussels, Stormstraat 2, Brussels 1000, Belgium; email: luc.degrez@hubrussel.be",,,,"2nd World Conference on Educational Sciences, WCES-2010",4 February 2010 through 8 February 2010,Istanbul,,18770428,,,,English,Procedia Soc. Behav. Sci.,Conference Paper,Final,Open Access,Scopus,2-s2.0-77957712551
"Lin K.-C., Lin R.-W., Chen S.-J., You C.-R., Chai J.-L.",7403967070;36515126300;36514423000;36516007000;36514448200;,The classroom response system based on affective computing,2010,"2010 3rd IEEE International Conference on Ubi-Media Computing, U-Media 2010",,, 5544469,190,197,,6.0,10.1109/UMEDIA.2010.5544469,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956568191&doi=10.1109%2fUMEDIA.2010.5544469&partnerID=40&md5=3299c65f611c3570a0b72ba642e54eee,"Department of Information Management, National Chung Hsing University, 250, Kuo Kuang Rd., Taichung 402, Taiwan","Lin, K.-C., Department of Information Management, National Chung Hsing University, 250, Kuo Kuang Rd., Taichung 402, Taiwan; Lin, R.-W., Department of Information Management, National Chung Hsing University, 250, Kuo Kuang Rd., Taichung 402, Taiwan; Chen, S.-J., Department of Information Management, National Chung Hsing University, 250, Kuo Kuang Rd., Taichung 402, Taiwan; You, C.-R., Department of Information Management, National Chung Hsing University, 250, Kuo Kuang Rd., Taichung 402, Taiwan; Chai, J.-L., Department of Information Management, National Chung Hsing University, 250, Kuo Kuang Rd., Taichung 402, Taiwan","In recent years, school teachers tend to use the applications of Information and Communication Technologies that are developing rapidly and universally to promote interaction between students and teachers for effective learning. Classroom response systems can effectively capture the learning outcomes of students in the classroom, and the outcomes will feedback the teachers immediately to improve their teaching. However, the existing classroom response systems have to get the learning outcome through testing students from curse, but learners' autonomy often impact the learning outcomes; if learners are absent-mind or do not pay attention to the question described at a second and do not press the correct button, the result cannot be effective. This paper proposes a new classroom response system, and this system will be used to achieve the effectiveness of learning through the test (the level of understanding, namely); the same time when using webcams to record learner s facial expressions, the characteristic of facial expressions will be captured and analyzed. Then the system will use the cat swarm optimization and support vector machines to identify the level of understanding associated with the expression characteristics and classification model. The experiment results demonstrate the selected 9 face expressions and verify the 100% classification accuracy of the proposed system. © 2010 IEEE.",Classroom response systems; Distance learning; Facial expressions,Affective Computing; Classification accuracy; Classification models; Distance learning; Effective learning; Face expressions; Facial Expressions; Information and Communication Technologies; Learning outcome; Response systems; School teachers; Swarm optimization; WebCams; Distance education; School buildings; Students; Teaching; Learning systems,,,,,,,,,,,"Lin, W.-C., (2007) Face Detection and Face Recognition Based on Support Vector Machine, , June; Lin, F.-T., Evolutionary computation Part 2: Genetic algorithms and their three applications (2005) Journal of Taiwan Intelligent Technologies and Applied Statistics, 3 (1), pp. 33-40. , June; Huang, Y.-P., Lin, S.-M., Interactive electronic WhiteBoard affects fifth grade students' learning motivation of natural science (2009) Information Management Conference, pp. 2-3. , Ching-Yun University; Huang, Y.-C., Presentation Slides from Emotion Control Class, , http://cwsc.kcg.gov.tw/style/front001/bexlxad.php?sid=1455, Children Welfare Service Center, BSA, KCG Retrieved October 25, 2009, from the World Wide Web; Huang, Y.-T., Performance analysis of simulated annealing algorithm combined with a fractional design (2004) Performance Analysis of Simulated Annealing Algorithm Combined with a Fractional Design, (5-6). , November; Chen, C.-H., (2006) Particle Swarm Optimization, pp. 1-15. , handout of I-Shou University June 6; The New Policy of FP7 Prior Domain: Introduction to Information and Communication Technologies, 69. , http://www.nsc.gov.tw/dept/belgium/NEWSLETTER/policy/P200611/P200611_02. htm, Science and Technology Division, Taipei Representative Office in Beligum Retrieved September 15, 2009, from the World Wide Web; Liu, J.-L., The teaching system based on ant colony system (2005) Symposium on Logistics and Information Applications, pp. 148-151. , May 6, 2005; Tsai, P.-W., Soft computing for information hiding (2007) 2007 Taiwanese Association for Artificial Intelligence Thesis Award, pp. 42-57; Lai, A.-F., Interactive learning in 21 century-using the SMARTboard in the classroom International Conference on Interactive Technologies in Education, , http://mail.tmue.edu.tw/~cs/it-edu-2008/page/0301-iewb-Lai.pdf, Retrieved March 1, 2008, from the World Wide Web; Classroom Response Systems, , http://www.saintmarys.edu/~dmandell/crs.html, Retrieved September 25, 2009, from the World Wide Web; Bruff, D., (2007) Clickers: A Classroom Innovation, 25 (1), p. 8. , National Education Association October; Bruff, D., Challenges in using a CRS Center for Teaching, , http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/ crs.htm#challenges, Retrieved October 19, 2009, from the World Wide Web; Dorigo, M., Gambardella, L.M., Ant colony system: A cooperative learning approach to the traveling salesman problem (1997) IEEE Transaction on Evolutionary Computation, 1 (1), pp. 53-66; Vesterinen, E., (2001) Affective Computing, pp. 1-11; Kirkpatrick, S., Gelatt, C.D., Vecchi, M.P., Optimization by simulated annealing (1983) Science, 220, pp. 671-680; Lin, K.-C., Chien, H.-Y., CSO-based feature selection and parameter optimization for support vector machine (2009) Proceedings of the 2009 Joint Conferences on Pervarsive Computing, , Tamkang University, Taiwan, Dec. 3-5; Marco, A., De Oca, M., Slides, Particle swarm optimization introduction IRIDIA-CoDE, , Universit'e Libre de Bruxelles (U.L.B.), 05/07/2007; Marco, A., De Oca, M., Slides, Particle swarm optimization introduction IRIDIA-CoDE, , Universit'e Libre de Bruxelles (U.L.B.), 05/07/2007; Chul, S.-C., Tsai, P.-W., Pan, J.-S., (2006) Cat Swarm Optimization, , Department of Electronic Engineering, National Kaohsiung University of Applied Sciences","Lin, K.-C.; Department of Information Management, National Chung Hsing University, 250, Kuo Kuang Rd., Taichung 402, Taiwan; email: kclin@nchu.edu.tw",,National Science Foundation of China,,"2010 3rd IEEE International Conference on Ubi-Media Computing, U-Media 2010",5 July 2010 through 6 July 2010,Jinhua,81682.0,,9781424467068,,,English,"IEEE Int. Conf. Ubi-Media Comput., U-Media",Conference Paper,Final,,Scopus,2-s2.0-77956568191
"Tiwari D., Sehgal R., Bansal J., Murthy S.",36471157900;36471094000;36469753300;35275628500;,"Clicking away the distance from education: A synchronous, distributed approach for use of student response systems",2010,"2010 International Conference on Technology for Education, T4E 2010",,, 5550098,17,23,,2.0,10.1109/T4E.2010.5550098,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956518735&doi=10.1109%2fT4E.2010.5550098&partnerID=40&md5=cd9c7835f8e23614f20cf93ccd277982,"Indian Institute of Technology, Bombay, Mumbai, India","Tiwari, D., Indian Institute of Technology, Bombay, Mumbai, India; Sehgal, R., Indian Institute of Technology, Bombay, Mumbai, India; Bansal, J., Indian Institute of Technology, Bombay, Mumbai, India; Murthy, S., Indian Institute of Technology, Bombay, Mumbai, India","While distance education is becoming increasingly popular, it suffers from the problem of a lack of real-time interactivity between the instructor and the students, as well as an absence of peer interaction between students. A technique used in face-to-face classrooms to improve student-teacher interaction and promote peer discussion among students is the use of clickers, or student response systems. In this paper we describe the adaptation of clickers in distance education for a multiple classroom environment. We discuss the design and development of a distributed architecture for the implementation of a student response system for multiple remote classrooms. We report on a pilot implementation and discuss problems faced and solutions implemented. © 2010 IEEE.",Clickers; Client-server; Distance education; Distributed; FTP; Pedagogy; Remote; Student response systems,Clickers; Client server; Distributed; FTP; Pedagogy; Remote; Student response systems; Distance education; Interactive computer systems; Internet protocols; School buildings; Teaching; Students,,,,,,,,,,,"Oblinger, D.G., Barone, C.A., Hawkins, B.L., Distributed education and its challenges: An overview (2001) American Council on Education Centre for Policy Analysis; Biggs, M.J.G., Comparison of student percetions of classroom instruction: Traditional, hybrid and distance education (2006) Turkish Online Journal of Distance Education, 7 (2). , Article: 4, April; (2010) Survey Report from the SPOT+ Project Supported by the European Commission, , http://www.spotplus.odl.org, as of April; Tokiwa, Y., Nonobe, K., Iwatsuki, M., Web based tools to sustain the motivation of students in Distance Education (2009) 39th ASEE/IEEE Frontiers in Education Conference October; Lowery, R.C., Clickers in the classroom: A comparison of interactive student-response keypad systems (2006) National Social Science Association's National Technology and Social Science Program, , 5-7 April, Las Vegas, NV, USA; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics -- September, 69 (9), pp. 970-977. , 2001; Kaleta, R., Joosten, T., Student response systems: A university of Wisconsin system study of clickers (2007) Centre for Applied Research - Research Bulletin 2007, (10). , May 8; Clicker resource guide (2010) Carl Wieman Science Education Institute, , http://www.cwsei.ubc.ca/resources/clickers.htm, as of April; Medina, P.J., Er, N., Wilson, J.E., Britton, M.L., Medina, M.S., Wanzer, D.S., Use of an audience response system (ARS) in a dual-campus classroom environment (2008) American Journal of Pharmaceutical Education, , May; Moreveji, N., Pawar, U., Kim, T., (2010) A Mouse on Every Desk: An Inexpensive Classroom Interaction Technique for Remote Teaching, , http://moraveji.org/images/projects/mouse, Available as of April, on each desk lo ng.pdf; Information on IIT Bombay's EOutreach Program and Workshop, , http://ekalavya.it.iitb.ac.in/effectiveteaching, course.do","Tiwari, D.; Indian Institute of Technology, Bombay, Mumbai, India; email: tiwari.divya@gmail.com",,,,"2010 International Conference on Technology for Education, T4E 2010",1 July 2010 through 3 July 2010,Mumbai,81674.0,,9781424473625,,,English,"Int. Conf. Technol. Educ., T4E",Conference Paper,Final,,Scopus,2-s2.0-77956518735
"Okada H., Sone H., Ogawa M.",36348587100;7102062675;52663908400;,"Teaching internet safety at universities using ""Hikari & Tsubasa's information security game""",2010,"CSEDU 2010 - 2nd International Conference on Computer Supported Education, Proceedings",1,,,431,433,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956313313&partnerID=40&md5=96607e78e8df7788e75ced83a1c9432b,"National Institute of Informatics, 2-1-2 Hitotsubashi, Chiyoda 101-8430 Tokyo, Japan; Information Synergy Center, Tohoku University, Aoba, Aramaki, Aoba-Ku, 980-8578, Sendai, Miyagi, Japan; Kobe Gakuin University, Arise, Ikawadani, Nishi-ku, 651-2180, Kobe, Japan","Okada, H., National Institute of Informatics, 2-1-2 Hitotsubashi, Chiyoda 101-8430 Tokyo, Japan; Sone, H., Information Synergy Center, Tohoku University, Aoba, Aramaki, Aoba-Ku, 980-8578, Sendai, Miyagi, Japan; Ogawa, M., Kobe Gakuin University, Arise, Ikawadani, Nishi-ku, 651-2180, Kobe, Japan",Nowadays it is becoming more and more important to inform everyone about the potential dangers of this means of communication. Especially it is most important for universities to teach the risk of internet society. This material is designed to develop these abilities through interactive engagement by presenting the information in a dialogue form. We have created a text with CD and a three-choice quiz to bring freshness to the educational materials.,e-learning; Information security; Interactive education material; Security policy,Educational materials; Information security; Interactive education; Interactive engagements; Security policy; E-learning; Education; Internet; Security systems; Security of data,,,,,,,,,,,"(2008) Putting Our Heads Together"" about In-formation Security, , Okada, H. ed, Hikari and Tsubasa's Tutorial for (In Japanese), National Institute of Informatics, Japan","Okada, H.; National Institute of Informatics, 2-1-2 Hitotsubashi, Chiyoda 101-8430 Tokyo, Japan; email: okada@nii.ac.jp",,,,"2nd International Conference on Computer Supported Education, CSEDU 2010",7 April 2010 through 10 April 2010,Valencia,81593.0,,9789896740238,,,English,"CSEDU - Int. Conf. Comput. Supported Educ., Proc.",Conference Paper,Final,,Scopus,2-s2.0-77956313313
"Bacim F., Polys N., Chen J., Setareh M., Li J., Ma L.",16174310700;6506870986;7501879262;56961957200;36486764800;57199703574;,Cognitive scaffolding in Web3D learning systems: A case study for form and structure,2010,Web3D Symposium Proceedings,,,,93,100,,3.0,10.1145/1836049.1836063,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956249024&doi=10.1145%2f1836049.1836063&partnerID=40&md5=8ed370fccfc1b92fc40591ce89a348f0,"Department of Computer Science, Virginia Polytechnic Institute and State University, University of Southern Mississippi, United States; School of Architecture + Design, Virginia Polytechnic Institute, State University, United States","Bacim, F., Department of Computer Science, Virginia Polytechnic Institute and State University, University of Southern Mississippi, United States; Polys, N., Department of Computer Science, Virginia Polytechnic Institute and State University, University of Southern Mississippi, United States; Chen, J., Department of Computer Science, Virginia Polytechnic Institute and State University, University of Southern Mississippi, United States; Setareh, M., School of Architecture + Design, Virginia Polytechnic Institute, State University, United States; Li, J., School of Architecture + Design, Virginia Polytechnic Institute, State University, United States; Ma, L., School of Architecture + Design, Virginia Polytechnic Institute, State University, United States","In this paper, we describe a case study in usability engineering for Web3D learning systems and introduce a new step to the typical methods of the usability design. Pedagogical applications present a challenge to the usual usability engineering process in that the end-users of the system (students) cannot describe the requirements of the system. For this situation, we engage the latest evidence and principles of cognition to help map requirements to information design for an interactive learning system. Our system seeks to improve the structural understanding of architects and to teach relationships between form and structure in long-span systems. We provide both explanatory multimedia resources and interactive resources including a Web-based modeling and simulation tool that aids architecture students with better understanding of the relationship between structure and form in design. We describe our design process and the system and examine the qualitative impact of the cognitive ergonomic process. This extra step in the usability design process of mapping expert knowledge to human perception and cognition can increase awareness of the requirements of a learning system and improve the effectiveness of the subsequent design. © 2010 ACM.",Usability engineering; Web3D learning tools,Cognitive ergonomics; Cognitive scaffolding; Design process; End-users; Expert knowledge; Human perception; Information design; Interactive learning systems; Interactive resources; Learning tool; Long span; Multimedia resources; Usability design; Usability engineering process; Web-based modeling; Cognitive systems; Design; Engineering education; Learning systems; Multimedia systems; Teaching; Three dimensional; Usability engineering,,,,,,,,,,,"Biederman, I., Recognition-by-components: A theory of human image understanding (1987) Psychological Review, 94 (94), pp. 115-147; Campbell, B., Collins, P., Hadaway, H., Hedley, N., Stoermer, M., Web3d in ocean science learning environments: Virtual big beef creek (2002) Web3D '02: Proceedings of the Seventh International Conference on 3D Web Technology, pp. 85-91. , ACM, New York, NY, USA; Chen, J., Bowman, D.A., Effectiveness of cloning techniques for architectural virtual environments (2006) VR '06: Proceedings of the IEEE Conference on Virtual Reality, pp. 103-110. , IEEE Computer Society, Washington, DC, USA; Chen, J., Bowman, D.A., Domain-specific design of 3d interaction techniques: An approach for designing useful virtual environment applications (2009) Presence: Teleoperators and Virtual Environments, 18 (18), pp. 370-386; Chittaro, L., Ranon, R., Web3d technologies in learning, education and training: Motivations, issues, opportunities (2007) Computers & Education, 49 (49), pp. 3-18; Cruz-Neira, C., Sandin, D.J., Defanti, T.A., Kenyon, R.V., Hart, J.C., The cave: Audio visual experience automatic virtual environment (1992) Commun. ACM, 35 (35), pp. 64-72; Hix, D., Gabbard, J., Usability engineering of virtual environments (2002) Handbook of Virtual Environments: Design, Implementation and Applications, pp. 681-699. , K. Stanney, Ed. Lawrence Erlbaum Associates, Mahwah, NJ; Hollands, J., Wickens, C., (1999) Engineering Psychology and Human Performance, , Prentice Hall, Upper Saddle River, NJ; Irani, P., Ware, C., Diagrams based on structural object perception (2000) AVI '00: Proceedings of the Working Conference on Advanced Visual Interfaces, pp. 61-67. , ACM, New York, NY, USA; Liarokapis, F., Mourkoussis, N., White, M., Darcy, J., Sifniotis, M., Petridis, P., Basu, A., Lister, P., Web3d and augmented reality to support engineering education (2004) World Transactions on Engineering and Technology Education, 3 (3), pp. 11-14; Mcclean, P., Saini-Eidukat, B., Schwert, D., Slator, B., White, A., Virtual worlds in large enrollment biology and geology classes significantly improve authentic learning (2001) 12th International Conference on College Teaching and Learning (ICCTL-01), pp. 111-118; Munro, A., Breaux, R., Patrey, J., Sheldon, B., Cognitive aspects of virtual environments design (2002) Handbook of Virtual Environments: Design, Implementation, and Applications, , Lawrence Erlbaum Associates, Mahwah, N.J; (2010) Product Data Standards for Structural Steel, , http://cic.nist.gov/vrml/cis2.html, May 1; Polys, N.F., Shapiro, M., Duca, K., Irve-serve: A visualization framework for spatially-registered time series data (2007) Web3D '07: Proceedings of the Twelfth International Conference on 3D Web Technology, pp. 137-145. , ACM, New York, NY, USA; Rosson, M.B., Carroll, J.M., (2002) Usability Engineering: Scenario-Based Development of Human-Computer Interaction, , Morgan Kaufmann Publishers Inc; Salzman, M.C., Dede, C., Loftin, R.B., Chen, J., A model for understanding how virtual reality aids complex conceptual learning (1999) Presence: Teleoperators and Virtual Environments, 8 (8), pp. 293-316; Schuchardt, P., Bowman, D.A., The benefits of immersion for spatial understanding of complex underground cave systems (2007) VRST '07: Proceedings of the 2007 ACM Symposium on Virtual Reality Software and Technology, pp. 121-124. , ACM, New York, NY, USA; Vogel, E.K., Woodman, G.F., Luck, S.J., Storage of features, conjunctions, and objects in visual working memory (2001) Journal of Experimental Psychology: Human Perception and Performance, 27 (27), pp. 92-114; Ware, C., (2000) Information Visualization: Perception for Design, , Morgan Kaufmann Publishers Inc., San Francisco, CA, USA; Wickens, C., Virtual reality and education (1992) IEEE International Conference on Systems, Man and Cybernetics, pp. 842-847","Bacim, F.; Department of Computer Science, Virginia Polytechnic Institute and State University, University of Southern MississippiUnited States; email: fbacim@vt.ed",,ACM SIGGRAPH,,"15th International Conference on Web 3D Technology, Web3D 2010",24 July 2010 through 25 July 2010,"Los Angeles, CA",81579.0,15529886,9781450302098,,,English,Web3d Symp. Proc.,Conference Paper,Final,,Scopus,2-s2.0-77956249024
"Hu Y., McLaughlin P.",55695326400;57197061374;,Technology-enhanced active learning in undergraduate biology education: Collaborative group work and peer assessment,2010,ICETC 2010 - 2010 2nd International Conference on Education Technology and Computer,3,, 5529487,V3514,V3518,,,10.1109/ICETC.2010.5529487,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956048928&doi=10.1109%2fICETC.2010.5529487&partnerID=40&md5=e69efdb17b89ba242be775d9f59c3021,"School of Biological Sciences, University of Edinburgh, Edinburgh, United Kingdom","Hu, Y., School of Biological Sciences, University of Edinburgh, Edinburgh, United Kingdom; McLaughlin, P., School of Biological Sciences, University of Edinburgh, Edinburgh, United Kingdom","Teaching of the science subjects in higher education is undergoing a transition from the traditional 'chalk and talk' model to a student-centered one that aims to engage students and encourage active learning. Influenced by the social constructivist paradigm, modem teaching promotes collaborative learning and peer assessment as two effective active learning strategies to which technologies are becoming increasingly important assistance. This paper presents three cases in which various technologies were deployed in some undergraduate biology courses to maximize students' active learning opportunities. © 2010 IEEE.",Active learning; Biology; Clickers; Collaborative; Pedagogy; Peer assessment,Active Learning; Clickers; Collaborative; Pedagogy; Peer assessment; Biology; Education computing; Students; Technology; Teaching,,,,,,,,,,,"Eriksen, O., Experiences from ICT-based teacher education: Technology as a foundation for active learning (2004) Journal of Educational Media, 29 (3), pp. 201-211; Hounsell, D., Hounsell, J., Teaching-learning environments in contemporary mass higher education (2007) Student Learning and University Teaching, pp. 91-111. , N. Entwistle. Ed. Leicester: BPS; Smith, A.C., Stewart, R., Shields, P., Hayes, K.J., Robinson, P., Yuan, R., Introductory biology courses: A framework to support active learning in large enrollment introductory science courses (2005) Cell Biology Education, 4, pp. 143-156. , Summer; Wood, W.B., Inquiry-based undergraduate teaching in the life sciences at large research universities: A perspective on the boyer commission report (2003) Cell Biology Education, 2, pp. 112-116. , Summer; Conole, G., Oliver, M., A pedagogical framework for embedding C&IT into the curriculum (1998) Association for Learning Technology Journal, 6 (2), pp. 4-16; Maier, P., Warren, A., (2000) Integrating Technology in Learning & Teaching: A Practical Guide for Educators, , London: Sterling, Va.: Kogan Page ; Stylus; Turney, C., Robinson, D., Lee, M., Soutar, A., Using technology to direct learning in higher education: The way forward? (2009) Active Learning in Higher Education, 10 (1), pp. 71-83; Moore, A.H., Fowler, S.B., Watson, C.E., Active learning and technology: Designing change for faculty, students, and institutions (2007) EDUCAUSE Review, 42 (5), pp. 42-61; Allen, D., Tanner, K., Infusing active learning into the large-enrollment biology class: Seven Strategies, from the Simple to complex (2005) Cell Biology Education, 4, pp. 262-268. , Winter; Crick, R.D., Learning how to learn: The dynamic assessment of learning power (2007) Curriculum Journal, 18 (2), pp. 135-153; D. Laurillard, Rethinking University Teaching. London: Routledge, 1993; Bloom, B.S., Taxonomy of educational objectives: The classification of educational goals (1956) Handbook 1: Cognitive Domain, , B.S. Bloom. Ed. London: Longman Group Ltd; Sinha, N., Khreisat, L., Sharma, K., Learner-interface interaction for technology-enhanced active learning (2009) Innovate, 5, p. 3; Erdem, M., Effects of learning style profile of team on quality of materials developed in collaborative learning processes (2009) Active Learning in Higher Education, 10 (2), pp. 154-171; Webb, N.M., Troper, J.D., Fall, R., Constructive activity and learning in collaborative small groups (1995) Journal of Educational Psychology, 87 (3), pp. 406-423; Ballantyne, R., Hughes, K., Mylonas, A., Developing procedures for implementing peer assessment in large classes using an action research process (2002) Assessment and Evaluation in Higher Education, 27 (5), pp. 427-441; Topping, K., Peer assessment between students in colleges and universities (1998) American Educational Research Association, 68 (3), pp. 249-276; Vickerman, P., Student perspectives on formative peer assessment: An attempt to deepen learning? (2009) Assessment and Evaluation in Higher Education, 34 (2), pp. 221m-230m; Sitthiworachart, J., Joy, M., Computer support of effective peer assessment in an undergraduate programming class (2008) Journal of Computer Assisted Learning, 24 (3), pp. 217-231; Race, P., Practical pointers in peer assessment (1998) Peer Assessment in Practice, pp. 113-122. , S. Brown. Ed. Birmingham: SEDA; Zariski, A., Student peer assessment in tertiary education: Promise, perils and practice (1996) Proc. the 5th Annual Teaching and Learning Forum, , Murdoch University, February. Murdoch University, Perth, 1996; Lin, S.S.J., Liu, E.Z.F., Yuan, S.M., Web-based peer assessment: Feedback for students with various thinking-styles (2001) Journal of Computer Assisted Learning, 17 (4), pp. 420-432; Falchikov, N., Involving students in feedback and assessment (1998) Peer Assessment in Practice, pp. 9-21. , S. Brown. Ed. Birmingham: SEDA; Pare, D.E., Joordens, S., Peering into large lectures: Examining peer and expert mark agreement using peerScholar, an online peer assessment tool (2008) Journal of Computer Assisted Learning, 24 (6), pp. 526-540; Davies, P., Review and reward within the computerised peer-assessment of essays (2009) Assessment and Evaluation in Higher Education, 34 (3), pp. 321-333; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Advances in Physiology Education, pp. 60-71; Twetten, J., Smith, M.K., Julius, J., Murphy, B.L., Successful clicker standardization (2007) EDUCAUSE Quarterly, 30 (4), pp. 63-67; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE Quarterly, 30 (2), pp. 71-74; Hounsell, D., The trouble with feedback: New challenges, emerging strategies (2008) Interchange, , Spring; Batson, T., The origins of ENFI (1993) Network-Based Classrooms: Promises and Realities, pp. 87-112. , B.C. Bruce, J.K. Peyton, and T. Batson. Eds. Cambridge: Cambridge University Press","Hu, Y.; School of Biological Sciences, University of Edinburgh, Edinburgh, United Kingdom; email: Yuhua.Hu@ed.ac.uk",,Int. Assoc. Comput. Sci. Inf. Technol. (IACSIT),,"2010 2nd International Conference on Education Technology and Computer, ICETC 2010",22 June 2010 through 24 June 2010,Shanghai,81513.0,,9781424463688,,,English,ICETC - Int. Conf. Educ. Technol. Comput.,Conference Paper,Final,,Scopus,2-s2.0-77956048928
Kucharczyk M.,25031885600;,Student's polls for teaching quality evaluation as an electronic voting system,2010,Communications in Computer and Information Science,87 CCIS,PART 1,,228,233,,,10.1007/978-3-642-14292-5_24,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955731186&doi=10.1007%2f978-3-642-14292-5_24&partnerID=40&md5=bbca7ab478dfb22b15bf26647d86f01b,"Silesian University of Technology, Faculty of Automatic Control, Electronics and Computer Science, Institute of Electronics, ul. Akademicka 16, 44-100 Gliwice, Poland","Kucharczyk, M., Silesian University of Technology, Faculty of Automatic Control, Electronics and Computer Science, Institute of Electronics, ul. Akademicka 16, 44-100 Gliwice, Poland","The problems of electronic voting (e-voting) systems are commonly discussed in case of general election. The main problems of e-voting are related with the system security and the user's anonymity. System security is the problem of cryptographic security, user's authorization, limited access and protection against frauds. The anonymity is another important issue, because a guarantee that the voters are anonymous is reflected in the reliability of casted votes. Authorization and anonymity seems to be contradictory but it possible to separate both procedures. The problems of polls for teaching quality evaluation are similar. The polls need to be available only for authorized students but they also need to be filled in anonymously. Three solutions of such a problem in remote voting system are discussed in the document. © 2010 Springer-Verlag.",blind signatures; Electronic voting; rights management; system authorization; user anonymity,Blind signatures; Electronic voting; rights management; system authorization; User anonymity; Authentication; Network security; Quality control; Surveys; Voting machines,,,,,,,,,,,"Epstein, J., Electronic Voting (2007) Computer, 40 (8), pp. 92-95; Kucharczyk, M., Assessment of Teachers and Classes - Measurement of Teaching Quality by the Internet iCEER'07 Proceedings, the 2007 International Conference on Engineering Education and Research, Australia (2007); Cetinkaya, O., Doganaksoy, A., Pseudo-Voter Identity (PVID) Scheme for e-Voting Protocols (2007) The Second International Conference on Availability, Reliability and Security (ARES 2007), Austria, pp. 1190-1196; Internet Voting in Estonia, , http://www.vvk.ee/index.php?id=11178, Estonian National Electoral Committee; Ansari, N., Sakarindr, P., Haghani, E., Zhang, C., Jain, A.K., Shi, Y.Q., Evaluating Electronic Voting Systems Equipped with Voter-Verified Paper Records (2008) IEEE Security & Privacy, 6 (3), pp. 30-39; Open Source Voting: Accurate, Accountable, , http://www.openvotingconsortium.org/; Paul, N., Tanenbaum, A.S., Trustworthy Voting: From Machine to System (2009) Computer, 42 (5), pp. 23-29; Chaum, D., Blind Signatures for Untraceable Payments (1983) Crypto'82, pp. 199-203. , Plenum Press, New York; Ibrahim, S., Kamat, M., Salleh, M., Aziz, S.R.A., Secure E-voting with Blind Signature NCTT 2003 Proceedings, 4th National Conference on Telecommunication Technology, Malaysia (2003)","Kucharczyk, M.; Silesian University of Technology, Faculty of Automatic Control, Electronics and Computer Science, Institute of Electronics, ul. Akademicka 16, 44-100 Gliwice, Poland; email: Marcin.Kucharczyk@polsl.pl",,Springer,,"2nd International Conference on 'Networked Digital Technologies', NDT 2010",7 July 2010 through 9 July 2010,Prague,81400.0,18650929,3642142915; 9783642142918,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-77955731186
"Pei L., Chen R., Liu J., Tenhunen T., Kuusniemi H., Chen Y.",35099082600;25029686800;36086611900;36190174500;6506499555;56604418600;,Inquiry-based bluetooth indoor positioning via RSSI probability distributions,2010,"2nd International Conference on Advances in Satellite and Space Communications, SPACOMM 2010",,, 5502761,151,156,,47.0,10.1109/SPACOMM.2010.18,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955251051&doi=10.1109%2fSPACOMM.2010.18&partnerID=40&md5=5ab35f03b71bd31fe963956719da1962,"Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland","Pei, L., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; Chen, R., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; Liu, J., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; Tenhunen, T., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; Kuusniemi, H., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; Chen, Y., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland",This paper presents an inquiry-based Bluetooth indoor positioning solution via RSSI probability distributions. A practical system architecture is designed after the Bluetooth protocol and profiles are studied. Weibull function is applied for approximating the Bluetooth signal strength distribution in the data training phase. The Histogram Maximum Likelihood position estimation based on Bayesian theory is utilized in the location determination phase. The results show the possibility of indoor positioning through inquiring the Bluetooth-enabled handsets in range. Weibull distribution improves the performance of fingerprinting. The practicality of the system architecture is also proved by the outcome of a test campaign. © 2010 IEEE.,Bluetooth; Indoor; Inquiry; Positioning; RSSI; Weibull,Bayesian theory; Bluetooth protocol; Bluetooth-enabled handsets; Indoor; Indoor positioning; Location determination; Maximum likelihood position estimation; Practical systems; Signal strength distribution; System architectures; Test campaign; Training phase; Weibull; Weibull functions; Bluetooth; Maximum likelihood estimation; Network architecture; Probability; Weibull distribution,,,,,,,,,,,"Muller, N., (2001) Bluetooth Demystified, , McGraw-Hill, New York; Naya, F., Noma, H., Ohmura, R., Kogure, K., Bluetooth-based indoor proximity sensing for nursing context awareness Proceedings of the 9th IEEE International Symposium on Wearable Computers, September 2005, pp. 212-213; Simon, H., Robert, H., Bluetooth Tracking without Discoverability LoCA 2009: The 4th International Symposium on Location and Context Awareness, May 2009; Anastasi, G., Bandelloni, R., Conti, M., Delmastro, F., Gregori, E., Mainetto, G., Experimenting an indoor Bluetooth-based positioning service Proceedings of the 23rd International Conference on Distributed Computing Systems Workshops, April 2003, pp. 480-483; Bargh, M., Groote, R., Indoor localization based on response rate of bluetooth inquiries MELT 2008: Proceedings of the First ACM International Workshop on Mobile Entity Localization and Tracking in GPS-less Environments, September 2008; Jevring, M., De Groote, R., Hesselman, C., Dynamic optimization of Bluetooth networks for indoor localization AASN 2008: First International Workshop on Automated and Autonomous Sensor Networks, 2008; Huang, A., The Use of Bluetooth in Linux and Location Aware Computing, , Master of Science dissertation; Bruno, R., Delmastro, F., Design and analysis of a Bluetooth-based indoor localization system (2003) Personal Wireless Communications, pp. 711-725; Hallberg, J., Nilsson, M., Synnes, K., Positioning with Bluetooth (2003) ICT 2003: Proceedings of the 10th International Conference on Telecommunications, 2 (23), pp. 954-958; Pandya, D., Jain, R., Lupu, E., Indoor location estimation using multiple wireless technologies (2003) PIMRC 2003: 14th IEEE Proceedings on Personal, Indoor and Mobile Radio Communications, 3, pp. 2208-2212. , August; Naya, F., Noma, H., Ohmura, R., Kogure, K., Bluetooth-based indoor proximity sensing for nursing context awareness (2005) Proceedings of the 9th IEEE International Symposium on Wearable Computers, pp. 212-213. , September; Peterson, B., Baldwin, R., Raines, R., Bluetooth Discovery Time with Multiple Inquirers (2006) Proceedings of the 39th Annual Hawaii International Conference on System Sciences, 232. , 1, January; Peterson, B., Baldwin, R., Kharoufeh, J., Bluetooth Inquiry Time Characterization and Selection (2006) IEEE Transactions on Mobile Computing, 5 (9), pp. 1173-1187. , September; Jayanna, D., Zaruba, G.V., A Dynamic and Distributed Scatternet Formation Protocol for Real-life Bluetooth Scatternets Proceedings of the 38th Hawaii International Conference on System Sciences, Hawaii, USA, Jan 2005; Zaruba, G., Gupta, V., Simplified Bluetooth Device Discovery Analysis and Simulation Proceedings of the 37th Hawaii International Conference on System Sciences, Hawaii, USA, Jan 2004; Core Specification, , http://www.bluetooth.org/, Specification of the Bluetooth System, v4.0, Visited on 17 March 2010; Youssef, M., Agrawala, A., Shankar, A.U., Wlan location determina- Tion via clustering and probability distributions (2003) Proceedings of the First IEEE International Conference on Pervasive Computing and Communications (PerCom 2003), pp. 143-150. , IEEE Computer Society, Texas, USA, March; Roos, T., Myllymaki, P., Tirri, H., Misikangas, P., Sievanen, J., A probabilistic approach to WLAN user location estimation (2002) International Journal of Wireless Information Networks, 9 (3), pp. 155-164. , July; Sagias, C., Karagiannidis, K., Gaussian class multivariate Weibull distributions: Theory and applications in fading channels (2005) Transactions on Information Theory, 51 (10), pp. 3608-3619. , Institute of Electrical and Electronics Engineers; http://en.wikipedia.org/wiki/Weibull_distribution, Visited on 17 March 2010; Küpper, A., (2005) Location-Based Services: Fundamentals and Operation, , John Wiley and Sons Ltd","Pei, L.; Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; email: ling.pei@fgi.fi",,IARIA,,"2nd International Conference on Advances in Satellite and Space Communications, SPACOMM 2010",13 June 2010 through 19 June 2010,Athens,81327.0,,9780769540672,,,English,"Int. Conf. Adv. Satell. Space Commun., SPACOMM",Conference Paper,Final,,Scopus,2-s2.0-77955251051
[No author name available],[No author id available],"Computers Helping People with Special Needs - 12th International Conference, ICCHP 2010, Proceedings",2010,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),6180 LNCS,PART 2,,,,1287.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955078658&partnerID=40&md5=7d5ce24c7cf7fbdde0d5e2faac8fb1c3,,,"The proceedings contain 195 papers. The topics discussed include: design for adaptive content processing: introduction to the special thematic session; combining web services and DAISY for the production and delivery of audio tactile diagrams; guided generation and evaluation of accessible scalable vector graphics; improving the re-digitization process by using software with automatic metadata detection; new production and delivery system for pupils with disabilities in Austria as chance for higher quality output; a flexible software architecture concept for the creation of accessible PDF documents; methodological considerations for involving SpLD practitioners and specialists in designing interactive learning systems; involving users in the design of ICT aimed to improve education, work, and leisure for users with intellectual disabilities; PDA software aimed at improving workplace adaptation for people with cognitive disabilities; and when words fall short: helping people with aphasia to express.",,,,,,,,,,,,,,,,Austrian Computer Society,,"12th International Conference on Computers Helping People with Special Needs, ICCHP 2010",14 July 2010 through 16 July 2010,Vienna,81227.0,03029743,3642140998; 9783642140990,,,English,Lect. Notes Comput. Sci.,Conference Review,Final,,Scopus,2-s2.0-77955078658
"Pei L., Chen R., Liu J., Tenhunen T., Kuusniemi H., Chen Y.",35099082600;25029686800;36086611900;36190174500;6506499555;56604418600;,An inquiry-based Bluetooth indoor positioning approach for the Finnish pavilion at Shanghai World Expo 2010,2010,"Record - IEEE PLANS, Position Location and Navigation Symposium",,, 5507274,1002,1009,,13.0,10.1109/PLANS.2010.5507274,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955046655&doi=10.1109%2fPLANS.2010.5507274&partnerID=40&md5=8e805f25ebc0da5d49e90d4ff555a652,"Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland","Pei, L., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; Chen, R., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; Liu, J., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; Tenhunen, T., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; Kuusniemi, H., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; Chen, Y., Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland","This paper presents a Bluetooth indoor positioning approach, an inquiry-based solution, that uses Bluetooth access points to inquire the Bluetooth-enabled devices in range via RSSI probability distributions. A practical system architecture is designed after the Bluetooth protocol and profiles are studied. A Weibull function is applied for approximating the Bluetooth signal strength distribution in the data training phase. The Histogram Maximum Likelihood position estimation based on Bayesian theory is utilized in the location determination phase. To verify that the approach will work in the Finnish pavilion at Shanghai World Expo 2010, the proposed solution is merged into a 3D navigation application and tested in the Finnish Geodetic Institute. The results show the feasibility of indoor positioning through inquiring the vicinal handsets. The practicality of the system architecture is also proved by the outcome of a test campaign. ©2010 IEEE.",Bluetooth; Indoor; Inquiry; Positioning; RSSI; Weibull,3D navigation; Bayesian theory; Bluetooth access point; Bluetooth protocol; Bluetooth-enabled devices; Finnish; Indoor; Indoor positioning; Location determination; Maximum likelihood position estimation; Practical systems; Signal strength distribution; System architectures; Test campaign; Training phase; Weibull; Weibull functions; World EXPO 2010; Buildings; Maximum likelihood estimation; Navigation; Network architecture; Probability; Weibull distribution; Bluetooth,,,,,,,,,,,"Muller, N., (2001) Bluetooth Demystified, , McGraw-Hill, New York; Naya, F., Noma, H., Ohmura, R., Kogure, K., Bluetooth-based indoor proximity sensing for nursing context awareness Proceedings of the 9th IEEE International Symposium on Wearable Computers, September 2005, pp. 212-213; Simon, H., Robert, H., Bluetooth Tracking without Discoverability LoCA 2009: The 4th International Symposium on Location and Context Awareness, May 2009; Anastasi, G., Bandelloni, R., Conti, M., Delmastro, F., Gregori, E., Mainetto, G., Experimenting an indoor Bluetooth-based positioning service Proceedings of the 23rd International Conference on Distributed Computing Systems Workshops, April 2003, pp. 480-483; Bargh, M., Groote, R., Indoor localization based on response rate of bluetooth inquiries MELT 2008: Proceedings of the First ACM International Workshop on Mobile Entity Localization and Tracking in GPS-less Environments,September 2008; Jevring, M., De Groote, R., Hesselman, C., Dynamic optimization of Bluetooth networks for indoor localization AASN 2008: First International Workshop on Automated and Autonomous Sensor Networks, 2008; Huang, A., The Use of Bluetooth in Linux and Location Aware Computing, , Master of Science dissertation; Bruno, R., Delmastro, F., Design and analysis of a Bluetooth-based indoor localization system (2003) Personal Wireless Communications, pp. 711-725; Hallberg, J., Nilsson, M., Synnes, K., Positioning with Bluetooth (2003) ICT 2003: Proceedings of the 10th International Conference on Telecommunications, 2 (23), pp. 954-958; Pandya, D., Jain, R., Lupu, E., Indoor location estimation using multiple wireless technologies (2003) PIMRC 2003: 14th IEEE Proceedings on Personal, Indoor and Mobile Radio Communications, 3, pp. 2208-2212. , August; Naya, F., Noma, H., Ohmura, R., Kogure, K., Bluetooth-based indoor proximity sensing for nursing context awareness (2005) Proceedings of the 9th IEEE International Symposium on Wearable Computers, pp. 212-213. , September; Peterson, B., Baldwin, R., Raines, R., Bluetooth Discovery Time with Multiple Inquirers (2006) Proceedings of the 39th Annual Hawaii International Conference on System Sciences, p. 232. , 1, January; Peterson, B., Baldwin, R., Kharoufeh, J., Bluetooth Inquiry Time Characterization and Selection (2006) IEEE Transactions on Mobile Computing, 5 (9), pp. 1173-1187. , September; Jayanna, D., Zaruba, G.V., A Dynamic and Distributed Scatternet Formation Protocol for Real-life Bluetooth Scatternets Proceedings of the 38th Hawaii International Conference on System Sciences, Hawaii, USA, Jan 2005; Zaruba, G., Gupta, V., Simplified Bluetooth Device Discovery Analysis and Simulation Proceedings of the 37th Hawaii International Conference on System Sciences, Hawaii, USA, Jan 2004; Specification of the Bluetooth System, Core Specification V4.0, , http://www.bluetooth.org/, Visited on 17 March 2010; Youssef, M., Agrawala, A., Shankar, A.U., Wlan location determina- Tion via clustering and probability distributions (2003) Proceedings of the First IEEE International Conference on Pervasive Computing and Communications (PerCom 2003), pp. 143-150. , IEEE Computer Society, Texas, USA, March; Roos, T., Myllymaki, P., Tirri, H., Misikangas, P., Sievanen, J., A probabilistic approach to WLAN user location estimation (2002) International Journal of Wireless Information Networks, 9 (3), pp. 155-164. , July; Sagias, C., Karagiannidis, K., Gaussian class multivariate Weibull distributions: Theory and applications in fading channels (2005) Transactions on Information Theory, 51 (10), pp. 3608-3619. , Institute of Electrical and Electronics Engineers; http://en.wikipedia.org/wiki/Weibull_distribution, Visited on 17 March 2010; Küpper, A., (2005) Location-Based Services: Fundamentals and Operation, , John Wiley and Sons Ltd; http://en.wikipedia.org/wiki/RSA, Visited on 17 March 2010","Pei, L.; Department of Navigation and Positioning, Finnish Geodetic Institute, FGI, Masala, Finland; email: Ling.Pei@fgi.fi",,,,"IEEE/ION Position, Location and Navigation Symposium, PLANS 2010",4 May 2010 through 6 May 2010,"Indian Wells, CA",81274.0,,9781424450367,RPLSD,,English,Rec IEEE PLANS Position Locat Navig Symp,Conference Paper,Final,,Scopus,2-s2.0-77955046655
Arblaster F.,36620111100;,Clicker training in minipigs,2010,Animal Technology and Welfare,9,2,,115,118,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955859965&partnerID=40&md5=ae32ee80fce2c97fa31cba8272c5ab28,"Huntingdon Life Sciences Ltd., Woolley Road, Alconbury, Huntingdon, Cambridgeshire PE28 4HS, United Kingdom","Arblaster, F., Huntingdon Life Sciences Ltd., Woolley Road, Alconbury, Huntingdon, Cambridgeshire PE28 4HS, United Kingdom",[No abstract available],,animal behavior; conference paper; minipig; nonhuman; training,,,,,,,,,,,,"Arblaster, F.; Huntingdon Life Sciences Ltd., Woolley Road, Alconbury, Huntingdon, Cambridgeshire PE28 4HS, United Kingdom",,,,,,,,17420385,,,,English,Anim. Technol. Welf.,Conference Paper,Final,,Scopus,2-s2.0-77955859965
[No author name available],[No author id available],"Computers Helping People with Special Needs - 12th International Conference, ICCHP 2010, Proceedings",2010,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),6179 LNCS,PART 1,,,,1287.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77954890743&partnerID=40&md5=0d1c5c93bb3e4f8a22282d3a73e885ba,,,"The proceedings contain 195 papers. The topics discussed include: design for adaptive content processing: introduction to the special thematic session; combining web services and DAISY for the production and delivery of audio tactile diagrams; guided generation and evaluation of accessible scalable vector graphics; improving the re-digitization process by using software with automatic metadata detection; new production and delivery system for pupils with disabilities in Austria as chance for higher quality output; a flexible software architecture concept for the creation of accessible PDF documents; methodological considerations for involving SpLD practitioners and specialists in designing interactive learning systems; involving users in the design of ICT aimed to improve education, work, and leisure for users with intellectual disabilities; PDA software aimed at improving workplace adaptation for people with cognitive disabilities; and when words fall short: helping people with aphasia to express.",,,,,,,,,,,,,,,,,,"12th International Conference on Computers Helping People with Special Needs, ICCHP 2010",14 July 2010 through 16 July 2010,Vienna,81189.0,03029743,3642140963; 9783642140969,,,English,Lect. Notes Comput. Sci.,Conference Review,Final,,Scopus,2-s2.0-77954890743
"Henriksen E.K., Angell C.",7005226307;8118781700;,Erratum: The role of 'talking physics' in an undergraduate physics class using an electronic audience response system (Physics Education 45 (278-284)),2010,Physics Education,45,4,,435,,,,10.1088/0031-9120/45/4/M04,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77954809556&doi=10.1088%2f0031-9120%2f45%2f4%2fM04&partnerID=40&md5=ddb9ee580bea3f3e545def8ebfbced5b,,"Henriksen, E.K.; Angell, C.",[No abstract available],,,,,,,,,,,,,,"Henriksen, E. K.",,,,,,,,00319120,,,,English,Phys. Educ.,Erratum,Final,,Scopus,2-s2.0-77954809556
"Bahig H.M., Kotb Y.",6507716083;55974870200;,Interactive visualization applets for modular exponentiation using addition chains,2010,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),6077 LNAI,PART 2,,209,216,,,10.1007/978-3-642-13803-4_26,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77954595637&doi=10.1007%2f978-3-642-13803-4_26&partnerID=40&md5=f707c74054eec946cd4563aedf67d94a,"Department of Mathematics, Faculty of Science, Ain Shams University, Cairo, Egypt","Bahig, H.M., Department of Mathematics, Faculty of Science, Ain Shams University, Cairo, Egypt; Kotb, Y., Department of Mathematics, Faculty of Science, Ain Shams University, Cairo, Egypt","Online visualization systems have come to be heavily used in education, particularly for online learning. Most e-learning systems, including interactive learning systems, have been designed to simplify understanding the ideas of some main problems or in general overall course materials. This paper presents a novel interactive visualization system for one of the most important operation in public-key cryptosystems. This operation is modular exponentiation using addition chains. An addition chain for a natural number e is a sequence 1=a 0 &lt; a1 &lt; ... &lt; ar = e of numbers such that for each 0 &lt; i ≤ r, ai = aj + ak for some 0 ≤ k ≤ j &lt; i. Finding an addition chain with minimal length is NP-hard problem. The proposed system visualizes how to generate addition chains with minimal length using depth-first branch and bound technique and how to compute the modular exponentiation using addition chains. © 2010 Springer-Verlag.",addition chain; branch and bound algorithm; public-key cryptosystem; visualization,Addition chains; Applets; Branch and bounds; Branch-and-bound algorithms; Course material; Depth first; Interactive learning systems; Interactive visualization systems; Interactive visualizations; Modular Exponentiation; Natural number; NP-HARD problem; Online learning; Online visualizations; Public key cryptosystems; public-key cryptosystem; Algorithms; Artificial intelligence; Branch and bound method; E-learning; Learning systems; Linear programming; Public key cryptography; Visualization; Online systems,,,,,,,,,,,"Bahig, H., Improved generation of minimal addition chains (2006) Computing, 78, pp. 161-172; Bleichenbacher, D., (1996) Efficiency and Security of Cryptosystems Based on Number Theory, , ch. 4, A Docotor Thesis, Swiss Federal Institue of Technology Zurich, Zurich; Brusilovsky, P., Adaptive and intelligent technologies for web-based education (1999) Kunstliche Intelligenz. Special Issue on Intelligent Tutoring Systems and Teleteaching, 4; Cruz-Cortés, N., Rodríguez-Henríquez, F., Juárez-Morales, R., Coello Coello, C., Finding Optimal Addition Chains Using a Genetic Algorithm Approach (2005) LNCS (LNAI), 3801, pp. 208-215. , Hao, Y., Liu, J., Wang, Y.-P., Cheung, Y.-m., Yin, H., Jiao, L., Ma, J., Jiao, Y.-C. (eds.) CIS 2005. Springer, Heidelberg; Cruz-Cortés, N., Rodríguez-Henríquez, F., Juárez-Morales, R., Coello Coello, C., An Artificial Immune System Heuristic for Generating Short Addition Chains (2008) IEEE Trans. Evolutionary Computation, 12 (1), pp. 1-24; Cattaneo, G., De Santis, A., Ferraro Petrillo, U., Visualization of cryptographic protocols with GRACE (2008) Journal of Visual Languages and Computing, 19, pp. 258-290; Chin, Y., Tsai, Y., Algorithms for finding the shortest addition chain (1985) Proceedings National Computer Symposium, Kaoshiung, Taiwan, pp. 1398-1414; Cryptography Demos, , http://nsfsecurity.pr.erau.edu/crypto/index.html; http://www.cryptool.org/; Downey, P., Leong, B., Sethi, R., Computing sequences with addition chains (1981) SIAM J. Computing, 10 (3), pp. 638-646; Gordon, D.M., A survey of fast exponentiation methods (1998) J. Algorithms, 122, pp. 129-146; Knuth, D.E., (1997) The Art of Computer Programming: Seminumerical Algorithms, 2, pp. 461-485. , 3rd edn., Addison-Wesley, Reading; Alejandro, L., Cruz-Cortés, N., Moreno-Armendáriz, M., Orantes-Jiménez, S., Finding Minimal Addition Chains with a Particle Swarm Optimization Algorithm (2009) LNCS, 5845, pp. 680-691. , Springer, Heidelberg; Nedjah, N., Mourelle, L., Minimal Addition-Subtraction Chains Using Genetic Algorithms (2002) LNCS, 2457, pp. 303-313. , Yakhno, T. (ed.) ADVIS 2002. Springer, Heidelberg; Nedjah, N., De MacEdo Mourelle, L., Towards minimal addition chains using ant colony optimisation (2006) Journal of Mathematical Modelling and Algorithms, 5 (4), pp. 525-543. , DOI 10.1007/s10852-005-9024-z, Special Issue on Adaptive Learning Algorithms. Guest Editor: Hujun Yin; Nilsson, N.J., (1982) Principles of Ariticial Intelligence, , 2nd edn. Springer, Heidelberg; Rivest, R.L., Shamir, A., Adleman, L., METHOD for OBTAINING DIGITAL SIGNATURES and PUBLIC-KEY CRYPTOSYSTEMS (1978) Communications of the ACM, 21 (2), pp. 120-126. , DOI 10.1145/359340.359342; Stasko, J., Hundhausen, C., Algorithm Visualization (2005) Computer Science Education Research, pp. 199-228. , Fincher, S., Petre, M. (eds.); Thurber, E., Efficient generation of minimal length addition chains (1999) SIAM J. Computing, 28, pp. 1247-1263","Bahig, H. M.; Department of Mathematics, Faculty of Science, Ain Shams University, Cairo, Egypt; email: hmbahig@asunet.shams.edu.eg",,,,"5th International Conference on Hybrid Artificial Intelligence Systems, HAIS 2010",23 June 2010 through 25 June 2010,San Sebastian,81041.0,03029743,,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-77954595637
Sanseverino M.,36130591200;,"Pedagogy that clicks: ""Clickers"" in the CSC classroom",2010,WCCCE 2010 - Proceedings of the 15th Western Canadian Conference on Computing Education,,, 1806527,,,,1.0,10.1145/1806512.1806527,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77954470725&doi=10.1145%2f1806512.1806527&partnerID=40&md5=06712695da6ddf1adc0b297ed7ed2958,"University of Victoria, Dept. of Computer Science, Victoria, BC, Canada","Sanseverino, M., University of Victoria, Dept. of Computer Science, Victoria, BC, Canada",In this paper we describe some of the pedagogically-based activities that an instructor might use when incorporating student response systems (clickers) into a computer science classroom. © 2010 ACM.,clickers; educational technology; pedagogy; student response systems,Educational technology; Student-response system; Interactive computer systems; School buildings; Teaching; Students,,,,,,,,,,,"Anderson, L.W., Krathwohl, D.R., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , New York: Longman; Bloom, B.S., Krathwohl, D.R., Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners (1956) Handbook 1: Cognitive Domain, , New York , Longmans; Bonwell, C.C., Eison, J.A., Active Learning: Creating Excitement in the Classroom (1991) ASHE-ERIC Higher Education Report No. 1, , Washington, D.C.: The George Washing University, School of Education and Human Development; Borho, C., Caputo, A., Wolf, P., (2005) Student Response Systems (Clickers) Technical Brief, , http://www.tss.uoguelph.ca/pdfs/ClickerBrief.pdf; Chickering, A.W., Gamson, Z.F., (1987) Seven Principles for Good Practice in Undergraduate Education, (39), pp. 3-7. , The American Association for Higher Education; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977. , DOI 10.1119/1.1374249; Kennedy, G.E., Cuttsw, Q.I., (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268. , Published Online: 11 Jul 2005; Martyn, M., (2007) Clickers in the Classroom: An Active Learning Approach, , http://www.educause.edu/EDUCAUSE%2BQuarterly/ EDUCAUSEQuarterlyMagazineVolum/ClickersintheClassroomAnActive/157458; Pelton, T., Francis Pelton, L., Sanseverino, M., Ellison, S., Canessa, R., Codding, P., (2006) Student Response to Clicker Use in Medium-Large First-Year Classes, , http://www.ltc.uvic.ca/servicesprograms/teachtech.php, Instructional Technology Learning Resources. Learning and Teaching Centre, University of Victoria","Sanseverino, M.; University of Victoria, Dept. of Computer Science, Victoria, BC, Canada; email: msanseve@uvic.ca",,UBC Okanagan - Irving K. Barber School of Arts and Sciences;UBC Okanagan - Unit 4 - I.K.B. School of Arts and Sciences;UBC Okanagan - Computer Science Department;Okanagan College - Computer Science Department,,"15th Western Canadian Conference on Computing Education, WCCCE 2010",7 May 2010 through 8 May 2010,"Kelowna, BC",81024.0,,9781450300988,,,English,WCCCE - Proc. West. Can. Conf. Comput. Educ.,Conference Paper,Final,,Scopus,2-s2.0-77954470725
Wagner S.,57199819045;,"Cool trains, climate change and Blackberry black-outs",2010,Engineer,JULY,,,,,3.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78651299853&partnerID=40&md5=67219bcc3efcbfac7e31c6d9aa9e0932,,"Wagner, S.","London Underground has unveiled its first new air-conditioned train, which begins serving the Metropolitan line from August 2, 2010. There will eventually be 191 air-conditioned trains on the underground system, serving 40 per cent of the network. Transport for London reports that it has cut its carriage cooling money by 25 per cent, from £40m to £30m to address budget cuts. A newly published report by academic network Climate Strategies states that current emission-reduction approaches are insufficient. The study claims that country approaches to meet emissions targets need to be strengthened to ensure that global emissions will be halved by 2050. UAE has announced a block on sending e-mails, browsing the Internet and instant messages to other Blackberry handsets and Saudi Arabia is focusing its ban on the instant messaging service. The ban has been set reportedly because of the unique way Blackberry handsets send encrypted data to computer servers outside the two countries.",,Budget cuts; Computer servers; Current emissions; Encrypted data; Global emissions; Instant messages; Instant messaging service; London Underground; Saudi Arabia; Transport for london; Underground systems; Air conditioning; Internet; Locomotives; Railroad cars; Telephone sets; World Wide Web; Climate change,,,,,,,,,,,,"Wagner, S.",,,,,,,,00137758,,ENGIA,,English,Engineer,Short Survey,Final,,Scopus,2-s2.0-78651299853
"Tse E., Schöning J., Rogers Y., Shen C., Morrison G.",15023424100;57200009317;7003925319;8594330100;34873051900;,Next generation of HCI and education: Workshop on UI technologies and educational pedagogy,2010,Conference on Human Factors in Computing Systems - Proceedings,,,,4509,4512,,9.0,10.1145/1753846.1754186,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77953117733&doi=10.1145%2f1753846.1754186&partnerID=40&md5=d1240d0e16d9a5a3a5af1cea5f800c00,"SMART Technologies, 3636 Research Road NW, Calgary, AB T2L 1Y1, Canada; DFKI GmbH, Stuhlsatzenhausweg 3, D-66123 Saarbruecken, Germany; Pervasive Computing Laboratory, Open University, Milton Keynes, MK7 6AA, United Kingdom; SDR Lab., School of Engineering and Applied Sciences, Harvard University, Cambridge, MA 02138, United States","Tse, E., SMART Technologies, 3636 Research Road NW, Calgary, AB T2L 1Y1, Canada; Schöning, J., DFKI GmbH, Stuhlsatzenhausweg 3, D-66123 Saarbruecken, Germany; Rogers, Y., Pervasive Computing Laboratory, Open University, Milton Keynes, MK7 6AA, United Kingdom; Shen, C., SDR Lab., School of Engineering and Applied Sciences, Harvard University, Cambridge, MA 02138, United States; Morrison, G., SMART Technologies, 3636 Research Road NW, Calgary, AB T2L 1Y1, Canada","Given the exponential growth of interactive whiteboards in classrooms around the world, and the recent emergence of multi-touch tables, tangible computing devices and mobile devices, there has been a need to explore how next generation HCI will impact education in the future. Educators are depending on the interaction communities to deliver technologies that will improve/adapt learning to an ever-changing world. In addition to novel UI concepts, the HCI community needs to examine how these concepts can be matched to contemporary paradigms in Educational pedagogy. The classroom is a challenging environment for evaluation, thus new interaction techniques need to be established to prove the value of new HCI interactions in the educational space. This workshop provides a forum to discuss key HCI issues facing next generation education ranging from whole class interactive whiteboards, small group interactive multi-touch tables, and individual personal response systems in the classroom. © 2010 Copyright is held by the author/owner(s).",Education; Gestures; Large displays; Multi-touch; Next generation HCI; Pedagogy,Educational pedagogy; Exponential growth; Interaction techniques; Interactive whiteboards; Large displays; Multi-touch; Personal response systems; Small groups; Tangible computing; Human engineering; Mobile devices; School buildings; Teaching,,,,,,,,,,,"Astin, A.W., (1984) Student Involvement: A Developmental Theory, 25, pp. 297-308. , College Student Personnel; Bruckman, A., Bandlow, A., Human-computer interaction for kids (2003) Handbook of Human Computer Interaction, pp. 428-440. , Jacko J et al (eds) Lawrence Erlbaum Associates Inc., New Jersey; Freire, P., (1970) Pedagogy of the Oppressed, , New York : Herder & Herder; Gutwin, C., Greenberg, S., Effects of awareness support on groupware usability (1998) Proc. CHI 98, pp. 511-518. , ACM Press; Jacob, R., Girouard, A., Hirshfield, L., Horn, M., Shaer, O., Solovey, E., Zigelbaum, J., CHI 2006: What Is the Next Generation of Human-Computer Interaction? (2007) Interactions, , May-June, 2007; Bruner, J., (1996) The Culture of Education, , Cambridge: Harvard University Press; Johnson, D., Johnson, R., Smith, K., Cooperative learning returns to college: What evidence is there that it works? (1998) Change, 30 (4), pp. 26-35; Montessori, M., (1912) The Montessori Method, , New York: Frederick Stokes Co; Piaget, J., Intellectual evolution from adolescence to adulthood (1972) Hum. Dev., 15, pp. 1-12; Piper, A.M., Hollan, J., (2009) Tabletop Displays for Small Group Study: Affordances of Paper and Digital Materials, , ACM CHI 2009; Rendon, L.I., Validating culturally diverse students: Toward a new model of learning and student development (1994) Innovative Higher Education, 19 (1), pp. 33-51; Vygotsky, L.S., Internalization of Higher Cognitive Functions (1978) Mind in Society: The Development of Higher Psychological Processes, , Harvard University Press","Tse, E.; SMART Technologies, 3636 Research Road NW, Calgary, AB T2L 1Y1, Canada; email: edwardtse@smarttech.com",,ACM's Spec. Interest Group Comput.-Hum. Interact. (ACM SIGCHI),,"28th Annual CHI Conference on Human Factors in Computing Systems, CHI 2010",10 April 2010 through 15 April 2010,"Atlanta, GA",80449.0,,9781605589312,,,English,Conf Hum Fact Comput Syst Proc,Conference Paper,Final,,Scopus,2-s2.0-77953117733
"Zhang L., Hu Y., Tian X., Yang Y.",25631293600;55656841000;36054112700;57211149965;,Novel identity-based blind signature for electronic voting system,2010,"2nd International Workshop on Education Technology and Computer Science, ETCS 2010",2,, 5459735,122,125,,4.0,10.1109/ETCS.2010.198,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77953034050&doi=10.1109%2fETCS.2010.198&partnerID=40&md5=bb603f28c4ac593c1303dbf7dc14374c,"Department of Mathematical Science, Xidian University, Xi'an, ShaanXi 710071, China; Key Lab. of Computer Networks and Information Security, Ministry of Education, Xidian University, Xi'an, ShaanXi 710071, China; Xi'an Communications Institute, Xi'an, ShaanXi, 710106, China","Zhang, L., Department of Mathematical Science, Xidian University, Xi'an, ShaanXi 710071, China; Hu, Y., Key Lab. of Computer Networks and Information Security, Ministry of Education, Xidian University, Xi'an, ShaanXi 710071, China; Tian, X., Xi'an Communications Institute, Xi'an, ShaanXi, 710106, China; Yang, Y., Key Lab. of Computer Networks and Information Security, Ministry of Education, Xidian University, Xi'an, ShaanXi 710071, China","Blind signature allows the user to obtain a signature of a message in a way that the signer learns neither the message nor the resulting signature. At present, many electronic voting systems(E-voting) based on the blind signature scheme have been proposed. In this paper, we introduce a novel identity-based blind signature scheme. This signature scheme is constructed in the standard model and achieves the full security(a strong security model in the identity-based cryptography). In addition, we reduce its security to the computational Diffie-Hellman Problem(CDH). Finally, we show our proposed scheme can be used to construct an identity-based E-voting system. To the best of our knowledge, this is the first identity-based E-voting system which is constructed in the standard model. © 2010 IEEE.",Blind signature; Cryptography E-voting system; Identity-based cryptography; The standard model,Blind signature; Blind signatures; E-voting systems; Identity based cryptography; The standard model; Authentication; Computer science; Cryptography; Education computing; Engineering education; Standards; Voting machines,,,,,,,,,,,"Chaum, D., Blind Signatures for Untraceable Payments (1983) Crypto'82, pp. 199-203. , Springer-Verlag; Fujioka, A., Okamoto, T., Ohta, K., A Practical Secret Voting Scheme for Large Scale Elections (1993) LNCS, 718, pp. 244-251. , AUSCRYPT'92, Springer-Verlag; Okamoto, T., Receipt-Free Electronic Voting Schemes for Large Scale Elections (1997) LNCS, 1163, pp. 125-132. , 5th Security Protocols Workshop'97, Springer-Verlag; Petersen, H., Horster, P., Michels, M., Blind Multisignature Schemes and their Relevance to Electronic Voting (1995) 11th Annual Computer Security Applications Conference, pp. 149-155. , IEEE Press; Bellare, M., Namprempre, C., Pointcheval, D., Semanko, M., The One-More- RSA-Inversion Problems and the Security of Chaums Blind Signature Scheme (2003) J. Cryptology, 16 (3), pp. 185-215; Bellare, M., Rogaway, P., Random Oracles are Practical: A Paradigm for Designing Efficient Protocols (1993) Proceedings of the 1st ACM Conference on Computer and Communications Security, pp. 62-73; Boldyreva, A., Efficient Threshold Signatures, Multisignatures, and Blind Signatures Based on the Gap-Diffie-Hellman-Group Signature Scheme LNCS, 2567, pp. 31-462003. , PKC 2003, Springer-Verlag; Pointcheval, D., Strengthened Security for Blind Signatures (1998) LNCS, 1403, pp. 391-405. , Eurocrypt'98, Springer-Verlag; Pointcheval, D., Stern, J., Provably Secure Blind Signature Schemes (1996) LNCS, 1163, pp. 252-263. , Asiacrypt'96, Springer-Verlag; Canetti, R., Goldreich, O., Halevi, S., The random oracle methodology, revisited (1998) Proceedings of the 13th Annual ACM STOC, pp. 209-218; Nielsen, J.B., Separating random oracle proofs from complexity theoretic proofs: The non-committing encryption case (2002) LNCS, 2442, pp. 191-214. , CRYPT0 2002, Springer-Verlag; Boneh, D., Franklin, M., Identity Based Encryption from the Weil Pairing (2001) LNCS, 2139, pp. 213-229. , Proc. of CRYPTO 2001; Waters, B., Efficient Identity-based Encryption without Random Oracles (2005) LNCS, 3494, pp. 114-127. , Eurocrypt 2005, Springer-Verlag; Paterson, K.G., Jacob, C.N., Schuldt. Efficient Identity-Based Signatures Secure in the Standard Model (2006) LNCS, 4058, pp. 207-222. , ACISP 2006, Springer-Verlag; Boneh, D., Boyen, X., Efficient Selective-ID Secure Identity Based Encryption Without Random Oracles (2004) LNCS, 3027, pp. 223-238. , EUROCRYPT 2004; Zhang, F., Kim, K., ID-Based Blind Signature and Ring Signature from Pairings (2002) LNCS, 2501, pp. 533-547. , ASIACRYPT 2002, Springer-Verlag; Green, M., Hohenberger, S., Blind Identity-Based Encryption and Simulatable Oblivious Transfer (2007) LNCS, 4833, pp. 265-282. , ASIACRYPT 2007, Springer-Verlag; Okamoto, T., Efficient Blind and Partially Blind Signatures Without Random Oracles (2006) LNCS, 3876, pp. 80-99. , TCC 2006; Her, Y.S., Sakurai, K., Design of E-voting System with an Absentee voter Based on Cryptographic Techniques (2003) Annual Report of Computing and Communications Center, 3, pp. 7-46. , Kyushu University","Zhang, L.; Department of Mathematical Science, Xidian University, Xi'an, ShaanXi 710071, China; email: leyouzhang77@yahoo.com.cn",,Huazhong Normal University;Huazhong University of Science and Technology;Research Association of Modern Education and Computer Science;Columbia University;Wuhan University,,"2nd International Workshop on Education Technology and Computer Science, ETCS 2010",6 March 2010 through 7 March 2010,"Wuhan, Hubei",80502.0,,9780769539874,,,English,"Int. Workshop Educ. Technol. Comput. Sci., ETCS",Conference Paper,Final,,Scopus,2-s2.0-77953034050
"Simon B., Kohanfars M., Lee J., Tamayo K., Cutts Q.",57203266732;36023739300;36023778300;36024213000;6506695644;,Experience report: Peer instruction in introductory computing,2010,SIGCSE'10 - Proceedings of the 41st ACM Technical Symposium on Computer Science Education,,,,341,345,,70.0,10.1145/1734263.1734381,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77952225578&doi=10.1145%2f1734263.1734381&partnerID=40&md5=cecc9220b6032412f74002c19f41db11,"Computer Science and Engineering Department, University of California, San Diego, San Diego, CA, United States; Department of Computing Science, University of Glasgow, Glasgow, United Kingdom","Simon, B., Computer Science and Engineering Department, University of California, San Diego, San Diego, CA, United States; Kohanfars, M., Computer Science and Engineering Department, University of California, San Diego, San Diego, CA, United States; Lee, J., Computer Science and Engineering Department, University of California, San Diego, San Diego, CA, United States; Tamayo, K., Computer Science and Engineering Department, University of California, San Diego, San Diego, CA, United States; Cutts, Q., Department of Computing Science, University of Glasgow, Glasgow, United Kingdom","Peer Instruction (PI) is a pedagogical technique to increase engagement in lectures. Students answer a multiple choice question (MCQ) typically using clickers (hand-held remote devices with a minimum of 5 option buttons), discuss the question with their peers, and then answer the question again. In physics, PI has years of evidence of increased conceptual learning, as measured by the Force Concept Inventory (FCI)[7]. In this experience report, we describe how PI was applied in CS1 and CS1.5 courses teaching Java. We identify specifics of the standard PI model which were adopted, adapted, or discarded for use in introductory computing, describe the process involved for the instructor, give examples of the types of questions asked of students, report on students' performance in answering these questions, reflect on the value for the instructor, and report the attitudes and opinions of the students. We conclude with observations, advice and suggested improvements. Copyright 2010 ACM.",Active learning; Classroom response; Clickers; CS1; Peer instruction; PRS,Active Learning; Conceptual learning; Experience report; Force concept inventory; Multiple choice questions; Pedagogical technique; Peer instruction; Remote devices; Teaching Java; Computer science; Education computing; Engineering education; School buildings; Students; Teaching,,,,,,,,,,,"Beatty, I., Gerace, W., Leonard, W., Dufresne, R., Designing effective questions for classroom response system teaching (2006) Am. J. Physics, 74 (1); Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20. , http://www.lifescied.org/cgi/reprint/6/1/9, DOI 10.1187/cbe.06-12-0205; Carter, P., An experiment with online instruction and active learning in an introductory computing course for engineers: JiTT meets CS 14th Western Canadian Conference on Computing Education, 2009; Crouch, C., Mazur, E., Peer Instruction: Ten years of experience (2001) Am. J. Phys., 69 (9); Cutts, Q., Carbone, A., Van Haaster, K., Using and Electronic Voting System to Promote Active Reflection on Coursework Feedback Proceedings of Intl. Conf. on Computers in Education, Melbourne, Australia, 2004; Draper, S.W., Catalytic assessment: Understanding how MCQs and EVS can foster deep learning (2009) British Journal of Educational Technology, 40 (2), pp. 285-293; Hestenes, D., Wells, M., Swackhamer, G., Force Concept Inventory (1992) The Physics Teacher, 30, pp. 141-158; Lister, R., Fidge, C., Teague, D., Further evidence of a relationship between explaining, tracing and writing skills in introductory programming (2009) SIGCSE Bulletin, 41 (3), pp. 161-165; Lopez-Herrejon, R., Schulman, M., Using Interactive Technology in a Short Java Course: An Experience Report (2004) SIGCSE Bulletin, 36 (3), pp. 203-207; Pargas, R., Shah, D., Things are clicking in computer science courses (2006) SIGCSE Bulletin, 38 (3), pp. 474-478; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Su, T., Why Peer Discussion Improves Student Performance on In-Class Concept Questions (2009) Science, 323, p. 122; Wieman, C., Clicker Resource Guide: An Instructor's Guide to the Effective Use of Personal Responses Systems (Clickers) in Teaching, , http://cwsei.ubc.ca, the staff of the CU and UBC Science Education Initiatives; Wieman, C., http://cwsei.ubc.ca/resources/clickers.htm","Simon, B.; Computer Science and Engineering Department, University of California, San Diego, San Diego, CA, United States; email: bsimon@cs.ucsd.edu",,ACM SIGCSE,,"41st ACM Technical Symposium on Computer Science Education, SIGCSE'10",10 March 2010 through 13 March 2010,"Milwaukee, WI",80228.0,,9781605588858,,,English,SIGCSE - Proc. ACM Tech. Symp. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-77952225578
[No author name available],[No author id available],ICCE 2010 - 2010 Digest of Technical Papers International Conference on Consumer Electronics,2010,ICCE 2010 - 2010 Digest of Technical Papers International Conference on Consumer Electronics,,,,,,569.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77950199705&partnerID=40&md5=f34ac630c463514c4a664e6cbdf48510,,,The proceedings contain 256 papers. The topics discussed include: a personal voice analyzer and trainer; energy effect of on-node processing of ECG signals; monitoring of activity levels of the elderly in home and community environments using off the shelf cellular handsets; textile-based breath-sensing belt; an efficient receiver structure for robust data transmission using TXID signal in the ATSC DTV system; meandering based parallel 3DRS algorithm for the multicore era; enabling eye-contact for home video communication with a multi-view autostereoscopic display; dynamic resource allocation for real-time priority processing applications; performance metrics for auto-focus in digital and cell-phone cameras; a study on schemes of reducing influence of impulse noise in OFDM under multipath channel; coherent block-based motion estimation for motion-compensated frame rate upconversion; CAS key distribution model with revocation and wireless LAN-based digital photo frame displaying images with NPR effects.,,,,,,,,,,,,,,,,,,"2010 International Conference on Consumer Electronics, ICCE 2010",11 January 2010 through 13 January 2010,"Las Vegas, NV",79676.0,,9781424443161,,,English,ICCE - Dig. Tech. Pap. Int. Conf. Consum. Electron.,Conference Review,Final,,Scopus,2-s2.0-77950199705
Donovan W.J.,7005037891;,Media in Chemistry Education,2010,Making Chemistry Relevant: Strategies for Including All Students in a Learner-Sensitive Classroom Environment,,,,227,249,,,10.1002/9780470590591.ch12,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84948741418&doi=10.1002%2f9780470590591.ch12&partnerID=40&md5=9ffeda2d5cb5231d46361b474faf2590,"University of Akron, Akron, OH, United States","Donovan, W.J., University of Akron, Akron, OH, United States",[No abstract available],"Interactive websites - beneficial to females and to weaker students; Media in chemistry education and ""clickers,"" interactive websites and response systems; PowerPoint presentation or in clicker software - ways of interacting with material",,,,,,,,,,,,"Asirvatham, M.R., (2008) Enhancing pedagogical benefits of clickers in large classrooms using information from general chemistry concept surveys, , Abstracts of Papers of the American Chemical Society 235, CHED-1560; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBE Life Sciences Education, 6, pp. 1-8; Bodner, G.M., Constructivism: A theory of knowledge (1986) Journal of Chemical Education, 63 (10), pp. 873-878; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) Journal of Chemical Education, 83 (3), pp. 488-493; Burdge, J., (2009) Chemistry, , New York: McGraw-Hill; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39, pp. 8-11; Burnstein, R.A., Lederman, L.M., Comparison of different commercial keypad systems (2003) The Physics Teacher, 41, pp. 272-275; Burton, K., The trial of an audience response system to facilitate problem-based learning in legal education (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 265-275. , ed. D. A. Banks, Hershey, PA: Information Science Publishing; Clark, R.E., Reconsidering research on learning from media (1983) Review of Educational Research, 53 (4), pp. 445-459; Clark, R.E., Which technology for what purpos? (1987) The state of the argument about research on learning from media. Paper presented at the Annual Conference of the Association for Educational Communications and Technology, Atlanta, GA, February 21-March, 1, p. 1987; Cutts, Q., Carbone, A., van Haaster, K., Using an electronic voting system to promote active reflection on coursework feedbac (2004) Proceedings of the International Conference on Computers in Education, Melbourne, Australia, November 30-December, 3, p. 2004; DeHaan, R.L., The impending revolution in undergraduate science education (2005) Journal of Science Education and Technology, 14 (2), pp. 253-269; Donovan, W.J., An electronic response system and conceptests in general chemistry courses (2008) Journal of Computers in Mathematics and Science Teaching, 27 (4), pp. 369-389; Donovan, W.J., Nakhleh, M.B., Students' use of web-based tutorial materials and their understanding of chemistry concepts (2001) Journal of Chemical Education, 78 (7), pp. 975-980; Donovan, W.J., Nakhleh, M.B., Student use of web-based tutorial materials and their understanding of chemistry concepts (2007) Journal of Computers in Mathematics and Science Teaching, 26 (4), pp. 291-327; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astronomy Education Review, 5 (1), pp. 70-88; Dyer, J.U., Towns, M., Weaver, G.C., Physical chemistry in practice: Evaluation of DVD modules (2007) Journal of Science Education and Technology, 16, pp. 431-442; (2005) 7 things you should know about clickers, , http://connect.educause.edu/Library/ELI/7ThingsYouShouldKnowAbout/39379?time=1231652450, (accessed April 1, 2009); Eichinger, D.C., Nakhleh, M.B., Auberry, D.L., Evaluating computer lab modules for large biology courses (2000) Journal of Computers in Mathematics and Science Teaching, 19 (3), pp. 253-276; Felder, R., Reaching the second tier: Learning and teaching styles in college science education (1993) Journal of College Science Teaching, 23 (5), pp. 286-290; Finke, R.A., (1989) Principles of Mental Imagery, , Cambridge, MA: MIT Press; Fosnot, C.T., (1996) Constructivism: A Psychological Theory of Learning, , New York: Teachers College Press; Gibson, E.J., The theory of affordances (1977) Perceiving, Acting, and Knowing, , eds. R. B. Shaw and J. Bransford. Hillsdale, NJ: Erlbaum; Gibson, E.J., (1979) The Ecological Approach to Visual Perception, , Boston: Houghton-Mifflin; Griff, E.R., Matter, S.F., Early identification of at-risk students using a personal response system (2008) British Journal of Educational Technology, 39 (6), pp. 1124-1130; Hall, R.H., Thomas, M.L., Collier, H.L., Hilgers, M.G., A student response system for increasing engagement, motivation, and learning in high enrollment lectures (2005) Proceedings of the Eleventh Americas Conference on Information Systems, , Omaha, NE, August 11-14, 2005; Hinde, K., Hunt, A., Using the personal response system to enhance student learning: Some evidence from teaching economics (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 140-154. , ed. D. A. Banks, Hershey, PA: Information Science Publishing; Howe, A.C., Development of science concepts within a Vygotskian framework (1996) Science Education, 80 (1), pp. 35-51; Jennings, K.T., Epp, E.K., Weaver, G.C., Use of a multimedia DVD for Physical Chemistry: Analysis of its effectiveness for teaching content and applications to current research and its impact on student views of physical chemistry (2007) Chemistry Education Research and Practice, 8 (3), pp. 308-326; Judson, E., Sawada, D., Learning from past and present: Elec tronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kift, S., Using an audience response system to enhance student engagement in large group orientation: A law faculty case study (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 80-95. , ed. D. A. Banks, Hershey, PA: Information Science Publishing; King, D.B., Joshi, S., Gender differences in the use and effectiveness of personal response devices (2008) Journal of Science Education and Technology, 17, pp. 544-552; Kozma, R.B., Learning with media (1991) Review of Educational Research, 61 (2), pp. 179-211; Kozma, R.B., Russell, J., Jones, T., Katman, E., Marx, N., Davis, N., Wykoff, J., (1993) Interactive multimedia and mental models in chemistry: A final report to the National Science Foundation, , DUE-9150617; Landis, C.R., Ellis, A.B., Lisensky, G.C., Lorenz, J.K., Meeker, K., Wamser, C.C., (2001) Chemistry ConcepTests: A Pathway to Interactive Classrooms, , Upper Saddle River, NJ: Prentice Hall; MacArthur, J.R., Jones, L.L., A review of literature reports of clickers applicable to college chemistry classrooms (2008) Chemistry Education Research and Practice, 9, pp. 187-195; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; McConnell, D.A., Steer, D.A., Owens, K.D., Knott, J.R., Van Horn, S., Borowski, W., Dick, J., Heaney, P.J., Using conceptests to assess and improve student conceptual understanding in introductory-geoscience courses (2006) Journal of Geoscience Education, 54 (1), pp. 61-68; Moore, J.L., Rocklin, T.R., The distribution of distributed cognition: Multiple interpretations and uses (1998) Educational Psychology Review, 10 (1), pp. 97-113; Nakhleh, M.B., Donovan, W.J., Parrill, A.L., Evaluation of interactive technologies for chemistry web sites: Educational Materials for Organic Chemistry (EMOC) (2000) Journal of Computers in Mathematics and Science Teaching, 19 (4), pp. 355-378; O'Connor, V., Groves, M., Minck, S., The audience response system: A new resource in medical education (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 222-247. , ed. D. A. Banks, Hershey, PA: Information Science Publishing; Paivio, A., (1990) Mental Representations: A Dual Coding Approach, , New York: Oxford University Press; Pea, R.D., Practices of distributed intelligence and designs for education (1993) Distributed Cognitions: Psychological and Educational Considerations, pp. 47-87. , ed. G. Salomon, Cambridge, U.K.: Cambridge University Press; Pelton, L.F., Pelton, T., Selected and constructed response systems in mathematics classrooms (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 175-186. , ed. D. A. Banks, Hershey, PA: Information Science Publishing; Perkins, D.N., Person-plus: A distributed view of thinking and learning (1993) Distributed Cognitions: Psychological and Educational Considerations, pp. 88-110. , ed. G. Salomon, Cambridge, U.K.: Cambridge University Press; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE Life Sciences Education, 6 (1), pp. 29-41; Ruder, S.M., (2008) Depiction of curved arrow notation in organic chemistry using electronic response systems, , Abstracts of Papers of the American Chemical Society 235, CHED-1561; Salomon, G., (1979) Interaction of Media, Cognition, and Learning, , San Francisco: Jossey-Bass (also published in 1994 by Routledge); Salomon, G., (1993) Distributed Cognitions: Psychological and Educational Considerations, , Cambridge, U.K.: Cambridge University Press; Salomon, G., No distribution without individual's cognitions (1993) Distributed Cognitions: Psychological and Educational Considerations, pp. 111-138. , ed. G. Salomon, Cambridge, U.K.: Cambridge University Press; Salomon, G., Clark, R.E., Re-examining the methodology of research on media and technology in education (1977) Review of Educational Research, 47 (1), pp. 99-120; Sauers, A.L., Morrison, R.W., (2007) In-lecture guided inquiry for large organic chemistry classes, , Abstracts of Papers of the American Chemical Society 233, CHED-838; Silberberg, M.S., (2009) Chemistry: The Molecular Nature of Matter and Change, , New York: McGraw-Hill; Tobias, S., (1990) They' re Not Dumb, They're Different: Stalking the Second Tier, , Tucson, AZ: Research Corporation; (2006) Chemistry conceptests, , http://www.chem.wisc.edu/~concept/, (accessed April 1, 2009); Vygotsky, L.S., (1978) Mind in Society, , Cambridge, MA: Harvard University Press; Woelk, K., Optimizing the use of personal response devices (clickers) in large-enrollment introductory courses (2008) Journal of Chemical Education, 85 (10), pp. 1400-1405","Donovan, W.J.; University of AkronUnited States",,,wiley,,,,,,9780470590591; 9780470278987,,,English,Mak. Chem. Relev.: Strateg. for Incl. All Stud. in a Learner-Sensitive Classr. Environ.,Book Chapter,Final,,Scopus,2-s2.0-84948741418
Head M.,34869852900;,Use of clickers for real-time assessment in an introduction to the civil engineering profession course,2010,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,8.0,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029108523&partnerID=40&md5=b08351c8d0687a84eadf282fabcc0b8d,"Zachry Department of Civil Engineering, Texas a and M University, College Station, TX, United States","Head, M., Zachry Department of Civil Engineering, Texas a and M University, College Station, TX, United States","The objective of this paper is to show how clickers or Classroom Performance System (CPS) devices can be used to enhance the classroom experience and gain real-time assessment in an introductory civil engineering course. Clickers are currently being used in an introduction to the civil engineering profession course to engage students and assess what they have learned. For example, students use the clickers to identify historic civil engineering monuments as well as to differentiate various aspects within civil engineering subdisciplines. Results show that clickers do motivate students to be more attentive and help achieve the course objectives. Moreover, it was found that the clickers can also help teachers explain concepts better given the real-time feedback from the student responses. © American Society for Engineering Education, 2010.",,Education; Engineering education; Students; Teaching; Classroom performance systems; Course objectives; Engineering course; Engineering profession; Real-time assessment; Real-time feedback; Student response; Sub-disciplines; Professional aspects,,,,,,,,,,,"Czekanski, A., Roux, D., AC 2009-878: A revisited study on the use of clicker technology to evaluate short-term concept retention (2009) Proceedings of the ASEE Annual Conference and Exposition, , Austin, TX; Mayer, R.E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulger, M., Zhang, H., Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Schmidt, K., Garcia, J., Webber, M., AC 2009-196: Creators, participants, and observers: Clickers, blogs, and podcasting offer students more than just a seat in the classroom (2009) Proceedings of the ASEE Annual Conference and Exposition, , Austin, TX; (2010) EInstruction™., , http://einstruction.com/, Accessed January 2","Head, M.; Zachry Department of Civil Engineering, Texas a and M University, College Station, TX, United States",,,American Society for Engineering Education,2010 ASEE Annual Conference and Exposition,20 June 2010 through 23 June 2010,"Louisville, KY",81438.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029108523
Louie H.,35292925000;,Using interactive audience response systems to enrich engineering education,2010,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,11.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029130268&partnerID=40&md5=0b67e06171128b7184a6f09c8320e5bc,"Seattle University, United States","Louie, H., Seattle University, United States","Audience response systems are becoming increasingly popular in the collegiate classroom since they promote interactive learning, which can enrich and enhance the educational experience. When using such systems, each student is able to react to questions or activities prompted by the instructor by using a response device. The supporting hardware and software instantaneously records and displays the students' responses, which can be used for a variety of pedagogic applications that benefit the class. Of particular interest to new engineering educators, this paper describes four pedagogic applications of audience response systems. These applications include using the audience response system to: become familiar with students by conducting surveys of their preferences; obtain and respond to students' perception of teaching style by collecting formative feedback on teaching; monitor and adapt to student mastery of subject matter through the formative assessment of student learning; and to teach new subject matter using interactive learning. Examples, reflections and best practices based on current literature and the author's experiences as a new engineering educator in each application are provided. © American Society for Engineering Education, 2010.",,Application programs; Education; Educational technology; Engineering education; Learning systems; Teaching; Audience response systems; Educational experiences; Formative assessment; Formative feedbacks; Hardware and software; Interactive learning; New Engineering Educators; Teaching styles; Students,,,,,,,,,,,"Murray, R., Brightman, J.R., Interactive teaching (1996) European Journal of Engineering Education, 21 (3), pp. 295-301; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) ASHE-ERIC Higher Education Report No. 1, , Washington, DC: The GeorgeWashington University, School of Education and Human Development; Van Dijk, L.A., Van Den Berg, G.C., Van Keulen, H., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26 (1), pp. 15-28; Mehlenbacher, B., Miller, C.R., Covington, D., Larsen, J.S., Active and interactive learning online: A comparison of web-based and conventional writing classes (2000) IEEE Transactions on Professional Communication, 43, pp. 166-184. , June; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE Life Sciences Education, 6, pp. 9-20; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) Annual Meeting, 6. , 6, ed., (San Diego, California), American Educational Research Association, April; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design (2007) CBELife Sciences Education, 6, pp. 1-8","Louie, H.; Seattle UniversityUnited States",,,American Society for Engineering Education,2010 ASEE Annual Conference and Exposition,20 June 2010 through 23 June 2010,"Louisville, KY",81438.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029130268
"Whitehead C., Ray L.",9639077100;7102803182;,Using the iClicker classroom response system to enhance student involvement and learning,2010,"ICSIT 2010 - International Conference on Society and Information Technologies, Proceedings",,,,284,289,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032960508&partnerID=40&md5=a69e939e7fc34904a7eb27d5d997c61b,"Computer Science, Columbus State University, Columbus, GA  31909, United States","Whitehead, C., Computer Science, Columbus State University, Columbus, GA  31909, United States; Ray, L., Computer Science, Columbus State University, Columbus, GA  31909, United States","Classroom response systems are emerging as a novel technology to enhance involvement and learning of a new generation of students. In this paper, we describe our experiment of using such a classroom response technology in an introductory computer science course offered to students of all majors. The results of the experiment provide evidence that the use of classroom response systems positively impacts student learning.",Classroom response system; Computer literacy; IClicker; Student involvement; Student learning,Education; Engineering education; Teaching; Classroom response systems; Computer literacy; IClicker; Student involvements; Student learning; Students,,,,,,,,,,,"Arthurs, D.L., Expanding the use of classroom response systems (CRS): CRS integration with in-class group activities in large classrooms (2008) Inaugural Conference on Classroom Response Systems 2008, , Louisville; Ashlock, D.M., Communication and gender: Using the i>clicker to generate critical thinking (2008) Inaugural Conference on Classroom Response Systems 2008, , Louisville; (2009) Conference Papers, , http://www.iclicker.com/dnn/UserCommunity/ConferencePapers/tabid/171/Default.aspx, n. d.. Retrieved October 10, from iClicker; Hancock, D.T., Use of classroom response systems (crs) in formal testing (2008) Inaugural Conference on Classroom Response Systems 2008, , Louisville; (2009) Inventors, , http://iclicker.com/dnn/Abouticlicker/Inventors/tabid/146/Default.aspx, n. d.. Retrieved February 15, from iClicker Web Site; Kai, S., Koong, L.C., A study of the demand for information technology professionals in selected internet job portals (2009) Journal of Information Systems Education, 13 (1). , June; Mohan Rao, J.K., Computer literacy: Implications for teaching a college-level course (2006) Southwest Decision Sciences Institute Annual Conference, , Oklahoma; Nitham, M., Hindi, D.M., Computer literacy: Implications for teaching a college-level course (2002) Journal of Information Systems Education, 13. , January1; Ellis, R., Lindsay Lowell, B., (1999) Assessing the Demand ForInformation Technology Workers, , http://www.cpst.org/IT-4.pdf",,Tremante A.Callaos N.Baralt J.Lesso W.Welsch F.,,"International Institute of Informatics and Systemics, IIIS","International Conference on Society and Information Technologies, ICSIT 2010",6 April 2010 through 9 April 2010,,131063.0,,9781934272909,,,English,"ICSIT - Int. Conf. Soc. Inf. Technol., Proc.",Conference Paper,Final,,Scopus,2-s2.0-85032960508
"Bamberg S., Mascaro D., Roemer R.",16174284600;6508139460;7102181082;,Interactive learning using a SPIRAL approach in a large required first-year mechanical engineering class,2010,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,25.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029064213&partnerID=40&md5=e70622b29f038d04efe5ca0dca329da8,"Department of Mechanical Engineering, University of Utah, United States","Bamberg, S., Department of Mechanical Engineering, University of Utah, United States; Mascaro, D., Department of Mechanical Engineering, University of Utah, United States; Roemer, R., Department of Mechanical Engineering, University of Utah, United States","The use of active learning is being implemented in a large, required first-year Mechanical Engineering two-course sequence that is part of a larger curricular sequence that implements a Student-driven Pedagogy of Integrated, Reinforced, Active Learning (SPIRAL) approach to learning. The educational gains that are possible from active learning are difficult to realize in courses with large enrollments and students with widely varying backgrounds, especially in these financially difficult times in large public universities. To overcome these difficulties we have begun using advances in communication technology, computer aided engineering (CAE) software, Computer Automated Manufacturing (CAM), and rapid prototyping tools to increase the amount of ""hands on"" interactive learning in our new sequence of two, large, required, first-year courses. Specifically, we are experimenting with: classroom student response systems (""clickers"") to enhance small group interactive discussions and peer-based learning; CAE/CAM software and rapid prototyping technology to allow students to design and manufacture sophisticated components without overwhelming our machine shop resources; in-class demonstrations of engineering principles with oversized components and associated interactive student team discussions and clicker responses; inverting the lecture/homework paradigm by providing lectures on YouTube and using in-class activities to work on homework/example problems in small groups in class; elimination of some textbooks when lecture material can suffice in order to save the students money; hands-on laboratory experiments using inexpensive, mass-produced components made using the same rapid prototyping tools available to the students; and the use of semester- or year-long design projects integrated with the course material and constructed within stringent budget restrictions. © American Society for Engineering Education, 2010.",,Artificial intelligence; Budget control; Computer aided engineering; Computer aided instruction; Computer aided software engineering; Curricula; Education; Educational technology; Learning systems; Machine components; Machine shops; Manufacture; Rapid prototyping; Software prototyping; Students; Teaching; Automated Manufacturing; Communication technologies; Design and manufactures; Engineering principles; Hands-on laboratories; Rapid prototyping technology; Rapid prototyping tool; Student-response system; Engineering education,,,,,,,,,,,"Bransford, J., (2000) How People Learn: Brain, Mind, Experience and School, , National Research Council (U.S.). Committee on Developments in the Science of Learning. and National Research Council (U.S.). Committee on Learning Research and Educational Practice., Expanded ed. Washington, D.C.: National Academy Press; Lohman, J.R., Special issue: The art and science of engineering education research (2005) Journal of Engineering Education; Bruner, J.S., (1982) The Process of Education, , Harvard University Press, Cambridge MA; Roemer, R.B., Bamberg, S.J.M., Kedrowicz, A., Mascaro, D.J., A spiral learning curriculum in mechanical engineering (2010) 117th Annual Conference of the American Society for Engineering Education, , Paper submitted for presentation at the, Louisville, KY, June; Mascaro, D.J., Bamberg, S.J.M., Roemer, R., Integration and reinforcement of engineering skills beginning in the first-year design experience (2010) 117th Annual Conference of the American Society for Engineering Education, , Paper submitted for presentation at the, Louisville, KY, June; Simmons, K., Sample, S., Kedrowicz, A., Prioritizing teamwork: Promoting process and product effectiveness in a freshman engineering design course (2010) 117th Annual Conference of the American Society for Engineering Education, , Paper submitted for presentation at the, Louisville, KY, June; Felder, R.M., Brent, R., The ABCs of engineering education: ABET, Bloom's taxonomy, cooperative learning, and so on (2004) Proceedings ASEE Conference, , Session 1375","Bamberg, S.; Department of Mechanical Engineering, University of UtahUnited States",,,American Society for Engineering Education,2010 ASEE Annual Conference and Exposition,20 June 2010 through 23 June 2010,"Louisville, KY",81438.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029064213
"Folley D., Wilkinson S., Thomson S.",56074089800;57201328794;57196422523;,Rebooting the student's attention span by using personal response systems,2010,"IMCIC 2010 - International Multi-Conference on Complexity, Informatics and Cybernetics, Proceedings",2,,,176,180,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032922259&partnerID=40&md5=b96fa1b9f8fea8e03bb0a20193cc5465,"Leeds Metropolitan University, Headingley Campus, Leeds, United Kingdom","Folley, D., Leeds Metropolitan University, Headingley Campus, Leeds, United Kingdom; Wilkinson, S., Leeds Metropolitan University, Headingley Campus, Leeds, United Kingdom; Thomson, S., Leeds Metropolitan University, Headingley Campus, Leeds, United Kingdom","This paper investigates the use of hand-held remote response systems similar to those used on Who wants to be a millionaire?, known in higher education as Personal Response Systems (PRS), and their effectiveness from both the students' and their teachers' point of view.",Attention span; Personal Response Systems; PRS; Student motivation; Student's concentration levels,Cybernetics; Education; Praseodymium; Teaching; Attention span; Concentration levels; Higher education; Personal response systems; Remote response; Student motivation; Teachers'; Students,,,,,,,,,,,"Churchman, C.W., (1971) The Design of Inquiring Systems, , New York: Basic Books Inc. Pub; Ivari, J., A paradigmatic analysis of contemporary schools of is development (1991) European Journal of Information Systems, 1 (4), pp. 249-272; Middendorf, J., Kalish, A., (1996) The ""changeup"" Lectures, , http://www.ntlf.com/html/pi/9601/article1.htm, [Accessed March 2008]; MacManaway, L., Teaching methods in higher education - Innovation and research (1970) Universities Quarterly, 24 (3), pp. 321-329; Gibbs, G., Habeshaw, S., Habeshaw, T., (1987) 53 Interesting Things to Do in Your Lectures, , Bristol: Technical and Educational Services Ltd; Beekes, W., The 'Millionaire' method for encouraging participation (2006) Active Learning in Higher Education, 7, pp. 25-36; Barrett, M., Bornsen, S., Erickson, S., Markey, V., Spiering, K., The Personal Response System as a teaching aid (2005) Communication Teacher, 19 (3), pp. 89-92; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (1228-1229), pp. 422-433; Graham, C., Tripp, T., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 3, pp. 233-258; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures BMC Medical Education, 3, p. 2003. , http://www.biomedcentral.com/1472-6920/3/12, [Accessed March 2008]; Volet, S., Rendshaw, P., Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals (1995) Higher Education, 30, pp. 407-433; Robertson, L., Twelve tips for using a computerised interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239",,Chu H.-W.Krittaphol W.Lesso W.Callaos N.C.Savoie M.J.,International Institute of Informatics and Systemics (IIIS),"International Institute of Informatics and Systemics, IIIS","International Multi-Conference on Complexity, Informatics and Cybernetics, IMCIC 2010",6 April 2010 through 9 April 2010,,131066.0,,9781934272886,,,English,"IMCIC - Int. Multi-Conf. Complex., Informatics Cybern., Proc.",Conference Paper,Final,,Scopus,2-s2.0-85032922259
Guilford W.,7005789400;,Use of an audience response system for continuous summative assessment,2010,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,7.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029033376&partnerID=40&md5=3517f82103983ab9abb3eb36be85de6a,"Department of Biomedical Engineering, University of Virginia, United States","Guilford, W., Department of Biomedical Engineering, University of Virginia, United States","Audience response systems (ARS) have been used extensively for formative assessment and active learning in lecture-based courses. It is not known, however, if they can be successfully used in large classroom settings as the medium for delivering summative assessments. We used an ARS to deliver daily quizzes in lieu of exams to students in a course on cell and molecular biology for engineers. We found that ARS can be used for frequent assessment with instant feedback to the students and with minimal work by the instructor, with exactly the same learning outcomes as paper-based exams. © American Society for Engineering Education, 2010.",,Engineering education; Molecular biology; Active Learning; Audience response systems; Classroom settings; Formative assessment; Learning outcome; Summative assessments; Teaching,,,,,,,,,,,"Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE Life Sci Educ., 7 (1), pp. 146-154; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advan. Physiol. Edu., 26 (4), pp. 299-308; Burnstein, R., Lederman, L., The use and evolution of an audience response system (2006) Audience Response Systems in Higher Education, pp. 40-52. , Banks DA ed. Idea Group Inc (IGI); McDaniel, M.A., Anderson, J.L., Derbish, M.H., Morrisette, N., Testing the testing effect in the classroom (2007) The European Journal of Cognitive Psychology, 19, pp. 494-513; Kang, S.H.K., McDermott, K.B., Roediger, H.L., Test format and corrective feedback modify the effect of testing on long-term retention (2007) The European Journal of Cognitive Psychology, 19, pp. 528-558; Guilford, W., Teaching peer review and the process of scientific writing (2001) Adv. Physiol Educ., 25 (1-4), pp. 167-175","Guilford, W.; Department of Biomedical Engineering, University of VirginiaUnited States",,,American Society for Engineering Education,2010 ASEE Annual Conference and Exposition,20 June 2010 through 23 June 2010,"Louisville, KY",81438.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029033376
"Okada H., Sone H., Ogawa M.",36348587100;7102062675;52663908400;,"Education materials for interactive communication security on the educational purpose and effects of Hikari and Tsubasa's tutorial for ""putting our heads together"" about information security",2010,"ICSIT 2010 - International Conference on Society and Information Technologies, Proceedings",,,,265,268,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032900578&partnerID=40&md5=2561a0b44593b89e29d9b80ee2a3a817,"National Institute of Informatics, 2-1-2 Hitotsubashi, Chiyoda, Tokyo, 101-8430, Japan; Information Synergy Center, Tohoku University, Aoba, Aramaki, Aoba-Ku, Sendai, Miyagi, 980-8578, Japan; Kobe Gakuin University, Arise, Ikawadani, Nishi-ku, Kobe, 651-2180, Japan","Okada, H., National Institute of Informatics, 2-1-2 Hitotsubashi, Chiyoda, Tokyo, 101-8430, Japan; Sone, H., Information Synergy Center, Tohoku University, Aoba, Aramaki, Aoba-Ku, Sendai, Miyagi, 980-8578, Japan; Ogawa, M., Kobe Gakuin University, Arise, Ikawadani, Nishi-ku, Kobe, 651-2180, Japan",Nowadays it is becoming more and more important to inform everyone about the potential dangers of this means of communication. Especially it is most important for universities to teach the risk of internet society. This material is designed to develop these abilities through interactive engagement by presenting the information in a dialogue form. We have created a text with CD and a three-choice quiz to bring freshness to the educational materials.,,Security of data; Teaching; Education material; Educational materials; Interactive communications; Interactive engagements; Education,,,,,,,,,,,"Okada, H., (2008) Hikari and Tsubasa's Tutorial for ""Putting Our Heads Together"" About In-formation Security (In Japanese), , National Institute of Informatics, Japan",,Tremante A.Callaos N.Baralt J.Lesso W.Welsch F.,,"International Institute of Informatics and Systemics, IIIS","International Conference on Society and Information Technologies, ICSIT 2010",6 April 2010 through 9 April 2010,,131063.0,,9781934272909,,,English,"ICSIT - Int. Conf. Soc. Inf. Technol., Proc.",Conference Paper,Final,,Scopus,2-s2.0-85032900578
Lantz M.E.,36879737100;,The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty?,2010,Computers in Human Behavior,26,4,,556,561,,94.0,10.1016/j.chb.2010.02.014,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77953594628&doi=10.1016%2fj.chb.2010.02.014&partnerID=40&md5=abfc1060ad314cb44355e0ba5c9baee7,"Kent State University at Trumbull, 4314 Mahoning Ave., N. W. Warren, OH 44483, United States","Lantz, M.E., Kent State University at Trumbull, 4314 Mahoning Ave., N. W. Warren, OH 44483, United States","'Clickers' are individual response devices in which students each have a remote control that allows them to quickly and anonymously respond to questions presented in-class. Clickers are now being used in many classrooms as an active learning component of courses. Educators considering the use of clickers in their own classrooms may wonder whether the clickers are a worthwhile, pedagogical tool or merely an amusing novelty. As Li (2008) pointed out, research has examined clicker effects on interaction within the classroom, but little research has examined whether clicker use can affect the understanding of concepts. This article will discuss ways in which clickers may help students organize and understand material presented in the classroom. The paper is intended to help guide educators in potentially effective uses of clickers as well as to guide future research. © 2009 Elsevier Ltd. All rights reserved.",Active learning; Active responding; Effective instructing; Individual response technology,Artificial intelligence; Remote control; Students; Active Learning; Active responding; Effective instructing; Pedagogical tools; Teaching innovations; Teaching,,,,,,,,,,,"Banks, D., Using keypad-based group process support systems to facilitate student reflection (2003) Interact, Integrate, Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, , http://www.ascilite.org.au/conferences/adelaide03/program/ conf_prog_index.htm, G. Crisp, D. Thiele, I. Scholten, S. Barker & J. Baron (Eds.). Adelaide, Australia, December 7-10, 2003. 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Lecturers' rationale for using student response systems (2007) Australasian Society for Computers in Learning in Tertiary Education Conference, , Singapore; Poirier, C.R., Feldman, R.S., Promoting active learning using individual response technology in large introductory psychology classes (2007) Teaching of Psychology, 34, pp. 194-196; Pratton, J., Hales, L., The effects of active participation on student learning (1986) Journal of Educational Research, 79, pp. 210-215; Radvansky, G.A., (2006) Human Memory, , Allyn & Bacon Boston, MA; Resnick, L.B., Mathematics and science learning: A new conception (1983) Science, 220, pp. 477-478; Sharma, M.D., Khachan, J., Chan, B., O'Byrne, J., An investigation of the effectiveness of electronic classroom communication systems in large lecture classes (2005) Australasian Journal of Educational Technology, 21, pp. 137-154. , http://www.ascilite.org.au/ajet/ajet21/sharma.html, Retrieved on Aug. 15, 2008 from; Skinner, N.F., University grades and time of day instruction (1985) Bulletin of the Psychonomic Society, 23, p. 67. , Abstract retrieved on January 6, 2009 from PsycInfo; Slamenka, N.J., Graf, P., The generation effect: Delineation of a phenomenon (1978) Journal of Experimental Psychology: Human Learning, 4, pp. 592-604; Smith, M., Wood, W., Adams, W., Wieman, C., Knight, J., Guild, N., Why peer discussion improves student performance on in-class concept questions (2009) Science, 323, pp. 122-124; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34, pp. 253-258; Taconnat, L., Foger, C., Sacher, M., Isingrini, M., Generation and associative encoding in young and old adults: The effect of the strength of association between cues and targets on a cued recall task (2008) Experimental Psychology, 55, pp. 23-30; Travers, R.M.W., Van Wegenen, R.K., Haygood, D.H., McCormick, M., Learning as a consequence of the learner's task involvement under different conditions of feedback (1964) Journal of Educational Technology, 55, pp. 167-173; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32, pp. 21-40; Whitehead, J.L., Bassett, R.E., Providing feedback through student response systems (1975) Audiovisual Instruction, 20 (8), pp. 22-24; Wit, E., Who wants to be... The use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 14-20. , http://ltsn.mathstore.ac.uk/newsletter/may2003/pdf/whowants.pdf, Retreived on April 24, 2008 from; Wood, W.B., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7, pp. 796-798; Yoder, J.D., Hochevar, C.M., Encouraging active learning can improve students' performance on examinations (2005) Teaching of Psychology, 32, pp. 91-95","Lantz, M. E.; Kent State University at Trumbull, 4314 Mahoning Ave., N. W. Warren, OH 44483, United States; email: mlantz2@kent.edu",,,Elsevier Ltd,,,,,07475632,,CHBEE,,English,Comput. Hum. Behav.,Review,Final,,Scopus,2-s2.0-77953594628
McCarthy B.,52364276300;,An e-learning model for enterprise systems education,2010,"Business Transformation through Innovation and Knowledge Management: An Academic Perspective - Proceedings of the 14th International Business Information Management Association Conference, IBIMA 2010",2,,,788,792,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905113970&partnerID=40&md5=5a0b448d9fdecb5da53d9a0f7e054107,"Victoria University, Melbourne, Australia","McCarthy, B., Victoria University, Melbourne, Australia","The expansion of education beyond national boundaries has created a new market for the education industry. Many universities have formed partnerships with organisations in other countries in order to expand their programs. Several implementation models have been identified including distance education via e-Learning, study abroad programs, the establishment of a university campus in a foreign country and the travel of faculty lecturers to foreign countries for full or partial curriculum delivery. Some implementations use a combination of these models but there has been dramatic growth in the development of electronic interactive learning systems and their application via e-Learning to higher education in the international market. The curriculum associated with Information Systems and in particular the teaching of Enterprise Systems, sometimes referred to as Enterprise Resource Planning Systems, is particularly suited to the application of e-Learning technologies. Victoria University is offering a niche information systems course through a strategic alliance with SAP. The University has extended its offshore programs by offering Enterprise Systems education in the Asian region and has applied e-Learning technologies blending synchronous and asynchronous content to assist this expansion. A number of technologies facilitate course delivery: application service provision, web-based learning management systems, computer-based training and virtual classroom technology. This approach provides an efficient means to deliver higher education internationally in terms of flexibility in subject delivery and increased learning outcomes. The application of e-Learning technologies can provide opportunities for universities to expand their education services beyond national borders and lead to a transformation in the skills base and employment opportunities for graduates in offshore regions.",Blended learning; E-learning model; Enterprise systems education,Blending; Computer aided instruction; E-learning; Educational technology; Enterprise resource planning; Information systems; International trade; Knowledge management; Learning systems; Management information systems; Personnel training; Societies and institutions; Teaching; Application service provision; Blended learning; Computer based training; E-learning models; Employment opportunities; Enterprise resource planning systems; Enterprise system; Interactive learning systems; Engineering education,,,,,,,,,,,"Aoki, K., Cross-Border Higher Education through E-Learning: Issues and Opportunities (2005), ICDE 2005 International Conference on Open Learning & Distance Education, Indira Gandhi National Open University, New Delhi, India, November 19-23; Arnone, M., Mixing and matching distance-education software (2002) Chronicle of Higher Education, 48 (37), pp. 33-35; Chan, P., Welebir, B., Strategies for e-education (2003) Industrial and Commercial Training Journal, 35 (5), pp. 196-202; Ehrmann, S., Collins, M., Emerging Models of online collaborative learning: can distance enhance quality (2001) Educational Technology, 41 (5), pp. 34-38; Frydenberg, M., Andone, D., Engaging digital students in global learning: A conversation in multimedia, technology and culture (2009), pp. 73-80. , Nunes, M. and McPherson, M. (eds.), Proceedings of the IADIS International Conference E-Learning 2009 held on June 17-20, 2009. Lisbon: IADIS Press; Jesus, R., Moreira, F., Students Prefer Screencasts: The New face of early days distance education (2009) Proceedings of the IADIS International Conference E-Learning, pp. 155-162. , Nunes, M. and McPherson, M. (eds.), 2009 held on June 17-20, 2009. Lisbon: IADIS Press; Neubauer, M., Lobel, M., The LearningByDoing eClassroom (2003) Learning Technology, 5 (3). , http://lttf.ieee.org/learn_tech/issues/july2003/index.html, published at","McCarthy, B.; Victoria University, Melbourne, Australia; email: Brendan.McCarthy@vu.edu.au",,,"International Business Information Management Association, IBIMA","14th International Business Information Management Association Conference, IBIMA 2010",23 June 2010 through 24 June 2010,Istanbul,106706.0,,9780982148938,,,English,Bus. Transform. through Innov. Knowl. Manag.: Acad. Perspect. - Proc. Int. Bus. Inf. Manag. Assoc. Conf. IBIMA,Conference Paper,Final,,Scopus,2-s2.0-84905113970
"Li L., Frizell S., Yang Y.",26643208200;25654772600;57203826552;,Infusing tablet PCs and interactive learning technology into computer science education to enhance student learning,2010,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,10.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029120016&partnerID=40&md5=3f88f066f881fe59af91c9cfc2bcbc53,"Department of Computer Science, Prairie View A and M University, United States","Li, L., Department of Computer Science, Prairie View A and M University, United States; Frizell, S., Department of Computer Science, Prairie View A and M University, United States; Yang, Y., Department of Computer Science, Prairie View A and M University, United States","Students from the digital age are visual and active learners who prefer strong interaction with their peers and instructors. Traditional lecturing styles are insufficient in grasping the attention of these students and in supporting their learning needs. Tablet PCs and interactive teaching applications have proven to be effective in increasing student engagement and supporting teacher instruction. More importantly, leveraging these technologies, innovative teaching methodologies can be developed to improve lecturing efficiency and facilitate assessment. This paper presents an on-going project in the Computer Science Department at Prairie View A&M University that focuses on revamping the teaching of computer science and engineering courses by incorporating tablet PCs and modern educational technology into the classroom. The goal of the project is to enhance student and teacher interaction, improve teaching effectiveness, and increase students' interests in course content. In this paper, we describe the development of an advanced learning lab equipped with tablet PCs and a SMART interactive learning system. Our goal is to use the educational infrastructure to promote problem-based learning, collaborative learning, and assessment. We present a novel digital ink based computerized testing system-Real Test, which is used to comprehensively measure student class performance. A supplementary virtual reality learning platform is also discussed for enhancing student learning outcomes. Finally, we discuss our phased implementation plan which ensures that students benefit from the innovated learning technology throughout their degree plan. © American Society for Engineering Education, 2010.",,Curricula; E-learning; Education; Education computing; Educational technology; Learning systems; Personal computers; Students; Teaching; Virtual reality; Collaborative learning; Computer science and engineerings; Computer Science Education; Enhancing student learning; Interactive learning systems; Modern educational technologies; Problem based learning; Teaching effectiveness; Engineering education,,,,,,,,,,,"Casas, I., Ochoa, S.F., Puente, J., Using tablet PCs and pen-based technologies to support engineering education (2009) Proceedings of the 13th International Conference on Human-Computer Interaction, pp. 31-38. , San Diego, CA; Qureshi, E., Olla, P., Olla, V., Incorporating tablet PCs into pedagogy to create a constructivist learning environment (2008) Proceedings of Society for Information Technology and Teacher Education International Conference, pp. 4289-4294; Kosheleva, O., Medina-Rusch, A., Ioudina, V., Pre-Service teacher training in mathematics using tablet PC technology (2007) Informatics in Education, 6 (2), pp. 321-334; Nguyen, H., Adopting tablet PCs in design education: Student use of tablet PCs and lessons learned (2007) Proceedings of World Conference on E-learning in Corporate, Government, Healthcare, and Higher Education, pp. 1172-1177; Anderson, R., Classroom presenter: Enhancing interactive education with digital ink (2007) IEEE Computer, 40 (9), pp. 56-61; Stickel, M., Impact of lecturing with the tablet PC on students of different learning styles (2009) Proceedings of the 39th ASEE/IEEE Frontiers in Education Conference, , San Antonio, TX; Wilkerson, M., Griswold, W.G., Simon, B., Ubiquitous presenter: Increasing student access and control in a digital lecturing environment (2005) Proceedings of the Special Interest Group on Computer Science Education (SIGCSE) Technical Symposium; Bonwell, C., Eison, J., Active learning: Creating excitement in the classroom (1991) ASHE-ERIC Higher Education Report No. 1, , Washington, DC: The George Washington University, School of Education and Human Development; Finkle, S., Torp, L., (1995) Introductory Documents, , http://www2.imsa.edu/programs/pbln/tutorials/intro/intro3.php; Savery, J.R., Duffy, T.M., Problem based learning: An instructional model and its constructivist framework (1995) Educational Technology, 35, pp. 31-38; Neuman, G., Baydoun, R., Computerization of pencil and paper tests: When are they equivalent? (1998) Applied Psychological Measurement, 22, pp. 71-83; Bugbee Jr., A.C., The equivalence of paper-and-pencil and computer-based testing (1996) Journal of Research on Computing in Education, 28, pp. 282-299; Puhan, G., Boughton, K., Kim, S., Examining differences in examinee performance in paper and pencil and computerized testing (2007) Journal of Technology, Learning, and Assessment, 6 (3); Zakrzewski, S., Bull, J., The mass implementation and evaluation of computer-based assessments (1998) Assessment and Evaluation in Higher Education, 23, pp. 141-152; Kika, F., McLaughlin, T., Dixon, J., Effects of frequent testing of secondary algebra students (1992) Journal of Educational Research, 85, pp. 159-162; Pikunas, J., Mazzota, E., The effects of weekly testing in the teaching of science (1965) Science Education, 49, pp. 373-376; Graham, R., Unannounced quizzes raise test scores selectively for mid-range students (1999) Teaching of Psychology, 26, pp. 271-273; Butler, D., The impact of computer-based testing on student attitudes and behavior (2003) The Technology Source, , January/February; Davies, P., Wales, S., Computer aided assessment must be more than multiple-choice tests for it to be academically credible (2001) Proceedings of the 5th International CAA Conference, pp. 143-150; Lian, J., Yang, Y., Wang, Y., (2007) A Virtual Reality Infrastructure for Enhancing Undergraduate Math Teaching and Learning, , Department of Education, Title III Project","Li, L.; Department of Computer Science, Prairie View A and M UniversityUnited States",,,American Society for Engineering Education,2010 ASEE Annual Conference and Exposition,20 June 2010 through 23 June 2010,"Louisville, KY",81438.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029120016
Bielefeldt A.,6701785092;,Introducing first-year civil engineering students to sustainability,2010,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,15.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029048310&partnerID=40&md5=997b70036b7954aca692fd9defc12746,"Department of Civil, Environmental, and Architectural Engineering, University of Colorado, Boulder (CU), United States","Bielefeldt, A., Department of Civil, Environmental, and Architectural Engineering, University of Colorado, Boulder (CU), United States","As articulated in the Body of Knowledge for Civil Engineering, all civil engineering students should be introduced to the concept of sustainability. The objective of this project was to integrate sustainability concepts into the 1-credit Introduction to Civil Engineering course that first year students are required to take at the University of Colorado at Boulder. Student attitudes about sustainability were evaluated using a written survey and in class questions to which students responded using a Course Response System (clickers). Evidence of student learning on sustainability was acquired via student performance on a homework assignment worth 12% of their overall course grade. Evidence that the students incorporated sustainability into their concept of civil engineering was also collected based on other course assignments. There is some evidence that female and minority students may be more likely to articulate the importance of sustainability in the context of civil engineering, although more research is needed on this topic due to the small numbers of female students in the class. © American Society for Engineering Education, 2010.",,Education; Students; Sustainable development; Body of knowledge; Civil engineering students; Engineering course; First year students; Homework assignments; Integrate sustainability; Student performance; University of Colorado; Engineering education,,,,,,,,,,,"(2008) Criteria for Accrediting Engineering Programs. Effective for Evaluations during the 2009-2010 Accreditation Cycle, , www.abet.org, ABET; (2004) The Engineer of 2020: Visions of Engineering in the New Century, , National Academy of Engineering. National Academies Press; Davidson, C.I., Matthews, H.S., Hendrickson, C.T., Bridges, M.W., Allenby, B.R., Crittenden, J.C., Chen, Y., Austin, S., Adding sustainability to the engineer's toolbox: A challenge for engineering educators (2007) Environmental Science & Technology, pp. 4847-4850. , July 15; Allen, D., Allenby, B., Bridges, M., Crittenden, J., Davidson, C., Hendrickson, C., Matthews, S., Pijawka, D., (2008) Benchmarking Sustainable Engineering Educaiton: Final Report, , US EPA Grant X3-83235101- 0; (2006) Code of Ethics, , http://www.asce.org/files/pdf/codeofethics01222007.pdf; (2007) ASCE Policy Statement 418: The Role of the Civil Engineer in Sustainable Development, , https://www.asce.org/pressroom/news/policy_details.cfm?hdlid=60; (2008) Civil Engineering Body of Knowledge for the 21st Century. Preparing the Civil Engineer for the Future, , www.asce.org, Second Edition. ASCE. Reston, VA; Sutterer, K., Robinson, M., Integrating sustainability into Civil Engineering Curricula (2003) ASEE Annual Conference and Exposition, , Session 2615; Hadgraft, R., Xie, M., Angeles, N., Civil and infrastructure engineering for sustainability (2004) ASEE Annual Conference and Exposition, , Session 1608; Bosscher, P.J., Russell, J.S., Stouffer, W.B., The sustainable classroom: Teaching sustainability to tomorrow's engineers (2005) ASEE Annual Conference and Exposition; Lynch, D., Kelly, W., Jha, M., Harichandran, R., Implementing sustainability in the engineering curriculum: Realizing the ASCE Body of Knowledge (2007) ASEE Annual Conference and Exposition, , Paper AC 2007-2422; Koehn, E., Patel, D., Khonde, S., Introduction of sustainability to civil and construction engineering students (2009) ASEE Annual Conference and Exposition, , Paper AC 2009-591; Bramald, T., Wilkinson, S., Introducing and stimulating sustainable engineering in first-year civil engineering students (2009) ASEE Annual Conference and Exposition, , Paper AC 2009-541; Fridley, K., Hall, K., Larson, D., Sutterer, K., Alleman, J., McManis, K., Bardet, J.-P., Lennox, T., Educating the future civil engineer for the new civil engineering body of knowledge (2009) ASEE Annual Conference and Exposition, , Paper AC 2009-752; Bielefeldt, A.R., Student perceptions of the civil engineering body of knowledge (2010) ASEE Annual Conference and Exposition, , Draft Paper; Bielefeldt, A.R., Amadei, B., Summers, R.S., Incorporating Earth systems engineering concepts throughout the civil engineering degree to create the engineer of the 21st century (2005) ASEE Annual Conference and Exposition, , Paper in Session 3215; Zhang, Q., Zimmerman, J., Mihelcic, J., Vanasupa, L., Civil and Environmental Engineering Education (CEEE) transformational change: Tools and strategies for sustainability integration and assessment in engineering education (2008) ASEE Annual Conference and Exposition, , Paper AC 2008-1670; Zimmerman, J.B., Vanegas, J., Using sustainability education to enable the increase of diversity in science, engineering and technology-related disciplines (2007) Int. J. Engrg. Ed., 23 (2), pp. 242-253; Hokanson, D.R., Phillips, L.D., Mihelcic, J.R., Educating engineers in the sustainable futures model with a global perspective: Education, research and diversity initiatives (2007) Int. J. Engrg. Ed., 23 (2), pp. 254-265; Gibbons, M.T., Engineering by the numbers. 2007-2008 data (2009) ASEE Report, , http://www.asee.org/publications/profiles/upload/2008ProfileEng.pdf; Grigg, N.S., Demographics and industry employment of civil engineering workforce (2000) Journal of Professional Issues in Engineering Education and Practice, 126 (3), pp. 116-124; Michalos, A.C., Creech, H., McDonald, C., Kahlke, P.M.H., (2009) Measuring Knowledge, Attitudes and Behaviours towards Sustainable Development: Two Exploratory Studies, , www.iisd.org; DeVries, B.J.M., Petersen, A.C., Conceptualizing sustainable development: An assessment methodology connecting values, knowledge, worldviews and scenarios (2009) Ecological Economics, 68, pp. 1006-1019; Spiropoulou, D., Antonakaki, T., Kontaxaki, S., Bouras, S., Primary teachers' literacy and attitudes on education for sustainable development (2007) J. Sci. Educ. Technol., 16, pp. 443-450; (2008) Undergraduate Engineering Enrollments Are in Transition - A View of Ethnicity Trends in Engineering and Individual Engineering Disciplines, , http://www.engtrends.com/IEE/0206C.php, Report 0206C. Feb. 2006; (1987) Our Common Future, , World Commission on Environment and Development. UN Commission Chaired by G.H. Brundtland. Oxford University Press: New York; Mihelcic, J.R., Crittenden, J.C., Small, M.J., Shonnard, D.R., Hokanson, D.R., Zhang, Q., Chen, J., Schnoor, J.L., Sustainability science and engineering: The emergence of a new metadiscipline (2003) Environ. Sci. Technol., 37, pp. 5314-5324; (2004) Sustainable Engineering Practice: an Introduction, , ASCE. Committee on Sustainability, ASCE Press, New York, NY. ISBN 0-7844-0750-9; McConville, J.R., Mihelcic, J.R., Adapting life-cycle thinking tools to evaluate project sustainability in international water and sanitation development work Environmental Engineering Science, 24 (7), pp. 937-948; (2000) Millennium Development Goals, , http://www.un.org/millenniumgoals/, Accessed from; (2007) 4th Assessment Report of the IPCC, , http://www.ipcc.ch/publications_and_data/ publications_ipcc_fourth_assessment_report_synthesis_report.htm, R.K. Pachauri and A. Reisinger (Eds.). IPCC, Geneva, Switzerland; (2003) Climate Change, Permafrost, and Impacts on Civil Infrastructure, 72p. , http://www.arctic.gov/files/PermafrostForWeb.pdf, U.S. Arctic Research Commission; Pacala, S., Socolow, R., Stabilization wedges: Solving the climate problem for the next 50 years with current technologies (2004) Science, 305 (5686), pp. 968-972; Martinez, D.M., Ebenhack, B.W., Understanding the role of energy consumption in human development through the use of saturation phenomena (2008) Energy Policy, 36 (4), pp. 1430-1435; Glass Half Empty: The Coming Water Wars, , http://www.princeton.edu/~ina/infographics/water.html, International Networks Archive; Meadows, D.H., Randers, J., Meadows, D.L., (2004) Limits to Growth: The 30-Year Update, , Chelsea Green Publishing; (2005) Engineering for Sustainable Development: Guiding Principles, , http://www.raeng.org.uk/events/pdf/ Engineering_for_Sustainable_Development.pdf, R. Dodds and R. Venables, Eds. London; (2009) Civil Engineering and Climate Change Protocol, , http://content.asce.org/files/pdf/ CivilEngineeringandClimateChangeProtocol.pdf, Institution of Civil Engineers (ICE), and Canadian Society for Civil Engineering (CSCE); (2008) Potential Impacts of Climate Change on U.S. Transportation, 296p. , http://www.nap.edu/catalog.php?record_id=12179, Transportation Research Board; (2009) United States Global Change Research Program. Executive Summary, Transportation, and Water Resources, 26p. , http://downloads.globalchange.gov/usimpacts/pdfs/executive-summary.pdf, 4 pp; (2009) Rising Waters: Helping Hudson River Communities Adapt to Climate Change; Scenario Planning 2010-2030 Final Report, 67p. , http://www.nature.org/wherewework/northamerica/states/newyork/files/ rw_051409.pdf, The Nature Conservancy Eastern NY Chapter. Steve Aldrich, Myka Dunkle, and James Newcomb; (2009) Report Card for America's Infrastructure, , http://www.infrastructurereportcard.org/, ASCE; Environmental Case Study: Bridges, , World Steel Association. Worldsteel.org; Amponsah, I., Harrison, K.W., Rizos, D.C., Ziehl, P.H., Estimating net changes in life-cycle emissions from adoption of emerging civil infrastructure technologies (2008) Journal of the Air and Waste Management Association, 58 (1), pp. 55-64. , DOI 10.3155/1047-3289.58.1.55; Kagawa, F., Dissonance in students' perceptions of sustainable development and sustainability (2007) International Journal of Sustainability in Higher Education, 8 (3), pp. 317-338","Bielefeldt, A.; Department of Civil, Environmental, and Architectural Engineering, University of Colorado, Boulder (CU), United States",,,American Society for Engineering Education,2010 ASEE Annual Conference and Exposition,20 June 2010 through 23 June 2010,"Louisville, KY",81438.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029048310
"Lott M.C., Wogan D.M., Webber M.E.",34872744000;36133969800;7103355833;,Using technology in the classroom for multidisciplinary instruction on environmental impacts and sustainability of energy systems,2010,"Proceedings of the 23rd International Conference on Efficiency, Cost, Optimization, Simulation, and Environmental Impact of Energy Systems, ECOS 2010",1,,,533,540,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896066611&partnerID=40&md5=b01d0c641265d0342868d6bc0a026b06,"University of Texas, Austin, United States","Lott, M.C., University of Texas, Austin, United States; Wogan, D.M., University of Texas, Austin, United States; Webber, M.E., University of Texas, Austin, United States","This paper examines the use of technology in and out of the classroom to improve understanding of the complexities of sustainability topics for an audience comprised of students from many different fields of study and at many different levels (freshmen through Ph.D.). Four technologies were deployed in three multidisciplinary university course settings: large-format first year undergraduate lecture, small-format first year undergraduate seminar, and a large-format graduate student lecture. The technologies that were deployed include: 1) An original interactive website that teaches the environmental and economic tradeoffs of power choices, 2) Interactive radio-frequency remote clickers, 3) Blogging and online discussion in response to current events, and 4) Student development of original multi-media podcasts based on their individual research. We found that the interactive website and podcasts were particularly popular among the students. While the results gathered to date are far from conclusive about the pedagogical value of technology in and out of the classroom for instruction on sustainability, the preliminary conclusions are that the four forms of teaching technology that were examined in this manuscript offer more value than detriment, and can serve as useful complements to a traditional lecture.",Classroom technology; Energy systems; Multidisciplinary education; Sustainability,Environmental impact; Environmental technology; Optimization; Students; Sustainable development; Teaching; Technology; Thermodynamics; Websites; Classroom technology; Energy systems; Interactive website; Multi-disciplinary educations; Online discussions; Student development; Teaching technologies; Technology in the classroom; Engineering education,,,,,,,,,,,"Lott, M., Analyzing Tradeoffs in Electricity Choices Using the Texas Interactive Power Simulator (TIPS). Proc. 3rd Annual International Conference on Energy Sustainability (2009), pp. ES2009-90135. , San Francisco, CA; Lott, M., Using the Texas Interactive Power Simulator for Direct Instruction (2009) Proc. ASEE Annual Meeting, pp. 2009-2525. , Austin, TX; Lott, M.C., The Texas Interactive Power Simulator -an Analytical Tool for Direct Instruction & Informing Public Policy Decisions (2009), 2009 ASEE Gulf Southwest Conferece. Baylor Univeristy, Waco: ASEE; http://www.google.com/analytics, Google Analytics; Gallaga, O., Four innovations changing the way kids learn: Some subtle technologies used in central Texas schools help teachers, students and parents better connect. Austin American-Statesman (2009), http://www.statesman.com/life/content/life/stories/other/2009/09/19/0919techclassroom.html, Sept. 19, Retrieved from; Richardson, W., New Jersey High School Learns the ABCs of Blogging (2005) THE Journal: Transforming Education through Technology, 32 (11), p. 40. , June; Campbell, G., There's Something in the Air: Podcasting in Education (2005) Educause Review, 40 (6), p. 32; Dew, K., Why Academia Digs iTunes (2006) BusinessWeek, (2987), p. 14. , June 5; http://www.apple.com/education/mobile-learning, Apple Corporation, Education: Mobile Learning and iTunes U","Lott, M.C.; University of Texas, Austin, United States; email: mclott@mail.utexas.edu",,Ecole Polytechnique Federale de Lausanne;Schweizerische Eidgenossenschaft,Aabo Akademi University,"23rd International Conference on Efficiency, Cost, Optimization, Simulation, and Environmental Impact of Energy Systems, ECOS 2010",14 June 2010 through 17 June 2010,Lausanne,103293.0,,9781456303006,,,English,Proc. Int. Conf. Effic. Cost. Optim.Simul. Environ. Impact . Energy. Syst.,Conference Paper,Final,,Scopus,2-s2.0-84896066611
Sivasubramaniam P.,36761470400;,The Classroom Performance System and the teaching and learning of mathematics,2010,Procedia - Social and Behavioral Sciences,8,,,288,293,,,10.1016/j.sbspro.2010.12.039,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78651231230&doi=10.1016%2fj.sbspro.2010.12.039&partnerID=40&md5=ed8a89fd383f57301b737c754899cb7b,"Mathematics Department, Institut Pendidikan Guru Kampus Raja Melewar, Malaysia","Sivasubramaniam, P., Mathematics Department, Institut Pendidikan Guru Kampus Raja Melewar, Malaysia","The teaching and learning of mathematics often involves a lot of drill and practice questions. Teachers are burdened with the marking of questions with one numeric value responses. The essence of the exercises are not merely for pupils to practice but also for the teacher to be able to determine the area of weakness or difficulty of the pupils' in mathematics and provide appropriate feedback and support. Teachers with all the extra work given often do not have the time or energy to analyse every exercise. In fact marking is often done a week once or even a month once and sometimes the teacher provides the answers and requests the pupils to mark the numerous questions. Today a 21st century tool called ""Classroom Performance System"" enables pupils to key in every numeric value answer to given questions and the marking is done instantly and so is the analysis. This paper describes a priori study on the effects of the use of the Classroom Performance System in the teaching and learning of mathematics in Malaysia. The study involves 20 primary school pupils in a Malaysian Primary school who face difficulty memorising their times tables. © 2010 Elsevier Ltd.",Classroom learning system; Engage; Instructions; Memorising; Times table,,,,,,,,,,,,"Abrahamson, A.L., (1999) Teaching with Classroom Communication System- What it Involved and Why it Works, , http://www.bedu.com/Publications/PueblaFinal2.pdf, Retrieved March 27, 2010, from; Flynn, J., Russell, J., Personal response systems: Is success in learning just a click away? (2008) Educational Technology, pp. 20-23. , November-December; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Elmore, D., Bodie, G.D., Evans, E., Khichadia, S., Geddes, B., Student evaluation of audience response technology in large lecture classes (2007) Educational Technology, Research and Development, 56, pp. 125-145; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28, pp. 457-473; Rice, R.E., Bunz, U., Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competency, and usage (2006) Studies in Media and Information Literacy Education, 6 (3); Roschelle, J., Penuel, W., Abrahamson, L., (2004) Classroom Response and Communication Systems: Research Review and Theory, , http://ubiqcomputing.org/CATAALYST_AERA_Proposal.pdf, Retrieved January 29, 2010, from","Sivasubramaniam, P.; Mathematics Department, Institut Pendidikan Guru Kampus Raja MelewarMalaysia; email: puma_devi58@hotmail.com",,,Elsevier Ltd,,,,,18770428,,,,English,Procedia Soc. Behav. Sci.,Conference Paper,Final,Open Access,Scopus,2-s2.0-78651231230
Bielefeldt A.,6701785092;,Evolution of a sustainability focused first-year environmental engineering course,2010,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,12.0,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029072865&partnerID=40&md5=92da9d1e99ea0191834630c5e398a3c5,"Environmental Engineering Program, Department of Civil, Environmental, and Architectural Engineering, University of Colorado, Boulder, United States","Bielefeldt, A., Environmental Engineering Program, Department of Civil, Environmental, and Architectural Engineering, University of Colorado, Boulder, United States","This paper presents ideas on methods to introduce sustainability to first year engineering students. The first year environmental engineering course that all majors are required to take at the University of Colorado at Boulder was modified in fall 2009 to emphasize sustainability. An understanding of sustainability is an important foundation for all engineering students. In addition, it was hypothesized that emphasizing sustainability and the global impacts of environmental engineering would be interesting and motivational to students. At the start of the second lecture in the course, students were given a 12-question in-class survey on sustainability. Students also responded to in-class questions during the two sustainability lectures in real time using a Course Response System (clickers). The new assignment specifically on sustainability required the students to read the Royal Academy of Engineering's ""Engineering for Sustainable Development"" report and part of the ""Global Climate Change Impacts in the United States"" document. The second new assignment required the students to assess and compare different biofuel options based on journal articles that had conducted life cycle assessments (LCA). This assignment proved particularly challenging for the students. The reflective essays that students wrote in the final assignment of the semester indicated that the new course content successfully raised their awareness of sustainability. However, modifications to the assignments are planned. © American Society for Engineering Education, 2010.",,Climate change; Curricula; Education; Engineering education; Environmental engineering; Life cycle; Students; Technical presentations; Course contents; First-year engineering; Global climate change impact; Journal articles; Life Cycle Assessment (LCA); Response systems; Royal Academy of Engineering; University of Colorado; Sustainable development,,,,,,,,,,,"(2008) Criteria for Accrediting Engineering Programs. Effective for Evaluations during the 2009-2010 Accreditation Cycle, , www.abet.org, ABET; Davidson, C.I., Matthews, H.S., Hendrickson, C.T., Bridges, M.W., Allenby, B.R., Crittenden, J.C., Chen, Y., Austin, S., Adding sustainability to the engineer's toolbox: A challenge for engineering educators (2007) Environmental Science & Technology, pp. 4847-4850. , July 15; (2009) Environmental Engineering Body of Knowledge, , http://www.cece.ucf.edu/bok/pdf/EnvE_Body_of_Knowledge_Final.pdf, American Academy of Environmental Engineers (AAEE). AAEE, Annapolis, MD; Reed, B.E., (2008) Database ABET Environmental Engineering Degrees, , University of Maryland - Baltimore County. Dept. of Civil and Environmental Engineering, Professor and Chair. reedb@umbc.edu; unpublished; Bramald, T., Wilkinson, S., Introducing and stimulating sustainable engineering in first-year civil engineering students (2009) ASEE Annual Conference and Exposition, , Paper AC 2009-541; Kagawa, F., Dissonance in students' perceptions of sustainable development and sustainability (2007) International Journal of Sustainability in Higher Education, 8 (3), pp. 317-338; Bielefeldt, A.R., Introducing first-year civil engineering students to sustainability (2010) ASEE Annual Conference and Exposition, , Paper AC 2010-352; (1987) Our Common Future, , World Commission on Environment and Development. UN Commission Chaired by G.H. Brundtland. Oxford University Press: New York; Mihelcic, J.R., Crittenden, J.C., Small, M.J., Shonnard, D.R., Hokanson, D.R., Zhang, Q., Chen, J., Schnoor, J.L., Sustainability science and engineering: The emergence of a new metadiscipline (2003) Environ. Sci. Technol., 37, pp. 5314-5324; (2000) Millennium Development Goals, , http://www.un.org/millenniumgoals/, Accessed from; McConville, J.R., Mihelcic, J.R., Adapting life-cycle thinking tools to evaluate project sustainability in international water and sanitation development work Environmental Engineering Science, 24 (7), pp. 937-948. , 20907; Meadows, D.H., Randers, J., Meadows, D.L., (2004) Limits to Growth: The 30-Year Update, , Chelsea Green Publishing; Trotz, M.A., Muga, H.E., Phillips, L.D., Yeh, D., Stuart, A., Mihelcic, J.R., Non-traditional university research partners that facilitate service learning and graduate research for sustainable development (2009) Proceedings of the World Environmental and Water Resources Congress, , ASCE Press. http://dx.doi.org/10.1061/41036(342)203; (2007) 4th Assessment Report of the IPCC, , http://www.ipcc.ch/publications_and_data/ publications_ipcc_fourth_assessment_report_synthesis_report.htm, R.K. Pachauri and A. Reisinger (Eds.). IPCC, Geneva, Switzerland; Gleick, P.H., (2009) Water and Climate Change: Managing Unavoidable Impacts, Avoiding Unmanageable Impacts, , http://www.pacinst.org/publications/testimony/water_climate_change_brief/ Gleick_congressional_climate_water_briefing_01-09.pdf, Briefing to the U.S. Congress, January 9; (2009) Report Card for America's Infrastructure, , http://www.infrastructurereportcard.org/, ASCE; Glass Half Empty: The Coming Water Wars, , http://www.princeton.edu/~ina/infographics/water.html, International Networks Archive; Ganter, J.C., (2009) Water Tops Climate Change as Global Priority, , http://www.huffingtonpost.com/j-carl-ganter/water-tops-climate- change_b_267403.html, Aug. 24; Auras, R., Bix, L., Wake Up! The effectiveness of a student response system in large packaging classes (2007) Packaging Technology and Science, 20, pp. 183-195; Demetry, C., Use of educational technology to transform the 50-minute lecture: Is student response dependent on learning style? (2005) American Society for Engineering Education Annual Conference Paper; Gauci, S.A., Dantas, A.M., Williams, D.A., Kemm, R.E., Promoting student-centered active learning in lectures with a personal response system (2009) Adv. Physiol. Educ., 33, pp. 60-71; (2005) Engineering for Sustainable Development: Guiding Principles, , http://www.raeng.org.uk/events/pdf/ Engineering_for_Sustainable_Development.pdf, R. Dodds and R. Venables, Eds. London; (2009) United States Global Change Research Program. Executive Summary, Transportation, and Water Resources, 26p. , http://downloads.globalchange.gov/usimpacts/pdfs/executive-summary.pdf, Global Climate Change Impacts in the United States. 4 pp; Miller, S.E., Landis, A.E., Theis, T.L., Environmental trade-offs of biobased production (2007) Environ. Sci. & Technol., 41 (15), pp. 5176-5182; Narayanan, D., Zhang, Y., Mannan, M.S., Engineering for sustainable development (EDC) in bio-diesel production (2007) Process Safety and Environmental Protection; Trans. ICHemE, Part B, 85 (B5), pp. 349-359; Kiwjaroun, C., Tubtimdee, C., Piumsomboon, P., LCA studies comparing biodiesel synthesized by conventional and supercritical methanol methods (2009) Journal of Cleaner Production, 17, pp. 143-153; Harding, K.G., Dennis, J.S., Blottnitz, H.V., Harrison, S.T.L., A life-cycle comparison between inorganic and biological catalysis for the production of biodiesel (2007) Journal of Cleaner Production, 16, pp. 13268-21378; Bernesson, S., Nilsson, D., Hansson, P.-A., A limited LCA comparing large- and small-scale production of ethanol for heavy engines under Swedish conditions (2006) Biomass and Bioenergy, 30, pp. 46-57; (2007) Code of Ethics for Engineers, , http://www.nspe.org/resources/pdfs/Ethics/CodeofEthics/Code-2007-July.pdf","Bielefeldt, A.; Environmental Engineering Program, Department of Civil, Environmental, and Architectural Engineering, University of Colorado, Boulder, United States",,,American Society for Engineering Education,2010 ASEE Annual Conference and Exposition,20 June 2010 through 23 June 2010,"Louisville, KY",81438.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029072865
"Koehler S., Murray W.",57190493924;7201983544;,From remediation to application: An investigation of common misconceptions associated with vector analysis in an undergraduate biomechanics course,2010,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,17.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029027750&partnerID=40&md5=22283f5583ea91f1599fbe4597eb366b,"Biomedical Engineering Department, Northwestern University, United States; Department of Biomedical Engineering, Northwestern University, United States","Koehler, S., Biomedical Engineering Department, Northwestern University, United States; Murray, W., Department of Biomedical Engineering, Northwestern University, United States","Introduction to Biomechanics (BME 271) is a required course in the Department of Biomedical Engineering at Northwestern University, covering basic concepts in rigid-body mechanics with applications in biology and physiology. Building on previous experience with vector analysis, Newtonian mechanics, and free-body diagrams, BME 271 is designed to provide sophomore engineering students with a foundation in statics and strength of materials in preparation for more advanced topics in dynamics and soft-tissue mechanics. In order to promote student engagement and knowledge transfer within our curriculum, we have recently incorporated several innovative teaching methods into our instruction base, including online courseware developed by the VaNTH ERC (Vanderbilt University; Northwestern University; University of Texas at Austin; and Health, Science and Technology at Harvard/MIT Engineering Research Center) for Bioengineering Educational Technologies1, Personal Response Systems (PRS) to enhance formative assessment, and challenge-based homework assignments to emphasize the application of fundamental engineering skills in biomechanics. The goal of this paper is to discuss our experience with these methods, highlighting how we have used PRS to systematically diagnose and address common misconceptions associated with prerequisite course material and guide our delivery of new concepts in order to improve learning outcomes. © American Society for Engineering Education, 2010.",,Biomechanics; Biomedical engineering; Biophysics; Engineering education; Knowledge management; Mechanics; Online systems; Students; Tissue engineering; Formative assessment; Homework assignments; Northwestern University; Personal response systems; Science and Technology; Soft tissue mechanics; Sophomore engineering; Vanderbilt University; Teaching,,,,,,,,,,,"Howard, L., Adaptive learning technologies for biomedical education (2003) IEEE Engineering in Medicine and Biology Magazine, 22 (4), pp. 58-65; Linsenmeier, R.A., What makes a biomedical engineer? (2003) IEEE Engineering in Medicine and Biology Magazine, 22 (4), pp. 32-38; Gatchell, D.W., Linsenmeier, R., Harris, T.R., Biomedical engineering key content survey-The 1st step in a delphi study to determine the core undergraduate BME curriculum (2004) Proceedings of the American Society for Engineering Education Annual Conference and Exposition; Gatchell, D.W., Linsenmeier, R., Undergraduate biomedical engineering curricula: Recommendations from academia and industry (2005) Proceedings of the Annual Meeting of the Institute of Biological Engineering; (2000) Whitaker Biomedical Engineering Education Summit Meeting, , http://bmes.seas.wustl.edu/WhitakerArchives/summit/index.html, Accessed on Jan. 10, 2010; Hung, C., Sah, R., Biomechanics curriculum (2005) Whitaker Biomedical Engineering Education Summit Meeting; Pandy, M.G., Petrosine, A.J., Barr, R.E., Tennant, L., Seth, A., Design, implementation, and assessment of an HPL-inspired undergraduate course in biomechanics (2003) Proceedings of the American Society for Engineering Education Annual Conference and Exposition; Roselli, R.J., Brophy, S.P., Movement from a taxonomy-driven strategy of instruction to a challengedriven strategy in teaching introductory biomechanics (2001) Proceedings of the American Society for Engineering Education Annual Conference and Exposition; Roselli, R., Brophy, S., Effectiveness of challenge-based instruction in biomechanics (2006) Journal of Engineering Education, 95, pp. 311-324; Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience, and School, , Washington, D.C.: National Academy Press; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australian Journal of Educational Technology, 23, pp. 187-208; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) Physics Teacher, 39 (1), pp. 8-11; Pazos, P., Linsenmeier, R., Olds, S., Using technology to promote active learning in biomedical engineering (2007) Proceedings of the American Society for Engineering Education Annual Conference and Exposition; Roselli, R.J., Brophy, S.P., Exploring an electronic polling system for the assessment of student progress in two biomedical engineering courses (2002) Proceedings of the American Society for Engineering Education Annual Conference and Exposition; Mazur, E., (1997) Peer Instruction: A User's Manual, , New Jersey: Prentice Hall; Nilson, L.B., (2003) Teaching at Its Best: A Research-based Resource for College Instructors, , Bolton, MA: Anker Publishing Company, Inc; Rezaei, A., Jawaharlal, M., Kim, K., Shih, A., On development of a hybrid vector statics course to reduce failure rate (2007) Proceedings of the American Society of Engineering Education Annual Conference and Exposition; Boulet, J.A.M., Lumsdaine, A., Wasserman, J.F., The transition from textbook problems to realistic problems (2004) Proceedings of the American Society of Engineering Education Annual Conference and Exposition; Narayanan, G.V., Inclusion of hands-on interactive programs for teaching statics (2005) Proceedings of the American Society of Engineering Education Annual Conference and Exposition; Zaman, M., Kukreti, A.R., Computer-based learning modules for rigid body mechanics (2000) Proceedings of the American Society of Engineering Education Annual Conference and Exposition; Cataloglu, E., Open source software in teaching physics: A case study on vector algebra and visual representations (2006) The Turkish Online Journal of Educational Technology, 5 (1), pp. 68-74; Rothney, M.P., Roselli, R.J., Howard, L., Creation of an online vector addition tutorial: Exploring the advantages of providing diagnostic, multilevel feedback in basic skills remediation (2003) Proceedings of the American Society of Engineering Education Annual Conference and Exposition","Koehler, S.; Biomedical Engineering Department, Northwestern UniversityUnited States",,,American Society for Engineering Education,2010 ASEE Annual Conference and Exposition,20 June 2010 through 23 June 2010,"Louisville, KY",81438.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029027750
"Johnson K., Lillis C., Hall T.",56153842000;37088881700;36009917300;,"An evaluation of the effectiveness of, and students attitudes towards, technology enhanced learning (TEL) in a Clinical Skills laboratory environment",2010,"ICSIT 2010 - International Conference on Society and Information Technologies, Proceedings",,,,17,22,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032992245&partnerID=40&md5=6f2de2173d5e83c86fb5ccf966df570f,"Department of Nursing and Midwifery, University of Limerick, Limerick, Ireland; EMRC - Educational Media Research Center, University of Limerick, Limerick, Ireland","Johnson, K., Department of Nursing and Midwifery, University of Limerick, Limerick, Ireland; Lillis, C., Department of Nursing and Midwifery, University of Limerick, Limerick, Ireland; Hall, T., EMRC - Educational Media Research Center, University of Limerick, Limerick, Ireland","The learning of students within the Department of Nursing and Midwifery at the University of Limerick is increasingly supported and mediated by computer based technology. New techniques, such as self-record and review of laboratory practice procedures and ""clicker"" response to quizzes in lectures, facilitate individual student engagement even with large classes. Further support is provided by the use of the Moodle learning management system. This paper illustrates how these techniques are integrated in the Clinical Skills Laboratory class and present the findings of a study aimed to discover how Irish nursing student view these technology supports.",Blended learning; Self-recording; Technology enhanced learning. student views; Video analysis,Education; Nursing; Blended learning; Computer based technologies; Laboratory environment; Laboratory practices; Learning management system; Self-recording; Technology enhanced learning; Video analysis; Students,,,,,,,,,,,"Johnson, K., Irish nursing students perceptions of a technology enhanced blended approach to teaching and learning (2009) In Informing Science and Information Technology Education Joint Conference, , ISI Global: Macon, GA; Corbally, M.A., Considering video production? Lessons learned from the production of a blood pressure measurement video (2005) Nurse Education in Practice, 5 (6), pp. 375-379; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) NURSE EDUCATOR, 32 (3), pp. 113-116; Richardson, K., Trudeau, K.J., A case for problem-based collaborative learning in the nursing classroom (2003) NURSE EDUCATOR, 28 (2), pp. 83-88; Fink, L.D., Creating significant learning experiences: An integrated approach to designing college courses (2005) Journal of Chemical Education, 82 (6), p. 819; Fitch, J., Student feedback in the college classroom: A technology solution (2004) Educational Technology Research and Development, 52 (1), pp. 71-77; Roberts, G., (2005) Technology and Learning Expectations of the Net Generation, pp. 31-37. , D. G. Oblinger and J. L. E. Oblinger, Editors, EDUCAUSE: Boulder, CO; Skiba, D., Barton, A., Adapting your teaching to accommodate the Net Generation of Learners (2006) OJIN: The Online Journal of Issues in Nursing, 11 (2), p. 15; Weimer, M., (2002) Learner Centered Teaching: Five Key Changes to Practice, , San Francisco: Jossey-Bass; Anastasiades, P., Retalis, S., The educational process in the emerging information society: Conditions for the reversal of the linear model of education and the development of an open type hybrid learning environment (2001) In ED-MEDIA 2001, pp. 43-50. , Tampere, Finland; Buzzetto-More, N.A., Sweat-Guy, R., Incorporating the hybrid learning model into minority education at a historically black university (2006) Journal of Information Technology Education, 5, pp. 153-164; Connolly, T., Stansfield, M., (2007) Developing Constructivist Learning Environments to Enhance e-learning, pp. 19-38. , Santa Rosa: CA, in Principles of effective online teaching N. A. Buzetto-More, Editor, Informing Science Press.: Santa Rosa, CA; DeVillers, R., The six C's framework for e-learning (2007) Advanced Principles of Effective e-learning, , N. A. Buzetto-More, Editor, Informing Science Press.: Santa Rosa: CA; Koohang, A., Harmon, K., Open source: A metaphor for e-learning (2005) Informing Science Journal, 8, pp. 76-86; Lewis, B., Learning management systems comparison (2005) In Informing Science and IT Education Joint Conference, , Flagstaff, Arizona; Howe, N., Strauss, W., (2000) Millennials Rising: The Next Great Generation, , ed. V. Books, New York: Vintage Books; Johnson, D., McLeod, S., Get answers: Using student response systems to see students' thinking (2005) Learning and Leading with Technology, 32 (4), pp. 18-23; Ribbens, E., Why i like personal response systems (2007) Journal of College Science Teaching, 37 (2), pp. 60-62; Trotter, A., Technology turns test-prep into clicking experience (2005) Education Week, 24 (36), pp. 8-9; Barell, J., (2003) Developing More Curious Minds, p. 244. , Association for Supervision & Curriculum Development; Lowery, R., Clickers in the classroom: A comparison of interactive student-response keypad systems (2006) In the National Technology and Social Science Conference, , Las Vegas, NV",,Tremante A.Callaos N.Baralt J.Lesso W.Welsch F.,,"International Institute of Informatics and Systemics, IIIS","International Conference on Society and Information Technologies, ICSIT 2010",6 April 2010 through 9 April 2010,,131063.0,,9781934272909,,,English,"ICSIT - Int. Conf. Soc. Inf. Technol., Proc.",Conference Paper,Final,,Scopus,2-s2.0-85032992245
"Krause S., Kelly J., Baker D., Tasooji A.",7102583958;34872384100;7404140464;6506196610;,"An Atomic bonding module for materials engineering that elicits and addresses misconceptions with ""Concept-in-Context"" multimodal activities, worksheets, problems, and assessments",2010,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,21.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029101812&partnerID=40&md5=867ac834c9c3890995d44a8cea076644,"School of Materials, Arizona State University, United States; Department of Curriculum and Instruction, Arizona State University, United States","Krause, S., School of Materials, Arizona State University, United States; Kelly, J., School of Materials, Arizona State University, United States; Baker, D., Department of Curriculum and Instruction, Arizona State University, United States; Tasooji, A., School of Materials, Arizona State University, United States","For an introductory materials course, we address the research question, ""How can misconceptions about atomic bonding in engineering materials be most effectively identified and addressed in order to develop engineering students' ability of understand and apply structure-property relationships of atomic bonding to real-world engineering materials?"" Misconceptions on atomic bonding have been well studied for science classes with a focus on materials in the natural world, which usually have ionic and/or covalent bonding. However, the goal of introductory engineering materials classes is to understand structure, processing, properties and performance relationships of materials used in the engineering design of components, devices, and systems. As such, exposure to important engineering materials in earlier science classes, such as metals and polymers, may have been limited. Thus, at the beginning of a materials course, it is important to determine students' prior knowledge and misconceptions on bondingconcepts. To do so, a multimodal assessment was created to guide development of an atomic bonding module for the materials course. The pre-and-post module assessment elicited written and sketched descriptions about different bonding types, as well as the bonding types specifically found in metals, ceramics, and polymers. These assessments guided development of ""Concept-in- Context"" classroom clicker questions, concept eliciting activities, daily end-of-class student reflections, and concept-based homework assignments. It was found from earlier Materials Concept Inventory (MCI) pre-and-post course data, that there was limited understanding and little conceptual change for questions on metallic and van der Waals bonding. To address and repair students' faulty mental models on bonding, an atomic bonding module was created using coordinated concept-in-context multiple representations of content and activities. These included Concept-in-Context: 1) interactive, concept-based, mini-lecture power points that linked bonding concepts visually to context applications and related equations and graphs; 2) clicker questions for rapid feedback to students and instructor; 3) 2-D concept-sketching and 3-D concept modeling hands-on activities; 4) team-discussion, sort-and-match worksheets linking real-world items to bonding and properties and processing; 5) visual glossaries to foster spatial-visual conceptual definition and understanding; 5) open-ended, end-of-class reflection questions that queried student on their most interesting, muddiest, and takeaway points; and 6) homework with equation problems, graphing problems, sort-and-match worksheets and concept questions. Multiple assessments showed significant gains in conceptual knowledge and support of student learning. Details of results, analysis, conclusions and implications are presented and discussed in the full paper. © American Society for Engineering Education, 2010.",,Atoms; Curricula; Education; Engineering education; Polymers; Students; Teaching; Three dimensional computer graphics; Van der Waals forces; Conceptual knowledge; Engineering materials; Hands-on activities; Homework assignments; Materials concept inventory; Materials engineering; Multiple representation; Structure property relationships; Bonding,,,,,,,,,,,"Robinson, W.R., An alternative framework for chemical bonding (1998) Journal of Chemical Education, 75 (9), pp. 1074-1075; Ünal, S., Çalik, M., Ayas, A., Coll, R.K., A review of chemical bonding studies: Needs, aims, methods of exploring student' conceptions, general knowledge claims and students' alternative conceptions (2006) Research in Science & Technological Education, 24 (2), pp. 141-172; Howard, R.W., Concepts and schemata: An introduction (1987) Learning Theories: An Educational Perspective, pp. 196-197. , Philadelphia: Taylor and Francis, In Schunk, D.H., Columbus, OH: Pearson; Driver, R., Asoko, H., Leach, J., Mortimer, E., Scott, P., Constructing scientific knowledge in the classroom (1994) Educational Researcher, 23 (7), pp. 5-12; Sandoval, J., Teaching in the subject matter areas: Science (1995) Annual Review of Psychology, 46, pp. 355-374; Peterson, R.F., Treagust, D.F., Garnett, P.J., Development and application of a diagnostic instrument to evaluate grade 11 and 12 students' concepts of covalent bonding and structure following a course of instruction (1989) Journal of Research in Science Teaching, 26, pp. 301-314; Peterson, R.F., Treagust, D.F., Grade-12 students' misconceptions of covalent bonding (1989) Journal of Chemical Education, 66, pp. 459-460; Barker, V., (1995) A Longitudinal Study of 16-18 Year Olds' Understanding of Basic Chemical Ideas, , unpublished Ph.D. thesis, Department of Educational Studies, University of York; Birk, J.P., Kurtz, M.J., Effects of experience on retention and elimination of misconceptions about molecular structure and bonding (1999) Journal of Chemical Education, 76 (1), pp. 124-128; Boo, H.K., Students' understandings of chemical bonds and the energetics of chemical reactions (1998) Journal of Research in Science Teaching, 35 (5), pp. 569-581; Coll, R.K., Treagust, D.F., Learners' mental models of metallic bonding: A cross-age study (2003) Science Education, 87 (5), pp. 685-707; Jordan, W., Cardenas, H., O'Neal, C.B., Using a materials concept inventory to assess an introductory materials class: Potential and problems (2005) 2005 ASEE Annual Conference and Exposition Proceedings, , Portland, OR; Krause, S., Decker, J., Niska, J., Alford, T., Griffin, R., Identifying student misconceptions in introductory materials engineering courses (2003) 2003 ASEE Annual Conference Proceedings, pp. 732-740; Kelly, J., (2009) Using Frequent Multimodal Expressions of Student Mental Models of Atomic Bonding to Promote Conceptual Change in Materials Science, , unpublished M.S. thesis, Ira A. Fulton College of Engineering, Arizona State University","Krause, S.; School of Materials, Arizona State UniversityUnited States",,,American Society for Engineering Education,2010 ASEE Annual Conference and Exposition,20 June 2010 through 23 June 2010,"Louisville, KY",81438.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029101812
"Kelliher A., Birchfield D., Campana E., Hatton S., Johnson-Glenberg M., Martinez C., Olson L., Savvides P., Tolentino L., Phillips K., Uysal S.",23397254400;8254567900;23134579400;23466816600;6507238066;57199408292;7402713758;35209145500;25723845700;35230986600;16044123700;,SMALLab: A mixed-reality environment for embodied and mediated learning,2009,"MM'09 - Proceedings of the 2009 ACM Multimedia Conference, with Co-located Workshops and Symposiums",,,,1029,1031,,5.0,10.1145/1631272.1631504,https://www.scopus.com/inward/record.uri?eid=2-s2.0-72449208020&doi=10.1145%2f1631272.1631504&partnerID=40&md5=23d8d3606b642bb11af463cf8a02e036,"Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States","Kelliher, A., Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States; Birchfield, D., Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States; Campana, E., Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States; Hatton, S., Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States; Johnson-Glenberg, M., Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States; Martinez, C., Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States; Olson, L., Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States; Savvides, P., Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States; Tolentino, L., Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States; Phillips, K., Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States; Uysal, S., Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States","In this video presentation, we introduce the Situated Multimedia Arts Learning Lab [SMALLab], a mixed-reality learning environment that supports interactive engagement through full body 3D movements and gestures within a collaborative, computationally mediated space. The video begins by describing the holistic approach to embodied and mediated learning developed by our transdisciplinary research team, grounded in understandings derived from research in the learning sciences, digital media and human computer interaction. We then outline the three core tenets of effective learning exemplified by our research - embodiment, multimodality and collaboration. The video next demonstrates the design and functionality of the physical and digital components of SMALLab. We conclude by illustrating our partner collaborations with K12 teachers and students with four scenarios depicting Geography, Physics, Language Arts and Chemistry learning modules.",Experiential media; Interactivity; K-12 education; Learning; Situated multimedia; Student centered learning environments,Digital components; Digital media; Effective learning; Full body; Holistic approach; Interactive engagements; Interactivity; K-12 education; K-12 teachers; Learning modules; Learning science; Mixed reality; Mixed-reality environment; Multi-modality; Multimedia arts; Research teams; Student-centered learning; Video presentations; Computer graphics; Digital storage; Human computer interaction; Method of moments; Multimedia systems; Research; Teaching; Technical presentations; Students,,,,,,,,,,,"Birchfield, D., Mechtley, B., Hatton, S., Thornburg, H., Mixed-reality learning in the art museum context (2008) Proceeding of the 16th ACM international Conference on Multimedia (Vancouver, British Columbia, Canada, October 26-31, 2008). MM '08, pp. 965-968. , ACM, New York, NY; Birchfield, D., Megowan-Romanowicz, J.-G.M., Next Gen Interfaces: Embodied Learning Using Motion, Sound, and Visuals - SMALLab (2009) Proceedings of the American Educational Research Association Annual Conference; SIG Applied Research in Virtual Environments for Learning [ARVEL], , San Diego, CA, April; Dourish, P., (2001) Where the action is: The foundations of embodied interaction, , Cambridge, Mass, London, MIT Press; Gardner, H., (1983) Frames of Mind: The Theory of Multiple Intelligences, , New York: Basic Books; Halloun, I.A., Hestenes, D., Common Sense Concepts About Motion (1985) American Journal of Physics, 53 (11), pp. 1056-1065; Hatton, S., Birchfield, D., Megowan-Romanowicz, M.C., Learning metaphor through mixed-reality game design and game play (2008) Proceedings of the 2008 ACM SIGGRAPH Symposium on Video Games (Los Angeles, California, August 09-10, 2008). Sandbox '08, pp. 67-74. , ACM, New York, NY; Hollan, J., Hutchins, E., Distributed Cognition: Toward a New Foundation for Human-Computer Interaction Research (2000) ACM Transactions on Human Computer Interactions, 7 (2), pp. 174-196; Megowan-Romanowicz, M., Uysal, S., Birchfield, D., Growth in Teacher Self-Efficacy Through Participation in a High-Tech Instructional Design Community (2009) Proceedings of the National Association for Research in Science Teaching Annual Conference, , Garden Grove, CA, April","Kelliher, A.; Arts Media and Engineering, Arizona State University, Tempe, AZ 85281, United States; email: Aisling.Kelliher@asu.edu",,ACM SIGMM,,"17th ACM International Conference on Multimedia, MM'09, with Co-located Workshops and Symposiums",19 October 2009 through 24 October 2009,Beijing,78667.0,,9781605586083,,,English,"MM - Proc. ACM Multimedia Conf., Co-located Workshops Symp.",Conference Paper,Final,,Scopus,2-s2.0-72449208020
"Wang C.-Y., Chen G.-D., Liu C.-C., Liu B.-J.",7501647023;7406542676;35253872600;7408692297;,Design an empathic virtual human to encourage and persuade learners in e-learning systems,2009,"1st ACM International Workshop on Multimedia Technologies for Distance Learning, MTDL 2009, Co-located with the 2009 ACM International Conference on Multimedia, MM'09",,,,27,32,,19.0,10.1145/1631111.1631117,https://www.scopus.com/inward/record.uri?eid=2-s2.0-72049089094&doi=10.1145%2f1631111.1631117&partnerID=40&md5=6cf06d38d2aef4a7a573a49d103ac260,"Taiwan e-Learning and Digital Archives Program Office, National Central University, Taiwan; Department of Computer Science and Information Engineering, National Central University, Taiwan; Graduate Institute of Network Learning Technology, National Central University, Taiwan; Department of Computer Science and Engineering, Yuan-Ze University, Taiwan","Wang, C.-Y., Taiwan e-Learning and Digital Archives Program Office, National Central University, Taiwan; Chen, G.-D., Department of Computer Science and Information Engineering, National Central University, Taiwan; Liu, C.-C., Graduate Institute of Network Learning Technology, National Central University, Taiwan; Liu, B.-J., Department of Computer Science and Engineering, Yuan-Ze University, Taiwan","Studies indicate that making learners feel good is important only minor to clear knowledge transformation. Many studies have tried to use virtual humans as a part of interface in learning systems to increase the effect of instructions. Based on social interaction and pedagogical theories, many e-learning systems use animated films or virtual reality to boost human-computer engagement and ease their negative emotions. However, affective learning systems still need much research to improve their functionalities and usability. This study proposed a convenient approach to develop an emotionally interactive learning system; learners can express their emotions by mouse-clicking while learning. A virtual human was created to empathically react to learners in proactive and reactive ways to encourage and persuade them into persistent learning and help achieve their goals. Experimental results show that, averagely, subjects can tell virtual human's emotions and agree to its empathic reactions. Persuasion conducted by virtual human could not increase subjects' learning time, but could significantly increase their completion rate of exercises. Copyright 2009 ACM.",Animated tutor; e-Learning system; Empathic care; Human-computer interaction; Virtual human,Affective learning; Empathic care; Human-computer; Interactive learning systems; Knowledge transformation; Learning time; Social interactions; Virtual humans; Animation; E-learning; Education; Human computer interaction; Knowledge management; Method of moments; Motion pictures; Multimedia systems; Virtual reality,,,,,,,,,,,"ATKINSON, R.K., Optimizing learning from examples using animated pedagogical agents (2002) Journal of Educational Psychology, 94, pp. 416-427; ATKINSON, R.K., MAYER, R.E., MERRILL, M.M., Fostering social agency in multimedia learning: Examining the impact of an animated agent's voice (2005) Contemporary Educational Psychology, 30, pp. 117-139; BAYLOR, A.L., KIM, S., Designing nonverbal communication for pedagogical agents: When less is more (2009) Computers in Human Behavior, 25, pp. 450-457; DAVID, Givens, B., (2002) The nonverbal dictionary of gestures, signs & body language cues, , Center for Nonverbal Studies Press, Spokane, Washington; DAVIS, M.H., (1994) Empathy: A social psychological approach, , Madison, WI: Brown & Benchmark; D'MELLO, S., JACKSON, T., CRAIG, S., MORGAN, B., CHIPMAN, P., WHITE, H., PERSON, N., GRAESSER, A., AutoTutor detects and responds to learners affective and cognitive states (2008) Workshop on Emotional and Cognitive Issues at the International Conference of Intelligent Tutoring Systems; EKMAN, P., FRIESEN, W.V., (1978) The facial action coding system: A technique for the measurement of facial movement, , Palo Alto: Consulting Psychologists Press; FOGG, B.J., (2003) Persuasive technology: Using computers to change what we think and do, , San Francisco, CA: Morgan Kaufmann Publishers; JOHNSON, W.L., RICKEL, J.W., LESTER, J.C., Animated pedagogical agents: Face-to-face interaction in interactive learning environments (2000) International Journal of Artificial Intelligence in Education, 11, pp. 47-78; KIM, Y., BAYLOR, A.L., SHEN, E., Pedagogical agents as learning companions: The impact of agent emotion and gender (2007) Journal of Computer Assisted Learning, 23, pp. 220-234; KLEIN, J., MOON, Y., PICARD, R.W., This computer responds to user frustration: Theory, design, and results (2002) Interacting with Computers, 14, pp. 119-140; LEE, T.Y., CHANG, C.W., CHEN, G.D., Building an Interactive Caring Agent for Students in Computer-based Learning Environments (2007) Advanced Learning Technologies, 2007. ICALT 2007. Seventh IEEE International Conference on, pp. 300-304; LESTER, J.C., CONVERSE, S.A., KAHLER, S.E., BARLOW, S.T., STONE, B.A., BHOGAL, R.S., The persona effect: Affective impact of animated pedagogical agents (1997) Proceedings of CHI, pp. 359-366; LESTER, J.C., CONVERSE, S.A., STONE, B.A., KAHLER, S.E., BARLOW, S.T., Animated pedagogical agents and problem-solving effectiveness: A large-scale empirical evaluation (1997) Proceedings of the Eighth World Conference on Artificial Intelligence in Education, pp. 23-30. , IOS Press; MAYER, R.E., SOBKO, K., MAUTONE, P.D., Social cues in multimedia learning: Role of speaker's voice (2003) Journal of Educational Psychology, 95, pp. 419-425; MCQUIGGAN, S.W., LESTER, J.C., (2007) Modeling and evaluating empathy in embodied companion agents, pp. 348-360; MORENO, R., MAYER, R.E., SPIRES, H.A., LESTER, J.C., The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? (2001) Cognition and Instruction, 19, pp. 177-213; NGUYEN, D.T., CANNY, J., More than face-to-face: Empathy effects of video framing (2009) Proceedings of CHI, pp. 423-432; OKONKWO, C., VASSILEVA, J., Affective pedagogical agents and user persuasion (2001) Proceedings of Universal Access in Human-Computer Interaction, , New Orleans, USA; TZVETANOVA, S., TANG, M., Affect assessment in educational system using outsite factors (2005) Workshop on Motivation and Affect in Educational Software at the Twelfth International Conference on Artificial Intelligence in Education, pp. 32-38; WANG, N., JOHNSON, W.L., MAYER, R.E., RIZZO, P., SHAW, E., COLLINS, H., The politeness effect: Pedagogical agents and learning outcomes (2008) International Journal of Human-Computer Studies, 66, pp. 98-112","Wang, C.-Y.; Taiwan e-Learning and Digital Archives Program Office, National Central UniversityTaiwan; email: chinyea@teldap.ncu.edu.tw",,ACM SIGMM,,"1st ACM International Workshop on Multimedia Technologies for Distance Learning, MTDL 2009, Co-located with the 2009 ACM International Conference on Multimedia, MM'09",19 October 2009 through 24 October 2009,Beijing,78687.0,,9781605587578,,,English,"ACM Int. Workshop Multimedia Technol. Distance Learn., MTDL, Co-located ACM Int. Conf. Multimedia, MM",Conference Paper,Final,,Scopus,2-s2.0-72049089094
"Ayu M.A., Taylor K., Mantoro T.",35589381300;35192197000;22735122000;,Active learning: Engaging students in the classroom using mobile phones,2009,"2009 IEEE Symposium on Industrial Electronics and Applications, ISIEA 2009 - Proceedings",2,, 5356379,711,715,,12.0,10.1109/ISIEA.2009.5356379,https://www.scopus.com/inward/record.uri?eid=2-s2.0-76249096467&doi=10.1109%2fISIEA.2009.5356379&partnerID=40&md5=9c583b9a8055e368f3ccd68427723b04,"Department of Information Systems, Kulliyyah of Information and Communication Technology (KICT), International Islamic University Malaysia (IIUM), Kuala Lumpur, Malaysia; Commonwealth Scientific and Industrial Research Organisation (CSIRO), Information and Communication Technology (ICT) Centre, Canberra, Australia; Department of Computer Science, Kulliyyah of Information and Communication Technology (KICT), International Islamic University Malaysia (IIUM), Kuala Lumpur, Malaysia","Ayu, M.A., Department of Information Systems, Kulliyyah of Information and Communication Technology (KICT), International Islamic University Malaysia (IIUM), Kuala Lumpur, Malaysia; Taylor, K., Commonwealth Scientific and Industrial Research Organisation (CSIRO), Information and Communication Technology (ICT) Centre, Canberra, Australia; Mantoro, T., Department of Computer Science, Kulliyyah of Information and Communication Technology (KICT), International Islamic University Malaysia (IIUM), Kuala Lumpur, Malaysia","Audience Response Systems (ARS) are used to achieve active learning in lectures and large group environments by facilitating interaction between the presenter and the audience. However, their use is discouraged by the requirement for specialist infrastructure in the lecture theatre and management of the expensive clickers they use. We improve the ARS by removing the need for specialist infrastructure, by using mobile phones instead of clickers, and by providing a web based interface in the familiar Wikipedia style. Responders usually vote by dialing and this has been configured to be cost free in most cases. The desirability of this approach is shown by the use the demonstration system has had with 21, 000 voters voting 92, 000 times in 14, 000 surveys to date. © 2009 IEEE.",Active learning; Audience response system; Technology in education; Votapedia,Active Learning; Audience response system; Engaging students; Large groups; Response systems; Web-based interface; Wikipedia; Mobile devices; Mobile phones; Telephone; Telephone sets; Industrial electronics,,,,,,,,,,,"Bonwell, C., Eison, J., Active learning: Creating excitement in the classroom (1991) ASHE ERIC Higher Education Report No.1, , Washington DC: The George Washington University, School of Education & Human Development; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education -Washington, 93 (3), pp. 223-232. , American Society For Engineering Education; Meyers, C., Jones, T.B., (1993) Promoting Active Learning Strategies for the College Classroom, (PART 1). , Jossey-Bass Inc; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102; Silliman, S.E., McWilliams, L., Observations on benefits/limitations of an audience response system (2004) Proceeding of the 2004 American Society for Engineering Education Annual Conference & Exposition; Guthrie, R.W., Carlin, A., Waking the dead: Using interactive technology to engage passive listeners in the classroom (2004) Proceedings of the Tenth Americas Conference on Information Systems; Wit, E., Who wants to be the use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 14-20; Cutts, Q.I., Kennedy, G.E., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Eggert, C.H., West, C.P., Thomas, K.G., Impact of an audience response system (2004) Medical Education, 38; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Education Technology, 18 (1), pp. 13-23; Menon, A.S., Moffet, S., Enriques, M., Martinez, M., Grappone, T., Dev, P., Audience response made easy: Using personal digital assistants as a classroom polling tool (2004) Journal of the American Medical Informatics Association, 11 (3); Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine Journal, 36 (7); Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Elliot, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1; Pickford, R., Clothier, H., Ask the audience: A simple teaching method to improve the learning experience in large lectures (2003) Teaching, Learning and Assessment in Databases, pp. 80-83. , Coventry 2003, LTSN Centre for Information and Computer Sciences; Cue, N., A universal learning tool for classrooms? (1998) Proceedings of the First Quality in Teaching and Learning Conference, , Hongkong, December; Boyle, J., Nicol, D., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal (ALT-J), 11 (3), pp. 43-57; Lopez-Herrejon, R.E., Schulman, M., Using interactive technology in a short java course: An experience report (2004) ACM SIGCSE Bulletin, 36 (3), pp. 203-207. , ACM Press New York; Kaleta, R., Joosten, T., Clickers in the classroom: Analyses from the University of Wisconsin system project (2006) EDUCAUSE 2006, , October, Dallas, Texas; Taylor, K., Ayu, M., Ma, J., Bai, Q., VotApedia: An audience response service using mobile phones (2006) Proceeding of the 3rd Annual CSIRO ICT Centre Science and Engineering Conference, , November, Sydney, Australia","Ayu, M. A.; Department of Information Systems, Kulliyyah of Information and Communication Technology (KICT), International Islamic University Malaysia (IIUM), Kuala Lumpur, Malaysia; email: media@ieee.org",,IEEE Malaysia Section;IEEE Malaysia PEL/IE/IA Joint Chapter;IEEE Malaysia Engineering in Medicine and Biology Chapter;IEEE Malaysia Instrumentation and Measurement Chapter,,"2009 IEEE Symposium on Industrial Electronics and Applications, ISIEA 2009",4 October 2009 through 6 October 2009,Kuala Lumpur,79286.0,,9781424446827,,,English,"IEEE Symp. Ind. Electron. Appl., ISIEA - Proc.",Conference Paper,Final,,Scopus,2-s2.0-76249096467
Meltzer D.E.,7004705182;,Observations of general learning patterns in an upper-level thermal physics course,2009,AIP Conference Proceedings,1179,,,31,34,,7.0,10.1063/1.3266745,https://www.scopus.com/inward/record.uri?eid=2-s2.0-71749114649&doi=10.1063%2f1.3266745&partnerID=40&md5=1b60709839637193725061af25a7946e,"College of Teacher Education and Leadership, Arizona State University, Polytechnic Campus, Mesa, AZ 85212, United States","Meltzer, D.E., College of Teacher Education and Leadership, Arizona State University, Polytechnic Campus, Mesa, AZ 85212, United States","I discuss some observations from using interactive-engagement instructional methods in an upper-level thermal physics course over a two-year period. From the standpoint of the subject matter knowledge of the upper-level students, there was a striking persistence of common learning difficulties previously observed in students enrolled in the introductory course, accompanied, however, by some notable contrasts between the groups. More broadly, I comment on comparisons and contrasts regarding general pedagogical issues among different student sub-populations, for example: differences in the receptivity of lower- and upper-level students to diagrammatic representations; varying receptivity to tutorial-style instructional approach within the upper-level population; and contrasting approaches to learning among physics and engineering sub-populations in the upper-level course with regard to use of symbolic notation, mathematical equations, and readiness to employ verbal explanations. © American Institute of Physics.",Physics education; Thermodynamics,,,,,,,,,,,,"Meltzer, D.E., (2004) Am. J. Phys, 72, pp. 1432-1446; D. E. Meltzer, Student Learning in Upper-Level Thermal Physics: Comparisons and Contrasts with Students in Introductory Courses in 2004 Physics Education Research Conference [Sacramento, California, 4-5 August 2004], edited by J. Marx, P. R. L. Heron, and S. Franklin, AIP Conference Proceedings 790, American Institute of Physics, Melville, NY, 2004, pp. 31-34;; E. Meltzer, Investigation of student learning in thermodynamics and implications for instruction in chemistry and engineering, in 2006 Physics Education Research Conference [Syracuse, New York, 26-27 July 2006], edited by Laura McCullough, Leon Hsu, and Paula Heron, AIP Conference Proceedings 883, American Institute of Physics, Melville, NY, 2007, pp. 38-41; Loverude, M.E., Kautz, C.H., Heron, P.R.L., (2002) Am. J. Phys, 70, pp. 137-148; Cochran, I., Heron, P.R.L., (2006) Am. J. Phys, 74, pp. 734-741; Christensen, W., Meltzer, D.E., Ogilvie, C.A., Am. J. Phys, , in press","Meltzer, D. E.; College of Teacher Education and Leadership, Arizona State University, Polytechnic Campus, Mesa, AZ 85212, United States",,American Association of Physics Teachers (AAPT),,"2009 Physics Education Research Conference, PER: Physics Education Research across Paradigms",29 July 2009 through 30 July 2009,"Ann Arbor, MI",,0094243X,9780735407206,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-71749114649
Kay R.,56032971700;,A formative analysis of interactive classroom communication systems used in secondary school classrooms,2009,Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges,2,,,720,742,,2.0,10.4018/978-1-60566-120-9.ch045,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84860269343&doi=10.4018%2f978-1-60566-120-9.ch045&partnerID=40&md5=4d2e03b1b2100aa8130f80ce68e57df3,"University of Ontario Institute of Technology, Oshawa, Canada","Kay, R., University of Ontario Institute of Technology, Oshawa, Canada","Extensive research has been done on the use of Interactive Classroom Communication Systems (ICCS) in higher education, but not in secondary schools. This chapter provides a detailed overview of the benefits, challenges, and strategies observed when using ICCS in higher education. This overview is then used to analyze and interpret quantitative and qualitative data collected from 659 secondary school students. The main benefits that students identified for using ICCS were increased use of formative assessment, higher engagement and motivation, enhanced participation, and improved focus during class. Students were relatively neutral, though, with respect to whether ICCS improved class discussion or learning. The main challenges that students reported were increased stress and uncertainty of answers when ICCS were used in a formal test situation. Males were significantly more positive toward ICCS, as were students who had higher comfort levels with technology. When ICCS were used for formative assessment as opposed to formal tests, students were significantly more accepting. The chapter concludes with suggestions for educators and future research. © 2009, IGI Global.",,,,,,,,,,,,,"Allen, D., Tannner, K., Infusing active learning into the large-enrolment biology class: Seven strategies, from the simple to complex (2005) Cell Biology Education, 4, pp. 262-268; (2000) Tech-Savvy: Educating Girls in the New Computer Age, , http://www.aauw.org/member_center/publications/TechSavvy/TechSavvy.pdf, American Association of University Women, Washington, DC: American Association of University Women Foundation. Retrieved Dec 1, 2006 from; Barker, L.J., Aspray, W., The state of research on girls and it (2006) Women and Information Technology, pp. 3-54. , In J. M. Cohoon & W. Aspray (Eds.), Cambridge, MA: The MIT Press; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Research Bulletin, 3, pp. 1-13. , http://www.educause.edu/ir/library/pdf/ERB0403.pdf, Retrieved Nov 3, 2007 from; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Bergtrom, G., Clicker sets as learning objects (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2, , http://ijklo.org/Volume2/v2p105-110Bergtrom.pdf, Retrieved Nov 3, 2007 from; Brewer, C.A., Near real-time assessment of student learning and understanding in biology courses (2004) BioScience, 54 (11), pp. 1034-1039; Bullock, D.W., Labella, V.P., Clinghan, T., Ding, Z., Stewart, G., Thibado, P.M., Enhancing the student-instructor interaction frequency (2002) The Physics Teacher, 40, pp. 30-36; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39 (1), pp. 8-11; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Carnaghan, C., Webb, A., Investigating the effects of group response systems on student satisfaction, learning, and engagement in accounting education (2007) Issues in Accounting Education, 22 (3), pp. 391-409; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and its Applications, 22 (4), pp. 163-169; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Dufresne, R.J., Gerace, W.J., Assessingto-learn: Formative assessment in physics instruction (2004) The Physics Teacher, 42, pp. 428-433; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1 (1). , http://www.economicsnetwork.ac.uk/iree/i1/elliott.htm, Retrieved Nov 3, 2007 from; El-Rady, J., To click or not to click: That's the question (2006) Innovate Journal of Online Education, 2 (4). , http://www.innovateonline.info/index.php?view=article&id=171, Retrieved Nov 3, 2007 from; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Freeman, M., Bell, A., Comerton-Forder, C., Pickering, J., Blayney, P., Factors affecting educational innovation with in class electronic response systems (2007) Australasian Journal of Educational Technology, 23 (2), pp. 149-170; Greer, L., Heaney, P.J., Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course (2004) Journal of Geoscience Education, 52 (4), pp. 345-351; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics text data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Hatch, J., Jensen, M., Moore, R., Manna from heaven or clickers from hell (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Jackson, M., Ganger, A.C., Bridge, P.D., Ginsburg, K., Wireless handheld computers in the undergraduate medical curriculum (2005) Medical Education Online, 10 (5). , http://www.med-ed-online.org/pdf/t0000062.pdf, Retrieved Nov 3, 2007 from; Jones, C., Connolly, M., Gear, A., Read, M., Group integrative learning with group process support technology (2001) British Journal of Educational Technology, 32 (5), pp. 571-581; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Kaleta, R., Joosten, T., Student response systems: A university of Wisconsin system study of clickers (2007) EDUCAUSE Research Bulletin, (10), pp. 1-12; Kay, R.H., An analysis of methods used to examine gender differences in computer-related behaviour (1992) Journal of Educational Computing Research, 8 (3), pp. 323-336; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting systems and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268; Latessa, R., Mouw, D., Use of audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14. , http://www.stfm.org/fmhub/fm2005/January/Robyn12.pdf, Retrieved Nov 3, 2007 from; Miller, R.L., Santana-Vega, E., Terrell, M.S., Can good questions and peer discussion improve calculus instruction? (2006) PRIMUS, 16 (3), pp. 1-9; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Advances in Physiology Education, 26 (4), pp. 299-308; Penuel, W.R., Boscardin, C.K., Masyn, K., Crawford, V.M., Teaching with student response systems in elementary and secondary education settings: A survey study. Educational technology (2007) Research and Development, 55 (4), pp. 315-346; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) CBE-Life Sciences Education, 6 (1), pp. 29-41; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., Toward the effective use of voting machines in physics lectures (2005) American Journal of Physics, 73 (6), pp. 554-558; Sanders, J., Gender and technology: A research review (2006) Handbook of Gender and Education, , In C Skelton, B. Francis, and L. Smulyan (Eds.), London: Sage; Schackow, T.E., Milton, C., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36, pp. 496-504; Sharma, M.D., Khachan, J., Chan, B., O'Byrne, J., An investigation of the effectiveness of electronic classroom communication systems in large lectures (2005) Australasian Journal of Educational Technology, 21 (2), pp. 137-154; Siau, K., Sheng, H., Nah, F., Use of classroom response system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49 (3), pp. 398-403; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Slain, D., Abate, M., Hidges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) American Journal of Pharmaceutical Education, 68 (5), pp. 1-9; Steinhert, Y., Snell, L.S., Interactive lecturing: Strategies for increasing participation in large group presentations (1999) Medical Teacher, 21 (1), pp. 37-42; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university course using student response systems (2007) Learning, Media, and Technology, 32 (1), pp. 21-40; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3 (12), pp. 1-6; van Dijk, L.A., Van Den Berg, G.C., van Keulen, H., (2001) European Journal of Engineering Education, 26 (1), pp. 15-28; Whitley Jr., B.E., Gender differences in computer-related attitudes and behaviors: A meta-analysis (1997) Computers in Human Behavior, 13, pp. 1-22","Kay, R.; University of Ontario Institute of Technology, Oshawa, Canada",,,IGI Global,,,,,,9781605661209,,,English,Handbook of Res. on New Media Literacy at the K-12 Level: Issues and Challenges,Book Chapter,Final,,Scopus,2-s2.0-84860269343
Hauswirth M.,6701681841;,Informa: An extensible framework for group response systems,2009,"Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering",10 LNICST,,,271,286,,,10.1007/978-3-642-03354-4_21,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84885892220&doi=10.1007%2f978-3-642-03354-4_21&partnerID=40&md5=d3b842ce254d6e5d5e4f1e9ae76b799e,"University of Lugano, 6904 Lugano, Switzerland","Hauswirth, M., University of Lugano, 6904 Lugano, Switzerland","Classroom clickers, also called group response systems, represent a form of technology-enhanced learning. An instructor can pose a question to the class during a lecture, and students can use their clicker devices to submit their answers. The system immediately aggregates the submissions and presents feedback to the instructor (and possibly the class). This paper describes Informa, an extensible framework for building software-based group response systems. Informa is implemented as a distributed Java RMI application and distinguishes itself from traditional clickers in two key aspects: First, it allows for plug-ins to define the kinds of problems that can be posted (beyond the common multiple-choice). Second, it provides several levels of session anonymity, from completely anonymous sessions where the teacher does not know which student submitted which answer, all the way to authenticated sessions where students need to login when they join. We have evaluated Informa in a pilot study during an undergraduate programming course, and we have found it to greatly enhance our insight into the students' understanding of the material.. © 2009 ICST Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering.",Classroom response systems; Technology-enhanced learning,Extensible framework; Group response systems; Java RMI; Pilot studies; Plug-ins; Programming course; Response systems; Software-based; Technology enhanced learning; Engineering education; Java programming language; School buildings; Teaching; Students,,,,,,,,,,,"Bligh, D.A., (2000) What's the Use of Lectures, , Jossey-Bass; Penner, J.G., (1984) Why Many College Teachers Cannot Lecture: How to Avoid Communication Breakdown in the Classroom, , C.C. Thomas; Abrahamson, A.L., An overview of teaching and learning research with classroom communication systems (CCSs) (1998) Proceedings of the International Conference of the Teaching of Mathematics, , June; Duncan, D., (2005) Clickers in the classroom, , Pearson Education, London; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Roschelle, J., Vahey, P., Tatar, D., Kaput, J., Hegedus, S., Five key considerations for networking in a handheld-based mathematics classroom (2003) Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education, , July; Dillenbourg, P., (2002) Over-scripting CSCL: The Risks of Blending Collaborative Learning with Instructional Design, pp. 61-91. , Open Universiteit Nederland, Heerlen; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) Annual Meeting of the American Educational Research Association, , April; Fies, C., Marshall, J., (2006) Classroom Response Systems: A Review of the Literature, 15 (1), pp. 101-109; Koile, K., Singer, D., Development of a tablet-pc-based system to increase instructor-student classroom interactions and student learning (2006) Workshop on the Impact of Pen-based Technology on Education, , April; Koile, K., Singer, D., Improving learning in cs1 with tablet-pc-based in-class assessment Second International Computing Education ResearchWorkshop, , submitted","Hauswirth, M.; University of Lugano, 6904 Lugano, Switzerland; email: Matthias.Hauswirth@unisi.ch",,Create-Net;ACM SIGCHI;Int. Commun. Sci. Technol. Assoc. (ICST),,"4th International Conference on Collaborative Computing: Networking, Applications and Worksharing, CollaborateCom 2008",13 November 2008 through 16 November 2008,"Orlando, FL",86036.0,18678211,3642033539; 9783642033537,,,English,Lect. Notes Inst. Comput. Sci. Soc. Informatics Telecommun. Eng.,Conference Paper,Final,,Scopus,2-s2.0-84885892220
"Thomas J.D.E., Morin D., Cassidy R.",55493197400;36171675000;7006128189;,Clickers and critical thinking,2009,"IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009",,,,405,409,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84882957192&partnerID=40&md5=360c27fe526b4c2e4d77cbbd5f54bbad,"Pace University, 1 Pace Plaza, New York, NY 10038, United States; Concordia University, 1455 blvd. de Maisonneuve West, Montreal, QC H3G 1M8, Canada","Thomas, J.D.E., Pace University, 1 Pace Plaza, New York, NY 10038, United States; Morin, D., Concordia University, 1455 blvd. de Maisonneuve West, Montreal, QC H3G 1M8, Canada; Cassidy, R., Concordia University, 1455 blvd. de Maisonneuve West, Montreal, QC H3G 1M8, Canada","This paper examines the use of clicker technology in fostering critical thinking and other higher-order learning and team-building skills, in the context of two entry-level psychology courses. The results obtained indicate that from the perspectives of both the student and the instructor, the integration of this technology was positively perceived to enhance the learning process and the acquisition of these skills.",Clickers; Critical thinking; Technology and learning,Clickers; Critical thinking; Higher-order learning; Learning process; Team-building skills; E-learning; Students; Engineering education,,,,,,,,,,,"Anderson, L., Krathwohl, D.R., (2001) A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives: Complete Edition, , New York: Longman; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Bloom Benjamin, S., Krathwohl, D.R., Taxonomy of educational objectives: The classification of educational goals, by a Committee of College and University examiners (1956) Handbook 1: Cognitive Domain, , New York: Longman; Boyer, T., Briggeman, B.C., Norwood, F.B., Demand for multimedia in classroom: Do students and faculty really want it all? (2008) The American Agricultural Economics Association Annual Meeting, , Paper presented at Orlando, FL July 27-30, 2008; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6, pp. 9-20; Czekanski, A.J., Roux, D.-M.P., The use of clicker technology to evaluate short- and long-term concept retention (2008) The American Society for Engineering Education Middle Atlantic Section Spring Conference, , Paper presented at Baltimore, Maryland; Dangel, H.L., Wang, C.X., Student response systems in higher education: Moving beyond linear teaching and surface learning (2008) Journal of Educational Technology Development and Exchange, 1 (1), pp. 93-104; Facione, P.A., (2004), http://www.insightassessment.com, Retrieved July 18, 2009; Haffie, D., Meadows, K.N., Dawson, D., Engaging Students in their Own Learning: The Influence of Cumulative Clicker Performance on Students' Learning Strategy use and Academic Achievement, , http://www4.registrar.uwo.ca/cfns/PressWestern2007.pdf, Retrieved June 2, 2009; Herreid, C.F., ""Clicker,"" cases: Introducing case study teaching into large classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; http://www.iclicker.com/dnn/Abouticlicker/tabid/142/Default.aspx, Retrieved July 21, 2009; King Samuel, O., Robinson Carol, L., 'Pretty lights' and maths! Increasing student engagement and enhancing learning through the use of electronic voting systems (2009) Computers & Education, 53, pp. 189-199; Len, P.M., Different reward structures to motivate student interaction with electronic response systems in astronomy (2006) Astronomy Education Review, 5 (2), pp. 5-15; Mazur, E., Peer instruction: A user's manual (1997) Prentice Hall Series in Educational Innovation, , Upper Saddle River, NJ, Prentice Hall; Medina, M.S., Medina, P.J., Wanzer, D.S., Wilson, J.E., Er, N., Britton, M.L., Use of an audience response system (ARS) in a dual-campus classroom environment (2008) American Journal of Pharmaceutical Education, 72 (2). , Article 38; Morgan, R.K., Exploring the pedagogical effectiveness of clickers (2008) Insight: A Journal of Scholar Teaching, 3, pp. 31-36; http://docs.moodle.org/en/About_Moodle, Moodle™ Retrieved July 21, 2009; Morin, D., The clicker project: A scholarly approach to technology integration (2009) Advances in Business Education & Training: Real Learning Opportunities at Business School and Beyond, , forthcoming Eds. Peter Daly and David Gijbels; Nelson, M.L., Hauck, R.V., Clicking to learn: A case study of embedding radio-frequency based clickers in an introductory management information systems course (2008) Journal of Information Systems Education, 19 (1), pp. 55-64. , April 1; Radosevich, D.J., Salomon, R., Radosevich, D.M., Kahn, P., Using student response systems to increase motivation, learning, and knowledge retention (2008) Innovate, 5 (1); Ribbens, E., Why I like clicker personal response systems (2007) Journal of College Science Teaching, 37 (2), pp. 60-62; Thomas, J.D.E., Technology integration and higher-order learning (2001) Proceedings of Conference in Advanced Technology in Education Conference, , Banff, Calgary, Canada, May; Trees April, R., Jackson Michele, H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40","Pace University, 1 Pace Plaza, New York, NY 10038, United States",,,,"IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009",20 November 2009 through 22 November 2009,Rome,98514.0,,9781627483346,,,English,"IADIS Int. Conf. Cogn. Explor. Learn. Digit. Age, CELDA",Conference Paper,Final,,Scopus,2-s2.0-84882957192
[No author name available],[No author id available],IT in the Classroom: Researching the outcomes of Classroom Response Systems,2009,"15th Americas Conference on Information Systems 2009, AMCIS 2009",7,,,4562,4579,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870309159&partnerID=40&md5=f91aeecf43e4eefa6f4cffa9da7756ce,,,"This research in progress is part of a study being submitted for dissertation. The purpose of this study is to determine what types of students will be impacted by Classroom Response Systems (CRS) technology. Additionally, this research explores the nature of the outcomes experienced by students and their perceptions of leading pedagogy and practices for CRS technology in the classroom. An extensive review of the literature on CRS is included. A theoretical model based on Task- Technology Fit and Kirkpatrick's four-level model of educational outcomes is proposed as a framework to organize the existing CRS technology research and study the impact of CRS technologies.",Classroom Response Systems; Education; Individual characteristics; Task-Technology Fit,Individual characteristics; Response systems; Task technology fit; Technology in the classroom; Technology research; Theoretical models; Education; Information systems; Research; Technology; Teaching,,,,,,,,,,,"Abrahamson, A.L., An overview of teaching and learning research with classroom communication systems (1998) International Conference of the Teaching of Mathematics, , in: Village of Pythagorean, Samos, Greece; Abrahamson, A.L., Teaching with classroom communication system: What it involves and why it works (1999) International Workshop, , in: New Trends in Physics Teaching, Puebla, Mexico; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) ALT J, (11), pp. 43-57; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) The American Journal of Physics, 69 (9), pp. 970-977; D'Ambra, J., Wilson, S., Explaining perceived performance of the world wide web: Uncertainty and the task-technology fit model (2004) Internet Research, 14 (4), pp. 294-310; Dufrense, R.J., Wenk, L., Mestre, J.P., Gerace, W.J., Leonard, W.J., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, (7), pp. 3-47; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education, 15 (1), pp. 101-109. , March 2006; Goodhue, D.L., The Model Underlying the Measurement of the Impacts of the IIC on the End-Users (1997) Journal of the American Society for Information Science, 48 (5), pp. 449-453; Goodhue, D.L., Thompson, R.L., Task-technology fit and individual performance (1995) MIS Quarterly, 19 (2), pp. 213-236; Gough, H.G., Heilbrun, A.B.J., (1983) The Adjective Check List Manual CCP, , Inc; Kirkpatrick, D., Great ideas revisited (1996) Training and development, pp. 54-59. , January; Goodhue, D.L., The Model Underlying the Measurement of the Impacts of the IIC on the End-Users (1997) Journal of the American Society for Information Science, 48 (5), pp. 449-453; Lasry, N., Clickers of flashcards: Is there really a difference? (2008) The Physics Teacher, (46), pp. 242-244; Len, P.M., Different reward structures to motivate student interaction with electronic response systems in astronomy (2007) Astronomy Education Review, 5 (2), pp. 5-15; McCrae, R.R., John, O.P., An introduction to the five-factor model and its applications (1992) Journal of Personality, 60 (2), pp. 175-192; (2008) Turning Point, , TurningTechnologies; Mazur, E., (1997) Peer Instruction, , A User's Manual Prentice Hall, Upper Saddle River, NJ; McCrae, R.R., Costa, P.T.J., Personality Trait Structure as a Human Universal (1997) American Psychologist, (52), pp. 509-516; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) The American Journal of Physics, 66 (5), pp. 439-441; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) Life Sciences Education, (6), pp. 29-41; Reay, N.W., Pengfei, L., Bao, L., Testing a new voting machine question methodology (2008) The American Journal of Physics, 76 (2), pp. 171-178; Rice, R.E., Bunz, U., Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competency, and usage (2003) The 89th National Communication Association Convention, , in: Miami, FL; Sharma, M.D., Khachan, J., Chan, B., O'Byrne, J., An investigation of the effectivenes of electronic classroom coummunication systems in large lecture classes (2005) Australasian Journal of Educational Technology, 21 (2), pp. 137-154; Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23 (2), pp. 187-208; Stowell, J.R., Nelson, J.M., Benefits of electronic audience response systems on student participation, learning, and emotion (2007) Teaching of Psychology, 34 (4), pp. 253-258; Zigurs, I., Buckland, B.K., A theory of task/technology fit and group support systems effectiveness (1998) MIS Quarterly, 22 (3), pp. 331-334",,,,,"15th Americas Conference on Information Systems 2009, AMCIS 2009",6 August 2009 through 9 August 2009,"San Francisco, CA",92975.0,,9781615675814,,,English,"Amer. Conf. Inf. Sys., AMCIS",Conference Paper,Final,,Scopus,2-s2.0-84870309159
"White P., Duncan G.",7404090034;7202600111;,"A faculty approach to implementing advanced, e-learning dependent, formative and summative assessment practices",2009,E-Learning Technologies and Evidence-Based Assessment Approaches,,,,76,96,,2.0,10.4018/978-1-60566-410-1.ch005,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84900074315&doi=10.4018%2f978-1-60566-410-1.ch005&partnerID=40&md5=ed6cbabe397922f624ac71097c5d6b86,"Monash University, Melbourne, Australia","White, P., Monash University, Melbourne, Australia; Duncan, G., Monash University, Melbourne, Australia","This chapter describes innovative approaches to E-Learning and related assessment, driven by a Faculty Teaching and Learning Technologies Committee within the Faculty of Pharmacy, Monash University, Australia. Using this group as a driver, we have caused institutional change in a Faculty that was previously quite traditional in its approach to teaching and assessment. The authors implemented a strategy for the pilot testing and broad adoption of innovative technologies, using a purpose-driven approach. They have used a range of technologies to increase the level of formative assessment that occurs during lectures to large student cohorts. They have used an audience response system to allow students to test and improve a range of cognitive skills in an ""active"" lecture environment; they will present an evaluation of this tool. The authors found that student perceptions of the level of feedback rose with the use of the audience response system, as did their perceived use of critical thinking skills. They further discuss the benefits and limitations of the use of audience response systems within the chapter and discuss our use of E-Learning technologies for summative assessment purposes. © 2009, IGI Global.",,,,,,,,,,,,,"Biggs, J., (2003) Teaching for Quality Learning at University: What the Student Does, , 2nd ed, Buckingham, Society for Research into Higher Education and Open University Press; Caldwell, J.E., Clickers in the large class-room: Current research and best-practice tips (2007) CBE Life Sciences Education, 6 (1), pp. 9-20; Carless, D., Differing perceptions in the feedback process (2006) Studies in Higher Education, 31 (2), pp. 219-233; Chua, A., Lam, W., Quality assurance in online education: The universitas 21 global approach (2007) British Journal of Educational Technology, 38 (1), pp. 133-152; Colliver, J., Markwell, S., Research on problem-based learning: The need for critical analysis of methods and results (2007) Medical Education, 41, pp. 533-535; Davis, H.C., Fill, K., Embedding blended learning in a university's teaching culture: Experiences and reflections (2007) British Journal of Educational Technology, 38 (5), pp. 817-828; Hannan, A., Innovating in higher education: Contexts for change in learning technology (2005) British Journal of Educational Technology, 36 (6), pp. 975-985; Hannan, A., English, S., Silver, H., Why innovate? Some preliminary findings from a research project on ""Innovations in teaching and learning in higher education"" (1999) Studies in Higher Education, 24 (3), pp. 279-289; Hoffman, K., Hosokawa, M., Blake, R., Headrick, L., Johnson, G., Problem-based learning outcomes: Ten years of experience at the university of missouri-columbia school of medicine (2006) Academic Medicine, 81 (7), pp. 617-625; Hogan, S., Lundquist, L., The impact of problem-based learning on students' perceptions of preparedness for advanced pharmacy practice experiences (2006) American Journal of Pharmaceutical Education, 70 (4), pp. 1-7; Kruger, J., Dunning, D., Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments (1999) Journal of Personality and Social Psychology, 77 (6), pp. 1121-1134; Kruger, J., Dunning, D., Unskilled and unaware--but why? A reply to krueger and mueller (2002) (2002) Journal of Personality and Social Psychology, 82 (2), pp. 189-192; Nichols, M., Institutional perspectives: The challenges of e-learning diffusion (2008) British Journal of Educational Technology, 39 (4), pp. 598-609; Pickford, R.T., (2006) The Art of Teaching: A Model for the Lecture in the 21st Century, , July, Paper presented at the The Higher Education Academy Annual Conference; Rideout, E., England, V., Oxford, B., Fothergill-Bourbonnais, F., Ingram, C., Benson, G., A comparison of problem-based and conventional curricula in nursing education (2002) Advances in Health Sciences Education, p. 7; Sanson-Fisher, R.W., Lynagh, M.C., Problem-based learning: A dissemination success story? (2005) Medical Journal of Australia, 183 (5), pp. 258-260; Schmidt, H.G., Vermeulen, L., van der Molen, H.T., Long term effects of problembased learning: A comparison of competencies acquired by graduates of a problem-based and a conventional medical school (2006) Medical Education, 40, pp. 562-567; So, H.J., Brush, T.A., Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors (2008) Computers & Education, 51 (1), pp. 318-336; Trenholm, S., A review of cheating in fully asynchronous online courses: A math or fact-based course perspective (2007) Journal of Educational Technology Systems, 35 (3), pp. 281-300; Vernon, D.T., Blake, R.L., Does problem-based learning work? A meta-analysis of evaluative research (1993) Academic Medicine, 68 (7), pp. 542-554; White, S., Critical success factors for elearning and institutional change - some organisational perspectives on campus-wide e-learning (2007) British Journal of Educational Technology, 38 (5), pp. 840-850","Monash University, Melbourne, Australia",,,IGI Global,,,,,,9781605664101,,,English,E-Learning Technol. and Evidence-Based Assess. Approaches,Book Chapter,Final,,Scopus,2-s2.0-84900074315
"Tokiwa Y., Nonobe K., Iwatsuki M.",35932744000;23392922000;7005150214;,Web-based tools to sustain the motivation of students in distance education,2009,"Proceedings - Frontiers in Education Conference, FIE",,, 5350677,,,,9.0,10.1109/FIE.2009.5350677,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77951463080&doi=10.1109%2fFIE.2009.5350677&partnerID=40&md5=a6ff5c760e93dbad1b6b3a923544d3f2,"Research Center for Computing and Multimedia Studies, Hosei University, United States","Tokiwa, Y., Research Center for Computing and Multimedia Studies, Hosei University, United States; Nonobe, K., Research Center for Computing and Multimedia Studies, Hosei University, United States; Iwatsuki, M., Research Center for Computing and Multimedia Studies, Hosei University, United States","In distance education, students in a remote classroom tend not to sustain their motivation, mainly because of a lack of intensity due to non-physical presence of a lecturer. To address this issue, two software tools were developed for teachers and students, respectively. The tool for teachers is called eRoster. On the teacher's PC, the eRoster can display not only the student's name but also the student's attributes - id, future career, interest, club, faculty, and entrance time. Then, the teacher by name can call on the appropriate student whose attribute is related to the topics of the lecture. The tool for students is a so-called clicker and enables students to be more completely engaged in the interactivity of active learning. The developed system facilitates individually owned multi-devices of the students like PCs, cell phones, iPod Touches, and other PDAs as data entry systems. ©2009 IEEE.",Distance education; Faculty development; Instructional technology; Student learning,Active Learning; Cell phone; Data entries; Faculty development; Instructional technology; Interactivity; Multi-devices; Software tool; Student learning; Web-based tools; Cellular telephone systems; Distance education; Engineering education; Microcomputers; Motivation; Teaching; Telecommunication equipment; Students,,,,,,,,,,,"Iwatsuki, M., Takeuchi, N., Kobayashi, H., Yana, K., Takeda, H., Tokuyasu, A., Yagmuma, H., Kiyohara, T., Efforts to advance e-learning technology at hosei university (2004) Journal of Japan E-Learning Association, 6, pp. 37-41. , June; Goff, R., Terpenny, J., Wildman, T., Improving learning and engagement for students in large classes 37th ASEE/IEEE Frontiers in Education Conference, , S3D-16; Martyn, M., Clickers in the classroom: An active learning approach (2007) EDUCAUSE QUARTERLY, pp. 71-74. , Number 2; http://www.keepad.com/, Keepad Interactive; http://esupport.sony.com/US/perl/selectsystem.pl?DIRECTOR= HOME&PRODTYPE=77&SR=nav:electronics:mobile_communications:mylo:support: esup, SONY mylo; Educational Reform for the 21st Century, , http://www.mext.go.jp/b_menu/hakusho/html/hpac200101/hpac200101_2_021. html, Ministry of Education, Culture, Sports, Science and Technology Japan; http://www.hitachi.co.jp/Prod/mu-chip/index.html, μ-chip","Tokiwa, Y.; Research Center for Computing and Multimedia Studies, Hosei UniversityUnited States; email: yuji.tokiwa.dc@k.hosei.ac.jp",,"American Society for Engineering Society, ASEE;IEEE;IEEE Computer Society;ATM;San Antonio College, SAC",,"39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009",18 October 2009 through 21 October 2009,"San Antonio, TX",79825.0,15394565,9781424447152,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-77951463080
"Perkiö J., Myllymäki P.",8261319600;6603197659;,Magrathea: Building and analyzing ubiquitous and social systems,2009,"Proceedings - 2009 IEEE/WIC/ACM International Conference on Web Intelligence, WI 2009",1,, 5284915,66,75,,,10.1109/WI-IAT.2009.17,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84856856580&doi=10.1109%2fWI-IAT.2009.17&partnerID=40&md5=d457cd1bffd92d0310920057b24f2f52,"Helsinki Institute for Information Technology, Department of Computer Science, University of Helsinki, P.O. Box 68, FI-00014, Finland","Perkiö, J., Helsinki Institute for Information Technology, Department of Computer Science, University of Helsinki, P.O. Box 68, FI-00014, Finland; Myllymäki, P., Helsinki Institute for Information Technology, Department of Computer Science, University of Helsinki, P.O. Box 68, FI-00014, Finland","Ubiquitous systems are rapidly becoming a more and more commonplace part of our everyday life. These systems may contain different classes of very heterogeneous components that have to function seamlessly together. A prime example of a class of ubiquitous components is given by the personal mobile devices. They are all pervasive and emerge in many forms: mobile handsets, PDAs, etc. Their features and computational powers make them a very capable platform. We present a pervasive agent- and sensing platform Magrathea that can be run on different kinds of computational devices. Magrathea can be used to build complex pervasive systems. As a practical example of the usage of this platform, we use it on top of personal mobile devices to investigate the structure of social networks of different individuals and to simulate viral behavior of agents. We also discuss analytical tools to further investigate, model and simulate the data obtained through our platform. © 2009 IEEE.",,Analytical tool; Computational devices; Heterogeneous component; Mobile handsets; Personal mobile devices; Pervasive systems; Sensing platforms; Social Networks; Social systems; Ubiquitous systems; Teaching; Ubiquitous computing; Mobile devices,,,,,,,,,,,"Albert, R., Barabási, A.-L., Statistical mechanics of complex networks (2002) Rev. Mod. Phys., 74 (1), pp. 47-97. , Jan; Amaral, L.A., Scala, A., Barthelemy, M., Stanley, H.E., Classes of small-world networks (2000) Proc Natl Acad Sci U S A, 97 (21), pp. 11149-11152. , October; Bianconi, G., Barabasi, A.-L., Competition and multiscaling in evolving networks (2001) EPL (Europhysics Letters), 54 (4), pp. 436-442; Chakrabarti, D., (2005) Tools for Large Graph Mining, , PhD thesis, Pittsburgh, PA, USA. Chair-Faloutsos, Christos; Chakrabarti, D., Leskovec, J., Faloutsos, C., Madden, S., Guestrin, C., Faloutsos, M., Information survival threshold in sensor and p2p networks (2007) INFOCOM, pp. 1316-1324. , IEEE; Chakrabarti, D., Wang, Y., Wang, C., Leskovec, J., Faloutsos, C., Epidemic thresholds in real networks (2008) ACM Trans. Inf. Syst. Secur., 10 (4), pp. 1-26; Dorogovtsev, S.N., Mendes, J.F.F., Evolution of networks with aging of sites (2000) Phys. Rev. e, 62 (2), pp. 1842-1845. , Aug; Eagle, N., (2005) Machine Perception and Learning of Complex Social Systems, , MIT; Eagle, N., Pentland, A.S., Reality mining: Sensing complex social systems (2006) Personal Ubiquitous Comput., 10 (4), pp. 255-268; Erdös, P., Rényi, A., On random graphs, i (1959) Publicationes Mathematicae (Debrecen), 6, pp. 290-297; Iachello, G., Smith, I., Consolvo, S., Chen, M., Abowd, G.D., Developing privacy guidelines for social location disclosure applications and services (2005) SOUPS '05: Proceedings of the 2005 Symposium on Usable Privacy and Security, pp. 65-76. , New York, NY, USA. ACM Press; Mohsin, M., Prakash, R., Ip address assignment in a mobile ad hoc network (2002) Proceedings of MILCOM 2002; Perkiö, J., Myllymäki, P., Tuulos, V.H., Boda, P., Magrathea: A mobile agent- and sensing platform (2008) Proceedings of the 2008 International Conference on Wireless Networks, pp. 494-500. , H. R. Arabnia and V. A. Clincy, editors, July 14-17, 2008, Las Vegas, Nevada, USA. CSREA Press, July; Rivest, R.L., Shamir, A., Adelman, L.M., A Method for obtaining digital signatures and publickey cryptosystems (1977) Technical Report MIT/LCS/TM-82; Shackman, M., (2005) Symbian Os v9 - Platform Security; Wang, Y., Chakrabarti, D., Wang, C., Faloutsos, C., Epidemic spreading in real networks: An eigenvalue viewpoint (2003) Srds, pp. 25-34. , Los Alamitos, CA, USA. IEEE Computer Society","Perkiö, J.; Helsinki Institute for Information Technology, Department of Computer Science, University of Helsinki, P.O. Box 68, FI-00014, Finland; email: jperkio@cs.helsinki.fi",,IEEE Computer Society;Web Intelligence Consortium (WIC);Association for Computing Machinery (ACM);Banca Popolare di Sondrio;Comune di Milano,,"2009 IEEE/WIC/ACM International Conference on Web Intelligence, WI 2009",15 September 2009 through 18 September 2009,Milano,88532.0,,9780769538013,,,English,"Proc. - IEEE/WIC/ACM Int. Conf. Web Intell., WI",Conference Paper,Final,,Scopus,2-s2.0-84856856580
"Pieper S., Edwards E., Haist B., Nolan W.",36714104300;56110838900;56110900000;56111562200;,A survey of effective technologies to assess student learning,2009,"Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education",,,,47,64,,1.0,10.4018/978-1-60566-667-9.ch003,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898197149&doi=10.4018%2f978-1-60566-667-9.ch003&partnerID=40&md5=39ba7c3ad63ef66a447e6d71087dad9a,"e-Learning Center, Northern Arizona University, United States","Pieper, S., e-Learning Center, Northern Arizona University, United States; Edwards, E., e-Learning Center, Northern Arizona University, United States; Haist, B., e-Learning Center, Northern Arizona University, United States; Nolan, W., e-Learning Center, Northern Arizona University, United States","The purpose of this chapter is to review literature over the past ten years regarding technology tools that are being used in higher education to assess student learning. Three commonly used technology tools are examined: electronic portfolios, course management systems, and audience response systems. More specifically, each tool was studied in order to determine how it improved student learning and development, what issues might impede student learning and development, and what future directions we could explore in order to maximize the potential of the learning tool. Broad themes were then identified from the review, and three suggestions were made to teachers and researchers: (1) expand current research in this area, (2) get to know student background and characteristics before incorporating assessment technology tools, and (3) reconsider pedagogy and practice when integrating technology used for assessment. © 2009, IGI Global.",,,,,,,,,,,,,"Barrett, H.C., (2001) Electronic Portfolios in Educational Technology Encyclopedia, , http://electronicportfolios.org/portfolios/encyclopediaentry.htm, Retrieved February 10, 2008, from; Carroll, N.L., Markauskaite, L., Calvo, R.A., E-portfolios for developing transferable skills in a freshman engineering course (2007) IEEE Transactions on Education, 50 (4), pp. 360-366; Chen, G., Lui, C., Ou, K., Lin, M., Web learning portfolios: A tool for supporting perfor mance awareness (2001) Innovations in Education and Teaching International, 38 (1), pp. 19-30; Garrett, B.M., Jackson, C., A mobile clinical e-portfolio for nursing and medical students, using wireless personal digital assistants (PDAs) (2006) Nurse Education Today, 26, pp. 647-654; Hauge, T.E., Portfolios and ict as a means of professional learning in teacher education (2006) Studies in Educational Evaluation, 32, pp. 23-36; Kimball, M., Database e-portfolio systems: A critical appraisal (2005) Computers and Composition, 22, pp. 434-458; Knadler, S., E-racing difference in espace: Black female subjectivity and the webbased portfolio (2001) Computers and Composition, 18, pp. 235-255; Knight, W.E., Hakel, M.D., Gromko, M., (2006) The Relationship Between Electronic Portfolio Participation and Student Success, , May, Paper presented at the Annual Forum of the Association for Institutional Research (AIR), Chicago, IL; Lorenzo, G., Ittelson, J., (2005) An Overview of E-portfolios, , http://www.educause.edu/ir/library/pdf/ELI3001.pdf, Retrieved January 15, 2008, from; Macedo, P., Snider, R., Penny, S., Laboone, E., (2001) Annual Proceedings of Selected Research and Development and Practice, 1-2. , Papers Presented at the National Convention of the Association for Educational Communications and Technology; Mason, R., Learning technologies for adult continuing education (2006) Studies in Continuing Education, 28 (2), pp. 121-133; Mason, R., Pegler, C., Weller, M., Eportfolios: An assessment tool for online courses (2004) British Journal of Educational Technology, 35 (6), pp. 717-727; Palomba, C.A., Banta, T.W., (1999) Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education, , San Francisco, CA: Jossey-Bass, Inc; Sharma, S., From chaos to clarity: Using the research portfolio to teach and assess information literacy skills (2007) The Journal of Academic Librarianship, 33 (1), pp. 127-135; Sherry, A.C., Bartlett, A., Worth of electronic portfolios to education majors: A ""two by four"" perspective (2005) Journal of Technology Systems, 33 (4), pp. 399-419; Suskie, L., (2004) Assessing Student Learning: A Common Sense Guide, , Bolton, MA: Anker Publishing Company, Inc; Woodward, H., Nanlohy, P., Digital portfolios: Fact or fashion? (2004) Assessment & Evaluation in Higher Education, 29 (2), pp. 227-238; Woodward, H., Nanlohy, P., Digital portfolios in pre-service teacher education (2004) Assessment in Education, 11 (2), pp. 167-178; Yancey, K.B., Postmodernism, palimpsest, and portfolios: Theoretical issues in the representation of student work (2004) College Composition and Communication, 55 (4), pp. 738-761; Zellers, M., Mudrey, R.R., Electronic portfolios and metacognition: A phenomenological examination of the implementation of e-portfolios from the instructors' perspective (2007) International Journal of Instructional Media, 34 (4), pp. 419-430","e-Learning Center, Northern Arizona UniversityUnited States",,,IGI Global,,,,,,9781605666679,,,English,"Handbook of Res. on Assess. Technol., Methods, and Applic. in Higher Educ.",Book Chapter,Final,,Scopus,2-s2.0-84898197149
Larkin T.L.,7003621535;,"Give it a ""tWIST! "": Turning writing into student thinking",2009,"Proceedings - Frontiers in Education Conference, FIE",,, 5350651,,,,6.0,10.1109/FIE.2009.5350651,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77951437776&doi=10.1109%2fFIE.2009.5350651&partnerID=40&md5=b7627f0410e654439ac9a0fb26988223,"American University, United States","Larkin, T.L., American University, United States","A number of studies have shown that the active process of writing can promote deeper and more meaningful student learning. Writing can also serve as a motivator to learn, and lead to longer term retention of the material under study. However, for the instructor, adopting a writing approach in the classroom often means additional time spent grading. This paper offers a ""twist"" on more traditional classroom writing strategies. The ""twist"" comes in the form of free-writing activities. This paper will describe what free-writing activities are and how they can be effectively and efficiently used in the classroom - even in a large classroom. The freewriting activities to be described are used with introductory level physics students at American University. These short activities are designed to help students confront and elicit their conceptions regarding a given topic or concept in physics. Misconceptions in student thinking can be teased out using free-writing activities, before they can turn into a more serious problem and significantly hinder student learning. Strategies for implementing free-writing activities in the physics classroom will be described. In addition, samples of student writing will be shared. Finally, techniques for quickly and efficiently providing students with effective feedback will be shared. The usefulness of these techniques in terms of enhancement of student understanding will also be discussed. ©2009 IEEE.",Assessment; Interactive engagement; Learning styles; Student learning; Student misconceptions; Writing strategies,Active process; Interactive engagements; Learning Style; Student learning; Student misconceptions; Student writing; Time spent; Writing activities; Engineering education; School buildings; Students,,,,,,,,,,,"Jones, T.H., Paolucci, R., The learning effectiveness of educational technology: A call for further research (1998) Educational Technology Review, 9, pp. 10-14; Arons, A.B., (1990) A Guide to Introductory Physics Teaching, , New York: John Wiley & Sons; Halloun, I.A., Hestenes, D., The initial knowledge state of college students (1985) American Journal of Physics, 53 (11), pp. 1043-1055; McCloskey, M., Caramazza, A., Green, B., Curvilinear motion in the absence of external forces: Naive beliefs about the motion of objects (1980) Science, 210 (4474), pp. 1139-1141; McDermott, L.C., Research on conceptual understanding in mechanics (1984) Physics Today, 37, pp. 24-32; McDermott, L.C., A view from physics (1991) Toward A Scientific Practice of Science Education, pp. 3-30. , In M. Gardner, J. Greeno, F. Reif, A. H. Schoenfeld, A. diSessa, and E. Stage (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates; Connolly, P., Vilardi, T., (1989) Writing to Learn in Mathematics and Science, , New York: Teachers College Press; Countryman, J., (1992) Writing to Learn Mathematics: Strategies That Work, , Portsmouth, NH: Heinemann Educational Books, Inc; Hein, T.L., Using student writing as a research and learning tool (1998) AAPT Announcer, 22 (4), p. 79; Hein, T.L., Writing: An effective learning tool for non-science majors (1999) AAPT Announcer, 29 (2), p. 114; Kirkland, W.L., Teaching biology through creative writing (1997) Journal of College Science Teaching, 26 (4), pp. 277-279; Mullin, W.J., Writing in physics (1989) The Physics Teacher, 22 (5), pp. 342-347; Rice, R.E., 'Scientific writing' - A course to improve the writing of science students (1998) Journal of College Science Teaching, 22 (4), pp. 267-272; Sharp, J.E., Olds, B.M., Miller, R.L., Dyrud, M., Four effective writing strategies for engineering classes (1999) Journal of Engineering Education, 88 (1), pp. 53-57; Kalman, C.S., (2007) Successful Science and Engineering Teaching in Colleges and Universities, , Bolton, MA: Anker Publishing Company, Inc; Larkin-Hein, T., Writing as a teaching and learning tool in SMET educaton (2001) Journal of SMET Education: Innovations and Research, 2 (1-2), pp. 25-35; Hein, T.L., Using writing to confront student misconceptions in physics (1999) European Journal of Physics, 20, pp. 137-141; Tobias, S., (1990) They'Re Not Dumb, they'Re Different: Stalking the Second Tier, , Tucson, AZ: Research Corporation; Tobias, S., (1989) Writing to Learn Mathematics and Science, , In Paul Connolly and Teresa Vilardi (Eds.), New York: Teachers College Press; Hein, T.L., Learning style analysis in a calculus-based introductory physics course (1995) Annual Conference of the American Society for Engineering Education (ASEE), , Anaheim, CA (Session 1480); Hein, T.L., Zollman, D.A., Digital video, learning styles, and student understanding of kinematics graphs (1997) AAPT Announcer, 26 (4), p. 3. , (Addendum); Hein, T.L., Budny, D.D., Teaching with Style: Strategies that work (1999) Electronic Proceedings of the Annual Conference of the American Society for Engineering Education (ASEE), , Charlotte, NC (Session 3280); Hein, T.L., Budny, D.D., Research on learning style: Applications in science and engineering (1999) Electronic Proceedings of the International Conference on Engineering and Computer Education (ICECE), , Rio de Janeiro, Brazil; Hein, T.L., Budny, D.D., Teaching to students' learning styles: Approaches that work (1999) Electronic Proceedings of the Frontiers in Education (FIE) Conference, , San Juan, Puerto Rico. IEEE Catalog number 99CH37011. ISBN 0-7803-5643-8; Larkin-Hein, T., Zollman, D., Digital video, learning styles and student understanding of kinematics graphs (2000) Journal of SMET Education: Innovations and Research, 1 (2), pp. 17-30; Larkin, T.L., Writing: A global active learning tool in STEM education (2007) International Conference on Engineering and Computer Education (ICECE 2007), , March. Santos/Monguaguá, Brazil, Plenary Session II; Brown, S., Knight, P., (1994) Assessing Learners in Higher Education, , London: KogonPage; Gastel, B., (1991) Teaching Science: A Guide for College and Professional School Instructors, , Phoenix, AZ: Onyx Press; Harmelink, K., Learning the write way (1998) The Science Teacher, 65 (1), pp. 36-38; Wiggins, G., Feedback: How learning occurs (1997) AAHE Bulletin, 50 (3), pp. 7-8","Larkin, T. L.; American UniversityUnited States; email: tlarkin@american.edu",,"American Society for Engineering Society, ASEE;IEEE;IEEE Computer Society;ATM;San Antonio College, SAC",,"39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009",18 October 2009 through 21 October 2009,"San Antonio, TX",79825.0,15394565,9781424447152,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-77951437776
"King S.O., Robinson C.L.",26031541900;8242402500;,"Formative teaching: A conversational framework for evaluating the impact of response technology on student experience, engagement and achievement",2009,"Proceedings - Frontiers in Education Conference, FIE",,, 5350527,,,,3.0,10.1109/FIE.2009.5350527,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77951435849&doi=10.1109%2fFIE.2009.5350527&partnerID=40&md5=7eaad129c575324cc9039e928e60d872,"Loughborough University, United Kingdom","King, S.O., Loughborough University, United Kingdom; Robinson, C.L., Loughborough University, United Kingdom","There are two compelling constraints on the delivery of effective engineering mathematics education at university: Decline in the mathematical preparedness i.e. confidence and ability of engineering students, and the predominance of the passive learning-leaning traditional lecture mode of instruction. In this paper, we present a formative teaching paradigm, consisting of the use of specific question types and implemented via the use of Response Technology systems, whose adoption could help overcome these constraints. To evaluate the impact of this paradigm on student experience, engagement and achievement, we adopted a mixedmethods research protocol, consisting of multiple surveys, interviews, and observations. This evaluation process was guided by the application of the Laurillard learning model, designed for evaluating learning technologies. The evaluation results show that the paradigm facilitates meaningful behavioural and cognitive engagement, provides a richer and more learner-centred atmosphere, and contributes to a reduction in the number of students failing. However, the impact on student attendance and overall mean academic grades is negligible. ©2009 IEEE.",Active learning; Clicker; Engagement; Evaluation; Formative assessment; Learning theory; Student experience,Active Learning; Engagement; Engineering mathematics; Evaluation process; Evaluation results; Formative assessment; Learning models; Learning technology; Learning Theory; Mixed-methods research; Passive learning; Question type; Teaching paradigm; Technology system; Education computing; Engineering education; Quality assurance; Teaching; Students,,,,,,,,,,,"Hawkes, T., Savage, M.D., (2000) Measuring the Mathematics Problem., , London: Engineering Council; (2008) Foundations for Success: The Final Report of the National Mathematics Advisory Panel., , National Mathematics Advisory Panel. Department of Education. Washington, DC: USA; (2000) How People Learn: Mind, Brain, Experience and School, Expanded Edition., , Bransford, J. D., Brown, A., and Cocking, R. eds. Washington, DC: National Academy Press; Laurillard, D., (2002) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies., , 2nd ed. London: RoutledgeFalmer; Novak, G., Patterson, E., Gavrin, A., Wolfgang, C., (1999) Just-in-Time Teaching: Blending Active Learning and Web Technology., , Upper Saddle River, NJ: Prentice-Hall; Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: A. Handbook for College Teachers., pp. 148-153. , 2nd ed. San Francisco: Jossey-Bass; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6, pp. 9-20; Kalota, R., Joosten, T., Student response systems: A university of wisconsin study of clickers (2007) ECAR Research Bulletin, 2007 (10); Simpson, V., Oliver, M., Electronic voting systems for lectures then and now: A comparison of research and practice (2007) Australasian Journal of Educational Technology, 23, pp. 187-208; Cutts, Q., Kennedy, G., Mitchell, C., Draper, S., Maximising dialogue in lectures using group response systems (2004) 7th LASTED International Conference on Computers and Advanced Technology in Education, , August Hawaii, USA; Abrahamson, L.A., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 1-25. , In Banks (ed.). Hershey, PA: Idea Group Inc; Boyle, J., Eight years of asking questions (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 289-304. , In Banks (ed.). Hershey, PA: Idea Group Inc; (2008), http://www.tu.rn.ingtechnologies.co.uk/, TurningPoint: Accessed: 10 September; Burton, L., Methodology and methods in mathematics education research: Where is the why? (2002) Researching Mathematics Classrooms. Westport, pp. 1-10. , In Goodchild and English (eds.). CT: Praeger; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction: Teaching science (Well) with an audience response system (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 96-115. , In Banks (ed.). Hershey, PA: Idea Group Inc; Shulman, L.S., Those who understand: Knowledge growth in teaching (1986) Educational Researcher, 15, pp. 4-14; Laurillard, D., Evolving a vision for technology-enhanced learning (2008) Keynote Presentation, Networked Learning Conference, , May Halkidiki, Greece; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Hamilton, E., Hurford, A., Combining collaborative workspaces with tablet computing: Research in learner engagement and conditions of flow (2007) Proceedings of the 37th ASEE/IEEE Frontiers in Education Conference, , 11-13 October 2007. Milwaukee, Wisconsin. IEEE Press; Black, P., Wiliam, D., Assessment and classroom, learning (1998) Assessment in Education, 5, pp. 7-74; King, S.O., Robinson, C.L., Pretty lights' and maths! increasing student engagement and enhancing learning through the use of electronic voting systems Computers & Education, , http://dx.doi.org/10.1016/j.compedu.2009.01.012, (in press); Butler, M., (2005), http://www.maa.org/features/021405wilperresp.html, What I Learned from...Using a Personal Response System, Accessed: 3 September 2008; Nicol, D., MacFarlane-Dick, D., (2006) Rethinking Formative Assessment in HE: A Theoretical Model and Seven, Principles of Good Feedback Practice, , www.heacademy.ac.uk/assets/York/documents/ourwork/tla/assessment/ web0015_rethinking_formative_assessment_in_he.doc, Accessed 10 October 2008; Boyle, J., Nicol, D., Hamilton, B., Dempster, B., The use of classroom feedback systems to enable active learning in large engineering mechanics classes (2001) The International Conference on Engineering Education, , Oslo, Norway; Somekh, B., Haldane, M., Jones, K., Lewin, C., Steadman, S., (2007) Evaluation of the Primary Schools Whiteboard Expansion Project, , Coventry: Becta-DfES; King, S.O., Davis, L., Robinson, C.L., Ward, J.P., Use of voting systems in lectures at loughborough university - A review of staff experiences (2008) Mathematical Education of Engineers Conference, 2008. , April, Loughborough, England; Sloane Finbarr, C., Randomized trials in mathematics education: Recalibrating the proposed high watermark (2008) Educational Researcher, 37, pp. 624-630","King, S. O.; Loughborough UniversityUnited Kingdom; email: S.O.King@lboro.ac.uk",,"American Society for Engineering Society, ASEE;IEEE;IEEE Computer Society;ATM;San Antonio College, SAC",,"39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009",18 October 2009 through 21 October 2009,"San Antonio, TX",79825.0,15394565,9781424447152,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-77951435849
"Liu Y., Mauthner S., Schwarz L.",56111630400;56113566600;7102688604;,Using CPS to promote active learning,2009,Handbook of Research on Human Performance and Instructional Technology,,,,106,117,,1.0,10.4018/978-1-60566-782-9.ch006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898496361&doi=10.4018%2f978-1-60566-782-9.ch006&partnerID=40&md5=5db1dc80f5c17c239e144c419dcb6bfe,"College of Education, University of Houston, United States; College of Pharmacy, University of Houston, United States; Office of Educational Technology, University Outreach at UH, United States","Liu, Y., College of Education, University of Houston, United States, Office of Educational Technology, University Outreach at UH, United States; Mauthner, S., College of Pharmacy, University of Houston, United States; Schwarz, L., College of Pharmacy, University of Houston, United States","According to Meyers and Jones, active learning theory originated from two fundamental premises: learning engagement and learning styles (1993). When students are actively engaged in the learning process, they learn better. What can an instructor do to achieve this goal? This chapter will discuss one of the approaches - the integration of the Classroom Performance System (CPS), and will cover three aspects: 1) incorporating CPS based on active learning theory, 2) discussing student positive feedback on CPS use experiences, and 3) sharing CPS best practice with other educators to promote active learning from teaching, design and administration perspectives. © 2010, IGI Global.",,,,,,,,,,,,,"Bonwell, C.C., Eison, J.A., (1991) Active Learning: Creating Excitement in the Classroom, , http://www.ntlf.com/html/lib/bib/91-9dig.htm, ASHEERIC Higher Education Report No. 1, George Washington University, Washington, DC, 1991. Retrieved on August 18, 2008, from; Borgianini, F., Stakeholders' support: The key to getting your ideas implemented (1998) Project Management Network, 12 (2), pp. 46-48. , February; Caldwell, J.E., Clickers in the large classroom: Current research and best-practice tips (2007) Life Sciences Education, 6 (1), pp. 9-20; Corder, J., Traditional lectures still have a place in the classroom (1991) The Chronicle of Higher Education, pp. B2. , June 12; (2005) 7 Things You Should Know About Clickers, , http://net.educause.edu/ir/library/pdf/ELI7002.pdf, EDUCAUSE Learning Initiative, Retrieved on August 14, 2008, from; Kaleta, R., Joosten, T., (2007) Educause Center for Applied Research Bulletin, 10; Lesgold, A., Pitt Faculty Engage Students - Research Supports Active Learning, , http://www.cidde.pitt.edu/teachingtimes/2000_march/index.htm, Retrieved on August 18, 2008, from; Meyers, C., Jones, T.B., (1993) Promoting Active Learning: Strategies for the College Classroom, , San Francisco, CA: Jossey-Bass; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239. , doi:10.1080/01421590050006179; Yazedjian, K.A., Boyle, B., Implementing small-group activities in large lecture classes (2007) College Teaching","College of Education, University of HoustonUnited States",,,IGI Global,,,,,,9781605667829,,,English,Handbook of Res. on Hum. Perf. and Instructional Technol.,Book Chapter,Final,,Scopus,2-s2.0-84898496361
"Morrow D., Bagnall R.G.",35800060200;7004369975;,Hybridizing online learning with external interactivity,2009,"Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications",,,,24,41,,18.0,10.4018/978-1-60566-380-7.ch002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-82455181733&doi=10.4018%2f978-1-60566-380-7.ch002&partnerID=40&md5=f59e14d3110bcbb9e391ee3adaf5dc07,"College of Education, University of Canterbury, Christchurch, New Zealand; Hong Kong Institute of Education, Hong Kong","Morrow, D., College of Education, University of Canterbury, Christchurch, New Zealand; Bagnall, R.G., Hong Kong Institute of Education, Hong Kong","One approach to hybrid learning is to hybridize online learning through recognizing and including external interactivity. This chapter examines that possibility. After reviewing the nature of interactivity and individual learner experience in online learning communities, it presents a recent study of interactivity in online professional development learning by practising teachers. From that study emerges the importance and scope of external interactivity between the learner and his or her local community of colleagues, friends, and family in a learning community beyond the traditional online class. Building on that case study, and indications from the literature that its implications may be generalizable, the chapter suggests ways in which external interactivity can be recognized and included in the online learning environment - as a way of hybridizing on-line learning through its inclusion of learners' interactive engagements in the external learning communities that they bring to their studies. © 2010, IGI Global.",,,,,,,,,,,,,"Anderson, T., Toward a theory of online learning (2004) Theory and Practice of Online Learning, pp. 33-60. , In T. Anderson & F. Elloumi (Eds.), Athabasca, Canada: Athabasca University; Anderson, T.D., Garrison, D.R., Learning in a networked world: New roles and responsibilities (1998) Distance Learners in Higher Education: Institutional Responses for Quality Outcomes, pp. 97-112. , In C. C. Gibson (Ed.), Madison, WI: Atwood Publishing; Bates, A.W., (1995) Technology, Open Learning and Distance Education, , London: Routledge; Berge, Z.L., Interaction in post-secondary web-based learning (1999) Educational Technology, 39 (1), pp. 5-11; Conrad, D.L., From community to community of practice: Exploring the connection of online learners to informal learning in the workplace (2008) American Journal of Distance Education, 22, pp. 3-23. , doi:10.1080/08923640701713414; Cousin, G., Deepwell, F., Designs for network learning: A communities of practice perspective (2005) Studies in Higher Education, 30 (1), pp. 57-66. , doi:10.1080/0307507052000307795; de Bruyn, L.L., Monitoring online communication: Can the development of convergence and social presence indicate an interactive learning environment? (2004) Distance Education, 25 (1), pp. 67-81. , doi:10.1080/0158791042000212468; Dewey, J., (1933) How We Think, , Chicago, Henry Regency; Duffy, T.M., Cunningham, D.J., Constructivism: Implications for the design and delivery of instruction (1996) Handbook of Research for Educational Communication and Technology, pp. 170-198. , In D. Jonassen (Ed.), New York: Simon & Shuster McMillan; Garrison, D.R., Quality and access in distance education: Theoretical considerations (1993) Theoretical Principles of Distance Education, pp. 9-21. , In D. Keegan (Ed.), New York: Routledge; Garrison, D.R., Anderson, T., (2003) E-learning in the 21st Century: A Framework for Research and Practice, , London, Routledge-Falmer; Garrison, R., Cleveland-Innes, M., Facilitating cognitive presence in online learning: Interaction is not enough (2005) American Journal of Distance Education, 19 (3), pp. 133-148. , doi:10.1207/s15389286ajde1903_2; Gibson, C.C., The distance learner in context (1998) Distance Learners in Higher Education, pp. 113-125. , In C. C. Gibson (Ed.), Madison, WI: Atwood Publishing; Giguere, P.J., Formica, S.W., Harding, W.M., Large-scale interaction strategies for web-based professional development (2004) American Journal of Distance Education, 18 (4), pp. 207-223. , doi:10.1207/s15389286ajde1804_3; Guldberg, K., Adult learners and professional development: Peer-to-peer learning in a networked community (2008) International Journal of Lifelong Education, 27 (1), pp. 35-49. , doi:10.1080/02601370701803591; Harmon, S.W., Jones, M.G., The five levels of web use in education: Factors to consider in planning an online course (1999) Educational Technology, 39 (6), pp. 28-32; Hawkes, M., Linguistic discourse variables as indicators of reflective online interaction (2006) American Journal of Distance Education, 20 (4), pp. 231-244. , doi:10.1207/s15389286ajde2004_4; Hillman, D.C.A., Willis, D.J., Gunawardena, C.N., Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners (1994) American Journal of Distance Education, 8 (2), pp. 30-42. , doi:10.1080/08923649409526853; Hirumi, A., A framework for analyzing, designing, and sequencing planned e-learned interactions (2002) The Quarterly Review of Distance Education, 3 (2), pp. 141-160; Hodgson, V., Reynolds, M., Consensus, difference and 'multiple communities'in networked learning (2005) Studies in Higher Education, 30 (1), pp. 11-14. , doi:10.1080/0307507052000307768; Holmberg, B., Guided didactic conversation in distance education (1983) Distance Education: International Perspectives, pp. 114-122. , In D. Sewart, D. Keegan, & H. Borge (Eds.), London: Croom Helm; Hough, B.W., Smithey, M.W., Everton, C.M., Using computer-mediated communication to create virtual communities of practice for intern teachers (2004) Journal of Technology and Teacher Education, 12 (3), pp. 361-386; Jary, D., Jary, J., (2000) Collins Dictionary of Sociology, , 3rd ed, Glascow: Harper Collins; Jonassen, D.H., Learning as activity (2002) Educational Technology, 42 (2), pp. 45-51; Jonassen, D.H., Davidson, M., Collins, M., Campbell, J., Haag, B.B., Constructivism and computer-mediated communication in distance education (1995) American Journal of Distance Education, 9 (2), pp. 7-26. , doi:10.1080/08923649509526885; Kehrwald, B., Understanding social presence in text-based online learning environments (2008) Distance Education, 29 (1), pp. 89-106. , doi:10.1080/01587910802004860; Lapointe, D., Gunawardena, C.N., Developing, testing and refining of a model to understand the relationship between peer interaction and learning outcomes in computer-mediated conferencing (2004) Distance Education, 25 (1), pp. 83-106. , doi:10.1080/0158791042000212477; Lin, Y.-M., Lin, G.-Y., Laffey, J.M., Building a social and motivational framework for understanding satisfaction in online learning (2008) Journal of Educational Computing Research, 38 (1), pp. 1-27. , doi:10.2190/EC.38.1.a; Mann, S.J., Alienation in the learning environment: A failure of community? (2005) Studies in Higher Education, 30 (1), pp. 43-55. , doi:10.1080/0307507052000307786; McConnell, D., Examining the dynamics of networked e-learning groups and communities (2005) Studies in Higher Education, 30 (1), pp. 25-42. , doi:10.1080/0307507052000307777; McLoughlin, C., Learner support in distance and networked learning environments: Ten dimensions for successful design (2002) Distance Education, 23 (2), pp. 149-162. , doi:10.1080/0158791022000009178; Moore, M.G., Three types of interaction (1993) Distance Education: New Perspectives, pp. 21-24. , In K. Harry, M. John, & D. Keegan (Eds.), London: Routledge; Morrow, D., (2007) Interactivity in an Online Learning Environment: A Case Study of Participant Experience in Professional Development, , Unpub-lished doctoral dissertation, Griffith University, Brisbane; Ng, K.C., Using e-mail to foster collaboration in distance education (2001) Open Learning, 16, pp. 191-200. , doi:10.1080/02680510120050343; Olgren, C.H., Improving learning outcomes: The effects of learning strategies and motivation (1998) Distance Learners in Higher Education: Institutional Responses to Quality Outcomes, pp. 77-95. , In C. C. Gibson (Ed.), Madison, WI: Atwood Publishing; Palloff, R., Pratt, K., (2001) Lessons from the Cyberspace Classroom: The Realities of Online Teaching, , San Francisco, CA, Jossey-Bass; Pawan, F., Paulus, T.M., Yalcin, S., Chang, C.F., Online learning: Patterns of engagement and interaction among in-service teachers (2003) Language Learning & Technology, 7 (3), pp. 119-140; Picciano, A.G., Beyond student perceptions: Issues of interaction, presence, and performance in an online course (2002) Journal of Asynchronous Learning Networks, 6 (1), pp. 21-40; Rose, E., Deconstructing interactivity in educational computing (1999) Educational Technology, 39 (1), pp. 43-49; Russo, T.C., Campbell, S.W., Perceptions of mediated presence in an asynchronous online course: Interplay of communication behaviors and medium (2004) Distance Education, 25 (2), pp. 215-232. , doi:10.1080/0158791042000262139; Salomon, G., Perkins, D.N., Individual and social aspects of learning (1998) Review of Research in Education, 23, pp. 1-24. , In D. P. Pearson & A. Iran-Nejad (Eds.), Washington, DC: American Educational Research Association; Schlager, M.S., Fusco, J., Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? (2003) The Information Society, 19, pp. 203-220. , doi:10.1080/01972240309464; Shearer, R.L., (2003) Interaction in Distance Education, , Madison, WI: Distance Educator, Inc; Sims, R.L., Promises of interactivity: Aligning learner perceptions and expectations with strategies for flexible and online learning (2003) Distance Education, 24 (1), pp. 87-103. , doi:10.1080/01587910303050; Stacey, E., Smith, P., Barty, K., Adult learners in the workplace: Online learning and communities of practice (2004) Distance Education, 25 (1), pp. 107-123. , doi:10.1080/0158791042000212486; Stephens, A.C., Hartmann, C., A successful professional development project's failure to promote online discussion about teaching mathematics with technology (2004) Journal of Technology and Teacher Education, 12 (1), pp. 57-73; Swan, K., Shea, P., Fredericksen, E., Pickett, A., Pelz, W., Maher, G., Building knowledge building communities: Consistency, contact and communication in the virtual classroom (2000) Journal of Educational Computing Research, 23 (4), pp. 359-383; Tu, C.H., McIsaac, M.S., The relationship of social presence and interaction in online classes (2002) American Journal of Distance Education, 16 (3), pp. 131-150. , doi:10.1207/S15389286A-JDE1603_2; Twigg, C.A., (2002) Innovations in Online Learning: Moving Beyond No Significant Difference, , http://www.center.rpi.edu/PewSym/Mono4.html, Retrieved August 2003 from; Wagner, E.D., Interactivity: From agents to outcomes (1997) New Directions for Teaching and Learning, 71, pp. 19-26. , doi:10.1002/tl.7103; Wenger, E., (1998) Communities of Practice: Learning Meaning and Identify, , Cambridge, UK, Cambridge University Press; Wenger, E., Communities of practice and social learning systems (2000) Organization, 7 (2), pp. 225-246. , doi:10.1177/135050840072002; Williams, R.S., Humphrey, R., Understanding and fostering interaction in threaded discussion (2007) Journal of Asynchronous Learning Networks, 2 (2), pp. 129-143; Wise, A., Duffy, T.M., Padmanabhan, P., Deepening online conversation: How and why to use a common reference to connect learners with diverse local practices (2008) Educational Technology, 48 (4), pp. 3-11; Yacci, M., Interactivity demystified: A structural definition for distance education and intelligent computer based instruction (2000) Educational Technology, 40 (4), pp. 5-16","College of Education, University of Canterbury, Christchurch, New Zealand",,,IGI Global,,,,,,9781605663807,,,English,"Handbook of Res. on Hybrid Lrng. Models: Adv. Tools, Technol., and Applic.",Book Chapter,Final,,Scopus,2-s2.0-82455181733
"Peres A., Weber R.F., Torres P.A.R., Vecchia R.D.",56115582500;22735563100;57202421505;35184299300;,"IEEE 802.11 wireless location and network security mechanism through fingerprint, triangulation and dynamic obstacle identification",2009,"Proceedings of the 2009 ACM International Wireless Communications and Mobile Computing Conference, IWCMC 2009",,,,1459,1463,,1.0,10.1145/1582379.1582698,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70450225417&doi=10.1145%2f1582379.1582698&partnerID=40&md5=439883acef954daedb5cf69933009a51,"Universidade Federal do Rio Grande do Sul, Instituto de Informática, Caixa Postal 15064, 91, 501-970 Porto Alegre, RS, Brazil; Universidade Luterana do Brasil, Av. Farroupilha, 8001 - Canoas, RS, Brazil","Peres, A., Universidade Federal do Rio Grande do Sul, Instituto de Informática, Caixa Postal 15064, 91, 501-970 Porto Alegre, RS, Brazil; Weber, R.F., Universidade Federal do Rio Grande do Sul, Instituto de Informática, Caixa Postal 15064, 91, 501-970 Porto Alegre, RS, Brazil; Torres, P.A.R., Universidade Luterana do Brasil, Av. Farroupilha, 8001 - Canoas, RS, Brazil; Vecchia, R.D., Universidade Luterana do Brasil, Av. Farroupilha, 8001 - Canoas, RS, Brazil","This paper presents the results obtained in the development of a security mechanism for internet access control, based on the physical location of wireless stations. To achieve such a mechanism a wireless location system was develop, so that the network infrastructure can dynamically reconfingure proxy/firewall rules. To locate the wireless stations with the precision needed in this system, two techniques was used: amplitude fingerprint and amplitude triangulation. We also build a dynamic obstacle attenuation identifier due the fact that this obstacles can interfer in the location process. The dynamic obstacles attenuation was incorporate in the location technique to achieve a better precision in this process. After identifying the wireless station, the security system can apply the security policy defined to a specific physical area. In order to validate the system, we used a academic environment with classroom based security rules. In this environment, each classroom is defined by a specific subnet and the security rules are defined by the teacher based on the class educational objectives. The wireless network is defined in a unique subnet, differing from all the classroom networks. The system goal is to apply the class-based security restrictions to all the devices physically located in the specific classroom, been either wired or wireless stations. Copyright © 2009 ACM.",Wireless location; Wireless networks; Wireless security,Academic environment; Class-based; Educational objectives; IEEE 802.11s; Internet access; Location techniques; Network infrastructure; Physical locations; Security mechanism; Security policy; Security rules; Wireless location; Wireless location systems; Wireless security; Wireless stations; Access control; Computer science; Dynamics; Internet; Mobile computing; Network security; School buildings; Security systems; Standards; Teaching; Telephone systems; Triangulation; Wireless telecommunication systems; Wireless networks,,,,,,,,,,,"3COM. 3com wireless antennas product guide, 2005; April, P., Carmel, A., Grégoire, B., Horváth, M., Janes, R., Leclerc, P., Naguib, M., Jones, R., (2008) Wifidog captive portal; Bahl, P., Balachandran, A., Padmanabhan, V., (2000) Enhancements to the radar user location and tracking system; Gottschall, S., wrt, D., (2004); A. Taheri, A. Singh, and A. Emmanuel. Location fingerprinting on infrastructure 802.11 wireless local area networks (wlans) using locus. In Proceedings of 29th Anual IEEE International Conference - Local Computer Networks, pages 676{683, 2004","Peres, A.; Universidade Federal do Rio Grande do Sul, Instituto de Informática, Caixa Postal 15064, 91, 501-970 Porto Alegre, RS, Brazil; email: peres@inf.ufrgs.br",,,,"2009 ACM International Wireless Communications and Mobile Computing Conference, IWCMC 2009",21 June 2009 through 24 June 2009,Leipzig,77963.0,,9781605585697,,,English,"Proc. ACM Int. Wirel. Commun. Mob. Comput. Conf., IWCMC",Conference Paper,Final,,Scopus,2-s2.0-70450225417
"Alavi H.S., Dillenbourg P., Kaplan F.",26967490300;8912010400;56268256700;,Distributed awareness for class orchestration,2009,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),5794 LNCS,,,211,225,,35.0,10.1007/978-3-642-04636-0_21,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70450201159&doi=10.1007%2f978-3-642-04636-0_21&partnerID=40&md5=84b41561b62424d86e1a9c87cd1b2750,"Swiss Federal Institute of Technology, CRAFT, Station 1, Lausanne 1015, Switzerland","Alavi, H.S., Swiss Federal Institute of Technology, CRAFT, Station 1, Lausanne 1015, Switzerland; Dillenbourg, P., Swiss Federal Institute of Technology, CRAFT, Station 1, Lausanne 1015, Switzerland; Kaplan, F., Swiss Federal Institute of Technology, CRAFT, Station 1, Lausanne 1015, Switzerland","The orchestration process consists of managing classroom interactions at multiple levels: individual activities, teamwork and class-wide sessions. We study the process of orchestration in recitation sections, i.e. when students work on their assignments individually or in small groups with the presence of teaching assistants who give help on demand. Our empirical study revealed that recitation sections suffer from inefficient orchestration. Too much attention is devoted to the management of the relationship between students and teaching assistants, which prevent both sides from concentrating on their main task. We present a model of students' activities during recitation sections that emphasize the issue of mutual awareness, i.e. monitoring help needs and TA's availability. To tackle these difficulties, we developed two awareness tools. Both tools convey the same information: which exercise each group is working on, whether it has asked for help and for how long. In the centralized version, named Shelf, students provide information with a personal response system and the status of each team is juxtaposed on a central display. In the distributed version, named Lantern, each team provides information by interacting with a lamp placed on its table. The display is distributed over the classroom, the information being spatially associated to each group. We are now comparing these two versions in an empirical study with two first year undergraduate classes in Physics. Preliminary results show that both versions increase the efficiency of interaction between students and teaching assistants. This contribution focused on the distributed version. © 2009 Springer Berlin Heidelberg.",Collaborative Problem Solving; Distributed Awareness Tool; Orchestration; Recitation Section,Awareness tool; Classroom interaction; Collaborative problem solving; Distributed awareness; Empirical studies; First year; Main tasks; Multiple levels; Mutual awareness; On-Demand; Personal response systems; Small groups; Teaching assistants; E-learning; Electric conductivity measurement; Fluorine containing polymers; Problem solving; School buildings; Students; Teaching,,,,,,,,,,,"Tewissen, F., Lingnau, A., Hoppe, H.U., Mannhaupt, G., Nischk, D., Collaborative Writing in a Computer-integrated Classroom for Early Learning (2001) Proceedings of the European Conference on Computer-Supported Collaborative Learning (Euro-CSCL, pp. 593-600. , Maastricht, The Netherlands, pp; Dillenbourg, P., Fischer, F., Basics of Computer-Supported Collaborative Learning (2007) Zeitschrift für Berufs- und Wirtschaftspädagogik, 21, pp. 111-130; Dillenbourg, P., Hong, F., The mechanics of CSCL macro scripts (2008) International Journal of Computer-Supported Collaborative Learning, 3 (1), pp. 5-23; Jermann, P., Soller, A., Mulenbruck, M., From mirroring to guiding: A review of state of the art technology for supporting collaborative learning (2001) Proceedings of European Perspectives on Computer-Supported Collaborative Learning (ECSCL 2001), Maastricht McLuhanInstitute, pp. 324-331. , Maastricht, the Netherlands, pp; Chen, W., Supporting Teachers' Intervention in Collaborative Knowledge Building (2005) Journal of Network and Computer Applications, 29 (2-3), pp. 200-215; Avouris, N., Margaritis, M., Komis, V., Modelling interaction during small-group synchronous problem solving activities: The Synergo approach. In: 2nd Int. Workshop on Designing Computational Models of Collaborative Learning Interaction, ITS 2004 (2004) 7th Conf. on Intelligent Tutoring Systems, pp. 13-18. , Maceio, Brazil, pp; Beaudouin-Lafon, M., Karsenty, A., Transparency and Awareness in a Real-time Group-ware System (1992) Proceedings of the ACM Symposium on User Interface Software and Technology - UIST, pp. 171-180. , Monterey, CA, November 15-18, pp, ACM, New York; Shen, H., Sun, C., Flexible Notification for Collaborative Systems (2002) Proceedings of the ACM 2002 Conference on Computer-Supported Cooperative Work - CSCW 2002, New Orleans, LO, pp. 77-86. , November 16-20, pp, ACM, New York; Ishii, H., Kobayashi, M., Arita, K., Iterative Design of Seamless Collaboration Media (1994) Communications of the ACM, 37 (8), pp. 83-97; Shen, H., Sun, C., Flexible Notification for Collaborative Systems (2002) Proceedings of the ACM 2002 Conference on Computer-Supported Cooperative Work - CSCW 2002, New Orleans, LO, pp. 77-86. , November 16-20, pp, ACM, New York; Wisneski, C., Ishii, H., Dahley, A., Gorbet, M., Brave, S., Ullmer, B., Yarin, P.: Ambient Displays: Turning Architectural Space into an Interface between People and Digital Information. In: Streitz, N.A., Konomi, S., Burkhardt, H.-J. (eds.) CoBuild 1998. LNCS, 1370, p. 22. Springer, Heidelberg (1998); Manohar, N.R., Prakash, A., Replay by Re-Execution: A Paradigm for Asynchronous Collaboration via Record and Replay of Interactive Multimedia Streams (1994) SIGOIS Bulletin, 15 (2), pp. 32-34; Fitzpatrick, G., Kaplan, S., Mansfield, T., Arnold, D., Segall, B., Supporting Public Availability and Accessibility with Elvin: Experiences and Reflections (2002) Computer Supported Cooperative Work: The Journal of Collaborative Computing, 11 (3-4), pp. 447-474; Fitzpatrick, G., Mansfield, T., Kaplan, S., Arnold, D., Phelps, T., Segall, B., Augmenting the Workaday World with Elvin (1999) Proceedings of the Sixth European Conference on Computer-Supported Cooperative Work - ECSCW, pp. 431-450. , Copenhagen, Denmark, September 12-16, pp, Kluwer Academic Publishers, Dortrecht; Fuchs, L., Pankoke-Babatz, U., Prinz, W., Supporting Cooperative Awareness with Local Event Mechanisms: The GroupDesk System (1995) Proceedings of the Fourth European Conference on Computer-Supported Cooperative Work - ECSCW, pp. 247-262. , Stockholm, Sweden, September 10-14, pp, Kluwer Academic Publishers, Dortrecht; Gross, T., The CSCW3 Prototype - Supporting Collaboration in Global Information Systems (1997) Conference Supplement of the Fifth European Conference on Computer-Supported Cooperative Work - ECSCW, pp. 43-44. , Lancaster, UK, September 7-11, pp; Loevstrand, L., Being Selectively Aware with the Khronika System (1991) Proceedings of the Second European Conference on Computer-Supported Cooperative Work - ECSCW, pp. 265-278. , Amsterdam, NL, September 24-27, pp, Kluwer Academic Publishers, Dortrecht; Sohlenkamp, M., (1999) Supporting Group Awareness in Multi-User Environments through Perceptualisation, , Ph.D. thesis, Institute for Applied Information Technology, GMD-German National Research Center for Information Technology, St. Augustin, Germany; Borning, A., Travers, M.: Two Approaches to Casual Interaction Over Computer and Video Networks. In: Proceedings of the Conference on Human Factors in Computing Systems - CHI 1991, New Orleans, LO, April 27-May 2, pp. 13-20. ACM, New York (1991); Dourish, P., Bly, S., Portholes: Supporting Awareness in a Distributed Work Group (1992) Proceedings of the Conference on Human Factors in Computing Systems - CHI, pp. 541-547. , Monterey, CA, May 3-7, pp, ACM, New York; Gaver, W.W., Moran, T., MacLean, A., Lövstrand, L., Dourish, P., Carter, K.A., Buxton, W., Realising a Video Environment: EUROPARC's RAVE System (1992) Proceedings of the Conference on Human Factors in Computing Systems - CHI, pp. 27-35. , Monterey, CA, May 3-7, pp, ACM, New York; Tang, J.C., Rua, M., Montage: Providing Teleproximity for Distributed Groups (1994) Proceedings of the Conference on Human Factors in Computing Systems - CHI, pp. 37-43. , Boston, MA, April 24-28, pp, ACM, New York; Sohlenkamp, M., (1999) Supporting Group Awareness in Multi-User Environments through Perceptualisation, , Ph.D. thesis, Institute for Applied Information Technology, GMD-German National Research Center for Information Technology, St. Augustin, Germany; Gross, T.: Ambient Interfaces in a Web-Based Theatre of Work. In: Proceedings of the Tenth Euromicro Workshop on Parallel, Distributed, and Network-Based Processing - PDP 2002, Gran Canaria, Spain, January 9-11, pp. 55-62. IEEE Computer Society Press, Los Alamitos (2002); Heiner, J.M., Hudson, S.E., Tanaka, K., The Information Percolator: Ambient Information Display in a Decorative Object (1999) Proceedings of the ACM Symposium on User Interface Software and Technology - UIST, pp. 141-148. , Asheville, NC, November 7-12, pp, ACM, New York; Pedersen, E.R., Sokoler, T., AROMA: Abstract Representation of Presence Supporting Mutual Awareness (1997) Proceedings of the Conference on Human Factors in Computing Systems - CHI, pp. 51-58. , Atlanta, GA, March 22-27, pp, ACM, New York; Wisneski, C., Ishii, H., Dahley, A., Gorbet, M., Brave, S., Ullmer, B., Yarin, P.: Ambient Displays: Turning Architectural Space into an Interface between People and Digital Information. In: Streitz, N.A., Konomi, S., Burkhardt, H.-J. (eds.) CoBuild 1998. LNCS, 1370, p. 22. Springer, Heidelberg (1998)","Alavi, H. S.; Swiss Federal Institute of Technology, CRAFT, Station 1, Lausanne 1015, Switzerland; email: Hamed.Alavi@epfl.ch",,,,"4th European Conference on Technology Enhanced Learning, EC-TEL 2009",29 September 2009 through 2 October 2009,Nice,77825.0,03029743,3642046355; 9783642046353,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-70450201159
"Hauswirth M., Adamoli A.",6701681841;35174281700;,Solve & evaluate with informa: A Java-based classroom response system for teaching java,2009,"Proceedings of the 7th International Conference on Principles and Practice of Programming in Java, PPPJ 2009",,, 1596657,1,10,,8.0,10.1145/1596655.1596657,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70449636030&doi=10.1145%2f1596655.1596657&partnerID=40&md5=cc070ac77c04e1ebad8b9e9549461dfa,"Faculty of Informatics, University of Lugano, Lugano, Switzerland","Hauswirth, M., Faculty of Informatics, University of Lugano, Lugano, Switzerland; Adamoli, A., Faculty of Informatics, University of Lugano, Lugano, Switzerland","This paper describes the use of clickers in a Java programming course. However, instead of using ordinary hardware clickers, we use software clickers, implemented in Java, that allow for much richer problem types than the traditional multiple-choice question. The problem types we introduce in this paper give students a much higher degree of freedom in solving a problem, and thus more opportunities for making mistakes. We look at mistakes as learning opportunities, and we introduce a pedagogical approach that allows students to learn from mistakes of their peers. We finish with a case study and evaluation of our implementation of these ideas in an undergraduate Java programming course. Copyright 2009 ACM.",Classroom clickers; Collaborative learning,Collaborative learning; Higher-degree; Java programming; Learning opportunity; Multiple-choice questions; Pedagogical approach; Response systems; Teaching Java; Computer programming; Computer software; Interoperability; Problem solving; School buildings; Teaching; Java programming language,,,,,,,,,,,"Abrahamson, A.L., An overview of teaching and learning research with classroom communication systems (CCSs) (1998) Proceedings of the International Conference of the Teaching of Mathematics, , June; Barkley, E.F., Cross, K.P., Howell Major, C., (2005) Collaborative Learning Techniques, , Jossey-Bass; Dijkstra, E., (1979) Structured programming, pp. 41-48. , Yourdon Press, Upper Saddle River, NJ, USA; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian journal of educational technology, 18 (1), pp. 13-23; Duncan, D., (2005) Clickers in the Classroom, , Pearson Education; Fies, C., Marshall, J., (2006) Classroom response systems: A review of the literature, 15 (1), pp. 101-109. , March; Hauswirth, M., Informa: An extensible framework for group response systems (2008) Proceedings of the 4th International Conference on Collaborative Computing (CollaborateCom'08), , November; K. Koile and D. Singer. Development of a tablet-pc-based system to increase instructor-student classroom interactions and student learning. In 4http://www.informaclicker.org/ Workshop on the Impact of Pen-based Technology on Education, April 2006; Koile, K., Singer, D., Improving learning in cs1 with tablet-pc-based in-class assessment (2006) Submitted to Second International Computing Education Research Workshop, , September; Pargas, R., Shah, D., Things are clicking in CS4 (2006) Proceedings of the ACM Technical Symposium on Computer Science Education (SIGCSE), , March; Roschelle, J., Vahey, P., Tatar, D., Kaput, J., Hegedus, S., Five key considerations for networking in a handheld-based mathematics classroom (2003) Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education, , July; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom response and communication systems: Research review and theory (2004) Annual Meeting of the American Educational Research Association, , April; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40. , March","Hauswirth, M.; Faculty of Informatics, University of Lugano, Lugano, Switzerland; email: Matthias.Hauswirth@unisi.ch",,University of Calgary;iCORE;Sun microsystems;Ridge Soft,,"7th International Conference on Principles and Practice of Programming in Java, PPPJ 2009",27 August 2009 through 28 August 2009,"Calgary, AB",77918.0,,9781605585987,,,English,"Proc. Int. Conf. Princ. Pract. Program. Java, PPPJ",Conference Paper,Final,,Scopus,2-s2.0-70449636030
"Konstantinidis S.T., Bamidis P.D., Kaldoudi E.",22035124900;6603398831;23392522900;,Active blended learning in medical education - Combination of WEB 2.0 problem based learning and computer based audience response systems,2009,Proceedings - IEEE Symposium on Computer-Based Medical Systems,,, 5255412,,,,3.0,10.1109/CBMS.2009.5255412,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70449657622&doi=10.1109%2fCBMS.2009.5255412&partnerID=40&md5=2c9678e2dedb6eaf8f4a3b919d9534d3,"Medical Informatics Laboratory, School of Medicine, Aristotle University of Thessaloniki, Greece; Medical Physics Laboratory, School of Medicine, Democritus University of Thrace, Greece","Konstantinidis, S.T., Medical Informatics Laboratory, School of Medicine, Aristotle University of Thessaloniki, Greece; Bamidis, P.D., Medical Informatics Laboratory, School of Medicine, Aristotle University of Thessaloniki, Greece; Kaldoudi, E., Medical Physics Laboratory, School of Medicine, Democritus University of Thrace, Greece","During the last two decades, the scene in education is rapidly changing by the deployment of Information and Communication Technologies (ICT). Smart classes, virtual classrooms, online collaborative educational experiences and emerging WEB 2.0 applications are increasingly used, either as stand alone or blended with conventional education. Additionally, as emphasis is shifting from 'teaching ' to 'learning ', technologies that promote active, participative learning, such as computer based audience response systems, are employed in order to enhance students ' participation and explore their degree of understanding. This paper presents our approach in combining online active learning and active learning in class in the case of medical education. ©2009 IEEE.",,Active Learning; Blended learning; Educational experiences; Information and Communication Technologies; Problem based learning; Response systems; Stand -alone; Virtual Classroom; Web 2.0; Web 2.0 applications; Medical education; Teaching; World Wide Web; Information technology,,,,,,,,,,,"Kaldoudi, E., Konstantinidis, S., Bamidis, P., Web 2.0 approaches for active, collaborative learning in medicine and health Peer-Reviewed Chapter, , S. Mohammed, J. Fiaidhi (eds.), Ubiquitous Health and Medical Informatics: Advancements in Web 2.0, Health 2.0 and Medicine 2.0, IGI Global, Hershey, PA, USA accepted, in press; Papaioakeim, M., Kaldoudi, E., Vargemezis, V., Simopoulos, K., Confronting the problem of ever expanding core knowledge and the necessity of handling overspecialized disciplines in medical education (2006) ITAB 2006: IEEE International Special Topic Conference on Information Technology in Biomedicine, Ioannina, pp. 26-28. , Greece, October; Lam, T.P., Letter to the Editor: The origin of problem based learning (2005) Medical Teacher, 27 (5), p. 473; Dewey, J., York, N., (1944) Democracy and Education, , Free Press; Michael, J., Where's the evidence that active learning works? (2006) Advances in Physiology Education, 30 (4), pp. 159-167; Bamidis, P.D., Konstantinidis, S.Th., Nikolaidou, M.M., Bratsas, C., Kaldoudi, E., Maglaveras, N., Koufogiannis, D., Pappas, C., Online medical informatics education: Efforts to realign classic approaches with new developments (2008) Proceedings of 21th IEEE International Symposium on Computer-Based Medical Systems, Jyväskylä, pp. 385-390. , Finland, June 17-19; Kaldoudi, E., Papaioakeim, M., Konstantinidis, S., Bamidis, P.D., Virtual collaborative academic education in medicine (2007) Proceedings of ICICTH 2007, , July, Samos; Schmidt, H.G., Vermeulen, L., Van Der Molen, H.T., Longterm effects of problem-based learning: A comparison of competencies acquired by graduates of a problem-based and a conventional medical school (2006) Medical Education, 40 (6), pp. 562-567. , DOI 10.1111/j.1365-2929.2006.02483.x; Kaldoudi, E., Bamidis, P.D., Papaioakeim, M., Vargemezis, V., Problem-based learning via Web 2.0 technologies (2008) Proceedings of CBMS2008: the 21th IEEE International Symposium on ComputerBased Medical Systems, Special Track: Technology Enhanced Learning in Medical Education, pp. 391-396. , Jyväskylä, Finland: IEEE Computer Society; Bamidis, P., Constantinidis, S., Kaldoudi, E., Maglaveras, N., Pappas, C., The Use of Web 2.0 in Teaching Medical Informatics to Postgraduate Medical Students: First Experiences (2008) Journal of Medical Internet Research, 10 (3), pp. 22-23. , e22; Bamidis, P.D., Konstantinidis, S., Bratsas, C., Kaldoudi, E., Enhancing medical curricula via online problem based learning - Experience using web 2.0 technologies (2009) In Proc. of INTED 2009; Antoniou, P., Delidou, E., Aggeioplasti, K., Kaldoudi, E., Astronomy education for the public via web 2.0 technologies (2008) Proceeding of ICERI2008 - International Conference of Education, , Research and Innovation, Madrid, Spain; Holmes, R.G., Blalock, J.S., Parker, M.H., Haywood, V.B., Student accuracy and evaluation of a computer-based audience response system (2006) J Dent Educ, 70, pp. 1355-1361; Caldwell, J.E., Clickers in the large classroom: current research and best-practice tips (2007) CBE Life Sci Educ, 6, pp. 9-20; Crossgrove, K., Curran, K.L., Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material (2008) CBE Life Sei Educ, 7, pp. 146-154; Simpson, V., Oliver, M., Using electronic voting systems in lectures Report on, , www.ucl.ac.uk/learningtechnology/examples/ElectronicVotingSystems.pdf(, accessed 15/04/2009; Menon, A.S., Moffett, S., Enrique, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: Using personal digital assistants as a classroom polling tool (2004) Journal of the American Medical Informatics Association, 11 (3), pp. 217-220. , May-June; Barbour, M.E., Electronic voting in dental materials education: The impact on students' attitudes and exam performance (2008) J Dent Educ, 72, pp. 1042-1047; Byrd, G.G., Coleman, S., Werneth, C., Exploring the universe together: Cooperative quizzes with and without a classroom performance system in Astronomy 101 (2004) Astronomy Education Review, 3, pp. 26-30; Lewis, R., The classroom performance system - The introduction of a pedagogical innovation in the teaching of an engineering course (2007) Proceedings of the 2007 AaeE Conference, , Melbourne; Guthrie, R.W., Carlin, A., Waking the Dead: Using interactive technology to engage passive listeners in the classroom (2004) Proceedings of the Tenth Americas Conference on Information Systems, , New York, New York, August; Douglas, D., Clickers: A new teaching aid with exceptional promise (2006) The Astronomy Education Review, 5, pp. 70-88","Konstantinidis, S. T.; Medical Informatics Laboratory, School of Medicine, Aristotle University of ThessalonikiGreece; email: cs@med.auth.gr",,"Texas Tech Univ. Edward E. Whitacre Jr. Coll. Eng.;Inst. Electr. Electron. Eng., IEEE;Association for Computing Machinery, ACM;IEEE Comput. Soc. Tech. Comm. Comput. Med.",,"2009 22nd IEEE International Symposium on Computer-Based Medical Systems, CBMS 2009",2 August 2009 through 5 August 2009,"Albuquerque, NM",78400.0,10637125,9781424448784,,,English,Proc. IEEE Symp. Comput.-Based Med. Syst.,Conference Paper,Final,,Scopus,2-s2.0-70449657622
"Litchfield A., Raban R., Dyson L.E., Leigh E., Tyler J.",24778596600;55520348500;24778106000;35145899700;35147092500;,Using students' devices and a no-to-low cost online tool to support interactive experiential mlearning,2009,"Proceedings - 2009 9th IEEE International Conference on Advanced Learning Technologies, ICALT 2009",,, 5194335,674,678,,7.0,10.1109/ICALT.2009.198,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70449348693&doi=10.1109%2fICALT.2009.198&partnerID=40&md5=90fe72425c29c4d01f3834379afc51af,"University of Technology, Sydney, Australia","Litchfield, A., University of Technology, Sydney, Australia; Raban, R., University of Technology, Sydney, Australia; Dyson, L.E., University of Technology, Sydney, Australia; Leigh, E., University of Technology, Sydney, Australia; Tyler, J., University of Technology, Sydney, Australia","The rapid evolution and ubiquitous use of mobile devices is an historical opportunity to improve experiential interactivity in education practices to support ""deep"" learning. A major barrier to the widespread adoption of mLearning in higher education is that of cost. Usage charges and the cost of mobile hardware are key issues. Opportunities to overcome this barrier include the high rate of ownership of mobile phones by university students and technological solutions such as packet transmission technologies. The paper introduces mInteract, a system which uses packet technology (mobile WAP/WML) to build no-to-low cost interactivity into learning spaces. The online tool supports active experiential learning transactions for both student and teacher. In 2008 mInteract was trialled in a subject with large numbers. Focus group feedback is presented that indicates high levels of engagement with both users and non-users of the tool. © 2009 IEEE.",Experiential learning; Interactive engagement; Internet-enabled; Low-cost; Mobile devices; Online,Experiential learning; Focus groups; High rate; Higher education; Interactive engagement; Interactivity; Key issues; Low costs; Low-cost; M-Learning; Mobile hardware; On-line tools; Online; Packet transmission technology; Rapid evolution; Technological solution; University students; Costs; Internet; Mobile computing; Mobile devices; Portable equipment; Technology; Students,,,,,,,,,,,"Kukulska-Hulme, A., Traxler, J., (2005) Mobile Learning: A handbook for educators and trainers, , Routledge, London and New York; Ramsden, P., Learning to Teach in Higher Education, , Routledge, London, 1992; Prosser, M., Trigwell, K., (1999) Understanding Learning and Teaching: The experience in higher education, , Open University Press, Buckingham; Smith, B., Just give us the right answer (2001) Lecturing. Case studies, experience and practice, , H. Edwards, B. Smith, and G. Webb (Eds). Kogan, London; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109. , March; Goh, T., Hooper, V., To TxT or Not to TxT: That's the Puzzle (2007) Proceedings of the 2007 Informing Science and IT Education Joint Conference; Prensky, M., (2004) What Can You Learn From A Cell Phone? Almost Anything!, , http://www.marcprensky.com/writing/Prensky- What_Can_You_Learn_From_a_Cell_Phone-FINAL.pdf, viewed 15 January 2009; Thomas, M., IPods in Education: Innovators in the Implementation of Mobile Learning, , http://kt.flexiblelearning.net.au/edition-10/ipods- ineducationinnovations-in-the-implementation-of-mobilelearning, n.d., viewed November 2006; Al-khamaysah, S., Zmijewska, A., Lawrence, E., Culjak, G., Mobile learning systems for digital natives (2007) Iasted Conference on Web Based Education WBE '07, , Chamonix, 14-16 March; Pettit, J., Kukulska-Hulme, A., Going with the grain: Mobile devices in practice (2007) Australian Journal of Educational Technology, 23 (1), pp. 1-13; Litchfield, A.J., Dyson, L.E., Lawrence, E., Zmijewska, A., Directions for mLearning research to enhance active learning ASCILITE 2007, pp. 587-596. , Singapore; Kennedy, G., Krause, K.-L., Judd, T., Churchward, A., Gray, K., (2006) First Year Students' Experiences with Technology: Are they really Digital Natives?, , Preliminary Report of Findings, September University of Melbourne, Melbourne; Lindquist, D., Denning, T., Kelly, M., Malani, R., Griswold, W.G., Simon, B., Exploring the Potential of Mobile Phones for Active Learning in the Classroom (2007) Proceedings of the 38th SIGCSE Technical Symposium on Computer Science Education, 39 (1), pp. 384-388; Stehno, J., (1986) The Application and Integration of Experiential Education in Higher Education, , Southern Illinois University, Touch of Nature Environmental Center, Carbondale; Itin, C., Reasserting the philosophy of experiential education as a vehicle for change in the 21st century (1999) The Journal of Experiential Education, 22 (2), pp. 91-98. , Boulder, Fall","Litchfield, A.; University of Technology, Sydney, Australia; email: Andrew.Litchfield@uts.edu.au",,IEEE Computer Society;IEEE Technical Committee on Learning Technology,,"2009 9th IEEE International Conference on Advanced Learning Technologies, ICALT 2009",15 July 2009 through 17 July 2009,Riga,78349.0,,9780769537115,,,English,"Proc. - IEEE Int. Conf. Adv. Learn. Technol., ICALT",Conference Paper,Final,,Scopus,2-s2.0-70449348693
"Xue Z., Wu S.",35108236800;55821649500;,The design of electronic locks based on infrared remote-control with MCU,2009,"Proceedings of 2009 4th International Conference on Computer Science and Education, ICCSE 2009",,, 5228359,592,594,,2.0,10.1109/ICCSE.2009.5228359,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350518561&doi=10.1109%2fICCSE.2009.5228359&partnerID=40&md5=1542fd042cd1727a9f3aa68b285646c2,"Department of Automation, Xiamen University, Xiamen, China","Xue, Z., Department of Automation, Xiamen University, Xiamen, China; Wu, S., Department of Automation, Xiamen University, Xiamen, China","At present, key-pad electronic lock with alarming funtion is to gradually replace the traditional mechanical locks,overcoming the shortcoming of the traditional mechanical locks which contain few password and lack of reliabilty, but keypad electronic lock makes a great progress in terms of technology and performance.This paper represents a type of remote-controlled electronic lock developed with the chip of AT89S51. This type of lock have two input devices,one of them is a 4*3 matrix keyboard mounted on the lock,the other one is a remote controller which also have 4*3 matix keyboard.we can use either of them to open the lock or change the password we have set. In the design,we adopt the infrared ray as the medium,because of the strong anti-interference ability, reliable transmission of information. ©2009 IEEE.",MCU electronic locks infrared remote-control LCD1602,Anti-interference; Electronic locks; Infrared rays; Infrared remotes; Input devices; matrix; MCU electronic locks infrared remote-control LCD1602; Reliabilty; Reliable transmission; Remote controllers; Computer keyboards; Computer science; Education computing; Infrared radiation; Packet networks; Remote control; Locks (fasteners),,,,,,,,,,,"Li Guangfei. Microcontroller C Programming examples guide. [M]. Beijing: Beijing University of Aeronautics and Astronautics Press; Zhou Jing. PROTEUS based on the single-chip system and circuit design and simulation. [M]. Beijing: Beijing University of Aeronautics and Astronautics Press; Han Zhij un. Single-chip design applications - Getting Started guide and design examples. [M]. Machinery Industry Press; Fu Jiacai. SCM technology works in practice . [M]. Chemical Industry Press; Wei, P., Ke, H., Lei, D., (2006) Press of Electronics Industry, pp. 299-323. , Typical single-chip system design example, M, Beijing; Ding Yuanjie . Principle and Application of single-chip computer. [M]. Beijing: China Machine Press .2005:45-51; C51 Compiler User'S Guide.[M] . Keil Elektronik GmbH .And Keil Software .Inc.2000; Atmcl Corporation. 8-bit Microcontroller With4K Bytes In-System Programmable Flash.[M].AtmeICorporation .2001; (1981), 1000. , MCS-5l family of single chip microcomputers user's manual","Xue, Z.; Department of Automation, Xiamen University, Xiamen, China; email: xuezhangcheng@126.com",,,,"2009 4th International Conference on Computer Science and Education, ICCSE 2009",25 July 2009 through 28 July 2009,Nanning,78003.0,,9781424435210,,,English,"Proc. Int. Conf. Comput. Sci. Educ., ICCSE",Conference Paper,Final,,Scopus,2-s2.0-70350518561
"Chandrapal M., Senanayake A., Suwarganda E.",35106641600;57203416316;15046045600;,Laser aiming monitoring system for archery,2009,"IEEE/ASME International Conference on Advanced Intelligent Mechatronics, AIM",,, 5229742,1154,1159,,,10.1109/AIM.2009.5229742,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70350462625&doi=10.1109%2fAIM.2009.5229742&partnerID=40&md5=a6db68988244e30a2cc0b3b3380d7383,"University of Canterbury, New Zealand; School of Engineering, Monash University, Sunway Campus, Malaysia; Sports Bio-Mechanics Centre, National Sports Institute of Malaysia, Malaysia","Chandrapal, M., University of Canterbury, New Zealand; Senanayake, A., School of Engineering, Monash University, Sunway Campus, Malaysia; Suwarganda, E., Sports Bio-Mechanics Centre, National Sports Institute of Malaysia, Malaysia","In the sport of archery where accuracy and stability are crucial in obtaining the best possible result, modern technology has the ability to provide much needed analytical data regarding aiming patterns that affect the flight path of the arrow. The developed system utilizes image processing to monitor the movement of a laser point on a secondary target, from a laser pointer mounted on the frame of the bow, to determine the stability of an archer during aiming. The images are captured using a high speed FireWire camera and then processed to yield useful information. The status of the clicker is used to approximate the moment of release. A wireless transmitter circuit coupled to the clicker is used to transmit its status to the computer via a Data Acquisition (DAQ) device. Two different Graphical User Interfaces (GUI) were developed using LabVIEW, LaserMAQS (Laser Movement Acquisition System) version 1.0 and 2.0. The developed GUI's were customized specifically to ease interpretation by both coach and archer. Testing has proven that the developed system has a relatively high reliability and accuracy. Continual testing has also verified that practical deployment of the system to aid archers in training is highly possible. Nonetheless several improvements in terms of hardware and software are possible to increase the efficiency of the system, and these have been proposed. ©2009 IEEE.",,Acquisition systems; Analytical data; FireWire camera; Flight paths; Hardware and software; High reliability; LabViEW; Laser point; Laser pointer; Modern technologies; Monitoring system; Secondary target; Wireless transmitter; Asymptotic analysis; Graphical user interfaces; Image processing; Lasers; Mechatronics; System stability; Intelligent mechatronics,,,,,,,,,,,"Bakar, A.A., Senanayake, S.M.N.A., Ganason, R., Wilson, B.D., (2007) Patter recognition in Gait Analysis, pp. 169-174. , pp, The Impact of Technology on Sport II, Taylor & Francis, ISBN: 978-0-415-45695-1, London; Senanayake, S.M.N.A., Khoo, T.K., (2007) Intelligent Musculosoccer Simulator, pp. 409-414. , pp, The Impact of Technology on Sport II, Taylor & Francis, ISBN: 978-0-415-45695-1, London; Senanayake, S.M.N.A., Yuen, A.W.W., Wilson, B.D., (2007) Accelerometry in Motion Analysis, pp. 479-484. , pp, The Impact of Technology on Sport II, Taylor & Francis, ISBN: 978-0-415-45695-1, London; Senanayake, A., Gopalai, A.A., Real Time Instrumented System for Gait Analysis (2007) Proceedings of International Conference on Computing, , Communications and Control Technologies CCCT, Florida, USA; Gopalai, A.A., Gouwanda, D., Arosha Senanayake, S.M.N., Human Motion Regeneration in 2-Dimension as Stick Figure Animation with Accelerometers (2008) International Journal of Intelligent Systems and Technologies, pp. 138-148; Finney, M.J., (1998) Laser guided golf club putter, , United States; Frydenlund, A.J., Arrow Holder And Release Signal Device For A Bow (1970), U. S. Patent. United States, Louis R. Prince; Johnson, A.J., Bluff, P., (1991) Modular laser aiming system, , United States; (2007) Shooter Training Systems, , SCATT , SCATT Shooter Training Systems; (2008) Noptel ST-2000 Sport II Training System, , NOPTEL , Noptel Oy; (2008) Sport Shooter Training System from Noptel, , NOPTEL , Noptel; Qusun Electric Co., L. (2005). Wireless Door Bell. Electronics & Electricity from http://qusun-china.diytrade.com; White, B.H., (1994) Laser guided vehicle positioning system, , United States","Chandrapal, M.; University of CanterburyNew Zealand; email: dont_readthis@hotmail.com",,,,"2009 IEEE/ASME International Conference on Advanced Intelligent Mechatronics, AIM 2009",14 July 2009 through 17 July 2009,Singapore,78051.0,,9781424428533,,,English,IEEE ASME Int Conf Adv Intellig Mechatron AIM,Conference Paper,Final,,Scopus,2-s2.0-70350462625
"Czekanski A., Roux D.",34871813200;34873409600;,A revisited study on the use of clicker technology to evaluate short-term concept retention,2009,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,10.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-69249186502&partnerID=40&md5=7940e817e6b068c89cae33d20379779d,"Department of Geography and Environmental Engineering, United States Military Academy, West Point, NY, United States","Czekanski, A., Department of Geography and Environmental Engineering, United States Military Academy, West Point, NY, United States; Roux, D., Department of Geography and Environmental Engineering, United States Military Academy, West Point, NY, United States","The use of electronic student response systems such as ""clickers"" is a relatively new and innovative means by which instructors can gain real-time feedback on student comprehension. We examined the use of clickers with 3rd-year undergraduates to determine if the anonymity provided by the device influenced student responses, while also assessing the effects of the time gap between exposure to the material and testing. We accomplished the objectives in an introductory environmental science course using multiple-choice questions focused on key course concepts. Two instructors participated in this classroom experiment. One instructor taught four sections of the course (n = 60) and divided his sections by those who answered the review questions using the clickers (n = 31) and those who answered by raising their hands (n = 29). A second instructor was assigned two sections (n = 29) and had students respond to the review questions by using the clickers. Previously, we evaluated short-term concept retention by administering questions to the students at the end of specified lectures. For this study, we modified our experimental protocol by administering the questions at the start of the next lecture in order to determine the extent to which this added time gap would influence student responses. We hypothesized that the lack of anonymity attributed to the hand raising approach can greatly skew results by allowing a few intelligent students to sway the majority and give the instructor a false impression of class comprehension. We further hypothesized that as the duration in time between exposure to the material and testing is increased, the accuracy of results from those not afforded anonymity will decrease. Our study showed that time duration between teaching and testing of material has a significant effect on concept retention and reinforced the value of clickers for accurate short term concept evaluation. Instructors can quickly assess their students' current understanding of the course material and make adjustments to the course based on those results. © American Society for Engineering Education, 2009.",Active learning; Clickers; Retention,Active learning; Clickers; Concept evaluation; Course material; Environmental science; Experimental protocols; Four sections; Multiple-choice questions; Real-time feedback; Retention; Short term; Student response; Student-response system; Time duration; Time gap; Two section; Real time systems; Students; Teaching,,,,,,,,,,,"Caldwell, J., Clickers in the Large Classroom: Current Research and Best-Practice Tips (2007) Life Sciences Education, 6, pp. 9-20; Petr, D., Experience with a Multiple-Choice Audience Response System in an Engineering Classroom (2005) Proceedings of the 35th ASEE/IEEE Frontiers in Education Conference, , 19-22 October, Indianapolis, Indiana; Auras, R., Bix, L., WAKE UP! The Effectiveness of a Student Response System in Large Packaging Classes (2007) Packaging Technology and Science, 20, pp. 183-195; Martyn, M., Clickers in the Classroom: An Active Learning Approach (2007) EDUCAUSE Quarterly, 2, pp. 71-74; Lowry, P., Romano, N., Guthrie, R., Explaining and Predicting Outcomes of Large Classrooms Using Audience Response Systems (2006) Proceedings of the 39th IEEE Hawaii International Conference on System Sciences, , 4-7 January, Kauai, Hawaii; Siau, K., Sheng, H., Nah, F., Use of a Classroom Response System to Enhance Classroom Interactivity (2006) IEEE Transactions on Education, 49 (3), pp. 398-403; DeBourgh, G., Use of Classroom ""Clickers"" to Promote Acquisition of Advanced Reasoning Skills (2007) Nurse Education in Practice, , in press; Siegel, J., Schmidt, K., Cone, J., INTICE - Interactive Technology to Improve the Classroom Experience (2004) Proceedings of the 2004 American Society for Engineering Education Annual Conference, , 20-23 June, Salt Lake City, Utah; Czekanski, A., Roux, D., The Use of Clicker Technology to Enhance Short- and Long-Term Concept Retention (2008) Proceedings of the 2008 ASEE Zone 1 Regional Conference, , 28-29 March, West Point, New York","Czekanski, A.; Department of Geography and Environmental Engineering, United States Military Academy, West Point, NY, United States",,BOEING,,2009 ASEE Annual Conference and Exposition,14 June 2009 through 17 June 2009,"Austin, TX",77079.0,,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-69249186502
Virseda R.D.V.,6508299696;,An innovative educational enviroment for the interactive learning of data stucturesS: From Algebraic Specification to Implementation,2009,CSEDU 2009 - Proceedings of the 1st International Conference on Computer Supported Education,2,,,27,32,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67650548127&partnerID=40&md5=6d1e31248423a79e94debeba02986d1b,"Dpto. de Sistemas Informdticos y Programacion, Universidad Complutense de Madrid, Spain","Virseda, R.D.V., Dpto. de Sistemas Informdticos y Programacion, Universidad Complutense de Madrid, Spain","The high level of abstraction necessary to teach ""data structures"" and ""algorithmic schemes"" have been more than a hindrance to students. In order to make a proper approach to this issue, we have developed and implemented, during the last years, at the Computer Science Department of the Complutense University of Madrid, an innovative interactive learning system according to the new guidelines of the European Higher Education Area. In this paper, we present the new main contributions to this system. In the first place, we describe the tool called Vedya for the visualization of data structures and algorithmic schemes. In the second place, the Maude system to execute the algebraic specifications of abstract data types using Eclipse, by which it is possible to study from the more abstract level of a software specification up to its specific implementation in Java, thereby allowing the students a self-learning process.",Algebraic specification.; Algorithmic schemes; Computer supported education; Data structures; Interactive learning; Learning and teaching methodologies; Virtual learning environments; Virtual universities and classrooms,Algebraic specification.; Algorithmic schemes; Interactive learning; Learning and teaching methodologies; Virtual learning environments; Virtual universities and classrooms; Abstracting; Algebra; Algorithms; Computer software; Data structures; Data visualization; E-learning; Education computing; School buildings; Specifications; Students; Teaching,,,,,,,,,,,"Brassard, G., Bratley, P., (1996) Fundamentals of Algorithms, , Prentice Hall; Chen, T., Sobh, T., A tool for data structure visualization and user-defined algorithm animation (2001) Frontiers in Education Conference, , In; Gavel, M., All about maude. A high performance logical framework (2006) How to Specify, Program and Verify Systems in Rewriting Logic, LNCS., , In Springer; Cormen, T., Leiserson C, Rivest, R., Stein, C., (2001) Introduction to Algorithms, , The MIT Press; Neapolitan, R., Naimpour, K., (2003) Foundations of Algorithms Using C++ Pseudocode, , Jones and Bartlett; Segura C, Pita, I., Del Vado, R., Saiz, A.I., Soler, P., Interactive Learning of Data structures and algorithmic schemes (2008) ICCS, 5101, pp. 800-809. , In, volume, pages of LNCS. Springer; Weiss, M., (1998) Data Structures and Problem Solving Using Java, , Addison-Wesley","Virseda, R. D. V.; Dpto. de Sistemas Informdticos y Programacion, Universidad Complutense de MadridSpain; email: rdelvado@sip.ucm.es",,,,"1st International Conference on Computer Supported Education, CSEDU 2009",23 March 2009 through 26 March 2009,Lisboa,76679.0,,9789898111821,,,English,CSEDU - Proc. Int. Conf. Comput. Supported Educ.,Conference Paper,Final,,Scopus,2-s2.0-67650548127
Turban J.W.,26434925100;,The audience response system: A modality for course evaluation,2009,Medical Education,43,5,,488,489,,4.0,10.1111/j.1365-2923.2009.03348.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-64749099929&doi=10.1111%2fj.1365-2923.2009.03348.x&partnerID=40&md5=25fda5a0f3e1eead6305419dc1e0bdef,"University of Hawaii, John A. Burns School of Medicine, 92-1373 Hoalii St., Kapolei, HI 96707, United States","Turban, J.W., University of Hawaii, John A. Burns School of Medicine, 92-1373 Hoalii St., Kapolei, HI 96707, United States",[No abstract available],,"audience response system; comparative study; computer program; course evaluation; data base; feedback system; medical education; medical student; methodology; note; Computer-Assisted Instruction; Data Collection; Education, Medical, Undergraduate; Educational Measurement; Educational Technology; Hawaii; Humans; Program Evaluation",,,,,,,,,,,,"Turban, J. W.; University of Hawaii, John A. Burns School of Medicine, 92-1373 Hoalii St., Kapolei, HI 96707, United States; email: jwturban@hawaii.edu",,,,,,,,03080110,,MEDUD,19422507.0,English,Med. Educ.,Note,Final,,Scopus,2-s2.0-64749099929
"Tai C.-J., Liao S.-C., Chen W.",7202900628;36523519500;55584801580;,Enhancing medical ethics instruction with a classroom response system,2009,Medical Education,43,5,,487,488,,6.0,10.1111/j.1365-2923.2009.03347.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-64749114473&doi=10.1111%2fj.1365-2923.2009.03347.x&partnerID=40&md5=1a515ded5e502324d12fa56b960bb648,"91 Hsueh-Shih Road, Taichung 40402, Taiwan","Tai, C.-J., 91 Hsueh-Shih Road, Taichung 40402, Taiwan; Liao, S.-C.; Chen, W.",[No abstract available],,"interpersonal communication; learning; medical education; medical ethics; medical practice; medical student; note; physician; questionnaire; school; Education, Medical, Graduate; Ethics, Medical; Humans; Taiwan",,,,,,,,,,,,"Tai, C.-J.91 Hsueh-Shih Road, Taichung 40402, Taiwan; email: cjtai@mail.cmu.edu.tw",,,,,,,,03080110,,MEDUD,19422506.0,English,Med. Educ.,Note,Final,,Scopus,2-s2.0-64749114473
Yoshida J.,12766620000;,Consumer product developers put out welcome mat for Android,2009,Electronic Engineering Times,,1560,,14,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-66249125362&partnerID=40&md5=e4cf3c4aef256eb6eed2a1a386171c91,,"Yoshida, J.","Consumer product developers in Japan made efforts to use Android for developing different products. The Open Embedded Software Foundation (OESF) group was established in the country in February, 2009, to modify Android for a variety of consumer products. Separate OESF working groups addressed set-top boxes, VoIP, networking and security, measurement and control, system core, application and services, and marketing and education. The group planned to open offices in Taiwan and South Korea, while agreeing to combine its software developments with the Open Handset Alliance to avoid overlapping with OHA projects. The group and other consumer product developers focused on Android as it had a better kernel model for CE devices, enabling them to be connected to the Internet and targeted toward specific usage models. These developers needed to overcome some significant challenges associated with Android to use it for developing consumer products.",,,,,,,,,,,,,,,,,,,,,,01921541,,,,English,Electron. Eng. Times,Short Survey,Final,,Scopus,2-s2.0-66249125362
"Akula A., Apsingekar V.R., De Leon P.L.",26427987600;24723533700;6701375936;,Speaker identification in room reverberation using GMM-UBM,2009,"2009 IEEE 13th Digital Signal Processing Workshop and 5th IEEE Signal Processing Education Workshop, DSP/SPE 2009, Proceedings",,, 4785892,37,41,,5.0,10.1109/DSP.2009.4785892,https://www.scopus.com/inward/record.uri?eid=2-s2.0-63649094792&doi=10.1109%2fDSP.2009.4785892&partnerID=40&md5=de0fc4dd929f0d8a28576984729815cc,"New Mexico State University, Klipsch School of Electrical and Computer Engineering, Las Cruces, NM 88003, United States","Akula, A., New Mexico State University, Klipsch School of Electrical and Computer Engineering, Las Cruces, NM 88003, United States; Apsingekar, V.R., New Mexico State University, Klipsch School of Electrical and Computer Engineering, Las Cruces, NM 88003, United States; De Leon, P.L., New Mexico State University, Klipsch School of Electrical and Computer Engineering, Las Cruces, NM 88003, United States","Speaker recognition systems tend to degrade if the training and testing conditions differ significantly. Such situations may arise due to the use of different microphones, telephone and mobile handsets or different acoustic conditions. Recently, the effect of the room acoustics on speaker identification (SI) has been investigated and it has been shown that a loss in accuracy results when using clean training and reverberated testing signals. Various techniques like derever-beration, use of multiple microphones, compensations have been proposed to minimize/alleviate the mismatch thereby increasing the SI accuracies. In this paper, we propose to use a Gaussian mixture model-Universal background model (GMM-UBM), with the multiple speaker model approach previously proposed, to compensate for the acoustical mismatch. By using this approach, the SI accuracies have improved over the conventional GMM based SI systems in the presence of room reverberation. ©2009 IEEE.",Identification; Speaker recognition,Architectural acoustics; Digital signal processing; Magnetostrictive devices; Microphones; Reverberation; Signal processing; Speech recognition; Technical presentations; Telephone sets; Acoustic conditions; Gaussian mixture model-universal background models; Identification; Mobile handsets; Room acoustics; Speaker identifications; Speaker models; Speaker recognition; Speaker recognition systems; Testing signals; Training and testing; Loudspeakers,,,,,,,,,,,"Reynolds, D., Rose, R., Robust Text-Independent Speaker Identification Using Gaussian Mixture Speaker Models (1995) IEEE Trans. Signal Processing, 3 (1), pp. 72-83. , Jan; Castellano, P.J., Sridharan, S., Cole, D., (1996) Speaker recognition in reverebrant enclosures, 1, pp. 117-120. , May; Gammal, J.S., Goubran, R.A., Combating reverberation in speaker verification (2005) Proc. Instrumentation and Measurement Tech. Conf; Jin, Q., Schultz, T., Waibel, A., Far-field speaker recognition (2007) IEEE Trans. Audio, Speech, and Language Process, 15 (7), pp. 2023-2032. , Sept; De Leon, P., Trevizo, A., Speaker identification in the presence of room reverberation (2007) Biometric Symposium; Akula, A., DeLeon, P., Compensation for rooom reverberation in speaker identification (2008) European. Sig. Proc. Conf (EUSIPCO), , Aug; Peer, I., Rafaely, B., Zigel, Y., Reverberation matching for speaker recognition (2008) Proc. IEEE ICASSP; Gonzalez-Rodriguez, J., Ortega-Garcia, J., Martin, C., Hernandez, L., Increasing robustness in gmm speaker recognition systems for noisyand reverberant speech with low complexity microphone arrays (1996) Proc. IEEE ICSLP, 3, pp. 1333-1336. , Oct; I. A. Mccowan, J. Pelecanos, and S. Sridharan, Robust speaker recognition using microphone arrays, in In Proceedings of 2001: A speaker odyssey, 2001; Leung, K., Mak, M., Kung, S., Applying articulatory features to telephone-based speaker verification (2004) Proc. IEEE ICASSP; Weintraub, M., Beaufays, F., Model transformation for robust speaker recognition from telephone data (1997) Proc. IEEE ICASSP; Murthy, H.A., Beaufays, F., Heck, L.P., Wein-traub, M., Robust text-independent speaker identification over telephone channels (1999) IEEE Trans. Speech Audio Processing, 7 (5), pp. 554-568. , Sep; Hermansky, H., Morgan, N., Rasta processing of speech (1994) IEEE Trans. Speech and Audio Process, 2, pp. 578-579. , Oct; Han, J., Han, M., Gao, W., Channel compensation for robust telephone speech recognition (1997) Proc. IEEE Region 10 Conf. Speech and Image Tech. for Computing and Telecomm (TENCON); Borah, D., DeLeon, P., Speaker identification in the presence of packet losses (2004) Proc. IEEE DSP Workshop; McGovern, S.G., (2003) A model for room acoustics; Habets, E.A.P., (2006) Room impulse response generator","Akula, A.; New Mexico State University, Klipsch School of Electrical and Computer Engineering, Las Cruces, NM 88003, United States; email: aditi@nmsu.edu",,,,"2009 IEEE 13th Digital Signal Processing Workshop and 5th IEEE Signal Processing Education Workshop, DSP/SPE 2009",4 January 2009 through 7 January 2009,"Marco Island, FL",75824.0,,9781424436774,,,English,"IEEE Digit. Signal Process. Workshop IEEE Signal Process. Educ. Workshop, DSP/SPE, Proc.",Conference Paper,Final,,Scopus,2-s2.0-63649094792
Connor E.,16052390600;,Perceptions and uses of clicker technology,2009,Journal of Electronic Resources in Medical Libraries,6,1,,19,32,,9.0,10.1080/15424060802705145,https://www.scopus.com/inward/record.uri?eid=2-s2.0-60949111197&doi=10.1080%2f15424060802705145&partnerID=40&md5=c928d62cd3f35b8ada703ae181089915,"The Citadel, The Military College of South Carolina, Charleston, SC, United States","Connor, E., The Citadel, The Military College of South Carolina, Charleston, SC, United States",This article provides an overview of the usefulness and drawbacks of using clicker technology in higher education and library instruction and presents the results of a survey intended to measure perceptions and uses of clicker technology among librarians (N=91).,Assessment; Audience response system technology; Clickers; Higher education; Learning outcomes; Library instruction; Personal response system technology; Questionnaire; Survey,,,,,,,,,,,,"Herreid, C.F., 'Clicker' Cases: Introducing Case Study Teaching Into Large Classrooms (2006) Journal of College Science Teaching, 36 (2), pp. 43-47; Lasry, N., Clickers or Flashcards: Is There Really a Difference? (2008) Physics Teacher, 46 (4), pp. 242-244; Woelk, K., Optimizing the Use of Personal Response Devices (Clickers) in Large-enrollment Introductory Courses (2010) Journal of Chemical Education, 85 (10), pp. 1400-1405; Kelley, K.A., Beatty, S.J., Legg, J.E., McAuley, J.W., ; Beekes, W., The 'Millionaire' Method for Encouraging Participation (2006) Active Learning in Higher Education, 51 (42), pp. 25-36; Banks, D.A., (2006) Audience Response Systems in Higher Education: Applications and Cases, , Information Science Publishing, Hershey, PA; Draper, S.W., Brown, M.I., Increasing Interactivity in Lectures Using an Electronic Voting System (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Griff, E.R., Matter, S., Early Identification of At-risk Students Using a Personal Response System (2001) British Journal of Educational Technology, 6 (39), pp. 1124-1130; Martyn, M., Clickers in the Classroom: An Active Learning Approach (2007) EDUCAUSE Quarterly, 30 (2), pp. 71-74; Nelson, M.L., Hauck, R.V., Clicking to Learn: A Case Study of Embedding Radio-frequency Based Clickers in an Introductory Management Information Systems Course (2008) Journal of Information Systems Education, 19 (1), pp. 55-64; MacGeorge, E.L., Homan, S.R., Dunning, J.B., Student Evaluation of Audience Response Technology in Large Lecture Classes (2008) Educational Technology Research & Development, 56 (2), pp. 125-145; Morling, B., McAuliffe, M., Cohen, L., DiLorenzo, T.M., Efficacy of Personal Response Systems ('Clickers') in Large, Introductory Psychology Classes (2008) Teaching of Psychology, 35 (1), pp. 45-50; Knight, J.K., Wood, W.B., Teaching More by Lecturing Less (2005) Cell Biology Education, 4, pp. 298-310; Wood, W.B., Clickers: A Teaching Gimmick That Works (2004) Developmental Cell, 7, pp. 796-798; Allen, D., Tanner, K., Infusing Active Learning into Large-enrollment Biology Class: Seven Strategies, from the Simple to Complex (2005) Cell Biology Education, 4, pp. 262-268; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing Effective Questions for Classroom Response System Teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , Addison Wesley, San Francisco, CA; Brickman, P., The Case of the Druid Dracula: A Directed 'Clicker' Case Study on DNA Fingerprinting (2006) Journal of College Science Teaching, 36 (2), pp. 48-53; Uhari, M., Renko, M., Soini, H., ; Duggan, P.M., Palmer, E., Devitt, P., ; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience Response System: Effect on Learning in Family Medicine Residents (2004) Family Medicine, 36 (7), pp. 496-504; Cain, J., Robinson, E., A Primer on Audience Response Systems: Current Applications and Future Considerations (2008) American Journal of Pharmaceutical Education, 72 (4), pp. 1-6; Robertson, L.J., Twelve Tips for Using a Computerised Interactive Audience Response System (2000) Medical Teacher, 22 (3), pp. 237-239; Pradhan, A., Sparano, D., Ananth, C.V., The Influence of an Audience Response System on Knowledge Retention: An Application to Resident Education (2005) American Journal of Obstetrics and Gynecology, 193 (5), pp. 1827-1830; Julian, S., Benson, K., Clicking Your Way to Library Instruction Assessment (2008) College & Research Libraries News, 69 (5), pp. 258-260; Corcos, E., Monty, V., Interactivity in Library Presentations Using a Personal Response System (2008) EDUCAUSE Quarterly, 31 (2), pp. 53-60; Wertzberger, J.L., (2008) An Introduction to Instructional Services in Academic Libraries, pp. 43-51. , Routledge Taylor & Francis, New York; Petersohn, B., Classroom Performance Systems, Library Instruction, and Instructional Design: A Pilot Study (2008) Portal: Libraries and the Academy, 8 (3), pp. 313-324; Hoffman, C., Goodman, S., A Clicker for Your Thoughts: Technology for Active Learning (2006) New Library World, 107 (910), pp. 422-433; Kaneshiro, K.N., Emmett, T.W., London, S.K., Use of an Audience Response System in an Evidence-based Mini-curriculum (2008) Medical Reference Services Quarterly, 27 (3), pp. 284-301; Collins, L.J., Livening Up the Classroom: Using Audience Response Systems to Promote Active Learning (2007) Medical Reference Services Quarterly, 26 (1), pp. 81-88; Goh, T.-T., Hooper, V., To Txt or Not to Txt: That's the Puzzle (2007) Journal of Information Technology, 6, pp. 441-453; Hatch, J., Jensen, M., Moore, R., Manna from Heaven or 'Clickers' from Hell (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Adams, K., Clicker Culture; Connor, E., Using Clinical Vignette Assignments to Teach Medical Informatics (2003) Medical Reference Services Quarterly, 22 (4), pp. 31-44; Twetten, J., Smith, M.K., Julius, J., Murphy-Boyer, L., Successful Clicker Standardization (2007) EDUCAUSE Quarterly, 30 (4), pp. 63-67; Gardner, S., Eng, S., What Students Want: Generation Y and the Changing Function of the Academic Library (2005) Portal: Libraries and the Academy, 5 (3), pp. 405-420","Connor, E.; The Citadel, The Military College of South Carolina, Charleston, SC, United States",,,,,,,,15424065,,,,English,J. Electron. Resour. Med. Libr.,Review,Final,,Scopus,2-s2.0-60949111197
"Solecki S., Cornelius F., Draper J., Fisher K.",6602704565;12445380200;23496156300;35268636900;,Integrating clicker technology at nursing conferences: An innovative approach to research data collection,2009,"IMSCI 2009 - 3rd International Multi-Conference on Society, Cybernetics and Informatics, Proceedings",1,,,215,219,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896665775&partnerID=40&md5=efadc796811b9f3af1df7e4f2a8289fb,"Drexel University College of Nursing and Health Professions, DUNEI, United States; University of Pennsylvania, DUNEI, United States","Solecki, S., Drexel University College of Nursing and Health Professions, DUNEI, United States; Cornelius, F., Drexel University College of Nursing and Health Professions, DUNEI, United States; Draper, J., University of Pennsylvania, DUNEI, United States; Fisher, K., Drexel University College of Nursing and Health Professions, DUNEI, United States","Purpose: A pilot demonstration of integrating an audience response system i.e. ""clickers"" at a nursing education conference as an engaging tool for using the research process for learning through immediate research results is presented. Method: A convenience sample of nursing conference attendees were surveyed using clicker technology prior to a panel presentation on the ""Impaired Health Professional."" Findings: The 208 subjects who used the clickers were mostly women (93%) and were nurse educators (81%) with at least 20 years of nursing experience (75%). The ease of data collection, real-time analysis, the active engagement of both participant and presenter were all findings of this study. The utility of this tool as a stimulus for discussion and learning was also reported. Conclusions: Pilot testing the clicker at an education conference for data collection and educational purposes was an important goal and positive outcome of this study. Researchers and educators are advised on the planning steps required to make this a successful experience.",Audience response system; Clickers; Nursing education conference,Cybernetics; Data acquisition; Education; Information science; Research; Tools; Audience response systems; Clickers; Health professionals; Innovative approaches; Nursing education; Pilot demonstrations; Real time analysis; Research process; Nursing,,,,,,,,,,,"Brown, M.I., Draper, S.W., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; DeBourgh, G., Use of classroom ""clickers,"" to promote acquisition of advanced reasoning skills (2008) Science Direct, 8 (2), pp. 76-87; Duncan, D., Clickers: A new teaching aid with exceptional promise (2006) Astronomy Education Review, 1 (5), pp. 70-88; Grush, M., Mobilizing higher education and industry (2008) Campus Technology, pp. 16-18; (2008) Students Who use 'clickers' Score Better on Physics Tests, , http://www.sciencedailv.com/releases/2008/07/080717092033.htm, Ohio State University July 18 Retrieved October 20, 2008; Twetten, J., Smith, M.K., Julius, J., Murphy-Boyer, L., Successful clicker standardization (2007) Educause Quarterly, pp. 63-67",,,,"International Institute of Informatics and Systemics, IIIS","3rd International Multi-Conference on Society, Cybernetics and Informatics, IMSCI 2009",10 July 2009 through 13 July 2009,"Orlando, FL",103271.0,,1934272728; 9781934272725,,,English,"IMSCI - Int. Multi-Conf. Soc., Cybern. Informatics, Proc.",Conference Paper,Final,,Scopus,2-s2.0-84896665775
Probst D.,7004199302;,Effectiveness of using personal response systems in a conceptual physics course,2009,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,10.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029060361&partnerID=40&md5=d4258bfa027aa3263477d3271bc3f759,"Department of Physics and Engineering Physics, Southeast Missouri State University, United States","Probst, D., Department of Physics and Engineering Physics, Southeast Missouri State University, United States","We report the results of a study investigating the effectiveness of using a Personal Response System (clickers) in a conceptual physics course for non-science majors. In order to determine their effectiveness, clickers were used while teaching some concepts and not used while teaching others. We used the Force Concepts Inventory (FCI) as a pre-test and post-test to measure learning gains because most of the questions on the FCI test only one concept. By comparing learning gains for those concepts taught using the clickers with those taught without using them, the effectiveness of clickers in this type course was inferred. The concepts tested were Newton's three laws. In Fall 2007 clickers were used to teach the first and third laws, and in Fall 2008 they were used to teach only the second law. We found a statistically significant difference in the pre-test and post-test mean percent correct for questions pertaining to the first and third laws whether clickers were used or not. The percent gains for questions pertaining to the first and third laws were greater when the clickers were used; however, they were only significantly greater for the third law. No significant difference was found for either the mean percent correct or the percent gain for questions pertaining to the second law, whether or not clickers were used. The percent gains for the entire FCI were greater when the clickers were used to teach the first and third laws compared to when they were only used to teach the second law, but this difference was not quite significant (p&lt;0.066). This suggests that using clickers in a conceptual physics course does improve learning force concepts, especially concepts related to Newton's 3rd Law. It also suggests that the first and third laws are more easily understood conceptually than the second law. © American Society for Engineering Education, 2009.",,Engineering education; Testing; Learning gain; Personal response systems; Post test; Second law; Statistically significant difference; Teaching,,,,,,,,,,,"Beatty, I. D., W. J. Gerace, W. J. Leonard, and R. J. Dulfresne, Designing effective questions for classroom response system teaching, Am. J. Phys. 74, No. 1, January 2006, pp. 31-39. See also references therein; Mazur, E., (1997) Peer Instruction: A User's Manual, Prentice Hall: Upper Saddle Ridge, , NJ; Hestenes, D, M. Wells, and G. Swackhamer, Force Concept Inventory, The Physics Teacher, 30, March 1992, pp. 141-158. See also http://modeling.la.asu.edu/R&E/Research.html; See revised Table I in Reference 3 above at http://modeling.la.asu.edu/ R&E/Research.html","Probst, D.; Department of Physics and Engineering Physics, Southeast Missouri State UniversityUnited States",,BOEING,American Society for Engineering Education,2009 ASEE Annual Conference and Exposition,14 June 2009 through 17 June 2009,"Austin, TX",77079.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029060361
"Schmidt K., Garcia J., Webber M.",7403914973;57199441684;7103355833;,"Creators, participants, and observers: Podcasting, blogs, and clickers offers students more than just a seat in the classroom",2009,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,11.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029077135&partnerID=40&md5=89d2123d9723600e83a8862686ddd184,"Faculty Innovation Center for the Cockrell, School of Engineering, University of Texas, Austin, United States; Faculty Innovation Center; Center for International Energy and Environmental Policy, Jackson School of Geosciences, United States; Strauss Center for International Security, Department of Mechanical Engineering, University of Texas, Austin, United States","Schmidt, K., Faculty Innovation Center for the Cockrell, School of Engineering, University of Texas, Austin, United States; Garcia, J., Faculty Innovation Center; Webber, M., Center for International Energy and Environmental Policy, Jackson School of Geosciences, United States, Strauss Center for International Security, Department of Mechanical Engineering, University of Texas, Austin, United States","Today's students are often passive receivers of media-based instructional materials and rarely have the opportunity to actively participate in their creation. One up-and-coming technology that is compatible with self-directed education is a podcast, which is an audio or video file distributed to an appropriate media player over the Internet. Our students in a multidisciplinary mechanical engineering class were able to go beyond being a consumer and instead became creators of podcasts and active participants through blogs and a classroom response system (clickers). With the use of new technologies and software tools, students were given the opportunity to create and post podcasts of their own research. Because the assignment was optional (students had a choice of writing a paper or creating a podcast on their original research) not all of the students created podcasts. Both types of completed projects (papers and podcasts) were uploaded to the class blog. In class students were actively involved by responding to instructor questions via clickers. In addition, both groups of students were given pre- and post-surveys to ascertain and compare pre-project expectations with post-project assessments of their time commitments, skills needed, level of enjoyment, and perceptions on their learning. © American Society for Engineering Education, 2009.",,Blogs; Education; Engineering education; Classroom response systems; Instructional materials; Media players; Passive receivers; Podcasting; Project assessment; Self-directed; Video files; Students,,,,,,,,,,,"Merriam Webster, , http://www.merriam-webster.com, Online. Accessed January 14, 2009; Lee, M.J., McLoughlin, C., Chan, A., Talk the talk: Learner-generated podcasts as catalysts for knowledge creation (2008) British Journal of Educational Technology, 39 (3), pp. 501-521; Mayer, R.E., Clickers in College Classrooms: Fostering Learning with Questioning Methods in Large Lecture Classes (2009) Contemporary Educational Psychology, 34 (1), pp. 51-57; Siegel, J., Schmidt, K.J., Cone, J., INTICE: Interactive technology to improve the classroom experience (2004) Proceedings of the ASEE Annual Conference and Exposition, , Salt Lake City, UT; Reay, N.W., Li, P., Bao, L., Testing a new voting machine methodology (2008) American Journal of Physics, 72 (2), pp. 171-178; Winer D. (2003). What makes a weblog a weblog? [Weblogs at Harvard Law Web site] http://blogs.law.harvard.edu/whatMakesAWeblogAWeblog#vignetteAndWikis Accessed January 14, 2009; Vygotskoy, L.S., Mind in Society: The Development of Higher Psychological Processes (1978) Cole M, John-Steiner V, Scribner S, Souberman E, trans-eds, , Cambridge, MA: Harvard University Press; Ocker, R.J., Yaverbaum, G.J., Collaborative learning environments: Exploring student attitudes and satisfaction in face-to-face and asynchronous computer conferencing settings (2001) Journal of Interactive Learning Research, 12, pp. 427-449; Oomen-Early, J., Sloane, B., Entering the Blogosphere: Blogs as Teaching and Learning Tools in Health Education (2007) International Electronic Journal of Health Education, 10, pp. 186-196; Berger, E., Podcasting in engineering education: A preliminary study of content, student attitudes, and impact (2007) Journal of Online Education, 4 (1); Evans, C., The effectiveness of m-learning in the form of podcast revision lectures in higher education (2008) Computers & Education, 50 (2), pp. 491-498","Schmidt, K.; Faculty Innovation Center for the Cockrell, School of Engineering, University of Texas, Austin, United States; email: k.schmidt@mail.utexas.edu",,BOEING,American Society for Engineering Education,2009 ASEE Annual Conference and Exposition,14 June 2009 through 17 June 2009,"Austin, TX",77079.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029077135
"Smith D.A., Rosenkoetter M., Levitt D.",56395555300;6603855782;56111707200;,Integrating nursing classrooms with technology via audience response systems: A pilot study,2009,"IMETI 2009 - 2nd International Multi-Conference on Engineering and Technological Innovation, Proceedings",1,,,167,172,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898464317&partnerID=40&md5=7ca2b96690c8c5cd875533b78cff5a52,"School of Nursing, Medical College of Georgia, Augusta, GA 30912/EST, United States","Smith, D.A., School of Nursing, Medical College of Georgia, Augusta, GA 30912/EST, United States; Rosenkoetter, M., School of Nursing, Medical College of Georgia, Augusta, GA 30912/EST, United States; Levitt, D., School of Nursing, Medical College of Georgia, Augusta, GA 30912/EST, United States","An audience response system (ARS) was used to integrate a nursing classroom with technology. ARS can both engage students and provide immediate feedback. Students (n=60) enrolled in an introductory professional nursing course at a Southeastern U.S. university evaluated ARS use for testing. Literature on ARS use in nursing education is limited, thus the need to determine nursing students' perceptions of the appropriateness of ARS for evaluation. Facilitation of testing and instruction are a few benefits of using ARS. A 4-point Likert perception scale (Strongly Disagree to Strongly Agree) was distributed to students after all coursework for the semester was completed. Survey questions were projected on the screen and students clicked in their responses. On the perception scale, for Agree or Strongly Agree, 56 (94.9%) indicated they liked using the CPS for quizzes, 49 (85.9%) preferred CPS to written mid-term exams, 51 (87.9%) perceived it was a fair method of grading quizzes, 50 (96.2%) indicated a desire for greater use, and 51 (94.4%) recommend use of CPS to others. Younger, female students preferred (p<.05) use of CPS for quizzes, wished it were used by faculty in other courses and recommend use of CPS to other students. Younger students also preferred (p<.05) using CPS for quizzes rather than having a written midterm exam. Students who reported fewer years since high school completion preferred the use of CPS for written final exams. Overall entry error rate was .013 for six quizzes throughout the semester.",Audience response system; Classroom participation system; Clickers; Nursing education,Grading; Nursing; Teaching; Audience response systems; Classroom participation system; Clickers; Female students; Immediate feedbacks; Nursing education; Nursing students; Pilot studies; Students,,,,,,,,,,,"Clausing, S.L., Kurtz, D.L., Prendeville, J., Walt, J.L., Generational diversity - The nexters (2003) AORN Journal, 78 (3), pp. 373-379; Gutierrez, K.D., Studying cultural practices in urban learning communities (2002) Human Development, 45, pp. 312-321; Johnson, J., Pediatric dentistry education (2005) Journal of Dental Education, 69, pp. 378-381; Graham, C., Tripp, T., Seawright, L., Joeckel, G., Empowering or compelling reluctant participators using audience response systems (2007) Active Learning in Higher Education, 8 (3), pp. 233-258. , http://alh.sagepub.eom/cgi/reprint/8/3/233, Accessed August 21, 2008. DOI: 10.1177/1469787407081885; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media and Technology, 32 (1), pp. 21-40. , http://eric.ed.gov/ERlCWebPortal/custom/portlets/recordDetails/ detailmini.jsp?_nfpb=true&_&ERlCExtSearch_SearchValue_0= EJ763736&ERICExtSearch_SearchType_0=no&accno=EJ763736, Accessed August 21, 2008. ERIC: EJ763736; Miller, R., Ashar, B., Getz, K., Evaluation of an audience response system for the continuing education of health professionals (2005) Journal of Continuing Education in the Health Professions, 23 (2), pp. 109-115. , http://www3.interscience.wiley.com/cgi-bin/fulltext/110478084/PDFSTART, Accessed August 22, 2008. DOI: 10.1002/chp. 1340230208; Freeman, S., O'Connor, E., Parks, J., Cunningham, M., Hurley, D., Haak, D., Dirks, C., Wenderoth, M., Prescribed active learning increases performance in introductory biology (2007) CBE-Life Sciences Education, 6, pp. 132-139; Crossgove, K., Curran, K., Using clickers in nonmajors- and majors-level biology courses: Student opinion, learning, and long-term retention of course material (2008) CBE-Life Sciences Education, 7, pp. 146-154; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37, pp. 12-14; Chiù, C., Sathasivan, K., A new classroom teaching tool: Wireless classroom participation system (CPS) (2003) Google Seminar, Experienced Faculty Seminar, , http://www.ph.utexas.edu/~chiu/, Jan. Department of Physics. Accessed April 4, 2008; Auras, R., Bix, L., Wake up! the effectiveness of a student response system in large packaging classes (2007) Packaging Technology and Science, 20, pp. 183-195. , http://www3.interscience.wiley.com/cgi-bin/fulltext/112783628/PDFSTART, Accessed April 4, 2008. DOI: 10.1002; Parent, M., Neufeld, D., Gallupe, R., An exploratory longitudinal analysis of gss use in the case method classroom (2002) Journal of Computer Information Systems, 43, pp. 70-80; Leidner, D., Jarvenpaa, S., The use of information technology to enhance management school education: A theoretical view (1995) MIS Quarterly, 29, pp. 265-291; Siau, K., Sheng, H., Nah, F., Use of a classroom response system to enhance classroom interactivity (2006) IEEE Transactions on Education, 49, pp. 398-403; Bruff, D., Classroom Response Systems (""Clickers""), , http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/ crs.htm#, Accessed August 21, 2008; Lopez-Herrijon, R., Schulman, M., (2004) Using Interactive Technology in A Short Java Course: An Experience Report, , http://www.utexas.edU/academic/cit/gallery/utprofiles/cps/java.html, June 28-30. Accessed August 21, 2008; Morris, D.G., Bakewell, M.A., Buzila, S.M., Duyverman, H., Mitchell, J.G., Morris, R.S., Robinson, P.J., The enhancement of audience participation in telemedicine education by the use of electronic voting (1999) Journal of Telemedicine and Telecare, 5 (SUPPL. 1), pp. 12-14; Palmer, E.J., Devitt, P.G., Young, N.J.D., Morris, D., Assessment of an electronic voting system within the tutorial setting: A randomized controlled trial (2005) BMC Medical Education, 5 (24), pp. 24-34. , http://www.biomedcentral.eom/1472-6920/5/24, Accessed September 15, 2008. DOl: 10.1186/1472-6920-5-24; Caron, P., Gely, R., Taking back the law school classroom: Using technology to foster active student learning (2004) Journal of Legal Education, 54, p. 551; Cato, J., Abbott, P., Collaborating for a cause- creating partnerships between it and academia (2006) Consumer-Centered Computer-Supported Care for Healthy People [Abstract]. Study of Health Technology Information, 122, p. 1014. , http://www.ncbi.nlm.nih.gov/pubmed/17102524/, Accessed August 21, 2008 PMID: 17102524; Caldwell, J., Clickers in the large classroom: Current research and best-practice tips (2007) CBE-Life Sciences Education, 6, pp. 9-20; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39; Zurmehly, J., Leadingham, C., Exploring student response systems in nursing education (2008) Computers, Informatics, Nursing, 26 (5), pp. 265-270; Fies, C., Marshall, J., Classroom response systems: A review of the literature [abstract] (2006) Journal of Science Education and Technology, 15, pp. 101-109. , http://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true& ERICExtSearch_SearchValue0=Ej748828&ERlCExtSearchSearchType0= kw&pageLabel=ERICSearchResult&newSearclv=true&rnd= l228513250824&searchtype=basic, Accessed August 21, 2008. ERIC: EJ748828; Moredich, C., Moore, E., Engaging students through the use of classroom response systems (2007) Nurse Educator, 32 (3), pp. 113-116; Beebe, K.R., Bailey, N., Phillips, W., Efficacy of a handheld response device to improve classroom interaction and learning outcomes (2008) Poster Presentation: Emerging Technologies in Nurse Education Conference, pp. 14-15. , Seattle, Washington, July; Skiba, D.J., Got large lecture hall classes? Use clickers (2006) Nursing Education Perspectives, 27 (5), pp. 278-280; Stein, P.S., Challman, S.D., Brueckner, J.K., The university of adelaide student experience of learning and teaching - Standard teaching evaluation using audience response technology for pretest reviews in an undergraduate nursing course (2006) Journal of Nursing Education, 45 (11), pp. 469-473; http://www.iClicker.com, Accessed October 13, 2008; http://www.blackboard.com, Accessed December 1, 2008; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22, pp. 474-494. , http://www.ascilite.org.au/ajet/ajet22/barnett.html, Accessed August 21, 2008; King, P.E., Young, M.J., An information processing perspective on the efficacy of instructional feedback (2002) American Communication Journal, 5 (2), pp. 1-10. , http://acjournal.org/holdings/vol5/iss2/articles/feedback.pdf, Accessed November 10, 2008",,,"Inter-American Organization for Higher Education (IOHE);International Institute of Informatics and Systemics (IIIS);Journal of Systemics, Informatics and Cybernetics (JSCI)","International Institute of Informatics and Cybernetics, IIIC","2nd International Multi-Conference on Engineering and Technological Innovation, IMETI 2009",10 July 2009 through 13 July 2009,"Orlando, FL",101671.0,,193427268X; 9781934272688,,,English,"IMETI - Int. Multi-Conf. Eng. Technol. Innov., Proc.",Conference Paper,Final,,Scopus,2-s2.0-84898464317
"Lontis E.R., Caltenco H.A., Bentsen B., Christensen H.V., Lund M.E., Andreasen Struijk L.N.S.",8234887500;24722488900;35745622900;9337750000;35746465100;14523786300;,Inductive pointing device for tongue control system for computers and assistive devices,2009,"Proceedings of the 31st Annual International Conference of the IEEE Engineering in Medicine and Biology Society: Engineering the Future of Biomedicine, EMBC 2009",,, 5334985,2380,2383,,12.0,10.1109/IEMBS.2009.5334985,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77950996648&doi=10.1109%2fIEMBS.2009.5334985&partnerID=40&md5=f2a6f61d5efd0f7b8bb2696e2bfd07fe,"Center for Sensory Motor Interaction (SMI), Dept. of Health Science and Technology, Aalborg University, Fredrik Bajers Vej 7, D3, 9220 Aalborg, Denmark; CISS, Dept. of Electronic Systems, Aalborg University, Fredrik Bajers Vej 7, C1, 9220 Aalborg, Denmark","Lontis, E.R., Center for Sensory Motor Interaction (SMI), Dept. of Health Science and Technology, Aalborg University, Fredrik Bajers Vej 7, D3, 9220 Aalborg, Denmark; Caltenco, H.A., Center for Sensory Motor Interaction (SMI), Dept. of Health Science and Technology, Aalborg University, Fredrik Bajers Vej 7, D3, 9220 Aalborg, Denmark; Bentsen, B., Center for Sensory Motor Interaction (SMI), Dept. of Health Science and Technology, Aalborg University, Fredrik Bajers Vej 7, D3, 9220 Aalborg, Denmark; Christensen, H.V., CISS, Dept. of Electronic Systems, Aalborg University, Fredrik Bajers Vej 7, C1, 9220 Aalborg, Denmark; Lund, M.E., Center for Sensory Motor Interaction (SMI), Dept. of Health Science and Technology, Aalborg University, Fredrik Bajers Vej 7, D3, 9220 Aalborg, Denmark; Andreasen Struijk, L.N.S., Center for Sensory Motor Interaction (SMI), Dept. of Health Science and Technology, Aalborg University, Fredrik Bajers Vej 7, D3, 9220 Aalborg, Denmark","Experimental results for pointing tasks using a tongue control system are reported in this paper. Ten untrained subjects participated in the experiment. Both typing and pointing tasks were performed, in three short-term training sessions, in consecutive days, by each subject. The system provided a key pad (14 sensors) and a mouse pad (10 sensors with joystick functionality) whose placements were interchanged (front, back) in half of the subjects. The pointing tasks consisted of selecting and tracking a target circle (of 50, 75 and 100 pixels diameter) that occurred randomly in each of the 16 positions uniformly distributed along the perimeter of a layout circle of 250 pixels diameter. The throughput was of 0.808 bits per second and the time on target was of 0.164 of the total tracking time. The pads layout, the subjects, the sessions, the target diameters, and the angle of the tracking direction had a statistically significant effect on the two performance measures. Long term training is required to assess the improvement of the user capability. ©2009 IEEE.",,Control systems; Pixels; Assistive devices; Performance measure; Pointing devices; Pointing tasks; Target diameters; Tracking direction; Tracking time; Training sessions; Target tracking,,,,,,,,,,,"San Agustin, J., Schantz, J., Hansen, J.P., Eye Trackers: Are They Game? Proceedings of the 3rd Conference on Communication by Gaze Interaction, COGAIN 2007, Leicester, UK.; Andreasen Struijk, L.N.S., An Inductive Tongue Computer Interface for Control of Computers and Assistive Devices (2006) IEEE Trans on BME, 53 (12), pp. 2594-2597. , Dec; Andreasen Struijk, L.N.S., Tongue based control method and system for performing the method (2006), International Patent application WO 2006/105797 A2; Andreasen Struijk, L.N.S., Lontis, E.R., Bentsen, B., Christensen, H.V., Caltenco, H.A., Lund, M.E., Fully Integrated Wireless Inductive Tongue Computer Interface for Disabled People 31st Annual International Conference of the IEEE Engineering in Medicine and Biology Society. 2009., , Submitted for publication in EMBC 2009; Caltenco, H.A., Lontis, E.R., Struijk, J.J., Lund, M.E., Andreasen Struijk, L.N.S., Character Activation Time Prediction Model for Tongue-Typing: Adaption of Fitts's Law 31st Annual International Conference of the IEEE Engineering in Medicine and Biology Society. 2009., , Submitted for publication in EMBC 2009; Craig, A., Tran, Y., McIsaac, P., Boord, P., The efficacy and benefits of environmental control systems for the severely disabled (2004) Med. Sci.Monit., 11, p. 1; Ding, D., Cooper, R.A., Kaminski, B.A., Kanaly, J.R., Allegretti, A., Chaves, E., Hubbard, S., Integrated control and related technology of assistive devices (2003) Asst. Technol., 15, pp. 89-97; Klochek, C., MacKenzie, I.S., Performance measures of game controllers in a three-dimensional environment (2006) Proceedings of Graphics Interface 2006, pp. 73-79. , Toronto: CIPS; Lontis, R., Andreasen Struijk, L.N.S., Design of inductive sensors for tongue control system for computers and assistive devices International Convention on Rehabilitation Engineering & Assistive Technology, 2008, pp. 83-86. , i-CREATe2008, 13-15 May 2008, Bangkok, Thailand; Lund, M.E., Caltenco, H.A., Lontis, E.R., Christensen, H.V., Bentsen, B., Andreasen Struijk, L.N.S., A Framework for Mouse and Keyboard Emulation in a Tongue Control System 31st Annual International Conference of the IEEE Engineering in Medicine and Biology Society. 2009., , Submitted for publication in EMBC 2009; MacKenzie, I.S., Kauppinen, T., Silfverberg, M., Accuracy measures for evaluating computer pointing devices (2001) Proceedings of the ACM Conference on Human Factors in Computing Systems - CHI 2001, pp. 9-16. , New York: ACM; Platts, R., Fraser, M., Assistive Technology in the Rehabilitation of Patients with High Spinal Cord Lesions (1993) Para-Plegia, 313, pp. 280-287","Lontis, E. R.; Center for Sensory Motor Interaction (SMI), Dept. of Health Science and Technology, Aalborg University, Fredrik Bajers Vej 7, D3, 9220 Aalborg, Denmark; email: lontis@hst.aau.dk",,,IEEE Computer Society,"31st Annual International Conference of the IEEE Engineering in Medicine and Biology Society: Engineering the Future of Biomedicine, EMBC 2009",2 September 2009 through 6 September 2009,"Minneapolis, MN",79618.0,,9781424432967,,19965193.0,English,"Proc. Annu. Int. Conf. IEEE Eng. Med. Biol. Soc.: Eng. Future Biomed., EMBC",Conference Paper,Final,,Scopus,2-s2.0-77950996648
"Stav J., Nielsen K., Jacobsen D., Bergh R., Thorseth T.",6505830380;7401572704;56192414000;18433257400;6507400087;,Integrating student response services for iPod touch and iPhone into e-learning environments,2009,"8th European Conference on eLearning 2009, ECEL 2009",,,,579,586,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901789520&partnerID=40&md5=6d6fa5ff304c25ab797cca971652d6be,"Sør-Trøndelag University College, Trondheim, Norway; Norwegian University for Technology and Sciences, Trondheim, Norway","Stav, J., Sør-Trøndelag University College, Trondheim, Norway; Nielsen, K., Sør-Trøndelag University College, Trondheim, Norway; Jacobsen, D., Norwegian University for Technology and Sciences, Trondheim, Norway; Bergh, R., Sør-Trøndelag University College, Trondheim, Norway; Thorseth, T., Sør-Trøndelag University College, Trondheim, Norway","Growing student numbers reduce the potential for teacher and students to communicate in an engaging way during large-scale lectures. US universities are now taking advantage of commercial Student Response Services (SRS) technology for learning gains in large classes. In Europe, this does not yet appear to be common practice, a main obstacle being the costs of dedicated hardware per student. This article discusses pedagogical aspects related to design of the first SRS in the world, that uses cheap and widely accessible mobile phone solutions. Such a SRS system is currently being developed in a EU founded project. The iPhone/iPod solution for SRS is more flexible than existing on-site technological solutions, since it uses the mobile or Wi-Fi network to provide responses from students. The technology may be used for 1) in-class, 2) laboratory, but also for 3) distance training purposes, the latter being an entirely new option in SRS technology.",Blended learning; Clickers; E-learning; IPhone and iPod Touch; Polling systems; Student response system; Voting systems,Computer aided instruction; E-learning; Engineering education; Smartphones; Students; Teaching; Voting machines; Blended learning; Clickers; IPhone and iPod Touch; Polling system; Student-response system; Voting systems; Interactive computer systems,,,,,"European Commission, EC",,,,,,"Argyris, C., (1994) Knowledge for Action, , San Francisco CA: Jossey-Bass; Arneberg, P., (2007) Analysis of European Megaproviders of E-learning, , NKI Publishing House; Bates, S.P., Howie, K., St. Murphy, A.J., The use of electronic voting systems in large group lectures: Challenges and opportunities (2006) G New Directions: The Journal of the Higher Education Academy Physical Sciences Centre, (2). , (ISSN 1740-9888) Dec 2006; Berg Bruce, L., (2007) Qualitative Research Methods for the Social Sciences, , Pearson Education Inc; Biggs, J., (2003) Teaching for Quality Learning at University, , Buckingham: Society for Research in Higher Education and Open University Press; Black, P., Wiliam, D., (1998) Inside the Black Box. Raising Standards Through Classroom Assessment, , King's College London School of Education; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) ASHE-ERIC Higer Education Report No. 1, , Washington, DC: ERIC Clearinghouse on Higher Education, The George Washington University; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11 (3), pp. 43-57; Castells, M., The university system: Engine of development in the new world economy (1994) Revitalizing Higher Education, , edited by Salmi, J. & Verspoor A. M. Oxford: Pergamon Press; Charmaz, K., Grounded theory (2001) Rethinking Methods in Psychology, pp. 27-49. , Smith, J. A., Harre, R, Langenhove, L. (eds) London: Sage Publications; Charmaz, K., Grounded theory (2003) Qualitative Psychology; a Practical Guide to Research Methods, pp. 81-110. , Smith, J. A., (eds) London: Sage Publications; Costin, F., Lecturing versus other methods of teaching: A review of research (1972) British Journal of Educational Technology, 3, pp. 4-30; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Dufrense, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Dunkels, E., (2007) Bridging the Distance. Children's Strategies on the Internet, , Ph.D. Dissertation. Umeå University; (2008) EduMECCA-project, , http://prosjekt.hist.no/edumeccacontract143545-2008-LLP-NO-KA3-KA3MP, EduMECCA; Ekeler, W.J., The lecture method (1994) Handbook of College Teaching: Theory and Application, pp. 85-98. , K. W. Prichard & R. M. Sawer (Eds) Westport, CT: Greenwood Press; (2008), http://nokut.no/sw17894.asp, Evaluering av ingeniørutdanning"", 18. Sept. Main report, report for each institution and other reports are available online at; Gilbert, M., Massen, C., Poulis, J., Robens, E., Physics lecturing with audience paces system (1998) American Journal Og Physics, 66 (1), pp. 439-441; Hagen, I., Wold, T., (2009) Mediegenerasjonen, , Samlaget; Hansen, G., ...og pausen tilhørte liksom faget (2008) Om Studentresponssystem i Store Klasser, , Master-thesis, NTNU; Horowitz, H.M., (1988) Student Response System: Interactivity in a Classroom Environment, , White Plains, NY: IBM Corporate Education Center; Ito, M., (2008) Living and Learning with New Media: Summary of Findings from the Digital Youth Project, , http://digitalyouth.ischool.Berkeley.edu/files/report/ digitalyouth-WhitePaper.pdf), The John D. and Catherine T. MacArthur; Jacobsen, D.Y., Student response - What does it mean? Students' understanding of a student response system (SRS) in an undergraduate astronomy non-major class (2006) 25 International Human Science Research Conference, , Paper to the John F. Kennedy University, Pleasant Hill, California, 3-6 August 2006; Jarvis, P., (2002) The Theory and Practice of Teaching, , www.macfound.org, London, Kogan Page. MacArthur foundation: Living and learning with new Media, Summary of Findings from the Digital Youth Project. Nov. 2008; Masikunas, G., Panayiotidis, A., Bruke, L., The use of electronic voting systems in lectures within business and marketing: A case study of their impact on student learning Research in Learning Technology, 15 (1), pp. 3-20; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ, Prentice Hall; Mayer, R., (2005) The Cambridge Handbook of Multimedia Learning, , Cambrigde university Press; Miller, C., Partlett, M., (1974) Up to the Mark: A Study of the Examination Game, , London: Society for Research into Higher Education; (2008) Evaluering Av Ingeniørutdanning, , http://nokut.no/sw17894.asp, 18. Sept. 2008. Main report, report for each institution and other reports are available online at; Pein, R.P., Lu, J., Stav, J.B., Integrating mobile computing solutions into distance learning environments (2009) The 2009 International Conference on Mobile Communications and Pervasive Computing (MCPC 2009), , http://siwn.org.uk/cosiwn/, Leipzig, Germany, 23-25 March 2009; the International Journal Communications of SIWN (ISSN 1757-4439); Rice, R.E., Bunz, U., Evaluating a wireless course feedback system: The role of demographics, expertise, fluency, competence, and usage (2006) Studies in Media & Information Literacy Education, 6 (3), pp. 1-32; Rowntree, D., (1977) Assessing Students: How Shall We Know Them?, , New York: Harper & Row; Stav, J.B., Experiences with activity based training methods in vocational education (2008) Proceedings from the IASTED International Conference Computers and Advanced Technologies in Education, , Crete, Greece, September 29-October 1, 2008; Stav, J.B., Engh, E., Thorseth, T.M., Bergh, R., Lu, J., Designing and developing new student response services for iPod and iPhone (2009) The Proceedings from the International Conference EduLearn 2009, , to be published in Barcelona, June 2009; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102; Säljö, R., (2001) Læring i Praksis. et Sosiokulturelt Perspektiv, , Oslo: Cappelen Akademisk Forlag; Tjeldvoll, A., Students' morality and morale in the service university (1999) Uniped, (2). , 1999; Tjeldvoll, A., The service university in the knowledge economy of europe (2002) The Strategic Analysis of Universities: Microeconomic and Management Perspectives, , Dewatripont, M., F. Thys-Clemet, L. Wilkin (2002) Bruxelles: Universite Libre de Bruxelles; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning, Media & Technology, 32 (1), pp. 21-40",,,,Academic Conferences Limited,"8th European Conference on eLearning 2009, ECEL 2009",29 October 2009 through 30 October 2009,Bari,105396.0,,9781622767076,,,English,"Eur. Conf. eLearn., ECEL",Conference Paper,Final,,Scopus,2-s2.0-84901789520
Richards P.,26634229600;,Using cell phones as audience response system transmitters in civil engineering classes,2009,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,10.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029104873&partnerID=40&md5=82b4297ae36f97318fcd0804b1621fc2,"Brigham Young University, United States","Richards, P., Brigham Young University, United States","A pilot study investigated the use of cell phones as audience response system transmitters in two civil engineering classes. Data from student surveys quantify student sentiment about using cell phones in class and the impact on cell-phone-related distractions in class. While the study is limited, the data provide some interesting discussion points. For the classes studied, using cell phones as audience response system transmitters provided some benefits without introducing significant distractions. Students enjoyed reporting solutions to group problems by text message and found it helpful to see how other groups responded. The instructor found that having results electronically collected and displayed sometimes facilitated better discussion. Unrelated cell phone use in the classroom that was quiet (text messaging, email, internet) was likely higher than usual during in-class activities, but this type of use was not widespread or perceived as a distraction by the students or instructor. © 2009 American Society for Engineering Education.",,Cell engineering; Cellular telephones; Engineering education; Mobile phones; Students; Telecommunication equipment; Telephone sets; Text messaging; Transmitters; Audience response systems; Cell phone; Engineering class; Pilot studies; Student surveys; Cellular telephone systems,,,,,,,,,,,"The Harris Poll #36, April 4, 2008, www.harrisinteractive.com/harris- poll/index.asp?PID=890; Campbell, S.W., Russo, T.C., The social construction of mobile telephony: An application of the social influence model to perceptions and uses of mobile phones within personal communication networks (2003) Communication Monographs, 70, pp. 317-334; Campbell, S.W., Perceptions of mobile phones in college classrooms: Ringing, cheating, and classroom policies (2006) Communication Education, 55 (3), pp. 280-294; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Mazur, E., (1997) Peer Instruction: A User's Manual, , New Jersey: Prentice Hall; Fies, C., Marshall, J., Classroom response systems: A review of the literature (2006) Journal of Science Education and Technology, 15 (1), pp. 101-109; Van Dijk, L.A., Van Den Berg, G.C., Van Keulen, H., Interactive lectures in engineering education (2001) European Journal of Engineering Education, 26 (1), pp. 15-28; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for Classroom Response System Teaching (2006) American Journal of Physics, 74 (1), p. 31","Richards, P.; Brigham Young UniversityUnited States",,BOEING,American Society for Engineering Education,2009 ASEE Annual Conference and Exposition,14 June 2009 through 17 June 2009,"Austin, TX",77079.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029104873
"Stahl S.M., Davis R.L.",7202647630;55482694700;,Applying the principles of adult learning to the teaching of psychopharmacology: Audience response systems,2009,CNS Spectrums,14,8,,412,414,,4.0,10.1017/S109285290002037X,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70849087276&doi=10.1017%2fS109285290002037X&partnerID=40&md5=57a1459f1eec1a53aa3781f1401e34b9,"Department of Psychiatry, University of California-San Diego, San Diego, CA, United States; Arbor Scientia, Carlsbad, CA, United States","Stahl, S.M., Department of Psychiatry, University of California-San Diego, San Diego, CA, United States; Davis, R.L., Arbor Scientia, Carlsbad, CA, United States",[No abstract available],,"adult; adult education; attention; comprehension; course evaluation; health survey; human; human computer interaction; learning style; learning test; multiple choice test; practice guideline; pretest posttest design; priority journal; psychopharmacology; self evaluation; short survey; strategic planning; teacher; teaching; trend study; Feedback, Psychological; Humans; Learning; Psychopharmacology; Teaching",,,,,,,,,,,"Stahl, S.M., Davis, R.L., Applying the principles of adult education to the teaching of psychopharmacology: Overview and finding the focus (2009) CNS Spectr, 14, pp. 179-182; Stahl, S.M., Davis, R.L., Applying the principles of adult education to the teaching of psychopharmacology: Storyboarding a presentation and the rule of small multiples (2009) CNS Spectr, 14, pp. 288-294; Stahl, S.M., Davis, R.L., (2009) Best Practices for Medical Educators, , NEI Press; Carlsbad, CA; Kaleta, R., Joosten, T., Student response systems: A University of Wisconsin study of clickers (2007) Educause Center for Applied Research Bulletin, 10, pp. 1-12","Stahl, S. M.; Department of Psychiatry, University of California-San Diego, San Diego, CA, United States; email: lla@mblcommunications.com",,,Cambridge University Press,,,,,10928529,,CNSPF,19890234.0,English,CNS Spectr.,Short Survey,Final,,Scopus,2-s2.0-70849087276
Masters M.F.,7007005943;,A conceptual course on lasers for general education,2009,Proceedings of SPIE - The International Society for Optical Engineering,9666,, 96660U,,,,,10.1117/12.2208053,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951177202&doi=10.1117%2f12.2208053&partnerID=40&md5=551f363c2d7183e934e9ea4b67983f24,"Department of Physics, Indiana University, Purdue University Fort Wayne, Fort Wayne, IN  46805, United States","Masters, M.F., Department of Physics, Indiana University, Purdue University Fort Wayne, Fort Wayne, IN  46805, United States","It is important to improve the technological skills and scientific understanding of students who are not pursuing scientific and technological degrees because they are indirectly asked to support science. To be supportive, they need to be able to evaluate scientific information as portrayed by the media. The difficulty is to find a topic which will stimulate and hold their interest in science. One such topic is LASERs. LASERs hold a fascination for students. LASERs are used in a wide array of technological devices and procedures. To understand LASERs requires an understanding of light and optics; of how light interacts with matter and with the structure of matter. Therefore, a course about LASERs can entice students who typically avoid science classes, and in particular physics classes, into taking a physics class, thereby giving us the opportunity to improve their understanding of science, their critical thinking skills and developing their appreciation of basic physics. Such a course can establish a sense of confidence in these students ability to understand. © 2009 SPIE.",active learning; general education; interactive engagement; lasers; nature of science; non-technical major students,Artificial intelligence; Curricula; Education; Lasers; Light; Personnel training; Photonics; Active Learning; Critical thinking skills; General education; Interactive engagements; Nature of science; Scientific information; Technological skills; Students,,,,,,,,,,,"Hake, R., Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Laws, P., Millikan Lecture 1996: Promoting active learning based physics education research in introductory physics courses (1997) American Journal of Physics, 65, pp. 14-21; McDermot, L.C., Oersted medal lecture 2001: Physics education research-the key to student learning (2001) American Journal of Physics, 69, pp. 1127-1137; McDermot, L.C., (1996) Washington, Physics by Inquiry, , John Wiley and Sons, Inc., New York; Redish, E., Millikan lecture 1998: Building a science of teaching physics (1999) American Journal of Physics, 67, pp. 562-573; P. Laws, John Wiley and Sons, Inc., New York, 2002; Redish, E., Saul, J., Steinberg, R., On the effectiveness of active-engagement microcomputer-based laboratories (1997) American Journal of Physics, 65, pp. 45-54; Sokoloff, D., Laws, P., Thornton, R., RealTime Physics: Active learning labs transforming the introductory laboratory (2007) European Journal of Physics, 28, pp. S83-S94; Sokoloff, D., Thornton, R., Using interactive lecture demonstrations to create an active learning environment (1997) The Physics Teacher, 35, p. 340; Lasry, N., Mazur, E., Watkins, J., Peer Instruction: From Harvard to the Two-year College (2008) American Journal of Physics, 76, pp. 1066-1069; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall Upper Saddle River; Maloney, D.P., Masters, M.F., (2009) Learning the Game of Formulating and Testing Hypotheses and Theories the Physics Teacher, , expected; Chabay, R., Sherwood, B., (2002) Matter Interactions II: Electric & Magnetic Interactions, , John Wiley & Sons Inc; McDermot, L.C., Shaffer, P., (2002) Tutorials in Introductory Physics, , Prentice Hall","Masters, M.F.; Department of Physics, Indiana University, Purdue University Fort WayneUnited States; email: masters@ipfw.edu",,,SPIE,11th Education and Training in Optics and Photonics Conference,5 June 2009,,116964.0,0277786X,,PSISD,,English,Proc SPIE Int Soc Opt Eng,Conference Paper,Final,,Scopus,2-s2.0-84951177202
"Lorimer J., Hilliard A.",26039362100;26039244400;,Use of a electronic voting system (EVS) to facilitate teaching and assessment of decision making skills in undergraduate radiography education,2009,"8th European Conference on eLearning 2009, ECEL 2009",,,,351,357,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901757611&partnerID=40&md5=7e34f610b2553ef7918ef78677136d35,"University of Hertfordshire, Hatfield, United Kingdom","Lorimer, J., University of Hertfordshire, Hatfield, United Kingdom; Hilliard, A., University of Hertfordshire, Hatfield, United Kingdom","EVS as a teaching tool was introduced into undergraduate education in 2006 as a means of increasing both student engagement and classroom interactivity. The technology was very positively evaluated by the students. 98.5% of students identified the EVS as being easy to use, 92.5% perceived that the EVS was beneficial to their learning and 86.5% stated that it was a useful tool for preparation for examination (Lorimer and Hilliard, 2007). Building on this research, the use of the EVS was extended to allow each student to have their own handset. This facilitated the provision of individual student performance feedback and was investigated as to whether this could be used as a predictor for achievement at summative assessment. Results demonstrated an increased and more normally distributed range of marks compared to the previous cohort. Good achievement in the formative assessment using the EVS gave an indication that students' would achieve higher marks at summative assessment. The conditional branching application of the EVS was introduced in September 2008 to integrate decision making skills into the teaching and learning process. Conditional branching refers to the application of the EVS that allows the student group to control the order of slides in a presentation, based on the responses received to posed questions at key decision making points. In line with other established uses of the EVS, the anonymity afforded by the system promotes individual student involvement in a way that is non-threatening, so that all students have the opportunity to participate. The rationale for the introduction of this teaching method was to address the need for diagnostic radiographers to be able to demonstrate good clinical decision making skills, such that they can evaluate the clinical information presented to them in order to justify requests for patient imaging. This case study explored the implementation and usability of conditional branching as a teaching method from the staff perspective. The information will be of use to other academics or institutions to review when considering the purchase and use of EVS. Opportunities and constraints of the innovative technology were identified, providing insight into the viability of its wider adoption across different levels, disciplines, contexts and institutions. A significant perceived strength was an increase in the variety of teaching methods available for use. Utilisation of the EVS has been previously evaluated and demonstrated increased student engagement. Staff perceived that it was a useful method of teaching and formatively assessing the understanding of the clinical reasoning and decision making processes in diagnostic radiography. Constraints experienced by staff in using the concept for the first time were the time taken to create realistic clinical scenarios and appropriate decision making points. It also proved challenging to simplify clinical practice to an extent whereby it formed a straightforward clinical pathway. It was felt by the researchers that it could be considered as a useful teaching method, although it may be suited to a higher level profession, or level of study.",Blended learning; Conditional branching; Course design; Decision making skills; Electronic voting system; Staff experience; Undergraduate education,Curricula; Decision making; Diagnostic radiography; Normal distribution; Research; Teaching; Voting machines; Blended learning; Conditional branching; Course design; Electronic voting systems; Staff experience; Undergraduate education; Students,,,,,,,,,,,"Conditional Branch, , http://www.answers.com/topic/conditional-jump?cat=technology, Retrieved May 9th, 2009; Banks, D., (2006) Audience Response Systems in Higher Education Applications and Cases, , Melbourne: Information Science Publishing; Beatty, I., Banks, D., (2006) Audience Response Systems in Higher Education: Applications and Cases, , Melbourne: Information Science Publishing; Biggs, J., (1999) Teaching for Quality Learning at University, , Buckingham: Society for Research into Higher Education and the Open University Press; Biggs, J., (2003) Teaching for Quality Learning at University, , (2nd ed.) Berkshire: SRHE and Open University Press; Bostock, S., Constructivism in mass higher education; A case study (1998) British Journal of Educational Technology, 29 (3), pp. 225-240; Conole, G., Understanding and making practice explicit (2006) ALT-J Research in Learning Technology, 14 (3), pp. 209-210; Davies, W.M., An 'infusion' approach to critical thinking: Moore on the critical thinking debate (2006) Higher Education Research & Development, 25 (2), pp. 179-193; Dewey, J., (1938) Experience and Education, , New York: Collier Macmillan; Draper, S., Brown, M., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Dochy, F., De Rijdt, C., Dyck, W., Cognitive prerequisites and learning. How far have we progressed since bloom? Implications for educational practice and teaching (2002) Active Learning in Higher Education, 3 (3), pp. 265-284; Garrett, J., Overton, T., Tomlinson, J., Clow, D., Critical thinking exercises for chemists. Are they subject specific? (2000) Active Learning in Higher Education, 1 (2), pp. 152-167; Graham, D.T., Cloke, P., Vosper, M., (2007) Principles of Radiological Physics, , (5th Ed.). Edinburgh: Churchill Livingstone Elsevier; Handley, K., Cox, B., Beyond model answers: Learners' perceptions of self-assessment materials in e-learning applications (2007) ALT-J Research in Learning Technology, 15 (1); Higgs, J., Jones, M., Clinical reasoning (1995) Clinical Reasoning in the Health Professions, pp. 3-23. , Higgs, J. and Jones, M. (Eds.) Oxford: Butterworth-Heinemann Ltd; Hill, D., McCarthy, W., Guinea, A., Teaching critical decision-making skills to students concerning patients with acute abdominal pain (1994) Medical Teacher, 16 (2-3), pp. 159-166. , Informa Healthcare; Ip, B., Cavanna, A., Corbett, B., Practice: A practical nursing package for clinical decisions (2005) ALT-J Research in Learning & Teaching, 13 (1), pp. 67-79; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Competer Assisted Learning, 21, pp. 260-268; Kupetz, R., Ziegenmeyer, B., Blended learning in a teacher training course: Integrated interactive learning and contact learning (2005) ReCall, 17 (2). , Cambridge University Press; Lorimer, J., Hilliard, A., Net gen or not gen? Student and staff evaluations of the use of podcasts/Audio files and an electronic voting system (EVS) in a blended learning module (2007) Conference Proceedings: 6th European Conference on E-Learning, pp. 407-414; Lorimer, J., Hilliard, A., What is your response? It's time to get personal (2008) Conference Proceedings: 7th European Conference on E-Learning, 2, pp. 128-134; Machemer, P.L., Crawford, P., Student perceptions of active learning in a large cross-disciplinary classroom (2007) Active Learning in Higher Education, 8 (1), pp. 9-30; Masikunas, G., Panayiotidis, A., Burle, L., The use of electronic voting systems in lectures within business and marketing: A case study of their impact on student learning (2007) ALT-J Research in Learning Technology, 15 (1), pp. 3-20; McConnell, D., Special issue on advances in researching adult e-learning (2006) Studies in Continuing Education, 28 (3), pp. 201-202; Mehanna, W., E-pedagogy: The pedagogies of e-learning (2004) ALT-J, Research in Learning Technology, 12 (3), pp. 279-293; Meyers, N., Nulty, D., How to use (five) curriculum design principles to align authentic learning environments, assessment, students' approaches to thinking and learning outcomes (2008) Assessment & Evaluation in Higher Education, pp. 1-12; Moule, P., Challenging the five-stage model for e-learning: A new approach (2007) ALT-J Research in Learning Technology, 15 (1), pp. 37-50; Nichol, D., Laying a foundation for lifelong learning: Case studies of E-assessment in large 1st year classes (2007) British Journal of Educational Technology, 38 (4), pp. 668-678; (2001) Benchmark Statement; Health Care Programmes - Radiography, , The Quality Assurance Agency for Higher Education Gloucester: Quality Assurance Agency for Higher Education; Ravenscroft, A., Designing e-learning interactions in the 21st century: Revisiting and rethinking the role of theory (2001) European Journal of Education, 2, pp. 133-156; Rogers, G., History, learning technology and student achievement making the difference? (2004) Active Learning in Higher Education, 5 (2), pp. 232-247; Salmon, G., (2000) E-Moderating: The Key to Learning and Teaching on Line, , London: Kogan Page; Salmon, G., (2003) E-moderating, , (2nd edition) London: Routledge Falmer; Schon, D., (1992) Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions, , London: Jossey-Bass; Taylor, C., Clinical problem-solving in nursing: Insights from the literature (2000) Journal of Advance Nursing, 31 (4), pp. 842-849; Toynton, R., Degrees of disciplinarity in equipping mature students in higher education for engagement and success in lifelong learning (2005) The Higher Education Academy, 6 (2), pp. 106-117; Trees, A., Jackson, M., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learning Media and Technology, 32 (1), pp. 21-40",,,,Academic Conferences Limited,"8th European Conference on eLearning 2009, ECEL 2009",29 October 2009 through 30 October 2009,Bari,105396.0,,9781622767076,,,English,"Eur. Conf. eLearn., ECEL",Conference Paper,Final,,Scopus,2-s2.0-84901757611
Masters M.F.,7007005943;,A conceptual course on LASERs for general education,2009,Optics InfoBase Conference Papers,,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897973784&partnerID=40&md5=e7c8722ab551fee4dd61acda7efc8303,"Department of Physics, Indiana University Purdue, University Fort Wayne, Fort Wayne IN 46805, United States","Masters, M.F., Department of Physics, Indiana University Purdue, University Fort Wayne, Fort Wayne IN 46805, United States","It is important to improve the technological skills and scientific understanding of students who are not pursuing scientific and technological degrees because they are indirectly asked to support science. To be supportive, they need to be able to evaluate scientific information as portrayed by the media. The difficulty is to find a topic which will stimulate and hold their interest in science. One such topic is LASERs. LASERs hold a fascination for students. LASERs are used in a wide array of technological devices and procedures. To understand LASERs requires an understanding of light and optics; of how light interacts with matter and with the structure of matter. Therefore, a course about LASERs can entice students who typically avoid science classes, and in particular physics classes, into taking a physics class, thereby giving us the opportunity to improve their understanding of science, their critical thinking skills and developing their appreciation of basic physics. Such a course can establish a sense of confidence in these students' ability to understand. © ETOP 2009.",Active learning; General education; Interactive engagement; Lasers; Nature of science; Non-technical major students,Curricula; Lasers; Light; Optics; Personnel training; Active Learning; Critical thinking skills; General education; Interactive engagements; Nature of science; Scientific information; Technological skills; Students,,,,,,,,,,,"Hake, R., Interactive-engagement Versus Traditional Methods: A Six-thousand Student Survey of Mechanics Test Data for Introductory Physics Courses (1998) American Journal of Physics, 66, pp. 64-74; Laws, P., Millikan Lecture 1996: Promoting active learning based physics education research in introductory physics courses (1997) American Journal of Physics, 65, pp. 14-21; McDermot, L.C., Oersted Medal Lecture 2001: ""Physics Education Research - The Key to Student Learning (2001) American Journal of Physics, 69, pp. 1127-1137; McDermot, L.C., Washington, P.R.G.A.U.O., Physics by Inquiry (1996), John Wiley and Sons, Inc., New York; Redish, E., Millikan Lecture 1998: Building a Science of Teaching Physics (1999) American Journal of Physics, 67, pp. 562-573; Laws, P., (2002), John Wiley and Sons, Inc., New York; Redish, E., Saul, J., Steinberg, R., On the effectiveness of active-engagement microcomputer-based laboratories (1997) American Journal of Physics, 65, pp. 45-54; Sokoloff, D., Laws, P., Thornton, R., RealTime Physics: active learning labs transforming the introductory laboratory (2007) European Journal of Physics, 28, pp. S83-S94; Sokoloff, D., Thornton, R., Using Interactive Lecture Demonstrations to Create an Active Learning Environment (1997) The Physics Teacher, 35, p. 340; Lasry, N., Mazur, E., Watkins, J., Peer Instruction: From Harvard to the two-year college (2008) American Journal of Physics, 76, pp. 1066-1069; Mazur, E., Peer Instruction: A User's Manual (1997), Prentice Hall, Upper Saddle River; Maloney, D.P., Masters, M.F., Learning the game of Formulating and Testing Hypotheses and Theories (2009) The Physics Teacher, , expected; Chabay, R., Sherwood, B., Matter & Interactions II: Electric & Magnetic Interactions (2002), John Wiley & Sons Inc; McDermot, L.C., Shaffer, P., Tutorials in Introductory Physics (2002), Prentice Hall","Masters, M.F.; Department of Physics, Indiana University Purdue, University Fort Wayne, Fort Wayne IN 46805, United States; email: masters@ipfw.edu",,,Optical Society of America,"Education and Training in Optics and Photonics, ETOP 2009",5 June 2009 through 7 June 2009,"St. Asaph, North Wales",104280.0,21622701,,,,English,Opt.InfoBase Conf. Papers,Conference Paper,Final,,Scopus,2-s2.0-84897973784
"Masters M.F., Grove T.T.",7007005943;7004963578;,Active learning in intermediate optics through class tutorials and concept building laboratories,2009,Proceedings of SPIE - The International Society for Optical Engineering,9666,, 96660K,,,,,10.1117/12.2207952,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951062678&doi=10.1117%2f12.2207952&partnerID=40&md5=ddb421daa099ec6234e8bea8f5d5133f,"Department of Physics, Indiana University, Purdue University Fort Wayne, Fort Wayne, IN  46805, United States","Masters, M.F., Department of Physics, Indiana University, Purdue University Fort Wayne, Fort Wayne, IN  46805, United States; Grove, T.T., Department of Physics, Indiana University, Purdue University Fort Wayne, Fort Wayne, IN  46805, United States","We have been modifying our intermediate optics class and laboratory with a focus on improving student learning through the use of active engagement. To facilitate this process we developed a two pronged solution. For the classroom we created a series of tutorials to help the students use the mathematics and techniques of derivations, apply these solutions to other problems, and develop a stronger conceptual foundation in intermediate optics class. In the optics laboratories we developed an approach that relies upon direct confrontation of misconceptions, predictions, collection of data to support or refute the predictions, reconciliation, discussion, and leading questions rather than a series of detailed, cookbook-like instructions as might be found in a traditional laboratory. Through the class and laboratory we build conceptual understanding in subjects like image formation by lenses and mirrors, ray optics, and ultimately elliptical polarization while fostering laboratory independence and helping students erect a new paradigm for learning. © 2009 SPIE.",active learning; interactive engagement; optics laboratory; optics tutorials,Artificial intelligence; Education; Forecasting; Laboratories; Photonics; Teaching; Active Learning; Conceptual foundations; Conceptual understanding; Elliptical polarization; Interactive engagements; Optics laboratory; Ray optics; Student learning; Students,,,,,,,,,,,"Hake, R., Interactive-engagement versus traditional methods: A Six-thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall Upper Saddle River; Crouch, C., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Sokoloff, D., Thornton, R., Using interactive lecture demonstrations to create an active learning environment (1997) The Physics Teacher, 35, p. 340; Redish, E., Saul, J., Steinberg, R., On the effectiveness of active-engagement microcomputer-based laboratories (1997) American Journal of Physics, 65, pp. 45-54; Sokoloff, D., Laws, P., Thornton, R., RealTime Physics: Active learning labs transforming the introductory laboratory (2007) European Journal of Physics, 28, pp. S83-S94; Hake, R., Comment on How do we know if we are doing a good job in physics teaching (2002) American Journal of Physics, 70, pp. 1058-1059; McDermot, L.C., Shaffer, P., (2002) Tutorials in Introductory Physics, , Prentice Hall; Heuvelen, A.V., (1996) Active Learning Problem Sheets, , Hayden-McNeil Publishing; D. P. Maloney; Millikan, R.A., (1903) Mechanics Molecular Physics, , Heat Ginn Boston; Colin, P., Viennot, L., Using two models in optics: Students' difficulties and suggestions for teaching (2001) American Journal of Physics, 69, pp. S36-S44; Galili, I., Bendall, S., Goldberg, F., The effects of prior knowledge and instruction on understanding image formation (1993) The Journal of Research in Science Teaching, 30, pp. 271-301; Galili, I., Goldberg, F., Left-Right Conversions in a Plane Mirror (1993) The Physics Teacher, 31, p. 463; Galili, I., Goldberg, F., Bendall, S., Some reflections on plane mirrors and images (1991) The Physics Teacher, 29, p. 471; Goldberg, F., An investigation of student understanding of the real image formed by a converging lens or concave mirror (1987) American Journal of Physics, 55, pp. 108-119. , M. L. C; Grove, T.T., Masters, M.F., A student assembled spectrograph with a CCD detector to assist with students' understanding of spectrometry (2007) European Journal of Physics, 28, pp. 747-753",,,,SPIE,11th Education and Training in Optics and Photonics Conference,5 June 2009,,116964.0,0277786X,,PSISD,,English,Proc SPIE Int Soc Opt Eng,Conference Paper,Final,Open Access,Scopus,2-s2.0-84951062678
"Kelly J., Corkins J., Baker D., Tasooji A., Krause S.",34872384100;23018112200;7404140464;6506196610;7102583958;,Using Concept-Building Context modules with technology and the 5 E pedagogy to promote conceptual change in materials science,2009,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,15.0,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029049010&partnerID=40&md5=70a92fa24c045aea0ef472ad176e4ac3,"School of Materials, Fulton School of Engineering, Arizona State University, United States; Department of Curriculum and Instruction, Arizona State University, United States; School of Materials, ASU, United States","Kelly, J., School of Materials, Fulton School of Engineering, Arizona State University, United States; Corkins, J., Department of Curriculum and Instruction, Arizona State University, United States; Baker, D., Department of Curriculum and Instruction, Arizona State University, United States; Tasooji, A., School of Materials, ASU, United States; Krause, S., School of Materials, Fulton School of Engineering, Arizona State University, United States","Recent advances in technology and pedagogy have demonstrated the potential for improvements in student learning. In this research we are report on the development of prototype teaching and learning modules for an introductory materials science and engineering course. At this time content and activities have been created for modules in two subject areas; atomic bonding and properties and also the area of solutions, solubility, and phase diagrams. Each module is being created as a textbook supplement that uses a technologically-enhanced and contextualized 5E Method (Engage, Explore, Explain, Expand, Evaluate) as the contemporary pedagogy for teaching, learning and assessing the topical content. The 5E Method is supplemented with technology in two ways. First, student class preparation (Engage) uses technology with pre-class, Just-in-Time-Teaching (JiTT) questions which can be web-submitted and will contextualize content with examples from students' everyday lives. This provides a learning bridge from concrete phenomena to the more abstract technical concepts of the content. The JiTT responses are, in effect, a formative evaluation that reveals student learning barriers such as misconceptions and misunderstood definitions. Additionally, students can be engaged (Explore, Explain, and Expand) with in-class Personal Response System Clicker (PRSC) questions. Question responses provide rapid feedback to the instructor and students and can reveal commonly held misconceptions that may hinder learning. The team-based, active-learning 5E pedagogy also utilizes Concept-Building Context Worksheets, which engage students with contextualized multiple representations of topical content that include: visual glossaries; macro/micro illustrations; sample data tables; graphical relationships; and controlling equations. Concept learning has been assessed the Materials Concept Inventory and concept-eliciting tasks that include two-tiered concept questions and concept sketching. The module for solubility, saturation and phase diagrams used content contextualization and concept visualization to promote conceptual change and was well received by a focus group. For a full class of 40 the activities and homework for the bonding module engaged students, improved content understanding, and also revealed unresolved misconceptions. Also, the structure of a module, and especially its concept-building context worksheet, have the potential to lower the barrier to faculty participation in active learning. The research background, construction, use and assessment of modules are described and highlighted with a few examples. © American Society for Engineering Education, 2009.",,Artificial intelligence; Computer supported cooperative work; Education; Engineering education; Phase diagrams; Solubility; Students; Concept visualizations; Formative evaluation; Just in time teachings; Materials concept inventory; Materials science and engineering; Multiple representation; Personal response systems; Teaching and learning; Teaching,,,,,,,,,,,"Boulter, C.J., Buckley, B.C., Constructing a typology of models in science education (2000) Developing models in science education, , Gilbert, J. K, & Boulter, C. J, Eds, Dordrecht, Netherlands, Kluwer Academic Publishers; Ben-Zvi, R., Eylon, B., Silverstein, J., Is an atom of copper malleable? (1986) Journal of Chemical Education, 63, pp. 64-66; (1999) How People Learn: Bridging research and Practice, , Donovan, M. S, Bransford, J. D. & Pellegrino, J. W, Eds, National Academy Press, Washington, DC; Kikas, E., Teachers' conceptions and misconceptions concerning natural phenomena (2004) Journal of Research in Science Teaching, 41 (5), pp. 432-448; Krause, S., Decker, J., Niska, J., Alford, T., A Materials Concept Inventory for introductory materials engineering courses (2002) National Educators Workshop Update 2002, 17, pp. 1-8; Krause, S., Decker, J.C., Griffin, R., Using a Materials Concept Inventory to assess conceptual gain in introductory materials engineering courses (2003) 2003 Frontiers in Education Conference Proceedings, , Savannah, GA; Vygotsky, L., (1962) Thought and Language, , T. E. Hanfmann & G. Vaka Eds, Cambridge, MA: MIT Press; Von Glaserfield, E. (1987). The Construction of Knowledge: Contributions of Conceptual Semantics (Seaside, CA: Intersystems Publications, Inc.); Norman, D., Some observations on mental models (1983) Mental Models, , D. Gentner and A. Stevens Eds, Hillsdale, NJ, Erlbaum; Gilbert, J., The role of models and modeling in some narratives in science learning (1995) 1995 Annual Meeting of the American Educational Research Association, , San Francisco, CA; Niaz, M., How to facilitate students' conceptual understanding of chemistry? - A historical and philosophy of science perspective (2005) Chemical Education International, 6 (1), pp. 1-5; Vosniadou, S., Brewer, W.F., Mental models of the earth: A study of conceptual change in childhood (1992) Cognitive Psychology, 24, pp. 535-585; Dykstra, D.I., Boyle, C.F., Monarch, I.A., Studying conceptual change in learning physics (1992) Science Education, 76 (6), pp. 615-652; Posner, G.J., Strike, K.A., Hewson, P.W., Gertzog, W.A., Accommodation of a scientific conception: Toward a theory of conceptual change (1982) Science Education, 66 (2), pp. 211-227; Hewson, P.W., Teaching for conceptual change (1996) Improving teaching and learning in science and mathematics, , D. F. Treagust, R. Duit, & B. J. Fraser Eds, New York, NY: Teachers College Press, Columbia University; Lakoff, G., The contemporary theory of metaphor (1993) Metaphor and thought, , 2nd ed, A. Ortony Ed, New York, NY, Cambridge University Press; Chinn, C.A., Brewer, W.F., The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science education (1993) Review of Educational Res, 63, pp. 1-49; Kobayashi, Y., Conceptual acquisition and change through social interaction (1994) Human Development, 37, pp. 233-241; Fellows, N., A window into thinking: Using student writing to understand conceptual change in science learning (1994) Journal of Research in Science Teaching, 31, pp. 985-1001; Ebenezer, J.V., Gaskell, P.J., Relational conceptual change in solution chemistry (1995) Science Education, 79, pp. 1-17; Biemans, H.J.A., Simons, P.R.-J., Computer-assisted instruction and conceptual change (1995) 1995 Annual Meeting of the American Educational Research Assoc, , San Francisco, CA; Nieswandt, M., Problems and possibilities for learning in an introductory chemistry course from the perspective of conceptual change (2001) Science Education, 85, pp. 158-179; Chi, M.T.H., Conceptual change within and across ontological categories: Examples from learning and discovery in science (1992) Cognitive models of science, pp. 129-186. , R. Giere Ed, Minneapolis, MN: Minnesota Press; Krause, S., Tasooji, A., Griffin, R., Origins of misconceptions in a Materials Concept Inventory from student focus groups (2004) 2004 ASEE Annual Conference and Exposition Proceedings, , Salt Lake City, UT; Jordan, W., Cardenas, H., O' Neal, C.B., Using a Materials Concept Inventory to Assess an Introductory Materials Class: Potential and Problems (2005) 2005 ASEE Annual Conference and Exposition Proceedings, , Portland, OR; Krause, S., Decker, J., Niska, J., Alford, T., Griffin, R., Identifying student misconceptions in introductory materials engineering courses (2003) 2003 ASEE Annual Conference Proceedings, pp. 732-740; Krause, S., Tasooji, A., Diagnosing Students' Misconceptions on Solubility and Saturation for Understanding of Phase Diagrams (2007) 2007 American Society for Engineering Education Annual Conference Proceedings, , Honolulu, HI; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30 (3), pp. 141-151; Gleixner, S.H., Douglas, E., Graeve, O., Project-based introductory to materials engineering modules on biomaterials, solid oxide fuel cells, non-volatile memory, and fiber reinforced plastics (2006) ASEE Annual Conference and Exposition Proceedings, p. 2006. , Chicago, IL; Douglas, E., Effects of sex and ethnicity on performance on the Materials Concept Inventory (2007) 2007 ASEE Annual Conference and Exposition Proceedings, , Honolulu, Hawaii. on CD; Song, S., Agogino, A.M., An analysis of designers' sketching activities in new product design teams (2004) Proceedings, 2004 ASME Design Theory and Methodology Conference, , American Society of Mechanical Engineers, Salt Lake City, Utah; Schutze, M., Sachse, P., Romer, A., Support value of sketching in the design process (2003) Research in Engineering Design, 14, pp. 89-97; Lowe, R., Constructing a mental representation from an abstract technical diagram (1993) Learning and Instruction, 3, pp. 157-179; Johnson, J.K., Reynolds, S.J., Concept sketches - using student-and instructor-generated annotated sketches for learning, teaching, and assessment in geology courses (2005) Journal of Geosdence Education, 52, pp. 85-95; Pearce, H.T., le Roux, P., The Force Concept Inventory: Its meaning for teaching physics (2000) Proceedings of the 2nd Southern African Conference on Engineering Education, pp. 219-224. , Vanderbylpark, South Africa","Kelly, J.; School of Materials, Fulton School of Engineering, Arizona State UniversityUnited States",,BOEING,American Society for Engineering Education,2009 ASEE Annual Conference and Exposition,14 June 2009 through 17 June 2009,"Austin, TX",77079.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029049010
"Gaytan S., Pasaro R.",6602240981;6701684930;,The combined use of e-learning and traditional learning systems for students of biology and biochemistry,2009,"8th European Conference on eLearning 2009, ECEL 2009",,,,212,218,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84901780136&partnerID=40&md5=c73f355e6190311326a23b6b29e704c2,"University of Seville, Spain","Gaytan, S., University of Seville, Spain; Pasaro, R., University of Seville, Spain","The European Higher Education Area needs methods to examine the specific training of its students, as well as to provide strong scientific and technical foundations, and so it is of interest to use Information and Communication Technology (ICT) as an educational resource for teachers and students. The present didactic project had two aims: first - as we are in charge of innovative teaching technologies in the Faculty of Biology - we have promoted the use of web learning by the teachers of the different courses in both the Biology and Biochemistry degrees. To assess such use, we polled the teachers. In general, teachers agreed that the use of ICT in the classroom is not only useful, but also necessary to connect with the students. Second, as teachers in Biology and Biochemistry, we have prepared an interactive on-line learning program, and have improved traditional classroom methods in three courses. We used Web-CT and various other Web 2.0 tools to exemplify the interactive learning system. We designed a system to enable the learner's self-assessment of knowledge, creating specific ""independent learning tools"" for students, which would allow our periodic tutorage of the student's learning progress. Classroom methodology has also been improved by means of problem-resolving methods, in an attempt to develop the student's creativity in defining problems and seeking solutions. Finally, a poll of the students indicated that the methods facilitated the interchange of information between teacher and student and among the students, helping them to recognize their learning difficulties and to improve their self-sufficiency. The statistical results concluded that the learning process has been improved, with respect to previous courses; consequently, the use of web-based and problem-based learning represents a pedagogical and technological recipe for a better teaching practice in higher education.",E-Learning; European Higher Education Area; Virtual learning environment,Biochemistry; Computer aided instruction; E-learning; Information technology; Learning systems; Personnel training; Teaching; Classroom methodologies; European Higher Education Area; Information and Communication Technologies; Interactive learning systems; Learning difficulties; Problem based learning; Traditional learning; Virtual learning environments; Students,,,,,,,,,,,"Attwell, G., (2004) E-Learning and Sustainability: Report for European Commission Learning Folders Project, , http://www.knownet.com/writing/papers/sustainabilitypaper; Garrison, D.R., Kanuka, H., Blended learning: Uncovering its transformative potential in higher education (2004) The Internet and Higher Education, 7 (2), pp. 95-105; Gaytan, S.P., Pasaro, R., Renovación Curricular en la Enseñanza Superior: Una Experiencia en la Licenciatura de Bioquímica (2002) Asegurar la Calidad en Las Universidades, pp. 177-183. , ICE-US Ed., Sevilla; Gaytan, S.P., Pasaro, R., Estudio Comparativo Sobre el Impacto del Empleo de las T.I.C. en la Impartición de la Lección Magistral en el Aula. Una Experiencia en la Asignatura de Fisiología Animal (2006) La Innovación de la Enseñanza Superior, pp. 263-276. , ICE-US Ed., Sevilla; Gaytan, S.P., Lara, C., Pasaro, M.R., Análisis de las Variables Medioambientales y su Impacto en el Aula y el Proceso de Construcción del Aprendizaje del Alumnado. Una Experiencia Compartida entre el Alumnado de Fisiología Animal y Bioquímica (2007) Experiencia de Innovación Universitaria, pp. 193-214. , ICE-US Ed., Sevilla; Graham, C.R., Blended learning systems: Definition, current trends, and future directions (2005) Handbook of Blended Learning: Global Perspectives, Local Designs, pp. 3-21. , Bonk, C.J. and Graham, C.R. (Eds.) Pfeiffer, San Francisco; Herrington, T., Herrington, J., (2006) Authentic Learning Environments in Higher Education, pp. 1-321. , Information Science Publishing, Hershey; Hopper, K.B., In defense of the solitary learner: A response to collaborative, constructivist education (2003) Educational Technology, 2, pp. 24-29; Kirschner, P.A., Sweller, J., Clark, R.E., Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching (2006) Educational Psychologist, 41 (2), pp. 75-86; Kuh, G.D., Hu, S., Learning productivity at research universities (2001) The Journal of Higher Education, 72 (1), pp. 1-28; Oblinger, D.G., Oblinger, J.L., (2005) Educating the Net Generation, , www.educause.edu/educatingthenetge; O'Reilly, T., (2005) What Is Web 2.0?, , http://www.oreilly.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20. html; Scardamalia, M., Bereiter, C., McLean, R., Swallow, J., Woodruff, E., Computer-supported intentional learning environments (1989) Educational Computing Research, 5, pp. 51-68; Siemens, G., Connectivism: A learning theory for the digital age (2004) International Journal of Instructional Technology and Distance Learning, , http://www.itdl.org/Journal/Jan_05/article01.htm; Siemens, G., (2007) Networks, Ecologies, and Curatorial Teaching, , http://www.connectivism.ca/Blog/2007/08/networks_ecologies_and_curator. html; Simoes, L., Borges, L., Web 2.0 and higher education: Pedagogical implications (2008) Proceeding of the 4th International Barcelona Conference of Higher Education, , http://web.guni2005.upc.es/media/0000000500/0000000523.pdf; Stager, G., (2005) Towards Pedagogy of Online Constructionist Learning, , http://www.stager.org/articles/onlineconstructionism.pdf; Stahl, G., Koschmann, T., Suthers, D., Computer-supported collaborative learning (2006) Cambridge Handbook of the Learning Sciences, pp. 409-426. , K. Sawyer (Ed.) Cambridge University Press, New York; Tapscott, D., Williams, A.D., (2006) Wikinomics: How Mass Collaboration Changes Everything, pp. 1-320. , Penguin Books, New York; Vygotsky, L.S., The genesis of higher mental functions (1981) The Concept of Activity in Soviet Psychology, pp. 144-188. , Wertsch, J.V. (Ed.) Sharpe, Armonk; Wegerif, R., The role of educational software as a support for teaching and learning conversation (2004) Computers & Education, 43, pp. 179-191; Weiss, R.E., Knowlton, D.S., Morrison, G.R., Principles for using animation in computer-based instruction: Theoretical heuristics for effective design (2002) Computers in Human Behavior, 18, pp. 465-477",,,,Academic Conferences Limited,"8th European Conference on eLearning 2009, ECEL 2009",29 October 2009 through 30 October 2009,Bari,105396.0,,9781622767076,,,English,"Eur. Conf. eLearn., ECEL",Conference Paper,Final,,Scopus,2-s2.0-84901780136
"Masters M.F., Grove T.T.",7007005943;7004963578;,Active learning in intermediate optics through class tutorials and concept building laboratories,2009,Optics InfoBase Conference Papers,,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898013727&partnerID=40&md5=5a29c88e89fd321bc275fc2505190f6c,"Department of Physics, Indiana University - Purdue University Fort Wayne, Fort Wayne IN 46805, United States","Masters, M.F., Department of Physics, Indiana University - Purdue University Fort Wayne, Fort Wayne IN 46805, United States; Grove, T.T., Department of Physics, Indiana University - Purdue University Fort Wayne, Fort Wayne IN 46805, United States","We have been modifying our intermediate optics class and laboratory with a focus on improving student learning through the use of active engagement. To facilitate this process we developed a two pronged solution. For the classroom we created a series of tutorials to help the students use the mathematics and techniques of derivations, apply these solutions to other problems, and develop a stronger conceptual foundation in intermediate optics class. In the optics laboratories we developed an approach that relies upon direct confrontation of misconceptions, predictions, collection of data to support or refute the predictions, reconciliation, discussion, and leading questions rather than a series of detailed, cookbook-like instructions as might be found in a traditional laboratory. Through the class and laboratory we build conceptual understanding in subjects like image formation by lenses and mirrors, ray optics, and ultimately elliptical polarization while fostering laboratory independence and helping students erect a new paradigm for learning. © ETOP 2009.",Active learning; Interactive engagement; Optics laboratory; Optics tutorials,Forecasting; Laboratories; Students; Teaching; Active Learning; Conceptual foundations; Conceptual understanding; Elliptical polarization; Interactive engagements; Optics laboratory; Ray optics; Student learning; Optics,,,,,,,,,,,"Hake, R., Interactive-engagement Versus Traditional Methods: A Six-thousand Student Survey of Mechanics Test Data for Introductory Physics Courses (1998) American Journal of Physics, 66, pp. 64-74; Mazur, E., (1997), Prentice Hall, Upper Saddle River; Crouch, C., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Sokoloff, D., Thornton, R., Using Interactive Lecture Demonstrations to Create an Active Learning Environment (1997) The Physics Teacher, 35, p. 340; Redish, E., Saul, J., Steinberg, R., On the effectiveness of active-engagement microcomputer-based laboratories (1997) American Journal of Physics, 65, pp. 45-54; Sokoloff, D., Laws, P., Thornton, R., RealTime Physics: active learning labs transforming the introductory laboratory (2007) European Journal of Physics, 28, pp. S83-S94; Hake, R., How do we know if we are doing a good job in physics teaching? (2002) American Journal of Physics, 70, pp. 1058-1059. , Comment on; McDermot, L.C., Shaffer, P., Tutorials in Introductory Physics (2002), Prentice Hall; Heuvelen, A.V., Active Learning Problem Sheets (1996), Hayden-McNeil Publishing; Maloney, D.P., ; Millikan, R.A., Mechanics Molecular Physics and Heat (1903), Ginn, Boston; Colin, P., Viennot, L., Using two models in optics: Students' difficulties and suggestions for teaching (2001) American Journal of Physics, 69, pp. S36-S44; Galili, I., Bendall, S., Goldberg, F., The effects of prior knowledge and instruction on understanding image formation (1993) The Journal of Research in Science Teaching, 30, pp. 271-301; Galili, I., Goldberg, F., Left-Right Conversions in a Plane Mirror (1993) The Physics Teacher, 31, p. 463; Galili, I., Goldberg, F., Bendall, S., Some reflections on plane mirrors and images (1991) The Physics Teacher, 29, p. 471; Goldberg, F.M.L.C., An investigation of student understanding of the real image formed by a converging lens or concave mirror (1987) American Journal of Physics, 55, pp. 108-119; Grove, T.T., Masters, M.F., A student assembled spectrograph with a CCD detector to assist with students' understanding of spectrometry (2007) European Journal of Physics, 28, pp. 747-753",,,,Optical Society of America,"Education and Training in Optics and Photonics, ETOP 2009",5 June 2009 through 7 June 2009,"St. Asaph, North Wales",104280.0,21622701,,,,English,Opt.InfoBase Conf. Papers,Conference Paper,Final,,Scopus,2-s2.0-84898013727
"Zappe S., Leicht R., Messner J., Litzinger T., Lee H.W.",23096547700;33667717200;6701758178;7005210718;55865568786;,"""flipping"" the classroom to explore active learning in a large undergraduate course",2009,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,21.0,144.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029052253&partnerID=40&md5=4259a9d121e09a4f2f61da9979dbb9cb,"Leonhard Center, Pennsylvania State University, United States; Architectural Engineering Department, Penn State, United States; Department of Architectural Engineering, United States; Computer Integrated Construction Research Program, Penn State, United States; Leonhard Center, United States; Department of Mechanical Engineering, Penn State., United States; Pennsylvania State University, United States; Department of Education, Sangmyung University, South Korea","Zappe, S., Leonhard Center, Pennsylvania State University, United States; Leicht, R., Architectural Engineering Department, Penn State, United States; Messner, J., Department of Architectural Engineering, United States, Computer Integrated Construction Research Program, Penn State, United States; Litzinger, T., Leonhard Center, United States, Department of Mechanical Engineering, Penn State., United States; Lee, H.W., Pennsylvania State University, United States, Department of Education, Sangmyung University, South Korea","In traditional approaches to teaching engineering classes, the instructor plays the role of information conveyor, while the students assume a receiver role with primary responsibilities of listening and note-taking. Research into how students learn suggests that students need to be more actively engaged with the course material to maximize their understanding. The literature contains many examples of active learning strategies, such as teams solving problems in class and the use of student response systems with conceptual questions. Incorporating active learning strategies into a class means that there will be less time for delivering material via lecture. Therefore, instructors who choose to utilize active learning strategies must find ways to ensure that all required course content is still addressed. This paper discusses an instructional technique called the ""classroom flip"" model which was assessed in a larger, undergraduate architectural engineering class. In this model, lecture content is removed from the classroom to allow time for active learning, and the content that was removed is delivered to students via on-line video. This approach 'flips' the traditional use of lecture and more active learning approaches. Lecture occurs outside of class, and more active learning, such as problem solving, happens during class. Assessment data was collected to examine students' use of the video lectures and perceptions of the classroom flip. The students' feedback suggests that while the active learning and additional project time available in class improved their understanding, they would prefer that only about half the classes be flipped and some use of traditional lectures should be maintained. © American Society for Engineering Education, 2009.",Active learning; E-learning; Teaching with technology,Artificial intelligence; Curricula; E-learning; Education; Engineering education; Learning systems; Problem solving; Teaching; Active Learning; Active learning strategies; Architectural engineering; Instructional techniques; Student-response system; Teaching with technology; Traditional approaches; Undergraduate Courses; Students,,,,,,,,,,,"Heywood, J., (2005) Engineering Education: Research and Development in Curriculum and Instruction, , Hoboken, NJ: John Wiley & Sons; (2000) How People Learn: Brain, Mind, Experience, and School, , National Research Council , Washington, D.C, National Academy Press; Felder, J.M., Brent, R., Learning by Doing (2003) Chemical Engineering Education, 37 (4), pp. 282-283; Prince, M., Does Active Learning Work? A Review of the Research (2004) Journal of Engineering Education, 93 (3), pp. 223-231; Baker, J.W., The ""classroom flip"": Using web course management tools to become the guide by the side (2000) 11th International Conference on College Teaching and Learning, , Paper presented at the, Jacksonville, FL; Lage, M.J., Platt, G.J., The internet and the inverted classroom (2000) Journal of Economic Education, 31, p. 11; Lage, M.J., Platt, G.J., Treglia, M., Inverting the classroom: A gateway to creating an inclusive learning environment (2000) Journal of Economic Education, 31, pp. 30-43; Novak, G., Gavrin, A., Wolfgang, C., Patterson, E., (1999) Just-in-Time Teaching: Blending Active Learning with Web Technology, , Prentice Hall; Felder, R.M., Silerman, L.K., Learning and teaching styles in engineering education (1988) Engineering Education, 78, pp. 674-681; Solomon, B.A. & Felder, R. M. Index of Learning Styles Questionnaire. Available as of 1/29/2009 at http://www.engr.ncsu.edu/learningstyles/ilsweb. html","Zappe, S.; Leonhard Center, Pennsylvania State UniversityUnited States; email: ser163@psu.edu",,BOEING,American Society for Engineering Education,2009 ASEE Annual Conference and Exposition,14 June 2009 through 17 June 2009,"Austin, TX",77079.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029052253
"Pinder-Grover T., Millunchick J.M., Bierwert C., Shuller L.",25655205700;6602688301;36692855400;23991511100;,The efficacy of screencasts on diverse students in a large lecture course,2009,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,18.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029091726&partnerID=40&md5=f93a31b374b2fe27466b7bd811636d31,"University of Michigan, United States","Pinder-Grover, T., University of Michigan, United States; Millunchick, J.M., University of Michigan, United States; Bierwert, C., University of Michigan, United States; Shuller, L., University of Michigan, United States","University lecturing is changing as a result of larger class sizes, a more diverse student body, and the advent of technologies that could be used to enhance classroom instruction (i.e. Tablet PCs, personal response systems, etc.). One of the newest technological developments is screencasts, which are recordings that capture audio narration along with computer screen images. This study documents the strategic use of screencasts in an introductory Material Science and Engineering (MSE) course, and examines the impact on student learning and satisfaction in the large lecture environment. This course has an average of 200 students per semester representing all class levels and more than eight engineering majors. One teaching challenge is that the background and motivation of the students are quite diverse. Another is that the course content spans the entire range of a very multidisciplinary field. This paper analyzes the use and benefit of screencasts across the social and academic diversity of the students. As a way to address these challenges, the instructor develops and posts several types of screencasts to the course management website to supplement the typical course resources. These types include lecture recordings; explanations of homework, quiz, and exam solutions; and explanations of topics that students identified as being unclear. To assess screencast effectiveness and design course refinements to enhance their use, we collected data for two terms on student perceptions of screencasts, their screencast usage, their course performance, and student demographics. The results from the first term were used to make revisions to the course design for the second term. The data were also used to correlate students' success in the course with their demographic and academic backgrounds. The responses from an online survey show that the vast majority of students believe these screencasts are ""helpful"" and used the screencasts to clarify misunderstandings, to supplement the lecture material, and to review for exams. Our initial analysis of screencast usage shows that the class is evenly divided between students whose use of the resource is low, medium, and high. Analysis showed further differences by gender, race, and student major. Analysis to date does not correlate screencast usage with performance in the course; however, more detailed analysis is underway. Results from 2007 are being compared with those from 2008 to determine the impact of course refinements on these statistics. This study suggests that the use of screencasts maybe be an effective way to supplement lecture material in large courses for all students. © American Society for Engineering Education, 2009.",,Curricula; Education; Engineering education; Personal computers; Population statistics; Teaching; Classroom instruction; Computer screen images; Course performance; Personal response systems; Student demographics; Student perceptions; Teaching challenges; Technological development; Students,,,,,,,,,,,"Murray, H.G., Low-inference classroom teaching behaviors and student ratings of teaching effectiveness (1983) Journal of Educational Psychology, 75 (1), pp. 138-149; Gamson, Z., Chickering, A., Seven Principles for good practice in undergraduate education (1987) AAHE Bulletin, , March 5-10; Boyer, E.L., (1989) Scholarship Reconsidered: Priorities of the Professoriate, , San Francisco: Carnegie Foundation for the Advancement of Teaching; Pintrich, P.R., Marax, R.W., Boyle, R.A., Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change (1993) Review of Educational Research, 63, pp. 167-199; Stabley, T. 2007. personal communication. See also DukeCapture. (n.d.) Duke University Office of Information Technology. Retrieved February 6, 2009 from http://www.oit.duke.edu/webmultimedia/multimedia/dukecapture/; Lane, C., UW Podcasting: Evaluation of Year One, , http://catalyst.washington.edu/research-development/papers/2006/podcasting-year1.pdf, Retrieved February 6, 2009 from; Cramer, K., Collins, K., Snider, D., Fawcett, G., Virtual Lecture Hall for In-Class and Online Sections: A Comparison of Utilization, Perceptions and Benefits (2006) Journal of Research on Technology in Education, 38 (4), pp. 371-381; Dey, E., Bierwert, C., (2007) Report on use of the MScribe lecture capture system and outcomes, , Capturing and Improving College Teaching: Pedagogical implications of lecture capture and related technologies, Center for the Study of Higher and Postsecondary Education and Center for Research on Learning and Teaching, University of Michigan; Bongey, S.B., Cizadlo, G., Kalnbach, L., Explorations in course-casting: Podcasts in higher education Campus-Wide Information Systems, 23 (5), pp. 350-367; Copley, J., Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use (2007) Innovations in Education and Teaching International, 44 (4), pp. 387-399; Harpp, D.N., Fenster, A.D., Schwarcz, J.A., Zorychta, E., Goodyer, N., Hsiao, W., Parente, J., Lecture Retrieval via the Web: Better Than Being There? (2004) Journal of Chemical Education, 81 (5), pp. 688-690; Grabe, M., Christopherson, K., Optional student use of online lecture resources: Resource preferences, performance and lecture attendance (2008) Journal of Computer Assisted Learning, 24, pp. 1-10; McGrann, R., Enhancing Engineering Computer-Aided Design Education Using Lectures Recorded on the PC (2005) Journal of Educational Technology Systems, 34 (2), pp. 165-175; Kaw, A.K., Hess, M.R., Comparing Effectiveness of Instructional Delivery Modalities in an Engineering Course (2007) International Journal of Engineering Education, 23 (3), pp. 508-516; Educause Connect. 2006. 7 Things you should know about screencasting. Retrieved March 4, 2008 from http://connect.educause.edu/Library/ELI/ 7ThingsYouShouldKnowAbout/39389; Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: A Handbook for College Teachers, pp. 154-158. , San Francisco, Ca: Jossey Bass","Pinder-Grover, T.; University of MichiganUnited States",,BOEING,American Society for Engineering Education,2009 ASEE Annual Conference and Exposition,14 June 2009 through 17 June 2009,"Austin, TX",77079.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029091726
"Lee H.-J., Kim J.M., Lee B.-S., Lee H., Ryoo J.-S.",12239750400;54681046100;57198892926;36515030800;55223784500;,Recent Korean R&D in satellite communications,2009,IEICE Transactions on Communications,E92-B,11,,3300,3308,,8.0,10.1587/transcom.E92.B.3300,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77956577374&doi=10.1587%2ftranscom.E92.B.3300&partnerID=40&md5=ebf405b90c4ef68f318e1552e4a69e5f,"ETRI, Daejeon, South Korea; Inha University, Incheon, South Korea; Korea Aerospace University, Seoul, South Korea; SkyLife, Seoul, South Korea; APSI, Seoul, South Korea","Lee, H.-J., ETRI, Daejeon, South Korea; Kim, J.M., Inha University, Incheon, South Korea; Lee, B.-S., Korea Aerospace University, Seoul, South Korea; Lee, H., SkyLife, Seoul, South Korea; Ryoo, J.-S., APSI, Seoul, South Korea","The R&D in satellite communications in Korea has been driven mainly by KCC (Korea Communications Commission) but in a small scale compared to Korea space development program organized by MEST (Ministry of Education, Science and Technology). Public and civilian satcom sector R&D has been led mainly by ETRI with small/medium companies contrary to rare investment in private sector while military sector R&D has been orchestrated by ADD with defense industry. By the COMS (Communication, Ocean and Meteorological Satellite) experimental Ka-band payload, Korea pursues a space qualification of own technology for national infrastructure evolution as well as industrialization of space R&D results. Once COMS launched and space qualified in 2009, subsequent application experiments and new technology R&D like UHDTV will entail service and industry promotion. The payload technology is expected for the next Korean commercial satellites or for new OBP satellites. The COMS ground control system and GNSS ground station technologies are under development for COMS operation and enhanced GNSS services along with advent of Galileo respectively. Satellite broadband mobile VSAT based on DVB-S2/RCS (+M) and low profile tracking antennas have been developed for trains, ships, and planes. While APSI is developing GMR-1 based Thuraya handset functions, ETRI is designing IMT-Advanced satellite radio interface for satellite and terrestrial dualmode handheld communication system like Japanese STICS, with universities' satellite OFDM researches. A 21 GHz Ka-band higher-availability scalable HD broadcasting technology and SkyLife's hybrid satellite IPTV technology are being developed. In near term Korea will extend R&D programs to upgrade the space communication infrastructure for universal access to digital opportunity and safer daily life from disaster, and to promote space green IT industrialization, national security, and space resources sovereign. Japanese stakeholders are invited to establish a collaborative R&D with Korea for mutual benefit of the future. Copyright© 2009 The Institute of Electronics, Information and Communication Engineers.",GNSS; Korea; Payload; R&D; Satellite broadcasting; Satellite communication,Broadcasting; Digital television; Digital video broadcasting (DVB); Engineering education; Flight control systems; Investments; IPTV; National security; Radio broadcasting; Rock mechanics; Satellite communication systems; Satellites; Tracking (position); GNSS; Korea; Payload; Satellite broadcasting; Satellite communications; Global positioning system,,,,,,,,,,,"Lee, S.P., Eun, J.W., Choi, K.S., Sin, C.S., Park, J.W., Lee, Y.M., Conceptual design of the satellite communication system for communication, ocean and meteorological satellite (2004) Proc. KICS 2004 Fall, pp. 148-152; (2005) The Telecommunications Long-Term Plan: 2006-2010, , ESA Publication Division; Shrestha, R., Lee, B.-S., PAPR reduction and pre-distortion techniques against non-linear distortion of satellite WiBro (2008) Proc. JC-SAT 2008, pp. 183-191. , Nov; Lee, B.-S., Lee, J.-S., Kim, J., Lee, S.-P., Kim, H.-D., Kim, E.-K., Choi, H.-J., Operational report of the mission analysis and planning system for the KOMSPAT-I (2003) ETRI Journal, 25 (5), pp. 387-400. , Oct; Lee, S., Sin, C.-S., Lee, J.H., Jeong, S.-K., Kim, J., Development of technologies for GNSS ground station and search and rescue (SAR) distress beacon (2008) Proc. Korean Society for Aeronautical and Space Science Conference, pp. 408-412. , April; Lee, I.S., Sung, C.S., Jin, G.J., Han, K.S., A real-time algorithm for timeslot assignment in ISM system with DVB-RCS (2007) ETRI J., 29 (3), pp. 329-335. , Sept; Kim, P., Chang, D.-I., Lee, H.-J., The development of broadband satellite interactive access system based on DVB-S2 and mobile DVB-RCS standard (2007) Space Communications, 21 (1-2), pp. 19-30. , Nov; Kim, S., Kim, H.W., Kang, K., Ahn, D.S., Performance enhancement in future mobile satellite broadcasting service (2008) IEEE Commun. Mag., 46 (7), pp. 118-124. , July; (2009), http://www.itu.int/md/R07-WP4C-C-0211/en, Contribution of the 3rd meeting of ITU-R WP4C, ""Working document towards a preliminary draft new report or recommendation on visions and requirements for satellite radio interface s of IMT-Advanced"", April, available at; Schwarz, H., Marpe, D., Wiegand, T., Overview of the scalable H.264/MPEG-AVC extension (2007) IEEE Trans. Circuits Syst. Video Technol., 17 (9), pp. 1103-1120. , Sept; Kim, S.C., Chang, D.-I., Ka-band satellite broadcasting system using scalable video coding technology (2007) Proc. JC-SAT 2007, pp. 45-50. , Nov","Lee, H.-J.; ETRI, Daejeon, South Korea; email: hilee@etri.re.kr",,,"Institute of Electronics, Information and Communication, Engineers, IEICE",,,,,09168516,,ITRCE,,English,IEICE Trans Commun,Conference Paper,Final,Open Access,Scopus,2-s2.0-77956577374
Esponaa M.,25824797700;,Electronic voting on-the-fly with mobile devices,2008,"Proceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE",,, 1384298,93,97,,7.0,10.1145/1384271.1384298,https://www.scopus.com/inward/record.uri?eid=2-s2.0-57349094812&doi=10.1145%2f1384271.1384298&partnerID=40&md5=0e7d92188afa717c28941d8a3093f691,"University of Applied Sciences Gießen-Friedberg, Wilhelm-Leuschner-Straße 13, 61169 Friedberg, Germany","Esponaa, M., University of Applied Sciences Gießen-Friedberg, Wilhelm-Leuschner-Straße 13, 61169 Friedberg, Germany","This paper describes a system for electronic voting in the classroom based on mobile devices. There is no need for special hardware. Cellular telephones or iPods with access to the Internet can be used for electronic polling. The system is so flexible, that the questions can be handwritten on the blackboard, on the spot, then generating automatically a web address which can be accessed with the voting device. Electronic voting can be started spontaneously without tedious preparations. This approach can be seamlessly integrated in E-Chalk, our electronic classroom software. Copyright 2008 ACM. Classroom Response Systems, clickers, E-learning, mobile computing.",,Cellular telephones; Electronic classrooms; Electronic polling; Electronic voting; Special hardwares; Web addresses; Cellular telephone systems; Computers; Education computing; Mobile devices; Portable equipment; School buildings; Telecommunication equipment; Telephone; Voting machines; Innovation,,,,,,,,,,,"Beatty, I., Transforming Student Learning with Classroom Communication Systems. EDUCAUSE Center for Applied Research (2004) Research Bulletin, 2004 (3); Caldwell, J.E., (2007) Clickers in the Large Classroom, 6, pp. 9-20. , Current Research and Best-Practice Tips. CBE Life Sciences Education; Cline, K.S., Classroom Voting in Mathematics (2006) Mathematics Teacher, 100 (2), pp. 100-104; Draper, S.W., Brown, M.I., Learning and Teaching in a Synchronous Collaborative Environment (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Fies, C., Marshall, J., Classroom Response Systems: A Review of the Literature (2006) Journal of Science Education and Technology, 15 (L), pp. 101-109; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Marjanovic, O., Learning and Teaching in a Synchronous Collaborative Environment (1999) Journal of Computer Assisted Learning, 15, pp. 129-138; Roschelle, J., Unlocking the learning value of wireless mobile devices (2003) Journal of Computer Assisted Learning, 19, pp. 260-272; Wasteney, J., (2004) The Impact of Voting Systems in the Classroom, , Bill Tagg Bursary Research Project, NAACE and Nothingham Trent University. 2005","Esponaa, M.; University of Applied Sciences Gießen-Friedberg, Wilhelm-Leuschner-Straße 13, 61169 Friedberg, Germany; email: margarita.esponda@mnd.fh-friedberg.de",,ACM SIGCSE,,ITiCSE 2008: 13th Annual Conference on Innovation and Technology in Computer Science Education,30 June 2008 through 2 July 2008,Madrid,74436.0,,9781605580784,,,English,Proc Conf Integr Technol Comput Sci Educ ITiCSE,Conference Paper,Final,,Scopus,2-s2.0-57349094812
"Bose A., Hu X., Shin K.G., Park T.",8507042500;55496158400;36079966700;55717001200;,Behavioral detection of malware on mobile handsets,2008,"MobiSys'08 - Proceedings of the 6th International Conference on Mobile Systems, Applications, and Services",,,,225,238,,168.0,10.1145/1378600.1378626,https://www.scopus.com/inward/record.uri?eid=2-s2.0-57349125651&doi=10.1145%2f1378600.1378626&partnerID=40&md5=396800ff925bded99f3dffc4f0672426,"IBM, TJ Watson Research, NY, United States; University of Michigan, MI, United States; Samsung Electronics, Gyeonggi-Do, South Korea","Bose, A., IBM, TJ Watson Research, NY, United States; Hu, X., University of Michigan, MI, United States; Shin, K.G., University of Michigan, MI, United States; Park, T., Samsung Electronics, Gyeonggi-Do, South Korea","A novel behavioral detection framework is proposed to detect mobile worms, viruses and Trojans, instead of the signature-based solutions currently available for use in mobile devices. First, we propose an efficient representation of malware behaviors based on a key observation that the logical ordering of an application's actions over time often reveals the malicious intent even when each action alone may appear harmless. Then, we generate a database of malicious behavior signatures by studying more than 25 distinct families of mobile viruses and worms targeting the Symbian OS-the most widely-deployed handset OS-and their variants. Next, we propose a two-stage mapping technique that constructs these signatures at run-time from the monitored system events and API calls in Symbian OS. We discriminate the malicious behavior of malware from the normal behavior of applications by training a classifier based on Support Vector Machines (SVMs). Our evaluation on both simulated and real-world malware samples indicates that behavioral detection can identify current mobile viruses and worms with more than 96% accuracy. We also find that the time and resource overheads of constructing the behavior signatures from lowlevel API calls are acceptably low for their deployment in mobile devices. Copyright 2008 ACM.",Machine learning; Mobile handsets; Security; Worm detection,Applications; Computer crime; Computer operating systems; Computer worms; Diesel engines; Learning systems; Microorganisms; Mobile devices; Mobile telecommunication systems; Portable equipment; Shelters (from attack); Support vector machines; Telecommunication equipment; Telephone sets; Video streaming; Viruses; Behavior signatures; Detection frameworks; Machine learning; Malicious behaviors; Malware; Mapping techniques; Mobile handsets; Monitored systems; Normal behaviors; Security; Support vectors; Symbian ossa; Trojans; Worm detection; Computer viruses,,,,,,,,,,,"Rootkitrevealer 1.71. http://technet.microsoft.com/enus/sysinternals/ bb897445.aspx; Upx: The ultimate packer for executables, , http://upx.sourceforge.net; Berry, G., Gonthier, G., The esterel synchronous programming language: Design, semantics, implementation (1992) Science of Computer Programming, 19 (2), pp. 87-152; Bose, A., Shin, K.G., On mobile viruses exploiting messaging and Bluetooth services (2006) Secure Comm; Brosch, T., Morgenstern, M., (2006) Runtime packers: The hidden problem? Black Hat USA; Chang, C.-C., Lin, C.-J., (2001) LIBSVM: A library for support vector machines, , http://www.csie.ntu.edu.tw/cjlin/libsvm, Software available at; Cheng, J., Wong, S.H., Yang, H., Lu, S., Smartsiren: Virus detection and alert for smartphones (2007) Mohi Sys'07: Proceedings of the 5th international conference on Mobile systems, applications and sendces, pp. 258-271. , New York, NY, USA, ACM; Christianini, N., Shawe-Taylor, J., (2000) An introduction to Support Vector Machines and other kernel-based learning methods, , Cambridge University Press; Cohen, W.W., Fast effective rule induction (1995) Proc. of the 12th International Conference on Machine Learning; S. Corp. Symantec internet security threat report trends. http://www.symantec.com/business/theme.jsp?themeid=threatreport; K. Corporation. Kaspersky Anti-Virus Mobile. http://usa.kaspersky. com/products-services/antivirusmobile.php; Kirda, E., Kruegel, C., Banks, G., Vigna, G., Kemmerer, R., Behavior-based spyware detection (2006) Proceedings of the 15th USENIX Security Symposium; Ellis, D.R., Aiken, J.G., Attwood, K.S., Tenaglia, S.D., A behavioral approach to worm detection (2004) ACM Workshop on Rapid malcode (WORM), pp. 43-53; Enck, W., Traynor, P., McDaniel, P., La Porta, T., Exploiting open functionality in SMS-capable cellular networks (2005) ACM Conference on Computer and communications security; F-secure. Cabir, , http://www.f-secure.com/v-descs/cabir.shtml; F-secure. Lasco, , http://www.f-secure.com/v-descs/lasco-a.shtml; F-secure. Mobile detection descriptions, , http://www.fsecure.com/v-descs/mobile-description-index.shtml; F-Secure. SymbOS. Acallno Trojan description, , http://www.f-secure.com/sw-desc/acallno-a.shtml, Aug 2005; (2005) F-Secure. SymbOS.Cardtrap Trojan description, , http://www.f-secure.com/v-descs/cardtrap-a.shtml; Fleizach, C., Liljenstam, M., Johansson, P., Voelker, G.M., Mehes, A., Can you infect me now?: Malware propagation in mobile phone networks (2007) WORM'07: Proceedings of the 2007 ACM workshop on Recurring malcode, pp. 61-68. , New York, NY, USA, ACM; Forrest, S., Hofmeyr, S.A., Somayaji, A., Longstaff, T.A., A sense of self for Unix processes (1996) IEEE Symposium on Security and Privacy, 120; Ghosh, A.K., Schwartzbard, A., Schatz, M., Learning program behavior profiles for intrusion detection (1999) ID'99: Proceedings of the 1st conference on Workshop on Intrusion Detection and Network Monitoring; Honig, A., Howard, A., Eskin, E., Stolfo, S., Adaptive model generation:: An architecture for the deployment of data minig-based intrusion detection systems (2002) Data Mining for Security Applications; Wang, H., Jha, S., Ganapathy, V., Netspy: Automatic generation of spyware signatures for nids (2006) Proceedings of Annual Computer Security Applications Conference; T. M. Incorporated. Trend Micro mobile security. http://www.trendmicro. com/en/products/mobile/tmms/, 2006; Joachims, T., Making large-scale support vector machine learning practical (1998) Advances in Kernel Methods: Support Vector Machines, , B. Scholkopf, C. Burges, and A. Smola, editors, MIT Press, Cambridge, MA; Y Kaplan. Api spying techniques for windows 9x, nt and 2000. http://www.internals.com/articles/apispy/apispy.htm; King, S.T., Chen, P.M., Backtracking intrusions (2005) ACM Transactions on Computer Systems (TOCS); Kleinberg, J., The wireless epidemic (2007) Nature, 449 (20), pp. 287-288. , September; Lab, K., (2006) Kaspersky security bulletin, , http://www.viruslist.com/en/analysis?pubid=204791922, Mobile malware; Lab, K., Mobile malware evolution: An overview, (PART 2). , http://www.viruslist.com/en/analysis?pubid=201225789; Lab, K., Mobile threats - myth or reality, , http://www.viruslist.com/en/weblog?weblogid=204924390; Lamport, L., Time, clocks, and the ordering of events in a distributed system (1978) Communications of the ACM, 21 (7), pp. 558-565; Christodorescu, M., Jha, S., Seshia, S.A., Song, D., Bryant, R.E., Semantics-aware malware detection (2005) Proceedings of the IEEE Symposium on Security and Privacy; Mickens, J.W., Noble, B.D., Modeling epidemic spreading in mobile environments (2005) 2005 ACM Workshop on Wireless Security (WiSe 2005), , September; Morales, J.A., Clarke, P.J., Deng, Y., Kibria, B.M.G., Testing and evaluating virus detectors for handheld devices (2006) Journal in Computer Virology, 2 (2), pp. 135-147. , November; Mukkamala, S., Janoski, G., Sung, A., Intrusion detection using neural networks and support veetormachines (2002) Intl. Joint Conf. on Neural Networks, 2002, p. 2; Penczek, W., Temporal logic of causal knowledge (1998) Proc. of WoLLiC, 98; Schechter, S., Jung, J., Berger, A., Fast detection of scanning worm infections (2004) International Symposium on- Recent Advances in Intrusion Detection (RAID); Scholkopf, B., Smola, A.J., (2001) Learning with Kernels: Support Vector Machines, Regularization, Optimization, and Beyond, , MIT Press, Cambridge, MA, USA; Sekar, R., Bendre, M., Dhurjati, D., Bollineni, P., A fast automaton-based method for detecting anomalous program behaviors (2001) SP'01: Proceedings of the 2001 IEEE Symposium on Security and Privacy, p. 144. , Washington, DC, USA, IEEE Computer Society; Seshadri, A., Luk, M., Qu, N., Perrig, A., Secvisor: A tiny hypervisor to provide lifetime kernel code integrity for commodity oses (2007) SOSP'07: Proceedings of twenty-first ACM SIGOPS symposium on Operating systems principles, pp. 335-350. , New York, NY, USA, ACM; Symantec. SymbOS. Commwarrior Worm Description, , http://securityresponse.symantec.com/avcenter/venc/data/symbos.commwarrior.a.html, October 2005; Symantec. SymbOS. Mabir Worm Description, , http://securityresponse.symantec.com/avcenter/venc/data/symbos.mabir.html, April 2005; Symbian, Symbian Signed platform security, , http://www.symbiansigned.com; Lee, T., Mody, J.J., (2006) Behavioral classification, , http://www.microsoft.com/downloads/details.aspx?FamilyID=7b5d8cc8-b336-4091-abb5-2cc500a6c41a&displaylang=en; Töyssy, S., Helenius, M., About malicious software in smartphones (2006) Journal in Computer Virology, 2 (2); Vapnik, V., (1995) The Nature of Statistical Learning Theory, , Springer, New York; Wagner, D., Soto, P., (2002) Mimicry attacks on host based intrusion detection systems; Wang, K., Cretu, G., Stolfo, S.J., Anomalous payload-based worm detection and signature generation (2005) International Symposium on Recent Advances in Intrusion Detection (RAID); Warrender, C., Forrest, S., Pearlmutter, B.A., Detecting intrusions using system calls: Alternative data models (1999) IEEE Symposium on Security and Privacy, pp. 133-145; Yan, G., Eidenbenz, S., Bluetooth worms: Models, dynamics, and defense implications Computer Security Applications Conference, 2006; Yan, G., Flores, H.D., Cuellar, L., Hengartner, N., Eidenbenz, S., Vu, V., (2007) Bluetooth worm propagation: Mobility pattern matters! In Proceedings of the 2nd ACM symposium on Information, computer and communications security; Zou, C.C., Gong, W., Towsley, D., Gao, L., The monitoring and early detection of Internet worms (2005) IEEE/ACM Transactions on Networking, 13 (5), pp. 961-974","Bose, A.; IBM, TJ Watson Research, NY, United States; email: bosea@us.ibm.com",,ACM SIGMobile;USENIX,,"6th International Conference on Mobile Systems, Applications, and Services",17 June 2008 through 20 June 2008,"Breckenridge, CO",74423.0,,9781605581392,,,English,"MobiSys - Proceedings Int. Conf. Mob. Syst., Appl., Serv.",Conference Paper,Final,,Scopus,2-s2.0-57349125651
"Watkins E.P., Sabella M.S.",52964876100;15067604200;,Examining the effectiveness of clickers on promoting learning by tracking the evolution of student responses,2008,AIP Conference Proceedings,1064,,,223,226,,6.0,10.1063/1.3021260,https://www.scopus.com/inward/record.uri?eid=2-s2.0-57049097702&doi=10.1063%2f1.3021260&partnerID=40&md5=f90e3fe8e6feb0d8cfb47a6e825e15ef,"Chicago State University, Department of Chemistry and Physics, 9501 S King Drive, Chicago, IL 60628, United States","Watkins, E.P., Chicago State University, Department of Chemistry and Physics, 9501 S King Drive, Chicago, IL 60628, United States; Sabella, M.S., Chicago State University, Department of Chemistry and Physics, 9501 S King Drive, Chicago, IL 60628, United States","Personal Response Systems or clickers have been used for a number of years to help create active learning environments in the lecture classroom. Researchers have shown that the use of clickers stimulate student-student and student-lecturer interaction. In addition, students value the use of clickers and feel that these devices contribute to their understanding. Even though clickers have been used for quite some time, there are relatively few research studies focusing on how student knowledge is enhanced through the use of clickers. To contribute to this body of research, we compared student responses on exam questions to similar or identical clicker questions that were presented during lecture. The analysis of the responses to both clicker and exam questions show how individual student knowledge evolves during instruction. Although there is evidence of improvement during lecture, many students were unable to respond correctly when the questions were posed on the exam, despite the similarity in the questions. © 2008 American Institute of Physics.",Clicker questions; Personal response systems; Physics education research,,,,,,,,,,,,"Meltzer, D.E., Manivannan, K., (2002) Am. J. Phys, 70, pp. 639-654; Reay, N.W., Bao, L., Li, P., Warnakulasooriya, R., Baugh, G., (2005) Am. J Phys, 73, pp. 554-558; Reay, N.W., Li, P., Bao, L., (2008) Am. J. Phys, 76, pp. 171-178; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., (2006) Am. J. Phys, 74, pp. 31-39; Crouch, C.H., Mazur, E., (2001) Am. J. Phys, 69; Rosengrant, D., Etkina, E., Van Heuvelen, A., An Overview of Recent Research on Multiple Representations (2007) 2006 PERC Proceedings, pp. 149-152. , edited by Laura McCullough et al, AIP Publishing, NY; Sabella, M.S., Barr, S.A., Implementing research-based instructional materials to promote coherence in physics knowledge for the urban STEM student (2008) 2008 Proceedings of the American Society for Engineering Education; Sabella, M.S., Cochran, G.L., Evidence of Intuitive and Formal Schemas in Student Responses: Examples from the Context of Dynamics (2004) 2003 PERC Proceedings, pp. 89-92. , edited by J. Marx et al, AIP Publishing, NY","Watkins, E. P.; Chicago State University, Department of Chemistry and Physics, 9501 S King Drive, Chicago, IL 60628, United States",,American Association of Physics Teachers (AAPT),,2008 Physics Education Research Conference,23 July 2008 through 24 July 2008,Edmonton,,0094243X,9780735405943,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-57049097702
"Chasteen S.V., Pollock S.J.",12140078800;7102975994;,Transforming upper-division electricity and magnetism,2008,AIP Conference Proceedings,1064,,,91,94,,17.0,10.1063/1.3021282,https://www.scopus.com/inward/record.uri?eid=2-s2.0-57049102475&doi=10.1063%2f1.3021282&partnerID=40&md5=f4b5cbae32a51673aadf32c82810ae66,"Science Education Initiative, University of Colorado, Boulder, CO 80309, United States; Department of Physics, University of Colorado, Boulder, CO 80309, United States","Chasteen, S.V., Science Education Initiative, University of Colorado, Boulder, CO 80309, United States, Department of Physics, University of Colorado, Boulder, CO 80309, United States; Pollock, S.J., Department of Physics, University of Colorado, Boulder, CO 80309, United States","We transformed an upper-division electricity and magnetism course for physics and engineering majors using principles of active engagement and learning theory. The teaching practices and new curricular materials were guided by observations and interviews to identify common student difficulties. We established explicit learning goals for the course, created homeworks that addressed key aspects of those learning goals, offered interactive help room sessions, created and ran small-group tutorial sessions, and used interactive classroom techniques such as peer discussion and ""clickers."" We find that students in the transformed course exhibit improved performance over the traditional course, as assessed by common exam questions and a newly developed conceptual post-test. These results suggest that it is valuable to further investigate how physics is taught at the upper-division, and how PER may be applied in this context. © 2008 American Institute of Physics.",Assessment; Course reform; Electricity and magnetism; Physics education research,,,,,,,,,,,,"(2000) How People Learn, , J. Bransford, A. Brown, R. Cocking Eds, Washington, DC: National Academy Press; Singh, C., (2006) Am. J. Phys, 74, p. 923; McDermott, L., Redish, E., (1999) Am. J. Phys, 67, p. 755. , and references within; Chabay, R., Sherwood, B., (2006) Am. J. Phys, 74, p. 329; Ambrose, B., (2004) Am. J. Phys, 72, p. 453; Singh, B.C., (2001) Am. J. Phys, 69, p. 885; Manogue, C.A., et., al., (2006) Am. J. Phys, 74, p. 344; Bilak, J., Singh, C., (2007) PhysEdRes Conf (PERC), 951, p. 49. , AIP, Syracuse, NY; Bing, T.J., Redish, E.F., (2006) PERC 883, p. 26. , AIP, Syracuse, NY; Redish, E.F., World View on Physics Education in 2005: Focusing on Change (2005) Conf. Proc, , Delhi; Seymour, E., (2001) Science Education, 86, p. 79; Kezar, A.J., (2001) ASHE-ERIC Higher Education Report, 28 (4), pp. 1-162; D. J. Griffiths, Introduction to Electrodynamics, 3rd Ed. Upper Saddle River, New Jersey: Prentice Hall, 1999. Some instructors at CU also cover portions of Chapter 7 (Electrodynamics) but this is by no means universal; The full set of learning goals, assessments, and other course materials, are, , www.colorado.edu/sei/departments/physics-3310.htm, available at; One CUE question was adapted from C. Singh, personal communication; several clicker questions adapted from Brant Hinrichs (personal communication) and C. Singh, Am. J. Phys. 74, 923, (2006); Patton, B., Jackson by Inquiry (1996) APS Forum on Education Newsletter, , Summer; Patton, B., Crouch, C., Personal Communication; Manogue, C., Krane, K., (2003) Phys Today, 56 (9), p. 53; OSU Paradigms: see physics.oregonstate.edu/portfolios/; L. McDermott, P. Shaffer, and the PEG Tutorials in Introductory Physics, Prentice Hall, 2002; Maloney, D., O'Kuma, T., Hieggelke, C., Van Heuvelen, A., (2001) Phys. Educ Res., Am. J. Phys. Supl, 69 (7); Ding, L et al, Phys Rev ST: PER, 2, 010105, 2006. see www.ncsu.edu/per/TestInfo.html. We supplement the BEMA with three questions from the ECCE instrument of Thornton and Sokoloff, see physics.dickinson.edu; S. Pollock, PERC 951, AIP, Syracuse, NY, 2007, p. 172","Chasteen, S. V.; Science Education Initiative, University of Colorado, Boulder, CO 80309, United States",,American Association of Physics Teachers (AAPT),,2008 Physics Education Research Conference,23 July 2008 through 24 July 2008,Edmonton,,0094243X,9780735405943,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-57049102475
"Brewe E., Kramer L., O'Brien G.",25653603000;35227537900;7102971121;,CLASS shifts in modeling instruction,2008,AIP Conference Proceedings,1064,,,75,78,,1.0,10.1063/1.3021277,https://www.scopus.com/inward/record.uri?eid=2-s2.0-57049096612&doi=10.1063%2f1.3021277&partnerID=40&md5=7d706d18e2461168a4f18f98d793b1bf,Florida International University,"Brewe, E., Florida International University; Kramer, L., Florida International University; O'Brien, G., Florida International University","Among the most surprising findings in Physics Education Research is the lack of positive results on attitudinal measures, such as Colorado Learning Attitudes about Science Survey (CLASS) and Maryland Physics Expectations Survey (MPEX). The uniformity with which physics teaching manages to negatively shift attitudes toward physics learning is striking. Strategies which have been shown to improve learning, such as interactive engagement and studio format classes, provide more authentic science experiences for students, yet do not produce positive attitudinal results. Florida International University's Physics Education Research Group has implemented Modeling Instruction in University Physics classes. Using the CLASS as a pre/post measure has shown attitudinal improvements through both semesters of the introductory physics sequence. In this paper, we report positive shifts on the CLASS in two sections of Modeling Physics, one in Mechanics (N=30) and one in Electricity and Magnetism, (N=31) and examine how these results reflect on Modeling Instruction. © 2008 American Institute of Physics.",Attitudinal survey; CLASS; Modeling instruction,,,,,,,,,,,,"Adams, W.K., Perkins, K.K., Podelefsky, N.S., Dubson, M., Finkelstein, N. D., and Wieman, CE., Phys. Rev. S.T.-PER2, (2006); Redish, E.F., Saul, J.M., Steinberg, R.N., (1998) Am. J. Phys, 66, pp. 212-224; Halloun, I.A., (1996) International Conf. on Undergrad, , Phys. Ed, College Park; Elby, A. Retrieved from http://www2.physics.umd.edu/~elby/EBAPS/home.htm 22 June 08 (1998); Chi, M.T.H., Feltovich, P.J., Glaser, R., (1981) Cog. Sci, 5, pp. 121-152; Larkin, J.H., McDermott, J., Simon, D.P., Simon, H.A., (1980) Science, 208, p. 1335; Hake, R.R., (1998) Am. J. Phys, 66, pp. 64-74; Wilson, J., (1994) The Physics Teacher, 32, pp. 518-523; (1996) National Science Education Standards, , National Research Council, Washington DC: National Academy Press; Otero, V., Gray, K., Learning to think like scientists with the PET curriculum (2007) 2007 Physics Education Research Conference Proceedings. Melville, pp. 160-163. , L. McCullough, J. Hsu & P. Heron, Eds, NY: AIP Press; Desbien, D.M, Unpubished Ph.D. Disseratation, Arizona State Univ., (2002); Adams, W.K, Perkins, K.K. CLASS Analysis Template, e-mail communication","Brewe, E.; Florida International UniversityUnited States",,American Association of Physics Teachers (AAPT),,2008 Physics Education Research Conference,23 July 2008 through 24 July 2008,Edmonton,,0094243X,9780735405943,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-57049096612
"Kost L.E., Pollock S.J., Finkelstein N.D.",24779536500;7102975994;8988635800;,The persistence of the gender gap in introductory physics,2008,AIP Conference Proceedings,1064,,,139,142,,2.0,10.1063/1.3021237,https://www.scopus.com/inward/record.uri?eid=2-s2.0-57049121316&doi=10.1063%2f1.3021237&partnerID=40&md5=c0ed489b957285238c90031f136b4ba8,"Department of Physics, University of Colorado at Boulder, Boulder, CO 80309, United States","Kost, L.E., Department of Physics, University of Colorado at Boulder, Boulder, CO 80309, United States; Pollock, S.J., Department of Physics, University of Colorado at Boulder, Boulder, CO 80309, United States; Finkelstein, N.D., Department of Physics, University of Colorado at Boulder, Boulder, CO 80309, United States","We previously showed[1] that despite teaching with interactive engagement techniques, the gap in performance between males and females on conceptual learning surveys persisted from pre- to posttest, at our institution. Such findings were counter to previously published work[2]. Our current work analyzes factors that may influence the observed gender gap in our courses. Posttest conceptual assessment data are modeled using both multiple regression and logistic regression analyses to estimate the gender gap in posttest scores after controlling for background factors that vary by gender. We find that at our institution the gender gap persists in interactive physics classes, but is largely due to differences in physics and math preparation and incoming attitudes and beliefs. © 2008 American Institute of Physics.",Conceptual learning; Gender; Introductory physics; Physics education research,,,,,,,,,,,,"Pollock, S.J., (2007) Phys. Rev. ST PER, 3, p. 010107; Lorenzo, M., (2006) Am. J Phys, 74, p. 118; Thornton, R.K., Sokoloff, D.R., (1998) Am. J. Phys, 66, p. 228; Kost, L.E., Investigating the Source of the Gender Gap in Introductory Physics (2007) Physics Education Research Conference, AIP Conf Proceedings, 951, pp. 137-140. , AIP, Melville, NY, 2007, pp; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice-Hall; CAPA, http://www.lon-capa.org/: Mastering Physics, , http://www.masteringphysics.com; McDermott, L.C., Schaffer, P.S., (2002) Tutorials in Introductory Physics, , Upper Saddle River, NJ: Prentice-Hall; Otero, V., (2006) Science, 313, p. 445; Exams are given to students before their freshman year at CU to place them in the appropriate math course. The combined math score was calculated by first converting the scores on each test to z-scores, zi=(S i 〈S〉)/SDS, and then averaging the normalized scores; Adams, W., (2006) Phys. Rev. ST PER, 2, p. 010101; McCullough, L., (2004) J Int. Women's Stud, 5, p. 20; McCaskey, T.L., Effects in assessment caused by splits between belief and understanding (2003) Physics Education Research Conference, AIP Conf. Proceedings, 720, pp. 37-40. , AIP, Melville, NY, 2003, pp; Hazel, E., (1997) Int. J Sci. Ed, 19, p. 381; Lomax, R.G., (2001) An Introduction to Statistical Concepts for Education and Behavioral Sciences, , Mahwah, NJ: Lawrence Erlbaum Associates; Because of ceiling effects, heteroskedasticity, non-normal data, and non-random sampling, our data do not meet the assumptions of multiple regression that allow for unbiased interpretation of statistical significance; Effect size is (〈posttest〉M - 〈posttest〉 F)/SDposttest, where SDposttest is the standard deviation of the distribution of posttest scores for all students; Mendenhall, W., Sincich, T., (2003) A Second Course in Statistics: Regression Analysis, , Upper Saddle River, NJ: Pearson Education Inc; The analysis was run for several threshold values and also for several numbers of posttest categories. The results were similar in all cases; Hazari, Z., (2007) Sci. Ed, 91, p. 847; Meltzer, D.E., (2002) Am. J Phys, 70, p. 1259","Kost, L. E.; Department of Physics, University of Colorado at Boulder, Boulder, CO 80309, United States",,American Association of Physics Teachers (AAPT),,2008 Physics Education Research Conference,23 July 2008 through 24 July 2008,Edmonton,,0094243X,9780735405943,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-57049121316
Murphy T.,8703384300;,Success and failure of audience response systems in the classroom,2008,Proceedings ACM SIGUCCS User Services Conference,,,,33,37,,14.0,10.1145/1449956.1449969,https://www.scopus.com/inward/record.uri?eid=2-s2.0-63449126595&doi=10.1145%2f1449956.1449969&partnerID=40&md5=dbb7596d8accd43802c1b8ddd0f6533f,"Williams College, 23 Lab., Campus Drive, Williamstown, MA 01267, United States","Murphy, T., Williams College, 23 Lab., Campus Drive, Williamstown, MA 01267, United States","Williams College has been working with audience response systems or ""clickers"" for three years. Initial experiments with the clickers had mixed results in both performance and faculty enthusiasm for the technology. In the last two years, Williams moved from an infrared system to a radio system that was more portable. After some favorable demos, key faculty tried the technology in their classes. Clicker use spread and is now used in classes as small as 10 students and as large as 180 students. The primary functionality of the system is to collect and present live data collected in the classroom. In its simplest form, faculty could use the system to review student comprehension of content. At Williams though, faculty have used the system in a variety of interesting ways. The system has been used for psychology research, peer instruction, student presentation feedback, and in class discussion. The process of adapting audience response systems to the classroom and the support of faculty using these systems has evolved over time. While some challenges remain, this technology has changed the way some faculty teach at Williams College. Copyright 2008 ACM.",Audience response system; Classroom; Clickers; Educational technology; Personal response system; PowerPoint; PRS; Turning technologies; TurningPoint,Audience response system; Classroom; Clickers; Educational technology; Personal response system; PowerPoint; PRS; Turning technologies; TurningPoint; School buildings; Students; Turning; Technology,,,,,,,,,,,"Bruff, D., (2008) Classroom Response System (""Clickers"") Bibliography, , http://www.vanderbilt.edu/cft/resources/teaching-resources/technology/crs-biblio.htm, Website; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977. , http://web.mit.edu/jbelcher/www/TEALref/Crouch-Mazur.pdf, Website; eInstruction, Website. http://www.educue.com/; Journal of Chemical Education, , http://www.jce.divched.org/JCEDLib/QBank/collection/ConcepTests, Website; North East Regional Computing Program (NERCOMP) Website, , http://www.nercomp.org/events/event-single.aspx?id=40; Swoap, Steven. (2007) Polling Students in Class with the Clickers. PowerPoint presentation, Williams College. November 2, 2007; Website, , http://www.turningtechnologies.com, Turning Technologies","Murphy, T.; Williams College, 23 Lab., Campus Drive, Williamstown, MA 01267, United States; email: tmurphy@williams.edu",,,,36th Annual ACM Special Interest Group on University and College Computing Services 2008 Fall Conference!IGUCCS'08,19 October 2008 through 22 October 2008,"Portland, OR",75781.0,,9781605580746,,,English,Proc ACM SIGUCCS Serv Conf,Conference Paper,Final,,Scopus,2-s2.0-63449126595
"Koppel N., Berenson M.",6508226881;23491444800;,Ask the audience...Using clickers to enhance introductory business statistics courses,2008,"Proceedings of the Information Systems Education Conference, ISECON",25,,,,,15.0,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870334709&partnerID=40&md5=4b691bc7f0fa73e7860a3463805cd4dc,"Department of Management and Information Systems, Montclair State University, Montclair, NJ 07043, United States","Koppel, N., Department of Management and Information Systems, Montclair State University, Montclair, NJ 07043, United States; Berenson, M., Department of Management and Information Systems, Montclair State University, Montclair, NJ 07043, United States","Teaching introductory business statistics presents many challenges, including motivating students to engage in the learning process. This research presents a real-life application of incorporating radio-frequency clickers into the course delivery of introductory business statistics. These ""clickers"" are part of a student response system that allow students to answer questions and records their responses in real time during class meetings. Using clickers provides a fun and interactive way for faculty to get immediate feedback from students and gauge their level of understanding of class material. It permits the instructor to adjust the pace of the class according to students' understanding. Clickers also allow students to gauge their own understanding of the material and provide an opportunity to respond to in-class questions anonymously. This paper discusses an application of using clickers in an introductory business statistics courses and an analysis of the results of a student survey on perceived clicker classroom usage, along with a discussion of the lessons learned. © 2008 EDSIG.",Active learning; Business statistics; Clickers; Student response systems,Active Learning; Clickers; Course delivery; Interactive way; Learning process; Radio frequencies; Real time; Real-life applications; Student surveys; Student-response system; Gages; Information systems; Interactive computer systems; Statistics; Teaching; Students,,,,,,,,,,,"Beatty, I., Transforming student learning with classroom communication systems (2004) Educause Research Bulletin, 3, pp. 2-13. , http://net.educause.edu/ir/library/pdf/erb0403.pdf; Berenson, M.L., Levine, D.M., Goldstein, M., (1983) Intermediate Statistical Methods and Applications: A Computer Package Approach, , Englewood Cliffs, NJ: Prentice Hall; Cunningham, B.M., Using action research to improve learning and the classroom learning environment (2008) Issues in Accounting Education, 23 (1), pp. 1-30. , Feb; Hair, J.F.J., Anderson, R.E., Tatham, R.L., Black, W.C., (1995) Multivariate Data Analysis, , 4th ed., Saddle River, NJ: Prentice Hall; Hoffman, C., Goodwin, S., A clicker for your thoughts: Technology for active learning (2006) New Library World, 107 (9-10), pp. 422-433. , London; McKenzie, J.D., Rogers, R.T., Taylor, S., Using clickers: A live survey of today's first course in statistics (2006) Making Statistics More Effective in Schools and Business (MSMESB) Conference, , Chicago, IL; Meyers, C., Jones, T.B., (1993) Promoting Active Learning: Strategies for the College Classroom, , Jossey-Bass, San Francisco; Nelson, M.L., Hauck, R.V., Clicking to learn: A case study of embedding radio-frequency based clickers in an introductory management information systems course (2008) Journal of Information Systems Education, 19 (1), pp. 55-64; Presby, L., Zakheim, C., Enhancing student learning with only a click (2006) The Business Review, 6 (1), pp. 153-156. , Cambridge; Taylor, P.S., (2007) Can Clickers Cure Crowded Classes?, 120 (26-27), p. 73. , Maclean's, Jul 9-Jul 16; Yourstone, S.A., Kraye, H.S., Albaum, G., Classroom questioning with immediate electronic response: Do clickers improve learning? (2008) Decision Sciences Journal of Innovative Education, 6 (1), pp. 75-88. , Jan","Koppel, N.; Department of Management and Information Systems, Montclair State University, Montclair, NJ 07043, United States; email: koppeln@mail.montclair.edu",,,,"25th Information Systems Education Conference, ISECON 2008",6 November 2008 through 9 November 2008,"Phoenix, AZ",94060.0,21671435,,,,English,"Proc. Inf. Syst. Educ. Conf., ISECON",Conference Paper,Final,,Scopus,2-s2.0-84870334709
Russell M.,15746675400;,Using an Electronic Voting System to enhance learning and teaching,2008,"EE 2008 - International Conference on Innovation, Good Practice and Research in Engineering Education",,,,,,10.0,8.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84872100985&partnerID=40&md5=f0daa163ae42e47ba1e4b2dddd2ba006,"University of Hertfordshire, United Kingdom","Russell, M., University of Hertfordshire, United Kingdom","Growing student numbers are eroding the potential for teachers and learners to communicate in a meaningful learning conversation. This paper will show how assessment and teaching can be integrated, in-class, using an Electronic Voting System (EVS). The motivation being to reduce the erosion and enhance the teaching and learning in large class settings. In this case a series of regular EV-Ssupported formative tests were used. Results of the EVS tests were used immediately to help diagnose the learning and also provide intelligence in which to make purposive teaching adaptations. In addition to exploring the use of EVS the paper also presents the benefits of coupling questions around themes. In doing so the students' real understanding can be explored. A review of the results from the coupled questions suggests many students still struggle with some fundamental concepts. This information was not as apparent with traditional one-off questions. The results from the coupled questions also highlighted contradictions in the student's own answers.",Assessment; EVS; Learning; Teaching,Assessment; Electronic voting systems; Enhance learning; EVS; Fundamental concepts; Learning; Student numbers; Teaching and learning; Engineering education; Students; Teaching; Voting machines,,,,,,,,,,,"Biggs, J., (2003) Teaching for Quality Learning at University, , Society for Research in Higher Education and Open University Press; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11 (3), pp. 43-57. , 2003; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education' (1987) AAHE Bulletin, 39 (7), pp. 3-7; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Gibbs, G., Simpson, C., Does your assessment support your students' learning? (2003) Journal of Learning and Teaching in Higher Education, 1, p. 1; Laurillard, D., (2002) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies, , Routledge Falmer; Nicol, D.J., MacFarlane-Dick, Formative assessment and self-regulated learning. A model and seven principles of good feedback practice (2006) Studies in Higher Education., 31 (2), pp. 199-216; Snyder, B.R., (1971) The Hidden Curriculum, , Cambridge. MA, MIT press","Russell, M.; University of HertfordshireUnited Kingdom; email: m.b.russell@herts.ac.uk",,,,"International Conference on Innovation, Good Practice and Research in Engineering Education, EE 2008",14 July 2008 through 16 July 2008,Loughborough,94843.0,,9781904804659,,,English,"EE - Int. Conf. Innov., Good Pract. Res. Eng. Educ.",Conference Paper,Final,,Scopus,2-s2.0-84872100985
"Daimi K., Hsu Y.-C., Lin Y.-P., Zheng L.",15054149800;26637458000;56169729500;26421488400;,A cryptographic protocol for E-voting systems,2008,"Proceedings of the 2008 International Conference on Security and Management, SAM 2008",,,,505,513,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-62749164837&partnerID=40&md5=bb8a6124d175a5a06d64864af481fefc,"Department of Mathematics and Computer Science, University of Detroit Mercy, 4001 W. McNichols Rd., Detroit, MI 48221-3038, United States","Daimi, K., Department of Mathematics and Computer Science, University of Detroit Mercy, 4001 W. McNichols Rd., Detroit, MI 48221-3038, United States; Hsu, Y.-C., Department of Mathematics and Computer Science, University of Detroit Mercy, 4001 W. McNichols Rd., Detroit, MI 48221-3038, United States; Lin, Y.-P., Department of Mathematics and Computer Science, University of Detroit Mercy, 4001 W. McNichols Rd., Detroit, MI 48221-3038, United States; Zheng, L., Department of Mathematics and Computer Science, University of Detroit Mercy, 4001 W. McNichols Rd., Detroit, MI 48221-3038, United States","Voting is a vital and critical right for millions of people throughout the world. Manual voting systems have been implemented for many years with enormous success. The trend to switch to electronic voting continues. With electronic voting systems, security problems could be inestimable and disastrous if suitable, crucial and effective security measures are not enforced. In this paper, a cryptographic protocol for electronic voting systems is presented. The security requirements, which the suggested protocol guarantees, are introduced. The main goal behind this paper is to construct a robust multi-level central-facilities voting protocol, which will be used by students of our Applied Cryptology course as a starting point for analyzing security of protocols.",AES; Cryptographic protocol; Electronic voting systems; Key exchange; PRNG; RSA; Security requirements,AES; Cryptographic protocol; Electronic voting systems; Key exchange; PRNG; RSA; Security requirements; Cryptography; Random number generation; Teaching; Voting machines,,,,,,,,,,,"Rubin, A.D., Security Considerations for Remote Electronic Voting (2002) Communications of the ACM (CACM), 45, pp. 39-44. , Dec; Moffett, J.D., Nuseibeh, B.A., (2003) A Framework for Security Requirements Engineering, , Department of Computer Science, University of York, UK, Tech. Rep. YCS368, Aug; Haley, C.B., Laney, R.C., Nuseibeh, B., Deriving Security Requirements from Crosscutting Threat Descriptions (2004) Proc. The 2004 International Conference on Aspect-Oriented Software Development, pp. 112-121. , Lancaster, UK, pp; Kohno, T., Stubblefield, A., Rubin, A., Wallach, D.S., Analysis of an Electronic Voting System (1919), p. 2003. , Information Security Institute, Johns Hopkins University, Tech. Rep. TR, July; Daimi, K., Wilson, C., Electronic Voting Systems Security Requirements Engineering Proc. The 2005 International Conference on Software Engineering Research and Practice SERP'05, , Las Vegas, USA; Wang, C., Leung, H., A Secure Voter-Resolved Approval Voting Protocol over Internet Proc. The 2005 7th International Conference on Electronic Commerce (ICEC'05), pp. 646-652. , Xi'an, China, pp; Pitt, J., Kamara, L., Sergot, M., Artikis, A., Formalization of a Voting Protocol for Virtual Organizations Proc. The 2005 International Conference on Autonomous Agents and Multiagent Systems (AAMAS'05), pp. 373-380. , Utrecht, Netherlands, pp; Shoewu, O., Arolu, A.K., Cryptographic Voting Protocol for Campus Elections (2006) The Pacific Journal of Science and Technology, 7 (2), pp. 137-143. , Fall; Katz, J., Myers, S., Ostrovsky, R., Cryptographic Counters and Applications to Electronic Voting (2001) Proc. EUROCRYPT, pp. 78-92. , Innsbruck, Austria, pp; Brandt, F., Sandholm, T., Decentralized Voting with Unconditional Privacy Proc. The 2005 International Conference on Autonomous Agents and Multiagent Systems (AAMAS'05), pp. 357-364. , Utrecht, Netherlands, pp; Ferguson, N., Schneier, B., (2003) Practical Cryptology, , New York, NY: John Wiley; Lin, I., Hwang, M., Chang, C., Security enhancement for anonymous secure e-voting over a network (2003) Computer Standards & Interfaces, 25 (2), pp. 131-139. , May; Yun, S., Lee, S., An Electronic Voting Scheme Based on Undeniable Blind Signature Scheme Proc. The 2003 37th IEEE Carnahan Conference on Security, pp. 163-167. , ICCST, pp; Lin, J.L., Lin, H.F., Chen, C.Y., Chang, C.C., A Multiauthority Electronic Voting Protocol Based upon a Blind Multi-Signature Scheme (2006) International Journal of Computer Science and Network Security (IJSNS), 6 (12), pp. 266-274. , December; Menezes, A., van Oorschot, P., Vanstone, S., (1997) Handbook of Applied Cryptology, , Boca Raton, FL: CERC Press; Hirt, M., Sako, K., Effcient Receipt-Free Voting Based on Homomorphic Encryption Proc. EUROCRYPT'00, pp. 539-556; Stallings, W., (2006) Cryptology and Network Security, , Upper Saddle River, NJ: Prentice Hall; Chien, H., Jan, J., Tseng, Y., Cryptanalysis on Mu-Varadharajan's E-voting Schemes (2003) Applied Mathematics and Computation, 139, pp. 525-530. , July","Daimi, K.; Department of Mathematics and Computer Science, University of Detroit Mercy, 4001 W. McNichols Rd., Detroit, MI 48221-3038, United States; email: daimikj@udmercy.edu",,Harvard University;University of California;University of Minnesota;University of Illinois at Urbana-Champaign;Georgia Institute of Technology and Emory University,,"2008 International Conference on Security and Management, SAM 2008",14 July 2008 through 17 July 2008,"Las Vegas, NV",,,160132085X; 9781601320858,,,English,"Proc. Int. Conf. Secur. Manage., SAM",Conference Paper,Final,,Scopus,2-s2.0-62749164837
"Jones M., Marsden G., Gruijters D.",57202224057;7006170542;27567730800;,Using mobile phones and PDAs in ad hoc audience response systems,2008,Selected Readings on Telecommunications and Networking,,,,157,168,,,10.4018/978-1-60566-094-3.ch011,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898352432&doi=10.4018%2f978-1-60566-094-3.ch011&partnerID=40&md5=7b5a0f51cc01310ff48b0b262c9d595b,"University of Waikato, New Zealand; University of Cape Town, South Africa","Jones, M., University of Waikato, New Zealand; Marsden, G., University of Cape Town, South Africa; Gruijters, D., University of Cape Town, South Africa","This chapter investigates how to create ad hoc audience response systems using nonspecialist devices. The chapter revolves around two case studies: one involving the use of mobile phones, and the other based on PDAs. Both case studies are carried out in tertiary education institutions, showing how these devices can be used to facilitate audience participation using devices that students might, themselves, bring to lectures. Both are evaluated from the perspective of the student and the educator, using a mixture of observational and interview-based techniques. © 2009, IGI Global.",,,,,,,,,,,,,"Buszko, D., Lee, W., Helal, A., Decentralized ad hoc groupware api and framework for mobile collaboration (2001) Proceedings of the 2001 International ACM SIGGROUP Conference on Supporting Groupwork, pp. 5-14. , ACM Press; Cheverst, K., Dix, A., Fitton, D., Rouncefield, M., Exploring the utility of remote messaging and situated office displays (2003) Proceedings of Mobile HCI 2003, pp. 336-341. , Springer; Doshi, S., Bhandare, S., Brown, T.X., An on-demand minimum energy routing protocol for a wireless ad hoc network (2002) Mobile Computing and Communications Review, 6 (3), pp. 50-66; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Fry, B., Gruijters, D., Reid, S., (2004) MISPE - Mobile Information Sharing in the Presentation Environment, , Technical report CS04-22-00. Cape Town, University of Cape Town, Department of Computer Science; Hexel, R., Johnson, C., Kummerfeld, B., Quigley, A., Powerpoint™ to the people: Suiting the word to the audience (2004) Proceedings of the Fifth Conference on Australasian User Interface, pp. 40-56. , Dunedin, NZ: ACM Press; Jones, M., Marsden, G., Please turn on your mobile phone: First impressions of text-messaging in lectures (2004) Proceedings of the 6 th International Symposium on Mobile Human Computer Interaction (Mobile HCI '04), pp. 436-440. , Glasgow, UK: Springer; Marsden, G., Using hci to leverage communications technology (2003) Interactions, 10 (2), pp. 48-55; Myers, B., Using hand-held devices and pcs together (2001) Communications of the ACM, 44 (11), pp. 34-41; Myers, B., Stiel, H., Gargiulo, R., Collaboration using multiple pdas connected to a pc (1998) Proceedings of the 1998 ACM Conference on Computer Supported Cooperative Work (CSCW), pp. 285-294. , Seattle: ACM Press; Webster, J., Ho, H., Audience engagement in multimedia presentations (1997) ACM SIGMIS Database, 28 (2), pp. 63-77",University of WaikatoNew Zealand,,,IGI Global,,,,,,9781605660943,,,English,Selected Readings on Telecom. and Networking,Book Chapter,Final,,Scopus,2-s2.0-84898352432
"Ohene-Djan J., Begum R.",6508300037;36499101200;,Multisensory games for dyslexic children,2008,CEUR Workshop Proceedings,345,,,51,55,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84885003635&partnerID=40&md5=3f83dddc4d84724fec3dff7597474de9,"Goldsmiths College, University of London, New Cross, London SE14 6NW, United Kingdom","Ohene-Djan, J., Goldsmiths College, University of London, New Cross, London SE14 6NW, United Kingdom; Begum, R., Goldsmiths College, University of London, New Cross, London SE14 6NW, United Kingdom","A significant problem faced by dyslexic children is a lack of learning technologies designed to help children learn in settings when there is no personal teaching assistance. This paper presents an online learning technology that utilises Multisensory teaching, and interactive gaming techniques to provide dyslexic children with an engaging learning environment within which to identify where their mistakes in reading, writing and arithmetic lie. It is hoped that by providing this example of a interactive learning system specifically created for the needs of dyslexic children will raise awareness and understanding among learning technology software developers and practitioners.",,Interactive gaming; Interactive learning systems; Learning environments; Learning technology; Multi-sensory teachings; Multisensory; Online learning; Software developer; Computer aided instruction; Engineering education; Learning systems; Technology; Handicapped persons,,,,,,,,,,,"Peer, L., Reid, G., (2003) Introduction to Dyslexia: What is Dyslexia, pp. 13-14. , chapter 2 Part of the British Dyslexia association. ISBN 1853469645; Herold, J., (2003) Dyslexia and Math's, , www.dyslexia-parent.com/mag43.html, On-line article. Web link Feb; Snowling, M.J., (2005) Dyslexia is Not a Myth, , www.bdadyslexia.org.uk/news17.html, On-line article web link University of York; Hornsby, B., (1996) Overcoming Dyslexia: A Straightforward Guide for Families and Teachers, , ISBN-10: 0091813204 Vermilion; 3Rev Ed edition; Singleton, C., (2000) Understanding Dyslexia, , www.portobello.edin.sch.uk/LSSN/LSSN2.html, Web link University of Hull; Schupack, H., Wilson, B., (1997) The ""R,"" Book, Reading, Writing & Spelling: The Multisensory Structured Language Approach, , Baltimore. The International Dyslexia Association's Orton Emeritus Series; Birsh, J.R., (2005) Multisensory Teaching of Basic Language Skills, p. 27. , Second Edition, chapter 1 ISBN 1-55766-676-8; Bradford, J., (2003) What Causes Dyslexia, , www.dyslexia-parent.com/mag24.html, Web link; Trie, L., (2003) Stanford Report Remediation Training Improves Reading Ability of Dyslexic Children, , On-line article; Goldup, W., (2004) Dyslexia Review: The Journal of the Dyslexia Institute Guild, 15 (2), p. 14. , 19. ISSN 0308 6275; Singleton, C., Hutchins, J., (1991) Computer and Literacy Skills: Reading Software, p. 45. , chapter 5 ISBN 187 2653 02 2; Patten, P., (1996) School of Human Resources and Family Studies, , www.nncc.org/Curriculum/dc26_worksheet.html, University of Illinois Worksheets: Good or Bad?. Web link; (2000) E. Morgan Wordswork, , www.dyslexia-adults.com/wordswork.htm, Web link","Goldsmiths College, University of London, New Cross, London SE14 6NW, United Kingdom",,IEEE Learning Technology Task Force,,"Workshop on Advanced Learning Technologies for Disabled and Non-Disabled People, WALTD 2008 - Held in Conjunction with the 8th IEEE International Conference on Advanced Learning Technologies, ICALT 2008",1 July 2008 through 5 July 2008,"Santander, Cantabria",99856.0,16130073,,,,English,CEUR Workshop Proc.,Conference Paper,Final,,Scopus,2-s2.0-84885003635
"Le Calvez F., Giroire H.",16230486600;16229972100;,Integration of a complex learning object in a web-based interactive learning system,2008,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),5091 LNCS,,,813,815,,,10.1007/978-3-540-69132-7-116,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70349863106&doi=10.1007%2f978-3-540-69132-7-116&partnerID=40&md5=69a596b6c7fc39e3fd2eba19ce803578,"LIP6, MOCAH University Pierre and Marie Curie (Paris 6), 104 avenue du président Kennedy, 75016 Paris, France","Le Calvez, F., LIP6, MOCAH University Pierre and Marie Curie (Paris 6), 104 avenue du président Kennedy, 75016 Paris, France; Giroire, H., LIP6, MOCAH University Pierre and Marie Curie (Paris 6), 104 avenue du président Kennedy, 75016 Paris, France","Usually, learning objects are described and indexed in repositories using metadata so that users can select them to create new on line courses. What must the granularity level of these metadata be to make them fit the learners' needs? We describe here the problems encountered in integrating a complex learning object to train learners in solving problems in a web-based interactive learning system based on a learner model, and we give a possible solution. © 2008 Springer-Verlag Berlin Heidelberg.",Adaptive learning environment; ITS; Learning object; Metadata,Adaptive learning environment; Complex learning; Granularity levels; ITS; Learner model; Learning object; Learning objects; Online course; Possible solutions; Web-based interactive learning systems; Computer aided instruction; Integration; Intelligent vehicle highway systems; Metadata; E-learning,,,,,,,,,,,"ActiveMath, , http://www.activemath.org; Brooks, C., Greer, J., Melis, E., Ullrich, C., Combining ITS and eLearning Technologies: Opportunities and Challenges (2006) LNCS, 4053, pp. 278-287. , Ikeda, M., Ashley, K.D., Chan, T.-W. (eds.) ITS 2006. Springer, Heidelberg; Combien?, , http://combien.lip6.fr; Le Calvez, F., Giroire, H., Tisseau, G., Design of a learning environment in combinatorics based on problem solving: Modeling activities, problems and errors (2008) International Journal of Artificial Intelligence in Education, 18 (1), pp. 59-94; Morales, R., Van Labeke, N., Brna, P., Approximate modelling of the multi-dimensional learner (2006) LNCS, 4053, pp. 555-564. , Ikeda, M., Ashley, K.D., Chan, T.-W. (eds.) ITS 2006. Springer, Heidelberg","Le Calvez, F.; LIP6, MOCAH University Pierre and Marie Curie (Paris 6), 104 avenue du président Kennedy, 75016 Paris, France; email: francoise.le-calvez@lip6.fr",,,,"9th International Conference on Intelligent Tutoring Systems, ITS 2008",23 June 2008 through 27 June 2008,"Montreal, QC",77482.0,03029743,3540691308; 9783540691303,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-70349863106
"Lopez-Garate M., Lozano-Rodero A., Matey L.",35090088300;35090084900;6603370542;,An adaptive and customizable feedback system for intelligent interactive learning systems,2008,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),5091 LNCS,,,737,739,,,10.1007/978-3-540-69132-7-94,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70349884048&doi=10.1007%2f978-3-540-69132-7-94&partnerID=40&md5=d83d63924c30252cd041cbe789832669,"CEIT and Tecnun, University of Navarra., Manuel de Lardizabal 15, 20018 San Sebastián, Spain","Lopez-Garate, M., CEIT and Tecnun, University of Navarra., Manuel de Lardizabal 15, 20018 San Sebastián, Spain; Lozano-Rodero, A., CEIT and Tecnun, University of Navarra., Manuel de Lardizabal 15, 20018 San Sebastián, Spain; Matey, L., CEIT and Tecnun, University of Navarra., Manuel de Lardizabal 15, 20018 San Sebastián, Spain","This paper describes a proposal to build an intelligent feedback selection system for Intelligent Interactive Learning Systems (IILS). The system is aimed at generating multimodal feedback in real-time as a response to student's actions. We examine both educational and human factors that have influence on the behavior and let the instructor decide the significance of each factor. The instructor will customize the system to refine its behavior in each training session, and while the system decides which the appropriate feedback is, the instructor can focus on other instructional tasks. © 2008 Springer-Verlag Berlin Heidelberg.",Adaptive; Customizable; Feedback system; Intelligent interactive learning system; Simulators; Training; Virtual reality,Adaptive; Customizable; Feedback system; Intelligent interactive learning system; Training; E-learning; Human engineering; Intelligent vehicle highway systems; Virtual reality; Computer aided instruction,,,,,,,,,,,"Rickel, J.W., Lewis Johnson, W., Animated agents for procedural training in virtual reality: Perception cognition and motor control (1999) Applied Artificial Intelligence, 13, pp. 343-382; Ferrero, B., Martín, M., Álvarez, A., Urretavizcaya, M., Fernández-Castro, I., Authoring and diagnosis of learning activities with the KADDET environment (2005) Universal Computer Science, 11, pp. 1530-1542; Lozano, A., Urretavizcaya, M., Ferrero, B., Castro, I.F.D., Ustarroz, A., Matey, L., Integration of a generic diagnostic tool in virtual environments for procedural training (2004) LNCS (LNAI), 3040. , Conejo, R., Urretavizcaya M., Pérez-de-la-Cruz, J.-L. (eds.) CAEPIA/TTIA 2003. Springer, Heidelberg; Siemon, J., Matey, L., Berasategui, M.I., Klockmann, D., A failure is the origin of a success - Or how to employ errors for effective learning in vocational education (2003) World Conference on Educational Multimedia, Hypermedia and Telecommunications, Honolulu, Hawai","Lopez-Garate, M.; CEIT and Tecnun, University of Navarra., Manuel de Lardizabal 15, 20018 San Sebastián, Spain; email: mlgarate@ceit.es",,,,"9th International Conference on Intelligent Tutoring Systems, ITS 2008",23 June 2008 through 27 June 2008,"Montreal, QC",77482.0,03029743,3540691308; 9783540691303,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-70349884048
[No author name available],[No author id available],"Proceedings of the 2008 International Conference on Frontiers in Education: Computer Science and Computer Engineering, FECS 2008",2008,"Proceedings of the 2008 International Conference on Frontiers in Education: Computer Science and Computer Engineering, FECS 2008",,,,,,479.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857122664&partnerID=40&md5=54b848fdb78a7b094b7cb64dcc92936f,,,The proceedings contain 78 papers. The topics discussed include: lessons learned from the first-time ABET accredition process at a small HBCU; accredition of a CS program under emerging criteria; reflections on a mentoring experience in an undergraduate computing course at Victoria university; a framework for revitalizing undergraduate computer science; an ethical network hacking contest for undergraduate student recruitment; challenge for programming language learning objects; creating wiki communities in blended learning environment and the creation of the Moodle new wiki; assessment practices for mixed mode delivery of web programming topics: increasing learning and reducing cheating; the voice to graphic phoneme learning system; remote laboratory for inspection of silicon wafer; teaching strategies in large class programming courses; improving teaching by integrating real-time feedback through clickers into class video recording; and Google Earth as a decision support system for targeting college admissions drives.,,,,,,,,,,,,,,,,Harvard University;University of California;University of Minnesota;University of Illinois at Urbana-Champaign;Georgia Institute of Technology and Emory University,,"2008 International Conference on Frontiers in Education: Computer Science and Computer Engineering, FECS 2008",14 July 2008 through 17 July 2008,"Las Vegas, NV",,,1601320671; 9781601320674,,,English,"Proc. Int. Conf. Front. Educ.: Comput. Sci. Comput. Eng., FECS",Conference Review,Final,,Scopus,2-s2.0-84857122664
Nakajima T.,7404242295;,Improving teaching by integrating real-time feedback through clickers into class video recording,2008,"Proceedings of the 2008 International Conference on Frontiers in Education: Computer Science and Computer Engineering, FECS 2008",,,,169,174,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-62649124211&partnerID=40&md5=46f92f52cbdc0835c86b22eed5265b5e,"Graduate School of Educational Informatics, Tohoku University, 27-1 Kawauchi, Aoba-ku, Sendai, Miyagi, Japan","Nakajima, T., Graduate School of Educational Informatics, Tohoku University, 27-1 Kawauchi, Aoba-ku, Sendai, Miyagi, Japan","The purpose of this paper is to present an educational program with an ICT system to help teachers or teaching assistants (TAs) improve their teaching. We discuss the effectiveness of our system and program by analyzing learning performance of graduate students in a teaching course. The main contribution of our work is that we offer teachers or TAs an effective and efficient way of improve their teaching through instant use of video recording. For example, by using our system, a teacher can perform reflection of her/his class within 10 minutes immediately after the class. Our system is also very flexible, and it can be used on almost any type of classes anywhere. Though we have designed our educational program for graduate students, it could be applied to other peer-reviewing environment, such as, class observations among teachers.",Active learning tools; Collaborative learning; Evaluation of Teaching; Innovative uses of technology in the classroom; Preparing graduates for academia,Active learning tools; Collaborative learning; Evaluation of Teaching; Innovative uses of technology in the classroom; Preparing graduates for academia; Bubbles (in fluids); Computers; Education computing; Interoperability; Recording instruments; School buildings; Video recording; Teaching,,,,,,,,,,,"Davis, B.G., (1993) Tools for teaching, , Jossey-Bass, San Francisco; Nakajima, T., EduReflex: A Light Weight Class Reflection Tool for Teaching Improvement Through Video-recording with ""Clickers (2007) Proc. of Internet and Multimedia Systems and Applications, pp. 18-23. , IASTED, Hawaii, August; Fuhrmann, B.S., Grasha, A.F., (1983) a practical handbook for college teachers, , Little, Brown, Boston; Christensen, C.R., Hansen, A.J., (1987) the uses of videotape replay, , teaching and the case method, Harvard Business School, Boston; Nanbu, M., Development and Application of an Instructional Observation System to provide Support for and Self-Reflection by Student Teachers (1995) Japan Journal of Educational Technology 18, JSET, pp. 175-188; Beeks, W., The 'Millionaire' method for encouraging participation (2006) Active Learning in Higher Education, 7, pp. 25-36; Yamashiro, S., Toshin, S., Maesako, T., Shiba, T., Niwa, J., Utilization of Response Analyzer for Distance Education (2000) Japan Journal of Educational Technology 24, JSET, pp. 189-192; Nagaoka, K., A Response analyzer System Utilizing Mobile Phones (2005) Waseda journal of human sciences, pp. 18-21,119-125","Nakajima, T.; Graduate School of Educational Informatics, Tohoku University, 27-1 Kawauchi, Aoba-ku, Sendai, Miyagi, Japan; email: nakag@ei.tohoku.ac.jp",,Harvard University;University of California;University of Minnesota;University of Illinois at Urbana-Champaign;Georgia Institute of Technology and Emory University,,"2008 International Conference on Frontiers in Education: Computer Science and Computer Engineering, FECS 2008",14 July 2008 through 17 July 2008,"Las Vegas, NV",,,1601320671; 9781601320674,,,English,"Proc. Int. Conf. Front. Educ.: Comput. Sci. Comput. Eng., FECS",Conference Paper,Final,,Scopus,2-s2.0-62649124211
"Varkey P., Karlapudi S.P.",14424619900;24281523900;,A systems approach to teach core topics across graduate medical education programmes,2008,Annals of the Academy of Medicine Singapore,37,12,,1044,1045,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-58649119376&partnerID=40&md5=64ecbbe255d3882b07e0d196c57fc15c,"Division of Preventive Occupational, Aerospace Medicine at Mayo Clinic, Rochester, MN, United States; Mayo Clinic, Baldwin 5A, 200 1st SW, Rochester, MN 55905, United States","Varkey, P., Division of Preventive Occupational, Aerospace Medicine at Mayo Clinic, Rochester, MN, United States, Mayo Clinic, Baldwin 5A, 200 1st SW, Rochester, MN 55905, United States; Karlapudi, S.P., Division of Preventive Occupational, Aerospace Medicine at Mayo Clinic, Rochester, MN, United States","Core curricula including Ethics, Medico-legal issues, Socioeconomics, and Quality Improvement (QI) are relevant and significant for graduate medical education programmes, regardless of specialty. A lack of faculty expertise in these content areas is a frequently cited concern among specialty programmes in graduate medical education. We report the results of an institutional systems-approach to assist this challenge. Our institution has 86 post-graduate residency and fellowship training programmes serving 1068 learners. Directors of these programmes expressed the need for a centralised approach to teach learners about insurance systems and the basics of QI. Materials and Methods: Two subject matter experts in the fields of insurance systems and 1 expert in QI conducted 2 institution-wide didactics on each of the content areas, attended by 192 and 225 learners respectively. Results: Significant improvement in learner knowledge was noted for all 3 knowledge-based questions for both content areas (P <0.0001). Learner self-assessment of knowledge of insurance systems increased from a pre-session mean of 2.86 to a post-session mean of 3.80 (P <0.0001) and from 3.29 to a post-session mean of 4.17 (P <0.0001) for the QI didactics. Conclusion: Systems-wide didactic sessions for learners of different residencies has several advantages including the efficient use of content experts, prevention of resource burnout, and cost effectiveness. This strategy may also assist programmes directors in meeting external accreditation requirements.",Audience response system; Quality improvement; Safety; Systems initiatives,"controlled study; curriculum; education program; insurance; medical education; medical ethics; medicolegal aspect; note; socioeconomics; total quality management; training; Curriculum; Education, Medical, Graduate; Feedback; Organizational Case Studies; Quality Assurance, Health Care; Safety Management; Students, Medical",,,,,,,,,,,"Varkey, P., Karlapudi, S., Bennet, K.E., Teaching quality improvement: A collaboration project between medicine and engineering (2008) Am J Med Qual, 23, pp. 296-301; Varkey, P., Karlapudi, S., Rose, S., Nelson, R., Warner, M., A systems approach for implementing practice-based learning and improvement and systems-based practice in graduate medical education Acad Med, , in press; Core competencies, , http://www.acgme.org/outcome/comp/GeneralCompetenciesStandards21307.pdf, ACGME Common Program Requirements:, Available at:. Accessed 4 November 2008; Medio, F.J., Arana, G.W., McCurdy, L., Implementation of a college-wide GME core curriculum (2001) Acad Med, 76, pp. 331-336; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Fam Med, 37, pp. 12-14; Miller, R.G., Ashar, B.J., Getz, K.J., Evaluation of an audience response system for the Continuing Education of Health Professionals (2003) J Contin Educ Health Prof, 23, pp. 109-115; Davis, D., O'Brien, M.A., Freemantle, N., Wolf, F.M., Mazmanian, P., Taylor-Vaisey, A., (1999) Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? JAMA, 282, pp. 867-874; Taxonomy of educational objectives: The classification of educational goals. In: Bloom BS, editor. Handbook I: Cognitive Domain. New York: Longman, 1956","Varkey, P.; Mayo Clinic, Baldwin 5A, 200 1st SW, Rochester, MN 55905, United States; email: Varkey.prathibha@mayo.edu",,,,,,,,03044602,,AAMSC,19159041.0,English,Ann. Acad. Med. Singapore,Note,Final,,Scopus,2-s2.0-58649119376
"Akula A., De Leon P.L.",26427987600;6701375936;,Compensation for room reverberation in speaker identification,2008,European Signal Processing Conference,,,,,,5.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863762570&partnerID=40&md5=3284181fd398347038645ca063968314,"New Mexico State University, Klipsch School of Electrical and Computer Engineering, Las Cruces, NM 88003, United States","Akula, A., New Mexico State University, Klipsch School of Electrical and Computer Engineering, Las Cruces, NM 88003, United States; De Leon, P.L., New Mexico State University, Klipsch School of Electrical and Computer Engineering, Las Cruces, NM 88003, United States","Accuracy in speaker recognition systems may degrade if channel conditions during the training and testing stages are significantly different. Such channels may include different microphones, telephone and mobile handsets, speech coders, and VoIP. Many compensation techniques have been proposed which seek to minimize the channel mismatch condition thereby improving accuracy rates in these systems. More recently, the acoustic channel and its effect on speaker identification (SI) have been investigated and it has been shown that when using clean training signals and reverberated test signals, a loss in accuracy results. In this paper, we improve upon a proposed method to compensate for this acoustic channel mismatch by utilizing a more accurate room reverberation model during the training stage. This model allows us to pre-distort (reverberate) clean training signals in order to approximate the expected reverberation present in test signals. By utilizing a set of reverberated training models for each speaker, SI accuracies can be improved. copyright by EURASIP.",,Accuracy rate; Acoustic channels; Channel conditions; Channel mismatch; Compensation techniques; Mobile handsets; Speaker identification; Speaker recognition system; Speech coders; Test signal; Training and testing; Training model; Training signal; Internet telephony; Reverberation; Signal processing; Speech coding; Speech recognition; Loudspeakers,,,,,,,,,,,"Reynolds, D., Rose, R., Robust text-independent speaker identification using gaussian mixture speaker models (1995) IEEE Trans. Signal Process, 3 (1), pp. 72-83. , Jan; Reynolds, D., Large population speaker identification using clean and telephone speech (1995) IEEE Signal Process. Lett., 2 (3), pp. 46-48. , Mar; Besacier, L., Grassi, S., Dufaux, A., Ansorge, M., Pellandini, F., GSM speech coding and speaker recognition (2000) Proc. IEEE Int. Conf. Acoustics, Speech, Signal Processing (ICASSP); Ganchev, T., Tsopanoglou, A., Fakotakis, N., Kokkinakis, G., Probabilistic neural networks combined with gmms for speaker recognition over telephone channels (2002) Proc. Int. Conf. Dig. Sig. Proc., 2, pp. 1081-1084; Leung, K., Mak, M., Kung, S., Applying articulatory features to telephone-based speaker verification (2004) Proc. IEEE ICASSP; Borah, D., Deleon, P., Speaker identification in the presence of packet losses (2004) Proc. IEEE DSP Workshop; Beaufays, M.W.F., Model transformation for robust speaker recognition from telephone data (1997) Proc. IEEE ICASSP; Murthy, H., Beaufays, F., Heck, L., Weintraub, M., Robust text-independent speaker identification over telephone channels (1999) IEEE Trans. Speech Audio Process, 7 (5), pp. 554-568. , Sep; Hermansky, H., Morgan, N., Rasta processing of speech (1994) IEEE Trans. Speech and Audio Process, 2, pp. 578-579. , Oct; Han, J., Han, M., Gao, W., Channel compensation for robust telephone speech recognition (1997) Proc. IEEE Region 10 Conf. Speech and Image Tech. for Computing and Telecomm (TENCON); Yoshizawa, S., Miyanaga, Y., Robust recognition of noisy speech and its hardware design for real time processing (2005) ECTI Trans. Elect. Eng., Electronics, and Communications (EEC), 3 (1), pp. 36-43. , Feb; Wada, N., Miyanaga, Y., Yoshida, N., Yoshizawa, S., A consideration about an extraction of features for isolated word speech recognition in noisy environments (2002) Proc. ISPAC; Hayasaka, N., Wada, N., Miyanaga, Y., Running spectrum filtering in speech recognition (2002) SCIS Signal Process. and Commun. with Soft Computing, , Oct; Jin, Q., Schultz, T., Waibel, A., Far-field speaker recognition (2007) IEEE Trans. Audio, Speech, and Language Process, 15 (7), pp. 2023-2032. , Sept; Gish, H., Schmidt, M., Text-indepentent speaker identification (1994) IEEE Signal Processing Mag., 11 (4), pp. 18-32. , Oct; Gish, H., Schmidt, M., Mielke, A., A robust, segmental method for text independent speaker identification (1994) Proc. IEEE ICASSP; Gammal, J.S., Goubran, R.A., Combating reverberation in speaker verification (2005) Proc. Instrumentation and Measurement Tech. Conf, , May; Leon, P.D., Trevizo, A., Speaker identification in the presence of room reverberation (2007) Biometric Symposium; McGovern, S.G., (2003) A Model for Room Acoustics, , www.2pi.us/rir.html, [Online]; Habets, E.A.P., (2006) Room Impulse Response Generator, , http://home.tiscali.nl/ehabets/, [Online]; Allen, J., Berkley, D., Image method for efficiently simulating small-room acoustics (1979) J. Acoust. Soc. Am., 65, pp. 943-950. , Apr; Peterson, P., Simulating the response of multiple microphones to a single acoustic source in a reverberant room (1986) J. Acoust. Soc. Am., 80, pp. 1527-1529. , Nov","Akula, A.; New Mexico State University, Klipsch School of Electrical and Computer Engineering, Las Cruces, NM 88003, United States; email: aditi@nmsu.edu",,Swiss National Science Foundation (SNSF;Interactive Multimodal Information Management (IM);SIMILAR - Network of Excellence;Canton de Vaud,,"16th European Signal Processing Conference, EUSIPCO 2008",25 August 2008 through 29 August 2008,Lausanne,91101.0,22195491,,,,English,European Signal Proces. Conf.,Conference Paper,Final,,Scopus,2-s2.0-84863762570
"Chandu V.P., Singh K.",15922399800;56967391100;,A model for multiplayer interactive games in cellular wireless environment,2008,"Innovative Techniques in Instruction Technology, E-Learning, E-Assessment, and Education",,,,241,248,,,10.1007/978-1-4020-8739-4-43,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84879631718&doi=10.1007%2f978-1-4020-8739-4-43&partnerID=40&md5=8ce4b2439901a56eb36fab596a5c9c64,"University of Maryland, College Park, MD, United States","Chandu, V.P., University of Maryland, College Park, MD, United States; Singh, K., University of Maryland, College Park, MD, United States","Cell phones are much more than mere communication devices today. Modern phones come with entertainment features including games that are so popular that their primary function (communication) has practically become secondary. Readily available networking capabilities further make this platform highly promising for gaming. The first wireless game called 'Snake' was releases in 1997 as an embedded application for Nokia phones. After Snake, there came a slew of other games for cell phones. As demand for handsets with interesting games grew, development community started working on bridging the gap between the software and hardware. And soon technologies like WAP, SMS, and MMS were developed. Today, we are heading towards real time multiplayer games which would eventually become 3D in the future. There is a need of an effective and scalable generic model for design of games. In this paper, we propose a generic model, which is based on the 'client-server' model and is scalable, layered and completely extendable, for implementing games in a cellular wireless environment. © Springer Science+Business Media B.V. 2008.",,Cellular wireless environment; Communication device; Development community; Embedded application; Interactive games; Multiplayer games; Primary functions; Software and hardwares; Cellular telephones; E-learning; Mobile phones; Telecommunication equipment; Telephone sets; Engineering education,,,,,,,,,,,"http://www.forum.nokia.com/main/0,6566,010_20,00.html; http://docs.sun.com/app/docs/doc/817-2343; http://www.w3schools.com/wap/wap_intro.asp; http://www.protocols.com/protocols.htm; http://www.mupe.net/; http://jcp.org/en/jsr/detail?id=37; http://wapforum.org; http://java.sun.com/j2me/; http://www.bluetooth.org/; http://www.symbian.com/developer; http://www.forum.nokia.com/documents; http://www.wi-fiplanet.com/tutorials/article.php/1577551; http://www.gsmworld.com/technology/gprs/intro.shtml#1; A Study in Mobile Messaging, , http://www.cisco.com/en/US/netsol/ns341/ns396/ns177/ networking_solutions_white_paper09186a008020e2a8.shtml; http://brew.qualcomm.com/brew/en/; http://www.mophun.com; Tanenbaum, A.S., Van Steen, M., Distributed Systems- Principles & Paradigms, , Published by Pearson Education; Kurose, J., Ross, K., Computer Networking- A Top Down Approach Featuring the Internet, , Published by Pearson Education; http://unreal.epicgames.com/Network.htm","University of Maryland, College Park, MD, United States",,,,"2007 International Conference on Engineering Education, Instructional Technology, Assessment, and E-Learning, EIAE 2007, Part of the International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering, CISSE 2007",3 December 2007 through 12 December 2007,"Bridgeport, CT",97356.0,,9781402087387,,,English,"Innovative Tech. Instr. Technol., E-Learn., E-Assess., Educ.",Conference Paper,Final,,Scopus,2-s2.0-84879631718
Chen W.-E.,7409643400;,An example of WiMAX application deployment in campus environments,2008,"Proceedings of the International Conference on Mobile Technology, Applications, and Systems, Mobility'08",,, 113,,,,,10.1145/1506270.1506407,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67650668231&doi=10.1145%2f1506270.1506407&partnerID=40&md5=32478d1f85331353b6bd19ea5b951b01,"Institute of Computer Science, Information Engineering, National Ilan University, I-Lan 260, Taiwan","Chen, W.-E., Institute of Computer Science, Information Engineering, National Ilan University, I-Lan 260, Taiwan","Students often use their notebooks, handsets or Personal Digital (PDAs) to access Internet or download the course from the campus website through the 802.11 access (APs) that are deployed in the campus buildings. However, are some places such as playground which are far away the buildings and there are no available network lines to the APs to the campus backbone. In these areas without network lines, we utilize WiMAX to extend wireless coverage to 90%. Moreover, to attract the students to use environment, we also deploy several interesting SIP . This paper first describes NIU WiMAX deployment the radio access network and core network. Then, three SIP applications are described in this paper. Copyright 2008 ACM.",Authentication Authorization and Accounting (AAA); Instant Messaging and Presence Service (IMPS); Session Initiation Protocol (SIP); Voice over IP (VoIP); WiMAX,Application deployment; Authentication Authorization and Accounting (AAA); Campus buildings; Core networks; Instant Messaging and Presence Service (IMPS); Radio access networks; Session Initiation Protocol (SIP); SIP application; Voice over IP (VoIP); Wireless coverage; Authentication; College buildings; Internet telephony; Interoperability; Message passing; Teaching; Telecommunication equipment; Telecommunication services; Voice/data communication systems; Wimax; Wireless networks; World Wide Web; Internet protocols,,,,,,,,,,,"Roach, A.B., Campbell, B., Rosenberg, J., A Session Initiation Protocol (SIP) Event Notification Extension for Resource Lists (2006) IETF RFC4662, , August; Rosenberg, J., Schulzrinne, H., Huitema, C., Gurle, D., Session Initiation Protocol (SIP) Extension for Instant Messaging (2002) IETF RFC3428, , B. Campbell Ed., December; Schulzrinne, H., Casner, S., Frederick, R., Jacobson, V., RTP: A transport protocol for real-time applications (2003) IETF RFC3550, , July; Rosenberg, J., Schulzrinne, H., Camarillo, G., Johnston, A., Peterson, J., Sparks, R., Handley, M., Schooler, E., SIP: Session initiation protocol (2002) IETF RFC3261, , June; Rosenberg, J., A Presence Event Package for the Session Initiation Protocol (SIP) (2004) IETF RFC3856, , August; Rosenberg, J., A watcher information event template- package for the session initiation protocol (SIP) (2004) IETF RFC3857, , August; Rosenberg, J., An extensible markup language (XML) based format for watcher information (2004) IETF RFC3858, , August; Rosenberg, J., The extensible markup language (XML) configuration access protocol (XCAP) (2007) IETF RFC4825, , May; Handley, M., Jacobson, V., SDP: Session description protocol (1998) IETF RFC-2327, , April; Isomaki, M., Leppanen, E., An extensible markup language (XML) configuration access protocol (XCAP) usage for manipulating presence document contents (2007) IETF RFC4827, , May; Deering, S., Hinden, R., Internet protocol (1998) IETF RFC2460, , December, Version 6 (IPv6) Specification; iptel SIP Server: SIP Express Router, , http://www.iptel.org/ser/; EXtended oSIP library, , http://savannah.nongnu.org/projects/exosip; GNU oSIP library, , http://www.gnu.org/software/osip/; jRTP library, , http://research.edm.uhasselt.be/jori/page/index.php?n=CS.Jrtplib","Chen, W.-E.; Institute of Computer Science, Information Engineering, National Ilan University, I-Lan 260, Taiwan; email: wechen@niu.edu.tw",,,,"International Conference on Mobile Technology, Applications, and Systems, Mobility'08",10 September 2008 through 12 September 2008,Yilan,76370.0,,9781605580890,,,English,"Proc. Int. Conf. Mobile Technol., Appl., Syst., Mobility",Conference Paper,Final,,Scopus,2-s2.0-67650668231
"Norman C.D., McIntosh S., Selby P., Eysenbach G.",14036173300;56457792400;35465440100;55995154400;,Web-assisted tobacco interventions: Empowering change in the global fight for the public's (e)health,2008,Journal of Medical Internet Research,10,5, e48,,,,24.0,10.2196/jmir.1171,https://www.scopus.com/inward/record.uri?eid=2-s2.0-58849115034&doi=10.2196%2fjmir.1171&partnerID=40&md5=048b703d5a986dbf09eb8dfd38e7f786,"Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada; Department of Community and Preventive Medicine, University of Rochester, Rochester, NY, United States; Centre for Addiction and Mental Health, Toronto, ON, Canada; Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada; Department of Psychiatry, University of Toronto, Toronto, ON, Canada; Centre for Global Ehealth Innovation, University Health Network, Toronto, ON, Canada; Department of Health Policy, Management and Evaluation, University of Toronto, Toronto, ON, Canada; Dalla Lana School of Public Health, University of Toronto, 155 College Street, Toronto, ON M5T 3M7, Canada","Norman, C.D., Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada, Dalla Lana School of Public Health, University of Toronto, 155 College Street, Toronto, ON M5T 3M7, Canada; McIntosh, S., Department of Community and Preventive Medicine, University of Rochester, Rochester, NY, United States; Selby, P., Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada, Centre for Addiction and Mental Health, Toronto, ON, Canada, Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada, Department of Psychiatry, University of Toronto, Toronto, ON, Canada; Eysenbach, G., Centre for Global Ehealth Innovation, University Health Network, Toronto, ON, Canada, Department of Health Policy, Management and Evaluation, University of Toronto, Toronto, ON, Canada","Tobacco control in the 21st century faces many of the same challenges as in the past, but in different contexts, settings and enabled by powerful new tools including those delivered by information and communication technologies via computer, videocasts, and mobile handsets to the world. Building on the power of electronic networks, Web-assisted tobacco interventions (WATI) provide a vehicle for delivering tobacco prevention, cessation, social support and training opportunities on-demand and direct to practitioners and the public alike. The Framework Convention on Tobacco Control, the world's first global public health treaty, requires that all nations develop comprehensive tobacco control strategies that include provision of health promotion information, population interventions, and decision-support services. WATI research and development has evolved to provide examples of how eHealth can address all of these needs and provide exemplars for other areas of public health to follow. This paper discusses the role of WATI in supporting tobacco control and introduces a special issue of the Journal of Medical Internet Research that broadens the evidence base and provides illustrations of how new technologies can support health promotion and population health overall, empowering change and ushering in a new era of public eHealth. © Cameron D Norman, Scott McIntosh, Peter Selby, Gunther Eysenbach.",eHealth; Internet; Population health; Prevention; Public health; Tobacco cessation; Tobacco control; Web-assisted tobacco intervention,"adult; alcohol abstinence; computer assisted therapy; drinking behavior; editorial; educational status; female; follow up; human; human computer interaction; Internet; male; methodology; psychological aspect; public health; randomized controlled trial; regression analysis; reproducibility; self help; smoking; smoking cessation; standard; treatment outcome; Adult; Alcohol Drinking; Computer Literacy; Educational Status; Female; Follow-Up Studies; Humans; Internet; Male; Public Health; Randomized Controlled Trials as Topic; Regression Analysis; Reproducibility of Results; Self-Help Groups; Smoking; Smoking Cessation; Temperance; Therapy, Computer-Assisted; Treatment Outcome",,,,,,,,,,,"Thun, M.J., Jemal, A., How much of the decrease in cancer death rates in the United States is attributable to reductions in tobacco smoking? (2006) Tob Control, 15 (5), pp. 345-347. , Oct;; Geneva, CH (2008) WHO Report on the global tobacco epidemic, , World Health Organization, 2008: The MPOWER Package, World Health Organization;; Sebrié, E., Glantz, S.A., The tobacco industry in developing countries (2006) BMJ, 332 (7537), pp. 313-314. , Feb 11;; Shafey, O., Dolwick, S., Guindon, G.E., (2003) Tobacco Control Country Profiles 2003, , Atlanta, GA: American Cancer Society;; World Health Organization. WHO framework convention on tobacco control. Organization WH ed.; 2003 ; McClure, J.B., Greene, S.M., Wiese, C., Johnson, K.E., Alexander, G., Strecher, V., Interest in an online smoking cessation program and effective recruitment strategies: Results from Project Quit (2006) J Med Internet Res, 8 (3), pp. e14; Rodgers, A., Corbett, T., Bramley, D., Riddell, T., Wills, M., Lin, R., Do u smoke after txt? Results of a randomized trial of smoking cessation using mobile phone text messaging (2005) Tob Control, 10, pp. 1-7; An, L.C., Perry, C.L., Lein, E.B., Klatt, C., Farley, D.M., Bliss, R.L., Strategies for increasing adherence to an online smoking cessation intervention for college students (2006) Nicotine Tob Res, 8 (SUPPL. 11), pp. S7-12. , Dec;; Etter, J., A list of the most popular smoking cessation web sites and a comparison of their quality (2006) Nicotine Tob Res, 8 (SUPPL. 11), pp. S27-S34. , Dec;; Feil, E.G., Noell, J., Lichtenstein, E., Boles, S.M., McKay, H.G., Evaluation of an Internet-based smoking cessation program: Lessons learned from a pilot study (2003) Nicotine Tob Res, 5 (2), pp. 189-194. , Apr;; Lenert, L., Muñoz, R.F., Stoddard, J., Delucchi, K., Bansod, A., Skoczen, S., Design and pilot evaluation of an internet smoking cessation program (2003) J Am Med Inform Assoc, 10 (1), pp. 16-20; Bock, B., Graham, A., Sciamanna, C., Krishnamoorthy, J., Whiteley, J., Carmona-Barros, R., Smoking cessation treatment on the Internet: Content, quality, and usability (2004) Nicotine Tob Res, 6 (2), pp. 207-219. , Apr;; Norman, C.D., Maley, O., Li, X., Skinner, H.A., Using the Internet to initiate and assist smoking prevention in schools: A randomized controlled trial Health Psychol, , in press; Coglianese C. E-Rulemaking: Information technology and regulatory policy. Cambridge, MA: John F. Kennedy School of Government, Harvard University; 2004; Perry, M.W., Mittelmark, M.B., The use of emerging technology to build health promotion capacity in regions with diversity in language and culture (2006) Promot Educ, 13 (3), pp. 197-202; Norman, C.D., Huerta, T., Knowledge transfer & exchange through social networks: Building foundations for a community of practice within tobacco control (2006) Implement Sci, 1 (1), p. 20; Norman, C.D., Using information technology to support smoking-related behaviour change: Web-assisted tobacco interventions (2007) Smok Cess Rounds, pp. 1-6. , http://www.smokingcessationrounds.ca/cgi-bin/templates/body/archives.cfm?displaySectionID=1146, URL; Cobb, N.K., Graham, A.L., Characterizing Internet searchers of smoking cessation information (2006) J Med Internet Res, 8 (3), pp. e17; Etter, J., Comparing the efficacy of two Internet-based, computer-tailored smoking cessation programs: A randomized trial (2005) J Med Internet Res, 7 (1), pp. e2; Feil, E.G., Response to CATCH-IT report by Cameron Norman: Evaluation of an Internet-based smoking cessation program: Lessons learned from a pilot study (2004) J Med Internet Res, 6 (4), pp. e48; Frisby, G., Bessell, T.L., Borland, R., Anderson, J.N., Smoking cessation and the Internet: A qualitative method examining online consumer behavior (2002) J Med Internet Res, 4 (2), pp. E8. , Nov 22;; Koo, M., Skinner, H., Improving Web searches: Case study of quit-smoking Web sites for teenagers (2003) J Med Internet Res, 5 (4), pp. e28. , Nov 14;; Norman, C., CATCH-IT report: Evaluation of an Internet-based smoking cessation program: lessons learned from a pilot study (2004) J Med Internet Res, 6 (4), pp. e47. , Dec 31;, discussion e48; Danaher, B.G., Boles, S.M., Akers, L., Gordon, J.S., Severson, H.H., Defining participant exposure measures in Web-based health behavior change programs (2006) J Med Internet Res, 8 (3), pp. e15; Graham, A.L., Papandonatos, G.D., Reliability of internet- versus telephone-administered questionnaires in a diverse sample of smokers (2008) J Med Internet Res, 10 (1), pp. e8; Saul, J.E., Schillo, B.A., Evered, S., Luxenberg, M.G., Kavanaugh, A., Cobb, N., Impact of a statewide Internet-based tobacco cessation intervention (2007) J Med Internet Res, 9 (3), pp. e28; International Telecommunications Union Global Statistics Page, , http://www.itu.int/ITU-D/ict/statistics/index.html, URL; http://www.itu.int/ITU-D/ict/statistics/index.html, URL; Whitehead, L.C., Methodological and ethical issues in Internet-mediated research in the field of health: An integrated review of the literature (2007) Soc Sci Med, 65 (4), pp. 782-791. , Aug;; Rogers, D., BAT embraces 'backdoor branding' (2001) The Guardian, , http://www.guardian.co.uk/media/2001/jan/24/marketingandpr.newmedia2, online edition;, URL; Rogers D. BAT lures young smokers with 'devious' online scheme. The Guardian, online edition; 2001. URL: http://www.guardian.co.uk/media/2001/jan/ 24/marketingandpr.newmedia; Carter, S.M., (2003) Going below the line: Creating transportable brands for Australia's dark market, 12, pp. 87-84; (2008) Global economic prospects 2008: Technology diffusion in the developing world, , The World Bank, Washington, DC: The World Bank;; Eysenbach, G., Medicine 2.0: Social networking, collaboration, participation, apomediation, and openness (2008) J Med Internet Res, 10 (3), pp. e22; Keelan, J., Pavri-Garcia, V., Tomlinson, G., Wilson, K., YouTube as a source of information on immunization: A content analysis (2007) JAMA, 298 (21), pp. 2482-2484. , Dec 5;; Freeman B, Chapman S. Is YouTube telling or selling you something? Tobacco content on the YouTube video-sharing website. Tob Control 2007 Jun;16(3):207-210; Danaei, G., Vander Hoorn, S., Lopez, A.D., Murray, C.J.L., Ezzati, M., Causes of cancer in the world: Comparative risk assessment of nine behavioural and environmental risk factors (2005) Lancet, 366 (9499), pp. 1784-1793. , Comparative Risk Assessment collaborating group Cancers, Nov 19;","Norman, C. D.; Dalla Lana School of Public Health, University of Toronto, 155 College Street, Toronto, ON M5T 3M7, Canada; email: cameron.norman@utoronto.ca",,,,,,,,14388871,,,19033147.0,English,J. Med. Internet Res.,Review,Final,Open Access,Scopus,2-s2.0-58849115034
Elliott J.R.,57203557770;,New tools for teaching chemical engineering thermodynamics,2008,"AIChE Annual Meeting, Conference Proceedings",,,,,,15.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952320947&partnerID=40&md5=b0a04701e4791401976c887ee4f4a598,"Chemical and Biomolecular Engineering Dept., University of Akron, Akron, OH 44325-3906, United States","Elliott, J.R., Chemical and Biomolecular Engineering Dept., University of Akron, Akron, OH 44325-3906, United States","The teaching toolbox described by Elliott and Lira (2000) has been expanded to include three new tools: molecular simulation, ConcepTesting, and a simplified version of the MOSCED model. The previous list of tools included: detailed derivations (e.g. Maxwell's relations), computational tools (calculator and xls), projects, homework, analogies, examples, tours, tests (including samples from past years), quizzes, and help sessions. Students were surveyed to rank these tools from ""most instructive"" to ""least."" The new tools are described briefly and the survey assessments are presented. The molecular simulation tool focuses on applets posted at: http://rheneas.eng. buffalo.edu/wiki/DMD. These applets provide visualization of molecular dynamics for ideal gases, hard spheres, and square-well spheres. The students are guided through several homework assignments in which they learn about temperature, energy, pressure, and system size. Further details are available online, so the remainder of this abstract focuses on the Simplified Separation of Cohesive Energy Density (SSCED). In the current work, the acidity and basicity parameters are adopted directly from the latest literature, but the polarity and dispersion parameters are lumped together and the total of all contributions is constrained to match the original Scatchard-Hildebrand solubility parameter. Three composition-dependent parameters of the MOSCED model are set to constants. In this way, the contrast between the physical interactions and the chemical interactions is more readily apparent and the model can be applied directly at all compositions in a self-consistent manner. Examples are given of in-class and exam assessments, along with homework assignments. The simplified model is intended to make the key concepts of hydrogen bonding accessible to any college student, including freshmen. ConcepTesting is demonstrated with in-class assessments of the SSCED model. ConcepTesting refers to an interactive form of class engagement especially as it applies to the use of student response ""clickers."" Students are prompted with multiple choice questions and their responses are instantly collected and displayed electronically. Students are encouraged to work in small groups (∼3) in developing their responses. A strict interpretation of ConcepTesting would limit questions to abstract conceptual content. In our implementation, we integrate conceptual content with more conventional examples and problem solving. This leads to a class that is continuously engaged.",Activity coefficient; ConcepTesting; Molecular dynamics; MOSCED,Applets; Chemical interactions; Cohesive energy density; College students; Computational tools; ConcepTesting; Dispersion parameters; Engineering thermodynamics; Hard spheres; Hildebrand solubility; Homework assignments; Hydrogen bondings; Ideal gas; Molecular simulations; MOSCED; Multiple choice questions; Physical interactions; Simplified models; Small groups; Square-well; Student response; System size; Abstracting; Alkalinity; Computer simulation; Equipment; Fruits; Hydrogen bonds; Molecular dynamics; Molecular structure; Surveys; Teaching; Thermodynamics; Visualization; Students,,,,,,,,,,,"Lazzaroni, M.J., Bush, D., Eckert, C.A., Frank, T.C., Gupta, S., Olson, J.D., (2005) Ind. Eng. Chem. Res., 44, p. 4075; Falconer, J.L., Chem. Eng. Ed., 38, pp. 64-2004; Elliott, J.R., (1993) Chem. Eng. Ed., 27, p. 44; Hansen, C.M., (2000) Hansen Solubility Parameters: A User's Handbook, , CRC Press, Boca Raton, Fla; Scatchard, G., (1931) Chem. Rev., 321; Hildebrand, J.H., Prausnitz, J.M., Scott, R.L., (1970) Regular and Related Solutions, , Van Nostrand-Reinhold, New York; Kamlet, M.J., Abboud, J.M., Abraham, M.H., Taft, R.W., (1983) J. Org. Chem., 48, p. 2877; Wertheim, M.S., (1984) J. Stat. Phys., 35, p. 19; Gross, J., Sadowski, G., (2001) Ind. Eng. Chem. Res., 40, p. 1244; Elliott, J.R., Suresh, S.J., Donohue, M.D., (1990) Ind. Eng. Chem. Res., 29, p. 1476; Klamt, A., (1995) J. Phys. Chem., 99, p. 2224","Elliott, J. R.; Chemical and Biomolecular Engineering Dept., University of Akron, Akron, OH 44325-3906, United States; email: jelliott@uakron.edu",,,,"2008 AIChE Annual Meeting, AIChE 100",16 November 2008 through 21 November 2008,"Philadelphia, PA",83913.0,,9780816910502,,,English,AIChE Annu. Meet. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-79952320947
"Lugarić L., Delimar M., Krajcar S., Rajšl I.",24438226200;6508358138;6602744903;24829645400;,Real-time student assessment using a system of RF clickers,2008,"Proceedings of the International Conference on Information Technology Interfaces, ITI",,, 4588387,83,88,,3.0,10.1109/ITI.2008.4588387,https://www.scopus.com/inward/record.uri?eid=2-s2.0-51949096050&doi=10.1109%2fITI.2008.4588387&partnerID=40&md5=518f2837f9c5d9aa975fb797b0835793,"University of Zagreb, FER, Unska 3, 10000 Zagreb, Croatia","Lugarić, L., University of Zagreb, FER, Unska 3, 10000 Zagreb, Croatia; Delimar, M., University of Zagreb, FER, Unska 3, 10000 Zagreb, Croatia; Krajcar, S., University of Zagreb, FER, Unska 3, 10000 Zagreb, Croatia; Rajšl, I., University of Zagreb, FER, Unska 3, 10000 Zagreb, Croatia","The paper presents an analysis of a one-semester technical course ""Electrical facilities"". The goal of the paper is to show how a system of real-time knowledge testing at undergraduate level, using a radio-frequency clicker system and conventional knowledge assessment methods, was implemented on a single course at the University of Zagreb. Using statistical analysis, students are clustered in groups to show the influence of clickers on the student population. It is shown that clickers have a faborable impact on students and work in accordance with each student's abilities, as confirmed using conventional assesment methods.",Interactive education; RF clickers; Student-response system,Information technology; Population statistics; Technology; Electrical facilities; Interactive education; International conferences; Knowledge assessment; Knowledge testing; Radio frequencies; RF clickers; Statistical analysis; Student assessment; Student-response system; Undergraduate level; Students,,,,,,,,,,,"Abrahamson, A.L., Teaching with classroom communication system- what it involved and why it works (1999) Annual Meeting of the American Educational Research Association, , San Diego, CA, April; Black, P., Wiliam, D., Inside the black box: Raising standards through classroom assessment; 1998, , http://www.pdkintl.org/kappan/kbla9810.htm, 28 Jan 2008; Beatty, I., (2004) Transforming student learning with classroom communication systems, , http://www.educause.edu/content.asp?page_id=666&ID=ERB0403&bhcp=1, 28 Jan 2008; Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips; CBE Life (2007) Sci Educ 2007, 6, pp. 9-20; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., and Wenk, L., Classtalk: A Classroom Communication System for Active Learning, Journal of Computing in Higher Educaion, 7, 3-47, 1996; Interwrite Cricket RF student response system, , http://www.interwritelearning.com/products/cricket, 28 Jan 2008; Krajcar, S., Importance of education as a generator of competition, invited lecture (2002) Meeting of Council for competitiveness, , May; Liu, T.-C., The Features and Potential of Interactive Response Systems (2003) International Conference on Computers in Education, , Hong Kong; Lugarić, L., Using ICT for transfer of knowledge with application in solving technical science problems, MIPRO 2005 XXVII (2005) International Convention MIPRO HU, pp. 84-89; Samson, G.E., Strykowski, B., Weinstein, T., Walberg, H.J., The effects of teacher questioning levels on student achievement: A quantitative synthesis (1987) Journal of Educational Research, 80 (5), pp. 290-295; Thomsen, N. Integrating the use of classroom performance systems in the elementary classroom, Emporia State University, Master Thesis, USA, 2006","Lugarić, L.; University of Zagreb, FER, Unska 3, 10000 Zagreb, Croatia; email: luka.lugaric@fer.hr",,,,ITI 2008 30th International Conference on Information Technology Interfaces,23 June 2008 through 26 June 2008,Cavtat/Dubrovnik,73575.0,13301012,9789537138127,,,English,Proc. Int. Conf. Inf. Technol. Interfaces ITI,Conference Paper,Final,,Scopus,2-s2.0-51949096050
[No author name available],[No author id available],"Proceedings of the International Conference on Information Technology Interfaces, ITI 2008",2008,"Proceedings of the International Conference on Information Technology Interfaces, ITI",,,,,,966.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-51949102665&partnerID=40&md5=d768f354d7e607c5d0472722e7324a4d,,,"The proceedings contain 146 papers. The topics discussed include: some analyses of interval data; clustering relational data; walking a tightrope: IT strategies for supporting university research, teaching & administration; from learning over e-learning to MyLearning; cloud computing - issues, research and implementations; enterprise-wide information logistics: conceptual foundations, technology enablers, and management challenges; an assessment of machine learning methods for robotic discovery; love emotions between Laura and Petrarca -an approach by mathematics and system dynamics; algorithmic art: technology, mathematics and art; real-time student assessment using a system of RF clickers; computerisation, data privacy and scientific excellence; where are we going?; 100 years of multivariate analysis; from the Mediterranean games split 1979 to the Beijing 2008 Olympic games; and knowledge assessment at the faculty of electrical engineering and computing.",,,,,,,,,,,,,,,,,,ITI 2008 30th International Conference on Information Technology Interfaces,23 June 2008 through 26 June 2008,Cavtat/Dubrovnik,73575.0,13301012,9789537138127,,,English,Proc. Int. Conf. Inf. Technol. Interfaces ITI,Conference Review,Final,,Scopus,2-s2.0-51949102665
Reif M.,57192411610;,Dealing with resistance to reform,2008,Physics Teacher,46,6,,381,382,,,10.1119/1.2971229,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006276912&doi=10.1119%2f1.2971229&partnerID=40&md5=5191fee357d870fa8eb460e2581b8b1a,"Ruamrudee International School, 6 Ramkhamhaeng 184 Road, Minburi, Bangkok, 10510, Thailand","Reif, M., Ruamrudee International School, 6 Ramkhamhaeng 184 Road, Minburi, Bangkok, 10510, Thailand","About the author: Any teacher, new or experienced, will at times face criticism, resistance, and even hostility from students, parents, and colleagues. An inexperienced teacher who runs a reformed classroom based on classroom discourse and ""interactive engagement,"" both of which may run counter to school culture, risks resistance or even outright revolt. In this essay, which grew out of discussions on the Modeling Instruction Program Listserv,1 Marc Reif shares some strategies that can be used to forestall or deal with classroom opposition. © 2008 American Association of Physics Teachers.",,,,,,,,,,,,,"http://modeling.asu.edu/; Mazur, E., (1997) Peer Instruction: A User's Manual, Series in Educational Innovation, , (Prentice Hall, Upper Saddle River, NJ,); Slater, T.F., 'When Is a Good Day Teaching a Bad Thing?' (2003) Phys. Teach, 41, pp. 437-438. , October, PHTEAH0031-921X","Reif, M.; Ruamrudee International School, 6 Ramkhamhaeng 184 Road, Thailand",,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Note,Final,,Scopus,2-s2.0-85006276912
Nelson C.E.,35318480600;,"Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions",2008,Integrative and Comparative Biology,48,2,,213,225,,48.0,10.1093/icb/icn027,https://www.scopus.com/inward/record.uri?eid=2-s2.0-49449093742&doi=10.1093%2ficb%2ficn027&partnerID=40&md5=e09be9883dc24f46653700eaf0e29a96,"Biology (Emeritus), Indiana University, 1001 E. 3rd Street, Bloomington, IN 47405, United States","Nelson, C.E., Biology (Emeritus), Indiana University, 1001 E. 3rd Street, Bloomington, IN 47405, United States","The strength of the evidence supporting evolution has increased markedly since the discovery of DNA but, paradoxically, public resistance to accepting evolution seems to have become stronger. A key dilemma is that science faculty have often continued to teach evolution ineffectively, even as the evidence that traditional ways of teaching are inferior has become stronger and stronger. Three pedagogical strategies that together can make a large difference in students' understanding and acceptance of evolution are extensive use of interactive engagement, a focus on critical thinking in science (especially on comparisons and explicit criteria) and using both of these in helping the students actively compare their initial conceptions (and publicly popular misconceptions) with more fully scientific conceptions. The conclusion that students' misconceptions must be dealt with systematically can be difficult for faculty who are teaching evolution since much of the students' resistance is framed in religious terms and one might be reluctant to address religious ideas in class. Applications to teaching evolution are illustrated with examples that address criteria and critical thinking, standard geology versus flood geology, evolutionary developmental biology versus organs of extreme perfection, and the importance of using humans as a central example. It is also helpful to bridge the false dichotomy, seen by many students, between atheistic evolution versus religious creationism. These applications are developed in detail and are intended to be sufficient to allow others to use these approaches in their teaching. Students and other faculty were quite supportive of these approaches as implemented in my classes. © The Author 2008. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved.",,,,,,,National Science Foundation,"• Carnegie Foundation for the Advancement of Teaching. 2007. Gallery of teaching and learning [classroom research projects]. Available from: http://gallery.carnegiefoundation.org/ • SOTL programs with diverse resources and links include Indiana University (Available from: www.indiana.edu/~sotl/) and Illinois State (Available from: http://www.sotl.ilstu.edu/resLinks/index.shtml). • Meeting abstracts for the new International Society for the Scholarship of Teaching and Learning. Available from: http://www.issotl.org/ conferences.html Compare your course designs with those at MIT: • MIT Open CourseWare. Available from: http://ocw.mit.edu/OcwWeb/web/home/home/index.htm [Lecture notes, exams, and other resources from more than 1800 courses spanning MIT’s entire curriculum.] Student and teacher conceptions in science: • Duit, Reinders. 2007. Bibliography – STCSE: Students’ and teachers’ conceptions and science education. Available from: www.ipn.uni-kiel.de/ aktuell/stcse/stcse.html [Searchable; 7700 citations.] Overviews of Alternative Assessment Approaches: • National Science Foundation. 1997. User-friendly handbook for mixed method evaluations. NSF97-153. Updated 5/00, p 131. Free PDF available from: www.ehr.nsf.gov/EHR/REC/pubs/NSF97-153/pdf/mm_eval.pdf • National Science Foundation. 2002. User-friendly handbook for project evaluation. Available from: http://www.nsf.gov/pubs/2002/nsf02057/ start.htm",,,,,"Alberts, B., A wakeup call for science faculty (2005) Cell, 123, pp. 739-741; Alters, B.J., (2005) Teaching biological evolution in higher education: Methodological, religious and nonreligious issues, , Sudbury MA, Jones and Bartlett; Alters, B.J., Nelson, C.E., Perspective: Teaching evolution in higher education (2002) Evolution, 56, pp. 1891-1901; Anderson, D.L., Fisher, K.M., Norman, G.J., Development and evaluation of the Conceptual Inventory of Natural Selection (2002) J Res Sci Teach, 39, pp. 952-978; Angelo, T.A., Cross, K.P., (1993) Classroom assessment techniques, , 2nd Edition. San Francisco CA, Jossey Bass; Arons, A.B., (1997) Teaching introductory physics, , New York: John Wiley & Sons; Baxter Magolda, M.B., (1999) Creating contexts for learning and self-authorship: Constructive developmental pedagogy, , Nashville TN, Vanderbilt University Press; Baxter Magolda, M.B., (2004) Making their own way: Narratives for transforming higher education to promote self-development, , Sterling VA, Stylus Publishing; Behe, M.J., (1996) Darwin's black box: The biochemical challenge to evolution, , New York: Free Press; Behe, M.J., The modern intelligent design hypothesis: Breaking rules (2003) God and design: The teleological argument and modern science, pp. 277-291. , Manson NA, editor, London: Routledge. p; Belenky, M., Clinchy, B., Goldberger, N., Tarule, J., (1986) Women's ways of knowing, , New York: Basic Books; (1999) Transforming undergraduate education in science, mathematics, engineering, and technology, , Committee on Undergraduate Science Education, Washington DC, National Academy Press; Cooper, J., Robinson, P., (1997) Small-group instruction: An annotated bibliography of science, mathematics, engineering and technology resources in higher education, , http://www.wcer.wisc.edu/archive/cl1/CL/resource/R1.asp, Available from; Cooper, J., Robinson, P., (1998) Small-group instruction in science, mathematics, engineering and technology (SMET) disciplines: A status report and an agenda for the future, , http://www.wcer.wisc.edu/archive/cl1/CL/resource/smallgrp.htm, Available from; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Amer J Physics, 69, pp. 970-977; Dobzhansky, T., Nothing in biology makes sense except in the light of evolution (1973) Amer Biol Teacher, 35, pp. 125-129; (2005) How students learn: Science in the classroom, , Donovan MS, Bransford JD, editors, Washington DC, National Academy Press; Duit, R., (2007) Bibliography - STCSE: Students' and teachers' conceptions and science education, , www.ipn.uni-kiel.de/aktuell/stcse/stcse.html, Available from; Duit, R., Treagust, D.F., Conceptual change: A powerful framework for improving science teaching and learning (2003) Int J Sci Educ, 25, pp. 671-688; Finster, D.C., Developmental instruction: Part II. Application of the Perry model to general chemistry (1991) J Chem Educ, 68, p. 753; Finster, D.C., New pathways for teaching chemistry: Reflective judgment in science (1992) Liberal Educ, 78, pp. 14-19; (2007) Evolution and the nature of science institutes, , http://www.indiana.edu/~ensiweb/home.html, Flammer L, Beard J, Nickels MK, Nelson CE, editors, Available from; Fullilove, R.E., Treisman, P.U., Mathematics achievement among African American undergraduates at the University of California, Berkeley: An evaluation of the Mathematics Workshop Program (1990) J Negro Educ, 59, pp. 463-478; Gardiner, L.F., (1994) Redesigning higher education: Producing dramatic gains in student learning, , Washington DC, George Washington University; (2001) The book of life, , Gould, SJ, editor, New York: WW Norton; Hake, R.R., Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am J Phys, 66, pp. 64-74; Hake, R.R., (2002) Lessons from the physics-education-reform effort, p. 5. , http://www.ecologyandsociety.org/vol5/iss2/art28, Ecol Soc, Available from; Handelsman, J., Scientific teaching (2004) Science, 304, pp. 521-522; Herreid, C.F., Using case studies in science - and still ""covering the content (2004) Team-based learning, pp. 205-114. , Michaelsen LK, Knight AB, Fink LD, editors, Sterling VA, Stylus. p; Herron, J.D., Piaget for chemists: Explaining what ""good"" students cannot understand (1975) J Chem Educ, 52, pp. 146-150; Herron, J.D., Piaget in the classroom: Guidelines for applications (1978) J Chem Educ, 55, pp. 165-170; Hofer, B., Pintrich, P., The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning (1997) Rev Educ Res, 67, pp. 88-140; Ingram, E.L., Nelson, C.E., Relationship between achievement and students' acceptance of evolution or creation in an upper-level evolution course (2005) J Res Sci Teach, 43, pp. 7-24; Jacobs, D.C., (2000) An alternative approach to general chemistry: Addressing the needs of at-risk students with cooperative learning strategies, , http://gallery.carnegiefoundation.org/djacobs/index2.htm, Available from; King, P.M., Kitchner, K.S., (1994) Developing reflexive judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults, , San Francisco CA, Jossey-Bass; Kloss, R.J., A nudge is best: Helping students through the Perry scheme of intellectual development (1994) Coll Teach, 42, pp. 151-158; Laws, P., Calculus-based physics without lectures (1991) Phys Today, 44, pp. 24-31; Laws, P., Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics courses (1997) Am J Phys, 65, pp. 13-21; Lawson, A.E., Predicting science achievement: The role of developmental level, disembedding ability, mental capacity, prior knowledge, and beliefs (1983) J Res Sci Teach, 20, pp. 117-129; Matsumura, M., (1995) Voices for evolution, , Revised edition. Berkeley CA, National Center for Science Education; Matzke, N., (2006) Flagellum evolution in Nature Reviews Microbiology. The Panda's Thumb: Entry 2576, , http://www.pandasthumb.org/archives/2006/09/flagellum_evolu.html, Available from; McKeachie, W.J., Lin, Y.G., Strayer, J., Creationist vs. evolutionary beliefs: Effects on learning biology (2002) Am Biol Teacher, 64, pp. 189-192; Michael, J.A., Modell, H.I., (2003) Active learning in secondary and college science classrooms, a working model for helping the learner to learn, , Mahwah NJ, Lawrence Erlbaum; Miller, K.R., (1999) Finding Darwin's God: A scientist's search for common ground between God and evolution, , New York: Cliff Street Books; Miller, K.R., Answering the biochemical argument from design (2003) God and design: The teleological argument and modern science, pp. 292-307. , Manson NA, editor, London: Routledge. p; Mindell, D.P., (2006) The evolving world: Evolution in everyday life, , Cambridge MA, Harvard University Press; Nelson, C.E., Creation, evolution, or both? A multiple model approach (1986) Science and creation: Geological, theological, and educational perspectives, pp. 128-159. , Hanson RW, editor, New York: Macmillan. p; Nelson, C.E., Student diversity requires different approaches to college teaching, even in math and science (1996) Am Behav Sci, 40, pp. 165-175; Nelson, C.E., On the persistence of unicorns: The tradeoff between content and critical thinking revisited (1999) The social worlds of higher education: Handbook for teaching in a new century, , Pescosolido BA, Aminzade R, editors, Thousand Oaks CA, Pine Forge Press; Nelson, C.E., Effective strategies for teaching evolution and other controversial subjects (2000) The creation controversy and the science classroom, pp. 19-50. , Skehan JW, Nelson CE, editors, Arlington VA, NSTA Press. p; Nelson, C.E., What is the most difficult step we must take to become great teachers? National Teaching Learning Forum (2001), 10, pp. 10-11; Nelson, C.E., Nickels, M.K., Using humans as a central example in teaching undergraduate biology labs (2001) Tested Studies for Laboratory Teaching, 22, pp. 332-365; Nickels, M.K., Nelson, C.E., Beware of nuts and bolts: Putting evolution back into the teaching of classification (2005) Am Biol Teacher, 67, pp. 289-295; Nickels, M.N., Nelson, C.E., Beard, J., Better biology teaching by emphasizing evolution and the nature of science (1996) Am Biol Teacher, 58, pp. 332-336; Pascarella, E.T., Terenzini, P.T., (2005) How college affects students: A third decade of research, , San Francisco CA, Jossey-Bass; Perry Jr., W.G., (1970) Forms of intellectual and ethical development in the college years, a scheme, , New York: Holt, Rinehart, and Winston; Perry Jr., W.G., (1981) Cognitive and ethical growth: The making of meaning, pp. 76-116. , Chickering AW, editor. The modern American college. San Francisco CA, Jossey-Bass. p; (2008) Pedagogies, , http://www.pkal.org/keywords/Pedagogies.cfm, Project Kaleidoscope, Available from; Scharmann, L.C., A proactive strategy for teaching evolution (2005) Am Biol Teacher, 67, pp. 12-16; Scharmann, L.C., Smith, M.U., James, M.C., Jensen, M., Explicit reflective nature of science instruction: Evolution, intelligent design, and umbrellalogy (2005) J Sci Teacher Educ, 16, pp. 27-41; Seymour, E., Hewitt, N.M., (1997) Talking about leaving: Why undergraduates leave the sciences, , Boulder CO, Westview Press; Sinatra GM, Brem SK, Evans EM. 2008. Changing minds? Implications of conceptual change for teaching and learning about biological evolution. Evolution: Education and Outreach. 1. [Published online 12 February 2008]; Smith, K.A., Sheppard, S.D., Johnson, D.W., Johnson, R.T., Pedagogies of engagement: Classroom-based practices (2005) J Eng Educ, 94, pp. 87-101; Springer, L., Stanne, M.E., Donovan, S.S., Effects of small-group learning on undergraduates in science, mathematics, engineering and technology, a meta-analysis (1997) Madison (WI): National Institute for Science Education, , University of Wisconsin; Sundberg, M.D., Strategies to help students change naive alternative conceptions about evolution and natural selection (2003) Reports of the National Center for Science Education, , http://www.ncseweb.org/newsletter.asp?curiss=38, 232, Available from; Sundberg, M.D., Dini, M.L., Science majors vs nonmajors: Is there a difference? (1993) J Coll Sci Teach, 22, pp. 299-304; Sundberg, M.D., Dini, M.L., Li, E., Improving student comprehension and attitudes in freshman biology by decreasing course content (1994) J Res Sci Teach, 31, pp. 679-693; Terenzini, P.T., Pascarella, E.T., Living with myths: Undergraduate education in America (1994) Change, 26, pp. 28-32; Treisman, U., Studying students studying calculus: A look at the lives of minority mathematics students in college (1992) Coll Math, J 23, pp. 362-372; Verhey, S.D., The effect of engaging prior learning on students' attitudes towards creationism and evolution (2005) Bioscience, 55, pp. 996-1003; Verhey, S.D., Correction (2005) Bioscience, 56, p. 285; Wilson, D.S., (2005) Evolution for everyone: How to increase acceptance of, interest in, and knowledge about evolution, , http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0030364, Available from Public Library Sci Biol; Wilson, D.S., (2007) Evolution for everyone: How Darwin's theory can change the way we think about our lives, , New York: Delacorte Press; Zielinski, T.J., Promoting higher-order thinking skills: Uses of Mathcad and classical chemical kinetics to foster student development (1995) J Chem Educ, 72, pp. 631-638; Zimmerman, M., (2006) The clergy letter project, , http://www.butler.edu/clergyproject/religion_science_collaboration.htm, cited August 6, 2007, Accessed August 6, 2007, from Butler University, Available from","Nelson, C. E.; Biology (Emeritus), Indiana University, 1001 E. 3rd Street, Bloomington, IN 47405, United States; email: nelson1@indiana.edu",,,,,,,,15407063,,,,English,Integr. Comp. Biol.,Conference Paper,Final,Open Access,Scopus,2-s2.0-49449093742
"Lohani V.K., Castles R., Lo J., Griffin H.",35518520400;23092927900;8580614500;35511997500;,Tablet PC applications in a large engineering program,2008,Computers in Education Journal,18,2,,52,63,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955965336&partnerID=40&md5=ebf0e023a3f22f438318e42174653e60,"Department of Engineering Education, United States; Department of Electrical and Computer Engineering, Virginia Tech, United States","Lohani, V.K., Department of Engineering Education, United States; Castles, R., Department of Electrical and Computer Engineering, Virginia Tech, United States; Lo, J., Department of Engineering Education, United States; Griffin, H., Department of Engineering Education, United States","A Tablet PC computing initiative was announced by Virginia Tech in summer 2006. Use of Tablet PC-based instruction was implemented in a freshman engineering course with about 1200 students in fall 2006. Examples of instructional activities included electronic note taking, use of inking features to review homework solutions and completing skeleton PowerPoint slides designed to increase the engagement level of students in a large classroom, and setting up online collaboration sessions to do group design project and problem solving activities. In addition, the Tablets helped students maintain an electronic log of their individual and group efforts in completing a 6-week long sustainable energy design project. A summary of assessment data from in-class clicker-based questions and end of semester course exit survey is presented to discuss the effectiveness of Tablet based instruction. Students liked electronic note taking features and quickly became proficient at setting up collaborative sessions using Tablet PC for design and problem solving activities and thought the Tablet PC was a good tool for that purpose. © 2011 National Association of Social Workers.",,Collaborative sessions; Design and problem-solving; Electronic log; Engagement levels; Freshman engineering course; Group Design; Large engineering programs; Note taking; Online collaboration; PC-based; Powerpoint; Semester course; Sustainable energy; Tablet PCs; Virginia Tech; Design; Problem solving; Students; Teaching; Personal computers,,,,,,,,,,,"Nystrom, L., (2006) College of Engineering Announces Alliance with Fujitsu and Microsoft, , News Story, Date: May 30; Lohani, V.K., Lo, J., Mullin, J., Muffo, J., Backert, R., Griffin, H., Transformation of a freshman year engineering course (2005) Proc. 2005 International Conference on Engineering Education, , July 25-29, Gilwice, Poland; Lo, J., Lohani, V.K., Griffin, O.H., Full implementation of a new format for freshmen engineering course (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition, , Chicago, IL, June 18-21, 2006; Berque, D.A., Prey, J., Reed, R.H., (2006) The Impact of Tablet PCs and Pen-based Technology on Education, p. 200. , editors, Purdue Univ. Press; Mullin, J., Kim, J., Lohani, V.K., Sustainable energy development project for engineering freshmen (2007) Proceedings 2007 ASEE Annual Conference, , June 24-27, 2007, Hawaii; Weaver, B., (2006) Student Minds and Pen Technologies: A Wonderful Pedagogical Marriage, The Impact of Tablet PCs and Pen-based Technology on Education, pp. 13-20. , Purdue Univ. Press, Indiana","Lohani, V.K.; Department of Engineering EducationUnited States",,,,,,,,10693769,,CEJOE,,English,Comput. Educ. J.,Review,Final,,Scopus,2-s2.0-77955965336
Shaw J.,8665289600;,"""Clicking"" with animals: A new clicker training certification program",2008,Veterinary Technician,29,2,,108,112,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-40449121166&partnerID=40&md5=2559122f9dfd3e61f2ef92c0b121ea58,"Purdue University, West Lafayette, IN, United States","Shaw, J., Purdue University, West Lafayette, IN, United States",[No abstract available],,Animalia,,,,,,,,,,,,"Shaw, J.; Purdue University, West Lafayette, IN, United States",,,,,,,,87508990,,,,English,Vet. Tech.,Review,Final,,Scopus,2-s2.0-40449121166
"Probst D., Waterman M.",7004199302;7101793200;,Preliminary results of using personal response systems (clickers) in a conceptual physics course,2008,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,8.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029096854&partnerID=40&md5=1e4ed5df8f86f39baacde6e1663a56d2,"Southeast Missouri State University; Department of Physics and Engineering Physics, Southeast Missouri State University; Department of Biology, Southeast Missouri State University","Probst, D., Southeast Missouri State University, Department of Physics and Engineering Physics, Southeast Missouri State University; Waterman, M., Southeast Missouri State University, Department of Biology, Southeast Missouri State University","We report the results of a study investigating the effectiveness of using a Personal Response System (clickers) in a conceptual physics course for non-science majors. In order to determine their effectiveness, clickers were used while teaching some concepts and not used while teaching others. We used the Force Concepts Inventory (FCI) as a pre-test and post-test to measure learning gains because most of the questions on the FCI test only one concept. By comparing learning gains for those concepts taught using the clickers with those taught without using them, the effectiveness of clickers in this type course was inferred. We found a statistically significant difference in the pre-test and post-test means for the sets of questions on the FCI that tested the concepts taught using the clickers, while no significant difference was found for the sets of questions that tested the concepts taught without using the clickers. This suggests that using clickers in a course like this does indeed improve learning. © American Society for Engineering Education, 2008.",,Engineering education; Testing; Learning gain; Personal response systems; Post test; Statistically significant difference; Teaching,,,,,,,,,,,"Beatty, I. D., W. J. Gerace, W. J. Leonard, and R. J. Dulfresne, Designing effective questions for classroom response system teaching, Am. J. Phys. 74, No. 1, January 2006, pp. 31-39. See also references therein; Mazur, E., (1997) Peer Instruction: A User's Manual, Prentice Hall: Upper Saddle Ridge, , NJ; Hestenes, D, M. Wells, and G. Swackhamer, Force Concept Inventory, The Physics Teacher, 30, March 1992, pp. 141-158. See also http://modeling.la.asu.edu/R&E/Research,html; See revised Table I in Reference 3 above at http://modeling.la.asu.edu/ R&E/Research.html","Probst, D.; Southeast Missouri State UniversityUnited States",,,American Society for Engineering Education,2008 ASEE Annual Conference and Exposition,22 June 2008 through 24 June 2008,"Pittsburg, PA",74008.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029096854
"Cain J., Robinson E.",9247844700;7402134864;,A primer on audience response systems: Current applications and future considerations,2008,American Journal of Pharmaceutical Education,72,4, 77,,,,61.0,10.5688/aj720477,https://www.scopus.com/inward/record.uri?eid=2-s2.0-50049132356&doi=10.5688%2faj720477&partnerID=40&md5=08f5caa41d539cd2fba8dfa28db0ffb8,"College of Pharmacy, University of Kentucky; School of Pharmacy, Western New England College; 301A College of Pharmacy Building, 725 Rose Street, Lexington, KY 40536-0082, United States","Cain, J., College of Pharmacy, University of Kentucky, 301A College of Pharmacy Building, 725 Rose Street, Lexington, KY 40536-0082, United States; Robinson, E., School of Pharmacy, Western New England College","Audience response systems (ARSs) are an increasingly popular tool in higher education for promoting interactivity, gathering feedback, preassessing knowledge, and assessing students' understanding of lecture concepts. Instructors in numerous disciplines are realizing the pedagogical value of these systems. Actual research on ARS usage within pharmacy education is sparse. In this paper, the health professions literature on uses of ARSs is reviewed and a primer on the issues, benefits, and potential uses within pharmacy education is presented. Future areas of educational research on ARS instructional strategies are also suggested.",Audience response system; Technology; Technology-enhanced learning,"allied health education; audience response system; educational technology; information system; information technology; learning; pharmacy; review; comprehension; computer interface; computer program; cooperation; economics; education; educational technology; feedback system; human; information retrieval; instrumentation; methodology; pharmacy student; program development; teaching; university; Comprehension; Computer-Assisted Instruction; Cooperative Behavior; Education, Pharmacy; Educational Measurement; Educational Technology; Faculty; Feedback; Humans; Information Storage and Retrieval; Program Development; Software; Students, Pharmacy; User-Computer Interface",,,,,,,,,,,"Abrahamson, L., A brief history of networked classrooms: Effects, cases, pedagogy, and implications (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 1-25. , Banks DA, ed, Hershey, PA: Information Science Publishing;; Burnstein, R.A., Lederman, L.M., The use and evolution of an audience response system (2006) Audience Response Systems in Higher Education: Applications and Cases, pp. 40-52. , Banks DA, ed, Hershey, PA: Information Science Publishing;; Brezis, M., Cohen, R., Interactive learning in medicine: Socrates in electronic clothes (2004) Q J Med, 97, pp. 47-51; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J Comput Assisted Learning, 20, pp. 81-94; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) J Comput Assisted Learning, 21, pp. 260-268; Stuart, S.A.J., Brown, M.I., Draper, S.W., Using an electronic voting system in logic lectures: One practitioner's application (2004) J Comput Assisted Learning, 20, pp. 95-102; Preszler, R.W., Dawe, A., Shuster, C.B., Shuster, M., Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses (2007) Life Sci Educ, 6, pp. 29-41; Lowery, R.C., Teaching and learning with interactive student response systems: A comparison of commercial products in the higher-education market (2005) Annual meeting of the Southwester Social Science Association and its affiliates, , Paper presented at: March 23-26, New Orleans, LA; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am J Pharm Educ, 68, pp. 1-9; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Aust J Educ Technol, 18, pp. 13-23; Jones, C., Connolly, M., Gear, A., Read, M., Group interactive learning with group process support technology (2001) Br J Educ Technol, 32, pp. 571-586; Gentry, D., Using audience response systems in FCS (2007) J Fam Comp Sci, 99, pp. 42-44; Trees, A.R., Jackson, M.H., The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems (2007) Learn Media Technol, 32, pp. 21-40; Herreid, C.F., Clicker cases: Introducing case study teaching into large classrooms (2006) J Coll Sci Teach, 36, pp. 43-47; Caldwell JE. Clickers in the large classroom: current research and best-practice tips. CBE Life Sci Educ. 2007;6:9-20; Steinert, Y., Snell, L., Interactive lecturing: Strategies for increasing participation in large group presentations (1999) Med Teach, 21, pp. 37-42; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) J Dent Educ, 69, pp. 378-381; Hatch, J., Jensen, M., Moore, R., Manna from heaven or ""clickers"" from hell (2005) J Coll Sci Teach, 24, pp. 36-39; Beekes, W., The 'Millionaire' method for encouraging participation (2006) Active Learning High Educ, 7, pp. 25-36; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, p. 3; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am J Phys, 74, pp. 3-39; Fitch, J.L., Student feedback in the college classroom: A technology solution (2004) Educ Technol Res Dev, 52, pp. 71-81; Elliott, C., Using a personal response system in economics teaching (2003) Int Rev Econ Educ, 1, pp. 80-86; Knight, J.K., Wood, W., Teaching more by lecturing less (2005) Cell Biol Educ, 4, pp. 298-310; Bunce, D.M., VandenPlas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) J Chem Educ, 83, pp. 488-493; Trapskin, P.J., Smith, K.M., Armitstead, J.A., Davis, G.A., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) Am J Pharm Educ, 69, pp. 190-197; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Pradhan, A., Sparano, D., Ananth, C.V., The influence of an audience response system on knowledge retention: An application to resident education (2005) Am J Obstet Gynecol, 193, pp. 1827-1830; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for continuing education of health professionals (2003) J Continuing Educ Health Professions, 23, pp. 109-115; Copeland, H.L., Stoller, J.K., Hewson, M., Making the continuing medical education lecture effective (1998) J Continuing Educ Health Professions, 18, pp. 227-234; Robinson, E., Cain, J., Do you know what your students know? Using response stations to engage your students (2007) Annual Meeting of the American Association of Colleges of Pharmacy, , Orlando, FL; July 16; Clark, R.E., Media will never influence learning (1994) Educ Technol Res Dev, 42, pp. 21-29","Cain, J.; 301A College of Pharmacy Building, 725 Rose Street, Lexington, KY 40536-0082, United States; email: jjcain00@email.uky.edu",,,American Association of Colleges of Pharmacy,,,,,00029459,,,19002277.0,English,Am. J. Pharm. Educ.,Review,Final,Open Access,Scopus,2-s2.0-50049132356
"Lorimer J., Hilliard A.",26039362100;26039244400;,What is your response? It's time to get personal,2008,"Proceedings of the 7th European Conference on e-Learning, ECEL 2008",2,,,123,134,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892480662&partnerID=40&md5=52fe6f181cabcc52e503cb09cfa645bc,"University of Hertfordshire, Hatfield, United Kingdom","Lorimer, J., University of Hertfordshire, Hatfield, United Kingdom; Hilliard, A., University of Hertfordshire, Hatfield, United Kingdom","This paper describes a study which used a personal response system (PRS) for formative assessment and feedback during taught sessions. The aim of the study being to see whether there was a positive impact on the students' final grades in the end of module summative multiple choice question assessment. Previous research into the use of a PRS demonstrated the effectiveness of the tool to increase classroom interactivity. On evaluation, 98.5% of students identified the PRS as being easy to use, 92.5% perceived that the PRS was beneficial to their learning and 86.5% stated that it was a useful tool for preparation for examination. At the beginning of the module each student was issued with an individual, identifiable handset, which was programmed with a unique code. During the module delivery, six to eight multiple choice questions were given to the students each week as formative assessment on the topic covered. The data was saved and collated. The formative scores were then made available to the students to enable them to monitor their own progress. Each handset was linked to a database which contained the students' demographic details. This process allowed the module leader to identify individual student achievement. Student confidentiality was maintained, as the formative scores were released only using the unique code. The aim of the study is to identify whether the teaching and learning strategy improved overall cohort achievement in comparison to the previous cohort. Additional objectives being to discern whether the individual PRS scores can be used to predict individual student performance at summative MCQ examination, and whether attendance at the PRS sessions was in itself an indicator of success.",Blended learning; Course design; Formative assessment; Personal response system,Curricula; E-learning; Teaching; Telephone sets; Tools; Blended learning; Course design; Formative assessment; Multiple choice questions; Personal response systems; Student achievement; Student performance; Teaching and learning strategy; Students,,,,,,,,,,,"Bostock, S., Constructivism in Mass Higher Education (1998) A Case Study British Journal of Educational Technology, 29 (3), pp. 225-240; Draper, S.B.M., Increasing Interactivity in Lectures using an Electronic Voting System (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Kennedy, G.E., Cutts, Q.I., The Association between Students' use of an Electronic Voting System and Their Learning Outcomes (2005) Journal of Competer Assisted Learning, 21, pp. 260-268; Kirby, A., Mcelroy, B., The Effect of Attendance on Grade for First Year Economics Students in University College Cork (2003) The Economic and Social Review, 34 (3), pp. 311-326. , Winter; Marburger, R.D., Absenteeism and Undergraduate Exam Performance (2001) Journal of Economic Education, 32, pp. 99-109. , Spring; Martyn, M., Clickers in the Classroom: An Active Learning Approach Educause Quarterly (2007), 30 (2); Masikunas, G., Panayiotidis, A., Burke, L., The use of Electronic Voting Systems in Lectures within Business and Marketing: A Case Study of Their Impact on Student Learning (2007) ALT-J Research in Learning Technology, 15 (1), pp. 3-20. , March; Nichol, D., Laying a Foundation for Lifelong Learning: Case Studies of E-assessment in Large 1st Year Classes British (2007) Journal of Educational Technology, 38 (4), pp. 668-678; Park, K.H., Kerr, P., Determinants of Economic Performance: A Multinomial Logit Approach (1990) Journal of Economic Education, 21, pp. 101-111. , Spring; Romer, D., Do students go to class? Should they? (1993) Journal of Economic Perspectives, 7 (3), pp. 167-174; Stuart, S., Draper, B.M., Using an Electronic Voting System in Logic lectures: One Practitioner's Application (2004) Journal of Computer Assisted Learning, 20, pp. 95-102; Schmidt, T.R., Who maximises what? A Study in student time allocation (1983) American Economic Review, 73 (2), pp. 23-28; Trees, A., Jackson, M., The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University-Level Courses using Student Response Systems (2007) Learning Media and Technology, 32 (1), pp. 21-40; Yorke, M., Longden, B., Retention and Student Success in Higher Education (2004), Berkshire Open University Press, McGraw-Hill Education",,,,Academic Conferences Limited,"7th European Conference on e-Learning, ECEL 2008",6 November 2008 through 7 November 2008,Agia Napa,103307.0,,,,,English,"Proc. Euro. Conf. e-Learn., ECEL",Conference Paper,Final,,Scopus,2-s2.0-84892480662
"Makri-Botsari E., Psycharis S.",36544115900;25654161400;,"Enhancing motivation, school competence and self-perception of physics in the environment of the cognitive tutor CTAT during physics instruction",2008,Communications in Computer and Information Science,19,,,342,353,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869389331&partnerID=40&md5=be9616477dc302bfee1e44a7cda3d145,"School of Pedagogical and Technological Education (ASPETE), Greece; University of the Aegean, Department of Education, School of Pedagogical and Technological Education (ASPETE), Greece","Makri-Botsari, E., School of Pedagogical and Technological Education (ASPETE), Greece; Psycharis, S., University of the Aegean, Department of Education, School of Pedagogical and Technological Education (ASPETE), Greece","Recently, a number of factors have prompted change in the teaching –learning sequences in general and in particular in Physics. These factors include: 1) results from physics education research, 2) ICT as a teaching tool, and 3) concerns about the physics content knowledge. These factors provide the impulse to scientists in education research to focus on conceptual understanding and the cognitive skills required to understand and apply physics concepts, interactive engagement methods, teaching physics in different contexts and the use of ICT in the teaching learning sequence. Intelligent tutoring systems and Cognitive tutors are highly interactive learning environments based on cognitive psychology theory of problem solving and learning and they have been proved to improve classroom instruction. In this paper we investigate the use of the cognitive tutor authoring tool (CTAT) in order to address issues concerning: the influence of CTAT on structures like: academic Intrinsic Motivation,General School Competence, Competence of Physics, and Self esteem. Data were collected with respect to the above mentioned variables and our results provide indications that the teaching process through CTAT influences academic motivations, competence in physics and scholastic competence. © Springer-Verlag Berlin Heidelberg 2008.",physics; Cognitive tutors; Motivation; School competence; Self-perception,Cognitive systems; Computer aided instruction; Motivation; Teaching; <sub>physics</sub>; Classroom instruction; Cognitive Tutors; Conceptual understanding; Intelligent tutoring system; Interactive engagements; Interactive learning environment; School competence; Education,,,,,,,,,,,"Alsop, S., Meeting the needs of lifelong learners: Recognizing a conative dimension in physics education (2000) Phys. Educ., 35, pp. 202-208; Anderson, J.R., Corbett, A.T., Koedinger, K.R., Pelletier, R., Cognitive tutors: Lessons learned (1995) The Journal of the Learning Sciences, 4 (2); Bliss, J., Ogborn, J., (1977) Students’ Reaction to Undergraduate Science, , Heinemann Educational Books, London; Chi, M.T.H., Bassok, M., Lewis, M.W., Reimann, P., Glaser, R., Self-explanations: How students study and use examples in learning to solve problems (1989) Cognitive Science, 13 (2); Chissick, N., (2002) Factors Affecting the Implementation of Reforms in School Mathematics, , Proceedings of the Annual Meetinh of the international group for the Psychology of Mathematics Education, Norwich, England; Davis, J., Brember, I., Self-esteem and national tests in years 2 and 6: A 4-year longitudinal study (1999) Educational Psychology, 19, pp. 337-345; Deci, E.L., Koestner, R., Ryan, R.M., Extrinsic rewards and intrinsic motivation in education: Reconsidered once again (2001) Review of Educational Research, 71, pp. 1-27; Deci, E.L., Ryan, R.M., Overview of self-determination theory: An organismic dialectical perspective (2004) Handbook of Self-Determination Research, pp. 3-33. , Deci, E.L., Ryan, R.M. (eds.), The University of Rochester Press, Rochester; Fontaine, A.M., Self-concept and motivation during adolescence: Their influence on school achievement (1994) The Self in European and North-American Culture: Development and Processes, pp. 205-217. , Oosterwegel, A., Wicklund, R.A. (eds.), Kluwer Academic Publishers, Amsterdam; Frederick-Recascino, C.M., Self-determination theory and participation motivation research in the sport and exercise domain (2004) Handbook of Self-Determination Research, pp. 277-294. , Deci, E.L., Ryan, R.M. (eds.), The University of Rochester Press, Rochester; (2002) Girep-Research Group on Physics Teaching, , http://www.pef.uni-lj.si/~girep/, December 30; Greca, I.M., Moreira, M.A., Mental models, conceptual models, and modeling (2000) Int. J. Sci. Educ, 22, pp. 1-11; Gottfried, A.E., Academic intrinsic motivation in young elementary school children (1990) Journal of Educational Psychology, 82, pp. 525-538; Harter, S., A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components (1981) Developmental Psychology, 17, pp. 300-312; Harter, S., Connell, J.P., A model of children’s achievement and related self- perceptions of competence, control and motivational orientation (1984) Advances in Motivation and Achievement, pp. 219-250. , Nicholls, J. (ed.), JAI Press, Greenwich; Harter, S., (1988) Manual for the Self-Perception Profile for Adolescents, , University of Denver Press, Denver; Hattie, J., (1992) Self-Concept, , Erlbaum, Hillsdale; (2002) International Commission on Physics Education, , http://www.physics.umd.edu/ripe/icpe/, December 30; Johnson, B., (1993) Teacher as Researcher. Clearinghouse on Teacher Education, , ERIC Document Reproduction Service No. ED 355205, Washington D.C; Koedinger, K.R., Anderson, J.R., Hadley, W.H., Mark, M.A., Intelligent tutoring goes to school in the big city (1997) International Journal of Artificial Intelligence in Education, 8; Koedinger, K.R., Aleven, V., Heffernan, N., Toward a rapid development environment for Cognitive Tutors (2003) Artificial Intelligence in Education, Proc. of AIED 2003, , Hoppe, U., Verdejo, F., Kay, J. (eds.), IOS Press, Amsterdam; Koedinger, K.R., Aleven, V., Exploring the Assistance Dilemma in Experiments with Cognitive Tutors (2007) Educational Psychology Review, 19; Makri-Botsari, E., Academic intrinsic motivation: Developmental differences and relations to perceived scholastic competence, locus of control and achievement (1999) Evaluation and Research in Education, 13, pp. 157-171; Makri-Botsari, E., (2001) The Way I Perceive Myself – III: A Scale for Assessing Self-Perception and Self-Esteem of Junior High School Children, , Greek Letters, Athens, (in Greek); Makri-Botsari, E., Causal links between academic intrinsic motivation, self-esteem, and unconditional acceptance by teachers in high school students (2001) International Perspectives on Individual Differences. Self-Perception, 2. , Riding, R., Rayner, S. (eds.), Ablex Publishing, CT; Makri-Botsari, E., Megari, E., Lifelong Learning and Intrinsic Motivation (2001) Continuing Education and Lifelong Learning: International Experience and Greek Perspective, Atrapos, Athens, pp. 316-329. , Haris, K., Petroulakis, N., Nikodemos, S. (eds.), (in Greek); Makri-Botsari, E., Psycharis, S., An e-Learning Model in the Educational System: Determinants and Parameters of its Application in Teacher Training (2006) The Schooll in the Information and Multicultural Society, pp. 321-332. , Hatzidimou, D., Vitsilaki, C. (eds.), Kyriakidis Publications, Thessalonica; Marsh, H.W., The structure of academic self-concept, the Marsh/Shavelson model (1990) Journal of Educational Psychology, 82, pp. 623-636; Miltiadou, M., Savenye, W.C., Applying Social Cognitive Constructs of Motivation to Enhance Student Success (2004) Online Distance Education, , http://www.aace.org/pubs/etr/issue4/miltiadou2.pdf; Murray, T., Authoring intelligent tutoring systems: An analysis of the state of the art (1999) International Journal of Artificial Intelligence in Education, 10; Park, J., Kim, I., Kim, M., Lee, M., Analysis of students’ processes of confirmation and falsification of their prior ideas about electrostatics (2001) Int. J. Sci. Educ., 23, pp. 1219-1236; Pajares, F., Miller, M.D., Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis (1994) Journal of Educational Psychology, 86, pp. 193-203; Pajares, F., Schunk, D., Self-beliefs and school success: Self-Efficacy (2001) Self-Concept and School Achievement, pp. 239-266. , http://www.emory.edu/EDUCATION/mfp/PajaresSchunk2001.html, Riding, R., Rayner, S. (eds.), Ablex Publishing, London; Pierce, W.D., Cameron, J., Banko, K.M., So, S., Positive effects of rewards and performance standards on intrinsic motivation (2003) The Psychological Record, 53, pp. 561-578; Pintrich, P.R., Schunk, D.H., (1996) Motivation in Education: Theory, Research, and Practice, , Prentice Hall, Englewood Cliffs; Prosser, M., Walker, P., Millar, R., Differences in students’ perceptions of learning physics (1996) Physics Education, 31 (1); Psycharis, S., Makri-Botsari, E., Paraskeva, F., Computer simulation: Before or after the instruction? A didactic approach for teaching the process of matter phase changes to students (2006) International Journal of Learning, 12 (8). , 1447-9494.2006; Rogers, C., (1961) On Becoming a Person, , Houghton Mifflin, Boston; Rogers, C., Retrospect (1974) American Psychology, 29, pp. 115-116; Ryan, R.M., Deci, E.L., Intrinsic and extrinsic motivations: Classic definitions and new directions (2000) Contemporary Educational Psychology, 25, pp. 54-67; Skaalvik, E.M., Hagvet, K.A., Academic achievement and self-concept: Na analysis of causal predominance in a developmental perspective (1990) Journal of Personality and Social Psychology, 58 (2), pp. 292-307; Snyder, J.L., An investigation of the knowledge structures of experts, intermediates and novices in physics (2000) Int. J. Sci. Educ, 22, pp. 292-979; Swann, W., Chang-Schneider, C., Larsen McClarty, K., Do People’s Self-Views Matter? Self-Concept and Self-Esteem in Everyday Life (2007) American Psychologist, 62 (2), pp. 84-94; Taber, K.S., Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure (2000) Int. J. Sci. Educ., 22, pp. 399-417; Thacker, B.A., Ganiel, U., Boys, D., Macroscopic phenomena and microscopic processes: Student understanding of transients in direct current electric circuits (1999) Phys. Educ. Res., Am. J. Phys. Suppl, 67, pp. 25-31; Thacker, B., Recent advances in classroom physics (2003) Reports Progress in Physics, 66; Vanlehn, K., The behavior of tutoring systems (2006) International Journal of Artificial Intelligence in Education, 16; Venkatesh, V., Creation of favorable user perceptions: Exploring the role of intrinsic motivation (1999) Management Information Systems Quarterly, 23, pp. 239-263; Weiler, A., Information-Seeking Behavior in Generation Y Students: Motivation, Critical Thinking, and Learning Theory (2004) The Journal of Academic Librarianship, 31 (1), pp. 46-53; Yeung, A.S., Wong, E., Teacher Self-concept Enhancement: Effects of an In- Service Training Program in Hong Kong (2004) The Hong Kong Institute of Education, Hong Kong; Zimmerman, B.J., Bandura, A., Impact of self-regulatory influences on writing course attainment (1994) American Educational Research Journal, 31, pp. 845-862",,Tennyson R.D.Lytras M.D.Carroll J.M.Ordonez De Pablos P.Avison D.Damiani E.Vossen G.,Inderscience Publishers,Springer Verlag,"1st World Summit on the Knowledge Society, WSKS 2008",24 September 2008 through 26 September 2008,Athens,195009.0,18650929,9783540877820,,,English,Commun. Comput. Info. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84869389331
"Markey M., Schmidt K.",6603811558;7403914973;,Relationship between learning style preferences and instructional technology usage,2008,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,12.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029088566&partnerID=40&md5=3dc6e8d9a28cfe1126685e237325ca70,"University of Texas, Austin, United States; University of Texas, Department of Biomedical Engineering, UT M. D. Anderson Cancer Center; Faculty Innovation Center, Cockrell School of Engineering, University of Texas, Austin, United States; University of Texas, Department of Biomedical Engineering","Markey, M., University of Texas, Austin, United States, University of Texas, Department of Biomedical Engineering, UT M. D. Anderson Cancer Center, University of Texas, Department of Biomedical Engineering; Schmidt, K., University of Texas, Austin, United States, Faculty Innovation Center, Cockrell School of Engineering, University of Texas, Austin, United States","We have been studying engineering students' learning in both undergraduate and graduate courses on probability and statistics as part of the biomedical engineering curriculum. These courses employ a scaffold of multiple instructional technologies including the course management system, BlackBoard®, hyperlinked PowerPoint® notes, Classroom Performance System (CPS) technology, and ""real-world"" MATLAB®-intensive problems. The goal of this study is to determine if students with different learning styles (e.g., active vs. reflective learners) have different usage patterns of and derive different benefits from the instructional technologies. We also compare the learning styles of this sample of biomedical engineering students to the existing literature and explore if there are relationships between factors such as learning style, grades and graduate vs. undergraduate status. We present an analysis of Learning Styles Inventory data, survey data on instructional technology perceptions, usage statistics collected from the course management system, and outcome data. In addition, we provide suggestions on how to align instructional strategies (such as interactions between students and interaction with professor) with learning preferences. Copyright © 2008 American Society for Engineering Education.",,Biomedical engineering; Education; Information management; Scaffolds; Students; Teaching; Biomedical engineering curriculum; Classroom performance systems; Course management systems; Instructional strategy; Instructional technology; Learning preferences; Learning styles inventories; Probability and statistics; Engineering education,,,,,,,,,,,"Angelo, T.A., Seven Shifts and Seven Levers: Developing More Productive Learning Communities (1996) (Website) The National Teaching and Learning Forum, , http://www.ntlf.com/html/pi/9612/sev-lev.htm, accessed January 10, 2008; Markey, M.K., Schmidt, K.J., Salividar, M.G., Developing an Instructional Technology Scaffold for Reinforcing Learning on Probability and Statistics (2005) Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition, , Portland, OR; Markey, M.K., Schmidt, K.J., Assessing an Instructional Technology for Learning Probability and Statistics (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference & Exposition, , Paper No 2006-123, Chicago, IL; Grasha, A.F., Yangarber-Hicks, N., Integrating Teaching Styles and Learning Styles with Instructional Technology (2000) College Teaching, 48 (1), pp. 2-9; Young, M., Klemz, R., Murphy, J., Enhancing Learning Outcomes: The Effects of Instructional Technology, Learning Styles, Instructional Methods, and Student Behavior (2003) Journal of Marketing Education, 25 (2), pp. 130-142; The Math Works, , http://www.mathworks.com/products/MATLAB®/descriptionl.html, accessed January 10, 2008; Kolb, D., (1984) Experiential Learning: Experience as the Source of Learning and Development, , Prentice-Hall, Inc, Englewood Cliffs, New Jersey; Felder, R.M., Spurlin, J., Applications, Reliability, and Validity of Learning Styles (2005) International Journal of Engineering Education, 21 (1), pp. 103-112; Felder, D.M., Felder, G.N., Dietz, E.J., A Longitudinal Study of Engineering Student Performance and Retention V. Comparisons with Traditionally Taught Students (1998) Journal of Engineering Education, 87 (4), pp. 469-480; Dee, K.C., Nauman, E.A., Livesay, G.A., Rice, J., Research Report: Learning Styles of Biomedical Engineering Students (2002) Journal of Biomedical Engineering, 30, pp. 1100-1106; Felder, R.M., Matters of Style (1996) ASEE Prism, December Issue, pp. 18-23; Zwyno, M., Instructional Technology, Learning Styles and Academic Achievement (2002) Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition, , Paper No 2422, Montreal, Canada; Dillion, A., Gabbard, R., A Review of the Quantitative Research Literature on Learner Comprehension, Control and Style (1998) Review of Educational Research, 68 (3), pp. 322-349","Markey, M.; University of Texas, Austin, United States",,,American Society for Engineering Education,2008 ASEE Annual Conference and Exposition,22 June 2008 through 24 June 2008,"Pittsburg, PA",74008.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029088566
"Nayak L., Erinjeri J.P.",55646042900;7801474103;,Audience response systems in medical student education benefit learners and presenters.,2008,Academic radiology,15,3,,383,389,,44.0,10.1016/j.acra.2007.09.021,https://www.scopus.com/inward/record.uri?eid=2-s2.0-44449151677&doi=10.1016%2fj.acra.2007.09.021&partnerID=40&md5=db1c420464cb3aeb5ebfe356964564e2,"Mallinckrodt Institute of Radiology, Washington University School of Medicine, 510 South Kingshighway Blvd., Campus Box 8131, Saint Louis, MO 63110, USA.","Nayak, L., Mallinckrodt Institute of Radiology, Washington University School of Medicine, 510 South Kingshighway Blvd., Campus Box 8131, Saint Louis, MO 63110, USA.; Erinjeri, J.P., Mallinckrodt Institute of Radiology, Washington University School of Medicine, 510 South Kingshighway Blvd., Campus Box 8131, Saint Louis, MO 63110, USA.","RATIONALE AND OBJECTIVES: We sought to assess how the use of an audience response system (ARS) in medical student radiology instruction affects the self-confidence, ability to gauge mastery, and insights for future preparation in students when they participate as audience members and when they give peer teaching presentations. MATERIALS AND METHODS: Twenty-seven medical students discussed radiology case files in groups and used an ARS to present their assigned cases to peers. Students' views of interactive audience response versus traditional pedagogy were surveyed using a 5-point Likert scale (1, strongly agree; 2, agree; 3, neither agree nor disagree; 4, disagree; 5, strongly disagree). RESULTS: Students reported that instruction with interactive ARS lectures gave them more confidence to verbally answer questions in subsequent lectures when compared to instruction with standard didactic lectures, where a presenter asks questions and a single student responds (2.35 versus 3.14, p < .024). Students found it easier to gauge their level of mastery of material by answering ARS questions than by hearing classmates' verbal responses to questions posed in lecture (1.77 versus 2.68, p < .002). When giving peer teaching presentations, students reported that the ARS lecture format helped them to gauge their audience's level of understanding (1.55, 95% CI [1.27-1.82], p < .001). CONCLUSION: Radiology instruction utilizing an ARS can help build students' confidence, knowledge of self-mastery, and insights for future studying. Similarly, student presenters using an ARS improve their confidence, better gauge their audience, and develop helpful insights for future teaching presentations.",,"article; attitude; comparative study; education; human; human relation; interpersonal communication; medical education; medical student; methodology; microcomputer; peer group; radiology; self concept; self evaluation; teaching; Attitude; Communication; Computers, Handheld; Education, Medical; Educational Measurement; Humans; Interpersonal Relations; Peer Group; Radiology; Self Assessment (Psychology); Self Efficacy; Students, Medical; Teaching",,,,,,,,,,,,"Nayak, L.",,,,,,,,10766332,,,18348839.0,English,Acad Radiol,Note,Final,,Scopus,2-s2.0-44449151677
"Linsey T., Panayiotidis A., Ooms A.",55275870700;35146453700;9435821100;,Integrating the in-classroom use of mobile technologies within a blended learning model,2008,"Proceedings of the 7th European Conference on e-Learning, ECEL 2008",2,,,118,122,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896301209&partnerID=40&md5=0a2acb819c9d92ccc3caa0154d0c8b1b,"Kingston University, United Kingdom","Linsey, T., Kingston University, United Kingdom; Panayiotidis, A., Kingston University, United Kingdom; Ooms, A., Kingston University, United Kingdom","The paper presents the key findings of a Higher Education Academy Pathfinder research project that investigated the in-classroom use of mobile technologies to support formative assessment in the context of an institutional blended learning strategy. Technologies used included electronic voting systems, mobile phones and inbound SMS messaging, Tablet PC's, interactive tablets and podcasting and audio technologies. The rationale to the project was that rapid in-class feedback would help students focus their learning on areas of weakness and diminish misunderstandings. From the staff perspective it was considered that rapid feedback would enable the teacher to more rapidly identify students' misconceptions and challenges, and be able to adapt teaching practices and where necessary the blended learning approach. Thirteen academic staff members with between 4 and 20 years HE teaching experience from 7 different faculties used mobile technologies in the classroom over an academic year with class sizes ranging from 15 to 500. Each staff participant was assigned to one of two mentors who provided support and guidance throughout the year. A mixed-methods methodology (questionnaires, interviews, reflective journals, classroom observations) was used to collect data from academic staff, students and mentors. In addition, attendance records, assessment strategies, assessment tools and assessment records are compared with those from the previous year. Data was collected before, throughout and at the end of the project. The student response has been positive, with 88% of students agreeing or somewhat agreeing that the integration of mobile technologies in the classroom provided them with an overall positive experience. Staff feedback was also positive with a number of cases emerging of how staff adjusted their teaching practices.",Blended; Classroom; Feedback; Interaction; Learning; Mobile,E-learning; Feedback; Message passing; Personal computers; Students; Surveys; Teaching; Telecommunication equipment; Voting machines; Blended; Classroom; Interaction; Learning; Mobile; Engineering education,,,,,,,,,,,"Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association for Learning Technology Journal, 11, pp. 43-57; Cue, N., A universal learning tool for classrooms? (1998), Paper presented at the first Quality in Teaching and Learning Conference, Hong Kong; Dibattista, D., Mitterer, J., Gosse, L., Acceptance by undergraduates of the immediate feedback assessment technique for multiple-choice testing (2004) Teaching in Higher Education, 9 (1), pp. 17-28; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, 1 (1), pp. 80-86; Hake, R., Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; National student survey (2006), http://education.guardian.co.uk/students/tables/0,,1574402,00.html, HEFCE, Retrieved February 13th, from; Student Expectations Study: Key findings from online research and discussion evenings (2007), JISC; Linsey, T., Heaton-Shrestha, C., Edirisingha, P., Implications for blended learning from an evaluation of student approaches to learning and studying (2005), November, European Conference on eLearning; Masikunas, G., Panayiotidis, A., Burke, L., The use of Electronic Voting Systems in Lectures with Business and Marketing: A case study of their impact on student learning (2007) Association for Learning Technology Journal, 15 (1), pp. 3-20",,,,Academic Conferences Limited,"7th European Conference on e-Learning, ECEL 2008",6 November 2008 through 7 November 2008,Agia Napa,103307.0,,,,,English,"Proc. Euro. Conf. e-Learn., ECEL",Conference Paper,Final,,Scopus,2-s2.0-84896301209
Poirier T.I.,7005425877;,A seminar course on contemporary pharmacy issues,2008,American Journal of Pharmaceutical Education,72,2, 30,,,,7.0,10.5688/aj720230,https://www.scopus.com/inward/record.uri?eid=2-s2.0-42149155494&doi=10.5688%2faj720230&partnerID=40&md5=bd6794d409b5d0b01528771906f38517,"School of Pharmacy, Southern Illinois University Edwardsville; Southern Illinois University Edwardsville, School of Pharmacy, 200 University Park, Edwardsville, IL 62026, United States","Poirier, T.I., School of Pharmacy, Southern Illinois University Edwardsville, Southern Illinois University Edwardsville, School of Pharmacy, 200 University Park, Edwardsville, IL 62026, United States","Objectives. To implement and evaluate an innovative approach to a pharmacy seminar course intended to develop students' presentation skills and encourage them to think critically about contemporary pharmacy issues. Design. The instructor provided lectures intended to prepare students for their presentations. These lectures included tips on writing abstracts, learning objectives, use of visual aids, and presentation delivery. Pairs of students chose a pharmacy issue, researched their topic including identifying various strengths of evidence to support a perspective, wrote an abstract and learning objectives, prepared their visual aids, and delivered a pro/con perspective. Students also provided peer evaluations for these presentations. A personal response system was used to provide class input on the presentations. Assessment. Ninety-five percent of the peer evaluations of the presentations were good to excellent. The overall course evaluations indicated achievement of course goals. Conclusions. A pharmacy seminar course intended to develop student presentation skills and critical thinking about contemporary pharmacy issues was demonstrated to be successful. The ""taking sides"" format was an effective design for accomplishing these objectives.",Contemporary issues; Presentation skills,"academic achievement; critical thinking; education program; human; peer review; pharmacy; review; visual aid; article; clinical competence; curriculum; education; interpersonal communication; methodology; pharmacy student; speech; Clinical Competence; Communication; Curriculum; Education, Pharmacy; Educational Measurement; Humans; Peer Review; Speech; Students, Pharmacy",,,,,,,,,,,"Surratt C. Creation of a graduate oral/written communication skills course. Am J Pharm Educ. 2006;70(1):Article 05; Pakes, G., A guide to effective presentation skills for drug information personnel (1995) Drug Info J, 29, pp. 139-146; Goldberg, R., (2004) Taking Sides: Clashing Views on Controversial Issues in Drugs and Society, , 6th Ed. Guilford, Conn: McGraw-Hill/Dushkin;; Daniel, E., (2004) Taking Sides: Clashing Views on Controversial Issues in Health and Society, , 6th Ed. Guilford, CT: McGraw-Hill/Dushkin;; Harvey, E., Evidence-based pharmacotherapy (2005) Pharmacotherapy Self-Assessment Program, pp. 115-126. , 5th ed. Book 5. Kansas City, Mo: American College of Clinical Pharmacy;; International Committee of Medical Journal Editors Uniform Requirements for Manuscripts Submitted to Biomedical Journals, , http://www.nlm.nih.gov/bsd/uniform_requirements.html, Sample References. Available at: Accessed July 24, 2007; Rubin, I.M., Campbell, T., (1998) The ABCs of Effective Feedback: A Guide for Caring Professionals, , San Francisco: Jossey-Bass;","Poirier, T. I.; Southern Illinois University Edwardsville, School of Pharmacy, 200 University Park, Edwardsville, IL 62026, United States; email: tpoirie@siue.edu",,,American Association of Colleges of Pharmacy,,,,,00029459,,,18483598.0,English,Am. J. Pharm. Educ.,Review,Final,,Scopus,2-s2.0-42149155494
Elliott J.R.,57203557770;,New tools for teaching chemical engineering thermodynamics,2008,23rd InterAmerican Federation of ChEmical Engineering Congress - Topical Conference at the 2008 AIChE Annual Meeting,,,,58,67,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84991786899&partnerID=40&md5=cb4ee70d8280f947185aedd5f2d5a290,"Chemical and Biomolecular Engineering Dept., University of Akron, Akron, OH  44325-3906, United States","Elliott, J.R., Chemical and Biomolecular Engineering Dept., University of Akron, Akron, OH  44325-3906, United States","The teaching toolbox described by Elliott and Lira (2000) has been expanded to include three new tools: molecular simulation, ConcepTesting, and a simplified version of the MOSCED model. The previous list of tools included: detailed derivations (e.g. Maxwell's relations), computational tools (calculator and xls), projects, homework, analogies, examples, tours, tests (including samples from past years), quizzes, and help sessions. Students were surveyed to rank these tools from ""most instructive"" to ""least."" The new tools are described briefly and the survey assessments are presented. The molecular simulation tool focuses on applets posted at: http://rheneas.eng.buffalo.edu/wiki/DMD. These applets provide visualization of molecular dynamics for ideal gases, hard spheres, and square-well spheres. The students are guided through several homework assignments in which they learn about temperature, energy, pressure, and system size. Further details are available online, so the remainder of this abstract focuses on the Simplified Separation of Cohesive Energy Density (SSCED). In the current work, the acidity and basicity parameters are adopted directly from the latest literature, but the polarity and dispersion parameters are lumped together and the total of all contributions is constrained to match the original Scatchard-Hildebrand solubility parameter. Three composition-dependent parameters of the MOSCED model are set to constants. In this way, the contrast between the physical interactions and the chemical interactions is more readily apparent and the model can be applied directly at all compositions in a self-consistent manner. Examples are given of in-class and exam assessments, along with homework assignments. The simplified model is intended to make the key concepts of hydrogen bonding accessible to any college student, including freshmen. ConcepTesting is demonstrated with in-class assessments of the SSCED model. ConcepTesting refers to an interactive form of class engagement especially as it applies to the use of student response ""clickers. Students are prompted with multiple choice questions and their responses are instantly collected and displayed electronically. Students are encouraged to work in small groups (∼3) in developing their responses. A strict interpretation of ConcepTesting would limit questions to abstract conceptual content. In our implementation, we integrate conceptual content with more conventional examples and problem solving. This leads to a class that is continuously engaged.",Activity coefficient; ConcepTesting; Molecular dynamics; MOSCED,Activity coefficients; Alkalinity; Chemical bonds; Education; Hydrogen bonds; Molecular dynamics; Molecular structure; Problem solving; Surveys; Thermodynamics; Chemical interactions; Cohesive energy density; ConcepTesting; Engineering thermodynamics; Hildebrand solubility; MOSCED; Multiple choice questions; Physical interactions; Students,,,,,,,,,,,"Lazzaroni, M.J., Bush, D., Eckert, C.A., Frank, T.C., Gupta, S.J.D., Olson, J.D., (2005) Ind. Eng. Chem. Res., 44, p. 4075; Falconer, J.L., (2004) Chem. Eng. Ed., 38, p. 64; Elliott, J.R., (1993) Chem. Eng. Ed., 27, p. 44; Hansen, C.M., (2000) Hansen Solubility Parameters: A User's Handbook, , CRC Press, Boca Raton, Fla; Scatchard, G., (1931) Chem. Rev., p. 321; Hildebrand, J.H., Prausnitz, J.M., Scott, R.L., (1970) Regular and Related Solutions, , Van Nostrand-Reinhold, New York; Kamlet, M.J., Abboud, J.M., Abraham, M.H., Taft, R.W., (1983) J. Org. Chem., 48, p. 2877; Wertheim, M.S., (1984) J. Stat. Phys., 35, p. 19; Gross, J., Sadowski, G., (2001) Ind. Eng. Chem. Res., 40, p. 1244; Elliott, J.R., Suresh, S.J., Donohue, M.D., (1990) Ind. Eng. Chem. Res., 29, p. 1476; Klamt, A., (1995) J. Phys. Chem., 99, p. 2224","Elliott, J.R.; Chemical and Biomolecular Engineering Dept., University of AkronUnited States; email: jelliott@uakron.edu",,,AIChE,23rd InterAmerican Federation of ChEmical Engineering Congress - Topical Conference at the 2008 AIChE Annual Meeting,16 November 2008 through 21 November 2008,,123802.0,,9781615672158,,,English,InterAm. Fed. ChEm. Eng. Congr. - Top. Conf. AIChE Annu. Meet.,Conference Paper,Final,,Scopus,2-s2.0-84991786899
Connell J.,7201843904;,Fusing animals and humans,2008,Frontiers in Artificial Intelligence and Applications,171,1,,389,393,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84875925329&partnerID=40&md5=9e2f0df89b6263a3b293d79f5205448b,"IBM T.J. Watson Research Center, Yorktown Heights, NY, United States","Connell, J., IBM T.J. Watson Research Center, Yorktown Heights, NY, United States","AI has many techniques and tools at its disposal, yet seems to be lacking some special 'juice' needed to create a true being. We propose that the missing ingredients are a general theory of motivation and an operational understanding of natural language. The motivation part comes largely from our animal heritage: a real-world agent must continually respond to external events rather than depend on perfect modeling and planning. The language part, on the other hand, is what makes us human: competent participation in a social group requires one-shot learning and the ability to reason about objects and activities that are not present or on-going. In this paper we propose an architecture for self-motivation, and suggest how a language interpreter can be built on top of such a substrate. With the addition of a method for recording and internalizing dialog, we sketch how this can then be used to impart essential cultural knowledge and behaviors. © 2008 The authors and IOS Press. All rights reserved.",Agent architecture; Clicker training; Language; Learning; Motivation,Animals; Motivation; Agent architectures; Cultural knowledge; Language; Language interpreters; Learning; Natural languages; One-shot learning; Techniques and tools; Computational linguistics,,,,,,,,,,,"Kako, E., Elements of syntax in the systems of three language-trained animals (1999) Animal Learning & Behavior, 27 (1), pp. 1-14; Saksida, L., Raymond, S., Touretsky, D., Shaping robot behavior using principles from instrumental conditioning (1998) Robotics and Autonomous Systems, 22 (3-4), p. 231; Dyer, M., (1983) Depth Understanding, , MIT Press; Brooks, R., A robust layered control system for a mobile robot (1986) Journal of Robotics and Automation, RA-2, pp. 14-23; Connell, J., (1990) Minimalist Mobile Robotics, , Academic Press; Connell, J., Viola, P., Cooperative control of a semi-autonomous mobile robot (1990) Proc. of the IEEE Conf. on Robotics and Automation (ICRA-90, pp. 1118-1121; Minksy, M., K-Lines: A theory of memory (1979) MIT AI Memo, p. 516; Vygotsky, L., (1962) Thought and Language, , MIT Press; Steels, L., Kaplan, F., AIBO's first words (2001) Evolution of Communication, 4 (1), pp. 3-32; Roy, D., Semiotic schemas (2005) Artificial Intelligence, 167 (1-2), pp. 170-205; Pryor, K., (1984) Don't Shoot the Dog, , Simon & Schuster; Connell, J., Beer on the brain (2000) Proc. of the 2000 AAAI Spring Symposium, My Dinner with R2D2: Natural Dialogues with Practical Robotics Devices, pp. 25-26; Skinner, B.F., (1957) Verbal Behavior, Appleton-Century Crofts; Anderson, J.R., (1993) Rules of the Mind, , Chapter 4 Lawrence Erlbaum; Laird, J., Newell, A., Rosenbloom, P., Soar: An architecture for general intelligence (1987) Artificial Intelligence, 33 (1), pp. 1-64; Herrmann, E., Call, J., Hernández-Lloreda, M., Hare, B., Tomasello, M., Humans have evolved specialized skills of social cognition (2007) Science, 317, pp. 1360-1366; Scassellati, B., Theory of mind for a humanoid robot (2002) Autonomous Robots, 12, pp. 13-24","Connell, J.; IBM T.J. Watson Research Center, Yorktown Heights, NY, United States; email: jconnell@us.ibm.com",,,IOS Press,,,,,09226389,9781586038335,,,English,Front. Artif. Intell. Appl.,Conference Paper,Final,,Scopus,2-s2.0-84875925329
"Godbole S., Joshi S., Mehta S., Ramakrishnan G.",24586596200;55466287100;8349581600;12140784800;,Toward interactive learning by concept ordering,2007,"Hypertext 2007: Proceedings of the Eighteenth ACM Conference on Hypertext and Hypermedia, HT'07",,,,149,150,,2.0,10.1145/1286240.1286280,https://www.scopus.com/inward/record.uri?eid=2-s2.0-36949026649&doi=10.1145%2f1286240.1286280&partnerID=40&md5=9118ff3bf81c1655c924219e539f16fb,"IBM India Research Lab., India","Godbole, S., IBM India Research Lab., India; Joshi, S., IBM India Research Lab., India; Mehta, S., IBM India Research Lab., India; Ramakrishnan, G., IBM India Research Lab., India","In this paper we present a visual education tool for efficient and effective learning. The toolkit is based on a simple premise: simple concepts should be learned before advanced ones. We propose algorithms to automatically capture such pre-requisite dependence relationships between concepts. We extract concept definitions from the web's hyperlinked environment and create a concept graph arranged in a hierarchical structure and presented to the user in an interactive fashion. Thereafter, the user guides the learning process in a hyperlinked environment, by selecting a target concept, exploring the associated learning graph, learning pre-requisite concepts, and repeating this process till her learning goal is reached. To measure usefulness and correctness of our approach, we conducted a user study with 25 users using precision and recall measures. Overall, the feedback from users was encouraging. We believe this is a positive step toward building user driven interactive learning systems.",Information representation; Visual analytics,Concept ordering; Information representation; Precision; Recall measures; Engineering education; Graph theory; Interactive computer graphics; Knowledge representation; User interfaces; Learning systems,,,,,,,,,,,"Eades, P., Lin, X., Smyth, W.F., A fast and effective heuristic for the feedback arc set problem (1993) Information Processing Letters, 47 (6), pp. 319-323; Google, (2002) Advanced google search operators; Karp, R., Reducibility among combinatorial problems (1972) Complexity of Computer Communications, pp. 85-103; Slater, P., Inconsistencies in a schedule of paired comparisons (1961) Biometrika, 48, pp. 303-312","Godbole, S.; IBM India Research Lab.India; email: shgodbol@in.ibm.com",,"ACM Special Interest Group on Hypertext, Hypermedia, and Web",,"Hypertext 2007: 18th ACM Conference on Hypertext and Hypermedia, HT'07",10 September 2007 through 12 September 2007,Manchester,70708.0,,1595938206; 9781595938206,,,English,Hypertext: Proc ACM Conf Hypertext Hypermedia,Conference Paper,Final,,Scopus,2-s2.0-36949026649
"O'Donoghue M., O'Steen B.",7006875614;50561838400;,Clicking on or off? lecturers' rationale for using student response systems,2007,ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education,,,,771,779,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84871020576&partnerID=40&md5=9511a807eed5c1d670f25775bec7ec81,"University Centre for Teaching and Learning, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand","O'Donoghue, M., University Centre for Teaching and Learning, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand; O'Steen, B., University Centre for Teaching and Learning, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand","Student response systems, also known as clickers, have been used in lecture theatres with large groups of students to stimulate interest in lecture materials and to provide a means of interaction between lecturer and students or between students and their peers. Whilst the related literature offers practical guidance on using these systems, questions relating to their impact on learning outcomes and best pedagogic practice are in need of further investigation. Discussions with colleagues and a literature review led us to the hypothesis that clickers provide little more than a false dialogue or a cul-de-sac towards the analytical thinking skills required in tertiary education. In order to support or reject this hypothesis, qualitative data collected from interviews with staff members who had used or planned to use clickers was examined alongside quantitative data collected from 177 students on their use. The results from this data support findings from other studies insofar as lecturing staff have adopted this technology in an attempt to stimulate interaction and student motivation in their lectures. The results also suggest it may be possible for lecturers to develop approaches for using clickers that align with both their personalities and discipline-specific contexts. © 2007 Michael O'Donoghue and Billy O'Steen.",Clickers; Interaction; Student response systems,Analytical thinking; Clickers; Data support; Interaction; Large groups; Learning outcome; Lecture materials; Literature reviews; Practical guidance; Qualitative data; Quantitative data; Staff members; Student motivation; Student-response system; Tertiary education; Interactive computer systems; Teaching; Students,,,,,,,,,,,"Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Banks, D., Bateman, S., Audience response system in education: Supporting a 'lost in the desert' scenario (2004) International Conference on Computers in Education; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Burnstein, R., Lederman, L., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39, pp. 8-11; Cohen, L., Manion, L., Morrison, K., Research methods in education (2000) New York Times, , http://www.nytimes.com, 5th Edition. Routledge Farmer, London and New York. Hafner, K. (2004, April 29) In class, the audience weighs in., Retrieved August 16, 2007, from; Hatch, J., Jensen, M., Moore, R., Manna from Heaven or ""clickers"" from Hell: Experiences with an electronic response system (2005) Journal of College Science Teaching, 34 (7), pp. 36-39; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181; Martyn, M., Clickers in the classroom: An active learning approach (2007) Educause Quarterly, 2, pp. 71-74; Kirkwood, A., Price, L., (2005) Learners and learning in the twenty first century: What do we know about students' attitudes towards and experiences of information and communication technologies that will help us design courses? Studies in Higher Education, 30 (3), pp. 257-274; Oppenheimer, T., (2003) The flickering mind: The false promise of technology in the classroom, and how learning can be saved, , New York: Random House; Robertson, L., Twelve tips for using a computerised interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239; Rogers, E., (1962) Diffusion of innovations, , New York: The Free Press; Wiemann, C., Perkins, K., Transforming physics education (2005) Physics Today, , November 2005, 36-41; Whitman, W., (1892) When I Heard the Learn'd Astronomer, , http://www.ac.wwu.edu/~stephan/webstuff/poetry/Whitman-WhenIHeardth.html, retrieved 12 October 2007 from; Wood, W., Clickers: A teaching gimmick that works (2004) Developmental Cell, 7, pp. 796-798","O'Donoghue, M.; University Centre for Teaching and Learning, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand; email: Michael.odonoghue@canterbury.ac.nz",,Blackboard;EMC Computer Systems;Echo360,,"24th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - ""ICT: Providing Choices for Learners and Learning"", ASCILITE 2007",2 December 2007 through 5 December 2007,,94316.0,,9789810595791,,,English,ASCILITE 2007 - The Aust. Soc. for Comp. in Learn. in Ter. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84871020576
K G.,36196528100;,Beyond clickers: design and implementation of a wireless intelligent personal electronic response (wiper) system,2007,"Proceedings of the IASTED International Conference on Communication Systems, Networks, and Applications, CSNA 2007",,,,202,205,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-63049133351&partnerID=40&md5=7bfaaf8cc00efb96ad2651537e5d7fa6,Unitec,"K, G., Unitec","wireless intelligent personal electronic response system aimed at improving classroom interactivity, the formation of productive learning communities, bi-directional feedback and student learning. I have designed the system for use in small as well as large classes, addressing many of the problems faced by tutors and students when they use current technologies to improve classroom interactivity. I provide details of the hardware and software and explain the many uses of this system and how this system could also enable students attend classes and interact with the tutor and, when appropriate and available, the tutor's robotic teaching assistants, without being physically present in the same classroom.",Classroom interaction and Artificial intelligence; Networks,Bi-directional; Classroom interaction and Artificial intelligence; Current technologies; Hardware and softwares; Interactivity; Large class; Learning communities; Networks; Personal electronic response systems; Student learning; Teaching assistants; Artificial intelligence; Communication systems; Personal communication systems; Students; Wireless networks; School buildings,,,,,,,,,,,"Mazur, J.E., (1998) Learning and Behavior, , 4th ed, Upper Saddle River, N.J, Prentice Hall; Bishop, A.L., Dinkins, R.K., Dominick, J.L., Programming Handheld Devices to Enhance Learning (2003) EDUCAUSE Quarterly, 26 (1), pp. 50-53. , http://www.educause.edu/ir/library/pdf/EQM0318.pdf, Also available on the URL Last accessed 01 June 2007; McConnell, D.A., Using ConcepTests to Assess and Improve Student Conceptual Understanding in Introductory Geoscience Courses (2006) Journal of Geoscience Education, 54, pp. 61-68. , http://www.nagt.org/files/nagt/jge/abstracts/mcconnell-v54n1.v3.pdf, Also available on the URL Last accessed 01 June 2007; Freeman, M., Blayney, P., Promoting interactive in-class learning environments: A comparison of an electronic response system with a traditional alternative (2005) Proc.11th Australasian Teaching Economics Conference, pp. 23-34. , http://ses.library.usyd.edu.au/bitstream/2123/199/1/03%20Freeman%20Blayn ey.pdf, Also available on the URL Last accessed 01 June 2007; Freeman, M., Blayney, P., Ginns, P., Anonymity and in class learning: The case for electronic response systems (2006) Australasian Journal of Educational Technology, 22 (4), pp. 568-580; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Australasian Journal of Educational Technology, 22 (4), pp. 474-494; Ganeshan, K., Networked Intelligent Mobile Robot Assistants: Patient Monitoring and Telemedicine (2006) Proc. 4th IASTED International Conf. on Biomedical Engineering, pp. 45-50. , Innsbruck, Austria; Ganeshan, K., Shukla, R., Practical Applications of Affordable Multi-Purpose Robots (2005) Proc. IASTED International Conf. Robotics and Applications, pp. 209-213. , Cambridge, MA; Ganeshan, K., Robotic Dance Teachers (2006) Proc. World Conf. on Educational Multimedia, Hypermedia and Telecommunications, pp. 143-150. , Introducing True 3-D Intelligent Ed-Media:, Orlando, Florida; Ganeshan, K., Teaching Robots: Robot-Lecturer and Remote Presence (2007) Proc. World Conf. on Educational Multimedia, Hypermedia and Telecommunications, pp. 252-260. , Vancouver, BC; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), pp. 167-181. , http://www.aace.org/dl/files/JCMST/JCMST212167.pdf, Also available on the URL Last Accessed, 01 June 2007; Gilbert, A., (2005) New for back-to-school: 'Clickers, , http://news.com.com/New+for+back-to-school+clickers/2100-1041-3-5819171. html, CNET News.com, Aug5, Last Accessed, 01 June","K, G.; Unitec",,,,"International Association of Science and Technology for Development, IASTED",8 October 2007 through 10 October 2007,Beijing,75609.0,,9780889867024,,,English,"Proc. IASTED Int. Conf. Commun. Syst., Netw., Appl.",Conference Paper,Final,,Scopus,2-s2.0-63049133351
"Beuckman J., Rebello N.S., Zollman D.",14833748200;6602431152;6603342306;,Impact of a classroom interaction system on student learning,2007,AIP Conference Proceedings,883,,,129,132,,8.0,10.1063/1.2508709,https://www.scopus.com/inward/record.uri?eid=2-s2.0-48749099475&doi=10.1063%2f1.2508709&partnerID=40&md5=e1a2c9eaedf5f564557130ea281096e0,"Department of Physics, 116 Cardwell Hall, Kansas State University, Manhattan, KS 66506-2601, United States","Beuckman, J., Department of Physics, 116 Cardwell Hall, Kansas State University, Manhattan, KS 66506-2601, United States; Rebello, N.S., Department of Physics, 116 Cardwell Hall, Kansas State University, Manhattan, KS 66506-2601, United States; Zollman, D., Department of Physics, 116 Cardwell Hall, Kansas State University, Manhattan, KS 66506-2601, United States","We have developed and implemented a Web-based wireless classroom interaction system in a largeenrollment introductory physics lecture class that uses HP handheld computers (PDAs) to facilitate real-time two-way student interaction with the instructor. Our system is ahead of other ""clicker"" based PRS (Personal Response System) that is limited to multiple-choice questions. Our system allows for a variety of questions. It also allows for adaptive questioning and two-way communication that provides real-time feedback to the instructor. We have seen improved performance on course assessments through use of PDAs compared to PRS in the same class. We have also shown that students who use PDAs more often in class are more likely to perform better in the course. © 2007 American Institute of Physics.",Assessment; Curricula; Physics education research; Teaching methods; Technology,,,,,,,,,,,,"Sawyer, R.K., (2006) The Cambridge Handbook of the Learning Sciences, , Cambridge University Press, New York, NY; Judson, E., Sawada, D., (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2), p. 167; Hake, R.R., (1998) American Journal of Physics, 66 (1), p. 64; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice-Hall, Upper Saddle River, NJ; Crouch, C.H., Mazur, E., (2001) American Journal of Physics, 69 (9), p. 970; Zollman, D.A., Rebello, N.S., (2005) 2005 Winter Meeting of the American Association of Physics Teachers, , presented at the, Albuquerque, NM, unpublished","Beuckman, J.; Department of Physics, 116 Cardwell Hall, Kansas State University, Manhattan, KS 66506-2601, United States",,American Association of Physics Teachers (AAPT),,"2006 Physics Education Research Conference, PERC 2006",26 July 2006 through 27 July 2006,"Syracuse, NY",,0094243X,9780735403833,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-48749099475
Nakajima T.,7404242295;,"Edureflex: A light weight class reflection tool for teaching improvement through video-recording with ""clickers""",2007,"Proceedings of the 11th IASTED International Conference on Internet and Multimedia Systems and Applications, IMSA 2007",,,,18,23,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-56149111480&partnerID=40&md5=13171224975c8f67696067d1dda712ca,"Graduate School of Educational Informatics, Tohoku University, 27-1 Kawauchi, Aoba-ku, Sendai, Miyagi, Japan","Nakajima, T., Graduate School of Educational Informatics, Tohoku University, 27-1 Kawauchi, Aoba-ku, Sendai, Miyagi, Japan","Watching a video of yourself to find your strong and weak points in your class is an extremely valuable experience. However, university and college teachers are usually very busy to take hours of time to watch the video and analyze it in detail. In this research, we propose a system named EduReflex that a teacher can easily find her/his important class scenes during or immediately after the class. The system is made up of two subsystems. One is to record a class video on a computer with students' real-time feedback or teacher's self-evaluation sent through ""clickers."" The other is to instantly replay the feedback or self-evaluation parts on the recorded video. The main contribution of EduReflex is casual and effective use of video-recording to help teachers or teaching assistants improve their teaching. To support the contribution, EduReflex is portable, has simple and easy user interfaces, and has instant recording/playback capabilities. The other potential contribution of EduReflex is that the system helps teachers or staffs create e-learning contents in a shorter time. This could be realized by EduReflex's real-time index tagging capability into a video e-learning content during class recording.",Applications; Class reflection; Clickers; Education; Teacher training; Videotaping,Applications; Computer systems; E-learning; Education; Internet; Light reflection; Photography; Reflection; Teaching; User interfaces; Video recording; Class reflection; Clickers; College teachers; E - learnings; Light weights; Potential contributions; Self evaluations; Sub systems; Teacher training; Teaching assistants; Time feedbacks; Time indices; Use of videos; Videotaping; Weak points; Multimedia systems,,,,,,,,,,,"Davis, B.G., (1993) tools for teaching, , San Francisco; Jossey-Bass; Nakajima, T., Realtime feedback and on-demandplayback system for teaching skill improvement (2005) Proc. of Computers and Advanced Technology in Education, pp. 470-130. , Aruba, CD-ROM, 6pages; Fuhrmann, B.S., Grasha, A.F., (1983) a practical handbook for college teachers, , Boston; Little, Brown; Otsuka, K., Yahiiro, T., Mitsuzawa, S., Development of Realtime Class Evaluation System Using Web (2000) Japan Journal of Educational Technology, 24, pp. 109-114; Christensen, C.R., Hansen, A.J., (1987) the uses of videotape replay, teaching and the case method, , Boston; Harvard Business school; Nanbu, M., Development and Application of an Instructional Observation System to provide Support for and Self-Reflection by Student Teachers (1995) Japan Journal of Educational Technology, 18, pp. 175-188; EduClick, , http://www.aclass.com.tw/product/EduClick/index.htm; recdv 0.5.4, http://www003.upp.so-net.ne.jp/mycometg3/; Ruby, , http://www.ruby-lang.org; http://rubyosa.rubyforge.org, RubyOSA; QuickTime Player, , http://en.wikipedia.org/wiki/QuickTime_Player; Ruby on Rails, , http://www.rubyonrails.org","Nakajima, T.; Graduate School of Educational Informatics, Tohoku University, 27-1 Kawauchi, Aoba-ku, Sendai, Miyagi, Japan; email: nakag@ei.tohoku.ac.jp",,"Int. Assoc. Science and Technology for Development (IASTED);Technical Committee on Web, the Internet, and Multimedia;World Modelling and Simulation Forum (WMSF)",,"11th IASTED International Conference on Internet and Multimedia Systems and Applications, IMSA 2007",20 August 2007 through 22 August 2007,"Honolulu, HI",74034.0,,9780889866782,,,English,"Proc. IASTED Int. Conf. Internet Multimedia Syst. Appl., IMSA",Conference Paper,Final,,Scopus,2-s2.0-56149111480
"Miura M., Kunifuji S., Sakamoto Y.",8892578400;57192402525;23393710000;,AirTransNote: An instant note sharing and reproducing system to support students learning,2007,"Proceedings - The 7th IEEE International Conference on Advanced Learning Technologies, ICALT 2007",,, 4280983,175,179,,13.0,10.1109/ICALT.2007.50,https://www.scopus.com/inward/record.uri?eid=2-s2.0-47649098239&doi=10.1109%2fICALT.2007.50&partnerID=40&md5=d6195b6f2fa563f1d791f0e345c428fc,"School of Knowledge Science, Japan Advanced Institute of Science and Technology, 1-1 Asahidai, Nomi, Ishikawa, 923-1292, Japan; Senior High School at Sakado, University of Tsukuba, 1-24-1 Chiyoda, Sakado, Saitama, 350-0214, Japan","Miura, M., School of Knowledge Science, Japan Advanced Institute of Science and Technology, 1-1 Asahidai, Nomi, Ishikawa, 923-1292, Japan; Kunifuji, S., School of Knowledge Science, Japan Advanced Institute of Science and Technology, 1-1 Asahidai, Nomi, Ishikawa, 923-1292, Japan; Sakamoto, Y., Senior High School at Sakado, University of Tsukuba, 1-24-1 Chiyoda, Sakado, Saitama, 350-0214, Japan","We developed AirTransNote, an interactive learning system augmented by digital pens and PDAs for each student. All notes written on regular paper sheets are immediately digitized and transmitted to teacher's PC and recognized to generate feedback. Also since the students' drawings can be projected on a screen, our system helps students to recall their thought process. We conducted an experimental lecture session at a senior high school, and observed student responses while using AirTransNote. © 2007 IEEE.",,Education; Paper sheeting; Photocopying; Airtransnote; Digital pens; High schools; Interactive learning systems; Paper sheets; Student responses; Students learnings; Thought processes; Students,,,,,,,,,,,"Chang, C.Y., Sheu, J.P., Design and Implementation of Ad Hoc Classroom and eSchoolbag Systems for Ubiquitous Learning (2002) Proceedings of WMTE, pp. 8-14. , Aug; Demeure, I., Faure, C., Lecolinet, E., Moissinac, J.C., Pook, S., Mobile Computing to Facilitate Interaction in Lectures and Meetings (2005) Proceedings of DFMA, pp. 359-366. , Feb; Huang, C.W., Liang, J.K., Wang, H.Y., EduClick: A Computer-Supported Formative Evaluation System with Wireless Devices in Ordinary Classroom (2001) Proceedings of Int. Conf. on Computers in Education (ICCE), pp. 1462-1469; Miura, M., Kunifuji, S., Hybrid Approach of Augmented Classroom Environment with Digital Pens and Personal Handhelds (2006) Proceedings of the 10th International Conference on Knowledge-Based Intelligent Information and Engineering Systems (KES2006), pp. 1019-1026. , Oct; Miura, M., Kunifuji, S., Shizuki, B., Tanaka, J., Augmented Classroom: A Paper-Centric Approach for Collaborative Learning System (2004) LNCS, 3598, pp. 104-116. , Proceedings of 2nd Int. Symposium on Ubiquitous Computing Systems UCS2004, Nov; Miura, M., Kunifuji, S., Shizuki, B., Tanaka, J., AirTransNote: Augmenting Classrooms with Digital Pen Devices and RFID Tags (2005) Proceedings of WMTE, pp. 56-58. , Nov; Oviatt, S., Arthur, A., Cohen, J., Quiet Interfaces that Help Students Think (2006) Proceedings of ACM UIST 2006, pp. 191-200. , Oct; Pears, A.N., Erickson, C., Enriching Online Learning Resources with Explanograms (2003) Proceedings of ISICT 2003, pp. 261-266. , Sept; Ratto, M., Shapiro, R.B., Truong, T.M., Griswold, W.G., The ActiveClass Project: Experiments in Encouraging Classroom Participation (2003) Proceedings of CSCL, pp. 477-486. , June; Y. Shi,W. Xie, and G. Xu. Smart Remote Classroom: Creating a Revolutionary Real-Time Interactive Distance Learning System. In Proceedings of ICWL 2002, LNCS 2436, pages 130-141, Aug. 2002; Vila, X., Riera, A., Sánchez, E., Lama, M., Moreno, D., A PDA-based Interface for a Computer Supported Educational System (2003) Proceedings of ICALT, pp. 12-16. , July; Yang, J.C., Chen, C.H., Design of Inquiry Learning Activity Using Wireless and Mobile Technologies (2006) Proceedings of ICALT, pp. 398-402. , July","Miura, M.; School of Knowledge Science, Japan Advanced Institute of Science and Technology, 1-1 Asahidai, Nomi, Ishikawa, 923-1292, Japan; email: miuramo@jaist.ac.jp",,IEEE Technical Committee on Learning Technology;IEEE Computer Society,,"7th IEEE International Conference on Advanced Learning Technologies, ICALT 2007",18 July 2007 through 20 July 2007,Niigata,72702.0,,076952916X; 9780769529165,,,English,"Proc. IEEE Int. Conf. Adv. Learn. Technol., ICALT",Conference Paper,Final,,Scopus,2-s2.0-47649098239
"Liu Y., Liu K., Owen G.S., Sunderraman R.",55748642900;55748525600;7102321629;6701870108;,Design and development of an e-learning tool for children to learn how to write the chinese words,2007,"Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education",,,,401,404,,,10.1007/978-1-4020-6262-9_69,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84878217057&doi=10.1007%2f978-1-4020-6262-9_69&partnerID=40&md5=f246f1a80aad66bda9bba396f4f85acf,"Department of Computer Science, Georgia State University, Atlanta, GA 30302-3994, United States; China-America Language and Culture Exchange Center, Alpharetta, GA 30022, United States","Liu, Y., Department of Computer Science, Georgia State University, Atlanta, GA 30302-3994, United States; Liu, K., China-America Language and Culture Exchange Center, Alpharetta, GA 30022, United States; Owen, G.S., Department of Computer Science, Georgia State University, Atlanta, GA 30302-3994, United States; Sunderraman, R., Department of Computer Science, Georgia State University, Atlanta, GA 30302-3994, United States","How to make learning the Chinese language fun and interesting for young children is a non-trivial challenge to educators and/or institutions. At the China- America Language and Culture Exchange Center (CALCEC), an integrated education system (IES) is currently under development for teaching Chinese to children. This paper presents the design and development of a Chinese word-writing tool, one of the interactive elearning tools developed at CALCEC as part of its IES. The Internet is chosen as the conveyance tool for the elearning system. A website (www.kidchinese.com) has been built to deliver the interactive learning system to students. The preliminary survey results indicate that the interactive e-learning tool helps to keep and increase students' interests in learning the Chinese language. © 2007 Springer.",,Chinese language; Design and Development; E-learning systems; E-learning tool; Integrated educations; Interactive learning systems; Students' interests; Young children; E-learning; Learning systems; Engineering education,,,,,,,,,,,"Baxter, B., How Hard is Chinese?, , http://www.personal.umich.edu/~wbaxter/howhard.html, University of Michigan, Website; Law, N., Ki, W.W., Chung, A.L.S., Ko, P.Y., Lam, H.C., (1998) Children's Stroke Sequence Errors in Writing Chinese Characters, Reading and Writing, 10 (3-5), pp. 267-292. , October, (26), Springer-Verlag, Germany; Chen, Z., Lee, C.-W., Cheng, R.-H., Hand written chinese character analysis and pre-classification using stroke structural sequence (1996) Proceedings of the 13th International Conference, 3, pp. 89-93. , Pattern Recognition, 1996; Tan, L.H., Spinks, J.A., Eden, G.F., Perfetti, C.A., Siok, W.T., Reading depends on writing, in chinese (2005) Proceedings of Natl Acad Sci, U S A, 102 (24), pp. 8781-8785. , June 14","Department of Computer Science, Georgia State University, Atlanta, GA 30302-3994, United States",,,,"2006 International Conference on Engineering Education, Instructional Technology, Assessment, and E-learning, EIAE 2006, Part of the International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering, CISSE 2006",4 December 2006 through 14 December 2006,,97144.0,,9781402062612,,,English,"Innov. E-learning, Instr. Technol., Assess., Eng. Educ.",Conference Paper,Final,,Scopus,2-s2.0-84878217057
Frezza S.T.,6701460244;,Work in progress - 'Real world problems' as assessment of software engineering,2007,"Proceedings - Frontiers in Education Conference, FIE",,, 4417879,S4E13,S4E14,,,10.1109/FIE.2007.4417879,https://www.scopus.com/inward/record.uri?eid=2-s2.0-50049110936&doi=10.1109%2fFIE.2007.4417879&partnerID=40&md5=656cfd1f4a7564ad26e09c9f2d50dcb8,"C.S.D.P., Gannon University, Computer and Information Science, Eric, PA 16541, United States","Frezza, S.T., C.S.D.P., Gannon University, Computer and Information Science, Eric, PA 16541, United States","This project evaluated the effectiveness of using certification-like real-world problems for regular assessment of student performance in a software engineering content course. The approach utilized the Turning Point™ personal response system as a means to present ""Real World"" software engineering problems and anonymously assess student learning. The preliminary results indicated that the method was not useful for assessment, but may have promise for stimulating discussion and student learning. © 2007 IEEE.",Personal Response System (PRS); Requirements engineering; Software engineering education,Assessment of student performance; Engineering problems; Personal Response System (PRS); Real-world; Real-world problems; Requirements engineering; Response systems; Software engineering content; Software engineering education; Student learning; Turning points; Work-in-progress; Curricula; Education; Project management; Software engineering; Students; Technology; Teaching,,,,,,,,,,,"Naveda, J. Fernando, and Seidman, Stephen, IEEE Computer Society Real-World Software Engineering Problems: A Self-Study Guide for Today's Software Professional (Practitioners) Wiley-IEEE Computer Society Press, 2006","Frezza, S. T.; C.S.D.P., Gannon University, Computer and Information Science, Eric, PA 16541, United States; email: frezza001@gannon.edu",,,,"37th ASEE/IEEE Frontiers in Education Conference, FIE",10 October 2007 through 13 October 2007,"Milwaukee, WI",73032.0,15394565,1424410843; 9781424410842,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-50049110936
"Mat Darus I.Z., Mohd. Hashim S.Z., Tokhi M.O.",57209213222;23492725300;7005449775;,Interactive learning framework for dynamic simulation and control of a two dimensional flexible plate structure,2007,"2007 International Conference on Intelligent and Advanced Systems, ICIAS 2007",,, 4658445,533,538,,,10.1109/ICIAS.2007.4658445,https://www.scopus.com/inward/record.uri?eid=2-s2.0-57949106641&doi=10.1109%2fICIAS.2007.4658445&partnerID=40&md5=65e9177f139d3ef01cc62589ef4f66ce,"Fakulti Kejuruteraan Mekanikal, Universiti Teknologi Malaysia; Fakulti Sains Komputer Dan Sumber Maklumat, Universiti Teknologi Malaysia; Department of Automatic Control and System Engineering, University of Sheffield","Mat Darus, I.Z., Fakulti Kejuruteraan Mekanikal, Universiti Teknologi Malaysia; Mohd. Hashim, S.Z., Fakulti Sains Komputer Dan Sumber Maklumat, Universiti Teknologi Malaysia; Tokhi, M.O., Department of Automatic Control and System Engineering, University of Sheffield","This paper presents the development of an interactive learning environment for dynamic simulation and active vibration control of flexible plate structures. The work is aimed to facilitate the learning process of the subject area through the development of an interactive environment that can help users to simulate and visualise behaviour of flexible structures with given physical characteristics, to test and validate controller designs. Simulation algorithms based on finite difference scheme in characterizing the dynamic behaviour of a two-dimensional such as plate structures are incorporated. Controller design strategies are integrated within this framework. The design and implementation of the interactive learning system incorporating the simulation algorithms, modelling and control strategies, are developed using Matlab. The result of the simulation is further utilized in the modelling and control of the specified flexible plate structure. ©2007 IEEE.",,Active vibration controls; Control strategies; Controller designs; Dynamic behaviours; Dynamic simulations; Finite difference schemes; Flexible plates; Interactive environments; Interactive learning environments; Interactive learning systems; Interactive learnings; Learning processes; Physical characteristics; Plate structures; Simulation algorithms; Computer simulation; Education; Flexible structures; Mathematical models; MATLAB; Plates (structural components); Two dimensional; Learning algorithms,,,,,,,,,,,"Lin, C.-T., Lee, C.S.G., (1996) Neural Fuzzy Systems: A Neuro-Fuzzy Synergism to Intelligent Systems, , Upper Saddle River, NJ, Prentice-Hall; Hough, M., Marlin, T., Web-based interactive learning modules for process control (2000) Computers and Chemical Engineering, 24, pp. 1485-2149; Book, W.J., Koeppen, K., Rouse, M., Virtual access hydraulic experiment for system dynamics and controls education (2002) Journal of Mechatronics, 12, pp. 261-270; Jovan, V., Petrovcic, J., Process laboratory - a necessary resource in control engineering education (1996) Journal of Computers Chemical Engineering, 20 (13), pp. S1335-S1340; Hossain, M.A., Digital signal processing and parallel processing for realtime adaptive active vibration control (1996), PhD thesis, Department of Automatic Control and Systems Engineering, University of Sheffield, UK; Tokhi, M.O., Leitch, R.R., (1992) Active noise control, , Clarendon Press, Oxford; Tokhi, M.O., Veres, S.M., (2002) Active sound and vibration control: Theory and application, , Institution of Electrical Engineers; Mat Darus, I.Z., Tokhi, M.O., Dynamic modelling and simulation of a 2D structure using finite difference methods (2001) Inter-Active2001: IEE International On-line Conference on Active Control of Sound and Vibration; Tokhi, M.O., Hossain, M.A., Self-tuning active vibration control in flexible beam structures (1994) Proceedings of IMechE-I: Journal of Systems and Control Engineering, 208 (14), pp. 263-277; I. Z Mat Darus, M. O. Tokhi, and S. Z. Mohd. Hashim, Modelling and control of a flexible structure using adaptive neuro-fuzzy inference system algorithm, Proceedings of the IEEE International Conference on Mechatronic, ICM 2004, Istanbul, Turkey, 2004; Billings, S.A., Voon, W.S.F., Correlation based model validity tests for non-linear systems (1986) International Journal of Control, 15 (6), pp. 601-615","Mat Darus, I. Z.; Fakulti Kejuruteraan Mekanikal, Universiti Teknologi MalaysiaMalaysia; email: intan@fkm.utm.my",,,,"2007 International Conference on Intelligent and Advanced Systems, ICIAS 2007",25 November 2007 through 28 November 2007,Kuala Lumpur,74506.0,,1424413559; 9781424413553,,,English,"Int. Conf. Intelligent Advan. Syst., ICIAS",Conference Paper,Final,,Scopus,2-s2.0-57949106641
Vernaza K.M.,23095867000;,Using personal response system technology and concept check modules to improve students' learning experience: A case study,2007,"Proceedings - Frontiers in Education Conference, FIE",,, 4418106,F1D16,F1D17,,2.0,10.1109/FIE.2007.4418106,https://www.scopus.com/inward/record.uri?eid=2-s2.0-50049100127&doi=10.1109%2fFIE.2007.4418106&partnerID=40&md5=ee754247c2ff74c76fafd8fd49d0ecd9,"Department of Mechanical Engineering, Gannon University, Erie, PA 16506, United States","Vernaza, K.M., Department of Mechanical Engineering, Gannon University, Erie, PA 16506, United States","As a result of a Faculty Development Grant in Instructional Innovation with Technology, the Materials Science Course was selected to implement innovative, creative instructional teaching strategies with the use of technology. One of the technologies employed was a Personal Response System (PRS). This is a tool employed to promote active learning in class, to increase participation, to measure conceptual comprehension and to support Millennial Learners. In order to achieve these goals, Concept Check Modules, which integrate PRS, were designed, created and implemented. They were executed the class before each regular exam in order to obtain an immediate assessment of the students conceptual knowledge. Each student's individual responses were tracked and, later on, correlated to their exam performance. The four exams administered during the semester correspond to 46.5% of the students' final grade. After the correlation was performed, it was observed that the overall performance of the students in the course increased. This paper describes the implementation of PRS and Concept Check Modules as well as the results and feedback obtained. Finally, the lessons learned and challenges experienced will be discussed. ©2007 IEEE.",Instructional teaching strategies; Personal response systems; Technology in the classroom,Active learning; Case studies; Conceptual knowledge; Faculty development; Instructional teaching strategies; Learning experiences; Lessons learned; Overall performance; Personal response systems; Response systems; Teaching strategies; Technology in the classroom; Education; Growth (materials); Innovation; Materials; Planning; Strategic planning; Students; Technology; Teaching,,,,,,,,,,,,"Vernaza, K. M.; Department of Mechanical Engineering, Gannon University, Erie, PA 16506, United States; email: vernaza001@gannon.edu",,,,"37th ASEE/IEEE Frontiers in Education Conference, FIE",10 October 2007 through 13 October 2007,"Milwaukee, WI",73032.0,15394565,1424410843; 9781424410842,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-50049100127
"Albon R.J., Jewels T.",55337709800;55337402200;,The impact of audience response systems in a multicultural Asian context,2007,ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education,,,,10,19,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870977990&partnerID=40&md5=e7a4bcade3aa340c50d157ecf1bcb442,"Department of Education, Curtin University of Technology, Australia; School of Information Systems, Queensland University of Technology, Australia","Albon, R.J., Department of Education, Curtin University of Technology, Australia; Jewels, T., School of Information Systems, Queensland University of Technology, Australia","This research investigated the implementation of an audience response system (ARS) to learning in a multicultural Asian context using multiple case methodology. Four academic staff teaching in four diverse units with different student numbers (n=133) used ARS as one of their teaching approaches with each using it in very different ways. Both quantitative and qualitative data was collected through questionnaires and convergent interviewing of staff and students. Six constructs emerging from the literature were investigated and five are reported. Although some results aligned with other research, some specific issues were identified and appear relevant not only to other similar cultural contexts but possibly all contexts. The paper concludes with questions for further research into ARS in a multicultural Asian context in pursuant of choices for learners and learning. © 2007 Ross Albon and Tony Jewels.",,Academic staff; Cultural context; Qualitative data; Response systems; Student numbers; Teaching approaches; Research; Students; Surveys; Learning systems,,,,,,,,,,,"Banks, D., Audience response systems in higher education: Applications and cases, , (Ed.), Hershey PA: Information Science Publishing; Barron, P., Arcodi, C., Linking learning style preferences and ethnicity: International students studying hospitality and tourism management in Australia (2002) Journal of Hospitality, Leisure, Sport and Tourism Education, 1 (2), pp. 15-27; Biggs, J.B., (2003) Teaching for quality learning at university, , 2nd Edition. Buckingham: Society for Research into Higher Education: Open University Press; Beatty, I.D., Leonard, W.J., Gerace, W.J., Dufresne, R.J., Question driven instruction: Teaching science (Well) with an Audience Response System (2006) Audience Response Systems in Higher Education: Applications and Cases (Chapter VII), , In D. Banks (Ed.), Hershey PA: Information Science Publishing; Bernama, (2005) Higher Education Revolution during 9th Malaysian Plan, , http://www.bernama.com/bernama/v3/news_lite.php?id=172154, [viewed 5 October, 2007]; Burton, K., Interactive PowerPoints: Is there any point in giving power to students? (2004) Law-Murdoch University Electronic Journal Of Law Issn 1321-8247, 11 (4). , http://www.murdoch.edu.au/elaw/issues/v11n4/burton114.html, ftp://law.murdoch.edu.au/pub/elaw-issues/v11n4/burton114.txt, [viewed 29 July, 2007]., (December 2004) Copyright E Law and author; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9). , http://campus.umr.edu/newfac/nfts/current/calendar/presentations/MazurActiveLearning.pdf.[viewed29July,2007], 970-209; Duncan, D., (2005) Clickers in the classroom, , San Francisco: Pearson Addison Wesley; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, 40, pp. 206-209. , http://oregonstate.edu/itcc/wgs/ARS/PTE00206.pdf[viewedon29July,2007]; Hake, R.R., Interactive engagement vs traditional methods: A six thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Horowitz, H.M., (1988) Student response systems: Interaction in a classroom environment, , http://www.aclass.com.tw/ReTech/download/IBM_interactivity_in_classrooms.pdf, [viewed 29 July, 2007]; Hu, J., Bertok, P., Hamilton, M., White, G., Duff, A., Cutts, Q., Wireless interactive teaching by using Keypad-Based ARS (Chapter XIV) (2006) Audience Response Systems in Higher Education: Applications and Cases, , In D. Banks (Ed.), Hershey PA: Information Science Publishing; Hunt, A., Irving, A., Read, M., Knight, S., (2003) Supporting learning with a group Decision Support System (2003), , http://www.adelaide.edu.au/ascilite2003/docs/pdf/37.pdf, [viewed 29 July, 2007]., Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) file; Judson, E., Sawada, D., Audience response systems: Insipid contrivances or inspiring tools? (2006) Audience Response Systems in Higher Education: Applications and Cases (Chapter II), , http://www.keepad.com/home.php, Hershey PA: Information Science Publishing. Keepad Interactive [viewed 5 October, 2007]; Littlewood, W., Defining and developing autonomy in East Asian contexts (1999) Applied Linguistics, 20 (1), pp. 71-94; Mazur, E., (1997) Peer instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall Inc; McCabe, E.M., (2004) Teaching mathematics in an interactive classroom, , http://www.umtc.ac.uk/umtc2004/brief/2004_Brief_2.htm, [viewed 29 July, 2007]; Mitchell, C., (2001), http://grumps.dcs.gla.ac.uk/papers/PRS_Support_System3.doc, PRS Support System-A Summer Project [viewed 14 Aug 2007]; Park, C.C., Learning style preferences of Southeast Asian students (2000) Urban Education, 35, pp. 245-268; Penuel, W.R., Abrahamson, L., Roschelle, J., Theorizing the transformed classroom: Sociocultural interpretation of the effects of Audience Response Systems in Higher Education (2006) Audience Response Systems in Higher Education: Applications and Cases (Chapter XIII), , In D. Banks (Ed.), Hershey PA: Information Science Publishing; Pollock, S., Fighting the fade: Student engagement in large peer-instruction classes (2005) Teaching innovation using a computerised Audience Response System, , http://telr.osu.edu/clickers/teaching/ideas.htm, In D. Duncan, Clickers in the Classroom. San Fransisco: Pearson Addison Wesley. Q, Su.(date unknown), [viewed 14 Aug 2007]., Ohio State University; Roberts, T., (2006) Self, peer and group assessment in e-learning, , London: Information Science Publishing; Rogoff, B., Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship (1995) Sociocultural studies of mind, pp. 139-164. , In J. Wertsch, P. del Rio & A. Alvarez (Eds.), Cambridge: Cambridge University Press; Rogoff, B., (2003) The Cultural Nature of Human Development, , New York NY: Oxford University Press; Rogoff, B., Baker-Sennett, J., Lacasa, P., Goldsmith, D., Development through participation in sociocultural activity (1995) Cultural practices as contexts for development, , In J. Goodnow, P. Miller & K. F (Eds.), San Francisco, CA: Jossey-Bass; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239. , http://cidd.mansfield.ohiostate.edu/workshops/documentation/twelvetips.pdf[viewedon29July,2007]; Smith, P.J., Smith, S.N., Differences between Chinese and Australian students: Some implications for distance educators (1999) Distance Education, 20 (1), pp. 64-80; (2005) Verbal reports and conversations with the Director of Teaching and Learning, , Students, Miri, Sarawak; Trees, A., Jackson, M., The learning environment in clicker classrooms: Student processes of learning and involvement in large courses using student response systems (2003) Clickers in the Classroom, , In D. Duncan, San Fransisco: Pearson Addison Wesley; Wilkinson, L., The significance of silence: Differences in meaning, learning styles, and teaching strategies in cross-cultural settings (2006) Psychologia, 49 (2), pp. 74-88; Woods, H.A., Chiu, C., (2003) Teaching with CRS, , http://www.fctl.ucf.edu/crs/teachingwith.html, [viewed 29 July, 2007], General best practices for using clickers","Albon, R. J.; Department of Education, Curtin University of TechnologyAustralia; email: r.albon@curtin.edu.au",,Blackboard;EMC Computer Systems;Echo360,,"24th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - ""ICT: Providing Choices for Learners and Learning"", ASCILITE 2007",2 December 2007 through 5 December 2007,,94316.0,,9789810595791,,,English,ASCILITE 2007 - The Aust. Soc. for Comp. in Learn. in Ter. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84870977990
"Turban G., Mühlhäuser M.",23135468600;7003434700;,A framework for the development of educational presentation systems and its application,2007,Proceedings of the ACM International Multimedia Conference and Exhibition,,,,115,118,,13.0,10.1145/1290144.1290163,https://www.scopus.com/inward/record.uri?eid=2-s2.0-37849044616&doi=10.1145%2f1290144.1290163&partnerID=40&md5=77c113f7ba6be4629f97cbba3aec1b22,"Darmstadt University of Technology, Hochschulstraße 10, D-64289 Darmstadt, Germany","Turban, G., Darmstadt University of Technology, Hochschulstraße 10, D-64289 Darmstadt, Germany; Mühlhäuser, M., Darmstadt University of Technology, Hochschulstraße 10, D-64289 Darmstadt, Germany","In this paper, a framework for the development of educational presentation systems is presented that eases and decouples the development of optional components that contribute to a very basic presentation system. Optional components are introduced in order to support audience response systems, lecture recordings or content sharing using a learning management system, for example. After the presentation of our design goals, we present selected aspects of our framework and the application to our presentation system. Copyright 2007 ACM.",Educational presentation system; Face-to-face learning; Framework; Multimedia based presentations,Audio systems; Education; Learning systems; Educational presentation systems; Face to face learning; Learning management system; Multimedia based presentations; Multimedia systems,,,,,,,,,,,"Mock, K.: Teaching with Tablet PC's. In: Journal of Computing Sciences in Colleges. Consortium for Computing Sciences in Colleges, USA, 2004; Hulls, C.C.W., Using a Tablet PC for Classroom Instruction (2005) Proceedings of the 35th ASEE/IEEE Frontiers in Education Conference, , Indianapolis, IN, USA; Hoppe, H.U., (1999) Interactive Presentation Support for an Electronic Lecture Hall - a practice report, , Advanced Research in Computers and Communications in Education, IOS Press; Scheele, N., Experiences with Interactive Lectures: Considerations from the Perspective of Educational Psychologie and Computer Science (2005) Proceedings of the International Conference on Computer Supported Collaborative Learning, , Taipeh, Taiwan; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Journal of Family Medicine, , Innovations in Family Medicine Education; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20. , Blackwell Publishing; Lauer, T., Müller, R., Trahasch, S., Learning with lecture recordings: Key issues for end-users (2004) Proceedings of the IEEE International Conference on Advanced Learning Technologies, , Joensuu, Finland; Lane, C.: UW Podcasting: Evaluation of Year One. University of Washington, October 2006 Technical Report (http://catalyst.washington.edu/ research_development/papers/2006/podcasting_year1.pdf), 2006; Randolph, C., Thompson, E., Increasing the value of recorded lectures: An offshore experience (2003) Proceedings of the 16th Open and Distance Learning Association of Australia, , Canberra, Australia; IMC AG: Website: Lecturnity 2. Website: http://www.lecturnity.de/, last visited July 1st, 2007; Turban, G., Mühlhäuser, M., A Category Based Concept for Rapid Development of Ink-Aware Systems for Computer-Assisted Education (2005) Proceedings of the 7th International Symposium on Multimedia, , Irvine, CA, USA; Ziewer, P., Seidl, H., Transparent TeleTeaching (2002) Proceedings of the Australasian Society for Computers in Learning in Tertiary Education conference, , Auckland, New Zealand; Turban, G., Mühlhäuser, M., An Open Architecture for Face-to-Face Learning and Its Benefits (2006) Proceedings of the 8th IEEE International Symposium on Multimedia, , San Diego, CA, USA; Mühlhäuser, M., Digitale Hörsäle: Wo Präsenz- und Cyber-Univerversität sich treffen (2005) Studieren im Cyberspace?, Reihe: Bildung und Technik, , LIT Verlag Münster, Germany; OSGi Alliance: About the OSGi Service Platform. Technical Whitepaper (http://www.osgi.org/documents/collateral/OSGiTechnicalWhitePaper.pdf), last visited July 1st, 2007","Turban, G.; Darmstadt University of Technology, Hochschulstraße 10, D-64289 Darmstadt, Germany; email: turban@informatik.tu-darmstadt.de",,ACM Special Interest Group on Multimedia;ACM SIG on Computer Graphics and Interactive Techniques,,"International Multimedia Conference, MM'07 - ACM Workshop on Educational Multimedia and Multimedia Education, EMME 2007",28 September 2007 through 28 September 2007,"Augsburg, Bavaria",70908.0,,9781595937834,,,English,Proc ACM Int Multimedia Conf Exhib,Conference Paper,Final,,Scopus,2-s2.0-37849044616
[No author name available],[No author id available],"Proceedings of the 11th Iasted International Conference on Internet and Multimedia Systems and Application, IMSA 2007",2007,"Proceedings of the 11th IASTED International Conference on Internet and Multimedia Systems and Applications, IMSA 2007",,,,,,221.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-56149105834&partnerID=40&md5=a526ffc973eda35c79b4ffc17b07637d,,,The proceedings contain 38 papers. The topics discussed include: a digital artwork expression language (DAEL); a new digital literature retrieval system based on information analysis; an innovative lab environment for supporting hands-on networking exercises to distance learning students; Edureflex: a light weight class reflection tool for teaching improvement through video-recording with 'clickers'; MVC extension: evaluation according to rating criteria and possible integration; object-oriented case-based reasoning system for new product development; an efficient scheme for data aggregation with Star-Graph Hierarchical Clustering structure in wireless sensor networks; A three dimensional box counting method for measuring fractal dimensions of 3D models; and the Chinese speech emotion interaction and recognition on Internet.,,,,,,,,,,,,,,,,"Int. Assoc. Science and Technology for Development (IASTED);Technical Committee on Web, the Internet, and Multimedia;World Modelling and Simulation Forum (WMSF)",,"11th IASTED International Conference on Internet and Multimedia Systems and Applications, IMSA 2007",20 August 2007 through 22 August 2007,"Honolulu, HI",74034.0,,9780889866782,,,English,"Proc. IASTED Int. Conf. Internet Multimedia Syst. Appl., IMSA",Conference Review,Final,,Scopus,2-s2.0-56149105834
"Turpen C., Finkelstein N.D.",6603223407;8988635800;,Understanding how physics faculty use peer instruction,2007,AIP Conference Proceedings,951,,,204,207,,1.0,10.1063/1.2820934,https://www.scopus.com/inward/record.uri?eid=2-s2.0-71449113004&doi=10.1063%2f1.2820934&partnerID=40&md5=83074cba9f4320c2b566443d9619cef8,"Department of Physics, University of Colorado, Boulder, CO 80309, United States","Turpen, C., Department of Physics, University of Colorado, Boulder, CO 80309, United States; Finkelstein, N.D., Department of Physics, University of Colorado, Boulder, CO 80309, United States","We investigate how the use of physics education research tools is spreading throughout faculty practice and examine efforts to sustain the use of these practices. We specifically focus on analyzing the local use of the innovation Peer Instruction. We present data based on observations of teaching practices of six physics faculty in large enrollment introductory physics courses at our institution. From these observations, we identify three dimensions that describe variations in faculty practices: the purpose of questions, participation with students, and norms of discussion. © 2007 American Institute of Physics.",Educational change; Peer instruction; Personal response systems; Physics faculty; Teaching practices,,,,,,,,,,,,"Dancy, M., Henderson, C., Framework for articulating instructional practices and conceptions (2007) Phys. Rev. ST Phys. Educ. Res, 3, p. 010103; E. Yerushalmi, C. Henderson, K. Heller, & V. Kuo, Physics faculty beliefs and values about the teaching of problem solving, (accepted, to Phys. Rev. ST Phys. Educ. Res.); Dancy, M., Henderson, C., Beyond the Individual Instructor: Systemic Constraints in the Implementation of Research-Informed Practices (2004) PERC Proceedings; Mazur, E., (1997) Peer Instruction, , Prentice Hall; Creswell, J., (2005) Educational Research, , Pearson Prentice Hall; Maxwell, J., (2005) Qualitative Research Design, , Sage Publications; Spradley, J., (1979) Participant Observation, , Holt, Rinehart and Winston; iClicker technology information available at: http://www.iclicker.com/; H-iTT technology information, , http://www.h-itt.com, available at; Kost, L., Pollock, S., Finkelstein, N., Investigating the Source of the Gender Gap in Introductory Physics PERC Proceedings, , this 2007, submitted; Finkelstein, N., Pollock, S., (2005) Phys. Rev. ST Phys. Educ. Res, 1, p. 010101","Turpen, C.; Department of Physics, University of Colorado, Boulder, CO 80309, United States",,American Association of Physics Teachers (AAPT),,"2007 Physics Education Research Conference: Cognitive Science and Physics Education Research, PERC",1 August 2007 through 2 August 2007,"Greensboro, NC",,0094243X,9780735404656,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-71449113004
"Fang N., Cook R., Hauser K.",7101852945;23093581900;16679181500;,Work in progress - An improved teaching strategy for lean manufacturing education,2007,"Proceedings - Frontiers in Education Conference, FIE",,, 4417931,T3C1,T3C2,,3.0,10.1109/FIE.2007.4417931,https://www.scopus.com/inward/record.uri?eid=2-s2.0-50049105805&doi=10.1109%2fFIE.2007.4417931&partnerID=40&md5=10595e6bb349fbbfde968bbae0d71986,"College of Engineering, Utah State University; College of Business, Utah State University","Fang, N., College of Engineering, Utah State University; Cook, R., College of Business, Utah State University; Hauser, K., College of Business, Utah State University","This paper reports our continuous efforts in developing and implementing an improved teaching strategy to enhance lean manufacturing education. As an interdisciplinary engineering and business instructor-team, we have jointly taught a Lean course twice. Based on our experience in the first course, we made five improvements in the second course, which include 1) careful redesign of the course syllabus to be more student friendly, 2) enhancements to the Lean Lego Simulation focusing more on student learning, 3) starting the student-company team projects earlier to allow more learning through more meaningful projects, 4) introducing the use of a Classroom Response System to assess learning instantaneously in the classroom, and 5) using computer simulation to clearly show the benefits of lean principles in operational performance. This paper provides details for each of the five improvements and how they enhanced student learning. Enrollment in the second course grew nearly 300% and represents six departments from engineering, technology, and business. Course evaluation shows that the improved teaching strategy has generated a positive impact on student learning. © 2007 IEEE.",Lean manufacturing; Lean simulation; Student-company team projects; Teaching strategy,Course evaluations; Lean manufacturing; Lean principles; Lean simulation; Operational performance; Response systems; Student learning; Student-company team projects; Teaching strategies; Teaching strategy; Team projects; Work-in-progress; Computational methods; Computer simulation; Education; Learning systems; School buildings; Students; Technology; Teaching,,,,,,,,,,,"Liker, J.K., Meier, D., (2006) The Toyota Way Fieldbook, , McGraw-Hill, New York, New York; Rother, M., Shook, J., (2003) Learning to See, , The Lean Enterprise Institute, Brookline, Massachusetts; Fang, N., Cook, R., Hauser, K., Work in Progress - An Innovative Interdisciplinary Lean Manufacturing Course (2006) Proceedings of the 36th ASEE/IEEE Frontier In Education Conference, , San Diego, CA, October 28-31","Fang, N.; College of Engineering, Utah State UniversityUnited States; email: nfang@engineering.usu.edu",,,,"37th ASEE/IEEE Frontiers in Education Conference, FIE",10 October 2007 through 13 October 2007,"Milwaukee, WI",73032.0,15394565,1424410843; 9781424410842,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-50049105805
"Goff R., Terpenny J., Wildman T.",7005516336;6602083567;6602766504;,Improving learning and engagement for students in large classes,2007,"Proceedings - Frontiers in Education Conference, FIE",,, 4417901,S3D16,S3D21,,4.0,10.1109/FIE.2007.4417901,https://www.scopus.com/inward/record.uri?eid=2-s2.0-50049134067&doi=10.1109%2fFIE.2007.4417901&partnerID=40&md5=2731907584bfdb5954e5d66166b3f2ac,"Department of Engineering Education, Virginia Tech., Blacksburg, VA 24061, United States; Center for Excellence in Undergraduate Teaching, Virginia Tech., Blacksburg, VA 24061, United States","Goff, R., Department of Engineering Education, Virginia Tech., Blacksburg, VA 24061, United States; Terpenny, J., Department of Engineering Education, Virginia Tech., Blacksburg, VA 24061, United States; Wildman, T., Center for Excellence in Undergraduate Teaching, Virginia Tech., Blacksburg, VA 24061, United States","Due to increasing student enrollments and limited resources, small classes are evermore being replaced with large lectures. It is therefore essential to quality educational programs to address the challenges of student learning and engagement in large classes. This paper explains connections between basic learning research and practical strategies for engaging students in large engineering classrooms. First, we ground proposed instructional strategies with theory and empirical evidence on such key matters as how students represent ideas in memory, how these representations are elaborated and perfected over time, and how stored information can be retrieved for use. This helps us to understand how students learn to monitor and control their own learning and how large class environments can be approached as sites for significant learning. We discuss how electronic student response devices (clickers) have been useful for generating in-class interaction and active learning in large classes for individual and team activities. How to administer beneficial team-based projects for large classes is also presented, including: real-world problems that require teams to investigate and understand contemporary issues such as sustainability, working with industry, and third-world countries. Finally, personal style and characteristics of faculty who are successful with large classes is discussed. © 2007 IEEE.",Engaging students; Improving learning; Large classes,Active learning; Class interaction; Educational programs; Empirical evidences; Engaging students; Engineering classrooms; Improving learning; Instructional strategies; Large classes; Limited resources; Monitor and control; Real-world problems; Student enrollments; Student learning; Student response; Team-based projects; Third-world countries; BASIC (programming language); Engineering research; Research; School buildings; Students; Technology; Education,,,,,,,,,,,"Bruner, J., (1960) The Process of Education, , Cambridge, MA: Harvard University Press; Lo, J., Lohani, V., Griffin, O.H., Full Implementation of New Format for Freshman Engineering Course at Virginia Tech, Proceedings of ASEE 2006 Conference and Exposition, Chicago, IL, June18-21, 2006, CD-Rom Session 2006-982; Multiple Authors, Proceedings of ASEE 2006 Conference and Exposition, Chicago, IL, June 18-21, 2006, CD-Rom Sessions 2006-142, -2672,-2551, -2383, -2076, -906, -1358,-1997, -1902, -1683,-1675,-1264; Mullin, J, Lo, J., Griffin, O., Lohani, V., Sustainable Design Projects for Engineering Freshmen, Proceedings of ASEE 2006 Conference and Exposition, Chicago, IL, June18-21, 2006, CD-Rom Session 2006-958; http://www.ncsu.edu/felder-public; http://www.succeed.ufl.edu/innovators/innovator_2/innovator002.html; Terpenny, J.P., Sullivan, W.G., Singh, H., and Sward, K., Utilizing the Internet to Improve Student Learning in a First Course in Engineering Economy with Real-World Unsolved Problems in Collaboration with Industry, Proceedings ASEE 2002 Conference and Exposition, Montréal, Quebec, Canada, June 16-19, 2002, CD-Rom Session 2139, 1-17. (Winner of best paper award in Engineering Economy Division, first runner up in Professional Interest Council III.); Sward, K., Terpenny, J., Sullivan, W.G., Design, Layout, and Tools for Effective Web-based Instruction (2002) Frontiers in Education Conference, Boston, Massachusetts, November 6-9, 2002, Session S1E: Web Applications V - Online Learning, pp. 1-6; Paterson, K.G., Student Perception of Internet-Based Learning Tools in Environmental Engineering Education (1999) Journal of Engineering Education, pp. 295-304; Gralinski, T., Terpenny, J.P., K-12 and University Collaboration: A Vehicle to Improve Curriculum and Female Enrollment in Engineering and Technology (2003) 2003 ASEE Annual Conference, pp. 1-9. , Nashville, Tennessee, June 22-25, CD-Rom Session 2692; Terpenny, J., Gao, R., Ritter, J., Fisher, D., Krishnamurty, S., Senior Design Projects to Aid the Disabled (2001) Proceedings ASEE 2001 Conference and Exposition, pp. 1-11. , Albuquerque, New Mexico, June 24-27, CD-Rom Session 2325; Terpenny, J.P., Goff, R.M., Vernon, M.R., Green, W.R., Utilizing Assistive Technology Design Projects and Interdisciplinary Teams to Foster Inquiry and Learning in Engineering Design, Special Issue on Learning and Engineering Design, International Journal of Engineering Education, 22, no. 3, 2006 (invited); Welty, K., Puck, B., (2001) Modeling Athena: Preparing Young Women for Citizenship and Work in a Technological Society, , University of Wisconsin-Stout; Power Point Presentation Regarding: Recruiting and Retaining Young Women in Technology Education, , http://www.dpi.state.wi.us/dpi/dlsis/cte/tbaddres.html, Wisconsin Dept. of Public Instruction; Thom, M., (2001) BALANCING THE EQUATION: Where Are Women & Girls in Science, Engineering & Technology, , http://www.nerw.org/research/scifacts.htm, National Council for Research on Women; Schwartz, W., Hanson, K., (1992) Equal Mathematics Education for Female Students, (78). , Eric Clearinghouse of Urban Education; Anderson-Rowland, M.R., Aren't, W., There More Women in Engineering: Can We Really Do Anything? ASEE SW Regional Conference 2002; Blaisdell, S., Factors in the Under Representation of Women in Science and Engineering: A Review of the Literature (1995) Women in Engineering Program Advocates Network, , Working Paper 95-1, December; Goff, R.M., Terpenny, J.P., Vernon, M.R., Green, W.R., Evolution of Student Perception in a Human Centered Interdisciplinary Design Project (2006) Frontiers in Education Conference, , October 28-31, San Diego","Goff, R.; Department of Engineering Education, Virginia Tech., Blacksburg, VA 24061, United States; email: richgoff@vt.edu",,,,"37th ASEE/IEEE Frontiers in Education Conference, FIE",10 October 2007 through 13 October 2007,"Milwaukee, WI",73032.0,15394565,1424410843; 9781424410842,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-50049134067
"Conole G., Dyke M.",54930674900;6603822906;,Complexity and interconnection: Steering e-Learning developments from commodification towards 'Co-modification',2007,"E-Learning initiatives in China:Pedagogy, policy and culture: Pedagogy, Policy and Culture",,,,233,248,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898514645&partnerID=40&md5=db72b95088f1267c4f59a94a6e77752e,"Open University, United Kingdom; School of Education, University of Southampton, Southampton, United Kingdom","Conole, G., Open University, United Kingdom; Dyke, M., School of Education, University of Southampton, Southampton, United Kingdom","Education has changed dramatically in the last thirty years as a result of a number of factors. This reflects a more general wider societal change and has been fuelled by national policy directives as well as technological changes. This chapter provides a critique of the context within which e-learning occurs and considers how this shapes and directs practice. The central argument of this chapter is that contextual factors have a significant impact on the directions of e-learning activities, and hence an understanding of these factors is important for both policy decisions and practice. The chapter highlights some of the key shifts which have occurred in society, such as the increased impact of technologies, changing norms and values, the shifting and contested nature of knowledge, and discusses their impact on education. It will reflect on the potential role of e-learning in addressing the needs of this complex, constantly changing society. It argues that there are three main shifts occurring in education which need to be taken into account: a shift from a focus on information to communication, a shift from a passive to more interactive engagement, and a shift from a focus on individual learners to more socially situative learning. It considers how new technologies can support these shifts. © 2007 by The Hong Kong University Press, HKU. All rights reserved.",,,,,,,,,,,,,"Beck, U., (1992) Risk Society. Towards a New Modernity, , Sage: London; Brown, P., Lauder, H., (1992) Education for Economic Survival: From Fordism to Post-Fordism?, , London: Routledge; Bush, V., As we may think. The Atlantic Monthly, 1945. , http://www.theatlantic.com/doc/194507/bush, Available at [accessed 24 March 2006]; Cai, C., Conole, G., (2005) Evaluation report of Worldwide Universities Network (WUN) Consortium eChina-UK Project 2006], , http://www.echinauk.org, Available at See Papers and Publications, Reports [accessed 17 July; Carr-Chellman, A., (2005) Global Perspectives on e-Learning: Rhetoric and Reality, , Sage: London; Castells, E., The rise of the network society (1996) The Information Age: Economy, Society and Culture, 1. , Oxford: Blackwell; Castells, M., (2001) The Internet Galaxy: Reflections on the Internet, Business and Society, , Oxford University Press: Oxford; Conole, G., What impact are technologies having and how are they changing practice? (2005) Beyond Mass Higher Education: Building on Experience, The Society for Research into Higher Education, pp, pp. 81-95. , In I. McNay (ed.) Milton Keynes: Open University Press/McGraw-Hill Education; Conole, G., An international comparison of the relationship between policy and practice in e-learning Handbook of e-Learning Research, , In R Andrews and C. Haythornthwaite (eds.) (forthcoming) London: Sage; Conole, G., Dyke, M., What are the affordances of information and communication technologies? Alt [association for learning technology] (2004) Journal, 12 (2), pp. 113-124; Conole, G., Oliver, M., (2007) Contemporary Perspectives in e-Learning Research: Themes, Tensions and Impact on Practice, , Oxford: RoutledgeFalmer; Conole, G., Oliver, M., White, S., The impact of e-learning on organisational roles and structures (2007) Contemporary Perspectives in e-Learning Research: Themes, Methods and Impact on Practice, pp. 69-81. , In G. Conole and M. Oliver (eds.) Oxford: RoutledgeFalmer; Conole, G., Smith, J., White, S., A critique of the impact of policy and funding (2007) Contemporary Perspectives in e-Learning Research: Themes, Methods and Impact on Practice, pp. 38-54. , In G. Conole and M. Oliver (eds.) Oxford: RoutledgeFalmer; Conole, G., De Laat, M., Dillon, T., Darby, J., (2006) LXP: The learner experience of e-learning -final project report', at, , http://www.jisc.ac.uk/media/documents/programmes/elearning-pedagogy/ lxp%20project%20final%20report%20dec%2006.pdf, [accessed 26 May 2007]; Cook, J., White, S., Sharples, M., Sclater, N., Davis, H., The design of learning technologies (2007) Contemporary Perspectives in e-Learning Research: Themes, Methods and Impact on Practice, pp. 55-68. , In G. Conole and M. Oliver (eds.) Oxford: RoutledgeFalmer; Council resolution on lifelong learning (2002) Official Journal of the European Communities, C163, pp. 1-3. , http://europa.eu.int/eur-lex/pri/en/oj/dat/2002/c-163/ c-16320020709en00010003.pdf, Council of European Union Available at [accessed 17 July 2006]; Creanor, L., Trinder, K., Gowan, D., Howells, C., (2006) LEX: The learner experience of e-learning -final project report, , http://www.jisc.ac.uk/uploaded-documents/LEX%20Final%20Report-August06. pdf, [accessed 26 May 2007]; (1998) The Learning Age. A renaissance for a new Britain. Government Green Paper, , http://www.lifelonglearning.co.uk/greenpaper, DfEE ( Available at [accessed 17 July 2006]; (2004) Towards a unified e-learning strategy 2006], , http://www.dfes.gov.uk/consultations/conResults.cfm?consultationId=774, DfES ( Available at [accessed 21 July; (2005) DfES e-Learning Strategy: Harnessing Technology -Transforming Learning and Children's Services, , http://www.dfes.gov.uk/publications/e-strategy, DfES ( Available at [accessed 17 July 2006]; Drucker, P., Knowledge work and knowledge society: The social transformation of this century. 1994 edwin l. Godkin lecture (1994) Transcript, , http://www.ksg.harvard.edu/ifactory/ksgpress/www/ksg-news/transcripts/ drucklec.htm, available at; Dyke, M., (2001) Reflective learning and reflexive modernity as theory practice and research in postcompulsory education, , Unpublished PhD Thesis, Educational Studies, University of Surrey; Dyke, M., The role of the 'other' in reflection, knowledge formation and action in a late modernity (2006) International Journal of Lifelong Education, 25 (2), pp. 105-123; Dyke, M., Conole, G., Ravenscroft, A., De Freitas, S., Learning theory and its application to e-learning (2007) Contemporary Perspectives in e-Learning Research: Themes, Methods and Impact on Practice, pp. 82-97. , In G. Conole and M. Oliver (eds.) Oxford: RoutledgeFalmer; Giddens, A., (1991) The Consequences of Modernity, , Polity Press: Cambridge; Giddens, A., (2000) Runaway World: How Globalization Is Reshaping Our Lives, , New York: Routledge; (2003) The Progress Report on the New Connections Action Plan, , Government of Ireland Dublin, Ireland: Government Publications Office; Henkel, M., (2000) Academic Identities and Policy Change in Higher Education, , London: Jessica Kingsley; Jochems, W., Van Merrienboer, J.D., Koper, K., (2004) Integrated e-Learning: Implications for Pedagogy, Technology and Organization, , Oxford: RoutledgeFalmer; Kearns, P., (2002) Towards the connected learning society. An international overview of trends in policy for information and communication technology in education, , http://www.dest.gov.au/NR/rdonlyres/7AC0E17C-C0C6-4BE3-9017-88CA7B983D42/ 1916/TowardstheConnectedLearningSociety.pdf, Available at [accessed 17 July 2006]; Kuhn, T.S., (1996) The Structure of Scientific Revolutions, , Chicago/London: University of Chicago Press; Land, R., Networked learning and the politics of speed: A dromological perspective (2006) Paper presented at the Fifth International Conference on Networked Learning, Lancaster University, , http://www.networkedlearningconference.org.uk/abstracts/Land.htm, 10-12 April. Available at [accessed 17 July 2006]; Lash, S., Urry, J., (1994) Economics and Signs and Space, , London: Sage; Mayes, T., De Freitas, S., (2004) Review of e-learning frameworks, models and theories, JISC e-learning models desk study, , http://www.jisc.ac.uk/uploaded-documents/ Stage%202%20Learning%20Models%20(Version%201).pdf, Available at [accessed 17 July 2006]; Nobles, D., Digital diploma mills: The automation of higher education (2001) First Monday, , http://www.firstmonday.org/issues/issue3-1/noble/#author, online. Available at [accessed 21 July 2006]; (1996) Lifelong Learning for All, , OECD [Organization for Economic Co-operation and Development] Paris: OECD; Oliver, M., Roberts, G., Beetham, H., Ingraham, B., Dyke, M., Levy, P., Knowledge, society and perspectives on learning technology (2007) Contemporary Perspectives in e-Learning Research: Themes, Methods and Impact on Practice, pp. 27-37. , In G. Conole and M. Oliver (eds.) . Oxford: RoutledgeFalmer; Oliver, R., Quality assurance and e-learning: Blue skies and pragmatism. Alt-j [ (2005) Association for Learning Technology -Journal], 13 (3), pp. 173-187; Code of practice for the assurance of academic quality and standards in higher education? (2004) Section 2: Collaborative provision and flexible and distributed learning, , http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/default.asp, QAA [Quality Assurance Agency] ( (including e-learning). Available at [accessed 17 July 2006]; Raymond, E., The cathedral and the bazaar (1999) Knowledge Technology and Policy, 12 (3), pp. 23-49; Salomon, G., (1993) Distributed Cognitions: Psychological and Educational Considerations, , Cambridge: Cambridge University Press; Seale, J., Editorial and articles in special issue on accessibility, alt-j [ (2005) Association for Learning Technology -Journal], 14, p. 1; Selwyn, N., Gorard, S., Reality bytes: Examining the rhetoric of widening educational participation via ict (2003) British Journal of Educational Technology, 34 (2), pp. 169-181; (2006), http://www.unescobkk.org/index.php?id=1374, UNESCO (n.d.) ICT in education: China. Available at [accessed 17 July; Weller, M., Beyond the vle (2007) Virtual Learning Environments: Effective Deployment and Use, pp. 29-42. , In M. Weller (ed.) Oxford: RoutledgeFalmer",Open UniversityUnited Kingdom,,,"Hong Kong University Press, HKU",,,,,,9789622098671,,,English,"E-Learning initiatives in China:Pedagogy, Plcy. and culture: Pedagogy, Plcy. and Culture",Book Chapter,Final,,Scopus,2-s2.0-84898514645
"Olds S.A., McKenna A., Pazos P.",6505842093;7003646424;23393756800;,Work in progress - Promoting conceptual understanding through effective peer discussions in large classes,2007,"Proceedings - Frontiers in Education Conference, FIE",,, 4417908,T1D7,T1D8,,2.0,10.1109/FIE.2007.4417908,https://www.scopus.com/inward/record.uri?eid=2-s2.0-50049090930&doi=10.1109%2fFIE.2007.4417908&partnerID=40&md5=aaa41c027a92ade7b85819b4973159d2,"Biomedical Engineering, Northwestern University; McCormick School of Engineering, Northwestern University; Searle Center for Teaching Excellence, Northwestern University","Olds, S.A., Biomedical Engineering, Northwestern University; McKenna, A., McCormick School of Engineering, Northwestern University; Pazos, P., Searle Center for Teaching Excellence, Northwestern University","Using Personal Response Systems (PRS) in large lecture classes has been suggested as one way to encourage the active involvement of students in this challenging pedagogical environment. Positive correlations between PRS use and course grades have been shown, but few have attempted to determine what components of the active learning are most effective. Some factors that may contribute to the positive correlation include: increased time in which students are actively applying concepts in class, increased exposure to the type of questions asked by a particular instructor, and peer discussion opportunities that often accompany PRS use. We are most interested in the latter factor, as we believe that knowledge construction is social and peer discussion is an effective technique to promote conceptual understanding. By studying peer discussions, we can gain information on how to structure these social interactions so they lead to the most conceptual understanding. We have initiated a study of peer discussions with an experienced PRS instructor. This instructor has included several classroom scenarios where students respond to a PRS question, discuss the question with a peer, and then vote again. We are tracking several characteristics of the peer team (gender, comfort level in discussing with peer, familiarity with peer, comfort level with material) and we will determine the effectiveness of these discussions by 1) correlating them with the number of correct PRS responses and 2) listening to the recorded discussions of five groups. © 2007 IEEE.",Active learning; Conceptual understanding; Peer discussions; Personal response systems,Active learning; Conceptual understanding; Gain information; Knowledge construction; Lecture classes; One way; Peer discussions; Personal response systems; Positive correlations; Social interactions; Work-in-progress; Correlation methods; Reusability; School buildings; Students; Turbulent flow; Education,,,,,,,,,,,"Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21 (4), pp. 260-268. , 9; Mazur, E., (1997) Peer Instruction: A User's Manual, , New Jersey: Prentice Hall; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Kolikant, Y., McKenna, A., Yalvac, B., Using the personal response system as a cultural bridge from silent absorption to active participation (2005) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005, pp. 2660-2667","Olds, S. A.; Biomedical Engineering, Northwestern UniversityUnited States; email: s-olds@northwestern.edu",,,,"37th ASEE/IEEE Frontiers in Education Conference, FIE",10 October 2007 through 13 October 2007,"Milwaukee, WI",73032.0,15394565,1424410843; 9781424410842,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-50049090930
Shan T.,15846587900;,Intelligent CCTV via planetary sensor network,2007,"Sensor Networks and Configuration: Fundamentals, Standards, Platforms, and Applications",,,,463,484,,,10.1007/3-540-37366-7_22,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84892253576&doi=10.1007%2f3-540-37366-7_22&partnerID=40&md5=c4eb48fb9a29c9ca2ff6b1c659bd2105,"Intelligent Real-Time Imaging and Sensing Group, School of ITEE, University of Queensland, 4072, Australia; National Information and Communications Technology Australia (NICTA), Australia","Shan, T., Intelligent Real-Time Imaging and Sensing Group, School of ITEE, University of Queensland, 4072, Australia, National Information and Communications Technology Australia (NICTA), Australia","CCTV (Closed circuit TV) systems cover cities, public transport, and motorways, and the coverage is quite haphazard. It was public demand for security in public places that led to this pervasiveness. Moreover, the adoption of centralised digital video databases, largely to reduce management and monitoring costs, has also resulted in an extraordinary co-ordination of the CCTV resources. It is therefore natural to consider the power and usefulness of a distributed CCTV system, which could be extended not only to cover a city, but also to include virtually all video and still cameras on the planet. Such a system should not only include public CCTV systems in rail stations and city streets, but should also have the potential to include private CCTV systems in shopping malls and office buildings. With the advent of third generation (3G) wireless technology, there is no reason, in principle, that we could not include security cameras feeds from moving public spaces such as taxis, buses, and trains. There should also be the possibility of including the largest and cheapest potential source of image and video feeds which are those available from private mobile phone handsets with cameras. Many newer 3G handsets have both location service (GPS) and video capability, so the location of a phone could be determined and the video and image stream could be integrated into the views provided by the rest of the fixed sensor network. Another reason to investigate the ad-hoc integration of video and images from the mobile phone network into a planetary sensor network comes from a current project of the authors to use mobile smart phones as a low-cost secure medical triage system in the event of natural disasters. In 2005, a phone-based medical triage system being developed jointly by a commercial partner and the University of Queensland was used by medical officers in major natural disaster areas (ABC News 2005) in the aftermath of 1) the tsunami in Banda Aceh, Indonesia, 2) Hurricane Katrina in the USA, and 3) the earthquake in Kashmir, Pakistan. During these trials the need for the delivery of person location services based on robust face recognition through the mobile phone network became apparent. For example such a service could have proved invaluable to quickly reunite families and help determine the identities of missing persons. In major natural disasters, millions of people may be displaced and housed in temporary shelters, as was indeed the case after hurricane Katrina devastated New Orleans. In such extreme disasters is extremely difficult to rapidly determine who has survived and where they are physically located. © Springer-Verlag Berlin Heidelberg 2007.",,,,,,,,,,,,,"(2005), http://www.abc.net.au/pm/content/2005/s1283572.htm, last visited 24-Nov-2005; Abdel-Mottaleb, M., Elgammal, A., Face detection in complex environments from colour images (1999) Proc: Int. Conf. on Image Processing, 3, pp. 622-626. , 24-28 Oct; Beymer, D., Poggio, T., Face recognition from one example view (1995) Proc. Int'l Conf. of Comp. Vision, pp. 500-507; (2005), http://www.humanscan.de/company/index.php, last visited 14-Dec-2005; Black, M.J., Fleet, D.J., Yacoob, Y., Robustly estimating changes in image appearance (2000) Computer Vision and Image Understanding, 78 (1), pp. 8-31; Carbonetto, P., (2005), http://www.cs.ubc.ca/~pcarbo, last visited 14-Dec-2005; Chen, S.K., Lovell, B., Illumination and expression invariant face recognition with one sample image per class (2004) 17th Int. Conf. on Pattern Recognition (ICPR' 04), 3, pp. 300-303; Cootes, T.F., Taylor, C.J., Active shape models-'smart snakes' (1992) Proc. British Machine Vision Conference, pp. 266-275. , Springer-Verlag; Cootes, T.F., Taylor, C.J., Locating faces using statistical feature detectors (1996) Proc of the 2nd Int. Conf. on Automatic Face and Gesture Recognition, p. 204; Cootes, T.F., Walker, L., Taylor, C.J., View-based active appearance models (2000) 4th Int. Conf. on Automatic Face and Gesture Recognition, pp. 227-232. , March; Cootes, T.F., Taylor, C.J., Active appearance models (2001) IEEE PAMI, 23 (6), pp. 681-685; Crow, F., Summed-are tables for texture mapping (1984) Proc of SIGGRAPH, 18 (3), pp. 207-212; Dai, Y., Nakano, Y., Face-texture model based on sgld and its application (1996) Pattern Recognition, 29, pp. 1007-1017. , June; Feraud, R., Bernier, O., Collobert, D., A constrained generative model applied to face detection (1997) Neural Processing Letters, 5 (2), pp. 11-19; (2005), http://www.itl.nist.gov/iad/humanid/feret, last visited 23-Nov-2005; Fleuret, F., Geman, D., Coarse-to-fine face detection (2001) Int. J. of Computer Vision, 41, pp. 85-107; Gao, Y.S., Leung, M.K.H., Face recognition using line edge map (2002) IEEE PAMI, 24 (6), pp. 764-779. , June; Gibbons, P.B., Karp, B., Ke, Y., Nath, S., Sehan, S., IrisNet: An architecture for a worldwide sensor web (2003) Pervasive Computing, 2 (4), pp. 22-23. , Oct. - Dec; Govindaraju, V., Locating human faces in photographs (1996) Int. J. of Computer Vision, 19 (2), pp. 129-146. , August; Gunn, S.R., Nixon, M.S., A dual active contour for head boundary extraction (1994) IEE Colloquium on Image Processing for Biometric Measurement, pp. 6/1-6/4. , 20 Apr; Hjelmas, E., Low, B.K., Face detection: A survey (2001) Computer Vision and Image Understanding, 83 (3), pp. 236-274. , 39 Sept; Hoogenboom, R., Lew, M., Face detection using local maxima (1996) 2nd Int. Conf. on Automatic Face and Gesture Recognition, , Oct. 14-16, Killington, Vermont, USA; Horward, J., (2005), http://smh.com.au/news/national/howard-backs-more-securitycameras/2005/ 07/24/1122143730105.html, last visited 23-Nov-2005; Huang, J., Gutta, S., Wechsler, H., Detection of human faces using decision trees (1996) IEEE Proc. of 2nd Int. Conf. on Automatic Face and Gesture Recognition, , Vermont; Jeng, S.H., Liao, H.Y.M., Liu, Y.T., Chen, M.Y., An efficient approach for facial feature detection using geometrical face model (1998) Proc: 13th Int. Conf. on Pattern Recognition, 3, pp. 426-430. , 25-29 Aug; Lee, C.H., Kim, J.S., Park, K.H., Automatic human face location in a complex background (1996) 2nd Int. Conf. on Automatic Face and Gesture Recognition, , Oct. 14-16, Killington, Vermont, USA; Lv, X.G., Zhou, J., Zhang, C.S., A novel algorithm for rotated human face detection (2000) Computer Vision and Pattern Recognition, 1, pp. 760-765; Mallat, S.G., A theory for multi-resolution signal decomposition: The wavelet representation (1989) IEEE Transactions on Pattern Analysis and Machine Intelligence, 11 (7), pp. 674-693; McKenna, S., Gong, S., Liddell, H., Real-time tracking for an integrated face recognition system (1995) 2nd Workshop on Parallel Modelling of Neural Operators, , Faro, Portugal, Nov; Nikolaidis, A., Pitas, I., Facial feature extraction and pose determination (2000) Pattern Recognition, 33, pp. 1783-1791; Osuna, E., Freund, R., Girosi, F., Training support vector machines: An application to face detection (1997) Proc: Computer Vision and Pattern Recognition, pp. 130-136. , June; Roth, D., Yang, M.H., Ahuja, N., A SNoW-based face detector (2000) Advances in Neural Information Processing Systems, 12, pp. 855-861. , MIT Press; Rowley, H.A., Baluja, S., Kanade, T., Neural network-based face detection (1998) Proc. IEEE Computer Society Conference on Computer Vision and Pattern Recognition, pp. 203-208. , 18-20 June; Saber, E., Tekalp, A.M., Frontal-view face detection and facial feature extraction using colour, shape and symmetry based cost functions (1998) Pattern Recognition Letters, 9 (8), pp. 669-680; Satoh, S., Nakamura, Y., Kanade, T., Name-it: Naming and detecting faces in news videos (1999) IEEE MultiMedia, 6 (1), pp. 22-35. , Jan-Mar; Sun, Q.B., Huang, W.M., Wu, J.K., Face detection based on colour and local symmetry information (1998) Proc. of 3rd Int. Conf. on Face &amp; Gesture Recognition, p. 130; Sung, K.K., Poggio, T., Example-based learning for view-based human face detection (1998) ITEE Trans. on Pattern Analysis and Machine Intelligence; Terrillon, J., Shirazi, M., Fukamachi, H., Akamatsu, S., Invariant face detection with support vector machines (2000) 15th Int. Conf. on Pattern Recognition, 4, pp. 210-217. , 3-7 Sept; Turk, M., Pentland, A., Face recognition using eigenfaces (1991) Proc. Computer Vision and Pattern Recognition, pp. 586-591; Wong, C., Kortenkamp, D., Speich, M., A mobile robot that recognises people (1995) Proc: 7th Int. Conf. on Tools with Artificial Intelligence, pp. 346-353; Yang, M.H., Ahuja, N., Kriegman, D., Face detection using mixtures of linear subspaces (2000) Proc. 4th IEEE Int. Conf. on Automatic Face and Gesture Recognition, p. 70; Yilmaz, A., Gokmen, M., Eigenhill vs. eigenface and eigenedge (2000) Procs of Int. Conf. Pattern Recognition, pp. 827-830. , Barcelona, Spain; Yokoyama, Yagi, Y., Yachida, M., Facial contour extraction model (1998) Proc of 3rd Int. Conf. on Face &amp; Gesture Recognition, p. 254; Yuille, A.L., Hallinan, P.W., Cohen, D.S., Feature extraction from faces using deformable templates (1992) Int. Journal of Computer Vision, 8 (2), pp. 99-111","Shan, T.; Intelligent Real-Time Imaging and Sensing Group, School of ITEE, University of Queensland, 4072, Australia",,,Springer Berlin Heidelberg,,,,,,3540373640; 9783540373643,,,English,"Sens. Netw. and Configuration: Fundamentals, Stand., Platforms, and Applic.",Book Chapter,Final,,Scopus,2-s2.0-84892253576
"Kost L.E., Pollock S.J., Finkelstein N.D.",24779536500;7102975994;8988635800;,Investigating the source of the gender gap in introductory physics,2007,AIP Conference Proceedings,951,,,136,139,,4.0,10.1063/1.2820915,https://www.scopus.com/inward/record.uri?eid=2-s2.0-57049110812&doi=10.1063%2f1.2820915&partnerID=40&md5=383f22b73b07018945715b360d8d39e2,"Department of Physics, University of Colorado at Boulder, Boulder, CO 80309, United States","Kost, L.E., Department of Physics, University of Colorado at Boulder, Boulder, CO 80309, United States; Pollock, S.J., Department of Physics, University of Colorado at Boulder, Boulder, CO 80309, United States; Finkelstein, N.D., Department of Physics, University of Colorado at Boulder, Boulder, CO 80309, United States","Our previous research showed that despite the use of interactive engagement (IE) techniques at our institution, the difference in performance between men and women on a conceptual learning survey persisted from pre to posttest. This paper reports on a three-part follow-up study that investigates what factors contribute to the gender gap. First, we analyze student grades in different components of the course and find that men and women's course grades are not significantly different (p>0.1), but men outscore women on exams and women outscore men on homework and participation. Second, we compare average posttest scores of men and women who score similarly on the pretest and find that there are no significant differences between men and women's average posttest scores. Finally, we analyze other factors in addition to the pretest score that could influence the posttest score and find that gender does not account for a meaningful portion of the variation in posttest scores when a measure of mathematics performance is included. These findings indicate that the gender gap exists in interactive physics classes, but may be due in large part to differences in preparation, background, and math skills as assessed by traditional survey instruments. © 2007 American Institute of Physics.",Conceptual learning; Gender; Introductory physics; Physics education research,,,,,,,,,,,,"Laws, P., (1999) Am. J. Phys, 67, p. 32. , S; Schneider, M., (2001) Phys. Teach, 39, p. 280; Lorenzo, M., (2006) Am. J. Phys, 74, p. 118; Pollock, S.J., (2007) Phys. Rev. ST PER, 3, p. 010107; Meltzer, D.E., (2002) Am. J. Phys, 70, p. 1259; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice-Hall; CAPA, http://www.lon-capa.org/; Mastering Physics, , http://www.masteringphysics.com; McDermott, L.C., Schaffer, P.S., (2002) Tutorials in Introductory Physics, , Upper Saddle River, NJ: Prentice-Hall; Thornton, R.K., Sokoloff, D.R., (1998) Am. J. Phys, 66, p. 228; Lomax, R.G., (2001) An Introduction to Statistical Concepts for Education and Behavioral Sciences, , Mahwah, NJ: Lawrence Erlbaum Associates; We also note that the identified variables only account for 42% of the variance in the data. Examining additional sources is the subject of current work; Dancy, M., The Myth of Gender Neutrality in 2003 Physics Education Research Conference, AIP Conference Proceedings 720, New York: American Institute of Physics, 2004, pp. 31-36; Tatum, B.D., (1997) Why are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race, , New York: Basic Books; Valian, V., (1999) Why So Slow: The Advancement of Women, , Cambridge: The MIT Press","Kost, L. E.; Department of Physics, University of Colorado at Boulder, Boulder, CO 80309, United States",,American Association of Physics Teachers (AAPT),,"2007 Physics Education Research Conference: Cognitive Science and Physics Education Research, PERC",1 August 2007 through 2 August 2007,"Greensboro, NC",,0094243X,9780735404656,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-57049110812
Bonham S.,6603116438;,Measuring student effort and engagement in an introductory physics course,2007,AIP Conference Proceedings,951,,,57,60,,,10.1063/1.2820946,https://www.scopus.com/inward/record.uri?eid=2-s2.0-71449096425&doi=10.1063%2f1.2820946&partnerID=40&md5=bd38f94c674a3c7249b1b64154270c1e,"Department of Physics and Astronomy, Western Kentucky University, 1906 College Heights Blvd., Bowling Green, KY 42101-1077, United States","Bonham, S., Department of Physics and Astronomy, Western Kentucky University, 1906 College Heights Blvd., Bowling Green, KY 42101-1077, United States","Multiple scales reflecting student effort were developed using factor and scale analysis on data from an introductory physics course. This data included interactions with an on-line homework system. One of the scales displays many characteristics of a metric of the individual level of engagement in the course. This scale is shown to be a good predictor of performance on class exams and the Force Concept Inventory (FCI). Furthermore, normalized learning gains on the FCI are well predicted by this scale while pre-instructional FCI scores provide no additional predictive ability, agreeing with observations by Richard Hake. This scale also correlates strongly with epistemological beliefs that learning is related to effort and is the responsibility of the student. The factors that enter into this scale, writing and mastering expert-like problem-solving, are consistent with this being a measure of individual levels of class engagement. © 2007 American Institute of Physics.",Interactive engagement; Just-in-time- teaching; Normalized FCI gain; On-line homework; Student effort,,,,,,,,,,,,"Hake, R., (1998) American Journal of Physics, 66 (1), p. 64; K. Kelvin Cheng, Beth Ann Thacker, Richard L. Cardenas et al., American Journal of Physics 72 (11), 1447 (2004); Coletta, V.P., Phillips, J.A., (2005) American Journal of Physics, 73 (12), p. 1172; Bonham, S.W., Beichner, R.J., Titus, A., (2000) Journal of Research on Computing in Education, 33 (1); Beichner, R., Saul, J., Abbott, D., (2007) PER-Based Reform in University Physics, , edited by and, American Ass. of Physics Teachers, College Park, MD; Sokoloff, D.R., Thorton, R.K., Laws, P.W., (1999) RealTime Physics: Active Learning Laboratories, , John Wiley & Sons, New York; Heller, P., Keith, R., Anderson, S., (1992) American Journal of Physics, 60, p. 627; Novak, G.M., Patterson, E.T., Gavrin, A.D., (1999) Just-in-Time Teaching: Blending Active Learning with Web Technology, , Prentice-Hall, Inc, Upper Saddle River; WebAssign, W., (2005), http://webassign.net/info; Scott Bonham, in The Physics Teacher (2007), In press; Hestenes, D., Wells, M., Swackhamer, G., (1992) Physics Teacher, 30 (3), p. 141; Elby, A., (2001) American Journal of Physics, 69 (7), p. 54. , S; Scott Bonham, P., Rev. ST Phys (2007) Educ. Res, , submitted","Bonham, S.; Department of Physics and Astronomy, Western Kentucky University, 1906 College Heights Blvd., Bowling Green, KY 42101-1077, United States",,American Association of Physics Teachers (AAPT),,"2007 Physics Education Research Conference: Cognitive Science and Physics Education Research, PERC",1 August 2007 through 2 August 2007,"Greensboro, NC",,0094243X,9780735404656,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-71449096425
Bishop M.,7201415965;,E-voting as a teaching tool,2007,IFIP International Federation for Information Processing,237,,,17,24,,1.0,10.1007/978-0-387-73269-5_3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-35648969541&doi=10.1007%2f978-0-387-73269-5_3&partnerID=40&md5=caf9811794db73968d7275b968960b03,"Department of Computer Science, University of California, Davis, CA, United States","Bishop, M., Department of Computer Science, University of California, Davis, CA, United States",Electronic voting systems are widely used in elections. This paper describes using an e-voting system as the basis for a project in an undergraduate computer security class. The goal of the project was to teach the students how to use the Flaw Hypothesis Methodology to perform a penetration study. © 2007 International Federation for Information Processing.,Computer security; Electronic voting; Flaw hypothesis methodology; Information assurance; Penetration study,Education; Security of data; Security systems; E-Voting; E-voting systems; Electronic voting; Electronic voting systems; Information assurance; Penetration study; Teaching tools; Voting machines,,,,,,,,,,,"Linde, R., Operating systems penetration (1975) 1978 National Computer Conference, AFIPS Conference Proceedings, 44, pp. 361-368; Saltman, R.G., (1988) Accuracy, integrity, and security in computerized vote-tallying, , NBS Special Publication 500-158, Institute for Computer Sciences and Technology, National Bureau of Standards (now NIST, Gaithersburg, MD August; The machinery of democracy: Protecting elections in an electronic world (2006), Brennan Center Task Force on Voting System Security:, Technical report, Brennan Center, 161 Avenue of the Americas, 12th Floor, New York, NY 10013 August; Kohno, T., Stubblefield, A., Rubin, A.D., Wallach, D.S., Analysis of an electronic voting system (1919) Proceedings of the 2004 IEEE Symposium on Security and Privacy. (May, pp. 27-40. , Appeared previously as Johns Hopkins University Information Security Institute Technical Report TR, July 23, 2003 2004; (2003) Direct recording electronic (DRE) technical security assessment report, , http://www.sos.state.oh.us/ sos/hava/compuwarell2103.pdf, Compuware Corporation:, November; (2003) Risk assessment report: Diebold AccuVote-TS voting system and processes, , http://www.dbm.maryland.gov/SBE, Science Applications International Corporation:, September; RABA Innovative Solution Cell: Trusted agent report: Diebold AccuVote-TS voting system (January 2004); Diebold GEMS central tabulator vote database vote modification (2004) Cyber Security Bulletin, pp. SB04-S252. , http://www.us-cert.gov/cas/bulletins/ SB04-252.html, United States Computer Emergency Readiness Team:, September; Hursti, H., (2006) Diebold TSx evaluation and security, , http://www.blackboxvoting.org/BBVtsxstudy.pdf, alert May; Feldman, A., Halderman, J.A., Felten, E., Security analysis of the Diebold AccuVote-TS voting machine (2006), Technical report, Princeton University September","Bishop, M.; Department of Computer Science, University of California, Davis, CA, United States; email: bishop@cs.ucdavis.edu",FutcherDodge,,,,,,,15715736,0387732683; 9780387732688,,,English,IFIP Int. Fed. Inf. Process.,Conference Paper,Final,Open Access,Scopus,2-s2.0-35648969541
Torbeck L.,16317925700;,Enhancing programme evaluation using the Audience Response System,2007,Medical Education,41,11,,1088,1089,,8.0,10.1111/j.1365-2923.2007.02864.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-35648981143&doi=10.1111%2fj.1365-2923.2007.02864.x&partnerID=40&md5=12f1817868769f446f760b51bed88b05,"Indiana University, Department of Surgery, Emerson Hall 202, 545 Barnhill Drive, Indianapolis, IN 46202, United States","Torbeck, L., Indiana University, Department of Surgery, Emerson Hall 202, 545 Barnhill Drive, Indianapolis, IN 46202, United States",[No abstract available],,data analysis; human; information processing; medical education; medical school; patient care; residency education; short survey; standard; Indiana; Internship and Residency; Program Evaluation; Surgery,,,,,,,,,,,,"Torbeck, L.; Indiana University, Department of Surgery, Emerson Hall 202, 545 Barnhill Drive, Indianapolis, IN 46202, United States; email: ltorbeck@iupui.edu",,,,,,,,03080110,,MEDUD,17903194.0,English,Med. Educ.,Short Survey,Final,,Scopus,2-s2.0-35648981143
Zualkeman I.A.,21744261700;,Using soloman-felder learning style index to evaluate pedagogical resources for introductory programming classes,2007,Proceedings - International Conference on Software Engineering,,, 4222634,723,726,,7.0,10.1109/ICSE.2007.96,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34548787791&doi=10.1109%2fICSE.2007.96&partnerID=40&md5=7671b1ac2675933daaca5d8765aeaf2d,American University of Sharjah,"Zualkeman, I.A., American University of Sharjah","Soloman-Felder learning style index has been applied extensively in engineering education to ascertain the learning styles of students. This paper presents an approach showing how learning styles of students can be used to evaluate pedagogical resources. In specific, learning style can be used to help determine an appropriate textbook and an appropriate mixture of additional pedagogical devices such as virtual labs or 'clickers'. An example from a first undergraduate programming course is used to illustrate the approach. © 2007 IEEE.",,Computer programming; Information use; Learning systems; Research laboratories; Resource allocation; Virtual reality; Introductory programming classes; Pedagogical devices; Virtual laboratories; Engineering education,,,,,,,,,,,"Dunn, R., Bruno, J., Skala, R.I., Beaudry, J., Effects of matching and mismatching minority developmental college education student's hemispheric preferences on mathematical scores (1990) Journal of Education Research, 83 (5), pp. 283-288; Larkin-Hein, T., Buddy, D., Research on Learning Style: Applications in the Physics and Engineering Classrooms (2001) IEEE Transactions on Education, 44 (3), pp. 276-281. , August; Nelson, B., Dunn, R., Griggs, S., Primavera, L., Fitzpatrick, M., Bacilious, Z., Miller, R., Effects of learning style intervention on college students' retention and achievement (1993) Journal of College Student Development, 34 (5), pp. 364-369. , Sep; Coffield, F., Moseley, D., Hall, E., Ecclestone, K., (2004) Learning styles and pedagogy in post-16 learning: A systematic and critical review, , www.LSRC.ac.uk, Learning and Skills Research Center Report, Online] Available:, Accessed November 22; Allert, J., A Companion Technology Approach to CS1: Handheld Computers with Concept Visualization Software (2003) Proceedings of the 8th International Conference on Innovative Technology in Computer Science Education (ITiCSE-03), pp. 134-138. , Thessaloniki, Greece, pp, June; Allert, J., Learning Style and Factors Contributing to Success in an Introductory Computer Science Course (2004) Proceedings of the 4th IEEE International Conference on Advanced Learning Technologies (ICALT2004), pp. 385-389. , Joensuu, Finland, pp, Aug; Carver, C., Howard, R.A., Lane, W.D., Enhancing Student Learning Through Hypermedia Courseware and Incorporation of Student Learning Styles (1999) IEEE Transactions on Education, 42 (2), pp. 33-38. , February; Soloman, B., Felder, R.M., (2005) Index of Learning Styles (ILS), , http://www.ncsu.edu/felder-public/ILSpage.html, Online] Available:, Accessed November 22; Chamillard, A.T., Karolick, D., Using Learning Style Data in an Introductory Computer Science Course (1999) Proceedings of the thirtieth ACM Technical Symposium on Computer Science Education (SIGCSE'99), pp. 291-295. , New Orleans, LA, pp, February; Howard, R.A., Carver, C.A., Lane, W.D., Felder's Learning Styles, Bloom's Taxonomy, and the Kolb Learning Cycle: Tying it all Together in the CS2 Course (1996) Proceedings of the twenty-seventh ACM Technical Symposium on Computer Science Education (SIGCSE 96), pp. 227-231. , Philadelphia, PA, pp, February; Thomas, L., Ratcliffe, M., Woodbury, J., Jarman, E., Learning Styles and Performance in the Introductory Programming Sequence (2002) Proceedings of the 33rd ACM Technical Symposium on Computer Science Education (SIGCSE, pp. 33-37. , Covington, Kentucky, pp, February; Felder, R., Spurlin, J., Application, reliability and validity of Index of Learning Styles (2005) International Journal of Engineering Education, 21 (1), pp. 103-112; Zualkernan, I. A., Allert, J. and Qadah, G.,Learning Styles of Computer Programming Students: A Middle-Eastern and American Comparison, IEEE Transactions on Education, 49, no. 4, November, 2006 (to appear); Rongas, T., Kaarna, A., Kälviäinen, H., Classification of Computerized Learning Tools For Introductory Programming Courses: Learning Approach (2004) Proceedings of ICALT, pp. 678-680. , Joensuu, Finland, pp; Duncan, Clickers, D., (2005) Classroom, , Benjamin Cumming; Nagappan, N., Williams, L., Ferzli, M., Wiebe, E., Yang, K., Miller, C., Bali, S., Improving the CS1 Experience with Pair Programming (2003) Proceedings of ACM Technical Symposium on Computer Science Education (SIGCSE'03), pp. 359-362. , Reno, Nevada, USA, pp, February","Zualkeman, I.A.; American University of Sharjahemail: izualkernan@aus.edu",,"IEEE Computer Society Technical Council on Software Engineering;ACM Special Interest Group on Software Engineering, SIGSOFT",,"29th International Conference on Software Engineering, ICSE 2007",20 May 2007 through 26 May 2007,"Minneapolis, MN",70208.0,02705257,0769528287; 9780769528281,PCSED,,English,Proc Int Conf Software Eng,Conference Paper,Final,,Scopus,2-s2.0-34548787791
"Wautier A., Husson L., Plai I.-D., Mandic D.",6602175415;7003848065;17435629300;7006513328;,Algorithms for BER-constrained variable-length equalizers driven by channel response knowledge over frequency-selective radio channel,2007,IEEE Vehicular Technology Conference,,, 4212794,1761,1765,,1.0,10.1109/VETECS.2007.366,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34547330177&doi=10.1109%2fVETECS.2007.366&partnerID=40&md5=968cf24fd57dc72ce4b314ca75dc3227,"Dpt of Telecommunications, Ecole Supérieure d'Electricité (Supélec), 91192 Gif-sur-Yvette, France; Dpt of Electrical and Electronic Engineering, Imperial College, London SW72AZ, United Kingdom","Wautier, A., Dpt of Telecommunications, Ecole Supérieure d'Electricité (Supélec), 91192 Gif-sur-Yvette, France; Husson, L., Dpt of Telecommunications, Ecole Supérieure d'Electricité (Supélec), 91192 Gif-sur-Yvette, France; Plai, I.-D., Dpt of Telecommunications, Ecole Supérieure d'Electricité (Supélec), 91192 Gif-sur-Yvette, France; Mandic, D., Dpt of Electrical and Electronic Engineering, Imperial College, London SW72AZ, United Kingdom","In mobile radio systems, transmission conditions actually encounter large variations depending on the effective environmental configurations. Training sequences are periodically inserted into the transmitted messages so that the receiver can estimate the channel response. Based on this knowledge, we study the problem of adapting the equalizer filter length to a given channel impulse response under bit error rate constraint. In this paper, both linear equalizer (LE) and decision feedback equalizer (DFE) are studied. Accurate control of the equalizer length can improve the system's performance while reducing the handset power consumption or reducing software load in a software radio context. Besides, in a multi-service system, it allows to manage variable quality of service requirements. Optimal and suboptimal criteria for determining the equalizer length are discussed in order to optimize the overall complexity of the receiver including training phase and decoding phases. © 2007 IEEE.",Adaptive; Cognitive system; Equalizer; Software radio; Variable-length,Adaptive algorithms; Bit error rate; Cognitive systems; Communication channels (information theory); Quality of service; Radio systems; Linear equalizer (LE); Software radio; Variable length; Decision feedback equalizers,,,,,,,,,,,"Lucky, R.W., Automatic equalization for digital communication (1965) Bell Sys. Tech. J, (44), pp. 547-588; Qureshi, S.U.H., Adaptive equalization (1985) Proc. of the IEEE, 73, pp. 1349-1387. , Sept; Proakis, J.G., Adaptive equalization for TDMA digital mobile radio (1991) IEEE Trans. on Vehic. Technol, 40, pp. 333-341. , May; Proakis, J.G., (1995) Digital communications, , 3rd ed, New York, MacGraw-Hill; Husson, L., Dany, J.-C., A New Method for Reducing the Power consumption of Portable Handsets in TDMA Mobile Systems: Conditional Equalization (1999) IEEE Trans. on Vehicular, 48 (6), pp. 1936-1945. , Nov; Wesolowski, K., Zaho, C.M., Rupprecht, W., Adaptive LMS transversal filters with controlled length (1992) IEE Proceedings Part-F, 139 (3). , June; Riera-Palou, F., Noras, J.M., Cruickshank, D.G.M., Variable Length Equalizers for Broadband Mobile Systems (2000) Proceedings of the 52 nd IEEE Vehicular Technology Conference, pp. 2478-2485. , Boston, pp, Sept; Riera, F., Noras, J.M., Cruickshank, D.G.M., Linear equalizers with dynamic and automatic length selection (2001) Electronic Letters, 37 (NO25), pp. 1553-1554. , Dec; Wei, X., Cruickshank, D.G.M., Mulgrew, B., Riera-Palou, F., Performance of equalizers with dynamic length, 59th (2004) IEEE VTC, pp. 545-549. , May; Wyglinski, A.M., Cudnoch, M., Labeau, F., Kabal, P., Variable Practical Termination Strategies for Subcarrier Equalizer Tap Loading Algorithms (2005) Proceedings of the 62nd IEEE Vehicular Technology Conference, , Dallas, 5 pages, Sept; Wautier, A., Dany, J.-C., Mourot, C., Phase correcting filter for sub_optimal equalizers (1994) Zurich Seminar on digital mobile communications, Springer Verlab lecture notes in computer science, 783, pp. 208-218. , Jun; Wautier, A., Dany, J.-C., Mourot, C., Filtre correcteur de phase pour égaliseur sous-optimaux Annales des Télé communications, 47, pp. 359-369","Wautier, A.; Dpt of Telecommunications, Ecole Supérieure d'Electricité (Supélec), 91192 Gif-sur-Yvette, France",,,,2007 IEEE 65th Vehicular Technology Conference - VTC2007-Spring,22 April 2007 through 25 April 2007,Dublin,69991.0,15502252,1424402662; 9781424402663,IVTCD,,English,IEEE Veh Technol Conf,Conference Paper,Final,,Scopus,2-s2.0-34547330177
"Read M., Gear T.",56233047200;6506378952;,Developing professional judgement with the aid of a 'low-profile' group support system,2007,Journal of the Operational Research Society,58,8,,1021,1029,,3.0,10.1057/palgrave.jors.2602254,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34547336695&doi=10.1057%2fpalgrave.jors.2602254&partnerID=40&md5=ff771e33e32c371114f32c01405effd6,"University of Portsmouth, Portsmouth, United Kingdom; University of Glamorgan, Glamorgan, United Kingdom; Portsmouth Business School, University of Portsmouth, Richmond House, Portland Street, Portsmouth, Hants PO1 3DE, United Kingdom","Read, M., University of Portsmouth, Portsmouth, United Kingdom, Portsmouth Business School, University of Portsmouth, Richmond House, Portland Street, Portsmouth, Hants PO1 3DE, United Kingdom; Gear, T., University of Glamorgan, Glamorgan, United Kingdom","This paper reports positive results from an application of one type of group support system (GSS) to a training application. Reviews of the findings of other trials of GSS have been mixed, and inconclusive. We describe the results of a series of seven training sessions in a field-based application of group process support. The subjects were professionals working in various agencies concerned with the welfare of older people. A low-profile type of group support system, based on wireless handsets, was used. This design enabled responses from each participant to be input and displayed anonymously. Each session was aimed at stimulating a dialogue focused on the reasons for differences of judgement, as displayed on a single projected feedback screen. Changes of individual judgements were recorded for subsequent analysis and comparison with already known expert judgements. Frequent changes of judgement were recorded. A significant proportion of these were related to an improvement, which could not be explained as simply the result of conforming behaviour. We propose that the mode of operation and design of a low-profile GSS have the potential to create a learning environment by reducing personal anxieties while encouraging group-based learning with focussed conversation. We conclude that this type of GSS design is particularly suited to selective-type tasks in groups. © 2007 Operational Research Society Ltd. All rights reserved.",Anonymous feedback; Group support systems; Judgement; Teamworker; Training,Feedback; Personnel training; Professional aspects; Societies and institutions; Telephone sets; Anonymous feedback; Group support systems; Judgement; Teamworker; Decision support systems,,,,,,,,,,,"Argyris, C., (1999) On Organisational Learning, , 2nd edn. Blackwell Publishers Inc, Molden, MA; Argyris, C., Schon, D.A., (1978) Organisational Learning: A Theory in Action Perspective, , Addison-Wesley: Reading, MA; Asch, S., Studies of independence and conformity: A minority of one against a unanimous majority (1956) Psychol Monogr, 416, pp. 1-70; Asch, S., Effects of group pressure on the modification and distortion of judgements (1963) Groups, Leadership and Men, pp. 177-190. , Guetzkow H ed, Russell and Russell, New York, pp; (2002) Conversational Learning, , Baker A, Jensen PJ, Kolb DA eds, Quorum Books: London; Chidambaram, L., Relational development in computer-supported groups (1996) MIS Quart, 20, pp. 143-165. , June; Daily, B., Teich, J., Perceptions of contribution in multicultural groups in non-GDSS and GDSS environments (2001) Eur J Opl Res, 13, pp. 70-83; Dalkey, N., (1969) The Delphi method: An experimental study of group processes, , RAND Memorandum, RM-5888-PR; DeSanctis, G., Qallupe, R., A foundation for the study of group decision support systems (1987) Mngt Sci, 33, pp. 589-609; Fjermestad, J., Hiltz, S., An assessment of group support systems experimental research: Methodology and results (1999) J Mngt Inform Syst, 15, pp. 7-149; Frey, L., (2002) New Directions in Group Communication, , Sage Publications: Thousand Oaks, CA; Gear, A.E., Read, M.J., On-line group process support (1993) Omega, 21, pp. 261-274; Gear, T., Vince, R., Read, M., Minkes, L., Group enquiry for collective learning in organisations (2003) J Mngt Dev, 22, pp. 88-102; Groves, S., Gear, T., Jones, C., Connolly, M., Read, M., Learning and anxiety: Exploring individual judgement processes in a learning environment with a group support system (2006) Audience Response Systems in Higher Education, pp. 248-264. , Banks D ed, Information Science Publishing, Hershey, PA, USA, pp; Hilmer, K., Dennis, A.R., Stimulating thinking: Cultivating better decisions with groupware through categorization (2001) J Mngt Inform Syst, 17, pp. 93-115; Isaacs, W., Taking flight: Dialogue, collective thinking and organizational learning (1993) Organ Dyn, 22, pp. 24-39; McGrath, J.E., (1984) Groups: Interaction and Performance, , Prentice-Hall: Englewood Cliffs, NJ; Meyers, R.A., Brashers, D.E., Argument in group decision making: Explicating a process model and investigating the argument-outcome link (1998) Group Dyn, 65, pp. 261-281; Nunamaker, J., Lessons from a dozen years of group support systems research: A discussion of lab and field findings (1997) J Mngt Inform Syst, 13, pp. 163-207; Pervan, G.P., A review of research in group support systems: Leaders, approaches and directions (1998) Dec Support Syst, 23, pp. 149-159; Read, M.J., (2003) Development and evaluation of a group support system in field settings, , Thesis PhD, University of Glamorgan, UK; Read, M.J., Edwards, J.S., Gear, A.E., Group preference aggregation rules: The results of a comparative analysis with in situ data (1998) J Opl Res Soc, 51, pp. 557-563; Read, M., Gear, T., Issues of validity in using group decision support systems (1999) Proceedings of The PICMET International Conference on Management of Engineering and Technology, , Portland, Oregon; Read, M., Gear, T., Devoid, R., An experimental introduction of group process support in social services (2004) Eur J Opl Res, 156, pp. 456-546; Reagan-Cirincione, P., Improving the accuracy of group judgement: A process intervention combining group facilitation, social judgement analysis, and information technology (1994) Organ Behav Hum Dec Process, 58, pp. 246-270; Reynolds, M., Reflection and critical reflection in management learning (1998) Mngt Learning, 29, pp. 183-200; Rohrbaugh, J., Demonstration Experiments in Field Settings: Assessing the Process, Not the Outcome of Group Decision Support (1989) Harvard Business School Research Colloquium, , Harvard Business School: Boston; Schein, E., On dialogue, culture and organisational learning (1993) Organ Dyn, 22, p. 40; Siegel, S., Castellan, N.J., (1988) Nonparametric Statistics, , 2nd edn. McGraw-Hill: New York; Smith, K., Berg, N., (1987) Paradoxes of Group Life: Understanding Conflict, Paralysis, and Movement in Group Dynamics, , Jossey-Bass: San Francisco; Thompson, L., Fine, G.A., Socially shared cognition, affect and behavior: A review and integration (1999) Person Soc Psychol Rev, 13, pp. 278-303; Van de Ven, A., Delbecq, A., The effectiveness of nominal, delphi and interacting group decision making processes (1974) Acad Mngt J, 17, pp. 605-632; Vince, R., Martin, L., Inside action learning: The politics and the psychology of the action learning model (1993) Mngt Educ Dev, 24, pp. 205-215; Vygotsky, L.S., (1978) Mind In Society: The Development of Higher Psychological Processes, , Harvard University Press: Boston; Williamson, J.B., Karp, D.A., Dalphin, J.R., Gray, P.S., (1982) The Research Craft: An Introduction to Social Research Methods, , Little Brown: Boston; Wyss-Flamm, E.D., Conversational learning in multicultural teams (2002) Conversational Learning, , Baker AC, Jensen PJ and Kolb DA eds, Quorum Books: London","Read, M.; Portsmouth Business School, University of Portsmouth, Richmond House, Portland Street, Portsmouth, Hants PO1 3DE, United Kingdom; email: martin.read@port.ac.uk",,,,,,,,01605682,,JORSD,,English,J.Oper.Res.Soc.,Review,Final,,Scopus,2-s2.0-34547336695
Paget S.A.,35495344900;,Guiding optimal therapy with the use of disease activity and functional instruments: Lessons from the clinical laboratory,2007,Journal of Rheumatology,34,SUPPL. 79,,3,8,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34447509643&partnerID=40&md5=e329e0b02dd382ba0d7459d0b508b4ac,"Hospital for Special Surgery, 535 East 70th Street, New York, NY 10021, United States","Paget, S.A., Hospital for Special Surgery, 535 East 70th Street, New York, NY 10021, United States","Proper assessment and aggressive treatment of patients with rheumatoid arthritis (RA) are the key to improved longterm outcomes. The most important diagnostic and monitoring principles for RA include the assessment of inflammation, disease activity, collateral damage from comorbid diseases, and the improvement of patient function and quality of life. A number of different assessment tools are available for physicians to use during routine examination of patients with RA; these instruments will be detailed with suggestions based on proceedings from a satellite symposium at the American College of Rheumatology (ACR) 2006 Annual Meeting. Audience Response System questions and answers for this topic, which may help other clinicians decide which assessment tools to use in their practices, are included.",Diagnosis; Examination; Rheumatoid arthritis; Treatment,"C reactive protein; cyclic citrullinated peptide antibody; disease modifying antirheumatic drug; HLA DR antigen; infliximab; prednisone; rheumatoid factor; bone erosion; clinical disease activity index; clinical practice; comorbidity; continuing education; diagnostic imaging; disease activity; Disease Activity Score; echography; erythrocyte sedimentation rate; functional assessment; general condition improvement; global arthritis score; Health Assessment Questionnaire; human; image analysis; inflammation; joint radiography; medical society; nuclear magnetic resonance imaging; outcome assessment; priority journal; quality of life; remission; review; rheumatoid arthritis; simplified disease activity index; article; diagnosis, measurement and analysis; hospital laboratory; pathology; rheumatoid arthritis; treatment outcome; Arthritis, Rheumatoid; Clinical Laboratory Techniques; Humans; Laboratories, Hospital; Treatment Outcome",,"C reactive protein, 9007-41-4; infliximab, 170277-31-3; prednisone, 53-03-2; rheumatoid factor, 9009-79-4",,,,,,,,,"The effect of intensive treatment of diabetes on the development and progression of longterm complications in insulin-dependent diabetes mellitus (1993) New Engl J Med, 329, pp. 977-986. , The Diabetes Control and Complications Trial Research Group; Cush, J.J., Early arthritis clinics: If you build it will they come? (2005) J Rheumatol, 32, pp. 203-207; Taylor, P.C., The value of sensitive imaging modalities in rheumatoid arthritis (2003) Arthritis Res Ther, 5, pp. 210-213; Scheel, A.K., Hermann, K.G.A., Ohrndorf, S., Prospective 7 year follow up imaging study comparing radiography, ultrasonography, and magnetic resonance imaging in rheumatoid arthritis finger joints (2005) Ann Rheum Dis, 65, pp. 595-600; Lipsky, P.E., van der Heijde, D.M.F.M., St. Clair, E.W., Infliximab and methotrexate in the treatment of rheumatoid arthritis (2000) N Engl J Med, 343, pp. 1594-1602; Klareskog, L., van der Heijde, D., de Jager, J.P., Therapeutic effect of the combination of etanercept and methotrexate compared with each treatment alone in patients with rheumatoid arthritis: Double-blind randomised controlled trial (2004) Lancet, 363, pp. 675-681; Keystone, E., Emery, P., Peterfy, C.G., Prevention of joint structural damage at 1 year with rituximab in rheumatoid arthritis patients with an inadequate response to one or more TNF inhibitors (REFLEX Study) [abstract] (2006) Ann Rheum Dis, 65 (SUPPL. 2), p. 58; Han, C., Robinson Jr, D.W., Hackett, M.V., Paramore, L.C., Fraeman, K.H., Bala, M.V., Cardiovascular disease and risk factors in patients with rheumatoid arthritis, psoriatic arthritis, and ankylosing spondylitis (2006) J Rheumatol, 33, pp. 2167-2172; Bruce, B., Fries, J.F., The Health Assessment Questionnaire (HAQ) (2005) Clin Exp Rheumatol, 23 (SUPPL. 39), pp. S14-S18; Cush, J.J., Biological drug use: US perspectives on indications and monitoring (2005) Ann Rheum Dis, 64 (SUPPL. 4), pp. 18-23; Grigor, C., Capell, H., Stirling, A., Effect of a treatment strategy of tight control for rheumatoid arthritis (the TICORA Study): A single-blind randomised controlled trial (2004) Lancet, 364, pp. 263-269; Goekoop-Ruiterman, Y.P.M., deVries-Bouwstra, J.K., van Zeben, D., Clinical and radiological efficacy of different treatment strategies: 2 year followup of the BeST study (2005) Ann Rheum Dis, 64 (SUPPL. 3), p. 58; Prevoo, M.L.L., van't Hof, M.A., Kuper, H.H., van Leeuwen, M.A., van de Putte, L.B.A., van Riel, P.L.C.M., Modified disease activity scores that include twenty-eight-joint counts: Development and validation in a prospective longitudinal study of patients with rheumatoid arthritis (1995) Arthritis Rheum, 38, pp. 44-48; Aletaha, D., Smolen, J., The Simplified Disease Activity Index (SDAI) and the Clinical Disease Activity Index (CDAI): A review of their usefulness and validity in rheumatoid arthritis (2005) Clin Exp Rheumatol, 23 (SUPPL. 39), pp. S100-S108","Paget, S.A.; Hospital for Special Surgery, 535 East 70th Street, New York, NY 10021, United States; email: pagets@hss.edu",,,,,,,,0315162X,,JRHUA,17611972.0,English,J. Rheumatol.,Review,Final,,Scopus,2-s2.0-34447509643
"Barber M., Njus D.",15130444300;7003594221;,Clicker evolution: Seeking intelligent design,2007,CBE Life Sciences Education,6,1,,1,8,,72.0,10.1187/cbe.06-12-0206,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33847680871&doi=10.1187%2fcbe.06-12-0206&partnerID=40&md5=b6bfee3ab6b5fe0d54ef837942bb9aec,"Department of Chemistry, Wayne State University, Detroit, MI 48202, United States; Department of Biological Sciences, Wayne State University, Detroit, MI 48202, United States","Barber, M., Department of Chemistry, Wayne State University, Detroit, MI 48202, United States; Njus, D., Department of Biological Sciences, Wayne State University, Detroit, MI 48202, United States","Two years after the first low-cost radio-frequency audience response system using clickers was introduced for college classrooms, at least six different systems are on the market. Their features and user-friendliness are evolving rapidly, driven by competition and improving technology. The proliferation of different systems is putting pressure on universities to standardize or otherwise limit the number of different clickers a student is expected to acquire. To facilitate that choice, the strengths and weaknesses of six systems (eInstruction Classroom Performance System, Qwizdom, TurningPoint, Interwrite PRS, iClicker, and H-ITT) are compared, and the factors that should be considered in making a selection are discussed. In our opinion, the selection of a clicker system should be driven by the faculty, although students and the relevant teaching and technology support units of the university must also participate in the dialogue. Given the pace of development, it is also wise to reconsider the choice of a clicker system at regular intervals. © 2007 by The American Society for Cell Biology.",,attitude to computers; education; educational technology; human; human relation; methodology; psychological aspect; radiofrequency radiation; review; student; teaching; university; Attitude to Computers; Computer-Assisted Instruction; Educational Measurement; Educational Technology; Faculty; Humans; Interpersonal Relations; Radio Waves; Students; Teaching,,,,,,,,,,,"Burnstein, R.A., Lederman, L.A., Comparison of different commercial wireless keypad systems (2003) Phys. Teacher, 41, pp. 272-275; Caldwell, J. E. (2007). Clickers in the large classroom: current research and best-practice tips. CBE - Life Sci. Educ. 7, 000-000; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) J. Comput. Assist. Learn, 20, pp. 81-94; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) Phys. Teacher, 40, pp. 206-209; Hatch, J., Jensen, M., Moore, R., Manna from Heaven or clickers from Hell (2005) J. College Sci. Teach, 34, pp. 36-39; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) J. Comput. Math. Sci. Teach, 21, pp. 167-181; Klionsky, D.J., Constructing knowledge in the lecture hall (2002) J. College Sci. Teach, 31, pp. 246-251; Knight, J., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol. Educ, 4, pp. 298-310; McClanahan, E.B., McClanahan, L.L., (2002) Active learning in a non-majors biology class, 50, pp. 92-96. , College Teach; Meltzer, D.E., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) Am. J. Phys, 70, pp. 639-654; Paschal, C.B., Formative assessment in physiology teaching using a wireless classroom communication system (2002) Adv. Physiol. Educ, 26, pp. 299-308; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) Am. J. Phys, 66, pp. 439-641","Njus, D.; Department of Biological Sciences, Wayne State University, Detroit, MI 48202, United States; email: dnjus@wayne.edu",,,,,,,,19317913,,,17339388.0,English,CBE Life Sci. Educ.,Review,Final,,Scopus,2-s2.0-33847680871
Caldwell J.E.,16028079800;,Clickers in the large classroom: Current research and best-practice tips,2007,CBE Life Sciences Education,6,1,,9,20,,597.0,10.1187/cbe.06-12-0205,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33847623610&doi=10.1187%2fcbe.06-12-0205&partnerID=40&md5=4b653542f85afc5171e59fd4fa99fbae,"Department of Biology, West Virginia University, Morgantown, WV 26506, United States","Caldwell, J.E., Department of Biology, West Virginia University, Morgantown, WV 26506, United States","Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use. Examples of ARS use occur throughout the literature and often detail positive attitudes from both students and instructors, although exceptions do exist. When used in classes, ARS clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. So that the reader may use clickers effectively in his or her own classroom, a set of guidelines for writing good questions and a list of best-practice tips have been culled from the literature and experienced users.",,educational technology; human; human relation; learning; marketing; methodology; review; student; teaching; university; Computer-Assisted Instruction; Educational Technology; Faculty; Humans; Interpersonal Relations; Learning; Marketing; Students; Teaching,,,,,,,,,,,"Allen, D., Tanner, K., Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex (2005) Cell Biol. Educ, 4, pp. 262-268; Anderson, D.L., Fisher, K.M., Norman, G.J., Development and evaluation of the conceptual inventory of natural selection (2002) J. Res. Sci. Teach, 39, pp. 952-978; Barber, M., Njus, D., Clicker evolution: Seeking intelligent design. CBE - Life (2007) Sci. Educ, 6, pp. 1-8; Beatty, I., Transforming student learning with classroom communication systems. EDUCAUSE Center Appl. Res. (ECAR) (2004) Res. Bull, 2004 (3), pp. 1-13; Beatty, I.D., Gerace, W.J., Leonar, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) Am. J. Phys, 74 (1), pp. 31-39; Beekes, W., The ""Millionaire"" method for encouraging participation. Active Learn (2006) Higher Educ, 7 (1), pp. 25-36; Brewer, C., Near real-time assessment of student learning and understanding in biology courses (2004) BioScience, 54 (11), pp. 1034-1039; Bunce, D.M., Van den Plas, J.R., Havanki, K.L., Comparing the effectiveness on student achievement of a student response system versus online WebCT quizzes (2006) J. Chem. Educ, 83 (3), pp. 488-493; Burns, R. A. (1985). Information Impact and Factors Affecting Recall. Presented at Annual National Conference on Teaching Excellence and Conference of Administrators, Austin, TX, May 22-25, 1985. (ERIC Document No. ED 258 639); Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) Phys. Teach, 39, pp. 8-11; Caldwell, J., Zelkowski, J., Butler, M., Using Personal Response Systems in the Classroom (2006) WVU Technology Symposium, April 11, , www.math.wvu.edu/~-mbutler/CompAndTechSymp.pdf, Presented at, Morgantown, WV, accessed 1 August 2006; Cue, N., A Universal Learning Tool for Classrooms? Proceedings of the (1998) First Quality in Teaching and Learning Conference, , http://celt.ust.hk/ideas/prs/pdf/Nelsoncue. pdf, December 10-12, Hong Kong SAR, China, accessed 12 July, 2006; Cutts, Q., Kennedy, G., Mitchell, C., Draper, S., Maximizing Dialogue in Lectures Using Group Response Systems (2004) 7th IASTED International Conference on Computer and Advanced Technology in Education, , www.dcs.gla.ac.uk/~-quintin/papers/cate2004.pdf, Presented at, August 16-18, Hawaii, accessed 20 July, 2006; d'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teach. Math. Appl, 22 (4), pp. 163-169; Draper, S., Niche-based success in CAL (1998) Comput. Educ, 30, pp. 5-8; Draper, S.W., (2001) Evaluating effective use of PRS: Results of the evaluation of the use of PRS in Glasgow University, , www.psy.gla.ac.uk/~steve/ilig/papers/eval.pdf, October -June, accessed 31 July, 2002 2006; Draper, S. W., and Brown, M. I. (2002). Use of the PRS (Personal Response System) handsets at Glasgow University, Interim Evaluation Report: March 2002. www.psy.gla.ac.uk/~-steve/ilig/interim. html (accessed 27 July 2006); Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Aust. J. Educ. Technol, 18 (1), pp. 13-23; Dufresne, R., Gerace, W., Mestre, J. P., and Leonard, W. (2000). ASK·IT/A2L: Assessing Student Knowledge with Instructional Technology. Tech. Rep. No. 9, University of Massachusetts, Physics Education Research Group. umperg.physics.umass.edu/library/UMPERG-2000-09/entirePaper/ (accessed 14 July 2006); Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , New York: Addison Wesley and Benjamin Cummings; Elliot, C., Using a personal response system in economics teaching (2003) Int. Rev. Econ. Educ, 1 (1), pp. 80-86; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys, 66 (1), pp. 64-74; Hake, R., Lessons from the physics education reform effort (2002) Conserv. Ecol, 5 (2), p. 28. , http://www.consecol.org/vol5/iss2/art28; Halloran, L. (1995). A comparison of two methods of teaching: computer managed instruction and keypad questions versus traditional classroom lecture. Comput. Nursing 13(6), 285-288; Hatch, J., Jensen, M., Manna from Heaven or ""clickers"" from Hell (2005) J. Coll. Sci. Teach, 34 (7), pp. 36-39; Heward, W.L., Gardner III, R., Cavanaugh, R.A., Courson, F.H., Grossi, T.A., Barbetta, P.M., Everyone participates in this class: Using response cards to increase active student response (1996) Teaching Exceptional Children, 28 (2), pp. 4-10; Jackson, M.H., Trees, A.R., (2003) Clicker implementation, , comm.colorado.edu/mjackson/clickerreport.htm, and assessment, accessed 16 July 2006; Johnson, D., McLeod, S., Get answers: Using student response systems to see students' thinking (2004) Learn. Lead. Technol, 32 (4), pp. 18-23; Johnstone, A.H., Su, W.Y., Lectures - a learning experience? (1994) Educ. Chem, 31 (1), pp. 75-79; Klymkowsky, M.W., Garvin-Doxas, K., Zeilik, M., Bioliteracy and teaching efficacy: What biologists can learn from physicists (2003) Cell Biol. Educ, 2, pp. 155-161; Knight, J.K., Wood, W.B., Teaching more by lecturing less (2005) Cell Biol. Educ, 4, pp. 298-310; Lindenfeld, P, 2001, We can do better. J. Coll. Sci. Teach. 312, 82-84; MacManaway, L.A., (1970) Teaching methods in higher education - innovation and research, 24 (3), pp. 321-329. , Universities Quart; Marrs, K.A., Novak, G., Just-in-time-teaching in biology: Creating an active learner classroom using the Internet (2004) Cell Biol. Educ, 3, pp. 49-61; Mayo, E., (1977) The Human Problems of an Industrial Civilization, pp. 55-98. , New York: Arno Press; Mazur, E., (1997) Peer Instruction, A User's Manual, , Upper Saddle River, NJ: Prentice-Hall; McDermott, L. C., and Redish, E. F. (1999). Resource letter PER-1. Phys. Educ. Res. Am. J. Phys. 67(9), 755-767; Middendorf, J., Kalish, A., The ""change-up"" in lectures (1996) Natl. Teach. Learn. Forum, 5 (2), pp. 1-5; Nichol, D.J., Boyle, J.T., Peer instruction versus classwide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Stud. Higher Educ, 28 (4), pp. 457-473; Novak, G., Patterson, E.T., Gavrin, A.D., Christian, W., (1999) Just-In-Time Teaching: Blending Active Learning with Web Technology, , Upper Saddle River, NJ: Prentice Hall; Parsons, C.V., Decision making in the process of differentiation (2005) Learn. Lead. Technol, 33 (1), pp. 8-10; Pollock, S.J., No single cause: Learning gains, student attitudes, and the impacts of multiple effective reforms (2005) AIP Conf. Proc, 790 (1), pp. 137-140; Pollock, S.J., Transferring transformations: Learning gains, student attitudes, and the impacts of multiple instructors in large lecture courses (2006) AIP Conf. Proc, 818 (1), pp. 141-144; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) Am. J. Phys, 66 (5), pp. 439-441; Roschelle, J., Penuel, W.R., Abrahamson, L., Classroom Response and Communication Systems: Research Review and Theory (2004) Annual Meeting of the American Educational Research Association, , ubiqcomputing.org/CATAALYST_AERA_Proposal.pdf, Presented at the, San Diego, CA, accessed 16 July, 2006; Roschelle, J., Penuel, W.R., Abrahamson, L., The networked classroom (2004) Educ. Leadership, 61 (5), pp. 50-54; Simpson, V., Oliver, M., (2006) Using electronic voting systems in lectures, , www.ucl.ac.uk/learningtechnology/examples/Electronic VotingSystems.pdf, accessed 12 July","Caldwell, J.E.; Department of Biology, West Virginia University, Morgantown, WV 26506, United States; email: jane.caldwell@mail.wvu.edu",,,,,,,,19317913,,,17339389.0,English,CBE Life Sci. Educ.,Review,Final,,Scopus,2-s2.0-33847623610
Parslow G.R.,7003527600;,Commentary: Clickers (personal response units) may add value to lectures,2007,Biochemistry and Molecular Biology Education,35,2,,156,157,,2.0,10.1002/bmb.35,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34147152709&doi=10.1002%2fbmb.35&partnerID=40&md5=f1be57464a1da851a46a8480056fc6ca,"Russel Grimwade School of Biochemistry and Molecular Biology, University of Melbourne, Vic. 3010, Australia","Parslow, G.R., Russel Grimwade School of Biochemistry and Molecular Biology, University of Melbourne, Vic. 3010, Australia",[No abstract available],,device; feedback system; medical education; medical school; medical student; note; outcome assessment; pedagogics; teaching; United States,,,,,,,,,,,"S. Draper, M. Brown (2002) Use of the PRS (Personal Response System) handsets at Glasgow University: Interim evaluation report. Available at www.psy.gla.ac.uk/~steve/ilig/interim.html; Draper, S., (2005) Electronic voting system technologies, alternatives, vendors, , www.psy.gla.ac.uk/~steve/ilig/tech.html#electric, Available at; Barnett, J., Implementation of personal response units in very large lecture classes: Student perceptions (2006) Aust. J. Educ. Technol, 22, pp. 474-494","Parslow, G.R.; Russel Grimwade School of Biochemistry and Molecular Biology, University of Melbourne, Vic. 3010, Australia; email: gparslow@unimelb.edu.au",,,John Wiley and Sons Inc.,,,,,14708175,,BMBEC,,English,Biochem. Mol. Biol. Educ.,Note,Final,,Scopus,2-s2.0-34147152709
"Kautz C.H., Schmitz G.",6603225525;57199578221;,Probing student understanding of basic concepts and principles in introductory engineering thermodynamics,2007,"ASME International Mechanical Engineering Congress and Exposition, Proceedings (IMECE)",6,,,473,480,,1.0,10.1115/IMECE200741863,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84920280217&doi=10.1115%2fIMECE200741863&partnerID=40&md5=af9a55d8ddf103ed3e9d6c91d7b67d8c,"Hamburg University of Technology, Institute of Mechanics and Ocean Engineering, Hamburg, D-21071, Germany; Hamburg University of Technology, Institute of Thermo-Fluid Dynamics, Hamburg, D-21071, Germany","Kautz, C.H., Hamburg University of Technology, Institute of Mechanics and Ocean Engineering, Hamburg, D-21071, Germany; Schmitz, G., Hamburg University of Technology, Institute of Thermo-Fluid Dynamics, Hamburg, D-21071, Germany","We report on an ongoing research study on student understanding of thermodynamic concepts and principles in the context of an introductory engineering thermodynamics course at Hamburg University of Technology (TUHH). Through analysis of student responses to mostly qualitative questions, we have identified prevalent and persistent difficulties. In this paper, we describe the research methods, present some preliminary results, and discuss the implications of our work for instruction and the development of curricular materials. We also illustrate the use of interactive lecture questions as an instructional tool. In recent decades, research on student understanding in science and engineering has revealed that traditional quantitative problems often are not a suitable tool for the assessment of conceptual understanding. On the basis of results from prior investigations in the context of thermal physics we have therefore begun to administer ""conceptual"" questions to students of engineering thermodynamics. These questions are delivered through ungraded quizzes, course examinations, and as interactive lecture questions (ILQs or ""clicker questions"") via a classroom communication system. While only the two written formats require students to explain the reasoning supporting their answers, we have found that there is good agreement between the results obtained through different methods. Our work so far has concentrated on probing student understanding of (1) work and the application of the first law to closed systems and flow processes, (2) the distinction between state and process quantities, in particular student understanding of entropy as a state function, and (3) the application of the second law, especially to refrigeration cycles. Conceptual difficulties that we have observed include, for example, the students' tendency to associate an increase in entropy of the system with any irreversible process even if the state function property of the entropy leads to a different result. Similar difficulties have been documented in the context of introductory and upper-level physics courses. While ILQs serve as a research instrument, we also recognize their potential as an effective instructional tool. Data from post-tests suggest that the use of such questions can enhance student learning in traditional lectures. In addition, we discuss how results from this study contributed to the writing of a textbook on engineering thermodynamics. Copyright © 2007 byASME.",,Education; Entropy; Refrigeration; Statistical mechanics; Students; Teaching; Thermodynamics; Classroom communication systems; Conceptual understanding; Curricular materials; Engineering thermodynamics; Irreversible process; Refrigeration cycles; Research instruments; Science and engineering; Engineering research,,,,,,,,,,,"Rozier, S., Viennot, L., Students' reasonings in thermodynamics (1991) Int. J. Sci. Educ., 13, pp. 159-170; Loverude, M., Kautz, C., Heron, P., Student understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas (2002) Am. J. Phys., 70, pp. 137-148; Meltzer, D., Investigation of students' reasoning regarding heat, work, and the first law of thermodynamics in an introductory calculus-based general physics course (2004) Am. J. Phys., 72, pp. 1432-1446; Kautz, C., Heron, P., Loverude, M., McDermott, L.C., Student understanding of the ideal gas law-part i: A macroscopic perspective (2005) Am. J. Phys., 73, pp. 1055-1063; Kautz, C., Heron, P., Shaffer, P., McDermott, L.C., Student understanding of the ideal gas law-part ii: A microscopic perspective (2005) Am. J. Phys., 73, pp. 1064-1071; Midkiff, K., Litzinger, T., Evans, D., Development of engineering thermodynamics concept inventory instruments (2001) Proceedings of the 31st ASEE/IEEE Frontiers in Education Conference, , Reno; Jacobi, A., Martin, J., Mitchell, J., Newell, T., A concept inventory for heat transfer (2003) Proceedings of the 33rd ASEE/IEEE Frontiers in Education Conference, , Boulder; Jacobi, A., Martin, J., Mitchell, J., Newell, T., Work in progress: A concept inventory for heat transfer (2004) Proceedings of the 34th ASEE/IEEE Frontiers in Education Conference, , Savannah; Olds, B., Streveler, R., Miller, R., Nelson, M., Preliminary results from the development of a concept inventory in thermal and transport science Proceedings of the 2004 ASEE Annual Conference & Exposition; Mazur, E., (1997) Peer Instruction,-A User's Manual, , Prentice Hall, Upper Saddle River; Meltzer, D., Student learning in upper-level thermal physics: Comparisons and contrasts with students in introductory courses (2005) 2004 Physics Education Research Conference, AIP Conf. Proceedings, 790, pp. 31-34. , in: Marx, J., Heron, P., and Franklin, S. (eds; Bucy, B., Thompson, J., Mountcastle, D., What is entropy? Advanced undergraduate performance comparing ideal gas processes (2006) 2005 Physics Education Research Conference, AIP Conf. Proceedings, 818, pp. 81-84. , in: Heron, P., McCullough, L., and Marx, J. (eds; Wark, K., (1988) Thermodynamics, p. 12. , 5th edition McGraw-Hill, New York; McDermott, L.C., Shaffer, P., Research as a guide for curriculum development: An example from introductory electricity, part i: Investigation of student understanding (1992) Am. J. Phys., 60, pp. 994-1003; Shaffer, P., McDermott, L.C., Research as a guide for curriculum development: An example from introductory electricity, part ii: Design of instructional strategies (1992) Am. J. Phys., 60, pp. 1003-1013; McDermott, L.C., Shaffer, P., Erratum to Research as a guide for curriculum development: An example from introductory electricity, part i: Investigation of student understanding (1993) Am. J. Phys., 61, p. 81; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69, pp. 970-977. , September; Hall, S., Waitz, I., Brodeur, D., Soderholm, D., Nasr, R., Adoption of active learning in a lecture-based engineering class (2002) Proceedings of the 32nd ASEE/IEEE Frontiers in Education Conference, , Boston; Kautz, C., Development of instructional materials for introductory engineering courses: A systematic approach (2005) Proceedings of the SEFI Annual Conference, , Ankara; Wosilait, K., Heron, P., Shaffer, P., McDermott, L.C., Development and assessment of a research-based tutorial on light and shadow (1998) Am. J. Phys., 66, pp. 906-913. , October; Wosilait, K., Heron, P., Shaffer, P., McDermott, L.C., Adressing student difficulties in applying a wave model to the interference and diffraction of light (1999) Phys. Educ. Res., Am. J. Phys. Suppl., 67, pp. S5-S15. , July; Herwig, H., Kautz, C., (2007) Technische Thermodynamik, , Pearson Education, Munich",,,ASME,American Society of Mechanical Engineers (ASME),"ASME 2007 International Mechanical Engineering Congress and Exposition, IMECE 2007",11 November 2007 through 15 November 2007,,112020.0,,0791843009,,,English,ASME Int Mech Eng Congress Expos Proc,Conference Paper,Final,,Scopus,2-s2.0-84920280217
"Moredich C., Moore E.",8549107500;55426009000;,Engaging students through the use of classroom response systems,2007,Nurse Educator,32,3,,113,116,,48.0,10.1097/01.NNE.0000270225.76661.74,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34248530026&doi=10.1097%2f01.NNE.0000270225.76661.74&partnerID=40&md5=99c96d1c6ab54606ec5b72acf748f902,"School of Nursing, Purdue University Calumet, Hammond, IN, United States; Gyte Annex X-164, 2200 169th Street, Hammond, IN 46323, United States","Moredich, C., School of Nursing, Purdue University Calumet, Hammond, IN, United States, Gyte Annex X-164, 2200 169th Street, Hammond, IN 46323, United States; Moore, E., School of Nursing, Purdue University Calumet, Hammond, IN, United States","Nursing faculty strive to stimulate learning and actively engage students in the classroom. Developing new approaches to student engagement in large classrooms can be a challenging task. The use of a classroom response system encourages students to actively participate while learning essential nursing knowledge in a way that adheres to principles of adult learning. © 2007 Lippincott Williams & Wilkins, Inc.",,"article; computer network; educational technology; human; methodology; nursing education; teaching; United States; Computer Communication Networks; Computer-Assisted Instruction; Education, Nursing; Educational Technology; Humans; Teaching; United States",,,,,,,,,,,"CRS hardware technology, , http://sharepoint.cisat.jmu.edu/ tsec/jim/CRS/IR-RF.htm, Available at:, Accessed May 21, 2006; Moredich, C., (2006) Classroom response systems, , http://sharepoint.cisat.jmu.edu/tsec/jim/CRS/default.htm, Available at:, Accessed April 6; Moredich, C., (2006) Current higher education solutions, , http://sharepoint.cisat.jmu.edu/tsec/jim/CRS/Other%20schools.htm, Available at:, Accessed April 6; Rivers, K., (2006) Learning a click away in VUSN nutrition class, , http://www.mc.vanderbilt.edu/reporter/index.html?ID=4372, Available at:, Accessed January 5; Carnevale, D., (2005) Run a class like a game show: Clickers, , http://chronicle.com/free/v51/i42/42b00301.htm, Available at:, Accessed December 12; Predmore, C., Manduley, A., (2006) Immediate feedback and active learning: Active learning and use of eInstruction's classroom performance system, , http://l05.cgpublisher.com/proposals/1148/index_html, Available at:, Accessed January 18; Bruff, D., Center for Teaching (2006) Classroom response systems, , http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm, Available at:, Accessed January 5; Gagne, R., (1975) Essentials of Learning for Instruction, pp. 71-96. , Hindsdale, Ill: Dryden Press;; eInstruction's classroom performance system. Available at: http://www.einstruction.com. Accessed May 20, 2006; http://www.mhhe.com/ cps/news_20050106.shtml, McGraw-Hill higher education and eInstruction bring high performance wireless technology to college classrooms. Available at:, Accessed May 20, 2006; Johnson, S., (1998) Who Moved My Cheese, , Itasca, Ill: Putnam Publishing Group;","Moredich, C.; Gyte Annex X-164, 2200 169th Street, Hammond, IN 46323, United States; email: moredich@calumet.purdue.edu",,,Lippincott Williams and Wilkins,,,,,03633624,,,17496504.0,English,Nurse Educ.,Review,Final,,Scopus,2-s2.0-34248530026
Russell M.,15746675400;,Blended learning: Enriching the class activity with technology,2007,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,10.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029111585&partnerID=40&md5=74b1698264a6b60db23101aecf5fe29a,"University of Hertfordshire, United Kingdom; School of Aerospace, Automotive and Design Engineering, Blended Learning Unit, University ot Hertfordshire, United Kingdom","Russell, M., University of Hertfordshire, United Kingdom, School of Aerospace, Automotive and Design Engineering, Blended Learning Unit, University ot Hertfordshire, United Kingdom","Blended learning presents new opportunities. Opportunities to enhance the conventional lecture experience and also stimulate the students outside the lecture theatre. This paper provides some drivers for learning and indicates some of the influences likely to impact on the development of a blended learning curriculum. To situate the work an example of blended learning from an Engineering Science module is presented. Here the use of an Electronic Voting System, animations, use of a tablet pc and active use of a Managed Learning Environment is presented. © American Society for Engineering Education, 2007.",,Animation; Curricula; Voting machines; Blended learning; Electronic Voting System; Engineering Science module; Learning systems,,,,,,,,,,,"Laurillard, D., (2002) Rethinking university teaching: A conversational framework for the effective use of learning technologies, , Routledge Falmer; Chickering, A.W., Gamson, Z.F., Seven principles for good practice in undergraduate education (1987) AAHE Bulletin, 39 (7), pp. 3-7; Gagne, R.M., (1985) The Conditions of Learning and the Theory of Instruction, , 4th ed, New York: Holt, Rinehart, and Winston; Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience, and School, , National Academy Press; Lasher, N., (2006) The Four A's, , of Learning; Gibbs, G & Simpson, C (2004). Does your assessment support your students' learning? http://www.open.ac.uk/science/fdtl/documents/lit-review. pdf Accessed January 2007; Russell, M.B., Intelligence-led teaching: Using the students' conceptions to drive the learning conversation (2006) Proceedings of the International Conference on Engineering Education, , Puerto Rico; Novak, G.M., Gavrini, A., Christian, W., Patterson, E., (1999) Just-in-time teaching: Blending active learning with web technology, , Prentice Hall. New Jersey","Russell, M.; University of HertfordshireUnited Kingdom",,Dassault Systemes;DuPont;et al;HP;IBM;Lockheed Martin,American Society for Engineering Education,"114th Annual ASEE Conference and Exposition, 2007",24 June 2007 through 27 June 2007,"Honolulu, HI",70739.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029111585
"Harrison M., Ward J., Palipana A., Sellers S.",8262283700;56944196900;6508339903;56070204400;,The use of modern technology in the delivery of mathematics: A case study,2007,ECEL 2007: 6th European Conference on e-Learning,,,,297,305,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896258907&partnerID=40&md5=43c04ffe9ded95e3f7d1898633c83dd2,"Loughborough University, Loughborough, United Kingdom","Harrison, M., Loughborough University, Loughborough, United Kingdom; Ward, J., Loughborough University, Loughborough, United Kingdom; Palipana, A., Loughborough University, Loughborough, United Kingdom; Sellers, S., Loughborough University, Loughborough, United Kingdom","Loughborough University's Mathematics Education Centre (MEC) in collaboration with Coventry University has recently been awarded Centre for Excellence in Teaching and Learning (CETL) status. At Loughborough, our particular expertise is in the delivery of mathematics at the school/university interface, the mathematical education of engineers and in the mathematical support of specialists and non-specialists alike. We have an excellent track record of innovation through our involvement with externally funded teaching and learning projects such as HELM and mathcentre. A key component of our work is to develop the use of emerging technology in the delivery of mathematics at all levels, whilst pursuing the relevant pedagogic research, as it is important to assess the extent to which such technology helps, or hinders, students develop their mathematical understanding. In this paper, we describe the functionality of some of the modern technology now appearing in the lecture room and start to examine the potential benefits and the practicalities of the introduction of electronic voting systems (or classroom/student response systems), interactive whiteboards and the audio recording and web-delivery of lectures. Staff and student perspectives are unsurprisingly very different. Whilst student feedback to the use of a modern approach is very positive, there is still a good deal of staff resistance to the introduction of technology in teaching. Learning with technology requires a certain amount of technical understanding and most staff still have a steep learning curve to climb, if they are to adopt the use of modern technology on a day-to-day basis. Nevertheless, it is hoped the present work will encourage more staff to embed the use of technology within the curriculum and thus enhance the student learning experience. In conclusion, we comment briefly on some of the challenges to be faced by those seeking to develop the use of e-learning.",E-learning; Innovation; Mathematics support; Technology,Curricula; E-learning; Innovation; Mathematical techniques; Students; Teaching; Technology; Voting machines; Electronic voting systems; Emerging technologies; Interactive whiteboards; Loughborough University; Mathematical educations; Mathematics education; Student learning experiences; Technical understanding; Engineering education,,,,,,,,,,,"Harrison, M.C., Palipana, A.S., Pidcock, D., Ward, J.P., Using Computer Technology to Enhance the Teaching & Learning of Engineering Mathematics (2006) Proceedings of TIME 2006, , Conference on Technology and its Integration in Mathematics Education, Dresden, Germany, July",,,,Academic Conferences Limited,"6th European Conference on e-Learning, ECEL 2007",4 October 2007 through 5 October 2007,Copenhagen,103306.0,,,,,English,Euro. Conf. Learn.,Conference Paper,Final,,Scopus,2-s2.0-84896258907
Skvarenina T.,6603691956;,Lessons learned using electronic responders in a power and controls course,2007,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,13.0,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029128271&partnerID=40&md5=e7f722808d42e618aca93b7c3d5df3c7,"Purdue University, United States; IEEE; American Society for Engineering Education(ASEE), United States; Tau Beta Pi, United States; Eta Kappa Nu, United States","Skvarenina, T., Purdue University, United States, IEEE, American Society for Engineering Education(ASEE), United States, Tau Beta Pi, United States, Eta Kappa Nu, United States, ","The use of electronic response pads in class has become somewhat popular over the past several years, both in K-12 as well as in higher education. Electronic response pads are tv-remote sized devices that allow students to enter answers to questions posed by the instructor. The author used one such system, the Classroom Performance System (CPS) by eInstruction, during the fall 2005 and fall 2006 semesters in a required, sophomore-level course on electric power and controls. The CPS response pads were used for attendance, some quizzes, review questions, surveys, and example problems during the course. Student opinion of the system during the first offering was quite poor; however, the students in the second offering had a better opinion regarding the CPS usage. This paper describes how the units can be used in class and some of the lessons learned from the use of the CPS units. © American Society for Engineering Education, 2007.",,Control system analysis; Curricula; Electric power systems; Electronic equipment; Students; Classroom Performance System (CPS); Controls course; Electronic responders; Sophomore-level course; Engineering education,,,,,,,,,,,"Felder, R.M., A Longitudinal Study of Engineering Student Performance and Retention. IV. Instructional Methods and Student Responses to Them (1995) Journal of Engineering Education, 84 (4), pp. 361-367; Richard M. Felder, Gary N. Felder, E. Jacquelin Dietz. 1998. A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-taught Students. Journal of Engineering Education, 87(4), 469-480; Rugarcia, A., Felder, R.M., Woods, D.R., Stice, J.E., The Future of Engineering Education I. A Vision for a New Century (2000) Chem. Eng. Ed, 34 (1), pp. 16-25; Felder, R.M., Woods, D.R., Stice, J.E., Rugarcia, A., The Future of Engineering Education II. Teaching Methods that Work (2000) Chem. Eng. Ed, 34 (1), pp. 26-39; Woods.D.R., R.M. Felder, A. Rugarcia & J.E. Stice. 2000. The Future of Engineering Education III. Developing Critical Skills. Chem. Eng. Ed., 34(2), 108-117; Stice, J.E., Felder, R.M., Woods, D.R., Rugarcia, A., The Future of Engineering Education IV. Learning How to Teach (2000) Chem. Eng. Ed, 34 (2), pp. 118-127; Felder, R.M., Rugarcia, A., Stice, J.E., The Future of Engineering Education V. Assessing Teaching Effectiveness and Educational Scholarship (2000) Chem. Eng. Ed, 34 (3), pp. 198-207; Felder, R.M., Stice, J.E., Rugarcia, A., The Future of Engineering Education VI. Making Reform Happen (2000) Chem, Eng. Ed, 34 (3), pp. 208-215; Smith, K.A., Sheppard, S.D., Johnson, D.W., Johnson, R.T., Pedagogies of Engagement: Classroom-Based Practices (2005) Journal of Engineering Education Special Issue on the State of the Art and Practice of Engineering Education Research, 94 (1), pp. 87-102; eInstructions homepage can be found at http://www.einstruction.com/; Clancy, E.A., Quinn, P., Miller, J.E., Assessment of a Case Study Laboratory to Increase Awareness of Ethical Issues in Engineering (2005) IEEE Transactions on Education, 48 (2); Chickering, A., Gamson, Z., Seven Principles for Good Practice in Undergraduate Education (1987) AAHE Bulletin, , March","Skvarenina, T.; Purdue UniversityUnited States",,Dassault Systemes;DuPont;et al;HP;IBM;Lockheed Martin,American Society for Engineering Education,"114th Annual ASEE Conference and Exposition, 2007",24 June 2007 through 27 June 2007,"Honolulu, HI",70739.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029128271
"Kowalski F., Kowalski S.",6701497713;8577043300;,Understanding and overcoming student-based difficulties when transitioning from multiple-choice (Clicker) to open-ended questions for real-time formative assessment,2007,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,6.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029072082&partnerID=40&md5=fc48b4fe1cb52d1c93c8acc4ede421b6,"Colorado School of Mines, United States; Department of Physics, Colorado School of Mines, United States; Colorado School of Mines, Classroom Communicator Project, United States","Kowalski, F., Colorado School of Mines, United States, Department of Physics, Colorado School of Mines, United States; Kowalski, S., Colorado School of Mines, United States, Colorado School of Mines, Classroom Communicator Project, United States","The utilization of Tablet PC technology to facilitate open-ended questioning for real-time formative assessment is a very powerful pedagogical tool. We describe the challenges our students faced as we transitioned from multiple-choice (clicker) to open-ended questions for realtime formative assessment in two upper-level engineering physics courses. These difficulties were of three main types: increased student stress, more obvious differences in rates and levels of student learning, and distractions from the technology. We believe an awareness of these difficulties will help others who try to replace multiple-choice questions with open-ended responses in their classes. Furthermore, we have developed and described some useful strategies for overcoming these challenges. © American Society for Engineering Education, 2007.",,Information retrieval; Real time systems; Students; Teaching; Open-ended questions; Pedagogical tools; Real-time formative assessment; Information technology,,,,,,,,,,,"Mazur, E., (1997) Peer Instruction: A user's manual, , Upper Saddle River NJ: Prentice Hall; (1999) How People Learn: Brain, Mind, Experience, and School, , Bransford, J.D, Brown, A.L, & Cocking, R.R, eds, Washington DC: National Academy Press; West, J., Learning Outcomes Related to the Use of Personal Response Systems in Large Science Courses (2005) Academic Commons, , www.academiccommons.org/commons/review/west-polling- technology, 9 Dec, Available online at; (2006) The Impact of Tablet PCs and Pen-based Technology on Education, , Berque, D, Prey, J, & Reed, R, eds, West Lafayette IN: Purdue University Press; Koile, K., Singer, D., Improving Learning in CS1 with Tablet-PC-based In-Class Assessment (2006) ICER 2006 (Second International Computing Education Research Workshop), , http://icampus.mit.edu/projects/Publications/CLP/KoileSinger2.pdf, Canterbury, UK. Available online at; Kowalski, F., Kowalski, S., Hoover, E., Using InkSurvey: A Free Web-Based Tool for Open-Ended Questioning to Promote Active Learning and Real-Time Formative Assessment of Tablet PC-Equipped Engineering Students (2007) ASEE Conference, p. 2007. , Honolulu, HI; Duncan, D., (2005) Clickers in the Classroom, , San Francisco CA: Pearson Education, Inc","Kowalski, F.; Colorado School of MinesUnited States",,Dassault Systemes;DuPont;et al;HP;IBM;Lockheed Martin,American Society for Engineering Education,"114th Annual ASEE Conference and Exposition, 2007",24 June 2007 through 27 June 2007,"Honolulu, HI",70739.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029072082
"Vernaza K., Aggarwal M.",23095867000;7103296135;,Advantages of using personal response system technology to evaluate ABET and mechanical engineering program outcomes,2007,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,11.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029087861&partnerID=40&md5=64c3c47ae050c8883687fefc969a8489,"Gannon University, United States; Department of Mechanical Engineering, Gannon University, United States; Department of Mechanical Engineering","Vernaza, K., Gannon University, United States, Department of Mechanical Engineering, Gannon University, United States; Aggarwal, M., Gannon University, United States, Department of Mechanical Engineering","Personal Response System (PRS) is a tool typically employed to promote active learning in class, to increase participation, to measure conceptual comprehension, and to support Millennial Learners. At Gannon University, the evaluation and assessment activities of various Engineering programs' outcomes, including those related to ABET outcomes, have been done in the last 5 years through a web-based exit survey. This presents the challenge that students are not forced to take the survey and typically a 100% response is never achieved. By introducing PRS as a means of assessing the outcomes, a 100% feedback is obtained through an immediate evaluation process. To conduct the study, seven courses in the Mechanical Engineering program were selected in order to insure a representation of the four years of undergraduate studies. Once the outcomes assessments are reviewed, action items are created for each class. These action items are implemented closing the loop. This paper describes the implementation of PRS as an outcomes evaluation tool and the advantages of this technique over the ones employed at the moment. Finally, the lessons learned and challenges experienced will be discussed. © American Society for Engineering Education, 2007.",,Engineering education; Mechanical engineering; World Wide Web; Mechanical Engineering program; Personal response system (PRS); Learning systems,,,,,,,,,,,"Engineering Criteria 2000 3rd Edition: Criteria for Accrediting Programs in Engineering in the United States. Published by The Accreditation Board for Engineering and Technology (ABET), Baltimore MD. 1997. Available: http://www.abet.org/EAC/eac2000.html; Mak, F., Frezza, S., Process to Identify Minimum Passing Criteria and Objective Evidence in Support of ABET EC2000 Criteria Fulfillment (2004) ASEE Annual Conference and Exposition, , Salt Lake City, Utah, June; Cutts, Q., Carbone, A., van Haaster, K., Using an Electronic Voting System to Promote Active Reflection on Coursework Feedback (2004) Proc. Of the Intnl. Conf. on Computers in Education, , Melbourne, Australia, November; Vernaza, K.M., Instructional Innovation of Mechanical Engineering Core Courses with Technology (2005) Faculty Development Grant in Instructional Innovation with Technology, , Center for Excellence in Teaching and Learning, Gannon University, Erie, PA, October","Vernaza, K.; Gannon UniversityUnited States",,Dassault Systemes;DuPont;et al;HP;IBM;Lockheed Martin,American Society for Engineering Education,"114th Annual ASEE Conference and Exposition, 2007",24 June 2007 through 27 June 2007,"Honolulu, HI",70739.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029087861
"Lorimer J., Hilliard A.",26039362100;26039244400;,Net gen or not gen? Student and staff evaluations of the use of podcasts/audio files and an electronic voting system (EVS) in a blended learning module,2007,ECEL 2007: 6th European Conference on e-Learning,,,,407,414,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77955552041&partnerID=40&md5=fcf4ae03bb477264111ab3698dbb2871,"University of Hertfordshire, Hatfield, United Kingdom","Lorimer, J., University of Hertfordshire, Hatfield, United Kingdom; Hilliard, A., University of Hertfordshire, Hatfield, United Kingdom","At the authors' institution, blended learning is defined as ""educational provision where high quality e-learning opportunities and excellent campus-based learning are combined or blended in coherent, reflective and innovative ways so that learning is enhanced and choice is increased. Students are at the centre of this vision"". This paper outlines work undertaken to investigate the impact of integrating podcasts/audio file downloads and use of an electronic voting system (EVS) to transform module delivery from a traditional mode to a blended delivery. The purpose being to introduce a measure of flexibility in how, when and where students study; to increase interactivity and engagement in classroom sessions, and to enhance students' learning. The student cohort is diverse in respect of age-the majority or students are direct entry students of the so-called net generation, whilst a significant number of students (35%) are mature students. Would age be an influencing factor on the students' preference for the learning methods employed, or their willingness or ability to engage with the technologies? An interim student evaluation was undertaken at the midpoint of the taught module, to provide formative, illustrative data to the module leader and teaching team about student opinion of the teaching methods and learning technologies. Given the option of returning to the traditional delivery method, 77.5% of students either ""agreed"" or ""strongly agreed"" that the module should continue to run in its blended format. The final evaluation discovered no discernable differences in the behaviour of the direct entry students compared to the mature students. Both groups accessed the podcasts easily, generally at home, and spent longer than if blended learning technologies had not been used. It was discovered that 16% of the mature and 24% of the direct entry students would have preferred lectures to podcasts, although the students were positive about the flexibility offered. Both groups of students were virtually unanimous on the benefits of the EVS to support learning. The teaching team concluded that the blended learning technologies increased the students' engagement with their learning.",Blended learning; Course design; Evaluation of e-learning,Curricula; E-learning; Engineering education; Teaching; Technology; Voting machines; Blended delivery; Blended learning; Course design; Electronic voting systems; Learning methods; Learning technology; Student evaluation; Students' engagements; Students,,,,,,,,,,,"Ausburn, L., Course Design Elements Most Valued by Adult Learners in Blended Online Education Environments: An American Perspective (2004), International Council for Educational Media; Boyle, T., A Dynamic Systematic method for Developing Blended Learning' Education\ (2005) Communication & Information, 5 (3); Brown, S., Race, P., Lecturing - a practical guide (2002), Kogan Page: London; Cairncross, F., The death of distance: how the communications revolution will change our lives (1997), Harvard Business School Press, Boston, MA; Collis, B., Moonen, J., Flexible learning in a digital world (2001), Routledge Falmer, Abingdon; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of computer assisted learning, 20, pp. 81-94; (2005) 7 things you should know about podcasting, , http://www.educause.edu/ir/library/pdf/ELI7003.pdf, Educause, online, accessed May 28, 2007; Graetz, K., Goliber, M., Designing collaborative learning places: psychological foundations and new frontiers (2002) The Importance of Physical Space in Creating Supporting Learning Environments, New Directions for Teaching and Learning, 92, pp. 13-22. , In: Van Note Chism, N and Bickford, DJ (eds), Jossey-Bass, San Francisco, CA; Howe, N., Strauss, W., Millenials Rising (2000), Vintage Books, New York; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of computer assisted learning, 21, pp. 260-268; Laurillard, D., Rethinking university teaching: A framework for the effective use of educational technology (1993), Routledge, London; Laing, C., Wootton, A., Irons, A., iPod! uLearn? (2006) Current developments in technology-assisted education, 1, pp. 514-518. , In: Mendez Vilas, A., Solano Martin, A., Mesa Gonzalez, J., Mesa Gonzalez, J. A. (Eds) Badajoz (Spain): FORMATEX; Motteram, G., Blended education and the transformation of teachers: a long term case study in postgraduate UK Higher Education (2006) British Journal of Educational Technology, 37 (1); Oblinger, D., The next generation of educational engagement (2004) Journal of interactive media in education, 8, pp. 1-18; Philip, D., The Knowledge Building paradigm: A model of learning for Net Generation students (2007), 3 (5). , http://www.innovateonline.info/index.php?view=article&id=368, accessed May 31, 2007; Polit, D.F., Hungler, B.P., Essentials of nursing research (1997), Lippincott, Philadelphia; Prensky, M., Digital Natives, Digital Immigrants (2001) On the Horizon, 9 (5); Reid-Young, A., The key to e-learning is b-learning (2003) HCi Journal of Information Development., , http://www.hci.com.au/hcisite2/journal/Key%20to%20elearning%20is%20blearning.htm, online, accessed May 28, 2007; Robson, C., Real world research (1993), Blackwell, Oxford; Tapscott, Growing up digital: The rise of the Net Generation (1998), http://perseus.herts.ac.uk/uhinfo/info/blu/blu/blu_home.cfm, McGraw-Hill, New York.University of Hertfordshire Blended Learning Unit, online, accessed May 23, 2007; Van Den Brande, L., Flexible and distance learning (1993), p. 21. , John Wiley, Chichester; Walton, G., Childs, S., Blekinsopp, E., Using mobile technologies to give health students access to learning resources in the UK community setting (2005) Health Information and Libraries Journal, 22 (2), pp. 51-65",,,,Academic Conferences Limited,"6th European Conference on e-Learning, ECEL 2007",4 October 2007 through 5 October 2007,Copenhagen,103306.0,,,,,English,Euro. Conf. Learn.,Conference Paper,Final,,Scopus,2-s2.0-77955552041
"Kowalski F., Williams J., Reed R., Vanides J.",6701497713;37262140500;23095322000;24492488200;,Transforming teaching and learning using tablet PCS? A panel discussion using tablet PCS,2007,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,3.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029122311&partnerID=40&md5=3b24ef705c778ba4175c1fe4671cfb57,"Colorado School of Mines, United States; Department of Physics, Colorado School of Mines, United States; Rose-Hulman Institute of Technology, United States; Office of Institutional Research, Planning and Assessment; Department of English, Rose-Hulman Institute of Technology, United States; Hewlett-Packard Corporation, United States; Hewlett-Packard, United States","Kowalski, F., Colorado School of Mines, United States, Department of Physics, Colorado School of Mines, United States; Williams, J., Rose-Hulman Institute of Technology, United States, Office of Institutional Research, Planning and Assessment, Department of English, Rose-Hulman Institute of Technology, United States; Reed, R., Hewlett-Packard Corporation, United States; Vanides, J., Hewlett-Packard, United States","This panel discussion will highlight emerging best practices in the use of Tablet PCs to transform teaching and improve student success in college and university STEM (science, technology, engineering, math) courses. Faculty from two institutions, Colorado School of Mines and Rose-Hulman, will share their experience in using Tablet PCs and describe their approach to measuring the impact of their course redesign on student outcomes, sharing the evidence that supports their redesign efforts. Presenters will then lead a panel discussion with all the session's presenters and the audience. The discussion will be facilitated by the use of Tablet PCs that are provided to the audience. The audience will use the Tablet PCs to access a free InkSurvey website to ask questions and respond to the panelists. This will model some of the ways that faculty have used Tablet PCs in their own classrooms to facilitate dialog and obtain instant, graphical feedback from students. Through this session, the audience will become participants and experience first-hand some of the innovations that are improving student achievement and engagement. This includes going beyond using classroom response ""clickers"" that are limited to multiple choice question types to using graphical feedback systems to ask open-ended questions that elicit underlying conceptual understanding and student misconceptions © American Society for Engineering Education, 2007.",,Engineering education; Innovation; Learning systems; Societies and institutions; Students; Free InkSurvey website; Graphical feedback; Student outcomes; Tablet PCS; Teaching,,,,,,,,,,,"Kowalski, F.V., Kowalski, S.E., Campagnola, L., Tablet Computers Used for Teaching and Real-Time Assessment of Conceptual Understanding of Engineering Students (2005) Proceedings of the 2005 American Society for Engineering Education Annual Conference, , Portland OR","Kowalski, F.; Colorado School of MinesUnited States",,Dassault Systemes;DuPont;et al;HP;IBM;Lockheed Martin,American Society for Engineering Education,"114th Annual ASEE Conference and Exposition, 2007",24 June 2007 through 27 June 2007,"Honolulu, HI",70739.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029122311
"Pazos P., Linsenmeier R., Olds S.",23393756800;7005954869;6505842093;,Using technology to promote active learning in biomedical engineering,2007,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,14.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029081244&partnerID=40&md5=57c9c9c87adddb1bd9a62111c3cd80b6,"Northwestern University, United States; Searle Center for Teaching Excellence, Northwestern University, United States; VaNTH Center for Bioengineering Educational Technologies; Biomedical Engineering Department, Northwestern University, United States; VaNTH Engineering Research Center in Bioengineering Educational Technologies; Biomedical Engineering Department at Northwestern, United States; American Institute of Medical and Biological Engineering, Biomedical Engineering Society, United Kingdom","Pazos, P., Northwestern University, United States, Searle Center for Teaching Excellence, Northwestern University, United States, VaNTH Center for Bioengineering Educational Technologies; Linsenmeier, R., Biomedical Engineering Department, Northwestern University, United States, VaNTH Engineering Research Center in Bioengineering Educational Technologies, Biomedical Engineering Department at Northwestern, United States, American Institute of Medical and Biological Engineering, Biomedical Engineering Society, United Kingdom; Olds, S., Northwestern University, United States, VaNTH Center for Bioengineering Educational Technologies, Biomedical Engineering Department, Northwestern University, United States","This paper evaluates previous uses of Personal Response Systems (PRS) and the pedagogical rationale associated to the different uses. We illustrate the use of PRS systems in two different courses: Systems Physiology and Thermodynamics. We describe the motivation to use PRS as well as the pedagogical methods associated with PRS use in the courses. The main goal of the study is to evaluate the relationships between students' use of PRS and learning outcomes. We used two measures to evaluate students' use of the PRS system. A Response index was calculated as the percentage of questions answered. A second index, Correct Response index was calculated by dividing the number of correct answers by the number of questions attempted. Learning outcomes were assessed using exam grades and final course grade. Students' perceptions relative to PRS use in the course were measured using a questionnaire. We found a positive and significant relationship between PRS Response index and course performance for both courses. We conclude by comparing and evaluating the differences found in the results from both courses. © American Society for Engineering Education, 2007.",,Biomedical engineering; Computation theory; Students; Pedagogical rationale; Personal Response Systems (PRS); Learning systems,,,,,,,,,,,"(1996) National science education standards, , National Research Council, Washington, DC: National Academy Press; Wulf, W.A., Fisher, G.M.C., A makeover for engineering education (2002) Issues in Science and Technology, , http://www.nap.edu/ issues/18.3/p_wulf.html, Online; Ebert-May, D., Brewer, C., Allred, S., Innovation in Large Lectures: Teaching for Active Learning (1997) BioScience, 47 (9), pp. 601-607; Kennedy, G. E.; Cutts, Q. 1.(2005). The association between students' use of an electronic voting system and their learning outcomes. Journal of Computer Assisted Learning, 21(4), pp. 260-268(9); Mazur, E., (1997) Peer Instruction: A User's Manual, , New Jersey: Prentice Hall; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; (1999) How People Learn: Brain, Mind, Experience and School, , Bransford, JD, Brown, AL & Cocking, RR, eds, Washington, DC: National Academy Press; Linsenmeier, R.A., Olds, S.A., Kolikant, Y.B.-D., Instructor and course changes resulting from an HPLinspired use of Personal Response Systems (2006) Proceedings, 36th ASEE/IEEE Frontiers in Education Conference, October, 2006, , San Diego, CA, 6 pp; Roselli, R.J., Brophy, S.P., Experiences with formative assessment in engineering classrooms (2006) Journal of Engineering. Education, 95, pp. 325-333; Slain, D., Abate, M., Hodges, B.M., Stamatakis, M.K., Wolak, S., An interactive response system to promote active learning in the doctor of pharmacy curriculum (2004) Am. J. Pharmaceutical Education, 68 (5), pp. 1-9","Pazos, P.; Northwestern UniversityUnited States",,Dassault Systemes;DuPont;et al;HP;IBM;Lockheed Martin,American Society for Engineering Education,"114th Annual ASEE Conference and Exposition, 2007",24 June 2007 through 27 June 2007,"Honolulu, HI",70739.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029081244
"Lohani V., Castles R., Lo J., Griffin O.",35518520400;23092927900;8580614500;35511997500;,Tablet PC applications in a large engineering program,2007,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,13.0,17.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029115720&partnerID=40&md5=0156ff7a58cd81a1e66917f1aafe6f7f,"Virginia Tech., United States; Department of Engineering Education, Virginia Polytechnic Institute State University (Virginia Tech.), United States; Electrical and Computer Engineering Department, Virginia Tech., United States; Department of Engineering Education, College of Engineering, Virginia Tech., United States; Department of Engineering Education, Virginia Tech., United States","Lohani, V., Virginia Tech., United States, Department of Engineering Education, Virginia Polytechnic Institute State University (Virginia Tech.), United States; Castles, R., Virginia Tech., United States, Electrical and Computer Engineering Department, Virginia Tech., United States; Lo, J., Virginia Tech., United States, Department of Engineering Education, College of Engineering, Virginia Tech., United States; Griffin, O., Virginia Tech., United States, Department of Engineering Education, Virginia Tech., United States","A Tablet PC computing initiative was announced by Virginia Tech in summer 2006. Use of Tablet PC-based instruction was implemented in a freshman engineering course with about 1200 students in fall 2006. Examples of instructional activities included electronic note taking, use of inking features to review homework solutions and completing skeleton PowerPoint slides designed to increase the engagement level of students in a large classroom, and setting up online collaboration sessions to do group design project and problem solving activities. In addition, the Tablets helped students maintain an electronic log of their individual and group efforts in completing a 6-week long sustainable energy design project. A summary of assessment data from in-class clicker-based questions and end of semester course exit survey is presented to discuss the effectiveness of Tablet based instruction. Students liked electronic note taking features and quickly became proficient at setting up collaborative sessions using Tablet PC for design and problem solving activities and thought the Tablet PC was a good tool for that purpose. © American Society for Engineering Education, 2007.",,Curricula; Electronic data interchange; Problem solving; Project management; Students; Electronic notes; Engineering programs; Semester courses; Personal computers,,,,,,,,,,,"Nystrom, L., (2006) College of Engineering Announces Alliance with Fujitsu and Microsoft, News Story, Date, , May 30; Lohani, V.K., Lo, J., Mullin, J., Muffo, J., Backert, R., Griffin, H., Transformation of a Freshman Year Engineering Course (2005) Proc. 2005 International Conference on Engineering Education, , July 25-29, Gilwice, Poland; Lo, J., Lohani, V.K., Griffin, O.H., Full Implementation of a New Format for Freshmen Engineering Course (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition, , Chicago, IL, June 18-21; (2006) The Impact of Tablet PCs and Pen-based Technology on Education, , Berque, D. A, Prey, J, and Reed, R. H, editors, Purdue Univ. Press, 200 pages; Mullin, J., Kim, J., Lohani, V.K., (2007) Sustainable Energy Development Project for Engineering Freshmen, , Paper Accepted for 2007 ASEE Annual Conference, June 24-27, Hawaii; Weaver, B., (2006) Student Minds and Pen Technologies: A Wonderful Pedagogical Marriage, pp. 13-20. , The Impact of Tablet PCs and Pen-based Technology on Education, Purdue Univ. Press, Indiana, pp","Lohani, V.; Virginia Tech.United States",,Dassault Systemes;DuPont;et al;HP;IBM;Lockheed Martin,American Society for Engineering Education,"114th Annual ASEE Conference and Exposition, 2007",24 June 2007 through 27 June 2007,"Honolulu, HI",70739.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029115720
"Nicolescu M.N., Matarić M.J.",7003316754;7005611984;,Task learning through imitation and human-robot interaction,2007,"Imitation and Social Learning in Robots, Humans and Animals: Behavioural, Social and Communicative Dimensions",,,,407,424,,12.0,10.1017/CBO9780511489808.027,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84927041808&doi=10.1017%2fCBO9780511489808.027&partnerID=40&md5=bedb2c9e51b731ecef546266e0b50cb8,"University of Nevada, Department of Computer Science and Engineering, United States; University of Southern California, Computer Science Department, United States","Nicolescu, M.N., University of Nevada, Department of Computer Science and Engineering, United States; Matarić, M.J., University of Southern California, Computer Science Department, United States","Human–robot interaction is a rapidly growing area of robotics. Environments that feature the interaction of humans and robots present a number of challenges involving robot learning (imitative) and interactive capabilities. The two problems are tightly related since, on the one hand, social interaction is often an important aspect of imitation learning and, on the other, imitative behavior enhances a robot's social and interactive capabilities. In this work we present a framework that unifies these issues, providing a natural means for robots to interact with people and to learn from interactive experiences. We focus on two major challenges. The first is the design of robot social capabilities that allow for engagement in various types of interactions. Examples include robot teachers (David and Ball, 1986), workers, team members (Matsui et al., 1997), museum tour-guides (Thrun et al., 1999), toys (Michaud and Caron, 2002), and emotional companions (Breazeal, 2002; Cañamero and Fredslund, 2000). Designing control architectures for such robots presents various, often domain-specific, challenges. The second challenge we address is endowing robots with the ability to learn through social interaction with humans or other robots, in order to improve their performance and expand their capabilities. Learning by imitation (Dautenhahn and Nehaniv, 2002; Hayes and Demiris, 1994; Schaal, 1997) provides a most natural approach to this problem; methods using gestures (Voyles and Khosla, 1998), natural language (Lauria et al., 2002), and animal “clicker training” (Kaplan et al., 2002) have also been successfully applied. © Cambridge University Press 2007 and Cambridge University Press, 2009.",,,,,,,,,,,,,"Arkin, R.C., (1998) Behavior-Based Robotics, , Cambridge, MA: MIT Press; Billard, A., Dautenhahn, K., Experiments in learning by imitation - grounding and use of communication in robotic agents (1999) Adaptive Behavior, 7 (3-4), pp. 415-438; Breazeal, C., (2002) Designing Sociable Robots, , Cambridge, MA: MIT Press; Breazeal, C., Scassellati, B., How to build robots that make friends and influence people (1999) Proceedings of the IROS, Kyonju, Korea, pp. 858-863; Cañamero, L.D., Fredslund, J., How does it feel? (2000) Emotional Interaction with a Humanoid Lego Robot, , Tech Report FS-00-04, AAAI Fall Symposium, Menlo Park, CA; Dautenhahn, K., Nehaniv, C.L., (2002) Imitation in Animals and Artifacts, , Cambridge, MA: MIT Press; David, A., Ball, M.P., The video game: A model for teacher-student collaboration (1986) Momentum, 17 (1), pp. 24-26; Kortenkamp, D., Hubet, E., Bonasso, R.P., Recognizing and interpreting gestures on a mobile robot (1996) Proceedings of the AAAI, pp. 915-921; Dennett, D.C., (1987) The Intentional Stance, , Cambridge, MA: MIT Press; Drumwright, E., Jenkins, O.C., Matarić, M.J., Exemplar-based primitives for humanoid movement classification and control (2004) IEEE International Conference on Robotics and Automation, pp. 140-145; Kaplan, F., Oudeyer, P.-Y., Kubinyi, E., Miklüsi, A., Robotic clicker training (2002) Robotics and Autonomous Systems, 38, pp. 197-206; Friedrich, H., Dillmann, R., Robot programming based on a single demonstration and user intentions (1995) Proceedings of the 3rd European Workshop on Learning Robots (EWLR-3), Heraklion, Crete, Greece, April 1995; Hayes, G., Demiris, J., A robot controller using learning by imitation (1994) Proceeding of the International Symposium on Intelligent Robotic Systems, pp. 198-204; Kaiser, M., Transfer of elementary skills via human-robot interaction (1997) Adaptive Behavior, 5 (3-4), pp. 249-280; Matarić, M.J., Behavior-based control: Examples from navigation, learning, and group behavior (1997) Journal of Experimental and Theoretical Artificial Intelligence, 9 (2-3), pp. 323-336; Matarić, M.J., Sensory-motor primitives as a basis for imitation: Linking perception to action and biology to robotics (2002) Imitation in Animals and Artifacts, pp. 392-422. , Nehaniv, C. and Dauten- hahn, K. (eds.), Cambridge, MA: MIT Press; Matsui, T., Asoh, H., Hara, I., Motomura, Y., Akaho, S., Kurita, T., Asano, F., Yamaski, N., An office conversation mobile robot that learns by navigation and conversation (1997) Proceedings of the Real World Computing Symposium, pp. 59-62; Michaud, F., Caron, S., Roball, the rolling robot (2002) Autonomous Robots, 12 (2), pp. 211-222; Nicolescu, M., (2003) A Framework for Learning from Demonstration, Generalization and Practice in Human-Robot Domains, , Ph.D. thesis, University of Southern California; Nicolescu, M.N., Matarić, M.J., Experience-based representation construction: Learning from human and robot teachers (2001) Proceedings of the IEEE/RSJ International Conference on Intelligent Robots and Systems, pp. 740-745; Nicolescu, M.N., Matarić, M.J., Learning and interacting in human-robot domain (2001) IEEE Transactions on Systems, Man, and Cybernetics, Part A: Systems and Humans, Special Issue on Socially Intelligent Agents - the Human in the Loop, 31 (5), pp. 419-430; Nicolescu, M.N., Matarić, M.J., A hierarchical architecture for behavior-based robots (2002) Proceedings of the First International Joint Conference on Autonomous Agents and Multi-Agent Systems, pp. 227-233; Nicolescu, M.N., Matarić, M.J., Natural methods for robot task learning: Instructive demonstration, generalization and practice (2003) Proceedings of the 2nd International Joint Conference on Autonomous Agents and Multi-Agent Systems, pp. 241-248; Jenkins, O.C., Matarić, M.J., Weber, S., Primitive-based movement classification for humanoid imitation (2000) Proceedings of the First IEEE-RAS International Conference on Humanoid Robotics, pp. 858-863; Gaussier, P., Moga, S., Banquet, J., Quoy, M., From perception- action loops to imitation processes: A bottom-up approach of learning by imitation (1998) Applied Artificial Intelligence Journal, 12 (78), pp. 701-729; Ramesh, A., Matarić, M.J., Learning movement sequences from demonstration (2002) Proceedings of the International Conference on Development and Learning, pp. 203-208; Ramesh, A., Matarić, M.J., Parametric primitives for motor representation and control (2002) IEEE International Conference on Robotics and Automation, pp. 863-868; Schaal, S., Learning from demonstration (1997) Advances in Neural Information Processing Systems 9, pp. 1040-1046. , M. C. Mozer, Jordan, M. I. and Petsche, T. (eds.), Cambridge, MA: MIT Press; Lauria, S., Bugmann, G., Kyriacou, T., Klein, E., Mobile robot programming using natural language (2002) Robotics and Autonomous Systems, 38, pp. 171-181; Thrun, S., Bennewitz, M., Burgard, W., Dellaert, F., Fox, D., Haehnel, D., Rosenberg, C., Schulz, D., A second generation mobile tour-guide robot (1999) Proceeding of the IEEE International Conference on Robotics and Automation, pp. 14-26; Voyles, R., Khosla, P., A multi-agent system for programming robotic agents by human demonstration (1998) Proceedings of the AI and Manufacturing Research Planning Workshop, pp. 184-190. , Menlo Park, CA: AAAI Press; Werger, B.B., Ayllu: Distributed port-arbitrated behavior-based control (2000) Proceeding of the The 5th International Symposium on Distributed Autonomous Robotic Systems, pp. 25-34",,,,Cambridge University Press,,,,,,9780511489808; 9780521845113,,,English,"Imitation and Soc. Learning in Robots, Humans and Animals: Behavioural, Soc. and Communicative Dimensions",Book Chapter,Final,,Scopus,2-s2.0-84927041808
Bing B.,55965904800;,Preface,2007,"Emerging Technologies in Wireless LANs: Theory, Design, and Deployment",9780521895842,,,xxxv,xlii,,,10.1017/CBO9780511611421.003,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84933474784&doi=10.1017%2fCBO9780511611421.003&partnerID=40&md5=184f6fa9d946e7ce9a4ca154702312f1,"Georgia Institute of Technology, United States","Bing, B., Georgia Institute of Technology, United States","Wireless Fidelity (Wi-Fi) networks have become mainstream over the last few years. What started out as cable replacement for static desktops in indoor networks has been extended to fully mobile broadband applications involving moving vehicles, high-speed trains, and even airplanes. Perhaps lesser known is the proliferation of unique Wi-Fi applications, from Wi-Fi mosquito nets (for controlling malaria outbreaks) to Wi-Fi electric utility and parking meters to Wi-Fi control of garden hose sprinklers. The global revenue for Wi-Fi was nearly $3 billion at the end of 2006 and will continue its upward trend in the coming years. When Wi-Fi wireless LANs were first deployed, they give laptop and PDA users the same freedom with data that cellphones provide for voice. However, such networks need not transfer purely data traffic. It can also support packetized voice and video transmission. People today are spending huge amounts of money, even from office to office, calling by cellphones. With a Wi-Fi infrastructure, it costs them a fraction of what it will cost them using cellphones or any other equipment. Thus, voice telephony products based on 802.11 have recently emerged. A more compelling use of Wi-Fi is in overcoming the inherent limitations of wireless WANs. An increasing number of municipal governments around the world and virtually every major city in the U.S. are financing the deployment of Wi-Fi mesh networks with the overall aim of providing ubiquitous Internet access and enhanced public services. Cheap phone calls using voice over IP may turn out to be one of the biggest benefits of a citywide Wi-Fi network, benefiting residents, businesses, tourists, and government agencies. This has led some technologists to predict that eventually we are more likely to see meshed Wi-Fi cells that are linked together into one network rather than widespread use of high-powered WAN handsets cramming many bits into expensive and narrow slices of radio spectrum. © Cambridge University Press 2008.",,Economics; Electric utilities; Hose; Image communication systems; Malaria control; MESH networking; Telephone sets; Voice/data communication systems; Cable replacement; Government agencies; High speed train (HST); Inherent limitations; Mobile broadband; Municipal government; Wi-Fi mesh networks; Wireless fidelities; Wi-Fi,,,,,,,,,,,,"Bing, B.; Georgia Institute of TechnologyUnited States",,,Cambridge University Press,,,,,,9780511611421; 9780521895842,,,English,"Emerg. Technologies in Wirel. LANs: Theory, Design, and Deploy.",Book Chapter,Final,,Scopus,2-s2.0-84933474784
Collins L.J.,57198068785;,Livening up the classroom: Using audience response systems to promote active learning,2006,Medical Reference Services Quarterly,26,1,,81,88,,24.0,10.1300/J115v26n01_08,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33846428443&doi=10.1300%2fJ115v26n01_08&partnerID=40&md5=d0b8d154be32917895815eb57a9c28cf,"School of Medicine Specialist, Health Sciences Library, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7585, United States","Collins, L.J., School of Medicine Specialist, Health Sciences Library, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7585, United States","Audience response system (ARS) technology offers considerable promise for bringing more interactivity and engagement to the classroom. Since gaining momentum in the late 1990s, ARS use has been promoted for its ability to provide immediate feedback, focus student attention, identify gaps in knowledge, and enhance student involvement. This inexpensive technology is potentially of great value for improving the educational experience of students and instructors alike. © 2007 by The Haworth Press, Inc. All rights reserved.",Active learning; Audience response systems; Classroom response systems; Clickers; Communication in education; Computer-assisted instruction; Polling technology; Teaching aids and devices; Teaching methods,computer interface; feedback system; human; librarian; methodology; problem based learning; review; teaching; United States; Computer-Assisted Instruction; Feedback; Humans; Librarians; Problem-Based Learning; Teaching; United States; User-Computer Interface,,,,,,,,,,,"Middendorf, J., Kalish, A., The Change-up in Lectures (1996) TRE Newsletter, 8. , http://www.iub.edu/ ~teaching/changeups.shtml, Fall, Available:, Accessed: June 1, 2006; McIntosh, N., (1996) Why Do We Lecture, , http://www.reproline. jhu.edu/English/6read/6training/lecture/lecture.htm, JHPIEGO Strategy Paper. ReproLine® The Reading Room, Available:, Accessed: June 1; Wood, W.B., Clickers: A Teaching Gimmick That Works (2004) Developmental Cell, 7, pp. 796-798; Lowery, R.C., Teaching and Learning with Interactive Student Response Systems: A Comparison of Commercial Products in the Higher-Education Market (2005) Annual Meeting of the Southwestern Social Science Association and its affiliates, , http://people.uncw.edu/lowery/SWSSA%20ms.pdf, Presented at the, March 23-26, Available:, Accessed: June 2; Beatty, I., Transforming Student Learning with Classroom Communication Systems (2004) Educause Research Bulletin, 3, pp. 1-13. , February 3; Littauer, R., Instructional Implications of a Low-Cost Electronic Student Response System (1972) Educational Technology: Teacher and Technology, 12 (SUPPL.EMENT), pp. 69-71; West, J., Learning Outcomes Related to the Use of Personal Response Systems in Large Science Courses (2005) Academic Commons, , http://www.academiccommons.org/commons/review/west-polling- technology, The Center of Inquiry in the Liberal Arts at Wabash College, December 9, Available:, Accessed: June 2; Dye, L., Students Use Clickers to Help Guide College Lectures (2005) ABC News, , http://www.abcnews.go.com/Technology/ DyeHard/story?id=727409&page=1, May 5, Available:, Accessed: June 2; Office of Classroom Management. University of Minnesota. Student Response Systems Overview. (April 13, 2006). Available: 〈http://www.classroom.umn.edu/notes/support_srs.asp〉. Accessed: June 2, 2006; Bruff, D., (2005) Research on the Effectiveness of Classroom Response Systems, , http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/ crs_biblio.htm, Center for Teaching. Vanderbilt University, Available: .Accessed: June 14; El-Rady, J. To Click or Not to Click: That's the Question. Innovate Journal of Online Education 2(April/May, 2006). Available: 〈http://www.innovateonline.info/index.php?view=article&id=171〉. Accessed: June 6, 2006; Robertson, L.J., Twelve Tips for Using a Computerized Interactive Audience Response System (2000) Medical Teacher, 22, pp. 237-239; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco: Pearson Education; Brewer, C.A., Near Real-Time Assessment of Student Learning and Understanding in Biology Courses (2004) BioScience, 54, pp. 1034-1039; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Crouch, C.H., Mazur, E., Peer Instruction: Ten Years of Experience and Results (2001) American Journal of Physics, 69, pp. 970-977; Kennedy, G.E., Cutts, Q.I., The Association between Students' Use of an Electronic Voting System and Their Learning Outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268","Collins, L.J.; School of Medicine Specialist, Health Sciences Library, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7585, United States; email: Linda_Collins@med.unc.edu",,,,,,,,02763869,,MRSQD,17210552.0,English,Med. Ref. Serv. Q.,Review,Final,,Scopus,2-s2.0-33846428443
"Linsenmeier R.A., Olds S.A., Kolikant Y.B.-D.",7005954869;6505842093;6506399743;,Instructor and course changes resulting from an HPL-inspired use of personal response systems,2006,"Proceedings - Frontiers in Education Conference, FIE",,, 4117192,,,,1.0,10.1109/FIE.2006.322629,https://www.scopus.com/inward/record.uri?eid=2-s2.0-48749119518&doi=10.1109%2fFIE.2006.322629&partnerID=40&md5=1c6cf43127f328735538480edf0a08e1,"Biomedical Engineering Department, Department of Neurobiology and Physiology, Northwestern University, Evanston, IL, United States; Biomedical Engineering Department, Northwestern University, Evanston, IL, United States; School of Education, Hebrew University of Jerusalem, Jerusalem, Israel","Linsenmeier, R.A., Biomedical Engineering Department, Department of Neurobiology and Physiology, Northwestern University, Evanston, IL, United States; Olds, S.A., Biomedical Engineering Department, Northwestern University, Evanston, IL, United States; Kolikant, Y.B.-D., School of Education, Hebrew University of Jerusalem, Jerusalem, Israel","Personal response systems (PRS) are beneficial because they can facilitate instruction that implements the theoretical framework of How People Learn (HPL), which emphasizes learner-, knowledge-, community-, and assessment-centered approaches. In this work we present case studies of moderately large biomedical engineering and biology courses. We discuss what types of questions and classroom strategies are effective in supporting HPL-inspired induction. A possibly unrecognized benefit of using a PRS system is its effect on instructors. We discuss the beneficial effects of PRS use on instructors and the changes in teaching strategies these systems brought about. The insight about the fragility of students' knowledge revealed by the PRS prompted the instructors to invest more time in designing formative assessment and in developing ways to address misconceptions. Use of the PRS also prompted the instructors to expand their instruction from merely content to include thought processes typical in their domain. Finally, the community of learners that was generated or reinforced by PRS had a positive effect on encouraging classroom discussion, and the instructors' teaching evolved to take advantage of that. © 2006 IEEE.",Classroom communication systems; Formative assessment; Pedagogy; Personal response systems; PRS,Health; Teaching; Beneficial effects; Case studies; Formative assessment; How people learn; Personal Response Systems (PRS); Teaching strategies; School buildings,,,,,,,,,,,"Mazur, E., (1997) Peer Instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall; Bransford, J., Brophy, S., Williams, S., When computer technologies meet the learning sciences: Issues and opportunities (2000) Journal of Applied Development Psychology, 21 (1), pp. 59-84; Roselli, R.J., Brophy, S.P., Movement from a taxonomy-driven strategy of instruction to a challenge-driven strategy in teaching introductory biomechanics. Session 1309 (2001) Proceedings, 2001 American Society for Engineering Education Annual Conference & Exposition; Roselli, R.J., Brophy, S.P., Exploring an electronic polling system for the assessment of student progress in two biomedical engineering courses (2002) Proceeding of the 2002 American Society for Engineering Education Annual Conference and Exposition, , CD-ROM DEStech Publications Session 2609; Nicol, D.J., Boyle, J.T., Peer Instruction versus Class-wide Discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Roselli, R.J., Challenge-based instruction in biotransport (2004) Proceedings, 2004 American Society for Engineering Education Annual Conference & Exposition; Slain, D, Abate, M, Hodges, BM, Stamatakis, MK, & Wolak, S. An interactive response system to promote active learning in the doctor of pharmacy curriculum. Am. J. Pharmaceutical Education. 68(5), 2004, Article 117, pp. 1-9; Jenkins, M., Goo, E.K., Concept-based inventory and personal response systems (PRS) as an assessment method for introductory materials science and engineering (2005) Proceedings, 2004 American Society for Engineering Education Annual Conference & Exposition; (1999) How People Learn: Brain, Mind, Experience and School, , Bransford, JD, Brown, AL & Cocking, RR, eds, Washington, DC: National Academy Press; Dempster, W., Lee, C.K., Boyle, J.T., Teaching of thermodynamics and fluid mechanics using interactive learning methods in large classes. Session 2613 (2002) Proceedings, 2002 American Society for Engineering Education Annual Conference & Exposition; Siegel, J.A., Schmidt, K.J., Cone, J., INTICE - Interactive technology to improve the classroom experience. Session 2531 (2004) Proceedings, 2004 American Society for Engineering Education Annual Conference & Exposition; Kolikant, Y.B.-D., McKenna, A., Yalvac, B., Using the personal response system as a cultural bridge from silent absorption to active participation (2005) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 2660-2667. , P. Kommers & G. Richards Eds; Kolikant, Y.B.-D., Drane, D., (2006) Utilizing the Personal Response System Technology to Crack the Culture of Silence. Proceedings, , AERA","Linsenmeier, R. A.; Biomedical Engineering Department, Department of Neurobiology and Physiology, Northwestern University, Evanston, IL, United States; email: r-linsenmeier@northwestern.edu",,American Society for Engineering Education (ASEE);Educational Research and Methods (ERM) Division;Institute of Electrical and Electronics Engineers (IEEE);IEEE Computer Society;IEEE Education Society,,"36th ASEE/IEEE Frontiers in Education Conference, FIE",28 October 2006 through 31 October 2006,"San Diego, CA",72982.0,15394565,1424402565; 9781424402564,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-48749119518
Lichti S.M.,16307388900;,Purdue's system-wide deployment of a classroom response system,2006,Proceedings ACM SIGUCCS User Services Conference,2006,, 1181260,196,200,,,10.1145/1181216.1181260,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34248402842&doi=10.1145%2f1181216.1181260&partnerID=40&md5=64baa65d7e7644e0b51a63320cb663ee,"Purdue University, 302 Wood St., West Lafayette, IN 47907, United States","Lichti, S.M., Purdue University, 302 Wood St., West Lafayette, IN 47907, United States","Purdue University's system-wide deployment of a classroom response system has grown to include use by over forty courses and one-third of all students. It has quickly become a staple, much like computers and projectors. It is used most heavily by faculty teaching large-lecture survey courses to conduct real-time quizzing, take attendance, and record extra credit. Information is later uploaded to WebCT Vista.Many faculty members have expressed their appreciation at having a single, standardized, and supported classroom response system. Many students have communicated that using a response pad in class enables them to participate to a greater degree, making it possible to concentrate on specific topics.Since piloting this technology and then implementing it campus-wide, we have worked extensively with eInstruction to develop an integration tool within WebCT Vista that allows secure, quick, and easy response pad registration, as well as aiding in the testing of new technology. We are currently awaiting our first batch of next generation receivers to upgrade our response system. Students using the response system for the first time in Fall 2007 will have new RF response pads containing LCDs and more advanced bidirectional communication.As with many other instructional technologies, implementing and managing a campus-wide classroom response system has been both a challenging and rewarding experience. Purdue's model has worked well, and growth has been dramatic. Copyright 2006 ACM.",Audience response system; Classroom response system; CRS; PRS; Technology,Audience response systems; Classroom response systems (CRS); WebCT Vista; Computer operating systems; Curricula; Interactive computer systems; Liquid crystal displays; Real time systems; Signal receivers; Students; Computer aided instruction,,,,,,,,,,,"About, I.T.P., (2006) Purdue University, , http://www.itap.purdue. edu/about/ovpitorg.pdf, 2 July; (2006) Purdue University, , http://www.itap.purdue.edu/Purdue/about, About Purdue University. 2 July; CPSRF for Higher Ed. 18 July 2006. eInstruction, Inc. 〈http://www.einstruction.com/〉; ITaP, (2006) Technology in the Classroom, , http://www.itap.purdue.edu/tlt/tic, 2 July, Purdue University; ITaP, T.I.C., (2006) Locations, , http://www. itap.purdue.edu/tlt/tic/locations.cfin, 2 July, Purdue University; Personal Communication with David Elmore, Professor of Physics; Personal Communication with Ed Evans, Director of Learning Spaces. 14 July 2006; Personal Communication with Erina MacGeorge, Professor of Communication; Personal Communication with Gabriela Weaver, Professor of Chemistry; Personal Communication with Harry Morrison, Professor of Chemistry; Personal Communication with John Dunning, Professor of Forestry and Natural Resources; Personal Communication with Karen Harding, former manager of the Technology in the Classroom program. 17 July 2006; Personal Communication with Phil Knobloch, manager of Audio/Visual Services; Personal Communication with Shorna Broussard, Professor of Forestry and Natural Resources; (2006) Teaching and Learning, , http://www.itap.purdue.edu/learning, 2 July, Purdue University","Lichti, S.M.; Purdue University, 302 Wood St., West Lafayette, IN 47907, United States; email: slichti@purdue.edu",,ACM Special Interest Group on Univ. and College Comput. Serv.,,34th Annual ACM SIGUCCS Conference on User Services 2006,5 November 2006 through 8 November 2006,"Edmonton, AB",69595.0,,1595934383; 9781595934383,,,English,Proc ACM SIGUCCS Serv Conf,Conference Paper,Final,,Scopus,2-s2.0-34248402842
"Richards D., Braiding C., Vaughan A.",57193711592;55078327300;7103182746;,Fun and feedback at the press of a button,2006,ASCILITE 2006 - The Australasian Society for Computers in Learning in Tertiary Education,2,,,695,705,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870922186&partnerID=40&md5=1201ef10bc69c88ddfbccd119f790117,"Department of Computing, Macquarie University, NSW 2109, Australia; Department of Physics, Macquarie University, NSW 2109, Australia","Richards, D., Department of Computing, Macquarie University, NSW 2109, Australia; Braiding, C., Department of Physics, Macquarie University, NSW 2109, Australia; Vaughan, A., Department of Physics, Macquarie University, NSW 2109, Australia","A common phenomenon across disciplines and universities is that students complain that they do not receive enough feedback, even when student evaluation forms indicate satisfaction in other areas such as teacher competency and enthusiasm. On the other side, but less considered, is the lack of feedback that teachers receive as they struggle to get students to participate and engage with the learning process. While technology does not offer an automatic solution, keypad-based automatic response systems do offer the potential to let both parties know how well the learning outcomes are being achieved in a timely and cost-effective manner. We have just completed two years of pilot trialling of such technology at our university in the Computing and Physics Departments. This paper reports our experiences together with the findings of others. © 2006 Richards, D., Braiding, C., Vaughan, A.",Collaborative learning; Computerised audience response systems (CARS); Feedback; Keypad-based technology; Personal response system; Socratic learning,Automatic response; Collaborative learning; Learning outcome; Learning process; Personal response systems; Response systems; Socratic learning; Student evaluation; Feedback; Students; Technology; Engineering education,,,,,,,,,,,"Abrahamson, L., Teaching with classroom communication system-What it involves and why it works (1999) Proc.7th Int. l W'shop ""New Trends in Physics Teaching, , In Puebla, Mexico, May 27-30; Banks, D., Using KEEpad-based group process support systems to facilitate student reflection (2003) Proc. of ascilite'03, pp. 37-46. , http://www.ascilite.org.au/conferences/adelaide03/docs/pdf/37.pdf, In G. Crisp, D. Thiele, I. Scholten, S. Barker and J. Baron (Eds) Adelaide, SA; Butler, M., Butler, F., Introduction to Personal Response Systems and Studies of their Use (2006) Proc. Education and Technology, , ACTA Press; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Dufresne, R.J., Gerace, W.J., Mestre, J.P., Leonard, W.J., (2000) ASK•IT/A2L: Assessing student knowledge with instructional technology, pp. 1-28. , http://umperg.physics.umass.edu/library/UMPERG-2000-09/entirePaper/, UMPERG 2000-09-SEP; Hake, R.R., (1999) Search, Development, And Change In Undergraduate Biology Education (Redcube): A Web Guide For Non-Biologists, , http://physics.indiana.edu/~redcube/redcube.pdf, Physics Department, Indiana University (Emeritus); Laundauer, D., (1995) The trouble with computers: Usefulness, usability, and productivity, , Cambridge: MIT Press; Russell, G., Pitt, I., Visions of a Wireless Future in Education Technology (2004) Proceedings InSITE'2004, , http://proceedings.informingscience.org/InSITE2004/101russe.pdf, In; Sokoloff, D.R., Thornton, R.K., Using Interactive Lecture Demonstrations to Create an Active Learning Environment (1997) The Physics Teacher, 35, pp. 340-346; Su, Q., (2002) Teaching innovation using a computerised audience response system, , http://www.cs.uq.edu.au/~aupec/aupec02/Final-Papers/Q-SU1.pdf; Tsvetinov, P., Abercrombie, D., Do, H., (2005) Individual versus group reasoning: A comparison study using a keypad support system, , http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/P9_Tsvetinov.pdf, ascilite'05 poster; Williams, J., Learning by remote-control: Exploring the use of an audience response system as a vehicle for content delivery (2003) Proc. of ascilite'03, pp. 739-742. , In G. Crisp, D. Thiele, I. Scholten, S. Barker and J. Baron (Eds) Adelaide, SA","Richards, D.; Department of Computing, Macquarie University, NSW 2109, Australia; email: richards@ics.mq.edu.au",,NetSpot Pty Ltd,,"23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - ""Who's Learning? Whose Technology?"" - ASCILITE 2006",3 December 2006 through 6 December 2006,"Sydney, NSW",94314.0,,9781920898564,,,English,ASCILITE 2006 - The Aust. Soc. for Comp. in Learn. in Ter. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84870922186
"Penuel W.R., Abrahamson L., Roschelle J.",6602520543;15845266400;6603548311;,Theorizing the transformed classroom: Sociocultural interpretation of the effects of audience response systems in higher education,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,187,208,,20.0,10.4018/978-1-59140-947-2.ch013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77952498367&doi=10.4018%2f978-1-59140-947-2.ch013&partnerID=40&md5=e19e69131fae3a8d29fb4b8d5f8eaade,"Center for Technology in Learning, SRI International, United States; Better Education Foundation, United States","Penuel, W.R., Center for Technology in Learning, SRI International, United States; Abrahamson, L., Better Education Foundation, United States; Roschelle, J., Center for Technology in Learning, SRI International, United States","This paper explores the theoretical framework needed to explain observed effects of classrooms in which instructors use audience response systems. We consider how current theories of audience response systems cannot adequately explain students' initial resistance to the introduction of response systems, or the emergence of a sense of classroom community. We propose a sociocultural reinterpretation of the networked classroom in which learning is described as a process of transforming participation in classroom activities. We use sociocultural theory to help explain students' changing motivations for participation in class, and the development of scientific concepts through discussion. Finally, we propose some initial hypotheses and approaches to studying audience response systems in higher education within a sociocultural framework. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Abrahamson, A.L., (1999) Teaching With Classroom Communication Systems: What it Involves and Why it Works, , Paper presented at the International Workshop on New Trends in Physics Teaching, Puebla, Mexico; Abrahamson, A.L., Owens, D.T., Demana, F., Meagher, M., Herman, M., (2003) Developing Pedagogy For Wireless Handheld Computer Networks, , March, Paper presented at the Society for Information Technology and Teacher Education International Conference, Albuquerque, NM; Ames, C., Archer, J., Achievement goals in the classroom: Students' learning strategies and motivation processes (1988) Journal of Educational Psychology, 80 (3), pp. 260-267; Bazerman, C., Scientific writing as a social act: A review of the literature of the sociology of science (1983) New Essays In Technical and Scientific Communication: Research, Theory and Practice, pp. 156-184. , In P. V. Anderson, R. J. Brockman, & C. Miller (Eds.), Farmingdale, NY, Baywood; Butler, R., Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance (1987) Journal of Educational Psychology, 79 (4), pp. 474-482; Butler, R., Neuman, O., Effects of task and ego-achievement goals on help-seeking behaviours and attitudes (1995) Journal of Educational Psychology, 87 (2), pp. 261-271; Chi, M.T.H., Constructing self-explanations and scaffolded explanations in tutoring (1996) Applied Cognitive Psychology Special Issue: Reasoning Processes, 10 (SPEC. ISSUE), pp. S33-SS49. , http//wwwintersciencewileycom/jpages/0888-4080, Additional info UK, John Wiley & Sons; Cope, B., Kalantzis, M., (1993) The Powers of Literacy: A Genre Approach to Teaching Writing, , (Eds.), London, Falmer Press; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) The Physics Teacher, 69 (9), pp. 970-977; Doherty, R.W., Hilberg, R.S., Pinal, A., Tharp, R., Five standards and student achievement (2003) NABE Journal of Research and Practice, 1 (1), pp. 1-24; Dufresne, B., Gerace, B., Leonard, B., Mestre, J., Wenk, L., Using the Classtalk classroom communication system for promoting active learning in large lectures (1996) Journal of Computing In Higher Education, 7 (2), pp. 3-47; Dunbar, K.N., How scientists really reason: Scientific reasoning in real-world laboratories (1995) Mechanisms of Insight, pp. 365-395. , In R. J. Sternberg & J. Davidson (Eds.), Cambridge, MA, MIT Press; Duncan, D., (2005) Clickers In the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco, Pearson; Eckert, P., (1989) Jocks and Burnouts: Social Categories and Identity In the High School, , New York, Teachers College Press; Gee, J.P., (1994) ""Science Talk"": How Do You Start to Do What You Don't Know How to Do?, , April, Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA; Gee, J.P., (1999) Social Lingustics and Literacies: Ideology In Discourse, , (2nd ed.). New York: Taylor and Francis; Gee, J.P., Identity as an analytic lens for research in education (2000) Review of Research In Education, 25, pp. 99-125; Gee, J.P., Language in the science classroom: Academic social languages as the heart of school-based literacy (2004) Crossing Borders In Literacy and Science Instruction: Perspectives On Theory and Practice, pp. 10-32. , In E. W. Saul (Ed.), DE, International Reading Association; Hackman, J.R., Oldham, G.R., (1980) Work Redesign, , Reading, MA: Addison-Wesley; Hake, R.R., Interactive-engagement versus traditional methods (1998) American Journal of Physics, 66, pp. 64-74; Halliday, M.A.K., Martin, J., (1993) Writing Science: Literacy and Discursive Power, , London, Falmer; Hanania, E., Akhtar, K., Verb form and rhetorical function in science writing: A study of MS theses in biology, chemistry, and physics (1985) English For Specific Purposes, 4 (1), pp. 49-58; Heath, S.B., McLaughlin, M.W., (1993) Identity and Inner-city Youth: Beyond Ethnicity and Gender, , (Eds.), New York, Teachers College Press; Hickey, D.T., McCaslin, M., A comparative, sociocultural analysis of context and motivation (2001) Motivation In Learning Contexts: Theoretical Advances and Methodological Implecations, pp. 33-55. , In S. Jarvella & S. Volet (Eds.), Oxford, Pergamon; Hidi, S., Renninger, K.A., Krapp, A., Interst, a motivational variable that combines affective and cognitive functioning (2004) Motivation, Emotion, and Cognition: Integrative Perspectives On Intellectual Functioning and Development, pp. 89-115. , In D. Y. Dai, & R. J. Sternberg (Eds.), Mahwah, NJ, Erlbaum; Jackson, M., Trees, A., (2003) Clicker Implementation and Assessment, , Boulder: Information and Technology Services and Faculty Teaching Excellence Program, University of Colorado; Jarvella, S., Volet, S., (2001) Motivation In Learning Contexts: Theoretical Advances and Methodological Implemcations, , (Eds.), Oxford, Pergamon; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers In Mathematics and Science Teaching, 21 (2), pp. 167-181; Kaput, J., Hegedus, S., (2002) Exploiting Classroom Connectivity By Aggregating Student Constructions to Create New Learning Opportunities, , Paper presented at the 26th Conference of the International Group for the Psychology of Mathematics Education, Norwich, UK; Latour, B., Woolgar, S., (1986) Laboratory Life: The Construction of Scientific Facts, , Princeton, NJ, Princeton University Press; Lave, J., Wenger, E., (1991) Situated Learning: Legitimate Peripheral Participation, , Cambridge, MA, Harvard University Press; Lemke, J.L., (1990) Talking Science: Language, Learning, and Values, , Norwood, NJ, Ablex; Lynch, M., (1985) Art and Artifact In Laboratory Science: A Study of Shop Work and Shop Talk In a Research Laboratory, , London, Routledge & Kegan Paul; Martin, J.R., (1989) Factual Writing. Exploring and Challenging Social Reality, , London, Oxford University Press; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ, Prentice Hall; McCaslin, M., Hickey, D.T., Self-regulated learning and academic achievement: A Vygotskian view (2001) Self-regulated Learning and Academic Achievement: Theoretical Perspectives, , In B. J. Zimmerman, & D. Schunk (Eds.), Mahwah, NJ, Erlbaum; Midgley, C., Maehr, M.L., Hruda, L.Z., Anderman, E.M., Anderman, L.H., Freeman, K.E., (2000) Manual For the Patterns of Adaptive Learning Scales (PALS), , Ann Arbor, University of Michigan; (1999) How People Learn: Brain, Mind, Experience, , National Research Council, Washington, DC, National Academy Press; Owens, D.T., Demana, F., Abrahamson, L.A., Meagher, M., Herman, M., (2002) Developing Pedagogy For Wireless Calculator Networks and Researching Teacher Professional Development, , Columbus, Ohio State University and Better Education; Penuel, W.R., Wertsch, J.V., Dynamics of negation in the identity politics of cultural other and cultural self (1995) Culture and Psychology, 1 (3), pp. 343-359; Penuel, W.R., Wertsch, J.V., Vygotsky and identity formation: A sociocultural approach (1995) Educational Psychologist, 30 (2), pp. 83-92; Poulis, C., Massen, C., Robens, E., Gilbert, M., Physics learning with audience paced feedback (1998) American Journal of Physics, 66, pp. 439-441; Pressick-Kilborn, K., Walker, R., The social construction of interest in a learning community (2002) Research On Sociocultural Infuences On Motivation and Learning, pp. 153-182. , In D. M. McInerney & S. Van Etten (Eds.), Greenwich, CT, Information Age Publishing; Rodman, L., The active voice in scientific articles: Frequency and discourse functions (1994) Journal of Technical Writing and Communication, 24 (3), pp. 309-331; Rogoff, B., (1990) Apprenticeship In Thinking: Cognitive Development In Social Context, , Oxford, Oxford University Press; Rogoff, B., Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship (1995) Sociocultural Studies of Mind, pp. 139-164. , In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Cambridge, Cambridge University Press; Rogoff, B., (2003) The Cultural Nature of Human Development, , New York, Oxford University Press; Rogoff, B., Baker-Sennett, J., Lacasa, P., Goldsmith, D., Development through participation in sociocultural activity (1995) Cultural Practices As Contexts For Development, , In J. Goodnow, P. Miller, & F. Kessel (Eds.), San Francisco, Jossey-Bass; Rogoff, B., Paradise, R., Arauz, R.M., Correa-Chavez, M., Angelillo, C., Firsthand learning through intent participation (2003) Annual Review of Psychology, 54, pp. 175-203; Roschelle, J., Learning by collaborating: Convergent conceptual change (1992) The Journal of the Learning Sciences, 2 (3), pp. 235-276; Roschelle, J., Convergent conceptual change (1996) CSCL: Theory and Practice of An Emerging Paradigm, pp. 209-248. , In T. Koschmann (Ed.), Mahwah, NK, Lawrence Erlbaum Associates Publishers; Roschelle, J., Abrahamson, A.L., Penuel, W.R., (2003) CATAALYST: Towards Scientific Studies of the Strategic Integration of Learning Theory and Classroom Network Technology to Improve Teaching and Learning, , Menlo Park, CA, SRI International; Roschelle, J., Penuel, W.R., Abrahamson, A.L., The networked classroom (2004) Educational Leadership, 61 (5), pp. 50-54; Rosebery, A.S., Warren, B., Conant, F.R., Appropriating scientific discourse: Findings from language minority classrooms (1992) The Journal of the Learning Sciences, 2 (1), pp. 61-94; Rueda, R., Moll, L.C., A sociocultural perspective on motivation (1994) Motivation: Theory and Research, pp. 117-137. , In H. F. O'Neil & M. Drillings (Eds.), Hillsdale, NJ, Erlbaum; Shapiro, J.A., Student response found feasible in large science lecture hall (1997) Journal of College Science Teaching, 26 (6), pp. 408-412; Shaw, T.S., The semiotic mediation of identity (1994) Ethos, 22 (1), pp. 83-119; Stroup, W.M., (2002) Instantiating Seeing Mathematics Structuring the Social Sphere (MS3): Updating Generative Teaching and Learning For Networked Mathematics and Science Classrooms, , September, Paper presented at the First International Conference on Wireless and Mobile Technologies in Education, Vaxjo, Sweden; Stroup, W.M., Kaput, J., Ares, N., Wilensky, U., Hegedus, S., Roschelle, J., (2002) The Nature and Future of Classroom Connectivity: The Dialectics of Mathematics In the Social Space, , October, Paper presented at the Annual Conference of Psychology of Mathematics Education in North America, Athens, GA; Tharp, R., Gallimore, R., (1988) Rousing Minds to Life: Teaching, Learning, and Schooling In Social Context, , New York, Cambridge University Press; Vygotsky, L.S., (1978) Mind In Society: The Development of Higher Psychological Processes, , Cambridge, MA, Harvard University Press; Vygotsky, L.S., (1987) Thought and Language, , (A. Kozulin, Trans.), Cambridge, Cambridge University Press; Walker, R., Pressick-Kilborn, K., Arnold, L.S., Sainsbury, E.J., Investigating motivation in context: Developing sociocultural perspectives (2004) European Psychologist, 9 (4), pp. 245-256; Wells, G., Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom (1993) Linguistics and Education, 5, pp. 1-37; Wertsch, J.V., From social interaction to higher psychological process: A clarification and application of Vygotsky's theory (1979) Human Development, 22, pp. 1-22; Wertsch, J.V., (1991) Voices of the Mind: A Sociocultural Approach to Mediated Action, , Cambridge, MA, Harvard University Press; Wertsch, J.V., (1998) Mind As Action, , New York, Oxford University Press; Wortham, S., The interdependence of social identification and learning (2004) American Educational Research Journal, 41 (3), pp. 715-749","Center for Technology in Learning, SRI InternationalUnited States",,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-77952498367
Lichti S.M.,16307388900;,Purdue's system-wide deployment of a classroom response system,2006,"Proceedings of the 34th Annual ACM SIGUCCS Fall 2006 Conference, SIGUCCS '06",,,,196,200,,2.0,10.1145/1181216.1181260,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70450263716&doi=10.1145%2f1181216.1181260&partnerID=40&md5=d9046f49163569a90be173a4b1e3db93,"Purdue University, 302 Wood St., West Lafayette, IN 47907, United States","Lichti, S.M., Purdue University, 302 Wood St., West Lafayette, IN 47907, United States","Purdue University's system-wide deployment of a classroom response system has grown to include use by over forty courses and one-third of all students. It has quickly become a staple, much like computers and projectors. It is used most heavily by faculty teaching large-lecture survey courses to conduct real-time quizzing, take attendance, and record extra credit. Information is later uploaded to WebCT Vista. Many faculty members have expressed their appreciation at having a single, standardized, and supported classroom response system. Many students have communicated that using a response pad in class enables them to participate to a greater degree, making it possible to concentrate on specific topics. Since piloting this technology and then implementing it campus-wide, we have worked extensively with eInstruction to develop an integration tool within WebCT Vista that allows secure, quick, and easy response pad registration, as well as aiding in the testing of new technology. We are currently awaiting our first batch of next generation receivers to upgrade our response system. Students using the response system for the first time in Fall 2007 will have new RF response pads containing LCDs and more advanced bidirectional communication. As with many other instructional technologies, implementing and managing a campus-wide classroom response system has been both a challenging and rewarding experience. Purdue's model has worked well, and growth has been dramatic. Copyright 2006 ACM.",Audience response system; Classroom response system; CRS; PRS; Technology,Bi-directional communication; CRS; Faculty members; Instructional technology; Integration tools; New technologies; Purdue University; Response systems; School buildings; Students; Technology; Teaching,,,,,,,,,,,"(2006) Purdue University, , http://www.itap.purdue.edu/about/ovpitorg.pdf, 2 July; (2006) Purdue University, , http://www.itap.purdue.edu/Purdue/about, About Purdue University. 2 July; CPSRF for Higher Ed. 18 July 2006. eInstruction, Inc. &lt;http://www.einstruction.com/&gt;; (2006) Technology in the Classroom, , http://www.itap.purdue.edu/tlt/tic, 2 July, Purdue University; (2006) Locations, , http://www.itap.purdue.edu/tlt/tic/locations.cfm, 2 July, Purdue University; Personal Communication with David Elmore, Professor of Physics; (2006), Personal Communication with Ed Evans, Director of Learning Spaces. 14 July; Personal Communication with Erina MacGeorge, Professor of Communication; Personal Communication with Gabriela Weaver, Professor of Chemistry; Personal Communication with Harry Morrison, Professor of Chemistry; Personal Communication with John Dunning, Professor of Forestry and Natural Resources; (2006), Personal Communication with Karen Harding, former manager of the Technology in the Classroom program. 17 July; Personal Communication with Phil Knobloch, manager of Audio/Visual Services; Personal Communication with Shorna Broussard, Professor of Forestry and Natural Resources; (2006) Teaching and Learning, , http://www.itap.purdue.edu/learning, 2 July, Purdue University","Lichti, S. M.; Purdue University, 302 Wood St., West Lafayette, IN 47907, United States; email: slichti@purdue.edu",,,,"34th Annual ACM SIGUCCS Fall 2006 Conference, SIGUCCS '06",5 November 2006 through 8 November 2006,"Edmonton, AB",77980.0,,1595934383; 9781595934383,,,English,"Proc. Annu. ACM SIGUCCS Fall Conf., SIGUCCS",Conference Paper,Final,,Scopus,2-s2.0-70450263716
"O'Connor V., Groves M., Minck S.",7004138540;55901941600;55751598300;,The audience response system: A new resource in medical education,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,222,247,,3.0,10.4018/978-1-59140-947-2.ch015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955880874&doi=10.4018%2f978-1-59140-947-2.ch015&partnerID=40&md5=0b71c80f84b5f1c685e8671b3ceacd6b,"University of Queensland, Australia; Biochemistry Department, University of Queensland, Australia","O'Connor, V., University of Queensland, Australia; Groves, M., Biochemistry Department, University of Queensland, Australia; Minck, S., University of Queensland, Australia","There are general, educational benefits of audience response systems (ARS), although relatively little application (or evaluation) in medical education. We briefly review changes in medical education worldwide over the last two decades, highlighting areas in which new tools, such as ARS, are valuable. We evaluated an ARS for more than 300 first-year, graduate-entry medical students, used in four 2-hour educational sessions, summarising the benefits and limitations of the system. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Anderson, J., Reder, L., An elaborative processing explanation of depth of processing (1979) Levels of Processing In Human Memory, pp. 524-586. , In L. Cermak & F. Craik (Eds.), Hillsdale, NJ, Lawrence Erlbaum; Bangert-Downs, R.L., Kulik, C.-L.C., Kulik, J.A., Morgan, M., The instructional effect of feedback in test-like events (1991) Review of Educational Research, 61 (2), pp. 213-238; Barrows, H.S., Tamblyn, R.M., (1980) Problem-based Learning: An Approach to Medical Education, , New York, Springer Publishing; Blandford, L., Lockyer, J., Audience response systems and touch pad technology: Their role in CME (1995) Journal of Continuing Education In the Health Professions, 15 (1), pp. 52-57; Borduas, F., Gagnon, R., Lacoursiere, Y., Laprise, R., The longitudinal case study: From Schon's model to self-directed learning (2001) Journal of Continuing Education In the Health Professions, 21 (2), pp. 103-109; Boyd, W.M., Repeating questions in prose learning (1973) Journal of Educational Psychology, 64, pp. 31-38; Copeland, H.L., Longworth, D.L., Hewson, M.G., Stoller, J.K., Successful lecturing: A prospective study to validate attributes of the effective medical lecture (2000) Journal of General Internal Medicine, 15, pp. 366-371; Copeland, H.L., Stoller, J.K., Hewson, A.G., Longworth, D.L., Making the continuing medical education lecture effective (1998) Journal of Continuing Education In the Health Professions, 18, pp. 227-234; Dolmans, D., Schmidt, H., The advantages of problem-based curricula (1996) Post-graduate Medical Journal, 72 (851), pp. 535-538; Eggert, C.H., West, C.P., Thomas, K.G., Impact of an audience response system (2004) Medical Education, 38 (5), p. 576; Frase, L.T., Effect of incentive variables and type of adjunct question upon text learning (1971) Journal of Educational Psychology, 65, pp. 371-375; Frase, L.T., Patrick, E., Schumer, H., Effect of question position and frequency upon learning from text under different levels of incentive (1970) Journal of Educational Psychology, 61, pp. 52-56; Gagnon, R.J., Thivierge, R., Evaluating touch pad technology (1997) Journal of Continuing Education In the Health Professions, 17, pp. 20-26; Godden, D., Baddeley, A., Contextual dependent memory in two natural environments (1975) British Journal of Psychology, 66, pp. 325-331; Guthrie, J.T., Feedback and sentence learning (1971) Journal of Verbal Learning and Verbal Behavior, 10, pp. 23-28; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Medical Education, 38 (5), p. 575; Johnson, D., Johnson, R., Conflict in the classroom: Controversy and learning (1979) Review of Educational Research, 49, pp. 51-69; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37 (1), pp. 12-14; Lowry, N., Johnson, D., Effects of controversy on epistemic curiosity, achievement and attitudes (1981) Journal of Social Psychology, 115, pp. 31-43; Massen, C., Poulis, J., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66, pp. 436-441; Mazur, E., (1996) Peer Instruction: A Users Manual, , Upper Saddle River, NJ, Prentice Hall; Mennin, S.P., Kalishman, S., Friedman, M., Pathak, D., Snyder, J., A survey of graduates in practice from the University of New Mexico's conventional and community-oriented, problem-based tracks (1996) Academic Medicine, 71 (10), pp. 1079-1089; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: Using personal digital assistants as a classroom polling tool (2004) Journal of the American Medical Informatics Association, 11 (3), pp. 217-220; Miller, R.G., Ashar, B.H., Getz, K.J., Evaluation of an audience response system for the continuing education of health professionals (2003) Journal of Continuing Education In the Health Professions, 23 (2), pp. 109-115; Moffett, S.E., Menon, A.S., Meites, E.M., Kush, S., Lin, E.Y., Grappone, T., Preparing doctors for bedside computing (2003) The Lancet, 362 (9377), p. 86; Muir Gray, J.A., (2002) The Resourceful Patient, , Oxford: eRosetta Press Ltd; Murray, E., Gruppen, L., Catton, P., Hays, R., Woolliscroft, J.O., The accountability of clinical education: Its definition and assessment (2000) Medical Education, 34 (10), pp. 871-879; Nasmith, L., Steinert, Y., The evaluation of a workshop to promote interactive learning (2001) Teaching and Learning In Medicine, 13 (1), pp. 43-48; Norman, G.R., Schmidt, N., The psychological basis of problem-based learning: A review of the evidence (1992) Academic Medicine, 67, pp. 557-565; Patel, V.L., Groen, G.J., Knowledge-based solution strategies in medical reasoning (1986) Cognitive Science, 10, pp. 91-116; Robertson, L.J., Twelve tips for using a computerised interactive audience response system (2000) Medical Teacher, 22 (3), pp. 237-239; Samuelowicz, K., (2004) PBL Versus Conventional Teaching, , (personal communication); Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36 (7), pp. 496-504; Schmidt, H.G., Foundations of problem-based learning: Some explanatory notes (1993) Medical Education, 27 (5), pp. 422-432; Thalheimer, W., (2003) The Learning Benefits of Questions. a Work Learning Research Publication, , http://www.work-learning.com, Retrieved from; Turpin, D.L., Enhance learning with an audience response system (2003) American Journal of Orthodontics and Dentofacial Orthopedics, 124 (6), p. 607; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3 (12). , http://www.biomedcentral.com/1472-6920/3/12, Retrieved from; Effective Use of the Audience Response System: A Primer, , http://library.cpmc.columbia.edu/cere/web/facultyDev/ARS_handout_2004_tipsheet.pdf, University of Columbia, Center for Education Research and Evaluation (n.d.), Retrieved from; (1995) The Graduate Medical Course Curriculum, , The University of Queensland, Faculty of Medicine; Van de Camp, K., Vernooij-Dassen, M.J.F.J., Grol, R.P.T.M., Bottema, B.J.A.M., How to conceptualize professionalism: A qualitative study (2004) Medical Teacher, 26 (8), pp. 696-702; Wilson, T., Sheikh, A., Enhancing public safety in primary care (2002) British Medical Journal, 324, pp. 584-587; Winkens, R., Dinant, G.J., Rational, cost effective use of investigations in clinical practice (2002) British Medical Journal, 324, pp. 783-785; Winsor, S.H., Case, A.M., Kwon, J.S., Reid, R.L., Touch-pad technology: Immediate feedback for resident educators in teenage reproductive health (1999) Obstetrics and Gynecology, 93 (5 PART 1), pp. 790-794",University of QueenslandAustralia,,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-79955880874
"Webking R., Valenzuela F.",56111462500;56110999800;,Using audience response systems to develop critical thinking skills,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,127,139,,4.0,10.4018/978-1-59140-947-2.ch009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-49849097607&doi=10.4018%2f978-1-59140-947-2.ch009&partnerID=40&md5=421c9e3f790c08803a2905a932534e59,"University of Texas at El Paso, United States; Yale Law School, United States","Webking, R., University of Texas at El Paso, United States; Valenzuela, F., Yale Law School, United States","This chapter describes an approach that integrates audience response systems into the social science classroom. The pedagogy uses the technology to produce active and engaged participation, encouraging the development of students' critical analysis skills, and facilitating high-level discussion within the classroom setting. The authors present their use of multiple audience response systems, along with the results they have observed, with a view to showcasing a variety of ways in which instructors at institutions of higher education might utilize these systems in their classes. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Abrahamson, A.L., (1998) An Overview of Teaching and Learning Research With Classroom Communication Systems, , June 3-6, Paper presented at the International Conference of the Teaching of Mathematics, Village of Pythagorion, Samos, Greece, Conference Proceedings. John Wiley & Sons; Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39 (1), pp. 8-11; Burnstein, R.A., Lederman, L.M., Comparison of different commercial wireless keypad systems (2003) The Physics Teacher, 41 (5), pp. 272-275; Judson, E., Sawada, D., Learning from past and present: Electronics response systems in college lecture halls (2002) Journal of Computers In Mathematics and Science Teaching, 21 (2), pp. 167-181; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2003) Innovations In Family Medicine Education, 37 (1), pp. 12-14; Mazur, E., (1997) Peer Instruction, , NJ, Prentice Hall; Meltzer, D.E., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) American Journal of Physics, 70 (6), pp. 639-654; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Medical Education, 3 (12); West, T.G., West, G.S., (1998) Four Texts On Socrates, , Ithaca, Cornell University Press; Wit, E., Who wants to be ... The use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 14-20",University of Texas at El PasoUnited States,,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-49849097607
Banks D.A.,35731028900;,Audience response systems in higher education: Applications and cases,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,1,405,,46.0,10.4018/978-1-59140-947-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898094400&doi=10.4018%2f978-1-59140-947-2&partnerID=40&md5=612044bc5a68f1ef466343bf65b321e4,"University of South Australia, Australia","Banks, D.A., University of South Australia, Australia","Taking advantage of user-friendly technology, Audience Response Systems (ARS) facilitates greater interaction with participants engaged in a variety of group activities. Each participant has an input device that permits them to express a view in complete anonymity, and the composite view of the total group appears on a public screen. ARS can then be used to support summative and formative activities with groups ranging in size from as small as five through to large groups of several hundred. The data can be used to help the facilitator adjust the pace of teaching to match the requirements of the learners, gauge understanding, or trigger discussion and debate. Audience Response Systems in Higher Education: Applications and Cases reveals some of the history behind these systems, explores current theory and practice, and indicates where technology may move in the future. Cases are used to present the work of educators in a wide range of subject areas and with differing levels of experience with these systems. © 2006 by Idea Group Inc. All rights reserved.",,,,,,,,,,,,,,"Banks, D. A.; University of South AustraliaAustralia",,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book,Final,,Scopus,2-s2.0-84898094400
[No author name available],[No author id available],"8th Australasian Computing Education Conference, ACE 2006",2006,Conferences in Research and Practice in Information Technology Series,52,,,,,259.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869057762&partnerID=40&md5=4a5f3129383e29a22be7b54fe66d7a61,,,"This proceedings contains 33 papers. The topics of ACE2009 papers and presentations include taxonomies, classifications, studies of novice programming students, the use of technology in education, course content, curriculum structure, methods of assessment, mobile, flexible, online learning, and evaluations of alternative approaches to computing education. The high quality papers this year continue to push the frontiers of opportunities for research and innovation in computing education, and this conference will enable these educators to meet and share their experiences in a new forum. The key terms of this paper include Software Engineering, Education, Assessment, Teamwork, Industry Projects, Electronic Voting Systems, Automatic Grade Calibration, Data Structures and Algorithms, Commonsense ISD, User Interface Design.",,,,,,,,,,,,,,,,"University of Tasmania, Australia;Australian Computer Society;CORE - Computing Research and Education;University of New South Wales;Otago Polytechnic",,"8th Australasian Computing Education Conference, ACE 2006",16 January 2006 through 19 January 2006,"Hobart, TAS",93116.0,14451336,1920682341; 9781920682347,,,English,Conf. Res. Pract. Inf. Technol. Ser.,Conference Review,Final,,Scopus,2-s2.0-84869057762
"Chen J.C., Whittinghill D.C., Kadlowec J.A.",7501890130;35619574900;6603336840;,Using rapid feedback to enhance student learning and satisfaction,2006,"Proceedings - Frontiers in Education Conference, FIE",,, 4116878,,,,10.0,10.1109/FIE.2006.322306,https://www.scopus.com/inward/record.uri?eid=2-s2.0-48749113397&doi=10.1109%2fFIE.2006.322306&partnerID=40&md5=5ef500bb6d4afe6659d51cb5de17d7c7,"Department of Mechanical Engineering, Rowan University; Department of Mathematics, Rowan University","Chen, J.C., Department of Mechanical Engineering, Rowan University; Whittinghill, D.C., Department of Mathematics, Rowan University; Kadlowec, J.A., Department of Mechanical Engineering, Rowan University","Our goal is to improve student learning in foundation engineering courses. Our hypothesis is that learning is improved by providing rapid feedback to students of their understanding of key concepts and skills. In the past two years, we conducted this study in two sections of a lower-level course, Statics. One author taught both sections and a crossover design of experiment was used. In a crossover study one section was randomly chosen to receive feedback with handheld computers (the 'treatment' group) while the other received the 'control,' which was either a feedback system using flashcards (in 2004) or no feedback (2005). After a certain period, the two sections swapped the treatment and control. Student performance on a quiz at the end of each treatment period provided the data for comparison using a general linear statistical model. Our findings from 2004 showed that there was no significant difference using either rapid-feedback method. In 2005 we found a significant and positive effect when students received feedback. This is a noteworthy finding that confirms the value of rapid feedback and the currently popular 'clickers' that many professors are employing to promote classroom interaction. © 2006 IEEE.",Clickers; Engineering mechanics; Handheld computers; Personal digital assistants; Rapid feedback,Crossover design; Feedback systems; Foundation engineering; Handheld computers; Rapid feedback; Statistical modelling; Student learning; Student performance; Computer science; Design of experiments; Education; Education computing; Hand held computers; School buildings; Students; Teaching,,,,,,,,,,,"Freeman, M., McKenzie, J., Aligning Peer Assessment with Peer Learning for Large Classes: The Case for an Online Self and Peer Assessment System (2001) Peer Learning in Higher Education, pp. 156-169. , D. Boud, R. Cohen, and J. Sampson, eds, Kogan Page Limited, London, pp; (1999) How People Learn: Brain, Mind, Experience, and School, , Bransford, J.D, Brown, A.L, and Cocking, R.R, eds, National Academy Press, Washington, DC; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; Mason, R.L., Gunst, R.F., Hess, J.L., Statistical Design and Analysis of Experiments, with Applications to Engineering and Science (1989) Wiley Series in Probability and Mathematical Statistics, , New York; Mehta, S.I., A Method for Instant Assessment and Active Learning (1995) J. of Engr. Educ, 84, p. 295; Chen, J., Kadlowec, J., Whittinghill, D., Using Technology for Concepts Learning and Rapid Feedback in Statics (2005) Proceedings of the 2005 ASEE Annual Conference, Session 1668, , Portland, OR, USA; Kadlowec, J., Chen, J., Whittinghill, D.C., Using Rapid Feedback to Enhance Student Learning in Mechanics Proceedings of the 2005 Frontiers in Education Conference, , See also, Indianapolis, IN, USA","Chen, J. C.; Department of Mechanical Engineering, Rowan UniversityUnited States; email: jchen@rowan.edu",,American Society for Engineering Education (ASEE);Educational Research and Methods (ERM) Division;Institute of Electrical and Electronics Engineers (IEEE);IEEE Computer Society;IEEE Education Society,,"36th ASEE/IEEE Frontiers in Education Conference, FIE",28 October 2006 through 31 October 2006,"San Diego, CA",72982.0,15394565,1424402565; 9781424402564,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-48749113397
"Kennedy G.E., Cutts Q., Draper S.W.",7201789195;6506695644;7004553204;,Evaluating electronic voting systems in lectures: Two innovative methods,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,155,174,,5.0,10.4018/978-1-59140-947-2.ch011,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67650216130&doi=10.4018%2f978-1-59140-947-2.ch011&partnerID=40&md5=d64b9e28b63fd4898d3169e4642d230f,"Biomedical Multimedia Unit, University of Melbourne, Australia; Department of Computing Science, University of Glasgow, United Kingdom; University of Glasgow, United Kingdom","Kennedy, G.E., Biomedical Multimedia Unit, University of Melbourne, Australia; Cutts, Q., Department of Computing Science, University of Glasgow, United Kingdom; Draper, S.W., University of Glasgow, United Kingdom","This chapter provides practical advice on the evaluation of electronic voting systems (EVSs), particularly in relation to two evaluation methods. It begins by considering two potential educational advantages of using EVSs in large-group lectures in higher education. Four evaluation questions that are commonly asked by lecturers who use EVSs are linked to these two pedagogical advantages. The main body of the chapter focuses on two methods, observation and audit trails, and shows how these can be used to innovatively evaluate the use of EVSs. The development of an observational coding schema is described, and a case study of its use in two learning contexts is presented. Practical and technical issues associated with the use of audit trails are then discussed before a second case study is presented. The two case studies presented in this chapter draw extensively on data collected in evaluations of EVS implementations at the University of Glasgow. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Bligh, D.A., (2000) What's the Use of Lectures?, , San Francisco: Jossey-Bass; Cue, N., A universal tool for classrooms? (1998) Proceedings of the First Quality In Teaching and Learning Conference, , December 10-12, Hong Kong International Trade and Exhibition Centre, Hong Kong, SAR, China; Draper, S., Brown, M., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20 (2), pp. 81-94; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2001) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Draper, S.W., Brown, M.I., Henderson, F.P., McAteer, E., Integrative evaluation: An emerging role for classroom studies of CAL (1996) Computers In Education, 26 (1-3), pp. 17-32; Dufresne, R., Gerace, W., Leonard, W., Mestre, J., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing In Higher Education, 7, pp. 3-47; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, , http://www.economics.ltsn.ac.uk/iree/i1/elliott.htm, Retrieved from; Evans, G., Dodds, A., Weaver, D., Kemm, R., Individual differences in strategies, activities and outcomes in computer-aided learning: A case study. Global Issues and Local Effects: The challenge for educational research (1999) Proceedings of the Joint Conference of AARE (Australian Association For Research In Education) and NZARE (New Zealand Association For Research In Education) 1999, , In R. Jeffery & S. Rich (Eds.), Melbourne, Australian Association for Research in Education Inc; Guba, E.G., Lincoln, Y.S., Do inquiry paradigms imply inquiry methodologies? (1988) Qualitative Approaches to Evaluation In Education, pp. 89-115. , In D. M. Fetterman (Ed.), New York, Praeger; Guzdial, M., (1993) Deriving Software Usage Patterns From Log Files, , (Tech Report GIT-GVU-93-41); Heppener, P., (1988) The Problem Solving Inventory: Manual, , Palo Alto, CA, Consulting Psychologists Press; Hilbert, D.M., Redmiles, D.F., Extracting usability information from user interface events (2000) ACM Computing Surveys, 32 (4), pp. 384-421; Judd, T., Kennedy, G., Extending the role of audit trails: A modular approach (2001) Journal of Educational Multimedia and Hypermedia, 10 (4), pp. 377-395; Judd, T., Kennedy, G., Flexible audit trailing in interactive courseware (2001) Proceedings of ED-MEDIA 2001, World Conference On Educational Multimedia, Hypermedia & Telecommunications, pp. 943-948. , In C. Montgomerie & J. Viteli (Eds.), Charlottesville, VA, AACE; Kay, J., Thomas, R.C., Studying long-term system use (1995) Communications of the ACM, 38 (7), pp. 61-69; Kennedy, G.E., Promoting cognition in multimedia interactivity research (2004) Journal of Interactive Learning Research, 15 (1), pp. 43-61; Kennedy, G.E., Cutts, Q.I., The association between students' use of an electronic voting system and their learning outcomes (2005) Journal of Computer Assisted Learning, 21, pp. 260-268; Logan, K., Thomas, P., Observations of students working practices in an online distance educational learning environment in relation to time (2001) Workshop of the Psychology of Programming Interest Group, pp. 29-38. , In G. Kadoda (Ed.); Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ, Prentice-Hall; Misanchuk, E.R., Schwier, R., Representing interactive multimedia and hypermedia audit trails (1992) Journal of Educational Multimedia and Hypermedia, 1 (3), pp. 355-372; Nicol, D., Boyle, N., Peer instruction vs. class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies In Higher Education, 28 (4), pp. 458-473; Patton, M.Q., (1978) Utilization-focused Evaluation, , Beverly Hills, CA: Sage Publications; Patton, M.Q., Paradigms and pragmatism (1988) Qualitative Approaches to Evaluation In Education, pp. 116-137. , In D. M. Fetterman (Ed), New York: Praeger; Patton, M.Q., (1990) Qualitative Evaluation Research Methods, , Newbury Park, CA, Sage; Pearce, J., Ainley, M., Howard, S., The ebb and flow of online learning (2005) Computers In Human Behavior, 21 (5), pp. 745-771; Phillips, R., Baudains, C., van Keulen, M., (2002) An Evaluation of Users' Learning In a Web-supported Unit of Plant Diversity, , Paper presented at the Nineteenth Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Auckland, New Zealand; Pintrich, P.R., Smith, D., Garcia, T., McKeachie, W., (1991) The Motivated Strategies For Learning Questionnaires (MSLQ), , Ann Arbor, The University of Michigan; Reeves, T.C., Hedberg, J.G., (2003) Interactive Learning Systems Evaluation, , Englewood Cliffs, NJ, Educational Technology Publications; Salter, G., Quantitative analysis of multimedia audit trails (1995) Proceedings of the Twelfth Annual Conference of Australasian Society For Computers In Tertiary Education (ASCILITE), pp. 456-461. , In, J. M. Pearce, A. Ellis, G. Hart & C. McNaught (Eds.), Learning with technology, Melbourne, Science Multimedia Teaching Unit, The University of Melbourne; Shulman, L.S., Disciplines of inquiry in education: An overview (1988) Complementary Methods For Research In Education, pp. 3-17. , In R. M. Jaeger (Ed.), Washington DC, American Educational Research Association; Weaver, D., Kemm, R., Petrovic, T., Harris, P., Delbridge, L., Learning about control systems by model building: A biological case study (1999) Responding to Diversity. Proceedings of the 16th Annual Conference of Australasian Society For Computers In Learning In Tertiary Education (ASCILITE), pp. 381-390. , In J. Winn (Ed.), Brisbane, Australia, Queensland University of Technology; Weinstein, C., Mayer, R., The teaching of learning strategies (1986) Handbook of Research On Teaching, pp. 315-327. , In M. Wittrock (Ed.), New York, Macmillan; Wit, E., Who wants to be... The use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 5-11","Biomedical Multimedia Unit, University of MelbourneAustralia",,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-67650216130
"Dominick J., Bishop A.",57198368610;56110832800;,Instructor mobile audience response system,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,347,358,,2.0,10.4018/978-1-59140-947-2.ch023,https://www.scopus.com/inward/record.uri?eid=2-s2.0-49849106173&doi=10.4018%2f978-1-59140-947-2.ch023&partnerID=40&md5=383d7e6ab1adb0cb879c2e4c1482a4dd,"Wake Forest University, United States","Dominick, J., Wake Forest University, United States; Bishop, A., Wake Forest University, United States","This chapter describes a new class of audience response systems: an instructor mobile audience response system, or IMARS. While the typical ARS features mobile data entry devices in the hands of students and a desktop console for the instructor, the IMARS features a mobile device for the instructor and almost any device with a browser for students. The ClassInHand™ software, developed at Wake Forest University, is an example of a prototype IMARS system. It has the principal benefit that the system frees the instructor from being tethered to a desk during class, by turning a wirelessly connected PocketPC into a mobile teacher console. This chapter describes the basic components of an IMARS system, and discusses how it has been used in an educational setting. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Cain, M., PDA: Paradigm-disrupting appliance? (2003) Journal of Academic Librarianship, 29 (1); Dominick, J., Bishop, A., A pedagogical characterization of handheld computing use in a university setting (2003) Proceedings of EdMedia; Fulp, C.D., Fulp, E.W., A wireless hand-held system for interactive multimediaenhanced instruction (2002) Proceedings of the ASEE/IEEE Frontiers In Education; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ, Prentice Hall; McLaughlin, D., Information technology user devices in higher education (2001) New Directions In Higher Education, p. 33; Highlights from a conversation with Eric Mazur (2002) The Teaching Forum, 5 (1). , Vanderbilt University Center for Teaching, Fall",Wake Forest UniversityUnited States,,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-49849106173
Burton K.,56110884200;,The trial of an audience response system to facilitate problem-based learning in legal education,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,265,275,,11.0,10.4018/978-1-59140-947-2.ch017,https://www.scopus.com/inward/record.uri?eid=2-s2.0-60449106026&doi=10.4018%2f978-1-59140-947-2.ch017&partnerID=40&md5=809a7743bfafeb024a327840e652e0b9,"School of Law, Queensland University of Technology, Australia","Burton, K., School of Law, Queensland University of Technology, Australia","This chapter provides a case study of how a lecturer in the School of Law at the Queensland University of Technology (QUT) used an audience response system (ARS) in a lecture for a second-year, core, undergraduate law subject to facilitate problembased learning. It identifies the positive student response to the use of an ARS, and explores the main benefits, for example, active engagement of students in the learning process, facilitation of formative assessment where the students develop initiative and peer relationships, and the provision of timely and worthwhile feedback. The chapter also identifies some of the problems that the author faced in the trial, and provides some suggested solutions and recommendations. The author hopes to encourage other lecturers to take advantage of an ARS to enhance student learning, and identifies some future ARS research opportunities. © 2006, Idea Group Inc.",,,,,,,,,,,,,"(1997) Rethinking the Legal Education and Training, p. 21. , Australian Law Reform Commission, Issue Paper No, Canberra: Australian Government Publishing Service; Burton, K., Interactive PowerPoints™: Is there any point in giving power to law students in lectures? (2004) E Law - Murdoch University Electronic Journal of Law, 11 (4). , http://www.murdoch.edu.au/elaw/issues/v11n4/burton114.html, Retrieved from; Christensen, C., Kift, S., Graduate attributes and legal skills: Integration or disintegration? (2000) Legal Education Review, 11, p. 212; Le Brun, M., Johnstone, R., (1994) The Quiet Revolution, , Sydney, Law Book Company; Williams, J., (2003) Learning By Remote Control: Exploring the Use of An Audience Response System As a Vehicle For Content Delivery, , Adelaide, Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)","Burton, K.; School of Law, Queensland University of TechnologyAustralia",,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-60449106026
McCabe M.,35410034600;,Live assessment by questioning in an interactive classroom,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,276,288,,10.0,10.4018/978-1-59140-947-2.ch018,https://www.scopus.com/inward/record.uri?eid=2-s2.0-60449084291&doi=10.4018%2f978-1-59140-947-2.ch018&partnerID=40&md5=e71d093cc040b8f9b47977b265d18cc2,"Department of Mathematics, University of Portsmouth, United Kingdom","McCabe, M., Department of Mathematics, University of Portsmouth, United Kingdom","This chapter presents an overview of audience response systems as tools for promoting learning in an interactive classroom. The comparison with a popular TV programme is used to introduce the role of questioning in face-to-face teaching, before examining the intrinsic pedagogical benefits of questions. Technical aspects of different systems are summarised, and pedagogical issues discussed, based on the author's personal teaching experience. Appropriate ways of using audience response systems in the classroom, and guidelines for question delivery are presented. New technology will continue to open up opportunities, but the challenge for the future remains to use the technology effectively and in pedagogically sound ways. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Abrahamson, A.L., (1998) An Overview of Teaching and Learning Research With Classroom Communication Systems, , http://www.bedu.com/Publications/Samos.html, Retrieved from; Beatty, I., Transforming student learning with classroom communication systems (2004) EDUCAUSE Research Bulletin, 2004 (3). , http://www.educause.edu/ecar, Retrieved from; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys, 69, pp. 970-977. , http://ojps.aip.org/journals/doc/AJPIAS-ft/vol_69/iss_9/970_1.html, Retrieved from; D'Inverno, R., Making lectures interactive (2004) MSOR Connections, 3 (1). , http://ltsn.mathstore.ac.uk/newsletter/feb2003, Retrieved from; Draper, S., (2005) Interactive Lectures Interest Group, , http://www.psy.gla.ac.uk/~steve/ilig, Retrieved from; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Dufresne, R.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing In Higher Education, 7 (2), pp. 3-47; Mazur, E., (1997) Peer Instruction: A User's Manual, , NJ, Prentice Hall; McCabe, E.M., Do mathematics interactive classrooms help academics engage learners (2003) MICHAEL? MSOR Connections, 3 (4), pp. 21-24. , http://ltsn.mathstore.ac.uk/newsletter/nov2003/pdf/mathinteractive.pdf, Retrieved from; McCabe, E.M., Taking the MICK: What is a mathematics interactive classroom kit? (2004) MSOR Connections, 4 (1), pp. 25-27. , http://ltsn.mathstore.ac.uk/newsletter/feb2004/pdf/mick.pdf, Retrieved from; McCabe, E.M., Horowitz, H., Beakes, C., CAA and peer supported learning in interactive classrooms (2004) Proceedings of the 8th International Conference On CAA, , http://www.caaconference.co.uk, Retrieved from; McCabe, E.M., Horowitz, H., Beakes, C., Teaching mathematics in an interactive classroom (2004) Proceedings of the 2004 UK Undergraduate Mathematics Teaching Conference, , http://www.umtc.ac.uk/index.html, Retrieved from; McCabe, E.M., Lucas, I., (2003) Teaching With CAA In An Interactive Classroom: Death By PowerPoint - Life By Discourse, , http://www.tech.port.ac.uk/staffweb/mccabem/umtc04/ICTMT6paper.doc, The 6th International Conference on Technology in Mathematics Teaching. Retrieved from; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies In Higher Education, 28 (4), pp. 458-473; Thalheimer, W., (2003) The Learning Benefits of Questions, , http://www.work-learning/mall/PP_WP003.asp, Retrieved from; Wit, E., Who wants to be ... The use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (4). , http://ltsn.mathstore.ac.uk/newsletter/may2003/, May, Retrieved from","McCabe, M.; Department of Mathematics, University of PortsmouthUnited Kingdom",,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-60449084291
"Maib J.R., Hall R.H., Collier H.L., Thomas M.L.",55503847200;56431336400;7005041127;55497897700;,A multi-method evaluation of the implementation of a student response system,2006,"Association for Information Systems - 12th Americas Conference On Information Systems, AMCIS 2006",4,,,2231,2239,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870174147&partnerID=40&md5=080e191cf75668695d6168096741b9e2,"University of Missouri - Rolla, United States","Maib, J.R., University of Missouri - Rolla, United States; Hall, R.H., University of Missouri - Rolla, United States; Collier, H.L., University of Missouri - Rolla, United States; Thomas, M.L., University of Missouri - Rolla, United States","Student response systems (SRS) are keypad devices that allow students to provide responses to questions embedded within a lecture, which can then be used to provide real-time feedback. In the fall of 2005 a second stage pilot implementation of these devices was carried out at a Midwestern technological research University, with 417 students in large enrollment chemistry and calculus courses. The purpose of this study was to conduct an evaluation of this implementation. The research methodology included qualitative field observation and quantitative analysis of students' responses to surveys. The results indicated that: a) Overall, the devices had a strong positive impact on student ratings; b) All instructors used the devices actively, and encouraged collaboration; though they differed in quizzing and collaborative practices; c) Though all instructors' student ratings were high, there were significant differences that may have been mediated by these differences in practices.",Multi-method evaluation; SMET education; Student response systems,Collaborative practices; Field observations; Multi methods; Pilot implementation; Real-time feedback; Research methodologies; Research universities; Student-response system; Information systems; Students; Interactive computer systems,,,,,,,,,,,"Abrahamson, A.L., (1999) Teaching With Classroom Communication System: What it Involves and Why it Works., , http://www.bedu.com/Publications/PueblaFinal2.html, International Workshop, New Trends in Physics Teaching; Cooper, M., Cooperative Learning: An Approach for Large Enrollment Courses (1995) Journal of Chemical Education, (72), pp. 162-164; Flavell, J.H., Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry (1979) American Psychologist, (34), pp. 906-911; Hall, R.H., Collier, H.L., Thomas, M.L., Hilgers, M.G., A Student Response System for Increasing Engagement, Motivation, and Learning in High Enrollment Chemistry Lectures (2005), pp. 621-626. , Americas Conference on Information Systems, Omaha, NE; Judson, E., Sawada, A., Learning from Past and Present: Electronic Response Systems in College Lecture Halls (2002) Journal of Computers In Mathematics and Science Teaching, 21 (2), pp. 167-181. , http://dl.aace.org/9218; Mazur, E., (1997) Peer Instruction - a User's Manual Prentice Hall; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics Lecturing with Audience Paced Feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Schank, R.C., Berman, T.R., Macpherson, K.A., Learning by doing (1999) Instructional-design Theories and Models: A New Paradigm of Instructional Theory, pp. 161-181. , C.M. Reigeluth (ed.), Lawrence Erlbaum, Mahawah, NJ; Ward, C.R., Reeves, J.H., Heath, B.P., (2003) Encouraging Active Student Participation In Chemistry Classes With a Web-Based, Instant Feedback, Student Response System, , http://aa.uncw.edu/chemed/papers/srs/confchem/confchem_srs.htm, CONFCHEM: Non-Traditional Teaching Methods","Maib, J. R.; University of Missouri - RollaUnited States; email: jrmfg4@umr.edu",,,,"12th Americas Conference on Information Systems, AMCIS 2006",4 August 2006 through 6 August 2006,Acapulco,92965.0,,9781604236262,,,English,"Assoc. Inf. Sys. - Amer. Conf. Inf. Sys., AMCIS",Conference Paper,Final,,Scopus,2-s2.0-84870174147
Wood M.,56111466700;,Interactive response systems in higher education,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,305,319,,1.0,10.4018/978-1-59140-947-2.ch020,https://www.scopus.com/inward/record.uri?eid=2-s2.0-73949159138&doi=10.4018%2f978-1-59140-947-2.ch020&partnerID=40&md5=80c15da99cc26a4ce5f4286814742d09,"Learning Development Unit, University of Central Lancashire, Preston, United Kingdom","Wood, M., Learning Development Unit, University of Central Lancashire, Preston, United Kingdom","The University of Central Lancashire (UCLAN) undertook an ""interactive response system"" (IRS) pilot scheme using IML Question Wizard (IML), complete with 100 handsets, during semester one of the 2004/2005 academic year. This case study will explain the scheme rationale and methodology of implementation. A number of example applications will be explored and evaluated, including IRS use by academic and support staff, as well as utilising the system at a number of conferences. The case study will conclude with a look at UCLAN's future plans to expand the system. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (Report 1) (1991) ASHE-ERIC Higher Education Reports; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association For Learning Technology Journal (ALT-J), 11 (3), pp. 43-57; (2002) The Times Higher, , Lonely students quit as hard-up students hang on, September 13, Based on research by Liz Thomas, Director of the Institute for Access Studies, Staffordshire University, UK; Macleod, D., (2002) Loss and Retention, , December 18, The Guardian; McGivney, V., Staying or leaving the course. NonCompletion and retention of mature students in further and higher education (1996) NIACE","Wood, M.; Learning Development Unit, University of Central Lancashire, Preston, United Kingdom",,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-73949159138
"Wage K.E., Buck J.R., Hjalmarson M.A.",6602658608;7202256472;18436848200;,Analyzing misconceptions using the signals and systems concept inventory and student interviews,2006,2006 IEEE 12th Digital Signal Processing Workshop and 4th IEEE Signal Processing Education Workshop,,, 4041044,123,128,,12.0,10.1109/DSPWS.2006.265451,https://www.scopus.com/inward/record.uri?eid=2-s2.0-39049123802&doi=10.1109%2fDSPWS.2006.265451&partnerID=40&md5=a46931fa6432ef5243df6a7760b6fdfe,"George Mason University, ECE Department, Fairfax, VA 22030, United States; University of Massachusetts Dartmouth, ECE Department, SMAST, N. Dartmouth, MA 02747, United States; George Mason University, College of Education and Human Development, Fairfax, VA 22030, United States","Wage, K.E., George Mason University, ECE Department, Fairfax, VA 22030, United States; Buck, J.R., University of Massachusetts Dartmouth, ECE Department, SMAST, N. Dartmouth, MA 02747, United States; Hjalmarson, M.A., George Mason University, College of Education and Human Development, Fairfax, VA 22030, United States","The Signals and Systems Concept Inventory (SSCI) is a 25-question multiple-choice exam designed to assess students' understanding of fundamental concepts in signals and systems. Nine students were interviewed about their conceptual understanding using several SSCI questions to probe misconceptions about frequency selective filters and frequency representations of signals. Students revealed several misconceptions about the roles of the magnitude and phase of the frequency response in filtering. The students' responses also provide insight into the conceptual models used to reason about frequency and filtering. This paper also summarizes the latest results of the pretest/posttest SSCI research study comparing gains in conceptual understanding for traditional lecture and interactive-engagement courses. Students in interactive classes learn about 39% of the material they didn't know at the start of the course, while those in traditional lecture classes only improve about 22%. © 2006 IEEE.",,Interactive-engagement courses; Signals and Systems Concept Inventory (SSCI); Engineering education; Engineering research; Mathematical models; Students; Signal processing,,,,,,,,,,,"(2000) How People Learn, , J. D. Bransford, A. L. Brown, and R. R. Cocking, Eds, National Academy Press, Washington, DC; Wage, K.E., Buck, J.R., Wright, C.H.G., Welch, T.B., The Signals and Systems Concept Inventory (2005) IEEE Trans. on Educ, 48 (3), pp. 448-461. , August; Wage, K.E., Buck, J.R., Welch, T.B., Wright, C.H.G., Testing and validation of the Signals and Systems Concept Inventory (2002) Proc. 2nd Signal Processing Education Workshop, pp. 1-6. , October; Wage, K.E., Buck, J.R., Wright, C.H.G., Obstacles in Signals and Systems Conceptual Learning (2004) Proc. 3rd Signal Processing Education Workshop, pp. 58-62. , August; Hake, R.R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74. , Jan","Wage, K.E.; George Mason University, ECE Department, Fairfax, VA 22030, United States; email: k.e.wage@ieee.org",,,,"2006 IEEE 12th Digital Signal Processing Workshop and 4th IEEE Signal Processing Education Workshop, DSPWS",24 September 2006 through 27 September 2006,"Moose, WY",71414.0,,,,,English,IEEE Digital Signal Process. Workshop IEEE Singnal Process. Educ. Workshop,Conference Paper,Final,,Scopus,2-s2.0-39049123802
Kift S.,55342310100;,Using an audience response system to enhance student engagement in large group orientation: A law faculty case study,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,80,95,,2.0,10.4018/978-1-59140-947-2.ch006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84898314889&doi=10.4018%2f978-1-59140-947-2.ch006&partnerID=40&md5=12a9ee5ed269f67cfc5cbb4e139a71c3,"Queensland University of Tecnology, Australia","Kift, S., Queensland University of Tecnology, Australia","This chapter discusses an innovative use of an audience response system (ARS) to address the vexed learning and teaching problem of how to manage effective student engagement in large group academic Orientation sessions. Having particular regard to the research that informs transition practice to enhance the first-year experience, the chapter addresses the pedagogical basis for the decision to adopt the ARS technology as integral to the learning design deployed. The Orientation exemplar discussed is drawn from practice in a law faculty; however, the general approach illustrated is capable of replication regardless of discipline or institution. In the hope that this case study might be transferred to other applications, the enactment of the learning design involving the ARS is described, and an analysis of the evaluation conducted is also presented. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Bass, R., The scholarship of teaching: What's the problem? (1999) Inventio, 1 (1). , http://www.doiiit.gmu.edu/Archives/feb98/randybass.htm, Retrieved June 5, 2005, from; Biggs, J., (2003) Teaching For Quality Learning At University, , (2nd ed.). Berkshire: SRHE and Open University Press; Boud, D., Prosser, M., Appraising new technologies for learning: A framework for development (2002) Educational Media International, 39 (3-4), pp. 237-245; Cannon, R.A., (1992) Lecturing HERDSA Green Guide No.7, , (2nd ed.). HERDSA: Campbelltown; Cannon, R., Newble, D., (2000) A Handbook For Teachers In Universities and Colleges: A Guide to Improving Teaching Methods, , (4th ed.). London: Kogan Page; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Dunkin, M.J., A review of research on lecturing (1983) Higher Education Research and Development, 2 (1), p. 63; Gunderson, M., Wilson, G., (2004) Effectively Planning and Using Student Response Systems In the Classroom, , http://etatmo.missouri.edu/toolbox/doconline/SRS.pdf, Educational Technologies at Missouri (ET@MO). Retrieved June 3, 2005, from; Havita, N., (2000) Teaching For Effective Learning In Higher Education, , The Netherlands, Kluwer Academic Publishers; James, R., Students' changing expectations of higher education and the consequences of mismatches with the reality (2002) Responding to Student Expectations, pp. 71-83. , Paris: OECD; James, R., Baldwin, G., Coates, H., Krause, K.-L., McInnis, C., (2004) Analysis of Equity Groups In Higher Education 1991-2002, , Centre for the Study of Higher Education (CSHE): Melbourne; Kift, S., Organising first year engagement around learning: Formal and informal curriculum intervention (2004) Keynote address in 8th International First Year In Higher Education Conference, , http://www.fyhe.qut.edu.au/program.html, 14 - 16 July 2004, Melbourne. Retrieved June 6, 2005, from; Krause, K.-L., Hartley, R., James, R., McInnis, C., (2005) The First Year Experience In Australian Universities: Findings From a Decade of National Studies, , http://www.dest.gov.au/sectors/higher_education/publications_resources/profiles/first_year_experience.htm, Canberra: DEST Retrieved June 6, 2005, from; Krause, K.-L., McInnis, C., Welle, C., Student engagement: The role of peers in undergraduate student experience (2002) SRHE Annual Conference, , http://www.cshe.unimelb.edu.au/APFYP/pdfs/KrauseSRHE.pdf, Retrieved June 6, 2005, from; Kuh, G.D., Vesper, N., A comparison of student experiences with good practices in undergraduate education between 1990 and 1994 (1997) The Review of Higher Education, 21, pp. 43-61; Laurillard, D., (2002) Rethinking University Teaching, , (2nd ed). London: Routledge; McInnis, C., (2001) Signs of Disengagement? the Changing Undergraduate Experience In Australian Universities, , http://www.cshe.unimelb.edu.au/APFYP/research_publications3.html, Melbourne: CSHE. Retrieved June 6, 2005, from; McInnis, C., Hartley, R., (2002) Managing Study and Work: The Impact of Full-time Study and Paid Work On the Undergraduate Experience In Australian Universities, , Canberra, AGPS; McInnis, C., James, R., (1995) First Year On Campus: Diversity In the Initial Experiences of Australian Undergraduates, , Canberra, AGPS; McInnis, C., James, R., Hartley, R., (2000) Trends In the First Year Experience In Australian Universities, , Canberra, AGPS; McWilliam, E., Unlearning pedagogy (2005) Keynote address in ICE2: Ideas In Cyberspace Education Symposium, , at Higham Hall, Lake District, 23-25 February 2005; (2003) Summary of Results From the 2003 National Survey On First-Year Seminars, , http://www.sc.edu/fye/research/surveyfindings/surveys/survey03.html, National Resource Center for the first year experience and students in transition, Retrieved June 6, 2005 from; Pargetter, R., McInnis, C., James, R., Evans, M., Peel, M., Dobson, I., (1998) Transition From Secondary to Tertiary: A Performance Dtudy, , http://www.dest.gov.au/archive/highered/eippubs/eip98-20/contents.htm, DEST: EIP 98/20. Retrieved June 3, 2005, from; Perry Jr., W.G., (1970) Forms of Intellectual and Ethical Development In the College Years: A Scheme, , New York: Holt, Rinehart, and Winston; Philipp, S., Schmidt, H., Optimizing Learning and Retention Through Interactive Lecturing: Using the Audience Response System (ARS) At CUMC, , http://library.cpmc.columbia.edu/cere/web/facultyDev/ARS_handout_2004_overview.pdf, (n.d), Columbia University: Centre for Education Research and Evaluation. Retrieved June 5, 2005, from; Shulman, L.S., Course anatomy: The dissection and analysis of knowledge through teaching (1998) The Course Portfolio: How Faculty Can Examine their Teaching to Advance and Improve Student Learning, pp. 5-12. , P. Hutchings (Ed.) with L. S. Shulman, Washington, DC: American Association for Higher Education; Tinto, V., (1993) Leaving College: Rethinking Causes and Cures of Student Attrition, , (2nd ed.). Chicago: University of Chicago Press","Kift, S.; Queensland University of TecnologyAustralia",,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-84898314889
"Banks D.A., Monday A.",35731028900;35732228100;,Audience response systems in practice: Improving hong kong students' understanding of decision support systems,2006,ASCILITE 2006 - The Australasian Society for Computers in Learning in Tertiary Education,1,,,61,70,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870869577&partnerID=40&md5=c675da82b03f777db311813097f05d1b,"School of Computer and Information Science, University of South Australia, 27-29 North Terrace, Adelaide 5000, Australia; School of Management, University of South Australia, North Terrace, Adelaide 5000, Australia","Banks, D.A., School of Computer and Information Science, University of South Australia, 27-29 North Terrace, Adelaide 5000, Australia; Monday, A., School of Management, University of South Australia, North Terrace, Adelaide 5000, Australia","There will almost always be a number of students who are reluctant to actively contribute in face-to-face learning situations because they are shy or are culturally concerned about potential loss of face. Audience Response Systems (ARS) are part of a technology that, principally through its feature of anonymity, offers the opportunity for all students to safely contribute in face-to-face learning situations via individual keypads. Greater feedback from a group of learners poses benefits for both learner and teacher. For the teacher it can help identify areas where student understanding may be weak or incorrect and thus allow appropriate feedback to be applied. For the learner it allows them to see how fellow students are coping and to gauge their own relative performance. This paper reports on the use of an ARS with a group of students in Hong Kong studying a second year undergraduate decision support course. The ARS was used to provide process support for a revision session that explored decision support systems (DSS) and decision making and also to gather some details about the students as a population of learners. Copyright © 2006 Banks, D. A., Monday, A.",Audience response systems (ARS); Culture; Decision support systems (DSS); Electronic meeting systems (EMS); Hong kong; Teaching and learning strategies,Decision supports; Electronic meeting systems; Face-to-face learning; Hong-kong; Potential loss; Process support; Relative performance; Response systems; Teaching and learning strategy; Artificial intelligence; Cell culture; Decision support systems; Students,,,,,,,,,,,"Banks, D.A., A critical reflection on the value of course evaluation questionnaires: Using group support tools to explore student evaluations (2001) Information Resources Management Association (IRMA) Conference, , Toronto, May; Banks, D.A., (2003) Using keypad-based group process support systems to facilitate student reflection, , Australian Society for Computers in Learning and Tertiary Education (ascilite) Conference, Adelaide, Dec; Banks, D.A., Reflections on the Use of ARS with Small Groups (2006) Audience Response Systems in Higher Education: Applications and Cases, , in Banks, D.A.(Ed) Idea Group Inc., PA; Banks, D.A., Bateman, S., (2004) Using an Audience Response System to Support a 'Lost in the Desert' Learning Scenario, , International Conference on Computers in Education (ICCE) Conference, 'Acquiring and Constructing Knowledge Through Human-Computer Interaction: Creating New Visions for the Future of Learning', Melbourne, November; Banks, D.A., Monday, A., (2002) Interpretation as a factor in the development of flawed spreadsheets, , European Spreadsheet Risks Interest Group (EuSpRIG) Conference, 'Spreadsheet Roulette: the hidden corporate gamble', Cardiff, UK, July d'Inverno, R.A; Davis, H.C., White, S.A., Student Feedback A Lesson for the Teacher (2003) Teaching Mathematics and Its Applications, 22, pp. 163-169; Groves, S., Gear, T., Jones, C., Connolly, M., Read, M., Learning and Anxiety: Exploring Individual Judgement Processes in a Learning Environment with a Group Support System (2006) Audience Response Systems in Higher Education: Applications and Cases, , in Banks, D.A. (Ed) Idea Group Inc., PA; Keen, P.G.W., Scott Morton, M.S., (1978) Decision Support Systems: An Organizational Perspective, , Addison-Wesley, Reading, Massachusetts; Mallach, E.G., (1994) Understanding Decision Support Systems and Expert Systems, , Irwin, Sydney, Australia; Mazur, E., (1997) Peer Instruction: A user's manual, , Prentice Hall, Upper Saddle River, NJ; Monday, A., (2001) The reality of teaching large groups of local and international business students to develop end-user applications, , Information Resources Management Association (IRMA) Conference, Toronto, May; Monday, A., (2002) A Strategy for Developing End-User Developers: I thought I hated every minute, but I learnt such a lot, , Informing Science and IT Education (InSITE) Conference, Cork, Ireland; Monday, A., Banks, D.A., (2004) Decisions, Decision Makers and Technology Support, , 3rd edn, Pearson Education, Australia; Roschelle, J., Abrahamson, L., Penuel, W.R., (2004) Integrating classroom network technology and learning theory to improve classroom science learning: A literature synthesis, , Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA; Young, L.F., (1989) Decision Support and Idea Processing Systems, , Wm. C. Brown Publishers, Iowa","Banks, D. A.; School of Computer and Information Science, University of South Australia, 27-29 North Terrace, Adelaide 5000, Australia; email: David.Banks@unisa.edu.au",,NetSpot Pty Ltd,,"23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - ""Who's Learning? Whose Technology?"" - ASCILITE 2006",3 December 2006 through 6 December 2006,"Sydney, NSW",94314.0,,9781920898564,,,English,ASCILITE 2006 - The Aust. Soc. for Comp. in Learn. in Ter. Educ.,Conference Paper,Final,,Scopus,2-s2.0-84870869577
"Pelton L.F., Pelton T.",56110946900;6602318415;,Selected and constructed response systems in mathematics classrooms,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,175,186,,13.0,10.4018/978-1-59140-947-2.ch012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-49849084833&doi=10.4018%2f978-1-59140-947-2.ch012&partnerID=40&md5=86d0643f66d9b08f10da412faf601365,"Department of Curriculum and Instruction, University of Victoria, Canada","Pelton, L.F., Department of Curriculum and Instruction, University of Victoria, Canada; Pelton, T., Department of Curriculum and Instruction, University of Victoria, Canada","This chapter examines two types of response technologies (selected and constructed) available to support discussion and participation in the classroom, and describes our experiences using and observing them in a variety of mathematics, science, and computer science classes at various educational levels. Selected response systems (a.k.a., clickers) display multiple-choice questions, and then collect and analyze student responses, and present distribution summaries to the class. Constructed response systems allow students to use handheld computers to generate free-form graphical responses to teacher prompts using various software applications. Once completed, students submit their responses to the instructor's computer wirelessly. The instructor may then select and anonymously project these authentic student work samples or representations to promote classroom discussion. We review the purpose, design, and features of these two types of response systems, highlight some of the issues underlying their application, discuss our experiences using them in the classroom, and make recommendations. © 2006, Idea Group Inc.",,,,,,,,,,,,,"(2005) Bluetooth: The Official Bluetooth Website, , http://www.bluetooth.com, Bluetooth SIG, Bluetooth SIG, Inc. Retrieved February 25, 2005, from; Cox, R., Brna, P., Supporting the use of external representations in problem solving: The need for flexible learning environments (1995) International Journal of Artificial Intelligence In Education, 6, pp. 239-302; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977; Dickman, C.B., Gender differences and instructional discrimination in the classroom (1993) Journal of Invitational Theory and Practice, 2 (1); Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; (2004), http://www.einstruction.com, eInstruction's Classroom Performance System, Retrieved February 25, 2005, from; Guzdial, M., Hmelo, C.E., Hubscher, R., Nagel, K., Newstetter, W., Puntambekar, S., Integrating and guiding collaboration: Lessons learned in computer-supported collaborative learning research at Georgia Tech (1997) Proceedings Computer Support For Collaborative Learning '97, pp. 91-99; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousandstudent survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Hübscher-Younger, T., Narayanan, N.H., (2001) Features of Shared Student-created Representations, , Paper presented at AI-ED 2001 Workshop: External Representations in AIED: Multiple Forms and Multiple Roles, San Antonio, TX; Macisaac, D., Active engagement, cooperative learning in large enrollment introductory college physics lectures for preservice teachers (2000) NSF Collaboratives For Excellence In Teacher Preparation CETP Conference Past, Present, Future: Recognizing and Evaluating Best Practices (Sixth Annual Meeting), 23, pp. 31-33. , Paper presented at the, Washington, DC; Meltzer, D.E., Manivannan, K., Promoting interactivity in physics lecture classes (1996) The Physics Teacher, 34, pp. 72-76; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: Using personal digital assistants as a classroom polling tool (2004) Journal of the American Medical Informatics Association, 11 (3), pp. 217-220; (2000) Principles and Standards For School Mathematics, , National Council of Teachers of Mathematics, Reston, VA, National Council of Teachers of Mathematics; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies In Higher Education, 28, pp. 458-473; Pelton, T.W., Francis Pelton, L., The electronic slate: Including pre-service teachers in research and development (1996) Technology and Teacher Education Annual, pp. 519-523. , In B. Robin, J. Price, & D. Willis (Eds.), Charlottesville, VA. Association for the Advancement of Computing, in Education; Pelton, T.W., Francis Pelton, L., (1996) The Classroom Interaction System: Using Electronic Slates to Enhance Communication During the Lesson Process, , Paper presented at the Thirteenth International Conference on Technology and Education. New Orleans, LA, ICTE; Pelton, T., Francis Pelton, L., (2003) The Classroom Interaction System (CIS): Neo-slates For the Classroom, , May, Connections '03. Victoria BC; Pelton, T.W., Francis Pelton, L., (2005) Transforming Handheld Computers Into Electronic Slates to Support Learning, , March, Paper presented at the Sixteenth International Conference of the Society for Information Technology and Teacher Education, Phoenix, AZ; Reynolds, K.C., Nunn, C.E., (1997) Engaging Classrooms: Student Participation and The Instructional Factors That Shape It, , Paper presented at the annual meeting of the Association for the Study of Higher Education, Albuquerque, NM; Roschelle, J., Abrahamson, L.A., Penuel, W.R., (2004) Integrating Classroom Network Technology and Learning Theory to Improve Classroom Science Learning: A Literature Synthesis, , April 16, Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA; Williams, J.B., 'Learning by remote control': Exploring the use of an audience response system as a vehicle for content delivery (2003) Interact Integrate Impact. Proceedings of the 20th Annual Conference of the Australasian Society For Computers In Learning In Tertiary Education (ASCILITE), , In G. Crisp, D. Thiele, I. Scholen, S. Barker, & J. Baron (Eds.), Adelaide, Australia","Department of Curriculum and Instruction, University of VictoriaCanada",,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-49849084833
"Mullin J., Lohani V.K., Lo J.",23094806600;35518520400;8580614500;,Work in progress: Teaching a first semester freshman engineering course: A team effort between faculty and graduate teaching assistants at Virginia tech,2006,"Proceedings - Frontiers in Education Conference, FIE",,, 4117131,,,,10.0,10.1109/FIE.2006.322543,https://www.scopus.com/inward/record.uri?eid=2-s2.0-48749131131&doi=10.1109%2fFIE.2006.322543&partnerID=40&md5=f3b7a24716c6bd7a6c9d4b4b063f2ee9,"Department of Engineering Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 02641, United States","Mullin, J., Department of Engineering Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 02641, United States; Lohani, V.K., Department of Engineering Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 02641, United States; Lo, J., Department of Engineering Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 02641, United States","The experiences of a team of twelve graduate teaching assistants (GTAs) recruited from engineering and education departments and seven professors who co-taught the freshmen engineering course in the fall semester of 2005 and the five GTAs and one professor who continued in the spring semester of 2006 are outlined. The major issues and challenges encountered in transforming the course from a traditional ""instructors only"" format into a team effort between the instructors and the GTAs are addressed. A training session developed by the department prior to the beginning of the fall semester, weekly meetings as well as occasional training sessions held throughout the semester is also discussed. The introduction of the GTAs provided opportunities for mentorship, improved teaching pedagogy, and the introduction of several innovative hands-on educational activities. Assessment data gathered through surveys and clicker questions in lecture is presented. © 2006 IEEE.",Freshman engineering; Graduate teaching assistant; Team teaching,Education; Students; Co-taught; Educational activities; Freshman engineering course; Freshmen engineering; Issues and challenges; T eaching pedagogy; Teaching assistants; Training sessions; Virginia Tech; Work-in-progress (WIP); Teaching,,,,,,,,,,,"Lohani, V.K., Lo, J., Mullin, J., Muffo, J., Backert, R., Griffin, H., Transformation of a Freshman Year Engineering Course (2005) Proc. 2005 International Conference on Engineering Education, , July 25-29, Gilwice, Poland; Lo, J., Lohani, V.K., Griffin, O.H., Full Implementation of a New Format for Freshmen Engineering Course (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition, , to be published in the, Chicago, IL, June 18-21; Mullin, J., Lohani, V.K., Lo, J., Griffin, O.H., Sustainable Development Design Project for Engineering Freshman (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition, , to be published in the, Chicago, IL, June 18-21","Mullin, J.; Department of Engineering Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 02641, United States; email: jsmullin@vt.edu",,American Society for Engineering Education (ASEE);Educational Research and Methods (ERM) Division;Institute of Electrical and Electronics Engineers (IEEE);IEEE Computer Society;IEEE Education Society,,"36th ASEE/IEEE Frontiers in Education Conference, FIE",28 October 2006 through 31 October 2006,"San Diego, CA",72982.0,15394565,1424402565; 9781424402564,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-48749131131
"Lakas A., Shuaib K., Boulmalf M.",35618323100;6602479384;16238181200;,ACP: An interactive classroom response system for active learning environment,2006,IWCMC 2006 - Proceedings of the 2006 International Wireless Communications and Mobile Computing Conference,2006,,,1301,1305,,1.0,10.1145/1143549.1143810,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34247394677&doi=10.1145%2f1143549.1143810&partnerID=40&md5=50d28c4359843a93cccc469948ab1045,"College of Information Technology, UAE University, PO Box 17555, Al Ain, United Arab Emirates","Lakas, A., College of Information Technology, UAE University, PO Box 17555, Al Ain, United Arab Emirates; Shuaib, K., College of Information Technology, UAE University, PO Box 17555, Al Ain, United Arab Emirates; Boulmalf, M., College of Information Technology, UAE University, PO Box 17555, Al Ain, United Arab Emirates","E-learning is an emerging approach to education reflected in new learning techniques such as active and cooperative learning. Supporting communication technologies such as web-based tools, mobile devises and smart classroom used for interactive learning often come with side-effects that can be disruptive to the normal flow of the learning and the teaching processes. The use of technology van be hindered by the learning curve associated with the technology used during the class, the distraction from the initial goals of the course, the risk of mixing-up material related to the course, and concepts associated with the tools used in class, and finally, the time and effort overhead required from participants in preparing and using these tools. Therefore, it becomes crucial to continue benefiting from the advances in cooperative and communication tools, and in the same time minimizing the incurred overhead. In this paper, we propose a new classroom assessment tool: Active Class Probe (ACP) which can be used in an active and cooperative environment. ACP's main goal is designed such as to maintain focus on the initial course's learning goals, and minimize the external distraction incurred by its use in the classroom. Copyright 2006 ACM.",Active assessment; Classroom response system; WLAN,E-learning; Optimization; Teaching; Wireless local area networks (WLAN); World Wide Web; Communication; Computer science; Internet; Learning algorithms; Mobile computing; Multimedia systems; School buildings; Wireless telecommunication systems; Active assessment; Classroom response system; Interactive learning; Response systems; Learning systems; Teaching; Active learning environment; Active-and-cooperative learning; Classroom assessment; Communication technologies; Communication tools; Cooperative environment; Interactive classroom; Interactive learning; Learning curves; Learning goals; Learning techniques; Normal flow; Response systems; Side effect; Smart classroom; Teaching process; Web-based tools,,,,,,,,,,,"Guthrie, R.W., Carlin, A., Waking the Dead: Using interactive technology to engage passive listeners in the classroom (2004) Proceedings of the Tenth Americas Conference on Information Systems, , New York, New York, August; Classroom Assessment Techniques - A Handbook for College Teachers, Angelo & Cross, p. 34, 1993; Angelo, T.A., Ten easy pieces: Assessing higher learning in four dimensions. In Classroom research: Early lessons from success (1991) New directions in teaching and learning, (46), pp. 17-31. , Summer; Hoffman, B., What drives successful technology planning? (1996) Journal of Information Technology for Teacher Education, 5, pp. 43-56; Shackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family practice residents (2003) AAMC Annual Meeting, , Philadelphia; Stein, T., Active Participation and Integration During Lecture? Assessment of an Audience Response System in Lecture Format Teaching (2003) AAMC Annual Meeting, , Philadelphia; Cutts, Q., Maximising dialogue in lectures using group response systems (2004) 7th IASTED International Conference on Computers and Advanced Technology in Education, , Hawaii; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21 (2); Paxton, J.T., Webucation: Using the Web as a classroom tool (1996) Technical Symposium on Computer Science Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education, pp. 285-289. , Pages; A. S. Menon, S. Moffett, M. Enriquez, M. M. Martinez, P. Dev and T. Grappone, Audience Response Made Easy: Using Personal Digital Assistants as a Classroom Polling Tool. Journal of Americain Medical Information Association. May-Jun; 11(3): 217-220. 2004; Purchase, H.C., Mitchell, C., Ounis, I., Gauging students' understanding through interactive lectures (2004) Lecture Notes in Computer Science, 3112. , Jan; http://www.jfree.org","Lakas, A.; College of Information Technology, UAE University, PO Box 17555, Al Ain, United Arab Emirates; email: alakas@uaeu.ac.ae",,"Bell Canada;IEEE Computer Society, Vancouver Local Chapter",,IWCMC 2006 - 2006 International Wireless Communications and Mobile Computing Conference,3 July 2006 through 6 July 2006,"Vancouver, BC",69532.0,,1595933069; 9781595933065,,,English,IWCMC Proc. Int. Wireless Com. Mob. Comput. Conf.,Conference Paper,Final,,Scopus,2-s2.0-34247394677
"Beatty I.D., Leonard W.J., Gerace W.J., Dufresne R.J.",11539428300;35952780600;22967064200;7005523945;,Question driven instruction: Teaching science (Well) with an audience response system,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,96,115,,25.0,10.4018/978-1-59140-947-2.ch007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-49849100043&doi=10.4018%2f978-1-59140-947-2.ch007&partnerID=40&md5=98033cb9203a8703c6daedbd940671e8,"University of Massachusetts, United States","Beatty, I.D., University of Massachusetts, United States; Leonard, W.J., University of Massachusetts, United States; Gerace, W.J., University of Massachusetts, United States; Dufresne, R.J., University of Massachusetts, United States","Audience response systems (ARS) are a tool, not a magic bullet. How they are used, and how well they are integrated into a coherent pedagogical approach, determines how effective they are. Question Driven Instruction (QDI) is a radical approach in which an ARS-mediated ""question cycle"" organizes classroom instruction, replacing the ""transmit and test"" paradigm with an iterative process of question posing, deliberation, commitment to an answer, and discussion. It is an implementation of ""real-time formative assessment."" In QDI, an ARS is used to facilitate and direct discussion, to engage students in active knowledge-building, and to support ""agile teaching"" by providing the instructor with constant feedback about students' evolving understanding and difficulties. Class time is used primarily for interactively developing understanding, rather than for presenting content: in QDI, an instructor is more an engineer of learning experiences than a dispenser of knowledge. This requires new teaching skills, such as moderating discussion and managing the classroom dynamic, interpreting students' statements and modeling their learning, making real-time teaching decisions, and designing ARS questions that teach rather than test and that target process as well as content. Above all, it requires understanding and communicating that ARS use is diagnostic and instructional, rather than evaluative. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Anderson, L.W., Krathwohl, D., (2001) A Taxonomy For Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , New York, Longman; Beatty, I.D., (2000) Assessing-to-Learn Project Website, , http://A2L.physics.umass.edu, Retrieved from; Beatty, I.D., (2004) Transforming student learning with classroom communication systems, , (Research Bulletin No. ERB0403). Educause Center for Applied Research; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching American Journal of Physics, , in press; Bell, B., Cowie, B., The characteristics of formative assessment in science education (2001) Science Education, 85 (5), pp. 536-553; Black, P., Wiliam, D., Assessment and classroom learning (1988) Assessment in Education: Principles, Policy and Practice, 5 (1), pp. 7-71; Black, P., Wiliam, D., Inside the black box: Raising standards through classroom assessment (1988) Phi Delta Kappan, 80 (2), pp. 139-148; Bloom, B., Englehart, M., Furst, E., Hill, W., Krathwohl, D., (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain, , New York: Longmans, Green; Bonwell, C.C., Eison, J.A., (1991) Active learning: Creating excitement in the classroom, , (ASHE-ERIC Higher Education Report No. 1). Washington, DC: ERIC Clearinghouse on Higher Education, The George Washington University; Boston, C., (2002) The concept of formative assessment, , (No. ED470206). College Park, MD: ERIC Clearinghouse on Assessment and Evaluation; Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience, and School, , Washington, DC, National Academy Press; Cheek, D.W., Thinking constructively about science, technology, and society education (1992), Albany, State University of New York Press; Cohen, D., Henle, J., The Pyramid Exam (1995) UME Trends, 2, p. 15. , July; Dufresne, R.J., Gerace, W.J., Assessing-to-learn: Formative assessment in physics instruction (2004) The Physics Teacher, 42 (6), pp. 109-116; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Beatty, I.D., (2002) Assessing-to-Learn (A2L): Reflective formative assessment using a classroom communication system, , Paper presented at Pathways to Change: An International Conference on Transforming Math and Science Education in the K16 Curriculum, Crystal City, Arlington, VA; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Creating an item for in-class formative assessment (2001) The Interactive Classroom, p. 1; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing In Higher Education, 7, pp. 3-47; Dufresne, R.J., Gerace, W.J., Mestre, J.P., Leonard, W.J., (2000) ASK-IT/A2L: Assessing student knowledge with instructional technology, , (technical report No. UMPERG-2000-09). Amherst, University of Massachusetts Physics Education Research Group; Dufresne, R.J., Gerace, W.J., Mestre, J.P., Leonard, W.J., (2001) Assessing to learn (A2L): Research on teacher implementation of continuous formative assessment, , Paper Presented At the Winter Meeting of the American Association of Physics Teachers, San Diego, CA; Dufresne, R.J., Leonard, W.J., Gerace, W.J., (1992) Research-based materials for developing a conceptual approach to science, , Paper Presented At the Workshop On Research In Science and Mathematics Education, Cathedral Peak, South Africa; Dufresne, R.J., Leonard, W.J., Gerace, W.J., Making sense of students' answers to multiple-choice questions (2002) The Physics Teacher, 40 (3), pp. 174-180; (2005) Who's using CPS?, , http://www.einstruction.com, eInstruction. Retrieved January 24, 2005, from; Feldman, A., Capobianco, B., (2003) Real-time Formative Assessment: A Study of Teachers' Use of An Electronic Response System to Facilitate Serious Discussion About Physics Concepts, , April. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago; Fosnot, C., Rethinking science education: A defense of Piagetian constructivism (1993) Journal of Research In Science Teaching, 30 (9), pp. 1189-1202; Gerace, W.J., (1992) Contributions from cognitive research to mathematics and science education, , Paper Presented At the Workshop On Research In Science and Mathematics Education, Cathedral Peak, South Africa; Gerace, W.J., Leonard, W.J., Dufresne, R.J., Mestre, J.P., (1997) Concept-based problem solving: Combining educational research results and practical experience to create a framework for learning physics and to derive effective classroom practices, , (No. UMPERG-1997-09). Amherst, University of Massachusetts Physics Education Research Group; Gerace, W.J., Mestre, J.P., Leonard, W.J., Dufresne, R.J., (2000) Assessing to Learn (A2L): Formative assessment for high-school physics, , Paper Presented At the Winter Meeting of the American Association of Physics Teachers, Kissimmee, FL; Hake, R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30, pp. 159-166. , March; Hobson, E.H., Formative assessment: An annotated bibliography (1997) Clearing House, 71 (2), pp. 123-125; Laws, P.W., Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics courses (1997) American Journal of Physics, 65 (1), pp. 14-21; Leonard, W.J., (2005) Every decision counts for better assessment, , http://kb.physics.umass.edu/edc, Retrieved May 26, 2005, from; Leonard, W.J., Gerace, W.J., Dufresne, R.J., Questions First (Q1st): The challenges, benefits, drawbacks, and results of asking students questions prior to formal instruction (2001) Proceedings of the 2001 Physics Education Research Conference, pp. 41-44. , S. Franklin, J. Marx, & K. Cummings, Rochester, NY: Rochester Institute of Technology; Leonard, W.J., Gerace, W.J., Dufresne, R.J., Mestre, J.P., Concept-based problem solving (1999) Teacher's guide to accompany ""Minds•On Physics: Motion"", , W. J. Leonard, R. J. Dufresne, W. J. Gerace, & J. P. Mestre, Dubuque, IO: Kendall/Hunt; Mazur, E., (1997) Peer instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall; McDermott, L., Millikan Lecture 1990: What we teach and what is learned - Closing the gap (1991) American Journal of Physics, 59, pp. 301-315; McDermott, L., Guest comment: How we teach and how students learn - A mismatch? (1993) American Journal of Physics, 61 (4), pp. 295-298; Mestre, J.P., Learning and instruction in pre-college physical science (1991) Physics Today, 44 (9), pp. 56-62; Mestre, J.P., Cognitive aspects of learning and teaching science (1994) Teacher enhancement for elementary and secondary science and mathematics: Status, issues and problems, pp. 1-53. , S. J. Fitzsimmons & L. C. Kerpelman, (NSF 94-80). Washington, DC: National Science Foundation; Mestre, J.P., Dufresne, R.J., Gerace, W.J., Leonard, W.J., (2001) The multidimensionality of assessing for understanding, , Paper Presented At the Winter Meeting of the American Association of Physics Teachers, San Diego, CA; Milner-Bolotin, M., Tips for using a peer response system in a large introductory physics class (2004) The Physics Teacher, 42 (4), pp. 253-254; O'Loughlin, M., Some further questions for Piagetian constructivists: A reply to Fosnot (1993) Journal of Research In Science Teaching, 30 (9), pp. 1203-1207; Penuel, W.R., Roschelle, J., Crawford, V., Shechtman, N., Abrahamson, L.A., (2004) Workshop report: Advancing research on the transformative potential of interactive pedagogies and classroom networks, , Menlo Park, CA: SRI International; Redish, E.F., Steinberg, R., Teaching physics: Figuring out what works (1999) Physics Today, 52, pp. 24-30; Roschelle, J., Keynote paper: Unlocking the learning value of wireless mobile devices (2003) Journal of Computer Assisted Learning, 19, pp. 260-272; Roschelle, J., Abrahamson, L.A., Penuel, W.R., (2004) Integrating classroom network technology and learning theory to improve classroom science learning: A literature synthesis, , April 16, Paper Presented At the Annual Meeting of the American Educational Research Association, San Diego, CA; von Glasersfeld, E., A constructivist's view of learning and teaching (1991) Research in physics learning: Theoretical issues and empirical studies: Proceedings of an International Workshop, , R. Duit, F. Goldberg, & H. Niedderer, Kiel, Germany: Institute for Science Education at the University of Kiel; von Glasersfeld, E., Questions and answers about radical constructivism (1992) Scope, sequence, and coordination of secondary school science, Volume II: Relevant research, pp. 169-182. , M. Pearsall, Washington, DC: National Science Teachers Association; von Glasersfeld, E., Cognition, construction of knowledge, and teaching (1998) Constructivism in science education, , M. R. Matthews, Dordrecht, Germany: Kluwer",University of MassachusettsUnited States,,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-49849100043
"Du H.S., Hao J.-X., Kwok R.C.W., Wagner C.",7201901333;23667233000;7103363146;56473714900;,Can lean media enhance large group learning? An empirical investigation of mobile information and communication technology,2006,PACIS 2006 - 10th Pacific Asia Conference on Information Systems: ICT and Innovation Economy,,,,1467,1481,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-80053467560&partnerID=40&md5=0c3fe8a77429eb80b42bbeacfe9d149f,"Department of Information Systems, City University of Hong Kong, 83 Tat Chee Avenue, Kowloon, Hong Kong","Du, H.S., Department of Information Systems, City University of Hong Kong, 83 Tat Chee Avenue, Kowloon, Hong Kong; Hao, J.-X., Department of Information Systems, City University of Hong Kong, 83 Tat Chee Avenue, Kowloon, Hong Kong; Kwok, R.C.W., Department of Information Systems, City University of Hong Kong, 83 Tat Chee Avenue, Kowloon, Hong Kong; Wagner, C., Department of Information Systems, City University of Hong Kong, 83 Tat Chee Avenue, Kowloon, Hong Kong","A mobile information and communication technology, namely the Mobile Interactive Learning System (MILS), was used to enhance large group learning in a university setting. Expectations concerning learning outcomes, based on the social construction perspective of media richness and constructivist pedagogical principles, were supported. Under similar study conditions, learners with the MILS system demonstrated better (perceived) understanding than those without. Furthermore, learning satisfaction among MILS users was significantly higher. The results were drawn from an empirical evaluation of a structural equation model, and from analyses of variance between the two users groups (with versus without MILS). The results support our hypotheses concerning the impact on understanding and satisfaction. They also suggest that mobile technology affects the learning process, leading to more individual practice and peer influenced learning.",ICT; Lean media; Learning; Media richness; Mobile computing; PDA; Social construction,ICT; Lean media; Learning; Media richness; PDA; Social construction; Information systems; Learning systems; Telecommunication equipment; User interfaces; Engineering education,,,,,,,,,,,"Alavi, M., Computer-mediated collaborative learning: An empirical evaluation (1994) MIS Quarterly, 18 (2), pp. 159-174; Alavi, M., Yoo, Y., Vogel, D.R., Using information technology to add value to management education (1997) Academy of Management Journal, 40 (6), pp. 1310-1332; Anderson, J.C., Gerbing, D.W., Structural equation modeling in practice: A review and recommended two-step approach (1988) Psychological Bulletin, 103 (3), pp. 411-423; Bruner, J., (1960) The Process of Education Harvard, , University Press, Cambridge, MA; Byrne, M., Flood, B., Assessing the teaching quality of accounting programmes: An evaluation of the course experience questionnaire (2003) Assessment and Evaluation in Higher Education, 28 (2), p. 135; Chen, Y.S., Kao, T.C., Sheu, J.P., A mobile learning system for scaffolding bird watching learning (2003) Journal of Computer Assisted Learning, 19 (3), pp. 347-359; Daft, R.L., Lengel, R.H., Organizational information requirements: Media richness and structural design (1986) Management Science, 32 (5), pp. 554-571; Daft, R.L., Lengel, R.H., Trevinao, L.K., Message equivocality, media selection, and manager performance: Implications for information systems (1987) MIS Quarterly, 11 (3), pp. 355-366; Dennis, A.R., George, J.F., Jessup, L.M., Nunamaker, J.F., Vogel, D.R., Information technology to support electronic meetings (1998) MIS Quarterly, 22 (4), pp. 591-623; Doran, M.S., Golen, S., Identifying communication barriers to learning in large group accounting instruction (1998) Journal of education for business, 73 (4), pp. 221-224; Du, H.S., Wagner, C., Learning with Weblogs: An empirical investigation (2005) Proceedings of the 38th Hawaii International Conference on System Science, , Hawaii; Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., Strahan, E.J., Evaluating the use of exploratory factor analysis in psychological research (1999) Psychological Methods, 3, pp. 272-299; Fornell, C., Larcker, D., Structural equation models with unobserved variables and measurement errors (1981) Journal of Marketing Research, 18 (1), pp. 39-50; Fortune, A.E., McCarthy, M., Abramson, J.S., Student learning processes in field education: Relationship of learning activities to quality of field instruction, satisfaction, and performance among MSW students (2001) Journal of Social Work Education, 37 (1), pp. 111-124; Gallupe, R.B., Bastianutti, L.M., Cooper, W.H., Unblocking brainstorms (1991) Journal of Applied Psychology, 76 (1), pp. 137-142; Kimble, G.A., (1961) Hilgard and Marquis' Conditioning and Learning Appleton- Century -Crofts, , New York; Kock, N., Davison, R., Can lean media support knowledge sharing? Investigating a hidden advantage of process improvement (2003) IEEE Transactions on Engineering Management, 50 (2), pp. 151-162; Kordi, R., Dennick, R.G., Scammell, B.E., Developing learning outcomes for an idea MSc course in sports and exercise medicine (2005) British Journal of Sports Medicine, 39 (1), p. 20; Kwok, R.C.W., Ma, J., Vogel, D.R., Effects of group support systems and content facilitation on knowledge acquisition (2002) Journal of Management Information Systems, 19 (3), pp. 185-229; Leidner, D., Jarvenpaa, S., The use of information technology to enhance management school education: A theoretical view (1995) MIS Quarterly, 19 (3), pp. 265-291; Lowry, P.B., Nunamaker, J.F., Booker, Q.E., Curtis, A., Lowry, M.R., Creating hybrid distributed learning environments by implementing distributed collaborative writing in traditional educational settings (2004) IEEE Transactions on Professional Communications, 47 (3), pp. 17-189; Moore, G.C., Benbasat, I., Development of an instrument to measure the perceptions of adopting an information technology innovation (1991) Information Systems Research, 2 (3), pp. 173-191; Ngwenyama, O.K., Lee, A.S., Communication richness in electronic mail: Critical social theory and the contextuality of meaning (1997) MIS Quarterly, 21 (2), pp. 145-167; Nonaka, I., Takeuchi, H., (1995) The Knowledge Creating Company, , Oxford University Press, New York; Nunamaker, J.F., Dennis, A.R., Valacich, J.S., Volgel, D.R., George, J.F., Electronic meeting systems to support group work (1991) Communication of the ACM, 34 (7), pp. 40-60; Ochoa, T.A., Gottschall, H., Stuart, S.K., Group participation and satisfaction: Results from a pbl computer-supported module (2004) Journal of Educational Multimedia and Hypermedia, 13 (1), pp. 73-91; Olaniran, B.A., A model of group satisfaction in computer-mediated communication and face-to-face meetings (1996) Behaviour and Information Technology, 15 (1), pp. 24-36; Piaget, J., (1928) Judgment and Reasoning in the Child, , Routledge & Kegan Paul, London; Te'Eni, D., Review: A cognitive-affective model of organizational communication for designing IT (2002) MIS Quarterly, 25 (2), pp. 251-312; Trevino, L.K., Webster, J., Stein, E.W., Making connections: Complementary influences on communication media choices, attitudes, and use (2000) Organization Science, 11 (2), pp. 163-182; Wittrock, M.C., The cognitive movement in instruction (1978) Educational Psychologist, (13), pp. 15-29; Yoo, Y., Alavi, M., Media and group cohesion: Relative influences on social presence, task participation, and group consensus (2001) MIS Quarterly: Management Information Systems, 25 (3), pp. 371-390","Du, H.S.; Department of Information Systems, City University of Hong Kong, 83 Tat Chee Avenue, Kowloon, Hong Kong; email: ishelen@cityu.edu.hk",,,,"10th Pacific Asia Conference on Information Systems: ICT and Innovation Economy, PACIS 2006",6 July 2006 through 9 July 2006,Kuala Lumpur,86777.0,,,,,English,PACIS - Pac. Asia Conf. Inf. Syst.: ICT Innov. Econ.,Conference Paper,Final,,Scopus,2-s2.0-80053467560
"Fynn R.W., De Jager D., Chan H.A., Anand S., Rivett U.",57202300277;6603233553;7403402211;57205939517;12770388500;,Remote HIV/AIDS patient monitoring tool using 3G/GPRS packet-switched mobile technology,2006,IET Seminar Digest,2006,11370,,129,137,,8.0,10.1049/ic.2006.0670,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67650054714&doi=10.1049%2fic.2006.0670&partnerID=40&md5=e0788c17f357945dbbfef2b9417546ac,"Cell-Life Research Team, Department of Civil Engineering, University of Cape Town, Rondebosch, Cape Town, South Africa; Department of Electrical Engineering, University of Cape Town, Rondebosch, Cape Town, South Africa","Fynn, R.W., Cell-Life Research Team, Department of Civil Engineering, University of Cape Town, Rondebosch, Cape Town, South Africa, Department of Electrical Engineering, University of Cape Town, Rondebosch, Cape Town, South Africa; De Jager, D., Cell-Life Research Team, Department of Civil Engineering, University of Cape Town, Rondebosch, Cape Town, South Africa; Chan, H.A., Department of Electrical Engineering, University of Cape Town, Rondebosch, Cape Town, South Africa; Anand, S., Cell-Life Research Team, Department of Civil Engineering, University of Cape Town, Rondebosch, Cape Town, South Africa; Rivett, U., Cell-Life Research Team, Department of Civil Engineering, University of Cape Town, Rondebosch, Cape Town, South Africa","Since 2003, South Africa has been putting strategies in place to manage one of the largest HIV/AIDS Antiretroviral Treatment (ART) roll-outs in the world. Focus lies not only on intensified training of medical staff, but also on using resources in a more effective way to cope with the additional demands on the public healthcare system. Innovative solutions, such as the use of mobile phones to monitor patients at various geographical locations, have allowed for the creation of virtual infrastructures and support for the limited medical staff and resources. South Africa has a mobile penetration rate of 41% and quality GSM networks that give 90% of the population access to mobile communication. In 2002, Cell-life developed a Wireless Internet Gateway (WIG) / Short Message Service (SMS) based patient Aftercare tool which has successfully been implemented and used by medical staff. Staff use the system to collect information regarding drug adherence, symptoms and tuberculosis (TB) information from the patient's home. Newer mobile technologies have since been made available in South Africa which offers greater scope for increased usability, performance, security, cost-effectiveness and multilingual support. This paper is an investigation of a Java Micro Edition (JavaME) adaptation ofthe current aftercare tool to assess the possibilities of a scalable national implementation. The system was developed based on human-computer interaction (HCI) theory and catering for different cultural backgrounds formed a fundamental objective of this research. The developed prototype uses packet-switched mobile technologies such as general packet radio service (GPRS), enhanced data-rate for GSM evolution (EDGE) and 3G to implement end-to-end secure encrypted communication. A basic research into cost-effectiveness showed that although 3G-enabled mobile handsets are still too costly, when compared to the average income of the target communities, GPRS and Java enabled handset prices form a viable option. Immediate cost per transaction savings of 31% were observed and due to economies of scale, future savings are in the region of 93% per transaction. © The Institute of Engineering and Technology.",Aftercare; HIV/AIDS; JavaME; Mobile,Aftercare; Antiretroviral treatment; Basic research; Cultural backgrounds; Data-rate; Drug adherence; Economies of scale; Encrypted communication; General packet radio services; Geographical locations; GSM networks; Health-care system; HIV/AIDS; Innovative solutions; JavaME; Mobile; Mobile communications; Mobile handsets; Mobile Technology; Multilingual support; Packet-switched; Penetration rates; Roll-outs; Short message services; South Africa; Virtual infrastructures; Wireless internet; Cellular telephone systems; Cost effectiveness; Costs; Developing countries; Diseases; Gateways (computer networks); Human computer interaction; Internet; Knowledge management; Network security; Patient monitoring; Personnel training; Technology; Telecommunication equipment; Telecommunication systems; Telephone sets; Global system for mobile communications,,,,,,,,,,,"(2004) 2000 AID Model, , http://www.assa.org.za, [Online] Available, May [Last accessed: 15 August 2005]; Anand, A.S., (2005) Investigation and Development of A Cellphone Based Monitoring System for Anti-Retroviral Therapy, , MSc Thesis. Department of Electrical Engineering. University of Cape Town; Anand, A.S., Rivett, U., ICT in the management of HIV treatment: Cell-Life: A South African solution (2005) Convergence., 6 (3), pp. 64-67; Brookson, C., (1999) GSM (and PCN) Security and Encryption, , http://www.hackcanada.com/blackcrawl/cell/gsm/gsm_security.html, [Online]. Available [Last accessed: 10 September 2005]; Bekker, L.G., Orrell, C., Reader, L., Matoti, K., Cohen, K., Martell, R., Abdullah, F., Wood, R., Antiretroviral therapy in a community clinic - Early lessons from a pilot project (2003) South African Medical Journal, 93 (6), pp. 458-462; Eighty20 Consumer Information Portal, , http://www.eighty20.co.za, [Online] Available, [Last accessed: 8 March 2006]; Ghiassi-Razavi, J., (2005) Cell-life Administration Process, , [Personal interview, 20 September], Cape Town, (Unpublished; (2006) Vodacom Interactive Coverage Map, , http://www.gsmworld.com/cgi-bin/ni_map.pl?cc=za&net=vo, [Online] Available, [Last accessed: 28 February]; Hix, D., Gartson, H.R., (1993) Developing User Interfaces, , England, Wiley & Sons; Jones, M., Marsden, G., (2005) Mobile Interaction Design, , England, Wiley & Sons; Statistics on HIV/AIDS in South Africa, , http://www.unaids.org/en/Regions_Countries/Countries/southafrica.asp, [Online] Available, [Last accessed: 10 February 2006]; (2006) Interactive Data Coverage Map, , http://www.vodacom.co.za/packages/3g/coverage_map, [Online] Available sp, [Last accessed: 1 March]; Yuan, M., (2003) Enterprise J2ME, , New Jersey, Prentice Books","Fynn, R. W.; Cell-Life Research Team, Department of Civil Engineering, University of Cape Town, Rondebosch, Cape Town, South Africa; email: rory@cell-life.org.za",,,,4th IET Seminar on Appropriate Healthcare Technologies for Developing Countries,23 May 2006 through 24 May 2006,London,82531.0,,0863416330; 9780863416330,,,English,IET Semin Dig,Conference Paper,Final,,Scopus,2-s2.0-67650054714
"Mullin J., Lohani V.K., Lo J.",23094806600;35518520400;8580614500;,Work in progress: Introduction to engineering ethics through student skits in the freshman engineering program at Virginia Tech,2006,"Proceedings - Frontiers in Education Conference, FIE",,, 4117124,,,,4.0,10.1109/FIE.2006.322516,https://www.scopus.com/inward/record.uri?eid=2-s2.0-48749119785&doi=10.1109%2fFIE.2006.322516&partnerID=40&md5=9e1869b0957cf23dcb27d6e99fa8844b,"Department of Engineering Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 02641, United States","Mullin, J., Department of Engineering Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 02641, United States; Lohani, V.K., Department of Engineering Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 02641, United States; Lo, J., Department of Engineering Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 02641, United States","An engineering ethics assignment through student skits was piloted in the spring 2006 with 180 freshman students enrolled in an introductory engineering course at Virginia Tech. Students, assigned into groups of 4-8, were given one of five ethics case studies documenting realistic engineering scenarios, a set of guidelines, a performance assessment rubric, and instructed to prepare a 5-10 minute skit integrating the essential elements of the given case study. The student groups were given two weeks to organize, prepare, and practice before performing their skit for the class. Students were required to complete a hand-out, provided during the skit session, identifying which of twelve Rules of Practice as part of the National Society of Professional Engineers (NSPE) ethical codes had been violated and provide a brief response to a set of open-ended ethical questions. Results of the student hand-out, student surveys and focus group interviews are discussed. © 2006 IEEE.",Clickers; Engineering freshman; Ethics skits,Engineering; Philosophical aspects; Students; Case studies; Engineering ethics; Ethical questions; Focus groups; Freshman engineering; Introduction to engineering; Introductory engineering courses; National Society of Professional Engineers (NSPE); Performance Assessment (PA); Student groups; Student surveys; Virginia Tech; Virginia Tech. (CO); Work-in-progress (WIP); Teaching,,,,,,,,,,,"http://onlineethics.org/cases; Lo, J.L., Lohani, V.K., Mullin, J.S., Student Presentations on Contemporary Engineering Ethics Issues in an Introductory Freshman Engineering Course (2006) Proceedings of the 2006 ASEE Annual Conference and Exposition, , to be published in the, Chicago, IL, June 18-21; Lohani, V.K., Wildman, T., Connor, J., Mallikarjunan, K., Wolfe, M.L., Muffo, J., Knott, T.W., Mostaghimi, S., Spiral Curriculum Approach to Reformulate Engineering Curriculum (2005) Work-in-progress paper. Proc. Frontiers in Education Conference, , 1, Indianapolis, IN, 18-21 October","Mullin, J.; Department of Engineering Education, Virginia Polytechnic Institute and State University, Blacksburg, VA 02641, United States; email: jsmullin@vt.edu",,American Society for Engineering Education (ASEE);Educational Research and Methods (ERM) Division;Institute of Electrical and Electronics Engineers (IEEE);IEEE Computer Society;IEEE Education Society,,"36th ASEE/IEEE Frontiers in Education Conference, FIE",28 October 2006 through 31 October 2006,"San Diego, CA",72982.0,15394565,1424402565; 9781424402564,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-48749119785
"Hinde K., Hunt A.",56110739600;55421841100;,Using the personal response system to enhance student learning: Some evidence from teaching economics,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,140,154,,22.0,10.4018/978-1-59140-947-2.ch010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-60449118572&doi=10.4018%2f978-1-59140-947-2.ch010&partnerID=40&md5=78881f326281652d3a9f81564e848182,"Durham Business School, University of Durham, United Kingdom","Hinde, K., Durham Business School, University of Durham, United Kingdom; Hunt, A., Durham Business School, University of Durham, United Kingdom","Recent increases in class size in higher education have focused more attention on the nature of the face-to-face learning experience. This chapter examines how a keypad technology facilitates active learning in the lecture hall using a number of pedagogically proven approaches. We survey 219 first-year business studies students tackling introductory economics, and find that the technology enhances learning in lectures because, among other things, it improves concentration, provides instantaneous and more effective student feedback, and allows students to make comparisons on how well they fare relative to their peers. Interestingly, we find less statistical support for the benefits of using the technology to allow students to respond anonymously, and explore some reasons for this result. Finally, we demonstrate our use of the tool to engage in teaching the Prisoner's Dilemma game. This forms part of the emerging knowledge on how to teach classroom experiments using keypad technology. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Axelrod, R., (1984) The Evolution of Cooperation, , New York, Basic Books; Boyle, J.T., Nichol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association For Learning Technology Journal (Alt-J), 11 (3), pp. 43-57; Brown, S., Race, P., (2002) Lecturing: A Practical Guide, , London, Kogan Page; Cue, N., (1998) A Universal Tool For Classrooms?, , December 10-12, Paper at the First Quality in Teaching and Learning Conference, Hong Kong; D'Inverno, R., Davis, H., White, S., Using a personal response system for promoting student interaction (2003) Teaching Mathematics and Its Applications, 22 (4), pp. 163-169; Dearing, R., (1997) Higher Education In the Learning Society, , http://www.leeds.ac.uk/educol/ncihe, National Committee of Inquiry into Higher Education. Retrieved March 6, 2005, from; (2003) The Future of Higher Education, , DFES, White Paper, presented to Parliament by the Secretary of State for Education and Skills by Command of Her Majesty, January, Cm 5735; (2003) Widening Participation In Higher Education, , http://www.dfes.gov.uk, DFES, London: HMSO. Retrieved from; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Draper, S.W., Cargill, J., Cutts, Q., (2002) Electronically Enhanced Classroom Interaction, , http://www.psy.gla.ac.uk/~steve/ilig/handsets.html, Retrieved June 11, 2005, from; Elliot, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, , http://www.economicsnetwork.ac.uk/iree/i1/elliott.htm, 1.1, 80-86. Retrieved June 11, 2005, from; Laurillard, D., (2002) Rethinking University Teaching: A Conversational Framework For the Effective Use of Learning Technologies, , (2nd ed.). London: Routledge; Leidner, D.E., Jarvenpaa, S.L., The use of information technology to enhance management school education (1995) MIS Quarterly, pp. 266-291. , September; Mazur, E., (1997) Peer Instruction: A User's Manual, , NJ, Prentice Hall; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies In Higher Education, 28 (4), pp. 458-473; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66, pp. 439-441. , http://www.bedu.com/Publications/PhysLectAPF.html, Retrieved June 11, 2005, from; Steinert, Y., Snell, S., Interactive lecturing: Strategies for increasing participation in large group presentations (1999) Medical Teacher, 21 (1), pp. 37-42; Report On the Evaluation of Interactive Learning In Bioscience Degree Courses. the Personal Response System (PRS) As An Aid to Student Learning, , http://www.strath.ac.uk/Departments/BioSci/prs.htm, Strathclyde Biosciences Department (undated), Strathclyde University. Retrieved June 11, 2005, from; Stuart, S.A.J., Brown, M.I., An evaluation of learning resources in the teaching of formal philosophical methods (2004) Association of Learning Technology Journal Alt-J, 11 (3), pp. 58-68; Stuart, S.A.J., Brown, M.I., Draper, S., Using an electronic voting system in logic lectures: One practioner's application (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Voos, R., Blended learning: What is it and where might it take us? (2003) Sloan-C View, 2 (1), pp. 3-5. , http://www.aln.org/publications/view/v2n1/blended1, Retrieved March 4, 2005, from; Wit, E., Further reflections on the personal response system in statistics teaching (2005) The Higher Education Academy, Maths, Stats and OR Network, , http://mathstore.ac.uk/articles/maths-caa-series/june2005, Retrieved June 11, 2005, from","Durham Business School, University of DurhamUnited Kingdom",,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-60449118572
"Groves S., Gear T., Jones C., Connolly M., Read M.",57196779021;6506378952;57198787501;15759320200;56233047200;,Learning and anxiety: Exploring individual judgement processes in a learning environment with a group support system,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,248,264,,3.0,10.4018/978-1-59140-947-2.ch016,https://www.scopus.com/inward/record.uri?eid=2-s2.0-34547356012&doi=10.4018%2f978-1-59140-947-2.ch016&partnerID=40&md5=a62d041e43e5d71d274826ffa9300b07,"University of Glamorgan, United Kingdom; School of Humanities, Law and Social Sciences, University of Glamorgan, United Kingdom; Department of Business Information Systems, Business School, University of Portsmouth, United Kingdom","Groves, S., University of Glamorgan, United Kingdom; Gear, T., University of Glamorgan, United Kingdom; Jones, C., School of Humanities, Law and Social Sciences, University of Glamorgan, United Kingdom; Connolly, M., School of Humanities, Law and Social Sciences, University of Glamorgan, United Kingdom; Read, M., Department of Business Information Systems, Business School, University of Portsmouth, United Kingdom","This chapter explores the process of making individual judgements within a group meeting environment that employs a ""low-impact"" form of group support, based on handset technology. A series of field-based case studies are reported in summary, and one in postgraduate education in more detail. These serve to demonstrate the potential for suitably designed group support systems (GSSs) to aid groups to overcome certain fundamental difficulties with which they have to contend. The protocol used is described, and a conceptual framework is proposed with which to explain practice. The framework centres on the encouragement of conversation that is focussed on the reasons for differences, coupled with the reduction of personal anxiety, achieved with flexibility offered through the GSS meeting environment. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Argyris, C., Schon, D.A., (1978) Organisational Learning: A Theory In Action Perspective, , Reading, MA: Adddison-Wesley; Baker, A.C., Jensen, P.J., Kolb, D.A., (2002) Conversational Learning: An Experiential Approach to Knowledge Creation, , London; Dalkey, N., (1969) The Delphi Method: An Experimental Study of Group Opinion, , CA, Rand Corporation; Finlay, P., On evaluating the performance of GSS: Furthering the debate (1998) European Journal of Operational Research, 107, pp. 193-201; Forsyth, D.R., (1995) Our Social World, , CA: Brooks/Cole; Gear, A.E., Read, M.J., On-line group process support (1993) Omega, 21 (3), pp. 261-274; Gear, T., Read, M.J., Minkes, A.L., Towards validation of a group decision support system (1996) Proceedings of the Annual Conference of the International Association of Management, , Toronto; Gear, T., Vince, R., Read, M., Minkes, L., Group enquiry for collective learning in organisations (2003) Journal of Management Development, 22 (2), pp. 88-102; Groves, S., Gear, T., Read, M.J., (2002) Dialogue In Practice: The Quality of Conversation In Professional Groups With On-line Support, , June, Presented at Developing Philosophy of Management - Crossing Frontiers': Reason in Practice Conference, St Anne's College, Oxford; Irving, A., Hunt, A.J., Does immediate feedback of a students performance improve their learning experience? (1994) Group and Interactive Learning, , H. C. Foot, C. J. Howe, A. Anderson, & A. K. Tolmie (Eds.), Southampton: Computational Mechanics; Isaacs, W., Taking flight: Dialogue, collective thinking and organisational learning (1993) Organisational Dynamics, 22, pp. 24-39; Jensen, P.J., Kolb, D.A., Conversation as communion: Spiritual, feminist, moral and natural perspectives (2002) Conversational Learning: An Experiential Approach to Knowledge Creation, p. 19. , A. C. Baker, P. J. Jensen, & D. A. Kolb (Eds.), London: Quorum Books; Jones, C., Connolly, M., Gear, A., Read, M., A case for group interactive learning with group process support (2001) British Journal of Educational Technology, 32 (5), pp. 571-586; Jones, C., Connolly, M., Gear, A.E., Read, M.J., Collaborative learning with group interactive technology: A case study with post-graduate students (2005) Accepted For Management Learning; Lantolf, J.P., Gabriela, A., (1998) Vygotskian Approaches to Second Language Research, , Eds., NJ: Ablex; Mead, G.H., (1972) George Herbert Mead On Social Psychology, , A. Strauss (Ed.), Chicago: University of Chicago Press; McNiff, J., (1993) Teaching As Learning: An Action Research Approach, , London, Routledge; Moscovici, S., Towards a theory of conversion behaviour (1980) Advances In Experimental Social Psychology, 13, pp. 209-239. , L. Berkowitz (Ed.), New York: Academic Press; Nunamaker Jr., J.F., Future research in group support systems: Needs, some questions and possible answers (1997) International Journal of Human Computer Studies, 47 (3), pp. 357-385; Nunamaker, J.F., Dennis, A.R., Valacich, J.S., Vogel, D.R., George, J.F., Electronic meeting systems to support group work (1991) Communications of the ACM, 34, pp. 40-61; Palmer, I., Hardy, C., (2000) Thinking About Management, , London, Sage; Read, M.J., (2003) Development and Evaluation of a Group Process Support System In Organisational Settings, , PhD Thesis, University of Glamorgan, UK; Reagan-Cirincione, P., Improving the accuracy of group judgement: A process intervention combining group facilitation, social judgement analysis and information technology (1994) Organisational Behaviour and Human Decision Processes, 58, pp. 246-270; Reynolds, M., Reflection and critical reflection in management learning (1998) Management Learning, 29 (2), pp. 183-200; Rogers, C., (1970) Carl Rogers On Encounter Groups, , New York, Harper and Row; Rohrbaugh, J., Demonstration experiments in field settings: Assessing the process, not the outcome, of group decision support (1989) Harvard Business School Research Colloquium, , Boston; Schein, E., On dialogue, culture and organisational learning (1993) Organisation Dynamics, 22 (2), p. 40; Spirkin, A., (1983) Dialectical Materialism, , Moscow, Progress; Van de Ven, A.H., Delbecq, A.L., Nominal versus interacting group processes for committee decision making (1971) Academy Management Journal, 17, pp. 605-621; Vince, R., Martin, L., Inside action learning: The politics and the psychology of the action learning model (1993) Management Education and Development, 24 (3), pp. 205-215; Vygotsky, L.S., (1978) Mind In Society: The Development of Higher Psychological Processes, , Cambridge, MA: Harvard University Press; Weingart, L.R., How did they do that?: The ways and means of studying group processes (1997) Research In Organizational Behavior, 19, pp. 189-239. , L. L. Cummings & B. M. Staw (Eds.), Greenwich, CT: JAI; Wertsch, J.V., (1985) Vygotsky and The Social Formulations of Mind, , Cambridge, MA: Harvard University Press; Wyss-Flamm, E.D., Conversational learning in multicultural teams (2002) Conversational Learning: An Experiential Approach to Knowledge Creation, , A. C. Baker, P. J. Jensen, & D. A. Kolb (Eds.), London: Euorum Books",University of GlamorganUnited Kingdom,,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-34547356012
Boyle J.,57210738413;,Eight years of asking questions,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,289,304,,7.0,10.4018/978-1-59140-947-2.ch019,https://www.scopus.com/inward/record.uri?eid=2-s2.0-67650228500&doi=10.4018%2f978-1-59140-947-2.ch019&partnerID=40&md5=96a64fcb9af52dc534f09cdfd712cac3,"University of Strathclyde, United Kingdom","Boyle, J., University of Strathclyde, United Kingdom","Eight years ago, the Department decided to embark upon a radical change to its first-year teaching. A core feature of that change was the introduction of ""classroom feedback systems"" in large, engineering science classes, starting with ClassTalk and then moving on to the Personal Response System. This chapter gives a brief history of the reasons for this change, which involved other, complimentary, teaching, and learning strategies, our experiences, current developments, and a look to the future, in particular, the way we would like to see the technology developing. © 2006, Idea Group Inc.",,,,,,,,,,,,,"(1956) Taxonomy of Educational Objectives. the Classification of Educational Goals. In Handbook I: Cognitive Domain, , San Francisco, Addison-Wesley; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) ALT-J, 11 (3), pp. 116-125; Braxton, K., Reworking the student departure puzzle (2000) Nashville, , TN, Vanderbilt University Press; Brotherton, J.A., Abowd, G.D., Lessons learned from eClass: Assessing automated capture and access in the classroom (2004) ACM Transactions On Computer-Human Interaction, 11 (2), pp. 121-155; Christian, W., Belloni, W., (2004) Physlet physics, , Physlet physics. Upper Saddle River, NJ, Pearson; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Solving physics problems with multiple representations (1997) The Physics Teacher, 35 (5), pp. 270-275; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., ClassTalk: A classroom communication system for active learning (1996) Journal of Computing In Higher Education, 7 (2), pp. 3-47; Duncan, D., Clickers in the Classroom (2005) Upper Saddle River, , NJ, Pearson; Epstein, L.C., (2002) Thinking Physics, , San Francisco, Insight Press; Fink, L.D., (2003) Creating Significant Learning Experiences, , San Francisco, Jossey-Bass; Hake, R.R., Interactive engagement versus traditional methods: A 6,000 survey of mechanics test data for introductory physics course (1998) American Journal of Physics, 66 (1), pp. 64-74; Hestenes, D., Wells, M., A mechanics baseline test (1992) The Physics Teacher, 30 (3), pp. 159-165; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30 (3), pp. 141-158; Mazur, E., Peer instruction: A user's manual (1997) Upper Saddle River, , NJ, Prentice Hall; (2004) 1st International Conference on Mechanics' Worldwide 2004: Buildings, books and beyond, , Mechanics' Worldwide Swinburne University of Technology, Prahan, Melbourne; Moore, T.A., (2003) Six ideas that changed physics, , (2nded.). New York: McGraw-Hill; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies In Higher Education, 28 (4), pp. 457-473; Novak, G.M., Patterson, E.T., Garvin, A.D., Christian, W., Just-in-Time teaching: Blending active learning with Web technology (1999) Upper Saddle River, , NJ, Prentice-Hall; O'Kuma, T.L., Maloney, D.P., Hieggelke, C.J., (2000) Ranking task exercises in physics, , Upper Saddle River, NJ, Prentice-Hall; Rust, C., (2001) A briefing on assessment of large groups, , (LTSN Generic Centre Assessment Series, No.12). York: LTSN","Boyle, J.; University of StrathclydeUnited Kingdom",,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-67650228500
Horowitz H.M.,56111416500;,ARS evolution: Reflections and recommendations,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,53,63,,7.0,10.4018/978-1-59140-947-2.ch004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-49849083004&doi=10.4018%2f978-1-59140-947-2.ch004&partnerID=40&md5=bbf36d7ad8d401beb42a1df398cdb14c,"Socratec, Inc., United States","Horowitz, H.M., Socratec, Inc., United States","This chapter describes my 25-year journey and experience with audience response systems (ARS), starting with my first realization of the potential of ARS while teaching at a University as an adjunct professor. A synopsis of the initial ARS experiment conducted in the mid-1980s at IBM's Management Development Center serves as a baseline. The conclusions from this study justified the use of keypads in the classroom at IBM, and after publication, set the stage for the growth of the ARS industry. The ARS activities pursued after retiring from IBM in 1988 are described, including the advances that my companies made in software, graphics, and keypad technology, which we incorporated into our products. Finally, the chapter offers 10 recommendations for higher quality questions developed by ARS users. I conclude that these recommendations are critical prerequisites to the continued growth of the ARS industry in academia. © 2006, Idea Group Inc.",,,,,,,,,,,,,,"Horowitz, H. M.; Socratec, Inc.United States",,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-49849083004
"Sorensen C.M., Churukian A.D., Maleki S., Zollman D.A.",7102879100;6507349859;7003972593;6603342306;,The New Studio format for instruction of introductory physics,2006,American Journal of Physics,74,12,,1077,1082,,22.0,10.1119/1.2358999,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33845743428&doi=10.1119%2f1.2358999&partnerID=40&md5=7d614f1f2fd6b363b7863f69d9ab574b,"Department of Physics, Kansas State University, Manhattan, KS 66506-2601, United States; Department of Physics, Concordia College, Moorhead, MN 56562, United States","Sorensen, C.M., Department of Physics, Kansas State University, Manhattan, KS 66506-2601, United States; Churukian, A.D., Department of Physics, Concordia College, Moorhead, MN 56562, United States; Maleki, S., Department of Physics, Kansas State University, Manhattan, KS 66506-2601, United States; Zollman, D.A., Department of Physics, Kansas State University, Manhattan, KS 66506-2601, United States","We have developed the New Studio format of instruction for improved conceptual learning while retaining problem-solving skill development in large, first-year physics courses. This format retains the large lecture, but combines traditional recitation and laboratory instruction. The New Studio format integrates simplified laboratories with assigned homework problems to integrate conceptual and problem-solving skills. The studio format combines 2 hours of lecture with 4 hours of studio each week. The studio is taught for 2 hours twice per week, and consists of up to 40 students working in groups of four at tables equipped with modern instructional technology and apparatus. The group setting allows for peer instruction and development of group skills. The combination of traditional lecture with the studio format enables a research-oriented physics department with a large service teaching load to implement research-based pedagogy. Student gains on the Force Concept Inventory were similar to other courses taught by interactive engagement methods. © 2006 American Association of Physics Teachers.",,,,,,,,,,,,,"Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66, pp. 64-74; Laws, P.W., Calculus-based physics without lectures (1991) Phys. Today, 44 (12), pp. 24-31; Beichner, R.J., Student-centered activities for large-enrollment university physics (SCALE UP) (1999) Proceedings of the Sigma Xi Forum on the Reform of Undergraduate Education, pp. 43-52; Wilson, J.M., The CUPLE physics studio (1994) Phys. Teach., 32, pp. 518-523; Halliday, D., Resnick, R., Walker, J., (1997) Fundamentals of Physics, 5th Ed., , Wiley, New York; McDermott, L.C., Redish, E.F., Resource letter: PER-1: Physics education research (1999) Am. J. Phys., 67, pp. 755-767; Halloun, I.A., Hestenes, D., The initial knowledge state of college physics students (1985) Am. J. Phys., 53, pp. 1043-1055; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; Thornton, R.K., Sokoloff, D.R., Learning motion concepts using real-time microcomputer-based laboratory tools (1990) Am. J. Phys., 58, pp. 858-867; Felder, R.M., Woods, D.R., Stice, J.E., Rugarcia, A., The future of engineering education, II. Teaching methods that work (2000) Chem. Eng. Educ., 34, pp. 26-39; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, 2nd Ed., , Earlbaum, Hillsdale, NJ","Sorensen, C.M.; Department of Physics, Kansas State University, Manhattan, KS 66506-2601, United States",,,,,,,,00029505,,,,English,Am. J. Phys.,Conference Paper,Final,,Scopus,2-s2.0-33845743428
"Filho J.R., Gomes N.P.",55504227600;55538892100;,e-Voting in Brazil: Exacerbating alienation and the digital divide,2006,"Proceedings of the European Conference on e-Government, ECEG",,,,377,383,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84871670244&partnerID=40&md5=060a1b0a9dec3545ca163cd9e18e7cb2,"Universidade Federal da Paraíba, João Pessoa, Brazil; Universidade Federal de Pernambuco, Recife, Brazil","Filho, J.R., Universidade Federal da Paraíba, João Pessoa, Brazil; Gomes, N.P., Universidade Federal de Pernambuco, Recife, Brazil","A reliable and trustful voting system is an important and efficient component of democracy and election administration. Despite of some faults of the traditional or manual voting system, the literature has shown that the existing technology is not sufficient for the development of a reliable and trustful voting system. Brazil was the first country to anticipate and conduct a large-scale election using e-Voting technology, but there is no evidence that the introduction of this technology has contributed to reduce the so-called 'democratic deficit'. In this work, we point out that the discourse of digital divide has to be reframed to be critical and reflexive of the digital inequities in the context of social inequities. The dominant and simplistic approach to digital divide 'fails to capture the full picture of inequity and alienation', because it is based on 'equality of physical access' and not on 'equity of access' and social justice. Voters need to use information technology to become engaged citizens by connecting not only to the acting of voting, but also to engagement to education, health care, and to other commitments to public life. In addition to eliminating vote buying, voter intimidation and fraudulent voting, any reform of the electoral system should consider deeper change in political and economic structures. An electronic voting system should be thought of more broadly in the context of citizen participation and civic engagement and not just as a tool developed or acquired behind closed doors. By comparing investments in e-Voting technology with other social programs in Brazil, an attempt is made in this work to demonstrate that e-Voting is exacerbating the digital divide and alienation, serving the interests of elite groups, including members of the Electoral Justice, that historically have had an important role in 'recycling old inequities'.",Alienation; Digital divide; e-Voting; Election; Electoral system,Alienation; Digital divide; E-Voting; Election; Electoral systems; Economics; Government data processing; Health care; Information technology; Voting machines,,,,,,,,,,,"Couldry, N., (2002) The Forgotten Digital Divide Researching Social Exclusion/Inclusion in the Age of Personalised Media, , http://cms.mit.edu/conf/mit2/Abstracts/NickCouldry.pdf, Online, Accessed: 10.09.2005; Douglas, K., (2003) New Technologies and Alienation: Some Critical Reflections, , http://www.gseis.ucla.edu/faculty/kellner, Online; Gorski, P., Education equity and the digital divide (2005) AACE Journal, 13 (1), pp. 3-45; Hacker, K.L., Hanson, S.M., Ethical gaps in studies of the digital device (2003) Ethics and Information Technology, 5 (2), pp. 99-115; Analysis of an Electronic Voting System, , www.jhu.edu/news_info/home03/jul03/rubin.html, Johns Hopkins Study, Available, Access: 10.12.2004; Kapa, M., Secrecy and Transparency in Lesothos's General Elections (2003) African Security Review, 12 (4), pp. 69-76; Levin Murray, B., (1971) The Alienated Voter, , New York: Irvington; Maneschy, O., Burla Eletrǒnica (2002) Rio de Janeiro. Fundação Alberto Pasqualini; Oostveen, A.-M., van den Besselaar, P., Ask no Questions and Be told No Lies-Security of computer-based voting systems: user's trust and perceptions (2004) EICAR 2004 Conference CD-Rom, Copenhagen; Riera, A.J., Advanced Security to Enable Trustworthy Electronic Voting (2003) ECEG Proceedings; Rodrigues-filho, J., Gomes, N.P., (2006) The Costs of E-Voting in Brazil-Reinforcing the Digital Divide and Undermining Democracy, , Submitted to publication; (2001) Residual Votes Attributable to Technology-An assessment of the Reliability of Existing Voting Equipment, , http://www.vote.caltech.edu/, The Caltech/MIT Voting Technology Project, Online; Building Consensus on Election Reform-Forum on Election Reform, , http://www.constitutionproject.org/en/CPReport.pdf, The Constitution Project, Available; ttp://www.vote.caltech.edu/Reports/index.html, Accessed: 10.02.2004; (2004) Report on TI Corruption Barrometer-2004, , www.transparency.org/pressreleases_archive/, Transparency International, Online, Accessed: 10.12.2005; Ullman, E., (2000) Twilight of the crypto-geeks, , http://www.salon.com/tech/feature/2000/04/13/liberations, Online; Xenakis, A., Macintoshi, A., Procedural Security in Electronic Voting (2004) Proceedings of the 37th Hawai International Conference on Systems Sciences; Warren Donald, I., (1976) The Radical Center: Middle America and the Politics of Alienation, , Notre Dame, Ind.: University of Notre Dame Press; Warschauer, M., Reconceptualizing the digital divide First Monday, 7 (7). , http://firstmonday.org/issues/7_7/warschauer/, Accessed: 15 Aug 2005; Wise, C., Election Administration In Crisis: An Early Look At Lessons From Bush Versus Gore (2001) 61 Public Administration Review 2 (March/April 2001), p. 131","Filho, J.R.; Universidade Federal da Paraíba, João Pessoa, Brazil; email: jrodrigues-filho@uol.com.br",,,,"6th European Conference on e-Government, ECEG 2006",27 April 2006 through 28 April 2006,Marburg,94351.0,20491034,1905305184; 9781905305186,,,English,"Proc. European Conf. on e-Gov., ECEG",Conference Paper,Final,,Scopus,2-s2.0-84871670244
[No author name available],[No author id available],"12th Americas Conference on Information Systems, AMCIS 2006, Volume 4",2006,"Association for Information Systems - 12th Americas Conference On Information Systems, AMCIS 2006",4,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84870376895&partnerID=40&md5=502da7ef3872a1bd1026a1a80d3e7719,,,"The proceedings contain 77 papers. The special focus in this conference is on information systems, technologies, the developments of technologies and engineering in America. The topics include: multitechnology interactions in mobile telecommunications markets; consumer and business owner attitudes to text marketing; a study of mobile internet usage from utilitarian and hedonic user tendency perspectives; a visual data mining approach to understanding students using computer-based learning technology; assessment plans and writing across the MIS curriculum; importance of diversified leadership roles in improving team effectiveness in a virtual collaboration learning environment; a multi-method evaluation of the implementation of a student response system; inhibitors and influencers of rural students' technology-related career choices; role of expectation confirmation/disconfirmation on intention to use course management systems; reasons for reorganization of software application hosting and its connection to resilience in software and processes; developing a framework for the assessment of e-government initiatives; some lessons from federal web-based inter-organizational information integration initiatives; reflections on teaching enterprise architecture to graduate students; towards using visual process models to control enterprise systems functionalities; a procedural model for enterprise-wide authorization architecture; information technology architecture as a competitive advantage-yielding resource; insights from the world's fastest SAP R/3 implementation and evolutions of the work environment and work practices in a post ERP implementation context.",,,,,,,,,,,,,,,,,,"12th Americas Conference on Information Systems, AMCIS 2006",4 August 2006 through 6 August 2006,Acapulco,92965.0,,9781604236262,,,English,"Assoc. Inf. Sys. - Amer. Conf. Inf. Sys., AMCIS",Conference Review,Final,,Scopus,2-s2.0-84870376895
Kitto K.L.,7004169181;,"Transforming a traditional introductory materials engineering course to an active, learner centered environment using computer based technology tools",2006,Proceedings of the ASME Design Engineering Technical Conference,2006,,,,,10.0,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33751344748&partnerID=40&md5=4d1b0de94d19ced4bdc563c4cfe0f8de,"Western Washington University, Bellingham, WA 98225, United States","Kitto, K.L., Western Washington University, Bellingham, WA 98225, United States","Over the past three years, the Introduction to Materials Engineering and Science course at Western Washington University has been transformed from a traditional lecture delivery format course to an active, ""learner centered"" environment course. Several computer based technology tools have been used to make that transition possible. A Classroom Response System (CRS), the BlackBoard® Course Management System, MP3 audio files, and narrated, archived PowerPoint presentations have all been used to make better connections to the students and to make the course active and concept based. The initial assessment data is encouraging in that it shows improving student scores on traditional exam questions for classical problems, students more involved in their own learning, students rating teacher involvement and understanding of their needs higher, and a deeper conceptual understanding of the course material. In addition, the students were able to complete a much more challenging design problem at the end of the term. The drawback, of course, is that transforming the course and incorporating all these computer tools, active learning exercises and conceptual/peer learning into the course consumes an enormous amount of development time. Given that the potential gains for the students are really quite large and given that the technology used is already transforming our communication environment, the investment is a worthy one for any faculty member. This paper describes not only the specifications for the computer technology tools, but it also explains the needed development activities also necessary for reshaping the course, especially those needed for a concept based course. This approach is innovative because it combines the more traditional transformation approach to active learning with a computer tool centric approach to active and conceptual learning. Copyright © 2006 by ASME.",Concept questions; CRS; Materials engineering; MP3s (audio files); Peer learning,Concept questions; Materials engineering; MP3 audio files; Peer learning; Curricula; File organization; Information technology; Learning systems; Materials science,,,,,,,,,,,"Bloom, B.S., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain, , Longmans, Green; Mazur, E., Peer Instruction: A User's Manual, , Prentice Hall, New Jersey; Krause, S., Decker, C., Griffin, Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses (2003) Frontiers in Education Conference, , T3D-7; Beatty, I.D., Gerace, W.J., Leonard, W.J., Dufresne, R.J., Designing effective questions for classroom response system teaching (2006) American Journal of Physics, 74 (1), pp. 31-39. , January; Ellis, G.W., Mikic, B., Rudnitsky, A.R., Getting the big picture in engineering: Using narratives and conceptual maps (2003) Proceedings of the 2003 American Society for Engineering Education Annual Conference and Exposition, , Nashville, TN; Ellis, Scordilis, Cooke, New pedagogical approaches in engineering mechanics yield increased student understanding, confidence and commitment (2003) Frontiers in Education Conference; Huba, M.E., Freed, J.E., (2000) Learner-centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, , Allyn and Bacon, Boston, MA; (2000) How People Learn: Brain, Mind, Experience and School, , http://books.nap.edu/books/0309070368/html/, National Research Council Commission on Behavioral and Social Sciences and Education, Commission of Behavioral and Social Sciences and Education, Washington, DC, on-line free access; Bonwell, C., Eison, J., (1991) Active Learning: Creating Excitement in the Classroom, ASHE-ERIC Higher Education Report Number 1, , The George Washington University, School of Education and Human Development, Washington, DC; Felder, R.M., Brent, R., Navigating the bumpy road to student-centered instruction (1996) College Teaching, pp. 43-47; Hake, R.R., Interactive-engagement vs. Traditional methods: A six- thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Richards, L.G., German, M., Scherer, W.T., Landel, R., Promoting active learning with cases and instructional modules (1995) Journal of Engineering Education, 84 (4), pp. 375-381; Campbell, G., There's something in the air, podcasting in education (2005) EDUCAUSE Review, pp. 33-46. , November/December; Herrington, J., Ten Tips for Improving Your Podcasts, , http://digitalmedia.oreilly.com/pub/a/oreilly/digitalmedia/2005/08/10/ improvingpodcasts.html; Eisenberg, A., From your living room to the world, via podcast (2005) The New York Times, pp. 3.8. , October 30; Oakley II, B., Podcasting IEEE Education Society 2006 Distinguished Lecture, , Presentation 3; htlp://www.mindtools.com/mnemlsty.html; Bond, P., Apple reports best quarter ever on ipod sales (2006) The Hollywood Reporter, , January 19; http://www.microsoft.com/education/PPTTutorial.mspx","Kitto, K.L.; Western Washington University, Bellingham, WA 98225, United States; email: Kathleen.Kitto@wwu.edu",,,,"2006 ASME International Design Engineering Technical Conferences and Computers and Information In Engineering Conference, DETC2006",10 September 2006 through 13 September 2006,"Philadelphia, PA",68587.0,,079183784X; 9780791837849,,,English,Proc. ASME Des. Eng. Tech. Conf.,Conference Paper,Final,,Scopus,2-s2.0-33751344748
"Stein P.S., Challman S.D., Brueckner J.K.",12791538000;15070042400;7006247667;,Using audience response technology for pretest reviews in an undergraduate nursing course,2006,Journal of Nursing Education,45,11,,469,473,,51.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33751216845&partnerID=40&md5=293eea418feca1a298709b1aee32b0c0,"Department of Anatomy and Neurobiology, University of Kentucky College of Medicine, Lexington, KY, United States; University of Kentucky College of Dentistry, Lexington, KY, United States; Department of Anatomy and Neurobiology, University of Kentucky College of Medicine, Chandler Medical Center, Lexington, KY, United States; Department of Anatomy and Neurobiology, University of Kentucky Medical Center, Chandler Medical Center, Lexington, KY 40536-0298, United States","Stein, P.S., Department of Anatomy and Neurobiology, University of Kentucky College of Medicine, Lexington, KY, United States, Department of Anatomy and Neurobiology, University of Kentucky Medical Center, Chandler Medical Center, Lexington, KY 40536-0298, United States; Challman, S.D., University of Kentucky College of Dentistry, Lexington, KY, United States; Brueckner, J.K., Department of Anatomy and Neurobiology, University of Kentucky College of Medicine, Chandler Medical Center, Lexington, KY, United States","Implementing strategies to promote classroom interaction has been shown to enhance learning. In this study, we used an audience response system (ARS), an emerging technology, to actively engage students in examination reviews in an undergraduate nursing anatomy and physiology course. The reviews, set up as a pretest of 25 questions in a format similar to that of the game Jeopardy!®, were used before six of the eight examinations. Average scores of the class on examinations preceded by the interactive ARS review were compared with those on examinations preceded by the more traditional, lecture-style review; no significant improvement due to ARS use was found. However, results from a student satisfaction survey about ARS use demonstrated positive attitudes and perceived benefit from this interactive technology.",,"education; educational model; human; methodology; nursing education; nursing student; pilot study; reinforcement; review; teaching; Computer-Assisted Instruction; Education, Nursing, Baccalaureate; Educational Measurement; Humans; Knowledge of Results (Psychology); Models, Educational; Pilot Projects; Students, Nursing; Teaching",,,,,,,,,,,"Bloom, K.C., Trice, L.B., Let the games begin (1994) Journal of Nursing Education, 33, pp. 137-138; Butler, J.A., Use of teaching methods within the lecture format (1992) Medical Teacher, 14, pp. 11-25; Cowen, K.J., Tesh, A.S., Effects of gaming on nursing students' knowledge of pediatric cardiovascular dysfunction (2002) Journal of Nursing Education, 41, pp. 507-509; Davis, D., O'Brien, M.A., Freemantle, N., Wolf, F.M., Mazmanian, P., Taylor-Vaisey, A., Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? (1999) Journal of the American Medical Association, 282, pp. 867-874; Eggert, C.H., West, C.P., Thomas, K.G., Impact of an audience response system (2004) Medical Education, 38, p. 576; Feden, P.D., About instruction: Powerful new strategies worth knowing (1994) Educational Horizons, 73, pp. 18-24; Gibbs, G., Habeshaw, S., Habeshaw, T., Improving student learning during lectures (1987) Medical Teacher, 9, pp. 11-20; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Medical Education, 38, p. 575; Johnson, J.T., Creating learner-centered classrooms: Use of an audience response system in pediatric dentistry education (2005) Journal of Dental Education, 69, pp. 378-381; Kraft, R.G., Group-inquiry turns passive students active (1985) College Teaching, 33, pp. 149-154; Latessa, R., Mouw, D., Use of an audience response system to augment interactive learning (2005) Family Medicine, 37, pp. 12-14; Lewis, D.J., Saydak, S.J., Mierzwa, I.P., Robinson, J.A., Gaming: A teaching strategy for adult learners (1989) The Journal of Continuing Education in Nursing, 20, pp. 80-84; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: Using personal digital assistants as a classroom polling tool (2004) Journal of the American Medical Informatics Association, 11 (3), pp. 217-220; Nasmith, L., Steinert, Y., The evaluation of a workshop to promote interactive lecturing (2001) Teaching and Learning in Medicine, 13, pp. 43-48; Papp, K.K., Miller, F.B., The answer to stimulating lectures is the question (1996) Medical Teacher, 18, pp. 147-149; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Medical Teacher, 22, pp. 237-239; Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Family Medicine, 36, pp. 496-504; Schoenly, L., Teaching in the affective domain (1994) The Journal of Continuing Education in Nursing, 25, pp. 209-212; Steinert, Y., Snell, L.S., Interactive lecturing: Strategies for increasing participation in large group presentations (1999) Medical Teacher, 21, pp. 37-42; Stern, S.B., Cooper, S.S., Creative teaching strategies (1989) The Journal of Continuing Education in Nursing, 20, pp. 95-96; Trapskin, P.J., Smith, K.M., Armistead, J.A., Davis, G.A., Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students (2005) American Journal of Pharmaceutical Education, 69, pp. 190-197; Turpin, D.L., Enhance learning with an audience response system (2003) American Journal of Orthodontics and Dentofacial Orthopedics, 124, p. 607","Stein, P.S.; Department of Anatomy and Neurobiology, University of Kentucky Medical Center, Chandler Medical Center, Lexington, KY 40536-0298, United States; email: pam.stein@uky.edu",,,,,,,,01484834,,,17120866.0,English,J. Nurs. Educ.,Review,Final,,Scopus,2-s2.0-33751216845
Fisher C.M.,22952898800;,Automated classroom response systems: Implications for sexuality education and research,2006,American Journal of Sexuality Education,1,4,,23,31,,1.0,10.1300/J455v01n04_03,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33845758529&doi=10.1300%2fJ455v01n04_03&partnerID=40&md5=471ecf169e3bc7974bb75b4b601ea7a8,"Human Sexuality Studies Masters Program, San Francisco State University, United States; Biology Department, United States; San Francisco State University, Franciscan Building, 1600 Holloway Avenue, San Francisco, CA 94132, United States","Fisher, C.M., Human Sexuality Studies Masters Program, San Francisco State University, United States, Biology Department, United States, San Francisco State University, Franciscan Building, 1600 Holloway Avenue, San Francisco, CA 94132, United States","Since the time of Kinsey, sexuality education courses in colleges across the country have drawn large numbers of co-eds to their rosters. As educators move beyond discussions about the facts of anatomy, physiology, and biology, they increasingly look to technological advances to further the art of teaching. Taking a conversational approach to sexuality education, the author discusses a new technology, Automated Classroom Response Systems (ACRS), which can be used to stimulate conversations on sensitive and controversial topics in large (100+) classrooms. Areview of implementation strategies and technical considerations of ACRS technology follows. A final note on the potential for sexuality research with large survey samples concludes the essay. Copyright © by The Haworth Press, Inc. All rights reserved.",Abortion; Dialogical method; Educational technology; Male circumcision; Pedagogy; Same-sex marriage; Sexuality education,,,,,,,,,,,,"Auleb, A., (2004) Human Sexuality: Lecture Guide and Workbook, , San Francisco: Edan; Ellsworth, E., Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy (1989) Harvard Educational Review, 59 (3), pp. 43-70; Freire, P., (2003) Pedagogy of the Oppressed: 30th Anniversary Edition, , New York: Continuum International; Humphreys, L., (1975) Tearoom Trade: Impersonal Sex in Public Spaces, , New York: Aldine De Gruyter; Schuman, H., Sense and nonsense about surveys (2002) Contexts, pp. 40-47. , Summer","Fisher, C.M.; San Francisco State University, Franciscan Building, 1600 Holloway Avenue, San Francisco, CA 94132, United States; email: cfisher@sfsu.edu",,,,,,,,15546128,,,,English,Am. J. Sex. Educ.,Review,Final,,Scopus,2-s2.0-33845758529
"Lowry P.B., Romano Jr. N.C., Guthrie R.",7102105723;7005388135;7202684833;,Explaining and predicting outcomes of large classrooms using audience response systems,2006,Proceedings of the Annual Hawaii International Conference on System Sciences,1,, 1579299,,,,5.0,10.1109/HICSS.2006.173,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33749601303&doi=10.1109%2fHICSS.2006.173&partnerID=40&md5=c6e3c5f00c5a50a16a079de46c5b3f21,"Information Systems Department, Marriott School, Brigham Young University, United States; Department of Management Science and IS, Spears School of Business, Oklahoma State University, United States; California State Polytechnic University, Pomona, United States","Lowry, P.B., Information Systems Department, Marriott School, Brigham Young University, United States; Romano Jr., N.C., Department of Management Science and IS, Spears School of Business, Oklahoma State University, United States; Guthrie, R., California State Polytechnic University, Pomona, United States","Audience Response Systems (ARS) are a technologies that show promise in helping large groups or classrooms be more effective. We explore the phenomenon of large-group process interactivity in interpersonal computer-mediated communication in the specific case of large classrooms. We develop a general theoretical model of interactive media and then extend it to ARS and develop testable hypotheses regarding how interactivity affects, efficiency, communication quality, status effects and both process and outcome satisfaction in large classrooms. We then present the method and results of a theory-driven quasi-experiment comparing a classroom using ARS to a traditional classroom across two academic quarters. The results reveal that ARS when applied to a large classroom has several advantages over a traditional lecture format of instruction. © 2006 IEEE.",,Audience response systems; Communication quality; Computer mediated communication; Large group process interactivity; Distance education; Interactive computer systems; Numerical methods; Wireless telecommunication systems; Learning systems,,,,,,,,,,,"Adrianson, L., Hjelmquist, E., Group processes in face-to-face and computer-mediated Communication (1991) Behavior & Information Technology, 10, pp. 281-296; Burgoon, J., Burgoon, M., Broneck, K., Alvaro, E., Nunamaker Jr., J.F., Effects of synchronicity and proximity on group communication (2002) Annual Convention of the National Communication Association, , New Orleans, LA; Burgoon, J.K., Bonito, J.A., Bengtsson, B., Ramirez Jr., A., Dunbar, A.E., Miczo, N., Testing the interactivity model: Communication processes, partner assessments, and the quality of collaborative work (2000) Journal of Management Information Systems (JMIS), 16, pp. 33-56; Burgoon, J.K., Bonito, J.A., Ramirez Jr., A., Dunbar, N., Kam, K., Fischer, J., Testing the interactivity principle: Effects of mediation, propinquity, and verbal and nonverbal modalities in interpersonal interaction (2002) Journal of Communication, 52, pp. 657-677; Connolly, T., Jessup, L.M., Effects of anonymity and evaluative tone on idea generation in computer-mediated groups (1990) Management Science, 36, pp. 689-703; Davison, R.M., An instrument for measuring meeting success (1997) Information and Management, 32, pp. 163-176; Dennis, A.R., Information exchange and use in group decision making: You can lead a group to information, but you can't make it think (1996) Management Information Systems Quarterly, 20, pp. 433-457; Dennis, A.R., Information exchange and use in small group decision-making (1996) Small Group Research, 27, pp. 532-550; Dennis, A.R., Haley, B.J., Vandenberg, R.J., A meta-analysis of effectiveness, efficiency, and participant satisfaction in group support systems research (1996) 17th International Conference on Information Systems, , Cleveland, OH; Dennis, A.R., Valacich, J.S., Computer brainstorms: More heads are better than one (1993) Journal of Applied Psychology, 78, pp. 531-537; Dennis, A.R., Williams, M.L., (2002) Electronic Brainstorming: Theory, Research and Future Directions (TR116-1), pp. 1-34. , Bloomington, IN: Indiana University; Dennis, A.R., Wixom, B.H., Vandenberg, R.J., Understanding fit and appropriation effects in group support systems via meta-analysis (2001) Management Information Systems Quarterly, 25, pp. 167-193; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Gahr, A.A., Cooperative chemistry (2003) Journal of College Science Teaching, 32, pp. 311-315; Gallupe, R.B., Dennis, A.R., Cooper, W.H., Valacich, J.S., Bastianutti, L.M., Nunamaker Jr., J.F., Electronic brainstorming and group size (1992) Academy of Management Journal, 35, pp. 350-369; George, J.F., Easton, G., Nunamaker, J.F., Northcraft, G., A study of collaborative group work with and without computer-based support (1990) Information Systems Research, 1, pp. 394-415; Ghani, J.A., Supnick, R., Rooney, P., The experience of flow in computer-mediated and face-to-face groups (1991) Twelfth International Conference on Information Systems, , New York, NY; Guthrie, R.W., Carlin, A., Using technology to engage passive listeners (2004) The International Principal, 8; Ha, L., James, E.L., Interactivity reexamined: A baseline analysis of early business web sites (1998) Journal of Broadcasting and Electronic Media, 42, pp. 457-474; Hackman, J., Kaplan, R., Interventions into group processes: An approach to improve the effectiveness of groups (1974) Decision Sciences, 5, pp. 459-480; Hackman, J.R., The design of work teams (1987) Handbook of Organizational Behavior, pp. 315-342. , J. Lorsch, Ed. New York, NY: Prentice Hall; Heeter, C., Implications of new interactive technologies for conceptualizing communication (1989) Media Use in the Information Age: Emerging Patterns of Adoption and Consumer Use, pp. 221-225. , J. L. Salvaggio and J. Bryant, Eds. Hillsdale, NJ: Lawrence Erlbaum Associates; Khalifa, M., Liu, V., Satisfaction with Internet-based services: The role of expectations and desires (2003) International Journal of Electronic Commerce, 7, pp. 31-49; Kulik, J.A., Kulik, C.-L.C., Timing of feedback and verbal learning (1988) Review of Educational Research, 58, pp. 79-97; Liu, Y., Developing a scale to measure the interactivity of websites (2003) Journal of Advertising Research, 43, pp. 207-218; Liu, Y., Shrum, L.J., What is interactivity and is it always such as good thing? Implications of definition, person, and situation for the influence of interactivity or advertising influence (2002) Journal of Advertising, 31, pp. 53-64; Marbach-Ad, G., Sokolove, P.G., The use of e-Mail and in-class writing to facilitate student-instructor interaction in large-enrollment traditional and active learning classes (2002) Journal of Science Education and Technology, 11, pp. 109-119; McKinney, V., Kanghyun, Y., Zahedi, F.M., The measurement of web-customer satisfaction: An expectation and disconfirmation approach (2002) Information Systems Research (ISR), 13, pp. 296-315; Nunamaker Jr., J.F., Briggs, R.O., Lessons from a dozen years of group support systems research: A discussion of lab and field findings (1997) Journal of Management Information Systems, 13, pp. 163-207; Ovans, A., Is your website socially savvy? (1999) Harvard Business Review (HBR), 77, pp. 20-21; Rafaeli, S., Interactivity: From new media to communication (1988) Advancing Communication Science: Merging Mass and Interpersonal Processes, pp. 110-134. , R. Hawkins, J.Weimann, and S. Pingree, Eds. Newbury Park, CA: Sage; Shapiro, J.A., Student response found feasible in large science lecture hall (1997) Journal of College Science Teaching, 26, pp. 408-412; Souren, P., Seetharaman, P., Ramamurthy, K., User satisfaction with system, decision process, and outcome in GDSS based meeting: An Experimental Investigation (2004) 37th Annual Hawaii International Conference on System Sciences (HICSS'04), , Kona, HI; Spreng, R.A., MacKenzie, S.B., Olshavsky, R.W., A Reexamination of the determinants of consumer satisfaction (1996) Journal of Marketing, 60, pp. 15-32; Steiner, I.D., (1972) Group Process and Productivity, , New York, NY: Academic Press; Tan, B., Wei, K.-K., Lee-Partridge, J.-E., Effects of facilitation and leadership on meeting outcomes in a group support system environment (1999) European Journal of Information Systems, 8, pp. 232-246; Trochim, W.M.K., (2001) The Research Methods Knowledge Base, , Cincinnati, OH: Atomic Dog Publishing; Valacich, J.S., Dennis, A.R., Connolly, T., Idea generation in computer-based groups: A new ending to an old story (1994) Organizational Behavior and Human Decision Processes, 57, pp. 448-467; Valacich, J.S., Dennis, A.R., Nunamaker Jr., J.F., Group size and anonymity effects on computer-mediated idea generation (1992) Small Group Research, 23, pp. 49-73; Weisband, S., Scheidner, S.K., Connolly, T., Computer-mediated communication and social information: Status salience and status differences (1995) Academy of Management Journal, 38, pp. 1124-1151; Wright, B.M., Barker, J.R., Cordery, J.L., Maue, B.E., The ideal participative state: A prelude to work group effectiveness (2003) Journal of Business & Management, 9, pp. 171-189; Zietz, J., Cochran, H.H.J., Containing cost without sacrificing achievement: Some evidence from college-level economics classes (1997) Journal of Education Finance, 23, pp. 177-192","Lowry, P.B.; Information Systems Department, Marriott School, Brigham Young University, Provo, UT, United States; email: Paul.Lowry@BYU.edu",,,,"39th Annual Hawaii International Conference on System Sciences, HICSS'06",4 January 2006 through 7 January 2006,"Kauai, HI",68265.0,15301605,0769525075; 9780769525075,,,English,Proc. Annu. Hawaii Int. Conf. Syst. Sci.,Conference Paper,Final,,Scopus,2-s2.0-33749601303
Skiba D.J.,7004242802;,Got large lecture hall classes? Use clickers,2006,Nursing Education Perspectives,27,5,,278,280,,26.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33749654414&partnerID=40&md5=d28bf12d31da6b7bf8db3cc0db12725e,,"Skiba, D.J.",[No abstract available],,"adaptive behavior; attention; audiovisual equipment; computer interface; cooperation; health personnel attitude; health service; human; interpersonal communication; methodology; nursing education; nursing student; psychological aspect; public relations; quality control; short survey; teaching; utilization review; Attention; Attitude of Health Personnel; Audiovisual Aids; Benchmarking; Communication; Computer-Assisted Instruction; Cooperative Behavior; Education, Nursing, Baccalaureate; Faculty, Nursing; Feedback, Psychological; Health Services Needs and Demand; Humans; Interprofessional Relations; Students, Nursing; User-Computer Interface",,,,,,,,,,,"Chickering, A.W., Gamson, Z.F., Applying the seven principles for good practice in undergraduate education (1991) New Directions in Teaching and Learning, 47. , (Fall). San Francisco: Jossey Bass; Carnevale, D., Run class like a game show: 'Clickers' keep students involved (2005) The Chronicle of Higher Education, , http://chronicle.com/weekly/v51/i42/42b00301.htm, (June 24). [Online]; (2006) Audience Response Systems, , http://en.wikipedia.org/wiki/ Personal_Response_System#Audience_Response_Systems, Online; Johnson, C., Clickers in your classroom (2004) Wakonse-Arizona E-Newsletter, 3 (1). , http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm, (Fall). [Online]; Frey, B.A., Wilson, D.H., (2004) Student Response Systems: Low Threshold Applications, , http://zircon.mcli.dist.maricopa.edu/Ita/archives/Ita37.php, (March). [Online]; Horowitz, H.M., Student Response Systems: Interactivity in a Classroom Environment, , http://meeting-net.com/users/classroom_interactivity.pdf, (no date). IBM Corporate Education Center. [Online]",,,,,,,,,15365026,,,17036686.0,English,Nurs. Educ. Persp.,Short Survey,Final,,Scopus,2-s2.0-33749654414
"Streeter J.L., Rybicki F.J.",13103609900;6701427768;,Education techniques for lifelong learning: A novel standard-compliant audience response system for medical education,2006,Radiographics,26,4,,1243,1249,,14.0,10.1148/rg.264055212,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33746857250&doi=10.1148%2frg.264055212&partnerID=40&md5=cf9c2bd7761589a5276754c51909844c,"Department of Radiology, Brigham and Women's Hospital, 75 Francis St, Boston, MA 02115, United States","Streeter, J.L., Department of Radiology, Brigham and Women's Hospital, 75 Francis St, Boston, MA 02115, United States; Rybicki, F.J., Department of Radiology, Brigham and Women's Hospital, 75 Francis St, Boston, MA 02115, United States","Audience response systems (ARSs) have been suggested as a means to improve the effectiveness of didactic lectures, but their widespread use has been limited because of cost and complexity. The authors developed a simple, cost-effective ARS that relies completely on standard networking technology, is embedded easily into a PowerPoint presentation, and operates without the need for extensive server setup and configuration. A PowerPoint Add-in that capitalizes on WiFi (wireless fidelity) technology was created that allows lecturers to easily add interactive question and response slides to an existing PowerPoint presentation. In the system, audience members can submit responses by using any wireless network-enabled device (eg, laptop computer, cell phone). The system was designed to be easy to use, to be standard compliant, and to eliminate the high operating costs associated with current interactive ARSs. ©RSNA, 2006.",,"article; computer interface; computer network; human; interpersonal communication; medical education; methodology; practice guideline; standard; teaching; telecommunication; United States; Communication; Computer Communication Networks; Computer-Assisted Instruction; Education, Medical; Guidelines; Humans; Teaching; Telecommunications; United States; User-Computer Interface",,,,,,,,,,,"Schackow, T.E., Chavez, M., Loya, L., Friedman, M., Audience response system: Effect on learning in family medicine residents (2004) Fam Med, 36, pp. 496-504; Davis, D., O'Brien, M.A., Freemantle, N., Wolf, F.M., Mazmanian, P., Taylor-Vaisey, A., Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? (1999) JAMA, 282, pp. 867-874; Wireless LAN Medium Access Control (MAC) and Physical Layer (PHY) Specifications: Higher-speed Physical Layer Extension in the 2.4 GHz Band, , http://standards.ieee.org/getieee802/download/802.11b-1999.pdf, IEEE-SA Standards Board; Hake, R.R., Interactive engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses (1998) Am J Phys, 66, pp. 64-74; Eggert, C.H., West, C.P., Thomas, K.G., Impact of an audience response system (2004) Med Educ, 38, p. 576; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Med Teach, 22, pp. 237-239","Streeter, J.L.; Department of Radiology, Brigham and Women's Hospital, 75 Francis St, Boston, MA 02115, United States; email: jonstreeter@hotmail.com",,,,,,,,15271323,,,16844944.0,English,Radiographics,Review,Final,Open Access,Scopus,2-s2.0-33746857250
"Vail-Smith K., Blumell C., Elmore B.",6508358398;14057546600;14057955800;,"Using a ""classroom response system"" to improve active student participation in a large sexual health class",2006,American Journal of Sexuality Education,1,2,,47,54,,3.0,10.1300/J455v01n02_04,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33746854571&doi=10.1300%2fJ455v01n02_04&partnerID=40&md5=cc721338df29484baf59e5d3d9adba76,"Department of Health Education and Promotion, East Carolina University, Christenbury Gym, Greenville, NC 27858, United States","Vail-Smith, K., Department of Health Education and Promotion, East Carolina University, Christenbury Gym, Greenville, NC 27858, United States; Blumell, C., Department of Health Education and Promotion, East Carolina University, Christenbury Gym, Greenville, NC 27858, United States; Elmore, B., Department of Health Education and Promotion, East Carolina University, Christenbury Gym, Greenville, NC 27858, United States","Larger class sizes are often the solution to the greater enrollments and fewer resources that many colleges and universities face today. These large classes present special challenges to courses that were typically and most effectively taught in small, interactive and open settings. A ""Classroom Response System"" (CRS), an instructional tool that promotes student interaction by collecting, tabulating and displaying student responses to questions, can address this challenge. A survey of student attitudes in a large Sexual Health course indicate that students enjoy using a CRS and think it contributes positively to their learning experience. © 2006 by The Haworth Press, Inc. All rights reserved.",College students; Instructional technology; Sexuality education,,,,,,,,,,,,"Burnstein, R.A., Lederman, L.M., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39, p. 8; Guthrie, R.W., Carlin, A., Waking the dead: Using interactive technology to engage passive listeners in the classroom (2004) Proceedings of the Tenth Americas Conference on Information Systems, , New York, NY; Horowitz, H.M., (2005) Student Response Systems: Interactivity in a Classroom Environment, , http://meeting-net.com/users/classroom_int.eractivity.pdf, Unpublished manuscript, IBM Corporate Education Center. Retrieved July 10; Murphy, P., Riddle, R., (2003) Interactive Learning Tools and Techniques: Personal Response Systems, , http://cit.diike.edu/resourceguides/PersonalResponseSystems.pdf, Retrieved July 20, 2005; Thalheimer, W., (2003) The Learning Benefits of Questions, , http://www.worklearning.com/ma/PP_WP003.asp, Retrieved July 1, 2005","Vail-Smith, K.; Department of Health Education and Promotion, East Carolina University, Christenbury Gym, Greenville, NC 27858, United States; email: valsmithk@mail.ecu.edu",,,,,,,,15546128,,,,English,Am. J. Sex. Educ.,Review,Final,,Scopus,2-s2.0-33746854571
"Celeste R., Thornburgh D., Lin H., National Research Council",6603267627;6506100504;57191363836;,Asking the right questions about electronic voting,2006,Asking the Right Questions About Electronic Voting,,,,1,148,,7.0,10.17226/11449,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84989211534&doi=10.17226%2f11449&partnerID=40&md5=ce53bd25f12744bb435e1d3781a473cc,"Colorado College, United States; Kirkpatrick and Lockhart Nicholson Graham, LLP, United States","Celeste, R., Colorado College, United States; Thornburgh, D., Kirkpatrick and Lockhart Nicholson Graham, LLP, United States; Lin, H.; National Research Council","Many election officials look to electronic voting systems as a means for improving their ability to more effectively conduct and administer elections. At the same time, many information technologists and activists have raised important concerns regarding the security of such systems. Policy makers are caught in the midst of a controversy with both political and technological overtones. The public debate about electronic voting is characterized by a great deal of emotion and rhetoric. Asking the Right Questions About Electronic Voting describes the important questions and issues that election officials, policy makers, and informed citizens should ask about the use of computers and information technology in the electoral process--focusing the debate on technical and policy issues that need resolving. The report finds that while electronic voting systems have improved, federal and state governments have not made the commitment necessary for e-voting to be widely used in future elections. More funding, research, and public education are required if e-voting is to become viable. © 2006 by the National Academy of Sciences. All rights reserved.",,,,,,,,,,,,,"(2001) Elections: Perspectives on Activities and Challenges Across the Nation, , http://www.gao.gov/new.items/d023.pdf, GAO-02-3, October; (2004) Purged! How Flawed and Inconsistent Voting Systems Could Deprive Millions of Americans of the Right to Vote, , http://www.aclu.org/VotingRights/VotingRights.cfm?ID=16845&c=167, October; Priscilla, S., Five Years Later: A Re-assessment of Oregon's Vote by Mail Electoral Process (2004) Political Science and Politics, 98 (1), pp. 89-93; http://www.eac.gov/election_resources/02to.htm; McCormack, C., Elections: FYI 2004, Presidential General Election, November 2, 2004 An Informational Manual to the 2004 Presidential General Election for Media, , Community Organizations and Interested Citizens, Office of the Los Angeles Register-Recorder/County Clerk; http://www.bartleby.com/61/34/D0123400.html; Voting Equipment Summary by Type as of 11/02/2004, , http://www.electiondataservices.com/VotingSummary2004_20040805.pdf; http://www.usdoj.gov/crt/voting/misc/faq.htm; (2004) Florida Voter Registration System: Proposed System Design and Requirements, , http://election.dos.state.fl.us/hava/pdf/FVRSSysDesignReq.pdf, January 29; (2002) Cybersecurity Today and Tomorrow, Pay Now or Pay Later, , Washington, D.C.: National Academy Press; (2002) Cybersecurity Today and Tomorrow; David, W., University of California, Berkeley; Jonathan, N.W., The Butterfly Did It: The Aberrant Vote for Buchanan in Palm Beach County, Florida (2001) American Political Science Review, 95 (4), pp. 793-810; Fabrice, L., Electoral Fraud: Causes, Types, and Consequences (2003) Annual Reviews of Political Science, 6, pp. 233-256; Larry, S., Glenn, S., (1996) Dirty Little Secrets: The Persistence of Corruption in American Politics, , New York, N.Y.: Random House/Times Books; John, F., (2004) Stealing Elections: How Voter Fraud Threatens Our Democracy, , San Francisco, Calif.: Encounter Books; Douglas, J., Testing Voting Systems, , http://www.cs.uiowa.edu/~jones/voting/testing.shtml; Stephen, A., Charles, S., III, Residual Votes Attributable to Technology (2005) Journal of Politics, 67 (2); Stephen, A., Andrew, R., Recounts and the Accuracy of Vote Tabulations: Evidence from New Hampshire Elections 1946-2002 (2004) CalTech/MIT Voting Technology Project Working Paper, , http://www.vote.caltech.edu/media/documents/wps/vtp_wp11.pdf, January; Henry, B., (2003) Detailed Analysis of Punch card Performance in the Twenty Largest California Counties in 1996, 2000, , http://ucdata.berkeley.edu:7101/new_web/recall/20031996.pdf; John, T.B., Stephen, R.H., Why Is Total Cost of Ownership (TCO) Important? (2003) Darwin Magazine Online, , http://www.darwinmag.com/read/110103/question74.html, November; (2001) Voting: What Is, What Could Be?, , July; David, C., Secret-Ballot Receipts: True Voter-Verifiable Elections (2004) IEEE Security and Privacy, 2 (1), pp. 38-47. , January-February","Celeste, R.; Colorado CollegeUnited States",,,National Academies Press,,,,,,0309653940; 9780309100243,,,English,Asking the Right Quest. About Electron. Voting,Book,Final,,Scopus,2-s2.0-84989211534
"Van Leeuwen D.A., Martin A.F., Przybocki M.A., Bouten J.S.",9944020800;7404933275;7801553629;9942920400;,NIST and NFI-TNO evaluations of automatic speaker recognition,2006,Computer Speech and Language,20,2-3 SPEC. ISS.,,128,158,,43.0,10.1016/j.csl.2005.07.001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-29044433161&doi=10.1016%2fj.csl.2005.07.001&partnerID=40&md5=4009f7c83e211185a724aa3e8b07506e,"TNO Human Factors, Postbus 23, 3769 ZG Soesterberg, Utrecht, Netherlands; National Institute of Standards and Technology, Gaithersburg, United States; Netherlands Forensic Institute, The Hague, Netherlands","Van Leeuwen, D.A., TNO Human Factors, Postbus 23, 3769 ZG Soesterberg, Utrecht, Netherlands; Martin, A.F., National Institute of Standards and Technology, Gaithersburg, United States; Przybocki, M.A., National Institute of Standards and Technology, Gaithersburg, United States; Bouten, J.S., Netherlands Forensic Institute, The Hague, Netherlands","In the past years, several text-independent speaker recognition evaluation campaigns have taken place. This paper reports on results of the NIST evaluation of 2004 and the NFI-TNO forensic speaker recognition evaluation held in 2003, and reflects on the history of the evaluation campaigns. The effects of speech duration, training handsets, transmission type, and gender mix show expected behaviour on the DET curves. New results on the influence of language show an interesting dependence of the DET curves on the accent of speakers. We also report on a number of statistical analysis techniques that have recently been introduced in the speaker recognition community, as well as a new application of the analysis of deviance analysis. These techniques are used to determine that the two evaluations held in 2003, by NIST and NFI-TNO, are of statistically different difficulty to the speaker recognition systems.",,Evaluation; Pattern recognition systems; Speech synthesis; Statistical methods; Automatic speaker recognition; Speech duration; Training handsets; Speech recognition,,,,,,,,,,,"Przybocki, M.A., Martin, A., The 1999 NIST speaker recognition evaluation, using summed two-channel telephone data for speaker detection and speaker tracking (1999) Proceedings of the Eurospeech, pp. 2215-2218; Martin, A., Przybocki, M., The NIST 1999 speaker recognition evaluation - An overview (2000) Digital Signal Processing, 10, pp. 1-18; Doddington, G.R., Przybocki, M.A., Martin, A.F., Reynolds, D.A., The NIST speaker recognition evaluation - Overview, methodology, systems, results, perspective (2000) Speech Communication, 31, pp. 225-254; Martin, A.F., Przybocki, M.A., The NIST speaker recognition evaluations: 1996-2001 (2001) A Speaker Odyssey - The Speaker Recognition Workshop, pp. 39-42; Przybocki, M.A., Martin, A.F., NIST's assessment of text independent speaker recognition performcance (2002) The Advent of Biometircs on the Internet, a COST 275 Workshop, pp. 25-32; Przybocki, M., Martin, A., NIST speaker recognition evaluation chronicles (2004) Proceedings of the Odyssey 2004 Speaker and Language Recognition Workshop, pp. 15-22. , ISCA; Van Leeuwen, D.A., Bouten, J.S., Results of the 2003 NFI-TNO forensic speaker recognition evaluation (2004) Proceedings of the Odyssey 2004 Speaker and Language Recognition Workshop, pp. 75-82. , ISCA; Bimbot, F., Blomberg, M., Boves, L., Genoud, D., Hutter, H.-P., Jaboulet, C., Koolwaaij, J., Pierrot, J.-B., An overview of the CAVE project research activities in speaker verification (2000) Speech Communication, pp. 155-180; Brümmer, N., Application-independent evaluation of speaker detection (2004) Proceedings of the Odyssey 2004 Speaker and Language Recognition Workshop, pp. 33-40. , ISCA; Martin, A., Doddington, G., Kamm, T., Ordowski, M., Przybocki, M., The DET curve in assessment of detection task performance (1997) Proceedings of the Eurospeech 1997, pp. 1895-1898. , Rhodes, Greece; The NIST Year 2004 Speaker Recognition Evaluation Plan, , http://www.nist.gov/speech/tests/spk/2004/index.htm; Van Leeuwen, D.A., Bouten, J.S., (2003) The NFI/TNO Forensic Speaker Recognition Evaluation Plan, , http://speech.tm.tno.nl/aso/evalplan-2003.pdf; Hays, W.L., (1963) Statistics, , Holt, Rinehart and Winston, Inc; Reynolds, D., Quatieri, T., Dunn, R., Speaker verification using adapted gaussian mixture models (2000) Digital Signal Processing, 10, pp. 19-41; Campbell, W.M., Generalized linear discriminant sequence kernels for speaker recognition (2002) Proceedings of the ICASSP, pp. 161-164; Doddington, G., (2004) NIST Speaker Recognition Workshop","Van Leeuwen, D.A.; TNO Human Factors, Postbus 23, 3769 ZG Soesterberg, Utrecht, Netherlands; email: david.vanleeuwen@tno.nl",Campell J.P.Mason J.Ortega-Garcia J.,,,Odyssey 2004: The Speaker and Language Recognition Workshop Odyssey-04,31 May 2004 through 3 June 2004,,66127.0,08852308,,CSPLE,,English,Comput Speech Lang,Conference Paper,Final,,Scopus,2-s2.0-29044433161
Pollock S.J.,7102975994;,"Transferring transformations: Learning gains, student attitudes, and the impacts of multiple instructors in large lecture courses",2006,AIP Conference Proceedings,818,,,141,144,,20.0,10.1063/1.2177043,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33751237717&doi=10.1063%2f1.2177043&partnerID=40&md5=4d7f9e6a878a254ae3253c91a2dffbf0,"Department of Physics, University of Colorado, Boulder, CO 80309-0390, United States","Pollock, S.J., Department of Physics, University of Colorado, Boulder, CO 80309-0390, United States","We have implemented several research-based transformations in our introductory calculus-based physics course at CU Boulder. These include Peer Instruction with student response system in lecture, Tutorials with trained undergraduate learning assistants in recitations, and personalized computer assignments. In an effort to distinguish the effects of instructor, TA preparation, and particular research-based activities, we present extensive new measurements from six courses representing a spectrum of reforms. This study includes data from Physics I with and without Tutorials, and Physics II with Tutorials. We present multiple quantitative and qualitative measures of success, including validated pre/post content- and attitude-surveys and common exam questions. We investigate the hand-off of reforms between faculty implementing different suites of activities, and begin to assess elements and requirements for success with these transformations. We present evidence that combining research-based interactive engagement methods in lecture, Tutorials, and homework plays a significant positive role in conceptual and attitudinal development. © 2006 American Institute of Physics.",Course assessment; Replication,,,,,,,,,,,,"McDermott, L., Shaffer, P., (2002) Tutorials in Introductory Physics, , Prentice Hall; Mazur, E., (1997) Peer Instruction, , Prentice Hall; Pollock, S., No single cause PERC Proceedings 2004, , Sacramento, CA; Finkelstein, N., Pollock, S., Replicating&understanding successful innovations Phys. Rev. ST Phys. Educ. Res., 1, p. 010101. , '05; Finkelstein, N., PhysTEC 2005 Annual Summary Report, , see phystec.colorado.edu; Halliday, Resnick, Walker, (2004) Fundamentals of Physics, , Wiley; www.lon-capa.org; www.masteringphysics.com; Brief Electricity and Magnetism Assessment, , http://www.ncsu.edu/per/TestInfo.html; Adams, W., Design and validation of the Colorado learning about science survey PERC Proceedings 2004, , http://cosmos.colorado.edu/phet/survey/fall2003.html; Perkins, K., Correlating student attitudes with student learning using the CLASS PERC Proceedings 2004, , Sacramento, CA; Chabay, R., Sherwood, B., private communication; Redish, Saul, Steinberg, (1998) Am. J. Phys., 66, pp. 212-224; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Physics Teacher, 30, pp. 141-158; Thornton, R., Sokoloff, D., (1998) Am. J. Phys, B66 (4), pp. 338-352; Thornton, R., Kuhl, D., Cummings, K., Marx, J., Comparing the FMCE and the FCI, , unpublished; Hake, R., (1998) American Journal of Physics, 66, pp. 64-74; Hake, R., (2002) Conservation Ecology, 5 (2), p. 28; Knight, R., Physics for scientists and engineers (2004) Student Workbook, , with accompanying. Pearson; Henderson, C., Dancy, M., PERC Proceedings 2004","Pollock, S.J.; Department of Physics, University of Colorado, Boulder, CO 80309-0390, United States",,,,2005 Physics Education Research Conference,10 August 2005 through 11 August 2005,"Salt Lake City, UT",68628.0,0094243X,0735403112; 9780735403116,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-33751237717
"Kautz C., Schmitz G.",6603225525;57199578221;,Interactive lecture questions as a research and teaching tool in introductory thermodynamics,2006,SEFI 2006 - 34th Annual Conference: Engineering Education and Active Students,,,,,,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84938852604&partnerID=40&md5=c7eed82f45679aaa49fa04b67bec08c8,"Mechanics and Ocean Engineering, Hamburg University of Technology, Hamburg, D-21071, Germany; Technical Thermodynamics, Hamburg University of Technology, Hamburg, D-21071, Germany","Kautz, C., Mechanics and Ocean Engineering, Hamburg University of Technology, Hamburg, D-21071, Germany; Schmitz, G., Technical Thermodynamics, Hamburg University of Technology, Hamburg, D-21071, Germany","Within the context of a research study on the teaching and learning of introductory thermodynamics at Hamburg University of Technology (TUHH), we are using interactive lecture questions (ILQs) as a tool for probing student understanding of key concepts and principles in a course for general, chemical, and marine engineering students. A classroom communication system allows students to signal their answers to multiple-choice questions posed by the instructor several times during each lecture period. The questions are generally of a conceptual nature, asking students to compare or rank quantities pertaining to specified thermodynamic processes. A tally of student responses is collected electronically and displayed in a histogram to facilitate a discussion of correct and incorrect answers led by the instructor. Analysis of the data obtained during the first year of using this tool has allowed us to identify several clusters of topics with which students seem to have particular difficulties, including (1) work and the application of the first law in closed systems and flow processes, (2) state and process quantities, and entropy as a state function, and (3) refrigeration cycles, coefficients of performance, and the second law. While our primary goal is to use ILQs to measure the prevalence of suspected student difficulties with thermodynamic concepts, our experience also suggests that they are an effective instructional tool that can enhance student learning in a traditional lecture setting.",Active learning; Conceptual understanding; Lecture instruction; Student difficulties,Artificial intelligence; Education; Engineering education; Marine engineering; Refrigeration; Teaching; Technical presentations; Thermodynamics; Active Learning; Classroom communication systems; Coefficients of performance; Conceptual understanding; Lecture instruction; Multiple choice questions; Teaching and learning; Thermodynamic process; Students,,,,,,,,,,,"Mazur, E., (1997) Peer Instruction, - A User's Manual, , Prentice Hall, Upper Saddle River; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Phys., 69, pp. 970-977; Loverude, M., Kautz, C., Heron, P., Student understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas (2002) Am. J. Phys., 70, pp. 137-148. , February; Meltzer, D., Investigation of students' reasoning regarding heat, work, and the first law of thermodynamics in an introductory calculus-based general physics course (2004) Am. J. Phys., 72, pp. 1432-1446; Kautz, C., Schmitz, G., Research on student understanding in introductory thermodynamics (2005) Proceedings of the 34th International Engineering Education Symposium, , IGIP; Meltzer, D., Student learning in upper-level thermal physics: Comparisons and contrasts with students in introductory courses (2005) 2004 Physics Education Research Conference, 790, pp. 31-34. , ed. by J. Marx et al. AIP Conf. Proceedings; Bucy, B., Thompson, J., Mountcastle, D., What is entropy? Advanced undergraduate performance comparing ideal gas processes (2006) 2005 Physics Education Research Conference, 818, pp. 81-84. , ed. by P. Heron et al. AIP Conf. Proceedings; Kautz, C., Student understanding of the first and second laws of thermodynamics (2004) AAPT Announcer, 34, p. 120",,Andersson P.Borri C.,,"Uppsala University, Faculty of Science and Technology",34th SEFI Annual Conference: Engineering Education and Active Students,28 June 2006 through 1 July 2006,,112884.0,,9163183870; 9789163183874,,,English,SEFI - Annu. Conf.: Eng. Educ. Act. Stud.,Conference Paper,Final,,Scopus,2-s2.0-84938852604
"Urban-Lurain M., Sticklen J., Buch N.",6603418284;7003758173;7006975106;,"High enrollment, early engineering courses and the personal response system",2006,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,15.0,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029106973&partnerID=40&md5=112f4f269379a7991fd65969b6b20e27,"Michigan State University, United States; Instructional Technology Research and Development, Division of Science and Mathematics Education, Michigan State University, United States; Department of Computer Science and Engineering, Michigan State University, United States; Department of Civil and Environmental Engineering, Michigan State University, United States","Urban-Lurain, M., Michigan State University, United States, Instructional Technology Research and Development, Division of Science and Mathematics Education, Michigan State University, United States; Sticklen, J., Michigan State University, United States, Department of Computer Science and Engineering, Michigan State University, United States; Buch, N., Michigan State University, United States, Department of Civil and Environmental Engineering, Michigan State University, United States","The Personal Response Systems (PRS or ""clickers"") is one of the latest technologies to make its way into the classroom. Recent advances in the technology of these systems has reduced the costs and increased the ease-of-use of these systems, so that more faculty are considering using these systems in their classes. This paper reports on the experiences of faculty who used PRS for the first time in two, high enrollment engineering courses: an introductory computer science course enrolling approximately 250 students and an introductory statics course enrolling approximately 200 students. The instructors used different approaches with the PRS questions. In the computing course, the students' correct answers were worth 30% of their final grade. In the statics course, students received 5% of the grade for participating in the PRS questions, regardless of the correctness of their answers. In both courses, student participation in the PRS questions and the correctness of their answers were positively correlated with their performance in other parts of the course. In both courses, it appears that students with lower GPAs who participated in PRS questions benefited as much as or more than other students, suggesting that using PRS may help students who are at-risk academically. © American Society for Engineering Education, 2006.",,Computer science; Curricula; Students; Systems analysis; At-risk; Classrooms; Personal Response Systems (PRS); Engineering education,,,,,,,,,,,"(1999) How people learn: Brain, mind, experience and school, , Bransford JD, Brown AL, Cocking RR, editors, Washington, DC: National Academy Press;, 319 p; Mazur, E., (1996) Peer instruction: A users' manual, , Upper Saddle River, NJ: Prentice Hall;, 253 p; Sticklen, J., Urban-Lurain, M., Enhancing learning of low ability students in multi-section freshman lecture/laboratory classes (2006) Chicago, IL. IEEE, , June 18-21;; Hovell, M.F., Williams, R.L., Semb, G., Analysis of undergraduages' attendance at class meetings with and without grade-related contingencies: A contrast effect (1979) Journal of Educational Research, 73, pp. 50-53; Jones, C.H., Interaction of absences and grades in a college course (1984) The Journal of Psychology, 116, pp. 133-136; Levine Jr, (1992) The effect of different attendance policies on student attendance and achievement, p. 9. , Boston, MA: ERIC ED 348762;; Van Blerkom, M.L., Class attendance in undergraduate courses (1992) The Journal of Psychology, 126 (5), pp. 487-494; Gunn, K.P., A correlation between attendance and grades in a first-year psychology class (1993) Canadian Psychology, 34 (2), pp. 201-202; Urban-Lurain, M., Weinshank, D.J., (2000) Attendance and outcomes in a large, collaborative learning, performance assessment course, , April 27; New Orleans, LA. AERA; Bloom, B.S., Hastings, J.T., Madaus, G.F., (1971) Handbook on formative and summative evaluation of student learning, , New York: McGraw-Hill Book Company;, 923 p; Smith, K.A., (1999) Cooperative learning and the new paradigm for engineering education. 1999, pp. 39-45. , October 28-29, Baltimore, MD. p","Urban-Lurain, M.; Michigan State UniversityUnited States",,Dassault Systemes;et al;HP;IBM;Lockheed Martin;Microsoft,American Society for Engineering Education,"113th Annual ASEE Conference and Exposition, 2006",18 June 2006 through 21 June 2006,"Chicago, IL",70738.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029106973
"Jones M., Marsden G., Gruijters D.",57202224057;7006170542;27567730800;,Using mobile phones and PDAs in ad hoc audience response systems,2006,Audience Response Systems in Higher Education: Applications and Cases,,,,359,372,,4.0,10.4018/978-1-59140-947-2.ch024,https://www.scopus.com/inward/record.uri?eid=2-s2.0-49849096827&doi=10.4018%2f978-1-59140-947-2.ch024&partnerID=40&md5=fc67daa9c286a778142249fb8da9444b,"University of Waikato, New Zealand; Future Interaction Technology Lab, Swansea University, United Kingdom; Department of Computer Science, University of Cape Town, South Africa; University of Cape Town, South Africa","Jones, M., University of Waikato, New Zealand, Future Interaction Technology Lab, Swansea University, United Kingdom; Marsden, G., Department of Computer Science, University of Cape Town, South Africa; Gruijters, D., University of Cape Town, South Africa","This chapter investigates how to create ad hoc audience response systems using nonspecialist devices. The chapter revolves around two case studies: one involving the use of mobile phones, and the other based on PDAs. Both case studies are carried out in tertiary education institutions, showing how these devices can be used to facilitate audience participation using devices that students might, themselves, bring to lectures. Both are evaluated from the perspective of the student and the educator, using a mixture of observational and interview-based techniques. © 2006, Idea Group Inc.",,,,,,,,,,,,,"Buszko, D., Lee, W., Helal, A., Decentralized ad hoc groupware API and framework for mobile collaboration (2001) Proceedings of the 2001 International ACM SIGGROUP Conference On Supporting Groupwork, pp. 5-14. , ACM Press; Cheverst, K., Dix, A., Fitton, D., Rouncefield, M., Exploring the utility of remote messaging and situated office displays (2003) Proceedings OfMobile HCI 2003, pp. 336-341. , Springer; Doshi, S., Bhandare, S., Brown, T.X., An on-demand minimum energy routing protocol for a wireless ad hoc network (2002) Mobile Computing and Communications Review, 6 (3), pp. 50-66; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18 (1), pp. 13-23; Fry, B., Gruijters, D., Reid, S., (2004) MISPE - Mobile Information Sharing In the Presentation Environment, , Technical report CS04-22-00. Cape Town: University of Cape Town, Department of Computer Science; Hexel, R., Johnson, C., Kummerfeld, B., Quigley, A., PowerPoint™ to the people: Suiting the word to the audience (2004) Proceedings of the Fifth Conference On Australasian User Interface, pp. 40-56. , Dunedin, NZ: ACM Press; Jones, M., Marsden, G., Please Turn ON your mobile phone: First impressions of text-messaging in lectures (2004) Proceedings of the 6th International Symposium On Mobile Human-Computer Interaction (Mobile HCI '04), pp. 436-440. , Glasgow, UK: Springer; Marsden, G., Using HCI to leverage communications technology (2003) Interactions, 10 (2), pp. 48-55; Myers, B., Using hand-held devices and PCs together (2001) Communications of the ACM, 44 (11), pp. 34-41; Myers, B., Stiel, H., Gargiulo, R., Collaboration using multiple PDAs connected to a PC (1998) Proceedings of the 1998 ACM Conference On Computer Supported Cooperative Work (CSCW), pp. 285-294. , Seattle: ACM Press; Webster, J., Ho, H., Audience engagement in multimedia presentations (1997) ACM SIGMIS Database, 28 (2), pp. 63-77",,,,IGI Global,,,,,,9781591409472,,,English,Audience Response Syst. in Higher Educ.: Applic. and Cases,Book Chapter,Final,,Scopus,2-s2.0-49849096827
"Sticklen J., Urban-Lurain M.",7003758173;6603418284;,Enhancing learning of low ability students in multi-section freshman lecture/laboratory classes,2006,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,13.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029038379&partnerID=40&md5=ec6dfb247e4159495fdf107839e0ef02,"Michigan State University, United States; Department of Computer Science and Engineering, Michigan State University, United States; Instructional Technology Research and Development, Division of Science and Mathematics Education, Michigan State University, United States","Sticklen, J., Michigan State University, United States, Department of Computer Science and Engineering, Michigan State University, United States; Urban-Lurain, M., Michigan State University, United States, Instructional Technology Research and Development, Division of Science and Mathematics Education, Michigan State University, United States","Because of a scheduling ""glitch,"" in fall semester, 2004, our large enrollment introductory computer science was offered in two lecture sections at opposite ends of the week. One lecture section met on Monday nights at 7:00 p.m., with associated labs meeting later in the week. A second lecture section met on Friday mornings at 10:20 a.m., with associated labs meeting before lecture during that week. Rather than moving the lab sections for the Friday lectures to the following week, we decided to compare the results of using the Monday lecture for preparation for the upcoming labs and the Friday lecture as a ""wrap up"" of that week's labs. Analysis of the 2004 data shows that there was no statistically significant different in student outcomes between the two lecture days. In 2005, the same scheduling occurred. However, this year we added the use of a Personal Response System (PRS or ""clickers"") to encourage student preparation and participation. For middle and high performing students, there are no differences in outcomes. However, low performing students in the Friday section performed significantly better than the low ability students in the Monday section in total points, midterm exams, and individual quizzes. Comparing women to men showed no differences in the Monday section, but women performed significantly better than men in the Friday section. The results of this study have implications for improving outcomes and retention for at-risk populations in engineering. © American Society for Engineering Education, 2006.",,Computer science; Scheduling; Statistical methods; Students; Enrollment; Lectures; Multi-section freshman lectures; Semesters; Learning systems,,,,,,,,,,,"Sticklen J, Urban-Lurain M, Hinds T, Eskil T, Amey M. Multi-section Freshman Classes with Laboratories: Lecture as Intro vs. Lecture as Wrap-up. 2005; Portland, OR. American Society for Engineering Education, p paper #2005-1601; Bransford JD, Brown AL, Cocking RR. How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: Committee on Developments in the Science of Learning, Commission on Behavioral and Social Sciences and Education, National Academy Press; 1999; Hall, S.R., Waitz, I., Brodeur, D.R., Soderholm, D.H., Nasr, R., Adoption of active learning in a lecture-based engineering class 2002 November 7; Boston, MA. IEEE, p T2A_9-15, , Bjedov G, editor;; Urban-Lurain, M., Weinshank, D.J., I Do and I Understand: Mastery model learning for a large non-major course. Special Interest Group on Computer (1999) Science Education, 30, pp. 150-154; Bailey, T., Forbes, J., (2005) Just-in-time teaching for CS0, pp. 366-370. , St. Louis, Missouri, USA. ACM Press, p; Moor S, Piergiovanni P. Inductive Learning in Process Control. 2004. p session 2213; Hesketh R, Ferrell S, Slater CS. The Role of Experiments in Inductive Learning. 2002. p session 3613; Dahm KD. Process Simulation and McCabe-Thiele Modeling: Specific Roles in the Learning Process. 2002. p session 3513; Tukey JW. Exploratory data analysis. Reading, Mass.: Addison-Wesley Pub. Co.; 1977. xvi, 688 p. p; Seymour E, Hewitt NM. Talking about leaving: why undergraduates leave the sciences. Boulder, Colo.: Westview Press; 1997. x, 429 p","Sticklen, J.; Michigan State UniversityUnited States",,Dassault Systemes;et al;HP;IBM;Lockheed Martin;Microsoft,American Society for Engineering Education,"113th Annual ASEE Conference and Exposition, 2006",18 June 2006 through 21 June 2006,"Chicago, IL",70738.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029038379
Ziegler W.,7103224944;,Internet and classroom-based automated evaluation systems,2006,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,11.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029036645&partnerID=40&md5=f3f0f2ef5f14b094f589e39efec64121,"State University of New York-Binghamton University; Department of Computer Science, Thomas J. Watson School of Engineering and Applied Science, State University of New York - Binghamton University, United States","Ziegler, W., State University of New York-Binghamton University, Department of Computer Science, Thomas J. Watson School of Engineering and Applied Science, State University of New York - Binghamton University, United States","Many novel tools and techniques have been developed to enhance classroom teaching and learning. However, compared to the volume of material available for teaching enhancement, very little is available in the area of student assessment, especially automated student evaluations. Due to the nature of the subject content, engineering and its related fields are arguably the most difficult disciplines within which to utilize automated evaluation. Until recently, just a few small-scale evaluation tools were available, primarily from those individuals who developed them for their own courses. Currently however, several automated evaluation tools are available that are adaptable to various engineering applications. The most familiar of these are Blackboard and Web-CT, both of which are Internet-based evaluation, curriculum and course management tools. A more recent automated evaluation tool has become available; know as a Classroom Response System (CRS) or Classroom Performance System. The CRS is a classroom based wireless-remote transmitter-receiver system. All students in a classroom have their own wireless transmitters that are used during class sessions to transmit information to the classroom-based CRS receiver. The CRS then evaluates and tabulates the student responses, and provides immediate feedback to the instructor and/or students from the system. This type of system is very useful as a classroom-based automated evaluation system. While the concept of evaluation typically implies testing, the CRS may additionally be used to gather and analyze other types of student responses as they occur within the classroom. Because Internet-based systems such as Blackboard have become so common, this paper will emphasize the newer, and less widespread, CRS systems. The paper begins with a review of the purpose of CRS systems, followed by a review of students' attitudes toward using CRS systems in the classroom. Included in the paper is a description of implementing the CRS in a classroom, a review of the automated evaluation system, and a description of other features of the system. This paper also includes a side-by-side review of the classroom-based CRS in comparison to the Internet based Blackboard system, describing the advantages and disadvantages of both systems. © American Society for Engineering Education, 2006.",,Automation; Computer aided software engineering; Engineering education; Learning systems; Teaching; Classroom-based automated evaluation systems; Subject contents; Information systems,,,,,,,,,,,"Duncan, D., (2005) Clickers in the Classroom, , Benjamin Cummings; http://www.h-itt.com, H-ITT;; http://www.einstruction.com, eInstruction Corporation;; http://www.gtcocalcomp.com/interwriteprs.htm, GTCO CalComp Inc; http://www.blackboard.com; Web-CT, , http://www.webct.com","Ziegler, W.; State University of New York-Binghamton University",,Dassault Systemes;et al;HP;IBM;Lockheed Martin;Microsoft,American Society for Engineering Education,"113th Annual ASEE Conference and Exposition, 2006",18 June 2006 through 21 June 2006,"Chicago, IL",70738.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029036645
"Schmidt K., Markey M.",7403914973;6603811558;,Assessing an instructional technology scaffold for reinforcing learning of probability and statistics,2006,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,20.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029072419&partnerID=40&md5=74e19a7964debbfa0158d8eea4bdefbe,"University of Texas, Austin, United States; Faculty Innovation Center, College of Engineering, University of Texas, Austin, United States; Department of Biomedical Engineering, University of Texas, Austin, United States","Schmidt, K., University of Texas, Austin, United States, Faculty Innovation Center, College of Engineering, University of Texas, Austin, United States; Markey, M., University of Texas, Austin, United States, Department of Biomedical Engineering, University of Texas, Austin, United States","In order to facilitate active learning (i.e., student interactions) and emphasize real-world applications in an introductory undergraduate biomedical engineering course on probability and statistics, we have developed a scaffold of multiple instructional technologies. These technologies include the course management system, BlackBoard®, non-linear (hyperlinked) PowerPoint® notes, Classroom Performance System (CPS) technology, and ""real-world"" MATLAB ®-intensive problems. Based on three semesters of student data, we revised the scaffold model and assessed the impact of the component instructional technologies in reinforcing student learning and critical thinking. © American Society for Engineering Education, 2006.",,Biomedical engineering; Probability; Problem solving; Statistics; Course management system; Instructional technology; Reinforcement learning,,,,,,,,,,,"Markey, M.K., Schmidt, K.J., Saldivar, M.G., Developing an instructional technology scaffold for reinforcing learning of probability and statistics (2005) Proceedings of the 2005 American Society for Engineering Education Annual Conference and Exposition; Markey, M.K., Schmidt, K.J., Hays, S., Non-linear PowerPoint as an aid in learning probability, random processes, and statistics (2006) ASEE Gulf Southwest Section Meeting","Schmidt, K.; University of Texas, Austin, United States",,Dassault Systemes;et al;HP;IBM;Lockheed Martin;Microsoft,American Society for Engineering Education,"113th Annual ASEE Conference and Exposition, 2006",18 June 2006 through 21 June 2006,"Chicago, IL",70738.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029072419
Soleša D.,24280408300;,Mission and organizational principles of e-learning center on Teacher's Training Faculty in Sombor [Misija i organizacijski postulati e-learning centra Učiteljskog Fakulteta u Somboru],2006,Informatologia,39,3,,189,193,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-43849112504&partnerID=40&md5=522fc2dead68dab5b039ad5762119cab,"Učiteljski Fakultet, Sveučilište u Novom Sadu, Novi Sad, Serbia; Faculty of Teacher Education, University of Novi Sad, Novi Sad, Serbia","Soleša, D., Učiteljski Fakultet, Sveučilište u Novom Sadu, Novi Sad, Serbia, Faculty of Teacher Education, University of Novi Sad, Novi Sad, Serbia","Modern education imposed more serious approach toward managing processes of acknowledgments. This trend is noticed in the world during the seventies of XX century. At same time with changing of concept of knowledge importance, PC technology is in a great expansion and applicative software develops with respect to well-known »user friendly« trend. The end of seventies, in 1978, invents the application based on hypertext and groupware. In the eighties of 20 century knowledge was treated as a corporate good although the classical economy did not admit that. At that time, development of system for knowledge management based on achievements of expert systems an artificial intelligence known within concepts as »systems based on knowledge«,»knowledge engineering«,»knowledge exchange«,»partnership in learning«, »organization which learn«. The Faculty for 21 century has to be based on new tools and assure teachers and student a simple and quick approach to total worldwide knowledge. For that reason today's is a last moment to start a radical change of system for teachers' education which would use an ICT more than before. Regarding to previously exposed facts, team for development on Teacher's Training Faculty develops and implements an interactive learning system in a frame of E-Learning Center adjusted to modern environment.",,,,,,,,,,,,,,"Soleša, D.; Učiteljski Fakultet, Sveučilište u Novom Sadu, Novi Sad, Serbia",,,Croatian Communicologysts Association,,,,,13300067,,IORME,,Croatian,Informatologia,Review,Final,,Scopus,2-s2.0-43849112504
"Chen J., Kadlowec J., Whittinghill D.",7501890130;6603336840;35619574900;,Using rapid feedback to enhance student learning,2006,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,9.0,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029060833&partnerID=40&md5=d04e9604284e0af419f50f3202838295,"Rowan University, United States; Department of Mechanical Engineering; Department of Mechanical Engineering, North Carolina A and T State University, United States; ASEE; Mechanical Engineering Division; Department of Mechanical Engineering, Rowan University, United States; Mathematics Department, Rowan University, United States","Chen, J., Rowan University, United States, Department of Mechanical Engineering, Department of Mechanical Engineering, North Carolina A and T State University, United States, ASEE, Mechanical Engineering Division; Kadlowec, J., Rowan University, United States, ASEE, Department of Mechanical Engineering, Rowan University, United States; Whittinghill, D., Rowan University, United States, Mathematics Department, Rowan University, United States","In this project our goal is to improve student learning in foundation engineering courses. Our hypothesis is that learning is improved by providing rapid feedback to students of their understanding of key concepts and skills being taught. This hypothesis was tested through experiments in which student performance on quizzes was measured after classes in which they were provided rapid feedback or not. The feedback system acts as a catalyst to encourage students, working in pairs, to assist each other in correcting misconceptions or deepening each other's understanding of the concept or skill at hand. The feedback is enabled through wireless-networked handheld computers (PDAs). In each of the past two years, the feedback system was implemented in two sections of Statics. One author taught both sections of the course in order to minimize any differences in teaching style and in the content or pace of coverage. A crossover design of experiment was used. In such experiments, each student acted as his or her own control to eliminate the non-correctible confounders. Student performance on a quiz at the end of each treatment period provided the data for comparison between the two groups. A general linear statistical model was used to analyze the treatment factor while controlling for the other 'nuisance' or confounding factors. Our findings from Fall 2004, when both sections were provided rapid feedback and the PDAenabled feedback system was compared with using flashcards for feedback, showed that there was no significant difference between student performance. In Fall 2005, we compared the PDA-enabled feedback system with having no feedback. We found a significant and positive effect when students received feedback. This is a noteworthy finding in that it confirms the value of providing rapid feedback and the usefulness of the currently popular 'clickers' that many professors are employing to promote classroom interaction. © American Society for Engineering Education, 2006.",,Curricula; Learning systems; Personnel selection; Students; Teaching; Engineering courses; Student learning; Teaching styles; Engineering education,,,,,,,,,,,"Freeman, M., McKenzie, J., Aligning Peer Assessment with Peer Learning for Large Classes: The Case for an Online Self and Peer Assessment System (2001) Per Learning in Higher Education, pp. 156-169. , D. Boud, R. Cohen, and J. Sampson, eds, Kogan Page Limited, London; (1999) How People Learn: Brain, Mind, Experience, and School, , Bransford, J.D, Brown, A.L, and Cocking, R.R, eds, National Academy Press, Washington, DC; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; Mason, R.L., Gunst, R.F., Hess, J.L., Statistical Design and Analysis of Experiments, with Applications to Engineering and Science (1989) Wiley Series in Probability and Mathematical Statistics, , New York; Mehta, S.I., A Method for Instant Assessment and Active Learning (1995) J. of Engr. Educ, 84, p. 295; Chen, J., Kadlowec, J., Whittinghill, D., Using Technology for Concepts Learning and Rapid Feedback in Statics (2005) Proceedings of the 2005 ASEE Annual Conference, Session 1668, , Portland, OR, USA; Kadlowec, J., Chen, J., Whittinghill, D.C., Using Rapid Feedback to Enhance Student Learning in Mechanics Proceedings of the 2005 Frontiers in Education Conference, , See also, Indianapolis, IN, USA","Chen, J.; Rowan UniversityUnited States",,Dassault Systemes;et al;HP;IBM;Lockheed Martin;Microsoft,American Society for Engineering Education,"113th Annual ASEE Conference and Exposition, 2006",18 June 2006 through 21 June 2006,"Chicago, IL",70738.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029060833
"Huang N.-F., Tzang Y.-J., Chen H.-F., Chu Y.-M.",55891644100;15521091200;15520769500;55462891600;,Live multimedia system using peer-to-peer architecture for distance education,2006,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),4181 LNCS,,,321,335,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33845534038&partnerID=40&md5=e9a0a78ed2756b647b3a4911f93d73a5,"Department of Computer Science, National Tsing Hua University, Taiwan; Institute of Communication Engineering, National Tsing Hua University, Taiwan; Broadweb Corp., Science-based Industrial Park, Hsin-Chu, Taiwan","Huang, N.-F., Department of Computer Science, National Tsing Hua University, Taiwan, Institute of Communication Engineering, National Tsing Hua University, Taiwan, Broadweb Corp., Science-based Industrial Park, Hsin-Chu, Taiwan; Tzang, Y.-J., Department of Computer Science, National Tsing Hua University, Taiwan; Chen, H.-F., Department of Computer Science, National Tsing Hua University, Taiwan; Chu, Y.-M., Institute of Communication Engineering, National Tsing Hua University, Taiwan","This paper presents a P2P-based multimedia streaming system, called Live2006, to provide a scalable, robust, and high available live streaming distance education service. Based on the concept of Application Layer Multicast, a tree-based structure is designed to connect the peers, and the peers share the receiving streaming to reduce network traffic. A high level quality of service is maintained even a significant number of individuals are watching the same distance education program. It also enables all users to share their study experiences and achieve ""peer-to-peer learning"". Live2006 also provides the streaming services for users located behind the firewall or users using the private IP addresses behind an NAT (Network Address Translation). Thus, users can easily access the distance education programs through their devices, including the resource limited handset devices, in anytime and anywhere. Live2006 also supports IPv6 protocol for next generation Internet infrastructure. © Springer-Verlag Berlin Heidelberg 2006.",Distance education; Firewall; IPv4/IPv6; Multimedia streaming; NAT (Network Address Translation); Peer-to-Peer (P2P),Computer architecture; Computer networks; Computer system firewalls; Data structures; Distance education; Telecommunication traffic; Multimedia streaming; Network Address Translation (NAT); Peer-to-Peer (P2P); Multimedia systems,,,,,,,,,,,"Quinn, B., Almeroth, K., IP multicast applications: Challenges and solutions (2001) Request for Comments, 3170; Andersen, D.G., Balakrishnan, H., Kaashoek, M.F., Morris, R., Resilient overlay networks (2001) Proc. of the 18th ACM Symposium on Operating System Principles (SOSP'2001), pp. 131-145. , Chateau Lake Louise, Banff, Alberta, Canada; Chu, Y., Rao, S.G., Seshan, S., Zhang, H., Enabling conferencing applications on the Internet using an overlay multicast architecture (2001) Proc. of ACM SIGCOMM, pp. 55-67. , San Diego, CA USA; Banerjee, S., Bhattacharjee, B., Kommareddy, C., Scalable application layer multicast (2002) ACM SIGCOMM Pittsburgh, pp. 205-217. , Pennsylvania, USA; Jiang, X., Dong, Y., Xu, D., Bhargava, B., GunStream: A P2P media streaming prototype (2003) Proc. of IEEE International Conference on Multimedia & Expo, 2, pp. 325-328. , Baltimore, Maryland, USA; Padmanabhan, V.N., Wang, H.J., Chou, P.A., Resilient peer-to-peer streaming (2003) Proc. of the 11th IEEE International Conference on Network Protocols (ICNP'03), pp. 16-27. , Atlanta, Georgia, USA; Silber, J., Sahu, S., Sing, J., Liu, Z., Augmenting overlay trees for failure resiliency (2004) The Proc. of IEEE GLOBECOM, 3, pp. 1525-1531. , Dallas, Texas, USA; Fenner, W., Internet group management protocol, version 2 (1997) Request for Comments, 2236; Cain, B., Deering, S., Kouvelas, I., Fenner, B., Thyagarajan, A., Internet group management protocol, version 3 (2002) Request for Comments, 3376; Castro, M., Druschel, P., Kermarrec, A.M., Nandi, A., Rowstron, A., Singh, A., Splitstream: High-bandwidth multicast in cooperative environments (2003) Proc. of the 19th ACM Symposium on Operating Systems Principles (SOSP 2003), pp. 298-313. , Bolton Landing, New York, USA; Padmanabhan, V.N., Wang, H.J., Chou, P.A., Sripanidkulchai, K., Distributing streaming media content using cooperative networking (2002) Proc. NOSSDAV02, pp. 177-186. , Miami, Florida, USA; Zhang, X., Liu, J., Li, B., Yum, T.S., CoolStreaming/DONet: A data-driven overlay network for efficient live media streaming (2005) Proc. of IEEE INFOCOM, 3, pp. 2102-2111. , Miami, Florida, USA; Hefeeda, M., Habib, A., Botev, B., Xu, D., Bhargava, B., PROMISE: A peer-to-peer media streaming system (2003) Proc. of ACM Multimedia, pp. 45-54. , Berkeley, CA USA; Castro, M., Druschel, P., Kermarrec, A.M., Rowstron, A., Scribe: A large-scale and decentralized application-level multicast infrastructure (2002) IEEE Journal on Selected Areas in Communications (JSAC), 20 (8), pp. 1489-1499; Rowstron, A., Druschel, P., Pastry: Scalable, distributed object location and routing for large-scale peer-to-peer systems (2001) Proc. 18th IFIP/ACM International Conference on Distributed Systems Platforms (Middleware 2001), pp. 329-350. , Heidelberg, Germany; Deering, S., Hinden, R., Internet protocol, version 6 (IPv6) specification (1998) Request for Comments, 2460; Partridge, C., Mendez, T., Milliken, W., Host anycasting service (1993) Request for Comments, 1546","Huang, N.-F.; Department of Computer Science, National Tsing Hua UniversityTaiwan; email: nfhuang@cs.nthu.edu.tw",,,Springer Verlag,"5th International Conference on Web Based Learning, ICWL 2006",19 July 2006 through 21 July 2006,Penang,68813.0,03029743,3540490272; 9783540490272,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-33845534038
Demetry C.,6603589129;,Use of formative assessment to probe student conceptions of the lever rule,2006,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,15.0,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029030212&partnerID=40&md5=30ab2e0874de9d2ac263bf5b6c5694d3,"Worcester Polytechnic Institute, United States; Department of Mechanical Engineering, Materials Science and Engineering Program, Worcester Polytechnic Institute, United States","Demetry, C., Worcester Polytechnic Institute, United States, Department of Mechanical Engineering, Materials Science and Engineering Program, Worcester Polytechnic Institute, United States","Conclusions of this research and implications for teaching can be summarized as follows: The level of comprehension evident in students' written explanations of their way of understanding and applying the lever rule is positively associated with summative measures of learning. Therefore, developing students' ability to describe their lever rule heuristic clearly and with relevant concepts is likely to be more important and beneficial than encouraging the use of a particular heuristic. Furthermore, teaching interventions might well be targeted at those students who can't explain concepts well in writing. Students who reported affinity for the mass balance as a means of applying the lever rule seemed attracted by the mathematical way in which it was presented. These students on average showed lower homework and exam scores than students who identified other heuristics. The quality of student responses to open-ended preparation assessment questions was a better predictor of summative measures of learning than the correctness of their responses to clicker questions. Therefore, open-ended and/or conceptual questions may have more value than calculation questions as a diagnostic and development tool in learning about phase diagrams. More refinement of strategies for effective feedback and accompanying classroom research is needed to fully realize the benefits of formative assessment in advancing student understandings of the lever rule and of other topics in materials science. © American Society for Engineering Education, 2006.",,Computer aided software engineering; Heuristic methods; Research and development management; Strategic planning; Students; Development tools; Formative assessments; Rule heuristics; Engineering education,,,,,,,,,,,"(2001) Knowing What Students Know: The Science and Design of Educational Assessment, , Pellegrino, J.W, Chudowsky, N, and Glaser, R, Eds, Washington, D.C, National Academy Press; Black, P., Wiliam, D., Assessment and Classroom Learning (1998) Assessment in Education, 5 (1), pp. 7-73; Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: A Handbook for College Teachers, , 2nd Ed, San Francisco: Jossey-Bass; Mazur, (1997) E., Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Novak, G., Patterson, E.T., Gavrin, A.D., Christian, W., (1999) Just-in-Time Teaching: Blending Active Learning with Web Technology, , Upper Saddle River, NJ: Prentice Hall; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Demetry, C., Use of Educational Technology to Transform the 50-Minute Lecture: Is Student Response Dependent on Learning Style? Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exhibition, , CD-ROM, Portland, OR; Demetry, C., Technology-Assisted Formative Assessment in an Introductory Materials Course (2005) Proceedings, Materials Science & Technology 2005 Conference, , CD-ROM, September 25-28, Pittsburgh, PA; Demetry, C., 'Clickers' and 'Warm Ups' Are Not a Panacea: Challenges of Assessment and Feedback in Large Lectures, submitted to Journal of Engineering Education, 2006; Krause, S., Decker, J.C., Niska, J., Alford, T., Griffin, R., Identifying Student Misconceptions in Introductory Materials Engineering Classes Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition; Krause, S., Decker, J.C., Griffin, R., Using a Materials Concept Inventory to Assess Conceptual Gain in Introductory Materials Engineering Courses Proceedings, 2003 Frontiers in Education Conference, , Boulder, CO; Krause, S., Tasooji, A., Griffin, R., Origins of Misconceptions in a Materials Concept Inventory from Student Focus Groups Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition; Callister Jr., W.D., (2005) Fundamentals of Materials Science and Engineering: An Integrated Approach, , 2nd Ed, John Wiley; Marrs, K.A., Blake, R.E., Gavrin, A.D., Web-Based Warm Up Exercises in Just-in-Time Teaching: Determining Students' Prior Knowledge and Misconceptions in Biology, Chemistry, and Physcis (2003) Journal of College Science Teaching, 31 (1), pp. 42-47; Gavrin, A., Watt, J.X., Marrs, K., Blake Jr., R.E., Just-in-Time Teaching (JiTT): Using the Web to Enhance Classroom Learning (Web) Proceedings, 2003 American Society for Engineering Education Annual Conference & Exhibition, , http://www.asee.org/ acPapers/ 2003-26_Final.pdf, Online at; Eschenbach, E.A., and Cashman, E.M. Introduction to Air Resources - Just in Time! (Web) Proceedings, 2004 American Society for Engineering Education Annual Conference & Exhibition. Online at http://www.asee.org/acPapers/2004-2109_Final.pdf; Classroom Performance System, McGraw-Hill elnstruction Corporation, , http://www.einstruction.com, Online at; Biggs, J.B., Collis, K.F., (1982) Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome), , New York: Academic Press; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69 (9), pp. 970-977","Demetry, C.; Worcester Polytechnic InstituteUnited States",,Dassault Systemes;et al;HP;IBM;Lockheed Martin;Microsoft,American Society for Engineering Education,"113th Annual ASEE Conference and Exposition, 2006",18 June 2006 through 21 June 2006,"Chicago, IL",70738.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029030212
Border D.,6602000955;,A bluetooth-based handset wireless data acquisition system,2006,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,8.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029100630&partnerID=40&md5=2e1a55f37252b830b78c72478eb5b9d9,"Bowling Green State University, United States","Border, D., Bowling Green State University, United States","An innovative data acquisition system that is suitable for laboratory work in electrical engineering/computer engineering communication coursework is detailed in this paper. The work makes use of currently available technologies including a Bluetooth™ module in the communication path, and a Windows Mobile 2003 PDA as the system handset. Such items illustrate important data acquisition and data communication elements that are being more commonly found in today's industrial environments. It is shown in the paper how the realization of key system elements spans a mix of hardware, firmware and software subcomponents. The standard elements of the project are discussed in the paper: the source, the channel and the receiver. The analog source data stream for the project is generalized using multiple function generators to simulate source sensor output. A dedicated microprocessor assembles the digitized data according to the chosen transmission protocol. The protocol stream is transmitted from the microprocessor serial port to the serial port of a commercially available Bluetooth serial input module. A Bluetooth enabled PDA is used for reception and display of the acquired data. To ensure compatibility across a wide number of Windows Operating Systems, and possible extension of the work to a fully distributed and networked control environment, all PDA programming applications were created using the .NET Framework. © American Society for Engineering Education, 2006.",,Bluetooth; Computer hardware; Computer operating systems; Personal digital assistants; Project management; Wireless telecommunication systems; Data communication; Transmission protocols; Windows Operating Systems; Data acquisition,,,,,,,,,,,"Lipovski, G., (2004) Introduction to Microcontrollers, , 2nd ed, Elsevier Academic Press Burlington Ma, ISBN 0-12-451838-9; Pack, D., Barrett, S., (2002) 68HC12 Microcontroller Theory and Applications, , Upper Saddle River, NJ: Prentice Hall; Haartsen, J., Bluetooth-the universal radio interface for ad hoc, wireless connectivity (1998) Ericsson Review, 75, pp. 110-117. , no.3, L M Ericsson; CSM-12D Educational Module for Freescale MC9S12DX512 and MC9S12DT256 MCUs, Axiom Manufacturing, Garland, TX, July 2005; (2004) Axiom Manufacturing, , MCU Project Board, Prototyping Board with Microcontroller Interface, Garland, TX, June; Montañez, E & Ruggles, S. Getting Started with the Microcontroller Student Learning Kit (MCUSLK), Freescale Semiconductor, Inc., August 2004; Sibigtroth J., and Montañez, E., Motor Control Demonstration Lab, International Journal of Engineering Education, Tempus Publications, Dublin Inst Technology, Bolton St, Dublin, Ireland, Volume21, Number 1, 2005. ISSN: 0949-149X; Sells, C., Windows Forms Programming in C#, 4th ed., Addison-Wesley Pearson Education Boston Ma., May 2004. ISBN 0-321-11620-8; Monga, M., Scotto, A., A Generic Serializer for Mobile Devices (2005) Proceedings of the 20th Annual ACM Symposium on Applied Computing, , Santa Fe, New Mexico, USA","Border, D.; Bowling Green State UniversityUnited States",,Dassault Systemes;et al;HP;IBM;Lockheed Martin;Microsoft,American Society for Engineering Education,"113th Annual ASEE Conference and Exposition, 2006",18 June 2006 through 21 June 2006,"Chicago, IL",70738.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029100630
"Lo J., Lohani V., Griffin O.",8580614500;35518520400;35511997500;,Full implementation of a new format for freshman engineering course at Virginia Tech,2006,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,15.0,18.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029028698&partnerID=40&md5=bbe1c6ada1fc2d732e7a91fbb17006ff,"Virginia Tech., United States; Department of Engineering Education, Virginia Tech., United States","Lo, J., Virginia Tech., United States, Department of Engineering Education, Virginia Tech., United States; Lohani, V., Virginia Tech., United States, Department of Engineering Education, Virginia Tech., United States; Griffin, O., Virginia Tech., United States, Department of Engineering Education, Virginia Tech., United States","This paper documents a continuing shift in one of the largest freshman engineering programs in the country. Fall 2005 implementation of a new format involving one 50-min lesson followed by a 90-min hands on workshop of a freshman engineering course ""Engineering Exploration"" at Virginia Tech is discussed. The implementation team consisted of seven faculty members and 21 students (graduate and undergraduate). About 1200 students were enrolled. The format was successfully piloted in spring 2005. Examples of new activities include introduction of a systems approach, hands-on engineering experiments for fitting empirical functions, students' presentations on contemporary issues, discussion of the attributes of ""The Engineer of 2020,"" learning from seniors' study abroad experiences, and object oriented approaches for problem solving. In addition, a 5-week sustainable development design project was introduced. With the desire to increase student participation in the large classrooms and determine students' prior awareness, faculty adopted use of the elnstruction radio frequency response pads (clicker devices). A number of survey tools have been implemented to record students' experiences. Most of the new activities reflect the implementation of an NSF department level reform (DLR) project focused on a spiral curriculum approach. © American Society for Engineering Education, 2006.",,Curricula; Problem solving; Students; Sustainable development; Elnstruction radio frequency response pads; Empirical functions; Spiral curriculum; Student participation; Engineering education,,,,,,,,,,,"Lohani, V.K., Sanders, M., Wildman, T., Connor, J., Mallikarjunan, K., Dillaha, T., Muffo, J., Magliaro, S., From BEEVT to DLR NSF Supported Engineering Education Projects at Virginia Tech (2005) Proceedings of the 2005 ASEE Annual Conference, , June 12-15, Portland, Oregon; Bruner, J., (1960) The Process of Education, , Cambridge, Mass, Harvard University Press; Griffin, Jr, O. H., Fox, E. A., Ribbens, C. J., Walker, T. D. L., Davis IV, N. J., Goff, R. M., Lo, J. L., Lohani, V. K., Gregg, M. H., and Barnette, D., Work in Progress - A Freshman Course for Engineering and Computer Science Students. 34th ASEE/IEEE Frontiers In Education Conference, October 20-23, 2004, Savannah, GA; Goff, R.M., Gregg, M.H., Redesign of a Freshman Engineering Program for the New Millenium (1998) ASEE Southeastern Regional Conf, , April 6-8, Orlando, FL; Goff, R.M. and Gregg, M.H. Why Hands-on Design? A First Year Hands-on Design & Dissection Laboratory, 1998 Industrial Designers Society of America (IDSA) National Design Education Conference. Long Beach, CA September 21-23, 1998. Proceedings are on CD; York, S.C., Providing early design/build opportunities to Freshman Engineering Students (2002) Proceedings of the ASEE 2002 Annual Conference and Exposition, , June 16-19, Montréal, Quebec Canada; Lo, Jenny, Richard M. Goff, Vinod K. Lohani, Thomas D.L. Walker, Tamara W. Knott, and O. Hayden Griffin, Jr., New Paradigm for Foundational Engineering Education, Proceedings of the 2005 ASEE Annual Conference and Exposition, Portland, OR, June 12-15, 2005; Lo, Jenny, Vinod Lohani, and O. Hayden Griffin, Jr. Work in Progress: Pilot of Foundation Engineering Education Course, 35 th ASEE/IEEE Frontiers In Education Conference, October 19-22, 2005, Indianapolis, IN; http://www.undergradcatalog.registrar.vt.edu/0405/eng/enged. html#Anchor-11481, Accessed on February 27. 2006; (2003) Incident at Morales, , DVD. National Institute for Engineering Ethics; Knott, T.W., Lohani, V.K., Loganathan, G.V., Adel, G.T., Wolfe, M.L., Mallikarjunan, K., Wildman, T.M., Griffin, O.H., Using Electronic Portfolios in a Large Engineering Program (2005) Proceedings of the 2005 American Society for Engineering Education Annual Conference and Exposition, , June 12-15, Portland, OR; Whysong, C., J.L. Lo, and K. Mallikarjunan Improving Ethics Studies through a Spiral Themed Curriculum, to be published in the Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition, June 18-21, 2006, Chicago, IL; The Deep Dive: One Company's Secret Weapon for Innovation (1999) Nightline, , Perf Ted Koppel, DVD. dist. Films Media Group; (1987) Our common future, p. 43. , World Commission on Environment and Development , Oxford: Oxford University Press, p; Mullin, J.S., Lohani, V.K., Lo, J.L., Sustainable Development Design Projects for Engineering Freshmen at Virginia Tech (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition, , to be published in the, June 18-21, Chicago, IL; Snook, J., Lohani, V.K., Lo, J.L., Sirvole, K., Mullins, J., Kaeli, J., and O.H. Griffin, Jr., Incorporation of a 3D Interactive Graphics Programming Language into an Introductory Engineering Course, Proceedings of the 2005 American Society for Engineering Education Annual Conference and Exposition, June 12-15, 2005, Portland, OR; (2004) Engineer of 2020: Visions of Engineering in the New Century, , National Academy of Engineering , Washington, D.C: The National Academies Press; Clayton, A., Radcliffe, N.J., (1996) Sustainability - A Systems Approach, , London: Earthscan Publications Ltd; Friedman, T.L., (2005) The World is Flat: A Brief History of the Twenty-First Century, , New York, Farrar, Straus and Giroux; Gold, G., (1989) Videocassette, , National Institute for Engineering Ethics; Lo, J., Lohani, V.K., Mullin, J.S., Student Presentations on Contemporary Engineering Ethics Issues in an Introductory Freshman Engineering Course (2006) Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition, , to be published in the, June 18-21, Chicago, IL; http://www.cia.gov/cia/publications/factbook, Accessed on February 8, 2006","Lo, J.; Virginia Tech.United States",,Dassault Systemes;et al;HP;IBM;Lockheed Martin;Microsoft,American Society for Engineering Education,"113th Annual ASEE Conference and Exposition, 2006",18 June 2006 through 21 June 2006,"Chicago, IL",70738.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029028698
Moe G.,23094809100;,Using interactive assessment tools in the classroom,2006,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,,,8.0,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85029048816&partnerID=40&md5=6170a068370e93b21f1908fb5c7a8f0f,"U.S. Air Force Academy, United States","Moe, G., U.S. Air Force Academy, United States","Research continues to show the most common instructional technique, the lecture, is less effective in promoting student learning than student-active methods. Students tend not to retain the majority of material after the first 10-15 minutes of lecture. Actively involving students in the lesson has many benefits such as supervised practice, increased retention, and better understanding of concepts. In-class assessment is a useful tool that actively involves students, while providing valuable feedback to the instructor. Immediate feedback can be even more beneficial, because the instructor can modify the presentation ""on the fly"" depending on the students' levels of understanding. One currently available tool, the GTCO CalComp™ ""Personal Response System"" (PRS), is designed to provide instructors assessment and immediate feedback to monitor student learning. The PRS is a computer-based, wireless system where students use individually coded transmitters to answer questions based on the lesson material. This paper will summarize the results of a study using the PRS in the United States Air Force Academy Engineering Division Fundamentals of Mechanics course. A class survey and focus group were used to determine the usefulness of PRS-based assessment for the course. The goal of the analysis was to use emerging technology to enhance the learning environment in engineering courses by increasing instructor-student interaction through assessment and real-time feedback. © American Society for Engineering Education, 2006.",,Learning systems; Mechanics; Mobile computing; Technical presentations; Classroom; Computer-based wireless system; Interactive assessment tools; Engineering education,,,,,,,,,,,"Angelo, T.A., Cross, P.M., (1993) Classroom Assessment Techniques: A Handbook for College Teachers, , Second Edition. Jossey-Bass; Gray, Tara, Be All You Can Be - Teach! Presentation at Boot Camp for Profs, Leadville, Colorado, 2004","Moe, G.; U.S. Air Force AcademyUnited States; email: gary.moe@usafa.af.mil",,Dassault Systemes;et al;HP;IBM;Lockheed Martin;Microsoft,American Society for Engineering Education,"113th Annual ASEE Conference and Exposition, 2006",18 June 2006 through 21 June 2006,"Chicago, IL",70738.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-85029048816
"Hong Y., Jun W., Kwak B.H.",57199903513;7004529959;8862026800;,Design and implementation of a mobile class Web site using intelligent user interface,2006,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),3942 LNCS,,,716,725,,2.0,10.1007/11736639_89,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33745813467&doi=10.1007%2f11736639_89&partnerID=40&md5=cc70ffa67a1903e2d3d109e5a80dce4a,"Seoul Usin Elementary School, Seoul, South Korea; Dept. of Computer Education, Seoul National University of Education, Seoul, South Korea; University Library, Seoul National University of Education, Seoul, South Korea","Hong, Y., Seoul Usin Elementary School, Seoul, South Korea; Jun, W., Dept. of Computer Education, Seoul National University of Education, Seoul, South Korea; Kwak, B.H., University Library, Seoul National University of Education, Seoul, South Korea","The purpose of this paper is to design and implement a mobile class Web site for elementary schools using intelligent user interface. Especially, our mobile class Web site encourages parents to participate in various school matters including their children's scholastic achievements. Traditional class Web sites provide information to parents through wired networks. Recently, with the development of wireless data transmission technologies, traditional class Web sites can be linked with wireless networks. Armed with wireless transmission handset devices such as cellular phones and PDA (personal digital assistants), students' parents can get class information directly through those devices. This work is to develop class Web sites that can be synergistically linked between wired and wireless networks, The communication through both wired and wireless networks enables students' parents to overcome the limitation of space and time and further promotes better collaboration with teachers. The survey results show that our class Web site promotes active participation of parents. © Springer-Verlag Berlin Heidelberg 2006.",,Computer aided design; Data communication equipment; Information analysis; Intelligent agents; Personal digital assistants; User interfaces; Wireless telecommunication systems; Intelligent user interfaces; Mobile class Web sites; Wired networks; Wireless networks; Websites,,,,,,,,,,,"Kim, C., (2002) A Study on the Development of Mobile Cultural Contents, , Master's Thesis, Graduate School of Arts, Chungang University, Korea; Jang, B., (2000) Design and Implementation of Educational Information Delivery System Using Wireless Internet, , Master's Thesis, Hanyang Univ., Seoul, Korea; Hamby, J.V., The school-family link: A key to dropout prevention (1995) Education and the Family, , edited by Kaplan, L., Allyn and Bacon, Massachusetts, USA; Kim, D., (2002) Design of a Distance Education System Using Wireless Internet, , Master's Thesis, Dept. of Computer Information, Konkook University, Korea; Park, K., (2002) Design and Implementation of English Listening Study System in Mobile Environment, , Graduate School of Education, Silla University, Korea; Jeong, M., Seol, M., Design and realization of a cyber lecture system using the, wireless internet (2004) Proceedings of KAIE, 9 (1), pp. 131-138. , Cheju, Korea, Jan; http://www.mobilelab.co.kr; http://sms.dacom.net; http://www.namo.co.kr; http://www.anybil.com; http://www.openwave.com; http://phone.com; http://kr.ks.yahoo.com/service/question_detail.php?queId=46720; Lee, B., (2002) A Study on the Design Guide for Beginners in Mobile Internet, , Master's Thesis, Dept. of Information & Industrial Engineering, Hongik University, Korea; http://www.usin.es.kr","Hong, Y.; Seoul Usin Elementary School, Seoul, South Korea; email: ddal_3@hanmail.net",,"VR Committee of the China Society of Image and Graphics;Zhejiang University, China",Springer Verlag,"1st International Conference on Technologies for E-Learning and Digital Entertainment, Edutainment 2006",16 April 2006 through 19 April 2006,Hangzhou,67734.0,03029743,3540334238; 9783540334231,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-33745813467
"Penuel W.R., Roschelle J., Abrahamson L.",6602520543;6603548311;15845266400;,Research on classroom networks for whole-class activities,2005,"Proceedings - IEEE International Workshop on Wireless and Mobile Technologies in Education, WMTE 2005",2005,, 1579270,222,229,,15.0,10.1109/WMTE.2005.56,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33846945464&doi=10.1109%2fWMTE.2005.56&partnerID=40&md5=92c1384bb5ae38744f7153d971531053,"SRI International, Menlo Park, CA, United States; Better Education Foundation, Inc., Yorktown, VA, United States","Penuel, W.R., SRI International, Menlo Park, CA, United States; Roschelle, J., SRI International, Menlo Park, CA, United States; Abrahamson, L., Better Education Foundation, Inc., Yorktown, VA, United States","In this paper, we describe results from a synthesis of re-search on classroom networks. We found that of three types of research studies identified - descriptive studies of teaching, outcome studies, and theoretical accounts of net-worked classrooms - the most common were descriptive studies. Descriptive studies, those which focused on identifying what is happening in classrooms that use the technology, point to a constellation of practices believed to be effective with classroom communication systems. Outcome studies point to the potential of classroom networks to support conceptual change, enhanced motivation and engagement, and better feedback between students and teachers. Although the theoretical accounts that attempt to explain reported effects diverge somewhat from one another, they help to explain different sets of research findings about classroom networks. We conclude the synthesis with recommendations for future research on classroom networks © 2005 IEEE.",,Communication systems; Engineering research; Students; Teaching; Classroom communication systems; Classroom networks; Conceptual changes; Descriptive studies; Learning systems,,,,,,,,,,,"M. O. Martin, I. V. S. Mullis, E. J. Gonzalez, and S. J. Chrostowski, TIMSS 2003 international science report: Findings from IEA's Trends in International Mathematics and Science Study at fourth and eighth grades, TIMSS & PIRLS International Study Center, Boston College, Chestnut Hill, MA 2004; Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., O'Connor, K.M., Chrostowski, S.J., Gregory, K.D., Smith, T.A., Garden, R.A., (2001) Science benchmarking report: TIMSS 1999 - Eighth Grade, , International Study Center, Lynch School of Education, Boston College, Chestnut Hill, MA; Penuel, W.R., Roschelle, J., Crawford, V., Shechtman, N., Abrahamson, A.L., (2004) Workshop report: Advancing research on the transformative potential of interactive pedagogies and classroom networks, , SRI International, Menlo Park, CA; Judson, E., Sawada, D., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers in Mathematics and Science Teaching, 21, pp. 167-181; Abrahamson, L., Wireless calculator networks - Why they work, where they came from, and where they're going (2002) 13th Annual International Conference on Technology in Collegiate Mathematics, , presented at, Atlanta, Georgia; Robinson, S., (2002) Discourse: Decades of achievement results, , ETS Technologies, Incorporated, Princeton, NJ; Kaput, J., Hegedus, S., Exploiting classroom connectivity by aggregating student constructions to create new learning opportunities (2002) 26th Conference of the International Group for the Psychology of Mathematics Education, , Paper presented at the, Norwich, UK; Penuel, W.R., Crawford, V., Boscardin, C.K., Masyn, K., Debarger, A.H., Urdan, T.C., (2005) Teaching with student response system technology: A survey of K-12 teachers, , SRI International, Menlo Park, CA; Wilensky, U., Stroup, W.M., Networked gridlock: Students enacting complex dynamic phenomena with the HubNet architecture (2000) Fourth Annual International Conference of the Learning Sciences, , presented at The, Ann Arbor, MI; Stroup, W.M., Kaput, J., Ares, N., Wilensky, U., Hegedus, S., Roschelle, J., Mack, A., Hurford, A., The nature and future of classroom connectivity: The dialectics of mathematics in the social space (2002) Annual Conference of Psychology of Mathematics Education in North America, , presented at, Athens, GA; Stroup, W.M., Instantiating Seeing Mathematics Structuring the Social Sphere (MS3): Updating generative teaching and learning for networked mathematics and science classrooms (2002) First International Conference on Wireless and Mobile Technologies in Education, , presented at, Vaxjo, Sweden; Wilensky, U., Stroup, W.M., Participatory simulations: Network-based design for systems learning in classrooms (1999) Computer Supported Collaborative Learning, , presented at, Stanford University; Roschelle, J., Penuel, W.R., Abrahamson, A.L., The networked classroom (2004) Educational Leadership, 61, pp. 50-54; Colella, V., Participatory simulations: Building collaborative understanding through immersive dynamic modeling (2000) The Journal of the Learning Sciences, 9, pp. 471-500; Price, S., Rogers, Y., Let's get physical: The learning benefits of interacting in digitally augmented physical spaces (2004) Computers and Education, 43, pp. 137-151; Andrews, G., Woodruff, E., MacKinnon, K.A., Yoon, K.S., Concept development for kindergarten children through a health simulation (2003) Journal of Computer Assisted Learning, 19, pp. 209-219; Abrahamson, A.L., Teaching with classroom communication systems: What it involves and why it works (1999) International Workshop on New Trends in Physics Teaching, , presented at, Puebla, Mexico; Abrahamson, L., Owens, D.T., Demana, F., Meagher, M., Herman, M., Developing pedagogy for wireless handheld computer networks (2003) Society for Information Technology and Teacher Education International Conference, , presented at, Albuquerque, NM; Mazur, E., (1997) Peer Instruction: A user's manual, , Upper Saddle River, NJ: Prentice Hall; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J., Wenk, L., Using the Classtalk classroom communication system for promoting active learning in large lectures (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Draper, S.W., Brown, M., Increasing interactivity in lectures using an electronic voting system (2004) Journal of Computer Assisted Learning, 20, pp. 81-94; Dufresne, R.J., Gerace, W.J., Assessing-To-Learn: Formative assessment in physics instruction (2004) The Physics Teacher, 42, pp. 428-433; Boyle, J., Using classroom communication systems with large classes (1999) Taking advantage of hand held technology and calculator network workshop, , presented at, University of Strathclyde; Poulis, C., Massen, C., Robens, E., Gilbert, M., Physics learning with audience paced feedback (1998) American Journal of Physics, 66, pp. 439-441; Wit, E., Who wants to be... The use of a Personal Response System in statistics teaching (2003) MSOR Connections, 3, pp. 5-11; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Dufresne, R.J., Gerace, W.J., (1994) Using extended scenario, 2003. , UMass Physics Education Research Group; T. M. Truong, W. G. Griswold, M. Ratio, and L. Star, The ActiveClass project: experiments in encouraging classroom participation, University of California, San Diego, San Diego, CA 2002; Nicol, D.J., Boyle, J., Peer Instruction versus classwide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28, pp. 457-473; Burnstein, R., Lederman, L.M., Using wireless keypads in lecture classes (2001) Physics Teacher, 39; Fagen, A.P., Crouch, C.H., Mazur, E., Peer instruction: Results from a range of classrooms (2002) The Physics Teacher, 40, pp. 206-207; Jackson, M., Trees, A., (2003) Clicker implementation and assessment, , Information and Technology Services and Faculty Teaching Excellence Program, University of Colorado, Boulder, CO; Anderson, R.J., Anderson, R., VanDeGrift, T., Wolfman, S.A., Yasuhara, K., Promoting interaction in large classes with a computer-mediated feedback system (2003) Computer Supported Cooperative Learning'03, , presented at, Bergen, Norway; Sung, M., Gips, J., Eagle, N., DeVaul, R., Pentland, S., MIT.EDU: System architecture for real-world distributed multi-user applications in classroom settings (2004) 2nd International Workshop on Wireless and Mobile Technologies in Education, JungLi, , presented at The, Taiwan; DiGiano, C., Yarnall, L., Patton, C., Roschelle, J., Tatar, D., Manley, M., Conceptual tools for planning for the wireless classroom (2003) Journal of Computer Assisted Learning, 19, pp. 284-297; S. Piazza, Peer instruction using an electronic response system in large lecture classes Presentation document presented at the Pennsylvania State University Center for Education Technology Services Teaching with Technology series, Departments of Kinesiology, Mechanical Engineering, and Orthopaedics and Rehabilitation, Center for Locomotion Studies January 24 2002; Hegedus, S., Kaput, J., An introduction to the profound potential of connected algebra activities: Issues of representation, engagement and pedagogy (2004) 28th Conference of the International Group for the Psychology of Mathematics Education, , presented at, Bergen, Norway; D. T. Owens, L. Abrahamson, F. Demana, M. Meaghe, and M. Herman, Can wireless networks of handheld computers increase the HPL-centeredness of classroom, and, if so, Why does it happen?, Bedu, Inc., Newport News, Virginia 2003; Owens, D.T., Demana, F., Abrahamson, L., Meagher, M., Herman, M., (2002) Developing pedagogy for wireless calculator networks and researching teacher professional development, , Ohio State University and Better Education, Inc, Columbus, Ohio November 5; Hake, R.R., Interactive-engagement versus traditional methods (1998) American Journal of Physics, 66, pp. 64-74; Sokoloff, D.R., Thornton, R.K., Using interactive lecture demonstrations to create an active learning environment (1997) The Changing Role of Physics Departments in Modern Universities: Proceedings of ICUPE, , E. F. Redish and J. S. Rigden, Eds. College Park, MD: The American Institute of Physics; Roselli, R.J., Brophy, S., Exploring an electronic polling system for the assessment of student progress in two biomedical engineering courses (2002) American Society for Engineering Education Annual Conference and Exposition, , presented at, Montreal, Quebec; Kopf, S., Scheele, N., Effelsberg, W., The Interactive Lecture: Teaching and learning technologies for large classrooms, , Department for Mathematics and Computer Science, University of Mannheim, Mannheim, GDR 2005; Lonsdale, P., Baber, C., Sharples, M., Engaging learners with everyday technology: A participatory simulation using mobile phones (2004) Mobile Human Computer Interaction 2004: 6th International Symposium, , presented at, Glascow, UK; Hegedus, S., Improving algebraic thinking through a connected SimCalc Mathworlds classroom (2003) 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of the PME-NA, , presented at the, Honolulu, HI; Boyle, J., Nicol, D.J., (2002) The interactive classroom and studio (Powerpoint document), , Strathclyde University, Glascow, Scotland; Cue, N., A universal learning tool for classrooms? (1998) First Quality in Teaching and Learning Conference, Hong Kong International Trade and Exhibition Center (HITEC), , presented at, Hong Kong SAR, China; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) The Physics Teacher, 69, pp. 970-977; Webking, R., (1998) Classtalk in two distinctly different settings, , University of Texas-El Paso, El Paso, TX; Woods, H.A., Chiu, C., Wireless response technology in college classrooms (2003) The technology Source, 2005; Duncan, D., (2005) Clickers in the classroom: How to enhance science teaching using classroom response systems, , San Francisco: Pearson; Davis, S., Observations in classrooms using a network of handheld devices (2003) Journal of Computer Assisted Learning, 19, pp. 298-307; (1999) How people learn: Brain, mind, experience, , National Research Council, Washington, DC: National Academy Press; J. Roschelle, Convergent conceptual change, in CSCL: Theory and practice of an emerging paradigm, T. Koschmann, Ed. Mahwah, NK: Lawrence Erlbaum Associates Publishers, 1996, pp. 209-248; Roschelle, J., Abrahamson, A.L., Penuel, W.R., (2003) CATAALYST: Towards scientific studies of the strategic integration of learning theory and classroom network technology to improve teaching and learning, , SRI International, Menlo Park, CA; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23; Rogoff, B., Baker-Sennett, J., Lacasa, P., Goldsmith, D., Development through participation in socioculturel activity (1995) Cultural practices as contexts for development, , J. Goodnow, P. Miller, and F. Kessel, Eds. San Francisco: Jossey-Bass; Rogoff, B., (2003) The cultural nature of human development, , New York: Oxford University Press; Lave, J., Wenger, E., (1991) Situated learning: Legitimate peripheral participation, , Cambridge, MA: Harvard University Press; Penuel, W.R., Wertsch, J.V., Vygotsky and identity formation: A sociocultural approach (1995) Educational Psychologist, 30, pp. 83-92; Penuel, W.R., Abrahamson, A.L., Roschelle, J., Theorizing the transformed classroom: A socioculturel interpretation of the effects of audience response systems in higher education Audience response systems in higher education: Applications and cases, , D. Banks, Ed, forthcoming","Penuel, W.R.; SRI International, Menlo Park, CA, United States; email: william.penuel@sri.com",,IEEE Technical Committee for Learning Technology,,"IEEE International Workshop on Wireless and Mobile Technologies in Education, WMTE 2005",28 November 2005 through 30 November 2005,Tokushima,69113.0,,0769523854; 9780769523859,,,English,Proc. - IEEE Int. Workshop Wireless Mobile Technol. Educat. WMTE 2005,Conference Paper,Final,,Scopus,2-s2.0-33846945464
"Hall R.H., Collier H.L., Thomas M.L., Hilgers M.G.",56431336400;7005041127;55497897700;55393215400;,"A student response system for increasing engagement, motivation, and learning in high enrollment lectures",2005,"Association for Information Systems - 11th Americas Conference on Information Systems, AMCIS 2005: A Conference on a Human Scale",4,,,1792,1797,,25.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869836495&partnerID=40&md5=d01bc7fd24b1e920d07262e520949f48,"University of Missouri, Rolla, United States","Hall, R.H., University of Missouri, Rolla, United States; Collier, H.L., University of Missouri, Rolla, United States; Thomas, M.L., University of Missouri, Rolla, United States; Hilgers, M.G., University of Missouri, Rolla, United States","Student response systems (SRS) are devices that allow students to provide categorical and numerical responses to questions embedded within a lecture, and the responses can be tallied and scored in various ways to provide immediate feedback to the students and/or professors. In the fall of 2004 at the University of Missouri - Rolla, questions were systematically integrated into large general chemistry lecture sections, and students used the response system to answer. In order to evaluate the system, students' test scores were compared with previous years, and a survey was administered with the aim of evaluating the system at the end of the course when SRS was used. Test scores indicated substantial improvement from previous years. In addition, survey results indicated that a significant majority of the students found that the SRS made the course more engaging, motivational, and increased learning. Qualitative analyses of students' open-ended responses provided support and additional insights for the quantitative analyses.",Classroom Communication System; Leaner Engagement; SMET Education; Student Response System,Classroom communication systems; General chemistry; Leaner Engagement; Numerical response; Open-ended response; Previous year; Qualitative analysis; Response systems; Student-response system; University of Missouri; Communication systems; Information systems; Students; Surveys; Teaching; Interactive computer systems,,,,,,,,,,,"Abrahamson, A.L., Teaching with classroom communication system: What it involves and why it works (1999) International Workshop, New Trends In Physics Teaching, , http://www.bedu.com/Publications/PueblaFinal2.html; Cooper, M., Cooperative learning: An approach for large enrollment courses (1995) Journal of Chemical Education, 72, pp. 162-164; Flavell, J.H., Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry (1979) American Psychologist, 34, pp. 906-911; Judson, E., Sawada, A., Learning from past and present: Electronic response systems in college lecture halls (2002) Journal of Computers In Mathematics and Science Teaching, 21 (2), pp. 167-181. , http://dl.aace.org/9218; Mazur, E., (1997) Peer Instruction - a User's Manual, , Prentice Hall, New York; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66 (5), pp. 439-441; Schank, R.C., Berman, T.R., Macpherson, K.A., Learning by doing (1999) Instructional-design Theories and Models: A New Paradigm of Instructional Theory, 2, pp. 161-181. , in C. M. Reigeluth (Ed.), Mahawah, NJ: Lawrence Erlbaum; Ward, C.R., Reeves, J.H., Heath, B.P., Encouraging active student participation in chemistry classes with a web-based, instant feedback, student response system (2003) CONFCHEM: Non-Traditional Teaching Methods, , http://aa.uncw.edu/chemed/papers/srs/confchem/confchem_srs.htm","Hall, R. H.; University of Missouri, Rolla, United States; email: rhall@umr.edu",,,,"11th Americas Conference on Information Systems, AMCIS 2005",11 August 2005 through 15 August 2005,"Omaha, NE",92964.0,,9781604235531,,,English,"Assoc. Inf. Sys. - Amer. Conf. Inf. Sys., AMCIS: Conf. Hum. Scale",Conference Paper,Final,,Scopus,2-s2.0-84869836495
"Chang C.-J., Huang C.-W., Lin Y.-P., Huang Z.-Y., Hu T.-K.",7407041993;7406880628;14062227700;13908343200;14062229500;,FPGA platform for CPU design and applications,2005,2005 5th IEEE Conference on Nanotechnology,1,, 1500725,357,360,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33746994132&partnerID=40&md5=42e793817adc3bac4ae381544cc94e89,"Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan","Chang, C.-J., Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan; Huang, C.-W., Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan; Lin, Y.-P., Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan; Huang, Z.-Y., Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan; Hu, T.-K., Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan","This paper presents a CPU design of 25 MIPS instructions in addition to the interface controller circuitries of LCD, 7-sequment and key pad and all are downloaded on a 200k gate-count FPGA board for system verification. Then an image process device developed in another FPGA board was connected to the CPU as an image accelerator. By using the same way, other mechantronic or nano devices could also be connected to the CPU with proper designed controllers. The FPGA board could be used for teaching CPU design, controlling applications and also for system-on-chip (SoC) designing since all circuitries might be incorporated in a signal FPGA chip. A multifunctional platform is gradually evolving for teaching and applications. ©2005 IEEE.",CMOS Image Sensor; CPU; FPGA; MIPS; SoC,Chip scale packages; CMOS integrated circuits; Image sensors; Interfaces (computer); Liquid crystal displays; Program processors; CMOS Image Sensors; CPU; MIPS; SoC; Field programmable gate arrays,,,,,,,,,,,"Ochi, H., ASAver.1: An FPGA-based education board for computer architecture/system design (1997) Design Automation Conference 1997. Proceedings of the ASP-DAC '97, pp. 157-165. , Asia and South Pacific, 28-31, January; Richard, W.D., Taylor, D.E.M., Zar, D.M., A capstone computer design course (1999) Education, IEEE Transactions on, 42 (4), pp. 288-294. , November; Calazans, N.L.V., Moraes, F.G., Integrating the teaching of com organization and architecture with digital hardware design early in undergraduate courses (2001) Education, IEEE Transactions on, 44 (2), pp. 109-119. , May; Pearson, M., Armstrong, D., McGregor, T., Design of a processor to support the teaching of computer systems (2002) Electronic Design, Test and Applications, 2002. Proceedings. The First IEEE International Workshop on, 29-31, pp. 240-244. , January; Patterson, D.A., Hennessy, J.L., (2005) Computer Organization and Design (3rd Edition), , San Francisco : Morgan Kaufmann; Furber, S., (2000) ARM System-on-chip Architecture (2nd Edition), , Maidstone, Kent, USA : Addison-Wesley; Huang, Z.-Y., (2004) FPGA Platform for Capturing and Filtering CMOS Image Sensor, , Master of Technology, National Taiwan Normal University; Lin, Y.-P., (2005) FPGA Platform for CPU Design and Education Training Using MIPS, , Master of Technology, National Taiwan Normal University","Chang, C.-J.; Department of Industrial Education, National Taiwan Normal University, Taipei, Taiwan; email: t07022@cc.ntnu.edu.tw",,,,2005 5th IEEE Conference on Nanotechnology,11 July 2005 through 15 July 2005,Nagoya,67359.0,,0780391993; 9780780391994,,,English,5th IEEE Conf. Nanotechnol.,Conference Paper,Final,,Scopus,2-s2.0-33746994132
"Zhang B.H., Patterson R., Richmond G., Parker J., Merrill J., Urban-Lurain M., Rollins S., Weber E., Long T.",57035495100;7403567270;36856518300;15758382700;7202263481;6603418284;57209728041;8931456700;12796915100;,Using self-response system and online learning environment to promote science learning in a large college class,2005,"Proc. Int. Conf. on Computers in Education 2005: ""Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences""- Sharing Research Results and Exemplary Innovations, ICCE",,,,570,576,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863014314&partnerID=40&md5=97784d4c0c9887c537c142e813826caa,"National Institute of Education, Nanyang Technological University, Singapore, Singapore; Department of Microbiolgy and Molecular Genetics, Michigan State University, United States; College of Education, Michigan State University, United States","Zhang, B.H., National Institute of Education, Nanyang Technological University, Singapore, Singapore; Patterson, R., Department of Microbiolgy and Molecular Genetics, Michigan State University, United States; Richmond, G., College of Education, Michigan State University, United States; Parker, J., College of Education, Michigan State University, United States; Merrill, J., Department of Microbiolgy and Molecular Genetics, Michigan State University, United States; Urban-Lurain, M., College of Education, Michigan State University, United States; Rollins, S., College of Education, Michigan State University, United States; Weber, E., College of Education, Michigan State University, United States; Long, T., Department of Microbiolgy and Molecular Genetics, Michigan State University, United States",How can large undergraduate classes be made more interactive? How can students be engaged to think deeply and to gain conceptual understanding of course content? This paper describes a Peer Instruction and Model-based Reasoning approach to address these questions. We describe an instructional design and present empirical data to show how two learning technologies: an online teaching and research tool (www.lon-capa) and a self-response system (clickers) were used in an introductory undergraduate biology course (N=448). Implication for how to adopt this type of technology for teaching and research purposes are also provided. © 2005 Asia-Pacific Society for Computers in Education.,Clickers; College science; Model-based reasoning; Online learning,Clickers; College science; Conceptual understanding; Course contents; Empirical data; Instructional designs; Learning technology; Model-based Reasoning; Online learning; Online learning environment; Online teaching; Peer instruction; Research tools; Science learning; Type of technology; Curricula; Innovation; Research; Teaching; E-learning,,,,,,,,,,,"Anderson, C.W., Richmond, G., (2004) Prospectus: Learning to Teach Science: Building Patterns of Practice, , http://SciRes.educ.msu.edu/TEScience/Index.htm, Retrieved March 1, 2005; Bodner, G., I have found you an argument: The conceptual knowledge of beginning chemistrygraduate students (1991) Journal of Chemical Education, 68 (5), pp. 385-388; Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991) ERIC Clearinghouse on Higher Education; Duncan, D., Clickers in the classroom (2005) Benjamin Cummings; Geske, J., Overcoming the drawbacks of the large lecture class (1992) College Teaching, 40 (4), pp. 151-154; Gibbs, G., Jenkins, A., (1992) Teaching Large Classes in Higher Education: How to Maintain Quality with Reduced Resources, , United Kingdom: Stylus Publishing, Inc; (2004) H-ITT Software: Hyper-Interactive Teaching Technology, , H-ITT; Herr, K., (1984) Improving Teaching and Learning in Large Classes: A Practical Manual, , Colorado State University, Office of Instructional Services; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30 (3), pp. 141-151; Jackson, M.H., Trees, A.R., (2003) Clicker Implementation and Assessment, , www.colorado.edu/ftep/technology/FTEPMichele%20jack.pdf, Retrieved April 15, 2005; Lowery, R.C., Teaching and learning with interactive student response systems: A comparison of commercial products in the higher-education market (2005) Annual Meeting of the Southwestern Social Science Association, , (March 23-26). Paper presented at the, New Orleans, LA; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice Hall; Odom, A.L., Barrow, L.H., Development and application of a two-tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction (1995) Journal of Research in Science Teaching, 32 (1), pp. 45-61; Zelik, M., Schau, C., Mattern, N., Misconceptions and their change in university-level astronomy courses (1998) Physics Teacher, 36 (2), pp. 104-107","Zhang, B.H.; National Institute of Education, Nanyang Technological University, Singapore, Singapore; email: bhzhang@nie.edu.sg",,"LEArning eDvantage (LEAD);LITESPEED Education PTE LTD;Microsoft;SMART Technologies;promethean - enrich, enligthen, inspire",,"13th International Conference on Computers in Education, ICCE 2005",28 November 2005 through 2 December 2005,Singapore,88439.0,,9810540051; 9789810540050,,,English,"Proc. Int. Conf. Comput. Educ.: ""Towards Sustainable Scalable Educ. Innovations Inf. Learn. Sci.""- Shar. Res. Results",Conference Paper,Final,,Scopus,2-s2.0-84863014314
Petr D.W.,7003795549;,Experience with a multiple-choice audience response system in an engineering classroom,2005,"Proceedings - Frontiers in Education Conference, FIE",2005,, 1612282,S3G,1-S3G-6,,7.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33947260073&partnerID=40&md5=fed241411fa8ddb34dc9f09f6e5e9bd2,"University of Kansas, Electrical Engineering and Computer Science, 1520 W. 15th St., Lawrence, KS 66045-7621, United States","Petr, D.W., University of Kansas, Electrical Engineering and Computer Science, 1520 W. 15th St., Lawrence, KS 66045-7621, United States","This paper presents results and observations from using a multiple-choice audience response system (ARS) in an engineering class with enrollments averaging approximately 60. The system consisted of student-registered infra-red transmitters, receivers daisy-chained to an in-class computer, and associated software. The system allows the students to answer multiple-choice questions, with the software processing the students' answers. We discuss this system's use for ungraded in-class questions intended to provide active learning for students and feedback to both students and instructor regarding how well students are assimilating new concepts and techniques. We also describe the system's use for weekly multiple-choice quizzes. These quiz scores are found to be significantly lower than scores on traditional exams with partial-credit grading, and there is wide individual variation of scores in these two assessment formats. We conclude that an ARS can be a very effective teaching/learning tool and that multiple-choice quizzes can complement traditional assessment techniques. © 2005 IEEE.",Active learning; Assimilation feedback; Classroom technology; Multiple-choice assessment,Active learning; Assimilation feedback; Audience response system (ARS); Classroom technology; Multiple-choice assessment; Computer software; Students; Teaching; Engineering education,,,,,,,,,,,"Hyper-Interactive Teaching Technology, http://www.h-itt.com; Felder, R.M., Brent, R., Understanding Student Differences (2005) Journal of Engineering Education, 94 (1), pp. 57-72. , January; Petr, D.W., Cross-Checking and Good Scores Go Together: Students Shrug (2001) Proceedings of the 2001 ASEE/IEEE Frontiers in Education Conference (FIE'01), October, pp. TA3-TA7,TA3-T12. , to","Petr, D.W.; University of Kansas, Electrical Engineering and Computer Science, 1520 W. 15th St., Lawrence, KS 66045-7621, United States; email: petr@eecs.ku.edu",,,,"Frontiers in Education - 35th Annual Conference 2005, FIE' 05",19 October 2005 through 22 October 2005,"Indianapolis, IN",69331.0,15394565,0780390776; 9780780390775,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-33947260073
McCarthy B.,52364276300;,The E-Learning revolution: Opportunities for higher education in the 21st century,2005,Proceedings of the International Conference on Electronic Business (ICEB),,,,362,365,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873529224&partnerID=40&md5=fd2cd62a8f4ebaeb15d3c33a6146c010,"School of Information Systems, Victoria University, PO Box 14428, Melbourne City MC VIC, Australia","McCarthy, B., School of Information Systems, Victoria University, PO Box 14428, Melbourne City MC VIC, Australia","The expansion of education beyond national boundaries has created a new market for the education industry. Many universities have formed partnerships with organisations in other countries in order to expand their programs. Several implementation models have been identified including distance education via E-Learning, study abroad programs, the establishment of a university campus in a foreign country and the travel of faculty lecturers to foreign countries for full or partial curriculum delivery. There has been dramatic growth in the development of electronic interactive learning systems and their application via E-Learning to higher education in the international market. The curriculum associated with Information Systems and in particular the teaching of Enterprise Resource Planning (ERP) systems is particularly suited to the application of E-Learning technologies. Victoria University has extended its offshore programs by offering ERP education in the Asian region and has applied E-learning technologies blending synchronous and asynchronous content to assist this expansion. A number of technologies facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. This approach provides an innovative and efficient means to deliver higher education internationally in terms of flexibility in subject delivery and increased learning outcomes.",Asynchronous E-Learning; E-Learning; E-Learning technology; Innovations in teaching; Synchronous E-Learning,Application service provision; Asynchronous e-learning; Computer based training; E-learning technology; Education industry; Enterprise resource planning systems; Foreign countries; Higher education; Implementation models; Interactive learning systems; International markets; Learning outcome; Study abroad; Synchronous e-learning; University campus; Virtual Classroom; Blending; Computer aided instruction; Curricula; E-learning; Educational technology; Electronic commerce; Enterprise resource planning; Innovation; International trade; Learning systems; Supply chains; Teaching; Engineering education,,,,,,,,,,,"Aoki, K., Gloalization of e-learning: Issues and opportunities for international collaboration (2004) Proceedings of E-Learn 2004 Conference, , published in. Washington DC, USA, November 2004; Arnone, M., Mixing and matching distance-education software (2002) Chronicle of Higher Education, 48 (37), pp. 33-35; Chan, P., Welebir, B., Strategies for e-education (2003) Industrial and Commercial Training Journal, 35 (5), pp. 196-202; Ehrmann, S., Collins, M., Emerging Models of online collaborative learning: Can distance enhance quality (2001) Educational Technology, 41 (5), pp. 34-38; Gilbert, A., ERP vendors look for rebound after slowdown (2000) Informationweek News, , 14 February 2000; Hawking, P., Incorporating enterprise resource planning systems (SAP R/3) into university curriculum (1998) Proceedings of Business Information Technology Conference, , published in. Manchester, England. November 4-5 1998; Hawking, P., McCarthy, B., Transporting enterprise resource planning curriculum over the internet highway (2001) Proceedings of BITWorld 2001, , published in, Cairo, Egypt, 2001; Neubauer, M., Lobel, M., The learningbydoing eclassroom (2003) Learning Technology, 5 (3). , http://lttf.ieee.org/learn_tech/issues/july2003/index.html; Pather, S., Erwin, G., Issues and challenges for web based course delivery in the south african tertiary education context (2000) Proceedings SAICSIT-2000, , rfsti Published in the, Cape Town, November 2000; Pinaroc, J., ERP Market in Asia still viable (2000) Newsbytes, , 18 February 2000; Tansley, C., Bryson, C., Virtual Seminars - A viable substitute for traditional Approaches (2000) Innovations in Education and Training International Journal, 378 (4), pp. 335-345","McCarthy, B.; School of Information Systems, Victoria University, PO Box 14428, Melbourne City MC VIC, Australia; email: brendan.mccarthy@vu.edu.au",,"Chin. Univ. Hong Kong, Li Fung Inst. Supply Chain Manage./Logist.",,"5th International Conference on Electronic Business, ICEB 2005",5 December 2005 through 9 December 2005,Hong Kong,95358.0,16830040,,,,English,Proc. Int. Conf. Electron. Bus. (ICEB),Conference Paper,Final,,Scopus,2-s2.0-84873529224
"Mitra S., Lopez-Herrejon R.E., Zimmaro D., Johnson M., Schulman M.",7403177834;8961082000;16044237000;57193593140;7102283596;,An assessment of the effectiveness of interactive technology in an introductory programming course for non-majors,2005,"Proceedings - Frontiers in Education Conference, FIE",2005,, 1612265,S3C,17-S3C-22,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33947243896&partnerID=40&md5=f95345aa440edff97671ac35da945bba,"University of Texas at Austin, Austin, TX 78712, United States; Department of Computer Sciences, United States; Measurement and Evaluation Center, United States; Department of Educational Psychology, United States; Center for Instructional Technologies, United States","Mitra, S., University of Texas at Austin, Austin, TX 78712, United States; Lopez-Herrejon, R.E., Department of Computer Sciences, United States; Zimmaro, D., Measurement and Evaluation Center, United States; Johnson, M., Department of Educational Psychology, United States; Schulman, M., Center for Instructional Technologies, United States","Programming skills are in increasing demand in nearly all disciplines. To cater to this demand the Computer Sciences department, at our institution, offers programming courses tailored for non-majors. Historically, we have observed the highest drop rate in the introductory course even though most of the students have had some prior experience with computers. Course evaluations indicate that most of them feel that programming is a challenging intellectual exercise. To allay student concerns we decided to apply Active Learning techniques in the lectures as well as in the discussion sessions. We wanted to give students feedback on their understanding of the lecture material during the class period and thereby reinforce their learning process. We also wanted some insight on how well the lecture material was being assimilated. For these purposes we used the Classroom Performance System (CPS), which is a software/hardware system that allowed us to pose multiple choice questions during lectures and receive responses from students through their hand held remote control pads. The system tallied and recorded the responses and displayed the results in histograms. The correct answer was highlighted for students to get immediate feedback on their performance compared to their peers. We measured the effectiveness of this approach through student surveys, student ratings, classroom observations, CPS results, and analyses of the students' performance on the final examination. Student experience was largely positive and most students reported that this Active Learning technique helped them understand new and difficult material. From the instructor's perspective this new approach provided us with a better gauge to student understanding and kept students engaged during the lectures. © 2005 IEEE.",Active learning; Classroom performance system; Interactive technology; Introductory programming,Active learning; Classroom performance system; Classroom Performance System (CPS); Introductory programming; Computer programming; Remote control; Students; Surveys; Engineering education,,,,,,,,,,,"Hinde, R.J., Kovac, J., Student Active Learning Methods in Physical Chemistry (2001) Journal of Chemical Education, 78 (1), pp. 93-99; Hodges, L.C., Active learning in upper-level chemistry courses: A biochemistry example (1999) Journal of Chemical Education, 76 (3), pp. 376-377; Hoffman, E.A., Successful Application of Active Learning Techniques to Introductory Microbiology (2001) Microbiology Education, 2 (1), pp. 5-11; Kovac, J., Student active learning methods in general chemistry (1999) Journal of Chemical Education, 76 (1), pp. 120-124; Meltzer, D.E., Manivannan, K., Transforming the Lecture-Hall Environment: The Fully Interactive Physics Lecture (2002) American Journal of Physics, 70 (6), pp. 639-654; Oliver-Hoyo, M.T, Allen, D, Hunt, W.F, Hutson, J. and Pitts, A, Effects of an active learning environment: Teaching innovations at a; Paulson, D.R., Active learning and cooperative learning in the organic chemistry lecture class (1999) Journal of Chemical Education, 76 (8), pp. 1136-1140; Piaget, J., (1952) The Origins of Intelligence in Children, , M. Cook, trans, New York: International Universities Press; Piaget, J., (1973) The Child and Reality: Problems of Genetic Psychology, , New York: Grossman; Piaget, J., (1973) The Language and Thought of the Child, , London: Routledge and Kegan Paul; Piaget, J., (1977) The Grasp of Consciousness, , London: Routledge and Kegan Paul; Piaget, J., (1978) Success and Understanding, , Cambridge, MA: Harvard University Press; National Research Council. How People Learn: Brain, Mind, Experience and School - Expanded Edition in Bransford, J., Brown, A. L., Cocking, R. eds., Washington, D.C.: National Academy Press, 2000; Vygotsky, L.S., (1962) Thought and Language, , Cambridge, MA: MIT Press; Vygotsky, L.S., Mind in Society: The Development of the Higher Psychological Processes, Cambridge, MA: The Harvard University Press, 1978. (Originally published 1930, New York: Oxford University Press); Bloom, D., (1956) Taxonomy of Educational Objectives, the classification of educational goals - Handbook I: Cognitive Domain, , New York: McKay; Draper, S.W., Brown, M.I., Increasing interactivity in lectures using an electronic voting system Journal of Computer Assisted Learning, 20, pp. 81-94; McConnell, J.J., Active Learning and its Use in Computer Science (1996) SIGCE Bulletin, 28 (SPEC. ISSUE), pp. 52-54; Woods, A., Chiu, C., (2005) Wireless Response Technology in College Classrooms, , http://www.ph.utexas.edu/~ctalk/talks/woodschiu.htm, Accessed on May 30; Anderson, R.J., Anderson, R., VanDeGrift, T., Wolfman, S., Yasuhara, K., Promoting Interaction in Large Classes with Computer-Mediated Feedback (2003) CSCL: Computer Support for Collaborative Learning, pp. 119-123. , Bergen, Norway; http://www.bedu.com, Better Education Inc website:, Accessed on May 30, 2005; GTCO CalComp website, , http://www.gtcocalcomp.com/index.htm, Accessed on May 30, 2005; elnstruction website: http://www.einstruction.com. Accessed May 29, 2005; Simon, B., Anderson, R., Hoyer, C., Su, J., Preliminary experiences with a tablet PC based system to support active learning in computer science courses (2004) Proceedings of the 9th annual SIGCSE conference on Innovation and Technology in Computer Science Education, pp. 213-217. , Leeds, UK; http://www.ph. utexas.edu/~ctalk/sectionIII.htm, University of Texas at Austin, CPS-support website:, Accessed May 30, 2005; Lopez-Herrejon, R.E., Schulman, M., Using Interactive Technology in a Short Java Course: An Experience Report (2004) Proceedings of the 9th annual SIGCSE conference on Innovation and Technology in Computer Science Education, pp. 203-207. , Leeds, UK; Garcia, T., Pintrich, P.R., Assessing students' motivation and learning strategies: The Motivated Strategies for Learning Questionnaire (1995) Paper presented at the annual meeting of the American Educational Research Association, , San Francisco, CA, April 18-22; Pintrich, P.R., Smith, D.A.F., Garcia, T., McKeachic, W.J., Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ) (1993) Educational and Psychological Measurement, 53, pp. 801-813","Mitra, S.; University of Texas at Austin, Austin, TX 78712, United States; email: mitra@cs.utexas.edu",,,,"Frontiers in Education - 35th Annual Conference 2005, FIE' 05",19 October 2005 through 22 October 2005,"Indianapolis, IN",69331.0,15394565,0780390776; 9780780390775,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-33947243896
"Mano C.D., Streigel A.",8894611600;16043549000;,Introducing security analysis in computer security courses through an electronic voting project,2005,"Proceedings - Frontiers in Education Conference, FIE",2005,, 1611901,T2E,12-T2E-16,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33947215654&partnerID=40&md5=842322b9795724d73dcce295bcfa8b25,"Department of Computer Science and Engineering, University of Notre Dame, Notre Dame, IN 46556, United States","Mano, C.D., Department of Computer Science and Engineering, University of Notre Dame, Notre Dame, IN 46556, United States; Streigel, A., Department of Computer Science and Engineering, University of Notre Dame, Notre Dame, IN 46556, United States","For courses in computer security, one of the more difficult skills to impart to the students is the ability to conduct methodical security analyses of computer systems. One must create a system that is sufficiently complex to generate non-trivial security issues while avoiding completely overwhelming the students. To that end, we have developed a new course project based on the design and evaluation of physical electronic voting systems, a problem area that is sufficiently complex, yet relatively easy to understand. In this paper, we will discuss the project with regards to higher level learning objectives (analysis, evaluation) as well as give observations and refinements made through offering the project over multiple years in an upper-division computer security course. © 2005 IEEE.",Computer security; Course project; e-voting,Course projects; Electronic voting project; Non-trivial security issues; Computer systems; Curricula; Electronics engineering; Project management; Security of data; Students; Engineering education,,,,,,,,,,,"Bloom, B.S., Engelhart, M.D., Furst, E., Hill, W., Krathwohl, D., (1956) Taxonomy of educational objectives: The cognitive domain, handbook I, , New York: Longmans; CSE 498U, Computer Security www.cse.nd.edu/courses/ cse498u/www, University of Notre Dame, Department of Computer Science and Engineering, http; Konrad, R., E-voting machine crash deepens concerns (2004) Associated Press, , October; Drinkard, J., Election officials conflicted on electronic voting machines (2004) USA Today, , May; Kohno, T., Stubblefield, A., Rubin, A., Wallach, D., Analysis of an electronic voting system (2004) IEEE Symposium on Security and Privacy, pp. 27-40. , May; Holt, R. D., H.R. 550, Voter confidence and increased accessibility act of 2005, United States House of Representatives, February 2005; Jones, D.W., (2003) The case of the Diebold FTP site, , http://www.cs.uiowa.edu/jones/voting/dieboldftp.html, July","Mano, C.D.; Department of Computer Science and Engineering, University of Notre Dame, Notre Dame, IN 46556, United States; email: cmano@nd.edu",,,,"Frontiers in Education - 35th Annual Conference 2005, FIE' 05",19 October 2005 through 22 October 2005,"Indianapolis, IN",69331.0,15394565,0780390776; 9780780390775,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-33947215654
Ellis K.,13608765400;,"Tools for inclusive play: Developing ""Auslan for Kinder""",2005,"Proceedings - 3rd International Conference on Information Technology and Applications, ICITA 2005",II,, 1488945,147,152,,,10.1109/ICITA.2005.288,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33646768586&doi=10.1109%2fICITA.2005.288&partnerID=40&md5=e65b7e78f6716f7de23b61ca0902d9d8,"Monash University, Australia","Ellis, K., Monash University, Australia","This paper investigates the development and user testing of multimedia designed to teach four and five year old kindergarten children Australian Sign Language (Auslan). The software ""Auslan for Kinder"" includes vocabulary instruction, a story, song and game. The research identified three types of users: active participants; watchers and continuous clickers. The initial investigations reflect the need to change the research instrument to compensate for emerging computer skills; to provide a context for learning sign language for children who have not had exposure to hearing impaired individuals; and to provide a model of learning that is appropriate for users whose mental model of a computer is that there are embedded elements for clicking on to activate rewards. © 2005 IEEE.",,Australian Sign Language (Auslan); Computer skills; Vocabulary instruction; Computer simulation; Formal languages; Learning systems; Multimedia systems; Vocabulary control; Computer aided software engineering,,,,,,,,,,,"Karlan, G.R., Manual communication with those who can hear (1990) Manual Communication: Implications for Education, pp. 151-185. , H. Bornstein, Ed. Washington, D.C.: Gallaudet University Press; Smith, D.K., (1996) In a Small Valley, , D. K. Smith, Ed. Sydney: Video Classroom; Alien, T.E., Karchmer, M.A., Communication in classrooms for deaf students: Student, teacher, and program characteristics (1990) Manual Communication: Implications for Education, pp. 45-80. , H. Bornstein, Ed. Washington, D.C.: Gallaudet University Press; Komesaroff, L.R., The politics of language practices in deaf education (1998) Faculty of Education, , Melbourne: Deakin University; Wall, S.M., Inclusion of infants, toddlers, and preschoolers with disabilities (2000) Special Education in the 21st Century: Issues of Inclusion and Reform, pp. 198-220. , M. A. Winzer and K. Mazurek, Eds. Washington, D.C.: Gallaudet University Press; Stokoe, W.C., The study and use of sign language (1976) Sign Language Studies, 10, pp. 1-36; Ellis, K., Blashki, K., Children, Australian sign language and the web; the possibilities (2004) The Tenth Australian World Wide Web Conference, , presented at Ausweb04, Queensland; Reynolds, K.E., Sign Language and hearing preschoolers: An ideal match (1995) Childhood Education, 72, pp. 2-6; Robinson, K., (1997) Sign in Education: The Teaching of Hearing Children British Sign Language in School, , England: Teeside TEC; Hevner, A.R., March, S.T., Park, J., Design science in information system research (2004) MIS Quarterly, 28, pp. 75-105; Druin, A., Solomon, C., Designing educational computer environments for children (1994) Conference Companion on Human Factors in Computing Systems; Drasgow, E., American Sign Language as a pathway you linguistic competence (1998) Exceptional Children, 64, pp. 329-342; Bornstein, H., King, J.I., (1984) Functional Signs: A New Approach from Simple to Complex, , Baltimore, Md.: University Park Press; Hudson, G., (2000) Essential Introductory Linguistics, , Maiden, Mass.: Blackwell Publishers; Lederberg, A.R., Prezbindowski, A.K., Spencer, P.E., Word-Learning skills of deaf preschoolers: The development of novel mapping and rapid word-learning strategies (2000) Child Development, 71, pp. 1571-1585; Capirci, O., Iverson, J.M., Montanari, S., Volterra, V., Gestural, signed and spoken modalities in early language development: The role of linguistic input (2002) Bilingualism: Language and Cognition, 5, pp. 25-37; Schein, J.D., Mark, M., (1984) Speaking the Language of Sign: The Art and Science of Signing, 1st Ed., , Garden City, N.Y.: Doubleday; Cheek, A., Cormier, K., Repp, A., Meier, R.P., Prelinguistic gesture predicts mastery and error in the production of early signs (2001) Language, 77, pp. 292-323; Ellis, K., Modelling interface metaphors: Developing multimedia for young children (2002) Faculty of Information Technology, , Melbourne: Monash University; Soloway, E., How the Nintendo generation learns (1991) Communications of the ACM, 34, pp. 23-26; Pearce, C., Learning curves: The present and the future of game studies (2001) Game Developer, 8, p. 56; (1995) Educational Guidelines for Interactive Multimedia Courseware: For Australian Schools & Open Learning Environments, , Carlton, Vic.: Curriculum Corporation; Malone, T.W., What makes computer games fun (1981) Byte, 6, pp. 258-277; McLaughlin, B., (1992) Myths and Misconceptions about Second Language Learning: What Every Teacher Needs to Unlearn, , Santa Cruz, Calif: National Center for Research on Cultural Diversity and Second Language Learning","Ellis, K.; Monash University, Clayton, Vic., Australia; email: kirsten.ellis@infotech.monash.edu.au",,"IEEE NSW Section;UT, Faculty of Info. Technol., Sydney, Australia;UT, Inst. for Info. and Commun. Technol., Sydney, Australia",,"3rd International Conference on Information Technology and Applications, ICITA 2005",4 July 2005 through 7 July 2005,Sydney,67358.0,,0769523161; 9780769523163,,,English,Proc. Int. Conf. Info. Technol. Applic.,Conference Paper,Final,,Scopus,2-s2.0-33646768586
"Chang P.-H., Pai T.-W., Wang L.-J.",37043613400;7004393147;7409187815;,Grouping and interactive learning mechanism for mathematics learning programs,2005,"Proceedings - 5th IEEE International Conference on Advanced Learning Technologies, ICALT 2005",2005,, 1508731,472,473,,,10.1109/ICALT.2005.163,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33749051860&doi=10.1109%2fICALT.2005.163&partnerID=40&md5=3096e371e8136946df36d59606ff6b68,"Dept. of Computer Science, National Taiwan Ocean Univ., Taiwan, Taiwan; Dept. of Electrical Engr., Tung-Nan Institute of Tech., Taiwan, Taiwan","Chang, P.-H., Dept. of Computer Science, National Taiwan Ocean Univ., Taiwan, Taiwan; Pai, T.-W., Dept. of Computer Science, National Taiwan Ocean Univ., Taiwan, Taiwan; Wang, L.-J., Dept. of Electrical Engr., Tung-Nan Institute of Tech., Taiwan, Taiwan","The aim of the designed system is mainly to develop the environment for grouping and interactive learning mechanism performing on e-schoolbag, which preserves traditional academic mechanisms nowadays in Taiwan and enhances the teaching and learning activities among teachers and students in a digital manner. The system is developed based on the traditional teaching and learning models in order to smoothen the transition from paper-based materials into digital document format in each educational activity, and its foundation is the conviction that students learn more by doing and discussing than by watching and listening. The essence of the developed system lies in increased interaction at all levels for mathematical learning programs, from peer-to-peer discussions to one-on-one communications among students and teachers. With the assistance of the interactive learning system in the e-learning era, we expect that students are able to develop positive, optimistic, creative, and cooperative abilities beyond the confines of traditional learning mechanisms. © 2005 IEEE.",Broadcasting; Grouping learning; Interactive learning; Mathematical learning,Broadcasting; Computer aided instruction; Distance education; Interactive computer systems; Mathematical techniques; Students; Teaching; E-learning; Grouping learning; Interactive learning; Mathematical learning; Learning systems,,,,,,,,,,,"(2002) Challenge 2008 -The Six-year National Development Plan (2002-2007), , Government Information Office, Taiwan, Republic of China; Raschke, C., The age of transaction and the scene of digital learning (1999) Syllabus, 13 (4), pp. 14-17. , Sobel, D. (1999). Galileo's daughter. New York: Walker; Minka, T.P., Picard, R.W., Interactive learning with a society of models (1997) Pattern Recognition, 30 (4), pp. 565-581; http://www.conferencexp.net/community/, Accessed, Nov., 2003; Anderson, R., Anderson, R., Hoyer, C., Simon, B., Videon, F., Wolfman, S., Lecture presentation from the tablet PC (2003) Workshop on Advanced Collaborative Environments; Simon, B., Anderson, R., Wolfman, S., Activating computer architecture with classroom presenter (2003) Workshop on Computer Architecture Education","Chang, P.-H.; Dept. of Computer Science, National Taiwan Ocean Univ., Taiwan, Taiwan; email: m92570022@ntou.edu.tw",,IEEE Technical Committee on Learning Technology;IEEE Computer Society;National Kaohsiung;Normal University;National Sun Yat-sen University;Microsoft Research,,"5th IEEE International Conference on Advanced Learning Technologies, ICALT 2005",5 July 2005 through 8 July 2005,Kaohsiung,67885.0,,0769523382; 9780769523385,,,English,Proc. IEEE Int. Conf. Adv. Learn. Technol. ICALT,Conference Paper,Final,,Scopus,2-s2.0-33749051860
"Chen Y.-F., Liu C.-C., Yu M.-.H., Chang S.-B., Lu Y.-C., Chan T.-W.",7601434448;35253872600;55475834300;7405609099;55506739500;56071786800;,Elementary science classroom learning with wireless response devices - Implementing active and experiential learning,2005,"Proceedings - IEEE International Workshop on Wireless and Mobile Technologies in Education, WMTE 2005",2005,, 1579244,96,103,,5.0,10.1109/WMTE.2005.22,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33846956146&doi=10.1109%2fWMTE.2005.22&partnerID=40&md5=a0afba4ea597653fb9300fc1700bb920,"Dept. of Computer Science Information Engineering, National Central University, Taiwan; Graduate Institute of Network Learning Technology, National Central University, Taiwan; Degree Program of E-Learning, College of Science, National Chiao Tung University, Taiwan; Chu-Wei Elementary School, Taiwan","Chen, Y.-F., Dept. of Computer Science Information Engineering, National Central University, Taiwan; Liu, C.-C., Graduate Institute of Network Learning Technology, National Central University, Taiwan; Yu, M.-.H., Degree Program of E-Learning, College of Science, National Chiao Tung University, Taiwan; Chang, S.-B., Dept. of Computer Science Information Engineering, National Central University, Taiwan; Lu, Y.-C., Chu-Wei Elementary School, Taiwan; Chan, T.-W., Graduate Institute of Network Learning Technology, National Central University, Taiwan","Active learning enables learners to actively engage in learning. Learning not only transfers material to students for learning, but also encourages greater mental engagement and more extensive student-student and student-instructor interaction than does a typical lecture class. Peer Instruction (PI) engages students in active learning by achieving continuous instructor-student interaction in a physics lecture. However, the methodologies and the effectiveness of implementing PI for elementary school students have seldom been clarified. This study explores the possibility of adopting PI in an elementary science classroom. The research considerations of the study are as follows: (1) how wireless technology can enhance PI in elementary science classroom; (2) how a teacher can engage students in pre-class reading, and (3) whether elementary school students have sufficient social skills to perform a PI discussion? These questions are examined by observing how the PI pedagogical model worked with a wireless response system in elementary science classroom. Based on the observation, this study also proposes a way of improving the PI learning experience of elementary school students by adding experiments and observations during peer discussion to explain concepts and phenomena in physics. © 2005 IEEE.",,Education; Natural sciences; Students; Telecommunication services; Wireless telecommunication systems; Active learning; Experiential learning; Pedagogical model; Learning systems,,,,,,,,,,,"Cue, N., A Universal Learning Tool for Classrooms? (1998) Proceedings of the First Quality in Teaching and Learning Conference; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Huang, C.W., Liang, J.K., Wang, H.Y., EduClick: A Computer-Supported Formative Evaluation System with Wireless Devices in Ordinary Classroom (2001) Proceedings of International Conference on Computers in Education (ICCE), pp. 1462-1469; Johnson, D.W., Johnson, R.T., (1995) Teaching students to be peacemakers, , Edina, MN, Interaction Book Company; Kesten, C., (1987) Independent Learning, , Regina: Saskatchewan Education; Kolb, D.A., (1984) Experiential learning: Experience as the source of learning and development, , Prentice Hall, New Jersey; Liu, T.C., Liang, J.K., Wang, H.Y., Chan, T.W., The Features and Potential of Interactive Response System (2003) Proceedings of International Conference on Computers in Education (ICCE), pp. 315-322; Liu, T.C., Liang, J.K., Wang, H.Y., Chan, T.W., Wei, L.H., Embedding EduClick in Classroom to Enhance Interaction (2003) Proceedings of International Conference on Computers in Education (ICCE), pp. 117-125; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, New Jersey; Meltzer, D.E., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) American Journal of Physics, 70 (6), pp. 639-654; Michael, J.A., Modell, H.I., (2003) Active Learning in Secondary and College Science Classrooms: A Working Model for Helping the Learner to Learn, , Mahwah, NJ: Lawrence Erlbaum Associates; Novak, G., Gavrin, A., Christian, W., Patterson, E., (1999) Just-In-Time Teaching: Blending Active Learning with Web Technology, , Prentice Hall; Roschelle, J., Unlocking the learning value of wireless mobile devices (2003) Journal of Computer Assisted Learning, 19 (3), pp. 260-272; Silberman, M., (1996) Active Learning: 101 Strategies to Teach Any Subject, , Boston: Allyn& Bacon","Chen, Y.-F.; Dept. of Computer Science Information Engineering, National Central UniversityTaiwan; email: amychen@cl.ncu.edu.tw",,IEEE Technical Committee for Learning Technology,,"IEEE International Workshop on Wireless and Mobile Technologies in Education, WMTE 2005",28 November 2005 through 30 November 2005,Tokushima,69113.0,,0769523854; 9780769523859,,,English,Proc. - IEEE Int. Workshop Wireless Mobile Technol. Educat. WMTE 2005,Conference Paper,Final,,Scopus,2-s2.0-33846956146
"Mason M., Vogt R., Baker B., Sridharan S.",35216209500;14018676600;9942835500;7102172665;,Data-driven clustering for blind feature mapping in speaker verification,2005,9th European Conference on Speech Communication and Technology,,,,3109,3112,,11.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33745207323&partnerID=40&md5=96be36e572aa9213db64a7801245e16b,"Speech and Audio Research Laboratory, Queensland University of Technology, GPO Box 2434, Brisbane 4001, Australia","Mason, M., Speech and Audio Research Laboratory, Queensland University of Technology, GPO Box 2434, Brisbane 4001, Australia; Vogt, R., Speech and Audio Research Laboratory, Queensland University of Technology, GPO Box 2434, Brisbane 4001, Australia; Baker, B., Speech and Audio Research Laboratory, Queensland University of Technology, GPO Box 2434, Brisbane 4001, Australia; Sridharan, S., Speech and Audio Research Laboratory, Queensland University of Technology, GPO Box 2434, Brisbane 4001, Australia",Handset and channel mismatch degrades the performance of automatic speaker recognition systems significantly. This paper enhances the feature mapping technique by proposing an iterative clustering approach to context model generation which offers an improvement in the performance of feature mapping trained on labelled data and offers the potential to train feature mapping in the absence of correctly labelled background data. The performance of the clustered feature mapping models is demonstrated on an expanded version of the NIST 2003 Extended Data Task (EDT) protocol.,,Database systems; Feature extraction; Mapping; Mathematical models; Network protocols; Data-driven clustering; Extended Data Task (EDT) protocol; Feature mapping; Iterative clustering; Speech recognition,,,,,,,,,,,"Mansfield, T., Kelly, G., Chandler, D., Kane, J., Biometric product testing final report (2001) Tech. Rep., , CESG/BWG Biometric Test Programme, March; Hermansky, H., Morgan, N., RASTA processing of speech (1994) IEEE Transactions on Speech and Audio Processing, 2 (4), pp. 578-589; Pelecanos, J., Sridharan, S., Feature warping for robust speaker verification (2001) A Speaker Odyssey, the Speaker Recognition Workshop, pp. 213-218; Auckenthaler, R., Carey, M., Lloyd-Thomas, H., Score normalization for text-independent speaker verification systems (2000) Digital Signal Processing, 10 (1-3), pp. 42-54; Teunen, R., Shahshahani, B., Heck, L., A model-based transformational approach to robust speaker recognition (2000) International Conference on Spoken Language Processing, , Paper 1642; Reynolds, D., Channel robust speaker verification via feature mapping (2003) IEEE International Conference on Acoustics, Speech, and Signal Processing, 2, pp. II-53-6; Comparison of background normalization methods for text-independent speaker verification (1997) Eurospeech, 2, pp. 963-966; Pelecanos, J., Vogt, R., Sridharan, S., A study on standard and iterative MAP adaptation for speaker recognition (2002) International Conference on Speech Science and Technology, pp. 190-195; Davis, S., Mermelstein, P., Comparison of parametric representations for monosyllabic word recognition in continuously spoken sentences (1980) IEEE Transactions on Acoustics Speech and Signal Processing, ASSP-28, pp. 357-366; (2004) NIST Speech Group Website, , http://www.nist.gov/speech","Mason, M.; Speech and Audio Research Laboratory, Queensland University of Technology, GPO Box 2434, Brisbane,QLD 4001, Australia; email: m.mason@qut.edu.au",,Vodafone,,9th European Conference on Speech Communication and Technology,4 September 2005 through 8 September 2005,Lisbon,67499.0,,,,,English,Eur. Conf. Speech Commun. Technol.,Conference Paper,Final,,Scopus,2-s2.0-33745207323
"Kuhn M., Jansen M., Harrer A., Hoppe U.",14014435300;57189244074;6602832111;36476261800;,A lightweight approach for flexible group management in the classroom,2005,"Computer Supported Collaborative Learning 2005: The Next 10 Years - Proceedings of the International Conference on Computer Supported Collaborative Learning 2005, CSCL 2005",,,,353,357,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33750045527&partnerID=40&md5=16f0fc4a4fd2d00abfb94a0b19940320,"Institute for Computer Science and Interactive Systems, University Duisburg-Essen, Germany","Kuhn, M., Institute for Computer Science and Interactive Systems, University Duisburg-Essen, Germany; Jansen, M., Institute for Computer Science and Interactive Systems, University Duisburg-Essen, Germany; Harrer, A., Institute for Computer Science and Interactive Systems, University Duisburg-Essen, Germany; Hoppe, U., Institute for Computer Science and Interactive Systems, University Duisburg-Essen, Germany","In this paper we describe a session management system for setting up various collaborative classroom scenarios. The approach is addressing the additional workload of administrating classroom networks on the teacher, which is an important aspect for teachers' willingness to implement technology enhanced learning in schools. The system facilitates preparation of classroom scenarios and the adhoc installation of networked collaborative sessions. We provided a graphical interface, which is usable for administration, monitoring, and for specification of a wide variety of different classroom situations with group work. The resulting graphical specifications are well suited to be re-used in the more formal learning design format IMS/LD; this is achieved by a automatable transformation of the scenarios to LD documents. © 2005 International Society of the Learning Sciences.",Collaborative classroom scenarios; Learning design; Lightweight classroom orchestration; Shared workspaces,Collaborative classroom scenarios; Collaborative sessions; Formal learning; Graphical interface; Group management; Group work; Learning designs; Lightweight classroom orchestration; Session management; Shared-workspace; Technology enhanced learning; Specifications,,,,,,,,,,,"Baloian, N., Berges, A., Buschmann, S., Gassner, K., Hardings, J., Hoppe, H.U., Luther, W., Document management in a computer-integrated classroom (2002) Proc. of . CRIWG 2002, pp. 35-44. , Berlin et al.: Springer; Chang, C.Y., Sheu, J.P., Chan, T.W., Concept and design of Ad Hoc and Mobile classrooms (2003) Journal of Computer Assisted Learning, 19 (3), pp. 336-346; Harrer, A., Pinkwart, N., Lingnau, A., Of birthdays and earthquakes (2003) Community Events - Communication and Interactions: Proc. of Computer Support for Collaborative Learning, , InterMedia, Bergen (Norway); Leo, D.H., Perez, J.I.A., Dimitriadis, Y.A., IMS learning design support for the formalization of collaborative learning patterns (2004) Proceedings - IEEE International Conference on Advanced Learning Technologies, ICALT 2004, pp. 350-354. , Proceedings - IEEE International Conference on Advanced Learning Technologies, ICALT 2004; Hoppe, H.U., Collaborative mind tools (2004) A Learning Zone of One-s Own - Sharing Representations and Flow in Collaborative Learning Environments, pp. 223-234. , M. Tokoro & L. Steels (Eds.): Amsterdam, IOS Press; (2003) IMS Learning Design Specification (V. 1.0), , IMS, IMS Global Learning Consortium, Burlington , USA; Jansen, M., MatchMaker TNG - A framework to support collaborative java applications (2003) Proc. Artificial Intelligence in Education, , U. Hoppe, F. Verdejo & J. Kay (eds.) . Amsterdam, IOS Press; Pinkwart, N., A plug-in architecture for graph based collaborative modeling systems (2003) Proc. of Artificial Intelligence in Education, , U. Hoppe, F. Verdejo & J. Kay (eds.) , Amsterdam, IOS Press; Pohl, K., The three dimenstions of requirements engineering (1993) Proceedings to the Conference on Advanced Information Systems Engineering, pp. 275-292","Kuhn, M.; Institute for Computer Science and Interactive Systems, University Duisburg-EssenGermany; email: kuhn@collide.info",,"International Society of the Learning Sciences;National Science Council;Taipei City Government;Ministry of Education;Natl. Cent. Univ., Res. Cent. Sci. Technol. Learn.",,"International Conference on Computer Supported Collaborative Learning 2005, CSCL 2005",30 May 2005 through 4 June 2005,Taipei,88982.0,,0805857826; 9780805857825,,,English,"Comput. Supported Collab. Learn.: Next Years - Proc. Int. Conf. Comput. Supported Collab. Learn., CSCL",Conference Paper,Final,,Scopus,2-s2.0-33750045527
"Martin J.K., Mitchell J.W.",57207967930;35582160400;,"Experiences combining technology, assessment, and feedback to improve student learning in mechanical engineering thermal science courses",2005,"Proceedings - Frontiers in Education Conference, FIE",2005,, 1611908,T2F,18-T2F-23,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33947195444&partnerID=40&md5=233cb71e694748fc91f9ccd038efacf0,"Mechanical Engineering, University of Wisconsin-Madison, Madison, WI 53706, United States","Martin, J.K., Mechanical Engineering, University of Wisconsin-Madison, Madison, WI 53706, United States; Mitchell, J.W., Mechanical Engineering, University of Wisconsin-Madison, Madison, WI 53706, United States","This paper describes techniques that have been developed to combine technology, assessment and feedback in two different required undergraduate courses in mechanical engineering. In both thermodynamics and fluid mechanics, technology was incorporated in a variety of ways. For example, the daily learning objectives and class syllabi were provided to the students via the web, which allowed for the inclusion of just-in-time responsive content for the courses. Assessment of student learning was incorporated into all aspects of the course, for example, hand-in assignments were made for reading assignments. Feedback was provided on these reading assignments. Summative feedback was provided through exams and homework. The exams included conventional problems in addition to concept questions. Technology, assessment, and feedback were combined through the use of a personal response system, and in-class assessment questions. The in-class assessment questions included concept questions and questions that allowed students to assess their understanding of specific skills needed in thermodynamics and fluid mechanics. A post course survey method was used in evaluating the effectiveness of these techniques on student study habits, student learning, and long-term retention of the material, in addition to issues about class size. In general, students found these methods to be very helpful to their learning, allowing them to form a somewhat robust conceptual framework for the course material. © 2005 IEEE.",Assessment; Feedback; Learning; Technology,Class syllabi; Experiences combining technology; Student learning; Thermal science courses; Curricula; Fluid mechanics; Learning systems; Mechanical engineering; Problem solving; Students; Thermodynamics; Engineering education,,,,,,,,,,,"Hestenes, D., Wells, M., Swackhamer, G., Force Concept Inventory The Physics Teacher, 30 (3), pp. 141-151; Halloun, I.A., Hestenes, D., The Initial Knowledge State of College Physics Students (1985) American Journal of Physics, 53 (11), pp. 1043-1055; http://www.foundationcoalition.org, Foundation Coalition Website; Martin, J., Mitchell, J., Newell, T., Development of a Concept Inventory for Fluid Mechanics (2003) FIE 2003 Conference Proceedings, , Nov; Martin, J., Mitchell, J., Newell, T., Analysis of the Reliability of the Fluid Mechanics Concept Inventory (2004) FIE 2004 Conference Proceedings, , Nov; Mazur, E., (1997) Peer Instruction, , Prentice Hall; Darmofal, D., Murman, E.M., Love, M., (2001) Re-Engineering Aerodynamics Educactiion, , AIAA Paper No 2001-0870, January; Chikering, A.W., Gamson, Z.F., (1987) Seven Principles for Good Practice in Undergraduate Education, , AAHE; www.nasa.gov, NASA; EInstruction, , www.elnstrucion.com","Martin, J.K.; Mechanical Engineering, University of Wisconsin-Madison, Madison, WI 53706, United States; email: martin@ener.wisc.edu",,,,"Frontiers in Education - 35th Annual Conference 2005, FIE' 05",19 October 2005 through 22 October 2005,"Indianapolis, IN",69331.0,15394565,0780390776; 9780780390775,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-33947195444
[No author name available],[No author id available],"11th Americas Conference on Information Systems, AMCIS 2005, Volume 4",2005,"Association for Information Systems - 11th Americas Conference on Information Systems, AMCIS 2005: A Conference on a Human Scale",4,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84869783676&partnerID=40&md5=0d3964df5cc0784b67ceecbcc9a6afbf,,,"The proceedings contain 65 papers. The special focus in this conference is on information systems, technologies and its developments and engineering in America. The topics include: state of information technology support for traders in fixed-income markets; dependability auditing with model checking; framework for communication and visualization of IT and business alignment for financial institution; increasing absorptive capacity through strategic use of network organizations; predicting continuing acceptance of IT in conditions of sporadic use; the relationship between IT infrastructure and strategic agility in organizations; an empirical investigation of trusting bases in initial trust formation with national identity systems; testing a modified TAM that accounts for realities of technology acceptance in sub Saharan Africa; a student response system for increasing engagement, motivation, and learning in high enrolment lectures; an empirical investigation of the impact of GPA on perceived improvement of higher-order cognitive skills; design and development considerations of a learning object repository; scaffolding discourse in asynchronous learning networks; the motivators of students' behavioural intention towards online discussion forum participation; the role of technology anxiety and self-efficacy in information technology training; investigating the efficacy of organizational effectiveness tools in IT projects; the impact of the Sarbanes-Oxley act on IT project management; an experimental study of the effects of representational data quality on decision performance; data visualization using figural animation and visualization and Bayesian inference.",,,,,,,,,,,,,,,,,,"11th Americas Conference on Information Systems, AMCIS 2005",11 August 2005 through 15 August 2005,"Omaha, NE",92964.0,,9781604235531,,,English,"Assoc. Inf. Sys. - Amer. Conf. Inf. Sys., AMCIS: Conf. Hum. Scale",Conference Review,Final,,Scopus,2-s2.0-84869783676
Ilčev S.D.,8644502800;,"Global mobile satellite communications: For maritime, land and aeronautical applications",2005,"Global Mobile Satellite Communications: For Maritime, Land and Aeronautical Applications",,,,1,494,,52.0,10.1007/1-4020-2784-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84891984542&doi=10.1007%2f1-4020-2784-2&partnerID=40&md5=9e5bd9aecf3abd4aef00a9f1b6c86343,"University of Durban-Westville, South Africa","Ilčev, S.D., University of Durban-Westville, South Africa","Global mobile satellite communications (GMSC) are specific satellite communication systems for maritime, land and aeronautical applications. It enables connections between moving objects such as ships, vehicles and aircrafts, and telecommunications subscribers through the medium of communications satellites, ground earth stations, PTT or other landline telecommunications providers. Mobile satellite communications and technology have been in use for over two decades. Its initial application is aimed at the maritime market for commercial and distress applications. In recent years, new developments and initiatives have resulted in land and aeronautical applications and the introduction of new satellite constellations in non-geostationary orbits such as Little and Big LEO configurations and hybrid satellite constellations as Ellipso Borealis and Concordia system. This book is important for modern shipping, truck, train and aeronautical societies because GMSC in the present millennium provides more effective business and trade, with emphasis on safety and commercial communications. Global Mobile Satellite Communications is written to make bridges between potential readers and current GMSC trends, mobile system concepts and network architecture using a simple mode of style with understandable technical information, characteristics, graphicons, illustrations and mathematics equations. Global Mobile Satellite Communications represents telecommunications technique and technology, which can be useful for all technical staff on vessels at sea and rivers, on all types of land vehicles, on planes, on off shore constructions and for everyone possessing satellite communications handset phones. © 2005 Springer. All Rights Reserved.",,,,,,,,,,,,,"Acerov, A.M., (1987) Morskaya Radiosvyaz i Radionavigaciya, , Transport, Moskva; Baylin, F., (1998) World Satellite Yearly, , Baylin Publications, Boulder; Blonstein, L., (1987) Communications Satellites, the Technology of Space Communications, , Heinemann, London; Calcutt, D., (1994) Satellite Communications, Principles and Applications, , Edward Arnolds, London; Campbell, J., (1998) Understanding GMDSS, , Waterline, Shrewsbury; Chetty, P.R.K., (1993) Satellite Technology and Its Applications, , TAB, Blu Ridge Summit; Dalgleish, D.I., (1989) An Introduction to Satellite Communications, , IEE, London; Davidoff, M.R., (1984) The Satellite Experimenter's Handbook, , ARRL, Newington; Elbert, B.R., (2001) Ground Segment and Earth Station Handbook, , Artech House, Boston-London; Elbert, B.R., (1987) Introduction to Satellite Communications, , Artech House, London; Elbert, B.R., (1997) The Satellite Communication Applications Handbook, , Artech House, London; El-Rabani, A., (2002) Introduction to GPS, , Artech House, Boston-London; Evans, B.G., (1991) Satellite Communication Systems, , IEE, London; Feher, K., (1983) Digital Communications, Satellite Earth Station Engineering, , Prentice-Hall, Englewood Cliffs; Freeman, R.L., (1987) Radio Systems Design for Telecommunications (1-100 GHz), , John Wiley, Chichester; Fujimoto, K., (1994) Mobile Antenna Systems Handbook, , Artech House, London; Gagliardi, R.M., (1984) Satellite Communications, , Van Nostrand Reinhold, New York; Gallagher, B., (1989) Never beyond Reach, , Inmarsat, London; Galic, R., (1983) Telekomunikacije Satelitima, , Skolska knjiga, Zagreb; Gordon, G.D., (1993) Principles of Communications Satellites, , John Wiley, Chichester; Grant, A.E., (2000) Communication Technology Update, , Focal Press, Boston; (1996) Fifth International Conference on Satellite Systems for Mobile Communications and Navigation, , Group of authors IEE, London; (1988) Fourth International Conference on Satellite Systems for Mobile Communications and Navigation, , Group of authors IEE, London; (2002) Handbook-Mobile Satellite Service (MSS), , Group of authors ITU, Geneva; (2002) Handbook on Satellite Communications, , Group of authors ITU, Geneva; (1985) Morskaya Radiosyaz, , Group of authors Transport, Leningrad; (1983) Pomorska Enciklopedija-VI/VII Volume, , Group of authors Jugoslavenski leksikografski zavod, Zagreb; (1996) Radiowave Propagation Information for Predictions for Earth-to-space Path Communications, , Group of authors ITU, Geneva; (1984) Utilisation des Satellites Pour les Recherches et le Sauvetage, , Group of authors Cepadues, Toulouse; Guinard, F., (1992) Maritime Applications of Inmarsat-A and Inmarsat-C, , Inmarsat, London; Ha, T.T., (1986) Digital Satellite Communications, , Macmillan Publications, New York; Hadden, A.D., (1995) Personal Communications Networks, Practical Implementation, , Artech House, London; Heath, S., (1999) Multimedia and Communications Technology, , Focal Press, Oxford; Higgins, J., (2002) Satellite Newsgathering, , Focal Press, Oxford; Huurdeman, A.A., (1997) Guide to Telecommunications Transmission Systems, , Artech House, Boston-London; Jagoda, A., (1995) Mobile Communications, , John Wiley, Chichester; Jamalipour, A., (1998) Low Earth Orbital Satellites for Personal Communication Networks, , Artech House, London; Kadish, J.E., (2000) Satellite Communications Fundamentals, , Artech House, Boston-London; Kantor, L.Y., (1988) Sputnikovaya Svyaz i Veschanie, , Radio i svyaz, Moskva; Kantor, L.Y., (1988) Sputnikovaya Svyaz i Problema Geostacionarnoy Orbiti, , Radio i svyaz, Moskva; Kaplan, D.E., (1996) Understanding GPS Principles and Applications, , Artech House, Boston-London; Law, P.E., (1983) Shipboard Antennas, , Artech House, Washington; Lee, C.Y.W., (1982) Mobile Communications Engineering, , McGraw-Hill, London; Lees, G.D., (1999) Handbook for Marine Radio Communications, , LLP, London; Long, M., (1987) World Satellite Almanac, , Howard W. Sams, Indianopolis; Lukatela, G., (1984) Digitalne Telekomunikacije, , Gradjevinska knjiga, Beograd; Maral, G., (1994) Satellite Communications Systems, , John Wiley, Chichester; Mladenov, M.K., (1987) Periferni Ustroystva Za Personaliny Kompyutri, , Tehnika, Sofia; Monroe, J.W., (1998) Marine Radionavigation and Communications, , Cornell Maritime Press, Centreville; Nenirovskiy, A.S., (1986) Radio-releinie i Sputnikovie Sistemi Peredachi, , Radio i svyaz, Moskva; Noll, E.M., (1985) Landmobile and Marine Radio Technical Handbook, , Howard W. Sams, Indianapolis; Novik, L.I., (1987) Sputnikovaya Svyaz Na More, , Sudostroenie, Leningrad; Ohmori, S., (1998) Mobile Satellite Communications, , Artech House, Boston-London; Olsen, J.M., (1994) An Introduction to GMDSS, , Nofus, Gravdal; Orehov, A.A., (1987) Radiopriemnie Ustroystva Morskogo Sudna, , Transport, Moskva; Pascall, S.P., (1997) Commercial Satellite Communications, , Focal Press, Oxford; Perishkin, I.M., (1986) Sistemi Podvizhnoy Radiosvyazi, , Radio I svyaz, Moskva; Pirumov, V.S., (1987) Radio-elektronika v Voyne Na More, , Voenoe izdatelstvo, Moskva; Pratt, T., (1986) Satellite Communications, , TAB, Blue Ridge Summit; Prentiss, S., (1987) Satellite Communications, , TAB, Blue Ridge Summit; Radovanovic, A., (1991) PC Modemske Komunikacije, , Tehnicka knjiga, Beograd; Ricci, F.J., (1986) U.S. Military Communications, , Computer Science Press, Rockville; Richharia, M., (2001) Mobile Satellite Communications-Principles and Trends, , Addison-Wesley,Harlow; Richharia, M., (1995) Satellite Communications System-Design Principles, , Macmillan, Basingstoke; 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Zovko-Cihlar, B., (1987) Sumovi U Radiokomunikacijama, , Skolska knjiga, Zagreb; Zhilin, V.A., (1988) Mezhdunarodnaya Sputnikova Sistema Morskoy Svyazi-Inmarsat, , Sudostroenie, Leningrad "" T "" fa; Agius, A.A., (1997) Antenna Design for the ICO Handheld Erminal 10t ICAP 97, , Edinburgh; Agius, A.A., (1997) Intelligent Handset Antenna Research Within Mobile VCE, , CCSR, Surrey; Agius, A.A., (1997) QHS-Characteristics of A Proposed Wire Antenna for An SPCN Handheld Terminal, , CCSR, Surrey; Agius, A.A., (1997) The Design of Specifications for Satellite PCN Handheld Antennas, , CCSR, Surrey; Fletcher, G.D., The Silex optical interorbit link experiment (1991) ECE Journal, 3 (6). , IEE, Stevenage; Gallagher, G.D., Widening maritime satcom (1986) Communication International Journal, (11). , Wealdstone; Gatenby, P.V., Optical intersatellite links (1991) ECE Journal, 3 (6). , IEE, Stevenage; Hijiri, Y., The talking ship (1984) Communications, International Radio Officer's Journal, 2. , INROC, Brussels; 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(1998) GMDSS System Operation Manual, , Raytheon, Kiel; (2000) GMPCS Reference Book, , ITU, Geneca; (1999) Inmarsat Aeronautical Satcom Services Users Conference, , Inmarsat, Paris; (1989) Inmarsat Annual Review, , Inmarsat, London; (1993) Inmarsat-3 Ground Control Program, , Inmarsat, London; (1995) Inmarsat Aeronautical Services Manual, , Inmarsat, London; (1991) Inmarsat-A Maritime User's Manual, , Inmarsat, London; (1990) Inmarsat-A Mobile Earth Station, , Users Guide, BT, London; (1993) Inmarsat-B Global Phone 3000, , GEC Marconi, Chelmsford; (1997) Inmarsat-B High Speed Data Service, , Inmarsat, London; (1997) Inmarsat-C Galaxy Sentinel User's Guide, , Trimble, Sunnyvale; (1995) Inmarsat-C Land Mobile Users Handbook, , Inmarsat, London; (1991) Inmarsat-C Maritime User's Manual, , Inmarsat, London; (1996) Inmarsat Data Services User's Guide, , Inmarsat, London; (1996) Inmarsat-M Omniphone MTN 205, , Marconi Marine, Chelmsford; (1992) Inmarsat M & B Technical Summary, , Inmarsat, London; (1995) Inmarsat Maritime Communications Handbook, , Inmarsat, London; (2002) Inmarsat Maritime Handbook, , Inmarsat, London; (1996) Inmarsat Maritime Operations, , Inmarsat, London; (1995) Inmarsat Maritime Services, , Inmarsat, London; (1997) Inmarsat Maritime Services Information, , Inmarsat, London; (1984) Inmarsat Maritime Users Manual, , Inmarsat, London; (1994) Inmarsat-P, , Inmarsat, London; (1995) Inmarsat-P System Description, , Inmarsat, London; (1987) Inmarsat Satellite Communications Services Users Handbook, , Inmarsat, London; (1988) Inmarsat Standard-C Technical Notes for Designer, , Inmarsat, London; (1993) International Inmarsat-E Manual, , Inmarsat, London; (2000) International Satellite Directory-Volume 1: The Satellite Industry, , Design Publishers, Sonoma; (2000) International Satellite Directory-Volume 2: Satellite Systems and Operators, , Design Publishers, Sonoma; (1994) Introduction to the COSPAS-SARSAT System, , COSPAS-SARSAT, London; (2002) IPSec Network Security, , Documentation, Cisco Systems Inc., US; 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Radio, Aalborg; (1984) Satellite Communications System MX211A, , Magnavox, Torrance; (1986) Saturn 3 Standard-A Installation Operator's and System Description Manuals, , EB, Nesbru; (1996) Saturn Bm C2 Operator's Manual, , Nera, Billingstad; (1995) Saturn C Marine Version Operator's Manual, , Nera, Billingstad; (1999) Single Mode Iridium Handset, , Kyocera, Kanagawa; (1988) Standard-C SES Demodulator/decoder, , Inmarsat, London; (1998) Standard-C SES STR 1500C, , Raytheon Anschutz, Kiel; (1988) System Definition Manual for the Standard-C Communication System, , Inmarsat, London; (1989) Technical Requirements for Inmarsat Standard-A Coast Earth Station, , Inmarsat, London; (1983) Technical Requirements for Inmarsat Standard-A Ship Earth Station, , Inmarsat, London; (1995) T-4000 High Gain Antenna System, , Tecom, Chatsworth; (1995) Technical Reference Guide, , Inmarsat, London; (2000) The Iridium System, , Motorola, Libertyville; (1995) Transportable Inmarsat-B Earth Station, , California Microwave, New York; 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(1999) Globalstar Mobile Phone R290 Satellite, , Ericsson, Stockholm; (1999) Globalstar Qualcomm Marine Kit, , Globalstar, San Jose; (1999) Globalstar Vodacom's Satellite Services, , Vodacom, Sandton; (1999) ICS550 Globalstar Satellite/GSM Telephone System, , ICS, Arundel; (2001) Inmarsat Swift64 Aeronautical HSD Services-Facts, , Inmarsat, London; (1991) Inmarsat-A, , BT Inmarsat, London; (2001) Inmarsat Aeronautical Services-Facts, , Inmarsat, London; (1992) Inmarsat Directory, , Lloyd's Press, London; (1996) Inmarsat Phone Mini-M, , Inmarsat, London; (1999) Inmarsat Maritime Communications, , Inmarsat, London; (1996) Inmarsat Maritime Operations, , Inmarsat, London; (1997) Inmarsat Maritime Services Information, , Inmarsat, London; (1996) Inmarsat SES Design and Installation Guidelines, , Inmarsat, London; (1998) Iridium for Maritime Communication, , Iridium Africa, Cape Town; (1999) Iridium-Motorola Wings"" (3 Brochures), , Motorola, Libertyville; (1999) Iridium-MultiExchange Unit MXU2000R, , Motorola, Libertyville; (1998) Iridium Technical Background, , Washington; (1999) Iridium-The World in Your Hands, , Kyocera, Kanagawa; (1999) Maritime Services, , Globalstar, San Jose; (2000) Maritime Systems, , Thrane & Thrane, Soeborg; (1986) Marconi Space Systems, , Marconi, Portsmouth; (1999) Marine Stabilized Antenna Systems, , Sea Tel, Concord; (1983) Maritime Communications by Satellite, , Inmarsat, London; (1999) Maritime Communication Systems, , Thrane & Thrane, Soeborg; (1999) Mission Update, , Sea Launch, Long Beach; (1991) Mobile Communications Unlimited, , Inmarsat, London; (2003) Nera F33F55/F77, , "", NERA, Billingstad; (2004) Nera M2M Satellite Solutions, , NERA, Billingstad; (2004) Nera SatLink Two-way Satellite Broadband Solutions, , NERA, Billingstad; (1999) Nera WorldCommunicator, , NERA, Billingstad; (1998) Preview of Iridium Products, , Kyocera, Kanagawa; (1999) Product Information, , Globalstar, San Jose; (1999) Sailor Iridium Multi Channel MC4000, , Sailor, Aalborg; (1999) Sailor Iridium Systems, , Sailor, Aalborg; (1999) Sailor Satellite Systems, , Sailor, Aalborg; (1999) Sailor SP4164A Mini-M, , Sailor, Aalborg; (1999) Samsung Satellite/cellular Phone, , ICO, London; (1999) Sat-906 System, , Rockwell Collins, Reading; (2000) Satcom-5000 System, , Rockwell Collins, Reading; (2000) Satcom-6000 System, , Rockwell Collins, Reading; (1987) Satellite Communications on the Move, , Inmarsat, London; (1998) Satellite Series-Iridium Accessory Brochure, , Motorola, Libertyville; (1998) Satellite Series 9501 Iridium Pager, , Motorola, Libertyville; (1999) Satellite Series 9500 Iridium Portable Telephone, , Motorola, Libertyville; (1997) Satellite Technology, Orbits and Launches Tutorial, , Inmarsat, London; (2000) Satellite Teleport in the Hearth of Europe, , GT&T, Louvain-La-Neuve; (1999) Scada, , Eutelsat, Paris; (1994) Scansat-M 9010 Satellite Telephone, , Skanti, Vaerloese; (2000) Sea Launch-At-A-Glance, , Sea Launch Co LLC, Long Beach; (1999) Shipping Emergencies-SAR and GMDSS, , Focus on IMO, IMO, London; (1984) Shore-to-ship Calling Procedures, , Inmarsat, London; (2001) SITA Aircraft Communications, , Set of pamphlets, SITA, Vienna; (1998) Stay in Touch"" (2 Brochures), , Thrane & Thrane, Soeborg; (1999) Technical Background, , Iridium, Washington; (2000) The Iridium System, , Iridium, Washington; (1998) The Microsat Series, , GT&T, Louvain-La-Neuve; (1998) The World in Your Hands, , Kyocera, Kanagawa; (1995) Transportable Inmarsat-B Earth Station LYNXX, , California Microwave, Hauppauge; (1999) Tron 30S MkII, , Jotron, Tjodalyng; (1998) Tron 40S, , Jotron, Tjodalyng; (1998) Tron 45S/SX, , Jotron, Tjodalyng; (1999) Tron EPIRBs, , Jotron, Tjodalyng; (2000) TT-3000M Aero-M System, , Thrane & Thrane, Soeborg; (1998) TT-3002L Capsat MicroCap Antenna, , Thrane & Thrane, Soeborg; (1998) TT-3005L Land Mobile Antenna, , Thrane & Thrane, Soeborg; (1998) TT-3005M Maritime Antenna, , Thrane & Thrane, Soeborg; (1998) TT-3008BBig Dish Antenna for TT-3080A Capsat Messenger, , Thrane & Thrane, Soeborg; (1999) TT-3062A Capsat Rod Telephone, , Thrane & Thrane, Soeborg; (1999) TT-3062D Capsat Compact Carphone, , Thrane & Thrane, Soeborg; (1998) TT-3066A Capsat Big Dish Telephone, , Thrane & Thrane, Soeborg; (2000) TT-3606E Message Terminal, , Thrane & Thrane, Soeborg; (2000) TT-6000 Inmarsat-C les Access, Control & Signalling Equipment, , Thrane & Thrane, Soeborg; (1999) We'Ve Got the Whole World Talking"" (3 Brochures), , Globalstar, San Jose; (1985) Aeronautical Satellite News-ASN, , Inmarsat, London; (1981) Communications, , INROC journal, Brussels; (1997) Communications Magazine, , Globalstar, San Jose; (1998) Cospas-Sarsat Information Bulletin, , Inmarsat, London; (1979) Electronics Communication Engineering Journal, , IEE, London; Focus on (1992) IMO Journal, (1). , London; (1985) Inmarsat Facts, , Inmarsat, London; (1985) Inmarsat News, , Inmarsat, London; (1995) Inside Track, , Inmarsat, London; (1981) Ocean Voice, , Inmarsat, London; Marifacts (1991) Comsat Journal, (1). , Washington; Marinet systems news (1991) Marinet Systems Journal, (4). , Liverpool; (1999) Sea Launch Update, , Sea Launch Co LLC, Long Beach; (2000) The Messenger, , Thrane & Thrane, Soeborg; (1995) Via Inmarsat, , Inmarsat, London; (1999) Via Satellite, , Phillips, Pittsfield; (2000) An International Partnership, , (CD disc), Sea Launch Co LLC, Long Beach; (2001) COSPAS-SARSAT System Documentation, , COSPAS-SARSAT, London; (2001) Globalstar-Above and beyond"" (CD Disc), , Globalstar, San Jose; (2001) Globalstar Papers/Manuals"" (ZIP Iomega Disc), , Globalstar, San Jose; (2001) Globalstar-we'Ve Got the Whole World Talking"" (CD Disc), , Globalstar, San Jose; (2002) Iridium Big LEO Satellite System (CD Disc), , Iridium LCC, Tempe, June; (2001) Inmarsat Global Area Network"" (CD), , Inmarsat, London; (2001) Inmarsat Global Mobile Satellite Solutions"" (CD), , Inmarsat, London; (2001) Inmarsat Interactive Network"" (CD), , Inmarsat, London; (2001) Manuals and Pictures of Products"" (CD Disc), , Thrane & Thrane, Soeborg; (2001) SAT 906"" (CD Disc), , Rockwell-Collins, Cedar Rapids","Ilčev, S.D.; University of Durban-WestvilleSouth Africa",,,Springer US,,,,,,140207767X; 9781402077678,,,English,"Global Mob. Satell. Commun.: For Marit., Land and Aero. Applic.",Book,Final,,Scopus,2-s2.0-84891984542
"Trapskin P.J., Smith K.M., Armitstead J.A., Davis G.A.",9044082900;57203272911;6603796447;57203626941;,"Use of an audience response system to introduce an anticoagulation guide to physicians, pharmacists, and pharmacy students",2005,American Journal of Pharmaceutical Education,69,2, 28,190,197,,21.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-27644456665&partnerID=40&md5=15c054249fb9a8deb88db2da3e15de5d,"Department of Pharmacy Practice and Science, University of Kentucky Chandler Medical Center, United States; University of Kentucky Chandler Medical Center, 800 Rose St., Lexington, KY 40536-0293, United States","Trapskin, P.J., Department of Pharmacy Practice and Science, University of Kentucky Chandler Medical Center, United States, University of Kentucky Chandler Medical Center, 800 Rose St., Lexington, KY 40536-0293, United States; Smith, K.M., Department of Pharmacy Practice and Science, University of Kentucky Chandler Medical Center, United States; Armitstead, J.A., Department of Pharmacy Practice and Science, University of Kentucky Chandler Medical Center, United States; Davis, G.A., Department of Pharmacy Practice and Science, University of Kentucky Chandler Medical Center, United States","Objectives. To implement an anticoagulation guide (AG) and measure understanding with an audience response system (ARS). Secondly, to describe prescribing practices following AG implementation and survey pharmacy students' opinions of the ARS. Methods. Medical and pharmacy residents, pharmacy students, and clinical staff pharmacists responded to 7 case-based multiple-choice questions related to anticoagulation with the ARS before and after an educational intervention. Following AG implementation, a retrospective medical record review measured prescriber adherence to the guide's warfarin initiation protocol (target adherence was 75%). A survey was administered to pharmacy students via the ARS. Results. There were significant increases in the number of preferred responses given by physicians, pharmacists, and pharmacy students on an examination administered using an ARS after completing the educational intervention. Prescriber adherence to the warfarin initiation protocol was noted in 22 of 43 (51%) of the medical records reviewed post-intervention. Conclusion. Use of an ARS improved understanding of the anticoagulation guide as evident by a significant increase in preferred responses on the post-education examination. A majority of pharmacy students surveyed responded that the ARS improved lecture involvement and understanding. However, target prescriber adherence to the warfarin initiation protocol was not achieved.",Anticoagulation; Audience response system; Interactive learning; Learning assessment,,,,,,,,,,,,"Brown, G., Manogue, M., AMEE Medical Education Guide No. 22: Refreshing lecturing: A guide for lecturers (2001) Med Teach, 23, pp. 231-244; Menon, A.S., Moffett, S., Enriquez, M., Martinez, M.M., Dev, P., Grappone, T., Audience response made easy: Using personal digital assistants as a classroom polling tool (2004) J Am Med Inform Assoc, 11, pp. 217-220; Uhari, M., Renko, M., Soini, H., Experiences of using an interactive audience response system in lectures (2003) BMC Med Educ, 3, p. 12; Hecht, K.A., Armitstead, J.A., Davis, G.A., Cornett, H.H., Smith, K.M., Implementation and impact of an online adverse drug reaction reporting program (2002) ASHP-Midyear Clinical Meeting, 2002, pp. P-151R; Robertson, L., Twelve tips for using a computerized interactive audience response system (2000) Med Teach, 22, pp. 237-239; Hirsh, J., Dalen, J., Guyatt, G., The sixth (2000) ACCP guidelines for antithrombotic therapy for prevention and treatment of thrombosis (2001) Chest, 119 (1 SUPPL.), pp. 1S-2S. , American College of Chest Physicians; Hirsh, J., Fuster, V., Ansell, J., Halperin, J.L., American Heart Association/American College of Cardiology Foundation guide to warfarin therapy (2003) Circulation, 107, pp. 1692-1711; Harrison, L., Johnston, M., Massicotte, M.P., Crowther, M., Moffat, K., Hirsh, J., Comparison of 5-mg and 10-mg loading doses in initiation of warfarin therapy (1997) Ann Intern Med, 126, pp. 133-136; Kovacs, M.J., Rodger, M., Anderson, D.R., Comparison of 10-mg and 5-mg warfarin initiation nomograms together with low-molecular-weight heparin for outpatient treatment of acute venous thromboembolism. A randomized, double-blind, controlled trial (2003) Ann Intern Med, 138, pp. 714-719; Dager, W.E., Initiating warfarin therapy (2003) Ann Pharmacother, 37, pp. 905-908; Davis, D., O'Brien, M.A., Freemantle, N., Wolf, F.M., Mazmanian, P., Taylor-Vaisey, A., Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? (1999) JAMA, 282, pp. 867-874; Eggert, C.H., West, C.P., Thomas, K.G., Impact of an audience response system (2004) Med Educ, 38, p. 576; Homme, J., Asay, G., Morgenstern, B., Utilisation of an audience response system (2004) Med Educ, 38, p. 575; Brezis, M., Cohen, R., Interactive learning with voting technology (2004) Med Educ, 38, pp. 574-575; Ryan, M., Romanelli, F., Smith, K., Johnson, M., Identifying and teaching generation X pharmacy students (2003) Am J Pharm Educ, 67. , article 42","Trapskin, P.J.; University of Kentucky Chandler Medical Center, 800 Rose St., Lexington, KY 40536-0293, United States; email: pjtrap2@email.uky.edu",,,,,,,,00029459,,,,English,Am. J. Pharm. Educ.,Review,Final,,Scopus,2-s2.0-27644456665
"Preece A.W., Goodfellow S., Wright M.G., Butler S.R., Dunn E.J., Johnson Y., Manktelow T.C., Wesnes K.",7004934244;24447802500;56392219700;57206239209;8847586800;57196797343;8847587000;7004810446;,Effect of 902 MHz Mobile Phone Transmission on Cognitive Function in Children,2005,Bioelectromagnetics,26,SUPPL. 7,,S138,S143,,73.0,10.1002/bem.20128,https://www.scopus.com/inward/record.uri?eid=2-s2.0-27144458750&doi=10.1002%2fbem.20128&partnerID=40&md5=8af5856dcda129dda38301f49f0c7306,"Department of Medical Physics, Bristol Oncology Centre, Bristol, United Kingdom; Postgraduate Medical Center, Nobles Hospital, Douglas, Isle of Man, United Kingdom; Burden Neurological Institute, Bristol, United Kingdom; CDR Ltd, Goring-on-Thames, United Kingdom; Department of Medical Physics, Bristol Oncology Center, Horfield Road, Bristol BS2 8ED, United Kingdom","Preece, A.W., Department of Medical Physics, Bristol Oncology Centre, Bristol, United Kingdom, Department of Medical Physics, Bristol Oncology Center, Horfield Road, Bristol BS2 8ED, United Kingdom; Goodfellow, S., Postgraduate Medical Center, Nobles Hospital, Douglas, Isle of Man, United Kingdom; Wright, M.G., Department of Medical Physics, Bristol Oncology Centre, Bristol, United Kingdom; Butler, S.R., Burden Neurological Institute, Bristol, United Kingdom; Dunn, E.J., Department of Medical Physics, Bristol Oncology Centre, Bristol, United Kingdom; Johnson, Y., Department of Medical Physics, Bristol Oncology Centre, Bristol, United Kingdom; Manktelow, T.C., CDR Ltd, Goring-on-Thames, United Kingdom; Wesnes, K., CDR Ltd, Goring-on-Thames, United Kingdom","We examine whether a standard mobile exposure at 902 MHz has a significant effect on cognitive function in 18 children 10-12 years of age. These were in a single group in which each child was given a single training session and then three test sessions in a randomized, three-way crossover design, using the cognitive drug research (CDR) cognitive assessment system. Exposures were 0, 0.025, or 0.25 W from a standard Nokia 3110 mobile phone handset mounted on a plastic headset in normal use position. The results of testing showed that the baseline (0 W) performance for the reaction time measurements was considerably slower than for the comparable measures in adult. There was a tendency for reaction time to be shorter during exposure to radiation than in the sham (baseline) condition, an effect that was most marked for simple reaction time. However, no effects reached statistical significance after Bonferroni correction. Therefore, we conclude that this study on 18 children did not replicate our earlier finding in adults that exposure to microwave radiation was associated with a reduction in reaction time. It should be noted that the present study investigated the effects of radiation from a GSM handset, whereas in our previous study the effect on reaction time was observed only with a more powerful analogue handset. © 2005 Wiley-Liss, Inc.",Children; GSM; Memory; Reaction times,"child; clinical trial; cognition; conference paper; controlled clinical trial; controlled study; crossover procedure; female; human; human experiment; male; memory; microwave radiation; mobile phone; priority journal; randomized controlled trial; reaction time; task performance; article; body burden; environmental exposure; microwave radiation; physiology; radiation dose; radiation exposure; radiation response; reaction time; Body Burden; Cellular Phone; Child; Cognition; Dose-Response Relationship, Radiation; Environmental Exposure; Humans; Microwaves; Radiation Dosage; Reaction Time",,,,,,,,,,,"Bailie, R., Christmas, L., Price, N., Restall, J., Simpson, P.M., Wesnes, K., Effects of temazepam premedication on cognitive recovery following alfentanil/propofol anaesthesis (1989) Br J Anaesth, 63, pp. 68-75; (2000) Basic Standard for the Measurement of Specific Absorption Rate Related to Human Exposure to Electromagnetic Fields from Mobile Phones (300 MHz-3 GHz). Draft Proposal 1, , European Committee for Electro-Technical Standardization; (1998) European Study under Framework 4, , http://www.ebanet.it/Cephos.htm; Edelstyn, N., Oldershaw, A., The acute effects of exposure to the electromagnetic field emitted by mobile phones on human attention (2002) Neuroreport, 13, pp. 119-121; Eulitz, C., Ullsperger, P., Freude, G., Elbert, T., Mobile phones modulate response patterns of human brain activity (1998) Neuroreport, 9 (14), pp. 3229-3232; Freude, G., Ullsperger, P., Eggert, S., Ruppe, I., Effects of microwaves emitted by cellular phones on human slow brain potentials (1998) Bioelectromagnetics, 19, pp. 384-387; Gandhi, O.P., Kang, G., Some present problems and a proposed experimental phantom for SAR compliance testing of cellular telephones at 835 and 1900 MHz (2002) Phys Med Biol, 47, pp. 1501-1518; Garvey, M.A., Ziemann, U., Bartko, J.J., Denckla, M.B., Barker, C.A., Wassermann, E.M., Cortical correlates of neuromotor development in healthy children (2003) Clin Neurophysiol, 114, pp. 1662-1670; Haarala, C., Bergman, M., Laine, M., Revonsuo, A., Koivisto, M., Hämäläinen, H., The electromagnetic field emitted by 902 MHz mobile phones shows no effects on children's cognitive function (2004) Bioelectromagnetics Supplement, 7, pp. S144-S150; Haarala, C., Björnberg, L., Ek, M., Laine, M., Revonsuo, A., Koivisto, M., Hämäläinen, H., Effect of a 902 MHz electromagnetic field emitted by mobile phones on human cognitive function: A replication study (2003) Bioelectromagnetics, 24, pp. 283-288; Hamblin, D.L., Wood, A.W., Effects of mobile phone emissions on human brain activity and sleep variables (2002) Int J Radiat Biol, 78 (8), pp. 659-669; Hanks, G.W., O'Neill, W.M., Simpson, P., Wesnes, K., The cognitive and psychomotor effects of opioid analgesics. II a randomised controlled trial of single doses of morphine, lorazepam and placebo in healthy subjects (1995) Eur J Clin Pharmacol, 48, pp. 455-460; Huber, P., Treyer, V., Borbely, A.A., Schudere, J., Gottselig, J.M., Landolt, H.P., Werth, E., Achermann, P., Electromagnetic fields, such as those from mobile phones, alter regional cerebral blood flow and sleep and waking EEG (2002) J Sleep Res, 11 (4), pp. 289-295; (2000) Mobile Phones and Health (Chairman Sir William Stewart), , Chilton, UK: NRPB; Koivisto, M., Revonsuo, A., Krause, C., Haarala, C., Sillanmäki, L., Laine, M., Hämäläinen, H., Effects of 902 MHz electromagnetic field emitted by cellular telephones on response times in humans (2000) Neuroreport, 11 (2), pp. 413-415; Koivisto, M., Krause, C.M., Revonsuo, A., Laine, M., Hämäläinen, H., The effects of electromagnetic field emitted by GSM phones on working memory (2000) Neuroreport, 11 (8), pp. 1642-1643; Lee, T.M., Ho, S.M., Tsang, L.Y., Yang, S.H., Li, L.S., Chan, C.C., Yang, S.Y., Effect on human attention of exposure to the electromagnetic field emitted by mobile phones (2001) Neuroreport, 12 (4), pp. 729-731; Preece, A.W., Iwi, G., Davies-Smith, A., Wesnes, K., Butler, S., Lim, E., Varey, A., Effect of a 915 MHz simulated mobile phone signal on cognitive function in man (1999) Int J Radiat Biol, 75 (4), pp. 447-456; (2002) Mobile Telephones: An Evaluation of Health Effects, , http://www.gr.nl/engels/welcome/frameset.htm; Wesnes, K.A., Simpson, P.M., Christmas, L., McClelland, G.R., Joiner, I.M., Acute cognitive effects of moclobemide and trazedone, alone and in combination with alcohol in the elderly (1989) Br J Clin Pharmacol, 27, p. 647; Wesnes, K.A., Faleni, R.A., Hefting, N.R., Houben, J.J.G., Jenkins, E., Jonkman, J.H.J., Leonard, J., Van Lier, J.J., The cognitive, subjective and physical effects of Ginko biloba/Panax ginseng combination in healthy volunteers with neurasthenic complaints (1997) Psychopharmacol Bull, 33, pp. 677-683; Wolff, P.H., Kotwica, K., Obregon, M., The development of interlimb coordination during bimanual finger tapping (1998) Int J Neurosci, 93, pp. 7-27; Zwamborn, A.P.M., Vossen, S.H.J.A., Van Leersum, B.J.A.M., Ouwens, M.A., Makel, W.N., (2003) Effects of Global Communciation System Radiofrequency Fields on Well Being and Cognitive Functions of Human Subjects with and Without Subjective Complaints, , www.tno.nl/instit/fel/felnews/resources/tnofel_report_03148mu.pdf, TNO-Report FEL-03-C148. Den Haag: Netherlands Organisation for Applied Scientific Research","Preece, A.W.; Department of Medical Physics, Bristol Oncology Center, Horfield Road, Bristol BS2 8ED, United Kingdom; email: a.w.preece@bristol.ac.uk",,,,,,,,01978462,,BLCTD,15931678.0,English,Bioelectromagnetics,Conference Paper,Final,,Scopus,2-s2.0-27144458750
Pollock S.J.,7102975994;,"No single cause: Learning gains, student attitudes, and the impacts of multiple effective reforms",2005,AIP Conference Proceedings,790,,,137,140,,16.0,10.1063/1.2084720,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33749683155&doi=10.1063%2f1.2084720&partnerID=40&md5=cc1235663b73e15e0fa5473b47ee3203,"Department of Physics, University of Colorado, Boulder, United States","Pollock, S.J., Department of Physics, University of Colorado, Boulder, United States","We examine the effects of, and interplay among, several proven research-based reforms implemented in an introductory large enrollment (500+) calculus-based physics course. These interventions included Peer Instruction with student response system in lecture, Tutorials with trained undergrad learning assistants in recitations, and personalized computer assignments. We collected extensive informal online survey data along with validated pre/post content- and attitude-surveys, and long answer pre/post content questions designed to assess learning gains and near transfer, to investigate complementary effects of these multiple reforms, and to begin to understand which features are necessary and effective for high fidelity replication. Our average [median] normalized gain was. 62 [0.67] on the FCI,. 66 [0.77] on the FMCE, yet we find we cannot uniquely associate these gains with any individual isolated course components. We also investigate the population of students with low final conceptual scores, with an emphasis on the roles played by demographics, preparation, and self-reported attitudes and beliefs about learning. © 2005 American Institute of Physics.",,,,,,,,,,,,,"McDermott, L., Redish, E., (1999) American Journal of Physics, 67 (9), pp. 755-767; Redish, E., (2003) Teaching Physics with the Physics Suite, , Wiley; Hake, R., (1998) American Journal of Physics, 66, pp. 64-74; Hake, R., (2002) Conservation Ecology, 5 (2), p. 28; Mazur, E., (1997) Peer Instruction, , Prentice Hall; McDermott, L., Shaffer, P., (2002) Tutorials in Introductory Physics, , Prentice Hall; www.lon-capa.org; Halliday, Resnick, Walker, (2004) Fundamentals of Physics, , Wiley; Thinkwell Physics, , www.thinkwell.com; Adams, W., Design and Validation of the Colorado Learning about Science Survey, , http://cosmos.colorado.edu/phet/survey/fall2003.html; Perkins, K., Correlating Student Attitudes with Student Learning Using the CLASS, , both in review for Proceedings of the PERC 2004, Sacramento, CA; www.wcer.wisc.edu/salgains/instructor/; Thornton, R., Sokoloff, D., (1998) Am. J. Phys, B66 (4), pp. 338-352; Thornton, R., Kuhl, D., Cummings, K., Marx, J., Comparing the FMCE and the FCI, , unpublished; McDermott, L., Shaffer, P., Somers, M., (1994) Am. J. Phys., 62 (1), pp. 46-55; Elby, A., (2001) Am. J. Phys, 69 (7); Redish, Saul, Steinberg, (1998) Am. J. Phys., 66, pp. 212-224","Pollock, S.J.; Department of Physics, University of Colorado, Boulder, United States",,"American Association of Physics Teachers, AAPT",,2004 PHYSICS EDUCATION RESEARCH CONFERENCE,4 August 2004 through 5 August 2004,"Sacramento, CA",,0094243X,0735402817; 9780735402812,,,English,AIP Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-33749683155
Mattatia A.,8836826400;,Early days for MMS,2005,Telecommunications International,39,2,,37,38,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-26244446156&partnerID=40&md5=39a213e64bd6ad9d6b57985410fb92d5,"MMS Division, Comverse","Mattatia, A., MMS Division, Comverse","Multimedia message service (MMS) requires the interoperability and user education to grow in the market. Internet-to-MMS interoperability is important, not only for users of MMS handsets, but also for those wishing to send and store MMS messages on their PC using a standard web interface. Another aspect of interoperability is interconnecting between different operator networks in different countries, that helps in gaining user confidence and acceptance. Application-to-person (A2P) MMS helps in educating the subsribers to use MMS and can be used by any subscriber without depending on others.",,Education; Interfaces (computer); Interoperability; Marketing; Multimedia systems; Personal computers; Telephone sets; World Wide Web; Application-to-person (A2P); Multimedia message service (MMS); Subsribers; Telecommunication services,,,,,,,,,,,,"MMS Division, Comverse",,,,,,,,00402494,,,,English,Telecommunications Int.,Review,Final,,Scopus,2-s2.0-26244446156
"Kowalski S.E., Kowalski F.V., Kowalski A.P.",8577043300;6701497713;8526520300;,Using classroom communication systems: A unique technology-based K-14 outreach program at an engineering university,2005,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,15189,15200,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-22544459357&partnerID=40&md5=38c168ba1cc8a27f51a49284fb2ed7b9,"Colorado School of Mines, United States; Department of Physics, CSM","Kowalski, S.E., Colorado School of Mines, United States; Kowalski, F.V., Colorado School of Mines, United States, Department of Physics, CSM; Kowalski, A.P., Colorado School of Mines, United States","We describe a unique K-14 outreach program of Colorado School of Mines, a public engineering university. This program is centered on Classroom Communication Systems (a.k.a. student response systems), in which every student uses a handheld, wireless IR remote device to transmit a response to a question posed by the instructor. The responses are recorded and instantaneously compiled in a student-anonymous histogram for all to see. This technology facilitates the dual advantages of actively engaging students in constructivist learning and providing real-time formative assessment for both the instructor and the students. Our successful use of this technology on campus is the foundation for an outreach program open to all Colorado educators, but targeting science and mathematics teachers. K-14 teachers come to campus to learn both technical and pedagogical aspects of using classroom communicators. They return to their own classrooms with all necessary equipment. Three weeks later, they return the equipment to campus and complete this professional development activity with shared reflection and summative assessment. They are eligible for subsequent checkout of the equipment. We discuss the mutual benefits this program provides to the teachers, their students, and the university.",,Curricula; Learning systems; Mathematical techniques; Real time systems; Students; Teaching; Telecontrol equipment; Classroom communication systems; Engineering courses; Real-time assessments; Wireless IR remote devices; Engineering education,,,,,,,,,,,"http://www.einstruction.com; http://www.gtcocalcomp.com; http://h-itt.com; http://qwizdom.com; Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience, and School, , Washington DC: National Academy Press; Hake, R.R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Manivannan, K., Meltzer, D.E., Use of in-class physics demonstrations in highly interactive format (2001) Proceedings of the 2001 Physics Education Research Conference, pp. 95-98. , Rochester, NY; Redish, E., Saul, J.M., Steinberg, R.N., On the effectiveness of active-engagement microcomputer-based laboratories (1997) American Journal of Physics, 65, pp. 45-54; Sokoloff, D.R., Thornton, R.K., Using interactive lecture demonstrations to create an active learning environment (1997) The Changing Role of Physics Departments in Modern Universities: Proceedings of ICUPE, , http://www.psrc-online.org/classrooms/papers/mestre.html, As in CP399, Redish, E.F. and Rigden, J.S, (eds.). The American Institute of Physics; Breslow, L., Active learning, part II: Suggestions for using active learning techniques in the classroom (2000) Teach Talk Article Appearing in the MIT Faculty Newsletter, 12 (3). , http://web.mit.edu/tll/published/active_learning_2.htm; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River NJ: Prentice Hall; Zollman, D., Learning cycles for a large-enrollment class (1990) The Physics Teacher, 28, pp. 20-25. , http://www.phys.ksu.edu/perg/papers/concepts/LC-TPT.html; Black, P., Wiliam, D., (1998) Inside the Black Box: Raising Standards Through Classroom Assessment, , http://www.pdkintl.org/kappan/kbla9810.htr, Phi Delta Kappan, Nov. 1998; Chilcoat, G.W., Instructional behaviors for clearer presentations in the classroom (1989) Instructional Science, 18, pp. 289-314; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Beatty, I., Assessing-To-Learn: Reflective formative assessment using a classroom communication system (2002) Pathways to Change: An International Conference on Transforming Math and Science Education in the K-16 Continuum, , http://k12s.phast.umass.edu/~stemtec/pathways/Proceedings/, Arlington, Virginia, April 18-21, 2002; (2004) Criteria for Accrediting Engineering Programs, , http://www.abet.org/images/Criteria/E001%2005-06%20EAC%20Criteria%2011- 17-04.pdf, Baltimore, MD: ABET, Inc; Trees, A., Jackson, M., (2003) The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large Courses Using Student Response Systems, , Communications Department, University of Colorado; Duncan, D., (2005) Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems, , San Francisco, CA: Pearson Education; Abrahamson, A.L., Teaching with classroom communication system: What it involves and why it works (1999) VII Internacional ""Nuevas Tendencias en la Ensenanza Do la Fisica,"" (7th International Workshop, New Trends in Physics Teaching), , http://www.bedu.com/Publications/PueblaFinal2.html, Benemerita Universidad Autonoma do Puebla, Puebla, Mexico. May 27-30, 1999; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, p. 1. , http://www.economicsnetwork.ac.uk/iree/il/elliott.htm; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience paced feedback (1998) American Journal of Physics, 66, pp. 439-441","Kowalski, S.E.; Colorado School of Mines, Golden, CO, United States",,ASEE,American Society for Engineering Education,2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World,12 June 2005 through 15 June 2005,"Portland, OR",65278.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-22544459357
"DeGrazia J., Falconer J.L., Weimer A.",6603787183;57204111232;7006582784;,The use of clickers in engineering classrooms,2005,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,14935,14940,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-22544465018&partnerID=40&md5=7754f26583776e350ffabab80b848758,"Department of Chemical and Biological Engineering, University of Colorado, Boulder, CO 80309-0424, United States","DeGrazia, J., Department of Chemical and Biological Engineering, University of Colorado, Boulder, CO 80309-0424, United States; Falconer, J.L., Department of Chemical and Biological Engineering, University of Colorado, Boulder, CO 80309-0424, United States; Weimer, A., Department of Chemical and Biological Engineering, University of Colorado, Boulder, CO 80309-0424, United States","The relatively-inexpensive technology available for clickers and the effectiveness of using clickers in the engineering classrooms are described. The use of clickers has increased the comprehension in a relatively easy fashion as learning with clickers has many advantages over traditional lecture format. Potential concerns for use of this system include the amount of time needed to develop the clicker material and learn the system, as well as problems with cheating, particularly in large classes. Once the initial outlay of time and effort are put in, using clickers in the engineering classroom is a simple and rewarding experience.",,Curricula; Feedback; Learning systems; Problem solving; Students; Teaching; Clickers; Conceptual questions; Engineering classrooms; Teachers; Engineering education,,,,,,,,,,,"Richard Felder's Web Site on Education Papers, , http://www.ncsu.edu/felder-public/Papers/Education_Papers.html; Purdue book by Wankat; Mazur, E., (1997) Peer Instruction: A User's Manuel, , Prentice Hall, NJ; Landis, C.L., Ellis, A.R., Lisensky, G.C., Lorenz, J.K., Meeker, K., Wamser, C.C., (2001) Chemistry ConcepTests: A Pathway to Interactive Classrooms, , Prentice Hall; www.H-ITT.com","DeGrazia, J.; Department of Chemical and Biological Engineering, University of Colorado, Boulder, CO 80309-0424, United States",,ASEE,American Society for Engineering Education,2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World,12 June 2005 through 15 June 2005,"Portland, OR",65278.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-22544465018
"Jenkins M., Goo E.K.",8519343600;36883760100;,Concept-based instruction and Personal Response Systems (PRS) as an assessment method for introductory materials science and engineering,2005,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,2133,2142,,8.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-22544453036&partnerID=40&md5=209f13a692d4f2bdda01569f3a00ec45,"University of Southern California, United States","Jenkins, M., University of Southern California, United States; Goo, E.K., University of Southern California, United States","Personal response systems (PRS) are gaining in use as a method to engage students in large science and engineering lectures. Faculty pose questions to the class mid-lecture and receive immediate feedback via remote-control ""clickers"" as to whether students understand the underlying concepts necessary to solve problems on homework and exams. Thus, the pace of the lecture can be adjusted accordingly to focus on the most difficult concepts. This method has been thoroughly developed for introductory chemistry and physics courses. Pioneers have developed ConcepTests, or multiple-choice questions that focus on conceptual understanding, rather than calculation. These questions encourage peer interaction, as instructors allow students to vote a second time after discussing their initial answer with classmates. Introductory Materials Science and Engineering shares many characteristics of the courses in which this method has been successful; lectures are often large, the course is required, and many students are non-majors. In this paper, we share our experience in applying this method to an introductory materials science course. We will present data on student responses, test scores, demographics, and comparison to previous semesters without the response systems. Plans to develop a common bank of materials ConcepTests, building on existing concept inventories will also be discussed. Practical details about the equipment and software will be shared as well.",,Computer aided instruction; Curricula; Feedback; Students; Teaching; Telecontrol equipment; Concept-based instruction; Exams; Material science; Personal Response Systems (PRS); Engineering education,,,,,,,,,,,"Hestenes, Force concept inventory (1992) The Physics Teacher, 30 (3), p. 141; Danielson, S., Developing statics knowledge inventories 2004 Frontiers in Education Conference; Martin, J., Mitchell, J., Newell, T., Development of a concept inventory for fluid mechanics 2003 Frontiers in Education Conference; Krause, S., Decker, J., Griffin, R., Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses 2004 Frontiers in Education Conference; Krause, S., Birk, J., Bauer, R., Jenkins, B., Pavelich, M.J., Development, testing, and application of a chemistry concept inventory 2004 Frontiers in Education Conference; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall, Upper Saddle River, NJ; Mitchell, J., Martin, J., Interactive session: Introduction to concept-based instruction 2004 Frontiers in Education Conference; Crouch, C.H., Mazur, E., Peer instruction: Ten years of research and results (2001) American Journal of Physics, 69, pp. 970-977; Oxtoby, D.W., Gillis, H.P., Nachtrieb, N.H., (2002) Principles of Modern Chemistry. 5 th Ed., , Brooks-Cole; http://www.gtcocalcomp.com/interwriteprs.htm; Ellis, A.B., Cappellari, A., Lisensky, G.C., Lorenz, J.K., Meeker, K., Moore, D., Campbell, K., Rickert, K., http://www.jce.divched.org/JCEDLib/QBank/collection/ConcepTests/; http://www.turningtechnologies.com/downloads.htm; http://www.blackboard.com; http://www.spss.com",,,ASEE,American Society for Engineering Education,2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World,12 June 2005 through 15 June 2005,"Portland, OR",65278.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-22544453036
"Ho J., Peh J., Seah W.C.",14031539900;56399269400;54982684300;,Informating formative assessment with technology,2005,"8th IFIP World Conference on Computers in Education, WCCE 2005",,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908374258&partnerID=40&md5=06467a56119128a9db8cdacaff762a21,"Educational Technology Division, MOE, Singapore, Singapore","Ho, J., Educational Technology Division, MOE, Singapore, Singapore; Peh, J., Educational Technology Division, MOE, Singapore, Singapore; Seah, W.C., Educational Technology Division, MOE, Singapore, Singapore","This study examines how technology, in the form of a classroom-specific network, is harnessed by teachers to informate (as opposed to automate) classroom-based formative assessment. The technology used is the Classroom Performance System (CPS), a wireless response system that provides instant, collated feedback to all the students in class, based on their responses to questions (mainly MCQ, true/false kind of questions). The study involved 107 teachers from 30 schools who were involved in designing, implementing and reflecting on lesson activities in various subjects using CPS. The main purpose of the study was to investigate if and how teachers made use of data generated by CPS to tailor their instructional practices to improve students' learning. Our findings revealed not just a range of strategies used by the teachers, but also a range of interactions around the data generated by CPS. Three models of interactions emerged: Judicious teacher/passive student; judicious teacher/responsive student; and advisory teacher/judicious student.",,Education computing; Students; Classroom performance systems; Formative assessment; Instructional practices; Response systems; Three models; Teaching,,,,,,,,,,,"Abrahamson, L., Penuel, W.R., Roschelle, J., The networked classroom (2004) Educational Leadership, 61 (5), pp. 50-54; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education, pp. 7-74. , March; Bloom, B.S., Hastings, J.T., Madaus, G.F., (1971) Handbook on Formative and Summative Evaluation of Student Learning, pp. 1-923; Box, I., (2003) Using Formative Assessment and the Feedback Process as an Approach to the Learning of Software Development Review and Quality Assurance Skills; Crooks, T., (1994) Assessing Student Performance, 8. , Campbelltown, Australia: Higher Education Research and Development Society of Australasia Inc; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Hunt, E., Pellegrino, J.W., Issues, examples, and challenges in formative assessment (2002) New Directions for Teaching and Learning, 89, pp. 73-85. , (Spring 2002); Marzano, R.J., McTighe, J., Pickering, D.J., (1993) Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model, , McREL Institute; Ministry of Education, (2004) Report on IT in Education Review, , Singapore; Pellegrino, J.W., (2001) Rethinking and Redesigning Education Assessment; Penuel, W.R., Roschelle, J., Tartar, D., Yarnall, L., Handheld tools that ""Informate"" assessment of student learning in science: A requirements analysis (2004) 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04), , Taiwan; Roschelle, J., Unlocking the learning value of wireless mobile devices (2003) Journal of Computer Assisted Learning, 19 (3), pp. 260-272; Torrance, H., Pryor, J., Developing formative assessment in the classroom: Using action research to explore and modify theory (2001) British Educational Research Journal, 27 (5), pp. 615-631","Ho, J.; Educational Technology Division, MOESingapore",,,Emerald Group Publishing Ltd.,"8th IFIP World Conference on Computers in Education, WCCE 2005",4 July 2005 through 7 July 2005,,114671.0,,1920017119,,,English,"IFIP World Conf. Comput. Educ., WCCE",Conference Paper,Final,,Scopus,2-s2.0-84908374258
Ristroph J.H.,6701369491;,Coach: A new system for interactive learning,2005,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,1789,1801,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-22544447810&partnerID=40&md5=8ed01a3cd875cd8bd97bb66179ad61d6,"University of Louisiana, Lafayette, United States; Department of Economics and Finance, University of Louisiana, Lafayette, United States","Ristroph, J.H., University of Louisiana, Lafayette, United States, Department of Economics and Finance, University of Louisiana, Lafayette, United States","Coach is an interactive learning system originally designed for engineering economics, and then extended to be useful to other disciplines. It provides professors with a comparatively easy way to implement computer-based tutorials, examples, or problem solving sessions.",,Computer graphics; Distance education; Engineering education; Job analysis; Problem solving; Spreadsheets; Systems analysis; Engineering economics; Excel-based system; Interactive learning systems; Visual Basic; Learning systems,,,,,,,,,,,"Terpenny, J.P., Sullivan, W.G., Singh, H., Sward, K., Utilizing the internet to improve student learning in a first course in engineering economy with real-world unsolved problems in collaboration with industry Proceedings of the 2002 American Society for Engineering Education Annual Conference, , http://www.asee.org/conferences; Dahm, K.D., Interactive simulation for teaching engineering economics (2003) Journal of SMET Education, , March; Ristroph, J.H., Distance tutoring in engineering economics: Equivalence modeling Proceedings of the 2003 American Society for Engineering Education Annual Conference, , http://www.asee.org/conferences","Ristroph, J.H.; Department of Engineering and Technology Managemeny, University of Louisiana, Lafayette, LA, United States",,ASEE,American Society for Engineering Education,2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World,12 June 2005 through 15 June 2005,"Portland, OR",65278.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-22544447810
Demetry C.,6603589129;,Use of educational technology to transform the 50-minute lecture: Is student response dependent on learning style?,2005,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,14961,14971,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-22544444658&partnerID=40&md5=729f78338600a9ed2ee2787b96ed9947,"Worcester Polytechnic Institute, United States; Mechanical Engineering, Materials Science and Engineering Program, Worcester Polytechnic Institute, United States","Demetry, C., Worcester Polytechnic Institute, United States, Mechanical Engineering, Materials Science and Engineering Program, Worcester Polytechnic Institute, United States","Educational technologies like web-deployed assessments and student response systems provide opportunities for formative assessment that would be expected to enhance student learning and help create a more active classroom environment. These technologies can be used in ways that might help or hinder particular types of learners, yet not much research has been done in this area. This paper describes student response to Blackboard™-delivered ""preparation assessments"" and use of the Classroom Performance System™ in two offerings of a large-enrollment introductory materials science course. The Myers Briggs Type Indicator (MBTI) was used as a measure of learning style, and pre- and post-course questionnaires probed students' reactions. Initial findings indicate that Judging and Perceiving students respond differently to both technologies, and that students with Extroversion preferences tend to react in particular ways to use of CPS. Effects of gender, however, are as or more pervasive than effects of type, and gender and type interact in complex ways.",,Curricula; Problem solving; Students; Teaching; Technology; World Wide Web; Classroom environment; Educational technology; Myers briggs type indicators (MBTI); Student response; Engineering education,,,,,,,,,,,"Bransford, J., (2000) How People Learn: Brain, Mind, Experience, and School, , National Research Council; Pellegrino, J.W., Chudowsky, G.N., Glaser, R., (2001) Knowing What Students Know: The Science and Design of Educational Assessment, , National Research Council; Eschenbach, E.A., Cashman, E.M., Introduction to air resources - Just in time! (2004) Proceedings of the 2004 American Society for Engineering Education Annual Conference, , ASEE; Novak, G.M., Patterson, E.T., (1998) Just-in-time Teaching: Active Learner Pedagogy with WWW, , http://webphysics.iupui.edu/JITT/ccjitt.html, viewed January 2, 2005; http://www.einstruction.com/, viewed January 2, 2005; Felder, R.M., Matters of style (1996) ASEE Prism, 6, pp. 18-23; Felder, R.M., Silverman, L.K., Learning and teaching styles in engineering education (1988) Engineering Education, 78, pp. 674-681; Lawrence, G., (1993) People Types &amp; Tiger Stripes, 3rd Ed., , Center for Applications of Psychological Type, Inc., Gainesville, FL; Felder, R.M., Felder, G.N., Dietz, E.J., The effects of personality type on engineering student performance and attitudes (2002) Journal of Engineering Education, 91, pp. 3-17; McCaulley, M.H., Godleski, E.S., Yokomoto, C.F., Harrisberger, L., Sloan, E.D., Applications of psychological type in engineering education (1983) Engineering Education, 73, pp. 394-400; McCaulley, M.H., The MBTI and individual pathways in engineering design (1990) Engineering Education, 80, pp. 537-542; Rosati, P., Student retention from first-year engineering related to personality type (1993) Proceedings of the 1993 Frontiers in Education Conference, pp. 37-39; Demetry, C., Understanding interactions between instructional design, student learning styles, and student motivation and achievement in an introductory materials science course (2002) Proceedings of the 2002 Frontiers in Education Conference","Demetry, C.; Mechanical Engineering, Materials Science and Engineering Program, Worcester Polytechnic Institute, Worcester, MA, United States",,ASEE,American Society for Engineering Education,2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World,12 June 2005 through 15 June 2005,"Portland, OR",65278.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-22544444658
Molgaard L.K.,8441542800;,Using a wireless response system to enhance student learning,2005,Journal of Veterinary Medical Education,32,1,,127,128,,8.0,10.3138/jvme.32.1.127,https://www.scopus.com/inward/record.uri?eid=2-s2.0-19844381885&doi=10.3138%2fjvme.32.1.127&partnerID=40&md5=ed6f2637b46977ca5634c9537a2cf3ba,"College of Veterinary Medicine, University of Minnesota, 462B Veterinary Teaching Hospitals, 1365 Gortner Avenue, St. Paul, MN 55108, United States","Molgaard, L.K., College of Veterinary Medicine, University of Minnesota, 462B Veterinary Teaching Hospitals, 1365 Gortner Avenue, St. Paul, MN 55108, United States",[No abstract available],,"computer system; education program; educational technology; histogram; learning; process development; short survey; teaching; United States; university; veterinary medicine; article; computer program; feedback system; human; microcomputer; online system; teaching; Computer-Assisted Instruction; Computers, Handheld; Feedback; Humans; Learning; Online Systems; Software",,,,,,,,,,,"Chickering, A.W., Gamson, Z.F., (1991) Applying the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning, 47; (2001) Knowing What Students Know: The Science and Design of Educational Assessment, , Washington, DC: National Academy Press; Angelo, T.A., A teacher's dozen: Fourteen general, research-based principles for improving higher learning in our classrooms (1993) AAHE Bull, 45 (8), pp. 3-7; Meyers, C., Hones, R.B., (1993) Promoting Active Learning: Strategies for the College Classroom, , San Francisco: Jossey-Bass; Caron, P.L., Gely, R., Taking back the law school classroom: Using technology to foster active student learning J Legal Educ, 54. , forthcoming","Molgaard, L.K.; College of Veterinary Medicine, University of Minnesota, 462B Veterinary Teaching Hospitals, 1365 Gortner Avenue, St. Paul, MN 55108, United States; email: molga001@umn.edu",,,University of Toronto Press Inc.,,,,,0748321X,,,15834832.0,English,J. Vet. Med. Educ.,Short Survey,Final,,Scopus,2-s2.0-19844381885
"Cutts Q.I., Kennedy G.E.",6506695644;7201789195;,Connecting learning environments using electronic voting systems,2005,Conferences in Research and Practice in Information Technology Series,42,,,181,186,,17.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873503560&partnerID=40&md5=5cc729756ed3c5e67c06323417a11aa8,"Department of Computing Science, University of Glasgow, Glasgow, Scotland, United Kingdom; Biomedical Multimedia Unit, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia","Cutts, Q.I., Department of Computing Science, University of Glasgow, Glasgow, Scotland, United Kingdom; Kennedy, G.E., Biomedical Multimedia Unit, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia","Many educational theories depend on learning as a process of dialogue between teacher and learner. Traditional university methods such as lectures and tutorials do not facilitate dialogue since students are unable or unwilling to speak out. The use of an electronic voting system in lectures, where all students can respond to questions set by the lecturer with the aggregated results displayed to the class, aims to alleviate barriers to dialogue in lectures and so improve learning. A recent study, by the authors, of a three-year use of a voting system in introductory programming lectures has shown that response rates by students are lower than expected. This paper outlines the educational purpose of using the system in this lecture course and postulates reasons for the low response rates. Based on these reasons, the paper presents an educational framework whereby students' votes not only enrich the lecture environment but are also used to facilitate learning in small group teaching sessions and the students' self-study environments. © 2005, Australian Computer Society, Inc.",Cognitive processing; Dialogue; Feedback; Introductory programming; Learning environments,Cognitive processing; Dialogue; Educational theory; Electronic voting systems; Introductory programming; Learning environments; Response rate; Traditional universities; Voting systems; Computer aided instruction; Feedback; Surveys; Teaching; Voting machines; Students,,,,,,,,,,,"Annett, D., (1969) Feedback and Human Behaviour, , New York, Penguin; Bligh, D., (1998) What's the Use of Lectures?, , Exeter, Intellect; Cutts, Q., Engaging a large first-year class (2001) Reconstructing Professionalism in University Teaching, pp. 105-128. , WALKER, M. (ed), Buckingham, UK, Open University Press; Cutts, Q., Kennedy, G., Mitchell, C., Draper, S., Maximising dialogue in lectures using group response systems (2004) Proc. 7th IASTED International Conference on Computers and Advanced Technology in Education, pp. 421-426. , Hawaii, USA; Cutts, Q., Carbone, A., van Haaster, K., Using an Electronic Voting System to Promote Active Reflection on Coursework Feedback (2004) Proc. 10th Intnl. Conf. on Computers in Education 2004, , Melbourne, Australia; Dufresne, R., Gerace, W., Leonard, W., Mestre, J., Wenk, L., Classtalk: A Classroom Communication System for Active Learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Elliott, C., Using a personal response system in economics teaching (2003) International Review of Economics Education, , http://www.economics.ltsn.ac.uk/iree/i1/elliott.htm, Accessed 11 Nov 2004; Kennedy, G., Cutts, Q., The association between students' use of an electronic voting system and their learning outcomes Submitted to Journal of Computer Assisted Learning.; Kolb, D.A., (1984) Experiential Learning: Experience as the source of learning and development, , Englewood Cliffs, NJ, Prentice Hall; Laurillard, D., (2002) Rethinking university teaching: a conversational framework for the effective use of learning technology, , 2nd Ed. London, RoutledgeFarmer; Mazur, E., (1997) Peer instruction: a user's manual, , Upper Saddle River, NJ, Prentice-Hall; Stewart, S., Brown, M., Draper, S., Using an electronic voting system in logic lectures: one practitioner's application (2004) Journal of Computer Assisted Learning, 20 (2), pp. 95-102; Wit, E., Who wants to be... The use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 5-11","Cutts, Q.I.; Department of Computing Science, University of Glasgow, Glasgow, Scotland, United Kingdom; email: quintin@dcs.gla.ac.uk",,,,"7th Australasian Computing Education Conference, ACE 2005",,"Newcastle, NSW",93115.0,14451336,1920682244; 9781920682248,,,English,Conf. Res. Pract. Inf. Technol. Ser.,Conference Paper,Final,,Scopus,2-s2.0-84873503560
"Lecomte J., Clarke N., Furnell S.",57196908664;8961310300;7003551084;,Artificial impostor profiling for keystroke analysis on a mobile handset,2005,"Proceedings of the 5th International Network Conference, INC 2005",,,,199,206,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905226018&partnerID=40&md5=4d160ce38f5d6dd7b3b163622dc643d7,"Network Research Group, University of Plymouth, Plymouth, United Kingdom; School of Computer and Information Science, Edith Cowan University, Perth, Australia","Lecomte, J., Network Research Group, University of Plymouth, Plymouth, United Kingdom; Clarke, N., Network Research Group, University of Plymouth, Plymouth, United Kingdom; Furnell, S., Network Research Group, University of Plymouth, Plymouth, United Kingdom, School of Computer and Information Science, Edith Cowan University, Perth, Australia","Keystroke Analysis is a biometric approach that utilises the typing characteristics of a user to perform identity authentication, and has two key advantages in a mobile context - The necessary authentication hardware (i.e. the keypad is already present) and the technique can operate transparently. Although studies have proved the feasibility of such an approach on a mobile handset, a failing exists in the practical deployment of the system. Classification is performed by neural networks that are trained using both the authorised users samples and impostors as a means of comparison. However, in the real world, the availability and suitability of impostor samples will be limited. This paper proposes a means of artificially creating impostor data directly based upon samples from the authorised user in order to provide optimally configured classification engines. These artificial impostor approaches have not only solved the availability issue but have improved the system performance (in comparison to the traditional approach) by up to 25%. © 2005 University of the Aegean and University of Plymouth.",,Biometrics; Identity authentication; Keystroke analysis; Mobile context; Mobile handsets; Traditional approaches; Authentication,,,,,,,,,,,"Huge surge in mobile phone thefts (2002) BBC News Report, , http://news.bbc.co.uk/1/hi/uk/1748258.stm, 8th January 2002; (2003) Stats Snapshot 8/2003, , http://www.cellular.co.za, Sep, http://www.cellular.co.za/stats/stats-main.htm; Clarke, N.L., Furnell, S.M., Lines, B., Reynolds, P.L., Using keystroke analysis as a mechanism for subscriber authentication on mobile handsets (2003) Proceedings of the IFIP SEC 2003 Conference, pp. 97-108. , Athens, Greece, May; Clarke, N.L., Furnell, S.M., Lines, B., Reynolds, P.L., Application of keystroke analysis to mobile text messaging (2004) Proceedings of the is One World 2004 Conference, , April 2004; Giussani, B., (2001) Roam: Making Sense of the Wireless Internet, , Random House Business Books; Jain, A.K., Duin, R.P.W., Mao, J., Statistical pattern recognition: A review (1999) IEEE Transactions on Pattern Analysis and Machine Intelligence, 22 (1), pp. 4-37; Rabinier, L., A tutorial on hidden markov models & selected applications in speech recognition (1989) Proceedings of the IEEE, 77 (2), pp. 257-285",,,,Plymouth University,"5th International Network Conference, INC 2005",5 July 2005 through 7 July 2005,Samos,106635.0,,9781841022727,,,English,"Proc. Int. Netw. Conf., INC",Conference Paper,Final,,Scopus,2-s2.0-84905226018
"Chen Z.-H., Liao Y.-F., Juang Y.-T.",55540813600;55838259700;7007070811;,Prosody modeling and eigen-prosody analysis for robust speaker recognition,2005,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",I,, 1415081,I185,I188,,6.0,10.1109/ICASSP.2005.1415081,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33646816339&doi=10.1109%2fICASSP.2005.1415081&partnerID=40&md5=287155bda5105365c77d8d8dd3c56a08,"Department of Electrical Engineering, National Central University, Chung-Li, Taoyuan, 32054, Taiwan; Department of Electronic Engineering, National Taipei University of Technology, Taipei 106, Taiwan","Chen, Z.-H., Department of Electrical Engineering, National Central University, Chung-Li, Taoyuan, 32054, Taiwan; Liao, Y.-F., Department of Electronic Engineering, National Taipei University of Technology, Taipei 106, Taiwan; Juang, Y.-T., Department of Electrical Engineering, National Central University, Chung-Li, Taoyuan, 32054, Taiwan","Unseen handset mismatch and limited training/test data are the major source of performance degradation for speaker identification in telecommunication environment. In this paper, a vector quantization (VQ)-based prosody modeling and an eigen-prosody analysis (EPA) is integrated to transform the close-set speaker identification problem into a full text document retrieval-similar task. The prosody modeling labels the prosodic feature contours of a speaker's speech into sequences of prosody states. EPA then constructs a compact eigen-prosody space to represent the constellation of speakers. Furthermore, EPA is fused with a lower-level a priori knowledge interpolation (AKI) handset distortion compensator to complement each other. Experimental results on the HTIMIT database had shown that about 41.0% and 32.8% relative error rate reduction for seen and unseen handsets, respectively, was achieved comparing with the maximum a priori-adapted Gaussian mixture model/cepstral mean subtraction (MAP-GMM/CMS) baseline. © 2005 IEEE.",,Computer simulation; Error analysis; Feature extraction; Signal distortion; Speech analysis; Speech intelligibility; Telephone sets; Eigen-prosody analysis (EPA); Error rate reduction; Performance degradation; Prosodic feature contours; Speech recognition,,,,,,,,,,,"Sonmez, K., Shriberg, E., Heck, L., Weintraub, M., Modeling dynamic prosodic variation for speaker verification (1998) Proc. of ICSLP, 7, pp. 3189-3192; Reynolds, D.A., The superSID project: Exploiting highlevel information for high-accuracy speaker recognition (2003) Proc. ICASSP'03, 4, pp. 784-787; Chen, Z.-H., Liao, Y.-F., Juang, Y.-T., Eigen-prosody analysis for robust speaker recognition under mismatch handset environment Electronics Letters, , To appear; Deerwester, S., Dumais, S.T., Furnas, G.W., Landauer, T.K., Harshman, R., Indexing by latent semantic analysis (1990) Journal of the American Society of Information Science; Yang, J.-H., Liao, Y.-F., Unseen handset mismatch compensation based on a priori knowledge interpolation for robust speaker recognition ICSLP'2004, , To appear; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) ICASSP'97, 2, pp. 1535-1538; Reyolds, D., Quatieri, T., Dunn, R., Speaker verification using adapted Gaussian mixture models (2000) Digital Signal Processing, 10, pp. 19-41. , January","Chen, Z.-H.; Department of Electrical Engineering, National Central University, Chung-Li, Taoyuan, 32054, Taiwan",,IEEE Signal Processing Society,Institute of Electrical and Electronics Engineers Inc.,"2005 IEEE International Conference on Acoustics, Speech, and Signal Processing, ICASSP '05",18 March 2005 through 23 March 2005,"Philadelphia, PA",67354.0,15206149,0780388747; 9780780388741,IPROD,,English,ICASSP IEEE Int Conf Acoust Speech Signal Process Proc,Conference Paper,Final,,Scopus,2-s2.0-33646816339
"Silliman S.E., Abbott K., Clark G.C., McWilliams L.H.",7004657361;57197604000;57198609964;7004348345;,Observations on benefits/limitations of an audience response system,2005,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,14925,14933,,13.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-22544479138&partnerID=40&md5=338a0b6351422b59895db935a6d8b287,"College of Engineering, University of Notre Dame, United States; Office of Information Technologies, University of Notre Dame, United States; Kaneb Center for Teaching and Learning, University of Notre Dame, United States","Silliman, S.E., College of Engineering, University of Notre Dame, United States; Abbott, K., Office of Information Technologies, University of Notre Dame, United States; Clark, G.C., Kaneb Center for Teaching and Learning, University of Notre Dame, United States; McWilliams, L.H., College of Engineering, University of Notre Dame, United States","Providing stimulating lectures to large groups of students has been one of the most challenging aspects of a first-year engineering course sequence. Prior efforts at improving the lecture environment included use of an audience response system (ARS). While the ARS was a positive influence, two limitations were identified: (i) it did not provide for one-on-one interaction with students, and (ii) overuse led to student discontent. Experiments are underway to combine the ARS with use of a Tablet PC, allowing the lecturer to wirelessly project the Tablet PC screen while moving around the lecture hall. The lecturer can run software from any point in the hall, annotate / save slides in real time, or project student annotations and problem solutions to the class. This has allowed the lecturer to: (i) interact directly with individual students, (ii) encourage a participatory learning environment, and (iii) maintain higher levels of attendance at lectures. While a number of positive impacts on the learning environment have been observed, it is noted that the students do not generally recognize the novelty of the new technology. Thus, motivation for use of the technology should be based on improvement of the learning environment rather than on the novelty of the technology.",,Computer software; Personal computers; Problem solving; Project management; Students; Technology; Audience response programs (ARS); Course modifications; Engineering course; Learning environments; Engineering education,,,,,,,,,,,"Brockman, J., Fuja, T.E., Batill, S., A multidisciplinary course sequence for first-year engineering students (2002) Proceedings of ASCE, , session 2253; McWilliams, L., Silliman, S., Pieronek, C., Modifications to a freshman engineering course based on student feedback (2004) 2004 ASEE Annual Conference and Exposition, , Salt Lake City, Utah, June 2004; Pieronek, C., McWilliams, L., Silliman, S., A demographic characterization of first-year engineering students (2004) 2004 ASEE Annual Conference and Exposition, , Salt Lake City, Utah, June 2004; Silliman, S.E., McWilliams, L., Observations on benefits/limitations of an audience response system (2004) 2004 ASEE Annual Conference and Exposition, , Salt Lake City, Utah, June 2004; Chen, J.C., Technology in engineering education: What do the faculty know and want (2000) Journal of Engineering Education, 3, pp. 279-283; Kumar, S., An innovative method to enhance interaction during lecture sessions (2003) Advances in Physiology Education, 27 (1), pp. 20-25; Zurita, G., Nussbaum, M., Shaples, M., Human-computer interaction with mobile devices and services (2003) Lecture Notes in Computer Science, 2795, pp. 193-208; Campbell, C.B., Floersheim, R.B., Wireless laptops in the classroom: No strings attached? (2003) ASCE Annual Conference, , Proceedings, session 1620; Burtner, J., Moody, L., (1999) Increasing the Use of Collaborative Learning Techniques in An Integrated Economics and Engineering Economy Course, , Proceedings, ASEE, session 3657; Kellum, K.K., Carr, J.E., Dozier, C.L., Response-card instruction and student learning in a college classroom (2001) Teaching of Phychology, 28 (2), pp. 101-104; Mock, K., Teaching with tablet PCs (2004) The Sixth Annual Consortium for Computing Sciences in Colleges Nothwest Regional Conference, , www.math.uaa.alaska.ecu/~afkjm/tablet, October 8-9, 2004, Salem, OR-pdf obtained from; Marra, R.M., Carr-Chellman, A.A., Undergraduate education students' perspectives on classroom technologies: A qualitative analysis (1999) Jour of Educational Computing Research, 21 (3), pp. 283-303","Silliman, S.E.; College of Engineering, University of Notre Dame, Notre Dame, IN, United States",,ASEE,American Society for Engineering Education,2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World,12 June 2005 through 15 June 2005,"Portland, OR",65278.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-22544479138
"Mehta S., Kou Z.",7401670492;36604682500;,Research on measuring and analyzing student engagement in classes across university,2005,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,12275,12284,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-22544437331&partnerID=40&md5=45201c00daf6d5505d3dc97dcb6adf63,"North Dakota State Univeristy, United States; Department of Mechanical Engineering, North Dakota State University (NDSU), United States","Mehta, S., North Dakota State Univeristy, United States, Department of Mechanical Engineering, North Dakota State University (NDSU), United States; Kou, Z., North Dakota State Univeristy, United States","The National Survey of Student Engagement (NSSE) was especially designed to measure student engagement as a means of evaluating the impact of education at the university level. However, no such simple tool is available for measuring student engagement at an individual class level. This paper describes a classroom survey of student engagement (CSSE) that was adopted from the original NSSE Survey. The CSSE survey conducted over five semesters examined levels of student engagement in 539 classes from the first year to graduate level. Of 17,660 students enrolled in those 539 courses, 13,441 students completed the survey. Results showed more engagement in higher-level classes and also in those classes with fewer students. The study also compared results with the NSSE. Other instructors can use the instrument and the reported results to measure and compare the engagement levels in their classes.",,Cognitive systems; Computer programming; Curricula; Data reduction; Feedback; Professional aspects; Statistical mechanics; Students; Individual development and educational assessment (IDEA) analysis; Interactive engagement (IE); Math-Statics Baseline (MSB); Problem-based learning; Engineering education,,,,,,,,,,,"Johnson, D.W., Johnson, R., Smith, K., (1998) Active Learning: Cooperation in the College Classroom, , Edina, MN: Interaction Book Co; Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for introductory physics course (1998) American Journal of Physics, 66 (1), pp. 64-75; Improving the college experience: NSSE 2001 Overview. Bloomington (2001) Indiana University Center for Postsecondary Research and Planning, , National Survey of Student Engagement Overview IN; Improving the college experience: National benchmarks of effective education practice (2000) Indiana University Center for Postsecondary Research and Planning, , National Survey of Student Engagement Bloomington, IN; Hake, R.R., Lessons from the physics-education-reform effort (2001) Conservation Ecology, 5 (2), p. 28. , http://www.consecol.org/vol5/iss2/art28/, accessed January 4, 2005; Mehta, S., Kou, Z.F., Research in statics education - Do active, collaborative, and project-based learning methods enhance student engagement, understanding, and passing rate? (2005) 2005 Proc. of American Society of Engineering Education; Ahlfeldt, S., Mehta, S., Sellnow, T., Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use (2005) Higher Education Research & Development, 24 (1), pp. 5-20. , February 2005; Kuh, G.D., Assessing what really matters to student learning: Inside the national survey of student engagement (2001) Change, (MAY-JUNE), pp. 10-66. , May/June; Barkely, E., Cross, K.P., Major, C.H., (2004) Collaborative Learning Techniques: A Handbook for College Faculty, , Jossey-Bass, San Francisco, CA; MacGregor, J., Cooper, J., Smith, K.A., Robinson, P., Strategies for Energizing Large Classes: From Small Groups to Learning Communities: New Directions for Teaching and Learning, (81). , Jossey-Bass, San Francisco, Ca","Mehta, S.; Department of Mechanical Engineering, North Dakota State University (NDSU), Fargo, ND, United States",,ASEE,American Society for Engineering Education,2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World,12 June 2005 through 15 June 2005,"Portland, OR",65278.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-22544437331
"Venkatasubramanian R., Skromme B.J.",55392957600;7004915574;,Spreadsheets to promote interactive engagement in semiconductor device courses,2005,"ASEE Annual Conference and Exposition, Conference Proceedings",,,,6085,6094,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-22544476223&partnerID=40&md5=80616c5a0ca9f3c40fcf047e7fd3716e,"Department of Electrical Engineering, Arizona State University, Tempe, AZ 85287-5706, United States","Venkatasubramanian, R., Department of Electrical Engineering, Arizona State University, Tempe, AZ 85287-5706, United States; Skromme, B.J., Department of Electrical Engineering, Arizona State University, Tempe, AZ 85287-5706, United States","The development and initial implementation of a prototype ""virtual laboratory"" based on Microsoft® Excel spreadsheets with associated Visual Basic® for Applications modules is described for use in semiconductor device courses for engineering undergraduates. The spreadsheets use graphical methods to illustrate quantities such as charge densities, electric field profiles, electrostatic potentials, energy band diagrams, carrier concentrations, current density plots, and related quantities for various semiconductor devices, including pn junctions, bipolar junction transistors, MOS capacitors (including both electrostatics and capacitance-voltage characteristics), MOSFETs, and also for semiconductor statistics. The students can use scrollbars and other ActiveX® controls interactively to adjust device parameters such as doping levels, applied bias voltages, layer widths, and temperature, and immediately visualize the effects of those changes on the device behavior. Interactive exercises using these spreadsheets have also been developed. The initial use and assessment of these tools using student examination and homework scores, student teaching evaluations, focus groups, and a special web-based Device Concept Inventory developed in this project are described.",,Bipolar transistors; Capacitance; Carrier concentration; Current density; Electric field effects; Electrostatics; MOS capacitors; Semiconductor devices; Spreadsheets; World Wide Web; Bipolar junction transistors; Engineering undergraduates; Pn junctions; Virtual laboratory; Engineering education,,,,,,,,,,,"Mazur, E., (1997) Peer Instruction - A User's Manual, , Prentice-Hall, Upper Saddle River, NJ; Hake, R.R., (1998) Amer. J. Phys., 66, p. 64; Knight, R.D., (2002) Five Easy Lessons: Strategies for Successful Physics Teaching, , Addison Wesley, San Francisco; Wie, C.R., Na, I., (1998) J. Mater. Educ., 20, p. 49; Wie, C.R., (1998) IEEE Trans. on Educ., 41, p. 354; Pierret, R.F., (1996) Semiconductor Device Fundamentals, , Addison-Wesley, Reading, PA; Van Zeghbroeck, B., (2004) Principles of Semiconductor Devices, , http://ece-www.colorado.edu/~bart/book/; Felder, R.M., Silverman, L.K., (1988) Engr. Education, 78, p. 674; Huffman, J.L., Waters, K., Berry, M., (1981) Research in Psychological Type, 3, p. 81","Skromme, B.J.; Department of Electrical Engineering, Arizona State University, Tempe, AZ 85287-5706, United States",,ASEE,American Society for Engineering Education,2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World,12 June 2005 through 15 June 2005,"Portland, OR",65278.0,21535965,,,,English,ASEE Annu. Conf. Expos. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-22544476223
Stager G.,23091830400;,The high cost of incrementalism in educational technology implementation,2005,"8th IFIP World Conference on Computers in Education, WCCE 2005",,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84908377170&partnerID=40&md5=d654d31cd1985a73c7fd40669f9b0b93,"University of Melbourne, Dept. of Science and Mathematics Education, 21825 Barbara St., Torrance, CA  90503, Australia; Pepperdine University, Graduate School of Education and Psychology, 21825 Barbara St., Torrance, CA  90503, United States","Stager, G., University of Melbourne, Dept. of Science and Mathematics Education, 21825 Barbara St., Torrance, CA  90503, Australia, Pepperdine University, Graduate School of Education and Psychology, 21825 Barbara St., Torrance, CA  90503, United States","Incremental approaches to classroom computer use have been slow to produce significant educational benefits. Criticism of educational computing is often validated by a lack of compelling models created in the absence of vision or adequate leadership. However, this paper departs from critics who suggest that computers should play little or no role in the intellectual lives of children by arguing that the opposite is true. Computational technology needs to play a much greater role in the learning process and is essential to the sustainability of schools. To chart a new course for the future of learning, we must investigate and analyze the current trends embraced by the educational technology community. This paper asserts that despite the technological nature of these trends, many of the popular interventions do little to advance the goals of progressive educators. In a number of cases technologies such as: WebQuests, educational portals, personal digital assistants, classroom performance systems and eLearning platforms serve as distractions and costly detours along the road to improving the learning environment. Despite the enormous societal shifts resulting from widespread access to computers and the Internet, schools and other educational organizations remain committed to outdated notions of computer literacy instruction. Such efforts, along with the allure of online delivery and assessment, serve to centralize curriculum at the very moment the identical technology could be used to revolutionize the learning process. Individuals once at the forefront of the learning revolution promised by the widespread availability of powerful computational and communications technology now preside over the use of that technology to reinforce the least effective educational practices of the past. This leads inevitably to a lowering of educational standards and a diminution in the learning opportunities available to young people around the world. An over-emphasis on ICT limits the computer's potential as an intellectual laboratory and vehicle for self-expression. Less cautious technology use can help bridge the imagination gap and create productive contexts for learning, while engaging teachers and investing wisely.",,Computer aided instruction; Curricula; E-learning; Educational technology; Learning systems; Personal digital assistants; Sustainable development; Teaching; Classroom performance systems; Communications technology; Computational technology; Educational organizations; Educational standards; Investigate and analyze; Learning environments; Technology implementation; Engineering education,,,,,,,,,,,"(2004) Tech Tonic: Towards a New Literacy of Technology, , http://allianceforchildhood.org/projects/computers/pdf_files/tech_tonic.pdf, Available online at; Cuban, L., (2001) Oversold and Underused, , Cambridge, MA: Harvard University Press; Dodge, B., (1999) A Taxonomy of WebQuest Tasks, , http://edweb.sdsu.edu/webquest/taskonomy.html, Available online at; Dodge, B., (2001) FOCUS: Five Rules for Writing a Great WebQuest, , http://www.webquest.futuro.usp.br/artigos/textos_outros-bernie1.html, Available online at; Harel, I., Papert, S., (1991) Constructionism, , Norwood, NJ: Ablex Publishing; Hillis, D., (1998) The Pattern on the Stone: The Simple Ideas that Make Computers Work, , NY: Perseus Books; Kafai, Y., Resnick, M., (1996) Constructionism in Practice: Designing, Thinking, and Learning in a Digital World, , Mahwah, NJ: Lawrence Erlbaum; Mclester, S., Top 10 returns on investment (2004) Technology and Learning Magazine, , November 2004 issue; Oppenheimer, T., (2003) The Flickering Mind: The False Promise of Technology in the Classroom and How Learning can be Saved, , NY: Random House; Papert, S., A critique of technocentrism in thinking about the school of the future (1990) MIT Epistemology and Learning Memo No. 2, , Cambridge, Massachusetts: Massachusetts Institute of Technology Media Laboratory; Papert, S., (1981) Mindstorms: Children, Computers, and Powerful Ideas, , NY: Basic Books; Papert, S., (1993) The Children's Machine: Rethinking School in the Age of the Computer, , New York: Basic Books; Papert, S., Why school reform is impossible (1997) The Journal of the Learning Sciences, 6 (4), pp. 417-442. , http://www.papert.org/articles/school_reform.html, Available online at; Papert, S., (2002) Papert Misses 'Big Ideas' of the Good Old Days in AI, , http://web.mit.edu/newsoffice/2002/papert.html, from a press release published by the Massachusetts Institute of Technology. July 10, 2002; (2003) Learning for the 21st Century: A Report and Mile Guide for 21st Century Skills, , http://www.21stcenturyskills.org/, Available online at; Stager, G., Computationally-rich constructionism and at-risk learners (2001) Computers in Education 2001: Australian Topics - Selected Papers from the Seventh World Conference on Computers, 8. , Education. McDougall, Murnane & Chambers editors Sydney: Australian Computer Society; Stager, G., Papertian constructionism and at-risk learners (2002) The Proceedings of the 2002 National Educational Computing Conference. Eugene, , OR: ISTE; Stager, G., The ISTE problem (2003) District Administration Magazine, , February 2003 issue; Stager, G., Pointing in the wrong direction (2004) District Administration Magazine, , January 2004 issue; Stager, G., When pigs fly - Part one (2004) District Administration Magazine, , March 2004 issue; Stager, G., When pigs fly - Part two (2004) District Administration Magazine, , March April issue; Stager, G., Let them eat tech standards (2004) District Administration Magazine, , May 2004 issue; Stager, G., Gary stager on the state of ed tech (2005) District Administration Magazine, , January 2005 issue; Stager, G., Gary stager on effective ed tech (2005) District Administration Magazine, , February 2005 issue; Tufte, E., (2003) The Cognitive Style of PowerPoint, , http://www.edwardtufte.com/tufte/powerpoint, Cheshire, CT: Graphics Press, LLC. Information Available online at","Stager, G.; University of Melbourne, Dept. of Science and Mathematics Education, 21825 Barbara St., Australia",,,Emerald Group Publishing Ltd.,"8th IFIP World Conference on Computers in Education, WCCE 2005",4 July 2005 through 7 July 2005,,114671.0,,1920017119,,,English,"IFIP World Conf. Comput. Educ., WCCE",Conference Paper,Final,,Scopus,2-s2.0-84908377170
"Mak M.-W., Sit C.-H., Kung S.-Y.",7101716601;22434465600;7102989364;,Extraction of speaker features from different stages of DSR front-ends for distributed speaker verification,2005,International Journal of Speech Technology,8,1,,67,77,,,10.1007/s10772-005-4762-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-17444393269&doi=10.1007%2fs10772-005-4762-x&partnerID=40&md5=08740ef1a2a30d90bad44d8c0f088e7b,"Ctr. for Multimedia Sign. Processing, Dept. Electron. Info. Eng., Hong K., Hong Kong, Hong Kong; Department of Electrical Engineering, Princeton University, United States","Mak, M.-W., Ctr. for Multimedia Sign. Processing, Dept. Electron. Info. Eng., Hong K., Hong Kong, Hong Kong; Sit, C.-H., Ctr. for Multimedia Sign. Processing, Dept. Electron. Info. Eng., Hong K., Hong Kong, Hong Kong; Kung, S.-Y., Department of Electrical Engineering, Princeton University, United States","The ETSI has recently published a front-end processing standard for distributed speech recognition systems. The key idea of the standard is to extract the spectral features of speech signals at the front-end terminals so that acoustic distortion caused by communication channels can be avoided. This paper investigates the effect of extracting spectral features from different stages of the front-end processing on the performance of distributed speaker verification systems. A technique that combines handset selectors with stochastic feature transformation is also employed in a back-end speaker verification system to reduce the acoustic mismatch between different handsets. Because the feature vectors obtained from the back-end server are vector quantized, the paper proposes two approaches to adding Gaussian noise to the quantized feature vectors for training the Gaussian mixture speaker models. In one approach, the variances of the Gaussian noise are made dependent on the codeword distance. In another approach, the variances are a function of the distance between some unquantized training vectors and their closest code vector. The HTIMIT corpus was used in the experiments and results based on 150 speakers show that stochastic feature transformation can be added to the back-end server for compensating transducer distortion. It is also found that better verification performance can be achieved when the LMS-based blind equalization in the standard is replaced by stochastic feature transformation. © 2005 Springer Science+Business Media, Inc.",Distributed speaker verification; DSR; DSR front-end processing; Feature transformation,Distortion (waves); Electronic commerce; Feature extraction; Gaussian noise (electronic); Marketing; Personnel training; Vectors; Distributed speaker verification (DSR); DSR front-end processing; Feature transformation; Hand-held devices; Speech recognition,,,,,"School for Advanced Research

Hong Kong Arts Development Council

Hong Kong Polytechnic University: A-PE44","The authors would like to thank the reviewers for their valuable suggestions and comments, which have improved the quality of this paper. This work was in part supported by the The Hong Kong Polytechnic University, Grant No. A-PE44 and Research Grant Council of the Hong Kong SAR (Project No. CUHK 1/02C).",,,,,"Andrassy, B., Hilger, F., Beaugeant, C., Investigations on the combination of four algorithms to increase the noise robustness of a DSR front-end for real world car data (2001) Proc. IEEE Workshop on Automatic Speech Recognition 2001, ASRU'01, pp. 115-118; Campbell Jr., J.P., Speaker recognition: A tutorial (1997) Proc. IEEE, 85 (9), pp. 1437-1462; Davis, S.B., Mermelstein, P., Comparison of parametric representations for monosyllabic word recognition in continuously spoken sentences (1980) IEEE Trans. on ASSP, 28 (4), pp. 357-366; Speech processing, transmission and quality aspects (STQ); distributed speech recognition; advanced front-end feature extraction algorithm; compression algorithms (2002) Technical Report ETSI ES 202 050 V1.1.1 (2002-10), , European Telecommunications Standard Institute; Euler, S., Zinke, J., The influence of speech coding algorithms on automatic speech recognition (1994) Proc. ICASSP'94, pp. 621-624; Fant, G., (1970) Title Acoustic Theory of Speech Production with Calculations Based on X-ray Studies of Russian Articulations, 2nd Edition, , Mouton: The Hague; Docio-Fernandez, L., Garcia-Mateo, C., Distributed speech recognition over IP networks on the AURORA 3 database (2002) Proc. ICSLP'02, pp. 461-464; Fisher, W.M., Doddington, G.R., Goudie-Marshall, K.M., The DARPA speech recognition research database: Specifications and status (1986) Proc. DARPA Workshop on Speech Recognition, pp. 93-99; Furui, S., Recent advances in speaker recognition (1997) Pattern Recognition Letters, 18, pp. 859-872; Kelleher, H., Pearce, D., Ealey, D., Mauuary, L., Speech recognition performance comparison between DSR and AMR transcoded speech (2002) Proc. ICSLP'02, pp. 1873-1876; Kung, S.Y., Mak, M.W., Lin, S.H., (2004) Biometric Authentication: A Machine Learning Approach, , New Jersey: Prentice Hall; Lilly, B.T., Paliwal, K.K., Effect of speech coders on speech recognition performance (1996) Proc. ICSLP, 4, pp. 2344-2347; Mak, M.W., Kung, S.Y., Combining stochastic feature transformation and handset identification for telephone-based speaker verification (2002) Proc. ICASSP'02, 1, pp. 701-704; Mak, M.W., Tsang, C.L., Kung, S.Y., Stochastic feature transformation with divergence-based out-of-handset rejection for robust speaker verification (2004) EURASIP J. on Applied Signal Processing, 4, pp. 452-465; Martin, A., Doddington, G., Kamm, T., Ordowski, M., Przybocki, M., The DET curve in assessment of detection task performance (1997) Proc. Eurospeech'97, pp. 1895-1898; Noe, B., Sienel, J., Jouvet, D., Mauuary, L., Boves, L., De Veth, J., De Wet, F., Noise reduction for noise robust feature extraction for distributed speech recognition (2001) Proc. Eurospeech 2001, 1, pp. 433-436; Pearce, D., Enabling new speech driven services for mobile devices: An overview of the ETSI standards activities for distributed speech recognition front-ends (2000) Proc. AVIOS 2000: the Speech Application Conference; Quatieri, T.F., Reynolds, D.A., O'Leary, G.C., Estimation of handset nonlinearity with application to speaker recognition (2000) IEEE Trans. on Speech and Audio Processing, 8 (5), pp. 567-584; Rabiner, L., Juang, B.H., (1993) Fundamentals of Speech Recognition, , New Jersey: Prentice-Hall; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) Proc. ICASSP'97, 2, pp. 1535-1538; Reynolds, D.A., Quatieri, T.F., Dunn, R.B., Speaker verification using Adapted Gaussian mixture models (2000) Digital Signal Processing, 10, pp. 19-41; Sankar, A., Lee, C.H., A maximum-likelihood approach to stochastic matching for robust speech recognition (1996) IEEE Trans. on Speech and Audio Processing, 4 (3), pp. 190-202; Sit, C.H., Mak, M.W., Kung, S.Y., Maximum likelihood and maximum a posteriori adaptation for distributed speaker recognition systems (2004) Proc. International Conference on Biometric Authentication (ICBA'04), pp. 640-647. , Hong Kong: Springer; Tsang, C.L., Mak, M.W., Kung, S.Y., Divergence-based out-of-class rejection for telephone handset identification (2002) Proc. ICSLP'02, pp. 2329-2332; Tsang, C.L., Mak, M.W., Kung, S.Y., Cluster-dependent feature transformation for telephone-based speaker verification (2003) Proc. International Conference on Audio- and Video-based Biometric Person Authentication (AVBPA'03), pp. 86-94. , Surrey, U.K; Yiu, K.K., Mak, M.W., Kung, S.Y., Environment adaptation for robust speaker verification (2003) Proc. Eurospeech '03, pp. 2973-2976. , Geneva","Mak, M.-W.; Ctr. for Multimedia Sign. Processing, Dept. Electron. Info. Eng., Hong K., Hong Kong, Hong Kong; email: enmwmak@polyu.edu.hk",,,,,,,,13812416,,ISTEF,,English,Int J Speech Technol,Conference Paper,Final,,Scopus,2-s2.0-17444393269
"Lopez-Herrejon R.E., Schulman M.",8961082000;7102283596;,Using interactive technology in a short Java course: An experience report,2004,Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education,,,,203,207,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-10044276965&partnerID=40&md5=b58b98b802d3c5452db08d8e6d9f7d09,"Department of Computer Sciences, University of Texas at Austin, Austin, TX 78712, United States; Ctr. for Instructional Technologies, University of Texas at Austin, Austin, TX 78712, United States","Lopez-Herrejon, R.E., Department of Computer Sciences, University of Texas at Austin, Austin, TX 78712, United States; Schulman, M., Ctr. for Instructional Technologies, University of Texas at Austin, Austin, TX 78712, United States","Keeping students alert and responsive during lectures is a challenge even for experienced teachers in small group settings. Research has shown the importance of student participation and involvement in the learning process. Many ideas and strategies have been proposed to promote these two vital education elements [5]. Among them is the use of interactive technology where the instructor asks a question to the class and each student answers individually. These answers are tallied and the professor can get immediate, quantitative, and real-time feedback information that can be used to detect and address comprehension problems and to adapt the lecture plan accordingly. In this paper we report our experiences using a wireless interactive system named the Classroom Performance System (CPS) [9] in a fast-paced, short but comprehensive Java programming course. We present the challenges we faced and the lessons we learned in designing and delivering lectures using this type of technology.",Classroom Performance System; CPS; Delivery Systems; Educational Technology; Information Technology; Instructional Development; Interactive Systems; Java Programming; Performance Support Systems,Computational methods; Curricula; Human computer interaction; Information technology; Java programming language; Learning systems; Object oriented programming; Students; Teaching; Classroom performance system; CPS; Delivery systems; Educational technology; Instructional development; Interactive systems; Performance support systems; Computer science,,,,,,,,,,,"Abrahamson, M., Interactive Class Consulting, , http://www.ph.utexas.edu/~ctalk/bulletin/UTBrownBag8_03.ppt; Anderson, R.J., Anderson, R., Vandegrift, T., Wolfman, S., Yasuhara, K., Promoting interaction in large classes with computer-mediated feedback CSCL 2003, , To appear in; Better Education Inc. Website, , http://www.bedu.com/; Bloom, D., Taxonomy of educational objectives (1956) The Classification of Educational Goals - Handbook I: Cognitive Domain, , New York: McKay; Boyle, J., (2001) Listening to Learners, , http://www.strath.ac.uk/Departments/CAP/courses/interactive/powerpoint/; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Educue Website, , http://www.educue.com; EInstruction Website, , http://www.einstruction.com; Hake, R., Interactive engagement versus traditional methods: A six thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Hake, R., Lessons from the physics education reform effort Conservation Ecology, 5 (2), p. 28. , http:/www.consecol.org/vol5/iss2/art28; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ. Prentice-Hall; Meltzer, D., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) American Journal of Physics, 70 (6), pp. 639-654; Meyers, C., Jones, T., (1993) Promoting Active Learning, , San Francisco, CA. Jossey-Bass Publishers; McDermott, L.C., Redish, E.F., RL-PER1: Resource letter on physics education research American Journal of Physics, 67 (9), pp. 755-767. , http://www.physics.umd.edu/rgroups/ripe/perg/cpt.html; Nicol, D.J., Boyle, J.T., Peer instruction versus class-wide discussion: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Palinscar, A.S., Social constructivist perspectives on teaching and learning (1998) Annual Review of Psychology, 49, pp. 345-375; University of Texas at Austin-CPS-support Website, , http://www.ph.utexas.edu/~ctalk/sectionIII.htm; Woods, A., Chiu, C., Wireless response technology in college classrooms (2003) The Technology Source, , http://64.124.14.173, September/October","Lopez-Herrejon, R.E.; Department of Computer Sciences, University of Texas at Austin, Austin, TX 78712, United States; email: rlopez@cs.utexas.edu",,ACM SIGCSE;University of Leeds,,Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education,28 June 2004 through 30 June 2004,Leeds,63872.0,,1581138369,,,English,Proc. Annu. SIGCSE Conf. Innov. Technol. Comput. Sci. Educ.,Conference Paper,Final,,Scopus,2-s2.0-10044276965
"Cutts Q., Kennedy G., Mitchell C., Draper S.",6506695644;7201789195;57199048680;7004553204;,Maximising dialogue in lectures using group response systems,2004,Proceedings of the Seventh IASTED International Conference on Computers and Advanced Technology in Education,,, 428-082,421,426,,21.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-11144284949&partnerID=40&md5=635caaa916d3fe202a767302d1b5a738,"Dept. of Computing Science, University of Glasgow, United Kingdom; Biomedical Multimedia Unit, University of Melbourne, Australia; Dept. of Psychology, University of Glasgow, United Kingdom","Cutts, Q., Dept. of Computing Science, University of Glasgow, United Kingdom; Kennedy, G., Biomedical Multimedia Unit, University of Melbourne, Australia; Mitchell, C., Dept. of Computing Science, University of Glasgow, United Kingdom; Draper, S., Dept. of Psychology, University of Glasgow, United Kingdom","Laurillard sees dialogue as a crucial component of learning and she states that it is almost impossible to achieve in lectures. This paper identifies eight impediments to dialogue in lectures, and shows how they are or can be overcome by (a) adjusting the activities that take place within lectures, (b) using existing Group Response Systems (GRSs), and (c) using extensions to GRSs proposed in this paper. In addition to facilitating dialogue within lectures, this paper shows how a record of the lecture-based dialogue could be used to improve learning environments outside the lecture.",Dialogue; Engagement; GRS; Handsets; Learning; Lectures,Information services; Societies and institutions; Speech communication; Students; Telephone sets; Engagement; Group response system (GRS); Learning; Lectures; Teaching,,,,,,,,,,,"Laurillard, D., (2002) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technology, 21nd Ed., , London: RoutledgeFarmer; Crouch, C., Mazur, E., Peer instruction: Ten years of experience and results (2001) Am. J. Physics, 69 (9), pp. 970-977; Novak, G., Patterson, E., Gavrin, A., Christian, W., (1999) Just-in-time Teaching: Blending Active Learning and Web Technology, , Upper Saddle River, NJ: Prentice-Hall; Meltzer, D., Manivannan, K., Promoting interactivity in physics lecture classes (1996) The Physics Teacher, 34, pp. 72-76. , Feb; Hake, R., Interactive-engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Physics, 66 (1), pp. 64-74; http://www.educue.com; http://www.einstruction.com; TurningPoint, , http://www.turningtechnologies.com; http://www.iml.ltd.uk; http://www.rxshow.com; www.uktraining.uk.com/teamwk.htm; http://www.replysystems.com; Draper, S., Brown, M., Increasing interactivity in lectures using an electronic voting system J. Camp. Assisted Learning, , in press; Boyle, J., Nicol, D., Using classroom communication systems to support interaction and discussion in large class settings (2003) Ass. Learning Tech. J. (ALT-J), 11 (3), pp. 43-57; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ: Prentice-Hall; Irving, A., Read, M., Hunt, A., Knight, S., Use of information technology in exam revision (2000) Proc. 4th Int. C.A.A. Conf., , Loughborough, UK. avail. online; Jones, C., Connolly, M., Gear, A., Read, M., Group interactive learning with group process support technology (2001) Br. J. Educational Tech., 32 (5), pp. 571-581; Wit, E., Who wants to be... the use of a personal response system in statistics teaching (2003) MSOR Connections, 3 (2), pp. 5-11; Burnstein, R., Lederman, L., Using wireless keypads in lecture classes (2001) The Physics Teacher, 39, pp. 8-11; http://www.dcs.gla.ac.uk/~quintin/QRS; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (1998) Aus J. Educational Tech., 18 (1), pp. 13-23; Crouch, C., Fagen, A., Callan, P., Mazur, E., Classroom demonstrations: Learning tools or entertainment Am. J. Physics, , in press; Wolfman, S., Making lemonade: Exploring the bright side of large lecture classes (2002) Proc. SIGSCE '02, pp. 257-261. , Covington, Kentucky; Topping, K., The effectiveness of peer tutoring in further and higher education: A typology and review of the literature (1996) Higher Education, 32 (3), pp. 321-345; Dufresne, R., Gerace, W., Leonard, W., Mestre, J., Wenk, L., Classtalk: A Classroom Communication System for Active Learning (1996) J. Comp in Higher Ed., 7, pp. 3-47","Cutts, Q.; Dept. of Computing Science, University of Glasgow, Glasgow, United Kingdom; email: quintin@dcs.gla.ac.uk",Uskov V.,IASTED,,Proceedings of the Seventh IASTED International Conference on Computers and Advanced Technology in Education,16 August 2004 through 18 August 2004,"Kauai, HI",64114.0,,0889864306; 9780889864306,,,English,Proc. Seventh IASTED Int. Conf. Comput. Adv. Technol. Educ.,Conference Paper,Final,,Scopus,2-s2.0-11144284949
"Sundaram D., Eshwar P.",6602562988;6503899778;,The interactive learning system,2004,2004 IEEE Conference on Cybernetics and Intelligent Systems,,,,190,195,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-11244292686&partnerID=40&md5=c860080ea20e9776ce0514b83eace186,"Department of Electronics, St. Joseph's College of Engineering, Chennai, India; Department of Information Technology, St. Joseph's College of Engineering, Chennai, India","Sundaram, D., Department of Electronics, St. Joseph's College of Engineering, Chennai, India; Eshwar, P., Department of Information Technology, St. Joseph's College of Engineering, Chennai, India","The use of technology can be a key element in strengthening the art of independent learning. This paper discusses the issues in creating an interactive educational environment, most suited to children. Here we aim to introduce the features of the Interactive Learning System (ILS); a software which is an integration of teaching, training, testing, learning, analyzing, and mastering; with a high level of interactivity. We have in the course defined a simulation of a human teacher to be the interface for the learning process, which is the primary focus of this paper. This simulated agent also learns from its users and shares the information gained via the Internet paving way for a rapidly growing KnowledgeBASE. By making use of both Desktop and Distributed Computing, ILS can emerge as a global system.",,Computer simulation; Education; Information dissemination; Interactive computer systems; Internet; Knowledge acquisition; Multimedia systems; Teaching; Testing; Interactive learning systems; Internet connectivity; Multimedia user interface; Mutlmedia presentation layers; Learning systems,,,,,,,,,,,"Barr, A., Cohen, P., Feigenbaum, (1981) The Handbook of Artificial Intelligence, , William Kaufmann, Inc., Los Altos, Calif; Giarratano, Riley, J., Maxwell, C., (1998) Expert System, Principles and Programming, , PWS Publishing Company, Boston; Carol, J.M., (2002) Human-Computer Interaction in the New Millennium, , ACM Press; Allen, J., (2003) Natural Language Understanding, 2nd Ed, , Pearson Education; Sundaram, D., Eshwar, P., Kumar, M., Bat vision and artificial intelligence for the blind (2003) Digests 1st International Conf. on Smart Homes and Health Telematics, France, 12, p. 194. , Assistive Technology Research Series, IOS Press,The Netherlands","Sundaram, D.; Department of Electronics, St. Joseph's College of Engineering, Chennai, India; email: kenzenray@email.com",,"Institute of Electrical and Electronics Engineers, IEEE;IEEE SMC Society Singapore Chapter;IEEE R and A Society Singapore Chapter",,2004 IEEE Conference on Cybernetics and Intelligent Systems,1 December 2004 through 3 December 2004,,64160.0,,0780386442; 9780780386440,,,English,IEEE Conf. Cybern. Intell. Syst.,Conference Paper,Final,,Scopus,2-s2.0-11244292686
"Larkin T.L., Mathis M.",7003621535;7006195116;,Physics education research: A model for introductory laboratory reform,2004,"Proceedings - Frontiers in Education Conference, FIE",3,,,S1F,7-S1F-12,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-21644465484&partnerID=40&md5=b17ff8f30fb01eec8f22fd0925816294,"Department of Computer Science, Audio Technology, and Physics, American University, 4400 Massachusetts Ave. NW, Washington, DC 20016-8058, United States; Department of Physics and Astronomy, Johns Hopkins University, 3400 N. Charles St., Baltimore, MD 21218, United States","Larkin, T.L., Department of Computer Science, Audio Technology, and Physics, American University, 4400 Massachusetts Ave. NW, Washington, DC 20016-8058, United States; Mathis, M., Department of Physics and Astronomy, Johns Hopkins University, 3400 N. Charles St., Baltimore, MD 21218, United States","During the 2002 - 2003 academic years a decision was made at American University to reform the introductory General Education science classes by increasing the number of credit hours from 3 to 4. The intent of this reform effort was to add more substance to the introductory courses by increasing the laboratory experiences offered, and to make them comparable in credit hours to most introductory science courses around the country. As a result of this reform effort, the introductory physics classes were required to double the number of laboratory activities performed by the students during a given semester. The main objective behind increasing the number of laboratory activities was to increase the hands-on experiences of the students for the various topics covered within the curriculum. Through an internal grant award from American University, a significant amount of new laboratory equipment was purchased in spring 2003 and a number of new laboratory activities were created during the summer of 2003. The design and development of the new laboratory activities will be described as they relate to current research in physics education. The research in this field has clearly shown that student learning can be enhanced through the use of content-specific, interactive engagement (IE) strategies. Tips regarding the choice of equipment for the introductory physics laboratory will also be shared. In addition, the overall reform effort within the introductory physics classes and laboratories will be presented through a discussion of effective pedagogical strategies. The new laboratory activities were successfully piloted with over 100 students during the fall 2003 semester. This paper will highlight student and instructor experiences with the new activities during the pilot semester. A description of the newly-created laboratory activities through the lens of current research in physics education should provide faculty teaching laboratory-based, introductory physics or engineering courses with some useful ideas and techniques for reforming or refreshing their own courses. © 2004 IEEE.",Interactive engagement strategies; Laboratory design and development; Physics for non-science majors; Physics laboratory reform,Interactive engagement strategies; Laboratory design and development; Physics education; Physics laboratory reform; Curricula; Laboratories; Multimedia systems; Physics; Students; Teaching; Education,,,,,,,,,,,"Jones, T.H., Paolucci, R., The learning effectiveness of educational technology: A call for further research (1998) Educational Technology Review, (9), pp. 10-14; Arons, A.B., (1990) A Guide to Introductory Physics Teaching, , New York: John Wiley & Sons; Halloun, I.A., Hestenes, D., The initial knowledge state of college students (1985) American Journal of Physics, 53 (11), pp. 1043-1055; Hein, T.L., Using writing to confront student misconceptions in physics (1999) European Journal of Physics, 20, pp. 137-141; McCloskey, M., Caramazza, A., Green, B., Curvilinear motion in the absence of external forces: Naïve beliefs about the motion of objects (1980) Science, 210, pp. 1139-1141; McDermott, L.C., Research on conceptual understanding in mechanics (1984) Physics Today, 37, pp. 24-32; McDermott, L.C., A view from physics (1991) Toward a Scientific Practice of Science Education, pp. 3-30. , M. Gardner, J. Greeno, F. Reif, A. H. Schoenfeld, A. diSessa, and E. Stage (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates; Laws, P.W., Workshop physics: Learning introductory physics by doing it (1991) Change, pp. 20-27; Chiapetta, E.L., Inquiry-based science (1997) The Science Teacher, 64 (7), pp. 22-26; McDermott, L.C., Oersted medal lecture: Research - The key to understanding (2001) AAPT Announcer, 30 (4), p. 88. , Winter meeting of the American Association of Physics Teachers, San Diego, CA; Koballa, T., Kemp, A., Evans, R., The spectrum of scientific literacy (1997) The Science Teacher, 64 (7), pp. 27-31; (1998) Shaping the Future Volume II: Perspectives on Undergraduate Education in Science Mathematics, Engineering, and Technology, 2. , No. NSF 98-128; (1996) National Science Education Standards, , Washington, DC: National Academy Press; Edwards, C.H., Promoting student inquiry (1997) The Science Teacher, 64 (7), pp. 18-21; Brooks, J.G., Brooks, M.G., (1993) Search of Understanding: The Case for Constructivist Classrooms, , Alexandria, VA: Association for Supervision and Curriculum Development; Cobb, T., Applying constructivism: A test for the learner-as-scientist (1999) Educational Training and Development, 47 (3), pp. 15-31; Yager, R.E., The constructivist learning model (2000) The Science Teacher, 67 (1), pp. 44-45; Fortenberry, N.L., An examination of NSF's programs in undergraduate education (2000) Journal of SMET Education: Innovations and Research, 1 (1), pp. 4-15; Tobias, S., (1990) They're Not Dumb, They're Different: Stalking the Second Tier, , Tucson, AZ: Research Corporation; (2003) Informed, Effective Minds: A Guide to Changes in the General Education Program, , American University: Washington, DC; Ref. 4; Larkin, T.L., Learning style in the classroom: A research-guided approach (2003) Proceedings of the International Conference on Engineering and Computer Education (ICECE 2003), , Session ET1B, Santos, Brazil; Larkin-Hein, T., Zollman, D.A., Digital video, learning styles, and student understanding of kinematics graphs (2000) Journal of SMET Education: Innovations and Research, 1 (2), pp. 17-30; Larkin-Hein, T., Budny, D.D., Research on learning style: Applications in science and engineering (2001) IEEE Transactions on Education Journal, 44 (3), pp. 276-281; Meyers, C., Jones, T.B., (1993) Promoting Active Tearning: Strategies for the College Classroom, , San Francisco, CA: Jossey-Bass Publishers; Knight, R.D., (2002) Five Easy Lessons: Strategies for Successful Physics Teaching, , San Francisco, CA: Addison Wesley; Wankat, P.C., Improving engineering and technology education by applying what is known about how people learn (2002) Journal of SMET Education: Innovations and Research, 3 (1-2), pp. 3-8; Vernier Software and Technology, 13979 SW Millikan Way, Beaverton, OR 97005-2886; National Science Foundation's Division of Undergraduate Education grant #DUE 9850570; Pasco scientific, 10101 Foothills Boulevard, Roseville, CA 95747-7100; Larkin, T.L., (2003) Physics for the Modern World Laboratory Manual, , Stice Publishing, Champaign, IL. ISBN: 1-58874-325-X","Larkin, T.L.; Department of Computer Science, Audio Technology, and Physics, American University, 4400 Massachusetts Ave. NW, Washington, DC 20016-8058, United States; email: tlarkin@american.edu",,IEEE Education Society;IEEE Computer Society;American Society for Engineering Education,,"34th Annual Frontiers in Education: Expanding Educational Opportunities Through Partnerships and Distance Learning - Conference Proceedings, FIE",20 October 2004 through 23 October 2004,"Savannah, GA",65110.0,15394565,,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-21644465484
"Silliman S.E., Williams L.M.",7004657361;55462637400;,Observations on benefits/limitations of an audience response system,2004,ASEE Annual Conference Proceedings,,,,10569,10584,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-5444220160&partnerID=40&md5=f0d65b341542899d75274465bc8f9241,"College of Engineering, 257 Fitzpatrick Hall, University of Notre Dame, Notre Dame, IN 46556, United States","Silliman, S.E., College of Engineering, 257 Fitzpatrick Hall, University of Notre Dame, Notre Dame, IN 46556, United States; Williams, L.M., College of Engineering, 257 Fitzpatrick Hall, University of Notre Dame, Notre Dame, IN 46556, United States","The benefits as well as limitations of using an audience response system (ARS) which is integrated into the existing presentation software are discussed. ARS has been applied in a range of settings from high-school presentations, to interrogation of a large freshman engineering class, to guided equation development and case studies in a senior class in groundwater. While care must be taken to avoid over dependence and overuse of an ARS, it is observed that an ARS can improve the learning environment and ability to assess student learning. The ARS is also a valuable tool for assessment of course and curriculum outcomes, with potential for rapid delineation of outcomes by demographic groups.",,Audience response system (ARS); Engineering curricula; Real-time feedback; Computer software; Curricula; Engineering education; Learning systems; Real time systems; Societies and institutions; Students; Technical presentations,,,,,,,,,,,"Cohen, E.G., Restructuring the classroom - Conditions for productive small-groups (1994) Review of Educational Research, 64 (1), pp. 1-35; Chen, J.C., Technology in engineering education: What do the faculty know and want (2000) Journal of Engineering Education, 3, pp. 279-283; Kumar, S., An innovative method to enhance interaction during lecture sessions (2003) Advances in Physiology Education, 27 (1), pp. 20-25; Zurita, G., Nussbaum, M., Shaples, M., Human-computer interaction with mobile devices and services (2003) Lecture Notes in Computer Science, 2795, pp. 193-208; Campbell, C.B., Floersheim, R.B., Wireless laptops in the classroom: No strings attached? (2003) Proceedings, ASCE Annual Conference, , session 1620; Burtner, J., Moody, L., Increasing the use of collaborative learning techniques in an integrated economics and engineering economy course (1999) Proceedings, ASEE, , session 3657; Kellum, K.K., Carr, J.E., Dozier, C.L., Response-card instruction and student learning in a college classroom (2001) Teaching of Phychology, 28 (2), pp. 101-104; Duncan, D.G., Using computers in the classroom: A boon or bust? (2000) Jour. of Computer Information Systems, 40 (4), pp. 1-4; Marcellus, R., Ghrayeb, O., Effects of smart classrooms on learning and teaching effectiveness: The students' point of view (2003) Proceedings, ASCE Annual Conference, , session 3557; Marra, R.M., Carr-Cheellman, A.A., Undergraduate education students' perspectives on classroom technologies: A qualitative analysis (1999) Jour of Educational Computing Research, 21 (3), pp. 283-303; Pieronek, C., McWilliams, L., Slliman, S., Initial observations of student retention and course satisfaction based on first-year engineering student surveys and interviews (2003) Proceedings of ASCE, , session 3553; Brockman, J., Fuja, T.E., Batill, S., A multidisciplinary course sequence for first-year engineering students (2002) Proceedings of ASCE, , session 2253; McWilliams, L., Silliman, S., Pieronek, C., Modifications to a freshman engineering course based on student feedback (2004) 2004 ASEE Annual Conference and Exposition, , Salt Lake City, Utah, June 2004; Pieronek, C., McWilliams, L., Silliman, S., A demographic characterization of first-year engineering students (2004) 2004 ASEE Annual Conference and Exposition, , Salt Lake City, Utah, June 2004","Silliman, S.E.; College of Engineering, 257 Fitzpatrick Hall, University of Notre Dame, Notre Dame, IN 46556, United States; email: Silliman.l@nd.edu",,American Society for Engineering Education;Microsoft;National Instruments;National Council of Examiner for Engineering and Surveying;Hewlett-Packard Invent,,"ASEE 2004 Annual Conference and Exposition, ""Engineering Researchs New Heights""",20 June 2004 through 23 June 2004,"Salt Lake City, UT",63591.0,01901052,,ACOPD,,English,ASEE Annu. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-5444220160
"McWilliams L.H., Silliman S.E., Pieronek C.",7004348345;7004657361;6506103909;,Modifications to a freshman engineering course based on student feedback,2004,ASEE Annual Conference Proceedings,,,,9977,9989,,19.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-5444241103&partnerID=40&md5=5bee1b83feeb44eec3a737b17983a513,"University of Notre Dame, United States; First-Year Engineering Program, University of Notre Dame, United States; Civil Engineering; Undergraduate Programs, College of Engineering, University of Notre Dame, United States; Women's Engineering Program, University of Notre Dame, United States","McWilliams, L.H., University of Notre Dame, United States, First-Year Engineering Program, University of Notre Dame, United States; Silliman, S.E., University of Notre Dame, United States, Civil Engineering, Undergraduate Programs, College of Engineering, University of Notre Dame, United States; Pieronek, C., University of Notre Dame, United States, Women's Engineering Program, University of Notre Dame, United States","The modifications made in the Freshman Engineering Course with the goals of improving the educational experience for the students are discussed. The emphasis was changed from programming and physics to engineering as an application of math, science and computing. This enabled the students to utilize existing computer packages, rather than developing their own programs, to assist in the development of an engineering solution. An Audience Response System (ARS) has also been introduced which provides immediate student feedback during lectures.",,Audience response system (ARS); Computer packages; Engineering curricula; Computer programming; Curricula; Decision making; Information management; Learning systems; Scheduling; Students; Engineering education,,,,,,,,,,,"Brockman, J.B., Fuja, T.E., Batill, S.M., A multidisciplinary course sequence for first-year engineering students (2002) 2002 ASEE Annual Conference and Exposition, , Montreal, Quebec, Canada, June; Pieronek, C., McWilliams, L.H., Silliman, S.E., Initial observations on student retention and course satisfaction based on first-year engineering student survey and interviews (2003) 2003 ASEE Annual Conference and Exposition, , Nashville, Tennessee, June; Pieronek, C., McWilliams, L.H., Silliman, S.E., A demographic characterization of first-year engineering students (2004) 2004 ASEE Annual Conference and Exposition, , Salt Lake City, Utah, June; Silliman, S.E., McWilliams, L.H., Observations on benefits/limitations of an audience response system (2004) 2004 ASEE Annual Conference and Exposition, , Salt Lake City, Utah, June","McWilliams, L.H.; First-Year Engineering Program, University of Notre Dame, Notre Dame, IN, United States",,American Society for Engineering Education;Microsoft;National Instruments;National Council of Examiner for Engineering and Surveying;Hewlett-Packard Invent,,"ASEE 2004 Annual Conference and Exposition, ""Engineering Researchs New Heights""",20 June 2004 through 23 June 2004,"Salt Lake City, UT",63591.0,01901052,,ACOPD,,English,ASEE Annu. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-5444241103
"Harris T.R., Cordray D.",35495197900;6701727635;,Impact of assessment on a BME undergraduate program,2004,ASEE Annual Conference Proceedings,,,,6775,6779,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-5444227740&partnerID=40&md5=beaa7cdc13c4483d3c27cd8d91c96d88,"Vanderbilt University, Nashville, TN 37235, United States","Harris, T.R., Vanderbilt University, Nashville, TN 37235, United States; Cordray, D., Vanderbilt University, Nashville, TN 37235, United States","Various learning methods in biomedical engineering (BME) undergraduate program, are discussed. The methods are developed which help to evaluate changes resulting from applying the How People Learn (HPL) Framework to instruction in BME. Courseware Authoring and Packaging Environment (CAPE)-based homework which provides immediate feedback and personal response systems (PRS) can significantly alter effectiveness of formative feedback in engineering classes. Surveys are also useful, but heavy use leads to resistance on part of students and poor response rates.",,Classroom interactions; Learning theory; Personal response systems (PRS); Undergraduate program; Biomedical engineering; Knowledge based systems; Monitoring; Psychophysiology; Students; Surveys; Technical presentations; Engineering education,,,,,,,,,,,"Bransford, J.D., Brown, A.L., Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience, and School, , http://www.nap.edu/html/howpeoplel/, Washington, DC: National Academy Press; Harris, T.R., Bransford, J.D., Brophy, S.P., Roles for learning sciences and learning technologies in biomedical engineering (2002) Annual Review of Biomedical Engineering, 4, pp. 29-48; Cordray, D.S., Pion, G.M., Harris, A., Norris, P., The value of the VaNTH engineering research center (2003) IEEE Engineering in Medicine and Biology Magazine, 22, pp. 47-54; Harris, A.H., Cox, M.F., Developing an observation system to capture instructional differences in engineering classrooms (2003) Journal of Engineering Education, 92, pp. 329-336; Harris, A.H., Cordray, D.S., Harris, T.R., Measuring what is happening in bioengineering classrooms - An observation system to analyze teaching in traditional versus innovative classrooms (2002) Proceedings of the Second Joint EMBS-BMES Conference, pp. 2618-2619. , (CD-ROM, Omnipress); Howard, L., Adaptive learning technologies for biomedical education (2003) IEEE Engineering in Medicine and Biology Magazine, 22, pp. 58-65; www.vanth.org; Roselli, R.J., Brophy, S.P., Redesigining a biomechanics course using challenge-based instruction (2003) IEEE Engineering in Medicine and Biology Magazine, 22, pp. 66-70; Walker, J.M.T., King, P.H., Cordray, D.S., The use of concept mapping as an alternative form of instruction in a capstone biomedical engineering design course (2003) Proceedings of the American Society for Engineering Education, p. 10. , (CD-ROM DEStech Publications) Session 2109","Harris, T.R.; Vanderbilt University, Nashville, TN 37235, United States",,American Society for Engineering Education;Microsoft;National Instruments;National Council of Examiner for Engineering and Surveying;Hewlett-Packard Invent,,"ASEE 2004 Annual Conference and Exposition, ""Engineering Researchs New Heights""",20 June 2004 through 23 June 2004,"Salt Lake City, UT",63591.0,01901052,,ACOPD,,English,ASEE Annu. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-5444227740
"Siegel J.A., Schmidt K.J., Cone J.",7403199279;7403914973;7102003067;,INTICE - Interactive technology to improve the classroom experience,2004,ASEE Annual Conference Proceedings,,,,8233,8243,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-5444267576&partnerID=40&md5=33bcc7e3119a6fe8d2cc4507de196e92,"Department of Civil Engineering, University of Texas, Austin, United States; College of Engineering, Faculty Innovation Center, University of Texas, Austin, United States","Siegel, J.A., Department of Civil Engineering, University of Texas, Austin, United States; Schmidt, K.J., College of Engineering, Faculty Innovation Center, University of Texas, Austin, United States; Cone, J., College of Engineering, Faculty Innovation Center, University of Texas, Austin, United States","Interaction in the classroom is essential to improving student learning and using Classroom Performance System (CPS) technology is one way to promote interactions. CPS consists of student-operated remote controls and a receiver that records responses to multiple-choice questions posed by the instructor. In order to promote the use of these questions and answers as a study tool, we designed an online application web site that provides a feedback loop for the instructor and students to examine their responses. Our site also provides data to the instructor about individual student performance, aggregate class response to topic areas and specific questions, and student participation and class attendance. In the fall of 2003, we implemented CPS in ARE 346N: Building Environmental Systems, a core class required of all Architectural Engineering majors at the University of Texas at Austin. The instructor used CPS an average of five times per lecture, including opinion or subjective response questions and collected figures on class attendance. Our evaluation of the data suggests that the majority of students reported that CPS enhanced their learning. This observational study also suggests ways in which CPS can be used to minimize instructor time on class administrative chores and, most importantly, promote student learning of engineering material.",,Classroom performance system (CPM); Classrooms; Interactive technology; Decision making; Engineering education; Environmental impact; Evaluation; Interactive devices; Knowledge acquisition; Real time systems; Students; Learning systems,,,,,,,,,,,"Bonwell, C., Eison, J., Active learning: Creating excitement in the classroom (1991) ERIC Digest, , 1991091; Chickering, A., Gamson, Z., (1991) Seven Principles for Good Practice in Undergraduate Education, , Jossey-Bass Publishers, San Francisco, California; Bloom, B.S., (1956) Taxonomy of Educational Objectives. Book 1, Cognitive Domain., , Longman, New York; Wolf, D., The art of questioning (1997) Academic Connections, 1. , http://www.exploratorium.com/IFI/resources/workshops/artofquestioning. html, Retrieved January 4, 2003; Schwartz, B., Miller, G., You are what you ask - The power of teaching students' questioning skills for enabling thinking (1996) Annual Sage Conference Proceedings: Faces of Excellence, , Calgary, Alberta, Canada. ERIC Document 408 744; Shermis, S., Reflective thought, critical thinking (1999) ERIC Digest, , 19991101; Mehta, S., A method for instant assessment and active learning (1995) Journal of Engineering Education, 84, pp. 295-298; Mehta, S.I., Schlecht, N.W., Computerized assessment technique for large classes (1998) Journal of Engineering Education, 87, pp. 167-172; Dufense, R., Gerace, W., Leonard, W., Mestre, J., Wenk, L., Classtalk: A classroom communication system for active learning in the college lecture hall (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Dufresne, R., Gerace, W., Leonard, W., Beatty, J., Assessing-To-Learn (A2L): Reflective formative assessment using a classroom communication system (2002) Pathways to Change: An International Conference on Transforming Math and Science Education in the K16 Continuum, , April 18-21, 2002. Crystal City, Arlington VA; Lopez-Herrejon, R.E., Schulman, M., Using interactive technology in a short java course (2004) ITiCSE, , Leeds, UK; Burnstein, R.A., Lederman, L.M., Comparison of different commercial wireless keypad systems (2003) The Physics Teacher, 41, pp. 272-275; Blackman, M., Dooley, P., Kuchinski, B., Chapman, D., It worked a different way (2002) College Teaching, 50 (1), pp. 27-28; Dillon, J.T., The remedial status of student questioning (1988) Journal of Curriculum Studies, 20, pp. 197-210","Siegel, J.A.; Department of Civil Engineering, University of Texas, Austin, TX, United States",,American Society for Engineering Education;Microsoft;National Instruments;National Council of Examiner for Engineering and Surveying;Hewlett-Packard Invent,,"ASEE 2004 Annual Conference and Exposition, ""Engineering Researchs New Heights""",20 June 2004 through 23 June 2004,"Salt Lake City, UT",63591.0,01901052,,ACOPD,,English,ASEE Annu. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-5444267576
"Williams B.J., King M.S.",8306255900;8306256000;,Implementing voting systems: The Georgia method,2004,Communications of the ACM,47,10,,39,42,,14.0,10.1145/1022594.1022620,https://www.scopus.com/inward/record.uri?eid=2-s2.0-11844280301&doi=10.1145%2f1022594.1022620&partnerID=40&md5=7efaedd5e5b380066f73dedd928a12dd,"Center for Election Systems, Kennesaw State University, Kennesaw, GA, United States; Department of Computer Science, Kennesaw State University, Kennesaw, GA, United States","Williams, B.J., Center for Election Systems, Kennesaw State University, Kennesaw, GA, United States; King, M.S., Department of Computer Science, Kennesaw State University, Kennesaw, GA, United States","The procedure of successful implementation of electronic voting systems which include computerized voting system and computerized tally of votes is discussed. Georgia has a model system for the deployment and management of elections technology, which combines the resources of its Secretary of State (SOS), its University system and its county election officials. Several tests including qualification tests, certification testing and acceptance testing were conducted to verify the software and to reduce the undervote rate. Georgia showed a progress in the undervote rate from 4.4% to less than 1% using direct-recording electronic (DRE) technology.",,Ballots; Certification; Computerized voting systems; Direct-recording electronic (DRE) technology; End-user training; Computer software; Equipment testing; Error detection; Information technology; Laws and legislation; Personnel training; Punch card systems; Quality control; Scanning; Security of data; Servers; Societies and institutions; Standards; Voting machines; Social aspects,,,,,,,,,,,"Allen, A., (2004) Peach State Poll, , www.cviog.uga.edu/peachpoll/2004-01.html, (Jan. 23), Carl Vincent Institute of Government; Bellis, M., (2000) The History of Voting Machines, , (Nov.); inventors.about.com/library/weekly/aa111300b.htm; FEC Voting Standards, , www.fec.gov/pages/vssfinal/vss.html; FIPS 180-2 Standard, , csrc.nist.gov/publications/fips/fips180-2/fips180-2.pdf; Georgia Election Code and Rules of the State Election Board, 2003 Edition; Riggall, C., (2000), www.sos.state.ga.us/pressrel/pr001228.htm, Press release, Georgia Office of the Secretary of State (Dec.)","Williams, B.J.; Center for Election Systems, Kennesaw State University, Kennesaw, GA, United States; email: britw@bellsouth.net",,,,,,,,00010782,,CACMA,,English,Commun ACM,Review,Final,,Scopus,2-s2.0-11844280301
"Sklar E., Parsons S.",7003818615;7202703236;,Towards the application of argumentation-based dialogues for education,2004,"Proceedings of the Third International Joint Conference on Autonomous Agents and Multiagent Systems, AAMAS 2004",3,,,1420,1421,,13.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-4544301284&partnerID=40&md5=00dce644b0568bf2b98070cafe7d8dae,"Department of Computer Science, Columbia University, New York, NY 10027, United States; Department of Computer Science, Brooklyn College, City University of New York, Brooklyn, NY 11210, United States","Sklar, E., Department of Computer Science, Columbia University, New York, NY 10027, United States; Parsons, S., Department of Computer Science, Brooklyn College, City University of New York, Brooklyn, NY 11210, United States","This paper describes our work constructing a general framework for modeling multi agent interactions in education-related applications. We are motivated to move beyond a traditional scripted model and follow the general trend in human education towards more open, learner-centered, constructivist environments. In order to accomplish this, we need a framework in which to define general types of interactions that can occur between a learner and a tutor, as well as interactions between these agents and their sets of beliefs - not only about the knowledge domain that is the subject of the learning system, but also about each other. In this paper, we describe early work in this direction, which involves using argumentation and extending existing dialogue protocols to allow for various types of tutor-learner interactions.",,Artificial intelligence; Computer simulation; Education; Information retrieval; Intelligent agents; Learning systems; Argumentation; Dialogues; Intelligent tutoring systems (ITS); Interactive learning systems (ILS); Multi agent systems,,,,,,,,,,,"Clancey, W.J., Intelligent tutoring systems: A tutorial survey (1986) Technical Report, STAN-CS-87-1174. , Stanford University; Druin, A., Cooperative inquiry: Developing new technologies for children with children (1999) Proceedings of CHI'99, , ACM Press; Kolodner, J.L., Crismond, D., Gray, J., Holbrook, J., Puntambekar, S., Learning by design from theory to practice (1998) Proceedings of ICLS 98, pp. 16-22. , Atlanta, GA; Kraus, S., Sycara, K., Evenchik, A., Reaching agreements through argumentation: A logical model and implementation (1998) Artificial Intelligence, 104 (1-2), pp. 1-69; Papert, S., (1980) Mindstorms: Children, Computers and Powerful Ideas, , BasicBooks, New York; Parsons, S., McBurney, P., Wooldridge, M., The mechanics of some formal inter-agent dialogue (2003) Advances in Agent Communication, , F. Dignum, editor, Springer-Verlag, Berlin, Germany; Piaget, J., (1972) To Understand Is to Invent, , The Viking Press, Inc., New York; Sklar, E., (2000) CEL: A Framework for Enabling An Internet Learning Community, , PhD thesis, Brandeis University; Sklar, E., Davies, M., Co, M.S.T., Simed: Simulating education as a multi agent system (2004) Proceedings of the 3rd International Joint Conference on Autonomous Agents and Multi-agent Systems; Walton, D.N., Krabbe, E.C.W., (1995) Commitment in Dialogue: Basic Concepts of Interpersonal Reasoning, , State University of New York Press, Albany, NY, USA","Sklar, E.; Department of Computer Science, Columbia University, New York, NY 10027, United States; email: sklar@cs.Columbia.edu",Jennings N.R.Sierra C.Sonenberg L.Tambe M.,ACM/SIGART;International Foundation for Multiagent Systems (IFMAS);ATAL;International Conference on Autonomous Agents,,"Proceedings of the Third International Joint Conference on Autonomous Agents and Multiagent Systems, AAMAS 2004",19 July 2004 through 23 July 2004,"New York, NY",63521.0,,1581138644,,,English,Proc. Third Int. Jt. Conf. Auton. Agents Multiagent Syst. AAMAS,Conference Paper,Final,,Scopus,2-s2.0-4544301284
"Lopez-Herrejon R.E., Schulman M.",8961082000;7102283596;,Using interactive technology in a short Java course: An experience report,2004,"SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education)",36,3,,203,207,,2.0,10.1145/1026487.1008051,https://www.scopus.com/inward/record.uri?eid=2-s2.0-33646847475&doi=10.1145%2f1026487.1008051&partnerID=40&md5=08004cc4adaa988c1ddc64c1981665f9,"Department of Computer Sciences, University of Texas at Austin, Austin, TX 78712, United States; Center for Instructional Technologies, University of Texas at Austin, Austin, TX 78712, United States","Lopez-Herrejon, R.E., Department of Computer Sciences, University of Texas at Austin, Austin, TX 78712, United States; Schulman, M., Center for Instructional Technologies, University of Texas at Austin, Austin, TX 78712, United States","Keeping students alert and responsive during lectures is a challenge even for experienced teachers in small group settings. Research has shown the importance of student participation and involvement in the learning process. Many ideas and strategies have been proposed to promote these two vital education elements [5]. Among them is the use of interactive technology where the instructor asks a question to the class and each student answers individually. These answers are tallied and the professor can get immediate, quantitative, and real-time feedback information that can be used to detect and address comprehension problems and to adapt the lecture plan accordingly. In this paper we report our experiences using a wireless interactive system named the Classroom Performance System (CPS) [9] in a fast-paced, short but comprehensive Java programming course. We present the challenges we faced and the lessons we learned in designing and delivering lectures using this type of technology. Copyright 2004 ACM.",Classroom Performance System; CPS; Delivery Systems; Educational Technology; Information Technology; Instructional Development; Interactive Systems; Java Programming; Performance Support Systems,Computer science; Curricula; Information dissemination; Information technology; Java programming language; Research and development management; Interactive technology; Real-time feedback information; Wireless interactive system; Engineering education,,,,,,,,,,,"Abrahamson, M., Interactive Class Consulting, , http://www.ph.utexas.edu/~ctalk/bulletin/UTBrownBag8_03.ppt; Anderson, R.J., Anderson, R., VanDeGrift, T., Wolfman, S., Yasuhara, K., Promoting interaction in large classes with computer-mediated feedback CSCL 2003, , To appear; http://www.bedu.com/; Bloom, D., (1956) Taxonomy of Educational Objectives, the Classification of Educational Goals - Handbook I: Cognitive Domain, , New York: McKay; Boyle, J., (2001) Listening to Learners, , http://www.strath.ac.uk/Departments/CAP/courses/interactive/powerpoint/; Crouch, C.H., Mazur, E., Peer Instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Classtalk, W.L., A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; http://www.educue.com; http://www.einstruction.com; Hake, R., Interactive engagement versus traditional methods: A six thousand student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Hake, R., Lessons from the physics education reform effort Conservation Ecology, 5 (2), p. 28. , http:/www.consecol.org/vol5/iss2/art28; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, NJ. Prentice-Hall; Meltzer, D., Manivannan, K., Transforming the lecture-hall environment: The fully interactive physics lecture (2002) American Journal of Physics, 70 (6), pp. 639-654; Meyers, C., Jones, T., (1993) Promoting Active Learning, , San Francisco, CA. Jossey-Bass Publishers; McDermott, L.C., Redish, E.F., RL-PER1: Resource letter on physics education research American Journal of Physics, 67 (9), pp. 755-767. , http://www.physics.umd.edu/rgroups/ripe/perg/cpt.html; Nicol, D.J., Boyle, J.T., Peer Instruction versus Class-wide Discussion: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28 (4), pp. 457-473; Palinscar, A.S., Social constructivist perspectives on teaching and learning (1998) Annual Review of Psychology, 49, pp. 345-375; http://www.ph.utexas.edu/~ctalk/sectionIII.htm; Woods, A., Chiu, C., Wireless response technology in college classrooms (2003) The Technology Source, , http://64.124.14.173, September/October","Lopez-Herrejon, R.E.; Department of Computer Sciences, University of Texas at Austin, Austin, TX 78712, United States; email: rlopez@cs.utexas.edu",,ACM Special Interest Group on Computer Science Education,,ITiCSE 2004 - 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education,28 July 2004 through 30 July 2004,Leeds,67388.0,00978418,,SIGSD,,English,SIGCSE Bull,Conference Paper,Final,,Scopus,2-s2.0-33646847475
"Schackow T.E., Chavez M., Loya L., Friedman M.",6505964629;57197437332;6506707135;7403710680;,Audience response system: Effect on learning in family medicine residents,2004,Family Medicine,36,7,,496,504,,99.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-3142705788&partnerID=40&md5=639a2172bc52415455ed462f92437c14,"St. Elizabeth Hospital, Department of Family Medicine, University of Illinois, Chicago, IL, United States; Family Practice Residency Program, St. Elizabeth Hospital, 1431 N. Claremont, Chicago, IL 60622, United States","Schackow, T.E., St. Elizabeth Hospital, Department of Family Medicine, University of Illinois, Chicago, IL, United States, Family Practice Residency Program, St. Elizabeth Hospital, 1431 N. Claremont, Chicago, IL 60622, United States; Chavez, M., St. Elizabeth Hospital, Department of Family Medicine, University of Illinois, Chicago, IL, United States; Loya, L., St. Elizabeth Hospital, Department of Family Medicine, University of Illinois, Chicago, IL, United States; Friedman, M., St. Elizabeth Hospital, Department of Family Medicine, University of Illinois, Chicago, IL, United States","Background and Objectives: The use of an electronic audience response system (ARS) that promotes active participation during lectures has been shown to improve retention rates of factual information in nonmedical settings. This study (1) tested the hypothesis that the use of an ARS during didactic lectures can improve learning outcomes by family medicine residents and (2) identified factors influencing ARS-assisted learning outcomes in family medicine residents. Methods: We conducted a prospective controlled crossover study of 24 family medicine residents, comparing quiz scores after didactic lectures delivered either as ordinary didactic lectures that contained no interactive component, lectures with an interactive component (asking questions to participants), or lectures with ARS. Results: Post-lecture quiz scores (maximum score 7) were 4,25 ± 0.28 (61% correct) with non-interactive lectures, 6.50 ± 0.13 (n=22, 93% correct) following interactive lectures without ARS, and 6.70 ± 0.13 (n=23, 96% correct) following ARS lectures. The difference in scores following ARS or interactive lectures versus non-interactive lectures was significant (P<.001). Mean quiz scores declined over 1 month in all three of the lecture groups but remained highest in the ARS group. Neither lecture factors (monthly sequence number) nor resident factors (crossover group, postgraduate training year, In-Training Examination score, or post-call status) contributed to these differences, although post-call residents performed worse in all lecture groups. Conclusions: Both audience interaction and ARS equipment were associated with improved learning outcomes following lectures to family medicine residents.",,audience response system; conference paper; controlled study; education program; educational technology; family medicine; human; hypothesis; learning; medical examination; normal human; outcomes research; postgraduate education; prevalence; residency education; resident; scoring system; training; Cross-Over Studies; Family Practice; Humans; Internship and Residency; Knowledge of Results (Psychology); Linear Models; Prospective Studies,,,,,,,,,,,"Picciano, A., Winter, R., Ballan, D., Birnberg, B., Jacks, M., Laing, E., Resident acquisition of knowledge during a noontime conference series (2003) Fam Med, 35 (6), pp. 418-422; Russell, I.J., Hendricson, W.D., Herbert, R.J., Effects of lecture information density on medical student achievement (1984) Acad Med, 59, pp. 881-889; Draper, S., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2001) Proceedings of the 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2001), , Paper presented, December; Blandford, L., Lockyer, J., Audience response systems and touch pad technology: Their role in CME (1995) J Contin Educ Health Prof, 15, pp. 52-57; Robertson, L.J., Twelve tips for using a computerized interactive audience response system (2000) Med Teach, 22, pp. 237-239; Gagnon, R.J., Thivierge, R., Evaluating touch pad technology (1997) J Contin Educ Health Prof, 17, pp. 20-26; Kristjanson, C., Magwood, B., Plourde, P., Utilization of keypad technology in medical education teaching (2002), CGEA RIME facilitated poster session#2, Association of American Medical Colleges CGEA RIME Meeting; Nasmith, L., Steinert, Y., The evaluation of a workshop to promote interactive learning (2001) Teach Learn Med, 13, pp. 43-48; Copeland, H.L., Longworth, D.L., Hewson, M.G., Stoller, J.K., Successful lecturing: A prospective study to validate attributes of the effective medical lecture (2000) J Gen Intern Med, 15, pp. 366-371; Copeland, H.L., Stoller, J.K., Hewson, M.G., Longworth, D.L., Making the continuing medical education lecture effective (1998) J Contin Educ Health Prof, 18, pp. 227-234; (2003) Resident Duty Hours and the Working Environment, , Common program requirements, Section IV D. Chicago: ACGME, July; O'Brien, T., Freemantle, N., Oxman, A.D., Wolf, F., Davis, D.A., Herrin, J., Continuing education meetings and workshops: Effects on professional practice and health care outcomes (2003) Cochrane Database Syst Rev, 3, pp. CD003030","Schackow, T.E.; Family Practice Residency Program, St. Elizabeth Hospital, 1431 N. Claremont, Chicago, IL 60622, United States; email: schackow@uic.edu",,,,,,,,07423225,,FAMEE,15243831.0,English,Fam. Med.,Conference Paper,Final,,Scopus,2-s2.0-3142705788
Springer G.T.,7102937575;,Patterns in teacher discourse moves: Implications for classroom networks,2004,Proceedings - 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education,,,,159,162,,,10.1109/WMTE.2004.1281373,https://www.scopus.com/inward/record.uri?eid=2-s2.0-2942677049&doi=10.1109%2fWMTE.2004.1281373&partnerID=40&md5=3894464d4ef28d4a506adf9a89e6e499,"Texas Instruments, United States","Springer, G.T., Texas Instruments, United States","The convergence of 1:1 computing in education as a goal and wireless mobile technologies as a means to that goal has the potential to change one of the most basic of all learning communities: the secondary classroom. Here, the wireless network of mobile devices finds itself overlaid onto, and meshed with, the social network of rich verbal and nonverbal interactions among the students and their teacher. The author and a group of researchers at the Center for Learning and Teaching in the West (CLT-W) have developed a framework for analyzing teacher classroom discourse moves. The framework is being applied in a case study to identify patterns in the discursive interactions of the students and their teacher. An analysis of these patterns will lead to abstractions that refine the wireless network itself and render it a more useful partner to the social network in which it is deployed.",,Classrooms; Social networks; Teachers; Wireless networks; Learning systems; Mobile telecommunication systems; Professional aspects; Social aspects; Students; Telecommunication networks; Wireless telecommunication systems; Teaching,,,,,,,,,,,"Sfard, A., Steering (dis)course between metaphors and rigor: Using focal analysis to investigate an emergence of mathematical objects (2000) Journal for Research in Mathematics Education, 31 (3), pp. 296-327. , NCTM, Reston VA; Wittgenstein, L., (1978) Philosophical Grammar, p. 56. , University of California Press, Berkeley and Los Angeles California; Cooney, T.J., Davis, E.J., Henderson, K.B., (1975) Dynamics of Teaching Secondary School Mathematics, , Houghton Mifflin Publishers, Boston, MA; Knuth, E., Peressini, D., A theoretical framework for examining discourse in mathematics classrooms (2001) Focus on Learning Problems in Mathematics, 23 (2-3), pp. 5-22; Kaput, J., Technology and mathematics education (1992) Handbook of Research on Mathematics Teaching and Learning, pp. 515-556. , Simon and Schuster Macmillan, New York; Vygotsky, L.S., (1978) Mind in Society: The Development of Higher Psychological Processes, pp. 84-91. , Harvard University Press; Cobb, P., Boufi, A., McCalin, K., Whitenack, J., Reflective discourse and collective reflection (1997) Journal for Research in Mathematics Education, 28 (3), pp. 258-277. , NCTM, Reston VA",Texas InstrumentsUnited States; email: g-springerl@ti.com,Roschelle J.Roschelle J.Chan T.W.Yang S.J.H.,IEEE Learning Technology Task Force;IEEE Computer Society,,Proceedings - 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education,23 March 2004 through 25 March 2004,JungLi,63163.0,,076951989X; 9780769519890,,,English,Proc. IEEE Int. Workshop Wireless Mob. Technol. Educ.,Conference Paper,Final,,Scopus,2-s2.0-2942677049
Fitch J.L.,7103033760;,Student feedback in the college classroom: A technology solution,2004,Educational Technology Research and Development,52,1,,71,81,,47.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-2442512183&partnerID=40&md5=a4a306686b9beb4c6c492d01d9e7974c,"Dept. of Communication Disorders, Speech and Hearing Clinic, Auburn University, AL, United States","Fitch, J.L., Dept. of Communication Disorders, Speech and Hearing Clinic, Auburn University, AL, United States",Technology in the university classroom has made great strides in the area of presentation of materials. Ceiling-mounted projectors and media carts with projection capabilities have made the multimedia classroom presentation a routine event for much of the world of higher education. Now there is technology that permits the instructor to solicit student responses during class via wireless keypads. This allows all students to respond simultaneously and the instructor to know the results immediately. This article reports the results of a pilot study on student reaction to a specific system (LearnStar). Students were uniformly positive in their appraisal of this technology as a teaching tool.,,,,,,,,,,,,,"Berge, Z., Interaction in post-secondary Web-based learning (1999) Educational Technology, 39 (1), pp. 5-11; Blake, R., (2002) Faculty Incentive Grants Awarded Academic Year 2002-2003 - LearnStar: Invigorating Undergraduate Education, , http://www.tltc.ttu.edu/content/asp/main/grants_02_03.asp, Retrieved April 15, 2003, from Texas Tech University, Teaching, Learning, and Technology Center Web site; Borsook, T., Higginbotham-Wheat, N., Interactivity: What is it and what can it do for computer-based instruction? (1991) Educational Technology, 32 (10), pp. 11-17; http://einstruction.com/master_template.cfm?color=blue&link= leamaboutcps, n.d., Retrieved April 15 2003; http://ww.umass.edu/cft/teaching_development/class-room_systems.htm, n.d., Retrieved April 18, 2003, from University of Massachusetts, Teaching Development Opportunities Web site; Cronin, M., Teaching listening skills via interactive videodisc (1993) Technological Horizons in Education, 22 (5), pp. 62-67; Egbert, J., Thomas, M., The new frontier: A case study in applying instruction design for distance teacher education (2001) Journal of Technology and Teacher Education, 9 (3), pp. 391-404; James, R., Lamb, C., Baily, M., Householder, D., Integrating science, mathematics, and technology in middle school technology-rich environments: A study of implementation and change (2000) School Science and Mathematics, 200, pp. 27-40; King, J., Doerfert, D., (1996) Interaction in the Distance Education Setting, , http://www.ssu.missouri.edu/ssu/AgEd/NAERM/s-e-4.htm, Retrieved March 12, 2003, from University of Missouri, Social Sciences Unit Web site; Milheim, W., Interactivity and computer-based instruction (1995) Journal of Education Technology Systems, 24 (3), pp. 225-233; Miller, M., Technoliteracy and the new professor (1995) New Literacy History, 26 (3), pp. 601-611; Notar, C., Wilson, J., Restauri, S., Friery, K., Going the distance: Active learning (2002) Education, 122 (4), pp. 649-656; (2003), http://educue.com/; Pritchard, W., Micceri, T., Barrett, J., A review of computer-based training materials: Current state of the art (instruction and interaction) (1989) Educational Technology, 29 (7), pp. 16-22; Schroeder, C., New students-new learning styles (1993) Change, 25 (5), pp. 21-26","Fitch, J.L.; Dept. of Communication Disorders, Speech and Hearing Clinic, Auburn University, Auburn, AL, United States",,,,,,,,10421629,,,,English,Educ. Technol. Res. Dev.,Review,Final,,Scopus,2-s2.0-2442512183
"Bubley D., Garth S., Jacklin R., Milbourn T., Philpott N., Raby T., Saunders W.",6506897147;57189879528;6507608862;6602620280;6701858215;6507656441;7101753804;,Get smart,2004,Total Telecom,,MAY,,46,49,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-2542520828&partnerID=40&md5=f7fd54140a7f08727acbd0bc13ee6a68,Disruptive Analysis; Cambridge Symbian; RFI Ltd.; TTP Communications; Amdocs; Department of Devices O2; Department of Marketing Anite,"Bubley, D., Disruptive Analysis; Garth, S., Cambridge Symbian; Jacklin, R., RFI Ltd.; Milbourn, T., TTP Communications; Philpott, N., Amdocs; Raby, T., Department of Devices O2; Saunders, W., Department of Marketing Anite","The issues related to the smartphone market and the impact of different parties on it are discussed. The issue of total cost of ownership is starting to permeate the industry. Factors like support, bug fixes and training are becoming a higher proportion of the cost to keep that device running. At TTPCom, software and complete designs of handsets are provided for feature-rich phones. The growing segmentation among operators is translating into more segmentation in handset buying patterns.",,Costs; Decision making; Industrial economics; Investments; Java programming language; Telecommunication networks; Telephone sets; Chain impact; Feature-rich phones; Market-led testing; Smartphones; Mobile telecommunication systems,,,,,,,,,,,,Disruptive Analysis,,,,,,,,17401267,,,,English,Total Telecom,Review,Final,,Scopus,2-s2.0-2542520828
"Draper S.W., Brown M.I.",7004553204;7405384611;,Increasing interactivity in lectures using an electronic voting system,2004,Journal of Computer Assisted Learning,20,2,,81,94,,318.0,10.1111/j.1365-2729.2004.00074.x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-3042776334&doi=10.1111%2fj.1365-2729.2004.00074.x&partnerID=40&md5=f05727ae693cd1a847668719832c99fe,"Departments of Psychology, University of Glasgow, Glasgow, United Kingdom; Department of Computing Science, University of Glasgow, Glasgow, United Kingdom; Department of Psychology, University of Glasgow, Glasgow G12 8QQ, United Kingdom","Draper, S.W., Departments of Psychology, University of Glasgow, Glasgow, United Kingdom, Department of Psychology, University of Glasgow, Glasgow G12 8QQ, United Kingdom; Brown, M.I., Department of Computing Science, University of Glasgow, Glasgow, United Kingdom","An overview of the experience of the opening two years of an institution-wide project in introducing electronic voting equipment for lectures is presented. Eight different departments and a wide range of group size (up to 300) saw some use. An important aspect of this is the organizational one of addressing the whole institution, rather than a narrower disciplinary base. The mobility of the equipment, the generality of the educational analysis, and the technical support provided contributed to this. Evaluations of each use identified (formatively) the weakest spots and the most common benefits, and also (summatively) showed that learners almost always saw this as providing a net benefit to them. Various empirical indications support the theoretical view that learning benefits depend upon putting the pedagogy (not the technology) at the focus of attention in each use. Perceived benefits tended to increase as lecturers became more experienced in exploiting the approach. The most promising pedagogical approaches appear to be Interactive Engagement (launching peer discussions), and Contingent Teaching - designing sessions not as fixed scripts but to zero in on using diagnostic questions on the points that the particular audience most needs on this occasion.",Campus; Formative; Interactivity; Lecture; Organizational change; Portable; Summative,,,,,,,,,,,,"Appleby, E.C., Teaching aids and the practitioner (1968) Veterinary Record, 83, pp. 291-292; Boyle, J.T., Nicol, D.J., Using classroom communication systems to support interaction and discussion in large class settings (2003) Association of Learning Technology Journal (ALT-J), 11, pp. 43-57; Bridgman, C.F., Innovations in the teaching of anatomy (1965) American Journal of Veterinary Research, 26, pp. 1552-1561; Charman, D.J., Fullerton, H., Interactive lectures a case study in a geographical concepts course (1995) Journal of Geography in Higher Education, 19, pp. 41-55; Crouch, C.H., Mazur, E., Peer instruction: Ten years of experience and results (2001) American Journal of Physics, 69, pp. 970-977; Cuban, L., (2001) Oversold and Underused: Computers in the Classroom, , Harvard University Press, London; Draper, S.W., Niche-based success in CAL (1998) Computers and Education, 30, pp. 5-8; Draper, S.W., Want to try interactive handsets in your lectures? (2001) The Newsletter, 231. , http://www.psy.gla.ac.uk/~steve/ilig/ad.html, (The University of Glasgow) and as [WWW document] (visited 2003 May 1); Draper, (2003) Interactive Lectures Interest Group, , http://www.psy.gla.ac.uk/~steve/ilig/, [WWW document] (visited 2004 Jan 21); Draper, S.W., Brown, M.I., Henderson, F.P., McAteer, E., Integrative evaluation: An emerging role for classroom studies of CAL (1996) Computers and Education, 26, pp. 17-32; Draper, S.W., Cargill, J., Cutts, Q., Electronically enhanced classroom interaction (2002) Australian Journal of Educational Technology, 18, pp. 13-23; Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P., Wenk, L., Classtalk: A classroom communication system for active learning (1996) Journal of Computing in Higher Education, 7, pp. 3-47; Elliott, C., (2001) Case Study: Economics Lectures Using a Personal Response System, , http://www.economics.ltsn.ac.uk/showcase/elliott_prs.htm, [WWW document] (visited 2003 May 1); Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal Physics, 66, pp. 64-74; Howe, C.J., Explanatory concepts in physics: Towards a principled evaluation of teaching materials (1991) Computers and Education, 17, pp. 73-80; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice-Hall, NJ; Meltzer, D.E., Manivannan, K., Promoting interactivity in physics lecture classes (1996) The Physics Teacher, 34, pp. 72-76; Miyake, N., Constructive interaction and the iterative process of understanding (1986) Cognitive Science, 10, pp. 151-177; Nicol, D.J., Boyle, J.T., Peer instruction versus classwide discussion in large classes: A comparison of two interaction methods in the wired classroom (2003) Studies in Higher Education, 28, pp. 458-473; Steinert, Y., Snell, L.S., Interactive lecturing: Strategies for increasing participation in a large group presentations (1999) Medical Teacher, 21, pp. 37-42; Stuart, S., Brown, M.I., Traditional and non-traditional resources: Providing a well-supported learning environment (2003) Association of Learning Technology Journal (ALT-J), 11 (3), pp. 58-68; Tinto, V., Dropout from Higher Education: A theoretical synthesis of recent research (1975) Review of Educational Research, 45, pp. 89-125; Wit, E., Who wants to be... The use of a Personal Response System in statistics teaching (2003) MSOR Connections, 3, pp. 5-11; Wood, D., Wood, H., Middleton, D., An experimental evaluation of four face-to-face teaching strategies (1978) International Journal of Behavioral Development, 1, pp. 131-147","Draper, S.W.; Department of Psychology, University of Glasgow, Glasgow G12 8QQ, United Kingdom; email: s.draper@psy.gla.ac.uk",,,,,,,,02664909,,,,English,J. Comput. Assisted Learn.,Review,Final,,Scopus,2-s2.0-3042776334
Wieman C.,7006833489;,Good science and business practices also yield positive educational results,2004,Laser Focus World,40,4,,66,67,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-2442537060&partnerID=40&md5=43d47fc46a26502f6294857f938609c8,"Department of Physic, University of Colorado, 440 UCB, Boulder, CO 80309-0440, United States","Wieman, C., Department of Physic, University of Colorado, 440 UCB, Boulder, CO 80309-0440, United States","The role of good science and business practices in education is discussed. Some of the main practices include using and building upon past research results, utilizing modern technology and being guided by quantitative objective measurements of the results. It is suggested that using physiological and advertizing results results will motivate students to follow desired learning practices. Use of personalized electronic response system (PERS) and other forms of data collection on students learning is also recommended.",,Business practices; Personalized electronic response sysetm (PERS); Psychology; Learning systems; Marketing; Problem solving; Psychology computing; Students; Technology transfer; Education,,,,,,,,,,,"(2000) How People Learn, , NAS Press, Wash. D. C; Dubson, M., Wieman, C., www.colorado.edu/physics/EducationIssues/HITT/HITTDescription.html, unpublished; Crouch, C., Mazur, E., (2001) Am. J. Phys., 69, p. 970","Wieman, C.; Department of Physic, University of Colorado, 440 UCB, Boulder, CO 80309-0440, United States; email: cwieman@jila.Colorado.edu",,,,,,,,10438092,,LFWOE,,English,Laser Focus World,Review,Final,,Scopus,2-s2.0-2442537060
Milner-Bolotin M.,35183818300;,Tips for using a peer response system in a large introductory physics class,2004,Physics Teacher,42,4,,253,254,,7.0,10.1119/1.1696604,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006504032&doi=10.1119%2f1.1696604&partnerID=40&md5=75bd492c203cef4f9baaede05b2c3a4f,"Physics and Astronomy Department Rutgers, The State University of New Jersey, Piscataway, NJ  08854-8019, United States","Milner-Bolotin, M., Physics and Astronomy Department Rutgers, The State University of New Jersey, Piscataway, NJ  08854-8019, United States","Teaching a large introductory physics course can be a challenge for a young physics instructor, and making a large physics lecture interactive may seem almost impossible. The most difficult part about the large class is that due to its size there is very little real-time interaction between the students and the lecturer. The instructor often does not know how well the students understand the lecture or how actively they are involved in it. The lack of real-time communication might make it very difficult and misleading for both the students and the instructor. Fortunately, recently we witnessed the proliferation of technological tools that can help the instructor get instantaneous feedback during the lecture. One of these tools is the peer response system (PRS).1 © 2004 American Association of Physics Teachers.",,,,,,,,,,,,,"Mazur, E., (1997) Peer Instruction: User Manual, , (Prentice Hall, Upper Saddle River, NJ); Burnstein, R.A., Lederman, L.M., 'Using wireless keypads in lecture classes' (2001) Phys. Teach, 39, pp. 8-11. , Jan; Bullock, D.W., LaBella, V.P., Clingan, T., Ding, Z., Stewart, G., Thibado, P.M., 'Enhancing the student-instructor interaction frequency' (2002) Phys. Teach, 40, pp. 535-541. , Dec; Burnstein, R.A., Lederman, L.M., 'Comparison of different commercial wireless keypad systems' (2003) Phys. Teach, 41, pp. 272-275. , May; Su, Q., 'Teaching innovation using a computerised audience response system,', , http://www.cs.uq.edu.au/~aupec/aupec02/Final-Papers/Q-SU1.pdf; Meltzer, D.E., Manivannan, K., 'Promoting interactivity in physics lecture classes' (1996) Phys. Teach, 34, pp. 72-73. , Feb; http://www.physics.rutgers.edu/ugrad/193/,http://www.physics.rutgers.edu/ugrad/194","Milner-Bolotin, M.; Physics and Astronomy Department, Rutgers, The State University of New JerseyUnited States; email: milnerm@physics.rutgers.edu",,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Note,Final,,Scopus,2-s2.0-85006504032
Hoffman J.,57199785974;,GSM roaming: A regional view,2004,Telecommunications International,38,2,,38,39,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-1242286972&partnerID=40&md5=9dd131845760b89716757fb69306357d,Roamware,"Hoffman, J., Roamware","The global system for mobile communications (GSM) roaming services offers the basic availability of service while roaming, relevant to the customers needs. GSM roaming services provide benefits such as the convenience of a single number, a single bill and a single handset with worldwide access to 205 countries and territories. Different regions are looking to customers needs and are finding new roaming services which depend on synchronization and integration of PDAs, desktops, mail servers, security and VPNs. These services address the needs of customers away from their home network by providing virtual home environment which contains an effective mix of voice, messaging and data.",,Costs; Customer satisfaction; Education; Investments; Local area networks; Marketing; Personal digital assistants; Telecommunication; Telephone systems; Roaming services; Voicemails; Global system for mobile communications,,,,,,,,,,,,Roamware,,,,,,,,15349594,,,,English,Telecommunications Int.,Review,Final,,Scopus,2-s2.0-1242286972
Wood W.B.,7402697703;,Clickers: A teaching gimmick that works,2004,Developmental Cell,7,6,,796,798,,76.0,10.1016/j.devcel.2004.11.004,https://www.scopus.com/inward/record.uri?eid=2-s2.0-10644281069&doi=10.1016%2fj.devcel.2004.11.004&partnerID=40&md5=c13432da051f4c160930b83d0888f2c4,"Department of MCD Biology, University of Colorado, Boulder, CO 80309, United States","Wood, W.B., Department of MCD Biology, University of Colorado, Boulder, CO 80309, United States",[No abstract available],,automation; clinical research; comprehension; computer program; developmental biology; education; education program; embryo development; feedback system; human; information processing; infrared radiation; Internet; interpersonal communication; job performance; learning; note; online system; photography; postgraduate education; priority journal; radiofrequency; responsibility; social interaction; student; teacher; teaching; technology,,,,,,,,,,,,"Wood, W.B.; Department of MCD Biology, University of Colorado, Boulder, CO 80309, United States; email: wood@colorado.edu",,,Cell Press,,,,,15345807,,DCEEB,,English,Dev. Cell,Note,Final,Open Access,Scopus,2-s2.0-10644281069
"Bannet J., Price D.W., Rudys A., Singer J., Wallach D.S.",6602095524;57199436814;6602441480;7402619897;7202034962;,Hack-a-Vote: Security Issues with Electronic Voting Systems,2004,IEEE Security and Privacy,2,1,,32,37,,35.0,10.1109/MSECP.2004.1264851,https://www.scopus.com/inward/record.uri?eid=2-s2.0-2342466750&doi=10.1109%2fMSECP.2004.1264851&partnerID=40&md5=e6c25ea461cc7d116f155e98924d30e8,"Rice University, United States; Computer Science, Rice University, United States; University of Texas, Law School, United States; SMBology, Houston, United States; Department of Computer Science, Rice University, United States","Bannet, J., Rice University, United States, Computer Science, Rice University, United States; Price, D.W., Rice University, United States, University of Texas, Law School, United States; Rudys, A., Rice University, United States, Computer Science, Rice University, United States; Singer, J., Rice University, United States, SMBology, Houston, United States; Wallach, D.S., Rice University, United States, Department of Computer Science, Rice University, United States","Hack-a-vote, a simplified direct recording electronic (DRE) voting system is discussed. The system is developed to demonstrate the ease of introducing bugs into such systems and the difficulty of detecting them during audits. Hack-a-vote is used in an associated course project, in which student teams implemented their own Trojan horses, then searched the source code for their classmate's malicious code. The project revealed the potential damage individuals can cause with electronic voting systems, the feasibility of finding system weaknesses and some solutions to mitigate the damage.",,Direct recording electronic (DRE) voting machines; Electronic voting systems; Software security; Computer software; Cryptography; Education; Electric codes; Electronic equipment; Project management; Students; Websites; Voting machines,,,,,"003604-0053-2001

CCR-9985332

Microsoft","We thank the students in Comp527 who participated in this project: David Anderson, Jonathan Bannet, Ryan Bergauer, Anwis Das, Eliot Flannery, Brian Greinke, Andreas Haeberlen, Feng He, James Hsia, Dayong Huang, Brian Teague, and Ping Yuan. Thanks also to David Dill for the original idea leading to Hack-a-Vote. This work is supported in part by US NSF grant CCR-9985332, Texas ATP grant 003604-0053-2001, and gifts from Microsoft and Schlumberger.",,,,,"Harris, B., Allen, D., (2003) Black Box Voting: Vote Tampering in the 21st Century, , Plan Nine Publishing; Kohno, T., (2003) Analysis of an Electronic Voting System, , tech. report TR-2003-19, Johns Hopkins Information Security Inst; Anderson, R., How to Cheat at the Lottery (or, Massively Parallel Requirements Engineering) (1999) Ann. Computer Security App. Conf Proc., pp. 1-2. , IEEE CS Press; Gordon, A.D., Jeffrey, A., Authenticity by Typing for Security Protocols (2001) 14th IEEE Computer Security Foundations Workshop, pp. 145-159. , IEEE CS Press; Dresser, M., Legislators Are Warned by Voting System Critic: Expert Who Found Flaws Fears They Weren't Fixed (2003) The Baltimore Sun, , 14 Nov; Dean, D., Java Security: Web Browsers and Beyond (1997) Internet Besieged: Countering Cyberspace Scofflaws, pp. 241-269. , D.E. Denning and P.J. Denning, eds., ACM Press; (2003) Secretary of State Kevin Shelley Launches Independent Audit of California Voting Systems, , www.ss.ca.gov/executive/press_releases/2003/03_100.pdf, news release KS03:100, 12 Nov; Necula, G.G., Lee, P., Safe Kernel Extensions without Run-Time Checking (1996) 2nd Symp. Operating Systems Design and Implementation (OSDI), pp. 229-243. , Usenix Assoc; Engler, D., Bugs as Deviant Behavior: A General Approach to Inferring Errors in Systems Code (2001) Proc. 18th ACM Symp. Operating System Principles, pp. 57-72. , ACM Press; McVoy, L., BK2CVS Problem (2003) Linux Kernel Mailing List, , www.ussg.iu.edu/hypermail/linux/kernel/0311.0/0621.html, 5 Nov; Mercuri, R., (2000) Electronic Vote Tabulation: Checks and Balances, , PhD thesis, Dept. of Computer and Information Systems, Univ. of Pennsylvania, Philadelphia, Oct; Dill, D.L., (2003) Frequently Asked Questions about DRE Voting Systems, , www.verifiedvoting.org/drefaq.asp, Feb","Bannet, J.; Computer Science, Rice University, Houston, TX, United States; email: jbannet@cs.rice.edu",,,,,,,,15407993,,,,English,IEEE Secur. Privacy,Review,Final,,Scopus,2-s2.0-2342466750
Raney S.,23486515600;,Suburban silver bullet : Personal rapid transit shuttle and wireless commuting assistant with cellular location tracking,2004,Transportation Research Record,,1872,,62,70,,5.0,10.3141/1872-08,https://www.scopus.com/inward/record.uri?eid=2-s2.0-9144237713&doi=10.3141%2f1872-08&partnerID=40&md5=8eb1e7af1660edffcd33428e03a0c6dd,"Cities 21, 1487 Pitman Avenue, Palo Alto, CA 94301, United States","Raney, S., Cities 21, 1487 Pitman Avenue, Palo Alto, CA 94301, United States","In a hypothetical year 2008 scenario, a personal rapid transit (PRT) circulator shuttle system and comprehensive door-to-door, new-mobility service transform the major employment center of Palo Alto, California, into a 2-mi transit village, complementing and significantly increasing the attractiveness of rail, carpool, vanpool, bicycle, and bus commutes for the center's 20,000 employees. Of utmost importance, PRT is faster than a person driving alone in the last mile. A transportation management association enables a supportive commuting culture. A larger candidate pool accesses the personal, web-based ride-matching service, MatchRide and increases carpool formation. New applications of cellular location-tracking technology and wireless-enabled handsets are proposed to increase the competitiveness of suburban commuting alternatives. Cellular phones evolve to become a commuter's command center, an integral part of the workday. The following applications are proposed: (a) TrakRide to improve the reliability of carpool rendezvous and increase courteous, punctual behavior; (b) NextTrain to improve the reliability of train-shuttle connections; (c) HomeSafe to ensure that carpools of strangers operate safely; (d) QuickCar to provide 5-min access to cars for centralized carsharing and emergency ride home with wireless door key; (e) SpyKids to maintain secure custody of children during unaccompanied shuttle trips; and (f) NextSpace to direct commuters to available parking spaces, with wireless access to automated, shared parking lots. A central database, known as Big Sister, maintains personal data to support these applications.",,Automatic train control; Bus transportation; Cellular telephone systems; Database systems; Geographic information systems; Iterative methods; Land reclamation; Railroad cars; Tracking (position); Wireless telecommunication systems; Bus commuters; Personal rapid transit (PRT); Stanford research park (SRP); Train-shuttle connections; Rapid transit,,,,,,,,,,,"2002 Commute Profile, , http://rideshare.511.org/research/pdfs/commuteprofile_2002.pdf, RIDES, San Francisco, Calif; Raney, S., (2003) Suburban Silver Bullet: PRT Shuttle + New Mobility Halves Solo Commutes, , http://www.cities21.org/silver_bullet.htm, M.S. thesis. Department of City Planning, University of California at Berkeley; Garreau, J., (1991) Edge City, , Doubleday, New York; Raney, S., (2003) Privacy-Protecting Commute Shed Study, , http://www.cities21.org/CommuteShed_TRB_111502.doc, Presented at 82nd Annual Meeting of the Transportation Research Board, Washington, D.C; Shaheen, S., (1999) Dynamics in Behavioral Adaptation: Case Study of Carlink Carsharing, , http://www.path.berkeley.edu/PATH/Publications/PDF/PRR/99/PRR-99-41.pdf, PATH Report UCB-ITS-PRR-99-41. Berkeley, Calif; Salon, D., Sperling, D., Shaheen, S., Sturges, D., (1999) New Mobility: Using Technology to Create More Efficient Transportation, , http://database.path.berkeley.edu/imr/papers/UCD-ITS-RR-99-1.pdf, Institute of Transportation Studies, University of California at Davis; Yim, Y.B., Khattak, A., (2000) Personalized Demand Responsive Transit Systems, , http://www.its.berkeley.edu/publications/UCB/2000/PWP/ UCB-ITS-PWP-2000-22.pdf, PATH Report UCB-ITS-PWP-2000-22. University of California at Berkeley; Schneider, J., Describing Extended Transit-Oriented Development, , faculty.Washington.edu/jbs/itrans/e-tod.htm; Calthorpe, P., (1993) The next American Metropolis, , Princeton Architectural Press, Princeton, N.J; The next big thing (2003) Business 2.0 Magazine, , July; Krasner, N., Marshall, G., Riley, W., Position determination using hybrid GPS/cellphone ranging (2002) Proc., Institute of Navigation GPS 2002, , Sept. snaptrack.com/pdf/ion2002_pos_determination.pdf; Moeglein, M., Krasner, N., Introduction to snaptrack server-aided GPS technology (1998) Proc., Institute of Navigation GPS-98, pp. 333-342. , http://140.119.210.25/gps_/An%20Introduction%20to%20Snap-Track%20Server- Aided%20GPS%20Technology.pdf, Sept","Raney, S.Cities 21, 1487 Pitman Avenue, Palo Alto, CA 94301, United States",,,National Research Council,,,,,03611981,,TRRED,,English,Transp Res Rec,Conference Paper,Final,,Scopus,2-s2.0-9144237713
Brewer C.A.,57203175844;,Near real-time assessment of student learning and understanding in biology courses,2004,BioScience,54,11,,1034,1039,,57.0,10.1641/0006-3568(2004)054[1034:NRAOSL]2.0.CO;2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-8144225335&doi=10.1641%2f0006-3568%282004%29054%5b1034%3aNRAOSL%5d2.0.CO%3b2&partnerID=40&md5=11b8f5b8896494f0c4f5f95ac8110385,"Division of Biological Sciences, University of Montana, Missoula, MT 59812, United States; School of Education, College of Forestry and Conservation, United States","Brewer, C.A., Division of Biological Sciences, University of Montana, Missoula, MT 59812, United States, School of Education, College of Forestry and Conservation, United States","Computer technologies have transformed biology research, but the application of instructional technology tools to better connect teaching with learning has proceeded at a far slower pace. Especially in large-enrollment classes where many undergraduates are first introduced to biology, faculty can use computer-assisted instructional technologies to help gauge student understanding (and misunderstanding) of core science concepts and to better evaluate their own teaching practices. In this article, I report on two instructional technology tools, which prompt students to reflect on their learning and allow faculty to gauge student understanding of material almost simultaneously: (1) off-the-shelf personal response systems, modified for in-class assessment in introductory biology classes, and (2) a custom-designed Web-based assessment for use between lectures (Bio-Bytes). On the whole, both faculty and students reported that these technologies helped to improve students' overall understanding of biological principles and concepts.",Assessment; Computers in biology; Innovative teaching; Instructional technology; Large-enrollment courses,,,,,,,,,,,,"Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: A Handbook for College Teachers, , San Francisco: Jossey-Bass; Brewer, C.A., Computers in the classroom: How information technology can improve conservation education (2003) Conservation Biology, 17, pp. 657-660; Butler, D.L., Sellbom, M., Barriers to adopting technology for teaching and learning (2002) EDUCAUSE Quarterly, 25, pp. 22-28; Collins, M.J., The use of e-mail and electronic bulletin boards in college-level biology (1998) American Biology Teacher, 17, pp. 75-94; Cuban, L., (2001) Oversold and Underused: Computers in the Classroom, , Cambridge (MA): Harvard University Press; Dede, C., Emerging influences of information technology on school curriculum (2000) Journal of Curriculum Studies, 32, pp. 3-7; Ebert-May, D., Brewer, C.A., Allred, S., Innovation in large lectures - Teaching for active learning (1997) BioScience, 47, pp. 601-607; Mazur, E., (1997) Peer Instruction: A User's Manual, , Englewood Cliffs (NJ): Prentice Hall; Mentkowski, M., (2000) Learning That Lasts: Integrating Learning, Development, and Performance in College and Beyond, , San Francisco: Jossey-Bass; Mitra, A., Steffensmeier, T., Lezmeier, S., Changes in attitudes toward computers and use of computers by university faculty (1999) Journal of Research on Computing in Education, 32, pp. 189-202; (1997) Science Teaching Reconsidered, , Washington (DC): National Academies Press; (2000) How People Learn: Brain, Mind, Experience, and School, , Washington (DC): National Academies Press; (2001) Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics, , Washington (DC): National Academies Press; (2002) Enhancing Undergraduate Learning with Information Technology: A Workshop Summary, , Washington (DC): National Academies Press; (2002) Improving Learning with Information Technology: Report of a Workshop, , Washington (DC): National Academies Press; (2002) Technically Speaking: What All Americans Need to Know about Technology, , Washington (DC): National Academies Press; Starr, P., Computing our way to educational reform (1996) American Prospect, 27, pp. 50-59","Brewer, C.A.; Division of Biological Sciences, University of Montana, Missoula, MT 59812, United States; email: carol.brewer@umontana.edu",,,Oxford University Press,,,,,00063568,,BISNA,,English,BioScience,Review,Final,Open Access,Scopus,2-s2.0-8144225335
"Chen Z.-H., Liao Y.-F., Juang Y.-T.",55540813600;55838259700;7007070811;,Eigen-prosody analysis for robust speaker recognition under mismatch handset environment,2004,"8th International Conference on Spoken Language Processing, ICSLP 2004",,,,1421,1424,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009110237&partnerID=40&md5=c2e888ec08dbbc1b494338fea5b69417,"Department of Electrical Engineering, National Central University, Chung-Li, Taoyuan, 32054, Taiwan; Department of Electrical Engineering, Institute of Computer, Communication and Control, National Taipei University of Technology, 1, ChungHsiao E. Rd, Taipei, 106, Taiwan","Chen, Z.-H., Department of Electrical Engineering, National Central University, Chung-Li, Taoyuan, 32054, Taiwan; Liao, Y.-F., Department of Electrical Engineering, Institute of Computer, Communication and Control, National Taipei University of Technology, 1, ChungHsiao E. Rd, Taipei, 106, Taiwan; Juang, Y.-T., Department of Electrical Engineering, National Central University, Chung-Li, Taoyuan, 32054, Taiwan","Most speaker recognition systems utilize only low-level short-term spectral features and ignore high-level long-term information, such as prosody and speaking style. This paper presents a novel eigen-prosody analysis (EPA) approach to capture long-term prosodic information of a speaker for robust speaker recognition under mismatch environment. It converts the prosodic feature contours of a speaker's speech into sequences of prosody symbols, and then transforms the speaker recognition problem into a full text document retrieval-similar task. Experimental results on the well-known HTIMIT database have shown that, even only few training/test data is available, a remarkable improvement, about 28.7% relative error rate reduction comparing with the GMM/cepstral mean subtraction (CMS) baseline, could be achieved.",,Character recognition; Full-text documents; Prosodic features; Relative error rates; Robust speaker recognition; Speaker recognition; Speaker recognition system; Speaking styles; Spectral feature; Speech recognition,,,,,"A-93-E-FA06-4-4

National Science Council, NSC: NSC 92-2213-E-027-037","This work was supported by the National Science Council, Taiwan, under the project with contract NSC 92-2213-E-027-037 and Ministry of Education under the project with contract A-93-E-FA06-4-4.",,,,,"Sonmez, K., Shriberg, E., Heck, L., Weintraub, M., Modeling dynamic prosodic variation for speaker verification (1998) Proc. of ICSLP, 7, pp. 3189-3192; Adami, A.G., Mihaescu, R., Reynolds, D.A., Godfrey, J.J., Modeling prosodic dynamics for speaker recognition (2003) Proc. of ICASSP, , May; Reynolds, D., Andrews, W., Campbell, J., Navráti, J., Peskin, B., Adami, A., Jin, Q., Xiang, B., Exploiting high-level information for high-performance speaker recognition SuperSID Project Final Report, , http://www.clsp.jhu.edu/ws2002/groups/supersid/; Reynolds, D., Robust text-independent speaker identification using Gaussian mixture speaker models (1996) Speech Communication, 17, pp. 91-108; Deerwester, S., Dumais, S.T., Furnas, G.W., Landauer, T.K., Harshman, R., Indexing by latent semantic analysis (1990) Journal of the American Society of Information Science; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) ICASSP'97, 2, pp. 1535-1538; Sjölander, K., Beskow, J., Wavesurfer, , http://www.speech.kth.se/wavesurfer/; Sjölander, K., Snack Sound Toolkit, , http://www.speech.kth.se/snack/; Chen, K.J., Ma, W.-Y., Unknown word extraction for Chinese documents Proceedings of COLING 2002, pp. 169-175",,,International Speech Communication Association (ISCA),International Speech Communication Association,"8th International Conference on Spoken Language Processing, ICSLP 2004",4 October 2004 through 8 October 2004,,124335.0,,,,,English,"Int. Conf. Spok. Lang. Process., ICSLP",Conference Paper,Final,,Scopus,2-s2.0-85009110237
"Brophy S.P., Norris M., Nichols M., Jansen E.D.",7003802768;7201963420;57197560544;57205522888;,Development and initial experience with a laptop-based student assessment system to enhance classroom instruction,2003,ASEE Annual Conference Proceedings,,,,9991,9997,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-8744250218&partnerID=40&md5=5573e43de4f9b600031804144b2e4fc8,"Department of Biomedical Engineering, Vanderbilt University, United States; Epic Systems, United States","Brophy, S.P., Department of Biomedical Engineering, Vanderbilt University, United States; Norris, M., Department of Biomedical Engineering, Vanderbilt University, United States, Epic Systems, United States; Nichols, M., Department of Biomedical Engineering, Vanderbilt University, United States; Jansen, E.D., Department of Biomedical Engineering, Vanderbilt University, United States","Development and initial experience with a Vanderbilt, Northwestern, Texas, Harvard/MIT (VaNTH) Student Assessment System (VSA ), to provide better modes of questioning and better utilize the existing technical infrastructure, is discussed. VSAS allows for essay responses, short answer and multiple choice to questions during class by using student's wireless laptops as input devices. Free-text response capability increases learning potential because students need to rely more on generating knowledge and less on routine recall of memorized information. VSAS compliments the engineering school's initiative to embed the use of technology with classroom instruction through wireless network infrastructure and laptop computers to all students.",,Browser-based solutions; Classroom communication systems; Classroom instructions; Engineering students; Computer hardware; Computer software; Feedback; Knowledge acquisition; Laptop computers; Learning systems; Real time systems; Students; Wireless telecommunication systems; Engineering education,,,,,,,,,,,"Personal Response System, , http://www.educue.com; Roselli, R.J., Brophy, S.P., Exploring an electronic polling system for the assessment of student progress in two biomedical engineering courses (2002) Proceedings of the Annual Conference of the American Society of Engineering Education, , Montreal, Ont; Mestre, J.P., Gerace, W.J., Dufresne, R.J., Leonard, W.J., Promoting active learning in large classes using a classroom communication system (1997) The Changing Role of Physics Departments in Modern Universities: Proc. of the Intl. Conf. on Undergraduate Physics Education, pp. 1019-1036. , E.F. Redish & J.S. Rigden (Eds.), Woodbury, NY, American Instit. Of Physics; Wenk, L., Dufresne, R., Gerace, W., Leonard, W., Mestre, J., Technology assisted active learning in large lectures (1997) Student-active Science: Models of Innovation in College Science Teaching, pp. 431-452. , C. D'Avanzo & A. McNichols (Eds.) Philadelphia Saunders Publishing; Eric, M., Understanding or memorization: Are we teaching the right thing (1997) Conference on the Introductory Physics Course, pp. 113-124. , Ed. Jack Wilson, Wiley, New York; Jansen, D.E., Brophy, S.P., Klein, S., Norris, P., Wang, M., A problem-based, introductory course in biomedical optics in the freshman year (2003) Proceedings of the Annual Conference of the American Society of Engineering Education, , Nashville TN","Brophy, S.P.; Department of Biomedical Engineering, Vanderbilt University, Nashville, TN, United States",,"American Society for Engineering Education, ASEE",,2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education,22 June 2003 through 25 June 2003,"Nashville, TN",63712.0,01901052,,ACOPD,,English,ASEE Annu. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-8744250218
"Mahdi A.E., Bermingham C.",7005124674;24365866500;,Skills superstore: On-line interactive learning skills system,2003,"Proceedings - 3rd IEEE International Conference on Advanced Learning Technologies, ICALT 2003",,, 1215169,446,,,,10.1109/ICALT.2003.1215169,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84894212677&doi=10.1109%2fICALT.2003.1215169&partnerID=40&md5=5c3e5df336cca069af66c39882427b90,"Dept. of Electron. and Comput. Eng., Limerick Univ., Limerick, Ireland","Mahdi, A.E., Dept. of Electron. and Comput. Eng., Limerick Univ., Limerick, Ireland; Bermingham, C., Dept. of Electron. and Comput. Eng., Limerick Univ., Limerick, Ireland","We describe a newly developed Web-based interactive learning system for helping students, particularly those in their first year of university education, develop their study and other transferable skills. The system's features, functionality and architecture were developed based on the findings of a viability study which was facilitated mainly by surveying a number of students from various departments and disciplines. The system is designed as a suite of online workshop and modules to be use as a flexible learning aid, in conjunction with existing learning skills resources. The contents of the system are designed to help the students explore and evaluate their own approaches to learning and to stimulate them to become active and efficient independent learners. The interactivity of the system is facilitated by users making choices, answering questions, and completing activities related to their own experience. The system also incorporates an electronic chat feature to encourage collaborative and peer support work. © 2003 IEEE.",,,,,,,,,,,,,,"Dept. of Electron. and Comput. Eng., Limerick Univ., Limerick, Ireland",,"Centre for Research and Technology-Hellas, Informatics and Telematics Institute;IEEE Learning Technology Task Force;IEEE Computer Society",,"3rd IEEE International Conference on Advanced Learning Technologies, ICALT 2003",9 July 2003 through 11 July 2003,Athens,102718.0,,0769519679; 9780769519678,,,English,"Proc. - IEEE Int. Conf. Adv. Learn. Technol., ICALT",Conference Paper,Final,,Scopus,2-s2.0-84894212677
"Evans D.L., Gray G.L., Krause S., Martin J., Midkiff C., Notaros B.M., Pavelich M., Rancour D., Reed-Rhoads T., Steif P., Streveler R., Wage K.",35576528000;7401812257;7102583958;57207967930;6602160495;35612330300;7004049919;6603116872;17435744600;7005416374;6602166384;6602658608;,Progress on concept inventory assessment tools,2003,Proceedings - Frontiers in Education Conference,1,,,T4G1,T4G8,,39.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-1642479283&partnerID=40&md5=ab90d1da029e27b3805912f50a58a595,"CRESMET, Arizona State University, Tempe, AZ, United States; Engineering Science and Mechanics, Penn State University, University Park, PA, United States; Chemical and Materials Engineering, Arizona State University, Tempe, AZ, United States; Mechanical Engineering, University of Wisconsin, Madison, WI, United States; Department of Mechanical Engineering, University of Alabama, Tuscaloosa, AL, United States; Electrical Engineering, Univ. of Massachusetts-Dartmouth, Dartmouth, MA, United States; Chemistry Department, Colorado School of Mines, Golden, CO, United States; Industrial Engineering Department, University of Oklahoma, Norman, OK, United States; Mechanical Engineering Department, Carnegie Mellon University, Pittsburgh, PA, United States; Colorado School of Mines, Golden, CO, United States; Electrical Engineering Department, George Mason University, Fairfax, VA, United States","Evans, D.L., CRESMET, Arizona State University, Tempe, AZ, United States; Gray, G.L., Engineering Science and Mechanics, Penn State University, University Park, PA, United States; Krause, S., Chemical and Materials Engineering, Arizona State University, Tempe, AZ, United States; Martin, J., Mechanical Engineering, University of Wisconsin, Madison, WI, United States; Midkiff, C., Department of Mechanical Engineering, University of Alabama, Tuscaloosa, AL, United States; Notaros, B.M., Electrical Engineering, Univ. of Massachusetts-Dartmouth, Dartmouth, MA, United States; Pavelich, M., Chemistry Department, Colorado School of Mines, Golden, CO, United States; Rancour, D., Electrical Engineering, Univ. of Massachusetts-Dartmouth, Dartmouth, MA, United States; Reed-Rhoads, T., Industrial Engineering Department, University of Oklahoma, Norman, OK, United States; Steif, P., Mechanical Engineering Department, Carnegie Mellon University, Pittsburgh, PA, United States; Streveler, R., Colorado School of Mines, Golden, CO, United States; Wage, K., Electrical Engineering Department, George Mason University, Fairfax, VA, United States","The Foundation Coalition and others have been working on the development of Concept Inventory (CI) assessment instruments patterned after the well-known Force Concept Inventory (FCI) instrument of Halloun and Hestenes. Such assessment inventories can play an important part in relating teaching techniques to student learning. Work first got started two years ago on CIs for the subjects of thermodynamics; solid mechanics; signals and processing; and electromagnetics. Last year work got underway on CIs for circuits; fluid mechanics; engineering materials; transport processes; and statistics. This year work began on chemistry; computer engineering; dynamics; electronics; and heat transfer. This panel session will discuss the progress on these concept inventories. More, importantly, the panelists will discuss the early student data that are emerging from the process of continuous improvement of the instruments. Results will be compared to the data collected by Hake that are segregated by how the content was managed and delivered (e.g., ""traditional"" lecture mode compared to the ""interactive engagement"" mode, as defined by Hake). Discussions of effective practices for use in the development of CIs will also be discussed.",Assessment; Concepts; Continuous improvement; Engineering sciences; Evaluation; Misconceptions,Engineering sciences; Misconceptions; Computer science; Data acquisition; Electromagnetism; Engineering research; Fluid mechanics; Inventory control; Thermodynamics; Engineering education,,,,,,,,,,,"Lessons from Thin Air, Private Universe, and Can We Believe Our Eyes?, , All available from the Annenberg/CPB Math and Science Collection, P.O. Box 2345, South Aburlington, VT 05407-2345; Barker, V., Millar, R., Student's reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course? (2000) International Journal of Science Education, 22, pp. 1171-1200; Thomas, P.L., Schwenz, R.W., College physical chemistry students' concepts of equilibrium and fundamental thermodynamics (1998) Journal of Research in Science Teaching, 35, pp. 1151-1160; Brown, D.E., Clement, J., Misconceptions concerning Newton's law of action and reaction: The underestimated importance of the Third Law (1987) Proceedings of the Second International Seminar: A Misconceptions and Educational Strategies in Science and Mechanics, 3, pp. 39-53. , J. D. Novak (ed.). Ithaca, NY: Cornell University; Brown, D.E., Clement, J., Overcoming misconceptions via analogical reasoning: Abstract transfer versus explanatory model construction (1989) Instructional Science, 18, pp. 231-261; Clement, J., Students' preconceptions in introductory mechanics (1982) American Journal of Physics, 50, pp. 66-70; Clement, J., A conceptual model discussed by Galileo and used intuitively by physics students (1983) Mental Models, pp. 325-340. , D. Gentner and Stevens A. (eds.). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; Clement, J., Overcoming students' misconceptions in physics: The role of anchoring intuitions and analogical validity (1987) Proceedings of the Second Internation Seminar on Misconceptions and Educational Strategies in Science and Mathematics, pp. 84-97. , J. D. Novak (ed.). Ithaca, NY: Cornell University; Confrey, J., A review of the research on student conceptions in mathematics, science and programming (1990) Review of Research in Education, 16, pp. 3-56. , C. Cazden (ed.). Washington DC: American Educational Research Association; DiSessa, A., Unlearning Aristotelian physics: A study of knowledge-based learning (1982) Cognitive Science, 6, pp. 37-35; DiSessa, A., Phenomenology and the evolution of intuition (1983) Mental Models, pp. 15-33. , D. Gentner and A. Stevens (eds.). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; Eylon, B., Linn, M., Learning and instruction: An examination of four research perspectives in science education (1988) Review of Educational Research, 58, pp. 251-301; McCloskey, M., Intuitive physics (1983) Scientific American, 248, pp. 122-130; McCloskey, M., Naïvetheories of motion (1983) Mental Models, pp. 299-324. , D. Gentner & A. Stevens (eds.). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; McCloskey, Cartoon physics (1984) Psychology Today, 18 (4), pp. 52-58; McCloskey, M., Caramazza, A., Green, B., Curvilinear motion in the absence of external forces: Naïve beliefs about the motion of objects (1980) Science, 210, pp. 1139-1141; Minstrell, J.A., Explaining the ""at rest"" condition of an object (1982) The Physics Teacher, 30, pp. 10-14; Roncato, S., Rumiati, R., Naïve statics: Current misconceptions of equilibrium (1986) Journal of Experimental Psychology: Learning Memory and Cognition, 12, pp. 361-377; Vienott, L., Spontaneous reasoning in elementary mechanics (1979) LaRaisonnement Spontané en Dynamique Elementaire, , Paris: Hermann; Vosniadou, S., On the nature of children's naïve knowledge in astronomy (1989) The Psychology of Learning Science, pp. 149-17. , S. M. Glynn, R. H. Yeany and B. K. Britton (eds.). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; Lewis, Linn, Heat Energy & Temperature Concepts of Adolescents, Adults, and Experts: Implications for Curricular Improvements (1994) Journal of Research in Science Teaching, 31 (6), pp. 657-677; Banerjee, A.C., Teaching chemical equilibrium and thermodynamics to undergraduate general chemistry classes (1995) Journal of Chemical Education, 72, pp. 879-887; Beall, H., Probing student misconceptions in thermodynamics with in-class writing (1994) Journal of Chemical Education, 71, pp. 1056-1057; Ben-Zvi, R., Non-science oriented students and the second law of thermodynamics (1999) International Journal of Science Education, 21, pp. 1251-1267; Erickson, G., Heat and temperature (1985) Children's Ideas in Science, pp. 52-84. , R. Driver, E. Guesne, and A. Tiberghien. Philadelphia, PA: Open University Press; Granville, M.F., Student's misconceptions in thermodynamics (1985) Journal of Chemical Education, 62, pp. 695-697; Harrison, A.G., Grayson, D.J., Treagust, D.F., Investigating a grade 11 student's evolving conceptions of heat and temperature (1999) Journal of Research in Science Teaching, 36, pp. 55-87; Johnstone, A.H., MacDonald, J.J., Webb, G., Thermochemistry misconceptions in school thermodynamics (1977) Physics Education, 12, pp. 248-251; Kesidou, S., Duit, R., Glynn, S.M., Conceptual development in physics: Students' understanding of heat (1995) Learning Science in the Schools: Research Reforming Practice, , S.M. Glynn and R. Duit, (ed.), Mahwah, NJ: Erlbaum; Kesidou, S., Duit, R., Students' conceptions of the second law of thermodynamics: An interpretive study (1993) Journal of Research in Science Teaching, 30, pp. 85-106; Linn, M.C., Songer, N.B., Teaching thermodynamics to middle school students: What are appropriate cognitive demands? (1991) Journal of Research in Science Teaching, 28, pp. 885-918; Loverude, M.E., Heron, P.R.L., Kautz, C.H., Students understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an deal gas Physics Education Research, , American Journal of Physics Supplement, In Press; Rozier, S., Viennot, L., Students' reasonings in thermodynamics (1991) Journal of Science Education, 13, pp. 159-170; Shayer, M., Wlyam, H., The development of he concepts of heat and in 10-13 year olds (1981) Journal of Research in Science Teaching, 18, pp. 419-434; Stavy, R., Berkovitz, B., Cognitive conflict as a basis for teaching quantitative aspects of the concept of temperature (1980) Science Education, 64, pp. 679-692; Thomas, P.L., (1997) Student Conceptions of Equilibrium and Fundamental Thermodynamic Concepts in College Physics Chemistry, , Ph.D. Dissertation, University of Northern Colorado, UMI# 9729078, Ann Arbor, MI: UMI; Tiberghien, A., The development of ideas on heat and temperature] with teaching (1985) Children's Ideas in Science, pp. 67-84. , R. Driver, E. Guesne, and A. Tiberghien, (ed.). Philadelphia, PA: Open University Press; Van Roon, P.H., Van Sprang, H.F., Verdonk, A.H., Work and heat: On the road towards thermodynamics (1994) International Journal of Science Education, 16, pp. 131-144; Clough, E.E., Driver, R., Secondary students' conceptions of the conduction of heat: Bringing together scientific and personal views (1985) Physics Education, 20, pp. 176-182; Erickson, G.L., Children's conceptions of heat and temperature (1979) Science Education, 63, pp. 221-230; Erickson, G.L., Children's viewpoints of heat: A second look (1980) Science Education, 64, pp. 323-336; Lewis, E., Stern, J., Linn, M.C., The effect of computer simulations on introductory thermodynamic understanding (1993) Educational Technology, 33, pp. 45-58. , Research Section; Lewis, E.L., (1987) A Study of Knowledge Elements Present in the Head and Temperature Concepts of a Dolescents and Naive Adults, , Berkeley, CA: University of California, Computer as Lab Partner Project; Lewis, E.L., (1991) The Process of Scientific Knowledge Acquisition among Middle School Students Learning Thermodynamics, , Unpublished doctoral dissertation, University of California, Berkeley, CA; Linn, M.C., Songer, N.B., Lewis, E.L., Stern, J., Using technology to teach thermodynamics: Achieving integrated understanding (1993) Advanced Technologies in the Teaching of Math and Science, 107, pp. 5-60. , D.L. Ferguson, (ed.). Berlin: Springer-Verlag; Solomon, J., Learning about energy: How pupils think in two domains (1983) European Journal of Science Education, 5, pp. 49-59; Tiberghien, A., Modes and conditions of learning. An example: The learning of some aspects of the concepts of heat (1980) Cognitive Development Research in Science and Mathematics, pp. 288-309. , W.F. Archenhold, R.H. Driver, A. Orton, & C. Wood-Robing (eds.). Leeds, UK: University of Leeds; Wiser, M., Carey, S., When heat and temperature were one (1983) Mental Models, pp. 267-298. , D. Gentner & A. Stevens, (eds.), Hillsdale, NJ: Erlbaum; Hestenes, D., Wells, M., Swackhamer, G., Force Concept Inventory (1992) The Physics Teacher, 30, p. 141; Hestenes, D., Who Needs Physics Education Research (1998) American Journal of Physics, 66, p. 336; Hake, R., Interactive-engagement versus Traditional Methods: A Six-thousand-student Survey of Mechanics Test Data for Introductory Physics Courses (1998) American Journal of Physics, 66, pp. 64-74; Hestenes, D., Halloun, I., Interpreting the Force Concept Inventory (1995) The Physics Teacher, 33, pp. 502-505; Hestenes, D., Halloun, I., The Initial Knowledge State of College Physics Students (1995) American Journal of Physics, 53, p. 11; Hestenes, D., Wells, M., A Mechanics Baseline Test (1992) The Physics Teacher, 30, pp. 159-166; Mazur, E., (1992) Optics and Photonics News, 3, p. 38; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, New Jersey: Prentice Hall; Miller, R., Olds, B., Straveler, R., Developing an Outcomes Assessment Instrument for Identifying Engineering Student Misconceptions in Thermal and Transport Sciences, , NSF ASA grant DUE-0127806; Reed-Rhoads, T., NSF ASA grant DUE-0206977; Wage, K.E., Buck, J.R., Welch, T.B., Wright, C.H.G., Testing and validation of the signals and systems concept inventory (2002) Proceedings of the 2 nd IEEE Signal Processing Education Workshop, , Pine Mountain, GA; Krause, S., Decker, J.C., Griffin, R., Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses (2003) Proceedings 2003 Frontiers in Education Conference, , Boulder, CO; Linstone, H.A., Turoff, M., (1975) The Delphi Method: Techniques and Applications, , Reading, MA: Addison-Wesley; Clayton, M.J., Delphi: A technique to harness expert opinion for critical decision-making tasks in education (1997) Educational Psychology, 17 (4), pp. 373-386; Gray, G., Evans, D., Cornwell, P., Costanzo, M., Seif, B., Toward a nationwide dynamics concept inventory assessment test (2003) Proceedings, 2003 ASEE Annual Conference, , Nashville, TN; (2003) AP Central, Sample Syllabi, , http://apcentral.collegeboard.com; Stone, A., Rhoads, T., Muphy, S., Saha, The statistics concept inventory: A pilot study (2003) Proceedings 2003 Frontiers in Education Conference, , Boulder, CO; Schau, C., Stevens, J., Dauphinee, T.L., Del Vecchio, A., The development and validation of the survey of attitudes toward statistics (1995) Educational and Psychological Measurement, 55, pp. 868-875. , http://www.unm.edu/~cschau/downloadsats.pdf, Instrument available at","Evans, D.L.; CRESMET, Arizona State University, Tempe, AZ, United States; email: devans@asu.edu",,IEEE Education Society;IEEE Computer Society;American Society for Engineering Education;The University of Colorado,,"Engineering as a Human Endeavor: Partnering Community, Academia, Government, and Industry",5 November 2003 through 8 November 2003,"Westminster, CO",62138.0,01905848,,PFECD,,English,Proc Front Educ Conf,Conference Paper,Final,,Scopus,2-s2.0-1642479283
Sherstov A.A.,10241484900;,Distributed visualization of graph algorithms,2003,"SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education)",,,,376,380,,7.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0037673504&partnerID=40&md5=ed3cef40ff09873ad1bda79d3df5c796,"Computer Science Department, Hope College, Holland, MI 49423, United States","Sherstov, A.A., Computer Science Department, Hope College, Holland, MI 49423, United States","DisViz is a visualization tool designed to assist students in learning graph algorithms, an important topic in the undergraduate curriculum. DisViz is intended for collaborative use by a group of students over a classroom network. This visualization system views network hosts as graph nodes and the socket connections among them, as graph edges. In typical usage, every student runs a copy of DisViz on his/her local machine. These applications detect each other's presence on the network and coordinate their actions to execute the graph algorithm in question and to deliver identical animations to every terminal.",Computer science education; Distributed computing; Graph algorithms; Simulation and modeling; Visualization,Algorithms; Animation; Computer aided software engineering; Computer science; Computer simulation; Computer supported cooperative work; Distributed computer systems; Engineering education; Interactive computer graphics; Local area networks; Students; Visualization; Distributed visualization; Graph algorithms; Graph nodes; Computer aided instruction,,,,,,,,,,,"Dershem, H.L., McFall, R.L., Uti, N., Animation of Java linked lists (2002) SIGCSE Bulletin, 34; Hansen, S.R., Narayanan, N.H., Hegarty, M., Designing educationally effective algorithm visualizations (2002) Journal of Visual Languages and Computing, , Academic Press; Hundhausen, C.D., Douglas, S.A., Stasko, J.T., A meta-study of algorithm visualization effectiveness Journal of Visual Languages and Computing; Jipping, M., Marlowe, S., Sherstov, A., Using Java to design and test hardware circuits over a classroom network (2002) SIGCSE Bulletin, 34; Kehoe, C., Stasko, J., Taylor, A., Rethinking the evaluation of algorithm animations as learning aids: An observational study (2001) International Journal of Human-Computer Studies, 54, pp. 265-284; Lautenbacher, G.E., Campbell, J.D., Sorrows, B.B., Mahling, D.E., Supporting collaborative, problem-based learning through information system technology (1997) Proceedings on Frontiers in Education, pp. 1252-1256; Moses, Y., Polunsky, Z., Tal, A., Ulitsky, L., Algorithm visualization for distributed environments (1998) Proceedings IEEE Symposium on Information Visualization; Naps, T., Algorithm visualization served off the World Wide Web: Why and how (1996) SIGCSE Bulletin, 32, pp. 66-71; Ørbaek, P., An experimental system for distributed classroom education (2000) Proceedings of the TERENA Networking Conference; Shneerson, M., Tal, A., Visualization of geometric algorithms in an electronic classroom (1997) Visualization '97","Sherstov, A.A.; Computer Science Department, Hope College, Holland, MI 49423, United States; email: sherstov@cs.hope.edu",,The Association for Computing Machinery Special Interest;on Computer Science Education,,Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education,19 February 2003 through 22 February 2003,"Reno,NV",61152.0,00978418,,SIGSD,,English,SIGCSE Bull,Conference Paper,Final,,Scopus,2-s2.0-0037673504
Turpin D.L.,7102049755;,Enhance learning with an audience response system,2003,American Journal of Orthodontics and Dentofacial Orthopedics,124,6,,607,,,12.0,10.1016/j.ajodo.2003.10.009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0346849700&doi=10.1016%2fj.ajodo.2003.10.009&partnerID=40&md5=6ab940f9e924b1abaf2997cbdf0fa11c,,"Turpin, D.L.",[No abstract available],,behavior; editorial; feedback system; health care quality; health program; human; learning; medical education; orthodontics; physician,,,,,,,,,,,,,,,Mosby Inc.,,,,,08895406,,AJOOE,14666069.0,English,Am. J. Orthod. Dentofacial Orthop.,Editorial,Final,,Scopus,2-s2.0-0346849700
"Yiu K.-K., Mak M.-W., Kung S.-Y.",7003321494;7101716601;7102989364;,Environment adaptation for robust speaker verification,2003,EUROSPEECH 2003 - 8th European Conference on Speech Communication and Technology,,,,2973,2976,,15.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009167959&partnerID=40&md5=38f60770df57316c7f642794ee76a27b,"Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, Hong Kong Polytechnic University, Hong Kong; Dept. of Electrical Engineering, Princeton University, United States","Yiu, K.-K., Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, Hong Kong Polytechnic University, Hong Kong; Mak, M.-W., Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, Hong Kong Polytechnic University, Hong Kong; Kung, S.-Y., Dept. of Electrical Engineering, Princeton University, United States","In speaker verification over public telephone networks, utterances can be obtained from different types of handsets. Different handsets may introduce different degrees of distortion to the speech signals. This paper attempts to combine a handset selector with (1) handset-specific transformations and (2) handset-dependent speaker models to reduce the effect caused by the acoustic distortion. Specifically, a number of Gaussian mixture models are independently trained to identify the most likely handset given a test utterance; then during recognition, the speaker model and background model are either transformed by MLLR-based handset-specific transformation or respectively replaced by a handset-dependent speaker model and a handset-dependent background model whose parameters were adapted by reinforced learning to fit the new environment. Experimental results based on 150 speakers of the HTIMIT corpus show that environment adaptation based on both MLLR and reinforced learning outperforms the classical CMS, Hnorm and Tnorm approaches, with MLLR adaptation achieves the best performance.",,Reinforcement; Speech communication; Telephone sets; Background model; Environment adaptation; Gaussian Mixture Model; Public telephone; Reinforced learning; Robust speaker verification; Speaker verification; Speech signals; Speech recognition,,,,,,,,,,,"Lee, C.H., Lin, C.H., Juang, B.H., A study on speaker adaptation of the parameters of continuous density hidden markov models (1991) ASSP-39, 39 (4), pp. 806-814. , April; Leggetter, C.J., Woodland, P.C., Maximum likelihood linear regression for speaker adaptation of continuous density hidden markov models (1995) Computer Speech and Language, 9 (4), pp. 806-814; Lin, S.H., Kung, S.Y., Lin, L.J., Face recognition/detection by probabilistic decision-based neural network (1997) IEEE Trans. on Neural Networks, Special Issue on Biometric Identification, 8 (1), pp. 114-132; Mak, M.W., Kung, S.Y., Combining stochastic feautre transformation and handset identification for telephonebased speaker verification (2002) Proc. ICASSP'02, pp. I701-I704; Beaufays, F., Weintraub, M., Model transformation for robust speaker recognition from telephone data (1997) ICASSP-97, 2, pp. 1063-1066; Reynolds, D.A., Comparison of background normalization methods for text independent speaker verification (1997) Eurospeech'97, pp. 963-966; Tsang, C.L., Mak, M.W., Kung, S.Y., Divergencebased out-of-class rejection for telephone handset identification (2002) Proc. Int. Conf. on Spoken Language Processing, pp. 2329-2332; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) ICASSP'97, 2, pp. 1535-1538; Auckenthaler, R., Carey, M., Lloyd-Thomas, H., Score normalization for text-independent speaker verification systems (2000) Digital Signal Processing, 10, pp. 42-54",,,et al.;Office of Naval Research International Field Office (ONRG);State of Geneva;State of Valais;Swiss National Science Foundation;UBS SA,International Speech Communication Association,"8th European Conference on Speech Communication and Technology, EUROSPEECH 2003",1 September 2003 through 4 September 2003,,124334.0,,,,,English,EUROSPEECH - Euro. Conf. Speech Commun. Technol.,Conference Paper,Final,,Scopus,2-s2.0-85009167959
"Zdravkova K.S., Bothe K., Budimac Z.D.",16044345900;36832809600;6505861714;,The structure of SETT-Net,2003,IEEE Region 8 EUROCON 2003: Computer as a Tool - Proceedings,B,, 1248165,126,129,,4.0,10.1109/EURCON.2003.1248165,https://www.scopus.com/inward/record.uri?eid=2-s2.0-43849105996&doi=10.1109%2fEURCON.2003.1248165&partnerID=40&md5=7d48118bd3e885b7aa6b731ace6d7f4c,"University Sts. Cyril and Methodius, Faculty of Natural Sciences and Mathematics, Institute of Informatics, Arhimedova 5, Skopje, 1000, North Macedonia; Humboldt University Berlin, Faculty of Sciences, Department of Computer Science, Berlin, D-10099, Germany; University of Novi Sad, Faculty of Natural Sciences and Mathematics, Department of Mathematics and Informatics, Trg D, Obradovica, 4, Novi Sad, Serbia","Zdravkova, K.S., University Sts. Cyril and Methodius, Faculty of Natural Sciences and Mathematics, Institute of Informatics, Arhimedova 5, Skopje, 1000, North Macedonia; Bothe, K., Humboldt University Berlin, Faculty of Sciences, Department of Computer Science, Berlin, D-10099, Germany; Budimac, Z.D., University of Novi Sad, Faculty of Natural Sciences and Mathematics, Department of Mathematics and Informatics, Trg D, Obradovica, 4, Novi Sad, Serbia","SETT-Net is an international Web-based network designed to enable training and teaching of a joint software engineering course. It consists of a Centre Point at the Humboldt University in Berlin and four National Centres: in Bulgaria, Germany, Macedonia, and in Serbia and Montenegro. The network is free for all lecturers and students at the participating schools in the project. Parts of the contents are password protected. This paper presents the network structure, and the contents of the main site and the national sites, as well as the first experience of its application. © 2003 IEEE.",Distance learning. international multilingual virtual classroom network; Software engineering,Computer aided instruction; Distance education; Software engineering; Bulgaria; ITS applications; Macedonia; Network structures; Software engineering course; Virtual Classroom; Web based; Teaching,,,,,,,,,,,"Bothc, K., Reverse engineering: The challenge of large-scalc real-world educational projects (2001) Proceedings of CSEET 2001, , Charlotte, NC, February; Brereton, O.P., Lees, S., Bedson, R., Student collaboration across universities: A case study in software engineering (2000) Proceedings of the 13th Conference on Software Engineering Education & Training, , Austin; IIL, International Institute for Learning, , http://www.iit.cotn/microsofl_projcct_training/microsoft_project_virtual_classroom_courscs.asp, Inc: Microsoft Project Virtual Classroom cLearning Courses, © 2000-02; Bothc, K., Sacklowski, U., Schuctzlcr, K., (2002) Software Engineering Education, , http://www.informatik.hu-bcrlin.de/swt/lchrc/SE_02/index.html; Bothc, K., Budimac, Z., Project Web, , http://www.inforraatik.hu-berlin.de/swt/intkoop/sc/indoc.htm, site; Zdravkova, K., Bothc, K., Budimac, Z., SETT-net: A network for software engineering training and teaching (2003) Proceedings of the 25th Conference on Information Technology Interface, pp. 281-286. , Cavtat, June",,Zajc B.Tkalcic M.,"Electrotechnical Association of Slovenia;et al.;IEEE Region 8;IEEE Slovenia Section;Ministry of Education, Science and Sport of the Republic of Slovenia;University of Ljubljana",Institute of Electrical and Electronics Engineers Inc.,2nd IEEE Region 8 EUROCON 2003,22 September 2003 through 24 September 2003,,114212.0,,078037763X; 9780780377639,,,English,IEEE Reg. EUROCON: Comput. Tool - Proc.,Conference Paper,Final,,Scopus,2-s2.0-43849105996
Morita M.,56895547600;,The Mobile-based learning (MBL) in Japan,2003,"Proceedings - 1st Conference on Creating, Connecting and Collaborating Through Computing, C5 2003",,, 1222348,128,129,,22.0,10.1109/C5.2003.1222348,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84943543873&doi=10.1109%2fC5.2003.1222348&partnerID=40&md5=41e900ec871212d3d87522a922a17048,"Research Center for Advanced Science and Technology, University of Tokyo, Japan","Morita, M., Research Center for Advanced Science and Technology, University of Tokyo, Japan","The latest breakthrough in the cellular phone technology had opened the door to new learning possibility in Japan. Today, about 73 million mobile phones are subscribed and about 3/4 of those mobile phones are capable of browsing mobile Internet in Japan. The paper briefly explains a mobile-based learning (MBL) practice, which takes place in Japan. Also, the paper attempts to see how it differs from Web-based training (WBT) from a system designer's point of view. © 2003 IEEE.",Automatic logic units; Cellular phones; Digital cameras; Internet; Keyboards; Learning systems; Microcomputers; Mobile handsets; Prototypes; System testing,Cellular telephone systems; Cellular telephones; Computation theory; Digital cameras; Internet; Learning systems; Microcomputers; Mobile devices; Mobile phones; Telephone sets; Typewriter keyboards; Cellular Phone; Logic unit; Mobile handsets; Prototypes; System testing; E-learning,,,,,,,,,,,,"Morita, M.; Research Center for Advanced Science and Technology, University of TokyoJapan",Kambayashi Y.Rose K.Konomi S.,"Kyoto University, Informatics Research Center for Development of Knowledge Society Infrastructure",Institute of Electrical and Electronics Engineers Inc.,"1st Conference on Creating, Connecting and Collaborating Through Computing, C5 2003",31 January 2003,,114001.0,,076951975X; 9780769519753,,,English,"Proc. - Conf. Creating, Connect. Collab. Comput., C5",Conference Paper,Final,,Scopus,2-s2.0-84943543873
"Rohs M., Bohn R.",17346497700;56895799200;,Entry points into a smart campus environment - Overview of the ETHOC system,2003,"Proceedings - 23rd International Conference on Distributed Computing Systems Workshops, ICDCSW 2003",,, 1203564,260,266,,18.0,10.1109/ICDCSW.2003.1203564,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84943544528&doi=10.1109%2fICDCSW.2003.1203564&partnerID=40&md5=eb38ad37c4b9fb755a376412de9df3a1,"Institute for Pervasive Computing, Swiss Federal Institute of Technology, ETH Zurich, Switzerland","Rohs, M., Institute for Pervasive Computing, Swiss Federal Institute of Technology, ETH Zurich, Switzerland; Bohn, R., Institute for Pervasive Computing, Swiss Federal Institute of Technology, ETH Zurich, Switzerland","The university campus is an interesting application environment for the ubiquitous computing paradigm: a large number of users share a substantial amount of their information needs and much of this information is directly related to physical objects, places, and people that are situated in the campus environment. We motivate the need for material entry points into a virtual campus that increase its accessibility and visibility from within the physical campus environment. We focus on the aspect of linking virtual and physical elements in such a setting and present the ETHOC system, which enables users to attach virtual counterparts to printed material. The system performs the creation, administration, and intermediation of online resources related to paper documents. To information providers, it offers a Web-based author portal for generating unique IDs that can be printed as barcodes and for associating online content and actions to printed material. To users it offers simple means to interact with virtual counterparts of printed documents using a variety of devices, such as WAP-enabled mobile phones or PDAs, and it stores a personal access history for each user. The ETHOC system allows us to put ubiquitous computing concepts into practical use and to gain new insights into the design of virtual counterparts of real-world objects. © 2002 IEEE.",Education; Handheld computers; History; Intrusion detection; Joining processes; Mobile handsets; Personal digital assistants; Pervasive computing; Portals; Ubiquitous computing,Education; Hand held computers; History; Intrusion detection; Personal computers; Personal digital assistants; Portals; Telephone sets; Ubiquitous computing; Application environment; Information provider; Joining process; Mobile handsets; Physical elements; Printed documents; Printed materials; Real-world objects; Distributed computer systems,,,,,,,,,,,"Addlesee, M., Curwen, R., Hodges, S., Newman, J., Steggles, P., Ward, A., Hopper, A., Implementing a Sentient Computing System (2001) Computer, 34 (8), pp. 50-56; Bohn, J., Rohs, M., Klicken in der realen Welt (2001) Konferenz Mensch und Computer 2001. Workshop Mensch-Computer-Interaktion in Allgegenwärtigen Informationssystemen, , http://www.teco.edu/mc2001, Michael Beigl, Hans-Werner Gellersen, and Norbert Streitz, Bad Honnef, Bonn, March Available at; Dawson, F., Howes, T., (1998) VCard MIME Directory Profile, , Internet RFC 2426, September; Dawson, F., Stenerson, D., (1998) Internet Calendaring and Scheduling Core Object Specification (ICalendar), , Internet RFC 2445, November; Fitzmaurice, G.W., Situated Information Spaces and Spatially Aware Palmtop Computers (1993) Communications of the ACM, 36 (7), pp. 38-49. , July; Gellersen, H.-W., Environment-Mediated Communication International Workshop on Interactive Applications of Mobile Computing (IMC'98), 1998; Ljungstrand, P., Redström, J., Holmquist, L.E., (2000) WebStickers: Using Physical Tokens to Access, Manage and Share Bookmarks to the Web, , April; Kindberg, T., Barton, J., People, Places, Things: Web Presence for the Real World (2002) Mobile Networks and Applications, 7 (5), pp. 365-376; Want, R., Fishkin, K.P., Gujar, A., Harrison, B.L., Bridging Physical and Virtual Worlds with Electronic Tags (1999) Tagging and Tracking Objects in Physical UIs, 1, pp. 370-377. , Proceedings of ACM CHI 99 Conference on Human Factors in Computing Systems; Want, R., Schilit, B.N., Adams, N.I., Gold, R., Petersen, K., Goldberg, D., Ellis, J.R., Weiser, M., The ParcTab Ubiquitous Computing Experiment (1997) Mobile Computing, pp. 45-101. , chapter 2, Kluwer Publishing, February; Weiser, M., The Computer for the 21st Century (1991) Scientific American, 265 (3), pp. 94-104. , September; Weiser, M., The Future of Ubiquitous Computing on Campus (1998) Communications of the ACM, 41 (1), pp. 41-42. , January; (2002) XALAN Project Home Page, , http://xml.apache.org/xalan-j; (2002) XERCES Project Home Page, , http://xml.apache.org/xerces2-j",,,IEEE Computer Society,Institute of Electrical and Electronics Engineers Inc.,"23rd International Conference on Distributed Computing Systems Workshops, ICDCSW 2003",19 May 2003 through 22 May 2003,,113903.0,,0769519210; 9780769519210,,,English,"Proc. - Int. Conf. Distrib. Comput. Syst. Workshops, ICDCSW",Conference Paper,Final,,Scopus,2-s2.0-84943544528
"Liu N., Lovell B.C., Kootsookos P.J.",55139336000;7003583184;6603412243;,Evaluation of HMM training algorithms for letter hand gesture recognition,2003,"Proceedings of the 3rd IEEE International Symposium on Signal Processing and Information Technology, ISSPIT 2003",,, 1341204,648,651,,37.0,10.1109/ISSPIT.2003.1341204,https://www.scopus.com/inward/record.uri?eid=2-s2.0-70449607175&doi=10.1109%2fISSPIT.2003.1341204&partnerID=40&md5=52a0b3be3c74817f39a59d90ff21385f,"Intelligent Real-Time Imaging and Sensing (IRIS) Group, School of Information Technology and Electrical Engineering, University of Queensland, Brisbane, QLD  4072, Australia","Liu, N., Intelligent Real-Time Imaging and Sensing (IRIS) Group, School of Information Technology and Electrical Engineering, University of Queensland, Brisbane, QLD  4072, Australia; Lovell, B.C., Intelligent Real-Time Imaging and Sensing (IRIS) Group, School of Information Technology and Electrical Engineering, University of Queensland, Brisbane, QLD  4072, Australia; Kootsookos, P.J., Intelligent Real-Time Imaging and Sensing (IRIS) Group, School of Information Technology and Electrical Engineering, University of Queensland, Brisbane, QLD  4072, Australia","The paper introduces an application using computer vision for letter hand gesture recognition. A digital camera records a video stream of hand gestures. The hand is automatically segmented, the position of the hand centroid is calculated in each frame, and a trajectory of the hand is determined. After smoothing the trajectory, a sequence of angles of motion along the trajectory is calculated and quantized to form a discrete observation sequence. Hidden Markov models (HMMs) are used to recognize the letters. Baum Welch and Viterbi path counting algorithms are applied for training the HMMs. Our system recognizes all 26 letters from A to Z and the database contains 30 example videos of each letter gesture. We achieve an average recognition rate of about 90 percent. A motivation for the development of this system is to provide an alternate text input mechanism for camera enabled handheld devices, such as video mobile phones and PDAs. © 2003 IEEE.",Application software; Computer vision; Databases; Digital cameras; Handheld computers; Hidden Markov models; Mobile handsets; Smoothing methods; Streaming media; Viterbi algorithm,Algorithms; Application programs; Cellular telephone systems; Computer vision; Database systems; Digital cameras; Hand held computers; Hidden Markov models; Markov processes; Media streaming; Palmprint recognition; Signal processing; Telephone sets; Trajectories; Video cameras; Video streaming; Viterbi algorithm; Discrete observations; Hand-gesture recognition; Hidden markov models (HMMs); Mobile handsets; Sequence of angles; Smoothing methods; Streaming media; Viterbi path counting; Gesture recognition,,,,,,,,,,,"Yang, J., Xu, Y., Chen, C.S., Gesture Interface: Modeling and Learning (1994) IEEE International Conference on Robotics and Automation, 2, pp. 1747-1752; Gersho, A., Gray, R.M., (1991) Vector Quantization and Signal Compression, , Kluwer Academic Press; (2003) Palm Products-Ways to Enter Data into a Palm Handheld, , http://www.palm.com/us/products/input/, Aug; Kundu, A., He, Y., Bahl, P., Recognition of Handwritten Words: First and Second Order Hidden Markov Model Based Approach (1989) Pattern Recognition, 22 (3), p. 283; Heckenberg, D., Lovell, B.C., MIME: A Gesture-Driven Computer Interface (2000) Proceedings of Visual Communications and Image Processing, 4067, pp. 261-268. , SPIE, Perth 20-23 June; (2003) Intel Open Source Computer Vision Library Reference Manual, , www.intel.com/research/mrl/research/opencv, Aug; Rabiner, L.R., A Tutorial on Hidden Markov Models and Selected Applications in Speech Recognition (1989) Proc. of the IEEE, 77 (2), pp. 257-286; Stolcke, A., Omohundro, S., Hidden Markov Model induction by Bayesian model merging (1993) Advances in Neural Information Processing Systems, pp. 11-18. , Morgan Kaufmann, San Mateo, United States of America, CA",,,The IEEE Computer Society;The IEEE Signal Processing Society,Institute of Electrical and Electronics Engineers Inc.,"3rd IEEE International Symposium on Signal Processing and Information Technology, ISSPIT 2003",14 December 2003 through 17 December 2003,,114394.0,,0780382927; 9780780382923,,,English,"Proc. IEEE Int. Symp. Signal Process. Inf. Technol., ISSPIT",Conference Paper,Final,,Scopus,2-s2.0-70449607175
"Evans D.L., Gray G.L., Krause S., Martin J., Midkiff C., Notaros B.M., Pavelich M., Rancour D., Reed-Rhoads T., Steif P., Streveler R., Wage K.",35576528000;7401812257;7102583958;57207967930;6602160495;35612330300;7004049919;6603116872;17435744600;7005416374;6602166384;6602658608;,Progress on concept inventory assessment tools,2003,"Proceedings - Frontiers in Education Conference, FIE",1,, 1263392,T4G1,T4G8,,64.0,10.1109/FIE.2003.1263392,https://www.scopus.com/inward/record.uri?eid=2-s2.0-78649838708&doi=10.1109%2fFIE.2003.1263392&partnerID=40&md5=dac55e12f2d77a763db75f7ffe5d7980,"CRESMET, Arizona State University, Tempe, AZ, United States; Penn State University, University ParkPA, United States; Arizona State University, Tempe, AZ, United States; University of Wisconsin, Madison, WI, United States; Department of Mechanical Engineering, University of Alabama, Tuscaloosa, AL, United States; University of Massachusetts-Dartmouth, Dartmouth, MA, United States; Chemistry and Geochemistry Department, Colorado School of Mines, Golden, CO, United States; Industrial Engineering Department, University of Oklahoma, Norman, OK, United States; Mechanical Engineering Department, Carnegie Mellon University, Pittsburgh, PA, United States; Colorado School of Mines, Golden, CO, United States; Electrical and Computer Engineering Department, George Mason University, Fairfax, VA, United States","Evans, D.L., CRESMET, Arizona State University, Tempe, AZ, United States; Gray, G.L., Penn State University, University ParkPA, United States; Krause, S., Arizona State University, Tempe, AZ, United States; Martin, J., University of Wisconsin, Madison, WI, United States; Midkiff, C., Department of Mechanical Engineering, University of Alabama, Tuscaloosa, AL, United States; Notaros, B.M., University of Massachusetts-Dartmouth, Dartmouth, MA, United States; Pavelich, M., Chemistry and Geochemistry Department, Colorado School of Mines, Golden, CO, United States; Rancour, D., University of Massachusetts-Dartmouth, Dartmouth, MA, United States; Reed-Rhoads, T., Industrial Engineering Department, University of Oklahoma, Norman, OK, United States; Steif, P., Mechanical Engineering Department, Carnegie Mellon University, Pittsburgh, PA, United States; Streveler, R., Colorado School of Mines, Golden, CO, United States; Wage, K., Electrical and Computer Engineering Department, George Mason University, Fairfax, VA, United States","The Foundation Coalition and others have been working on the development of Concept Inventory (CI) assessment instruments patterned after the well-known Force Concept Inventory (FCI) instrument of Halloun and Hestenes. Such assessment inventories can play an important part in relating teaching techniques to student learning. Work first got started two years ago an CIs for the subjects of thermodynamics; solid mechanics; signals and processing; and electromagnetics. Last year work got underway on CIs for circuits; fluid mechanics; engineering materials; transport processes; and statistics. This year work began on chemistry; computer engineering; dynamics; electronics; and heat transfer. This panel session will discuss the progress on these concept inventories. More, importantly, the panelists will discuss the early student data that are emerging from the process of continuous improvement of the instruments. Results will be compared to the data collected by Hake that are segregated by how the content was managed and delivered (e.g., ""traditional"" lecture mode compared to the ""interactive engagement"" mode, as defined by Hake). Discussions of effective practices for use in the development of CIs will also be discussed. © 2003 IEEE.",Assessment; Concepts; Continuous improvement; Engineering sciences; Evaluation; Misconceptions,Contacts (fluid mechanics); Fluid mechanics; Heat transfer; Thermodynamics; Assessment; Concepts; Continuous improvements; Engineering science; Evaluation; Misconceptions; Students,,,,,"National Science Foundation, NSF: EEC-9802942",,,,,,"Lessons from Thin Air, Private Universe, and Can We Believe Our Eyes?, , All available from the Annenberg/CPB Math and Science Collection, P.O.Box 2345, South Aburlington, VT 05407-2345; Barker, V., Millar, R., Student's reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course? (2000) International Journal of Science Education, 22, pp. 1171-1200; Thomas, P.L., Schwenz, R.W., College physical chemistry students' concepts of equilibrium and fundamental thermodynamics (1998) Journal of Research in Science Teaching, 35, pp. 1151-1160; Brown, D.E., Clement, J., Misconceptions concerning Newton's law of action and reaction: The underestimated importance of the third law (1987) Proceedings of the Second International Seminar: A Misconceptions and Educational Strategies in Science and Mechanics, 3, pp. 39-53. , J. D. Novak (ed.), Ithaca, NY: Cornell University; Brown, D.E., Clement, J., Overcoming misconceptions via analogical reasoning: Abstract transfer versus explanatory model construction (1989) Instructional Science, 18, pp. 237-261; Clement, J., Students' preconceptions in introductory mechanics (1982) American Journal of Physics, 50, pp. 66-70; Clement, J., A conceptual model discussed by Galileo and used intuitively by physics students (1983) Mental Models, pp. 325-340. , D. Gentner and Stevens A. (eds.), Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; Clement, J., Overcoming students' misconceptions in physics: The role of anchoring intuitions and analogical validity (1987) Proceedings of the Second Internation Seminar on Misconceptions and Educational Strategies in Science and Mathematics, pp. 84-97. , J. D. Novak (ed.), Ithaca, NY: Cornell University; Confrey, J., A review of the research on student conceptions in mathematics, science and programming (1990) Review of Research in Education, 16, pp. 3-56. , C. Cazden (ed.), Washington DC: American Educational Research Association; DiSessa, A., Unlearning Aristotelian physics: A study of knowledge-based learning (1982) Cognitive Science, 6. , 37-35; DiSessa, A., Phenomenology and the evolution of intuition (1983) Mental Models, pp. 15-33. , D. Gentner and A. Stevens (eds.), Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; Eylon, E., Linn, M., Learning and instruction: An examination of four research perspectives in science education (1988) Review of Educational Research, 58, pp. 251-301; McCloskey, M., Intuitive physics (1983) Scientific American, 248, pp. 122-130; McCloskey, M., Naïve theories of motion (1983) Mental Models, pp. 299-324. , D. Gentner & A. Stevens (eds.), Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; McCloskey, Cartoon physics (1984) Psychology Today, 18 (4), pp. 52-58; McCloskey, M., Caramazza, A., Green, B., Curvilinear motion in the absence of external forces: Naïve beliefs about the motion of objects (1980) Science, 210, pp. 1139-1141; Minstrell, J.A., Explaining the ""at rest"" condition of an object (1982) The Physics Teacher, 30, pp. 10-14; Roncato, S., Rumiati, R., Naïve statics: Current misconceptions of equilibrium (1986) Journal of Experimental Psychology: Learning Memory and Cognition, 12, pp. 361-377; Vienott, L., LaRaisonnement spontané en dynamique elementaire (1979) Spontaneous Reasoning in Elementary Mechanics, , Paris: Hermann; Vosniadou, S., On the nature of children's naïve knowledge in astronomy (1989) The Psychology of Learning Science, pp. 149-517. , S. M. Glynn, R. H. Yeany and B. K. Britton (eds.). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc; Lewis, Linn, Heat energy & temperature concepts of adolescents, adults, and experts: Implications for curricular improvements (1994) Journal of Research in Science Teaching, 31 (6), pp. 657-677; Banerjee, A.C., Teaching chemical equilibrium and thermodynamics to undergraduate general chemistry classes (1995) Journal of Chemical Education, 72, pp. 879-887; Beall, H., Probing student misconceptions in thermodynamics with in-class writing (1994) Journal of Chemical Education, 71, pp. 1056-1057; Ben-Zvi, R., Non-science oriented students and the second law of thermodynamics (1999) International Journal of Science Education, 21, pp. 1251-1267; Erickson, G., Heat and temperature (1985) Children's Ideas in Science (52-84), , R. Driver, E. Guesne, and A. Tiberghien, Philadelphia, PA: Open University Press; Granville, M.F., Student's misconceptions in thermodynamics (1985) Journal of Chemical Education, 62, pp. 695-697; Harrison, A.G., Grayson, D.J., Treagust, D.F., Investigating a grade 11 student's evolving conceptions of heat and temperature (1999) Journal of Research in Science Teaching, 36, pp. 55-87; Johnstone, A.H., MacDonald, J.J., Webb, G., Thermochemistry misconceptions in school thermodynamics (1977) Physics Education, 12, pp. 248-251; Kesidou, S., Duit, R., Glynn, S.M., Conceptual development in physics: Students' understanding of heat (1995) Learning Science in the Schools: Research Reforming Practice, , S.M. Glynn and R. Duit, (ed.), Mahwah, NJ: Erlbaum; Kesidou, S., Duit, R., Students' conceptions of the second law of thermodynamics: An interpretive study (1993) Journal of Research in Science Teaching, 30, pp. 85-106; Linn, M.C., Songer, N.B., Teaching thermodynamics to middle school students: What are appropriate cognitive demands? (1991) Journal of Research in Science Teaching, 28, pp. 885-918; Loverude, M.E., Heron, P.R.L., Kautz, C.H., Students understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an deal gas Physics Education Research, , American Journal of Physics Supplement, In Press; Rozier, S., Viennot, L., Students' reasonings in thermodynamics (1991) Journal of Science Education, 13, pp. 159-170; Shayer, M., Wlyam, H., The development of he concepts of heat and in 10-13 year olds (1981) Journal of Research in Science Teaching, 18, pp. 419-434; Stavy, R., Berkovitz, B., Cognitive conflict as a basis for teaching quantitative aspects of the concept of temperature (1980) Science Education, 64, pp. 679-692; Thomas, P.L., (1997) Student Conceptions of Equilibrium and Fundamental Thermodynamic Concepts in College Physics Chemistry, , Ph.D. Dissertation, University of Northern Colorado, UMI# 9729078, Ann Arbor, MI: UMI; Tiberghien, A., The development of ideas on heat and temperature] with teaching (1985) Children's Ideas in Science, pp. 67-84. , R. Driver, E. Guesne, and A. Tiberghien, (ed.). Philadelphia, PA: Open University Press; Van Roon, P.H., Van Sprang, H.F., Verdonk, A.H., Work and heat: On the road towards thermodynamics (1994) International Journal of Science Education, 16, pp. 131-144; Clough, E.E., Driver, R., Secondary students' conceptions of the conduction of heat: Bringing together scientific and personal views (1985) Physics Education, 20, pp. 176-182; Erickson, G.L., Children's conceptions of heat and temperature (1979) Science Education, 63, pp. 221-230; Erickson, G.L., Children's viewpoints of heat: A second look (1980) Science Education, 64, pp. 323-336; Lewis, E., Stern, J., Linn, M.C., The effect of computer simulations on introductory thermodynamic understanding (1993) Educational Technology, 33, pp. 45-58. , Research Section; Lewis, E.L., (1987) A Study of Knowledge Elements Present in the Head and Temperature Concepts of Adolescents and Naive Adults, , Berkeley, CA: University of California, Computer as Lab Partner Project; Lewis, E.L., (1991) The Process of Scientific Knowledge Acquisition among Middle School Students Learning Thermodynamics, , Unpublished doctoral dissertation, University of California, Berkeley, CA; Linn, M.C., Songer, N.B., Lewis, E.L., Stern, J., Using technology to teach thermodynamics: Achieving integrated understanding (1993) Advanced Technologies in the Teaching of Math and Science, 107, pp. 5-60. , D. L. Ferguson, (ed.), Berlin: Springer-Verlag; Solomon, J., Learning about energy: How pupils think in two domains (1983) European Journal of Science Education, 5, pp. 49-59; Tiberghien, A., Modes and conditions of learning. An example: The learning of some aspects of the concepts of heat (1980) Cognitive Development Research in Science and Mathematics, pp. 288-309. , W.F. Archenhold, R.H. Driver, A. Orton, & C. Wood-Robing (eds.). Leeds, UK: University of Leeds; Wiser, M., Carey, S., When heat and temperature were one (1983) Mental Models, pp. 267-298. , D. Gentner & A. Stevens, (eds.), Hillsdale, NJ: Erlbaum; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) The Physics Teacher, 30, p. 141; Hestenes, D., Who needs physics education research (1998) American Journal of Physics, 66, p. 336; Hake, R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Hestenes, D., Halloun, I., Interpreting the force concept inventory (1995) The Physics Teacher, 33, pp. 502-505; Hestenes, D., Halloun, I., The initial knowledge state of college physics students (1995) American Journal of Physics, 53, p. 11; Hestenes, D., Wells, M., A mechanics baseline test (1992) The Physics Teacher, 30, pp. 159-166; Mazur, E., (1992) Optics and Photonics News, 3, p. 38; Mazur, E., (1997) Peer Instruction: A User's Manual, , Upper Saddle River, New Jersey: Prentice Hall; Miller, R., Olds, B., Streveler, R., Developing an Outcomes Assessment Instrument for Identifying Engineering Student Misconceptions in Thermal and Transport Sciences (NSF ASA Grant DUE-0127806); Reed-Rhoads, Teri, NSF ASA grant DUE-0206977; Wage, K.E., Buck, J.R., Welch, T.B., Wright, C.H.G., Testing and validation of the signals and systems concept inventory (2002) Proceedings of the 2nd IEEE Signal Processing Education Workshop, , Pine Mountain, GA; Krause, S., Decker, J.C., Griffin, R., Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses (2003) Proceedings 2003 Frontiers in Education Conference, , Boulder, CO; Linstone, H.A., Turoff, M., (1975) The Delphi Method: Techniques and Applications, , Reading, MA: Addison-Wesley; Clayton, M.I., Delphi: A technique to harness expert opinion for critical decision-making tasks in education (1997) Educational Psychology, 17 (4), pp. 373-386; Gray, G., Evans, D., Cornwell, P., Costanzo, M, Seif, B., Toward a nationwide dynamics concept inventory assessment test (2003) Proceedings, 2003 ASEE Annual Conference, , Nashville, TN; (2003) AP Central, Sample Syllabi, , http://apcentral.collegeboard.com/; Stone, A., Rhoads, T., Muphy, S., Saha, The statistics concept inventory: A pilot study (2003) Proceedings 2003 Frontiers in Education Conference, , Boulder, CO; Schau, C., Stevens, J., Dauphinee, T.L., Del Vecchio, A., The development and validation of the survey of attitudes toward statistics (1995) Educational and Psychological Measurement, 53, pp. 868-875. , http://www.unm.edu/-cschau/downloadsats.pdf",,,American Society for Engineering Education (ASEE) - Educational Research and Methods Division;IEEE Computer Society;IEEE Education Society,Institute of Electrical and Electronics Engineers Inc.,"33rd Annual Frontiers in Education, FIE 2003",5 November 2003 through 8 November 2003,,114471.0,15394565,0780379616,PFECD,,English,Proc. Front. Educ. Conf. FIE,Conference Paper,Final,,Scopus,2-s2.0-78649838708
Ahonen T.T.,7004554890;,3G - Pros and cons,2003,"Proceedings of the 7th International Conference on Telecommunications, ConTEL 2003",1,, 1214619,27,32,,,10.1109/CONTEL.2003.176885,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946822707&doi=10.1109%2fCONTEL.2003.176885&partnerID=40&md5=2c15070f6e0227c26d3d61f29748a845,"TomiAhonen Consulting, London, United Kingdom","Ahonen, T.T., TomiAhonen Consulting, London, United Kingdom","Third Generation (3G) cellular telecoms business has witnessed an incredible worldwide stage of hype up to the Summer of 2000, followed by increasingly deep despair through the Autumn of 2001, and now settling into more realistic evaluations of the business opportunity today. Many remarkably frightening news items emerged over the past few years suggesting the whole 3G business was doomed. This paper examines some of the most relevant issues such as 3G licence fees, network roll-outs, service portfolios, customer acceptance, as well as threats from W-LAN (Wireless Local Area Networks) and so-called 4G (Fourth Generation mobile telecoms). The conclusions and recommendations of this paper include recognising that the 3G licence fees paid are perfectly in line with normal business in all countries around the world except for two - the UK and Germany. Any discussion about 3G being crippled because of exorbitant licence costs are not in line with reality in any other countries except the two mentioned. The various risks of threats from such areas as 2.5G (mobile telecoms enhancements to second generation systems) and W-LAN are mainly complementary, not conflicting, while hype about so-calloed 4G is totally irresponsibly self-serving before spectrum allocation and basic standardization of 4G can be achieved, some time near the end of this decade. The services for 3G need to be developments from current 2G and 2.5G services, and customers must be trained to learn to use mobile services with their current handsets and on current networks, and then migrated gradually to more advanced networks. And finally mobile operators need to learn to focus their efforts to various types of customers by their needs, and not try to offer everything to everybody. © 2003, Institute of Electrical and Electronics Engineers Inc. All rights reserved.",Computer hacking; Costs; Focusing; Internet; Licenses; Portfolios; Standardization; Telecommunications; Telephone sets; Wireless LAN,Costs; Focusing; Global system for mobile communications; Internet; Personal computing; Sales; Standardization; Telecommunication; Telephone sets; Wireless local area networks (WLAN); Business opportunities; Computer hacking; Customer acceptance; Licenses; Portfolios; Realistic evaluations; Second generation systems; Third generation (3G); Local area networks,,,,,,,,,,,"UMTS Forum 19 October 2001; (2003) 3G Deployment Map, , TomiAhonen Consulting March; (2003) Global Mobile Dialogue, , March; Making Money with 3G (2001) Nokia White Paper","Ahonen, T.T.; TomiAhonen ConsultingUnited Kingdom",Mikuc M.Jevtic D.,,Institute of Electrical and Electronics Engineers Inc.,"7th International Conference on Telecommunications, ConTEL 2003",11 June 2003 through 13 June 2003,,113972.0,,9531840520; 9789531840521,,,English,"Proc. Int. Conf. Telecommun., ConTEL",Conference Paper,Final,,Scopus,2-s2.0-84946822707
"Roselli R.J., Brophy S.P.",7004536171;7003802768;,Exploring an electronic polling system for the assessment of student progress in two biomedical engineering courses,2002,ASEE Annual Conference Proceedings,,,,11807,11814,,19.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-8744257517&partnerID=40&md5=7e10e4f200574791bd3a92eab63ba1eb,"Department of Biomedical Engineering, Vanderbilt University, Nashville, TN 37235, United States; Learning Technology Center, Vanderbilt University, Nashville, TN 37235, United States","Roselli, R.J., Department of Biomedical Engineering, Vanderbilt University, Nashville, TN 37235, United States; Brophy, S.P., Learning Technology Center, Vanderbilt University, Nashville, TN 37235, United States","The assessment of student progress in biomedical engineering courses using classroom communication systems (CCS) is described. CCS system engage students durinmg class by providing them with timely feedback and assisting the instructor in introducing new material. It helps in delivery of appropriate question to the entire class and in retrieval of individual student responses to the question. It also helps to capture short answers adn a tool to display and organize the results, which could open up the range of learning activities that occur in the classroom.",,Classroom communication systems (CCS); Electronic polling system; Infrared technology; Personal response system (PRS); Biomechanics; Biomedical engineering; Feedback; Learning systems; Physiology; Process control; Professional aspects; Students; Engineering education,,,,,,,,,,,"Schwartz, D.L., Lin, X., Brophy, S., Bransford, J.D., Toward the development of flexibly adaptive instructional designs (1999) Instructional Design Theories and Models, 2. , Reigeluth (Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates; Dufresne, R.J., Gerace, W.J., Classtalk: A classroom communication system for active learning (1996) J. Comput. in H. Ed., 7, pp. 3-47; Mestre, J.P., Gerace, W.J., Dufresne, R.J., Leonard, W.J., Promoting active learning in large classes using a classroom communication system (1997) The Changing Role of Physics Departments in Modern Universities: Proc. of the Intl. Conf. on Undergraduate Physics Education, pp. 1019-1036. , E.F. Redish & J.S. Rigden (Eds.), Woodbury, NY, American Instit. Of Physics; Wenk, L., Dufresne, R., Gerace, W., Leonard, W., Mestre, J., Technology assisted active learning in large lectures (1997) Student-active Science: Models of Innovation in College Science Teaching, pp. 431-452. , C. D'Avanzo & A. McNichols (Eds.), Philadelphia Saunders Publishing; Eric, M., Understanding or memorization: Are we teaching the right thing (1997) Conference on the Introductory Physics Course, pp. 113-124. , Ed. Jack Wilson, Wiley, New York; Eric, M., Peer instruction: Getting students to think in class (1997) The Changing Role of Physics Departments in Modern Universities, Part Two: Sample Classes, pp. 981-988. , AIP Conference Proceedings, Ed. Edward F. Redish and John S. Rigden, American Institute of Physics, Woodbury, New York; Mazur, E., (1997) Peer Instruction - A User's Manual, p. 253. , Series in Educational Innovation, Prentice Hall, Upper Saddle River, New Jersey","Roselli, R.J.; Department of Biomedical Engineering, Vanderbilt University, Nashville, TN 37235, United States",,"American Society for Engineering Education, ASEE",,2002 ASEE Annual Conference and Exposition: Vive L'ingenieur,16 June 2002 through 19 June 2002,"Montreal, Que.",63711.0,01901052,,ACOPD,,English,ASEE Annu. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-8744257517
"Dempster W., Lee C.K., Boyle J.T.",7005826257;26662799600;7401974353;,Teaching of thermodynamics and fluid mechanics using interactive learning methods in large classes,2002,ASEE Annual Conference Proceedings,,,,6471,6481,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-8744234957&partnerID=40&md5=b0e8aeddb56318de44aa58d6f114b5fa,"Dept. of Mechanical Engineering, University Strathclyde, Glasgow, United Kingdom","Dempster, W., Dept. of Mechanical Engineering, University Strathclyde, Glasgow, United Kingdom; Lee, C.K., Dept. of Mechanical Engineering, University Strathclyde, Glasgow, United Kingdom; Boyle, J.T., Dept. of Mechanical Engineering, University Strathclyde, Glasgow, United Kingdom","In this paper the successful implementation of interactive learning techniques to the teaching of large classes is discussed. It is believed that a number of factors, including the use of peer instruction, classroom communications systems and a team teaching approach has led to the success of the techniques. The practical implementation of the technique is presented for the difficult topic of Thermodynamic and Fluid Mechanics.",,Curricula; Engineering education; Fluid mechanics; Learning systems; Students; Thermodynamics; Classrooms; Engineering courses; Interactive learning; Teaching,,,,,,,,,,,"Bligh, A.B., (1971) What's the Use of Lectures, , Penguin Education; Boyle, J.T., Nicol, D.J., The impact of classroom communication systems, peer discussion and prompt feedback on student learning in a large class setting (2001) International Conference on Communica Tion, Problem Solving and Learning, , Glasgow; Cengel, T., Turner, R., (2001) Fundamentals of Thermal -Fluid Sciences, , McGraw Hill; Gerace, W.J., Dufresne, R.J., Leonard, W., Using technology to implement active learning in large classes (1999) University of Massachusetts Education Research Group Report, , PERG -1999#11 -NOV#2-22pp; Lewins, J.D., Teaching thermodynamics (1984) Proceedings of A Workshop Held at Cambridge University, , September; Leonard, W., Gerace, W.J., Dufresne, R.J., Mestre, J.P., Concept based problem solving (1999) Taken from Minds on Physics, , Kendal/Hunt Publishing Company; Mazur, E., Peer instruction (1997) A Users Manual, , Prentice Hall","Dempster, W.; Dept. of Mechanical Engineering, University Strathclyde, Glasgow, United Kingdom",,"American Society for Engineering Education, ASEE",,2002 ASEE Annual Conference and Exposition: Vive L'ingenieur,16 June 2002 through 19 June 2002,"Montreal, Que.",63711.0,01901052,,ACOPD,,English,ASEE Annu. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-8744234957
"Zhang L., Shao S.H., Zeng X., Xiaohui C.",57211152468;7102636521;7403248017;6504795208;,Development of remote learn system on mobile internet,2002,Proceedings of the World Congress on Intelligent Control and Automation (WCICA),2,,,1448,1451,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0036951407&partnerID=40&md5=9a71c709c8aef97cb5002f761bb0ec56,"College of Information Engineering, Donghua University, Shanghai City 200051, China; Stake Key Lab. of Rolling/Automat., Northeastern University, Shenyang City 110004, China","Zhang, L., College of Information Engineering, Donghua University, Shanghai City 200051, China; Shao, S.H., College of Information Engineering, Donghua University, Shanghai City 200051, China; Zeng, X., College of Information Engineering, Donghua University, Shanghai City 200051, China; Xiaohui, C., Stake Key Lab. of Rolling/Automat., Northeastern University, Shenyang City 110004, China","In order to make international visitors to surge education websites and study on-line at any time, anywhere by mobile handsets, the mobile communication principle of remote learn system on mobile internet is given out. The implementation method for the dynamic production of tests on home page of the learn system are elaborated by using programming technology of active server pages 3.0 and wireless makeup language. The query of exam information and automatic marking of test questions can be easily realized by the developed learn system under mobile internet environment according to users' requirement.",,Internet; Learning systems; Mobile telecommunication systems; Online systems; Servers; Telephone sets; Websites; Mobile handsets; Mobile internet; Wireless makeup language; Intelligent control,,,,,,,,,,,"AU-System delivers solution for mobile banking Services in Singapore http://www.wapforum.org/new/20010517344AU-.htm; Nokia and America online announce plans to develop AOL's popular instant messenger application for Nokia wireless devices http://www.mobic.com/news/2000./02/nokia_and_america_online_announc.htm; Wireless application protocol architecture specification http://www.wapforum.org; Wireless application environment specification (1999), http://www.wapforum.org; WML script standard libraries specification (1999), http://www.wapforum.org; Developer's guide, NOKIA WAP TOOLKIT, version 2.0 http://www.forum.nokia.com; Huang, G.Y., (2001) Practical Service Design of WAP Page, pp. 185-192. , Science Press, China","Zhang, L.; College of Information Engineering, Donghua University, Shanghai City 200051, China",Xi YCao XGuo L,IEEE,,Proceedings of the 4th World Congress on Intelligent Control and Automation,10 June 2002 through 14 June 2002,Shanghai,60615.0,,,,,English,Proc. World Congr. Intelligent Control Autom. WCICA,Conference Paper,Final,,Scopus,2-s2.0-0036951407
"Benbasat J.A., Gass C.L.",6506674418;7006678140;,"Reflections on integration, interaction, and community: The science one program and beyond",2002,Ecology and Society,5,2,,,,,12.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-54249157128&partnerID=40&md5=e5ca8a722323375cadaf1e8184fe17ea,"University of British Columbia, Canada; Coordinated Sciences Program, Department of Zoology, University of British Columbia, Vancouver, BC V6T 1Z4, Canada","Benbasat, J.A., University of British Columbia, Canada; Gass, C.L., University of British Columbia, Canada, Coordinated Sciences Program, Department of Zoology, University of British Columbia, Vancouver, BC V6T 1Z4, Canada","We describe three interrelated programs in interdisciplinary, undergraduate science education, two at the first-year level and the third an upper-division degree program. They are administered through the Faculty of Science, rather than through individual departments, and are taught by multidisciplinary teams of professors from various departments. In contrast to many programs discussed in the literature, these programs are intended for majors and honors students in all scientific disciplines. They aim to develop transferable skills and a broad outlook on science, in addition to a rigorous foundation in disciplinary knowledge. Interactive engagement and integration of content across disciplines are at the core of the approach. Each program brings together a strong community of scholars that includes students, faculty, staff, and administrators. We explore the benefits of these communities to students and describe the attraction and challenges for the faculty and students who work in them. In that context, we discuss institutional challenges that we faced in creating and sustaining those communities, and in disseminating the ideas on which they are based. In conclusion, we consider the general problem of designing and implementing cross-disciplinary programs. Copyright © 2002 by the author(s). Published here under license by The Resilience Alliance.",Diffusion of innovation; Integrated Sciences program; Integration of knowledge; Interactive engagement; Interdisciplinary programs; Interdisciplinary science education; Learning community; Science One program; University of British Columbia,,,,,,,,,,,,"André, R., Frost, P.J., Introduction: Leading the learning experience (1997) Researchers Hooked on Teaching: Noted Scholars Discuss the Synergies of Teaching and Research, , R. André and P. J. Frost, editors, Foundations of Organizational Science, Sage Publications, Thousand Oaks, London, New Delhi; Bandler, R., Grinder, J., (1975) The Structure of Magic. I. A Book about Language and Therapy, , Science and Behavior Books, Palo Alto, California, USA; Bechtel, W., The nature of scientific integration (1998) Interdisciplinarity: Essays from the Literature, , W. H. Newell, editor. The College Board, New York, New York, USA; Benbasat, J., (1999) Everything You Wanted to Know about Science One: Report to the External Review Committee, , Unpublished document. University of British Columbia; (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain, , Bloom, B. S., editor. Longman, Green & Co., New York, New York, USA; Bohm, D., Some remarks on the notion of order (1969) Towards a Theoretical Biology, , C. H. Waddington, editor. Aldive Press, Chicago, Illinois, USA; (1998) Reinventing Undergraduate Education: A Blueprint for America's Research Universities, , Or see a text file; Brewer, W.F., The problem of meaning and the higher mental processes (1973) Cognition and the Symbolic Processes, , W. B. Weimer and D. Palermo, editors. Lawrence Erlbaum, Hillsdale, New Jersey, USA; Carolan, J., Comments on teaching physics in Science One (1999) Everything You Wanted to Know about Science One: Report to the External Review Committee, , J. Benbasat Unpublished document. University of British Columbia; Chomsky, N., (1979) Language and Responsibility: Based on Conversations with Mitsou Ronat, , Pantheon Books, New York, New York, USA; Davis-Case, D., The reflective practitioner: Teaching and learning in community-based forest management (2001) Conservation Ecology, 5 (2), p. 15. , http://www.ecologyandsociety.org/vol5/iss2/art15, online; Dryden, N., Science One graduate performance (1999) Everything You Wanted to Know about Science One: Report to the External Review Committee, , J. Benbasat. . Unpublished document. University of British Columbia; Edwards, A.F., (1996) Interdisciplinary Undergraduate Programs: A Directory. 2nd Edition, , Copley, Acton, Massachussetts, USA; Elby, A., Helping physics students learn how to learn (2001) Phys. Educ. Res. American Journal of Physics, 69, pp. 554-564; Elliott, J.P., McTaggart Cowan, I., Holling, C.S., Prey capture by the African lion (1977) Canadian Journal of Zoology, 55, pp. 1811-1828; (1996) Strategic Plan, , University of British Columbia; Gaff, J.G., Avoiding the potholes. Strategies for reforming general education (1998) Interdisciplinarity. Essays from the Literature, , W. H. Newell, editor. The College Board, New York, New York, USA; Gass, C.L., Behavioral foundations of adaptation (1985) Perspectives in Ethology, 7, pp. 63-107. , P. P. G. Bateson and P.H. Klopfer, editors. Plenum Press, New York, New York, USA; Gass, C.L., (1995) Some Ideas about Teaching, , Unpublished manuscript; Gibb, J.R., (1978) Trust: A New View of Personal and Organizational Development, , Guild of Tutors Press, Los Angeles, California, USA; Hake, R.R., Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66, pp. 64-74; Hake, R.R., Lessons from the physics education reform effort Conservation Ecology, , In press; Halloun, I., Hake, R.R., Mosca, E.P., Hestenes, D., Force concept inventory (1995) Peer Instruction: A User's Manual, 253p. , E. Mazur. 1997. Prentice-Hall, Upper Saddle River, New Jersey, USA; Hestenes, D., Wells, M., Swackhamer, G., Force concept inventory (1992) Physics Teacher, 30, pp. 141-158. , The Force Concept Inventory was revised in 1995. See Halloun et al. 1995; Holling, C.S., The components of predation as revealed by a study of small-mammal predation of the European pine sawfly (1959) The Canadian Entomologist, 91, pp. 293-320; Holling, C.S., The functional response of predators to prey density and its role in mimicry and population regulation (1965) Memoirs of the Entomological Society of Canada, 45, pp. 1-60; Holling, C.S., What barriers? What bridges? (1995) Barriers and Bridges to the Renewal of Ecosystems and Institutions, , L. H. Gunderson, C. S. Holling, and S. S. Light, editors. Columbia University Press, New York, New York, USA; Holling, C.S., Jones, D.D., Clark, W.C., Ecological policy design: A study of forest and pest management (1979) Pest Management, , G. A. Norton and C. S. Holling, editors. Pergamon Press, Oxford, United Kingdom; Klein, J.T., (1990) Interdisciplinarity: History, Theory, & Practice, , Wayne State University Press, Detroit, Michigan, USA; Laing, R.D., (1972) The Politics of the Family and Other Essays, , Vintage, New York, New York, USA; Laverty, T.M., Bumble bee foraging: Floral complexity and learning (1980) Canadian Journal of Zoology, 58, pp. 1324-1335; Lertzman, D.A., Rediscovering rites of passage: Education, transformation and the transition to sustainability Conservation Ecology, , In press; Maturana, H.R., Guiloff, G.D., The quest for the intelligence of intelligence (1980) Journal of Social and Biological Structures, 3, pp. 135-148; Nashon, S.M., Teaching physics through analogies (2000) OISE Papers in STSE Education, 1, pp. 209-223; Nelson, D.L., Cox, M.M., (2000) Lehninger Principles of Biochemistry. 3rd Edition, , Worth Publishing, New York, New York, USA; Newell, W.H., The case for interdisciplinary studies: Response to Professor Benson's five arguments (1998) Interdisciplinarity: Essays from the Literature, pp. 109-122. , W. H. Newell, editor. The College Board, New York, New York, USA; Newell, W.H., Green, W.J., Defining and teaching interdisciplinary studies (1998) Interdisciplinarity: Essays from the Literature, pp. 23-34. , W. H. Newell, editor. The College Board, New York, New York, USA; Peterson, G., Gunderson, L., Gass, C.L., Theories for sustainable futures: Lessons from an interdisciplinary short course Conservation Ecology, , In press; Rogers, C.R., (1958) The Characteristics of a Helping Relationship, , Unpublished manuscript; Rogers, E.M., (1995) Diffusion of Innovations, , The Free Press, New York, New York, USA; Simon, H.A., The organization of complex systems (1973) Hierarchy Theory: The Challenge of Complex Systems, , H. H. Pattee, editor. Praziller, New York, New York, USA; Snow, C.P., (1964) The Two Cultures: And a Second Look, , New American Library, New York, New York, USA; Tobias, S., (1990) They're Not Dumb, They're Different: Stalking the Second Tier, , Research Corporation: A Foundation for the Advancement of Science, Tucson, Arizona, USA; (2000) Trek 2000: Academic Plan; Von Foerster, H., Maturana, H.R., (2000) Truth and Trust: Three Conversations between Heinz von Foerster and Humberto Maturana, , Videotape produced by Pille Bunnell. Change Management Systems and American Society for Cybernetics","Gass, C.L.; Coordinated Sciences Program, Department of Zoology, University of British Columbia, Vancouver, BC V6T 1Z4, Canada; email: gass@zoology.ubc.ca",,,,,,,,17083087,,,,English,Ecol. Soc.,Review,Final,,Scopus,2-s2.0-54249157128
"Hall S.R., Waitz I., Brodeur D.R., Soderholm D.H., Nasr R.",7402711040;7003672811;7004023684;6507503843;16043118900;,Adoption of active learning in a lecture-based engineering class,2002,Proceedings - Frontiers in Education Conference,1,,,T2A/9,T2A/15,,64.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0036953906&partnerID=40&md5=7608db7115023aa5a9f18e40eda9fb97,"Massachusetts Inst. of Technology, Department of Aeronautics, Room 33-315, 77 Massachusetts Ave., Cambridge, MA 02139-4307, United States; MIT, Department of Aeronautics, Room 1-266, Cambridge, MA, United States; MIT, Department of Aeronautics, Room 37-391, Cambridge, MA, United States; MIT, Department of Aeronautics, Room 37-375, Cambridge, MA, United States; Boston University, School of Education, Boston, MA, United States; MIT, Department of Aeronautics, Room 33-409, Cambridge, MA, United States","Hall, S.R., Massachusetts Inst. of Technology, Department of Aeronautics, Room 33-315, 77 Massachusetts Ave., Cambridge, MA 02139-4307, United States; Waitz, I., MIT, Department of Aeronautics, Room 1-266, Cambridge, MA, United States; Brodeur, D.R., MIT, Department of Aeronautics, Room 37-391, Cambridge, MA, United States; Soderholm, D.H., MIT, Department of Aeronautics, Room 37-375, Cambridge, MA, United States; Nasr, R., Boston University, School of Education, Boston, MA, United States, MIT, Department of Aeronautics, Room 33-409, Cambridge, MA, United States","Three years ago, the Department of Aeronautics and Astronautics at MIT expanded its repertoire of active learning strategies and assessment tools with the introduction of muddiest-point-in-the-lecture cards, electronic response systems, concept tests, peer coaching, course web pages, and web-based course evaluations. This paper focuses on the change process of integrating these active learning strategies into a traditional lecture-based multidisciplinary course, called Unified Engineering. The description of the evolution of active learning in Unified Engineering is intended to underscore the motivation and incentives required for bringing about the change, and the support needed for sustaining and disseminating active learning approaches among the instructors.",Active learning; Change process; Concept tests; Muddiest point in the lecture,Curricula; Information dissemination; Personnel; Students; Teaching; Technical presentations; Active learning; Concept tests; Unified engineering; Engineering education,,,,,,,,,,,"Bonwell, C.C., Eison, J.A., Active learning: Creating excitement in the classroom (1991), ASHE-ERIC Higher Education Report No. 1, George Washington University School of Education and Human Development, Washington, DC; Faust, J.L., Paulson, D.R., Active learning in the college classroom (1998) Journal of Excellence in College Teaching, 9 (2), pp. 3-24; Hake, R.R., Interactive engagement vs. Traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) American Journal of Physics, 66 (1), pp. 64-74; Meltzer, D.E., Manivannan, K., Promoting interactivity in physics lecture classes (1996) The Physics Teacher, 34, pp. 72-76; Meyers, C., Jones, T.B., (1993) Promoting Active Learning: Strategies for the College Classroom, , Jo ssey-Bass, San Francisco; Bonwell, C.C., Sutherland, T.E., The active learning continuum: Choosing activities to engage students in the classroom (1996) Using Active Learning in College Classes: A Range of Options for Faculty, New Directions for Teaching and Learning, No., (67). , in Sutherland, T. E. and Bonwell, C. C., (Eds.); Jossey-Bass, San Francisco, CA; Mazur, E., (1997) Peer Instruction: A User's Manual, , Prentice Hall; Mosteller, F., The 'muddiest point in the lecture' as a feedback device (1989) On Teaching and Learning: The Journal of the Harvard-Danforth Center, 3, pp. 10-21; Angelo, T.A., Cross, K.P., (1993) Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition, , Jossey-Bass, San Francisco; http;//www.EduCue.com/Home.htm,2002, EduCue Home Page; Novak, G.M., Patterson, E.T., Ga Vrin, A.D., Chritian, W., (1999) Just-in-Time Teaching, , Prentice-Hall, Upper Saddle River, NJ; Poulis, J., Massen, C., Robens, E., Gilbert, M., Physics lecturing with audience-paced feedback (1998) American Journal of Physics, 6 (6), pp. 439-441; (1998) Strategic Plan, , Department of Aeronautics and Astronautics, Massachusetts Institute of Technology, Cambridge, MA; Hollister, W.M., Crawley, E.F., Amir, A.R., Unified engineering: A twenty year experiment in sophomore aerospace education at MIT (1995) Journal of Engineering Education, 4 (1), pp. 13-19. , Jan; Edgerton, R., Hutchings, P., Quinlan, K., (1991) The Teaching Portfolio-Capturing the Scholarship of Teaching, , American Association of Higher Education, Washington, DC; (2002), http://galileo.harvard.edu, Project Galileo","Hall, S.R.; Massachusetts Inst. of Technology, Department of Aeronautics, Room 33-315, 77 Massachusetts Ave., Cambridge, MA 02139-4307, United States; email: Steven_Hall@mit.edu",,IEEE Education Society;IEEE Computer Society;American Society for Engineering Education,,32nd Annual Frontiers in Education; Leading a Revolution in Engineering and Computer Science Education,6 November 2002 through 9 November 2002,"Boston, MA",60625.0,01905848,,PFECD,,English,Proc Front Educ Conf,Conference Paper,Final,,Scopus,2-s2.0-0036953906
Davis S.M.,55104319800;,Research to industry: Four years of observations in classrooms using a network of handheld devices,2002,"Proceedings - IEEE International Workshop on Wireless and Mobile Technologies in Education, WMTE 2002",,, 1039218,32,38,,16.0,10.1109/WMTE.2002.1039218,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84887371106&doi=10.1109%2fWMTE.2002.1039218&partnerID=40&md5=fa54c2fdbe1fff665fb4955773577f40,"Texas Instruments, University of Texas, United States","Davis, S.M., Texas Instruments, University of Texas, United States","This paper illustrates six areas of impact on education by a classroom network of handheld devices. The author draws from four years of observations of classes using two early network prototypes. Two areas of impact for students are anonymity of data submission to the group and the ability to see their data displayed in the group space. For teachers, the two areas are the ability to instantly assess how all students are doing at any time during a lesson and the case with which the system shares data. Finally, two implications are highlighted. The networks' ability to facilitate exploratory data activities may make these types of activities more accessible to all teachers, and the ability of the network to let all students answer all questions may have an impact upon student engagement in the classroom. © 2002 IEEE.",,Data submission; Hand held device; Student engagement; Hand held computers; Students; Telecommunication equipment; Teaching,,,,,,,,,,,"Erlandson, D.A., Harris, E.L., Skipper, B.L., Allen, S.D., (1993) Doing Naturalistic Inquiry: A Guide to Methods, , Newbury Park, CA: Sage; Moschkovich, J.N., Brenner, M.E., Integrating a naturalistic paradigm into research on mathematic and science cognition and learning (2000) Research Design in Mathematic and Science Education, pp. 457-486. , A. E. Kelly and R. A. Lesh (Eds.), Mahway, NJ: Lawrence Erlbaum Associates; Stroup, W.M., The structure of generative learning in a classroom network (2002) The Annual Meeting of the American Educational Research Association, , Paper presented at, New Orleans, LA; Wilensky, U., Stroup, W.M., Participatory simulations network-based design for systems learning in classrooms (nsf award abstract - #9814682) (1998) National Science Foundation., , https://www.fastlane.nsf.gov/servlet/showaward?award=9814682, Retrieved May 24, 2002 from the World Wide Web","Davis, S.M.; Texas Instruments, University of TexasUnited States; email: sdavis@ti.com",,,,"2002 IEEE International Workshop on Wireless and Mobile Technologies in Education, WMTE 2002",29 August 2002 through 30 August 2002,Vaxjo,100680.0,,0769517064; 9780769517063,,,English,"Proc. - IEEE Int. Workshop Wirel. Mob. Technol. Educ., WMTE",Conference Paper,Final,,Scopus,2-s2.0-84887371106
"Blumberg B., Downie M., Ivanov Y., Berlin M., Johnson M.P., Tomlinson B.",7101933939;7003776202;35810536500;7006227404;55723917600;13008588900;,Integrated learning for interactive synthetic characters,2002,"Proceedings of the 29th Annual Conference on Computer Graphics and Interactive Techniques, SIGGRAPH '02",,,,417,426,,98.0,10.1145/566570.566597,https://www.scopus.com/inward/record.uri?eid=2-s2.0-77953852622&doi=10.1145%2f566570.566597&partnerID=40&md5=a8b3e22550f36d6818d32b899d24078b,"Synthetic Characters Group, Media Lab., MIT, United States","Blumberg, B., Synthetic Characters Group, Media Lab., MIT, United States; Downie, M., Synthetic Characters Group, Media Lab., MIT, United States; Ivanov, Y., Synthetic Characters Group, Media Lab., MIT, United States; Berlin, M., Synthetic Characters Group, Media Lab., MIT, United States; Johnson, M.P., Synthetic Characters Group, Media Lab., MIT, United States; Tomlinson, B., Synthetic Characters Group, Media Lab., MIT, United States","The ability to learn is a potentially compelling and important quality for interactive synthetic characters. To that end, we describe a practical approach to real-time learning for synthetic characters. Our implementation is grounded in the techniques of reinforcement learning and informed by insights from animal training. It simplifies the learning task for characters by (a) enabling them to take advantage of predictable regularities in their world, (b) allowing them to make maximal use of any supervisory signals, and (c) making them easy to train by humans.We built an autonomous animated dog that can be trained with a technique used to train real dogs called ""clicker training"". Capabilities demonstrated include being trained to recognize and use acoustic patterns as cues for actions, as well as to synthesize new actions from novel paths through its motion space.A key contribution of this paper is to demonstrate that by addressing the three problems of state, action, and state-action space discovery at the same time, the solution for each becomes easier. Finally, we articulate heuristics and design principles that make learning practical for synthetic characters. Copyright © 2002 by the Association for Computing Machinery, Inc.",animation; behavioral animation; computer games,Action spaces; Behavioral animation; Computer game; computer games; Design Principles; Integrated learning; Learning tasks; Real-time learning; Synthetic character; Three problems; Animation; Computer software; Reinforcement; Interactive computer graphics,,,,,,,,,,,"Ballard, D., (1997) An Introduction to Natural Computation, , MIT Press, Cambridge, MA; Blumberg, B., Gaylean, T., Multi-level direction of autonomous creatures for real-time virtual environments (1995) Proceedings of SIGGRAPH 1995, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Burke, R., Isla, D., Downie, M., Ivanov, Y., Blumberg, B., Creature smarts: The art and architecture of a virtual brain (2001) Proceedings of the Computer Game Developers Conference; Burke, R., (2001) Its about Time:Temporal Representation for Synthetic Characters, , Master.s thesis, The Media Lab, MIT; Coppinger, R., Coppinger, L., (2001) Dogs: A Startling New Understanding of Canine Origin, Behavior, and Evolution, , Scribner, New York, NY; Downie, M., (2000) Behavior, Animation, Music: The Music and Movement of Synthetic Characters, , Master's thesis The Media Lab, MIT; Drescher, G., (1991) Made-Up Minds:A Constructivist Approach to Artificial Intelligence, , MIT Press, Cambridge MA; Evans, R., Varieties of learning (2002) AI Game Programming Wisdom, , E. Rabin, Ed. Charles River Media, Hingham MA; Faloutsos, P., Van De Panne, M., Terzopolous, D., Composible controllers for physics-based character animation (2001) Proceedings of SIGGRAPH 2001, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Funge, J., Tu, X., Terzopolous, D., Cognitive modeling: Knowledge, reasoning and planning for intelligent characters (1999) Proceedings of SIGGRAPH 1999, , ACM Press/ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Gallistel, C.R., Gibbon, J., Time, rate and conditioning (2000) Psychological Review, 107; Gleicher, M., Retargetting motion to new characters (1998) Proceedings of SIGGRAPH 1998, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Gould, J., Gould, C., (1999) The Animal Mind, , W.H. Freeman, New York, NY; Grand, S., Cliff, D., Malhotra, A., Creatures: Artificial life autonomous agents for home entertainment (1996) Proceedings of the Autonomous Agents '97 Conference; Grzeszczuk, R., Terzopoulos, D., Automated learning of muscle-actuated locomotion through control abstraction (1995) Proceedings of SIGGRAPH 1995, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Grzeszczuk, R., Terzopoulos, D., Hinton, G., Neuroanimator: Fast neural network emulation and control of physics-based models (1998) Proceedings of SIGGRAPH 1998, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Hodgins, J., Pollard, N., Adapting simulated behaviors for new characters (1997) Proceedings of SIGGRAPH 1997, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Isla, D., Burke, R., Downie, M., Blumberg, B., A layered brain architecture for synthetic creatures (2001) Proceedings of the International Joint Conference on Artificial Intelligence; Isla, D., (2001) The Virtual Hippocampus: Spatial Common Sense for Synthetic Creatures, , Master's thesis The Media Lab, MIT; Ivanov, Y., Blumberg, B., Pentland, A., Expectation maximization for weakly labeled data (2001) Proceedings of the 18th International Conference on Machine Learning; Ivanov, Y., (2001) State Discovery for Autonomous Creatures, , PhD thesis The Media Lab, MIT; Kaelbling, L., (1990) Learning in Embedded Systems, , PhD thesis Stanford University; Kaplan, F., Oudeyer, P.-Y., Kubinyi, E., Miklosi, A., Taming robots with clicker training: A solution for teaching complex behaviors (2001) LNAI, , Proceedings of the 9th European workshop on learning robots, Springer, M. Quoy, P. Gaussier, and J. L. Wyatt, Eds; Lindsay, S., (2000) Applied Dog Behavior and Training, , Iowa State University Press, Ames, IA; Lorenz, K., Leyahusen, P., (1973) Motivation of Human and Animal Behavior: An Ethological View, , Van Nostrand Reinhold Co., New York, NY; Lorenz, K., (1981) The Foundations of Ethology, , Springer-Verlag, New York, NY; Mitchell, K., (1997) Machine Learning, , McGraw Hill, New York, NY; Perlin, K., Goldberg, A., Improv: A system for scripting interactive actors in virtual worlds (1996) Proceedings of SIGGRAPH 1996, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Pryor, K., (1999) Clicker Training for Dogs, , Sunshine Books, Inc., Waltham, MA; Rabiner, L., Juang, B.-H., (1993) Fundamentals of Speech Recognition, , Prentice Hall, Englewood Cliffs, NJ; Ramirez, K., (1999) Animal Training:Successful Animal Management Through Positive Reinforcement, , Shedd Aquarium, Chicago, IL; Resner, B., Stern, A., Frank, A., The truth about catz and dogz (1997) The Computer Games Developer Conference; Reynolds, C., Flocks, herds and schools: A distributed behavioral model (1987) Proceedings of SIGGRAPH, , ACMPress/ACM SIGGRAPH 1987, Computer Graphics Proceedings, Annual Conference Series, ACM; Rose, C., Cohen, M., Bodenheimer, B., Verbs and adverbs: Multidimensional motion interpolation (1999) IEEE Computer Graphics and Applications, 18, p. 5; Shettleworth, S.J., (1998) Cognition, Evolution and Behavior, , Oxford University Press, New York, NY; Sutton, R., Barto, A., (1998) Reinforcement Learning: An Introduction, , MIT Press, Cambridge MA; Sutton, R., Reinforcement learning architectures for animats (1991) The First International Conference on Simulation of Adaptive Behavior, , MIT Press, Paris, Fr; Therrien, C., (1989) Decision Estimation and Classification: An Introduction to Pattern Recognition and Related Topics, , John Wiley and Sons, New York, NY; Tomlinson, B., Blumberg, B., Alphawolf: Social learning, emotion and development in autonomous virtual agents (2002) First GSFC/JPL Workshop on Radical Agent Concepts; Tu, X., Terzopoulos, D., Artificial fishes: Physics, locomotion, perception, behavior (1994) Proceedings of SIGGRAPH 1994, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Van De Panne, M., Fiume, E., Sensor-actuator networks (1993) Proceedings of SIGGRAPH 1993, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Van De Panne, M., Kim, R., Fiume, E., Synthesizing parameterized motions (1994) 5th EurographicsWorkshop on Simulation and Animation; Watkins, C.J., Dayan, P., Q-learning (1992) Machine Learning, 8; Wilkes, G., (1995) Click and Treat Training Kit, , Click and Treat Inc., Mesa, AZ; Yoon, S., Blumberg, B., Schneider, G., Motivation-driven learning for interactive synthetic characters (2000) Proceedings of the Fourth International Conference on Autonomous Agents; Yoon, S., Burke, R., Blumberg, B., Interactive training for synthetic characters (2000) Proceedings of AAAI 2000","Blumberg, B.; Synthetic Characters Group, Media Lab., MITUnited States; email: ruce@media.mit.edu",,ACM Spec. Interest Group Comput. Graph. Interact. Tech.;SIGGRAPH,,"29th Annual Conference on Computer Graphics and Interactive Techniques, SIGGRAPH '02",23 July 2002 through 26 July 2002,"San Antonio, TX",80746.0,,1581135211; 9781581135213,,,English,"Proc. Annu. Conf. Comput. Graph. Interact. Tech., SIGGRAPH",Conference Paper,Final,,Scopus,2-s2.0-77953852622
"Jipping M.J., Marlowe S., Sherstov A.",6603299001;19035302100;10241484900;,Using Java to design and test hardware circuits over a classroom network,2002,"SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education)",,,,162,166,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0036373681&partnerID=40&md5=7ba2291e24e70059d207431cdc0c51d0,"Hope College, Holland, MI, United States; University of the South, Sewanee, TN, United States","Jipping, M.J., Hope College, Holland, MI, United States; Marlowe, S., University of the South, Sewanee, TN, United States; Sherstov, A., Hope College, Holland, MI, United States","A crucial part of the Computer Organization course is the design and analysis of hardware circuits. To teach this part of the course efficiently and to involve the entire class in the design of circuits, we have designed the SCAN system. Starting with a textual specification of a circuit, SCAN generates Java classes that can be used to simulate the way the circuit works. These circuits can be simulated locally or can join with other circuits to simulate larger machine function over a network. This paper describes the SCAN system, the Java classes it generates, and the way we use this in the Computer Organization class.",,Computer circuits; Computer hardware; Computer simulation; Java programming language; Hardware circuits; Computer aided instruction,,,,,,,,,,,"Banzhaf, W., (1992) Computer-Aided Circuit Analysis Using PSpice, , Prentice-Hall, ISBN 0-13-159534-2; Gibbs, N.A., Tucker, A., A model curriculum for a liberal arts degree in computer science (1986) Communications of the ACM, 20 (20), pp. 202-210. , March; Jones, D., Iowa Logic Simulator, , http://www.cs.uiowa.edu/~jones/logicsim, online; Walker, H., Schneider, G.M., A revised model curriculum for a liberal arts degree in computer science (1996) Communications of the ACM, 39 (12), pp. 85-95. , December","Jipping, M.J.; Department of Computer Science, Hope College, Holland, MI 49423, United States; email: jipping@cs.hope.edu",,ACM/SIGCSE,,Proceedings of the 33rd SIGCSE Technical Symposium on Computer Science Education,27 February 2002 through 3 March 2002,,59603.0,00978418,,SIGSD,,English,SIGCSE Bull,Conference Paper,Final,,Scopus,2-s2.0-0036373681
"Mak M.-W., Kung S.-Y.",7101716601;7102989364;,Combining stochastic feature transformation and handset identification for telephone-based speaker verification,2002,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",1,,,I/701,I/704,,24.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0036297843&partnerID=40&md5=7a564627128cd99971031854167654c9,"Ctr. for Multimedia Signal Proc., Dept. of Electron. and Info. Eng., The Hong Kong Polytechnic University, Hong Kong, Hong Kong","Mak, M.-W., Ctr. for Multimedia Signal Proc., Dept. of Electron. and Info. Eng., The Hong Kong Polytechnic University, Hong Kong, Hong Kong; Kung, S.-Y., Ctr. for Multimedia Signal Proc., Dept. of Electron. and Info. Eng., The Hong Kong Polytechnic University, Hong Kong, Hong Kong","The performance of telephone-based speaker verification systems can be severely degraded by the acoustic mismatch caused by telephone handsets. This paper proposes to combine a handset selector with stochastic feature transformation to reduce the mismatch. Specifically, a GMM-based handset selector is trained to identify the most likely handset used by the claimants, and then handset-specific stochastic feature transformations are applied to the distorted feature vectors. To overcome the non-linear distortion introduced by telephone handsets, a 2nd-order stochastic feature transformation is proposed. Estimation algorithms based on the stochastic matching technique and the EM algorithm are derived. Experimental results based on 150 speakers of the HTIMIT corpus show that the handset selector is able to identify the handsets accurately (98.3%), and that both linear and non-linear transformation reduce the error rate significantly (from 12.37% to 5.49%).",,Acoustic mismatch; Gaussian mixture model; Handset identification; Speaker verification; Stochastic matching technique; Algorithms; Mathematical models; Mathematical transformations; Maximum likelihood estimation; Nonlinear distortion; Random processes; Speech coding; Telephone sets; Speech recognition,,,,,,,,,,,"Atal, B.S., Effectiveness of linear prediction characteristics of the speech wave for automatic speaker identification and verification (1974) J. Acoust. Soc. Am., 55 (6), pp. 1304-1312; Rahim, M.G., Juang, B.H., Signal bias removal by maximum likelihood estimation for robust telephone speech recognition (1996) IEEE Trans. on Speech and Audio Processing, 4 (1), pp. 19-30. , Jan; Acero, A., (1992) Acoustical and Environmental Robustness in Automatic Speech Recognition, , Kluwer Academic Pub., Dordrecht; Neumeyer, L., Weintraub, M., Probabilistic optimal filtering for robust speech recognition Proc. ICASSP'94, 1994, pp. 417-420; Sankar, A., Lee, C.H., A maximum-likelihood approach to stochastic matching for robust speech recognition (1996) IEEE Trans. on Speech and Audio Processing, 4 (3), pp. 190-202; Reynolds, D.A., Zissman, M.A., Quatieri, T.F., O'Leary, G.C., The effects of telephone transmission degradations on speaker recognition performance ICASSP95, 1995, pp. 329-332; Li, X., Mak, M.W., Kung, S.Y., Robust speaker verification over the telephone by feature recuperation Proc. Int. Sym. on Intelligent Multimedia, Video and Speech Processing, 2001, pp. 433-436; Quatieri, T.F., Reynolds, D.A., O'Leary, G.C., Estimation of handset nonlinearity with application to speaker recognition (2000) IEEE Trans. on Speech and Audio Processing, 8 (5), pp. 567-584; Yiu, K.K., Mak, M.W., Kung, S.Y., A GMM-based handset selector for channel mismatch compensation with applications to speaker identification 2nd IEEE Pacific-Rim Conference on Multimedia, 2001; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects ICASSP'97, 1997, 2, pp. 1535-1538; Mak, M.W., Kung, S.Y., Estimation of elliptical basis function parameters by the EM algorithms with application to speaker verification (2000) IEEE Trans. on Neural Networks, 11 (4)","Mak, M.-W.; Ctr. for Multimedia Signal Proc., Dept. of Electron. and Info. Eng., The Hong Kong Polytechnic University, Hong Kong, Hong Kong",,IEEE,,"2002 IEEE International Conference on Acustics, Speech, and Signal Processing",13 May 2002 through 17 May 2002,"Orlando, FL",59254.0,15206149,,IPROD,,English,ICASSP IEEE Int Conf Acoust Speech Signal Process Proc,Conference Paper,Final,,Scopus,2-s2.0-0036297843
Gas C.L.,6506407974;,Introduction to the special feature: Educating for integration and sustainability,2002,Conservation Ecology,5,2,,,,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0038336049&partnerID=40&md5=7e296e300fa354c66989db5274644e12,"Department of Zoology, University of British Columbia, Integrated Sciences Program, Vancouver, BC V6T 1Z4, Canada","Gas, C.L., Department of Zoology, University of British Columbia, Integrated Sciences Program, Vancouver, BC V6T 1Z4, Canada",[No abstract available],Interactive engagement; Interdisciplinary education; Introduction,,,,,,,,,,,,"Hake, R.R., Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998) Am. J. Phys., 66 (1), pp. 64-74. , http://www.physics.indiana.edu/~sdi, [online] URL; Holling, C.S., Two cultures of ecology (1998) Conservation Ecology, 2 (2), p. 4. , http://www.consecol.org/vol2/iss2/art4, [online] Available from the Internet. URL; Holling, C.S., Introduction to the special feature: Just complex enough for understanding, just simple enough for communication (1999) Conservation Ecology, 3 (2), p. 1. , http://www.consecol.org/vol3/iss2, [online] URL; Marmorek, D., Peters, C., Finding a PATH toward scientific collaboration: Insights from the Columbia River Basin (2001) Conservation Ecology, 5 (2), p. 8. , http://www.consecol.org/vol5/iss2/art8, [online] URL; Sutherland, G.D., Harestad, A.S., Price, K., Lertzman, K.P., Scaling of natal dispersal distances in terrestrial birds and mammals (2000) Conservation Ecology, 4 (1), p. 16. , http://www.consecol.org/vol4/iss1/art16, [online] URL","Gass, C.L.; Department of Zoology, University of British Columbia, Integrated Sciences Program, Vancouver, BC V6T 1Z4, Canada; email: gass@zoology.ubc.ca",,,,,,,,11955449,,,,English,Conserv. Ecol.,Editorial,Final,,Scopus,2-s2.0-0038336049
"Chin F.Y.L., Wong C.K.M., Mak V.",7005101915;57199121737;56727955100;,"Experiences in running a flexible, web-based, and self-paced course",2002,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),2436,,,241,251,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-35248851655&partnerID=40&md5=c0982f646ce23250bcb9db5bfe82fe64,"Department of Computer Science and Information Systems, The University of Hong Kong, Hong Kong","Chin, F.Y.L., Department of Computer Science and Information Systems, The University of Hong Kong, Hong Kong; Wong, C.K.M., Department of Computer Science and Information Systems, The University of Hong Kong, Hong Kong; Mak, V., Department of Computer Science and Information Systems, The University of Hong Kong, Hong Kong","With the advancement of computer and Internet technologies, web-based teaching and learning is an emerging mode of study. The Pervasive and Interactive Learning System (PI-Learning) is developed from the experience of running the broadening course, Foundations to Information Technology (FIT) at the University of Hong Kong. FIT is a self-paced course catered for thousands of students with different backgrounds, capabilities and expectations, under different time and venue. PI-learning supports to the running of the FIT course. This paper describes how the FIT courses run, and how PI-Learning supports the most effective and most economical way of running the course. In particular, we describe how different features of the Internet facilitate different modes of learning and teaching to cater to the different needs of the students, how the course notes are linked with the assessments, how the assessment system is used for monitoring students’ progress, our experiences and future development in running the course, and finally, the essential factors to run this type of courses successfully. © Springer-Verlag Berlin Heidelberg 2002.",Distance learning; Web-based learning,Computer aided instruction; Curricula; Distance education; Education; Engineering education; Internet; Learning systems; Social networking (online); Students; Teaching; Websites; Assessment system; Interactive learning systems; Internet technology; Learning and teachings; Learning support; Web based; Web based learning; Web-based teaching; E-learning,,,,,,,,,,,"Rosbottom, J., Hybrid learning-A safe route into web-based open and distance learning for the Computer Science teacher (2001) Iticse; Lawhead, P.B., Alpert, E., Bland, C.G., Carswell, L., Cizmar, D., Dewitt, J., Dumitru, M., Scott, K., The Web and Distance Learning: What is Appropriate and What is Not, , Report of the ITiCSE’97 Working Group on the Weba nd Distance Learning; Shah, N., Shlleh, M., Practical teaching programme online: Overcoming communication issues (2002) Journal of Internet and Higher Education, 4, pp. 193-201; Neilson, I., Thomas, R., Smeaton, C., Slater, A., Chand, G., Education 2000: Implications of W3 Technology (1996) Computers & Education, 26 (1-3), pp. 113-122; Sloane, A., Learning with the Web: Experience of Using the World Wide Web in a Learning Environment (1997) Computers & Education, 28 (4), pp. 207-212; Hartley, S., Gerhardt-Powels, J., Jones, D., McCormack, C., Medley, M.D., Price, B., Reek, M., Summers, M.K., Enhancing teaching using the Internet (1996) SIGCSE Bulletin 28, Special Issue, pp. 218-227","Wong, C.K.M.; Department of Computer Science and Information Systems, The University of Hong KongHong Kong",Fong J.Cheung C.T.Va Leong H.Li Q.,ACM Hong Kong Chapter;Hong Kong Pei Hua Foundation Limited;IEEE Hong Kong Chapter;K.C. Wong Education Foundation;Lingnan University,Springer Verlag,"1st International Conference on Web-Based Learning, ICWL 2002",17 August 2002 through 19 August 2002,,120619.0,03029743,3540440410; 9783540440413,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-35248851655
Ho P.,7402211711;,A handset identifier using Support Vector Machines,2002,"7th International Conference on Spoken Language Processing, ICSLP 2002",,,,2333,2336,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009242599&partnerID=40&md5=6d7ef2ce0cb3fe8b2decd2aca8020b79,"Hewlett-Packard Company, One Cambridge Center, Cambridge, MA  02142, United States","Ho, P., Hewlett-Packard Company, One Cambridge Center, Cambridge, MA  02142, United States","In this paper, we present a new approach to handset identification using Support Vector Machines (SVMs) [1]. The inconsistency of audio characteristics among different handsets significantly degrades the performance of speaker recognition [2]. If a speaker recognizer can identify the handset a speaker is using, it can perform the recognition by selecting a model trained specifically on that handset. We present an SVM-based handset identifier that uses the Gaussian kernel and the one-vs-rest approach [1] to separate utterances on one kind of handset from those on the others. We analyze the performance of speaker-dependent and speakerindependent identifiers in classifying 4 different types of handset: carbon-button, electret, cordless, and headset. The test results show that SVMs yield greater than 90% accuracy, and that both speakerdependent and speaker-independent approaches give comparable results on all test sets. Experiments also show the advantages of SVMs over the previous channel compensation (RASTA [3]) and handset identification (GMM/ML [2, 4]) algorithms.",,Carbon; Support vector machines; Telephone sets; Channel compensation; Gaussian kernels; New approaches; Speaker dependents; Speaker independents; Speaker recognition; Support vector machine (SVMs); Test sets; Speech recognition,,,,,,,,,,,"Vapnik, V., (1998) Statistical Learning Theory, , New York: JohnWiley and Sons; Reynolds, D., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) IEEE International Conference on Acoustics Speech and Signal Processing, pp. 1535-1538; Hermansky, H., Morgan, N., RASTA processing of speech (1994) IEEE Trans. Speech and Audio Processing, 2 (4), pp. 578-589; Heck, L., Weintraub, M., Handset-dependent background models for robust text-independent speaker recognition (1997) IEEE International Conference on Acoustics Speech and Signal Processing, pp. 1071-1074; Furui, S., Cepstral analysis technique for automatic speaker verication (1981) IEEE Trans. Acoustics, Speech, Signal Processing, 29, pp. 254-272; Speaker verification over cellular networks (2001) 2001: A Speaker Odyssey, the Speaker Recognition Workshop, , R.G. et al; Robust text-independent speaker identification over telephone channels (1999) IEEE Trans. Speech and Audio Processing, 7 (5). , H.M. et al; Speaker verification using adapted Gaussian mixture models (2000) Digital Signal Processing, 10, pp. 19-41. , D.R. et al; Kishore, S., Yegnanarayana, B., Identification of handset type using autoassociative neural networks (1999) The 4th International Conference on Advances in Pattern Recognition and Digital Techniques; Burges, C., A tutorial on support vector machines for pattern recognition (1998) Bell Laboratories, Lucent Technologies; Pontil, M., Verri, A., Support vector machines for 3-d object recognition (1998) IEEE Transactions on Pattern Analysis and Machine Intelligence, pp. 637-646; Large margin DAGs for multiclass classification (2000) Advances in Neural Information Processing Systems, , J.P. et al; Nolan, F., (1983) The Phonetic Bases of Speaker Recognition, , Cambridge University Press; Linde, Y., Buzo, A., Gray, R., An algorithm for vector quantizer design (1980) IEEE Transactions on Communications, 28 (1), pp. 84-95; Brown, K., George, E., CTMIT: A speech corpus for the cellular environment with applications to automatic speech recognition (1995) IEEE International Conference on Acoustics Speech and Signal Processing, pp. 105-108","Ho, P.; Hewlett-Packard Company, One Cambridge CenterUnited States; email: purdy_ho@hp.com",,"Acoustical Society of America (ASA);Institute of Electrical and Electronics Engineers, Inc., (IEEE), Signal Processing Society;International Phonetic Association (IPA);International Speech Communications Association (ISCA);Linguistic Society of Americs (LSA)",International Speech Communication Association,"7th International Conference on Spoken Language Processing, ICSLP 2002",16 September 2002 through 20 September 2002,,124333.0,,,,,English,"Int. Conf. Spok. Lang. Process., ICSLP",Conference Paper,Final,,Scopus,2-s2.0-85009242599
"Yu E.W.M., Mak M.-W., Kung S.-Y.",7202680801;7101716601;7102989364;,Speaker verification from coded telephone speech using stochastic feature transformation and handset identification,2002,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),2532,,,598,606,,7.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949953920&partnerID=40&md5=dac671b893b4ae958c7cfc87328ed34c,"Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, The Hong Kong Polytechnic University, Hong Kong","Yu, E.W.M., Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, The Hong Kong Polytechnic University, Hong Kong; Mak, M.-W., Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, The Hong Kong Polytechnic University, Hong Kong; Kung, S.-Y., Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, The Hong Kong Polytechnic University, Hong Kong",A handset compensation technique for speaker verification from coded telephone speech is proposed. The proposed technique combines handset selectors with stochastic feature transformation to reduce the acoustic mismatch between different handsets and different speech coders. Coder-dependent GMM-based handset selectors are trained to identify the most likely handset used by the claimants. Stochastic feature transformations are then applied to remove the acoustic distortion introduced by the coder and the handset. Experimental results show that the proposed technique outperforms the CMS approach and significantly reduces the error rates under six different coders with bit rates ranging from 2.4 kb/s to 64 kb/s. Strong correlation between speech quality and verification performance is also observed. © Springer-Verlag Berlin Heidelberg 2002.,,Speech coding; Speech recognition; Stochastic systems; Compensation techniques; Most likely; Speaker verification; Speech coders; Speech quality; Stochastic features; Strong correlation; Telephone speech; Telephone sets,,,,,"Hong Kong Polytechnic University, PolyU: 5129/01

Hong Kong Polytechnic University, PolyU: A442",,,,,,"Atal, B.S., Effectiveness of linear prediction characteristics of the speech wave for automatic speaker identification and verification (1974) J. Acoust. Soc. Am., 55 (6), pp. 1304-1312; Rahim, M.G., Juang, B.H., Signal bias removal bymaxim um likelihood estimation for robust telephone speech recognition (1996) IEEE Trans. On Speech and Audio Processing, 4 Jan (1), pp. 19-30; Acero, A., (1992) Acoustical and Environmental Robustness in Automatic Speech Recognition, , Kluwer Academic Pub., Dordrecht; Mak, M.W., Kung, S.Y., Combining stochastic feautre transformation and handset identification for telephone-based speaker verification (2002) Proc. ICASSP’2002; Huerta, J.M., Stern, R.M., Speech recognition from GSM coder parameters, in Proc. 5th (1998) Int. Conf. On Spoken Language Processing, 4, pp. 1463-1466; Quatieri, T.F., Singer, E., Dunn, R.B., Reynolds, D.A., Campbell, J.P., Speaker and language recognition using speech codec parameters (1999) Proc. Eurospeech’ 99, 2, pp. 787-790; Quatieri, T.F., Dunn, R.B., Reynolds, D.A., Campbell, J.P., Singer, E., “Speaker recognition using G.729 codec parameters (2000) Proc. ICASSP’2000, pp. 89-92; Davis, S.B., Mermelstein, P., Comparison of parametric representations for monosyllabic word recognition in continuously spoken sentences (1980) IEEE Trans. On ASSP, 28 (4), pp. 357-366. , August; Sankar, A., Lee, C.H., A maximum-likelihood approach to stochastic matching for robust speech recognition (1996) IEEE Trans. On Speech and Audio Processing, 4 (3), pp. 190-202; Yiu, K.K., Mak, M.W., Kung, S.Y., A GMM-based handset selector for channel mismatch compensation with applications to speaker identification (2001) 2Nd IEEE Pacific-Rim Conference on Multimedia, pp. 1132-1137; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) ICASSP’97, 2, pp. 1535-1538; Mak, M.W., Kung, S.Y., Estimation of elliptical basis function parameters by the EM algorithms with application to speaker verification (2000) IEEE Trans. On Neural Networks, 11 (4), pp. 961-969",,Chang L.-W.Hsu C.-T.Chen Y.-C.,"et al.;IEEE Circuits and Systems Society;IEEE Signal Processing Society;Institute of Applied Science and Engineering Research, Academia Sinica;Ministry of Education,Taiwan;National Science Council,Taiwan",Springer Verlag,"3rd IEEE Pacific Rim Conference on Multimedia, PCM 2002",16 December 2002 through 18 December 2002,,135029.0,03029743,3540002626; 9783540002628,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84949953920
"Ezzaidi H., Rouat J.",7801444486;6602578630;,"Speech, music and songs discrimination in the context of handsets variability",2002,"7th International Conference on Spoken Language Processing, ICSLP 2002",,,,2013,2016,,10.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85009250391&partnerID=40&md5=47d2369af5cc351c7f602e813f8e44d0,"ERMETIS, DSA, Université du Québec à Chicoutimi, 555 boul. de l'Université, Chicoutimi, QC  G7H 2B1, Canada","Ezzaidi, H., ERMETIS, DSA, Université du Québec à Chicoutimi, 555 boul. de l'Université, Chicoutimi, QC  G7H 2B1, Canada; Rouat, J., ERMETIS, DSA, Université du Québec à Chicoutimi, 555 boul. de l'Université, Chicoutimi, QC  G7H 2B1, Canada","The problem of speech, music and music with songs discrimination in telephony with handsets variability is addressed in this paper. Two systems are proposed. The first system uses three Gaussian Mixture Models (GMM) for speech, music and songs respectively. Each GMM comprises 8 Gaussians trained on very short sessions. Twenty six speakers (13 females, 13 males) have been randomly chosen from the SPIDRE corpus. The music were obtained from a large set of data and comprises various styles. For 138 minutes of testing time, a speech discrimination score of 97.9% is obtained when no channel normalization is used. These performance are obtained for a relatively short analysis frame (32ms sliding window, buffering of 100 ms). When using channel normalization, an important score reduction (on the order of 10 to 20%) is observed. The second system has been designed for applications requiring shorter processing times along with shorter training sessions. It is based on an empirical transformation of the ΔMFCC that enhances the dynamical evolution of tonality. It yields in average an acceptable discrimination rate of 90% (speech-/music) and 84% (speech, music and songs with music).",,Communication channels (information theory); Object recognition; Speech recognition; Telephone sets; Channel normalization; Discrimination rates; Dynamical evolution; Gaussian Mixture Model; Processing time; Sliding Window; Speech discrimination; Training sessions; Speech,,,,,"Natural Sciences and Engineering Research Council of Canada, NSERC

Case School of Engineering, Case Western Reserve University, CSE",This work has been partially supported by NSERC and CSE.,,,,,"Ajmera, J., McCowan, I., Bourlard, H., Robust HMMBased speech/music segmentation (2002) ICASSP'02; Carey, M.J., Parris, E.S., Lloyd-Thomas, H., A comparison of features for speech, music discrimination (1999) ICASSP'99; El-Maleh, K., Klein, M., Petrucci, G., Kabal, P., Speech/music discrimination for multimedia applications (2000) ICASSP'00; Tancerel, L., Ragot, S., Lefebvre, R., Speech/music discrimination for universal audio coding (2000) 20th Biennal Symposium on Communications, pp. 28-31; Samouelian, A., Robert-Ribes, J., Plumpe, M., Speech, silence, music ans noise classification of tv broadcast material (1998) ICSLP'98; John, S., Real-time discrimination of broadcast speech/music (1996) ICASSP'96, pp. 993-996; Scheirer, E., Stanley, M., Construction and evaluation of a robust multifeature speech/music discriminator (1997) ICASSP'97, 2, pp. 1331-1334",,,"Acoustical Society of America (ASA);Institute of Electrical and Electronics Engineers, Inc., (IEEE), Signal Processing Society;International Phonetic Association (IPA);International Speech Communications Association (ISCA);Linguistic Society of Americs (LSA)",International Speech Communication Association,"7th International Conference on Spoken Language Processing, ICSLP 2002",16 September 2002 through 20 September 2002,,124333.0,,,,,English,"Int. Conf. Spok. Lang. Process., ICSLP",Conference Paper,Final,,Scopus,2-s2.0-85009250391
"Cartwright H.M., Valentine K.",6701535749;57202631405;,A spectrometer in the bedroom-the development and potential of internet-based experiments,2002,Computers and Education,38,1-3,,53,64,,12.0,10.1016/S0360-1315(01)00086-0,https://www.scopus.com/inward/record.uri?eid=2-s2.0-31244435220&doi=10.1016%2fS0360-1315%2801%2900086-0&partnerID=40&md5=504906bb1a14a8c366ccc21a743d063f,"Physical and Theoretical Chemistry Laboratory, Oxford University, South Parks Road, Oxford OX1 3QZ, United Kingdom","Cartwright, H.M., Physical and Theoretical Chemistry Laboratory, Oxford University, South Parks Road, Oxford OX1 3QZ, United Kingdom; Valentine, K., Physical and Theoretical Chemistry Laboratory, Oxford University, South Parks Road, Oxford OX1 3QZ, United Kingdom","The transformation of the World Wide Web from a tool providing access to a large database into one through which millions of users can view huge volumes of information has been rapid. The changes have been catalyzed by recognition of the value of the web as a source of information, and by the increasing ease and decreasing cost of accessing it. Growth has been further encouraged by expansion in the facilities bundled into web browsers, allowing display of pages which include not only graphics and interactive forms, but animations, embedded Java applets, push technology, and secure encryption. While simple widgets such as forms or tick boxes are limited in the detail that they can capture, more flexible means of interaction are opening up new opportunities for Internet use. Users are increasingly able to dial into web sites which connect them to interactive equipment and offer the chance to conduct remote experiments. This paper considers the role of on-line experiments, the challenges that must be overcome in placing experiments on-line, and how such experiments might develop in the future. We argue that on-line experiments offer benefits in a variety of areas, including enhancement of distance learning, expansion of practical course curricula, engagement of students in science, and lowered cost. © 2002 Elsevier Science Ltd.",Distance education and telelearning; Distributed learning environments; Interactive learning systems; Lifelong learning; Media in education,Computer aided instruction; Cryptography; Distance education; Learning systems; Distance education and tele-learning; Distributed learning environments; Interactive learning systems; Life long learning; Media in education; Web browsers,,,,,,,,,,,"Bodner, G.M., Constructivism-A theory of knowledge (1986) J. Chem. Educ., 63 (10), pp. 873-878; Cartwright, H.M., (1993) Applications of Artificial Intelligence in Chemistry, , Oxford, UK: Oxford University Press; Cartwright, H.M., Nature doesn't solve equations-so why should we? Mathematically-lean simulations in chemistry (1997) CHEMCONF On-line Conference Summer 1997; Crestani, F., Lee, P.L., Searching the Web by constrained spreading activation (2000) Information Processing and Management, 36 (4), pp. 585-605. , DOI 10.1016/S0306-4573(99)00073-4; (2001) Curecancer, , http://www.chem.ox.ac.uk/curecancer.html; Davidowitz, B., Lubben, F., Rollnick, M., Undergraduate science and engineering students' understanding of the reliability of chemical data (2000) J. Chem. Educ., 78 (2), pp. 247-252; Freake, S., Colwell, C., Di Paolo, T., (2000) PEARL Curriculum Review and Institutional Issues Report, , http://kmi.open.ac.uk/projects/pearl/publications/index.htm; Goedhart, M.J., Verdonk, A.H., The development of statistical concepts in a design-oriented laboratory course in scientific measuring (1991) J. Chem. Educ., 68 (12), pp. 1005-1009; Hammond, N., Askins, P., (1999) Mixing Real and Virtual Laboratory Work: The Best of Both Worlds? ALT-C 99, , University of Bristol, UK: Association of Learning Technology Conference; Harris, M.H., Is the revolution now over, or has it just begun? A year of the internet in higher education (1998) Internet and Higher Education, 1 (4), pp. 243-251; Limon, M., On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal (2001) Learning and Instruction, 11 (4-5), pp. 357-380. , DOI 10.1016/S0959-4752(00)00037-2, PII S0959475200000372; Long, G.R., Howald, R., Miderski, C.A., Zielinski, T.J., Physical chemistry online: A small-scale intercollegiate interactive learning experience (1996) The Chemical Educator, 1 (3), pp. S1430-S4171. , 96, 03032-4. DOI 10.1007/S00897960032a; Long, G.R., Zielinski, T.J., Teaching on-line: Why should it be done? (1996) Trends in Analytical Chemistry, 15 (9), p. 445; Merola, J.S., Multiple points of view of distance education in chemistry: Chemist, practitioner, cursed administrator (1999) CONFCHEM 1999 Summer Conference; (2001) Oxford Optical Rig., , http://physchem.ox.ac.uk/_tlab/experiments1st/X2.html, Available; Scanlon, E., Morris, E., Di Paolo, T., (2000) Review of the Pedagogy Underlying the PEARL Approach, , http://kmi.open.ac.uk/projects/pearl/publications/index.htm; Shen, H., Xu, Z., Dalager, B., Kristiansen, V., Strom, O., Shur, M.S., Fjeldly, T.A., Ytterdal, T., Conducting laboratory experiments over the internet (1999) IEEE Transactions on Education, 42 (3), pp. 180-185. , DOI 10.1109/13.779896; Tomlinson, J., Dyson, P.J., Garratt, J., Student misconceptions of the language of error (2001) U. Chem. Ed., 5, pp. 1-8; Towns, M.H., Slocum, L., Harvey, E.L., Lever, L.S., Long, G.R., Reeves, M.S., Sauder, D., Zielinski, T.J., Distance learning and evaluation of physical chemistry on-line modules: What have we learned? (2001) Am. Chem. S., 221 (PART 1), p. 110. , Abstr. Pap., CHED; Winer, W.O., Wepfer, W.J., DiGregorio, J.S., Wright, G.W., Boland, J.S., Online delivery of the msme program from Georgia tech (2001) Int. J. Eng. Educ., 17 (2), pp. 131-137; Zielinski, T.J., Physical chemistry on-line: Establishment of a multi-institutional learning environment for physical chemistry students (2001) Am. Chem. S, 221 (PART 1), p. 961. , Abstr. Pap., CHED","Cartwright, H.M.; Physical and Theoretical Chemistry Laboratory, Oxford University, South Parks Road, Oxford OX1 3QZ, United Kingdom; email: hugh.cartwright@chem.ox.ac.uk",,,Elsevier Ltd,,,,,03601315,,COMED,,English,Comput Educ,Conference Paper,Final,,Scopus,2-s2.0-31244435220
"Blumberg B., Downie M., Ivanov Y., Berlin M., Johnson M.P., Tomlinson B.",7101933939;7003776202;35810536500;7006227404;55723917600;13008588900;,Integrated learning for interactive synthetic characters,2002,ACM Transactions on Graphics,21,3,,417,426,,40.0,10.1145/566654.566597,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0036992595&doi=10.1145%2f566654.566597&partnerID=40&md5=89c4044818ea987c48895d097df303b3,"Synthetic Characters Group, The Media Lab., Massachusetts Inst. of Technology, Cambridge, MA, United States","Blumberg, B., Synthetic Characters Group, The Media Lab., Massachusetts Inst. of Technology, Cambridge, MA, United States; Downie, M., Synthetic Characters Group, The Media Lab., Massachusetts Inst. of Technology, Cambridge, MA, United States; Ivanov, Y., Synthetic Characters Group, The Media Lab., Massachusetts Inst. of Technology, Cambridge, MA, United States; Berlin, M., Synthetic Characters Group, The Media Lab., Massachusetts Inst. of Technology, Cambridge, MA, United States; Johnson, M.P., Synthetic Characters Group, The Media Lab., Massachusetts Inst. of Technology, Cambridge, MA, United States; Tomlinson, B., Synthetic Characters Group, The Media Lab., Massachusetts Inst. of Technology, Cambridge, MA, United States","The ability to learn is a potentially compelling and important quality for interactive synthetic characters. To that end, we describe a practical approach to real-time learning for synthetic characters. Our implementation is grounded in the techniques of reinforcement learning and informed by insights from animal training. It simplifies the learning task for characters by (a) enabling them to take advantage of predictable regularities in their world, (b) allowing them to make maximal use of any supervisory signals, and (c) making them easy to train by humans. We built an autonomous animated dog that can be trained with a technique used to train real dogs called ""clicker training"". Capabilities demonstrated include being trained to recognize and use acoustic patterns as cues for actions, as well as to synthesize new actions from novel paths through its motion space. A key contribution of this paper is to demonstrate that by addressing the three problems of state, action, and state-action space discovery at the same time, the solution for each becomes easier. Finally, we articulate heuristics and design principles that make learning practical for synthetic characters.",Animation; Behavioral animation; Computer games,Animation; Artificial intelligence; Graphical user interfaces; Three dimensional computer graphics; Behavioral animation; Interactive synthetic character; Real-time learning; Interactive computer graphics,,,,,,,,,,,"Ballard, D., (1997) An Introduction to Natural Computation, , MIT Press, Cambridge, MA; Blumberg, B., Gaylean, T., Multi-level direction of autonomous creatures for real-time virtual environments (1995) Proceedings of SIGGRAPH 1995, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Burke, R., Isla, D., Downie, M., Ivanov, Y., Blumberg, B., Creature smarts: The art and architecture of a virtual brain (2001) Proceedings of the Computer Game Developers Conference; Burke, R., (2001) Its About Time: Temporal Representation for Synthetic Characters, , Master's thesis, The Media Lab, MIT; Coppinger, R., Coppinger, L., (2001) Dogs: A Startling New Understanding of Canine Origin, Behavior, and Evolution, , Scribner, New York, NY; Downie, M., (2000) Behavior, Animation, Music: The Music and Movement of Synthetic Characters, , Master's thesis, The Media Lab, MIT; Drescher, G., (1991) Made-Up Minds: A Constructivist Approach to Artificial Intelligence, , MIT Press, Cambridge MA; Evans, R., Varieties of learning (2002) AI Game Programming Wisdom, , E. Rabin, Ed. Charles River Media, Hingham MA; Faloutsos, P., Van De Panne, M., Terzopolous, D., Composible controllers for physics-based character animation (2001) Proceedings of SIGGRAPH 2001, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Funge, J., Tu, X., Terzopolous, D., Cognitive modeling: Knowledge, reasoning and planning for intelligent characters (1999) Proceedings of SIGGRAPH 1999, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Gallistel, C.R., Gibbon, J., Time, rate and conditioning (2000) Psychological Review, 107; Gleicher, M., Retargetting motion to new characters (1998) Proceedings of SIGGRAPH 1998, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Gould, J., Gould, C., (1999) The Animal Mind, , W.H. Freeman, New York, NY; Grand, S., Cliff, D., Malhotra, A., Creatures: Artificial life autonomous agents for home entertainment (1996) Proceedings of the Autonomous Agents '97 Conference; Grzeszczuk, R., Terzopoulos, D., Automated learning of muscle-actuated locomotion through control abstraction (1995) Proceedings of SIGGRAPH 1995, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Grzeszczuk, R., Terzopoulos, D., Hinton, G., Neuroanimator: Fast neural network emulation and control of physics-based models (1998) Proceedings of SIGGRAPH 1998, , ACM Press / ACM SIGGRAPH, Computer Gr aphics Proceedings, Annual Conference Series, ACM; Hodgins, J., Pollard, N., Adapting simulated behaviors for new characters (1997) Proceedings of SIGGRAPH 1997, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Isla, D., Burke, R., Downie, M., Blumberg, B., A layered brain architecture for synthetic creatures (2001) Proceedings of The International Joint Conference on Artificial Intelligence; Isla, D., (2001) The Virtual Hippocampus: Spatial Common Sense for Synthetic Creatures, , Master's thesis, The Media Lab, MIT; Ivanov, Y., Blumberg, B., Pentland, A., Expectation maximization for weakly labeled data (2001) Proceedings of the 18th International Conference on Machine Learning; Ivanov, Y., (2001) State Discovery for Autonomous Creatures, , PhD thesis, The Media Lab, MIT; Kaelbling, L., (1990) Learning in Embedded Systems, , PhD thesis, Stanford University; Kaplan, F., Oudeyer, P.-Y., Kubinyi, E., Miklosi, A., Taming robots with clicker training: A solution for teaching complex behaviors (2001) Proceedings of the 9th European Workshop on Learning Robots, LNAI, , Springer, M. Quoy, P. Gaussier, and J. L. Wyatt, Eds; Lindsay, S., (2000) Applied Dog Behavior and Training, , Iowa State University Press, Ames, IA; Lorenz, K., Leyahusen, P., (1973) Motivation of Human and Animal Behavior: An Ethological View, , Van Nostrand Reinhold Co., New York, NY; Lorenz, K., (1981) The Foundations of Ethology, , Springer-Verlag, New York, NY; Mitchell, K., (1997) Machine Learning, , McGraw Hill. New York. NY; Perlin, K., Goldberg, A., Improv: A system for scripting interactive actors in virtual worlds (1996) Proceedings of SIGGRAPH 1996, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Pryor, K., (1999) Clicker Training for Dogs, , Sunshine Books, Inc., Waltham, MA; Rabiner, L., Juang, B.-H., (1993) Fundamentals of Speech Recognition, , Prentice Hall, Englewood Cliffs, NJ; Ramirez, K., (1999) Animal Training: Successful Animal Management Through Positive Reinforcement, , Shedd Aquarium. Chicago, IL; Resner, B., Stern, A., Frank, A., The truth about catz and dogz (1997) The Computer Games Developer Conference; Reynolds, C., Flocks, herds and schools: A distributed behavioral model (1987) Proceedings of SIGGRAPH 1987, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Rose, C., Cohen, M., Bodenheimer, B., Verbs and adverbs: Multidimensional motion interpolation (1999) IEEE Computer Graphics and Applications, 18 (5); Shettleworth, S.J., (1998) Cognition, Evolution and Behavior, , Oxford University Press, New York, NY; Sutton, R., Barto, A., (1998) Reinforcement Learning: An Introduction, , MIT Press, Cambridge MA; Sutton, R., Reinforcement learning architectures for animats (1991) The First International Conference on Simulation of Adaptive Behavior, MIT Press, Paris, Fr.; Therrien, C., (1989) Decision Estimation and Classification: An Introduction to Pattern Recognition and Related Topics, , John Wiley and Sons, New York, NY; Tomlinson, B., Blumberg, B., Alphawolf: Social learning, emotion and development in autonomous virtual agents (2002) First GSFC/JPL Workshop on Radical Agent Concepts; Tu, X., Terzopoulos, D., Artificial fishes: Physics, locomotion, perception, behavior (1994) Proceedings of SIGGRAPH 1994, , ACM Press / ACM Siggraph, Computer Graphics Proceedings, Annual Conference Series, ACM; Van De Panne, M., Fiume, E., Sensor-actuator networks (1993) Proceedings of SIGGRAPH 1993, , ACM Press / ACM SIGGRAPH, Computer Graphics Proceedings, Annual Conference Series, ACM; Van De Panne, M., Kim, R., Fiume, E., Synthesizing parameterized motions (1994) 5th Eurographics Workshop on Simulation and Animation; Watkins, C.J., Dayan, P., Q-learning (1992) Machine Learning, 8; Wilkes, G., (1995) Click and Treat Training Kit, , Click and Treat Inc., Mesa, AZ; Yoon, S., Blumberg, B., Schneider, G., Motivation-driven learning for interactive synthetic characters (2000) Proceedings of the Fourth International Conference on Autonomous Agents; Yoon, S., Burke, R., Blumberg, B., Interactive training for synthetic characters (2000) Proceedings of AAAI 2000","Blumberg, B.; Synthetic Characters Group, The Media Lab., Massachusetts Inst. of Technology, Cambridge, MA, United States; email: bruce@media.mit.edu",,,Association for Computing Machinery (ACM),ACM Transactions on Graphics; Proceedings of ACM SIGGRAPH 2002,23 July 2002 through 26 July 2002,,60734.0,07300301,,ATGRD,,English,ACM Trans Graphics,Conference Paper,Final,,Scopus,2-s2.0-0036992595
"Li X., Mak M.W., Kung S.Y.",57192491464;7101716601;7102989364;,Robust speaker verification over the telephone by feature recuperation,2001,"Proceedings of 2001 International Symposium on Intelligent Multimedia, Video and Speech Processing, ISIMP 2001",,,,433,436,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0009652961&partnerID=40&md5=ea0f7aafd34513f1f47fb796cf00a455,"Center for Multimedia Signal Processing, Department of Electronic and Information Engineering, Hong Kong Polytechnic University, Hong Kong; Department of Electrical Engineering, Princeton University, United States","Li, X., Center for Multimedia Signal Processing, Department of Electronic and Information Engineering, Hong Kong Polytechnic University, Hong Kong; Mak, M.W., Center for Multimedia Signal Processing, Department of Electronic and Information Engineering, Hong Kong Polytechnic University, Hong Kong; Kung, S.Y., Department of Electrical Engineering, Princeton University, United States","The performance of speaker verification systems is often compromised under real-world environments. For example, variations in handset characteristics could cause severe performance degradation. This paper presents a novel method to overcome this problem by using a non-linear handset mapper. Under this method, a mapper is constructed by training an elliptical basis function network using distorted speech features as inputs and the corresponding clean features as the desired outputs. During feature recuperation, clean features are recovered by feeding the distorted features to the feature mapper. The recovered features are then presented to a speaker model as if they were derived from clean speech. Experimental evaluations based on 258 speakers of the TIMIT and NTIMIT corpuses suggest that the feature mappers improve the verification performance remarkably.",,Basis function networks; Clean speech; Experimental evaluation; Performance degradation; Real world environments; Robust speaker verification; Speaker model; Speaker verification system; Speech features; Speech processing; Telephone sets; Speech recognition,,,,,,,,,,,"Tohkura, Y., A weighted cepstral distance measure for speech recognition (1987) IEEE Transactions on Acoustics, Speech,and Signal Processing, Assp, 35 (10), pp. 1414-1422. , October; Assaleh, K.T., Mammone, R.J., New LP-derived features for speaker identification (1994) IEEE Trans. on Speech and Audio Processing, 2 (4), pp. 630-638; Atal, B.S., Effectiveness of linear prediction characteristics of the speech wave for automatic speaker identification and verification (1974) J. Acoust. Soc. Am., 55 (6), pp. 1304-1312; Hermansky, H., Morgan, N., Rasta processing of speech (1994) IEEE Transactions on Speech and Audio Processing, 2 (4), pp. 578-589. , Oct; Rahim, M.G., Juang, B.H., Signal bias removal by maximum likelihood estimation for robust telephone speech recognition (1996) IEEE Transactions on Speech and Audio Processing, 4 (1), pp. 14-30. , Jan; Lo, T.F., Mak, M.W., Yiu, K.K., A new cepstrum-based channel compensation method for speaker verification (1999) Eurospeech'99, 2, pp. 775-778. , Sept; Mak, M.W., Kung, S.Y., Estimation of elliptical basis function parameters by the EM algorithm with application to speaker verification (2000) IEEE Trans. on Neural Networks, 11 (4), pp. 961-969. , July; Jankowski, C., Kalyanswamy, A., Basson, S., Spitz, J., NTIMPT: A phonetically balanced, continuous speech, telephone bandwidth speech database (1990) ICASSP'90, pp. 109-112; Zhang, W.D., Mak, M.W., Li, C.K., He, M.X., A priori threshold determination for phrase-prompted speaker verification (1999) Eurospeech'99, 2, pp. 1023-1026; Zhang, W.D., Mak, M.W., He, M.X., A two-stage scoring method combining world and cohort model for speaker verification Proc. ICASSP'2000, June 2000","Li, X.; Center for Multimedia Signal Processing, Department of Electronic and Information Engineering, Hong Kong Polytechnic UniversityHong Kong",,,,"2001 International Symposium on Intelligent Multimedia, Video and Speech Processing, ISIMP 2001",2 May 2001 through 4 May 2001,Hong Kong,94902.0,,9628576623; 9789628576623,,,English,"Proc. Int. Symp. Intelligent Multimedia, Video Speech Process., ISIMP",Conference Paper,Final,,Scopus,2-s2.0-0009652961
"Allen L.D., Tahernezhadi M.",57198651572;7004587443;,Hand-held wireless remote control thermostat system,2001,ASEE Annual Conference Proceedings,,,,5315,5322,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-8744266023&partnerID=40&md5=6fbbd1af8824e6f712f6b505f3460310,"Department of EE, Northern Illinois University, DeKalb, IL 60115, United States","Allen, L.D., Department of EE, Northern Illinois University, DeKalb, IL 60115, United States; Tahernezhadi, M., Department of EE, Northern Illinois University, DeKalb, IL 60115, United States","This paper provides the design of a hand-held wireless remote controlled thermostat system for the control of a residential Heating and Air-Conditioning (HVAC). Any person who can operate a telephone will be able to use the hand-held controller, which, for prototype purposes, will be fashioned from a telephone handset with push-button and sliding switch controls. With this remote control, a disabled person will be able to have complete HVAC control at their fingertips. The device will display ACTUAL TEMPERATURE with a green, 2-digit, 7-segment LED and SET TEMPERATURE with a red, 2-digit, 7-segment LED. The actual temperature and the setting temperature have a range from 00 to 99°C.",,Hand-held wireless remote control thermostat system; Slider switches; TCM casting; Wireless designs; Curricula; Health care; Heating; Integrated circuits; Knowledge acquisition; Learning systems; Light emitting diodes; Microcontrollers; Remote control; Students; Telephone sets; Thermal effects; Thermometers; Thermostats; Wireless telecommunication systems; Engineering education,,,,,,,,,,,,"Allen, L.D.; Department of EE, Northern Illinois University, DeKalb, IL 60115, United States",,"American Society for Engineering Education, ASEE",,"2001 ASEE Annual Conference and Exposition: Peppers, Papers, Pueblos and Professors",24 June 2001 through 27 June 2001,"Albuquerque, NM",63708.0,01901052,,ACOPD,,English,ASEE Annu. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-8744266023
"Dunn R.B., Quatieri T.F., Reynolds D.A., Campbell J.P.",7402031314;7005856167;7401431586;55470020600;,Speaker recognition from coded speech and the effects of score normalization,2001,"Conference Record of the Asilomar Conference on Signals, Systems and Computers",2,,,1562,1567,,17.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0035573146&partnerID=40&md5=347d00e03d184806c36bc7a3168ac89c,"MIT Lincoln Laboratory, Lexington, MA, United States","Dunn, R.B., MIT Lincoln Laboratory, Lexington, MA, United States; Quatieri, T.F., MIT Lincoln Laboratory, Lexington, MA, United States; Reynolds, D.A., MIT Lincoln Laboratory, Lexington, MA, United States; Campbell, J.P., MIT Lincoln Laboratory, Lexington, MA, United States","We investigate the effect of speech coding on automatic speaker recognition when training and testing conditions are matched and mismatched. Experiments used standard speech coding algorithms (GSM, G.729, G.723, MELP) and a speaker recognition system based on gaussian mixture models adapted from a universal background model. There is little loss in recognition performance for toll quality speech coders and slightly more loss when lower quality speech coders are used. Speaker recognition from coded speech using handset dependent score normalization and test score normalization are examined. Both types of score normalization significantly improve performance, and can eliminate the performance loss that occurs when there is a mismatch between training and testing conditions.",,Algorithms; Mathematical models; Pattern matching; Speech coding; Automatic speaker recognition; Score normalization; Speech recognition,,,,,,,,,,,"Reynolds, D.A., Quatieri, T.F., Dunn, R.B., Speaker verification using adapted gaussian mixture models (2000) Digital Signal Processing, 10 (1-3), pp. 19-41. , January/April/July; Martin, A., Przybocki, M., The NIST 1999 speaker recognition evaluation - An overview (2000) Digital Signal Processing, 10 (1-3), pp. 1-18. , January/April/July; Linguistic Data Consortium http://www.Idc.upenn.edu, 1996-1999 NIST Speaker Recognition Benchmarks; Quatieri, T.F., Singer, E., Dunn, R.B., Reynolds, D.A., Campbell, J.P., Speaker and language recognition using speech codec parameters (1999) Proc. Eurospeech '99, 2, pp. 787-790. , September; European digital telecommunications systems (Phase2); Full rate speech processing functions (GSM 06.01) (1994) ETSI, , European Telecommunication Standards Institute; Coding of speech at 8 kb/s using conjugate-structure algebraic-code-excited linear prediction (1995), ITU-T Recommendation G.729; June; Dual rate speech coder for multimedia communications transmitting at 5.3 and 6.3 kb/s (1996), ITU-T Recommendation G.723.1; March; McCree, A.V., Truong, K.K., George, E.B., Barnwell, T., Viswanathan, V.R., A 2.4 kbits/MELP Coder Candidate for the New U.S. Federal Standard (1996) Proc. ICASSP '96, 1, pp. 200-204. , May; Reynolds, D.A., Comparison of background normalization methods for text-independent speaker verification (1997) Proc. Eurospeech '97, pp. 963-966. , September; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) Proc. ICASSP '97, pp. 1535-1538. , April; http://www.itl.nist.gov/iaui/894.01/tests/spk/index.htm, National Institute of Standards and Technology; NIST Coordinated Speaker Recognition Evaluations; Dunn, R.B., Quatieri, T.F., Reynolds, D.A., Campbell, J.P., Speaker recognition from coded speech in matched and mismatched conditions (1999) Proc. Speaker Recognition Workshop '01, Crete, Greece, pp. 115-120. , June","Dunn, R.B.; MIT Lincoln Laboratory, Lexington, MA, United States; email: rbd@sst.ll.mit.edu",Matthews M.B.,,,"35th Asilomar Conference on Signals, Systems and Computers",4 November 2001 through 7 November 2001,"Pacific Grove, CA",59082.0,10586393,,CCSCE,,English,Conf Rec Asilomar Conf Signals Syst Comput,Conference Paper,Final,,Scopus,2-s2.0-0035573146
"Yiu K.K., Mak M.W., Kung S.Y.",7003321494;57204262146;7102989364;,A GMM-Based handset selector for channel mismatch compensation with applications to speaker identification,2001,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),2195,,,1132,1137,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946721819&partnerID=40&md5=c61719fa55c660efc2c55a7a2c01bd13,"Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, The Hong Kong Polytechnic University, Hong Kong","Yiu, K.K., Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, The Hong Kong Polytechnic University, Hong Kong; Mak, M.W., Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, The Hong Kong Polytechnic University, Hong Kong; Kung, S.Y., Center for Multimedia Signal Processing, Dept. of Electronic and Information Engineering, The Hong Kong Polytechnic University, Hong Kong","In telephone-based speaker identification, variation in handset characteristics can introduce severe speech variability even for speech uttered by the same speaker. This paper proposes a method to compensate the variation in handset characteristics. In the method, a number of Gaussian mixture models are independently trained to identify the most likely handset given a test utterance. The identified handset is used to select a compensation vector from a set of pre-computed vectors, where the pre-computed vectors are the average frame-by-frame differences between the clean and distorted utterances. The clean features are then recovered by subtracting the selected compensation vector from the distorted vectors. Experimental results based on 138 speakers of the YOHO and telephone YOHO corpora show that the proposed approach is computationally efficient and is able to increase the accuracy from 17% (without compensation) to 85% (with compensation). © Springer-Verlag Berlin Heidelberg 2001.",,Loudspeakers; Telephone sets; Vectors; Channel mismatch; Computationally efficient; Frame differences; Gaussian Mixture Model; Most likely; Speaker identification; Speech recognition,,,,,,,,,,,"Mak, M.W., Kung, S.Y., Estimation of elliptical basis function parameters by the EM algorithms with application to speaker verification (2000) IEEE Trans, on Neural Networks, 11, pp. 961-969; Furui, S., Cepstral analysis technique for automatic speaker verification (1981) IEEE Trans, on Acoustics, Speech and Signal Processing, ASSP-29 (2), pp. 254-272. , April; Rahim, M.G., Juang, B.H., Signal bias removal by maximum likelihood esti mation for robust telephone speech recognition (1996) IEEE Transactions on Speech and Audio Processing, 4 (1), pp. 19-30. , Jan; Lo, T.F., Yiu, K.K., Mak, M.W., A new cepstrum-based channel compensation method for speaker verification (1999) Proc. Eurospeech/99, 2, pp. 775-778. , Sept; Yiu, K.K., Mak, M.W., Kung, S.Y., Channel distortion compensation based on the measurement of handset’s frequency responses (2001) International Symposium on Intelligent Multimedia, Video and Speech Processing; Campbell, J.P., Testing with the YOHO CD-ROM voice verification corpus (1995) ICASSP’95, 1, pp. 341-344; Heck, L.P., Weintraub, M., Handset dependent background models for robust text-independent speaker recognition (1997) ICASSP97, 2, pp. 1071-1074; Mokbel, C., Jouvet, D., Monne, J., Deconvolution of telephone line effects for speech recognition (1996) Speech Communication, 19, pp. 185-196; Dempster, A.P., Laird, N.M., Rubin, D.B., Maximum likelihood from incomplete data via the EM algorithm (1977) J. of Royal Statistical Soc., Ser. B, 39 (1), pp. 1-38",,Chang S.-F.Shum H.-Y.Liao M.,China Computer Foundation;China Society of Image and Graphics Microsoft;et al;IEEE Circuits and Systems Society;IEEE Signal Processing Society,Springer Verlag,"2nd IEEE Pacific-Rim Conference on Multimedia, IEEE-PCM 2001",24 October 2001 through 26 October 2001,,132819.0,03029743,3540426809; 9783540426806,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84946721819
"Hafeez A., Arslan H., Molnar K.J.",35605339700;7006712780;7102480501;,Adaptive joint detection of co-channel signals for ANSI-136 handsets,2001,"IEEE International Symposium on Personal, Indoor and Mobile Radio Communications, PIMRC",2,,,E105,E110,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0035200669&partnerID=40&md5=5210aaf5fc7fe4ee33eae96e2270dd8a,"Ericsson Inc., 7001 Development Drive, Research Triangle Park, NC 27709, United States","Hafeez, A., Ericsson Inc., 7001 Development Drive, Research Triangle Park, NC 27709, United States; Arslan, H., Ericsson Inc., 7001 Development Drive, Research Triangle Park, NC 27709, United States; Molnar, K.J., Ericsson Inc., 7001 Development Drive, Research Triangle Park, NC 27709, United States","In this paper, we propose an adaptive joint detection receiver for co-channel interference cancellation in ANSI-136 handsets. The proposed receiver adaptively mitigates the dominant impairment present in the system: performing two-user joint demodulation in the presence of a dominant interferer and resorting to single-user equalization in a noise or inter-symbol-interference-limited system. The choice for the demodulator is based on the residual impairment power estimates obtained from single-user and joint acquisition using the training symbols of the desired user. Simulation results for a 1900 MHz ANSI-136 system indicate that the adaptive receiver performs well in various environments. By selecting the best demodulator for each slot on the basis of instantaneous channel conditions, the adaptive detector outperforms both single-user and joint detectors in fading channels.",,Computer simulation; Demodulation; Detectors; Equalizers; Fading (radio); Interference suppression; Intersymbol interference; Signal receivers; Time division multiple access; Adaptive joint detection; Fading channels; Cochannel interference,,,,,,,,,,,"Andersson, S., Hagerman, B., Dam, H., Forssen, U., Karlsson, J., Kronestedt, F., Mazur, S., Molnar, K., Adaptive antennas for GSM and TDMA systems (1999) IEEE Personal Commun., 6 (3), pp. 74-86. , June; Ranta, P., Hottinen, A., Honkasalo, Z.-C., Co-channel interference cancelling receiver for TDMA mobile systems (1995) IEEE Intl. Conf. Com. mun., pp. 18-22. , June; Yoshino, H., Fukawa, K., Suzuki, H., Interference cancelling equalizer (ICE) for mobile communications (1997) IEEE Trans. Veh. Tech., 46 (4), pp. 849-861. , Nov; Lo, B.C.W., Letaief, K.B., Adaptive equalization and interference cancellation for wireless communication systems (1999) IEEE Trans. Commun., 47 (4), pp. 538-545. , April; Hafeez, A., Molnar, K., Bottornley, G.E., Co-channel interference cancellation for D-AMPS handsets (1999) IEEE 49th Veh. Tech. Conf., pp. 1026-1031. , May; Hafeez, A., Molnar, K., Bottornley, G.E., Ramesh, R., Capacity and quality enhancement for ANSI-136 downlink using interference cancellation and beamforming (2000) IEEE 50th Veh. Tech. Conf., pp. 2414-2421. , Sept; Hagerman, B., Downlink relative co-channel interference powers in cellular radio systems (1995) IEEE 45th Veh. Tech. Conf., pp. 366-370. , May; Zvonar, Z., Jung, P., Kammerlander, K., (1999) GSM - Evolution Towards 3rd Generation Systems, pp. 153-186. , Boston: Kluwer Academic; Chen, J.-T., Liang, J.-W., Tsai, H.-S., Chen, Y.-K., Joint MLSE receiver with dynamic channel description (1998) IEEE Journal Selected Areas Commun., 16, pp. 1604-1615. , Dec; Raheli, R., Polydoros, A., Tzou, C., Per-survivor processing: A general approach to MLSE in uncertain environments (1995) IEEE Trans. Commun., 43, pp. 354-364. , Feb./March/April; Lindbom, L., Simplified Kalman estimation of fading mobile radio channels: High performance at LMS computational load (1993) Proc. IEEE ICASSP, pp. 352-355. , Minneapolis, MN, April 27-30; Arslan, H., Molnar, K.J., Hafeez, A., Joint channel tracking of co-channel signals for IS-136 mobiles (2000) IEEE 50th Veh. Tech. Conf., pp. 2467-2472. , Sept; (1999) GSM 05.05: Radio transmission and reception, , ETSI, Draft Version 8.5.0","Hafeez, A.; Ericsson Inc., 7001 Development Drive, Research Triangle Park, NC 27709, United States; email: hafeez@rtp.ericsson.se",,IEEE,,"12th International Symposium on Personal, Indoor and Mobile Radio Communications (PIMRC 2001)",30 September 2001 through 3 October 2001,"San Diego, CA",58898.0,,,,,English,IEEE Int Symp Person Indoor Mobile Radio Commun PIMRC,Conference Paper,Final,,Scopus,2-s2.0-0035200669
"Bressan G., Paula M.V.S.O., Carvalho T.C.M., Ruggiero W.V.",7005761599;6602003491;7005958557;6507255889;,Infrastructure and tools for a computer network and data communication laboratory for a computer engineering undergraduate course,2001,Proceedings - Frontiers in Education Conference,2,,,T4C/10,T4C/15,,3.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0035197463&partnerID=40&md5=13078b961fbe0870a9128b83b942ce9b,"Universidade de São Paulo, Escola Politecnica, LARC, Cidade Universitária, São Paulo, SP, Brazil","Bressan, G., Universidade de São Paulo, Escola Politecnica, LARC, Cidade Universitária, São Paulo, SP, Brazil; Paula, M.V.S.O., Universidade de São Paulo, Escola Politecnica, LARC, Cidade Universitária, São Paulo, SP, Brazil; Carvalho, T.C.M., Universidade de São Paulo, Escola Politecnica, LARC, Cidade Universitária, São Paulo, SP, Brazil; Ruggiero, W.V., Universidade de São Paulo, Escola Politecnica, LARC, Cidade Universitária, São Paulo, SP, Brazil","This project aims at the design of a classroom environment and the development of laboratory experiments for a discipline on Computer Network Laboratory for an undergraduate course on Computer Engineering at Escola Politécnica da Universidade de Sao Paulo. Special consideration was taken concerning the cabling and the planning of the physical and logical configuration of the classroom network, due to the need to run experiments using network equipment like routers and ATM switches. An important part of the laboratories is to reinforce the concepts acquired in the theoretical lectures and, for this reason, the experiments were planned for every network layer. Most of the experiments use software tools specifically developed for the experiments, like runtime libraries and simulators. Besides, the course material profits from tools developed for web distance learning training, including multimedia, on-line evaluation tests, chats and simulators. The laboratory has been running for three years and a new revision of the classrooms and of the experiments is being implemented.",Computer engineering; Computer networks laboratories; Undergraduate course,Asynchronous transfer mode; Computer networks; Computer science; Computer simulation; Data communication systems; Distance education; Laboratories; Multimedia systems; Routers; Students; Computer engineering; Runtime library; Undergraduate course; Engineering education,,,,,,,,,,,"Margi, C.B., Vilcachagua, O.D., Stiubiener, I., Silveira, R.M., Bressan, G., Ruggiero, W.V., An on-line web course environment and its application Proceedings of IEEE-Frontiers in Education: Building on a Century of Progress in Engineering Education, Kansas, 2000; Bressan, G., Silveira, R.M., Ruggiero, W.V., A framework for distance learning employing video on web environment Proceedings of International Conference on Technology and Distance: Building Bridges Through Technology and Distance Education, Fort Lauderdale, Nova Southeastern University, 1999; Silveira, R.M., Margi, C., Gonzalez, L.A.G., Favero, E., Vilcachagua, O.D., Bressan, G., Ruggiero, W.V., A multimedia on demand system for distance education Proceedings of International Conference on Technology and Distance: Building Bridges Through Technology and Distance Education, Fort Lauderdale, Nova Southeastern University, 1999; Vilcachagua, O.D., Favero, E., Bressan, G., Sistema Modular de Avaliação da Aprendizagem Via WEB Anais do VI Congresso Internacional de Educação à Distância, ABED. São Paulo, 1999; Comer, D., (2000) Internetworking with TCP/IP: Principles Protocols and Architecture, 1. , 4rd Ed., Prentice-Hall Inc; Stallings, W., (1996) ""Data and Computer Communications"", 5th Ed., , MacMillan Publishing Company; Tanenbaun, A., (1996) ""Computer Networks"", 3rd Ed., , Prentice-Hall; Jain, R., Laboratories for Data Communications and Computer Networking, , http://www.cis.ohio-state.edu/~jain/cise, Department of Computer and Information Science, Telecommunications Research Lab","Bressan, G.; Universidade de São Paulo, Escola Politecnica, LARC, Cidade Universitária, São Paulo, SP, Brazil; email: gbressan@larc.usp.br",,American Society for Engineering Education (ERMD);IEEE,Institute of Electrical and Electronics Engineers Inc.,31st Annual Frontiers in Education Conference- Impact on Engineering and Science Education-,10 October 2001 through 13 October 2001,"Reno, NV",58863.0,01905848,,PFECD,,English,Proc Front Educ Conf,Conference Paper,Final,,Scopus,2-s2.0-0035197463
"Dunn R.B., Quatieri T.F., Reynolds D.A., Campbell J.P.",7402031314;7005856167;7401431586;55470020600;,Speaker recognition from coded speech in matched and mismatched conditions,2001,2001: A Speaker Odyssey - The Speaker Recognition Workshop,,,,115,120,,14.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073247458&partnerID=40&md5=19febf71a364771bfac3faeb5004e3c2,"MIT Lincoln Laboratory, Lexington, MA, United States; Department of Defense","Dunn, R.B., MIT Lincoln Laboratory, Lexington, MA, United States; Quatieri, T.F., MIT Lincoln Laboratory, Lexington, MA, United States; Reynolds, D.A., MIT Lincoln Laboratory, Lexington, MA, United States; Campbell, J.P., Department of Defense","We investigate the effect of speech coding on automatic speaker recognition when training and testing conditions are matched and mismatched. Experiments use standard speech coding algorithms (GSM, G.729, G.723, MELP) and a speaker recognition system based on Gaussian mixture models adapted from a universal background model. There is little loss in recognition performance for toll quality speech coders and slightly more loss when lower quality speech coders are used. Speaker recognition from coded speech using handset dependent score normalization is examined, and we find that this significantly improves performance, particularly when there is a mismatch between training and testing conditions. © 2001: A Speaker Odyssey - The Speaker Recognition Workshop. All rights reserved.",,Speech coding; Automatic speaker recognition; Gaussian Mixture Model; Mismatched conditions; Score normalization; Speaker recognition system; Speech coding algorithms; Training and testing; Universal background model; Speech recognition,,,,,"F19628-00-C-0002

U.S. Department of Defense, DOD","This work was supported by the Department of Defense under Air Force Contract F19628-00-C-0002. Opinions, interpretations, conclusions, and recommendations are those of the authors and are not necessarily endorsed by the United States Air Force.",,,,,"Reynolds, D.A., Quatieri, T.F., Dunn, R.B., Speaker verification using adapted Gaussian mixture models (2000) Digital Signal Processing, 10 (1-3), pp. 19-41. , January/April/July; Martin, A., Przybocki, M., The NIST 1999 speaker recognition evaluation – An overview (2000) Digital Signal Processing, 10 (1-3), pp. 1-18. , January/April/July; 1996-1999 NIST Speaker Recognition Benchmarks, , http://www.ldc.upenn.edu; Quatieri, T.F., Singer, E., Dunn, R.B., Reynolds, D.A., Campbell, J.P., Speaker and Language Recognition using Speech Codec Parameters (1999) Proc. Europseech '99, 2, pp. 787-790. , September; (1994) European Digital Telecommunications System(Phase2); Full Rate Speech Processing Functions (GSM 06.01); (1995) Coding of Speech at 8 Kb/S Using Conjugate-Structure Algebraic-Code-Excited Linear Prediction, , ITU-T Recommendation G.729 June; (1996) Dual Rate Speech Coder for Multimedia Communications Transmitting at 5.3 and 6.3 Kb/S, , ITU-T Recommendation G.723.1 March; McCree, A.V., Truong, K.K., George, E.B., Barnwell, T., Viswanathan, V.R., A 2.4 kbit/s MELP Coder Candidate for the New U.S. Federal standard (1996) Proc. ICASSP '96, 1, pp. 200-204. , May; Reynolds, D.A., Comparison of background normalization methods for text-independent speaker verification (1997) Proc. Europseech '97, pp. 963-966. , September; Reynolds, D.A., Dunn, R.B., McLaughlin, J.J., The Lincoln speaker recognition system: NIST Eval 2000 (2000) ICSLP 2000, , October; Reynolds, D.A., HTIMIT and LLHDB: Speech corpora for the study of handset transducer effects (1997) Proc. ICASSP '97, pp. 1535-1538. , April; http://www.itl.nist.gov/iaui/894.01/tests/spk/index.htm, NIST Coordinated Speaker Recognition Evaluations",,,,International Speech Communication Association,"Speaker Recognition Workshop 2001: A Speaker Odyssey, ODYSSEY 2001",18 June 2001 through 22 June 2001,,151510.0,,,,,English,Speak. Odyssey - Speak. Recognit. Workshop,Conference Paper,Final,,Scopus,2-s2.0-85073247458
"Christodoulou C.G., Georgiopoulos M.",35465847700;7005656258;,Smart adaptive array antennas for wireless communications,2001,Proceedings of SPIE - The International Society for Optical Engineering,4395,,,75,83,,1.0,10.1117/12.438297,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0035185098&doi=10.1117%2f12.438297&partnerID=40&md5=63c05545f504de173540d186e465bbd6,"Electrical and Comp. Eng. Department, University of New Mexico, Albuquerque, NM 87131, United States","Christodoulou, C.G., Electrical and Comp. Eng. Department, University of New Mexico, Albuquerque, NM 87131, United States; Georgiopoulos, M., Electrical and Comp. Eng. Department, University of New Mexico, Albuquerque, NM 87131, United States","Smart adaptive antenna technology is considered to be the last technology frontier that has the potential of leading to large increases in systems performance. Time domain techniques have been extensively exploited. Space domain techniques, on the other hand, have not been exploited to the same extent. When applied to wireless, the benefits of smart adaptive array a antennas are as follows: (i) increased covered, which is important in the early stages of life cycle, (ii) increased capacity, which is important in the later stages of life cycle, (iii) improved link quality, (iv) reduced costs and increased return on investment, (v) lower handset power consumption, and (vi) assistance in user location by means of direction finding. This paper discusses an experimental neural network based smart antenna capable of performing direction finding and the necessary beamforming. The Radial Basis Function Neural Network (RBFNN) algorithm is used for both tasks and for multiple signals. The algorithm operates in two stages. The field of view of the antenna array is divided into spatial sectors, then each network is trained in the first stage to detect signals emanating from sources in that sector. According to the outputs of the first stage, one or more networks of the second stage can be activated so as to estimate the exact location of the sources. No a priori knowledge is required about the number of sources, and the networks can be designed to arbitrary angular resolution. Some experimental results are shown and compared with other algorithms, such as, the Fourier Transform and the MUSIC algorithm. The comparisons show the superior performance of the RBFNN and its ability to overcome many limitations of the conventional and other superresolution techniques, specifically by reducing the computational complexity and the ability to deal with a large number of sources.",,Algorithms; Bit error rate; Cochannel interference; Computational complexity; Fading (radio); Fourier transforms; Interference suppression; Radial basis function networks; Range finding; Signal detection; Wireless telecommunication systems; Direction finding; Neural multiple source tracking algorithm; Smart adaptive antennas; Antenna arrays,,,,,,,,,,,"(1992) Adaptive Radar Detection and Estimation, , S. Haykin and A. Steinhardt, (editors); Wiley; Winters, J.H., Salz, J., Gitlin, R.D., The impact of antenna diversity on the capacity of wireless communications systems (1994) IEEE Trans. Commun., 42, pp. 1740-1751; Codara, L.C., Application of antenna arrays to mobile communications, part II: Beam-forming and direction-of-arrival considerations (1997) Proc. IEEE, 85 (8), pp. 1195-1245. , Aug; (1995) Advances in Spectrum Analysis and Array Processing, 3. , S. Haykin, editor; Prentice Hall, NJ; Mulgrew, B., Applying radial basis functions (1996) IEEE Signal Processing Magazine, 13 (2), pp. 50-65. , March; Cover, T.M., Geometrical and statistical properties of systems of linear inequalities with applications in pattern recognition (1965) IEEE Transactions on Electronic Computers, 14 EC, pp. 326-344; El Zooghby, A., Christodoulou, C.G., Georgiopoulos, M., Performance of radial basis function networks for direction of arrival estimation with antenna arrays (1997) IEEE Trans. Antennas and Propagation, 45 (11), pp. 1611-1617. , Nov","Christodoulou, C.G.; Electrical and Comp. Eng. Department, University of New Mexico, Albuquerque, NM 87131, United States",Rao R.M.Dianat S.A.Zoltowski M.D.,SPIE,,Digital Wireless Communication III,17 April 2001 through 18 April 2001,"Orlando, FL",58860.0,0277786X,,PSISD,,English,Proc SPIE Int Soc Opt Eng,Conference Paper,Final,,Scopus,2-s2.0-0035185098
[No author name available],[No author id available],[No title available],2000,Computer networks and ISDN systems,34,6,,823,979,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0034359633&partnerID=40&md5=366baf80275bfb622bc21b232b3a0e46,,,The proceedings contains 14 papers from the TERENA Networking Conference 2000 on computer networks. Topics discussed include: network security; distributed classroom education; audio-visual communication systems; and repository management of digital libraries.,,Asynchronous transfer mode; Client server computer systems; Computer crime; Computer privacy; Data communication systems; Information management; Network protocols; Packet switching; Routers; Security of data; Telecommunication traffic; Visual communication; Bandwidth broker; Digital libraries; EiRev; Electronic voting systems; Library administration; Mobile agent technology; Multipoint conference units (MCU); Online teaching; Traffic monitoring; Transmission control protocols (TCP); Computer networks,,,,,,,,,,,,,Anon,,"Elsevier Science B.V., Amsterdam, Netherlands",TERENA Networking Conference 2000,,"Lisbon, Portugal",57674.0,01697552,,CNETD,,English,Comput Networks ISDN Syst,Conference Review,Final,,Scopus,2-s2.0-0034359633
"Sawhney A., Koczenasz J., Bashford B., Mund A.",7005661679;6506636386;6505874921;6603608514;,Internet-based interactive construction management learning system,2000,ASEE Annual Conference Proceedings,,,,3699,3708,,4.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-8644255921&partnerID=40&md5=a3812222eb94559220a3a3cb695172b1,"Arizona State University, United States; Arizona State University, Del E. Webb School of Construction, United States","Sawhney, A., Arizona State University, United States, Arizona State University, Del E. Webb School of Construction, United States; Koczenasz, J., Arizona State University, United States, Arizona State University, Del E. Webb School of Construction, United States; Bashford, B., Arizona State University, United States, Arizona State University, Del E. Webb School of Construction, United States; Mund, A., Arizona State University, United States","The Del E. Webb School of Construction is currently involved in a three-year project aimed at enhancing the construction management education. The primary undertaking of this project-in its second year-is to incorporate practical content in the construction curricula thus bridging the gap between the classroom and the construction site. Enhancements are being accomplished by developing 1) an Internet-based Interactive Construction Management Learning System (ICMLS) and 2) an advising and mentorship program that will enhance practitioner-involvement. The Interactive Learning System uses interactive and adaptive learning environments to train students in the areas of construction methods, equipment and processes. This system is being developed using multimedia; Internet based computing; Virtual Reality Modeling Language (VRML); databases; and discrete-event simulation. This paper will provide an update on the design, development and implementation of ICMLS. Lessons learned and tools utilized that may be helpful in other branches of engineering and non-engineering fields will be described. The project team envisions that the successful completion of this project will lead to a number of benefits including: 1) improved recruitment, retention, and program completion for the construction management program; 2) ""job-ready"" graduates that can be successfully employed in the construction industry; and 3) enhanced practitioner involvement and construction industry input.",,Adaptive learning; Construction management education; Construction industry; Internet; Learning systems; Problem solving; Students; Virtual reality; Engineering education,,,,,,,,,,,"AbouRizk, S.M., Stochastic simulation of construction bidding and project management (1993) Microcomputers in Civil Engineering, 8, pp. 343-353; AbouRizk, S.M., Sawhney, A., Simulation and gaming in construction engineering education (1994) ASEE/C2E2/C2EI Conference, , Edmonton, Alberta, June 1994; Ames, A.L., Nadeau, D.R., Moreland, J.L., (1996) VRML 2.0 Sourcebook Book, , John Wiley, New York, NY; (1997) Cosmo World 2.0 Users Manual, , Cosmo Software, Mountain View, CA; Echeverry, D., Multimedia-based instruction of building construction (1996) Proceedings of the Third Congress on Computing in Civil Engineering, pp. 972-977. , Anaheim, June 1996; Fruchter, R., Multi-site cross-disciplinary A/E/C project based learning (1996) Proceedings of the Third Congress on Computing in Civil Engineering, pp. 126-132. , Anaheim, June 1996; Fruchter, R., The A/E/C virtual atelier: Experience and future directions (1997) Proceedings of the Fourth Congress on Computing in Civil Engineering, pp. 395-402. , Philadelphia, June 1997; Halpin, D.W., Riggs, L.S., (1992) Planning and Analysis of Construction Operations, , Wiley Interscience, New York, N.Y; Hartman, J., Wernecke, J., Carey, R., (1996) The VRML 2.0 Handbook: Building Moving Worlds on the Web, , Addison-Wesley, New York, NY; Healy, K.J., Kilgore, R.A., Silk: A java-based process simulation language (1997) 1997 Winter Simulation Conference, pp. 475-482. , Atlanta, GA, December 1997; Healy, K.J., Kilgore, R.A., Introduction to silk and java-based simulation (1998) 1998 Winter Simulation Conference, pp. 475-482. , Washington D.C., December 1998; Lea, R., Matsuda, K., Miyashita, K., (1996) Java for 3d and VRML Worlds, , New Riders Publishing; Sawhney, A., Marble, J., Mund, A., Vamadevan, A., Internet based construction management learning system (1999) 1999 Winter Simulation Conference, , Phoenix, AZ, December 1999; Suda, V.L., Developing project management skills: A case for simulations (1993) PMNETWORK, 7 (10), pp. 30-37. , October 1993; Tatum, C.B., Balancing engineering and management in construction education (1987) Journal of Construction Engineering and Management, 113 (2). , ASCE",Arizona State UniversityUnited States,,"American Society for Engineering Education, ASEE",,2000 ASEE Annual Conference and Exposition: Engineering Education Beyond the Millenium,18 June 2000 through 21 June 2000,"St. Louis, MO",63709.0,01901052,,ACOPD,,English,ASEE Annu. Conf. Proc.,Conference Paper,Final,,Scopus,2-s2.0-8644255921
"Sawhney A., Marble J., Mund A., Vamadevan A.",7005661679;36720626700;6603608514;6506937034;,Internet based interactive construction management learning system,2000,Proceedings of Construction Congress VI: Building Together for a Better Tomorrow in an Increasingly Complex World,278,,,280,288,,5.0,10.1061/40475(278)31,https://www.scopus.com/inward/record.uri?eid=2-s2.0-58849132893&doi=10.1061%2f40475%28278%2931&partnerID=40&md5=c76664bd75728ad360bb86e4d4fe0c1c,"Del E. Webb School of Construction, Arizona State University, PO Box 870204, Tempe, AZ 85287-0204, United States; Construction Engineering and Management, 2007 Kohrman Hall, Western Michigan University, Kalamazoo, MI 49008-5064, United States","Sawhney, A., Del E. Webb School of Construction, Arizona State University, PO Box 870204, Tempe, AZ 85287-0204, United States; Marble, J., Construction Engineering and Management, 2007 Kohrman Hall, Western Michigan University, Kalamazoo, MI 49008-5064, United States; Mund, A., Construction Engineering and Management, 2007 Kohrman Hall, Western Michigan University, Kalamazoo, MI 49008-5064, United States; Vamadevan, A., Construction Engineering and Management, 2007 Kohrman Hall, Western Michigan University, Kalamazoo, MI 49008-5064, United States","Internet based Interactive Construction Management Learning System is being developed as part of a three-year project that has been funded by the National Science Foundation (NSF) and Arizona State University (ASU). The primary focus of the project is to enhance the undergraduate construction engineering and management education. These enhancements will be accomplished by developing 1) an Internet based Interactive Construction Management Learning System (ICMLS) and 2) an advising and mentorship program that will heighten practitioner- involvement. The project will lead to the incorporation of practical content in the construction engineering curricula, thus, bridging the gap between the classroom and the construction site. The proposed system provides a simple tool for students to use in order to gain knowledge of construction processes and construction equipment. The key features of the system are: 1) it will use Internet as it's launching medium and 2) it will utilize multimedia databases, hypertext, 3-D modeling, and discrete-event Java based simulation to provide students with an interesting and realistic view of the selected construction processes and construction equipment. The paper describes the implementation tools and implementation strategy adopted. The Interactive Learning System is being used as an instructional tool for key courses such as construction materials and methods, construction estimating, and construction scheduling. The authors' envision that the successful completion of this project will lead to a number of benefits including: 1) improved recruitment, retention, and program completion for the construction engineering and management program, 2) ""job-ready"" graduates that can be successfully employed in the construction industry, and 3) enhanced practitioner involvement and construction industry input. © 2004 ASCE.",,College buildings; Computer software; Construction; Construction equipment; Construction industry; Curricula; Education; Highway bridges; Hypertext systems; Internet; Java programming language; Machinery; Multimedia systems; School buildings; Three dimensional; Vegetation; 3-D modeling; Arizona state universities; Construction engineerings; Construction managements; Construction materials; Construction process; Construction scheduling; Construction sites; Discrete events; Implementation strategies; Instructional tools; Internet-based; Java-based simulations; Key features; Management educations; Management programs; Multi-media database; National Science foundations; Program completions; Project management,,,,,,,,,,,"AbouRizk, S.M., Stochastic Simulation of Construction Bidding and Project Management (1993) Microcomputers in Civil Engineering, 8, pp. 343-353; AbouRizk, S.M., Sawhney, A., Simulation and Gaming in Construction Engineering Education (1994) ASEE/C2E2/C2EI Conference, , Edmonton, Alberta, June; Ames, A.L., Nadeau, D.R., Moreland, J.L., (1996) VRML 2.0 Sourcebook Book, , John Wiley, New York, NY; (1997) Cosmo World 2.0 Users Manual, , Cosmo Software , Cosmo Software, Mountain View, CA; Echeverry, D., Multimedia-Based Instruction of Building Construction (1996) Proceedings of the Third Congress on Computing in Civil Engineering, 1996, pp. 972-977. , Anaheim, June; Fruchter, R., Multi-Site Cross-Disciplinary A/E/C Project Based Learning (1996) Proceedings of the Third Congress on Computing in Civil Engineering, 1996, pp. 126-132. , Anaheim, June; Fruchter, R., The A/E/C Virtual Atelier: Experience and Future Directions (1997) Proceedings of the Fourth Congress on Computing in Civil Engineering, 1997, pp. 395-402. , Philadelphia, June; Halpin, D.W., Riggs, L.S., (1992) Planning and Analysis of Construction Operations, , Wiley Interscience, New York, N.Y; Hartman, J., Wernecke, J., Carey, R., (1996) The VRML 2.0 Handbook: Building Moving Worlds on the Web, , Addison-Wesley, New York, NY; Healy, K.J., Kilgore, R.A., Silk: A Java-Based Process Simulation Language (1997) 1997 Winter Simulation Conference, pp. 475-482. , Atlanta, GA, December; Healy, K.J., Kilgore, R.A., Introduction to Silk and Java-based Simulation (1998) 1998 Winter Simulation Conference, pp. 475-482. , Washington D.C, December, p.p; Lea, R., Matsuda, K., Miyashita, K., (1996) Java for 3d and VRML Worlds, , New Riders Publishing; Suda, V.L., Developing project Management Skills: A Case for Simulations (1993) PMNETWORK, 7 (10), pp. 30-37. , October; Tatum, C.B., Balancing engineering and management in construction education (1987) Journal of Construction Engineering and Management, ASCE, 113 (2)","Sawhney, A.; Del E. Webb School of Construction, Arizona State University, PO Box 870204, Tempe, AZ 85287-0204, United States; email: anil.sawhney@asu.edu",,,,Construction Congress VI: Building Together for a Better Tomorrow in an Increasingly Complex World,20 February 2000 through 22 February 2000,"Orlando, FL",75025.0,,9780784404751,,,English,Proc. Constr. Congr.: Build. Together Better Tomorrow Increasingly Complex World,Conference Paper,Final,,Scopus,2-s2.0-58849132893
Swartz C.,7102202659;,Buzzwords and newspeak,2000,Physics Teacher,38,3,,134,,,,10.1119/1.880473,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85007305661&doi=10.1119%2f1.880473&partnerID=40&md5=96a5b4cec454f7531efc4285d5dd24de,,"Swartz, C.","You have to read beneath the lines in this business. Every week I get manuscripts filled with words and phrases fraught with cabalistic meaning. Would you believe, for instance, that in using the modeling method of teaching that the carefully structured development and concept flow would lead through Socratic dialogue to a rich classroom discourse? Perhaps it would help if I reminded you that a model is a primary unit of coherently structured knowledge. Of course, I am speaking only of the essence of models that are at the heart of modeling theory. These depend on student-centered teaching that is research-informed, leading to interactive engagement methods and cooperative learning.",,,,,,,,,,,,,,"Swartz, C.",,,American Institute of Physics Inc.,,,,,0031921X,,,,English,Phys. Teach.,Editorial,Final,,Scopus,2-s2.0-85007305661
"Martin A., Przybocki M.",7404933275;7801553629;,Design issues in text-independent speaker recognition evaluation,2000,"2nd International Conference on Language Resources and Evaluation, LREC 2000",,,,,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85037147852&partnerID=40&md5=f32dca3dccceb8176e635810bf63df21,"National Institute of Standards and Technology, 100 Bureau Drive, Stop 8940, Gaithersburg, MD  20899, United States","Martin, A., National Institute of Standards and Technology, 100 Bureau Drive, Stop 8940, Gaithersburg, MD  20899, United States; Przybocki, M., National Institute of Standards and Technology, 100 Bureau Drive, Stop 8940, Gaithersburg, MD  20899, United States","We discuss various considerations that have been involved in designing the past five annual NIST speaker recognition evaluations. These text-independent evaluations using conversational telephone speech have attracted state-of-the-art automatic systems from research sites around the world. The availability of appropriate data for sufficiently large test sets has been one key design consideration. There have also been variations in the specific task definitions, the amount and type of training data provided, and the durations of the test segments. The microphone types of the handsets used, as well as the match or mismatch of training and test handsets, have been found to be important considerations that greatly affect system performance.",,Automatic telephone systems; Character recognition; Telephone sets; Automatic systems; Conversational telephone speech; Design considerations; Speaker recognition evaluations; Specific tasks; State of the art; Text independents; Training data; Speech recognition,,,,,,,,,,,"Doddington, G., Speaker recognition evaluation methodology (1998) An Overview and Perspective-, RLA2C, pp. 60-66. , Avignon; Doddington, G., The NIST speaker recognition evaluation - Overview, methodology, systems, results, perspective (2000) Speech Communication Journal, , to appear; (2000), http://morph.ldc.upenn.edu, University of Pennsylvania, 3615 Market Street, Suite 200, Philadelphia, PA 19104-2608. web site; Martin, A., The DET curve assessment of detection task performance (1997) Proceedings EuroSpeeech, 4, pp. 1895-1898; Martin, A., Przybocki, M., The NIST 1999 speaker recognition evaluation - An overview (2000) DSP Journal, , to appear; (2000) Spoken Natural Language Processing Group Speaker Recognition Web Page, , http://www.nist.eov/speech/spkrinfo.htm; Ortega-Garcia, J., (2000) AHUMADA: A Large Speech Corpus in Spanish for Speaker Characterization and Identification, , to appear in Speech Communication; Przybocki, M., Martin, A., The 1999 NIST speaker recognition evaluation, using summed two-channel telephone data for speaker detection and speaker tracking (1999) Proceedings Eurospeech, 5, pp. 2215-2218",,,,European Language Resources Association (ELRA),"2nd International Conference on Language Resources and Evaluation, LREC 2000",31 May 2000 through 2 June 2000,,131717.0,,,,,English,"Int. Conf. Lang. Resourc. Eval., LREC",Conference Paper,Final,,Scopus,2-s2.0-85037147852
"Kishore S.P., Yegnanarayana B.",57197203120;7005425450;,Speaker verification: Minimizing the channel effects using autoassociative neural network models,2000,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",2,, 859156,1101,1104,,21.0,10.1109/ICASSP.2000.859156,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0033692623&doi=10.1109%2fICASSP.2000.859156&partnerID=40&md5=3a04bd3cfefad4e3ab94d2f320d4e826,"Department of Computer Science and Engineering, Indian Institute of Technology, Madras, 600036, India","Kishore, S.P., Department of Computer Science and Engineering, Indian Institute of Technology, Madras, 600036, India; Yegnanarayana, B., Department of Computer Science and Engineering, Indian Institute of Technology, Madras, 600036, India","The characteristics of the telephone channel and handset have a significant effect on the performance of speaker verification systems. The channel/handset mismatch between the training and testing data degrades the performance of speaker verification systems. In this paper, we show that the autoassociative neural network (AANN) models can be used to minimize the effects of channel characteristics on the performance of a text-independent speaker verification system. This paper also compares two approaches to represent the background model for an AANN based speaker verification system. © 2000 IEEE.",,Neural networks; Signal processing; Telephone sets; Bandwidth; Channel capacity; Database systems; Feedforward neural networks; Mathematical models; Telephone sets; Autoassociative neural networks; Background model; Channel characteristics; Channel effect; Speaker verification; Speaker verification system; Text-independent speaker verification; Training and testing; Speech recognition; Speech recognition; Autoassociative neural network; Speaker verification systems,,,,,,,,,,,"Reynolds, D.A., The effects of telephone transmission degradations on speaker recognition performance (1995) Proceedings of IEEE Int. Conf. Acoust., Speech, Signal Processing, pp. 329-332; Misra, H., (1999) Development of a Mapping Feature for Speaker Recognition, , MS dissertation, Indian Institute of Technology, Department of Computer Science, Engg., Madras, May; Speaker recognition workshop (1999) Proc. NIST 1999, , U-niversity of Maryland, USA, Jun 3-4; Reynolds, D.A., Comparision of background normalisation methods for text-independent speaker verification (1997) Eurospeech, pp. 963-966. , Greece; Ikbal, M.S., Misra, H., Yegnanarayana, B., Analysis of autoassociative mapping neural networks (1999) In-t. Joint Conf. On Neural Networks, , Washington, US-A, July; Shajith Ikbal, M., (1999) Autoassociative Neural Network Models for Speaker Verification, , MS dissertation, Indian Institute of Technology, Department of Computer Science, Engg., Madras, May; Yegnanarayana, B., (1999) Artificial Neural Networks, , New Delhi: Prentice-Hall of India; Furui, S., Cepstral analysis technique for automatic s-peaker verification (1981) IEEE Trans. Acoust., Speech, Signal Processing, 29, pp. 254-272. , Apr; Sambur, M.R., Speaker recognition using orthogonal linear prediction (1976) IEEE Trans. Acoust., Speech, Signal Processing, 24, pp. 283-289. , Aug; Kishore, S.P., Yegnanarayana, B., Identification of handset type using autoassociative neural network rnodelSj (1999) Int. Conference On Advances of Pattern Recognition, (ISI, Calcutta, India), , Dec; Heck, L.R., Weintraub, M., Handset-dependent background models for robust text-independent speaker recognition (1997) Proceedings of IEEE Int. Conf. A-coust., Speech, Signal Processing, , Munich, Germany), April",,,IEEE Signal Processing Society;The Institute of Electrical and Electronics Engineers (IEEE),Institute of Electrical and Electronics Engineers Inc.,"25th IEEE International Conference on Acoustics, Speech, and Signal Processing, ICASSP 2000",5 June 2000 through 9 June 2000,,126254.0,15206149,0780362934,IPROD,,English,ICASSP IEEE Int Conf Acoust Speech Signal Process Proc,Conference Paper,Final,,Scopus,2-s2.0-0033692623
"Teunen R., Shahshahani B., Heck L.",25646836600;6602657937;7005241213;,A model-based transformational approach to robust speaker recognition,2000,"6th International Conference on Spoken Language Processing, ICSLP 2000",,,,,,,85.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988224855&partnerID=40&md5=5b4931d7a8253a1c04e57e2853c32332,"Nuance Communications, 1380 Willow Rd., Menlo Park, CA  94025, United States","Teunen, R., Nuance Communications, 1380 Willow Rd., Menlo Park, CA  94025, United States; Shahshahani, B., Nuance Communications, 1380 Willow Rd., Menlo Park, CA  94025, United States; Heck, L., Nuance Communications, 1380 Willow Rd., Menlo Park, CA  94025, United States","A novel statistical modeling and compensation method for robust speaker recognition is presented. The method specifically addresses the degradation in speaker verification performance due to the mismatch in channels (e.g., telephone handsets) between enrollment and testing sessions. In mismatched conditions, the new approach uses speaker-independent channel transformations to synthesize a speaker model that corresponds to the channel of the testing session. Effectively verification is always performed in matched channel conditions. Results on the 1998 NIST Speaker Recognition Evaluation corpus show that the new approach yields performance that matches the best reported results. Specifically, our approach yields similar improvements (19.9% reduction in EER compared to CMN alone) as the HNORM score-based compensation method, but with a fraction of the training time.",,Telephone sets; Compensation method; Mismatched conditions; Robust speaker recognition; Speaker independents; Speaker recognition evaluations; Speaker verification; Statistical modeling; Transformational approach; Speech recognition,,,,,,,,,,,"Reynolds, D.A., Speaker identification and verification using Gaussian mixture speaker models (1995) Speech Communications, 17, pp. 91-108; Heck, L., Handset-dependent background models for robust text-independent speaker recognition (1997) ICASSP; Furui, S., Cepstral analysis technique for automatic speaker verification (1981) IEEE Trans. on Acoustics, Speech and Signal Proc., ASSP-29, pp. 254-272; Hermansky, H., Morgan, N., Bayya, A., Kohn, P., (1991) Compensation for the Effects of the Communication Channel in Auditorylike Analysis of Speech (RASTA-PLP), pp. 1367-1370. , EUROSPEECH; Quatieri, T.F., Reynolds, D.A., O'Leary, G.C., Magnitudeonly estimation of handset nonlinearity with application to speaker recognition (1994) ICASSP, 2, pp. 1027-1030; Heck, L., (2000) Robustness to Telephone Handset Distortion in Speaker Recognition by Discriminative Feature Design, , Speech Communications; Mammone, R.J., Shang, X., Ramachandran, R.P., Robust speaker recognition (1996) IEEE Signal Proc. Magazine, 13, pp. 58-71; Murthy, H.A., Beaufays, F., Heck, L., Weintraub, M., Robust text-independent speaker verification (1999) IEEE Trans. on Speech and Audio Proc., 7, pp. 554-568; Reynolds, D., (1997) Comparison of Background Normalization Methods for Text-independent Speaker Verification, , EUROSPEECH; Speaker recognition workshop (1998) NIST Workshop Notebook, Linthicum Heights, , NIST, Maryland; Heck, L., Mirghafori, N., On-line unsupervised adaptation in speaker verification (2000) ICSLP",,,,International Speech Communication Association,"6th International Conference on Spoken Language Processing, ICSLP 2000",16 October 2000 through 20 October 2000,,124331.0,,7801501144; 9787801501141,,,English,"Int. Conf. Spok. Lang. Process., ICSLP",Conference Paper,Final,,Scopus,2-s2.0-84988224855
"Krauss T.P., Zoltowski M.D.",26661320100;55664103800;,Blind channel identification on CDMA forward link based on dual antenna receiver at handset and cross-relation,1999,"Conference Record of the 33rd Asilomar Conference on Signals, Systems, and Computers",1,, 832299,75,79,,8.0,10.1109/ACSSC.1999.832299,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0033315814&doi=10.1109%2fACSSC.1999.832299&partnerID=40&md5=a8c3e8ff35c9314c8eedbfdc6a00a3bc,"School of Electrical Engineering, Purdue University, West Lafayette, IN  47907-1285, United States","Krauss, T.P., School of Electrical Engineering, Purdue University, West Lafayette, IN  47907-1285, United States; Zoltowski, M.D., School of Electrical Engineering, Purdue University, West Lafayette, IN  47907-1285, United States","This work focuses on the forward link in a CDMA based multi-user communication system. The mobile handset is assumed to have two antennas, either spatially separated or having diverse polarizations. Blind channel identification via the cross-relation method (CRM) of Xu, Liu, Tong, and Kailath (1995) is possible when there is a common input into at least two distinct channels (not having common spectral nulls.) The common input in the forward link is the superposition of all active users: desired user plus multi-user access interference (MAI). Although each user's signal is typically below the noise floor prior to cross-correlating with it's respective code, the power of the sum signal is above the noise floor-well above the noise floor in the case of many active users which is the goal of third generation cellular systems. We present simulations assessing the quality of the channel estimates for two types of equalizers: A zero-forcing equalizer and a RAKE receiver. Initial simulation studies indicate that CR-based blind channel estimation may need to be supplemented by additional a-priori information (such as training sequences or the pilot channel) in order to more closely approach the BER performance obtained when the channels are known exactly. © 1999 IEEE.",,Antennas; Channel estimation; Equalizers; Floors; Mobile antennas; Mobile telecommunication systems; Multiple access interference; Signal receivers; Telecommunication links; Telephone sets; Antenna accessories; Cellular radio systems; Communication channels (information theory); Computer simulation; Radio interference; Radio links; Radio receivers; Blind channel estimation; Blind channel identification; Multi-user access interferences; Multiuser communication; Simulation studies; Third Generation cellular systems; Training sequences; Zero forcing equalizer; Code division multiple access; Code division multiple access; Blind channel identification; Cross-relation method (CRM); Dual antenna receiver; Multi-user access interference (MAI),,,,,,,,,,,"Xu, G., Liu, H., Tong, L., Kailath, T., A least-squares approach to blind channel identification (1995) IEEE Trans, on Signal Processing, pp. 2982-2993. , Dec; Ghauri, I., Slock, D.T.M., Linear receivers for the DS- CDMA downlink exploiting orthogonality of spreading sequences (1998) Conf. Rec. 32nd Asilomar Conf. Signals, Systems & Computers, Pacific Grove, pp. 650-654. , CA, Nov; Zoltowski, M., Krauss, T., Two-channel zero forcing equalization on CDMA forward link: Trade-offs between multi-user access interference and diversity gains (1999) Conf. Record of 33nd Asilomar Conf. on Signals, Systems and Computers, , Pacific Grove, CA, Oct; (1998) The Cdma2000 ITU-R RTT Candidate Submission, , Telecommunications Industry Association, 27 July; Zoltowski, M., Tseng, D.-F., A weighted energy concentration criterion for improving the performance of the cross-relation method of blind channel identification at low SNR (1998) Conf. Rec. 32nd Asilomar Conf. Signals, Systems, and Computers, pp. 785-789. , Nov",,Matthews M.B.,,Institute of Electrical and Electronics Engineers Inc.,"33rd Asilomar Conference on Signals, Systems, and Computers, ACSSC 1999",24 October 1999 through 27 October 1999,,132615.0,,0780357000; 9780780357006,,,English,"Conf. Rec. Asilomar Conf. Signals, Syst., Comput.",Conference Paper,Final,,Scopus,2-s2.0-0033315814
Scherer Marco,57196825940;,Extended model for interactive learning systems,1998,Proceedings - Frontiers in Education Conference,3,,,1119,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0032319129&partnerID=40&md5=3bb2a57e190c2c2ac0faa9ccec648393,"Univ of Duisburg, Duisburg, Germany","Scherer, Marco, Univ of Duisburg, Duisburg, Germany",The formal definition of interactive learning systems educational softwares (ILS) is influenced by different learning methods or different kinds of users. The criteria for decision are flexibility and clearness of the concept as well as the consideration of a user model dynamically changing during the course. It is possible to build an abstract model for modern interactive learning systems which is able to support the development process and the maintenance of the system by formal means. The functionalities of an extended model is discussed.,,Computer aided engineering; Computer aided instruction; Computer software selection and evaluation; Curricula; Interactive computer systems; Software engineering; Teaching; User interfaces; Interactive learning systems (ILS); Engineering education,,,,,,,,,,,,"Scherer, Marco; Univ of Duisburg, Duisburg, Germany",,IEEE,"IEEE, Piscataway, NJ, United States","Proceedings of the 1998 28th Annual Frontiers in Education Conference, FIE. Part 3 (of 3)",4 November 1998 through 7 November 1998,"Tempe, AZ, USA",49776.0,01905848,,PFECD,,English,Proc Front Educ Conf,Conference Paper,Final,,Scopus,2-s2.0-0032319129
[No author name available],[No author id available],"Proceedings of the 1998 28th Annual Frontiers in Education Conference, FIE. Part 3 (of 3)",1998,Proceedings - Frontiers in Education Conference,3,,,973,1368,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0032312278&partnerID=40&md5=3b1aad6b019abe770425bf763ae09bfd,,,The proceedings contains 106 papers from the 1998 ASEE Frontiers in Education Conference. Topics discussed include: technical writing; student self-assessment; undergraduate curriculum evaluation; integrated freshman engineering curricula; long distance classrooms; continuing engineering education; online communications; interactive multimedia instruction; software engineering; non-traditional teaching approaches; computer science; laboratory-intensive curriculum; cooperative learning; digital signal processing laboratories; and semiconductor manufacturing.,,Computer aided instruction; Computer science; Curricula; Distance education; Electronic equipment manufacture; Interactive computer systems; Multimedia systems; Professional aspects; Software engineering; Students; Teaching; World Wide Web; Asynchronous learning; Capstone courses; Collaborative learning; Continuing education; EiRev; Engineering communication; Integrated curricula; Interactive learning systems; Process improvements; Virtual tutoring; Engineering education,,,,,,,,,,,,,,IEEE,"IEEE, Piscataway, NJ, United States","Proceedings of the 1998 28th Annual Frontiers in Education Conference, FIE. Part 3 (of 3)",4 November 1998 through 7 November 1998,"Tempe, AZ, USA",49776.0,01905848,,PFECD,,English,Proc Front Educ Conf,Conference Review,Final,,Scopus,2-s2.0-0032312278
Carroll Christopher R.,7101866078;,Portable input/output instrument for interfacing student digital system designs,1998,ASEE Annual Conference Proceedings,,,,,,,5.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0032291597&partnerID=40&md5=c6ec205c842de14960dca91e888299e0,"Univ of Minnesota Duluth, Duluth, United States","Carroll, Christopher R., Univ of Minnesota Duluth, Duluth, United States","A microcontroller-based instrument has been built into an old telephone handset. The instrument provides keypad input and multi-digit display output. The keypad in the telephone handset is used as the input device, and a raster generated on standard oscilloscope is used to produce a display showing a multiple-digit output. This device has been used as a standard interface for many different digital systems designed by students in the second quarter digital circuit design class at the University of Minnesota Duluth.",,Digital instruments; Microcontrollers; Portable equipment; Systems analysis; Telephone sets; User interfaces; Digital system design; Portable input output instrument; Engineering education,,,,,,,,,,,,"Carroll, Christopher R.; Univ of Minnesota Duluth, Duluth, United States",Anon,,"ASEE, Washington, DC, United States",Proceedings of the 1998 Annual ASEE Conference,28 June 1998 through 1 July 1998,"Seattle, WA, USA",49168.0,01901052,,ACOPD,,English,ASEE Annu Conf Proc,Conference Paper,Final,,Scopus,2-s2.0-0032291597
"Hanitsch Rolf, Quaschning Volker, Stephan Richard M.",7005389086;36975414900;56238746600;,Solar teaching in the Internet,1997,Proceedings of the Universities Power Engineering Conference,1,,,415,418,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0031358489&partnerID=40&md5=3da6c646dff676817f3e521f14038299,"Berlin Univ of Technology, Berlin, Germany","Hanitsch, Rolf, Berlin Univ of Technology, Berlin, Germany; Quaschning, Volker, Berlin Univ of Technology, Berlin, Germany; Stephan, Richard M., Berlin Univ of Technology, Berlin, Germany","Problems with conventional types of energy such as the restriction of the resources of fossil energy, global warming as a result of the greenhouse effect, and the resistance of the population to nuclear energy force us to increase the use of renewable types of energy. Today renewable types of energy such as solar energy are very popular. Nevertheless only a few persons know details of techniques to use solar energy. Renewable types of energy are not part of the curriculum at most technical universities. Therefore we need new possibilities for solar teaching. One promising opportunity is the Internet. New computer languages such as Java and Javascript make it possible to include programs and simulation tools directly into Internet pages and not only text and graphics. We have taken up these new opportunities and have developed the new Interactive Learning System for Renewable Types of Energy (ILSE). This learning system combines presentation of information with interactive components such as simulation tools and multiple choice tests in the Internet. The Internet address of the ILSE learning system is http://emsolar.ee.tu-berlin.de/-ilse.",,Computer aided instruction; Engineering education; High level languages; Interactive computer systems; Online systems; Wide area networks; Interactive learning system for renewable types of energy (ILSE); Internet; Java programming language; Solar power plants,,,,,,,,,,,,"Hanitsch, Rolf; Berlin Univ of Technology, Berlin, Germany",Anon,,"Technological Educational Institute, Iraklio, Greece","Proceedings of the 1997 32nd Universities Power Engineering Conference, UPEC'97. Part 1 (of 2)",10 September 1997 through 12 September 1997,"Manchester, UK",47352.0,,,,,English,Proc Univ Power Eng Conf,Conference Paper,Final,,Scopus,2-s2.0-0031358489
"Heck Larry P., Weintraub Mitchel",7005241213;7202625538;,Handset-dependent background models for robust text-independent speaker recognition,1997,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",2,,,1071,1074,,55.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0030710668&partnerID=40&md5=99350043f50d3ce82b32e0e0824fa8cd,"SRI Int, Menlo Park, United States","Heck, Larry P., SRI Int, Menlo Park, United States; Weintraub, Mitchel, SRI Int, Menlo Park, United States","This paper studies the effects of handset distortion on telephone-based speaker recognition performance, resulting in the following observations: (1) the major factor in speaker recognition errors is whether the handset type (e.g., electret, carbon) is different across training and testing, not whether the telephone lines are mismatched, (2) the distribution of speaker recognition scores for true speakers is bimodal, with one mode dominated by matched handset tests and the other by mismatched handsets, (3) cohort-based normalization methods derive much of their performance gains from implicitly selecting cohorts trained with the same handset type as the claimant, and (4) utilizing a handset-dependent background model which is matched to the handset type of the claimant's training data sharpens and separates the true and false speaker score distributions. Results on the 1996 NIST Speaker Recognition Evaluation corpus show that using handset-matched background models reduces false acceptances (at a 10% miss rate) by more than 60% over previously reported (handset-independent) approaches.",,Learning algorithms; Mathematical models; Speech coding; Speech processing; Speech synthesis; Spurious signal noise; Telephone apparatus; Handset distortions; Speech recognition,,,,,,,,,,,,"Heck, Larry P.; SRI Int, Menlo Park, United States",Anon,IEEE,"IEEE, Piscataway, NJ, United States","Proceedings of the 1997 IEEE International Conference on Acoustics, Speech, and Signal Processing, ICASSP. Part 1 (of 5)",21 April 1997 through 24 April 1997,"Munich, Ger",46531.0,07367791,,IPROD,,English,ICASSP IEEE Int Conf Acoust Speech Signal Process Proc,Conference Paper,Final,,Scopus,2-s2.0-0030710668
Janser Achim W.,6507105075;,Interactive learning system visualizing computer graphics algorithms,1997,"Poceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE",,,,21,23,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0030643907&partnerID=40&md5=15b7163dbce7cf9482f57efc3166f079,"Gerhard-Mercator-Universitaet-GH, Duisburg, Duisburg, Germany","Janser, Achim W., Gerhard-Mercator-Universitaet-GH, Duisburg, Duisburg, Germany","At our universities the integration of computers into the classical lectures becomes more and more important, because their usage improves the quality of teaching. Our learning system is concerned with the visualization of Computer Graphics Algorithms. Such an algorithm can hardly be taught on a blackboard or an overhead, because the dynamic and the changes during its execution cannot be illustrated properly on a static display. In a learning system the algorithm can be visualized by using sample outputs that develop stepwise during the execution and by showing the most important variables with their values changing after certain commands. Our learning system is aimed to be used in addition to a classical lecture and practice.",,Algorithms; Computer aided instruction; Interactive computer graphics; Interactive computer systems; Teaching; Visualization; Interactive learning systems; Learning systems,,,,,,,,,,,,"Janser, Achim W.; Gerhard-Mercator-Universitaet-GH, Duisburg, Duisburg, Germany",Anon,SIGCUE,"ACM, New York, NY, United States","Proceedings of the 1997 Conference on Integrating Technology into Computer Science Education, ITiCSE",2 June 1997 through 4 June 1997,"Uppsala, Swed",46680.0,,,00263,,English,Proc Conf Integr Technol Comput Sci Educ ITiCSE,Conference Paper,Final,,Scopus,2-s2.0-0030643907
[No author name available],[No author id available],"Proceedings of the 1997 Conference on Integrating Technology into Computer Science Education, ITiCSE",1997,"Poceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE",,,,,,146.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0030672381&partnerID=40&md5=ae83094e3ea952f4da9e38118ac9b255,,,The proceedings contains 37 papers on the use of information technology in computer science education. Topics discussed include: multimedia communication technologies; discrete mathematics; interactive learning systems; logic simulator laboratory; multimedia courseware; algorithm visualization; distributed algorithms; concurrent programming; paperless assignments; electronic marking; hypermedia story telling; intelligent tutoring systems; multi-user dimensions; and virtual interactive book as a data structure.,,Artificial intelligence; Computer aided software engineering; Computer programming languages; Computer science; Information dissemination; Interactive computer graphics; Interactive computer systems; Learning systems; Object oriented programming; Online systems; Voice/data communication systems; Wide area networks; Collaborative learning; Computer conferencing systems; Computer mediated conference (CMC); Creative lab with active participation (CLAP); Distance learning; EiRev; Internet protocol (IP); Transmission control protocol (TCP); Virtual Campus; Virtual reality modeling language (VRML); Computer aided instruction,,,,,,,,,,,,,Anon,SIGCUE,"ACM, New York, NY, United States","Proceedings of the 1997 Conference on Integrating Technology into Computer Science Education, ITiCSE",2 June 1997 through 4 June 1997,"Uppsala, Swed",46680.0,,,00263,,English,Proc Conf Integr Technol Comput Sci Educ ITiCSE,Conference Review,Final,,Scopus,2-s2.0-0030672381
"Costa Jean-Pierre, Pitarque Thierry, Thierry Eric",7402460893;6602931092;6602872011;,Using orthogonal least squares identification for adaptive nonlinear filtering of GSM signals,1997,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",3,,,2397,2400,,9.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0030677499&partnerID=40&md5=82e4e8ff0e5e3a4ac5b54f316f60afd6,"CNRS-UNSA, Valbonne, France","Costa, Jean-Pierre, CNRS-UNSA, Valbonne, France; Pitarque, Thierry, CNRS-UNSA, Valbonne, France; Thierry, Eric, CNRS-UNSA, Valbonne, France",The miniaturization of GSM handsets creates nonlinear acoustical echoes between the microphone and the loudspeaker when signal level is high. Nonlinear adaptive filtering can tackle this problem but the computational complexity has to be reduced by restricting the number of coefficients introduced by nonlinear models. This paper compares performances of different nonlinear models. In a first training stage we use the OLS (Orthogonal Least Squares) identification method to find models using the fewest coefficients along with a good fitting accuracy. In a second filtering stage these parsimonious models are used to adaptively filter the GSM signals.,,Identification (control systems); Least squares approximations; Mathematical models; Nonlinear equations; Orthogonal least squares (OLS) identification methods; Adaptive filtering,,,,,,,,,,,,"Costa, Jean-Pierre; CNRS-UNSA, Valbonne, France",Anon,IEEE,"IEEE, Piscataway, NJ, United States","Proceedings of the 1997 IEEE International Conference on Acoustics, Speech, and Signal Processing, ICASSP. Part 1 (of 5)",21 April 1997 through 24 April 1997,"Munich, Ger",46531.0,07367791,,IPROD,,English,ICASSP IEEE Int Conf Acoust Speech Signal Process Proc,Conference Paper,Final,,Scopus,2-s2.0-0030677499
"Lamel Lori, Gauvain Jean-Luc",7003849149;7006668377;,Speaker recognition with the Switchboard Corpus,1997,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",2,,,1067,1070,,8.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0030681722&partnerID=40&md5=a761a909b624798bba2ba672d54e2948,"LIMSI-CNRS, Orsay, France","Lamel, Lori, LIMSI-CNRS, Orsay, France; Gauvain, Jean-Luc, LIMSI-CNRS, Orsay, France","In this paper we present our development work carried out in preparation for the March '96 speaker recognition test on the Switchboard corpus organized by NIST. The speaker verification system evaluated was a Gaussian mixture model. We provide experimental results on the development test and evaluation test data, and some experiments carried out since the evaluation comparing the GMM with a phone-based approach. Better performance is obtained by training on data from multiple sessions, and with different handsets. High error rates are obtained even using a phone-based approach both with and without the use of orthographic transcriptions of the training data. We also describe a human perceptual test carried out on a subset of the development data, which demonstrates the difficulty human listeners had with this task.",,Learning systems; Mathematical models; Pattern recognition systems; Speaker recognition; Speaker verification systems; Switchboard corpus; Speech recognition,,,,,,,,,,,,"Lamel, Lori; LIMSI-CNRS, Orsay, France",Anon,IEEE,"IEEE, Piscataway, NJ, United States","Proceedings of the 1997 IEEE International Conference on Acoustics, Speech, and Signal Processing, ICASSP. Part 1 (of 5)",21 April 1997 through 24 April 1997,"Munich, Ger",46531.0,07367791,,IPROD,,English,ICASSP IEEE Int Conf Acoust Speech Signal Process Proc,Conference Paper,Final,,Scopus,2-s2.0-0030681722
"O'Reilly Roisin, White Peter",7101776902;57198568756;,TEACH - an evaluation of a multimedia database,1996,IEEE International Conference on Multi-Media Engineering Education - Proceedings,,,,505,512,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0030413365&partnerID=40&md5=bf568ddbf61110c41a323911ecd8254c,"James Cook Univ of North Queensland, Australia","O'Reilly, Roisin, James Cook Univ of North Queensland, Australia; White, Peter, James Cook Univ of North Queensland, Australia","This paper offers insight into the power of multimedia to deliver information which caters to a particular audience. The role of the design features and the moulding of those features through a knowledge of the target audience, are discussed as essential elements in the delivery of information through multimedia. The development process has been traced, to provide insight into the software so that the effectiveness of the software can be judged using Reeves (1994) dimensions for interactive learning systems.",,Interactive learning systems; Multimedia database; Computer software; Database systems; Interactive computer systems; Learning systems; Teaching; Computer aided instruction,,,,,,,,,,,,"O'Reilly, Roisin; James Cook Univ of North QueenslandAustralia",Aldeen M.,IEEE,,Proceedings of the 1996 IEEE International Conference on Multi Media Engineering Education,3 July 1996 through 5 July 1996,"Melbourne, Aust",46050.0,,,85QUA,,English,IEEE Int Conf Multi Media Eng Educ Proc,Conference Paper,Final,,Scopus,2-s2.0-0030413365
"Hurley Edward, Polifroni Joseph, Glass James",7005665904;6603225137;7201603693;,Telephone data collection using the World Wide Web,1996,"International Conference on Spoken Language Processing, ICSLP, Proceedings",3,,,1898,1901,,6.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0030353342&partnerID=40&md5=f85b94bee71c5fdd277c61eb798abdc8,"Massachusetts Inst of Technology, Cambridge, United States","Hurley, Edward, Massachusetts Inst of Technology, Cambridge, United States; Polifroni, Joseph, Massachusetts Inst of Technology, Cambridge, United States; Glass, James, Massachusetts Inst of Technology, Cambridge, United States","Over the past year our group has begun development of telephone-based speech understanding capability for our GALAXY conversational system. An important part of this process has been the collection of telephone speech which was used for training and evaluation. In the first phase of data collection our goal was to collect read speech from a wide variety of talkers, telephone handsets, and noise/channel conditions. In the second phase of data collection our additional goal was to collect spontaneous telephone speech from subjects actually using the system. In order to maximize variation in telephone conditions, as well as ease of use for subjects, the data collection software was designed to telephone subjects at their specified phone numbers around North America. Subjects initiate the data collection session by submitting an electronic form accessible by a WWW browser. For read speech collection, a set of prompts is automatically generated for the subject. This paper describes the design of the data collection system we are using for these purposes. To date we have collected over 9,000 utterances from over 270 subjects.",,Data acquisition; Speech recognition; Speech transmission; Telephone sets; Wide area networks; Telephone data collection; World Wide Web browser; Database systems,,,,,,,,,,,,"Hurley, Edward; Massachusetts Inst of Technology, Cambridge, United States",Anon,Univ of Delaware,"IEEE, Piscataway, NJ, United States","Proceedings of the 1996 International Conference on Spoken Language Processing, ICSLP. Part 1 (of 4)",3 October 1996 through 6 October 1996,"Philadelphia, PA, USA",46796.0,,,00264,,English,Int Conf Spoken Lang Process ICSLP Proc,Conference Paper,Final,,Scopus,2-s2.0-0030353342
"Newman Michael, Gillick Larry, Ito Yoshiko, McAllaster Don, Peskin Barbara",57196977088;6603604127;55467347300;7801384008;6701369273;,Speaker verification through large vocabulary continuous speech recognition,1996,"International Conference on Spoken Language Processing, ICSLP, Proceedings",4,,,2419,2422,,20.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0030369359&partnerID=40&md5=399c2a547aed1e682fe3612b0c995595,"Dragon Systems, Inc, Newton, United States","Newman, Michael, Dragon Systems, Inc, Newton, United States; Gillick, Larry, Dragon Systems, Inc, Newton, United States; Ito, Yoshiko, Dragon Systems, Inc, Newton, United States; McAllaster, Don, Dragon Systems, Inc, Newton, United States; Peskin, Barbara, Dragon Systems, Inc, Newton, United States","We present a study of a speaker verification system for telephone data based on large-vocabulary speech recognition. After describing the recognition engine, we give details of the verification algorithm and draw comparisons with other systems. The system has been tested on a test set taken from the Switchboard corpus of conversational telephone speech, and we present results showing how performance varies with length of test utterance, and whether or not the training data has been transcribed. The dominant factor in performance appears to be channel or handset mismatch between training and testing data.",,Algorithms; Mathematical models; Signal processing; Telephone switchboards; Large vocabulary continuous speech recognition; Speaker verification system; Speech recognition,,,,,,,,,,,,"Newman, Michael; Dragon Systems, Inc, Newton, United States",Anon,Univ of Delaware,"IEEE, Piscataway, NJ, United States","Proceedings of the 1996 International Conference on Spoken Language Processing, ICSLP. Part 1 (of 4)",3 October 1996 through 6 October 1996,"Philadelphia, PA, USA",46796.0,,,00264,,English,Int Conf Spoken Lang Process ICSLP Proc,Conference Paper,Final,,Scopus,2-s2.0-0030369359
"Masthoff J., Van Hoe R.",6602930133;56974416900;,APPEAL: A multi-agent approach to interactive learning environments,1996,Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),1069,,,77,89,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84947922601&partnerID=40&md5=292259f17e8684d8268858ce5cca4b27,"Institute for Perception Research IPO, IPO PO Box 513, Eindhoven, 5600 MB, Netherlands","Masthoff, J., Institute for Perception Research IPO, IPO PO Box 513, Eindhoven, 5600 MB, Netherlands; Van Hoe, R., Institute for Perception Research IPO, IPO PO Box 513, Eindhoven, 5600 MB, Netherlands","In this paper an agent-based approach to interactive learning environments (ILE) is proposed. It is argued that current interactive learning systems, especially the intelligent tutoring systems, do not satisfy the minimal requirements of an ILE. A specification is given of an agent-based approach to ILE in which situated agents are associated with different aspects of the teacher's behaviour. It is argued that the interaction between these teacher agents and the student agent results in a highly adaptive and interactive learning system that satisfies the requirements of an ILE. The most promising is perhaps that the behaviour of the teacher seems already fairly complex even with a very limited amount of simple behaviours of the agents. © Springer-Verlag Berlin Heidelberg 1996.",,Application programs; Computer aided instruction; Educational technology; Learning systems; Multi agent systems; Software agents; Teaching; Agent-based approach; Intelligent tutoring system; Interactive learning environment; Interactive learning systems; Multi-agent approach; Situated agents; Autonomous agents,,,,,,,,,,,"Agre, E.E., Chapman, D., (1987) Pengi: An Implementation of a Theory of Activity. Proceedings of the AAAI Conference, pp. 268-272. , Seattle, Washington; Van Hoe, R., Masthoff, J., Appelo, L., Harkema, H., De Pijper, J.R., Rous, J., (1995) APPEAL: A Multimedia Environment for Adaptive Learning, p. 29. , In: IPO annual progress report; Appelo, L., Leermakers, M., Rous, J., Language exercise generation in an interactive learning environment (1994) IPO Manuscript 1012; Bouwhuis, D., Bunt, H., Interactive Instructional Systems as Dialogue Systems, , in press, L. Verhoeven (Ed.), Training for literacy. Dordrecht: Foils; Brooks, R., A robust layered control system for a mobile robot (1986) IEEE Journal on Robotics and Automation, 2, pp. 14-23; Brooks, R., Intelligence without representation (1991) Artificial Intelligence, 47, pp. 139-159; Carbonell, J.R., (1970) Mixed Initiative Man-Computer Instructional Dialogues, , Doctoral dissertation, MIT, Cambridge, Massachusetts; Chapman, D., (1991) Vision, Instruction, and Action, , Cambridge, MA: The MIT Press; Connah, D.M., The design of interacting agents for use in interfaces (1993) Human-Machine Communication for Educational Systems Design, pp. 197-206. , In M.D. Brouwer-Janse & T.L. Harrington (Eds.), Berlin: Springer-Verlag; Green, J.G., Chi, M., Clancey, W.J., Elman, J., Situated Agents [Special issue] (1993) Cognitive Science, p. 17; McArthur, D., Statz, C., Hotta, J., Peter, O., Burdorf, C., Skill-oriented tasksequencing in an intelligent tutor for basic algebra (1988) Instructional Science, 17, pp. 281-307; Norman, D.A., Categorization of Action Slips (1981) Psychological Review, 88, pp. 1-15; (1986) User Centered System Design, , Norman, D.A., & Draper, S.W. (Eds.), Hillsdale, NJ: Lawrence Erlbaum; Payne, S., Squibb, H., Algebra mal-rules and cognitive accounts of error (1990) Cognitive Science, 14, pp. 445-481; Roschelle, J., (1990) Designing for Conversations, , Paper presented at the Annual Meeting of the American Education Research Association, Boston; Self, J.A., Student models in computer-aided instruction (1974) International Journal of Man-Machine Studies, 6, pp. 261-276; O'shea, T., A self-improving quadratic tutor (1979) International Journal of Man-Machine Studies, 11, pp. 97-124; Shoham, Y., Agent-oriented programming (1993) Artificial Intelligence, 60, pp. 51-92; Snow, R.E., Swanson, J., Instructional psychology (1992) Annual Review of Psychology, 43, pp. 583-626; Suchman, L.A., (1987) Plans and Situated Actions: The Problem of Human-Machine Communication, , Cambridge: Cambridge University Press; Steels, L., Cooperation between distributed agents through self-organisation (1989) Journal on Robotics and Autonomous Systems; Wavish, P.R., Connah, D.M., (1990) Representing Multi-Agent Worlds in ABLE, , Technical Note, Philips Research Laboratories; Wood, D., Wood, H., Middleton, D., An experimental evaluation of four face-to-face teaching strategies (1978) International Journal of Behavioral Development, 1, pp. 131-147; Wenger, E., (1987) Artificial Intelligence and Tutoring Systems, , Los Altos, California: Morgan Kaufmann",,Perram J.W.Muller J.-P.,,Springer Verlag,"6th European Workshop on Modelling Autonomous Agents in a Multi-Agent World, MAAMAW 1994",3 August 1994 through 5 August 1994,,143929.0,03029743,3540611576; 9783540611578,,,English,Lect. Notes Comput. Sci.,Conference Paper,Final,,Scopus,2-s2.0-84947922601
Reynolds Douglas A.,7401431586;,Effects of handset variability on speaker recognition performance: experiments on the switchboard corpus,1996,"ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings",1,,,113,116,,50.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0029725601&partnerID=40&md5=8e5b3d1a7ce52d444caeb3fe2a801cda,"Massachusetts Inst of Technology, Lexington, United States","Reynolds, Douglas A., Massachusetts Inst of Technology, Lexington, United States","This paper presents an empirical study of the effects of handset variability on text-independent speaker recognition performance using the Switchboard corpus. Handset variability occurs when training speech is collected using one type of handset, but a different handset is used for collecting test speech. For the Switchboard corpus, the calling telephone number associated with a file is used to imply the handset used. Analysis of experiments designed to focus on handset variability on the SPIDRE database and the May95 NIST speaker recognition evaluation database, show that a performance gap between matched and mismatched handset tests persists even after applying several standard channel compensation techniques. Error rates for the mismatched tests are over 4 times those for the matched tests. Lastly, a new energy dependent cepstral mean subtraction technique is proposed to compensate for nonlinear distortions, but is not found to improve performance on the databases used.",,Database systems; Performance; Telephone sets; Telephone switchboards; Channel compensation; SPIDRE database; Speech recognition,,,,,,,,,,,,"Reynolds, Douglas A.; Massachusetts Inst of Technology, Lexington, United States",,IEEE,"IEEE, Piscataway, NJ, United States","Proceedings of the 1996 IEEE International Conference on Acoustics, Speech, and Signal Processing, ICASSP. Part 1 (of 6)",7 May 1996 through 10 May 1996,"Atlanta, GA, USA",45447.0,07367791,,IPROD,,English,ICASSP IEEE Int Conf Acoust Speech Signal Process Proc,Conference Paper,Final,,Scopus,2-s2.0-0029725601
"Blandford L., Lockyer J.",57190366918;35553893800;,Audience response systems and touch pad technology: their role in CME,1995,Journal of Continuing Education in the Health Professions,15,1,,52,57,,7.0,10.1002/chp.4750150108,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979343726&doi=10.1002%2fchp.4750150108&partnerID=40&md5=84ca2603059b57734fbc26ca0e60e621,"The University of Calgary, Calgary, Alberta, Canada","Blandford, L.; Lockyer, J., The University of Calgary, Calgary, Alberta, Canada","Audience response systems, often referred to as touch pad technology (TPT), consist of many small calculator sized response pads, which are linked to a central computer and an audio visual display. Teachers can use TPT to ask a series of multiple choice or true false questions to which the audience respond. Responses are presented graphically on a screen and used in teaching. This article discusses TPT and its potential role in adult learning, lists a number of questions to consider when determining the utility of TPT for a specific course, discusses question development, and suggests directions for evaluating the technology in future applications so that CME professionals can begin to determine its appropriate role in contemporary CME. Copyright © 1995 The Alliance for Continuing Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education",Adult education; audience response; touch pad technology,,,,,,,,,,,,"Davis, DA, Thomson, MA, Oxman, AD, Haynes, RB, Evidence for the effectiveness of CME: a review of 50 randomized controlled trials (1992) JAMA, 268, pp. 1111-1117; Jennings, JC, Content of continuing education courses in obstetrics and gynecology (1994) Obstet Gynecol, 83 (5), pp. 789-791; van Rosendaal, GMA, Lockyer, JM, Sutherland, LR, Improving course content through multiple methods of needs assessment: a demonstration project (1994) Teach Learn Med, 6 (4), pp. 269-273; (1989) Changing and learning in the lives of physicians, , Fox RD, Mazmanian PE, Putnam RW, New York, Praeger; Gronlund, NE, (1985) Measurement and evaluation in teaching, , New York, Macmillan","Blandford, L.",,,,,,,,08941912,,,,English,J. Cont. Educ. Health Prof.,Review,Final,,Scopus,2-s2.0-84979343726
Uden Lorna,6602388518;,Design implications for interactive learning systems,1994,IFIP Transactions A: Computer Science and Technology,,A-48,,119,130,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0028586287&partnerID=40&md5=3962c9cd956566ee2e70d772c8cdd07a,"Staffordshire Univ, Stoke on Trent, United Kingdom","Uden, Lorna, Staffordshire Univ, Stoke on Trent, United Kingdom","Interactive multimedia promises to revolutionise the way we work, learn and communicate. In time multimedia will pervade all aspects of our lives. This paper commences with a view of what multimedia is, the potential benefits of using multimedia in training and education, the effects of multimedia on learning, and the implications of future multimedia, a bridging to virtual worlds, the problems and research issues that need to be addressed. It concludes with how my research project hopes to address some of the issues discussed.",,Artificial intelligence; Computer aided instruction; Engineering education; Information retrieval systems; Interactive computer graphics; Interactive computer systems; Learning systems; Multimedia information systems; Education computing,,,,,,,,,,,,"Uden, Lorna; Staffordshire Univ, Stoke on Trent, United Kingdom",,,"Chapman & Hall Ltd, London, United Kingdom",Proceedings of the IFIP WG3.2 Working Conference on Visualization in Scientific Computing: Uses in University Education,28 July 1993 through 30 July 1993,"Irvine, CA, USA",21390.0,09265473,,ITATE,,English,IFIP Trans A Comput Sci Technol,Book,Final,,Scopus,2-s2.0-0028586287
"Davies Ruth, Elder Mark",7404393138;7101801154;,Multi-media software for teaching discrete event simulation,1993,Winter Simulation Conference Proceedings,,,,1313,1318,,1.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0027874242&partnerID=40&md5=231d71ed19bdb6fca3f0d7c344e7a140,"Univ of Southampton, Southampton, United Kingdom","Davies, Ruth, Univ of Southampton, Southampton, United Kingdom; Elder, Mark, Univ of Southampton, Southampton, United Kingdom","Multi-media software is being developed for an undergraduate introductory course to discrete event and visual interactive simulation. It is part of a larger project, funded by the U.K. Government, to provide computer based learning courses in various different subjects. The simulation course uses WINDOWS based software, called Learn-OR, which provides video, hypertext links and links to simulation software. The simulation module, covers: model structure, activity cycle diagrams, distribution sampling, model validation and experimentation.",,Cognitive systems; Computer aided instruction; Computer software; Data structures; Interactive computer graphics; Interactive computer systems; Learning systems; Software engineering; User interfaces; Activity cycle diagrams; Discrete event simulation; Distribution sampling; Multi-media software; Multimedia interactive learning system; Simulation teaching; Undergraduate introductory course; Visual interactive simulation; Windows based software; Computer simulation,,,,,,,,,,,,"Davies, Ruth; Univ of Southampton, Southampton, United Kingdom",Evans Gerald W.Mollaghasemi MansoorenRussell Edward C.Biles William E.,American Statistical Association (ASA);ACM/SIGSIM;IEEE;Institute of Industrial Engineers (IIE);National Institute of Standards and Technology (NIST);et al,"Publ by IEEE, Piscataway, NJ, United States",Proceedings of the Winter Simulation Conference,,"Los Angeles, CA, USA",19987.0,02750708,0780313801,WSCPD,,English,Winter Simul Conf Proc,Conference Paper,Final,,Scopus,2-s2.0-0027874242
"Murdock Jane Y., Husseiny Abdo A., Liang Enju, Abolrous Sam A., Rodriguez Rodrigo J.",36840529900;7004040773;7103381217;6506071718;7401544975;,Improvement on speech recognition and synthesis for disabled individuals using fuzzy neural net retrofits,1988,,,,,251,258,,2.0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0024124597&partnerID=40&md5=a1c292c44a6ccc021b8e2fdf54f45765,,"Murdock, Jane Y.; Husseiny, Abdo A.; Liang, Enju; Abolrous, Sam A.; Rodriguez, Rodrigo J.","Currently available voice input-output technology for microcomputers is reviewed. It is found that although such devices can be adequate in the case of voice output, voice input technology is far inferior; its deficiencies include user dependence, need for extensive user involvement in the training process, limited vocabulary, inability to adequately recognize connected or continuous speech, and high costs. The requirements for an adequate speech input device are briefly outlined and currently available applicable technologies are noted. An interactive learning system that uses off-the-shelf technology is described. The system involves three stages: (1) dynamic word wrap matching is used to detect and align candidate words; (2) fuzzy neural-net word recognition is applied to input spectrogram patterns; (3) a voice synthesizer is used to complete the interactive loop. The system has a recognition accuracy of 95-98%.",,"Character Recognition; Computers, Microcomputer; Mathematical Techniques--Fuzzy Sets; Speech--Recognition; Disabled Individuals; Voice Input-Output Technology; Word Recognition; Systems Science and Cybernetics",,,,,,,,,,,,"Murdock, Jane Y.",,"IEEE, San Diego Section, San Diego, CA, USA;IEEE, Technical Activities Board Neural Networks Committee, New Y","Publ by IEEE, New York, NY, USA",IEEE International Conference on Neural Networks,,"San Diego, CA, USA",,,,,,English,,Conference Paper,Final,,Scopus,2-s2.0-0024124597
Bisset D.L.,7003823197;,NETWORKS BEYOND THE CLASSROOM.,1986,IEE Colloquium (Digest),,1986 /9,,4. 1,4. 4,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0022916378&partnerID=40&md5=e287f483feda7f84449bfd8b36795aa5,"Univ of Kent, Canterbury, Engl, Univ of Kent, Canterbury, Engl","Bisset, D.L., Univ of Kent, Canterbury, Engl, Univ of Kent, Canterbury, Engl","The majority of schools in the UK now own at least one microcomputer, and a few hundred own enough to reap the benefits of a local area network (LAN). However, in the majority of these schools the network only exists either inside a computer classroom or within a section of the school dedicated to computer use. Since a classroom network gives improved facilities beyond that provided by an equivalent number of stand alone machines, is there a corresponding advantage in extending the network through a school? By using Felsted school in Essex as an example this paper provides some guidelines by outlining some of the benefits of making such an extension.",,ELECTRICAL ENGINEERING - Education; ENGINEERING EDUCATION - United Kingdom; CLASSROOM NETWORK; COMPUTER CLASSROOM; DISTRIBUTION OF SERVICES; FELSTED SCHOOL IN ESSEX; LOCAL AREA NETWORK; MULTIPLE MACHINE COMMUNICATIONS; COMPUTER NETWORKS,,,,,,,,,,,,"Bisset, D.L.; Univ of Kent, Canterbury, Engl, Univ of Kent, Canterbury, Engl",,"IEE, Computing & Control Div, London, Engl","IEE, London, Engl",Colloquium on Computer Networks in Education.,,"London, Engl",8668.0,09633308,,DCILD,,English,IEE Colloquium (Digest),Conference Paper,Final,,Scopus,2-s2.0-0022916378
"Strickland R.Mack, Poe Stephen E., Gaultney Larry D.",7102197814;7007014088;6701656976;,CURRICULUM FLEXIBILITY VS. INSTRUCTION SPECIALIZATION: CAI/CMI - BRIDGING THE GAP.,1985,Paper - American Society of Agricultural Engineers,,,,,,13.0,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0022306049&partnerID=40&md5=83f6fae7de1044cbd81ffe3ac639b85f,"Purdue Univ, West Lafayette, IN, USA, Purdue Univ, West Lafayette, IN, USA","Strickland, R.Mack, Purdue Univ, West Lafayette, IN, USA, Purdue Univ, West Lafayette, IN, USA; Poe, Stephen E., Purdue Univ, West Lafayette, IN, USA, Purdue Univ, West Lafayette, IN, USA; Gaultney, Larry D., Purdue Univ, West Lafayette, IN, USA, Purdue Univ, West Lafayette, IN, USA",This paper covers new and emerging technologies Agricultural Mechanization will need to address in the next 20 years. It covers the need for curriculum flexibility to meet current and future needs and the use of computer driven interactive learning systems (CAI/CMI) to increase instructional efficiency and productivity.,,"COMPUTER SYSTEMS, DIGITAL - Interactive Operation; ENGINEERING EDUCATION - Computer Applications; AGRICULTURAL MECHANIZATION; COMPUTER DRIVEN INTERACTIVE LEARNING SYSTEMS (CAI/CMI); CURRICULUM FLEXIBILITY; INSTRUCTION SPECIALIZATION; INSTRUCTIONAL EFFICIENCY; AGRICULTURAL ENGINEERING",,,,,,,,,,,,"Strickland, R.Mack; Purdue Univ, West Lafayette, IN, USA, Purdue Univ, West Lafayette, IN, USA",,"ASAE, St. Joseph, MI, USA","ASAE, St. Joseph, MI, USA",1985 Winter Meeting - American Society of Agricultural Engineers.,,"Chicago, IL, USA",7905.0,01450166,,AAEPC,,English,Paper - American Society of Agricultural Engineers,Conference Paper,Final,,Scopus,2-s2.0-0022306049
South C.R.,55530841100;,APPLICATION OF ADAPTIVE FILTERS TO HANDSFREE TELEPHONY.,1985,IEE Colloquium (Digest),,1985 /76,,8. 1,8. 5,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0022238892&partnerID=40&md5=6c8052af3552f78ebfda3374530fbf72,"British Telecom, British Telecom","South, C.R., British Telecom, British Telecom","A simple sum of gains and losses around a loop having handsfree facilities at each terminal shows that, given good acoustic isolation between loudspeaker and microphone, up to 31 db, depending on the line loss, of suppression is needed in one of the transmission paths to maintain stability. If adaptive filters are used to supply the suppression by cancelling the coupling across the 2-to-4-wire converter and the acoustic path, then the frequency spectrum of misadjustment will have a probability density distribution with peaks occurring randomly. An accurate prediction of the probability of occurrence of a peak can be made from measurements in the time domain for a Gaussian (or other analytic distribution) training signal. In the case of speech, estimates can only be made based on statistical information derived by experiment. Using this technique it can be shown that virtually all calls made over the BT network in handsfree mode can be made effectively duplex, using the combination of adaptive filters and a shallow voice-switch.",,"ELECTRIC FILTERS, DIGITAL - Applications; MICROPHONES; ADAPTIVE FILTERS; CONVERSATION; EQUIVALENT SOUND; HANDSFREE TELEPHONY; TALKERS; TELEPHONE HANDSET; TELEPHONE APPARATUS",,,,,,,,,,,,"South, C.R.; British Telecom, British Telecom",,"IEE, Electronics Div, London, Engl","IEE, London, Engl",Colloquium on Adaptive Filters.,,"London, Engl",8448.0,09633308,,DCILD,,English,IEE Colloquium (Digest),Conference Paper,Final,,Scopus,2-s2.0-0022238892
Hiltz Starr Roxanne,7004700537;,VIRTUAL CLASSROOM: EXPLORATIONS OF AN ONLINE INTERACTIVE LEARNING SPACE.,1984,,,,,169,,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0021568128&partnerID=40&md5=9915fb97e4cbe94247fade88b78a56ca,"Uppsala Coll, Uppsala Coll","Hiltz, Starr Roxanne, Uppsala Coll, Uppsala Coll","Using a computerized conferencing system, a 'virtual classroom' can be constructed to include teachers and students located anywhere in the country. Each person participates at his or her convenience, with the computer storing and ordering the communication. Students may obtain course materials, complete problems and assignments, confer with the instructor, and interact with the other members of the class. Included are the software and teaching techniques used in the first online courses offered by NJIT, and the reactions of the students, who were part of a study of acceptance of this technology. Current and future directions for software development and evaluation of the impacts and effectiveness of this innovation will also be discussed.",,"COMPUTER SYSTEMS, DIGITAL - Interactive Operation; ABSTRACT ONLY; COMPUTERIZED CONFERENCING SYSTEM; INTERACTIVE LEARNING SYSTEMS; EDUCATION",,,,,,,,,,,,"Hiltz, Starr Roxanne; Uppsala Coll, Uppsala Coll",,"ACM, New York, NY, USA","ACM, New York, NY, USA","1984 ACM Twelfth Annual Computer Science Conference: The Future of Computing, CSC '84 and SIGCSE Symposium.",,"Philadelphia, PA, USA",7112.0,,089791127X,,,English,,Conference Paper,Final,,Scopus,2-s2.0-0021568128
"Pinciroli F., Ronchi S., Vigo M., Zoccola A.",7004304615;34971909500;7006386968;6508006876;,INTERACTIVE EDUCATIONAL SYSTEM IN DYNAMIC ELECTROCARDIOGRAPHY.,1984,Computers in Cardiology,,,,105,108,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0021642261&partnerID=40&md5=79e5739a91468a149ee2cc8ea8e6c0df,"Politecnico di Milano, Dep of, Electronics, Milan, Italy, Politecnico di Milano, Dep of Electronics, Milan, Italy","Pinciroli, F., Politecnico di Milano, Dep of, Electronics, Milan, Italy, Politecnico di Milano, Dep of Electronics, Milan, Italy; Ronchi, S., Politecnico di Milano, Dep of, Electronics, Milan, Italy, Politecnico di Milano, Dep of Electronics, Milan, Italy; Vigo, M., Politecnico di Milano, Dep of, Electronics, Milan, Italy, Politecnico di Milano, Dep of Electronics, Milan, Italy; Zoccola, A., Politecnico di Milano, Dep of, Electronics, Milan, Italy, Politecnico di Milano, Dep of Electronics, Milan, Italy",A description is given of an interactive learning system in dynamic electrocardiography. The system uses two main tools. The first is an archive of electrocardiographic tracings coming from patients affected by arrhythmias. The second is a computer system equipped with video display terminals. The system offers a) horizontal display of tracings and of the true diagnostic classifications related to every electrocardiographic cycle; b) a recheck after a classification mistake; c) an evaluation matrix where all the student's classifications are displayed versus the ones in the archive; and d) tools to help the student to better understand the mistakes he made.,,"COMPUTER SYSTEMS, DIGITAL - Interactive Operation; SYSTEMS SCIENCE AND CYBERNETICS - Learning Systems; TEACHING MACHINES - Medical Applications; ARRHYTHMIA ELECTROCARDIOGRAMS; DIAGNOSTIC CLASSIFICATIONS; STUDENT-ERROR EVALUATION MATRIX; VIDEO DISPLAY UNITS (VDU); BIOMEDICAL ENGINEERING",,,,,,,,,,,,"Pinciroli, F.; Politecnico di Milano, Dep of, Electronics, Milan, Italy, Politecnico di Milano, Dep of Electronics, Milan, Italy",Ripley Kenneth L.,"LDS Hospital, Salt Lake City, UT, USA;Univ of Utah, Salt Lake City, UT, USA;IEEE Computer Soc, Los Alamitos, CA, USA","IEEE, New York, NY, USA",Computers in Cardiology.,,"Salt Lake City, UT, USA",7478.0,02766574,0818605472,COCAD,,English,Comp Cardiolog,Conference Paper,Final,,Scopus,2-s2.0-0021642261
"Kumar V.K., Rogers J.L.",57190038502;57190041283;,Instructional uses of the Olin Experimental Classroom,1976,"Proceedings of the ACM SIGCSE-SIGCUE Technical Symposium on Computer Science and Education, SIGCSE 1976",,,,189,191,,,10.1145/800107.803472,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85033453925&doi=10.1145%2f800107.803472&partnerID=40&md5=054ef7597412291d2729f51919c20adf,"Department of Education, United States; Department of Computing and Information Sciences, Case Western Reserve University, United States","Kumar, V.K., Department of Education, United States; Rogers, J.L., Department of Computing and Information Sciences, Case Western Reserve University, United States","The Olin Experimental Classroom at Case Western Reserve University provides a laboratory-like environment in which instructors can assess the results of trying out different teaching methods, techniques, etc. From a hasty look at three of the essential hardware components of this facility as shown in Figure 1 - keyset response units for each student, a process-control computer which scans the response units, and a display for the instructor - one could easily conclude that the Olin Experimental Classroom is simply another ""student response system"" or ""wired classroom"". In fact, the differences between the traditional student response systems and the Olin Experimental Classroom begin with the very purposes for which these facilities are intended, and the differences extend to every aspect of their respective operation.",,Computer control systems; Computer hardware; Education computing; Interactive computer systems; Teaching; Case Western Reserve University; Hardware components; Process control computers; Student-response system; Teaching methods; Students,,,,,,,,,,,"Anderson, R.C., Control of students mediative processes during verbal learning and instruction (1970) Review of Educational Research, 40, pp. 349-363; Berliner, D.C., (1965) The Effects of Test-like Events and Note-taking on Learning from Lecture Instruction, , Unpublished doctoral dissertation, Stanford University; Gage, N.C., Berliner, D.C., (1975) Educational Psychology, , Chicago: Rand McNally; Littauer, R., Instructional implications of a low-cost electronic student response system (1972) Educational Technology, 12, p. 69; McKeachie, W.J., Instructional psychology (1974) Annual Review of Psychology, 25, pp. 161-194; Munz, D.C., Jacobs, P.D., An evaluation of perceived item-difficulty sequencing in academic testing (1971) British Journal of Educational Psychology, 41, pp. 195-205; Rogers, J.L., The multiple choice issue and CAI system constraints (1970) Journal of National Society for Programmed Instruction, 9, p. 5; Rogers, J.L., A computerized classroom for instructor's experimentation and training (1975) Computers in Education, pp. 591-593. , Edited by O. Lecarme and R. Lewis. Amsterdam: IFIP-North Holland Publishing Co",,Colman R.Lorton P.,ACM Special Interest Group on Computer Science Education (SIGCSE);ACM Special Interest Group on Computer Uses In Education (SIGCUE),"Association for Computing Machinery, Inc","1976 ACM SIGCSE-SIGCUE Technical Symposium on Computer Science and Education, SIGCSE 1976",12 February 1976 through 13 February 1976,,130833.0,,,,,English,"Proc. ACM SIGCSE-SIGCUE Tech. Symp. Comput. Sci. Educ., SIGCSE",Conference Paper,Final,,Scopus,2-s2.0-85033453925
"Eckerlin H.M., McDonald P.H.",6602617239;7202986610;,EVALUATING LECTURE EFFECTIVENESS VIA THE CYBERNETIC TEACHING AND LEARNING SYSTEM.,1974,IEE Conference Publication,,11,,109,112,,,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0016363437&partnerID=40&md5=aeab21c0f3faeb3fe944a359532654e6,,"Eckerlin, H.M.; McDonald, P.H.","The ″cybernetic teaching and learning system″ - the CTAL system - consists of a student body, an instructor, some teaching assistants, a computer and associated printer, numerous visual aids, a student-response system, a bar-graph display, and any other elements the creator and user of the system deems necessary. It is the objective of this CTAL project to utilize these and other elements cybernetically in order to realize an improvement in the pedagogical process. The first phase of a CTAL was realized, thus enabling the instructor to remain cognizant to the state of knowledge of the class through frequent sampling. A rigorous experimental procedure for evaluating the effectiveness of various modes of presentation was developed and implemented.",,Engineering education; Systems science and cybernetics,,,,,,,,,,,,"Eckerlin, H.M.",,,,,15 July 1974 through 19 July 1974,"London, Engl",,05379989,,IECPB,,,IEE Conf Publ (Lond),Conference Paper,Final,,Scopus,2-s2.0-0016363437